The new Framework for Junior Cycle (DES. 2012. A Framework for Junior Cycle. Dublin: Stationery Office) in Ireland aimed to introduce short courses and develop key skills but the proposed phasing out of the Junior Certificate examinations resulted in widespread controversy. Drawing on policy documents and related research, this paper takes a critical realist approach, using Robertson and Dale’s (2015. “Towards a ‘Critical Cultural Political Economy’ Account of the Globalising of Education.” Globalisation, Societies and Education 13 (1): 149–170) Critical Cultural Political Economy of Education theoretical framework, to critically analyse the three stated rationales underpinning the reform: research, consultations and Ireland’s PISA scores. A further fourth rationale is then put forward: Ireland’s financial collapse in 2008 and the resulting concentration on a neo-liberal discourse of ‘efficiency’ and ‘competitiveness’ stemming from wider global education policy. The paper poses the critical question: was improving students’ learning experience the real driver behind the reform or was the removal of the state exams more about reducing costs than augmenting learning outcomes? The paper concludes that education policy cannot be separated from other public policy as both have become increasingly entwined with overarching neo-liberal objectives. It argues the ‘not-so-stated’ rationale of the financial collapse played an important role in the formulation of the Junior Cycle reforms and will continue to impact educational policy in Ireland.

中文翻译：

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对支持引入爱尔兰青少年周期框架的基本原理的批判性分析

爱尔兰的新少年自行车框架（DES。2012。少年自行车框架。都柏林：文具办公室）旨在引入短期课程并培养关键技能，但提议逐步取消少年证书考试导致了广泛的争议。本文借鉴政策文件和相关研究，采用批判现实主义的方法，使用 Robertson 和 Dale 的（2015 年。“Towards a 'Critical Cultural Political Economics' Account of the Globalizing of Education。” Globalisation, Societies and Education 13 (1)： 149–170) 教育的批判文化政治经济学理论框架，批判性地分析支持改革的三个基本原理：研究、咨询和爱尔兰的 PISA 分数。然后提出进一步的第四个理由：爱尔兰在 2008 年的金融崩溃以及由此产生的关于“效率”和“竞争力”的新自由主义话语的集中，源于更广泛的全球教育政策。这篇论文提出了一个关键问题：改善学生的学习体验是改革背后的真正驱动力，还是取消州考试更多的是为了降低成本而不是增加学习成果？本文的结论是，教育政策不能与其他公共政策分开，因为两者都越来越与新自由主义的总体目标交织在一起。它认为金融崩溃的“不那么明确”的理由在青少年周期改革的制定中发挥了重要作用，并将继续影响爱尔兰的教育政策。