This paper will attempt to consider important junctures in the evolution of Irish educational policy. For this purpose, the author will make appropriate references to the theoretical framework of Jack Mezirow. In particular, his treatment of "meaning schemes", "meaning perspectives" and "paradigm shifts" will be applied toward a better understanding of recent developments in educational policy here. The principal "paradigms" or "frames of reference" which underpin the formulation of educational policy will be considered. It is hoped that such an analysis will contribute to the on-going debate about the future role of education in society today, both here and in Europe generally. Attendees from different European countries will have an opportunity to reflect on the various influences that have impacted the evolution of their educational policies. It is also anticipated that they will be able to identify resonances with specific developments in the Irish context, as well as points of departure. This paper will attempt to consider important junctures in the evolution of Irish educational policy. It is the author's considered opinion that relevant insights from the work of Jack Mezirow will be particularly helpful for this purpose.In Transformative Dimensions of Adult Learning, Mezirow identifies a "meaning scheme" as "the particular knowledge, value judgments, and feelings that become articulated in an interpretation" (Mezirow, 1991, p. 44). These schemes constitute for him "the concrete manifestations of our habitual orientation and expectations" (Ibid.). This habitual orientation in turn manifests what he refers to as "meaning perspectives", which provide us with an "orienting frame of reference….for interpreting and evaluating the meaning of experience" (Mezirow, 1991, p. 42). He also identifies a "paradigm" as an "articulated, theory-based, collectively held meaning perspective" (Mezirow, 1991, p.46). This paper, then, will attempt to elicit the principal "paradigms" or "frames of reference" which underpin the formulation of policy in the educational arena in Ireland today. It is hoped that such an analysis will contribute to the on-going debate about the future of education in the Irish context and in the larger European frame at the turn of the new millennium. Attendees from different European countries will have an opportunity to reflect on the various influences that have impacted the evolution of their educational policies. It is also anticipated that they will be able to identify resonances with specific developments in the Irish context, as well as points of departure.Methodology: Application of Mezirow's theoretical framework toward an understanding of the development of Irish educational policyHow might the aforementioned theoretical constructs from Mezirow facilitate our increased understanding about the evolution and subsequent development of Irish educational policy? Several questions spring to mind in this respect. Firstly, what are the dominant paradigms under-girding our current education policies?; secondly, have there been any paradigm shifts in our understanding of the nature and purpose of education in recent times? And, thirdly, how might our increased understanding about the nature and development of educational policy facilitate a more integrated and inclusive policy agenda for the future? It is anticipated that careful consideration of such questions may help to shed light on important issues facing our own educational system and educational systems across Europe. Possible Findings:The 1990s was a period of significant growth and development in the educational policy area in Ireland. Mezirow's theoretical framework has allowed me to articulate an understanding with respect to these developments. It is apparent, for example, that the technical "meaning perspective" currently enjoys a pivotal role in the formulation of educational policy here. Many commentators, for example, would contend that Ireland's recent economic success, which has come to be referred to as the Celtic Tiger, is largely a result of the success of its educational system and, in particular, to its success in the technical area. This would appear to affirm the "paradigm shift" that the government underwent in the 1960s, deciding to revamp the educational system with a view to enhancing the importance attached to the technical skills area. While in no way detracting from the importance that ought to be attached to the technical skills development area in education, I believe that a balance ought to be struck between the skills development aspect of education and what Talcott Parsons refers to as the "moral socialisation" aspect.