Explaining differences in policy learning in the EU "Fit for 55” climate policy package

IF 2.7 Q1 POLITICAL SCIENCE
Fredrik von Malmborg
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引用次数: 0

Abstract

Through learning, policy actors can maintain, reinforce, or revise their beliefs and positions about the design and outcomes of policies. This paper critically analyzes factors influencing policy learning by comparing policy processes of two EU laws of the recent “Fit for 55” climate package: (i) revised provisions on increasing energy efficiency in companies included in the recast Energy Efficiency Directive and (ii) the new FuelEU Maritime regulation provided for decarbonizing maritime shipping. Learning across coalitions with competing beliefs was encountered in the first case but not in the other despite similar institutional settings. The difference is attributed to a more politicized debate on decarbonizing shipping, leading to consensus through bargaining instead of deliberation, and a circumscribed leader of one coalition, with a less flexible negotiation mandate. The paper adds to the theory on policy learning, suggesting that levels of politicization and polarization, as well as the mandates of the coalition leaders, influence cross-coalition learning.

Abstract Image

欧盟 "适合 55 国 "一揽子气候政策中政策学习差异的解释
通过学习,政策参与者可以保持、加强或修正他们对政策设计和结果的信念和立场。本文通过比较最近 "适合 55 国 "气候一揽子方案中两项欧盟法律的政策过程,批判性地分析了影响政策学习的因素:(i) 重新修订的能源效率指令中关于提高公司能源效率的修订条款;(ii) 新的 FuelEU Maritime 法规为海运业的去碳化做出了规定。在第一种情况下,尽管机构设置相似,但在另一种情况下,具有相互竞争信念的联盟之间的学习并没有出现。造成这种差异的原因是,关于航运业去碳化的辩论更加政治化,导致通过讨价还价而非审议达成共识,以及一个联盟的领导者受到限制,谈判授权不太灵活。本文对政策学习理论进行了补充,指出政治化和两极分化的程度以及联盟领导人的任务授权会影响跨联盟学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
European Policy Analysis
European Policy Analysis Social Sciences-Public Administration
CiteScore
9.70
自引率
10.00%
发文量
32
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