Blocked Learning in Greece: The Case of Soft-Governance

Abstract

We observe the effects of the Open Method of Coordination (OMC) in Greece to uncover the variables that block learning. Empirically, we find that specific endogenous administrative, institutional and sociopolitical features of the Greek state obstruct learning processes, even when delegates active in the OMC committees and processes individually learn. Indeed, learning remains trapped within specific groups of national actors involved with reporting exercises and peer review meetings. Methodologically, we draw on triangulation of a variety of Greek official OMC documents, interviews with key national actors—in the field of poverty and social exclusion—as well as secondary literature. By highlighting the importance which domestic features play with respect to policy learning processes, we contribute to our understanding of the complexity of policy learning via EU soft modes of governance at the national level. In conclusion, we reflect on the comparative extensions of our findings and on whether the hardening of EU policy coordination in the recent season of successive bail-outs of Greece may change the state of play.