Median Problem Pressure and Policy Learning: An Exploratory Analysis of European Countries

Abstract

This chapter takes a new look at the relationship between problem-solving-oriented (policy) learning and power-oriented (political) learning. I present the results of an explorative and comparative meta-analysis of case studies of social policy reforms in Belgium, Greece, Germany, Italy, the Netherlands, Spain, Switzerland and the UK. I argue that problem-solving-oriented learning is most likely to occur in reforms that are carried out against the background of a ‘median problem pressure’. This implies that only if there is no urgency and it is politically too risky to ignore the policy problem for society, policymakers will learn in a policy-oriented manner.