Learning in the European Commission’s Renewable Energy Policy-Making and Climate Governance

Abstract

Learning is frequently regarded as facilitating factor for policy outcomes. Yet, it competes with other explanations for policy change such as bargaining and executing pre-set objectives. This chapter contributes to addressing the empirical question on what affects policy change in European Union policymaking processes by highlighting the importance of ‘reflection’ as pre-requisite for learning. It examines the learning of individual policymakers in negotiating the Renewable Energy Directive of the European Union. The findings illustrate that learning can be hindered from being translated into policy change as actors follow national interests and ‘traditional’ bargaining approaches on the organisational level.