Policy Learning in the European Union:

Mutual learning among the Member states is the primary purpose of the employment policy of the European Union. The two most important research questions in this regard are how learning occurs and how much learning takes place. In this article it is argued that existing studies of the effects of learning in the European Employment Strategy (EES) have been either determined by the donor's interests or have misunderstood how mutual learning between countries takes place. In contrast, this article develops a constructivist approach to learning and uses it to generate some concrete hypotheses about when learning in committees is most likely to take place. This constructivist approach is then used to analyse the institutional framework surrounding the EES in order to evaluate whether the potential for learning is optimal. Finally, the article concludes that even though some basic premises for learning have been fulfilled, the potential for mutual learning could and should be increased through the implementation of a range of concrete institutional reforms. Firstly, a range of professional and autonomous subcommittees that report to the Employment Committee (EMCO) should be established. Secondly, the EMCO should be given more time to discuss national action plans in meetings with more loosely defined agendas. Thirdly, cooperation should be concentrated around the areas where the differences in terms of policy performances among the Member states are greatest. Fourthly, the president of the EMCO should be given a more prominent role at the expense of the Commission. Finally, the members of the EMCO should in the main be recruited from directorates in the member states rather than minister's departments.