Page 124 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 124
ear ly school leaving: contempor ary european perspectives
and practices from one institutional framework to another environment.
Here it is necessary to understand and consider the complexity of pub-
lic policies, as well as the varying institutional contexts entailed. In cir-
cumstances of increasing complexity, it is thus essential to: a) recognise
one’s own policy problem; b) decide where to look for a solution; c) re-
search how a certain policy and practice work in another institutional
framework; d) develop a causal model of the way the policy and prac-
tice work in that institutional framework; e) (re)formulate lessons for the
transfer of the policy and practice into one’s own institutional context; f)
decide whether in fact to transfer the policy and practice; g) provide suit-
able sources for the policy and practice to be implemented; h) look at any
additional special risk that might arise when adopting the lesson in one’s
own institutional context; i) reduce the special risk by conducting a prior
evaluation; and j) apply others’ (positive or negative) lessons in one’s own
context. These phases are widely recognised as 10 steps to follow in seek-
ing to learn lessons from abroad.
On the basis of their own experiences, from others or with others
Hemerijck and Visser (2003), Radaelli (2004), Volden et al. (2008), Hartlapp
(2009) identify three different types of learning:
a) Learning from one’s experiences, which helps actors prevent or
reduce future mistakes. Reducing mistakes provides a motiva-
tional basis for looking at one’s own institutional and organisa-
tional past and thus for learning based on monitoring and evalu-
ating one’s own systems.
b) Learning from others, which occurs when actors use information
about the consequences of political decisions in other countries,
without them being affected themselves.
c) Learning with others, which includes consultations, experimen-
tation, exchange and the collection of information and experience
in pursuing shared goals.
They form, give and/or take
Actors within policy learning are never simply passive recipients of the new-
ly acquired knowledge. They can suitably contextualise the newly acquired
knowledge and use it to alter their conviction (Dunlop & Radaelli, 2010).
Based on the premises of policy (Heclo, 1972), imperialistic and coercive
124
and practices from one institutional framework to another environment.
Here it is necessary to understand and consider the complexity of pub-
lic policies, as well as the varying institutional contexts entailed. In cir-
cumstances of increasing complexity, it is thus essential to: a) recognise
one’s own policy problem; b) decide where to look for a solution; c) re-
search how a certain policy and practice work in another institutional
framework; d) develop a causal model of the way the policy and prac-
tice work in that institutional framework; e) (re)formulate lessons for the
transfer of the policy and practice into one’s own institutional context; f)
decide whether in fact to transfer the policy and practice; g) provide suit-
able sources for the policy and practice to be implemented; h) look at any
additional special risk that might arise when adopting the lesson in one’s
own institutional context; i) reduce the special risk by conducting a prior
evaluation; and j) apply others’ (positive or negative) lessons in one’s own
context. These phases are widely recognised as 10 steps to follow in seek-
ing to learn lessons from abroad.
On the basis of their own experiences, from others or with others
Hemerijck and Visser (2003), Radaelli (2004), Volden et al. (2008), Hartlapp
(2009) identify three different types of learning:
a) Learning from one’s experiences, which helps actors prevent or
reduce future mistakes. Reducing mistakes provides a motiva-
tional basis for looking at one’s own institutional and organisa-
tional past and thus for learning based on monitoring and evalu-
ating one’s own systems.
b) Learning from others, which occurs when actors use information
about the consequences of political decisions in other countries,
without them being affected themselves.
c) Learning with others, which includes consultations, experimen-
tation, exchange and the collection of information and experience
in pursuing shared goals.
They form, give and/or take
Actors within policy learning are never simply passive recipients of the new-
ly acquired knowledge. They can suitably contextualise the newly acquired
knowledge and use it to alter their conviction (Dunlop & Radaelli, 2010).
Based on the premises of policy (Heclo, 1972), imperialistic and coercive
124
