Policy-learning in EU Open Coordination Processes: The Case of Peer Reviews
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This article examines the peer review meetings held under the Open Method of Coordination for Social Protection and Social Inclusion. I explore the potential of peer reviews for developing policy learning and transfer dynamics. I claim that peer reviews are able to promote mutual learning among the participants in the form of 'horizontal' and reflexive learning. Yet, the outcomes of the meetings in the Member States mostly consist of learning for the individuals involved, while policy transfer is limited. While not 'spectacular', these effects are not negligible. These findings qualify certain sceptical claims about learning possibilities in Open Coordination processes.