Transnational cooperation and policy learning

Transcription

1 PORTICO Final Conference, 26 February 2014, Utrecht Transnational cooperation and policy learning Prof. Dr. Stefanie Dühr Professor of European Spatial Planning Systems

2 In this workshop Policy learning through transnational cooperation: a model What affects such learning processes? A discussion of your experiences: potentials and challenges for policy learning through transnational cooperation

3 Added-value of transnational cooperation? Individual, organisational and policy learning through INTERREG cooperation Source: EurecConsult et al ( edia/pdf/exchange_experience_stud y_full.pdf)

4 Source: Colomb, C. (2007) The added value of transnational cooperation: Towards a new framework for evaluating learning and policy change. Planning Practice and Research, 22:3, What affects learning processes? The scope and intensity of INTERREG projects common issue cooperation Transnational issues

5 Source: Dühr, S.; Nadin, V. (2007) Europeanization through transnational territorial cooperation? The case of INTERREG IIIB North-west Europe. Planning Practice and Research, 22: 3, What affects learning processes? Rescaling of spatial planning agendas? Empirical results from INTERREG IIIB NWE Mutual learning through cooperation: does this result in a re-scaling of planning perspectives from national and regional to the transnational level? lack of attention to the transnational scale and limited understanding of transnational spatial issues in national / regional strategies and among stakeholders little evidence of a rescaling of preferences and strategies of actors in North-west Europe (INTERREG IIIB) Starting point are local, regional (and sometimes national) agendas, and how transnational programmes can contribute to them Many common issue projects, fewer truly transnational projects

6 Source: Dühr, S.; Nadin, V. (2007) Europeanization through transnational territorial cooperation? The case of INTERREG IIIB North-west Europe. Planning Practice and Research, 22: 3, What affects learning processes? Factors influencing transnational cooperation and learning Weak political dimension to transnational cooperation Interregional competition prevents far-reaching transnational cooperation Political focus on quick and 'visible' (often physical) results of cross-border cooperation; soft outcomes and long-term nature of transnational cooperation not priority Challenges of intergovernmental working Diversity of institutional arrangements (for spatial planning etc.) across Europe Transnational cooperation a question of resources (expertise in intergovernmental working including language skills) Formal requirements of the funding programmes The definition of 'transnationality' and the changing context for transnational cooperation over successive funding periods (perceived) bias towards physical concrete outcomes and shift towards strategically relevant projects The definition of the cooperation area and the missing rationale of a coherent 'transnational region' (e.g. for North-west Europe programme)

7 Workshop / Discussion 1. From your involvement in transnational cooperation / INTERREG Strand B projects, can you highlight where organisational learning has occurred, and where this has led to policy learning and /or EU-level learning? 2. Can you connect this to the scope and intensity of cooperation of your project? 3. If limited policy learning has occurred, can you identify the main reasons for this? 4. (What would you do differently with your INTERREG project to make better use of project results and learning processes if you were to start again?)

8 Subtitel (of naam of datum) Titel presentatie of onderwerp Thank you for your attention and your cooperation! Tel.: / 8