The concept of social learning by Peter Hall has created a wide scholarship which supports the fact that a paradigm shift in a policy change could successfully occur through the promotion of knowledge and new ideas instead of a focus on power relations of the influencers of policy. This research paper operationalizes the concept of social learning in the context of the relationship of Bretton woods institutions and African countries. The paper assumes that the failure of the paradigm of neo-liberalism which was imposed by the Bretton woods institutions in their focus on institutional power relations, hegemony and hierarchy to African countries means that the African continent needs a paradigm shift in its countries’ public policy, especially in its countries’ macro-economic policies. Scholars have published their dissatisfaction with neo-liberalism as they claim that it impacted the African countries negatively and further worsened their economic crisis instead of stabilizing it. The paper proposes the application of the concept of social learning in the process of policy formulation by African countries so as to reach a paradigm shift, replacing the paradigm of neo-liberalism with an African produced paradigm.
Table of Contents
1. Synopsis
2. Introduction
3. Methodology
4. Problem statement
4.1 Research question
5. Critical literature Review
6. Discussion
7. Conclusion
Research Objectives and Themes
This paper aims to investigate how African nations can achieve a paradigm shift in their economic and public policy formulation by moving away from the influence of external Western financial institutions and neo-liberal ideologies. By operationalizing Peter Hall's concept of social learning, the research seeks to propose an indigenous policy-making framework that prioritizes local realities and internal expertise over the restrictive conditions imposed by Bretton Woods institutions.
- The failure of the neo-liberal paradigm and structural adjustment programs in Africa.
- Application of Peter Hall’s social learning theory to policy change.
- The role of power relations, hegemony, and hierarchy in institutional policy-making.
- Redirection towards domestic policy networks, including regional institutions and civil society.
- Challenges of debt burden and economic sovereignty in African states.
Excerpt from the Book
The types of learning in the policy-decision making process
Dunlop and Radaelli (2013: 599 – 619) devise four comprehensive typologies to explain in a systematic manner; the process of policy formulation geared towards a policy change. They extend Peter Hall’s concept of social learning through an analysis of the influences, drivers and forces that affect a policy decision-maker in devising a policy. Their analysis is based on what they call the relationship between ‘teachers’ and ‘learners’ in the process of policy change, whereas ‘teachers’ represent the experts, such as the think-tanks, the interest groups and external or exogenous experts (Dunlop and Radaelli 2013: 599 - 619) . They then refer to the ‘learners’ as being the decision-makers in the policy formulation.
They then break down their analysis to the different forms of learning. The first one being Reflexive learning, which describes learning as being a result of social interaction and relation in a community of networks and actors, therefore no previously identified roles of hierarchy as to who should learn from whom (Dunlop and Radaelli 2013: 599 -619). The second one they delve upon is learning through bargaining, in which there also does not exist a separation between the learner and the teacher, and learning comes as a form of a production of an unintended product or as a result of political negotiations and competitions (Dunlop and Radaelli 2013: 599 – 619).
Summary of Chapters
1. Synopsis: Provides an overview of how social learning can facilitate a paradigm shift in African economic policies by replacing Western neo-liberal frameworks with locally produced knowledge.
2. Introduction: Outlines the failure of neo-liberalism in Africa and sets the research objective to explore alternative, independent policy formulation processes.
3. Methodology: Details the qualitative, interpretive, and inductive research approach used to analyze the complex phenomenon of policy change within the African context.
4. Problem statement: Discusses the negative impacts of Western-imposed structural adjustment programs and defines the research question regarding how African states can reclaim policy autonomy.
5. Critical literature Review: Analyzes various typologies of policy learning and discusses the critiques of neo-liberalism and structural adjustment programs in Africa.
6. Discussion: Evaluates the application of social learning theory and the potential for African regional institutions to act as internal drivers for policy reform.
7. Conclusion: Summarizes the findings, reiterating that social learning provides a viable path for African countries to break free from external institutional influence.
Keywords
Social learning, Neo-liberalism, Structural Adjustment Programs, Paradigm shift, African economic policy, Policy formulation, Bretton Woods institutions, Sovereignty, Policy networks, Economic development, Power relations, Institutional hierarchy, Knowledge-based policy, Internal expertise, Regional integration.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on the failure of neo-liberal paradigms and structural adjustment programs imposed on African nations by Western financial institutions, proposing a shift towards indigenous, knowledge-based policy formulation.
What are the primary thematic areas covered?
The primary themes include the application of Peter Hall’s social learning theory, the critique of Western-led economic policy in Africa, the importance of domestic policy networks, and the role of internal regional institutions.
What is the primary objective of the study?
The goal is to determine how African countries can eliminate external influence from Western financial institutions and achieve a paradigm shift in their public policy to better reflect local economic realities.
Which scientific methodology is utilized?
The paper follows a qualitative research approach, utilizing a desktop study and an extended literature review to build a theory in a grounded manner.
What is treated in the main body of the work?
The main body examines existing typologies of policy learning, critiques the historical implementation of structural adjustment programs, and explores how shifting to internal experts can foster policy independence.
How can one define the work using its keywords?
The work is defined by concepts such as social learning, neo-liberalism, economic sovereignty, policy networks, and structural adjustment, reflecting its interdisciplinary focus on political economy and public policy.
How does the author view the role of 'teachers' and 'learners'?
In this study, 'teachers' are identified as external Western institutions (e.g., IMF, World Bank), while 'learners' are African policy-makers, whose decision-making power has been hampered by institutional hierarchy and conditionality.
What specific role does the 'debt burden' play in this discussion?
The debt burden is presented as a major constraint that gives Western institutions continued leverage to impose neo-liberal paradigms, necessitating collective strategies for repayment to secure policy independence.
- Arbeit zitieren
- Jacob Mahlangu (Autor:in), 2017, Ideational approaches to change. A paradigm shift from neo-liberalism in African countries' economic policies to an African produced paradigm, München, GRIN Verlag, https://www.hausarbeiten.de/document/382671
