This paper analyzed the Philippines´ climate change policies through the lens of Policy Transfer.
Table of Contents
1. Introduction
2. Conceptual and Analytical Framework
2.1. Policy Learning – Definition, Concept and Types
2.2. Policy transfer as an analytical framework
2.3. Research operationalization and definition of terms
3. Overview of International Climate Change Agreements and Institutions
3.1. Evolution of international climate change agreements
3.2. The United Nations Framework Conventions on Climate Change (UNFCCC)
3.3. The Kyoto Protocol
3.4. The Intergovernmental Panel on Climate Change (IPCC) and its reports
3.5. Summary Commitments and Obligations of Developing Countries
4. Overview of the Philippines´ Climate Change Policies
4.1. Policy Context
4.2. Evolution of the Philippines´ climate change policies
4.3. Mitigation policies
4.4. Adaptation Policies
4.5. Organizational Arrangements
5. Analysis – Policy Transfer and the Philippines´ Climate Change Policies
5.1. Policy Transfer Framework Analysis
5.2. Policy transfer and policy results
6. Conclusion
Research Objectives and Themes
This thesis investigates the extent to which international policy transfer has influenced the development of national climate change policies in the Philippines and assesses whether these transferred policies have resulted in appropriate and effective outcomes for the country.
- Theoretical application of policy learning and policy transfer frameworks.
- Analysis of international climate change institutions and their influence on developing nations.
- Examination of the evolution and current landscape of Philippine climate change legislation.
- Evaluation of policy effectiveness regarding mitigation, adaptation, and organizational governance.
- Critique of policy "mimicry" versus genuine learning in developing country governance.
Excerpt from the Book
2.1. Policy Learning – Definition, Concept and Types
The Oxford dictionary defines learning as “the acquisition of knowledge or skills through study, experience, or being taught.” Hall (1993, p. 278) echoed this idea when he asserted that learning “occurs when individuals assimilate new information, including that based on past experience, and apply it to their subsequent actions.” These definitions share similar emphasis on the role of knowledge and information in changing actions or behavior. However, a myriad of concepts and interpretations exist when it comes to policy learning.
According to Bennet and Howlett (1992, pp. 275-276), policy learning emerged as an alternative to classic conflict-oriented theories to explain policy changes. In the conflict-oriented, policies are influenced by external social forces and conflicts (Nordliger, 1981 in Bennet and Howlett, 1992, p. 275) whereas, in the policy learning approach, policies change due to the acquisition and utilization of new knowledge and information. Bennett and Howlett (1992, p. 288) synthesized the more dominant concepts of policy learning into three types based on the questions ‘Who learns?’, ‘What will be learned?’ and ‘What is the effect of learning?’
Chapter Summaries
1. Introduction: Presents the global climate change challenge and identifies the research gap regarding policy transfer in developing nations like the Philippines.
2. Conceptual and Analytical Framework: Defines the theoretical tools, specifically policy learning and policy transfer, used to structure the examination of the research questions.
3. Overview of International Climate Change Agreements and Institutions: Details the historical evolution of global climate governance and the specific responsibilities delegated to developing countries under the UNFCCC and Kyoto Protocol.
4. Overview of the Philippines´ Climate Change Policies: Sketches the national context of the Philippines, its vulnerability, and the specific laws and organizational structures established to address climate change.
5. Analysis – Policy Transfer and the Philippines´ Climate Change Policies: Critically analyzes the extent of policy transfer, identifying the tendency toward mimicry and the fragmentation of policy results within the Philippine governance system.
6. Conclusion: Summarizes the findings, highlighting that while the Philippines has been prolific in passing legislation, these efforts often lack the necessary implementation commitments.
Keywords
Climate Change, Policy Transfer, Policy Learning, Philippines, UNFCCC, Kyoto Protocol, Mitigation, Adaptation, Governance, Policy Mimicry, Institutional Framework, Sustainable Development, International Agreements, Environmental Policy, Public Management.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on the impact of international policy transfer on national climate change policymaking in the Philippines.
What key theoretical concepts are applied?
The study primarily utilizes the concepts of policy learning, specifically "lesson-drawing," and the policy transfer framework developed by scholars such as Dolowitz and Marsh.
What is the primary research question?
The study asks to what extent policy transfer influenced Philippine climate change policies and whether these transfers resulted in appropriate and effective policy outcomes.
Which methodology does the author use?
The thesis employs a qualitative research methodology through the examination and analysis of government policies, laws, implementing rules, and secondary reports from international donors.
What does the main body of the work cover?
The main body examines international climate frameworks, the specific historical trajectory of Philippine climate legislation, and analyzes the underlying motivations and mechanisms of the policy transfers that occurred.
Which keywords best characterize the work?
Core keywords include Climate Change, Policy Transfer, Philippines, Policy Mimicry, and Governance.
Does the Philippine government effectively engage in "lesson-drawing"?
The analysis suggests that the Philippines often engages in "mimicry" or "emulation" of international trends rather than rigorous lesson-drawing, leading to fragmented policy implementation.
What is the significance of the "governance chaos" mentioned?
The author uses this term to describe the creation of multiple, overlapping institutions (IACC, PTFCC, CCC) which complicate coordination and effective policy execution.
How did the author define the outcome of the study?
The author concludes that there is a significant gap between the rhetoric of climate policy-making and the actual implementation reality in the Philippines.
- Quote paper
- Mae Salvanette Leyson (Author), 2011, International Policy Transfer and National Climate Change Policies, Munich, GRIN Verlag, https://www.grin.com/document/265193
