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Szybki rozwój globalnego Południa i stagnacja rozwoju na globalnej Północy zmieniły kierunki dyfuzji polityki publicznej. Do tej pory w literaturze przedmiotu brakuje jasnych tez, które wyjaśniałyby te zmiany. Niniejszy artykuł przyczynia się do rozwoju badań, oferując ramy międzypokoleniowego uczenia się do badania nowych ścieżek rozpowszechniania polityki publicznej i technologii na świecie. Propozycje antropologiczne Margaret Mead zostały dostosowane do większego popytu i popularności transferów na linii Południe-Południe w porównaniu z rzadszymi transferami na linii Południe-Północ. W artykule na przykładzie doświadczeń z Korei Południowej stwierdzono, że era transferu wiedzy wyłącznie z Północy na Południe dobiegła końca. Proponowane ramy można dalej zastosować do szybko rozwijających się doświadczeń i praktyk uczenia się w Ameryce Łacińskiej, Europie Wschodniej i Afryce.

Słowa kluczowe

uczenie się od przeszłości analiza porównawcza transfer wiedzy uczenie się instytucjonalne i organizacyjne lesson-drawing benchmarking knowledge transfer institutional and organizational learning

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Czasopismo „Studia z Polityki Publicznej/Public Policy Studies” zapewnia dostęp do treści artykułów w trybie otwartego dostępu (Open Access) na zasadach licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe (CC BY 4.0).

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Więcej informacji: Polityka Open Access czasopisma "Studia z Polityki Publicznej/Public Policy Studies"

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Prysmakova, P. (2020) „Ramy międzypokoleniowego uczenia się. Zastosowanie typologii Margaret Mead do etapu ustanawiania agendy w dyfuzji polityki publicznej”, Studia z Polityki Publicznej, 7(2(26), s. 33–57. doi: 10.33119/KSzPP/2020.2.2.
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