A comparison of energy transition governance in Germany, The Netherlands and the United Kingdom

This paper reviews and analyzes the challenges of energy transition governance towards a low-carbon society as a political achievement. The main research question is how specific "transition governance approaches" (as advocated by transition theory) can be embedded/anchored in the policy-making logics and practices. We analyze three country cases, known for their path-breaking efforts in the area: Germany (due to its pioneering role in the development and diffusion of renewable energy technologies), the Netherlands (due to its pioneering role in launching the transition management framework),... Mehr ...

Verfasser: Laes, EJW
Gorissen, Leen
Nevens, Frank
Dokumenttyp: article / Letter to the editor
Erscheinungsdatum: 2014
Verlag/Hrsg.: Multidisciplinary Digital Publishing Institute (MDPI)
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-27605922
Datenquelle: BASE; Originalkatalog
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Link(s) : http://repository.tue.nl/906689

This paper reviews and analyzes the challenges of energy transition governance towards a low-carbon society as a political achievement. The main research question is how specific "transition governance approaches" (as advocated by transition theory) can be embedded/anchored in the policy-making logics and practices. We analyze three country cases, known for their path-breaking efforts in the area: Germany (due to its pioneering role in the development and diffusion of renewable energy technologies), the Netherlands (due to its pioneering role in launching the transition management framework), and the United Kingdom (due to its pioneering role in adopting a long-term legislative commitment to a low-carbon future). The paper identifies best governance practices and remaining challenges in the following areas: (i) connecting long-term visions with short- and mid-term action; (ii) innovation (technological as well as social); (iii) integration (of multiple objectives and policy areas and levels); (iv) societal engagement; and (v) learning/reflexivity.