ABSTRACT
This chapter tackles two subfields that have recently grown in importance in the analysis of public policy: policy feedback and policy learning. While policy learning is a potential outcome resulting from policy feedback, the latter is not essential for learning to occur. In fact, relative to the wellfocused literature on policy feedback, this chapter illustrates that the literature on policy learning is extremely diverse and encapsulates a myriad of concepts, actors, and learning mechanisms. This chapter is divided into two sections. The first defines, analyzes and explains how policy feedback and policy learning are employed in the study of public policy. The second section discusses the mechanisms and tools that facilitate or impede policy learning, with a particular attention given to commissions.
