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Diepenbrock

Elja

Diepenbrock

Validated Lead Expert
Generic Skills
B.1. Understanding of integrated and sustainable urban development: 
My educational background consists of a Master Study on Political Science (University of Amsterdam, later homologated by the Spanish Ministry of Education), in which I focused mainly on local policies in the fields of gender equality, environmental awareness and citizen participation. Already during my studies I started to work on environmental and sustainable housing for the City of Amsterdam. I continued with responsibilities on urbanism and socio-economic affairs, coordinating the Urban II program for Amsterdam, being directly accountable to the Alderman of Greater City Policy. This was a highly instructive period, because it showed to me the importance of sustainable and integrated urban planning, which only was to be successful if all departments and city districts were committed to collaborate horizontally and vertically, and, last but not least, citizen participation in the local neighbourhoods of Amsterdam was ensured. In that time I was also in charge of a Perception Study on a possible participation of Amsterdam in URBACT (outcome: support for a possible transnational cooperation on Creative Industry as well as Urban Safety). Furthermore I then coordinated cooperations with London, Genua, Helsinki, Kent,Vienna, Marseille, Stockholm. I decided to move to Valencia – later to Barcelona and Málaga –, where I established as a European expert executing EU projects in the social (e.g. young migrant & gender empowerment, education) and creative (culture and arts) field.
B1. Assessment: 
1: The candidate demonstrates convincing proof of his understanding of integrated and sustainable urban development.
B.2. Understanding of exchange and learning processes at transnational level: 
Since the nineties I have been participating in European projects. In 1995 I started to train and learn through PHARE cooperations with the Eastern European countries, later I coordinated/participated in EU projects, e.g. in the frame of INTERREG, EQUAL, LEONARDO, SOCRATES, DAPHNE, CREATIVE EUROPE. Actually, I had the pleasure to enjoy learning and sharing in too many transnational projects to summarize here, but some of them are: -Posseidon project on Quartermanagement: Interreg IIIC project of 6 EU cities. For the Dutch partner, Amsterdam, I coordinated the local learning group in which the knowledge obtained from the other cities was used. -HAS-project: cooperation between Helsinki, Amsterdam and Stockholm on policy measures on construction & housing. I was the chair of a conference between the directors of the development corporations of the 3 cities. -Porcospini: Daphne III-empowerment project focusing on vulnerable groups in Italian, British, Dutch, Slovak and Spanish cities, particularly in schools. I functioned as the scientific teamleader of 1 of the partner organisations. -Practical organisation of study visits for delegations: for city departments and housing corporations from abroad I organised study visits to Marseille/Valencia/Barcelona. Furthermore could be mentioned: UNESCO-fora,meetings Eurocities, lectures and workshops in Macedonia/Malta/Spain, feasibility visits of Morocco/Panamá/China, seminars & conferences in a variety of EU (candidate) countries.
B2. Assessment: 
1: The candidate demonstrates convincing proof of his understanding of exchange and learning processes at transnational level.
B.3. Proficiency in English: 
My reading, speaking and writing skills in English are on a C2 level.
B3. Assessment: 
1: The candidate points to convincing evidence of his proficiency in English.
Expertise for the design and delivery of transnational exchange and learning activities:
C.3.1. Ability to communicate complex concepts to non-English speakers: 
Being a Dutch person that lives in Spain, I often use my (Spanish) language skills to explain complex concepts to non-English speakers. This was for instance often the case during the study visits of Urban Matters to Valencia and Barcelona. I made use of Powerpoint Presentation and later also presentations in PREZI. Some other examples of communicating complex concepts to non-English speakers are: -The translation and adaptation that I realised of the Italian Porcospini Intervention Model, which I mentioned earlier. In this way a practical use on schools by Dutch teachers was possible. The feedback of the teachers was very positive.(www.yumpu.com/nl/document/view/20211459/nederlandse-vertaling-van-het-interventie-model-porcospini) -On a journey to China I had to promote the living standards in a Spanish town, to attract Chinese investors. Both the Chinese and the Spanish people involved had difficulties with foreign languages. I solved this with deciding to hire a company that selected video images with me and put 2 different languages (at least some words in Spanish) in the subtitles (www.vimeo.com/72147079). -Videos I edited for my workshops on Presentation & Eloquence. I made some non-conventional videos in English, which I subtitled myself. (I don´t want to put them on Youtube or VIMEO, but I can send them privately by Wetransfer, if desired) -My theatre and acting skills are also helpful to make participants with limited language skills understand complex concepts.
C3.1 Assessment: 
1: The candidate points to more than one valid example of how he is able to communicate complex concepts to non-English speakers.
C.3.2. Ability to draw out, support the verbalization and documentation of knowledge and practice from participants: 
-HAS-project: I wrote the Inception Report Proposal for a cooperation on speeding-up the production of houses and citizens participation between the cities of Helsinki, Amsterdam and Stockholm. This report made a first comparison between the 3 cities, with explorative questions on the land control, rent system, citizen integration in the planning process, housing needs, (absence of) grants, current roles of municipal government. Other publications (some can be found on the web) later developed by participants built further on my Inception Report, which, together with many inspiring words, had stimulated them to enter this exchange cooperation. -For Eurocities I wrote another Inception Report/State of the Art paper (co-author: Jeroen den Uyl): Proposal for a research dissemination framework for the Policy Working Group on Urban Research. The idea behind this was that cities already do practical research, but they often have no budget to translate the outcomes and share these. Together with this Inception Report Jeroen and I published an inventory among 19 cities: Riga, Naples, Lille, San Sebastián, Helsinki, Barcelona, London,Oslo, Porto, Sevilla, Venice, Liverpool, Warsaw, Nuremberg, Copenhagen, A’dam,Vienna, Gijón, Glasgow, which was very interesting since these cities indicated: -their willingness to cooperate more in the practical research field -publications that they would like to share with other cities -the topics they would like to learn about from other cities.
C3.2 Assessment: 
1: The candidate provides two convincing examples of outputs to support the verbalization and documentation of knowledge and practice from participants.
C.3.3. Ability to capture learning for participants to take away: 
Apart from all seminar reports that I (co-)produced during my OBESSU presidency, I could mention 2 examples of documents that I wrote in order to capture the knowledge/experiences exchanged at transnational level: -Métodos de Construcción de la Línea Norte-Sur de Ámsterdam, which was a Description Paper of the Techniques that are used in the Construction of the Amsterdam North-South Subway. This was a case study used during the exchange between the engineers of the Comunidad Valenciana (please see also www.ferrovial.com/es/ and www.roveralcisa.com ) and the City of Amsterdam. Part of this was an interesting study visit of the Dutch engineers (IBA, see also www.ingenieursbureau.amsterdam.nl ) to the metro lines of Valencia, which I coordinated and organised. -In the context of the Porcospini project (part of the Daphne III Programme 2007-2013 to prevent and combat violence against children, young people and women and to protect victims and groups at risk) I produced various progress and meeting reports, a proposal for adaptation of the intervention model (based on the commentaries of participants) and a road map for stakeholders on schools. See for more info on the project: http://www.specchiomagico.org/porcospini and also p. 97 of: www.google.nl/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCQQFjAA&url=http%3A%2F%2Fwww.ispcan.org%2Fresource%2Fresmgr%2Freport_of_dts_survey_final_p.pdf&ei=tO5IVYnNMIGsUsnhgdAH&usg=AFQjCNHSenSimIvNcL_2vcHK3nrlxpmbXA&bvm=bv.92291466,d.d24)
C3.3 Assessment: 
1: The applicant points to two valid examples of his ability to capture learning for the participants to take away.
C.3.4. Ability to produce concise reports that incorporate good practices and policy messages: 
Of the reports that I wrote which contain good practices and also recommendations how to improve local and national policies, I would like to emphasize: -‘“We are not married like that”; A national investigation on the dimension and characteristics of Forced Marriage, Abandonment and Marital Bondage of Women in the Netherlands’, Ministry of Social Affairs and Employment/University of Maastricht/Verwey-Jonker Institute/Foundation Femmes For Freedom, 2014, Utrecht (co-author). Please see: http://www.verwey-jonker.nl/publicaties/2014/zo-zijn-we-niet-getrouwd -‘An orientative study on the characteristics and possible policies concerning the issue of “hidden women” in Delfshaven’, recommendations presented to the Dutch Minister of Social Affairs and Employment on 17-10-2013, City of Rotterdam/Femmes For Freedom, The Hague(co-author). Please refer to: http://www.google.nl/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCoQFjAB&url=http%3A%2F%2Fwww.femmesforfreedom.com%2Fwp-content%2Fuploads%2F2013%2F10%2FVerborgenVrouwen_EenVergetenGroep.pdf&ei=J_pIVeXkHYbkUfyNgMAH&usg=AFQjCNFseQd2jsGtlwrJsioQd6lKkyShZA and:http://www.trouw.nl/tr/nl/4492/Nederland/article/detail/3528588/2013/10/17/Slavinnen-achter-de-voordeur.dhtml -‘Final Report on the Investigation of Municipal Support to ‘Amsterdam and URBACT’’, 2003 Dep. of Economical Affairs Municipality of Amsterdam (author) -‘Investigation Memorandum with Recommendations on Education Processes for the COA-staff’, 2007, The Hague (author)
C3.4 Assessment: 
1: The candidate provides more than two convincing examples demonstrating his ability to produce concise reports that incorporate good practices and policy messages.
Summary Expertise for the design and delivery of transnational exchange and learning activities: 
Since 1995 I have been involved in transnational cooperations. My roles as expert, chair, consultant, researcher, advisor, coordinator… were always complementary. With this I mean to say, that the title is not important, but it´s important that a project is well-prepared, implemented, and evaluated. Also the follow-up must be ensured, and, let´s be honest, this is sometimes easily forgotten.I have always felt responsible to get the very best results. I have been actively using new means of communication for 11 years now. This started with an EU project (with Train the Trainer-elements) showing me many innovative workshop leading methods. Later on I coordinated more self-assessments/peer visits, e.g. in European trainings, workshops, learning circles, intranet pages, and on studyvisits of policymakers to cities like Valencia, Helsinki, Barcelona, Stockholm,Marseille, London. I work like an actor too, so I know how to activate a group. From my trips in Europe I have knowledge of EU cities, and have always advocated that they should learn more from eachother.Already in 2004 a colleagu
Assessment: 
The candidate meets the criteria regarding the expertise for the design and delivery of transnational exchange and learning activities. There are no identified inconsistencies between the summary and the replies, nor between the information in the application form and CV.
Thematic expertise:
Theme / Policy: 
Active Inclusion of Target Groups
D.1. Deep knowledge on the selected theme and related policy challenges, including up to date practice, research, etc.: 
My experience is especially concentrated on women, young people, minorities and migrants: * In my Master Political Science I followed subjects about policies on gender mainstreaming & minorities * Activities and research on better involvement of these target groups: -Co-author study commissioned by the City of Rotterdam (2013) that focused on the difficult position of migrant women: ‘An orientative study on the characteristics and possible policies concerning “hidden women” in Delfshaven’, FFF, The Hague. Please refer to: http://www.google.nl/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCoQFjAB&url=http%3A%2F%2Fwww.femmesforfreedom.com%2Fwp-content%2Fuploads%2F2013%2F10%2FVerborgenVrouwen_EenVergetenGroep.pdf&ei=J_pIVeXkHYbkUfyNgMAH&usg=AFQjCNFseQd2jsGtlwrJsioQd6lKkyShZA and:http://www.trouw.nl/tr/nl/4492/Nederland/article/detail/3528588/2013/10/17/Slavinnen-achter-de-voordeur.dhtml -Contribution to Final Report Global Conference WOMEN 2000-IV ECONOMIC CRISIS; THE TURNING POINT FOR WOMEN,2010, Amsterdam -In the past active in youth associations: European Youth Forum, LAKS, OBESSU -Co-author study by the Ministry of Social Affairs (NL, 2014):‘“We are not married like that”; A national investigation on the dimension and characteristics of Forced Marriage, Abandonment and Marital Bondage of Women’, Univ. of Maastricht/VJI/FFF, Utrecht. http://www.verwey-jonker.nl/publicaties/2014/zo-zijn-we-niet-getrouwd -I also have extensive experience with Gender Effect Evaluations
D1 Assessment: 
1: The candidate shows sufficient experience in active inclusion of target groups.
D.2. Ability to produce thematic inputs to feed in the learning process of in projects in which you have been involved: 
-When I worked as a trainer, promoting empowerment and “society skills” to migrants from India, Argentinia, Russia, Nepal, Serbia, Brasil, Morocco I developed exercices and training materials (available to URBACT on request) especially adjusted to the interests of these migrants. My lessons were especially concentrated on empowerment of women with a deprived or problematic background. See also: http://www.euronet.nl/users/itw/ -I was the co-organiser of the Global Conference WOMEN 2000-IV ECONOMIC CRISIS; THE TURNING POINT FOR WOMEN. The conference announcement was published on the UNIFEM website –nowadays UN WOMEN– by that time (2010), now it is still visible at e.g. http://www.comminit.com/infancia/node/317338 A template I developed for this conference, in order to gather the contributions of the key-note speakers and participants can be found here: http://www.google.nl/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDEQFjAC&url=http%3A%2F%2Fgender.govmu.org%2FEnglish%2FDocuments%2Factivities%2Fconf_papers.doc&ei=1GhPVfCAJonXUey0geAE&usg=AFQjCNGWJQJwWsRLSI1-FSZ1nBhrKlH1Vg&bvm=bv.92885102,d.ZGU The programme and invitation of the conference included thematic inputs and ideas, in order to compare position papers and to learn from a thorough discussion. The texts to achieve this were written by me. Please read some documents at: https://women2000economiccrisistheturningpoint.wordpress.com/2015/05/10/hello-world/
D2 Assessment: 
1: The applicant provides 2 valid examples demonstrating his ability to produce thematic inputs to feed in the learning process.
D.3. Ability to produce concise reports that incorporate learning from exchange & learning activities, put forward good practice: 
Firstly I could indicate that I contributed to the final report of the Porcospini project, part of the EU Daphne III Programme, which can be found here: http://issuu.com/eljadiepenbrock/docs/porcospini_erickson_completo__final/1 In this report not only our theoretical approach, our methodology and some good practices are described, but also concrete exercices to be realised on schools in 5 different Member States, in order to make children more assertive and confident in their distinction between normal and strange (unwanted by the child) behaviour of adults. Secondly there was my contribution to the earlier mentioned Global Conference WOMEN 2000-IV: ECONOMIC CRISIS, THE TURNING POINT FOR WOMEN, of which, together with the General Director of MNO-ITW, I was the organiser. I contributed with my ideas, visions and feed-back to the (drafts of the) conference report, which contains some recommendations and examples of good - and bad! - practice for local and (inter)national policy makers. Please refer to: https://women2000economiccrisistheturningpoint.wordpress.com/2015/05/10/hello-world/ Thirdly, together with the director of Femmes For Freedom I was author of the study on “Hidden Women” in Rotterdam. Please see: http://www.femmesforfreedom.com/ and: http://issuu.com/eljadiepenbrock/docs/definitiefrapport_fff_verborgen_vro We presented this study to the Dutch minister of Social Affairs, together with a radio, tv and Facebook campaign.
D3 Assessment: 
1: The applicant provides more than 2 valid examples demonstrating his ability to produce concise reports that incorporate learning from exchange & learning activities.
D.4. Understanding of how to maximize the use of project results for benefits in capitalization, policy design, awarenes: 
Earlier I mentioned that I wrote the Urban II leaflet for Amsterdam, to be found at http://issuu.com/eljadiepenbrock/docs/scan_urban_ii-folder_elja. We distributed this directly to the responsible directors of DG Regio, to the national ministries and to other cities in Europe. But regarding the topic of this section, active inclusion of target groups, perhaps the OBESSU campaign ‘A World of Difference, A School for All’ is more interesting to mention, because this was a pro-migrants and an anti-racism/-sexism/-homofobia campaign on schools, with leaflets, posters and stickers printed in 4 languages and distributed in 14 countries. As president of OBESSU and direct supervisor of the campaign I co-designed this campaign with my fellow board-members and 1 employee. Furthermore I could give examples of email campaigns I was involved with, the many press releases I have written in English, and of the 5 press conferences that I have organised, for different international cities, NGOs and SME´s.
D4 Assessment: 
1: The applicant provides more than one valid example demonstrating his understanding of how to maximize the use of project results for benefits in capitalization, policy design and awareness.
Summary Thematic expertise: 
Regarding active inclusion of target groups, happily enough an increasingly important topic in URBACT networks, my experience is broad (difficult to resume all here) but particularly focused on women, young people, minorities: -In my Political Science studies I did research on gender equality. By that time the Gender Effect Evaluation was a new policy instrument in cities. It was extremely interesting to learn the use of these. -I have worked as an empowerment trainer for migrants: http://www.euronet.nl/users/itw/ -In 2013 I was co-author of a study for Rotterdam on the position of migrant women: http://issuu.com/eljadiepenbrock/docs/definitiefrapport_fff_verborgen_vro We did 47 interviews with “hidden women”, policy makers, welfare workers, local council inspectors, etc. It got much attention (tv/radio/press) because of far-reaching recommendations. -Co-organiser Global Conference ECONOMIC CRISIS; THE TURNING POINT FOR WOMEN: https://women2000economiccrisistheturningpoint.wordpress.com/2015/05/10/hello-world/ -I have been active in youth associations: e.g. Europ. Youth Forum, LAKS, OBESSU -Porcospini (2011-2013) was a succesful EU project; I was lucky to be highly involved. For some results: http://issuu.com/eljadiepenbrock/docs/porcospini_erickson_completo__final/1 -I co-executed (2014) a national study in NL on the dimension and characteristics of Forced Marriage, Abandonment and Marital Bondage:http://www.verwey-jonker.nl/publicaties/2014/zo-zijn-we-niet-getrouwd
Assessment: 
The candidate meets 4 out of 4 criteria and should be validated for this theme. There are no identified inconsistencies between the summary and the replies, nor between the information in the application form and CV.
Theme / Policy: 
Arts and Culture
D.1. Deep knowledge on the selected theme and related policy challenges, including up to date practice, research, etc.: 
Since the end of the 90-ties I have been following the international debate on Arts&Culture, Creative Cities and City Marketing (3 topics, by the way, that are not necessarily the same…). Having lived in Amsterdam, Valencia, Barcelona, Cagliari and Málaga I saw the good practice and points for improvements every day, and on my studyvisits to a variety of “old” and “new” European cities I learned much more on their culture and arts. I have been fascinated by Arts and Culture all my life. It may be interesting to mention, that apart from being a political scientist and urban expert, I am also an actor, knowing the theatre world since 1994. I was in charge of a Perception Study (2003) on a possible participation of Amsterdam in URBACT. Outcome: there was support for a possible transnational cooperation on Creative Industry (this study is not on the web, but on request I can send the PDF). In 2006 I was part of an international team that made recommendations to promote Creative Industry in a part of Barcelona (Besòs area). In 2008 I worked as an external expert to assess and redefine the cultural and artistic policies, institutions and budgets of the County Government of Overijssel in the Netherlands. See also: http://www.dsp-groep.nl/projecten/p1/2962/detachering_elja_diepenbrock-provincie_overijssel.html?medewerker=92 This space is too limited to explain more, but I just would like to emphasize my preparation of a Creative Europe project in 2013.
D1 Assessment: 
1: The candidate shows sufficient experience in arts and culture.
D.2. Ability to produce thematic inputs to feed in the learning process of in projects in which you have been involved: 
When it concerns the theme Creative Industries, I have translated my knowledge of the experiences in Amsterdam (with incubators, material/social/economic urban elements, cultural entrepreneurship, transformation of industrial brownfields to give them a new destination, leisure facilities, knowledge-management, etc.) to the situation in a part of Barcelona and some surrounding municipalities. In an international team coordinated by urban planner Carles Gascó we worked for Consorci del Besòs, executing a study on the promotion of Creative Industry and entrepreneurial incubators in this territory (Consorci del Besòs is a collaboration between Barcelona and surrounding municipalities, see also www.consorcibesos.cat). The area we worked in was Poligón Montsolís: an industrial brownfield to be transformed. We for example made a transnational comparison between Amsterdam, Barcelona, Milan and Nantes. I was responsible for the comparison paper on Amsterdam and Barcelona, which contained examples of good practice and recommendations on creative industry development in Amsterdam, useful for this zone of Barcelona (cherry-picking). Concerning the theme Performing Arts, I coordinated the preparations of a Creative Europe project in 2013, between theatre groups and performers in Spain, Portugal, the Netherlands and the Czech Republic. Aim of this project was to show the mobility of human beings nowadays and the rapidly changing societies in Europe with a city bench as metaphor.
D2 Assessment: 
1: The applicant provides more than 2 valid examples demonstrating his ability to produce thematic inputs to feed in the learning process.
D.3. Ability to produce concise reports that incorporate learning from exchange & learning activities, put forward good practice: 
My ability to write on a very high level and speak fluently in 3 languages (English, Spanish and Dutch) and to understand and communicate more or less in 3 other European languages (German, French, Italian) has given me a variety of nice and interesting opportunities to write reports. Above I mentioned already the Creative Industry Report I produced in an international team concerning transformation of a brownfield (incl. a comparison paper written by me in Spanish) for a consortium in Barcelona. In the Netherlands I also have made peer reviews and reporting overviews of good practices and recommendations, for instance for politicians and other policy-makers in the territory of Overijssel. (Please refer also to: http://www.overijssel.nl/thema%27s/cultuur/. There I contributed to the new “Podiumplan” (=Plan for the Performing Arts), after organizing hearing sessions and consultative meetings with the local - usually very small - theatres, art festivals, performers, theatre groups, dancing groups and museums. Further reports and studies, including political recommendations and descriptions of good practice in cities, are mentioned above in the other sections. (For example reports in the field of gender equality and concerning education and training policies.)
D3 Assessment: 
1: The candidate shows several examples that demonstrate the ability to produce concise reports that incorporate learning from exchange and learning activities. However, there are some examples that are not related to the theme.
D.4. Understanding of how to maximize the use of project results for benefits in capitalization, policy design, awarenes: 
-For the Dutch Ministry of Education, Culture and Science I have been member of the Expert Group on Vulnerable Groups and Drop-Outs in Secondary Education. The purpose of this expert group was to assist the Ministry to design a national campaign. After the campaign was ready, it was finally implemented nation-wide. My role was to evaluate the proposals of the ministry, to submit ideas and proposals myself, and to assess if the capitalization process was likely to be successful or not (drop-outs are a very difficult target group). I insisted on very creative campaigns. -Secondly, I would like to mention the “Cheat Pen” campaign. Of course, we should never forget the connection between migration and multiculturalism on the one hand, and arts and culture on the other hand. The Dutch organisation Femmes For Freedom defends the rights of migrant and non-migrant women in a creative and intercultural way. I work as a researcher for them and was co-author of a report (2013) with strong recommendations to the City of Rotterdam: http://issuu.com/eljadiepenbrock/docs/definitiefrapport_fff_verborgen_vro The awareness process after the press conference consisted, with help of Facebook, of the Cheat Pen Campaign. Cheat pens are pens for teens with a hidden message that warns them against forced marriages and recommends them what to do if they suspect being in danger: http://www.parool.nl/parool/nl/224/BINNENLAND/article/detail/3758627/2014/09/29/Meer-gedwongen-huwelijken-dan-gedacht.dht
D4 Assessment: 
1: The candidate demonstrates a good understanding of how to maximize the use of project results for benefits in capitalization, policy design and awareness.
Summary Thematic expertise: 
For almost 20 years I have been following the international debate on Arts&Culture, Creative Cities and City Marketing (3 topics, by the way, that are not necessarily the same…).When living in Valencia, Amsterdam,Barcelona, Cagliari and Málaga I faced the good practice and weaker points, and on my study visits to many “old” and “new” EU cities I learned much more on their culture and arts. I have been thrilled by A&C all my life: apart from being a political scientist and urban expert, I’m also an actor, knowing the theatre world. The ability to write on a high level and speak 3 languages fluently (EN, ES, NL) and to understand 3 other European languages (DE, FR, IT) has given me many interesting opportunities to write studies, baseline reports and good practice overviews, e.g.: -Stakeholders Perception Study (2003) on possible participation of A’dam in URBACT. Outcome: support for a possible transn. cooperation on Creative Ind. (this study is not on the web, but I can send the PDF) -2006: part of an internat. team defining recommendations to promote Creative Ind. in Barcelona (www.consorcibesos.cat) -2008: expert in East-NL. I contributed to the new “Plan Performing Arts”, after organizing consultative meetings with the local theatres, art festivals, theatre groups, dancing groups and museums -This space is too limited to extend more, but I’d like to emphasize a) My preparation of a Creative Europe project in 2013 and b) Various capitalization and awareness campaigns.
Assessment: 
The candidate meets 4 out of 4 criteria and should be validated for this theme. There are no identified inconsistencies between the summary and the replies, nor between the information in the application form and CV.
Expertise support to local authorities and other stakeholders in designing & delivering integrated and participatory policies
E.1. Knowledge on participatory methods and tools for co-production and implementation of local polices : 
My thesis for my Master in Political Science (UvA) was about interactive and participatory methods to create local policies with citizens, which by the time was still a relatively new topic. At least a far-reaching way of policy coproduction was still considered modern. Later on (2003) I for example participated in the EU seminar “Multilevel Governance and Democratic Legitimacy” gathering examples of best practices in citizen participation. In the same year my colleague I. van Hooren and I gave a workshop on interactive policymaking with citizens. This workshop focused on employees of the City of Amsterdam that would like to extend their palette of coproduction methods. Amsterdam has a long tradition with community engagement. E.g. in the neighbourhoods of the Spaarndammerbuurt and the Zeeheldenbuurt we used intensive citizen participation routes (like consultative and brainstorm meetings between citizens & city managers) to coproduce policies. To be honest I can’t say that we used a bottom-up approach in every project (not 1 EU-city can say that, actually), but we did our best. Especially the Spaarndammerbuurt-Houthaven project was interactive, participatory and proactive. My role in these projects was Sustainable housing coordinator, which meant that I tried to motivate citizens to accept environmental measures in their houses and listened to their complaints and ideas. About modern policy coproduction tools (social media, electr. surveys) I learned later in my career.
E.1 Assessment: 
1: The candidate pointed to more than one example of his involvement in activities related to participatory methods and tools for co-production and implementation of local policies.
E.2. Knowledge on integrated approach for the design, delivering, monitoring and evaluation of urban strategies/policies: 
In 1994 the Netherlands started the Greater City Policy (“GSB” or “Grotestedenbeleid”, later changed into “GSI”, with the “I” for Integration). The idea behind GSB was that the physical, economical and social problems of a city are interconnected, which means that the solutions should also cover this triangle, if we want them to be truly effective. In many other EU countries a similar approach can be seen. The urban policy of DG REGIO has similar characteristics, which I could discover fully when I was coordinating the Urban II program for Amsterdam, with my colleague Jeroen den Uyl and I being directly accountable to the Alderman of GSB. The Alderman of course had to justify to the City Council in which way he spent the 9 million € EU funding (actually triplicated by Amsterdam + the State: cofinancing) in the period 2000 – 2006. This intensive coordination process showed the importance of sustainable and integrated urban planning to me, which only was to be successful if all city departments and districts collaborated horizontally and vertically, with participation of citizens. So it was a constant process of wheeling and dealing between interests, but in the end the integration between physical, economical and social elements in projects was succesful. See also the leaflet I wrote: http://issuu.com/eljadiepenbrock/docs/scan_urban_ii-folder_elja We monitored constantly in Urban II: every 4 months we sent a report to the EC/national ministries with the evaluation of the status quo.
E.2 Assessment: 
1: The applicant shows examples that demonstrate his knowledge about the monitoring and evaluation of urban strategies/policies.
E.3. Awareness of the main policy and funding schemes for sustainable urban development at EU and national level: 
After the coordination of Urban II in Amsterdam I have continuously followed EU funding schemes, not only on the urban (DG REGIO) level, but also of other DG´s, following for example programmes (or successors) like INTERREG, EQUAL, LEONARDO, SOCRATES, DAPHNE, CREATIVE EUROPE, LIFE, HORIZON 2020. To focus on the latter: HORIZON 2020 is a programme that now contains really a lot of funding, which can be very interesting for cities with science centers. Concerning the ways to keep myself updated on sustainable and integrated urban policies, trends and funds, some of the activities that I do are: -Checking websites regularly: e.g. the websites of DG REGIO, URBACT, EUKN (European Urban Knowledge Network), Eurocities, Interact, ESPON, Eurotowns, Committee of the Regions -Reading newsletters: e.g. from URBACT, the Interreg MED Programme 2014-2020, Interreg IVC / Interreg Europe, the newsletter from the Joint Managing Authority of the ENPI CBC Mediterranean Sea Basin Programme -Reading messages from LinkedIn on new funding possibilities and partnerships -Maintaining contact with other experts in several Member States of the EU -Reading (scientific) articles on urbanism, architecture, social developments, arts and culture, gender equality -Following the policies in the city that I live in (during the last 10 years I have lived in Spanish, Dutch and Italian cities) -Checking info on websites of national ministries, especially ministries in Spain, the UK and The Netherlands
E.3 Assessment: 
1: The candidate demonstrates a good awareness of the main policy and funding schemes for sustainable urban development at EU and national level.
E.4. Ability to understand specific local situations and adapt tools and content to different local realities: 
I could give several examples of adapting contents and tools to a different local reality. For instance in Spain I organise courses on international negotiations, which have a strong intercultural and locally adapted element (see for more information: www.europresente-formacion.es.tl). When it concerns transnational projects, one of the most clear examples of this far-reaching adaptation was a training that I gave in Skopje and Ohrid (Macedonia/FYROM). This was a civic capacity building training for a local NGO, dealing with the contents: democratic means, civic participation and integrative working methods. Consultation and feed-back of the local organizers of the training made me realize that the prepared modules had to be adapted radically. So I had to adjust all “EU way of thinking” to fit into a situation that locally was very different. This had consequences on the programme of the training, the exercices executed, and the order of the training. But a good training is always based on a constant process of feedback, so it was great to implement these changes and see the training functioning well. However, it was also funny to see that so many problems, ideas and solutions in Europe have a common ground. What I mean to say is that, although there can be considerable disparities between Skopje, Ljubljana, Riga, London, Stockholm and Malaga, in the end the similarities in urban strengths, weaknesses, opportunities and threats are really bigger than we often think.
E.4 Assessment: 
1: The candidate provided several examples that demonstrate his ability to understand specific local situations and to adapt tools and content to different local realities.
Summary Expertise: 
In 2002 I got very interested in interactive policymaking. In that year I wrote my thesis for my Master in Political Science (UvA) which dealt with interactive and participatory methods to create local policies not for, but WITH citizens. Nowadays we see that coproduction of urban policies with citizens/other stakeholders is almost getting normal and this is great!I am very in favour of a bottom-up approach. Integrative and sustainable city development is however not only about citizen participation, but also about desegregation of “walls” between departments. In Amsterdam I had the opportunity to coordinate (together with my colleague J. den Uyl) the Urban II programme (more info: http://issuu.com/eljadiepenbrock/docs/scan_urban_ii-folder_elja) This intensive coordination process involved with spending 9 million € EU funding showed the importance of integrated urban planning to me, which only was to be successful if all city departments and districts collaborated horizontally and vertically, with the citizens participating. So it was a constant process of wheeling and dealing, but in the end the integration between physical, economical and social elements in projects was succesful. After I left Amsterdam to start-up my company in Spain, I organised many transnational city visits. Apart from this I was involved in EU programmes like INTERREG, EQUAL, LEONARDO, SOCRATES, DAPHNE, CREATIVE EUROPE, LIFE, HORIZON 2020 and kept on touch with EUKN, Eurocities, ESPON, CoR,..
Assessment: 
The candidate meets 4 out of the 4 criteria regarding expertise support to local authorities and other stakeholders in designing and delivering integrated and participatory policies and should be therefore validated for E. There are no identified inconsistencies between the summary and the replies, nor between the information in the application form and CV.

Informations

Residence location:
Spain
Languages:
Dutch - Mother tongue
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Email:
eliadiepenbrock@yahoo.es
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Area of expertise