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Wolkowinski

Peter

Wolkowinski

Validated Lead Expert
Generic Skills
B.1. Understanding of integrated and sustainable urban development: 
The growth populations living in cities and reductions in public budgets oblige local authorities to look at their management and actions in a new way. This is strongly supported by the EU integrated urban development approach, which is also the backbone of the URBACT networks. It implies horizontal and non silos approach to developing cities, at the same time implicating inhabitants, through real participative processes in the decision making process and often in their concrete applications. In the URBACT philosophy, it's the social, economic and environmental questions which should always be taken into consideration in an integrated fashion. This provokes change and needs to be accompanied, as the structures of cities and the way they think have to become much more open and risk taking. Years of experience with REVES (European Network of Regions and Cities for social economy) showed how important integrated policies are, and how their practical application can influence peoples lives: e.g. the concept of socially responsible territories based on participative methods. Exporting these elements to Poland has permitted multiple testing areas. Leading a regeneration scheme in Gdynia, accompanying the strategic evolution of Gdańsk (from an innovative think tank to the 2030 Gdańsk Plus strategy), transforming public procurement, departmental strategies and whole city policies into new more integrated forms.
B1. Assessment: 
more than 7 years of experience with urban development 1: expert in URBACT II My Generation@Work program for the city of Gdańsk expert for Gdańsk in URBACT I program My Generation National Polish trainer for the URBACT networks – 3 sessions of NTS and responsable for the moderation of the URBACT Info Days conference Advisor to the Polish Ministry of Infrastructure and Development in the area of urban policies
B.2. Understanding of exchange and learning processes at transnational level: 
Each culture has it's own language and context and exchange with others is a skill in itself. Culture and language are vectors, which permit exchange and learning processes, or limit them. Coming from a bilingual English-Polish background, having learnt French as an adult, and having lived in four different countries has given me a very strong intercultural background, which has been enriched by numerous collaborations with many. The common use of English is very practical, but it's shared knowledge by different nations and persons in Europe needs constant care, in order to be sure that the appropriate quality of communication is reached. This implies, that learning and exchange have to be reinforced by appropriately conceived communication tools, such as images (drawings, comic strips) and visual aids (films, animations,) or just by allowing persons from the same language groups to strengthen their understanding by having time to "reinterpret" what has been said or understood, in their own language and it's cultural context. These are all capacity building notions, which are vital to community planning and actions. Breaking down the barriers in a mixed group is one of my specialties, as far as moderating techniques are concerned. This allows deeper levels of communication and mutual peer group learning, which are the keys to success in multinational and multicultural projects such as URBACT networks, where the basic tools (ULSG's and LAP's) have such a vital role.
B2. Assessment: 
1: coordinator of "Common Room" a Gdańsk dynamic around Polish-German relationships and the identity of the town - artists, muzeums, researchers etc expert in several REVES international projects
B.3. Proficiency in English: 
As a native English speaker (bilingual with Polish) my command of English is of a very high level. Having studied drama and philosophy during my Bachelor of Education Degree (London University), I enriched my cultural understanding of English. As a qualified teacher of English as a foreign language (International School, London) I developed an acute sensitivity to language as a communication tool, but also as a barrier to communication. At the Douai (Fr) Ecole des Mines (engineering school) I had the pleasure of teaching English communication, negotiation, presentation systems for 22 years and taught business persons English for the Chamber of Commerce in Lens (Fr). Numerous experiences of translating documents between English, French and Polish give me a very specific insight into the difficulties of communication and understanding. Although being a native English speaker. I have the capacity to adapt my English to the "European English language". Humor is vital in communication techniques, and even though I am not good at telling jokes, shared laughter is a permanent feature of my work.
B3. Assessment: 
1: Native English speaker
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 native English speaker, but also trilingual with Polish and French, has allowed me to develop my competence in using EU English, as far as speed, intonation, vocabulary and pronunciation are concerned. However, in My Generation@Work, knowing we were working with very different age groups and diverse professions, we took on board the idea of illustrating all the work through appropriately designed pictures, through usage of symbols and drawings during presentations. This allows a more profound understanding for all those who have a visual capacity, strengthens the comprehension of sounds and reinforces the confidence of understanding. In addition in this project we produced the reports in the form of digital memory aids http://urbact.eu/out-now-digital-memory-aid-final-event-best-my-generation-work , improving still more the assimilation and comprehension of all the non English native speakers. One of the best examples was the use of the Young Foundation innovation spiral. This was not presented as a new way of analyzing and working, but in conclusion to workshops on social innovation it became the main capitalization tool, to clearly identify what the stages of social innovation can be, and how they work with the work already engaged by each city. The spiral was then interpreted in several ways by the illustrator, bringing the concept into the shared culture of the whole network.
C3.1 Assessment: 
1: An example provided of communicating complex concepts to non-English speakers
C.3.2. Ability to draw out, support the verbalization and documentation of knowledge and practice from participants: 
The TQS PROGRESS project work on the quality of services to the elderly in Gdynia and in the international partnership, showed how much could be learnt from the experiences of different cities. The Gdynia part of the project was very profound, and permitted the exchange of information on quality aspects, between 8 different levels of stakeholders, from users to political decision makers. It was possible to bring this together in ppt presentations as well as a final report, which allowed the city to correct its working methodologies in how to approach participative actions in various domains. The Translating European Strategy at the Local Level project (2001) was a collective effort to try to produce positive constructed tools for the stimulation of employment. As expert in participation and moderation I had to not only understand and synthesize the different contributions, but to draw from them the essence for the main report, which was very important in its conclusions for the REVES network and the UE, placing participation, networking, new meeting places and needs analysis in local development on a new level of importance, when considering unemployment.
C3.2 Assessment: 
1: 2 examples provided
C.3.3. Ability to capture learning for participants to take away: 
Management and Promotion of local economic processes (2003) was a project in which several tools and methods were produced, by each partner, from 5 different countries. Concerning France, this were tools on co-construction and public procurement. They have been incorporated in the local report of the French partner. http://www.deverandering.com/mple/pdf/engcross.pdf http://www.deverandering.com/mple/pdf/giepp_local_en.pdf The tools were analyzed by all the partners and commented, in order to make them more transferable to other cities and situations. In My Generation@Work many tools were produced, however I think that the most valid ones are the digital memory aids (http://urbact.eu/trenterprise-journey-through-tampere-digital-memory-aid-out-now). This type of tool is dynamic, can be used in part locally to underline a given point and most of all is a memory aide, as looking at it again really brings back the memories of what happened, what was understood and felt.
C3.3 Assessment: 
1: 2 valid examples provided
C.3.4. Ability to produce concise reports that incorporate good practices and policy messages: 
In the PROGRESS project on the quality of services to the elderly the report manager to synthesis the principle elements of participatory ways of analyzing processes with the participation of the end users. This has been integrated into the working tools of the city social work department and has been transferred by others to new areas of work. The work on housing and employment as tools for combating unemployment in the 'Guide for a local and strategic partnership approach to social inclusion' project (REVES), was constructed as a collectively thought out methodology with original tools and methods, some of which later we used to create a compendium of participatory methods, needed to stimulate the motivation of different stakeholders in different situations. For example: a grid of key principals on the basis of which to evaluate local policies fighting social exclusion.
C3.4 Assessment: 
1: The ability to write reports and concise papers is inferred by the participation in projects as expert and coordinator.
Summary Expertise for the design and delivery of transnational exchange and learning activities: 
Expert in change and innovation, I'm always looking for new ways in which to communicate at the transnational level, trying to ensure that everyone understands. Being trilingual underlines the strong need to understand, especially for those whose command of English is maybe less strong. This very strong listening capacity goes hand in hand with my energizing characteristic, which guarantees interesting and motivating workshops, comments and proposals, always adapted to the needs of the group and obviously the project. Making everyone feel secure and listened to is a sine qua non condition for efficient co-working. In order to overcome the language handicap visual aids of different kinds are vital, making sure that they are understood in English as well as own languages. More than 20 years of transnational work has allowed me to develop a very high level of emotional intelligence concerning making people work together, getting the right level of empathy going and producing results at the same time. Sometimes it's really necessary to get everyone to work hard. Reformulation of ideas and concepts, being a step ahead and knowing what to produce in reports and/or digital memory aids permits a continuity of moderation of a network, face to face or at a distance.
Assessment: 
The expert is meeting the criteria for a Lead expert. The summary is with good quality.
Thematic expertise:
Theme / Policy: 
Urban Strategic Planning
D.1. Deep knowledge on the selected theme and related policy challenges, including up to date practice, research, etc.: 
Sub theme – participative processes building strategies. Expert for REVES on participation processes, I have worked on key strategic urban planning projects. The most recent is the 2030 strategy of the Gdańsk Metropolitan Area, where I facilitated open space workshops on such themes as transport, ecological and energy questions as well as demography and space management. The aim of the workshops was to confront various groups of stakeholders, who had never worked closely together, needed to express themselves, define their collective positions on a given question and come to agreements. The workshops were concluded by a voting system and an in depth analysis of the most important questions in a second round of works
D1 Assessment: 
1: More than 2 years experience in urban strategic planning
D.2. Ability to produce thematic inputs to feed in the learning process of in projects in which you have been involved: 
In the Gdańsk 2030 Plus strategy, one of the main inputs has been the original methodology of conducting a participative process within the strategy, which had previously been done by exte-----------------------------7df21b1850612 Content-Disposition: form-data; name="title" Wolkowinski
D2 Assessment: 
1: 2 examples provided
D.3. Ability to produce concise reports that incorporate learning from exchange & learning activities, put forward good practice: 
In the Gdańsk 2030 process I produced detailed reports on the content of the open space meetings, over 20 in all, and collaborated in the production of the synthesis (http://www.gdansk.pl/strategia,1746.html) and worked on the values which were the final product at this stage. My participation included the steering committee of the whole process. The analysis of the quality of services to the elderly (PROGRESS) in Gdynia, the report described the whole process, included extracts of interviews conducted with older clients, and proposed a synthesis in order facilitate the reproduction of the process in other circumstances. In the My Generation@Work project, I collaborated in the writing of several reports on the work streams and the workshops always working with the aim of helping readers to remember, if they participated, and to be clear for those that did not. The role of the broker was written for a specific end report of the project, in order to show how this 'new' function works, acts and how such a person can be efficient. http://urbact.eu/sites/default/files/enterprising_curriculums_ideas_and_connections_to_work_-be_inspired_by_mgatwork_stories.pdf
D3 Assessment: 
1: 2 examples provided
D.4. Understanding of how to maximize the use of project results for benefits in capitalization, policy design, awarenes: 
Working on the sustainable development policy of tourism in the Nord Pas-de-Calais we developed several key aspects and tools of how to conduct such a policy, how to allow it to develop and how to guarantee, that it serves its purpose. This work was done by a group of consultants, after a two year diagnosis and workshop period. The main conclusions were: - the need to create a community of actors, with a consolidated governance, a high level of conviction and intimate relationships and common terms of reference, - to lance actions, to strategically plan together medium term actions, and to guarantee the possibility to work through elements which require change, basing this process on a permanent cooperation between partners. The global aim was to inspire the touristic actors of the Nord Pas-de-Calais region to act together and deliver the promise made – spending a nice time in the region. I was member of a three person consulting team, created for the occasion. We planned, moderated and wrote the outputs together, but with a permanent interaction with Staff members and direction of the Regional Touristic Committee. Many of the moderation techniques and the participative processes were of my invention, as was the opening towards social economy ideas and operators.
D4 Assessment: 
1: 1 example provided
Summary Thematic expertise: 
Participative budgets, participative building of city strategies, participative planning of an area, creating companies and associations together. These ideas are often fostered and more rarely put into practice. For more than 25 years I have practiced these methods and have worked them through and analyzed them. They still don't work perfectly, as the human factor here is central. However their strength today is that without them the political relationships between decision makers and decisions receivers becomes more and more tense. Accompanying these processes motivates me very much and has in recent months allowed me to conduct many meetings with the inhabitants of Gdańsk on the 2030 strategy of the city. This process has been institutionalized by the local authority, which is presently basing its communication and further work on this method. Producing change and innovation in systemic ways are my specialty and permit progress both on the social as well as the infrastructural side. There exist very simple and appropriate methods and principles, which can guide us to producing change, even in the most complicated situations form the institutional and the bottom up perspective.
Assessment: 
The expert has proven experience in Urban Strategic Planning. The summary is with sufficient quality.
Theme / Policy: 
Integrated Urban Renewal
D.1. Deep knowledge on the selected theme and related policy challenges, including up to date practice, research, etc.: 
Sub-theme – integrated regeneration projects, based on recovering, for a given area, the capacity to be 'like other suburbs' in a given city. My experience of regeneration schemes took place in France (Arras 91-94) and in Poland (Gdynia 07-11). In Arras I was responsible for the economic development of the area working in a multidisciplinary team. Having completed a social analysis I constructed tools to try to support the employment of inhabitants: a one stop information center based on 8 structures working together, social economy structures for employment, mediation between school and parents, mediation in difficult staircases, relations with city, regional and national authorities. In Gdynia, where I initiated the whole process, I brought in the French methodology to a very forlorn area of only 4500 inhabitants, where people in difficulty had been densely grouped over the years. After a diagnosis (70 interviews with different professionals) I undertook a participative form of action, steadily getting to know the inhabitants, satisfying first needs (access to a close by football pitch) and developing relationships. After 3 years work we had a local club house, many sporting activities, fetes organized by the inhabitants (2000 persons) and many training activities. I lead a participative needs analysis concerning the planning of the area, with an architect and regular meetings of the inhabitants. The area has become an example to others.
D1 Assessment: 
1. More than 2 years experience under 2 projects - in France and Poland
D.2. Ability to produce thematic inputs to feed in the learning process of in projects in which you have been involved: 
Thematic inputs were done through my own experiences in regeneration work in France, which I brought into Gdynia and Poland. Several consultations took place with the French resource centers for regeneration schemes, especially Jean-Luc Michaud, from the Franche Comte region. Even though a lot of research was done, I was mostly involved with the practical leadership side of the regeneration scheme, whilst negotiating all the main decisions with steering committee, led by the vice mayor Michał Guć. I wrote an initial proposition for him, based on my knowledge and experience, a synthesis of the diagnosis which I established as well as position papers for the years to follow. A lot of the strategic work was done in close partnership with the social services unit (J. Józefczyk). I have also been an adviser concerning regeneration schemes in workshops organized by the Polish Ministry of Infrastructure and Development (A. Brzozowy) and worked on the regeneration projects of the Gdansk Metropolitan Area and the city of Tczew. I personally developed a tool for consolidating social capital, which is based on collecting peoples memories and using them to produce artistic publications or performances, to mobilize the inhabitants and to develop new projects. This has been used with success in the Montbeliard Urban Area, the town of Saint Michel sur Orge, the Nord Pas-de-Calais region (report on discriminative practices in public institutions) and one of the suburbs of Gdańsk.
D2 Assessment: 
1: 2 examples provided
D.3. Ability to produce concise reports that incorporate learning from exchange & learning activities, put forward good practice: 
Specific reports were written both for Arras and Gdynia during the time of my work there. They were based on the cross between statistical knowledge of the area, the knowledge gained by working with the professionals and inhabitants concerned. They were always high risk reports, as the reality of things in a given run down area does not always translate into 'nice phrases'. When in Arras I had analyzed the population and found that on average 1,2 persons were working for 8 flats in an average staircase, or when in Gdynia I had to relate the question of drug dealing and what we knew, it becomes evident, that communication competences and appropriate use of information are a key to success in this difficult relationship between an institution and inhabitants. Another key example was a mediation sequences between the police and inhabitants in Gdynia. As the inhabitants were very angry about certain things, I drew these complaints from them in a separate meeting and presented them to the police captain, in front of the inhabitants, allowing the arguments to be well heard and moderating the response. This symbolizes the method of recognizing the rights of the inhabitants, whilst trying to guarantee a modus vivendi for the meeting which allows communication.
D3 Assessment: 
1: 2 examples provided
D.4. Understanding of how to maximize the use of project results for benefits in capitalization, policy design, awarenes: 
The work done in the Montbeliard area, which started from a two year training scheme in collecting and giving an added value to living memory, the dynamic of the local development became very strong. Not only were specific groups of professionals trained separately, but the core group used the memory collection to write and put on plays, for exhibitions of different sorts. Most importantly, a final conference was organized, on the subject of the identity of the agglomeration. Decision makers of all levels participated, and discussed the future of the area, from the point of view of town planning, the elderly, youth policy and business development. The conference was organized in an unusual form, based on the artistic heritage produced, which was played all over the administrative building of the regional authority, where the more formal parts of the conference took place. According to Jean-Luc Michaud, the main local organizer, this allowed certain themes to be aired in different meetings and groups. In addition, his project of putting into place a resource center for regeneration schemes was born out of that conference and the dynamic posture of many of the participants. The conference was of a national level.
D4 Assessment: 
1: 1 example provided
Summary Thematic expertise: 
Certain areas of our cities are abandoned. Trying to find out what to do in such an area, is equal to thinking about what it should be like, if I wanted to live there with my family! This was my first meeting with difficult areas and I have become a specialist in it. For local authorities it is a real challenge, because as institutions they do not really understand what it means to live in a relegated part of the city. Some young persons said that they cannot enter certain places as the 'thresholds are too high'. Understanding this allows you to enter into the other world, where lack of work, social help and illegal dealings are part of the everyday life. Working with such populations allows them to gain more dignity, become a real counter weight to centralized public policies and to drag the suburb back into the complexity of today's urban life. It is the work of local authorities and mediators that they have to find, to embrace these populations, knowing how difficult it will be. However if the physical regeneration is planned without them, it will fail, as showed the Alma Gare area of Roubaix, to which the planned middle class failed to move, condemning the area to finally be demolished. Working on this area requires from me, and will require from you bravery, guts and very hard work. Participation as I wrote one day, cannot be just a word thrown in the air. Making a suburb part of the city again requires real participation and knowing how and why to take risks.
Assessment: 
The expert has proven experience in Integrated Urban Renewal. The summary is with sufficient quality.
Theme / Policy: 
Employment, Human Capital and Labour Mobility
D.1. Deep knowledge on the selected theme and related policy challenges, including up to date practice, research, etc.: 
Sub theme – innovation and social economy. 29 years of professional experience in the area of social innovation and social economy still leave me learning to see how these domains can be managed in a more efficient way for the participants, and how institutions of all sorts can play their role as best they can. The key element the capacity to change and to innovate, if freedom to fail is part of the necessary components. Training unemployed persons in France, and not finding work, provoked the first steps in creating employment in new ways. I created 3 different structures (AI, EI and an association). I went on to develop a national association of intermediary structures (400 members) and consolidated the regional structures. I collaborated with REVES on developing participative tools, partnership conditions and social economy for many years, culminating with such tools as 'socially responsible territories' and a project in which we presented social economy to participants from all new member states and organized 2 international conferences on the subject – Prague 2002 and Krakow 2004. Having done many training sessions in Poland on the subject, I moved to Poland in 2008 and at present am leading a social economy support structure (http://dobrarobota.org/dobra-robota/owes/) creating more than 20 new structures. At present I am developing a social innovation accelerator in Gdańsk, in partnership with business angels, an incubator and the city administration.
D1 Assessment: 
1: . 29 years of professional experience in the area of social innovation and social economy
D.2. Ability to produce thematic inputs to feed in the learning process of in projects in which you have been involved: 
The project Translating European Employment Strategy at the Local Level for the Commission consisted in part in proposing inputs for the participating local authorities in ways in which to support and strengthen the local communities, so that dialogue could adequately take place. It became evident, that under informed communities suffer from an imbalance in dialogue and that this difficulty has to be surmounted. Therefore methods for equalizing the information capacity were worked out, based on US and UE theories, about how participation actually works. The UE and Belgian models were adapted to demonstrate how participation can be made to work, and does not have to be the scarecrow for decision makers. This is a fundamental element for better dialogue with the social economy sector. The development of social economy in Poland is also based in part on my approach to social economy. In the Gdańsk Model of Social Economy (http://www.bezdomnosc.org.pl/index.php?pg=132) my experience of incubating and supporting social economy structures in France was analyzed and commented and permitted the inclusion of a global analysis of the incubation function, on which was based the practical approach in the support structure, that I am at present heading for the Gdańsk Metropolitan Area.
D2 Assessment: 
1: 2 examples provided
D.3. Ability to produce concise reports that incorporate learning from exchange & learning activities, put forward good practice: 
For the Polish Equal project on the Polish Model of Social Economy (http://es.ekonomiaspoleczna.pl/) I participated in writing a comparative approach from a western point of view, in order to help the polish social economy sphere to gain ground at the moment of its rebirth (social economy existed before the war in Poland and during the communist regime, but was recuperated for political purposes). Parts of the report were published in the kick off report and have had positive repercussions. ON the demand of the polish association CAL (center for local activity) I wrote a thematic paper on how French social and solidarity economy has developed and how it has transformed itself from a movement based on 'helping others' to a strong employer status, negotiating conditions of development for hundreds of employees. These solidarity areas, have received governmental recognition in France and show how in Poland networks of social economy structures should become strong actors of local development. The article has been published in "Eksperymentujemy" (lets test) ed CAL. Thirdly I collaborated for some time with the Warsaw University giving lecture to post graduate students on local development and social economy. I published two articles in works edited by Prof. E Leś; one on socially responsible territories and permanent creative diagnosis, the other on activating the local community through the process of creative and permanent diagnosis, effectuated in a participative manner.
D3 Assessment: 
1: 3 examples provided
D.4. Understanding of how to maximize the use of project results for benefits in capitalization, policy design, awarenes: 
Employment and the dignity it brings has always been at the center of what motivates me. This has lead to being the thematic expert in the My Generation@Work project, which, in Gdańsk has produced an almost unexpected outcome. Over 300 teachers have volunteered to participate in peer group support sessions, trying to foster their own motivations and improve their capacity to enthrall young persons with their approach and knowledge. This will, in my opinion and in the long run have an effect on the 'entrepreneurial spirit' of young persons, who in this day and age of professional instability have to know how to 'go for it' personally, and maybe by creating their own employment. This approach has obtained institutional recognition, has raised awareness of the whole teaching community and has directly influence the strategy linking education and employment in Gdańsk.
D4 Assessment: 
1: one example provided
Summary Thematic expertise: 
Local development based on pro employment strategies is what satisfies inhabitants. The social economy, with the different tools, based on job inclusion, services, cultural development, and equaling chances between inhabitants of different suburbs resumes many of my personal experiences. I have managed to transfer my experience in social economy to Poland, where I lead a social economy support structure, and am specialized in building networks, especially with the public and private sectors. I have reinforced my practice in the employment area with tools such as the permanent creative diagnosis, which is based in part on the work of the REVES network concerning socially responsible territories in which I also participated. But there are other tools and strategies; improving the entrepreneurial stance of young people, by changing the way teachers work, creating social innovation accelerators, supporting the interpenetration of classical companies and social entrepreneurs, and last but not least facilitating the task for local authorities to adapt to what is changing, as my main subject are change and innovation. This last task I have tried out in the north of France (Roubaix), where I was responsible for the development of 60 social economy structures, working together in an integrated plan for employment of a mono industrial city, with a real unemployment rate of 50%, as the textile industry had just left for Asia. It's the pathways to employment which are really important.
Assessment: 
The expert has proven experience in Employment, Human Capital and Labour Mobility. The summary is with sufficient quality.
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 : 
The situation in the Gdynia suburb was not really out of control, but the local authority did not know how to approach the problem. Due to my French experience in working with difficult areas, I proposed a scheme, underlining, that the starting point is clear, but that we do not know how much time it will take. The theoretical approach which was accepted by the local authority turned out to be well chosen. Basing myself on visits and interviews I could continue the work and learning process basing it on the creative and permanent diagnosis method worked out earlier which is based on the participative approach for socially responsible territories. The best example of a co-production tool is the method used to define the future vision of the area, which was done in partnership with outside architects, whilst the main actors were the inhabitants themselves. A they already had confidence in what had been done they reinvented the area to suit them, discussed elements of detail with the architects team, and approved the final plan. In terms of results the local authority had who to talk to, saw that the residents were motivated, took risks in minor investments too gain more social approval and is continuing its policy of support to the team of 5 persons who now work on the suburb in a permanent way. Some of them are inhabitants. Other suburbs come to see how is it possible to achieve such results.
E.1 Assessment: 
1: Example provided of 1 activity on participatory methods and tools for co-production and implementation of local polices
E.2. Knowledge on integrated approach for the design, delivering, monitoring and evaluation of urban strategies/policies: 
Monitoring and evaluation of sustainable policies is central. In the above case the evaluation aspect was in the first years much more developed, in the sense that the positive continuation of the action necessitated evaluating what worked and what did not and inventing ways to improve the situation. In the second phase of the action, when the financial organization moved from the city directly to an outside operator, the monitoring function appears to have taken on much more importance. In my opinion trying to monitor everything is very complex. Evaluation of everything does not exist, as it tends not to give meaningful results. Evaluation from the outside is maybe more objective, but it is known that it produces less change that auto evaluation. In this area the inhabitants are almost ready to approach an auto evaluation process, which has to be, like to permanent creative diagnosis, rather a process than a fixed result. Should the inhabitants wish to do this, the results will, I'm convinced quickly be put into practice.
E.2 Assessment: 
0: Provided less than one relevant activity that demonstrates knowledge on integrated approach for the design, delivering, monitoring and evaluation of sustainable urban strategies/policies
E.3. Awareness of the main policy and funding schemes for sustainable urban development at EU and national level: 
Firstly, by being a practitioner I have to know what is evolving and changing, in order to best serve the actions I participate in. This requires quite a lot of networking, reading, being at key conferences and exchanging materials with others. Secondly if there are challenges in my work, as a consultant I tend to refer to other colleagues, in order to try to resolve a problem, or to obtain new stimulus's, which will allow me or others to progress. I have often been in the avant garde of innovation on certain questions, but I have also noticed that my 'original' inventions are often quite similar to others, which are invented around the same time. Sometimes I have to look at alternative sources of information to understand what is happening in the world. For many years I taught engineering students in France and obtained many fascinating ideas from the world of science and applied technologies, which I then transformed to integrated policy work.
E.3 Assessment: 
1: Provided less than one valid example that demonstrates awareness of the main policy and funding schemes for sustainable urban development at EU and national level. However, the many publications listed in the CV implie awareness of the main policy and funding schemes for sustainable urban development.
E.4. Ability to understand specific local situations and adapt tools and content to different local realities: 
The My Generation@Work network worked how to balance the unequal dialogue between education and employment. All the countries involved agreed that the schools and universities do not generally produce persons well adapter to the working world. As a group of experts, we therefore decided to try and identify what were the elements, which could substantially change this situation. This appeared very complicated, as the systems in the 10 countries are different. We had to resort to finding common ground and ended up working on three basic themes: the spaces which are appropriate for creating this link – in many countries partners were installing new buildings, trying to make them intimate, integrating, multifunctional and warm. The second theme was brokerage – a new form of mediation done by persons or institutions, which facilitate relationships, creating the possibility of "feeling together " (T. Spanger). Thirdly the network worked on enterprising curriculum's, preparing ways of learning and teaching which could help the needed partnership between employers and the educational systems to work better. This was mainly based on the idea, that the 'meeting' of pupils and teachers in class, should take into consideration the real learning methods of today's young generation, and most of all stimulate the young to be curious and creative in their approach to life and work. Various tools worked and were prepared and now have to be adapted to local situations, by the local brokers.
E.4 Assessment: 
1: One valid example provided
Summary Expertise: 
I have worked for numerous local authorities in France and Poland, more especially Arras, Roubaix, the Nord Pas-de-Calais regional authority, the Agglomeration of Montbeliard, Saint Michel sur Orge, but also state agencies. In Poland for Gdynia, Gdańsk, the Pomeranian Region, 13 provinces and state agencies. My work has often been in facilitating decision makers to execute the strategy/project they have decided in order to do this in the best state of the art way. I have therefore developed acute competences in advising without being better, in counseling, without it being received as such. Confidence building is a stable strong time consuming process, but I have also learned to obtain confidence very rapidly, mainly due to my listening which is of a high level and people realize this very quickly. Strategies and policies have to be constructed by those who will then manage them, therefore the role of an expert is to leave behind him all the skills and networks necessary. I have nearly always been capable of energizing the local situation and empowering people to be able to manage change themselves, after a time.
Assessment: 
The expert meets the criteria. However, point E3 needs to be redrafted as from the text it is not clear that the expert is aware about the main policy and funding schemes for sustainable urban development. The text of the summary is with sufficient quality.

Informations

Residence location:
Poland
Languages:
English - Mother tongue
Foreign Languages level: 
Foreign languages: 
,
Foreign Languages level: 
Foreign languages: 
Email:
p.wolkowinski@wp.pl
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Area of expertise