TENDER N°: CFT/12/ETF/0005
TITLE: MAPPING OF VET EDUCATIONAL POLICIES AND
PRACTICES FOR SOCIAL INCLUSION AND
SOCIAL COHESION
TENDER DOSSIER
 PART A:
TENDER SPECIFICATIONS
 PART B: DRAFT CONTRACT
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PART A:
1.
TENDER SPECIFICATIONS
Terms of Reference
SUMMARY OF SERVICE REQUESTED
WP Project number
WP 12-10-02
Project title
Social Inclusion through Vocational Education and
Training(VET)
Title of this service
Mapping of VET educational policies and practices for social
inclusion and social cohesion
Expected start date
June 2012
Expected end date
March 2013 for the completion of Phase 1, December 2013
for the completion of Phase 2 under this ToR
Maximum budget available
€ 140,000 for Phase 1, € 50,000 for Phase 2 (subject to
successful completion of all activities/deliverables of Phase 1,
and upon approval of ETF work programme and related
budget for 2013).
ETF Contact person
Lida Kita
Email: Lida.Kita@etf.europa.eu
BRIEF BACKGROUND RELEVANT FOR THE SERVICE
The European Training Foundation
The European Training Foundation (ETF) is a specialised agency of the European Union based in
Turin, Italy. The ETF provides advice and assistance to the European Commission and 30 partner
countries for the reform of human capital development policies under the European Union’s
external relations instruments. The ETF helps transition and developing countries to harness the
potential of their human capital through the reform of education, training and labour market
systems in the context of the EU’s external relations policy.
Project background
Poverty, economic vulnerability and marginalisation of large groups of population have become
burning issues for the societies of the ETF partner countries in the Western Balkans. Their
involvement in multiple and simultaneous transitions - political, economic, social, demographic has resulted in the erosion of social fabric and social capital, rupture or low performance of social
welfare systems and traditional social safety networks, deepening of poverty and social exclusion.
New polarised situations have emerged in the last decade, with divides widening due to
geographical reasons, to ethnicity, or age or gender, thus deepening income and social disparities.
These are missed opportunities for the individuals but also for the countries’ capacity to cope with
the global competition and generate well-being for the population at large. In the case of Turkey,
economic growth and neoliberal globalisation has particularly impacted some underprivileged
segments of the society by bringing them into various forms of deprivation. The profound economic
and societal changes in the Western Balkans and Turkey (WBT) have brought rapid and large
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growth in social disparities, as well as new forms of social exclusion and segregation, including
inequities in the access to and participation in education, training and employment.
The Western Balkans and Turkey, on the other hand, share common present-day aspirations for
EU membership and are involved in the process of accession to the European Union, although at
various stages. Combating social exclusion and poverty is among the key priorities of the
European Union. Building a more inclusive Europe is vital to achieving the European Union’s goals
of sustained economic growth, more and better jobs and greater social cohesion, as re-iterated by
the Europe 2020 strategy. Therefore, social inclusion is a policy area highly relevant to the
candidate countries and the potential candidates and has been identified as a key challenge in the
Enlargement strategy 2011-2012.
Social inclusion and equity have emerged as a specific thematic area of ETF operations since
2005. ETF interventions so far have been aiming to increase participation and to encourage
equitable access to quality education, training and decent work in the partner countries, on the one
hand, and on the other – to highlight the potential of education and training in general, and of VET
(Vocational Education and Training) in particular, for combating poverty and exclusion in society.
The project “Social inclusion through education and training” (2007-2011) in WBT region represent
the major ETF interventions implemented so far in this thematic area.
In 2010 ETF carried out reviews of progress in VET in the partner countries, including some of the
Western Balkan countries (“Torino Process Reviews”), as well as Human Resource Development
Reviews (for DG Employment of the European Commission) in Albania, Croatia, Former Yugoslav
Republic of Macedonia, Montenegro, Serbia and Turkey. The key findings from these reports, as
well as of a regional report1 that has been produced as part of ETF’s Social Inclusion through
Education and Training project carried out in Western Balkans and Turkey between 2008 and 2011
have confirmed that the role of the VET system in enhancing social inclusion and cohesion is
underplayed in the region. Policy and long-established practices in the education systems that
impact directly and indirectly on the inclusiveness of VET schools are affecting many young people
that are educationally disenfranchised (non-enrolled pupils, irregular attenders, dropouts and early
leavers). There is an almost total lack of recognition of the potential of VET schools for building
educational and social inclusion. This is partly connected with the fragmented manner in which
education and training policies are developed and implemented, as well as the fragmentation of
teacher development for different levels of education or between different subjects. It is also
strongly connected with the mismatch between VET provision and labour market needs, primarily
due to the consequences of economic transition which led to closure of significant portions of
industry and the inability of the VET sector to adjust to the new needs and demands. In the last
decades, new economic sectors have developed and created jobs in the WBT region. However
many people have found themselves unprepared to shift to new jobs requiring new skills. The VET
system is very slow in accommodating these needs. Those who managed to find a new place in
the labour market have succeeded to improve their lives; others have opted for emigration, or
remained unemployed, or have been discouraged and became inactive.
Israel is one of the ETF partner countries which expressed its interest, after participating to the
Western Balkans and Turkey regional event in Ohrid in 2011, to join the WBT regional project
“VET for Social Inclusion” for the period 2012- 2013. Stakeholders participating in the Ohrid
regional event emphasised that regional approach to inclusive education is well justified because
of the similarity of the social, political and economic problems shared by the ETF partner countries
and circumstances they face as regards minorities and vulnerable groups. The commonalities,
allied with limited resources and shared uncertainties as to ways ahead, suggest that regional and
inter-country collaboration in developing and implementing policies and practices potentially offer
economies of scale. Thus, Israel2 has expressed its willingness to work together and to cooperate
1 European Training Foundation. Teachers for the future – Teacher development for inclusive education in the Western
Balkans, Office for Official Publications of the European Communities, Turin, 2011
2 Israel will participate in the research and the ETF regional events. It will not be always possible to include Israeli
stakeholders in the other facilitated activities due to the nature of the Instrument for Pre-Accession Assistance (IPA), as the
financial instrument for the European Union (EU) pre-accession process. This assistance is provided on the basis of the
European Partnerships of the potential candidates and the Accession Partnerships of the candidate countries, which means
the Western Balkan countries , Turkey and Iceland.
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in the field of inclusive education with the Western Balkans and Turkey, as evidenced at the Ohrid
meeting.
The findings from the discussions of and consultations with the ETF facilitated country and regional
policy networks3 could be summarized as follows:

The new concepts of social inclusion, social cohesion and equity are unfamiliar or
relatively new for ETF’s partner countries’ policy discourse and are rarely referred to in the
national policy making processes. Poverty and economic vulnerability, being the visible
aftermaths of the economic reforms and transitions in the countries, stay in the spotlight
more often on the agenda of governments.

While the significance of education for building human capital is widely recognised in the
region, the role of the VET sector in contributing to equity, cohesion and active citizenship
in society has little or no prominence in national discussions on this subject, and there
have not been much concrete follow-up actions. This role of VET has not been
systematically considered in the design of VET reforms that are under way.

Specific sub-groups of young people systematically miss out on VET; structural barriers
also stand in their way. Young people most likely to miss out on VET in the last decade in
the Western Balkans are those from the most economically, socially and politically
marginalised groups (with disabilities, women, ethnic groups, those still living at home,
those from single-parent families, those living in rural areas and those from families with a
history of parental illiteracy and unemployment).

The notion of “disadvantage” which has informed VET policy-making needs to be re
conceptualised. There are major shortcomings in viewing disadvantage in terms of
abstract ‘client groups’. Target groups for VET equity initiatives need to be specific groups
of individuals who face multiple disadvantages. The students at particular risk (e.g. Roma
students, girls, students with disabilities and serious health problems, students from rural,
isolated and inaccessible areas, IDPs, ethnic and cultural minorities etc.) are
overrepresented in the VET system. VET schools have become a practice of segregation
and exclusion for vulnerable groups.

A great deal of measures implemented in the Western Balkans and Turkey with the aim of
reducing inequalities in education and training and promoting social inclusion have been
triggered by emergency situations and/or have been carried out as isolated, donor-led
projects, with little national ownership and only partial sustainability.

Although some of the case studies in the IPA countries support a general optimism about
the prospects for equity in VET, they also suggest a certain degree of caution. On the one
hand, these reports suggests that community based initiatives can work very successfully
within the VET framework, provided certain protocols or procedural principles are
maintained. On the other hand, these case studies also raise concerns about the extent to
which resourcing levels are adequate enough to fully realise the potential of these “piloting”
and donor supported initiatives.

There are many on-going pilot programs that have shown how important social outcomes
were achieved because the individuals involved had a voice in determining their learning
goals and acquired ‘ownership’ of their learning processes. The resourcing issue, however,
was also evident in these case studies, stressing the difficulty in mainstreaming these
programmes in the overall VET system.

VET schools do not seem to optimise the possibilities of school – home- employerscommunity collaborative as responsive to their students’ social contexts and offering
inclusive approaches towards all their intake students, in order to maximise the
contribution of schools to social inclusion and social cohesion.
3 These open networks include representatives from public institutions, academia, research community, think tanks,
community-based organisations, NGOs from the Western Balkans and Turkey. Other members of the network come from
the European Commission’s DG Enlargement, DG Employment, Social Affairs and Equal Opportunities, Delegations of the
European Union, the Regional Cooperation Council (RCC), the Council of Europe, the European Agency for Special
Education, the Roma Education Fund (REF), the Open Society Institute (OSI), OECD, South East European Centre for
Entrepreneurial Learning (SEECEL), UNICEF, Fundación Secretariado Gitano (FSG) and many distinguished experts from
public institutions and NGOs from EU Member States.
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
The capacities of the region for dealing with social inclusion within and through VET are
limited. The countries also lack solid evidence and analysis to inform the policy-making
cycle on social exclusion and social inclusion, the needs to enhance the research
capacities of the countries being also significant.

Widening the concept and practice of inclusive education to embrace the full diversity of
youngsters who might be at a potential disadvantage in accessing and participating in
education must be supported by evidence and action research at school level in order to
have a deeper understanding of the range of different reasons for exclusion and
discrimination and the diverse forms of segregation that involve different contexts, different
histories and different factors to be addressed.

Striking a balance between the pursuit of social and economic outcomes is essential for
the success of community-based initiatives designed to address access and equity in VET.
Indeed, for individuals who face multiple disadvantages in accessing VET, the pursuit of
social outcomes should take precedence, and be recognised as an important stepping
stone to the achievement of economic outcomes
Our current understanding, based on ETF experience, as well as on the European and
international research literature, is that VET has a potential for making multi-dimensional
contributions. The skills dimension, i.e. through providing skills for employability in a lifelong
learning perspective, thus enhancing the labour-market and economic inclusion in society, is very
important, but also over-researched and over-exposed in literature. It tends to dominate the public
discourse about VET and social inclusion and to give rise to narrower or reductive approaches and
policy measures. Therefore it needs to be counterbalanced or complemented by broader
considerations anchored in the civic, social and cultural role of VET. Furthermore, this function of
VET is often prone to stereotypes (gender stereotypes, cultural biases, stigmatisation, etc.), as well
as to differentiated and separated institutional and/or curricular provision which have an adverse
impact on social cohesion.
Based on the above beliefs and assumptions as well as drawing on the expertise and experience
gained within its project on inclusive education and training implemented in the period 2007-2011
and its above mentioned analytical work, ETF has agreed to focus in the region of the Western
Balkans, Turkey and Israel for the period 2012-2013 on VET for social inclusion and cohesion. The
ETF multi-country project aims to provide evidence and promote the role of VET policy and
systems for combating social inclusion and for contributing to building more inclusive societies.
The project will also focus on capacity building of national stakeholders in the countries to establish
policies and practises for enhancing the role of VET and its multi-dimensional contributions, not
only through its skills dimension, but also through its socialization, civic, social and equity
dimensions. In doing so, ETF aims to acquire the knowledge and understanding of the situation in
the Western Balkan and Turkey region on the role of VET in promoting employment, equity, social
cohesion and active citizenship.
Research background
Within the framework of this regional project and through this TORs, ETF is launching a
participatory regional action research (9 country reports and a cross-country report) with the
participation of 3 VET schools/training centres in each of the identified countries, the aim is to
deepen the understanding of the main barriers and potential opportunities for building inclusive and
equitable VET system vis-à-vis the current socio-economic challenges. The action research will
look into the holistic-school approach towards inclusion in education, i.e. incentives and barriers in
developing whole-school systems and culture to foster the participation and achievement of all
students. In this case the participatory action research – shall be a reflective process of problem
solving led by researchers from the countries working with practitioners at VET schools/centres
and the community representatives connected with the VET schools. Among them there will be
national and local policy makers, school professionals, students, employers, researchers and civil
society organisation (CSO) representatives as part of a "community of practice" to improve the way
they address issues and solve problems in enhancing the role of VET in social inclusion and
cohesion. The research team will deploy an interactive inquiry process that balances problem
solving actions implemented in a collaborative context with data driven collaborative analysis and
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research to understand underlying causes enabling future predictions about personal and
organizational change. The aim of this action research is to challenge traditional beliefs in the
region that a school is just an education institute and not an integral part of the community around
it.
OBJECTIVE AND EXPECTED RESULTS OF THE SERVICE
Objective of the requested service
The overall objective is to provide evidence by exploring the interlinkages between VET and
social inclusion and social cohesion and promote the role of VET policy and systems for combating
social exclusion and for contributing to building more inclusive societies in the Western Balkans,
Turkey and Israel.
The specific objectives are as follows:

Phase 1: to identify and analyse effective, inclusive and innovative educational policies
and practices in vocational education and training, highlighting specific transformative
approaches to education policy and practice at the macro (VET system and policy) and
micro (VET schools) level. To identify and analyse issues, challenges and innovative
practice in the 3 selected schools in each of the 9 participating countries.

Phase 2: to identify and analyse in a cross country report the key findings from the nine
country reports. The cross-country analysis will be used to inform country and regional
level discussions involving country teams, DG EMPL, DG ELARG, DG EAC and other
relevant development partners.
NB. The present Terms of Reference cover an assignment that consists of two phases. The
tenderer’s proposal shall cover both phases.
Phase 2 is the continuation of the project and is subject to successful completion of all
activities/deliverables of the Phase 1, and upon approval of ETF work programme and related
budget.
The start of Phase 2 will be confirmed in writing by ETF in April 2013.
Given the subject of the contract, participation to this call for tender is also open to all natural and
legal persons that are established in the Western Balkans countries, Turkey and Israel,
REQUESTED DELIVERABLES AND RELATED ACTIVITIES
The contractor will be responsible for providing the deliverables and implementing the related
activities, directly contributing to the achievement of the objective(s) and result(s) described above.
The contractor will guarantee the timely provision of all the requested deliverables by ensuring a
high quality of both the content and language (e.g. easy to read English). Where required, the
contractor will ensure high quality translation and revision of texts prior to submitting them to ETF,
while respecting the stipulated deadline (related costs will be covered by the contractor).
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Deliverables
Phase 1:
Description of deliverable
1.
Deadline
Inception report, submitted to ETF in English language, with:
 the methodological approach for carrying out the project,
describing the action research approach proposed, and a
conceptual framework describing the state of thinking at EU and
international level (set of beliefs, theories and approaches) used
as a basis for vocational education and training policies and
practices that play a crucial role in reducing poverty and
promoting social cohesion. The conceptual framework should
take into account core issues and framework conditions in EU
countries as well as in the countries under study.
 describing how project implementation will be managed and
coordinated, how quality of the research and reports will be
ensured, and how the stakeholders will be involved in the
research; a detailed timetable for activities and deliverables will
be included.
Draft: End July
2012
Final: MidSeptember 2012
 How the project team is set up and coordinated, including a list
of proposed local experts with their CVs.
 A detailed draft outline for the country reports;
 The final list of schools to be involved in the research. A first
proposal of the schools will be made by the ETF facilitated
policy network, according to criteria proposed by the ETF and
approved by the network.
2.
3.
Short interim report with preliminary findings of the on-going
elaboration of the country reports and report on the progress in
implementing the action research; submitted and discussed with
the ETF..
Mid November
2012
Nine country reports on the action research, analytical and not
only descriptive, submitted to the ETF in the English language (no
more than 35 pages each):
 identifying and analysing effective, inclusive and innovative
educational policies and practices in vocational education and
training, highlighting specific transformative approaches to
education policy and practice at whole- VET school systems and
culture to foster the participation and achievement of all
students;
Drafts by mid
November 2012
and final version by
March 2013.
 providing recommendations and conclusion on possible
strategies and practices for VET schools in promoting social
inclusion and cohesion,
4.
A presentation of preliminary findings (PowerPoint presentation)
on common issues and challenges and the team’s reflection on
what has been learnt during the research process in the countries
which may be relevant to be presented and discussed at a ETF
regional conference (place to be confirmed) .
End November
2012
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Phase 2:
Description of deliverable
Deadline
1. A cross country synthesis report (draft version with approx. 50
pages in English language) of key issues arising from the conceptual
framework and the nine country studies of relevance to the participant
countries. The report will be discussed with the ETF in October 2013.
End September
2013
2. Presentation of the draft cross country synthesis report at a regional
ETF conference in November.
November 2013
3. Finalisation of the cross country synthesis report.
10 December 2013
Activities:
Time schedule: The assignment will start following contract signature. Phase 1 is expected to last
until March 2013, while Phase 2 (which will be implemented subject to the confirmation of the 2013
budget) is expected to end in December 2013.
In order to produce the requested deliverables described above, the contractor will implement the
following activities:
Phase 1
Description of the work
Place of execution
Tentative dates
1.a Draft the inception report with the outline of
the country report and the research work and
conceptual framework submitted in English to
ETF
Desk work
End July 2012
1.a Participate in a kick off meeting at ETF to
present and discuss the draft inception report
Turin, Italy
1.b Submit the final inception report in English
to ETF
Desk work
Mid-September
2012
2.a Country missions in the Western Balkans,
Turkey and Israel.
Partner countries
July 2012-March
2013 (duration to
be specified in the
technical proposal)
2.b Provide a short interim report (interim
report 1) with preliminary findings of the ongoing elaboration of the country reports and
report on the progress in implementing the
action research; submitted to ETF and
discussed with the ETF team.
Turin, Italy
mid November
2012
3. Draft and submit the final country reports to
ETF
Desk work
Mid-March 2013
4. Presentation of preliminary findings on
common issues and challenges and teams’
reflection on what has been learnt during the
Place to be
confirmed)
end November
2012, 3 days (date
End July 2012,
2 days
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research process in the countries which may be
relevant to the topic at the ETF regional
conference.
to be confirmed)
Phase 2
Description of the work
1. a Country missions in the Western Balkans,
Turkey and Israel.
1. b Draft cross country synthesis report of
key issues arising from the conceptual
framework and the nine country studies of
relevance to the participant countries, submitted
to the ETF in English.
Place of execution
Tentative dates
Partner countries
April-September
2013 (duration to
be specified in the
technical proposal)
Desk work
end September
2013
1. c Discuss preliminary findings of the
synthesis report with ETF and discuss with the
ETF team.
Turin, Italy
October 2013
2. Presentation of the draft cross country
synthesis report at a regional ETF conference
Turin, Italy or one of
the Western Balkan
countries(tbc)
November 2013,
3 days
3. Deliver the final version of cross country
synthesis report
Desk work
No later than 10
December 2013.
The contractor will communicate regularly and if requested ad hoc with the ETF team on the
progress of project implementation, and develop alternative solutions if necessary throughout the
entire assignment. The contractor will closely work together with the ETF team on all issues related
to the contract, and take into account the comments/suggestions of ETF in all relevant aspects of
project implementation.
The final selection of the local research country teams will be approved by ETF. Any change in the
contractor’s research team needs to be approved by ETF. The contractor will brief, instruct and
supervise the local researchers, and advise and coach them if required or necessary.
The contractor will identify the relevant stakeholders’ representatives necessary for participating in
the research. The contractor will translate the documents required for the research (e.g. survey
questionnaires etc. to the local languages); and control the quality of research, data collection and
organisation of the whole fieldwork.
The research and survey data and all related analysis are the property of ETF and must not be
used for any other purposes without the written consent of ETF. The contractor will at all stages
protect the privacy of target respondents participating in the survey. None of the intermediate or
the final outputs of the research must bear the names of the respondents. In cases of survey and
data collection, the contractor must guarantee that none of the responses given can be traced
back to individual respondents. The contractor will deliver a complete, but separate list of the
respondents and some examples of completed questionnaires to ETF, but the rest of the
questionnaires will be destroyed upon written consent of ETF.
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During the course of the project implementation ETF may conduct field visits jointly with the
research teams, and if appropriate have meetings at the contractor’s offices, at ETF’s own
expenses.
BUDGET
The maximum budget for Phase 1 is € 140,000, and for Phase 2 is 50,000 (subject to successful
completion of all activities/deliverables of Phase 1, and upon approval of ETF’s work programme
and availability of budget for 2013).
The actual contract value will be the price quoted by the successful tenderer in his financial
proposal.
Any change in the specifications which will impact on the budget occurred during the life of the
contract must be agreed in writing with ETF before implementation.
MONITORING PROGRESS
The contractor will maintain regular communication with the ETF to ensure clarity on the progress
of the service and answer ad hoc requests if needed. .Any obstacles or problems arising which
might have an impact on the quality and timeliness of the project output or results should be
reported to ETF.
The contractor will nominate a project coordinator who is coordinating overall project
implementation, ensuring high quality delivery and regularly communicating with the ETF team.
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PAYMENT PLAN
Phase I
Pre-financing
YES
40% of
contract
value
Interim payment
YES
30 % of
contract
value
Final payment
YES
30 % of
contract
value
Upon ETF approval of inception
report, interim report and draft
country reports (mid November 2012)
Upon ETF approval of final country
reports and all Phase 1 deliverables
Phase II
(subject to successful completion of all activities/deliverables of Phase 1, and upon approval of
ETF work programme and related budget for 2013).
Pre-financing
YES
40% of
contract
value
Final payment
YES
60 % of
contract
value
Upon ETF approval of cross country
synthesis report and all phase 2
deliverables
APPENDIX
Appendix 1: List of recommended literatures (to be found at the end of the document)
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2.
Timetable
The timetable for this tender procedure and signature of the resulting contract(s) is as follows:
Date
Comments
Tender launch date
07/02/2012
Deadline for request of clarifications
20/03/2012
Site visit or clarification meeting (if any)
Date publication sent to OJ
---
Last date on which clarifications are issued by ETF
22/03/2012
Deadline for submission of offers
30/03/2012
See ‘Guidelines for ETF public
procurement’ for more details
Interviews (if any)
---
Opening session
10/04/2012
At 14.30 local time
Evaluation of offers
18/04/2012
Estimated starting date
Notification of award
4 weeks after
evaluation date
Estimated
Contract signature
8 weeks after
evaluation date
Estimated
June 2012
Estimated
Commencement date of activities
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3. Preparing the tender: required documents
3.1 Supporting Documentation
Tenderers must provide a full set of documents for each of the following three areas, which
the evaluation committee will assess before proceeding with evaluation of offers.
i) Declaration on Exclusion Criteria
Tenderers are required to provide the completed and signed ‘Declaration on exclusion
criteria’.
This standard declaration form is available for downloading at the following address:
http://www.etf.europa.eu/web.nsf/pages/Open_tenders.
Tenderers will be excluded in case they are in any of the situations listed in the declaration on
exclusion criteria. The ETF may request further documentary evidence to support this selfdeclaration before contract award.
ii) Selection documentation
Tenderers must prove that they have the technical & professional, and economic & financial
capacities to effectively perform and administer the contract.
Technical & professional capacity
The tenderer must have the following technical and professional capacity to perform the
contract:
1. A minimum two years experience in implementing services in the field of VET, social
inclusion action research or similar research methods in EU members states, Western
Balkans, and if possible Turkey or Israel.
2. Dispose of appropriate technical infrastructure to carry out the required services.
Evidence of this capacity must be provided by:
1. A list of completed and on-going projects carried out in the past two years, specifying the
contracting authority, total project value, role of the tenderer and services provided.
2. A detailed description of the tenderer’s publications in English language relevant for this
tender.
3. Description of the tenderer’s technical equipment (ICT) and infrastructure to ensure the
quality of the services.
Economic & financial capacity
The tenderer must be able to prove that he is in a stable financial position.
Evidence of this capacity must be provided by:
1. The presentation of duly certified balance sheets and profit and loss accounts for the
past three financial years for which accounts have been closed.
2. The following table on the tenderer’s financial stability duly filled in:
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Parameter
Formula
Value
(to be filled in by tenderer)
N-3
Working Capital
N-2
N-1
Current Assets
--------------------------- =
Current Liabilities
Financial Independence
Own Funds
------------------------------ =
Total Liabilities (Equity & Third
Party Debts)
Net Result
----
Turnover in respect of
the services to which the
contract relates to in
Euros
----
Where N is the current year for which accounts have not been closed.
In the case of a consortium submitting an offer, the main responsible consortium leader must
be specified. Each member of the consortium must provide the required evidence. For
‘technical and professional capacity’ the evidence provided by each member of the
consortium will be checked at consortium level to ensure that the consortium fulfils the criteria.
iii) Standard forms
Tenderers must provide the following forms duly completed and signed:
Legal Entity Form and related supporting document(s):
http://ec.europa.eu/budget/contracts_grants/info_contracts/legal_entities/legal_entities_en.cfm
Financial Identification Form:
http://ec.europa.eu/budget/contracts_grants/info_contracts/financial_id/financial_id_en.cfm
iii) Joint offers and subcontracting
A. JOINT OFFERS
1. Definition
A joint offer is a situation where an offer is submitted by a group of tenderers.
Tenders can be submitted by groupings of service providers/suppliers who will not be required
to adopt a particular legal form prior to the contract being awarded. However, the selected
group might be required to adopt a given legal form after it has been awarded the contract if
this is necessary for proper performance of the contract.
2. Tendering documents
The offer has to be signed by the lead partner of the group which has been duly authorised by
the other members of the grouping when the tenders have not yet formed a legal entity.
Partners in a joint offer assume joint and several liability towards ETF for the performance
of the contract as a whole.
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The group must clearly indicate which service provider will be carrying out which tasks as well
as who has been appointed by the others as the lead partner. The lead partner shall be the
contracting party with ETF and shall be responsible for the overall performance of the contract
and management of the other members of the consortium.
All the information on exclusion and selection criteria of each member of the group must be
included in the offer.
3. Evaluation of exclusion and selection criteria
The exclusion criteria will be assessed in relation to each company individually. Each
member of the group must be eligible in accordance with section 3.1 below and provide the
required evidence.
The exclusion of a member of the group leads to the exclusion of the group.
The selection criteria will be assessed in relation to the combined capacities of all members
of the group as a whole. Therefore, as evidence of the financial capacity of the group,
combined evidence must be submitted (e.g. a statement indicating the combined turnover of
all the members of the group).
4. Evaluation of award criteria
The award criteria will be assessed in relation to the tender, irrespective of whether it has
been submitted by a single legal/natural person or by a tendering group.
B. SUB-CONTRACTING
1. Definition
Sub-contracting is a situation where a contract has been or is to be established between ETF
and a contractor and where the contractor, in order to carry out the contract, enters into legal
commitments with other legal entities for performing part of the work, service or supply.
An economic operator may, where appropriate and for a particular contract, rely on the
capacities of other entities, regardless of the legal nature of the links which it has with them in
order to contribute directly to the performance of the activities mentioned in the tender
specifications.
The tenderer may include in its request to participate/offer any level of subcontracting in order
to demonstrate that it fulfils the selection criteria.
2. Tendering documents
The tenderer must provide in his offer:
(1) A document
- clearly stating the identity, roles, activities and responsibilities of subcontractor(s) and;
- specifying the volume/proportion for each subcontractor
(2) A letter of intent by each subcontractor stating its unambiguous undertaking to collaborate
with the tenderer if he wins the contract and the extent of the resources that it will put at the
tenderer’s disposal for the performance of the contract.
If the above-mentioned documents are not provided, the contracting authority shall assume
that the tenderer does not intend subcontracting.
3. Evaluation of exclusion and selection criteria
The tenderer has to furnish the documents regarding the exclusion and selection criteria on
his behalf and the subcontractor has to countersign them. In this case, if the subcontractor is
subject to exclusion, the tenderer will be excluded. The selection criteria will be assessed in
relation to the combined capacities of the tenderer and the subcontractor. Therefore, as
15
evidence of the financial capacity, combined evidence must be submitted (e.g. a statement
indicating the combined turnover of the tenderer and the subcontractor).
4. Evaluation of award criteria
The award criteria will be assessed in relation to the tender.
16
3.2 Offer: Technical Proposal & Financial Proposal
The tenderer’s offer must demonstrate an understanding of the ETF terms of reference and
be presented in clear concise language.
i) Technical proposal
The technical proposal must include the following information and must be undersigned for
acceptance:
A. Tenderers will propose an appropriate methodology for meeting the overall and specific
objectives and for producing the requested deliverables in high quality. The methodology
will specify:
o
A conceptual framework, understanding the nature of the assignment
o
A description on how the activities will be carried out, including:
- approach of participatory action research
- - organisation of project implementation
- - quality assurance
- - work plan and time schedule
o
An explanation on how quality will be ensured with attention to the specific countries
contexts.
o
A summary table of the expertise and experience of the project team members (see
point B below), including country experiences and language skills.
B. Tenderers will propose an appropriate team (CVs of all team members to be included as
annex to the technical proposal) composed of a range of profiles to effectively manage the
contract, implement all activities and provide to ETF the requested deliverables to a high
standard within the deadlines stipulated. The tenderer will
o
nominate a team leader/project coordinator as overall responsible for the final
deliverables and a contact person (to act on behalf of the team leader in his/her
absence) for day-to-day follow-up of project implementation.
o
propose a research team, including representative/s from distinguished research
communities from EU or EWR countries and at least one researcher for each of the
partner countries of this project. The roles, responsibilities and specific tasks of each
member of the team must be assigned and described. The team members must bring
together experience and expertise in the fields of inclusive education and training,
VET, action research, data analysis and excellent drafting skills in English, specifically:
-
proven experience in theoretical and practical developments in the field of social
sciences, survey design, sampling techniques and statistical analysis of results,
(e.g. examples of previous research projects);
-
knowledge of theories, policies and approaches to combat inequalities in
education and training, particularly in the fields of VET;
-
proven experience in participatory research with the involvement of key
stakeholders and target groups;
-
language skills in English as well in the language of the partner countries.
ii) Financial proposal
Tenderers must use the following standard format (see next page) to present their financial
proposal.
17
FINANCIAL PROPOSAL
General comments on the financial proposal:






All prices must be quoted in Euro. If necessary, please use the conversion rates published in the
Official Journal of the European Communities on the day when the invitation to this tender was
issued. This information is available on the following website of the European Central Bank:
http://www.ecb.int/stats/eurofxref.
The total price cannot exceed the maximum budget available for the assignment.
The assumptions stated below the table must be included on the tenderer’s financial proposal
which must be undersigned for acceptance.
Prices must be quoted free of all duties, taxes and other charges (including VAT) as the ETF
is exempt from such charges under Articles 3 and 4 of the Protocol on the privileges and
immunities of the European Communities for services rendered by tenderers having their
place of business within the European Union.
For tenderers outside the European Union in principle this exemption does not apply, unless
the applicable tax laws foresee an exemption when working with a body of the European
Union. For this reason, for tenderers to whom the exemption does not apply are requested to
provide the price exempt of taxes and the related amount for taxes. Please note that for the
purpose of the evaluation the total price including taxes will be considered.
The tenderer to whom the contract will be awarded will have the sole responsibility for
complying with taw laws which apply to him in line with Article II.11 to the draft contract.
Deliverable OR activities
Price in
€
VAT*
Price
with
VAT
Phase 1 Implementation of all activities and
provision of all deliverables
Phase 2 Implementation of all activities and
provision of all deliverables
TOTAL PRICE
€
*Applicable only for tenderers having their place of business outside the European Union.
Assumptions:
The financial proposal includes all-inclusive lump-sum fees, comprising all costs for human
resources for successful implementation of all of the activities and finalisation of high quality
requested deliverables, related administrative tasks and costs, overheads (such as
telecommunications & postage, IT, stationery, bank charges, taxes, social security etc.,) all travel
and accommodation costs, translation and interpretation costs from/to local language/English, etc.
I hereby acknowledge and accept the assumptions to the financial proposal presented
above:
Name
(legal representative)
Signature
Date
18
4. Evaluating the offers: award criteria
ETF will use the following award criteria to evaluate the offers received:
Technical award criteria
Weighting
(out of 100)
Methodology
-
Conceptual framework, understanding the nature of the
assignment
10 points
-
Description on how the activities will be carried out
30 points
Composition of team proposed and division of tasks for provision
of all requested deliverables and for effective contract
management
30 points
Financial award criteria
Price
30 points
Minimum threshold score against technical award criteria:
Tenderers scoring less than 50 points of the total score for all of the technical award criteria will be
excluded.
Evaluation on the basis of best value for money:
The formula used by the ETF to calculate which offer represents the best value for money
incorporates the score for the technical quality and price as described at paragraph 6.3 to the
Guidelines
for
ETF
public
procurement
(http://www.etf.europa.eu/web.nsf/pages/Open_tenders).
19
5. Checklist for submission of tender
When submitting a tender you must acknowledge that you have read and understood the
Guidelines for ETF public procurement (http://www.etf.europa.eu/web.nsf/pages/Open_tenders.
and ensure that you have compiled your tender in accordance with the below checklist, to be
attached to your technical proposal.
Please Tick  the boxes below
 I have read and understood the Guidelines for ETF public procurement
 I have read and I accept the terms and conditions of the draft contract
 I have submitted my tender within the stipulated deadline
 I have submitted my tender in three separate inner envelopes (A, B and C) within an outer
envelope or parcel
 I clearly stated the following information on the outer envelope or parcel:

The reference number of the Call for Tender (CFT/12/ETF/0005).

The title of the tender

The name of the tenderer

The indication “Offer – Not to be opened by the internal mail service”

The ETF address for submission of offers

A clear postmark showing the date
 I have sealed the outer envelope or parcel with adhesive tape and signed across the seal
 I have drafted my tender in one of the official languages of the European Union
 Both the technical and financial proposals are signed by the tenderer’s legal representative
I confirm that Envelope A contains one signed original of the following supporting documentation:
 The required Declaration on Exclusion Criteria
 The required evidence of the Selection Documentation
 The duly completed and signed Legal Entity Form and required supporting document(s)
 The duly completed and signed Financial Identification Form
I confirm that Envelope B contains:
 One signed original and 3 copies of the technical proposal
 The present checklist duly signed and dated
I confirm that Envelope C contains:
 One signed original of the financial proposal presented in the requested format
Name
(legal representative)
Signature
Date
20
PART B:
DRAFT CONTRACT
This draft contract, together with the ETF terms of reference and the successful tenderer’s offer technical and financial proposals – will form the legal agreement between the two parties for
implementation of the service and all required administrative and financial conditions.
21
Appendix 1 – List of recommended literatures4
Bekerman, Z., Zembylas, M. and McGlynn, C., ‘Working toward the de-essentialization of identity
categories in conflict and postconflict societies: Israel, Cyprus and Northern Ireland’, Comparative
Education Review, 53(2), 2009, pp. 213-34.
Brown, M. and Gatt, S., ‘Community programmes promoting social cohesion and educational
achievement’, Paper presented at EARLI (European Association for Research on Learning and
Instruction) 2009, Amsterdam, 25-29 August 2009.
Burns, T. and Shadoian-Gersing, V., ‘Supporting effective practice: The pending agenda’, in Burns,
T. and Shadoian-Gersing, V. (eds), Educating teachers for diversity: Meeting the challenge,
OECD, Paris, 2010, pp. 283-93.
Council of Europe, Commentary on the Effective Participation of Persons Belonging to National
Minorities in Cultural, Social and Economic Life and in Public Affairs, Adopted on 27 February
2008, www.coe.int/minorities
Council of Europe, Diversity and inclusion: Challenges for teacher education, Final conference of
the Council of Europe project Policies and practices for teacher sociocultural diversity (2006-2009),
Oslo, 26-28 October 2009.
Hendry, R., Building and restoring respectful relationships in schools: A guide to using restorative
practice, Routledge, London, 2009.
Holmes, K., European Training Foundation, ‘Intercultural and inclusive education and learning for
social cohesion’, Presentation at the ETF regional seminar on Inclusive education in contexts of
social and cultural diversity, Pula/Brijuni, 17-19 September 2009.
Hudson, B., ‘Developments in inclusive education with a focus on initial teacher education:
Lessons learned from research, policy and practice’, Presentation at the ETF regional meeting on
Policies and practices for the preparation of teachers for inclusive education in contexts of social
and cultural diversity: Research and action, Turin, 7-8 December 2009.
ILO (International Labour Organisation), Teachers and trainers for the future: Technical and
vocational education and training in a changing world, ILO, Geneva, 2010.
Jónasson, J.T., ‘The complex of socio-cultural diversity: Challenges for in-service teacher
education’, Presentation at the ETF regional meeting on Policies and practices for the preparation
of teachers for inclusive education in contexts of social and cultural diversity: Research and action,
Turin, 7-8 December 2009.
Luciak, M., ‘On diversity in educational contexts’, Educating teachers for diversity: Meeting the
challenge, Organisation for Economic Cooperation and Development, Paris, 2010, pp. 41-62.
Magill, C., Smith, A. and Hamber, B., The role of education in reconciliation: The perspectives of
children and young people in Bosnia and Herzegovina and Northern Ireland, University of Ulster,
2009.
Michailakis, D. and Reich, W., ‘Dilemmas of inclusive education’, ALTER – European Journal of
Disability Research, 3(1), 2009, pp. 24-44.
Müller, S. and Jovanovic, Z. (2010), Pathways to progress? The European Union and Roma
inclusion in the WesternBalkans, Open Society Institute.
Nikolić, S., ‘Empowerment as a two-way process: The role of Romani NGOs in the integration of
Macedonian society’, in Agarin, T. and Brosig, M. (eds), Minority integration in Central and Eastern
Europe: Between ethnic diversity and equality, Rodopi, Amsterdam, 2009.
4 Except for EU official pubblications, the list provides references since 2009 on.
22
OECD (Organisation for Economic Cooperation and Development), Educating teachers for
diversity: Meeting the challenge, OECD, Paris, 2010.
Oxford Analytica (2009), ‘The Western Balkans: economic growth and social inclusion in the
context of European integration’, report produced for the Department for International Development
and the European Commission.
Petrović, M., Family-school partnership models, Open Society Institute, Belgrade, 2009. Last
accessed 15 March 2011 at:
www.seeeducoop.net/aeiq/documents/v02%20The%20effects%20of%20parent%20involvement%
20in%20schools.pdf
Piot, L., Kelchtermans, G. and Ballet K., ‘Beginning teachers’ job experiences in multi-ethnic
schools’, Teachers and Teaching: Theory and Practice, 16(2), 2010, pp. 259-76.
Pop, D. et al., School governance and social inclusion: Involvement of parents – South East
Europe cross-countries survey of principals’ views, Centre for Educational Policy Studies,
Belgrade, 2009.
Preston, John, and Green, Andy, ‘The role of vocational education and training in enhancing social
inclusion and cohesion’, in CEDEFOP (ed.), Modernising vocational education and training. Fourth
report on vocational education and training research in Europe: Background report, vol. I, Office for
Official Publications of the European Commission, Luxembourg 2008.
Raffo, C. et al., ‘Education and poverty: Mapping the terrain and making the links to educational
policy’, International Journal of Inclusive Education, 13(4) 2009, pp. 341-58.
Sieber, P., ‘The index of inclusive schools: A tool for developing inclusive schools and needed
competences of stakeholders involved’, Presentation at the ETF regional seminar on Inclusive
education in contexts of social and cultural diversity, Pula/Brijuni, 17-19 September 2009.
Stojić, T. et al. (eds), A guide for advancing inclusive education practice, Fund for an Open
Society, Belgrade, 2009.
European Commission official documents and studies
European Commission, DG Employment, Social Affairs and Equal Opportunities, Making Change
Possible, A Practical Guide to Mainstreaming, 2005
European Commission, DG Employment, Social Affairs and Equal Opportunities, The Social
Agenda 2005-2010. A Social Europe in the global economy. Jobs and opportunities for all, 2005
European Commission Communication on Working together, working better: A new framework for
the open coordination of social protection and inclusion policies in the European Union, 22
December 2005
European Commission Communication on Efficiency and equity in European education and
training systems, 8 September 2006
European Commission Communication on Adult learning: It is never too late to learn, 23 October
2006
European Commission Communication on Action Plan on Adult learning: It is always a good time
to learn, 27 September 2007
European Commission, DG Education and Culture – Active European Citizenship Golden Stars
Awards. The book of awarded projects: Town twinning and civil society projects, September 2006
European Commission, DG Employment, Social Affairs and Equal Opportunities, Equality and nondiscrimination, Annual report, 2006
23
European Commission, Tackling Multiple Discrimination: Practices, policies and laws,
Luxembourg: Office for Official Publications of the European Communities, 2007
European Parliament and Council, ‘Decision No 1098/2008/EC of 22 October 2008 on the
European Year for Combating Poverty and Social Exclusion (2010)’, Official Journal of the
European Union, L 298, Vol. 51, 7 November 2008, pp. 20-9.
European Commission (2009), Social protection and social inclusion in the Western Balkans,
European Commission, Brussels.
[Synthesis and full reports available for each country]
European Commission, (2010), Joint Report on Social Protection and Social Inclusion 2010,
Luxembourg: Publications Office of the European Union, 2010.
Decade of Roma Inclusion 2005-2015, National Action Plans (Bulgaria, Croatia, Czech Republic,
Macedonia, Romania, Albania, Republic of Montenegro, Bosnia and Herzegovina), 2005
ETF
ETF (European Training Foundation) (2007), Study “Social inclusion of ethnic groups through
education and training: elements of good practice”, ETF, Turin
ETF (European Training Foundation), ‘Summary report from the regional meeting on Inclusive
education in contexts of social and cultural diversity’, Pula/Brijuni, 17-19 September 2009, ETF,
2009a.
ETF (European Training Foundation), ‘Summary report from the regional meeting on Policies and
practices for the preparation of teachers for inclusive education in contexts of social and cultural
diversity: Research and action’, Turin, 7-8 December 2009, ETF, 2009b.
ETF (European Training Foundation) (2011), Teachers for the future – Teacher development for
inclusive education in the Western Balkans, Office for Official Publications of the European
Communities, Turin
Nielsen, S. (ed.) (2011), Learning from ‘LEARN‘, Horizontal Learning in a Community of Practice in
South Eastern Europe, ETF, 2011.
Oldroyd, D. , Nielsen, S. (2010), ETF, Portraits of innovative VET schools in South East Europe,
ETF, Turin, 2010.
Klenha V., Nielsen S., Petkova E., Su A.E., ETF (2010), Serbia – Review of Human Resources
Development, ETF, Turin, 2010
Petkova E., Feiler L., Nielsen S., ETF (2010), Montenegro – Review of Human Resources
Development, ETF, Turin, 2010
Viertel E., Nikolovska M., ETF (2010), Albania – Review of Human Resources Development, ETF,
Turin, 2010
ETF, Israel Ministry of Education Science and Technology administration (2010), Torino Process
Report – Israel, Jerusalem , September 2010
ETF (2010), Torino Process Report – Kosovo (under UNSCR 1244), ETF, Turin, October 2010
ETF (2011), Torino Process Report – Bosnia and Herzegovina, ETF, Turin, 2011
Albania
Albania country report: Ikonomi, E., Musai, B. and Sotirofski, K., European Training Foundation,
Mapping policies and practices for the preparation of teachers for inclusive education in contexts of
social and cultural diversity – Albania country report, Working document, ETF, Turin, 2010.
24
Albania, National Action Plan for the Decade of Roma Inclusion 2010–2015,
www.romadecade.org/files/downloads/Decade%20National%20Action%20Plan_Albania.pdf.
Çani, B., Ballhysa, N. and Kalemi, F., Needs assessment on labour market integration of people
with disability in the cities of Fier and Berat.
Deasy, O. and Ceca, K., Tracer study of the graduates from the technical and vocational education
schools in June 2009, Tirana, March 2010.
GOPA, Swisscontact, KulturKontakt and IIZ-DVV, Final report, Support to VET Reform, EuropeAid/
125482/C/SER/AB (EC CARDS VET 3 project), Tirana, April 2010.
Masson, J.-R., European Training Foundation, ‘Post-secondary VET and short vocational higher
education in the EU and in Albania’, unpublished, ETF, Turin, January 2010.
Nixon, N., ‘You can’t eat shame with bread’: Gender and collective shame in Albanian society,
Southeast European and Black Sea Studies, Vol. 9. No 1, Routledge, London, 2009, pp. 105–121.
‘VET in Albania: Beyond the current situation’, paper resulting from a VET conference organised
by the EC CARDS VET 3 project, Tirana, November 2009.
Bosnia and Herzegovina
Bosnia and Herzegovina country report: Kafed_ić, L., Pribišev Beleslin, T. and D_emid_ić
Kristiansen, S., European Training Foundation, Mapping policies and practices for the preparation
of teachers for inclusive education in contexts of social and cultural diversity – Bosnia and
Herzegovina country report, Working document, ETF, Turin, 2010.
European Training Foundation (ETF), (2010), Leila Kafedzic, Tamara Pribisev Beleslin and Selma
Dzemidzic Kristiansen, Mapping Policies and Practices for the Preparation of Teachers for
Inclusive Education in Contexts of Social and Cultural Diversity, Country Report for Bosnia and
Herzegovina ETF Working document, January 2010
World Bank, (2009b), Protecting the Poor during the Global Crisis: 2009 Bosnia and
Herzegovina Poverty Update, Poverty Reduction and Economic Management Unit, Europe and
Central Asia Region, December 7, 2009
Croatia
Bejakovic, P. (2010), Partnership for Social Inclusion in Croatia. In: Pfaller, A., Meinardus, M.
(eds.) Social Inclusion in South-East Europe. National and Regional Policy Priorities for a Social
Europe. FES, Sofia, 2010, pp. 91-104.
Croatia country report: Batarelo Kokić, I., Vukelić, A. and Ljubić M., European Training Foundation,
Mapping policies and practices for the preparation of teachers for inclusive education in contexts of
social and cultural diversity – Croatia country report, Working document, ETF, Turin, 2010.
Croatian Employment Service (undated), Vocational rehabilitation of disabled persons.
Croatian Parliament (2009), Vocational Education and Training Act (unofficial translation), Zagreb,
February 2009.
EuropeAid/127470/D/SER/HR (2010), Access to Education by Students with Disabilities. Base
Line Study Draft Report. Zagreb, September 2010
European Training Foundation (2010), Mapping Policies and Practices for the Preparation of
Teachers for Inclusive Education in Contexts of Social and Cultural Diversity: Croatia Country
Report. Working document. ETF, 2010.
Government of Croatia and Ministry of Science, Education and Sports (2008), Development
Strategy of the Vocational Education System in the Republic of Croatia, Zagreb, July 2008.
25
Meznaric, S., Stubbs, P. (2010), The Social Impact of Emigration and Rural-Urban Migration in
Central and Eastern Europe, Country Inception Report Croatia of the ongoing EC study, December
2010.
MHSW (Ministry of Health and Social Welfare) (2009), Report on the implementation of the Joint
Inclusion Memorandum (JIM) of the republic of Croatia in 2010, Zagreb, June 2011.
Sikic-Micanovic, L. (2010), Homelessness and Social Exclusion in Croatia - In: European Journal
of Homelessness, Volume 4, December 2010, pp. 45-64.
World Bank, UNDP (2010), Croatia Social Impact of the Crisis and Building Resilience. The World
Bank Group. Report No. 55111-HR.
Former Yugoslav Republic of Macedonia
Donevska, M, Bogoevska N. and Trbojevic, S. (2010) Report from the research on reasons for
irregular attending of primary education among Roma children, Skopje: Foundation Open Society
Institute.
Former Yugoslav Republic of Macedonia country report: Spasovski, O., Ballazhi, S. and Friedman,
E., European Training Foundation, Mapping policies and practices for the preparation of teachers
for inclusive education in contexts of social and cultural diversity – Former Yugoslav Republic of
Macedonia country report, Working document, ETF, Turin, 2010.
Government of the Republic of Macedonia (2009) Report on the Progress towards Millennium
Development Goals, Skopje: UNDP.
http://www.undp.org.mk/content/Publications/MDG%20Report%2009%20ENG.pdf
InSoc (2010) MK Decade Watch 2010: Roma Activists assess the Progress of the Decade for
Roma Inclusion 2005-2015, Skopje: INSOC.
Ludwig Boltzmann Institute for Human Rights (2011) Study on Poverty and Social Exclusion in
Republic of Macedonia: local social problems and needs, Skopje: Ludwig Boltzmann Institute.
Macedonian Platform Against Poverty (2011) Report on Poverty and Social Exclusion in R.
Macedonia for 2010, Skopje: Macedonian Platform Against Poverty.
Ministry of Labour and Social Policy (2010) National Strategy for alleviation of Poverty and Social
Exclusion
State Educational Inspectorate (2009) Indicators for quality of work among schools – working
version, Skopje: USAID. http://www.mon.gov.mk/DPI/download/Indikatori_mk.pdf
UNDP (2010) People Centred Analysis, Skopje: UNDP
UNDP/UNFPA (2008) Final Report Study about persons with disabilities in Macedonia,
http://www.undp.org.mk/content/projects/Final%20Report%20on%20Persons%20with%20Disabiliti
es%20SGIC%20Joint%20P.pdf
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UNICEF.
UNIFEM (2009) “The Position of Women and Men with Disabilities in the Labour Market” Skopje:
UNIFEM
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Report No. 48510-MK, Poverty Reduction and Economic Management Unit Europe and Central
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Israel
Eckstein, Z., ‘Report on Employment Policy in Israel’, submitted to the Minister for Industry, Trade
and Labor, Ben Eliezer, June 2010.
26
Lotan, T., ‘Encouraging young people to enter the job market through technological-vocational
education and the contribution of employer’s organizations to integrate them into the workforce –
the Israeli experience’, Director of the Department of technology education and vocational training
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Taub Centre for Social Policy Research in Israel, Annual Report, 2010.
Kosovo5
EU KOSVET V – Development of VET quality assurance, accreditation and development of the
National Qualifications Authority and the National Qualification Framework, Inception Report,
Prishtina, 2009.
EU- sector-wide approach for Education: Support to the implementation of the education sectorwideapproach In Kosovo, Prishtina, December 2009.
Government of Kosovo, Ministry of Education, Science and Technology, National Action Plan
against school abandonment 2009–2014, Prishtina 2009.
Hifab International and Associates, EU KOSVET VI - Development of vocational and in-company
training schemes and development of entrepreneurial skills, An EU-funded project managed by the
European Commission Liaison Office to Kosovo, April 2010, Prishtina.
KFOS/COMPASS, The position of Roma, Ashkali and Egyptian communities in Kosovo: Baseline
survey, KFOS, Prishtina 2009.
Kosovo country report: Rexhaj, X., Mula, M. and Hima, A., European Training Foundation,
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social and cultural diversity – Kosovo (under UNSCR 1244) country report, Working document,
ETF, Turin, 2010.
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Ministry of Education, Science and Technology, ‘Education sector strategic plan 2010–2015’, draft
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school drop-outs in Kosovo, Prishtina, September 2009
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opportunity for integration or segregation of SEN children, Ministry of Education, Science, and
Technology, Prishtina, 2008
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Kosovo’s Vocational Education Training System, Phase 3 “KOSVET-III”, NQF Handbook,
Prishtina, 2009
5 under UNSCR 1244
27
Stubbs, Paul, and Haxhikadrija, Amir, Social protection and social inclusion in Kosovo , European
Commission, Brussels, October 2008
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synthesis report, Institute of Economics, Zagreb, 2010
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human development’, paper presented to the Kosovo Donors’ Conference, Brussels, 11 July 2008
(unpublished)
Montenegro
Closs, A., ‘Foreign consultant’s report on the UK Foreign and Commonwealth Office-funded
programme Inclusive education in Montenegro: A school fit for all children’, Save the Children UK,
Podgorica, 2009b.
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General Law on Education (Official Gazette of the Republic of Montenegro 64/02, 31/05 and
49/07)
Law on Vocational Education (Official Gazette of the Republic of Montenegro 64/02 and 49/07)
Law on Education of Children with Special Needs (Official Gazette of the Republic of Montenegro
80/04)
Law on National Vocational Qualifications (Official Gazette of the Republic of Montenegro 80/08
and 14/09)
Montenegro country report: Milić, T. et al., European Training Foundation, Mapping policies and
practices for the preparation of teachers for inclusive education in contexts of social and cultural
diversity – Montenegro country report, Working document, ETF, Turin, 2010.
MoES (Ministry of Education and Science) (2009), Montenegrin vocational education development
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