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Education, Audiovisual and Culture Executive Agency

Erasmus+: Sport, Youth and EU Aid Volunteers

CALL FOR TENDERS

Open procedure N° EACEA/2015/08

STUDY ON YOUTH WORK AND YOUTH ENTREPRENEURSHIP

TENDER SPECIFICATIONS

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TABLE OF CONTENTS

1. INFORMATION ON TENDERING ............................................................................... 3

Participation ................................................................................................................. 3

Contractual conditions ................................................................................................. 3

Joint tenders ................................................................................................................. 3

Subcontracting ............................................................................................................. 3

Content of the tender ................................................................................................... 4

Identification of the tenderer: legal capacity and status ............................................... 4

2. EVALUATION AND AWARD ...................................................................................... 5

2.1. Evaluation steps ................................................................................................. 5

2.2. Exclusion criteria ............................................................................................... 5

2.3. Selection criteria ................................................................................................ 5

2.4. Award criteria .................................................................................................... 8

2.5. Technical offer ................................................................................................... 9

2.6. Financial offer .................................................................................................. 10

3. TECHNICAL SPECIFICATIONS ................................................................................ 10

4. CONTENT, STRUCTURE AND GRAPHIC REQUIREMENTS OF THE

FINAL DELIVERABLES ......................................................................................... 20

5. GENERAL CONDITIONS FOR THE AWARD OF CONTRACTS ........................... 21

5.1. Contract ........................................................................................................... 21

5.2. No obligation to award the contract ................................................................. 21

6. PUBLICATION ............................................................................................................. 22

7. INTELLECTUAL PROPERTY RIGHTS ..................................................................... 22

8. PLAGIARISM ............................................................................................................... 22

9. ANNEXES..................................................................................................................... 22

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1. INFORMATION ON TENDERING

Participation

Participation in this tender procedure is open on equal terms to all natural and legal persons

coming within the scope of the Treaties and to all natural and legal persons in a third

country which has a special agreement with the Union in the field of public procurement on

the conditions laid down in that agreement.1

Contractual conditions

The tenderer should bear in mind the provisions of the draft contract which specify the

rights and obligations of the contractor, particularly those on payments, performance of the

contract, confidentiality, and checks and audits.

Joint tenders

A joint tender is a situation where a tender is submitted by a group of economic operators

(consortium). Joint tenders may include subcontractors in addition to the joint tenderers.

In case of joint tender, all economic operators in a joint tender assume joint and several

liability towards the Contracting Authority for the performance of the contract as a whole.

Nevertheless, tenderers must designate a single point of contact for the Contracting

Authority.

After the award, the Contracting Authority will sign the contract with a member of the

group (leader) duly authorised by the other members via a power of attorney.

Subcontracting

Subcontracting is permitted in the tender but the contractor will retain full liability towards

the Contracting Authority for performance of the contract as a whole.

Tenderers must give an indication of the proportion of the contract that they intend to

subcontract.

Tenderers are required to identify all subcontractors whose share of the contract is above

10%.

During contract execution, the change of any subcontractor identified in the tender will be

subject to prior written approval of the Contracting Authority.

1 Please note that the Multilateral Agreement on Government Procurement concluded within the WTO

(http://www.wto.org/english/tratop_E/gproc_e/gp_gpa_e.htm) does not apply to contracts awarded by the

Agency, so that this call for tenders is not open to nationals of the countries that have ratified this

Agreement.

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Content of the tender

The tenders must be presented as follows:

Identification of the tenderer (see below)

Evidence for exclusion criteria (see section 2.2)

Evidence for selection criteria (see section 2.3)

Technical offer (see section 2.5)

Financial offer (see section 2.6)

Identification of the tenderer: legal capacity and status

The tender must include a cover letter presenting the name of the tenderer (including all

entities in case of joint offer) and identified subcontractors if applicable, and the name of

the single contact person in relation to this tender.

If applicable, the cover letter must also indicate the proportion of the contract to be

subcontracted (i.e. a percentage of the total value of the contract).

In case of joint tender, the cover letter must be signed by a single tenderer duly authorised

by other tenderers (with power of attorney).

Subcontractors must provide a letter of intent stating their willingness to provide the

service foreseen in the offer and in line with the present tender specification.

In order to prove their legal capacity and their status, all tenderers must provide a signed

Legal Entity Form with its supporting evidence as requested in Annex 2. The form is

available on:

http://ec.europa.eu/budget/contracts_grants/info_contracts/legal_entities/legal_entities_en.c

fm

Tenderers that are already registered in the Contracting Authority’s accounting system (i.e.

they have already been direct contractors) must provide the form but are not obliged to

provide the supporting evidence where such evidence has already been submitted to it for

the purposes of another procurement procedure and provided that the issuing date of the

documents does not exceed one year and that they are still valid.

As requested in Annex 2, the tenderer (or the single point of contact in case of joint tender)

must provide a Financial Identification Form and supporting documents. Only one form per

offer should be submitted (no form is needed for subcontractors and other joint tenderers).

The form is available on:

http://ec.europa.eu/budget/contracts_grants/info_contracts/index_en.cfm

Tenderers must provide the following information if it has not been included with the

Legal Entity Form:

- For legal persons, a legible copy of the notice of appointment of the persons authorised to

represent the tenderer in dealings with third parties and in legal proceedings, or a copy of

the publication of such appointment if the legislation which applies to the legal entity

concerned requires such publication. Any delegation of this authorisation to another

representative not indicated in the official appointment must be evidenced.

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- For natural persons, where applicable, a proof of registration on a professional or trade

register or any other official document showing the registration number.

2. EVALUATION AND AWARD

2.1. Evaluation steps

The evaluation is based on the information provided in the submitted tender. It takes place

in three steps:

(1) Verification of non-exclusion of tenderers on the basis of the exclusion criteria

(2) Selection of tenderers on the basis of selection criteria

(3) Evaluation of tenders on the basis of the award criteria

Only tenders meeting the requirements of one step will pass on to the next step.

2.2. Exclusion criteria

All tenderers shall provide a declaration on their honour (see Annex 3), duly signed and

dated by an authorised representative, stating that they are not in one of the situations of

exclusion listed in the Annex 3.

The declaration on honour is also required for identified subcontractors whose intended

share of the contract is above 10%.

The successful tenderer shall provide the documents mentioned as supporting evidence in

Annex 3 before signature of the contract and within a deadline given by the contracting

authority. This requirement applies to all members of the consortium in case of joint tender

and to identified subcontractors whose intended share of the contract is above 10%.

2.3. Selection criteria

Tenderers must prove their economic, financial, technical and professional capacity to

carry out the work subject to this call for tender.

The evidence requested should be provided by each member of the group in case of joint

tender and identified subcontractor(s) whose intended share of the contract is above 10%.

However a consolidated assessment will be made to verify compliance with the minimum

capacity levels.

The tenderer may rely on the capacities of other entities, regardless of the legal nature of

the links which it has with them. It must in that case prove to the Contracting Authority

that it will have at its disposal the resources necessary for performance of the contract, for

example by producing an undertaking on the part of those entities to place those resources

at its disposal.

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2.3.1. Economic and financial capacity criteria and evidence

The tenderer must demonstrate sufficient economic and financial resources to be able to

execute the tasks within the time schedule specified in these Tendering Specifications and

according to the payment schedule specified in the model contract in Annex 1.

In order to prove their economic and financial capacity, the tenderer (i.e. in case of joint

tender, the combined capacity of all members of the consortium and identified

subcontractors) must comply with the following criteria:

- Annual turnover of the last two financial years above € 400.000.

The following evidence should be provided:

- Copy of the profit & loss account and balance sheet for the last two years for which

accounts have been closed,

- Failing that, appropriate statements from banks.

If, for some exceptional reason which the Contracting Authority considers justified, a

tenderer is unable to provide one or other of the above documents, he or she may prove his

or her economic and financial capacity by any other document which the Contracting

Authority considers appropriate. In any case, the Contracting Authority must at least be

notified of the exceptional reason and its justification in the tender. The Contracting

Authority reserves the right to request any other document enabling it to verify the

tenderer's economic and financial capacity.

2.3.2. Technical and professional capacity criteria and evidence

a. Criteria relating to tenderers

Tenderers (in case of a joint tender the combined capacity of all tenderers and identified

subcontractors) must comply with the following criteria:

1. The tenderer must prove experience and knowledge in the field of education and/or

youth work and non-formal learning as well as entrepreneurial learning and

competencies throughout Europe, with at least two projects/studies/academic

research delivered in this field in the last three years with a minimum value for each

project of € 100,000,

2. The tenderer must prove capacity to draft documents in English,

3. The tenderer must prove experience in data collection and analysis as well as in

concluding study reports and recommendations with at least two outputs (data

collection, study reports and recommendations) carried out in different projects

delivered in the last three years.

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b. Criteria relating to the team delivering the service:

The contract implementation shall be supervised by a senior manager with proven expertise

in team coordination and leadership. The team must consist of experts with proven

expertise in collecting and analysing information and data in the fields of education and/or

youth work and non-formal learning, entrepreneurial learning and competencies. The team

must also have technical expertise and the ability to develop and design conceptual and

implementation models. The team must demonstrate knowledge of the EU policy context

for the youth and education and training sectors.

Two profiles can be covered by one person, if considered by the tenderer as appropriate and

feasible. The tenderer remains free to propose any allocation of resources which he/she

believes will best achieve the desired results while ensuring required expertise in the field

of education youth work and non-formal learning, entrepreneurial learning and

competencies.

The team delivering the service should include, as a minimum, the following profiles:

Senior manager: At least 10 years' experience in motivating and leading teams, project

planning, research or evaluations in the field of education and/or youth work and non-

formal learning, entrepreneurial learning and competencies, developing concepts and

delivering timely outputs designed for policy makers. University degree (or equivalent).

Proficient user knowledge of the English language (see Common European Framework of

Reference)2, as guaranteed by a certificate or past relevant experience.

Project Manager: At least 7 years' experience in project management, including overseeing

project delivery, quality control of delivered service, client orientation and conflict

resolution experience in project of a similar size and coverage, with experience in team

management of at least 10 people in last 7 years.

Language quality check: at least 1 member of the team should have native-level language

skills in English or equivalent, as guaranteed by a certificate or past relevant experience.

Policy analyst: Minimum 5 years' professional experience related to the field of education,

and/or youth work and non-formal learning as well as entrepreneurial learning and

competencies with at least one year of international or EU topics. He/she should also have

a proven experience in developing conceptual and implementation models. Proficient user

knowledge of the English language (see CEFR)2, as guaranteed by a certificate or past

relevant experience. University degree (or equivalent).

Other expert: Minimum 3 years' professional experience and expertise in youth and

education and training policies in particular linked to entrepreneurial learning and

competencies at national and transnational level. University degree (or equivalent).

Team for data collection: collectively the team of minimum two people should have at least

independent user knowledge (see CEFR)2 of at least five EU languages, as guaranteed by a

2 http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

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certificate or past relevant experience, and proven experience of 5 years in data collection

techniques.

c. Evidence:

The following evidence should be provided to fulfil the above criteria:

1. Evidence providing the fulfilment of the criteria relating to tenderers:

- At least descriptions of two projects/studies/academic research carried out in the specified

field as stated in the criterion a.1.; at least two studies published in English as specified in

the criterion a.2.; and at least two outputs (data collection, study reports and

recommendations) carried out in different projects as specified in the criterion a.3. All

project-descriptions/documents/outputs must be proved by providing relevant copies.

- The most important services shall be accompanied by certificates of satisfactory

execution, specifying that they have been carried out in a professional manner and have

been fully completed.

- List of relevant services provided (including implemented projects, academic research

and studies), with value, dates and recipients.

Evidence providing the fulfilment of the criteria relating to the team delivering the

services:

- The educational and professional qualifications of the persons who will provide the

service for this tender (CVs) including the management staff. Each CV provided should

indicate the intended function (as specified above) in the delivery of the service. An

English language certificate or adequate equivalent proof (e.g. professional experience)

should also be provided for the following profiles: Senior manager, Language quality

check, and Policy analyst. Certificates or adequate equivalent proofs (e.g. professional

experience) as regards independent user knowledge of at least five EU languages should be

provided for the team for data collection.

2.4. Award criteria

The tender will be awarded according to the best-value-for-money procedure. The quality

of the tender will be assessed based on the following criteria. The maximum total quality

score is 100 points.

Quality of the proposed methodology (50 points – minimum threshold

50%)

This criterion will be evaluated based on the methodology provided by the tenderer. It will

assess the following:

- Quality of the work programme (25 points).

In particular, the range and relevance of the secondary sources proposed as the basis for the

research as well as the stakeholders to be consulted for the primary data collection,

measures for the consistency and accuracy of the country reports and the relevance of the

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case studies as well as the quality of the proposed structure/table of contents for the final

study report will be taken into consideration, together with the relevance of the

geographical spread proposed (see section 3.2).

- Clarity (15 points).

Tenders will be assessed for the consistency and feasibility of the descriptions provided

regarding the methodological approach, data collection techniques, and data analysis

techniques.

- Completeness (10 points).

Tenders will be assessed regarding the extent to which the technical specifications have

been fully addressed.

Organisation of the work (30 points – minimum threshold 50%)

This criterion will assess how the roles and responsibilities of the proposed team and of the

economic operators (in case of joint tenders, including subcontractors if applicable) are

distributed for each task. It also assesses the clear and realistic general timeline, the

detailed allocation of time and human resources to the project and to each task or

deliverable, and whether this allocation is adequate for the work. The tenderer should

provide details on the allocation of time and resources and the rationale behind the choice

of this allocation.

Quality control measures (20 points – minimum threshold 50%)

This criterion will assess the quality control system applied to the service foreseen in this

tender specification concerning the quality of the deliverables, the language quality check,

and continuity of the service in case of absence of the member of the team. The quality

system (including a risk assessment) should be detailed in the tender and specific to the

tasks at hand; a generic quality system will result in a low score.

Calculation of the final score

Tenders must score minimum 50% for each criterion and minimum 60% in total. Tenders

that do not reach the minimum quality thresholds will be rejected and will not be ranked.

After evaluation of the quality of the tender, the tenders are ranked using the formula below

to determine the tender offering best value for money. A weight of 70/30 is given to quality

and price in absolute value.

Score for tender X = (cheapest price / price of tender X * price weighting in absolute value)

+ (total quality score (out of 100) for all award criteria of tender X / 100) * (quality criteria

weighting in absolute value))

The tender with the highest mark is considered as offering the best value for money.

2.5. Technical offer

The technical offer must cover all aspects and tasks required in the technical specification

and provide all the information needed to apply the award criteria. The technical offer

should, in particular, provide a detailed description of the activities to be undertaken and

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the study methodology with the view to achieving the objectives described in section 3.5

and producing the deliverables described in section 3.7.

Offers deviating from the requirements or not covering all requirements may be excluded

on the basis of non-conformity with the tender specifications and will not be evaluated.

Acceptance by the tenderer of the terms and conditions set out in the invitation to tender, in

these specifications and in the model contract and, where appropriate, waiver of the

tenderer's own general or specific terms and conditions, must be expressed in writing in the

cover letter.

2.6. Financial offer

The price for the tender must be quoted in euro. Tenderers from countries outside the euro

zone have to quote their prices in euro. The price quoted may not be revised in line with

exchange rate movements. It is for the tenderer to assume the risks or the benefits deriving

from any variation.

Prices must be quoted free of all duties, taxes and other charges, including VAT, as the

European Union is exempt from such charges under Articles 3 and 4 of the Protocol on the

privileges and immunities of the European Union. The amount of VAT may be shown

separately.

The quoted price must be a fixed amount which includes all charges (including travel and

subsistence). Travel and subsistence expenses are not refundable separately.

3. TECHNICAL SPECIFICATIONS

3.1 General background

The European Union promotes entrepreneurship as a key competence3 that can boost

competitiveness and growth. It has highlighted the importance of advancing a European

entrepreneurial culture by fostering the right mind-set and entrepreneurship related skills in

the Europe 20204 strategy and in the Entrepreneurship 2020 Action Plan

5. Entrepreneurship

3 European Reference Framework on Key Competencies for Lifelong Learning (2006), OJ 962, 30.12.2006, pp. 10-18

http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32006H0962&from=EN

4 Fostering youth entrepreneurship is one of the objectives of the Europe 2020 strategy and its flagship initiatives: Youth

on the Move, New skills and jobs, Digital Agenda for Europe, Innovation Union. http://ec.europa.eu/youthonthemove/

OJ C 326, 3.12.2010, pp. 9-11, Council Conclusions on the Youth on the Move initiative – an integrated approach in

response to the challenges young people face,

https://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/117851.pdf

OJ C 224, 3.8.2013, p. 2–6, Council conclusions on maximising the potential of youth policy in addressing the goals of

the Europe 2020 Strategy,

http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1426673672370&uri=CELEX:52013XG0803(01)

5 Commission communication Entrepreneurship 2020 Action Plan - Reigniting the entrepreneurial spirit in Europe

(2013) invites Members States to offer all students a practical entrepreneurial experience, including through youth work

and non-formal learning, e.g. volunteering, before they leave secondary education: http://eur-

lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0795:FIN:EN:PDF

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belongs to one of the eight fields of action of the EU Youth Strategy (2010-18)6 and one of

the objectives in the Education and Training 20207 strategy; In the paper Rethinking

education: Investing in skills for better socio-economic outcomes (2012)8, developing

transversal skills, particularly entrepreneurial skills, along with development of

entrepreneurial education institutions, has been defined as one of the strategic priorities in

education and training. A number of specific EU policy initiatives and tools in the formal

education and training9 as well as other sectors

10 complement these policy frameworks.

As a result entrepreneurship education is now being increasingly encouraged across Europe

in the conviction that challenges of modern society can be met only when its members are

equipped to make the best choices for themselves in a constantly changing world. To

achieve this, there is a need to empower young people, to instil a spirit of entrepreneurship

from early on in life – initiative, confidence, calculated risk taking, creativity, organisation,

tenacity – and to help them in the transition from school to adulthood.

The attention given to enterprise and empowerment among young people is in particular

a response to the changing requirements of the world of work and a more globalised

context. With no longer the same perspective of one job for life, the aim is instead to

provide knowledge, skills and attitudes for being 'an entrepreneur of your own life', actively

shaping personal prospects through continuous updating of skills and 'hybrid know-how'

6 OJ C 311, 19.12.2009, pp. 1-11,

http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32009G1219(01)

7 OJ C 119, 28.5.2009 pp.2-10

http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52009XG0528(01)&from=EN

8 http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012DC0669&from=EN

9 Council conclusions on entrepreneurship in education and training (2014) highlights the need for a coordinated, cross-

sectoral approach to entrepreneurship education; initial teacher/trainer education programmes and continuous

professional development; synergies between entrepreneurship education and career guidance; involvement of

entrepreneurs in the learning process as well as providing traineeship, apprenticeship, work based learning; and a

practical entrepreneurship experience: OJ C 17, 20.1.2015 pp. 2-7

http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52015XG0120(01)&rid=2

A thematic working group focusing on entrepreneurship education explored in the Final Report (2014) ways how to

embed entrepreneurship as a key competence into education and training by identifying success factors for the

entrepreneurship ecosystem such as stakeholder engagement; entrepreneurial curriculum and teaching methods;

entrepreneurial learning outcomes and assessment; supporting educators and leaders; pathway for aspiring entrepreneurs;

measuring progress and impact:

http://ec.europa.eu/transparency/regexpert/index.cfm?do=groupDetail.groupDetailDoc&id=17016&no=1.

Entrepreneurship 360: http://www.oecd.org/site/entrepreneurship360/; and HEInnovate:

https://heinnovate.eu/intranet/main/index.php enable self-assessment of entrepreneurial and innovative capabilities of

schools and higher education respectively to promote entrepreneurial mind-set through education.

Knowledge triangle integration between education, research and innovation supported by the European Institute of

Innovation and Technology (EIT) enhances the teaching and learning process, stimulating creative thinking and

innovative attitudes and approaches that often result in venture creation.

10 Erasmus for young entrepreneurs (2014-20) is a business exchange programme which gives would-be and recent

established entrepreneurs the know-how that is a key to creating and running a new business, through exchanges with

experienced entrepreneurs in another European country:

http://www.erasmus-entrepreneurs.eu/index.php#.U1pdbhBLoyY.

Employment and Social Innovation programme (EaSI): http://ec.europa.eu/social/main.jsp?catId=1084&langId=en

(2014-20); and European Social Fund (2014-20): http://ec.europa.eu/esf/main.jsp?catId=531&langId=en facilitate

among others the access to finance for social enterprises as well as support business creation by young people.

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(Arnkil, 2015)11

. Entrepreneurship has been seen as a tool to stimulating the innovative

capabilities as well as combating unemployment and social exclusion of young people in

Europe.

There are new groups identified as vulnerable, including the NEETs – young people not in

employment, education, or training. But according to some researchers, unemployed young

people should not be perceived as 'passive' target groups, but as a resource, and as active

agents in co-creating solutions. Artificial division of the economy and labour market into

'high value-added' and 'low value-added' are contra productive, tending to increase the

power of those who are already empowered, and to neglect those really in need. It is

desirable to integrate traditional approaches that are promoting innovation and

entrepreneurship in the 'better end' with the work on social activation and inclusion that has

been reserved for the 'worse end'. These 'resources' should be developed, through

engagement in activities in settings that are safe, supportive and foster meaningful

relationships, and delivered in a context based on trust (see for instance: Arnkil, 2015).

In this context special attention is given to the social entrepreneurship model. It is

embedded in the real economy, close to people and local communities, and primarily aimed

at closing social gaps and contributing to the general good of society (measurable societal

impact) while doing business differently. Youth work with its legacy rooted in social work

and community care and aiming at societal change is particularly close to this model and

can promote it among young people offering pathways for aspiring entrepreneurs12

;

social entrepreneurship can be also considered as a source of greater social innovation and

financial sustainability in the youth work sector itself.

Youth work helps young people to develop skills and competences in many areas, to

strengthen their networks, to change their behaviour, and to build positive relationships.

Non-formal learning which takes place in youth work activities, is seen as well suited

to stimulate entrepreneurial skills and attitudes, through its experimental nature, and

through alternative learning and teaching approaches based mainly on participatory

pedagogy. Following the Council conclusions on fostering the creative and innovative

potential of young people (2012)13

, the expert group has inter alia recommended that youth

work develops a 'strong focus on entrepreneurship14

. However youth work needs to

define its role in entrepreneurship education as part of a wider debate on its mission in the

changing social and economic context, prompted among others by the recent crises ad high

youth unemployment.

The change in focus also requires increased competencies for youth workers dealing

with young people, including disadvantaged groups such as NEETs and/or cultural

11 Robert Arnkil, 'Lost in Transition? – Challenges for social inclusion and employment of young people in Europe', in:

Youth work and non-formal learning in Europe's education landscape. A quarter of a century of EU cooperation for

youth policy and practice, Luxembourg 2015.

12 The Social Business Initiative Communication (2011) stresses the need to promote social entrepreneurship among the

younger generation:

http://ec.europa.eu/internal_market/social_business/docs/COM2011_682_en.pdf

13 OJ C 169, 15.6.2012 pp. 1-4

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:169:0001:0004:EN:PDF

14 Developing the creative and innovative potential of young people through non-formal learning in ways that are

relevant to employability (2013): http://ec.europa.eu/youth/library/reports/creative-potential_en.pdf

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minorities, to help them develop their creative and entrepreneurial potential and assess the

learning outcomes. Some researchers argue that entrepreneurial learning is not of itself

enough to change attitudes. There is the need for a transformative learning, enabling each

individual to answer the question 'What have I learnt?' (Ratto-Nielsen, 2015)15

. This

process is conducted through 'critical incidents' in which errors serve as part of the learning

process to help evaluate and adjust the strategy. Youthpass16

, coaching, and EU youth

initiative projects have proved valuable in prompting this reflex.

Youth workers should also be able to build bridges with professionals in formal education

and training, local authorities or the business community. The complex context for

contemporary young people's life demands comprehensive and cross-sectoral responses

to make education a joint responsibility, to ensure that policy does not reinforce

disadvantage with a real shift in education Employers should encourage the development of

skills and prepare themselves for more diversity in workforce and to intensify collaboration

with education. Educators and career support professionals should collaborate with young

people and employers in transforming education. And policymakers should promote

engagement and commitment among all stakeholders, empowering them to promote the

changes needed (Arnkil, 2015). Cross-sectoral cooperation is a rising trend, which can

present both new challenges and opportunities; therefore it is important to understand what

youth work can offer compared to other sectors and how it can work together with them.

Youth work has arisen from distinct national traditions, concepts, practices, and

consequently varies widely across the EU. But there are enough common features to permit

an understanding of its essential nature and to outline of its outcomes and values as well as

achieving a greater recognition and validation. A recent study Working with young

people: the value of youth work in the European Union (2014)17

- identified a focus on

young people; personal development; and voluntary participation as key components.

Quality youth work involves a combination of behaviours, attitudes and methods: 'The

close relationship between the youth worker and the young person; active outreach to

young people in need of help and support; flexibility, accessibility and adapting to the

needs of young people; learning opportunities, goal setting and recognition of

achievements; safe, supportive environments enabling young people to experience life, to

make mistakes and to participate with their peers in an enjoyable and fun setting; autonomy

with young people driving their own development; partnerships/collaboration with other

actors (e.g. formal education, social work)'.

EU youth policy and programmes have supported youth work and non-formal learning

over the last 25 years. The role of EU youth programmes in providing comprehensive

learning has been confirmed by research: young people, including those with fewer

15 Juan Ratto-Nielsen,' From non-formal to transformative learning in EU youth programmes: unleashing the potential of

entrepreneurial learning in youth work', in: Youth work and non-formal learning in Europe's education landscape. A

quarter of a century of EU cooperation for youth policy and practice, Luxembourg 2015.

16 https://www.youthpass.eu/en/youthpass/

17 The study confirms the impact of youth work in several policy areas including entrepreneurship and culture by

developing transversal skills; exercising skills in practice; and increasing the practice of cultural activities which

influence young people's creativity: http://ec.europa.eu/youth/library/study/youth-work-report_en.pdf

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opportunities, benefit from a broad range of skills and competencies18

. They helped them to

develop creativity and innovation, and in several cases the skills and confidence acquired

led to setting up companies or self-employment. In all cases the acquired abilities and

attitudes helped them to take change of their own lives, to influence their own futures and

to play an active role as citizens of Europe.

There are already many pioneering practices in young people learning about

entrepreneurship developed under the Youth in Action programme (2007-13) 19

. The new

integrated Erasmus+ programme (2014-20) 20

has a reinforced focus on innovation and

entrepreneurship, particularly through cross-sectoral cooperation and strategic partnerships

which include knowledge alliances, sector skills alliances and transnational youth

initiatives, as well as through training and networking activities for youth workers. Support

structures under Erasmus+ in the field of youth such as the SALTO-Youth Participation

and Inclusion promote entrepreneurial learning by collecting best practices, providing

international training opportunities to youth workers and by thematic publications21

.

Until now, there has been only limited comparable data drawn from robust evaluation of

entrepreneurial learning in youth work activities. The planned study on Youth work and

youth entrepreneurship, which follows the Council conclusions on promoting youth

entrepreneurship to foster social inclusion of young people (2014)22

, aims to fill in this

gap, while avoiding overlaps with research already conducted in other sectors at EU

level23

.

18 See e.g. the findings of the Research-based Analysis and Monitoring of Erasmus+: Youth in Action programme

http://www.researchyouth.net/

19 Youth Employment, Young people and entrepreneurship, Youth volunteering, Young citizens of Europe:

http://ec.europa.eu/youth/library/index_en.htm

20 http://ec.europa.eu/programmes/erasmus-plus/index_en.htm

21 Young people, entrepreneurship & non-formal learning. A work in progress (2013): https://www.salto-

youth.net/downloads/4-17-2949/010_SALTO_Participation.web_A%20work%20in%20progress%5B2%5D.pdf

22 OJ C 183 14.6.2014 pp. 18-21 http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52014XG0614(04)&rid=1 23 'Entrepreneurship Education: A road to success' - A compilation of evidence on the impact of entrepreneurship

education strategies and measures”, (2015): http://ec.europa.eu/growth/tools-

databases/newsroom/cf/itemdetail.cfm?item_id=8056&lang=en&title=Entrepreneurship%2DEducation%3A%2D%2DA

%2Droad%2Dto%2Dsuccess

European projects addressing key issues such as the training of teacher: http://www.tesguide.eu/,

http://www.coneeect.eu/, and http://www.efer.nl/2013/pro/index.htm and the assessment of entrepreneurial skills

acquired by young people: http://asteeproject.eu

EC research on social enterprise in Europe and beyond and their role in the development and evolutions of inclusive and

innovative societies (2014): http://www.seforis.eu/upload/reports/Executive_Summary.pdf

The 7th Framework Programme for Research and Innovation (2007-13) has supported research activities related to social

innovation focusing on social entrepreneurship SEFORIS - Social Entrepreneurship as a Force for more Inclusive and

Innovative Societies (www.seforis.eu); and EFESEIIS – Enabling the flourishing and evolution of social

entrepreneurship for innovative and inclusive societies (http://www.fp7-efeseiis.eu). and on youth entrepreneurship

STYLE - Strategic Transitions for Youth Labour in Europe (http://www.style-research.eu); and CUPESSE - Cultural

Pathways to Economic Self-Sufficiency and Entrepreneurship: Family Values and Youth Unemployment in Europe

(http://cupesse.eu/). The FP7 projects GOETE - Access, coping and relevance of education for young people in

European knowledge societies in comparative perspective (http://www.goete.eu/); and WORKABLE – Making

capabilities work (http://www.workable-eu.org/) addressed the relevance of education for social integration and the

labour market and how to strengthen the capabilities of young people to actively shape their personal and work lives.

15

The outcomes of the study will inter alia feed discussions on the Youth Work Plan 2016-

18 as well as providing evidence for defining priorities and fields of actions of the future

EU Youth Strategy.

3.2 Geographical coverage

Geographical area to be covered by the study: all 28 EU Member States.

Regarding the inventories of good practices - all Erasmus+ programme countries must be

covered. It would be considered an added value if sources from other industrialised,

democratic nations worldwide with a proven track-record on youth work and education are

covered if deemed relevant by the researchers and demonstrated convincingly in the bid.

3.3 Target groups

Key target groups for the dissemination of the study are: governing bodies in Europe

(ministries, committees, councils) responsible for youth and education, EU institutions,

pan-European organisations, as well as Erasmus+ National Agencies, SALTO Youth

Resource Centres, Eurodesk information centres, researchers and individuals interested in

the subject of this study.

3.4 Input by the Contracting Authority

No facilities shall be provided to the contractor by the Contracting Authority. However, the

Contracting Authority will provide the contractor access to the studies and inventories

mentioned in these tender specifications.

3.5 General and specific objectives of the contract

Effects and Impacts of entrepreneurship programmes in higher education (2012):

http://ec.europa.eu/enterprise/policies/sme/promoting

entrepreneurship/files/education/effects_impact_high_edu_final_report_en.pdf;

OECD Policy Brief on youth entrepreneurship (2012):

http://www.oecd.org/cfe/leed/Youth%20entrepreneurship%20policy%20brief%20EN_FINAL.pdf;

Junior Achievement Young Enterprise, Closing the gap between business and education (2011): http://archive.ja-

ye.org/Download/CEO%20Survey.pdf .

16

The overall objective to which this Contract will contribute is to assist the European

Commission in exploring how youth work and non-formal learning help to foster

entrepreneurship of young people in the various Member States, and so complement

initiatives undertaken in other sectors such as formal education and training, enterprise,

employment, with a special focus on the social entrepreneurship model and social

inclusion.

The contractor should in particular integrate in the study the findings of the forthcoming

report on entrepreneurship education in Europe 2015 by Eurydice, which will be based on a

comprehensive survey for all EU countries and it will include both a general picture and

country fact sheets, looking at strategies, curricula, teacher training, etc.

The specific objectives of this Contract are as follows:

Exploring the current status of entrepreneurship education/ entrepreneurial learning

of young people promoted in various sectors such as formal education and training,

youth work and non-formal learning, enterprise, employment; attention should be

given to the differences and similarities in definitions, objectives, approaches,

frameworks…;

Examining the place and role of youth work in entrepreneurship education

continuum, taking into account the youth work legacy and its changing mission in

the current socio-economic context, and considering how youth work can develop a

strong focus on entrepreneurship;

Considering entrepreneurship as a tool to combat youth unemployment and social

exclusion, particularly among the NEETs (young people not in employment,

education, or training) groups; giving special attention to integrated approaches

which combine innovation and entrepreneurship with social activation and

inclusion to avoid artificial division of the labour market.

Analysing non-formal learning approaches applied in youth work (along with the

[unintentional] informal learning) which stimulate creativity, innovation and

entrepreneurship of young people and identifying best practice examples in this

regard, while focusing on the development of skills and attitudes;

Exploring how to assess entrepreneurial learning outcomes in youth work,

including self-assessment as integral part of the non-formal learning process, in

order to examine which methods and tools (including at EU level such as

Youthpass) are the most efficient24

;

Comparing available frameworks and systems for validation of non-

formal/informal learning including the European Qualification Framework25

, and

24 Please consult e.g. the EU project ASTEE, which includes a survey methodology based on self-assessment of students:

http://asteeproject.eu/ 25 http://ec.europa.eu/ploteus/search/site?f%5B0%5D=im_field_entity_type%3A97

17

examining if the validation mechanism for recognition of non-formal and informal

learning experiences gained in youth work have been put in place;

Analysing the skills and competencies (qualification) needs and providing

recommendations on how to increase the ability of youth workers to deliver high

quality entrepreneurship education; in this context the concepts of coaching and

mentoring should be examined, as well as the training modules available at EU and

national levels;

Enquiring into possibilities for partnerships and cross-sectoral cooperation in the

entrepreneurship education, in particular between youth work and the formal

education and training sectors, employers, businesses and employment services

while considering how to 'translate' non-formal learning outcomes, including

transversal skills gained through youth work activities;

Providing an overview of opportunities and obstacles for promoting social

entrepreneurship model among young people and youth workers, with a view to

increasing social cohesion, social innovation and the financial sustainability of

NGOs dealing with young people;

Analysing the potential and impact of EU youth programmes in terms of

entrepreneurial learning with a view to identifying best practices and formulating

recommendations on how to better use the current Erasmus + programme to foster

entrepreneurship among young people; also exploring how to create synergies with

other EU funding schemes to offer pathways for aspiring entrepreneurs;

Formulating recommendations on how to measure the progress and impact of

initiatives linked to entrepreneurial learning of young people in youth work and

non-formal learning.

3.6 Tasks:

The contractor is expected to carry out the following tasks:

1. Management: The contractor will form and direct a team/consortium of experts

possessing the academic, managerial and technical expertise needed to cater for all the

matters examined.

2. Data collection: This task should include reviewing primary and secondary sources. The

contractor will map and review secondary data available in public sources including e.g.

relevant literature, studies and policy reports, programmes descriptions and any other

material devoted to education, youth work and non-formal learning, entrepreneurial

learning and competencies. Information will be subsequently acquired through primary

data collection by suitable means, e.g. surveys, questionnaires, interviews, field research.

The contractor should identify and contact relevant stakeholders, including key officials

within the European Commission responsible for policy and programmes, and it will also

18

take into account experiences from national and EU-level programmes. Based on the

collected data, the contractor will elaborate country reports for each of the EU Member

States. The contractor must state the precise sources used. The contractor will also prepare

a selection of representative case studies, representing a good geographic spread and

reflecting the diversity of youth work across the EU.

3. Analysis: The study will analyse the collected information to provide insights on: the

current state of play of entrepreneurship education and the role of youth work in it;

entrepreneurship as a tool to combat youth unemployment and social exclusion through

integrated approaches; non-formal learning methods and tools in entrepreneurial learning

of young people including in EU youth programmes; assessment and validation of

entrepreneurial learning outcomes; skills and competencies for youth workers stimulating

entrepreneurial learning of young people; recognition and validation of non-formal learning

(including transversal skills) in youth work; partnerships and cross-sectoral cooperation in

entrepreneurship education; promoting social entrepreneurship model in youth work;

measuring progress and impact.

4. Study report: The contractor will elaborate and deliver, within the timeframe specified,

the study report mentioned in chapter 4 and submit it to the Contracting Authority. The

report will have a clear structure resulting from the findings and covering the objectives of

the study, and it will be based on the country reports prepared beforehand including case

studies. Based on the above findings, the contractor will list and establish a concrete set of

recommendations in full respect of the EU policy context for youth and education and

training.

5. Seminar (between the 10th and 12th month after the entry into force of the Contract):

The contractor will organise a seminar gathering experts and relevant organisations to

discuss the preliminary outcomes of the study. The seminar will indicatively involve

between 40 to 60 participants and will be organised for 1 - 2 days in Brussels.

3.7 Outputs and deliverables

3.7.1 Intermediate outputs and deliverables

A preliminary report (in 3 copies of which one copy should be in electronic format) on

work achieved shall be submitted in English within 6 months after the entry into force of

the Contract. This preliminary report is in addition to the technical report referred to in

section 3.8 below. The report shall include at least:

the results of the data collection (secondary and primary sources) country-by-

country, as defined in section 3.6;

a proposal for the structure of the analysis and the description as defined in section

3.6.

3.7.2 Final outputs and deliverables

Study covering all information as described and requested in the tasks above in line

with the general and specific objectives. The final study report shall be submitted in

English within 14 months after the entry into force of the Contract. It will be

submitted in 5 copies, of which one copy should be provided by electronic format.

19

Annexes to the report may be submitted in another language but in that case must be

accompanied by a summary page in English (one page).

A structured list of data sources.

A structured list of individuals and organisations, public or private, consulted for the

purpose of the study.

Country reports covering topics which respond to the general and specific objectives

identified under 3.5.

An inventory of good practices of entrepreneurship education in youth work and

non-formal learning, including in EU youth programmes.

A seminar to discuss preliminary study outcomes with expert group

A high-quality Power-Point Presentation in English suitable for presentation to the

general public.

The final data and information derived from the above mentioned tasks should be submitted

preferably using a country-by-country fact-sheet system. All structural findings and key

reference texts (particularly legal texts), should be made available in the original language of

the Member States concerned, with a short summary in English translation.

The approval of the draft texts by the Contracting Authority should be foreseen as follows:

The Contracting Authority shall have ten working days from the date of submission of the

draft final study report (electronic copy by email) to make comments on that draft. In the

absence of observations from the Contracting Authority within the deadline provided, the

report shall be considered to be approved.

Within ten working days of receiving the Contracting Authority’s observations, the contractor

shall submit the final study report in definitive form, taking full account of these

observations, either by following them precisely, or by explaining clearly why they have not

been followed. Should the Contracting Authority still not consider that the report is

acceptable, the contractor will be invited to amend the report until the Contracting Authority

is satisfied.

3.8 Progress reports

The progress report referred to in article I.4.2. of the service contract (to accompany the

interim payment) must include at least the following:

comprehensive information on the progress so far and activities pursued with a view

to achieving the outcomes set out above;

information on the progress made of the work against the timeline agreed with the

Contracting Authority;

If applicable, point out unforeseen difficulties and propose solutions.

The final progress report referred to article I.4.3. of the service contract (to accompany the

invoice for payment of the balance) must include at least the following:

comprehensive information on activities pursued with a view to achieving the

outcomes set out above.

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4. CONTENT, STRUCTURE AND GRAPHIC REQUIREMENTS OF THE FINAL DELIVERABLES

All studies produced for the European Commission and its Executive Agencies shall

conform to the corporate visual identity of the European Commission by applying the

graphic rules set out in the European Commission's Visual Identity Manual, including its

logo26

.

The Commission is committed to making online information as accessible as possible to

the largest possible number of users including those with visual, auditory, cognitive or

physical disabilities, and those not having the latest technologies. The Commission

supports the Web Content Accessibility Guidelines 2.0 of the W3C.

For full details on Commission policy on accessibility for information providers, see: http://ec.europa.eu/ipg/standards/accessibility/index_en.htm

Pdf versions of studies destined for online publication should respect W3C guidelines for

accessible pdf documents. See: http://www.w3.org/WAI/

4.1. Content

4.1.1. Final study report

The final study report shall include:

- An abstract of no more than 200 words and an executive summary of maximum 6

pages in English, French and German.

- the following standard disclaimer:

“The information and views set out in this [report/study/article/publication…] are

those of the author(s) and do not necessarily reflect the official opinion of the

Commission and/or the Education, Audiovisual and Culture Executive Agency

(EACEA). The Commission and/or the Education, Audiovisual and Culture Executive

Agency (EACEA) do not guarantee the accuracy of the data included in this study.

Neither the Commission nor the Education, Audiovisual and Culture Executive

Agency (EACEA) nor any person acting on the Commission’s behalf and/or the

Education, Audiovisual and Culture Executive Agency (EACEA)'s behalf may be held

responsible for the use which may be made of the information contained therein.”

- specific identifiers which shall be incorporated on the cover page provided by the

Contracting Authority.

4.1.2. Publishable executive summary

An executive summary is a succinct overview (maximum 6 pages) of the whole study, which

is published in isolation from the main text and should therefore stand on its own and be

understandable without reference to the study itself. It should report the latter's essential facts.

26 The Visual Identity Manual of the European Commission is available upon request. Requests should be made to the

following e-mail address: comm-visual-identity@ec.europa.eu

21

Its purpose is to act as a reference tool (for example in EU-Bookshop abstracting service),

enabling the reader to decide whether or not to read the full test. The executive summary shall

provide information on the (i) purpose / motivation / problem statement, (ii) methodology /

procedure / approach, (iii) results / findings and (iv) conclusion / implications /

recommendations of the study.

The publishable executive summary shall be provided in English, French and German and

shall include:

- the following standard disclaimer:

The information and views set out in this [report/study/article/publication…] are

those of the author(s) and do not necessarily reflect the official opinion of the

Commission and/or the Education, Audiovisual and Culture Executive Agency

(EACEA). The Commission and/or the Education, Audiovisual and Culture Executive

Agency (EACEA) do not guarantee the accuracy of the data included in this study.

Neither the Commission nor the Education, Audiovisual and Culture Executive

Agency (EACEA) nor any person acting on the Commission’s behalf and/or the

Education, Audiovisual and Culture Executive Agency (EACEA)'s behalf may be held

responsible for the use which may be made of the information contained therein.”

- specific identifiers which shall be incorporated on the cover pages and will be

provided by the Contracting Authority.

4.2. Graphic requirements

For graphic requirements please refer to the template provided in the annex 4. The cover

page shall be filled in by the contractor in accordance with the instructions provided in the

template. For further details you may also contact comm-visual-identity@ec.europa.eu.

5. GENERAL CONDITIONS FOR THE AWARD OF CONTRACTS

5.1. Contract

The contract shall take the form of a service contract based on the model contract annexed

to these specifications, amended and completed on the basis of the selected tender to which

the general terms and conditions set out in the enclosed model contract shall apply. The

contract shall be signed by the authorised representatives of the Agency and the tenderer.

In the case of a consortium, each contract shall be signed by the leader of the consortium in

the name of all the consortium’s members. Each member of the consortium must sign a

mandate acknowledging the signature of the contract by the consortium leader.

5.2. No obligation to award the contract

Initiation of a tendering procedure imposes no obligation on the Agency to award the

contract.

The invitation to tender is in no way binding on the Agency. The Agency's contractual

obligation commences only upon signature of the contract with the successful tenderer.

Up to the point of signature, the Agency may either abandon the procurement or cancel the

award procedure, without the tenderers being entitled to claim any compensation. This

decision must be substantiated and the tenderers notified.

22

6. PUBLICATION

Rights concerning the reports and those relating to their reproduction and publication will

remain the property of the Agency. No document based, in whole or in part, upon the work

undertaken in the context of the contract awarded following this tender may be published

except with the prior formal written approval of the Agency.

7. INTELLECTUAL PROPERTY RIGHTS

The tenderers are invited to carefully read the Intellectual Property Rights (IPR) special

provisions provided in the model Contract (Annex 1), in particular Article I.8 and Article

II.10 therein.

If the result is not to be fully created for the purpose of the contract it is to be clearly

pointed out in the tender. There should be information provided about the scope of pre-

existing materials, their source and when and how rights to them have been acquired.

8. PLAGIARISM

In the tender all quotations or information originating from other sources and to which

third parties may claim rights have to be clearly marked (source publication including date

and place, creator, number full title etc.) in a way allowing easy identification.

9. ANNEXES

The following documents are annexed to these Tender Specifications and form an integral

part of them:

Annex 1: Service contract (for information)

Annex 2: Information concerning the Tenderer (one copy must be completed and

signed by the tenderer and by each of the subcontractors, as appropriate)

Annex 3: Declaration of honour on exclusion criteria and absence of conflict of

interests (to be completed and signed by the tenderer)

Annex 4: Standard WORD template for studies (for information)