Welfare system and VET- structures reign on the way how alternative trajectories from school to VET and work are provided for young people who are at the risk of social exclusion. They influence the definition of disadvantages as well as the pedagogical approach of support programs. Based on the key results of a serious of European projects a framework of suggestions for the improvement re- integration as it is espoused on the macro level of policy and planning (1), as it is enacted on the meso-level of institutes and programs (2) and as it is experienced on the micro-level of educational practice (3) will be presented. As national integration practices are rooted in their typical cultural contexts this needs adequate identification and consideration, it's specific value shall be acknowledged. The recommendations for the improvement of programs therefore thoroughly consider these cultural differences, they aim to meet practitioners needs and consider the national peculiarities of the educational and welfare policies approach. CRIS - Collaboration, Reflexivity, Inclusiveness and Situated Pedagogy - will be presented as a framework for multi-level and transcultural assessment of the quality of re-integration policies and practices. CRIS integrates a double focus, since it relates the improvement of learning processes in programs with the improvement of evaluation by stressing the impact of a collaborative framework and the importance of self- reflection.