A rapidly changing global economy and concerns about the EU ability to create a competitive workforce have focused attention on Member State's education and training systems. Policy reforms have focused on improving the quality and accountability of education and training, through a shift from defining standards based on teaching inputs to learning outcomes .This has impacted on providers of compensatory education such as second chance education which find that the use of informal and nonformal learning makes success factors less easy to measure. In 2012 DGEAC commissioned research into good practices in second chance education and its success factors with a view to identifying transferability to initial education and training. The study concluded there was "strong potential" for transferability and lessons could be learned from second chance provision but gaps in qualitative and quantitative measures of success could not provide evidence of the longer term effectiveness of provision designed to reduce ESL. The DGEAC study recommended the development of a quality framework to underpin the active transfer of good practices from second chance education and to build the evidence base of long term impacts and outcomes of second chance education . SMART has brought together 8 partners,experts from different sectors to share best practice in self evaluation and self monitoring including higher education, adult education , upper secondary education and second chance education. The SMART project developed a quality framework as its aim, for use by providers of second chance education that can help to address the gaps identified by DGEAC, enable providers to evidence their success factors and enhance the quality and relevance of the learning offer. The objective is to raise the visibility and profile of compensatory education with policy/decision makers and encourage the adoption of compensatory measures within prevention and intervention measures through greater transparency and accountability. SMART conducted a review of existing good practices in evidencing success factors and identified training needs of teachers/trainers.An online Systematic Measurement System with accompanying quality indicators and measurement tools that facilitates ongoing monitoring and evaluation of teaching and learning has been developed through a "bottom -up" approach. The SMS has been tested, following 2 training events for teachers. Guidelines for implementation of a self evaluation system have been developed for policy makers and educational organisations, together with a handbook for teachers. 5 Multiplier events have enabled stakeholders to share best practice and provide input into the SMS development. In the immediate term the teacher training programme has raised awareness of the benefits of self evaluation and raised teacher expectations of learners through transparent evidencing of success. The expected long term impact will be the upgrading of the quality of informal learning through a self evaluation process. Raised aspirations drive forwards improvement in teaching and learning, impacting on methods used by professionals and ultimately benefiting disadvantaged young people at risk of ESL.