Quality has always been a major concern in higher education; in fact some accrediting agencies date back to the 1800s (Rhoades and Sporn 2002). Since the mid-1980s, issues of quality assurance have been raised in various coun­tries and international fora with increasing rapidity. Today there is an on­going international conversation about the quality of higher education and quality assurance in tertiary education worldwide. Many questions have been asked in several countries (for instance, the USA, the UK, Canada, Australia and several countries in the Caribbean) about the quality of teaching and learning in colleges and universities. The international conversation on the quality of higher education has, ostensibly, an interest in protecting and pre­serving the public's investment and the interests of those persons who have a stake in the process, such as the students and their families, the government, taxpayers and donors. This, then, underscores the issue of quality in higher education and it has emerged as a major conversation in all levels of the sys­tem. Stakeholders have a legitimate right to raise concerns about the efficiency and effectiveness of institutions. They also have the right to query whether money entrusted to institutions of higher education is being judiciously spent, whether higher education is competitive, and to even ask for explanations about the quality standards to which institutions adhere. Teacher education is not exempt from this kind of scrutiny.