In the last decade, quality in education has become a priority on the policy agenda in the European countries. Not only the European Commission, but also the OECD( the Organisation for Economic Cooperation and Development) commissioned research in order to stimulate a debate on quality in education and how to meet the challenges in and outside Europe due to globalisation and the growing diversity. Not only it resulted amongst others in policy statements like the Common European Principles for Teachers Competences and Qualifications(2005) but it also led to the PISA ongoing research on student assessment focused on reading, mathematics and science(OECD, 2000-2015), the  report on attracting, developing and retaining effective teachers, called “Teachers Matter”(OECD, 2005) and responses of other stakeholders like the Association for Teacher Education in Europe(ATEE) who contributed to the discussion on quality with  a policy paper  called “The Quality of Teachers. Recommendations on the development of indicators to identify teacher quality” (ATEE, 2006). Not only the European Union, the OECD, and associations are key players in the debate on quality. Higher Education Institutes (HEI) and especially teacher training colleges in Europe see it as a challenge to discuss quality in education in joint collaboration. Within EU subsidised Comenius projects like ‘Argonauts of Europe’ (2002-2005), ‘Race and Ethnicity Based Education: Local Solutions’ (REBELS, 2004-2007) and ‘Identifying Teacher Quality’ (ITQ, 2006-2009) quality standards for teachers in Europe have been an important subject.