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This chapter offers a systematic review of research into quality assurance and quality management in higher education. It begins by considering quality as theory and discusses the methodology applied. The origin and meaning of the terms quality assurance and quality management, as they are used in higher education, and their application and practice, are then discussed. The issues and critiques that have been raised concerning quality assurance and management are identified, before some conclusions are reached.

This chapter links ideas about a key issue and a major factor in successful implementation of effective science education in Africa. It presents the Kenyan case as a prototypical African country. While located in the sub-Saharan region, Kenya shares similar national development plans and dreams as well as socio-economic conditions as most African countries. In this work, the current status of science education in Kenya [Africa] is explained, and a blueprint for successful science education relevant to any country in Africa is presented. This chapter argues for contextual and practical approaches to enhancing science teacher effectiveness. It is anticipated that discussions of this work will generate debate within and about science education in Africa and hopefully ignite cross border research on teachers and the teaching of science. Also, the question of quality science education in Africa and elsewhere will be raised locally and internationally.