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This article attempts to discuss the term of quality both in the Management and the Educational field in order to present the similarities and the differences in the term. The concept of quality was introduced in the 1950s and 1960s, when the Japanese faced serious problems with the export and sale of their products. Since then, many scientists have dealt with this concept, which has begun to grow in the field of Management and Business. The delimitation of quality has proven to be a complex process, which even today is a controversial issue because of the subjective nature that is given to it. Quality in an organization seems to be perceived as a solution to its problems and in conjunction with costs it determines the competitiveness of the product. The interest in quality has also been transferred to the field of Education both in higher and further education in the 1990s. The quality of education has confused educational communities both in Europe and in the wider international context. This can be also proved from the fact that all the European Community states have set the quality of education as a matter of highest priority. During financial difficulties, the school system has been put under the microscope in order to be improved and quality is the catalyst for growth. In education, quality is linked to the achievement of predetermined goals. Therefore, in order to achieve qualitative results, there should be quality input, qualitative teaching methods and psychological / intellectual quality and hence qualitative school units.

Quality as a subject of study in the field of Management and Education