The increasing demand for quality controls, inspections, evaluations and follow-ups in education has become a global phenomenon. In addition, the need and demand for higher quality education also seem to continue to grow. Especially in Swedish adult education, which has often been criticized for poor quality. However, it is not always clear how educational quality is shaped, as the concept is described in different ways in different contexts and sometimes not defined at all. On the one hand, the concept is loaded with so many positive connotations that it becomes something that is taken for granted as "good" and therefore not questioned. On the other hand, critical voices argue that all controls, audits and inspections aimed at improving, maintaining and increasing quality may not be as effective and undisputed as they seem. In relation to this, the question of how quality is construed in adult education becomes interesting, as it affects how it is translated into both policy and practice.