WE focus on quality assurance (QA) units in this issue. QA facilities support academics in the teaching and learning function. The process of teaching and learning embed social realities that we, as academics, have to contend with. Adapting instruction to our learners’ diverse “abilities, learning styles, personality traits and needs,” we employ differentiated teaching strategies. Meanwhile that we also manage scarce resources within our workplace, whether for teaching, research or extension services or a mix of these, we find different activities occurring at the same time. We undergo multiple tasking assignments to save on manpower and try coping with unexpected events. Beyond all these, we have to be current in our disciplines, be aware of developments in “key related disciplines since the nature of knowledge and the problems facing humanity are cross-disciplinary and global.” We try “inter-disciplinary collaborations and cooperative sharing of information from different fields” “to find pragmatic solutions to global problems.” We approach the disciplines not as bits and pieces of information. Rather, along with our students, we strive to incubate and gestate cross-disciplinary perspectives to reflect the patterns, interactions, and interdependencies of the different fields. We strive to view concepts as less disparate or disconnected. We foster in our students the drive to study and attempt to comprehend the world around them. In pursuing this, we, including those among us who are non-digital natives, maximize the effective use of high-tech resources such as multimedia technology, computer programs, tele-communication, the Internet and audio-visual techniques.

In our lectures, we integrate topics to prepare our students for study-and-travel cum on-the-job-training locally and abroad, to further enrich their learning through “interaction with people of different cultures, different geographical areas; different occupations, different ways of life; different outlooks.” We try providing “a variety of experiences and alternative strategies” to adapt to our learners’ characteristics. <https://www.necsi.edu/research/management/ education/teachandlearn.html>

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