Quality teaching has become an issue of importance as the landscape of higher education has been facing continuous changes: increased international competition, increasing social and geographical diversity of the student body, increasing demands of value for money, introduction of information technologies, etc. Choosing reliable and quantifiable indicators to assess the quality of one’s teaching and the efficiency of teaching initiatives remains challenging. Quality teaching initiatives are very diverse both in nature and in function.
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Quality teaching is non-serialized learning.
The educator:
---can teach fully out of memory,
---is highly motivated to create a life learning experience,
---does not depend on 'technology', but on her/his personality.
QT is the opposite of the education assembly line.
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