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Staff collegiality is a desirable value and culture in which the behaviour of the staffs is directed towards the commonly valued ends. The systems of HEIs in general and teaching and learning in it in particular require a spirit of collegiality that both reflects and fosters mutual respect among all groups within the system. Such a spirit is the basis for collaborative work environment which in turn enhances smooth relationship, informal learning, and performance of the academics. The environment of a university in general and the teaching and learning in it in particular demands establishing interpersonal relations, and a spirit of collegial value and beliefs that both reflect and foster mutual respect among all the staffs within the university. This serves two purposes: i) it enhances informal learning, and ii) it empowers the staff members to be committed for the betterment of its practices in line with their personal and shared values. When these are absent or not to the required level, staffs feel indifferent to enhance shared values and beliefs. Virtually, the learning institution is 'characterized by staff that continually learn from each other and from experience and, by so doing, solve problems and improve on a continuous basis' and is known for their collegial and open for evaluation culture. A culture of collegiality enhances shared responsibility of staff for institutional outcomes, shared goals, information exchange and collaboration. If collaboration and sharing information is not the norm of the institution, however, teachers hesitate to consult colleagues because that may be considered a sign of incompetence and/or inefficiency (Nias, 1198). Overall, collegiality enhances shared learning and common successes in the university mission. In this paper, the collegial practices and implications on teaching and learning have been explored. The paper has four parts: introduction, literature review, analyses, summary, conclusions and implications. 1.1. The Problem The environment at higher education institutions demands collegiality with a culture of transparency and willing assent of each staff to be committed for the success of institutional missions under whatever conditions. Staffs at universities should be able to teach, do research, and give professional services in a collegial environment: the social, structural, economic, cultural, political, and administrative environment.

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The purpose of this study was to examine the extent to which learning assessment practices fulfill assessment quality requirements. Two sorts of questionnaires were used to collect data from teachers/researchers, and MA/MSC and PhD students of Education and English Language at two Ethiopian universities. The results have shown that assessment tasks, contents, tools and procedures at the universities hardly fulfilled some desirable assessment requirements including making assessment tasks and contents free from all kinds of biases, mirroring the required skills/knowledge in real life, empowering teachers to assess what they value, encouraging deep approaches to learning, and guaranteeing learners' awarded grades to represent the levels. Some assessment tools, procedures, and practices also failed to fulfill assessment quality requirements. It has, therefore, been recommended that all parties should make utmost conscious efforts to ascertain alignment of assessment practices, procedures and contents with available theories/requirements on learning assessment quality.

Gadaa, an indigenous governance system of the Oromo, has been inscribed by UNESCO as Intangible Cultural Heritage. The purpose of the study was, therefore, to assess the inherent legal implications within the inscription. A qualitative approach was used to generate data from interviews and literatures. The findings have shown that the designations given by the Federal Proclamation are too broad to be applicable – and are alien – to the peculiarities of the OGS. No lifelike efforts are being witnessed for putting in place legal grounds following the inscription. There is a need for reinvigorating the values and principles inherent within the OGS-guaranteeing authentic peaceful and stable political, administrative, economic, social and cultural (co)existence of the Oromo in the Continent. The Oromo people, headed by Abbaa Gadaa and the Oromia National Regional State, also should request UNESCO to rename the OGS instituting both intangible and tangible World Heritage of Humanity.