This article is devoted to highlighting the problems and solutions in improving the methodology of teaching genetics in higher education institutions. Also, the results of research and practical recommendations on improving the teaching process of genetics are presented.

The study investigated the extent to which lecturers’ quality can enhance acquisition of graduates’ employability skills in Anglo-Saxon universities in Cameroon. The study was guided by the Human Capital Theory. Methodologically, the convergent parallel mixed method was adopted for the study. The target population of the study comprised of lecturers, administrators, and graduates from 2014 to 2023 (a maximum duration of 10 years). The sample size of the study was made up of 359 lecturers, 535 graduates, and 12 administrators given a total of 706 participants. The participants were sampled using the purposive, random, accidental, and snowball sampling techniques. A questionnaire and, an interview guide were the instruments utilized for the study. The reliability of the questionnaire was 0.840 and 0.824 for lecturers and graduates. That of the interview guide was based on the need analysis technique. Quantitative data were analysed using SPSS version 25 with descriptive and inferential statistical tools. The descriptive statistical tools used were frequency count, percentages, mean and standard deviation. The qualitative data were supported with Atlasti 3.0. Statistically, findings showed that lecturer’s quality has a significant and strong effect on acquisition of employability skills (R-value 0.545**, p-value < 0.01). it was recommended that; A system of lecturer evaluation done by students and monitoring mechanisms for teacher effectiveness should be implemented and a school of education should be created in every State University to provide lecturer education certification while lecturers on the ground should get certificates from accredited institutions.

This study explores the factors influencing a parent’s capacity to attend visitations after a care order is imposed on their child. A qualitative approach was adopted, utilizing semi-structured interviews with 30 participants, including 15 parents who had experienced a care order, 10 social workers, and 5 legal professionals. The research identifies key psychological, emotional, socioeconomic, and logistical barriers that impact visitation attendance, including anxiety, depression, financial difficulties, and lack of support services. Findings suggest that emotional distress and socioeconomic strain significantly hinder parental participation, while access to structured support services, such as counseling and transportation assistance, positively influences visitation engagement. The study highlights the importance of a collaborative approach involving social services, legal professionals, and mental health support to enhance parental capacity and improve outcomes for family reunification. These insights underscore the need for comprehensive, multifaceted interventions to support parents in meeting the demands of the care order system and restoring their relationships with their children.

The paper involves the data about modular teaching of blue-green division in the module of Tallobiontha. So modular teaching is one of the promising systems of teaching, as it is best adapted to the system of developing the cognitive capabilities and creative abilities of learners. With the help of the module program, students, working in small groups and working together, will learn about the characteristics of the Blue-Green Algae Division. It means the reason of algae rapid reproduction in plankton, determines their role in human life and nature.

This article highlights the theory and practice of using interactive methods to activate the cognitive activity of students, increase the effectiveness of teaching in the process of teaching the subject biology.

This article contains information on the methods of effective lesson planning and organization of classes using modular educational technology, as well as on how to achieve high efficiency indicators in the mastering of the topics presented in the module by students in the discipline of microbiology and virology.

This study was designed to examine the impact of leadership approaches on teachers’ discipline in secondary schools in Fako Division, South West Region of Cameroon. The study was guided by two objectives which examined how principals’ transformational leadership approach and principals’ democratic leadership approach impact teachers’ discipline in secondary schools in Fako Division. The Contingency Leadership Theory by Fiedler F. E. (1964) was used for the study. The mixed method approach was used most specifically the explanatory sequential design. A questionnaire and interview guide were the instruments used for the study. The questionnaire consisted of closed ended questions for teachers while the interview guide for principals. consisted structured questions. The sample population for the study was made up of 50 teachers and 3 principals in secondary schools in the Fako Division. The purposive and simple random sampling techniques were adopted for the study. Data from the closed ended questions were analysed using SPSS 23.0 with the aid of descriptive and inferential statistical tools while interview was analysed thematically. The Spearman’s rho tool was used to test the research hypotheses formulated in the study.  Findings show that a significant majority (70%) feel motivated under transformational leadership, while only 30% disagree. The hypothetical statistics showed that there is a significant, positive and moderate influence on transformational leadership approach on teachers’ discipline in secondary schools in the Fako Division.  (R- value 0.207**, p-value < 0.001 < 0.05). The positive sign of the correlation value implies that Principals transformational leadership approach will encourage teachers’ discipline on school matters and this is supported with an explanatory power of 32.9% (Nagelkerke statistics= 0.329). Thus, the null hypothesis was rejected while the alternative which states that, there is a significant influence transformational leadership approach on teachers’ discipline in secondary schools in Fak Division. Therefore, it was generally recommended that, for the effective school functioning, principals should endeavor to implement discipline and relate with the teachers for an active school performance.

This study revealed that spatial-temporal representations are not stably formed in preschool children with alalia. They do not develop without special education, which complicates the process of formation of language tools expressing spatial-temporal relations and the possibility of using them in oral speech. This situation determined the need to create a system of speech therapy work to develop representations of spatial-temporal relations in preschool children with alalia. The results of the study made it possible to develop two main areas of correctional work: the formation of subjective sensations of space and spatial representations in children with alalia; the formation of subjective sensations of the passage of time and time representations in schoolchildren with alalia.