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The paper deals with the problem of professional competence formation in ESP writing, which is especially important with the introduction of the new government standards for higher education. In this paper, the vital factors of acquiring knowledge, skills and abilities in English writing for students of IT specialties are studied. The importance of teaching students writing technical documentation − Software Requirements Specification − in English is emphasised taking into account the requirements of their educational qualification characteristics and programs. The difficulties which IT specialists have while writing professional texts in English are described. They are related to a technique of writing – spelling, punctuation skills; the language form – genre of the text, lexis and grammar; the content – compositional skills; the organisation of teaching – cooperation and correction of mistakes. The effectiveness of teaching ESP writing can be achieved through the combination of the classroom and the self-study work.

The paper deals with the problem of professional competence formation in ESP writing, which is especially important with the introduction of the new government standards for higher education. In this paper, the vital factors of acquiring knowledge, skills and abilities in English writing for students of IT specialties are studied. The importance of teaching students writing technical documentation − Software Requirements Specification − in English is emphasised taking into account the requirements of their educational qualification characteristics and programs. The difficulties which IT specialists have while writing professional texts in English are described. They are related to a technique of writing – spelling, punctuation skills; the language form – genre of the text, lexis and grammar; the content – compositional skills; the organisation of teaching – cooperation and correction of mistakes. The effectiveness of teaching ESP writing can be achieved through the combination of the classroom and the self-study work.

In 2004 Wright et al. issued a challenge to sociologists, to examine 'the effect of the structure of the academy on teaching and learning outcomes' (2004: 155). In this paper I take up this challenge, beginning with a short overview of the changing Irish higher education context, highlighting three macro level changes that currently impact on teaching sociology in Ireland. I argue that such a structural lens is essential to our understanding of the meso (institutional and disciplinary) levels of teaching sociology. I argue a nascent 'teaching and learning movement' in Irish sociology may be emerging. A number of factors that have facilitated this are identified. However even a quick glance at Irish higher education also reveals contradictions and conflicts which threaten this movement before it is even established, including worsening staff-student ratios, increased casualisation of teaching and the neo-liberal turn. The paper concludes with a call for more sociologically informed work both on teaching and learning in Irish higher education, and on teaching sociology. This would enable more informed involvement in critical debates around teaching excellence at the national and institutional levels. It would also make public pedagogies currently in use for teaching sociology in Ireland.

The contribution focuses on material didactic means. We described the material didactic means in the work as teaching aids and technical devices. Subsequently, we outlined the possibilities of using material didactic tools in practice. In the end, experimental research on the use of material teaching aids is processed. In the conclusion, the possibilities of using material didactic aids in teaching at secondary industrial schools, secondary vocational schools and primary schools in Slovakia and the Czech Republic are shown.

In the context of public value, it is argued that there is a need to adopt the learning organisation philosophy to manage public service organisations better. For collaborative work with public sector managers or in management education, a fictitious scenario is presented to develop the concept of the learning organisation as paradox. Faced with multiple and conflicting demands, public managers find it difficult to change organisational behaviour in response to new knowledge. The scenario demonstrates how learning organisation philosophy can be used to translate new knowledge into new behaviours. Key skills required for public managers to exploit the knowledge of all organisational members and confront the challenges of a contested concept, such as public value, are developed and comprise summarising evidence, making judgements, sharing thought processes on a contentious issue, and arriving at a consensus together. Contributions to public administration theory and practice are discussed.