This study departs from the observation that since the late 1980´s educational programmes for curators have been established and since then expanded greatly. The programmes are part of a process of institutionalization and professionalization of the role of the curator within the international contemporary art field where the role as such has gained much power. Even though many statements have been made about this relatively new phenomenon of curatorial studies, there is a lack of sufficient research. The intention of this study is therefore to examine the educational programmes as such. The selection of 15 programmes has been made with the purpose to include early as well as newly established and to cover a wide geographic area. The starting point has been to ask what kind of knowledge and role of the curator the programmes are given prominence to. Using Michel Foucault´s and Norman Fairclough´s theory and methods on discourses I examine the programmes as a discursive practice. The analysis shows that there is a strong coherence within the field of the programmes and certain ideals, conventions and procedures are shared among them. The programmes are highly dependent on the professional field of curators – individuals as well as institutions are frequently being invited to lecture and support the students. The application procedures make sure that students who are willing to adopt to given ideals and norms, are being accepted. Furthermore the ideal role of the curator has been defined with the following concepts – new institutionalism, an expanded working field and discursive curating. The curator is highlighted as creative, critical and independent. These concepts have been singled out and made explicitly unique for the role of the curator by the programmes although aspects have clearly been taken from the role of the artist and the critics. The result has been a stronger competition between these positions. The programmes are institutions that promote the curator as an important and irreplaceable agent and to claim even a stronger position new assets have been singled out in the form of a theoretical and academic capital.         Educational programmes included in the study: École du Magasin, Grenoble, Whitney Independent Study Program, New York, Curating Contemporary Art, Art Royal College of Art, London, De Appel Curatorial Programme, Amsterdam, Center for Curatorial Studies, Bard College, Annandale-on-Hudson, New York, MFA Curating, Goldsmiths, London, CuratorLab - Curatorial Program for Professionals in Arts, Crafts and Design, Konstfack, Stockholm, Curating Art - International Master Programme in Curating Art, including Management and Law, Stockholm university, Curatorial practice, California College of the Arts, San Francisco, Post-graduate Programme in Curating, Zürich University of the Arts, PhD-programme Curatorial/Knowledge, Goldsmiths, London, Cultures of the Curatorial, Academy of Visual Arts Leipzig, CuMMA - Curating, Managing and Mediating Art, Aalto University, Helsinki, PhD-programme Curating, Zürich University of the Arts in collaboration with the university of Reading, Praxis Master’s Programme, Finnish Art Academy, Helsinki.

Baigiamajame magistro darbe „Šiuolaikinio šokio profesionalų rengimo ypatumai“ siekiama nustatyti šiuolaikinio šokio profesionalų rengimo ypatumus. Pirmoje darbo dalyje, remiantis mokslinės literatūros analize, atskleidžiama šiuolaikinio šokio samprata bei raidos ypatumai, taip pat šiuolaikinio šokio raiška Lietuvos kultūroje. Antroje darbo dalyje, remiantis mokslinės literatūros analize, apibrėžiami šiuolaikinio šokio atlikėjų, choreografų bei šokio mokytojų profesinės veiklos ypatumai ir tai veiklai atlikti būtinos kompetencijos. Trečiojoje darbo dalyje analizuojami empirinio tyrimo rezultatai – JAV ir Vakarų Europos aukštųjų šiuolaikinio šokio mokyklų studijų programos, taip pat šiuolaikinio šokio profesionalų požiūris į šiuolaikinio šokio specialistų rengimą, studijų galimybes bei kokybę Lietuvoje. Darbo pabaigoje pateikiamas, mokslinės literatūros, studijų programų bei profesionalų požiūrio į specialistų rengimą analizės pagrindu, sukurtas šiuolaikinio šokio profesionalų rengimo modelis. / Final MA thesis “Features of Education of Contemporary Dance Professionals” aims to discover and describe features of education of contemporary dance professionals. By analyzing theoretic literature in the first section of this thesis author tries to reveal concept and traits of development of contemporary dance as well as contemporary dance in Lithuania. By analyzing theoretic literature the second section of this thesis describes features of contemporary dance professions such as dancer, choreographer and teacher along with necessary competences for these careers. The third part of the thesis analyzes the results of empirical research – contents and structure of study programmes of higher education institutions in USA and Western Europe as well as opinion of Lithuanian contemporary dance professionals about options of contemporary dance studies in Lithuania and their quality. In accordance with analysis of theoretic literature, study programmes of foreign institutions and opinions of contemporary dance professionals about studies in Lithuania the final section proposes a new model for education of contemporary dance professionals.

The topic of this thesis is the academic development of students with specific learning disabilities (SLD) at the University of South Bohemia in České Budějovice, specifically at the Faculty of Health and Social Sciences. The thesis is mainly concerned with the analysis of individual study programmes and fields in the context of the study specification demands, the results of which will be used in the research of the GA JU project implemented by the Department of Pedagogy and Psychology of the Faculty of Education. The introduction of the theoretical part describes the current state of knowledge about the problems of specific learning disorders. First, the basic concepts and the divisions of learning disorders according to the affected area are defined. Then, the etiology of specific learning disabilities is presented, followed by a chapter focused on symptoms of learning disabilities, diagnosis and reeducation. The next chapter is focused on the adult, his / her development in biological and psychological terms. Diagnostics and re-education in adulthood are also presented in this chapter. In the theoretical part, attention is also paid to the education of individuals with specific learning disabilities in secondary school and university. The conclusion of the theoretical part is devoted to universities in general, then to the University of South Bohemia and the Faculty of Health and Social Sciences itself. The aim of the practical part is to analyze all study programmes that can currently be studied at the Faculty of Health and Social Sciences in full-time study. Individual subjects taught in the given study programme will be the core of the analysis. The criteria will be pre-defined in order to determine the level of study demands.