All UDC centers have a Internal Quality Assurance System (IQAS), verified by the Agency to Calidade do Sistema Universitario de Galicia (ACSUG) and ANECA in FIDES programs and AUDIT, respectively, and in accordance with the standards and Guidelines for Quality Assurance in the EHEA. Within IQAS centers integrate all their degrees and masters. IQAS procedures established who and how to follow up and monitoring of the results and the student's learning process in the titration, establishing coordinating bodies and mechanisms, evaluation and continuous improvement of the studies, which are the academic comittee and the quality assurance commision of center.
The IQAS establish how UDC centers measure and analyze the learning outcomes. To do the IQAS uses rates and global indicators for assessing the quality of training provided. Included among the results, in addition to the fees included in the title verification reports (efficiency rates, graduation and dropout), assessment rates, success and performance. We compare the results obtained in the title with the center's results for each indicator.
To ensure that the title is developed in accordance with the verification report presented the center conducts an annual monitoring report in accordance with the procedures of the center IQAS and results. This report is reviewed by the ACSUG, external evaluation agency.
The outcome of this analysis will emerge corrective actions and improvement proposals that achieve the intended objectives and the improvement of the degree.
In order to ensure proper standards and quality at UDC, an academic management committee and a quality assurance committee are appointed for each faculty/school. In addition to, each faculty/school will be able to establish a specific academic management committee of the study.
|Total enrolled credits||2018/2019||819|
|Credits on 1st enrollment||2018/2019||709.5|
|Credits on 2nd enrollment||2018/2019||85.5|
|Credits on 3rd enrollment and above||2018/2019||24|
|% credits repeated||2018/2019||13.37|
|Average credits by student||2018/2019||30.33|
|Total enrolled credits||2018/2019||116,500|
|Credits on 1st enrollment||2018/2019||108,100|
|Credits on 2nd enrollment||2018/2019||4,969|
|Credits on 3rd enrollment and above||2018/2019||3,394|
|% credits repeated||2018/2019||7.18|
|Average credits by student||2018/2019||53.72|
|Total enrolled credits||2017/2018||1,511|
|Credits on 1st enrollment||2017/2018||1,439|
|Credits on 2nd enrollment||2017/2018||42|
|Credits on 3rd enrollment and above||2017/2018||30|
|% credits repeated||2017/2018||4.77|
|Average credits by student||2017/2018||39.75|
|Total enrolled credits||2017/2018||115,400|
|Credits on 1st enrollment||2017/2018||107,900|
|Credits on 2nd enrollment||2017/2018||4,595|
|Credits on 3rd enrollment and above||2017/2018||2,938|
|% credits repeated||2017/2018||6.53|
|Average credits by student||2017/2018||54.21|
|Total enrolled credits||2016/2017||1,254|
|Credits on 1st enrollment||2016/2017||1,175|
|Credits on 2nd enrollment||2016/2017||79.5|
|Credits on 3rd enrollment and above||2016/2017||0|
|% credits repeated||2016/2017||6.34|
|Average credits by student||2016/2017||38|
|Total enrolled credits||2016/2017||114,700|
|Credits on 1st enrollment||2016/2017||106,700|
|Credits on 2nd enrollment||2016/2017||4,934|
|Credits on 3rd enrollment and above||2016/2017||2,983|
|% credits repeated||2016/2017||6.9|
|Average credits by student||2016/2017||53.66|
Success Not success Not presented
Success Not success Not presented
Success Not success Not presented
These are the master thesis works that have been read in recent academic years.
Analysis model of curricular materials through the didactic proposal “Retos- 3 años”.
Analysis of curricular materials: the study of a secondary education music textbook
Analysis of the gender perspective in a third grade book of the Dominican Republic
Case study: analysis of work climate in an educational Institution
Colavorative learning in the network: a case study
Education in neoliberal times: reorienting Early Childhood Education towards social justice and directive governance
Emotional education in the context of school management
Environments in Formation of Technologies and Communication in the classroom: the digital book E-Dixgal
Ethics in Social Services. Proposal of a space for ethical reflection.
Gender equality and continuous improvement in socio-educative intervention with minors under social exclusion risk
ICT in Secondary Education: a case study
Municipal Music School project coordinated with a Public Integrated School
Plan of action for equality in the infant school Carmen Cervigón
Previous analysis of an educational center for the design of the direction project
Proposal of actions of management team for teachers’training in the gender perspective, within the Equality Plan in the IEPC “Ponte dos Brozos” (Arteixo).
Quality Management System of the educational center 'Jardín de la Infancia Republic of Salvador' in the Dominican Republic
School of mothers and fathers - CPR Liceo La Paz
Schooling of children at social risk: an approach from the perception of the direction of school and socioeducational institutions.
Social Networking Sites: Consumópolis as learning platform
The Educational Project: a case study in a CEIP
The playground as an educational space. A study case.
Values and stories: managing the non-formal education of early childhood learners within the municipal context.
Analysis of curricular materials: Study of a child education textbook
Autism spectrum disorder and Information and Communications Technology:Intervention program for students with ASD based on the use of ICT
Desing of a NOF in a school centre
Diagnosis of the management of the UDC enviroment office: Manual for volunteers
Education Inspection. Functions and revenues of the school community.
Learning Communities: Sensitizing the Educational Community in the Search for Educational Change
Plan for the creation and management os a residential center for the elderly: a Model of the Integral Care Centered on the Person.
Proposal of actions and actions for the stage of 0 to 6 years in the educational axis of the future III Plan Municipal de Culleredo pola Igualdade Efectiva das súas Mulleres e Homes through a participatory model in the process of designing the same.
Relations of the family with the school in the educational system
School libraries: Plan for the improvement of the school library of a C.E.I.P.
The oral tradition like resource for the linguistic planning
The proactive improvement for the development of a management project
Transformational leadership: a case study in two socio-educational institutions
Transition between Early Childhood education and primary education
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
|academic year 2017/2018|