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||2019/2020||1,547|
|Credits on 1st enrollment||2019/2020||1,487|
|Credits on 2nd enrollment||2019/2020||48|
|Credits on 3rd enrollment and above||2019/2020||12|
|% credits repeated||2019/2020||3.88|
|Average credits by student||2019/2020||42.96|
|Total enrolled credits||2019/2020||117,300|
|Credits on 1st enrollment||2019/2020||109,000|
|Credits on 2nd enrollment||2019/2020||4,829|
|Credits on 3rd enrollment and above||2019/2020||3,547|
|% credits repeated||2019/2020||7.14|
|Average credits by student||2019/2020||52.88|
|Total enrolled credits||2018/2019||1,620|
|Credits on 1st enrollment||2018/2019||1,590|
|Credits on 2nd enrollment||2018/2019||18|
|Credits on 3rd enrollment and above||2018/2019||12|
|% credits repeated||2018/2019||1.85|
|Average credits by student||2018/2019||50.63|
|Total enrolled credits||2018/2019||115,900|
|Credits on 1st enrollment||2018/2019||107,700|
|Credits on 2nd enrollment||2018/2019||4,835|
|Credits on 3rd enrollment and above||2018/2019||3,338|
|% credits repeated||2018/2019||7.05|
|Average credits by student||2018/2019||53.85|
|Total enrolled credits||2017/2018||1,794|
|Credits on 1st enrollment||2017/2018||1,740|
|Credits on 2nd enrollment||2017/2018||42|
|Credits on 3rd enrollment and above||2017/2018||12|
|% credits repeated||2017/2018||3.01|
|Average credits by student||2017/2018||47.21|
|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|
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.
A proposal for a psychopedagogical intervention with kids diagnosed with behaviour disorder.
Afective-motivational variables and previous performance in Mathematics in students of the last Primary courses
Analysis of the digital textbook in today's educational environment
Behavioral self-regulation, academic motivation and skills acquisition in Early Childhood Education
Educational innovation and teaching quality: analysis of the processes of change and improvement of education
Family influence on the Quality of School Life of students
Formation and labor insertion in the municipal sector of psychopedagogues. The case of town hall of Bergantiños.
Historical evolution od Special Education: The integration of students with functional diversity in the ordinary school.
Invisible scars: a training program for teachers of the second cycle of childhood education on prevention of child sexual abuse
Learning strategies, schoolar engagement and academic achievement in students of primary education.
Math self-efficacy and anxiety in Primary Education students: Gender differences
Mediation as a resource for the well-being of the family at the Family Meeting Point
NOOC: Creating a multicultural math classroom
Oral language stimulation program in the first cycle of Preschool education (0 – 3 years old)
Previous performance and motivational and behavioural commitment in school homework in primary school students
Psycho-Educational Intervention Proposal to ASD (Autism Spectrum Disorder)
Psychoeducational study of damaged neurocognitive profile of an mistreatment situation, abuse and/or negligence in early chilhood
Psychopedagogical Intervention for a student with Autism Spectrum Disorder in an early chilhood classroom
Scholar life quality. Perception of families in relation to the contribution of the educational community to the student’s scholar wellbeing.
School well-being and relationship between students
School wellbeing from the perspective of a group of children at risk of social exclusion
Social Education and Psychopedagogy: Bibliographic Analysis from 2015 to 2020.
Systematic review focused on reading comprehension, executive processes and working memory in ADHD.
Teaching professional development through the training modality in schools.
The Galician Teacher´s perspective on the quality of school life
The influence of the environment on the quality of school life
Achievement goals, learning strategies and academic performance in students of 6th grade of primary education
Analysis of the digital competency oh the students of the degree in primary education
Attention in communication and behavior in disorders of the autistis spectrum
Characteristics of Early Childhood Education students at the reading and writing beginning process. Case study.
Communitary Early Attention in Galicia. Analysis through a case study
Educational Intervention in Students with High Capacities
Effectiveness of an alternative communication system in a case of intellectual disability
Empathy and adoption
Gifted students: enrichment programme based on the PBL approach at fifth course in Primary School
Learning Strategies and Academic Performance in Students of Compulsory Secondary Education
Quality of school life, an approach to the concept based on the teaching experience
Quality of school life: Perspective of the students from High School
Resilience at school: understanding students with difficulties
Scholar and family orientation in SESN: a case study
The academic background and improving quality of teaching: analysis type of the academic formation in the schools.
The design of a proposal to improve the student´s motivation in the learning of English.
The development of communication in children with Autism Spectrum Disorder (ASD)
The quality of school life: vision and contribution of Primary Education students
Training needs’ analysis of Preschool Education’s technical collegues
Walking towards a inclusive sport project: a case study
Working guidance of drug addicts: Analysis of resources and intervention proposals offered by Xunta de Galicia
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
|academic year 2019/2020|