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.
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2021/2022 | 35 |
| Men | 2021/2022 | 3 |
| Women | 2021/2022 | 32 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2021/2022 | 1,536 |
| Credits on 1st enrollment | 2021/2022 | 1,464 |
| Credits on 2nd enrollment | 2021/2022 | 48 |
| Credits on 3rd enrollment and above | 2021/2022 | 24 |
| % credits repeated | 2021/2022 | 4.69 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2021/2022 | 43.89 |
| Evaluation rate | 2021/2022 | 94.92 |
| Success rate | 2021/2022 | 100 |
| Performance rate | 2021/2022 | 94.92 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2021/2022 | 94.86 |
| Graduation rate | 2020/2021 | 91.3 |
| Leaving rate | 2019/2020 | 0 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2021/2022 | 2,062 |
| Men | 2021/2022 | 446 |
| Women | 2021/2022 | 1,616 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2021/2022 | 113,100 |
| Credits on 1st enrollment | 2021/2022 | 108,100 |
| Credits on 2nd enrollment | 2021/2022 | 3,541 |
| Credits on 3rd enrollment and above | 2021/2022 | 1,483 |
| % credits repeated | 2021/2022 | 4.44 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2021/2022 | 54.87 |
| Evaluation rate | 2021/2022 | 95.85 |
| Success rate | 2021/2022 | 95.9 |
| Performance rate | 2021/2022 | 91.91 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2020/2021 | 31 |
| Men | 2020/2021 | 4 |
| Women | 2020/2021 | 27 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2020/2021 | 1,502 |
| Credits on 1st enrollment | 2020/2021 | 1,472 |
| Credits on 2nd enrollment | 2020/2021 | 12 |
| Credits on 3rd enrollment and above | 2020/2021 | 18 |
| % credits repeated | 2020/2021 | 2 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2020/2021 | 48.44 |
| Evaluation rate | 2020/2021 | 91.51 |
| Success rate | 2020/2021 | 100 |
| Performance rate | 2020/2021 | 91.51 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2020/2021 | 98.04 |
| Graduation rate | 2019/2020 | 88.46 |
| Leaving rate | 2018/2019 | 3.7 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2020/2021 | 2,156 |
| Men | 2020/2021 | 479 |
| Women | 2020/2021 | 1,677 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2020/2021 | 115,600 |
| Credits on 1st enrollment | 2020/2021 | 110,300 |
| Credits on 2nd enrollment | 2020/2021 | 2,787 |
| Credits on 3rd enrollment and above | 2020/2021 | 2,458 |
| % credits repeated | 2020/2021 | 4.54 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2020/2021 | 53.6 |
| Evaluation rate | 2020/2021 | 96 |
| Success rate | 2020/2021 | 97.5 |
| Performance rate | 2020/2021 | 93.6 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2019/2020 | 36 |
| Men | 2019/2020 | 7 |
| Women | 2019/2020 | 29 |
| Credits enrolled | Period | Value |
|---|---|---|
| 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 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2019/2020 | 42.96 |
| Evaluation rate | 2019/2020 | 98.06 |
| Success rate | 2019/2020 | 100 |
| Performance rate | 2019/2020 | 98.06 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2019/2020 | 96.89 |
| Graduation rate | 2018/2019 | 85.19 |
| Leaving rate | 2017/2018 | 10.34 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2019/2020 | 2,214 |
| Men | 2019/2020 | 498 |
| Women | 2019/2020 | 1,716 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2019/2020 | 117,000 |
| Credits on 1st enrollment | 2019/2020 | 108,700 |
| Credits on 2nd enrollment | 2019/2020 | 4,829 |
| Credits on 3rd enrollment and above | 2019/2020 | 3,547 |
| % credits repeated | 2019/2020 | 7.16 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2019/2020 | 52.86 |
| Evaluation rate | 2019/2020 | 95.97 |
| Success rate | 2019/2020 | 97.93 |
| Performance rate | 2019/2020 | 93.98 |
These are the master thesis works that have been read in recent academic years. For more information, visit our search engine of final master thesis
Analysis and proposals for improvement of the Attention to Diversity Plan of a CEIP.
Emotional Self-awareness as a resource for students during homework completion.Research project.
How do Primary Education teachers conceive student´s well-being at school?
Indicators of the school well-being of Primary Education students
Interculturality, literature and identity formation in the Early Childhood Stage
Intervention program to improve communication in people with ASD.
Learning Ecologies in the professional development of Therapeutic Pedagogy teachers.
Learning strategies and emotional intelligence. A systematic review.
Psychopedagogical intervention for students with ADHD through contact with nature
Relationship between self-reported beliefs and emotions at university
Study about the participation of families with children with autism in the educational system
The importance of guidance in transition to adulthood. Child under the protection system.
Absent voices in the curriculum: a critical analysis through Cape Verdean popultation of Burela.
From self-concept to the elaboration of a personal project for labour insertion.
Guidance professionals task in early childhood education under teacher perception of active tutors.
Instructional strategies and resources in University Teaching.
Learning Tasks and Assessment Procedures in Higher Education.
Main Educational Needs presented by adoptive families throughout their schooling
Motivational profiles of Spanish students in PISA 2018
Needs detected at school by adoptive families of children under 12 years old
Professional development of educational guidance counselors through learning ecologies
School well-being in an exceptional situation in elementary education: students´ perception
Teacher training and development professional in times of pandemic: A study of case in Colombia.
The impact of nature on children with and without ADHD: the role of COVID-19
The importance of early care: concept and assessment from de population´s perspective.
The perception of educational inclusion in a school from the perspective of the guidance department.
Training needs for the integration of technology in the time of Covid-19.
A proposal for a psychopedagogical intervention with kids diagnosed with behaviour disorder.
Analysis of the digital textbook in today's educational environment
Behavioral self-regulation, academic motivation and skills acquisition in Early Childhood Education
Change and innovation oriented towards educational improvement.
Emotional difficulties and behavior in children of residential facilities
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)
Psycho-Educational Intervention Proposal to ASD (Autism Spectrum Disorder)
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
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
| academic year 2020/2021 | |
|---|---|
| General offer | 25 |