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 | 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 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Leaving rate | 2017/2018 | 10.34 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2019/2020 | 2,219 |
| Men | 2019/2020 | 499 |
| Women | 2019/2020 | 1,720 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2019/2020 | 117,100 |
| Credits on 1st enrollment | 2019/2020 | 108,800 |
| Credits on 2nd enrollment | 2019/2020 | 4,830 |
| Credits on 3rd enrollment and above | 2019/2020 | 3,487 |
| % credits repeated | 2019/2020 | 7.1 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2019/2020 | 52.77 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2018/2019 | 32 |
| Men | 2018/2019 | 3 |
| Women | 2018/2019 | 29 |
| Credits enrolled | Period | Value |
|---|---|---|
| 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 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2018/2019 | 50.63 |
| Evaluation rate | 2018/2019 | 93.33 |
| Success rate | 2018/2019 | 100 |
| Performance rate | 2018/2019 | 93.33 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2018/2019 | 96.33 |
| Graduation rate | 2017/2018 | 82.76 |
| Leaving rate | 2016/2017 | 0 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2018/2019 | 2,154 |
| Men | 2018/2019 | 481 |
| Women | 2018/2019 | 1,673 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2018/2019 | 116,000 |
| Credits on 1st enrollment | 2018/2019 | 107,900 |
| Credits on 2nd enrollment | 2018/2019 | 4,826 |
| Credits on 3rd enrollment and above | 2018/2019 | 3,320 |
| % credits repeated | 2018/2019 | 7.02 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2018/2019 | 53.85 |
| Evaluation rate | 2018/2019 | 94.15 |
| Success rate | 2018/2019 | 95.56 |
| Performance rate | 2018/2019 | 89.97 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2017/2018 | 38 |
| Men | 2017/2018 | 3 |
| Women | 2017/2018 | 35 |
| Credits enrolled | Period | Value |
|---|---|---|
| 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 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2017/2018 | 47.21 |
| Evaluation rate | 2017/2018 | 93.65 |
| Success rate | 2017/2018 | 99.73 |
| Performance rate | 2017/2018 | 93.39 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2017/2018 | 97.09 |
| Graduation rate | 2016/2017 | 96.77 |
| Leaving rate | 2015/2016 | 3.33 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2017/2018 | 2,129 |
| Men | 2017/2018 | 477 |
| Women | 2017/2018 | 1,652 |
| Credits enrolled | Period | Value |
|---|---|---|
| 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 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2017/2018 | 54.21 |
| Evaluation rate | 2017/2018 | 94.62 |
| Success rate | 2017/2018 | 95.32 |
| Performance rate | 2017/2018 | 90.19 |
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.
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
Activa Labour Market Policies. Legislative analysis of the last 10 years in the training for labour insertion
An education intervention proposal to students create digital resources on Red Cross social mediation center
Analysis of the demands and needs of the family in the process of educate a person with ASD: proposal of a personalized program focused on the person.
Burnout syndrome in the university teaching staff
Co-education on the educational laws
Ecology of learning for professional development: study with counselors of educational centers in A Coruña
Emotional intelligence and academic achievement in primary education
Factors that favor the labor insertion of people with disabilities
Future psychopedagogues perception of professional competences.
Goal orientation incidence in the will management
Inclusive education and the different modalities of schoolig: educational community assessment and improvement guidelines
Intervention for the approach of reading in Down syndrome: Case study.
Let’s Open Our Eyes: A training programme for teachers about Child Sexual Abuse (CSA)
Mediation as a conflict resolution strategy in the school environment of the Muros counsil
Overload and medical status perceived in carers of patients with mental illness and intellectual disability
Predictive value of reading skills: a longitudinal study.
Psycho-pedagogical intervention in students with Attention Deficit Hyperactivity Disorder (ADHS).
Quality of sleep, level of attention and academic results in adhd teenagers
Quality of sleep, use of technological devices and family communication in teenagers with ADHD.
Relations between executive functioning, theory of mind and autistic spectrum disorder. A bibliographic analysis.
Repercussion of physical activity on Attention Deficit Hyperactivity Disorder (ADHD): an exploratory study.
Self-regulated behavior and Early Childhood achievement.
Study on the relation between academic achievement and self-regulated learning in Primary School students
The history of special educational needs throughout educational laws.
The impact of the serious dependencies in the family environment: the mother as main caregiver. Analysis trough the study of a multiple case.
The School General Plan for Classroom Diversity as an analysis framework for Inclusive Education: a case study.
The textbook as a didactic resource in the classroom for early childhood education. Analysis of “Proxecto Pompas de Xabón”
The use of the ICT in a case of ADHD with co-morbid communication disorder.
Training of Professional Trainers in Spain: an evolutionary analysis of their role in today's society.
Vocational guidande in a high intelectual capacities case
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
| academic year 2018/2019 | |
|---|---|
| General offer | 23 |