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 | 2020/2021 | 357 |
| Men | 2020/2021 | 58 |
| Women | 2020/2021 | 299 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2020/2021 | 19,170 |
| Credits on 1st enrollment | 2020/2021 | 18,270 |
| Credits on 2nd enrollment | 2020/2021 | 516 |
| Credits on 3rd enrollment and above | 2020/2021 | 384 |
| % credits repeated | 2020/2021 | 4.69 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2020/2021 | 53.7 |
| Evaluation rate | 2020/2021 | 94.71 |
| Success rate | 2020/2021 | 95.6 |
| Performance rate | 2020/2021 | 90.55 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2020/2021 | 93.29 |
| Graduation rate | 2016/2017 | 58.82 |
| Leaving rate | 2018/2019 | 13.19 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2020/2021 | 2,162 |
| Men | 2020/2021 | 481 |
| Women | 2020/2021 | 1,681 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2020/2021 | 115,900 |
| Credits on 1st enrollment | 2020/2021 | 110,600 |
| Credits on 2nd enrollment | 2020/2021 | 2,787 |
| Credits on 3rd enrollment and above | 2020/2021 | 2,476 |
| % credits repeated | 2020/2021 | 4.54 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2020/2021 | 53.6 |
| Evaluation rate | 2020/2021 | 95.94 |
| Success rate | 2020/2021 | 97.47 |
| Performance rate | 2020/2021 | 93.51 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2019/2020 | 368 |
| Men | 2019/2020 | 53 |
| Women | 2019/2020 | 315 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2019/2020 | 19,930 |
| Credits on 1st enrollment | 2019/2020 | 18,470 |
| Credits on 2nd enrollment | 2019/2020 | 864 |
| Credits on 3rd enrollment and above | 2019/2020 | 588 |
| % credits repeated | 2019/2020 | 7.29 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2019/2020 | 54.15 |
| Evaluation rate | 2019/2020 | 95.6 |
| Success rate | 2019/2020 | 97.73 |
| Performance rate | 2019/2020 | 93.44 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2019/2020 | 93.87 |
| Graduation rate | 2015/2016 | 69.9 |
| Leaving rate | 2017/2018 | 11.11 |
| 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 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2018/2019 | 373 |
| Men | 2018/2019 | 50 |
| Women | 2018/2019 | 323 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2018/2019 | 20,870 |
| Credits on 1st enrollment | 2018/2019 | 19,480 |
| Credits on 2nd enrollment | 2018/2019 | 744 |
| Credits on 3rd enrollment and above | 2018/2019 | 648 |
| % credits repeated | 2018/2019 | 6.67 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2018/2019 | 55.95 |
| Evaluation rate | 2018/2019 | 94.11 |
| Success rate | 2018/2019 | 94.74 |
| Performance rate | 2018/2019 | 89.16 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2018/2019 | 93.41 |
| Graduation rate | 2014/2015 | 59.34 |
| Leaving rate | 2016/2017 | 11.76 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2018/2019 | 2,152 |
| Men | 2018/2019 | 481 |
| Women | 2018/2019 | 1,671 |
| Credits enrolled | Period | Value |
|---|---|---|
| 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 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2018/2019 | 53.85 |
| Evaluation rate | 2018/2019 | 94.13 |
| Success rate | 2018/2019 | 95.58 |
| Performance rate | 2018/2019 | 89.97 |
Success Not success Not presented
Success Not success Not presented
Success Not success Not presented
These are the end of grade works that have been read in recent academic years. For more information, visit our search engine of EOG works
A solution to school failure from Social Education: The Meraki Project
Analysis of negative stereotypes of formal and informal caregivers towards older people.
Associationism of Cariño´s Council and its social pedagogy implications
Being a woman in prison: a view from female professionals
Bullying and forgiveness in relation to psychological well-being in high school students
Bullying in compulsory secondary education centers in the region of Ferrol
Child participation in the town of Tomiño: case analysis.
Covid-19 as an incidental factor of educational exclusion: a view from Social Education.
Cultural associationism as a tool for the vindication of Galician culture.
Education projects for or Development and Global Citizenship with funding from the Xunta de Galicia
Emotional intelligence development project through theatre
Emotional, cognitive and behavioral effects of exposure to sexual content on the Internet.
Facing conflict in times of pandemic: interdisciplinary perspectives.
Family mediation and conciliation
Galician emigration and its participation in the region of Ferrolterra
Gender violence: a structural problem, a social scourge
Giving a voice to adolescent athletes: subjective well-being in their socio-educational institution.
Homosexual male prostitution. Approach from a socio-educational perspective.
Image and representation of the seniors in the digital press before and during COVID 19
Influence of dark personality traits on Jealousy and Cyberstalking in couples.
Interracial relationships in colonial terms: analysis of colonialism in interracial couples
IT’S UP TO YOU. Intervention project with students to end bullying in the classrooms.
Literacy among immigrants in Spain: What does the literature tell us?
Local development in the Galician countryside: the example of Triacastela
María Montessori: An approach from a historical and pedagogical perspective
Mass media. Consumption and effects by age groups.
Mass media. Consumption and effects by age groups.
Meraki: service-learning project to improve reception and coexistence in prison
Methodological proposal for the prevention of child-parental violence
Module 9 at the Teixeiro Penitentiary Center: hosting the PAIEM program
Nicknames in Galicia: Identity and social and territorial signification
NORTHERN VOICES: Design of a socio-educational project for people deprived of liberty.
Overload in caregivers of dependent elderly people
Participation of Children and Adolescents in the City Council of La Coruña
People in situation of homelessness. Re-thinking spare time from social education’s perspective
Prevent so as not to have to cure: Proposal for the prevention of gender violence in high school
Preventing truancy: a proposal for intervention
Proposal of intervention with adolescents. Drug use prevention program.
Psychological well-being and Life satisfaction of the elderly in times of Covid-19
Relationship betweet adictive behaviors and bullying and cyberbullying situations
Resilience mentoring: a socio-educational approach for people diagnosed with schizophrenia
Social educators´ incorporation into Spanish education system
Socio-educational approaches to filioparental violence in Spain
Socio-educational intervención programa: older active and together'
socio-educational project of intragender violence through a short film
Starting a co-educativon project in the prison context
The approach at the reality of Valdeorras distric. Studying of municipal tasks.
The inclusion of Social Education in Secondary schools
The social perception of climate change, the other pandemic.
The social representation of the pandemic
TRABALLANDO. Job placement project aimed at people diagnosed with Asperger's syndrome
Unprotected teenagers: difficulties in affective bonds.
Violence in adolescent social relations and emotional education as a prevention tool.
Women in a situation of homelessness in Spain: causes, profiles and programs
“Active Youth” An alternative leisure program at the Fórum Metropolitano.
“LA LETRA CON MÚSICA ENTRA”. Freirean pedagogy in the Human solidarity project
A brief guide centred on separated families' needs when fostering is needed
''A necessary approach: woman and drugs''
Aging in Galicia: analysis about an institutional services and resources
Alcohol addiction focused on gender: a study in the city of Coruña
Analysis with a gender perspective on the influence of the Instagram social network in teens
Approach to the child protection system: Residential care
Art as a promoter of community resilience. A proyect aimed at the homeless collective.
Associationism and participation: the case of A.C. Adro (Baio - A Coruña)
Bullying, a bibliographical review and analysis of the role of Social Education
Comunizarte: The genre through theatre of the opressed in rural Honduras
Cultural diversity in Galizan schooling: a critical view from Social Education.
Cultural management in the Galician local level: the functions of the Social Educator
Educating for freedom and responsibility. Philosophy Program for minors in social conflicts
Environmental education in rural primary education: presence and claim.
Fetal Alcohol Syndrome: consequences and intervention from Social Education
Homelessness: stigma and self-stigma. Voices sentenced by aporophobia.
Implementation project of the use of TIC as a pedagogical tool of the use of drugs.
Intervention program for perpetrators: a proposal from a gernder perspective
Literacy course for immigrants
Mental health and prison: analysis of programs and experiences from a socio-educational perspective.
Minors and Gender Violence. Educating for equality.
Mussel shells as waste: a look from the field of Environmental Education
Old age from the perspective of Primary Education. Myths and stereotypes in curricular material.
Porn: the new sexual education for teenagers
Program of prevention of school failure and absenteeism of minors under protection measures.
Promotion of gender nonviolence in a Social Insertion Centre (SIC)
Put (You) in value. Service-Learning Project with vulnerable minors in rural areas.
Real participation of gypsy women in their life project. Methodological keys for achievement.
Romantic love in prison. An investigation about national programs to solve sexist violence in prison
School failure: the role of social educators in educational institutions.
School violence by gender diversity: an educational analysis
'Sexuality in people with intellectual functional diversity: Intervention proposal aimed at parents'
Socio-educational project for Primary Education students of Galicia: ESTADA
Socio-educational project of Labor Orientation: Trans-fórmate.
Stereotypes and myths about old age since the student of Social Education
Stereotypes of elderly people in the cinema.
The dog as an educational tool in people with autistic spectrum disorder
The figure of the social educator in the school setting
The ICT: a learning tool to fight the feeling of loneliness in older people
The influence of the family on the development of people with intellectual disabilities
The purpose of life and engagement in university students of Social Education
The 'red gene': science at the service of an ideology.
The School Failure in the Gypsy Ethnic Group: 'Project Adding tools and Opportunities'
The sociocultural action of the municipality of Boqueixón. A look from social education.
Theatre of the Oppressed with homeless people. A fight against stigma.
Theatrical techniques as socioeducational tool for active aging in the older adult
Therapeutic writing in supervised adolescents.
Vulnerability in the primary classrooms due to the ICT: ciberbullying
We Rebel Against Gender Violence. Proposal for Prevention in an Adolescent Group
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 | 80 |