Early Childhood Education Degree

First Year

Second Year

Third Year

Fourth Year

Merits

To achieve a merit, it is necessary to take the 5 optional subjects (30 credits) and carry out the 4th year practicum and end-of-degree dissertation related to the merit in question. Most optional subjects will be biennial, so each year there will be 6 optional subjects and between the two courses we will ensure the possibility of taking both merits.

Childhood  and Health Merits

Education in diverse contexts Merits

Documents

• Credit recognition table between CFGS (vocational training diploma) and undergraduate studies in Early Childhood Education

Basic Competences

CB1 - Students should have demonstrated that they possess and understand knowledge in a specific field of study, on the basis of general secondary education and at a level that includes mainly knowledge drawn from advanced textbooks, but also some cutting-edge knowledge in their field of study.

CB2 - Students should know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the construction and defence of arguments and the resolution of problems within their area of study.

CB3 - Students should have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical topics.

CB4 - Students should be able to transmit information, ideas, problems and solutions to both specialised and non-specialised audiences.

CB5 - Students must have developed the necessary learning skills to undertake further studies with a high degree of autonomy.

General Competences

G1 - To be familiar with, respect and promote the basic rights of individuals.

G2 - To show interest in up-to-date professional knowledge and be aware of the importance of lifelong learning.

G3 - To establish systemic connections between different fields of knowledge.

Transversal Competences

T1 - To act with a critical spirit by reflecting on knowledge in all its dimensions, showing intellectual, cultural and scientific concern and commitment to rigour and quality in professional demands.

T2 - To project the values of entrepreneurship and innovation in the exercise of their personal academic and professional pathway through contact with different realities of teaching practice and with a clear motivation towards professional development.

T3 - To interact in global and international contexts to identify needs and new realities that allow knowledge to be transferred to current or emerging areas of professional development, with the capacity to adapt and self-direct in professional and research processes.

T4 - To show ability for professional practice in multidisciplinary and complex environments, in coordination with networking teams, either in face-to-face or virtual meetings, through the use of information and communication technology.

T5 - To exercise active citizenship and individual responsibility with commitment to values which are democratic, sustainable and of universal design according to practices based on learning, service and social inclusion.

T6 - To use different forms of communication, both oral, written or audio-visual, in their own language and in foreign languages, with a high degree of correctness in the use, form and content.

T7 - To become the main actor of the training process itself in view of personal and professional improvement and the acquisition of comprehensive skills which allow the student to learn and coexist in a context of linguistic diversity, with diverse social, cultural and economic realities.

Specific Competences

E1 - To identify and understand the key elements and the general characteristics of child development for educational interventions that address the special needs of this stage.

E2 - To integrate and promote overall practices based on the principles of educational psychology, methodology and education and on a positive relationship with adults and peers in a way that is consistent with theories of learning at this stage.

E3 - To design and plan learning environments and sequences that enable the development of the curriculum through adaptation of materials and promotion of play.

E4 - To develop processes for the assessment of learning, individually and in groups, through techniques and strategies of teaching observation and documentation.

E5 - To work in contexts of diversity and inclusion in collaboration with families and other professionals and services, making use of strategies and resources to reduce barriers to learning and foster individual development.

E6 - To analyse, reflect on and promote the importance of teaching within the educational community, cultural life and society in general.

E7 - To manage and foster teaching and learning processes through tutoring in the early childhood classroom in a climate of tolerance and affective communication.

E8 - To acquire basic notions of the construction of knowledge in order to integrate these into educational activities that promote meaningful learning processes.

E9 - To promote language learning in early childhood education and in multilingual environments through strategies and resources which foster literary sensitivity and communication skills.

E10 - To understand the legislative and organisational framework of the educational system and of children's education, nationally and internationally, in order to learn about new educational policies that may enhance the quality of education.

E11 - To use information and communication technology and different types of audio-visual media, making full use of their communicative and creative potential.

As these are professional and vocational studies, the weight of the teaching practicum is important and progressive. Its distribution and structure as far as timing is concerned is as follows:

• Teaching Practicum I 2nd year 8 credits
• Teaching Practicum II 3r year 15 credits
• Teaching Practicum III 4th year 18 credits

The general objective of the practicum in the Degree in Early Childhood Education is to get closer to what it means to be a teacher globally as a profession: the teacher as a classroom manager, the teacher as a member of a collective in the school, the teacher as a professional who coordinates with other professionals in an interdisciplinary manner, the teacher who communicates with the professional world both to learn and to share their own experience.

Quality teaching practicums

The degree in Early Childhood Education at Umanresa envisages practicums to be a fundamental element in teacher training, and therefore we take special care in seeking the highest quality of these internships. To make sure that the practicum has the best impact possible, we work with two key concepts:

1. Experience good educational models

• Internships can only be carried out in schools which have been recognised by the Department of Education as training centres (ORDER EDU/122/2009, of 11th March).

• We place special emphasis on maintaining internship agreements with outstanding schools, that is, schools which are recognised in the educational community as references of pedagogical innovation.

2. Shares these models with the help of expert teachers

The internships in schools are combined with small group meetings (15-20 students) where the different models of schools of all participants can be contrasted. This possibility for complementary dialogue in addition to the actual practicum is considered as a basic tool in the training of future teachers, and takes the form of objectives:

• Through the eyes of expert teachers, to help students to interpret everything that happens in school and link this with the supporting ideas and models concerning our own characteristics and how we learn as individuals.
• To create groups of discussion and analysis of experiences and events that help to make sense of the concepts that arise from the different subjects.
• To change the educational conceptions that we have so deeply rooted in ourselves because of our own experience at school.
• To foster integration in a small group that allows everyone to express their ways of thinking and to contrast them with other classmates.
• To learn to function as a working group that sets common goals and where learning takes place thanks to everyone's participation.
• The teachers who lead these groups are professionals with well-established experience in the stage they deal with (0-3- or 3–6-year-olds).

Other considerations to take into account:

• We consider that having a group of trainee students in the same school provides the added value of being able to share with classmates the new knowledge generated and the possibility of recommending activities in the school that go a little beyond just specific and isolated ideas.
• We consider that it takes some time to understand the educational models of each school. The weekly meetings with the group together with the week spent in schools gives opportunities to exchange ideas with classmates and teachers, reflect individually, read, ...
• We consider it important that the practicum is linked as much as possible to the subjects and vice versa. We need contact with the classrooms to make sense of the theory while we need the theory to give foundation and be able to evaluate our teaching practice rigorously.

Therefore, the list of internship schools is chosen by the University and the calendar and schedule must adhere to the syllabus of the Educational Plan in each year. Only in special cases which must be seriously justified, can adaptations be made to the calendar-schedule of the practicum, always maintaining the criteria of quality. Attendance is rigorously mandatory both regarding the teacher training in the school and the working group meetings.

• Quality assurance system for practicums in the Early Childhood Education degree

List of collaborating centres in the practical training of students of the UManresa Early Childhood Education degree by school type:

Infant and primary schools

• Agrupació Sant Jordi - Fonollosa
• Arenal de Llevant - Barcelona
• Castell d'Òdena - Òdena
• Encants - Barcelona
• Epiqueia - Mediona
• Escola Andorrana - Andorra
• La Bressola - França
• Espai Educatiu l'Arrel - Berga
• Ítaca - Manresa
• Maquinista - Barcelona
• Marta Mata - Igualada
• El Martinet - Ripollet
• Muntanya del Drac - Manresa
• Pau Vila - Esparreguera
• Pistoia - Itàlia
• Pompeu Fabra - El Pont de Vilomara
• El Puig - Esparreguera
• Puigberenguer - Manresa
• Rellinars - Rellinars
• Riera de Ribes - Sant Pere de Ribes
• Riu d'Or - Santpedor
• Roser Capdevila - Terrassa
• El Roure Gros - Santa Eulàlia de Riuprimer
• Sant Ignasi - Manresa
• Serralavella - Ullastrell
• Valldaura - Manresa

Nursery schools

• La Casona - Terrassa
• Coloraines - Terrassa
• Dentetes - Sant Salvador de Guardiola
• Ginesta - Manresa
• Joaquim Blume - Sabadell
• Josep M. Céspedes - Sant Adrià del Besòs
• La Llum - Manresa
• Moisès - Terrassa
• Escuelas infantiles - Pamplona
• Petit Príncep - Manresa
• El Puig - Esparreguera
• Rexics - Canet de Fals
• Vallparadís - Terrassa

The UVic-UCC UManresa campus, in line with its internationalisation programme, fosters and maintains international affiliations with higher education institutions around the world. The Manresa International Relations Office works to disseminate, energise and strengthen relations with these institutions by promoting academic initiatives with a dual focus. One group which is targeted are students so that they can improve their knowledge of the profession in other countries and enhance their employability at the end of their studies. The other group towards whom this programme is directed are teachers and administrative staff at UManresa in order to create the dynamics for intercultural exchanges of information, research, teaching and collaboration in specific thematic areas that impact the quality of university education.

UManresa offers its users a variety of exchange options which are grouped into the following categories:

• Student Mobility

• Teaching and administrative staff mobility

Student Mobility

Through specific agreements for different studies, students from UManresa can benefit from the advantages of an academic exchange through various programmes. All are bilateral and involve receiving foreign students or students from other autonomous communities under the same conditions.

Erasmus+ Study Programme

A European-wide programme which currently mobilises more than 4 million students from European Union institutions through the establishment of bilateral agreements. The main objective of the Erasmus+ programme is to improve the qualifications and employability of participants, while modernising the education, training and work of young Europeans.

More information Programa Erasmus+ estudis

SICUE Programme

An exchange programme among Spanish university students. This allows some of the studies to be done at another state university with the guarantee of academic recognition. It aims to make it easier for students to learn about the reality of their chosen profession in other regions and communities in the country.

More information Programa SICUE

Individual Programme

This programme covers exchanges in European countries not covered by the Erasmus programme or those on other continents. Currently, UManresa has its own agreements.

More Information Programa propi

Erasmus+ work placements

Erasmus+ mobility for work placements is a sojourn of training in an institution from another country participating in the Erasmus programme, which is aimed at enabling students to acquire specific skills and improve their understanding of the socio-economic environment of the host country, while gaining work experience and improving their communicative and linguistic skills.

More information Erasmus+ pràctiques

Teaching and administrative staff mobility

This includes teaching exchanges as well as research and coordination stays, encompassed within the Rethinking Education strategy. Thishas a clear mission of internationalisation with the aim of improving the training and educational skills of teachers and workers in higher education institutions.

More information Mobilitat de PDI i PAS

Mobility scholarships and grants

There is a wide range of financial aid and grants for students who meet the requirements set by the chosen program. In most cases these requirements include accreditation of their language level. The various aid is designed to contribute to offsetting some of the expenses involved in conducting studies in other countries.

Exchange coordinators of each of area of studies disseminate the different opportunities available to students for each call for applications and in some cases financial aid is managed directly from the l’Oficina de Relacions Internacionals.

At UManresa, we prepare professionals for the Early Childhood Education of the future. Teachers in nursery schools or infant schools.

Educators in educational activities in non-formal settings: museums, environmental education centres, learning centres, summer camps.

Pedagogical advisors in the design of activities and/or materials aimed at children from 0 to 6 years old.

Profile of the graduate in Early Childhood Education

• A responsible, respectful, empathetic person, with ethical values and concern for others and the world, who loves their work and undertakes it with enthusiasm and a positive spirit.
• A qualified person with the necessary knowledge to decide with criteria in each situation what the best possible action is.
• A person committed to the education of their surroundings and who therefore participates and collaborates in everything that can contribute to the improvement of the quality of education.
• A person who is aware of the need to invest time in training throughout their professional life.
• A person who participates in discussion and work groups.
• A person who reads, who cares about information, who is interested in their local culture and who is open to citizen cultural movements and tendencies.

Objectives of the degree in Early Childhood Education

To train preschool teachers in the following areas:

• Early childhood from a globalising and integrating perspective.
• Curricular areas of early childhood education, evaluation criteria and didactic knowledge.
• Design and regulation of learning areas in contexts of diversity that attend to the educational needs of students, gender equality and respect for human rights.
• Promotion of coexistence both inside and outside the classroom, with understanding of the function, possibilities and limits of education.

Career opportunities for graduates in Early Childhood Education

Some of the career opportunities for graduates are:

• Public or private schools corresponding to the early childhood educational stage (nursery schools or infant schools)
• Hospital classrooms
• Companies dedicated to education in non-formal fields
• Educational services of museums and cultural institutions
• Companies dedicated to the creation of educational materials, etc.
• Working in the regulated profession of a preschool teacher in the stage from 0 to 6 years old
• Working in companies that provide educational services or creating their own company to provide quality service to schools or families in the field of education.

Document approved by the UVic-UCC Governing Council on 1 December 2015.

The Tutorial Guidance and Action Plan (POAT) was approved by the UVic-UCC Governing Council on 1 December 2015. In the implementation of this plan, the University has established how tutorial orientation and action is understood while also determining the fundamental principles and specific objectives to be achieved by students, teachers and the educational community.

The POAT applies to all UVic-UCC centres, be they individual, federated, associated, or affiliated, and develop annually according to the Centre Operation Plan approved in the respective centre governing councils. This operational plan allows identification of anticipated measures which must be applied to each of the degrees and allows for relevant monitoring and evaluation.

Priorities and objectives of tutorial actions

From the Manresa Campus of the UVic-UCC, we work to ensure that mentoring is present at all stages of the educational process: the pre-university, university and post-university stages. We believe that pre-university actions aimed at making the various professional roles known in the current context are important. It is of particular importance at the university stage to receive first-year students and that the follow-up be carried out using the Tutorial Action Plan. Finally, employment advice provided at the post-university stage is essential to help students make the transition between the academic and working worlds.

1.- PRE-UNIVERSITY

>>  General information about aspects linked to university life

Support and attention for students is obtained and disseminated through coordinated activities from community care services and other information units. This includes information on accommodations, scholarships, cultural and social activities, transport and other more specific issues.

Departaments of reference: Comunication and Marketing / Academic and Degree Secretary /  Information Point

>> Pre-university Orientation Workshops and Day events

Programme of activities organised annually, which may include:

• Visits and workshops to secondary schools or other bodies or institutions. Individual and personalised attention via meeting or telephone with each student who has pre-registered at the UVic-UCC.
• Open door days and participation in fairs 
• Workshops on professions, Information on degrees
• Information leaflets, videos, web 
• Specific day events for degrees, matinees (morning sessions), awards, etc..  
• Information on accommodation, transportation and grants

Departaments of reference: Comunication and Marketing / Director of Studies / Academic and Degree Secretary /  Information point

2.- UNIVERSITY

>> Tutorial Action Plan

All FUB undergraduate students have a tutor who accompanies them throughout their studies, and who is their reference person at the university. They are a teacher whose job is to follow-up with the student and help them in any matter related to the academic field. The tutor facilitates student integration into the university, advises them on their choice of subjects, informs them about work placements, encourages them to develop, and guides them on career, further training or research opportunities when studies are completed.

Pla d’acció tutorial

Departaments of references: Director of Studies / Tutor

>> Students with disabilities or other needs

The objective is to: Identify personalised support and orientation needs at registration and the start of the teaching; produce an individualised plan in accordance with the adaptation procedures approved within the framework of the UVic-UCC; and do a personalised follow up through the Student Advisory Service with Functional Diversity (SAEDF).

Departaments of references: Director of Studies / SAEDF

>> Students from foreign educational systems

These actions take place within the framework of specific degrees which have a significant number of students coming from foreign educational systems and are aimed at promoting rapid adaptation to our university and establishing a multicultural working environment.

Departament of references: Director of Studies / Office of international Relations

>> Welcoming exchange students

The Office of International Relations in collaboration with the different faculties and the department of Modern Languages organises and stimulates these actions.

Departament of reference: Coordinator of Study Exchanges / Office of Relations

>> General welcome to students

A set of actions aimed at facilitating the adaptation, familiarization and dynamics of the University. These are organised according to the students' specific needs, whether they are first year, bachelors or masters degree students.

Departament of reference: Director of Studies

>> Cultural and Sports Activities

Participation in activities of different types is promoted on the (university) website. These activities allow work groups and interest groups on a particular subject to be formed. 

Departament of reference: Comunication and Marketing

>> The Virtual Campus

The Virtual Campus is a space which includes information on the different academic aspects of the degree, mainly in relation to the academic and studies secretary. On this site students can also find access to the online classrooms of subjects.

Departament of reference: Director of Studies / Academic and Studies Secretary

>> Labour market

This service is offered to students and alumni with the will to merge student interests and those of the working world. The labour market has a twofold objective: on the one hand, to offer students the possibility of implementing in the world of work the knowledge they have acquired at university thereby facilitating entry into the labour market; and, on the other, to channel job offers or demand received by the University from professionals, institutions, companies or other types of centres. 

Departament of reference: Labour Market Service and Labour Guidance

>> Orientation for the preparation of final projects

The production of the final project of the degree is an important stage in the student's educational path. This is why orientational actions are intended to facilitate this academic process and ensure maximum use by the student.

Person of reference: TFG Coordinator

>> Orientation for exchange programmes

The Office of International Relations, along with the heads of the degrees, carries out a set of initiatives to make known the various exchange proposals which are able to take on students and the procedures (both administrative and academic) which must be carried out in the event of participating in an exchange.

Departaments of reference: Office of International Relations / Exchange Coordinator

>> Orientation for the Work placement process

Specific actions of both administrative and academic types on what a work placement process involves.

Person of reference: Work placement coordinator / Academic and Studies Secretary

>> Orientation on optional subject selection

A set of actions aimed at helping the student choose optional subjects for their qualification and define their personal educational pathway. This is carried out using the Tutorial Action Plan.

Person of reference: Tutor

>> Entrepreneurship Support Service

This programme is aimed at spreading and promoting entrepreneurial culture and innovation. It has a cross-sectional focus on the University and acts both among students of different studies and among teachers or staff. It also promotes actions aimed at the entire population, beyond the strictly university environment, with the will to make the university a dynamic agent of the local economy.

Departament of reference: Entrepreneurship Service

>> Language Support

Actions are launched by the department of Modern Languages in order to provide individual support and advice for language accreditation as well as to provide information on the courses offered for improving language learning.

Departament of reference: Department of Modern Languages

>> Library and Self-Learning Room support

A set of actions energised by the library and the self-learning room aimed at promoting support for learning in information skills, conducting academic work, learning languages, etc.   

Departament of reference: Library of the University Campus of Manresa (BCUM)

>> Digital and Technological Support

A set of training and consultative actions are performed by the technical units of the IT area or the information systems service for student optimisation of the tools and services offered. 

Departament of reference: Information Systems

>> Company or institution visits

They are linked to the development of the different subjects or developmental actions of the qualification.

Departament of reference: Director of Studies

3.- POSTUNIVERSITÀRIA 

>> Alumni 

Participation in the set of activities promoted by the university aimed at UVic-UCC alumni

Department(s) of reference: Alumni

>> Entrepreneurship Unit Office

This advisory space for graduates advises, guides and supports different processes linked to self-employment, entrepreneurship and business creation.

Department(s) of reference: Entrepreneurship Service

>> Job placement plan

Document approved by the University Governing Council describing objectives, tasks and actions in a given time period, for job promotion of students and graduates of the UVIC-UCC.

Department(s) of reference: Job Market Service and Job Placement

1. Introduction
The Final Project of the Degree is a fourth-year assignment aimed at integrating learning acquired throughout the degree. It consists of the production and defence before a panel of a project incorporating the areas of interest of each of the studies that are taught at the Manresa Campus of the UVic-UCC. During the process, students will be guided by a tutor who will advise them on how to achieve the goals set in each case.

2. Requirements for registration
According to the academic rules of UVic-UCC Degree Studies, "to be able to formalise the TFG registration, the student must have enrolled in all required subjects for the degree or have 210 approved ECTS, including those of first and second subjects." Students can register for the TFG only once, unlike the rest of the degree subjects.

3. Topic Selection
Each area of study selects those topics it considers to be of interest. Students then propose projects included in this subject matter. In addition, and as an exception, work on other subjects is contemplated in the proposal of the students themselves, although it will have to be studied and approved.

4. Coordinators and tutor assignment

To track and ensure the quality of the final project of the degree, there are three key figures. On the one hand, there is the coordinator, who monitors the assignment and validates the chosen topic, coordinates tutors and panels, supervises the assessments, and, if applicable, manages agreements with centres or companies.

Additionally, they can provide some sessions in groups. On the other hand, the tutor is responsible for guiding students assigned throughout the process of producing the final project of the degree and evaluating it, according to the percentage defined by each curriculum. During the process, the tutor will also have to fulfil the task of writing follow-up reports on the state of development of the final project. Lastly, the tutor will be part of the panel which will assess the final project. The tutor is responsible for producing the final report. Finally, the figure of the reviewer, who accompanies the tutor in the TFG evaluation and monitoring process at specific times determined by each type of study, will be part of the panel, along with the tutor. Their aim is to advise and accompany the evaluation process at its critical times to the tutor, supporting the tutor in monitoring the TFG.

5. Tutorial and Assessment Process
The final project of the degree is a guided project which considers both the work supervised and directed by the tutor and, above all, the student's individual work. Throughout its development there are different moments of tutor/revisor/coordinator/student interaction. There is a number of mandatory face-to-face tutorials set up in which the tutor will return the student's work with relevant comments so that progress in the development of their project can be made. Moreover, this will all be documented through the completion of the follow-up forms. At the same time, the end of degree project will be evaluated throughout the various established moments along with the punctual support of the reviewer. At the end of the process, the tutor fulfils the authorisation form in which the student is authorised or denied submission of the final project of the degree. This authorisation will also be endorsed with the agreement of the reviewer who has accompanied the TFG monitoring and evaluation process. The assessment and the corresponding weights at each moment of the final degree project will be specified in the teaching guide of each study. The final version of the final project of the degree must be submitted in digital format.

6. Panel Composition and Function

The student will have to submit and defend the final project of the degree before a panel of three people: a chair, a secretary and a member. One of them will be the tutor of the project and the other two will be experts in the field and/or methodology, who will have developed their role as reviewers of the same project. Prior to the day of the presentation of the final project, each member of the panel will have to send the final project coordinator a brief report on the work they have assessed. The panel will reach a consensus grade. If a consensus is not reached, the average of each of the individual mark awarded by each member will be applied. Each student will have a maximum time of 15 minutes to present their project, plus 10 additional minutes to address questions, if necessary. Once the student has presented the project, the members of the panel will be able to ask questions, make suggestions or ask for any clarification they consider appropriate. The student will then have to leave the classroom so that the panel can deliberate and assess the presentation according to the criteria set, and then produce the corresponding minutes.

The presentation can be made in Catalan, Spanish or English and can be accompanied by audio-visual media, if considered appropriate.

7. Support Documents
There is a specific document for the final project of each degree (Teaching Guide to the Final project of the degree) where details and the calendar are specified for each case. The rules on the presentation of projects of the Bages University Foundation is a general document which specifies the formal characteristics which the written document must have.

8. Computer applications

The follow-up and assessment of the final project of the degree will be done using the Virtual Classroom of Final Project of the Degree (of each area of studies). This site contains the general documentation for developing the final project and is the site which stipulates the different deliveries and the final delivery of the document. This classroom is accessible to different tutors, reviewers and the TFG coordinator.

In the qualifications management section of the programme, the coordinator will set the weights of the assessment of the TFG. The different tutors will communicate to them the marks of their tutorials and will be responsible for publishing them / making them public at the agreed time.

Premis als millors TFG - Premis Talent

SGIQ (Internal Quality Assurance System)

The internal quality assurance system (SGIQ) is a key element in the validation of official university degrees and in the functioning of UVic-UCC teaching centres. In addition, it is one of the requirements set out in the different rules governing these teachings.

On the one hand, since 2007, for the introduction of new certification of a bachelor's, master's and doctoral degrees, Royal Decrees 1393/2007 and 99/2011 require that they count on an introduced SGIQ. In the case of the Uvic-UCC the design was evaluated at the verification stage of the system in 2008. On the other hand, since 2015, Royal Decree 420/2015 establishes the institutional accreditation in which the introduced SGIQ of certification is the central axis of this recognition.

For this reason, the UVic-UCC teaching centres confirm that their actions ensure the achievement of the objectives associated with teaching of the degrees they offer, fulfilling their quality policy through their own formally established and publicly available SGIQs.

• SGIQ UVic-UCC mark
• Map of processes
• Processes and Procedures

Satisfaction of groups of interest

• Satisfaction of group of interest

Internal indicators

Quality of formative programme (Standard 1)

• Access Enrolment

• Matrícula total

Adequacy of teaching staff in formative programme (Standard 4)

• Hores d’impartició de docència a l’aula – HIDA  (Subestàndard 4.1)
• Enquestes de satisfacció envers la docència rebuda (Subestàndard 4.2)

Satisfaction surveys towards instruction received (Estàndard 5)

• Mobilitat 2019-2020
• Mobilitat 2020-2021

Quality of the results of educational programmes (Standard 6)

• Rendiments acadèmics
• Qualificacions d'assignatures

External Indicators

Indicators of University Studies of Catalonia: EUC

Studies of Job Placement

To obtain further information on the job placement rates of the ADE degree, consult Job Placement Studies that the University of Bages Foundation has carried out.

Internal assessment reports

Follow-up reports and UManresa Improvement Plans

Year 16-17

• ISC Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 17-18

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 18-19

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 19-20

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 20-21

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

ISC Faculty of Social Sciences of Manresa

PMQ Faculty of Social Sciences of Manresa

ISC- Follow-up Report of the Centre

ISQ- Quality Follow-up Report of the Centre

PMQ- Quality Improvement Plan of the Centre

Self-reports of accreditation

Self-report 2021

External evaluation reports

Portal of evaluation reports of the Agency for Catalonian Universities Quality System

National Agency of Quality and Accreditation: ANECA

Dean of the Faculty of Social Sciences of Manresa
Dr. Marc Bernadich Márquez
mbernadich@umanresa.cat  

Head of Early Childhood Education Studies
Dra. Montserrat Pedreira i Álvarez
mpedreira@umanresa.cat

Teaching Coordination
Dolors Vázquez Carrasco
dvazquez@umanresa.cat

Teaching Practicum Coordination
Irene Tort Cots
itort@umanresa.cat

Coordination of Final Projects of the Degree
Dra. Ester Teixidó Compañó
eteixido@umanresa.cat

Coordination of Mobility and Research Programmes
Dr. Gabriel Lemkow Tovias
glemkow@umanresa.cat  

Simulation Coordination
Laura Torreguitart Llauradó
ltorreguitart@umanresa.cat 

Secretary's Office for Studies
Ricard Giménez Martín
rgimenez@umanresa.cat

Classrooms

26 classrooms with different capacities for theoretical classes

• 10 small classrooms (capacity between 20 and 40 people)
• 8 medium-sized classrooms (capacity between 40 and 60 people)
• 8 large classrooms (capacity between 60 and 80 people)

1 computer room with a capacity for 40 people equipped with 33 laptops

1 room for music and dance

1 art laboratory with the necessary equipment

1 media laboratory with the necessary equipment

1 gym with the necessary equipment

1 assembly hall with a capacity for 200 people

All classrooms are equipped with a computer, a video projector, a screen, speakers and connection to the computer network and internet.

The Lab 0-6

Since January 2016, the Early Childhood Education degree has had the Lab 0_6 at its disposal. This is a centre dedicated to discovery, documentation and research for scientific education at an early age, which provides school and family visits for children up to 6 years old under the supervision of the university's teaching staff and with the guidance of teachers trained in Umanresa.

The Lab represents an important resource to link theory and practice in the training of future teachers, which provides:

• For children, the opportunity to have positive experiences of exploration and discovery in the field of science.
• For students, opportunities of training and investigation in different subjects and in the end-of-degree dissertation.
• For teachers, direct contact with preschool children and the possibility to test and research new activities.

• For the community, to learn about and enjoy the innovative programmes that are generated within the university.

Study rooms

The Centre has 2 study rooms with 15 and 6 computers, respectively, with internet access. The rooms are equipped with tables and chairs that allow individual and group work.

Online resources

The degree students can log on to the following:

• An intranet where all the documentation of interest of the degree can be accessed.
• A Moodle platform for all subjects of the degree, which can be accessed from the intranet.
• A communication forum which is used basically in the tutorial action plans and the practicum subjects. It is accessed from the intranet.

Biblioteca del Campus Universitari de Manresa

Early Childhood Education – 1st year

• First Year timetable
• First Year timetable (via recognition of CFGS vocational training diploma)
• First Year calendar

Early Childhood Education - 2nd year

• Second year timetable
• Second year timetable (via recognition of CFGS vocational training diploma)
• Second year calendar

Early Childhood Education - 3rd year

• Third year timetable
• Third year timeteble (via recognition of CFGS vocational training diploma)
• Third year calendar

Early Childhood Education - 4th year

• Fourth year timetable
• Fourth year calendar