An Innovative Decision
In a surprising move, the Universitat Ramon Llull-Blanquerna (URL) took the initiative in 2022 by requesting the Agency for the Quality of the Catalan University System (AQU) and the University Council for the possibility of admitting students of Education without having passed the entrance exams.
This proposal, despite the initial resistance of the deans of the public education faculties, was approved, paving the way for a new dynamic in admission to education degrees in Catalonia.
An Enthusiastic Reception
The International University of Catalonia (UIC) followed the URL’s example, marking a significant change in admissions policies to its faculties.
This new flexibility caught the attention of prospective students, leading to a dramatic increase in applications for admission to teacher education programs at these institutions.
A Growing Trend
The Abat Oliba University and the University of Vic (UVic-UCC) have followed suit, also eliminating the requirements for aptitude tests for future teachers.
This policy change has resulted in a considerable increase in the number of students interested in pursuing a career in education, evidencing a new perspective on the admission processes at Catalan universities.
A Long Term Vision
Beyond the simple changes in admission requirements, the University of Vic has promoted a debate on the effectiveness of aptitude tests as a criterion for evaluating future educators.
This reflection is part of an effort to ensure the quality of graduates of education programs, opening the door to innovative alternatives to assess students’ abilities.
A Gradual Transition
Despite these changes, Catalan public universities maintain their adherence to aptitude tests as a requirement for admission to education programs, underscoring the diversity of perspectives in the Catalan university system.
This transition towards a new admissions philosophy is carried out gradually, respecting the different visions and approaches of the educational institutions.
conclusion
The progressive abandonment of aptitude tests to access education programs at Catalan universities marks a turning point in the history of higher education in the region.
This new direction not only simplifies admissions processes, but also raises fundamental questions about how to evaluate and ensure the quality of the training of future educators.
