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Foreign students. By place of origin. Counties and Aran

Foreign students. By place of origin. Counties, areas and provinces Catalonia
European Union Rest of Europe Maghreb Rest of Africa North America Central and South America Asia and Oceania Total
SY 2009/10 20,879 6,755 42,891 8,383 517 62,744 13,676 155,845
SY 2008/09 21,029 6,707 40,690 7,587 515 65,615 12,880 155,023
SY 2007/08 19,646 6,322 36,520 6,814 502 62,508 10,515 142,827
SY 2006/07 7,974 13,725 33,080 5,962 489 55,417 9,067 125,714
SY 2005/06 6,939 11,268 29,613 5,035 450 49,086 7,866 110,257
SY 2004/05 6,111 8,505 24,834 4,135 408 41,706 6,242 91,941
SY 2003/04 4,721 6,956 20,699 3,314 393 36,385 4,493 76,961
SY 2002/03 3,756 4,660 15,355 2,346 337 24,417 3,138 54,009
Source:
SY 2002/03-SY 2003/04: Departament d'Educació. Servei d'Estadística i Documentació.
SY 2004/05-SY 2008/09: Departament d'Educació. Servei d'Estadística, Informació i Documentació.
SY 2009/10: Ministry of Education.

Last update: November 23, 2010.

Methodological note

Methodological aspects

The data on infant, primary and secondary education is taken from an exploitation of the data provided by the Generalitat de Catalunya's Ministry of Education or teaching centres at all education levels. The public sector includes data for the centres that depend on the Ministry of Education and other public administrations, while the private sector deals with privately owned centres.

In 1990 the Law for general ordering of the education system (LOGSE) was passed, which modifies the previous education system (LGE) of 1970. In the 1991/92 academic year the teaching approved by the new law was gradually introduced and the 2000/01 academic year was the first in which none of the teaching relating to the previous education system was still in existence.

However, the two education models coexisted over the long period of experimentation and implantation of the new education law.

The data on centres and teaching staff is given, on the one hand, for infant and primary education as a whole, and on the other, for secondary education, although it is often the case that centres and teachers overlap in terms of the different levels given.

The data on special education presented here corresponds to specific special education centres and specific special education groups located in ordinary centres. Integrated pupils are excluded.

The centres that provide specialist education in music, applied arts and design, dance, languages, dramatic art and the restoration and conservation of cultural assets are also in the process of adaptation to new curricular designs regulated by the implantation of the LOGSE.

The figures referring to adult education refer to students in public centres and classes that depend on the Ministry of Education.

Data are provisional.