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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 2013/14 24,219 7,817 56,338 10,855 601 44,319 20,713 164,862
SY 2012/13 24,017 7,775 54,813 10,652 583 50,598 20,041 168,479
SY 2011/12 23,361 7,557 52,100 10,268 587 55,969 18,738 168,580
SY 2010/11 21,798 7,050 47,369 9,144 563 59,423 16,363 161,710
Source: Ministry of Education.
Note: Law 23/2010, of July 22, on the creation of the area of Penedès, divides Catalonia into eight territorial planning areas. This change implies that the data for the Metropolitan Area, Central Counties and Camp de Tarragona are not directly comparable with previous years.

Last update: July 20, 2015.

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.