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Foreign students. By place of origin. Counties and Aran

Foreign students. By place of origin. Counties and Aran Catalonia
European Union Rest of Europe Maghreb Rest of Africa North America Central and South America Asia and Oceania Total
SY 2022/23 36,909 16,941 58,564 13,638 1,108 62,127 30,545 219,832
SY 2021/22 35,821 11,682 61,039 13,314 1,070 51,612 29,815 204,353
SY 2020/21 34,501 11,459 62,794 13,085 1,000 50,347 29,551 202,737
SY 2019/20 31,919 11,097 62,812 12,909 1,019 47,993 29,732 198,727
SY 2018/19 30,332 10,130 58,368 12,115 1,435 40,886 27,554 181,936
SY 2017/18 28,957 9,428 55,042 11,454 786 37,956 25,470 170,141
SY 2016/17 27,289 8,738 52,183 10,795 734 35,184 23,603 159,509
SY 2015/16 26,382 8,357 54,785 10,966 643 36,260 22,729 161,500
Source:
SY 2015/16-SY 2018/19: Ministry of Education.
SY 2019/20-SY 2022/23: Ministry of Education.
Note: El total de Catalunya inclou els alumnes estrangers matriculats a educació especial.

Last update: April 3, 2024.

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.