Abstract:

The establishment of the Bologna paradigm in the second decade of the 21st century has coincided with a greater presence in the classroom of students with a low socioeconomic profile who need to work. The implementation of the credit system and the Bologna model has generated more difficulties for those students to reconcile studies with work or family care. More class attendance is required to carry out the activities and obtain the credits, which are defined in terms of hours of academic work. Most of this work is scheduled to be carried out in the classroom at specific hours. However, the Bologna model advocates flexibility and inclusion. Given this contradiction, it is appropriate to carry out a study of the regulations to find out the origin of the dilemma, that is, how the methodological rigidity applied in the classroom coexists with the legislation. The methodology consists of the analysis of all the regulations that affect higher education in a European country: Spain. The regulations for university studies and higher artistic studies are revised since the latter are not included in the Spanish university system but they correspond to degrees at levels 6 and 7 of the European Qualification Framework. This work shows that on-site attendance is not compulsory. The role of teachers, according to the regulations and the Bologna model, is to facilitate the learning of students, especially the most vulnerable, so that they can study and learn even if they cannot attend class regularly due to difficulties in reconciling their academic life with their personal life. Therefore, the teaching methodology should be rethought.

Keywords:

Studies and work, Reconcile, Bologna, Regulations, non-traditional students.