Guidance as a quality element in the Faculty of Educational Sciences in the University of Santiago de Compostela

The current social framework, characterized by complexity and change, requires new competences and qualifications, as well as professional profiles consistent with existing demands. Among the real transformations, stand out, for their relevance in the present work, those concerning the educational system, which has to expand its traditional role, with the University altogether, focused on the creation and transmission of culture and professional training, towards the student comprehensive formation. It is in this context, as a result of the approaches nominated by the European Higher Education Area (EHEA), where the need to provide personal attention to students is stated and also to promote a greater autonomy in learning, always considering the decisive period that the university educational stage is in their lives, so Guidance actions have to be considered basic and essential. There is a lot of research made about the guidance needs of university students, as well as those that assess Guidance services in such stage, assuming all of them a rethinking of such discipline in the university context. That is why this paper focuses on the Guidance actions conducted with students of the Faculty of Educational Sciences of the University of Santiago de Compostela (Campus Vida), with the basic aim of analyzing this reality and claim, if it is necessary, the proper fulfillment of the commitments in the personal attention area, where Guidance takes an important role.