Background/objective: Adult Lower Secondary Education is an education program for basic qualifications for the labor market. Our study aimed to compare lifetime mental health problems between current Adult Lower Secondary Education students and higher Vocational Education students, as the former constitutes a highly distinct and understudied group. Methods: Findings were based on a cross-sectional self-report survey. Lifetime relative odds of occurrence of mental disorders [i.e., psychiatric disorders typically diagnosed in adults, learning difficulties or deficit hyperactivity disorder (ADHD)] were compared between Adult Lower Secondary Education students (n = 134) and Vocational Education students (n = 149). Results: While the frequency of mental health problems was high in both groups, psychiatric disorders typically diagnosed in adults were more common in Adult Lower Secondary Education students than among other students. Vocational Education students reported higher rates of ADHD. Conclusion: There is a need for additional psychological resources for Adult Lower Secondary Education students, an educational level that is the last path for many to acquire a basic degree.

Development Education (DE) has been gaining its own identity in Spain. The practice started in the context of NGOD, a context in which not only is DE still actively present, but also one in which it exerts considerable influence. DE has been reclaiming its own space and rationale and managing to find its way into all the educational contexts. But for this process to continue there should be institutional support translated into legislation which promotes its implementation. In this article we shall first study the principal conceptualization of DE in Spain and give a brief historical overview. In the second part the major milestones of DE will be highlighted in both non-formal and formal contexts. Namely, we shall look in more detail at the legislation which has enabled progress for DE.

University has the responsibility to train professionals, which means providing people with the necessary competences to face the world with an engagement to social justice. This paper presents a service-learning experience (SL) -and its evaluation-as a way of collaboration, service and improvement of community. Firstly, this work analyses SL and its theoretical context as a methodology in relation to community development and emotional intelligence. Secondly, a SL experience, conducted in grades of education at the University of Navarra, is described. The objective has been to accompany the students in the analysis of the socio-educational action and capacitate them to intervene pedagogically in specific areas. Finally, the evaluation made through satisfaction questionnaires is presented; also a scale analysis of professional skills worked, made to that effect. The results show that methodologies such as SL allow achieving a high degree of satisfaction, engagement and motivation of students for the task required.

La Educación para el Desarrollo (ED) se presenta como un proceso educativo cuyo objetivo es el de promover ciudadanos comprometidos con el desarrollo. El tema cobra interés en el contexto de la Agenda para el Desarrollo Post-2015 de Naciones Unidas. En este artículo se aborda, desde una perspectiva pedagógica, la cuestión de si la ED tiene que contar con un espacio propio en la educación obligatoria en España, tal y como se defiende en algunos sectores ligados a la Cooperación al Desarrollo, o más bien debe integrarse en otros enfoques educativos que se trabajan en la escuela. Para resolver esta cuestión se siguen los siguientes pasos: estudiar los resultados de la investigación sobre la presencia de la ED en la educación obligatoria; comprender cómo la ED está conceptualizada en España; y por último, sopesar si ha de tener un mayor protagonismo en el currículo de la educación obligatoria. Se concluye que es necesario destacar e integra la ED en los programas escolares de educación social, ética y para la ciudadanía en la educación obligatoria. La principal razón es que la educación es medio, fin y elemento fundamental del desarrollo humano.

La participación de las mujeres en el desarrollo humano, como proceso y como resultado, es una temática prioritaria en los estudios que sirven de base para promover las políticas de impulso del desarrollo en todo el mundo. Así se observa en el trabajo de Naciones Unidas. En estas investigaciones la educación tiene una gran importancia para todas las personas y de manera especial para las mujeres. En este artículo estudiamos primero y brevemente el estado de la cuestión del tema: mujer, desarrollo y promoción del desarrollo. En segundo lugar analizamos cómo se contempla este contenido en la Educación para el Desarrollo (ED); se trata de un enfoque educativo que se decanta por formar a una ciudadanía activa y responsable del desarrollo humano que pueda trabajar localmente con una proyección global. Nos centramos en el planteamiento de la ED en el contexto español. Concluimos que cuando se impulsa la ED en España se ha tenido como objetivo central la temática de la mujer y el desarrollo humano siguiendo las pautas de tendencia internacional.