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 partner-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.

The Education for development (ED) is presented as a process educational whose goal is to promote engaged citizens development. The topic is of interest in the context of the diary for the UN Post-2015 development . This article addresses, from a pedagogical perspective, the question of whether DE should have its own space in the compulsory Education in Spain, as advocated by some sectors linked to Cooperation for Development development, or whether it should rather be integrated into other educational approaches that are worked on in schools. To resolve this question, the following steps are taken: to study the results of the research on the presence of DE in compulsory Education ; to understand how DE is conceptualised in Spain; and finally, to consider whether it should play a greater role in the curriculum of the compulsory Education . It is concluded that it is necessary to highlight and integrate DE into the school curricula of Education social, ethics and citizenship in compulsory Education . The main reason is that Education is a means, an end and a fundamental element of human development .

Women's participation in human development , both as a process and as , is a priority theme in the and as result, is a priority theme in the programs of study that serves as the basis for promote policies for the promotion of development all over the world. This can be seen in the work of the United Nations. In this research, the Education is of great importance for all people, and especially for all people and especially for women. In this article we first briefly look at the state of the art of topic: women, development and promotion of development. Secondly, we will analyse how this content is contemplated in the for the in the Education for the development (ED); this is a approach educational which is to train an active citizenry and manager of the human development that can work locally with a global projection. can work locally with a global projection. We focus on the approach of DE in the Spanish context. We conclude that when DE has been promoted in Spain the central theme of goal has been women and human development following international trends.