Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The purpose of this contribution is to man the Culture of Peace aircraft by operating four of its independent but interconnected engines through mediation. On the one hand, the Sustainable Development Goals (SDGs): 4 -Education- and 16 -Peace, Justice, and Solid Institutions-. And, on the other hand, Alternative Dispute Resolutions (ADR) and Online Dispute Resolutions (ODR), in general, and mediation, as a connecting bridge between all of them, in particular. International flight that will land in one of the Institutions that, in our view, has more and greater responsibility in the construction of the SDGs and the Culture of Peace in our society: the University. All this, from the innovation and the present time, applied in a concrete way to Spain, through two Drafts of the Law of Justice and Education that, feasibly, will enter into force in 2022: The Draft of the Law of Procedural Efficiency Measures of the Public Service of Justice (2020, 15th December) and the Draft University Coexistence Law (2021, 25th May). On this basis, a mediation proposal for Higher Education has been made: The UNIMEDIA Project: a University that mediates -dialogues, negotiates and agrees when managing conflicts-, as a model, trainer and guide in peaceful coexistence, contributing like this in an essential way to the Culture of Peace, within the framework of the SDGs, Agenda 2030.

This paper analyses whether the fundamental right to education in article 27.1 of the Spanish Constitution (CE) and the aims of the educational action of the public authorities set out in article 27.2 of the CE would require or, at least, make possible the insertion in the Spanish educational system a subject of Constitutional Education, that is, training in the Constitution at the compulsory levels of the education system. To this end, we first examine, in terms of general theory, some of the fundamental issues of Constitutional Education: the characterisation of this new type of education; its differentiation from other similar disciplines whose object is not the exposition of the Constitution, but that of social coexistence; its foundation, as an instrument of a kind of paid defense of the Constitution and the constitutional order; and, finally, its status, insofar as Constitutional Education is an education for human rights and gender equality, as an instrument for the achievement of the goals of SDG no. 4. On the basis of these general questions, we conclude that our Constitution, although it does not expressly declare the compulsory nature of its teaching in Primary and Secondary Education, allows it and that the question of the implicit existence of this compulsory nature deduced from the aforementioned articles 27.1 CE and 27.2 CE in relation to articles 27.5 CE, 27.3 CE and 9.2 CE could even be legitimately raised.

Education as human right, and its dimension within the sustainable development objectives, have found a convergent point in education in values, in what has been denominated education in rights. From this idea, it is promoted a human right respect culture, to which it ought be a contribution from all the education levels, including post degree. As a part of this aims, the post degree formation in criminal law specialization has a special significance, for the criminal law may be considered the area of most human right jeopardy. Therefore, is needed to form a well and vast knowledge professional, but also acting subjects of rights who promotes human dignity respect. Form this assumptions, we approach to the experience of the Criminal Law Specialists program of degree, developed in the Faculty Law of the University off the Oriente in Cuba, to evaluate if its conception and execution responds to education in human rights, as an expression of the education in values, and the transference of sustainable development objectives into the academic, professional and civil society.

The Clinical Legal Education movement expanded from the United States to the world, as well as to more than one hundred and fifty European universities, among which Spain currently has the Spanish Network of Legal Clinics that adds twenty-six legal clinics from various Spanish universities. In this article we will analyse how to promote the transfer of the Sustainable Development Goals of the United Nations (SDGs) to civil society, professional, academic, etc., through the use of the clinical methodology of legal education, with special attention to the Coordinated Teaching Innovation Programme (TIP) of the Legal Clinics of the University of Oviedo that deals with the introduction of the SDGs in the learning-service of legal clinics.

The debate over the State appropriate role in education has been persisted in Spain. The understanding of the current meaning of "education", - seated seamlessly in the pedagogical field - does not have its corresponding reflection in the socio-political field. This paper analyses, on the one hand, the axiological contents of target 4.7 of the 2030 Agenda and its implementation in Spanish formal education; on the other, the latest controversies originating from their transmission values in the Spanish educational field: the so-called parental pin-, which consists of leaving parents the power to expressly authorize the participation of their children in any complementary activity with content of an ethical, social, civic, moral or sexual nature; and, the opposition against the new educational reform, Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (hereinafter LOMLOE). This study proposes a more comprehensive interpretation to Article 27.2 CE to better advance the path towards education based on values according to the 2030 Agenda goals.

It is increasingly common in universities to implement active methodologies that move away from the classic one-way session and favour the cooperative construction of knowledge. As members of the teaching innovation project at the University of Seville The Challenge in Higher Education: Learning with ECO, we have applied the ECO method (Explore, Create and Offer) for learning Constitutional Law and, specifically, human rights in the framework of the Agenda 2030. The students work organised in stable teams and undertake an Exploration phase to detect constitutional problems with the aim of Creating, developing and implementing a feasible project that is Offered to society as a possible solution. Through this process guided by the professors, students delve deeper into a central issue for Constitutional Law and, at the same time, become aware that their learning has a clear practical vocation. In this way they develop their social commitment through the useful knowledge transfer.

This paper analyses the relation between the fundamental right to education, as described in article 2 of Protocol No. 1 to the European Convention for the Protection of Human Rights and Fundamental Freedoms, and suspension from school, a disciplinary action that may entail a long estrangement from the place where formal education occurs. It also considers some different attitudes towards the way education and punishment relate and sets out the reasons that lead to a long suspension according to the Spanish education law and the Spanish and the European Court of Human Rights case-law. Finally, it cites the cases in which the European Court of Human Rights has considered suspension from school a disproportionate measure and thereupon at odds with this fundamental right to education.

Teaching, University, social responsibility, Sustainable Development Goals and ethical commitment find accommodation in the teaching methodology of service-learning, a method that is called to play an increasingly important role in the training of our university students. This work provides the main characteristic notes of this method and some keys on how to guide efforts to achieve the SDGs based on the experience of the Social Action Legal Clinic of the University of Salamanca.

The aim of this article is to analyse the decisive role that public universities have to play in meeting the sustainable development objectives set out in Agenda 2030. Specifically, from the perspective of Objective 4 (Quality Education), we will focus our attention on free access to higher education and the role of the university as a social lift; the design of a new social contract based, to a large extent, on the fulfilment, under the culture of quality, of university missions; the environmental policy that corresponds to the development of higher education institutions; effective equality between men and women in the university environment; and the configuration of the university as a space for integration and management of diversity, inclusive and healthy.

The presence of drugs in drivers represents a serious safety problem, according to data from the National Institute of Toxicology and Forensic Sciences, these are found in more than 40% of drivers who die in traffic accidents in our country each year. One of the main obstacles to addressing this problem has been the lack of regulation of effective tests for its detection. The test regime changes drastically with the modification of art. 796.1.7 of the LECrim in 2010. Among the requirements of these tests is the specific training of the officers of the authority in charge of traffic safety and surveillance who carry them out. The objective of this article is to study the justification of said requirement as well as to answer different problematic questions that arise. Among other deficiencies, the lack of consistency with regulation of the tests (road safety, law and general traffic regulation) that does not expressly specify this requirement, the lack of minimum standards on said training can lead to varying interpretation of regulations. The applicable regulations will be studied and revised, both criminal and procedural and administrative, jurisprudence and published works in this regard, as well as the different situations raised in different autonomous communities when specifying this requirement. Finally, the results and conclusions will be offered, the requirement for specific enabling training will be justified for the officials in charge of carrying out said drug detection tests regardless of whether it is a criminal or administrative file, as well as the need for homogenization. Of those training that does not exist as of today specifying competent bodies, with minimum content and duration, methodology, etc.