El libro que aquí se presenta Educación 4.0 en la época de Pandemia y Pospandemia: retos y oportunidades representa un esfuerzo consistente y pertinente que expone lecciones, aprendizajes y áreas de oportunidad que tienen las organizaciones de educación superior a partir del uso generalizado de tecnologías de la información y la comunicación (tic), durante y posterior a la pandemia por COVID-19. Esta obra está dirigida a los docentes y actores involucrados en los procesos educativos, pues no es conveniente dar vuelta a la hoja y retomar las antiguas prácticas presenciales y tradicionales después de todo el aprendizaje acumulado que se gestó durante esta etapa de contingencia, sino que estas experiencias nos conduzcan hacia escenarios de la Educación 4.0, indispensable para la conformación de ciudadanos del México del siglo XXI. DOI: https://doi.org/10.52501/cc.164

A balance of practical and applied material which also underpins the crucial theoretical concepts that are being applied in today's human resources. For undergraduate/graduate courses in Human Resource Management.

This publication contains the results of the conference "South-South Policy Dialogue on Quality Education for Adults and Young People" that took place in Mexico City in 2005. Articles were written by participants who presented their national programmes from the governmental perspective, which were reflected in the literacy policies, but there were also important contributions on basic education and competence recognition. Accent was put on the experiences of four countries that were considered as locomotives of development in the field: Brazil, India, South Africa and Mexico. Nevertheless, dialogue was also enriched by information provided by other African, Asian and Latin American countries: Angola, Mozambique, Namibia, Tanzania, Bangladesh, Thailand, China, Guatemala, Nicaragua and the Arab States as a whole. This publication contains the following papers: (1) Adult Learning: Situation, Trends and Prospects (Chris Chinien); (2) Brazil's National Programme for Adult and Youth Education (Ricardo Henriques and Timothy Ireland); (3) India's National Adult Education Programme (Satish Loomba and A. Mathew); (4) Mexico's National Adult Education Programme (Luz-Maria Castro-Mussot and Maria Luisa de Anda); (5) South Africa's National Adult Education Programme (Morongwa Ramarumo and Vernon Jacobs); (6) Adult Literacy and Learning in Bangladesh: The UNESCO and NGO Experience (Ahmadullah Mia and Wolfgang Vollmann); (7) Thailand's National Programme of Adult and Youth Education (Roong Aroon and Wilaipan Somtrakool); (8) A System of Quality Education for Adults and Youth in China (Yuquan Qiao); (9) Adult and Youth Education in Nicaragua (Nydia Veronica Gurdian and Elizabeth Navarro); (10) Challenges for the Construction of a Policy for Quality Adult and Youth Education in Guatemala (Ilda Moran de Garcia and Otto Rivera); (11) Namibia's Adult Literacy and Learning Programme (Beans Uazembua Ngatjizeko); (12) Mozambique's Literacy and Adult Education Programmes: A Sub-sector Strategy (Ernesto Muianga); (13) Educating Adults and Youth in Tanzania: Complementary Basic Education (COBET) and Integrated Community-Based Adult Education (ICBAE) (Basilina Levira and Valentino Gange); (14) The Context of Literacy Development and Adult Education in Angola (Juao Romeu and Luisa Grilo); and (15) Adult Education in the Arab Region (Seham Najem, Aicha Barki and Nour Dajani-Shehabi). Also included are: (1) Index of Persons; (2) Index of Subjects; and (3) Index of Subjects by Country. Individual papers contain figures, tables, footnotes and references. [This paper was created with the Mexican National Institute for Adult Education (INEA).].