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[Ch. I | Ch. II | Ch. III |
Ch. IV | Ch. V | Ch. VI |
Ch. VII | Ch. VIII | Ch. X
Ch. XI | All chapters]

IX. RESEARCH IN HUMAN RESOURCES DEVELOPMENT, EDUCATION, TRAINING AND LIFELONG LEARNING

16. Members should evaluate the impact of their education, training and lifelong learning policies on the progress made towards achieving broader human development goals, such as the creation of decent jobs and poverty eradication.
17. Members should develop their national capacity, as well as facilitate and assist in developing that of the social partners, to analyse trends in labour markets and human resources development and training.
18. Members should:
    1. collect information, disaggregated by gender, age, and other specific socio-economic characteristics, on educational levels, qualifications, training activities, and employment and incomes, especially when organizing regular surveys of the population, so that trends can be established and comparative analysis undertaken to guide policy development;
    2. establish databases and quantitative and qualitative indicators, disaggregated by gender, age and other characteristics, on the national training system and gather data on training in the private sector, taking into account the impact of data collection on enterprises;
    3. collect information on competencies and emerging trends in the labour market from a variety of sources, including longitudinal studies, and not confined to traditional occupational classifications.
19. Members should, in consultation with the social partners, and taking into account the impact of data collection on enterprises, support and facilitate research on human resources development and training, which could include:
    1. learning and training methodologies, including the use of information and communication technology in training;
    2. skills recognition and qualifications frameworks;
    3. policies, strategies and frameworks for human resources development and training;
    4. investment in training, as well as the effectiveness and impact of training;
    5. identifying, measuring and forecasting the trends in supply and demand for competencies and qualifications in the labour market;
    6. identifying and overcoming barriers to accessing training and education;
    7. identifying and overcoming gender bias in the assessment of competencies;
    8. preparing, publishing and disseminating reports and documentation on policies, surveys and available data.
20. Members should use the information obtained through research to guide planning, implementation and evaluation of programmes.