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    • Journals and periodicals: 81-599-X
      Geography: Canada

      The fact sheets in this series provide an "at-a-glance" overview of particular aspects of education in Canada and summarize key data trends in selected tables published as part of the Pan-Canadian Education Indicators Program (PCEIP).

      The PCEIP mission is to publish a set of statistical measures on education systems in Canada for policy makers, practitioners and the general public to monitor the performance of education systems across jurisdictions and over time. PCEIP is a joint venture of Statistics Canada and the Council of Ministers of Education, Canada (CMEC).

      Release date: 2020-09-24

    • Articles and reports: 89-555-X2013001
      Geography: Canada

      This report presents the first Canadian results of the Programme for the International Assessment of Adult Competencies (PIAAC), an initiative of OECD. PIAAC provides internationally comparable measures of three skills that are essential to processing information: literacy, numeracy, and problem-solving in technology-rich environments (referred to as PS-TRE).

      Canada is one of 24 countries and sub-national regions participating in this initiative. A sample of over 27,000 respondents was collected and allows reliable estimation at the national, provincial and territorial level.

      The report provides information about the literacy, numeracy and PS-TRE skills for the Canadian population aged 16 to 65. It provides results for Canada as a whole, as well as for all the provinces and territories. In addition, it looks at the relationships between skills proficiency and a range of socio-demographic characteristics (e.g., age, gender, level of education) across the entire Canadian population. It also reports on first results on the literacy, numeracy and PS-TRE skills of Aboriginal populations, immigrants, and official-language minority communities.

      Release date: 2013-10-08

    • Articles and reports: 56F0004M2008016
      Geography: Canada

      The Internet's rapid and profound entry into our lives quite understandably makes people wonder how, both individually and collectively, we have been affected by it. When major shifts in technology use occur, utopian and dystopian views of their impact on society often abound, reflecting their disruptiveness and people's concerns. Given its complex uses, the Internet, both as a technology and as an environment, has had both beneficial and deleterious effects. Above all, though, it has had transformative effects.

      Are Canadians becoming more isolated, more reclusive and less integrated in their communities as they use the Internet? Or, are they becoming more participatory and more integrated in their communities? In addition, do these communities still resemble traditional communities, or are they becoming more like social networks than cohesive groups?

      To address these questions, this article organizes, analyzes and presents existing Canadian evidence. It uses survey results and research amassed by Statistics Canada and the Connected Lives project in Toronto to explore the role of the Internet in social engagement and the opportunities it represents for Canadians to be active citizens. It finds that Internet users are at least as socially engaged as non-users. They have large networks and frequent interactions with friends and family, although they tend to spend somewhat less in-person time and, of course, more time online. An appreciable number of Internet users are civically and politically engaged, using the Internet to find out about opportunities and make contact with others.

      Release date: 2008-12-04

    • Articles and reports: 81-595-M2008068
      Geography: Canada

      Using major Statistics Canada data sources related to the education and training of Canadians, this publication presents a jurisdictional view of what we currently know on educating health workers to begin to address some critical questions facing Canadians today: Does Canada have enough interested individuals with the right skills who want to work in health? Does it have the infrastructure, capacity, and effective education system to ensure an adequate supply of health workers to meet future health care demands?

      As such, this report reveals some important information about what happens before, during and after health education. It focuses on interest in health occupations, the number of students taking and graduating from postsecondary health programs along with their socio-demographic characteristics and those of the faculty teaching these programs, the labour market experiences of recent graduates from these programs - including their mobility after graduation - as well as the ongoing participation of health workers in formal and informal training.

      Release date: 2008-10-10

    • Articles and reports: 89-552-M2008020
      Geography: Canada

      Considerable research effort has been devoted to understanding earnings differences between immigrant and Canadian-born workers. Previous studies have established that immigrants typically earn less than Canadian-born workers with the same amount of education and work experience. The low earnings of immigrants are often attributed to the specificity of human capital to the country where it originates - in other words, education or work experience in the country of origin cannot be directly transferred to the host country, resulting in well qualified immigrants holding low paying jobs. Another possibility is that employers in the host country discriminate against immigrants. This paper uses data from the Canadian component of the International Adult Literacy and Skills Survey (IALSS), which includes both standard demographic and labour market information for the Canadian born and immigrants and results from tests of literacy, numeracy and problem-solving skills, to investigate these issues. Interpreting the test scores as direct measurements of cognitive skills, the authors provide a closer examination of explanations for low immigrant earnings than has previously been possible. In addition, the data include more precise information on where education was obtained and age of migration than is available in most previous studies, further enabling scrutiny of immigrant-Canadian born earnings differentials.

      Release date: 2008-07-21

    • Journals and periodicals: 89-552-M
      Geography: Canada

      The International Adult Literacy Survey (IALS) was a seven-country initiative conducted in the fall of 1994. Its goal was to create comparable literacy profiles across national, linguistic and cultural boundaries. Successive waves of the survey now encompass close to 30 countries around the world. This monograph series features detailed studies from the IALS database by literacy scholars and experts in Canada and the United States. The research is primarily funded by Human Resources Development Canada. Monographs focus on current policy issues and cover topics such as adult training, literacy skill match and mismatch in the workplace, seniors' literacy skills and health, literacy and economic security, and many others.

      Release date: 2008-07-21

    • Articles and reports: 89-552-M2007018
      Geography: Canada

      This study examines the distribution of literacy skills in the Canadian economy and the ways in which they are generated. In large part, the generation of literacy skills has to do with formal schooling and parental inputs into their children's education. The nature of literacy generation in the years after individuals have left formal schooling and are in the labour market is also investigated. Once the core facts about literacy in the economy have been established, the study turns to examining the impact of increased literacy on individual earnings. Both the causal impact of literacy on earnings and the joint distribution of literacy and income are explored. The authors argue that the latter provides a more complete measure of how well an individual is able to function in society.

      The study focuses mainly on data from the Canadian component of the 2003 International Adult Literacy and Skills Survey (IALSS), composed of a sample of over 22,000 respondents. The Canadian component of the 1994 International Adult Literacy Survey (IALS) is also used in order to obtain a more complete picture of how literacy changes with age and across birth cohorts.

      Release date: 2007-11-30

    • Articles and reports: 89-552-M2007017
      Geography: Canada

      This study provides comparative estimates of participation in adult education and training courses and programmes, duration of studies, engagement in informal learning and sources of direct financial support, based on results of the 2003 International Adult Literacy and Skills Survey (IALSS), the Canadian component of the Adult Literacy and Life Skills study. It also examines levels of inequality in adult learning and reasons for participating in adult education and training, including the role of labour force status and job and workplace characteristics. Finally, it presents a review of the relationship between actual skill use and participation in both organized and informal forms of adult learning. Comparisons are made between Canadian provinces and territories and three selected countries, namely Norway, Switzerland and the United States.

      Release date: 2007-10-12

    • Articles and reports: 89-552-M2007016
      Geography: Canada

      Recent findings from the International Adult Literacy Survey (IALS) and the 2003 Adult Literacy and Life Skills Survey (ALL) suggest that improvements in literacy skill flowing from the initial education system are being eroded by significant levels of literacy skill loss in adulthood. This study uses data from IALS and ALL to explore how Canada's stock of literacy skill evolved over the nine year period from 1994 to 2003. It analyzes net skill change for various demographic groups for Canada and the provinces and explores the individual characteristics that influence whether a particular group has gained or lost skills on average over the nine-year reference period.

      Release date: 2007-07-06

    • Articles and reports: 89-552-M2006015
      Geography: Canada

      This monograph focuses on the differences in performance on the IALSS tests between people whose mother tongue is French and those whose mother tongue is English in Canada, particularly those living in a minority situation. Various factors are examined with the goal of explaining these differences. Schooling, age, reading and writing habits of everyday life, as well as the living environment explains a large part of the differences between linguistic groups.

      Release date: 2006-12-19
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    • Surveys and statistical programs – Documentation: 89-552-M2005013
      Geography: Canada

      This report documents key aspects of the development of the International Adult Literacy and Life Skills Survey (ALL) - its theoretical roots, the domains selected for possible assessment, the approaches taken to assessment in each domain and the criteria that were employed to decide which domains were to be carried in the final design. As conceived, the ALL survey was meant to build on the success of the International Adult Literacy Survey (IALS) assessments by extending the range of skills assessed and by improving the quality of the assessment methods employed. This report documents several successes including: · the development of a new framework and associated robust measures for problem solving · the development of a powerful numeracy framework and associated robust measures · the specification of frameworks for practical cognition, teamwork and information and communication technology literacy The report also provides insight into those domains where development failed to yield approaches to assessment of sufficient quality, insight that reminds us that scientific advance in this domain is hard won.

      Release date: 2005-03-24
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