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- Journals and periodicals: 89-604-XDescription:
Literacy for Life, is the second report from the Adult Literacy and Life Skills Survey. It presents additional results on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term.
It offers new insights into the factors that influence the formation of adult skills in various settings - at home and at work - for the eleven countries participating in the first and last round of data collection between 2003 and 2008. The study offers comparative evidence on the impact of various factors on the supply of skill. The study offers a special focus on numeracy skills and problem solving skills. It explores the relationships between numeracy and key socio-demographic factors as well as labour market outcomes and earnings.
It highlights the importance of problem solving skills by defining this foundational skill and by exploring its determinants as well as its relative role in influencing important labour market outcomes.
The report offers also an analysis of performance across multiple skill domains. It investigates the skill profiles of various population groups defined in terms of the demographic and socioeconomic characteristics of those who score at levels deemed to be low in one or more skill domains and explores the resulting consequences.
The report concludes by investigating the issue of skill mismatch in the labour market and its relationship to adult learning. The extent and distribution of mismatch between the day to day literacy related requirements of workers and the literacy skills they have obtained is an important issue that is being explored in this study.
Release date: 2011-12-20 - 12. A glance at the participation of adult workers in formal, job-related training activities or education in 2008 ArchivedArticles and reports: 81-004-X201100211493Description:
According to the 2008 Access and Support to Education and Training Survey (ASETS), nearly 8 million adults between the ages of 25 and 64 took part in formal training activities or education between July 2007 and June 2008, and most of them did so for career- or job-related reasons. This article examines the participation of adult workers in formal, job-related training activities or education. The participation rates of adult workers are analyzed in relation to their demographic characteristics, occupation, employer characteristics, training objectives and learning obstacles.
Release date: 2011-06-27 - 13. Access and Support to Education and Training Survey (ASETS), 2008 Public Use Microdata File (PUMF)Public use microdata: 81M0019XDescription:
The Access and Support to Education and Training Survey (ASETS) addresses issues relating to antecedents and determinants to access to Post Secondary Education (PSE). It provides an holistic approach to collecting information on participation in and financing of education and training in Canada within the context of lifelong learning.
The Access and Support to Education and Training Survey (ASETS) brings together three previously conducted surveys: The Survey of Approaches to Educational Planning (SAEP), the Post-secondary Education Participation Survey (PEPS) and the Adult Education and Training Survey (AETS).
Release date: 2010-09-03 - Articles and reports: 81-004-X200900611126Description:
Lifelong learning is increasingly recognized as an important element in today's knowledge-based economy defined by rapid advancements in technology and constantly changing skill needs. Lifelong learning is supported by both formal education and training. Information on the participation of Canadian adults in education and training activities is provided by the Adult Education and Training Survey (AETS) 2003 and the Access and Support to Education and Training Survey (ASETS) 2008. This article highlights some of the key findings of a recent Statistics Canada report that examined trends in adult education and training, based on data from these two surveys.
Release date: 2010-02-25 - Articles and reports: 81-595-M2009079Geography: CanadaDescription:
This report is based on the Access and Support to Education and Training Survey (ASETS), which was undertaken by Statistics Canada in partnership with Human Resources and Skills Development Canada (HRSDC). The ASETS brings together three previous education surveys that covered specific population groups: 1) the Survey of Approaches to Educational Planning (SAEP), which focused on 0 to 18 year olds; 2) the Post-Secondary Education Participation Survey (PEPS), which focused on 18 to 24 year olds; and 3) the Adult Education and Training Survey (AETS), which focused on 25 to 65 year olds. While these three surveys examined specific facets of Canadian's educational experience, their integration in the ASETS allows for a more holistic approach to collecting information on participation in and financing of education and training in Canada. While the ASETS can be used to undertake the same research as the PEPS, AETS and SAEP, it can also be used to address additional research not previously possible.
The ASETS results presented in this report refer to activities undertaken between July 2007 and June 2008 reference period.
Release date: 2009-11-25 - 16. Statistics Canada's Definition and Classification of Postsecondary and Adult Education Providers in Canada ArchivedSurveys and statistical programs – Documentation: 81-595-M2009071Geography: CanadaDescription:
This document outlines the definitions and the typology now used by Statistics Canada's Centre for Education Statistics to identify, classify and delineate the universities, colleges and other providers of postsecondary and adult education in Canada for which basic enrolments, graduates, professors and finance statistics are produced.
These new rigorous definitions were needed to capture the growing complexity of postsecondary education in Canada. They differentiate the various types of postsecondary institutions, address the blurring distinction between colleges and universities and handle the various forms of possible relationships between institutions.
The document brings closure to the extensive consultation that took place between January 2003 and the spring of 2007 as it summarizes the changes made following the 2004 paper entitled "A New Understanding of Post-secondary Education in Canada: A Discussion Paper".
Such an extensive consultation was deemed necessary to ensure that the typology is useful to the whole sector and that it allows comparisons between provinces and territories despite the significant differences of their respective postsecondary education systems.
Release date: 2009-01-16 - 17. Adult learning and the world of work ArchivedArticles and reports: 81-004-X200800210644Description:
This article provides information on employer-sponsored training in Canada. It examines the reasons for participating in adult education and training, the labour force status of participants, the impact of job and workplace characteristics on adult learning and the relationship between skills match-mismatch and participation in adult learning. The findings summarized here are based on analysis of data from the 1994 International Adult Literacy Survey (IALS), undertaken in 1994, and the international Adult Literacy and Life Skills Survey (ALL), undertaken in 2003 ((the Canadian component is called the International Adult Literacy and Skills Survey (IALSS)). The analysis is provided from an international perspective, with the situation in Canada being compared to that of three other countries - Norway, Switzerland and the United States.
Release date: 2008-06-16 - Articles and reports: 81-004-X200800110560Description:
Research has shown that in a knowledge-based economy and society, economic opportunities and active participation in the broader society are increasingly linked to an individual's ability to command and control his or her own life. It is this context that makes the distribution of adult learning across the population of such importance.
Canada has had a long interest in better understanding the distribution of adult literacy and learning across population sub-groups. Canada participated in the first round of data collection in the International Adult Literacy Survey (ALL) in 1994. Canada was also a lead country in the international Adult Literacy and Life Skills Survey (ALL) in 2003 ((the Canadian component is called the International Literacy and Skills Survey (IALSS)).
The data collected by these surveys provide a wealth of information on the characteristics of adult learners and have generated a number of research studies. This article presents some of the key findings of a recent report that provides detailed information on the characteristics of adult learners in Canada, including the links between participation in adult education and training and literacy skill levels, education, family background and age.
Release date: 2008-04-29 - 19. High School Dropouts Returning to School ArchivedArticles and reports: 81-595-M2008055Geography: CanadaDescription:
Dropout rates, defined as the proportion of 20 to 24 year-olds without a high school diploma and not attending school, have been trending downward. Data from the Labour Force Survey shows that the rate for men fell from 21% in 1990/1991 to 14% in 2004/2005; for women, the rates were 16% in 1990/1991 and 9% in 2004/2005. Many dropouts later return to school, taking advantage of the 'second-chance' educational opportunities offered by provinces and institutions across Canada.
This report uses data from the Youth in Transition Survey to analyze the determinants of the return-to-school. The analysis finds that dropout rates are lower among young women than among young men and that, if they do dropout before completing high school, young women are also more likely to return to school than young men.
Young male and female dropouts are influenced by different factors in their decision to return to school. For young male dropouts, two of the strongest predictors of the decision to return to school are their parents' education and having taken, in high school, a mathematics course designed to prepare them for postsecondary studies. Young men who dropped out in their last year of high school were more likely to return to school than their counterparts who had dropped out earlier. For young women, time elapsed since leaving school is the most influential factor. However, young women who left school due to personal reasons (most often, pregnancy) are 30% more likely to return than other female dropouts.
Release date: 2008-04-09 - Articles and reports: 89-552-M2008019Geography: CanadaDescription:
Using data from the International Survey of Reading Skills, this report identifies the reading profiles of different groups of adult Canadians with low literacy skills, examines in depth their reading abilities, and describes their varied literacy learning needs. The new insights offered will inform the development of more targeted literacy policies and will be useful to both researchers and practitioners in designing and delivering appropriate and effective reading instruction programs for Canadian adults.
Release date: 2008-01-09
Data (6)
Data (6) ((6 results))
- Table: 37-10-0109-01Geography: Canada, Province or territoryFrequency: AnnualDescription:
The number of students in regular programs for youth, general programs for adults, and vocational programs for youth and adults in public and private/independent schools, and home-schooling at the elementary-secondary level, by school type and program type.
Release date: 2023-10-12 - Table: 37-10-0111-01Geography: Canada, Province or territoryFrequency: AnnualDescription:
The number of graduates from regular programs for youth, general programs for adults, and vocational programs for youth and adults in public and private/independent secondary schools, by school type and program type.
Release date: 2023-10-12 - 3. Access and Support to Education and Training Survey (ASETS), 2008 Public Use Microdata File (PUMF)Public use microdata: 81M0019XDescription:
The Access and Support to Education and Training Survey (ASETS) addresses issues relating to antecedents and determinants to access to Post Secondary Education (PSE). It provides an holistic approach to collecting information on participation in and financing of education and training in Canada within the context of lifelong learning.
The Access and Support to Education and Training Survey (ASETS) brings together three previously conducted surveys: The Survey of Approaches to Educational Planning (SAEP), the Post-secondary Education Participation Survey (PEPS) and the Adult Education and Training Survey (AETS).
Release date: 2010-09-03 - Public use microdata: 81M0013XDescription:
The Adult Education and Training Survey (AETS) is Canada's most comprehensive source of data on individual participation in formal adult education and training. It is the only Canadian survey to collect detailed information about the skill development efforts of the entire adult Canadian population. The AETS provides information about the main subject of training activities, their provider, duration and the sources and types of support for training. Furthermore, the AETS allows for the examination of the socio-economic and demographic profiles of both training participants and non-participants. This survey also identifies barriers faced by individuals who wish to take some form of training but cannot. The AETS was administered three times during the 1990s, in 1992, 1994 and 1998, as a supplement to the Labour Force Survey (LFS).
The content of the AETS was revised to take into account recommendations coming from consultation exercises. As a result, more than half of the 2003 survey is made up of new questions and the target population has been modified.
The main objectives are:1) To measure the incidence and intensity of adults' participation in job-related formal training.2) To profile employer support to job-related formal training.3) To analyze the aspects of job-related training activities such as: training provider, expenses, financial support, motivations, outcomes and difficulties experienced while training.4) To identify the barriers preventing individuals from participating in the job-related formal training they want or need to take.5) To identify reasons explaining adults' lack of participation and of interest in job-related formal training.6) To relate adults' current participation patterns to their past involvement in and plans about future participation in job-related training.7) To measure the incidence and frequency of adults' participation in job-related informal training.8) To examine the interactions between participation in formal and informal job-related training.
The population covered by the AETS consists of Canadians 25 years of age and older. This is a change from the population previously targeted by the AETS, which consisted of Canadians aged 17 years of age and older. A primary consideration for this change was the practical difficulties in applying the definition of adult education to individuals in the 17 to 24 years of age group. By definition, adult education excludes students who are still involved in their first or initial stage of schooling. As previous AETS did not precisely identify students still in their initial stage of schooling, analyses using these data had to rely on an ad hoc definition of adult learners. According to this definition, individuals aged 17 to 24 who were not in one of the following situations were excluded from the analysis: full-time students subsidized by an employer and full-time students over 19 enrolled in elementary or secondary programs.
Release date: 2004-05-27 - 5. Adult Education Survey (1984) ArchivedPublic use microdata: 81M0009XDescription:
The Adult Education Survey (1984) measured the extent to which adult Canadians participated in courses to improve job skills, upgrade academic qualifications, for personal development or for recreation and leisure. The main objectives of the survey were: to measure the incidence of adult education/training in Canada; to provide a socio/economic/demographic profile of individuals who participate and do not participate in education/training.
Release date: 2000-06-02 - 6. Facing the future: Adults who go back to school ArchivedTable: 75-001-X19970033207Description:
Is there a relationship between participation in adult education and unemployment? This article looks at trends in adult education from 1976 to 1996, and examines who goes back to school, according to age, sex, education already attained and family situation.
Release date: 1997-09-10
Analysis (49)
Analysis (49) (40 to 50 of 49 results)
- 41. Training as a Human Resource Strategy: The Response to Staff Shortages and Technological Change ArchivedArticles and reports: 11F0019M2001154Geography: CanadaDescription:
This paper examines the ways that innovation status as opposed to technology use affects the training activities of manufacturing plants. It examines training that is introduced as a response to specific skill shortages versus training that is implemented in response to the introduction of advanced equipment.
Advanced technology users are more likely to have workers in highly skilled occupations, to face greater shortages for these workers, and they are more likely to train workers in response to these shortages than are plants that do not use advanced technologies.
The introduction of new techniques is also accompanied by differences in the incidence of training, with advanced technology users being more likely to introduce training programs than non-users. Here, innovation status within the group of technology users also affects the training decision. In particular, innovating and non-innovating technology users diverge with regards to the extent and nature of training that is undertaken in response to the introduction of new advanced equipment. Innovators are more likely to provide training for this purpose and to prefer on-the-job training to other forms. Non-innovators are less likely to offer training under these circumstances and when they do, it is more likely to be done in a classroom, either off-site or at the firm.
These findings emphasize that training occurs for more than one reason. Shortages related to insufficient supply provide one rational. But it is not here that innovative firms stand out. Rather they appear to respond differentially to the introduction of new equipment by extensively implementing training that is highly firm-specific. This suggests that innovation requires new skills that are not so much occupation specific (though that is no doubt present) but general cognitive skills that come from operating in an innovative environment that involves improving the problem-solving capabilities of many in the workforce. These problem-solving capabilities occur in a learning-by-doing setting with hands on experience.
Release date: 2001-04-04 - 42. Learning on your own ArchivedArticles and reports: 11-008-X20000045560Geography: CanadaDescription:
This article looks at informal or self-directed learning.
Release date: 2001-03-12 - Journals and periodicals: 89F0096XGeography: CanadaDescription:
These highlights provide a brief summary of the report 'Employee training: an international perspective', the latest monograph released using data from the International Adult Literacy Survey. The report provides new insights into training issues in seven countries: Canada, the United States, Switzerland, the Netherlands, Poland, Germany and Sweden. The study examines full-time paid workers between the ages of 25 and 60, who had been employed for at least 42 weeks in the 12 months preceding the survey (about nine months in the previous year). (Although the self-employed account for a growing share of the work force, they are not included in the analysis.)
Release date: 1997-12-16 - 44. Employee Training: An International Perspective ArchivedArticles and reports: 89-552-M1997002Geography: CanadaDescription:
This paper examines full-time paid workers between the ages of 25 and 60 in Canada, the United States, Switzerland, the Netherlands, Poland, Germany and Sweden.
Release date: 1997-12-12 - 45. Job-related education and training - Who has access? ArchivedArticles and reports: 81-003-X19970013089Geography: CanadaDescription:
This article focuses on the incidence of job-related education and training among the population and among workers, differentiating whether or not the training activities were employer-supported. It also explores the likelihood of receiving job-related education and training in 1993 using two complementary statistical approaches: first, a direct reading of the distribution of participants in education and training compared with the distribution of the population, divided by major characteristics; and, second, the use of a statistical technique (logistic regression) that considers each characteristic while taking others into account. In the analysis, several characteristics were retained: four demographic characteristics (sex, age, educational attainment and province of residence) and seven labour market variables (labour market status, occupation, industry, job tenure, company size, total income and union status). (For the logistic regression analysis, all these variables were decomposed into a series of dichotomous variables).
Release date: 1997-05-30 - 46. Human Capital Development and Innovation: The Case of Training in Small and Medium Sized Firms ArchivedArticles and reports: 11F0019M1995074Geography: CanadaDescription:
This study examines the characteristics of small and medium-sized firms that perform training. It uses data taken from a recent Statistics Canada survey that permit firms' training decisions to be analyzed within the broader context of their many activities and strategies.
The study finds strong evidence for the hypothesis that human capital development facilitated by training is complementary to innovation and technological change. Training incidence is found to be closely related to the importance that a firm gives to research and development, the use of new technologies, and numerous other strategies that are related to innovation. Training is also greater where a firm emphasizes quality and a comprehensive human-resource strategy. The results point to the inherent complementarity of technology and human resources policy.
Release date: 1995-03-30 - 47. A note on the self-initiated training of job-losers ArchivedArticles and reports: 75-001-X1994001163Geography: CanadaDescription:
This note looks at the training courses and education programs undertaken by persons who have lost their jobs or been laid off.
Release date: 1994-03-02 - 48. Studying on the job ArchivedArticles and reports: 75-001-X1992002160Geography: CanadaDescription:
Using the results of the 1990 Adult Education and Training Survey, worker training is described in terms of the characteristics of paid workers who received part-time training from their employers, the industries they worked in, the jobs they held, and the subjects they studied.
Release date: 1992-06-03 - 49. Lifelong learning: Who goes back to school? ArchivedArticles and reports: 75-001-X199100492Geography: CanadaDescription:
Over twice as many adults were enrolled in credit courses in 1990 as in 1980. The author suggests a person's age, sex, occupation and labour force status are influential factors in returning to school.
Release date: 1991-12-02
Reference (9)
Reference (9) ((9 results))
- 1. Statistics Canada's Definition and Classification of Postsecondary and Adult Education Providers in Canada ArchivedSurveys and statistical programs – Documentation: 81-595-M2009071Geography: CanadaDescription:
This document outlines the definitions and the typology now used by Statistics Canada's Centre for Education Statistics to identify, classify and delineate the universities, colleges and other providers of postsecondary and adult education in Canada for which basic enrolments, graduates, professors and finance statistics are produced.
These new rigorous definitions were needed to capture the growing complexity of postsecondary education in Canada. They differentiate the various types of postsecondary institutions, address the blurring distinction between colleges and universities and handle the various forms of possible relationships between institutions.
The document brings closure to the extensive consultation that took place between January 2003 and the spring of 2007 as it summarizes the changes made following the 2004 paper entitled "A New Understanding of Post-secondary Education in Canada: A Discussion Paper".
Such an extensive consultation was deemed necessary to ensure that the typology is useful to the whole sector and that it allows comparisons between provinces and territories despite the significant differences of their respective postsecondary education systems.
Release date: 2009-01-16 - Surveys and statistical programs – Documentation: 81-595-M2003009Geography: CanadaDescription:
This paper examines how the Canadian Adult Education and Training Survey (AETS) can be used to study participation in and impacts of education and training activities for adults.
Release date: 2003-10-15 - Surveys and statistical programs – Documentation: 81-580-XDescription:
The adult education and training sector is as complex as it is dynamic. In order to describe all its facets, Statistics Canada surveys many different populations. Given the number of data sources and their conceptual and methodological differences, it is sometimes very difficult for researchers and decision makers to obtain required information or data. This guide is a tool that has been developed to assist them. It provides a summary description of all Statistics Canada surveys related to adult education and training. From a selected variable, it allows the identification of surveys that can provide information. It also indicates relevant publications and how to obtain additional information.
Release date: 1997-03-12 - 4. Recent information on training ArchivedSurveys and statistical programs – Documentation: 75-001-X199400137Geography: CanadaDescription:
An overview is presented of several surveys on training and education developed by Statistics Canada.
Release date: 1994-03-02 - Surveys and statistical programs – Documentation: 3147Description: This discontinued survey collected data related to enrolment or registrations in continuing education programs or courses in Canadian Universities. The data were used by federal government departments of higher education as well as related association and individual researchers. The information was used for the analysis of the labour force supply, studies of the education system and the participation of special groups such as foreign students, language groups and women.
- Surveys and statistical programs – Documentation: 3879Description: The Adult Education and Training Survey (AETS) is Canada's most comprehensive source of data on individual participation in formal adult education and training. It is the only Canadian survey to collect detailed information about the skill development efforts of the entire adult Canadian population.
- Surveys and statistical programs – Documentation: 4406Description: The Programme for the International Assessment of Adult Competencies (PIAAC) is a multi-cycle international program of assessment of adult skills and competencies initiated by the Organisation for Economic Co-operation and Development (OECD). It aims to collect the information of residents from several countries, including Canada.
- Surveys and statistical programs – Documentation: 5075Description: This tool is designed to identify the universe of public and not-for-profit postsecondary and adult education institutions in Canada and their programs of study.
- Surveys and statistical programs – Documentation: 5151Description: The Access and Support to Education and Training Survey addresses issues relating to antecedents and determinants to access to Post Secondary Education (PSE), including the role of student financing and participation in adult education and training.
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