Tables

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Section 1 - Tables

Section 2 - Tables

Section 3 - Tables

Section 4 - Tables

Section 5 - Tables

Section 6 - Tables

Section 7 - Tables

Section 8 - Tables

Section 1 - Tables

Table 1.1.1
Relative popularity of health occupations among youth, by sex, Canada, 2000

Table 1.1.2
Relative popularity of health occupations among youth, by sex, Newfoundland and Labrador, 2000

Table 1.1.3
Relative popularity of health occupations among youth, by sex, Prince Edward Island, 2000

Table 1.1.4
Relative popularity of health occupations among youth, by sex, Nova Scotia, 2000

Table 1.1.5
Relative popularity of health occupations among youth, by sex, New Brunswick, 2000

Table 1.1.6
Relative popularity of health occupations among youth, by sex, Quebec, 2000

Table 1.1.7
Relative popularity of health occupations among youth, by sex, Ontario, 2000

Table 1.1.8
Relative popularity of health occupations among youth, by sex, Manitoba, 2000

Table 1.1.9
Relative popularity of health occupations among youth, by sex, Saskatchewan, 2000

Table 1.1.10
Relative popularity of health occupations among youth, by sex, Alberta, 2000

Table 1.1.11
Relative popularity of health occupations among youth, by sex, British Columbia, 2000

Table 1.2.1
Occupational aspirations of youth by type of occupation, Canada, 2000

Table 1.2.2
Occupational aspirations of youth by type of occupation, Newfoundland and Labrador, 2000

Table 1.2.3
Occupational aspirations of youth by type of occupation, Prince Edward Island, 2000

Table 1.2.4
Occupational aspirations of youth by type of occupation, Nova Scotia, 2000

Table 1.2.5
Occupational aspirations of youth by type of occupation, New Brunswick, 2000

Table 1.2.6
Occupational aspirations of youth by type of occupation, Quebec, 2000

Table 1.2.7
Occupational aspirations of youth by type of occupation, Ontario, 2000

Table 1.2.8
Occupational aspirations of youth by type of occupation, Manitoba, 2000

Table 1.2.9
Occupational aspirations of youth by type of occupation, Saskatchewan, 2000

Table 1.2.10
Occupational aspirations of youth by type of occupation, Alberta, 2000

Table 1.2.11
Occupational aspirations of youth by type of occupation, British Columbia, 2000

Table 1.3.1
Socio-demographic characteristics of youth by occupation of interest, Canada, 2000

Table 1.3.2
Socio-demographic characteristics of youth by occupation of interest, Newfoundland and Labrador, 2000

Table 1.3.3
Socio-demographic characteristics of youth by occupation of interest, Prince Edward Island, 2000

Table 1.3.4
Socio-demographic characteristics of youth by occupation of interest, Nova Scotia, 2000

Table 1.3.5
Socio-demographic characteristics of youth by occupation of interest, New Brunswick, 2000

Table 1.3.6
Socio-demographic characteristics of youth by occupation of interest, Quebec, 2000

Table 1.3.7
Socio-demographic characteristics of youth by occupation of interest, Ontario, 2000

Table 1.3.8
Socio-demographic characteristics of youth by occupation of interest, Manitoba, 2000

Table 1.3.9
Socio-demographic characteristics of youth by occupation of interest, Saskatchewan, 2000

Table 1.3.10
Socio-demographic characteristics of youth by occupation of interest, Alberta, 2000

Table 1.3.11
Socio-demographic characteristics of youth by occupation of interest, British Columbia, 2000

Table 1.4.1
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Canada, 2000 and 2002

Table 1.4.2
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Newfoundland and Labrador, 2000 and 2002

Table 1.4.3
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Prince Edward Island, 2000 and 2002

Table 1.4.4
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Nova Scotia, 2000 and 2002

Table 1.4.5
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, New Brunswick, 2000 and 2002

Table 1.4.6
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Quebec, 2000 and 2002

Table 1.4.7
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Ontario, 2000 and 2002

Table 1.4.8
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Manitoba, 2000 and 2002

Table 1.4.9
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Saskatchewan, 2000 and 2002

Table 1.4.10
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, Alberta, 2000 and 2002

Table 1.4.11
Loss of health aspirations between age 15 and 17, by occupation of interest at age 15, British Columbia, 2000 and 2002

Section 2 - Tables

Table 2.1.1
Distribution of immigrants by the occupation they wanted when they decided to immigrate to Canada, Canada, 2001

Table 2.1.2
Distribution of immigrants by the occupation they wanted when they decided to immigrate to Canada, Quebec, 2001

Table 2.1.3
Distribution of immigrants by the occupation they wanted when they decided to immigrate to Canada, Ontario, 2001

Table 2.1.4
Distribution of immigrants by the occupation they wanted when they decided to immigrate to Canada, Alberta, 2001

Table 2.1.5
Distribution of immigrants by the occupation they wanted when they decided to immigrate to Canada, British Columbia, 2001

Table 2.1.6
Distribution of immigrants by the occupation they wanted when they decided to immigrate to Canada, other provinces7, 2001

Table 2.2.1
Immigrants' request for Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution or other organizations within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Canada, 2003

Table 2.2.2
Immigrants' request for Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution or other organizations within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Quebec, 2003

Table 2.2.3
Immigrants' request for Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution or other organizations within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Ontario, 2003

Table 2.2.4
Immigrants' request for Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution or other organizations within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Alberta, 2003

Table 2.2.5
Immigrants' request for Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution or other organizations within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, British Columbia, 2003

Table 2.2.6
Immigrants' request for Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution or other organizations within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, other provinces8, 2003

Table 2.3.1
Socio-demographic characteristics of immigrants requesting Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Canada, 2003

Table 2.3.2
Socio-demographic characteristics of immigrants requesting Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Quebec, 2003

Table 2.3.3
Socio-demographic characteristics of immigrants requesting Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Ontario, 2003

Table 2.3.4
Socio-demographic characteristics of immigrants requesting Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Alberta, 2003

Table 2.3.5
Socio-demographic characteristics of immigrants requesting Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, British Columbia, 2003

Table 2.3.6
Socio-demographic characteristics of immigrants requesting Prior Learning Assessment and Recognition (PLAR) at a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, other provinces 1, 2003

Table 2.4.1
Type of credential recognition given by postsecondary institution in Canada to immigrants requesting Prior Learning Assessment and Recognition (PLAR) within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Canada, 2003

Table 2.4.2
Type of credential recognition given by postsecondary institution in Canada to immigrants requesting Prior Learning Assessment and Recognition (PLAR) within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Quebec, 2003

Table 2.4.3
Type of credential recognition given by postsecondary institution in Canada to immigrants requesting Prior Learning Assessment and Recognition (PLAR) within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Ontario, 2003

Table 2.4.4
Type of credential recognition given by postsecondary institution in Canada to immigrants requesting Prior Learning Assessment and Recognition (PLAR) within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Alberta, 2003

Table 2.4.5
Type of credential recognition given by postsecondary institution in Canada to immigrants requesting Prior Learning Assessment and Recognition (PLAR) within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, British Columbia, 2003

Table 2.4.6
Type of credential recognition given by postsecondary institution in Canada to immigrants requesting Prior Learning Assessment and Recognition (PLAR) within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, other provinces^5,, 2003

Table 2.5.1
Reasons why immigrants did not have their credentials checked with a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Canada, 2003

Table 2.5.2
Reasons why immigrants did not have their credentials checked with a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Quebec, 2003

Table 2.5.3
Reasons why immigrants did not have their credentials checked with a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Ontario, 2003

Table 2.5.4
Reasons why immigrants did not have their credentials checked with a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, Alberta, 2003

Table 2.5.5
Reasons why immigrants did not have their credentials checked with a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, British Columbia, 2003

Table 2.5.6
Reasons why immigrants did not have their credentials checked with a postsecondary institution in Canada within two years of immigrating, by the occupation they wanted when they decided to immigrate to Canada, other provinces⁴, 2003

Section 3 - Tables

Table 3.1.1
Distribution of full-time university faculty by principal subject taught, Canada, 2004/2005

Table 3.1.2
Distribution of full-time university faculty by principal subject taught, Newfoundland and Labrador, 2004/2005

Table 3.1.3
Distribution of full-time university faculty by principal subject taught, Prince Edward Island, 2004/2005

Table 3.1.4
Distribution of full-time university faculty by principal subject taught, Nova Scotia, 2004/2005

Table 3.1.5
Distribution of full-time university faculty by principal subject taught, New Brunswick, 2004/2005

Table 3.1.6
Distribution of full-time university faculty by principal subject taught, Quebec, 2004/2005

Table 3.1.7
Distribution of full-time university faculty by principal subject taught, Ontario, 2004/2005

Table 3.1.8
Distribution of full-time university faculty by principal subject taught, Manitoba, 2004/2005

Table 3.1.9
Distribution of full-time university faculty by principal subject taught, Saskatchewan, 2004/2005

Table 3.1.10
Distribution of full-time university faculty by principal subject taught, Alberta, 2004/2005

Table 3.1.11
Distribution of full-time university faculty by principal subject taught, British Columbia, 2004/2005

Table 3.2.1
Socio-demographic characteristics of full-time university faculty by principal subject taught, Canada, 2004/2005

Table 3.2.2
Socio-demographic characteristics of full-time university faculty by principal subject taught, Newfoundland and Labrador, 2004/2005

Table 3.2.3
Socio-demographic characteristics of full-time university faculty by principal subject taught, Prince Edward Island, 2004/2005

Table 3.2.4
Socio-demographic characteristics of full-time university faculty by principal subject taught, Nova Scotia, 2004/2005

Table 3.2.5
Socio-demographic characteristics of full-time university faculty by principal subject taught, New Brunswick, 2004/2005

Table 3.2.6
Socio-demographic characteristics of full-time university faculty by principal subject taught, Quebec, 2004/2005

Table 3.2.7
Socio-demographic characteristics of full-time university faculty by principal subject taught, Ontario, 2004/2005

Table 3.2.8
Socio-demographic characteristics of full-time university faculty by principal subject taught, Manitoba, 2004/2005

Table 3.2.9
Socio-demographic characteristics of full-time university faculty by principal subject taught, Saskatchewan, 2004/2005

Table 3.2.10
Socio-demographic characteristics of full-time university faculty by principal subject taught, Alberta, 2004/2005

Table 3.2.11
Socio-demographic characteristics of full-time university faculty by principal subject taught, British Columbia, 2004/2005

Table 3.3.1
Age of full-time university faculty by sex and principal subject taught, Canada, 2004/2005

Table 3.3.2
Age of full-time university faculty by sex and principal subject taught, Newfoundland and Labrador, 2004/2005

Table 3.3.3
Age of full-time university faculty by sex and principal subject taught, Prince Edward Island, 2004/2005

Table 3.3.4
Age of full-time university faculty by sex and principal subject taught, Nova Scotia, 2004/2005

Table 3.3.5
Age of full-time university faculty by sex and principal subject taught, New Brunswick, 2004/2005

Table 3.3.6
Age of full-time university faculty by sex and principal subject taught, Quebec, 2004/2005

Table 3.3.7
Age of full-time university faculty by sex and principal subject taught, Ontario, 2004/2005

Table 3.3.8
Age of full-time university faculty by sex and principal subject taught, Manitoba, 2004/2005

Table 3.3.9
Age of full-time university faculty by sex and principal subject taught, Saskatchewan, 2004/2005

Table 3.3.10
Age of full-time university faculty by sex and principal subject taught, Alberta, 2004/2005

Table 3.3.11
Age of full-time university faculty by sex and principal subject taught, British Columbia, 2004/2005

Table 3.4.1
Level of highest earned degree of full-time university academic staff by principal subject taught, Canada, 2004/2005

Table 3.4.2
Level of highest earned degree of full-time university academic staff by principal subject taught, Newfoundland and Labrador, 2004/2005

Table 3.4.3
Level of highest earned degree of full-time university academic staff by principal subject taught, Prince Edward Island, 2004/2005

Table 3.4.4
Level of highest earned degree of full-time university academic staff by principal subject taught, Nova Scotia, 2004/2005

Table 3.4.5
Level of highest earned degree of full-time university academic staff by principal subject taught, New Brunswick, 2004/2005

Table 3.4.6
Level of highest earned degree of full-time university academic staff by principal subject taught, Quebec, 2004/2005

Table 3.4.7
Level of highest earned degree of full-time university academic staff by principal subject taught, Ontario, 2004/2005

Table 3.4.8
Level of highest earned degree of full-time university academic staff by principal subject taught, Manitoba, 2004/2005

Table 3.4.9
Level of highest earned degree of full-time university academic staff by principal subject taught, Saskatchewan, 2004/2005

Table 3.4.10
Level of highest earned degree of full-time university academic staff by principal subject taught, Alberta, 2004/2005

Table 3.4.11
Level of highest earned degree of full-time university academic staff by principal subject taught, British Columbia, 2004/2005

Table 3.5.1
Average number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Canada, 2004/2005

Table 3.5.2
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Newfoundland and Labrador, 2004/2005

Table 3.5.3
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Prince Edward Island, 2004/2005

Table 3.5.4
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Nova Scotia, 2004/2005

Table 3.5.5
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, New Brunswick, 2004/2005

Table 3.5.6
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Quebec, 2004/2005

Table 3.5.7
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Ontario, 2004/2005

Table 3.5.8
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Manitoba, 2004/2005

Table 3.5.9
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Saskatchewan, 2004/2005

Table 3.5.10
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, Alberta, 2004/2005

Table 3.5.11
Number of years since full-time university academic staff have been appointed to the institution, by sex and principal subject taught, British Columbia, 2004/2005

Table 3.6.1
Rank of full-time university academic staff by sex and principal subject taught, Canada, 2004/2005

Table 3.6.2
Rank of full-time university academic staff by sex and principal subject taught, Newfoundland and Labrador, 2004/2005

Table 3.6.3
Rank of full-time university academic staff by sex and principal subject taught, Prince Edward Island, 2004/2005

Table 3.6.4
Rank of full-time university academic staff by sex and principal subject taught, Nova Scotia, 2004/2005

Table 3.6.5
Rank of full-time university academic staff by sex and principal subject taught, New Brunswick, 2004/2005

Table 3.6.6
Rank of full-time university academic staff by sex and principal subject taught, Quebec, 2004/2005

Table 3.6.7
Rank of full-time university academic staff by sex and principal subject taught, Ontario, 2004/2005

Table 3.6.8
Rank of full-time university academic staff by sex and principal subject taught, Manitoba, 2004/2005

Table 3.6.9
Rank of full-time university academic staff by sex and principal subject taught, Saskatchewan, 2004/2005

Table 3.6.10
Rank of full-time university academic staff by sex and principal subject taught, Alberta, 2004/2005

Table 3.6.11
Rank of full-time university academic staff by sex and principal subject taught, British Columbia, 2004/2005

Table 3.7.1
Average salary of full-time university academic staff, by sex and principal subject taught, Canada, 2004/2005

Table 3.7.2
Average salary of full-time university academic staff, by sex and principal subject taught, Newfoundland and Labrador, 2004/2005

Table 3.7.3
Average salary of full-time university academic staff, by sex and principal subject taught, Prince Edward Island, 2004/2005

Table 3.7.4
Average salary of full-time university academic staff, by sex and principal subject taught, Nova Scotia, 2004/2005

Table 3.7.5
Average salary of full-time university academic staff, by sex and principal subject taught, New Brunswick, 2004/2005

Table 3.7.6
Average salary of full-time university academic staff, by sex and principal subject taught, Quebec, 2004/2005

Table 3.7.7
Average salary of full-time university academic staff, by sex and principal subject taught, Ontario, 2004/2005

Table 3.7.8
Average salary of full-time university academic staff, by sex and principal subject taught, Manitoba, 2004/2005

Table 3.7.9
Average salary of full-time university academic staff, by sex and principal subject taught, Saskatchewan, 2004/2005

Table 3.7.10
Average salary of full-time university academic staff, by sex and principal subject taught, Alberta, 2004/2005

Table 3.7.11
Average salary of full-time university academic staff, by sex and principal subject taught, British Columbia, 2004/2005

Section 4 - Tables

Table 1
Availability of training programs at the postsecondary level for the major health occupations, Canada and provinces

Table 4.1.1
Distribution of university students, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.1.2
Distribution of university students, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.1.3
Distribution of university students, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.1.4
Distribution of university students, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.1.5
Distribution of university students, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.1.6
Distribution of university students, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.1.7
Distribution of university students, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.1.8
Distribution of university students, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.1.9
Distribution of university students, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.1.10
Distribution of university students, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.1.11
Distribution of university students, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.2.1
Gender of university students, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.2.2
Gender of university students, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.2.3
Gender of university students, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.2.4
Gender of university students, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.2.5
Gender of university students, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.2.6
Gender of university students, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.2.7
Gender of university students, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.2.8
Gender of university students, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.2.9
Gender of university students, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.2.10
Gender of university students, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.2.11
Gender of university students, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.3.1
Age of university students of bachelor's and other undergraduate degrees by type of program, Canada, 2004/2005 and 2005/20064

Table 4.3.2
Age of university students of bachelor's and other undergraduate degrees by type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.3.3
Age of university students of bachelor's and other undergraduate degrees by type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.3.4
Age of university students of bachelor's and other undergraduate degrees by type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.3.5
Age of university students of bachelor's and other undergraduate degrees by type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.3.6
Age of university students of bachelor's and other undergraduate degrees by type of program, Quebec, 2004/2005 and 2005/2006

Table 4.3.7
Age of university students of bachelor's and other undergraduate degrees by type of program, Ontario, 2004/2005 and 2005/2006

Table 4.3.8
Age of university students of bachelor's and other undergraduate degrees by type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.3.9
Age of university students of bachelor's and other undergraduate degrees by type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.3.10
Age of university students of bachelor's and other undergraduate degrees by type of program, Alberta, 2004/2005 and 2005/2006

Table 4.3.11
Age of university students of bachelor's and other undergraduate degrees by type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.4.1
Age of university students, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.4.2
Age of university students, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.4.3
Age of university students, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.4.4
Age of university students, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.4.5
Age of university students, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.4.6
Age of university students, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.4.7
Age of university students, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.4.8
Age of university students, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.4.9
Age of university students, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.4.10
Age of university students, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.4.11
Age of university students, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.5.1
Immigration status of university students, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.5.2
Immigration status of university students, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.5.3
Immigration status of university students, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.5.4
Immigration status of university students, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.5.5
Immigration status of university students, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.5.6
Immigration status of university students, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.5.7
Immigration status of university students, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.5.8
Immigration status of university students, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.5.9
Immigration status of university students, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.5.10
Immigration status of university students, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.5.11
Immigration status of university students, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.6.1
Citizenship of university students, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.6.2
Citizenship of university students, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.6.3
Citizenship of university students, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.6.4
Citizenship of university students, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.6.5
Citizenship of university students, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.6.6
Citizenship of university students, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.6.7
Citizenship of university students, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.6.8
Citizenship of university students, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.6.9
Citizenship of university students, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.6.10
Citizenship of university students, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.6.11
Citizenship of university students, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.7.1
Registration status of university students, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.7.2
Registration status of university students, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.7.3
Registration status of university students, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.7.4
Registration status of university students, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.7.5
Registration status of university students, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.7.6
Registration status of university students, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.7.7
Registration status of university students, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.7.8
Registration status of university students, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.7.9
Registration status of university students, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.7.10
Registration status of university students, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.7.11
Registration status of university students, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.8.1
Distribution of university graduates, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.8.2
Distribution of university graduates, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.8.3
Distribution of university graduates, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.8.4
Distribution of university graduates, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.8.5
Distribution of university graduates, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.8.6
Distribution of university graduates, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.8.7
Distribution of university graduates, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.8.8
Distribution of university graduates, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.8.9
Distribution of university graduates, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.8.10
Distribution of university graduates, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.8.11
Distribution of university graduates, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.9.1
University graduation rates by level of study and sex, Canada, 2004/2005 and 2005/20061

Table 4.9.2
University graduation rates by level of study and sex, Newfoundland and Labrador,

Table 4.9.3
University graduation rates by level of study and sex, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.9.4
University graduation rates by level of study and sex, Nova Scotia, 2004/2005 and 2005/2006

Table 4.9.5
University graduation rates by level of study and sex, New Brunswick, 2004/2005 and 2005/2006

Table 4.9.6
University graduation rates by level of study and sex, Quebec, 2004/2005 and 2005/2006

Table 4.9.7
University graduation rates by level of study and sex, Ontario, 2004/2005 and 2005/2006

Table 4.9.8
University graduation rates by level of study and sex, Manitoba, 2004/2005 and 2005/2006

Table 4.9.9
University graduation rates by level of study and sex, Saskatchewan, 2004/2005 and 2005/20061

Table 4.9.10
University graduation rates by level of study and sex, Alberta, 2004/2005 and 2005/2006

Table 4.9.11
University graduation rates by level of study and sex, British Columbia, 2004/2005 and 2005/2006

Table 4.10.1
Distribution of university graduates by level of study, type of program and sex, Canada, 2004/2005 and 2005/20064

Table 4.10.2
Distribution of university graduates by level of study, type of program and sex, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.10.3
Distribution of university graduates by level of study, type of program and sex, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.10.4
Distribution of university graduates by level of study, type of program and sex, Nova Scotia, 2004/2005 and 2005/2006

Table 4.10.5
Distribution of university graduates by level of study, type of program and sex, New Brunswick, 2004/2005 and 2005/2006

Table 4.10.6
Distribution of university graduates by level of study, type of program and sex, Quebec, 2004/2005 and 2005/2006

Table 4.10.7
Distribution of university graduates by level of study, type of program and sex, Ontario, 2004/2005 and 2005/2006

Table 4.10.8
Distribution of university graduates by level of study, type of program and sex, Manitoba, 2004/2005 and 2005/2006

Table 4.10.9
Distribution of university graduates by level of study, type of program and sex, Saskatchewan, 2004/2005 and 2005/20064

Table 4.10.10
Distribution of university graduates by level of study, type of program and sex, Alberta, 2004/2005 and 2005/2006

Table 4.10.11
Distribution of university graduates by level of study, type of program and sex, British Columbia, 2004/2005 and 2005/2006

Table 4.11.1
Gender of university graduates, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.11.2
Gender of university graduates, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.11.3
Gender of university graduates, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.11.4
Gender of university graduates, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.11.5
Gender of university graduates, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.11.6
Gender of university graduates, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.11.7
Gender of university graduates, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.11.8
Gender of university graduates, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.11.9
Gender of university graduates, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.11.10
Gender of university graduates, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.11.11
Gender of university graduates, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.12.1
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Canada, 2004/2005 and 2005/20064

Table 4.12.2
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.12.3
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.12.4
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.12.5
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.12.6
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Quebec, 2004/2005 and 2005/2006

Table 4.12.7
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Ontario, 2004/2005 and 2005/2006

Table 4.12.8
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.12.9
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.12.10
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, Alberta, 2004/2005 and 2005/2006

Table 4.12.11
Age of university graduates at the bachelor's and other undergraduates degree level, by type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.13.1
Age of university graduates at the graduate levels of study, by type of program, Canada, 2004/2005 and 2005/20064

Table 4.13.2
Age of university graduates at the graduate levels of study, by type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.13.3
Age of university graduates at the graduate levels of study, by type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.13.4
Age of university graduates at the graduate levels of study, by type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.13.5
Age of university graduates at the graduate levels of study, by type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.13.6
Age of university graduates at the graduate levels of study, by type of program, Quebec, 2004/2005 and 2005/2006

Table 4.13.7
Age of university graduates at the graduate levels of study, by type of program, Ontario, 2004/2005 and 2005/2006

Table 4.13.8
Age of university graduates at the graduate levels of study, by type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.13.9
Age of university graduates at the graduate levels of study, by type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.13.10
Age of university graduates at the graduate levels of study, by type of program, Alberta, 2004/2005 and 2005/2006

Table 4.13.11
Age of university graduates at the graduate levels of study, by type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.14.1
Immigration status of university graduates, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.14.2
Immigration status of university graduates, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.14.3
Immigration status of university graduates, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.14.4
Immigration status of university graduates, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.14.5
Immigration status of university graduates, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.14.6
Immigration status of university graduates, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.14.7
Immigration status of university graduates, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.14.8
Immigration status of university graduates, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.14.9
Immigration status of university graduates, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.14.10
Immigration status of university graduates, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.14.11
Immigration status of university graduates, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Table 4.15.1
Citizenship of university graduates, by level of study and type of program, Canada, 2004/2005 and 2005/20064

Table 4.15.2
Citizenship of university graduates, by level of study and type of program, Newfoundland and Labrador, 2004/2005 and 2005/2006

Table 4.15.3
Citizenship of university graduates, by level of study and type of program, Prince Edward Island, 2004/2005 and 2005/2006

Table 4.15.4
Citizenship of university graduates, by level of study and type of program, Nova Scotia, 2004/2005 and 2005/2006

Table 4.15.5
Citizenship of university graduates, by level of study and type of program, New Brunswick, 2004/2005 and 2005/2006

Table 4.15.6
Citizenship of university graduates, by level of study and type of program, Quebec, 2004/2005 and 2005/2006

Table 4.15.7
Citizenship of university graduates, by level of study and type of program, Ontario, 2004/2005 and 2005/2006

Table 4.15.8
Citizenship of university graduates, by level of study and type of program, Manitoba, 2004/2005 and 2005/2006

Table 4.15.9
Citizenship of university graduates, by level of study and type of program, Saskatchewan, 2004/2005 and 2005/20064

Table 4.15.10
Citizenship of university graduates, by level of study and type of program, Alberta, 2004/2005 and 2005/2006

Table 4.15.11
Citizenship of university graduates, by level of study and type of program, British Columbia, 2004/2005 and 2005/2006

Section 5 - Tables

Table 2
Province of residence of the college and bachelor health graduates who can hold a conversation in French

Table 3
Timeline for the establishment of mutual recognition agreements for selected health occupations, Canada

Table 5.1.1
Distribution of Class of 2000 graduates, by level of study and type of program, Canada

Table 5.1.2
Distribution of Class of 2000 graduates, by level of study and type of program, Newfoundland and Labrador

Table 5.1.3
Distribution of Class of 2000 graduates, by level of study and type of program, Prince Edward Island

Table 5.1.4
Distribution of Class of 2000 graduates, by level of study and type of program, Nova Scotia

Table 5.1.5
Distribution of Class of 2000 graduates, by level of study and type of program, New Brunswick

Table 5.1.6
Distribution of Class of 2000 graduates, by level of study and type of program, Quebec

Table 5.1.7
Distribution of Class of 2000 graduates, by level of study and type of program, Ontario

Table 5.1.8
Distribution of Class of 2000 graduates, by level of study and type of program, Manitoba

Table 5.1.9
Distribution of Class of 2000 graduates, by level of study and type of program, Saskatchewan

Table 5.1.10
Distribution of Class of 2000 graduates, by level of study and type of program, Alberta

Table 5.1.11
Distribution of Class of 2000 graduates, by level of study and type of program, British Columbia

Table 5.1.12
Distribution of Class of 2000 college graduates by type of program, Territories

Table 5.2.1
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Canada

Table 5.2.2
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Newfoundland and Labrador

Table 5.2.3
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Prince Edward Island

Table 5.2.4
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Nova Scotia

Table 5.2.5
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, New Brunswick

Table 5.2.6
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Quebec

Table 5.2.7
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Ontario

Table 5.2.8
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Manitoba

Table 5.2.9
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Saskatchewan

Table 5.2.10
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, Alberta

Table 5.2.11
Socio-demographic characteristics of Class of 2000 graduates, by level of study and type of program, British Columbia

Table 5.2.12
Socio-demographic characteristics of Class of 2000 college graduates by type of program, Territories

Table 5.3.1
Age at graduation of Class of 2000 graduates, by level of study and type of program, Canada

Table 5.3.2
Age at graduation of Class of 2000 graduates, by level of study and type of program, Newfoundland and Labrador

Table 5.3.3
Age at graduation of Class of 2000 graduates, by level of study and type of program, Prince Edward Island

Table 5.3.4
Age at graduation of Class of 2000 graduates, by level of study and type of program, Nova Scotia

Table 5.3.5
Age at graduation of Class of 2000 graduates, by level of study and type of program, New Brunswick

Table 5.3.6
Age at graduation of Class of 2000 graduates, by level of study and type of program, Quebec

Table 5.3.7
Age at graduation of Class of 2000 graduates, by level of study and type of program, Ontario

Table 5.3.8
Age at graduation of Class of 2000 graduates, by level of study and type of program, Manitoba

Table 5.3.9
Age at graduation of Class of 2000 graduates, by level of study and type of program, Saskatchewan

Table 5.3.10
Age at graduation of Class of 2000 graduates, by level of study and type of program, Alberta

Table 5.3.11
Age at graduation of Class of 2000 graduates, by level of study and type of program, British Columbia

Table 5.3.12
Age at graduation of Class of 2000 college graduates by type of program, Territories

Table 5.4.1
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Canada

Table 5.4.2
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Newfoundland and Labrador

Table 5.4.3
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Prince Edward Island

Table 5.4.4
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Nova Scotia

Table 5.4.5
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, New Brunswick

Table 5.4.6
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Quebec

Table 5.4.7
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Ontario

Table 5.4.8
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Manitoba

Table 5.4.9
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Saskatchewan

Table 5.4.10
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, Alberta

Table 5.4.11
Language in which a conversation can be conducted upon graduation of Class of 2000 graduates, by level of study and type of program, British Columbia

Table 5.4.12
Language in which a conversation can be conducted upon graduation of Class of 2000 college graduates by type of program, Territories

Table 5.5.1
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Canada

Table 5.5.2
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Newfoundland and Labrador

Table 5.5.3
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Prince Edward Island

Table 5.5.4
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Nova Scotia

Table 5.5.5
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, New Brunswick

Table 5.5.6
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Quebec

Table 5.5.7
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Ontario

Table 5.5.8
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Manitoba

Table 5.5.9
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Saskatchewan

Table 5.5.10
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, Alberta

Table 5.5.11
Characteristics of Class of 2000 graduates' program of study, by level of study and type of program, British Columbia

Table 5.5.12
Characteristics of Class of 2000 college graduates' program of study by type of program, Territories

Table 5.6.1
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Canada

Table 5.6.2
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Newfoundland and Labrador

Table 5.6.3
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Prince Edward Island

Table 5.6.4
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Nova Scotia

Table 5.6.5
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, New Brunswick

Table 5.6.6
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Quebec

Table 5.6.7
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Ontario

Table 5.6.8
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Manitoba

Table 5.6.9
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Saskatchewan

Table 5.6.10
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Alberta

Table 5.6.11
Incidence and repayment of total loan among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, British Columbia

Table 5.6.12
Incidence and repayment of total loan among Class of 2000 college graduates⁴ two and five years after graduation by type of program, Territories

Table 5.7.1
Incidence and repayment of government student loans among Class of 2000 graduates 4 two and five years after graduation, by level of study and type of program, Canada

Table 5.7.2
Incidence and repayment of government student loans among Class of 2000 graduates 4 two and five years after graduation, by level of study and type of program, Newfoundland and Labrador

Table 5.7.3
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Prince Edward Island

Table 5.7.4
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Nova Scotia

Table 5.7.5
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, New Brunswick

Table 5.7.6
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Quebec

Table 5.7.7
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Ontario

Table 5.7.8
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Manitoba

Table 5.7.9
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Saskatchewan

Table 5.7.10
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Alberta

Table 5.7.11
Incidence and repayment of government student loans among Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, British Columbia

Table 5.7.12
Incidence and repayment of government student loans among Class of 2000 college graduates⁴ two and five years after graduation by type of program, Territories

Table 5.8.1
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Canada

Table 5.8.2
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Newfoundland and Labrador

Table 5.8.3
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Prince Edward Island

Table 5.8.4
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Nova Scotia

Table 5.8.5
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, New Brunswick

Table 5.8.6
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Quebec

Table 5.8.7
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Ontario

Table 5.8.8
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Manitoba

Table 5.8.9
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Saskatchewan

Table 5.8.10
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, Alberta

Table 5.8.11
Class of 2000 graduates who pursued additional education after graduation, by level of study and type of program, British Columbia

Table 5.8.12
Class of 2000 college graduates who pursued additional education after graduation by type of program, Territories

Table 5.9.1
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Canada

Table 5.9.2
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Newfoundland and Labrador

Table 5.9.3
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Prince Edward Island

Table 5.9.4
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Nova Scotia

Table 5.9.5
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, New Brunswick

Table 5.9.6
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Quebec

Table 5.9.7
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Ontario

Table 5.9.8
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Manitoba

Table 5.9.9
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Saskatchewan

Table 5.9.10
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, Alberta

Table 5.9.11
Employment status of Class of 2000 graduates⁴ two and five years after graduation, by level of study and type of program, British Columbia

Table 5.9.12
Employment status of Class of 2000 college graduates⁴ two and five years after graduation by type of program, Territories

Table 5.10.1
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Canada

Table 5.10.2
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Newfoundland and Labrador

Table 5.10.3
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Prince Edward Island

Table 5.10.4
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Nova Scotia

Table 5.10.5
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, New Brunswick

Table 5.10.6
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Quebec

Table 5.10.7
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Ontario

Table 5.10.8
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Manitoba

Table 5.10.9
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Saskatchewan

Table 5.10.10
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, Alberta

Table 5.10.11
Type of occupation of Class of 2000 graduates⁴ employed five years after graduation, by level of study and type of program, British Columbia

Table 5.10.12
Type of occupation of Class of 2000 college graduates⁴ employed five years after graduation, by type of program, Territories

Table 5.11.1
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Canada

Table 5.11.2
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Newfoundland and Labrador

Table 5.11.3
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Prince Edward Island

Table 5.11.4
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Nova Scotia

Table 5.11.5
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, New Brunswick

Table 5.11.6
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Quebec

Table 5.11.7
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Ontario

Table 5.11.8
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Manitoba

Table 5.11.9
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Saskatchewan

Table 5.11.10
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, Alberta

Table 5.11.11
Retention in health occupations of Class of 2000 graduates⁴ five years after graduation, by level of study and type of program, British Columbia

Table 5.11.12
Retention in health occupations of Class of 2000 college graduates⁴ five years after graduation by type of program, Territories

Table 5.12.1
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Canada

Table 5.12.2
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Newfoundland and Labrador

Table 5.12.3
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Prince Edward Island

Table 5.12.4
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Nova Scotia

Table 5.12.5
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, New Brunswick

Table 5.12.6
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Quebec

Table 5.12.7
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Ontario

Table 5.12.8
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Manitoba

Table 5.12.9
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Saskatchewan

Table 5.12.10
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, Alberta

Table 5.12.11
Estimated gross annual earnings of Class of 2000 graduates⁴ working full-time in 2002 and 2005, by level of study and type of program, British Columbia

Table 5.12.12
Estimated gross annual earnings of Class of 2000 college graduates⁴ working full-time in 2002 and 2005 by type of program, Territories

Table 5.13.1
Mobility of the Class of 2000 college graduates in the period before enrolling and two years after graduation by type of program, Canada and regions

Table 5.13.2
Mobility of the Class of 2000 university graduates in the period before enrolling and two years after graduation by type of program, Canada and jurisdictions

Section 6 - Tables

Table 6.1
Average scores for three scales of the information and communication technologies use and familiarity index, by province and occupation, working population aged 16 to 65, 2003

Table 6.2
Distribution of proficiency levels across all domains, by province and occupation, working population aged 16 to 65, 2003

Section 7 - Tables

Table 7.1.1
Workplaces supporting training activities by industrial sector, Canada, 2003

Table 7.1.2
Workplaces supporting training activities by industrial sector, Atlantic provinces, 2003

Table 7.1.3
Workplaces supporting training activities by industrial sector, Quebec, 2003

Table 7.1.4
Workplaces supporting training activities by industrial sector, Ontario, 2003

Table 7.1.5
Workplaces supporting training activities by industrial sector, Western provinces, 2003

Section 8 - Tables

Table 8.1.1
Adults participating in job-related training activities by occupation, Canada, 2002

Table 8.1.2
Adults participating in job-related training activities by occupation, Newfoundland and Labrador, 2002

Table 8.1.3
Adults participating in job-related training activities by occupation, Prince Edward Island, 2002

Table 8.1.4
Adults participating in job-related training activities by occupation, Nova Scotia, 2002

Table 8.1.5
Adults participating in job-related training activities by occupation, New Brunswick, 2002

Table 8.1.6
Adults participating in job-related training activities by occupation, Quebec, 2002

Table 8.1.7
Adults participating in job-related training activities by occupation, Ontario, 2002

Table 8.1.8
Adults participating in job-related training activities by occupation, Manitoba, 2002

Table 8.1.9
Adults participating in job-related training activities by occupation, Saskatchewan, 2002

Table 8.1.10
Adults participating in job-related training activities by occupation, Alberta, 2002

Table 8.1.11
Adults participating in job-related training activities by occupation, British Columbia, 2002

Table 8.2.1
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Canada, 2002

Table 8.2.2
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Newfoundland and Labrador, 2002

Table 8.2.3
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Prince Edward Island, 2002

Table 8.2.4
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Nova Scotia, 2002

Table 8.2.5
Socio-demographic characteristics of adults participating in job-related training activities by occupation, New Brunswick, 2002

Table 8.2.6
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Quebec, 2002

Table 8.2.7
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Ontario, 2002

Table 8.2.8
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Manitoba, 2002

Table 8.2.9
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Saskatchewan, 2002

Table 8.2.10
Socio-demographic characteristics of adults participating in job-related training activities by occupation, Alberta, 2002

Table 8.2.11
Socio-demographic characteristics of adults participating in job-related training activities by occupation, British Columbia, 2002

Table 8.3.1
Participation rates of adults in job-related training activities by sex and occupation, Canada, 2002

Table 8.3.2
Participation rates of adults in job-related training activities by sex and occupation, Newfoundland and Labrador, 2002

Table 8.3.3
Participation rates of adults in job-related training activities by sex and occupation, Prince Edward Island, 2002

Table 8.3.4
Participation rates of adults in job-related training activities by sex and occupation, Nova Scotia, 2002

Table 8.3.5
Participation rates of adults in job-related training activities by sex and occupation, New Brunswick, 2002

Table 8.3.6
Participation rates of adults in job-related training activities by sex and occupation, Quebec, 2002

Table 8.3.7
Participation rates of adults in job-related training activities by sex and occupation, Ontario, 2002

Table 8.3.8
Participation rates of adults in job-related training activities by sex and occupation, Manitoba, 2002

Table 8.3.9
Participation rates of adults in job-related training activities by sex and occupation, Saskatchewan, 2002

Table 8.3.10
Participation rates of adults in job-related training activities by sex and occupation, Alberta, 2002

Table 8.3.11
Participation rates of adults in job-related training activities by sex and occupation, British Columbia, 2002

Table 8.4.1
Participation rates of adults in job-related training activities by age group and occupation, Canada, 2002

Table 8.4.2
Participation rates of adults in job-related training activities by age group and occupation, Newfoundland and Labrador, 2002

Table 8.4.3
Participation rates of adults in job-related training activities by age group and occupation, Prince Edward Island, 2002

Table 8.4.4
Participation rates of adults in job-related training activities by age group and occupation, Nova Scotia, 2002

Table 8.4.5
Participation rates of adults in job-related training activities by age group and occupation, New Brunswick, 2002

Table 8.4.6
Participation rates of adults in job-related training activities by age group and occupation, Quebec, 2002

Table 8.4.7
Participation rates of adults in job-related training activities by age group and occupation, Ontario, 2002

Table 8.4.8
Participation rates of adults in job-related training activities by age group and occupation, Manitoba, 2002

Table 8.4.9
Participation rates of adults in job-related training activities by age group and occupation, Saskatchewan, 2002

Table 8.4.10
Participation rates of adults in job-related training activities by age group and occupation, Alberta, 2002

Table 8.4.11
Participation rates of adults in job-related training activities by age group and occupation, British Columbia, 2002