Education Indicators in Canada: An International Perspective, 2018
Chapter D
Sustainable Developmental Goals (SDG) 4: Quality Education

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Context

This Chapter, for the first time in Education Indicators in Canada: An International Perspective, presents indicators from the United Nations Educational, Scientific and Cultural Organization (UNESCO) Sustainable Development Goal 4 (SDG-4) on education. SDG-4 is the education-related goal of the UNESCO 2030 Agenda for Sustainable Development, which was adopted on September 25, 2015, by the United Nations General Assembly. SDG-4 is part of a broader set of 17 social, economic, and environmental SDGs that form a universal call for action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. Canada is committed to reporting on the SDG-4, as part of its commitment to the UNESCO 2030 Agenda for Sustainable Development.

The overall aim of SDG-4 is to "ensure inclusive and equitable education and promote lifelong learning opportunities for all." SDG-4 encompasses 10 targets and 43 indicators that cover many different aspects of education.^{Note 1} This chapter focuses on the SDG-4 indicators which have been included in the OECD's chapter on SDG-4 in Education at a Glance 2018 specifically: 4.2.2, Participation rate in organized learning one year before the official primary entry age (the primary entry age is 6 in Canada, therefore this indicator focuses on 5 year-olds); 4.3.1, Participation rate of adults in formal and non-formal education; 4.1.1, Proportion of 15-year-olds achieving at least a minimum proficiency level (PISA level 2) in mathematics and reading; and 4.6.1, Proportion of adults (25-64 year-olds) achieving at least a fixed level of proficiency (PIAAC score 226) in functional numeracy and literacy skills.

This chapter also focuses on equity in education by applying parity indexes to these indicators. The parity index is the main method chosen by the international community to measure equity across the SDG-4 indicators, and is defined by the ratio between the values of a given indicator for two different groups. An index between 0.97 and 1.03 indicates a parity between the two groups. A value that is less than 0.97 or greater than 1.03 indicates an inequity between the two groups.

Observations

• In 2016, Canada's participation rate in organized learning one year before the official entry age (97%) was higher than the OECD average (93%), the United States (91%) and Japan (91%).
• The mandatory primary entry age in most provinces and territories is 6 years old (grade 1). In most provinces and territories, participation rates for 5-year-olds were above 95% (most 5-year-olds have started kindergarten).^{Note 2} The participation rate was at 100% in Saskatchewan and 99% in New Brunswick and Alberta. The lowest rates were found in Prince Edward Island (91%), Yukon (88%), and Northwest Territories (86%).

• Canada's participation rate of adults in formal and non-formal education (58%) was higher than the OECD average (49%) and all G7 counties with available data, except the United States (59%).
• Alberta had the highest participation rate among provinces and territories (64%), and, like most province and territories, placed higher than all of the G7 countries with available data.
• Although higher than the participation rate in both Italy (42%) and Japan (42%), Nunavut had the lowest participation rate (44%) in Canada.

• Parity is considered anywhere between 0.97 and 1.03. Canada's gender parity score fell within this range which indicates that women and men participate at an equal rate in formal and non-formal education. This rate was comparable to the OECD average and to Germany and the United States.
• More men than women participated in formal and non-formal education in Newfoundland and Labrador, Nova Scotia, New Brunswick, and Alberta. However, the gender parity score for these provinces was higher than Japan, which had the lowest score among G7 countries with available data.
• Among provinces and territories, more women than men participated in formal and non-formal education in Prince Edward Island, Northwest Territories, Nunavut, and Quebec.

• In 2015, more students in Canada reached a minimum proficiency level in mathematics and reading than the OECD or G20 average. Canada also reached a higher minimum proficiency level in reading than all G7 countries with available data, and only Japan reached a higher minimum proficiency level in mathematics.
• On average in Canada, the OECD and the G20, more students reached a minimum proficiency level in reading than in mathematics. This was true for all provinces except Quebec, where slightly more students reached a higher minimum proficiency level in mathematics.
• Among provinces, Quebec, Alberta and British Columbia had the highest proportion of students meeting the minimum proficiency levels in both mathematics and reading. In both domains, Quebec's results were above all the G7 countries.

• Across all provinces; gender, economic, social and cultural status (ESCS) and location parity indexes were closer to falling within the parity range of 0.97 and 1.03 than those of all G7 countries with available data, the OECD and G20 average, in 2015. This suggests that education systems in Canada are relatively equitable, and that the proportion of 15-year-olds achieving a minimum proficiency level in mathematics is not significantly affected by gender, ESCS or location.
• In Canada and on average across the OECD, an equal proportion of boys and girls reached a minimum level of proficiency in mathematics. This was true of all provinces. In contrast, across the G20 and in Italy and the United States, more boys than girls reached this minimum level.
• Among most provinces, ESCS had a larger impact on the proportion of 15-year-olds reaching minimum proficiency levels in mathematics than did location or gender. In all provinces, ESCS scores did not fall within the parity range; they fell below it. This means that the proportion of children from the bottom quartile of the ESCS index that achieved at least a level 2 proficiency in mathematics was lower than the proportion of 15 year olds achieving level 2 proficiency in the top ESCS quartile.
• In British Columbia and Quebec however, location (rural vs urban schools) played a larger role. In these two provinces, a higher proportion of students in urban schools reached the minimum proficiency than those in rural schools. In other provinces, location did not play as great a role.

• In 2015, Canada's gender parity scores did not fall within the parity range of 0.97 and 1.03; for the most part they fell above. This means that more girls achieved at least a minimum proficiency level in reading than boys. This was true of all provinces. The economic, social and cultural status (ESCS) and location parity indexes on the other hand, tended to fall below the parity range.
• Compared to the OECD average, G7 countries with available data, and the G20 average, Canada's parity indexes tended to fall closer to the parity range. This suggests that education systems in Canada are relatively equitable, and that the proportion of 15-year-olds achieving a minimum proficiency level in reading is only slightly affected by gender, ESCS, or location when compared to global parity indexes.
• In Canada, the OECD, and G7 countries with available data, being in the bottom quartile of the ESCS index played a larger role in determining the proportion of students achieving a minimum proficiency level in reading than did location or gender. This was true of all provinces except British Columbia and Quebec, where location played a slightly larger role than ESCS.
• Among provinces, Alberta showed the smallest range in parity indexes although not all the scores fell within the parity range. This signifies that, compared to other provinces; gender, ESCS status, and location have a lesser impact on the proportion of students achieving at least a minimum proficiency level in reading in Alberta.

• The proportion of adults achieving at least a fixed level of proficiency in literacy skills in Canada was slightly higher than the OECD average, and at the same level with the OECD in numeracy skills. Among G7 countries with available data, only Germany and Japan scored higher than Canada in numeracy skills, and only Japan scored higher than Canada in literacy skills.
• Among provinces and territories, Northwest Territories and Nunavut had the lowest proportion of adults achieving a fixed proficiency in numeracy and literacy.

• The gender parity index shows that in Canada, among most G7 countries, and on average in the OECD, more men than women achieved a fixed level of proficiency in functional numeracy scores. Among provinces and territories, a similar pattern was found. Yukon was the only province or territory where more women than men achieved this level of proficiency.
• In Canada, parental educational attainment played a larger role than gender in determining the proportion of adults who achieved a fixed level of proficiency in numeracy skills. Those whose parents had lower levels of educational attainment were less likely to attain this level of proficiency. In the OECD, on average, parental educational attainment played a lesser role. It is important to note that with the exception of Japan, none of the countries, provinces or territories had parental educational attainment index scores that fall within the parity range. This indicates that parental educational attainment affects functional numeracy skills in all places, even if this effect is small.
• Among provinces and territories, parental educational attainment had the greatest impact in Newfoundland and Labrador, Yukon, Northwest Territories and Nunavut.

• On average across Canada and the OECD, a similar proportion of women and men achieved at least a fixed level of proficiency in functional literacy skills. However, parental educational attainment did exert an impact, and those whose parents had a lower level of educational attainment were less likely to achieve proficiency.
• Among most provinces and territories, a similar percentage of women and men achieved proficiency in literacy skills. In the Yukon, Prince Edward Island, Newfoundland and Labrador, Manitoba and the Northwest Territories, a higher percentage of women achieved this level of proficiency. Only in Nunavut was this situation reversed, with a higher percentage of men achieving this level.
• In Canada, the OECD and most G7 countries, parental educational attainment played a larger role than gender in determining the proportion of adults with proficiency in functional literacy skills. Those whose parents had lower educational attainment were less likely to achieve this fixed level of proficiency.
• Among provinces and territories, parental educational attainment played the largest role in determining the proportion of adults with a fixed level of proficiency in functional literacy scores in Northwest Territories and Nunavut. However, parental educational attainment played a role in all provinces and territories.

Definitions, sources and methodology

Elementary-Secondary Education Survey (ESES)

The Elementary-Secondary Education Survey (ESES) is an annual survey of administrative data that focuses primarily on public schools. It collects aggregate data from the provincial/territorial ministries or departments of education. Information on enrolments and graduates is reported by type of program and by age and sex, and grade and sex. For further information including definitions and background information about the Elementary-Secondary Education Survey (ESES), please refer to http://www23.statcan.gc.ca/imdb/p2SV.pl?Function=getSurvey&SDDS=5102.

Demographic Estimates

This estimate program provides estimates of population by age and sex for Census Divisions, Census Metropolitan Areas and Economic Regions. This estimates program is used in the calculation of demographic, social and economic indicators (fertility rates, mortality rates, nuptiality rates, divorce rates, school enrolment rates, etc.) in which the population, or a part thereof, serves as the denominator. These data are used in calculation of weights for use in Statistics Canada's Surveys (Labour Force Survey, General Social Survey, Survey of Labour and Income Dynamics, etc.). In addition, the data helps in the preparation of population projections by Statistics Canada, where estimates of population by age and sex are used as the base population. For further information including definitions and background information about demographic estimates, please refer to http://www23.statcan.gc.ca/imdb/p2SV.pl?Function=getSurvey&SDDS=3608.

Programme for International Student Assessment (PISA)

The Programme for International Student Assessment (PISA) is a collaborative effort of member countries of the OECD along with partner countries to regularly assess youth outcomes, using common international tests, for three domains: reading, mathematics, and science. The goal of PISA is to measure students' skills in reading, mathematics, and science not only in terms of mastery of the school curriculum, but also in terms of the knowledge and skills needed for full participation in society. Internationally, around 510,000 students from 72 countries and economies participated in PISA 2015. PISA's target population comprises 15-year-olds who are attending school. In Canada, the student sample is drawn from Canada's 10 provinces; the territories have not participated in PISA to date. The PISA assessments are administered in schools, during regular school hours, in the spring. Students of schools located on Indian reserves were excluded, as were students of schools for those with severe learning disabilities, schools for blind and deaf students, and students who were being home-schooled. PISA results can be presented as the distribution of student performance across levels of proficiency. The levels range from the lowest, Level 1, to the highest, Level 6.

• Reading: An individual's capacity to understand, reflect on, and engage with written texts, in order to achieve one's goals, to develop one's knowledge and potential and to participate in society.
• Mathematics: An individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen.
• Level 2 Proficiency: According to the OECD, Level 2 can be considered a baseline level of proficiency, at which students begin to demonstrate the competencies that will enable them to participate effectively and productively in life. Students performing below Level 2 can still accomplish some tasks successfully, but they lack some fundamental skills that may prepare them to either enter the workforce or pursue postsecondary education.

Programme for the International Assessment of Adult Competencies (PIAAC)

In Canada, the programme for the International Assessment of Adult Competencies (PIAAC) was conducted by Statistics Canada and made possible by the joint effort of the ministers of education of the provinces and territories, through the Council of Ministers of Education (Canada) [CMEC], and the Government of Canada, led by Employment and Skills Development Canada.

PIAAC results included in Education at a Glance 2018: OECD Indicators are based on data from Round I (2012) and Round II (2015) countries. Round I OECD countries participating in PIAAC include Australia, Austria, Canada, Czech Republic, Denmark, England and Northern Ireland (UK), Estonia, Finland, Flanders (Belgium), France, Germany, Ireland, Italy, Japan, Korea, Netherlands, Norway, Poland, Slovak Republic, Spain, Sweden, and United States. Round II OECD countries participating in PIAAC include Chile, Greece, Israel, New Zealand, Slovenia, and Turkey. For this reason, the composition of the OECD average in PIAAC has changed from earlier publications of Education at a Glance and Education Indicators in Canada: An International Perspective.

For definitions and background information about PIAAC in Canada, please refer to Skills in Canada: First Results from the Programme for the International Assessment of Adult Competencies (PIAAC) or visit the PIAAC Web site.

• Level 2 (score 226) Proficiency: According to the OECD, Level 2 can be considered a baseline of proficiency level.
  • Numeracy: Tasks at this level require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percentages and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs.
  • Literacy: Tasks at this level require the respondent to make matches between the text, either digital or printed, and information and may require paraphrasing or low-level inferences.

Education and Training: Formal education is planned education provided in the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous "ladder" of full-time education for children and young people. The providers may be public or private. Non-formal education is sustained educational activity that does not correspond exactly to the definition of formal education. Non-formal education may take place both within and outside educational institutions and cater to individuals of all ages. Depending on country contexts, it may cover education programmes in adult literacy, basic education for out-of-school children, life skills, work skills and general culture. The Survey of Adult Skills uses a list of possible non-formal education activities, including open or distance-learning courses, private lessons, organised sessions for on-the-job training, and workshops or seminars to prompt respondents to list all of their learning activities during the previous 12 months. Some of these learning activities might be of short duration.

Parity Indices

Gender Parity Index (GPI): is the ratio between the values of a given indicator of males and females. This is calculated by dividing the female value of an indicator by the male value of the same indicator. It is the main method chosen by the international community, such as UNESCO, to measure equity across the SDG-4 indicators. A GPI between 0.97 and 1.03 indicates parity between females and males. A value less than 0.97 indicates a disparity in favour of boys and a value more than 1.03 indicates a disparity in favour of girls.

Location Parity Index: measures progress towards parity in education participation and/or learning opportunities available for children, adolescents or youth living in rural areas in relation to those living in urban areas. This is calculated by dividing the rural value of an indicator by the urban value of the same indicator. It is the main method chosen by the international community, such as UNESCO, to measure equity across the SDG-4 indicators. A location parity index between 0.97 and 1.03 indicates parity between those living in urban and rural locations. A value less than 0.97 indicates a disparity in favour of those living in urban locations and a value more than 1.03 indicates a disparity in favour of those living in rural locations.

Economic, Social and Cultural Status (ESCS) Index: was created on the basis of the following variables: 1) the International-Socio-Economic Index of Occupational Status (ISEI); 2) the highest level of education of the student's parents, converted into years of schooling; 3) the PISA index of family wealth; 4) the PISA index of home educational resources and 5) the PISA index of possessions related to "classical" culture in the family home. This is calculated by dividing the bottom quartile of the ESCS index by the top quartile of the ESCS index of the same indicator. An ESCS index between 0.97 and 1.03 indicates parity between those children from the bottom quartile of the ESCS index and those from the top ESCS quartile. A value less than 0.97 indicates a disparity in favour of children from the top quartile of the ESCS index and a value more than 1.03 indicates a disparity in favour of those from the bottom quartile of the ESCS index.

Parental Educational Attainment Index: measures progress towards parity in education participation and/or learning opportunities available for children, adolescents and adults based on their parents educational attainment and indicates that at least one parent has attained a tertiary degree (ISCED 2011 levels 5, 6, 7 and 8). This is calculated by dividing the number of students who do not have at least one parent with a tertiary education by the number of students with at least one parent with a tertiary education. A parental educational attainment parity index between 0.97 and 1.03 indicates parity between those whose parent(s) have below a tertiary education and those who have attained at least a tertiary education. A value less than 0.97 indicates a disparity in favour of those whose parent(s) have attained a tertiary education or above and a value more than 1.03 indicates a disparity in favour of those whose parent(s) have attained less than a tertiary education.

Notes

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