Education Indicators in Canada: Handbook for the Report of the Pan-Canadian Education Indicators Program September 2017
Section D: Postsecondary education

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D1 Postsecondary enrolment

Registered apprentices

Overall, Indicator D1 portrays postsecondary enrolment. This sub-indicator presents information on the number of registered apprentices in Canada, and in its provinces and territories, including breakdowns by sex and major trade group (CANSIM 477-0117), and by age group (CANSIM 477-0118).

Concepts and definitions

• Information on the number of registered apprentices is based on data provided by apprenticeship branches in the provinces and territories and includes all individuals registered in an apprenticeship program, whether or not they had been enrolled in any formal classroom training during the year. This information is collected through the Registered Apprenticeship Information System (RAIS), which gathers information on individuals who receive training and those who obtain certification in a trade for which apprenticeship training is being offered; specifically, the number of registered apprentices taking in-class and on-the-job training in trades that have either Red Seal or non-Red Seal endorsement, and for which apprenticeship training is either compulsory or voluntary. The RAIS survey also compiles data on the number of provincial and interprovincial Red Seal certificates granted to apprentices or trade qualifiers (challengers).^{Note 1}
• Provincial and territorial governments co-ordinate apprenticeship programs in their jurisdiction. Most of the apprentice's training time is spent on the job working with experienced, certified tradespersons who act as mentors, usually over an average period of three to four years. A portion of the apprenticeship program is spent in formal classroom instruction prior to or during their apprenticeship period.
• The numbers of registered apprentices are presented for the following 25 major trade groups, by sex: automotive service; carpenters; early childhood educators and assistants; community and social service workers, electricians; electronics and instrumentation; exterior finishing; food service; hairstylists and estheticians; heavy duty equipment mechanics; heavy equipment and crane operators; interior finishing; landscape and horticulture technicians and specialists; machinists; metal workers (other); millwrights; oil and gas well drillers, servicers, testers and related workers; plumbers, pipefitters and steamfitters; refrigeration and air conditioning mechanics; sheet metal workers; user support technicians; welders; stationary engineers and power plant operators; construction workers (other); and other.^{Note 2} These 25 major trade groups comprise a special grouping that was created using the National Occupation Classification (NOC).
• The numbers and percentages of registered apprentices are provided for the following seven age groups: under 20; 20 to 24; 25 to 29; 30 to 34; 35 to 39; 40 to 44; 45 and over; and for those whose age was unknown.

Methodology

• The Registered Apprenticeship Information System (RAIS) survey is an annual census. Data are collected for all registered apprentices and trade qualifiers (challengers); no sampling is done. Response is mandatory and data are collected from administrative files supplied by provincial apprenticeship branches. The information is requested in individual record format and each record represents a registered apprentice or trade qualifier (challenger); however, multiple registrations in more than one trade by an individual do exist in the data. Information is collected on registration status of apprentices at the beginning and during the reporting period; their status during and at the end of the reporting period; the number of credits accumulated at the start and during their apprenticeship as well as the type of certificate granted. The reference period is the calendar year, and the collection period is February through September of the reference year.
• The RAIS collected aggregate data by trade programs from 1980 to 1990. It included information on the number of new registrations, total registrations, leavers, completions and certificates granted. In 1991, in response to requests for more information on individual apprentices, the survey began collecting additional information on sex and age and requested information in individual record format. It should be noted that aggregate reporting still existed for some jurisdictions until 2007. Since 2008, the provinces have been providing data at the individual level.
• In 2008, the RAIS underwent a major survey redesign, and a number of new data elements were added and requested from the jurisdictions. Some of the new data elements being requested relate to the number of technical and on-the-job hours completed by apprentices during their training.
• Beginning with the 2008 data, the RAIS used the National Occupation Classification (NOC) to create a special grouping of 25 major trade groups. All RAIS historical data have been revised to reflect these 25 groups.

Limitations

• To ensure the confidentiality of responses, all counts are randomly rounded to a multiple of 3. As a result, when the data are summed or grouped, the total value may not match the sum of the individual values, since the total and subtotals are independently rounded. Similarly, percentage distributions, which are calculated on rounded data, may not necessarily add up to 100%.
• The information on number and percentage distribution of registered apprentices that is presented by age group also includes an "age unknown" category, as age was not available for some records due to missing information.
• Provinces and territories, which provide the data for this release, make operational and administrative changes related to the training and certification of the trades within their jurisdictions. Changes have occurred in all provinces and territories since 1991 that affect historical comparisons. For the 2013 reporting period in particular, these changes had an impact on all data collected by the survey, including the number of registrations, participation in Red Seal and non-Red Seal apprenticeship programs, and certificates awarded. Interpretation of the data should be made within the context of these administrative and operational changes. For further information on federal, provincial and territorial changes see the Registered Apprenticeship Information System (RAIS) Guide.

Data Sources

• Registered Apprenticeship Information System (RAIS), Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada Web site, survey 3154.

Colleges

Overall, Indicator D1 portrays postsecondary enrolment. This sub-indicator presents information on student enrolment in colleges, by sex, registration status and program type. These counts are presented for full- and part-time students. The percentage of female enrolment relative to total full-time college enrolment, by program type, is also examined. Data are presented for Canada, and for the provinces and territories.

Concepts and definitions

• The information presented reflects college enrolment.^{Note 3} Counts represent the number of students who were enrolled in an educational activity on October 31st and thus present a snapshot of enrolments on that day.
• Colleges are created under the authority of either a province’s Colleges Act or equivalent, or under a Society/Societies Act or equivalent, with education as a primary purpose. These institutions are created primarily to offer certificate, diploma, and transfer or continuing education and professional development programs requiring less than three years of full-time study. They are often circumscribed by government and often need to seek government approval to introduce new programs, especially degree programs. High school completion is generally required for admission.
• College refers to community colleges, CEGEPs (collège d’enseignement général et professionnel or college of general and vocational education in Quebec), technical institutes, hospital and regional schools of nursing, radiography, medical technology and health records, as well as establishments providing technological training in specialized fields.
• Registration status captures enrolment for full- and part-time students on the day of the snapshot. Since there is no commonly accepted definition for the registration status of full- and part-time students, it is defined by the reporting postsecondary institutions.
• Information is presented for the following program types offered at colleges:
  • Total enrolment, all programs, for both part-time and full-time students, also includes the category “Other program levels,” which is not presented in the tables. “Other program levels” includes “program levels not applicable” or “non-programs” (taking non-credit courses or taking courses without seeking a credential).
  • College certificate or diploma and other programs at the college level includes college postsecondary programs; college post-diploma programs; collaborative degree programs; university transfer programs from a college or CEGEP (includes associate degrees); and college preliminary year courses.
  • Undergraduate enrolment captures those programs leading to a bachelor’s degree, an applied degree, a university preliminary year or pre-bachelor, or to an undergraduate-level certificate or diploma.
  • Graduate portrays programs leading to a master’s degree or other university graduate-level certificates or diplomas.

Methodology

• The data on college enrolments were extracted from the Postsecondary Student Information System (PSIS), a national survey that enables Statistics Canada to publish information on enrolments in and graduates of postsecondary education institutions in Canada. Implemented in 2000, PSIS replaced the following three surveys: the University Student Information System (USIS), the Community College Student Information System (CCSIS) and the Trade and Vocational Student Survey (TVOC).
• PSIS is a census with a cross-sectional design and a longitudinal follow-up. Data are collected for all units of the target population; no sampling is done. Up to and including 2007, the target population was Canadian public and private not-for-profit postsecondary institutions (universities, community colleges and trade and vocational training centres). As of 2008, the target population is postsecondary institutions that are publicly funded by provincial ministries of education or their equivalent. Each postsecondary institution (the “collection unit”) provides Statistics Canada with data pertaining to its programs and students.
• The college data presented here exclude students enrolled in programs related to pre-employment, apprenticeship, basic training or skills upgrading, second language training, job readiness or orientation programs.

Limitations

• From year to year, more institutions are reporting data using the Postsecondary Student Information System (PSIS) format. The institutions that report data using the PSIS format are asked to include students enrolled in non-programs, including non-credit activities, as well as undergraduate- and graduate-level enrolments. In general, this has resulted in institutions reporting a larger number of student enrolments. Starting in 2000/2001, enrolments from private non-subsidized institutions that were part of the PSIS survey were no longer included.
• These figures on college enrolment should not be compared with those published before PSIS was introduced in 2000. All PSIS data are subject to revision.
• To ensure the confidentiality of responses, all counts are randomly rounded to a multiple of 3. Since the total and subtotals are independently rounded, the total values may not match the sum of the individual values. Similarly, percentage distributions, which are calculated on rounded data, may not necessarily add up to 100%.
• The college enrolment figures for both sexes include enrolments for which sex was not reported; therefore, these figures may not match the totals obtained when the enrolments for males and females are added together.
• The denominator used to calculate the percentage of females relative to total full-time college enrolment excludes enrolments for which sex was not reported.

Data Sources

• Postsecondary Student Information System (PSIS), Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada Web site, survey 5017.

Universities

Overall, Indicator D1 portrays postsecondary enrolment. This sub-indicator provides information on student enrolment in universities, by sex, registration status and program type. These counts are presented for full- and part-time students. The percentage of female enrolment relative to total full-time university enrolment, by program type, is also examined. Data are presented for Canada and the provinces (there are no universities in the territories).

Concepts and definitions

• The information presented reflects university enrolment.^{Note 4} Counts represent the number of students who were enrolled in an educational activity on December 1st (November 1st in Ontario) and thus present a snapshot of enrolments on that day.
• Universities are created under the authority of a province’s University Act or equivalent, or under a Society/Societies Act or equivalent, with education as a primary purpose. These institutions are created primarily for the purposes of offering degree programs and to conduct research. They generally have complete authority to set their own academic standards and priorities. Within the institution, the supreme authority on all academic policy is generally a body on which faculty predominate.
• Registration status captures enrolment for full- and part-time students on the day of the snapshot. Since there is no commonly accepted definition for the registration status of full- and part-time students, it is defined by the reporting postsecondary institutions.
• Information is presented for the following program types offered at universities:
  • Total enrolment, all programs, for both full-time and part-time students, includes the following categories not presented in the tables: “trade/vocational and preparatory training certificate or diploma,” “community college certificate or diploma or other community college level” and “other program levels.” “Other program levels” includes “program levels not applicable” or “non-programs” (taking non-credit courses or taking courses without seeking a credential.
  • Undergraduate enrolment captures those programs leading to a bachelor’s degree, a first professional degree, an applied degree, university preliminary year or pre-bachelor, undergraduate level certificate or diploma, license undergraduate and licentiate or testamur.
  • Graduate reflects enrolment in programs leading to a master’s degree, an earned doctorate, post-doctoral program, master’s qualifying year, university graduate level certificate or diploma, PhD qualifying year or probationary, internship (postgraduate medical education known as post-MD) and residency (medical, dental, veterinary).

Methodology

• The data on university enrolments were extracted from the Postsecondary Student Information System (PSIS), a national survey that enables Statistics Canada to publish information on enrolments in and graduates of postsecondary education institutions in Canada. Implemented in 2000, PSIS replaced the following three surveys: the University Student Information System (USIS), the Community College Student Information System (CCSIS) and the Trade and Vocational Student Survey (TVOC).
• PSIS is a census with a cross-sectional design and a longitudinal follow-up. Data are collected for all units of the target population; no sampling is done. Up to and including 2007, the target population was Canadian public and private not-for-profit postsecondary institutions (universities, community colleges and trade and vocational training centres). As of 2008, the target population is postsecondary institutions that are publicly funded by provincial ministries of education or their equivalent. Each postsecondary institution (the “collection unit”) provides Statistics Canada with data pertaining to its programs and students.

Limitations

• From year to year, more institutions are reporting data using the Postsecondary Student Information System (PSIS) format. The institutions that report data using the PSIS format are asked to include students enrolled in non-programs. In general, this has resulted in institutions reporting a larger number of student enrolments.
• These figures on university enrolment should not be compared with those published before PSIS was introduced in 2000. Enrolments counts for 2004/2005 through 2007/2008 have been revised, and all PSIS data are subject to revision.
• To ensure the confidentiality of responses, all counts are randomly rounded to a multiple of 3. Since the total and subtotals are independently rounded, the total values may not match the sum of the individual values. Similarly, percentage distributions, which are calculated on rounded data, may not necessarily add up to 100%.
• The university enrolment figures for both sexes include enrolments for which sex was not reported; therefore, these figures may not match the totals obtained when the enrolments for males and females are added together.
• The denominator used to calculate the percentage of females relative to total full-time university enrolment excludes enrolments for which sex was not reported.
• Since 2005/2006, enrolments for University of Regina have not been available.
• The following institutions, previously colleges, now have the status of universities and are included in the 2008/2009 counts for British Columbia: Capilano University, Vancouver Island University, Emily Carr University of Art and Design, Kwantlen Polytechnic University and University of the Fraser Valley. The increase in enrolment for Canada in 2008/2009 was mainly due to the attribution of university status to these five colleges. Part of this increase in university enrolment was in “Trade/vocational and preparatory training certificate or diploma” and “Community college certificate or diploma or other community college level” programs.

Data Sources

• Postsecondary Student Information System (PSIS), Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada Web site, survey 5017.

D2 Postsecondary completions

Registered apprenticeship completions

Overall, Indicator D2 examines trends in postsecondary completions. This sub-indicator presents information on the number of individuals completing registered apprenticeship programs in Canada, and in its provinces and territories, including breakdowns by sex and major trade group (CANSIM 477-0120).

Concepts and definitions

• The information on registered apprenticeship completions is based on data provided by apprenticeship branches in the provinces and territories and includes registered apprentices who have completed their program. This information is collected through the Registered Apprenticeship Information System (RAIS), which gathers information on individuals who receive training and those who obtain certification in a trade for which apprenticeship training is being offered; specifically, the number of registered apprentices taking in-class and on-the-job training in trades that have either Red Seal or non-Red Seal endorsement, and for which apprenticeship training is either compulsory or voluntary. Multiple completions by an individual can exist. The RAIS survey also compiles data on the number of registered apprentices, which includes those still registered from the previous year (apprentices who have not yet completed and have not withdrawn from training), apprentices newly registered during the current year and those who had previously discontinued their apprenticeship but were reinstated in the same trade during the reporting year.
• The numbers of registered apprenticeship completions are presented for the following 25 major trade groups, by sex: automotive service; carpenters; early childhood educators and assistants; community and social service workers, electricians; electronics and instrumentation; exterior finishing; food service; hairstylists and estheticians; heavy duty equipment mechanics; heavy equipment and crane operators; interior finishing; landscape and horticulture technicians and specialists; machinists; metal workers (other); millwrights; oil and gas well drillers, servicers, testers and related workers; plumbers, pipefitters and steamfitters; refrigeration and air conditioning mechanics; sheet metal workers; user support technicians; welders; stationary engineers and power plant operators; construction workers (other); and other^{Note 2}. These 25 major trade groups comprise a special grouping that was created using the National Occupation Classification (NOC).

Methodology

• The Registered Apprenticeship Information System (RAIS) survey is an annual census. Data are collected for all registered apprentices and trade qualifiers (challengers); no sampling is done. Response is mandatory and data are collected directly from administrative files supplied by provincial apprenticeship branches. The information is requested in individual record format and each record represents a registered apprentice or trade qualifier (challenger); however, multiple registrations in more than one trade by an individual do exist in the data. The reference period is the calendar year, and the collection period is February through September of the reference year.
• The RAIS collected aggregate data by trade programs from 1980 to 1990. It included information on the number of new registrations, total registrations, leavers, completions and certificates granted. In 1991, in response to requests for more information on individual apprentices, the survey began collecting additional information on sex and age and requested information in individual record format. It should be noted that aggregate reporting still existed for some jurisdictions up until 2007. As of 2008, all provinces report on an individual level.
• In 2008, the RAIS underwent a major survey redesign, and a number of new data elements were added and requested from the jurisdictions. Some of the new data elements being requested relate to the number of technical and on-the-job hours completed by apprentices during their training.
• Beginning with the 2008 data, the RAIS used the National Occupation Classification (NOC) to create a special grouping of 25 major trade groups. All RAIS historical data have been revised to reflect these 25 groups.

Limitations

• To ensure the confidentiality of responses, all counts are randomly rounded to a multiple of 3. As a result, when the data are summed or grouped, the total value may not match the sum of the individual values, since the total and subtotals are independently rounded. Similarly, percentage distributions, which are calculated on rounded data, may not necessarily add up to 100%.
• Provinces and territories, which provide the data for this release, make operational and administrative changes related to the training and certification of the trades within their jurisdictions. Changes have occurred in all provinces and territories since 1991 that affect historical comparisons. For the 2013 reporting period in particular, these changes had an impact on all data collected by the survey, including the number of registrations, participation in Red Seal and non-Red Seal apprenticeship programs, and certificates awarded. Interpretation of the data should be made within the context of these administrative and operational changes. For further information on federal, provincial and territorial changes see the Registered Apprenticeship Information System (RAIS) Guide.

Data Sources

• Registered Apprenticeship Information System (RAIS), Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada Web site, survey 3154.

Colleges

Overall, Indicator D2 examines trends in postsecondary completions. This sub-indicator provides information on the number of certificates, diplomas and degrees granted by colleges, by sex of graduate and program type and by sex of graduate and field of study. Data are presented for Canada, and for the provinces and territories, by academic year.

Concepts and definitions

• The information presented examines trends in postsecondary completions for colleges; that is, the number of certificates, diplomas and degrees granted by colleges.^{Note 5} All counts reflect the academic year as defined by the college, which generally begins on the first day after the end of the winter semester.
• Colleges are created under the authority of either a province’s Colleges Act or equivalent, or under a Society/Societies Act or equivalent, with education as a primary purpose. These institutions are created primarily to offer certificate, diploma, and transfer or continuing education and professional development programs requiring less than three years of full-time study. They are often circumscribed by government and often need to seek government approval to introduce new programs, especially degree programs. High school completion is generally required for admission.
• College refers to community colleges, CEGEPs (collège d’enseignement général et professionnel or college of general and vocational education in Quebec), technical institutes, hospital and regional schools of nursing, radiography, medical technology and health records, as well as establishments providing technological training in specialized fields. Programs related to pre-employment, apprenticeship, basic training or skills upgrading, second language training, job readiness or orientation programs are not included in these college completion counts.
• Information is presented for the following program types offered at colleges:
• College certificate or diploma and other credential at the college level includes: college postsecondary programs; college post-diploma programs; collaborative degree programs; university transfer programs from a college or CEGEP (includes associate degree); and college preliminary year courses.
• Undergraduate refers to programs leading to a bachelor’s degree, an applied degree, a university preliminary year or pre-bachelor, or to an undergraduate-level certificate or diploma.
• Graduate portrays programs leading to a master’s degree or other university graduate-level certificates or diplomas.
• The field of study data are presented according to the Classification of Instructional Programs (CIP), the official classification used at Statistics Canada. The number of certificates, diplomas and degrees granted by colleges are presented for the following fields of study: agriculture, natural resources and conservation; architecture, engineering and related technologies; business, management and public administration; education; health, parks, recreation and fitness; humanities; mathematics, computer and information sciences; other; personal, protective and transportation services; personal improvement and leisure; physical and life sciences, and technologies; social and behavioural sciences and law; and visual and performing arts, and communications technologies.

Methodology

• The data on the number of certificates, diplomas and degrees granted by colleges were extracted from the Postsecondary Student Information System (PSIS), a national survey that enables Statistics Canada to publish information on enrolments in and graduates of postsecondary education institutions in Canada. Implemented in 2000, PSIS replaced the following three surveys: the University Student Information System (USIS), the Community College Student Information System (CCSIS) and the Trade and Vocational Student Survey (TVOC).
• PSIS is a census with a cross-sectional design and a longitudinal follow-up. Data are collected for all units of the target population; no sampling is done. Up to and including 2007, the target population was Canadian public and private not-for-profit postsecondary institutions (universities, community colleges and trade and vocational training centres). As of 2008, the target population is postsecondary institutions that are publicly funded by provincial ministries of education or their equivalent. Each postsecondary institution (the “collection unit”) provides Statistics Canada with data pertaining to its programs and students.
• The college data presented here exclude completions from programs related to pre-employment, apprenticeship, basic training or skills upgrading, second language training, job readiness or orientation.

Limitations

• From year to year, more institutions are reporting data using the Postsecondary Student Information System (PSIS) format. The institutions that report data using the PSIS format are asked to include undergraduate and graduate completions from colleges. In general, this has resulted in institutions reporting a larger number of completions. Starting in 1999/2000, completions from private non-subsidized institutions that were part of the survey were no longer included.
• These figures on college completions should not be compared with those published before PSIS was introduced in 2000. All PSIS data are subject to revision.
• To ensure the confidentiality of responses, all counts are randomly rounded to a multiple of 3. Since the total and subtotals are independently rounded, the total values may not match the sum of the individual values. Similarly, percentage distributions, which are calculated on rounded data, may not necessarily add up to 100%.
• The college completion figures for both sexes include individuals for whom sex was not reported; therefore, these figures may not match the totals obtained when the completions for males and females are added together.

Data Sources

• Postsecondary Student Information System (PSIS), Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada Web site, survey 5017.

Universities

Overall, Indicator D2 examines trends in postsecondary completions. This sub-indicator provides information on the number of university graduates, by sex and classification of instructional programs (CIP). Data are presented for Canada and the provinces (there are no universities in the territories), and by calendar year.

Concepts and definitions

• The information presented examines trends in postsecondary completions for universities.^{Note 6} All counts reflect the number of graduates in the calendar year.
• Universities are created under the authority of a province’s University Act or equivalent, or under a Society/Societies Act or equivalent, with education as a primary purpose. These institutions are created primarily for the purposes of offering degree programs and to conduct research. They generally have complete authority to set their own academic standards and priorities. Within the institution, the supreme authority on all academic policy is generally a body on which faculty predominate.
• Information is presented for the following credential types offered at universities:  certificates, diplomas, degrees (including applied degrees), attestations and other short program credentials, associate degrees and other types of credential associated with a program.
• The field of study data are presented according to the Classification of Instructional Programs (CIP), the official classification used at Statistics Canada. The number of certificates, diplomas and degrees granted by colleges are presented for the following fields of study: agriculture, natural resources and conservation; architecture, engineering and related technologies; business, management and public administration; education; health and related fields; humanities; mathematics, computer and information sciences; other; personal, protective and transportation services; personal improvement and leisure; physical and life sciences, and technologies; social and behavioural sciences and law; and visual and performing arts, and communications technologies.

Methodology

• These data were extracted from the Postsecondary Student Information System (PSIS), a national survey that enables Statistics Canada to publish information on enrolments in and graduates of postsecondary education institutions in Canada. Implemented in 2000, PSIS replaced the following three surveys: the University Student Information System (USIS), the Community College Student Information System (CCSIS) and the Trade and Vocational Student Survey (TVOC). 
• PSIS is a census with a cross-sectional design and a longitudinal follow-up. Data are collected for all units of the target population; no sampling is done. The target population is postsecondary public institutions that are financed by a provincial ministry of education and postsecondary private institutions for non-profit that are subsidized by a provincial ministry of education.

Limitations

• All PSIS data are subject to revision.
• To ensure the confidentiality of responses, all counts are randomly rounded to a multiple of 3. Since the total and subtotals are independently rounded, the total values may not match the sum of the individual values. Similarly, percentage distributions, which are calculated on rounded data, may not necessarily add up to 100%.
• The university completion figures for both sexes include individuals for whom sex was not reported; therefore, these figures may not match the totals obtained when the completions for males and females are added together.

Data Sources

• Postsecondary Student Information System (PSIS), Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada Web site, survey 5017.

D3 University educators

Indicator D3 presents information on university educators in Canada and the provinces. It outlines the number of full-time university educators, providing breakdowns by academic rank and by sex. The male–female distribution of educators, by age, is also examined, as well as the age distribution of educators compared with that of the overall labour force. Average salaries, by academic rank and by sex, are also presented.

Concepts and definitions

• Full-time university educators refers to all full-time teaching staff employed in universities in Canada.
• Full-time includes:
  • staff appointed on a full-time basis whose term of appointment is not less than 12 months (including any staff member on leave);
  • new appointees hired on a full-time basis (i.e., whose term of contract is greater than 12 months) and who are at the institution for less than 12 months in the first year; and
  • staff who were appointed to teach 12 months or more and at a later date entered into a formal agreement with the institution to work on a reduced load basis. This situation usually arises with staff members who are approaching retirement.
• Teaching staff refers to:
  • all teachers within faculties, whether or not they hold an academic rank;
  • academic staff in teaching hospitals;
  • visiting academic staff in faculties; and
  • research staff who have an academic rank and a salary scale similar to teaching staff.

In Number and salary of full-time university teaching staff, by rank and sex, Canada and provinces, the definition of full-time university staff  is similar to that used in other D3 Tables, but excludes staff who are on unpaid leave, all religious and military personnel or similar staff paid according to salary scales lower than those applying to regular/lay staff, and staff having a salary of zero or unreported.

• The following academic ranks are used:
  • full professors, referring to the most senior rank;
  • associate professors, the mid-level rank (requirements vary considerably between institutions and departments);
  • assistant professors, the entry-level rank;
  • other, which refers to lecturers, instructors and other teaching staff.
• Gender gap is defined as the average salary of female university educators as a percentage of the average of males.

Methodology

• The information on full-time university educators is from the University and College Academic Staff System (UCASS), which conducts an annual survey that collects national comparable information on the number and socio-economic characteristics of full-time teaching staff at Canadian degree granting institutions (universities and colleges). The information is collected for each individual staff member employed by the institution as of October 1st of the academic year, presenting a snapshot as of that date.
• The percentage distribution of university educators by age and median age is based on educators for whom age is known.
• Salaries and salary scales of full-time teaching staff at Canadian universities are based on the annual rate of salary plus stipends. The data are in current dollars. The Consumer Price Index should be used to convert the data to constant dollar amounts for comparison over time. For the index and further details on converting, please see Table F.1.3 in the “Reference statistics” section.
• The Labour Force Survey data used to compare the age distribution of the overall full-time employed labour force with that of full-time university teaching staff are based on a monthly average from September to April.

Limitations

• To ensure the confidentiality of responses, a random rounding process is applied to the data. As a result, when these data are summed or grouped, the total values may not match the sum of the individual values, since the total and subtotals are independently rounded. Similarly, percentage distributions, which are calculated on rounded data, may not necessarily add up to 100%.

Data Sources

• University and College Academic Staff Survey, Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada website, survey 3101.
• Labour Force Survey, Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada website, survey 3701.

D4 Research and development

Indicator D4 presents information on research and development (R&D), focusing on the R&D performed by the higher education sector. The context for R&D activities carried out in the higher education sector is provided by examining total domestic expenditures on R&D as a percentage of GDP from an international and national perspective. Expenditures on R&D by performing sector are outlined, as are sources of funding for R&D expenditures in the higher education sector.

Concepts and definitions

• The R&D data presented in this indicator are assembled based on guidelines presented in the Organisation for Economic Co-operation and Development’s (OECD’s) Frascati Manual.^{Note 7} These guidelines indicate that research and development (R&D) is considered to be any creative work undertaken on a systematic basis in order to increase the stock of scientific and technical knowledge and to use this knowledge in new applications. The central characteristic of R&D is an appreciable element of novelty and of uncertainty. New knowledge, products or processes are sought. The work is normally performed by, or under the supervision of, persons with postgraduate degrees in the natural sciences or engineering. An R&D project generally has three characteristics: a substantial element of uncertainty, novelty and innovation; a well-defined project design; and a report on the procedures and results of the projects.
• Total domestic expenditures on R&D represent the total value of domestic expenditures on R&D of all organizations in the performing sectors (categorized as government, business enterprise, higher education, and private non-profit organizations). It includes R&D performed within a country and funded from abroad, but excludes payments for R&D performed abroad.
• The definition of total domestic expenditures on R&D in a provincial/territorial context is similar to that provided above. The expenditures are assigned to the province or territory in which the performing establishment is located. Personnel may live in an adjoining province or territory (e.g., the National Capital Region) and materials and equipment may come from another province or territory or country; these factors must be taken into consideration when using this statistic as a provincial/territorial indicator of R&D activity.
• R&D performing sectors are categorized as follows: 
  • Federal government, which includes departments and agencies of this government.
  • Provincial governments, which include departments and agencies of provincial and municipal governments in Canada, as well as provincial research organizations.
  • Business enterprise is composed of business and public enterprises, including public utilities and government-owned firms (e.g., Canadian National Railways and Ontario Hydro).
  • Higher education, in reference to the pan-Canadian R&D statistics, covers universities and affiliated institutions such as research hospitals, research institutes, experimental stations, and clinics under the direct control of or administered by higher education establishments. Although OECD guidelines request that R&D in the entire postsecondary sector be reported, data for Canada are limited to R&D activities in universities and affiliated institutions as data on R&D in colleges and similar institutions are not currently collected at Statistics Canada.
  • Private non-profit comprises charitable foundations, voluntary health organizations, scientific and professional societies, and other organizations not established to earn profits.
• Sources of funds for R&D in the higher education sector are categorized as follows:
  • Federal government, through the Natural Sciences and Engineering Research Council (NSERC), the Social Sciences and Humanities Research Council (SSHRC), the Canadian Institutes of Health Research (CIHR), the Canada Foundation for Innovation, Canada Research Chairs, and other federal departments and agencies.
  • Provincial governments, including municipal governments.
  • Business enterprises, including donations, bequests and contracts from individuals and businesses;
  • Private non-profit organizations, including donations, bequests, and contracts from foundations and not-for-profit organizations.
  • Foreign sources, which are funding entities located abroad.
  • Higher education sector, which funds its own R&D using two revenue streams:
    • General funds: These represent government transfers (or block grants) to higher education institutions that are used to support R&D activity. Although these funds essentially represent indirect government spending on R&D, for the purposes of pan-Canadian statistics, they are allocated to higher education funding due to the difficulty of categorizing these funds as provincial or federal.
    • Own revenue sources: This refers to self-generated revenue of higher education institutions from sources such as tuition fees, investment income, revenue from sales of services and products by the institution, and license and patent incomes.

Methodology

• Total domestic expenditures on R&D in Canada are estimated annually by Statistics Canada, by type of sector, source of funds, and science type using a series of surveys supplemented by modelling. R&D expenditures include provincial research councils and foundations. Data for the provincial government performing sector are currently modelled based on responses from the 2010 Provincial Scientific Activities Survey.  This release includes 2012 data on R&D activities performed by the provincial governments of Alberta and Quebec as they conducted their own survey and provided this information to Statistics Canada.
• The expenditures for R&D performed by the higher education sector (Table D.4.4) are derived from an estimation model, which uses the following components:
  1. direct sponsored research;
  2. direct non-sponsored research (the time spent on R&D when it is undertaken as part of the teaching function, taking into account the portion of faculty time spent on this type of R&D and faculty salaries)
  3. indirect costs of sponsored and non-sponsored research;
  4. direct and indirect cost of R&D performed by affiliated hospitals not included elsewhere in the main data source.
• The main source of data for the above estimation model is the annual Financial Information of Universities and Colleges survey, conducted in conjunction with the Canadian Association of University Business Officers (CAUBO).^{Note 8}
• Sources of funds for expenditures on research and development in the higher education sector are derived from an estimation model. The data used in the model are obtained from the Financial Information of Universities and Colleges survey. These data on sources of funds for R&D conducted require two main refinements before they can be used: reconciliation of sector definitions and discrepancies between expenditure and income data.
• The data on R&D in the higher education sector are based on a revised estimation procedure first used for the 1998/1999 estimates.
• During the 2001/2002 estimation procedure, the one-time grant to universities awarded by the federal government to assist in indirect costs associated with research activities taking place at universities was included in the expenditures on R&D by the university sector. The estimation system had to be modified to ensure those costs were sourced to the federal government and not double-counted. In 2003/2004, the indirect costs grant for R&D in universities became an annual payment.
• Total domestic expenditures on R&D as a percentage of GDP, Canada in relation to all OECD countries compares Canada with other OECD member countries. To facilitate the international discussion, subsequent comparisons make use of the G-7 and the top four OECD countries in terms of the level of resources devoted to R&D relative to gross domestic product, as they thereby serve as useful reference points.
• R&D expenditures and source of funds data are shown in current dollars. To convert these current dollar data to constant dollar amounts for comparison over time, it is recommended that the Gross Domestic Product (GDP) Implicit Price Index be used for national and provincial conversions. A GDP deflator is the appropriate deflator for economy-wide statistics because it accounts for the cost of goods for households, for government and for industry. For the index and further details on converting, see CANSIM 384-0039.
• The OECD totals shown reflect the OECD countries as a single entity as each total represents the sum of all values provided by each country. For example, in Total domestic expenditures on R&D as a percentage of GDP, Canada in relation to all OECD countries, the OECD total for total domestic expenditures on R&D as a percentage of GDP was obtained by dividing the total domestic expenditures in all OECD countries by the total GDP across OECD countries.

Limitations

• One of the most important issues relating to R&D concerns its definition. There remains some ambiguity in defining precisely what constitutes R&D; for example, in a continuing project, determining the precise point at which the project passes the boundary of R&D and becomes exploitation of a process or product for which it may be said that the R&D stage has been completed. This ambiguity is perhaps less serious in internal time series, where it may be expected that the year-to-year application of the definition by the same reporting unit will be consistent.
• Estimates of total domestic expenditure on R&D, like any other social or economic statistic, can only be approximately true. Different components are of different accuracy, sector estimates probably vary from 5% to 15% in accuracy. However, estimates of total domestic expenditure are sufficiently reliable for their main use as an aggregate indicator for science policy.
• The source for internationally comparative statistics on R&D is the OECD. OECD guidelines request that R&D in the entire postsecondary sector (defined as all universities, colleges of technology, and other institutes of postsecondary education, whatever their source of finance or legal status) be reported. However, data for Canada are limited to R&D activities in universities and affiliated institutions (including research hospitals) and degree-granting university colleges as data on R&D in colleges and similar institutions are not available.
• Although the OECD is working to improve the international reporting of R&D statistics, other comparability issues exist; therefore, it is important that the reader exercise caution in interpreting these statistics.

Data Sources

• OECD StatsExtracts, Main Science and Technology Indicators database, Organisation for Economic Co-operation and Development.
• Gross Domestic Expenditures on Research and Development in Canada (GERD), and the Provinces and Territories, Catalogue no. 88-221-X, December 22, 2014, Statistics Canada.
• CANSIM table 358-0001, Gross domestic expenditures on research and development, by science type and by funder and performer sector, annual (dollars), data published on October 17, 2014, Statistics Canada.
• CANSIM table 358-0162, Provincial estimates of research and development expenditures in the higher education sector, by funding sector and type of science, annual (number x 1,000,000), data published on October 17, 2014, Statistics Canada.

D6 Educational attainment

Indicator D6 examines educational attainment among the Canadian population aged 25 to 64^{Note 9}, often considered to be the “working-age” population.  This indicator uses data from the National Household Survey (NHS) to portray the distribution of the Canadian population by level of education and age group  (CANSIM 477-0095), and by level of education and sex  (CANSIM 477-0096), for Canada and its jurisdictions.  Information is also presented for the population aged 25 to 64 with Aboriginal identity, by age group and by sex (CANSIM 477-0096).   Furthermore, data from the Labour Force Survey (LFS) are used to present data for the off-reserve Aboriginal population, the non- Aboriginal population and the total population for Canada, the provinces and the territories (CANSIM 477-0116).

Educational attainment in the population aged 25 to 64, OECD countries, Canada and jurisdictions

Concepts and definitions

• Educational attainment refers to the highest level of schooling completed. For this indicator, which is based on data from the Labour Force Survey (LFS), educational attainment ^{Note 10} is categorized as:
  • Less than high school: No education or education below high school graduation.
  • High school: High school graduation or some postsecondary education (not completed).
  • Post-secondary non-tertiary education: Trades certificate or diploma from a vocational school or apprenticeship training.
  • Tertiary education: includes short-cycle tertiary education, Bachelor’s level education and Master’s or Doctoral level education;
  • Short-cycle tertiary education: non-university certificate or diploma from a community college, CEGEP, school of nursing and similar programs at this level; university certificate below bachelor’s degree.

Methodology

• The Labour Force Survey (LFS) is a monthly household survey of a sample of individuals who are representative of the civilian, non-institutionalized population 15 years of age or older. It is conducted nationwide, in both the provinces and the territories. Excluded from the survey’s coverage are: persons living on reserves and other Aboriginal settlements in the provinces; full-time members of the Canadian Forces and the institutionalized population. These groups together represent an exclusion of approximately 2% of the population aged 15 and over.
• Canada-level estimates are derived using the results of the LFS in the provinces. LFS results for the territories are not included in the national estimates, but are published separately. Difficulties exist with respect to reaching small communities in the territories, and there are areas that are excluded. As well, since the sample design, rotation pattern and reliability criteria are different from those in the 10 provinces, estimates for the territories are not included with the provincial totals, but are calculated and reported separately.
• The data presented for this indicator are based on a 12-month average from January to December.
• The percentage of the population aged 25 to 64 who had attained a specific level of education was obtained by dividing the number of people aged 25 to 64 who had completed the given level of education by the total number of people aged 25 to 64, then multiplying by 100.

Limitations

• The figures presented may not add up to totals because of rounding.
• While survey coverage in the provinces is fully representative of the working-age population, LFS coverage in the territories excludes some communities. The northern sample includes both Aboriginal and non-Aboriginal communities, while persons living on reserves and other Aboriginal settlements are not included in the sample for the provinces.
• The data presented are not directly comparable with National Household Survey data for the Aboriginal population.
• Caution should be exercised in interpreting the provincial/territorial ratios and differences in ratios between provinces/territories and over time, as small estimates may present fairly high sampling variability. Estimates for small geographic areas, for small age groups or for cross-classified variables will be associated with larger variability.

Data Sources

• Labour Force Survey (LFS), Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada Web site, survey 3701.

National Household Survey Tables

Concepts and definitions

• The NHS variable “Highest certificate diploma or degree” is used to measure educational attainment, and is categorized as:
  • No certificate, diploma or degree.
  • High school diploma or equivalent refers to graduation from a secondary school or equivalent. It excludes persons with a postsecondary certificate, diploma or degree.
  • Apprenticeship or trades certificate or diploma includes trades certificates or diplomas such as pre-employment or vocational certificates and diplomas from brief trade programs completed at community colleges, institutes of technology, vocational centres, and similar institutions.   Registered Apprenticeship certificate includes Certificate of Qualification, Journeyperson's designation.
  • College, CEGEP or other non-university certificate or diploma.
  • University, certificate or diploma below bachelor level.  Comparisons with other data sources suggest that this category was over-reported in the National Household Survey (NHS) as it likely includes some responses that are actually college certificates or diplomas, bachelor's degrees or other types of education (e.g. university transfer programs, bachelor's programs completed in other countries, incomplete bachelor's programs, non-university professional designations). It is recommended that users interpret the results for this category with caution.    For any other comments on data quality for this variable, refer to the Education Reference Guide, National Household Survey, Catalogue no. 99-012-X2011006.
  • University certificate, diploma or degree at bachelor level or above.
• Prior to 2006 in similar tables in previous editions of PCEIP,  educational attainment was presented using the census concept of "highest level of schooling" and those data should therefore not be directly compared with the data presented here for "highest certificate, diploma or degree," which reflects a revision in the 2006 Census. For more information on the census education variables, refer to the Education Reference Guide, National Household Survey, 2011, Catalogue no. 99-012-X2011006.
• “Aboriginal identity”  includes persons who reported being an Aboriginal person, that is, First Nations (North American Indian), Métis or Inuk (Inuit) and/or those who reported Registered or Treaty Indian status, that is registered under the Indian Act of Canada, and/or those who reported membership in a First Nation or Indian band. Aboriginal peoples of Canada are defined in the Constitution Act, 1982, section 35 (2) as including the Indian, Inuit and Métis peoples of Canada.
• “Total Aboriginal identity” includes Aboriginal group (i.e., whether the person reported being an Aboriginal person, that is, First Nations (North American Indian), Métis, or Inuk (Inuit)), multiple Aboriginal identities and Aboriginal responses not included elsewhere.
• Some Indian reserves and settlements did not participate in the 2011 National Household Survey (NHS) as enumeration was either not permitted, it was interrupted before completion, or because of natural events (e.g., forest fires). These reserves are referred to as 'incompletely enumerated reserves.' There were 36 reserves out of 863 inhabited reserves in the 2011 NHS that were incompletely enumerated. Data for these 36 Indian reserves and Indian settlements are not included in the 2011 NHS tabulations. As a result, some estimates in this document may be underestimated for First Nations people. Please refer to the reference document entitled Aboriginal Peoples Reference Guide, National Household Survey, Catalogue no. 99-011-X2011006, for more information on these exclusions.

Methodology

• The percentage of the population aged 25 to 64 who had attained the highest certificate, diploma or degree was obtained by dividing the number of people aged 25 to 64 who had attained the highest certificate, diploma or degree by the total number of people aged 25 to 64, then multiplying by 100.

Limitations

• To ensure the confidentiality of responses collected for the NHS, a random rounding process is used to alter the values reported in individual cells. As a result, when these data are summed or grouped, the total value may not match the sum of the individual values, since the total and subtotals are independently and randomly rounded. However, apart from discrepancies due to simple rounding, the percentages are calculated to add up to 100%, as recommended by census methodology group.

Labour Force Survey Table

Concepts and definitions

• The off-reserve Aboriginal population refers to those persons who reported identifying with at least one Aboriginal group; that is, First Nations (North American Indian), Métis or Inuk (Inuit). This is based on the individual’s own perception of his or her Aboriginal identity.^{Note 10}
• Educational attainment refers to the highest level of schooling completed. For this indicator, which is based on data from the Labour Force Survey (LFS), educational attainment1 is categorized as:
  • Less than high school: No education or education below high school graduation.
  • High school: High school graduation or some postsecondary education (not completed).
  • Trades: Trades certificate or diploma from a vocational school or apprenticeship training.
  • College: non-university certificate or diploma from a community college, CEGEP, school of nursing and similar programs at this level; university certificate below bachelor’s degree.
  • University: bachelor’s degree; university degree or certificate above bachelor’s degree.

Methodology   

• The Labour Force Survey (LFS) is a monthly household survey of a sample of individuals who are representative of the civilian, non-institutionalized population 15 years of age or older. It is conducted nationwide, in both the provinces and the territories. Excluded from the survey’s coverage are: persons living on reserves and other Aboriginal settlements in the provinces; full-time members of the Canadian Forces and the institutionalized population. These groups together represent an exclusion of approximately 2% of the population aged 15 and over.
• Canada-level estimates are derived using the results of the LFS in the provinces. LFS results for the territories are not included in the national estimates, but are published separately. Difficulties exist with respect to reaching small communities in the territories, and there are areas that are excluded. As well, since the sample design, rotation pattern and reliability criteria are different from those in the 10 provinces, estimates for the territories are not included with the provincial totals, but are calculated and reported separately.
• The data presented for this indicator are based on a 12-month average from January to December.
• The percentage of the population aged 25 to 64 who had attained a specific level of education was obtained by dividing the number of people aged 25 to 64 who had completed the given level of education by the total number of people aged 25 to 64, then multiplying by 100.

Limitations

• The figures presented may not add up to totals because of rounding.
• While survey coverage in the provinces is fully representative of the working-age population, LFS coverage in the territories excludes some communities. The northern sample includes both Aboriginal and non-Aboriginal communities, while persons living on reserves and other Aboriginal settlements are not included in the sample for the provinces.
• The data presented are not directly comparable with National Household Survey data for the Aboriginal population.
• Caution should be exercised in interpreting the provincial/territorial ratios and differences in ratios between provinces/territories and over time, as small estimates may present fairly high sampling variability. Estimates for small geographic areas, for small age groups or for cross-classified variables will be associated with larger variability.

Data Sources

• Labour Force Survey (LFS), Statistics Canada. For more information, consult “Definitions, data sources and methods”, Statistics Canada Web site, survey 3701.