Introduction

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...classifying things is perhaps the most fundamental and characteristic activity of the human mind, and underlies all forms of science.¹

Rigorous statistics are based on a clearly delineated universe, and the entities in that universe need to be classified using very specific descriptions of their characteristics. Statistics Canada's Centre for Education Statistics (CES) will use the definitions presented in this paper to identify and classify the providers of postsecondary and adult education in Canada. Information on these providers will be maintained in a Register of Postsecondary and Adult Education Providers that will serve as a frame for the Centre's administrative surveys of enrolments, graduates, finance and faculty.

These definitions and the Register will allow the CES to be more certain of its survey coverage, and to respond to requests with more reliable information; for example, it will be able to give a more accurate count when asked for the number of universities or colleges in Canada.

This paper defines four major characteristics, or variables, by which providers will be classified:

1. Provider status: Institution, Other
2. Sector: Public, Private not-for-profit, Private for-profit
3. Provider type and sub-type (special purpose categories are divided further according to mission or mandate):
   • University and degree-granting
     • primarily undergraduate; comprehensive; medical doctoral; special purpose
   • College and institute
   • degree-granting college and institute; multi-purpose; special purpose
   • Career college
   • degree-granting career college; multi-purpose; special purpose
   • Apprenticeship
   • Adult education
   • art; immigration centres; language, literacy, upgrading and second language; medical/health; Native friendship centres; professional; school board adult education; other
   • Consortium
4. Relationship type: Parent, Constituent part, Campus

The paper also defines identifiers that are used to flag providers that exist primarily to serve Aboriginal students or to deliver distance education.

The need for a re-thinking of definitions and the universe the CES deals with has grown partly out of the differences among provinces and territories. But it has arisen also from the many changes that continue across the country. The longstanding CES surveys of public universities, colleges, trade-vocational, and apprenticeships programs were combined into a single survey that is better able to capture the increased diversity and complexity of postsecondary and adult education. That new survey was structured to be able to satisfy the growing demand for information on private for-profit institutions and in adult education. Over the years, the number and variety of providers increased, as had the number of stakeholders and their policy interests. At the same time, traditional distinctions are becoming increasingly blurred as colleges and institutes and private for-profit institutions are given limited authority to grant degrees, and as colleges and institutes develop research programs, some of which are funded by the national granting councils. As some colleges increasingly look like some universities, universities continue their longstanding involvement in adult education, and training that once was the prerogative of vocational centres has become available through community colleges.

The definitions and classification variables presented in this report are the result of consultations that began in January 2003 and continued through the spring of 2007. Following a year of consultation in which some 20 presentations were made to various stakeholders, the first set of definitions and a typology was proposed in "A new understanding of postsecondary education in Canada: A discussion paper" (released in January 2004). The extensive consultation was undertaken to ensure that the work would be useful to the entire community of stakeholders. Thus, the definitions reflect the important feedback on the proposals presented in the discussion paper.

This report is divided in two main sections. The first presents the definitions and typologies adopted by the CES. The second summarizes the feedback received following the 2004 discussion paper, the experience gained with the Register, and the changes that have been made. The conclusions were influenced by other developments outlined in appendices dealing with recent changes to the classification used by the Carnegie Foundation for the Advancement of Teaching and the North American Industry Classification System (NAICS). Another appendix provides information on the sources and approach CES uses to maintain its Register.

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Note

1. R.A. Crowson. Classification and Biology (London: Heinemann Educational Books, 1970).