Education Indicators in Canada: An International Perspective, 2018
Chapter A
The output of educational institutions and the impact of learning

View the most recent version.

A1 Educational attainment of the adult population

Context

This indicator provides a profile of the educational attainment of the adult population aged 25 to 64; that is, the percentage of that population that has successfully completed a certain level of education. For this international indicator, educational attainment reflects the highest level of education completed, based on the International Standard Classification of Education (ISCED) categories.^{Note 1} As all subsequent indicators are examined by educational attainment within this international structure, this opening indicator, A1, sets the stage with an overview of the situation in Canada, including a breakdown of attainment by sex to reveal any gender differences. Information on generational differences reflects the shifts in educational attainment over time. Overall trends are also presented. This portrait of educational attainment places Canada and its provinces and territories in an international context.

Education helps give individuals the tools they need to participate in social and economic life and is key to the social and economic well-being of a country. As a large number of people in the 25-to-64 age range will have completed their formal education, this indicator provides some information on the skills and knowledge of this segment of the population, the core segment active in the labour market. Overall, the educational attainment of all individuals in the working-age population influences the competitiveness of economies and the prosperity of societies. Variations in attainment over time reflect differences in access to education, and indicate the evolution of knowledge available in the working-age population.

The distribution of educational attainment across Canada should not be considered an exact reflection of any educational system's output because many other factors come into play; for example, differences in labour market and economic situations, in the relative magnitude of international and inter-jurisdictional migrations, and the overall mobility of students and workers.

Observations

• Almost 6 in 10 Canadians (57%) had attained a tertiary level (college or university) education in 2017. Canada had the highest proportion of its population with a tertiary level of education among the G7 countries, with other countries ranging from 18% in Italy to 51% in Japan.
• Within Canada, tertiary level (college or university) education ranged from 35% in Nunavut to 63% in Ontario.
• A larger proportion of Canadians (26%) had attained a college qualification in comparison to OECD with 7%.
• Among G7 countries, Canada had the highest proportion of its population with short-cycle tertiary education (college), with other countries ranging from 0% in Italy to 21% in Japan.
• At the university level, the proportion of Canadians with university as the highest educational qualification is the same as that of OECD at 31%.
• Eleven percent of Canadians had attained a "postsecondary non-tertiary education", which includes certificates or diplomas from vocational schools or apprenticeship training.^{Note 2} Among G7 countries, this is not a common level of attainment – only Germany had a substantial proportion of the population (12%) who had postsecondary non-tertiary education as their highest level of attainment.
• Almost one in ten (9%) Canadians had not completed high school ("upper secondary"). Among G7 countries, Canada is comparable to the United States at 9% but significantly lower than Italy (39%), France (22%) and the United Kingdom (19%).

Gender differences, G7 countries and OECD

• In Canada, there were more men (11%) that had less than high school (upper secondary) as their highest level of education than women (7%). These proportions were much larger in OECD, where 22% of men and 21% of women had less than a high school diploma in 2017.
• Similar gender differences were present among Canadians who reported having high school (upper secondary) as their highest level of education (25% of men and 23% of women). Larger gender differences emerge for postsecondary attainment.
• At the post-secondary non-tertiary level, which captures the traditionally male-dominated areas of trades, the proportion of men (14%) was double that of women (7%). This was not evident among the OECD, where the same proportion of men and women (6%) reported having post-secondary non-tertiary as their highest level of educational attainment. A larger proportion of women reported having college and university level of education, with the gap more marked at college (29% for women vs 22% for men) than university (34% for women vs 29% for men). In the OECD, women also outnumbered men with more women attaining a college (8% of women vs. 7% of men) or university degree (33% women vs. 29% of men) than men in 2017.

Tertiary attainment

• Among OECD countries, 7% of 25- to 64-year-olds, on average, had completed college programs in 2017, far fewer than the 26% reported for Canada. This number reflects Canada's well-developed college sector.
• The corresponding OECD average for university (bachelor's, master's, doctoral or equivalent) was the same as Canada's average at 31%.
• Within Canada, university attainment ranged from 14% in Nunavut to 35% in Ontario. For college, the numbers range from 20% in Saskatchewan to 30% in New Brunswick and Prince Edward Island. Both educational sectors are strong in all jurisdictions.
• Canada leads the G7 countries with the highest proportion of its population having attained tertiary education at 57% followed by Japan (51%) and the United States (46%).

Generational differences in tertiary attainment

• Among G7 countries, Canada had the highest proportion of 25-to-34 years old that have attained tertiary education at 61%; well above the OECD average of 44%.
• More young women tended to have attained tertiary education as their highest level of education than young men in all jurisdictions in Canada and overall in all G7 countries. In Canada, these gender differences ranged from 13 percentage points in Manitoba and New Brunswick to 22 percentage points in Saskatchewan. Among the other G7 countries, these differences ranged from 3 percentage points in Germany  to 13 percentage points in Italy.
• Ontario has the highest rate had the largest proportion of men and women who had attained tertiary education (60% for men and 75% of women).

• With the exception of the Yukon and Nunavut, younger people had a higher level of educational attainment than their older counterparts in Canada and overall in G7 countries. In addition, Canada's level of tertiary attainment among the older and younger generations was higher than the OECD average.
• The largest difference in tertiary attainment between the younger and older age groups was in Quebec, New Brunswick and Newfoundland and Labrador, where the younger age group had an attainment rate 19 percentage points above that of the older age group followed by Prince Edward Island with 17 percentage points above that of the older age group. There was no differences found between both age groups in the Yukon.
• As in previous years, a greater proportion of women in Canada obtained a higher level of education compared to men in 2017. This trend was more prevalent in the younger age group than in the older age group.
• The largest gender differences in tertiary attainment among men and women were in Saskatchewan among the younger age groups (22 percentage points) and in Yukon among the older age group (28 percentage points).

• Across all provinces and territories, there are more men who have attained post-secondary non-tertiary as their highest level of education than women. In Germany, the contrary is evident, where women outnumber men 15% to 9%. There are no differences found among the OECD when observing the proportion of men and women who have attained post-secondary non-tertiary, each amounting to 6%.
• Among the jurisdictions, various gender differences emerge at the post-secondary non-tertiary level, ranging from 4 percentage points in Ontario to 16 percentage points in Yukon.
• Quebec had the highest proportion of women (15%) reporting post-secondary non-tertiary as their highest level of education followed by Newfoundland and Labrador (13%) and Saskatchewan (11%).
• Ontario and Nunavut had the lowest proportion of women that have attained post-secondary non-tertiary as their highest level of education at 3%.
• The largest proportion of men reporting post-secondary non-tertiary as their highest level of education was found in Newfoundland and Labrador at 25%, followed by Yukon (24%), Saskatchewan (21%) and Quebec and Alberta (both at 20%).

Trends in attainment levels

• In general, the annual growth rate of the highest level of education attained between 2005 and 2017 for 25- to 34-year-olds increased among all G7 countries.
• There was a large decrease in the compound annual growth rate from 2005 to 2017 for 25-to-34-year-olds in attaining less than upper secondary education in Prince Edward Island (-5.8%), British Columbia (-5.5%) and Nova Scotia (-5.1%). This trend was also evident among G7 countries where the annual compound growth rate ranged from -1.6% in Germany to -6.2% in the United Kingdom.
• Among the G7 countries, the annual growth rate for 25- to 34-year-olds for tertiary education ranged from 1% in France to 4% in Italy.
• With the exception of the Northwest Territories, in which the compound annual growth rate for 25- to 34-year-olds for tertiary education decreased by 0.8%, the increase in the compound annual growth rate ranged from 0.7% in Quebec to 2.2% in the Yukon from 2005 to 2017.

Definitions, sources and methodology

This indicator examines educational attainment among Canada's adult population aged 25 to 64, by age group and sex. It presents a portrait of the situation in 2017, but also shows the evolution since 2005.

The percentage of the population represented by a given age group that has attained a particular education level is obtained by taking the number of persons in this age group who have received a diploma attesting to that level, dividing it by the total number of persons in this same age group, and then multiplying by 100.

Growth calculations in this indicator make use of the compound annual growth rate (CAGR) formula. The CAGR formula calculates growth between two (often extended) points in time, assuming that growth is compounded annually.

The education level corresponds to the highest level of education an individual has attained. The designation of the different levels of schooling is based on the International Standard Classification of Education (ISCED-2011) (see the "ISCED classifications and descriptions" and the "Mapping to ISCED" section for the Labour Force Survey [LFS] in Notes to readers). An individual must have successfully completed a programme at a given ISCED level to be considered as having attained that level of education. An individual who has not successfully completed a programme is assigned the preceding education level. For example, a secondary school graduate, as well as an individual who has undertaken some postsecondary education but who has not obtained a credential at that level, is considered to have attained ISCED level 3 (upper secondary education); a student who has not successfully completed secondary school is considered to have obtained ISCED level 2 (lower secondary education).

The information presented for Canada on population and educational attainment is based on data from the LFS, which surveys approximately 56,000 households every month.^{Note 3} The LFS seeks to obtain a detailed and timely picture of the population aged 15 or older throughout the country. It allows proxy reporting, meaning that information on the entire household can be collected from a single member of the household. In all, this type of reporting accounts for approximately 65% of all information collected. Figures from the Organisation for Economic Co-operation and Development (OECD) are those reported by the OECD, and are drawn from OECD and Eurostat databases, as compiled from national labour force surveys or population registers.

Some limitations are encountered when using LFS data to examine and categorize educational attainment using ISCED as it is not possible to make a precise delineation between "postsecondary non-tertiary education" and "short-cycle tertiary education". LFS data reported for the Canadian population that has attained ISCED level 5 (short-cycle tertiary education) will be somewhat overestimated because this category includes, for example, some CEGEP or college university transfer program graduates who, under the international classification standards, would have been placed in ISCED level 4 (Post-secondary non-tertiary education).

In Statistics Canada's LFS the master's or equivalent and doctors or equivalent levels cannot be cannot be identified separately; therefore, educational attainment in the ISCED 7 and 8 (Master's or equivalent and doctoral or equivalent) categories are combined.

Note: The corresponding OECD indicator is A1, To what level have adults studied?

A2 On-time and extended graduation rate

Context

High school graduation is the foundation for further education. It has become an essential milestone for students and provides economic and social benefits for society. Graduation from high school is now widely considered the minimum requirement for successful entry into the labour market.

Beginning this year, a true-cohort methodology will be used, and this rate will be referred to as the high school graduation rate. This methodology for calculating high school graduation rates has been developed in order to provide a pan-Canadian methodology that will serve the needs of provinces and territories while also improving Canada's reporting to OECD.

In this report, on-time high school graduation rates are calculated by tracking students who started Grade 10 ("Secondary 3" in Quebec) in 2013/2014 and graduated Grade 12 ("Secondary 5" in Quebec) by the end of the 2015/2016 school year.

On-time high school graduation rates are also provided for 2013/2014 by tracking the group of students who started Grade 10 (Secondary 3) in 2011/2012. This 2011/2012 Grade 10 group is also tracked to determine the extended-time high school graduation rates for 2015/2016; that is, the percentage of the group that graduated high school within five years of starting Grade 10.

While the on-time and extended graduation rates (A2) follows a group of Grade 10 students for either three or five years (true-cohort methodology) in public and private schools, upper secondary graduation rates calculate the proportion of the population that graduates high school over their lifetime (A3).

Observations

• In Canada, over three quarters (79%) of students completed high school within the three year period after starting Grade 10 ("secondary 3") in 2015/2016.
• Across provinces and territories, the proportion of students who completed high school in the expected time ranged from 55% in Northwest Territories to 86% in New Brunswick.
• In Canada, a larger proportion of females (83%) completed high school in the expected time than that of males (75%). This pattern is observed in all provinces and territories. The largest difference in the on-time high school graduation rate between males and females was found in Quebec with a 12 percentage point difference, followed by Northwest Territories with a 10 percentage point difference.

• In 2015/2016, the high-school graduation rates in Canada for students who completed high school within three years of entering Grade 10 ("Secondary 3") was 79% while the extended-time graduation rate was 88%.
• The extended-time graduation rates ranged from 83% in Alberta and Quebec to 94% in Newfoundland and Labrador.
• Across provinces and territories, the largest difference between the on-time high-school graduation rate and the extended-time graduation rate in 2015/2016 was in Newfoundland and Labrador with a difference of 14 percentage points, Prince Edward Island with 12 percentage points, Ontario with 11 percentage points, followed by British Columbia (10 percentage points). There were relatively small differences between the on-time and extended-time high-school graduation rate in Alberta (with a 6 percentage point difference), Manitoba and New Brunswick (both with a 7 percentage point difference).

• By providing students who began Grade 10 in 2011/2012 with an additional two years to complete their high school education, the graduation rate increased by 11 percentage points. The additional proportion of students that graduated after the two year extended period ranged from 8 percentage point difference in Prince Edward Island, New Brunswick, and Manitoba, to 13 percentage point difference in Ontario.
• Across Canada, the extended-time graduation rate for females (90%) is higher than that of males (85%), which signifies that after an additional two year period, more females have graduated high school. These gender differences were more visible in Prince Edward Island and Quebec where females and males differed by 9 percentage point.
• Male students who benefited the most from the two additional years to complete their high school education were found in Ontario (15 percentage point difference) and Quebec (13 percentage point difference). Similarly, females who benefited the most from the two additional years were found in Ontario and Quebec (11 percentage point difference), followed by British Columbia with 10 percentage point difference.

Definitions, sources and methodology

This indicator presents the high school graduation rate, using a true-cohort methodology for students in public and private schools.

The true-cohort methodology follows a cohort of students from Grade 10, or Secondary 3 in Quebec, to the end of their third year of high school, and then over a period of an additional two years. Many students will graduate from Grade 12 ("Secondary 5" in Quebec) after three years, but some students take longer to complete their high school studies. Grade 10 ("Secondary 3") is used as the starting point because this is the grade students begin accumulating credits toward Grade 12 graduation in most jurisdictions across the country. An adjustment is made to the graduation rate (using an attrition methodology) to account for students who can no longer be tracked toward graduation for such reasons as: moving out of the province or territory, moving to a band-operated school or an excluded private school, or becoming home-schooled. These students have not dropped out of school, but can no longer be followed through to graduation.

A3 Upper secondary graduation

Context

This indicator presents upper secondary school graduation rates. Graduation rates are often seen as a measure of student achievement. A comparison of overall rates gives some information about the extent to which school systems are succeeding in providing students with what is universally recognized as an important educational milestone. Presenting rates by sex reveals whether any gender differences exist; this in turn can signal whether those systems are meeting the needs of both male and female students. The share of graduates under 25 years of age among all graduates is also presented.

Upper secondary graduation is the foundation for further education. It has become an essential milestone for most students and provides economic and social benefits for society. Historically, males had been much more likely to graduate from secondary school; however, that pattern has been reversed for many years in Canada and almost all other OECD member countries. Whether male or female, the value of graduating from high school also extends beyond the academic qualification by giving individuals what is now widely considered the minimum requirement for entry into the labour market.

While upper secondary graduation rates calculate the proportion of the population that graduates high school over their lifetime, the on-time and extended graduation rates (A2) follows a group of Grade 10 students for either three or five years (true-cohort methodology) in public and private schools.

Observations

Upper secondary graduation rates

• Canada's high school ("upper secondary") first time graduation rate was 88% in 2015/2016.^{Note 4} The majority of other OECD member countries reported graduation rates of at least 80%. Countries with higher graduation rates included Finland (101%), Japan (95%), Korea (94%), Italy (94%) and the United Kingdom (90%). Graduation rates for the United States (84%), Germany (84%) and the OECD average (87%) were both lower than that of Canada.
• Among the provinces and territories, the upper secondary graduation rates ranged from 40% in Nunavut to 100% in Quebec.

Graduation rates higher for females

• In Canada in 2015/2016, the upper secondary graduation rate for females was higher (91%) than that for males (85%). This pattern remained for all provinces and territories, notably in Yukon (22 percentage point difference), Nunavut (14 percentage point difference), Prince-Edward-Island (11 percentage point difference) and Saskatchewan (10 percentage point difference).
• This pattern was also observed in Finland, Japan, Italy, Germany, the United States and the United Kingdom. Korea was the only country whose graduation rate were the same for both males and females.

Definitions, sources and methodology

This indicator presents net upper secondary graduation rates without duplication (i.e., first-time graduates) by sex. It also presents successful completion of upper secondary programmes of a proxy cohort in public schools.

Upper secondary graduation rates

These rates are an estimation of the probability that an individual will graduate from high school during his or her lifetime, assuming that current conditions related to graduation all remain the same.^{Note 5}

Upper secondary graduation rates are the sum of graduation rates by age, and the latter are obtained by dividing graduates of a specific age by the population of the corresponding specific age. Rates without duplication only count individuals who had obtained, during a given year, a diploma at this level for the first time.^{Note 6} In general, a graduate of upper secondary education is considered to have successfully completed the last year of education at this level, regardless of his or her age. Therefore, the upper secondary graduation rate could be affected by an unexpected number of people within a population who go back to school, this rate can be very high – even above 100%.

All data for Canada reflect the 2015/2016 school year; the OECD averages also reflect 2015/2016. Information for Canada was drawn from the Elementary-Secondary Education Survey (ESES), an administrative survey that collects data for public and private educational institutions from the provincial and territorial ministries/departments of education.^{Note 7} To ensure comparability with other OECD countries, Statistics Canada added, for all provinces and territories (except Nova Scotia, for which data were estimated), the number of 2015/2016 graduates from private schools provided by provinces and territories at ESES collection. The number of graduates from First Nations band-operated schools (these data were obtained from Indigenous and Northern Affairs Canada), were also added to the number of public and private school graduates and included in the calculation of the upper secondary graduation rates presented. Please note that Manitoba graduates from Adult Learning Centres in the province are not included in the graduation rate calculation.

For Indigenous and Northern Affairs Canada (INAC), prior to 2015/2016, funding recipient reports included automatically pre-filled graduation data for potential high school graduates, which led to inaccurate reporting results. As a result, this pre-filled data was removed from reports as of 2015/2016, contributing to a decrease in the reported graduation rate since then.

Population estimates used in the denominator of the graduation rate calculation cover the entire population, including Aboriginal people, as of January 1, 2016.

International data collection

The international figures used by the OECD are obtained from the UOE collection of statistical data on education, carried out jointly by three international organizations (UNESCO, the OECD, and Eurostat), and conducted in 2017 by the OECD.

Note: The corresponding OECD indicator is B3, Who is expected to graduate from upper secondary education?.

A4 International students

Context

This indicator presents international students as a proportion of enrolment in tertiary education in accordance with the three International Standard Classification of Education (ISCED) categories,^{Note 8} which represent enrolments in colleges and universities.^{Note 9} Changes in the number of international students over time are also presented, as well as their distribution by province of study and by region of origin.

Students choose to pursue their education abroad for many reasons. Some may do so because they wish to explore different cultures, societies and languages while improving their employment prospects. Growing recognition of the importance of tertiary education as a determinant of higher earnings and employability has led to a growing demand, one that educational institutions in some countries may find difficult to meet. At the same time, the globalization of markets has increased demand for workers with broader knowledge and competencies, with work increasingly performed by teams that span regions and countries.

Several factors may contribute to the choice of country for study. The language spoken and used in instruction, the quality of education offered, the tuition fees and cost of living, and the immigration policy of the destination country are all important factors. Other factors include recognition of foreign degrees, future job opportunities, and any geographical, trade and cultural links between countries.

International students are well received because they represent an additional source of revenue for the institutions they attend. They may also contribute to the viability of programs when the domestic student base is somewhat limited. In Canada, as in other countries that belong to the Organization for Economic Co-operation and Development (OECD), many institutions and governments are now actively marketing their educational programs to attract such students. In addition to the economic benefits they may provide, international and foreign students also add to the social and cultural dimensions of the communities in which they study. They may become future citizens, or they may become unofficial ambassadors when they return home.

Observations

International students in tertiary education

• In 2015/2016, there were 194,850 international students studying in Canada. Ontario attracted the largest proportion of international students (42%), followed by Quebec (20%) and British Columbia (19%).

• The majority of international students in tertiary education in Canada were registered in Bachelor's or equivalent level programs. This was true for every province.
• The proportion of international students registered at the short-cycle tertiary level (college) varied greatly by province; accounting for almost a third in Ontario (30%) to only 5% in Newfoundland and Labrador and Saskatchewan.

• While the Canada figure for Doctoral or equivalent level programs (32%) is above the proportion observed for all OECD countries (26%) overall, there are variations across provinces, as this proportion ranged from 23% in Ontario to 48% in Newfoundland and Labrador.
• The percentage of international students rises with level of study at the university level (Bachelor's, Master's, and Doctoral levels).
• The highest proportions of international students at the college level were seen in British Columbia (17%), Ontario (15%) and Manitoba (14%), with all other provinces at or below 10%.

• In comparison to other G7 countries, Canada had a higher proportion of international students than Germany and Japan at all education levels. The patterns for France, the United Kingdom and the United States were more similar to Canada's, except that they all had much higher proportions at the doctoral level, and also for the master's level in the United Kingdom.
• Australia, while not a G7 country is included for comparison because it also hosts large numbers of immigrants. In comparison to Canada, with the exception of short-cycle tertiary (college), Australia had higher proportions of international students at all levels of education, especially at the master's level where the proportion of international student (46%) exceeded all the G7 countries.

• The majority of international students in Canada were from Asia (65%). Asia was the largest source region for every province except New Brunswick and Quebec.
• In New Brunswick, the primary region of origin was Africa (38%), which was still close with Asia (35%).
• In Quebec, the largest source region was Europe (45%), followed by Asia (24%), then Africa (18%).
• Africa was the second highest source region in 6 provinces, in addition to being first in New Brunswick.

• In 2015/2016, the top destinations for Canadians who went abroad to study were the United States (60%), the United Kingdom (13%), Australia (8%), and France (3%).

Definitions, sources and methodology

This indicator examines the proportion of international students in the different categories of tertiary education.

International students are those who are pursuing education in a country other than their country of residence or the country in which they were previously educated. In Canada, the concept of "international students" includes non-permanent residents,^{Note 10} such as those with a study permit. It also includes those enrolled in a Canadian program from a Canadian institution that is not located in Canada (also known as "offshore students") as well as non-Canadian students studying via the Internet.

Foreign students correspond to a broader concept that includes students who are educated in a country for which they do not hold citizenship. In Canada, the concept of "foreign students" includes all "international students", plus all students who are landed immigrant/permanent residents.^{Note 11}

The proportion of enrolment at a given education level by international students is obtained by dividing the number of students who are neither Canadian citizens nor permanent residents of Canada by the total number of students at that level, and multiplying this ratio by 100. The total number of students includes all individuals educated in Canada, whether they are Canadian citizens, permanent residents or foreign nationals as well as "off-shore students", but it excludes all Canadian citizens and permanent residents who are educated abroad.

The Canadian data were drawn from Statistics Canada's Postsecondary Student Information System (PSIS), which covers only public postsecondary institutions. Results for some jurisdictions rely in part on estimates made for non-responding institutions. Due to certain methodological adjustments that have been made to the PSIS collection tool to improve reporting and mapping to ISCED, comparisons of results with those from previous years should not be made.

The OECD data on foreign students and international students reflect the same academic year as for Canada, and are drawn from the UOE collection of statistical data on education, which was carried out by the OECD. In Canada and other OECD countries, domestic and international students are usually counted on a specific day or period of the year (e.g., the PSIS enrolment data reflect the number of students who were enrolled in courses between September 30 and December 1). This procedure may not capture the total number of international students as some students may study abroad for less than a full academic year (e.g., those that enter in the winter or spring terms).

Note: The corresponding OECD indicator is B6, What is the profile of internationally mobile students?.

A5 Transitions to the labour market

Context

This indicator focuses on transitions from education to the working world. The percentages of individuals between 15 and 29 years of age who are considered to be "in education" or "not in education" are presented, along with their respective employment situations. Such information can be helpful in understanding how young adults may combine school and work, or how they may transition from one to the other. The "not in education" portion of this population is further examined with a focus on those individuals who are neither employed nor in education (or training), a group sometimes referred to as the "NEET" population.

In Canada and most other Organisation for Economic Co-operation and Development (OECD) countries, education policy-makers strive to encourage young people to complete at least their secondary education. As successfully reaching this milestone has become the norm for students in the majority of OECD countries, those who fail to do so will likely have much more difficulty when they enter the labour market, where lacking a high school education is usually an impediment to finding a job.

Recognition of the importance of postsecondary education for economic and social success—both for individuals and society—is widespread. However, the decisions that young people make regarding their education are often influenced by economic conditions. They may, for example, be inclined to leave school and enter the work force when the labour market is strong, or they may decide to continue with or return to their education when the labour market is weak and it is more difficult to find a job.

The transition from school to work is not always an easy process, and complexity may be added by a combination of factors including personal circumstances, the type and length of schooling received, and the labour market and overall economic conditions that younger people may face. It is also important to find ways to understand how this complexity may affect the NEET group, particularly the youngest members, as teens aged 15 to 19 will have both lower educational attainment and less work experience than young adults in their twenties.

Observations

Young adults in education, not in education

• In 2018, the majority of young Canadians aged 15 to 19 (83%) were in school. For young adults, a higher proportion of adults aged 18 to 24 were in school (49%) in comparison to those who had transitioned to the labour market and were employed (38%). Among adults aged 20 to 24, similar proportions were observed between those in school (43%) and those who were employed (44%). For those in the 25- to 29-year-old age group, most (73%) were no longer in school and were employed.
• In 2018, the proportion of young Canadians "not in education, employment or training" (NEET) was higher for those aged 25 to 29 years (15%) than for those aged 18 to 24 years (13%), 20 to 24 years (13%) or 15 to 19 years (6%).

• In 2018, the majority of young Canadians aged 15 to 19 years (83%) were still studying, similar to that of OECD (87%). Among the jurisdictions, this percentage varied from 66% in Nunavut to 89% in Prince Edward Island.
• Roughly one out of ten Canadians were no longer in education and employed (11%), 4 percent higher than the OECD average (7%). This proportion ranged from 7% in Nova Scotia to 19% in Yukon.

• At the national level, a larger proportion of young adults aged 18 to 24 were in school (49%) in comparison to those who had transitioned to the labour market and were employed (38%). According to the OECD average, a higher proportion of 18-24 year olds were in school (53%) in comparison to those were employed (33%). These percentages varied more widely at the provincial and territorial level.
• The proportion of young Canadians in education varied greatly among the provinces and territories, ranging from 18% in Nunavut to 53% in both Ontario and Quebec.
• Among young Canadians who had transitioned into the labour market and were employed, less variations among the provinces and territories were observed, ranging from 34% in Nunavut to 53% in Yukon.
• In Manitoba, Saskatchewan, Alberta and British Columbia, similar proportions of young adults were found among those in education and employed.
• The proportion of NEETs among 18- to 24-year-olds ranged from 10% in Quebec to 49% in Nunavut. The Canadian average was 13%, 1 percent less than the OECD average of 14%.

• In 2018, a larger proportion of young Canadians aged 20 to 24 (44%) were no longer in school and were employed compared with the OECD average (39%). Among the jurisdictions, this proportion ranged from 38% Newfoundland to 60% in Yukon.
• The proportion of NEETs among 20- to 24-year-olds ranged from 12% in British Columbia and Quebec to 53% in Nunavut. The Canadian average was 13%, 3 percent less than the OECD average of 16%.
• For the NEET population aged 20 to 24, there was greater variation among the provinces and territories than for NEETs in the other age groups.

• In 2018, 12% of young Canadians aged 25 to 29 were in school whereas across the OECD countries, 16% were in school. Among the jurisdictions, this proportion ranged from 8% in New Brunswick to 15% in Quebec.
• The highest rate of young NEETs was observed in the 25-29 age group: the Canadian average was 15%. This trend was observed across all provinces except in Nova Scotia, New Brunswick and Quebec, where the highest rate of NEETs existed among the 20-24 age group.
• Similar to the Canadian average, OECD's 25 to 29 age group had the highest rate of NEET (18%), this average was 3% higher than the Canadian average.
• The proportion of young NEETs varied greatly among the provinces and territories ranging from 11% in Quebec to 43% in Nunavut.

Not employed, not in education (NEET)

• In 2018, 12% of Canadians 15 to 29 years were not in education, employment or training (NEET), it is comparable to the OECD average of 13%. However, there is greater variability between the countries. Among the G7 countries, Italy had the highest rate of NEET (25%) while Germany had the lowest rate of NEETs (9%).

Not employed, not in education (NEET) by sex

• In 2018, 12% of women and men in the 15-to-29 age group were not in education, employment or training (NEET) in Canada. At the Canadian average, a greater proportion of men (6%) than women (3%) were unemployed, whereas more women (9%) than women (7%) were not in the labour force. This trend was observed in all provinces and territories, with the exception of the Northwest Territories.
• A similar trend was observed across the OECD average where 6% of men and 5% of women were unemployed. There remains a significant difference between the proportion of women (11%) and men (5%) who were not in the labour force.
• The proportion of women and men who are not in the labour force, varied among the jurisdictions, ranging from 5% in Alberta to 30% in Nunavut for men, and 6% in Prince Edward Island to 30% in Nunavut for women.

Combining work and school

• In 2018, a greater proportion of women (21%) than men (15%) aged 15 to 29 years were working while in school in Canada.^{Note 12} This trend, which has persisted for several years, is observed in all provinces and as well as in the OECD average for women (14%) and men (12%).
• In contrast, Yukon had a greater proportion of men (12%) than women (8%) working at the same time they were in school.

• In both 2000 and 2018, the same proportion of 15- to 29-year olds (43%) in Canada were in education. Differences emerged from 2000 to 2018 for OECD, where in 2000, 41% of young adults were in education compared to 48% in 2018.
• A similar proportion of young Canadians were employed and no longer in education in 2018 (45%) in comparison to 2000 where 44% were. On average for OECD, less young adults (39%) were employed in 2018 in comparison to 2000, where 43% were employed and no longer in education.
• In addition, a smaller proportion of these young Canadians were no longer in education and not employed in 2018 (12%) in comparison to 2000 where 14% were.

• From 2000 to 2018, there has been an increase in the proportion of 18- to 24-year olds in Canada that are in school (44% in 2000, 49% in 2018).
• Less young Canadians (13%) found themselves without employment while they were no longer in education in 2018 in comparison to 2000 where 15% were not employed.

• From 2000 to 2018, the proportion of young Canadians aged 20 to 24 in education increased by nearly 7 percentage points from 36% to 43%. In addition, the OECD saw an increase in the proportion of 20 to 24 year olds in school from 34% in 2000 to 45% in 2018 (11 percentage points).
• In the last 8 years, nearly all jurisdictions saw an increase in the proportions of young Canadians in school, with the exception of New Brunswick (-4 percentage points), the Northwest Territories (-4 percentage points) and Nunavut (-10 percentage points).
• From 2000 to 2018, Manitoba and Prince Edward Island saw the largest increase of nearly 12 percentage points in young adults aged 20 to 24 in school, followed by Quebec (+11 percentage points).
• In 2018, Canada and France (43%) follow behind the United States (39%) with the smallest proportion of 20-to-24 in education of G7 countries.

Definitions, sources and methodology

The indicator is calculated using cross-tabulations for the following variables: school attendance, labour force status, sex, age (15 to 29 overall; 15 to 19; 18 to 24; 20 to 24; and 25 to 29) and educational attainment (highest level of education attained). Individuals are categorized by their education status (in education or not in education) and their labour force status (employed, unemployed, or not in the labour force). Some historical data are also presented.

The "in education" group captures both full- and part-time students, while "not in education" portrays those who are no longer pursuing a formal education. As per the OECD definition, the educational institutions considered for this indicator are primary and secondary educational institutions, colleges and universities. Employment status is based on International Labour Organization (ILO) guidelines. The employed are defined as those who during the survey reference week: (i) work for pay (employees) or profit (self-employed and unpaid family workers) for at least one hour; or (ii) have a job but are temporarily not at work (through injury, illness, holiday, strike or lock-out, educational or training leave, maternity or parental leave, etc.). The unemployed are defined as individuals who are, during the survey reference week, without work, actively seeking employment and currently available to start work. And not in the labour force captures individuals who are not working and who are not unemployed; i.e., individuals who are not looking for a job.

In addition to those who are employed, the total "not in education" portion of the 15- to 29-year-old population also includes those who are neither employed nor in education (or training). Such individuals are sometimes referred to as the "NEET" population. This captures a somewhat diverse group of young people in a number of possible situations. Some may be part of this group by choice, perhaps taking time off work and/or school to travel or to start families and care for their young children. Some might prefer to be working, but have abandoned the job search temporarily. These people would be seen as "not in the labour force"^{Note 13} as opposed to those who are seeking work but are unemployed. The group of people who are not in education and are either "unemployed" or "not in the labour force" is a population that could potentially be at risk for economic and social difficulties.

The data were obtained from Statistics Canada's Labour Force Survey (LFS), and they cover the first quarter or the average of the first three months of the calendar year, which excludes summer employment. The LFS does not collect data on official work-study programmes in which students might participate; in Canada, these would be considered education in the form of a co-op or student intern programme.

Note: The corresponding OECD indicator is A2, Transition from school to work: Where are today's youth?.

A6 Labour market outcomes

Context

This indicator examines the connection between educational attainment and the labour market by looking at employment rates among the adult population aged 25 to 64. This relationship is explored by sex and by age group (25 to 34 and 55 to 64). Trends in employment rates by educational attainment are also presented. Educational attainment reflects the highest level of education successfully completed, based on the International Standard Classification of Education (ISCED) categories.^{Note 14}

One of the main objectives of education systems is to prepare individuals so they can participate in a knowledge-oriented economy and society. Job prospects and employment rates are generally better for those individuals with higher education.

Observations

Employment rates by attainment

• Employment rates rose with levels of educational attainment both in Canada and at the OECD average.
• In Canada and for the OECD average, women had consistently lower employment rates than men.
• This gender gap in employment rates in Canada was largest (19 percentage points) among those with the least education and smallest (7 percentage points) among the men and women with bachelor's or equivalent education.^{Note 15} This was also true at the OECD average, with a larger gap between men and women at the below upper secondary level (20 percentage points) and a smaller gap at the bachelor's or equivalent (8 percentage points).

• Employment rates also rose with levels of educational attainment across all provinces, territories, G7 countries and at the OECD average. However, the magnitude and the nature of the educational advantage varied among the Canadian jurisdictions.
• Although tertiary graduates generally had the highest employment rates in 2017, this was not true in Alberta, British Columbia and the Yukon, where those with postsecondary non-tertiary had equal to or higher employment rates.
• Employment rates for Canadians with tertiary education were comparable to those of G7 countries, with Canada's employment rate being slightly higher than Italy, but lower than that of France, Germany and the United Kingdom.
• Employment rates for Canadians with less than upper secondary education ranged widely across the country, from 36% in Newfoundland and Labrador to 69% in the Yukon.

Employment rates by attainment, 2006 and 2017

• In 2017, 74% of young adults with upper secondary education were employed versus 77% for this same age group in 2006.
• This was not true for young adults with postsecondary non-tertiary or tertiary education, as between the two time periods, employment rates were more similar.
• In Canada, for 55-to 64-year-olds, the employment rate was higher in 2017 at every level of education than the rate observed in 2006 indicating that the older generation increasingly postponed retirement and continued working beyond age 55. For most of the OECD countries the employment rate did not change for this age group during the same time period.

Definitions, sources and methodology

This indicator, labour market outcomes, examines the relationship between educational attainment and the employment rates of 25-to 64-year-olds, overall, by sex, and by age group. It also provides insight into how this relationship has evolved over time.

The employment rate represents the percentage of employed people in this population. To calculate the employment rate for a group with a particular level of educational attainment, the number of employed persons with the particular level of educational attainment is divided by the total number of persons in the population aged 25 to 64 who have attained that education level and then multiplying this quotient by 100.

The concepts and definitions of "employment" and "unemployment" adopted by the Labour Force Survey (LFS) are based on those endorsed by the International Labour Organisation (ILO). Employed persons are those who, during the reference week: (1) did any work at all at a job or business, that is, paid work in the context of an employer-employee relationship, or self-employment. It also includes unpaid family work, which is defined as unpaid work contributing directly to the operation of a farm, business or professional practice owned and operated by a related member of the same household; or (2) had a job but were not at work due to factors such as own illness or disability, personal or family responsibilities, vacation, labour dispute or other reasons (excluding persons on layoff, between casual jobs, and those with a job to start at a future date). The education level is measured according to the highest level of schooling completed.

The data for Canada and its provinces and territories were drawn from the Labour Force Survey (LFS), which surveys approximately 56,000 households every month.^{Note 16} The LFS excludes the following from the scope of the survey: individuals who live on reserves or in other Aboriginal settlements in the provinces, full-time members of the Canadian Forces and institutional residents. The LFS employment rate is based on a monthly average from January to December. Figures from the Organisation for Economic Co-operation and Development (OECD) are those reported by the OECD, and they are extracted from the OECD and Eurostat databases compiled from national labour force surveys for the OECD member countries.

Note: The corresponding OECD indicator is A3, How does educational attainment affect participation in the labour market?.