Retail Commodity Survey - CVs for Total Sales (second quarter 2019)

Retail Commodity Survey - CVs for Total Sales (second quarter 2019)
Table summary
This table displays the results of Retail Commodity Survey - CVs for Total Sales (second quarter 2019). The information is grouped by NAPCS-CANADA (appearing as row headers), and Quarter (appearing as column headers).
NAPCS-CANADA Quarter
2018Q2 2018Q3 2018Q4 2019Q1 2019Q2
Total commodities, retail trade commissions and miscellaneous services 0.58 0.48 0.48 0.02 0.63
Retail Services (except commissions) [561] 0.59 0.48 0.48 0.02 0.62
Food at retail [56111] 1.20 0.84 0.79 0.88 0.88
Soft drinks and alcoholic beverages, at retail [56112] 0.62 0.54 0.44 0.58 0.65
Cannabis products, at retail [56113] .. .. 0.00 0.00 0.00
Clothing at retail [56121] 0.70 0.69 0.64 0.00 0.67
Footwear at retail [56122] 1.18 1.31 1.28 0.00 1.15
Jewellery and watches, luggage and briefcases, at retail [56123] 1.35 1.52 1.27 1.51 1.43
Home furniture, furnishings, housewares, appliances and electronics, at retail [56131] 0.60 0.66 0.55 0.74 0.71
Sporting and leisure products (except publications, audio and video recordings, and game software), at retail [56141] .. .. 2.26 2.44 2.17
Publications at retail [56142] 6.53 5.30 4.86 5.18 7.07
Audio and video recordings, and game software, at retail [56143] .. .. 3.04 4.30 1.87
Motor vehicles at retail [56151] 1.10 1.32 1.34 2.14 2.08
Recreational vehicles at retail [56152] 2.33 2.67 3.99 3.88 2.42
Motor vehicle parts, accessories and supplies, at retail [56153] 1.11 1.03 1.06 1.66 1.26
Automotive and household fuels, at retail [56161] 1.81 1.64 2.03 1.84 1.79
Home health products at retail [56171] 6.44 4.28 4.64 2.96 3.62
Infant care, personal and beauty products, at retail [56172] 2.21 2.24 2.38 2.67 2.69
Hardware, tools, renovation and lawn and garden products, at retail [56181] 1.52 1.38 1.30 1.41 1.57
Miscellaneous products at retail [56191] 2.63 2.06 2.15 2.04 2.30
Total retail trade commissions and miscellaneous servicesFootnote 1 1.51 1.47 1.72 1.65 1.48

Footnotes

..

not available for a specific reference period

..

Footnote 1

Comprises the following North American Product Classification System (NAPCS): 51411, 51412, 53112, 56211, 57111, 58111, 58121, 58122, 58131, 58141, 72332, 833111, 841, 85131 and 851511.

Return to footnote 1 referrer

Retail Commodity Survey: CVs for Total Sales (July 2019)

Retail Commodity Survey: CVs for Total Sales (July 2019)
Table summary
This table displays the results of Retail Commodity Survey: CVs for Total Sales (July 2019). The information is grouped by NAPCS-CANADA (appearing as row headers), and Month (appearing as column headers).
NAPCS-CANADA Month
201904 201905 201906 201907
Total commodities, retail trade commissions and miscellaneous services 0.62 0.70 0.60 0.72
Retail Services (except commissions) [561] 0.62 0.69 0.59 0.72
Food at retail [56111] 0.86 0.82 1.02 1.04
Soft drinks and alcoholic beverages, at retail [56112] 0.77 0.65 0.62 0.48
Cannabis products, at retail [56113] 0.00 0.00 0.00 0.00
Clothing at retail [56121] 0.86 0.70 0.81 0.74
Footwear at retail [56122] 1.44 1.32 1.16 1.50
Jewellery and watches, luggage and briefcases, at retail [56123] 1.48 2.77 1.41 1.71
Home furniture, furnishings, housewares, appliances and electronics, at retail [56131] 0.76 0.76 0.70 0.60
Sporting and leisure products (except publications, audio and video recordings, and game software), at retail [56141] 2.63 2.34 2.11 2.84
Publications at retail [56142] 6.49 6.67 7.52 7.10
Audio and video recordings, and game software, at retail [56143] 1.56 1.80 1.97 1.98
Motor vehicles at retail [56151] 1.85 2.21 1.96 2.64
Recreational vehicles at retail [56152] 3.61 3.32 3.40 2.50
Motor vehicle parts, accessories and supplies, at retail [56153] 1.42 1.53 1.42 1.64
Automotive and household fuels, at retail [56161] 2.14 1.93 1.79 1.89
Home health products at retail [56171] 3.85 3.52 3.55 2.90
Infant care, personal and beauty products, at retail [56172] 2.70 2.65 2.61 2.49
Hardware, tools, renovation and lawn and garden products, at retail [56181] 1.50 1.55 1.75 1.67
Miscellaneous products at retail [56191] 2.02 2.78 2.30 2.29
Total retail trade commissions and miscellaneous servicesFootnote 1 1.52 1.53 1.66 1.83

Footnotes

Footnote 1

Comprises the following North American Product Classification System (NAPCS): 51411, 51412, 53112, 56211, 57111, 58111, 58121, 58122, 58131, 58141, 72332, 833111, 841, 85131 and 851511.

Return to footnote 1 referrer

Administrative data sources in the production of official statistics – Society and community

Cannabis

Cannabis production, distribution, consumption and pricing

Statistics Canada uses the following cannabis production, distribution, consumption and pricing data:

  • business characteristics (e.g., the creation of a company)
  • address and location
  • price index
  • farm product prices
  • taxation.

Statistical programs using these data for statistical and research purposes only:

Personal information is not included in these data.

Administrative data sources in the production of official statistics – International trade

Merchandise imports and exports

International merchandise trade

Statistics Canada uses the following international merchandise trade data:

  • classification, value and quantity of merchandise traded
  • place of origin, export or destination
  • port, province and mode of transport.

Statistical programs using these data for statistical and research purposes only:

Personal information is not included in these data.

Data literacy competencies

Data literacy competencies are the knowledge and skills you need to effectively work with data.

Data analysis
The knowledge and skills required to ask and answer a range of questions by analyzing data including developing an analytical plan; selecting and using appropriate statistical techniques and tools; and interpreting, evaluating and comparing results with other findings.
Data awareness
The knowledge required to know what data is and what are different types of data. This includes understanding the use of data concepts and definitions.
Data cleaning
The knowledge and skills to determine if data are 'clean' and use the best method and tools to take necessary actions to resolve any problems to ensure data are in a suitable form for analysis.
Data discovery
The knowledge and skills to search, identify, locate and access data from a range of sources related to the needs of an organization.
Data ethics
The knowledge that allows a person to acquire, use, interpret and share data in an ethical manner including recognizing legal and ethical issues (e.g., biases, privacy).
Data exploration
The knowledge and skills required to use a range of methods and tools to learn what is in the data. The methods include: summary statistics; frequency tables; outlier detection; and visualization to explore patterns and relationships in the data.
Data gathering
The knowledge and skills to gather data in simple and more complex forms to support the gatherer's needs. This could involve the planning, development and execution of surveys or gathering data from other sources such as administrative data, satellite or social media data.
Data interpretation
The knowledge and skills required to read and understand tables, charts and graphs and identify points of interest. Interpretation of data also involves synthesizing information from related sources.
Data management and organization
The knowledge and skills required to navigate internal and external systems to locate, access, organize, protect and store data related to the organization's needs.
Data modeling
The knowledge and skills required to apply advanced statistical and analytic techniques and tools (e.g. regression, machine learning, data mining) to perform data exploration and build accurate, valid and efficient modelling solutions that can be used to find relationships between data and make predictions about data.
Data stewardship
Knowledge and skills required to effectively manage data assets. This includes the oversight of data to ensure fitness for use, the accessibility of the data, and compliance with polices, directives and regulations.
Data tools
The knowledge and skills required to use appropriate software, tools, and processes to gather, organize, analyze, visualize and manage data.
Data visualization
The knowledge and skills required to create meaningful tables, charts and graphics to visually present data. This also includes evaluating the effectiveness of the visual representation (i.e., using the right chart) while ensuring accuracy to avoid misrepresentation.
Evaluating data quality
The knowledge and skills required to critically assess data sources to ensure they meet the needs of an organization. This includes identifying errors or problems and taking action to correct them. This also includes awareness of organizational policies, procedures and standards to ensure good quality data.
Evaluating decisions based on data
The knowledge and skills required to evaluate a range of data sources and evidence in order to make decisions and take actions. This can include monitoring and evaluating the effectiveness of policies and programs.
Evidence based decision-making
The knowledge and skills required to use data to help in the decision-making and policy making process. This includes thinking critically when working with data; formulating appropriate business questions; identifying appropriate datasets; deciding on measurement priorities; prioritizing information garnered from data; converting data into actionable information; and weighing the merit and impact of possible solutions and decisions.
Metadata creation and use
The knowledge and skills required to extract and create meaningful documentation that will enable the correct usage and interpretation of the data. This includes the documentation of metadata which is the underlying definitions and descriptions about the data.
Storytelling
The knowledge and skills required to describe key points of interest in statistical information (i.e., data that has been analyzed). This includes identifying the desired outcome of the presentation; identifying the audience's needs and level of familiarity with the subject; establishing the context; and selecting effective visualizations.

Data literacy training

Data literacy banner

As Canada's national statistical organization, Statistics Canada is committed to sharing our knowledge and expertise to help all Canadians develop their data literacy skills. The goal is to provide learners with information on the basic concepts and skills with regard to a range of data literacy topics.

The training is aimed at those who are new to data or those who have some experience with data but may need a refresher or want to expand their knowledge. We invite you to check out our Learning catalogue to learn more about our offerings including a great collection of short videos. Be sure to check back regularly as we will be continuing to release new training.

What is data literacy?

Data literacy is the ability to derive meaningful information from data. It focuses on the competencies involved in working with data including the knowledge and skills to read, analyze, interpret, visualize and communicate data as well as understand the use of data in decision-making.

Data literacy also means having the knowledge and skills to be a good data steward including the ability to assess the quality of data, protect and secure data, and their responsible and ethical use.

Data literacy competencies

Data literacy competencies are the knowledge and skills you need to effectively work with data.

Data journey

The data journey represents the key stages of the data process starting with finding and exploring data through to telling the data story.

Learning catalogue

Check out the data literacy training available from Statistics Canada.

Learning path

Use this guide to help you navigate your data literacy journey.

A cartoon mountain - Une montagne de dessin animé

Your learning journey

We each have our own data journey to navigate. This learning journey is going to be different for each learner. This will depend, among other things, on the basic level of knowledge and the objectives of each person. The good news is that learners can personalize their learning journey according to their needs and the time they have.

We are here to help each learner find their own way to the top, even if the journey may seem daunting at first.

Think of us as a guide for your data journey, whatever your climb looks like, as a data beginner or a data scientist, and everyone in between.

Learning journey for employees of federal, provincial, territorial, or municipal departments

Sign up for our (paid) teacher-led training

Analysis 101: Steps of the analytical process
Working with disaggregated data for better policy outcomes
Analytical Sprint (available soon)

Take our free online self-paced courses

Data literacy learning path
Foundations of Data Analysis: The Analytical Process (DDN320)
Data quality as fitness for use
Data literacy for the public sector
Working with Disaggregated Data for Better Policy Outcomes (DDN323)

For general information about our courses and how to register, contact the Analytical Studies and Modelling Branch: statcan.asbtraining-deaformation.statcan@statcan.gc.ca

Survey of Postsecondary Faculty and Researchers (SPFR) 2019

Introduction

This section is to confirm we have made contact with the correct individual.

1. What is your date of birth?

  • Year
  • Month
  • Day

2. Are you [AGE] years old?

  • Yes (Go to Q4)
  • No

3. What is your age?

  • Age in years

4. What is the highest certificate, diploma or degree that you have completed?

  • Earned doctorate
    Help text: e.g., Ph.D., Ed.D.
  • Master's degree
    Help text: e.g., M.A., M.Sc., M.Ed., M.B.A.
  • Degree in medicine, dentistry, veterinary medicine or optometry
    Help text: e.g., M.D., D.D.S., D.M.D., D.V.M., O.D.
  • University certificate, diploma or degree above the bachelor's level
  • Bachelor's degree
    Help text: e.g., B.A., B.A. (Hons), B. Sc., B.Ed., LL.B.
  • University certificate or diploma below the bachelor's level
  • College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
  • Trades certificate or diploma
  • High school diploma or a high school equivalency certificate
  • Less than high school diploma or its equivalent

5. Within the last month, were you considered a part of any of the following groups?

Select all that apply.

  • Ph.D. student
  • Postdoctoral fellow at a postsecondary institution
  • Researcher at a college
    Help text: Exclude research assistant positions as part of an academic program (e.g., postdoctoral fellow, Ph.D. student, Master's student, Bachelor's student).
  • Researcher at a university
    Help text: Exclude research assistant positions as part of an academic program (e.g., postdoctoral fellow, Ph.D. student, Master's student, Bachelor's student).
  • Professor, instructor or teacher at a college
    Help text: Include sessionals and part-time lecturers.
    Exclude teaching assistant positions.
  • Professor, instructor or teacher at a university
    Help text: Include sessionals and part-time lecturers.
    Exclude teaching assistant positions.
  • None of the above

6. In which type of institution do you spend the most time?

  • University
  • College

When responding to the next questions, consider only your experience as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at a [college / university].

7. What is the name of the [college / university] where you are a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student]?

If you [work / study] at more than one institution, please refer to the institution where you spend the most time.

Note: If the institution is not listed, select 'Other'.

  • Select: Institution name

Background

8. What is [your field of study / the field of study you teach or research] at [institution name]?

Specify the subject in which you spend the largest portion of your time.

If you are on leave, report the subject that you would have been [teaching or researching / studying]

  • Field of study

9. In what year did you begin your [current Ph.D. studies / current postdoctoral position]?

Enter the date you originally started in the program. If you have taken a break, enter the original start date.

Year

  • Select from : 2019 to 1990, or Before 1990

10. In what year do you expect to complete your [current Ph.D. studies / current postdoctoral position]?

[If end date is unknown, please provide the end date of your current contract.]

Year

  • Select from : 2019 to 2029, or 2030 or later

Ph.D. and postdoctoral fellow

11. Have you ever received federal research funding, a federal scholarship, or a federally funded fellowship as part of your [current Ph.D. studies / current postdoctoral position]?

e.g., Canada Graduate Scholarship, SSHRC Postdoctoral Fellowship.

Exclude entrance scholarships and bursaries from your institution.

  • Yes
  • No (Go to Q12)

From which federal agency did you receive this funding?

Select all that apply.

  • Social Sciences and Humanities Research Council (SSHRC)
  • Natural Sciences and Engineering Research Council (NSERC)
  • Canadian Institutes of Health Research (CIHR)
  • Other
    Specify other federal agency

12. As part of your [current Ph.D. studies / current postdoctoral position], have you ever been paid to work on a federally-funded research project led by a researcher at your institution?

e.g., you were a research assistant to a researcher leading a project-based grant, from a federal organization such as SSHRC, NSERC, or CIHR.

Exclude entrance scholarships and bursaries from your institution.

  • Yes
  • No
  • I worked on a research project, but I do not know if it received federal funding

13. Have you ever received non-federal research funding as part of your [current Ph.D. studies / current postdoctoral position]?

e.g., funding by provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals.

Exclude entrance scholarships and bursaries from your institution.

  • Yes
  • No

14. After completing your [current Ph.D. studies / current postdoctoral position], are you likely to work as a professor, instructor, or researcher at a postsecondary institution in Canada?

  • Yes (Go to Q15)
  • No
  • Unsure

For what reasons?

Select all that apply.

  • Lack of career prospects
    Help text: e.g., opportunities for tenure
  • A career at a postsecondary institution is too demanding
    Help text: e.g., too much pressure to publish, work-life balance, pressure to apply for funding
  • I plan to work at an institution outside Canada
  • I would prefer to conduct research in the private sector
  • I would prefer to conduct research in the public sector
  • I am interested in a career outside of research and academia
  • Other
    Specify the other reasons

Research, teaching, and industry

15. In the last five years, have you applied for any research funding as a principal or co-principal investigator?

e.g., NSERC Discovery Grant, SSHRC Connection Grant, CIHR Project Grant, Canada Research Chair, provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals

  • Yes
  • No (Go to Q20)

16. In the last five years, did you receive any research funding as a principal or co-principal investigator?

e.g., NSERC Discovery Grant, SSHRC Connection Grant, CIHR Project Grant, Canada Research Chair, provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals

  • Yes
  • No (Go to Q20)

What was the source of the research funding received?

  • Federal research funding
    Help text: e.g., NSERC Discovery Grant, SSHRC Connection Grant, CIHR Project Grant, Canada Research Chair
  • Non-federal research funding (Go to Q19)
    Help text: e.g., provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals
  • Both

17. In the last five years, how much did you receive in federal research funding as a principal or co-principal investigator?

Federal research funding received

e.g., NSERC Discovery Grant, SSHRC Connection Grant, CIHR Project Grant, Canada Research Chair.

Round to the nearest CAN$.

When precise figures are not available, please provide your best estimate.

  • Amount

18. From which federal agencies did you receive this funding?

Select all that apply.

  • Social Sciences and Humanities Research Council (SSHRC)
  • Natural Sciences and Engineering Research Council (NSERC)
  • Canadian Institutes of Health Research (CIHR)
  • Other
    Specify the other federal agency

19. In the last five years, how much did you receive in research funding from non-federal sources?

Non-federal research funding received

e.g., Funding from provincial or territorial governments, foreign governments, businesses, not-for-profit organizations, third-party individuals.

Round to the nearest CAN$.

When precise figures are not available, please provide your best estimate.

  • Amount

The next few questions are about your work activities.

20. In addition to your current position as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], did you have other jobs or businesses within the last month?

Include other positions at [Institution name], or other institutions, as well as any other jobs or businesses.

  • Yes
  • No (Go to Q23)

21. Including your current position as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], how many jobs or businesses did you have within the last month?

If you were self-employed, select the number of different businesses, not the number of contracts for one single business. For example, a self-employed consultant who is also a professor would answer two jobs or businesses.

Exclude unpaid or volunteer positions.

Total number of jobs or businesses

  • 2
  • 3
  • 4
  • 5 or more

22. [Is this job or business / Are any of these jobs or businesses] in the same field that you [study / teach or research]?

[You previously indicated your field of study was the following: [Q8]]

  • Yes
  • No

23. In a typical work week, how many hours do you spend on the following activities?

Include all hours worked, both paid and unpaid.

a. In-class teaching duties as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., in-class hours.

b. Other teaching duties as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., preparation, office hours, grading, graduate student supervision.

c. Research activities as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., contributions to knowledge, publications, oral presentations, community based scholarship, writing of grant applications, time in the lab, conducting research, presenting findings, report writing.

d. Service and administrative activities as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., committee involvement, supervising student clubs, peer review and editorial duties, involvement in professional organisations.

e. Other employment

Include different roles, different institutions, or other jobs

24. In the last five years as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], have you been involved in an academic or applied research project?

e.g., engaging in research at your postsecondary institution or in collaboration with industry.

Exclude participation as a research subject.

  • Yes (Go to Q25)
  • No

Why not?

Select all that apply.

  • My management did not approve my participation
  • I was not aware of opportunities
  • Opportunities were not available in my preferred language
  • I was not interested
  • I did not have time because of my workload as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]
  • Family responsibilities
    Help text: e.g., child care
  • It is not in my job description
  • I have another job that takes up more of my time
  • Accommodations I needed due to a disability were not provided
    Help text: e.g., modified duties, human support, specialized equipment, adapted workspaces
  • Other
    Specify the other reason you have not been involved in an academic or applied research project

Professional development

25. Within the past two years, as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], did you participate in any of the following professional development opportunities?

[Exclude coursework and training as a requirement of your Ph.D. studies.]

Select all that apply.

  • Conferences, workshops, or tradeshows
  • Training
  • Further education
  • Mentoring programs
  • Other
    Specify other professional development opportunities
    OR
  • None

26. What was the source of the funding for the professional development opportunities you participated in as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Select all that apply.

  • [institution name]
  • Research funding
  • Bursary
  • Self-funded
  • Not applicable (there were no costs)
  • Other
    Specify who funded these activities

27. Within the past two years, did you feel you missed out on any professional development opportunities?

Professional development opportunities

Include conferences, workshops, tradeshows, training, further education, mentoring programs, etc.

Include opportunities you were interested in but did not request, or opportunities you requested and were not approved.

  • Yes
  • No (Go to Q28)

Why did you feel you missed out on these professional development opportunities?

Select all that apply.

  • My management or supervisor would not approve my participation
  • Someone else was selected
  • I did not have time because of my workload as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]
  • Family responsibilities
    Help text: e.g., child care
  • I could not afford it
  • Opportunities were not available in my preferred language
  • Accommodations I needed due to a disability were not provided
    Help text: e.g., modified duties, human support, specialized equipment, adapted workspaces
  • Other
    Specify the reason why you did not participate

28. As a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], do you currently have a mentor?

A mentor is an experienced and trusted advisor outside of formal supervisory relationships.

Include structured mentoring programs and informal relationships.

  • Yes
  • No

29. As a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], are you a mentor to [a junior employee, postdoctoral fellow, or student / a junior employee or student / another student]?

A mentor is an experienced and trusted advisor outside of formal supervisory relationships.

Include structured mentoring programs and informal relationships.

  • Yes
  • No

Employment, salary, and benefits

30. In the last 12 months, how many weeks were you employed as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Include those weeks in which you:

  • were on vacation or sick leave with pay;
  • worked full time or part time;
  • worked for wages or salary.

If you are on leave, report the weeks that you would have been working.

  • Select number of weeks
    OR
  • None

31. During most of those weeks, did you work full time or part time as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

If you worked full time and part time for an equal number of weeks, indicate your most recent employment status.

If you are on leave, report the full-time or part-time status that you would have been working.

  • Full-time (30 hours or more per week) (Go to Q34)
  • Part-time (less than 30 hours per week)

32. If given the opportunity, would you prefer to work full time for the full year?

Full time for the full year is considered 30 hours or more per week and 49 weeks or more per year, including vacation or sick leave with pay.

  • Yes
  • No

33. What is your tenure status?

  • Tenured
  • Leading to tenure, probationary (Go to Q35)
  • Non-tenured staff or non-tenure track (Go to Q34)
    Help text: This Includes annual, sessional or other definite term contracts, visiting staff, and continuing staff.

How many years after your first tenure-track appointment did you obtain tenure?

When precise figures are not available, please provide your best estimate.

  • Number of years

34. How long is the term of your current contract as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Report the total duration of the term.

  • Number of months
    OR
  • Permanent or indeterminate

35. How much did you earn in the last 12 months as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name], before taxes and other deductions?

Exclude overtime pay, commissions, or bonuses.

'Before taxes and other deductions' refers to your gross wage or salary.

When precise figures are not available, please provide your best estimate.

If you are on leave, report the amount you would have earned.

  • Total earnings

36. Which of the following benefits do you currently have access to as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Select all that apply.

  • Supplemental medical or dental insurance
    Help text: Include access to plans where you have the option to contribute.
  • Maternity, paternity, parental, or adoption leave top-ups
  • Vacation leave
  • Sick leave
  • Medical leave
  • Disability insurance
  • Paid personal or family-related leave
  • Educational or professional-development leave
    Help text: Include paid or unpaid leave.
  • None of the above

37. Since your first appointment as a postdoctoral fellow, professor, instructor, or researcher at any Canadian post-secondary institution, have you taken any of the following types of leave?

Exclude time as a student.

Select all that apply.

  • Maternity, paternity, parental, or adoption leave (Go to Q38)
  • Family leave of 5 or more consecutive days (Go to Q38)
    Help text: Include compassionate care for family members.
  • Sick leave of 5 or more consecutive days (Go to Q38)
    Help text: Include sick, medical, or disability leave.
  • None of the above

What is the main reason you have not taken leave?

  • I have not had a reason to take it
  • I was not interested in taking leave
  • I was worried about the impact on my career progression
  • I did not receive permission from my management or supervisor
  • It was not available to me when I needed it
  • I wanted to finish the term or the project I was working on
  • I could not afford it
  • Other
    Specify the reason

Bias and discrimination

The following section asks about your experiences with bias and discrimination as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name].

Remember that all information provided is strictly confidential. Your responses are important whether or not you have had any of these experiences.

38. Indicate if you strongly agree, agree, neither agree nor disagree, disagree, or strongly disagree with each of the following statements.

Remember that these are personal opinions and there are no right or wrong answers.

a. The decisions for hiring at my institution are fair and equitable.

  • Strongly agree
  • Agree
  • Neither agree or disagree
  • Disagree
  • Strongly disagree
  • Don't know or not applicable

b. The decisions for promotion at my institution are fair and equitable.

  • Strongly agree
  • Agree
  • Neither agree or disagree
  • Disagree
  • Strongly disagree
  • Don't know or not applicable

c. My institution is supportive of equity, diversity and inclusion among its students, staff, and faculty.

e.g., your institution recognizes different values and identities on campus.

  • Strongly agree
  • Agree
  • Neither agree or disagree
  • Disagree
  • Strongly disagree
  • Don't know or not applicable

d. The decisions surrounding federal research funding are fair and equitable.

  • Strongly agree
  • Agree
  • Neither agree or disagree
  • Disagree
  • Strongly disagree
  • Don't know or not applicable

39. In the past 12 months, have you experienced unfair treatment or discrimination as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name] because of your gender, race, age, physical appearance, religion, sexual orientation, ability or for any other reason?

Discrimination means treating people differently, negatively or adversely because of their race, age, religion, gender, ability or anything else.

  • Yes
  • No

40. In the past 12 months, how often have you experienced this unfair treatment or discrimination as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

  • Once
  • Occasionally
  • Often
  • Daily or almost daily

41. Do you feel that the unfair treatment or discrimination you experienced as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name] was based on any of the following?

Select all that apply.

  • Age
  • Sex
  • Race or colour
  • Nationality or immigration status
  • Ethnicity or culture
  • Physical appearance other than skin colour
  • Religion
  • A physical or mental disability
  • Sexual orientation
  • Language
  • Gender identity
    Help text: 'Gender identity' refers to a person's internal and individual experience of gender, such as the sense of being a woman, a man, both, neither, or anywhere along the gender spectrum. A person's gender identity may be the same as or different from their birth-assigned sex. Gender identity is fundamentally different from a person's sexual orientation.
  • Identity as a parent
    Help text: e.g., being a parent, pregnancy, taking maternity or paternity or parental or adoption leave
  • Other
    Specify the nature of the unfair treatment or discrimination

42. What was the nature of the unfair treatment or discrimination you experienced as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]?

Select all that apply.

  • I was ignored by others
  • I was made to feel uncomfortable
    Help text: e.g., inappropriate verbal remarks
  • People talked behind my back
  • My promotion or training was denied
  • I was given too much work
  • I was given less challenging or less interesting work
  • I received a poor performance evaluation
    Help text: e.g., grading or teaching evaluations
  • Other
    Specify the nature of the unfair treatment or discrimination

The following section asks about harassment experiences as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name].

Remember that all information provided is strictly confidential. Your responses are important whether or not you have had any of these experiences.

43. Thinking about the past 12 months, how many times have you been subjected to any of the following?
a. Verbal abuse as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

b. Unwanted sexual attention or sexual harassment as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

c. Threats to your person as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

e.g., blackmailing, threats to your career or reputation, physical threats.

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

d. Humiliating behaviour as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

e. Physical violence as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name]

  • Never
  • Once
  • 2-5 times
  • 6-10 times
  • More than 10 times

Harassment

The following questions pertain to the [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you were subjected to as a [professor, instructor, teacher, or researcher / postdoctoral fellow / Ph.D. student] at [institution name].

44. Thinking about the most serious incident of [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you experienced in the past 12 months, was only one person involved in committing the act?

  • Yes
  • No (Go toQ45)
  • DK (Go to Q45)

What was the gender of this person?

  • Male
  • Female
  • Another gender
  • DK

45. What were the genders of the people involved in committing the act?

  • Male
  • Female
  • Another gender
  • DK

46. Thinking about the most serious incident of [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you experienced in the past 12 months, from whom did you experience this behaviour?

Select all that apply.

  • Colleague[s] or peer[s]
  • Individual[s] with authority over me
  • Other staff member[s] at my institution
  • Research subject[s] or patient[s]
  • Student[s] who I teach or supervise
  • Parent[s] of a student
  • Member[s] of the public
  • [Identity / Identities] unknown
    Help text: e.g., anonymous emails, online bullying
  • Other

Specify from whom you experienced this behaviour

47. Thinking about the most serious incident of [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you experienced in the past 12 months, what actions, if any, did you take to try to address the situation?

  • No action taken
  • I confronted the [person / people] directly
  • I reported it to someone with authority to act
  • I talked about it with someone else at my institution
  • I filed a formal complaint
  • Other
    Specify the actions used to address the situation

48. Thinking about the most serious incident of [verbal abuse / unwanted sexual attention or sexual harassment / threats to your person / humiliating behaviour / physical violence] you experienced in the past 12 months, how satisfied were you with the outcome of the situation?

  • Completely
  • Mostly
  • Somewhat
  • Mostly not
  • Not at all

Gender

The following questions are about sex at birth and gender.

49. What was your sex at birth?

Sex refers to sex assigned at birth.

  • Male
  • Female

50. What is your gender?

Gender refers to current gender which may be different from sex assigned at birth and may be different from what is indicated on legal documents.

  • Male
  • Female
  • OR please specify
    Specify your gender

51. Please verify that all of the information is correct.

Your information

Sex assigned at birth: [Male / Female / Information not provided]

Gender: [Male / Female / GDR_S10 / Information not provided]

Sexual orientation

52. What is your sexual orientation?

  • Heterosexual
  • Homosexual
    Help text: e.g., lesbian or gay
  • Bisexual
  • Please specify
    Specify your sexual orientation

Context Sensitive Help:

The need to collect data on sexual orientation stems from issues related to human rights, including experiences of discrimination and victimization.

The Canadian Human Rights Act stipulates that the prohibited grounds of discrimination are race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics, disability and conviction for an offence for which a pardon has been granted or in respect of which a record suspension has been ordered.

Aboriginal identity

53. Are you an Aboriginal person, that is, First Nations (North American Indian), Métis or Inuk (Inuit)?

Note: First Nations (North American Indian)

Includes Status and Non-Status Indians.

Would you say:

  • No, not an aboriginal person
    OR
  • Yes, First Nations (North American Indian)
  • Yes, Métis
  • Yes, Inuk (Inuit)

Context Sensitive Help:

Answer this question regardless of whether or not this person is an Aboriginal person of North America.

Select "Yes, First Nations (North American Indian)", or "Yes, Métis", or "Yes, Inuk (Inuit)" for persons who identify with one of the three Aboriginal groups listed on the questionnaire: First Nations (North American Indian), Métis, Inuit.

Select "No, not an Aboriginal person" for those who:

  • consider themselves to be East Indian or Asian Indian
  • have ethnic roots on the subcontinent of India
  • refer to themselves as Métis in the context of mixed ancestry, but who do not have North American Aboriginal ancestry (for example, those from Africa, the Caribbean and South America).

This question provides information used by governments, including Aboriginal governments and organizations, to develop programs and services for Aboriginal peoples.

Sociodemographic characteristics

54. The following question collects information in accordance with the Employment Equity Act and its Regulations and Guidelines to support programs that promote equal opportunity for everyone to share in the social, cultural, and economic life of Canada.

Are you:

Select all that apply.

  • White
  • South Asian
    Help text: e.g., East Indian, Pakistani, Sri Lankan
  • Chinese
  • Black
  • Filipino
  • Arab
  • Latin American
  • Southeast Asian
    Help text: e.g., Vietnamese, Cambodian, Laotian, Thai
  • West Asian
    Help text: e.g., Iranian, Afghan
  • Korean
  • Japanese
  • Other
    Specify other

Context Sensitive Help:

Select or specify more than one answer, if applicable, from the list provided.

Population group should not be confused with citizenship or nationality. Examples of population groups include White, South Asian, Chinese, Black, Filipino, Latin American, Arab, Southeast Asian, West Asian, Korean and Japanese.

Included in the South Asian population group are East Indian, Pakistani, Sri Lankan, etc.

Included in the Southeast Asian population group are Vietnamese, Cambodian, Laotian, Thai, etc.

Included in the West Asian population group are Iranian, Afghan, etc.

For persons who belong to more than one population group:

  • select all categories that apply
  • do not report "bi-racial" or "mixed" in the "Other - specify" box provided

Language

55. Can you speak English or French well enough to conduct a conversation?

  • English only
  • French only
  • Both English and French
  • Neither English nor French

Context Sensitive Help:

Select "English only" or "French only", or "Both English and French", only if the person can carry on a conversation of some length on various topics in one or both of these languages.

For people who are deaf or for people who have a speech disability, report knowledge of English, French, both, or neither, by selecting the appropriate option.

56. What language do you speak most often at home?

  • English
  • French
  • Other
    Specify other language

Context Sensitive Help:

Report the language spoken most often at home. Report more than one language only if all languages are spoken equally often.

For a child who has not yet learned to speak, report the language spoken most often to the child at home.

For a person who lives alone, report the language in which he or she feels most comfortable.

For people who are deaf or for people who have a speech disability, report knowledge of English or French as applicable, by marking the appropriate option. Other languages, including sign language, should be entered in the type-in box labelled "Specify other language".

When reporting other languages, be specific. For example, people who report Chinese should instead report the specific Chinese language: Cantonese, Mandarin, Cheochow, Fukien, Hakka, Shanghainese, Taiwanese, etc.

57. What is the language that you first learned at home in childhood and still understand?

If you no longer understand the first language learned, indicate the second language learned.

  • English
  • French
  • Other
    Specify other language

Context Sensitive Help:

If you learned two or more languages at the same time in early childhood, report the language you spoke most often at home before starting school.

Report two or more languages only if those languages were used equally often and are still understood.

If you are deaf or have a speech disability, report knowledge of English or French as applicable, by marking the appropriate option.

Other languages, including sign language, should be entered in the type-in box labelled "Specify other language".

When reporting other languages, be specific. For example, instead of reporting Chinese, report the specific Chinese language: Cantonese, Mandarin, Cheochow, Fukien, Hakka, Shanghainese, Taiwanese, etc.

Equity, diversity, and inclusion

58. Are you a person with a disability?

A person with a disability is a person who has a long-term or recurring impairment that could be categorized into one of 10 types (vision, hearing, mobility, flexibility, dexterity, pain, learning, developmental, memory and mental health-related) and considers himself or herself to be disadvantaged in employment by reason of that impairment, or believes that an employer or potential employer is likely to consider him or her to be disadvantaged in employment by reason of that impairment. Persons with disabilities are also those whose functional limitations owing to their impairment have been accommodated in their current job or workplace.

  • Yes
  • No

59. Because of your disability, do you require any accommodations to be able to work or study?

e.g., modified duties, human support, specialized equipment, adapted workspaces

  • Yes
  • No

60. In your academic career, have you ever requested accommodations in order to do your work or study?

Include experiences as a Ph.D. student, postdoctoral fellow, teacher, instructor, professor, or researcher in an academic institution.

Exclude experiences as a Master's or undergraduate student.

  • Yes, I have requested all accommodations throughout my academic career
  • Yes, I have sometimes requested accommodations, but not always
  • No

61. Did you receive the accommodations you requested?

  • Yes, all of the accommodations were provided
  • Yes, some of the accommodations were provided
  • No accommodations were provided

62. Why have you not asked for the accommodations needed to do your work or study?

Select all that apply.

  • I was uncomfortable asking
  • I did not want to cause difficulty for my institution
  • I did not think my institution could afford or find proper accommodations
  • I did not want to disclose my need for accommodation
  • I was concerned about the reaction of colleagues
  • I feared negative outcomes
  • My condition is not severe enough
  • There was a lack of awareness or understanding by my institution with respect to accommodation requests
  • Other
    Specify why you have not asked for accommodations to do your work or study

Economic accounts: Frequently asked questions

Input-output accounts

How often are supply and use tables and input-output tables published?

Supply and use tables (industry by product) and symmetric input-output tables (industry by industry) are published annually. The following information is available:

Does Statistics Canada have an input-output model to calculate the impact of spending or investment in the Canadian economy?

Statistics Canada offers input-output modelling services on a cost recovery basis. Two models are available, a national model (service 36-23-0001) and an interprovincial model (service 36-23-0002). Both models provide estimates of the direct, indirect and induced effects on numerous economic variables including output, GDP, jobs and taxes on production and products.

Does Statistics Canada calculate multipliers by industry?

Statistics Canada calculates national, provincial and territorial input-output multipliers for the industries found in the input-output industry classification. The information is available in tables 36-10-0013-01, 36-10-0113-01, 36-10-0594-01 and 36-10-0595-01.

Does Statistics Canada have a publication or documentation on the input-output tables and models?

Users interested in learning more about the supply and use tables and the input-output model can consult the following references:

Productivity accounts

How is productivity defined?

Productivity measures the economic efficiency with which resources such as labour or capital are employed in the production process. There are two widely used productivity statistics; labour productivity and multifactor productivity.

What is the difference between labour and multifactor productivity?

Labour productivity is measured as real output per hour worked. It is the most commonly used productivity measure. Multifactor productivity, a broader measure of efficiency, is measured as real output per unit of combined inputs, which consist of labour and capital, and in some cases, intermediate inputs such as energy, materials and purchased services.

Why is a productivity measure important?

Progress in productivity constitutes a significant source of increased standard of living. In the long run, increases in real hourly earnings are tied to productivity gains. The Canadian economy has been able to produce more goods and services over time, not by requiring a proportional increase of resources such as labour, but by making production more efficient.

Why does productivity change?

Productivity increases when more output is produced without increasing the input, or when the same output is produced with less input.

Productivity decreases when less output is produced without decreasing the input, or when the same output is produced with more input.

How is productivity measured by Statistics Canada?

Indexes of labour productivity, multifactor productivity, and related measures for the business sector, broad economic sectors and industries are published by Statistics Canada. Productivity is measured by comparing the quantity of goods and services produced with the inputs which were used in production. Labour productivity is calculated by divided real output by hours worked. Multifactor productivity is calculated by divided real output by a combination of inputs (which may include labour, capital, energy, materials, and purchased services). Quarterly and annual measures of output per hour worked, together with comparable measures of compensation per hour and unit labour costs, are maintained for the business sector and its constituent sectors and industries. Quarterly labour productivity for the business sector is measured as real gross domestic product (deliveries in chained dollars of final goods and services by the business sector to the final demand categories, such as households, investments, governments and the foreign sector) per hour worked. It is the productivity statistic most often cited by the press. For major sectors and industries, labour productivity is measured as real value added per hour worked .

The multifactor productivity indexes for the business sector measure gross domestic product per combined unit of labour and capital inputs. Multifactor productivity indexes at the industry level, based on a variety of output measures (gross output, value added and sector output) are also maintained, to serve a variety of analytical needs. The growth of capital input in the business sector is an aggregate of the different classes of capital stocks (information technology, other machinery and equipment and structures) weighted by their respective rental prices. Similarly, the growth of labour input is an aggregate of the growth of hours worked by different classes of workers, weighted by the hourly wages of each class.

Are annual data on productivity measures available for the provinces and the territories?

Yes. Annual data on labour productivity and related measures are not only available at national level, but also at the provincial and territorial level.

Why does Statistics Canada revise its productivity measures?

Productivity estimates are produced using different data sources. They are often revised when additional data sources and more accurate information become available. Accordingly, productivity measures are periodically revised to include more up-to-date information from censuses, annual surveys, tax statistics, etc.

Occasionally, historical revisions take place following changes in concepts or methodology.

International merchandise trade

What is the source of Canada's international merchandise trade data?

Merchandise import data are based on customs documentation collected by the Customs Border Services Agency (CBSA). Customs records are also used for the compilation of merchandise export statistics, from sources like the United States Census Bureau (USCB) for exports to the United States, and from CBSA for exports to other countries.

Are merchandise trade statistics published on a customs or a balance of payment basis?

Both, Statistics Canada publishes merchandise trade statistics on a customs basis and on a balance of payment basis. The customs-based statistics provide a measure of the change in the stock of material resources within a country that result from the physical movement of goods across the border. Balance of payments adjustments are made to the customs-based data in order to conceptually align them with other macroeconomic account statistics, such as gross domestic product, based on international standards. These data provide a measure of economic transactions in goods between Canadian residents and non-residents that result from a change in ownership.

What are the classifications used to publish these statistics?

There are two main classification systems for merchandise trade data. First, the North American Product Classification System (NAPCS) classifies merchandise trade to different product categories. Customs basis and balance of payment basis data are available under the NAPCS classification. To consult the classification structure, please visit Variant of NAPCS Canada 2017 Version 1.0 - Merchandise import and export accounts.

Second, customs basis data are published under the Harmonized System Classification, which is an international commodity classification system that assigns 6 digit (HS-06) to categorize all traded goods. For more information on this commodity classification, please visit Commodity classification.

Finally, merchandise trade data are also available by industry (North American Industry Classification System - NAICS), by exporter and importer characteristics, and by Broad Economic Categories (BEC).

When are data on merchandise trade statistics available?

Canadian International merchandise trade is a major economic indicator and the publication of trade data is deemed mission critical by Statistics Canada. It is published on a monthly basis, around 35 days after the end of the reference period.

Stock program

What method of evaluation of capital stock is used in the stock program?

The stock program uses the perpetual inventory method (PIM) to obtain estimates of capital stock by industry for a given year.

Why choose the PIM over another method?

The PIM is the method most frequently used by international statistical organizations. It is generally the preferred method, as it represents a flexible way of producing time series for capital stock. Basically, it involves adding, every year, gross investment (gross fixed capital formation) to the capital stock from the previous year.

What are the input data for the PIM?

The PIM requires information on investment value, price indexes of capital goods, service lives and depreciation methods. Statistics Canada gathers most of the annual data required to apply the PIM via the Capital and Repair Expenditures Survey (CRES) from the Investment, Science and Technology Division (ISTD), specifically:

  • capital expenditures, that is, spending for the acquisition of new assets and the renovation, retrofit, refurbishing, overhauling and restauration of existing assets;
  • the useful service life of acquired assets;
  • the original cost and age of assets that are being retired or destroyed;
  • sales and purchases of used assets;
  • the value of work in progress at year-end.

How does the PIM work, practically speaking?

The first step consists of transforming gross fixed capital formation (GFCF) at current prices into constant prices by using the most detailed price indexes for assets that exist. The PIM then involves using data in constant prices to obtain fixed capital consumption and net and gross stocks at constant prices. The price indexes are only applied to reconvert the data into current prices during the final step.

When is a new capacity added to the stock?

An investment (GFCF) declared for year t is presumed to be implemented, on average, in the middle of year t. Hence, its depreciation over the course of the second semester of year t is included in the depreciation calculated for year t.

What is meant by gross capital stock?

Gross stock is equal to the accumulation of past gross investments from which the value of assets that cease to exist that same year (decommissioned) are deducted annually. Therefore, this measure of capital stock is based on the hypothesis that the asset's efficiency remains constant throughout its entire service life.

The concept of gross stocks aims to reflect the replacement cost of tangible assets.

What is meant by the replacement cost of an asset?

The replacement cost is the amount that would be needed, for a particular year, to replace all the existing assets with comparable new assets.

What is meant by a retired, discarded or decommissioned asset?

An asset is retired, discarded or decommissioned when it is removed from capital stock at the end of its useful service life.

It should be noted that the retirement of assets from the same generation can be staggered over a certain number of years instead of being done all at once.

How are discards carried out within the stock program?

Within the stock program, the discard function follows a truncated (normal) bell curve distribution, with lower and upper limits corresponding, respectively, to 50% (L/2) and 150% (3L/2) of the average service life L, to account for variation in the moment when identical assets are removed from stock.

What is meant by net capital stock?

The concept of net stock aims to evaluate the production capacity of capital stock.

The value of net stock for a given year is meant to reflect the market value or economic value of the assets that make up the capital stock.

What is meant by an asset's market value?

The market value is the amount for which assets could be sold, given that stock includes assets that are no longer new, have been subjected to some wear and are slightly outdated compared to new assets of an equivalent type.

How is net stock at time t calculated?

Net stock at time t is obtained by subtracting the depreciation incurred over the course of year t from the sum of the net stock from the previous period t–1 and the investment at time t. The depreciation incurred during year t consists of the depreciation of both the net stock from the previous period and the current investment.

Net Stockt=Net Stockt-1+Invt-Dept

What is the consumption of fixed capital (CFC)?

The consumption of fixed capital can be defined in general terms as the decrease, over the course of the accounting period, in the current value of the stock of fixed assets that are held and used by a producer, following their physical deterioration (or wear), normal obsolescence or normal accidental damages. It excludes the value of fixed assets that have been destroyed by acts of war or exceptional events such as very rare major natural disasters.

Is the consumption of fixed capital observable?

The consumption of fixed capital is not usually observable. It is generally calculated based on the hypothesis that the prices of assets decrease in an orderly fashion over the course of an asset's useful service life.

It must be noted that the consumption of fixed capital must nearly always be estimated in this way, so that the capital stock results from the PIM or from another method or survey.

Is there a difference between depreciation in year t and consumption of fixed capital for the same period?

No. The terms 'depreciation', 'amortization', 'consumption of fixed capital' and 'capital consumption allowance' are synonyms.

How is depreciation during year t calculated?

The most natural method of calculating depreciation during year t is to multiply by the depreciation rate δ the sum of the stock from year t–1 and half of the investment from year t. Practically speaking, depreciation is obtained by using other approaches.

Dept=δ(Stockt-1+12Invt

How is the depreciation rate δ determined?

The depreciation rate δ depends on hypotheses created for the ageing and loss of efficiency curve for assets. Three types of depreciation are often used in the calculation of net capital stock: linear depreciation, geometric or regressive depreciation and hyperbolic or deferred depreciation.

As such, δ =1/L for a linear depreciation and δ =R/L where R represents the 'declining balance rate' (DBR) for a geometric depreciation. However, the formula for a hyperbolic depreciation is complicated.

How can different types of depreciation be distinguished from one another?

The most well-known model of depreciation is undoubtedly the linear model, according to which equal amounts are deducted from the stock each year. It is mostly considered for its accounting interest.

Hyperbolic depreciation is, in turn, the type that permits the most accurate measurement possible of the economic value of assets. Economic value is defined here as the services that can be withdrawn from these assets.

The geometric type, however, is the depreciation model that measures the market value of assets. Here, market value means the resale value of assets on the second-hand market.

How is depreciation/capital consumption allowance determined in the stock program?

In the case of linear depreciation, depreciation is obtained by dividing the sum of investments up until time t by the service life (number of years over which the asset amortized).

In the case of hyperbolic depreciation, depreciation is given by the weighted sum of the investments (weighted according to their beta obsolescence factors) up until time t.

In the case of geometric depreciation, however, depreciation is calculated residually using the net stocks from t–1 and t as well as gross investment during year t.

How is net capital stock according to the geometric depreciation model calculated practically speaking?

The calculation of net stock according to a geometric depreciation is based on the notion of contribution to the net capital stock at the end of given year t of the investment carried out during a given previous year x. Net capital stock at the end of year t is then obtained by summing the contributions on all the generations of investment flows for this element.

How are the average service lives of assets determined?

Average service lives were estimated using information, collected via the CRES, on the service lives and age‑price profiles of retired assets. These service lives based on survey data, introduced starting in the reference year 1987, are generally shorter than the hypothetical service lives that were used to calculate estimates of capital stock before the survey data were available. The periodic evaluation of service lives based on survey data has shown that they are stable at current levels. A geometric interpolation permitted their introduction for the years prior to 1987.

How is the average age of capital stock calculated?

The average age reflects the age of the assets in place in the capital stock. It is obtained via a sum of the age of each generation of assets that is weighted by the investments that still exist. Since age is a function of an asset's service life, the investments in place influence the age of this stock of assets according to their respective service lives as well as their relative importance within this stock.

How are declining balance rates (DBRs) defined?

Using a regressive method (geometric depreciation), it is hypothesized that the market value in constant prices decreases at a constant rate during every period. The depreciation factor can be written as R/T where T is the total useful service life and R is the DBR. Depreciation for the period t is obtained by multiplying the residual value of the asset in the period t-1 by the depreciation factor R/T. There are several ways of calculating the DBR.

Manufacturing statistics

Manufacturing Statistics

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Infrastructure Statistics Hub

Infrastructure Statistics Hub

The infrastructure economic accounts represents a set of statistical statements that record the economic, social and environmental impacts related to the production and use of infrastructure in Canada and each province and territory. Explore this information in the Infrastructure Statistics Hub.

Sustainable Development Goals

SDG Goal 9 - Industry, innovation and infrastructure

Sustainable Development Goals – Goal 9 – Industry, innovation and infrastructure is to build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation.

Canada and the World Statistics Hub

Canada and the World Statistics Hub

The Canada and the World Statistics Hub provides information related to Canada's economic and financial activity with the world. It brings together data from a number of Statistics Canada products and presents it in a single interactive analytical tool.

For use when reporting data for 2018/2019 and previous academic years.

Tourism and the Centre for Education Statistics

August 2019

Postsecondary Student Information System (PSIS)
Record Layout, Files and Data Element Descriptions

Data Submission Information at a Glance

This information is collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19.

Completion of this questionnaire is a legal requirement under this act.

Survey Purpose

The Postsecondary Student Information System (PSIS) is a national survey that enables Statistics Canada to provide detailed information on enrolments and graduates of Canadian public postsecondary institutions in order to meet policy and planning needs in the field of postsecondary education. The information may also be used by Statistics Canada for other statistical and research purposes.

Confidentiality

Statistics Canada is prohibited by law from releasing any information it collects which could identify any person, business, or organization, unless consent has been given by the respondent or as permitted by the Statistics Act. Statistics Canada will use the information from this survey for statistical purposes and research purposes.

Please note that in the following record layout, words designating the masculine gender include the feminine gender.

PSIS Database Structure

The PSIS database holds data at two (2) levels: (1) institution, program and course data; and (2) student data. The institution, program and course data includes a list of all public postsecondary institutions in Canada, and an inventory of all programs and courses offered through these institutions. The student data contains demographic, program, and course information for students registered at these institutions.

The information required to feed the PSIS database is stored in the six (6) PSIS data files, which are transmitted to Statistics Canada. The six (6) files describe either the student, or the institution and its available programs. The files and their interrelationships can be described as follow: The Institution Description file is linked to the Institution Program and Institution Course files whereas the Student Description file is linked to the Student Program and Student Course files. In addition, the Student Program file is linked to the Institution Program file and the Institution Course file is linked to the Student Course file.

Note to user: Data elements not in bold are those required to identify a unique record (each column corresponds to a file). Data elements required to link the files between them are identified by row. For example, the data elements required to link the ID and the SC files are: 1005/1000, 1025, 1035 and 1036.

Table A
Data elements required to identify a unique record in each file and data elements required to link the files between them
Table summary
This table displays the results of Data Elements Required to Identify a Unique Record in Each File and the Required Data Elements to Link Them to Files. The information is grouped by Mnemonic (appearing as row headers), Name and File (appearing as column headers).
Mnemonic Name File
ID IP IC SD SP SC
RepStartYear Year of start of report cycle 1005 1000 1000 1000 1000 1000
Instit Institution code 1025 1025 1025 1025 1025 1025
Period (ID) / CourPer (SC) Reporting period 1035 n/a n/a n/a n/a 1035
Sub-period (ID) – CourSubPer (SC) Reporting sub-period 1036 n/a n/a n/a n/a 1036
ProgCode Student's program code n/a 2000 n/a n/a 2000 n/a
CredenTyp Credential type n/a 2010 n/a n/a 2010 n/a
CourCode Student's course code n/a n/a 3000 n/a n/a 3000
StudID Institution's student identifier n/a n/a n/a 4000 4000 4000
ProgStart Original start date in program n/a n/a n/a n/a 5010 n/a
CourStart Date student started course n/a n/a n/a n/a n/a 6020

Six (6) PSIS Input Files and File Description

Listed below are six (6) PSIS input files which you will need to submit in your annual report cycle (due by February 3, 2020). A brief description of each file is also outlined below.

  1. Institution Description (ID) file
  2. Institution Program (IP) file
  3. Institution Course (IC) file
  4. Student Description (SD) file
  5. Student Program (SP) file
  6. Student Course (SC) file

Institution Metadata

1. Institution Description (ID) file

(Postsecondary institution metadata; number of elements = 5; length = 132 bytes)
The Institution Description (ID) file lists and describes the different periods of academic activity by which programs and courses are organized. Specifically, the records contained on the ID file describe how a postsecondary institution divides its year into periods (sessions, terms, or other components) during which courses are commonly offered. Postsecondary institutions provide one (1) ID record for each period that begins or ends during the twelve (12) month report cycle. (For more detailed information, please refer to the Institution Description (ID) file section of this document.)

Please note that the information contained on the ID file is used to validate the Institution Code (element ID1025) provided to all of the six (6) PSIS files. It is also used to validate the period in which student courses are offered (element ID1035). Each period in which courses are reported on the Student Course (SC) file must also be present on the ID file.

2. Institution Program (IP) file

(Postsecondary institution metadata; number of elements = 11; length = 314 bytes)
The Institution Program (IP) file contains program code and program name (IP2000, IP2020), program duration (IP2070 and IP2071), credential type (IP2010) and other characteristics of each program offered by the postsecondary institution. The IP file is an inventory of the programs offered by the postsecondary institution. It contains one (1) IP record for each program offered during the twelve (12) month cycle.
Please note that there is a logical link between this file and the Student Program (SP) file. The SP file contains one (1) record for each combination of student and program. Each program code reported on the SP file must be present on the IP file. (For more detailed information, please refer to the Institution Program (IP) file section of this document.)

3. Institution Course (IC) file

(Postsecondary institution metadata; number of elements = 7; length = 260 bytes)
The Institution Course (IC) file contains course code and course name (IC3000, IC3020), course credits normally awarded and course credit units (IC3090, IC3091) and other characteristics of each course offered by the postsecondary institution. The IC file is an inventory of the courses offered by the postsecondary institution. One (1) IC record for each of the courses offered during the twelve (12) month cycle should be reported.
Please note that there is a logical link between this file and the Student Course (SC) file. The SC file contains one (1) record for each combination of student and course. Each course code reported on the SC file must be present on the IC file. (For more detailed information, please refer to the Institution Course (IC) file section of this document.)

Student Metadata

4. Student Description (SD) file

(Student metadata; number of elements = 37; length = 1018 bytes)
The Student Description (SD) file contains demographic and other descriptive information about the students attending the various postsecondary institutions. Among others, it contains student name (SD4040 to SD4050), birth date (SD4230), gender (SD4240), Social Insurance Number (SIN) (SD4020), contact information (SD4060 to SD4180), and characteristics such as whether or not the student has self-identified as an Aboriginal person (SD4210).This file contains one (1) record per student per postsecondary institution.

Please note that there is a logical link between this file and the Student Program (SP) file. The SD file contains one (1) record per student enrolled in a program or who has graduated from a program. (For more detailed information, please refer to the Student Description (SD) file section of this document.)

5. Student Program (SP) file

(Student metadata; number of elements = 17; length = 402 bytes)
The Student Program (SP) file contains one (1) record for each program in which the student was enrolled during the reporting cycle. The student program record includes the original dates in which the student started/ended a program (SP5010, SP5090), student status in program at end of report cycle (SP5100), specialization or major field of study (SP5015 and SP5016), total transfer credits (SP5220), cumulative credits for program (SP5230) and other characteristics of the student's program as recorded by the postsecondary institution.

Please note that there is a logical link between this file and the Institution Program (IP) file. Each program code reported on the SP file must be present on the IP file. In addition, there is a logical link between this file and the Student Description (SD) file. Each student record reported on the SD file must be associated with at least one (1) program record on the SP file. (For more detailed information, please refer to the Student Program (SP) file section of this document.)

6. Student Course (SC) file

(Student metadata; number of elements = 10; length = 258 bytes)
The Student Course (SC) file contains one (1) record for each course in which the student was enrolled during the reporting cycle. Also, include one (1) course record for students that are registered either in a CO-OP work term, writing a thesis, or performing any other academic activities related to their program but not structured as a course. The student course record includes the dates which the student started/ended the course (SC6020, SC6021) and status in course at end of report cycle (SC6030).

Please note that there is a logical link between this file and the Institution Course (IC) file. Each course code reported on the SC file must be present on the IC file. In addition, there is a logical link between this file and the Student Program (SP) file. Each program in which the student was enrolled (SP file) must be associated with at least one (1) course record on the SC file. The SP record for a student who graduates during the report cycle and for which the student did not have any course registrations during the report cycle (e.g., the student applies for and is granted a credential during the current report cycle for work completed in an earlier cycle) should not have an associated SC record. (For more detailed information, please refer to the Student Course (SC) file section of this document.)

Postsecondary Student Information System (PSIS)
Institution Description (ID) File

The following data elements are required to identify unique records: Start date of report cycle (ID1005), Institution Code (ID1025), Period Code (ID1035), and Sub-period Code (ID1036)

Record Layout, Files and Data Element Descriptions

First, select your start date of report cycle and store it in element ID1005. Please see the description of ID1005 for guidance on how to select your report cycle.

The Institution Description (ID) file lists and describes the different periods of academic activity by which programs and courses are organized. Specifically, the records contained on the ID file describe how a postsecondary institution divides its year into periods (sessions, terms, or other components) during which courses are commonly offered. Postsecondary institutions provide one (1) ID record for each period that begins or ends during the twelve (12) month report cycle. Periods can be of any length (although not many courses span twelve (12) consecutive months or more). Periods include the time allocated for exams. Your periods can begin before your report start date and can extend beyond the end of your report cycle. See data element ID1035, (Period Code) for suggestions on how to report periods.

Institution Code (element 1025 on all six (6) PSIS files)

You will find your code(s) on the list of postsecondary institution codes supplied by Statistics Canada.

Each eight (8)-digit code comprises a two (2)-digit province, a three (3)-digit postsecondary institution and a three (3)-digit campus. The list contains one (1) code for the parent postsecondary institution and one (1) for each campus. The parent institution code has 000 in the last three (3) digits, while the campuses are numbered sequentially beginning with 001. Postsecondary institutions without campuses have only a parent institution code. Examples: Postsecondary institution XXX in province P1 has two (2) campuses and postsecondary institution YYY in province P2 has none. Their codes would appear on the code list as follows: Postsecondary institution XXX includes P1XXX000 for Parent Institution; P1XXX001, Campus 1; P1XXX002; Campus 2; and Postsecondary institution YYY includes P2YYY000 for Parent Institution.

If your postsecondary institution has campuses, you can choose to report your PSIS data at the campus level or at the parent (000) level depending on how you store your postsecondary institution metadata and student metadata on your own administrative systems. We recommend reporting at the lowest level available, as more detailed analysis can potentially be done.

The following combinations of reporting level and file type are valid. Choose one (1) reporting level for all three (3) postsecondary institution metadata files and one (1) for all three (3) student metadata files; (i.e., do not combine parent- and campus-level reporting within the three (3) postsecondary institution metadata files or within the three (3) student metadata files).

Postsecondary institution metadata (ID, IP, IC) Parent Institution and Campus is paired with Student metadata (SD, SP, SC) Parent Institution and Campus.

Table 1
Institution Code - ID Files
Table summary
This table displays the results of Institution Code - ID Files. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Description, Codes, Alternate Codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1005 RepstartDate Start date of report cycle Your report cycle should start on the day after the end of your previous year's winter session (or academic year if you do not have a winter session), including the time allocated for exams. If your institution has no activity during the summer, only use September 1 as the start of your report cycle if your academic year ends on August 31.

Possible scenarios (for illustrative purposes only; your data may vary) for the 2018/2019 report:
  • if last year's winter session ended on April 15, use April 16, 2018 (20180416) as your start date and April 15, 2019 (20190415) as your end date, or
  • if the academic year ends on June 30 then use July 1, 2018 (20180701) as your start date and June 30, 2019 (20190630) as your end date.
If your institution changes its report cycle, (i.e., if your winter session now ends on a different date such as April 30 instead of May 31 or your academic year now ends on August 1 instead of July 31), this will affect your start date of report cycle (RepStartDate). Be aware of any gaps between, or overlaps of, reporting periods that will occur from the previous year's PSIS submission. Please make the necessary adjustments to this year's PSIS submission to ensure the data is complete but not duplicated.

Postsecondary institutions that deliver programs only by non-traditional methods such as distance education, and therefore do not have a defined academic year or sessions, should use May 1 as their start date (or another date close to May 1 if more appropriate).

Repeat the same value on all ID records.
YYYYMMDD (YearMonthDay) Text 1-8 8
1025 Instit Institution code Reporting PSIS postsecondary institution code Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 9-16 8
1035 Period Period code The ID file describes how the postsecondary institution divides its year into periods (sessions, terms, or other components) during which courses are commonly offered. Periods can be of any length (although, not many courses span twelve (12) consecutive months or more). Periods include the time allocated for exams.

Provide one (1) ID record for each of your periods. Periods can start before the beginning of your report cycle (ID1005 above) and/or continue beyond the end of your report cycle.

Use this element and the next one to record your own code or name you use to describe the period and sub-period. You can use both elements if a period is divided into shorter units. If not, leave the next element blank. Elements ID1035 and ID1036 are also used in the Student Course (SC1035 and SC1036) File to specify the period in which the student took the course.

Example 1: a university offers courses during a spring/summer session, which it designates as SS, comprising an intersession (I) and a summer term (S); and during a fall session (F); and during a winter session (W); and during an academic year (AY). The university would report six (6) ID records having the following codes in this element and the next one:
The ID file describes how the postsecondary institution divides its year into periods (sessions, terms, or other components) during which courses are commonly offered. Periods can be of any length (although, not many courses span twelve (12) consecutive months or more). Periods include the time allocated for exams.

Provide one (1) ID record for each of your periods. Periods can start before the beginning of your report cycle (ID1005 above) and/or continue beyond the end of your report cycle.

Use this element and the next one to record your own code or name you use to describe the period and sub-period. You can use both elements if a period is divided into shorter units. If not, leave the next element blank. Elements ID1035 and ID1036 are also used in the Student Course (SC1035 and SC1036) File to specify the period in which the student took the course.

Example 1: a university offers courses during a spring/summer session, which it designates as SS, comprising an intersession (I) and a summer term (S); and during a fall session (F); and during a winter session (W); and during an academic year (AY). The university would report six (6) ID records having the following codes in this element and the next one: Period SS, no Sub-period; Period SS, Sub-Period I; Period SS, Sub-Period S; Periods F, W, AY; no Sub-period.

Example 2: a college offers courses during a fall session, which it designates as FALL; a winter session (WIN); and the academic year (YEAR). The college also offers courses during two (2) half-semesters in the fall, which it designates FALL1 and FALL2, and, for the summer period, one six (6)-weeks and two (2) 4-week periods, which it designates SUM1, SUM2 and SUM3. The college would report a total of eight (8) ID records having the following period codes in this element and sub-period codes for the next element: Period SUM, Sub-period 1; Period SUM, Sub-period 2; Period SUM, Sub-period 3; FALL, no sub-period; FALL, sub-periods, 1, 2; Period WIN, no Sub-period; YEAR, no sub-period.
The shorter periods could alternatively be coded SUM1, SUM2, SUM3, FALL1 and FALL2 in this element and the next element (Sub-period) will be blank.
The postsecondary institution's code or name of the period within which courses are offered. Text 17-22 6
1036 Sub_period Sub-period code Sub-period code during which courses are commonly offered. See previous element for more details. The postsecondary institution's code or name of the sub-period. Text 23-28 6
1100 ProvID Provincial ID elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry. Text 53-132 80

Postsecondary Student Information System (PSIS)
Institution Program (IP) File

The following data elements are required to identity unique records: Year of Start of Report Cycle (IP1000), Institution Code (IP1025), Program Code (IP2000), and Credential Type (IP2010)

Record Layout, Files and Data Element Descriptions

The Institution Program (IP) file contains program code and program name (IP2000, IP2020), program duration (IP2060 to IP2071), credential type (IP2010, IP2011), educational entrance requirements (IP2150 to IP2155) and other characteristics of each program offered by the postsecondary institution. The IP file is an inventory of the programs offered by the postsecondary institution. It contains one (1) IP record for each program offered during the twelve (12) month cycle.

There is a logical link between this file and the Student Program (SP) file. The SP file contains one (1) record for each combination of student and program. Each program code reported on the SP file must be present on the IP file.

If students are taking courses without registration in a program, create as many non-program records on the IP file for each of the non-program categories appropriate to your institution (see element IP2015). This will involve:

  1. putting a program name in element IP2020;
  2. putting a program code in element IP2000;
  3. putting a value of "98 - Not applicable" in element IP2010;
  4. assigning the students to this program in the SP file; and
  5. following the instructions in the other elements for the assignment of "Not Applicable" code for this non-program record.

Please refer to the "Program type" and "Non-credit" entries of the Reporting Guide for Program Type and Credential Type for additional information on the non-programs.

Universities that store their program data with separate fields for degree and specialization(s) or major field(s) of study may be able to report just the degree code in element SP2000 and the student's specialization(s) or major field(s) of study in elements SP5015, SP5016 and SP5017 on the SP file. For example, if all BA programs have the same duration, credit requirement, provincial funding code, entrance requirements, on-the-job training (OJT) components, etc., then you could report only one (1) IP record for all BA's, with element IP2000 = "BA", and then show the different majors on the SP records of individual students. But if some of the BA programs have different durations or credit requirements, etc., then you must provide separate IP records for them. In these cases, you could combine the degree code and the specialization(s) or major field(s) of study in element IP2000 of the IP and SP records.

For programs that award two (2) credentials, please refer to the "Joint credential program" entry of the Reporting Guide for Program Type and Credential Type.

For programs that may lead to the option of several qualifications in terms of successful outcomes, such as one program (same code) which leads to a certificate or a diploma, please refer to the "programs with multiple exit options" entry of the Reporting Guide for Program Type and Credential Type.

For apprenticeship programs, provide one (1) IP record for each year or level of the program.

For the entire reporting period, describe all the programs offered during the twelve (12) months beginning on your Report Cycle Start Date.

Table 2
Institution Program (IP) codes
Table summary
This table displays the results of Institution Program (IP) codes. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Description, Codes, Alternate Codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the same first four (4) digits of the start date of the report cycle (as found in element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 5-12 8
2000 ProgCode Program code A program is a structured collection of educational activities (courses and other learning activities) arrayed to meet a set of learning objectives.

A program "proxy" may be used in PSIS to identify educational activities which fall outside the definition of "program."

Note: For degrees granted in Canadian universities, programs should fall within the parameters detailed in the Council of Ministers of Education, Canada (CMEC) Ministerial Statement on Quality Assurance of Degree Education in Canada (2007), which uses similar descriptors as those used in the Bologna process.
Please refer to the Reporting Guide for Program Type and Credential Type for additional information on how to report programs.

Please report the program code as stored in the postsecondary institution's administrative files. For more details, refer to element SP2000 on the SP file. All program codes on the SP file must be present on this file including the non-program record(s) as element Program Code is used as a key field to match record on IP and SP files. Universities that store their program data with separate fields for degree and specialization(s) or major field(s) of study may be able to report just the degree code in element IP2000 and the students' specialization(s) or major field(s) of study in elements SP5015, SP5016 and SP5017 on the SP file. For example, if all BA programs have the same duration, credit requirement, provincial funding code, entrance requirements, co-op requirements, etc., you could report only one (1) IP record for all BA's, with element IP2000 = "BA", and then show the different majors on the SP records of individual students. But if some of the BA programs have different durations or credit requirements etc., then you must provide separate IP records for them. In these cases, you would combine the degree code and the specialization(s) or major field(s) of study in element 2000 of the IP and SP records.

The combination of the previous element (IP1025), this one and the next one (IP2010) constitute a key and therefore must be unique. Do not report duplicate combinations of these three (3) elements.
None Text 13-32 20
2010 CredenTyp Credential type The type of formal qualification awarded for successful completion of a program, excluding certificates of attendance.

A "qualification" acknowledges successful completion of a program of study containing evaluative components. A "formal qualification" is a qualification that is recognized by an official body such as ministries of education, boards of governors or other ministry appointed bodies, federal departments or ministries, industry associations or sectors, apprenticeship and trades commissions, regulatory bodies or licensing agencies.
Definitions of the categories:
01: A non-postsecondary credential awarded as a high school diploma or its equivalent.
02: A credential awarded and recognized by official bodies as a "certificate".
03: A credential awarded and recognized by official bodies as a "diploma".
04: This category must only be used to assign "degree" credentials which are supported by the Council of Ministers of Education, Canada (CMEC) Ministerial Statement on Quality Assurance of Degree Education in Canada.
10: Formal qualifications granted upon successful completion of programs that are shorter than programs where a certificate is the formal qualification awarded.
11: A credential granted upon completion of sixty (60) transferable credits of an undergraduate program.
97: A credential from programs that do not fit in any of the other categories.
98: This category is used for non-programs (where no formal qualification can be obtained), credentials for programs where the learning or performance is not measured or evaluated, such as for certificates of attendance, as well as for any other program where no formal qualification is offered.

Please refer to the "Credential type" entry in the Reporting Guide for Program Type and Credential Type for inclusions, exclusions and additional information on each of the categories.

If the same program can award two (2) credentials, one for completing a certain level and a higher one for completing a longer version of the program, then provide two (2) records having the same program code (element IP2000) but different values in this element; e.g., a program awarding a certificate after one (1) year or a diploma after two (2) years would have two (2) records for this data element, the first with code "02 - Certificate" and the second with code "03 - Diploma".

For joint programs in which a student normally receives two (2) credentials, please refer to the "Joint credential program" entry in the Reporting Guide for Program Type and Credential Type to code the credential type.

For programs offered under an agreement with another (other) institution(s), please refer to the "Programs offered under an agreement" entry of the Reporting Guide for Program Type and Credential Type to code the credential type.

Please refer to Appendix B for acceptable reporting combinations between Credential type (IP/SP2010) and Program type (IP2015).
01 - General Equivalency Diploma/high school diploma
02 - Certificate
03 - Diploma
04 - Degree (includes applied degree)
10 - Attestation and other short program credentials
11 - Associate degree
97 - Other type of credential associated with a program
98 - Not applicable
Text 33-34 2
2015 ProgType Program type A classification of programs that is based on a combination of factors such as the general purpose of the program; the type of instruction offered in terms of educational content; and the expected outcome of the program.
Definition of the categories:
01: Non-postsecondary programs that are offered in postsecondary institutions.
10: In-class or technical components of apprenticeship training when offered in postsecondary institutions.
20: Postsecondary programs that prepare students for entry into career, technical or pre-university programs.
21: Postsecondary skills programs that usually lead to a specific career path and into the labour market that is neither apprenticeship, pre-university, undergraduate nor graduate program. Educational requirements for this program are usually not greater than the secondary school diploma.
22: Postsecondary skills programs that usually lead to a specific career path and into the labour market and requires a certificate or a diploma from a career, technical or professional training program.
30: Postsecondary programs that prepare students for undergraduate studies but is not an undergraduate program.
40: Programs that prepare students for entry into a bachelor's degree program. It is an access or bridging option for a student who does not fully meet the requirements for entry into a bachelor's degree program. While this program does not generally lead to a qualification, some credits may be granted towards a bachelor's degree.
46: These are programs that are more academically-based programs which normally require a secondary school diploma or a college diploma in Quebec. Educational activities in these programs can be counted towards a bachelor's degree (applied, general or honours) or a professional degree. Undergraduate degrees normally allow entry into a second cycle graduate program.
47: Postsecondary programs that are not graduate programs and require a bachelor's degree for admission either explicitly or implicitly, such as is the case for concurrent bachelor's degree programs (where the outcome of these programs is equivalent to a program requiring a bachelor's degree, but the degree is not a requirement because of the concurrent nature of the program).
In Saskatchewan and British Columbia, this category also captures postsecondary programs at the undergraduate level for which degree completion requires a scope beyond a bachelor's degree due to its breadth and depth of learning.
50: Postsecondary programs that prepare students for entry into a master's degree program. A bachelor's degree is normally required for entry into this program.
53: Postsecondary programs that prepare students for entry into a doctoral degree program, without the student being admitted to the doctoral program.
58: This category covers health-related residency programs. At a minimum, these programs require undergraduate degrees for entry.
59: Graduate programs that normally require a bachelor's degree. Educational activities in these programs can be counted towards a master's degree. Degrees from second cycle graduate programs normally allow entry into third cycle graduate programs.
62: Graduate programs that normally require a master's degree. Educational activities in these programs can be counted towards a doctoral degree.
63: Graduate programs that normally require a doctoral degree. Post-doctorate activities that do not meet the definition of a "program," such as those in the labour market, are excluded from this category.
89: Any postsecondary program that does not fit in any of the program categories listed above.
91, 92, 93 and 94: Categories that serve to identify students registered in educational activities without being registered in a program. It includes students enrolled in courses who have not declared a program of intent.
91: These are courses or other educational activities that are not within a program and have no evaluative component.
92: These are undergraduate courses or other educational activities not within a program and have an evaluative component.
93: These are graduate courses or other educational activities that are not within a program and have an evaluative component.
94: These are postsecondary courses or other educational activities that are neither undergraduate nor graduate, are not within a program and have an evaluative component.

Please refer to the Reporting Guide for Program Type and Credential Type for inclusions, exclusions and additional information on each of the categories. Please refer also to Appendix B for acceptable reporting combinations between Credential type (IP/SP2010) and Program type (IP2015).

For joint programs in which a student normally receives two (2) credentials, please refer to the "Joint credential program" entry in the Reporting Guide for Program Type and Credential Type.
01 - Basic education and skills program
10 - Apprenticeship program
20 - Qualifying program for career, technical or pre-university
21 - Career, technical or professional training program
22 - Post career, technical or professional training program
30 - Pre-university program
40 - Undergraduate qualifying program
46 - Undergraduate program
47 - Post-baccalaureate non-graduate program
50 - Graduate qualifying program (second cycle)
53 - Graduate qualifying program (third cycle)
58 - Health-related residency program
59 - Graduate program (second cycle)
62 - Graduate program (third cycle)
63 - Graduate program (above the third cycle)
89 - Other programs
91 - Non-program (non-credit)
92 - Non-program (credit, undergraduate)
93 - Non-program (credit, graduate)
94 - Non-program (credit, other postsecondary)
Text 37-38 2
2020 ProgName Program name The program name as stored in the postsecondary institution's own administrative files. None Text 41-140 100
2070 ProgDur Program duration The normal instructional time to complete the course work for the entire program for a full-time student by traditional program delivery.

Use the next element (IP2071) to specify which unit of measure you are using. Use half-semesters (code 10), quarters or trimesters (code 12) or semesters or trimesters (code 15) if possible. Use weeks or months (code 08 or 09) only for programs shorter than one (1) year or for programs specifically organized in weeks or months. Use academic years or years (code 25 or 30) only if the program's courses are not delivered in shorter periods such as semesters or half-semesters or quarters.

Exclude program segments that are mainly on-the-job training or field placement or co-op work terms.

Leave this element blank only for non-program records and programs having no set duration, such as graduate programs.
Blank or numeric value including decimal point and two (2) decimal places.
e.g.,
1016.50 = 1016.5 units required
1.00 = 1 unit required
Numeric 160-165 6
2071 ProgDurUnit Program duration units Identifies the unit of measure used in the previous element (IP2070). Assign "98 - Not applicable" only for non-program records and programs having no set duration, such as graduate programs. 06 - Hours
08 - Weeks
09 - Months (a period of about 30 days)
10 - Half-semesters (a period of about 2 months)
12 - Quarters or trimesters (a period of about 3 months)
15 - Semesters or trimesters (a period of about 4 months)
25 - Academic years (a period of about 8 months)
30 - Years (a period of about 12 months)
98 - Not applicable
Text 166-167 2
2080 ProgCred Credits needed to graduate The number of credits or units of academic achievement required for graduating from or completing the entire program. Credits refer to the value that a postsecondary institution attaches to successful completion of a formal course of instruction and that can be applied by the recipient towards the requirements for a credential.

Use the next element (IP2081) to specify which unit of measure you are using. If the program is not organized by credits but instead requires the successful completion of some number of courses, report the number of courses here and assign code "06 - Courses" in the next element (IP2081). Exclude credits for on-the-job training (OJT) segments that cover most or all of a semester or other period (e.g., co-op work terms).

Leave this element blank only for non-credit programs or programs with no set credit or course requirements, such as graduate programs.
Blank or numeric value including decimal point and two (2) decimal places.
e.g.,
1.00 = 1 unit required
1016.50 = 1,016.5 units required
10000.00 = 10,000 units required
Numeric 168-175 8
2081 ProgCredUnit Program credit units Identifies the unit of measure used in the previous element (IP2080).

Assign code "98 - Not applicable" only for non-credit programs or programs with no set credit or course requirements, such as graduate programs.
01 - Credits
02 - Credit hours
03 - Semester hours
04 - Course hours
05 - Credit points
06 - Courses
07 - Student contact hours
96 - Other units
98 - Not applicable (non-credit program or no set credit requirement)
Text 176-177 2
2400 ProvIP Provincial IP elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry Text 235-314 80

Postsecondary Student Information System (PSIS)
Institution Course (IC) File

The following data elements are required to identify unique records: Year of Start of Report Cycle (IC1000), Institution Code (IC1025), and Course Code (IC3000)

Record Layout, Files and Data Element Descriptions

The Institution Course (IC) file contains course code and course name (IC3000, IC3020), course duration and course duration units (IC3080, IC3081), course credits normally awarded and course credit units (IC3090, IC3091) and other characteristics of each course offered by the postsecondary institution. The IC file is an inventory of the courses offered by the postsecondary institution. One (1) IC record for each of the courses offered during the twelve (12) month cycle should be reported.

There is a logical link between this file and the Student Course (SC) file. The SC file contains one (1) record for each combination of student and course. Each course code reported on the SC file must be present on the IC file.

For the entire reporting period, describe all the courses offered during the twelve (12) months beginning on your Report Cycle Start Date.

Table 3
Institution Course (IC) File Codes
Table summary
This table displays the results of Table 3: Institution Course (IC) File Codes. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Description, Codes, Alternate codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the first four (4) digits of the start date of the report cycle (as found in element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 5-12 8
3000 CourCode Course code The unique code for the course as it is stored in the postsecondary institution's administrative files; e.g., the course code "CHEM 101" might represent "Introduction to Chemistry".

Include non-credit courses.

In cases where a lab and a lecture have independent course codes in the postsecondary institution's administrative system, report separate courses on the IC file, e.g., "CHEM 101 Lecture" would be a different course from "CHEM 101 Lab".

All course codes in element SC3000 on the SC file must also be present on this file.
None Text 13-32 20
3020 CourName Course name The course name as it is stored in the postsecondary institution's administrative files. In the above example for "CHEM 101", "Introduction to Chemistry" would be recorded here. None Text 33-132 100
3090 CourCred Course credits normally awarded The number of course credits or units of academic achievement normally awarded for successful completion of the course. Use the next element (IC3091) to specify which unit of measure you are using. If possible, use the same unit of measure as in elements IP2080 or IP2081 on the IP file.

For non-credit courses or courses having no credit or course value assigned, leave this element blank and assign code "98 - Not applicable" in the next element. Also, leave blank for continuing education courses that do not count for academic credit.

In some cases, the credits awarded for a course will vary from student to student depending on the student's program. In those cases, report the normal number of credits here and show the variation on the students' course records in element SC6060.
Blank or numeric value including decimal point and two (2) decimal places.
e.g., 1.00 = 1 unit awarded
16.50 = 16.5 units awarded
Numeric 145-152 8
3091 CourCredUnit Course credit units Identifies the unit of measure used in the previous element (IC3090). 01 - Credits
02 - Credit hours
03 - Semester hours
04 - Course hours
05 - Credit points
06 - Courses
07 - Student contact hours
96 - Other units
98 - Not applicable (non-credit course or course having no credit or course value assigned)
Text 153-154 2
3200 ProvIC Provincial IC elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry Text 181-260 80

Postsecondary Student Information System (PSIS)
Student Description (SD) File

The following data elements are required to identity unique records: Year of Start of Report Cycle (SD1000), Institution Code (SD1025), and Institution's Student Identifier (SD4000)

Record Layout, Files, and Data Elements Descriptions

The Student Description (SD) file contains demographic and other descriptive information about the students attending the various postsecondary institutions. Among others, it contains student name (SD4040 to SD4050), birth date (SD4230), gender (SD4240), Social Insurance Number (SIN) (SD4020), contact information (SD4060 to SD4180), and characteristics such as whether or not the student has self-identified as an Aboriginal (SD4210). This file contains one (1) record per student per postsecondary institution.

You are requested to provide one (1) record for each student registered at the postsecondary institution at any time between your Start Date of report cycle (ID1005) and the end of your winter term, or the end of your academic year if your postsecondary institution does not have a winter term. Also, include one (1) SD record for a student who graduates during the report cycle, even if the student did not have any course registrations during the report cycle (e.g., the student applies for, and is granted a credential during the current report cycle for work completed in an earlier cycle).

Also, include any students who were last registered in the previous report year and whose status in the program was “Unknown” at the time the previous year’s Report was produced. The “Unknown” status refers to element SP5100 on the SP file: Status was unknown (under review or not yet determined or dependent on the completion or grading of courses that normally would have ended by the end of the report cycle). These students should be included in the Report to ensure that Statistics Canada can update their end status.

If the student was registered in more than one (1) program during the report cycle, provide only one (1) SD record and multiple Student Program (SP) records.

There is a logical link between this file and the Student Program (SP) file. The SD file contains one (1) record per student enrolled in a program or who has graduated from a program in the current reporting year.

Table 4
Student Description (SD) File Codes
Table summary
This table displays the results of Table 4: Student Description (SD) File Codes. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Description, Codes, Alternate codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the same first four (4) digits of the start date of report cycle (as found in element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1010 RepTyp Report type Report F for an entire Full-year reporting period (twelve (12) months). F - Entire Full Year reporting period Text 5 1
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 6-13 8
4000 StudID Institution's Student Identifier The postsecondary institution's permanent identifier for the student while in this postsecondary institution. Use the same number for this student from year to year. None Text 14-27 14
4010 TStudID Type of Student I.D. Indicates the type of I.D. number reported in the previous element (SD4000). 01 - I.D. number assigned by postsecondary institution independently of any provincial or national numbering system
02 - Provincial student Identification number
Text 28-29 2
4020 SIN Social Insurance Number The student's Social Insurance Number (SIN) if the student is a Canadian citizen or permanent resident. Otherwise, leave blank. Do not report dummy SIN's. SIN's failing the check-digit routine will be deleted at Statistics Canada. 9-digit SIN Text 30-38 9
4030 PNIS_NSN PSIS National Student Number The PSIS respondents currently using this data element to report the provincial student number can continue to use it. None Text 39-68 30
4040 FirstName First name Student's first (given) name. None Text 69-108 40
4041 MidName Middle name(s) and/or initials Student's middle name(s) and/or initials.

If your postsecondary institution stores first name and middle name(s)/initials together as one (1) field, enter both in the previous element (SD4040) and leave this element blank.
None Text 109-148 40
4042 Surname Surname Student's surname (last name). None Text 149-188 40
4050 PrevSurname Previous surname Student's previous surname; e.g., name prior to marriage. If the postsecondary institution stores more than one (1) previous surname report the most recent only. None Text 189-228 40
4060 CurrPostal Current postal/zip code Student's postal or zip code while enrolled in the program or course(s). None Text 229-238 10
4070 CurrCntry Current country of residence Student's country of residence (where the student is living) while enrolled in the program or course(s).

For most students this is Canada, but some students live in the U.S. and commute to Canada for classes, and others study by Distance Education from other countries.
Refer to the Standard Classification of Countries and Areas of Interest Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 239-243 5
4071 CurrCntryTxt Current country of residence (Text) Student's country of residence (where the student is living) as reported in the postsecondary institutions administrative records. Leave this element blank if the country code is reported in the previous element (SD4070). None Text 244-273 30
4080 CurrPhone Current telephone number Student's telephone number while enrolled in the program or course(s). Include the area code. None Text 274-293 20
4090 CurrEmail Current e-mail address Student's Internet e-mail address while enrolled in the program or course(s). None Text 294-373 80
4100 PermLine1 Permanent address line 1 Line 1 of the permanent address reported by the student on their application for admission or the most current address maintained by the postsecondary institution for follow-up surveys of students after graduation. Ensure that city/town, county, province, country and postal or zip code are reported in their own respective elements (SD4110 onwards) and not included in this element or the subsequent address lines. None Text 374-428 55
4101 PermLine2 Permanent address line 2 If applicable, line 2 of the permanent address. Lines 1 and 2 should contain all the address information up to but not including the city/town. See element SD4100 for more details. None Text 429-483 55
4102 PermLine3 Permanent address line 3 If applicable, line 3 of the permanent address. Note that this element is smaller than lines 1 and 2. See element SD4100 for more details. None Text 484-513 30
4103 PermLine4 Permanent address line 4 If applicable, line 4 of the permanent address. Note that this element is smaller than lines 1 and 2. See element SD4100 for more details. None Text 514-543 30
4104 PermLine5 Permanent address line 5 If applicable, line 5 of the permanent address. Note that this element is smaller than lines 1 and 2. See element SD4100 for more details. None Text 544-573 30
4110 PermCity City or town of permanent address City or town of the permanent address reported by the student on their application for admission or the most current city or town of the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation. None Text 574-608 35
4130 PermProvUpdt Province or state of permanent address (updated) Province or state of the permanent address reported by the student on their application for admission or the most current province or state of the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation.

Assign ZY (Not applicable) for addresses outside Canada and the U.S.
Refer to the Province and State Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 648-649 2
4150 PermCntry Country of permanent address Country of the permanent address reported by the student on their application for admission or the most current country of the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation. Refer to the Standard Classification of Countries and Areas of Interest Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 685-689 5
4151 PermCntryTxt Country of the permanent address (text) Country (text) of the permanent address reported by the student on their application for admission or the most current country (text) of the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation.

Leave this element blank if the code is reported in the previous element (SD4150).
None Text 690-719 30
4160 PermPostal Postal or zip code of permanent address Postal or zip code of the permanent address. None Text 720-729 10
4180 PermPhone Telephone number at permanent address Telephone number at the permanent address reported by the student on their application for admission or the most current telephone number at the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation. Area code must be included. None Text 730-749 20
4200 SensRec Sensitive record Identifies sensitive records. Report Code "1 - Yes" only for deceased students or students who might be endangered by being included in a follow-up survey, such as students who are under the witness protection program. If you do not carry this information, assign code "2 - No". 1 - Yes, sensitive record
2 - No
Text 750 1
4210 Aboriginal Aboriginal Indicates whether or not the student is an Aboriginal person or a member of a visible minority group, as reported by the student.

A visible minority is defined as someone (other than an Aboriginal person as defined below) who is non-white in colour/race, regardless of place of birth.

An Aboriginal person is defined as someone who is a North American Indian or a member of a First Nation, a Métis or an Inuit. North American Indians or members of a First Nation include status, treaty and registered Indians, as well as non-status and non-registered Indians.

If both characteristics are reported by the student, assign code "2 - Aboriginal ".
4 - First Nations (North American Indians)
5 - Métis
6 - Inuk (Inuit)
7 - Aboriginal, group not specified
8 - Not self-declared Aboriginal
9 - Unknown
Text 751 1
4230 Birth Birth date Student's birth date. If your postsecondary institution uses a fictitious date to represent "Unknown" (e.g., 19010101 or 19000101), do not report the fictitious date here. Leave blank if unknown. YYYYMMDD (YearMonthDay) Text 754-761 8
4240 Gender Gender Student's gender. 1 - Male
2 - Female
3 - Gender diverse
9 - Unknown
Text 762 1
4250 Tongue Mother tongue Mother tongue, defined as the language first learned at home in childhood and still understood. 001 - English
002 - French
123 - Other language
124 - English and French
125 - English and non-official language(s)
126 - French and non-official
language(s)
127 - Eng.,Fr. and non-official
language(s)
999 - Unknown
Text 763-765 3
4280 Citiz Country of citizenship Country of citizenship as of the end of the report cycle (end of winter term).

For permanent resident (formerly called "landed immigrant"), code the country of which the student is currently a citizen, not Canada.

For students with dual citizenship, one of which is Canadian, code Canada.

For students from a colony or a dependency, code the colony or dependency and not the parent country; for example, code St. Pierre-et-Miquelon as the country of citizenship for students from that dependency even though France is the country from which they hold citizenship.

If a student is registered in a department, faculty or division of continuing education or adult training extension, and the information on the country of citizenship is not available, code Canada as country of citizenship.
Refer to the Standard Classification of Countries and Areas of Interest Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 792-796 5
4281 CitizTxt Country of citizenship (text) Country (text) of citizenship as stored in the postsecondary institution's files. Leave this element blank if the code is reported in the previous element (SD4280). N/a Text 797-826 30
4290 ImmStat Immigration status of student The student's immigration status as of the end of the report cycle (end of winter term).

If a student is registered in a department, faculty or division of continuing education or adult training extension, and the information on the immigration status of the student is not available, code "0 - Canadian citizen" as immigration status of the student.
0 - Canadian citizen (including Inuit, North American Indian and Métis)
1 - Permanent resident (formerly called landed immigrant)
2 - Student Visa: a permit obtained by a student to enter Canada for the sole purpose of attending an educational postsecondary institution
3 - Other visa: including students who are in Canada on diplomatic, trade or other missions
4 - Non-Canadian, status unknown: refugees and other foreign students in Canada whose status is unknown
5 - Non-Canadian, no visa status (as student is studying outside Canada; e.g., by Internet or at an offshore campus).
6 - Refugee
7 - Non-Canadian, status unknown
9 - Unknown
Text 827 1
4370 PermProv1st Permanent province of residence declared upon admission Permanent province or state of residence reported by the student on their application at admission.

For Canadian citizens and permanent residents, report the permanent home province in Canada as follows:
(a) For those students entering your institution immediately after high school/Cégep completion (i.e., within the last twelve (12) months), report the province of the last high school/Cégep attended.
(b) For all other students (i.e., not coming immediately after high school/Cégep completion), report the province of permanent home address on the date of application for admission.

The information should not be updated for students who were enrolled at the reporting postsecondary institution within the last twelve (12) months (returning/on-going students). However, the information for this element should be updated for students who were not enrolled at the reporting postsecondary institution within the last twelve (12) months but had attended the reporting postsecondary institution at some time in the past (re-entering students).

This element may or may not be the same as Province or state of the permanent address (element SD4130) declared on the SD file.

The element SD4130 requires the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation.

No blanks permitted.
Refer to the Province and State Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 937-938 2
4400 ProvSD Provincial SD elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element.

Leave any unused portion blank.
Components and codes as defined by provincial ministry Text 939-1018 80

Postsecondary Student Information System (PSIS)
Student Program (SP) File

The following data elements are required to identity unique records: Year of Start of Report Cycle (SP1000), Institution Code (SP1025), Institution's Student Identifier (SP4000), Student's Program Code (SP2000), Credential Type (SP2010), and Original Start Date in Program (SP5010)

Record Layout, Files, and Data Elements Descriptions

The Student Program (SP) file contains one (1) record for each program in which the student was enrolled during the reporting cycle. The student program record includes the original dates in which the student started/ended a program (SP5010, SP5090), student status in program at end of report cycle (SP5100), specialization or major field of study (SP5015 to SP5021), total transfer credits (SP5220), fees billed (SP5190 to SP5200), cumulative credits for program (SP5230) and other characteristics of the student's program as recorded by the postsecondary institution.

Report one (1) SP record for each program in which the student is registered at any time during the report cycle. Also, include one (1) SP record for a student who graduates during the report cycle, even if the student did not have any course registrations during the report cycle (e.g., the student applies for and is granted a credential during the current report cycle for work completed in an earlier cycle).

If the student was registered in more than one (1) program during the report cycle, provide only one (1) SD record and multiple Student Program (SP) records.

There is a logical link between this file and the Institution Program (IP) file. Each program code reported on the SP file must be present on the IP file. In addition, there is a logical link between this file and the Student Description (SD) file. Each student record reported on the SD file must be associated with at least one (1) program record on the SP file.

Universities that store their program data with separate fields for degree and specialization(s) or major field(s) of study should report the student's degree in element SP2000 and the student's specialization(s) or major field(s) of study in elements SP5015, SP5016 and SP5017.

For programs that award two (2) credentials, please consult the "Joint credential program" entry of the Reporting Guide for Program Type and Credential Type.

If the student is taking courses without being registered in a program, do not omit the student from the SP file. Create one (1) SP record with a non-program code in element SP2000 to match the non-program record created on the IP file. Follow the instructions in the other elements of the SP file for the assignment of "Not applicable" codes for this non-program record. Please refer to the "Program type" and "Non-credit" entries of the Reporting Guide for Program Type and Credential Type for additional information on the non-program records.

Table 5
Student Program (SP) File
Table summary
This table displays the results of Table 5: Student Program (SP) File. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Codes, Alternate codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the same first four (4) digits of the start date of the report cycle (as found in element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 6-13 8
4000 StudID Institution's Student Identifier The postsecondary institution's permanent identifier for the student while in this postsecondary institution. Use the same identifier for this student from year to year.

There must be a record on the SD file for this student.

Report one (1) SP record for each program in which the student is registered at any time during the report cycle.
None Text 14-27 14
2000 ProgCode Student's program code The student's program code as stored in the postsecondary institution's administrative files. There must be one (1) record on the IP file for this program; i.e., this code must be present in element IP2000 on the IP file.

For students taking courses without being registered in a program, create one (1) SP non-program record for each of the appropriate non-program categories. Note that there must be a corresponding record on the Institution program (IP) file in element IP2000. Follow the instructions in the other elements for the assignment of "Not applicable" codes. Please refer to the "Program type" and "Non-credit" entries of the Reporting Guide for Program Type and Credential Type for additional information on the non-program records.

Universities that store their program data with separate fields for degree and specialization(s) or major field(s) of study should report the student's degree in element IP/SP2000 and the student's specialization(s) or major field(s) of study in elements SP5015, SP5016 and SP5017.
None Text 28-47 20
2010 CredenTyp Credential type The type of formal qualification awarded for successful completion of a program, excluding certificates of attendance.

A "qualification" acknowledges successful completion of a program of study containing evaluative components. A "formal qualification" is a qualification that is recognized by an official body such as ministries of education, boards of governors or other ministry appointed bodies, federal departments or ministries, industry associations or sectors, apprenticeship and trades commissions, regulatory bodies or licensing agencies.

See element IP2010 for more details.

The combination of information of the previous data element (SP2000) and this one must also be present on the IP file in data elements IP2000 and IP2010.
01 - General Equivalency Diploma/high school diploma
02 - Certificate
03 - Diploma
04 - Degree (includes applied degree)
10 - Attestation and other short program credentials
11 - Associate degree
97 - Other type of credential associated with a program
98 - Not applicable
Text 48-49 2
5010 ProgStart Original start date in program The date the student started (first enrolled or registered) in the program as defined in element SP2000 above. Report the date the student originally started in the program, not the date the student continued in the current report cycle. The start date will remain unchanged for subsequent enrolments by the same student in the same program, even if the student quits the program and then resumes it. For a student who completed a common first year and is now enrolled in the next phase of the program, report the start date of the common first year.

Do not leave this data element blank.

For students in non-programs, report the first date the student registered for courses in the non-program.
YYYYMMDD (YearMonthDay) Text 50-57 8
5015 Major1 First specialization or major field of study The student's first specialization or major field of study code as stored in the postsecondary institution's administrative files. Do not report "minors".
Postsecondary institutions that assign unique program codes for each combination of Degree and Specialization/Major(s) should report those codes as part of element SP2000 and leave elements SP5015, SP5016 and SP5017 blank.

Leave this data element blank for students in non-programs.
None Text 58-67 10
5016 Major2 Second specialization or major field of study The student's second specialization or major field of study code as stored in the postsecondary institution's administrative files. Do not report "minors".
Postsecondary institutions that assign unique program codes for each combination of Degree and Specialization/Major(s) should report those codes as part of element SP2000 and leave elements SP5015, SP5016 and SP5017 blank.

Leave this data element blank for students in non-programs.
None Text 68-77 10
5070 Co_op Co-op program indicator Indicates whether the student was classified as a Co-op student in this program as of the end of the report cycle (end of winter term). A co-operative education program is a program that formally integrates a student's academic studies with work experience in their field of study. Students in a co-op program will alternate periods of time spent in school with paid work in business, industry, or government.
Assign "1 - Yes" for all Co-op students whether they are on work terms or in class at the end of the report cycle.

For students in non-programs, report code "8 - Not applicable".
1 - Yes
2 - No
8 - Not applicable (non-program)
9 - Unknown
Text 238 1
5085 RegStat Student's registration status Registration status (full-time/part-time) of all students enrolled at the postsecondary institution at the time of the fall snapshot date, that is, a single date chosen by the institution which falls from September 30 to December 1. A student is considered to be enrolled if they are registered in at least one (1) educational activity (course or other learning activity) on the day of the fall snapshot.

The designation of full-time versus part-time registration status is defined by the reporting postsecondary institution.

If a student is not registered on the fall snapshot date, assign code "98 - Not applicable".

For students in non-programs, they are unlikely to be coded to "01 - Full-time".
01 - Full-time student
02 - Part-time student
98 - Not applicable (not registered on this date)
Text 246-247 2
5090 ProgEnd End date in program The date the student completed or withdrew from the program or else transferred to another program. This element refers to the entire program, not just the component taken during the report cycle.

If the next element (SP5100) is coded "02 - Successfully completed" or "04 - Graduated from program", give the date the program was completed. If SP5100 is coded 05, 06, 07 or 08, give the date the student ended the program or transferred to another program. Otherwise, leave this element blank.
YYYYMMDD (YearMonthDay) Text 250-257 8
5100 ProgEndStat Status in program at end of report cycle The student's status in the program as of the end of the report cycle, as known by the postsecondary institution.

If the student completed the program during the report cycle by meeting the minimum academic requirements to receive credit for the whole program, and the graduation date is more than one (1) month after the end of the report cycle, assign code "02 - Successfully completed" and report the program end date in element SP5090 ProgEnd.

If the graduation date is before or within one (1) month of the end of the report cycle, assign code "04 - Graduated from program" and report the program end date in element SP5090 ProgEnd as well as graduation date in element SP5120 GradDate.

If the student's status was under review or dependent on the completion or grading of courses which would normally have ended by the end of the report cycle, assign "99 - Status Unknown". Note: A student with "99 - Status Unknown" is to be included in the next report cycle with an updated program end status.

If the student enrols in the next phase of program (e.g. at the end of report cycle, the student is registered to return next fall), assign code "01- Eligible to enrol in next phase of program". Note: For students completing a prerequisite program (e.g., common first year), assign code 01.

If the student is enrolled in a program and the current year registration continues through the end of the report cycle, assign code "03 - Still enrolled in program".

If the student has not completed the program and will probably not be continuing in or returning to the program, assign code 05, 06, 07 or 08. For students who have transferred to another program within the same faculty or to another faculty, assign code "06 - Withdrew from program" and report the transfer date in SP5090 ProgEnd. Students under suspension as of the end of the report cycle should be coded "07 - Not eligible to enrol at same institution" even if the suspension is likely to be lifted later.

If a student is enrolled in a non-program, assign code '98 - Not-applicable".
01 - Eligible to enrol in next phase of program
02 - Successfully completed course-work requirements for whole program but had not officially graduated as of date PSIS files were produced
03 - Still enrolled in program (registration continued through end date of report cycle)
04 - Graduated from program (officially received qualification at the end of the report cycle)
05 - Not eligible to enrol in same program
06 - Withdrew from program (e.g., discontinued studies in program) or transferred to another program within the same faculty or not, at the same institution
07 - Not eligible to enrol at same institution or under suspension
08 - Student deceased
96 - Other
98 - Not applicable (non-program)
99 - Status unknown (under review or not yet determined when the PSIS files were produced)
Text 258-259 2
5120 GradDate Convocation or graduation date The date the student received the degree, diploma or certificate for completing the program. The graduation date reported must be within the reporting cycle or within one (1) month of the end of the report cycle. Students coded "04 - Graduated from program" in the previous element (SP5100 ProgEndStat) must have a convocation or graduation date reported.

Leave blank if the student is not in a program that leads to a credential.
YYYYMMDD (YearMonthDay) Text 260-267 8
5220 TotTranCred Total transfer credits The total number of credits or units of academic achievement granted by this postsecondary institution toward this program for education taken at other postsecondary institutions, including prior learning assessment (PLA). Report the total number granted from the time the student first enrolled in the program until the end of the report cycle. Use the same units of measure as reported in elements IP2080 or IP2081 on the IP file (credits needed to graduate). Leave blank for students not in a program or in non-credit programs or programs with no set credit or course requirements. Blank or numeric value with decimal point and two (2) decimal places. Numeric 300-307 8
5230 TotCred Cumulative credits for program The cumulative number of credits or units granted to the student for this program as of the end of the report cycle. Report the total number granted from the time the student first enrolled in the program until the end of the current report cycle. Include credits earned at this postsecondary institution and transfer credits reported in the previous element (SP5220). Use the same units of measure as reported in element IP2080 or IP2081 on the Institution Program (IP) File (credits needed to graduate). Leave blank for students not in a program or in non-credit programs or programs with no set credit or course requirements. Blank or numeric value with decimal point and two (2) decimal places. Numeric 308-315 8
5300 ProvSP Provincial SP elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry Text 316-395 80
5400 CIPCodeRep Classification of Instructional Programs code reported The CIP code assigned to the student's program by the provincial ministry or other administrative body to identify the field of study of the program according to the Classification of Instructional Programs (CIP) Canada 2016
Leave this element blank in the following cases:
• If you do not assign these codes
• For students in non-programs.

CIP codes reported here may be referred to along with other program information in finalizing the CIP code that Statistics Canada will assign to the student program.
It will not necessarily be used as the final code, unless specific discussions and agreements have first taken place with Statistics Canada.
Verify if codes reported by provincial ministry correspond with the Classification of Instructional Programs (CIP) Canada 2016 Text 396-402 7

Postsecondary Student Information System (PSIS)
Student Course (SC) File

The following data elements are required to identity unique records: Year of Start of Report Cycle (SC1000), Institution Code (SC1025), Institution's Student Identifier (SC4000), Student's Course Code (SC3000), Date Student Started Course (SC6020), and Number or Code of Student's Course Section (SC6070)

Record Layout, Files, and Data Elements Descriptions

The Student Course (SC) file contains one (1) record for each course in which the student was enrolled during the reporting cycle. Also, include one (1) course record for students that are registered either in a CO-OP work term, writing a thesis, or performing any other academic activities related to their program but not structured as a course. The student course record includes the dates which the student started/ended the course (SC6020, SC6021), status in course at end of report cycle (SC6030), the credits student would receive for course (SC6060), tuition fees billed for course (SC6040) and other characteristics of the student's course as recorded by the postsecondary institution.

Report one (1) SC record for each course in which the student is registered at any time during the report cycle after the final day for course additions and deletions (as defined by your postsecondary institution: usually about two (2) weeks after classes begin). Exclude courses for which the student is wait listed. Also, exclude courses for which the student was not registered and did not actually attend, even if the student received credit for the course by means of a challenge or by some other administrative method.

There is a logical link between this file and the Institution Course (IC) file. Each course code reported on the SC file must be present on the IC file. In addition, there is a logical link between this file and the Student Program (SP) file. Each program in which the student was enrolled (SP file) must be associated with at least one (1) course record on the SC file. The SP record for a student who graduates during the report cycle and for which the student did not have any course registrations during the report cycle (e.g., the student applies for and is granted a credential during the current report cycle for work completed in an earlier cycle) should not have an associated SC record.

Table 6
Student Course (SC) File
Table summary
This table displays the results of Table 6: Student Course (SC) File. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Codes, Alternate codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the same first four (4) digits of the start date of the report cycle (element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2018/2019". Text 6-13 8
4000 StudID Institution's Student Identifier The postsecondary institution's permanent identifier for the student while in this postsecondary institution. Use the same number for this student from year to year.
There must be a record on the Student Description (SD) File for this student.
None Text 14-27 14
3000 CourCode Student's course code The unique code for the course as it is stored in the postsecondary institution's administrative files. All course codes on this file must also be present in element IC3000 on the IC file. Include a course record for students that are registered either in a CO-OP work term, writing a thesis, or performing any other academic activities related to their program but not structured as a course. Also include non-credit courses. See element IC3000 on the IC file for more details.

Report each course the student was enrolled in after the final day for course additions and deletions (as defined by the postsecondary institution: usually about two (2) weeks after classes begin). Exclude courses for which the student is wait listed. Also, exclude courses for which the student was not registered and did not actually attend, even if the student received credit for the course by means of a challenge or by some other administrative method.

Include courses taken under a formal brokering agreement (see element SC6080) only if the course is present in your postsecondary institution's inventory of courses as given on the IC file. Exclude courses taken at another postsecondary institution for which you do not have a course record on your IC file.
None Text 28-47 20
1035 CourPer Period in which course was delivered to student The period (session, term or other interval) that describes when the course was delivered to the student. Use your code or name as defined in element ID1035 of the ID record. This element combined with the next one (ID1036) must be present on the ID file. The postsecondary institution's code or name of the period as reported in element ID1035 of the ID file Text 48-53 6
1036 CourSubPer Sub-period in which course was delivered to student The sub-period that best describes when the course was delivered to the student. Use your code or name as defined in element ID1036 of the ID record. This element combined with the previous one (ID1035) must be present on the ID file. The postsecondary institution's code or name of the period as reported in element ID1036 of the ID file Text 54-59 6
6020 CourStart Date student started course The date the student started the course. This date may be before the start of the report cycle.
Do not leave this element blank. If the actual date the student started the course is not recorded in the postsecondary institution's student record, use the start date of the course as it appears in the postsecondary institution's timetable.
YYYYMMDD (YearMonthDay) Text 60-67 8
6021 CourEnd Date student ended course The date for which the student withdrew from, has completed or will complete the course. If the course extends beyond the end of the report cycle, report the date the course will end.

If the date for which the student has completed or will complete the course is not recorded in the postsecondary institution's student record, use the end date of the course as it appears in your timetable or calendar, or estimate when the course would end for a full-time student taking the course by traditional course delivery. Leave this element blank only if the student has not yet completed the course and the end date cannot be predicted because the course has no set duration, such as a thesis or a course in which the student continues until achieving a certain mastery level.
YYYYMMDD (YearMonthDay) Text 68-75 8
6030 CourEndStat Status in course at end of report cycle The student's status in the course at the end of the report cycle. A student who completes a course and has met the minimum academic requirements to receive credit for the course should be assigned code "01 - Successfully completed". If the course extends beyond the end of the report cycle, assign code "02 - Still enrolled". If the student is repeating the course to improve his grade, report the end status as if the student were taking the course for normal credit.
Assign code "98 - Not applicable" only for non-credit courses.
01 - Successfully completed
02 - Still enrolled
03 - Withdrew without academic penalty
04 - Did not complete (failed course or withdrew with academic penalty)
05 - Not applicable (student audited course)
07 - Student deceased
96 - Other
98 - Not applicable (non-credit course)
99 - Status unknown (incomplete or under review or not yet determined)
Text 76-77 2
6300 ProvSC Provincial SC elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry Text 179-258 80
Table B
Reporting of acceptable combinations between Credential type (IP2010/SP2010) and Program type (IP2015)
Program Type (IP2015) Credential type (IP2010/SP2010)
1 2 3 4 10 11 97 98
1 Yes Yes Yes No Yes No Yes Yes
10 No Yes Yes No Yes No Yes Yes
20 No Yes Yes No Yes No Yes Yes
21 No Yes Yes No Yes No Yes Yes
22 No Yes Yes No Yes No Yes Yes
30 No Yes Yes No Yes No Yes Yes
40 No Yes Yes No Yes No Yes Yes
46 No Yes Yes Yes Yes Yes Yes Yes
47 No Yes Yes Yes Yes No Yes Yes
50 No Yes Yes No Yes No Yes Yes
53 No Yes Yes No Yes No Yes Yes
58 No Yes Yes Yes Yes No Yes Yes
59 No Yes Yes Yes Yes No Yes Yes
62 No Yes Yes Yes Yes No Yes Yes
63 No Yes Yes Yes Yes No Yes Yes
89 No Yes Yes Yes Yes No Yes Yes
91 No No No No No No No Yes
92 No No No No No No No Yes
93 No No No No No No No Yes
94 No No No No No No No Yes

For the 2018/2019 report cycle, the submission deadline is February 3rd, 2020.

If you have any questions, please contact us by e-mail at statcan.PSIS-SIEP.statcan@canada.ca