Integrated Business Statistics Program (IBSP)

This guide is designed to assist you as you complete the Quarterly Civil Aviation Survey. If you need more information, please call the Statistics Canada Help Line at the number below.

Help Line: 1-877-949-9492

Your answers are confidential.

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 information from this survey for statistical purposes.

Table of contents

• Business or organization and contact information
• Statement of Revenues and Expenses, Quarterly - Statement 21 (I, II)
• Scheduled Services, Revenue Operating Statistics, Quarterly - Statement 10 (I, II)
• Charter Services, Revenue Operating Statistics, Quarterly - Statement 12 (I, II)

Business or organization and contact information

This section verifies or requests basic identifying information of the business or organization such as legal name, operating name (if applicable), contact information of the designated contact person, current operational status, and main activity(ies).

Legal Name

The legal name is one recognized by law, thus it is the name liable for pursuit or for debts incurred by the business or organization. In the case of a corporation, it is the legal name as fixed by its charter or the statute by which the corporation was created.

Modifications to the legal name should only be done to correct a spelling error or typo.

To indicate a legal name of another legal entity you should instead indicate it in question 3 by selecting 'Not currently operational' and then choosing the applicable reason and providing the legal name of this other entity along with any other requested information.

Operating Name

The operating name is a name the business or organization is commonly known as if different from its legal name. The operating name is synonymous with trade name.

Designated contact person

Verify or provide the requested contact information of the designated business or organization contact person. The designated contact person is the person who should receive this questionnaire. The designated contact person may not always be the one who actually completes the questionnaire. If different than the designated contact person, the contact information of the person completing the questionnaire can be indicated later in the questionnaire.

Current operational status

Verify or provide the current operational status of the business or organization identified by the legal and operating name in question 1. If indicating the operational status of the business or organization is 'Not currently operational' then indicate an applicable reason and provide the requested information.

Main activity

This question verifies the business or organization's current main activity as classified by the North American Industry Classification System (NAICS). The North American Industry Classification System (NAICS) is an industry classification system developed by the statistical agencies of Canada, Mexico and the United States. Created against the background of the North American Free Trade Agreement, it is designed to provide common definitions of the industrial structure of the three countries and a common statistical framework to facilitate the analysis of the three economies. NAICS is based on supply-side or production-oriented principles, to ensure that industrial data, classified to NAICS, are suitable for the analysis of production-related issues such as industrial performance.

The target entity for which NAICS is designed are businesses and other organizations engaged in the production of goods and services. They include farms, incorporated and unincorporated businesses and government business enterprises. They also include government institutions and agencies engaged in the production of marketed and non-marketed services, as well as organizations such as professional associations and unions and charitable or non-profit organizations and the employees of households.

The associated NAICS should reflect those activities conducted by the business or organizational units targeted by this questionnaire only, as identified in the 'Answering this questionnaire' section and which can be identified by the specified legal and operating name. The main activity is the activity which most defines the targeted business or organization's main purpose or reason for existence. For a business or organization that is for-profit, it is normally the activity that generates the majority of the revenue for the entity.

The NAICS classification contains a limited number of activity classes; the associated classification might be applicable for this business or organization even if it is not exactly how you would describe this business or organization's main activity.

Please note that any modifications to the main activity through your response to this question might not necessarily be reflected prior to the transmitting of subsequent questionnaires and as a result they may not contain this updated information.

If the current NAICS associated with this business or organizations is not correct, please provide a brief description of the main activity and provide any additional information as requested.

Statement of Revenues and Expenses, Quarterly - Statement 21 (I, II)

1. Revenue, Expenses and Income

Operating revenue

Scheduled services

Transportation of passengers or goods, or both, by an aircraft provided by an air carrier that operates the air service and that, directly or indirectly, sells some or all of its seats or part or all of its cargo space to the public on a price per seat, price per unit of mass or price per volume of cargo basis.

Charter services

Transportation of passengers or goods, or both, by aircraft pursuant to a contract under which a person, other than the air carrier that operates the air service, or its agent, reserves a block of seats or part of the cargo space of an aircraft for the person's use or for resale to the public.

Include air ambulance service and the movement of people and goods to logging or heli-logging sites.

Exclude firefighting and heli-logging activities and the movement of people and goods to a firefighting site. (The former Transport Canada TP 8880 document "Starting a Commercial Air Service" outlining a list of activities which are specialty has been replaced with a new document TP 4711 "Air Operator Certification Manual" as of December 2020. A PDF version of volumes of this manual can be requested at: Air Operator Certification Manual – TP4711)

Passenger revenue

Refers to the revenue earned from the transportation of passengers on scheduled and charter services. Include revenue from all surcharges (baggage, fuel, seat selection, and so on) that are retained by the air carrier. Exclude amounts such as taxes, navigation fees, security fees, and so on that are collected but passed on to other entities.

Goods revenue

Refers to the revenue earned from the transportation of goods on scheduled and charter services. Exclude taxes such as the Goods and Services Tax (GST), Harmonized Sales Tax (HST) or Provincial Sales Tax (PST).

All other operating revenue

Refers to the revenue earned from all other sources. Include air transport activities not included in passenger revenue or goods revenue, revenue from other flying services (such as flying training, recreational flying and other specialty flying), subsidies and net incidental air transport related revenue, that is revenue less expenses from non-flying services incidental to air transport including aircraft fuel and oil sales; maintenance and aircraft ramp handling service and so on for other carriers; commissions (or sales revenue minus payments to the carrier that does the flying) received for the sale of transportation which takes place on other carriers; and revenue received for the provision of aircraft to other carriers from operations under their control.

Total operating revenue

The sum of passenger revenue, goods revenue and all other operating revenue.

Operating expenses

Turbo fuel expenses

Include fuel used in both turboprop and jet aircraft.

Include the expenses for turbo fuel consumed for all scheduled and/or charter operations, regardless of where purchased. Include throughput charges, non-refundable duties and taxes. If the fuel was supplied by a customer, an approximate value may be provided based on prevailing market rates. Expenses should be reported in Canadian dollars, regardless of where purchased.

Employee wages, salaries and benefits

Include the wages, salaries and benefits (employer contributions to pensions, medical benefits, insurance, and so on and layover expenses such as hotels and meals, for flight and cabin crews) for all employees.

All other operating expenses

Include all operating expenses not reported in the two expense categories above.

Total operating expenses

The sum of the previous three expense items.

Income

Net operating income (a loss should be a negative number)

Total operating revenue less total operating expenses from above.

Net non-operating income (enter a negative number for a loss)

Include provision for income taxes.

Include:

• interest and discount income from all sources, including cash discounts on the purchase of materials and supplies;
• interest on unpaid taxes and all classes of debt, including premiums, discounts and expenses on short-term obligations, as well as amortization of premiums, discounts and expenses on short-term and long-term obligations;
• capital gains (or losses) from retiring operating property and equipment, aircraft equipment, expendable parts, miscellaneous materials and supplies and other assets, when they are sold or otherwise retired from service as part of a general program and not as incidental sales performed as a service to others;
• gains or losses made on investments in securities;
• net miscellaneous non-operating income or loss, which refers to revenue and expenses attributable to financing or other activities that are not an integral part of the air transportation activities undertaken by the carrier, or its incidental services. These could include dividend income, the balance of all income or losses from affiliated companies reimbursed to the carrier, foreign exchange adjustments and special items, such as restructuring expenses, which do not occur on a regular basis;
• provisions for taxes payable on net income for the accounting period and adjustments of income taxes relating to previous years, including the provisions for deferred income taxes resulting from differences between accounting income and taxable income that arise when the time of including items of revenue and expense in the computation of accounting income and taxable income do not coincide.

Exclude staff reduction expenses which should be included under all other operating expenses.

Net income (a loss should be a negative number)

Net operating income plus net non-operating income from above.

2. Average number of employees

Refers to the average number of people employed during the quarter. Include all employees (all categories), temporary or permanent, on the payroll of the air carrier during the quarter being reported. Part-time employees should be included in the total, prorated to the amount of time worked when compared with the time worked by full-time employees (for example two part-time employees working half-time are equivalent to one full-time employee).

Scheduled Services, Revenue Operating Statistics, Quarterly - Statement 10 (I, II)

1. Scheduled services - operating statistics

Include fixed wing and helicopter services.

Sector of operation

Refers to the regions where carriers provide transportation services. There are three breakdowns – domestic, transborder (Canada-US) and other international.

Domestic includes operations between points in Canada.

Transborder (Canada-US) includes operations between points in Canada and points in the United States (including Alaska, Hawaii and Puerto Rico).

Other international includes all other operations, (including between points outside of Canada).

Data reported must include both fixed wing and helicopter services, where:

Fixed wing

Means a power-driven, heavier-than-air aircraft, deriving its lift in flight chiefly from aerodynamic reactions on surfaces which remain fixed. An aircraft having wings fixed to the airplane fuselage and outspread in flight – that is non-rotating wings.

Helicopter

Means a rotary wing, heavier-than-air aircraft, supported in flight chiefly by the reactions of the air on one or more power-driven rotors on substantially vertical axes. A helicopter does not have conventional fixed wings, nor is it provided with a conventional propeller for forward thrust.

Scheduled services

Transportation of passengers or goods, or both, by an aircraft provided by an air carrier that operates the air service and that, directly or indirectly, sells some or all of its seats or part or all of its cargo space to the public on a price per seat, price per unit of mass or price per volume of cargo basis.

Enplaned passengers

Refers to revenue passengers^{Footnote 1} who board aircraft and surrender one or more flight coupons or other documents good for transportation over the itinerary specified in these coupons or documents.

Passenger-kilometres

Represents the carriage of one revenue passenger on each flight stage multiplied by the number of kilometres flown on that stage. Passenger-kilometres are obtained by totalling the number of kilometres flown by all passengers.

Let's take an example with two flight stages, where:

Flight stage A to B
Number of passengers = 5
Distance between points (km) = 161
Passenger-kilometres = 805

Flight stage B to C
Number of passengers = 4
Distance between points (km) = 322
Passenger-kilometres = 1,288

The total number of passenger-kilometres for the flights covering A to B and B to C is 2,093.

Conversion factor

To convert nautical miles (6,080 feet) into kilometres (km), multiply by 1.852.

To convert statute miles (5,280 feet) into kilometres (km), multiply by 1.609344.

Available seat-kilometres

Represents the aircraft kilometres flown on each flight stage multiplied by the number of seats available for use on that stage. This represents the total passenger carrying capacity offered. Seats not actually available for the carriage of passengers should be excluded.

Hours flown

Represents the block hours, in other words, the number of hours which elapsed between the time the aircraft started to move to commence a flight and the time the aircraft came to its final stop after the conclusion of a flight. Report the total number of block hours flown to the nearest hour.

Enplaned goods

Refers to all types of non-passenger traffic. It includes priority freight, freight, mail and excess baggage for which revenue is obtained. Enplaned goods should be reported to the nearest kilogram.

Conversion factor

To convert pounds (lbs.) into kilograms (kg), multiply by 0.453592.

Goods tonne-kilometres

Represents the carriage of one tonne of goods on each flight stage multiplied by the number of kilometres flown on that stage. Goods tonne-kilometres are obtained by totalling the number of kilometres flown with all tonnes of goods.

Let's take an example with two flight stages, where:

Flight stage A to B
Tonnes of goods = 5
Distance between points (km) = 161
Goods tonne-kilometres = 805

Flight stage B to C
Tonnes of goods = 4
Distance between points (km) = 322
Goods tonne-kilometres = 1,288

The total number of goods tonne-kilometres for the flights covering A to B and B to C is 2,093.

Conversion factor

To convert nautical miles (6,080 feet) into kilometres (km), multiply by 1.852.

To convert statute miles (5,280 feet) into kilometres (km), multiply by 1.609344.

Available tonne-kilometres

Represents the aircraft kilometres flown on each flight stage multiplied by the usable weight capacity of the aircraft. This represents the load carrying capacity offered for passengers and/or goods.

2. Scheduled services - revenue

Include fixed wing and helicopter services.

Passenger revenue

Refers to the revenue earned from the transportation of passengers on scheduled services. Include revenue from all surcharges (baggage, fuel, seat selection, and so on) that are retained by the air carrier. Exclude amounts such as taxes, navigation fees, security fees, and so on that are collected but passed on to other entities. Total passenger revenue should equal the passenger revenue from scheduled services from the first screen.

Goods revenue

Refers to the revenue earned from the transportation of goods on scheduled services. Exclude taxes such as the Goods and Services Tax (GST), Harmonized Sales Tax (HST) or Provincial Sales Tax (PST). Total goods revenue should equal the goods revenue from scheduled services from the first screen.

Charter Services, Revenue Operating Statistics, Quarterly - Statement 12 (I, II)

1. Charter services - operating statistics

Include fixed wing and helicopter services.

Sector of operation

Refers to the regions where carriers provide transportation services. There are three breakdowns – domestic, transborder (Canada-US) and other international.

Domestic includes operations between points in Canada.

Transborder (Canada-US) includes operations between points in Canada and points in the United States (including Alaska, Hawaii and Puerto Rico).

Other international includes all other operations (including between points outside of Canada).

Data reported must include both fixed wing and helicopter services, where:

Fixed wing

Means a power-driven, heavier-than-air aircraft, deriving its lift in flight chiefly from aerodynamic reactions on surfaces which remain fixed. An aircraft having wings fixed to the airplane fuselage and outspread in flight – that is non-rotating wings.

Helicopter

Means a rotary wing, heavier-than-air aircraft, supported in flight chiefly by the reactions of the air on one or more power-driven rotors on substantially vertical axes. A helicopter does not have conventional fixed wings, nor is it provided with a conventional propeller for forward thrust.

Charter services

Transportation of passengers or goods, or both, by aircraft pursuant to a contract under which a person, other than the air carrier that operates the air service, or its agent, reserves a block of seats or part of the cargo space of an aircraft for the person's use or for resale to the public.

Include air ambulance service and the movement of people and goods to logging or heli-logging sites.

Exclude firefighting and heli-logging activities and the movement of people and goods to a firefighting site. (The former Transport Canada TP 8880 document "Starting a Commercial Air Service" outlining a list of activities which are specialty has been replaced with a new document TP 4711 "Air Operator Certification Manual" as of December 2020. A PDF version of volumes of this manual can be requested at: Air Operator Certification Manual – TP4711)

Enplaned passengers

Refers to revenue passengers^{Footnote 1} who board aircraft and surrender one or more flight coupons or other documents good for transportation over the itinerary specified in these coupons or documents.

Passenger-kilometres

Represents the carriage of one revenue passenger on each flight stage multiplied by the number of kilometres flown on that stage. Passenger-kilometres are obtained by totalling the number of kilometres flown by all passengers.

Let's take an example with two flight stages, where:

Flight stage A to B
Number of passengers = 5
Distance between points (km) = 161
Passenger-kilometres = 805

Flight stage B to C
Number of passengers = 4
Distance between points (km) = 322
Passenger-kilometres = 1,288

The total number of passenger-kilometres for the flights covering A to B and B to C is 2,093.

Conversion factor

To convert nautical miles (6 080 feet) into kilometres (km), multiply by 1.852.

To convert statute miles (5 280 feet) into kilometres (km), multiply by 1.609344.

Hours flown

Represents the block hours, in other words, the number of hours which elapsed between the time the aircraft started to move to commence a flight and the time the aircraft came to its final stop after the conclusion of a flight. Report the total number of block hours flown to the nearest hour.

Enplaned goods

Refers to all types of non-passenger traffic. It includes priority freight, freight, mail and excess baggage for which revenue is obtained. Enplaned goods should be reported to the nearest kilogram.

Conversion factor

To convert pounds (lbs.) into kilograms (kg), multiply by 0.453592.

Goods tonne-kilometres

Represents the carriage of one tonne of goods on each flight stage multiplied by the number of kilometres flown on that stage. Goods tonne-kilometres are obtained by totalling the number of kilometres flown with all tonnes of goods.

Let's take an example with two flight stages, where:

Flight stage A to B
Tonnes of goods = 5
Distance between points (km) = 161
Goods tonne-kilometres = 805

Flight stage B to C
Tonnes of goods = 4
Distance between points (km) = 322
Goods tonne-kilometres = 1,288

The total number of goods tonne-kilometres for the flights covering A to B and B to C is 2,093.

Conversion factor

To convert nautical miles (6 080 feet) into kilometres (km), multiply by 1.852.

To convert statute miles (5 280 feet) into kilometres (km), multiply by 1.609344.

2. Charter services - revenue

Include fixed wing and helicopter services.

Passenger revenue

Refers to the revenue earned from the transportation of passengers on charter services. Include revenue from all surcharges (baggage, fuel, seat selection, and so on) that are retained by the air carrier. Exclude amounts such as taxes, navigation fees, security fees, and so on that are collected but passed on to other entities. Total passenger revenue should equal the passenger revenue from charter services from the first screen.

Goods revenue

Refers to the revenue earned from the transportation of goods on charter services. Exclude taxes such as the Goods and Services Tax (GST), Harmonized Sales Tax (HST) or Provincial Sales Tax (PST). Total goods revenue should equal the goods revenue from charter services from the first screen.

Date: October 2023

Program manager: Director, Canadian Centre for Education Statistics
Director General, Labour Market, Education and Socio-Economic Well-Being Branch

Original Supplement to the Generic Privacy Impact Assessment:
Supplement to Statistics Canada's Generic Privacy Impact Assessment related to the Education and Labour Market Longitudinal Platform

Reference to Personal Information Bank (PIB)

In accordance with the Privacy Act, Statistics Canada is submitting a new institutional personal information bank (PIB) to describe any personal information obtained from the amendment to the Educational and Labour Market Longitudinal Platform, for the purposes of the Statistics Act. The following PIB is proposed for review and registration.

Elementary and Secondary Student Information Systems

Description: This bank describes information obtained from the administrative files of elementary schools and secondary schools. It includes demographic data and information relating to the individual's activities as a student, such as attendance, grades, and successful completion of the program. Personal information in this databank may also include student identifier number, Social Insurance Number (SIN), name, contact information, and socio-demographic information such as date of birth, citizenship, and gender.

Note: In addition to the requirements specified on the Personal Information Request form, individuals requesting information described by this bank must provide the name of the institution, the number assigned to the individual by the institution and the year(s) the individual studied at the institution. Requests for personal information will be forwarded to the institution that originally provided the information.

Class of Individuals: Individuals who attend or attended an elementary and/or secondary (kindergarten – grade 12) education institution located in Canada in a given school year.
Purpose: The personal information is used to produce statistical information on students by province, type of institution, grade, and sex. Personal information, including the Social Insurance Number, is collected pursuant to the Statistics Act (Sections 3, 7, 8, 13) for statistical purposes only.

Consistent Uses: To reduce respondent burden and enhance survey data, Statistics Canada may combine information from education-related administrative data files with other administrative data records, and with survey responses, including but not limited to the Postsecondary Student Information System (StatCan PPU 090), the Registered Apprenticeship Information System (StatCan PPU 083), the T1 Family File (StatCan PPU 111) and the Longitudinal Immigration Database (StatCan PPU 135) for statistical purposes only.

RDA Number: 2018/007
Related Record Number: StatCan ECT 170
TBS Registration: To be assigned by TBS
Bank Number: StatCan PPU 089

Description of changes to the statistical activity

Under the authority of the Statistics Act^{Footnote 1}, Statistics Canada's Canadian Centre for Education Statistics (CCES) is updating the existing Education and Labour Market Longitudinal Platform (ELMLP) to add datasets that pertain to elementary through to secondary school populations. This data that will be obtained from the administrative files of elementary schools and secondary schools aims to expand the scope of the platform which is currently limited to cohorts of college and university students and registered apprentices. The addition of these datasets will show how early education can affect trajectories of students all the way through to the workforce, and beyond, and remains aligned with the original purpose of the ELMLP SPIA.^{Footnote 2}

The Education and Labour Market Longitudinal Platform (ELMLP) is a platform of securely integrable and anonymized postsecondary education and apprenticeship datasets. It is a collaboration between Statistics Canada, Employment and Social Development Canada (ESDC) and participating provincial/territorial Ministries of Education or District School Boards. Data from the ELMLP helps address a wide range of policy questions pertaining to postsecondary student and apprenticeship persistence, completion, mobility, and pathways, and their labour market outcomes over time. The addition of the (supplementary) datasets allows researchers to address a myriad of questions related to, for example, the impact of financial aid and education savings programs on postsecondary participation and outcomes, the experiences of immigrants and international students in the Canadian postsecondary system, and student sociodemographic and family background.

Since its inception, the primary focus of the ELMLP has been on transitions and outcomes of students/apprentices during and after their postsecondary studies, largely because information on elementary and secondary education was available only at the aggregate level. This assessment addresses the submission of elementary through to secondary student-level data to Statistics Canada, and integration with the postsecondary/apprenticeship data. With the inclusion of these data, policymakers have the ability to understand students' entire educational trajectory including the complex ways in which early educational experiences (including socio-demographic factors) can impact later transitions and access to postsecondary education, transitions to the labour market, and long-term social and financial outcomes. The new data provides previously unavailable insight on factors that may affect Canadians' educational trajectory.

This information is of particular importance in helping the education sector isolate factors that contribute to negative educational outcomes for specific groups of students, particularly groups that may face societal barriers, and to develop and monitor programs to support students during their studies, leading to better outcomes for Canadian students and the economy.

The core datasets in the ELMLP^{Footnote 3} are the Postsecondary Student Information System (PSIS), the Registered Apprenticeship Information System (RAIS) and the T1 Family File (T1FF) (from income-tax data, for all the records that linked to PSIS or RAIS records).

The purpose of the ELMLP is to develop key pan-Canadian longitudinal indicators related to educational pathways; however, the lack of elementary and secondary school data (Kindergarten to Grade 12) represents a data gap. This addendum addresses the addition of elementary and secondary school data from children's and youths' education records as supplementary files to the ELMLP to allow for longitudinal analyses that were not supported by the post-secondary scope of the administrative data collected previously. The new data is collected in the form of administrative records directly from the respective participating provincial and territorial ministries of education or school boards. The data is integrated using the Social Data Linkage Environment (SDLE)^{Footnote 4} to provide a unique, anonymous identifier number for each record. No personal identifier variables are included in the resulting analytical datasets. Inclusion of this elementary and secondary school data into the ELMLP will allow this longstanding data gap to be addressed.

The analytical datasets will be created for two key purposes: ELMLP as a service and ELMLP data integration:

• ELMLP as a service takes place in a secure Statistics Canada environment, available only to authorized researchers from the participating organizations for analytical purposes and involves data linkage^{Footnote 5} to existing Statistics Canada datasets. In this case, there will be a pre-defined period of exclusive access to the platform for analysis of the submitted datasets for the respective data providing participant organizations. Currently, data from the Ontario Ministry of Education, the Toronto District School Board, and the Council of Atlantic Ministers of Education and Training fall into the ELMLP as a service use case. Over time there may be additional participants at this level.
• ELMLP data integration occurs after the exclusivity period. The data will be integrated into the platform, at the discretion of the data provider, and made available to all Statistics Canada researchers, and to approved researchers^{Footnote 6} (as 'deemed employees') through the Statistics Canada Research Data Centers (RDC)s.^{Footnote 7} Data from the British Columbia Ministry of Education currently falls into this use case. Over time, there may be additional participants at this level as well.

Given the nature of this initiative, the participating organizations, and the nature of their participation (i.e.: moving from ELMLP as a service to ELMLP data integration) may change over time.

Reason for supplement

While the Generic Privacy Impact Assessment and the Supplement to the Generic Privacy Impact Assessment for the Education and Labour Market Longitudinal Platform address most of the privacy and security risks related to statistical activities conducted by Statistics Canada, this addendum addresses any additional privacy concerns originating from addition of personal information about children and youth from elementary and secondary school data.

Necessity and Proportionality

The use of personal information for the Education and Labour Market Longitudinal Platform can be justified against Statistics Canada's Necessity and Proportionality Framework:

1. Necessity: Including elementary and secondary school data in the Education and Labour Market Longitudinal Platform is a joint initiative between Statistics Canada and participating provincial/territorial Ministries of Education or District School Boards to expand the analytical potential and impact of existing administrative datasets. The personal information being collected as part of this data is required for a greater understanding of the complete educational pathway from elementary to secondary to postsecondary or apprenticeship training, and eventually, transitions into the labour market.

Integrating these data with other existing datasets addresses a wide range of priority policy questions about student and apprenticeship enrolment, persistence, completion, mobility, educational pathways, and labour market outcomes over time that are not possible to address with the provincial or schoolboard administrative datasets alone. From a policy perspective, many jurisdictions want to know to what extent K-12 education systems are leading students into postsecondary education, principally to gauge skilled workforce development. These questions are currently data gaps that are of the utmost importance to the participating organizations and speak to the mandate of the CCES.^{Footnote 8} Integrating this data into the ELMLP will address the data gaps as the ELMLP facilitates the production and publication of analysis, indicators, and data tables on these topics. The integration of these data is further essential for analyzing elementary and secondary school student transfers between provinces and jurisdictions, where a data gap has also previously existed.

2. Effectiveness – Working assumptions: The addition of elementary and secondary school data to ELMLP enhances the analytical possibilities by integrating them with existing data sources that contain contextual and outcome information for postsecondary students and apprentices. These existing data gaps are best filled using administrative records, given their accuracy and the low response burden for the included populations. For example, predictors of postsecondary enrolment via indicators such as prior grades, standardized testing scores, and exceptionalities (e.g., special needs) can be most efficiently determined using administrative data, rather than survey data as it ensures completeness and reduces the burden on Canadians.

While individual schools and many jurisdictions have their own comprehensive student information systems, integration into a national system will expand the scope of coverage and allow the examination of student pathways across jurisdictions. Rates of high school completion can now be determined using several years of existing administrative data rather than waiting for the completion of one or more cycles of a new survey. Overall, the inclusion of the K-12 personal information will allow for a complete view of educational and labour market trajectories and make it possible to derive insights about how specific influences from early education affect them.

The anonymized analytical datasets, available to approved researchers and policy makers in Statistics Canada's RDCs, provide expanded research opportunities to use this rich information to help positively influence the educational trajectory of Canadians through the system, and all the way to the labour market, further enabling new projects with stakeholders and other academic researchers.

3. Proportionality: Participation in this project, and at what level, is decided by the participating school boards or provincial/territorial ministry of education, who are entrusted with the personal information and have the legal authority to disclose it to Statistics Canada.^{Footnote 9} Use of the ELMLP as a service to exclusively conduct analysis on their own datasets does not necessarily mean the data will be integrated into the ELMLP for research and analysis by Statistics Canada and by deemed employees in the RDCs. This decision rests with the originating organization. Data sharing for the ELMLP is covered in relevant data sharing agreements developed pursuant to the Statistics Act and agreed to with each institution which provides appropriate restrictions to the use and disclosure of the data being shared to both support the data sharing and reduce any residual risk to the privacy of affected individuals.

The personal information being added or used in the ELMLP allows Statistics Canada to fill data gaps related to early educational experiences and their impact on long-term outcomes of students. This, in turn, allows policymakers to make data-driven decisions related to educational programming by assessing programming against the long-term outcomes. This type of research has the potential to significantly impact those outcomes positively, improve access to postsecondary education, and generally better outcomes once an individual reaches the labour market. This is an important goal, which speaks directly to Statistics Canada's mandate^{Footnote 10} as well as that of the participating organizations providing the data.

4. Alternatives: There is currently no alternative option for longitudinal performance indicators, such as completion rates, amongst others in the education field that covers the kindergarten to grade 12 population. Integrating administrative data of elementary and secondary students to postsecondary students and registered apprentices is the only current way to perform a greater, in-depth analysis of educational pathway indicators. Currently, no other data sources allow the analysis of the relationships between students' pathways and their outcomes on the labour market on a longitudinal basis.

Surveys are restricted by cost, sample size and the need for more granularity in the data, response rates and less frequent collection. Statistics Canada has observed that response rates to longitudinal surveys decline considerably over time, potentially introducing bias and reducing quality and accuracy.

Mitigation factors

The overall risk of harm to the affected individuals has been deemed manageable with existing Statistics Canada safeguards that are described in Statistics Canada's Generic Privacy Impact Assessment, with particular emphasis on the following measures:

• The data providers will, in the ELMLP as a service, use the data resulting from the SDLE linkage to analyze only their own student population(s).
• These and future microdata linkages will continue to undergo the standard mandatory prescribed review and approval process, which involves the submission of well documented proposals. When such linkages include personal information, a summary of the approved microdata linkage is posted on Statistics Canada's website.
• All researchers who will have access to the data must be deemed employees of Statistics Canada with an approved research project and valid security clearance that have sworn the Oath or Affirmation of Office and Secrecy pursuant to Section 6 the Statistics Act.
• Data access is approved for a specific purpose and period and must occur in a secure setting such as Statistics Canada offices or the Research Data Centres.
• Statistics Canada vets all output for privacy before being removed from the secure environment or released to the public, ensuring that no individual may be directly or indirectly identified.

Conclusion

This assessment concludes that, with the existing Statistics Canada safeguards, any remaining risks are such that Statistics Canada is prepared to accept and manage the risk.

Business or organization information

1. Which of the following categories best describes this business or organization?

• Government agency
• Private sector business
• Non-profit organization
  • Who does this organization primarily serve?
    • Households or individuals
      e.g., child and youth services, community food services, food bank, women’s shelter, community housing services, emergency relief services, religious organization, grant and giving services, social advocacy group, arts and recreation group
    • Businesses
      e.g., business association, chamber of commerce, condominium association, environmental support or protection services, group benefit carriers (pensions, health, medical)
• Don’t know

2. In what year was this business or organization first established?

Please provide the year this business or organization first began operations.

Year business or organization was first established:
OR
Don’t know

• Approximately how long ago was this business or organization first established?
  • 2 years ago or less
    Established in 2026, 2025, or 2024.
  • 3 to 10 years ago
    Established in 2016 to 2023.
  • 11 to 20 years ago
    Established in 2006 to 2015.
  • More than 20 years ago
    Established in 2005 or earlier.
  • Don’t know

3. Over the last 12 months, which of the following international activities did this business or organization conduct?

Select all that apply.

• Export or sell goods outside of Canada
  Include both intermediate and final goods.
• Export or sell services outside of Canada
  Include services delivered virtually and in person.
  e.g., software, cloud services, legal services, environmental services, architectural services, digital advertising
• Make investments outside of Canada
• Sell goods to businesses or organizations in Canada who then resold them outside of Canada
• Import or buy goods from outside of Canada
  Include both intermediate and final goods.
• Import or buy services from outside of Canada
  Include services received virtually and in person.
  e.g., software, cloud services, legal services, environmental services, architectural services, digital advertising
• Relocate any business or organizational activities or employees from another country into Canada
  Exclude temporary foreign workers.
• Relocate any business or organizational activities or employees from Canada to another country
• Engage in other international business or organizational activities
  OR
• None of the above

4. Over the next three months, how are each of the following expected to change for this business or organization?

Exclude seasonal factors or conditions.

• Number of employees
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Vacant positions
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Sales of goods or services offered by this business or organization
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Selling price of goods or services offered by this business or organization
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Demand for goods or services offered by this business or organization
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Imports of goods or services
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Exports of goods or services
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Operating income
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Operating expenses
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Profitability
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Cash reserves
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Capital expenditures
  e.g., machinery, equipment
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Training expenditures
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Marketing and advertising budget
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Expenditures in research and development
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know
• Online sales 
  • Increase
  • Stay about the same
  • Decrease
  • Not applicable
  • Don’t know

Business or organization obstacles

5. Over the next three months, which of the following are expected to be obstacles for this business or organization?

Select all that apply.

• Shortage of labour force
• Recruiting skilled employees
• Retaining skilled employees
• Shortage of space or equipment
• Cost of inputs
  An input is an economic resource used in a firm’s production process.
  e.g., labour, capital, energy and raw materials
• Costs in real estate, leasing or property taxes
• Inflation
• Interest rates and debt costs
  e.g., borrowing fees, interest payments
• Difficulty acquiring inputs, products or supplies from within Canada
• Difficulty acquiring inputs, products or supplies from abroad
• Maintaining inventory levels
• Insufficient demand for goods or services offered
• Fluctuations in consumer demand
• Attracting new or returning customers
• Lack of financial resources
• Technological limitations
• Regulatory constraints
• Cost of insurance
• Transportation costs
• Obtaining financing
• Increasing competition 
• Challenges related to exporting or selling goods and services to customers in other provinces or territories
• Challenges related to exporting or selling goods and services outside of Canada
• Maintaining sufficient cash flow or managing debt
• Attract local investment
• Attract foreign direct investment
• Other obstacle
  • Specify other obstacle:
  OR
• None of the above

Flow condition: If at least two obstacles are selected in Q5, go to Q6. Otherwise, go to Q7.
Display condition: Display in Q6 the obstacles selected in Q5.

6. Of the obstacles selected in the previous question, which obstacle is expected to be the most challenging over the next three months?

• Shortage of labour force
• Recruiting skilled employees
• Retaining skilled employees
• Shortage of space or equipment
• Cost of inputs 
  An input is an economic resource used in a firm’s production process.
  e.g., labour, capital, energy and raw materials
• Costs in real estate, leasing or property taxes
• Inflation
• Interest rates and debt costs
  e.g., borrowing fees, interest payments
• Difficulty acquiring inputs, products or supplies from within Canada
• Difficulty acquiring inputs, products or supplies from abroad
• Maintaining inventory levels
• Insufficient demand for goods or services offered
• Fluctuations in consumer demand
• Attracting new or returning customers
• Lack of financial resources
• Technological limitations
• Regulatory constraints
• Cost of insurance
• Transportation costs
• Obtaining financing
• Increasing competition 
• Challenges related to exporting or selling goods and services to customers in other provinces or territories
• Challenges related to exporting or selling goods and services outside of Canada
• Maintaining sufficient cash flow or managing debt
• Attract local investment
• Attract foreign direct investment
• Other obstacle

Flow condition: If “Cost of inputs” is selected in Q5, go to Q7. Otherwise, go to Q8.

7. Over the next three months, which of the following costs of inputs are expected to be obstacles for this business or organization?

Select all that apply.

• Cost of labour
• Cost of capital
• Cost of energy
• Cost of raw materials
  OR
• Don’t know

Flow condition: If “Difficulty acquiring inputs, products or supplies from within Canada”, “Difficulty acquiring inputs, products or supplies from abroad”, or “Maintaining inventory levels” is selected in Q5, go to Q8. Otherwise, go to Q11.

Display condition: If “Difficulty acquiring inputs, products or supplies from within Canada”, “Difficulty acquiring inputs, products or supplies from abroad”, or “Maintaining inventory levels” is selected in Q5, display in Q8.

Supply chain challenges

8. How long does this business or organization expect the following to continue to be an obstacle?

• Difficulty acquiring inputs, products or supplies from within Canada
  • Less than 3 months
  • 3 months to less than 6 months
  • 6 months to less than 12 months
  • 12 months or more
  • Don’t know
• Difficulty acquiring inputs, products or supplies from abroad
  • Less than 3 months
  • 3 months to less than 6 months
  • 6 months to less than 12 months
  • 12 months or more
  • Don’t know
• Maintaining inventory levels
  • Less than 3 months
  • 3 months to less than 6 months
  • 6 months to less than 12 months
  • 12 months or more
  • Don’t know

9. Over the last three months, how have supply chain challenges experienced by this business or organization changed?

Supply chain challenges include difficulty acquiring inputs, products or supplies from within Canada or abroad and difficulty maintaining inventory levels.

Exclude seasonal factors or conditions.

• Supply chain challenges have worsened
  • Which of the following factors have contributed to these challenges?
    Select all that apply.
    • Increased prices of inputs, products or supplies
    • Increased delays in deliveries of inputs, products or supplies
    • Supply shortages resulted in fewer inputs, products or supplies being available
    • Supply shortages resulted in no inputs, products or supplies available
    • Other factor
      • Specify other factor:
      OR
    • Don’t know
• Supply chain challenges have remained about the same
• Supply chain challenges have improved

10. Over the next three months, how does this business or organization expect supply chain challenges to change?

Supply chain challenges include difficulty acquiring inputs, products or supplies from within Canada or abroad and difficulty maintaining inventory levels.
Exclude seasonal factors or conditions.

• Supply chain challenges are expected to worsen
• Supply chain challenges are expected to remain about the same
• Supply chain challenges are expected to improve

Flow condition: If “Government agency” was selected in Q1, go to Q12. Otherwise, go to Q11.
Display condition: If “Non-profit organization” is selected in Q1, do not display “Transfer the business” or “Sell the business” in Q11.

Expectations for the next year

11. Over the next 12 months, does this business or organization plan to do any of the following?

Select all that apply.

• Expand current location of this business or organization
• Expand operations of this business or organization internationally
• Expand operations of this business or organization into a new province or territory within Canada
• Move operations of this business or organization to another location within the province or territory
• Move operations of this business or organization to another province or territory within Canada entirely
• Expand this business or organization to other locations within the same province or territory
• Expand this business or organization without increasing physical space
  i.e., hiring more staff who will work remotely, or expanding online sales capacity
• Restructure this business or organization
  Restructuring involves changing the financial, operational, legal or other structures of the business or organization to make it more efficient or more profitable.
• Acquire other businesses, organizations or franchises
• Invest in other businesses or organizations
• Merge with other businesses or organizations
• Reduce the physical space of this business or organization
• Scale down operations of this business or organization to within a single province or territory within Canada
• Transfer the business
• Sell the business
  OR
• Close the business or organization
  OR
• Don’t know
  OR
• None of the above

Flow condition: If “Export or sell goods outside of Canada” or “Export or sell services outside of Canada” was selected in Q3, go to Q12. Otherwise, go to Q13.

Trade

12. Over the last 12 months, what percentage of this business’ or organization’s sales were made directly to clients or customers in the United States?

Provide your best estimate rounded to the nearest percentage.

Percentage of sales made directly to clients or customers in the United States:
OR
Don’t know

Flow condition: If “Import or buy goods from outside of Canada” or “Import or buy services from outside of Canada” was selected in Q3, go to Q13. Otherwise, go to Q14.

13. Over the last 12 months, what percentage of this business’ or organization’s purchases were made directly from suppliers in the United States?

Provide your best estimate rounded to the nearest percentage.

Percentage of purchases made directly from suppliers in the United States:
OR
Don’t know

14. Over the next 12 months, what is the expected impact for each of the following on this business or organization?

If tariffs are not relevant to this business or organization, please select “No impact”.

• U.S. tariffs on goods sold by businesses in Canada
  • Major negative impact
  • Minor negative impact
  • No impact
  • Minor positive impact
  • Major positive impact
  • Don’t know
• Canadian tariffs on goods purchased from businesses in the U.S.
  • Major negative impact
  • Minor negative impact
  • No impact
  • Minor positive impact
  • Major positive impact
  • Don’t know
• The elimination of trade barriers between provinces or territories
  • Major negative impact
  • Minor negative impact
  • No impact
  • Minor positive impact
  • Major positive impact
  • Don’t know

15. Over the next 12 months, does this business or organization plan to take any of the following actions as a result of any tariffs applied by the United States on goods sold from Canada?

Select all that apply.

• Seek alternative customers outside the United States 
• Seek alternative suppliers outside the United States 
• Increase domestic sourcing
• Increase efforts to sell to customers in Canada
• Delay major investments or expenditures
• Delay Canadian investment or expansion plans
• Acquire or partner with United States-based businesses as a beachhead strategy
• Explore trade-related financial tools
  e.g., currency hedging, insurance
• Establish operations in the United States
• Increase inventory or stockpiled goods
• Invest in technology improvements 
  e.g., technology adoption, automation
• Lay off employees
• Hire employees
• Raise prices of goods or services
• Lower prices of goods or services
• Other action
  • Specify other action:
  OR
• None of the above
  OR
• Don’t know

Flow condition: If the percentage of sales made directly to clients or customers in the United States reported in Q12 was greater than 0, go to Q16. Otherwise, go to Q17.

16. Over the last 12 months, has this business or organization sold any goods to the United States that were subject to any tariffs?

• Yes
• No
• Don’t know

Flow condition: If the percentage of purchases made directly from suppliers in the United States reported in Q13 was greater than 0, go to Q17. Otherwise, go to Q18.

17. Over the last 12 months, has this business or organization purchased any goods from the United States that were subject to any tariffs?

• Yes
• No
• Don’t know

18. Over the last 12 months, has this business or organization passed on any increases in its costs due to tariffs to its customers?

Include both indirect cost increases and direct cost increases due to tariffs.

• Yes
• No
• This business or organization has not experienced any cost increases due to tariffs
• Don’t know

19. Over the next 12 months, how likely is this business or organization to pass on cost increases due to tariffs to its customers?

Include both indirect cost increases and direct cost increases due to tariffs.

• Very likely
• Somewhat likely
• Somewhat unlikely
• Very unlikely
• This business or organization does not expect any cost increases due to tariffs
• Don't know

Canadian goods and services

20. Over the last 12 months, has this business or organization changed its marketing practices to promote Canadian goods and services?

e.g., labeling products that are either “Canadian”, “Made in Canada” or are a “Product of Canada”

• Yes
• No
• Don’t know

21. Over the last 12 months, has this business or organization experienced an increase in sales of Canadian goods and services?

e.g., products that are either “Canadian”, “Made in Canada” or are a “Product of Canada”

• Yes
• No
• Don’t know

Natural disasters and extreme weather events

22. Is this business or organization concerned about the impact of natural disasters and extreme weather events or of climate change on the future of its activities?

Natural disasters and extreme weather events include flooding, sea level rise, windstorms, tornadoes, wildfires, winter storms, blizzards, hurricanes, extreme heat events, extreme smoke, prolonged poor air quality, earthquakes, and similar types of events.

• Yes
• No
• Don’t know

23.  Which of the following is this business or organization currently insured for?

Select all that apply.

• Insurance for natural disaster-related flooding damage
  e.g., overland flooding, storm surge, torrential rainwater accumulation
• Insurance for wildfire damage
  OR
• None of the above
  OR
• Don't know 

24. Over the last 12 months, has this business or organization made an insurance claim related to natural disasters or weather-related events?

Natural disasters and extreme weather events include flooding, sea level rise, windstorms, tornadoes, wildfires, winter storms, blizzards, hurricanes, extreme heat events, extreme smoke, prolonged poor air quality, earthquakes, and similar types of events.

• Yes
• No
• Don’t know

Carbon markets and carbon dioxide removal credits

25. Over the next 12 months, to what extent is this business or organization likely to trade credits on carbon markets?

A carbon market allows individuals and companies to buy and sell carbon credits to offset greenhouse gas emissions. These markets operate either as compliance systems (such as government-run large-emitter trading systems) or as voluntary platforms.
Exclude fuel charges or provincial carbon reduction initiatives.

• Carbon markets are not relevant to this business or organization
• Very likely
• Somewhat likely
• Somewhat unlikely
• Very unlikely
• Don’t know

Flow condition: If “Very likely” or “Somewhat likely” was selected in Q25, go to Q26. Otherwise, go to Q28.

26. Is this business or organization considering purchasing technology-enabled carbon dioxide removal (CDR) credits before the end of 2030? 

CDR credits represent a specific amount of carbon dioxide that has been removed from the atmosphere. Technology-enabled CDR includes direct air capture, biomass carbon removal with storage, and enhanced mineralization. Technology-enabled CDR is distinct from nature-based CDR (e.g., afforestation, wetland restoration).

• Yes
• No
• Don’t know

Flow condition: If “Yes” was selected in Q26, go to Q27. Otherwise, go to Q28.

27.  Are any of the following barriers for this business or organization in purchasing technology-enabled carbon dioxide removal (CDR) credits before the end of 2030?

Select all that apply.

• Price
• Availability of high-quality credits
• Uncertainty about the role of CDR in addressing emissions
• Uncertainty around credit quality
• Challenges in comparing credits across different standards
• Lack of information about how to purchase technology-enabled CDR credits
• Uncertain policy outlook
• Other barrier
  • Specify other barrier:
  OR
• None of the above
  OR
• Don’t know

Defence and cybersecurity

Flow condition: If the business or organization is in the Manufacturing sector (NAICS 31-33), Wholesale trade sector (NAICS 41), Transportation sector (NAICS 48), or Professional, scientific and technical services sector (NAICS 54), go to Q28. Otherwise, go to Q29.

28. Over the last 12 months, did this business or organization manufacture any defence goods or provide any defence services? 

Defence goods or services may include ammunition and firearms; maintenance, repair or overhaul of military aircrafts, naval ships, combat vehicles and their related components; military systems deployed in space and space launch vehicles; communications and navigation systems; simulation systems for military aircraft, naval ships and combat vehicles; and troop support and training.

• Yes
• No
• Don’t know

Flow condition: If the business or organization is in the Wholesale trade sector (NAICS 41), Information and cultural industries sector (NAICS 51), or Professional, scientific and technical services sector (NAICS 54), go to Q29. Otherwise, go to Q31.

29. Over the last 12 months, did this business or organization manufacture any cybersecurity goods or provide any cybersecurity services? 

Cybersecurity goods or services may include cybersecurity solutions based on a single package of services; compliance audits; program development; risk management; industrial control system; data acquisition; encryption; cybersecurity infrastructure services; penetration testing and threat assessments; cyberspace threat monitoring; forensics and the investigation of cyber attacks; and cybersecurity training.

• Yes
• No
• Don’t know

Flow condition: If “Yes” was selected in Q28 or “Yes” was selected in Q29, go to Q30. Otherwise, go to Q31.

30. Over the next 12 months, does this business or organization plan to expand its defence and cybersecurity goods or services?  

Include increases in the volume of sales and the range of products or services offered.

• Yes
• No
• Don’t know

Flow condition: If “No” was selected in Q28 or “No” was selected in Q29, go to Q31. Otherwise, go to Q32.

31. Over the next 12 months, does this business or organization plan to sell or provide defence or cybersecurity goods or services? 

• Yes
• No
• Don’t know

Flow condition: If “Yes” was selected in Q28 or “Yes” was selected in Q29 or “Yes” was selected in Q31, go to Q32. Otherwise, go to Q33.

32. Over the next 12 months, does this business or organization plan to take any of the following actions related to government procurement in defence or cybersecurity? 

Select all that apply.

• Fulfill a previously awarded government contract
• Submit a proposal or bid on a government contract
• Supply defence or cybersecurity goods or services to other businesses which have government contracts for defence or cybersecurity goods 
  OR
• None of the above
  OR
• Don't know 

Artificial intelligence

33. Over the last 12 months, did this business or organization use artificial intelligence (AI) in producing goods or delivering services?

e.g., machine learning, virtual agents, voice recognition

• Yes
  • What type of AI applications did this business or organization use in producing goods or delivering services?
    Select all that apply.
    • Machine learning
    • Natural language processing
    • Virtual agents or chat bots
    • Speech or voice recognition using AI
    • Recommendation systems based on AI
    • Large language models
    • Text analytics using AI
    • Data analytics using AI
    • Neural networks
    • Augmented reality
    • Decision making systems based on AI
    • Deep learning
    • Image or pattern recognition
    • Machine or computer vision
    • Robotics process automation
    • Biometrics
    • Marketing automation using AI
    • Other type
      • Specify other type:    
      OR
    • Don’t know
• No
• Don’t know

Flow condition: If “Yes” was selected in Q33, go to Q34. Otherwise, go to Q35.

34. Has the use of AI led this business or organization to make any of the following changes?

Select all that apply.

• Train existing employees
• Train existing executives
• Hire employees with AI-related skills
• Use external consultants or vendors
  OR
• None of the above
  OR
• Don't know 

35. Are any of the following a barrier that limits this business’ or organization’s use of AI?

Select all that apply.

• Cost
• Lack of skilled workers
• Data limitations
• Cybersecurity or privacy concerns
• Uncertainty about benefits
• Regulatory concerns
  OR
• Not relevant to this business or organization
  OR
• None of the above
  OR
• Don’t know

Liquidity

36. Does this business or organization have the cash or liquid assets required to operate for the next three months? 

• Yes
• No
  • Will this business or organization be able to acquire the cash or liquid assets required?
    • Yes
    • No 
    • Don’t know 
• Don’t know

Debt

37. Over the next three months, does this business or organization plan to apply to a financial institution for a new line of credit, a new term loan, a new non-residential mortgage or refinancing of an existing non-residential mortgage?

Include commercial mortgages.
Exclude residential mortgages.

• Yes
  • What are the intended uses of this funding?
    Select all that apply.
    • Refinancing of existing debt
    • Non-residential investments 
      e.g., machinery, equipment, R&D
    • Current expenditure
    • Business expansion
    • Financing the acquisition of another business
    • Other use
      • Specify other use:    
      OR
    • Don’t know
• No
  • Does this business or organization have the ability to take on more debt?
    Answer based on this business’ or organization’s ability, even if there are no plans to take on more debt.
    • Yes
    • No
      • For which of the following reasons is this business or organization unable to take on more debt?
        Select all that apply.
        • Cash flow
        • Lack of confidence or uncertainty in future sales
        • Request would be turned down
        • Too difficult or time consuming to apply
        • Interest rates are unfavourable
        • Payment terms are unfavourable
        • Credit rating
        • Other reason
          • Specify other reason: 
          OR
        • Not applicable
          OR
        • Don’t know
    • Don’t know
• Don’t know

Future outlook

38. Over the next 12 months, what is the future outlook for this business or organization? 

• Very optimistic
• Somewhat optimistic
• Somewhat pessimistic
• Very pessimistic
• Don’t know

Flow condition: If “Private sector business” was selected in Q1, go to Q39. Otherwise, go to “Contact Person”.

Ownership

(i) The groups identified within the following questions are included in order to gain a better understanding of businesses owned by members of various communities across Canada.

39.  What percentage of this business or organization is owned by each of the following groups?

Provide your best estimate rounded to the nearest percentage.
If the business or organization is not owned by anyone that falls under that group, please enter “0”.

a. What percentage of this business or organization is owned by women?
Percentage owned by women:
OR
Prefer not to say
OR
Don’t know

b. What percentage of this business or organization is owned by First Nations, Métis or Inuit peoples?
Percentage owned by First Nations, Métis or Inuit peoples:
OR
Prefer not to say
OR
Don’t know

c. What percentage of this business or organization is owned by immigrants to Canada?
Percentage owned by immigrants to Canada:
OR
Prefer not to say
OR
Don’t know

d. What percentage of this business or organization is owned by persons with a disability?
Include visible and non-visible disabilities.
Percentage owned by persons with a disability:
OR
Prefer not to say
OR
Don’t know

e. What percentage of this business or organization is owned by Two-Spirited, lesbian, gay, bisexual, transgender, or queer (2SLGBTQ+) people?
Percentage owned by 2SLGBTQ+ people:
OR
Prefer not to say
OR
Don’t know

f. What percentage of this business or organization is owned by members of visible minorities?
A member of a visible minority in Canada may be defined as someone (other than an Indigenous person) who is non-white in colour or race, regardless of place of birth.
Percentage owned by members of visible minorities:
OR
Prefer not to say
OR
Don’t know

Flow condition: If more than 50% of this business or organization is owned by members of visible minorities, go to Q40. Otherwise, go to “Contact person”.

40. It was indicated that at least 51 % of this business or organization is owned by members of visible minorities. Please select the categories that describe the owner or owners.

Select all that apply.

• South Asian
  e.g., East Indian, Pakistani, Sri Lankan
• Chinese
• Black
• Filipino
• Latin American
• Arab
• Southeast Asian
  e.g., Vietnamese, Cambodian, Laotian, Thai
• West Asian
  e.g., Afghan, Iranian
• Korean
• Japanese
• Other group
  • Specify other group:
  OR
• Prefer not to say

Canada’s story is evolving—and Greater Montréal plays a pivotal role in shaping Quebec’s economic, demographic, and innovative future. As the province’s largest metropolitan region, Montréal sits at the intersection of population change, economic transformation, and global connectivity. Data help tell a richer story about how the region is evolving—and how it continues to influence Quebec’s place in Canada and beyond.

Join Statistics Canada, in partnership with HEC Montréal and the Association des économistes québécois(ASDEQ), for an in-person Data Stories event in Montréal. This session will explore how data illuminate Greater Montréal’s role as a key driver of provincial growth, while situating the region within broader Quebec, Canadian, and North American trends.

Led by the Chief Statistician of Canada, the presentation will highlight how Statistics Canada’s insights support informed discussions, sectoral decision making, and policy development. Using recent data, the session will explore themes such as population change, labour markets, key economic sectors, innovation—including artificial intelligence—and trade, with a particular focus on how Greater Montréal’s strengths and challenges shape outcomes across Quebec.

The presentation will be followed by a moderated panel discussion and a question and answer period, offering participants the opportunity to engage directly with experts.

We hope you'll join us for this timely and data driven discussion.

Event details

Participation format: In person only

When: Thursday, June 4, 2026, 1:00 p.m. to 3:30 p.m. (Eastern Time)

Where: HEC Montréal, Room A.335 – Rachelle et Alain-Paris Amphitheatre, Level 3, Hélène Desmarais Building - 501 De La Gauchetière Street West, Montréal, QC H2Z 1Z5 (In person only)

Contact: statcan.statcanevents-evenementsstatcan.statcan@statcan.gc.ca

Registration

Fees

• Free

Register here

Cancellation policy

If you are registered and your plans have changed and you can no longer attend, please cancel your registration.

Event program

Presenter and Panellist

André Loranger, Chief Statistician of Canada, Statistics Canada

Host

To be announced

Moderator

To be announced

The list of panellists will be posted in the coming weeks. Bookmark this page and check back frequently!

Information for participants

Interpretation

Simultaneous interpretation (English, French) will be available during the event.

Introduction

The Modernizing Housing Data Initiative—a collaboration between Housing, Infrastructure and Communities Canada; Canada Mortgage and Housing Corporation; and Statistics Canada—aims to generate timely and granular data that will inform housing policy and program development. Statistics Canada is expanding the Canadian Housing Statistics Program (CHSP) to produce annual data on dwellings at the municipal level. These data provide new information on housing stock, improving the understanding of Canada’s housing market.

Methodology

The derivation aims to produce a complete and accurate estimate of the number of private dwellings in Canada. It is the product of several reconciled administrative data sources: provincial and territorial property data from land registries and assessment rolls, and residential building data available in Statistics Canada’s Statistical Building Register (SBgR). The number of dwellings is estimated for each residential property covered by the CHSP.

The initial process involved data standardization and harmonization to consolidate any differences in concepts and data between the datasets in preparation for linkage. Multiple linkage methods were used, including deterministic geospatial location-based and probabilistic address-based linkages. Subsequently, a post-match resolution process was implemented to ensure that only high-quality property and building unit links were retained.

A final estimate was produced by reconciling inputs from the various sources and represents the total number of private residential dwellings at the property level.

Quality evaluation

Consultations were held with each of the data providers to ensure reference points were harmonized, with an emphasis on harmonizing the time period associated with dwelling attributes across the jurisdictions.

The content of the input data, including property characteristics, was then compared across vintages to ensure coherency over time.

Subsequently, steps were taken to consolidate and standardize variables originating from the various data sources to achieve the best match between records. Vintages of the administrative data sources were chosen to best reflect the target vintage date of the dwelling stock.

Linkage results were reviewed to ensure that the methods used were largely correct and appropriate.

The following is a selection of the data evaluations that were performed.

Table 1 Linkage rates of Canadian Housing Statistics Program residential properties to the Statistical Building Register, by province, census metropolitan area (CMA) and census agglomeration (CA), reference years 2023 and 2024

Province	Area	2023	2024
		percentage
Newfoundland and Labrador	Overall	87	87
	CMA/CA	97	97
	Outside CMA/CA	75	76
Nova Scotia	Overall	98	97
	CMA/CA	99	98
	Outside CMA/CA	96	95
New Brunswick	Overall	92	92
	CMA/CA	95	95
	Outside CMA/CA	88	88
Ontario	Overall	98	97
	CMA/CA	99	99
	Outside CMA/CA	88	88
Manitoba	Overall	87	88
	CMA/CA	97	97
	Outside CMA/CA	65	69
British Columbia	Overall	97	96
	CMA/CA	98	98
	Outside CMA/CA	86	85
Note: CMA/CA refers to census metropolitan area or census agglomeration.

Table 1 presents linkage rates between residential properties from the CHSP and building units from the SBgR. The results show that the linkage rates are generally high and mostly stable across the two reference years. Rates are higher in census metropolitan areas (CMAs) and census agglomerations (CAs), compared with outside CMAs and CAs. These differences result from the higher presence of non-civic addresses, incomplete civic addresses and misaligned input data across the data sources in areas outside CMAs and CAs. This is demonstrated when examining the change in the linkage rate in rural Manitoba, where an improvement in the quality of civic addresses was the main contributor to greater linkage success. Additionally, differences in coverage of the input data, especially for newly constructed dwellings, also explain a portion of unlinked records.

For linked records, the alignment between dwelling count information from property assessment authorities and the SBgR is consistent and stable across time, as presented in Table 2. The results show that the alignment rate was slightly higher in 2024 compared with 2023, because of coverage improvements for residential building units among SBgR. Conversely, the alignment rate in British Columbia was slightly lower than that in other provinces, mainly because of challenges capturing secondary suites across urban communities.

For situations where linked records have differing dwelling counts across the two data sources, the higher dwelling count is taken to account primarily for the presence of secondary suites. When there is no link to the SBgR, the dwelling is derived from the property assessment source.

Table 2 Alignment rate of dwelling counts between property assessment authorities and the Statistical Building Register, by province, 2023 and 2024

Province	2023	2024
	percentage
Newfoundland and Labrador	92	92
Nova Scotia	93	94
New Brunswick	94	95
Ontario	94	95
Manitoba	97	98
British Columbia	87	89

Limitations

The CHSP database reflects the current content of the external data provider’s registry of residential properties as of the date of extraction, which varies by province and territory. In Newfoundland and Labrador, coverage is limited to a portion of the province. As a result, the total number of residential dwellings is not available at the provincial level.

Introduction

The Canadian Housing Statistics Program (CHSP) aims to provide detailed insights on residential properties in Canada, their owners, and the number of dwellings associated with these properties. However, certain estimates are subject to limitations or may not be available for some jurisdictions or variable types because of differences in data sources, regional coverage and processing steps.

The purpose of this document is to help the reader interpret and use data from the CHSP. It outlines key data quality considerations and specific limitations affecting the availability and comparability of estimates across some domains.

To consult changes that are specific to a given reference year, please refer to the Summary of changes - Surveys and statistical programs - Canadian Housing Statistics Program (CHSP).

Data processing

• Random rounding is applied to all raw counts to protect the confidentiality of owners in the totals. Totals and subtotals may not equal the sum of components.
• Percentages are calculated from rounded counts.
• Averages and medians are calculated using only non-missing, non-null, and values greater than zero for the variables of interest (for example, assessment value, total living area and total income).
• Assessment value per square foot refers to the assessment value of a property divided by its total living area.
• Some property or owner characteristics are in the "unspecified" category either because the corresponding information was not received from the data provider or because there is no identifiable link connecting the property to the owner information. Therefore, users must take this limitation into account when interpreting the data.
• Previous reference period estimates are subject to revision.
• Each year, geocoding is updated based on the best available location information, which may result in slight variations in the counts of census subdivisions from one year to the next.

Universe of property tables

The tables 46-10-0093, 46-10-0094 and 46-10-0095 are restricted to residential properties in Canada. The geographic location of a property is determined by its physical address. Mixed-use properties (e.g., residential and commercial) are included, but the property characteristics reported in the tables reflect only the residential portion of mixed-use properties. The universe covers residential properties across Canada. However, it does not cover residential properties located on reserves or collective dwellings. It also excludes commercial, industrial, and institutional properties.

Universe of owner tables

The tables 46-10-0030 and 46-10-0069 include all residential property owners at the provincial level. However, table 46-10-0030 also provides data on buyers, who are property owners who acquired a property, either on or off the market, between January 1 and December 31 of the previous reference year.

The tables 46-10-0096, 46-10-0097 and 46-10-0098 are restricted to resident owners who are persons occupying their residential property. An owner's geographic location is determined by the location of the occupied property.

In the case of Nunavut, where information on owner-occupied properties is unavailable, the universe includes all resident owners who are persons without restrictions on owner-occupancy. For owners with multiple properties, the geographic location and property characteristics are based on the residential property with the highest assessment value.

Universe of buyer table

The table 46-10-0099 is restricted to resident buyers who are persons who filed their T1 tax return form in the previous year and purchased a property in a market sale.

Universe of the private dwelling table

Table 46-10-0101 covers all residential properties in the CHSP that contain at least one private dwelling. It also includes all private dwellings associated with these properties. Information on assessment values is reported at the property level.

Data availability and limitations

Newfoundland and Labrador

• Estimates are not available at the provincial level and for the category "outside of census metropolitan areas (CMAs) and census agglomerations (CAs)."
• Estimates by property type are available only for the census subdivision of St. John's.

Prince Edward Island

• Estimates of total living area and assessment value per square foot are not available.

New Brunswick

• Estimates of total living area and assessment value per square foot for condominium apartments are not available.
• The "total, all property types" category excludes condominium apartments; therefore, users should consider this limitation when interpreting estimates of total living area and assessment value per square foot for this group.

Manitoba

• Estimates by property use of residential property are suppressed in many areas due to lower linkage quality.
• The estimate of the number of owner-occupied residential property is underestimated due to the quality of the linkage.

Saskatchewan

• Provincial estimates exclude the census subdivision of Prince Albert.
• Owner-related variables are not available because of missing owners' information.

Alberta

• Estimates by property use and residency status of residential property are suppressed due to low data quality.
• The number of resident owners who are persons occupying a residential property, which represent the universe of the owner tables, is underestimated due to the low linkage quality. Therefore, the number of owners should be interpreted with caution.

Yukon

• Estimates by property use and residency status of residential property are available only for the census subdivision (CSD) of Whitehorse.
• The number of resident owners who are persons occupying a residential property, which represent the universe of the owner tables, is underestimated due to the low linkage quality outside the CSD of Whitehorse. Therefore, the number of owners outside this CSD should be interpreted with caution.

Northwest Territories

• Data are available only for the CA of Yellowknife.
• Estimates by property type and period of construction are not available.
• Estimates of total living area and assessment value per square foot are not available.

Nunavut

• Estimates by property type, period of construction and property use are not available.
• Estimates of total living area and assessment value per square foot are not available.

Variable-specific limitations

Property use of residential property

• The property use indicator is suppressed outside CMAs and CAs due to low linkage quality. It may also be removed in certain regions where its reliability has been deemed insufficient.
• For the most recent period of construction, the property use indicator is less precise. Consequently, these estimates should be used with caution.

Owner-occupancy

• The quality of the linkage is unreliable outside CMAs and CAs, leading to an underestimation of the number of resident owners who are persons occupying a residential property, which represents the universe of the owner tables (except for Nunavut). Therefore, Census Subdivisions (CSDs) located outside CMAs and CAs are not included in the owner tables. Although aggregate estimates for the category "outside of census metropolitan areas (CMAs) and census agglomerations (CAs)" are still provided, the number of owners in this category should be interpreted with caution.

Assessment value

• Because provinces and territories have varying assessment periods and assessment roll durations from one region to another, it is not possible to make precise comparisons between the assessment values of properties located in different provinces or territories. To obtain the reference years for property assessment values, please refer to the document linked on the CHSP web page: Reference years of the property stock and assessment values, by province and territory.

Number of residential properties owned

• The number of properties owned by the property owner is limited to residential properties that are within a given province.

Sale Price

• Estimates of property sale prices are limited to transactions conducted on the market and are available only for residents.

Number of Buyers

• Estimates of the number of buyers are restricted to residents only.

Footnotes

Footnote 1

User guide for data processing, quality and limitations - 2023

Public and private school data as well as home-schooling data are collected on separate templates, spanning years 2020/2021 to 2024/2025.

Reporting period:

• From: 2026-04-17
• To: 2026-06-12

1. Expenditures (Public)

1.1 School boards and districts

Educator remuneration:

• row 1 Salaries/wages and allowances
• row 2 Fringe benefits (except employer contributions to pension plans)

Educator pension plans:

• row 3 Employer contributions to Canada and Quebec pension plans
• row 4 Contributions to other pension plans
• row 5 Periodic contributions to rectify actuarial deficiencies

Other operating expenditures:

• row 6 Other operating expenditures
• row 7 Total: operating expenses (rows 1 to 6)

Capital expenditures:

• row 8 Capital expenditures
• row 9 Interest on debt services
• row 10 Total: capital expenditures (rows 8 and 9)
• row 11 Total expenditures: school boards and districts (rows 7 and 10)

1.2 Ministry of Education

Educator remuneration:

• row 12 Salaries/wages and allowances
• row 13 Fringe benefits (except employer contributions to pension plan)

Educator pension plans:

• row 14 Employer contributions to Canada and Quebec pension plans
• row 15 Contributions to other pension plans
• row 16 Periodic contributions to rectify actuarial deficiencies

Other operating expenditures:

• row 17 Other operating expenditures
• row 18 General administration
• row 19 Total: operating expenses (rows 12 to 18)

Capital expenditures

• row 20 Capital annual expenditures
• row 21 Interest on debt services
• row 22 Total: capital expenditures (rows 20 and 21)
• row 23 Total expenditures: Ministry of Education (rows 19 and 22)

1.3 Other provincial/territorial departments or agencies

Educator remuneration:

• row 24 Salaries/wages and allowances
• row 25 Fringe benefits (except employer contributions to pension plans)

Educator pension plans:

• row 26 Employer contributions to Canada and Quebec pension plans
• row 27 Contributions to other pension plans
• row 28 Periodic contributions to rectify actuarial deficiencies

Other operating expenditures:

• row 29 Other operating expenditures
• row 30 Total: operating expenses (rows 24 to 29)

Capital expenditures:

• row 31 Capital expenditures
• row 32 Interest on debt services
• row 33 Total: capital expenditures (rows 31 and 32)
• row 34 Total expenditures: other provincial/territorial departments and agencies (rows 30 and 33)
• row 35 Total Education Expenditures (rows 11, 23 and 34)

2A. Number of students, by type of program, grade and sex

2A.1 Regular programs for youth, Male, Female, Sex not reported and Total (Public, Private and Home-schooling)

Grade

• Junior kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

2A.2 Full-time equivalent (FTE) rate - Regular programs for youth (Public and Private)

• Junior kindergarten
• Kindergarten

2A.3 General programs for adults^{Note 1}, Male, Female, Sex not reported and Total (Public, Private and Homeschooling)

Grade

• Less than Grade 8
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

2A.4 Vocational programs^{Note 2} for youth and adults, Male, Female, Sex not reported and Total (Public and Private)

• Youth
• Adults
• Total

2B. Number of students, by type of program, age and sex

2B.1 Regular programs for youth, Male, Female, Sex not reported and Total (Public, Private and Home-schooling)

Age

• Under 3
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

2B.3 General programs for adults^{Note 1}, Male, Female, Sex not reported and Total (Public, Private and Home-Schooling)

Age

• Under 10
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

2B.4 Vocational programs^{Note 2} for youth and adults, Male, Female, Sex not reported and Total (Public and Private)

Age

• Under 10
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

3. Number of students enrolled in official languages programs, by type of program, grade and sex (Public and Private)

3.1 Regular second language programs (or core language programs)^{Note 3}, Male, Female, Sex not reported and Total

Grade

• Junior kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

3.2 French immersion programs^{Note 4}, Male, Female, Sex not reported and Total

Grade

• Junior kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

3.3 Education programs in the minority official language^{Note 5}, Male, Female, Sex not reported and Total

Grade

• Junior kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

4. Number of students enrolled in Indigenous language programs, by type of program and grade (Public)

4.1 Indigenous language as a subject (Indigenous second language program or core Indigenous)^{Note 6}

Grade

• Junior kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

4.2 Indigenous language immersion programs (Indigenous first language programs)^{Note 7}

Grade

• Junior kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

5A. Number of students who self-identify as Indigenous, by type of program, Indigenous group, grade and sex (Public)

5A.1 Regular programs for youth, Male, Female, Sex not reported and Total

Indigenous group: Total, First Nations, Métis, Inuit, and Indigenous, group not reported

Grade

• Junior kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

5A.3 General programs for adults^{Footnote 1}, Male, Female, Sex not reported and Total

Indigenous group: Total, First Nations, Métis, Inuit, and Indigenous, group not reported

Grade

• Less than Grade 8
• 8
• 9
• 10
• 11
• 12
• Not reported
• Total

5A.4 Vocational programs ^{Note 2} for youth and adults, Male, Female, Sex not reported and Total

Indigenous group: Total, First Nations, Métis, Inuit, and Indigenous, group not reported

Level

• Youth
• Adults
• Total

5B. Number of students who self-identify as Indigenous, by type of program, Indigenous group, age and sex (Public)

5B.1 Regular programs for youth, Male, Female, Sex not reported and Total

Indigenous group: Total, First Nations, Métis, Inuit, and Indigenous, group not reported

Age

• Under 3
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

5B.3 General programs for adults^{Footnote 1}, Male, Female, Sex not reported and Total

Indigenous group: Total, First Nations, Métis, Inuit, and Indigenous, group not reported

Age

• Under 10
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

5B.4 Vocational programs^{Footnote 2} for youth and adults, Male, Female, Sex not reported and Total

Indigenous group: Total, First Nations, Métis, Inuit, and Indigenous, group not reported

Age

• Under 10
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

6. Number of graduates^{Note 8}, by type of program, age and sex (Public and Private)

6.1 Regular programs for youth, Male, Female, Sex not reported and Total

Age

• Under 10
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

6.2 General programs for adults^{Note 9}, Male, Female, Sex not reported and Total

Age

• Under 10
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

6.3a Vocational programs^{Note 10} for youth, Male, Female, Sex not reported and Total

Age

• Under 10
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

6.3b Vocational programs^{Note 10} for adults, Male, Female, Sex not reported and Total

Age

• Under 10
• 10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 18
• 19
• 20
• 21
• 22
• 23
• 24
• 25
• 26
• 27
• 28
• 29
• 30 to 34
• 35 to 39
• 40 and over
• Not reported
• Total

7. Number of educators (Public and Private)

7.1 Number of full-time and part-time educators^{Note 11} (headcounts), Male, Female, Sex not reported and Total

Age group, Full-time educators

• Less than 25
• 25 to 29
• 30 to 34
• 35 to 39
• 40 to 44
• 45 to 49
• 50 to 54
• 55 to 59
• 60 to 64
• 65 and over
• Not reported
• Sub-Total

Age group, Part-time educators

• Less than 25
• 25 to 29
• 30 to 34
• 35 to 39
• 40 to 44
• 45 to 49
• 50 to 54
• 55 to 59
• 60 to 64
• 65 and over
• Not reported
• Sub-Total
• Total

7.2 Number of full-time equivalent (FTE) educators^{Note 11}, Male, Female, Sex not reported and Total

Category

• Teachers
• School administrators
• Pedagogical support
• Total

• History and background
• Changes in data collection
• General definitions
• The tables explained: ESES financial data
• The tables explained: ESES public, private and home-schooling data
  • Public school enrolment
  • Private school enrolment
  • Home-schooling enrolment
  • Public and private schools, enrolments in official languages programs
  • Public schools, enrolments in Indigenous language programs
  • Public schools, number of students who self-identify as Indigenous
  • Public and private schools, number of secondary school graduates
  • Public and private schools, number of educators

Data Collection: 2020/2021 to 2024/2025

History and background

The Elementary–Secondary Education Survey (ESES) began in 2003 as a Statistics Canada pilot project known as the Elementary–Secondary Education Statistics Project (ESESP). The ESESP survey content originated from three tables that were originally part of a survey sent out each year to all provinces and territories by the British Columbia Ministry of Education. Following formal consultation with all provinces, territories and data users, Statistics Canada introduced seven new tables to collect additional data. The project's goals were to collect expenditures data for elementary and secondary public schools, and to replace several surveys that were collecting data on enrolments, graduates, and educators: the Elementary/Secondary School Enrolment Survey; the Secondary School Graduate Survey; and the Elementary–Secondary Education Staff Survey. Although the ESESP collected expenditure data, the Survey of Uniform Financial System – School Boards survey (SUFSB, record number 3119) remained active.

In January 2010, the ESESP was renamed the Elementary–Secondary Education Survey to symbolize the change from a pilot project to a Statistics Canada ongoing core survey. The main objectives of the collection tool remained: to produce relevant, comparable and timely statistics, and to reduce the respondent burden on educational organizations and school principals.

Statistics Canada maintains a close relationship with the Canadian Education Statistics Council (CESC), particularly its Strategic Management Committee (SMC), and seeks its ongoing advice and guidance on the survey. The CESC is a partnership between the Council of Ministers of Education, Canada (CMEC) and Statistics Canada. It was established in 1989 to improve the quality and comparability of Canadian education data and to provide information that can inform policy development in education. The CESC also produces two sets of education indicators, Education Indicators in Canada: Report of the Pan-Canadian Education Indicators Program (Statistics Canada catalogue number 81-582-X) and Education Indicators in Canada: An International Perspective (catalogue number 81-604-X), for policy makers, practitioners, and the public to monitor the performance of education systems, across jurisdictions and over time.

Changes in data collection

The ESES is an annual survey of administrative data that focuses primarily on public schools. It collects aggregate data from the provincial/territorial ministries or departments of education. Information on enrolments and graduates is reported by type of program and by age and sex, and enrolments are also reported by grade and sex. In addition, the ESES collects information pertaining to full- and part-time educators.

Private school data collection: In the summer of 2010, Statistics Canada conducted a jurisdictional review and was able to ascertain that data for enrolments by grade and by age, enrolments in official languages programs, and counts of graduates and educators could also be provided for private schools. Therefore, in January 2011, Statistics Canada began collecting private school data (2009/2010 reference period).

Home-schooling data collection: In the summer of 2011, Statistics Canada conducted another jurisdictional review and was able to ascertain that data for enrolments by grade and by age could also be provided for home-schooling. Therefore, in January 2012, Statistics Canada began collecting home-schooling data (2010/2011 reference period).

General definitions

In order to obtain consistent counts of students, graduates, educators, and expenditures across provinces and territories, it is important that respondents use common definitions.

Ministry/Department of Education: There is no federal department of education and no integrated national system of education in Canada. Ministries or departments of education in Canada's 10 provinces and 3 territories are responsible for the organization, delivery and assessment of education at the elementary and secondary levels.

School boards/districts: Local governance of education is usually entrusted to school boards, school districts, school divisions or district education councils/authorities (the terminology used varies by province/territory). The power delegated to these local authorities, whose members are typically appointed or elected by public ballot, is at the discretion of the provincial and territorial governments and generally consists of the operation and administration (including financial) of the group of schools within their board, district or division, curriculum implementation, responsibility for personnel, enrolment of students, and initiation of proposals for new construction or other major capital expenditures.

The tables explained: ESES financial data

Table 1, Expenditures: The information in the expenditures table (tab 1PubExpenditures) is collected primarily for use by the finance section at the Centre for Education Statistics, where the data form an input into the consolidated revenue and expenditure figures for public elementary–secondary education. The ESES financial data are compared with and validated against other sources of financial data such as provincial/territorial public accounts and school board financial statements.

School board/district expenditures: Include all expenditures (operating and capital) paid directly by district school boards.

Ministry/Department of Education expenditures: Include all expenditures (operating and capital) paid on behalf of district school boards by Ministries/Departments of Education or any other entities responsible for education.

Other provincial/territorial government or agency expenditures: Include all expenditures (operating and capital) incurred by other provincial/territorial departments or agencies such as Ministry of Finance, Ministry of Transport, etc. Do not include expenses paid on behalf of school districts by Ministries of Education.

Expenditures should be reported by fiscal year.

Include expenditures for programs in elementary and secondary public schools.

Do not include the following expenditures:

• federal expenditures (e.g., schools operated by Indigenous Services Canada or National Defence, or federal programs such as Canadian Heritage official languages programs, Employment and Social Development Canada programs, Global Affairs Canada programs, and social [health and welfare] programs);
• those for private schools;
• those related to programs at the postsecondary level;
• intra-sectoral transactions;
• principal portion of debt repayments or bank loans;
• recoveries of expenditures from specified purpose;
• provision for vacation pay and similar employee benefit;
• provision for bad debts and any other provisions;
• reserves and other suspense accounts;
• deficits and write-off to losses;
• depreciation on capital expenditures (amortization charges);
• debenture discount;
• taxes remitted to other government sub-sectors (e.g., municipal taxes).

1.1 School boards and districts

Educator remuneration:

Row 1: Salaries, wages and allowances
Salaries and wages are the remuneration to educators for services rendered. Include teachers, school administrators, such as principals and vice-principals; and other professional non-teaching staff, such as guidance counselors and librarians as well as pedagogical support personnel.

Allowances are payments made in addition to salaries/wages to compensate for isolation, additional administrative duties or other responsibilities and other similar costs. Include sick leave payments, maternity leave, and other approved leave. Do not include ad hoc allowances for travel and accommodation (include in "Row 6: Other operating expenditures") and payments of superannuation or pension premiums on behalf of the educator.

Row 2: Fringe benefits – except employer contributions to the Canada and Quebec pension plans
Includes payment on behalf of the educator for Employment Insurance premiums, life insurance plans, health, dental and drug plans, vision care plans, workers' compensation plans, disability insurance plans, termination and early retirement gratuities, private use of institution's goods and services, employee discounts, professional fees related to professional development, payments to government work safety agencies, purchase and maintenance of clothing, moving fees, employee counseling services, union duties leave, annuity funds, paid recognition for years of service, paid holidays, trips, jury duty pay, employee parking lot fees, and board-sponsored recreation or paid memberships.

Educator pension plans:

Row 3: Employer contributions to Canada and Quebec pension plans
Includes all employer contributions to the Canada and Quebec pension plans.

Row 4: Contributions to other pension plans
Includes contributions to any other types of pension plans.

Row 5: Periodic contributions to rectify actuarial deficiencies
Adjustments made during the current year to ensure that the funds required are available, which are actuarial liability adjustments made to current service payments to reduce or eliminate the debt.

Other operating expenditures:

Row 6: Other operating expenditures
Include salary and non-salary costs related to business administration, instruction, educational services, food services, school facilities services, school transportation and any other expenditure related to the provision of services in the public school system. Do not include interest on debt services.

Row 7: Total operating expenditures
The sum of rows 1 to 6.

Capital expenditures:

Row 8: Capital expenditures
Include acquisitions of physical assets of a fixed or permanent nature with a useful life of more than one operating year. Include expenditures of an annual or cyclical nature for capital-lease and leasehold improvement (e.g., major repairs and upgrades to school and board buildings, new school and board furniture equipment and vehicles). Do not include expenditures for non-major repairs and maintenance designated as "plant operation" under "Row 6: Other operating expenditures".

Note that all capital expenditures must be reported with the historical cost in the year of the initial expenditure. If the capital expenditures are "amortized" during their useful life, they should be converted to the historical cost and reported to the year of the initial cost in order to insure the comparability of data between provinces and territories.

Row 9: Interest on debt services
Include the interest on loans and advances, bonds, debentures and mortgages, other debt charges such as bank service charges and other charges pertaining to the servicing of the public debt.

Row 10: Total capital expenditures
The sum of rows 8 and 9.

Row 11: Total expenditures - School boards and districts
The sum of rows 7 and 10.

1.2 Ministry of Education

Educator remuneration:

Row 12: Salaries/Wages and allowances
As defined under school district expenditures (see row 1).

Row 13: Fringe benefits – except employer contributions to pension plans
As defined under school district expenditures (see row 2).

Educator pension plans:

Row 14: Employer contributions to pension plans
As defined under school district expenditures (see row 3).

Row 15: Contributions to other pension plans
As defined under school district expenditures (see row 4).

Row 16: Periodic contributions to rectify actuarial deficiencies
As defined under school district expenditures (see row 5).

Other operating expenditures:

Row 17: Other operating expenditures
Include only Ministry/Department of Education expenses relating to direct financial support of school boards; e.g., milk programs or textbooks, or library, guidance and audio–visual expenses. Do not include any grants or contributions to schools boards or districts.

Row 18: General administration
Include only administration expenses directly incurred by the Ministry/Department of Education; e.g., expenses for the Minister's office, including his/her salary, human resources, administrative support and financial services. If any of these administration expenses are grouped together with those for postsecondary education, please indicate only those applicable to elementary and secondary education.

Row 19: Total operating expenditures
The sum of rows 12 to 18.

Capital expenditures:

Row 20: Capital expenditures
Include only Ministry/Department of Education capital expenditures relating to direct financial support of school boards. Do not include any grants or contributions to schools boards or schools districts.

Row 21: Interest on debt services
Include the interest on loans and advances, bonds, debentures and mortgages. Also include other debt charges such as bank service charges and other charges pertaining to the servicing of the public debt.

Row 22: Total capital expenditures
The sum of rows 20 and 21.

Row 23: Total expenditures – Ministry/Department of Education
The sum of rows 19 and 22.

1.3 Other provincial/territorial departments or agencies

Educator remuneration:

Row 24: Salaries, wages and allowances
As defined under school district expenditures (see row 1).

Row 25: Fringe benefits – except employer contributions to pension plans
As defined under school district expenditures (see row 2).

Educator pension plans:

Row 26: Employer contributions to pension plans
As defined under school district expenditures (see row 3).

Row 27: Contributions to other pension plans
As defined under school district expenditures (see row 4).

Row 28: Periodic contributions to rectify actuarial deficiencies
As defined under school district expenditures (see row 5).

Other operating expenditures:

Row 29: Other operating expenditures
Include only Other provincial/territorial government or agencies expenses relating to direct financial support of school boards. For example, provision of textbooks/school book bureaus, milk programs, guidance and audio-visual expenses. Do not include any grants or contributions to schools boards or schools districts, administration expenses (see row 17). Do not include any expenses from Ministry/Department of Education.

Row 30: Total operating expenditures
The sum of rows 24 to 29.

Capital expenditures:

Row 31: Capital expenditures
Include only "Other provincial/territorial governments or agencies" capital expenditures related to direct financial support of school boards. Do not include any grants or contributions to schools boards or schools districts. Do not include any expenses from Ministry/Department of Education.

Row 32: Interest on debt services
Include the interest on loans and advances, bonds, debentures and mortgages. Also include other debt charges such as bank service charges and other charges pertaining to the servicing of the public debt.

Row 33: Total capital expenditures
The sum of rows 31 and 32.

Row 34: Total expenditures - Other provincial/territorial departments or agencies
The sum of rows 30 and 33.

Total education expenditures:

Row 35: Total education expenditures
The sum of rows 11, 23 and 34.

The tables explained: ESES public, private and home-schooling data

The ESES is an annual survey of administrative data that focuses primarily on public schools. It also collects some information pertaining to private/independent schools, as well as home-schooling.

Public schools: Public schools are publicly funded elementary and secondary schools that are operated by school boards or the province or territory. They include all regular public schools as well as provincial reformatory or custodial schools, and other schools that are recognized and funded by the province or territory.

Private/Independent schools: Parents can choose to send their children to private/independent schools, which typically offer a curriculum similar to that provided by public schools, in a similarly structured way. Private/Independent schools encompass elementary and secondary schools that are operated, managed and administered by private individuals and/or groups (e.g., a church, a trade union or a business enterprise, or a foreign or international agency) or that have a governing board that exercises powers similar to those of a board of education and consists mostly of members not selected by a public agency.

The extent to which an institution receives funding from public or private sources does not determine its classification as a public or private school. Privately managed schools may be subject to some regulation or control by public authorities, but these institutions are nevertheless classified as private, provided that they are ultimately subject to private control. Public regulation may extend to areas such as curriculum, staffing appointments, admissions policies, and other matters.

The ESES does not distinguish between government-dependent private and independent private institutions.

Home-schooling: Home-schooling is an alternative method of learning that takes place outside the public or private/independent school environment. Parents choosing home-schooling have the primary responsibility of managing, delivering and supervising their children's courses and programs of learning. Although home-schooling students may be associated with a public or private/independent school, the enrolment counts for home-schooling should be reported separately.

Public school enrolment

Table 2A and Table 2B, Number of students, by type of program, grade and sex / age and sex
(tab 2APubEnrolGradeSex and tab 2BPubEnrolAgeSex)

Public school enrolment is the number of students (headcount) enrolled in publicly funded schools operated by school boards or the province/territory in September (or as close as possible thereafter) of the school year.

Include all students in regular publicly funded schools, provincial reformatory or custodial schools, and other students recognized and funded by a province or territory. Students in a specific elementary or secondary grade should be reported in the appropriate grade. If a student is not considered to be in a specific elementary or secondary grade because the student is taking different subjects at a number of levels, or if the grade of the student is not known, report the student in the category “grade not reported”.

Include other, non-standard, enrolments such as those for students receiving educational services (if recognized by the province/territory) and for schools and/or school boards that receive funding in a unique manner. They may be non-graduates who are taking only a few courses required to complete graduation; for example, a student who is enrolled in only 25% of a "regular" course load and for whom the school or school district receives only 25% of the usual funding. Note: This category may not apply to some provinces or territories.

Do not include students enrolled in: programs or schools outside the regular system; home-schooling programs; private/independent schools; or schools that are financed by federal departments (e.g., Indigenous Services Canada or the Department of National Defence).

Table 2.1, Regular programs for youth

Report the number of students enrolled in general training programs geared toward and offered primarily to similarly-aged young people. Although the majority of enrolments in this category will likely be for school-aged children and youth, some adults may be enrolled.

Table 2.2, Full-time equivalent (FTE) rate – Regular programs for youth

The full-time equivalent (FTE) rate represents the fraction of time spent in a classroom and for which the students are funded. If the fraction is unknown, an estimate should be provided; for example, for junior kindergarten and kindergarten students taking a half-time program that is funded, the FTE enrolment would be the headcount enrolment divided by 2, which is 0.5. If a student is only taking a quarter of the usual course load and is funded on that basis, the FTE enrolment would be the headcount enrolment divided by 4, which is 0.25.

Note: For most jurisdictions, Grades 1 through 12 have an FTE of 1.0 as these grades are generally considered full time. FTEs of less than 1.0 are common for Junior kindergarten and Kindergarten.

Table 2.3, General programs for adults

Report the number of students enrolled in general programs geared toward and offered primarily to adults within the elementary–secondary system. Some students in the youth sector may be enrolled in order to follow programs of study labelled as "adult education".

Do not include students enrolled in programs offered at the postsecondary level, or by any institution other than a school board.

Table 2.4, Vocational programs for youth and adults

Vocational education is designed for students to acquire the practical skills, know-how and understanding necessary for employment in a particular occupation or trade or class of occupations or trades. Successful completion of these programs usually leads students to a relevant labour market vocational qualification recognized by the authorities in the province/territory in which it is obtained.

Vocational students must have at least 25% of their instructional time in a vocational or technical program.

Report the number of students enrolled in professional and technical training programs offered in public schools operated by school boards or the province/territory.

Do not include students enrolled in vocational programs offered at the postsecondary level, or by any institution other than a school board.

Private school enrolment

Table 2A and Table 2B, Number of students, by type of program, grade and sex / age and sex
(tab 2APrivEnrolGradeSex and tab 2BPrivEnrolAgeSex)

Private school enrolment is the number of students enrolled in private/independent schools in September (or as close as possible thereafter) of the school year.

Students in a specific elementary or secondary grade should be reported in the appropriate grade. If a student is not considered to be in a specific elementary or secondary grade because the student is taking different subjects at a number of levels, or if the grade of the student is not known, report the student in the category “grade not reported”.

Do not include students enrolled in home-schooling programs, or in schools that are financed by federal departments (e.g., Indigenous Services Canada or the Department of National Defence).

Table 2.1, Regular programs for youth

Report the number of students enrolled in general training programs geared toward and offered primarily to similarly-aged young people. Although the majority of enrolments in this category will likely be for school-aged children and youth, some adults may be enrolled.

Table 2.2, Full-time equivalent (FTE) rate – Regular programs for youth

The full-time equivalent (FTE) rate represents the fraction of time spent in a classroom and for which the students are funded. If the fraction is unknown, an estimate should be provided; for example, for junior kindergarten and kindergarten students taking a half-time program that is funded, the FTE enrolment would be the headcount enrolment divided by 2, which is 0.5. If a student is only taking a quarter of the usual course load and is funded on that basis, the FTE enrolment would be the headcount enrolment divided by 4, which is 0.25.

Note: For most jurisdictions, Grades 1 through 12 have an FTE of 1.0 as these grades are generally considered full time. FTEs of less than 1.0 are common for Junior kindergarten and Kindergarten.

Table 2.3, General programs for adults

Report the number of students enrolled in general programs geared toward and offered primarily to adults within the elementary-secondary system. Some students in the youth sector may be enrolled in order to follow programs of study labelled as "adult education".

Do not include students enrolled in programs offered at the postsecondary level.

Table 2.4, Vocational programs for youth and adults

Vocational education is designed for students to acquire the practical skills, know-how and understanding necessary for employment in a particular occupation or trade or class of occupations or trades. Successful completion of these programs usually leads students to a relevant labour market vocational qualification recognized by the authorities in the province/territory in which it is obtained.

Vocational students must have at least 25% of their instructional time in a vocational or technical program.

Report the number of students enrolled in professional and technical training programs.

Do not include students enrolled in vocational programs offered at the postsecondary level.

Home-schooling enrolment

Table 2A and Table 2B, Number of students, by type of program, grade and sex / age and sex
(tab 2AHSEnrolGradeSex and tab 2BHSEnrolAgeSex)

Home-schooling enrolment is the number of students enrolled in home-schooling in September (or as close as possible thereafter) of the school year. These counts should be reported separately to capture this alternative method of learning that takes place outside the public or private school environment.

Table 2.1, Regular programs for youth

Report the number of students enrolled in general training programs geared toward and offered primarily to similarly-aged young people. Although the majority of enrolments in this category will likely be for school-aged children and youth, some adults may be enrolled.

Public and private schools, enrolments in official languages programs

Table 3, Number of students enrolled in official languages programs, by type of program, grade and sex
(tab 3PubEnrolOffLangGradeSex and tab 3PrivEnrolOffLangGradeSex)

Table 3.1, Regular second language programs (or core language programs)

Canada outside Quebec: Enrolments in programs where French is taught to students attending English schools, as a subject in the regular course offerings. Quebec: Enrolments in programs where English is taught to students attending French schools, as a subject in the regular course offerings.

Include students enrolled in core French (programme de base de français) - A second language program offered at various grade levels, in which French is studied as a subject. This also includes the extended core program where one or more additional subjects can also be taught in the student's second official language (French outside Quebec, English in Quebec).

Also include students enrolled in intensive/extended French (programme intensif de français) - An enrichment of the core French program that involves periods of intensive study and use of French, while the regular curriculum is "compressed" into the remainder of that school year. It is important to note that the French instruction is focused only on language acquisition.

Table 3.2, French immersion programs

Enrolments in programs where French is the language of instruction for students attending English schools.

Include students enrolled in French immersion (programme d'immersion en français) - A program in which French is the language of instruction for a significant part of the school day; that is, several or all subjects are taught in French, except for English language arts. Immersion is designed for students who want to develop a proficiency in French as a second language.

Do not include enrolments in intensive/extended French programs in Table 3.2; they should be reported in Table 3.1.

Table 3.3, Education programs in the minority official language

Enrolments in programs for students from the official language minority of each province or territory (French outside Quebec, English in Quebec). These programs allow children in the official language minority to pursue their education in their language.

Public schools, enrolments in Indigenous language programs

Table 4, Number of students enrolled in Indigenous language programs, by type of program and grade
(tab 4PubEnrolAborLangGrade)

Table 4.1, Indigenous language as a subject (Indigenous second language program or core Indigenous)

Enrolments in programs or courses where an Indigenous language is taught as a subject (as a part of the regular course offerings) to Indigenous and non-Indigenous students. One or more additional subjects can also be taught in an Indigenous language but may not exceed 25% of all instruction time. Include enrolments in elective courses where an Indigenous language is taught as a subject.

Table 4.2, Indigenous language immersion programs (Indigenous first language programs)

Enrolments in programs where all classroom instruction is taught in an Indigenous language to Indigenous and non-Indigenous students.

Public schools, number of students who self-identify as Indigenous

Table 5A and Table 5B, Number of students enrolled in public schools who self-identify as Indigenous, by type of program, Indigenous group, grade and sex / age and sex (tab 5APubIndGradeSex and tab 5BPubIndAgeSex).

Report the number of students enrolled in public schools who self-identify as belonging to one of the three Indigenous groups recognized by the Canadian Constitution: First Nations (North American Indian), Métis, and Inuit (Inuk). First Nations (North American Indian) includes both Status and Non-Status Indians.

If a student’s Indigenous group appears to have changed from one school year to the next, record the enrolment in the most recent Indigenous group reported.

When more than one Indigenous group has been reported, the student should be counted in each appropriate group; however, the student must be counted only once in the totals.

Note: All students included in tabs 5A and 5B should be enrolled in off-reserve public schools (i.e., these students should already have been reported in the public school enrolments on tabs 2A and 2B).

Table 5.1, Regular programs for youth

Report the number of students who self-identify as Indigenous and are enrolled in general training programs geared toward and offered primarily to similarly-aged young people. Although the majority of enrolments in this category will likely be for school-aged children and youth, some adults may be enrolled.

Table 5.3, General programs for adults

Report the number of students who self-identify as Indigenous and are enrolled in general programs geared toward and offered primarily to adults within the elementary–secondary system. Some students in the youth sector may be enrolled in order to follow programs of study labelled as “adult education”.

Do not include students enrolled in programs offered at the postsecondary level, or by any institution other than a school board.

Table 5.4, Vocational programs for youth and adults

Vocational education is designed for students to acquire the practical skills, know-how and understanding necessary for employment in a particular occupation or trade or class of occupations or trades. Successful completion of these programs usually leads students to a relevant labour market vocational qualification recognized by the authorities in the province/territory in which it is obtained.

Vocational students must have at least 25% of their instructional time in a vocational or technical program.

Report the number of students who self-identify as Indigenous and are enrolled in professional and technical training programs offered in public schools operated by school boards or the province/territory.

Do not include students enrolled in vocational programs offered at the postsecondary level, or by any institution other than a school board.

Public and private schools, number of secondary school graduates

Table 6, Number of graduates, by type of program, age and sex
(tab 6PubGradAgeSex and tab 6PrivGradAgeSex)

Graduates represent first-time graduates only. Count late graduates but do not count the same graduate twice.

Table 6.1, Regular programs for youth

Include first-time graduates from general programs geared toward and offered primarily to similarly-aged young people. Although the majority of these graduates will likely be typically school-aged youth, some adults may graduate from these programs.

Table 6.2, General programs for adults

Include first-time graduates from general programs geared toward and offered primarily to adult learners within the elementary–secondary school system. This may include some graduates from the youth sector who have pursued programs of study labelled as "adult education", as well as older graduates.

Do not include any graduates of programs offered at the postsecondary level or by any institution other than a school board.

Tables 6.3a & 6.3b, Vocational programs for youth and adults

Include first-time graduates from professional and technical training programs.

Do not include any graduates of vocational programs offered at the postsecondary level or by any institution other than a school board.

Public and private schools, number of educators

Table 7, Number of educators
(tab 7PubEducAgeSex and tab 7PrivEducAgeSex)

Two different counts are captured for educators:

• the number of full-time and part-time educators (headcounts), by age group and sex (Table 7.1); and
• the number of full-time equivalent (FTE) educators, by category and sex (Table 7.2).

In both cases, report the number of educators on September 30 (or as close as possible thereafter) of the school year. Educators is a broad category that comprises teachers, school administrators, and pedagogical support.

• Teachers are personnel who provide direct instruction to students, either in a group or on a one-on-one basis. Include:
  • classroom teachers, special education teachers, and other specialists such as music or physical education teachers;
  • other teachers who work with a group, or groups, of students in a classroom, in small groups in a resource room, or one-on-one inside or outside a regular classroom;
  • chairpersons of departments or other administrators/managers who spend the majority of their time teaching; and
  • personnel temporarily not at work (e.g., for reasons of illness or injury, maternity or parental leave, holiday or vacation)

Do not include substitute or supply teachers and unpaid instructional personnel such as student teachers.

• School administrators are personnel who are responsible for the organization, administration and management of the school. Include principals, vice-principals, and other management staff with similar responsibilities who do not spend the majority of their time teaching. Do not include those who are in higher level management or receptionists, secretaries, clerks and other staff who support the administrative activities of the school.
• Pedagogical support includes professional non-teaching personnel who provide services to students to support their educational programs. Include, for example, educational assistants, paid teacher's aides, guidance counselors and librarians. Do not include those in health and social support roles who are not educators (e.g., school nurses, school psychologists).

Table 7.1, Number of full-time and part-time educators (headcounts), by age group and sex

An educator headcount is defined as the number of educators on September 30 (or as close as possible thereafter) of the school year who are responsible for providing services to the students reported in the enrolment tables (tab 2APubEnrolGradeSex and tab 2BPubEnrolAgeSex). The numbers of full- and part-time educators reported in Table 7.1 will be summed to obtain the total number of educators.

Table 7.2, Number of full-time equivalent (FTE) educators, by category and sex

Full-time equivalent (FTE) educator is defined as the number of full-time educators on September 30 (or as close as possible thereafter) of the school year, plus the sum of part-time educators according to their percentage of a full-time employment allocation (determined by the province or territory). For example, if a normal full-time work allocation is 10 months per year, an educator who works for 6 months of the year would be counted as 0.6 of a full-time equivalent (FTE) or an employee who works part time for 10 months at 60% of full time would be 0.6 of an FTE. Report FTEs by category of educator if possible; i.e., in teachers, school administrators, or pedagogical support.