The agency's data scientists are experts in artificial intelligence and machine learning, leading the agency in data science-related research and development.

The data scientists are pioneering new technologies and innovative data science methods, offering expertise in image processing, natural language processing, integration of cloud tools, traceability methods, privacy preserving techniques, information retrieval and much more!

These experts have many areas of specialization, including supervised and unsupervised learning, artificial neural networks, reinforcement learning, data cloud engineering and more.

At Statistics Canada, these innovative methods are used to make more meaningful, powerful data insights.

Statistics Canada's data science mission is to expand the capacity of data science and analytics within the Government of Canada and beyond.

What are the keys to building data science capacity?

Trust—Deliver concrete results while adhering to high ethical standards at all times to build trust in data science methods.

Innovation—Statistics Canada's data scientists are committed to identifying and adopting the latest data science practices to deliver fast results.

Quality—Statistics Canada's data science methods follow rigorous practices, including internal reviews of projects, to ensure high-quality results and valid statistical inference.

Collaboration—The agency is working with partners across the Government of Canada, academia, international partners and other members of the data science community to learn from one another and share leading-edge data science methods.

What are the benefits of data science for Canadians?

Data science allows Statistics Canada to better serve Canadians by creating high-value products and services. By applying the latest machine learning and artificial intelligence practices, the agency is able to quickly process large data sets in shorter periods of time, supporting the need for increasingly nuanced data to better understand our country and our economy.

Machine Learning can also be used to make sense of unstructured data such as images or sensor data, quickly classify large amounts of information, summarize and extract key information from narratives, provide predictions and assist with research.

Providing timely, high-quality information

As information needs continue to expand, it is critical for national statistical agencies to apply these innovative solutions to support evidence-based decision making. There are many benefits to data science for Canadians, including:

• faster, timelier access to data products
• more accurate results
• more detailed, granular data
• reduced response burden on households and businesses.

These solutions also benefit Statistics Canada by giving data scientists the ability to process large amounts of unstructured data, eliminating manual work and reducing costs without compromising data quality.

As the world around us continues to evolve and change rapidly in the digital age, the importance of data and how they are used is critical.

Data science is a rapidly evolving field that can tap into the power of data and empower governments to serve citizens more effectively and efficiently. As the role of national statistical organizations continues to change and expand, these organizations must adapt and embrace new technologies and innovative thinking to support the information needs of society.

Statistics Canada is one of the leaders in the Government of Canada's adoption of data science and artificial intelligence. By taking a collaborative approach to data science, the agency is pushing the boundaries of modernization and harnessing the power of new approaches and technologies to better serve Canadians.

Data science supporting the COVID-19 response

Data science allows statistical agencies to respond quickly to changing economic and social situations. Statistics Canada is using the power of data science to support the COVID-19 response in Canada.

The agency collaborated with Health Canada to visualize the supply and demand information for Personal Protective Equipment (PPE). Before the data visualization could begin, the data needed to be extracted and ingested. The data were coming daily from many different sources (different provincial/territorial governments, other federal departments and private sector companies that had been hired to help source the PPE) and in many different formats (e.g. Word documents, Excel files, PDFs) and required a significant amount of manual work to create standardized reports.

To improve this process, data scientists at Statistics Canada created an algorithm that parses the data into different data entries. Machine learning was used to identify numbers and dates within the text. The structured data were then presented in a PowerBI dashboard that was shared with other government departments to meet their information needs and better understand the supply and demand for PPE in Canada.

For more information on Statistics Canada's response to COVID-19, visit COVID-19: A data perspective portal.

Commitment to privacy and security

As Statistics Canada continues to implement new technologies and innovations, the agency's commitment to protecting privacy and security remains the highest priority. The agency has rigorous measures in place to preserve confidentiality and privacy in the modern digital era.

The amount of data we gather and use and the power of the insights they generate are increasing rapidly. It is known that data are vulnerable throughout its lifecycle: at rest, in-transit and during computation or processing. While the security mechanisms for data protection while at rest (e.g. Symmetric Key Encryption) and in-transit (e.g. Transport Layer Security) are well studied, Privacy Preserving Technologies have emerged in recent years to provide data protection while enabling data processing, such as in statistical analyses.

Privacy Preserving Technologies, or Privacy Preserving Computation Techniques, is a generic term that covers a broad range of approaches that promise to provide protection while collecting the data, processing it and disseminating the results. These approaches are homomorphic encryption, secure multi-party computation, differential privacy, trusted execution environments and zero-knowledge proofs. The data scientists at Statistics Canada are exploring the use of these existing and emerging privacy preserving technologies to continuously address the privacy preservation needs for highly sensitive data. This will also allow for alternative storage options to permit secure remote computing on encrypted data, to benefit from potential multi-party computation opportunities and to derive insights from distributed and inaccessible data.

For more information on how Statistics Canada protects data, visit Statistics Canada's Trust Centre.

Visit Data science projects at Statistics Canada to see data science in action!

In this rapidly-changing digital era, statistical agencies need to find innovative ways to harness the power of data. Statistics Canada is embracing the possibilities of data science to better serve the information needs of Canadians.

Data science at Statistics Canada

Statistics Canada is one of the leaders in the Government of Canada’s adoption of data science and artificial intelligence. Find out about the benefits of data science and how they are being used at Canada’s national statistical agency.

Data Science Network for the Federal Public Service

Join a community of data science enthusiasts to learn all about data science in the public service, collaborate on projects, share information on the latest tools, and much more.

Mission: building data science capacity

Learn about Statistics Canada’s mission to expand the capacity for data science within the Government of Canada and beyond.

Data science expertise

Discover the various areas of expertise of Statistics Canada’s data scientists who are leading the way with cutting-edge research and development.

Data science projects

Explore some of the agency’s innovative projects that are fueled by data science using natural language processing, satellite images, neural networks and other cutting-edge techniques.

Data science resources

Learn more about data science with these helpful resources.

Contact

Contact the Centre for Artificial Intelligence Research and Excellence (CAIRE) for more information about data science at Statistics Canada.

Consultation objectives

The Canadian Centre for Energy Information (CCEI) is an independent one-stop shop for comprehensive energy data and expert analysis. The centre compiles, reconciles and integrates energy data from a number of Canadian sources and makes data from multiple providers available free of charge on a user-friendly website. It works collaboratively to harmonize energy definitions, measurements and standards, and improve completeness, coherence and timeliness of Canada's energy information.

The CCEI is being developed by Statistics Canada in partnership with Canada Energy Regulator (CER), Natural Resources Canada (NRCan) and Environment and Climate Change Canada (ECCC). Statistics Canada launched the CCEI to expand publicly available data and analysis, and ensure all Canadians have access to centralized energy information.

The consultations ensured that the CCEI meets users' needs and identified any potential usability issues.

Consultation methodology

Statistics Canada conducted remote usability testing in both official languages with participants from across the country. Participants were asked to complete a series of tasks and to provide feedback on the product.

How participants got involved

This consultation is now closed.

Individuals who wished to obtain more information or to take part in a consultation were asked to contact Statistics Canada by sending an email to statcan.consultations@statcan.gc.ca.

Statistics Canada is committed to respecting the privacy of consultation participants. All personal information created, held or collected by the Agency is protected by the Privacy Act. For more information on Statistics Canada's privacy policies, please consult the Privacy notice.

Results

Overall, the beta version of the CCEI website was well-received by participants. They reported that it was easy to navigate and that it provided easy access to a variety of information.

Participants noted that the following areas worked:

• The overall look and feel of the website
• The icons and subjects on the home page
• The inclusion of interactive features, such as data visualizations

Participants suggested that the following areas could be improved:

• The use of space in the search results
• The contextual information provided in the indicators
• The organization of lists of resources throughout the website

After analysis, recommendations include:

• Condense the search results as much as possible to allow users to easily browse through them
• Ensure that relevant contextual information is available for the indicators
• Ensure that the lists of datasets and publication allow users to easily sort through the content by organizing the lists logically and adding a sort or filter function

Statistics Canada thanks participants for their participation in this consultation. Their insights will guide the agency's web development and ensure that the final products meet users' expectations.

Application Programming Interface (API)

Collection of software routines, protocols, and tools which provide a programmer with all the building blocks for developing an application program for a specific platform (environment). An API also provides an interface that allows a program to communicate with other programs, running in the same environment. (BusinessDictionary.com)

Artificial Intelligence (AI)

Artificial intelligence is a field of computer science dedicated to solving cognitive problems commonly associated with human intelligence such as learning, problem solving, visual perception and speech and pattern recognition.

Artificial Intelligence System

A technological system that uses a model to make inferences to generate output, including predictions, recommendations or decisions.

Corpus

In linguistics, corpus is referred to as a large and structured set of texts. In the context of topic modelling, a corpus is a set of documents and each document is viewed as a mixture of topics that are present in the corpus. (wikipedia.org)

Data Science

Data Science is an interdisciplinary field that uses scientific methods and algorithms to extract information and insights from diverse data types. It combines domain expertise, programming skills and knowledge of mathematics and statistics to solve analytically complex problems.

Deep Learning

Subset of machine learning that imitates the workings of the human brain in processing data and improves performance. Typically, a multi-level algorithm that gradually identifies things at higher levels of abstraction. For example, the first level may identify certain lines, then the next level identifies combinations of lines as shapes, and then the next level identifies combinations of shapes as specific objects. Deep learning is popular for image classification. (www.datascienceglossary.org)

Event

An event in the Unified Modeling Language (UML) is a notable occurrence at a particular point in time. Events can, but do not necessarily, cause state transitions from one state to another in state machines represented. (wikipedia.org)

Latent variables

Latent variables are variables that are not directly observed but are rather inferred (through a mathematical model) from other variables that are observed (directly measured). Mathematical models that aim to explain observed variables in terms of latent variables are called latent variable models. (datascienceglossary.org)

Machine Learning (ML)

"Machine learning is the science of getting computers to automatically learn from experience instead of relying on explicitly programmed rules, and generalize the acquired knowledge to new settings."

In essence, Machine Learning automates analytical model building through optimization algorithms and parameters that can be modified and fine-tuned.

Machine Learning Algorithms

Machine learning algorithms use computational methods to "learn" information directly from data without relying on a predetermined equation as a model. The algorithms adaptively improve their performance as the number of samples available for learning increases. (Mathworks.com)

Machine Learning Model

A digital representation of patterns identified in data through automated processing using an algorithm designed to enable the recognition or replication of those patterns.

Natural Language Processing (NLP)

Natural language processing (NLP) is a method to translate between computer and human languages. It is a method of getting a computer to understandably read a line of text without the computer being fed some sort of clue or calculation. In other words, NLP automates the translation process between computers and humans. (techopedia.com)

One-hot vector

In NLP, a one-hot vector is a 1 x N matrix (vector), made of 0 and 1, used to distinguish each word in a vocabulary from every other word in the vocabulary. One-hot encoding ensures that machine learning does not assume that higher numbers are more important. For example, 'laughter' is not more important than 'laugh' when both words are represented in the vector. (wikipedia.org)

Parsing

Breaking a data block into smaller chunks by following a set of rules, so that it can be more easily interpreted, managed, or transmitted by a computer. Spreadsheet programs, for example, parse a data to fit it into a cell of certain size. (businessdictionary.com). ML algorithms can also be used to parse data.

Poisson process

A Poisson Process is a model for a series of discrete events where the average time between events is known, but the exact timing of events is random. A Poisson Process meets the following criteria: (towardsdatascience.com)

• Events are independent of each other. The occurrence of one event does not affect the probability another event will occur.
• The average rate (events per time period) is constant.
• Two events cannot occur at the same time

Python

A programming language available since 1994 that is popular with people doing data science. Python is noted for ease of use among beginners, and great power when used by advanced users, especially when taking advantage of specialized libraries such as those designed for machine learning and graph generation. (datascienceglossary.org)

R

An open-source programming language and environment for statistical computing and graph generation available for Linux, Windows, and Mac. (datascienceglossary.org)

Reinforcement Learning (RL)

Reinforcement Learning (RL) is a sub-field of Machine Learning involving a controller (termed an agent) capable of taking actions in the form of decisions within a system. After each decision is made by the controller, the system evolves to a new state and the controller receives a measure of utility. By trial and error, the controller learns from its experience to optimize an action selection strategy that maximizes the expected cumulative utility within the system. RL is typically used to solve problems that can be modelled as sequential decision processes.

Robotic Process Automation (RPA)

Robotic process automation (RPA) is the term used for software tools that partially or fully automate human activities that are manual, rule-based, and repetitive. They work by replicating the actions of an actual human interacting with one or more software applications to perform tasks such as data entry, process standard transactions, or respond to simple customer service queries. (aiim.org)

Semantic

Semantics can address meaning at the levels of words, phrases, sentences, or larger units of discourse. In machine learning, semantic analysis of a corpus is the task of building structures that approximate concepts from a large set of documents. It generally does not involve prior semantic understanding of the documents. (wikipedia.org)

Stochastic optimization

Stochastic optimization methods are optimization methods that generate and use random variables. For stochastic problems, the random variables appear in the formulation of the optimization problem itself, which involves random objective functions or random constraints. Stochastic optimization methods also include methods with random iterates. (wikipedia.org)

Supervised Learning

A type of machine learning algorithm in which a system is taught via examples. For instance, a supervised learning algorithm can be taught to classify input into specific, known classes. The classic example is sorting email into spam versus non-spam. (datascienceglossary.org)

Unsupervised Learning

A class of machine learning algorithms designed to identify groupings of data without knowing in advance what the groups will be. (datascienceglossary.org)

Web scraping

Web scraping is a term for various methods used to collect information from across the Internet. Generally, this is done with software that simulates human Web surfing to collect specified bits of information from different websites. (techopedia)

Complete your census questionnaire:

• Online: at www.census.gc.ca by using the secure access code printed above.
• or
  On paper: please print using CAPITAL LETTERS.

Any questions?

• www.census.gc.ca
• Call us free of charge at 1-855-340-2021
• TTY: 1-833-830-3109

Ce questionnaire est disponible en français (1-855-340-2021)

Confidential when completed

This information is collected under the authority of the Statistics Act, R.S.C. 1985, c. S-19.

Step A

1. What is your telephone number?

2. What is the address of this dwelling?

• Number (and suffix, if applicable)
  (e.g., 302, 151 B, 16 1/2)
• Street name, street type (e.g., DR = Drive), direction (e.g., N = North)
• Apartment/unit
• City, municipality, town, village, Indian reserve
• Province/territory
• Postal code

3. What is the mailing address of this dwelling, if different from above?
(e.g., Rural Route, PO Box, General Delivery)

Step B

1. Including yourself, how many persons usually live at this address on May 11, 2021?

Include: all persons who have their main residence at this address, even if they are temporarily away.

See the instructions on page 3 (joint custody, students, landed immigrants, secondary residence, etc.).

• Number of persons

2. Including yourself, list all persons who usually live here on May 11, 2021.

Important: Begin the list with an adult followed, if applicable, by that person's spouse or common-law partner and by their children. Continue with all other persons who usually live at this address.

• Person 1: Family name(s), Given name(s)
• Person 2: Family name(s), Given name(s)
• Person 3: Family name(s), Given name(s)
• Person 4: Family name(s), Given name(s)
• Person 5: Family name(s), Given name(s)
• Person 6: Family name(s), Given name(s)
• Person 7: Family name(s), Given name(s)
• Person 8: Family name(s), Given name(s)
• Person 9: Family name(s), Given name(s)
• Person 10: Family name(s), Given name(s)

Step C

Did you leave anyone out of Step B because you were not sure the person should be listed?

For example, a student, a child in joint custody, a person temporarily away, a person who lives here temporarily, a resident from another country with a work or study permit, a refugee claimant, etc.

• No
• Yes
  • Specify the name and the relationship:
  • Specify the reason:

Step D

Copy the names in Step B to question 1, at the top of page 4.

Keep the same order.

If more than six persons live here, you will need an extra questionnaire; call 1-855-340-2021.

1. Whom to include in Step B
   • All persons who have their main residence at this address on May 11, 2021, including newborn babies, roommates and persons who are temporarily away
   • Canadian citizens, landed immigrants (permanent residents), persons who have claimed refugee status (asylum seekers), persons from another country with a work or study permit and family members living here with them
   • Persons staying at this address temporarily on May 11, 2021 who have no main residence elsewhere.
2. Where to include persons with more than one residence
   • Children in joint custody should be included in the home of the parent where they live most of the time. Children who spend equal time with each parent should be included in the home of the parent with whom they are staying on May 11, 2021.
   • Students who return to live with their parents during the year should be included at their parents' address, even if they live elsewhere while attending school or working at a summer job.
   • Spouses or common-law partners temporarily away who stay elsewhere while working or studying should be listed at the main residence of their family, if they return periodically.
   • Persons in an institution for less than six months (for example, in a home for the aged, a hospital or a prison) should be listed at their usual residence.

If this address is:

• a secondary residence (for example, a cottage) for all persons who stayed here on May 11, 2021 (all these persons have their main residence elsewhere in Canada), mark this circle. Print your name, your telephone number and your main residence address at the bottom of this page. Do not answer other questions.
• a dwelling occupied only by residents of another country visiting Canada (for example, on vacation or on a business trip), mark this circle. Print your name, your telephone number and your country of residence at the bottom of this page. Do not answer other questions.
• the home of a government representative of another country (for example, an embassy or a high commission) and family members, mark this circle. Print your name, your telephone number and the country that you represent at the bottom of this page. Do not answer other questions.

• Name
• Telephone number
• Number (and suffix, if applicable)
  (e.g., 302, 151 B, 16 1/2)
• Street name, street type (e.g., DR = Drive), direction (e.g., N = North)
• Apartment/unit
• City, municipality, town, village, Indian reserve
• Province/territory
• Postal code
• Country

Mail this questionnaire in the enclosed envelope today.

1. Name

In the spaces provided, copy the names in the same order as in Step B. Then answer the following questions for each person.

Person 1

• Family name
• Given name

The following questions refer to each person's situation on May 11, 2021, unless otherwise specified.

2. What was this person's sex at birth?

Sex refers to sex assigned at birth.

• Male
• Female

3. What is this person's gender?

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

• Male
• Female
• Or please specify this person's gender:

4. What are this person's date of birth and age?

If exact date of birth is not known, enter best estimate. For children less than 1 year old, enter 0 for age.

• Day
• Month
• Year
• Age

5. What is this person's marital status?

Mark "x" one circle only.

• Never legally married
• Legally married (and not separated)
• Separated, but still legally married
• Divorced
• Widowed

6. Is this person living with a common-law partner?

Common-law refers to two people who live together as a couple but who are not married, regardless of the duration of the relationship.

• Yes
• No

7. What is the relationship of this person to Person 1?

If none of the responses in the list describes this person's relationship to Person 1, then specify a response under "Other relationship".

Person 1

• Person 1

Person 2

• Husband or wife of Person 1
• Common-law partner of Person 1
• Son or daughter of Person 1 only
• Grandchild of Person 1
• Son-in-law or daughter-in-law of Person 1
• Father or mother of Person 1
• Father-in-law or mother-in-law of Person 1
• Brother or sister of Person 1
• Foster child
• Roommate, lodger or boarder
• Other relationship — specify:

Persons 3-6

• Son or daughter of both Persons 1 and 2
• Son or daughter of Person 1 only
• Son or daughter of Person 2 only
• Grandchild of Person 1
• Son-in-law or daughter-in-law of Person 1
• Father or mother of Person 1
• Father-in-law or mother-in-law of Person 1
• Brother or sister of Person 1
• Foster child
• Roommate, lodger or boarder
• Other relationship — specify:

8. Can this person speak English or French well enough to conduct a conversation?

Mark "x" one circle only.

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

9. a) What language(s) does this person speak on a regular basis at home?

• English
• French
• Other language(s) — specify:

If this person indicates only one language in question 9. a), go to question 10.

9. b) Of these languages, which one does this person speak most often at home?

Indicate more than one language only if they are spoken equally at home.

• English
• French
• Other language — specify:

10. What is the language that this person first learned at home in childhood and still understands?

If this person no longer understands the first language learned, indicate the second language learned.

• English
• French
• Other language — specify:

11. Has this person ever served in the Canadian military?

Canadian military service includes service with the Regular Force or Primary Reserve Force as an Officer or Non-Commissioned Member. It does not include service with the Cadets (COATS), the Supplementary Reserve or the Canadian Rangers.

Mark "x" one circle only.

• Yes, currently serving in the Regular Force or the Primary Reserve Force
• Yes, but no longer serving in the Regular Force or the Primary Reserve Force
• No

The following questions collect information in accordance with the Canadian Charter of Rights and Freedoms to support education programs in English and French in Canada.

12. Is this dwelling located in Quebec?

• No
  • Continue with question 13.
• Yes
  • Go to question 16.

13. Did this person do any of their primary or secondary schooling in French in Canada (including immersion)?

Mark "x" one circle only.

• Yes (previously or currently attending)
• No
  • Go to Step E

14. In which type of program was this schooling in French done?

• A regular French program in a French-language school
• A French immersion program in an English-language school
  • Go to Step E
• Both types of programs
• Other program — specify:

15. For how many years did this person attend a regular French program in a French-language school?

• Number of years in primary schooling (including kindergarten and middle school)
  • Number of years
    • Go to Step E
• Number of years in secondary schooling
  • Number of years
    • Go to Step E

16. Did this person do any of their primary or secondary schooling in an English-language school in Canada (including immersion)?

Mark "x" one circle only.

• Yes (previously or currently attending)
• No
  • Go to Step E

17. For how many years did this person do their schooling in an English-language school in Canada (including immersion)?

• Number of years in primary schooling (including kindergarten)
  • Number of years
• Number of years in secondary schooling
  • Number of years

Step E

Comments

Please use the space provided below if you have concerns, suggestions or comments to make about:

• the steps to follow or the content of this questionnaire (for example, a question that was difficult to understand or to answer)
• the characteristics of the questionnaire (for example, the design, the format, the size of the text).

Step F

If more than six persons live here, you will need an extra questionnaire; call 1-855-340-2021.

You have now completed your questionnaire. Please mail it today. If you have lost the return envelope, please mail the questionnaire to:

Statistics Canada
PO BOX 99996 STN FED-GOVT
Ottawa, ON K1A 9Z6

Thank you for your cooperation.

Reasons why we ask the questions

Steps A to C and question 1 are used to collect contact information and determine who should be included on the questionnaire. They help us ensure that we have counted everyone we need to count and that no one is counted twice.

Questions 2 to 7 provide information about the living arrangements of people in Canada, the family size, the number of children living with one parent or two parents, and the number of people who live alone. This information is used for planning social programs, such as Old Age Security and the Canada Child Benefit. It is also used by municipalities to plan a variety of services such as day care centres, schools, police, fire protection and residences for seniors.

Questions 8 to 10 are used to provide a profile of the linguistic diversity of Canada's population. This information is used to estimate the need for services in English and French, and to better understand the current state and the evolution of Canada's various language groups.

Question 11 provides information on the number of people with Canadian military experience. Governments will use this information to develop programs and services to meet the changing needs of the Veteran population.

Questions 12 to 17 collect information in accordance with the Canadian Charter of Rights and Freedoms to support education programs in English and French in Canada.

The law protects what you tell us

The confidentiality of your responses is protected by law. All Statistics Canada employees have taken an oath of secrecy. Your personal information cannot be given to anyone outside Statistics Canada without your consent. This is your right.

Complete your census questionnaire:

• Online: at www.census.gc.ca by using the secure access code printed above.
• or
  • On paper: please print using CAPITAL LETTERS.

Any questions?

• www.census.gc.ca
• Call us free of charge at 1-855-340-2021
• TTY: 1-833-830-3109

Ce questionnaire est disponible en français (1-855-340-2021)

Confidential when completed

This information is collected under the authority of the Statistics Act, R.S.C. 1985, c. S-19.

Step A

1. What is your telephone number?

2. What is the address of this dwelling?

• Number (and suffix, if applicable)
  (e.g., 302, 151 B, 16 1/2)
• Street name, street type (e.g., DR = Drive), direction (e.g., N = North)
• Apartment/unit
• City, municipality, town, village, Indian reserve
• Province/territory
• Postal code

3. What is the mailing address of this dwelling, if different from above?
(e.g., Rural Route, PO Box, General Delivery)

Step B

1. Including yourself, how many persons usually live at this address on May 11, 2021?

Include: all persons who have their main residence at this address, even if they are temporarily away.

See the instructions on page 3 (joint custody, students, landed immigrants, secondary residence, etc.).

• Number of persons

2. Including yourself, list all persons who usually live here on May 11, 2021.

Important: Begin the list with an adult followed, if applicable, by that person's spouse or common-law partner and by their children. Continue with all other persons who usually live at this address.

• Person 1: Family name(s), Given name(s)
• Person 2: Family name(s), Given name(s)
• Person 3: Family name(s), Given name(s)
• Person 4: Family name(s), Given name(s)
• Person 5: Family name(s), Given name(s)
• Person 6: Family name(s), Given name(s)
• Person 7: Family name(s), Given name(s)
• Person 8: Family name(s), Given name(s)
• Person 9: Family name(s), Given name(s)
• Person 10: Family name(s), Given name(s)

Step C

Did you leave anyone out of Step B because you were not sure the person should be listed?

For example, a student, a child in joint custody, a person temporarily away, a person who lives here temporarily, a resident from another country with a work or study permit, a refugee claimant, etc.

• No
• Yes
  • Specify the name and the relationship:
  • Specify the reason:

Step D

Copy the names in Step B to question 1, at the top of page 4.

Keep the same order.

If more than five persons live here, you will need an extra questionnaire; call 1-855-340-2021.

1. Whom to include in Step B
   • All persons who have their main residence at this address on May 11, 2021, including newborn babies, roommates and persons who are temporarily away
   • Canadian citizens, landed immigrants (permanent residents), persons who have claimed refugee status (asylum seekers), persons from another country with a work or study permit and family members living here with them
   • Persons staying at this address temporarily on May 11, 2021 who have no main residence elsewhere.
2. Where to include persons with more than one residence
   • Children in joint custody should be included in the home of the parent where they live most of the time. Children who spend equal time with each parent should be included in the home of the parent with whom they are staying on May 11, 2021.
   • Students who return to live with their parents during the year should be included at their parents' address, even if they live elsewhere while attending school or working at a summer job.
   • Spouses or common-law partners temporarily away who stay elsewhere while working or studying should be listed at the main residence of their family, if they return periodically.
   • Persons in an institution for less than six months (for example, in a home for the aged, a hospital or a prison) should be listed at their usual residence.

If this address is:

• a secondary residence (for example, a cottage) for all persons who stayed here on May 11, 2021 (all these persons have their main residence elsewhere in Canada), mark this circle. Print your name, your telephone number and your main residence address at the bottom of this page. Do not answer other questions.
• a dwelling occupied only by residents of another country visiting Canada (for example, on vacation or on a business trip), mark this circle. Print your name, your telephone number and your country of residence at the bottom of this page. Do not answer other questions.
• the home of a government representative of another country (for example, an embassy or a high commission) and family members, mark this circle. Print your name, your telephone number and the country that you represent at the bottom of this page. Do not answer other questions.

• Name
• Telephone number
• Number (and suffix, if applicable)
  (e.g., 302, 151 B, 16 1/2)
• Street name, street type (e.g., DR = Drive), direction (e.g., N = North)
• Apartment/unit
• City, municipality, town, village, Indian reserve
• Province/territory
• Postal code
• Country

Mail this questionnaire in the enclosed envelope today.

1. Name

In the spaces provided, copy the names in the same order as in Step B. Then answer the following questions for each person.

Person 1

• Family name
• Given name

The following questions refer to each person's situation on May 11, 2021, unless otherwise specified.

2. What was this person's sex at birth?

Sex refers to sex assigned at birth.

• Male
• Female

3. What is this person's gender?

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

• Male
• Female
• Or please specify this person's gender:

4. What are this person's date of birth and age?

If exact date of birth is not known, enter best estimate. For children less than 1 year old, enter 0 for age.

• Day
• Month
• Year
• Age

5. What is this person's marital status?

Mark "x" one circle only.

• Never legally married
• Legally married (and not separated)
• Separated, but still legally married
• Divorced
• Widowed

6. Is this person living with a common-law partner?

Common-law refers to two people who live together as a couple but who are not married, regardless of the duration of the relationship.

• Yes
• No

7. What is the relationship of this person to Person 1?

If none of the responses in the list describes this person's relationship to Person 1, then specify a response under "Other relationship".

Person 1

• Person 1

Person 2

• Husband or wife of Person 1
• Common-law partner of Person 1
• Son or daughter of Person 1 only
• Grandchild of Person 1
• Son-in-law or daughter-in-law of Person 1
• Father or mother of Person 1
• Father-in-law or mother-in-law of Person 1
• Brother or sister of Person 1
• Foster child
• Roommate, lodger or boarder
• Other relationship — specify:

Persons 3-5

• Son or daughter of both Persons 1 and 2
• Son or daughter of Person 1 only
• Son or daughter of Person 2 only
• Grandchild of Person 1
• Son-in-law or daughter-in-law of Person 1
• Father or mother of Person 1
• Father-in-law or mother-in-law of Person 1
• Brother or sister of Person 1
• Foster child
• Roommate, lodger or boarder
• Other relationship — specify:

8. Can this person speak English or French well enough to conduct a conversation?

Mark "x" one circle only.

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

9. a) What language(s) does this person speak on a regular basis at home?

• English
• French
• Other language(s) — specify:

If this person indicates only one language in question 9. a), go to question 10.

9. b) Of these languages, which one does this person speak most often at home?

Indicate more than one language only if they are spoken equally at home.

• English
• French
• Other language — specify:

10. What is the language that this person first learned at home in childhood and still understands?

If this person no longer understands the first language learned, indicate the second language learned.

• English
• French
• Other language — specify:

11. Has this person ever served in the Canadian military?

Canadian military service includes service with the Regular Force or Primary Reserve Force as an Officer or Non-Commissioned Member. It does not include service with the Cadets (COATS), the Supplementary Reserve or the Canadian Rangers.

Mark "x" one circle only.

• Yes, currently serving in the Regular Force or the Primary Reserve Force
• Yes, but no longer serving in the Regular Force or the Primary Reserve Force
• No

The following questions collect information in accordance with the Canadian Charter of Rights and Freedoms to support education programs in English and French in Canada.

12. Is this dwelling located in Quebec?

• No
  • Continue with question 13.
• Yes
  • Go to question 16.

13. Did this person do any of their primary or secondary schooling in French in Canada (including immersion)?

Mark "x" one circle only.

• Yes (previously or currently attending)
• No
  • Go to question 18.

14. In which type of program was this schooling in French done?

• A regular French program in a French-language school
• A French immersion program in an English-language school
  • Go to question 18.
• Both types of programs
• Other program — specify:

15. For how many years did this person attend a regular French program in a French-language school?

• Number of years in primary schooling (including kindergarten and middle school)
  • Number of years
    • Go to question 18.
• Number of years in secondary schooling
  • Number of years
    • Go to question 18.

16. Did this person do any of their primary or secondary schooling in an English-language school in Canada (including immersion)?

Mark "x" one circle only.

• Yes (previously or currently attending)
• No
  • Go to question 18.

17. For how many years did this person do their schooling in an English-language school in Canada (including immersion)?

• Number of years in primary schooling (including kindergarten)
  • Number of years
• Number of years in secondary schooling
  • Number of years

Activities of daily living

The following question is about difficulties a person may have doing certain activities. Only difficulties or long-term conditions that have lasted or are expected to last for six months or more should be considered.

18. a) Does this person have any difficulty seeing (even when wearing glasses or contact lenses)?

• No
• Sometimes
• Often
• Always

18. b) Does this person have any difficulty hearing (even when using a hearing aid)?

• No
• Sometimes
• Often
• Always

18. c) Does this person have any difficulty walking, using stairs, using their hands or fingers or doing other physical activities?

• No
• Sometimes
• Often
• Always

18. d) Does this person have any difficulty learning, remembering or concentrating?

• No
• Sometimes
• Often
• Always

18. e) Does this person have any emotional, psychological or mental health conditions (e.g., anxiety, depression, bipolar disorder, substance abuse, anorexia, etc.)?

• No
• Sometimes
• Often
• Always

18. f) Does this person have any other health problem or long-term condition that has lasted or is expected to last for six months or more?

Exclude: any health problems previously reported in questions 18. a) to 18. e) above.

• No
• Sometimes
• Often
• Always

Sociocultural information

19. Where was this person born?

Specify one response only, according to present boundaries.

• Born in Canada
  • N.L.
  • P.E.I.
  • N.S.
  • N.B.
  • Quebec
  • Ontario
  • Manitoba
  • Sask.
  • Alberta
  • B.C.
  • Yukon
  • N.W.T.
  • Nunavut
• Born outside Canada — specify country:

20. Where were this person's parents born?

Specify the country or countries according to present boundaries.

• All parents born in Canada
• All parents born outside Canada
  • Specify the country of birth of each parent:
• One parent born in Canada and one parent born outside Canada
  • Specify the country of birth outside Canada:

21. a) Is this person a Canadian citizen?

"Canadian citizen by naturalization" refers to an immigrant who was granted citizenship of Canada under the Citizenship Act.

• Yes, a Canadian citizen by birth
• Yes, a Canadian citizen by naturalization
• No, not a Canadian citizen

21. b) Is this person a citizen of a country other than Canada?

Indicate more than one country of citizenship, if applicable.

• No
• Yes
  • Specify the country or countries of citizenship:

22. What language(s), other than English or French, can this person speak well enough to conduct a conversation?

• None
• or
  • Other language(s) — specify:

23. What were the ethnic or cultural origins of this person's ancestors?

Ancestors may have Indigenous origins, or origins that refer to different countries, or other origins that may not refer to different countries.

For examples of ethnic or cultural origins, visit www12.statcan.gc.ca/ancestry

• Specify as many origins as applicable using capital letters.

24. Is this person First Nations, Métis or Inuk (Inuit)?

Note: First Nations (North American Indian) includes Status and Non-Status Indians.

If "Yes", mark "x" the circle(s) that best describe(s) this person now.

• No, not First Nations, Métis or Inuk (Inuit)
  • Continue with the next question
• or
  • Yes, First Nations (North American Indian)
    • Go to question 26.
  • Yes, Métis
    • Go to question 26.
  • Yes, Inuk (Inuit)
    • Go to question 26.

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

25. Is this person:

Mark "x" more than one circle or specify, if applicable.

• White
• South Asian (e.g., East Indian, Pakistani, Sri Lankan)
• Chinese
• Black
• Filipino
• Arab
• Latin American
• Southeast Asian (e.g., Vietnamese, Cambodian, Laotian, Thai)
• West Asian (e.g., Iranian, Afghan)
• Korean
• Japanese
• Other group — specify:

26. Is this person a Status Indian (Registered or Treaty Indian as defined by the Indian Act of Canada)?

• No
• Yes, Status Indian (Registered or Treaty)

27. Is this person a member of a First Nation or Indian band?

If "Yes", which First Nation or Indian band?

For example, Soowahlie Indian Band, Sturgeon Lake First Nation, Atikamekw of Manawan.

• No
• Yes, member of a First Nation or Indian band
  • Specify name of First Nation or Indian band:

28. Is this person a registered member of a Métis organization or Settlement?

If "Yes", which Métis organization or Settlement?

Note: Mark "x" one of the listed signatories of the Canada-Métis Nation Accord or specify a Métis organization or Metis Settlement (for example, Kikino Metis Settlement).

• No
• Yes, registered member of a Métis organization or Settlement
  Name of Métis organization or Settlement
  • Métis Nation of Ontario
  • Manitoba Metis Federation
  • Métis Nation — Saskatchewan
  • Métis Nation of Alberta
  • Métis Nation British Columbia
  • or
    • Specify organization or Settlement:

29. Is this person enrolled under, or a beneficiary of, an Inuit land claims agreement?

• No
• Yes
  Which Inuit land claims agreement?
  • Inuvialuit Final Agreement
  • Nunavut Agreement (Nunavut Land Claims Agreement)
  • James Bay and Northern Quebec Agreement (Nunavik)
  • Labrador Inuit Land Claims Agreement (Nunatsiavut)
  • or
    • Specify agreement:

30. What is this person's religion?

Indicate a specific denomination or religion even if this person is not currently a practising member of that group.

For example, Roman Catholic, United Church, Anglican, Muslim, Baptist, Hindu, Pentecostal, Lutheran, Presbyterian, Sikh, Buddhist, Jewish, Greek Orthodox, etc.

For additional examples of denominations and religions, visit www12.statcan.gc.ca/religion-e

• Specify one denomination or religion only.
• or
  • No religion

Mobility

31. Where did this person live 1 year ago, that is, on May 11, 2020?

Mark "x" one circle only.

Note: For those who mark the fourth circle: Please give the name of the city or town rather than the metropolitan area of which it is a part.

For example:

• Saanich rather than Victoria (metropolitan area)
• St. Albert rather than Edmonton (metropolitan area)
• Laval rather than Montréal (metropolitan area).

• Born after May 11, 2020
• Lived at the same address as now
• Lived at a different address in the same city, town, village, township, municipality or Indian reserve
• Lived in a different city, town, village, township, municipality or Indian reserve in Canada
  • Specify the name of the city, town, village, township, municipality or Indian reserve of residence 1 year ago.
    • Province/territory
    • Postal code
• Lived outside Canada
  • Specify the country of residence 1 year ago.

32. Where did this person live 5 years ago, that is, on May 11, 2016?

Mark "x" one circle only.

Note: For those who mark the fourth circle: Please give the name of the city or town rather than the metropolitan area of which it is a part.

For example:

• Saanich rather than Victoria (metropolitan area)
• St. Albert rather than Edmonton (metropolitan area)
• Laval rather than Montréal (metropolitan area).

• Born after May 11, 2016
• Lived at the same address as now
• Lived at a different address in the same city, town, village, township, municipality or Indian reserve
• Lived in a different city, town, village, township, municipality or Indian reserve in Canada
  • Specify the name of the city, town, village, township, municipality or Indian reserve of residence 5 years ago.
    • Province/territory
    • Postal code
• Lived outside Canada
  • Specify the country of residence 5 years ago.

Continue only for each person aged 15 years and over (born before May 11, 2006).

Education

33. Has this person completed a high school (secondary school) diploma or equivalent?

Include qualifications obtained in Canada or outside Canada.

Examples of high school equivalency certificates are General Educational Development (GED) and Adult Basic Education (ABE).

High school diploma or certificate

• Yes, high school diploma
• Yes, high school equivalency certificate
• No

34. a) Has this person completed a Registered Apprenticeship or other trades certificate or diploma?

Include qualifications obtained in Canada or outside Canada.

Mark all that apply.

For example, hairstyling, cooking, electrician, carpentry.

Registered Apprenticeship or trades certificate or diploma

• Yes, Certificate of Apprenticeship or Certificate of Qualification (Journeyperson's designation)
• Yes, other trades certificate or diploma
• No

34. b) Has this person completed a college, CEGEP or other non-university certificate or diploma?

Include qualifications obtained in Canada or outside Canada.

Exclude any certificates or diplomas reported in question 34. a) above.

Mark all that apply.

For example, accounting technology, industrial engineering technology, legal assistant.

College, CEGEP or other non-university certificate or diploma

• Yes, certificate or diploma from a program of less than 3 months
• Yes, certificate or diploma from a program of 3 months to less than 1 year
• Yes, certificate or diploma from a program of 1 year to 2 years
• Yes, certificate or diploma from a program of more than 2 years
• No

34. c) Has this person completed a university certificate, diploma or degree?

Include qualifications obtained in Canada or outside Canada.

Mark all that apply.

University certificate, diploma or degree

• Yes, university certificate or diploma below bachelor level
• Yes, bachelor's degree (e.g., B.A., B.A.(Hons.), B.Sc., B.Ed., LL.B.)
• Yes, university certificate or diploma above bachelor level
• Yes, degree in medicine, dentistry, veterinary medicine or optometry (M.D., D.D.S., D.M.D., D.V.M., O.D.)
• Yes, master's degree (e.g., M.A., M.Sc., M.Ed., M.B.A.)
• Yes, earned doctorate (e.g., Ph.D.)
• No

35. What was the major field of study of the highest certificate, diploma or degree that this person completed?

Please be specific.

For example, automobile mechanics, health care attendant, medical laboratory technology, civil engineering, agricultural economics.

Print in capital letters as follows: COMPUTER ENGINEERING TECHNOLOGY

• Major field of study of highest certificate, diploma or degree
• or
  • No certificate, diploma or degree higher than high school
    • Go to question 37. a)

36. In what province, territory or country did this person complete their highest certificate, diploma or degree?

• In Canada – specify province or territory:
• or
  • Outside Canada – specify country:

37. a) At any time since September 2020, was this person attending school, such as high school, college, CEGEP or university?

Report only attendance for courses that can be used as credits towards a certificate, diploma or degree. Distance learning for credit is included.

Attendance at any time since September 2020

• Yes
  • Continue with the next question
• No, was not attending school at any time since September 2020
  • Go to question 38.

37. b) What type of school was this person attending?

Mark all that apply.

At any time since September 2020

• Was attending elementary, junior high school or high school
• Was attending college, CEGEP, business school, technical institute, trade school or other non-university institution
• Was attending university

Note: Many of the following questions refer to the week from Sunday, May 2 to Saturday, May 8, 2021.
Call 1-855-340-2021 for more information.

Labour market activity

38. During the week of Sunday, May 2 to Saturday, May 8, 2021, how many hours did this person spend working for pay or in self-employment?

Please enter the total number of hours worked for pay or in self-employment at all jobs held during the week of May 2 to May 8.

Exclude number of hours:

• away due to illness, on vacation or any other reasons.

Include number of hours:

• working for wages, salary, tips or commission
• working overtime
• working in their own business, farm or professional practice, alone or in partnership
• working directly towards the operation of a family farm or business without formal pay arrangements (e.g., assisting in seeding, doing accounts).

• Number of hours (to the nearest hour)
  • Go to question 44.
• or
  • None
    • Continue with the next question

39. During the week of May 2 to May 8, 2021, was this person on temporary lay-off or absent from their job or business?

Mark "x" one circle only.

• No
• Yes, on temporary lay-off from a job to which this person expects to return
• Yes, on vacation, ill, on strike or locked out, or absent for other reasons

40. During the week of May 2 to May 8, 2021, did this person have definite arrangements to start a new job within the next four weeks?

• No
• Yes

41. Did this person look for paid work during the four weeks from April 11 to May 8, 2021?

For example, did this person contact an employment centre, check with employers, place or answer Internet ads, etc.?

Mark "x" one circle only.

• No
  • Go to question 43.
• Yes, looked for full-time work
• Yes, looked for part-time work (less than 30 hours per week)

42. Could this person have started a job during the week of Sunday, May 2 to Saturday, May 8, 2021 had one been available?

Mark "x" one circle only.

• Yes, could have started a job
• No, already had a job
• No, because of temporary illness or disability
• No, because of personal or family responsibilities
• No, going to school
• No, other reasons

43. When did this person last work for pay or in self-employment, even for a few days?

Mark "x" one circle only.

• In 2021
  • Continue with the next question
• In 2020
  • Continue with the next question
• Before 2020
  • Go to question 57.
• Never
  • Go to question 57.

Note: Questions 44 to 50. b) refer to this person's job or business during the week of May 2 to May 8, 2021. If this person held no job, answer for the job of longest duration since January 1, 2020. If this person held more than one job, answer for the job at which they worked the most hours.

44. For whom did this person work?

For self-employed persons, enter the name of their business. If the business does not have a name, enter the person's name.

Print in capital letters as follows:
Name of firm, government department, etc.

ABC CONCRETE PRODUCTS LIMITED

• Name of firm, government department, etc.
• Section, plant, department, etc. (if applicable)

45. What kind of business, industry or service was this?

Please be specific. For example:

• primary school
• municipal police
• wheat farm
• shoe store
• road construction
• web design
• etc.

• Kind of business, industry or service

46. What was this person's work or occupation?

Please be specific. For example:

• automobile appraiser
• web developer
• civil engineer
• secondary school teacher
• etc.
  (If in the Armed Forces, give rank.)

• Occupation

47. In this work, what were this person's main activities?

Please be specific. For example:

• estimated collision damage cost
• developed web applications for clients
• designed and built bridges
• taught mathematics
• etc.

• Main activities

48. In this job or business, was this person an employee, self-employed or an unpaid family worker?

Mark "x" one circle only.

• Employee
  • Permanent position — no fixed end date
    • Go to question 50. a)
  • Fixed-term position (1 year or more)
    • Go to question 50. a)
  • Casual, seasonal or short-term position (less than 1 year)
    • Go to question 50. a)
• Unpaid family worker (without pay or salary) for their spouse or another relative in a family business or farm
  • Go to question 50. a)
• Self-employed without employee(s) (alone or in partnership)
• Self-employed with employee(s) (alone or in partnership)

49. Was this person's farm or business incorporated?

• No
• Yes

50. a) In this job, what language(s) did this person use on a regular basis?

• English
• French
• Other language(s) — specify:

If this person indicates only one language in question 50. a), go to question 51.

50. b) Of these languages, which one did this person use most often in this job?

Indicate more than one language only if they were used equally at work.

• English
• French
• Other language — specify:

These questions are only for persons aged 15 years and over with a job or absent from their job or business during the week of Sunday, May 2 to Saturday, May 8, 2021.

51. At what address did this person usually work most of the time?

Example: 365 Laurier Ave. West

• Number
• Name
• Type
• Direction

If the street address is unknown or if the address is a post office box, specify the building or nearest street intersection. Do not give a post office box number.

If the address of work is different than the address of the employer, please provide the address where this person actually works (e.g., school teachers should provide the address of their school, not the address of the school board).

If this person held more than one job, answer for the job at which they worked the most hours.

• Worked at home (including farms)
  • Go to question 54. a)
• Worked outside Canada
  • Go to question 54. a)
• No fixed workplace address
  • Continue with the next question
• Worked at the address specified below:
  • Street address (see example)
  • City, town, village, township, municipality or Indian reserve
  • Province/territory
    • N.L.
    • P.E.I.
    • N.S.
    • N.B.
    • Quebec
    • Ontario
    • Manitoba
    • Sask.
    • Alberta
    • B.C.
    • Yukon
    • N.W.T.
    • Nunavut
  • Postal code

52. a) What modes of commuting did this person usually use to get to work?

Mark "x" as many circles as applicable.

Mark "Subway or elevated rail" for:

• Vancouver SkyTrain
• Toronto Subway/RT
• Montréal Metro.

Mark "Light rail, streetcar or commuter train" for:

• Vancouver West Coast Express
• Calgary CTrain
• Edmonton LRT
• Toronto streetcars
• Toronto GO Train
• Ottawa O-Train
• Montréal commuter trains
• Kitchener-Waterloo ION LRT.

• Car, truck or van — as a driver
• Car, truck or van — as a passenger
• Bus
• Subway or elevated rail
• Light rail, streetcar or commuter train
• Passenger ferry
• Walked to work
• Bicycle
• Motorcycle, scooter or moped
• Other method

52. b) What main mode of commuting did this person usually use to get to work?

Mark "x" one circle only.

If this person used more than one mode of commuting to work, mark the one used for most of the travel distance.

• Car, truck or van — as a driver
  • Go to question 52. c)
• Car, truck or van — as a passenger
  • Go to question 52. c)
• Bus
  • Go to question 53. a)
• Subway or elevated rail
  • Go to question 53. a)
• Light rail, streetcar or commuter train
  • Go to question 53. a)
• Passenger ferry
  • Go to question 53. a)
• Walked to work
  • Go to question 53. a)
• Bicycle
  • Go to question 53. a)
• Motorcycle, scooter or moped
  • Go to question 53. a)
• Other method
  • Go to question 53. a)

52. c) How many workers, including this person, usually ride in this car, truck or van to work?

• 1 worker
• 2 workers
• 3 or more workers

53. a) What time did this person's trip to work usually begin?

• hour
• min
• a.m.
• p.m.

53. b) How many minutes did this person's trip to work usually last?

• Number of minutes

Remember, these questions are only for persons aged 15 years and over.

54. a) How many weeks did this person work in 2020, including paid vacation?

A year has 52 weeks.

Include:

• paid vacation and sick leave paid by the employer
• weeks worked part time, even for a few hours.

Exclude:

• weeks absent and not paid by the employer, such as maternity, parental or disability leave, etc.

• None
  • Continue with question 54. b)
• or
  • Number of weeks
    Including paid vacation and sick leave paid for by the employer and excluding absences unpaid by the employer, such as maternity, parental or disability leave, etc.
    • Continue with question 54. b) if you answered less than 49 weeks for this person
    • Go to question 55. a) if you answered 49 to 52 weeks for this person.

54. b) What was the main reason this person did not work for the whole year in 2020, meaning from 49 to 52 weeks?

Mark "x" one circle only.

• Illness or disability of this person
• Pregnancy, or maternity or parental leave
• Student at school, college or university, or attending training
• Cared for own child(ren) or relative(s)
• Unable to find work that lasted the whole year
• Retirement
• Personal choice
• Seasonal work
• Other reason — specify:

55. a) During most of these weeks, did this person work full time or part time?

Mark "x" one circle only.

• Did not work in 2020
  • Go to question 57.
• Full time (30 hours or more per week)
  • Go to question 56.
• Part time (less than 30 hours per week)

55. b) What was the main reason this person worked mostly part time instead of full time in 2020?

Mark "x" one circle only.

• Personal preference
• Student at school, college or university, or attending training
• Business conditions
• Cared for own child(ren) or relative(s)
• Illness or incapacity of this person
• Could not find full-time work
• Other reason — specify:

56. In 2020, did this person pay for child care, such as day care or babysitting, so that this person could work at their paid job(s)?

When child care or day camps help several people work, enter the amount only once.

Answer "Yes" or "No". If "Yes", also enter the total amount for 2020.

• Yes
  • $
• No

57. In 2020, did this person pay child or spousal support payments to a former spouse or partner?

Support payments are covered by an agreement to pay a fixed amount on a regular basis. Exclude all other gifts or transfers of money. Include only support payments actually paid.

Answer "Yes" or "No". If "Yes", also enter the total amount for 2020.

• Yes
  • $
• No

58. Does this person pay, partly or entirely, the rent or mortgage, taxes, electricity, etc. for this dwelling?

Mark "Yes" if this person pays the rent or mortgage, taxes, electricity, etc. for this dwelling, even if more than one person contributes to such payments.

A dwelling is a separate set of living quarters with a private entrance from the outside or from a common hallway or stairway inside the building. This entrance should not be through someone else's living quarters.

Do not consider payments for other dwellings such as the school residence of a child, the residence of a former spouse, or another dwelling that you may own or rent.

• Yes
• No

Note: Turn the page and answer the questions about this dwelling.

Step E

Answer Questions E1. to E9. about this dwelling.

The questions refer to May 11, 2021, unless otherwise specified.

A dwelling is a separate set of living quarters with a private entrance from the outside or from a common hallway or stairway inside the building. This entrance should not be through someone else's living quarters.

E1. Is this dwelling:

Mark "x" one circle only.

• owned by you or a member of this household (even if it is still being paid for)?
• rented (even if no cash rent is paid)?

E2. Is this dwelling part of a condominium development?

• Yes
• No

E3. a) How many rooms are there in this dwelling?

Count kitchen, bedrooms, finished rooms in attic or basement, etc.

Do not count bathrooms, halls, vestibules and rooms used solely for business purposes.

• Number of rooms

E3. b) How many of these rooms are bedrooms?

Count all rooms designed as bedrooms, even if they are now used for something else. Also count basement bedrooms.

• Number of bedrooms

E4. When was this dwelling originally built?

Mark the period in which the building was completed, not the time of any later remodelling, additions or conversions. If year is not known, give best estimate.

• 1920 or before
• 1921 to 1945
• 1946 to 1960
• 1961 to 1970
• 1971 to 1980
• 1981 to 1990
• 1991 to 1995
• 1996 to 2000
• 2001 to 2005
• 2006 to 2010
• 2011 to 2015
• 2016 to 2020
• 2021

E5. Is this dwelling in need of any repairs?

Do not include desirable remodelling or additions.

• No, only regular maintenance is needed (painting, furnace cleaning, etc.)
• Yes, minor repairs are needed (missing or loose floor tiles, bricks or shingles; defective steps, railing or siding, etc.)
• Yes, major repairs are needed (defective plumbing or electrical wiring; structural repairs to walls, floors or ceilings, etc.)

E6. Is this dwelling located on an agricultural operation that is operated by a member of this household?

• Yes
  • Go to Step F
• No
  • Continue with question E7. on the next page

Answer questions E7. to E9. for this dwelling even if you own or rent more than one dwelling.

If the exact amount is not known, please give a best estimate.

E7. a) For this dwelling, what are the yearly payments (last 12 months) for electricity?

• None
• Included in rent or other payments
• or
  • $ per year

E7. b) For this dwelling, what are the yearly payments (last 12 months) for oil, gas, coal, wood or other fuels?

• None
• Included in rent or other payments
• or
  • $ per year

E7. c) For this dwelling, what are the yearly payments (last 12 months) for water and other municipal services?

• None
• Included in rent or other payments
• or
  • $ per year

For renters only, answer parts E8. a) and E8. b):

E8. a) What is the monthly rent paid for this dwelling?

• Rented without payment of cash rent
• or
  • $ per month

E8. b) Is this dwelling subsidized?

Subsidized housing includes rent geared to income, social housing, public housing, government-assisted housing, non-profit housing, rent supplements and housing allowances.

• Yes
• No

For owners only, answer parts E9. a) through E9. e):

E9. a) What are the total regular monthly mortgage or loan payments for this dwelling?

• None
  • Go to part c)
• or
  • $ per month

E9. b) Are the property taxes (municipal and school) included in monthly mortgage or loan payments indicated in the previous question?

• Yes
  • Go to part d)
• No

E9. c) What are the estimated yearly property taxes (municipal and school) for this dwelling?

• None
• or
  • $ per year

E9. d) If you were to sell this dwelling now, for how much would you expect to sell it?

• $

E9. e) What are the monthly condominium fees?

• None
• or
  • $ per month

Step F

If more than five persons live here, you will need an extra questionnaire; call 1-855-340-2021.

You have now completed your questionnaire. Please mail it today. If you have lost the return envelope, please mail the questionnaire to:

Statistics Canada
PO BOX 99996 STN FED-GOVT
Ottawa, ON K1A 9Z6

Thank you for your cooperation.

Comments

Please use the space provided below if you have concerns, suggestions or comments to make about:

• the steps to follow or the content of this questionnaire (for example, a question that was difficult to understand or to answer)
• the characteristics of the questionnaire (for example, the design, the format, the size of the text).

The law protects what you tell us

The confidentiality of your responses is protected by law. All Statistics Canada employees have taken an oath of secrecy. Your personal information cannot be given to anyone outside Statistics Canada without your consent. This is your right.

Why do we conduct this survey?

This survey collects financial data from the Canadian Level IV air carriers. This information is used to determine if a carrier has reached the revenue threshold required to qualify for reporting Level III. The data are also used by various government departments for statistical and research purposes.

Your information may also be used by Statistics Canada for other statistical and research purposes.

Your participation in this survey is required under the authority of the Statistics Act.

Other important information

Authorization to collect this information

Data are collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19.

Confidentiality

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

Record linkages

To enhance the data from this survey and to reduce the reporting burden, Statistics Canada may combine the acquired data with information from other surveys or from administrative sources.

Data-sharing agreements

To reduce respondent burden, Statistics Canada has entered into data-sharing agreements under Section 12 of the Statistics Act with Natural Resources Canada, Transport Canada and the Canadian Transportation Agency. Statistics Canada will only share data from this survey with those organizations that have demonstrated a requirement to use the data.

Under Section 12 of the Statistics Act, respondents can object to the sharing of information with other organizations. However, respondents do not have the right of refusal with respect to sharing the data with Transport Canada. Transport Canada has the legislative authority to collect and use this information pursuant to the Canada Transportation Act (CTA) and the Transportation Information Regulations.

Respondents may refuse to share their information with Natural Resources Canada and the Canadian Transportation Agency by writing a letter of objection to the Chief Statistician, and mailing it to the following address. These organizations have agreed to keep the data confidential and use them only for statistical purposes.

Chief Statistician of Canada
Statistics Canada
Attention of Director, Enterprise Statistics Division
150 Tunney's Pasture Driveway
Ottawa, Ontario
K1A 0T6

You may also contact us by email at statcan.esdhelpdesk-dsebureaudedepannage.statcan@statcan.gc.ca or by fax at 613-951-6583.

Business or organization and contact information

1. Verify or provide the business or organization's legal and operating name and correct where needed.

Note: Legal name modifications should only be done to correct a spelling error or typo.

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.

• Legal name:
• Operating name (if applicable):

2. Verify or provide the contact information of the designated business or organization contact person for this questionnaire and correct where needed.

Note: 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.

• First name:
• Last name:
• Title:
• Preferred language of communication:
  • English
  • French
• Mailing address (number and street):
• City:
• Province, territory or state:
• Postal code or ZIP code:
• Country:
  • Canada
  • United States
• Email address:
• Telephone number (including area code):
• Extension number (if applicable):
  The maximum number of characters is 10.
• Fax number (including area code):

3. Verify or provide the current operational status of the business or organization identified by the legal and operating name above.

• Operational
• Not currently operational
  Why is this business or organization not currently operational?
  • Seasonal operations
    • When did this business or organization close for the season?
      • Date
    • When does this business or organization expect to resume operations?
      • Date
  • Ceased operations
    • When did this business or organization cease operations?
      • Date
    • Why did this business or organization cease operations?
      • Bankruptcy
      • Liquidation
      • Dissolution
      • Other - Specify the other reasons for ceased operations
  • Sold operations
    • When was this business or organization sold?
      • Date
    • What is the legal name of the buyer?
  • Amalgamated with other businesses or organizations
    • When did this business or organization amalgamate?
      • Date
    • What is the legal name of the resulting or continuing business or organization?
    • What are the legal names of the other amalgamated businesses or organizations?
  • Temporarily inactive but will re-open
    • When did this business or organization become temporarily inactive?
      • Date
    • When does this business or organization expect to resume operations?
      • Date
    • Why is this business or organization temporarily inactive?
  • No longer operating due to other reasons
    • When did this business or organization cease operations?
      • Date
    • Why did this business or organization cease operations?

4. Verify or provide the current main activity of the business or organization identified by the legal and operating name above.

Note: The described activity was assigned using the North American Industry Classification System (NAICS).

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 classifications; 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.

The following is the detailed description including any applicable examples or exclusions for the classification currently associated with this business or organization.

Description and examples

• This is the current main activity
• This is not the current main activity
  Provide a brief but precise description of this business or organization's main activity:
  e.g., breakfast cereal manufacturing, shoe store, software development

Main activity

5. You indicated that is not the current main activity. Was this business or organization's main activity ever classified as: ?

• Yes
  When did the main activity change?
  Date:
• No

6. Search and select the industry classification code that best corresponds to this business or organization's main activity.

Select this business or organization's activity sector (optional)

• Farming or logging operation
• Construction company or general contractor
• Manufacturer
• Wholesaler
• Retailer
• Provider of passenger or freight transportation
• Provider of investment, savings or insurance products
• Real estate agency, real estate brokerage or leasing company
• Provider of professional, scientific or technical services
• Provider of health care or social services
• Restaurant, bar, hotel, motel or other lodging establishment
• Other sector

7. You have indicated that the current main activity of this business or organization is: Main activity. Are there any other activities that contribute significantly (at least 10%) to this business or organization's revenue?

• Yes, there are other activities
  Provide a brief but precise description of this business or organization's secondary activity:
  e.g., breakfast cereal manufacturing, shoe store, software development
• No, that is the only significant activity

8. Approximately what percentage of this business or organization's revenue is generated by each of the following activities?

When precise figures are not available, provide your best estimates.

Reporting period information

1. What are the start and end dates of this business's or organization's most recently completed fiscal year?

For this survey, the end date should fall between April 1, 2019 and March 31, 2020.

Here are twelve common fiscal periods that fall within the targeted dates:

• May 1, 2018 to April 30, 2019
• June 1, 2018 to May 31, 2019
• July 1, 2018 to June 30, 2019
• August 1, 2018 to July 31, 2019
• September 1, 2018 to August 31, 2019
• October 1, 2018 to September 30, 2019
• November 1, 2018 to October 31, 2019
• December 1, 2018 to November 30, 2019
• January 1, 2019 to December 31, 2019
• February 1, 2019 to January 31, 2020
• March 1, 2019 to February 28, 2020
• April 1, 2019 to March 31, 2020.

Here are other examples of fiscal periods that fall within the required dates:

• September 18, 2018 to September 15, 2019 (e.g., floating year-end)
• June 1, 2019 to December 31, 2019 (e.g., a newly opened business).

Fiscal year start date:

Fiscal year-end date:

2. What is the reason the reporting period does not cover a full year?

Select all that apply.

• Seasonal operations
• New business
• Change of ownership
• Temporarily inactive
• Change of fiscal year
• Ceased operations
• Other
  Specify reason the reporting period does not cover a full year:

Statement of Revenues, Annual - Statement 21 (IV)

1. For the reporting period ending YYYY-MM-DD , what was the operating revenue earned by this business?

Report all amounts in thousands of Canadian dollars.

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. (A complete list of activities which are specialty and therefore not subject to filing requirements as charter can be found in the Transport Canada document entitled "Starting a Commercial Air Service", TP 8880.)

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.

Total operating revenue

Include revenue from air transportation services (for example, transportation of passengers, transportation of goods and other flight-related revenue [such as flying training, recreational flying and other specialty flying]) and all other sources.

Changes or events

1. Indicate any changes or events that affected the reported values for this business or organization, compared with the last reporting period.

Select all that apply.

• Strike or lock-out
• Exchange rate impact
• Price changes in goods or services sold
• Contracting out
• Organizational change
• Price changes in labour or raw materials
• Natural disaster
• Recession
• Change in product line
• Sold business or business units
• Expansion
• New or lost contract
• Plant closures
• Acquisition of business or business units
• Other
  Specify the other changes or events:
• No changes or events

Contact person

1. Statistics Canada may need to contact the person who completed this questionnaire for further information. Is [Provided Given Names] , [Provided Family Name] the best person to contact?

• Yes
• No

Who is the best person to contact about this questionnaire?

• First name:
• Last name:
• Title:
• Email address:
• Telephone number (including area code):
• Extension number (if applicable):
  The maximum number of characters is 5.
• Fax number (including area code):

Feedback

1. How long did it take to complete this questionnaire?

Include the time spent gathering the necessary information.

• Hours:
• Minutes:

2. Do you have any comments about this questionnaire?