As of reference year 2012, data for the Natural Resource Stock Accounts program have been revised to reflect a number of methodological changes. Changes apply to the entire time series, from 1961 onwards for energy resources, mineral resources and timber. Details are presented below.

Firstly, in order to align with the new international standard for environmental accounting, the System of Environmental Economic Accounting 2012 (SEEA 2012), Monetary Natural Resource Stock Accounts estimates published in CANSIM now incorporate a positive return to the produced capital^Note1 employed in the extraction of resources^Note2. The return to produced capital is estimated using a variable rate of return derived from real (inflation adjusted) rates of return on long-term Government of Canada bonds; the rate of return is applied to the value of produced capital employed in the extraction of resources net of depreciation.

Secondly, a geometric method of depreciation^Note3 of capital employed in extraction of resources (rather than a linear method) is now used in the calculation of the depreciation component of the cost of produced capital associated with the extraction of natural resources^Note2. This change is required to reflect a similar change introduced in 2012 in the National Balance Sheet Accounts.

Thirdly, estimates of the value of timber assets are no longer published as a 5-year moving average. While this change leads to greater volatility of timber asset values, it brings greater coherence between timber asset values and the value of subsoil assets (i.e., mineral and energy resources), which are not based on moving averages.

Notes:

1. For example, machinery and equipment or buildings used in the process of extracting resources.
2. Return to produced capital and depreciation of produced capital are components of the cost of the capital employed in the extraction of natural resources. For more information on the calculation of natural resource asset values, please see chapter 3 of 16_505_g1997001_eng.pdf (PDF, 0 bytes)
3. Depreciation valued at replacement cost.

Public and private school data as well as home-schooling data were collected on separate templates, spanning years 2008/2009 to 2012/2013.

Reporting period:

• From: 2014-02-15
• To: 2014-09-30

1. Expenditures, 2008/2009 to 2012/2013 (Public)

School Boards and Districts

Educator remuneration:

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

Educator pension plans:

• row 3 Employer's contributions to Canada and Quebec pension plans
• row 4 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 annual 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)

Ministry of Education

Educator remuneration:

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

Educator pension plans:

• row 14 Employer's contributions to Canada and Quebec pension plans
• row 15 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)

Other Provincial Departments or Agencies

Educator remuneration:

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

Educator pension plans:

• row 26 Employer's contributions to Canada and Quebec pension plans
• row 27 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 departments and agencies (rows 30 and 33)
• row 35 Total Education Expenditures (rows 11 , 23 and 34)

2. Enrolments by Type of Program, Grade and Sex, School Boards and Districts (Headcounts), 2008/2009 to 2012/2013 (Public, Private and Home Schooling)

2.1 Regular Programs for Youth for Male, Female and Total

• Junior Kindergarten;
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• Ungraded
• Total

2.2 Full-time Equivalent (FTE) Rate - Regular Programs for Youth for Male, Female and Total

• Junior Kindergarten
• Kindergarten

2.3 Upgrading programs¹ for adults for Male, Female and Total

• less than 8
• 8
• 9
• 10
• 11
• 12
• 13
• Ungraded
• Total

2.4 Vocational Programs² for Youth and Adults for Male, Female and Total

• Youth
• Adults
• Total

2B. Enrolments by Type of Program, Age and Sex, School Boards and Districts (Headcount), 2008/2009 to 2012/2013 (Public, Private and Home Schooling)

2B.1 Regular Programs for Youth for Male, Female and Total

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
• Unknown
• Total

2B.2 Full-time Equivalent (FTE) Rate - Regular Programs for Youth for Male, Female and Total

• Junior Kindergarten
• Senior Kindergarten

2B.3 Upgrading programs¹ for adults for Male, Female 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
• Unknown
• Total

2B.4 Vocational Programs² for Youth and Adults for Male, Female 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
• Unknown
• Total

3. Enrolments by Type of Minority and Second Language Programs, Youth Sector by Grade, School Boards and Districts (Headcounts), 2008/2009 to 2012/2013 (Public and Private)

3.1 Regular Second Language Programs³ for Male, Female and Total

• Junior Kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• Ungraded
• Total

3.2 Second Language Immersion Programs⁴ for Male, Female and Total

• Junior Kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• Ungraded
• Total

3.3 Minority language programs⁵ for Male, Female and Total

• Junior Kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• Ungraded
• Total

4. Enrolments by type of Aboriginal Language Programs by Grade, School Boards and Districts (Headcounts), 2008/2009 to 2012/2013 (Public)

4.1 Aboriginal Language as a subject⁶

• Junior Kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• Ungraded
• Total

4.2 Aboriginal Language as Language of Instruction⁷

• Junior Kindergarten
• Kindergarten
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• 13
• Ungraded
• Total

5. Enrolments in Special Needs Education⁸ by Type of Disability, Type of Class, School Boards and Districts (Headcounts), 2008/2009 to 2012/2013 (Public)

5.1 Number of students identified and receiving additional program and service supports for Type of Class, Male, Female and Total

A. For sensory, physical and intellectual disabilities - Low incidence disabilities

• Regular
• Special

B. For learning disabilities and behavioural disabilities - High incidence disabilities

• Regular
• Special

C. To compensate for Socio-Economic Status or other disadvantages

• Regular
• Special

Total

• Regular
• Special

Grand Total

6. Number of Graduates⁹ by Type of Program, Age and Sex, School Boards and Districts, 2008/2009 to 2012/2013 (Public and Private)

6.1 Regular Programs for Youth for Male, Female and Total

• 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
• Unknown
• Total

6.2 Adult Upgrading Programs¹⁰ for Male, Female and Total

• 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
• Unknown
• Total

6.3a Vocational¹¹ Programs for Youth for Male, Female and Total

• 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
• Unknown
• Total

6.3b Vocational¹¹ Programs for Adults for Male, Female and Total

• 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
• Unknown
• Total

7.1 Educators headcounts reported as Full-time or Part-time Educators¹² by Age Group and Sex, 2008/2009 to 2012/2013 (Public and Private)

Headcounts Educator

Full-time

• Less than 25 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 and over
• Unknown
• Sub-Total

Part-time

• Less than 25 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 and over
• Unknown
• Sub-Total
• Total

7.2 Number of Educators¹² in Full-time Equivalent (FTE) by Categories, 2008/2009 to 2012/2013

Full-time Equivalent (FTE) Educators

• Teachers
• School Administrators
• Pedagogical Support
• Total

Notes:

1. Include enrolments in General Education Development (GED), Adult Basic Education (ABE) and other equivalency programs.  Exclude any enrolments in upgrading programs offered at the postsecondary level.

2. Include enrolments in all professional and technical training programs offered in public schools operated by school boards or the province, in private schools and as home schooling.  Exclude any enrolments in vocational programs offered at the postsecondary level.

3. Regular Second Language Programs (or Core Language programs) Enrolments in programs where French is taught to Anglophone students or English is taught to Francophone students as a “subject” in the regular course offerings.  One or more additional subjects can also be taught in the student’s second official language but second language instruction must total less than 25% of all instruction time.

4. Second Language Immersion Programs: Enrolments in programs where French is the language of instruction for Anglophone students or English is the language of instruction for Francophone students. Instruction time in the student’s second official language is more than 25% of all instruction time.

5. Minority language as Language of Instruction: Enrolments in programs for students from the official language linguistic minority in the relevant province or territory (French outside Québec, English in Québec). These programs allow children in the linguistic minority to pursue their education in their first official language.

6. Aboriginal language instruction (a.k.a. Aboriginal second language program or Core Aboriginal): Enrolments in programs where an Aboriginal language is taught as a subject as part of regular course offerings.  One or more additional subjects can also be taught in an Aboriginal language up to less than 25% of the week.

7. Aboriginal language as language of instruction (a.k.a. Aboriginal first language program): enrolments in schools where all classroom instruction is in an Aboriginal language for Aboriginal children.

8. Students with special educational needs are those for whom additional public and/or private resources are provided to support their education.  Additional resources are made available over and above those generally available to regular students.  They are resources provided to support students who have difficulties following the regular curriculum.  They can be personnel resources (a more favourable teacher/student ratio, additional teachers, assistants or other personnel), material resources (aids or supports of various types, modification or adaptation to classroom, specialized teaching materials) or financial resources (modified funding formulae, money set aside within the regular budget allocation or additional payments).

Following the OECD and recommendations from the Special Education and Student Services Directors of the Western and Northern Canada Protocol, they are broken into three sub-categories:

Category A refers to students whose disabilities have clear biological causes – such as physical disabilities, visual impairment/blind, hearing impairment/deaf, moderate to severe/profound intellectual disability, chronic health problem, multiple disabilities, autism and foetal alcoholic syndrome (FAS).

Category B refers to students who are experiencing learning and/or behavioural difficulties.

Category C refers to students whose difficulties are considered to arise primarily from socio-economic, cultural and/or linguistic disadvantages for which the education system seeks to compensate.

9. Include first time graduates only: count late graduates but do not count the same graduate twice.

10. Include graduates in General Education Development (GED), Adult Basic Education (ABE) and other equivalency programs. Exclude any graduates of upgrading programs offered at the postsecondary level

11. Include graduates in all professional and technical training programs. Exclude any graduates of vocational programs offered at the postsecondary level.

12. Educators include all employees in the public and private school system who belong to one of the three following categories: teachers, school administrators and pedagogical support. While the definition excludes teacher aides, student teachers and other personnel who do not get paid for their employment, it includes educational assistants, paid teacher’s aides, guidance counselors and librarians. Personnel temporarily not at work (e.g. for reasons of illness or injury, maternity or parental leave, holiday or vacation) are included.

Headcount educators are defined as the number of educators on September the 30th (or as close as possible thereafter) of the school year who are responsible for providing services to the students.

It includes all educators in regular public and private schools, provincial reformatory or custodial schools. Exclude correspondence or distance programs, or independent schools financed by federal departments ( e.g. the Department of National Defense and the Department of Indian and Northern Affairs).

This category also includes all educators in all professional and technical training programs offered in public schools operated by school boards or the province and private schools. Exclude, vocational programs offered at the postsecondary level, distance education programs, and schools financed by federal departments ( e.g. the Department of National Defence and the Department of Indian and Northern Affairs).

Full-time Equivalent (FTE) Educator is defined as the number of full-time educators on September the 30th (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).