2025 Annual Survey of Environmental Goods and Services – Reporting guide

Integrated Business Statistics Program (IBSP)

This guide is designed to assist you as you complete the 2025 Annual Survey of Environmental Goods and Services. If you need more information, please call the Statistics Canada Help Line at the number below.

Your answers are confidential.

Statistics Canada is prohibited by law from releasing any information it collects which could identify any person, business, or organization, unless consent has been given by the respondent or as permitted by the Statistics Act.

Statistics Canada will use information from this survey for statistical purposes.

Help Line: 1-877-949-9492

Table of contents

Reporting instructions

  • Report dollar amounts rounded to the nearest Canadian dollar.
  • When precise figures are not available, please provide your best estimates.
  • Exclude federal, provincial and territorial sales taxes and excise duties and taxes.

For the purposes of this survey, clean technology can be considered to consist of any product, process, or service designed with the primary purpose of contributing to remediating or preventing any type of environmental damage.

Definitions

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.

Current main activity of the business or organization

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 unit(s) targeted by this questionnaire only, 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.

Glossary of Terms

3D
Three dimensional
Additives/ catalysts
Products that enhance the rate of a chemical reaction.
Adhesives
Adhesives or bioadhesives are made from natural polymeric materials that act as adhesives; e.g., a glue formed synthetically from biological monomers such as sugars.
Advanced batteries
Batteries incorporating materials that improve energy storage density, or reduce the weight and size, compared to traditional batteries e.g., nickel-hydride and lithium ion batteries.
Advanced insulation
Solutions for improving thermal insulation in new and existing buildings producing significant energy savings. Includes spray foam and other products that are alternatives to traditional forms of insulation.
Advanced thermostats
Advanced thermostats (also known as smart thermostats) maximize efficiency and off-peak energy usage to help save money and reduce emissions. Additionally, advanced thermostats incorporate other technologies such as sensors and Wi-Fi connectivity.
Aerodynamic device
An aerodynamic resistance or drag reduction technology that reduces fuel consumption.
Aircraft components using lightweight materials
A lightweight material is defined as having a higher strength to weight or stiffness to weight ratio. May also include components that are made lighter when using the same material by changing how it is designed or manufactured e.g., through additive manufacturing / 3D printing.
Algae biodiesel
A type of biodiesel fuel made from algae oils.
Anaerobic digester
A mechanical chamber which breaks down organic material using micro-organisms (bacteria) in an oxygen-free environment to produce renewable energy (biogas) and other biomaterials.
Automobile components using lightweight materials
A lightweight material is defined as having a higher strength to weight or stiffness to weight ratio, compared to conventional materials. Alternatively, components may be made lighter when using the same material by changing how it is designed or manufactured e.g., through additive manufacturing or 3D printing.
Auxiliary power unit
An idling reduction technology that stores power when the engine is running and supplies it to the vehicle's electrical devices when the engine is off.
Biobutanol
A renewable fuel produced from corn, sugar beets, and other types of biomass.
Biochar
A solid material obtained from thermochemical conversion of biomass in an oxygen-limited environment. Biochar can be used for a wide range of applications such as a soil amendment, carbon sequestration, and a source of renewable energy.
Biochemicals
Synthesized chemicals made using vegetable oils derived from corn, soybean, canola, and corn starches. They can be made into solvents, lubricants, waxes, adhesives, acetic acid, succinic acid, glycerol and methanol without using traditional petroleum bases.
Biocrude
A feedstock used in a petroleum refinery that is derived from one or more renewable feedstocks replacing, in part, conventional crude oil.
Bioenergy
Renewable energy produced from biological materials.
Bioenergy feedstock planning and management
Ensuring a sustainable biomass supply from the forestry and agricultural sectors, as well as from other organic residues such as municipal solid waste and algae.
Bioenergy feedstock valuation
Services which focus on modelling, technologies and techniques that lower the costs and increase quantities of renewable feedstocks while maintaining and improving the quality of the product.
Biofuel
Biofuels are enhanced biomass-derived fuels that can take the form of a liquid such as ethanol or renewable diesel fuels, a gas such as biogas or syngas or a solid such as pellets or char.
Biogas
A combustible gas and type of biofuel produced by the decomposition of biological materials e.g., forestry residues and municipal waste, through anaerobic digestion or fermentation. Typical biogas consists of 50 to 60% methane and carbon dioxide.
Biohydrogen
Hydrogen produced biologically, most commonly by algae or bacteria, from both cultivation and waste organic materials.
Biomaterials
Materials derived from nature or synthesized in the laboratory using a variety of chemical approaches utilizing plant oils, sugars, or starches to create bioplastics, biofoams, biorubber, or reinforced biocomposites and biofibres.
Biopesticides
Pest management agents and chemicals derived from natural sources e.g., bacteria, fungi, viruses, plants, animals and minerals. They provide an alternative to synthetic chemicals and are used to control pest populations in crop production and other settings. Typically, a biopesticide is target-specific and has little or no impact on non-target organisms and the environment.
Biopolymers
A non-petroleum based form of plastic derived from renewable biomass sources such as vegetable oil or corn starch.
Biosolvents
Bio-based agent for cleaning or degreasing parts, stripping paint or removing inks. Derived from agricultural crops e.g., corn, soybeans, citrus fruit skins or tree bark.
Biostimulants
A material which contains substances or microorganisms whose function is to stimulate natural processes in plant growth e.g., nutrient uptake, nutrient use efficiency, tolerance to abiotic stress, and crop quality. Biostimulants are a bio-based alternative to fossil-fuel based fertilizers.
BOMA
The Building Owners and Managers Association
CAN$
Canadian dollars
Carbon capture and sequestration technologies and storage
Technologies used to capture, transport and store carbon dioxide produced as the result of an industrial process, before its release to the atmosphere.
Cellulose filaments (CF)
Extracted from wood pulp fibres using a mechanical process that requires no chemicals or enzymes. CF are extremely strong, flexible and light, and has a unique bonding capacity that makes them an exceptional reinforcement additive for a wide range of products such as bioplastics, adhesives, as well as paints and other coatings.
Cellulosic Ethanol
Ethanol produced from cellulose e.g., the stringy fibre of a plant, typically from grasses, grains or wood.
Centrifuges
Machines or equipment that spin a vessel at high speeds to create separation of materials. Centrifugation can be used to recover solids from slurries, or to clarify liquids and solids.
Chipper
A machine used to mechanically reduce the size of feedstock wood material to a size suitable for further processing e.g., for producing wood pellets or as an input into another bio-manufacturing process.
CHP
Combined heat and power
Clean coal
Technology and processes that mitigate the emissions produced from the burning of coal for electrical power. Generally, to be considered "clean" the combustion should result in an emission intensity equal to or less than that produced by burning natural gas.
CNG
Compressed natural gas (CNG) is methane that is stored at a high pressure and can be used in place of gasoline. CNG may be found naturally above oil deposits or is collected from landfills or wastewater treatment plants e.g., biogas.
Coagulant
A material (iron or aluminum salts, e.g., aluminum sulphate, ferric sulphate, ferric chloride, polymers) added to a colloidal solution to remove suspended particles through coagulation. Often used in water treatment.
Combined heat and power and cogeneration
Combined heat and power (CHP) is a cogeneration system that involves the simultaneous production of electricity and heat from a single fuel source. It uses waste heat recovery technology to capture heat by-products to generate electricity. CHP is not a single technology but an integrated energy system that can be modified depending on the needs of the energy user.
Combined heat and power bioenergy systems
Combined heat and power (CHP) is a cogeneration system that involves the simultaneous production of electricity and heat from a single fuel source. It uses waste heat recovery technology to capture heat by-products to generate electricity. CHP is not a single technology but an integrated energy system that can be modified depending on the needs of the energy user. CHP bioenergy systems use a biomass fuel source instead of a fossil fuel source.
Composite materials
Materials consisting of strong, stiff fibres in a tough resin matrix and used to reduce weight for fuel efficiency purposes. Composite materials used in the aerospace industry include carbon and glass-fibre reinforced plastics and metals used in cabin components and functional components in the wings, engines or landing gear.
Compressed air
Compressed air energy storage (CAES) is a way to store energy by compressing air and storing it in underground caverns, depleted wells or aquifers.
Crop canopy sensors
A technology used in precision agriculture that uses visible light (VIS) and near infrared light (NIR) to determine plant nitrogen levels in a crop. This technology can assist in identifying specific areas of a field that require fertilization.
Cyber security
Services assisting utility companies with the protection of critical smart grid infrastructure assets from cyber security threats. Cyber security services protect data and access to all components of the smart grid. This includes threat detection and compliance management.
Desalination processes
Various technologies and processes used to remove salt from water.
Distillation tower
Equipment used to refine and separate purified products and aqueous streams during biofuel production.
DME
Dimethyl Ether
Double layer capacitor
Capacitors with enhanced cycle stability and extremely high power capability; very efficient energy storage capability compared to traditional capacitors and batteries.
Dryer
Equipment used to remove moisture from a liquid/solid mixture. Dryers vary in application and function e.g., rotating drum dryers, rotary dryers, flash dryers, fluidized bed dryers, spray dryers, conveyor dryers, tray dryers, thin-film dryers.
Efficient turbine
A fuel efficient turbine engine is one that uses less fuel to produce the same output e.g., either in the form of thrust for a jet engine or horsepower for a turboshaft engine. Engine weight is an important factor associated with the efficiency of the turbine.
Electric vehicle
A vehicle using a battery to store electrical energy that powers the motor.
Electro-deionization technologies
A process which combines semi-impermeable membrane technology with ion-exchange media to provide a high-efficiency demineralization process.
Emission control
Technologies that reduce the amount of air pollutants, including greenhouse gases, released into the atmosphere.
Energy efficiency
Energy efficiency is a way of managing and restraining the growth in energy consumption. Something is more energy efficient if it delivers more services for the same energy input, or the same services for less energy input.
Energy logs
A cleaner burning fuel than firewood and other densified fire logs.
Engine control module
Controls the engine's performance, fuel efficiency and emissions; monitors the operation of the vehicle; and troubleshoots mechanical problems.
Engineered wood products
A variety of products required in mass timber construction and design (i.e., cross laminated timber) that generally involve lamination and compression of multiple layers of smaller pieces of wood to create large panels. The process creates a very strong panel that meets the safety requirements needed to build tall structures.
Environmental employment
Positions that directly or indirectly contribute to preserving or restoring environmental quality. For example, this may include jobs related to the production of goods or provision of services that help to: protect ecosystems and biodiversity; reduce the use of energy, materials, and water consumption in manufacturing processes; lower the carbon expenditure of industrial processes; or minimize or altogether avoid generation of waste and pollution.
Environmental measurement apparatus
Equipment or instruments that assist in data collection involving the assessment of chemical, physical, or biological factors in the environment.
Ethanol
A renewable alcohol fuel made from plant material e.g., corn, sugar cane or grasses.
FC
Fuel cell
Fluoridation
The addition of fluoride in a public water supply to reduce tooth decay.
Flywheel
A rotating mechanical device that is used to store rotational energy.
Foams
Foams or biofoams are biopolymers made from plant materials that are biodegradable and may be industrially composted at high temperatures. They are durable and suitable for long-term use in virtually all technical and packaging applications.
FTE
Full-time equivalent
Fuel cell vehicle FC stack
A fuel cell FC stack is an assembly of individual membrane electrode assemblies that use hydrogen and oxygen to produce electricity in a fuel cell vehicle.
GIS
Geographic Information System
GPS
Global Positioning System
Green building certification
A process administered by a recognized body that approves a construction project as environmentally responsible and resource-efficient throughout a structure's life-cycle.
Greywater reuse system
A system that collects greywater from showers and sinks, for the purpose of filtering and purifying, for further non-potable uses e.g., toilet flushing or irrigation. It consists of a tank, a pump, a disinfection additive such as chlorine and a filtration component.
Greensand filtration
A specialized filtration process that removes iron, manganese and hydrogen sulphide from water.
Hot dry rock (HDR)
A type of geothermal energy resource that uses heat recovered from dry subsurface rocks to generate electricity.
HVAC
Heating, ventilation, and air conditioning
Hybrids
Vehicles containing both an electric motor and an internal combustion engine (ICE). The electric motor uses batteries charged from the grid, and which may be re-charged through energy conversion mechanisms while in operation. The ICE uses traditional fuels, e.g., gasoline or diesel.
ICE
Internal combustion engine
Industrial design and related services
Refers to the design of energy efficient technologies and products for market, or part of a contracted service for industries such as transportation, aerospace, commercial energy projects, etc.
Intelligent traffic control
Optimizing the performance of traffic signals for real-time traffic conditions and improving traffic flow, resulting in a reduction in idling time, traffic congestion and emissions from vehicles at intersections.
ISO
International organization for standardization
Leak detection
A device that detects the presence of gases in an area, often as part of a safety system. This type of equipment is used to detect a gas leak and interface with a control system so a process can be automatically shut down. Gas detectors can be used to detect combustible, flammable and toxic gases, and oxygen depletion.
Li-ion
Lithium-ion battery
Livestock precision feeding technology
Technology consisting of animal-specific data collection and automated feeding systems to conserve livestock feed inputs.
LNG
Liquefied natural gas (LNG) is natural gas that has been converted to liquid form.
Low emitting burner
High-efficiency burners e.g., low NOx and low SOx burners, that minimize the amount of pollutants produced during combustion.
Low rolling resistance tire
Designed to reduce rolling resistance, or the energy lost from drag and friction of a tire rolling over a surface, to improve fuel efficiency in vehicles.
Management systems
Software systems that employ artificial intelligence or rules based on process knowledge to control energy distribution.
Mass timber design
Mass timber design companies design and construct complete buildings using large, prefabricated engineered wood products such as cross laminated timber or glue-laminated timber in place of steel.
Microgrid solutions
Services that design and develop comprehensive microgrid solutions for energy infrastructure projects. A microgrid is a local energy grid with control capability that can disconnect from the traditional grid and operate autonomously.
Micro/ ultrafiltration
Membrane technologies used to treat drinking water.
Micro-screening
A water treatment technology to remove suspended solids, micro pollutants and to increase the efficiency of downstream treatment systems.
Mixer
Industrial mixers are able to blend combinations of solids, gases and liquids. Mixing is usually completed in either single-phase or multi-phase formats.
Modelling services
The use of specially designed energy modelling software and other building data to simulate a variety of building details during construction or renovation projects. Used to optimize roof and wall construction, lighting and power densities, domestic hot water usage, and heating and ventilation systems. Modifying variables e.g., outdoor and indoor temperature, solar orientation, humidity, energy costs, construction materials, and occupant levels allow the energy modeller to come up with different scenarios to optimize a building's design and meet energy efficiency objectives.
Nano-crystalline cellulose
Nano-structures made from pure cellulose. They may be used in coating, papermaking, biocide dispersion, or in composite products.
Nanofiltration
Nanofiltration is a water-softening membrane technology that removes most organic compounds, nearly all viruses, most natural organic matter and a range of salts from water.
NaNiCl
Sodium-nickel chloride batteries
NaS
Sodium-sulphur batteries
NiCd
Nickel-cadmium battery
NiMH
Nickel-metal hydride battery
NOx
Nitrogen oxides
Nuclear energy
The energy that is released through a nuclear reaction or radioactive decay process.
Nuclear island
The part of the nuclear power plant that incorporates all equipment, systems, installation and control, heating and ventilation and other relevant hardware installed within the reactor and reactor auxiliary buildings. Steam generators that transfer heat from the primary circuit within the reactor to a secondary circuit for power generation are included in the nuclear island.
Nuclear reactor
The heart of a nuclear power plant in which nuclear fission may be initiated and controlled in a self-sustaining chain reaction to generate energy or produce useful radiation.
pH
Potential of hydrogen
Phasor measurement unit
A phasor measurement unit (PMU) is a device which measures the electrical waves on a power grid to monitor and control load and detect faults.
Powder metallurgy, coatings, polishing, anodizing for fuel efficiency
Surface treatments used to improve the finish, durability and corrosion resistance of many components. Also used for restorative maintenance e.g., secondary to fuel efficiency. Metal powders can be used in additive manufacturing which has the potential to make parts lighter (therefore improving fuel efficiency).
Pumped hydro
A system for generating hydroelectric power for peak periods by pumping water from a lower to an upper reservoir during low-demand/off-peak periods e.g., charging. When required, the water flows back from the upper to the lower reservoir to produce electricity e.g., discharging.
Pyrolysis
Pyrolysis is the transformation of a carbon-rich substance into one or more substances e.g., syngas or biochar, through heating in the absence of oxygen.
Pyrolysis oil
A renewable liquid fuel derived from woody biomass via fast pyrolysis process.
R-2000
Energy efficient homes rating
Renewable diesel
Diesel fuel substitute made from renewable materials such as vegetable oil, waste, cooking oil, animal fat, fish oil or cellulosic feedstocks consisting of agriculture and forest biomass. It can be used in all modern diesel engines without requiring engine modifications.
Reverse osmosis
A water treatment process that uses pressure to move a liquid through a membrane, thereby removing ions of salt, calcium and chlorine or larger molecules such as bacteria, urea and glucose.
RFID
Radio-frequency identification
Self-healing grids
A monitoring solution for a more efficient energy grid. A self-healing grid is a system comprised of sensors, automated controls and advanced software that utilizes real-time distribution data to detect and isolate faults and to reconfigure the distribution network to minimize service disruptions.
Shredder
Equipment used to cut, shear, tear, slice, or rip apart materials into smaller pieces typically in a strip or chip-like output shape. Shredders may be used to process forestry and agricultural biomass to convert it into a more useable form for further biofuel or biomaterial processing.
Smart grid
Adaptions to a conventional power grid, allowing two-way communications, control and automation capabilities to make it more reliable, flexible, efficient, clean, safe and customer-friendly.
Smart inverter
Inverters that enable the integration of distributed photovoltaic power generation into the power grid.
SOx
Sulphur oxides
Storage systems
Includes above and underground types of storage systems. The tanks can be used for storage, mixing, or as vessels for chemical processes.
Super-conducting magnetic energy storage
Energy storage using a magnetic field created by the flow of direct current in a superconducting coil kept below its superconducting critical temperature.
Sustainable forestry services
Sustainable forestry service companies are forestry service companies who have policies in place which ensure they carefully manage forest resources to preserve and maximize the value of every harvest. Sustainable forestry service companies are certified by one of the three independent, third-party forest management organizations in Canada (Canadian Standards Association, Forest Stewardship Council, and Sustainable Forestry Initiative). A certified sustainable forestry service company meets the Government of Canada’s forest management laws and regulations and verifies the company’s responsible forest management practices. Certified companies practice a number of forest restoration or sustainable forestry management techniques such as planting new trees after each harvest, selective logging by removing only certain, mature trees while preserving a balanced forest ecosystem (not clear cutting) and allowing more time in between harvests so trees can mature to their full potential.
Syngas
Syngas, also called synthesis gas, is an intermediate product produced by gasification from biomass feedstocks. Syngas can then be converted into hydrogen, a variety of chemicals, fertilizers and liquid fuels, or used to generate electricity.
Thermal storage systems
Encompasses a wide range of technologies that allow thermal energy to be collected and stored for later use. Storage mediums include water, bedrock, deep aquifers, and phase-change materials.
Traffic management
Improving the flow of traffic through the use of data and design.
UAV/drone
An unmanned aerial vehicle (UAV) or drone is an aircraft designed to fly without a human operator on board. They are equipped with video and multispectral cameras, GPS receivers and advanced data collection and sensor technologies to perform agriculture-related monitoring.
UV
Ultraviolet
Ultrasonic detection
Ultrasonic-level measurement devices employ sound waves for detection of liquid levels.
Variable rate technology
Instrumentation and equipment used for varying the rates of application of fertilizer, pesticides and seeds as it moves across a field.
Vehicle emission monitoring
Technologies such as catalytic converters, exhaust gas recirculation, engine monitoring sensors, computer controls and feedback systems that aid in the reduction of greenhouse gases, volatile organic compounds, carbon monoxide and oxides of nitrogen.
Vehicle fleet management and logistics
Support services comprised of consulting, tools, products, and software designed for companies with fleets of commercial vehicles or trucks (excluding rentals) that help optimize fleet operations such as communication, tracking and routing, maintenance, and management of fuel consumption.
Washer
Refers to the washing step of biofuel refining where impurities are adsorbed using a material such as magnesium silicate. Purified biodiesel liquid is then separated from the solid dry wash adsorbent and filtered, resulting in clarified biodiesel.
Yield Sensors
Sensors used to aid the monitoring of yields within a field.

Reporting period information

Report information for this establishment's 12-month fiscal period (normal business year) ending between April 1st, 2025 and March 31st, 2026. Please indicate the reporting period covered by this questionnaire.

Activity sectors

Report goods manufactured as part of an environmental service provided under Service provider, and include the sales of related machinery, equipment, and products.

Total revenue

Total revenue is the sum of the value of sales (before royalties, taxes and other charges) and all other revenues, except contributions from owners.

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

Include:

  • sales of all goods and services
  • other operating revenue
  • non-operating revenue.

Report in Canadian dollars.

Sales of goods

Report domestic and export sales of selected environmental goods or clean technology goods.

Include (where applicable):

  • sales (domestic sales and export sales) of goods manufactured at a Canadian location
  • sales of goods manufactured outside Canada and imported for sale

Exclude:

  • federal, provincial and territorial sales taxes
  • excise duties and taxes
  • subsidies

Some goods listed may be used for more than one of the environmental functions listed. Report sales under the environmental function category that best reflects the ultimate use of your product.

Sales of environmental goods are defined as revenues derived from the sale of goods (cash or credits) falling within a business's ordinary activities. Sales should be reported net of excise and federal, provincial or territorial sales taxes.

For the purposes of this survey, clean technology can be considered to consist of any product, process, or service designed with the primary purpose of contributing to remediating or preventing any type of environmental damage.

Revenue from services

Report domestic and international revenues of selected environmental services or clean technology services.

Include (where applicable):

  • revenues from goods sold as part of a service delivered (related machinery, products and equipment)
  • domestic and international sales of services provided from a Canadian location.

Exclude:

  • federal, provincial and territorial sales taxes
  • excise duties and taxes
  • subsidies

Sales of environmental and clean technology services are defined as amounts derived from the provision of environmental and clean technology services falling within a business's ordinary activities. Sales should be reported net of excise and federal, provincial or territorial sales taxes.

For the purposes of this survey, clean technology can be considered to consist of any product, process, or service designed with the primary purpose of contributing to remediating or preventing any type of environmental damage.

Thank you for your participation.

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

Date: October 2023

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

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

Reference to Personal Information Bank (PIB)

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

Elementary and Secondary Student Information Systems

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

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

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

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

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

Description of changes to the statistical activity

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

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

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

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

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

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

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

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

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

Reason for supplement

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

Necessity and Proportionality

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

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

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

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

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

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

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

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

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

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

Mitigation factors

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

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

Conclusion

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

Canadian Survey on Business Conditions, second quarter of 2026

Business or organization information

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

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

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

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

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

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

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

Select all that apply.

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

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

Exclude seasonal factors or conditions.

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

Business or organization obstacles

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

Select all that apply.

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

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

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

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

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

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

Select all that apply.

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

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

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

Supply chain challenges

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

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

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

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

Exclude seasonal factors or conditions.

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

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

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

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

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

Expectations for the next year

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

Select all that apply.

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

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

Trade

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

Provide your best estimate rounded to the nearest percentage.

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

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

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

Provide your best estimate rounded to the nearest percentage.

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

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

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

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

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

Select all that apply.

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

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

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

  • Yes
  • No
  • Don’t know

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

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

  • Yes
  • No
  • Don’t know

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

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

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

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

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

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

Canadian goods and services

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

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

  • Yes
  • No
  • Don’t know

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

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

  • Yes
  • No
  • Don’t know

Natural disasters and extreme weather events

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

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

  • Yes
  • No
  • Don’t know

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

Select all that apply.

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

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

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

  • Yes
  • No
  • Don’t know

Carbon markets and carbon dioxide removal credits

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

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

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

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

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

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

  • Yes
  • No
  • Don’t know

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

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

Select all that apply.

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

Defence and cybersecurity

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

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

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

  • Yes
  • No
  • Don’t know

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

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

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

  • Yes
  • No
  • Don’t know

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

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

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

  • Yes
  • No
  • Don’t know

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

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

  • Yes
  • No
  • Don’t know

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

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

Select all that apply.

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

Artificial intelligence

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

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

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

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

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

Select all that apply.

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

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

Select all that apply.

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

Liquidity

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

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

Debt

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

Include commercial mortgages.
Exclude residential mortgages.

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

Future outlook

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

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

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

Ownership

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

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

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

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

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

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

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

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

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

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

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

Select all that apply.

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

Data Stories — Greater Montréal Through a Data Lens

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

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

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

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

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

Event details

Participation format: In person only

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

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

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

Registration

Fees

  • Free

Register here

Cancellation policy

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

Event program

Presenter

André Loranger, Chief Statistician of Canada, Statistics Canada

Host

Samuel Dupéré, Acting Director, Eastern Region (Halifax, Montréal, Sherbrooke) Division

Panel Discussion Moderator

Marie-Christine Bernard, Assistant Director, Centre for Special Business Projects

Panelists

Marie Connolly (Ph.D. 2007, Princeton University) has been a professor at the Department of Economics of UQAM’s School of Management (ESG UQAM) since 2009. She teaches statistics and econometrics to undergraduates. Since 2020, she is the Data Editor at the Canadian Journal of Economics. Her research is primarily empirical and touches upon various topics in labor economics, such as the intergenerational transmission of income, social mobility, and the formation of human capital. Her work as been published in the Journal of Labor Economics, Canadian Public Policy, and the Canadian Journal of Economics, among others.

Matthieu Arseneau joined National Bank of Canada in 2005 and has been a member of the Economy and Strategy Group since 2009. As Deputy Chief Economist, his responsibilities include writing analyses of trends in the North American economy and contributing to the development of forecasting scenarios. He is currently on the Board of Directors of the CIRANO. Before joining the Economy and Strategy team, Mr. Arseneau worked in risk management at National Bank Financial Group, where his responsibilities included analysis of a range of Canadian industries and development of quantitative tools for risk modelling. He previously worked at the Research Chair in Taxation and Public Finance at the Université de Sherbrooke, gaining expertise in areas including the impact of demographic change on the economy and public finances. Mr. Arseneau holds a bachelor’s degree in political science from the Université de Montréal and a master’s degree in economics from the Université du Québec à Montréal.

Catherine Beaudry holds a master’s degree and PhD in economics from the University of Oxford. She is a full professor at the Department of Mathematics and Industrial Engineering and holds the Tier 1 Canada Research Chair in Management and Economics of Innovation (Chair Innovation) at Polytechnique Montréal, and leads the Partnership for the Organization of Innovation and New Technologies (4POINT0). She is a Fellow of the Academy of Social Sciences of the Royal Society of Canada and the recipient of the Prix Acfas Jacques-Rousseau 2022, the CPSC Public Policy Trailblazer Award in 2023 and the Prix d’excellence en recherche et innovation 2024 from Polytechnique Montréal.

Information for participants

Interpretation

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

Private dwellings in residential properties

Introduction

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

Methodology

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

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

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

Quality evaluation

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

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

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

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

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

Table 1 Linkage rates of Canadian Housing Statistics Program residential properties to the Statistical Building Register, by province, census metropolitan area (CMA) and census agglomeration (CA), reference years 2023 and 2024
Province Area 2023 2024
percentage
Newfoundland and Labrador Overall 87 87
CMA/CA 97 97
Outside CMA/CA 75 76
Nova Scotia Overall 98 97
CMA/CA 99 98
Outside CMA/CA 96 95
New Brunswick Overall 92 92
CMA/CA 95 95
Outside CMA/CA 88 88
Ontario Overall 98 97
CMA/CA 99 99
Outside CMA/CA 88 88
Manitoba Overall 87 88
CMA/CA 97 97
Outside CMA/CA 65 69
British Columbia Overall 97 96
CMA/CA 98 98
Outside CMA/CA 86 85
Note: CMA/CA refers to census metropolitan area or census agglomeration.

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

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

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

Table 2 Alignment rate of dwelling counts between property assessment authorities and the Statistical Building Register, by province, 2023 and 2024
Province 2023 2024
percentage
Newfoundland and Labrador 92 92
Nova Scotia 93 94
New Brunswick 94 95
Ontario 94 95
Manitoba 97 98
British Columbia 87 89

Limitations

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

User guide for data processing, quality and limitations - 20241

User guide for data processing, quality and limitations - 20241

Introduction

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

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

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

Data processing

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

Universe of property tables

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

Universe of owner tables

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

The tables 46-10-009646-10-0097 and 46-10-0098 are restricted to resident owners who are persons occupying their residential property. An owner's geographic location is determined by the location of the occupied property.

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

Universe of buyer table

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

Universe of the private dwelling table

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

Data availability and limitations

Newfoundland and Labrador

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

Prince Edward Island

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

New Brunswick

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

Manitoba

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

Saskatchewan

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

Alberta

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

Yukon

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

Northwest Territories

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

Nunavut

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

Variable-specific limitations

Property use of residential property

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

Owner-occupancy

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

Assessment value

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

Number of residential properties owned

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

Sale Price

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

Number of Buyers

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

Footnotes

Footnote 1

User guide for data processing, quality and limitations - 2023

Monthly Survey of Food Services and Drinking Places: CVs for Total Sales by Geography - January 2026

CVs for Total sales by geography
Geography Month
202501 202502 202503 202504 202505 202506 202507 202508 202509 202510 202511 202512 202601
percentage
Canada 0.17 0.22 0.16 0.15 0.16 0.09 0.10 0.07 0.06 0.08 0.06 0.09 0.15
Newfoundland and Labrador 0.69 1.01 0.63 0.78 0.45 0.50 0.46 0.32 0.31 0.37 0.27 0.50 1.56
Prince Edward Island 4.99 1.26 1.09 0.87 0.72 0.81 0.79 0.52 0.55 0.75 1.10 1.15 3.72
Nova Scotia 0.48 1.57 0.60 0.58 0.42 0.35 0.33 0.26 0.25 0.29 0.65 0.47 0.87
New Brunswick 0.59 0.82 0.57 0.51 0.42 0.49 0.38 0.30 0.34 0.39 0.88 0.40 1.10
Quebec 0.29 0.54 0.36 0.53 0.26 0.16 0.20 0.18 0.14 0.28 0.15 0.19 0.36
Ontario 0.34 0.35 0.31 0.23 0.36 0.17 0.16 0.11 0.10 0.13 0.10 0.16 0.19
Manitoba 0.70 0.74 0.75 0.56 0.50 0.39 0.47 0.37 0.31 0.34 0.58 0.46 0.80
Saskatchewan 0.65 0.69 0.52 0.54 0.47 0.53 0.51 0.37 0.41 0.39 0.70 0.50 0.90
Alberta 0.38 0.59 0.41 0.32 0.34 0.25 0.29 0.20 0.18 0.18 0.20 0.26 0.37
British Columbia 0.29 0.49 0.29 0.20 0.24 0.16 0.23 0.16 0.13 0.14 0.17 0.20 0.38
Yukon Territory 3.18 26.12 3.86 2.69 2.04 2.49 2.63 1.70 1.56 1.69 1.83 2.00 2.81
Northwest Territories 3.42 34.07 18.21 2.90 17.86 3.30 2.66 2.20 1.79 1.78 1.77 2.04 15.43
Nunavut 4.28 129.91 6.89 59.24 66.28 9.14 9.60 44.04 3.40 3.09 63.95 2.16 55.36

Canadian Housing Statistics Program (CHSP) – Reference years of the property stock and assessment values, by province and territory, 2024

Canadian Housing Statistics Program (CHSP) – Reference years of the property stock and assessment values, by province and territory, 2024Footnotes 1

Reference years of the property stock and assessment values, by province and territory – 2023
Province/Territory CHSP reference year Property stock date Assessment value year
Newfoundland and Labrador 2024 January 2024 2022
Nova Scotia 2024 December 2023 2023
New Brunswick 2024 January 2024 2023
Ontario 2024 January 2024 2016
Manitoba  2024 January 2024 2021
British Columbia 2024 October 2023 2023

Footnotes

Footnote 1

Canadian Housing Statistics Program (CHSP) – Reference years of the property stock and assessment values, by province and territory, 2023

Return to footnote 1 referrer

Elementary-Secondary Education Survey - 2024/2025

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

Reporting period:

  • From: 2026-04-17
  • To: 2026-06-12

1. Expenditures (Public)

1.1 School boards and districts

Educator remuneration:

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

Educator pension plans:

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

Other operating expenditures:

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

Capital expenditures:

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

1.2 Ministry of Education

Educator remuneration:

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

Educator pension plans:

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

Other operating expenditures:

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

Capital expenditures

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

1.3 Other provincial/territorial departments or agencies

Educator remuneration:

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

Educator pension plans:

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

Other operating expenditures:

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

Capital expenditures:

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

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

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

Grade

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

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

  • Junior kindergarten
  • Kindergarten

2A.3 General programs for adultsNote 1, Male, Female, Sex not reported and Total (Public, Private and Homeschooling)

Grade

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

2A.4 Vocational programsNote 2 for youth and adults, Male, Female, Sex not reported and Total (Public and Private)

  • Youth
  • Adults
  • Total

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

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

Age

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

2B.3 General programs for adultsNote 1, Male, Female, Sex not reported and Total (Public, Private and Home-Schooling)

Age

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

2B.4 Vocational programsNote 2 for youth and adults, Male, Female, Sex not reported and Total (Public and Private)

Age

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

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

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

Grade

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

3.2 French immersion programsNote 4, Male, Female, Sex not reported and Total

Grade

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

3.3 Education programs in the minority official languageNote 5, Male, Female, Sex not reported and Total

Grade

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

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

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

Grade

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

4.2 Indigenous language immersion programs (Indigenous first language programs)Note 7

Grade

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

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

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

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

Grade

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

5A.3 General programs for adultsFootnote 1, Male, Female, Sex not reported and Total

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

Grade

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

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

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

Level

  • Youth
  • Adults
  • Total

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

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

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

Age

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

5B.3 General programs for adultsFootnote 1, Male, Female, Sex not reported and Total

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

Age

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

5B.4 Vocational programsFootnote 2 for youth and adults, Male, Female, Sex not reported and Total

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

Age

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

6. Number of graduatesNote 8, by type of program, age and sex (Public and Private)

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

Age

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

6.2 General programs for adultsNote 9, Male, Female, Sex not reported and Total

Age

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

6.3a Vocational programsNote 10 for youth, Male, Female, Sex not reported and Total

Age

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

6.3b Vocational programsNote 10 for adults, Male, Female, Sex not reported and Total

Age

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

7. Number of educators (Public and Private)

7.1 Number of full-time and part-time educatorsNote 11 (headcounts), Male, Female, Sex not reported and Total

Age group, Full-time educators

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

Age group, Part-time educators

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

7.2 Number of full-time equivalent (FTE) educatorsNote 11, Male, Female, Sex not reported and Total

Category

  • Teachers
  • School administrators
  • Pedagogical support
  • Total

Elementary – Secondary Education Survey (ESES) Definitions Guide - 2024/2025

Data Collection: 2020/2021 to 2024/2025

History and background

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

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

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

Changes in data collection

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

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

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

General definitions

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

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

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

The tables explained: ESES financial data

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

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

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

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

Expenditures should be reported by fiscal year.

Include expenditures for programs in elementary and secondary public schools.

Do not include the following expenditures:

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

1.1 School boards and districts

Educator remuneration:

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

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

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

Educator pension plans:

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

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

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

Other operating expenditures:

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

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

Capital expenditures:

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

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

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

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

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

1.2 Ministry of Education

Educator remuneration:

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

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

Educator pension plans:

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

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

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

Other operating expenditures:

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

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

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

Capital expenditures:

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

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

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

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

1.3 Other provincial/territorial departments or agencies

Educator remuneration:

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

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

Educator pension plans:

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

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

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

Other operating expenditures:

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

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

Capital expenditures:

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

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

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

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

Total education expenditures:

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

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

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

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

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

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

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

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

Public school enrolment

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

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

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

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

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

Table 2.1, Regular programs for youth

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

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

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

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

Table 2.3, General programs for adults

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

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

Table 2.4, Vocational programs for youth and adults

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

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

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

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

Private school enrolment

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

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

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

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

Table 2.1, Regular programs for youth

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

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

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

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

Table 2.3, General programs for adults

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

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

Table 2.4, Vocational programs for youth and adults

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

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

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

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

Home-schooling enrolment

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

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

Table 2.1, Regular programs for youth

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

Public and private schools, enrolments in official languages programs

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

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

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

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

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

Table 3.2, French immersion programs

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

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

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

Table 3.3, Education programs in the minority official language

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

Public schools, enrolments in Indigenous language programs

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

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

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

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

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

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

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

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

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

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

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

Table 5.1, Regular programs for youth

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

Table 5.3, General programs for adults

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

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

Table 5.4, Vocational programs for youth and adults

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

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

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

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

Public and private schools, number of secondary school graduates

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

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

Table 6.1, Regular programs for youth

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

Table 6.2, General programs for adults

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

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

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

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

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

Public and private schools, number of educators

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

Two different counts are captured for educators:

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

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

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

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

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

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

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

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

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