Statement 3(I,II)

1. Introduction

The Revenue Passenger Origin‑Destination (O&D) Survey is conducted continuously by all Canadian air carriers assigned to reporting Level I and Level II that, in each of the two years immediately preceding the reporting year, enplaned 300,000 or more scheduled revenue passengers using fixed wing aircraft. The data are collected for Transport Canada by the Aviation Statistics Centre (ASC) of Statistics Canada under the authority of the Canada Transportation Act, Section 50, and the Statistics Act – RSC 1985, Chapter S19.

The O&D Survey covers revenue passenger trips made in whole or in part on domestic and/or international scheduled flights. Carriers must report such trips if (i) they operated one or more segments of the itineraries and (ii) no other carrier participating in the survey operated any preceding segments. Reporting is based on information obtained from lifted flight coupons (or their electronic equivalent). As carriers are to report only a sample of their itineraries, only tickets with numbers ending in zero are to be reported. The complete ticket itinerary is recorded as one entry for each trip, show the routing from the initial origin to the final ticket destination and including, in sequence, each point of intraline or interline transfer, the carrier (both operating and advertised for codeshared segments) and the fare basis code on each flight coupon stage as well as the total value of the ticket in Canadian dollars.

This document details the requirements of the O&D Survey as well as the instructions on how the data are to be reported.

2. The Survey Universe

The O&D Survey universe includes all revenue passenger trips moving in whole or in part on domestic and/or international flights operated by participating air carriers. Lifted, or “honoured”, flight coupons (or evidence of travel on electronic tickets) from all scheduled flights of the reporting carrier must be examined to identify any tickets that meet the Survey selection requirements. The O&D Survey must not be limited to the tickets that the reporting carrier issues. The Survey must include all tickets from which the reporting carrier lifts one or more coupons as well as electronic tickets in which the carrier transported a passenger. The flight coupon or the electronic ticket sale record can be the source of the data to be examined. For traditional tickets, the passenger ticket itinerary information to be reported in the O&D Survey can be recorded from the ticket coupon that the airline lifts first. There is no requirement to wait until a trip has been completed to report the ticket itinerary information. Coupons from a conjunction ticket set shall be considered as a single itinerary under the ticket number of the primary (first) ticket of the conjunction set.

It is recognized that many airlines do not record the entire itinerary from tickets issued by other airlines (OA tickets) for revenue accounting purposes. However, the reporting carrier is required to obtain the complete itinerary data for tickets issued by other airlines in order to determine if the ticket meets the selection requirements to be included in the Survey.

2.1 Honoured Tickets

There are instances where a reporting carrier may honour the ticket of another carrier (noncode-share partner), and transport the passenger without re-issuing the ticket. In these cases, the reporting carrier should treat the ticket as if it had actually been re-issued and report it accordingly. This includes changing the air carrier code of the ticketing carrier from the one on the ticket to the carrier that honoured the ticket.

3. Sample Selection and Reporting Criteria

The O&D Survey data represent a 10% sample of tickets in which a participating carrier transported the passenger(s) on at least one segment of the ticketed journey. Each participating airline must examine (i) all flight coupons from traditional tickets as well as (ii) any electronic tickets, including Automated Ticket and Baggage (ATB) tickets for passengers on all of the carrier’s scheduled flights throughout its system. This requirement applies to tickets issued by the reporting airline as well as tickets issued by other airlines.

Tickets to be retained for further consideration are:

1. Group-tickets with 11 or more passengers regardless of the ticket serial number.
2. Single-passenger tickets with serial numbers ending in the digit zero (not the check digit). (For conjunction tickets¹, the serial number for the first ticket booklet determines the reportability of the entire conjunction set.)
3. Group tickets with 10 or less passengers with serial numbers ending in the digit zero (not the check digit).

3.1 Optional use of 100 percent sample in lieu of a 10 percent sample

In certain markets or in special situations (e.g. on-board sales on shuttle services), a carrier may elect to use a 100 percent sample. In such cases, prior approval for use of this option must be obtained from the Aviation Statistics Centre. Similarly, if the option has been adopted, it may not be discontinued without prior approval by the Aviation Statistics Centre. The rules for selecting the reportable flight coupons under such optional reporting will be developed between the individual carrier and the Aviation Statistics Centre. In other special cases, in order to improve sample accuracy or to prevent distortions, the Aviation Statistics Centre may request a carrier to employ a 100 percent sample.

4. Conversion of Ticket Itinerary to the Required Dual-Carrier Format

The ASC requires that passenger itineraries be reported with the operating and the advertised carrier identified on each trip segment. The reporting carrier must identify the advertised carrier and record it in advertised carrier field for each segment.

Each reporting air carrier must also identify itself as the operating carrier (in the operating carrier field) on each segment of the itinerary on which it has or will transport the passenger(s).

The reporting air carrier must also identify the operating carrier on each flight segment on which it is the advertised carrier. However, the reporting carrier is not responsible for reporting the operating carrier of a codeshared flight in the reported itinerary if the reporting carrier is not in a codesharing relationship with the advertised carrier for that flight.

5. Identification of Reporting Carrier

The first operating participating carrier² in a trip is responsible for reporting to the survey since it is the operating carrier that generally lifts the ticket and is therefore the one most likely to have the information necessary for reporting.

6. Information to be Reported to the O&D Survey

The following items are to be reported for each ticket selected for the Survey (see Appendix B for the actual record layout). Note that conjunction tickets and re-issued tickets do not require special treatment and are to be treated the same as regular tickets. No adjustment is made in the survey for alterations or changes in itinerary which take place subsequent to the trip segment covered by the reportable flight coupon or its electronic equivalent.

6.1 Number of passengers

This is the number of passengers listed for the ticket. For tickets covering 1 to 10 passengers, include the actual number of passengers. A half-fare passenger, such as a child, is to be counted as one passenger. A fractional-fare passenger, such as in a family plan, is also to be counted as one passenger. Tickets for infants under two years of age and not occupying a seat are not to be counted. Passengers flying on “frequent flyer” redemptions are counted as passengers³. If a reporting air carriers issues tickets covering more than 10 passengers, the passenger counts associated with these tickets are to be divided by 10 and then rounded to the nearest whole passenger. (Carriers may contact the Aviation Statistics Centre regarding possible alternate approaches to reporting tickets for more than passenger.)

6.2 Carrier – Routing Detail

The data reported for each passenger trip should show the complete routing from the origin airport to the destination airport including each airport where the passenger made a connection or a stopover (intraline or interline). In addition, for each segment in the itinerary, the reporting airline must report the advertised carrier (the carrier whose code and flight number appear on the face of the coupon or in the ticket itinerary) and the operating carrier (the airline that actually provided the transportation) if it is a partner to the reporting airline in a code-share relationship on that segment. For segments not flown by the reporting airline or one of its code-share partners and not advertised on the reporting airline or one of its code-share partners, the operating carrier should be the same as the advertised carrier. The specific reportable data elements representing carrier-routing detail are as follows:

1. IATA code for the airport of origin of the segment. This is the airport at which the passenger boarded the flight.
2. IATA code for the operating airline, or the airline providing the transportation. If the reporting airline or an airline honouring the reporting airline’s coupon is transporting the passenger, insert that airline’s code in the operating carrier field for the coupon. If the reporting airline or one of its code-share partners is not the operating airline, use the code of the advertised airline in the operating carrier field.
3. IATA code for the advertised airline, or the airline appearing on the flight coupon. Note that this is not necessarily the airline issuing the ticket.
4. Fare basis code. This refers to the one-character fare basis codes originating with the US DOT. Air carrier fare basis codes are to be converted to these codes (see Appendix E for a list of the codes).
5. IATA code for the airport of destination of the segment. This is the second airport of the coupon, which represents either the trip termination, a point of intraline or interline connection, stopover, or change-of-gauge. For traditional tickets, points of intraline and interline connections may be taken from the “From” and “To” boxes in the “Good for Passage” section of the ticket and from the fare ladder box.
6. Where surface transportation is indicated in an itinerary, use the code “--” (dash dash). Omit any surface portions, which appear at the beginning or end of an itinerary. If a carrier is not known, use the code “UK” (unknown). Helicopter and air taxi portions of itineraries are to be retained and recorded.

6.3 Total Value of the Ticket (including taxes) in Canadian dollars

If the number of passengers on the ticket is between 2 and 10, divide the total value of the ticket by the number of passengers reported. If the number of passengers on the ticket was more than 10, divide the total value of the ticket by the original number of passengers on the ticket (not the number of passengers resulting from dividing by 10).

Carriers are responsible for reporting total ticket value for bulk fare tickets or inclusive tour tickets sold either directly to passengers or through tour operators. Where such tickets contain no fare information, the reporting carrier must report the value of the ticket that the reporting airline received from the tour operator. This can be derived by dividing the monthly contract revenue received by the airline from the tour operator for a city-pair by the number of passengers who travelled in the city-pair using tickets covered by the contract.

Only if the total ticket value cannot be determined from the ticket or calculated from bulk fare contracts, the reporting airline may use 99999 in the fare field.

7. Aggregating Recorded Data

Prior to the submission of each quarterly report to the Aviation Statistics Centre, each carrier is to sort the recorded entries into alphabetic sequence by itinerary, i.e. by origin, complete routing and ticket destination. All identical entries are then to be combined into one summary record each quarter.

The number of passengers on the summary records is to be the sum of the passenger amounts of all the individual identical records combined.

8. Sources of Data for Reporting

Airlines that are required to participate in the O&D Survey must use all possible sources of information needed to report complete and accurate itinerary data. Many international passengers travel using conjunction tickets. Also, many travellers are issued the Automated Ticket and Baggage (ATB) tickets. Coupons from the traditional ticket (two or four coupon with the from-to-to-to-to and flight number boxes) may supply the information needed to help the reporting carrier meet the reporting requirements of the O&D Survey. However, the traditional tickets may not supply all of the information needed, especially if the ticket is a part of a conjunction set.

It is nearly impossible to report complete and accurate O&D data from ATB tickets because each coupon does not contain the flight numbers which can be used to identify the operating carrier and the airport code for other segments of the trip.

If a lifted coupon (or its electronic equivalent) does not contain all the information needed to help the reporting airline to report the required O&D Survey data then the airline must obtain the information from additional sources. If the reporting airline also issued the ticket, then the airline may need to examine its ticket sales data or its Transaction Control Number (TCN) records to assist it in reporting the entire itinerary, operating carriers and airport codes in an accurate manner.

If the lifted coupon (or its electronic equivalent) is part of a ticket issued by another airline (OA), then the reporting carrier is responsible for obtaining all of the itinerary information that it needs from the issuing carrier. If the ticket is issued by a code-share partner of the reporting carrier or by another air carrier that belongs to a marketing alliance that includes a Canadian air carrier, then the reporting carrier must obtain the information from the issuing carrier that will help it to report the entire itinerary, in the report for the applicable quarter.

9. Statement of Procedures

Each airline that participates in the Origin and Destination Survey is required to prepare and send to the Aviation Statistics Centre a statement of the procedures to be used to select, record, summarize, edit and report the survey data. Any changes made to O&D Survey processing must be approved by the Aviation Statistics Centre prior to their implementation. The Statement of Procedures should provide enough detail for the Aviation Statistics Centre to understand the carrier’s flow of processing of tickets, the selection and reporting decisions, methods used to identify the operating carrier, editing and management responsibility and supervision.

10. Submission of Reports

Reports are to be filed with the Aviation Statistics Centre for each quarter of the year, within thirty (30) days after the end of each quarter. The data should be submitted in text file format. The O&D survey data may be submitted in any one of the following forms:

• A 3.5” diskette; or
• A compact disk; or
• By e-mail.

10.1 Reporting on Diskette or Compact Disk

Where O&D Survey data are submitted on floppy diskettes or compact disk, the diskettes or compact disks should be labelled externally with the following information

• “Passenger Origin and Destination”
• Carrier Code
• Reporting Period (YYQ)
• Reporting Carrier Contact Name and Phone Number

Diskettes or compact disks should be sent to:

• Aviation Statistics Centre
• Transportation Division
• Statistics Canada
• Room 1506, Main Building
• 120 Parkdale Avenue
• Ottawa, Ontario
• K1A 0T6

Attention: Revenue Passenger Origin-Destination Survey

10.2 Reporting by e-mail

If O&D Survey data are provided by e-mail, the files should be sent to:

• kathie.davidson@statcan.ca

11. Record Retention

Participating airlines are required to retain all passenger ticket itinerary information used to prepare the Origin and Destination Survey reports for three years. Records should be retained to enable the airline to reconstruct the O&D Survey reports for the latest three years (twelve quarters). The method of storage and retrieval of stored records must be identified in the carrier’s Statement of Procedures.

Appendix A: Canadian Air Carriers Participating in the O&D Survey

Appendix B: O&D Survey Record Layout

Appendix C: Glossary of Terms

Selected terms used in these instructions are defined and explained herein in the context applicable to these instructions. They are not intended to be general definitions for use beyond the confines of this passenger survey.

Carrier

• Carrier: Any scheduled air carrier, Canadian or foreign, that appears on a coupon stage in a ticket itinerary, including helicopter and taxi carriers.
• Advertised Carrier: The airline whose code and flight # appear on the flight coupon or in the ticket itinerary
• Operating Carrier: The air carrier that actually operated the advertised flight. The operating carrier may advertise its own flight and allow another airline to also advertise the same flight. In some situations, the code-share operator does not advertise service under its own name and only operates flights for the airline advertising the service.
• Participating Carrier: A carrier which is governed by the survey data collection and reporting instructions contained herein and which is required to file O & D reports with the Aviation Statistics Centre.
• Reporting Carrier: The carrier in a given itinerary which has lifted the reportable flight coupon and recorded the itinerary for inclusion in a data submission to the Passenger Origin-Destination Survey.

Connection:

• Interline Connection: A passenger’s transfer from a flight operated by one airline to another flight operated by another airline, with or without a stopover, at an intermediate point in an itinerary.
• Intraline Connection: A passenger’s transfer from one flight to another flight at an intermediate point in an itinerary, where both flights are operated by the same air carrier.

Lifted Flight Coupon (or Electronic Equivalent): A passenger ticket coupon, good for travel on a single flight, that has been either removed by the transporting airline at the time of passenger boarding or surrendered by the passenger in exchange for a boarding pass.The electronic equivalent would be any evidence of passenger travel on a flight that is part of a ticket itinerary.

Change of Gauge: The planned change from one aircraft to another or from an aircraft of one size to that of another size in the itinerary of a single flight number. For example, a flight from Sidney to Los Angeles may operate from Sydney to Auckland with a B767 and from Auckland to Los Angeles with a B747. For the purposes of O&D Survey reporting, a passenger with a SYD-LAX coupon should be reported as SYD-AKL-LAX such that the point of change of gauge is inserted in the reported itinerary.

Fare Ladder: The "For‑issuing‑office only" box of the ticket.

Itinerary: All points in the passenger journey, beginning with the origin, followed by the routing, and ending with the destination, in the sequence shown on the ticket.

Point:

• Point: A city or airport (including heliports).
• Intermediate Point: Any point in an itinerary, other than the origin or destination, at which the passenger makes an interline or intraline connection.

Revenue Passenger: A person for whose transportation an air carrier receives commercial remuneration. This definition includes, for example, (I) passengers travelling under publicly available promotional offers (“two-for-one”) or loyalty programs (“frequent flyers”); (ii) passengers travelling as compensation for denied boarding; (iii) passengers travelling at corporate discounts ; (iv) passengers travelling on preferential fares (government, seamen military, youth, student). This definition excludes, for example, (I) persons travelling free; (ii) persons travelling at a fare or discount available to employees of air carriers or their agents or only for travel on the business of the carriers; (iii) infants who do not occupy a seat.

Routing: The carrier on each flight coupon stage in an itinerary and the intermediate points of connection (interline and intraline) in the sequence of occurrence in the movement of the passengers from origin to destination.

Scheduled Service: The operation of a flight on a regular basis according to a published timetable and available to the public on short notice.

Surface Segment: Ground transportation (bus, rail, boat) that is included as part of a ticketed air itinerary and the total value of the ticket.

Ticket:

• Group‑Fare Ticket: A single ticket valid for the transportation of two or more revenue passengers over the same itinerary.
• Single‑Passenger Ticket: A passenger ticket valid for transportation of only one revenue passenger over a given itinerary.
• Reissued Ticket: A ticket issued in exchange for all or part of the unused portion of a previously issued ticket.
• Conjunction Ticket: Two or more tickets concurrently issued to a passenger which in total constitute a single travel document for a single ticket itinerary.
• Electronic Ticket: A computer record of a ticketed passenger itinerary and fare that is used by the airline and the passenger in place of a standard printed ticket.

Ticket Origin: The first point in the itinerary and the point where the passenger first boards an air carrier.

Ticket Destination: The last point in the itinerary and the last point at which the passenger is to deplane at the completion of the journey. (In round‑trip itineraries, the ticket destination and the ticket origin are the same.)

Ticket Number: The sequential number on a ticket, consisting of a three-digit carrier number and a ten-digit document number. The check digit is excluded. For the purposes of identifying zero-ending tickets for inclusion in the sample for the O&D Survey, it is the tenth digit of the document number which is to be considered. The ticket number is also known as the document control number or form and serial number.

Ticketless Travel: Travel without the use of a standard, printed ticket. The passenger receives a receipt for payment and an itinerary. An electronic record of the passenger itinerary and fare is held in the airline’s sales record computer system.

Appendix D: Summary of Sample Selection Logic

Step 1: Tickets Issued by Reporting Airline or Other Airlines

Step 2: Is the Ticket for a Group of 11+ passengers?

• If Yes, go to Step 4
• If No, go to Step 3

Step 3: Does the ticket number end in zero?

• If Yes, go to Step 4
• If No, do not report Ticket to O&D Survey

Step 4: If this is a Conjunction Ticket, is this the first Booklet?

• If Yes, go to step 5
• If No, do not report Ticket to O&D Survey

Step 5: Was the ticket first used during the Quarter being Processed?

• If Yes, go to Step 6
• If No, do not report Ticket to O&D Survey

Step 6:

• Determine Operating Carrier for all Trip Segments on which Reporting Carrier or its Affiliate was or will Transport the Passenger.
• Convert the Fare Basis Code on Each Coupon to one of the U.S.DOT\StatsCan O&D Survey Fare Basis reporting codes.
• Is Reporting Carrier the First Operating Carrier in the Ticket Itinerary?
• If Yes, go to Step 7
• If No, do not report Ticket to O&D Survey

Step 7: Report Entire Ticketed Itinerary to O&D Survey

Appendix E: U.S. Department of Transportation / Statistics Canada Origin and Destination Survey Codes for Reporting Fare Basis Information in the Itinerary Record

Seven single-character codes, created by the U.S. Office of Airline Information, are to be used for reporting fare basis information in the Origin and Destination Survey. These codes are designed to provide identification for unrestricted (full) and restricted (discount) fares in first class, business class and coach class categories and a code for an unknown fare basis. The O&D Survey fare basis reporting codes are:

• F  -  Unrestricted First Class
• G  -  Restricted First Class
• C  -  Unrestricted Business Class
• D  -  Restricted Business Class
• Y  -  Unrestricted Coach/Economy Class
• X  -  Restricted Coach/Economy Class
• U  -  Unknown  (This fare category is used when a fare basis code is not shown on a ticket coupon, or when you cannot read the fare basis code, or when two or more carrier fare codes are compressed into a single coupon.)

“Unrestricted” includes all fares not subject to restrictions other than time of day, such as night and off-peak fares.  These categories include all “full” or “premium” fares (F, C, P, W, Y, J, R), plus all otherwise unrestricted off-peak fares (FN, YN, CN, and KN) and the “economy” (K) fares.

“Restricted” includes any fare subject to significant restrictions, such as, advanced purchase requirements, minimum or maximum stay, refund penalty, membership in a particular group (military, youth, clergy), tour package and similar characteristics.

Notes

1. Definitions of terms are provided in Appendix C.
2. For a list of the carriers participating in the O&D Survey, see Appendix A.
3. See definition of “Revenue Passenger” in the Glossary in Appendix C.

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

Business Survey Section/Central Region, STATISTICS CANADA, toll-free at 1-800-386-1273 or (613) 951-7281 (collect call)

Your answers are confidential.

Statistics Canada is prohibited by law from releasing any information from this survey which would identify a person, business, or organization, without their prior consent. The confidentiality provisions of the Statistics Act are not affected by either the Access to Information Act or any other legislation. Therefore, for example, the Canada Revenue Agency cannot access identifiable survey data from Statistics Canada.

These survey data will only be used for statistical purposes and will be published in an aggregate form only.

Section B: Operating revenue and expenses

1. Operating revenue from trucking:

• Include all revenue earned by your business from the transportation of freight by truck.
• Include revenue received from services performed by owner operators on behalf of your business.

2. All other operating revenue:

• Include all operating revenue from sources other than trucking, such as storage and warehousing, van line commission and insurance, equipment rentals, packaging and crating, etc.
• Exclude interest and divided income.

3. Total operating revenue:

• Add amounts reported in questions 1 and 2 above.

4. Employee salaries, wages and benefits:

• Employees are those workers for whom you will issue a T4 – Statement of Remuneration Paid.
• Include vacation pay, bonuses and commissions.
• Include the employer portion of employee benefits such as Canada Pension Plan, employment insurance, medical/life insurance, etc.
• Exclude payments to owner operators and expenses associated with employment agencies or personnel suppliers
  (agency drivers).

5. Vehicle fuel expenses:

• Include fuel expenses only for vehicles owned or leased by this business.
• Include excise taxes.
• Exclude expenses for lubricants.

6. All other operating expenses:

• Include payments to owner operators and agency drivers (if applicable).
• Include expenses such as repairs and maintenance, rental and leasing, utilities, depreciation of assets, insurance, licenses, marketing, etc.
• Exclude interest expenses.

7. Total operating expenses:

• Add amounts reported in questions 4, 5 and 6 above.

Preface

CIP Canada 2011 is the first revision of CIP Canada 2000. This revision was accomplished through the joint efforts of Statistics Canada and the National Center for Education Statistics (NCES). NCES is the primary entity in the United States for collecting, analysing and reporting data related to education.

This revision is based on research and consultation conducted separately by Statistics Canada and NCES in their respective countries. The information thus gathered informed the joint decision-making process during which Statistics Canada and NCES agreed on the revisions to be adopted for the common structure, as well as on various additional classes for distinctly Canadian content. Comparability between educational data from the two countries was thus maintained, while continuing to address Canada's distinct needs and circumstances.

The collaborative relationship between Statistics Canada and the National Center for Education Statistics as well as the significant contribution of CIP-users who provided input through the consultation process have made the development of this revised classification possible.

Introduction

• Preface
• Acknowledgements
• Background
• Structure of the classification
• CIP Canada 2011 revision methodology
• Comparison of CIP 2000 and CIP 2011
• Variant of CIP - Primary groupings
• Assigning CIP codes to instructional programs
• Revision cycle

Preface

CIP Canada 2011 is the first revision of CIP Canada 2000. This revision was accomplished through the joint efforts of Statistics Canada and the National Center for Education Statistics (NCES). NCES is the primary entity in the United States for collecting, analysing and reporting data related to education.

This revision is based on research and consultation conducted separately by Statistics Canada and NCES in their respective countries. The information thus gathered informed the joint decision-making process during which Statistics Canada and NCES agreed on the revisions to be adopted for the common structure, as well as on various additional classes for distinctly Canadian content. Comparability between educational data from the two countries was thus maintained, while continuing to address Canada's distinct needs and circumstances.

The collaborative relationship between Statistics Canada and the National Center for Education Statistics as well as the significant contribution of CIP-users who provided input through the consultation process have made the development of this revised classification possible.

Acknowledgements

This revision of the Classification of Instructional Programs (CIP) was accomplished through the time, effort and co-operation of numerous people in Canada and the United States.

In Canada, CIP was revised under the guidance of Alice Born, Director of Standards Division. CIP Canada could not have been revised without the significant assistance of Statistics Canada's Centre for Education Statistics and the input of provincial ministries of education, educational institutions and others who participated through the consultation process. The contributions of all are gratefully acknowledged.

CIP Canada 2011 is published by Standards Division. The revision was developed by Sandra Mialkowski of Standards Division working closely with Louise Théorèt of the Centre for Education Statistics and supported by Elaine Thomlinson, Anna Morrone, Robert Boucher and Émilie Sénécal of Standards Division. The work was conducted under the supervision of Debra Mair. The Internet version of this publication was created jointly by Sylvain Boucher and Niloufar Zanganeh.

Systems Engineering Division and Administrative and Dissemination Systems Division were responsible for the systems development of the PDF and HTML formats of the classification.

Background

The Classification of Instructional Programs (CIP) was developed in 1980 by the National Center for Education Statistics (NCES) in the United States. NCES released updates in 1985, 1990, 2000 and 2010. CIP Canada 2011 is the second Canadian version of this classification; the first being CIP Canada 2000.

CIP is designed to classify 'instructional programs', which are defined as follows:

A combination of courses and experiences that is designed to accomplish a predetermined objective or set of allied objectives such as preparation for advanced study, qualification for an occupation or range of occupations or simply the increase of knowledge and understanding. (Chismore and Hill, A Classification of Educational Subject Matter, 1978, NCES, p. 165).

Although CIP was specifically designed for the classification of instructional programs, it has also been used to classify courses, and will likely continue to be used for that purpose. CIP can also be used to classify and understand other units. For example, one might use CIP codes to classify institutions by programs offered, students and graduates by programs studied or faculty by programs taught.

The organizing principle behind CIP is 'field of study'. At Statistics Canada, a field of study is defined as a "discipline or area of learning or training" (Statistics Canada, ARCHIVED – 2006 Census Dictionary, Catalogue no. 92-566-XIE).

Prior to adopting CIP, Statistics Canada had several field of study classifications. CIP was chosen to replace them because it was a detailed and proven classification with a 20-year history, was up to date, had an established mechanism for updates and a track record of regular updates, and had a proper hierarchical coding structure. As an added advantage, it would provide comparability with the United States. CIP is now the Statistics Canada standard for field of study classification.

Structure of the classification

The Classification of Instructional Programs, Canada is a three-tiered hierarchical arrangement of classes with successive levels of disaggregation. Unlike the previous version, CIP and CIP Canada are no longer divided into chapters.

1. The first level is made up of 'series', which are identified using two-digit codes. The series are the most general groupings of related programs. CIP Canada 2011 contains 49 series.
2. The second level is made up of 'subseries', which are identified using four-digit codes. The subseries provide an intermediate grouping of programs that have comparable content and objectives. CIP Canada 2011 contains 387 subseries.
3. The third level is made up of 'instructional program classes', which are identified using six-digit codes. Instructional program classes represent the specific instructional programs and are the most detailed level within CIP. They are the basic unit of analysis used in reporting instructional programs. CIP Canada 2011 contains 1,689  instructional program classes.

The format for class labels at the series level consists of a two-digit code followed by a period, then by the program title. For example: 01. Agriculture, agriculture operations and related sciences.

The format for class labels at the subseries level consists of the two-digit series code, followed by a period, then by a further two digits. The code is followed by the program title. For example: 01.01 Agricultural business and management. There is at least one subseries within every series.

The format for class labels at the instructional program class level consists of the four-digit subseries code, followed by a further two digits. This is followed by the program title. For example: 01.0101 Agricultural business and management, general. There is at least one instructional program class within every subseries.

Program descriptions identify the objectives and content of the instructional programs. Program descriptions using the phrase "any program that focuses on" describes academic and general programs. Program descriptions using phrases such as "program that prepares individuals to" or "program that generally prepares individuals to" describe programs designed to prepare individuals for specific occupations.

Sample program descriptions:

Within each subseries, instructional program classes are listed in numerical sequence. Classes with a more general focus appear at the beginning of the sequence. A residual class appears at the end of the sequence to cover instructional programs that belong in the subseries but are not covered by another instructional program class. For example, within subseries 01.01, Agricultural business and management, instructional program class 01.0101 Agricultural business and management, general appears first and instructional program class 01.0199, Agricultural business and management, other appears last.

Occasional gaps may occur in the numerical sequence of classes. They result either from deletions of classes that appeared in previous editions of CIP or from moves of classes to new locations in the classification.

Titles are generally one word or phrase, such as 'Psychology' or 'Civil engineering', that conveys the most commonly used or accepted name describing a program.

In some cases, more than one title may be used for the same instructional program. To reflect this, the title of the corresponding instructional program uses words or phrases separated by slashes. This is done in the following situations:

• two or more commonly accepted names exist for the same program, or
• the same program has different names at different educational levels, or
• the program has undergone a recent name change but many institutions still use the older name for the program.

For example, subseries 26.07. Zoology/animal biology includes programs that focus on the study of zoology and/or animal biology.

CIP Canada 2011 revision methodology

Statistics Canada and the National Center for Education Statistics in the United States worked jointly on this revision of CIP. Separate consultations with users of the classification in the two countries identified areas where updates were required to clarify class boundaries, update information or include new programs. Agreement was reached between the two countries on all revisions: on new classes, on the placement of specific examples and on the restructuring of some series. All new and revised class descriptions were developed jointly, except those for classes appearing only in CIP Canada. This collaboration allowed the two national versions of CIP to be revised in a way that maintains the high degree of commonality between them and continues to permit close comparability between Canadian and U.S. educational data and to facilitate a common approach to future classification revisions.

Even where no current Canadian programs are known to exist for CIP 2010 classes, these classes were included in CIP Canada 2011. This was done to support the coding of responses received by surveys such as the National Household Survey (NHS) which ask respondents to report the field of study of their highest certificate, degree or diploma. As this qualification may have been obtained outside of Canada, retaining all CIP classes is necessary to support coding. The one exception to this occurred in Series 43. Security and protective services where US CIP classes 43.0301 Homeland security, 43.0303 Critical infrastructure protection, 43.0304 Terrorism and counterterrorism operations, and 43.0399 Homeland security, other were collapsed into CIP Canada 43.0399 Security and protective services, specialized programs, other to better reflect the specificity of instructional programs in Canada.

With the revised structure agreed to, Statistics Canada then proceeded to fully develop CIP Canada by researching appropriate examples and exclusions for all new and revised instructional program classes, ensuring new class descriptions reflected Canadian terminology and adding the classes that had been agreed would be specific to CIP Canada.

As in the 2000 version of CIP Canada, illustrative examples accompany most CIP Canada 2011 instructional program classes. Whereas in CIP Canada 2000 they appeared under the heading "Examples of included programs", in CIP Canada 2011, the heading "Illustrative example(s)" has been used. In addition to these examples, CIP Canada 2011 includes additional illustrative examples for many of its instructional program classes. On the web site, these are found through the link to "all examples" and in the PDF they are included in the alphabetical index. As in the past, the examples were developed based mainly on program names provided in response to the previous Census of Population. The wording used thus reflects the way respondents would typically describe these programs. However, CIP Canada 2011 has also tried to include more program titles actually used at Canadian postsecondary institutions.

Exclusions also accompany most instructional program classes. Exclusions clarify the boundaries of the instructional program class by identifying related instructional program classes and similar programs that are classified elsewhere. They appear under the heading "Exclusion(s)", which replaces the CIP Canada 2000 heading "Examples of excluded programs". The instructional programs cited in the Exclusions were selected from among the examples of related instructional program classes.

The lists of illustrative examples and exclusions are meant to facilitate the use of CIP, not to be exhaustive.

Comparison of CIP 2000 and CIP 2011

Number of classes

To incorporate the new programs and specializations now being offered in postsecondary institutions, 271 new instructional program classes have been added including, for example:

To incorporate these additional instructional programs and to restructure certain series, 40 new subseries have also been added, including:

The full list of new classes and their relationship to the classes of CIP Canada 2000 is shown in the concordance tables. (Concordances are forthcoming)

New Canada-only classes

Among the new classes were the following that relate to Canadian content only and are found only in CIP Canada:

Restructuring

Four series, 23. English, 42. Psychology, 55. French language and literature/letters and 60. Dental, medical and veterinary residency programs were restructured, as was the subseries 51.16 Nursing. This was done to better organize the information related to these instructional program areas. These changes are reflected in the increased number of subseries.

The relationship between the organization of these series and subseries in CIP Canada 2011 and their organization in CIP Canada 2000 is shown in the concordance tables. (Concordances are forthcoming)

Title changes

The names of many classes were changed for clarity, accuracy or to reflect terminology changes. For a full list of title changes, see the concordance. (Concordances are forthcoming)

Changes to examples

All examples were reviewed for usefulness and accuracy. This included not only the illustrative examples but all examples associated with each instructional program class, in both English and French. Care was taken to ensure that all content illustrated by the examples in one language was also conveyed by the examples in the other language. The examples used are illustrative of possible survey responses and of actual program names.

Variant of CIP - Primary groupings

A variant of CIP has been developed jointly by Statistics Canada and the National Center for Education Statistics. It is based on work undertaken as a part of the creation of the North American Product Classification System (NAPCS) by Canada, the United States and Mexico.

The variant is comprised of thirteen 'primary groupings' that are a convenient and useful basis for summarizing and analysing more detailed classes. This variant must be used for the presentation or analysis of highly aggregated data.

Two general observations about the primary groupings should be kept in mind:

1. Groupings are based on field of study and are independent of the level at which the study was undertaken. Series 21. Pre-technology education/pre-industrial arts programs and series^CAN 53. High school/secondary diploma and certificate programs are exceptions to this rule; these two series are included in the Other category.
2. Primary groupings comprise entire series, with one exception: series 30. Multidisciplinary/interdisciplinary studies has been split into its constituent subseries. Those subseries have then been grouped with the closest equivalent series.

The primary groupings are as follows:

The variant is comprised of thirteen 'primary groupings' that are a convenient and useful basis for summarizing and analysing more detailed classes. The table below shows the primary groupings.

Assigning CIP codes to instructional programs

To ensure consistency at the national level, Statistics Canada codes program data submitted from household surveys and from administrative data in institutions' files. This coding is done with the help of software that has been developed to provide a combination of auto-coding and computer-assisted coding. The basic approach is described below. This will be of particular interest to institutions or organizations that need to do their own CIP coding.

The basic coding tool is the classification manual available in electronic format.

In addition to the manual, those coding programs using CIP should ensure that they also have the following information:

• program title
• program description
• type of institution
• duration of study
• nature of the academic award

With this information at hand, the coding of a single-discipline instructional program is relatively straightforward. The coder selects all likely series and from among those chooses the most applicable. The process is then repeated at the subseries level, and again at the instructional program class level. This top-down process is facilitated by referring to the illustrative examples and exclusions in the manual.

Several examples are presented to show the coding process.

Suppose the coder has the following information:

• program title: Canadian history
• program description: five-credit MA through department of history, faculty of arts and sciences
• type of institution: university
• duration of study: one year postgraduate
• academic award: MA

The academic award confirms that the program is a credit course. The coder will next try to identify the appropriate two-digit series. In this case, from the title and description, series 54. History is the clear choice. Within series 54., only subseries 54.01 History exists. Within 54.01, instructional program class 54.0107 Canadian history is selected. By referring to the illustrative examples, the coder will find that Canadian history is explicitly part of this class. This confirms the results of the top-down process. The institution type and duration of study were not used.

In a second case, the coder has the following information:

• program title: Mathematical physics
• program description: five-credit MSc through department of physics, faculty of science
• type of institution: university
• duration of study: postgraduate
• academic award: MSc

The academic award confirms that the program is a credit course. The coder will next try to identify the appropriate two-digit series-in this case, series 27. Mathematics and statistics, series 40. Physical sciences and series 41. Science technologies/technicians are possibilities. Based on the program title and description, the program is not pure mathematics, nor is it technological in nature. This rules out series 27. and 41. Within series 40., subseries 40.08 Physics is most applicable. Within 40.08, instructional program class 40.0810 Theoretical and mathematical physics is selected. By referring to the illustrative examples, the coder will find that Mathematical physics is part of this class. Use of the illustrative examples in this way confirms the results of the top-down process. The institution type and duration of study were not used.

In a third case, the coder has the following information:

• program title: Film law
• program description: Master of Laws through faculty of law with specialization in film law
• type of institution: university
• duration of study: postgraduate
• academic award: Master of Laws (LLM)

The academic award confirms that the program is a credit course. The coder will next try to identify the appropriate two-digit series. Possible candidates are series 22. Legal professions and studies and series 50. Visual and performing arts. Series 50. focuses on the actual performance. Series 22. prepares individuals for the legal profession and related research. Based on the program title and description, series 22. is the clear choice. This is an advanced law degree and therefore, within series 22., the program belongs in subseries 22.02 Legal research and advanced professional studies (Post-LLB/JD). Within 22.02, instructional program class 22.0212 Intellectural property law (LLM, LLD, JSD/SJD) is selected. Referring to the illustrative examples confirms this.

In a fourth case, the coder has the following information:

• program title: Truck and coach mechanic
• program description: This apprenticeship certificate program completes the in-school requirements for the truck and coach technician apprentices. Students are offered instruction in subjects such as trade practices and auxiliary systems, engine systems, electrical systems, fuel systems, drive trains, and steering, suspension, and brake systems.
• type of institution: community college
• duration of study: one year
• academic award: certificate

The academic award and duration of study, together, confirm that the program is a credit course. The top-down process continues as previously. Using the institution type, program title and program description, the coder will choose series 47. Mechanic and repair technologies/technicians, subseries 47.06 Vehicle maintenance and repair technologies, and then instructional program class 47.0613 Medium/heavy vehicle and truck technology/technician. By referring to the illustrative examples, the coder will find that Truck and coach mechanic is part of this class and thereby confirm the coding choice.

The coding of combined majors, also called 'double majors' or 'joint majors,' and multidisciplinary programs follows the same top-down approach. The difference here involves the choice of residual class in the event that there is no specific class for the combined program. The approach to combined majors and multidisciplinary studies is as follows:

• Proceeding top-down, the coder tries to find an instructional program class that explicitly covers the combined program. If such a class is found, the program can normally be assigned directly to that class. For example, a double major involving 11.0501 Computer systems analysis/analyst and 27.0301 Applied mathematics, general would be coded to 30.0801 Mathematics and computer science.
• Otherwise, if the component disciplines belong to the same subseries-but not the same instructional program class-the program can normally be coded to the residual category (a class ending in 99) within that subseries. For example, a double major involving 14.0902 Computer hardware engineering and 14.0903 Computer software engineering would be coded to 14.0999 Computer engineering, other.
• Otherwise, if the component disciplines belong to the same series-but not the same subseries-the program can normally be coded to the residual category (a class ending in 9999) within that series. For example, a double major involving 14.0902 Computer hardware engineering and 14.1101 Engineering mechanics would be coded to 14.9999 Engineering, other.
• Otherwise, if the component disciplines belong to different series, the program is normally coded to instructional program class 30.9999 Multidisciplinary/interdisciplinary studies, other. For example, a double major involving 14.0902 Computer hardware engineering and 27.0301 Applied mathematics, general would be coded to 30.9999 Multidisciplinary/interdisciplinary studies, other.
• An exception to the use of 30.9999 involves combined/joint language majors. Language studies are covered by series 16. Aboriginal and foreign languages, literatures and linguistics, series 23. English language and literature/letters and series 55. French language and literature/letters. Where programs involve combinations belonging to two or more of these series, the combined programs are coded to residual instructional program classes within series 16. Aboriginal and foreign languages, literatures and linguistics. For example, a combined French/Spanish major is coded to 16.0999 Romance languages, literatures and linguistics, other. For similar reasons, a combined French/German major or a combined French/English major is coded to 16.9999 Aboriginal and foreign languages, literatures and linguistics, other.

Revision cycle

CIP has a 10-year revision cycle. Revising a statistical classification involves a complete review of the conceptual basis of the classification as well as a review of user needs and available tools. Part of that review involves determining whether proposed changes would work better than the current practices and thus warrant a revised version of the classification.

Between revisions, updates can be made to incorporate new instructional programs being offered.

Note of appreciation

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© Minister of Industry, 2012

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Acknowledgements

This revision of the Classification of Instructional Programs (CIP) was accomplished through the time, effort and co-operation of numerous people in Canada and the United States.

In Canada, CIP was revised under the guidance of Alice Born, Director of Standards Division. CIP Canada could not have been revised without the significant assistance of Statistics Canada's Centre for Education Statistics and the input of provincial ministries of education, educational institutions and others who participated through the consultation process. The contributions of all are gratefully acknowledged.

CIP Canada 2011 is published by Standards Division. The revision was developed by Sandra Mialkowski of Standards Division working closely with Louise Théorèt of the Centre for Education Statistics and supported by Elaine Thomlinson, Anna Morrone, Robert Boucher and Émilie Sénécal of Standards Division. The work was conducted under the supervision of Debra Mair. The Internet version of this publication was created jointly by Sylvain Boucher and Niloufar Zanganeh.

Systems Engineering Division and Administrative and Dissemination Systems Division were responsible for the systems development of the PDF and HTML formats of the classification.

Special Aggregation Structure—Primary Groupings

An aggregation structure has been developed jointly by Statistics Canada and the National Center for Education Statistics. It is based on work undertaken as a part of the creation of the North American Product Classification System (NAPCS) by Canada, the United States and Mexico.

The structure comprises thirteen 'primary groupings' that are a convenient and useful basis for summarizing and analysing more detailed classes. Two general observations about the primary groupings should be kept in mind:

1. Groupings are based on field of study and are independent of the level at which the study was undertaken. Series 21. Technology Education/Industrial Arts Programs and series 53. High School/Secondary Diploma and Certificate Programs are exceptions to this rule; these two series are included in the Other category.
    
2. Primary groupings comprise entire series, with one exception: series 30. Multidisciplinary/Interdisciplinary Studies has been split into its constituent subseries. Those subseries have then been grouped with the closest equivalent series.

The primary groupings are as follows:

The first two columns list the primary grouping (code and title). The last two columns give the information on constituent CIP series and subseries (code and title).

Introduction

The Classification of Instructional Programs (CIP) was developed in 1980 by the National Center for Education Statistics (NCES) in the United States. NCES released updates in 1985, 1990 and 2000. CIP Canada 2000 is the first Canadian version of this classification.

CIP is designed to classify 'instructional programs', which are defined as follows:

A combination of courses and experiences that is designed to accomplish a predetermined objective or set of allied objectives such as preparation for advanced study, qualification for an occupation or range of occupations or simply the increase of knowledge and understanding. (Chismore and Hill, A Classification of Educational Subject Matter, 1978, NCES, p. 165).

Although CIP was specifically designed for the classification of instructional programs, it has also been used to classify courses, and will likely continue to be used for that purpose. CIP can also be used to classify and understand other units. For example, one might use CIP codes to classify institutions by programs offered, students and graduates by programs studied or faculty by programs taught.

The organizing principle behind CIP is 'field of study'. At Statistics Canada, a field of study is defined as a "discipline or area of learning or training" (Statistics Canada, ARCHIVED – 2001 Census Dictionary, Catalogue no. 92-378-XIE).

Several field of study classifications besides CIP have been used at Statistics Canada: the Community College Student Information System (CCSIS) classification, the International Standard Classification of Education (ISCED), the Major Field of Study (MFS) classification, the Registered Apprenticeship Information System (RAIS) classification and the University Student Information System (USIS) classification.

Several years ago, Statistics Canada decided to implement just one classification for all its field of study data. CIP was adopted because it was a detailed and proven classification with a 20-year history, was up to date, had an established mechanism for updates and a track record of regular updates, and had a proper hierarchical coding structure. As an added advantage, it would provide comparability with the United States. CIP is now the Statistics Canada standard for field of study classification.

Some of the major aspects of CIP are discussed below, under the following headings:

• Structure of the Classification
• Preparing CIP Canada 2000
• Special Aggregation Structure—Primary Groupings
• Assigning CIP Codes to Instructional Programs
• Concordances
• Revision Cycle

Structure of the Classification

CIP Canada 2000 is divided into six chapters.

• Chapter I: Academic and Occupation-specific Programs. This chapter comprises academic and occupation-specific instructional programs offered for academic credit at one or more postsecondary educational levels. These programs usually result in recognized completion points and awards such as degrees, diplomas, certificates or other formal awards.
• Chapter II: Dental, Medical and Veterinary Residency Programs. This chapter comprises residency programs in various dental, medical and veterinary specializations, offered in teaching hospitals and similar locations, that may lead to advanced professional certification.
• Chapter III: Technology Education/Industrial Arts Programs. This chapter comprises technology education and industrial arts programs that are taught at high schools and other non-postsecondary levels.
• Chapter IV: Reserve Entry Scheme for Officers in the Armed Forces. This chapter comprises reserve officer training programs that are offered for limited regular credit and that lead to professionally recognized completions, but that do not lead to academic awards or completions.
• Chapter V: Personal Improvement and Leisure Programs. This chapter comprises personal improvement and leisure-time programs that are not typically offered for academic credit, but that may receive some form of recognition and may lead to a completion award.
• Chapter VI: High School/Secondary Diploma and Certificate Programs. This chapter comprises instructional programs that lead to general diplomas and certificates awarded at the secondary education level only.

The CIP is then subdivided into three levels:

1. The first level, referred to as the 'series', comprises two-digit classes. The series represent the most general grouping of related programs. CIP Canada 2000 comprises 49 series.
2. The second level, the 'subseries', comprises four-digit classes. The subseries represent an intermediate grouping of programs that have comparable content and objectives. CIP Canada 2000 comprises 385 subseries.
3. The third level, 'instructional program classes', comprises six-digit classes. Instructional program classes represent the specific instructional programs. Instructional program classes are the most detailed level within CIP. They are the basic unit of analysis used in reporting instructional programs. CIP Canada 2000 comprises 1,432 instructional program classes.

The format for classes at the series level consists of a two-digit code followed by a period, then by the program title. For example: 01. Agriculture, Agriculture Operations and Related Sciences. There is at least one series within every chapter.

The format for classes at the subseries level consists of the two-digit series code, followed by a period, then by a further two digits that are uniquely associated with that subseries. The code is followed by the program title. For example: 01.01 Agricultural Business and Management. There is at least one subseries within every series.

The format for classes at the instructional program class level consists of the four-digit subseries code, followed by a further two digits that are uniquely associated with that instructional program class. This is followed by the program title. For example: 01.0101 Agricultural Business and Management, General. There is at least one instructional program class within every subseries.

Program descriptions identify the objectives and content of the instructional programs. Program descriptions using phrases such as "any program that focuses on" or "any general program that focuses on" describe academic and general programs. Program descriptions using phrases such as "program that prepares individuals for" or "program that generally prepares individuals for" describe programs designed to prepare individuals for specific occupations.

Sample program descriptions:

01. Agriculture, Agriculture Operations and Related Sciences. This series comprises instructional programs that focus on agriculture and related sciences and that prepare individuals to apply specific knowledge, methods, and techniques to the management and performance of agricultural operations.

01.01 Agricultural Business and Management. This subseries comprises instructional program classes 01.0101 to 01.0199.

01.0102 Agribusiness/Agricultural Business Operations. This instructional program class comprises any program that prepares individuals to manage agricultural businesses and agriculturally related operations within diversified corporations. These programs include courses in agriculture, agricultural specialization, business management, accounting, finance, marketing, planning, human resources management, and other managerial responsibilities.

Within each subseries, instructional program classes are listed in numerical sequence. Classes with a more general focus appear at the beginning of the sequence. A residual class appears at the end of the sequence to cover instructional programs that belong in the subseries but are not covered by another instructional program class. For example, within subseries 01.01, Agricultural Business and Management, instructional program class 01.0101 Agricultural Business and Management, General appears first and instructional program class 01.0199, Agricultural Business and Management, Other appears last.

Occasional gaps may be found in the numerical sequence of classes. They result either from deletions of classes that appeared in previous editions of CIP or from moves of classes to new locations in the classification.

Titles generally comprise one word or phrase, such as 'psychology' or 'civil engineering', that conveys the most commonly used or accepted name describing a program.

In some cases, more than one title may be used for the same instructional program. To reflect this, the title of the corresponding instructional program uses words or phrases separated by slashes. This is done in the following situations:

• two or more commonly accepted names exist for the same program, or
• the same program has different names at different educational levels, or
• the program has undergone a recent name change but many institutions still use the older name for the program.

For example, series 15. Engineering Technologies/Technicians includes programs that prepare engineering technologists (the preferred term, but not the only one used) and engineering technicians (an alternative title).

Preparing CIP Canada 2000

CIP Canada 2000 maintains the CIP-2000 structure to permit close comparability between Canadian and U.S. educational data and to facilitate a common approach to future classification revisions. Canada and the United States have agreed to co-ordinate revision activity.

Much of the work in preparing CIP Canada 2000 involved locating institutional references in CIP-2000, converting those to references appropriate for the Canadian context and developing examples of the instructional programs by instructional program class. Beyond that, much of the CIP-2000 classification manual has been incorporated directly into the CIP Canada 2000 manual.

A few structural changes were needed to reflect the Canadian context. The following classes have been added or changed:

• Subseries 16.17 Second Language Learning has been added to cover second language learning on a for-credit basis. Second language learning on a not-for-credit basis is still covered by instructional program class 32.0109, which has been retitled from Second Language Learning to Second Language Learning (not for credit). Subseries 16.17 has been broken out into three instructional program classes: 16.1701 English as a Second Language; 16.1702 French as a Second Language; and 16.1799 Second Language Learning, Other. Series 16. has been retitled from Foreign Languages, Literatures, and Linguistics to Aboriginal and Foreign Languages, Literatures and Linguistics.
• Subseries 28.05 and instructional program class 28.0501, both entitled Reserve Entry Scheme for Officers in the Armed Forces, have been added to reflect the unified structure of the Canadian Forces. Series 28 has also been renamed from Reserve Officer Training Corps (JROTC, ROTC) to Reserve Entry Scheme for Officers in the Armed Forces.
• Subseries 47.05 Stationary Energy Sources Installer and Operator and instructional program class 47.0501 Stationary Energy Sources Installer and Operator have been reinstated. These classes had been included in CIP-1990 and were dropped from CIP-2000.
• Series 55. French (Canadian) Language and Literature/Letters has been moved to within the classification proper. In CIP-2000, this series constitutes an appendix to the main classification. The series retains code 55. and has been retitled from French (Canadian) Language and Literature/Letters to French Language and Literature/Letters. Series 55. is now the French language equivalent of series 23. English Language and Literature/Letters.

The following classes have been deleted:

• Instructional program class 16.0901 French Language and Literature has been dropped. This content is covered by instructional program class 55.0101 French Language and Literature, General.
• Subseries 28.01 Air Force JROTC/ROTC, 28.03 Army JROTC/ROTC and 28.04 Navy/Marine Corps JROTC/ROTC, and instructional program classes 28.0101 Air Force JROTC/ROTC, 28.0301 Army JROTC/ROTC and 28.0401 Navy/Marine Corps JROTC/ROTC, have been dropped. These are replaced by subseries 28.05 Reserve Entry Scheme for Officers in the Armed Forces and instructional program class 28.0501 Reserve Entry Scheme for Officers in the Armed Forces, as described above.
• Subseries 55.02 Comparative Literature and instructional program class 55.0201 Comparative Literature have been dropped. This reflects the fact that the content is covered by 16.0104 Comparative Literature.

Beyond these changes, and the use of Canadian spelling, there were no other additions or deletions. Even where no current Canadian programs are known to exist for CIP-2000 classes, CIP Canada 2000 retains those classes. This will permit a full range of possibilities for the coding of education data from household surveys such as the 2006 Census of Population. In the census, respondents report not only current programs but also programs studied early in their lives and in other countries.

Inclusions accompany most CIP Canada 2000 instructional program classes. Inclusions are examples of the instructional programs found in the corresponding class. They appear under the heading Examples of included programs. The inclusions were developed based mainly on the program names used in response to the Canadian Census of Population. The wording used reflects the way respondents would typically describe these programs. Because the programs would be described differently in English and French, the actual wording will not typically be strictly equivalent between the English and French versions of the CIP Canada 2000 manual.

Exclusions also accompany most instructional program classes. Exclusions are examples of the instructional programs that could belong in the subject CIP class but do not. They appear under the heading Examples of excluded programs. These are borderline cases. The exclusions have been chosen by expert coders who were aware of potential coding pitfalls. For each instructional program class, the exclusions were selected from among the inclusions of related instructional program classes.

The lists of inclusions and exclusions are meant to facilitate the use of CIP. The lists are illustrative, and will evolve over time in response to questions that arise from the use of this classification.

Special Aggregation Structure—Primary Groupings

An aggregation structure has been developed jointly by Statistics Canada and the National Center for Education Statistics. It is based on work undertaken as a part of the creation of the North American Product Classification System (NAPCS) by Canada, the United States and Mexico.

The structure comprises thirteen 'primary groupings' that are a convenient and useful basis for summarizing and analysing more detailed classes. Two general observations about the primary groupings should be kept in mind:

1. Groupings are based on field of study and are independent of the level at which the study was undertaken. Series 21. Technology Education/Industrial Arts Programs and series 53. High School/Secondary Diploma and Certificate Programs are exceptions to this rule; these two series are included in the Other category.
2. Primary groupings comprise entire series, with one exception: series 30. Multidisciplinary/Interdisciplinary Studies has been split into its constituent subseries. Those subseries have then been grouped with the closest equivalent series.

The primary groupings are as follows:

The following table details the special aggregation structure. The first two columns list the primary grouping (code and title). The last two columns give the information on constituent CIP series and subseries.

Assigning CIP Codes to Instructional Programs

To ensure consistency at the national level, Statistics Canada codes program data submitted from household surveys and from administrative data in institutions' files. This coding is done with the help of software that has been developed to provide a combination of auto-coding and computer-assisted coding. The basic approach is described first-this will be of particular interest to institutions or organizations that need to do their own CIP coding. This is followed by an outline of the process used at Statistics Canada.

Assigning CIP codes: the basic approach

The basic coding tool is the classification manual available in both hard-copy and electronic format.

In addition to the manual, those coding programs using CIP should ensure that they also have the following information:

• program title
• program description
• type of institution
• duration of study
• nature of the academic award

With this information at hand, the coding of a single-discipline instructional program is relatively straightforward. The coder first determines the appropriate chapter. The coder then selects all likely series and from among those chooses the most applicable. The process is then repeated at the subseries level, and again at the instructional program class level. This top-down process is facilitated by referring to the inclusions and exclusions in the manual.

Several examples are presented to show the coding process.

Suppose the coder has the following information:

• program title: Canadian History
• program description: five-credit MA through department of history, faculty of arts and sciences
• type of institution: university
• duration of study: one year postgraduate
• academic award: MA

The academic award confirms that the program is a credit course and belongs in Chapter I: Academic and Occupation-specific Programs. The coder will next try to identify the appropriate two-digit series. In this case, from the title and description, series 54. History is the clear choice. Within series 54., only subseries 54.01 History exists. Within 54.01, instructional program class 54.0107 Canadian History is selected. By referring to the inclusions, the coder will find that Canadian history is explicitly part of this class. This confirms the results of the top-down process. The institution type and duration of study were not used.

In a second case, the coder has the following information:

• program title: Mathematical Physics
• program description: five-credit MSc through department of physics, faculty of science
• type of institution: university
• duration of study: postgraduate
• academic award: MSc

The academic award confirms that the program is a credit course and properly belongs in Chapter I: Academic and Occupation-specific Programs. The coder will next try to identify the appropriate two-digit series-in this case, series 27. Mathematics and Statistics, series 40. Physical Sciences and series 41. Science Technologies/Technicians are possibilities. Based on the program title and description, the program is not pure mathematics, nor is it technological in nature. This rules out series 27. and 41. Within series 40., subseries 40.08 Physics is most applicable. Within 40.08, instructional program class 40.0810 Theoretical and Mathematical Physics is selected. By referring to the inclusions, the coder will find that Mathematical Physics is part of this class. Use of the inclusions in this way confirms the results of the top-down process. The institution type and duration of study were not used.

In a third case, the coder has the following information:

• program title: Film Law
• program description: Master of Laws through faculty of law with specialization in film law
• type of institution: university
• duration of study: postgraduate
• academic award: Master of Laws (LLM)

The academic award confirms that the program is a credit course and belongs in Chapter I: Academic and Occupation-specific Programs. The coder will next try to identify the appropriate two-digit series. Possible candidates are series 22. Legal Professions and Studies and series 50. Visual and Performing Arts. Series 50. focuses on the actual performance. Series 22. prepares individuals for the legal profession and related research. Based on the program title and description, series 22. is the clear choice. This is an advanced law degree and therefore, within series 22., the program belongs in subseries 22.02 Legal Research and Advanced Professional Studies (Post-LLB/JD). Within 22.02, there are no instructional program classes which specifically include this specialty in the description. The coder would therefore consider that this likely belongs to instructional program class 22.0299, which is the residual class for this subseries. Referring to the inclusions confirms this. The institution type and duration of study were not explicitly used in this determination.

In a fourth case, the coder has the following information:

• program title: Truck and Coach Mechanic
• program description: This apprenticeship certificate program completes the in-school requirements for the truck and coach technician apprentices. Students are offered instruction in subjects such as trade practices and auxiliary systems, engine systems, electrical systems, fuel systems, drive trains, and steering, suspension, and brake systems.
• type of institution: community college
• duration of study: one year
• academic award: certificate

The academic award and duration of study, together, confirm that the program is a credit course and belongs in Chapter I: Academic and Occupation-specific Programs. The top-down process continues as previously. Using the institution type, program title and program description, the coder will choose series 47. Mechanic and Repair Technologies/Technicians, subseries 47.06 Vehicle Maintenance and Repair Technologies, and then instructional program class 47.0613 Medium/Heavy Vehicle and Truck Technology/Technician. By referring to the inclusions, the coder will find that Truck and Coach Mechanic is part of this class-and thereby confirm the coding choice.

The coding of combined majors, also called 'double majors' or 'joint majors,' and multidisciplinary programs follows the same top-down approach. The difference here involves the choice of residual class in the event that there is no specific class for the combined program. The approach to combined majors and multidisciplinary studies is as follows:

• Proceeding top-down, the coder tries to find an instructional program class that explicitly covers the combined program. If such a class is found, the program can normally be assigned directly to that class. For example, a double major involving 11.0501 Computer Systems Analysis/Analyst and 27.0301 Applied Mathematics, General would be coded to 30.0801 Mathematics and Computer Science.
• Otherwise, if the component disciplines belong to the same subseries-but not the same instructional program class-the program can normally be coded to the residual category (a class ending in 99) within that subseries. For example, a double major involving 14.0902 Computer Hardware Engineering and 14.0903 Computer Software Engineering would be coded to 14.0999 Computer Engineering, Other.
• Otherwise, if the component disciplines belong to the same series-but not the same subseries-the program can normally be coded to the residual category (a class ending in 9999) within that series. For example, a double major involving 14.0902 Computer Hardware Engineering and 14.1101 Engineering Mechanics would be coded to 14.9999 Engineering, Other.
• Otherwise, if the component disciplines belong to different series, the program is normally coded to instructional program class 30.9999 Multidisciplinary/Interdisciplinary Studies, Other. For example, a double major involving 14.0902 Computer Hardware Engineering and 27.0301 Applied Mathematics, General would be coded to 30.9999 Multidisciplinary/Interdisciplinary Studies, Other.
• An exception to the use of 30.9999 involves combined/joint language majors. Language studies are covered by series 16. Aboriginal and Foreign Languages, Literatures and Linguistics, series 23. English Language and Literature/Letters and series 55. French Language and Literature/Letters. Where programs involve combinations belonging to two or more of these series, the combined programs are coded to residual instructional program classes within series 16. Aboriginal and Foreign Languages, Literatures and Linguistics. For example, a combined French/Spanish major is coded to 16.0999 Romance Languages, Literatures and Linguistics, Other. For similar reasons, a combined French/German major or a combined French/English major is coded to 16.9999 Aboriginal and Foreign Languages, Literatures and Linguistics, Other.

Assigning CIP codes: Statistics Canada's process

A large number of records, from both household surveys and educational institutions, contain data on instructional programs. This has led Statistics Canada to develop tools-over and above the classification manual-to simplify and speed up the process, and ensure a high level of consistency.

The first of these tools, used for interactive coding, incorporates all the features of the manual. It also enables users to click to see which institutions are offering a given program and what name each institution attaches to the generic CIP program title. That store of institutional program information is the 'reference file' used to ensure consistency. The software also contains regularly updated information, and enables users to search and code to other field of study classifications. Further information on this coding tool is available from the Centre for Education Statistics at Statistics Canada.

The second tool, used for automated coding, reads and codes program information stored in an electronic file. The success of auto-coding depends on the quality of the reference file available to the system. In the case of program files submitted by colleges and universities, the reference file is a historical file of the CIP codes previously assigned for that institution. Using that historical file ensures consistency. In the case of instructional program information coming from household surveys, such as the Census of Population, the reference file is based on household survey information rather than institutions' full and formal program names and descriptions. In either case, the auto-coding tool is run in batch mode; the system reports which programs have been coded successfully and which require further attention.

Programs requiring further attention are referred to expert coders, who use the interactive tool described above. If a good decision is still not possible, the coders are able to refer the case to an expert panel comprising representatives from Statistics Canada and postsecondary institutions.

Concordances

For information on concordances between CIP and other national and international field of study classifications, see the Statistics Canada website.

Revision Cycle

CIP has a 10-year revision cycle. Revising a statistical classification involves a complete review of the conceptual basis of the classification as well as a review of user needs and available tools. Part of that review involves determining whether proposed changes would work better than the current practices and thus warrant a revised version of the classification.

Between revisions, updates can also be made to address significant changes in the instructional programs being offered. Canada and the United States have agreed that, at five-year intervals, the midpoint in the revision cycle, an assessment will be made of the need for such an update.

CIP Canada 2000 is the first Canadian version of the Classification of Instructional Programs. We invite user feedback.