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

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 tchange?

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 last 12 months, what impact did each of the following have 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 sold by businesses in Canada
  • 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 last 12 months, did this business or organization 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.

• Sought alternative customers outside the United States
• Sought alternative suppliers outside the United States
• Increased domestic sourcing
• Increased efforts to sell to customers in Canada
• Delayed major investments or expenditures
• Delayed Canadian investment or expansion plans
• Acquired or partnered with United States-based businesses as a beachhead strategy
• Explored trade-related financial tools
  e.g., currency hedging, insurance
• Established operations in the United States
• Increased inventory or stockpiled goods
• Invested in technology improvements
  e.g., technology adoption, automation
• Laid off employees
• Hired employees
• Raised prices of goods or services
• Lowered 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?

• 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 increases in costs related to inputs, products, or supplies.

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

Internal trade

20. Over the last 12 months, did this business or organization conduct any of the following activities within Canada?

Include transactions executed between a business in a given province or territory and a consumer or business outside that province or territory.
Select all that apply.

• Purchased goods or services from suppliers in another province or territory
• Sold goods or services to customers in another province or territory
  OR
• None of the above
  • Would this business or organization consider purchasing from suppliers or selling to customers in another province or territory in the future?
    • Yes
    • No
    • Don’t know
  OR
• Don’t know

Flow condition: If “Purchased goods or services from suppliers in another province or territory” or “Sold goods or services to customers in another province or territory” is selected in Q20, go to Q21. Otherwise, go to next flow.

If “None of the above” and “Yes”, or “None of the above” and “Don’t know” are selected in Q20, go to Q25. Otherwise, go to Q26.

Display condition: If “Purchased goods or services from suppliers in another province or territory” is selected in Q20, display “Percentage of total purchases of goods and services” in Q21. Otherwise, do not display.

If “Sold goods or services to customers in another province or territory” is selected in Q20, display “Percentage of total sales of goods and services” in Q21. Otherwise, do not display.

21. Over the last 12 months, what percentage of this business’ or organization’s purchases from suppliers and sales to customers were made directly in or to another province or territory?

Include purchases and sales between a business in a given province or territory and a consumer or a business outside that province or territory.

For goods purchased from suppliers and for goods sold to customers, include all purchases and sales.

For goods purchased from and sold to another business within the same company located in another province or territory, only include purchases and sales of value-added or altered goods.

Exclude purchases and sales within the same province or territory where the business is operating.

Provide your best estimate.

Percentage of total purchases of goods and services:
OR
Don’t know

Percentage of total sales of goods and services:
OR
Don’t know

22. Over the last 12 months, which of the following obstacles did this business or organization experience when goods or services were purchased from and sold to another province or territory?

Select all that apply.

• Transportation regulations were difficult to abide by
• Too much paperwork to fill out
• Permits and licenses were difficult to obtain
• Provincial or territorial tax laws
• Regulations for this business’ or organization’s industry were difficult to abide by
• Limited consumer choices due to provincial or territorial regulations
• Other obstacle
  • Specify other obstacle:
  OR
• No obstacles experienced
  OR
• This business or organization did not purchase from suppliers or sell to customers in another province or territory
  OR
• Don’t know

Flow condition: If at least two obstacles are selected in Q22, go to Q23. Otherwise, go to Q24.

Display condition: Display in Q23 the obstacles selected in Q22.

23. Of the obstacles selected in the previous questions, please indicate this business’ or organization’s most challenging obstacle over the last 12 months.

• Transportation regulations were difficult to abide by
• Too much paperwork to fill out
• Permits and licenses were difficult to obtain
• Provincial or territorial tax laws
• Regulations for this business’ or organization’s industry were difficult to abide by
• Limited consumer choices due to provincial or territorial regulations
• Other obstacle

Flow condition: If at least one obstacle is selected in Q22, go to Q24. Otherwise, go to Q25.

Display condition: If “Purchased goods or services from suppliers in another province or territory” is selected in Q20, display “Changed suppliers” in Q24. Otherwise, do not display.

24. Over the last 12 months, which of the following measures has this business or organization taken to reduce the impact of this business’ or organization’s most challenging obstacle?

Select all that apply.

• Chose to pursue fewer or no out-of-province opportunities
• Changed suppliers
• Increased selling price of goods or services
• Hired or consulted a specialist
  e.g., lawyer, accountant, broker
• Purchased software to simplify processes
• Other measure
  • Specify other measure:
  OR
• This business or organization has not taken any measures to reduce the impact of its most challenging obstacle
  OR
• Don’t know

25. What would be the most effective measure to encourage this business or organization to increase its purchases or sales within another province or territory?

Increasing this business’ or organization’s purchases or sales could be from current levels or from 0.

• Harmonized or mutually recognized standards and regulations
• Accessible financial support
  e.g., tax incentives, loans, and grants
• Better availability of logistics and shipping options
• Increase awareness of opportunities
  e.g., help with finding vendors or customers
• Streamlined testing and certification processes for employees
• Expediting permit and license approvals
• Other measure
  • Specify other measure:
• None of the above
• Don’t know

Canadian products

26. Over the last 12 months, has this business or organization changed its marketing practices to promote Canadian products?

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

• Yes
• No
• Don’t know

27. Over the last 12 months, has this business or organization experienced an increase in sales of Canadian products?

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

• Yes
• No
• Don’t know

2025 revenues compared with 2024

28. Compared with 2024, how did the revenues of this business or organization change in 2025?

Compared with 2024:

• Revenues were higher in 2025
  • Compared with 2024, by approximately what percentage were revenues higher in 2025?
    Provide your best estimate rounded to the nearest percentage.
    • Percentage revenues were higher by in 2025:
      OR
    • Don’t know
• Revenues were the same in 2025
• Revenues were lower in 2025
  • Compared with 2024, by approximately what percentage were revenues lower in 2025?
    Provide your best estimate rounded to the nearest percentage.
    • Percentage revenues were lower by in 2025:
      OR         
    • Don’t know
• Don’t know

Wages

29. Over the next 12 months, does this business or organization expect the average wages paid per employee to change?

• Average wages are expected to increase
  • By what percentage are average wages expected to increase?
    Provide your best estimate rounded to the nearest percentage.
    • Percentage:
      OR
    • Don’t know
• Average wages are expected to decrease
  • By what percentage are average wages expected to decrease?
    Provide your best estimate rounded to the nearest percentage.
    • Percentage:
      OR
    • Don’t know
• Average wages are expected to stay approximately the same
• Not applicable
  e.g., this business or organization does not pay wages
• Don’t know

Training

30. Over the last 12 months, has this business or organization provided any job-related training about client interaction or service delivery?

Training includes peer mentoring, job shadowing, workshops, lessons, self-learning, team discussions, and webinars.

• Yes
  • Did any of this training include information on how to interact with persons with disabilities?
    A disability refers to any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment, or a functional limitation.
    Persons with disabilities refers to a person who has any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment — or a functional limitation —  whether permanent, temporary or episodic in nature, or evident or not, that, in interaction with a barrier, hinders a person’s full and equal participation in society.
    • Yes
    • No
    • Don’t know
• No
• Don’t know

31. Over the last 12 months, has this business or organization provided any job-related training about communication?

e.g., writing, presenting, listening
Include communication with internal and external parties such as customers, clients, suppliers, and employees.
Training includes peer mentoring, job shadowing, workshops, lessons, self-learning, team discussions, and webinars.

• Yes
  • Did any of this training include information on how to communicate with persons with disabilities?
    e.g., alternate formats options, accessible presentation formats, using inclusive language, providing visual cues, extra time for responding to questions
    A disability refers to any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment, or a functional limitation.
    Persons with disabilities refers to a person who has any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment — or a functional limitation —  whether permanent, temporary or episodic in nature, or evident or not, that, in interaction with a barrier, hinders a person’s full and equal participation in society.
    • Yes
    • No
    • Don’t know
• No
• Don’t know

32. Over the last 12 months, has this business or organization provided any technical job-related training?

e.g., using systems, equipment, applications or websites
Training includes peer mentoring, job shadowing, workshops, lessons, self-learning, team discussions, and webinars.

• Yes
  • Did any of the technical job-related training include information on accessibility for persons with disabilities?
    e.g., accessible font types and size, accessibility features in an application, web accessibility standards, assistive technology
    A disability refers to any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment, or a functional limitation.
    Accessibility refers to ensuring that persons with disabilities can easily use, access, and navigate services and opportunities.
    Persons with disabilities refers to a person who has any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment — or a functional limitation — whether permanent, temporary or episodic in nature, or evident or not, that, in interaction with a barrier, hinders a person’s full and equal participation in society.
    • Yes
    • No
    • Don’t know
• No
• Don’t know

33. Over the last 12 months, has this business or organization provided any job-related training about diversity, equity and inclusion?

e.g., mental health awareness, disability inclusion, cultural awareness, unconscious bias, 2SLGBTQ+ inclusion, respecting confidentiality, inclusive hiring, bias awareness, inclusive conflict resolution
Training includes peer mentoring, job shadowing, workshops, lessons, self-learning, team discussions, and webinars.

• Yes
  • Did any of this training include information on inclusivity or accessibility for persons with disabilities?
    e.g., disability inclusion, promoting accessibility practices, safe and welcoming spaces
    A disability refers to any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment, or a functional limitation.
    Accessibility refers to ensuring that persons with disabilities can easily use, access, and navigate services and opportunities.
    Persons with disabilities refers to a person who has any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment — or a functional limitation — whether permanent, temporary or episodic in nature, or evident or not, that, in interaction with a barrier, hinders a person’s full and equal participation in society.
    • Yes
    • No
    • Don’t know
• No
• Don’t know

34. Over the last 12 months, has this business or organization provided any job-related training on workplace accommodations?

Workplace accommodations are measures that support employees by reducing barriers in the workplace. Examples of workplace accommodations are flexible work schedules, assistive devices, or ergonomic workstations.

e.g., available accommodations options, how to support colleagues or clients who require accommodations

Training includes peer mentoring, job shadowing, workshops, lessons, self-learning, team discussions, and webinars.

• Yes
• No
• Don’t know

35. Over the last 12 months, has this business or organization provided any other job-related training related to accessibility for persons with disabilities?

Exclude client interaction and service delivery training; communication training; technical training; diversity, equity, and inclusion training; and workplace accommodation training.

Training includes peer mentoring, job shadowing, workshops, lessons, self-learning, team discussions, and webinars.

Accessibility refers to ensuring that persons with disabilities can easily use, access, and navigate services and opportunities.

Persons with disabilities refers to a person who has any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment — or a functional limitation — whether permanent, temporary or episodic in nature, or evident or not, that, in interaction with a barrier, hinders a person’s full and equal participation in society.

• Yes
  • Specify other job-related training:
• No
• Don’t know

Skills gaps

36. What percentage of this business’ or organization’s employees are fully proficient in their current job?

Fully proficient employees are those that consistently demonstrate the required knowledge, skills and abilities to perform job duties.

• 100% – All employees are fully proficient
• 80 to 99%
• 60 to 79%
• 40 to 59%
• 20 to 39%
• 1 to 19%
• 0% – No employees are fully proficient
• Don’t know

Flow condition: If “80 to 99%”, “60 to 79%”, “40 to 59%”, “20 to 39%”, “1 to 19%”, or “0% – No employees are fully proficient” was selected in Q36, go to Q37. Otherwise, go to Q38.

37. Among the employees identified as not being fully proficient, improving which of the following skills would have the greatest positive impact on the operations of this business or organization?

Fully proficient employees are those that consistently demonstrate the required knowledge, skills and abilities to perform job duties.

• Reading comprehension
• Oral and written communication
• Basic computer and digital skills
• Basic math and calculating
• Critical thinking
• Problem solving
• Technical, practical or job specific
• Developed capabilities that relate to the practical or mechanical side of an activity.
• Management skills
• Team working
• Customer service
• Other skill
  • Specify other skill:
• Don’t know

38. Over the last 12 months, which of the following actions did this business or organization take to address skills gaps or employee skill deficiencies?

Select all that apply.

• Provided in-house training using internal resources and staff
• Provided feedback to staff
• Recruited new staff with qualifications, skills, and competencies
• Implemented mentoring or coaching
• Provided external training using a third-party provider
• Other action
  • Specify other action:
  OR
• None of the above
  OR
• Don’t know

39. Over the last three years, has this business or organization adopted any new technologies?

New technologies: Equipment or software that performs a new function or improves an existing function significantly better than the technologies that were commonly used by this business or organization in earlier periods.

• Yes
  • Did this business or organization provide training to employees to support the adoption of new technologies?
    • Yes
    • No
    • Don’t know
  • Which of the following best describes the ability of employees to adapt to the new technologies?
    • Employees were able to make full use of the new technologies
    • Employees were able to make significant use of the new technologies
    • Employees were able to make limited use of the new technologies
    • Employees were not able to make use of the new technologies
• No
  • Was concern about training employees the primary reason that this business or organization did not adopt new technologies? 
    • Yes
      • Which of the following best describes the concern about training employees?
        • The cost of training employees in new technologies was too high for this business or organization
        • Employees had a high workload and limited time available for training
        • Suitable training programs were not available or accessible to this business or organization
        • Employees lacked the necessary skills or capacity to adopt new technologies, even with training
    • No
    • Don’t know
• Don’t know

40. Over the last 12 months, did this business or organization experience difficulties finding candidates who possess the skills needed to do their current job?

• Yes
  • What was the main difficulty experienced when finding candidates who possess the skills needed to do their current job?
    • Wages and compensation offered by this business or organization are lower than in similar businesses or organizations
    • Geographic location of candidates
    • Geographic location of this business or organization
    • Qualifications, credentials educational background of candidates are not recognized in the jurisdiction of this business or organization
    • Challenging working conditions
      e.g., contract durations, working hours, career progression
    • Low number of applicants or not enough people interested in doing this type of work
    • Other main difficulty
      • Specify other main difficulty:
    • Don’t know
• No
• Don’t know

Liquidity

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

Debt

42. 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

43. 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

Employment information

44. For each of the employment categories below, please provide the proportion of employees of this business or organization that are women and men.

For a smaller business or organization, a senior management position could be the owner or operator.

For a larger business or organization, senior management positions may include: Executive Director, President, Vice-President, Chief Executive Officer, Chief Financial Officer, Chief Operating Officer, General Manager, Chairperson, or Corporate Controller.

Employees in senior management positions are responsible for developing and establishing the directions and goals for the business or organization. They are responsible for managing the staff and finances of the business or organization. They may also plan, organize, direct, control and evaluate the operations of the business or organization in relation to established objectives.

All other management positions are defined as all other managers, excluding senior managers.

All non-management positions are defined as employees in non-management positions.

Provide your best estimate rounded to the nearest percentage.

• In senior management positions
  • Percentage of employees that are women:
  • Percentage of employees that are men:
• In all other management positions
• If not applicable, leave this line blank.
  • Percentage of employees that are women:
  • Percentage of employees that are men:
• In all other positions
  i.e., employees who do not occupy a management position
  • Percentage of employees that are women:
  • Percentage of employees that are men:

Flow condition: If “Private sector business” was selected in Q1, go to Q45. 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.

45. 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”.

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

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

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

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

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

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 Q46. Otherwise, go to “Contact person”.

46. 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

Consultative engagement objectives

Statistics Canada’s Census of Environment (CoE), established in 2021, is designed to track the size and health of ecosystems across Canada. It also provides measures of ecosystem services such as food, clean air, clean water, carbon storage, natural disaster mitigation, wildlife habitat and recreational opportunities. In this way, information about the value of ecosystems and how ecosystems benefit the economy and well-being are made accessible to all. Statistics Canada implemented this program to provide information on and help monitor environmental trends and inform decision making, which will support the Government of Canada’s policy priorities on climate change and biodiversity.

The breadth of data that could be included in the Census of Environment program is extensive and options for communicating and sharing the data with Canadians and stakeholders are numerous. Statistics Canada undertook this engagement process to better understand the needs and priorities of data users to best target its resources and ensure that user needs are met.

Specifically the primary objectives of stakeholder engagement were to determine:

1. Priority ecosystems for stakeholders
2. Essential information on ecosystem characteristics
3. Priority indicators / measures of change that should be made available
4. Essential socio-economic information that stakeholders would like to see linked to ecosystems
5. Scale and units of measure that are useful to stakeholders

Consultative engagement methods

The engagement process was conducted through the release of an e-form questionnaire that was available on the Consulting with Canadians website from November 1, 2022 to January 7, 2023. The questionnaire had 4 sections with a total of 8 questions that included General data needs, rating of ecosystem types, rating of environmental and socioeconomic information for the development of ecosystem profiles, and contact information.

Results

Below are 5 key findings from the consultation process:

1. Majority of respondents use Government sources as their main source for collecting ecosystem data.
2. Ecosystem health is the most useful ecosystem data type.
3. Watersheds / Drainage areas are the most useful geographic areas to aggregate within ecosystem data.
4. Dynamic interactive maps and Data tables are the most useful ecosystem data product types.
5. Measures of Ecosystem health and Watersheds or drainage areas are the most highly intersectional requested forms of data.

Statistics Canada thanks participants for their contributions to this consultative engagement initiative. Their insights will help guide the agency in providing relevant and useful information and tools on ecosystems through the Census of Environment program.

Getting started

Why are we conducting this survey?

This survey will collect data from employees who work in Nunavut for the Government of Nunavut and the Government of Canada. Questions will be asked about your experiences in the workplace, including your interest in learning, training and career advancement.

The information will be used to inform the Nunavut Inuit Labour Force Analysis, and will also be used by governments and Inuit organizations to find ways to increase Inuit employment in government to levels that are representative of the population, as per Article 23 of the Nunavut Agreement.

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

Although voluntary, your participation is important so that the information collected is as accurate and complete as possible.

Other important information

Authorization and confidentiality

Data are collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19. Your information will be kept strictly confidential.

Record linkages

To enhance the data from this survey and to reduce the response burden, Statistics Canada will combine the information you provide with information from the Government of Nunavut or Government of Canada employee lists.

Statistics Canada may also combine the information you provide with other survey or administrative data sources.

Contact us if you have any questions or concerns about record linkage:

Email: infostats@statcan.gc.ca

Telephone: 1-877-949-9492

Mail:
Chief Statistician of Canada
Statistics Canada
Attention of Director, Centre for Indigenous Statistics and Partnerships
150 Tunney’s Pasture Driveway
Ottawa, Ontario K1A 0T6

General information

1. What is your name?
   Please confirm your name. If your first or last name is incorrect, update the field below. If any field is blank, please complete it.
   • First name
   • Last name             
2. What is your gender?
   Gender refers to current gender which may be different from sex assigned at birth and may be different from what is indicated on legal documents.
   Is it:
   • Male
   • Female
   • Or please specify
     • Specify your gender
3. What is your date of birth?
   • Year
   • Month                      
   • Day
4. What is your age group?
   • 14 years or younger
   • 15 to 19 years
   • 20 to 24 years
   • 25 to 29 years
   • 30 to 34 years
   • 35 to 39 years
   • 40 to 44 years
   • 45 to 49 years
   • 50 to 54 years
   • 55 to 59 years
   • 60 to 64 years
   • 65 years or older

The next few questions will help determine what questions you will be asked in the rest of the survey.

5. Are you Inuk?
   • Yes
   • No
6.  Are you an Inuk enrolled under the Nunavut Agreement?
   i.e., you are enrolled under the Nunavut Land Claims Agreement, you have been issued a Nunavut Tunngavik Incorporated (NTI) card
   • Yes
   • No, I am enrolled under a different land claims agreement
   • No, I am not enrolled under any land claims agreement
   • Don’t know

Current employment

7. Who is your current territorial or federal government employer?
   Refer to the government job where you work the most number of hours per week.
   • Government of Nunavut (GN)
     e.g., health, education
   • Nunavut Arctic College
   • Nunavut Housing Corporation
   • Qulliq Energy Corporation
   • Nunavut Business Credit Corporation
   • Nunavut Development Corporation
   • Government of Canada (GC)
   • I am no longer employed in any of the above government organizations in Nunavut
8. Which of the following would best describe your employment type?
   • Indeterminate (permanent)
   • Term or contract
     Exclude student employment
   • Casual
     Include student employment
   • Seasonal
     i.e., work a portion of a year (season) each year
9. Which of the following would best describe your employment type?
   • Indeterminate (permanent)
   • Term or contract
   • Substitute teacher
   • Relief worker
   • Casual
   • Seasonal
     i.e., work a portion of a year (season) each year
   • Summer Student Employment Equity Program
10. How long have you been a casual employee?
    • Less than four months
    • Four months to less than one year
    • One year to less than two years
    • Two years to less than five years
    • Five years or more
11. How many hours do you usually work per week at your government job?
    • Less than 10 hours per week
    • 10 hours to less than 20 hours per week
    • 20 hours to less than 30 hours per week
    • 30 hours to less than 37.5 hours per week
    • 37.5 hours or more per week

Housing

12. What is your current housing situation?
    • Government staff housing through my employment
    • Government staff housing through someone else’s employment
      e.g., spouse or partner, parents, friends, roommates
    • Other housing
      e.g., private rental, non-government staff housing, homeowner, student housing, public housing, co-op housing
    • Do not have housing
      e.g., unstable living arrangements
13. Are you interested in obtaining your own government staff housing through your employer?
    • Yes
    • No
14. When you were first hired, how important was the availability of government staff housing in choosing to work for your employer?
    • Essential
    • Very important
    • Somewhat important
    • Not important
15. How important is the availability of government staff housing in continuing to work for your employer?
    • Essential
    • Very important
    • Somewhat important
    • Not important
16. How concerned are you about losing your government staff housing upon retirement?
    • Very concerned
    • Somewhat concerned
    • Not concerned

Child care responsibilities

17. In the past 12 months, did you have responsibilities caring for children that impacted your work?
    Include your children or someone else’s children.
    e.g., decisions about travel, training or promotions, or hours worked
    • Yes
    • No
      • Why not?
        • Do not have child care responsibilities
        • Child care responsibilities did not impact my work      
18. In the past 12 months, how have your child care responsibilities impacted your work?
    Select all that apply.
    • Postponed my return to work after a maternity or parental leave
    • Worked fewer hours than I would have otherwise
    • Had to use paid leave
      e.g., special leave, family leave, sick leave, vacation leave, or other leave
    • Had to use leave without pay
      • How much unpaid time did you take off from work to care for a child?
        Include leave without pay.
        If you missed partial hours or days, estimate to the nearest day.
        • Less than 1 day
        • 1 day to 2 days
        • 3 days to 5 days
        • 6 days to 10 days
        • More than 10 days                                                      
    • Refused or limited my travel for work
    • Refused or decided not to work toward a promotion
    • Refused a job offer
    • Quit a job
    • Refused or decided not to take training or learning opportunities
    • Increased the amount of teleworking to care for children at home
    • Other
19.  What is the regular child care arrangement for the children whom you care for?
    Include for children in school, select the arrangements they use for before or after school care.
    Exclude summer school break.
    Select all that apply.
    • Do not use child care
      e.g., the children are old enough to stay home alone
      OR
    • I am not responsible for child care arrangements
      OR
    • Licensed child care facilities
    • Family home daycare
    • Nursery school or preschool
      e.g., Head Start
    • Before or after school program
    • Parent or guardian
    • Relatives
      e.g., grandparent, aunt, uncle, sibling
    • Non-relatives
      e.g., babysitter, friend, neighbour
    • Other
      • Specify the child care arrangement
20. Overall, do these child care arrangements meet your needs?
    • Yes
    • No
21. Which of the following would help you better meet your child care responsibilities?
    Select all that apply.
    • Flexible work arrangement
    • Lunch programs for school age children
    • Before and after-school programs for school age children
    • More child care centres (available space)
    • Inuit priority for daycare
    • Culturally-relevant or Inuktut language programming
    • Financial assistance or subsidized daycares
    • Fewer unexpected school or daycare closures
      e.g., due to staff shortages, frozen pipes or other reasons
    • More daycare workers or more child care workers
    • Other
      • Specify what would help you better meet your child care responsibilities
    • OR
    • None of the above – I have no problems meeting my child care responsibilities

Relocating for work

22. In which community do you work?
    If you work in more than one community, select the community where you usually work the most hours.
    • Select a community from the dropdown menu below.
      Note: If your community is not listed, then select “Other community within Nunavut” or “Outside Nunavut”.
23. Where do you consider to be your home community?
    Please use your own definition of home community.
    • Select a community from the dropdown menu below.
      Note: If your community is not listed, then select “Other community within Nunavut” or “Outside Nunavut”.
24. Would you prefer to work in your home community if a similar government job was available?
    • Yes
    • No
25. To what extent would you be open to moving to a different community within Nunavut for another government job?
    e.g., for a higher level job
    • Very open to moving
    • Somewhat open to moving
    • Not at all open to moving
    • Don’t know
26. To which communities in Nunavut would you be open to moving?
    Select all that apply.
    • Any community
      OR
    • Arctic Bay
    • Arviat
    • Baker Lake
    • Cambridge Bay
    • Chesterfield Inlet
    • Clyde River
    • Coral Harbour
    • Gjoa Haven
    • Grise Fiord
    • Igloolik
    • Iqaluit
    • Kimmirut
    • Kinngait
    • Kugaaruk
    • Kugluktuk
    • Naujaat (Repulse Bay)
    • Pangnirtung
    • Pond Inlet
    • Qikiqtarjuaq
    • Rankin Inlet
    • Resolute Bay
    • Sanikiluaq
    • Sanirajak
    • Taloyoak
    • Whale Cove
27. Which factors would influence your openness to moving for another government job in Nunavut, if one was offered to you?
    Select all that apply.
    • Better pay
    • Better access to benefits or better benefits
    • An indeterminate (permanent) job
    • Child care supports or availability of childcare
    • Career development and advancement
    • More access to services and supports
      e.g., elder care, education or training, health, transportation, recreation
    • Being closer to family
    • Job would allow me to live in my home community
    • Availability of government staff housing
    • Availability of housing in general
    • More presence of Inuit culture and language in the workplace
    • More presence of Inuit culture and language in the community
    • Other
      • Specify what factors would influence your openness to moving for another government job in Nunavut, if one was offered to you

Government employment history

28. How long have you been in your current job?
    Include work probation period.
    • Less than 1 year
    • 1 year to less than 5 years
    • 5 years to less than 10 years
    • 10 years to less than 20 years
    • 20 years or more
29. How did you find your current job?
    • Contacted employer directly
    • Was offered job by employer without applying
      e.g., internal transfer
    • Word of mouth
      e.g., through co-workers, friends, relatives
    • Advertisements
      e.g., newspapers, community bulletin boards, radio, magazines
    • Social media
      e.g., Facebook, X (formerly Twitter), LinkedIn
    • Other websites
      e.g., GC Jobs, GN website, job search websites
    • Community events
      e.g., trade shows, career fairs
    • Internal posting
    • Contact with employment or economic development agencies
      e.g., Service Canada Centre, Inuit organizations
    • Training programs
      e.g., internships, pre-employment programs
    • School guidance or career counsellor
    • Recruiting firm or human resources specialists
    • Other
      • Specify how you found your current job
30. Prior to working with the Government of [Canada/Nunavut or a Public Agency in Nunavut], have you ever worked for any other level of government either inside or outside Nunavut?
    Include all previous federal, territorial, provincial or municipal government jobs inside or outside Nunavut.
    • Yes
      • For which level of government did you work?
        Select all that apply.
        • Government of Canada
        • Government of Nunavut or a Public Agency in Nunavut
        • Other provincial or territorial government
        • Municipal government in Nunavut
        • Municipal government outside of Nunavut
    • No

Interview for your current job

31. Did you have to do a formal interview in order to get your current job?
    • Yes
    • No
    • Don’t know
32. During your job interview, to the best of your knowledge, was at least one of the people interviewing you Inuk?
    • Yes
    • No
    • Don’t know
33. Were you informed in advance that you could be interviewed in the language of your choice?
    • Yes
    • No
    • Don’t know
34. In what languages were you interviewed?
    Select all that apply.
    • Inuktitut
    • Inuinnaqtun
    • English
    • French
    • Other
      OR
    • Don’t know
35. [Were these the languages/Was this the language] in which you wanted to be interviewed?
    • Yes
    • No
      • In what languages would you prefer to have been interviewed?
        Select all that apply.
        • Inuktitut
        • Inuinnaqtun
        • English
        • French
        • Other
          • Specify what language
36. If you wanted an interpreter or translator during the interview, was one available?
    • Yes
    • No
    • Didn’t want or need one
    • Wasn’t informed I could have one
    • Don’t know

Overall hiring process

37. To what extent do you agree or disagree with the following statement?
    • Where I work, the process of hiring a person for [an indeterminate/a permanent] or term job is done fairly.
      e.g., the process is free from discrimination, qualified candidates are considered, length of hiring process is reasonable
      • Strongly agree
      • Somewhat agree
      • Neither agree nor disagree
      • Somewhat disagree
      • Strongly disagree
      • Don’t know
38. In what way do you believe the process of hiring a person for [an indeterminate/a permanent] or term job is unfair?
    Select all that apply.
    • Job requirements are too strict
    • Qualified candidates are not considered
    • Hiring process is too long or complex
    • Racial or cultural discrimination
    • Sex or gender discrimination
    • Age discrimination
    • Other forms of discrimination
    • Persons with disabilities are not accommodated
    • Language of choice is not available in an interview
    • Hiring process is not objective
      e.g., some people get hired based on who they know, nepotism
    • It is too difficult to move from a casual to an indeterminate or term position
    • Other
      • Specify how it is unfair

Language fluency

39. What languages can you speak well enough to use at work?
    Select all that apply.
    • Inuktitut
    • Inuinnaqtun
    • English
    • French
    • Other
40. What languages can you understand well enough to use at work?
    Select all that apply.
    • Inuktitut
    • Inuinnaqtun
    • English
    • French
    • Other
41. What languages can you read well enough to use at work?
    Select all that apply.
    • Inuktitut – Syllabics
    • Inuktitut – Roman Orthography
    • Inuinnaqtun
    • English
    • French
    • Other
42. What languages can you write well enough to use at work?
    Select all that apply.
    • Inuktitut – Syllabics
    • Inuktitut – Roman Orthography
    • Inuinnaqtun
    • English
    • French
    • Other

Languages used at work

43. How often do you use Inuktitut or Inuinnaqtun at work?
    If a category does not apply to you or you are not sure, select “does not apply”.
    1. With your supervisor
       • Always or often
       • Sometimes
       • Rarely
       • Never
       • Does not apply
    2. With your co-workers
       • Always or often
       • Sometimes
       • Rarely
       • Never
       • Does not apply
    3. With the public
       • Always or often
       • Sometimes
       • Rarely
       • Never
       • Does not apply
    4. In meetings
       • Always or often
       • Sometimes
       • Rarely
       • Never
       • Does not apply
    5. Using email
       • Always or often
       • Sometimes
       • Rarely
       • Never
       • Does not apply
    6. Overall
       • Always or often
       • Sometimes
       • Rarely
       • Never
       • Does not apply
44. How important is it to you personally to be able to use Inuktitut or Inuinnaqtun in your workplace?
    • Very important
    • Somewhat important
    • Not important
45.  In what languages do you prefer to work?
    Select your languages of choice for work, even if you do not currently work in those languages.
    Select all that apply.
    • Inuktitut
    • Inuinnaqtun
    • English
    • French
    • Other
      OR
    • No preference
46. How supported do you feel to be able to work in Inuktitut or Inuinnaqtun?
    • Very supported
    • Somewhat supported
    • Not supported at all
47. In your opinion, what would increase the use of Inuktitut or Inuinnaqtun in your workplace?
    Select all that apply.
    • More training for supervisors
    • Further training for myself
    • Further training for other employees
    • Include language training in learning plans
      e.g., Performance Agreement, Training and Development Plan
    • More colleagues that speak Inuktitut or Inuinnaqtun
    • More computer software in Inuktitut or Inuinnaqtun
    • More translated materials in different dialects
      e.g., documents, reports, forms
    • Bilingual bonus or increased Inuktut language incentive
    • Use of Roman orthography
    • Unified written dialect
      i.e., unified Inuktut writing system
    • Hire or promote more Inuit supervisors
    • Other

General perceptions about Inuit Societal Values and Inuit Qaujimajatuqangit in the workplace

48. To what extent do you agree or disagree with the following statements about Inuit Societal Values (ISV) and Inuit Qaujimajatuqangit (IQ) in the workplace?
    1. In my workplace, respect for co-workers, positive working relationships and consideration of others is encouraged
       Inuuqatigiitsiarniq: respecting others, relationships and caring for people.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
    2. In my workplace, I feel welcome and included
       Tunnganarniq: fostering good spirits by being open, welcoming and inclusive.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
    3. I have the flexibility to be involved in Inuit cultural and other activities outside of the workplace during work hours
       e.g., IQ days, cultural immersion days
       Pijitsirniq: serving and providing for family or community, or both.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
    4. In my workplace, decisions are made through teamwork, cooperation, and consensus
       Aajiiqatigiinniq: decision making through discussion and consensus.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
    5. In my workplace, I feel supported in developing new job-related skills
       Pilimmaksarniq or Pijariuqsarniq: development of skills through observation, mentoring, practice and effort.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
    6. In my workplace, we have a shared understanding of our goals and a vision of what we are trying to achieve
       Piliriqatigiinniq or Ikajuqtigiiniq: working together for a common cause.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
    7. In my workplace, ideas are welcome and we are encouraged to try new ways of doing things
       Qanuqtuurniq: being innovative and resourceful.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
    8. In my workplace, knowledge of Nunavut’s environment and land is valued
       Avatittinnik Kamatsiarniq: respect and care for the land, animals and the environment.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree

Your direct supervisor

49. To the best of your knowledge, is the person who supervises you Inuk or non-Inuk?
    If you have more than one supervisor, think of the one you have the most contact with.
    • Inuk
    • Non-Inuk
    • Do not have a supervisor
    • Don’t know
50. To what extent do you agree or disagree with the following statements?
    1. My direct supervisor supports me to take training
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
    2. My direct supervisor supports me to identify and achieve career goals
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
    3. My direct supervisor supports Inuit culture in the workplace
       e.g., approval on short notice of cultural leave such as traditional Indigenous practice days, Inuit cultural pursuits days
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
    4. My direct supervisor supports Inuit Employment
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
    5. My direct supervisor discusses my departmental Inuit Employment Plan (IEP) with me
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
51. Has your direct supervisor ever encouraged you to apply for a promotion?
    For the purpose of this survey, a promotion means a higher level job with more responsibilities, or a move from a casual, relief or substitute teacher position to a term or indeterminate position.
    • Yes
    • No

General perceptions and attitudes about your workplace

52. Thinking about your current job, how satisfied or dissatisfied are you with the following aspects of your work?
    If a category does not apply to you or you are not sure, select “Does not apply”.
    1. Pay
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    2. Benefits
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    3. Housing allowance
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    4. Availability of staff housing
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    5. Cost of staff housing
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    6. Availability of child care
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    7. Flexibility to attend to my child care responsibilities
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    8. Flexibility to attend to my other family and community responsibilities
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    9. Learning and training opportunities
       • Very satisfied
       • Somewhat satisfied
       • Somewhat dissatisfied
       • Very dissatisfied
       • Does not apply
    10. Support for career development or advancement
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    11. Workload
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    12. Flexibility in work schedule
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    13. Job security
        i.e., confidence that you will not lose your job unexpectedly
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    14. Relationship with direct supervisor
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    15. Leadership ability of senior management and executives
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    16. Relationships with co-workers
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    17. Rate of staff turnover
        i.e., how often employees leave and are replaced
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    18. Ability to work in my community of choice
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    19. Ability to work in my language of choice
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    20. Number of Inuit in my workplace
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
    21. My job overall
        • Very satisfied
        • Somewhat satisfied
        • Somewhat dissatisfied
        • Very dissatisfied
        • Does not apply
53. To what extent do you agree or disagree with the following statements?
    1. In my workplace, knowledge of Inuit culture, society and economy is valued
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
    2. In my workplace, Nunavut community experience is valued
       Nunavut community experience refers to familiarity with people, practices and relationships in Nunavut communities.
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
    3. In my workplace, Inuktut is valued
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
54. Have you personally done any of the following at work?
    Select all that apply.
    • Interpreted or translated Inuktut formally or informally
    • Used your knowledge of Inuit culture, society or economy
    • Used your knowledge of Nunavut environment and land
    • e.g., IQ days, search and rescue training, going out on the land, camping, preparing for a hunt
      OR
    • None of the above
55. To what extent do you agree or disagree with the following statements?
    Press the help button (?) for definitions of discrimination and harassment.
    1. My employer works hard to eliminate discrimination in the workplace
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know
    2. My employer works hard to eliminate harassment in the workplace
       e.g., bullying
       • Strongly agree
       • Somewhat agree
       • Neither agree nor disagree
       • Somewhat disagree
       • Strongly disagree
       • Don’t know

Interest in a permanent job

56. Are you interested in an indeterminate (permanent) job with any of the following governments in Nunavut?
    Select all that apply.
    • Government of Canada in Nunavut
    • Government of Nunavut
      Include agencies, boards and corporations.
    • Hamlet or municipal government
      OR
    • Not interested in an indeterminate (permanent) position with any government

Employment plans in the next two years

57. In the next two years, what are your employment plans?
    Select all that apply.
    • Stay in my current job
    • Apply for a higher level job with any government within Nunavut
      • For which government?
        Select all that apply.
        • Government of Canada in Nunavut
        • Government of Nunavut
        • Hamlet or municipal government
    • Apply to move from a casual, relief or substitute teacher position to a term or indeterminate position
    • Pursue a different government job in Nunavut
      • For which government?
        Select all that apply.
        • Government of Canada in Nunavut
        • Government of Nunavut
        • Hamlet or municipal government
    • Pursue a non-government job in Nunavut
    • Retire
    • Not planning on working at any job
    • Take temporary leave to pursue additional education
    • Take temporary leave for other reasons
      e.g., to provide care for family, maternity leave, parental leave, take deferred leave
    • Move away from Nunavut
    • OR
    • Don’t know
58. In the next two years, what best describes your employment plans?
    • Stay in my current job
    • Apply for a higher level job with any government within Nunavut
    • Apply to move from a casual, relief or substitute teacher position to a term or indeterminate position
    • Pursue a different government job in Nunavut
    • Pursue a non-government job in Nunavut
    • Retire
    • Not planning on working at any job
    • Take temporary leave to pursue additional education
    • Take temporary leave for other reasons
    • e.g., to provide care for family, maternity leave, parental leave, take my deferred leave
    • Move away from Nunavut

Interest in and barriers to career advancement

59. If you were going to apply for a promotion, would you know how to do the following?
    For the purpose of this survey, a promotion means a higher level job with more responsibilities, or a move from a casual, relief or substitute teacher position to a term or indeterminate position.
    1. Go through the hiring process
       e.g., find available jobs, go through the application process
       • Yes
       • Somewhat
       • No
    2. Write a detailed résumé
       • Yes
       • Somewhat
       • No
    3. Write a cover letter
       • Yes
       • Somewhat
       • No
    4. Do an effective interview as the candidate
       • Yes
       • Somewhat
       • No
60. Have you received a promotion in the past two years?
    Promotions can be obtained through a direct appointment, advertised process, acting assignment, or transfer or secondment.
    • Yes
      • How did you get your most recent promotion?
        • Applied to a job posting, either internal or external
        • Received a direct appointment
        • Received an acting assignment
        • Advanced through a development program
          i.e., promotion progression
        • Received a transfer assignment to higher role
        • Other
          • Specify how you got your most recent promotion
    • No
61. Have you applied for a promotion in the past two years?
    • Yes
    • No
62. Why have you not applied for a promotion?
    Select all that apply.
    • Received a promotion without applying
    • I am happy with my current job; not interested in a change right now
    • Timing has not been right; plan to apply in the future
    • Too much travel required
    • Family responsibilities
    • e.g., child care, elder care
    • I am concerned that I will experience racial or cultural discrimination
    • Have not been encouraged by management
    • No available jobs match my interests
    • No available jobs in my community
    • Can’t get required training in my community
    • Don’t meet the educational, experience or equivalency requirements
    • Don’t have adequate technical skills
    • e.g., plumbing, accounting, engineering
    • Don’t have adequate language skills
      • For which languages did you not have adequate language skills?
    • Select all that apply.
      • Inuktitut
      • Inuinnaqtun
      • English
      • French
      • Other languages
    • Not interested in the managerial role
    • Don’t want the extra responsibility or workload
    • Fear of losing housing
    • Did not think I would be successful
    • Concerned the process would be unfair in some other way
    • e.g., there is already someone in mind for the position
    • Other reasons
63. Last time you applied for a promotion, were you successful in obtaining the job?
    • Yes
    • No
    • Withdrew from application process
    • Don’t know
      e.g., application still in progress, competition was cancelled
64. In relation to the last time you applied for a promotion, do you agree or disagree with the following statements?
    For the purpose of this survey, a promotion means a higher level job with more responsibilities, or a move from a casual, relief or substitute teacher position to a term or indeterminate position.
    1. My previous work experience was considered
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    2. The education or equivalency requirements were appropriate
       i.e., not inflated or too high
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    3. The work experience or technical skill requirements were appropriate
       i.e., not inflated or too high
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    4. The language requirements were fair
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    5. The interview questions were relevant and fair
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    6. My language of choice was available during the interview
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    7. A variety of options were offered to me during the testing process
       e.g., oral test was an option
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    8. The hiring process was impartial
       e.g., it did not favour a specific candidate
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    9. The hiring process was free of racial and cultural discrimination
       • Agree
       • Disagree
       • Don’t know
       • Does not apply
    10. The hiring process was free of other forms of discrimination
        e.g., sex or gender, disability, age
        • Agree
        • Disagree
        • Don’t know
        • Does not apply
    11. I was accommodated due to my disability
        • Agree
        • Disagree
        • Don’t know
        • Does not apply
    12. The length of the hiring process was reasonable
        • Agree
        • Disagree
        • Don’t know
        • Does not apply
    13. The overall process was fair
        • Agree
        • Disagree
        • Don’t know
        • Does not apply
65. Do you have a formal learning plan?
    • Yes
      • Does your formal learning plan include activities that support your career advancement?
        e.g., training opportunities, acting positions
        • Yes
        • No
    • No
66. Does your supervisor support the career advancement activities in your learning plan?
    e.g., enables you to take training; provides you with acting positions
    • Yes
    • Somewhat
    • No

Formal education

67. Have you completed a high school diploma or its equivalent?
    Examples of secondary (high) school equivalency certificates are Pathway to Adult Secondary School (PASS), General Educational Development (GED).
    • Yes, a high school diploma
    • Yes, a high school equivalency program such as GED or PASS
    • No
      • What is the highest grade of elementary school or high school you have ever completed?
        Exclude Adult Basic Education (ABE).
        • No formal schooling
        • Grade 5 or lower
        • Grade 6
        • Grade 7 or Secondary I (Quebec)
        • Grade 8 or Secondary II (Quebec)
        • Grade 9 or Secondary III (Quebec) or Senior 1 (Manitoba)
        • Grade 10 or Level I (Newfoundland and Labrador) or Secondary IV (Quebec) or Senior 2 (Manitoba)
        • Grade 11 or Level II (Newfoundland and Labrador) or Secondary V (Quebec) or Senior 3 (Manitoba)
        • Grade 12 or Level III (Newfoundland and Labrador) or Senior 4 (Manitoba)
        • Grade 13
68. What certificates, diplomas or degrees have you completed?
    Report all certificates, diplomas or degrees you have completed, including those completed before starting your job, and those completed while working for the GN or the GC.
    Select all that apply.
    • Registered Apprenticeship certificate (including Certificate of Qualification, Journeyperson’s designation, Red Seal)
    • Other trades certificate or diploma from a trade school or a professional training centre
    • e.g., PMP (Project Management Professional), Environmental technician, Secretarial certificate
    • Nunavut Sivuniksavut certificate
    • College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
    • e.g., Nunavut Arctic College, Algonquin College, other college, institute of technology, school of nursing, private business school, private or public trade school, or vocational school
      • How long was this program?
    • Select all that apply.
      • Less than three months
      • Three months to less than one year
      • One year to two years
      • More than two years
    • University certificate or diploma below the bachelor level
    • e.g., a non-degree program of study in fields such as accounting, banking, insurance or public administration
    • Bachelor’s degree
    • e.g., B.A., B.A. (Hons.), B.Sc., B.Ed., LL.B.
    • University certificate or diploma above the bachelor’s level
    • e.g., a university certificate or diploma (including Specialized Graduate Diploma) obtained through a degree-granting institution, that usually requires a bachelor's degree as a prerequisite
    • This category excludes the following: degree in medicine, dentistry, veterinary medicine or optometry; master's degree; or earned doctorate
    • Degree in medicine, dentistry, veterinary medicine or optometry
    • e.g., M.D., D.D.S., D.M.D., D.V.M., O.D.
    • Master’s degree
    • e.g., M.A., M.Sc., M.Ed., M.B.A
    • Earned doctorate
    • e.g., Ph.D.
    • OR
    • None of the above
69. Did you complete any type of the following education that did not result in a full diploma or degree?
    Include all credits or courses that you have completed.
    Select all that apply.
    • Micro credentials with a college, university, CEGEP, trades school, or other educational program
    • i.e., a short program consisting of a handful of courses in a subject area generally considered a lower credential than a certificate
    • Adult Basic Education (ABE) courses
    • Nunavut Sivuniksavut courses
    • Independent credits
    • i.e., credits taken at a postsecondary institution that is not part of a formal program or a credential
      OR
    • None of the above

Employer support for formal education

70. In the past five years, have you taken any education leave?
    Education leave is leave granted to an employee to take full-time post-secondary studies at a recognized university, college, vocational, professional or technical institute. Education leave is considered unpaid but employees may receive up to 100% of their salary as an allowance.
    • Yes
    • No
      • Why not?
        Select all that apply.
        • Not interested in the past five years
        • Not eligible for education leave
        • Applied but was denied
        • Fear of losing housing
        • Workload prevented me
        • Family or personal reasons
        • Financial reasons
        • Lack of employer support
        • Pursued education – without taking leave
        • Was not aware I could take education leave
        • Other reason
71. Are you interested in taking an education leave in the next five years?
    • Yes
    • No
    • Don’t know
72. Are you currently attending school, college or university, either in-person or online?
    Include only attendance for courses that can be used as credit towards a certificate, diploma or degree.
    Exclude attendance for courses taken for job-related training (e.g., Canada school of Public Service) 
    • Yes
      • Is this during or outside your regular work hours?
        Select all that apply.
        • During regular work hours
        • Outside regular work hours
          OR
        • I don’t have regular work hours
    • No
73. Towards what type of certificate, diploma or degree are you currently working?
    If you are taking more than one program, report the highest certificate, diploma or degree.
    • High school diploma or a high school equivalency certificate
    • e.g., PASS, GED
    • Registered Apprenticeship certificate (including Certificate of Qualification, Journeyperson’s designation, Red Seal)
    • Other trades certificate or diploma from a trade school or a professional training centre
    • e.g., PMP (Project Management Professional), Environmental technician, Secretarial certificate
    • Nunavut Sivuniksavut certificate
    • College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
    • e.g., Nunavut Arctic College, Algonquin College, other college, institute of technology, school of nursing, private business school, private or public trade school, or vocational school
    • University certificate or diploma below the bachelor’s level
    • e.g., a non-degree program of study in fields such as accounting, banking, insurance or public administration
    • Bachelor’s degree
    • e.g., B.A., B.A. (Hons.), B.Sc., B.Ed., LL.B.
    • University certificate or diploma above the bachelor’s level
    • e.g., a university certificate or diploma (including Specialized Graduate Diploma) obtained through a degree-granting institution, that usually requires a bachelor's degree as a prerequisite
    • This category excludes the following: degree in medicine, dentistry, veterinary medicine or optometry; master's degree; or earned doctorate
    • Degree in medicine, dentistry, veterinary medicine or optometry
    • e.g., M.D., D.D.S., D.M.D., D.V.M., O.D.
    • Master’s degree
    • e.g., M.A., M.Sc., M.Ed., M.B.A.
    • Earned doctorate
    • e.g., Ph.D.
74. Is the cost of tuition, exam fees, books or other supplies paid for by your government employer?
    • Yes, fully
    • Yes, partially
    • No, not at all
    • Don’t know
75. Does your employer pay your salary while you are at school during your regular work hours?
    • Yes, fully
    • Yes, partially
    • No, not at all
    • Don’t know
76. Is there a particular type of formal education (schooling) you want to take but have not taken?
    • Yes
      • Would you like to obtain any of the following certificates, diplomas or degrees?
        Select all that apply.
        • High school diploma or a high school equivalency certificate
          e.g., PASS, GED
        • Registered Apprenticeship certificate (including Certificate of Qualification, Journeyperson’s designation, Red Seal)
        • Other trades certificate or diploma from a trade school or a professional training centre
          e.g., PMP (Project Management Professional), Environmental technician, Secretarial certificate
        • Nunavut Sivuniksavut certificate
        • College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
          e.g., Nunavut Arctic College, Algonquin College, other college, institute of technology, school of nursing, private business school, private or public trade school, or vocational school
        • University certificate or diploma below the bachelor’s level
          e.g., a non-degree program of study in fields such as accounting, banking, insurance or public administration
        • Bachelor’s degree
          e.g., B.A., B.A. (Hons.), B.Sc., B.Ed., LL.B.
        • University certificate or diploma above the bachelor’s level
          e.g., a university certificate or diploma (including Specialized Graduate Diploma) obtained through a degree-granting institution, that usually requires a bachelor's degree as a prerequisite
        • This category excludes the following: degree in medicine, dentistry, veterinary medicine or optometry; master's degree; or earned doctorate
        • Degree in medicine, dentistry, veterinary medicine or optometry
          e.g., M.D., D.D.S., D.M.D., D.V.M., O.D.
        • Master’s degree
          e.g., M.A., M.Sc., M.Ed., M.B.A.
        • Earned doctorate
          e.g., Ph.D.
    • No

Job-related training

77. In the past 12 months, have you taken any of the following types of job-related training?
    Select all that apply.
    • Computer software skills training
      e.g., email, Word, Excel, Internet, Power BI, SharePoint
    • Computer hardware skills training
      e.g., maintenance and repair of hardware, information technology (IT) services
    • Digital literacy training
      e.g., AI literacy, Data literacy, ChatGPT, Business intelligence literacy
    • Personal development training
      e.g., time management, wellness, diversity and inclusion, work-life balance strategies
    • Teamwork training
      e.g., group decision-making, team building
    • Communication skills training
      e.g., briefing notes, oral presentations
    • Job search skills training
      e.g., résumé writing
    • Professional training
      e.g., legal, health care, policy, teachers, nurses
    • Financial training
      e.g., budgets, cost estimates, forecasting
    • Leadership and management training
      e.g., leadership development, human resources, remote management
    • Training in Inuit culture, society and economy
    • Exclude language training.
    • Training in Nunavut environment and land
      e.g., search and rescue training, Wilderness First Aid, Small Vessels Operating (SVO) permit, Inuit Qaujimajatuqangit (IQ)
    • Orientation or onboarding training
    • Language training
      • For what languages?
        Select all that apply.
        • Inuktitut
        • Inuinnaqtun
        • English
        • French
        • Other languages
    • Other
      • Specify any other job-related training
      OR
    • No job-related training in the past 12 months
78. Did you have to pay for any of the job-related training you took in the past 12 months?
    • Yes
    • No
79. For what reasons did you take training?
    Select all that apply.
    • It was mandatory for my job
    • e.g., required safety training or annual professional certification
    • Personal interest
    • It will help me do my current job
    • It will help me achieve my career goals
    • My supervisor required me to take it
    • My supervisor encouraged me
    • Other reason
80. Would you be interested in taking any of the following types of job-related training?
    Select all that apply.
    • [Additional computer software skills training/Computer software skills training]
      e.g., email, Word, Excel, Internet, Power BI, SharePoint
    • [Additional computer hardware skills training/Computer hardware skills training]
      e.g., maintenance and repair of hardware, information technology (IT) services
    • [Additional digital literacy training/Digital literacy training]
      e.g., AI literacy, Data literacy, ChatGPT, Business intelligence literacy
    • [Additional personal development training/Personal development training]
      e.g., time management, wellness, diversity and inclusion, work-life balance strategies
    • [Additional teamwork training/Teamwork training]
      e.g., group decision-making, team building
    • [Additional communication skills training/Communication skills training]
      e.g., briefing notes, oral presentations
    • [Additional job search skills training/Job search skills training]
      e.g., résumé writing
    • [Additional professional training/Professional training]
      e.g., legal, health care, policy, teachers, nurses
    • [Additional financial training/Financial training]
      e.g., budgets, cost estimates, forecasting
    • [Additional leadership and management training/Leadership and management training]
      e.g., leadership development, human resources, remote management
    • [Additional training in Inuit culture, society and economy/Training in Inuit culture, society and economy]
    • Exclude language training.
    • [Additional training in Nunavut environment and land/Training in Nunavut environment and land]
      e.g., search and rescue training, Wilderness First Aid, Small Vessels Operating (SVO) permit, Inuit Qaujimajatuqangit (IQ)
    • [Additional orientation or onboarding training/Orientation or onboarding training]
    • [Additional language training/Language training]
      • For what languages?
        Select all that apply.
      • Inuktitut
        • Select which level
          • Basic
          • Intermediate
          • Advanced
      • Inuinnaqtun
        • Select which level
          • Basic
          • Intermediate
          • Advanced
      • English
      • French
      • Other languages
    • Other
      • Specify any other type of job-related training you would be interested in
    • OR
    • Not interested in job-related training
81. You’ve indicated that you are interested in [additional language training/language training] in Inuktitut [at the basic level/ at the intermediate level/ at the advanced level]. What delivery type would you prefer?
    • In-person (instructor led)
      • What frequency would you prefer?
        • Full time
        • Part-time
    • Online (self-guided)
      • What frequency would you prefer?
        • Full time
        • Part-time
    • Virtual classroom (instructor led)
      • What frequency would you prefer?
        • Full time
        • Part-time
    • Hybrid (A combination of in-person, online or virtual classroom)
      • What frequency would you prefer?
        • Full time
        • Part-time
    • No preference
      • What frequency would you prefer?
        • Full time
        • Part-time
82. You’ve indicated that you are interested in [additional language training/language training] in Inuinnaqtun [at the basic level/ at the intermediate level/ at the advanced level]. What delivery type would you prefer?
    • In-person (instructor led)
      • What frequency would you prefer?
        • Full time
        • Part-time
    • Online (self-guided)
      • What frequency would you prefer?
        • Full time
        • Part-time
    • Virtual classroom (instructor led)
      • What frequency would you prefer?
        • Full time
        • Part-time
    • Hybrid (A combination of in-person, online or virtual classroom)
      • What frequency would you prefer?
        • Full time
        • Part-time
    • No preference
      • What frequency would you prefer?
        • Full time
        • Part-time
83. Would you be more likely to take job-related training if it was offered in Inuktitut or Inuinnaqtun?
    • Yes
    • No
    • Already offered in Inuktitut or Inuinnaqtun

Learning activities at work

84. In the past 12 months, have you done any of the following learning activities at work?
    Select all that apply.
    • Received mentoring from a third party, an Elder, a cultural advisor, a senior employee or manager or an external mentor
    • Acting positions, transfer assignments, secondments
    • Development program or internship
      e.g., career development, specialized occupation, co-op
    • Attended conferences
    • Attended seminars or workshops
    • Self-directed learning
      e.g., reading, searching the Internet, learning by doing, learning by observing
    • Working with others
      e.g., teamwork, meetings, discussion, talking through challenges with co-workers or a manager
    • Cultural learning activities
      e.g., IQ days, Elders’ Panel speakers
    • Language learning support (social, informal or formal)
    • Other
      • Specify any other learning activities done at work
    • OR
    • No learning activity at work in the past 12 months
85. In the next 12 months, would you like any of the following opportunities to learn at work?
    Select all that apply.
    • Receive mentoring from a third party, an Elder, a cultural advisor, a senior employee or manager or an external mentor
    • Acting positions, transfer assignments, secondments
    • Development program or internship
      e.g., career development, specialized occupation, co-op
    • Attend conferences
    • Attend seminars or workshops
    • Self-directed learning
      e.g., reading, searching the Internet, learning by doing, learning by observing
    • Working with others
      e.g., teamwork, meetings, discussion, talking through challenges with co-workers or a manager
    • Cultural learning activities
      e.g., IQ days, Elders’ Panel speakers
    • Language learning support (social, informal or formal)
    • Other
      • Specify any other opportunities to learn at work
      OR
    • I am not interested in any of the above activities in the next 12 months

Barriers to education and workplace learning

86. In the past 12 months, did you experience any of the following difficulties accessing education or training?
    Select all that apply.
    • Did not know what training or education was available
    • Available training or education did not suit my interests or needs
    • Lack of support from employer
      e.g., cost of education or training not paid by employer, not permitted to do the education (casuals) or training on work time, not related to job, financial constraints
    • Training not offered by my department
    • Lack of time due to work-related reasons
    • Lack of time due to family and personal reasons
      e.g., travel for medical appointments, pregnancy
    • Training or education not available in my community nor online
      e.g., do not want to travel or move away, inconvenient
    • Training or education not available in my language of choice
    • Did not meet the program requirements or admission criteria
    • Wasn’t comfortable taking training or education
      e.g., lack of confidence, bad previous experience in school or training, afraid to ask, discomfort with technology or virtual learning
    • Was denied due to operational requirements
    • Did not have the appropriate equipment or technology
      e.g., Wi-Fi, bandwidth, laptop, headset
    • Training or education not offered in my time zone
    • Training or education not relevant to the Nunavut context
    • Fear of losing housing
    • Other reason
      OR
    • Did not experience any difficulties in accessing education or training in the past 12 months
      OR
    • Was not interested in education or training in the past 12 months

Supervisor identification

87. Did you supervise any staff in the past 12 months?
    • Yes
      • During this time did you supervise any Inuit staff?
        • Yes
        • No
        • Don’t know
    • No

Supervisor support for Inuit employment

88. In the past 12 months, about how often have you discussed career advancement with your Inuit staff?
    If you supervised more than one Inuit staff member, think of the average number of times (frequency) you spoke to each employee about career advancement.
    • Weekly
    • Monthly
    • Once or twice in the past year
    • Not yet, I am new to supervising Inuit staff
    • Never
    • Does not apply
89. In the past 12 months, which of the following learning activities have you encouraged, provided or supported for Inuit staff?
    Select all that apply.
    • Learning through experiences in their family, community, and on the land during work hours
      e.g., child rearing, family and community leadership, hunting, sewing
    • Formal education
      e.g., school, college, PASS
    • Taking educational leave
    • Attending conferences
    • Attending seminars or workshops
    • Mentoring
      i.e., learning with a more senior employee or manager to gain new skills and knowledge
    • Acting positions, transfer assignments, secondments
    • Development program or internship
      e.g., career development, specialized occupation, co-op
    • Inuktut language courses or training
    • Self-directed learning
      e.g., reading, searching the Internet, learning by doing, learning by observing
    • Working with others
      e.g., teamwork, meetings, discussions, talking through challenges with co-workers or a manager
    • Other learning activities
      OR
    • No learning activities in the past 12 months
      OR
    • Does not apply

Inuit Employment Plans

90. Are you aware of your employer’s Inuit Employment Plans (IEP)?
    Select all that apply.
    • Yes, I am aware of the [Whole-of-Government Inuit Employment Plan (WoG IEP)/ Master Inuit Employment Plan (Master IEP)]
    • Yes, I am aware of my department’s Inuit Employment Plan (IEP)
      • Are you aware of the numerical targets and timelines in your departmental Inuit Employment Plan (IEP)?
        • Yes
        • Somewhat
        • No
      OR
    • No
      OR
    • Don’t know
91. Would you like more information about your employer’s Inuit Employment Plans?
    • Yes, I would like more information about both the [Whole-of-Government Inuit Employment Plan (WoG IEP)/ Master Inuit Employment Plan (Master IEP)] and my departmental IEP
    • Yes, I would like more information about the [Whole-of-Government Inuit Employment Plan (WoG IEP)/ Master Inuit Employment Plan (Master IEP)]
    • Yes, I would like more information about my departmental IEP
    • No, I would not like more information about my employer’s Inuit Employment Plans
    • i.e., I am already quite knowledgeable about my employer's Inuit Employment Plans

Participation in the hiring process

92. In the past two years, as a government employee, have you participated in the following activities related to the hiring process?
    Include your experience with competitive and non-competitive job hiring processes including preparing for the hiring process, conducting the hiring process or any other activities related to the hiring process.
    Select all that apply.
    • Creating or reviewing job descriptions
    • Developing job postings or advertisements
    • Promoting job advertisements
      e.g., newspapers, LinkedIn, Facebook, websites, community bulletin boards
    • Creating or evaluating screening criteria, interview guides, tests or other assessment materials
    • Assessing résumés, cover letters or applications
    • Conducting or assessing tests
    • Participating in the hiring or interview panel
    • Interpreting or translating
    • Reference checking
    • Providing feedback to candidates
    • Other activities related to the hiring process
    • Specify any other activities
      OR
    • I have not participated in any activities related to the hiring process in the past two years
93. The last time you were involved in the hiring process, were any of the following done to facilitate hiring of Inuit applicants?
    Select all that apply.
    • Reserved position for Inuit only
    • Job posting was translated into Inuktitut and Inuinnaqtun
    • Required fluency in Inuktitut and Inuinnaqtun
    • Included flexible education requirements or equivalencies
    • Included flexible experience requirements or equivalencies
    • Advertised job ads on the radio and in the communities
    • Advertised job ads on social media
    • e.g., Facebook
    • Inuit were on the selection panel
    • Interview was conducted in language of choice of the candidate
    • Used a variety of testing procedures
    • e.g., oral test in place of written test, allow additional time for test
    • Used prior learning assessment
    • Other
      • Specify any other activities done to facilitate the hiring of Inuit
      OR
    • No specific efforts were made to facilitate the hiring of Inuit applicants
      OR
    • Don’t know
94. The last time you were involved in the hiring process, were the following factors important in the hiring decision?
    1. Knowledge of Inuit culture, society and economy
       • Yes
       • No
       • Don't know
    2. Knowledge of Nunavut’s environment and land
       • Yes
       • No
       • Don't know
    3. Nunavut community experience
       Familiarity with people, practices and relationships in a Nunavut community.
       • Yes
       • No
       • Don't know
    4. Knowledge of Nunavut’s official languages: Inuktitut, Inuinnaqtun, English, French
       • Yes
       • No
       • Don't know
    5. Level of education or equivalencies
       • Yes
       • No
       • Don't know
    6. Work experience
       • Yes
       • No
       • Don't know
    7. The candidate’s potential to do the job
    • • Yes
      • No
      • Don't know
95. The last time you were involved in the job hiring process, were there any Inuit who applied?
    Include all Inuit applicants, even those who were screened out.
    • Yes
    • No
    • Don't know
96. Was at least one Inuk successful in the hiring process?
    Include appointments or qualifying in a pool.
    • Yes
    • No
    • Don’t know
97. Were there any Inuit who applied but were not found qualified?
    • Yes
    • No
    • Don’t know
98. What prevented these Inuit candidates from being qualified?
    Select all that apply.
    • Insufficient level of education or equivalencies
    • Insufficient work experience
    • Insufficient technical skills
      e.g., plumbing, accounting, engineering
    • Insufficient fluency in Nunavut’s official languages
      • For what languages?
        Select all that apply.
        • Inuktitut
        • Inuinnaqtun
        • English
        • French
    • Insufficient information provided in job application
      e.g., not enough detail in résumé, cover letter, or screening questions
    • Equivalencies were not considered
    • Candidates had a criminal record
    • Did not pass the interview
    • Did not pass the written test
    • Did not pass the reference check
    • Other reason
      OR
    • Don’t know

Mental health in the workplace

The following question is about mental health. By mental health, we mean mental and psychological well-being.

99. In the last year, has your mental health ever been negatively impacted by your job?
    • Yes
      • In the last year, did you talk to anyone about your work-related mental health challenges?
        • Yes
          • Who did you talk to?
            Select all that apply.
            1. Mental health professional or counsellor through my employer
               e.g., Employee Assistance Program (EAP), Pilimmaksaivik wellness counselling
            2. Family doctor or general practitioner
            3. Psychologist
            4. Nurse, nurse practitioner
            5. Social worker, counsellor, or psychotherapist
            6. Another health professional
            7. Cultural support person
               e.g., Elder, traditional healer
            8. Other
               e.g., family, friends, coworkers
        • No
          • Why didn't you talk to anyone about your work-related mental health challenges?
            Select all that apply.
            • You preferred to manage yourself
              e.g., did not require extra supports
            • You didn't know how or where to get this kind of help
              i.e., you were unaware of the available EAP services
            • You haven't gotten around to it
              e.g., too busy
            • Your job interfered
              e.g., workload, hours of work or no cooperation from supervisor
            • Access to care was limited
              e.g., help was not readily available or not available in-person
            • You didn't have confidence in the health care system or social services
            • You had a negative experience in the past
            • The mental health professionals in your community keep changing
            • It is hard to find culturally-appropriate care
            • You couldn't afford to pay
            • Insurance did not cover
            • You were afraid of what others would think of you (stigma)
            • Service not available in your language of choice
              • What language would you have preferred the service to be offered?
                Select all that apply.
                • Inuktitut
                • Inuinnaqtun
                • English
                • French
                • Other
            • Other
    • No

Suggestions for increasing Inuit employment in government

100. In your opinion, what are the three best solutions to increase the number of Inuit employees in the government?
     Select a maximum of three.
     • Increase education or pre-employment training opportunities
     • Increase on-the-job training opportunities
     • Increase apprenticeships, mentorships and internships
     • Provide government jobs in more communities
     • Encourage youth to pursue further education
     • Promote government jobs
       e.g., employee benefits, types of jobs available
     • Ensure equivalencies are considered
     • Ensure childcare is available
     • Improve the education system
     • Address social issues in communities
     • Ensure staff housing is available
     • Ensure adequate housing allowance
     • Ensure a culturally inclusive and respectful work environment
     • Have flexible work schedules to allow time for cultural activities
       e.g., hunting, harvesting
     • Promote the use of Inuktut at work
     • Other
       • Specify any other solution to increase the number of Inuit employees in government
       OR
     • No opinion

Data sharing agreements

Statistics Canada has signed an agreement with Nunavut Tunngavik Incorporated (NTI) and the Nunavut Bureau of Statistics (NBS) to share the information that you provided on this survey.

No identifiable information such as your name, address and phone number will be provided. NTI and the NBS have agreed to keep your information confidential and use it only for statistical purposes.

101. Do you agree to share your information with NTI and the NBS?
     • Yes
     • No

Statistics Canada provides a range of learning opportunities, including self-paced publications and videos, and instructor-led courses. Learn how official statistics are produced, analyzed and applied to support informed decision-making in business, research and daily life.

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Past events

Data Stories: Canada at a Crossroads — Resiliency, Adaptability and Change

October 28, 2025 | North York, Ontario | In-person | Free

This session will explore the major socio-economic shifts of the past five years, with a particular focus on Toronto and the province of Ontario.

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2024 Health Data User Conference

November 14, 2024 | Ottawa, Ontario | In-person | Paid

This event will bring together 150 health data users and health data providers to explore innovative, collaboratives ways in which health data are being used to tackle Canada's emerging health issues.

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2024 International Methodology Symposium

October 29 to November 1, 2024 | Ottawa, Ontario | In-person and virtual | Paid

The theme of the 2024 international Methodology Symposium is "The Future of Official Statistics". The symposium brings together statisticians and data scientists, researchers and students to discuss the evolution of official statistics.

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Data Stories: Immigration and Climate Change

January 24, 2024 | St. John's, Newfoundland and Labrador | In-person | Free

This event will present a statistical portrait that will describe the immigration and climate change in Newfoundland and Labrador.

Day 1: October 20, 2025, from 8:30am to 4:00pm

Attendance

CSAC Members

Dr. Howard Ramos (Chairperson), André Loranger (Ex-officio), Catherine Beaudry, Anke Kessler, Benoit Dostie, Vinamra Mathur, Stephen Tapp

Statistics Canada

Josée Bégin, Geoff Bowlby, Katy Champagne, Eric Rancourt, Étienne Saint-Pierre, Holly Mullin, Rosemary Bender

Canadian Statistics Advisory Council meeting agenda - October 20, 2025.

Time	Agenda	Presenter(s)
8:00 – 8:40	Members meet-and-greet	All members
8:45 – 8:55	Chairperson opening remarks	Howard Ramos Chairperson, CSAC
9:00 – 10:10	The Future of NSO’s – A Call to Action Presentation and Discussion	Osama Rahman Office of National Statistics, United Kingdom
10:10 – 10:25	Break
10:25 – 11:10	Update/Hot files from Chief Statistician	André Loranger Chief Statistician of Canada
11:10 – 12:00	The Credibility of Statistics Presentation and Discussion	Eric Rancourt Assistant Chief Statistician, Strategic Data Management, Methods and Analysis Field
12:00 – 13:00	Lunch
13:00 – 14:10	Health Data Research Network Canada (HDRN) Presentation and Discussion	Kim McGrail CEO & Scientific Director, Health Data Research Network Canada
14:10– 14:25	Break
14:25– 15:15	2026 Census of Population updates Presentation and Discussion	Patrice Mathieu Director General, Census Program
15:15 – 16:00	Chairperson closing remarks	Howard Ramos Chairperson, CSAC

Day 1 Summary

1. Chairperson introductory remarks - Howard Ramos

Mr. Ramos opened the meeting by welcoming members and Assistant Chief Statisticians (ACS) and provided an overview of the meeting agenda.

2. Update/Hot Files from the Chief Statistician – André Loranger

Chief Statistician André Loranger briefed CSAC members on Statistics Canada’s key priorities and challenges, including the agency’s financial position and its impact on human resources during a period of austerity. He provided updates on major statistical programs, including the upcoming Census of Population and Census of Agriculture, and noted the growing interest in statistics related to permanent and temporary immigration status. He also addressed the impact of the Canada Post strike on collection operations. Mr. Loranger thanked the Council for its report published on September 18 and reiterated his support for its recommendations. He remarked that, under the leadership of Assistant Chief Statistician Eric Rancourt, Statistics Canada will begin developing a framework for official statistics. Furthermore, he outlined key transformation initiatives as part of a comprehensive business transformation, including advancements in artificial intelligence, conversion to open-source tools, and active management of emerging technologies and cybersecurity risks.

Council members asked the Chief Statistician about Statistics Canada’s cloud services funding strategy, the potential impact of the upcoming federal budget, strategic plans to address Canada Post strikes, and the financial implications of reduced cost-recovery programs as well as opportunities that may arise from new government priorities. Mr. Loranger reiterated that many financial uncertainties remain but confirmed that financial controls have been implemented in anticipation of austerity.

3. The Future of NSO’s – A Call to Action – Eric Rancourt (on behalf of Osama Rahman who was unavailable to present)

Assistant Chief Statistician Eric Rancourt presented The Future of NSOs, a deck created by Osama Rahman, who was unable to attend. The presentation covered the history and role of official statistics, external challenges facing National Statistical Offices (NSOs), their strengths and opportunities, and a call to action. The call to action emphasized innovative communication, collaboration, agile and flexible work practices, and cultural change. It also highlighted the importance of embracing the future by implementing large language model (LLM)-based services.

Council members discussed the communication and collaboration tranches of the presentation and their potential application to increasing media engagement, particularly through approaches that are related to direct marketing, with trusted media outlets. The discussion also addressed the growing use of artificial intelligence among youth as a vehicle to access statistical information and related insights, and the need to adapt existing statistical dissemination models. As national statistical offices advance toward integrating AI into their production and dissemination processes, members emphasized the critical need to uphold statistical rigor.

4. The Credibility of Statistics – Eric Rancourt

Assistant Chief Statistician Eric Rancourt presented Credibility of Statistics – A Conversation. Mr. Rancourt discussed the concept of credibility in statistics and noted the limited literature available to define it. He proposed the following definition: “Confidence that can be placed in the truth and accuracy of statistics produced.” He then provided context on the topic, addressed concerns related to Statistics Canada data, and explored what it means to produce truly credible statistics.

The Council stressed the importance of staying connected with users and adapting to their needs to maintain statistical credibility. It highlighted improving communication with media and partners to ensure accurate, timely data reaches the right stakeholders. In addition, sharing targeted insights and clearly explaining how and why data is used can further strengthen trust in statistics for data providers.

5. Health Data Research Network Canada (HDRN) – Kim McGrail

Kim McGrail presented on the Health Data Research Network (HDRN) Canada and its relationship with official statistics. She outlined what HDRN is, its initiatives, engagements, and partners. Ms. McGrail emphasized the need for a broader range of official statistics, noting that challenges extend beyond misinformation and disinformation to situations where stakeholders have differing objectives or genuine disagreements about sources and methods. She highlighted the value of partnerships and shared that HDRN and Statistics Canada are collaborating to enable greater analytical flexibility.

Council members discussed the importance of enhancing capabilities in shared analytics. They noted that, under an ideal federated model, data would remain in their original locations (e.g., provinces or StatCan) while code executes remotely to read and process the data. Given that privacy science supporting distributed analytics is mature, federated approaches may offer advantages over pooling all data. The discussion also highlighted the need to consider the social acceptability of federated analytics.

6. 2026 Census of Population – Patrice Mathieu

Mr. Mathieu provided an update on the Census of Population. His presentation covered the 2026 Census collection plan and timeline, key updates and highlights, next steps, and potential innovations for the 2031 Census and beyond. He also provided an overview of the 2026 Census content, focusing on new additions, modifications from the previous Census, and items that were absent in the last cycle but will return in 2026.

The discussion explored how the Census is gathering data on homelessness and the methods for collecting this information. Mr. Mathieu explained that questions related to homelessness primarily target households that include someone experiencing homelessness. He also noted that an enumeration of homeless shelters will take place. Additionally, the Council discussed the addition of the question on sexual orientation and the integration of administrative data in future Censuses.

7. Chairperson closing remarks – Howard Ramos

Mr. Ramos provided closing remarks for the day.

Day 2: October 21, 2025, from 9:00am to 1:00pm

Attendance

CSAC Members

Dr. Howard Ramos (Chairperson), André Loranger (Ex-officio), Catherine Beaudry, Anke Kessler, Benoit Dostie, Vinamra Mathur, Stephen Tapp

Statistics Canada

Josée Bégin, Geoff Bowlby, Katy Champagne, Eric Rancourt, Étienne Saint-Pierre, Holly Mullin, Rosemary Bender

Canadian Statistics Advisory Council meeting agenda - October 21, 2025

Time	Agenda	Presenter(s)
9:00 - 9:05	Chairperson opening remarks	Howard Ramos Chairperson, CSAC
9:05 – 10:15	International Statistics – Well-being Presentation and Discussion	Sonia Raizenne Director, Environment Accounts and Statistics Division Kari Wolanski Acting-Director, Social, Health and Labour Statistics Field Brenda Bugge Director, National Economic Accounts Division
10:15 – 10:30	Break
10:30 – 12:00	Next Steps - Chairperson Exit Session (In camera)	Howard Ramos Chairperson, CSAC
12:00 – 12:45	Lunch
12:45 – 13:00	Chairperson closing remarks (In Camera)	Howard Ramos Chairperson, CSAC

Day 2 Summary

1. Chairperson opening remarks

Mr. Ramos opened the meeting by welcoming members and Assistant Chief Statisticians (ACS) and provided an overview of the agenda for the day.

2. International Statistics: Well-being – Sonia Raizenne, Kari Wolanski, Brenda Bugge

The presentation to the Council elaborated on the outcomes and objectives targeted by well-being measurement activities, the international efforts to advance these goals, Statistics Canada’s role in the initiative, and the current status of these objectives. The presenters highlighted gaps and opportunities across social, economic, and environmental domains.

The Council thanked the presenters and discussed how Canada compares with other countries in measuring well-being.

3. Next Steps - Chairperson Exit Session (In camera) – Howard Ramos

Dr. Ramos reflected on the Council’s strengths and reiterated key characteristics that must be preserved, including providing impartial advice, considering the statistical system as a whole, and maintaining independence while preserving its responsibility to the Minister and Chief Statistician. He highlighted the Council’s positive attributes and outlined next steps, which include selecting priority ideas for this year’s CSAC Annual Report.

4. Chairperson closing remarks (In Camera) – Howard Ramos

Mr. Ramos thanked CSAC members, including the Chief Statistician, the Assistant Chief Statisticians and their teams, and the CSAC Secretariat for their support.

On this page

• Poster - Census jobs
• Postcard - Census jobs

Download PDF version of Poster - Census jobs (96.08 KB)

Poster - Census jobs

Your census. Your community. Our future.

Statistics Canada is hiring in your community!

• Census information is important for you and your community and is used to plan services that support employment, education, public transportation and healthcare.
• Join the 2026 Census team for meaningful work and community impact.
• There are approximately 32,000 census jobs available across Canada.

Important to know

• Pay is $25.87 per hour for non-supervisory positions and $31.32 per hour for supervisory positions, plus authorized expenses.
• The time frame for census jobs is between March and July 2026, depending on the position and location.
• You must be available to work flexible hours including days, evenings, and weekends.

Apply now and tell a friend
census.gc.ca/jobs

For assistance, please call 1-833-830-3106
Teletypewriter (TTY): 1-833-830-3109

Download PDF version of Postcard - Census jobs (108.98 KB)

Postcard - Census jobs

Statistics Canada is hiring in your community for the 2026 Census!

Census information is used to plan programs and services that support employment, education, public transportation and healthcare.

Join the 2026 Census team for meaningful work and community impact.

Important to know

• There are approximately 32,000 census jobs available across Canada.
• Pay is $25.87 per hour for non-supervisory positions and $31.32 per hour for supervisory positions, plus authorized expenses.
• The time frame for census jobs is between March and July 2026, depending on the position and location.
• You must be available to work flexible hours including days, evenings, and weekends.

Apply now and tell a friend
census.gc.ca/jobs

If you need assistance with your application, please call 1-833-830-3106
Teletypewriter (TTY): 1-833-830-3109

What we Asked and What we Heard

December 2025 

Introduction 

The CRDC is primarily designed to provide a standardized framework for collecting consistent statistical information on research and experimental development (R&D) conducted in Canada. It is used to compile, analyze, and communicate data on R&D activities, and can also serve as a reference for the broader study of R&D. It has also been developed to support the peer-review process, help federal research funding agencies monitor their grants and contributions, and support reporting conducted by the agencies and the Government of Canada and the measurement of R&D in Canada. The CRDC aims to promote consistency and comparability of research statistics across Canadian funding agencies and internationally, while meeting the needs of diverse users and highlighting areas of Canadian research strength.

The CRDC comprises three interconnected classifications: Type of Activity (TOA), Fields of Research (FOR), and Socio-economic Objective (SEO), which when used together, ensure that R&D statistics collected are useful to various stakeholders, including different levels of government, communities, national and international institutions, and educational organizations.  

The CRDC was jointly developed by the federal research granting agencies, including the Canadian Foundation for Innovation (CFI), the Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council of Canada (NSERC), the Social Sciences and Humanities Research Council of Canada (SSHRC), and Statistics Canada (StatCan) and has been maintained in partnership since the first edition published in 2020. Revision proposals are reviewed and analyzed by the Task Team on the revision of the CRDC (TT-CRDC), a group established by the federal research granting agencies and Statistics Canada to oversee the CRDC revision process and maintain the classification. In May 2024, the CRDC 2020 Version 2.0 was released. The CRDC 2026 Version 1.0 will be released in December of 2026. 

Revising the CRDC 2020 Version 2.0

In line with good statistical practice, the CRDC is reviewed and revised periodically to reflect changes in the R&D activities, ensuring continued relevance and accuracy. Regular revisions are planned on a 5-year cycle, and the release of CRDC 2026 Version 1.0 represents the first revision of that kind in this ongoing process.

In addition to the 5-year cycle, a 2-year cycle is in place to support improved coding and understanding of FOR and SEO classifications. In exceptional cases, when there is consensus between members of the CRDC revision Task Team, both real and virtual changes may occur outside the 5-year regular revision cycles, for example at the 2-year cycle, as it was done with CRDC 2020 Version 2.0.

Respondents may propose virtual or real changes during these revisions. Virtual changes do not affect the meaning or scope of a category and typically involve wording refinements or minor edits for clarity. Real changes, on the other hand, do impact the meaning or scope of a category and may include creating new categories, combining, or splitting existing categories, or removing categories altogether. Understanding the distinction between these two types of changes helps ensure transparency and consistency in the revision process.

In December 2024, Statistics Canada's Economic Standards Steering Committee (ESSC) approved a permanent consultation process for the CRDC. Proposals for changes can now be submitted and reviewed on an ongoing basis. A cut-off date for considering proposed changes for inclusion in a new version of the CRDC will be posted well in advance.

The CRDC consultation webpage was launched in January 2025. For CRDC 2026 Version 1.0, the cut-off date for submissions was set as August 31, 2025.

What we asked

The consultation aimed to gather feedback from users who have already implemented the classification, as well as other interested parties who might want to suggest updates or changes to the CRDC. Proposed changes could encompass any element of the classification, including the structure of the classification, titles, definitions, and addition of new fields of research or socioeconomic objectives. 

The invitation to propose revisions to the CRDC was extended to academics, researchers, producers and data users, representatives of business associations, government bodies at the federal, provincial, and local levels, and all other interested parties.

Engagement and Outreach activities included:

• Posting the CRDC 2026 Version 1.0 review notice on:
  • Government of Canada’s Consulting with Canadians webpage
  • Statistics Canada’s Consulting Canadians and Standards websites
  • Social media platforms such as LinkedIn, X, and Reddit.
• Public consultation period at Statistics Canada: January to August 2025.
• The federal research granting agencies also shared the invitation with their partners, including the research communities, mostly through Vice-President of Research offices in academic institutions.
• Statistics Canada focal points such as provincial/territorial statistical departments, as well as Office of the Chief Science Advisor of Canada, were also invited by email to provide feedback or share the consultation information with whom it may be of interest.
• Feedback was gathered through:
  • Ad hoc submissions via Statistics Canada and federal research granting agencies inboxes.

What we heard

Overview of proposed changes 

The table below summarizes the themes emerging from consultation and the key areas of proposed change and feedback.

Themes and Proposed Changes

General	Over fifty change requests were submitted, covering both virtual changes (not altering meaning or scope of categories) and real changes (affecting meaning or scope of categories). Virtual change proposals included updating FOR titles and refining FOR and SEO descriptions containing outdated terminology to enhance clarity, precision, and consistency and align better with academic and professional contexts. Real change proposals included creating new FOR codes and establishing new divisions. Feedback spanned multiple divisions within the CRDC (RDF10–RDF60), reflecting both emerging research areas and the evolving scope of existing fields. Most proposed changes concerned the Social Sciences, with additional suggestions for the Humanities and Basic Medicine and Life Sciences. In areas where new subclasses were proposed, participants indicated that more refined subclass distinctions would better represent research specialization, methodological distinctiveness, and evolving disciplinary boundaries. Several crosscutting themes were identified, including recognition of Indigenous Knowledge Systems, need to address sensitive research areas across the classification, and the proposal to improve the treatment of interdisciplinarity, including a potential new high-level category for interdisciplinary research.
RDF50 – Social Sciences	Participants suggested the addition of new areas such as Anti-Racism and Equity.  Additional proposals sought to reflect the growing diversity of research within Sociology and Anthropology (e.g., Sociology of Culture, Media Anthropology, Anthropology of the Arts).  Within criminology, suggestions such as the inclusion of Comparative Criminology and Penology were also put forward to capture developments in the scope of research in this.
RDF60 – Humanities	Feedback supported broadening the Humanities to better represent inclusive historical perspectives and emerging cultural disciplines.  Proposed new fields include Women’s History, Social & Cultural History, and History of Religions, along with the removal of terminology identified as outdated (e.g., “Eastern Religions” or in French “Religions orientales”). It was also recommended to add subfields reflecting creative and digital research such as Digital Music, Circus Arts, Exhibition Curation, and Visual Semiotics.  Further suggestions included refinement of terminology, a few updates to the French translations in the French version of the CRDC, and addition of new categories such as Semiotics/Semiology, Study of Sacred Texts, and Spirituality Studies.
RDF30 – Basic Medicine and Life Sciences	Under this division, it was suggested to add Translational Research/Sciences to better capture research bridging basic and applied sciences addressing what the proposal identifies as a gap in the current classification structure.

Recommendations out of scope of previous revisions or pending further consultation, resubmitted/reconsidered for revision for 2026.

Field of Research	Notes
Indigenous Knowledge Systems	The proposal to add a new division for Indigenous Knowledge Systems was previously outside the scope of the 2023 revision but has now been reintroduced for further examination.
Black Studies and Indigenous Studies	In the 2023 revision, both fields were provisionally placed under Other Social Sciences, with the understanding that their placement would be revisited in 2025. Recent feedback emphasized the need to reconsider their position within the classification. Stakeholders noted that placing well-established fields such as Black Studies within a residual category can unintentionally signal marginal status.
Critical Disability Studies	Recent consultations revisited the 2023 proposal to introduce a Critical Disability Studies subclass, intended to cover areas such as Ableism and anti-ableism, Autistic Studies, ADHD Studies, Crip Studies, and Disability Justice. Establishing this subclass would recognize Critical Disability Studies as a distinct research tradition within the Social Sciences division and allow related areas to be classified more accurately, differentiating it from Disability Studies.
Interdisciplinarity	Given the inherently interdisciplinary nature of several research domains, stakeholders again recommended the creation of a dedicated high-level category for interdisciplinary research to provide a more coherent and structured approach to classification.
Additional Proposed Subclasses Reintroduced for Consideration	Several proposed additions that were not advanced in the 2023 revision due to the need for broader consultation were also brought forward again. These include addition of subclasses for Critical Race Studies, Thanatology, Political Economy. These proposals were reconsidered with the expectation that the expanded scope of the 2026 revision offers a more suitable opportunity for detailed assessment.

Next Steps 

The Task Team is currently reviewing all proposals in accordance with the Statistical Classification Principles, the Underlying Concepts, and the Classification Criteria of the CRDC, as outlined in the Appendix of this report. Following this review, Statistics Canada will issue a public notice in June 2026 outlining the final approved proposals for inclusion in CRDC 2026 V1.0, with the public release of CRDC 2026 V1.0 scheduled for December 2026.

Appendix: Governing principles and underlying concepts and criteria

Statistical Classification Principles

Principle 1: Follow internationally accepted definitions and guidelines on how to classify type of activity, field of research and socioeconomic objectives for R&D (also see Canadian Research and Development Classification (CRDC) 2020 Version 2.0 – Introduction). Because the purpose of the CRDC is primarily to provide consistent statistical information on the R&D activities, it is important to specify the scope of each category in the classification. By following standard definitions and coding practices, Principle 1 support consistent and sound statistics to be produced and disseminated. The CRDC team and the working group uses this information to evaluate whether the proposed changes are properly placed in the classification structure. 

Principle 2: Respect of the internationally recognized statistical classification principles, being:

• well defined universe: categories at each level of the classification structure must reflect a well-defined universe or scope;
• classification is exhaustive: it covers all possible elements in the universe even if all examples of such universe are not provided in the publication; 
• categories are mutually exclusive: no overlapping in the scope of each classification item or category (to avoid double counting);
• classification structure is hierarchical: lower categories are dependent of their higher categories;
• classification structure is rectangular: the classification has a code represented at every level across its whole structure, regardless of the scope of each category;
• classification is comparable to other classifications (of the same domain);
• classification categories are empirically significant;
• classification is organized around one or few concepts (e.g., R&D; Field of research; Socioeconomic objective);
• classification contains groupings meaningful to users;
• classification is widely adopted.

Principle 3: the classification is related to data that is collectible and publishable (collectability and reportability): whether data can be collected and reported on the R&D activity by type of activity, field of research or socioeconomic objective. For a detailed field of research or socioeconomic objective to be included in the CRDC and expecting statistics to come out of it, Statistics Canada must be able to collect and report data, otherwise, categories will not provide opportunities to produce relevant statistics. Statistics Canada is responsible for producing data across the entire range of R&D activities in Canada and conducts comprehensive surveys that collect R&D data.

Collectability and reportability are partly a function of the size of the R&D activity and other measure of empirical significance (meaning the R&D activity must be large enough to be detected in sample of surveys). In evaluating collectability and reportability, however, the CRDC team and the working group will not use a specific R&D size cut-off. This is because small R&D activities or expenses that are concentrated in certain industries or geographic areas may be collectable and reportable, while R&D of similar or larger activities or expenses that are spread throughout the economy may not be collectable and reportable. Therefore, size is not the only consideration in collectability and reportability. Collectability and reportability are also related to the type of data collection used by surveys or statistical programs.

Principle 4: the classification supports the maintenance of time series continuity to the extend possible; that is, the ability to maintain data series over time without interruption due to classification changes. To the extent possible, new CRDC categories added for the 2026 version and beyond should be easily linked by appropriate correspondence to previous versions of the CRDC (e.g., CRDC 2020 V2 for CDRC 2026).

Principle 5: the classification continues to be relevant, that is, it must be of analytical interest, result in data useful to users, and be based on appropriate statistical research, subject-matter expertise and administrative relevance aligned with statistical classification principles and needs.

Principle 6: the prevalence of classification principles and statistical needs: the CRDC is designed primarily for statistical purposes. Although there can be various uses of the CRDC for non-statistical purposes (e.g., for administrative, regulatory, or public policy functions), the requirements of government agencies or private users that choose to use the CRDC for non-statistical purposes are responsible for such use of the classification. As a result, the CRDC team and the working group reviews comments and develops its recommendations based on established statistical classification principles and guidelines. Information provided unrelated to the accurate gathering of information for statistical purposes, such as perceived importance of R&D, does not determine the CRDC team and the working group recommendations. Similarly, the volume of comments does not determine what the recommendations will be, and just submitting a request for a change does not automatically result into a change in the CRDC.

Underlying Concepts and Classification Criteria of the CRDC

The statistical unit

The basic principle of the CRDC is R&D performed. The statistical unit or object being classified using the CRDC is the concept of R&D. R&D is defined according to the OECD standard (Frascati Manual 2015) as comprising creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of human, culture, society and environment, and the use of this stock of knowledge to devise new applications.

There are some inherent difficulties in formulating a definition of what constitutes a unit of R&D, due to the lack of uniformity in organizational structures and considerable variation in the way organizations allocate resources to R&D activities. From a statistical viewpoint it is desirable that R&D expenditure be reported in the smallest cluster that can be classified to a single TOA and FOR, which for the purposes of this classification is defined to be an R&D unit. The extent to which it is not practicable to provide this detail will reduce the validity and usefulness of the classification, and the resulting R&D statistics.

The most common real-world references to R&D activities are Research Program and Research Project. These focal units seldom approximate the idealized R&D unit as outlined above, although they could be regarded as an aggregation of these units.

The scope of the classification

The scope of the CRDC is all R&D activities. The CRDC provides a three-way matrix of classification, enabling each R&D activity to be classified by TOA, FOR, and SEO. 

CRDC Structure

The CRDC is organized using a hierarchical structure that allows users to classify research activities with varying levels of detail. The hierarchy consists of the following levels:

1. Division – The broadest level, representing major domains of research.
2. Group – Subdivisions within each Division that share a common methodology, knowledge domain, or perspective.
3. Class – More specific subdivisions within each Group.
4. Subclass – The most detailed level, providing the greatest specificity within each Class.

Application of the Structure Across CRDC Components

The three components of the CRDC—Type of Activity (TOA), Fields of Research (FOR), and Socio-economic Objective (SEO)—use this hierarchy differently:

• Type of Activity (TOA): Uses only the Division level, organized into three high-level categories with no further breakdown.
• Fields of Research (FOR): Uses the full four-level hierarchy (Division → Group → Class → Subclass) to classify research by discipline.
• Socio-economic Objective (SEO): Uses two levels—Division and Group—to classify research by intended purpose or outcome.

More information about the CRDC can be obtained from the introduction to the Canadian Research and Development Classification (CRDC) 2020 Version 2.0
 

On this page

• Census jobs: A great way to develop skills that strengthen any career
• Statistics Canada is hiring across Canada — join the 2026 Census team!
• Support your community — apply for a census job!

Census jobs: A great way to develop skills that strengthen any career

Today’s workplace evolves quickly. New technology, shifting priorities, and collaborative environments mean that the most valuable employees are those who can adapt, grow, and contribute in many ways. Building strong, versatile skills can help you succeed in any role and prepare you for future opportunities.

Working for the census is a practical way to build and strengthen these skills while contributing to your community:

• Collaboration
  Working well with others is still one of the most important abilities you can bring to any job. Effective collaborators listen actively, share ideas respectfully, and help create a positive environment. Employers value people who support their teammates and contribute to a workplace where everyone feels comfortable and motivated.
• Clear communication
  Whether you’re explaining a task, writing an email, or presenting an idea, strong communication skills help you succeed. Being able to express yourself clearly improves productivity, reduces misunderstandings, and helps you build strong relationships at work. It’s also a skill that carries through your entire career—from job interviews to leadership opportunities.
• Leadership mindset
  Leadership isn’t only about managing a team. It’s about taking initiative, showing confidence, and helping others succeed. People with leadership qualities motivate their colleagues, contribute thoughtful ideas, and bring forward solutions—not just problems. Employers are always on the lookout for individuals who elevate the workplace around them.
• Managing multiple priorities
  Modern jobs often require balancing several tasks at once. Effective multitasking isn’t about doing everything at the same time—it’s about staying organized, understanding what needs attention first, and adapting when plans change. Good time-management and organizational skills demonstrate reliability and help you stand out.

Building these skills doesn’t always require long-term roles or full-time commitments. Part-time or seasonal work can be a great way to strengthen your résumé, gain real experience, and grow your confidence.

If you’re looking for a practical way to build these skills, consider joining the 2026 Census team. Enumerator and crew leader roles offer flexible hours, hands-on experience, and the chance to contribute to an important national initiative.

Apply today at census.gc.ca/jobs.

Statistics Canada is hiring across Canada — join the 2026 Census team!

The Census of Population helps paint a statistical portrait of Canada's diverse population and the places where we live by collecting demographic, social and economic information from households across Canada. In fact, census information can help communities plan services such as childcare, education, and healthcare.

To help carry out this important national initiative, Statistics Canada is hiring approximately 32,000 people across Canada to support the 2026 Census. By joining the census team, you’ll play a key role in ensuring every person is counted and all regions are represented.

If you’re interested in supporting your community, meeting new people, and earning extra income, this opportunity is for you!

Apply now at census.gc.ca/jobs.

Support your community — apply for a census job!

Statistics Canada is hiring in your community for the 2026 Census. Join the census team and help collect the information that shapes programs and services people rely on every day.

Census jobs offer flexible, short-term employment and the chance to contribute to data collection activities. Census information is used to plan programs and services that support employment, education, public transportation and health care.

Key facts

• There are approximately 32,000 census jobs available across Canada.
• Pay is $25.87 per hour for non-supervisory positions and $31.32 per hour for supervisory positions, plus authorized expenses.
• The time frame for census jobs is between March and July 2026 depending on the position and location.
• You must be available to work flexible hours including days, evenings, and weekends.

Join the 2026 Census team for meaningful work and community impact!

Apply now: census.gc.ca/jobs.

January 6, 2026 | Ottawa, Ontario

Statistics Canada will conduct the next census in May 2026 and is hiring for approximately 32,000 census jobs across Canada. Census workers play a vital role in helping to collect high-quality demographic, social and economic data to help provide an accurate statistical portrait of the country.

These data inform decisions about child care and education services, health care, public transportation, housing, community planning, and a wide range of programs that support Canadians.

A variety of supervisory and non-supervisory opportunities are available between March 2026 and July 2026, depending on the position and location.

To be considered for a job, applicants must:

• have reached the age of majority in their current province or territory of residence
• be a Canadian citizen or permanent resident, or possess a valid work permit
• reside in Canada and have a Canadian home address.

Pay is $25.87 per hour for enumerators (non-supervisory positions) and $31.32 per hour for crew leaders (supervisory positions), plus authorized expenses.

Roles and responsibilities of census workers:

• The primary responsibility of enumerators is to go door to door to collect census information.
• The primary responsibilities of crew leaders are to lead and supervise an assistant and a team of enumerators. They are responsible for all activities related to the collection of census questionnaires in their assigned area.

For more information and to apply, visit the Census jobs webpage.

Associated link

Census.gc.ca — Census jobs

Contact

Statistics Canada
Media Relations
statcan.mediahotline-ligneinfomedias.statcan@statcan.gc.ca