Proportion of payroll employees in educational services and in postsecondary institutions, Canada, 1983 to 2016

Graph: Proportion of payroll employees in educational services and in postsecondary institutions, Canada, 1983 to 2016
Data table for the graph
Proportion of payroll employees in educational services and in postsecondary institutions, Canada, 1983 to 2016 (percentage)
  Payroll employees in educational services, as a proportion of total payroll employees Payroll employees in postsecondary institutions, as a proportion of payroll employees in educational services
1983 8.10 32.65
1984 7.97 32.59
1985 7.81 33.25
1986 7.74 33.17
1987 7.75 34.19
1988 7.75 33.86
1989 7.70 33.50
1990 7.85 33.46
1991 8.47 33.68
1992 8.82 33.68
1993 8.95 33.37
1994 8.85 32.84
1995 8.67 32.74
1996 8.57 31.92
1997 8.24 32.08
1998 8.11 31.99
1999 7.93 31.86
2000 7.70 32.17
2001 7.57 32.84
2002 7.70 33.39
2003 7.62 33.72
2004 7.65 34.07
2005 7.62 33.94
2006 7.59 34.19
2007 7.61 34.42
2008 7.65 34.28
2009 7.90 34.45
2010 7.90 35.21
2011 7.74 34.80
2012 7.71 34.66
2013 7.80 34.79
2014 7.80 34.67
2015 7.81 34.39
2016 7.85 34.77

Notes: Data from 1983 to 2000 use the Standard Industrial Classification (SIC) 1980, while data from 2001 to 2016 use the 2012 North American Industry Classification System (NAICS). Unclassified businesses are excluded from the total from 1983 to 2000, while they are included from 2001 to 2016. Postsecondary institutions are the combination of postsecondary non-university and university education in the SIC; and of universities, community colleges and C.E.G.E.P.s, business schools and computer and management training, and technical and trade schools in the NAICS.

Sources: CANSIM table 281-0005 (data from 1983 to 2000) and CANSIM table 281-0024 (data from 2001 to 2016).

Data Collection: 2011/2012 to 2015/2016

History and background

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

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

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

Changes in data collection

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

Private school data collection:

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

Home-schooling data collection:

In the summer of 2011, Statistics Canada conducted another jurisdictional review and was able to ascertain that of the data collected by the ESES for public schools, data for enrolment (grade) and enrolment (age) could also be provided for home-schooling. Therefore, in January 2012, Statistics Canada commenced collection of home-schooling data beginning with the 2010/2011 reference period.

Note: Due to data quality concerns, data on private schools and home-schooling are not published at this time.

General definitions

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

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

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

The tables explained: ESES financial data

Table 1, Expenditures:

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

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

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

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

The following expenditures are included:

  • those for Regular programs for youth;
  • those for General programs for adults for secondary schools;
  • those for Vocational programs for youth and adults offered at the secondary level only.

The following expenditures are excluded:

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

School boards and districts

Educator remuneration:

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

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

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

Educator pension plans:

Employer’s contribution to Canada and Quebec pension plans (row 3)
Includes the employer’s contribution to the Canada and Quebec pension plans.

Other pension plans (row 4)
Any other types of pension plans.

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

Other operating expenditures:

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

Total operating expenditures (row 7)
The sum of rows 1 to 6.

Capital expenditures:

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

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

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

Total capital expenditures (row 10)
The sum of rows 8 and 9.

Total expenditures - School boards and districts (row 11)
The sum of rows 7 and 10.

Ministry of education

Educator remuneration:

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

Fringe benefits – except employer’s contribution to pension plans (row 13)
As defined under school district expenditures (see row 2).

Educator pension plans:

Employer’s contribution to pension plans (row 14)
As defined under school district expenditures (see row 3).

Other pension plans (row 15)
As defined under school district expenditures (see row 4).

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

Other operating expenditures:

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

General administration (row 18)
Include only administration expenses directly incurred by the Ministry/Department of Education; e.g., expenses for the Minister’s office, including his/her salary, human resources, administrative support and financial services. If any of these administration expenses stated above are also lumped together with postsecondary education, please include or pro-rate out the elementary and secondary portion only.

Total operating expenditures (row 19)
The sum of rows 12 to 18.

Capital expenditures:

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

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

Total capital expenditures (row 22)
The sum of rows 20 and 21.

Total expenditures – Ministry/Department of Education (row 23)
The sum of rows 19 and 22.

Other provincial/territorial departments or agencies

Educator remuneration:

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

Fringe benefits –except employer’s contribution to pension plans (row 25)
As defined under school district expenditures (see row 2).

Educator pension plans:

Employer’s contribution to pension plans (row 26)
As defined under school district expenditures (see row 3).

Other pension plans (row 27)
As defined under school district expenditures (see row 4).

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

Other operating expenditures:

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

Total operating expenditures (row 30)
The sum of rows 24 to 29.

Capital expenditures:

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

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

Total capital expenditures (row 33)
The sum of rows 31 and 32.

Total expenditures - Other provincial departments or agencies (row 34)
The sum of rows 30 and 33.

Total education expenditures:

Total education expenditures (row 35)
The sum of rows 11, 23 and 34.

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

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

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

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

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

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

Home-schooling: Home-schooling is an alternative method of learning that takes place outside the public or private school environment. Parents choosing home-schooling have the primary responsibility of managing, delivering and supervising their children's courses and programs of learning.

Public school enrolment

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

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

Include all students (graded and ungraded) in regular publicly funded schools, provincial reformatory or custodial schools, and other students recognized and funded by a province or territory. Students in a specific elementary/secondary grade (graded) should be reported in the appropriate grade. If a student is not considered to be in a specific elementary/secondary grade because he/she is taking different subjects at a number of levels, report the student as ungraded.

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

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

Table 2.1, Regular programs for youth

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

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

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

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

Table 2.3, General programs for adults

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

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

Table 2.4, Vocational programs for youth and adults

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

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

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

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

Private school enrolment

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

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

Table 2.1, Regular programs for youth

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

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

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

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

Table 2.3, General programs for adults

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

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

Table 2.4, Vocational programs for youth and adults

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

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

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

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

Home-schooling enrolment

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

Home-schooling enrolment is the number of students enrolled in home-schooling in September (or as close as possible thereafter) of the school year.

Table 2.1, Regular programs for youth

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

Public and private schools, enrolments in official languages programs

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

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

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

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

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

Table 3.2, French immersion programs

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

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

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

Table 3.3, First official language programs for the linguistic minority

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

Public schools, enrolments in Aboriginal language programs

Table 4, Enrolments by type of Aboriginal language program, by grade, school boards and districts (headcounts) (tab 4PubEnrolAborLangGrade)

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

Enrolments in programs where an Aboriginal language is taught as a subject (as a part of the regular course offerings). One or more additional subjects can also be taught in an Aboriginal language but may not exceed 25% of all instruction time. Table 4.1 captures data for all students, Aboriginal and non-Aboriginal.

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

Enrolments in schools where all classroom instruction is taught in an Aboriginal language for Aboriginal students (exclude non-Aboriginal/First Nations students).

Public schools, Enrolments in programs for students with special needs

Table 5, Enrolments in programs for students with special needs

Note: Due to data quality concerns, data on special needs are not published at this time.

Public and private schools, number of secondary school graduates

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

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

Table 6.1, Regular programs for youth

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

Table 6.2, General programs for adults

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

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

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

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

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

Public and private schools, number of full- and part-time educators

Table 7, Educators in public and private schools (headcounts) (tab 7PubEducAgeSex and tab 7PrivEducAgeSex)

Educator-related tables include all employees working in public or private/independent schools who belong to one of the three following categories: teachers, school administrators, and pedagogical support.

Teachers include personnel involved in direct student instruction, either in a group or on a one-on-one basis. They include classroom teachers; special education teachers; specialists (music, physical education); and other teachers who work with students as a whole class in a classroom, in small groups in a resource room, or one-on-one inside or outside a regular classroom, including substitute/supply teachers. Chairpersons of departments who spend the majority of their time teaching and personnel temporarily not at work (e.g., for reasons of illness or injury, maternity or parental leave, holiday or vacation) should also be reported in this category. It excludes teacher’s aides or student teachers as well as other personnel who do not get paid for their employment. For paid teacher’s aides or educational assistants see category “pedagogical support” below.

School administrators include all personnel who support the administration and management of the school such as principals, vice-principals and other management staff with similar responsibilities only if they do not spend the majority of their time teaching. Exclude those who are in higher level management; receptionists, secretaries, clerks and other staff who support the administrative activities of the school; and those who are reported under “other than educators”.

Pedagogical support staff includes professional non-teaching personnel who provide services to students to support their instruction program. It includes educational assistants, paid teacher’s aides, guidance counselors and librarians. Exclude those in health and social support who should be reported under “other than educators”.

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

Educator headcount is defined as the number of educators on September 30 (or as close as possible thereafter) of the school year who are responsible for providing services to the students reported in the enrolment (headcount) tables.

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

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

FTEs belong to one of three categories: teachers, school administrators, and pedagogical support.

CVs for Total Sales by Geography

CVs for Total Sales by Geography
Table summary
This table displays the results of CVs for Total Sales by Geography. The information is grouped by Geography (appearing as row headers), Month, 201608, 201609, 201610, 201611, 201612, 201701, 201702, 201703, 201704, 201705, 201706, 201707 and 201708, calculated using percentage units of measure (appearing as column headers).
Geography Month
201608 201609 201610 201611 201612 201701 201702 201703 201704 201705 201706 201707 201708
percentage
Canada 0.51 0.55 0.57 0.57 0.6 0.68 0.65 0.63 0.67 0.69 0.68 0.74 0.72
Newfoundland and Labrador 1.88 1.46 1.28 1.14 1.25 1.66 1.39 1.66 1.31 1.66 1.46 1.96 1.62
Prince Edward Island 3.69 3.6 3.11 2.79 3.53 3.73 3.89 3.58 2.88 2.56 2.69 7.44 4.89
Nova Scotia 2.71 2.78 2.96 2.94 2.86 3.09 2.93 3.18 2.45 2.7 3.17 5.27 4.71
New Brunswick 1.27 1.85 2.05 1.76 1.25 1.99 3.83 1.51 1.2 1 1.61 1.98 1.26
Québec 1.08 1.22 1.21 1.28 1.33 1.54 1.36 1.09 1.4 1.54 1.49 1.82 2.04
Ontario 0.9 0.95 1.06 1.05 1.07 1.18 1.17 1.15 1.24 1.25 1.26 1.29 1.16
Manitoba 1.34 1.94 1.68 1.46 1.98 2.29 1.75 1.81 1.88 1.94 2.06 1.79 1.38
Saskatchewan 1.62 1.74 1.59 1.4 1.58 1.75 1.98 1.94 2.02 1.63 1.8 1.3 1.39
Alberta 1 1.13 1.07 0.88 0.96 1.25 1.14 1.16 1.15 1.16 1.03 1.09 1.23
British Columbia 1.6 1.69 1.59 1.64 1.92 2.14 1.93 2.03 1.96 2.04 1.98 2.06 2
Yukon Territory 3.76 4.16 3.16 2.41 3.22 3.68 4.1 3.46 1.87 3.47 3.4 2.98 3.49
Northwest Territories 0.15 0.09 0.26 0.29 0.34 0.64 0.36 0.33 0.48 0.51 0.52 0.56 0.65
Nunavut 0 0 0 0 0 0 0 0 0 0 0 0 0

Number and proportion of visible minority population in Canada, 1981 to 2036

Graph: Number and proportion of visible minority population in Canada, 1981 to 2036
Data table for the graph
Number and proportion of visible minority population in Canada, 1981 to 2036
  Number Percentage
Observed
1981 1,131,825 4.7
1986 1,577,710 6.3
1991 2,525,480 9.4
1996 3,197,480 11.2
2001 3,983,845 13.4
2006 5,068,090 16.2
2011 6,264,750 19.1
2016 7,674,580 22.3
Projected
2021 9,679,000 25.4
2026 11,398,000 28.4
2031 13,198,000 31.4
2036 15,069,000 34.4
Sources: Statistics Canada, Census of Population, 1981 to 2006, 2016; National Household Survey, 2011; Immigration and Diversity: Population Projections for Canada and its Regions, 2011 to 2036 (reference scenario).

Distribution of foreign-born population, by region of birth, Canada, 1871 to 2036

Graph: Distribution of foreign-born population, by region of birth, Canada, 1871 to 2036
Data table for the graph
Distribution (in percentage) of foreign-born population, by region of birth, Canada, 1871 to 2036
  British Isles Europe (excluding the British Isles) United States Caribbean, Bermuda, Central and South America Africa Asia (including the Middle East) Oceania and others
Observed
1871 83.6 4.8 10.9 0.0 0.0 0.0 0.7
1971 29.5 50.2 9.4 3.2 1.4 5.0 1.3
1981 23.3 43.4 7.8 7.3 2.6 14.1 1.5
1986 21.0 41.6 7.2 8.7 2.9 17.5 1.1
1991 17.2 37.2 5.7 10.4 3.8 24.6 1.1
1996 13.8 33.1 4.9 11.1 4.6 31.4 1.0
2001 11.6 30.4 4.4 11.0 5.2 36.5 1.0
2006 9.7 27.1 4.0 11.3 6.1 40.8 1.0
2011 8.3 23.1 3.9 11.7 7.3 44.9 0.8
2016 7.0 20.7 3.4 11.6 8.5 48.1 0.8
Projected
2021 6.0 17.2 3.4 11.6 9.7 51.3 0.8
2026 5.1 15.1 3.3 11.5 10.5 53.8 0.7
2031 4.5 13.4 3.1 11.4 11.2 55.8 0.7
2036 3.9 12.0 3.0 11.3 11.7 57.4 0.7
Sources: Statistics Canada, Census of Population, 1871 to 2006, 2016; National Household Survey, 2011; Immigration and Diversity: Population Projections for Canada and its Regions, 2011 to 2036 (reference scenario).

Distribution (in percentage) of recent immigrants in Canada by provinces and territories, 1981 to 2016

Graph: Distribution (in percentage) of recent immigrants in Canada by provinces and territories, 1981 to 2016
Data table for the graph
Distribution (in percentage) of recent immigrants in Canada by provinces and territories, 1981 to 2016
  1981 1986 1991 1996 2001 2006 2011 2016
Atlantic provinces 2.3 2.0 1.2 1.1 1.0 1.2 2.0 2.3
Quebec 15.7 16.2 15.8 14.5 13.7 17.5 19.2 17.8
Ontario 46.0 48.5 55.9 54.2 55.9 52.3 43.1 39.0
Manitoba 4.3 4.2 2.7 1.8 1.8 2.8 5.0 5.2
Saskatchewan 1.9 1.8 0.7 0.7 0.7 0.7 2.3 4.0
Alberta 13.3 12.2 8.0 6.7 6.9 9.3 12.4 17.1
British Columbia 16.4 15.0 15.4 20.8 19.9 16.0 15.9 14.5
Territories 0.2 0.2 0.1 0.1 0.1 0.1 0.2 0.2
Note: "Recent immigrants" refers to immigrants who first obtained their landed immigrant or permanent resident status in Canada in the five years prior to a given census.
Sources: Statistics Canada, Census of Population, 1981 to 2006, 2016; 2011 National Household Survey.

Distribution (in percentage) of immigrants living in Canada, by admission category and year of immigration, 2016

Graph: Distribution (in percentage) of immigrants living in Canada, by admission category and year of immigration, 2016
Data table for the graph
Distribution (in percentage) of immigrants living in Canada, by admission category and year of immigration, 2016
  Economic immigrants Immigrants sponsored by family Refugees Other immigrants
1980 38.1 33.2 28.4 0.2
1981 49.9 33.0 16.7 0.4
1982 45.6 36.4 17.7 0.4
1983 32.8 45.0 21.3 0.8
1984 35.2 40.9 23.0 0.9
1985 35.9 40.9 22.4 0.9
1986 37.6 37.5 24.3 0.6
1987 43.8 34.3 21.2 0.8
1988 48.3 29.5 21.4 0.8
1989 45.2 30.4 23.6 0.8
1990 41.4 34.5 23.2 0.9
1991 35.8 39.1 24.0 1.1
1992 36.2 42.2 20.3 1.4
1993 38.8 44.4 15.0 1.8
1994 41.5 42.2 14.6 1.7
1995 46.2 37.4 15.7 0.6
1996 51.5 32.5 14.6 1.4
1997 55.8 29.5 13.4 1.3
1998 51.4 31.3 15.9 1.4
1999 53.1 29.7 16.6 0.6
2000 56.5 29.1 14.2 0.2
2001 58.8 27.8 13.3 0.1
2002 57.3 28.9 12.9 0.8
2003 53.0 32.2 13.8 1.0
2004 54.2 29.1 14.9 1.8
2005 57.2 27.9 13.1 1.7
2006 53.4 31.7 12.8 2.2
2007 53.9 31.0 12.8 2.3
2008 57.7 29.0 11.4 1.8
2009 59.0 28.7 11.0 1.4
2010 65.2 23.9 9.7 1.2
2011 62.2 25.1 11.3 1.3
2012 62.8 27.0 8.8 1.4
2013 58.8 30.8 9.2 1.2
2014 62.0 27.1 9.6 1.3
2015 60.5 25.5 12.6 1.4
2016 50.6 24.1 24.1 1.2
Source: Statistics Canada, Census of Population, 2016.

Number and proportion of foreign-born population in Canada, 1871 to 2036

Graph: Number and proportion of foreign-born population in Canada, 1871 to 2036
Data table for the graph
Number and proportion of foreign-born population in Canada, 1871 to 2036
  Number Percentage
Observed
1871 594,207 16.1
1881 602,984 13.9
1891 643,871 13.3
1901 699,500 13.0
1911 1,586,961 22.0
1921 1,955,736 22.3
1931 2,307,525 22.2
1941 2,018,847 17.5
1951 2,059,911 14.7
1961 2,844,263 15.6
1971 3,295,530 15.3
1981 3,843,335 16.0
1986 3,908,150 15.6
1991 4,342,890 16.1
1996 4,971,070 17.4
2001 5,448,480 18.4
2006 6,186,950 19.8
2011 6,775,770 20.6
2016 7,540,830 21.9
Projected
2021 9,036,000 23.7
2026 10,120,000 25.2
2031 11,234,000 26.7
2036 12,363,000 28.2
Sources: Statistics Canada, Census of Population, 1871 to 2006, 2016; National Household Survey, 2011; Immigration and Diversity: Population Projections for Canada and its Regions, 2011 to 2036 (reference scenario).

CV's for Total Sales

CVs for Total Sales
Table summary
This table displays the results of CVs for Total Sales. The information is grouped by NAPCS-CANADA (appearing as row headers), Quarter, 2016Q3, 2016Q4, 2017Q1 and 2017Q2, calculated using percent units of measure (appearing as column headers).
NAPCS-CANADA Quarter
2016Q3 2016Q4 2017Q1 2017Q2
percent
Total commodities, retail trade commissions and miscellaneous services 1.18 1.83 1.34 1.63
Retail Services (except commissions) [561] 1.20 1.85 1.35 1.64
Food at retail [56111] 2.44 3.57 2.29 2.67
Soft drinks and alcoholic beverages, at retail [56112] 1.29 2.61 3.46 3.6
Clothing at retail [56121] 2.12 3.14 2.16 2.55
Footwear at retail [56122] 2.02 3.40 2.52 2.62
Jewellery and watches, luggage and briefcases, at retail [56123] 2.10 4.42 2.61 3.04
Home furniture, furnishings, housewares, appliances and electronics, at retail [56131] 2.64 3.77 2.94 3.54
Sporting and leisure products, at retail [56141] 3.39 4.09 3.23 3.71
Motor vehicles at retail [56151] 1.59 4.52 2.86 3.45
Recreational vehicles at retail [56152] 3.89 7.85 5.97 5.43
Motor vehicle parts, accessories and supplies, at retail [56153] 1.76 3.27 2.51 3
Automotive and household fuels, at retail [56161] 3.11 3.02 3.27 3.39
Home health products at retail [56171] 2.00 2.73 3.56 4.16
Infant care, personal and beauty products, at retail [56172] 2.71 3.59 3.30 3.6
Hardware, tools, renovation and lawn and garden products, at retail [56181] 3.17 3.97 3.54 3.43
Miscellaneous products at retail [56191] 1.85 1.94 2.70 2.63
Total retail trade commissions and miscellaneous services CVs for Note 1 1.32 2.09 1.94 2.15

Help-Wanted Index and the unemployment rate, Canada, January 1981 to January 2003

Graph: Help-Wanted Index and the unemployment rate, Canada, January 1981 to January 2003
Data table for the graph
Help-Wanted Index and the unemployment rate, Canada, January 1981 to January 2003
  Help-Wanted Index
(August 1996 = 100)
Unemployment rate
(%)
January 1981 172 7.4
February 1981 177 7.4
March 1981 178 7.4
April 1981 179 7.1
May 1981 180 7.2
June 1981 178 7.2
July 1981 175 7.2
August 1981 170 7.1
September 1981 163 8.1
October 1981 155 8.3
November 1981 145 8.3
December 1981 135 8.7
January 1982 125 8.6
February 1982 116 8.9
March 1982 107 9.3
April 1982 99 9.8
May 1982 92 10.3
June 1982 85 11.1
July 1982 80 11.9
August 1982 77 12
September 1982 75 12.4
October 1982 75 12.9
November 1982 75 12.9
December 1982 77 13.1
January 1983 78 12.7
February 1983 80 12.7
March 1983 82 12.5
April 1983 85 12.4
May 1983 87 12.4
June 1983 90 12.4
July 1983 92 11.9
August 1983 94 11.7
September 1983 95 11.4
October 1983 97 11.3
November 1983 98 11.3
December 1983 100 11.3
January 1984 103 11.3
February 1984 106 11.3
March 1984 109 11.3
April 1984 113 11.5
May 1984 116 11.7
June 1984 119 11.3
July 1984 121 11.2
August 1984 122 11.3
September 1984 122 11.8
October 1984 122 11.3
November 1984 122 11.4
December 1984 123 11.1
January 1985 126 10.6
February 1985 129 10.8
March 1985 133 11
April 1985 136 10.8
May 1985 140 10.6
June 1985 143 10.7
July 1985 146 10.4
August 1985 149 10.3
September 1985 152 10.2
October 1985 156 10.3
November 1985 159 10.3
December 1985 162 10.1
January 1986 164 9.8
February 1986 165 9.9
March 1986 166 9.8
April 1986 167 9.7
May 1986 168 9.5
June 1986 168 9.6
July 1986 169 9.6
August 1986 171 9.6
September 1986 174 9.5
October 1986 178 9.4
November 1986 183 9.4
December 1986 188 9.5
January 1987 193 9.5
February 1987 197 9.5
March 1987 200 9.4
April 1987 203 9.2
May 1987 207 8.9
June 1987 211 8.9
July 1987 215 8.7
August 1987 220 8.6
September 1987 224 8.4
October 1987 227 8.3
November 1987 231 8.2
December 1987 233 8
January 1988 234 8.1
February 1988 234 7.8
March 1988 234 7.8
April 1988 234 7.7
May 1988 234 7.8
June 1988 235 7.6
July 1988 236 7.8
August 1988 237 7.8
September 1988 237 7.8
October 1988 237 7.8
November 1988 237 7.8
December 1988 239 7.5
January 1989 240 7.5
February 1989 243 7.6
March 1989 244 7.5
April 1989 243 7.8
May 1989 241 7.7
June 1989 239 7.5
July 1989 237 7.5
August 1989 235 7.3
September 1989 234 7.3
October 1989 232 7.2
November 1989 228 7.5
December 1989 223 7.7
January 1990 218 7.9
February 1990 213 7.7
March 1990 207 7.3
April 1990 200 7.6
May 1990 193 7.8
June 1990 185 7.6
July 1990 176 7.9
August 1990 168 8.1
September 1990 159 8.5
October 1990 150 8.8
November 1990 141 9.1
December 1990 133 9.5
January 1991 127 9.8
February 1991 123 10.2
March 1991 120 10.5
April 1991 118 10.3
May 1991 118 10.2
June 1991 117 10.5
July 1991 117 10.5
August 1991 115 10.5
September 1991 114 10.3
October 1991 112 10.3
November 1991 110 10.4
December 1991 108 10.3
January 1992 105 10.4
February 1992 103 10.5
March 1992 101 10.9
April 1992 99 10.7
May 1992 99 10.9
June 1992 99 11.4
July 1992 99 11.3
August 1992 99 11.7
September 1992 100 11.6
October 1992 100 11.4
November 1992 100 12.1
December 1992 101 11.7
January 1993 101 11.2
February 1993 102 11
March 1993 102 11.2
April 1993 102 11.6
May 1993 102 11.6
June 1993 102 11.7
July 1993 101 11.6
August 1993 101 11.2
September 1993 101 11.5
October 1993 101 11.3
November 1993 102 11.2
December 1993 104 11.4
January 1994 106 11.4
February 1994 107 11.1
March 1994 108 10.6
April 1994 109 10.9
May 1994 109 10.7
June 1994 110 10.3
July 1994 112 10.1
August 1994 113 10.2
September 1994 114 10.1
October 1994 115 10
November 1994 116 9.7
December 1994 116 9.6
January 1995 115 9.6
February 1995 114 9.6
March 1995 113 9.7
April 1995 112 9.5
May 1995 110 9.5
June 1995 109 9.5
July 1995 108 9.6
August 1995 106 9.5
September 1995 105 9.2
October 1995 104 9.3
November 1995 103 9.2
December 1995 101 9.4
January 1996 100 9.4
February 1996 99 9.5
March 1996 98 9.6
April 1996 98 9.3
May 1996 98 9.2
June 1996 99 9.8
July 1996 99 9.7
August 1996 100 9.4
September 1996 102 9.9
October 1996 104 9.9
November 1996 106 9.9
December 1996 108 9.7
January 1997 111 9.5
February 1997 113 9.5
March 1997 116 9.3
April 1997 119 9.4
May 1997 121 9.4
June 1997 124 9.1
July 1997 126 8.9
August 1997 128 8.9
September 1997 130 8.8
October 1997 131 8.9
November 1997 133 8.9
December 1997 135 8.5
January 1998 137 8.8
February 1998 139 8.6
March 1998 141 8.4
April 1998 142 8.3
May 1998 143 8.3
June 1998 143 8.4
July 1998 144 8.3
August 1998 144 8.1
September 1998 144 8.2
October 1998 144 8
November 1998 145 8
December 1998 146 8.1
January 1999 148.3 7.9
February 1999 150.6 7.9
March 1999 153.3 7.9
April 1999 156 8.2
May 1999 157.9 7.9
June 1999 159.1 7.6
July 1999 159.6 7.6
August 1999 160.3 7.4
September 1999 161.5 7.5
October 1999 163.3 7.2
November 1999 165.7 6.9
December 1999 167.7 6.8
January 2000 169.3 6.8
February 2000 169.8 6.9
March 2000 169.6 6.9
April 2000 169.4 6.7
May 2000 169.6 6.6
June 2000 170.6 6.7
July 2000 172.3 6.8
August 2000 174.7 7
September 2000 177 6.9
October 2000 178.4 7
November 2000 178.2 6.9
December 2000 176 6.8
January 2001 172.7 6.9
February 2001 168.9 7
March 2001 165.1 7.1
April 2001 161.3 7.1
May 2001 157.3 7
June 2001 153 7.2
July 2001 148.4 7.1
August 2001 143.5 7.2
September 2001 138.3 7.2
October 2001 133.5 7.3
November 2001 129.5 7.5
December 2001 127.2 8.1
January 2002 126.2 8
February 2002 126.4 7.9
March 2002 126.9 7.9
April 2002 127.3 7.7
May 2002 127.3 7.7
June 2002 126.5 7.7
July 2002 124.9 7.6
August 2002 122.6 7.4
September 2002 119.7 7.5
October 2002 116.9 7.5
November 2002 114.6 7.5
December 2002 112.9 7.6
January 2003 111.9 7.4

Notes: Unemployment rate estimates from the Labour Force Survey. The data for the help-wanted index and the unemployment rate are seasonally adjusted.

Sources: CANSIM table 277-0002 (data on the Help-Wanted index) and CANSIM table 282-0087 (data on the unemployment rate).