Education, training and learning

All (30) (0 to 10 of 30 results)

• 1. Delayed transitions of young adults Archived

  Articles and reports: 11-008-X200700410311

  Geography: Canada

  Description:

  The transition to adulthood is often viewed as a period where young people move by stages into adult roles: completing their schooling, leaving their parents' home, acquiring permanent work, finding a partner or spouse and becoming a parent. In recent years, social scientists have found that the transition to adulthood is taking longer to complete. Using census data to compare young adults in 1971 to those in 2001, it assesses just how lengthy the delay has become.

  Release date: 2007-12-11

  ---

• 2. Literacy and the Labour Market: The Generation of Literacy and Its Impact on Earnings for Native Born Canadians Archived

  Articles and reports: 89-552-M2007018

  Geography: Canada

  Description:

  This study examines the distribution of literacy skills in the Canadian economy and the ways in which they are generated. In large part, the generation of literacy skills has to do with formal schooling and parental inputs into their children's education. The nature of literacy generation in the years after individuals have left formal schooling and are in the labour market is also investigated. Once the core facts about literacy in the economy have been established, the study turns to examining the impact of increased literacy on individual earnings. Both the causal impact of literacy on earnings and the joint distribution of literacy and income are explored. The authors argue that the latter provides a more complete measure of how well an individual is able to function in society.

  The study focuses mainly on data from the Canadian component of the 2003 International Adult Literacy and Skills Survey (IALSS), composed of a sample of over 22,000 respondents. The Canadian component of the 1994 International Adult Literacy Survey (IALS) is also used in order to obtain a more complete picture of how literacy changes with age and across birth cohorts.

  Release date: 2007-11-30

  ---

• 3. Postsecondary Enrolment Trends to 2031: Three Scenarios Archived

  Table: 81-595-M2007058

  Geography: Canada

  Description:

  This report applies various assumptions regarding future participation rates in postsecondary education to projected demographic trends to create three scenarios that estimate the potential future population of students in postsecondary institutions in Canada and the provinces. Projections are provided separately for enrolments at the college and the university levels for three age cohorts: 17 to 19 year-olds, 20 to 24 year-olds and 25 to 29 year-olds. Demographic trends and participation rates in college and in university both vary widely across provinces. To reflect these differences, the analysis is presented at both a national level and for each of the ten provinces. At the national level, the sample size is large enough to allow analysis of trends in both full- and part-time enrolment at the national level; at the provincial level, we constrain our enquiry to full-time only. Demographic data on historical and projected population trends for each of the three age cohorts was provided by Demography Division, Statistics Canada, for the 1990 to 2031 period. Historical college and university participation rates were calculated as the ratio of enrolment to population for the three age cohorts as reported by the Labour Force Survey (LFS). We capture enrolments for the academic year through averaging enrolments over the eight-month period between September and April, for the academic years from 1990/1991 to 2005/2006. Because of the coverage of the LFS, the population considered is that of the ten provinces. Projections of possible future enrolment levels are provided based on three sets of assumptions or 'what if' scenarios: Scenario 1: Maintaining the status quo What if college and university participation rates remain at the average level over the 2003/2004 to 2005/2006 period? Scenario 2: Growth in line with historical trends What if national postsecondary participation rates were to maintain historical trends observed over the 1990/1991 to 2005/2006 period until 2016/2017, remaining constant thereafter? Scenario 3: Closing the gender gap What if, in future, male participation rates in postsecondary education matched the higher rates observed for females over the 2002/2003 to 2005/2006 period?

  Release date: 2007-11-21

  ---

• 4. Participation in Postsecondary Education: Graduates, Continuers and Drop Outs, Results from YITS Cycle 4 Archived

  Articles and reports: 81-595-M2007059

  Geography: Canada

  Description:

  The analysis for this report is based on data from the Youth in Transition Survey (YITS). The survey was designed by Human Resources and Social Development Canada and Statistics Canada. YITS is a longitudinal survey, which collects information on educational and labour market pathways of a sample of young Canadians in the 18 to 20 age group in 1999.

  Respondents were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics including, for example, their educational aspirations. They were interviewed four times since the implementation of the survey, in 2000, 2002, 2004 and 2006. In this report, the data used are from the first four cycles and describe where they stood in their school to work pathway in December 2005 when they were 24 to 26 years of age.

  Previous research on postsecondary participation of Canadian youth found that no one factor can fully account for who goes on to postsecondary education. There was, instead, a wide variety of characteristics which distinguish youth who undertake postsecondary education from those who do not. This report will examine demographic and family characteristics, high school engagement, academic performance, and first year postsecondary experience of those who attended postsecondary education and those who did not or dropped out.

  Chapter 2 looks at the relationship between various demographic, family and school characteristics and youth participation in postsecondary education, with respect to the type of institution attended and the level of program taken in university (bachelors versus graduate studies).

  Chapter 3 analyses the relationship between the same characteristics and youth participation status in postsecondary education, that is graduates, continuers or drop outs.

  Chapter 4, the concluding chapter, synthesizes the findings.

  Release date: 2007-11-20

  ---

• 5. Education-to-Labour Market Pathways of Canadian Youth: Findings from the Youth in Transition Survey Archived

  Articles and reports: 81-595-M2007054

  Geography: Canada

  Description:

  This study 'maps' the various pathways that young people have taken from high school through to regular participation in the labour market. It links this transition to important background characteristics, in addition to highlighting the pathways that lead to successful transitions to employment.

  The study uses data from the Youth in Transition Survey (YITS) for 2004. YITS is a longitudinal survey that first collected data from two age groups of youth in the first cycle of the survey in 2000. One group began its participation at age 15 (Cohort A) and the other at ages 18 to 20 (Cohort B); the focus of the analysis is on the second group. Both cohorts were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics including, for example, their educational aspirations.

  The first follow-up interview with the YITS participants took place in early 2002 when youth were interviewed for a second time. At that time, Cohort B participants were between the ages of 20 to 22. The second follow-up interview took place in 2004, for the reference period December 2003, when Cohort B participants were ages 22 to 24.

  This report builds on the basic pathway descriptions of non-students in December 2003 by first determining the major factors that help predict who follows which path. Following this, we turn our attention to studying how these pathways relate to 'success' in the labour market. Specifically, the report is organized as follows:

  Chapter 2 analyzes how background factors predict which school-to-labour market path young adults aged 22 to 24 passed through by December 2003; these background factors are for the most part static categories that do not change (for example, sex, age, ethnicity, parental education, etc.).

  Chapter 3 introduces various 'intervening' factors measured during high school (for example, grade-point average, working in high school, etc.). These factors are thought to be important for possibly mediating the effect of the prior background measures on predicting the school-to-work transitions.

  Chapter 4 shifts the focus of the analysis from looking at predictors of the school-to-work pathways to using the pathways as an indicator of labour market outcomes. In this chapter, we are able to determine whether certain paths are more or less successful for employment, as well as landing respondents 'good' jobs, defined in terms of earnings and level of job satisfaction. We are also able to determine in which occupation they worked during December 2003.

  Chapter 5, the concluding chapter, synthesizes the findings and analysis.

  Release date: 2007-11-01

  ---

• 6. Learning online: Factors associated with use of the Internet for education purposes Archived

  Articles and reports: 81-004-X200700410375

  Description:

  This article investigates the use of the Internet for education-related reasons based on findings from the 2005 Canadian Internet Use Survey (CIUS). After providing an overview of Internet use in Canada, the article describes selected social, economic and geographic characteristics of those going online for education-related reasons. It then examines specific reasons for going online for education-related purposes, including for distance education, self-directed learning and correspondence courses. Finally, it examines urban and rural differences among those using the Internet for distance education.

  Release date: 2007-10-30

  ---

• 7. From aspiring to graduating and working in a health occupation Archived

  Articles and reports: 81-004-X200700410376

  Description:

  This article presents some of what we currently know to begin to address some of the crucial questions facing Canadians today: Does Canada have enough interested individuals with the right skills who want to work in the health sector? Does it have the infrastructure, capacity, and effective education system to ensure an adequate supply of health workers to meet future health care demands?

  Using current major Statistics Canada data sources related to the education of Canadians, this article reveals some important information about what happens before, during and after health education. It focuses on the interest of youth in health occupations, the characteristics of students and faculty in university health programs, the labour market experiences of recent graduates from these programs, and the ongoing participation of health workers in formal and informal training.

  Release date: 2007-10-30

  ---

• 8. Adult Learning: A Comparative Perspective: Results from the Adult Literacy and Life Skills Survey Archived

  Articles and reports: 89-552-M2007017

  Geography: Canada

  Description:

  This study provides comparative estimates of participation in adult education and training courses and programmes, duration of studies, engagement in informal learning and sources of direct financial support, based on results of the 2003 International Adult Literacy and Skills Survey (IALSS), the Canadian component of the Adult Literacy and Life Skills study. It also examines levels of inequality in adult learning and reasons for participating in adult education and training, including the role of labour force status and job and workplace characteristics. Finally, it presents a review of the relationship between actual skill use and participation in both organized and informal forms of adult learning. Comparisons are made between Canadian provinces and territories and three selected countries, namely Norway, Switzerland and the United States.

  Release date: 2007-10-12

  ---

• 9. A profile of Canada's highly qualified personnel Archived

  Articles and reports: 88-003-X200700210331

  Geography: Canada

  Description:

  Highly qualified human resources in science and technology are vital for innovation and economic growth. Both are dependent on the stock of human capital which supplies the labour market with highly skilled workers and helps in the diffusion of advanced knowledge. This article profiles Canada's highly qualified personnel based on immigrant status and place of birth, field of study, and selected demographic and employment characteristics.

  Release date: 2007-10-09

  ---

• 10. Why Are Most University Students Women? Evidence Based on Academic Performance, Study Habits and Parental Influences Archived

  Articles and reports: 11F0019M2007303

  Geography: Canada

  Description:

  In this study, we use new Canadian data containing detailed information on standardized test scores, school marks, parental and peer influences, and other socio-economic background characteristics of boys and girls to try to account for the large gender gap in university attendance. Among 19-year-old youth in 2003, 38.8% of girls had attended university, compared with only 25.7% of boys. However, young men and women were about equally likely to attend college. We find that differences in observable characteristics between boys and girls account for more than three quarters (76.8%) of the gap in university participation. In order of importance, the main factors are differences in school marks at age 15, standardized test scores in reading at age 15, study habits, parental expectations and the university earnings premium relative to high school. Altogether, the four measures of academic abilities used in the study "overall marks, performance on standardized reading tests, study habits and repeating grade" collectively account for 58.9% of the gender gap in university participation. These results suggest that understanding why girls outperform boys in the classroom may be a key to understanding the gender divide in university participation.

  Release date: 2007-09-20

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Data (4) ((4 results))

• 1. Postsecondary Enrolment Trends to 2031: Three Scenarios Archived

  Table: 81-595-M2007058

  Geography: Canada

  Description:

  This report applies various assumptions regarding future participation rates in postsecondary education to projected demographic trends to create three scenarios that estimate the potential future population of students in postsecondary institutions in Canada and the provinces. Projections are provided separately for enrolments at the college and the university levels for three age cohorts: 17 to 19 year-olds, 20 to 24 year-olds and 25 to 29 year-olds. Demographic trends and participation rates in college and in university both vary widely across provinces. To reflect these differences, the analysis is presented at both a national level and for each of the ten provinces. At the national level, the sample size is large enough to allow analysis of trends in both full- and part-time enrolment at the national level; at the provincial level, we constrain our enquiry to full-time only. Demographic data on historical and projected population trends for each of the three age cohorts was provided by Demography Division, Statistics Canada, for the 1990 to 2031 period. Historical college and university participation rates were calculated as the ratio of enrolment to population for the three age cohorts as reported by the Labour Force Survey (LFS). We capture enrolments for the academic year through averaging enrolments over the eight-month period between September and April, for the academic years from 1990/1991 to 2005/2006. Because of the coverage of the LFS, the population considered is that of the ten provinces. Projections of possible future enrolment levels are provided based on three sets of assumptions or 'what if' scenarios: Scenario 1: Maintaining the status quo What if college and university participation rates remain at the average level over the 2003/2004 to 2005/2006 period? Scenario 2: Growth in line with historical trends What if national postsecondary participation rates were to maintain historical trends observed over the 1990/1991 to 2005/2006 period until 2016/2017, remaining constant thereafter? Scenario 3: Closing the gender gap What if, in future, male participation rates in postsecondary education matched the higher rates observed for females over the 2002/2003 to 2005/2006 period?

  Release date: 2007-11-21

  ---

• 2. Summary Public School Indicators for the Provinces and Territories, 1998/1999 to 2004/2005 Archived

  Table: 81-595-M2007050

  Geography: Canada

  Description:

  This report provides trends on public school enrolments, educators and expenditures. It uses figures provided by provincial and territorial departments of education on public elementary and secondary schools.

  Release date: 2007-08-30

  ---

• 3. Salaries and Salary Scales of Full-time Teaching Staff at Canadian Univerisites, 2006/2007: Preliminary Report Archived

  Table: 81-595-M2007052

  Geography: Canada

  Description:

  This bulletin contains salary information for the year 2006-07. Information is provided for institutions that have determined salaries for the period and have responded to the survey by June 2007. This information is collected annually under the 'University and College Academic Staff Survey' and has a reference date of October 1. Therefore, the data reflect employment in universities as of that date. Each university must authorize Statistics Canada to release their information. However, information for institutions that have less than 100 full-time staff (and who responded to the survey by June 2007) are not included in this bulletin but are now available by special request to Client Services (telephone: 1 800 307-3382 or 613-951-7608; fax: 613-951-4441; TTY: 1 800 363-7629; email: educationstats@statcan.ca), Culture, Tourism and the Centre for Education Statistics, Statistics Canada, 150 Tunney's Pasture Driveway, Ottawa ON, K1A 0T6.

  Release date: 2007-08-02

  ---

• 4. Census Tract (CT) Profiles, 2006 Census Archived

  Profile of a community or region: 92-597-X

  Description:

  Census Tract (CT) Profiles provide 2006 Census data for census tracts. Census tracts are small, relatively stable geographic areas that are located in census metropolitan areas (CMAs) and larger census agglomerations (CAs) and usually have a population of 2,500 to 8,000.

  These profiles contain free information for all census tracts in Canada. Search capabilities such as by postal code and a mapping application assist the user in finding a census tract of interest. Additional information on data quality indexes and definitions is available.

  Release date: 2007-07-17

Analysis (25) (0 to 10 of 25 results)

• 1. Delayed transitions of young adults Archived

  Articles and reports: 11-008-X200700410311

  Geography: Canada

  Description:

  The transition to adulthood is often viewed as a period where young people move by stages into adult roles: completing their schooling, leaving their parents' home, acquiring permanent work, finding a partner or spouse and becoming a parent. In recent years, social scientists have found that the transition to adulthood is taking longer to complete. Using census data to compare young adults in 1971 to those in 2001, it assesses just how lengthy the delay has become.

  Release date: 2007-12-11

  ---

• 2. Literacy and the Labour Market: The Generation of Literacy and Its Impact on Earnings for Native Born Canadians Archived

  Articles and reports: 89-552-M2007018

  Geography: Canada

  Description:

  This study examines the distribution of literacy skills in the Canadian economy and the ways in which they are generated. In large part, the generation of literacy skills has to do with formal schooling and parental inputs into their children's education. The nature of literacy generation in the years after individuals have left formal schooling and are in the labour market is also investigated. Once the core facts about literacy in the economy have been established, the study turns to examining the impact of increased literacy on individual earnings. Both the causal impact of literacy on earnings and the joint distribution of literacy and income are explored. The authors argue that the latter provides a more complete measure of how well an individual is able to function in society.

  The study focuses mainly on data from the Canadian component of the 2003 International Adult Literacy and Skills Survey (IALSS), composed of a sample of over 22,000 respondents. The Canadian component of the 1994 International Adult Literacy Survey (IALS) is also used in order to obtain a more complete picture of how literacy changes with age and across birth cohorts.

  Release date: 2007-11-30

  ---

• 3. Participation in Postsecondary Education: Graduates, Continuers and Drop Outs, Results from YITS Cycle 4 Archived

  Articles and reports: 81-595-M2007059

  Geography: Canada

  Description:

  The analysis for this report is based on data from the Youth in Transition Survey (YITS). The survey was designed by Human Resources and Social Development Canada and Statistics Canada. YITS is a longitudinal survey, which collects information on educational and labour market pathways of a sample of young Canadians in the 18 to 20 age group in 1999.

  Respondents were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics including, for example, their educational aspirations. They were interviewed four times since the implementation of the survey, in 2000, 2002, 2004 and 2006. In this report, the data used are from the first four cycles and describe where they stood in their school to work pathway in December 2005 when they were 24 to 26 years of age.

  Previous research on postsecondary participation of Canadian youth found that no one factor can fully account for who goes on to postsecondary education. There was, instead, a wide variety of characteristics which distinguish youth who undertake postsecondary education from those who do not. This report will examine demographic and family characteristics, high school engagement, academic performance, and first year postsecondary experience of those who attended postsecondary education and those who did not or dropped out.

  Chapter 2 looks at the relationship between various demographic, family and school characteristics and youth participation in postsecondary education, with respect to the type of institution attended and the level of program taken in university (bachelors versus graduate studies).

  Chapter 3 analyses the relationship between the same characteristics and youth participation status in postsecondary education, that is graduates, continuers or drop outs.

  Chapter 4, the concluding chapter, synthesizes the findings.

  Release date: 2007-11-20

  ---

• 4. Education-to-Labour Market Pathways of Canadian Youth: Findings from the Youth in Transition Survey Archived

  Articles and reports: 81-595-M2007054

  Geography: Canada

  Description:

  This study 'maps' the various pathways that young people have taken from high school through to regular participation in the labour market. It links this transition to important background characteristics, in addition to highlighting the pathways that lead to successful transitions to employment.

  The study uses data from the Youth in Transition Survey (YITS) for 2004. YITS is a longitudinal survey that first collected data from two age groups of youth in the first cycle of the survey in 2000. One group began its participation at age 15 (Cohort A) and the other at ages 18 to 20 (Cohort B); the focus of the analysis is on the second group. Both cohorts were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics including, for example, their educational aspirations.

  The first follow-up interview with the YITS participants took place in early 2002 when youth were interviewed for a second time. At that time, Cohort B participants were between the ages of 20 to 22. The second follow-up interview took place in 2004, for the reference period December 2003, when Cohort B participants were ages 22 to 24.

  This report builds on the basic pathway descriptions of non-students in December 2003 by first determining the major factors that help predict who follows which path. Following this, we turn our attention to studying how these pathways relate to 'success' in the labour market. Specifically, the report is organized as follows:

  Chapter 2 analyzes how background factors predict which school-to-labour market path young adults aged 22 to 24 passed through by December 2003; these background factors are for the most part static categories that do not change (for example, sex, age, ethnicity, parental education, etc.).

  Chapter 3 introduces various 'intervening' factors measured during high school (for example, grade-point average, working in high school, etc.). These factors are thought to be important for possibly mediating the effect of the prior background measures on predicting the school-to-work transitions.

  Chapter 4 shifts the focus of the analysis from looking at predictors of the school-to-work pathways to using the pathways as an indicator of labour market outcomes. In this chapter, we are able to determine whether certain paths are more or less successful for employment, as well as landing respondents 'good' jobs, defined in terms of earnings and level of job satisfaction. We are also able to determine in which occupation they worked during December 2003.

  Chapter 5, the concluding chapter, synthesizes the findings and analysis.

  Release date: 2007-11-01

  ---

• 5. Learning online: Factors associated with use of the Internet for education purposes Archived

  Articles and reports: 81-004-X200700410375

  Description:

  This article investigates the use of the Internet for education-related reasons based on findings from the 2005 Canadian Internet Use Survey (CIUS). After providing an overview of Internet use in Canada, the article describes selected social, economic and geographic characteristics of those going online for education-related reasons. It then examines specific reasons for going online for education-related purposes, including for distance education, self-directed learning and correspondence courses. Finally, it examines urban and rural differences among those using the Internet for distance education.

  Release date: 2007-10-30

  ---

• 6. From aspiring to graduating and working in a health occupation Archived

  Articles and reports: 81-004-X200700410376

  Description:

  This article presents some of what we currently know to begin to address some of the crucial questions facing Canadians today: Does Canada have enough interested individuals with the right skills who want to work in the health sector? Does it have the infrastructure, capacity, and effective education system to ensure an adequate supply of health workers to meet future health care demands?

  Using current major Statistics Canada data sources related to the education of Canadians, this article reveals some important information about what happens before, during and after health education. It focuses on the interest of youth in health occupations, the characteristics of students and faculty in university health programs, the labour market experiences of recent graduates from these programs, and the ongoing participation of health workers in formal and informal training.

  Release date: 2007-10-30

  ---

• 7. Adult Learning: A Comparative Perspective: Results from the Adult Literacy and Life Skills Survey Archived

  Articles and reports: 89-552-M2007017

  Geography: Canada

  Description:

  This study provides comparative estimates of participation in adult education and training courses and programmes, duration of studies, engagement in informal learning and sources of direct financial support, based on results of the 2003 International Adult Literacy and Skills Survey (IALSS), the Canadian component of the Adult Literacy and Life Skills study. It also examines levels of inequality in adult learning and reasons for participating in adult education and training, including the role of labour force status and job and workplace characteristics. Finally, it presents a review of the relationship between actual skill use and participation in both organized and informal forms of adult learning. Comparisons are made between Canadian provinces and territories and three selected countries, namely Norway, Switzerland and the United States.

  Release date: 2007-10-12

  ---

• 8. A profile of Canada's highly qualified personnel Archived

  Articles and reports: 88-003-X200700210331

  Geography: Canada

  Description:

  Highly qualified human resources in science and technology are vital for innovation and economic growth. Both are dependent on the stock of human capital which supplies the labour market with highly skilled workers and helps in the diffusion of advanced knowledge. This article profiles Canada's highly qualified personnel based on immigrant status and place of birth, field of study, and selected demographic and employment characteristics.

  Release date: 2007-10-09

  ---

• 9. Why Are Most University Students Women? Evidence Based on Academic Performance, Study Habits and Parental Influences Archived

  Articles and reports: 11F0019M2007303

  Geography: Canada

  Description:

  In this study, we use new Canadian data containing detailed information on standardized test scores, school marks, parental and peer influences, and other socio-economic background characteristics of boys and girls to try to account for the large gender gap in university attendance. Among 19-year-old youth in 2003, 38.8% of girls had attended university, compared with only 25.7% of boys. However, young men and women were about equally likely to attend college. We find that differences in observable characteristics between boys and girls account for more than three quarters (76.8%) of the gap in university participation. In order of importance, the main factors are differences in school marks at age 15, standardized test scores in reading at age 15, study habits, parental expectations and the university earnings premium relative to high school. Altogether, the four measures of academic abilities used in the study "overall marks, performance on standardized reading tests, study habits and repeating grade" collectively account for 58.9% of the gender gap in university participation. These results suggest that understanding why girls outperform boys in the classroom may be a key to understanding the gender divide in university participation.

  Release date: 2007-09-20

  ---

• 10. Back to school ; September 2007 Archived

  Articles and reports: 81-004-X200700310318

  Description:

  Tens of thousands of students, from kindergarten to college and university, have gone back to school. In honour of this annual ritual, we have put together a few facts and figures relating to education, from the important role that parents play in preparing their children for school, to enrolment trends in college, university and apprenticeship training, to labour market outcomes across the country for individuals with differing levels of educational attainment.

  Release date: 2007-09-13

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Reference (1) ((1 result))

• 1. Using the postal code as merge key for independent data files: matching data from the Canadian Census and an administrative file of school test scores in Quebec Archived

  Surveys and statistical programs – Documentation: 11-522-X20050019476

  Description:

  The paper will show how, using data published by Statistics Canada and available from member libraries of the CREPUQ, a linkage approach using postal codes makes it possible to link the data from the outcomes file to a set of contextual variables. These variables could then contribute to producing, on an exploratory basis, a better index to explain the varied outcomes of students from schools. In terms of the impact, the proposed index could show more effectively the limitations of ranking students and schools when this information is not given sufficient weight.

  Release date: 2007-03-02