Sources of Labour Supply Data Education

1. Sources of Labour Supply DataEducation Alison Hale Centre for Education Statistics Labour Supply Monitoring and Forecasting Workshop October 17, 2007 Statistics Canada Statistique Canada Centre for Education Statistics Centre de la statistique de l’éducation

2. Centre for Education StatisticsMandate To develop and deliver to the Canadian public and to pan-Canadian and international stakeholders quality, comparable, policy- relevant statistical information pertaining to learning, education, and training.

3. Surveys by type • Basic information: Institutional surveys of enrolment, graduates, teaching staff and education finances; • Education – work transitions: Youth in transition survey (YITS), National graduates survey (NGS-FOG), Survey of Earned Doctorates (SED) • Other surveys: Post-secondary education participation survey (PEPS), Survey of approaches to education planning (SAEP), Adult education and training survey (AETS), Survey of Canadian Attitudes toward Learning (SCATL) • Upcoming new surveys : Access and Support to Education and Training Survey (ASETS), National Apprenticeship Survey (NAS)

4. Postsecondary Student Information System (PSIS formerly ESIS) • Objective: To replace the three postsecondary enrolment and graduate surveys, USIS, CCSIS and TVOC with a single survey • Main advantages: • Increase time period coverage from a snapshot count of student to a full-year count. • Possibility to link longitudinally to follow student pathways through PSE • Standardize • variables used in each level of study • Updated and expanded field of study classification system (Classification of Instructional Program - CIP) • reporting period and reporting year • Broaden the information content by including more details on programs offered, and adding course information • Provide a frame for household surveys (graduate surveys for example)

5. Limitations of traditional STC student data surveys • Independent systems • Not comprehensive and comparable • Cross-sectional surveys • Only snapshots - not covering the entire year • No ability to track information across programs, institutions, sectors, time and space • Information limitations • Courses and delivery methods • Tuition fees • Program characteristics, admission criteria, on-the-job training, etc. • Unable to meet needs researchers and decision-makers • Inaccurate reflection of current education systems

6. Postsecondary Student Information System (PSIS) Limitations • Implementation has been difficult, affecting timeliness • Privacy concerns (largely resolved) • For-profit postsecondary institutions not covered

7. Status of PSIS: University • Release • Released on an annual basis since 2004 • Production of historical series in PSIS starting in 1992 • CIP fully implemented • Coverage • Mix of PSIS and USIS data • 65% of universities report in PSIS, 35% of universities report in USIS • Content • 14 variables available for public release • Quality of other variables to be investigated

8. Status of PSIS: University • Current plan • Convert all universities to PSIS • Review the quality of the variables

9. Status of PSIS: Community Colleges • Background • Priority has been given to universities • Data for Community Colleges have been collected but not processed • Funding to collect and process data for Community Colleges started to be available in 2006 • Current plan • Release of Community Colleges data for reference period 2000-2001 to 2005-2006 in June 2008 • Release of Community Colleges data for reference period 2006-2007 in March 2009

10. Trends in Full-time Enrolment1985=100 Source: PSIS, CCSIS and USIS

11. Full-time Enrolment by Sex, University Undergraduates Programs and Colleges Source: PSIS, CCSIS and USIS

12. Registered Apprenticeship Information System (RAIS) • Number of individuals registered in apprenticeship program and number of completers by trade • Annual data from provincial/territorial jurisdictions responsible for the apprenticeship programs • Review of survey content in progress

13. Registrations vs. completions(1994 -2004)

14. Youth in Transition Survey (YITS) Description • Longitudinal survey of 15 year olds selected from within schools • 30,000 students, interviewed biennially starting in 2000 • Longitudinal survey of 30,000 18-20 year olds, biennial interviews to age 22-24 • Focus on social & educational factors that influence outcomes Key strengths – 15 year olds • Link to PISA – direct skill assessment • Contextual information from student, school, home & neighbourhood

15. Youth in Transition Survey Key strengths -- 18-20 year olds • Immediate data on factors influencing high school completion & transitions to PSE & labour market • Comparable to 1995 School Leaver Survey Limitations • Sample sizes provide insufficient yield of some key sub-populations, such as those who eventually go on to graduate studies

16. Programme for International Student Assessment (PISA) Description • International school-based skill assessment of 15 year olds • In Canada, linked to 2000 YITS – same sample • Focus on reading in 2000 & 2009, math in 2003 and science in 2006 Key strengths • Direct proficiency measures • Repeated cohorts support trend analysis • Proficiency scale for reading skills can be linked to ALL • Can analyze impact of a range of school effects • International comparisons Limitations • As in YITS

17. School and labour market pathways of youth, December 1999 to December 2003 In high school ( 13 %) In postsecondary ( 46 %) Working full time (21 %) Working part time (12 %) In school ( 58 %) Not in school and working (33%) Not in school and not working (9 %) December 1999 22 % 30 % 7 % 8 % 20 % 5 % 3 % 5 % 2 % In school (32 %) Not in school and working (54 %) Not in school and not working (14 %) December 2003 In high school (1 %) In postsecondary (32 %) Working full time (45 %) Working part time (9 %)

18. National Graduates Survey (NGS) Description • Series of cohorts of postsecondary graduates designed to trace participation in advanced studies and labour market success two and five years after graduation • Samples (40,000) are large enough to profile major fields of study by level and province • Recent cohorts include Class of 1995 and Class of 2000. • Graduates of 2005 interviewed between May and September 2007

19. National Graduates Survey Key strengths • High sampling fraction for Masters’ and PhDs • Only source of information on brain drain of postsecondary graduates to U.S. Limitations • Does not provide information on non-completers • Does not trace long-term outcomes

22. Survey of Earned Doctorates (SED) Description • New survey to collect information on all doctoral students at the point of convocation • Content focus on labour market intentions and mobility Strengths • Annual census of doctoral graduates (if funding available) • Comparable to U.S. survey Limitations • No information on longer-term outcomes

23. Survey of Approaches to Educational Planning Description • Detailed information on how Canadian parents prepare for their children’s postsecondary education • Conducted in 1999 and 2002 • Information on 20,000 children aged 18 and under Key strengths • Single source for both financial (ex. current savings, expectations of costs) and non-financial (ex. parents’ expectations, practices concerning homework) parental factors that may affect child’s educational pathway Limitations • Does not trace long-term outcomes.

24. Postsecondary Education Participation Survey Description • Cross-sectional survey of 18-24 year olds (17-24 in Quebec) on postsecondary participation • Designed to provide indicators for the Canada Student Loans Program • Data collected February 2002 Key strengths • Information on cost of attending a postsecondary program • Information on sources of revenue to pay for PSE (ex. student loans, family support, jobs) Limitations • Small sample • Limited information on non-financial factors influencing postsecondary attendance.

25. Adult Education and Training Survey (AETS) Description • Conducted every 4 years or so, last done in February 2003 • Household-based estimates of demand for training • Latest results will be released in April Key strengths • Training incidence and intensity, distribution of training, types of training, reasons for taking training, barriers to training, who pays and who gives training • Time series

26. Adult Education and Training Survey (AETS) Limitations • In the past, limited mainly to formal training • 2003 survey some information on informal and non-formal training • Sample size constraints

27. Participation in formal job-related training by age

28. Participation rate in formal job-related training for the adult work force

29. International Adult Literacy and Skills Survey • Large sample: 23,000 respondents • Representative sample for the ten provinces and three territories • Over-sample for: • minority language groups in N.B., Que., Ont. and Man. • Immigrants in Que., Ont., Alb. and B.C. • Aboriginal population in Man., Sask., the three territories. • Four domains: prose and document literacy, numeracy and problem solving. • Rich in socio-demographic characteristics: sex, age, education, language, occupation, earnings, health, civic participation, familiarity with ICT and more.

30. Two key results:1) 48% of Canadian adults scored below level 3, the desired threshold to cope with the demands of today’s knowledge-based society.2) Little change between 1994 and 2003. Level 4/5: make multiple-feature matches, synthesize complex information from complex passages, make complex inferences, presence of conditional information. % 19.6% 17.0% Level 3: make synonymous matches between the text and information given in the task, or matches that require low-level inferences. Integrate information from dense texts with no organizational aids. 33.9% 35.4% 25.0% 27.8% Level 2: locate a single piece of information but several distracters or plausible but incorrect pieces of information may be present, or low-level inferences may be required. 21.5% 19.9% 2003 1994 Level 1: read relatively short text to locate a single piece of information

31. Upcoming Surveys Access and Support to Education and Training Survey (ASETS) • Being designed to replace the Adult and Education Training Survey (AETS), the Postsecondary Education Participation Survey (PEPS) and the Survey of Approaches to Educational Planning (SAEP) • Collection in spring/summer 2008 National Apprenticeship Survey (NAS) • to be released in winter 2008

32. Access and Support to Education and Training Survey (ASETS) • Survey Objectives: • To provide information on the "life-course" aspect of learning - learning throughout one's life - • Measure participation in learning activities (formal – post-secondary education or below, non-formal, informal) • Identify the reasons for participating in learning activities e.g. job-related or personal interest • Measure the volume of formal and non-formal learning • Assess the costs of formal and non-formal learning • Identify the subjects of the learning activities • Identify the providers of formal and non-formal learning activities • Assess the obstacles and incentives (e.g. time, funding) to access and participation in education and training activities • Provide information on the multiple uses of federal government incentives for education and training, to measure awareness of those incentives, to assess suitability of these incentives in promoting access to education and training, and to provide a sense as to the interactions of these incentives (e.g. student financial assistance, education savings grants, tax credits) • To provide information on the individual's educational expectations, and their views on their costs and their returns once completed

33. National Apprenticeship Survey (NAS) • Objectives: • 1. to better understand why a large percentage of registered apprentices do not complete the program; • 2. to better understand to what extent program completion effects the labour market outcome of journeymen; and, • 3. to identify why some apprentices take much longer to complete the program than expected • Sample Population: ~30,000 apprentices who were registered in an apprenticeship program in the years 2002 to 2004. • Three groups in the sample - • Long term Continuers - in the program as of 2004 but for more than twice the nominal duration of the program. • Completers - had completed the program during the reference period (2002-2004). • Discontinuers - discontinued as an apprentice in their program during the reference period (2002-2004).

34. 2006 Census Education module • 2006 education questions are found on the Census of Population long form questionnaire (2B) • Completed by 20% of all households • Comprised of seven questions (Q. 26-32) spread over two pages on the census questionnaire • Population universe is comprised of non-institutional residents, aged 15 years and over

35. Questions have been stable while theeducation system has changed (school attendance) Some of the education data were not as pertinent as they once had been (years of elementary school). New and emerging education issues not being addressed (flows of skilled populations) Qualitative testing showed some questions were not as reliable (data quality) as they had been in the past (years of schooling). Cross-Canada consultations supported changes that would bring the data into the 21st century. Why the changes?

36. 2006 Education Concepts The four concepts measured by the 2006 education questions are: • Participation:School attendance (question 32) • Completion of credentials: Certificates, diplomas and degrees (questions 26,27,28,29) • In what: Field of study (question 30) • From where (NEW) :Prov/Terr or country where highest certificate, diploma or degree was completed (question 31)

37. How are they measured? Participation/School Attendance 2001 2006 Did not attend Did not attend Total did attend Total did attend Attended part-time Attended elementary, junior high or Attended full-time high school Attended Trade, College, CEGEP or other non-university Attended university Multiple responses

38. Overview information on completed credentials– Highest certificate, diploma or degree (or highest level of attainment) 20012006 High School High School Trade Trades: Registered Apprenticeship Other Trades Other Non-university College, CÉGEP, other non-university 3 months to < 1 year 1 year to < 2 years 2 years or more University University Cert/dip below bachelor Cert/dip below bachelor Bachelors Bachelors Cert/dip above bachelor Cert/dip above bachelor Masters Masters Med, Vet Med, Dent, Opt. Med, Vet Med, Dent, Opt. Doctorate Doctorate

39. Credentials from where ? - Location where highest certificate, diploma or degree (above high school) was completed (NEW) 2006 In Canada: Individual counts for each prov/terr by Canadian born and immigrant population who completed their studies in Canada Outside Canada – Counts for Canadian born and immigrant population who completed their studies outside Canada (will be shown separately) by top ten countries

40. 2006 CensusEducation module • Release - March 4, 2008 • Paper on historical continuity will be available, on-line and without charge for the release

41. Special Projects - Health Human Resources and Education (HHRE) Objective To document data and provide analysis of the supply of health professionals through the various stages from getting into health program studies to working in health occupations and upgrading health-related competencies.

42. Special Projects - Health Human Resources and Education (HHRE) • Project funded by Health Canada. Activities/Products: • Initial Discussion Paper (in 2005); • A Feasibility Study (in 2007); • A first report Educating Health Workers: A Statistical Portrait (August 2007); • A second report with provincial-level data (Spring 2008).

44. Accessing Data from the Centre for Education Statistics • Statistics Canada website - www.statcan.ca • Research papers • Pan-Canadian Indicators Program (PCEIP) • CANSIM • Public Use Microdata Files (PUMF) • Research Data Centres • Client Services in the Centre for Education Statistics • 1-800-307-3382 • e-mail - educationstats@statcan.ca

45. Pan-Canadian Education Indicators Program (PCEIP) Objective To publish a set of statistical measures on education systems in Canada for policy makers, practitioners and the general public to evaluate the performance of education systems across jurisdictions and over time.

46. Pan-Canadian Education Indicators Program (PCEIP) • Coverage of indicators: all aspects of elementary, secondary and postsecondary education systems in Canada, such as enrolment, graduation, educators and finance; academic performance in school and literacy of adults; measures of transitions from secondary to postsecondary education and to the labour market; adult education and training; and labour market outcomes. • Products: • PCEIP publication – every two years; next in December 2007 • PCEIP web updates – in June and December of non-publication year

47. Education Matters: Insights on Education, Learning and Training in Canada • Education Matters: Insights on education, learning and training in Canada • Back to school – September 2007 • A free, online publication released every two months. Its target audience is educators, parents, students and the broad public that has an interest in education-related issues, broadly defined. • A point of entry to a wide variety of data, news on education, learning resources and tables, charts and analysis.

48. Education Matters: Insights on Education, Learning and Training in Canada • Education Matters: Insights on education, learning and training in Canada • Back to school – September 2007 • A vehicle for release of new analysis. It also includes articles that summarize previously-released research reports using non-technical language with the goal of delivering that material to a broad, non-specialized audience. • A vehicle for release of updates to the indicators in Education Indicators in Canada -- Pan-Canadian Education Indictors Program (PCEIP) in June and December of each year.

49. Questions/Comments?