Sources of Labour Supply Data
Education Alison Hale
Centre for Education Statistics
Labour Supply Monitoring and Forecasting WorkshopOctober 17, 2007
Statistics Canada
Statistique Canada
Centre for Education Statistics
Centre de la statistique de l’éducation
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.
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)
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)
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
Postsecondary Student Information System (PSIS)
Limitations– Implementation has been difficult, affecting
timeliness
– Privacy concerns (largely resolved)
– For-profit postsecondary institutions not covered
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
Status of PSIS: University
• Current plan– Convert all universities to PSIS– Review the quality of the variables
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
Trends in Full-time Enrolment1985=100
Source: PSIS, CCSIS and USIS
70
80
90
100
110120
130
140
150
160Total - Career Technical, University TransferTotal - Bachelor undergraduatesPop 18-24
Male 156558 153323 149404 146619 144556 148682Female 165654 168172 170144 170964 172285 175847
050000
100000
150000200000250000300000
350000400000
Males - undergrads Females - undergradsMales - colleges Females - Colleges
Full-time Enrolment by Sex, University Undergraduates Programs and Colleges
Source: PSIS, CCSIS and USIS
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
Registrations vs. completions (1994 -2004)
Registered Apprenticeship Training
0
50,000
100,000
150,000
200,000
250,000
300,000
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
Ap
pre
nti
ce
s
Registrations Completions
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
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
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
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 %)
In school(32 %)
Not in school and working(54 %)
Not in school and not working (14 %)
In high school(1 %)
In postsecondary
(32 %)
Working full time(45 %)
Working part time
(9 %)
22 % 30 % 7 % 8 % 20 % 5 % 3 % 5 % 2 %
School and labour market pathways of youth, December 1999 to December 2003
December 1999
December 2003
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
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
Earnings distribution of graduates of the Class of 2000 working full-time in 2002
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
Female Male Female Male
College Bachelor
25th percentile
Median earnings
75th percentile
Incidence and average amount of government student debt at time of graduation ($ constant 2000)
Classes of 1990, 1995, and 2000
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
$16,000
$18,000
$20,000
1990 1995 2000 1990 1995 2000
College Bachelor
Ave
rag
e d
ebt
at g
rad
uat
ion
($
Co
nst
ant
2000
)
38
39
40
41
42
43
44
45
% o
f g
rad
uat
es w
ith
deb
t o
win
g a
t g
rad
uat
ion
Average debt at graduation % of graduates with debt
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
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.
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.
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
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
Participation in formal job-related training by age
0
5
10
15
20
25
30
35
40
45
50
25 to 34 35 to 44 45 to 54 55 to 64 Total
Par
tici
pat
ion
Rat
e
1997 2002
Participation rate in formal job-related
training for the adult work force
0 5 10 15 20 25 30 35 40
Canada
British Columbia
Alberta
Saskatchew an
Manitoba
Ontario
Quebec
New Brunsw ick
Nova Scotia
Prince Edw ard Island
New foundland and Labrador
1997
2002 Participation rate
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.
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 1: read relatively short text tolocate a single piece of information
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.
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.
Level 4/5: make multiple-feature matches, synthesize complex information from complex passages, make complex inferences, presence of conditional information.
-60
-50
-40
-30
-20
-10
0
10
20
30
40
50
60
19.6%
33.9%
25.0%
21.5%
17.0%
35.4%
27.8%
19.9%
1994 2003
%
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
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
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 - 1. Long term Continuers - in the program as of 2004 but for more than twice
the nominal duration of the program.
2. Completers - had completed the program during the reference period (2002-2004).
3. Discontinuers - discontinued as an apprentice in their program during the reference period (2002-2004).
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
• Questions have been stable while the education 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?
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)
How are they measured?
Participation/School Attendance
2001 2006Did not attend Did not attendTotal 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 universityMultiple responses
Overview information on completed credentials– Highest certificate, diploma or degree
(or highest level of attainment)
2001 2006High School High SchoolTrade 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 UniversityCert/dip below bachelor Cert/dip below bachelorBachelors BachelorsCert/dip above bachelor Cert/dip above bachelor Masters MastersMed, Vet Med, Dent, Opt. Med, Vet Med, Dent, Opt.Doctorate Doctorate
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
2006 CensusEducation module
• Release - March 4, 2008
• Paper on historical continuity will be available, on-line and without charge for the release
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.
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).
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 - [email protected]
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.
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
Education Matters: Insights on Education, Learning and Training in
Canada
• 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.
Education Matters: Insights on education, learning and training in Canada
Back to school – September 2007
Education Matters: Insights on Education, Learning and Training in
Canada
• 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.
Education Matters: Insights on education, learning and training in Canada
Back to school – September 2007
Questions/Comments?