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 - educationstats@statcan.ca

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?