Definition of commercial services

Commercial services cover several services such as management, telecommunications, financial services, insurance, ommissions on trade, computer services, research and development, professional services, training, health services, audiovisual and cultural services. Payments and receipts for the authorised use of propriety rights such as patents, copyrights and industrial process and designs are also covered by the definition of commercial services.

Costs or revenues for transportation services (such as freight), travel expenses and fares, goods imported or exported, interest, or profits and losses should not be reported on this survey. Salaries paid to non-Canadian employees for whom you complete a T4 slip (Statement of remuneration paid) should not be reported on this survey.

For more details, please consult the "Definitions and reference numbers" section, on pages 6 and 7 of the BP-21S questionnaire on International Transactions in Commercial Services.

The Canadian reporting entity

The Canadian reporting entity, as a statistical unit, is defined as the organisational unit of a business that directs and controls the allocation of resources relating to its domestic operations, and for which consolidated financial and balance sheet accounts are maintained from which international transactions, an international investment position and a consolidated financial position for the unit can be derived.
The Canadian reporting entity should provide a fully consolidated report including itself and all of its Canadian subsidiaries and associates.

Definitions of "Foreign related parties" and "Other foreign parties"

In this survey you are asked to report your transborder trade with foreign related parties and your transborder trade with other foreign (arm's length) parties.

Foreign related parties (or related entities) are entities in which investors have the ability to exercise significant influence by virtue of their investment. Foreign related parties include foreign parent companies, branches, subsidiaries and other related parties in which the parent owns at least 10% of the voting rights or is substantially controlled by the same shareholders (please refer to C.I.C.A. accounting standards).
A related entity is either the foreign parent, a foreign affiliate in which your enterprise owns or controlled at least 10% of the voting rights, or a foreign affiliate owned or controlled by your foreign parent but in which the Canadian reporting entity holds no interest or less than 10%.
Other foreign parties are all other foreign entities that can not be defined as related parties.

Service transactions to include or to exclude depending of the entities involved

Please include commercial service transactions conducted between the Canadian reporting entity (surveyed by this questionnaire) and all foreign parties, related or not.

Do not include transactions conducted between one of your foreign related parties and another foreign entity. For example, if your foreign affiliated entity purchases a service from an unrelated entity from another country, that transaction should not be included. Do not include transactions conducted between one of your foreign related parties and a Canadian unrelated party.

Transactions between your Canadian entity and another Canadian entity owned by foreign interests are to be excluded as well. However, you should report transactions when your entity purchases (or sells) commercial services from (to) your foreign parent or from (to) a foreign affiliated or associated entity.

Why your enterprise has been selected to receive this survey

Your enterprise has been selected to receive this survey because you have reported international trade in services in the past.
Your enterprise could also have been selected randomly to represent other enterprises from the same economic sector as yours.

This survey is not intended solely for enterprises from the service sector. Enterprises producing mainly goods could also have international transactions in commercial services. For example, they could pay royalties for the use of a technology.

How to report transactions

Report all the commercial service transactions by category of services (see the "Definitions and reference numbers" section on pages 6 and 7 of the questionnaire for more details), by partner country, and by affiliation between the parties involved.

Amounts reported should be rounded in thousands of Canadian dollars. For example, an amount of C$ 5,234,568.00 should be reported as "5,235" on the questionnaire.  Amounts below C$ 500.00 are rounded to "0" and should, therefore, be omitted.

Allocate transactions to countries by using the country codes from the "yellow sheet" included with the questionnaire. If a country is not included on the list, write the name of the country instead.

Please use separate page(s) if you have to report more than four countries.

When actual amounts are not available, please estimate your service expenses and revenues. Specify, in the "Comments" section on page 8, that amounts are estimated.

If you are not sure if a transaction has to be reported or not in this survey, you could report the amount at line 32 and provide a description in the "Comments" section on page 8 .

If, after reading the definitions, your enterprise has no transaction of commercial services then report "0" at line 33 on both schedules A and B, sign the form and return it to Statistics Canada.

Example:

An enterprise is providing commercial services to three foreign clients:

  1. It charges C$50,000.00 to a first subsidiary unit located in the United States for computer system development services
  2. It charges C$100,000.00 to a second subsidiary unit located in the United States for computer system development services
  3. It charges C$60,000.00 to an unaffiliated company located in the United Kingdom for financial advisory services

The enterprise must report these transactions on page 2 (Schedule A), since it is exporting commercial services.

The country code "USA" is entered at the top of the first column, and the country code "GBR" is entered at the top of the second column.

The revenues from the clients located in United States will be reported on line 5 "Computer services". The two clients located in United States are affiliated, so both transactions are summed and "150" is reported in the left cell of the first column on line 5, under "to related entities".

The revenues from the client located in United Kingdom will be reported on line 4, "Financial services other than insurance". The client located in United Kingdom is not affiliated, so "60" is reported in the right cell of the second column on line 4, under "to other entities".

Commodity line totals for related and other transactions are reported in the last column to the right, transactions with related entities are summed up in the left cell and transactions with other entities are summed in the right cell. Country total for related and other transactions are reported on line 33. Finally, total revenues on exports for related and other transactions are reported in the two cells at the bottom right of the table (last column to the right, line 33).

Schedule A - Exports of commercial services

For your operations in Canada, please report the value of services sold to customers abroad (revenues earned) during the reporting period (or your nearest fiscal year)

Please report net of Withholding Tax, and in Thousands of $ Canadian

Schedule A - Exports of commercial services
Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.
Services (see definitions on page 4) Includes transactions concluded over the internet Ref. No. Country Country Country Total revenues on exports
Please enter country code from yellow sheet. Eg: JPN for Japan
USA GBR  
to foreign related parties to other foreign parties to foreign related parties to other foreign parties to foreign related parties to other foreign parties to foreign related parties to foreign related parties
Cdn. $'000
Telecommunications and related services 1                
Construction services 2                
Insurance claims received from non-resident insurers 3                
Financial services other than insurance 4       60       60
Other computer services 5 150           150  
Other. Please specify in the Comments section below 32                
Total revenues 33 150     60     150 60

Notes

1. This guide is also valid for the questionnaire BP-17 (International Transactions between insurance brokers in Canada and their foreign affiliates, agents, and other companies or persons outside Canada)

Changes to the Consumer Price Index (CPI) beginning with the February 2013 CPI

On March 27, 2013, with the release of the Consumer Price Index (CPI) for February 2013, Statistics Canada has updated the basket of goods and services used in the calculation of the Index. This marked the first time in the Canadian CPI's history that weights were updated at a two-year interval.

The CPI tracks price movements for a representative 'basket' of goods and services Canadians purchase over time. The basket is updated periodically to ensure that the CPI remains representative of consumer spending patterns. The CPI is widely used as an indicator of the change in the general level of consumer prices, or the rate of inflation.

The new weighting pattern is based on consumer spending in 2011. It replaces the previous weights, which were based on consumer spending patterns in 2009.

One aspect of the CPI Enhancement Initiative, a five-year project to improve the quality of the CPI, is to take into account, as rapidly as possible, changes in consumer behaviours and therefore minimize the substitution effect. This is achieved by updating basket weights at more frequent two-year intervals, instead of the four-year interval which has been the most recent practice.

Moreover, the elapsed time between the basket weight reference year and the date at which the update is published has been shortened by three months. As a result, the CPI has more current weights sooner, improving their representative nature.

In addition, a revised weighting pattern for items in the basket is published. The revised weights, indicating the relative importance of the basket items, are primarily determined by Statistics Canada's Survey of Household Spending. This survey collects information on the buying habits of Canadian households.

In most other respects, changes to the CPI with this update are minimal. The current list of CPI products and product groups remains unchanged. The base year for which the CPI equals 100 remains 2002.

No changes have been made to CANSIM table numbers or series identifiers. To satisfy the needs of certain users, an All-items CPI with a base year of 1992 equaling 100 continues to be available.

For CANSIM table 326-0009, Average retail prices for gasoline and fuel oil, by urban centre, due to a lack of data availability, the average prices for Regular unleaded gasoline at full service filling stations, Premium unleaded gasoline at full service filling stations and Diesel fuel at full service filling stations are no longer published. There is no impact on the calculation of the Consumer Price Index as a result of this change. Historical information for these series will continue to be available.

Previously announced changes to the Purchase of Passenger Vehicles Index have been implemented to coincide with this update.

Appendix 1 illustrates the availability of data, by product, product group, and geography, in CANSIM and the CPI publication.

For more information, contact the Dissemination Unit (toll-free 1-866-230-2248; 613-951-9606; cpd-info-dpc@statcan.gc.ca), Consumer Prices Division.

Appendix 1 CPI classification by product and product group effective February 2013
Table summary
This table displays the results of Appendix 1 CPI classification by product and product group effective february 2013 canada and province, calculated using pub and cansim units of measure (appearing as column headers).
  Canada Province
Pub CANSIM Pub CANSIM
All-items CPI
Food
Food Purchased From Stores
Meat
Fresh or Frozen Meat (excluding Poultry) -
Fresh or Frozen Beef -
Fresh or Frozen Pork -
Other Fresh or Frozen Meat (excluding Poultry) - - -
Fresh or Frozen Poultry Meat -
Fresh or Frozen Chicken -
Other Fresh or Frozen Poultry Meat - - -
Processed Meat -
Ham and Bacon - -
Other Processed Meat - -
Fish, Seafood and Other Marine Products -
Fish -
Fresh or Frozen Fish (including portions and fish sticks) - -
Canned and Other Preserved Fish - -
Seafood and Other Marine Products - - -
Dairy Products and Eggs -
Dairy Products
Fresh Milk -
Butter -
Cheese -
Ice Cream and Related Products - -
Other Dairy Products - - -
Eggs -
Bakery and Cereal Products (excluding infant food)
Bakery Products -
Bread (including rolls and buns) - -
Biscuits - -
Other Bakery Products - -
Cereal Products (excluding infant food) -
Rice (including rice-based mixes) - -
Breakfast Cereal and Other Grain Products (excluding infant food) - -
Pasta Products - -
Flour and Flour Based Mixes - -
Fruit, Fruit Preparations and Nuts -
Fresh Fruit
Apples - -
Oranges - -
Bananas - -
Other Fresh Fruit - -
Preserved Fruit and Fruit Preparations -
Fruit Juices - -
Other Preserved Fruit and Fruit Preparations - -
Nuts - -
Vegetables and Vegetable Preparations -
Fresh Vegetables
Potatoes - -
Tomatoes - -
Lettuce - -
Other Fresh Vegetables - -
Preserved Vegetables and Vegetable Preparations -
Frozen and Dried Vegetables - -
Canned Vegetables and Other Vegetable Preparations - -
Other Food Products and Non-alcoholic Beverages -
Sugar & Confectionery -
Sugar and Syrup - - -
Confectionery - - -
Fats and Oils -
Margarine - - -
Other Edible Fats and Oils - - -
Coffee and Tea -
Coffee - - -
Tea - - -
Condiments, Spices and Vinegars - -
Other Food Preparations - -
Soup - - -
Infant and Baby Foods - - -
Pre-Cooked Frozen Food Preparations - - -
All Other Food Preparations - - -
Non-Alcoholic Beverages -
Food Purchased From  Restaurants
Food Purchased From Table-Service Restaurants - -
Food Purchased From Fast Food and Take-Out Restaurants - -
Food Purchased From Cafeterias and Other Restaurants - - -
Shelter
Rented Accommodation
Rent -
Tenants' Insurance Premiums - - -
Tenants' Maintenance  Repairs and Other Expenses - - -
Owned Accommodation
Mortgage Interest Cost - -
Homeowners' Replacement Cost
Property Taxes (including special charges) -
Homeowners' Home and Mortgage Insurance
Homeowners' Maintenance and Repairs
Other Owned Accommodation Expenses - - -
Water  Fuel and Electricity
Electricity
Water -
Natural Gas
Fuel Oil and Other Fuels
Household Operations, Furnishings and Equipment
Household Operations
Communications -
Telephone Services
Postal and Other Communication ServicesFootnote 1 - -
Internet Access Services and Subscriptions to Online Content Providers (excluding online newspapers and periodicals) (200212=100)Footnote 1
Telephone Equipment (201104=100) - - -
Child Care and Housekeeping Services -
Child Care Services - -
Housekeeping Services - -
Household Cleaning Products -
Detergents and Soaps (other than personal care) - - -
Other Household Cleaning Products - - -
Paper, Plastic and Foil Supplies -
Paper Supplies - - -
Plastic and Foil Supplies - - -
Other Household Goods and Services -
Pet Food and Supplies - -
Seeds, Plants and Cut Flowers - -
Other Horticultural Goods - -
Other Household Supplies - - -
Other Household Services - - -
Financial Services (200212=100) -
Household Furnishings and Equipment
Furniture and Household Textiles -
Furniture -
Upholstered Furniture - - -
Wooden Furniture - - -
Other Furniture - - -
Household Textiles -
Window Coverings - - -
Bedding and Other Household Textiles - - -
Area Rugs and Mats - - -
Household Equipment -
Household Appliances -
Cooking Appliances - - -
Refrigerators and Freezers - - -
Laundry and Dishwashing Appliances - - -
Other Household Appliances - - -
Non-electrical Kitchen Utensils, Tableware and Cookware -
Tools and Other Household Equipment - - -
Household Tools (including lawn, garden and snow removal equipment) - - -
Other Household Equipment - - -
Services Related to Household Furnishings and Equipment - -
Clothing and Footwear
Clothing -
Women's Clothing
Men's Clothing
Children's Clothing (Including Infants) -
Footwear
Women's Footwear (excluding athletic) - - -
Men's Footwear (excluding athletic) - - -
Children's Footwear (excluding athletic) - - -
Athletic Footwear - - -
Clothing Accessories, Watches and Jewellery -
Leather Clothing Accessories - - -
Other Clothing Accessories - - -
Watches - - -
Jewellery - - -
Other Accessories - - -
Clothing Material, Notions and Services -
Clothing Material and Notions - - -
Laundry Services - - -
Dry Cleaning Services - - -
Other Clothing Services - - -
Transportation
Private Transportation
Purchase, Leasing and Rental of Passenger Vehicles -
Purchase and Leasing of Passenger Vehicles
Purchase of Passenger Vehicles -
Leasing of Passenger Vehicles - - -
Rental of Passenger Vehicles - -
Operation of Passenger Vehicles -
Gasoline
Passenger Vehicle Parts, Maintenance and Repairs -
Passenger Vehicle Parts, Accessories and Supplies - - -
Passenger Vehicle Maintenance and Repair Services - - -
Other Passenger Vehicle Operating Expenses -
Passenger Vehicle Insurance Premiums
Passenger Vehicle Registration Fees -
Driver's Licences - -
Parking Fees - -
All Other Passenger Vehicle Operating Expenses - - -
Public Transportation
Local and Commuter Transportation -
City Bus and Subway Transportation -
Taxi and Other Local and Commuter Transportation Services -
Inter-City Transportation -
Air Transportation - -
Rail, highway bus and other inter-city transportation - -
Health and Personal Care
Health Care
Health Care Goods -
Medicinal and Pharmaceutical Products -
Prescribed Medicines -
Non-Prescribed Medicines -
Eye Care Goods - -
Other Health Care Goods - - -
Health Care Services -
Eye Care Services (200704=100) - -
Dental Care - -
Other Health Care Services - - -
Personal Care
Personal Care Supplies and Equipment -
Personal Soap - - -
Toiletry Items and Cosmetics - - -
Oral-Hygiene Products - - -
Other Personal Care Supplies and Equipment - - -
Personal Care Services -
Recreation, Education and Reading
Recreation
Recreational Equipment and Services (excluding recreational vehicles) -
Sporting and Athletic Equipment - - -
Toys, Games (excluding video games) and Hobby Supplies - - -
Digital Computing Equipment and Devices - - -
Computer Equipment, Software and Supplies (201104=100) - - -
Multipurpose Digital Devices (201104=100) - - -
Photographic Equipment and Supplies - - -
Other Recreational Equipment - - -
Recreational Services - - -
Purchase and Operation of Recreational Vehicles -
Purchase of Recreational Vehicles and Outboard Motors - - -
Operation of recreational vehicles - - -
Fuel, Parts and Accessories for Recreational Vehicles - - -
Insurance, Licences and Other Services For Recreational Vehicles - - -
Home Entertainment Equipment, Parts and Services -
Audio Equipment - - -
Video Equipment - - -
Rental of Video Discs, Tapes and Videogames - - -
Purchase of Recorded and Unrecorded Electronic Media - - -
Other Home Entertainment Equipment, Parts and Services - - -
Travel Services -
Traveller Accommodation -
Travel Tours - -
Other Cultural and Recreational Services -
Spectator Entertainment (excluding cablevision and satellite Services) - -
Cablevision and Satellite services (including pay per view television) -
Use of Recreational Facilities and Services - -
Education and Reading
Education -
Tuition Fees -
School Textbooks and Supplies - - -
Other Lessons, Courses and Education Services - - -
Reading Material and Other Printed Matter (excluding textbooks) -
Newspapers - -
Magazines and Periodicals - -
Books and Other Printed Matter (excluding textbooks) - - -
Alcoholic Beverages and Tobacco Products
Alcoholic Beverages
Alcoholic Beverages Served in  Licensed Establishments -
Beer Served in  Licensed Establishments - -
Wine Served in  Licensed Establishments - - -
Liquor Served in  Licensed Establishments - -
Alcoholic Beverages Purchased From Stores -
Beer Purchased From Stores -
Wine Purchased From Stores -
Liquor Purchased From Stores -
Tobacco Products and Smokers' Supplies
Cigarettes -
Other Tobacco Products and Smokers' Supplies - - -
Special aggregates
All-items CPI (1992=100)
Core Consumer Price Index (CPI) (Bank of Canada Definition) - -
All-items CPI Excluding Eight of the Most Volatile Components (Bank of Canada definition) - -
All-Items CPI Excluding Food
All-Items CPI Excluding Food and Energy
All-Items CPI Excluding Mortgage Interest Cost - - -
All-Items CPI Excluding Alcoholic Beverages, Tobacco Products and Smokers' Supplies -
All-Items CPI Excluding Alcoholic Beverages - -
All-Items CPI Excluding Tobacco Products and Smokers' Supplies - -
All-Items CPI Excluding Shelter - -
All-Items CPI Excluding Energy
All-items CPI Excluding Gasoline
All-items CPI Excluding Shelter, Insurance and Financial Services -
Private Transportation Excluding Gasoline - -
Food and Energy - -
Fresh Fruit and Vegetables - -
Energy
Housing (1986 Definition) - -
Shelter (1986 Definition) - -
Goods and Services - -
Goods -
Durable Goods -
Semi-Durable Goods -
Non-Durable Goods -
Non-Durable Goods Excluding Food Purchased From Stores - - -
Non-Durable Goods Excluding Food Purchased From Stores and Energy - - -
Goods Excluding Food Purchased From Stores - - -
Goods Excluding Food Purchased From Stores and Energy - - -
Services -
Services Excluding Shelter Services - - -
Series for cities Pub CANSIM
All-Items CPI
Shelter
Rented Accommodation
Owned Accommodation
Water, Fuel and Electricity
All-Items CPI (1992=100)

Note:

♦ = data available
- = data not available

Footnote 1

The order of two categories has been reversed in CANSIM beginning March 27, 2013. Their vector numbers have not changed. The categories are: Internet access services and subscriptions to online content providers (excluding online newspapers and periodicals (200212=100) and Postal and other communications services

Return to the first footnote 1 referrer

Reporting Guide for Balance of Payments Questionnaire BP-27

Canadian Life Insurance Companies

Transactions between Canadian incorporated insurance companies and their foreign affiliates, agencies and bank accounts and other companies or persons outside Canada

Purpose:

The data are required to prepare statements on Canada's Balance of International Payments and Investment Position.

The Balance of International Payments records transactions (flows) between Canada and the rest of the world. The International Investment Position reports on the various types of international claims and liabilities of Canadian residents. In respect of Canadian life insurance companies, the main international flows arise from transactions with foreign subsidiaries/ affiliates/branches and with other foreign companies, and from reinsurance transactions with non-residents.

This return is sent to individual insurance companies in Canada. If the company is a member of a group in Canada, companies may elect to file a single return for the entire Canadian insurance group. In such a case, a specific notation to this effect should be made on the first page of the return. It is important to exclude the insurance operations conducted through your company's foreign branches. However, transactions between  your company's Canadian operations and its foreign branches should be reported.

Information is for the year ended December 31. The data are to be reported on the basis of  foreign country and affiliation.

There are three principal parts to the return as follows:

Part 1:  Reinsurance Business

(A) Reinsurance ceded to unregistered non-resident insurers - Canadian Business

(B) Reinsurance ceded to unregistered non-resident insurers - Out of Canada Business

(C) Reinsurance assumed from unregistered non-resident insurers - Out of Canada Business

Part 2: Direct business transacted with non-residents - Out of Canada Business

Part 3: Other international transactions

Part 1 - Reinsurance Business

Canadian life companies are asked to report transactions with non-residents in respect of their reinsurance business with unregistered foreign companies. An unregistered foreign company is an insurance company, or reinsurance company, incorporated or registered outside of Canada but not registered to transact business in Canada.

Reinsurance transacted with foreign insurers registered in Canada (i.e. Canadian branches of foreign insurance companies) is considered to be between residents and is not to be reported on this return.

Include business transacted from Canada with your foreign branches/subsidiaries or with your foreign parents/affiliates. Companies that only operate through foreign branches/subsidiaries are not required to complete this part.

In column (01) report premiums as premiums written. With the exception of settlement annuities, all annuity and insurance (life and accident & sickness) premiums and related accounts are to be included. Settlement annuities are to be included in Part 3, Other International Transactions, "Other revenue and expenses...". Commissions should include any allowances for expenses and premium taxes.

Asset and liability accounts such as unearned premiums, actuarial liabilities, outstanding claims, other receivables and payables should be as at January 1 and December 31 of the survey year. Actuarial liabilities of assuming insurers as reported in columns 6 and 7 should include amounts for life insurance, annuity, and accident and sickness businesses.

Out of Canada insurance ceded in Part 1(B) would consist of two types: the retroceded portion of the Out of Canada Business assumed from non-residents (as reported in Part 1(C)); and part of the direct business transacted with non-residents as reported in Part 2. Again importantly, it would exclude any insurance business transacted through any of your foreign branches.

Part 2 - Direct Business Transacted with Non-Residents - Out of Canada Business

Canadian incorporated companies that transact out of Canada business directly with non-residents from the Canadian Head Office, or a Canadian branch or office located in Canada are required to complete Part 2. Exclude direct business written by your foreign branches.

In column (01) report premiums as premiums written. With the exception of settlement annuities, all annuity and insurance (life and accident & sickness) premiums and related accounts are to be included. Settlement annuities are to be included in Part 3, Other International Transactions, "Other revenue and expenses...". Commissions should include any allowances for expenses and premium taxes.

Asset and liability accounts such as unearned premiums, actuarial liabilities, outstanding claims, other receivables and payables should be as at January 1 and December 31 of the survey year.

Reporting Guide Balance of Payments Questionnaire BP-27

Part 3 - Other International Transactions

  • Capital transactions with either foreign subsidiaries and branches or with foreign parents/affiliates, which are covered in columns 1 to 4 respectively in Part 3, are intended to include the following  transactions:
  • capital contributions/withdrawals evidenced by the issuance or redemption of stock, bonds, other claims or transfers;
  • amounts related to the acquisition or disposal of interests abroad;
  • loans or advances including changes in intercompany balances;
  • dividends but not interest on debt instruments; interest should be reported  in this exhibit under "Other revenue and expenses...";
  • the reinvestment of dividends or of interest.

Investment in securities for all your company's activities (ie. including segregated funds) should be reported in columns 5 and 6 if the transactions are conducted directly through foreign based investment dealers. Do not report security transactions conducted through Canadian based investment dealers as they are surveyed separately. The amounts should be reported on a gross basis. Thus, both the purchases and the sales or redemptions should be reported.

Investment in securities on behalf of foreign subsidiaries/branches carried out through Canadian based investment dealers should be reported in columns 7 and 8.

Other revenue and expenses should be reported on an accrued basis and coded according to type as specified in the box at the bottom of the form. Include home office services done by your company for foreign subsidiaries/branches, or on your company's behalf by a foreign parent. Other revenue and expenses reported in this section should not include any premiums, claims or commissions, or expense allowances directly related to premiums on insurance, reinsurance or annuity businesses, as this information is captured in Parts 1 and 2. Settlement annuities however should be reported under "Other revenue and expenses..." in Part 3.

Contact:

Specific inquiries about this guide and related statistics or services should be directed to:

Statistics Canada
150 Tunney’s Pasture Driveway
Ottawa, Ontario, K1A 0T6
Telephone toll free: 1-800-565-1685
Fax: 1-888-883-7999
Email: bop.surveys@statcan.gc.ca

Canadian Property and Casualty Insurance Companies

Transactions between Canadian incorporated insurance companies and their foreign affiliates, agencies and bank accounts and other companies or persons outside Canada

Purpose:

The data are required to prepare statements on Canada's Balance of International Payments and Investment Position.

The Balance of International Payments records transactions (flows) between Canada and the rest of the world. The International Investment Position reports on the various types of international claims and liabilities of Canadian residents. In respect of Canadian property and casualty insurance companies, the main international flows arise from reinsurance transactions with non-residents, and from transactions with foreign subsidiaries/affiliates/branches and with other foreign companies.

This return is sent to individual insurance companies in Canada. If the company is a member of a group in Canada, companies may elect to file a single return for the entire Canadian insurance group. In such a case, a specific notation to this effect should be made on the first page of the return. It is important to exclude the insurance operations conducted through your company's foreign branches. However, transactions between  your company's Canadian operations and its foreign branches should be reported.

Information is for the year ended December 31. The data are to be reported on the basis of foreign country and affiliation.

There are three principal parts to the return as follows:

Part 1:  Reinsurance Business

(A) Reinsurance ceded to unregistered non-resident insurers - Canadian Business

(B) Reinsurance ceded to unregistered non-resident insurers - Out of Canada Business

(C) Reinsurance assumed from unregistered non-resident insurers - Out of Canada Business

Part 2: Direct business transacted with non-residents - Out of Canada Business

Part 3: Other international transactions

Part 1 - Reinsurance Business

Canadian property and casualty companies are asked to report transactions with non-residents in respect of their reinsurance business with unregistered foreign companies. An unregistered foreign company is an insurance company, or reinsurance company, incorporated or registered outside of Canada but not registered to transact business in Canada. Reinsurance transacted with foreign insurers registered in Canada (i.e. Canadian branches of foreign insurance companies) is considered to be between residents and is not to be reported on this return.

Include business transacted with foreign branches/subsidiaries or with foreign parents/affiliates. Companies that only operate through foreign branches/subsidiaries are not required to complete this part.

Asset and liability accounts such as unearned premiums, outstanding claims, other receivables and payables should be as at January 1 and December 31 of the survey year. Commissions should include any allowances for expenses and premium taxes.

Out of Canada insurance ceded in Part 1(B) would consist of two types: the retroceded portion of the Out of Canada Business assumed from non-residents (as reported in Part 1(C)); and part of the direct business transacted with non-residents as reported in Part 2. Again importantly, it would exclude any insurance business transacted through any of your foreign branches.

Part 2 - Direct business transacted with non-residents - Out of Canada Business

Canadian incorporated companies that transact out of Canada business directly with non-residents from the Canadian Head Office, or a Canadian branch or office located in Canada are required to complete Part 2. Exclude direct business written by your foreign branches.

Asset and liability accounts such as unearned premiums, outstanding claims, other receivables and payables should be as at January 1 and December 31 of the survey year. Commissions should include any allowances for expenses and premium taxes.

Part 3 - Other International Transactions

Capital transactions with either foreign subsidiaries and branches or with foreign parents/affiliates, which are covered in columns 1 to 4 respectively in Part 3, are intended to include the following  transactions:

  • capital contributions/withdrawals evidenced by the issuance or redemption of stock, bonds, other claims or transfers;
  • amounts related to the acquisition or disposal of interests abroad;
  • loans or advances including changes in intercompany balances;
  • dividends but not interest on debt instruments; interest should be reported  in this exhibit under "Other revenue and expenses...";
  • the reinvestment of dividends or of interest.

Investment in securities for all your company's activities should be reported in columns 5 and 6 if the transactions are conducted directly through foreign based investment dealers. Do not report security transactions conducted through Canadian based investment dealers as they are surveyed separately. The amounts should be reported on a gross basis. Thus, both the purchases and the sales or redemptions should be reported.

Investment in securities on behalf of foreign subsidiaries/branches carried out through Canadian based investment dealers should be reported in columns 7 and 8.

Other revenue and expenses should be reported on an accrued basis and coded according to type as specified in the box at the bottom of the form. Include home office services done by your company for foreign subsidiaries/branches, or on your company's behalf by a foreign parent. Other revenue and expenses reported in this section should not include any premiums, claims or commissions, or expense allowances directly related to premiums on insurance or reinsurance businesses, as this information is captured in Parts 1 and 2.

Contact:

Specific inquiries about this guide and related statistics or services should be directed to:

Statistics Canada,
150 Tunney’s Pasture Driveway
Ottawa, Ontario, K1A 0T6
Telephone toll free: 1-800-565-1685
Fax: 1-888-883-7999
Email: bop.surveys@statcan.gc.ca

Integrated Business Statistics Program (IBSP)

Reporting Guide

This guide is designed to provide additional information as you work through your questionnaire. If further assistance is required, please call us. A Statistics Canada employee will be happy to assist you.

Help Line: 1-800-858-7921

Table of contents

General information
Guidelines
Introduction
Coverage
Reporting instructions
Business activity
Reporting period information
Revenue
Expenses
Industry Characteristics
Sales of goods manufactured
Purchases of raw materials and components to be used in manufacturing process
Details on business locations
Detailed information on energy and water costs or expenses
Unit of quantity conversion table
How can I obtain data from Statistics Canada?

General information

What is the Annual Survey of Logging Industries and why is it important?

The Annual Survey of Logging Industries is conducted every year by Statistics Canada to obtain important information on the manufacturing sector (including logging operations) of the Canadian economy. Manufacturing establishments in Canada are required to provide information on such aspects of their operations as sales, costs/expenses, salaries and wages. Results from the Annual Survey of Logging Industries help Statistics Canada in compiling key data on the Canadian economy, such as the Gross Domestic Product (GDP). The total value of sales is used along with inventories to calculate production statistics. Total sales of individual products, and external trade data, are used to estimate the size of the Canadian market for particular goods.

The data are also published and are used by the business community, trade associations, municipal, provincial/territorial, and federal governments, international organizations and private citizens.

Businesses and governments depend on official statistics to make vital economic decisions. For example:

  • The Bank of Canada relies on the GDP to make decisions that influence interest and exchange rates, which in turn affect the costs of doing business;
  • Businesses and associations use the survey results to:
    • track their performance against industry averages;
    • evaluate expansion plans;
    • prepare business plans for investors;
    • adjust inflation-indexed contracts;
    • plan marketing strategies.

Why was I chosen to receive the Annual Survey of Logging Industries?

For most surveys, businesses are selected through random sampling to represent other businesses of the same type in their regions, with similar revenue or number of employees. Some businesses must be included every year as they contribute substantially to their particular industry or region. Smaller businesses must also be sampled if an industry only includes a limited number of businesses in a province or territory, to provide an accurate picture of an industry.

Whenever possible, Statistics Canada does use administrative data already filed with government, such as income tax returns or customs records. However, these sources do not contain all the information required to produce a complete industry profile. This is especially true for large businesses operating in a number of different industries, and in more than one province/territory. Tax records usually provide data for the legal entity but not for the different business units (establishments) that operate in different industries and/or provinces/territories. We need data from these specific business units to produce statistics by industry and by province/territory. Note: Although Statistics Canada can obtain records from the Canada Revenue Agency (CRA) to create statistics, CRA cannot access any individual survey records from Statistics Canada.

To protect the confidentiality of data provided by respondents, only data in aggregate form are available for use.

Your assistance in completing the enclosed survey is vital to the production of timely and accurate manufacturing statistics. If you experience difficulties in completing this survey, please do not hesitate to call us at 1-800-858-7921.

Is it a legal requirement to complete this survey?

Yes. The Annual Survey of Logging Industries is collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19. This act stipulates that the completion of questionnaires issued under the act is mandatory. You can go to our website to consult a copy of the Statistics Act.

Is the information provided kept confidential?

Yes. Your answers are confidential.
Statistics Canada is prohibited by law from releasing any information it collects which could identify any person, business, or organization, unless consent has been given by the respondent or as permitted by the Statistics Act.

Statistics Canada will use information from this survey for statistical purposes.

Data-sharing agreements

To reduce respondent burden, Statistics Canada has entered into data-sharing agreements with provincial and territorial statistical agencies and other government organizations, which have agreed to keep the data confidential and use them only for statistical purposes. Statistics Canada will only share data from this survey with those organizations that have demonstrated a requirement to use the data.

Section 11 of the Statistics Act provides for the sharing of information with provincial and territorial statistical agencies that meet certain conditions. These agencies must have the legislative authority to collect the same information, on a mandatory basis, and the legislation must provide substantially the same provisions for confidentiality and penalties for disclosure of confidential information as the Statistics Act. Because these agencies have the legal authority to compel businesses to provide the same information, consent is not requested and businesses may not object to the sharing of the data.

For this survey, there are Section 11 agreements with the provincial and territorial statistical agencies of Newfoundland and Labrador, Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Saskatchewan, Alberta, British Columbia, and the Yukon.

The shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province or territory.

Section 12 of the Statistics Act provides for the sharing of information with federal, provincial or territorial government organizations. Under Section 12, you may refuse to share your information with any of these organizations by writing a letter of objection to the Chief Statistician and returning it with the completed questionnaire. Please specify the organizations with which you do not want to share your data.

For all manufacturing industries - there are Section 12 agreements with the statistical agencies of Prince Edward Island, the Northwest Territories and Nunavut, as well as with the Québec Forest Industry Council, Environment Canada and Natural Resources Canada.

For establishments in non-ferrous metal (and aluminum) smelting and refining, clay building material and refractory manufacturing, cement manufacturing and lime manufacturing — there are Section 12 agreements with (1) the Newfoundland and Labrador Department of Natural Resources, (2) the New Brunswick Departments of Natural Resources and Energy, (3) the Ministère de l'énergie et des ressources naturelles du Québec, (4) the Ontario Ministry of Northern Development and Mines, (5) the Manitoba Department of Science, Technology, Energy and Mines and  Mineral Resources, (6) the British Columbia Ministry of Energy, and Mines and Petroleum Resources. (7) the British Columbia Ministry of Natural Gas Development.

For establishments in logging, sawmills, shingle and shake mills, hardwood veneer and plywood mills, softwood veneer and plywood mills, wood preservation, particle board and fibreboard mills, waferboard mills, mechanical pulp mills, chemical pulp mills, paper (except newsprint) mills, newsprint mills and paperboard mills — there is a Section 12 agreement with the Ontario Ministry of Natural Resources and forestry.

Authorized disclosure

Section 17 of the federal Statistics Act allows for the disclosure of a list of individual establishments, firms or businesses showing information including the establishments’ names and locations (province, territory and municipality) and North American Industrial Classification System (NAICS) codes. The disclosure of these lists may be authorized in order to aid analysts in the interpretation of data from the Annual Survey of Logging Industries.

Record Linkages

To enhance the data from this survey and to minimize the reporting burden, Statistics Canada may combine it with information from other surveys or from administrative sources.

Guidelines

General remarks

This guide provides details to help you complete the survey with more exact responses in the following sections.

Introduction

Revenue

Expenses

Sales of goods manufactured

Purchases of raw materials and components to be used in manufacturing process

Details on business locations

Detailed information on energy and water costs or expenses

The data requested can generally be obtained from:

  • The accounting records and financial statements (for profit centres) for your business unit;
  • Your production and cost reports (for cost centres);
  • Your employment and payroll records;
  • Other sources (e.g., your plant or production manager).

Introduction

Coverage

Please report the data for your establishment (referred to as a business unit) in this questionnaire. Each of the locations included in your business unit should be pre-printed in Details on this business’s locations section. If you have acquired or disposed of a location, please indicate this change in the space provided.

Note: A business unit is the smallest operating unit in your business that can report the following items:

  • The value of sales;
  • The cost of materials and supplies purchased;
  • The cost of energy and water utility purchased;
  • The opening and closing inventories;
  • The number of employees and their salaries and wages.

Generally a business unit corresponds to a plant, mill or factory. However, it may comprise more than one plant or location when your accounting records do not permit separate reporting of the items listed above. A business unit may also include ancillary or support units, such as sales offices or warehouses.

If your business has more than one business unit, a separate questionnaire should be completed for each unit. Each questionnaire should cover all the activities of the relevant business unit.

If your firm has a separate administrative unit or head office located in a municipality other than the one in which the plant is located, then you should also fill out a separate questionnaire for the Head Office Survey. The activities of ancillary or support units which serve more than one of your business units should also be reported on a head office questionnaire (even if there is no separate head office as such).

If you are in doubt about the best way to report, or you are not sure what questionnaires are being completed by other units of your firm, please call 1-800-858-7921 for assistance. Please quote the reference number on the front page of the questionnaire in all communications.

Reporting instructions

When precise figures are not available please provide your best estimates. Report all monetary values in Canadian funds, rounded to the nearest thousand dollars (e.g., $55,417.40 should be reported as 55). Percentages should be rounded (e.g., report 37.3% as 37 and 75.8% as 76).

Contact person section asks for the name of contact as well as the person primarily responsible for completing this questionnaire. Sometimes this is not the same person. Please answer both questions accurately.

Business activity

The description on file for this business comes from the North American Industrial Classifications System (NAICS). This database contains a limited number of activity classifications. The classifications on file might be applicable for this business, even if it is not exactly how you would describe this business’s main activity.

By selecting "Yes, this is the main activity.", you indicate that the description is applicable, and it describes the main economic activity which typically generates the most revenue for this business.

By selecting "No, this is not the main activity.", you indicate that this description is not applicable as a main or a secondary activity of this business. You will be given a chance to describe this business’s main activity.

If none of the above activities describes your main source of revenue, please call 1-800-858-7921 for further instructions.

Reporting period information

  • May 1, 2013 to April 30, 2014
  • June 1, 2013 to May 31, 2014
  • July 1, 2013 to June 30, 2014
  • August 1, 2013 to July 31, 2014
  • September 1, 2013 to August 31, 2014
  • October 1, 2013 to September 30, 2014
  • November 1, 2013 to October 31, 2014
  • December 1, 2013 to November 30, 2014
  • January 1, 2014 to December 31, 2014
  • February 1, 2014 to January 31, 2015
  • March 1, 2014 to February 28, 2015
  • April 1, 2014 to March 31, 2015

Here are other examples of fiscal periods that fall within the required dates:

  • September 18, 2013 to September 15, 2014 (e.g., floating year-end)
  • June 1, 2014 to December 31, 2014 (e.g., a newly opened business)

Revenue

  1. Sales of goods and services

Sales of goods and services are defined as amounts derived from the sale of goods and services (cash or credit), falling within a business’s ordinary activities.

For Logging Industries and Manufacturing

Report all sales (domestic and exports) of goods and services from Canadian locations at final selling price.  Sales should be reported FOB factory gate: net of excise and provincial or territorial sales taxes, HST/GST, trade discounts, returns and allowances, and charges for outward transportation by common or contract carriers. (Note: FOB factory gate means truck gate if manufacturer is using own truck and driver).

Sales denominated in foreign currency should be converted into Canadian dollars at the exchange rate on the day of transaction.

Note: Goods reported as sold should not be included in inventory and goods held on consignment should be reported as inventory until actually sold.

Include:

  • Sales of logs and wood residue, regardless of the source of these materials (for logging operations only);
  • Revenue from stumpage sales;
  • Revenue from logging service fees or manufacturing and/or custom work (labour costs only as materials and products are owned by client);
  • Sales of goods manufactured from own materials whether at this business unit or at any other sub-contracted manufacturing plants located within Canada;
  • Sales out of warehouses at locations other than your business unit if storage warehouses are owned or rented by your business unit;
  • Sales of goods purchased for resale, as is (purchased from another company or another business unit of your firm not covered by this questionnaire);
  • Amounts received from progress billings;
  • Revenue from repair work (labour costs only as materials and products are owned by client);
  • Charges for installation of manufactured goods where installation is part of sales;
  • Book value of goods sold for rental;
  • Transfers to other business units or a head office of your firm. Note that these should be reported at the value shown on your books of account (i.e. book transfer value).

Exclude:

  • Transfers into inventory and consignment sales;
  • Federal, provincial and territorial sales taxes, and excise duties and taxes;
  • Shipping charges by common carrier or contract carriers;
  • Discounts and returns.
  1. Rental and leasing

Rental and leasing revenue from assets owned by your business unit should be reported here. This revenue should be reported before deduction of expenses such as property taxes and repairs and maintenance and excluding the goods and services tax (GST).  Rental expenses should not be subtracted from rental revenues.

Include:

  • Revenue from rental or leasing of manufactured products made by your business unit; 
  • Revenue from long and short term rental or leasing of vehicles, machinery and equipment owned by your business unit (including operating leases);
  • Revenue from rental or leasing of apartments, commercial buildings, land, office space, residential housing, investments in co-tenancies and co-ownerships.

Exclude:

  • Finance charges from financing and sales leases;
  • Revenue from intellectual property (e.g., patents, trademarks, copyrights).
  1. Commissions

Include:

Commissions earned on the sale of products or services by businesses such as advertising agencies, brokers, insurance agents, lottery ticket sales, sales representatives, and travel agencies – compensation could also be reported under this item (e.g., compensation for collecting sales tax).

 

  1. Subsidies (including grants, donations and fundraising)

Include:

  • Non-repayable grants, contributions and subsidies from all levels of government;
  • Revenue from private sector (corporate and individual) sponsorships, donations and fundraising.
  1. Royalties, rights, licensing and franchise fees

A royalty is defined as a payment received by the holder of a copyright, trademark or patent.  Royalties paid by your business unit should not be subtracted from royalty revenues.

Include:

  • Revenue received from the sale or use of all intellectual property rights of copyrighted materials such as musical, literary, artistic or dramatic works, sound recordings or the broadcasting of communication signals. Examples are: motion pictures, computer programs, etc;
  • Revenues from franchise fees;
  • Revenues from licensing agreements.
  1.  Dividends

Dividend expenses should not be subtracted from dividend revenues.

Include:

  • Dividend income;
  • Dividends from Canadian sources;
  • Dividends from foreign sources;
  • Patronage dividends.

Exclude:

  • Dividend from capital investment from affiliates
  1. Interest

Interest expenses should not be subtracted from interest revenues.

Include:

  • Investment revenue;
  • Interest from foreign sources;
  • Interest from Canadian bonds and debentures;
  • Interest from Canadian mortgage loans;
  • Interest from other Canadian sources.

Exclude:

  • Equity income from investments in subsidiaries or affiliates.
  1. Other revenue (please specify)

Include:

Amounts not included in questions 1 to 7 above such as:

  • Revenue from warranties;
  • Placement fees for displaying items on websites, store windows, catalogues;
  • Revenue from shipping and handling charges that are not included in the price of the merchandise;
  • Deposit service income, credit service income and card service income;
  • Lodging and boarding revenue in the logging industry;
  • Revenue from secondary activities (e.g. cafeterias and lunch counters;
  • Revenue from outside installation or construction work not related to your own products.
  1. Total Revenue

(sum of lines 1 to 8)

Expenses

  1. Purchases

For Manufacturing and Logging Industries

Please report the laid-down cost FOB, plant gate, but excluding GST, for purchases / cost of materials.

Include:

  • Purchases of raw materials and components for manufacturing;
  • Purchases of non-returnable containers and other shipping and packaging materials (boxes, cartons, barrels, kegs, bottles, pallets);
  • Purchases of goods purchased for resale in the same condition as purchased (without further manufacturing or processing);
  • Shipping charges by common carrier or contract carriers;
  • Freight in and duty;
  • Fuel purchased to be used as an input into the manufacturing process as a feedstock or processing material (e.g., crude oil processed into gasoline).

Exclude:

  • Federal, provincial and territorial sales taxes, and excise duties and taxes;
  • Change in inventories
  1. Employment costs and expenses

  2. (a) Salaries, wages and commissions

Please report all salaries and wages (including taxable allowances and employment commissions as defined on the T4 – Statement of Remuneration Paid) for this reporting period. Amounts reported should be gross, before any deductions at source.

Include:

  • Indirect labour costs (e.g., food service staff, repair staff) Overtime payments;
  • Vacation pay;
  • Payments to casual labour; Directors’ pay;
  • Bonuses (including profit sharing);
  • Commissions paid to regular employees such as your manufacturer’s agents;
  • Taxable allowances (e.g., room and board, gifts such as air tickets for holidays);
  • Retroactive wage payments;
  • Stock options awarded to employees (the amount for which you have entered a “code 38” on the employees’ T4 and which is included in box 14 – value according to CRA  rules); Any other allowance forming part of the employee’s earnings;
  • Payments to individuals working on their own premises using equipment and materials provided by your business unit since such persons should be treated as employees;
  • Severance pay.

Exclude:

  • Deferred stock options awarded to employees that meet relevant CRA rules (the amount for which you have entered a “code 53” on the employee’s T4 and which is excluded from box 14);
  • Amounts paid out to other business units for employment costs only;
  • Monies withdrawn by working owners and partners of unincorporated business units;
  • Director’s fees or distribution of profits to shareholders of incorporated business units;
  • Cost/expenses for outside subcontracted employees (report the amount at question 3-Subcontracts)
  • Cost/expenses for temporary workers paid through an agency, as well as charges for personnel search services (report these amounts at question 21 – All other costs and expenses).

(b) Employee benefits

Report expenses related to the employer portion of employee benefits.

Include:

  • Payments for employee life and extended health care insurance plans (e.g., medical, dental, drug and vision care plans);
  • Employer portion of Canada Pension Plan/Quebec Pension Plan (CPP/QPP) contributions;
  • Employer pension contributions;
  • Contributions to provincial and territorial health education payroll taxes (applicable to your business unit);
  • Workers’ compensation (provincial or territorial) applicable to your business unit;
  • Employer portion of employment insurance premiums (EI);
  • Association dues;
  • All other employee benefits such as childcare and supplementary unemployment benefit (SUB) plans.

Exclude:

  • Employee portions of employee benefits (i.e., deductions from pay).
  1. Subcontracts

Subcontract expense refers to the purchasing of services from outside of the company rather than providing them in-house. In such cases, business units provide materials to other business units or individuals for the production of outputs on a so-called “custom basis”.  Subcontract expense only refers to work hired out for production towards the company’s outputs.

Include:

  • Commissions paid to non-employees;
  • Any amount you pay to any other business units, firms, or individuals for work done on materials you own;
  • Custom work and contract work;
  • Sub-contract and outside labour;
  • Hired labour.

Exclude:

  • Research and development sub-contracts (report these amounts at question 4 – Research and development fees);
  • Salaries and wages paid to employees;
  • Payments to individuals working on their own premises using machinery, equipment and materials provided by your firm (such persons should be treated as employees);
  • Cost of materials;
  • Cost/expenses for temporary workers paid through an agency, as well as charges for personnel search services (report these amounts at question 21 – All other expenses);
  • Repairs and maintenance services (report these amounts at question 13 - Repair and maintenance).
  1. Research and development fees

Paid activities (purchased or subcontracted) conducted with the intention of making a discovery that could either lead to the development of new products or procedures, or to the improvement of existing products or procedures.

Exclude:

  • Own labour costs (included at line 2 (a) - Salaries, wages and commissions)
  1. Professional and business fees

Please report only the total cost of purchased professional or business service fees here (a detailed breakdown may be required in a subsequent section).

Include:

  • Legal services;
  • Accounting and auditing fees;
  • Education and training fees;
  • Appraisal fees;
  • Management and administration fees;
  • Property management fees;
  • Information technology (IT) consulting and service fees (purchased);
  • Data processing fees;
  • Architectural fees;
  • Engineering fees;
  • Scientific and technical service fees;
  • Other consulting fees (management, technical and scientific);
  • Veterinary fees;
  • Fees for human health services;
  • Payroll preparation fees;
  • All other professional and business service fees.

Exclude:

  • Service fees paid to Head Office and other business units not included in this questionnaire (report these at question 21- All other costs and expenses);
  • The cost of in-house activities undertaken by your own staff.
  1. Energy and water expenses

Report the cost/expense of purchased utilities attributed to operations in the current reporting period such as water, electricity, gas and heating.

Include:

  • Diesel, fuel wood, natural gas, oil and propane;
  • Sewage.

Exclude:

  • Energy expenses covered in your rental and leasing contracts;
  • Telephone, Internet and other telecommunications;
  • Vehicle fuel (report these at question 21- All other costs and expenses);
  • Raw materials i.e. any fuel purchased as input to the manufacturing process as a feed stock or processing material (e.g. crude oil to be refined into gasoline) or for any other non energy purpose (report these at question 1 - Purchases).
  1. Office and computer related expenses

Please report all office supplies purchased and used by your business unit for both manufacturing and non-manufacturing operations.

Include:

  • Computer rental;
  • Office stationery and supplies, paper and other supplies for photocopiers, printers and fax machines;
  • Postage and courier (used in the day-to-day office business activity);
  • Memory storage devices and computer upgrade expenses;
  • Data processing expense.

Exclude:

  • Telephone, Internet and other telecommunication expenses (report this amount at question 8 -Telephone, Internet and other telecommunication).
  1. Telephone, Internet and other telecommunication

Include:

  • Telephone, fax, cellular phone, or pager services for transmission of voice, data or image;
  • Internet access charges;
  • Purchased cable and satellite transmission of television, radio and music programs;
  • Wired telecommunication services;
  • Wireless telecommunication services;
  • Satellite telecommunication services;
  • Large bandwidth services to send/receive digital works;
  • Online access services;
  • Online information provision services.
  1. Business taxes, licences and permits

This item comprises the cost of various licences and permits, and some indirect taxes (taxes levied on your business unit that are not corporate income or logging taxes, sales or excise taxes, or insurance premium taxes).

Include:

  • Property taxes paid directly and land transfer taxes;
  • Business taxes;
  • Vehicle licence and/or registration fees;
  • Beverage licence fees;
  • Trade licence fees;
  • Professional license fees;
  • All other licence fees;
  • Lot levies;
  • Building permits and development charges;
  • Other property/business licences or permits not specified above.

Exclude:

  • Property taxes covered in your rental and leasing expenses;
  • Corporate income taxes;
  • Stumpage fees (report these at 11 – Crown charges).
  1. Royalties (other than Crown royalties), franchise fees and memberships

Include:

  • Amounts paid to holders of patents, copyrights, performing rights and trademarks;
  • Gross overriding royalty expenses and direct royalty costs;
  • Resident and non-resident royalty expenses;
  • Membership fees;
  • Franchise fees.

Exclude:

  • Stumpage fees (report these at 11 – Crown charges).
  1.  Crown charges (for logging, mining and energy industries only)

Include:

  • Crown royalties, Crown leases and rentals, oil sand leases and stumpage fees;
  • Federal or provincial royalty, tax, lease or rental payments made in relation to the acquisition, development or ownership of Canadian resource properties.
  1. Rental and leasing (land, buildings, equipment, vehicles, etc.)

Include:

  • Lease/rental expenses, real estate rental expenses, condominium fees and equipment rental expenses;
  • Only operating leases (as opposed to leases that can be capitalized);
  • Motor vehicle rental and leasing expenses (without driver);
  • Furniture and fixtures;
  • Computer, machinery and equipment rental expenses (without operator);
  • Storage expense;
  • Studio lighting and scaffolding; Road and construction equipment rental;
  • Fuel and other utility costs covered in your rental and leasing contracts.

Exclude:

  • Rental and leasing of vehicles (with driver), machinery and equipment (with driver or operator) (report these costs at question 21 - All other costs and expenses).
  1. Repair and maintenance

This item comprises repair and maintenance costs related to the replacement of parts or other restoration of plant and machinery to keep your properties in efficient working condition.

Include:

  • Waste removal services, hazardous and non-hazardous;
  • Janitorial and cleaning services;
  • Sweeping and snow removal services;
  • Costs related to materials, parts and external labour associated with the following expenses: buildings and structures,machinery and equipment,motor vehicles,security equipment and other goods (except fabricated metal products or furniture repair services).

Exclude:

  • Salaries already reported in question 2 (Employment costs and expenses);
  • Property management fees (report these at 5 - Professional and business fees);
  • Repair and maintenance expenses that are included in any payment to a head office.
  1. Amortization and depreciation

Report the amortization/depreciation (the systematic allocation of the cost of assets to current operations over their useful life) related only to the current reporting period.

Include:

  • Direct cost depreciation of tangible assets and amortization of leasehold improvements;
  • Amortization of rental equipment (for operating leases: by lessor; for capital leases: by lessee);
  • Amortization of intangible assets (e.g., amortization of goodwill, patents, franchises, copyrights, trademarks, deferred charges, deferred gains and losses on investments, organizational costs).
  1. Insurance

Insurance recovery income should be deducted from insurance expenses.

Include:

  • Accident and health insurance services;
  • Life insurance and individual pension services;
  • Asset insurance services, including property and motor vehicle;
  • General liability insurance services;
  • Executive life insurance;
  • Bonding, business interruption insurance and fire insurance;
  • All other insurance services not elsewhere specified.

Exclude:

  • Payments on behalf of employees which are considered to be taxable benefits (report these at question 2(b) – Employee benefits);
  • Premiums paid directly to your head office (report these at question 21 – All other costs and expenses).
  1. Advertising, marketing, promotion, meals and entertainment

Include:

  • Advertising planning and creating services;
  • Newspaper advertising and media expenses;
  • Catalogues, presentations and displays;
  • Trade fairs and exhibition organization services;
  • Tickets for theatre, concerts and sporting events for business promotion;
  • Fundraising expenses;
  • Meals, entertainment and hospitality purchases for clients;
  • Other advertising services.
  1. Travel, meetings and conventions

Include:

  • Travel expenses;
  • Rental services of passenger cars, buses and coaches with operator;
  • Meeting and convention expenses, seminars;
  • Passenger transportation (airfare, bus, train, etc.);
  • Accommodations (hotel and motel lodging);
  • Travel allowance and meals while travelling;
  • Travel agency services;
  • Taxi services;
  • Meal and beverage services for consumption on the premises;
  • Other travel expenses.
  1. Financial services (bank charges, transaction fees, etc.)

Include:

  • Explicit service charges for financial services;
  • Credit and debit card commissions and charges;
  • Collection expenses and transfer fees;
  • Registrar and transfer agent fees;
  • Security and exchange commission fees;
  • Other financial service fees.

Exclude:

  • Interest expenses (report these at question 19- Interest expense).
  1. Interest expense

Please report the cost of servicing your company’s debt such as interest and bank charges, finance charges, interest payments on capital leases, amortization of bond discounts.

Include (interest on):

  • Short-term and long-term debt; Bonds and debentures;
  • Mortgages.

Exclude:

  • Dividends paid to term and retractable preferred shares;
  • Debt issue expenses, including their amortization.
  1. Other non-production-related costs and expenses

Include:

  • Charitable donations and political contributions;
  • Bad debt expense;
  • Loan losses;
  • Provisions for loan losses (minus bad debt recoveries);
  • Inventory adjustments.
  1. All other expenses (including intracompany expenses)

Include:

  • Log yard expense, forestry costs, logging road costs;
  • Production costs;
  • Vehicle fuel expenses;
  • Pipeline operations, drilling, site restoration costs;
  • Gross overriding royalty;
  • Other producing property rental costs;
  • Well operating, fuel and equipment costs;
  • Other lease rental costs;
  • Other direct costs;
  • Equipment hire and operation costs;
  • Overhead expenses allocated to costs of sales;
  • Cash over/short (negative expense);
  • Reimbursement of parent company expenses;
  • Warranty expenses;
  • Recruiting expenses;
  • General and administrative expenses;
  • Interdivisional expenses;
  • Interfund transfers (minus expense recoveries);
  • Exploration and development costs (include: geological prospecting, well abandonment and dry holes, exploration expenses, development expenses);
  • Safety supplies;
  • Cafeteria supplies;
  • Materials, components and supplies for installation and construction that is not related to own product;
  • All other supplies, material and components not elsewhere specified;
  • Variance;
  • All other expenses not reported elsewhere.

Exclude:

  • Items related to expenditures in prior periods.
  1. Total expenses

(sum of lines 1 to 21)

Industry Characteristics

Cost Center

A cost center is a department or section of a company where managers are directly responsible for costs. For example, consider a company that has a manufacturing department, a research and development department, and a payroll department. Each department could be a cost center. Cost centers do not directly report revenues as these are reported by another part of the company such as a head office.

Valuation of sales

Please indicate whether you will report at final selling price or any alternate valuation.

  • If you are a single business unit firm, sales must be reported at your final selling price.
  • If you are part of a multi-business unit firm:
    a) sales to your firm’s non-logging or non-manufacturing business units must be reported at your final selling price.
    b) sales to your firm’s logging or manufacturing business units, sales branches, selling warehouses or head offices should be reported at the value shown on your books of account (i.e., book transfer value)

Report all sales (domestic and exports) goods and services from Canadian locations at final selling price.  Sales should be reported FOB factory gate: net of excise and provincial or territorial sales taxes, HST/GST, trade discounts, returns and allowances, and charges for outward transportation by common or contract carriers. (Note: FOB factory gate means truck gate if manufacturer is using own truck and driver).

Sales denominated in foreign currency should be converted into Canadian dollars at the exchange rate on the day of transaction.

Note: Goods reported as sold should not be included in inventory and goods held on consignment should be reported as inventory until actually sold. If you are classified as a contract logger, the sales of logs and wood residue that result from logging services performed for another business unit that owns the stumpage rights should not be reported by you but by the business unit that owns the stumpage rights. You should only report the revenues from the logging service provided in question 5.

Please note that the questionnaires for the manufacturing industries and the logging industries are slightly different. Depending on which one you have received, the questions might be worded slightly differently and some categories of revenue might not be part of your questionnaire.

Sales for selected items

  1. Sales of logs, wood residue and manufacturing products

Include:

  • Sales of logs and wood residue, regardless of the source of these materials (for logging operations only);
  • Sales of logs and wood residue harvested by your own employees, by contractors, or bought by you on the open market should all be reported here;
  • Sales of goods manufactured from own materials whether at this business unit or at any other sub-contracted manufacturing plants located within Canada;
  • Sales out of warehouses at locations other than your business unit if storage warehouses are owned or rented by your business unit;
  • Amounts received from progress billings;
  • Charges for installation of manufactured goods where installation is part of sales;
  • Book value of goods sold for rental;
  • Revenue from stumpage sales (for non-logging operations only; logging operations should report these in question (2) Revenue from stumpage sales);
  • Transfers to other business units or a head office of your firm. Note that these should be reported at the value shown on your books of account (i.e., book transfer value).

Exclude:

  • Revenue from stumpage sales (for logging operations only; report these amounts in question (2) Revenue from stumpage sales);
  • Transfers into inventory and consignment sales;
  • Shipping charges by common or contract carriers;
  • Discounts and returns;
  • Federal provincial and territorial sales taxes and excise duties and taxes;
  • Sales of goods purchased for resale, as is;
  • Sales of logs and wood residue;
  • Revenue from repair work;
  • Revenue from logging service fees or manufacturing and/or custom work.
  1. Revenue from stumpage sales

Please report any revenue earned from stumpage sales during the reporting period.

  1. Sales of goods purchased for resale, as is

Report sales of goods that have not been processed or altered in your business unit and that have been purchased and resold in the same condition.

Include:

  • Sales of products transferred to you from other business units of your firm and sold in the same condition as transferred.

Exclude:

  • Transfers into inventory and consignment sales;
  • Shipping charges by common or contract carriers;
  • Discounts and returns;
  • Federal provincial and territorial sales taxes and excise duties and taxes.;
  1. Revenue from repair work

Repair work comprises fixing/repairing products that have already been installed or delivered to a client (or other business unit). This work could be done at the client’s facilities or at your business unit (where the products were uninstalled and shipped for repair). Repair work also includes warranty repairs where your business unit charges a fee to either an external business or another business unit within your firm. In all of these cases, your business unit has only provided labour to a client but this client owns the product(s) and materials involved.

Exclude:

  • Shipping charges by common or contract carriers;
  • Discounts;
  • Federal provincial and territorial sales taxes and excise duties and taxes.
  1. Revenue from logging service fees or manufacturing and/or custom work

Custom work, logging or manufacturing service, comprise logging or manufacturing work undertaken to the specifications of a client (or other business unit of your firm) prior to installation or initial delivery. Your business unit has only provided labour to a client but this client owns the product(s) and materials involved (e.g. contract logging).

Exclude:

  • Shipping charges by common or contract carriers;
  • Discounts;
  • Federal provincial and territorial sales taxes and excise duties and taxes.
  1. All other sales:

Include:

  • Sales of goods and services not specified elsewhere.

Exclude:

  • Revenue from rental and leasing;
  • Commissions;
  • Revenue from royalties, franchise and licensing fees;
  • Revenue from interest and dividends;
  • Subsidies /grants.
  1. Total sales of goods and services

(sum of lines 1 to 6)

Selected expense information

Please note that the questionnaires for the manufacturing industries and the logging industries are slightly different. Depending on which one you have received, the questions might be worded slightly differently and some categories of expense might not be part of your questionnaire.

  1. Purchases of raw materials and components

Report the laid-down cost FOB plant gate, but excluding GST for all raw materials and components purchased for your logging or manufacturing process.

Include:

  • Shipping charges by common carrier or contract carriers;
  • Freight in and duty;
  • Fuel purchased to be used as an input into the manufacturing process as a feedstock or processing material (e.g., crude oil processed into gasoline).

Exclude:

  • Federal provincial and territorial sales taxes and excise duties and taxes;
  • Purchases of goods purchased for resale in the same condition as purchased (without further manufacturing or processing);
  • Purchases of non-returnable containers and other shipping and packaging materials (boxes, cartons, barrels, kegs, bottles, pallets, etc.);
  • Change in inventories.
  1. Stumpage fees

Business units undertaking logging operations on Crown land must pay “stumpage fees” for harvested logs. If logging activity is applicable to your business unit, please report the total of all stumpage fees paid during this reporting period.

  1. Purchases of non-returnable containers and other shipping and packaging materials

Report the laid-down cost for all shipping and packaging materials purchased FOB plant gate, but excluding GST.

Include:  

  • Boxes, cartons, barrels, kegs, bottles, pallets, etc.;
  • Shipping charges by common carrier or contract carriers;
  • Freight in and duty.

Exclude:

  • Federal provincial and territorial sales taxes and excise duties and taxes.
  1. Purchases of goods for resale, as is

Report the laid-down cost of goods purchased for resale in the same condition as purchased (FOB plant gate, but excluding  GST), i.e., without further manufacturing or processing.

Include:

  • Shipping charges by common carrier or contract carriers;
  • Freight in and duty.

Exclude:

  • Federal provincial and territorial sales taxes and excise duties and taxes;
  • Change in inventories.
  1. Vehicle fuel expense

Report any vehicle fuel expenses incurred during your logging or manufacturing process.

Include:

  • Purchases of gasoline, diesel fuel, propane, natural gas and other fuel used to operate any type of vehicle at the location or otherwise, such as sales representatives’ cars, delivery trucks, lift trucks, etc.

Exclude:

  • Any fuel purchased for power/heat generation.

Inventories

Inventories are to be reported at the value maintained in your accounting records (book value). If your accounting records do not distinguish between goods of own logging or manufacturing process and goods purchased for resale, please provide your best estimate of the distribution between the two inventory types.

Include:

  • Inventory at the logging processing location, manufacturing plant or at any warehouse or selling outlet which is treated as part of this business unit;
  • Inventory in transit in Canada;
  • Inventory held on consignment in Canada.

Exclude:

  • Goods owned and held in inventory abroad;
  • Any goods held on consignment for others.
  1. Raw materials and components

Include:

  • Materials and components to be used in the logging or manufacturing process;
  • Fuel purchased to be used as an input into the logging or manufacturing process as a feedstock or processing material (e.g., crude oil processed into gasoline);
  • Non-returnable containers and other shipping and packaging materials.

Exclude:

  • Any raw material intended for resale in the same condition as purchased.
  1. Goods and work in process

Include:

  • Partially completed goods;
  • The value of work done on goods accounted for under progress billing for which no payment has been received.
  1. Finished goods manufactured

Include:

  • Logs, wood residues and manufactured products;
  • Goods of own manufacture from your business unit.
  1. Goods purchased for resale, as is

Include:

  • All goods which are purchased for resale without further processing by your business unit.

Exclude:

  • Components manufactured by another business unit/firm that are purchased or transferred by this business and used as inputs for the assembly and manufacturing system (report these under (1) – Raw material and components).
  1. Other inventories (please specify)

Include:

  • All other inventory of materials used in your logging or manufacturing process but not included in the above categories.
  1. Total inventories

(sum of lines 13 to 17)

Sales of logs, wood residue and goods manufactured

This section represents a breakdown, by product for the total reported at question 1- Sales of log, wood residue and goods manufactured”  or in the Industry characteristics section. Please report the value of sales (in thousands of Canadian dollars) for each product produced by your manufacturing operations for the products listed in this section.

Exclude:

  • Shipping charges by contract or common carrier if possible for each product class.  If your accounting records do not allow you to provide sales of your reported commodities net of shipping charges, you will be prompted to report your total shipping charges at a later time.

If you manufacture products that are not listed in this section, please enter the product description and relevant amounts after answering “Yes” when asked “During the reporting period, did this business manufacture and sell any other products?”

Purchases of raw materials and components to be used in the logging or manufacturing process

This section requests a breakdown, by product, of the total reported at question 8-"Purchases of raw materials and components" of the Industry characteristics section. Please report the cost of raw materials for each individual product used in logging or manufacturing operations.

In reporting the cost of the various items purchased, give the laid-down value at your business unit, (i.e., the amounts after discounts actually paid or payable).

Where quantity information is requested, please provide this information from your records or, if not recorded, provide your best estimate.

Note: If you are involved in contract logging, manufacturing services or custom work, the raw materials and components used in these processes that are owned by the business to which you are providing a service should not be reported here.

Include:

  • Semi-processed goods, if you are part of a multi-business unit firm and receive semi-processed goods as transfers from the other business units of your firm for further processing. The cost of such goods should be equivalent to the transfer value reported by the shipping unit plus any transportation and handling charges paid by your business unit to common or contract carriers;
  • Any fuel purchased as an input into the manufacturing process, as a feedstock or processing material (e.g., crude oil processed into gasoline), or for any other non-energy purpose.

Exclude: 

  • Fuel used for energy purposes (e.g., for office or plant heating) - these energy items should be reported in the "Detailed information on energy and water costs or expenses" section.

If you purchased raw materials that are not displayed in this section, please enter the raw material name and relevant amounts, when asked, "During the reporting period, did this business purchase any other raw materials or components to be used in the logging or manufacturing process?”.

Details on this business's locations

General guidelines

This section requests a breakdown of total operating revenues, salaries, wages and commissions for all locations included in this survey. Please report separately for each location (covered by your business unit).

Please indicate if any locations are no longer part of your business unit and should be deleted from the list. If you have added any locations to your business unit, or if any locations are missing from the list, please provide the information on these. The section is designed to account for all personnel on the payroll of your business unit, including those working in ancillary units which form part of your business unit.

Operating revenues represent the revenue generated from the course of normal business operations (e.g., sales and commissions).

Labour expenses

Amounts reported for salaries and wages should be gross, before any deductions from employees for income tax and employee contributions to health, accident, pension, insurance, or other benefits, all of which should be included. Please do this calculation separately for direct and indirect labour at each location. Do not include benefit contributions by the employer.

Direct labour (logging or manufacturing)

Include wages for employees engaged in:

  • Logging and forestry support;
  • Manufacturing (processing and/or assembling);
  • Packing, handling, warehousing;
  • Repair and maintenance, janitorial;
  • Watchmen;
  • Foremen doing work similar to their employees;
  • Erection/installation by own business unit when an extension of your manufacturing operations.

Non-manufacturing/indirect (administrative and selling/operating)

Please report gross salaries. Do not include workers that are not on your payroll.

Include salaries for:

  • Executives, administrators and office staff;
  • Sales staff;
  • Food service staff;
  • Building construction and major renovation staff (when work is chargeable to fixed asset accounts);
  • Machinery and equipment repair staff (when work is chargeable to fixed asset accounts).

Please indicate whether each specific location operated for the full reporting period or part of it. If a location did not operate for the full year, please provide an explanation in the space provided (e.g. seasonal operations, strike, plant closure, etc.)

 

Detailed information on energy and water costs or expenses

Please report information on all purchased energy, water utility expenses and electricity purchased by your business unit for energy purposes only. Answers to the detailed questions should cover amounts used by your business unit in all plant and office operations and any support units which are part of your business unit. Do not report fuel consumed as fuel purchased unless the amounts are substantially the same (or unless you can only report consumption)

Include:

  • Transportation costs, duties, etc. which form part of the laid-down cost at your business unit.

Exclude:

  • Any fuel purchased to be used as an input into the manufacturing process as a feedstock or processing material or for any other non-energy purposes (e.g., a raw material for products such as chemicals, synthetic rubber and a variety of plastics).
  1. Electricity

Please report the delivered cost of purchased electricity.

  1. Gasoline

The cost of purchased gasoline includes that used for all plant operations.

Exclude:

  • Fuel for motor vehicle use
  1. Light fuel oil

Please report the total value of purchased light fuel oil for this reporting period.

Include:

  • * Light fuel oil includes all distillate type fuels for power burners;
  • * Fuel oil no.2 (heating oil no. 2);
  • * Fuel oil no.3 (heating oil  no. 3);
  • * Furnace fuel oil;
  • * Gas oils;
  • * Light industrial fuel.
  1. Heavy fuel oil

Please report the total value of purchased heavy fuel oil for this reporting period.

Include:

  • * All grades of residual type fuels for steam or diesel engines (non-vehicle use);
  • * Bunker B and Bunker C;
  • * Fuel oils no. 4, 5 and 6
  • * Residual fuel oil.
  1. Diesel fuel

Please report the total value of purchased diesel fuel for the current reporting period

Exclude:

  • Fuel for motor vehicle use.
  1. Liquefied petroleum gas (e.g., propane, butane)

Please report the total value of purchased liquefied petroleum gases (LPG) for this reporting period. LPG's comprise normally gaseous paraffinic compounds extracted from refinery gases.

Exclude:

  • Fuel for motor vehicle use
  1. Natural gas

Please report the total value of purchased natural gas, which comprises a mix of hydrocarbon compounds and small quantities of various non-hydrocarbons existing in a gaseous phase.

Exclude:

  • Fuel for motor vehicle use
  1. Coal

Please report the total value of purchased coal for this reporting period.

  1. Water Utilities

Please report the total value of water utility costs. Note that in some municipalities, water utilities are included in the municipal tax bill. If this case applies to you, please enter the amount if it is itemized on your tax bill.

  1. Other energy and water expenses - specify:

Please report the total value of all other purchased energy types not specified elsewhere, e.g., steam, oxygen or hydrogen.

  1. Total energy and water expenses

(sum of lines 1 to 10)

Unit of quantity conversion table

Unit of quantity conversion table
Table summary
This table displays the results of Unit of quantity conversion table Abbreviation and Metric (appearing as column headers).
  Abbreviation Metric Abbreviation
Imperial  
Barrel (35 gal. petroleum) barrel 0.15899 m3
Board feet (logs), Thousand M.ft.b.m. 4.53 m3
Board feet (Lumber), Thousand M.Bd.Ft. 2.35974 m3
British Thermal Unit BTU 1.05506 kj
Carat ct. 0.2 g
Cord cd. 2.40693 m3
Cubic foot cu.ft. 0.02832 m3
Cubic yard cu.yd. 0.76455 m3
Cunit (wood chips) cunit 2.83168 m3
Foot ft. 0.3048 m
Gallon gal. 4.54609 l
Gallon (U.S.) gal. (US) 3.78541 l
Hunderweight cwt. 45.35924 kg
Ounce oz. 28.34952 g
Pound lb. 0.45359 kg
Roof Square rf. sq. 9.2903 m2
Square foot sq. ft. 0.0929 m2
Square yard sq. yd. 0.83613 m2
Ton ton 0.90718 tonne
Ton ton 907.18474 kg
Yard yd. 0.9144 M
Metric  
Cubic metre m3 1.30795 cu.yd.
Cubic metre m3 0.41547 cd.
Cubic metre m3 0.35315 cunit
Cubic metre m3 0.22075 M.ft.b.m.
Cubic metre m3 0.42378 M.Bd.Ft.
Gigajoule gj 947817.1199 BTU
Gram g 0.03527 oz.
Gram g 5 ct
Joule j 0.00095 BTU
Kilogram kg 2.20462 lb.
Litre l 0.21997 gal.
Metre m 1.09361 yd.
Metre m 3.28084 ft.
Metric tonne tonne (short) 1.10231 ton
Metric tonne tonne 2204.62262 lb.
Square metre m2 1.19599 sq.yd.
Square metre m2 0.10764 rf.sq

How can I obtain data from Statistics Canada?

Inquiry service

Ask about our most recent data by:

Data from the Annual Survey of Manufactures and Logging

Marketing and Dissemination
Telephone: 613-951-9497
Toll Free: 1-866-873-8789
E-mail address: manufact@statcan.gc.ca

PLEASE REMEMBER TO SIGN YOUR NAME AT THE END OF THE QUESTIONNAIRE

For further information and assistance

Remember, if you are experiencing difficulty in completing the survey or if you are not sure about how to respond to a specific question, please call us at1-800-858-7921  and someone will be happy to assist you.

Please keep a copy of this questionnaire accessible in case you receive an enquiry from our staff. It could also serve as a guide to completing next year's survey, if necessary.

Intergrated Business Survey Program (IBSP)

Thank you for your cooperation.
Remember, all data provided are kept confidential.
Please retain a copy for your records.

Integrated Business Statistics Program (IBSP)

Reporting Guide

This guide is designed to provide additional information as you work through your questionnaire. If further assistance is required, please call us. A Statistics Canada employee will be happy to assist you.

Help Line: 1-800-858-7921

Table of contents

General information
Guidelines
Introduction
Coverage
Reporting instructions
Business activity
Reporting period information
Revenue
Expenses
Industry Characteristics
Sales of goods manufactured
Purchases of raw materials and components to be used in manufacturing process
Details on business locations
Detailed information on energy and water costs or expenses
Unit of quantity conversion table
How can I obtain data from Statistics Canada?

General information

What is the Annual Survey of Manufacturing Industries and why is it important?

The Annual Survey of Manufacturing Industries is conducted every year by Statistics Canada to obtain important information on the manufacturing sector (including logging operations) of the Canadian economy. Manufacturing establishments in Canada are required to provide information on such aspects of their operations as sales, costs/expenses, salaries and wages. Results from the Annual Survey of Manufacturing Industries help Statistics Canada in compiling key data on the Canadian economy, such as the Gross Domestic Product (GDP). The total value of sales is used along with inventories to calculate production statistics. Total sales of individual products, and external trade data, are used to estimate the size of the Canadian market for particular goods.

The data are also published and are used by the business community, trade associations, municipal, provincial/territorial, and federal governments, international organizations and private citizens.

Businesses and governments depend on official statistics to make vital economic decisions. For example:

  • The Bank of Canada relies on the GDP to make decisions that influence interest and exchange rates, which in turn affect the costs of doing business;
  • Businesses and associations use the survey results to:
    • track their performance against industry averages;
    • evaluate expansion plans;
    • prepare business plans for investors;
    • adjust inflation-indexed contracts;
    • plan marketing strategies.

Why was I chosen to receive the Annual Survey of Manufacturing Industries?

For most surveys, businesses are selected through random sampling to represent other businesses of the same type in their regions, with similar revenue or number of employees. Some businesses must be included every year as they contribute substantially to their particular industry or region. Smaller businesses must also be sampled if an industry only includes a limited number of businesses in a province or territory, to provide an accurate picture of an industry.

Whenever possible, Statistics Canada does use administrative data already filed with government, such as income tax returns or customs records. However, these sources do not contain all the information required to produce a complete industry profile. This is especially true for large businesses operating in a number of different industries, and in more than one province/territory. Tax records usually provide data for the legal entity but not for the different business units (establishments) that operate in different industries and/or provinces/territories. We need data from these specific business units to produce statistics by industry and by province/territory. Note: Although Statistics Canada can obtain records from the Canada Revenue Agency (CRA) to create statistics, CRA cannot access any individual survey records from Statistics Canada.

To protect the confidentiality of data provided by respondents, only data in aggregate form are available for use.

Your assistance in completing the enclosed survey is vital to the production of timely and accurate manufacturing statistics. If you experience difficulties in completing this survey, please do not hesitate to call us at1-800-858-7921.

Is it a legal requirement to complete this survey?

Yes. The Annual Survey of Manufacturing Industries is collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19. This act stipulates that the completion of questionnaires issued under the act is mandatory. You can go to our website to consult a copy of the Statistics Act.

Is the information provided kept confidential?

Yes. Your answers are confidential.
Statistics Canada is prohibited by law from releasing any information it collects which could identify any person, business, or organization, unless consent has been given by the respondent or as permitted by the Statistics Act.

Statistics Canada will use information from this survey for statistical purposes.

Data-sharing agreements

To reduce respondent burden, Statistics Canada has entered into data-sharing agreements with provincial and territorial statistical agencies and other government organizations, which have agreed to keep the data confidential and use them only for statistical purposes. Statistics Canada will only share data from this survey with those organizations that have demonstrated a requirement to use the data.

Section 11 of the Statistics Act provides for the sharing of information with provincial and territorial statistical agencies that meet certain conditions. These agencies must have the legislative authority to collect the same information, on a mandatory basis, and the legislation must provide substantially the same provisions for confidentiality and penalties for disclosure of confidential information as the Statistics Act. Because these agencies have the legal authority to compel businesses to provide the same information, consent is not requested and businesses may not object to the sharing of the data.

For this survey, there are Section 11 agreements with the provincial and territorial statistical agencies of Newfoundland and Labrador, Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Saskatchewan, Alberta, British Columbia, and the Yukon.

The shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province or territory.

Section 12 of the Statistics Act provides for the sharing of information with federal, provincial or territorial government organizations. Under Section 12, you may refuse to share your information with any of these organizations by writing a letter of objection to the Chief Statistician and returning it with the completed questionnaire. Please specify the organizations with which you do not want to share your data.

For all manufacturing industries - there are Section 12 agreements with the statistical agencies of Prince Edward Island, the Northwest Territories and Nunavut, as well as with the Québec Forest Industry Council, Environment Canada and Natural Resources Canada.

For establishments in non-ferrous metal (and aluminum) smelting and refining, clay building material and refractory manufacturing, cement manufacturing and lime manufacturing — there are Section 12 agreements with (1) the Newfoundland and Labrador Department of Natural Resources, (2) the New Brunswick Departments of Natural Resources and Energy, (3) the Ministère de l'énergie et des ressources naturelles du Québec, (4) the Ontario Ministry of Northern Development and Mines, (5) the Manitoba Department of Science, Technology, Energy and Mines and  Mineral Resources, (6) the British Columbia Ministry of Energy, and Mines and Petroleum Resources. (7) the British Columbia Ministry of Natural Gas Development.

For establishments in logging, sawmills, shingle and shake mills, hardwood veneer and plywood mills, softwood veneer and plywood mills, wood preservation, particle board and fibreboard mills, waferboard mills, mechanical pulp mills, chemical pulp mills, paper (except newsprint) mills, newsprint mills and paperboard mills — there is a Section 12 agreement with the Ontario Ministry of Natural Resources and forestry.

Authorized disclosure

Section 17 of the federal Statistics Act allows for the disclosure of a list of individual establishments, firms or businesses showing information including the establishments’ names and locations (province, territory and municipality) and North American Industrial Classification System (NAICS) codes. The disclosure of these lists may be authorized in order to aid analysts in the interpretation of data from the Annual Survey of Manufacturing Industries.

Record Linkages

To enhance the data from this survey and to minimize the reporting burden, Statistics Canada may combine it with information from other surveys or from administrative sources.

Guidelines

General remarks

This guide provides details to help you complete the survey with more exact responses in the following sections.

Introduction

Revenue

Expenses

Sales of goods manufactured

Purchases of raw materials and components to be used in manufacturing process

Details on business locations

Detailed information on energy and water costs or expenses

The data requested can generally be obtained from:

  • The accounting records and financial statements (for profit centres) for your business unit;
  • Your production and cost reports (for cost centres);
  • Your employment and payroll records;
  • Other sources (e.g., your plant or production manager).

Introduction

Coverage

Please report the data for your establishment (referred to as a business unit) in this questionnaire. Each of the locations included in your business unit should be pre-printed in Details on this business’s locations section. If you have acquired or disposed of a location, please indicate this change in the space provided.

Note: A business unit is the smallest operating unit in your business that can report the following items:

  • The value of sales;
  • The cost of materials and supplies purchased;
  • The cost of energy and water utility purchased;
  • The opening and closing inventories;
  • The number of employees and their salaries and wages.

Generally a business unit corresponds to a plant, mill or factory. However, it may comprise more than one plant or location when your accounting records do not permit separate reporting of the items listed above. A business unit may also include ancillary or support units, such as sales offices or warehouses.

If your business has more than one business unit, a separate questionnaire should be completed for each unit. Each questionnaire should cover all the activities of the relevant business unit.

If your firm has a separate administrative unit or head office located in a municipality other than the one in which the plant is located, then you should also fill out a separate questionnaire for the Head Office Survey. The activities of ancillary or support units which serve more than one of your business units should also be reported on a head office questionnaire (even if there is no separate head office as such).

If you are in doubt about the best way to report, or you are not sure what questionnaires are being completed by other units of your firm, please call 1-800-858-7921 for assistance. Please quote the reference number on the front page of the questionnaire in all communications.

Reporting instructions

When precise figures are not available please provide your best estimates. Report all monetary values in Canadian funds, rounded to the nearest thousand dollars (e.g., $55,417.40 should be reported as 55). Percentages should be rounded (e.g., report 37.3% as 37 and 75.8% as 76).

Contact person section asks for the name of contact as well as the person primarily responsible for completing this questionnaire. Sometimes this is not the same person. Please answer both questions accurately.

Business activity

The description on file for this business comes from the North American Industrial Classifications System (NAICS). This database contains a limited number of activity classifications. The classifications on file might be applicable for this business, even if it is not exactly how you would describe this business’s main activity.

By selecting "Yes, this is the main activity.", you indicate that the description is applicable, and it describes the main economic activity which typically generates the most revenue for this business.

By selecting "No, this is not the main activity.", you indicate that this description is not applicable as a main or a secondary activity of this business. You will be given a chance to describe this business’s main activity.

If none of the above activities describes your main source of revenue, please call 1-800-858-7921 for further instructions.

Reporting period information

  • May 1, 2013 to April 30, 2014
  • June 1, 2013 to May 31, 2014
  • July 1, 2013 to June 30, 2014
  • August 1, 2013 to July 31, 2014
  • September 1, 2013 to August 31, 2014
  • October 1, 2013 to September 30, 2014
  • November 1, 2013 to October 31, 2014
  • December 1, 2013 to November 30, 2014
  • January 1, 2014 to December 31, 2014
  • February 1, 2014 to January 31, 2015
  • March 1, 2014 to February 28, 2015
  • April 1, 2014 to March 31, 2015

Here are other examples of fiscal periods that fall within the required dates:

  • September 18, 2013 to September 15, 2014 (e.g., floating year-end)
  • June 1, 2014 to December 31, 2014 (e.g., a newly opened business)

Revenue

  1. Sales of goods and services

Sales of goods and services are defined as amounts derived from the sale of goods and services (cash or credit), falling within a business’s ordinary activities.

For Manufacturing and Logging Industries

Report all sales (domestic and exports) of goods and services from Canadian locations at final selling price.  Sales should be reported FOB factory gate: net of excise and provincial or territorial sales taxes, HST/GST, trade discounts, returns and allowances, and charges for outward transportation by common or contract carriers. (Note: FOB factory gate means truck gate if manufacturer is using own truck and driver).

Sales denominated in foreign currency should be converted into Canadian dollars at the exchange rate on the day of transaction.

Note: Goods reported as sold should not be included in inventory and goods held on consignment should be reported as inventory until actually sold.

Include:

  • Sales of goods manufactured from own materials whether at this business unit or at any other sub-contracted manufacturing plants located within Canada;
  • Sales out of warehouses at locations other than your business unit if storage warehouses are owned or rented by your business unit;
  • Sales of logs and wood residue, regardless of the source of these materials (for logging operations only);
  • Sales of goods purchased for resale, as is (purchased from another company or another business unit of your firm not covered by this questionnaire);
  • Amounts received from progress billings;
  • Revenue from repair work (labour costs only as materials and products are owned by client);
  • Charges for installation of manufactured goods where installation is part of sales;
  • Book value of goods sold for rental;
  • Transfers to other business units or a head office of your firm. Note that these should be reported at the value shown on your books of account (i.e. book transfer value).

Exclude:

  • Transfers into inventory and consignment sales;
  • Federal, provincial and territorial sales taxes, and excise duties and taxes;
  • Shipping charges by common carrier or contract carriers;
  • Discounts and returns.
  1. Rental and leasing

Rental and leasing revenue from assets owned by your business unit should be reported here. This revenue should be reported before deduction of expenses such as property taxes and repairs and maintenance and excluding the goods and services tax (GST). Rental expenses should not be subtracted from rental revenues.

Include:

  • Revenue from rental or leasing of manufactured products made by your business unit; 
  • Revenue from long and short term rental or leasing of vehicles, machinery and equipment owned by your business unit (including operating leases);
  • Revenue from rental or leasing of apartments, commercial buildings, land, office space, residential housing, investments in co-tenancies and co-ownerships.

Exclude:

  • Finance charges from financing and sales leases;
  • Revenue from intellectual property (e.g., patents, trademarks, copyrights).
  1. Commissions

Include:

  • Commissions earned on the sale of products or services by businesses such as advertising agencies, brokers, insurance agents, lottery ticket sales, sales representatives, and travel agencies – Compensation could also be reported under this item (for example, compensation for collecting sales tax).

     

  1. Subsidies (including grants, donations and fundraising)

Include:

  • Non-repayable grants, contributions and subsidies from all levels of government;
  • Revenue from private sector (corporate and individual) sponsorships, donations and fundraising.
  1. Royalties, rights, licensing and franchise fees

A royalty is defined as a payment received by the holder of a copyright, trademark or patent.  Royalties paid by your business unit should not be subtracted from royalty revenues.

Include:

  • Revenue received from the sale or use of all intellectual property rights of copyrighted materials such as musical, literary, artistic or dramatic works, sound recordings or the broadcasting of communication signals. Examples are: motion pictures, computer programs, etc;
  • Revenues from franchise fees;
  • Revenues from licensing agreements.
  1. Dividends

Dividend expenses should not be subtracted from dividend revenues.

Include:

  • Dividend income;
  • Dividends from Canadian sources;
  • Dividends from foreign sources;
  • Patronage dividends.

Exclude:

  • Dividend from capital investment from affiliates
  1. Interest

Interest expenses should not be subtracted from interest revenues.

Include:

  • Investment revenue;
  • Interest from foreign sources;
  • Interest from Canadian bonds and debentures;
  • Interest from Canadian mortgage loans;
  • Interest from other Canadian sources.

Exclude:

  • Equity income from investments in subsidiaries or affiliates.
  1. Other revenue (please specify)

Include:

Amounts not included in questions 1 to 7 above such as:

  • Revenue from warranties;
  • Placement fees for displaying items on websites, store windows, catalogues;
  • Revenue from shipping and handling charges that are not included in the price of the merchandise;
  • Deposit service income, credit service income and card service income;
  • Lodging and boarding revenue in the logging industry;
  • Revenue from secondary activities (e.g. cafeterias and lunch counters;
  • Revenue from outside installation or construction work not related to your own products.
  1. Total Revenue

(sum of lines 1 to 8)

Expenses

  1. Purchases

For Manufacturing and Logging Industries

Please report the laid-down cost FOB, plant gate, but excluding GST, for purchases / cost of materials.

Include:

  • Purchases of raw materials and components for manufacturing;
  • Purchases of non-returnable containers and other shipping and packaging materials (boxes, cartons, barrels, kegs, bottles, pallets);
  • Purchases of goods purchased for resale in the same condition as purchased (without further manufacturing or processing);
  • Shipping charges by common carrier or contract carriers;
  • Freight in and duty;
  • Fuel purchased to be used as an input into the manufacturing process as a feedstock or processing material (e.g., crude oil processed into gasoline).

Exclude:

  • Federal, provincial and territorial sales taxes, and excise duties and taxes;
  • Change in inventories
  1. Employment costs and expenses

  2. (a) Salaries, wages and commissions

Please report all salaries and wages (including taxable allowances and employment commissions as defined on the T4 – Statement of Remuneration Paid) for this reporting period. Amounts reported should be gross, before any deductions at source.

Include:

  • Indirect labour costs (e.g., food service staff, repair staff) Overtime payments;
  • Vacation pay;
  • Payments to casual labour; Directors’ pay;
  • Bonuses (including profit sharing);
  • Commissions paid to regular employees such as your manufacturer’s agents;
  • Taxable allowances (e.g., room and board, gifts such as air tickets for holidays);
  • Retroactive wage payments;
  • Stock options awarded to employees (the amount for which you have entered a “code 38” on the employees’ T4 and which is included in box 14 – value according to CRA  rules); Any other allowance forming part of the employee’s earnings;
  • Payments to individuals working on their own premises using equipment and materials provided by your business unit since such persons should be treated as employees;
  • Severance pay.

Exclude:

  • Deferred stock options awarded to employees that meet relevant CRA rules (the amount for which you have entered a “code 53” on the employee’s T4 and which is excluded from box 14);
  • Amounts paid out to other business units for employment costs only;
  • Monies withdrawn by working owners and partners of unincorporated business units;
  • Director’s fees or distribution of profits to shareholders of incorporated business units;
  • Cost/expenses for outside subcontracted employees (report the amount at question 3-Subcontracts)
  • Cost/expenses for temporary workers paid through an agency, as well as charges for personnel search services (report these amounts at question 21 – All other costs and expenses).

(b) Employee benefits

Report expenses related to the employer portion of employee benefits.

Include:

  • Payments for employee life and extended health care insurance plans (e.g., medical, dental, drug and vision care plans);
  • Employer portion of Canada Pension Plan/Québec Pension Plan contributions;
  • Employer pension contributions;
  • Contributions to provincial and territorial health education payroll taxes (applicable to your business unit);
  • Workers’ compensation (provincial or territorial) applicable to your business unit;
  • Employer portion of EI premiums;
  • Association dues;
  • All other employee benefits such as childcare and supplementary unemployment benefit (SUB) plans.

Exclude:

  • Employee portions of employee benefits (i.e., deductions from pay).
  1. Subcontracts

Subcontract expense refers to the purchasing of services from outside of the company rather than providing them in-house. In such cases, business units provide materials to other business units or individuals for the production of outputs on a so-called “custom basis”.  Subcontract expense only refers to work hired out for production towards the company’s outputs.

Include:

  • Commissions paid to non-employees;
  • Any amount you pay to any other business units, firms, or individuals for work done on materials you own;
  • Custom work and contract work;
  • Sub-contract and outside labour;
  • Hired labour.

Exclude:

  • Research and development sub-contracts (report these amounts at question 4 – Research and development fees);
  • Salaries and wages paid to employees;
  • Payments to individuals working on their own premises using machinery, equipment and materials provided by your firm (such persons should be treated as employees);
  • Cost of materials;
  • Cost/expenses for temporary workers paid through an agency, as well as charges for personnel search services (report these amounts at question 21 – All other expenses);
  • Repairs and maintenance services (report these amounts at question 13 - Repair and maintenance).
  1. Research and development fees

Paid activities (purchased or subcontracted) conducted with the intention of making a discovery that could either lead to the development of new products or procedures, or to the improvement of existing products or procedures.

Exclude:

  • Own labour costs (included at line 2 (a) - Salaries, wages and commissions)
  1. Professional and business fees

Please report only the total cost of purchased professional or business service fees here (a detailed breakdown may be required in a subsequent section).

Include:

  • Legal services;
  • Accounting and auditing fees;
  • Education and training fees;
  • Appraisal fees;
  • Management and administration fees;
  • Property management fees;
  • Information technology (IT) consulting and service fees (purchased);
  • Data processing fees;
  • Architectural fees;
  • Engineering fees;
  • Scientific and technical service fees;
  • Other consulting fees (management, technical and scientific);
  • Veterinary fees;
  • Fees for human health services;
  • Payroll preparation fees;
  • All other professional and business service fees.

Exclude:

  • Service fees paid to Head Office and other business units not included in this questionnaire (report these at question 21- All other costs and expenses);
  • The cost of in-house activities undertaken by your own staff.
  1. Energy and water expenses

Report the cost/expense of purchased utilities attributed to operations in the current reporting period such as water, electricity, gas and heating.

Include:

  • Diesel, fuel wood, natural gas, oil and propane;
  • Sewage.

Exclude:

  • Energy expenses covered in your rental and leasing contracts;
  • Telephone, Internet and other telecommunications;
  • Vehicle fuel (report these at question 21- All other costs and expenses);
  • Raw materials i.e. any fuel purchased as input to the manufacturing process as a feed stock or processing material (e.g. crude oil to be refined into gasoline) or for any other non energy purpose (report these at question 1 - Purchases).
  1. Office and computer related expenses

Please report all office supplies purchased and used by your business unit for both manufacturing and non-manufacturing operations.

Include:

  • Computer rental;
  • Office stationery and supplies, paper and other supplies for photocopiers, printers and fax machines;
  • Postage and courier (used in the day-to-day office business activity);
  • Memory storage devices and computer upgrade expenses;
  • Data processing expense.

Exclude:

  • Telephone, Internet and other telecommunication expenses (report this amount at question 8 -Telephone, Internet and other telecommunication).
  1. Telephone, Internet and other telecommunication

Include:

  • Telephone, fax, cellular phone, or pager services for transmission of voice, data or image;
  • Internet access charges;
  • Purchased cable and satellite transmission of television, radio and music programs;
  • Wired telecommunication services;
  • Wireless telecommunication services;
  • Satellite telecommunication services;
  • Large bandwidth services to send/receive digital works;
  • Online access services;
  • Online information provision services.
  1. Business taxes, licences and permits

This item comprises the cost of various licences and permits, and some indirect taxes (taxes levied on your business unit that are not corporate income or logging taxes, sales or excise taxes, or insurance premium taxes).

Include:

  • Property taxes paid directly and land transfer taxes;
  • Business taxes;
  • Vehicle licence and/or registration fees;
  • Beverage licence fees;
  • Trade licence fees;
  • Professional license fees;
  • All other licence fees;
  • Lot levies;
  • Building permits and development charges;
  • Other property/business licences or permits not specified above.

Exclude:

  • Property taxes covered in your rental and leasing expenses;
  • Corporate income taxes;
  • Stumpage fees (report these at 11 –Crown charges).
  1. Royalties (other than Crown royalties), franchise fees and memberships

Include:

  • Amounts paid to holders of patents, copyrights, performing rights and trademarks;
  • Gross overriding royalty expenses and direct royalty costs;
  • Resident and non-resident royalty expenses;
  • Membership fees;
  • Franchise fees.

Exclude:

  • Stumpage fees (report these at 11 – Crown charges).
  1.  Crown charges (for logging, mining and energy industries only)

Include:

  • Crown royalties, Crown leases and rentals, oil sand leases and stumpage fees;
  • Federal or provincial royalty, tax, lease or rental payments made in relation to the acquisition, development or ownership of Canadian resource properties.
  1. Rental and leasing (land, buildings, equipment, vehicles, etc.)

Include:

  • Lease/rental expenses, real estate rental expenses, condominium fees and equipment rental expenses;
  • Only operating leases (as opposed to leases that can be capitalized);
  • Motor vehicle rental and leasing expenses (without driver);
  • Furniture and fixtures;
  • Computer, machinery and equipment rental expenses (without operator);
  • Storage expense;
  • Studio lighting and scaffolding; Road and construction equipment rental;
  • Fuel and other utility costs covered in your rental and leasing contracts.

Exclude:

  • Rental and leasing of vehicles (with driver), machinery and equipment (with driver or operator) (report these costs at question 21 - All other costs and expenses).
  1. Repair and maintenance

This item comprises repair and maintenance costs related to the replacement of parts or other restoration of plant and machinery to keep your properties in efficient working condition.

Include:

  • Waste removal services, hazardous and non-hazardous;
  • Janitorial and cleaning services;
  • Sweeping and snow removal services;
  • Costs related to materials, parts and external labour associated with the following expenses: buildings and structures,machinery and equipment,motor vehicles,security equipment and other goods (except fabricated metal products or furniture repair services).

Exclude:

  • Salaries already reported in question 2 (Employment costs and expenses);
  • Property management fees (report these at 5 - Professional and business fees);
  • Repair and maintenance expenses that are included in any payment to a head office.
  1. Amortization and depreciation

Report the amortization/depreciation (the systematic allocation of the cost of assets to current operations over their useful life) related only to the current reporting period.

Include:

  • Direct cost depreciation of tangible assets and amortization of leasehold improvements;
  • Amortization of rental equipment (for operating leases: by lessor; for capital leases: by lessee);
  • Amortization of intangible assets (e.g., amortization of goodwill, patents, franchises, copyrights, trademarks, deferred charges, deferred gains and losses on investments, organizational costs).
  1. Insurance

Insurance recovery income should be deducted from insurance expenses.

Include:

  • Accident and health insurance services;
  • Life insurance and individual pension services;
  • Asset insurance services, including property and motor vehicle;
  • General liability insurance services;
  • Executive life insurance;
  • Bonding, business interruption insurance and fire insurance;
  • All other insurance services not elsewhere specified.

Exclude:

  • Payments on behalf of employees which are considered to be taxable benefits (report these at question 2(b) – Employee benefits);
  • Premiums paid directly to your head office (report these at question 21 – All other costs and expenses).
  1. Advertising, marketing, promotion, meals and entertainment

Include:

  • Advertising planning and creating services;
  • Newspaper advertising and media expenses;
  • Catalogues, presentations and displays;
  • Trade fairs and exhibition organization services;
  • Tickets for theatre, concerts and sporting events for business promotion;
  • Fundraising expenses;
  • Meals, entertainment and hospitality purchases for clients;
  • Other advertising services.
  1. Travel, meetings and conventions

Include:

  • Travel expenses;
  • Rental services of passenger cars, buses and coaches with operator;
  • Meeting and convention expenses, seminars;
  • Passenger transportation (airfare, bus, train, etc.);
  • Accommodations (hotel and motel lodging);
  • Travel allowance and meals while travelling;
  • Travel agency services;
  • Taxi services;
  • Meal and beverage services for consumption on the premises;
  • Other travel expenses.
  1. Financial services (bank charges, transaction fees, etc.)

Include:

  • Explicit service charges for financial services;
  • Credit and debit card commissions and charges;
  • Collection expenses and transfer fees;
  • Registrar and transfer agent fees;
  • Security and exchange commission fees;
  • Other financial service fees.

Exclude:

  • Interest expenses (report these at question 19- Interest expense).
  1. Interest expense

Please report the cost of servicing your company’s debt such as interest and bank charges, finance charges, interest payments on capital leases, amortization of bond discounts.

Include (interest on):

  • Short-term and long-term debt; Bonds and debentures;
  • Mortgages.

Exclude:

  • Dividends paid to term and retractable preferred shares;
  • Debt issue expenses, including their amortization.
  1. Other non-production-related costs and expenses

Include:

  • Charitable donations and political contributions;
  • Bad debt expense;
  • Loan losses;
  • Provisions for loan losses (minus bad debt recoveries);
  • Inventory adjustments.
  1. All other expenses (including intracompany expenses)

Include:

  • Log yard expense, forestry costs, logging road costs;
  • Production costs;
  • Vehicle fuel expenses;
  • Pipeline operations, drilling, site restoration costs;
  • Gross overriding royalty;
  • Other producing property rental costs;
  • Well operating, fuel and equipment costs;
  • Other lease rental costs;
  • Other direct costs;
  • Equipment hire and operation costs;
  • Overhead expenses allocated to costs of sales;
  • Cash over/short (negative expense);
  • Reimbursement of parent company expenses;
  • Warranty expenses;
  • Recruiting expenses;
  • General and administrative expenses;
  • Interdivisional expenses;
  • Interfund transfers (minus expense recoveries);
  • Exploration and development costs (include: geological prospecting, well abandonment and dry holes, exploration expenses, development expenses);
  • Safety supplies;
  • Cafeteria supplies;
  • Materials, components and supplies for installation and construction that is not related to own product;
  • All other supplies, material and components not elsewhere specified;
  • Variance;
  • All other expenses not reported elsewhere.

Exclude:

  • Items related to expenditures in prior periods.
  1. Total expenses

(sum of lines 1 to 21)

Industry Characteristics

Cost Center

A cost center is a department or section of a company where managers are directly responsible for costs. For example, consider a company that has a manufacturing department, a research and development department, and a payroll department. Each department could be a cost center. Cost centers do not directly report revenues as these are reported by another part of the company such as a head office.

Valuation of sales

Please indicate whether you will report at final selling price or any alternate valuation.

  • If you are a single business unit firm, sales must be reported at your final selling price.
  • If you are part of a multi-business unit firm:
    a) sales to your firm’s non-logging or non-manufacturing business units must be reported at your final selling price.
    b) sales to your firm’s logging or manufacturing business units, sales branches, selling warehouses or head offices should be reported at the value shown on your books of account (i.e., book transfer value)

Report all sales (domestic and exports) goods and services from Canadian locations at final selling price.  Sales should be reported FOB factory gate: net of excise and provincial or territorial sales taxes, HST/GST, trade discounts, returns and allowances, and charges for outward transportation by common or contract carriers. (Note: FOB factory gate means truck gate if manufacturer is using own truck and driver).

Sales denominated in foreign currency should be converted into Canadian dollars at the exchange rate on the day of transaction.

Note: Goods reported as sold should not be included in inventory and goods held on consignment should be reported as inventory until actually sold.

Please note that the questionnaires for the manufacturing industries and the logging industries are slightly different. Depending on which one you have received, the questions might be worded slightly differently and some categories of revenue might not be part of your questionnaire.

Sales for selected items

  1. Sales of goods manufactured

Include:

  • Sales of goods manufactured from own materials whether at this business unit or at any other sub-contracted manufacturing plants located within Canada;
  • Sales out of warehouses at locations other than your business unit if storage warehouses are owned or rented by your business unit;
  • Amounts received from progress billings;
  • Charges for installation of manufactured goods where installation is part of sales;
  • Book value of goods sold for rental;
  • Transfers to other business units or a head office of your firm. Note that these should be reported at the value shown on your books of account (i.e., book transfer value).

Exclude:

  • Transfers into inventory and consignment sales;
  • Shipping charges by common or contract carriers;
  • Discounts and returns;
  • Federal provincial and territorial sales taxes and excise duties and taxes;
  • Sales of goods purchased for resale, as is;
  • Revenue from repair work;
  • Revenue from manufacturing and logging service fees and/or custom work.
  1. Sales of goods purchased for resale, as is

Report sales of goods that have not been processed or altered in your business unit and that have been purchased and resold in the same condition.

Include:

  • Sales of products transferred to you from other business units of your firm and sold in the same condition as transferred.

Exclude:

  • Transfers into inventory and consignment sales;
  • Shipping charges by common or contract carriers;
  • Discounts and returns;
  • Federal provincial and territorial sales taxes and excise duties and taxes.;
  1. Revenue from repair work

Repair work comprises fixing/repairing products that have already been installed or delivered to a client (or other business unit). This work could be done at the client’s facilities or at your business unit (where the products were uninstalled and shipped for repair). Repair work also includes warranty repairs where your business unit charges a fee to either an external business or another business unit within your firm. In all of these cases, your business unit has only provided labour to a client but this client owns the product(s) and materials involved.

Exclude:

  • Shipping charges by common or contract carriers;
  • Discounts;
  • Federal provincial and territorial sales taxes and excise duties and taxes.
  1. Revenue from manufacturing service fees or and/or custom work

Custom work, manufacturing service, comprise manufacturing work undertaken to the specifications of a client (or other business unit of your firm) prior to installation or initial delivery. Your business unit has only provided labour to a client but this client owns the product(s) and materials involved.

Exclude:

  • Shipping charges by common or contract carriers;
  • Discounts;
  • Federal provincial and territorial sales taxes and excise duties and taxes.
  1. All other sales

Include:

  • Sales of goods and services not specified elsewhere.

Exclude:

  • Revenue from rental and leasing;
  • Commissions;
  • Revenue from royalties, franchise and licensing fees;
  • Revenue from interest and dividends;
  • Subsidies /grants.
  1. Total sales of goods and services

(sum of lines 1 to 5)

Selected expense information

Please note that the questionnaires for the manufacturing industries and the logging industries are slightly different. Depending on which one you have received, the questions might be worded slightly differently and some categories of expense might not be part of your questionnaire.

  1. Purchases of raw materials and components

Report the laid-down cost FOB plant gate, but excluding GST for all raw materials and components purchased for your logging or manufacturing process.

Include:

  • Shipping charges by common carrier or contract carriers;
  • Freight in and duty;
  • Fuel purchased to be used as an input into the manufacturing process as a feedstock or processing material (e.g., crude oil processed into gasoline).

Exclude:

  • Federal provincial and territorial sales taxes and excise duties and taxes;
  • Purchases of goods purchased for resale in the same condition as purchased (without further manufacturing or processing);
  • Purchases of non-returnable containers and other shipping and packaging materials (boxes, cartons, barrels, kegs, bottles, pallets, etc.);
  • Change in inventories.
  1. Purchases of non-returnable containers and other shipping and packaging materials

Report the laid-down cost for all shipping and packaging materials purchased FOB plant gate, but excluding GST.

Include:  

  • Boxes, cartons, barrels, kegs, bottles, pallets, etc.;
  • Shipping charges by common carrier or contract carriers;
  • Freight in and duty.

Exclude:

  • Federal provincial and territorial sales taxes and excise duties and taxes.
  1. Purchases of goods for resale, as is

Report the laid-down cost of goods purchased for resale in the same condition as purchased (FOB plant gate, but excluding  GST), i.e., without further manufacturing or processing.

Include:

  • Shipping charges by common carrier or contract carriers;
  • Freight in and duty.

Exclude:

  • Federal provincial and territorial sales taxes and excise duties and taxes;
  • Change in inventories.
  1. Vehicle fuel expense

Report any vehicle fuel expenses incurred during your manufacturing.

Include:

  • Purchases of gasoline, diesel fuel, propane, natural gas and other fuel used to operate any type of vehicle at the location or otherwise, such as sales representatives’ cars, delivery trucks, lift trucks, etc.

Exclude:

  • Any fuel purchased for power/heat generation.

Inventories

Inventories are to be reported at the value maintained in your accounting records (book value). If your accounting records do not distinguish between goods of own manufacturing and goods purchased for resale, please provide your best estimate of the distribution between the two inventory types.

Include:

  • Inventory at the manufacturing plant or at any warehouse or selling outlet which is treated as part of this business unit;
  • Inventory in transit in Canada;
  • Inventory held on consignment for Canada.

Exclude:

  • Goods owned and held in inventory abroad;
  • Any goods held on consignment from others.
  1. Raw materials and components

Include:

  • Materials and components to be used in the manufacturing process;
  • Fuel purchased to be used as an input into the manufacturing process as a feedstock or processing material (e.g., crude oil processed into gasoline);
  • Non-returnable containers and other shipping and packaging materials.

Exclude:

  • Any raw material intended for resale in the same condition as purchased.
  1. Goods and work in process

Include:

  • Partially completed goods;
  • The value of work done on goods accounted for under progress billing for which no payment has been received.
  1. Finished goods manufactured

Include:

  • Goods of own manufacture from your business unit.
  1. Goods purchased for resale, as is

Include:

  • All goods which are purchased for resale without further processing by your business unit.

Exclude:

  • Components manufactured by another business unit/firm that are purchased or transferred by this business and used as inputs for the assembly and manufacturing system (report these under (11) – Raw material and components).
  1. Other inventories (please specify)

Include:

  • All other inventory of materials used in your logging or manufacturing process but not included in the above categories.
  1. Total inventories

(sum of lines 11 to 15)

Sales of goods manufactured

This section represents a breakdown, by product for the total reported at question 1- Sales of goods manufactured”  in the Industry characteristics section 1. Please report the value of sales (in thousands of Canadian dollars) for each product produced by your manufacturing operations for the products listed in this section.

Exclude:

  • Shipping charges by contract or common carrier if possible for each product class. If your accounting records do not allow you to provide sales of your reported commodities net of shipping charges, you will be prompted to report your total shipping charges at a later time.

If you manufacture products that are not listed in this section, please enter the product description and relevant amounts after answering “Yes” when asked “During the reporting period, did this business manufacture and sell any other products?”

Purchases of raw materials and components to be used in the logging or manufacturing process

This section requests a breakdown, by product, of the total reported at question 7-"Purchases of raw materials and components" of the Industry characteristics section. Please report the cost of raw materials for each individual product used in logging or manufacturing operations.

In reporting the cost of the various items purchased, give the laid-down value at your business unit, (i.e., the amounts after discounts actually paid or payable).

Where quantity information is requested, please provide this information from your records or, if not recorded, provide your best estimate.

Include:

  • Semi-processed goods, if you are part of a multi-business unit firm and receive semi-processed goods as transfers from the other business units of your firm for further processing. The cost of such goods should be equivalent to the transfer value reported by the shipping unit plus any transportation and handling charges paid by your business unit to common or contract carriers;
  • Any fuel purchased as an input into the manufacturing process, as a feedstock or processing material (e.g., crude oil processed into gasoline), or for any other non-energy purpose.

Exclude:

  • Fuel used for energy purposes (e.g., for office or plant heating) - These energy items should be reported in the "Detailed information on energy and water costs or expenses" section.

If you purchased raw materials that are not displayed in this section, please enter the raw material name and relevant amounts, when asked, "During the reporting period, did this business purchase any other raw materials or components to be used in the manufacturing process?”.

Details on this business's locations

General guidelines

This section requests a breakdown of total operating revenues, salaries, wages and commissions for all locations included in this survey. Please report separately for each location (covered by your business unit).

Please indicate if any locations are no longer part of your business unit and should be deleted from the list. If you have added any locations to your business unit, or if any locations are missing from the list, please provide the information on these. The section is designed to account for all personnel on the payroll of your business unit, including those working in ancillary units which form part of your business unit.

Operating revenues represent the revenue generated from the course of normal business operations (e.g., sales and commissions).

Labour expenses

Amounts reported for salaries and wages should be gross, before any deductions from employees for income tax and employee contributions to health, accident, pension, insurance, or other benefits, all of which should be included. Please do this calculation separately for direct and indirect labour at each location. Do not include benefit contributions by the employer.

Direct labour (manufacturing or logging)

Include wages for employees engaged in:

  • Manufacturing (processing and/or assembling);
  • Logging and forestry support;
  • Packing, handling, warehousing;
  • Repair and maintenance, janitorial;
  • Watchmen;
  • Foremen doing work similar to their employees;
  • Erection/installation by own business unit when an extension of your manufacturing operations.

Non-manufacturing/indirect (administrative and selling/operating)

Please report gross salaries. Do not include workers that are not on your payroll.

Include salaries for:

  • Executives, administrators and office staff;
  • Sales staff;
  • Food service staff;
  • Building construction and major renovation staff (when work is chargeable to fixed asset accounts);
  • Machinery and equipment repair staff (when work is chargeable to fixed asset accounts).

Please indicate whether each specific location operated for the full reporting period or part of it. If a location did not operate for the full year, please provide an explanation in the space provided (e.g. seasonal operations, strike, plant closure, etc.)

 

Detailed information on energy and water costs or expenses

Please report information on all purchased energy, water utility expenses and electricity purchased by your business unit for energy purposes only. Answers to the detailed questions should cover amounts used by your business unit in all plant and office operations and any support units which are part of your business unit. Do not report fuel consumed as fuel purchased unless the amounts are substantially the same (or unless you can only report consumption)

Include:

  • Transportation costs, duties, etc. which form part of the laid-down cost at your business unit.

Exclude:

  • Any fuel purchased to be used as an input into the manufacturing process as a feedstock or processing material or for any other non-energy purposes (e.g., a raw material for products such as chemicals, synthetic rubber and a variety of plastics).
  1. Electricity

Please report the delivered cost of purchased electricity.

  1. Gasoline

The cost of purchased gasoline includes that used for all plant operations.

Exclude:

  • Fuel for motor vehicle use
  1. Light fuel oil

Please report the total value of purchased light fuel oil for this reporting period.

Include:

  • * Light fuel oil includes all distillate type fuels for power burners;
  • * Fuel oil no.2 (heating oil no. 2);
  • * Fuel oil no.3 (heating oil  no. 3);
  • * Furnace fuel oil;
  • * Gas oils;
  • * Light industrial fuel.
  1. Heavy fuel oil

Please report the total value of purchased heavy fuel oil for this reporting period.

Include:

All grades of residual type fuels for steam or diesel engines (non-vehicle use);

  • * Bunker B and Bunker C;
  • * Fuel oils no. 4, 5 and 6
  • * Residual fuel oil.
  1. Diesel fuel

Please report the total value of purchased diesel fuel for the current reporting period

Exclude:

  • Fuel for motor vehicle use.
  1. Liquefied petroleum gas (e.g., propane, butane)

Please report the total value of purchased liquefied petroleum gases (LPG) for this reporting period. LPG's comprise normally gaseous paraffinic compounds extracted from refinery gases.

Exclude:

  • Fuel for motor vehicle use
  1. Natural gas

Please report the total value of purchased natural gas, which comprises a mix of hydrocarbon compounds and small quantities of various non-hydrocarbons existing in a gaseous phase.

Exclude:

  • Fuel for motor vehicle use
  1. Coal

Please report the total value of purchased coal for this reporting period.

  1. Water Utilities

Please report the total value of water utility costs. Note that in some municipalities, water utilities are included in the municipal tax bill. If this case applies to you, please enter the amount if it is itemized on your tax bill.

  1. Other energy and water expenses - specify:

Please report the total value of all other purchased energy types not specified elsewhere, e.g., steam, oxygen or hydrogen.

  1. Total energy and water expenses

(sum of lines 1 to 10)

Percentage of operating capacity

Capacity use (utilization) is calculated by taking the actual production level for an establishment (production can be measured in dollars or units) and dividing it by the establishment’s capacity production level.

Capacity production is defined as maximum production attainable under normal conditions.

To calculate capacity production, follow the establishment’s operating practices with respect to the use of productive facilities, overtime, workshifts, holidays, etc.

For example, if your plant normally operates with one shift of eight hours a day, five days a week, then capacity will be calculated subject to these conditions and not on the hypothetical case of three shifts a day, seven days a week.

Example:

Plant “A” normally operates one shift a day, five days a week. Given this operating pattern, capacity production is 150 units of product ‘A’ for the month. In that month, actual production of product ‘A’ was 125 units.

The capacity use for plant ‘A’ is (125/150) * 100 = 83%.

Now suppose that Plant ‘A’ had to open for a shift on Saturdays to satisfy an abnormal surge in demand for product ‘A’. Given this plant’s normal operating schedule, capacity production remains at 150 units.

Actual production has grown to 160 units, so capacity use would be (160/150) * 100 = 107%.

Unit of quantity conversion table

Table summary
This table displays the results of Unit of quantity conversion table Abbreviation and Metric (appearing as column headers).
  Abbreviation Metric Abbreviation
Imperial  
Barrel (35 gal. petroleum) barrel 0.15899 m3
Board feet (logs), Thousand M.ft.b.m. 4.53 m3
Board feet (Lumber), Thousand M.Bd.Ft. 2.35974 m3
British Thermal Unit BTU 1.05506 kj
Carat ct. 0.2 g
Cord cd. 2.40693 m3
Cubic foot cu.ft. 0.02832 m3
Cubic yard cu.yd. 0.76455 m3
Cunit (wood chips) cunit 2.83168 m3
Foot ft. 0.3048 m
Gallon gal. 4.54609 l
Gallon (U.S.) gal. (US) 3.78541 l
Hunderweight cwt. 45.35924 kg
Ounce oz. 28.34952 g
Pound lb. 0.45359 kg
Roof Square rf. sq. 9.2903 m2
Square foot sq. ft. 0.0929 m2
Square yard sq. yd. 0.83613 m2
Ton ton 0.90718 tonne
Ton ton 907.18474 kg
Yard yd. 0.9144 M
Metric  
Cubic metre m3 1.30795 cu.yd.
Cubic metre m3 0.41547 cd.
Cubic metre m3 0.35315 cunit
Cubic metre m3 0.22075 M.ft.b.m.
Cubic metre m3 0.42378 M.Bd.Ft.
Gigajoule gj 947817.1199 BTU
Gram g 0.03527 oz.
Gram g 5 ct
Joule j 0.00095 BTU
Kilogram kg 2.20462 lb.
Litre l 0.21997 gal.
Metre m 1.09361 yd.
Metre m 3.28084 ft.
Metric tonne tonne (short) 1.10231 ton
Metric tonne tonne 2204.62262 lb.
Square metre m2 1.19599 sq.yd.
Square metre m2 0.10764 rf.sq

How can I obtain data from Statistics Canada?

Inquiry service

Ask about our most recent data by:

Data from the Annual Survey of Manufactures and Logging

Marketing and Dissemination
Telephone: 613-951-9497
Toll Free: 1-866-873-8789
E-mail address: manufact@statcan.gc.ca

PLEASE REMEMBER TO SIGN YOUR NAME AT THE END OF THE QUESTIONNAIRE

For further information and assistance

Remember, if you are experiencing difficulty in completing the survey or if you are not sure about how to respond to a specific question, please call us at 1-800-858-7921 and someone will be happy to assist you.

Please keep a copy of this questionnaire accessible in case you receive an enquiry from our staff. It could also serve as a guide to completing next year's survey, if necessary.

Intergrated Business Survey Program (IBSP)

Thank you for your cooperation.
Remember, all data provided are kept confidential.
Please retain a copy for your records.

Retail Price and Costs Survey at remote locations

Part 1

Employee questionnaire

Consumer Information Schedule (CIS)

Section:

  1. General information
  2. Miscellaneous information
  3. Local versus outside purchases
  4. Outside purchases
  5. Comments
  6. Insurance and other home services

Note:

  • The following is an excerpt from the Isolated Post and Government Housing Directive - Appendix H, page 3:
  • When Statistics Canada is unable to measure the LCD index by reason of the lack of response to surveys by employees, the National Joint Council, on the recommendation of the Isolated Posts and Government Housing Committee, may recommend the reduction or deletion of the applicable LCD index.

When completed either

Mail to:
Isolated Posts Unit, Consumer Prices Division, Statistics Canada
A2 - 3th Floor, Jean Talon Bldg. 170 Tunney's Pasture Driveway,
Ottawa, ON K1A 0T6

OR

Fax to:
Attn: Lloyd McKinnon,(613) 951-5141

Government Allowance Indexes Section - Consumer Prices Division

Retail price and living cost survey

Introduction

The Government Allowance Indexes Section of Statistics Canada has been assigned the responsibility for carrying out surveys of retail price and living cost conditions encountered by Federal Government personnel stationed at isolated posts. The results of this study will be used to determine the Living Cost Differential allowance level payable under the Isolated Posts and Government Housing Directive. The range of goods and services included in this study are limited to those categories outlined in the Isolated Posts and Government Housing Directive as set out by the National Joint Council Committee on Isolated Posts and Government Housing.

The Government Allowance Indexes Section of Statistics Canada has been assigned the responsibility for carrying out surveys of retail price and living cost conditions encountered by Federal Government personnel stationed at isolated posts. The results of this study will be used to determine the Living Cost Differential allowance level payable under the Isolated Posts and Government Housing Directive. The range of goods and services included in this study are limited to those categories outlined in the Isolated Posts and Government Housing Directive as set out by the National Joint Council Committee on Isolated Posts and Government Housing.

Instructions

We would ask that this schedule be completed by each family or individual concerned. Your co-operation in ensuring that the necessary information is supplied as soon as possible will be appreciated. The various questions have been grouped under six basic sections:

SECTION A: General information relating to yourself, your family and the location at which you are stationed.
SECTION B: Miscellaneous information.
SECTION C: Information on Local versus Outside purchases.
SECTION D: Information on Outside purchases.
SECTION E: Comments on local conditions as they affect retail price and living cost levels.
SECTION F: Information on Insurance and Other Home Services.

The information that you provide should reflect your own purchasing practises and consumption patterns. Please describe only what applies to you and your family, do not try to give answers that represent the post as a whole. Actual retail prices for your location will be collected separately by either a Statistics Canada survey officer or your Survey Co-ordinator.

Once you have completely finished sections A-F, the questionnaire should be inserted into the self-addressed postage paid envelope, if provided, or mailed to the address on the front page of this survey or faxed to: (613) 951-5141

Confidentiality

Statistics Canada is prohibited by law from publishing any statistics which would divulge information obtained from this survey that relates to any identifiable business or institution or individual without the previous written consent of that business/individual/institution. The data reported on this questionnaire will be treated with the strictest confidence and will be used for statistical purposes that will be published in aggregate form only. The confidentiality provisions of the Statistics Act are not affected by either the Access to Information Act or by any other legislation.

Thank you for your Co-operation

Section A: General information

  1. Name of employee
  2. Location
  3. Department
  4. Public service classification
  5. Amount of time at this location
    • years
    • months
  6. Telephone number
    • at work (area code):
    • at home (area code):
  7. How long have you been serving at posts designated as isolated?
    • years
    • months
  8. Number of people living in the household
    • Adults (include yourself)
    • Children
  9. Full mailing address

Section B: Miscellaneous information

  1. Services
    • (A) Dry cleaning: If this service is not available locally, please specify where you might reasonably obtain them by giving:
      • Name of location
      • Name of business establishment
      • Method of transporting
    • (B) Vehicle repairs: If this service is not available locally, please specify where you might reasonably obtain them by giving:
      • Name of location
      • Name of business establishment
  2. Transportation
    • (A)Regional centre visited most often and method(s) of travel:
    • (B)Large metropolitan centre most associated with your region and method(s) of travel:
  3. Please list the local retail grocery stores that you patronize at your location and indicate in percentage terms the amounts spent in each.
    • Local grocery outlets
    • Percentage amount (Should total to 100%)
  4. Fuel and utilities costs:
    • How much does it cost to heat your house annually?
    • What are your annual electricity costs?
  5. What type of fuel do you use to heat your home? (Please check all that apply)
    • Natural gas
    • Propane
    • Heating oil
    • Electricity
    • Wood
  6. Name of the local suppliers for:
    • Electricity
    • Heating fuel (oil, gas, propane, etc.)

Section C: Local vs outside purchases

Instructions:

Listed below are some of the major items or groups ot items that you probably purchase on a regular basis. For each item, indicate in column 1 the percentage of these items you normally purchase locally, and in column 2 show the percentage you normally obtain from other outside locations. The sum of the figures for each line should total 100% (as shown in the examples below).
Please indicate N/A (not applicable) for those groups of items that are not relevant to your consumption habits.

Please note that this page and the next go together and should be considered as one large spreadsheet.
See the next page (page 5) for other instructions concerning columns in this page.

Standard table symbols

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.
Item groups 1
Local Outlets
2
Outside Purchases
A
The location(s) where outside purchasesare normally made.
% if more thanone locationper group
Examples
Fresh fruits and vegetables
20% 80% Edmonton
Yellowknife
50%
50%
Eggs 90% 10% Thompson ..
Groups Data entry here
Fresh milk
Other milk - evaporated, powdered, etc.
Ice cream
Cheese
Eggs
Flour
Bread
Fresh and/or frozen meats
Perishable fresh fruit and vegetables - all fruits, tomatoes, lettuce, etc.
Coarse vegetables - potatoes, cabbage, turnips, etc.
Frozen foods
Butter
Soft drinks
Sugar
General groceries - canned goods, spreads, sauces, tea, coffee, etc.
Personal care supplies - shampoos, deodorants, tissues, etc.
Pet food
Household supplies - detergent, bleaches, foodwraps, etc.
Minor auto parts - spark plugs, oil filters, anti-freeze, etc.
Major auto parts - tires, batteries, air filters, etc.
Snowmobile / outboard motor parts
Beer
Liquor and wine
Audio / video tapes, CD's
Film and film processing, batteries
Reading supplies

Section D: outside purchases (This section is applicable only for those items obtained from outside sources)

Instructions:

For each entry you have made in column 2 (Outside Purchases) on page 4, please indicate in the appropriate columns below:

  1. The location where each outside purchase was normally made (if more than 1 location per item, estimate each in percentage terms).
  2. The name of the business with whom you normally deal.
  3. The method of transporting the goods to the post (i.e. parcel post, air freight, train, boat, private vehicle or a combination of these).
    If goods within one group are sometimes transported by different means, list them all and estimate each in percentage terms.
  4. Give the name of the carrier(s) that are normally used along with the shipping rate per kg. and minimun charge where applicable.

Standard table symbols

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.
B
The name of the business(es) with whom you normally deal
C
The method normally used to transport the goods to the post
% if more than one method pergroup D
Where applicable, give the name of the carrier(s) normally used, the shipping rate/kg. and the minimum charges

Examples

Cash & carry, enterprise extra foods, Yellowknife

From Edmonton by truck
From Edmonton by air
From Yellowknife by private vehicle
25%
25%
50%
XYZ transport $0.90/kg - $20 minimum
ABC airline $1.50/kg - $22 minimum
N/A
Safeway Private vehicle .. N/A
Data entry here Data entry here

Section D: Outside purchases(continued)

In the event that you make large bulk purchases for food and related items, please give the approximate weight, the dollar value and the method of transportation of the single largest order you have received during the past 12 months. Do not include shipments of household furnishings, personal effects, vehicles, building supplies, etc.
  • Value ($) (excl. transportation costs)
  • Approximate weight (kg)
  • Method of transportation

If you have indicated that you use a private vehicle to bring in outside purchases, please indicate the one-way distance you must drive from the post to the location in question, the frequency these trips are made and the average value of the purchases. Please also indicate the type of road that is used to get to the location in question. (i.e. gravel, paved, etc.)

  • One way distance
    • miles
    • m
  • Frequency of the trips
    • once every _ week(s)
  • Average value of purchases (exel. gas, meals & lodging)
    • $_ /trip
    • Type of road surface:
  • If overmight meals and lodging are required - costs per day: $_
  • Approximate cost of gas (one way): $_

Section E: Comments

This section has been added to enable you to express your views and opinions about local conditions as they affect your living cost situation and those of your family. More specifically, your comments would be welcomed regarding the quality and availability of goods and services, as well as the retail outlets. (Please be as specific as possible i.e. estimate spoilage loss, etc. in percentage terms.)

Certification

I hereby that the above information is correct and complete to the best of my knowledge.

  • Signature
  • Date

Section F: Insurance and other home services

  • Motor vehicle insurance coverage
    • Type of vehicle:
      • Car
      • Truck
      • Minivan
      • SUV
    • Make:
    • Model:
    • Year:
  • Liability protection amount $:
  • Deductible amounts:
    • Forliability $:
    • For comprhensive $:
  • Name of Insurer
  • Total amount of premium $:
  • Home owners/tenants insurance coverage. Name of Insurer:
  • Type of dwelling
    • House
    • Apartment
    • Townhouse
    • Other (please specify)
    • Own
    • Rent
    • Provided by the Government
  • Home owner's package
    • Annual premium $:
    • Deductible amount $:
    • Coverage on dwelling $:
    • Coverage on contents $:
    • Liability protection amount $:
    • Other(s) $:
  • Tenant's package
    • Annual premium $:
    • Deductible amount $:
    • Coverage on contents $:
    • Liability protection amount $:
    • Other(s) $:
      Please specify other:
  • Satellite or cablevision service

    In this section, please specify if you receive satellite , cablevision and/or internet service at your home. Please indicate the type of service, the name or the service provider, the level of service that you receive and the monthly cost for this service.

    • Name of provider
    • Satellite
    • Cablevision
    • Do not receive either service
    • Basic service
      • # of channels
      • Monthly charge $:
    • Extended Package
      • # of channels
      • Monthly charge $:
    • Extended package Plus
      • # of channels
      • Monthly charge $:
    • Internet service
      • Name of Provider:
      • no service
      • # of hours access per month
      • unlimited
      • Monthly charge $:
      • 2nd telephone line (if applicable)
      • Monthly charge $:

Internet addresses

To view the "Isolated Posts and Government Housing Directive"

go to the Treasury Board Secretariat internet site:
http://www.tbs-sct.gc.ca/hr-rh/gtla-vgcl/menu-ipla-dpicl-eng.asp

To view past changes/updates to directive

go to the National Joint Council internet site:
http://www.njc-cnm.gc.ca/index.php?lang=e

  • click on "What's New"
  • you can also access the Directive by clicking on "NJC Directives"
To view the list of designated departmental coordinators for the directive

go to the Treasury Board Secretariat internet site:
http://www.tbs-sct.gc.ca/pubs_pol/hrpubs/ipgh-dpill/ddhc-cmdl-eng.asp

Isolated posts unit - Statistics Canada:(e-mail address)

Linda Fortin-Dorion - linda.fortin-dorion@statcan.gc.ca

Denis Montreuil - denis.montreuil@statcan.gc.ca

Jurisdiction
Year

Introduction

This information is collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19.

Completion of this questionnaire is a legal requirement under this act.

Purpose of Survey
The Youth Custody and Community Services (YCCS) survey provides important indicators as to the nature and characteristics of correctional caseflow that are of use to agencies responsible for the delivery of these services, the media and the public. The survey collects annual data on the delivery of youth correctional services by the provincial/territorial correctional systems. Key themes include: new admissions (commencements) to correctional programs of sentenced custody, probation, and other community-based programs. The information may also be used by Statistics Canada for other statistical and research purposes.

Confidentiality
Statistics Canada is prohibited by law from releasing any information it collects which could identify any person, business, or organization, unless consent has been given by the respondent or as permitted by the Statistics Act. Statistics Canada will use the information from this survey for statistical purposes.

For More Information
Visit the "Information for survey participants" page at www.statcan.gc.ca.

Survey Instructions

  1. Select the language of your choice by clicking the "English / Français" button displayed at the top of each page.
  2. Enter data in white cells. Totals will calculate automatically in the shaded green cells and cannot be edited.
  3. For tables 2 to 24, admissions and releases must be counted each time the custody or community status of an individual changes, providing an indication of the total workload associated with an individual as he/she moves through the corrections system. For example, a person admitted to pre-trial detention, sentenced to secure custody and supervision, followed by time served on probation is counted three times. For detailed definitions and scoring rules for admissions and releases, please refer to the glossary.
  4. For table 1, Initial Entry counts must count only the status under which a person first makes contact with correctional services. Using the example in point 3, the same person must be counted only once, and the initial entry would be classified as pre-trial detention.
  5. Means and medians cannot be automatically calculated by the questionnaire. These must be entered manually in tables 9, 13, 14, 18, 19, 23, and 24.
  6. Clicking the "Glossary / Glossaire" button at the top of any page opens a list of the core definitions, ordered alphabetically to facilitate your search. Return to the survey by clicking the "Survey / l'Enquête" button.

Contact Information

Please provide the name and title of the person who completed this questionnaire. We require this information for follow-up purposes. It is recommended that you keep a copy of this questionnaire for your records in case we require clarification about the information provided.

Name of person completing form:
Title:
Phone:
Fax:
E-mail:
Date:

STC/CCJ-155-75090
Statistics Canada/Statistique Canada
Canada

Table 1: Number of Young Persons Commencing Correctional Services by Status at Initial Entry1 (For each of the following categories: Pre-Trial Detention, Secure Custody, Open Custody, Community)

  • Total Initial Entry
  • Pre-Trial Detention
  • Total Secure Custody
  • Custody & Supervision
  • Custody & Supervision (Murder)
  • Custody & Supervision (Presumptive)
  • Intensive Rehabilitative Custody & Supervision
  • Young Offenders Act
  • Total Open Custody
  • Custody & Supervision
  • Custody & Supervision (Murder)
  • Custody & Supervision (Other Presumptive)
  • Intensive Rehabilitative Custody & Supervision
  • Young Offenders Act
  • Intensive Support and Supervision
  • Non-Residential Program
  • Deferred Custody & Supervision
  • Probation
  • Other2
  1. Initial Entry:The status representing the first point at which a youth commences uninterrupted supervision within the youth corrections system.

  2. Other : This category includes the number of youth who have commenced their period of supervision with other community sentences such as fine options, orders for restitution, compensation or other community or personal services, and other sentences deemed appropriate by the youth justice court, not including extrajudicial sanctions (EJS).

Comments:

Table 2: Admissions to Custody, (For each of the following categories: Pre-Trial Detention, Provincial Director Remand, Secure Custody, Open Custody)

  • Total Admissions
  • Pre-trial Detention
  • Provincial Director Remand
  • Total Secure Custody
  • Custody & Supervision
  • Custody & Supervision (Murder)
  • Custody & Supervision (Other Presumptive)
  • Intensive Rehabilitative Custody & Supervision
  • Young Offenders Act
  • Total Open Custody
  • Custody & Supervision
  • Custody & Supervision (Murder)
  • Custody & Supervision (Other Presumptive)
  • Intensive Rehabilitative Custody & Supervision
  • Young Offenders Act

Comments:

Table 3: Admissions to Community Corrections, (For each of the following categories: Pre-Trial Detention, Provincial Director Remand, Community Portion of Custody Sentences, Community)

Total Admissions

  • Custody & Supervision
  • Custody & Supervision (Murder)
  • Custody & Supervision (Other Presumptive)
  • Intensive Rehabilitative Custody & Supervision
  • Intensive Support and Supervision
  • Non-Residential Program
  • Deferred Custody and Supervision
  • Probation
  • Other

Comments:

Table 4: Releases from Custody (For each of the following categories: Secure Custody, Open Custody)

  • Total Releases
  • Pre-trial Detention
  • Provincial Director Remand
  • Total Secure Custody
  • Custody & Supervision
  • Custody & Supervision (Murder)
  • Custody & Supervision (Other Presumptive)
  • Intensive Rehabilitative Custody & Supervision
  • Young Offenders Act
  • Total Open Custody
  • Custody & Supervision
  • Custody & Supervision (Murder)
  • Custody & Supervision (Other Presumptive)
  • Intensive Rehabilitative Custody & Supervision
  • Young Offenders Act

Comments:

Table 5: Releases from Community Supervision, (For each of the following categories: Community Portion of Custody Sentences, Community)

  • Total Releases
  • Custody & Supervision
  • Custody & Supervision (Murder)
  • Custody & Supervision (Other Presumptive)
  • Intensive Rehabilitative Custody & Supervision
  • Intensive Support and Supervision
  • Non-Residential Program
  • Deferred Custody and Supervision
  • Probation
  • Other

Comments:

Table 6: Admissions to Pre-Trial Detention by Most Serious Offence, (For each of the following categories: Offences against the person, Property offences, Other Criminal Code, Other offences, Unknown)

  • Total Admissions
  • Total
  • Assault Level 2
  • Common assault
  • Sexual assault
  • Robbery
  • Other offenses against the person
  • Total
  • Break & Enter
  • Theft $5,000 & under
  • Theft over $5,000
  • Possession stolen goods
  • Mischief
  • Other property
  • Other CC
  • Total
  • Drug related
  • YCJA / YOA
  • Other Federal
  • Provincial/Municipal
  • Unknown

Comments:

Table 7: Admissions to Pre-Trial Detention and Provincial Director Remand by Age and Sex, (For each of the following categories: Pre-Trial Detention: Total, Male, Female, Unknown; Provincial Director Remand: Total, Male, Female, Unknown)

  • 12
  • 13
  • 14
  • 15
  • 16
  • 17
  • 18+
  • Unknown

Comments:

Table 8: Admissions to Pre-Trial Detention and Provincial Director Remand by Aboriginal Status and Sex, (For each of the following categories: Pre-Trial Detention: Total, Male, Female, Unknown; Provincial Director Remand: Total, Male, Female, Unknown)

  • Sex
  • Total
  • Aboriginal
  • Non-Aboriginal
  • Unknown

Comments:

Table 9: Releases from Pre-Trial Detention by Time Served and Sex, (Pre-Trial Detention, for each of the following categories: Total, Male, Female, Unknown)

  • Sex
  • Total
  • 1 Week or less
  • 1 week to 1 month
  • >1 to 6 months
  • >6 months to 1 year
  • >1 to 2 years
  • More than 2 years
  • Unknown
  • Mean (days)
  • Median (days)

Comments:

Table 10: Admissions to Secure Custody by Most Serious Offence, (please specify the Custody Status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision ( From Deferred Custody, From Provincial Director Remand), YOA) ; for each of the following categories: Total Most Serious Offence, Offences against the person, Property offences, Other CC, Other Offences, Unknown)

  • Total Most Serious Offence
  • Total (Offenses against the person)
  • Assault Level 2
  • Common assault
  • Sexual assault
  • Robbery
  • Other offenses against the person
  • Total (Property offences)
  • Break & Enter
  • Theft $5,000 & under
  • Theft over $5,000
  • Possession stolen goods
  • Mischief
  • Other property
  • Total (Other CC)
  • Total (Other Offenses)
  • Drug related
  • YCJA / YOA
  • Other Federal
  • Provincial/Municipal
  • Total (Unknown)

Comments:

Table 11: Admissions to Secure Custody by Age and Sex, (please specify gender: Total, Male, Female, Unknown for each of the following Custody status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, (From Deferred Custody, From Provincial Director Remand), Young Offenders Act)

  • Total
  • 12
  • 13
  • 14
  • 15
  • 16
  • 17
  • 18+
  • Unknown

If available please provide data for "From Deferred Custody" and "From Provincial Director Remand". These are subsets of Custody and Supervision orders, and as such these numbers should be included in one of the four Custody and Supervision counts shown above.

Comments:

Table 12: Admissions to Secure Custody by Aboriginal Status and Sex, (please specify gender: Total, Male, Female, Unknown for each of the following Custody status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, (From Deferred Custody, From Provincial Director Remand), Young Offenders Act)

  • Sex
  • Total
  • Aboriginal
  • Non-Aboriginal
  • Unknown

If available please provide data for "From Deferred Custody" and "From Provincial Director Remand". These are subsets of Custody and Supervision orders, and as such these numbers should be included in one of the four Custody and Supervision counts shown above.

Comments:

Table 13: Admissions to Secure Custody by Aggregate Sentence Length and Sex, (please specify gender: Total, Male, Female, Unknown for each of the following Custody status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, From Deferred Custody, From Provincial Director Remand, Young Offenders Act)

  • Sex
  • Total
  • 1 month or less
  • >1 to 6 months
  • >6 months to 1 year
  • >1 to 2 years
  • More than 2 years
  • Unknown
  • Mean (days)
  • Median (days)

Comments:

Table 14: Releases from Secure Custody by Time Served and Sex, (please specify gender: Total, Male, Female, Unknown for each of the following Custody status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, Young Offenders Act)

  • Releases
  • Length of Time Served
  • Sex
  • Total
  • 1 month or less
  • >1 to 6 months
  • >6 months to 1 year
  • >1 to 2 years
  • More than 2 years
  • Unknown
  • Mean (days)
  • Median (days)

Comments:

Table 15: Admissions to Open Custody by Most Serious Offence, (For each of the following categories: Total Most Serious Offence, Offences against the person, Property offences, Other CC, Other offences, Unknown; Please specify Custody Status: Total , Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision(From Deferred Custody, From Provincial Director Remand), Young Offenders Act)

  • Total Most Serious Offence
  • Total (Offences against the person)
  • Assault Level 2
  • Common assault
  • Sexual assault
  • Robbery
  • Other offences against the person
  • Total (Property offences)
  • Break & Enter
  • Theft $5,000 & under
  • Theft over $5,000
  • Possession stolen goods
  • Mischief
  • Other property
  • Total(Other CC)
  • Total(Other)
  • Drug related
  • YCJA / YOA
  • Other Federal
  • Provincial/Municipal
  • Total (Unknown)

Comments:

Table 16: Admissions to Open Custody by Age and Sex, (please specify gender: Total, Male, Female, Unknown for each of the following Custody status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision (From Deferred Custody, From Provincial Director Remand), Young Offenders Act)

  • Sex
  • Total
  • 12
  • 13
  • 14
  • 15
  • 16
  • 17
  • 18+
  • Unknown

If available please provide data for "From Deferred Custody" and "From Provincial Director Remand". These are subsets of Custody and Supervision orders, and as such these numbers should be included in one of the four Custody and Supervision counts shown above.

Comments:

Table 17: Admissions to Open Custody by Aboriginal Status and Sex, (please specify gender: Total, Male, Female, Unknown for each of the following Custody status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision (From Deferred Custody, From Provincial Director Remand), Young Offenders Act)

  • Sex
  • Total
  • Aboriginal
  • Non-Aboriginal
  • Unknown

If available please provide data for "From Deferred Custody" and "From Provincial Director Remand". These are subsets of Custody and Supervision orders, and as such these numbers should be included in one of the four Custody and Supervision counts shown above.

Comments:

Table 18: Admissions to Open Custody by Sentence Length ordered and Sex, (please specify gender: Total, Male, Female, Unknown for each of the following Custody status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, From Deferred Custody, From Provincial Director Remand, Young Offenders Act)

  • Admissions
  • Sentence Length
  • Sex
  • Total
  • 1 month or less
  • >1 to 6 months
  • >6 months to 1 year
  • >1 to 2 years
  • More than 2 years
  • Unknown
  • Mean (days)
  • Median (days)

If available please provide data for "From Deferred Custody" and "From Provincial Director Remand". These are subsets of Custody and Supervision orders, and as such these numbers should be included in one of the four Custody and Supervision counts shown above.

Comments:

Table 19: Releases from Open Custody by Time Served and Sex, (please specify gender: Total, Male, Female, Unknown for each of the following Custody status: Total, Custody & Supervision, Custody & Supervision (Murder), Custody & Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, Young Offenders Act)

  • Releases
  • Length of Time Served
  • Sex
  • Total
  • 1 month or less
  • >1 to 6 months
  • >6 months to 1 year
  • >1 to 2 years
  • More than 2 years
  • Unknown
  • Mean (days)
  • Median (days)

Comments:

Table 20: Admissions to Community Corrections by Most Serious Offence, (For each of the following categories: Total Most Serious Offence, Offences against the person, Property offences, Other CC, Other offences, Unknown; Please specify type of Community Status: Total, Custody and Supervision, Custody and Supervision (Murder), Custody and Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, Intensive Support & Supervision, Non-Residential Program, Deferred Custody & Supervision, Probation, Other1)

  • Total Most Serious Offence
  • Total (Offenses Against the Person)
  • Assault Level 2
  • Common assault
  • Sexual assault
  • Robbery
  • Other offenses against the person
  • Total (Property Offences)
  • Break & Enter
  • Theft $5,000 & under
  • Theft over $5,000
  • Possession stolen goods
  • Mischief
  • Other property
  • Total (Other CC)
  • Total (Other Offences)
  • Drug related
  • YCJA /YOA
  • Other Federal
  • Provincial/Municipal
  • Total (Unknown)
  1. Other: Includes any other community sentence managed by community corrections, for example: community service disposition as per S.42(i) or restitution as per S. 42(f).

Comments:

Table 21: Admissions to Community Corrections by Age and Sex, (Please specify gender: Total, Male, Female, Unknown for each of the following Community Status: Total, Custody and Supervision, Custody and Supervision (Murder), Custody and Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, Intensive Support & Supervision, Non-Residential Program, Deferred Custody & Supervision, Probation, Other)

  • Age at Time of Admission
  • Sex
  • Total
  • 12
  • 13
  • 14
  • 15
  • 16
  • 17
  • 18+
  • Unknown

Comments:

Table 22: Admissions to Community Corrections by Aboriginal Status and Sex, (Please specify gender: Total, Male, Female, Unknown for each of the following Community Status: Total, Custody and Supervision, Custody and Supervision (Murder), Custody and Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, Intensive Support & Supervision, Non-Residential Program, Deferred Custody & Supervision, Probation, Other)

  • Sex
  • Total
  • Aboriginal
  • Non-Aboriginal
  • Unknown

Comments:

Table 23: Admissions to Community Corrections by Sentence Length and Sex, (Please specify gender: Total, Male, Female, Unknown for each of the following Community Status: Total, Custody and Supervision, Custody and Supervision (Murder), Custody and Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, Intensive Support & Supervision, Non-Residential Program, Deferred Custody & Supervision, Probation, Other)

  • Admissions
  • Sentence Length
  • Sex
  • Total
  • 3 months or less
  • >3 to 6 months
  • >6 months to 1 year
  • >1 to 2 years
  • More than 2 years
  • Unknown
  • Mean (days)
  • Median (days)

Comments:

Table 24: Releases from Community Corrections by Time Served and Sex, (Please specify gender: Total, Male, Female, Unknown for each of the following Community Status: Total, Custody and Supervision, Custody and Supervision (Murder), Custody and Supervision (Other Presumptive), Intensive Rehabilitative Custody & Supervision, Intensive Support & Supervision, Non-Residential Program, Deferred Custody & Supervision, Probation, Other)

  • Releases
  • Length of Time Served
  • Sex
  • Total
  • 1 month or less
  • >1 to 6 months
  • >6 months to 1 year
  • >1 to 2 years
  • More than 2 years
  • Unknown
  • Mean (days)
  • Median (days)

Comments:

YCCS Core Definitions

Aboriginal Status:
Indicates whether the youth is Aboriginal. Aboriginal status includes North American Indian, Métis and Inuit whether registered or not. Please note that this variable is self-reported and data availability varies among jurisdictions.

Admission:
Admissions are collected each time a person begins any type of custodial or community supervision, and describe and measure the case-flow in correctional agencies over time. The same person can be included several times in the admission counts where the individual moves from one type of legal status to another (e.g., from open to secure custody) or re-enters the system in the same year. As such, admissions represent the number of entries within a fiscal year to sentenced custody, to remand, and to community supervision regardless of the individual's preceding or following legal status.

Age:
Refers to the age of the young person at the time of admission into a custody status or community program.

Aggregate sentence:
The earliest start date and the latest end date within a specific status.

Custody and Supervision - Community Portion:
The period of time, or the portion of the young persons youth sentence that must, with exception of completing an application for continuation of custody, be served in the community.

Custody and Supervision - Custodial Portion:
The period of time, or the portion of, the young persons youth sentence that must be served in custody before he or she begins to serve the remainder under community supervision.

Custody and Supervision - Murder:
An offense where a young person has committed or alleged to have committed first or second degree murder, attempt to commit murder, or manslaughter and for which the youth, if tried as an adult, would be liable to imprisonment for a term of more than two years.

Custody and Supervision - Other Presumptive:
An offense where a young person has committed or alleged to have committed aggravated sexual assault or a serious violent offence for which the youth, if tried as an adult, would be liable to imprisonment for a term of more than two years.

Deferred Custody:
Like a conditional sentence within adult sentencing, deferred custody is a community-based alternative to a custodial sentence. Under a deferred custody order, the young person will serve his or her sentence in the community under a set of strict conditions. If these conditions are not followed, the young person may be sent to custody to serve the balance of that sentence.

Extrajudicial Sanctions:
An action other than a judicial proceeding used to deal with a young person alleged to have committed an offence. Participants in extrajudicial sanctions program may or may not have been charged by the police. Information on extrajudicial sanctions is not within the scope of the YCCS.

Initial Entry:
The status representing the first point at which a youth commences uninterrupted supervision within the youth corrections system.

Intensive Rehabilitative Custody & Supervision (IRCS):
Sentence intended to be a treatment sentence applicable to young persons guilty of the most serious violent offences and who are suffering from mental, psychological, or emotional disorders. It is the most serious youth sentencing option available under the YCJA.

Intensive Support and Supervision Program:
(ISSP) - Provides intensive individual and family therapy for youth with complex mental health issues, who have been found guilty of an offence that would otherwise result in custody, but whose mental health issues are determined to best be addressed by home and community interventions.

Mean:
The mean of a population is obtained by adding up the values of every observation in the population and then dividing the result by the number of observations in the population.

Median:
The median of a population is referred to as the midpoint of a distribution, once the distribution has been arranged from the lowest to highest value, where an equal number of observations are above and below this point.

Most Serious Offence Categorization:
Admissions are categorized according to the offence violation codes in the Uniform Crime Reporting Survey (UCR) (see Appendix A). The most serious offence in each admission should be determined in accordance with the CCJS's courts-based offence seriousness ranking (see Appendix B).

Open custody:
A facility is considered "open" when there is minimal use of security devices or perimeter security. The extent to which facilities are "open" varies across jurisdictions. Open custody facilities include community residential centres, group homes, childcare institutions, forest or wilderness camps etc.

Probation:
A common type of community-based sentence, where the young person is placed under the supervision of a probation officer or other designated person. Unsupervised probation orders are excluded.

Provincial Director Remand:
To hold a young person in custody following the breach of community supervision conditions pursuant to a warrant issued by the Provincial Director.

Release:
Releases represent the end of a legal status in correctional services and do not necessarily represent the end of supervision by correctional services. The same person can be included several times in the release counts where the individual moves from one type of legal status to another (e.g., from remand to sentenced custody and then to community services). As such, releases represent the number of movements within a fiscal year out of remand, sentenced custody and the community statuses regardless of the individual's preceding or following legal status.

Remand/Pre-trial Detention:
To hold a young person temporarily in custody, while awaiting trial or sentencing.

Reporting Period:
The reference time period (e.g., fiscal year - April 1 to March 31) during which a youth must be active in order to be extracted for YCCS purposes. A youth is active if he/she is under the supervision of the Provincial/Territorial Director of youth corrections (e.g., serving a sentence, or under community supervision).

Secure Custody:
A facility is considered "secure" when young persons are detained by security devices, including those facilities which operate with full perimeter security features and/or where youths are under constant observation. The extent to which facilities are "secure" varies across jurisdictions.

Sentence:
Under the YCJA, a youth justice court orders a sentence upon finding a young person guilty of an offence. Sentence types include the following:

  1. Custodial Sentences: include Custody and Supervision - open, and custody and supervision - secure; and
  2. Community Supervision: includes intensive support and supervision, deferred custody and supervision, supervised probation, community service order, personal service order, compensation, restitution, or any other sentence deemed appropriate.

Sentence Length:
This refers to the aggregate sentence or total amount of continuous days for a particular sentence that a young person is ordered to serve under the Young Offenders Act or the Youth Criminal Justice Act. The specific amount of days must be for an uninterrupted period of time during which the youth is under the authority of the Provincial/Territorial Director. For multiple custodial sentences (i.e., secure and open custody), if sentences are concurrent then the sentence length is the longest sentence; if the sentences are consecutive, then the sentence length is the sum of all custodial sentences; and if sentences are both concurrent and consecutive then the aggregate sentence is the sum of both types as calculated above.

Sentenced Custody:
Refers to both secure and open custody.

Status of Supervision:
The program status in which the young person is under the responsibility of correctional services (e.g., secure custody, open custody, pre-trial detention, probation or other community supervision).

Time Served:
Refers to the aggregate time served or total amount of days a young person spent upon completion of an uninterrupted period of time under a particular status during which time the youth was under the authority of the Provincial/ Territorial Director.

Young Person (YCJA)/Young Offender (YOA):
A person who is twelve years of age or older, but less than eighteen years of age, at the time of committing an offence.

YCJA: Young Criminal Justice Act
YOA: Young Offenders Act

Aboriginal Peoples Survey 2012 – Education and Employment

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Text begins

INTRODUCTION (INT)

INT_R01

This survey will collect data from First Nations people living off reserve, Métis and Inuit in Canada.

(The information collected will be used by Aboriginal organizations, groups and communities as well as government to help plan programs and policies in such areas as education, employment and health.)

Although this survey is voluntary, I hope that you will participate because the information could benefit you, your family and your community.

INT_R02

In order to reduce the number of questions, Statistics Canada plans to combine information collected during the 2011 National Household Survey to the information you provide in this interview. We may also add information from other surveys or administrative data sources. All information will be kept confidential and used for statistical purposes only.

IDENTIFICATION (ID)

ID_R01

I would now like to ask you some questions about yourself.

ID_Q01

Are you an Aboriginal person, that is, First Nations, Métis or Inuk (Inuit)? First Nations includes Status and Non-Status Indians.

INTERVIEWER: The terms "First Nations" and "North American Indian" can be interchanged. Some respondents may prefer one term over the other.

"Inuit" is the plural form of "Inuk".

  1. Yes
  2. No (Go to ID_Q03)
  3. DK, RF (Go to ID_Q03)

ID_Q02

INTERVIEWER: If the respondent has already specified the Aboriginal group(s), select the group(s) from the list below; if not, ask:

Are you First Nations, Métis or Inuk (Inuit)?

INTERVIEWER: Mark all that apply.

First Nations (North American Indian) includes Status and Non-Status Indians. The terms "First Nations" and "North American Indian" can be interchanged. Some respondents may prefer one term over the other.

"Inuit" is the plural form of "Inuk".

  1. First Nations (North American Indian)
  2. Métis
  3. Inuk (Inuit)
  4. DK, RF

ID_Q03

Are you a Status Indian, that is, a Registered or Treaty Indian as defined by the Indian Act of Canada?

INTERVIEWER: "Status Indians" include Registered and Treaty Indians. Registered Indians are persons who are registered under the Indian Act of Canada. Treaty Indians are persons who belong to a First Nation or Indian band that signed a treaty with the Crown.

  1. Yes, Status Indian (Registered or Treaty)
  2. No
  3. DK, RF

ID_Q04A

Have you ever applied to Aboriginal Affairs and Northern Development Canada (previously named INAC) to be registered as a Status Indian under Bill C-31 or Bill C-3?

INTERVIEWER: Mark all that apply.

  1. Yes, Bill C-31
  2. Yes, Bill C-3
  3. No (Go to ID_Q05)
  4. DK, RF (Go to ID_Q05)

ID_Q04B

Have you been registered as a Status Indian under Bill C-31 or Bill C-3?

INTERVIEWER: Mark all that apply.

  1. Yes, Bill C-31
  2. Yes, Bill C-3
  3. No
  4. DK, RF

ID_Q05

Are you a member of a First Nation or Indian band?

INTERVIEWER: For example, Musqueam Indian Band, Sturgeon Lake First Nation, Atikamekw (At ti' ka mek) of Manawan, etc..

  1. Yes
  2. No
  3. DK, RF

HOUSEHOLD COMPOSITION 1 (HC1)

HC1_C01

If (5 < Age < 15) or (Age = 15..17 and Proxy = 1 (Proxy)), go to HC1_R01.
Otherwise, go to HC1_END.

HC1_R01

The next section is about the people who currently live at this address and their relationship to ^FNAME.

HC1_Q01

What is your relationship to ^FNAME?

  1. Spouse (husband/wife)
  2. Common-law partner
  3. Mother
  4. Father
  5. Son/Daughter
  6. Brother/Sister
  7. Foster father/mother
  8. Foster son/daughter
  9. Grandfather/mother (include great-grandfather/mother)
  10. Grandson/daughter
  11. In-law
  12. Uncle/Aunt
  13. Other related
  14. Unrelated
  15. (DK, RF not allowed)

HC1_Q02

What is your date of birth?

INTERVIEWER: This is the date of birth of the PMK (Person Most Knowledgeable).

DK, RF

HC1_N03

INTERVIEWER: Enter PMK's sex.

  1. Male
  2. Female
  3. (DK, RF not allowed)

HC1_Q04

What is your marital status? Are you… ?

INTERVIEWER: Read categories to respondent. If a Quebec respondent answers "civil union", code to the "married" category.

  1. Married
  2. Living common-law
  3. Widowed (Go to HC1_Q06)
  4. Separated (Go to HC1_Q06)
  5. Divorced (Go to HC1_Q06)
  6. Single, never married (Go to HC1_Q06)
  7. DK, RF (Go to HC1_Q06)

HC1_Q05

What is your spouse's or partner's relationship to ^FNAME?

  1. Spouse (husband/wife)
  2. Common-law partner
  3. Mother
  4. Father
  5. Son/Daughter
  6. Brother/Sister
  7. Foster father/mother
  8. Foster son/daughter
  9. Grandfather/mother (include great-grandfather/mother)
  10. Grandson/daughter
  11. In-law
  12. Uncle/Aunt
  13. Other related
  14. Unrelated
  15. DK, RF

HC1_Q06

Including ^FNAME, how many persons usually live here, at this address, as of today?

INTERVIEWER: Include all persons who have their main residence at this address, even if they are temporarily away. Examples include, joint custody, students, secondary residence or cottage.

(MIN : 1) (MAX : 99)

DK, RF

HC1_Q07

Including ^FNAME, how many persons under the age of 18 usually live here, at this address, as of today?

(MIN : 1) (MAX : 99)

DK, RF (Passez à HC1_Q09)

HC1_C08

If HC1_Q07 = 1 , go to HC1_Q09.

Otherwise, go to HC1_Q08.

HC1_Q08

How many of these persons are younger than or the same age as ^FNAME?

(MIN : 0) (MAX : 99)

DK, RF

HC1_Q09

Including yourself, what members of ^FNAME's family and other people usually live here at this address?

INTERVIEWER: Mark all that apply. Include relatives and non-relatives. If it is known how the PMK and his or her spouse (if applicable) are related to the child, choose the correct responses from the list below; otherwise probe.

  1. Spouse (husband/wife)
  2. Common-law partner
  3. Mother
  4. Father
  5. Son/Daughter
  6. Brother/Sister
  7. Foster father/mother
  8. Foster son/daughter
  9. Grandfather/mother (include great-grandfather/mother)
  10. Grandson/daughter
  11. In-law
  12. Uncle/Aunt
  13. Other related
  14. Unrelated
  15. DK, RF

MARITAL STATUS (MS)

MS_C01

If Age >= 15, go to MS_Q01.
Otherwise, go to MS_END.

MS_Q01

What is your marital status? Are you… ?

INTERVIEWER: Read categories to respondent. If a Quebec respondent answers "civil union", code to the "married" category.

  1. Married
  2. Living common-law
  3. Widowed
  4. Separated
  5. Divorced
  6. Single, never married
  7. DK, RF

HOUSEHOLD COMPOSITION 2 (HC2)

HC2_C01

If (Age = 15..17 and Proxy = 2 (Non-proxy)) OR (Age >= 18), go to HC2_R01.
Otherwise, go to HC2_END.

HC2_R01

The next section is about the people who currently live at this address.

HC2_Q01

Including yourself, how many persons usually live here, at this address, as of today?

INTERVIEWER: Include all persons who have their main residence at this address, even if they are temporarily away. Examples include, joint custody, students, secondary residence or cottage.

(MIN : 1) (MAX : 99)

DK, RF

HC2_C02

If HC2_Q01 = 1 (number of people at address), go to HC2_END.
Otherwise, go to HC2_Q02.

HC2_Q02

How many persons under the age of 18 usually live here, at this address, as of today?

(MIN : 0) (MAX : 99)

DK, RF

HC2_Q03

What members of your family and other people usually live here at this address?

INTERVIEWER: Mark all that apply. Include relatives and non-relatives.

  1. Spouse (husband/wife)
  2. Common-law partner
  3. Mother
  4. Father
  5. Son/Daughter
  6. Brother/Sister
  7. Foster father/mother
  8. Foster son/daughter
  9. Grandfather/mother (include great-grandfather/mother)
  10. Grandson/daughter
  11. In-law
  12. Uncle/Aunt
  13. Other related
  14. Unrelated
  15. DK, RF

MOBILITY (MOB)

MOB_R01

Now I would like to ask you some questions about where you live and moves that you have made.

MOB_Q01

Have you lived in this city, town or community all your life?

INTERVIEWER: Do not include temporary moves for school or work.

  1. Yes (Go to MOB_Q14)
  2. No
  3. DK, RF (Go to MOB_Q14)

MOB_Q02

Why did you move to this city, town or community?

INTERVIEWER: Mark all that apply. If respondent moved away from this city, town or community and then returned, collect reason for the most recent return.

  1. To be with or follow family members/spouse
  2. Relationship (boyfriend/girlfriend)
  3. Work / To find a job
  4. School
  5. Better housing
  6. Housing less expensive
  7. More housing available
  8. Availability of services
  9. Better health care / Health reasons
  10. Felt it was a good place to live / Better quality of life
  11. Flood
  12. Relocation / Forced to move by government
  13. Water quality
  14. Wanted to move
  15. Safety concerns / Crime
  16. Other - Specify (Go to MOB_S02)
  17. DK, RF

Go to MOB_Q03

MOB_S02

(Why did you move to this city, town or community?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

MOB_Q03

How many years ago did you move here? If you moved away and returned, please refer to your most recent return.

INTERVIEWER: If less than 6 months, enter "0". If 6 months to 1 year, enter "1".

(MIN : 0) (MAX : 99)

DK, RF

MOB_C04

If (ID_Q02 =1 (First Nations) or 2 (Métis)) OR (ID_Q03 = 1 (Yes, Status Indian)) OR (ID_Q04B = 1 (Yes, Bill C-31) or 2 (Yes, Bill C-3) (or 1 and 2)) OR (ID_Q05 = 1 (Yes)), go to MOB_Q04.
Otherwise, go to MOB_C07A.

MOB_Q04

Have you ever lived on a reserve or in a First Nations community?

  1. Yes
  2. No (Go to MOB_C07A)
  3. DK, RF (Go to MOB_C07A)

MOB_Q05

Referring to your latest move away from a reserve or First Nations community, how many years ago did you move away?

INTERVIEWER: If less than 6 months, enter "0". If 6 months to 1 year, enter "1".

(MIN : 0) (MAX : 99)

DK, RF

MOB_Q06

What were the reasons why you moved away?

INTERVIEWER: Mark all that apply.

  1. To be with or follow family members/spouse
  2. Relationship (boyfriend/girlfriend)
  3. Work / To find a job
  4. School
  5. Better housing
  6. Housing less expensive
  7. More housing available
  8. Availability of services
  9. Better health care / Health reasons
  10. Flood
  11. Relocation / Forced to move by government
  12. Water quality
  13. Wanted to move
  14. Safety concerns / Crime
  15. Alcohol and/or drugs in community
  16. Other - Specify (Go to MOB_S06)
  17. DK, RF

Go to MOB_C07A

MOB_S06

(What were the reasons why you moved away?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

MOB_C07A

If ID_Q02=3 (Inuk), go to MOB_C07B.
Otherwise, go to MOB_Q14.

MOB_C07B

If REGION_INUIT = 10-NUNATSIAVUT, 24-NUNAVIK, 61-INUVIALUIT or 62-NUNAVUT, go to MOB_Q10.
Otherwise, go to MOB_Q07.

MOB_Q07

Have you ever lived in an Inuit community (Inuit Nunangat)?

  1. Yes
  2. No (Go to MOB_Q14)
  3. DK, RF (Go to MOB_Q14)

MOB_Q08

Referring to your latest move away from an Inuit community (Inuit Nunangat), how many years ago did you move away?

INTERVIEWER: If less than 6 months, enter "0". If 6 months to 1 year, enter "1".

(MIN : 0) (MAX : 99)

DK, RF

MOB_Q09

What were the reasons why you moved away?

INTERVIEWER: Mark all that apply.

  1. To be with or follow family members/spouse
  2. Relationship (boyfriend/girlfriend)
  3. Work / To find a job
  4. School
  5. Better housing
  6. Housing less expensive
  7. More housing available
  8. Availability of services
  9. Better health care / Health reasons
  10. Flood
  11. Relocation / Forced to move by government
  12. Water quality
  13. Wanted to move
  14. Safety concerns / Crime
  15. Alcohol and/or drugs in community
  16. Other - Specify (Go to MOB_S09)
  17. DK, RF

Go to MOB_Q14

MOB_S09

(What were the reasons why you moved away?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to MOB_Q14

MOB_Q10

Have you ever lived outside Inuit Nunangat (an Inuit community)?

  1. Yes
  2. No (Go to MOB_Q14)
  3. DK, RF (Go to MOB_Q14)

MOB_Q11

What were the reasons why you lived outside Inuit Nunangat (an Inuit community)?

INTERVIEWER: Mark all that apply.

  1. To be with or follow family members/spouse
  2. Relationship (boyfriend/girlfriend)
  3. Work / To find a job
  4. School
  5. Better housing
  6. Housing less expensive
  7. More housing available
  8. Availability of services
  9. Better health care / Health reasons
  10. Flood
  11. Relocation / Forced to move by government
  12. Water quality
  13. Wanted to move
  14. Safety concerns / Crime
  15. Alcohol and/or drugs in community
  16. Other - Specify (Go to MOB_S11)
  17. DK, RF

Go to MOB_Q12

MOB_S11

(What were the reasons why you lived outside Inuit Nunangat (an Inuit community)?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

MOB_Q12

How many years ago did you move back to Inuit Nunangat (an Inuit community)?

INTERVIEWER: If less than 6 months, enter "0". If 6 months to 1 year, enter "1".

Refers to a return to any Inuit community after living outside Inuit Nunangat and not necessarily the Inuit community where the respondent currently resides.

(MIN : 0) (MAX : 99)

DK, RF

MOB_Q13

Thinking of your present situation, what are the most important reasons keeping you in this community?

INTERVIEWER: Mark all that apply.

  1. School / Education opportunities
  2. Job
  3. Family is here / Wants to be close to family
  4. Friends
  5. Good hunting, fishing, trapping and harvesting opportunities
  6. It is my home town
  7. Good place to raise children / Good place to teach traditional activities
  8. More activities for adults and children
  9. Less expensive to live here
  10. Medical facilities available in community
  11. Community is calm, quiet / Prefer small town life
  12. Better housing
  13. Other - Specify (Go to MOB_S13)
  14. DK, RF

Go to MOB_Q14

MOB_S13

(Thinking of your present situation, what are the most important reasons keeping you in this community?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

MOB_Q14

In the last five years, how many times have you moved? Include all moves from one residence to another, even moves within the same city, town or community.

(MIN : 0) (MAX : 25)

DK, RF

MOB_C15

If MOB_Q14 = 0, go to MOB_END.
Otherwise, go to MOB_Q15.

MOB_Q15

In the last 12 months, how many times have you moved? (Include all moves from one residence to another, even moves within the same city, town or community.)

(MIN : 0) (MAX : 15)

DK, RF

EDUCATION STATUS 1 (EDS1)

EDS1_C01

If Age < 19, go to EDS1_R01.
Otherwise, go to EDS1_END.

EDS1_R01

The next questions ask about your education.

EDS1_Q01

Are you currently attending elementary or high school? Please do not include attendance in an upgrading or high school equivalency program such as General Educational Development (GED) or Adult Basic Education (ABE).

  1. Yes
  2. No (Go to EDS1_Q03)
  3. Home schooled (Go to EDS1_END)
  4. DK, RF (Go to EDS1_END)

EDS1_Q02

What grade or level are you currently in?

  1. Kindergarten
  2. Grades 1 to 6
  3. Grade 7 / Quebec: Secondary I
  4. Grade 8 / Quebec: Secondary II
  5. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  6. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  7. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  8. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  9. DK, RF

Go to EDS1_END

EDS1_Q03

What is the highest grade of elementary or high school that you ever completed? Please include completion through an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE)).

INTERVIEWER: Please confirm that the respondent actually completed the indicated grade ("so you finished...?").

  1. No schooling (Go to EDS1_END)
  2. Kindergarten (Go to EDS1_Q05A)
  3. Grades 1 to 5 (Go to EDS1_Q05A)
  4. Grade 6 (Go to EDS1_Q05A)
  5. Grade 7 / Quebec: Secondary I (Go to EDS1_Q05A)
  6. Grade 8 / Quebec: Secondary II (Go to EDS1_Q05A)
  7. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1 (Go to EDS1_Q05A)
  8. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2 (Go to EDS1_Q05A)
  9. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  10. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  11. High school completion through an upgrading or high school equivalency program (Go to EDS1_Q06)
  12. DK, RF

EDS1_Q04

Did you complete a high school diploma? Please do not include completion through an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE)).

  1. Yes (Go to EDS1_END)
  2. No
  3. DK, RF

EDS1_Q05A

Are you currently attending an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE))?

  1. Yes (Go to EDS1_Q06)
  2. No
  3. DK, RF

EDS1_Q05B

Have you ever taken an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE))?

  1. Yes
  2. No (Go to EDS1_END)
  3. DK, RF (Go to EDS1_END)

EDS1_Q05C

Have you successfully completed an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE))?

  1. Yes
  2. No
  3. DK, RF

EDS1_Q06

Where (did you attend / are you attending) an upgrading or high school equivalency program? (Was / Is) it... ?

INTERVIEWER: Read categories to respondent.

  1. At a community centre
  2. At an adult high school (including an alternative school)
  3. Through correspondence courses or some other form of distance education (including on-line learning)
  4. Through some other method - Specify (Go to EDS1_S06)
  5. DK, RF

Go to EDS1_C07

EDS1_S06

(Where (did you attend / are you attending) an upgrading or high school equivalency program? (Was / Is) it... ?

Through some other method)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

EDS1_C07

If EDS1_Q03=11 (HS completion through upgrading) , go to EDS1_Q07.
Otherwise, go to EDS1_END.

EDS1_Q07

What is the highest grade of elementary or high school that you completed before leaving school?

INTERVIEWER: Please confirm that the respondent actually completed the indicated grade ("so you finished...?").

  1. Kindergarten
  2. Grades 1 to 5
  3. Grade 6
  4. Grade 7 / Quebec: Secondary I
  5. Grade 8 / Quebec: Secondary II
  6. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  7. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  8. Grade 11 / Newfoundland and Labrador: Level II / Manitoba: Senior 3
  9. DK, RF

EDUCATION STATUS 2 (EDS2)

EDS2_C01

If 18 < Age < 45, go to EDS2_R01.
Otherwise, go to EDS2_END.

EDS2_R01

The next questions ask about your education.

EDS2_Q01

What is the highest grade of elementary or high school that you ever completed? Please include completion through an upgrading or high school equivalency program such as General Educational Development (GED) or Adult Basic Education (ABE).

INTERVIEWER: Please confirm that the respondent actually completed the indicated grade ("so you finished...?").

  1. No schooling (Go to EDS2_END)
  2. Kindergarten
  3. Grades 1 to 5
  4. Grade 6
  5. Grade 7 / Quebec: Secondary I
  6. Grade 8 / Quebec: Secondary II
  7. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  8. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  9. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3 (Go to EDS2_Q04A)
  10. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4 (Go to EDS2_Q04A)
  11. Grade 13 (Go to EDS2_Q04A)
  12. High school completion through an upgrading or high school equivalency program (Go to EDS2_Q05)
  13. Home schooled (Go to EDS2_END)
  14. DK, RF (Go to EDS2_Q04A)

EDS2_Q02

Are you currently attending high school or an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE))?

  1. Yes, high school
  2. Yes, an upgrading or high school equivalency program (Go to EDS2_Q05)
  3. No (Go to EDS2_Q04B)
  4. DK, RF (Go to EDS2_END)

EDS2_Q03

What grade or level are you currently in?

  1. Grade 7 / Quebec: Secondary I
  2. Grade 8 / Quebec: Secondary II
  3. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  4. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  5. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  6. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  7. DK, RF

Go to EDS2_END

EDS2_Q04A

Did you complete a high school diploma? Please do not include completion through an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE)).

  1. Yes (Go to EDS2_END)
  2. No
  3. DK, RF

EDS2_Q04B

Have you successfully completed an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE))?

  1. Yes (Go to EDS2_Q05)
  2. No
  3. DK, RF

EDS2_C04C

If EDS2_Q01 = 2..8, go to EDS2_END.
Otherwise, go to EDS2_Q04C.

EDS2_Q04C

Are you currently attending high school or an upgrading or high school equivalency program (such as General Educational Development (GED) or Adult Basic Education (ABE))?

  1. Yes, high school (Go to EDS2_END)
  2. Yes, an upgrading or high school equivalency program
  3. No (Go to EDS2_END)
  4. DK, RF (Go to EDS2_END)

EDS2_Q05

Where (did you attend / are you attending) an upgrading or high school equivalency program? (Was / Is) it… ?

INTERVIEWER: Read categories to respondent.

  1. At a community centre
  2. At an adult high school (including an alternative school)
  3. Through correspondence courses or some other form of distance education (including on-line learning)
  4. Through some other method - Specify (Go to EDS2_S05)
  5. DK, RF

Go to EDS2_C06

EDS2_S05

(Where (did you attend / are you attending) an upgrading or high school equivalency program? (Was / Is) it… ?

Through some other method))

INTERVIEWER: Specify.

(80 spaces)

DK, RF

EDS2_C06

If EDS2_Q01= 12, go to EDS2_Q06.
Otherwise, go to EDS2_END.

EDS2_Q06

What is the highest grade of elementary or high school that you completed before leaving school?

INTERVIEWER: Please confirm that the respondent actually completed the indicated grade ("so you finished...?").

  1. Kindergarten
  2. Grades 1 to 5
  3. Grade 6
  4. Grade 7 / Quebec: Secondary I
  5. Grade 8 / Quebec: Secondary II
  6. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  7. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  8. Grade 11 / Newfoundland and Labrador: Level II / Manitoba: Senior 3
  9. Grade 12
  10. DK, RF

EDUCATION 1 - GRADES 1 TO 6 (ED1)

ED1_C01

If EDS1_Q02 = 2 (Grade 1 to 6), go to ED1_R01A.
Otherwise, go to ED1_END.

ED1_R01A

The next few questions ask about the schools that ^FNAME has attended or is currently attending.

ED1_Q01A

Did ^FNAME attend an early childhood development or preschool program?

  1. Yes
  2. No (Go to ED1_Q02)
  3. DK, RF (Go to ED1_Q02)

ED1_Q01B

Was this program designed for Aboriginal children?

  1. Yes
  2. No
  3. DK, RF

ED1_Q02

How many different schools has ^FNAME attended altogether? Please include preschool and kindergarten.

(MIN : 1) (MAX : 10)

DK, RF (Go to ED1_C04)

ED1_C03

If ED1_Q02 = 1 (number of schools attended), go to ED1_C04.
Otherwise, go to ED1_Q03.

ED1_Q03

For ^FNAME's last change in schools, what was the main reason for changing schools?

  1. Regular progression through the school system
  2. Family or child moved
  3. Marks too low / Not progressing well
  4. Expelled
  5. Not getting along with students
  6. Not getting along with teachers or other school staff
  7. Concerns about the standards and quality of teaching
  8. Wanted a specific program
  9. School closure
  10. New school was located closer to home
  11. Wanted a more culturally appropriate school
  12. Concerns about safety at school
  13. Other - Specify (Go to ED1_S03)
  14. DK, RF

Go to ED1_C04

ED1_S03

(For ^FNAME's last change in schools, what was the main reason for changing schools?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED1_C04

If ((ID_Q02 =1 (First Nations) or 2 (Métis)) OR (ID_Q03 = 1 (Yes, Status Indian)) OR (ID_Q04B = 1 (Yes, Bill C-31) or 2 (Yes, Bill C-3) (or 1 and 2)) OR (ID_Q05 = 1 (Yes))), go to ED1_Q04.
Otherwise, go to ED1_Q06.

ED1_Q04

Did he/she ever attend an elementary school located in a First Nations community (on reserve)? Please include preschool and kindergarten.

  1. Yes
  2. No (Go to ED1_Q06)
  3. DK, RF (Go to ED1_Q06)

ED1_Q05

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. DK, RF

ED1_Q06

Some people have to move to attend school because there are no elementary schools where they are living. Did ^FNAME have to move in order to attend school?

  1. Yes
  2. No
  3. DK, RF

ED1_R07

The next few questions ask about Aboriginal languages at elementary school, including preschool and kindergarten.

ED1_Q07

Has ^FNAME ever been taught an Aboriginal language in classes at school?

  1. Yes
  2. No (Go to ED1_Q09)
  3. DK, RF (Go to ED1_Q09)

ED1_Q08

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. DK, RF

ED1_Q09

Has ^FNAME ever been taught other subjects in an Aboriginal language for two or more hours per day?

  1. Yes
  2. No (Go to ED1_R11)
  3. DK, RF (Go to ED1_R11)

ED1_Q10

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. DK, RF

ED1_R11

And now a few questions about ^FNAME's performance at school.

ED1_Q11

Has he/she ever repeated a grade?

INTERVIEWER: Read categories to respondent.

  1. Yes, once
  2. Yes, twice or more
  3. No, never
  4. DK, RF

ED1_Q12A

What was ^FNAME's overall grade average as a percentage on his/her last report card?

INTERVIEWER: Use letter grades if necessary.

  1. 80% or above (mainly A's) (Go to ED1_Q13)
  2. 70 to 79% (mainly B's) (Go to ED1_Q13)
  3. 60 to 69% (mainly C's) (Go to ED1_Q13)
  4. 50 to 59% (mainly D's) (Go to ED1_Q13)
  5. Under 50% (mainly E's and F's) (Go to ED1_Q13)
  6. No grades given
  7. DK, RF

ED1_Q12B

Overall, how well did he/she do on his/her last report card?

INTERVIEWER: Read categories to respondent.

  1. Above average
  2. Average
  3. Below average
  4. DK, RF

ED1_Q13

Is ^FNAME receiving any additional help or tutoring? Please do not include help or tutoring from a family member.

  1. Yes (Go to ED1_Q17)
  2. No
  3. DK, RF

ED1_Q14

Do you or ^FNAME's teachers feel that he/she requires any additional help or tutoring?

  1. Yes
  2. No (Go to ED1_R20A)
  3. DK, RF (Go to ED1_R20A)

ED1_Q15A

What are the reasons you or the teachers feel he/she requires additional help or tutoring? Is it:

a physical impairment?

  1. Yes
  2. No
  3. DK, RF

ED1_Q15B

(What are the reasons you or the teachers feel he/she requires additional help or tutoring? Is it:)

a behavioural problem?

  1. Yes
  2. No
  3. DK, RF

ED1_Q15C

(What are the reasons you or the teachers feel he/she requires additional help or tutoring? Is it:)

an emotional problem?

  1. Yes
  2. No
  3. DK, RF

ED1_Q15D

(What are the reasons you or the teachers feel he/she requires additional help or tutoring? Is it:)

a learning disability or difficulty?

  1. Yes
  2. No
  3. DK, RF

ED1_Q15E

(What are the reasons you or the teachers feel he/she requires additional help or tutoring? Is it:)

poor academic performance?

  1. Yes
  2. No
  3. DK, RF

ED1_Q15F

(What are the reasons you or the teachers feel he/she requires additional help or tutoring? Is it:)

to enhance (supplement) the school program?

  1. Yes
  2. No
  3. DK, RF

ED1_Q15G

(What are the reasons you or the teachers feel he/she requires additional help or tutoring? Is it:)

some other reason?

  1. Yes - Specify
  2. No (Go to ED1_Q16)
  3. DK, RF (Go to ED1_Q16)

ED1_S15G

(What are the reasons you or the teachers feel he/she requires additional help or tutoring? Is it:

some other reason?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED1_Q16

Why is he/she not receiving the additional help or tutoring required?

INTERVIEWER: Mark all that apply.

  1. Cost is too high
  2. Help or tutoring not available for child's needs
  3. Help or tutoring not available to fit family's schedule
  4. Aboriginal tutor not available
  5. Transportation is a problem
  6. Other
  7. DK, RF

Go to ED1_R20A

ED1_Q17

How often does he/she receive additional help or tutoring?

  1. Once a week or less often
  2. Twice a week
  3. More than twice a week
  4. DK, RF

ED1_Q18

Is this help or tutoring provided by the school, by someone outside the school or by both?

  1. By the school
  2. By someone outside the school
  3. Both
  4. DK, RF

ED1_Q19A

What are the reasons ^FNAME is receiving additional help or tutoring? Is it:

a physical impairment?

  1. Yes
  2. No
  3. DK, RF

ED1_Q19B

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:

a behavioural problem

  1. Yes
  2. No
  3. DK, RF

ED1_Q19C

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

an emotional problem?

  1. Yes
  2. No
  3. DK, RF

ED1_Q19D

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

a learning disability or difficulty?

  1. Yes
  2. No
  3. DK, RF

ED1_Q19E

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

poor academic performance?

  1. Yes
  2. No
  3. DK, RF

ED1_Q19F

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

to enhance (supplement) the school program?

  1. Yes
  2. No
  3. DK, RF

ED1_Q19G

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

some other reason?

  1. Yes - Specify
  2. No (Go to ED1_R20A)
  3. DK, RF (Go to ED1_R20A)

ED1_S19G

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:

some other reason?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED1_R20A

And now some questions about ^FNAME's current school.

ED1_Q20A

I am interested in times the school contacted you without you having contacted them first. During this school year, have any of ^FNAME's teachers or staff from his/her school:

sent you or your family notes or e-mails specifically about ^FNAME?

  1. Yes
  2. No
  3. DK, RF

ED1_Q20B

(I am interested in times the school contacted you without you having contacted them first. During this school year, have any of ^FNAME's teachers or staff from his/her school:)

provided newsletters, memos or notices addressed to all parents?

  1. Yes
  2. No
  3. DK, RF

ED1_Q20C

(I am interested in times the school contacted you without you having contacted them first. During this school year, have any of ^FNAME's teachers or staff from his/her school:)

called you or your family on the phone (including automated recordings)?

  1. Yes
  2. No
  3. DK, RF

ED1_Q21A

For each statement that I read you, please tell me how well ^FNAME's school has been doing during this school year. Tell me if you strongly agree, agree, disagree or strongly disagree.

The school lets you know (between report cards) how ^FNAME is doing in school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. Not applicable
  6. DK, RF

ED1_Q21B

(For each statement that I read you, please tell me how well ^FNAME's school has been doing during this school year. Tell me if you strongly agree, agree, disagree or strongly disagree.)

The school provides information on how to help him/her with his/her homework.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. Not applicable
  6. DK, RF

ED1_Q21C

(For each statement that I read you, please tell me how well ^FNAME's school has been doing during this school year. Tell me if you strongly agree, agree, disagree or strongly disagree.)

The school provides information about why ^FNAME is placed in particular groups or classes

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. Not applicable
  6. DK, RF

ED1_Q22A

How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.

Overall, ^FNAME feels safe at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22B

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Overall, he/she is happy at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22C

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Most children in the school enjoy being there.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22D

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

This school offers parents many opportunities to be involved in school activities.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22E

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

This school supports First Nations, Métis or Inuit culture (through teaching and/or activities).

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22F

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Racism is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22G

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Bullying is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22H

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

The presence of alcohol is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22I

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

The presence of drugs is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_Q22J

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Violence is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED1_R23A

I now have a few questions about your family's involvement with ^FNAME's school.

ED1_Q23A

During this school year, did you or any other family member do any of the following:

speak to, correspond with or visit ^FNAME's teacher (including parent-teacher interviews)?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED1_Q23B

(During this school year, did you or any other family member do any of the following:)

visit his/her class?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED1_Q23C

(During this school year, did you or any other family member do any of the following:)

attend a school event in which he/she participated (for example a play, sports competition or science fair)?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED1_Q23D

(During this school year, did you or any other family member do any of the following:)

volunteer in ^FNAME's class or help with a class trip?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED1_Q23E

(During this school year, did you or any other family member do any of the following:)

help elsewhere in the school such as in the library or computer room?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED1_Q23F

(During this school year, did you or any other family member do any of the following:)

participate in fundraising for the school?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED1_Q23G

(During this school year, did you or any other family member do any of the following:)

participate in other school activities?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED1_Q24

How often do you or another family member check or provide help with ^FNAME's homework?

INTERVIEWER: Read categories 1-4 to respondent.

  1. Rarely or never
  2. Less than once per week
  3. 1 - 3 times per week
  4. 4 or more times per week
  5. Not applicable
  6. Help not needed
  7. DK, RF

ED1_Q25

How often do you or another adult read aloud to ^FNAME or listen to him/her read or attempt to read aloud?

INTERVIEWER: Read categories to respondent.

  1. Rarely or never
  2. Less than once per week
  3. 1 - 3 times per week
  4. 4 or more times per week
  5. DK, RF

ED1_Q26

How often does he/she currently read or look at books, magazines, comics, etc. outside of school?

INTERVIEWER: Read categories to respondent. Include electronic media.

  1. Rarely or never
  2. Less than once per week
  3. 1 - 3 times per week
  4. 4 or more times per week
  5. DK, RF

ED1_Q27

Does ^FNAME have access to the Internet in your home?

  1. Yes
  2. No
  3. DK, RF

ED1_R28A

Now I would like to ask about absences that ^FNAME may have had from school in the last two weeks.

ED1_Q28A

How many times in the previous two full school weeks did he/she miss school?

INTERVIEWER: This refers to times school was missed WITH parent's permission.

  1. None (Go to ED1_Q29)
  2. 1 or 2
  3. 3 or 4
  4. 5 or more
  5. DK, RF (Go to ED1_Q29)

ED1_Q28B

Why did he/she miss school?

INTERVIEWER: Mark all that apply.

  1. Illness or injury
  2. Family trip
  3. School trip or exchange
  4. School was closed (such as strike, bad weather)
  5. To help with traditional activities (such as harvesting, hunting, fishing, gathering wood)
  6. To help out at home
  7. Bored at school / Not interested / Doesn't like school
  8. Problems with school work
  9. Had problems with teachers
  10. Peers / School climate (bullying)
  11. Suspended from school or kicked out
  12. Wanted to work instead
  13. Medical appointment
  14. Family-related issues
  15. Other - Specify (Go to ED1_S28B)
  16. DK, RF

Go to ED1_Q29

ED1_S28B

(Why did he/she miss school?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED1_Q29

How many times in the previous two full school weeks did ^FNAME skip classes?

INTERVIEWER: This refers to times classes were skipped WITHOUT parent's permission.

  1. None
  2. 1 or 2
  3. 3 or 4
  4. 5 or more
  5. DK, RF

ED1_Q30

How many times in the previous two full school weeks did he/she arrive late for school?

  1. None
  2. 1 or 2
  3. 3 or 4
  4. 5 or more
  5. DK, RF

ED1_R31

The next few questions deal with your hopes for ^FNAME's schooling and savings for his/her future education.

ED1_Q31

How far do you hope that ^FNAME will go in school?

INTERVIEWER: Record the highest level of schooling the parent hopes the child will attend even if the child is not expected to complete that level.

  1. Less than high school diploma (Go to ED1_R33)
  2. High school diploma or equivalency
  3. Trade or vocational certificate or diploma, or an apprenticeship certificate
  4. College or CEGEP (Québec) certificate or diploma
  5. A university degree
  6. Any level of education after high school
  7. No preference
  8. DK, RF

ED1_Q32

Are you, or anyone else, saving any money for his/her postsecondary education? Postsecondary education costs include such things as tuition fees, housing, food, transportation, etc.

INTERVIEWER: "or anyone else" includes friends and/or relatives.

  1. Yes
  2. No
  3. DK, RF

ED1_R33

And now a few questions about the education of members of ^FNAME's family.

ED1_Q33

Have any of ^FNAME's brothers or sisters ever dropped out of high school? Include step, half and adopted brothers and sisters that have ever lived with him/her.

  1. Yes
  2. No
  3. Brothers and sisters too young / Never lived with them
  4. Has no brothers and sisters
  5. DK, RF

ED1_Q34

What is the highest level of education that (you have / ^FNAME's mother or female guardian has) ever completed? Include any partial completion of a trade, college or university certificate, degree or diploma as "Some postsecondary education".

  1. No schooling
  2. Grade 8 or lower (Quebec: Secondary II or lower)
  3. Less than high school diploma or its equivalent
  4. High school diploma or a high school equivalency certificate
  5. Some postsecondary education
  6. Trade certificate or diploma
  7. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
  8. University certificate or diploma below the bachelor's level
  9. Bachelor's degree (e. g.B.A., B.Sc., LL.B.)
  10. University certificate, diploma or degree above the bachelor's level
  11. DK, RF

ED1_Q35

What is the highest level of education that (you have / ^FNAME's father or male guardian has) ever completed? Include any partial completion of a trade, college or university certificate, degree or diploma as "Some postsecondary education".

  1. No schooling
  2. Grade 8 or lower (Quebec: Secondary II or lower)
  3. Less than high school diploma or its equivalent
  4. High school diploma or a high school equivalency certificate
  5. Some postsecondary education
  6. Trade certificate or diploma
  7. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
  8. University certificate or diploma below the bachelor's level
  9. Bachelor's degree (e. g.B.A., B.Sc., LL.B.)
  10. University certificate, diploma or degree above the bachelor's level
  11. DK, RF

EDUCATION 2 PART A – CURRENT ATTENDEES – GRADES 7 – 12 (ED2A)

ED2A_C01A

If (EDS1_Q02 = 3..8) OR (EDS2_Q02 = 1 (Yes)) OR (EDS2_Q04C = 1 (Yes)), go to ED2A_R01A.
Otherwise, go to ED2A_END.

ED2A_R01A

The next few questions ask about the schools that ^FNAME has attended or is currently attending.

ED2A_Q01A

Did he/she attend an early childhood development or preschool program?

  1. Yes
  2. No (Go to ED2A_Q02)
  3. DK, RF (Go to ED2A_Q02)

ED2A_Q01B

Was this program designed for Aboriginal children?

  1. Yes
  2. No
  3. DK, RF

ED2A_Q02

Up to and including Grade 6, how many different schools did ^FNAME attend altogether? Please include preschool and kindergarten.

(MIN : 1) (MAX : 10)

DK, RF

ED2A_Q03

Since starting Grade 7 (Secondary I), how many different schools has he/she attended altogether? (Include traditional, alternative, vocational, adult high schools, etc.)

INTERVIEWER: Probe to ensure that respondent did not include the same school as Grades 1 - 6. If same school as Grades 1 - 6, enter <0>.

(MIN : 0) (MAX : 10)

DK, RF

ED2A_C04A

If both ED2A_Q02 and ED2A_Q03 = DK or RF, go to ED2A_C05.
Otherwise, go to ED2A_C04B.

ED2A_C04B

If (ED2A_Q02 + ED2A_Q03) (total number of schools attended) = 1, go to ED2A_C05.
Otherwise, go to ED2A_Q04.

ED2A_Q04

For his/her last change in schools, what was the main reason for changing schools?

  1. Regular progression through the school system
  2. Family or child moved
  3. Marks too low / Not progressing well
  4. Expelled
  5. Not getting along with students
  6. Not getting along with teachers or other school staff
  7. Concerns about the standards and quality of teaching
  8. Wanted a specific program
  9. School closure
  10. New school was located closer to home
  11. Wanted a more culturally appropriate school
  12. Concerns about safety at school
  13. Other - Specify (Go to ED2A_S04)
  14. DK, RF

Go to ED2A_C05

ED2A_S04

(For his/her last change in schools, what was the main reason for changing schools?

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED2A_C05

If ((ID_Q02 =1 (First Nations) or 2 (Métis)) OR (ID_Q03 = 1 (Yes, Status Indian)) OR (ID_Q04B = 1 (Yes, Loi C-31) or 2 (Yes, Bill C-3) (or 1 and 2)) OR (ID_Q05 = 1 (Yes))), go to ED2A_Q05.

Otherwise, go to ED2A_Q07.

ED2A_Q05

Did he/she ever attend an elementary or high school located in a First Nations community (on reserve)? Please include preschool and kindergarten.

  1. Yes
  2. No (Go to ED2A_Q07)
  3. DK, RF (Go to ED2A_Q07)

ED2A_Q06

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. Grade 7 / Quebec: Secondary I
  10. Grade 8 / Quebec: Secondary II
  11. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  12. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  13. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  14. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  15. DK, RF

ED2A_Q07

Some people have to move to attend school because there are no elementary or high schools where they are living. Did ^FNAME have to move in order to attend school?

  1. Yes
  2. No
  3. DK, RF

ED2A_R08

The next few questions ask about Aboriginal languages at elementary and high school, including preschool and kindergarten.

ED2A_Q08

Has he/she ever been taught an Aboriginal language in classes at school?

  1. Yes
  2. No (Go to ED2A_Q10)
  3. DK, RF (Go to ED2A_Q10)

ED2A_Q09

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. Grade 7 / Quebec: Secondary I
  10. Grade 8 / Quebec: Secondary II
  11. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  12. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  13. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  14. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  15. DK, RF

ED2A_Q10

Has he/she ever been taught other subjects in an Aboriginal language for two or more hours per day?

  1. Yes
  2. No (Go to ED2A_END)
  3. DK, RF (Go to ED2A_END)

ED2A_Q11

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. Grade 7 / Quebec: Secondary I
  10. Grade 8 / Quebec: Secondary II
  11. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  12. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  13. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  14. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  15. DK, RF

EDUCATION 2 PART B – CURRENT ATTENDEES – GRADES 7 – 12 (ED2B)

ED2B_C12

If ED2A_FLAG = 1 (Completed), go to ED2B_R12.
Otherwise, go to ED2B_END.

ED2B_R12

And now a few questions about ^FNAME's performance at school.

ED2B_Q12

Has he/she ever repeated a grade?

INTERVIEWER: Read categories to respondent.

  1. Yes, once
  2. Yes, twice or more
  3. No, never
  4. DK, RF

ED2B_Q13A

What was ^FNAME's overall grade average as a percentage on his/her last report card?

INTERVIEWER: Use letter grades if necessary.

  1. 80% or above (mainly A's) (Go to ED2B_Q14)
  2. 70 to 79% (mainly B's) (Go to ED2B_Q14)
  3. 60 to 69% (mainly C's) (Go to ED2B_Q14)
  4. 50 to 59% (mainly D's) (Go to ED2B_Q14)
  5. Under 50% (mainly E's and F's) (Go to ED2B_Q14)
  6. No grades given
  7. DK, RF

ED2B_Q13B

Overall, how well did he/she do on his/her last report card?

INTERVIEWER: Read categories to respondent.

  1. Above average
  2. Average
  3. Below average
  4. DK, RF

ED2B_Q14

Is ^FNAME receiving any additional help or tutoring? Please do not include help or tutoring from a family member.

  1. Yes (Go to ED2B_Q18)
  2. No
  3. DK, RF

ED2B_Q15

Do you or his/her teachers feel that he/she requires any additional help or tutoring?

  1. Yes
  2. No (Go to ED2B_END)
  3. DK, RF (Go to ED2B_END)

ED2B_Q16A

What are the reasons that you or the teachers feel ^FNAME requires additional help or tutoring? Is it:

a physical impairment?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q16B

(What are the reasons that you or the teachers feel ^FNAME requires additional help or tutoring? Is it:)

a behavioural problem?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q16C

(What are the reasons that you or the teachers feel ^FNAME requires additional help or tutoring? Is it:)

an emotional problem?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q16D

(What are the reasons that you or the teachers feel ^FNAME requires additional help or tutoring? Is it:)

a learning disability or difficulty?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q16E

(What are the reasons that you or the teachers feel ^FNAME requires additional help or tutoring? Is it:)

poor academic performance?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q16F

(What are the reasons that you or the teachers feel ^FNAME requires additional help or tutoring? Is it:)

to enhance (supplement) the school program?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q16G

(What are the reasons that you or the teachers feel ^FNAME requires additional help or tutoring? Is it:)

some other reason?

  1. Yes - Specify
  2. No (Go to ED2B_Q17)
  3. DK, RF (Go to ED2B_Q17)

ED2B_S16G

(What are the reasons that you or the teachers feel ^FNAME requires additional help or tutoring? Is it:

some other reason?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED2B_Q17

Why is he/she not receiving the additional help or tutoring required?

INTERVIEWER: Mark all that apply.

  1. Cost is too high
  2. Help or tutoring not available for child's needs
  3. Help or tutoring not available to fit family's schedule
  4. Aboriginal tutor not available
  5. Transportation is a problem
  6. Other - Specify (Go to ED2B_S17)
  7. DK, RF

Go to ED2B_END

ED2B_S17

(Why is he/she not receiving the additional help or tutoring required?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to ED2B_END

ED2B_Q18

How often does he/she receive additional help or tutoring?

  1. Once a week or less often
  2. Twice a week
  3. More than twice a week
  4. DK, RF

ED2B_Q19

Is this help or tutoring provided by the school, by someone outside the school or by both?

  1. By the school
  2. By someone outside the school
  3. Both
  4. DK, RF

ED2B_Q20A

What are the reasons ^FNAME is receiving additional help or tutoring? Is it:

a physical impairment?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q20B

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

a behavioural problem?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q20C

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

an emotional problem?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q20D

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

a learning disability or difficulty?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q20E

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

poor academic performance?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q20F

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

to enhance (supplement) the school program?

  1. Yes
  2. No
  3. DK, RF

ED2B_Q20G

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:)

some other reason?

  1. Yes - Specify
  2. No (Go to ED2B_END)
  3. DK, RF (Go to ED2B_END)

ED2B_S20G

(What are the reasons ^FNAME is receiving additional help or tutoring? Is it:

some other reason?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

EDUCATION 2 PART C – CURRENT ATTENDEES – GRADES 7 – 12 (ED2C)

ED2C_C21A

If ED2B_FLAG = 1 (Completed), go to ED2C_R21A.
Otherwise, go to ED2C_END.

ED2C_R21A

And now some questions about ^FNAME's current school.

ED2C_Q21A

I am interested in times the school contacted you without you having contacted them first. During this school year, have any of ^FNAME's teachers or staff from his/her school:

sent you or your family notes or e-mails specifically about him/her?

  1. Yes
  2. No
  3. DK, RF

ED2C_Q21B

(I am interested in times the school contacted you without you having contacted them first. During this school year, have any of ^FNAME's teachers or staff from his/her school:)

provided newsletters, memos or notices addressed to all parents?

  1. Yes
  2. No
  3. DK, RF

ED2C_Q21C

(I am interested in times the school contacted you without you having contacted them first. During this school year, have any of ^FNAME's teachers or staff from his/her school:)

called you or your family on the phone (including automated recordings)?

  1. Yes
  2. No
  3. DK, RF

ED2C_Q22A

For each statement that I read you, please tell me how well ^FNAME's school has been doing during this school year. Tell me if you strongly agree, agree, disagree or strongly disagree.

The school lets you or your family know (between report cards) how he/she is doing in school.

INTERVIEWER: Read categories 1 - 4 to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. Not applicable
  6. DK, RF

ED2C_Q22B

(For each statement that I read you, please tell me how well ^FNAME's school has been doing during this school year. Tell me if you strongly agree, agree, disagree or strongly disagree.)

The school provides information on how to help him/her with his/her homework.

INTERVIEWER: Read categories 1 - 4 to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. Not applicable
  6. DK, RF

ED2C_Q22C

(For each statement that I read you, please tell me how well ^FNAME's school has been doing during this school year. Tell me if you strongly agree, agree, disagree or strongly disagree.)

The school provides information about why he/she is placed in particular groups or classes.

INTERVIEWER: Read categories 1 - 4 to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. Not applicable
  6. DK, RF

ED2C_Q22D

(For each statement that I read you, please tell me how well ^FNAME's school has been doing during this school year. Tell me if you strongly agree, agree, disagree or strongly disagree.)

The school provides information on how to help him/her plan for further education after high school.

INTERVIEWER: Read categories 1 - 4 to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. Not applicable
  6. DK, RF

ED2C_Q23A

How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.

Overall, he/she feels safe at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23B

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Overall, he/she is happy at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23C

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Most children in the school enjoy being there.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23D

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

This school offers parents many opportunities to be involved in school activities.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23E

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

This school supports First Nations, Métis or Inuit culture (through teaching and/or activities).

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23F

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Racism is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23G

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Bullying is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23H

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

The presence of alcohol is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23I

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

The presence of drugs is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q23J

(How do you feel about the following statements about ^FNAME's school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Violence is a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED2C_Q24

At any time during this school year, did ^FNAME need support for personal problems, career choices, course schedules or anything else?

  1. Yes
  2. No (Go to ED2C_END)
  3. DK, RF (Go to ED2C_END)

ED2C_Q25A

Did he/she receive the support he/she needed from:

friends?

  1. Yes
  2. No
  3. DK, RF

ED2C_Q25B

(Did he/she receive the support he/she needed from:)

parents, guardians or other family members?

  1. Yes
  2. No
  3. DK, RF

ED2C_Q25C

(Did he/she receive the support he/she needed from:)

teachers, guidance counsellors or others at school?

  1. Yes
  2. No
  3. DK, RF

ED2C_Q25D

(Did he/she receive the support he/she needed from:)

anyone else?

  1. Yes - Specify
  2. No (Go to ED2C_END)
  3. DK, RF (Go to ED2C_END)

ED2C_S25D

(Did he/she receive the support he/she needed from:

anyone else?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

EDUCATION 2 PART D – CURRENT ATTENDEES – GRADES 7 – 12 (ED2D)

ED2D_C26A

If ED2C_FLAG = 1 (Completed), go to ED2D_R26A.
Otherwise, go to ED2D_END.

ED2D_R26A

I now have a few questions about ^FNAME's family's involvement with his/her school.

ED2D_Q26A

During this school year, did you or any other family member do any of the following:

speak to, correspond with or visit his/her teacher (including parent-teacher interviews)?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED2D_Q26B

(During this school year, did you or any other family member do any of the following:)

attend a school event in which he/she participated (for example a play, sports competition or science fair)?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED2D_Q26C

(During this school year, did you or any other family member do any of the following:)

participate in other school activities?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED2D_Q27

How often do you or another family member check or provide help with his/her homework?

INTERVIEWER: Read categories 1 - 4 to respondent.

  1. Rarely or never
  2. Less than once per week
  3. 1 - 3 times per week
  4. 4 or more times per week
  5. Not applicable
  6. Help not needed
  7. DK, RF

ED2D_Q28

How often does ^FNAME currently read or look at books, magazines, comics, etc. outside of school hours?

INTERVIEWER: Read categories to respondent. Include electronic media.

  1. Rarely or never
  2. Less than once per week
  3. 1 - 3 times per week
  4. 4 or more times per week
  5. DK, RF

ED2D_Q29

Does he/she have access to the Internet in his/her home?

  1. Yes
  2. No
  3. DK, RF

EDUCATION 2 PART E – CURRENT ATTENDEES – GRADES 7 – 12 (ED2E)

ED2E_C30A

If ED2D_FLAG = 1 (Completed), go to ED2E_R30A.
Otherwise, go to ED2E_END.

ED2E_R30A

Now, I would like to ask about activities that ^FNAME may have taken part in at any time during this school year. For each activity please answer yes, no or not available. Do not include activities that he/she takes part in during school hours.

ED2E_Q30A

At any time during this school year, did ^FNAME participate in a sport or a physical activity or play organized sports (including taking lessons)?

  1. Yes
  2. No (Go to ED2E_Q31A)
  3. Not available (Go to ED2E_Q31A)
  4. DK, RF (Go to ED2E_Q31A)

ED2E_Q30B

How often did he/she usually participate in any of these activities?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED2E_Q30C

Were they organized by his/her school, outside the school or both?

  1. Organized by the school
  2. Organized outside the school
  3. Both
  4. DK, RF

ED2E_Q31A

At any time during this school year, did he/she participate in an art, drama or music group or club (including taking lessons)?

  1. Yes
  2. No (Go to ED2E_Q32A)
  3. Not available (Go to ED2E_Q32A)
  4. DK, RF (Go to ED2E_Q32A)

ED2E_Q31B

How often did he/she usually participate in any of these groups or clubs?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED2E_Q31C

Were they organized by his/her school, outside the school or both?

  1. Organized by the school
  2. Organized outside the school
  3. Both
  4. DK, RF

ED2E_Q32A

At any time during this school year, did ^FNAME participate in a school group or club (such as student council, yearbook or science club) or groups or clubs outside of school?

  1. Yes
  2. No (Go to ED2E_Q33A)
  3. Not available (Go to ED2E_Q33A)
  4. DK, RF (Go to ED2E_Q33A)

ED2E_Q32B

How often did he/she usually participate in any of these groups or clubs?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED2E_Q32C

Were they organized by his/her school, outside the school or both?

  1. Organized by the school
  2. Organized outside the school
  3. Both
  4. DK, RF

ED2E_Q33A

At any time during this school year, did he/she participate in activities related to First Nations, Métis or Inuit culture?

  1. Yes
  2. No (Go to ED2E_Q34A)
  3. Not available (Go to ED2E_Q34A)
  4. DK, RF (Go to ED2E_Q34A)

ED2E_Q33B

How often did he/she usually participate in any of these activities?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED2E_Q34A

At any time during this school year, did ^FNAME spend time with Elders?

  1. Yes
  2. No (Go to ED2E_Q35A)
  3. DK, RF (Go to ED2E_Q35A)

ED2E_Q34B

How often did he/she usually spend time with them?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED2E_Q35A

At any time during this school year, did he/she volunteer or help without pay in the community?

  1. Yes
  2. No (Go to ED2E_Q36A)
  3. DK, RF (Go to ED2E_Q36A)

ED2E_Q35B

How often did he/she usually volunteer or help without pay in the community?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED2E_Q36A

At any time during this school year, did ^FNAME work at a job such as babysitting, at a store or tutoring?

  1. Yes
  2. No (Go to ED2E_END)
  3. DK, RF (Go to ED2E_END)

ED2E_Q36B

How often did he/she usually work at a job?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

EDUCATION 2 PART F – CURRENT ATTENDEES – GRADES 7 – 12 (ED2F)

ED2F_C37A

If ED2E_FLAG = 1 (Completed), go to ED2F_R37A.
Otherwise, go to ED2F_END.

ED2F_R37A

Now I would like to ask about absences that ^FNAME may have had from school in the last two weeks.

ED2F_Q37A

How many times in the previous two full school weeks did he/she miss school?

INTERVIEWER: This refers to times school was missed WITH parent's permission.

  1. None (Go to ED2F_Q38)
  2. 1 or 2
  3. 3 or 4
  4. 5 or more
  5. DK, RF (Go to ED2F_Q38)

ED2F_Q37B

Why did he/she miss school?

INTERVIEWER: Mark all that apply.

  1. Illness or injury
  2. Family trip
  3. School trip or exchange
  4. School was closed (such as strike, bad weather)
  5. To help with traditional activities (such as harvesting, hunting, fishing, gathering wood)
  6. To help out at home
  7. Bored at school / Not interested / Doesn't like school
  8. Problems with school work
  9. Had problems with teachers
  10. Peers / School climate (bullying)
  11. Suspended from school or kicked out
  12. Wanted to work instead
  13. Medical appointment
  14. Family-related issues
  15. Other - Specify (Go to ED2F_S37B)
  16. DK, RF

Go to ED2F_Q38

ED2F_S37B

(Why did he/she miss school?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED2F_Q38

How many times in the previous two full school weeks did ^FNAME skip classes?

INTERVIEWER: This refers to times classes were skipped WITHOUT parent's permission.

  1. None
  2. 1 or 2
  3. 3 or 4
  4. 5 or more
  5. DK, RF

ED2F_Q39

How many times in the previous two full school weeks did he/she arrive late for school?

  1. None
  2. 1 or 2
  3. 3 or 4
  4. 5 or more
  5. DK, RF

ED2F_Q40A

Now thinking about ^FNAME's closest friends, how many of these friends:

think completing high school is very important?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40B

(Now thinking about ^FNAME's closest friends, how many of these friends:)

skip classes once a week or more?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40C

(Now thinking about ^FNAME's closest friends, how many of these friends:)

have dropped out of high school without graduating?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40D

(Now thinking about ^FNAME's closest friends, how many of these friends:)

are planning to further their education or training after leaving high school?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40E

(Now thinking about ^FNAME's closest friends, how many of these friends:)

have a reputation for causing trouble?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40F

(Now thinking about ^FNAME's closest friends, how many of these friends:)

smoke cigarettes?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40G

(Now thinking about ^FNAME's closest friends, how many of these friends:)

use drugs?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40H

(Now thinking about ^FNAME's closest friends, how many of these friends:)

drink alcohol?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40I

(Now thinking about ^FNAME's closest friends, how many of these friends:)

think it's okay to work hard at school?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q40J

(Now thinking about ^FNAME's closest friends, how many of these friends:)

work for an employer or at jobs such as babysitting, at a store or tutoring?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED2F_Q41

Sometimes young people drop out of school and return again. Was this the case for ^FNAME?

  1. Yes
  2. No (Go to ED2F_END)
  3. DK, RF (Go to ED2F_END)

ED2F_Q42

How many times did he/she drop out?

(MIN : 1) (MAX : 10)

DK, RF (Go to ED2F_END)

ED2F_C43A

If ED2F_Q42 = 1, go to ED2F_Q43A.
Otherwise, go to ED2F_Q43B.

ED2F_Q43A

What were the reasons ^FNAME dropped out of school?

INTERVIEWER: Mark all that apply.

  1. Bored / Not interested
  2. Problems with school work
  3. Problems with teachers
  4. Kicked out / Expelled / Suspended
  5. Missing a few credits / Not worth continuing
  6. Peers / School climate (bullying)
  7. Prejudice / Racism
  8. Own health
  9. Pregnant / Caring for own child
  10. Problems at home
  11. Accident / Injury
  12. Disability
  13. Mental health issues
  14. Alcohol / Drug problems / Addictions
  15. Moved
  16. Had to work / Money problems
  17. Wanted to work
  18. To help with traditional activities (such as harvesting, hunting, fishing, gathering wood) / Out on the land
  19. Other - Specify (Go to ED2F_S43A)
  20. DK, RF (Go to ED2F_END)

Go to ED2F_C43B

ED2F_S43A

(What were the reasons ^FNAME dropped out of school?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED2F_C43B

If ED2F_Q43A = one response only (01..19), go to ED2F_END.
Otherwise, go to ED2F_Q43C.

ED2F_Q43B

Thinking of the last time ^FNAME dropped out of school, what were the reasons he/she dropped out?

INTERVIEWER: Mark all that apply.

  1. Bored / Not interested
  2. Problems with school work
  3. Problems with teachers
  4. Kicked out / Expelled / Suspended
  5. Missing a few credits / Not worth continuing
  6. Peers / School climate (bullying)
  7. Prejudice / Racism
  8. Own health
  9. Pregnant / Caring for own child
  10. Problems at home
  11. Accident / Injury
  12. Disability
  13. Mental health issues
  14. Alcohol / Drug problems / Addictions
  15. Moved
  16. Had to work / Money problems
  17. Wanted to work
  18. To help with traditional activities (such as harvesting, hunting, fishing, gathering wood) / Out on the land
  19. Other - Specify (Go to ED2F_S43B)
  20. DK, RF (Go to ED2F_END)

Go to ED2F_C43C

ED2F_S43B

(Thinking of the last time you dropped out of school, what were the reasons you dropped out?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED2F_C43C

If ED2F_Q43B = one response only (01..19), go to ED2F_END.
Otherwise, go to ED2F_Q43C.

ED2F_Q43C

What was the MAIN reason he/she dropped out?

  1. Bored / Not interested
  2. Problems with school work
  3. Problems with teachers
  4. Kicked out / Expelled / Suspended
  5. Missing a few credits / Not worth continuing
  6. Peers / School climate (bullying)
  7. Prejudice / Racism
  8. Own health
  9. Pregnant / Caring for own child
  10. Problems at home
  11. Accident / Injury
  12. Disability
  13. Mental health issues
  14. Alcohol / Drug problems / Addictions
  15. Moved
  16. Had to work / Money problems
  17. Wanted to work
  18. To help with traditional activities (such as harvesting, hunting, fishing, gathering wood) / Out on the land
  19. Other - Specify
  20. DK, RF

EDUCATION 2 PART G – CURRENT ATTENDEES – GRADES 7 – 12 (ED2G)

ED2G_C44A

If ED2F_FLAG = 1 (Completed), go to ED2G_R44A.
Otherwise, go to ED2G_END.

ED2G_R44A

The next few questions deal with your hopes for ^FNAME's schooling and savings for his/her future education.

ED2G_Q44A

How far do you hope that he/she will go in school?

INTERVIEWER: Record the highest level of schooling the respondent hopes to attend / parent hopes the child will attend even if the child is not expected to complete that level.

  1. Less than high school diploma (Go to ED2G_R48)
  2. High school diploma or equivalency
  3. Trade or vocational certificate or diploma, or an apprenticeship certificate
  4. College or CEGEP (Québec) certificate or diploma
  5. A university degree
  6. Any level of education after high school
  7. No preference
  8. DK, RF (Go to ED2G_Q45)

ED2G_Q44B

Is there anything standing in his/her way of going that far, such as… ?

INTERVIEWER: Read categories to respondent. Mark all that apply.

  1. Financial situation
  2. Unavailability of programs close to home
  3. Won't have the requirements to get in (marks are too low or current courses limit choices)
  4. Health reasons or learning or other disability
  5. Lack of interest or not enough motivation
  6. No, nothing stands in the way
  7. Other - Specify (Go to ED2G_S44B)
  8. DK, RF

Go to ED2G_Q45

ED2G_S44B

(Is there anything standing in his/her way of going that far, such as… ?

Other)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED2G_Q45

Are you, or anyone else, saving any money for ^FNAME's post-secondary education? Post-secondary education costs include such things as tuition fees, housing, food, transportation, etc.

INTERVIEWER: "or anyone else" includes friends and/or relatives.

  1. Yes
  2. No (Go to ED2G_Q47)
  3. DK, RF (Go to ED2G_Q47)

ED2G_Q46

Do you expect the total savings to cover the entire cost, more than half the cost, about half the cost or less than half of the cost?

INTERVIEWER: Cost relates to all of post-secondary education, not only the first year.

  1. The entire cost
  2. More than half of the cost
  3. About of the cost
  4. Less than half of the cost
  5. DK, RF

ED2G_Q47

After high school, does he/she plan to take further training or education?

  1. Yes
  2. No
  3. DK, RF

ED2G_R48

And now a few questions about the education of members of ^FNAME's family.

ED2G_Q48

Have any of his/her brothers or sisters ever dropped out of high school? Include step, half and adopted brothers and sisters that have ever lived with him/her.

  1. Yes
  2. No
  3. Brothers and sisters too young / Never lived with them
  4. Has no brothers and sisters
  5. DK, RF

ED2G_Q49

What is the highest level of education that (you have / ^FNAME's mother or female guardian has) ever completed? Include any partial completion of a trade, college or university certificate, degree or diploma as "Some postsecondary education".

  1. No schooling
  2. Grade 8 or lower (Quebec: Secondary II or lower)
  3. Less than high school diploma or its equivalent
  4. High school diploma or a high school equivalency certificate
  5. Some postsecondary education
  6. Trade certificate or diploma
  7. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
  8. University certificate or diploma below the bachelor's level
  9. Bachelor's degree (e. g.B.A., B.Sc., LL.B.)
  10. University certificate, diploma or degree above the bachelor's level
  11. DK, RF

ED2G_Q50

What is the highest level of education that (you have / ^FNAME's father or male guardian has) ever completed? Include any partial completion of a trade, college or university certificate, degree or diploma as "Some postsecondary education".

  1. No schooling
  2. Grade 8 or lower (Quebec: Secondary II or lower)
  3. Less than high school diploma or its equivalent
  4. High school diploma or a high school equivalency certificate
  5. Some postsecondary education
  6. Trade certificate or diploma
  7. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
  8. University certificate or diploma below the bachelor's level
  9. Bachelor's degree (e. g.B.A., B.Sc., LL.B.)
  10. University certificate, diploma or degree above the bachelor's level
  11. DK, RF

EDUCATION 3 PART A – HIGH SCHOOL LEAVERS AND COMPLETERS (ED3A)

ED3A_C01

If ((EDS1_Q03 = 2..11) OR (EDS1_Q04 = 1 (Yes) or 2 (No)) OR (EDS2_Q01 = 12 (HS completion through upgrading)) OR (EDS2_Q02 = 2 (Yes), 3 (No), DK or RF) OR (EDS2_Q04A = 1 (Yes)) OR (EDS2_Q04B = 1 (Yes)) OR (EDS2_Q04C = 2 (Yes), 3 (No), DK or RF)), go to ED3A_R01.
Otherwise, go to ED3A_END.

ED3A_R01

The next few questions ask about the elementary and high schools that you have attended.

ED3A_Q01

Up to and including Grade 6, how many different schools did you attend altogether? Please include preschool and kindergarten.

(MIN : 1) (MAX : 10)

DK, RF

ED3A_Q02

Starting in Grade 7 (Secondary I), how many different schools did you attend altogether? (Include traditional, alternative, vocational, adult high schools, etc.)

INTERVIEWER: Probe to ensure that respondent did not include the same school as Grades 1 - 6.

(MIN : 0) (MAX : 10)

DK, RF

ED3A_C03A

If ED3A_Q01 and ED3A_Q02 = DK or RF, go to ED3A_C04.
Otherwise, go to ED3A_C03B.

ED3A_C03B

If (ED3A_Q01 + ED3A_Q02) (total number of schools attended) = 1, go to ED3A_C04.
Otherwise, go to ED3A_Q03.

ED3A_Q03

For your last change in schools, what was the main reason for changing schools?

  1. Regular progression through the school system
  2. Family or child moved
  3. Marks too low / Not progressing well
  4. Expelled
  5. Not getting along with students
  6. Not getting along with teachers or other school staff
  7. Concerns about the standards and quality of teaching
  8. Wanted a specific program
  9. School closure
  10. New school was located closer to home
  11. Wanted a more culturally appropriate school
  12. Concerns about safety at school
  13. Other - Specify (Go to ED3A_S03)
  14. DK, RF

Go to ED3A_C04

ED3A_S03

(For your last change in schools, what was the main reason for changing schools?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED3A_C04

If ((ID_Q02 =1 (First Nations) or 2 (Métis)) OR (ID_Q03 = 1 (Yes, Status Indian)) OR (ID_Q04B = 1 (Yes, Bill C-31) or 2 (Yes, Bill C-3) (or 1 and 2)) OR (ID_Q05 = 1 (Yes))), go to ED3A_Q04.
Otherwise, go to ED3A_Q06.

ED3A_Q04

Did he/she ever attend an elementary or high school located in a First Nations community (on reserve)? Please include preschool and kindergarten.

  1. Yes
  2. No (Go to ED3A_Q06)
  3. DK, RF (Go to ED3A_Q06)

ED3A_Q05

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. Grade 7 / Quebec: Secondary I
  10. Grade 8 / Quebec: Secondary II
  11. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  12. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  13. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  14. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  15. Grade 13
  16. DK, RF

ED3A_Q06

Some people have to move to attend school because there are no elementary or high schools where they are living. Did you have to move in order to attend school?

  1. Yes
  2. No
  3. DK, RF

ED3A_R07

The next few questions ask about Aboriginal languages at elementary and high school, including preschool and kindergarten.

ED3A_Q07

Were you ever taught an Aboriginal language in classes at school?

  1. Yes
  2. No (Go to ED3A_Q09)
  3. DK, RF (Go to ED3A_Q09)

ED3A_Q08

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. Grade 7 / Quebec: Secondary I
  10. Grade 8 / Quebec: Secondary II
  11. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  12. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  13. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  14. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  15. Grade 13
  16. DK, RF

ED3A_Q09

Were you ever taught other subjects in an Aboriginal language for two or more hours per day?

  1. Yes
  2. No (Go to ED3A_END)
  3. DK, RF (Go to ED3A_END)

ED3A_Q10

Which grades?

INTERVIEWER: Mark all that apply.

  1. Nursery School or Preschool
  2. Kindergarten
  3. Grade 1
  4. Grade 2
  5. Grade 3
  6. Grade 4
  7. Grade 5
  8. Grade 6
  9. Grade 7 / Quebec: Secondary I
  10. Grade 8 / Quebec: Secondary II
  11. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  12. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  13. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  14. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  15. Grade 13
  16. DK, RF

EDUCATION 3 PART B – HIGH SCHOOL LEAVERS AND COMPLETERS (ED3B)

ED3B_C11

If ED3A_FLAG = (Completed), go to ED3B_R11.
Otherwise, go to ED3B_END.

ED3B_R11

And now a few questions about your performance at elementary and high school.

ED3B_Q11

Did you ever repeat a grade?

INTERVIEWER: Read categories to respondent.

  1. Yes, once
  2. Yes, twice or more
  3. No, never
  4. DK, RF

ED3B_Q12A

In your last year of school, what was your overall grade average as a percentage?

INTERVIEWER: If respondent dropped out before receiving a report card, ask about their previous year. Use letter grades if necessary.

  1. 80% or above (mainly A's) (Go to ED3B_Q13)
  2. 70 to 79% (mainly B's) (Go to ED3B_Q13)
  3. 60 to 69% (mainly C's) (Go to ED3B_Q13)
  4. 50 to 59% (mainly D's) (Go to ED3B_Q13)
  5. Under 50% (mainly E's and F's) (Go to ED3B_Q13)
  6. No grades given
  7. DK, RF

ED3B_Q12B

Overall, how well did you do at school?

INTERVIEWER: Read categories to respondent.

  1. Above average
  2. Average
  3. Below average
  4. DK, RF

ED3B_Q13

In your last year of school, did you receive additional help or tutoring? Please do not include help or tutoring from a family member.

  1. Yes (Go to ED3B_Q17)
  2. No
  3. DK, RF (Go to ED3B_END)

ED3B_Q14

In your last year of school, did your parents or teachers feel that you required any additional help or tutoring?

  1. Yes
  2. No (Go to ED3B_END)
  3. DK, RF (Go to ED3B_END)

ED3B_Q15A

What were the reasons they felt you required additional help or tutoring? Was it:

a physical impairment?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q15B

(What were the reasons they felt you required additional help or tutoring? Was it:)

a behavioural problem?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q15C

(What were the reasons they felt you required additional help or tutoring? Was it:)

an emotional problem?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q15D

(What were the reasons they felt you required additional help or tutoring? Was it:)

a learning disability or difficulty?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q15E

(What were the reasons they felt you required additional help or tutoring? Was it:)

poor academic performance?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q15F

(What were the reasons they felt you required additional help or tutoring? Was it:)

to enhance (supplement) the school program?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q15G

(What were the reasons they felt you required additional help or tutoring? Was it:)

some other reason?

  1. Yes - Specify
  2. No (Go to ED3B_Q16)
  3. DK, RF (Go to ED3B_Q16)

ED3B_S15G

(What were the reasons they felt you required additional help or tutoring? Was it:

some other reason?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED3B_Q16

Why did you not receive the additional help or tutoring required?

INTERVIEWER: Mark all that apply.

  1. Cost is too high
  2. Tutor not available to meet my needs
  3. Tutor not available to fit family's schedule
  4. Aboriginal tutor not available
  5. Transportation was a problem
  6. Other - Specify (Go to ED3B_S16)
  7. DK, RF

Go to ED3B_END

ED3B_S16

(Why did you not receive the additional help or tutoring required?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to ED3B_END

ED3B_Q17

How often did you receive additional help or tutoring?

  1. Once a week or less often
  2. Twice a week
  3. More than twice a week
  4. DK, RF

ED3B_Q18

Was this help or tutoring provided by the school, by someone outside the school or by both?

  1. By the school
  2. By someone outside the school
  3. Both
  4. DK, RF

ED3B_Q19A

What were the reasons you were receiving additional help or tutoring? Was it:

a physical impairment?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q19B

(What were the reasons you were receiving additional help or tutoring? Was it:)

a behavioural problem?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q19C

(What were the reasons you were receiving additional help or tutoring? Was it:)

an emotional problem?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q19D

(What were the reasons you were receiving additional help or tutoring? Was it:)

a learning disability or difficulty?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q19E

(What were the reasons you were receiving additional help or tutoring? Was it:)

poor academic performance?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q19F

(What were the reasons you were receiving additional help or tutoring? Was it:)

to enhance (supplement) the school program?

  1. Yes
  2. No
  3. DK, RF

ED3B_Q19G

(What were the reasons you were receiving additional help or tutoring? Was it:)

some other reason?

  1. Yes - Specify
  2. No (Go to ED3B_END)
  3. DK, RF (Go to ED3B_END)

ED3B_S19G

(What were the reasons you were receiving additional help or tutoring? Was it:

some other reason?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

EDUCATION 3 PART C – HIGH SCHOOL LEAVERS AND COMPLETERS (ED3C)

ED3C_C20A

If ED3B_FLAG = 1 (Completed), go to ED3C_R20A.
Otherwise, go to ED3C_END.

ED3C_R20A

And now some questions about your last year of elementary or high school.

ED3C_Q20A

How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.

Overall, I felt safe at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20B

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Overall, I was happy at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20C

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Most students in the school enjoyed being there.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20D

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

The school offered parents many opportunities to be involved in school activities.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20E

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

The school supported First Nations, Métis or Inuit culture (through teaching and/or activities).

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20F

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Racism was a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20G

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Bullying was a problem at the school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20H

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

The presence of alcohol was a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20I

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

The presence of drugs was a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q20J

(How do you feel about the following statements about your last year of school? Tell me if you strongly agree, agree, disagree or strongly disagree.)

Violence was a problem at school.

INTERVIEWER: Read categories to respondent, if necessary.

  1. Strongly agree
  2. Agree
  3. Disagree
  4. Strongly disagree
  5. DK, RF

ED3C_Q21

At any time during your last year in school, did you need support for personal problems, career choices, course schedules or anything else?

  1. Yes
  2. No (Go to ED3C_END)
  3. DK, RF (Go to ED3C_END)

ED3C_Q22A

Did you receive the support you needed from:

friends?

  1. Yes
  2. No
  3. DK, RF

ED3C_Q22B

(Did you receive the support you needed from:)

parents, guardians or other family members?

  1. Yes
  2. No
  3. DK, RF

ED3C_Q22C

(Did you receive the support you needed from:)

teachers, guidance counsellors or others at school?

  1. Yes
  2. No
  3. DK, RF

ED3C_Q22D

(Did you receive the support you needed from:)

anyone else?

  1. Yes - Specify
  2. No (Go to ED3C_END)
  3. DK, RF (Go to ED3C_END)

ED3C_S22D

(Did you receive the support you needed from:

anyone else?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

EDUCATION 3 PART D – HIGH SCHOOL LEAVERS AND COMPLETERS (ED3D)

ED3D_C23

If ED3C_FLAG = 1 (Completed), go to ED3D_R23.
Otherwise, go to ED3D_END.

ED3D_R23

I now have a few questions about your family's involvement in your last year of elementary or high school.

ED3D_Q23

During your last year of school, did you live with a parent, guardian or other family member… ?

INTERVIEWER: Read categories to respondent.

  1. All of the time
  2. Some of the time
  3. None of the time
  4. DK, RF

ED3D_Q24A

In your last year of school, did your parents, guardians or any other family member do any of the following:

speak to, correspond with or visit his/her teacher (including parent-teacher interviews)?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED3D_Q24B

(In your last year of school, did your parents, guardians or any other family member do any of the following:)

attend a school event in which you participated, (for example, a play, sports competition or science fair)?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED3D_Q24C

(In your last year of school, did your parents, guardians or any other family member do any of the following:)

participate in other school activities?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

ED3D_Q25

In your last year of school, how often did your parents, guardians or another family member check or provide help with your homework?

INTERVIEWER: Read categories 1 - 4 to respondent.

  1. Rarely or never
  2. Less than once per week
  3. 1 - 3 times per week
  4. 4 or more times per week
  5. Not applicable
  6. Help not needed
  7. DK, RF

ED3D_Q26

In your last year of school, how often did you read or look at books, magazines, comics, etc. outside of school hours?

INTERVIEWER: Read categories to respondent. Include electronic media.

  1. Rarely or never
  2. Less than once per week
  3. 1 - 3 times per week
  4. 4 or more times per week
  5. DK, RF

EDUCATION 3 PART E – HIGH SCHOOL LEAVERS AND COMPLETERS (ED3E)

ED3E_C27A

If ED3D_FLAG = 1 (Completed), go to ED3E_R27A.
Otherwise, go to ED3E_END.

ED3E_R27A

Now I would like to ask about activities in your last year of elementary or high school that you may have taken part in. For each activity, please answer yes, no, or not available. Do not include activities that you participated in during school hours.

ED3E_Q27A

In your last year of school, did you participate in a sport or a physical activity or play organized sports (including taking lessons)?

  1. Yes
  2. No (Go to ED3E_Q28A)
  3. Not available (Go to ED3E_Q28A)
  4. DK, RF (Go to ED3E_Q28A)

ED3E_Q27B

How often did you usually participate in any of these activities?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED3E_Q27C

Were they organized by you school, outside the school or both?

  1. Organized by the school
  2. Organized outside the school
  3. Both
  4. DK, RF

ED3E_Q28A

In your last year of school, did you participate in an art, drama or music group or club (including taking lessons)?

  1. Yes
  2. No (Go to ED3E_Q29A)
  3. Not available (Go to ED3E_Q29A)
  4. DK, RF (Go to ED3E_Q29A)

ED3E_Q28B

How often did you usually participate in any of these groups or clubs?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED3E_Q28C

Were they organized by you school, outside the school or both?

  1. Organized by the school
  2. Organized outside the school
  3. Both
  4. DK, RF

ED3E_Q29A

In your last year of school, did you participate in a school group or club (such as student council, yearbook or science club) or groups or clubs outside of school?

  1. Yes
  2. No (Go to ED3E_Q30A)
  3. Not available (Go to ED3E_Q30A)
  4. DK, RF (Go to ED3E_Q30A)

ED3E_Q29B

How often did you usually participate in any of these groups or clubs?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED3E_Q29C

Were they organized by you school, outside the school or both?

  1. Organized by the school
  2. Organized outside the school
  3. Both
  4. DK, RF

ED3E_Q30A

In your last year of school, did you participate in activities related to First Nations, Métis or Inuit culture?

  1. Yes
  2. No (Go to ED3E_Q31A)
  3. Not available (Go to ED3E_Q31A)
  4. DK, RF (Go to ED3E_Q31A)

ED3E_Q30B

How often did you usually participate in these activities?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED3E_Q31A

In your last year of school, did you spend time with Elders?

  1. Yes
  2. No (Go to ED3E_Q32A)
  3. DK, RF (Go to ED3E_Q32A)

ED3E_Q31B

How often did you usually spend time with them?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED3E_Q32A

In your last year of school, did you volunteer or help without pay in the community?

  1. Yes
  2. No (Go to ED3E_Q33A)
  3. DK, RF (Go to ED3E_Q33A)

ED3E_Q32B

How often did you usually volunteer or help without pay in the community?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

ED3E_Q33A

In your last year of school, did you work at a job such as babysitting, at a store or tutoring?

  1. Yes
  2. No (Go to ED3E_END)
  3. DK, RF (Go to ED3E_END)

ED3E_Q33B

How often did you usually work at a job?

INTERVIEWER: Read categories to respondent. Some activities may only last for part of a school year. If so, indicate the time spent while it lasted.

  1. Less than once per week
  2. 1 - 3 times per week
  3. 4 or more times per week
  4. DK, RF

EDUCATION 3 PART F – HIGH SCHOOL LEAVERS AND COMPLETERS (ED3F)

ED3F_C34A

If ED3E_FLAG = 1 (Completed), go to ED3F_R34A.
Otherwise, go to ED3F_END.

ED3F_R34A

Now I would like to ask about absences that you may have had from school in your last year of elementary or high school.

ED3F_Q34A

In your last year of school, how often did you:

miss school (WITH parent's permission)?

INTERVIEWER: Read categories to respondent.

  1. Often
  2. Some of the time
  3. A little of the time
  4. None of the time
  5. DK, RF

ED3F_Q34B

(In your last year of school, how often did you:)

skip classes (WITHOUT parent's permission)?

INTERVIEWER: Read categories to respondent.

  1. Often
  2. Some of the time
  3. A little of the time
  4. None of the time
  5. DK, RF

ED3F_Q34C

(In your last year of school, how often did you:)

arrive late for school?

INTERVIEWER: Read categories to respondent.

  1. Often
  2. Some of the time
  3. A little of the time
  4. None of the time
  5. DK, RF

ED3F_Q35A

Now thinking about your closest friends in your last year of school, how many of these friends:

thought completing high school was very important?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35B

(Now thinking about your closest friends in your last year of school, how many of these friends:)

skipped classes once a week or more?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35C

(Now thinking about your closest friends in your last year of school, how many of these friends:)

had dropped out without graduating?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35D

(Now thinking about your closest friends in your last year of school, how many of these friends:)

were planning to further their education or training after leaving high school?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35E

(Now thinking about your closest friends in your last year of school, how many of these friends:)

had a reputation for causing trouble?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35F

(Now thinking about your closest friends in your last year of school, how many of these friends:)

smoked cigarettes?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35G

(Now thinking about your closest friends in your last year of school, how many of these friends:)

used drugs?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35H

(Now thinking about your closest friends in your last year of school, how many of these friends:)

drank alcohol?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35I

(Now thinking about your closest friends in your last year of school, how many of these friends:)

thought it was okay to work hard at school?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q35J

(Now thinking about your closest friends in your last year of school, how many of these friends:)

worked for an employer or at jobs such as babysitting, at a store or tutoring?

  1. None of them
  2. Some of them
  3. Most of them
  4. All of them
  5. Not applicable
  6. DK, RF

ED3F_Q36

Sometimes young people drop out of school and may or may not return again. Was this the case for you?

  1. Yes
  2. No (Go to ED3F_Q40A)
  3. DK, RF (Go to ED3F_Q40A)

ED3F_Q37

How many times did he/she drop out?

(MIN : 1) (MAX : 10)

DK, RF (Go to ED3F_C39)

ED3F_C38A

If ED3F_Q37 = 1, go to ED3F_Q38A.
Otherwise, go to ED3F_Q38B.

ED3F_Q38A

What were the reasons you dropped out of school?

INTERVIEWER: Mark all that apply.

  1. Bored / Not interested
  2. Problems with school work
  3. Had problems with teachers
  4. Kicked out / Expelled / Suspended
  5. Missing a few credits / Not worth continuing
  6. Peers / School climate (bullying)
  7. Prejudice / Racism
  8. Own health
  9. Pregnant / Caring for own child
  10. Problems at home
  11. Accident / Injury
  12. Disability
  13. Mental health issues
  14. Alcohol / Drug problems / Addictions
  15. Moved
  16. Had to work / Money problems
  17. Wanted to work
  18. To help with traditional activities (such as harvesting, hunting, fishing, gathering wood) / Out on the land
  19. Other - Specify (Go to ED3F_S38A)
  20. DK, RF (Go to ED3F_C39)

Go to ED3F_C38B

ED3F_S38A

(What were the reasons you dropped out of school?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED3F_C38B

If ED3F_Q38A = one response only (01..19), go to ED3F_C39.
Otherwise, go to ED3F_Q38C.

ED3F_Q38B

Thinking of the last time you dropped out of school, what were the reasons you dropped out?

INTERVIEWER: Mark all that apply.

  1. Bored / Not interested
  2. Problems with school work
  3. Had problems with teachers
  4. Kicked out / Expelled / Suspended
  5. Missing a few credits / Not worth continuing
  6. Peers / School climate (bullying)
  7. Prejudice / Racism
  8. Own health
  9. Pregnant / Caring for own child
  10. Problems at home
  11. Accident / Injury
  12. Disability
  13. Mental health issues
  14. Alcohol / Drug problems / Addictions
  15. Moved
  16. Had to work / Money problems
  17. Wanted to work
  18. To help with traditional activities (such as harvesting, hunting, fishing, gathering wood) / Out on the land
  19. Other - Specify (Go to ED3F_S38B)
  20. DK, RF (Go to ED3F_C39)

Go to ED3F_C38C

ED3F_S38B

(Thinking of the last time you dropped out of school, what were the reasons you dropped out?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED3F_C38C

If ED3F_Q38B = one response only (01..19), go to ED3F_C39.
Otherwise, go to ED3F_Q38C.

ED3F_Q38C

What was the main reason you dropped out of elementary or high school?

  1. Bored / Not interested
  2. Problems with school work
  3. Had problems with teachers
  4. Kicked out / Expelled / Suspended
  5. Missing a few credits / Not worth continuing
  6. Peers / School climate (bullying)
  7. Prejudice / Racism
  8. Own health
  9. Pregnant / Caring for own child
  10. Problems at home
  11. Accident / Injury
  12. Disability
  13. Mental health issues
  14. Alcohol / Drug problems / Addictions
  15. Moved
  16. Had to work / Money problems
  17. Wanted to work instead
  18. To help with traditional activities (such as harvesting, hunting, fishing, gathering wood) / Out on the land
  19. Other - Specify
  20. DK, RF

ED3F_C39

If ((EDS1_Q03 = 11 (HS completion through upgrading...)) OR (EDS1_Q04 = 1 (Yes)) OR (EDS1_Q05A = 1 (Yes)) OR EDS1_Q05B = 1 (Yes)) OR (EDS2_Q01 = 12 (HS completion through upgrading...)) OR (EDS2_Q02 = 2 (Yes, an upgrading….)) OR (EDS2_Q04A = 1 (Yes)) OR (EDS2_Q04B = 1 (Yes)) OR (EDS2_Q04C = 2 (Yes, an upgrading…))), go to ED3F_Q39.
Otherwise, go to ED3F_Q40B.

ED3F_Q39

What was the main reason you returned to schooling?

  1. Parents/friends talked me into it
  2. Realized value of education / Wanted a diploma
  3. Paid to go back to school / Government incentive
  4. Couldn't get a (good) job
  5. Was allowed back
  6. Found better/different school
  7. Did not return to schooling
  8. Other - Specify (Go to ED3F_S39)
  9. DK, RF

Go to ED3F_C40A

ED3F_S39

(What was the main reason you returned to schooling?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED3F_C40A

If ((EDS1_Q03 = 11 (HS completion through upgrading...)) OR (EDS1_Q04 = 1 (Yes)) OR (EDS1_Q05C = 1 (Yes)) OR ((EDS2_Q01 = 12 (HS completion through upgrading...)) OR (EDS2_Q04A = 1 (Yes)) OR (EDS2_Q04B = 1 (Yes))), go to ED3F_Q40A.
Otherwise, go to ED3F_Q40B.

ED3F_Q40A

How old were you when you completed high school?

INTERVIEWER: Include courses taken later as part of an upgrading or a high school equivalency program such as General Educational Development (GED) or Adult Basic Education (ABE).

(MIN : 14) (MAX : 44)

DK, RF

Go to ED3F_END

ED3F_Q40B

How old were you when you last attended elementary or high school?

INTERVIEWER: Do not include attendance at an upgrading or a high school equivalency program such as General Educational Development (GED) or Adult Basic Education (ABE).

(MIN : 5) (MAX : 25)

DK, RF

EDUCATION 3 PART G – HIGH SCHOOL LEAVERS AND COMPLETERS (ED3G)

ED3G_C41

If ED3F_FLAG = 1 (Completed), go to ED3G_R41.
Otherwise, go to ED3G_END.

ED3G_R41

Now, I would like to ask some questions about any education above the high school level.

ED3G_Q41

Have you received any other education that could be counted towards a certificate, diploma or degree from an educational institution even if you did not complete it? Please do not include courses for interest only.

  1. Yes
  2. No (Go to ED3G_END)
  3. DK, RF (Go to ED3G_END)

ED3G_Q42A

What type of educational institution did you attend? Was it:

a university?

  1. Yes
  2. No
  3. DK, RF

ED3G_Q42B

(What type of educational institution did you attend? Was it:)

a college, CEGEP or other non-university institution?

  1. Yes
  2. No
  3. DK, RF

ED3G_Q42C

(What type of educational institution did you attend? Was it:)

a trade school?

  1. Yes
  2. No
  3. DK, RF

ED3G_Q43

Have you completed the requirements for any diploma, certificate or degree for your education or training above the high school level?

  1. Yes (Go to ED3G_Q47)
  2. No
  3. DK, RF

ED3G_Q44

Are you currently attending trade school, college, CEGEP or university?

INTERVIEWER: Ask respondent to include attendance only for courses that can be counted as credit towards a certificate, diploma or degree.

  1. Yes (Go to ED3G_Q51)
  2. No
  3. DK, RF

ED3G_Q45

In what year did you last take postsecondary education?

(MIN : 1983) (MAX : 2012)

DK, RF

ED3G_Q46A

What were the reasons you did not finish your postsecondary education?

INTERVIEWER: Mark all that apply.

  1. Pregnant / Caring for own child(ren)
  2. Other family responsibilities
  3. Own illness / Disability
  4. Financial reasons (not enough money)
  5. Lost interest / Lack of motivation
  6. Got a job / Wanted to work
  7. Too old or too late now
  8. Courses too hard / Bad results
  9. Too difficult to be away from home
  10. Prejudice and racism
  11. Moved
  12. Other - Specify (Go to ED3G_S46A)
  13. DK, RF

Go to ED3G_C46B

ED3G_S46A

(What were the reasons you did not finish your postsecondary education?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED3G_C46B

If ED3G_Q46A = one response only, go to ED3G_Q53.
Otherwise, go to ED3G_Q46B.

ED3G_Q46B

What is the main reason you did not finish your postsecondary education?

  1. Pregnant / Caring for own child(ren)
  2. Other family responsibilities
  3. Own illness / Disability
  4. Financial reasons (not enough money)
  5. Lost interest / Lack of motivation
  6. Got a job / Wanted to work
  7. Too old or too late now
  8. Courses too hard / Bad results
  9. Too difficult to be away from home
  10. Prejudice and racism
  11. Moved
  12. Other - Specify
  13. DK, RF

Go to ED3G_Q53

ED3G_Q47

In what year did you obtain your most recent certificate, diploma or degree?

(MIN : 1983) (MAX : 2012)

DK, RF

ED3G_Q48A

What certificate(s), diploma(s) or degree(s) have you completed?

INTERVIEWER: Mark all that apply.

  1. Registered Apprenticeship certificate (including Certificate of Qualification, Journeyperson's designation)
  2. Other trades certificate or diploma from a trade school or a professional training center
  3. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas) (Go to ED3G_Q48B)
  4. University certificate or diploma below the bachelor's level
  5. Bachelor's degree (e.g., B.A., B.Sc., LL.B.)
  6. University certificate or diploma above the bachelor's level
  7. Degree in medicine, dentistry, veterinary medicine or optometry
  8. Master's degree (e.g., M.A., M.Sc., M.Ed)
  9. Earned doctorate (e.g., Ph.D., D.Sc., D.Ed.)
  10. DK, RF (Go to ED3G_Q50)

Go to ED3G_Q49

ED3G_Q48B

Was that (a certificate or diploma / college, CEGEP or other non-university certificate or diploma) from a program of… ?

INTERVIEWER: Read categories to respondent. Mark all that apply.

  1. Less than 3 months
  2. 3 months to less than 1 year
  3. 1 year to 2 years
  4. More than 2 years
  5. DK, RF

ED3G_Q49

What was the major field of study of the highest certificate, diploma or degree you completed?

INTERVIEWER: Ask respondent to be specific. For example: health care attendant, medical laboratory technology, early childhood education, civil engineering. If the respondent was in a trade or journeyperson program, list the area of specialization (e. g., auto mechanics, hairstyling, carpentry).

(80 spaces)

DK, RF

ED3G_Q50

Are you currently attending trade school, college, CEGEP or university?

INTERVIEWER: Ask respondent to include attendance only for courses that can be counted as credit towards a certificate, diploma or degree.

  1. Yes
  2. No (Go to ED3G_Q53)
  3. DK, RF (Go to ED3G_Q53)

ED3G_Q51

Are you enrolled as a full-time or part-time student or both?

  1. Full-time student
  2. Part-time student
  3. Both full-time and part-time
  4. DK, RF

ED3G_Q52A

Towards what type of certificate, diploma or degree are you currently working?

INTERVIEWER: If taking more than one program, ask respondent for highest certificate, diploma or degree.

  1. Trade certificate or diploma
  2. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas) (Go to ED3G_Q52C)
  3. University certificate or diploma below the bachelor's level (Go to ED3G_Q53)
  4. Bachelor's degree (e. g., B.A., B.Sc., LL.B.) (Go to ED3G_Q53)
  5. University certificate, diploma or degree above the bachelor's level (Go to ED3G_Q52D)
  6. DK, RF (Go to ED3G_Q53)

ED3G_Q52B

Is it a(n)… ?

INTERVIEWER: Read categories to respondent.

  1. Registered Apprenticeship certificate (including Certificate of Qualification, Journeyperson's designation)
  2. Other trades certificate or diploma from a trade school or a professional training center
  3. DK, RF

Go to ED3G_Q53

ED3G_Q52C

Is it a certificate or diploma from a program of… ?

INTERVIEWER: Read categories to respondent.

  1. Less than 3 months
  2. 3 months to less than 1 year
  3. 1 year to 2 years
  4. More than 2 years
  5. DK, RF

Go to ED3G_Q53

ED3G_Q52D

Is it a(n)… ?

INTERVIEWER: Read categories to respondent.

  1. University certificate or diploma above the bachelor's level
  2. Degree in medicine, dentistry, veterinary medicine or optometry
  3. Master's degree
  4. Earned doctorate
  5. DK, RF

ED3G_Q53

Did you take part in any workshops, programs or courses designed to help you adjust to your postsecondary education?

  1. Yes
  2. No
  3. DK, RF

ED3G_Q54

Did you move to carry out your postsecondary education?

  1. Yes
  2. No
  3. DK, RF

ED3G_Q55A

(Have you ever been / Were you) able to access any of your postsecondary courses through the Internet or some other form of distance education?

INTERVIEWER: For those currently attending school, this refers to both previous and current courses.

  1. Yes
  2. No (Go to ED3G_Q56)
  3. Not applicable (Go to ED3G_Q56)
  4. DK, RF (Go to ED3G_Q56)

ED3G_Q55B

(Have you ever taken / Did you take) any of your postsecondary courses through the Internet or some other form of distance education?

INTERVIEWER: For those currently attending school, this refers to both previous and current courses.

  1. Yes
  2. No
  3. DK, RF

ED3G_Q56

Have there been / Were there) people available during your postsecondary education that you could talk to about personal things, school related problems, etc.?

INTERVIEWER: Read categories to respondent.

  1. All of the time
  2. Some of the time
  3. None of the time
  4. DK, RF

EDUCATION 3 PART H – HIGH SCHOOL LEAVERS AND COMPLETERS (ED3H)

ED3H_C57A

If ED3G_FLAG = 1 (Completed), go to ED3H_C57B.
Otherwise, go to ED3H_END.

ED3H_C57B

If ED3G_Q41 = 2, DK or RF, go to ED3H_Q64A.
Otherwise, go to ED3H_R57.

ED3H_R57

The next questions are about funding for your postsecondary education.

ED3H_Q57

Did you apply for a government student loan?

  1. Yes (Go to ED3H_Q59)
  2. No
  3. DK, RF (Go to ED3H_Q60A)

ED3H_Q58

What were the reasons you did not apply for one?

INTERVIEWER: Mark all that apply.

  1. Did not know where to get information
  2. Did not need one
  3. Did not think would qualify / Parent's, respondent's income too high
  4. Did not know how to apply
  5. Loans not available for program/institution of interest
  6. Did not meet residency requirements
  7. Not willing to borrow/go into debt
  8. Not able to borrow enough
  9. Prefered to borrow elsewhere
  10. Other - Specify (Go to ED3H_S58)
  11. DK, RF

Go to ED3H_Q60A

ED3H_S58

(What were the reasons you did not apply for one?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to ED3H_Q60A

ED3H_Q59

Did you receive a government student loan?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q60A

Thinking of how you (paid or are paying / paid) for your education, did you:

use your own savings or work while going to school?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q60B

(Thinking of how you (paid or are paying / paid) for your education, did you:)

receive money from your parents or other family members, that you do not have to pay back?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q60C

(Thinking of how you (paid or are paying / paid) for your education, did you:)

receive band funding, money from Aboriginal Affairs and Northern Development Canada (previously named INAC) or funding from an Inuit Land Claim organization?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q60D

(Thinking of how you (paid or are paying / paid) for your education, did you:)

receive money from grants, bursaries or scholarships (including from an Aboriginal organization)?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q60E

(Thinking of how you (paid or are paying / paid) for your education, did you:)

receive Employment Insurance or other government funding?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q60F

(Thinking of how you (paid or are paying / paid) for your education, did you:)

receive a bank loan or a line of credit?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q60G

(Thinking of how you (paid or are paying / paid) for your education, did you:)

receive a loan from your parents or other family members?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q60H

(Thinking of how you (paid or are paying / paid) for your education, did you:)

receive some other source of funding?

  1. Yes - Specify
  2. No (Go to ED3H_Q61)
  3. DK, RF (Go to ED3H_Q61)

ED3H_S60H

(Thinking of how you (paid or are paying / paid) for your education, did you:)

receive some other source of funding?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED3H_Q61

Did the amount of money you had available for your education prevent you from attending the school you wanted to attend?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q62

(Is the money you have / Was the money you had) sufficient to meet your needs or expenses?

  1. Yes (Go to ED3H_Q64A)
  2. No
  3. DK, RF (Go to ED3H_Q64A)

ED3H_Q63

Would you have been willing to borrow the additional money required to meet your needs or expenses?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q64A

Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:

time constraints (too busy, no time to study)?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q64B

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

courses available do not match your needs or interests?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q64C

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

lack of confidence or preparedness?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q64D

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

taking courses is not a high personal priority at the time?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q64E

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

cannot afford the costs or courses are too expensive?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q64F

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

personal or family responsibilities (childcare, elder care)?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q64G

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

personal health?

  1. Yes
  2. No
  3. DK, RF

ED3H_Q64H

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

any other reason?

  1. Yes - Specify
  2. No (Go to ED3H_Q65)
  3. DK, RF (Go to ED3H_Q65)

ED3H_S64H

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:

any other reason?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED3H_Q65

Do you plan to take any other education that could be counted towards a certificate, diploma or degree from an educational institution?

INTERVIEWER: For those currently attending school, this refers to education beyond their current studies.

  1. Yes
  2. No
  3. DK, RF

ED3H_R66

And now a few questions about the education of members of your family.

ED3H_Q66

Have any of your brothers or sisters ever dropped out of high school? Include step, half and adopted brothers and sisters that have ever lived with you.

  1. Yes
  2. No
  3. Brothers and sisters too young / Never lived with them
  4. Has no brothers and sisters
  5. DK, RF

ED3H_Q67

What is the highest level of education that your mother or female guardian has ever completed? Include any partial completion of a trade, college or university certificate, degree or diploma as "Some postsecondary education".

  1. No schooling
  2. Grade 8 or lower (Quebec: Secondary II or lower)
  3. Less than high school diploma or its equivalent
  4. High school diploma or a high school equivalency certificate
  5. Some postsecondary education
  6. Trade certificate or diploma
  7. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
  8. University certificate or diploma below the bachelor's level
  9. Bachelor's degree (e. g.B.A., B.Sc., LL.B.)
  10. University certificate, diploma or degree above the bachelor's level
  11. DK, RF

ED3H_Q68

What is the highest level of education that your father or male guardian has ever completed? Include any partial completion of a trade, college or university certificate, degree or diploma as "Some postsecondary education".

  1. No schooling
  2. Grade 8 or lower (Quebec: Secondary II or lower)
  3. Less than high school diploma or its equivalent
  4. High school diploma or a high school equivalency certificate
  5. Some postsecondary education
  6. Trade certificate or diploma
  7. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas)
  8. University certificate or diploma below the bachelor's level
  9. Bachelor's degree (e. g.B.A., B.Sc., LL.B.)
  10. University certificate, diploma or degree above the bachelor's level
  11. DK, RF

EDUCATION 4 (ED4)

ED4_C01

If Age > 44, go to ED4_R01.
Otherwise, go to ED4_END.

ED4_R01

The next questions ask about your education.

ED4_Q01

What is the highest grade of elementary or high school that you ever completed? Please include completion through an upgrading or high school equivalency program such as General Educational Development (GED) or Adult Basic Education (ABE).

INTERVIEWER: Please confirm that the respondent actually completed the indicated grade ("so you finished...?").

  1. No schooling (Go to ED4_END)
  2. Kindergarten (Go to ED4_Q03A)
  3. Grades 1 to 5 (Go to ED4_Q03A)
  4. Grade 6 (Go to ED4_Q03A)
  5. Grade 7 / Quebec: Secondary I (Go to ED4_Q03A)
  6. Grade 8 / Quebec: Secondary II (Go to ED4_Q03A)
  7. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1 (Go to ED4_Q03A)
  8. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2 (Go to ED4_Q03A)
  9. Grade 11 / Newfoundland and Labrador: Level II / Quebec: Secondary V / Manitoba: Senior 3
  10. Grade 12 / Newfoundland and Labrador: Level III / Manitoba: Senior 4
  11. Grade 13
  12. High school completion through an upgrading or high school equivalency program (Go to ED4_Q04)
  13. Home schooled (Go to ED4_R06)
  14. DK, RF

ED4_Q02

Did you complete a high school diploma? Please do not include completion through an upgrading or high school equivalency program such as General Educational Development (GED) or Adult Basic Education (ABE).

  1. Yes (Go to ED4_R06)
  2. No
  3. DK, RF (Go to ED4_END)

ED4_Q03A

Have you successfully completed an upgrading or high school equivalency program such as General Educational Development (GED) or Adult Basic Education (ABE)?

  1. Yes (Go to ED4_Q04)
  2. No
  3. DK, RF

ED4_Q03B

Are you currently attending an upgrading or high school equivalency program?

  1. Yes
  2. No (Go to ED4_R06)
  3. DK, RF (Go to ED4_R06)

ED4_Q04

Where (did you attend / are you attending) an upgrading or high school equivalency program? (Was / Is) it… ?

INTERVIEWER: Read categories to respondent.

  1. At a community centre
  2. At an adult high school (including an alternative school)
  3. Through correspondence courses or some other form of distance education (including on-line learning)
  4. Through some other method - Specify (Go to ED4_S04)
  5. DK, RF

Go to ED4_C05

ED4_S04

(Where (did you attend / are you attending) an upgrading or high school equivalency program? (Was / Is) it… ?

Through some other method)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED4_C05

If ED4_Q01 = 12, go to ED4_Q05.
Otherwise, go to ED4_R06.

ED4_Q05

What is the highest grade of elementary or high school that you completed before leaving school?

INTERVIEWER: Please confirm that the respondent actually completed the indicated grade ("so you finished…?").

  1. Kindergarten
  2. Grades 1 to 5
  3. Grade 6
  4. Grade 7 / Quebec: Secondary I
  5. Grade 8 / Quebec: Secondary II
  6. Grade 9 / Quebec: Secondary III / Manitoba: Senior 1
  7. Grade 10 / Newfoundland and Labrador: Level I / Quebec: Secondary IV / Manitoba: Senior 2
  8. Grade 11 / Newfoundland and Labrador: Level II / Manitoba: Senior 3
  9. Grade 12
  10. DK, RF

ED4_R06

Now, I would like to ask some questions about any education above the high school level.

ED4_Q06

Have you received any other education that could be counted towards a certificate, diploma or degree from an educational institution even if you did not complete it? Please do not include courses for interest only.

  1. Yes
  2. No (Go to ED4_Q18A)
  3. DK, RF (Go to ED4_Q18A)

ED4_Q07A

What type of educational institution did you attend? Was it:

a university?

  1. Yes
  2. No
  3. DK, RF

ED4_Q07B

(What type of educational institution did you attend? Was it:)

a college, CEGEP or other non-university institution?

  1. Yes
  2. No
  3. DK, RF

ED4_Q07C

(What type of educational institution did you attend? Was it:)

a trade school?

  1. Yes
  2. No
  3. DK, RF

ED4_Q08

Have you completed the requirements for any diploma, certificate or degree for your education or training above the high school level?

  1. Yes (Go to ED4_Q12)
  2. No
  3. DK, RF

ED4_Q09

Are you currently attending trade school, college, CEGEP or university?

INTERVIEWER: Ask respondent to include attendance only for courses that can be counted as credit towards a certificate, diploma or degree.

  1. Yes (Go to ED4_Q16)
  2. No
  3. DK, RF

ED4_Q10

In what year did you last take postsecondary education?

(MIN : 1940) (MAX : 2012)

DK, RF

ED4_Q11A

What were the reasons you did not finish your postsecondary education?

INTERVIEWER: Mark all that apply.

  1. Pregnant / Caring for own child(ren)
  2. Other family responsibilities
  3. Own illness / Disability
  4. Financial reasons (not enough money)
  5. Lost interest / Lack of motivation
  6. Got a job / Wanted to work
  7. Too old or too late now
  8. Courses too hard / Bad results
  9. Too difficult to be away from home
  10. Prejudice and racism
  11. Moved
  12. Other - Specify (Go to ED4_S11A)
  13. DK, RF

Go to ED4_C11B

ED4_S11A

(What were the reasons you did not finish your postsecondary education?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED4_C11B

If ED4_Q11A has more than one response, go to ED4_Q11B.
Otherwise, go to ED4_Q18A.

ED4_Q11B

What is the main reason you did not finish your postsecondary education?

  1. Pregnant / Caring for own child(ren)
  2. Other family responsibilities
  3. Own illness / Disability
  4. Financial reasons (not enough money)
  5. Lost interest / Lack of motivation
  6. Got a job / Wanted to work
  7. Too old or too late now
  8. Courses too hard / Bad results
  9. Too difficult to be away from home
  10. Prejudice and racism
  11. Moved
  12. Other - Specify
  13. DK, RF

Go to ED4_Q18A

ED4_Q12

In what year did you obtain your most recent certificate, diploma or degree?

(MIN : 1940) (MAX : 2012)

DK, RF

ED4_Q13A

What certificate(s), diploma(s) or degree(s) have you completed?

INTERVIEWER: Mark all that apply.

  1. Registered Apprenticeship certificate (including Certificate of Qualification, Journeyperson's designation)
  2. Other trades certificate or diploma from a trade school or a professional training center
  3. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas) (Go to ED4_Q13B)
  4. University certificate or diploma below the bachelor's level
  5. Bachelor's degree (e.g., B.A., B.Sc., LL. B.)
  6. University certificate or diploma above the bachelor's level
  7. Degree in medicine, dentistry, veterinary medicine or optometry
  8. Master's degree (e.g., M.A., M.Sc., D.Ed.)
  9. Earned doctorate (e.g., D.Sc., D.Sc., D.Ed.)
  10. DK, RF (Go to ED4_Q15)

Go to ED4_Q14

ED4_Q13B

Was that (a certificate or diploma / a college, CEGEP or other non-university certificate or diploma) from a program of… ?

INTERVIEWER: Mark all that apply. Read categories to respondent.

  1. Less than 3 months
  2. 3 months to less than 1 year
  3. 1 year to 2 years
  4. More than 2 years
  5. DK, RF

ED4_Q14

What was the major field of study of the highest certificate, diploma or degree you completed?

INTERVIEWER: Ask respondent to be specific. For example - health care attendant, medical laboratory technology, early childhood education, civil engineering. If the respondent was in a trade or journeyperson program, list the area of specialization (e. g., auto mechanics, hairstyling, carpentry).

(80 spaces)

DK, RF

ED4_Q15

Are you currently attending trade school, college, CEGEP or university?

INTERVIEWER: Ask respondent to include attendance only for courses that can be counted as credit towards a certificate, diploma or degree.

  1. Yes
  2. No (Go to ED4_Q18A)
  3. DK, RF (Go to ED4_Q18A)

ED4_Q16

Are you enrolled as a full-time or part-time student, or both?

  1. Full-time student
  2. Part-time student
  3. Both full-time and part-time
  4. DK, RF

ED4_Q17A

Towards what type of certificate, diploma or degree are you currently working?

INTERVIEWER: If taking more than one program, ask respondent for highest certificate, diploma or degree.

  1. Trade certificate or diploma
  2. College, CEGEP or other non-university certificate or diploma (other than trades certificates or diplomas) (Go to ED4_Q17C)
  3. University certificate or diploma below the bachelor's level (Go to ED4_Q18A)
  4. Bachelor's degree (e. g., B.A., B.Sc., LL. B.) (Go to ED4_Q18A)
  5. University certificate, diploma or degree above the bachelor's level (Go to ED4_Q17D)
  6. DK, RF (Go to ED4_Q18A)

ED4_Q17B

Is it a(n)… ?

INTERVIEWER: Read categories to respondent.

  1. Registered Apprenticeship certificate (including Certificate of Qualification, Journeyperson's designation)
  2. Other trades certificate or diploma from a trade school or a professional training center
  3. DK, RF

Go to ED4_Q18A

ED4_Q17C

Is it a certificate or diploma from a program of… ?

INTERVIEWER: Read categories to respondent.

  1. Less than 3 months
  2. 3 months to less than 1 year
  3. 1 year to 2 years
  4. More than 2 years
  5. DK, RF

Go to ED4_Q18A

ED4_Q17D

Is it a(n)… ?

INTERVIEWER: Read categories to respondent.

  1. University certificate or diploma above the bachelor's level
  2. Degree in medicine, dentistry, veterinary medicine or optometry
  3. Master's degree
  4. Earned doctorate
  5. DK, RF

ED4_Q18A

Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:

time constraints (too busy, no time to study)?

  1. Yes
  2. No
  3. DK, RF

ED4_Q18B

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

courses available do not match your needs or interests?

  1. Yes
  2. No
  3. DK, RF

ED4_Q18C

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

lack of confidence or preparedness?

  1. Yes
  2. No
  3. DK, RF

ED4_Q18D

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

taking courses is not a high personal priority at the time?

  1. Yes
  2. No
  3. DK, RF

ED4_Q18E

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

cannot afford the costs or courses are too expensive?

  1. Yes
  2. No
  3. DK, RF

ED4_Q18F

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

personal or family responsibilities (childcare, elder care)?

  1. Yes
  2. No
  3. DK, RF

ED4_Q18G

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

personal health?

  1. Yes
  2. No
  3. DK, RF

ED4_Q18H

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:)

any other reason?

  1. Yes - Specify
  2. No (Go to ED4_Q19)
  3. DK, RF (Go to ED4_Q19)

ED4_S18H

(Sometimes people do NOT take the education or training they want to take for various reasons. Do any of the following reasons apply to you:

any other reason?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

ED4_Q19

Do you plan to take any other education that could be counted towards a certificate, diploma or degree from an educational institution?

INTERVIEWER: For those currently attending school, this refers to education beyond their current studies.

  1. Yes
  2. No
  3. DK, RF

ABORIGINAL LANGUAGE (LAN)

LAN_R01

Now I would like to ask some questions about your knowledge of Aboriginal languages. Some examples include Cree, Ojibway, Inuktitut, Mi'kmaq, Michif and Dene.

LAN_Q01

Do you speak an Aboriginal language, even if only a few words?

  1. Yes
  2. No (Go to LAN_Q05)
  3. DK, RF (Go to LAN_Q05)

LAN_B02

What Aboriginal language or languages do you speak?

INTERVIEWER: Accept up to three responses.

LAN_C03A

If LAN_B02.LLU_Q01 [1] = DK or RF, go to LAN_Q09.
Otherwise, go to LAN_C03B.

LAN_C03B

If LAN_B02.LLU_Q01 [1] and one of LAN_B02.LLU_Q01 [2] or LAN_B02.LLU_Q01 [3]= response other than"111-no more response ", go to LAN_Q03.
Otherwise, go to LAN_Q04.

LAN_Q03

Among those Aboriginal languages that you speak, which one do you speak the best?

DK, RF (Go to LAN_Q09)

LAN_Q04

How would you rate your ability to speak this Aboriginal language? Would you say you can speak… ?

INTERVIEWER: Read categories to respondent.

  1. Very well
  2. Relatively well
  3. With effort
  4. Only a few words
  5. DK, RF

Go to LAN_Q08

LAN_Q05

Do you understand an Aboriginal language, even if only a few words?

  1. Yes
  2. No (Go to LAN_Q09)
  3. DK, RF (Go to LAN_Q09)

LAN_B06

What Aboriginal language or languages do you understand?

INTERVIEWER: Accept up to three responses.

LAN_C07A

If LAN_B06.LLU_Q01 [1] = DK or RF, go to LAN_Q09.
Otherwise, go to LAN_C07B.

LAN_C07B

If LAN_B06.LLU_Q01 [1] and one of LAN_B06.LLU_Q01 [2] or LAN_B06.LLU_Q01 [3] = response other than"111-no more response ", go to LAN_Q07.
Otherwise, go to LAN_Q08.

LAN_Q07

Among those Aboriginal languages that you understand, which one do you understand the best?

DK, RF (Go to LAN_Q09)

LAN_Q08

How would you rate your ability to understand this Aboriginal language? Would you say you can understand… ?

INTERVIEWER: Read categories to respondent.

  1. Very well
  2. Relatively well
  3. With effort
  4. Only a few words
  5. DK, RF

LAN_Q09

How important is it to you that you speak and understand an Aboriginal language? Is it… ?

INTERVIEWER: Read categories 1 - 4 to respondent.

  1. Very important
  2. Somewhat important
  3. Not very important
  4. Not important
  5. No opinion
  6. DK, RF

LAN_Q10A

How often are you exposed to an Aboriginal language:

at home?

INTERVIEWER: Read categories to respondent.

  1. More than once a day
  2. Once a day
  3. More than once a week
  4. Once a week
  5. Less than once per week
  6. None of the time
  7. DK, RF

LAN_Q10B

(How often are you exposed to an Aboriginal language:)

outside the home?

INTERVIEWER: Read categories to respondent.

  1. More than once a day
  2. Once a day
  3. More than once a week
  4. Once a week
  5. Less than once per week
  6. None of the time
  7. DK, RF

LAN_B11

What is the language that you first learned at home in childhood?

INTERVIEWER: This includes Aboriginal and non-Aboriginal languages. Accept three responses only if languages were learned at the same time.

RESIDENTIAL SCHOOL (RS)

RS_C01

If Age >= 20, go to RS_R01.
Otherwise, go to RS_R02A.

RS_R01

The next questions ask about attendance at residential school.

RS_Q01

Were you ever a student at a residential school or a federal industrial school?

  1. Yes
  2. No
  3. DK, RF

Go to RS_Q02A

RS_R02A

The next questions ask about attendance at residential school.

RS_Q02A

Were any of the following members of your family ever a student at a residential school or a federal industrial school?

Any of your grandparents?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

RS_Q02B

(Were any of the following members of your family ever a student at a residential school or a federal industrial school?)

Your mother?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

RS_Q02C

(Were any of the following members of your family ever a student at a residential school or a federal industrial school?)

Your father?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

RS_C02D

If Age < 15, go to RS_Q02E.
Otherwise, go to RS_Q02D.

RS_Q02D

(Were any of the following members of your family ever a student at a residential school or a federal industrial school?)

Your current spouse or partner?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

RS_Q02E

(Were any of the following members of your family ever a student at a residential school or a federal industrial school?)

Any of your brothers or sisters?

  1. Yes
  2. No
  3. Not applicable
  4. DK, RF

RS_Q02F

(Were any of the following members of your family ever a student at a residential school or a federal industrial school?)

Any of your other relatives?

  1. Yes - Specify (Go to RS_S02F)
  2. No
  3. Not applicable
  4. DK, RF

Go to RS_END

RS_S02F

(Were any of the following members of your family ever a student at a residential school or a federal industrial school?

Any of your other relatives?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

LABOUR MARKET ACTIVITIES MINIMAL (LMAM)

LMAM_C01

If Age > = 15, go to LMAM_Q01.
Otherwise, go to LMAM_END.

LMAM_Q01

Many of the following questions concern your activities last week. By last week, I mean the week beginning on Sunday and ending Saturday.

Last week, did you work at a job or business?
(regardless of the number of hours)

  1. Yes
  2. No (Go to LMAM_Q02)
  3. DK, RF

Go to LMAM_END

LMAM_Q02

Last week, did you have a job or business from which you were absent?

  1. Yes (Go to LMAM_Q03)
  2. No
  3. DK, RF

Go to LMAM_END

LMAM_Q03

What was the main reason you were absent from work last week?

  1. Own illness or disability
  2. Caring for own children
  3. Caring for elder relative (60 years of age or older)
  4. Maternity or parental leave
  5. Other personal or family responsibilities
  6. Vacation
  7. Labour dispute (strike or lockout) (Employees only)
  8. Temporary layoff due to business conditions (Employees only)
  9. Seasonal layoff (Employees only)
  10. Casual job, no work available (Employees only)
  11. Work schedule (e. g., shift work) (Employees only)
  12. Self-employed, no work available (Self-employed only)
  13. Seasonal business (Excluding employees)
  14. Other - Specify (Go to LMAM_S03)
  15. DK, RF

Go to LMAM_END

LMAM_S03

(What was the main reason you were absent from work last week?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

LABOUR FORCE STATUS (LMA2)

LMA2_C04A

If (((LMAM_Q01=2) and (LMAM_Q02=2)) or ((LMAM_Q01=2) and (LMAM_Q02=1) and
(LMAM_Q03=8, 9 or 10))), go to LMA2_C04B.
Otherwise, go to LMA2_END.

LMA2_C04B

If ((LMAM_Q01=2) and (LMAM_Q02=1) and (LMAM_Q03=8), go to LMA2_D08.
Otherwise, go to LMA2_Q04.

LMA2_Q04

In the 4 weeks ending Saturday, did you do anything to find work?

  1. Yes (Go to LMA2_Q07)
  2. No
  3. DK, RF (Go to LMA2_END)

LMA2_C05

If (AGE >= 065), go to LMA2_END.
Otherwise, go to LMA2_Q05.

LMA2_Q05

Last week, did you have a job to start at a definite date in the future?

  1. Yes (Go to LMA2_Q06)
  2. No
  3. DK, RF

Go to LMA2_END

LMA2_Q06

Will you start that job before or after ^NMBEGE?

  1. Before the date above (Go to LMA2_D08)
  2. On or after the date above
  3. DK, RF

Go to LMA2_END

LMA2_Q07

Did you want a job with more or less than 30 hours per week?

  1. 30 or more hours per week
  2. Less than 30 hours per week
  3. DK, RF

LMA2_Q08

Could you have worked last week (if you had been recalled / if a suitable job had been offered)?

  1. Yes
  2. No (Go to LMA2_Q09)
  3. DK, RF

Go to LMA2_END

LMA2_Q09

What was the main reason you were not available to work last week?

  1. Own illness or disability
  2. Caring for own children
  3. Caring for elder relative (60 years of age or older)
  4. Other personal or family responsibilities
  5. Going to school
  6. Vacation
  7. Already has a job
  8. Other - Specify (Go to LMA2_S09)
  9. DK, RF

Go to LMA2_END

LMA2_S09

(What was the main reason you were not available to work last week?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

LOOKING FOR WORK (LW)

LW_C01A

If (((LMAM_Q01 = 2) and (LMAM_Q02 = 2)) or ((LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03 = 9 or 10))), go to LW_C01B.
Otherwise, go to LW_END.

LW_C01B

If (LMA2_Q04 = 1), go to LW_Q01.
Otherwise, go to LW_C01C.

LW_C01C

If (LMA2_Q04 = 2) and (Age < 65) and (LMA2_Q05 = 1) and (LMA2_Q06 = 1), go to LW_Q02.
Otherwise, go to LW_END.

LW_Q01

How did you go about looking for work?

INTERVIEWER: Mark all that apply.

  1. Contacted potential employer(s) directly
  2. Through friend(s)/relative(s)
  3. Through co-worker(s)
  4. Placed or answered newspaper ad(s)
  5. Community bulletin boards/radio
  6. Contacted public employment agency (Service Canada Centre/Canada Employment Centre, provincial employment centre)
  7. Contacted Aboriginal organization or Aboriginal employment agency
  8. Was referred by another employer
  9. Searched the Internet
  10. Was referred by a union
  11. Other - Specify (Go to LW_S01)
  12. DK, RF

Go to LW_Q02

LW_S01

(How did you go about looking for work?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

LW_Q02

As of last week, how many weeks have you been looking for work?

(MIN : 0) (MAX : 999)

DK, RF

LW_Q03A

Have any of the following caused you difficulty in finding work:

not knowing where to look for work?

  1. Yes
  2. No
  3. DK, RF

LW_Q03B

(Have any of the following caused you difficulty in finding work:)

not knowing the type of job you wanted?

  1. Yes
  2. No
  3. DK, RF

LW_Q03C

(Have any of the following caused you difficulty in finding work:)

not having the work experience required for available jobs?

  1. Yes
  2. No
  3. DK, RF

LW_Q03D

(Have any of the following caused you difficulty in finding work:)

not having enough education or training for available jobs?

  1. Yes
  2. No
  3. DK, RF

LW_Q03E

(Have any of the following caused you difficulty in finding work:)

not having the means of transportation to get to available jobs?

  1. Yes
  2. No
  3. DK, RF

LW_Q03F

(Have any of the following caused you difficulty in finding work:)

a shortage of jobs?

  1. Yes
  2. No
  3. DK, RF

LW_Q03G

(Have any of the following caused you difficulty in finding work:)

anything else?

  1. Yes - Specify
  2. No (Go to LW_END)
  3. DK, RF (Go to LW_END)

LW_S03G

(Have any of the following caused you difficulty in finding work:

anything else?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

DISCOURAGED WORKERS (DW)

DW_C01A

If (((LMAM_Q01 = 2) and LMAM_Q02 = 2)) or ((LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03 = 9 or 10))), go to DW_C01B.
Otherwise, go to DW_END.

DW_C01B

If ((LMA2_Q04 = 2) and (Age < 65) and (LMA2_Q05 = 2, DK or RF)), go to DW_Q01.
Otherwise, go to DW_END.

DW_Q01

Did you want a job last week?

  1. Yes
  2. No (Go to DW_END)
  3. DK, RF (Go to DW_END)

DW_Q02

What was the main reason you did not look for work last week?

  1. Own illness or disability
  2. Caring for own children
  3. Caring for elder relative (60 years of age or older)
  4. Other personal or family responsibilities
  5. Going to school
  6. Waiting for recall (to former job)
  7. Waiting for replies from employers
  8. Believes no work available (in area or suited to skills) (Go to DW_Q03)
  9. No reason given
  10. Other
  11. DK, RF

Go to DW_END

DW_Q03

Could you have worked last week if a suitable job had been offered?

  1. Yes (Go to DW_END)
  2. No
  3. DK, RF (Go to DW_END)

DW_Q04

What was the main reason you were not available to work last week?

  1. Own illness or disability
  2. Caring for own children
  3. Caring for elder relative (60 years of age or older)
  4. Other personal or family responsibilities
  5. Going to school
  6. Vacation
  7. Already has a job
  8. Other - Specify (Go to DW_S04)
  9. DK, RF

Go to DW_END

DW_S04

(What was the main reason you were not available to work last week?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

PAST JOB ATTACHMENT (PJA)

PJA_C01A

If (((LMAM_Q01 = 2) and (LMAM_Q02 = 2)) or ((LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03=8, 9 or 10))), go to PJA_C01B.
Otherwise, go to PJA_END.

PJA_C01B

If (LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03 = 8, 9 or 10), go to PJA_Q02.
Otherwise, go to PJA_C01C.

PJA_C01C

If (LMA2_Q04 = 1 or 2) and (Age < 65) , go to PJA_Q01.
Otherwise, go to PJA_END.

PJA_Q01

Have you ever worked at a job or business?

  1. Yes
  2. No (Go to PJA_END)
  3. DK, RF (Go to PJA_END)

PJA_Q02

When did you last work?

INTERVIEWER: Select month on this screen and enter year on next screen.

  1. January
  2. February
  3. March
  4. April
  5. May
  6. June
  7. July
  8. August
  9. September
  10. October
  11. November
  12. December
  13. DK
  14. RF (Go to PJA_END)

PJA_N02

INTERVIEWER: Enter year.

(MIN : 1900) (MAX : 2012)

DK, RF

MULTIPLE EMPLOYMENT (ME)

ME_C01

If ((LMAM_Q01=1) or ((LMAM_Q01=2) and (LMAM_Q02=1) and
(LMAM_Q03=1, 2, 3, 4, 5, 6, 7, 11, 12, 13 or 14))), go to ME_Q01.
Otherwise, go to ME_END.

ME_Q01

Did you have more than one job or business last week?

  1. Yes
  2. No (Go to ME_END)
  3. DK, RF (Go to ME_END)

ME_Q02

Was this a result of changing employers?

  1. Yes
  2. No
  3. DK, RF

CLASS OF WORKER INTRODUCTION (CWI)

CWI_C01A

If ((LMAM_Q01 = 1) or ((LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03 = 1, 2, 3, 4, 5, 6, 7, 11, 12, 13, or 14))), go to CWI_C01B.
Otherwise, go to CWI_END.

CWI_C01B

If (ME_Q02 = 1 (Yes), 2 (No), DK or RF), go to CWI_R01.
Otherwise, go to CWI_END.

CWI_R01

I am now going to ask some questions about (your new job or business / the job or business at which you usually work the most hours).

CLASS OF WORKER (LMA3)

LMA3_C10

If ((LMAM_Q01=1) or ((LMAM_Q01=2) and (LMAM_Q02=1) and
(LMAM_Q03=1, 2, 3, 4, 5, 6, 7, 11, 12, 13 or 14))), go to LMA3_Q10.
Otherwise, go to LMA3_END.

LMA3_Q10

Were you an employee or self-employed?

  1. Employee
  2. Self-employed
  3. Working in a family business without pay
  4. DK, RF

INCORPORATED BUSINESS (IB)

IB_C01A

If ((LMAM_Q01 = 1) or ((LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03 = 1, 2, 3, 4, 5, 6, 7, 11, 12, 13, or 14))), go to IB_C01B.
Otherwise, go to IB_END.

IB_C01B

If (LMA3_Q10 = 2), go to IB_Q01.
Otherwise, go to IB_END.

IB_Q01

Did you have an incorporated business?

  1. Yes
  2. No
  3. DK, RF

JOB TENURE (JT)

JT_C01A

If ((LMAM_Q01 = 1) or ((LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03 = 1, 2, 3, 4, 5, 6, 7, 11, 12, 13, or 14))), go to JT_C01B.
Otherwise, go to JT_END.

JT_C01B

If (LMA3_Q10 = 1, 3, DK or RF), go to JT_Q01.
Otherwise, go to JT_Q02.

JT_Q01

When did you start working for your present employer?

INTERVIEWER: Select month on this screen and enter year on next screen.

  1. January
  2. February
  3. March
  4. April
  5. May
  6. June
  7. July
  8. August
  9. September
  10. October
  11. November
  12. December
  13. DK
  14. RF (Go to JT_END)

JT_N01

INTERVIEWER: Enter year.

(MIN : 1950) (MAX : 2012)

DK, RF

Go to JT_END

JT_Q02

When did you start working at your present business?

INTERVIEWER: Select month on this screen and enter year on next screen.

  1. January
  2. February
  3. March
  4. April
  5. May
  6. June
  7. July
  8. August
  9. September
  10. October
  11. November
  12. December
  13. DK
  14. RF (Go to JT_END)

JT_N02

INTERVIEWER: Enter year.

(MIN : 1950) (MAX : 2012)

DK, RF

INDUSTRY (LMA4)

LMA4_C11A

If ((LMAM_Q01=1) or ((LMAM_Q01=2) and (LMAM_Q02=1) and
(LMAM_Q03=1, 2, 3, 4, 5, 6, 7, 11, 12, 13 or 14))), go to LMA4_C11B.
Otherwise, go to LMA4_END.

LMA4_C11B

If (LMA3_Q10=2), go to LMA4_Q11.
Otherwise, go to LMA4_Q12.

LMA4_Q11

What was the name of your business?

INTERVIEWER: Enter the full name of the business. If there is no business name, enter the respondent's full name.

(50 spaces)

DK, RF

Go to LMA4_Q13

LMA4_Q12

For whom did you work?

INTERVIEWER: Enter the full name of the company, business, government department or agency, or person.

(50 spaces)

DK, RF

LMA4_Q13

What kind of business, industry or service was this?

INTERVIEWER: Enter a detailed description.

For example:
new home construction
primary school
municipal police
wheat farm
retail shoe store
food wholesale
car parts factory
federal government

(50 spaces)

DK, RF

OCCUPATION (LMA5)

LMA5_C14

If ((LMAM_Q01=1) or ((LMAM_Q01=2) and (LMAM_Q02=1) and
(LMAM_Q03=1, 2, 3, 4, 5, 6, 7, 11, 12, 13 or 14))), go to LMA5_D14.
Otherwise, go to LMA5_END.

LMA5_Q14

What was your work or occupation?

INTERVIEWER: Enter a detailed description.

For example:
legal secretary
plumber
fishing guide
wood furniture assembler
secondary school teacher
computer programmer

(50 spaces)

DK, RF

LMA5_D15

Not Applicable

LMA5_Q15

In this work, what were your main activities?

INTERVIEWER: Enter a detailed description.

For example:

prepared legal documents
installed residential plumbing
guided fishing parties
made wood furniture products
taught mathematics
developed software

(50 spaces)

DK, RF

USUAL HOURS OF WORK (LMA6)

LMA6_C16

If ((LMAM_Q01=1) or
((LMAM_Q01=2) and (LMAM_Q02=1) and (LMAM_Q03=1, 2, 3, 4, 5, 6, 7, 11, 12, 13 or 14))), go to LMA6_D16.
Otherwise, go to LMA6_END.

LMA6_Q16

(Excluding overtime, on average, how many paid hours do you usually work per week? / On average, how many hours do you usually work per week?)

(MIN : 0.0) (MAX : 168.0)

DK, RF

PART-TIME EMPLOYMENT (PT)

PT_C01A

If ((LMAM_Q01 = 1) or ((LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03 = 1, 2, 3, 4, 5, 6, 7, 11, 12, 13, or 14))), go to PT_C01B.
Otherwise, go to PT_END.

PT_C01B

If (LMA6_Q16 < 30), go to PT_Q01.
Otherwise, go to PT_END.

PT_Q01

What is the main reason you usually work less than 30 hours per week (at your main job)?

  1. Own illness or disability
  2. Caring for own children
  3. Caring for elder relative (60 years of age or older)
  4. Other personal or family responsibilities
  5. Going to school
  6. Business conditions
  7. Could not find work with 30 or more hours per week
  8. Own preference
  9. Other - Specify (Go to PT_S01)
  10. DK, RF

Go to PT_END

PT_S01

(What is the main reason you usually work less than 30 hours per week (at your main job)?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

PERMANENT WORK (PW)

PW_C01A

If ((LMAM_Q01 = 1) or ((LMAM_Q01 = 2) and (LMAM_Q02 = 1) and (LMAM_Q03 = 1, 2, 3, 4, 5, 6, 7, 11, 12, 13, or 14))), go to PW_C01B.
Otherwise, go to PW_END.

PW_C01B

If (LMA3_Q10 = 1), go to PW_Q01.
Otherwise, go to PW_END.

PW_Q01

Is your job permanent, or is there some way that it is not permanent? (e. g., seasonal, temporary, term, casual)

  1. Permanent (Go to PW_END)
  2. Not permanent (e. g., seasonal, temporary, term, casual)
  3. DK, RF (Go to PW_END)

PW_Q02

In what way is your job not permanent?

  1. Seasonal job
  2. Temporary, term or contract job (non-seasonal)
  3. Casual job
  4. Other - Specify (Go to PW_S02)
  5. DK, RF

Go to PW_END

PW_S02

(In what way is your job not permanent?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

LABOUR MOBILITY (LM)

LM_C01

If (Age > = 15), go to LM_Q01.
Otherwise, go to LM_END.

LM_Q01

Would you move to another city or town to improve your job or career opportunities?

  1. Yes (Go to LM_END)
  2. No
  3. Maybe (Go to LM_END)
  4. DK, RF (Go to LM_END)

LM_Q02

What is the main reason you would not move?

  1. Still in school
  2. Happy with job situation
  3. Miss family/friends
  4. No guarantee of finding work elsewhere
  5. Uncertainty / Afraid of changes (different city, people)
  6. Cultural, linguistic or social reasons
  7. Cost of living elsewhere too high
  8. Moving too expensive
  9. Education / Professional recognition
  10. Caring for own child
  11. Other family responsibilities
  12. Retired
  13. Maintain access to healthcare
  14. Other - Specify (Go to LM_S02)
  15. DK, RF

Go to LM_END

LM_S02

(What is the main reason you would not move?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

TRADITIONAL ACTIVITIES (TA)

TA_C01A

If (Age > = 15), go to TA_R01A.
Otherwise, go to TA_END.

TA_R01A

The following questions ask about other activities you may have taken part in. Some of these questions may not apply to you but participation in these activities varies across the country and will be asked nationwide.

TA_Q01A

In the last year, did you make clothing or footwear?

  1. Yes
  2. No (Go to TA_Q01F)
  3. DK, RF (Go to TA_Q01F)

TA_Q01B

In the last month, did you do this… ?

INTERVIEWER: Read categories to respondent.

  1. Every day
  2. A few times a week
  3. Once a week
  4. A few times a month
  5. Once a month
  6. Not at all last month
  7. DK, RF

TA_Q01C

Did you do this… ?

INTERVIEWER: Read categories to respondent. Mark all that apply.

  1. For pleasure or leisure
  2. For your own use or your family's use
  3. For money or to supplement your income
  4. For some other reason - Specify (Go to TA_S01C)
  5. DK, RF

Go to TA_C01D

TA_S01C

(Did you do this… ?

For some other reason)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

TA_C01D

If (TA_Q01C = 1 only (For pleasure or leisure)) OR (TA_Q01C = 4 only (For some other reason)), go to TA_Q02A.
Otherwise, go to TA_Q01D.

TA_Q01D

Would you say that you would like to spend more time making clothing or footwear, less time doing it or that you are spending just about the right amount of time doing it?

  1. More time
  2. Less time (Go to TA_Q02A)
  3. About the right amount of time (Go to TA_Q02A)
  4. DK, RF (Go to TA_Q02A)

TA_Q01E

What reasons prevent you from doing these activities more often?

INTERVIEWER: Mark all that apply.

  1. Not enough time
  2. Not enough money to buy supplies or equipment
  3. No one to teach the skills needed
  4. Physical disability
  5. Location
  6. Other - Specify (Go to TA_S01E)
  7. DK, RF

Go to TA_Q02A

TA_S01E

(What reasons prevent you from doing these activities more often?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to TA_Q02A

TA_Q01F

Are you interested in making clothing or footwear?

  1. Yes
  2. No (Go to TA_Q02A)
  3. DK, RF (Go to TA_Q02A)

TA_Q01G

What reasons prevent you from doing these activities?

INTERVIEWER: Mark all that apply.

  1. Not enough time
  2. Not enough money to buy supplies or equipment
  3. No one to teach the skills needed
  4. Physical disability
  5. Location
  6. Other - Specify (Go to TA_S01G)
  7. DK, RF

Go to TA_Q02A

TA_S01G

(What reasons prevent you from doing these activities?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

TA_Q02A

In the last year, did you make arts or crafts, for example, carvings, drawings, jewellery?

  1. Yes
  2. No (Go to TA_Q02F)
  3. DK, RF (Go to TA_Q02F)

TA_Q02B

In the last month, did you do this… ?

INTERVIEWER: Read categories to respondent.

  1. Every day
  2. A few times a week
  3. Once a week
  4. A few times a month
  5. Once a month
  6. Not at all last month
  7. DK, RF

TA_Q02C

Did you do this… ?

INTERVIEWER: Read categories to respondent. Mark all that apply.

  1. For pleasure or leisure
  2. For your own use or your family's use
  3. For money or to supplement your income
  4. For some other reason - Specify (Go to TA_S02C)
  5. DK, RF

Go to TA_C02D

TA_S02C

(Did you do this… ?

For some other reason)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

TA_C02D

If (TA_Q02C = 1 only (For pleasure or leisure)) OR (TA_Q02C = 4 only (For some other reason)), go to TA_Q03A.
Otherwise, go to TA_Q02D.

TA_Q02D

Would you say that you would like to spend more time making arts or crafts, less time doing it or that you are spending just about the right amount of time doing it?

  1. More time
  2. Less time (Go to TA_Q03A)
  3. About the right amount of time (Go to TA_Q03A)
  4. DK, RF (Go to TA_Q03A)

TA_Q02E

What reasons prevent you from doing these activities more often?

INTERVIEWER: Mark all that apply.

  1. Not enough time
  2. Not enough money to buy supplies or equipment
  3. No one to teach the skills needed
  4. Physical disability
  5. Location
  6. Other - Specify (Go to TA_S02E)
  7. DK, RF

Go to TA_Q03A

TA_S02E

(What reasons prevent you from doing these activities more often?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to TA_Q03A

TA_Q02F

Are you interested in making arts or crafts?

  1. Yes
  2. No (Go to TA_Q03A)
  3. DK, RF (Go to TA_Q03A)

TA_Q02G

What reasons prevent you from doing these activities?

INTERVIEWER: Mark all that apply.

  1. Not enough time
  2. Not enough money to buy supplies or equipment
  3. No one to teach the skills needed
  4. Physical disability
  5. Location
  6. Other - Specify (Go to TA_S02G)
  7. DK, RF

Go to TA_Q03A

TA_S02G

(What reasons prevent you from doing these activities?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

TA_Q03A

In the last year, did you hunt, fish or trap?

  1. Yes
  2. No (Go to TA_Q03F)
  3. DK, RF (Go to TA_Q03F)

TA_Q03B

During the hunting, fishing or trapping seasons, how often did you do this?

INTERVIEWER: Read categories to respondent. Combine frequency for all activities if respondent participated in hunting, fishing, and trapping.

  1. Every day
  2. A few times a week
  3. Once a week
  4. A few times a month
  5. Once a month
  6. Less than once a month
  7. DK, RF

TA_Q03C

Did you do this… ?

INTERVIEWER: Read categories to respondent. Mark all that apply.

  1. For pleasure or leisure
  2. For money or to supplement your income
  3. For your own use or your family's use
  4. To share with others in the community
  5. To share with people in other communities
  6. For some other reason - Specify
  7. DK, RF

Go to TA_C03D

TA_S03C

(Did you do this… ?

For some other reason)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

TA_C03D

If (TA_Q03C = 1 only (For pleasure or leisure)) OR (TA_Q03C = 6 only (For some other reason)), go to TA_Q04A.
Otherwise, go to TA_Q03D.

TA_Q03D

Would you say that you would like to spend more time hunting, fishing, or trapping, less time doing it or that you are spending just about the right amount of time doing it?

  1. More time
  2. Less time (Go to TA_Q04A)
  3. About the right amount of time (Go to TA_Q04A)
  4. DK, RF (Go to TA_Q04A)

TA_Q03E

What reasons prevent you from doing these activities more often?

INTERVIEWER: Mark all that apply.

  1. Not enough time
  2. Not enough money to buy supplies or equipment
  3. Fewer animals
  4. Quota restrictions
  5. No one to do it with
  6. Physical disability
  7. Location
  8. Other - Specify (Go to TA_S03E)
  9. DK, RF

Go to TA_Q04A

TA_S03E

(What reasons prevent you from doing these activities more often?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to TA_Q04A

TA_Q03F

Are you interested in hunting, fishing or trapping?

  1. Yes
  2. No (Go to TA_Q04A)
  3. DK, RF (Go to TA_Q04A)

TA_Q03G

What reasons prevent you from doing these activities?

INTERVIEWER: Mark all that apply.

  1. Not enough time
  2. Not enough money to buy supplies or equipment
  3. Fewer animals
  4. Quota restrictions
  5. No one to do it with
  6. Physical disability
  7. Location
  8. Other - Specify (Go to TA_S03G)
  9. DK, RF

Go to TA_Q04A

TA_S03G

(What reasons prevent you from doing these activities?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

TA_Q04A

In the last year, did you gather wild plants, for example, berries, rice or sweet grass?

  1. Yes
  2. No (Go to TA_Q04F)
  3. DK, RF (Go to TA_Q04F)

TA_Q04B

While they were in season, how often did you do this?

INTERVIEWER: Read categories to respondent.

  1. Every day
  2. A few times a week
  3. Once a week
  4. A few times a month
  5. Once a month
  6. Less than once a month
  7. DK, RF

TA_Q04C

Did you do this… ?

INTERVIEWER: Read categories to respondent. Mark all that apply.

  1. For pleasure or leisure
  2. For money or to supplement your income
  3. For your own use or your family's use
  4. To share with others in the community
  5. To share with people in other communities
  6. For some other reason - Specify
  7. DK, RF

Go to TA_C04D

TA_S04C

(Did you do this… ?

For some other reason)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

TA_C04D

If (TA_Q04C = 1 only (For pleasure or leisure)) OR (TA_Q04C = 6 only (For some other reason)), go to TA_END.
Otherwise, go to TA_Q04D.

TA_Q04D

Would you say that you would like to spend more time gathering wild plants, less time doing it or that you are spending just about the right amount of time doing it?

  1. More time
  2. Less time (Go to TA_END)
  3. About the right amount of time (Go to TA_END)
  4. DK, RF (Go to TA_END)

TA_Q04E

What reasons prevent you from doing this activity more often?

INTERVIEWER: Mark all that apply.

  1. Not enough time
  2. Not enough money to buy supplies or equipment
  3. Fewer plants/berries to harvest
  4. No one to teach the skills needed
  5. Location
  6. Other - Specify (Go to TA_S04E)
  7. DK, RF

Go to TA_END

TA_S04E

(What reasons prevent you from doing this activity more often?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to TA_END

TA_Q04F

Are you interested in gathering wild plants?

  1. Yes
  2. No (Go to TA_END)
  3. DK, RF (Go to TA_END)

TA_Q04G

What reasons prevent you from doing this activity?

INTERVIEWER: Mark all that apply.

  1. Not enough time
  2. Not enough money to buy supplies or equipment
  3. Fewer plants/berries to harvest
  4. No one to teach the skills needed
  5. Location
  6. Other - Specify (Go to TA_S04G)
  7. DK, RF

Go to TA_END

TA_S04G

(What reasons prevent you from doing this activity?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

SOURCES OF PERSONAL INCOME (SPI)

SPI_C01

If Age >= 15, go to SPI_R01.
Otherwise, go to SPI_END.

SPI_R01

The next questions are about your sources of total personal income.

SPI_Q01

For the year ending December 31, 2011, did you receive income from… ?

INTERVIEWER: Read categories to respondent. Mark all that apply.

  1. Employment including wages, salaries, commissions and tips
  2. Self-employment including wages, salaries, commissions and tips
  3. Employment insurance
  4. Provincial or municipal social assistance or welfare
  5. Pension (Canada or Quebec Pension Plan/Job related retirement pensions/superannuation and annuities)
  6. Old Age Security and Guaranteed Income Supplement
  7. Other sources (e. g. other government income, child tax benefit, child support, education allowances and scholarships, Northern Allowance, spousal support)
  8. None (Go to SPI_END)
  9. DK, RF (Go to SPI_END)

SPI_C02

If SPI_Q01 = one response only (01..07), go to SPI_END.
Otherwise, go to SPI_Q02.

SPI_Q02

What was your main source of total personal income?

  1. Employment including wages, salaries, commissions and tips
  2. Self-employment including wages, salaries, commissions and tips
  3. Employment insurance
  4. Provincial or municipal social assistance or welfare
  5. Pension (Canada or Quebec Pension Plan/Job related retirement pensions/superannuation and annuities)
  6. Old Age Security and Guaranteed Income Supplement
  7. Others sources (e. g. other government income, child tax benefit, child support, education allowances and scholarships, Northern Allowance, spousal support)
  8. DK, RF

TOTAL PERSONAL INCOME (TPI)

TPI_C01

If (Age > = 15 and SPI_Q01 = 1..7 or DK or RF), go to TPI_Q01.
Otherwise, go to TPI_END.

TPI_Q01

Now a question about your total personal income.

What is your best estimate of your total personal income, before taxes and deductions, from all sources during the year ending December 31, 2011?

Income can come from various sources such as from work, investments, pensions or government. Examples include Employment Insurance, Social Assistance, Child Tax Benefit and other income such as child support, spousal support (alimony) and rental income.

INTERVIEWER: Capital gains should not be included in the personal income.

(MIN : -9000000) (MAX : 90000000)

DK, RF

TPI_C02

If TPI_Q01 = DK or RF, go to TPI_Q02.
Otherwise, go to TPI_END.

TPI_Q02

Can you estimate in which of the following groups your personal income falls? Was your total personal income during the year ending December 31, 2011… ?

INTERVIEWER: Read categories to respondent.

  1. Less than $30,000, including income loss (Go to TPI_Q03)
  2. $30,000 and more (Go to TPI_Q04)
  3. DK, RF

Go to TPI_END

TPI_Q03

Please stop me when I have read the category which applies to you.

Was it... ?

INTERVIEWER: Read categories to respondent.

  1. Less than $5,000
  2. $5,000 to less than $10,000
  3. $10,000 to less than $15,000
  4. $15,000 to less than $20,000
  5. $20,000 to less than $25,000
  6. $25,000 to less than $30,000
  7. DK, RF

Go to TPI_END

TPI_Q04

Please stop me when I have read the category which applies to you.

Was it... ?

INTERVIEWER: Read categories to respondent.

  1. $30,000 to less than $40,000
  2. $40,000 to less than $50,000
  3. $50,000 to less than $60,000
  4. $60,000 to less than $70,000
  5. $70,000 to less than $80,000
  6. $80,000 to less than $90,000
  7. $90,000 to less than $100,000
  8. $100,000 and over
  9. DK, RF

Go to TPI_END

EMPLOYMENT INCOME (EI)

EI_C01

If ((SPI_Q01 = 1 (Job) or (2 (Self-emplyment))), go to EI_Q01.
Otherwise, go to EI_END.

EI_Q01

What is your best estimate of your total wages and salaries from your job or business before any deductions during the year ending December 31, 2011?

INTERVIEWER: Include commissions, bonuses, tips, taxable benefits, research grants, royalties, etc.. Do not include income from investments, pensions, social assistance, rental income, child tax benefits, spousal support, etc..

(MIN : -9000000) (MAX : 9000000)

DK, RF

EI_C02

If EI_Q01 = DK or RF, go to EI_Q02.
Otherwise, go to EI_END.

EI_Q02

Were your total wages and salaries during the year ending December 31, 2011… ?

INTERVIEWER: Read categories to respondent.

  1. Less than $30,000 including (Go to EI_Q03)
  2. income loss (Go to EI_Q04)
  3. DK, RF (Go to EI_END)

EI_Q03

Please stop me when I have read the category which applies to you.
Was it... ?


INTERVIEWER: Read categories to respondent.

  1. Less than $5,000
  2. $5,000 to less than $10,000
  3. $10,000 to less than $15,000
  4. $15,000 to less than $20,000
  5. $20,000 to less than $25,000
  6. $25,000 to less than $30,000
  7. DK, RF

Go to EI_END

EI_Q04

Please stop me when I have read the category which applies to you.
Was it… ?

INTERVIEWER: Read categories to respondent.

  1. $30,000 to less than $40,000
  2. $40,000 to less than $50,000
  3. $50,000 to less than $60,000
  4. $60,000 to less than $70,000
  5. $70,000 to less than $80,000
  6. $80,000 to less than $90,000
  7. $90,000 to less than $100,000
  8. $100,000 and over
  9. DK, RF

GENERAL HEALTH 1 (GH1)

GH1_R01

Now, I would like to ask some questions about your health. By health, I mean not only the absence of disease or injury but also physical, mental and social well-being.

GH1_Q01

In general, would you say your health is... ?

INTERVIEWER: Read categories to respondent.

  1. Excellent
  2. Very good
  3. Good
  4. Fair
  5. Poor
  6. DK, RF

PREGNANCY AND CHILDBIRTH (PRG)

PRG_C01A

If Sex = 2 (Female) and Age = 15..49, go to PRG_R01.
Otherwise, go to PRG_C01B.

PRG_C01B

If Sex = 2 (Female) and Age > 49, go to PRG_R02.
Otherwise, go to PRG_END.

PRG_R01

It is important to know, when analyzing health, whether or not a person is pregnant.

PRG_Q01

Are you pregnant?

  1. Yes
  2. No
  3. DK, RF

PRG_R02

The next questions are about children you have given birth to.

PRG_Q02

How many children have you ever given birth to?

INTERVIEWER: Ask respondent to count all children including those who may have died since birth. Do not include stillbirths, abortions or adopted children. If NONE, please enter "0".

(MIN : 0) (MAX : 20)

DK, RF (Go to PRG_END)

PRG_C03

If PRG_Q02 = 0, go to PRG_END.
Otherwise, go to PRG_Q03.

PRG_Q03

At what age did you have your (first) child?

INTERVIEWER: All children including those who may have died since birth or who may be living elsewhere are to be included. Do not include stillbirths.

(MIN : 12) (MAX : 59)

DK, RF

HEIGHT AND WEIGHT (HW)

HW_C01

If PRG_Q01 = 1 (Yes), go to HW_END.
Otherwise, go to HW_R01.

HW_R01

The next questions are about height and weight.

HW_Q01

How tall are you without shoes on?

  1. 0. Less than 1' / 12" (less than 29.2 cm) (Go to HW_Q02)
  2. 1. 1'0" to 1'11" / 12" to 23" (29.2 to 59.6 cm)
  3. 2. 2'0" to 2'11" / 24" to 35" (59.7 to 90.1 cm) (Go to HW_N01B)
  4. 3. 3'0" to 3'11" / 36" to 47" (90.2 to 120.6 cm) (Go to HW_N01C)
  5. 4. 4'0" to 4'11" / 48" to 59" (120.7 to 151.0 cm) (Go to HW_N01D)
  6. 5. 5'0" to 5'11" (151.1 to 181.5 cm) (Go to HW_N01E)
  7. 6. 6'0" to 6'11" (181.6 to 212.0 cm) (Go to HW_N01F)
  8. 7. 7'0" and over (212.1 cm and over) (Go to HW_Q02)
    DK, RF (Go to HW_Q02)

HW_N01A

INTERVIEWER: Select the exact height.

  1. 0. 1'0" / 12" (29.2 to 31.7 cm)
  2. 1. 1'1" / 13" (31.8 to 34.2 cm)
  3. 2. 1'2" / 14" (34.3 to 36.7 cm)
  4. 3. 1'3" / 15" (36.8 to 39.3 cm)
  5. 4. 1'4" / 16" (39.4 to 41.8 cm)
  6. 5. 1'5" / 17" (41.9 to 44.4 cm)
  7. 6. 1'6" / 18" (44.5 to 46.9 cm)
  8. 7. 1'7" / 19" (47.0 to 49.4 cm)
  9. 8. 1'8" / 20" (49.5 to 52.0 cm)
  10. 9. 1'9" / 21" (52.1 to 54.5 cm)
  11. 10. 1'10" / 22" (54.6 to 57.1 cm)
  12. 11. 1'11" / 23" (57.2 to 59.6 cm)
    DK, RF

Go to HW_Q02

HW_N01B

INTERVIEWER: Select the exact height.

  1. 0. 2'0" / 24" (59.7 to 62.1 cm)
  2. 1. 2'1" / 25" (62.2 to 64.7 cm)
  3. 2. 2'2" / 26" (64.8 to 67.2 cm)
  4. 3. 2'3" / 27" (67.3 to 69.8 cm)
  5. 4. 2'4" / 28" (69.9 to 72.3 cm)
  6. 5. 2'5" / 29" (72.4 to 74.8 cm)
  7. 6. 2'6" / 30" (74.9 to 77.4 cm)
  8. 7. 2'7" / 31" (77.5 to 79.9 cm)
  9. 8. 2'8" / 32" (80.0 to 82.5 cm)
  10. 9. 2'9" / 33" (82.6 to 85.0 cm)
  11. 10. 2'10" / 34" (85.1 to 87.5 cm)
  12. 11. 2'11" / 35" (87.6 to 90.1 cm)
    DK, RF

Go to HW_Q02

HW_N01C

INTERVIEWER: Select the exact height.

  1. 0. 3'0" / 36" (90.2 to 92.6 cm)
  2. 1. 3'1" / 37" (92.7 to 95.2 cm)
  3. 2. 3'2" / 38" (95.3 to 97.7 cm)
  4. 3. 3'3" / 39" (97.8 to 100.2 cm)
  5. 4. 3'4" / 40" (100.3 to 102.8 cm)
  6. 5. 3'5" / 41" (102.9 to 105.3 cm)
  7. 6. 3'6" / 42" (105.4 to 107.9 cm)
  8. 7. 3'7" / 43" (108.0 to 110.4 cm)
  9. 8. 3'8" / 44" (110.5 to 112.9 cm)
  10. 9. 3'9" / 45" (113.0 to 115.5 cm)
  11. 10. 3'10" / 46" (115.6 to 118.0 cm)
  12. 11. 3'11" / 47" (118.1 to 120.6 cm)
    DK, RF

Go to HW_Q02

HW_N01D

INTERVIEWER: Select the exact height.

  1. 0. 4'0" / 48" (120.7 to 123.1 cm)
  2. 1. 4'1" / 49" (123.2 to 125.6 cm)
  3. 2. 4'2" / 50" (125.7 to 128.2 cm)
  4. 3. 4'3" / 51" (128.3 to 130.7 cm)
  5. 4. 4'4" / 52" (130.8 to 133.3 cm)
  6. 5. 4'5" / 53" (133.4 to 135.8 cm)
  7. 6. 4'6" / 54" (135.9 to 138.3 cm)
  8. 7. 4'7" / 55" (138.4 to 140.9 cm)
  9. 8. 4'8" / 56" (141.0 to 143.4 cm)
  10. 9. 4'9" / 57" (143.5 to 146.0 cm)
  11. 10. 4'10" / 58" (146.1 to 148.5 cm)
  12. 11. 4'11" / 59" (148.6 to 151.0 cm)
    DK, RF

Go to HW_Q02

HW_N01E

INTERVIEWER: Select the exact height.

  1. 0. 5'0" (151.1 to 153.6 cm)
  2. 1. 5'1" (153.7 to 156.1 cm)
  3. 2. 5'2" (156.2 to 158.7 cm)
  4. 3. 5'3" (158.8 to 161.2 cm)
  5. 4. 5'4" (161.3 to 163.7 cm)
  6. 5. 5'5" (163.8 to 166.3 cm)
  7. 6. 5'6" (166.4 to 168.8 cm)
  8. 7. 5'7" (168.9 to 171.4 cm)
  9. 8. 5'8" (171.5 to 173.9 cm)
  10. 9. 5'9" (174.0 to 176.4 cm)
  11. 10. 5'10" (176.5 to 179.0 cm)
  12. 11. 5'11" (179.1 to 181.5 cm)
    DK, RF

Go to HW_Q02

HW_N01F

INTERVIEWER: Select the exact height.

  1. 6'0" (181.6 to 184.1 cm)
  2. 6'1" (184.2 to 186.6 cm)
  3. 6'2" (186.7 to 189.1 cm)
  4. 6'3" (189.2 to 191.7 cm)
  5. 6'4" (191.8 to 194.2 cm)
  6. 6'5" (194.3 to 196.8 cm)
  7. 6'6" (196.9 to 199.3 cm)
  8. 6'7" (199.4 to 201.8 cm)
  9. 6'8" (201.9 to 204.4 cm)
  10. 6'9" (204.5 to 206.9 cm)
  11. 6'10" (207.0 to 209.5 cm)
  12. 6'11" (209.6 to 212.0 cm)
  13. DK, RF

HW_Q02

How much do you weigh?

INTERVIEWER: Enter amount only.

(MIN : 1) (MAX : 575)

DK, RF (Go to HW_END)

HW_N02

INTERVIEWER: If necessary, ask: Was that in pounds or kilograms?

  1. Pounds
  2. Kilograms
  3. (DK, RF not allowed)

HW_C03

If Proxy = 1 (Proxy), go to HW_END.
Otherwise, go to HW_Q03.

HW_Q03

Do you consider yourself... ?

INTERVIEWER: Read categories to respondent.

  1. Overweight
  2. Underweight
  3. Just about right
  4. DK, RF

GENERAL HEALTH 2 (GH2)

GH2_Q01

Do you have a regular medical doctor?

  1. Yes (Go to GH2_R03A)
  2. No
  3. DK, RF (Go to GH2_R03A)

GH2_Q02

Why do you not have a regular medical doctor?

INTERVIEWER: Mark all that apply.

  1. No medical doctors available in the area
  2. Medical doctors in the area are not taking new patients
  3. Have not tried to contact one
  4. Had a medical doctor who left or retired
  5. Receiving care elsewhere (e.g. walk-in clinic, nursing station)
  6. Other - Specify (Go to GH2_S02)
  7. DK, RF

Go to GH2_R03A

GH2_S02

(Why do you not have a regular medical doctor?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

GH2_R03A

Now I'd like to ask about your contacts with various health professionals during the past 12 months, that is, from [date one year ago] to yesterday.

GH2_Q03A

Not counting if you were an overnight patient, in the past 12 months, have you seen or talked to any of the following health professionals about your physical, emotional or mental health? (Do not include overnight stays in hospitals, nursing homes or convalescent homes.)

A family doctor, (pediatrician) or general practitioner?

INTERVIEWER: Include both face-to-face and telephone contacts.

  1. Yes
  2. No
  3. DK, RF

GH2_Q03B

(Not counting if you were an overnight patient, in the past 12 months, have you seen or talked to any of the following health professionals about your physical, emotional or mental health? (Do not include overnight stays in hospitals, nursing homes or convalescent homes.))

A nurse for care or advice about your physical, emotional or mental health?

INTERVIEWER: Include both face-to-face and telephone contacts.

  1. Yes
  2. No
  3. DK, RF

GH2_Q03C

(Not counting if you were an overnight patient, in the past 12 months, have you seen or talked to any of the following health professionals about your physical, emotional or mental health? (Do not include overnight stays in hospitals, nursing homes or convalescent homes.))

A psychologist, social worker or counsellor (about your physical, emotional or mental health)?

INTERVIEWER: Include both face-to-face and telephone contacts.

  1. Yes
  2. No
  3. DK, RF

GH2_Q03D

(Not counting if you were an overnight patient, in the past 12 months, have you seen or talked to any of the following health professionals about your physical, emotional or mental health? (Do not include overnight stays in hospitals, nursing homes or convalescent homes.))

Any other medical doctor or specialist such as a surgeon, allergist, orthopedist, (urologist / gynecologist) or psychiatrist (about your physical, emotional or mental health)?

INTERVIEWER: Include both face-to-face and telephone contacts.

  1. Yes - Specify
  2. No (Go to GH2_Q04)
  3. DK, RF (Go to GH2_Q04)

GH2_S03D

(Not counting if you were an overnight patient, in the past 12 months, have you seen or talked to any of the following health professionals about your physical, emotional or mental health? (Do not include overnight stays in hospitals, nursing homes or convalescent homes.)

Any other medical doctor or specialist such as a surgeon, allergist, orthopedist, (urologist / gynecologist) or psychiatrist (about your physical, emotional or mental health)?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

GH2_Q04

When was the last time that you saw a dental professional?

INTERVIEWER: This includes only face-to-face visits.

  1. Less than 1 year ago (Go to GH2_Q06)
  2. 1 year to less than 2 years ago (Go to GH2_Q06)
  3. 2 years to less than 3 years ago (Go to GH2_Q06)
  4. 3 years to less than 4 years ago
  5. 4 years to less than 5 years ago
  6. 5 or more years ago
  7. Never
  8. DK, RF (Go to GH2_Q06)

GH2_Q05

What are the reasons you have not seen a dental professional in the past three years?

INTERVIEWER: Mark all that apply.

  1. Have not gotten around to it
  2. Respondent - did not think it was necessary
  3. Doctor - didn't think it was necessary
  4. Personal or family responsibilities
  5. Not available - at time required
  6. Not available - at all in the area
  7. Waiting time was too long
  8. Transportation - problems
  9. Language - problem
  10. Cost
  11. Did not know where to go / uninformed
  12. Fear (e. g. painful, embarrassing, find something wrong)
  13. Wears dentures
  14. Unable to leave the house because of a health problem
  15. Other
  16. DK, RF

GH2_Q06

During the past 12 months, was there ever a time when you felt that you needed health care but you didn't receive it?

  1. Yes
  2. No (Go to GH2_END)
  3. DK, RF (Go to GH2_END)

GH2_Q07

Thinking of the most recent time, why didn't you get care?

INTERVIEWER: Mark all that apply.

  1. Not available - in the area
  2. Not available - at time required (e. g., doctor on holidays, inconvenient hours)
  3. Waiting time too long
  4. Felt would be inadequate
  5. Cost
  6. Too busy
  7. Didn't get around to it / didn't bother
  8. Decided not to seek care
  9. Doctor - didn't think it was necessary
  10. Language problems
  11. Personal or family responsibilities
  12. Dislikes doctors / afraid
  13. Unable to leave the house because of a health problem
  14. Other - Specify (Go to GH2_S07)
  15. DK, RF

Go to GH2_Q08

GH2_S07

(Thinking of the most recent time, why didn't you get care?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

GH2_Q08

Again, thinking of the most recent time, what was the type of care that was needed?

INTERVIEWER: Mark all that apply.

  1. Treatment of - a physical health problem (other than an injury)
  2. Treatment of - an emotional or mental health problem
  3. A regular check-up (including regular pre-natal care)
  4. Care of an injury
  5. Other - Specify (Go to GH2_S08)
  6. DK, RF

Go to GH2_END

GH2_S08

(Again, thinking of the most recent time, what was the type of care that was needed?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

CHRONIC CONDITIONS 1 (CC1)

CC1_C01

If Age < 12, go to CC1_Q01.
Otherwise, go to CC1_END.

CC1_Q01

Has ^FNAME ever had asthma that was diagnosed by a health professional?

  1. Yes
  2. No (Go to CC1_R03A)
  3. DK, RF (Go to CC1_R03A)

CC1_Q02

Does this condition or health problem prevent or limit ^FNAME's participation in school, at play or any other activity normal for a child his/her age?

  1. Yes
  2. No
  3. DK, RF

CC1_R03A

In the following question, "long-term conditions" refer to conditions that have lasted or are expected to last six months or more and have been diagnosed by a health professional.

CC1_Q03A

Has a health professional diagnosed any of the following long-term conditions for ^FNAME:

food or digestive allergies?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03B

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

respiratory allergies such as hay fever?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03C

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

any other allergies?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03D

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

bronchitis?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03E

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

diabetes?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03F

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

learning disability?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03G

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

attention deficit disorder (with or without hyperactivity)?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03H

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

emotional, psychological or nervous difficulties?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03I

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

autism?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03J

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

any speech or language difficulties?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03K

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

developmental disability or disorder?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03L

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

fetal alcohol spectrum disorder (FASD)? (Includes fetal alcohol syndrome and fetal alcohol effects.)

  1. Yes
  2. No
  3. DK, RF

CC1_Q03M

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

tuberculosis?

  1. Yes
  2. No
  3. DK, RF

CC1_Q03N

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME:)

any other long-term conditions?

  1. Yes - Specify
  2. No (Go to CC1_END)
  3. DK, RF (Go to CC1_END)

CC1_S03N

(Has a health professional diagnosed any of the following long-term conditions for ^FNAME: :

any other long-term conditions?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

CHRONIC CONDITIONS 2 (CC2)

CC2_C01

If Age > 11, go to CC2_R01.
Otherwise, go to CC2_END.

CC2_R01

Now I'd like to ask about certain chronic health conditions which you may have. I am interested in "long-term conditions" which are expected to last or have already lasted six months or more and that have been diagnosed by a health professional.

CC2_Q01

Do you have asthma?

  1. Yes
  2. No
  3. DK, RF

CC2_Q02

Do you have arthritis, excluding fibromyalgia?

  1. Yes
  2. No
  3. DK, RF

CC2_Q03A

Do you have high blood pressure?

  1. Yes (Go to CC2_Q04)
  2. No
  3. DK, RF

CC2_Q03B

Have you ever been diagnosed with high blood pressure?

  1. Yes
  2. No
  3. DK, RF

CC2_Q04

Do you have chronic bronchitis, emphysema or chronic obstructive pulmonary disease or COPD?

  1. Yes
  2. No
  3. DK, RF

CC2_Q05A

Do you have diabetes?

  1. Yes
  2. No (Go to CC2_Q06)
  3. DK, RF (Go to CC2_Q06)

CC2_Q05B

How old were you when this was first diagnosed?

(MIN : 1) (MAX : 99)

DK, RF

CC2_C05C

If Sex = 2 (Female) and CC2_Q05B > 14, go to CC2_Q05C.
Otherwise, go to CC2_Q05E.

CC2_Q05C

Were you pregnant when you were first diagnosed with diabetes?

  1. Yes
  2. No (Go to CC2_Q05E)
  3. DK, RF (Go to CC2_Q05E)

CC2_Q05D

Other than during pregnancy, has a health professional ever told you that you have diabetes?

  1. Yes
  2. No (Go to CC2_Q06)
  3. DK, RF (Go to CC2_Q06)

CC2_Q05E

When you were first diagnosed with diabetes, how long was it before you were started on insulin?

  1. Less than 1 month
  2. 1 month to less than 2 months
  3. 2 months to less than 6 months
  4. 6 months to less than 1 year
  5. 1 year or more
  6. Never (Go to CC2_Q05G)
  7. DK, RF

CC2_Q05F

Do you currently take insulin for your diabetes?

  1. Yes
  2. No
  3. DK, RF

CC2_Q05G

In the past month, did you take pills to control your blood sugar?

  1. Yes
  2. No
  3. DK, RF

CC2_Q06

Do you have heart disease?

  1. Yes
  2. No
  3. DK, RF

CC2_Q07

Do you have intestinal or stomach ulcers?

  1. Yes
  2. No
  3. DK, RF

CC2_R08

Remember, I'm interested in conditions diagnosed by a health professional.

CC2_Q08

Do you have a bowel disorder such as Crohn's Disease, ulcerative colitis, Irritable Bowel Syndrome or bowel incontinence?

  1. Yes
  2. No
  3. DK, RF

CC2_Q09

Do you have a mood disorder such as depression, bipolar disorder, mania or dysthymia?

INTERVIEWER: Include manic depression.

  1. Yes
  2. No
  3. DK, RF

CC2_Q10

Do you have an anxiety disorder such as a phobia, obsessive-compulsive disorder or a panic disorder?

  1. Yes
  2. No
  3. DK, RF

CC2_Q11

Do you have a learning disability?

  1. Yes
  2. No (Go to CC2_Q13)
  3. DK, RF (Go to CC2_Q13)

CC2_Q12

Do you have Attention Deficit Disorder (ADD)?

  1. Yes
  2. No
  3. DK, RF

CC2_Q13

Do you have any other long-term physical or mental health condition that has been diagnosed by a health professional?

  1. Yes - Specify
  2. No (Go to CC2_END)
  3. DK, RF (Go to CC2_END)

CC2_S13

(Do you have any other long-term physical or mental health condition that has been diagnosed by a health professional?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

INJURIES (INJ)

INJ_R01

Now some questions about injuries which occurred in the past 12 months, and were serious enough to limit your normal activities the day after the injury occurred. For example, a broken bone, a bad cut, a burn or a sprain.

INJ_Q01

In the past 12 months, that is, from [date one year ago] to yesterday, were you injured?

  1. Yes
  2. No (Go to INJ_END)
  3. DK, RF (Go to INJ_END)

INJ_Q02

How many times were you injured?

(MIN : 1) (MAX : 30)

DK, RF (Go to INJ_END)

INJ_C03A

If INJ_Q02 > 1, go to INJ_Q03B.
Otherwise, go to INJ_Q03A.

INJ_Q03A

What type of injury did you have? For example, a broken bone or burn.

  1. Multiple serious injuries (excluding multiple minor injuries)
  2. Broken or fractured bones
  3. Burn, scald, chemical burn
  4. Dislocation
  5. Sprain or strain (including torn ligaments and muscles)
  6. Cut, puncture, animal or human bite (open wound)
  7. Scrape(s), bruise(s), blister(s) (including multiple minor injuries)
  8. Concussion or other brain injury
  9. Poisoning (excluding food poisoning, poison ivy, other contact dermatitis, and allergies)
  10. Injury to internal organs
  11. Dental injury
  12. Hypothermia, frostbite
  13. Other - Specify (Go to INJ_S03A)
  14. DK, RF

Go to INJ_Q04

INJ_S03A

(What type of injury did you have? For example, a broken bone or burn.)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to INJ_Q04

INJ_Q03B

Thinking about the most serious injury, what type of injury did you have? For example, a broken bone or burn.

  1. Multiple serious injuries (excluding multiple minor injuries)
  2. Broken or fractured bones
  3. Burn, scald, chemical burn
  4. Dislocation
  5. Sprain or strain (including torn ligaments and muscles)
  6. Cut, puncture, animal or human bite (open wound)
  7. Scrape(s), bruise(s), blister(s) (including multiple minor injuries)
  8. Concussion or other brain injury
  9. Poisoning (excluding food poisoning, poison ivy, other contact dermatitis, and allergies)
  10. Injury to internal organs
  11. Dental injury
  12. Hypothermia, frostbite
  13. Other - Specify (Go to INJ_S03B)
  14. DK, RF

Go to INJ_Q04

INJ_S03B

(Thinking about the most serious injury, what type of injury did you have? For example, a broken bone or burn.)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

INJ_Q04

Where were you when you were injured? For example, someone's house, an office building, construction site.

INTERVIEWER: If respondent says 'At work', probe for type of workplace.

  1. In a home or its surrounding area (including respondent's home or other homes)
  2. Residential institution
  3. School, college, university (exclude sports areas)
  4. Sports or athletics area of school, college, university
  5. Other sports or athletics area (exclude school sports areas)
  6. Other institution (e. g., church, hospital, theatre, civic building)
  7. Street, highway, sidewalk
  8. Commercial area (e. g., store, restaurant, office building, transport terminal)
  9. Industrial or construction area
  10. Farm (exclude farmhouse and its surrounding area)
  11. Countryside, forest, lake, ocean, mountains, prairie, etc.
  12. Other - Specify (Go to INJ_S04)
  13. DK, RF

Go to INJ_Q05

INJ_S04

(Where were you when you were injured? For example, someone's house, an office building, construction site.)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

INJ_Q05

What were you doing when you were injured?

  1. Sports or physical exercise (including school activities, running and playing)
  2. Leisure or hobby (including volunteering)
  3. Working at a job or business (excluding travel to and from work)
  4. Household chores, outdoor yard maintenance, home renovations or other unpaid work
  5. Sleeping, eating, personal care
  6. Going up and down stairs
  7. Driver or passenger in/on road motor vehicle (including motorcycles, trucks)
  8. Driver or passenger in/on off-road motor vehicle (including boat, ATV, snowmobile)
  9. Walking
  10. Other - Specify (Go to INJ_S05)
  11. DK, RF

Go to INJ_C06

INJ_S05

(What were you doing when you were injured?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

INJ_C06

If (INJ_Q03A = 09 (poisoning) or 12 (hypothermia, frostbite)) or (INJ_Q03B = 09 (poisoning) or 12 (hypothermia, frostbite)), go to INJ_END.
Otherwise, go to INJ_Q06.

INJ_Q06

Was the injury the result of a fall?

  1. Yes
  2. No (Go to INJ_Q08)
  3. DK, RF (Go to INJ_Q08)

INJ_Q07

How did you fall?

  1. While skating, skiing or snowboarding
  2. While engaged in other sport or physical exercise (including school activities and running)
  3. Going up or down stairs / steps (icy or not)
  4. Slip, trip, stumble or loss of balance while walking on ice or snow
  5. Slip, trip, stumble or loss of balance while walking on any other surface
  6. From furniture or while rising from furniture (e. g., bed, chair)
  7. From elevated position (e. g., ladder, tree, scaffolding)
  8. Due to health problems (e. g., faint, weakness, dizziness, hip/knee gave out, seizure)
  9. Other – Specify (Go to INJ_S07)
  10. DK, RF

Go to INJ_END

INJ_S07

(How did you fall?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

Go to INJ_END

INJ_Q08

What caused the injury?

INTERVIEWER: If respondent replies "Transportation accident", probe for details to code to categories 10-13. If not, code to category 1.

  1. Transportation accident
  2. Accidentally bumped, pushed, bitten, etc. by person or animal
  3. Accidentally struck or crushed by object(s)
  4. Accidental contact with sharp object, tool or machine
  5. Smoke, fire, flames
  6. Accidental contact with hot object, liquid or gas
  7. Extreme weather or natural disaster
  8. Overexertion or strenuous movement
  9. Physical assault
  10. Riding a bicycle
  11. ATV collision
  12. Snowmobile collision
  13. Boating accident
  14. Hunting accident
  15. Thin ice
  16. Domestic/family violence
  17. Suicide attempt
  18. Other - Specify (Go to INJ_S08)
  19. DK, RF

Go to INJ_END

INJ_S08

(What caused the injury?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

MENTAL HEALTH (MH)

MH_C01

If Proxy = 2 (Non-proxy), go to MH_R01.
Otherwise, go to MH_END.

MH_R01

And now, I'd like to ask you some questions about your feelings about your mental health and well-being.

Some of these questions may be sensitive.

MH_Q01

In general, would you say your mental health is… ?

INTERVIEWER: Read categories to respondent.

  1. Excellent
  2. Very good
  3. Good
  4. Fair
  5. Poor
  6. DK, RF

DISTRESS (DIS)

DIS_C01A

If Proxy = 2 (Non-proxy), go to DIS_R01A.
Otherwise, go to DIS_END.

DIS_R01A

The following questions deal with feelings you may have had during the past month.

DIS_Q01A

During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:

tired out for no good reason?

INTERVIEWER: Read categories to respondent.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time
  6. DK, RF (Go to DIS_END)

DIS_Q01B

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

nervous?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time (Go to DIS_Q01D)
  6. DK, RF (Go to DIS_Q01D)

DIS_Q01C

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

so nervous that nothing could calm you down?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time
  6. DK, RF

DIS_Q01D

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

hopeless?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time
  6. DK, RF

DIS_Q01E

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

restless or fidgety?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time (Go to DIS_Q01G)
  6. DK, RF (Go to DIS_Q01G)

DIS_Q01F

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

so restless you could not sit still?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time
  6. DK, RF

DIS_Q01G

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

sad or depressed?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time (Go to DIS_Q01I)
  6. DK, RF (Go to DIS_Q01I)

DIS_Q01H

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

so depressed that nothing could cheer you up?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time
  6. DK, RF

DIS_Q01I

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

that everything was an effort?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time
  6. DK, RF

DIS_Q01J

(During the past month, that is, from [date one month ago] to yesterday, about how often did you feel:)

worthless?

INTERVIEWER: Read categories to respondent, if necessary.

  1. All of the time
  2. Most of them
  3. Some of the time
  4. A little of the time
  5. None of the time
  6. DK, RF

SUICIDE (SU)

SU_C01

If Proxy = 2 (Non-proxy), go to SU_R01.
Otherwise, go to SU_END.

SU_R01

The following questions relate to the sensitive issue of suicide.

SU_Q01

Have you ever seriously considered committing suicide or taking your own life?

  1. Yes
  2. No (Go to SU_END)
  3. DK, RF (Go to SU_END)

SU_Q02

Has this happened in the past 12 months?

  1. Yes
  2. No (Go to SU_END)
  3. DK, RF (Go to SU_END)

SU_Q03

Have you ever attempted to commit suicide or tried taking your own life?

  1. Yes
  2. No (Go to SU_END)
  3. DK, RF (Go to SU_END)

SU_Q04

Did this happen in the past 12 months?

  1. Yes
  2. No
  3. DK, RF

SMOKING (SMK)

SMK_C01

If Age >= 12, go to SMK_R01.
Otherwise, go to SMK_END.

SMK_R01

The next questions are about smoking.

SMK_Q01

At the present time, do you smoke cigarettes daily, occasionally or not at all?

  1. Daily
  2. Occasionally (Go to SMK_C04)
  3. Not at all (Go to SMK_C04)
  4. DK, RF (Go to SMK_C04)

SMK_Q02

At what age did you begin to smoke cigarettes daily?

(MIN : 5) (MAX : 99)

DK, RF

SMK_Q03

How many cigarettes do you smoke each day now?

(MIN : 1) (MAX : 99)

DK, RF

SMK_C04

If (HC1_Q06 = 1 (Number of household members) or HC2_Q01 (Number of household members) = 1) and (SMK_Q01 = 1 (daily) or SMK_Q01 = 2 (occasionally)), go to SMK_END.
Otherwise, go to SMK_Q04.

SMK_Q04

Including both household members and regular visitors, does anyone smoke inside your home, every day or almost every day?

INTERVIEWER: Include cigarettes, cigars and pipes.

  1. Yes
  2. No
  3. DK, RF

ALCOHOL USE (ALC)

ALC_C01

If Age >= 12, go to ALC_R01.
Otherwise, go to ALC_END.

ALC_R01

The next questions are about drinking alcoholic beverages. When I use the word 'drink' it means:
- one bottle or can of beer or a glass of draft
- one glass of wine or a wine cooler
- one drink or cocktail with 1 ½ ounces of liquor

ALC_Q01

During the past 12 months, have you had a drink of beer, wine, liquor or any other alcoholic beverage?

  1. Yes
  2. No (Go to ALC_END)
  3. DK, RF (Go to ALC_END)

ALC_Q02

During the past 12 months, how often did you drink alcoholic beverages?

  1. Less than once a month
  2. Once a month
  3. 2 to 3 times a month
  4. Once a week
  5. 2 to 3 times a week
  6. 4 to 6 times a week
  7. Every day
  8. DK, RF

ALC_Q03

How often in the past 12 months have you had five or more drinks on one occasion?

  1. Never
  2. Less than once a month
  3. Once a month
  4. 2 to 3 times a month
  5. Once a week
  6. More than once a week
  7. DK, RF

DRUG USE (DU)

DU_C01

If Proxy = 2 (Non-proxy) and Age > 13, go to DU_R01.
Otherwise, go to DU_END.

DU_R01

Now I am going to ask some questions about the use of drugs and other substances for recreational purposes. I would like to remind you that everything you say will remain strictly confidential.

DU_Q01

Have you ever used or tried marijuana, cannabis or hashish?

  1. Yes
  2. No
  3. DK, RF (Go to DU_END)

DU_Q02

Have you ever used prescription drugs for recreational purposes?

  1. Yes
  2. No
  3. DK, RF

DU_Q03

Have you ever used or tried street drugs (such as cocaine, speed, solvents or steroids)?

  1. Yes
  2. No
  3. DK, RF

FOOD SECURITY (FS)

FS_R01

Now I'm going to read you some statements that may be used to describe the food situation for a household. Please tell me if the statement was often true, sometimes true, or never true for (you / you and other household members) in the past 12 months.

FS_Q01

The first statement is: "The food that (you / you and other household members) bought just didn't last, and there wasn't any money to get more." Was that often true, sometimes true, or never true in the past 12 months?

  1. Often true
  2. Sometimes true
  3. Never true
  4. DK, RF

FS_Q02

"(You / You and other household members) couldn't afford to eat balanced meals." In the past 12 months was that often true, sometimes true, or never true?

  1. Often true
  2. Sometimes true
  3. Never true
  4. DK, RF

FS_Q03

In the past 12 months, since last [CurrentMonth], did (you / you and other household members) ever cut the size of your meals or skip meals because there wasn't enough money for food?

  1. Yes
  2. No (Go to FS_Q05)
  3. DK, RF (Go to FS_Q05)

FS_Q04

How often did this happen - almost every month, some months but not every month, or in only 1 or 2 months?

  1. Almost every month
  2. Some months but not every month
  3. Only 1 or 2 months
  4. DK, RF

FS_Q05

In the past 12 months, did you (personally) ever eat less than you felt you should because there wasn't enough money to buy food?

  1. Yes
  2. No
  3. DK, RF

FS_Q06

In the past 12 months, were you (personally) ever hungry but didn't eat because you couldn't afford enough food?

  1. Yes
  2. No
  3. DK, RF

COMMUNITY SUPPORT (CS)

CS_R01

The next questions are about family ties and supports available to you.

CS_Q01

Who would you turn to for support in times of need?

INTERVIEWER: Mark all that apply.

  1. No one
  2. Husband/wife/spouse/common-law partner
  3. Son or daughter (15 years or older)
  4. Father or mother
  5. Brother or sister
  6. Grandfather or grandmother
  7. Other relative
  8. Friends, neighbours, co-workers
  9. Employer
  10. Elders
  11. Clergy or religious/spiritual figure
  12. Community/friendship centres
  13. Other non-relative - Specify (Go to CS_S01)
  14. DK, RF

Go to CS_Q02

CS_S01

(Who would you turn to for support in times of need?)

INTERVIEWER: Specify.

(80 spaces)

DK, RF

CS_Q02

On a scale of 1 to 5, with 1 being very weak and 5 being very strong, how strong are the ties among members of your family living in your city, town or community but in another household? (For example, a relative or relatives who live in your community, but in another dwelling.)

INTERVIEWER: If the respondent has no family members living in another household in his/her city, town or community, enter "0".

(MIN : 0) (MAX : 5)

DK, RF

HOUSING (HOU)

HOU_R01

Now I would like to ask you about housing.

HOU_Q01

Is this dwelling… ?

INTERVIEWER: Read categories to respondent.
If the respondent's household contains both owners and renters, such as a boarder, the dwelling should be considered owned.

  1. Owned by you or a member of this household, even if it is still being paid for
  2. Rented, even if no cash rent is paid
  3. DK, RF

HOU_Q02

Is this dwelling in need of any repairs?

Do not include remodelling or additions.

INTERVIEWER: Read categories to respondent.

  1. No, only regular maintenance is needed (painting, furnace cleaning, etc.)
  2. Yes, minor repairs are needed (missing or loose floor tiles, bricks or shingles, defective steps, railing or siding, etc.)
  3. Yes, major repairs are needed (defective plumbing or electrical wiring, structural repairs to walls, floors or ceilings, etc.)
  4. DK, RF

HOU_Q03

How many rooms are there in this dwelling?

INTERVIEWER: Include kitchen, bedrooms, finished rooms in attic or basement, etc. Do not count bathrooms, halls, vestibules and rooms used solely for business purposes.

(MIN : 1) (MAX : 95)

DK, RF

HOU_R04

The next questions are about subsidized housing. This includes rent geared to income, social housing, public housing, government assisted housing and non-profit housing. It also includes rent supplements and housing allowances.

HOU_Q04

Is this dwelling subsidized?

  1. Yes
  2. No
  3. DK, RF

HOU_Q05

Are (you / you or another household member) on a waiting list for subsidized housing?

  1. Yes
  2. No (Go to HOU_END)
  3. DK, RF (Go to HOU_END)

HOU_Q06

How long have (you / you or another household member) been waiting for subsidized housing?

INTERVIEWER: If less than 1 month, enter "1" and select "months" on next screen.

(MIN : 1) (MAX : 360)

DK, RF (Go to HOU_END)

HOU_N06

INTERVIEWER: If necessary, ask: Is that in months or years?

  1. Months
  2. Years
  3. (DK, RF not allowed)

Archived – System of National Accounts (SNA) – Audit of Communication

Audit Report

Report Date: July 31, 2011
Project Number: 80590-64
( Document (PDF, 485.91 KB) )

Executive Summary

Economic growth, exports, productivity, gross domestic product, government debt, industrial production, consumer credit, purchases of foreign bonds, and economic cycles are some of the terms we read or hear about almost every day. What they have in common is that the underlying statistics that measure these phenomena emerge from the Canadian System of National Accounts (CSNA).

The CSNA is a set of statistical statements, or accounts, each one providing an aggregated portrait of economic activity during a given period. Each account differentiates itself from the others by providing a different perspective of the economy, whether it be industrial, financial, or environmental or whether it gives information on productivity or from the point of view of transactors (such as consumers and governments). Because these accounts all use a common set of definitions, concepts and classifications, and are explicitly related to each other, they form an integrated system and, facilitate coherence and credibility of the economic stories assembled from the CSNA data.

The objective of the audit is to provide the Chief Statistician (CS) and the Departmental Audit Committee (DAC) with assurance that mechanisms are in place to ensure that changes being made to the CSNA standards; line up with international practices, take into consideration the needs of its stakeholders, are clearly communicated to users to ensure that the data are well understood and that significant data are only eliminated after consultation.

The audit was conducted by Internal Audit Services in accordance with the Government of Canada's Policy on Internal Audit.

Key Findings

The audit found that effective oversight is in place to provide ongoing review of statistical output and methods and help set priorities. Guidance for dissemination and publication of Statistics Canada information and for data retention is provided by Statistics Canada policies and standards. Mechanisms are in place to ensure that changes made to the CSNA line up with international standards.

Communication risks are identified and managed at two levels – key users that are known and for whom individual information is available and other users whose information is not available. An opportunity to strengthen the communications framework exits by creating a central register of user information at the SNA branch level to manage risk with respect to communication with all users.

Roles and responsibilities are defined and communicated, organizational charts exist, and a governance structure for the 2012 Historical Revisions project has been developed and documented. An undocumented process for managing the 2012 Historical Revisions exists, but a formal documented change management process does not exist for all CSNA revisions and changes. A web based communications channel exists for recording and managing revisions and changes, but this is not a formal change management system that is mandated to be used for all CSNA revisions and changes.

Internal and external communication strategies exist for the routine production releases and for the 2012 Historical Revisions project, but a communication plan for the annual revisions does not exist. Divisions work individually to communicate their products and services to end-users.

Overall Conclusion

There are mechanisms in place to ensure that changes being made to the CSNA standards line up with international practices and take into consideration the needs of its stakeholders. However, opportunity exists to ensure that changes being made to the standards are more clearly communicated to users, and that these significant changes are only eliminated after consultation.

Conformance with Professional Standards

The conduct of this engagement conforms to Government of Canada Internal Auditing Standards, which incorporate the Institute of Internal Auditors International Standards for the Professional Practice of Internal Auditing.Footnote 1

Patrice Prud'homme
Chief Audit Executive
Internal Audit Services, Statistics Canada

Introduction

Background

Statistics Canada's System of National Accounts – a balance sheet reporting initiative born out of the crisis of the Great Depression – has proved of pivotal importance to government economic planners and to the business community alike. The system's relevance has been underscored by Canada's experience in more recent economic downturns, notably that of 2009. Statistics Canada has embarked on a comprehensive effort to enhance its reporting, so that the System of National Accounts continues to meet the evolving need for international compatibility as expressed, for example, through the G20's call for better data.

Economic growth, exports, productivity, gross domestic product, government debt, industrial production, consumer credit, purchases of foreign bonds, and economic cycles are some of the terms we read or hear about almost every day. What they have in common is that the underlying statistics that measure these phenomena emerge from the Canadian System of National Accounts (CSNA).

The CSNA is a set of statistical statements, or accounts, each one providing an aggregated portrait of economic activity during a given period. Each account differentiates itself from the others by providing a different perspective of the economy, whether it be industrial, financial, or environmental or whether it gives information on productivity or from the point of view of transactors (such as consumers and governments). Because these accounts all use a common set of definitions, concepts and classifications, and are explicitly related to each other, they form an integrated system and facilitate, the coherence and credibility of the economic stories assembled from the CSNA data. The word "national" is somewhat misleading as it gives the impression that only the national economy is examined, however, in Canada, the provincial and territorial dimension also forms part of the CSNA.

The CSNA offers an accurate, comprehensive and multi-dimensional portrait of our economy in terms of structure, current performance and trend. It provides the accounting framework for macroeconomic analysis, and gives various institutions and levels of government the tools to assist them in assessing a wide range of economic and policy decisions. For example, the Bank of Canada and the federal, provincial and territorial governments use CSNA information to formulate fiscal, monetary or foreign exchange policies. CSNA data are used in the formula to determine the payments to provinces under the equalization program and to allocate the harmonized sales tax to provincial economies.

CSNA data are also used by researchers in government, academia and non-governmental organizations, both in Canada and abroad, to assess Canadian economic performance. Business people use the CSNA when developing strategies and in planning investments. Comparisons, analyses and forecasts on the world economy – often performed by international organizations such as the Organisation for Economic Co-operation and Development, the International Monetary Fund and the United Nations - are generally done using statistics produced within the SNA framework. University scholars, particularly professors and students of economics and business, are important users. Textbooks on economics and other subjects often refer to the CSNA and make extensive use of CSNA data.

The CSNA's common set of concepts, definitions and classifications allows for coherent and comparable data, they are referred to as CSNA's Standards. International guidelines for the national accounts were developed in conjunction with organizations such as the Organization for Economic Co-operation and Development, the International Monetary Fund and the United Nations. Canada adheres to these international guidelines (with a few minor exceptions). The guidelines are periodically reviewed and updated to help ensure their relevancy. They enable us to compare our statistics with those of other nations. A description of the revision process can be found in Appendix A.

Audit Objective

The objective of the audit is to provide the Chief Statistician (CS) and the Departmental Audit Committee (DAC) with assurance that:

  • Mechanisms are in place to ensure that changes being made to the CSNA standards; line up with international practices, take into consideration the needs of its stakeholders, are clearly communicated to users to ensure that the data are well understood and that significant data are only eliminated after consultation.

Scope

Senior managers at Statistics Canada are well aware of the need to clearly identify who the national and international users of the data are; to establish a new communications framework to ensure that adequate and appropriate information is being published; and to consult widely with stakeholders and data users to anticipate their future needs. Audit criteria for this audit are further detailed in Appendix B.

For the purposes of our audit, the scope focused on the CSNA Standards development process, including the understanding of the user's needs, the Canadian participation in the international guideline revision process, the Canadian guidelines revision process, the implementation of the revised standards and the communication of the revisions made to the users.

Approach

The field work consisted of a review of the processes and practices in place for the consultation and communication activities undertaken in relation to CSNA Standards.

This audit was conducted following the Standards for the Professional Practice of Internal Auditing as per The Institute of Internal Auditors (IIA) and in accordance with the TBS Policy on Internal Audit. The audit work consisted of examination of documents, interviews with key Senior Management and personnel, and a review of compliance with relevant policies and guidelines.

Authority

The audit was conducted under the authority of Statistics Canada Multi-Year Risk-Based Audit Plan 2010/11-2012/13, approved April 15, 2010 by the Chief Statistician.

Findings, Recommendations and Management Responses

The audit found that effective oversight is in place to provide ongoing review of statistical output and methods and help set priorities. Guidance for dissemination and publication of Statistics Canada information and for data retention is provided by Statistics Canada policies and standards. Mechanisms are in place to ensure that changes made to the CSNA line up with international standards.

Although various strategies, activities and communication channels are used to communicate with all the users and stakeholders of CSNA information, communication risks are identified and managed at two levels – key users that are known and for whom individual information is available and other users whose information is not available. As a result, the SNA branch is only able to evaluate and assess the communication strategies and outreach activities for the key users they know because they can engage them directly to get timely and relevant feedback. A central register of user information does not exist at the SNA branch level to manage risk with respect to communication with all users.

Roles and responsibilities are defined and communicated, organizational charts exist, and a governance structure for the 2012 Historical Revisions project has been developed and documented. An undocumented process for managing the 2012 Historical Revisions is in place, but a formal documented change management process does not exist for all CSNA revisions and changes. A web based communications channel exists for recording and managing revisions and changes, but this is not a formal change management system that is mandated to be used for all CSNA revisions and changes.

Internal and external communication strategies are required for 1) routine "production" releases, 2) the Annual Revisions and 3) the Historical Revisions. Internal and external communication strategies exist such as detailed production schedules for each project or program at the divisional level; the establishment of a Dissemination and Production team to support the sharing of timely, relevant and reliable information to the users and stakeholders; a disseminating strategy for disseminating the routine "production" releases; and a formal communication plan listing the communication strategy for the 2012 Historical Revisions. But an integrated communication plan for the annual revisions does not exist. Divisions are working independently to communicate their products and services to end-users, since communication activities are not coordinated at the branch level.

All recommendations and management response and action plans that follow in the sections below should be considered within the existing Statistics Canada's management structure.

Governance and Strategic Direction

Effective oversight is in place to provide ongoing review of statistical output and methods and help set priorities. Guidance for dissemination and publication of Statistics Canada information and for data retention is provided by Statistics Canada policies and standards. Mechanisms are in place to ensure that changes made to the CSNA line up with international standards.

Effective Oversight
The establishment of effective oversight and strategic direction is important to ensure that changes made to the CSNA take into consideration the needs of its key users and are well communicated, and that the CSNA has the necessary mechanisms in place to ensure that changes made to standards line up with international practices and significant data are only eliminated after consultation.

The audit found that at the international level, SNA senior management represents Canada at the United Nations (UN), International Monetary Fund (IMF), Organisation of Economic Co-operation and Development (OECD) and International Trade Advisory Committee (ITAC). This allows Statistics Canada to both contribute and be informed in real time about the changes made ​​to the SNA and facilitate the decision of which standards have to be adopted to meet the evolving need of compatibility to international standards.

At the national level advisory committees such as the National Accounts Advisory Committee (NAAC) and Federal-Provincial-Territorial Committee on Economic Accounts, consisting of external advisors and stakeholders and SNA senior management are in place. These committees meet bi-annually and seek advice on key issues, discuss concerns, share ideas and inform membership of what Statistics Canada is doing, so they can take back the information to their respective organizations and communities.

At the departmental level, several committees and working groups exist at the Field level such as the Business and Trade Statistics – System of National Accounts (BTS-SNA) Committee on Economic Statistics, and Concepts Committee; at the Branch level, the SNA Data Warehouse Steering Committee, Committee on Methods and Standards; and at the Divisional level, the Environment Statistics Subject Matter, Health and Social Services Institutions Committee, etc. They have been established to discuss and resolve operational issues. These committees meet either weekly bi-weekly or monthly as required. Independent oversight is provided by Statistic's Canada's Policy Committee.

Statistics Canada's Communication and Dissemination Committee provides oversight and sets policy for communication and dissemination. Four policies have been developed for providing guidance on dissemination and publication of information and data. They are: - Policy on Dissemination, Communications & Marketing Services; Policy on the Daily Policy and Official Release; Policy on Peer Review; and Policy on Informing Users of Data Quality and Methodology.

Two policies were recently released to provide direction and guidance on data retention. They are - "Strategy for Information Management, released on October 26th, 2010 and "Directive on the Management of Statistical Microdata Files" which came into effect on January 1st, 2011.

Strategic Direction
In 1993, an internal consensus on the guidelines and standards was obtained and was called the world-wide guidelines on national accounting, the System of National Accounts 1993 (1993 SNA). The 1993 SNA was produced under the joint responsibility of the UN, the IMF, the Commission of the European Communities, the OECD and the World Bank.

Statistics Canada fully recognises the importance of an internationally comparable set of national statistics accounts amongst all OECD member countries, particularly between Canada and the United States, so that economic analysts can use our statistics and draw conclusions with confidence.

To better align their standards, Canada made an historical revision to the CSNA in 1997 in order to align them with the latest international changes of 1993 SNA. The term "historical revisions" has been used in Canada to describe major revisions to the CSNA that incorporate conceptual, classification, presentational and major statistical changes. These have tended to occur every 10-15 years and are generally tied to the implementation of new international recommendations.

Another worldwide revision of the standards occurred in 2008 and Statistics Canada intends to make related revisions to its own standards in 2012-2015. Statistics Canada has made the decision to implement a regular revision process instead of a large revision process every 10 to 15 years.

For the 2012 Historical Revisions, an SNA Historical Revision Steering Committee consisting of senior managers of SNA and the Business, Trade and Social Statistics Programs and chaired by the DG SNA branch has been established. A project management team chaired by the DG SNA branch and consisting of the divisional Directors and the project managers from the SNA branch is in place for managing the project.

Formal documentation – such as "Background information on the project"; "Assumptions"; "Governance and Organization"; and "Schedule and Deliverables" - has been developed and is in place to provide direction and guidance to the project management team and the SNA Historical Revision review teams for identifying and making recommendations for revisions.

A report titled "A Preview of the Historical Revision of the Canadian System of National Accounts" has been drafted to provide information to users on key changes to be incorporated into the CSNA. This paper will be presented to the NAAC in June 2011 and the international community, policy makers and technical experts by November 2011 to consult and inform them before the June 2012 implementation and release date.

Risk Management and User Consultation

Communication risks are identified and managed at two levels – key users that are known in person and for whom individual information is available and other users of whom awareness exists but they are not known in person and their individual information is not known. An opportunity to strengthen the communication framework exists by creating a central register of user information at the SNA branch level to manage risk with respect to communication with all users.

Fundamental to successfully managing risk with respect to communication is the sharing of timely, relevant and reliable information to elicit the views of those affected by the decisions. Decisions made with the involvement of interested and affected parties will be more effective and more durable.

Risk Management
The audit found that risk with respect to communication with external users is managed at two levels - key users that are known and for whom individual information is available and other users whose information is not available. Key users such as the Bank of Canada, federal, provincial and territorial governments, chartered banks, Treasury Board Secretariat (TBS), Public Works Government Services of Canada (PWGSC), IMF, NAAC, OECD, institutional users, academia, researchers, etc. use CSNA information to formulate and develop policy, administer fiscal programs and develop economic models for analysing the health of the Canadian economy and making comparisons, analyses and forecasts on the world economy. CSNA data are used in the formula to determine the payments to provinces under the equalization program and to allocate the harmonized sales tax to provincial economies.

Since individual user information such as their name, email information, telephone number, etc. is available for this group, SNA branch is able to directly engage the users to get timely and relevant feedback from them. As a result, they are able to evaluate and assess the communication strategies, forums and outreach activities they are using to identify and manage risk with respect to communication with them.

Other users such as second-tier sophisticated users – professionals, specialists, secondary distributors and institutional users and interest groups use CSNA data to develop strategies, forecasts and in planning investments. This group also includes the general public and the media.

Since individual user information is not known for the other users, SNA branch is not able to directly engage these users to get relevant and timely feedback from them. As a result, they are not able to evaluate and assess the communication strategies, forums and outreach activities they are using to identify and manage risk with respect to communication with them.

This was cited as the reason for a few negative events that occurred with this group as a result of the 1997 Historical Revisions. To mitigate this risk with the 2012 Historical Revisions, a project manager has been appointed to develop a communication plan to manage the communication strategies both internally and externally. As well, unlike in 1997, the world-wide-web is available and is being used extensively by Statistics Canada as a communication and dissemination tool.

The audit noted that in the past when publications were sold to recover costs, the divisions had an impetus to know who the users were for marketing purposes. As such, an inventory of users was maintained by the divisions. Now that the publications are free, the "sense of purpose" to keep such an inventory of its users is lost. Instead, projects, programs and divisions only track the users that either call, or email them. At the departmental level, client and user profiles are captured in the Business Information Reporting System (BIRS) for users that pay to obtain data and information from CANSIM. This system is maintained by the Communications and Information Services Branch (CISB). However, effective February 2, 2012, CISB has proposed to the Policy Committee to not charge users for information from CANSIM.

Most Canadians go online for government services. Each online interaction is a data point that records purpose for visit, the origin, the interaction and language. This is a digital channel that is completely measurable. However, programs in the government are focusing on the number of visits and pages viewed and not exploring the potential of going deeper in this data source to explore the intelligence that is there.

Recommendation No. 1

It is recommended that the ACS of National Accounts and Analytical Studies in consultation with CISB ensure that:

  • a "Central Register" of individual user information is created at the SNA Branch level to keep a record of all categories of users and benefit from the intelligence gathered from the on-line interactions.

Management Response

Management agrees with the recommendation. The Director General of the System of National Accounts (SNA) will ensure that all programs within the Branch are using the corporate tool CRMS to record user / client information. All SNA Directors will ensure that regular reporting occurs from this system on a quarterly and annually basis, at minimum.

Deliverables and Timelines

Implemented CRMS system and staff trained in its use, by May 2012.

Quarterly reports will be presented in February, May, August and November once the CRMS tool is implemented.

Consultation Strategies to Engage Key Users
Several committees and working groups consisting of representatives of key users are in place to engage them to obtain their feedback and to address their concerns and suggestions.

Group discussions are held after every quarterly release of the GDP figure. This provides Statistics Canada valuable feedback on emerging user needs and data requirements. It also helps support Statistics Canada's practice of transparency with respect to data compilation challenges and decisions.

Senior SNA management attend trade and business association conferences and workshops and hold memberships at various task forces to provide information and gather feedback.

Presentations and seminars directed towards specific audiences such as academia, professional and trade institutions and associations are delivered on general or specific subjects.

Several communication channels, such as the CANSIM, The Daily, emails, surveys, links to articles and papers and reports on the SNA website are used to communicate to users and provide them information on SNA changes and products.

A communication strategy and plan has been developed for the 2012 Historical Revision and several meetings and presentations have been made with federal, provincial and municipal focal points to highlight the changes and the differences between SNA and PWGSC Public Accounts.

Consultation Strategies to Engage Other Users
To reach out to these users, SNA attends and participates at trade and business association conferences and workshops; makes presentations and holds seminars in general or directed towards specific audiences like academia, professional and trade institutions and associations on general or specific subjects.

Dedicated information officers at the divisional level respond to user requests and inquiries.

Several communication channels, such as the CANSIM, The Daily, emails, surveys, links to articles and papers and reports on the SNA website are used to communicate to users to provide them information on SNA changes and products.

Surveys are used almost exclusively by some of the divisions to obtain information and or feedback from the users.

To mitigate the risks of the events that occurred with the 1997 Historical Revision, a Communication Plan has been developed for the 2012 Historical Revisions to eliminate the surprise factor, raise awareness and understanding of CSNA concepts and terminology, garner user support and reach out to the user community to determine users' needs and how CSNA should evolve to meet them.

A report titled "A Preview of the Historical Revision of the Canadian System of National Accounts" has been drafted to provide information to users on key changes to be incorporated into the CSNA. This paper will be presented to the NAAC in June 2011 and the international community, policy makers and technical experts by November 2011 to consult and inform them before the June 2012 implementation and release date.

As well, in the fall of 2011 another paper will be published to outline the potential effects and impacts of the new changes to the CSNA.

Accountability

Roles and responsibilities are defined and communicated, organizational charts exist, and a governance structure for the 2012 Historical Revisions project has been developed and documented. An undocumented process for managing the 2012 Historical Revisions is in place, but a formal documented change management process does not exist for use for all CSNA revisions and changes. A web based communications channel exists for recording and managing revisions and changes, but this is not a formal change management system that is mandated to be used for all CSNA revisions and changes.

Four major sets of statistical data – the input-output accounts, the income and expenditure accounts, the financial and wealth accounts and the balance of payment accounts, constitute the main components of the National Economic Accounts. The preparation and quality of the data sources for the economic accounts is the responsibility of the Business and Trade Statistics Field and the preparation of the economic accounts based on the data sources is carried out in a matrix environment by the six divisions in the SNA branch. Therefore, clear delineation of responsibilities, delegated authorities and lines of communication to support effective coordination in this matrix environment should exist to ensure efficient and effective operations.

Roles and Responsibilities and Organizational Charts
The audit noted that roles and responsibilities are defined and communicated to employees. Current organizational charts permitting the identification of clear and effective lines of communication and reporting exist and are available on the SNA website for each division in the SNA branch. Generic job descriptions are used by the divisions. The 2012 Historical Revisions project has developed and documented a governance structure with description of the roles and responsibilities of the SNA Historical Revision Steering Committee, the Review Teams and the Dissemination and Products team.

Change Management Process
The audit noted an undocumented process was used for managing the revisions for the 2012 Historical Revisions project since a formal documented change management process does not exist for managing all CSNA revisions and changes.

Staff was slotted into "review teams" according to their area of specialization (e.g. government spending, balance sheets and flows, HST...etc). These teams then looked at the 2008 Historical Revisions and draft recommendations to their respective Steering Committees, who are responsible for determining if the recommendations are applicable for the CSNA.

A standard form was used for drafting the recommendations. This form requires the following information to be entered, prior to submitting it to a Steering Committee for review and approval – Issues Number and Title; Review Team members and leader; Issue description and context; Recommendation; Compliance with standards (SNA2008 and other); Benefits, risks, impacts on affected programs and clients as a result of this recommendation; Estimated Resources required for implementation of recommendation; Data Requirements; Estimated timeline to develop required data; Completed Impact Grid; Impact on our products (e.g. CANSIM, documentation); and Related Issues.

The forms were entered into a system called "Team Foundation Server" (TFS) which logs subject-matter revisions. This is a web based communication channel that is a central repository for documentation, scheduling and logging issues. This is not a formal Change Management system mandated for use by all the divisions in the SNA Branch. Information related to projects that are not horizontal is held at the divisional level and is not available in TFS.

Not having a formal and documented change management process used by all employees increases the risk of inefficient and ineffective use of resources due to miscommunication, misunderstanding, repetition, and incompleteness.

Not mandating the use of a standardized change management system for recording and capturing all revisions and changes increases the risk of loss of corporate knowledge and the inability to track all changes and revisions for auditing purposes.

Recommendation No. 2

It is recommended that the ACS of National Accounts and Analytical Studies ensure that:

  • the change management process is documented and followed for all CSNA revisions and changes; and the use of one change management system is mandated for recording and capturing all CSNA revisions and changes.

Management Response

Management agrees with the recommendation. The Director General of SNA will ensure that a Planning Analyst position reporting to the DG SNA is classified and staffed. The new Planning Analyst will develop, document, and implement the change management system for the Branch.

The Director General of SNA will also ensure all projects make use of the change management system and that reports from the system are regularly reviewed by the Branch Management meeting and Field Planning Board.

Deliverables and Timelines

Planning Analyst position staffed, by the fall of 2011.

An operational Change Management System in place, by December 2011.

Presentation of quarterly reports to Branch Management and semi-annual reports to the Field Planning Board, by December 2011.

Communication

Internal and external communication strategies exist for the routine production releases and for the 2012 Historical Revisions project, but a formal communication plan for the annual revisions does not exist. Divisions work independently to communicate their products and services to end-users. Opportunity exists to gain efficiencies in communication by coordinating internal and external communication efforts at the branch level.

Sharing of timely, relevant and reliable information to external users and stakeholders on the organization's service offerings, planned changes and statistical revisions to the CSNA is critical to engage users and ensure that user needs, constraints and risks are understood and managed.

Formal communication strategies, processes and activities are required for communicating and disseminating routine "production" releases such as the monthly, quarterly GDP releases, quarterly employment data, annual information on the sale of alcohol, etc. and paper and electronic publications and reports; the SNA Historical Revisions; and the Annual Revisions.

Routine Production Releases
Production schedules for routine production releases are documented and available to the production teams. They are detailed and guide the production teams on the deliverables, the milestones to be accomplished, the tasks to be carried out, the individual or team responsible for the task(s) and the date for completion to meet the release dates. These serve as an internal communication strategy for the project, the program and the division.

For disseminating SNA branch products and regular production releases, there is a Dissemination and Productions team. This team is headed by a member of the Income and Expenditure Accounts Division (IEAD) with representation from the rest of the divisions in the SNA branch. The members meet periodically (i.e. on a monthly basis- first Monday of each month) to exchange information, views and best practices with respect to all of the dissemination vehicles such as the SNA web module, CANSIM, publications and other products.

Both on Statistics Canada's Local Access Network (LAN) and Worldwide Access Network (WAN), The Daily is regarded as "Statistics Canada's official release bulletin". It is Statistics Canada's first line of communication with the media and the public to issue news releases on current social and economic conditions, and act as a vehicle to make announcements about Statistics Canada's newest products.

Website modules such as the "System of National Economic Accounts" (website) module, provides up-to-date portraits of the national and provincial economies and their structures. The "Latest Developments in the Canadian Economic Accounts" webpage is an electronic product that contains information on the latest methodological developments in the Canadian System of Economic Accounts (CSEA). This portal includes announcements and notes detailing when, why and how specific changes are implemented. It also provides updates and supplements to information found in various guides and documents. Typically, methodological information appears on this site, prior to any revisions taking place on Statistics Canada guides and other documents.

CANSIM is a comprehensive socioeconomic database where thousands of tables of data are available for the purposes of forecasting, analysis, evaluating and planning and can be downloaded at anytime from anywhere at a cost.

2012 SNA Historical Revisions
A draft 'SNA Communication Plan' exists that sets the communications framework for the SNA 2012 Historical Revisions project. This plan is pending feedback from the Directors and CISB. The objective of this plan is to take a proactive approach to communication by ensuring that stakeholders are informed of Statistics Canada's intentions well in advance of any implementation. The success of the plan will be assessed by how well the stakeholders understand and accept the changes, by the lack of avoidable surprises to the stakeholders and comparability with other countries and economies is maintained and/or enhanced with particular emphasis on the American economy.

As part of this process, the SNA Branch has worked in collaboration with the CISB, to identify practical means of reaching-out to stakeholders and how to most effectively make use of the available technology. The draft plan identifies and defines the roles of stakeholders (i.e. persons/groups involved in this project), their information requirements, and how the SNA Branch intends to fulfill those requirements. It outlines the approach and strategies for communicating both within the project and externally with clients and partners. 

Some of the communication efforts that are currently taking place with respect to the 2012 Historical Revisions include the frequent release of articles using all available channels by the SNA Branch to communicate to all users of the upcoming changes.  The Assistant Chief Statistician of the National Accounts and Analytical Studies Field sent emails to all federal, provincial and territorial focal points advising them of the upcoming changes, roughly 22 months in advance of the official 2012 release (i.e. in September 2010). Presentations were made during routine federal, provincial and territorial conferences", with the latest one taking place on November 2010. Presentations were also made to the National Accounts Advisory Committee (NAAC) during May and October of 2010.

A report titled "A Preview of the Historical Revision of the Canadian System of National Accounts" has been drafted to provide information to users on key changes to be incorporated into the CSNA and is scheduled for presentation to the NAAC in June 2011 and the international community, policy makers and technical experts by November 2011 for their information and comment before the June 2012 implementation and release date.

As well, in the fall of 2011 another paper will be published to outline the potential effects and impacts of the new changes to the CSNA.

Annual Revisions
A "Canadian System of National Accounts Revision Policy" document is sent to key stakeholders and users such as Bank of Canada (BoC), Dept. of Finance, federal, provincial and territorial focal points, the big Banks, etc. to inform them and to solicit their input on the annual release and revisions that will be carried out by the SNA branch to the CSNA accounts for the years 2011, 2012, and 2013, along with the approximate date the data will be released each year. Although called a policy, it actually is a schedule of the time frame of each revision and release to the CSNA accounts for the years 2011, 2012 and 2013.

Two steps are followed by all the divisions in the SNA branch to release the revisions and inform the users when the revisions are implemented. Firstly the Integrated Metadata Database (IMDB) is updated when the revisions are implemented and released. This is a public database that is available through CANSIM on Statistics Canada's external portal, and secondly, an announcement is made in The Daily with a link to the IMDB. Only the Income and Expenditure Division (IED) writes an article on the impacts of the revision, addressing what, how and reasons why. This is announced in The Daily and linked to CANSIM.

The audit noted that the 2 step process for communicating externally is not documented. A formal communication plan similar to the one that has been developed for the 2012 Historical Revisions does not exist for the Annual Revisions.

Recommendation No. 3

It is recommended that the ACS of National Accounts and Analytical Studies ensure that:

  • an integrated communication plan for both the Historical Revisions and the Annual Revisions be developed and documented at the Branch level.

Management Response

Management agrees with the recommendation. The Director General of SNA will ensure that an integrated communication plan for the upcoming comprehensive Historical and annual revisions is developed, which will be based on the communication plan for the 2012 revision and the divisional procedures for the annual revisions programs.

Deliverables and Timelines

An integrated communication plan, which will be updated annually, in association with the Corporate Planning process, by February 2012 and each year thereafter.

Communication Strategies for Division Specific Requirements
The audit noted that formal communication strategies, processes and activities exist for division specific requirements. These strategies have been developed by the divisions, such as EASD, who in consultation with CISB has developed four specific forums to communicate with its users and to facilitate an understanding of the priorities of Canadians wanting environmental data and to promote Statistics Canada as a supplier of environmental data. The 4 forums are: 1) Email advertising – sent to about 10,000 Canadians. The email list was purchased; 2) Pop-up surveys on their website to gather information on the users; 3) Series of telephone consultations by hiring a consulting firm to perform this task; and 4) Face-to-Face interaction by presenting and attending conferences, workshops and seminars to build and maintain relationships with their most important users.

The Industry Accounts Division (IAD) was noted to have a "consultation and marketing group", for their own division's purposes. The division produces economic models, driven by the input of the users wanting complex models that illustrate a specific type of economic impact(s) (i.e. reason for troughs, peeks, trends...etc).

Each division has dedicated Information Officers (IOs) to respond to "general requests" that specifically relate to their subject-matter.

However, the audit noted that communication activities are not being coordinated at the SNA branch level and that service levels vary amongst divisions. Presently, each division works independently to communicate its products and services to end-users. Therefore each division of their own initiative consults the CISB to obtain their assistance in devising a strategy to effectively reach-out to its end-users. Lack of coordination increases the risk of best practices not being shared and documented, efforts and resources are duplicated and corporate knowledge being lost.

Recommendation No. 4

It is recommended that the ACS of National Accounts and Analytical Studies ensure that:

  • all communication activities – internal and external for the CSNA should be coordinated at the branch-level.

Management Response

Management agrees with the recommendation. For internal communications, the SNA Branch has, as of April 1st, 2011 created a new division – National Accounts Integration and Development Division (NAIDD). One of the responsibilities of the new division is the coordination of communication for the whole Branch with internal programs supplying data to the SNA. NAIDD is also responsible for coordinating Statistics Canada's communication with clients for two statutory programs that use SNA data – HST Allocation and Fiscal Arrangements.

Using the deliverables from the first three recommendations, The Director General of SNA will ensure that the Branch Management team review and approve communication plans annually for each program in the SNA and ensure that they are coordinated via a branch committee for that purpose.

Deliverables and Timelines

Documented and established process of coordinating internal communications with data supplying programs via NAIDD, by March 2012.

Documented and established new process of coordinating communications with HST and Fiscal Arrangements clients via NAIDD, September 2011.

Established SNA Branch Communications Committee, which reports to the Branch Management Committee to coordinate communications activities across the Branch, by October 2011.

Appendices

Appendix A: Review Process for SNA and CSNA

Revision processes for SNA and CSNA are as follow:

The International System of National Accounts (SNA) Revision Process

  1. The decision to make changes to the international SNA Manual is made by the United Nations (UN) to reflect the evolving needs of its users; new developments in the economic environment; and advances in methodological research.
  2. The UN establishes a working group consisting of the following 5 organizations – the UN, the European Commission, the Organization for Economic Co-operation and Development (OECD), the International Monetary Fund (IMF) and the World Bank Group.
  3. The 5 organizations establish expert groups to conduct research on various issues.
  4. An advisory expert group is established with representation from national statistical offices and central banks from countries through-out the world. This includes representation from Statistics Canada.
  5. Decisions and opinions are disseminated via the UN statistics website for worldwide comment to achieve full transparency.
  6. At the fortieth session, the Statistical Commission adopted the 2008 SNA as the international statistical standard for national accounts. All countries were encouraged to compile and report their national accounts on the basis of the 2008 SNA as soon as possible.

The Canadian System of National Accounts (CSNA) Revision Process

  1. Statistics Canada conducts an internal review to determine where the CSNA practices differ from the new international standards.
  2. Areas where Statistics Canada differs are researched to decide - which practices will be aligned with the new international standards; which practices will be delayed due to insufficient data or lack of international agreement on methodology and estimation; which practices are not significant to warrant implementation and which practices will not be adopted because we disagree with the international standards.
  3. A date is set for the implementation.
  4. Communicate to the users the date when the revised data will be released; what changes will be made; and the time period in years open to revision.
  5. Data is developed for the revisions by:
    • securing the necessary data
    • developing the necessary methodology and estimation
    • developing and validating preliminary results
    • integrating the new data into the CSNA
  6. Provisional changes are communicated to the users.
  7. Data is released on the date that is set for implementation.

The International System of National Accounts (SNA) Revision Process
The Canadian System of National Accounts (CSNA) Revision Process

Figure 1 - The International System of National Accounts (SNA) Revision Process - The Canadian System of National Accounts (CSNA) Revision Process

Description: Figure 1 - The International System of National Accounts (SNA) Revision Process
The Canadian System of National Accounts (CSNA) Revision Process

Appendix B: Audit Criteria

Appendix B: Audit Criteria
Line of Enquiries Criteria
Governance and Strategic Direction A committee of senior management has been established and receives sufficient information to ensure that; changes made to the CSNA standards take into consideration the needs of its key users and are well communicated, and that CSNA has the necessary mechanisms in place to ensure that changes being made to standards line up with international practices.
Risk Management Appropriate levels of management are involved in analyzing the risk and all appropriate functional areas are involved (i.e. those who have subject-matter expertise).

Action plans are put in place to manage or treat risks that are deemed by management to be unacceptable.
Citizen Focused Service Formal communication – processes/mechanisms exist and support sharing of timely, relevant and reliable information to users and stakeholders.

A Communication Strategy is in place to guide communications with current and potential users.

Communication activities are used to inform potential users on the organization's service offerings.

Input is sought, on a regular basis, from users and other stakeholders through mechanisms such as environmental scanning, monitoring of public opinion and client satisfaction.

The organization's planning processes explicitly consider this input and use it to;
  • challenge their objectives and priorities related to service;
  • ensure their services are relevant and aligned with user needs; and
  • identify opportunities for enhancing service.
Accountability Responsibilities are clearly spelled out and well communicated.

Note

Footnote 1

IAS at Statistics Canada completed an internal assessment of its audit activity in 2010-2011 to confirm its conformance with these standards. An external assessment is scheduled to follow this year in 2011-2012.

Return to footnote 1 referrer

Archived – Audit of Annual Population Estimates Certification

Audit Report

March 31, 2011
Project Number: 80590-62
( Document (PDF, 341.09 KB) )

Executive Summary

Statistics Canada's Population Estimates Program (PEP) has a statutory obligation to provide the federal government with the official and certified annual population estimates as key variables in the formulas for calculation of revenue transfers and contributions under various federal statutory programs. The annual population estimates are used to allocate approximately $60 billion dollars from the federal government annually. According to the most recent Regulations (2008) of the Federal-Provincial Fiscal Arrangements Act, these estimates have to be submitted to the department of Finance in the form of Population Certificates as of June 1st and as of July 1st. The Population Certificates are produced by the Demography division, part of the Social, Health and Labour Statistics Field Footnote 1, and within the Annual Population Estimates Certification Statistical Business Process (APEC SBP) of its Population Estimates Program (PEP).

The APEC SBP is a data integration activity, in which data are estimated, modeled, or otherwise derived from existing statistical data sources that come from the multiple internal and external suppliers and in which data quality problems can be inherited from the data suppliers or created internally. The impact of errors in the estimates could lead to errors in the determination and collection of differences in payments of transfers and contributions.

The objective of this audit is to provide the Chief Statistician and the Departmental Audit Committee (DAC) with assurance that the Quality Assurance Framework (QAF) for the Annual Population Estimates Certification (APEC) is in place and aligned with Statistics Canada Quality Assurance Framework, associated Quality Guidelines and Treasury Board Core Management Control criteria (TBS CMC).

The audit was conducted by the Internal Audit Services of Statistics Canada and the evidence was gathered in compliance with the Internal Audit Standards for the Government of Canada and the International Professional Practices Framework (IPPF) of the Institute of Internal Auditors.

Key Findings

The APEC SBP has in place a strategic governance regime for the continuous improvement of its quality assurance program, which is aligned with Statistics Canada QAF and Guidelines. While APEC SBP has sound strategic methodological publications and quality assurance mechanism, processes are not formally supported by procedures manuals or checklists. The APEC SBP facilitates access to its data with an effective communications strategy and Customer Service to guide communications with the provincial and territorial focal points, federal government departments and other data users. Quality evaluation methodologies and indicators are applied to all components of population estimates. Quality indicators are subject to review and active monitoring, and results are reported.

The Population Estimates Program's involvement in risk management has been limited to the department-wide risk assessment conducted during the Threat and Risk Assessment (TRA) exercise and the Quadrennial Program Review (QPR) processes. These activities focused on the broad data supply, IT, HR. As such, the specific risks for the population estimates program are not fully identified, assessed, and mitigated through these processes.

The APEC SBP has put in place quality measures which include a functional mix of preventive, detective, automated, manual and interactive quality controls. However, the design and operating effectiveness of the APEC SBP quality assurance methodologies has not been formally monitored on the regular basis.

Overall Conclusion

The audit found that the Population Estimates Certification Statistical Business Process (APEC SBP) is aligned with Statistics Canada QAF and Guidelines, and for the most part, meets the Treasury Board Core Management Control Criteria. The APEC SBP should be strengthened, by improving the documentation related to the quality assurance process; bolstering the risk management framework; and monitoring the program's quality assurance design and effectiveness.

Introduction

Background

Statistics Canada's Population Estimates Program was established in the 1970s and it has consistently met its legislative mandate to provide certified population data to the policy departments. The program's annual operating budget is approximately $2.1 million and involves 28 FTEs. According to Parts V and V.1 of the Federal-Provincial Fiscal Arrangements Act and sections 27-28 of the associated Regulations (2008), Statistics Canada is required to submit to the Minister of Finance, no later than September 30th of each year, Certificates that set out the population of each province and territory as follows:

  • A Population Certificate as of June 1st, covering all provinces and territories, with total current population counts, for the Canadian Health Transfer Program, the Canadian Social Transfer Program, the Wait Times Reduction Transfer and the Equalization Program purposes;
  • A Population Certificate as of July 1st, covering all provinces and territories, with total current population counts, for the Territory Formula Financing Program purposes.

The Population Certificates include the current year estimates and the data for seven prior fiscal/calendar years by estimate type (intercensal (ID), and postcensal (PP, PR and PD)), as well as data to which historical revisions were applied. The annual population estimates are used to allocate approximately $60 billion dollars from the federal government annually

The Population Certificates are produced by the Demography division, which is part of the Social, Health and Labour Statistics Field Footnote 2 within the Annual Population Estimates Certification Statistical Business Process (APEC SBP) of the Population Estimates Program (PEP). The APEC SBP has the following characteristics:

  • it is classified as a derived statistical activity, in which data are estimated, modeled, or otherwise derived from existing statistical data sources, that come from multiple internal and external suppliers;
  • it is subject to Federal-Provincial-Territorial relations, and respective consultative and data validation processes;
  • data quality problems can be inherited from the data suppliers or created internally, which requires systematic communication and feedback mechanisms among PEP and its suppliers and stakeholders;
  • quality assurance/certification practices are embedded into the production of estimates and are conducted internally by the PEP.

The production of Population Certificates in the form of special tabulations to the Department of Finance is a bi-product of the APEC SBP, which produces and publishes a wide range of quarterly and annual population estimates available to the general user community. The format and quality assurance of Population Certificates are guided by regulatory requirements, Statistics Canada QAF (2002), associated Guidelines (2009) and the instructions, received from the Public Sector Statistics Division of the System of National Accounts on the basis of bilateral and multilateral consultations with policy departments.

Objectives

The objective of this audit is to provide the Chief Statistician and the Departmental Audit Committee (DAC) with assurance that:

  • The Quality Assurance Framework for the Annual Population Estimates Certification is in place and aligned with Statistics Canada Quality Assurance Framework, associated Quality Guidelines and Treasury Board Core Management Control criteria.

Scope and Approach

The audit engagement was conducted in conformity with the Government of Canada and the IIA standards on internal auditing, and the Treasury Board of Canada's Policy on Internal Audit. All work was conducted in collaboration with key senior managers of the Demography Division, the managers and staff of the Population Estimates Section and the Development and Demographic Methods Section. The audit approach was inspired by the Treasury Board Core Management Control Guidelines issued by the Office of the Comptroller General.

Assessing the Quality Assurance Framework (QAF) for the APEC SBP involved comprehensive examination of the degree of development and alignment of existing quality measures vis-à-vis the principles of Statistics Canada Quality Assurance Framework (2002), Quality Guidelines (2009) and Treasury Board Core Management Controls in the areas of governance, risk management and control (see Audit Criteria, Appendix A). The audit focuses on the assessment of the APEC SBP QAF for the production of current counts of annual population estimates for Canada and its provinces and territories, which are subject to annual certification in implementation of the Federal-Provincial Fiscal Arrangements Act and its Regulations (2008).

The scope of the audit was based on the universe of annual population estimates used in the annual Population Certificates provided to the Department of Finance at the end of September each year for the last 12 years (2010-1998), by their types, components and dimensions. These estimates are produced as of June 1st and as of July 1st. The audit universe consists of the certified postcensal and intercensal annual population estimates, which constitute a series of estimates revisions produced at various time intervals to account for both accuracy and timeliness.

The audit covered 95% of the respective population estimates components and APEC SBP process steps, and included components that are embedded in APEC SBP on a cyclical basis (i.e. Revisions, Intercensal estimates, Censal population counts). Based on a risk assessment, the components for estimation and certification of deaths and returning emigrants were excluded from the scope of the audit.

To perform the audit work, the following methods were used:

  • interviews with senior managers, PEP management and production staff;
  • walkthroughs and examinations;
  • Population Certificates Quality Assurance Test;
  • examination of samples of ESTIME and Non-ESTIME specifications by population estimate component based on risk;
  • review of various procedures documents, and minutes.

Authority

The audit was conducted by IAS under the authority of Statistics Canada Risk-Based Audit Plan (RBAP) for the fiscal years of 2010/11-2012/13. The RBAP was approved by the Departmental Audit Committee on April 15, 2010.

Findings, Recommendations and Management Responses

The APEC SBP QAF was assessed with respect to the six groups of Treasury Board Secretariat Core Management Controls criteria. The controls were examined taking into account their effectiveness and level of development according to the IIA Control Maturity Model (see Figure 1).

Figure 1. APEC SBP QAF Assessment IIA CMM Ranking Profile

Description: Figure 1. APEC SBP QAF Assessment IIA CMM Ranking Profile

The APEC SBP is aligned with Statistics Canada QAF and Guidelines and generally meets the Treasury Board Core Management Control Criteria.

To strengthen the Annual Population Estimates Certification Statistical Business Process, additional investments are required to improve the documentation related to the quality assurance process; strengthen the risk management framework; and monitor the program's quality assurance design and effectiveness.

All recommendations and management response and action plans that follow in the sections below should be considered within the existing Statistics Canada management structure.

Quality Assurance Framework

The APEC SBP has in place a strategic governance regime for the continuous improvement of its quality assurance program, which is aligned with Statistics Canada QAF and Guidelines. While APEC SBP has sound strategic methodological publications and quality assurance mechanism, processes are not formally supported by procedures manuals or checklists. The APEC SBP facilitates access to its data with an effective communications strategy and Customer Service to guide communications with the provincial and territorial focal points, federal government departments and other data users. Quality evaluation methodologies and indicators are applied to all components of population estimates. Quality indicators are subject to review and active monitoring, and results are reported.

Governance

A sound governance regime should include effective oversight bodies to provide strategic guidance; clearly defined and communicated strategic objectives; operational plans aimed at achieving the program's objectives; and on-going monitoring of internal and external environments.

The Demography Division has established a strategic governance regime for determining methodological, operational, and regulatory requirements for the APEC SBP to ensure data quality. For strategic guidance, the APEC SBP relies on an adequate and effective network of external and internal committees, such as the Federal-Provincial-Territorial Committee on Demography. For guidance on Population Certificates, the APEC SBP relies on departmental regulatory oversight bodies and processes for the production and submission of certificates such as the Public Sector Statistics Division and bilateral and multilateral consultations between policy departments and Statistics Canada on the data requirements for Population Certificates in fulfillment of the Federal-Provincial Fiscal Arrangements Act. An appropriate governance structure and mechanisms for quality assurance are in place, ensuring separation of quality assurance responsibilities between production and methodology. However, several vacancies exist within the division and key operational knowledge, as well as the responsibilities surrounding both production and intermediate data evaluation mostly resides with one staff member, and is not well documented.

The APEC SBP has a strategic Quality Assurance Framework for population estimates with clearly established, communicated and specific quality assurance directions and objectives. They are based on the departmental QAF and Guidelines. Therefore its QAF is aligned with these reference documents. A Review of Statistics Canada's QAF and Guidelines revealed that they are built on the concepts of the Total Quality Management (TQM), which embed quality evaluation at every step of the statistical business process. This TQM culture is also ingrained in the statistical, econometric and methodological training of Statistics Canada staff. Moreover, in 2009 Statistics Canada adopted the OECD Standard Generic Statistical Business Process Model (GSBPM) as a reference quality assurance framework, which has the same TQM principles.

While the APEC SBP has sound strategic methodological publications and quality assurance mechanisms, there is no integrated document on the operational APEC SBP QAF or the quality assurance manual. In fact:

  • Statistics Canada's QAF is a voluntary and flexible guideline, and serves as a reference to subject-matter divisions in designing quality assurance programs, tailored to specific needs and objectives;
  • There exists a number of targeted QA policies related to the processes of dissemination and metadata management, in lieu of integrated departmental policy on the quality assurance;
  • Certificate requirements are determined in a series of bilateral or multilateral consultations.

ESTIME is the statistical platform used for the production of population estimates. The APEC SBP has formal plans for the development of quality-improving methodological studies, and remaining ESTIME specifications and user guides. Program employees use production and dissemination planning tools such as release calendars by reference date publications (quarterly and annual), generic process roadmaps, Priority Management documents, and system improvement project plans. Project and process management documents have been produced, such as an integrated Microsoft Project tool for the APEC SBP which schedules evaluation and certification steps; an ESTIME User Guide for the production of one of the components of population estimates (Births); brief descriptions of the validation and certification processes in the document “Processes of Evaluation”; a calendar of quality assurance priorities implementation; and “To Do Lists” for some elements of APEC SBP. However, these tools do not incorporate quality assurance protocols or checklists.

The Demography division has established an effective monitoring regime of external and internal users and stakeholders environments for the purposes of improving the APEC SBP QAF in the areas of methodological research, alternative data sources and methods, and data validation. During the meetings with data providers, Demography employees discuss the impact of their source files on APEC estimates and the impact of changes in legislation and various data estimation processes.

The APEC SBP has an effective functional information technology (IT) governance framework for the achievement of its quality objectives. The governance structure, aimed at the development and maintenance of the ESTIME platform, rests on a system of committees and working groups, both formal and informal.

Policies and Programs

A sound and effectively designed program should embed a disciplined approach to evaluation, where results are considered, approved, and integrated to improve the program. Key stakeholders are involved in the integration of program changes. Program activities are monitored on a regular basis to identify strengths and areas where improvements can be made.

The APEC SBP has established formal processes for the consideration, approval and usage of results from quality consultations, and research and analysis to coordinate and integrate changes to the existing QAF. The processes are conducted with provincial/territorial and other external and internal stakeholders, on an annual or quarterly basis, and results are incorporated into the quality assurance processes. Key stakeholders are involved in the integration and coordination of changes to existing QAF, via quarterly and annual meetings with the statistical focal points, data providers, and Advisory Committee on Demographic Statistics and Studies.

Methodological monitoring of the quality of population estimates is linked to the Census five-year cycle, and results are reported to the required management level, through various analytical and information products. Data quality monitoring is conducted via the production of internal reports, as well as various types of metadata, which are reviewed and approved by senior management. The APEC SBP conducts quality evaluation activities and consults with the Development and Demographic Methods Section to identify APEC strengths, weaknesses and impacts, as well as alternative ways of designing SBP or the outputs. Senior managers are systematically involved in the review of results from consultations, research and analysis, and participate in consultative, and R&D review processes related to the APEC SBP.

Citizen-Focused Service

Access to data should be ensured through compliance with relevant policies and an effective communication strategy aimed at current and potential users.

The APEC SBP has a number of measures in place which facilitate user access to its data, and complies with Statistics Canada's Policy on Informing Users of Data Quality and Methodology. Users are able to access APEC data via multiple service delivery channels, such as the Daily, CANSIM and IMDB. Pre-release and dissemination activities are handled mainly by the Client Services unit of the Demography Division, and involve ongoing interactions with the Dissemination Division, the Communications Division, and statistical focal points. The Client Services Unit has an effective communication strategy in place; it manages various information requests from the media, focal points, and various user organizations and records client queries. A Client Service unit has been established by the APEC SBP to support communication activities with provincial and territorial statistical focal points as the key stakeholder group, as well as with other users of population estimates.

The external Statistics Canada File Transfer Protocol (FTP) Remote Access site provides statistical focal points with the time-series of the pre-release population estimates and related metadata. It also provides numerous opportunities for the validation of estimates and their quality indicators; access to studies and results of consultations and discussions with specific provinces and territories; as well as to past, current and future methodological, estimation and quality control practices. An examination of the information available on these sites, along with interviews with Population Estimates Program management and production staff, demonstrate that quality standards are communicated and understood internally, and externally, based on Customer Satisfaction Survey results. The main methodological publication documents, developed to support of the production of population estimates, are in compliance with Statistics Canada's Policy on Informing Users of Data Quality and Methodology.

Results and Performance

An effective results and performance management requires appropriate performance indicators, which are monitored and periodically reviewed for relevance. Evaluation methodologies are in place and applied and results are documented and reported to management.

The APEC SBP conducts systematic reviews and updates of quality indicators, which are documented and reported both internally and externally, and demonstrate active monitoring of quality indicators through various formal and informal methods. Several reports are produced with comprehensive analysis of quality indicators for the population estimates. The key methodological document - "Population and Family Estimation Methods at Statistics Canada", is published every 5 years.

The Development and Demographic Methods Section has a quarterly reporting process, in which the Progress Report on methodological and quality assessment studies and projects is disseminated to other sections of Demography Division and Statistics Canada. The Client Satisfaction Survey (CSS) is an external process for the collection of user opinions on the quality of population estimates and is conducted biannually by the Statistics Canada Client Services Division. Results of the CSS are reviewed internally by the Demography Division's senior management.

The APEC SBP conducts active monitoring of quality indicators on a five-year basis, timed with the Census cycle. Indicators are monitored internally by the Demography Division, and validated externally by the Federal-Provincial-Territorial Committee Meetings consultation and discussion forums.

Recommendation No. 1

It is recommended that the ACS for Social, Health and Labour Statistics Field ensure that processes surrounding methodological publications and quality assurance mechanisms are formally documented and supported by a procedures manual.

Management Response

Management agrees with the recommendation. A complete procedures manual will be developed, documenting the main steps involved in producing quarterly and annual total population estimates. Separate chapters will be developed for each of the components of population growth. This document will be targeted at junior to intermediate production staff.

Deliverable

Complete procedures manual, including chapters for each component of population growth.

Accountability

The work involved will be assigned to the Head of the production unit, within Demographic Estimates section.

Periodic updates will be provided to the Departmental Audit Committee.

Timeline

Given that manuals will be developed by the same staff responsible for quarterly production, this work will be spread over 2 years beginning in April 2011.

March 31, 2012: At least two components of population growth (e.g. births and immigration) will be completed.

March 31, 2013: The remaining chapters will be completed.

Risk Management

Since the 1970s, the APEC SBP has been able to meet the legislative mandate for the production of population estimates. The management of quality risks in the APEC SBP is conducted implicitly and intuitively via the methodological, process, HR, and IT controls. However, the APEC SBP does not have formal sectional operational plans or performance reports that embed information on the quality risks to the components of production and certification processes. Furthermore, there is no indication that information on the Certification quality risks is used to guide business continuity planning of the APEC SBP.

An effective risk management framework requires formal processes to identify and assess risk. Risk mitigation strategies should be documented and communicated. Information obtained on risk should be used to support business planning.

The Populations Estimates Program's involvement in risk management has been limited to the strategic department-wide risk assessment conducted during the Threat and Risk Assessment (TRA) exercises, and the Quadrennial Program Review (QPR) processes. These activities focused on the broad data supply, IT, HR. As such, the specific quality risks for the population estimates program are not fully identified, assessed, and mitigated through these processes. Occasionally, a risk assessment is undertaken for a particular event impact analysis, such as ESTIME system conversion or Census redesign.

Nevertheless, since the 1970s, the APEC SBP has been able to meet the legislative mandate for the production of population estimates. This is explained by the fact that there are quality risk controls embedded in the program design. In fact, the program is not restricted to produce estimates strictly according to the published methodology. In the event that the official source data are not yet available, alternative data and contingency solutions can be used. In addition, there are a number of informal quality risk management practices in place surrounding the evaluation of data sources, such as: meetings and exchanges with provincial and territorial statistical and other data providers; automatic preventive quality controls embedded in the ESTIME system; and evaluations of the time-series of source data.

There is a practice of ensuring systematic and formal responses to identified APEC quality risks. The Development and Demographic Methods Section provides research proposals for methodological improvements at the annual Federal-Provincial-Territorial Committee on Demography meetings. There are two groups of methodological risk mitigation solutions:

  • Alternative processes and methods evaluation and development; and
  • Alternative data sources evaluation acquisition/development.

As such, when deemed applicable, an alternative method or application is available for use. These alternatives are carefully identified and tested. Furthermore, provinces and territories can also be consulted to provide an alternative source of measurement and estimation of population estimates. Provinces and territories use different population accounting methods, based on their administrative health-care files. These alternative sources of information produce significant benefits in both the evaluation of the quality of APEC data, and as contingency source databases.

Operational APEC staff have an intuitive approach to managing its risks. Components of population estimates are prioritized based on size and proportion. However, there is no documented protocol for quality risks mitigation for the APEC SBP.

Demography Division's key information on quality risks is embedded in divisional performance reports conducted every four years. The APEC SBP does not have formal and comprehensive sectional operational plans or performance reports that embed information on quality risks for the production and certification processes.

The Development and Demographic Methods Section works on long-term strategic quality risk issues for all programs of the Demography Division. With respect to the APEC SBP, discussions with provincial and territorial stakeholders, with regards to methodological plans to improve data quality and to address known quality risks, result in the development of formal sectional work plans for methodological studies and operational tools, such as specifications for ESTIME. The section also provides an assessment of quality risks, when APEC embarks on new quality improvement initiatives, for example the use of the American Community Survey to improve the quality of emigration estimates. Although methodology improvements are always targeted at quality improvements, there are no annual management documents which demonstrate quality risk identification, assessment, or action plans.

There is no practice of developing formal business continuity plans, embedding quality risks for the APEC SBP, which is heavily dependent on the smooth operation of its new production platform ESTIME. Although there are no formal sectional business continuity plans, there are various departmental standards for the diagnosis of IT systems risks, as reported in the governance section of this audit report. Finally, there is no indication that information on Certification quality risks is used to guide business continuity planning of the APEC SBP.

Recommendation No. 2

It is recommended that ACS for Social, Health and Labour Statistics Field ensure that the APEC SBP strengthen the risk management framework by embedding information on quality risks for the components of production and certification processes; and that information on the Certification quality risks is used to guide business continuity planning of the APEC SBP.

Management Response

Management agrees with the recommendation. The annual planning process for the population estimates program, which currently focuses on setting and monitoring the highest priority work, will be adjusted to include an explicit risk assessment component. A risk register will be established, mitigation strategies identified and risks will be monitored over the year.

Since the highest risks to the population estimate program are related to the supply of data, work currently underway to renew relationships with data suppliers will be continued.

Deliverable

Risks register, including risk mitigation strategies.

Establishment of service level agreements with main data suppliers (including Health Statistics Division, Income Statistics Division and Citizenship and Immigration Canada).

Accountability

Responsibility for establishing and maintaining risks register will be assigned to the Chief of the Demographic Estimates group.

Responsibility for service level agreements will be assigned to the Assistant Director of the Demography Division

Periodic updates will be provided to the Departmental Audit Committee.

Timeline

March 31, 2012: Development of a risks register.

March 31, 2012: Service level agreements with internal data suppliers will be in place.

Stewardship

The APEC SBP has put in place quality measures which include a functional mix of preventive, detective, automated, manual and interactive quality controls. However, the design and operating effectiveness of the APEC SBP quality assurance methodologies has not been formally tested on the regular basis.

The effectiveness of internal controls requires a balanced mix of preventive, detective, automated and manual controls. Internal controls are tested for effectiveness on a periodic basis.

System of Internal Controls

The APEC SBP has a functional mix of preventive, detective, automated, manual and interactive quality controls embedded in all steps of the production and quality evaluation processes, in both ESTIME and non-ESTIME production environments for the population estimates.

Production and intermediate data quality evaluation processes, quality assurance methodology and controls, surrounding the Revisions component, requires exporting data and graphics from ESTIME into the Excel-based analytical tools, as well as holding informal discussions. The Excel-based tools used are adequate and effective to support the quality evaluation of each component of population estimates and aggregates. However, quality assurance analysis and decision-making processes are not formally documented, and the ESTIME program codes are not consistently updated to incorporate changes in methodology and to provide a proper match to the levels of data that are being processed.

For certification, there is a balanced mix of preventive and detective quality assurance controls, such as: guidance provided by the Public Sector Statistics Division on Population Certificates templates; periodic meetings of APEC SBP management with external and internal data suppliers; and carrying out a comprehensive final quality assurance assessment.

Manual controls are used when the Senior Analyst/Certification Chief needs to carry out independent calculations to verify evaluation results, presented by the Production Chief. Interactive controls include informal discussions with production staff, methodologists, suppliers and statistical focal points. Controls for the final approval of the Population Certificates by the Director of Demography Division are informal. The Population Estimates Quality Assurance Test revealed an identical match between the data appearing in all databases and a principal match of the format of the issued certificates. Data for the July 1st Population Certificate match those appearing on all other dissemination channels – i.e. Daily, IMDB, CANSIM, and publications. Data for the June 1st Population Certificate are special tabulations, and are not published.

ESTIME and Non-ESTIME specifications contain controls to ensure correctness of the production processes, and prescriptions for the design of automated controls. Specifications themselves represent automated production quality controls. However, there is no evidence of the presence of automated quality assurance controls in the sample of specifications examined. Methodological interactive controls include FTP processes; weekly meetings with APEC SBP managers for methodological planning and solution generation; as well as periodic meetings with data providers.

For FTP Remote Site (Data Return Facility) and Pre-Release QAF, there is a balanced mix of controls in place. There are automated controls for access and communication security on the FTP site, where ITSD controls software permissions and micro-data access verification. Uploading and archiving of data on the FTP site is a manual process, for which security safeguards exist to prevent errors and correct them. Interactive controls relate primarily to the documentation of questions and responses; archiving of e-mails; and proceedings from meetings.

Quality Assurance

For the APEC SBP Dissemination and Post-Release QAF at the departmental level, there is an extensive mix of policies and protocols on pre-release, dissemination and post-release quality assurance for the data and associated information products. These processes are coordinated by the Dissemination and Communication divisions. At the divisional level, there is a mix of preventive and detective quality assurance controls to ensure the quality of dissemination processes and disseminated materials. However, there is no integrated operational APEC SBP manual which would include descriptions of processes for the pre-release, dissemination and post-release quality assurance.

The initial operational testing of the ESTIME was conducted by the production team. However, there was no evidence of formal periodic testing and review protocols for the quality assurance in ESTIME system or other operational APEC SBP quality assurance methodologies. In fact, the APEC SBP has not established a formal and systematic process for the periodic testing of the design and operating effectiveness of its quality assurance methodologies.

Recommendation No. 3

It is recommended that the ACS Social, Health and Labour Statistics Field ensure that the design and operating effectiveness of the APEC SBP quality assurance methodologies are monitored on the regular basis.

Management Response

Management agrees with the recommendation. For each component of population growth, the ensemble of quality controls currently in place will be reviewed. As necessary, new quality control indicators and check-lists will be developed and incorporated within the production process of quarterly and annual population estimates.

Deliverable

A review of current quality controls.

A quality control framework, which will include quality control indicators and check-lists.

Accountability

Responsibility for developing a quality control framework will be assigned to the Head of the analysis and dissemination unit within the Demographic Estimates section.

Timeline

Given that this review will be conducted by the same staff responsible for quarterly production, this work will be spread over 2 years, beginning in the summer of 2011.

June 2011: Review of quality controls and development of a quality control framework will begin.

September 2012: Partial implementation is planned for the production of population certificates.

September 2013: The feasibility of full implementation by this date will be assessed once the project has begun.

Appendices

Appendix A: Audit Criteria

Appendix A: Audit Criteria
Lines of Enquiry Criteria
Governance:

The Annual Population Estimates Certification(APEC) Statistical Business Process (SBP) has in place essential conditions to support development and continuous improvement of its quality assurance program.
Effective oversight bodies are established to provide strategic guidance.

The QAF embeds quality assurance directions and objectives, aligned with the PEP mandate, STATCAN QAF and associated guidelines.

The APEC SBP has in place operational plans and project management documentation aimed at ensuring quality of the statistical business process.

External/Internal user and stakeholder environments are monitored to obtain information that may signal a need to re-evaluate the APEC QAF.

An IT governance framework has been developed and implemented to guide the use of IT in the achievement of APEC SBP quality assurance objectives
Results and Performance:

Management of Annual Population Estimates Certification SBP has identified appropriate target quality indicators, and performs monitoring of actual vs. target results.
Quality evaluation methodologies are in place and are applied to all estimates.

Quality indicators are reviewed on a periodic basis and updated as required.

Results of quality reviews and quality indicators are documented and are reported to required authorities.

Active monitoring of quality indicators is demonstrated.
Risk Management:

Management of Annual Population Estimates Certification SBP identifies, assesses, manages and communicates risks to the quality of estimates, and integrates it into planning and resource allocation.
Formal processes and guidelines exist to identify and assess risks and controls to mitigate them.

A formal response to the risk is documented and communicated to all necessary parties.

Information on the quality risks is embedded in the key planning and performance reports.

Information on the quality risks is used to support business continuity planning.
Policies and Programs:

The APEC SBP has a formal and rigorous approach to quality assurance framework design and implementation, including monitoring of related activities in a regular and timely manner.
The APEC SBP embeds the discipline of quality evaluation into production and certification cycles.

Results from consultations, research and analysis are considered, approved and used to coordinate and integrate changes to existing QAF.

Key stakeholders are involved in the integration and coordination of changes to existing QAF.

Quality monitoring is conducted on a regular basis and results are documented and reported to the required management level.

Quality evaluation activities are used to identify APEC strengths, weaknesses and impacts as well as alternative ways of designing SBP or its outputs.

Senior management are involved in a regular review of the results from consultation, research and analysis.
Stewardship:

Management of APEC SBP assesses the appropriateness of the mix of quality assurance measures in place and monitors their effectiveness on a periodic basis.
Quality measures include a balance of preventive and detective quality controls.

Quality measures include a mix of automated and manual/interactive controls.

The effectiveness of design of quality assurance methodologies/methods in mitigating quality risks is periodically tested.
Citizen-Focused Service:

APEC SBP takes measures to facilitate access to its data.
Users are able to access the APEC data via multiple service delivery channels (incl. compliance to Policy on Informing Users of Data Quality and Methodology).

APEC SBP has in place a communications strategy to guide communications with current and potential users of data (incl. compliance to Policy on Informing Users of Data Quality and Methodology).

The annual populations estimates quality standards are communicated and understood internally and externally (incl. compliance to Policy on Informing Users of Data Quality and Methodology).

Appendix B: Glossary

GSBPM – OECD Standard Generic Statistical Business Process Model, approved as Statistics Canada Quality Management Reference Model on March 15, 2010. /concepts/gsbpm-msgpo-eng.htm

APEC – Annual Population Estimates Certification

SBP – Statistical Business Process

TBS CMC – Treasury Board Secretariat Core Management Control Criteria

QAF – Quality Assurance Framework.

IIA CMM – International Institute of Internal Auditors, Controls Maturity Model.

IAA CMM Ranking Scale is provided below.

IAA CMM Ranking Scale
Rank Title Description
0 Non-existent No formal or informal controls.
1 Initial/ Ad Hoc Controls are fragmented and ad hoc; generally managed in silos and reactive; lack of formal policies and procedures; dependent on the “heroics” of individuals to get things done; higher potential for errors; higher costs due to inefficiencies; not sustainable.
2 Repeatable but Intuitive Controls are established with some policy structure; formal process documentation still lacking; some clarity on roles, responsibilities and authorities, but not accountability; increased discipline and guidelines support repeatability; high reliance on existing personnel created exposure to change.
3 Defined Controls are well defined and documented, thus there is consistency even in times of change; overall control awareness exists; control gaps are detected and remediated timely; performance monitoring is informal, placing great reliance on the diligence of people and independent audits.
4 Mature/Managed
& Measurable
Performance measurement indicators (systems, tools, processes) and monitoring techniques are employed to measure success; greater reliance on prevention versus detection controls; strong self-assessment of operating effectiveness by process owners; chain of accountability exists and is well understood.
5 World Class/
Optimized
Controls are considered “world class”, based on benchmarking and continuous improvement; the control infrastructure is highly automated and self-updating, thus creating a competitive advantage; extensive use of real-time monitoring and executive dashboards.

DDMS - Development and Demographic Methods Section of Demography Division.

PEP - Population Estimates Program, respective Population Estimates Section of Demography Division.

SDD - Systems Development Division.

ITSD - Informatics Technology Services Division.

CBA - Corporate Business Architecture.

Notes:

Footnote 1

Population Certificates submissions are managed by the Public Sector Statistics Division of the System of National Accounts Field; however Population Estimates Program of the Demography Division conducts the certification of the estimates internally.

Return to footnote 1 referrer

Footnote 2

Population Certificates submissions are managed by the Public Sector Statistics Division of the System of National Accounts Field; however PEP conducts the certification of the estimates internally.

Return to footnote 2 referrer