In December 2022, questions measuring the Labour Market Indicators were added to the Labour Force Survey as a supplement.

Question wording within the collection application is controlled dynamically based on responses provided throughout the survey.

Labour Market Indicators

ENTRY_Q01 / EQ1 – From the following list, please select the household member that will be completing this questionnaire on behalf of the entire household.

WFH_Q01 / EQ2 – At the present time, in which of the following locations (do/does) (Respondent name/this person/you) usually work as part of (his/her/their/your) main job or business?

WFH_Q02 / EQ3 – Last week, what proportion of (his/her/their/your) work hours did (Respondent name/this person/you) work at home as part of (his/her/their/your) main job or business?

DPE_Q01/ EQ4 – In the last 12 months, did (Respondent name/this person/you) use an Internet platform or an app to provide paid taxi or ride services in order to earn income?

DPE_Q02/ EQ5 – What platforms or apps did (Respondent name/this person/you) use to provide taxi or ride services in the last 12 months?

DPE_Q03/ EQ6 – In the last 12 months, did (Respondent name/this person/you) use an Internet platform or app to carry out the delivery food or other goods, in order to earn income?

DPE_Q04/ EQ7 – What platforms or apps did (Respondent name/this person/you) use to carry out the delivery of food or other goods in the last 12 months?

DPE_Q05/ EQ8 – In the last 12 months, did (Respondent name/this person/you) use an Internet platform or app to carry out any of the following activities in order to earn income?

DPE_Q06/ EQ9 – In the last 12 months, how (was/were) (Respondent name/this person/you) paid for the work (he/she/you) carried out through these Internet platforms or apps?

DPE_Q07/ EQ10 – In the last four weeks, how many hours in total did (Respondent name/this person/you) spend working through these Internet platforms or apps?

DPE_Q08/ EQ11 – Did (Respondent name/this person/you) work for income or profit using any of these Internet platforms or apps last week?

Canadian Centre for Education Statistics

Postsecondary Student Information System (PSIS)
Record Layout, Files and Data Element Descriptions

For use when reporting data for 2021/2022 and previous academic years

December 2022

Data Submission Information at a Glance

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.

Survey Purpose

The Postsecondary Student Information System (PSIS) is a national survey that enables Statistics Canada to provide detailed information on enrolments and graduates of Canadian public postsecondary institutions in order to meet policy and planning needs in the field of postsecondary education. 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 and research purposes.

Please note that in the following record layout, words designating the masculine gender include the feminine gender.

PSIS Database Structure

The PSIS database holds data at two (2) levels: (1) institution, program and course data; and (2) student data. The institution, program and course data includes a list of all public postsecondary institutions in Canada, and an inventory of all programs and courses offered through these institutions. The student data contains demographic, program, and course information for students registered at these institutions.
The information required to feed the PSIS database is stored in the six (6) PSIS data files, which are transmitted to Statistics Canada. The six (6) files describe either the student, or the institution and its available programs. The files and their interrelationships can be described as follow: The Institution Description file is linked to the Institution Program and Institution Course files whereas the Student Description file is linked to the Student Program and Student Course files. In addition, the Student Program file is linked to the Institution Program file and the Institution Course file is linked to the Student Course file.

Note to user: Data elements not in bold are those required to identify a unique record (each column corresponds to a file). Data elements required to link the files between them are identified by row. For example, the data elements required to link the ID and the SC files are: 1005/1000, 1025, 1035 and 1036.

Table A
Data elements required to identify a unique record in each file and data elements required to link the files between them
Table summary
This table displays the results of Data Elements Required to Identify a Unique Record in Each File and the Required Data Elements to Link Them to Files. The information is grouped by Mnemonic (appearing as row headers), Name and File (appearing as column headers).
Mnemonic Name File
ID IP IC SD SP SC
RepStartYear Year of start of report cycle 1005 1000 1000 1000 1000 1000
Instit Institution code 1025 1025 1025 1025 1025 1025
Period (ID) / CourPer (SC) Reporting period 1035 n/a n/a n/a n/a 1035
Sub-period (ID) – CourSubPer (SC) Reporting sub-period 1036 n/a n/a n/a n/a 1036
ProgCode Student's program code n/a 2000 n/a n/a 2000 n/a
CredenTyp Credential type n/a 2010 n/a n/a 2010 n/a
CourCode Student's course code n/a n/a 3000 n/a n/a 3000
StudID Institution's student identifier n/a n/a n/a 4000 4000 4000
ProgStart Original start date in program n/a n/a n/a n/a 5010 n/a
CourStart Date student started course n/a n/a n/a n/a n/a 6020

Six (6) PSIS Input Files and File Description

Listed below are six (6) PSIS input files which you will need to submit in your annual report cycle (due by February 1, 2022). A brief description of each file is also outlined below.

  1. Institution Description (ID) file
  2. Institution Program (IP) file
  3. Institution Course (IC) file
  4. Student Description (SD) file
  5. Student Program (SP) file
  6. Student Course (SC) file

Institution Metadata

1. Institution Description (ID) file

(Postsecondary institution metadata; number of elements = 5; length = 132 bytes)
The Institution Description (ID) file lists and describes the different periods of academic activity by which programs and courses are organized. Specifically, the records contained on the ID file describe how a postsecondary institution divides its year into periods (sessions, terms, or other components) during which courses are commonly offered. Postsecondary institutions provide one (1) ID record for each period that begins or ends during the twelve (12) month report cycle. (For more detailed information, please refer to the Institution Description (ID) file section of this document.)

Please note that the information contained on the ID file is used to validate the Institution Code (element ID1025) provided to all of the six (6) PSIS files. It is also used to validate the period in which student courses are offered (element ID1035). Each period in which courses are reported on the Student Course (SC) file must also be present on the ID file.

2. Institution Program (IP) file

(Postsecondary institution metadata; number of elements = 11; length = 314 bytes)
The Institution Program (IP) file contains program code and program name (IP2000, IP2020), program duration (IP2070 and IP2071), credential type (IP2010) and other characteristics of each program offered by the postsecondary institution. The IP file is an inventory of the programs offered by the postsecondary institution. It contains one (1) IP record for each program offered during the twelve (12) month cycle.
Please note that there is a logical link between this file and the Student Program (SP) file. The SP file contains one (1) record for each combination of student and program. Each program code reported on the SP file must be present on the IP file. (For more detailed information, please refer to the Institution Program (IP) file section of this document.)

3. Institution Course (IC) file

(Postsecondary institution metadata; number of elements = 7; length = 260 bytes)
The Institution Course (IC) file contains course code and course name (IC3000, IC3020), course credits normally awarded and course credit units (IC3090, IC3091) and other characteristics of each course offered by the postsecondary institution. The IC file is an inventory of the courses offered by the postsecondary institution. One (1) IC record for each of the courses offered during the twelve (12) month cycle should be reported.
Please note that there is a logical link between this file and the Student Course (SC) file. The SC file contains one (1) record for each combination of student and course. Each course code reported on the SC file must be present on the IC file. (For more detailed information, please refer to the Institution Course (IC) file section of this document.)

Student Metadata

4. Student Description (SD) file

(Student metadata; number of elements = 37; length = 1018 bytes)
The Student Description (SD) file contains demographic and other descriptive information about the students attending the various postsecondary institutions. Among others, it contains student name (SD4040 to SD4050), birth date (SD4230), gender (SD4240), Social Insurance Number (SIN) (SD4020), contact information (SD4060 to SD4180), and characteristics such as whether or not the student has self-identified as an Aboriginal person (SD4210).This file contains one (1) record per student per postsecondary institution.

Please note that there is a logical link between this file and the Student Program (SP) file. The SD file contains one (1) record per student enrolled in a program or who has graduated from a program. (For more detailed information, please refer to the Student Description (SD) file section of this document.)

5. Student Program (SP) file

(Student metadata; number of elements = 17; length = 402 bytes)
The Student Program (SP) file contains one (1) record for each program in which the student was enrolled during the reporting cycle. The student program record includes the original dates in which the student started/ended a program (SP5010, SP5090), student status in program at end of report cycle (SP5100), specialization or major field of study (SP5015 and SP5016), total transfer credits (SP5220), cumulative credits for program (SP5230) and other characteristics of the student's program as recorded by the postsecondary institution.

Please note that there is a logical link between this file and the Institution Program (IP) file. Each program code reported on the SP file must be present on the IP file. In addition, there is a logical link between this file and the Student Description (SD) file. Each student record reported on the SD file must be associated with at least one (1) program record on the SP file. (For more detailed information, please refer to the Student Program (SP) file section of this document.)

6. Student Course (SC) file

(Student metadata; number of elements = 10; length = 258 bytes)
The Student Course (SC) file contains one (1) record for each course in which the student was enrolled during the reporting cycle. Also, include one (1) course record for students that are registered either in a CO-OP work term, writing a thesis, or performing any other academic activities related to their program but not structured as a course. The student course record includes the dates which the student started/ended the course (SC6020, SC6021) and status in course at end of report cycle (SC6030).

Please note that there is a logical link between this file and the Institution Course (IC) file. Each course code reported on the SC file must be present on the IC file. In addition, there is a logical link between this file and the Student Program (SP) file. Each program in which the student was enrolled (SP file) must be associated with at least one (1) course record on the SC file. The SP record for a student who graduates during the report cycle and for which the student did not have any course registrations during the report cycle (e.g., the student applies for and is granted a credential during the current report cycle for work completed in an earlier cycle) should not have an associated SC record. (For more detailed information, please refer to the Student Course (SC) file section of this document.)

Postsecondary Student Information System (PSIS)
Institution Description (ID) File

The following data elements are required to identify unique records: Start date of report cycle (ID1005), Institution Code (ID1025), Period Code (ID1035), and Sub-period Code (ID1036)

Record Layout, Files and Data Element Descriptions

First, select your start date of report cycle and store it in element ID1005. Please see the description of ID1005 for guidance on how to select your report cycle.

The Institution Description (ID) file lists and describes the different periods of academic activity by which programs and courses are organized. Specifically, the records contained on the ID file describe how a postsecondary institution divides its year into periods (sessions, terms, or other components) during which courses are commonly offered. Postsecondary institutions provide one (1) ID record for each period that begins or ends during the twelve (12) month report cycle. Periods can be of any length (although not many courses span twelve (12) consecutive months or more). Periods include the time allocated for exams. Your periods can begin before your report start date and can extend beyond the end of your report cycle. See data element ID1035, (Period Code) for suggestions on how to report periods.

Institution Code (element 1025 on all six (6) PSIS files)

You will find your code(s) on the list of postsecondary institution codes supplied by Statistics Canada.

Each eight (8)-digit code comprises a two (2)-digit province, a three (3)-digit postsecondary institution and a three (3)-digit campus. The list contains one (1) code for the parent postsecondary institution and one (1) for each campus. The parent institution code has 000 in the last three (3) digits, while the campuses are numbered sequentially beginning with 001. Postsecondary institutions without campuses have only a parent institution code. Examples: Postsecondary institution XXX in province P1 has two (2) campuses and postsecondary institution YYY in province P2 has none. Their codes would appear on the code list as follows: Postsecondary institution XXX includes P1XXX000 for Parent Institution; P1XXX001, Campus 1; P1XXX002; Campus 2; and Postsecondary institution YYY includes P2YYY000 for Parent Institution.

If your postsecondary institution has campuses, you can choose to report your PSIS data at the campus level or at the parent (000) level depending on how you store your postsecondary institution metadata and student metadata on your own administrative systems. We recommend reporting at the lowest level available, as more detailed analysis can potentially be done.

The following combinations of reporting level and file type are valid. Choose one (1) reporting level for all three (3) postsecondary institution metadata files and one (1) for all three (3) student metadata files; (i.e., do not combine parent- and campus-level reporting within the three (3) postsecondary institution metadata files or within the three (3) student metadata files).

Postsecondary institution metadata (ID, IP, IC) Parent Institution and Campus is paired with Student metadata (SD, SP, SC) Parent Institution and Campus.

Table 1
Institution Code - ID Files
Table summary
This table displays the results of Institution Code - ID Files. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Description, Codes, Alternate Codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1005 RepstartDate Start date of report cycle Your report cycle should start on the day after the end of your previous year's winter session (or academic year if you do not have a winter session), including the time allocated for exams. If your institution has no activity during the summer, only use September 1 as the start of your report cycle if your academic year ends on August 31.

Possible scenarios (for illustrative purposes only; your data may vary) for the 2021/2022 report:
  • if last year's winter session ended on April 15, use April 16, 2021 (20210416) as your start date and April 15, 2022 (20220415) as your end date, or
  • if the academic year ends on June 30 then use July 1, 2021 (20210701) as your start date and June 30, 2022 (20220630) as your end date.
If your institution changes its report cycle, (i.e., if your winter session now ends on a different date such as April 30 instead of May 31 or your academic year now ends on August 1 instead of July 31), this will affect your start date of report cycle (RepStartDate). Be aware of any gaps between, or overlaps of, reporting periods that will occur from the previous year's PSIS submission. Please make the necessary adjustments to this year's PSIS submission to ensure the data is complete but not duplicated.

Postsecondary institutions that deliver programs only by non-traditional methods such as distance education, and therefore do not have a defined academic year or sessions, should use May 1 as their start date (or another date close to May 1 if more appropriate).

Repeat the same value on all ID records.
YYYYMMDD (YearMonthDay) Text 1-8 8
1025 Instit Institution code Reporting PSIS postsecondary institution code Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 9-16 8
1035 Period Period code The ID file describes how the postsecondary institution divides its year into periods (sessions, terms, or other components) during which courses are commonly offered. Periods can be of any length (although, not many courses span twelve (12) consecutive months or more). Periods include the time allocated for exams.

Provide one (1) ID record for each of your periods. Periods can start before the beginning of your report cycle (ID1005 above) and/or continue beyond the end of your report cycle.

Use this element and the next one to record your own code or name you use to describe the period and sub-period. You can use both elements if a period is divided into shorter units. If not, leave the next element blank. Elements ID1035 and ID1036 are also used in the Student Course (SC1035 and SC1036) File to specify the period in which the student took the course.

Example 1: a university offers courses during a spring/summer session, which it designates as SS, comprising an intersession (I) and a summer term (S); and during a fall session (F); and during a winter session (W); and during an academic year (AY). The university would report six (6) ID records having the following codes in this element and the next one:
The ID file describes how the postsecondary institution divides its year into periods (sessions, terms, or other components) during which courses are commonly offered. Periods can be of any length (although, not many courses span twelve (12) consecutive months or more). Periods include the time allocated for exams.

Provide one (1) ID record for each of your periods. Periods can start before the beginning of your report cycle (ID1005 above) and/or continue beyond the end of your report cycle.

Use this element and the next one to record your own code or name you use to describe the period and sub-period. You can use both elements if a period is divided into shorter units. If not, leave the next element blank. Elements ID1035 and ID1036 are also used in the Student Course (SC1035 and SC1036) File to specify the period in which the student took the course.

Example 1: a university offers courses during a spring/summer session, which it designates as SS, comprising an intersession (I) and a summer term (S); and during a fall session (F); and during a winter session (W); and during an academic year (AY). The university would report six (6) ID records having the following codes in this element and the next one: Period SS, no Sub-period; Period SS, Sub-Period I; Period SS, Sub-Period S; Periods F, W, AY; no Sub-period.

Example 2: a college offers courses during a fall session, which it designates as FALL; a winter session (WIN); and the academic year (YEAR). The college also offers courses during two (2) half-semesters in the fall, which it designates FALL1 and FALL2, and, for the summer period, one six (6)-weeks and two (2) 4-week periods, which it designates SUM1, SUM2 and SUM3. The college would report a total of eight (8) ID records having the following period codes in this element and sub-period codes for the next element: Period SUM, Sub-period 1; Period SUM, Sub-period 2; Period SUM, Sub-period 3; FALL, no sub-period; FALL, sub-periods, 1, 2; Period WIN, no Sub-period; YEAR, no sub-period.
The shorter periods could alternatively be coded SUM1, SUM2, SUM3, FALL1 and FALL2 in this element and the next element (Sub-period) will be blank.
The postsecondary institution's code or name of the period within which courses are offered. Text 17-22 6
1036 Sub_period Sub-period code Sub-period code during which courses are commonly offered. See previous element for more details. The postsecondary institution's code or name of the sub-period. Text 23-28 6
1100 ProvID Provincial ID elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry. Text 53-132 80

Postsecondary Student Information System (PSIS)
Institution Program (IP) File

The following data elements are required to identity unique records: Year of Start of Report Cycle (IP1000), Institution Code (IP1025), Program Code (IP2000), and Credential Type (IP2010)

Record Layout, Files and Data Element Descriptions

The Institution Program (IP) file contains program code and program name (IP2000, IP2020), program duration (IP2060 to IP2071), credential type (IP2010, IP2011), educational entrance requirements (IP2150 to IP2155) and other characteristics of each program offered by the postsecondary institution. The IP file is an inventory of the programs offered by the postsecondary institution. It contains one (1) IP record for each program offered during the twelve (12) month cycle.

There is a logical link between this file and the Student Program (SP) file. The SP file contains one (1) record for each combination of student and program. Each program code reported on the SP file must be present on the IP file.

If students are taking courses without registration in a program, create as many non-program records on the IP file for each of the non-program categories appropriate to your institution (see element IP2015). This will involve:

  1. putting a program name in element IP2020;
  2. putting a program code in element IP2000;
  3. putting a value of "98 - Not applicable" in element IP2010;
  4. assigning the students to this program in the SP file; and
  5. following the instructions in the other elements for the assignment of "Not Applicable" code for this non-program record.

Please refer to the "Program type" and "Non-credit" entries of the Reporting Guide for Program Type and Credential Type for additional information on the non-programs.

Universities that store their program data with separate fields for degree and specialization(s) or major field(s) of study may be able to report just the degree code in element IP2000 and the student's specialization(s) or major field(s) of study in elements SP5015, SP5016 and SP5017 on the SP file. For example, if all BA programs have the same duration, credit requirement, provincial funding code, entrance requirements, on-the-job training (OJT) components, etc., then you could report only one (1) IP record for all BA's, with element IP2000 = "BA", and then show the different majors on the SP records of individual students. But if some of the BA programs have different durations or credit requirements, etc., then you must provide separate IP records for them. In these cases, you could combine the degree code and the specialization(s) or major field(s) of study in element IP2000 of the IP and SP records.

For programs that award two (2) credentials, please refer to the "Joint credential program" entry of the Reporting Guide for Program Type and Credential Type.

For programs that may lead to the option of several qualifications in terms of successful outcomes, such as one program (same code) which leads to a certificate or a diploma, please refer to the "programs with multiple exit options" entry of the Reporting Guide for Program Type and Credential Type.

For apprenticeship programs, provide one (1) IP record for each year or level of the program.

For the entire reporting period, describe all the programs offered during the twelve (12) months beginning on your Report Cycle Start Date.

Table 2
Institution Program (IP) codes
Table summary
This table displays the results of Institution Program (IP) codes. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Description, Codes, Alternate Codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the same first four (4) digits of the start date of the report cycle (as found in element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 5-12 8
2000 ProgCode Program code A program is a structured collection of educational activities (courses and other learning activities) arrayed to meet a set of learning objectives.

A program "proxy" may be used in PSIS to identify educational activities which fall outside the definition of "program."

Note: For degrees granted in Canadian universities, programs should fall within the parameters detailed in the Council of Ministers of Education, Canada (CMEC) Ministerial Statement on Quality Assurance of Degree Education in Canada (2007), which uses similar descriptors as those used in the Bologna process.
Please refer to the Reporting Guide for Program Type and Credential Type for additional information on how to report programs.

Please report the program code as stored in the postsecondary institution's administrative files. For more details, refer to element SP2000 on the SP file. All program codes on the SP file must be present on this file including the non-program record(s) as element Program Code is used as a key field to match record on IP and SP files. Universities that store their program data with separate fields for degree and specialization(s) or major field(s) of study may be able to report just the degree code in element IP2000 and the students' specialization(s) or major field(s) of study in elements SP5015, SP5016 and SP5017 on the SP file. For example, if all BA programs have the same duration, credit requirement, provincial funding code, entrance requirements, co-op requirements, etc., you could report only one (1) IP record for all BA's, with element IP2000 = "BA", and then show the different majors on the SP records of individual students. But if some of the BA programs have different durations or credit requirements etc., then you must provide separate IP records for them. In these cases, you would combine the degree code and the specialization(s) or major field(s) of study in element 2000 of the IP and SP records.

The combination of the previous element (IP1025), this one and the next one (IP2010) constitute a key and therefore must be unique. Do not report duplicate combinations of these three (3) elements.
None Text 13-32 20
2010 CredenTyp Credential type The type of formal qualification awarded for successful completion of a program, excluding certificates of attendance.

A "qualification" acknowledges successful completion of a program of study containing evaluative components. A "formal qualification" is a qualification that is recognized by an official body such as ministries of education, boards of governors or other ministry appointed bodies, federal departments or ministries, industry associations or sectors, apprenticeship and trades commissions, regulatory bodies or licensing agencies.
Definitions of the categories:
01: A non-postsecondary credential awarded as a high school diploma or its equivalent.
02: A credential awarded and recognized by official bodies as a "certificate".
03: A credential awarded and recognized by official bodies as a "diploma".
04: This category must only be used to assign "degree" credentials which are supported by the Council of Ministers of Education, Canada (CMEC) Ministerial Statement on Quality Assurance of Degree Education in Canada.
10: Formal qualifications granted upon successful completion of programs that are shorter than programs where a certificate is the formal qualification awarded.
11: A credential granted upon completion of sixty (60) transferable credits of an undergraduate program.
97: A credential from programs that do not fit in any of the other categories.
98: This category is used for non-programs (where no formal qualification can be obtained), credentials for programs where the learning or performance is not measured or evaluated, such as for certificates of attendance, as well as for any other program where no formal qualification is offered.

Please refer to the "Credential type" entry in the Reporting Guide for Program Type and Credential Type for inclusions, exclusions and additional information on each of the categories.

If the same program can award two (2) credentials, one for completing a certain level and a higher one for completing a longer version of the program, then provide two (2) records having the same program code (element IP2000) but different values in this element; e.g., a program awarding a certificate after one (1) year or a diploma after two (2) years would have two (2) records for this data element, the first with code "02 - Certificate" and the second with code "03 - Diploma".

For joint programs in which a student normally receives two (2) credentials, please refer to the "Joint credential program" entry in the Reporting Guide for Program Type and Credential Type to code the credential type.

For programs offered under an agreement with another (other) institution(s), please refer to the "Programs offered under an agreement" entry of the Reporting Guide for Program Type and Credential Type to code the credential type.

Please refer to Appendix B for acceptable reporting combinations between Credential type (IP/SP2010) and Program type (IP2015).
01 - General Equivalency Diploma/high school diploma
02 - Certificate
03 - Diploma
04 - Degree (includes applied degree)
10 - Attestation and other short program credentials
11 - Associate degree
97 - Other type of credential associated with a program
98 - Not applicable
Text 33-34 2
2015 ProgType Program type A classification of programs that is based on a combination of factors such as the general purpose of the program; the type of instruction offered in terms of educational content; and the expected outcome of the program.
Definition of the categories:
01: Non-postsecondary programs that are offered in postsecondary institutions.
10: In-class or technical components of apprenticeship training when offered in postsecondary institutions.
20: Postsecondary programs that prepare students for entry into career, technical or pre-university programs.
21: Postsecondary skills programs that usually lead to a specific career path and into the labour market that is neither apprenticeship, pre-university, undergraduate nor graduate program. Educational requirements for this program are usually not greater than the secondary school diploma.
22: Postsecondary skills programs that usually lead to a specific career path and into the labour market and requires a certificate or a diploma from a career, technical or professional training program.
30: Postsecondary programs that prepare students for undergraduate studies but is not an undergraduate program.
40: Programs that prepare students for entry into a bachelor's degree program. It is an access or bridging option for a student who does not fully meet the requirements for entry into a bachelor's degree program. While this program does not generally lead to a qualification, some credits may be granted towards a bachelor's degree.
46: These are programs that are more academically-based programs which normally require a secondary school diploma or a college diploma in Quebec. Educational activities in these programs can be counted towards a bachelor's degree (applied, general or honours) or a professional degree. Undergraduate degrees normally allow entry into a second cycle graduate program.
47: Postsecondary programs that are not graduate programs and require a bachelor's degree for admission either explicitly or implicitly, such as is the case for concurrent bachelor's degree programs (where the outcome of these programs is equivalent to a program requiring a bachelor's degree, but the degree is not a requirement because of the concurrent nature of the program).
In Saskatchewan and British Columbia, this category also captures postsecondary programs at the undergraduate level for which degree completion requires a scope beyond a bachelor's degree due to its breadth and depth of learning.
50: Postsecondary programs that prepare students for entry into a master's degree program. A bachelor's degree is normally required for entry into this program.
53: Postsecondary programs that prepare students for entry into a doctoral degree program, without the student being admitted to the doctoral program.
58: This category covers health-related residency programs. At a minimum, these programs require undergraduate degrees for entry.
59: Graduate programs that normally require a bachelor's degree. Educational activities in these programs can be counted towards a master's degree. Degrees from second cycle graduate programs normally allow entry into third cycle graduate programs.
62: Graduate programs that normally require a master's degree. Educational activities in these programs can be counted towards a doctoral degree.
63: Graduate programs that normally require a doctoral degree. Post-doctorate activities that do not meet the definition of a "program," such as those in the labour market, are excluded from this category.
89: Any postsecondary program that does not fit in any of the program categories listed above.
91, 92, 93 and 94: Categories that serve to identify students registered in educational activities without being registered in a program. It includes students enrolled in courses who have not declared a program of intent.
91: These are courses or other educational activities that are not within a program and have no evaluative component.
92: These are undergraduate courses or other educational activities not within a program and have an evaluative component.
93: These are graduate courses or other educational activities that are not within a program and have an evaluative component.
94: These are postsecondary courses or other educational activities that are neither undergraduate nor graduate, are not within a program and have an evaluative component.

Please refer to the Reporting Guide for Program Type and Credential Type for inclusions, exclusions and additional information on each of the categories. Please refer also to Appendix B for acceptable reporting combinations between Credential type (IP/SP2010) and Program type (IP2015).

For joint programs in which a student normally receives two (2) credentials, please refer to the "Joint credential program" entry in the Reporting Guide for Program Type and Credential Type.
01 - Basic education and skills program
10 - Apprenticeship program
20 - Qualifying program for career, technical or pre-university
21 - Career, technical or professional training program
22 - Post career, technical or professional training program
30 - Pre-university program
40 - Undergraduate qualifying program
46 - Undergraduate program
47 - Post-baccalaureate non-graduate program
50 - Graduate qualifying program (second cycle)
53 - Graduate qualifying program (third cycle)
58 - Health-related residency program
59 - Graduate program (second cycle)
62 - Graduate program (third cycle)
63 - Graduate program (above the third cycle)
89 - Other programs
91 - Non-program (non-credit)
92 - Non-program (credit, undergraduate)
93 - Non-program (credit, graduate)
94 - Non-program (credit, other postsecondary)
Text 37-38 2
2020 ProgName Program name The program name as stored in the postsecondary institution's own administrative files. None Text 41-140 100
2070 ProgDur Program duration The normal instructional time to complete the course work for the entire program for a full-time student by traditional program delivery.

Use the next element (IP2071) to specify which unit of measure you are using. Use half-semesters (code 10), quarters or trimesters (code 12) or semesters or trimesters (code 15) if possible. Use weeks or months (code 08 or 09) only for programs shorter than one (1) year or for programs specifically organized in weeks or months. Use academic years or years (code 25 or 30) only if the program's courses are not delivered in shorter periods such as semesters or half-semesters or quarters.

Exclude program segments that are mainly on-the-job training or field placement or co-op work terms.

Leave this element blank only for non-program records and programs having no set duration, such as graduate programs.
Blank or numeric value including decimal point and two (2) decimal places.
e.g.,
1016.50 = 1016.5 units required
1.00 = 1 unit required
Numeric 160-165 6
2071 ProgDurUnit Program duration units Identifies the unit of measure used in the previous element (IP2070). Assign "98 - Not applicable" only for non-program records and programs having no set duration, such as graduate programs. 06 - Hours
08 - Weeks
09 - Months (a period of about 30 days)
10 - Half-semesters (a period of about 2 months)
12 - Quarters or trimesters (a period of about 3 months)
15 - Semesters or trimesters (a period of about 4 months)
25 - Academic years (a period of about 8 months)
30 - Years (a period of about 12 months)
98 - Not applicable
Text 166-167 2
2080 ProgCred Credits needed to graduate The number of credits or units of academic achievement required for graduating from or completing the entire program. Credits refer to the value that a postsecondary institution attaches to successful completion of a formal course of instruction and that can be applied by the recipient towards the requirements for a credential.

Use the next element (IP2081) to specify which unit of measure you are using. If the program is not organized by credits but instead requires the successful completion of some number of courses, report the number of courses here and assign code "06 - Courses" in the next element (IP2081). Exclude credits for on-the-job training (OJT) segments that cover most or all of a semester or other period (e.g., co-op work terms).

Leave this element blank only for non-credit programs or programs with no set credit or course requirements, such as graduate programs.
Blank or numeric value including decimal point and two (2) decimal places.
e.g.,
1.00 = 1 unit required
1016.50 = 1,016.5 units required
10000.00 = 10,000 units required
Numeric 168-175 8
2081 ProgCredUnit Program credit units Identifies the unit of measure used in the previous element (IP2080).

Assign code "98 - Not applicable" only for non-credit programs or programs with no set credit or course requirements, such as graduate programs.
01 - Credits
02 - Credit hours
03 - Semester hours
04 - Course hours
05 - Credit points
06 - Courses
07 - Student contact hours
96 - Other units
98 - Not applicable (non-credit program or no set credit requirement)
Text 176-177 2
2400 ProvIP Provincial IP elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry Text 235-314 80

Postsecondary Student Information System (PSIS)
Institution Course (IC) File

The following data elements are required to identify unique records: Year of Start of Report Cycle (IC1000), Institution Code (IC1025), and Course Code (IC3000)

Record Layout, Files and Data Element Descriptions

The Institution Course (IC) file contains course code and course name (IC3000, IC3020), course duration and course duration units (IC3080, IC3081), course credits normally awarded and course credit units (IC3090, IC3091) and other characteristics of each course offered by the postsecondary institution. The IC file is an inventory of the courses offered by the postsecondary institution. One (1) IC record for each of the courses offered during the twelve (12) month cycle should be reported.

There is a logical link between this file and the Student Course (SC) file. The SC file contains one (1) record for each combination of student and course. Each course code reported on the SC file must be present on the IC file.

For the entire reporting period, describe all the courses offered during the twelve (12) months beginning on your Report Cycle Start Date.

Table 3
Institution Course (IC) File Codes
Table summary
This table displays the results of Table 3: Institution Course (IC) File Codes. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Description, Codes, Alternate codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the first four (4) digits of the start date of the report cycle (as found in element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 5-12 8
3000 CourCode Course code The unique code for the course as it is stored in the postsecondary institution's administrative files; e.g., the course code "CHEM 101" might represent "Introduction to Chemistry".

Include non-credit courses.

In cases where a lab and a lecture have independent course codes in the postsecondary institution's administrative system, report separate courses on the IC file, e.g., "CHEM 101 Lecture" would be a different course from "CHEM 101 Lab".

All course codes in element SC3000 on the SC file must also be present on this file.
None Text 13-32 20
3020 CourName Course name The course name as it is stored in the postsecondary institution's administrative files. In the above example for "CHEM 101", "Introduction to Chemistry" would be recorded here. None Text 33-132 100
3090 CourCred Course credits normally awarded The number of course credits or units of academic achievement normally awarded for successful completion of the course. Use the next element (IC3091) to specify which unit of measure you are using. If possible, use the same unit of measure as in elements IP2080 or IP2081 on the IP file.

For non-credit courses or courses having no credit or course value assigned, leave this element blank and assign code "98 - Not applicable" in the next element. Also, leave blank for continuing education courses that do not count for academic credit.

In some cases, the credits awarded for a course will vary from student to student depending on the student's program. In those cases, report the normal number of credits here and show the variation on the students' course records in element SC6060.
Blank or numeric value including decimal point and two (2) decimal places.
e.g., 1.00 = 1 unit awarded
16.50 = 16.5 units awarded
Numeric 145-152 8
3091 CourCredUnit Course credit units Identifies the unit of measure used in the previous element (IC3090). 01 - Credits
02 - Credit hours
03 - Semester hours
04 - Course hours
05 - Credit points
06 - Courses
07 - Student contact hours
96 - Other units
98 - Not applicable (non-credit course or course having no credit or course value assigned)
Text 153-154 2
3200 ProvIC Provincial IC elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry Text 181-260 80

Postsecondary Student Information System (PSIS)
Student Description (SD) File

The following data elements are required to identity unique records: Year of Start of Report Cycle (SD1000), Institution Code (SD1025), and Institution's Student Identifier (SD4000)

Record Layout, Files, and Data Elements Descriptions

The Student Description (SD) file contains demographic and other descriptive information about the students attending the various postsecondary institutions. Among others, it contains student name (SD4040 to SD4050), birth date (SD4230), gender (SD4240), Social Insurance Number (SIN) (SD4020), contact information (SD4060 to SD4180), and characteristics such as whether or not the student has self-identified as an Aboriginal (SD4210). This file contains one (1) record per student per postsecondary institution.

You are requested to provide one (1) record for each student registered at the postsecondary institution at any time between your Start Date of report cycle (ID1005) and the end of your winter term, or the end of your academic year if your postsecondary institution does not have a winter term. Also, include one (1) SD record for a student who graduates during the report cycle, even if the student did not have any course registrations during the report cycle (e.g., the student applies for, and is granted a credential during the current report cycle for work completed in an earlier cycle).

Also, include any students who were last registered in the previous report year and whose status in the program was "Unknown" at the time the previous year's Report was produced. The "Unknown" status refers to element SP5100 on the SP file: Status was unknown (under review or not yet determined or dependent on the completion or grading of courses that normally would have ended by the end of the report cycle). These students should be included in the Report to ensure that Statistics Canada can update their end status.

If the student was registered in more than one (1) program during the report cycle, provide only one (1) SD record and multiple Student Program (SP) records.

There is a logical link between this file and the Student Program (SP) file. The SD file contains one (1) record per student enrolled in a program or who has graduated from a program in the current reporting year.

Table 4
Student Description (SD) File Codes
Table summary
This table displays the results of Table 4: Student Description (SD) File Codes. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Description, Codes, Alternate codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name Description Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the same first four (4) digits of the start date of report cycle (as found in element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1010 RepTyp Report type Report F for an entire Full-year reporting period (twelve (12) months). F - Entire Full Year reporting period Text 5 1
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 6-13 8
4000 StudID Institution's Student Identifier The postsecondary institution's permanent identifier for the student while in this postsecondary institution. Use the same number for this student from year to year. None Text 14-27 14
4010 TStudID Type of Student I.D. Indicates the type of I.D. number reported in the previous element (SD4000). 01 - I.D. number assigned by postsecondary institution independently of any provincial or national numbering system
02 - Provincial student Identification number
Text 28-29 2
4020 SIN Social Insurance Number The student's Social Insurance Number (SIN) if the student is a Canadian citizen or permanent resident. Otherwise, leave blank. Do not report dummy SIN's. SIN's failing the check-digit routine will be deleted at Statistics Canada. 9-digit SIN Text 30-38 9
4030 PSIS_NSN PSIS National Student Number The PSIS respondents currently using this data element to report the provincial student number can continue to use it.   Text 39-68 30
4040 FirstName First name Student's first (given) name. None Text 69-108 40
4041 MidName Middle name(s) and/or initials Student's middle name(s) and/or initials.

If your postsecondary institution stores first name and middle name(s)/initials together as one (1) field, enter both in the previous element (SD4040) and leave this element blank.
None Text 109-148 40
4042 Surname Surname Student's surname (last name). None Text 149-188 40
4050 PrevSurname Previous surname Student's previous surname; e.g., name prior to marriage. If the postsecondary institution stores more than one (1) previous surname report the most recent only. None Text 189-228 40
4060 CurrPostal Current postal/zip code Student's postal or zip code while enrolled in the program or course(s). None Text 229-238 10
4070 CurrCntry Current country of residence Student's country of residence (where the student is living) while enrolled in the program or course(s).

For most students this is Canada, but some students live in the U.S. and commute to Canada for classes, and others study by Distance Education from other countries.
Refer to the Standard Classification of Countries and Areas of Interest Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 239-243 5
4071 CurrCntryTxt Current country of residence (Text) Student's country of residence (where the student is living) as reported in the postsecondary institutions administrative records. Leave this element blank if the country code is reported in the previous element (SD4070). None Text 244-273 30
4080 CurrPhone Current telephone number Student's telephone number while enrolled in the program or course(s). Include the area code. None Text 274-293 20
4090 CurrEmail Current e-mail address Student's Internet e-mail address while enrolled in the program or course(s). None Text 294-373 80
4100 PermLine1 Permanent address line 1 Line 1 of the permanent address reported by the student on their application for admission or the most current address maintained by the postsecondary institution for follow-up surveys of students after graduation. Ensure that city/town, county, province, country and postal or zip code are reported in their own respective elements (SD4110 onwards) and not included in this element or the subsequent address lines. None Text 374-428 55
4101 PermLine2 Permanent address line 2 If applicable, line 2 of the permanent address. Lines 1 and 2 should contain all the address information up to but not including the city/town. See element SD4100 for more details. None Text 429-483 55
4102 PermLine3 Permanent address line 3 If applicable, line 3 of the permanent address. Note that this element is smaller than lines 1 and 2. See element SD4100 for more details. None Text 484-513 30
4103 PermLine4 Permanent address line 4 If applicable, line 4 of the permanent address. Note that this element is smaller than lines 1 and 2. See element SD4100 for more details. None Text 514-543 30
4104 PermLine5 Permanent address line 5 If applicable, line 5 of the permanent address. Note that this element is smaller than lines 1 and 2. See element SD4100 for more details. None Text 544-573 30
4110 PermCity City or town of permanent address City or town of the permanent address reported by the student on their application for admission or the most current city or town of the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation. None Text 574-608 35
4130 PermProvUpdt Province or state of permanent address (updated) Province or state of the permanent address reported by the student on their application for admission or the most current province or state of the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation.

Assign ZY (Not applicable) for addresses outside Canada and the U.S.
Refer to the Province and State Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 648-649 2
4150 PermCntry Country of permanent address Country of the permanent address reported by the student on their application for admission or the most current country of the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation. Refer to the Standard Classification of Countries and Areas of Interest Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 685-689 5
4151 PermCntryTxt Country of the permanent address (text) Country (text) of the permanent address reported by the student on their application for admission or the most current country (text) of the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation.

Leave this element blank if the code is reported in the previous element (SD4150).
None Text 690-719 30
4160 PermPostal Postal or zip code of permanent address Postal or zip code of the permanent address. None Text 720-729 10
4180 PermPhone Telephone number at permanent address Telephone number at the permanent address reported by the student on their application for admission or the most current telephone number at the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation. Area code must be included. None Text 730-749 20
4200 SensRec Sensitive record Identifies sensitive records. Report Code "1 - Yes" only for deceased students or students who might be endangered by being included in a follow-up survey, such as students who are under the witness protection program. If you do not carry this information, assign code "2 - No". 1 - Yes, sensitive record
2 - No
Text 750 1
4210 Aboriginal Indigenous identity Indicates the self-declared Indigenous identity of the student as defined by the Canadian Constitution which recognizes three groups of Indigenous peoples: First Nations (North American Indians), Métis and Inuk (Inuit).

Depending on how your institution collects data on Indigenous students, First Nations (North American Indians) could include those who are 'Status' or 'Non-Status' Indians/First Nations.

If the student reported being an Indigenous person without specifying the group, use code 7-Indigenous, group not specified.

If the student did not report being an Indigenous, use code "8"-Not self-declared Indigenous".
4 - First Nations (North American Indians)
5 - Métis
6 – Inuk (Inuit)
7 –Indigenous, group not specified
8 - Not self-declared Indigenous
9- Unknown
Text 751 1
4230 Birth Birth date Student's birth date. If your postsecondary institution uses a fictitious date to represent "Unknown" (e.g., 19010101 or 19000101), do not report the fictitious date here. Leave blank if unknown. YYYYMMDD (YearMonthDay) Text 754-761 8
4240 Gender Gender Student's gender. 1 - Man
2 - Woman
3 - Non-binary person
9 - Unknown
Text 762 1
4250 Tongue Mother tongue Mother tongue, defined as the language first learned at home in childhood and still understood. 001 - English
002 - French
123 - Other language
124 - English and French
125 - English and non-official language(s)
126 - French and non-official
language(s)
127 - Eng.,Fr. and non-official
language(s)
999 - Unknown
Text 763-765 3
4280 Citiz Country of citizenship Country of citizenship as of the end of the report cycle (end of winter term).

For permanent resident (formerly called "landed immigrant"), code the country of which the student is currently a citizen, not Canada.

For students with dual citizenship, one of which is Canadian, code Canada.

For students from a colony or a dependency, code the colony or dependency and not the parent country; for example, code St. Pierre-et-Miquelon as the country of citizenship for students from that dependency even though France is the country from which they hold citizenship.

If a student is registered in a department, faculty or division of continuing education or adult training extension, and the information on the country of citizenship is not available, code Canada as country of citizenship.
Refer to the Standard Classification of Countries and Areas of Interest Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 792-796 5
4281 CitizTxt Country of citizenship (text) Country (text) of citizenship as stored in the postsecondary institution's files. Leave this element blank if the code is reported in the previous element (SD4280). N/a Text 797-826 30
4290 StatStud Status of Student in Canada The status of the student in Canada as of the end of the report cycle (end of winter term).

If a Canadian citizen or permanent resident is studying outside Canada by internet or at an offshore campus, please report them as either 0 or 1.
Do not leave this element blank.
0 - Canadian citizen (including North American Indian/First Nation, Métis and Inuk)
1 - Permanent resident (formerly called landed immigrant)
2 - International student with study permit/student visa (a permit obtained by a student to enter Canada for the sole purpose of attending a postsecondary educational institution)
3 - International student with other visa status
5 - Non-Canadian, no visa status (as student is studying outside Canada; e.g., by internet or at an offshore campus)
6 - Refugee
7 - Non-Canadian, status unknown
9 - Unknown
Text 827 1
4370 PermProv1st Permanent province of residence declared upon admission Permanent province or state of residence reported by the student on their application at admission.

For Canadian citizens and permanent residents, report the permanent home province in Canada as follows:
(a) For those students entering your institution immediately after high school/Cégep completion (i.e., within the last twelve (12) months), report the province of the last high school/Cégep attended.
(b) For all other students (i.e., not coming immediately after high school/Cégep completion), report the province of permanent home address on the date of application for admission.

The information should not be updated for students who were enrolled at the reporting postsecondary institution within the last twelve (12) months (returning/on-going students). However, the information for this element should be updated for students who were not enrolled at the reporting postsecondary institution within the last twelve (12) months but had attended the reporting postsecondary institution at some time in the past (re-entering students).

This element may or may not be the same as Province or state of the permanent address (element SD4130) declared on the SD file.

The element SD4130 requires the permanent address maintained by the postsecondary institution for follow-up surveys of students after graduation.

No blanks permitted.
Refer to the Province and State Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 937-938 2
4400 ProvSD Provincial SD elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element.

Leave any unused portion blank.
Components and codes as defined by provincial ministry Text 939-1018 80

Postsecondary Student Information System (PSIS)
Student Program (SP) File

The following data elements are required to identity unique records: Year of Start of Report Cycle (SP1000), Institution Code (SP1025), Institution's Student Identifier (SP4000), Student's Program Code (SP2000), Credential Type (SP2010), and Original Start Date in Program (SP5010)

Record Layout, Files, and Data Elements Descriptions

The Student Program (SP) file contains one (1) record for each program in which the student was enrolled during the reporting cycle. The student program record includes the original dates in which the student started/ended a program (SP5010, SP5090), student status in program at end of report cycle (SP5100), specialization or major field of study (SP5015 to SP5021), total transfer credits (SP5220), fees billed (SP5190 to SP5200), cumulative credits for program (SP5230) and other characteristics of the student's program as recorded by the postsecondary institution.

Report one (1) SP record for each program in which the student is registered at any time during the report cycle. Also, include one (1) SP record for a student who graduates during the report cycle, even if the student did not have any course registrations during the report cycle (e.g., the student applies for and is granted a credential during the current report cycle for work completed in an earlier cycle).

If the student was registered in more than one (1) program during the report cycle, provide only one (1) SD record and multiple Student Program (SP) records.

There is a logical link between this file and the Institution Program (IP) file. Each program code reported on the SP file must be present on the IP file. In addition, there is a logical link between this file and the Student Description (SD) file. Each student record reported on the SD file must be associated with at least one (1) program record on the SP file.

Universities that store their program data with separate fields for degree and specialization(s) or major field(s) of study should report the student's degree in element SP2000 and the student's specialization(s) or major field(s) of study in elements SP5015, SP5016 and SP5017.

For programs that award two (2) credentials, please consult the "Joint credential program" entry of the Reporting Guide for Program Type and Credential Type.

If the student is taking courses without being registered in a program, do not omit the student from the SP file. Create one (1) SP record with a non-program code in element SP2000 to match the non-program record created on the IP file. Follow the instructions in the other elements of the SP file for the assignment of "Not applicable" codes for this non-program record. Please refer to the "Program type" and "Non-credit" entries of the Reporting Guide for Program Type and Credential Type for additional information on the non-program records.

Table 5
Student Program (SP) File
Table summary
This table displays the results of Table 5: Student Program (SP) File. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Codes, Alternate codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name   Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the same first four (4) digits of the start date of the report cycle (as found in element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 6-13 8
4000 StudID Institution's Student Identifier The postsecondary institution's permanent identifier for the student while in this postsecondary institution. Use the same identifier for this student from year to year.

There must be a record on the SD file for this student.

Report one (1) SP record for each program in which the student is registered at any time during the report cycle.
None Text 14-27 14
2000 ProgCode Student's program code The student's program code as stored in the postsecondary institution's administrative files. There must be one (1) record on the IP file for this program; i.e., this code must be present in element IP2000 on the IP file.

For students taking courses without being registered in a program, create one (1) SP non-program record for each of the appropriate non-program categories. Note that there must be a corresponding record on the Institution program (IP) file in element IP2000. Follow the instructions in the other elements for the assignment of "Not applicable" codes. Please refer to the "Program type" and "Non-credit" entries of the Reporting Guide for Program Type and Credential Type for additional information on the non-program records.

Universities that store their program data with separate fields for degree and specialization(s) or major field(s) of study should report the student's degree in element IP/SP2000 and the student's specialization(s) or major field(s) of study in elements SP5015, SP5016 and SP5017.
None Text 28-47 20
2010 CredenTyp Credential type The type of formal qualification awarded for successful completion of a program, excluding certificates of attendance.

A "qualification" acknowledges successful completion of a program of study containing evaluative components. A "formal qualification" is a qualification that is recognized by an official body such as ministries of education, boards of governors or other ministry appointed bodies, federal departments or ministries, industry associations or sectors, apprenticeship and trades commissions, regulatory bodies or licensing agencies.

See element IP2010 for more details.

The combination of information of the previous data element (SP2000) and this one must also be present on the IP file in data elements IP2000 and IP2010.
01 - General Equivalency Diploma/high school diploma
02 - Certificate
03 - Diploma
04 - Degree (includes applied degree)
10 - Attestation and other short program credentials
11 - Associate degree
97 - Other type of credential associated with a program
98 - Not applicable
Text 48-49 2
5010 ProgStart Original start date in program The date the student started (first enrolled or registered) in the program as defined in element SP2000 above. Report the date the student originally started in the program, not the date the student continued in the current report cycle. The start date will remain unchanged for subsequent enrolments by the same student in the same program, even if the student quits the program and then resumes it. For a student who completed a common first year and is now enrolled in the next phase of the program, report the start date of the common first year.

Do not leave this data element blank.

For students in non-programs, report the first date the student registered for courses in the non-program.
YYYYMMDD (YearMonthDay) Text 50-57 8
5015 Major1 First specialization or major field of study The student's first specialization or major field of study code as stored in the postsecondary institution's administrative files. Do not report "minors".
Postsecondary institutions that assign unique program codes for each combination of Degree and Specialization/Major(s) should report those codes as part of element SP2000 and leave elements SP5015, SP5016 and SP5017 blank.

Leave this data element blank for students in non-programs.
None Text 58-67 10
5016 Major2 Second specialization or major field of study The student's second specialization or major field of study code as stored in the postsecondary institution's administrative files. Do not report "minors".
Postsecondary institutions that assign unique program codes for each combination of Degree and Specialization/Major(s) should report those codes as part of element SP2000 and leave elements SP5015, SP5016 and SP5017 blank.

Leave this data element blank for students in non-programs.
None Text 68-77 10
5070 Co_op Co-op program indicator Indicates whether the student was classified as a Co-op student in this program as of the end of the report cycle (end of winter term). A co-operative education program is a program that formally integrates a student's academic studies with work experience in their field of study. Students in a co-op program will alternate periods of time spent in school with paid work in business, industry, or government.
Assign "1 - Yes" for all Co-op students whether they are on work terms or in class at the end of the report cycle.

For students in non-programs, report code "8 - Not applicable".
1 - Yes
2 - No
8 - Not applicable (non-program)
9 - Unknown
Text 238 1
5085 RegStat Student's registration status Registration status (full-time/part-time) of all students enrolled at the postsecondary institution at the time of the fall snapshot date, that is, a single date chosen by the institution which falls from September 30 to December 1. A student is considered to be enrolled if they are registered in at least one (1) educational activity (course or other learning activity) on the day of the fall snapshot.

The designation of full-time versus part-time registration status is defined by the reporting postsecondary institution.

If a student is not registered on the fall snapshot date, assign code "98 - Not applicable".

For students in non-programs, they are unlikely to be coded to "01 - Full-time".
01 - Full-time student
02 - Part-time student
98 - Not applicable (not registered on this date)
Text 246-247 2
5090 ProgEnd End date in program The date the student completed or withdrew from the program or else transferred to another program. This element refers to the entire program, not just the component taken during the report cycle.

If the next element (SP5100) is coded "02 - Successfully completed" or "04 - Graduated from program", give the date the program was completed. If SP5100 is coded 05, 06, 07 or 08, give the date the student ended the program or transferred to another program. Otherwise, leave this element blank.
YYYYMMDD (YearMonthDay) Text 250-257 8
5100 ProgEndStat Status in program at end of report cycle The student's status in the program as of the end of the report cycle, as known by the postsecondary institution.

If the student completed the program during the report cycle by meeting the minimum academic requirements to receive credit for the whole program, and the graduation date is more than one (1) month after the end of the report cycle, assign code "02 - Successfully completed" and report the program end date in element SP5090 ProgEnd.

If the graduation date is before or within one (1) month of the end of the report cycle, assign code "04 - Graduated from program" and report the program end date in element SP5090 ProgEnd as well as graduation date in element SP5120 GradDate.

If the student's status was under review or dependent on the completion or grading of courses which would normally have ended by the end of the report cycle, assign "99 - Status Unknown". Note: A student with "99 - Status Unknown" is to be included in the next report cycle with an updated program end status.

If the student enrols in the next phase of program (e.g. at the end of report cycle, the student is registered to return next fall), assign code "01- Eligible to enrol in next phase of program". Note: For students completing a prerequisite program (e.g., common first year), assign code 01.

If the student is enrolled in a program and the current year registration continues through the end of the report cycle, assign code "03 - Still enrolled in program".

If the student has not completed the program and will probably not be continuing in or returning to the program, assign code 05, 06, 07 or 08. For students who have transferred to another program within the same faculty or to another faculty, assign code "06 - Withdrew from program" and report the transfer date in SP5090 ProgEnd. Students under suspension as of the end of the report cycle should be coded "07 - Not eligible to enrol at same institution" even if the suspension is likely to be lifted later.

If a student is enrolled in a non-program, assign code '98 - Not-applicable".
01 - Eligible to enrol in next phase of program
02 - Successfully completed course-work requirements for whole program but had not officially graduated as of date PSIS files were produced
03 - Still enrolled in program (registration continued through end date of report cycle)
04 - Graduated from program (officially received qualification at the end of the report cycle)
05 - Not eligible to enrol in same program
06 - Withdrew from program (e.g., discontinued studies in program) or transferred to another program within the same faculty or not, at the same institution
07 - Not eligible to enrol at same institution or under suspension
08 - Student deceased
96 - Other
98 - Not applicable (non-program)
99 - Status unknown (under review or not yet determined when the PSIS files were produced)
Text 258-259 2
5120 GradDate Convocation or graduation date The date the student received the degree, diploma or certificate for completing the program. The graduation date reported must be within the reporting cycle or within one (1) month of the end of the report cycle. Students coded "04 - Graduated from program" in the previous element (SP5100 ProgEndStat) must have a convocation or graduation date reported.

Leave blank if the student is not in a program that leads to a credential.
YYYYMMDD (YearMonthDay) Text 260-267 8
5220 TotTranCred Total transfer credits The total number of credits or units of academic achievement granted by this postsecondary institution toward this program for education taken at other postsecondary institutions, including prior learning assessment (PLA). Report the total number granted from the time the student first enrolled in the program until the end of the report cycle. Use the same units of measure as reported in elements IP2080 or IP2081 on the IP file (credits needed to graduate). Leave blank for students not in a program or in non-credit programs or programs with no set credit or course requirements. Blank or numeric value with decimal point and two (2) decimal places. Numeric 300-307 8
5230 TotCred Cumulative credits for program The cumulative number of credits or units granted to the student for this program as of the end of the report cycle. Report the total number granted from the time the student first enrolled in the program until the end of the current report cycle. Include credits earned at this postsecondary institution and transfer credits reported in the previous element (SP5220). Use the same units of measure as reported in element IP2080 or IP2081 on the Institution Program (IP) File (credits needed to graduate). Leave blank for students not in a program or in non-credit programs or programs with no set credit or course requirements. Blank or numeric value with decimal point and two (2) decimal places. Numeric 308-315 8
5300 ProvSP Provincial SP elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry Text 316-395 80
5400 CIPCodeRep Classification of Instructional Programs code reported The CIP code assigned to the student's program by the provincial ministry or other administrative body to identify the field of study of the program according to the Classification of Instructional Programs (CIP) Canada 2016 (Classification of Instructional Programs (CIP) Canada 2016)
Leave this element blank in the following cases:
  • If you do not assign these codes
  • For students in non-programs.
CIP codes reported here may be referred to along with other program information in finalizing the CIP code that Statistics Canada will assign to the student program.
It will not necessarily be used as the final code, unless specific discussions and agreements have first taken place with Statistics Canada.
Verify if codes reported by provincial ministry correspond with the Classification of Instructional Programs (CIP) Canada 2016 Text 396-402 7

Postsecondary Student Information System (PSIS)
Student Course (SC) File

The following data elements are required to identity unique records: Year of Start of Report Cycle (SC1000), Institution Code (SC1025), Institution's Student Identifier (SC4000), Student's Course Code (SC3000), Date Student Started Course (SC6020), and Number or Code of Student's Course Section (SC6070)

Record Layout, Files, and Data Elements Descriptions

The Student Course (SC) file contains one (1) record for each course in which the student was enrolled during the reporting cycle. Also, include one (1) course record for students that are registered either in a CO-OP work term, writing a thesis, or performing any other academic activities related to their program but not structured as a course. The student course record includes the dates which the student started/ended the course (SC6020, SC6021), status in course at end of report cycle (SC6030), the credits student would receive for course (SC6060), tuition fees billed for course (SC6040) and other characteristics of the student's course as recorded by the postsecondary institution.

Report one (1) SC record for each course in which the student is registered at any time during the report cycle after the final day for course additions and deletions (as defined by your postsecondary institution: usually about two (2) weeks after classes begin). Exclude courses for which the student is wait listed. Also, exclude courses for which the student was not registered and did not actually attend, even if the student received credit for the course by means of a challenge or by some other administrative method.

There is a logical link between this file and the Institution Course (IC) file. Each course code reported on the SC file must be present on the IC file. In addition, there is a logical link between this file and the Student Program (SP) file. Each program in which the student was enrolled (SP file) must be associated with at least one (1) course record on the SC file. The SP record for a student who graduates during the report cycle and for which the student did not have any course registrations during the report cycle (e.g., the student applies for and is granted a credential during the current report cycle for work completed in an earlier cycle) should not have an associated SC record.

Table 6
Student Course (SC) File
Table summary
This table displays the results of Table 6: Student Course (SC) File. The information is grouped by Element Number (appearing as row headers), Mnemonic, Name, Codes, Alternate codes, Core, Type, Position and Size (appearing as column headers).
Element Number Mnemonic Name   Codes Type Position Size
1000 RepStartYear Year of start of report cycle The year in which the current report cycle starts. Assign the same first four (4) digits of the start date of the report cycle (element ID1005 on the ID file). YYYY (Year) Text 1-4 4
1025 Instit Institution code Reporting PSIS postsecondary institution code. Refer to the Postsecondary Institution Codes in Section 4 of the document titled "PSIS Reporting Documentation 2021/2022". Text 6-13 8
4000 StudID Institution's Student Identifier The postsecondary institution's permanent identifier for the student while in this postsecondary institution. Use the same number for this student from year to year.
There must be a record on the Student Description (SD) File for this student.
None Text 14-27 14
3000 CourCode Student's course code The unique code for the course as it is stored in the postsecondary institution's administrative files. All course codes on this file must also be present in element IC3000 on the IC file. Include a course record for students that are registered either in a CO-OP work term, writing a thesis, or performing any other academic activities related to their program but not structured as a course. Also include non-credit courses. See element IC3000 on the IC file for more details.

Report each course the student was enrolled in after the final day for course additions and deletions (as defined by the postsecondary institution: usually about two (2) weeks after classes begin). Exclude courses for which the student is wait listed. Also, exclude courses for which the student was not registered and did not actually attend, even if the student received credit for the course by means of a challenge or by some other administrative method.

Include courses taken under a formal brokering agreement (see element SC6080) only if the course is present in your postsecondary institution's inventory of courses as given on the IC file. Exclude courses taken at another postsecondary institution for which you do not have a course record on your IC file.
None Text 28-47 20
1035 CourPer Period in which course was delivered to student The period (session, term or other interval) that describes when the course was delivered to the student. Use your code or name as defined in element ID1035 of the ID record. This element combined with the next one (ID1036) must be present on the ID file. The postsecondary institution's code or name of the period as reported in element ID1035 of the ID file Text 48-53 6
1036 CourSubPer Sub-period in which course was delivered to student The sub-period that best describes when the course was delivered to the student. Use your code or name as defined in element ID1036 of the ID record. This element combined with the previous one (ID1035) must be present on the ID file. The postsecondary institution's code or name of the period as reported in element ID1036 of the ID file Text 54-59 6
6020 CourStart Date student started course The date the student started the course. This date may be before the start of the report cycle.
Do not leave this element blank. If the actual date the student started the course is not recorded in the postsecondary institution's student record, use the start date of the course as it appears in the postsecondary institution's timetable.
YYYYMMDD (YearMonthDay) Text 60-67 8
6021 CourEnd Date student ended course The date for which the student withdrew from, has completed or will complete the course. If the course extends beyond the end of the report cycle, report the date the course will end.

If the date for which the student has completed or will complete the course is not recorded in the postsecondary institution's student record, use the end date of the course as it appears in your timetable or calendar, or estimate when the course would end for a full-time student taking the course by traditional course delivery. Leave this element blank only if the student has not yet completed the course and the end date cannot be predicted because the course has no set duration, such as a thesis or a course in which the student continues until achieving a certain mastery level.
YYYYMMDD (YearMonthDay) Text 68-75 8
6030 CourEndStat Status in course at end of report cycle The student's status in the course at the end of the report cycle. A student who completes a course and has met the minimum academic requirements to receive credit for the course should be assigned code "01 - Successfully completed". If the course extends beyond the end of the report cycle, assign code "02 - Still enrolled". If the student is repeating the course to improve his grade, report the end status as if the student were taking the course for normal credit.
Assign code "98 - Not applicable" only for non-credit courses.
01 - Successfully completed
02 - Still enrolled
03 - Withdrew without academic penalty
04 - Did not complete (failed course or withdrew with academic penalty)
05 - Not applicable (student audited course)
07 - Student deceased
96 - Other
98 - Not applicable (non-credit course)
99 - Status unknown (incomplete or under review or not yet determined)
Text 76-77 2
6300 ProvSC Provincial SC elements Provincial ministries wanting to define additional elements for provincial reporting can use this composite element. Leave any unused portion of the 80 characters blank. Components and codes as defined by provincial ministry Text 179-258 80
Table B
Reporting of acceptable combinations between Credential type (IP2010/SP2010) and Program type (IP2015)
Program Type (IP2015) Credential type (IP2010/SP2010)
1 2 3 4 10 11 97 98
1 Yes Yes Yes No Yes No Yes Yes
10 No Yes Yes No Yes No Yes Yes
20 No Yes Yes No Yes No Yes Yes
21 No Yes Yes No Yes No Yes Yes
22 No Yes Yes No Yes No Yes Yes
30 No Yes Yes No Yes No Yes Yes
40 No Yes Yes No Yes No Yes Yes
46 No Yes Yes Yes Yes Yes Yes Yes
47 No Yes Yes Yes Yes No Yes Yes
50 No Yes Yes No Yes No Yes Yes
53 No Yes Yes No Yes No Yes Yes
58 No Yes Yes Yes Yes No Yes Yes
59 No Yes Yes Yes Yes No Yes Yes
62 No Yes Yes Yes Yes No Yes Yes
63 No Yes Yes Yes Yes No Yes Yes
89 No Yes Yes Yes Yes No Yes Yes
91 No No No No No No No Yes
92 No No No No No No No Yes
93 No No No No No No No Yes
94 No No No No No No No Yes

For the 2021/2022 report cycle, the submission deadline is February 1, 2023.

If you have any questions, please contact us by e-mail at statcan.PSIS-SIEP.statcan@statcan.gc.ca

Retail Commodity Survey: CVs for Total Sales September 2022

Retail Commodity Survey: CVs for Total Sales September 2022
Table summary
This table displays the results of Retail Commodity Survey: CVs for Total Sales (September 2022). The information is grouped by NAPCS-CANADA (appearing as row headers), and Month (appearing as column headers).
NAPCS-CANADA Month
202206 202207 202208 202209
Total commodities, retail trade commissions and miscellaneous services 0.61 0.74 0.61 0.65
Retail Services (except commissions) [561] 0.61 0.73 0.61 0.64
Food at retail [56111] 0.52 1.84 0.82 0.57
Soft drinks and alcoholic beverages, at retail [56112] 0.61 0.71 0.57 0.52
Cannabis products, at retail [56113] 0.00 0.00 0.00 0.00
Clothing at retail [56121] 0.93 0.88 1.47 2.08
Footwear at retail [56122] 1.22 1.55 2.19 1.44
Jewellery and watches, luggage and briefcases, at retail [56123] 5.89 5.87 5.28 5.50
Home furniture, furnishings, housewares, appliances and electronics, at retail [56131] 1.05 1.02 0.94 1.01
Sporting and leisure products (except publications, audio and video recordings, and game software), at retail [56141] 1.93 1.84 1.92 2.43
Publications at retail [56142] 6.05 5.65 9.82 5.78
Audio and video recordings, and game software, at retail [56143] 1.17 1.00 0.34 0.26
Motor vehicles at retail [56151] 2.14 2.44 2.13 2.40
Recreational vehicles at retail [56152] 2.88 3.71 4.60 4.25
Motor vehicle parts, accessories and supplies, at retail [56153] 1.84 1.81 1.78 1.80
Automotive and household fuels, at retail [56161] 1.61 1.66 1.72 1.62
Home health products at retail [56171] 2.58 2.47 2.66 2.82
Infant care, personal and beauty products, at retail [56172] 2.25 2.03 2.19 2.73
Hardware, tools, renovation and lawn and garden products, at retail [56181] 2.41 2.06 2.09 2.06
Miscellaneous products at retail [56191] 2.89 2.41 2.47 2.33
Total retail trade commissions and miscellaneous services Footnote 1 1.88 1.96 1.75 2.05

Footnotes

Footnote 1

Comprises the following North American Product Classification System (NAPCS): 51411, 51412, 53112, 56211, 57111, 58111, 58121, 58122, 58131, 58141, 72332, 833111, 841, 85131 and 851511.

Return to footnote 1 referrer

Supplement to Statistics Canada's Generic Privacy Impact Assessment related to the Longitudinal Immigration Statistical Environment (LISE)

Date: October 2022

Program manager: Director of Diversity and Sociocultural Statistics
Director General, Health, Justice, Diversity and Populations

Reference to Personal Information Bank (PIB)

In accordance with the Privacy Act, Statistics Canada has registered Personal Information Banks (PIBs) for its holdings of personal data contained by all databases linked through the LISE. These are: the Longitudinal Immigration Database (IMDB) (PPU 135), the Longitudinal Administrative Databank (LAD) (PPU 112), the Postsecondary Student Information System (PSIS) (PPU 090), the Registered Apprenticeship Information System (RAIS) (PPU 083), Health Research (PPU 076), and Census of Population and National Household Survey (PPU 005). The use of personal information from the programs for linkage purposes is described in these PIBs as part of the consistent uses.

When supplementary data sources are integrated into the LISE, the relevant PIBs are added or updated as required.

Please refer to Information about Programs and Information Holdings for descriptions of these Personal Information Banks.

Description of statistical activity

The Longitudinal Immigration Statistical Environment (LISE) is a secure linkage environment containing anonymous linkage keys to connect one of a subset of secondary databases with one of two primary databases; either the Longitudinal Immigration Database (IMDB) or the Longitudinal Administrative Databank (LAD). Pairwise linkages from one of the primary databases can be conducted with one of the six secondary databases: five administrative health or education databases – the Discharge Abstract Database (DAD), National Ambulatory Care Reporting System (NACRS), Ontario Mental Health Reporting System (OMHRS), Postsecondary Student Information System (PSIS), Registered Apprenticeship Information System (RAIS) – or the 2016 Census of Population. The program is conducted under the authority of the Statistics ActFootnote 1. The databases are categorized and described as follows:

Pairwise linkages between databases
Database Content Name Description
Primary Immigration Longitudinal Immigration Database (IMDB)

The IMDB combines administrative files on immigrant admissions and non-permanent resident permits from Immigration, Refugees and Citizenship Canada (IRCC) with tax files from the Canadian Revenue Agency (CRA).

  • Information is available for immigrants admitted since 1952.
  • Information is available for individuals who obtained non-permanent resident permits since 1980.
  • Tax records for 1982 and subsequent years are available for immigrant and non-permanent tax filers (T1 Family File (T1FF)).
Tax Longitudinal Administrative Databank (LAD)

The LAD is a random, 20% sample of the T1 Family File (T1FF) tax database.

  • Selection for LAD is based on an individual's SIN.
  • There is no age restriction.
Secondary Health Discharge Abstract Database (DAD)

The DAD captures administrative, clinical and demographic information on hospital discharges.

  • It includes in-hospital deaths, sign-outs and transfers, from all provinces and territories except Quebec.
  • Day surgery procedures, long-term care, rehabilitation and other types of care are included later on.
  • The most recent version of the linkage keys connect the primary databases to the DAD from the fiscal year of 1994/1995 onward.
National Ambulatory Care Reporting System (NACRS)

The NACRS contains data for hospital-based and community-based ambulatory care, including day surgery, outpatient and community-based clinics, and emergency departments.

  • NACRS consists of five categories of data elements: demographic, clinical, administrative, financial and service-specific.
  • Information on discharges, deaths and transfers is provided within a fiscal year, from April 1 (start of fiscal year) to March 31 (end of fiscal year).
  • Day surgery procedures, diagnostic imaging visits and numerous clinic visits, including renal dialysis, cardiac catheterization, oncology and mental health are included later on.
  • The most recent version of the linkage keys connect the primary databases to the NACRS from the fiscal year of 2002/2003 onward.
Ontario Mental Health Reporting System (OMHRS)

The OMHRS contains data for individuals who receive services in designated adult inpatient mental health beds in the province of Ontario, as well as those who receive services in designated adult mental health facilities outside Ontario that voluntarily submit data to the reporting system.

  • OMHRS contains the following information: mental and physical health, social supports and service use, care planning, outcome measurement, quality improvement, and case-mix funding applications.
  • The most recent version of the linkage keys connects the primary databases to the OMHRS from the fiscal year of 2005/2006 onward.
Education Postsecondary Student Information System (PSIS)

The PSIS provides detailed information on enrolments and graduates of Canadian public postsecondary institutions. The survey is a census with a cross-sectional design.

  • The PSIS contains information pertaining to programs and courses offered at an institution, as well as information regarding the students themselves and the programs and courses in which they enrolled, or from which they have graduated. The PSIS is also designed to collect continuing education data.
  • The most recent version of the linkage keys connects the primary databases to the PSIS from 2009 onward.
Registered Apprenticeship Information System (RAIS)

The RAIS is conducted on an annual basis as a census of all registered apprentices and trade qualifiers in Canada.

  • It compiles data on the number of registered apprentices taking in-class and/or on-the-job training in trades, which are either Red Seal or non-Red Seal, and where apprenticeship training is either compulsory or voluntary.
  • Information on the number of provincial and interprovincial certificates granted to apprentices or trade qualifiers (challengers) is also included.
  • The most recent version of the linkage keys connect the primary databases to the RAIS from 2008 onward.
Demographics Census of Population (2016)

The Census of Population (2016) is conducted every 5 years as a census with a cross-sectional design.

  • The short form (2A), which collects basic demographic information, surveys every household in Canada.
  • The long form (2A-L), which collects more detailed socio-economic information, surveys approximately 1 in 4 households.
  • Using this linkage key, variables of interest will be investigated within the context of the Census, such as education at landing, knowledge of official languages at landing, and many more.
  • The most recent version of this linkage key connects the IMDB to the long-form 2016 Census.

Development

The development of the LISE was originally initiated by the Ministry of Children, Community and Social Services (MCCSS) of the Government of Ontario, for the purpose of making evidence-based decisions about programs and services delivered to the Syrian refugee cohort and future refugee cohorts.

This new linkage environment supports research in a wide range, regarding relationships between employment, education, health status and social inclusion over time. It enables comparisons between the refugee group, other types of immigrants and native-born Canadians, so as to inform provincial and national policies related to the resettlement and integration of the immigrant population, and refugees in particular.

Statistics Canada will make the data information of the LISE and its analytical capacity known to Canadians through a variety of products, such as aggregated data tables and analytical reports (e.g., The Daily articles). Examples of how results will benefit Canadian society include: by providing information to researchers and policy makers on income earnings by immigrant admission category; by comparing immigrant healthcare resource utilization across admission cohorts; and by providing insights into the pre-admission characteristics of international students that play a significant role in postsecondary education participation and completion. All those results can be used to inform future immigration policies to benefit all Canadians' socioeconomic and overall well-being in a long run.

In order to address additional related research questions, further datasets can be integrated to the LISE using the Social Data Linkage Environment (SDLE)Footnote 2 described in more detail below. Personal Information Banks for these new datasets will be added or updated as required. Additional years of data information from existing included sources can be added, to maintain the timeliness of the LISE.

Privacy and confidentiality

The personal identifiers obtained for immigrants and non-immigrants are used in the SDLE to assign the anonymous statistical identifiers that allow Statistics Canada to link to other sources of information for statistical analysis and research, once approval has been obtained in accordance with Statistics Canada's Directive on Microdata Linkage. The personal identifiers obtained are removed from the rest of the information and securely stored with restricted access to a restricted number of Statistics Canada employees with an approved operational requirement to access them, and whose access is removed when no longer required. The retention period for their storage and their destruction is prescribed by Statistics Canada's Directive on the Management of Statistical Microdata Files.

The integrated datasets in the LISE are subject to the confidentiality requirements of the Statistics Act. As with all data collected under the Statistics Act, the integrated analytical datasets available for research do not contain any personal identifiers. Access is granted to researchers who have been deemed as Statistics Canada employees after they have obtained a security clearance and have sworn an oath of confidentiality under the Statistics Act. Data access is approved for a specific purpose and for a specified period of time, and must occur in a secure setting, such as Statistics Canada offices, the Research Data Centres or approved access to the virtual data lab (VDL) environment. Statistics Canada vets all output for confidentiality before removal from the secure setting or release to the public.

Only aggregated and non-confidential statistical information will be made publicly available and as such, individuals will not be identifiable in any product disseminated to the public. No personal information would ever be disclosed without consent of the original data collector and the authorization from the Chief Statistician, as required by the Statistics Act.

Reason for supplement

While the Generic Privacy Impact Assessment (PIA) presents and addresses most of the privacy principles and security risks related to statistical activities conducted by Statistics Canada, this supplement addresses any privacy risks associated with this new data environment. As is the case with all PIAs, Statistics Canada's privacy framework ensures that elements of privacy protection and privacy controls are documented and applied.

Necessity and Proportionality

The use of personal information for the LISE can be justified against Statistics Canada's Necessity and Proportionality Framework:

1. Necessity

The LISE was requested and funded by the Ontario Ministry of Children, Community and Social Services. MCCSS has commissioned Statistics Canada to create a linkage environment that would allow MCCSS to study the outcomes of immigrants across multiple indicators, such as their economic resilience, educational status, social integration, and their physical and mental health.

The LISE enables the integration of different datasets, both longitudinal and cross-sectional, to help address a wide range of priority policy questions pertaining to immigrant mobility, educational status, social integration, physical and mental health, as well as labour market outcomes over time, which were not possible to address with the underlying datasets alone. The LISE facilitates the production and publication of analysis, indicators and data tables on these topics.

2. Effectiveness

The LISE is essentially a centralized data environment that enables access to indicators for data integration and research activities. This new linkage environment supports research in a wide range, regarding relationships between employment, education, physical health, mental health and social inclusion over time.

The linkages to health and education administrative data as well as the 2016 Census expands research indicators for the LAD and IMDB. It enables comparisons between the refugee group, other types of immigrants and native-born Canadians, so as to inform provincial, as well as countrywide, policies related to the resettlement and integration of the immigrant population, and refugees in particular.

The linkage environment reduces or removes redundancies of specific data integration projects, e.g. LAD-IMDB, Census-IMDB and reduces redundancies of those projects, so as to relieve the financial and personnel burdens for Canadian taxpayers as well as the Government of Canada.

The LISE is also in-line with the fulfillment of Statistics Canada's mandate for disaggregated data by offering new indicators focusing on all Canadians, and especially vulnerable population groups, e.g., Syrian refugees.

As a linkage environment of multiple administrative databases (and the Census), it offers more accurate information, such as immigration admission categories, than what could be obtained from surveys, owing to the size and geographical distribution of the population of interest and the technical nature of some of the key variables.

Integrating administrative education and health databases with the IMDB and LAD will provide contextual and outcome information for immigrants, non-permanent residents and Canadians, resolving existing data gaps while circumventing any additional response burden. For example, large-scale investigations are scarce regarding the "healthy immigrant effect," which refers to a commonly observed trend. That is, immigrants usually arrive in their host countries with, on average, better health conditions than those of their native-born counterparts. However, their advantageous health conditions gradually disappears over time. In this context, information about health care use from health administrative databases can be used as a proxy of health conditions, so that linkages between the IMDB (or the LAD) and health data serve as an effective tool to examine immigrants' physical and mental well-being and their over-time changes.

The access to analytical datasets as well as the LISE anonymous matching keys expands access and research opportunities for using the rich information and enables evidence-based research and policy analyses conducted by researchers, governmental and non-governmental stakeholders. The utilization of the LISE helps decision makers develop well-informed policies, which aim to:

  • facilitate a smooth and effective process of resettlement and integration for refugees, newcomers and the immigrant population in general;
  • contribute to building a healthier Canadian society by enhancing Canadian residents' access to healthcare services, in particular vulnerable groups;
  • boost opportunities for educational/skill attainment among disadvantaged children and youth, such as those from refugee families and/or those residing in remote rural areas; and
  • improve all Canadians' health, socioeconomic and overall well-being by, for example, stimulating economic development with increasingly diverse labour forces, channelling immigrant workforces to jobs that are in high demand, and creating new jobs and services that benefit all Canadians.

3. Proportionality

The methods and practices behind the LISE (and the SDLE) have been designed to ensure the protection of privacy and personal information, while retaining the ability to integrate analytical variables from different existing sources to fill data gaps.

More specifically, by building the linkages between the IMDB (or the LAD) and health/education administrative databases as well as the Census, the LISE makes it possible to examine complex phenomena that are often difficult, if not impossible to understand when analyzing the existing data sources in isolation. For example, earnings for international students who completed different types of education or training programs can be compared using administrative data, rather than survey data – thus greatly reducing the burden of respondents. Pathways through postsecondary education can be examined for Canadian and international students of various ages and sociodemographic profiles, while economic outcomes can support analysis on skill utilization. Rates of program completion for immigrant compared to non-immigrant students or apprentices can be determined using several years of existing administrative data rather than waiting for the completion of one or more cycles of a new survey.

Beyond the immigrant population, the research capacity of the LISE benefits all Canadians. For instance, the linkages between the LAD and health administrative databases provide first-hand information on Canadians' access to healthcare services by demographic characteristics, by geographic areas, as well as over time. Such investigations will effectively inform policy making that provides timely, accessible and sufficient healthcare services to all immigrants as well as vulnerable population groups and Canadians in general, in order to maintain a healthy workforce for a sustainable and resilient Canadian society and economy.

In addition, the LISE enables in-depth data disaggregation to focus on particularly vulnerable population groups. Within the refugee population, little is known about differences among government-assisted refugees, privately-sponsored refugees and Protected Persons in Canada, in terms of their mobility patterns after arriving in Canada, access to healthcare services, integration patterns in Canadian labour markets, as well as their children's access to and interactions with the Canadian educational system. Such research will immensely benefit the adjustment of programs such as the Resettlement Assistance Program, facilitating a smooth integration process for all refugees.

In short, the development of the LISE allows for additional research opportunities using the core datasets to inform policy and practice. By integrating Statistics Canada's current administrative datasets, new and expanded statistical analysis can be undertaken. It also enables future linkage work with other Statistics Canada administrative and survey-based databases – again, enriching and expanding analytical opportunities to better inform public policy and research.

The associated invasion of privacy is proportional to the research, policy and various other benefits the LISE offers to vulnerable population groups, immigrants and Canadians in general. In most cases, the most privacy-intrusive data are basic personal information (e.g. date of claim, country of birth, postal code) for refugee claimants, as there are risks associated with being identified (especially if they live in a sparsely populated postal code). In terms of data linkages involving the Census, information from the Census might also make it possible to identify racialized groups amongst immigrants. However, such information is also the most important information for the IMDB, as well as the immigrant sub-population in the LAD, as it enables robust longitudinal data integration. Due to the small number of a certain racialized groups as well as refugees, they may also face the risk of being identified from health and education administrative data records, particularly when they are further grouped by immigration categories, refugee programs, countries of origin and landing destinations, etc.

After the application of Statistics Canada's dissemination rules, this privacy intrusion is deemed minimal and risk of external reidentification is low. This minimal intrusion will lead to the provision of better services to immigrants (including refugees) and the creation of policies that improve the settlement process, ultimately benefitting not only the immigrant population but also the Canadian society and economy as a whole. Policy makers can access the analytical and statistical products from the LISE to shape new policies and programs. Likewise, immigrant service providers can access the data to determine the services required to help immigrants settle in Canada successfully.

Based on the IMDB and the LAD, the LISE also shares concerns with those two data bases. For example, tax microdata provides detailed industry of employment information and income sources of everyone, as well as immigration data that identify source countries and year of immigration. In some cases, postal code from tax microdata (the lowest level of geography on the database) can be a low enough level of geography to identify individuals with unique characteristics, for example, minority population groups residing in remote areas. However, sub-provincial data are often required to respond to the needs of individuals at their place of residence (to more effectively guide local policy and support services), and any dissemination is subject to Statistics Canada suppression rules which minimize the chance of such reidentification. For immigrants, in particular, their socioeconomic outcomes vary depending on the place of residence, time since admission, and pre-admission characteristics, supporting the use of this personal information as proportional to the public good resulting from its use.

4. Alternatives

The LISE provides the keys to match annual records over time. Without this option for comprehensive longitudinal data, the analysis of Canadians, permanent and non-permanent residents' pathways through education or healthcare institutions is impossible. Longitudinal indicators using these keys provide the changing trajectories over time and enhance analytical capabilities of the IMDB and the LAD. Matching administrative data to additional health and education information allows analysis at a refined level of geography and enables analysis for vulnerable sub-populations. In an approved secure environment, employees and deemed employees can analyze the relationships of population characteristics over time, with future labour market, healthcare or education outcomes on an annual basis. No other sources allow such a detailed analysis. Survey sources are restricted by sample size, response rates, less frequent collection, and lack of granularity in the data. Moreover, Statistics Canada has longstanding evidence that response rates to longitudinal surveys decline considerably over time, introducing biases and substantially reducing quality and accuracy. For these reasons, most longitudinal surveys have been discontinued.

Creating a new longitudinal survey capable of capturing the same variables over the amount of time required for longitudinal analysis would cost a great amount of time and resources, add significantly greater response burden to respondents, and be subject to aforementioned survey restrictions that could diminish the accuracy or quality of the survey data when compared to the administrative data in question.

Moreover, the sources of the health and education administrative data contain objective and accurate data collected by trained professionals using pre-established classification systems. Such information is much more reliable than could be obtained through surveys that collect self-reported information often biased by respondents' memories, feelings and judgements. For example, the DAD receives information directly from acute care facilities (or from their respective health/regional authority or ministry/department of health), with focuses on standardized patient-centred clinical outcomes. Since 2004-2005, all DAD records have been reported in ICD-10-CA (International Statistical Classification of Diseases and Related Health Problems) and CCI (Canadian Classification of Health Interventions).Footnote 3 The NACRS pick-lists are the Presenting Complaint List (data element 136) and ED Discharge Diagnosis (data element 137). The Canadian Emergency Department Diagnoses Shortlist (CED-DxS) includes more than 800 diagnoses in common terms, which are mapped to ICD-10-CA codes.Footnote 4 OMHRS collects data using the Resident Assessment Instrument – Mental Health (RAI-MH) version 2.0, a standardized clinical instrument that is used to regularly assess those receiving inpatient mental health care.Footnote 5 All those health administrative databases support the collection and analysis of clinical outcomes, health systems use and performance reporting. Likewise, the two education administrative databases collect subjective information about students' enrollment into and graduation from programs in postsecondary institutions (vocational/training schools included) throughout the country. With linkages to those administrative databases, the analytical capabilities of the IMDB and LAD are expanded tremendously, by using the most reliable and objective information sources, while minimizing respondents' burden and the costs of data collection.

Mitigation factors

The integrated datasets in the LISE do not contain any personal identifiers and are subject to the privacy and confidentiality requirements of the Statistics Act. Anonymous linkage keys are created using the Social Data Linkage Environment (SDLE) for which a separate privacy impact assessment has been approved. Furthermore, the privacy principle of limited collection is applied to data linkages, which are limited to integrating only one primary database to one secondary database at a time, serving to further mitigate aforementioned risks:

Privacy principles of limited collection
Primary Secondary
One of either: IMDB integrated with one of: DAD
NACRS
OMHRS
LAD PSIS
RAIS
Census

The personal identifiers obtained for immigrants, non-permanent residents, as well as Canadians are used in the SDLE to assign the anonymous statistical identifiers that allow Statistics Canada to link to other sources of information for statistical analysis and research, once approval is obtained in accordance with Statistics Canada's Directive on Microdata Linkage. The personal identifiers obtained are removed from the rest of the information and securely stored with restricted access to no more than twenty-five Statistics Canada employees with an approved operational requirement to access them, and whose access is removed when no longer required. The retention period for their storage and their destruction is prescribed by Statistics Canada's Directive on the Management of Statistical Microdata Files. As mentioned, refugee claimants, particularly residing in sparsely populated areas and/or originating from small racialized groups, may still be exposed to a higher risk of reidentification. To protect respondents' confidentiality, any group with a small number of members will be collapsed into larger groups, for example, by using a higher level of geographic classification or by collapsing a certain ethnic group or country of origin with its adjacent ethnic groups/countries.

Therefore, the overall risk of harm to the individuals whose information resides in the LISE has been deemed manageable with existing Statistics Canada safeguards that are described in Statistics Canada's Generic Privacy Impact Assessment. These include, but are not limited to:

Collection

The information is transmitted electronically to Statistics Canada using a secure electronic file transfer protocol.

Storage & processing

Identity and roles-based access management controls are in place in support of least-privilege and need-to-know principles. Access is restricted to employees who demonstrated a valid requirement to access the data. Data is fully encrypted at rest and in transit as required by GC policy, and encryption keys are managed by the Government of Canada to ensure that only authorized users can decrypt the data. Statistics Canada's cloud implementation aligns with Treasury Board of Canada Secretariat (TBS) cloud services direction including the Government of Canada Cloud Security Risk Management Approach and Procedures.

After initial processing, a statistical identifier is generated by Statistics Canada to facilitate data integration. As per standard practice, following linkages with other sources of information, data is stripped of direct identifiers such as name and address, to help protect privacy and confidentiality.

Access

Access to any confidential data held by Statistics Canada is closely monitored. For information with personal identifiers, only a limited number of employees with a work-related need-to-know are allowed access.

The purpose of making the LISE available to approved researchers (as 'deemed employees')Footnote 6 through the Statistics Canada Research Data Centers (RDCs) is to ease data access for users while enforcing the security requirements of the microdata. Access to the LISE at RDCS is only granted after a successful security screening and on a need-to-know basis.

Dissemination

The Statistics ActFootnote 7 provides the legal basis for maintaining the confidentiality of personal information that Statistics Canada collects. Statistics Canada will not disclose confidential information to any third party, other than with the permission of the original data provider and the authorization from the Chief Statistician, as required by the Statistics Act.

Statistics Canada will publish only aggregated statistical information or anonymized public use microdata files as part of its general dissemination strategy.

Openness

Information concerning datasets available within the LISE through Statistics Canada's Research Data Centres or approved LISE-based research projects is available on Statistics Canada's website. This supplement to Statistics Canada's Generic PIA will also be publicly available Statistics Canada's website.

Conclusion

This assessment concludes that with the existing Statistics Canada safeguards, any remaining risks are such that Statistics Canada is prepared to accept and manage.

Formal approval

This Supplementary Privacy Impact Assessment has been reviewed and recommended for approval by Statistics Canada's Chief Privacy Officer, Director General for Modern Statistical Methods and Data Science, and Assistant Chief Statistician for Social, Health and Labour Statistics.

The Chief Statistician of Canada has the authority for section 10 of the Privacy Act for Statistics Canada, and is responsible for the Agency's operations, including the program area mentioned in this Supplementary Privacy Impact Assessment.

This Privacy Impact Assessment has been approved by the Chief Statistician of Canada.

Accessibility at Statistics Canada

The Accessible Canada Act (ACA) came into force in July 2019. The goal of the Act is to achieve a barrier-free Canada by 2040. The ACA requires regulated entities to prepare and publish accessibility plans, set up feedback processes and report openly on progress. "Statistics Canada: Road to Accessibility" focuses on the needs and experiences of employees from Statistics Canada and Statistics Survey Operations (SSO).

Statistics Canada: Road to Accessibility

Statistics Canada: Road to Accessibility Action Plan 2022-2025

2023 Progress Report

Results of our activities to improve how our organization contributes to the goal of an accessible and barrier-free Canada.

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Registered Apprenticeship Information System (RAIS) Guide, 2021

Concepts used by the Registered Apprenticeship Information System (RAIS)

Designated trades

Apprenticeship training and trade qualifications in Canada are governed by the provincial and territorial jurisdictions. These jurisdictions determine the trades, for which, apprenticeship training is made available as well as the trades, for which, certificates are granted. These are referred to as designated trades. The jurisdictions also determine which of the designated trades require certification in order to work unsupervised in the trade. The list of designated trades varies considerably between the jurisdictions. Data from the Registered Apprenticeship Information System (RAIS) include those trades that are designated in at least one province or territory.

Registered apprentices are people who are in a supervised work training program in a designated trade within their provincial or territorial jurisdiction. The apprentice must be registered with the appropriate governing body (usually a Ministry of Education or Labour or a trade specific industry's governing body) in order to complete the training.

Trade Qualifiers or Trade Challengers are people who have worked in a specific trade for an extended period of time, without necessarily having ever been an apprentice, and who have received certification from a jurisdiction, usually done via a skills assessment examination in the trade.

Registrations

The total registrations in apprenticeship programs is the count of any registrations that occurred during the reporting period (from January to December of the calendar year) within one of the 13 jurisdictions (province or territories).

Total registrations = Already registered + New registrations + Reinstatements

  • Already registered - the number of registrations carried forward from the previous calendar year
  • New registrations - new entrants to any apprenticeship program that occurred during the 12 months reporting period
  • Reinstatements - registrations by people who had left an apprenticeship program in a specific trade in a previous year and had returned to the same apprenticeship program during the reporting period
Red Seal and non-Red Seal Programs

The Red Seal Program sets common standards assessing the skills of tradespersons across Canada in specific trades, referred to as the "Red Seal" trades. Tradespersons who meet the Red Seal standards, through examination, receive a Red Seal endorsement on their provincial/territorial trade certificates. The Red Seal endorsement provides recognition that your certificate meets an interprovincial standard that is recognized in each province and territory.

Non-Red Seal trades do not have interprovincial standards. Many of these trades do not have an examination requirement in order to work in the trade.

Certification

The requirements for granting a certificate varies by jurisdiction in Canada. In most instances, an apprentice is issued a certificate if he or she completes requirements such as supervised on-the-job training, technical training, as well as passing one or more examinations. Most trade qualifiers (Challengers), meanwhile, become certified once they pass an examination.

Certification terminology

There are jurisdictional differences in the names of certificates awarded.

They may include:

  • Certificate of Apprenticeship
  • Diploma of Qualification
  • Certificate of Qualification
  • Journeyperson's Certificate
  • Certificat d'aptitude
  • Certificat de compagnon
  • Certificat de compétence
  • Diplôme d'apprentissage

Federal, provincial and territorial changes pertinent to the interpretation of RAIS data

1. Revisions have been made to the Quebec 1991 to 2005 data, which also changed the previous Canada totals.

2. Prior to 1999, Nunavut was part of the Northwest Territories.

3. Starting in 2003, a change occurred in the reporting of Newfoundland and Labrador's information concerning newly registered apprentices and cancellations/suspensions.

4. The British Columbia data have been revised in 2005. This changed the previous Canada totals for 2005.

5. Starting with the 2005 reporting year, Prince Edward Island changed their information system and this may have affected historical comparisons. At the end of 2006, Prince Edward Island made some adjustments and revisions to their database which accounted for the change in the carry-over of registered apprentices for the beginning of 2007. In 2007, an increase in new registrations is, to some extent, related to a demand for skilled workers outside of the province. In 2008, due to technical difficulties during the redesign of their Registered Apprenticeship Information System, Prince Edward Island was not able to report a number of apprentices.

6. In 2006, minor trade code revisions were made to Manitoba.

7. In 2006 and 2007, differences may occur in Ontario related to the carry-over totals of active apprentices between both years. This is a result of the conversion of client data into Ontario's new database system. As a result, a clean-up of inactive clients occurred and this adjusted the active total of registered apprentices and their carry-over into 2007.

8. As of 2008, the portion of total Quebec trade information coming from Emploi-Quebec (EQ) is no longer being provided in aggregated form. The data from the province includes all trades with the exception of the automotive sector.

9. In 2008, Alberta incorrectly included the Industrial warehousing trade with the Partsperson and Partsperson (material) trades and also excluded the Construction Craft Worker trade.

10. In 2008, a distinct feature of the Rig Technician trade is that although individuals may be registered as apprentices in the trade in Ontario, their certificates are granted as trade qualifiers (challengers).

11. In 2008, Alberta reported a large number of discontinued apprentices, which was a result of them implementing a series of cancellations and suspensions of inactive apprentices.

12. In 2008 and 2009, new Quebec legislation affecting the Emploi-Quebec (EQ) sector trade was introduced. This resulted in some changes in the reporting of registered apprenticeship registrations.

13. An adjustment has been made to the Joiner trade in British Columbia, to include the trade in the Interior finishing major trade group, rather than in the previous Carpenter's major trade group.

14. In 2010, the Emploi-Quebec (EQ) data included revised trade programs where some of the trades have been segmented into several levels. This segmentation created possible multiple registrations and completions by a single individual apprentice, where previously only one registration and completion existed for this individual.

15. In 2011, the Electronics technician (Consumer Products) trade was no longer designated as a Red Seal trade.

16. In 2012, the Gasfitter - Class A and Gasfitter - Class B trades were designated as Red Seal trades.

17. In 2013, changes in provincial regulations governing drinking water related trades reported by Emploi-Quebec (EQ), have resulted in program changes, as well as the transferring of responsibility of some of these trades to the Conseil de la Construction du Québec (CCQ).

18. Begining in 2013, Ontario's data is received from two organizations. The registration data continues to be reported by the Ministry of Advanced Education Skills Development (MASED). They are also responsible for issuing Certificates of Apprenticeships upon the completion of technical training and on-the-job hours. The Ontario College of Trades (OCOT) is responsible for reporting data on Certificates of Qualifications, which are issued to apprentices upon the completion of a certification exam. This administrative practice has affected the RAIS data in a number of different ways.

  1. On April 8, 2013, MASED awarded a Certificate of Apprenticeship to approximately 6,000 apprentices who had completed their technical training and on-the-job hours, and had not yet received a Certificate of Qualification.
  2. There are discrepancies in the number of apprentices in Ontario due to differences in how MASED and OCOT define an apprentice. OCOT considers apprentices to be their members, for whom they have received membership applications with payment of annual membership fees. MASED considers apprentices to be individuals for whom they have received signed training agreements. In the MASED registration data, apprentices can have active and inactive statuses, which can also contribute to discrepancies. Inactive apprentices are apprentices with whom MASED have not received information about their progression in their apprenticeship program for more than a certain period of time. Active and inactive apprentices are included in the RAIS data. As such, the RAIS data may include previously registered apprentices, who have since discontinued their apprenticeship program, but have not yet informed MASED that they have discontinued their program.
  3. Beginning in 2013, apprentices who discontinued from apprenticeship programs in the past, but who remained on the database as already registered apprentices began to be removed from MASED records. These removals appear in the RAIS data files in the following years. The clean-up occurred during odd years (2013, 2015, and 2017). After discussion with the Ontario data partners in 2019, it was indicated that the last of these batch discontinuations were completed in 2017. As a result, there will be less of a spike in discontinuations, and more of a normalized trend from here starting in 2018 and onwards. Normal discontinuation figures for the province will be about 5,000 to 7,000 per year.
  4. In 2014 and 2015, apprentices who did not receive their Certificate of Qualification or Certificate of Apprenticeship in the same year were classified as trade qualifiers (Challengers) rather than apprentices. To align the RAIS data with the standard definition of trade qualifier (Challengers), these records were reclassified as apprentices with the release of the 2016 RAIS data. This revision led to a decrease of about 2,600 trade qualifiers (Challengers) in Ontario in both 2014 and 2015 compared to the previously released data.

19. In 2013, a regulatory change came into effect which affects both Ornamental ironworkers and Structural steel erectors under the jurisdiction of the Conseil de la Construction du Québec (CCQ). Workers in these two trades are now considered Ironworkers. Both the 2014 and 2015 reference years were also impacted by these regulatory changes.

20. In 2013, changes were made to the Automotive Service Technician trades in British Columbia. Apprentices no longer have to complete mandatory work-based training hours at each program level before progressing to the next level of technical training. The 2014 reference year was also impacted by these changes.

21. Certificates in the Steamfitter/Pipefitter trade under the Conseil de la Construction du Québec (CCQ), also include Plumbers.

22. Starting in 2013, Building/Construction Metalworker are coded to Metal Workers (other) instead of being included in the 'Other' category.

23. In 2014, the Heavy Equipment Operator (Dozer), Heavy Equipment Operator (Excavator) and Heavy Equipment Operator (Tractor-Loader-Backhoe) trades were designated as Red Seal trades.

24. Trade qualifiers (Challengers) in trades governed by Emploi-Quebec (EQ) represents certificates granted to individuals who received recognition for previously completed training. Emploi-Quebec (EQ) may, for example, recognize training in the case where an individual has a certificate in other provinces, territories, countries, or if the individual received a Diploma of Vocational Studies (DVS) in Quebec. These trade qualifiers (Challengers) also represent certificates granted as part of the regular re-certification process required in certain trades.

25. In March of 2014, there were changes made to the eligibility for the Apprenticeship Training Tax Credit (ATTC) in Ontario. This may have affected registration counts in some trades including those for information technology.

26. Prior to 2014, three welder programs (level A, level B, and level C) were offered in British Columbia. Starting in 2014, these three programs began to be phased out and replaced by a single apprenticeship program for welders. This change will impact registrations and certifications in this trade for the years following 2014.

27. Starting in 2017, changes are being made to the Automotive Service Technician program in British Columbia. The program is being restructured to align with other Canadian jurisdictions Automotive Service Technician Red Seal programs. These changes impacted reinstatement totals for 2017 and will potentially influence registrations counts for years following 2017.

28. In July 2018, Manitoba announced that it will perform a data clean-up every two years, starting with the 2019 reporting year. This clean-up resulted in lower numbers for both registrations and certifications for the 2019 reporting year.

29. In 2013, the structural steel erector trade and locksmith trade merged to become the ironworker worker trade. Transitional measures were put in place for journeypersons in these trades, which ended in July 2018.

30. British Columbia has some broad categories of trades where it is possible to receive a certificate after each level is completed, while other jurisdictions only certify apprentices after completing the final level.

  1. In 2019, the Industry Training Authority (ITA) made a decision to group some of their trades under one general trade. For example, Automotive Service Technician 1, Automotive Service Technician 2, and Automotive Service Technician 3 were combined into Automotive Service Technician.
  2. All the trades under Welder were not consolidated, but a general version of the Welder trade was created in 2019.
  3. Also, some apprenticeships were deactivated for certain trades and replaced by Challenge Pathway only, which is for trade qualifiers. Rig Technician, Petroleum Equipment Service Technician, and Water Well Driller are examples of these trades.

31. Starting December 1st, 2019, British Columbia will no longer offer technical training for the Rig Technician apprenticeship program. The apprentices continuing in this trade were taking their technical training in Alberta; however, Alberta no longer offers technical training for this trade and is in the process of de-designating this apprenticeship. Individuals can still receive a designation in trade by challenging the exam in British Columbia.

32. In 2020, as a result of the pandemic some provinces cancelled or postponed in-class training, exams and apprenticeships throughout 2020. Counts for various indicators might be considered historical lows due to the pandemic in 2020. This created a larger deviation in the data for RAIS 2020 registrations, certifications and discontinuations.

Federal Patents, Licences and Royalties Survey 2021-2022

Information for respondents

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.

Survey Objective

This survey collects information that is necessary for monitoring federal patent, royalty and licensing related activities in Canada, and to support the development of science and technology policy. The data collected will be used by federal science policy analysts. Your information may also be used by Statistics Canada for other statistical and research purposes.

Confidentiality

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 the information from this survey for statistical purposes.

Security of emails and faxes

Statistics Canada advises you that there could be a risk of disclosure during the transmission of information by facsimile or e-mail. However upon receipt, Statistics Canada will provide the guaranteed level of protection afforded all information collected under the authority of the Statistics Act.

Data sharing agreement

To reduce response burden and to ensure more uniform statistics, Statistics Canada has entered into an agreement under Section 12 of the Statistics Act with Innovation, Science and Economic Development Canada (ISED) and National Research Council Canada (NRC) for sharing information from this survey. ISED and NRC have agreed to keep the information confidential and use it only for statistical purposes.

Under Section 12, you may refuse to share your information with ISED and NRC by writing a letter of objection to the Chief Statistician, specifying the organizations with which you do not want Statistics Canada to share your data and returning it with the completed questionnaire.

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.

I hereby authorize Statistics Canada to disclose any or all portions of the data supplied on this questionnaire that could identify this department.

  • Yes
  • No
  • Name of person authorized to sign
  • Official Position
  • Program
  • Department or agency
  • Email address
  • Telephone number
  • Extension

Section 1 - Identifying Intellectual Property (IP)

1.1 Reports and disclosures

Please indicate the number of new instances of Intellectual Property reported or disclosed during the reference year 2021/2022.

Please indicate how many instances of Intellectual Property (not necessarily new) resulted in protection activity by this organization and how many were declined for protection by this organization.

The types of Intellectual Property are defined in the Respondent Guide, Section 4.1.1.

In this question, the number of new IP reports and disclosures and the number of IP reports and disclosures (resulting in protection activity and / or declined for protection) are asked for the following categories:

  • Inventions
  • Copyrightable IP (computer software, databases, educational material, other material)
  • Industrial designs
  • Trademarks
  • Integrated circuit topographies
  • New plant varieties
  • Know-how
  • Other (please specify):

Section 2 - Protecting Intellectual Property (IP)

2.1 Patents

2.1 a) During reference year 2021/2022, how many initiating and follow-on patents were applied for and how many patents were issued with the support of this organization? Initiating patent applications include provisional or first filings.

Follow-on patent applications include any that claim priority from an initiating patent application.

International (for example, Patent Cooperation Treaty applications, PCT) and regional applications (e.g., European Patent Office applications) should be counted as single applications.

In this question, the number of New patent applications (Initiating, Follow-on, and Total) and Total patents issued are requested.

2.1 b) Patents held, commercialized and pending

In this question, the Total number are asked of each of the following categories:

  • Total patents held (including patents issued during the reference year)
  • Total patents pending
  • Patents (held or pending) licensed, assigned or otherwise commercialized during the reference year

Section 3 - Licences

3.1 New and active licences

Please report the number of new licences executed during the reference year 2021/2022 and the number of active licences at the end of the reference year 2021/2022. If detailed figures are not available, please report totals in the appropriate cells. Please see the Respondent Guide, Section 4.3.1, for detailed definitions.

In this question, the number of exclusive or sole licence, Non-exclusive or multiple licences, and total are asked of each of the following categories:

  1. New licences executed with Canadian licensees
  2. New licences executed with foreign licensees
    Total new licence (a + b)
  3. Active licences executed with Canadian licensees
  4. Active licences executed with foreign licensees
    Total active licences (c + d)

3.2 Income received from IP

Please specify the nature of the income received during the reference year 2021/2022 from IP commercialization.

In this question, Income received from IP commercialization (in thousands of Canadian dollars) are asked for the following:

  • Running royalties and milestones payments
  • One-time sale of IP (in exchange for a single payment or several payments)
  • Reimbursement of patent, legal and related costs
  • Licence income received from another Canadian institution under a revenue sharing agreement
  • Other (please specify):
  • Other (please specify):
  • Total income received from IP commercialization

Section 4 - Respondent Guide

This questionnaire, in general, covers the intellectual property generated from R&D activities. We acknowledge that commercializable IP arises from other activities as well and that it may be difficult to differentiate. Whenever possible, please report figures for IP generated from R&D activities. If this is not possible, please note that the figures include IP generated from non-R&D activities.

If exact numbers are not readily available, please provide estimates with a note indicating this.

Please do not leave any question blank. Enter zero responses with the digit «0» if the value is known to be zero. If the data are not available, enter «N/A». In cases where the question is not applicable, please indicate this.

Report all dollar amounts in thousands of Canadian dollars.

Notes on survey questions

1.1 Identifying IP – Reports and disclosures:

  • Invention: Includes any new and useful art, process, machine, manufacture or composition of matter, or any new and useful improvement in any art, process, machine, manufacture or composition of matter (Public Servants Inventions Act. R.S., c. P-31, s. 1.). Some inventions are patentable in some jurisdictions but not in others: these include novel genetically-engineered life forms, new microbial life forms, methods of medical treatment and computer software.
  • Copyrightable IP can be broken into the following:
    • Computer software or databases: As noted above, computer software can be patented but normally it is protected by copyright. Databases may also be copyrighted.
    • Educational materials: This category includes special materials that may be copyrighted but are not necessarily in the form of printed books. This could include broadcast lessons, Internet pages, booklets, posters or computer files, among others.
    • Other material: This category includes any copyrightable works other than computer software and databases and special educational materials such as literary, artistic, dramatic or musical works, books, and papers.
  • Industrial designs: These are original shapes, patterns or ornamentations applied to a manufactured article. Industrial designs are protected by registration with the Canadian Intellectual Property Office.
  • Trademarks: These are words, symbols, designs, or combinations thereof used to distinguish your wares or services from someone else's. Trademarks are registered with the Canadian Intellectual Property Office.
  • Integrated circuit topographies: This is a three-dimensional configuration of the electronic circuits used in microchips and semiconductor chips. Integrated circuit topographies can be protected by registration with the Canadian Intellectual Property Office.
  • New plant varieties: Certain plant varieties that are new, different, uniform and stable may be protected by registration with the Plant Breeders' Rights Office, Canadian Food Inspection Agency.
  • Know-how: This is practical knowledge, technique or expertise. For example, certain information is codified in the patent application but a researcher's know-how could be valuable for commercial optimization of the product. Know-how can be licensed independently of the terms of a related patent.

2.1 Patents:

  • Initiating patent applications include provisional or first filings.
  • Follow-on patent applications include any that claim priority from an initiating patent application.
  • Patents pending: A label sometimes affixed to new products informing others that the inventor has applied for a patent and that legal protection from infringement (including retroactive rights) may be forthcoming.

3.1 New and active licences:

  • "New licences executed" refers to the completion of an agreement with a client to use the institution's intellectual property for a fee or other consideration (such as equity in the company).
  • "Exclusive or Sole licences" refers to agreements allowing only one client the right to use the intellectual property.
  • "Exclusive licence" refers to one granted that is exclusive for a territory, for a field of use worldwide or otherwise. Hence, there may be multiple exclusive licences for a single patent.

3.2 Income received is in thousands of Canadian dollars:

  • Running royalties are those based on the sale of products.
  • Milestone payments are those made by a licensee at predetermined points in the commercialization process.
  • One time sales of IP includes income from assignments to commercial exploiters.
  • Other income received from IP: For example, if a potential licensee contributes the funds to apply for the patent, this could be considered another source of income. Please list all items whether or not figures are available.

Contact Person

Name of the contact person who completed this questionnaire:

  • First name
  • Last name
  • Title
  • Email address
  • Telephone number
  • Extension
  • Fax number

How long did you spend collecting the data and completing the questionnaire?

  • hour(s)
  • minutes

Comments

We invite your comments below.

If necessary, please attach a separate sheet.

Please be assured that we review all comments with the intent of improving the survey.

Thank you for completing this questionnaire.

Canadian Economic News, November 2022 Edition

This module provides a concise summary of selected Canadian economic events, as well as international and financial market developments by calendar month. It is intended to provide contextual information only to support users of the economic data published by Statistics Canada. In identifying major events or developments, Statistics Canada is not suggesting that these have a material impact on the published economic data in a particular reference month.

All information presented here is obtained from publicly available news and information sources, and does not reflect any protected information provided to Statistics Canada by survey respondents.

Resources

  • The Government of Canada announced on November 2nd that under the Investment Canada Act (ICA) it had ordered the divestiture of the following investments by foreign investors in Canadian mineral companies following scrutiny by Canada's national security and intelligence community:
    • Sinomine (Hong Kong) Rare Metals Resources Co., Limited is required to divest itself of its investment in Power Metals Corp. of Vancouver;
    • Chengze Lithium International Limited is required to divest itself of its investment in Lithium Chile Inc. of Calgary; and
    • Zangge Mining Investment (Chengdu) Co., Ltd. is required to divest itself of its investment in Ultra Lithium Inc. of Vancouver.
  • Toronto-based Yamana Gold Inc. announced it had entered into an arrangement agreement with Agnico Eagle Mines Limited of Toronto and Pan American Silver Corp. of Vancouver for the acquisition by Pan American of all of the issued and outstanding common shares of Yamana for total consideration consisting of USD $1.0 billion in cash and the issuance of approximately 153.5 million common shares of Pan American and approximately 36.1 million common shares of Agnico. The companies said the Arrangement will close late in the first quarter of 2023, subject to shareholder and regulatory approvals and closing conditions customary in transactions of this nature.

Financial

  • Toronto-based Summit Industrial Income REIT, GIC Private Limited of Singapore, and Dream Industrial REIT (DIR) of Toronto announced they had entered into an agreement under which a joint venture between GIC and DIR will acquire Summit in an all-cash transaction valued at approximately $5.9 billion, including the assumption of certain debt. The companies said the transaction is expected to close in the first quarter of 2023, subject to customary conditions, including Summit unitholder, court, and regulatory approvals.
  • Toronto-based Home Capital Group Inc. announced it had entered into a definitive agreement to be acquired by a wholly-owned subsidiary of North Carolina-based Smith Financial Corporation in a transaction that values the equity of the company at approximately $1.7 billion. Home Capital said the transaction is expected to close in mid-2023, subject to shareholder, court, and regulatory approvals and other customary closing conditions.

Other news

  • The Government of Canada tabled the 2022 Fall Economic Statement on November 3rd, which included investment in workers, a plan to increase immigration targets, protecting the rights of road transportation workers, launching the Canada Growth Fund, and an investment tax credit for clean technologies and for clean hydrogen. The Government forecasts a $36.4 billion deficit in 2022-2023 and real GDP growth of 3.2% in 2022 and 0.7% in 2023.
  • The Government of Canada announced on November 16th that regarding Baffinland Iron Mines Corporation's Mary River Mine Phase 2 development project proposal, the Government was accepting the recommendation of the Nunavut Impact Review Board (NIRB) that the proposal, in its current form, should not proceed at this time. The Government said the NIRB recommended that it not proceed due to potentially significant adverse impacts on vegetation and freshwater, leading to adverse socio-economic effects on Inuit harvesting, culture, land use, and food security in Nunavut, and also warned of adverse eco-systemic effects on marine mammals and fish, caribou, and other terrestrial wildlife.
  • The Government of Ontario released the 2022 Ontario Economic Outlook and Fiscal Review on November 14th, which included tax relief for small businesses and persons with disabilities, investing in the Skills Development Fund and low income seniors, and extending the cuts to the gas tax and fuel tax rates. The Government forecasts a $12.9 billion deficit in 2022-2023 and real GDP growth of 2.6% in 2022 and 0.5% in 2023.
  • The Canadian Union of Public Employees (CUPE) announced on November 21st that the central bargaining committee for 55,000 frontline education workers who are members of CUPE's Ontario School Boards Council of Unions (OSBCU) had reached a tentative agreement with the Ontario government and the Council of Trustees' Associations (CTA). CUPE said frontline education workers employed by 63 school boards and one school authority across the province will vote on whether or not to accept the agreement.
  • The Government of Alberta released its 2022-23 Mid-year Fiscal Update and Economic Statement on November 24th. The Government forecasts a $12.3 billion surplus in 2022-2023 and real GDP growth of 4.8% in 2022 and 2.7% in 2023.
  • The Government of Saskatchewan announced on November 1st it had introduced the Saskatchewan First Act which amends the Constitution of Saskatchewan to confirm Saskatchewan's sovereign autonomy and asserts Saskatchewan's exclusive legislative jurisdiction under the Constitution of Canada over a number of areas, including:
    • the exploration for non-renewable natural resources;
    • the development, conservation and management of non-renewable natural and forestry resources; and,
    • the operation of sites and facilities for the generation and production of electrical energy.
  • Vancouver-based Ritchie Bros. Auctioneers Incorporated and IAA, Inc. of Illinois announced they had entered into a definitive agreement under which Ritchie Bros. will acquire IAA, a digital marketplace connecting vehicle buyers and sellers, in a stock and cash transaction valued at approximately USD $7.3 billion including the assumption of net debt. The companies said the transaction is expected to close in the first half of 2023, subject to regulatory and shareholder approval and other customary closing conditions.
  • New Brunswick-based Cooke Inc., parent company of Cooke Aquaculture Inc., announced the completion of its acquisition of Tassal Group Limited of Australia for a total enterprise value of approximately $1.5 billion.
  • EDF Renewables of France, EIH S.à.r.l, a subsidiary of Calgary-based Enbridge Inc, and CPP Investments of Toronto announced that the 480-megawatt Saint-Nazaire Offshore Wind Farm off the southwest coast of France is now fully operational. EDF, EIH, and CPP officially launched construction of the wind farm in September 2019 alongside industrial partners and local stakeholders.

United States and other international news

  • The U.S. Federal Open Market Committee (FOMC) raised the target range for the federal funds rate by 75 basis points to 3.75% to 4.00% and said it anticipates that ongoing increases in the target range will be appropriate. The last change in the target range was a 75 basis points increase in September 2022. The Committee also said it will continue reducing its holdings of Treasury securities and agency debt and agency mortgage-backed securities.
  • The Bank of England's Monetary Policy Committee (MPC) voted to increase the Bank Rate by 75 basis points to 3.0%. The last change in the Bank Rate was a 50 basis points increase in September 2022.
  • The Monetary Policy and Financial Stability Committee of Norway's Norges Bank raised the policy rate by 25 basis points to 2.5%. The last change in the policy rate was a 50 basis points increase in September 2022.
  • The Executive Board of Sweden's Riksbank raised the repo rate by 75 basis points to 2.5%. The last change in the repo rate was a 100 basis points increase in September 2022.
  • The Reserve Bank of Australia (RBA) increased the target for the cash rate by 25 basis points to 2.85%. The last change in the target for the cash rate was a 25 basis points increase in October 2022.
  • The Reserve Bank of New Zealand (RBNZ) increased the Official Cash Rate (OCR), its main policy rate, by 75 basis points to 4.25%. The last change in the OCR was a 50 basis points increase in October 2022.
  • The Bahamas-based FTX Trading Ltd. announced that it, West Realm Shires Services Inc., Almeda Research Ltd., and approximately 130 additional affiliated companies had commenced voluntary proceedings under Chapter 11 of the United States Bankruptcy Code in order to begin an orderly process to review and monetize assets.
  • California-based HP Inc. announced it expects to reduce gross global headcount by approximately 4,000-6,000 employees, to be completed by the end of fiscal 2025.

Financial market news

  • West Texas Intermediate crude oil closed at USD $78.20 per barrel on November 29th, down from a closing value of USD $86.53 at the end of October. Western Canadian Select crude oil traded in the USD $55 to $72 per barrel range throughout November. The Canadian dollar closed at 73.65 cents U.S. on November 29th, up from 73.27 cents U.S. at the end of October. The S&P/TSX composite index closed at 20,277.41 on November 29th, up from 19,426.14 at the end of October.

Survey on Sexual Misconduct in the Canadian Armed Forces

Date: September 2022

Program manager: Director, Centre for Social Data Integration and Development Director General, Social Data Insights, Integration and Innovation Branch

Reference to Personal Information Bank (PIB):

Personal information collected through the Survey on Sexual Misconduct in the Canadian Armed Forces is described in Statistics Canada's "Special Surveys" Personal Information Bank. The Personal Information Bank refers to information collected through Statistics Canada's ad hoc surveys which are conducted on behalf of other government departments, under the authority of the Statistics Act. "Special surveys" covers a variety of socio-economic topics including health, housing, labour market, education and literacy, as well as demographic data.

The "Special Surveys" Personal Information Bank (Bank number: StatCan PPU 026) is published on the Statistics Canada website under the latest Information about Programs and Information Holdings chapter.

Description of statistical activity:

Statistics Canada will be conducting the Survey on Sexual Misconduct in the Canadian Armed Forces, on a cost-recovery basis on behalf of the Department of National Defence. The survey will provide insight on sexual assault, sexualized and discriminatory behaviours, and knowledge and perceptions of policies and responses to sexual misconduct. This will be the third collection cycle for the Department of National Defence on this topic; the survey is collected every two years, with the previous two cycles being 2016 and 2018 (the 2020 collection was postponed due to COVID-19).

The survey content includes questions on witnessing and experiencing inappropriate sexual behaviours, discrimination based on sex, sexual orientation, or gender identity, and incidences of sexual assault. It also includes questions about the characteristics of sexual misconduct behaviours and incidences, their impact and reporting of these experiences. Additionally, it contains questions on the age, sex at birth, gender identity, visible minority, Indigenous status, and disability of the respondent. The survey includes specific questions about military members and reservists and their rank over the past 12 months leading up to collection.

This data will be collected from all Regular Force members (approximately 56,000 members, with some exclusions) and members of the Primary Reserve (approximately 27,000) using an employee list provided by the Department of National Defence. This survey is conducted under the authority of the Statistics Act and the response rate is expected to be 30%. Although this collection is being performed for the Department of National Defence, there is no data sharing agreement nor any intent or plan to share any microdata from this survey with them; only aggregate results will be reported. As with previous cycles, SSMCAF 2022 is requesting an exemption from the Directive of Informing Survey Respondents (ISR) to remove the general statement related to data linkage.

Reason for supplement:

While the Generic Privacy Impact Assessment (PIA) addresses most of the privacy and security risks related to statistical activities conducted by Statistics Canada and applied to the two previous cycles of the survey (2016 & 2018), this supplement describes the measures (see below, Mitigation Factors) being implemented for collection and access to the information for this cycle due to the sensitivity of the questions asked and the public scrutiny surrounding sexual misconduct in the Canadian Armed Forces following the release of the Independent External Comprehensive Review on the Department of National Defence and the Canadian Armed Forces in May 2022 highlighting deficiencies around the management of sexual misconduct. This supplement also presents an analysis of the necessity and proportionality of this new collection of personal information.

Necessity and Proportionality

The collection and use of personal information for the Mental Health and Access to Care Survey can be justified against Statistics Canada's Necessity and Proportionality Framework:

  1. Necessity:

    The Survey on Sexual Misconduct in the Canadian Armed Forces will support the Department of National Defence's continued efforts to address and prevent sexual misconduct in its workplace and amongst its workforce. The content of the survey, including the personal information being requested, was deemed necessary for understanding, and, ultimately, preventing and addressing experiences of inappropriate sexual behaviours. Research suggests the risk of experiencing sexual harassment and victimization varies according to a number of factors, many of which require the collection of personal information, such as age. Gathering non-identifiable data would not enable the identification of these risk factors and would result in potentially ineffective interventions.

    Research on sexual misconduct has identified certain risk factors such as gender, education, income, visible minority status, disability status and marital status. The data will be analyzed according to these factors to determine if they are also associated with an increased risk of sexual harassment and victimization in the workplace specifically.

    This work has become even more necessary in light of the publication of the Independent External Comprehensive Review on the Department of National Defence and the Canadian Armed Forces released in May 2022 highlighting deficiencies around the management of sexual misconduct. Notably, this report also highlighted privacy concerns around the Department of Defence's own sexual misconduct tracking and analysis system, further justifying the need for Statistics Canada, Canada's foremost statistical expert, to collect and analyze data independently.

  2. Effectiveness - Working assumptions:

    Conducting surveys is the only way to obtain estimates of both reported and unreported sexual misconduct. This is required in order to fully understand the scope of sexual misconduct in the workplace and to put in place preventative measures. This high quality, timely and relevant data will help inform workplace codes of conduct, as well as other policies, laws and programs designed to prevent and respond to sexual misconduct in the workplace. The survey is a census of individuals working for the Canadian Armed Forces. The expected benefit of the project will be proportional to the quality of the data.

    Other surveys of a similar nature have been carried out by Statistics Canada, such as:

    • Survey of Sexual Misconduct at Work (SSMW) (PIA);
    • Survey of Safety in Public and Private Spaces (SSPPS);
    • Survey of Individual Safety in the Postsecondary Student Population (SISPSP) (PIA);
    • General Social Survey (GSS) on Victimization, 1999, 2004, 2014, 2019; and,
    • General Statistics Survey (GSS) at Work and Home.
    These surveys provide valuable insights and are also used to study the prevalence of sexual harassment over time.
  3. Proportionality:
    Proportionality has been considered based on the following elements – sensitivity and ethics:
    • Sensitivity: The Survey on Sexual Misconduct in the Canadian Armed Forces is a voluntary survey, and the collection method is similar to other voluntary household surveys. Due to the fact that this information is submitted voluntarily, the risk related to the high sensitivity of this data collection method is considered low. However, the nature of the questions in this survey are of a more sensitive nature. As such, additional mitigation factors (see below) are being implemented to ensure that the collection methods are proportional to the needs for the data.
    • Ethics: The Survey on Sexual Misconduct in the Canadian Armed Forces has been developed using past, similar surveys as precedents to determining best practices, in particular to assist victims in accessing support and to reduce response burden. Additional steps are being taken to reduce burden and assist the Survey on Sexual Misconduct in the Canadian Armed Forces respondents (see below, Mitigation Factors).

    Data collected through the Survey on Sexual Misconduct in the Canadian Armed Forces will contain only the variables required to achieve the statistical goals of the survey. The public benefits of the survey findings, which are expected to inform policies, programs and support services aimed at improving workplace culture and work-related settings, are believed to be proportional to the potential privacy intrusion for this voluntary survey. The results will be used to inform policies and training to promote culture change and future support services for those affected by sexual misconduct.

  4. Alternatives:
    Few sources have gathered data on self-reported sexual victimization in the workplace. In 2016, the General Social Survey provided some insight on sexual harassment in a survey focused on the larger topic of Canadians at work and home. In 2017, Insights West, a market research firm surveyed women exclusively on whether and how often they experience sexual harassment at work. That same year, Employment and Social Development Canada surveyed 1,000 people and held public consultations to better understand the types of harassment behaviours that take place in Canadian workplaces. However, no other quality sources report comprehensive and in-depth information such as the characteristics, impact and reporting of these incidents or the industries and settings in which they occur. Furthermore, existing crime data available from administrative data sources are limited to officially reported events that meet the threshold for criminality and are known to significantly underrepresent true rates of sexual victimization in the population. As such, data gaps exist and more information is needed in order to help guide policies, laws, programs and support services that prevent and respond to these behaviours in the workplace. Additionally, considering the potential bias in the Department of National Defence's own reporting and analysis system, no viable data alternatives exist that could provide such information on the Canadian Armed Forces population specifically. Finally, despite previous cycles of the Survey on Sexual Misconduct in the Canadian Armed Forces providing similar insight, the issue persists, necessitating this regular data collection; it will also provide more up to date information than the previous 2018 cycle, as regular collections allow for time-series analyses which may provide even greater insight in the form of trends and comparisons.

Mitigation factors:

This content has undergone in-person testing, including a voluntary round of sensitivity testing to identify and address potential sources of harm for future respondents. As expected, some questions were considered sensitive by the test respondents but the overall risk of harm to survey participants was deemed manageable through the mitigating actions outlined here.

Consent

All respondents will be informed that their participation is voluntary before being asked any questions.

Access to personal information

Statistics Canada has established that answers collected from survey respondents will not be disclosed to the Department of National Defence or Canadian Armed Forces members. As with previous cycles, the master files for analysis will be placed in Research Data Centres (where all data sets have been stripped of personal details such as names, addresses and phone numbers that could be used to identify particular individuals), with additional clear restrictions preventing employees of the Department of National Defence or members of the Canadian Armed Forces from accessing. Furthermore, all results from analysis conducted at Research Data Centres is vetted by Statistics Canada, thus ensuring confidentiality of the survey respondents from their employer.

Support Services

Since survey questions may evoke emotional reactions from the respondents, contact information for support services and resources for victims of sexual violence will be made available to respondents in various forms, including in material communicated in their workplace, material included on the survey questionnaire and on the Statistics Canada website.

Feedback

At the end of the survey questionnaire, we have included an open question to understand the experience and impact that the survey had on respondents. We hope to be able to draw the same conclusions that other surveys on the topic have made: that although this topic is a difficult one, respondents appreciate being heard, feel valued and believe there are benefits to the survey.

Conclusion:

This assessment concludes that, with the existing Statistics Canada safeguards, any remaining risks are such that Statistics Canada is prepared to accept and manage the risk.

Instruction in the Minority Official Language – 2021 Census promotional material

Help spread the word about 2021 Census data on instruction in an official language minority in Canada. These data were released on November 30, 2022.

Quick facts

  • The 2021 Census of Population provides new data on the children eligible for instruction in the minority official language at the primary and secondary levels, based on the three criteria established by the Canadian Charter of Rights and Freedoms.
  • In 2021, 897,000 children were eligible for instruction in the minority official language at the primary and secondary levels, namely in English in Quebec (304,000) and in French in Canada outside Quebec (593,000).
  • Among the provinces and territories in Canada outside Quebec, Ontario (350,000), Alberta (67,000), British Columbia (56,000), New Brunswick (49,000) and Manitoba (30,000) had the highest population of children eligible for instruction in French.
  • Among the provinces and territories, New Brunswick (36.0%), Quebec (18.1%), Yukon (14.1%) and Ontario (12.6%) had the largest proportions of children eligible for instruction in the minority official language. About 1 in 10 children (10.5%) were eligible for instruction in French in Canada outside Quebec.
  • Across Canada, over 90% of eligible children were living within 15 kilometres of a minority official language school.
  • In Canada outside Quebec, 292,000 school-aged children attended a regular French program at a primary or secondary French-language school in Canada, representing 64.7% of eligible children aged 5 to 17. This proportion was higher in New Brunswick (80.6%) and Yukon (71.0%), but lower in British Columbia (55.7%), Newfoundland and Labrador (54.2%) and Alberta (49.6%). In Quebec, 175,000 school-aged children attended an English primary or secondary school in Canada, representing 76.2% of eligible children aged 5 to 17 in this province.
  • The new data on language of instruction show that, among persons in Canada outside Quebec aged 5 years and older, almost 1.2 million studied in a regular French program in a French-language school, 1.6 million in a French immersion program, and 137,000 in both types of programs.
  • Nearly 1 million people aged 5 and older living in Quebec at the time of the 2021 Census studied at an English primary or secondary school in Canada.

Resources

Social media content

Statistics Canada encourages our community supporters to share our content and images to their own social media accounts. You can save the images to your device and copy and paste the text content to your social media platforms.

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Almost one in eight children in Canada was admissible for instruction in the official minority language in 2021. Check out the new #2021Census data on the topic here:

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New data from the #2021Census reveal an updated portrait on instruction in the official minority language in Canada, not only for children, but also for adults.

For more info:

bit.ly/3VR0byb

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Official Language Tile (JPG, 103 KB)

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