2021 Census of Population: Education, Labour, Language of work, Commuting, and Instruction in the minority official language - Video transcript
(The Statistics Canada wordmark, the Canada wordmark, and the title: “2021 Census of Population: Education, Labour, Language of work, Commuting, and Instruction in the minority official language” are on screen)
(Patricia Griffith is on screen)
(Slide on screen with the 2021 Census release schedule)
Good afternoon, everybody and thank you for joining us this afternoon. As the moderator mentioned this is the seventh and last in a series of 2021 census releases. And this data actually was released on November 30th, and the variables that came out were education, labour, language of work, commuting, and instruction in the official minority language, and that will be the topic of today's presentation.
(A slide outlining labour force status concept is shown)
So what we'll look at today-- we'll talk a little bit about the target population in terms of who is included or who is not included in the census count. We'll look at some concepts and definitions as they relate to the variables that were released. We'll also talk about some key indicators in terms of what the data looks like. And finally, we'll have a quick look at the Statistics Canada website to give you a sense of where you will be able to find the data from this previous release.
(Slide outlining the 2021 Census target population is shown)
So who is included in the target population of the census? Included are Canadian citizens by birth or by naturalization, landed immigrants, and since 1991, non-permanent residents. Canadian citizens and landed immigrants who live outside of the country on census day are also included. Examples of that would be government employees who are working outside of Canada, embassy staff who are posted to other countries, members of the armed forces who are stationed outside of Canada, and Canadian crew members of merchant vessels and their families.
(A slide continuing on the 2021 Census target population is shown)
Also included in the target population of the census are non-permanent residents in Canada. So that would include refugee claimants and their family members living in Canada in addition to any work or study permit holders and their family members living in Canada on census day.
So who is excluded from the target population? Excluded would be government representatives of other countries and their family members, members of armed forces of other countries who are stationed in Canada, and residents of another country who are temporarily visiting Canada on census day.
(Slide of Education topic title page)
So if we move on to the first variable which is education, education is still is collected because it plays a major role in Canadian society. Governments use this data to develop training and programs to meet the changing needs of the workforce in addition to specific groups such as the Metis, Inuit, visible minorities, youth, veterans, just to name a few.
The census measured four main concepts through its education questions, keeping in mind that this is collected for the population 15 years of age and older. So those concepts were high as certificate, diploma, and degree, and that's collected through questions 33 and 34, major field of study, which is question number 35, location of study, which is question number 36, and finally school attendance, which is question number 37.
(A slide outlining the highest certificate, diploma, or degree concept and questions on the census questionnaires is shown)
So if we look at the concept of highest certificate, diploma, or degree, this concept refers to the highest level of education the person has successfully completed, and it is derived from the educational qualifications questions which asked for all certificates, diplomas, and degrees to be reported. This variable is also derived from questions on secondary school completion, which is question number 33 in addition to post-secondary certificates, diplomas, and degrees, which is questions 34 a, b, and c. If we look at question 33 it asks, "has this person completed a high school, secondary school diploma, or equivalent." Question 34a asks, "has this person completed a registered apprenticeship or other trade certificate or diploma," and part b asks, "has this person completed a college, CEGEP, or other non-university certificate or diploma." Higher certificate diploma or degree, is a classification used in the census to measure the broader concept of educational attainment.
(A slide continuing on the highest certificate, diploma, or degree concept and questions on the census questionnaires is shown)
If we look at part c of this question, "has this person completed a university certificate, diploma, or degree," and the possible answers provided to the respondent are as follows. Yes, a university certificate or diploma which is below a bachelor's level, a bachelor's degree," which would be a BA or BSC for example, yes to a university certificate that is above a bachelor's degree, yes to a degree in medicine, veterinary medicine, or optometry, yes to a master's degree, yes to an earned doctorate, or the respondent can also answer no. So just as an aside with regard to the electronic questionnaire, two improvements were made in this question, 34 a, b, and c in the 2016 census, and this is actually transferred forward to the 2021 census. The first change was that new instructional text was added to emphasize that only completed credentials should be reported, and the second change was that detailed response categories for post-secondary qualifications were only displayed if the respondent answered yes to the original filter question.
(A slide outlining the major field of study concept and question on the census questionnaires is shown)
If we move on to the concept of major field of study, this concept refers to the discipline or area of learning or training associated with a particular course or program. The major field of study is based on the classification of instructional programs which, in short, is called the CIP for Canada.
The 2021 data uses the 2021 CIP, but as a means of facilitating historical comparisons, major field of study is also provided using both the 2021 CIP, in addition to the 2016 CIP. This is question 35 which asks, "what was the major field of study of the highest certificate diploma or degree that this person completed," so again, we provided some very specific notes, for example, was this person in civil engineering, were they a health care attendant, et cetera. And also just as a note of caution, users should not compare individual categories of the 2021 and the 2016 CIP, mainly just because of numerous changes that were made at the detailed level to update the classification.
(A slide outlining the location of study concept and question on the census questionnaires is shown)
If we move on to the location of study, so this is looking at the province, the territory, or the country of the institution from which the person obtained their highest certificate, diploma, or degree, and again we're only asking-- it's only reported for individuals who had completed a certificate, diploma, or degree above the secondary or high school level. So this is question number 36 which asks, "in what province territory or country did this person complete their highest certificate, diploma, or degree."
So we provide two possible responses for the respondent. They can respond, in Canada, and we ask them to specify their province or territory, or they can respond outside of Canada, and we ask them to specify their country. Now also just as an aside with regard to the electronic questionnaire, there was an improvement made through the use of radio buttons instead of a dropdown list when selecting the province or territory, and this was because it was based on analysis of the 2016 census data that showed the dropdown menu made it more likely for respondents to inadvertently scroll to the bottom of the list using the mouse wheel and unintentionally select the territories as their response.
(A slide outlining the location of study concept compared to province/territory of residence is shown)
If we look at the concept of the location of study compared with the province or territory of residents, this concept indicates whether the location of study of the persons highest certificate, diploma, or degree was in the same province or territory where the person lived at the time of the census, whether it was in a different Canadian province or territory, or whether it was outside of Canada.
Now again keeping in mind this variable only applies to individuals who completed a post-secondary certificate, diploma, or degree.
(A slide outlining the school attendance concept and question on the census questionnaires is shown)
If we move on to the concept of school attendance, so this concept is useful in the analysis of participation in education for specific target populations that I mentioned earlier. It refers to whether the person attended either full time or part time, any accredited educational institution or program during all or part of a specified reference period. The reference period that I'm referring to here is the nine month period between September 2020, and May 11th, 2021, and attendance would include participation in courses or programs that would have been offered over the internet, through correspondence, and by other nontraditional methods of delivery.
An important feature to keep in mind here is that attendance would not include any training that is received from an employer, unless it can be used as a credit towards a certificate, diploma, or degree in an accredited educational institution, and when I'm referring to an accredited educational institution, it could include seminaries, schools of nursing, private business schools, private or public trade schools, et cetera. So this is question number 37 which asked, "at any time since September 2020, was this person attending school such as high school, college, CEGEP, or university," and again, a specific instruction that we're asking is that the respondent report only attendance for in courses that could be used as credit towards a certificate, diploma, or degree.
(A slide showing a chart of the population percentage with a bachelor’s degree or higher in Canada from 2006 to 2021 is shown)
What we're looking at here is a bar chart with a trend line and the title is the "Percentage of the population aged 25 to 64 with a bachelor's degree or higher, in percentage point increase for Canada, from 2006 to 2021." About one third of working age Canadians had a bachelor's degree in 2021, which was about 32.9%, and this is an increase of approximately 4.3% from the 2016 census, where the number was 28.5%, and this is actually faster growing than in any previous census cycles. The increase from 2016 represented an additional 1,000,000 working age individuals with a bachelor's degree or higher and nearly half of this increase was attributable to recent immigrants, and when I mentioned recent immigrants that would be those who immigrated to Canada since the 2016 census.
The number of recent immigrants was actually the highest ever recorded in any Canadian census and these immigrants who arrived between 2016 and 2021, were more highly educated than those from any other previous immigrant cohort, so nearly 6 in 10 had a bachelor's degree or higher.
(A slide showing a chart of the overqualification rate of degree holders by immigrant status, location of study, and gender in 2021 is shown)
What we're looking at here is a bar chart and the title is the "Overqualification rate of degree holders aged 25 to 64 by immigration status, location of study and gender, 2021." So although the most recent cohort of immigrants is highly educated and is improving labour market outcomes, not all immigrants are finding jobs that fit their educational attainment, particularly those with foreign degrees. Foreign degrees are not always recognized as equivalent in Canada, so immigrants with these degrees are twice as likely to be overqualified as their Canadian born or Canadian educated degree holders.
This overqualification and job mismatch exists-- seems to exist mostly in fields such as health care where the labour demand is extremely high.
(Slide of Labour topic title page)
If we move on to the concept of labour, the 2021 census of population long form questionnaire provides information on the labour market activities of the Canadian population 15 years of age and older living in private households. Excluded from this would be persons living in institutional collective dwellings such as hospitals, or nursing homes, or penitentiaries, Canadian citizens living in other countries, and full time members of the Canadian Armed Forces who are stationed outside of Canada. Also excluded from the labour variable would be individuals that are living in non institutional collective dwellings such as hotels, motels, or student residences. So when we're looking at the labour variable, it can be divided into three groups.
The labour force status data for the reference week May 2nd, to Saturday, May 8th, 2021, and in here we can find data on individuals who are employed, who are unemployed, and who are not in the labour force, in addition to data on the unemployment rate, the employment rate, and the participation rate. The second group would look at job characteristics which to describe a person's current position, or the position of the longest duration since January 1st, 2020, so for example here we would get at data pertaining to industry occupation and class of worker. And the third group would be relating to work activity in the 2020 calendar year. So for example, we would be able to get at the number of weeks worked and whether the person worked mostly part time or mostly full time. So this is questions number 38 to 50, and 54 and 55 on the long form questionnaire.
(A slide outlining labour force status concept is shown)
So if you look at the concepts of labour force status for example, so this is looking at whether the person was employed, unemployed, or not in the labour force during the reference period.
So putting that into context, that would be the labour force plus not in the labour force. Those in the labour force would be-- during the reference period were either employed or unemployed and those not in the labour force would be individuals that were neither employed or unemployed. Something to keep in mind here also is that this concept has remained relatively stable since the 1981 census, so for comparison purposes there's absolutely no issue.
(A slide continuing on labour force status concept is shown)
What we're looking at here is just a figure that presents the population 15 years of age and older in private households and the labour force status components from the 2021 census. So the figure is divided into multiple parts, so we have the labour force to the left, and not in the labour force, followed by the experienced labour force and the inexperienced labour force. If you look at the experienced labour force category, that includes employed people who worked during the reference week or were absent from their jobs or business during the entire week, as well as unemployed people who last worked in 2021 or last worked in 2020, and they could have also been on temporary layoff or due to start a new job within four weeks or less, or possibly looking for work.
The inexperienced labour force looks at unemployed people who last worked before 2020, or who never worked. And if we look at those not in the labour force that includes those that last worked in 2021, that last worked in 2020, last worked before 2020, or never worked.
(A slide outlining the class of worker concept and questions on the census questionnaires is shown)
If we move on to the concept of class of worker, class of worker looks at whether a person is an employee or is self-employed.
So when we talk about an employee, we're referring to a person-- we're referring to an employee-employer relationship, and self-employed would be mainly when the job consisted of mainly operating a business, a farm, or a professional practise either alone or in partnership. And if the person did not work during the week, but had worked at some point during January 1st, 2020, then we asked the respondent to provide information on the job that was held the longest during that period. So this is question 48 which reads, "in this job or business was this person an employee, self-employed, or an unpaid family worker," and the possible responses are, employee, they can be a permanent position with no fixed end date, it can be a fixed term position with one year or more, or a casual seasonal or short term position of less than one year. Question 49 asks, "was this person's farm or business incorporated."
Now this concept has also remained relatively stable since 1981, however as part of the 2021 census we did also collect information for the classification of paid jobs occupied by employees as either temporary or permanent. So data pertaining-- data relating to job permanency would not be comparable to previous censuses as this was the first time that we've actually asked this question.
(A slide outlining the industry and occupation concept and questions on the census questionnaires is shown)
If we move on to the concepts of industry and occupation, when we're talking about industry it refers to a homogeneous group of economic producing units that are primarily engaged in a specific set of activities. So it is based on North American Industry Classification System for 2017, and we're using version 3.0 for the 2021 census.
When we're talking about occupation, it refers to the kind of work that the person performed in their job, a job being all of the tasks that were carried out by this particular worker to complete his or her duties. The occupation information is based on the National Occupation Classification, or NOC, for 2021. So there are a couple of differences between the 2012 and the 2017 NAICS, but these are found mainly in the creation of new cannabis related industries. And with regard to the 2016 and the 2021 NOCs it's been estimated that approximately 80% of five digit-- of the five digit NAICS codes, can be comparable between the two years. So definitely historical comparison between the two-- between census years is possible, just keeping in mind earlier industry caveats. So the questions pertaining to industry and occupation are question 44 which asks, for whom did this person work, and we leave specific instructions for self-employed persons.
Question 45 which asks, "what kind of business industry or service was this," and again we're asking the respondent to be as specific as possible. So for example, do they work in a shoe store, or road construction, et cetera.
(A slide continuing on the industry and occupation concept and questions on the census questionnaires is shown)
Question 46 asks, "what was this person's work or occupation," again asking the respondent to be as specific as possible, so were they a web developer, were they a civil engineer. And question 47 asked, "in this work, what were the person's main activities." Again, as specific as possible, did the person design and build bridges, did they teach mathematics, et cetera.
Again if the person did not work during that week, but had worked some time since January 1st, 2020, then we ask the respondent to provide information on the job that they held longest during that period.
(A slide outlining work activity during the reference year concept is shown)
Another concept that we can get at is the work activity during the reference year, and this is referring to whether or not a person 15 years of over worked during the reference year. So for those who did work, it refers to the number of weeks in which the person worked for pay or in self-employment during the reference period at all jobs held, even if it was only for a few hours, and whether the weeks worked were mostly part time, which is less than 30 hours per week, or whether it was full time, which is 30 hours or more per week. So when we're talking about a full year, full time worker, we are referring to a person's aged 15 years of age and older who worked 49 to 52 weeks, mostly for full time in 2020 for pay, or in self-employment. Now again, this is comparable over all census years, and it is expected that when we look at the data for 2021 we are expecting a decline in full time, full year work, simply as an expected outcome of the pandemic.
(A slide outlining the new labour variables’ concepts and questions on the census questionnaires is shown)
So a couple of new variables with the labour-- the concept of labour. The first one was the main reason for not working the full year, so we're-- the primary reason-- we're asking the respondent what the primary reason was for working less than 49 weeks during the reference year, and this was question 54b which asked, "what was the main reason the person did not work for the whole year in 2020," and we've asked them to mark an x in one circle only. A few possible responses could be due to illness or disability, it could be because the person was a student at school, it could be a personal choice, or it could be as a result of seasonal work, and then we've also asked them to specify other reasons. The second variable is the main reason for working mostly part time, and again the primary reason behind why the person would have worked less than 30 hours per week for most of the weeks during the reference year, and that's question 55 which asked, "what was the main reason this person worked mostly part time instead of full time in 2020."
And again some of the responses are, personal preference, business conditions, could have been as a result of illness, or could not find full time work, and again we asked the respondent to also specify any other reasons.
(A slide showing a chart of the labour force participation rate across age groups in 2016 and 2021 is shown)
So what we're looking at here is a bar chart with the trend line and the title is the "Falling labour force participation is mostly due to those in the large Baby Boom generation retiring while rates hold relatively stable across age groups."
So the overall labour force participation has declined in every census since 2006 due to the aging of the Baby Boom generation, this trend has also continued between 2016 and 2021 with the rate declining from 65.2% to 63.7%. Since the previous census, more than 1.4 Canadians-- 1.4 million Canadians entered the ranks of those aged 55 years of age and older, the overall participation rate is projected to continue to decrease until at least 2036 based on all sets of assumptions about future immigration levels.
(A slide showing an infographic of proportion of core-aged immigrants in the labour force from 2006 to 2021 is shown)
What we're looking at here is an infographic and the title of which is, "Proportion of core aged immigrants 25 to 54 years in the labour force, 2006 to 2021." While immigration cannot fully offset the effects of population aging, it is an important source of talent for the Canadian workforce. In 2021 immigrants accounted for the largest share of the population since Confederation, comprised more than one quarter of the core aged labour force.
(A slide showing a map of Canada with the proportion of core-aged immigrants in the labour force in the census metropolitan areas in 2021 is shown)
And what we're seeing on this slide is a map of Canada and the title is, the "Proportion of core aged immigrants 25 to 54 years in the labour force, census Metropolitan areas for 2021." So it's a map of Canada showing the proportion of core immigrants in the labour force for Canada and the five CMAs with the lowest proportion of immigrants in the labour force and the five CMAs with the highest proportion of immigrants in the labour force. The map shows the proportion of core aged immigrants in the labour force in 2021 for the five CMAs with the lowest proportion as follows from East to West. We're looking at St John's, Newfoundland, with 5.3%, Saguenay with 2.2%, Trois-Rivieres with 6.1%, Drummondville with 5.0%, and Greater Sudbury with 5.7%. If we look at the CMA with the highest proportion of aged immigrants, we see Toronto at 51.8%, Vancouver at 46.2%, Edmonton at 32.1%, and Abbotsford-Mission at 32.7%.
(Slide of Language used at work topic title page)
So we're moving on to the variable of language used at work.
(A slide outlining the variables for language used at work and question on the census questionnaires is shown)
So some of the concepts that we can get at through this variable are all languages that the person uses at work, so it would refer to all of the languages that the person used in their job on a regular basis.
We can also get at the languages used most often at work, so the language that the person used most often at work and they can report more than one language, as long as the language used most often at work are used equally as often. And the third would be other languages that are used regularly at work, and it refers to languages, if any, that the person uses in their job on a regular basis other than the language or languages they use most often at work. So this is question number 50a which reads, "in this job, what languages did this person use on a regular basis," and the possible answers for the respondent are English, French, and then an other language where we ask them to specify with writing information. Part b of the question asked, "of these languages, which one did this person use most often in this job." Again, we provide English, French, and we ask the respondent to specify any other language. Now there was a change between the 2016 and 2021 which asked, language used most often at work, and then asked for any other languages, and so this was just changed in 2021 to have the same format as languages spoken at home.
(A slide showing a chart of the percentage of English and French used regularly at work is shown)
So what we're seeing here is a bar chart and the title reads as follows, In Canada one in four workers regularly used French at work and more than 4 in 5 regularly used English. While we reported an ever increasing diversity in the languages spoken at home, almost 99% of workers had either French or English as their most often used language at work. Overall in Canada, more than three in four workers use mainly English, which was 77.1%, and one in five mainly used French which was 19.9%. English was regularly used by more than 80% of workers, while one in four was regularly used in French, and among them some workers were using both English and French. Of course, results will differ by province and by region.
(A slide showing a chart of the main language used at work in Quebec is shown)
What we're seeing here is a stacked bar chart, the title is the following. "quebec: Increase of English as the main language, notably in growing sectors; small decrease of French as the main language." So to reduce the response burden and prove data quality, the order of the questions on languages of work was changed in 2021 is previously mentioned. In Quebec, compared to the 2016 census, the primary use of English at work was up 14-- was up to 14%. This observed increase is partly a result of the change in the questions on languages of work and it leads workers to less frequently report equal use of English and French and more frequently reports primary use of only one of these languages.
Correspondingly, the apparent stability in the rate of primary use of French should be interpreted more as a certain downward trend. In 2021, 79.9% of workers in Quebec used French as their main language. In the Montreal census Metropolitan area, 70% of workers primarily use French at work and this is almost identical to 2016 which was 70.1%, while 21% primarily used English and this is up from about 17.9% in 2016.
(Slide of Commuting topic title page)
So if we move on to the commuting variable. So the data based on commuting is collected from questions 51, 52, and 53 on the long form questionnaire, and the data for commuting are often used in conjunction with age, gender, labour, and the income variable to paint a portrait of workers in Canada who commute. So with regard to comparability, most commuting variables can be compared over time, there are just a couple of considerations to keep in mind.
The first consideration is that the population universe has changed from 15 years of age and older in occupied dwellings who were employed or unemployed, to 15 years of age and older in occupied dwellings who were employed or absent from work during the reference week, which was May 4th to May 8th. The second consideration is also about-- the question on sharing a ride to work is worded differently, so previous-- comparison to previous census cycles may show some differences in the data. So if you look at this particular variable in a little bit more detail.
(A slide outlining the place of work status concept and question on the census questionnaires is shown)
One of the concepts is place of work status, and what we're looking at here is a person who worked at home, who worked outside of Canada, who had no fixed work place address, or who worked at a specific address, so this would be considered their usual place of work. So this is question 51, which asks, "at what address did this person usually work most of the time," we've provided some very specific instructions for the respondent to follow. Some of the possible responses are, worked at home, including farms, worked outside of Canada with no fixed workplace address, or worked at an address at an address, which we ask them to specify below, and of course, we ask them to select their province or territory.
(A slide outlining the main mode of commuting concept and question on the census questionnaires is shown)
If we look at the concept of main mode of commuting, we're referring to the main mode of transportation a person uses to travel to their place of work. Again, we asked-- it's reported for having a usual place of work or no fixed work place address, and this is question 52b which asks, "what main mode of commuting to this person use to get to work."
So we asked the respondent to mark an X in one circle only, so it could be a car, truck, or van for example, bus, passenger, ferry, walk to work, bicycle, just to name a few. Persons with one-- with more than one mode of transportation we asked them to identify the single mode, which would be used for most of the travel distance to work. And also keeping in mind that this particular concept does not measure the seasonal variation in mode of commuting trips for purposes other than commuting to work.
(A slide outlining the additional variables for commuting topic is shown)
A couple of other additional variables that you can get to through the commuting-- through commuting would be the commuting duration.
So looking at the length of time required by the person to travel to their place of work, which can be provided in minutes. We can provide information on the distance from home to work in a straight line, between a person's residence and his or her usual place of work and that could be provided in kilometers. Information on commuting vehicle occupancy, so the-- refers to the usual number of commuters that were in the car, truck, or van used by the person to travel to work. And we can also look at information on commuting destinations, so whether or not the person commutes to another municipality, so for example in another census division, whether they commute to another census division, or perhaps another province or territory. And so again this refers to the travel of a person to their usual place of work.
(A slide showing a chart of the commuting data available for each place of work status is shown)
So what we're seeing here is just a chart which shows commuting data that's available for each place of work status. I won't get into too much detail about this, but if you are interested in having-- getting a better look at this table, please do feel free to consult our 2021 census dictionary for this information where you will find variables that are available-- our commuting variables that are available for no fixed workplace-- no fixed workplace address in relation to usual place of work.
(A slide showing an infographic of commuting in Canada in 2021 is shown)
So what we're seeing here is an infographic and the title is the following, "Pandemic re-shapes commuting in Canada." In 2021, 13 million Canadians commuted to work, and this represents about 2.8 million fewer commuters than we saw in 2016, which is a decrease of about 17.8%. In 2021, 4.2 million people worked at home, which was over three times the 2016 level and also in 2021 11 million Canadians commuted to work by car, truck, or van, either as a passenger or as a driver and this represents a decline of about 13.2% from the 2016 census.
(Slide of Instruction in the minority official language topic title page)
So the last variable that we'll look at today is the instruction in the minority official language.
(A slide showing an overview of Instruction in the minority official language concept is shown)
So for the 2021 census, five new questions on the language of instruction were asked on both the short form questionnaire and the long form questionnaires. The primary objective of asking these questions was to obtain the number of children who are eligible for instruction in the minority official language based on criteria that is set out in section 23 of the Canadian Charter of Rights and Freedoms. More specifically, these questions were also added to address a parent's right to have their child educated in the minority official language in the province or territory where they reside. So when we're talking about minority official language, we're referring to English in Quebec, and French and the rest of the country. As an aside, these new questions were also added based on qualitative and quantitative tests that were conducted in 2018 and 2019, and these results are available in a technical report which will provide you with more detail on our website if you are interested in having a look at that.
(A slide outlining the criteria of eligibility is shown)
Now there are some criteria of eligibility for both the child whose usual place of residence is in Quebec and also for the child whose usual place of residence is in Quebec.
So when we're looking at eligibility for the usual place of residence in Canada outside Quebec, a child whose usual place of residence is in Canada outside Quebec on census day is considered eligible for instruction in the minority official language, so French, if at least one of the following criteria is met. So at least one parent of the child has to have French as a mother tongue, at least one parent of the child is attending or has attended a regular French program in a French language school in Canada during their primary education, the child is attending or has attended a regular French program in a French language school during their primary or secondary education, and a brother or a sister of the child is attending or has attended a regular French program in a French language school in Canada during their primary or secondary education.
(A slide continuing on the criteria of eligibility is shown)
The criteria of eligibility for a child whose usual place of residence is in Quebec is the following and that would be for instruction in English. At least one parent of the child is attending or has attended an English language school in Canada during their primary education, the child is attending or has attended an English language school in Canada during their primary or secondary education, and finally a brother or a sister of the child is attending or has attended an English language school in Canada during their primary or secondary education.
(A slide outlining the new questions for Instruction in the minority official language on the census questionnaires is shown)
So when we're looking at these questions, they're included on the long form and the 2A reserve questionnaires. Now we asked-- there are specific questions that we asked of respondents living outside of Quebec, which was question 13, "did this person do any of their primary or secondary schooling in French in Canada," which would include immersion, and question 14 which asked, "in which type of program was the schooling in French done."
The possible responses are, a regular French program and a French language school, a French immersion program in an English language school in which we skip the respondent to question 18, or they could respond both types of questions or they may also specify other programs. So the electronic questionnaire did not ask question 12, but it automatically brought the respondent to the appropriate questions based on the geography, so whether that was in Quebec, or outside of Quebec. On the paper questionnaire, question 12 was used to identify dwellings in Quebec and its wording was the following. "Was this dwelling located in Quebec?" And any households that responded no were prompted to go ahead to question 13 for each person that was identified on the questionnaire.
(A slide continuing on the new questions for Instruction in the minority official language on the census questionnaires is shown)
We also asked question 15 to individuals who reported either a regular French program in a French language school, both types of programs or who specified another program, and this particular question asked, "for how many years did this person attend a regular French program in a French language school," and we ask them to provide in the number of years the primary schooling in addition to the number of years for secondary schooling and then we skip this respondent to question number 18.
(A slide continuing on the new questions for Instruction in the minority official language on the census questionnaires is shown)
The questions that we asked of respondents living in Quebec, so if the respondent answered yes to question number 12 as being a resident of Quebec then they were skipped to this question number 16 which asked, "did this person do any of their primary or secondary schooling in an English language school in Canada, including immersion and question 17 asks, "for how many years did this person do their schooling in an English language school in Canada, including immersion," and again, we ask the respondent to identify the number of years in both primary schooling or the number of years in secondary schooling.
(A slide outlining the additional variables for Instruction in the minority official language topic is shown)
Now a couple of additional concepts that you have access to through this variable are the eligibility for instruction in the minority official language, primary or secondary schooling and the minority official language in Canada, and the number of years of primary and secondary schooling in the minority official language in Canada.
(A slide showing a map of Canada with number and percentage of children under 18 eligible for Instruction in the minority official language outside of Quebec in 2021 is shown)
So what we're looking at here is a map the title of which is the following, so this is a map of Canada, and it shows the "Number and percentage of children under 18 who are eligible for instruction in the minority official language, for Canada, Canada outside of Quebec, provinces and territories for 2021." In Canada nearly one in eight, or 897,000 children, were eligible for elementary and secondary school instruction in the minority official language. This included 304,000 children eligible for English language instruction in Quebec, and 593,000 children eligible for French language instruction in Canada outside of Quebec.
Of these children more than 215,000 were under the age of five, while 682,000 were between the ages of 5 and 17, which would generally correspond to the ages of children in primary or secondary school. The number and proportions of children under age 18, who are eligible from a minority official language education are strongly related to the geographic distribution and the demographic weight of francophone-- francophone minority communities in Canada outside of Quebec, or English speaking communities in Quebec.
(A slide showing a map of Canada with number of children who attended a regular program/school in the minority official language outside of Quebec in 2021 is shown)
Again what we're looking at here is a map of Canada and the title reads as follows, "Children who attended a regular program or school in the minority official language among eligible children aged 5 to 17, for Canada, Canada outside of Quebec, provinces and territories for 2021.
More than 2/3 or 68.6% of school age children are eligible for instruction in the minority official language-- in the minority official language received instruction in that language doing-- during their school career or at the time of the census. The proportion was higher in New Brunswick, which is about 80.6%, Quebec, which was 76.2%, and the Yukon which was 71-- 71%, while it was lower in British Columbia at 55.7%, and Alberta at 49.6%, or about half of eligible children had attended a French language school. Several factors may account for the fact that some eligible children did not attend minority language education programs and possible reasons could be parental choice or perhaps the distance from home to the nearest school.
(Title slide of web tour)
So what I'd like to do now is take you to the website and show you where you can find these variables that we've discussed today.
(The main Census of population page of the Statistics Canada website is shown)
What we're looking at here is the main page of the census, so you'll see a common look and feel for.
As with the previous six releases you have access to key indicators and again all of these indicators have been populated with information that is released to date. You have a dropdown menu where you can select Canada or specific provinces or territories. We scroll down a little bit further, you also see information here on census news,
[Muffled coughing]
Pardon me-- so you can see that the most release is for November 30th, some of the data that was released.
(The 2021 Census of population release plans page of the Statistics Canada website is shown)
Now if you click on the release plans you'll notice that since our dissemination schedule is now complete, We have listed a number of tentative release schedules here on different products. So you'll notice that that dissemination goes from winter, summer, and fall of 2023, but as we do get closer to release dates these dates will be updated to reflect more-- more precise dates.
(The main Census of population page of the Statistics Canada website is shown)
And again, what we'll do is go through each of these tabs separately at the top of the page. So the first thing that I wanted to show you was census data.
(The 2021 Census of population data products page of the Statistics Canada website is shown)
So again, same look and feel as the previous releases, you can search the complete profile, the table, interactive charts, infographics, and thematic maps. So if I click on the profile of a community or region and I click on census profile.
(The 2021 Census of Population Census profile page of the Statistics Canada website is shown)
You'll notice here that you can either search by a specific place name, postal code, or a geographic code, if you have that information. You can browse by a list, you can see Canada or specific provinces and territories, or you can also browse by popular places. So just for the purpose of showing you the data I'll click on British Columbia.
(The 2021 Census of Population Census profile list of geographies page for British Columbia of the Statistics Canada website is shown)
And you'll notice here that I'm brought to a list of geographies. So I'm going to click on the province.
(The 2021 Census of Population Census profile page for British Columbia of the Statistics Canada website is shown)
And if we scroll down, you'll notice that the table has been populated for British Columbia with all of the census variables released as of November 30th. Now if I wanted to let's say add a geography, I could type in a place name or a postal code. So for just ease-- for a simple show here I'm just going to type in Burnaby.
(The 2021 Census of Population Census profile page for both British Columbia and Burnaby of the Statistics Canada website is shown)
And I'm going to click the search button. And you'll notice that again I'm brought to a specific less of a-- list of geography. So I'm just going to click on the city of Burnaby. And you'll notice now that my table has now been populated for both of these geographies. Now I can also add or remove data by clicking on this particular link and you'll see here that all of the variables have a plus side by them and if you click on the plus sign you'll just notice that you can either keep that selected or you can deselect it. So for the purpose of just showing you a quick example I'm going to click on income and I'm just going to deselect all of the variables, we're just not interested in looking at that right now, and I'm going to keep the gender as is. And I have the option of either looking at counts or rates, I'm going to stay with counts and then I'm just going to hit apply.
And you'll notice now that my table has now been populated with the data that I have selected. So if you scroll up, you'll notice as well that you do have some download options.
(The 2021 Census of population Census Profile download files page of the Statistics Canada website is shown)
And if you click on that, you can download the data as it's displayed in the table that we've just looked at. You can do comprehensive download files which would mean you can select specific level of geography and download the entire census profile. So let's say Canada you could get all the provincial information, census subdivisions, census division, CMA, et cetera. So just for ease of having access to this information.
(The main Census of population page of the Statistics Canada website is shown)
So if I go back to the main page I'm going to look at census analysis.
(The 2021 Census of population analytical products page of the Statistics Canada website is shown)
So this is where we're going to be able to get at information on census in brief, which would be any analytical pieces, anything in the daily, any infographics, or any thematic maps that were released on November 30th. So if I click on the daily, you'll notice here that we have a couple of pieces that were pieces of data that are analytical pieces that were released. One thing I just want to point out to you here is that I'm clicking now on the language in-- minority official language in Canada.
(Article on learning in the minority language page of the Statistics Canada website is shown)
And just to simply bring to your attention that this data is actually-- the majority of the tables will be released on December 15th, but if you scroll down to the bottom of this particular daily release, you will have access to seven different tables that are currently available. So you can look at those and await the tables that will come out on December 15th that will have more detail and additional levels of geography. So I'm just scrolling through the daily release to show you the types of information that you have access to, and again, these data tables will be available right here at the bottom of the page, so seven additional tables that you have access to.
(The 2021 Census of population analytical products page of the Statistics Canada website is shown)
I'm going to scroll back up. Now infographics if we click on those, we have seen one in the presentation but you'll notice that there was an additional one that was also released, which was going to college after finishing a degree. So you have access to that and also if we click on thematic maps.
(The 2021 Census of population thematic maps page of the Statistics Canada website is shown)
And you'll notice that there were also some thematic maps that were released based on topics. So you'll see that one actually was released on language of work.
(The 2021 Census of population thematic maps for language of work page of the Statistics Canada website is shown)
So if we click on that what you have access to is the use of French at work in selected CMAs by aggregate dissemination area, or you have access to the English use-- use of English at work in selected CMAs by aggregate-- DA from Montreal and Ottawa-Gatineau. So just some additional pieces of information for you to look at.
(The main Census of population page of the Statistics Canada website is shown)
One thing I also did want to show you again in this census analysis are-- pardon me.
(The 2021 Census of population data products page of the Statistics Canada website is shown)
In census data if I scroll down, you'll notice too that you have access to data tables.
(The 2021 Census of population data tables page of the Statistics Canada website is shown)
If you click on those this will bring you to the topic list of all of the variables that are available. So you'll notice that the instruction in the minority official language is not highlighted, so again just to remind you that you do have access to seven different tables in the daily release, and the remaining tables will be coming out on December 15th. if I was to click on the labour topic for example.
(The 2021 Census of population data tables for labour page of the Statistics Canada website is shown)
What this will show you is that you have 23 tables in total for your perusal, so industry occupation, different levels of geography, et cetera.
(The main Census of population page of the Statistics Canada website is shown)
So let's go back to the census population mean page.
(The 2021 Census of population reference materials page of the Statistics Canada website is shown)
If we click on the census of reference and we scroll down, you'll notice that there-- there were a couple of updates to the census dictionary. So if you were interested in having a look at that, by all means please go and-- and have a peek at that. If you click on guide, you will also notice that there were five different reference guides that were released to correspond to the variables that we've been discussing today, and these really-- reference guides would just provide you with more information on the more technical aspects, why the questions were asked, methodology, et cetera.
And here you would also have access to any technical and technical reports, questionnaires, if you were interested in looking at more information on data quality and confidentiality you can do that there as well.
(The main Census of population page of the Statistics Canada website is shown)
So the last thing that I wanted to-- to bring your attention to today is on the census of population main page.
(The Census Learning Centre page of the Statistics Canada website is shown)
If you scroll down, if you click on the Census learning centre, you'll notice that with the November 30th release we also released two-- two video.
One which is on the languages used at work, and there's one in education concepts and variables, and also an introduction to place of birth, citizenship, and immigration. So these variables are just very useful for both new users of Statistics Canada data, in addition to any seasoned users. And just to give you information on how to better understand these concepts and the types of statistics that you have access-- that you have access to moving forward. So just as a means of concluding this presentation, I just wanted to draw your-- to give you a little bit more information about the data services centre. So the data services centres provide you with detailed information.
So for example, if you have a specific data requirement that perhaps is a little-- requires a little bit more help, the data service centres are here to provide-- to help you along and to provide you with the additional information that you require. And we provide workshops, webinars such as this, just to reach out to communities and show you where and how you can access our data. And again, just to bring your attention to the fact also that on our website there is a chat feature. So if you have additional questions or quick questions that you wanted to ask, you can type your question in that chat and you will receive an answer almost immediately just to point you in the right direction and get you started. But again if your requests are more detailed in nature, please do feel free to want to reach out to our data service centres and we would be more than pleased to help you.
(The Canada wordmark is on screen)