This paper estimates and analyzes the economic impact of the culture sector on Canada's provincial economies. More specifically, it examines the contribution of the sector to Gross Domestic Product (GDP) and employment for the period 1996 to 2001.
This study examines the variation among Canadian provinces in the literacy skills of 15-year old youth using data from the PISA. It has four aims: (1) to locate the performance of Canadian provinces in an international context, with attention to the magnitude of the differences; (2) to describe the relationship between students' literacy skills and their family backgrounds, with a focus on socioeconomic gradients in performance; (3) to describe the variation in student performance among schools and provinces, and estimate the relationships between school performance and the socioeconomic context of schools; and (4) to examine the relationship of school performance with various factors related to school policy and practice. The next two sections of the report describe the methods and findngs addressing each of these aims. The last section summarizes the results and discusses their implications in the context of other research.
This guide discusses the collection and interpretation of statistical data on Canada's trade in culture goods. This guide has been restructured and simplified to better meet the needs of data users. Culture goods include original and mass produced goods that contain culture content. Also included in the definition of goods is "intellectual property" and royalty payments associated with the final sale of certain shipments of culture products.
This paper estimates & analyzes the economic impact of the culture sector on the Ontario economy. More specifically, it measures the contribution of the culture sector to provincial gross domestic product (GDP) & employment and also analyzes the individual culture sub-sectors in terms of their contributions to GDP & employment. These sub-sectors are written media, the film industry, broadcasting, design, advertising, heritage, libraries, performing arts, sound recording & music publishing, visual arts, architecture, photography, and festivals. In each sub-sector, the data are broken down by type of cultural activity: creation, production, manufacturing, distribution, and support. Appendices include details of the analytical methods used and a list of cultural sectors & subsectors defined using the North American Industry Classification System.
This is the third paper in a series of reports written by the Learning Policy Directorate of Human Resources and Social Development Canada (HRSDC) and the Centre for Education Statistics of Statistics Canada. Each report presents an overview of doctoral education covering annual data from the Survey of Earned Doctorates (SED) from each of the three years of the survey's existence (2003/2004, 2004/2005 and 2005/2006). The SED is a key source of information regarding the training of doctoral graduates in Canada. It provides information on the pathways of these highly qualified graduates through the education system and sheds light into the expectations of graduates as they transition into employment and postdoctoral education. In this 2005/2006 report, special attention has been given to the foreign born among the doctoral graduates. Also unique to this third report, is the ability to discuss trends over the three years of survey data.--Document.
This report presents information about doctoral degree recipients who graduated from Canadian universities between July 1, 2003 and June 30, 2004 as collected by the Survey of Earned Doctorates. The analysis focuses on the demographic and educational characteristics of doctoral graduates, how they financed their education, as well as their plans for further study, employment and where they intend to live in the period immediately following graduation.
This study uses data from the Youth in Transition Survey to identify 3 pathways taken by high school graduates by the age of 20 and to examine the demographic, family, school, and financial factors related to the choice of one pathway over another. The 3 pathways are: participation in post-secondary education right after high school, delayed post-secondary participation, and non-participation in post-secondary education.
The intent of this report is to examine selected cultural industries in Ontario and recent trends in the supply of & demand for culture goods & services. Labour force trends & characteristics and government spending on each selected industry are also examined. Each selected industry is studied in a separate chapter, giving information on such matters as output, sales, exports & imports, numbers of firms, operating expenses, profit, employment, customer demand & expenditures, government expenditures, and overall economic impact on employment & gross domestic product. The industries covered are: book publishing & exclusive agency; periodical publishing; sound recording; private broadcasting; film, video, & audio-visual production & distribution; and motion picture theatres & drive-ins.
Given the apparent links between student success and the availability of school libraries & staffing by teacher-librarians, new data are required to better understand the current health of school libraries in Canada. This report is a preliminary step toward providing up-to-date national data & analysis of the Canadian school library system. It primarily analyzes results linked to the school library questions in the Information & Communications Technologies in Schools Survey. Data are broken down by province & territory, and the analysis covers the following topics: presence of a school library, by instructional level; presence of a teacher-librarian or other staff; annual expenses for library collection development and sources of library funding; links among presence of teacher-librarians, library funding, and student achievement; student-educator ratios & per capita education expenditures within the context of the presence of a teacher-librarian; the degree to which nine types of technology applications are incorporated into teaching practice, linked to the presence of a teacher-librarian & numbers of teacher-librarians per student; the link between library funding and the degree to which those applications are incorporated into teaching practice; and whether links to the library can be found on non-administrative school websites.
Data in this report are drawn from the University & College Academic Staff Survey, conducted annually to provide information on socio-economic characteristics of full-time university & college teachers in degree-granting institutions. The report tabulates information on the numbers & salaries of full-time teaching staff at 62 Canadian institutions, along with information on the salary scales for selected institutions for the 2002-03 academic year.
Through research and consultation, Statistics Canada was asked to investigate the availability of data to measure the infrastructure of health programs in educational institutions and the flow of individuals through these programs and into health occupations. This document marks the first stage in this project. Based upon nation-wide consultations, it lays out a conceptual framework and outlines a set of questions about health education, the individuals pursuing health education, the flow of individuals through health education, and the factors which affect that flow. The outline will enable the identification of information that is needed to support efficient and effective decisions and policies about health education programs and health human resources management.
This bulletin presents the final set of tables which contain salary information for the year 2008/2009. This information is collected annually under the University and College Academic Staff Survey (UCASS) and has a reference date of October 1st. Therefore, the data reflect employment in universities as of that date. However, information for institutions that have less than 100 full-time staff are not included.--Statistics Canada website.
This report uses data from the Youth in Transition Survey to examine the process of dropping out of high school in the young adult years. The report discusses characteristics measured at age 15 associated with dropping out of high school by age 17. These include family background, abilities, self-perception, aspirations, behaviour, school engagement, and school climate. It also looks at individuals who were dropouts at ages 18 to 20 to see whether they had returned to high school 2 years later. The characteristics of the dropouts who returned to high school are compared with those who did not return.
This report is based on the Youth In Transition Survey (YITS), a longitudinal survey developed by Human Resources Development Canada and Statistics Canada in the late 1990s.
This study looks at the education costs and financial support for 18 to 24 year old students (17 to 24 in Quebec) pursuing postsecondary studies in Canada during the 2001-2002 academic year. Taking into account the basic costs of postsecondary programs (tuition fees, books and supplies), this study also looks at how students pay for their studies.
This report is organized around the central themes of the 2002 Survey of Approaches to Educational Planning. The first section explores parental perceptions toward education in general and post-secondary education specifically, and includes information on parental beliefs about the importance of good grades, schooling beyond high school, and hopes & aspirations for children's educational future. The second section looks at children's grades in light of meeting post-secondary admission requirements. It also includes information on children's attitudes toward school and overall general performance in school. Section three examines the many factors that may play a role in whether savings are being put aside for children's post-secondary education. The analysis examines parents' current, future, or non-saving status by parental perceptions of post-secondary education, parental educational aspirations for children, and children's academic abilities & attitudes to school. Other factors that form part of the analysis include children's age, household income, and parents' own level of educational attainment. Section four examines the anticipated use of other sources of funding for post-secondary education that are considered by parents. The final section looks at the amounts saved to date and contributions made to savings in 2001, as well as the amounts parents expect to have saved by the time their child becomes eligible for post-secondary enrollment.
This study uses data from the Youth in Transition Survey (YITS) to examine the characteristics of high school graduates who did or did not work during their last year in high school and to investigate the relationship between working while in high school and dropping out. The data were analysed in two phases. The first phase was a descriptive analysis that profiled the students by whether they worked or not; examined the number of hours they worked per week; looked at the proportion of dropouts by the number of hours worked; and identified a number of factors, including demographics, family background, and high school experience, that were associated with dropping out. Then, the second phase used logistic regression to control for these other factors in order to isolate the relationship between hours of work and dropping out. The study found a significant relationship between the number of hours worked per week and dropping out even after controlling for other factors.
This study focuses on the experience of students who consolidated their Canada student loans in loan year 1994-1995. It analyses a new database, which was created by linking Canada Student Loan Program records to income tax records from the Statistics Canada Longitudinal Administrative Database (LAD) and looks, in particular, at the relationships between debt size, income and default.
This report builds on previous research examining the role of family income in postsecondary education. The paper attempts to address three broad questions using data from the Survey of Labour and Income Dynamics (SLID). First, has the postsecondary education participation pattern changed in the recent past either for college and university participation, or for youth of various backgrounds? Second, how are the socio-economic factors related to postsecondary participation? Does the impact of socio-economic factors differ for college and university participation? Thirdly, for those who did pursue postsecondary education, which factors are more important in the choice of institution - university versus college?
Statistics Canada, Culture, Tourism and the Centre for Education Statistics
Published Date
ISBN 10
0662418212
ISBN 13
9780662418214
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