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This report is based on the Access and Support to Education and Training Survey (ASETS), which was undertaken by Statistics Canada in partnership with Human Resources and Skills Development Canada (HRSDC). The ASETS brings together three previous education surveys that covered specific population groups: (1) the Survey of Approaches to Educational Planning (SAEP), which focused on 0 to 18 year olds; (2) the Post-Secondary Education Participation Survey (PEPS), which focused on 18 to 24 year olds; and (3) the Adult Education and Training Survey (AETS), which focused on 25 to 65 year olds. While these three surveys examined specific facets of Canadian's educational experience, their integration in the ASETS allows for a more holistic approach to collecting information on participation in and financing of education and training in Canada. While the ASETS can be used to undertake the same research as the PEPS, AETS and SAEP, it can also be used to address additional research not previously possible. This report presents an overview of the first findings from the ASETS and consists of four sections. Section 1 explores participation in education and training among Canadians aged 18 to 64. Section 2 explores the proportion of Canadians aged 18 to 64 who had unmet training needs and the reasons why Canadians did not pursue further education or training. Section 3 explores the costs associated with education and training and the sources of funding used to finance education programs. Section 4 shifts to the next generation of learners (0 to 17 years) and examines the proportion of children whose parents save and plan for their future postsecondary studies. Tables are appended. A cumulative index is also included. (Contains 22 charts, 23 tables and 11 endnotes.)

This report provides trends on public school enrolments, educators and expenditures. It uses figures provided by provincial and territorial departments of education on public elementary and secondary schools. Tables and definitions are appended. A cumulative index is included. (Contains 80 charts, 35 tables and 5 endnotes.)

Young adulthood is filled with major life events and pursuing higher education is one of the most common transitions. It is also the time when many young adults enter the labour market, move out of their parents' household and begin family formation. These significant events affect each other and impact the rest of their lives. Given the significance of these life events and their potential long lasting effects, it is important to try to understand these transitions. However, given their complexities and intertwining nature, studying them requires unique sets of data, such as the Youth in Transition Survey (YITS). This data is longitudinal, where the same set of respondents is interviewed at set time intervals. As such, the YITS data base is ideal for studying life transitions through time. This report presents results from the five cycles of YITS. Descriptive in nature, this report looks at education, early labour market outcomes and family formation of these young adults. The report is structured in the following way. First, educational pathways are explored. Second, early transitions into the labour market are analyzed. Third, transitions associated with family formation are discussed. Finally, the report provides a summary of some key findings. Appended are: (1) What is the Youth in Transition Survey (YITS)?; and (2) Tables. A cumulative index is included. (Contains 15 tables, 8 charts, 1 endnote.)

The data in this report are drawn from the "University and College Academic Staff Survey" ("UCASS"). Conducted since 1946, "UCASS" presents a national picture of the socio-economic characteristics of full-time university teachers in degree-granting institutions. The survey is conducted annually, with a reference date of October 1. Therefore, the data collected through this survey present a snapshot of full-time teaching staff as of that date. This report presents information on the salaries of full-time teaching staff at 27 Canadian universities, along with information on salary scales for the 2008-2009 academic year. In 2006-07 (the last year for which final data on full-time teaching staff is available) these institutions accounted for 41% of the full-time teaching staff of the 116 institutions that were included in the survey. (Contains 2 tables.) [This report was prepared by Education Finances, Postsecondary Faculty and Tuition Statistics Section.]

This report describes the educational experiences, labour market outcomes and financing of higher education of recent graduates for Canadian postsecondary education institutions using data from the 2007 National Graduates Survey (Class of 2005). The first section describes the characteristics of graduates from college, bachelor, master and doctorate level programs. The second section focuses on experiences after graduation including pursuing further education and labour market activities. Section three presents information on the financing of postsecondary education, its relation to education level and labour market outcomes. The final section focuses on co-operative education and international studies and their relationship with labour market outcomes and student debt. Tables are appended. (Contains 29 tables, 18 charts, 3 figures, and 12 endnotes.)

The data in this report are drawn from the "University and College Academic Staff Survey" ("UCASS"). Conducted since 1946, "UCASS" presents a national picture of the socio-economic characteristics of full-time university teachers in degree-granting institutions. The information is conducted annually, with a reference date of October 1. Therefore, the data collected through this survey present a snapshot of full-time teaching staff as of that date. This report presents information on the salaries of full-time teaching staff at those institutions that have more than 100 staff, along with information on their salary scales for the 2006-2007 academic year. (Contains 2 tables.)

This report provides new and unique empirical evidence on postsecondary education pathways in Atlantic Canada based on the data from the Postsecondary Student Information System (PSIS). This study covers postsecondary students in public institutions at all levels of study--college, bachelor's, master's, Ph.D. and first professional degrees--with the emphasis on college and bachelor's students. The focus is on students who start new programs over the period of study, years 2001 through to 2004, and then observing who, in each year of their studies, graduates, continues in the same program, switches programs or leaves postsecondary education without graduating. The number of students who leave and then return to postsecondary studies and the number of students who graduate from a program and then continue in their studies are also identified. Students in this study can be tracked longitudinally as they move both within and across all institutions in the Atlantic. The research file used for this study was created by Statistics Canada using PSIS data from the Atlantic region. One of the key objectives of the PSIS is to provide information that will enable researchers to perform studies of student mobility, pathways and their relationship to education and labour market outcomes. The research file includes one longitudinal record for each postsecondary student who studied in Atlantic Canada at some point during the years 2001 through to 2004. The term "longitudinal" means that, as the student progresses through the postsecondary system, the PSIS record will provide a cumulative history of their postsecondary activity. It is the longitudinal nature of the database that allows for statistical studies of student mobility, pathways and their relationship to education and labour market outcomes. The research file contains 337,000 student records. The results reported here might be of interest to academics, institution administrators, postsecondary policy makers, and others with an interest in these dynamics, including even students themselves, not only in Atlantic Canada, but also across Canada, and possibly even in other countries. Appended are: (1) Selection criteria for sample 1; (2) Additional provincial findings; (3) Institutional-level findings; and (4) Comparing the YITS and PSIS (and other proposed checks). (Contains 39 tables, 2 figures, and 39 endnotes.) [Funding for this report was provided by the Canada Millennium Scholarship Foundation and the Council of Atlantic Ministers of Education and Training (CAMET).]

The purpose of this paper is to capture and profile postsecondary education dropouts from three different types of postsecondary education--university, college and other types of institutions. It compares them with graduates from these three types of institutions. The analysis for this report is based on data from the Youth in Transition Survey (YITS). The survey was designed by Human Resources and Social Development Canada and Statistics Canada. YITS is a longitudinal survey, which collects information on educational and labour market pathways of a sample of young Canadians in the 18 to 20 age group in 1999. Respondents were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics. They were interviewed four times since the implementation of the survey, in 2000, 2002, 2004 and 2006. In this report, the data used are from the first four cycles and describe where they stood in their school to work pathway in December 2005 when they were 24 to 26 years of age. This report is a follow-up of a previous study of postsecondary participation (Shaienks and Gluszynski, 2007) which found that the overall postsecondary dropout rate was 15%. That rate however, differs across all types of institution and by demographic, family and school characteristics. This paper explores the impact of those characteristics on participation, graduation and dropping out of different types of postsecondary institution. What Is the Youth in Translation Survey (YITS)? is appended. (Contains 1 figure, 1 chart, 14 tables and 5 endnotes.)

"Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006" 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 Survey of Earned Doctorates 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. Foreign-born graduates represent more than one in every five graduates in the 2005/2006 academic year, and over half of all doctoral graduates living in Canada in 2006. Canada's immigration policy, with its emphasis on educational attainment, ensures that the foreign born will continue to account for a large proportion of Canada's doctorate degree holders. Furthermore, attracting foreign-born talent to Canada will be important if Canada is to increase the number of doctoral degree holders, since growth in the graduates from Canadian institutions has been minimal. One of the key challenges will be to retain graduates, both foreign-born and Canadian-born, in Canada upon the completion of their degree. Also unique to this third report, is the ability to discuss trends over the three years of survey data. Standard tables and special tables are appended. A cumulative index is also included. (Contain 22 charts, 1 figure, 8 endnotes and 32 tables.)