Focus on Geography Series, 2016 Census

Cottlesville, Town (CSD) - Newfoundland and Labrador

Figure 1.1 Percentage of the population aged 25 to 64 years who have completed a high school diploma or equivalency certificate,[1] [2] Cottlesville, 2016

Figure 1.1 description Figure 1.1 Percentage of the population aged 25 to 64 years who have completed a high school diploma or equivalency certificate,[1] [2] Cottlesville, 2016

In 2016, the population aged 25 to 64 in private households of Cottlesville was 155.
In 2016, 48.4% of people aged 25 to 64 in Cottlesville had a high school diploma or equivalency certificate, compared with 86.3% in Canada.
In Cottlesville, 6.5% of people aged 25 to 64 had a bachelor’s degree or higher in 2016, while 16.1% had a college, CEGEP or other non-university certificate or diploma as their highest level of education, and 12.9% had an apprenticeship or trades certificate or diploma as their highest.

Figure 1.2 Percentage of the population aged 25 to 64 years with selected highest levels of educational attainment,[3] [4] Cottlesville, 2016

Figure 1.2 description Figure 1.2 Percentage of the population aged 25 to 64 years with selected highest levels of educational attainment,[3] [4] Cottlesville, 2016

Most common fields of study^{Footnote 11} ^{Footnote 12} for the population aged 25 to 64 years by selected highest levels of educational attainment,^{Footnote 3} ^{Footnote 4} Cottlesville, Newfoundland and Labrador, Canada, 2016

Most common fields of study^{Footnote 11} ^{Footnote 12} for the population aged 25 to 64 years by selected highest levels of educational attainment^{Footnote 4}, Cottlesville, 2016
Levels of education and fields of study	Cottlesville			Newfoundland and Labrador			Canada
Levels of education and fields of study	Number	Percentage	Rank	Number	Percentage	Rank	Number	Percentage	Rank
Postsecondary certificate, diploma or degree
Computer and information sciences and support services	10	20.0	0	6,675	3.8	9	464,000	3.8	9
Psychology	10	20.0	0	1,940	1.1	17	218,475	1.8	15
Construction trades	10	20.0	0	14,430	8.1	3	515,630	4.2	6
Mechanic and repair technologies/technicians	10	20.0	0	10,765	6.1	5	540,805	4.4	5
Business, management, marketing and related support services	10	20.0	0	36,865	20.8	1	2,499,620	20.4	1

Figure 1.3 description Figure 1.3 Percentage of the population aged 25 to 64 years with selected highest levels of educational attainment[3] [4] by location of study compared with province or territory of residence [11] [15], Cottlesville, 2016

Percentage of the population aged 25 to 64 years with selected highest levels of educational attainment^{Footnote 3} ^{Footnote 4} by location of study compared with province or territory of residence,^{Footnote 11} ^{Footnote 15} Cottlesville, 2016

Note(s):

Footnote 1

Users are advised to consult data quality comments available in the Education Reference Guide, Census of Population, 2016, Catalogue no. 98-500-X2016013.

Return to footnote 1 referrer

Footnote 2

High school completion is measured using the variable 'Secondary (high) school diploma or equivalency certificate'. It includes persons who have completed a high school diploma or equivalency certificate, regardless of any other qualifications obtained.

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Footnote 3

Users are advised to consult data quality comments for 'Highest certificate, diploma or degree,' available in the Education Reference Guide, Census of Population, 2016, Catalogue no. 98-500-X2016013.

Return to footnote 3 referrer

Footnote 4

The terms 'Educational attainment,' 'Level of educational attainment' and 'Highest level(s) of educational attainment' refer to the 'Highest certificate, diploma or degree' completed by a person.

Return to footnote 4 referrer

Footnote 5

The term 'Bachelor's degree or higher' includes the categories 'Bachelor's degree,' 'University certificate or diploma above bachelor level,' 'Degree in medicine, dentistry, veterinary medicine or optometry,' 'Master's degree' and 'Earned doctorate.' This term corresponds to the category 'University certificate, diploma or degree at bachelor level or above' in the 'Highest certificate, diploma or degree' classification.

Return to footnote 5 referrer

Footnote 6

The term 'Apprenticeship certificate' corresponds to the category 'Certificate of Apprenticeship or Certificate of Qualification' in the 'Highest certificate, diploma or degree' classification. This category also includes Journeyperson's designations.

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Footnote 7

The term 'Trades certificate or diploma' corresponds to the category 'Trades certificate or diploma other than Certificate of Apprenticeship or Certificate of Qualification' in the 'Highest certificate, diploma or degree' classification. This category includes trades certificates or diplomas such as pre-employment or vocational certificates and diplomas from brief trade programs completed at community colleges, institutes of technology, vocational centres and similar institutions.

Return to footnote 7 referrer

Footnote 8

The category 'Secondary (high) school diploma or equivalency certificate' includes only people who have this as their highest educational qualification. It excludes persons with a postsecondary certificate, diploma or degree. Data users are advised to consult the “Comparability with other data sources” section of the Education Reference Guide , Census of Population, 2016, Catalogue no. 98-500-X2016013 for information regarding the historical comparability of this category.

Return to footnote 8 referrer

Footnote 9

The category 'Apprenticeship or trades certificate or diploma' includes 'Certificates of Apprenticeship, Certificates of Qualification and Journeyperson's designations,' as well as other trades certificates or diplomas such as pre-employment or vocational certificates and diplomas from brief trade programs completed at community colleges, institutes of technology, vocational centres and similar institutions.

Return to footnote 9 referrer

Footnote 10

'Immigrant status' refers to whether the person is a non-immigrant, an immigrant or a non-permanent resident.

'Period of immigration' refers to the period in which the immigrant first obtained landed immigrant or permanent resident status.

For more information on immigration variables, including information on their classifications, the questions from which they are derived, data quality and their comparability with other sources of data, please refer to the Place of Birth, Generation Status, Citizenship and Immigration Reference Guide, Census of Population, 2016.

Return to footnote 10 referrer

Footnote 11

For information on collection, classification and data quality for 'Major field of study' or 'Location of study,' refer to the Education Reference Guide, Census of Population, 2016, Catalogue no. 98-500-X2016013.

Return to footnote 11 referrer

Footnote 12

'Field of study' in this table is classified based on the 2-digit series from the Classification of Instructional Programs (CIP) Canada 2016. It is the major field of study for the highest postsecondary certificate, diploma or degree completed by the person.

Return to footnote 12 referrer

Footnote 13

The term 'Business, humanities, health, arts, social science, and education fields' (BHASE) includes all of the non-STEM fields from the STEM and BHASE (non-STEM) groupings variant, an alternative presentation of the Classification of Instructional Programs, 2016. This includes 'Business and administration,' 'Arts and humanities,' 'Social and behavioural sciences,' 'Legal professions and studies,' 'Health care,' 'Education and teaching' and 'Trades, services, natural resources and conservation.'

Return to footnote 13 referrer

Footnote 14

'Field of study' in this figure is classified based on the STEM and BHASE (non-STEM) groupings variant from the Classification of Instructional Programs (CIP) Canada 2016. It is the major field of study for the highest postsecondary certificate, diploma or degree completed by the person.

Return to footnote 14 referrer

Footnote 15

'Location of study' refers to the province, territory or country of the institution where the highest postsecondary certificate, diploma or degree was completed. Here, location of study is compared with province or territory of residence to indicate whether the location of study is the same province or territory as the person's residence in 2016, a different Canadian province or territory, or outside Canada.

Return to footnote 15 referrer

Table-level notes

Table note 1

For information on data quality, as well as random rounding, data suppression, and other methods of disclosure control, please consult the Guide to the Census of Population, 2016, Catalogue no. 98-304-X, and the reference guides for the individual topics.

Return to table note 1 referrer

Table note 2

Historical comparison

In order to facilitate data comparisons over time, the data from previous census years in this table may have been adjusted to reflect the current geographic boundaries, as closely as possible. Exercise caution if comparing data from this table to data produced in previous survey cycles. For additional information on the geographic boundary changes over time, please refer to the specific geography definitions in the Dictionary, Census of Population, 2016, catalogue number 98-301-X.

The boundaries and names of municipalities (census subdivisions) can change from one census to the next because of annexations, dissolutions and incorporations. To minimize the impact of these municipal changes on data dissemination, the census team is producing a profile for dissolved census subdivisions.

Return to table note 2 referrer

Table note 3

Categories with a population of less than fifteen (15) are not ranked in this table.

Return to table note 3 referrer

Symbols:

···: not applicable
··: incompletely enumerated Indian reserve or Indian settlement
r: revised
E: use with caution

Source:

Statistics Canada. 2017. Focus on Geography Series, 2016 Census. Statistics Canada Catalogue no. 98-404-X2016001. Ottawa, Ontario. Data products, 2016 Census.

Date modified:: 2019-06-19

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Focus on Geography Series, 2016 Census

Cottlesville, Town (CSD) - Newfoundland and Labrador

Figure 1.1 Percentage of the population aged 25 to 64 years who have completed a high school diploma or equivalency certificate,[1] [2] Cottlesville, 2016

Figure 1.2 Percentage of the population aged 25 to 64 years with selected highest levels of educational attainment,[3] [4] Cottlesville, 2016

Most common fields of study^{Footnote 11} ^{Footnote 12} for the population aged 25 to 64 years by selected highest levels of educational attainment,^{Footnote 3} ^{Footnote 4} Cottlesville, Newfoundland and Labrador, Canada, 2016

Percentage of the population aged 25 to 64 years with selected highest levels of educational attainment^{Footnote 3} ^{Footnote 4} by location of study compared with province or territory of residence,^{Footnote 11} ^{Footnote 15} Cottlesville, 2016

Symbols:

Source:

Focus on Geography Series, 2016 Census

Cottlesville, Town (CSD) - Newfoundland and Labrador

Figure 1.1 Percentage of the population aged 25 to 64 years who have completed a high school diploma or equivalency certificate,[1] [2] Cottlesville, 2016

Figure 1.2 Percentage of the population aged 25 to 64 years with selected highest levels of educational attainment,[3] [4] Cottlesville, 2016

Most common fields of studyFootnote 11 Footnote 12 for the population aged 25 to 64 years by selected highest levels of educational attainment,Footnote 3 Footnote 4 Cottlesville, Newfoundland and Labrador, Canada, 2016

Percentage of the population aged 25 to 64 years with selected highest levels of educational attainmentFootnote 3 Footnote 4 by location of study compared with province or territory of residence,Footnote 11 Footnote 15 Cottlesville, 2016

Symbols:

Source:

Most common fields of study^{Footnote 11} ^{Footnote 12} for the population aged 25 to 64 years by selected highest levels of educational attainment,^{Footnote 3} ^{Footnote 4} Cottlesville, Newfoundland and Labrador, Canada, 2016

Percentage of the population aged 25 to 64 years with selected highest levels of educational attainment^{Footnote 3} ^{Footnote 4} by location of study compared with province or territory of residence,^{Footnote 11} ^{Footnote 15} Cottlesville, 2016