2001 Census Topic-based tabulations

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Topic-based tabulation: Selected Educational Characteristics (29), Aboriginal Identity (8), Age Groups (5A), Sex (3) and Area of Residence (7) for Population 15 Years and Over, for Canada, Provinces and Territories, 2001 Census - 20% Sample Data

About this tabulation

General information

Catalogue number :97F0011XCB2001042
Release date :November 19, 2003
Topic :Aboriginal Peoples of Canada
Data dimensions :

Note

Special Note: Data Quality for School Attendance

The overall quality of the education variables from the 2001 Census is acceptable. However, users of the 2001 Census data on school attendance are cautioned that the counts for the 15 to 19 year olds not attending school category may be too high. The proportion of persons aged 15 to 19 who indicated they had not attended school in the school year prior to the census increased from 18% in 1996 to 23% in 2001. This variable requires further research.

For additional information, please refer to the 2001 Census Dictionary, Catalogue Number 92-378-XIE or 92-378-XPE.

Special Note: Non-permanent Residents

In 1991, 1996 and 2001, the Census of Population enumerated both permanent and non-permanent residents of Canada. Non-permanent residents are persons who held a student or employment authorization, Minister's permit, or who were refugee claimants, at the time of the census. Family members living with these persons are also classified as non-permanent residents.

Prior to 1991, only permanent residents of Canada were included in the census. (The only exception to this occurred in 1941.) Non-permanent residents were considered foreign residents and were not enumerated.

Today in Canada, non-permanent residents make up a significant segment of the population, especially in several census metropolitan areas. Their presence can affect the demand for such government services as health care, schooling, employment programs and language training. The inclusion of non-permanent residents in the census facilitates comparisons with provincial and territorial statistics (marriages, divorces, births and deaths) which include this population. In addition, this inclusion of non-permanent residents brings Canadian practice closer to the UN recommendation that long-term residents (persons living in a country for one year or longer) be enumerated in the census.

According to the 1996 Census, there were 166,715 non-permanent residents in Canada, representing 0.6% of the total population. There were slightly more non-permanent residents in Canada at the time of the 2001 Census: 198,645 non-permanent residents, or 0.7% of the total population.

Total population counts, as well as counts for all variables, are affected by this change in the census universe. Users should be especially careful when comparing data from 1991, 1996 or 2001 with data from previous censuses in geographic areas where there is a concentration of non-permanent residents. Such areas include the major metropolitan areas in Ontario, Quebec and British Columbia.

Although every attempt has been made to enumerate non-permanent residents, factors such as language difficulties, the reluctance to complete a government form or to understand the need to participate may have affected the enumeration of this population.

For additional information, please refer to the 2001 Census Dictionary, Catalogue Number 92-378-XIE or 92-378-XPE.

Special Note: Nunavut (1)

Data from the 2001 Census are available for Nunavut, the new territory that came into effect on April 1, 1999.

Standard data products released only at the Canada/Province/Territory geographic levels will not contain data for Nunavut for the census years prior to 2001.

Standard data products released at the Census Metropolitan Area (CMA) and Census Agglomeration (CA) geographic levels will contain data for Nunavut for the 2001, 1996 and/or 1991 Censuses.

The 1996 and 1991 CMA/CA data have been adjusted to reflect as closely as possible the 2001 CMA/CA geographic boundaries. This has been done to facilitate data comparisons using the 2001 geographic boundaries.

For additional information, please refer to the 2001 Census Dictionary, Catalogue Number 92-378-XIE or 92-378-XPE.

Special Note: Population Universe

The Population Universe of the 2001 Census includes the following groups:

- Canadian citizens (by birth or by naturalization) and landed immigrants with a usual place of residence in Canada;
- Canadian citizens (by birth or by naturalization) and landed immigrants who are abroad, either on a military base or attached to a diplomatic mission;
- Canadian citizens (by birth or by naturalization) and landed immigrants at sea or in port aboard merchant vessels under Canadian registry;
- persons with a usual place of residence in Canada who are claiming refugee status and members of their families living with them;
- persons with a usual place of residence in Canada who hold student authorizations (student visas or student permits) and members of their families living with them;
- persons with a usual place of residence in Canada who hold employment authorizations (or work permits) and members of their families living with them;
- persons with a usual place of residence in Canada who hold Minister's permits (including extensions) and members of their families living with them.

For census purposes, the last four groups in this list are referred to as 'non-permanent residents'. For further information, refer to the variable Immigration: Non-permanent Resident found in the 2001 Census Dictionary, Catalogue Number 92-378-XIE or 92-378-XPE.

Data table

Select data categories for this table


This table details selected educational characteristics , aboriginal identity , age groups , sex and area of residence for population 15 years and over in CanadaFootnote 2
Selected Educational Characteristics (29) Aboriginal Identity (8)
Total - Aboriginal and non-Aboriginal population Total Aboriginal identity populationFootnote 3 North American Indian single responseFootnote 4 Métis single response Inuit single response Multiple Aboriginal responses Aboriginal responses not included elsewhereFootnote 5 Total non-Aboriginal population
Total population 15 years and over by school attendanceFootnote 6 23,901,360 652,345 395,325 207,610 27,610 4,530 17,270 23,249,010
Not attending school 20,004,485 516,695 311,125 165,705 22,000 3,575 14,295 19,487,785
Attending school full time 2,777,225 104,330 65,710 30,980 4,755 690 2,190 2,672,890
Attending school part time 1,119,645 31,315 18,485 10,925 855 270 785 1,088,330
Total population 15 years and over by highest level of schoolingFootnote 7 23,901,360 652,350 395,325 207,610 27,610 4,535 17,265 23,249,015
Less than high school graduation certificate 7,476,900 313,315 200,070 87,490 15,940 2,005 7,805 7,163,585
High school graduation certificate only 3,367,900 64,390 35,470 24,655 1,700 550 2,010 3,303,510
Some postsecondary educationFootnote 8 2,590,165 81,940 50,355 25,665 3,550 465 1,910 2,508,225
Trades certificate or diploma 2,598,925 79,225 45,425 28,160 3,070 540 2,030 2,519,700
College certificate or diplomaFootnote 9 3,578,400 75,505 42,170 27,830 2,610 700 2,200 3,502,890
University certificate or diploma below bachelor's degree 601,425 9,125 5,660 2,865 230 105 260 592,300
University degree 3,687,650 28,845 16,165 10,950 515 165 1,050 3,658,800
Bachelor's degree 2,534,010 22,155 12,510 8,305 435 135 775 2,511,850
University certificate above bachelor's degree 382,955 2,740 1,565 1,035 25 25 85 380,215
Master's degree 642,055 3,425 1,810 1,410 40 10 150 638,630
Earned doctorate 128,625 525 275 200 0 0 35 128,100
Total population 15 years and over by major field of studyFootnote 10 23,901,355 652,350 395,325 207,610 27,610 4,535 17,265 23,249,010
No postsecondary qualifications 13,434,965 459,645 285,900 137,810 21,185 3,020 11,730 12,975,320
Educational, recreational and counselling services 1,083,700 21,440 13,280 6,385 890 140 735 1,062,255
Fine and applied arts 576,925 10,295 5,330 4,305 240 75 345 566,620
Humanities and related fields 674,565 6,840 3,870 2,420 225 80 255 667,720
Social sciences and related fields 1,038,230 27,040 17,430 8,185 690 170 565 1,011,185
Commerce, management and business administration 2,287,220 36,805 20,605 13,470 1,270 340 1,120 2,250,415
Agricultural, biological, nutritional, and food sciences 497,505 9,245 5,265 3,385 290 60 250 488,260
Engineering and applied sciences 489,665 2,280 1,310 830 40 15 85 487,385
Applied science technologies and trades 2,234,145 55,160 29,585 21,635 2,195 405 1,340 2,178,990
Health professions and related technologies 1,164,105 20,990 11,415 8,155 440 210 770 1,143,110
Mathematics, computer and physical sciences 394,510 2,020 970 900 90 20 40 392,490
No specialization 25,840 580 370 130 50 0 30 25,265

Footnotes

Footnote 1

'Area of Residence' refers to the following geographic areas: on reserve, urban census metropolitan area, urban non-census metropolitan area and rural area. These geographic areas can be used to show where the Aboriginal population is residing.

'On reserve' includes seven census subdivision (CSD) types legally affiliated with First Nations or Indian Bands, i.e. Indian Reserve (R), Indian Settlement (S-E), Indian Government District (IGD), Terres réservées (TR), Nisga'a Village (NVL), Nisga'a Land (NL) and Teslin Land (TL), as well as additional CSDs of various other types that are generally northern communities in Saskatchewan, the Northwest Territories and the Yukon Territory, which have large concentrations of Registered Indians.

An urban area has a minimum population concentration of 1,000 persons and a population density of at least 400 persons per square kilometre, based on the current census population count. All territory outside urban areas is classified as rural.

A census metropolitan area (CMA) is a large urban area and has a population of at least 100,000.

Urban non-census metropolitan areas are smaller urban areas with a population of less than 100,000.

Rural areas include remote and wilderness areas and agricultural lands, as well as small towns, villages and other populated places with a population of less than 1,000.

Additional information on the geographic units can be obtained from the 2001 Census Dictionary.

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Footnote 2

Excludes census data for one or more incompletely enumerated Indian reserves or Indian settlements.

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Footnote 3

This is a grouping of the total population into non-Aboriginal or Aboriginal population, with Aboriginal persons further divided into Aboriginal groups, based on their responses to three questions on the 2001 Census form. Included in the Aboriginal population are those persons who reported identifying with at least one Aboriginal group, that is, 'North American Indian', 'Métis' or 'Inuit (Eskimo)', and/or who reported being a Treaty Indian or a Registered Indian, as defined by the Indian Act of Canada, and/or who reported they were members of an Indian Band or First Nation.

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Footnote 4

Users should be aware that the counts for this item are more affected than most by the incomplete enumeration of certain Indian reserves and Indian settlements. The extent of the impact will depend on the geographic area under study. In 2001, a total of 30 Indian reserves and Indian settlements were incompletely enumerated by the census. The populations of these 30 communities are not included in the census counts.

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Footnote 5

Includes those who identified themselves as Registered Indians and/or Band members without Aboriginal identity response.

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Footnote 6

School Attendance
Part A - Plain Language Definition
Not applicable
Part B - Detailed Definition
Refers to either full-time or part-time (day or evening) attendance at school, college or university during the nine-month period between September 2000 and May 15, 2001. Attendance is counted only for courses which could be used as credits towards a certificate, diploma or degree.

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Footnote 7

Highest Level of Schooling
Part A - Plain Language Definition
Not applicable
Part B - Detailed Definition
Refers to the highest grade or year of elementary or secondary (high) school attended, or to the highest year of university or college education completed. University education is considered to be a higher level of schooling than college education. Also, the attainment of a degree, certificate or diploma is considered to be at a higher level than years completed or attended without an educational qualification.

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Footnote 8

Excludes persons with a postsecondary certificate, diploma or degree.

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Footnote 9

Referred to as 'Other non-university certificate or diploma' in previous censuses, this sector includes non-degree-granting institutions such as community colleges, CEGEPs, private business colleges and technical institutes.

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Footnote 10

Major Field of Study (MFS) - Census Historical
Part A - Plain Language Definition
Main subject area of the person's highest degree, certificate or diploma after high school. This refers to the subject in which the person obtained the most advanced degree, certificate or diploma that he or she holds at the postsecondary level.
Part B - Detailed Definition
Refers to the predominant discipline or area of learning or training of a person's highest postsecondary degree, certificate or diploma. The major field of study classification structure consists of 10 broad or major categories: educational, recreational and counselling services; fine and applied arts; humanities and related fields; social sciences and related fields; commerce, management and business administration; agricultural, biological, nutritional, and food sciences; engineering and applied sciences; applied science technologies and trades; health professions and related technologies; and mathematics, computer and physical sciences. This structure is, in turn, subdivided into over 100 'minor' classification categories and about 980 'unit' groups.

In the previous censuses, there were approximately 450 MFS codes. In 2001, there are over 900. This expansion was undertaken as a response to the adaptation by Statistics Canada of the U.S. Classification of Instructional Programs (or CIP) as the standard system for measuring Canada's educational output. The expanded code set will be used to create a concordance between the MFS and CIP. The major field of study data from the 2001 Census will use the 450 MFS codes, not the expanded set.

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Source: Statistics Canada, 2001 Census of Population, Statistics Canada Catalogue no. 97F0011XCB2001042.

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Footnotes

Footnote a

To access the comma separated values (CSV) file, use the conversion features available in most spreadsheet software, or use a free viewer, for example csview.

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Footnote b

To access the tab separated values (TAB) file, use the conversion features available in most spreadsheet software, or use a free viewer, for example AscToTab.

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Footnote c

To access the Beyond 20/20 (IVT) version, you need the Beyond 20/20 Table Browser, which may be downloaded below. These links download files directly from an external site and are not the responsibility of Statistics Canada.

Beyond 20/20 Browser for Windows operating systems (18.9 MB)
To install this product, run 'ProBrowser.exe'.

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Footnote d

XML (SDMX - ML) - Is a statistical data and metadata exchange standard for the electronic exchange of statistical information. Two extensible mark-up language (XML) files are provided in a compressed bundle.

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Related data

  • 2006 Census analysis series:
  • 2006 Census reference guides and technical reports: