2001 Census Topic-based tabulations

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Topic-based tabulation: Selected Educational Characteristics (29), Aboriginal Origin (14), 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 :97F0011XCB2001050
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 origin , age groups , sex and area of residence for population 15 years and over in CanadaFootnote 2
Selected Educational Characteristics (29) Aboriginal Origin (14)
Total - Aboriginal and non-Aboriginal population Total Aboriginal origins populationFootnote 3 Aboriginal origin single responses Aboriginal origin multiple responses Total North American Indian originFootnote 4 North American Indian origin single responses North American Indian origin multiple responses Total Métis originFootnote 5 Métis origin single responses Métis origin multiple responses Total Inuit originFootnote 6 Inuit origin single responses Inuit origin multiple responses Total non-Aboriginal population
Total population 15 years and over by school attendanceFootnote 7 23,901,360 891,560 375,595 515,960 672,860 300,930 371,925 213,140 51,735 161,405 34,765 22,930 11,835 23,009,805
Not attending school 20,004,485 705,060 302,375 402,690 531,480 241,790 289,690 169,230 42,070 127,150 27,570 18,510 9,060 19,299,425
Attending school full time 2,777,225 140,275 57,985 82,295 106,675 46,825 59,850 32,175 7,415 24,760 5,995 3,740 2,255 2,636,950
Attending school part time 1,119,645 46,220 15,245 30,975 34,705 12,320 22,390 11,735 2,245 9,490 1,205 675 525 1,073,430
Total population 15 years and over by highest level of schoolingFootnote 8 23,901,360 891,555 375,595 515,955 672,865 300,935 371,930 213,135 51,735 161,405 34,765 22,925 11,840 23,009,805
Less than high school graduation certificate 7,476,900 377,660 205,980 171,675 289,660 166,175 123,485 81,280 25,850 55,430 18,340 13,960 4,380 7,099,240
High school graduation certificate only 3,367,900 98,965 32,370 66,600 72,515 24,895 47,625 26,735 6,120 20,610 2,535 1,360 1,180 3,268,930
Some postsecondary educationFootnote 9 2,590,165 113,320 44,010 69,305 85,765 35,575 50,190 27,020 5,640 21,380 4,360 2,790 1,565 2,476,850
Trades certificate or diploma 2,598,925 109,145 43,265 65,880 80,820 34,160 46,655 28,105 6,720 21,380 4,170 2,385 1,785 2,489,775
College certificate or diplomaFootnote 10 3,578,400 121,385 33,960 87,430 90,480 26,970 63,510 31,725 4,995 26,725 3,890 1,990 1,900 3,457,015
University certificate or diploma below bachelor's degree 601,425 14,145 4,690 9,450 10,865 3,940 6,925 3,455 590 2,870 325 165 165 587,280
University degree 3,687,650 56,935 11,320 45,615 42,760 9,220 33,540 14,820 1,815 13,010 1,140 285 855 3,630,705
Bachelor's degree 2,534,015 42,190 8,925 33,260 31,170 7,210 23,955 11,425 1,470 9,950 920 245 675 2,491,825
University certificate above bachelor's degree 382,955 5,455 1,045 4,410 4,225 855 3,370 1,360 175 1,185 90 15 80 377,500
Master's degree 642,055 7,800 1,215 6,590 6,125 1,025 5,100 1,775 165 1,610 110 20 90 634,255
Earned doctorate 128,630 1,490 135 1,355 1,240 130 1,110 265 10 265 20 10 15 127,130
Total population 15 years and over by major field of studyFootnote 11 23,901,355 891,555 375,595 515,960 672,860 300,930 371,930 213,140 51,735 161,405 34,765 22,925 11,840 23,009,805
No postsecondary qualifications 13,434,960 589,945 282,360 307,580 447,940 226,640 221,300 135,035 37,610 97,425 25,245 18,110 7,130 12,845,020
Educational, recreational and counselling services 1,083,695 31,345 11,510 19,835 23,620 9,545 14,075 7,850 1,235 6,615 1,150 730 425 1,052,350
Fine and applied arts 576,920 18,095 4,045 14,050 13,340 3,120 10,225 4,805 740 4,065 410 190 225 558,830
Humanities and related fields 674,565 14,810 3,045 11,770 11,670 2,455 9,215 3,125 405 2,720 385 185 200 659,750
Social sciences and related fields 1,038,230 39,165 13,985 25,180 30,755 11,760 18,990 9,055 1,715 7,345 980 510 470 999,060
Commerce, management and business administration 2,287,220 58,890 17,050 41,845 43,030 13,370 29,660 15,980 2,735 13,240 1,955 940 1,015 2,228,325
Agricultural, biological, nutritional, and food sciences 497,505 14,845 4,775 10,070 11,270 3,790 7,475 3,675 755 2,915 410 225 185 482,660
Engineering and applied sciences 489,665 5,025 935 4,095 3,820 740 3,075 1,250 160 1,095 100 30 70 484,640
Applied science technologies and trades 2,234,145 80,910 27,375 53,545 58,955 20,940 38,010 21,955 4,800 17,155 3,105 1,630 1,480 2,153,230
Health professions and related technologies 1,164,105 33,080 9,395 23,680 24,440 7,710 16,725 9,060 1,380 7,685 830 305 520 1,131,025
Mathematics, computer and physical sciences 394,515 4,680 765 3,915 3,425 565 2,860 1,205 150 1,050 150 50 100 389,830
No specialization 25,840 765 375 390 600 300 310 140 45 100 50 35 20 25,075

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

Refers to those persons who reported at least one Aboriginal origin (North American Indian, Métis or Inuit) to the ethnic origin question. Ethnic origin refers to the ethnic or cultural group(s) to which the respondent's ancestors belong. Additional information on ethnic origin can be obtained from the 2001 Census Dictionary. The sum of specific Aboriginal groups is not equal to the total Aboriginal population due to multiple counts.

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Footnote 4

This category indicates the number of respondents who reported the North American Indian ethnic origin, either as their only response or in addition to one or more other ethnic origins. The total represents the sum of single responses and multiple responses received in the census.

Respondents who reported multiple ethnic origins are counted more than once, as they are included in the multiple responses for each origin they reported. For example, a respondent who reported 'North American Indian and Métis' is included in the multiple responses for North American Indian and for Métis.

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Footnote 5

This category indicates the number of respondents who reported the Métis ethnic origin, either as their only response or in addition to one or more other ethnic origins. The total represents the sum of single responses and multiple responses received in the census.

Respondents who reported multiple ethnic origins are counted more than once, as they are included in the multiple responses for each origin they reported. For example, a respondent who reported 'North American Indian and Métis' is included in the multiple responses for North American Indian and for Métis.

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Footnote 6

This category indicates the number of respondents who reported the Inuit ethnic origin, either as their only response or in addition to one or more other ethnic origins. The total represents the sum of single responses and multiple responses received in the census.

Respondents who reported multiple ethnic origins are counted more than once, as they are included in the multiple responses for each origin they reported. For example, a respondent who reported 'North American Indian and Inuit' is included in the multiple responses for North American Indian and for Inuit.

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Footnote 7

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 8

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 9

Excludes persons with a postsecondary certificate, diploma or degree.

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Footnote 10

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 11

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. 97F0011XCB2001050.

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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

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Footnote c

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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: