2006 Census Topic-based tabulations
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Topic-based tabulation: Labour Force Activity (8), Highest Certificate, Diploma or Degree (14), Major Field of Study - Classification of Instructional Programs, 2000 (73), Age Groups (9) and Sex (3) for the Population 15 Years and Over of Canada, Provinces, Territories, Census Metropolitan Areas, and Census Agglomerations, 2006 Census - 20% Sample Data
About this tabulation
|Release date:||March 4, 2008|
Note: Data quality - Certificate or diploma below the bachelor level
The overall quality of the 'Highest certificate, diploma or degree' variable from the 2006 Census is acceptable. However, users of the 'University certificate or diploma below the bachelor level' category should know that an unexpected growth in this category was noted compared to the 2001 Census.
In fact, in the 2001 Census, 2.5% of respondents aged 15 years or over declared such a diploma, compared to 4.4% in 2006, representing 89% growth. This phenomenon was not found in other sources like the Labour Force Survey.
We recommend users interpret the 2006 Census results for this category with caution.
For more information on factors that may explain such variances in census data, such as response errors and processing errors, please refer to the 2006 Census Dictionary, Appendix B: Data quality, sampling and weighting, confidentiality and random rounding.
More information will be available in the Education Reference Guide, 2006 Census, to be published later in 2008.
Note: Institutional residents
People in seniors' residences in the 2006 Census are classified as 'not living in an institution'. This is a change from the 2001 Census where they were classified as institutional residents, specifically, 'living in an institution, resident under care or custody'.
Note: Major field of study - Classification of instructional programs - (CIP), Canada, 2000
For the first time with the 2006 Census, major field of study data were coded with the Classification of Instructional Programs - (CIP), Canada, 2000.
Prior to the 2006 Census, the Major Field of Study Classification (MFS) was used to classify major field of study. We recommend users not make historical comparisons between the two classification systems. Even though some entries in the two classifications are similar, direct comparison would be inappropriate given the much more detailed character of the new classification.
A theoretical concordance table between the Classification of Instructional Programs (CIP) and the Major Field of Study Classification (MFS) showing the definitional relationship between the two classifications was developed. This table is available in the 2006 Census Dictionary (Appendix N). This type of concordance allows users to see the relationship between the two classes of systems based on the definitional aspects of each system. However, users are cautioned that this type of concordance can not be used to convert counts from one classification system to another.
Note: Non-permanent residents and the census universe
In the 2006 Census, non-permanent residents are defined as people from another country who, at the time of the census, held a Work or Study Permit, or who were refugee claimants, as well as family members living in Canada with them. In the 1991, 1996 and 2001 censuses, non-permanent residents also included persons who held a Minister's permit; this was discontinued by Citizenship and Immigration Canada prior to the 2006 Census.
From 1991 on, the Census of Population has enumerated both permanent and non-permanent residents of Canada. 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.
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, 2001 or 2006 with data from previous censuses in geographic areas where there is a concentration of non-permanent residents.
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 United Nations (UN) recommendation that long-term residents (persons living in a country for one year or longer) be enumerated in the census.
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 2006 Census Dictionary, catalogue number 92-566-XWE or 92-566-XPE.
For counts of the non-permanent resident population in 1991, 2001 and 2006, please refer to the 2006 Census table 97-557-XCB2006006.
Note: Population universe
The population universe of the 2006 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 Study Permits and members of their families living with them;
- persons with a usual place of residence in Canada who hold Work Permits and members of their families living with them.
For census purposes, the last three 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 2006 Census Dictionary, catalogue number 92-566-XWE or 92-566-XPE.
|Major field of study - Classification of Instructional Programs, 2000 (73)||Labour force activity (8)|
|Total - Labour force activity||In the labour force||Employed||Unemployed||Not in the labour force||Participation rate||Employment rate||Unemployment rate|
|Total - Major field of study - Classification of Instructional Programs, 2000Footnote 3||25,664,220||17,146,135||16,021,180||1,124,955||8,518,085||66.8||62.4||6.6|
|No postsecondary certificate, diploma or degree||12,651,750||7,120,690||6,503,450||617,240||5,531,055||56.3||51.4||8.7|
|Visual and performing arts, and communications technologies||481,190||379,350||355,775||23,575||101,840||78.8||73.9||6.2|
|Visual and performing arts||390,105||308,135||289,145||18,985||81,970||79.0||74.1||6.2|
|Communications technologies/technicians and support services||91,085||71,215||66,630||4,585||19,870||78.2||73.2||6.4|
|Liberal arts and sciences, general studies and humanities||251,890||189,175||176,525||12,650||62,710||75.1||70.1||6.7|
|Philosophy and religious studies||41,055||29,880||28,065||1,810||11,180||72.8||68.4||6.1|
|Theology and religious vocations||81,470||57,090||55,060||2,030||24,380||70.1||67.6||3.6|
|Medieval and renaissance studies||505||335||310||30||165||66.3||61.4||9.0|
|Holocaust and related studies||0||0||0||0||0||0.0||0.0||0.0|
|Classical and ancient studies||1,595||1,240||1,145||100||350||77.7||71.8||8.1|
|English language and literature/lettersFootnote 4||129,135||93,555||87,910||5,640||35,580||72.4||68.1||6.0|
|French language and literature/lettersFootnote 5||43,680||31,200||29,355||1,840||12,480||71.4||67.2||5.9|
|Aboriginal and foreign languages, literatures and linguistics||84,000||61,155||57,370||3,785||22,845||72.8||68.3||6.2|
|Social and behavioural sciences and law||1,275,105||1,025,475||971,470||54,000||249,625||80.4||76.2||5.3|
|Intercultural/multicultural and diversity studies||600||495||465||35||105||82.5||77.5||7.1|
|Peace studies and conflict resolution||1,020||925||860||70||100||90.7||84.3||7.6|
|Science, technology and society||185||155||155||0||30||83.8||83.8||0.0|
|Area, ethnic, cultural and gender studies||17,540||14,080||12,980||1,095||3,460||80.3||74.0||7.8|
|Family and consumer sciences/human sciences||239,090||172,660||163,455||9,210||66,425||72.2||68.4||5.3|
|Communication, journalism and related programs||118,895||102,330||96,270||6,060||16,565||86.1||81.0||5.9|
|Legal professions and studies||232,625||194,235||185,610||8,625||38,395||83.5||79.8||4.4|
|Business, management and public administration||2,801,720||2,174,630||2,068,955||105,670||627,090||77.6||73.8||4.9|
|Business, management, marketing and related support services||2,602,780||2,013,465||1,915,785||97,680||589,315||77.4||73.6||4.9|
|Accounting and computer science||9,015||7,245||6,670||575||1,770||80.4||74.0||7.9|
|Public administration and social service professions||189,925||153,920||146,500||7,415||36,005||81.0||77.1||4.8|
|Physical and life sciences and technologies||451,960||351,705||331,145||20,555||100,260||77.8||73.3||5.8|
|Biological and biomedical sciences||169,000||135,225||127,630||7,590||33,780||80.0||75.5||5.6|
|Biological and physical sciences||115,420||88,275||81,795||6,480||27,145||76.5||70.9||7.3|
|Mathematics, computer and information sciences||568,755||480,135||450,985||29,150||88,615||84.4||79.3||6.1|
|Mathematics and statistics||65,920||49,740||46,845||2,890||16,185||75.5||71.1||5.8|
|Mathematics and computer science||6,825||5,995||5,690||310||825||87.8||83.4||5.2|
|Computer and information sciences and support services||459,550||398,380||373,600||24,780||61,170||86.7||81.3||6.2|
|Systems science and theory||170||140||135||10||25||82.4||79.4||7.1|
|Architecture, engineering, and related technologies||2,922,080||2,288,330||2,165,745||122,585||633,755||78.3||74.1||5.4|
|Architecture and related services||82,905||69,545||66,620||2,925||13,360||83.9||80.4||4.2|
|Historic preservation and conservation||165||145||135||10||20||87.9||81.8||6.9|
|Mechanic and repair technologies/technicians||711,285||545,940||520,485||25,460||165,345||76.8||73.2||4.7|
|Agriculture, natural resources and conservation||291,510||238,050||225,685||12,365||53,460||81.7||77.4||5.2|
|Agriculture, agriculture operations and related sciences||185,600||149,365||143,845||5,520||36,235||80.5||77.5||3.7|
|Natural resources and conservation||105,910||88,685||81,840||6,850||17,225||83.7||77.3||7.7|
|Health, parks, recreation and fitness||1,728,885||1,292,715||1,242,865||49,855||436,170||74.8||71.9||3.9|
|Health professions and related clinical sciences||1,588,985||1,174,885||1,130,130||44,750||414,100||73.9||71.1||3.8|
|Dental, medical and veterinary residency programs||23,720||18,780||18,350||425||4,940||79.2||77.4||2.3|
|Parks, recreation, leisure and fitness studies||116,180||99,055||94,375||4,670||17,130||85.3||81.2||4.7|
|Personal, protective and transportation services||777,370||602,620||566,125||36,490||174,750||77.5||72.8||6.1|
|Personal and culinary services||463,165||347,685||328,250||19,435||115,475||75.1||70.9||5.6|
|Security and protective services||145,295||121,980||115,960||6,015||23,310||84.0||79.8||4.9|
|Reserve entry scheme for officers in the Armed Forces||4,390||2,590||2,445||145||1,795||59.0||55.7||5.6|
|Transportation and materials moving||157,100||125,960||115,230||10,730||31,140||80.2||73.3||8.5|
|Other fields of studyFootnote 6||2,100||1,765||1,680||90||335||84.0||80.0||5.1|
- Footnote 1
'Highest certificate, diploma or degree' refers to the highest certificate, diploma or degree completed based on a hierarchy which is generally related to the amount of time spent 'in-class'. For postsecondary completers, a university education is considered to be a higher level of schooling than a college education, while a college education is considered to be a higher level of education than in the trades. Although some trades requirements may take as long or longer to complete than a given college or university program, the majority of time is spent in on-the-job paid training and less time is spent in the classroom.
- Footnote 2
Excludes census data for one or more incompletely enumerated Indian reserves or Indian settlements.
- Footnote 3
'Field of study' is defined as the main discipline or subject of learning. It is collected for the highest certificate, diploma or degree above the high school or secondary school level.
- Footnote 4
Canadian class only.
- Footnote 5
Canadian class only.
- Footnote 6
Includes Multidisciplinary/interdisciplinary studies, other.
Source: Statistics Canada, 2006 Census of Population, Statistics Canada Catalogue no. 97-560-XCB2006011.
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