Access to Education Data ACCOLEDS Western regional Training, - - PDF document

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Access to Education Data

ACCOLEDS Western regional Training, November 26, 2013

Tamara Knighton Chief, Special Surveys in Education, Tourism and the Centre for Education Statistics

Presentation Outline

• Overview of the Centre for Education Statistics
• Active Programs
• Overview
• Products
• Data Access

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Overview of the Centre for Education Statistics, Mandate

• To develop a comprehensive set of statistical

information pertaining to education, training and learning

• To inform policy development and education

program management

3 May 20, 2004 Social Concepts Course - Education 4

CES overview

• who’s interested? who’s involved?
• Partnership between CMEC (Council
• f Ministers of Education, Canada) and

STC; co-chaired by Chief Statistician

• Supported by a Strategic Management

Committee that meets twice a year Canadian Education Statistics Council (CESC) Provincial & territorial departments Ministries of education

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May 20, 2004 Social Concepts Course - Education 5

CES overview

• who’s interested? who’s involved?

Active partner in funding and development of education surveys Employment and Social Development Canada (ESDC)

• Industry Canada
• Finance Canada
• Canadian Heritage
• Office of Commissioner of Official

Languages Other federal departments/ agencies

May 20, 2004 Social Concepts Course - Education 6

CES overview

• who’s interested? who’s involved?
• Canadian Teacher’s Federation
• Canadian School Boards Association
• Canadian Education Association
• Canadian Association of Principals
• Canadian Alliance of Education and

Training Organizations Organizations dealing with education Others

• Policy Organizations
• Students
• Researchers

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Centre for Education Statistics, active programs

The Centre for Education Statistics active programs can be grouped into the following four themes:

• Education Financing
• Educational Outcomes
• Postsecondary financing and labour market outcomes
• Skills and learning
• Note : National Household Survey, Education

Component will not be covered in this presentation.

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Theme 1: Education Financing

• How much is spent per student?
• What proportion of national wealth is spent on

education?

• How much public and private investment in

education is there?

• What is the total public spending on education?
• How much do post-secondary students pay?
• On what resources and services is education

funding spent?

• Which factors influence the level of expenditure
• n education?

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Theme 1: Education Finance Surveys

• Four different surveys that gather financial

information from institutions

• Survey of Uniform Financial System - School Boards

(SUFSB)

• Financial Information of Community Colleges and

Vocational Schools (FINCOL)

• Financial Information of Universities and Colleges

Survey (FIUC)

• Tuition and Living Accommodation Costs for Full-time

Students at Canadian Degree-granting Institutions (TLAC)

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Theme 1: Education Finance Surveys, cont.

• Collection Unit: Institutions
• Periodicity: Annual
• All finance surveys are census-based
• Information collected:
• Tuition, compulsory and accommodation fees by Field of

Study, Canadian and Foreign born

• Income by detailed sources
• Expenditures by detailed sources

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Education Finance Surveys, products.

• CANSIM tables (Canada, and by jurisdiction)
• School boards revenue and expenditures
• Vocational training revenues
• Universities and colleges revenue and expenditures
• Undergraduate tuition fees for full time students, by

discipline

• Publications: Education Indicators in Canada: Report of

the Pan-Canadian Education Indicators Program May 2013 (81-582-X2013001)

• No microdata file

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Theme 2: Educational Outputs

• Provides a measure of human capital.
• How many students complete secondary education?
• How many students complete postsecondary education?
• What is the composition of the student population in

secondary and post-secondary education?

• What is the stock of postsecondary graduates by level

and field of study and by key demographic characteristic.

• What is the ‘stock’ of trades persons, journey persons

who complete apprenticeship programs?

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Theme 2: Administrative Survey

• Elementary-Secondary Education Survey

(ESES)

• Registered Apprentices Information System

(RAIS)

• secondary Student Information System (PSIS)
• Periodicity: Annual
• Census
• Collection Unit : Institution

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Theme 2: Content Overview

• Enrolment and graduate counts
• elementary-secondary public educational institutions
• Public postsecondary institutions
• Apprenticeship programs
• Program information
• Level of study
• Program of study
• Demographic information
• Gender, immigrant status

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Theme 2: CANSIM tables

Publically funded Elementary-Secondary schooling (Canada, jurisdictions)

• Enrolments in minority and second language programs, by type of

program, grade and sex

• Enrolments in regular programs, by age and sex
• Enrolments in regular programs, by grade and sex
• Headcount enrolments in aboriginal language programs
• Headcount enrolments in special needs education programs
• Number of full-time and part-time educators in public elementary

and secondary schools, by age group and sex

• Number of public school graduates in regular programs for youth, by

age group and sex

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Theme 2: CANSIM tables, con’t.

Public postsecondary

• enrolments by institution type,
• registration status, province and sex
• sex and field of study
• sex and program groups
• graduates by institution type
• province and sex
• sex and field of study
• sex and program groups

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Theme 2: CANSIM tables, con’t.

• Registered Apprenticeship Training
• registrations, by age groups, sex and major trade

groups, annual

• completions, by age groups, sex and major trade

groups, annual

• certificates, by age groups, sex, major trade groups ,

apprentice or trade qualifier indicator and red seal or non-red seal indicator, annual

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Theme 2: Most Recent Publications

• Summary Elementary and Secondary School

Indicators for Canada, the Provinces and Territories (81-595-M2013099 )

• Education Indicators in Canada: Report of the Pan-

Canadian Education Indicators Program May 2013 (81-582-X2013001)

• Registered Apprentices: The Cohorts of 1994 and

1995, One Decade Later (81-595-M2010080)

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Theme 2: Micro data access

• Real Time Remote Access (RTRA)
• PSIS, RAIS
• No public use micro data files
• No micro data files in RDC

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Theme 3: Postsecondary financing and labour market outcomes

• How are parents saving for their children’s

postsecondary education?

• How much do students borrow to finance their

studies?

• What is the debt load of postsecondary

graduates after graduation and 2-3 years after graduation

• How are graduate fairing in the labour market

after graduation?

• What factors are associated with labour market

success?

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Theme 3: Survey of Approaches to Educational Planning (SAEP)

• Survey Objective: For parents of children aged

0-17, to assess the means by which parents save for the PSE of their children.

• Sample Population: Canadian children, 0 to 17

years of age

• Most recent data reference period: Data

currently being collected as a Labour Force Survey Supplement

• Cycle Years: 1999, 2002, 2008* 2013
• content included in Access and Support to Education

and Training (ASETS) in 2008

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Theme 3 : SAEP, content

• parental education aspiration and expectations for their

child;

• child’s educational performance;
• financial preparation and awareness;
• Amount of savings for child’s education
• Demographic information (age, marital status,

dependent children, income, disabilities)

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Survey Objectives:

• Obtain information on the labour market transitions and labour

market experiences of college and university graduates.

• Collect detailed information on employment, occupations and the

relationship between jobs and education. Sample Population:

• Graduates from Canadian public post-secondary education

institutions (trade/vocation, college, and university) who have completed the requirements for degrees, diplomas, or certificates in the reference calendar year. Periodicity

• Every 5 years
• National graduates survey conducted 2-3 years after graduation

Cycle Years

• Graduates of 1982, 1986, 1990, 1995 and 2000, 2005, 2009/10
• Next NGS (class of 2009/10) will be released Spring 2014

Theme 3 : National Graduate Survey (NGS)

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Theme 3: NGS, content

• Level of study and Field of study
• Employment and education activities prior to graduating
• Migration of graduates to the United States
• Labour Force Activities
• First job after graduation
• Education pursued after graduation
• Student loans
• Further education intentions (i.e. Master’s and PhD)
• Demographic information (age, marital status, dependent children,

income, disabilities)

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Theme 3: Publications

• Public use micro data files
• SAEP 2002, 2008 (included in the ASETS file)
• NGS 82,86,90,95,2000, 2005
• RDC access
• SAEP all cycles
• NGS all cycles
• Real Time Remote Access (RTRA)
• NGS

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Theme 3: Data Access

• Currently not CANSIM tables for SAEP and NGS
• Data tables included in appendices in analytical publications
• Most recent publications
• Lifelong Learning Among Canadians Aged 18 to 64 Years: First Results from the

2008 Access and Support to Education and Training Survey (81-595-M2009079)

• Planning and Preparation: First Results from the Survey of Approaches to

Educational Planning (SAEP), 2002 (81-595-M2003010 )

• Graduating in Canada: Profile, Labour Market Outcomes and Student Debt of the

Class of 2005 (81-595-M2009074 )

• Class of 2000: Profile of Postsecondary Graduates and Student Debt (81-595-

M2004016)

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Theme 4 : Skills and Learning

Enhanced literacy and other key competencies are required for today’s economy

• What is the performance of education and

training systems?

• What are the competencies of students as they

near the end of their compulsory education?

• What are the links between key cognitive

competencies and factors such as demographics, educational background, health, etc.?

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Theme 4 : Programme for International Student Assessment (PISA)

• Seeks to measure how well young adults, at age 15, are

prepared to meet the challenges of today’s knowledge societies.

• Examines the performance of students in reading,

mathematics and science, problem solving and financial literary.

• Provides insights on student, family and institutional

factors that help to explain differences in performance.

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Theme 4 : PISA, overview

• Conducted in over 60 countries.
• First implemented in 2000 and every

subsequent three years.

• In Canada, conducted in partnership with the

Council of Ministers if Education, Canada (CMEC) and Employment and Social Development Canada (ESDC).

• Sample:
• Approximately 20,000 students aged 15 years
• Enables provincial level reporting by school-language

sector

Theme 4 : PISA, Content

• Direct Assessment (test)
• Reading, mathematics and science in all counties
• Problem-solving and financial literacy in some

countries

• Student questionnaire
• Demographic information, instructional time and

learning activities, attitudes towards school and learning, family background information.

• Principal questionnaire
• enrolment, resources funding, admittance factors,

program choices, etc.

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Programme for International Assessment of Adult Competencies (PIAAC)

• Assesses the level and distribution of adult skills

in a coherent and consistent way across countries.

• It focuses on the key skills that are required for

successful participation in the economy and society of the 21st century;

• It was administered for the first time in 2011

Theme 4 : PIAAC seeks to:

• Identify and measure the important skills

believed to underlie both personal and societal success;

• Link back to earlier assessments (i.e. IALS,

IALSS) of adult literacy and numeracy;

• Assess the impact of these skills on social and

economic outcomes at individual and national levels; and

• Help to identify policies that could help contribute

to enhancing these skills.

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Theme 4 : PIAAC, Content

• Direct Assessment (test)
• Literacy, numeracy, problem solving in technology-

rich environments.

• Background information
• Demographic characteristics (DoB, gender, PoB, etc.);
• Educational and training background;
• Work related background
• Problem solving/Participation/Volunteering/Trust
• Health and Activity limitations
• Household composition
• Aboriginal Status
• Immigrant status

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Publications

• International reports:
• www.oecd.org/site/piaac
• www.pisa.oecd.org
• Pan-Canadian reports:
• www.pisa.gc.ca
• www.statcan.ca
• www.cmec.ca
• Most recent release:
• PIAAC : October 2014
• PISA : December 2014

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Theme 4: Data Access

• As PIAAC and PISA are international surveys,

data access differs.

• PISA
• Full PUMF available at www.pisa.oecd.org
• No difference between master and PUMF file
• Master file not maintained at Statistics Canada
• PIAAC
• International PUMF available at

www.oecd.org/site/piaac ( no provincial identifier)

• Canadian PUMF (provincial identifier)
• Master file available in RDC

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Theme 4 : Data Access, con’t.

• No CANSIM tables
• International data explorer that allows you to

produce simple tabulations.

• www.pisa.oecd.org
• www.oecd.org/site/piaac
• Demonstration (time permitting)