Educational Equity

Definition:

Percent of population aged 15 years and over, by sex, who have a post-secondary certificate, diploma or degree.

Methods and Limitations:

Highest certificate, diploma or degree is the classification used in the census to measure the broader concept of ‘Educational attainment.’

This variable refers to the highest level of education that a person has successfully completed and is derived from the educational qualifications questions, which asked for all certificates, diplomas and degrees to be reported.

The general hierarchy used in deriving this variable (high school, trades, college, university) is loosely tied to the ‘in-class’ duration of the various types of education. At the detailed level, someone who has completed one type of certificate, diploma or degree will not necessarily have completed the credentials listed below it in the hierarchy. For example, a person with an apprenticeship or trades certificate or diploma may not have completed a high school certificate or diploma, nor does an individual with a ‘master’s degree’ necessarily have a ‘certificate or diploma above bachelor level.’ Although the hierarchy may not fit all programs perfectly, it gives a general measure of educational attainment.

This variable is reported for persons aged 15 years and over in private households.

Source(s):

Statistics Canada. 2022. (table). Census Profile. 2021 Census of Population. Statistics Canada Catalogue no. 98-316-X2021001. Ottawa. Released September 21, 2022.

Statistics Canada. 2017. Canada [Country] and Canada [Country] (table). Census Profile. 2016 Census. Statistics Canada Catalogue no. 98-316-X2016001. Ottawa. Released November 29, 2017.

Statistics Canada. 2013. Canada (Code 01) (table). National Household Survey (NHS) Profile. 2011 National Household Survey. Statistics Canada Catalogue no. 99-004-XWE. Ottawa. Released September 11, 2013.

Data is updated on Vital Victoria as it becomes available from the data providers.

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Educational Equity in the Sustainable Development Goals

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4. Ensure inclusive and quality education for all and promote lifelong learning
4. Ensure inclusive and quality education for all and promote lifelong learning

4. Ensure inclusive and quality education for all and promote lifelong learning

Obtaining a quality education is the foundation to improving people’s lives and sustainable development. Major progress has been made towards increasing access to education at all levels and increasing enrolment rates in schools particularly for women and girls. Basic literacy skills have improved tremendously, yet bolder efforts are needed to make even greater strides for achieving universal education goals. For example, the world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education.

Related Educational Equity Targets

4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

5. Achieve gender equality and empower all women and girls
5. Achieve gender equality and empower all women and girls

5. Achieve gender equality and empower all women and girls

While the world has achieved progress towards gender equality and women’s empowerment under the Millennium Development Goals (including equal access to primary education between girls and boys), women and girls continue to suffer discrimination and violence in every part of the world.

Gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous and sustainable world.

Providing women and girls with equal access to education, health care, decent work, and representation in political and economic decision-making processes will fuel sustainable economies and benefit societies and humanity at large.