Education in Mathematics, Computer and Information Science
Percent of population aged 15 years and over with major field of study in mathematics, computer and information science.
Methods and Limitations:
‘Field of study’ refers to the discipline or area of learning/training associated with a particular course or programme of study.
This variable refers to the predominant discipline or area of learning or training of a person’s highest completed postsecondary certificate, diploma or degree, classified according to the Classification of Instructional Programs (CIP) Canada 2016.
This ‘Major field of study’ variable can be used either independently or in conjunction with the ‘Highest certificate, diploma or degree’ variable. When the latter is used with ‘Major field of study,’ it should be noted that different fields of study will be more common for different types of postsecondary qualifications. At the detailed program level, some programs are only offered by certain types of institutions.
There was an explicit instruction in the questionnaire which instructed respondents to be as specific as possible in indicating a subfield or subcategory of specialization within a broad discipline or area of training.
This variable is reported for persons aged 15 years and over in private households.
This variable shows the ‘Variant of CIP 2016 – Alternative primary groupings’ CIP variant, with the hierarchy of the primary groupings and two-digit series. When a primary grouping contains more than one subseries from series ’30.
Multidisciplinary/interdisciplinary studies,’ these subseries are grouped together. An exception is made for ‘30.01 Biological and physical sciences’ due to its large size. For more information on the CIP classification, see the Classification of Instructional Programs, Canada 2016.
This indicator measures the percent of people who studied mathematics, computer and information sciences.
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.
Statistics Canada. 2007. Canada (Code01) (table). 2006 Community Profiles. 2006 Census. Statistics Canada Catalogue no. 92-591-XWE. Ottawa. Released March 13, 2007.
Education in Mathematics, Computer and Information Science in the Sustainable Development Goals
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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.