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The Canadian Centre for Education Statistics provides the latest information on education, training and learning by bringing together data, tools and reports.

This data portal offers access to a centralized collection of information on learners and the systems that support learning in Canada. These data are available thanks to the participation of Canadians in our surveys and our partnerships with provincial and territorial education authorities and organizations.

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More related subjects: Education, training and learning

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Program for International Assessment of Adult Competencies (PIAAC) 2022

Full-time teaching staff at Canadian universities, 2023/2024

Canadian postsecondary enrolments and graduates, 2022/2023

Education Indicators in Canada: Report of the Pan-Canadian Education Indicators Program

International students in private colleges

Key indicators

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Selected geographical area: ~ ' ' ~ Canada ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Canada (2016 Census of Population) 7.8%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Canada (2016 Census of Population) 40.7%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Canada (2016 Census of Population) 10.8%
• Percentage of adults aged 25 to 64 with a college diploma - Canada (2016 Census of Population) 22.4%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Canada (2016 Census of Population) 28.5%

Selected geographical area: ~ ' ' ~ Newfoundland and Labrador ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Newfoundland and Labrador (2016 Census of Population) 12.6%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Newfoundland and Labrador (2016 Census of Population) 33.6%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Newfoundland and Labrador (2016 Census of Population) 12.5%
• Percentage of adults aged 25 to 64 with a college diploma - Newfoundland and Labrador (2016 Census of Population) 28.5%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Newfoundland and Labrador (2016 Census of Population) 18.3%

Selected geographical area: ~ ' ' ~ Quebec ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Quebec (2016 Census of Population) 9.9%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Quebec (2016 Census of Population) 37.9%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Quebec (2016 Census of Population) 19.8%
• Percentage of adults aged 25 to 64 with a college diploma - Quebec (2016 Census of Population) 19.0%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Quebec (2016 Census of Population) 25.5%

Selected geographical area: ~ ' ' ~ Nunavut ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Nunavut (2016 Census of Population) 3.8%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Nunavut (2016 Census of Population) 15.4%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Nunavut (2016 Census of Population) 9.6%
• Percentage of adults aged 25 to 64 with a college diploma - Nunavut (2016 Census of Population) 19.3%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Nunavut (2016 Census of Population) 14.3%

Selected geographical area: ~ ' ' ~ Prince Edward Island ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Prince Edward Island (2016 Census of Population) 4.5%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Prince Edward Island (2016 Census of Population) 39.5%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Prince Edward Island (2016 Census of Population) 8.4%
• Percentage of adults aged 25 to 64 with a college diploma - Prince Edward Island (2016 Census of Population) 28.2%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Prince Edward Island (2016 Census of Population) 23.7%

Selected geographical area: ~ ' ' ~ Yukon ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Yukon (2016 Census of Population) 11.9%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Yukon (2016 Census of Population) 39.1%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Yukon (2016 Census of Population) 11.4%
• Percentage of adults aged 25 to 64 with a college diploma - Yukon (2016 Census of Population) 23.7%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Yukon (2016 Census of Population) 30.1%

Selected geographical area: ~ ' ' ~ British Columbia ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - British Columbia (2016 Census of Population) 8.8%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - British Columbia (2016 Census of Population) 41.5%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - British Columbia (2016 Census of Population) 9.1%
• Percentage of adults aged 25 to 64 with a college diploma - British Columbia (2016 Census of Population) 20.9%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - British Columbia (2016 Census of Population) 29.9%

Selected geographical area: ~ ' ' ~ Saskatchewan ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Saskatchewan (2016 Census of Population) 11.9%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Saskatchewan (2016 Census of Population) 35.0%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Saskatchewan (2016 Census of Population) 11.8%
• Percentage of adults aged 25 to 64 with a college diploma - Saskatchewan (2016 Census of Population) 20.3%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Saskatchewan (2016 Census of Population) 22.5%

Selected geographical area: ~ ' ' ~ Manitoba ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Manitoba (2016 Census of Population) 6.7%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Manitoba (2016 Census of Population) 36.6%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Manitoba (2016 Census of Population) 8.2%
• Percentage of adults aged 25 to 64 with a college diploma - Manitoba (2016 Census of Population) 21.1%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Manitoba (2016 Census of Population) 25.2%

Selected geographical area: ~ ' ' ~ New Brunswick ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - New Brunswick (2016 Census of Population) 6.3%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - New Brunswick (2016 Census of Population) 33.5%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - New Brunswick (2016 Census of Population) 9.4%
• Percentage of adults aged 25 to 64 with a college diploma - New Brunswick (2016 Census of Population) 26.1%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - New Brunswick (2016 Census of Population) 20.2%

Selected geographical area: ~ ' ' ~ Nova Scotia ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Nova Scotia (2016 Census of Population) 6.1%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Nova Scotia (2016 Census of Population) 40.3%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Nova Scotia (2016 Census of Population) 10.6%
• Percentage of adults aged 25 to 64 with a college diploma - Nova Scotia (2016 Census of Population) 25.9%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Nova Scotia (2016 Census of Population) 25.5%

Selected geographical area: ~ ' ' ~ Northwest Territories ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Northwest Territories (2016 Census of Population) 7.7%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Northwest Territories (2016 Census of Population) 35.4%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Northwest Territories (2016 Census of Population) 11.1%
• Percentage of adults aged 25 to 64 with a college diploma - Northwest Territories (2016 Census of Population) 21.7%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Northwest Territories (2016 Census of Population) 24.5%

Selected geographical area: ~ ' ' ~ Alberta ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Alberta (2016 Census of Population) 12.5%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Alberta (2016 Census of Population) 37.8%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Alberta (2016 Census of Population) 10.6%
• Percentage of adults aged 25 to 64 with a college diploma - Alberta (2016 Census of Population) 22.0%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Alberta (2016 Census of Population) 28.2%

Selected geographical area: ~ ' ' ~ Ontario ~ ' '; ?>

• Percentage of men aged 25 to 34 with an apprenticeship certificate - Ontario (2016 Census of Population) 4.1%
• Percentage of women aged 25 to 34 with a bachelor's degree or higher - Ontario (2016 Census of Population) 44.7%
• Percentage of adults aged 25 to 64 with an apprenticeship or trades certificate or diploma - Ontario (2016 Census of Population) 6.2%
• Percentage of adults aged 25 to 64 with a college diploma - Ontario (2016 Census of Population) 24.7%
• Percentage of adults aged 25 to 64 with a bachelor's degree or higher - Ontario (2016 Census of Population) 31.9%

Education data visualization

The Elementary to Postsecondary Student Education Dashboard: Enrolments, Graduations and Tuition Fees comprehensive data visualization tool overviews counts of enrolments and graduations for elementary to postsecondary education. It also includes the cost of tuition for full-time studies at Canadian degree-granting postsecondary public institutions for the current academic year (September to April).

Quality of Life Hub

Multiple education indicators are covered by the Prosperity domain of the Quality of Life Framework for Canada, such as Youth not in employment, education or training, and Postsecondary attainment. Find out more on the Quality of Life Hub .

Sustainable development goals

Goal 4 – Quality education of the Sustainable Development Goals is to ensure inclusive and equitable quality education and promote lifelong learning opportunities.

The transition from school to work

The impact of the COVID-19 pandemic on the proportion of youth not in employment, education or training: A regional analysis and international perspective . Over the course of the pandemic, measures put in place to prevent the spread of COVID-19 posed unprecedented disruptions for youth aged 15 to 29 with the shift to virtual learning, loss of employment opportunities and the decline of mental health and wellbeing.

Client services

A variety of custom data products (e.g., tables, maps, etc.) can be personalized to meet clients' special requirements. Send us your custom requests by email at [email protected] .

What's trending in education?

Explore recent statistics on Education, training and learning in Canada through:

• The Daily — Education, training and learning releases
• Education, training and learning Data
• Education, training and learning Infographics
• Education, training and learning Fact Sheets

Education, training and learning surveys and statistical programs

Complete list of surveys and statistical programs . Information on activities whose purpose is to develop knowledge, skills, understanding, and values.

Education and Labour Market Longitudinal Platform (ELMLP)

The Education and Labour Market Longitudinal Platform (ELMLP) is a platform of securely integrated anonymized datasets which are longitudinal and accessible for research and statistical purposes.

The Platform enables analysis of anonymized data on past cohorts of college/university students and registered apprentices, in order to better understand their pathways and how their education and training affected their career prospects in term of earnings.

Integrated datasets allow us to know more than what a single dataset or survey can provide. Datasets are integrated using an anonymous linkage key.

The data available within the Platform is also linkable longitudinally, allowing researchers to better understand the behaviours and outcomes of students and apprentices over time.

For more information, consult the Overview of the Education and Labour Market Longitudinal Platform and Associated Datasets and the ELMLP Technical Reference Guides , or browse findings available on the Statistics Canada website, including information on student pathways through postsecondary education ,  labour market outcomes for college and university graduates , earnings and mobility indicators for newly certified journeypersons in Canada , and pathways indicators for registered apprentices in Canada .

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Postsecondary enrolments, by registration status, institution type, status of student in Canada and gender 1 , 2 , 3

Table corrections.

• On January 13, 2023, Postsecondary Student Information System (PSIS) enrolment and graduate counts have been corrected for the reference year 2008/2009 due to an error that occurred during data processing that impacted Ontario universities enrolments and graduates. This error impacts total enrolment and graduate counts for Ontario and Canada as well as university enrolment and graduate counts for Ontario and Canada.

Postsecondary Student Information System (PSIS) enrolment and graduate counts have been corrected for the reference years 2015/2016 and 2016/2017 due to an error that occurred during data processing that impacted one Ontario college. This error impacts total enrolment and graduate counts for Ontario and Canada as well as college enrolment and graduate counts for Ontario and Canada.

Frequency: Annual

Table: 37-10-0018-01 (formerly CANSIM 477-0019)

Release date: 2024-11-20

Geography: Canada, Geographical region of Canada, Province or territory

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View related tables, including other calculations and frequencies

• Proportion of male and female postsecondary enrolments, by registration status, institution type, and status of student in Canada (37-10-0018-02) Frequency: Annual

Related information

• Postsecondary Student Information System
• Tables: Education Indicators in Canada: An International Perspective
• Tables: Education Indicators in Canada: Report of the Pan-Canadian Education Indicators Program
• Tables: Proportion of male and female postsecondary enrolments, by registration status, institution type, and status of student in Canada
• Stats in brief: Canadian postsecondary enrolments and graduates 2022/2023
• Journals and periodicals: Education Indicators in Canada: Fact Sheet
• Surveys and statistical programs – Documentation: Education Indicators in Canada: Handbook for the Report of the Pan-Canadian Education Indicators Program
• Postsecondary education, indicators
• Enrolments and attendance, postsecondary

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Canada's Quality of Life Hub is currently in development. We need your help! If you have ideas or thoughts for what you'd like to see on the Hub, Statistics Canada would love to hear about it. Your input is invaluable as we continue to develop the Quality of Life Hub.

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Postsecondary attainment

Skills and opportunity

Proportion of the population who have attained a postsecondary certificate, diploma or degree.

Measurement

This indicator is measured in a number of Statistics Canada surveys, including the Census of Population and the Labour Force Survey (LFS) .

In the Census of Population, survey respondents are asked:

Has this person completed a Registered Apprenticeship or other trades certificate or diploma? Yes, Certificate of Apprenticeship or Certificate of Qualification (Journeyperson's designation) Yes, other trades certificate or diploma No Has this person completed a college, CEGEP or other non-university certificate or diploma? Yes, certificate or diploma from a program of less than 3 months Yes, certificate or diploma from a program of 3 months to less than 1 year Yes, certificate or diploma from a program of 1 year to 2 years Yes, certificate or diploma from a program of more than 2 years No Has this person completed a university certificate, diploma or degree? Yes, university certificate or diploma below bachelor level Yes, bachelor's degree (e.g., B.A., B.A.(Hons.), B.Sc., B.Ed., LL.B.) Yes, university certificate or diploma above bachelor level Yes, degree in medicine, dentistry, veterinary medicine or optometry (M.D., D.D.S., D.M.D., D.V.M., O.D.) Yes, master's degree (e.g., M.A., M.Sc., M.Ed., M.B.A.) Yes, earned doctorate (e.g., Ph.D.) No

In the LFS, survey respondents are asked:

What is the highest certificate, diploma or degree you have obtained? Has not obtained a post-secondary certificate, diploma or degree Trade certificate or diploma from a vocational school or apprenticeship training Certificate or diploma from a community college, CEGEP, school of nursing, etc. University certificate below a bachelor's degree Bachelor's degree University certificate, diploma or degree above a bachelor's degree

Data sources

This indicator is measured through multiple Statistics Canada surveys. Estimates can vary between data sources due to differences in reference periods, targeted or sampled populations, data collection and other methodology.

• Table 98-10-0384-01 – Highest level of education by census year: Canada, provinces and territories, census metropolitan areas and census agglomerations
• Table 98-10-0386-01 – Highest level of education by geography: Canada, provinces and territories
• Table 98-10-0414-01 – Highest level of education by major field of study and Indigenous identity: Canada, provinces and territories, census metropolitan areas and census agglomerations with parts
• Table 98-10-0429-01 – Highest level of education by census year, visible minority and generation status: Canada, provinces and territories, census metropolitan areas and census agglomerations
• Table 98-10-0430-01 – Highest level of education by major field of study, visible minority and immigrant status: Canada, provinces and territories, census metropolitan areas and census agglomerations with parts
• Table 37-10-0130-01 – Educational attainment of the population aged 25 to 64, by age group and sex, Organisation for Economic Co-operation and Development (OECD), Canada, provinces and territories
• Table 37-10-0117-01 – Educational attainment in the population aged 25 to 64, off-reserve Aboriginal, non-Aboriginal and total population

Data visualizations

• Municipal Quality of Life Dashboard (Statistics Canada – Data Visualization Products)
• Portrait of Youth in Canada: Data Visualization Tool (Statistics Canada – Data Visualization Products)
• Canadian-born Black populations: Educational attainment and earnings (Statistics Canada – Infographics, August 22, 2023)
• Portrait of youth in Canada: Education (Statistics Canada – Infographics, October 4, 2021)

Data analysis

• Study: International students in private colleges, 2021 (The Daily, October 8, 2024)
• Early career quality of employment of Indigenous graduates with a bachelor's degree (StatsCan Plus, August 1, 2024)
• Statistics on social inclusion for ethnocultural groups in Canada: New products and selected results on the evolution of education among racialized groups, 2006 to 2021 (The Daily, March 26, 2024)
• Early career quality of employment of Indigenous graduates with a bachelor's degree, 2010 to 2018 cohorts (Education, learning and training: Research Paper Series, February 21, 2024)
• Education and earnings of Canadian-born Black populations (Insights on Canadian Society, August 22, 2023)
• Ethnocultural diversity among lesbian, gay and bisexual people in Canada: An overview of educational and economic outcomes (Just the Facts, April 19, 2023)
• Education Indicators in Canada: Fact Sheets (new fact sheets are released continuously)
• A portrait of educational attainment and occupational outcomes among racialized populations in 2021 (Analytical products, 2021 Census, January 18, 2023)
• Canada leads the G7 for the most educated workforce, thanks to immigrants, young adults and a strong college sector, but is experiencing significant losses in apprenticeship certificate holders in key trades (The Daily, November 30, 2022)
• Educational attainment of women by the relative remoteness of their communities (The Daily, February 8, 2022)
• Educational participation and attainment of lesbian, gay and bisexual people in Canada (Just the Facts, February 1, 2022)
• Youth and education in Canada (Portrait of Youth in Canada: Data Report, October 4, 2021)
• Gender-related differences in desired level of educational attainment among students in Canada (Economic and Social Reports, September 22, 2021)

Additional information

• Postsecondary program enrolments and graduates: Interactive tool (Statistics Canada – Data Visualization Products)

This indicator aligns with the following frameworks:

• CIF Indicator 4.2.1 – Post-secondary education attainment rate
• Population with postsecondary certificate or diploma below bachelor level
• Population with university certificate or diploma above bachelor level
• Population with university certificate, diploma or degree above bachelor level
• Population with bachelor's degree
• GRF Indicator 1.1.1 – Proportion of post-secondary qualification holders who are women, by field of study and qualification type
• GRF Indicator 1.1.2 – Proportion of post-secondary students who are women, by field of study and credential type

State of Postsecondary Education in Canada 2023

| Alex Usher

Rejoice, all!  For today is the publication for The State of Postsecondary in Education, 2023 , your annual statistical guide to all things in our sector.  This year’s edition does not contain any new chapters or appendices, but we have expanded coverage of certain matters related to the student body, particularly with respect to gender and to international students.   With hundreds of pages and graphs, I know you’re going to be up all night reading it.  Try not to strain yourselves. 

As always, the exercise of trying to produce a statistical almanac is beset by two things: the normal delay it takes to get data out of institutions and Statistics Canada’s inability to beat almost any other country in processing such data (currently, the most recent StatsCan data on enrolments are three years out of date).  These kinds of statistical analyses are always more exercises in looking backward than forward.  To look forward – or even to make reasonable inferences about the present – it is necessary to engage in some rough estimating.  So, take the data in the essay that follows as approximate – the best that current data allows.

Looking back over a span of about 70 years, long-term patterns emerge.  Between 1955 and 1970, postsecondary institutions quintupled in size as a percentage of the entire economy, from about 0.5% of GDP to 2.5%.  That was the “golden” period of Canadian higher education: whatever universities and the few colleges asked for, they got.  Public expenditures on postsecondary education – again, almost entirely universities – reached 1.9% of GDP.  Since then, the history of postsecondary education funding breaks into two periods.  From around 1970 until the late 1990s, public funding and total funding fell in lockstep.  Then, as the 1990s went on, institutions began exploiting private sources of funding, not just to offset declining funding but to increase funding overall.

Figure 1: Total Institutional Income as a Percentage of GDP, by Source, Canadian Universities and Colleges, 1955-56 to 2020-21, in constant $2022

The long-term picture in Canada is thus a story of firmly pan-partisan public neglect – but also a story of institutional resilience and entrepreneurship.  But at what cost?  And how long can this last?  To answer this question, it is worth looking at Ontario, which has long been in the forefront of defunding higher education.

Over the past few years, two governments in Canada have gone beyond all others in reducing funding to postsecondary education.  The more-noted effort was that of the Government of Alberta, which reduced budgeted funding to postsecondary education by 31% in real terms between 2019-20 and 2023-24.  This was indeed a brutal cut, and an unequally distributed one at that, with rural community colleges receiving a lesser cut and the University of Alberta a larger one.  But at the same time, Alberta began the process at a level of funding which was well-above the Canadian average: even after the cuts, Alberta per-student institutional funding levels were still close to the national average (slightly above for colleges, slightly lower for the universities). 

Figure 2: 1- and 5-Year Change in Budgeted Transfers to PSE Institutions, by Province, 2023

It is a different story in Ontario, which has been dead-last in institutional funding for higher education for something like 38 out of the last 40 years (it briefly rose to 9 th place for a couple of years during the administration of Dalton McGuinty).  It is, without a doubt, a province where underfunding institutions is a pan-partisan affair.  In terms of government grants, the present government is continuing to freeze institutional grants in nominal terms and allowing inflation to erode the value of the contribution.

Figure 3: Institutional Income from Provincial Government Sources, Ontario 2010-11 to 2023-24, in real $2023.

What is novel about the current Ontario government’s approach to higher education funding is the position it has taken on tuition fees.  It imposed an across-the-board cut of 10% on institutions in 2019 and has left fees frozen at that level even since.  Ontario is hardly the first province to freeze or reduce tuition: but in no other province which took this route was domestic tuition fees a larger funding source for institutions than government grants.  In other words, the erosion of fee income – exacerbated by high inflation and a significant decline in domestic student numbers in the college sector – had a much more significant effect in Ontario both compared to other provinces and compared to the loss of income from the provincial government.  As shown in figure 4, in inflation adjusted terms, Ontario colleges and universities have lost about 31% of their “government controlled” income (i.e., provincial grants plus domestic fees) in the five years since the Ford government came to power.

Figure 4: Institutional Income from Provincially controlled Sources, by type, Ontario, 2010-11 to 2023-24, in real $2023.

Faithful readers of this blog will not be shocked to discover how institutions coped.  While institutions had already discovered that international students were a handy source of extra income in the early-to-mid 2010s, when the cuts began, they rapidly expanded international enrolments to backfill the missing money from domestic funding.  Thus, as shown in figure 5, while income from international students has nearly doubled since 2018, total institutional income (excluding things like ancillary services, donations and investment income) is down slightly over the past few years.

Figure 5: Institutional Income from Government Sources and Tuition, Ontario 2010-11 to 2023-24, in real $2023.

Nowhere are the effects of this transformation more obvious than in the Ontario college sector, where international students are expected to make up over half of the student body in 2023-24.  Given that tuition for international students is something like three times what it is for domestic students (exact data is difficult to pin down because Statistics Canada chooses not to track tuition fees at the college level), that means that something like 76% of all tuition fees in the sector come from international students.  And as figure 6 shows, since a majority of these international students come from India, it turns out that Indian students not only contribute twice the amount of money to the college system, on aggregate, that Canadian students do, they also contribute slightly more than does the Government of Ontario. 

Figure 6: Estimated Institutional Operating Income by Source, Ontario Colleges, 2023-24, in $Billions

Numbers like these tend to induce shock.   How can it possibly be that Indian students are paying more into the system that Queen’s Park?  The answer is simply this: Ontario institutions, faced with deep cuts in income, have acted precisely the way the government asked them to – that is, by acting entrepreneurially and securing new forms of revenue.  This isn’t a mistake: this is exactly what the Ontario government requires.

Now Ontario is an outlier.  No province has underfunded postsecondary education more, and no province’s institutions have found so many ways to raise money from private sources.  On a per-student basis, the province funds universities at 57% of the average of the other nine provinces; on the college side it is a mere 44%.  It is tenth out of ten in every inter-provincial comparison of financing.  Merely to get the province to reach ninth place among provinces for funding of colleges and universities requires an additional investment of $3.6 billion per year.  To raise spending to the average of the other nine provinces requires $7.1 billion per year in additional funding.  Ontario’s funding situation is, in a word, abysmal.

That said, with the possible exception of Quebec, every province is heading in the same direction as Ontario.  Revenues are increasing or staying stable, but they rely on increasingly variable and costly sources of funding.  While the system itself seems healthy, and many individual institutions are prospering like never before, some institutions are also more precarious.  Laurentian University, which famously filed insolvency proceedings in early 2021 and only emerged from it in late 2022, may be the first of many institutions to go to the wall.

Canada is not Ontario, but many parts of the country might replicate these patterns, soon.  Avoiding this fate requires a reversal of 45 years of disinvestment by governments.  This will not be easy. This policy of gradual disinvestment is not an artefact of a particular government or ideological fad, it is the product of a profound consensus among Canadian governments, both federal and provincial, that postsecondary education is not a worthwhile investment.   Similarly, the obsession with tuition fee freezes is an outgrowth of the belief that consumer convenience (or, more broadly “affordability issues”) is more important than the health of important social institutions such as colleges and universities.  This, again, is a long-held preference of all political parties, presumably based on polling which says it is popular. 

Nothing the sector has done in the past four decades to demonstrate relevance has worked to deflect governments from their determination to disinvest.  Some radically new strategies are required if the entire country is not to end up like Ontario.

The full report is available here for your perusal. Enjoy!

• Institutions
• International Tuition
• The State of Postsecondary Education

3 responses to “ State of Postsecondary Education in Canada 2023 ”

The value you contribute to post-secondary in Canada is hard to overestimate. Thank you!

Hear, hear!

“Nothing the sector has done in the past four decades to demonstrate relevance has worked to deflect governments from their determination to disinvest.”

The problem, I think, has to do with the term “relevance.” If you want relevant job skills, that probably means something that will cease to be relevant in a few years, and which institutions build for the secular timescale can’t be expected to cater to. If you want relevant research, that means ignoring entire fields which aren’t obviously useful.

I realize it’s hard to explain that universities improve society by pursuing what often seems irrelevant — in the midst of the second world war, academics still found time to write philosophy — but it’s a case that has to be made. If not, universities will either be defunded (what is happening) or reduced to job-training and developing lucratic doo-hickeys (a worse fate, arguably).

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The State of Postsecondary Education in Canada 2023

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Education System Statistics in Canada

• Updated: October 26, 2024
• Canadian Statistics

Canada is internationally recognized for having one of the best education systems in the world. The Canadian government sets the educational standards for the whole country and then the thirteen provinces and territories are responsible for implementing them in their legislations.

We have included a brief introduction to the Canadian education system for any readers unfamiliar with it before delving into the statistics. In this article, you will find statistics on the number of schools and students in Canada, funding, attendance, and tuition fees among other key information.

Education System Statistics for Canadians

• In 2020, Canada had 14,600 public schools and 436 post-secondary educational facilities.
• The public and private education expenditure was $112.8 billion in 2018-19.
• Over 45% of post-secondary education funding comes from the government.
• The number of students in primary and secondary education has decreased in Canada.
• Over 90% of Canadian elementary and secondary students attend public schools.
• In 2021, there were 2.17 million students in post-secondary education in Canada.
• The average cost of undergraduate programs was $6,580 in 2021.
• The average salary for teachers in Canada is $93,700.
• 94% of Canadians had a high school diploma or higher in 2021.
• Canada was ranked fifth in the world for its education system.

Education System in Canada

School in Canada is mandatory from the age of five or six depending on the province/territory. However, the majority of Canadian children attend preschool before starting at grade one. Pre-school is mandatory in Nova Scotia and New Brunswick. Education is mandatory until the age of sixteen and finishes with grade eleven or twelve, again depending on the system in the province/territory. Students then have the choice to attend higher education at a university or a college.

Educational Stages

The primary stage in Canada starts with grade one when children are generally six or seven years old depending on their date of birth. The last grade in elementary school is grade six after which students move to secondary education.

There are two levels of secondary education in Canada which are junior high school and high school. Junior high school covers the first two years of secondary education, which are grades seven and eight. High school is the final part of students’ secondary education in Canada and covers the final four years of mandatory education.

Students will be sixteen to eighteen years old at the end of the mandatory education, depending on their personal circumstances and the province/territory they are in. By law, students have to stay in school until they are sixteen years old regardless of the grade they are in. However, in Ontario and New Brunswick, the law states students need to stay in school until they turn eighteen or have earned their high school diploma.

Post-secondary education in Canada covers a range of colleges and universities. While some students will go to university, others will attend college before entering the workforce or to prepare themselves for university. University courses start with bachelor’s degree courses and advance to master’s degrees and finally to PhDs.

Cost of Education in Canada

Even though the education systems have slight differences across the Canadian provinces and territories, they all offer free education until the final grade of high school. While colleges and universities are not free, there are many subsidies to ensure students from all backgrounds have the opportunity for post-secondary education. You will find further information on fees a little later in the article.

Number of Educational Facilities in Canada

In 2020, Canada had around 14,600 public schools, which included 10,100 elementary schools, 2,600 secondary schools, and 2,100 mixed elementary and secondary schools, providing education to approximately 4.91 million children and teenagers. The average number of students per school was 390. However, the number of students varies a lot depending on the area the school serves.

The approximately 2.17 million post-secondary students in Canada can choose from 213 public colleges and institutes and 223 public and private universities. In addition, there are around 2,000 private and independent schools in Canada from kindergarten to high school.

Expenditure of the Canadian Education System

According to the Council of Ministers of Education Canada, in the 2018-19 academic year, the public and private education expenditure was $112.8 billion, which was spent across all levels of the education system. This was a slight decrease compared to the $119.222 billion expenditure during the 2017-18 academic year.

Revenue for Post-Secondary Institutions

The largest revenue source, at 45.8%, for post-secondary institutions in Canada is government funding. 29.4% of the revenue comes from student fees and the remainder from bequests, nongovernmental grants, donations, sales of products and services, and investments. In total, the revenue for post-secondary institutions was $41.5 billion in the 2018-19 academic year.

While attending preschool is not compulsory in most Canadian provinces and territories, approximately 97% of Canadian children attend preschool. In the academic year 2020-21, there were 4.91 million public primary and elementary school pupils in Canada.

There has been a decline in student numbers since 1999 when 5.13 million pupils attended public education in Canada. The lowest numbers are from 2011-2014 when around 4.72 million pupils attended public elementary and secondary education. Around 98% of pupils who attend primary education will move on to secondary level.

The graduation rate from secondary school was 81% in the 2017-18 academic year. The percentage was higher for girls at 84% compared to boys at 77%.

Most Canadian Elementary and Secondary Students Are in Public Schools

The vast majority of Canadian students are attending public schools. In 2020-21, 91.1% of Canadian elementary and secondary education students were at public schools. 7.5% attend private and independent schools. The percentage of home-schooled primary and elementary students is just 1.5%. However, this figure grew by 106.3% in 2020-21 due to the COVID-19 pandemic.

Post-Secondary Attendance

According to Statista, the number of students in post-secondary education in Canada has seen steady year-on-year increases. In 2000, there were 1.34 million students in post-secondary education, and in 2021 that number had risen to 2.17 million.

In 2019, there were approximately 1,090,000 full-time students attending universities and 266,000 part-time students. At the end of the 2017-18 academic year, universities in Canada awarded around 197,830 bachelor’s degrees, 65,706 awards were master’s degrees and 7,923 doctoral degrees.

In 2018-19, there were more than 795,000 students enrolled in Canadian colleges and institutions, which was a record-breaking number. In the previous academic year, more than 246,000 students completed their college or institution studies. While the number of students in postsecondary educational facilities has increased, the number of apprenticeships has decreased. There were 455,000 apprenticeship registrations in 2015 compared to 400,000 in 2019. The largest group of apprentices are electricians with more than 68,000 registrations.

University Fees in Canada

The average cost of undergraduate programs in Canada was $6,580 in 2020-21 for Canadian students. International students had to pay more with the annual fees averaging $32,000. Post-secondary students in Canada can receive grants and education tax credits and take out student loans to support their education.

Cost of Private Schools in Canada

While primary and secondary education is free in Canada, some Canadian parents choose to enter their child/ren into a private school. The cost of yearly fees for private schools ranges from around $4,000 to $26,000, depending on the age of the child, location, and how prestigious the school is.

Education and Salaries

On average, Canadians who have an undergraduate degree compared to a college-level diploma are on higher incomes five years after graduation. The median income was $49,000 five years after graduating college with a diploma compared to $64,000 for undergraduate degree graduates five years after graduation.

There were 437,691 educators across Canadian elementary and secondary schools in 2020-21. This was a 1.6% increase from the previous academic year. This increase was driven by the number of educators in public schools going up by approximately 1.7%, while the number of educators in private schools was down by about 0.5%. In 2020, there were more than 47,000 full-time employees in Canadian universities.

Average Salaries in Education

According to Salary Explorer, the average annual salary for teachers in Canada is $93,700, with a range of $48,700 at the lower end to an average of $143,000 at the higher end. However, the median salary in Canada is $85,200, meaning that half of the teachers in Canada earn less. Only 5% of teachers in Canada earn more than $84,800.

Canada Has High Educational Levels

Compared to a range of other countries by the Organization for Economic Cooperation and Development (OECD), Canada compares very favourably in the number of adults who have at least the minimum high school education. In 2021, 94% of Canadian adults had a high school diploma or higher, which is higher than the OECD average.

In 2020, Canada was also the world leader in the number of adults who had a tertiary education, which means a bachelor’s degree or higher. 66% of Canadians aged between 25 and 34 had a tertiary education. British Columbians are the most likely to have at least a secondary school diploma while Nunavut has the lowest share of adults with high school diplomas.

Canada Performs Well in International Comparisons

According to the World Top 20 Projects, Canada ranks fifth in the world for its education system. The top four countries are South Korea, Japan, the Netherlands, and Belgium. The ranking system looks at a range of criteria including early childhood enrollment rates, completion of primary/secondary education, college graduation rates, school safety levels, and adult illiteracy levels.

In the Programme for International Student Assessment ( PISA), comparing 15-year-old students, Canadians scored above the average in reading literacy. The average point score for OECD countries was 487 points while Canada scored 520 points. Canadian girls did better than boys in reading literacy, scoring 29 points more on average.

In mathematics, Canadian students scored 512 points, which again was higher than the OECD average of 489 points. Boys did better than girls in mathematics. However, the difference between the genders was not as striking with a point score difference of five points more for boys.

The average Canadian score in science was 518 points, while the average OECD score was 489 points. The girls performed better in the science test, scoring three points more on average than the boys.

Canada has one of the best education systems in the world. Ensuring equal access and high standards across the country means that Canada regularly performs well in international comparisons.

Canada’s public schools offer education to over 90% of Canadian children with the others attending private schools or being home-schooled. Over 2.17 million Canadians were in post-secondary education in 2.17, which is almost a million more than at the start of the millennium.

With a continued focus on the education system, Canada can continue as one of the leaders in education worldwide and ensure a high standard of education for generations to come.

Frequently Asked Questions

What is the structure of the canadian education system.

Canada’s government sets the standards for the education system, which are then delivered by the provincial and territorial governments. The education system includes a preschool, elementary, secondary, and post-secondary stages.

How much can a teacher earn in Canada?

A teacher’s salary in Canada depends on the experience level, location, and type of school among other factors. However, the average salary for teachers in Canada is $93,700.

How does Canada’s education compare with other countries?

In 2022, Canada was ranked fifth in the world based on a range of factors from early childhood education to adult literacy.

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Statistics Canada – Elementary/Secondary

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Statista – Post-Secondary Enrollment

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Postsecondary Student Information System (PSIS)

Detailed information for 2023/2024.

Record number:

The Postsecondary Student Information System (PSIS) is a national survey that enables Statistics Canada to provide detailed information on enrolments and graduates of Canadian public postsecondary institutions to meet policy and planning needs in the field of postsecondary education.

Data release - Scheduled for November 2025 (Canadian postsecondary enrolments and graduates)

• Questionnaire(s) and reporting guide(s)

Description

Data sources and methodology, data accuracy.

PSIS collects information pertaining to the programs and courses offered at an institution, as well as information regarding the students themselves and the program(s) and course(s) in which they were registered, or from which they have graduated. PSIS is also designed to collect continuing education data. This information is available from the PSIS cross-sectional files. Longitudinal PSIS files could be produced for further research purposes. Please see Technical Reference Guides for the Education and Labour Market Longitudinal Platform (ELMLP) at the following address: https://www150.statcan.gc.ca/n1/en/catalogue/37200001.

Reference period: The start date for the PSIS report is the day after the end of the institution's previous winter term, which is usually a date in April, May or June. The reference period is one year from this start date.

Collection period: December through February

• Educational attainment
• Education, training and learning
• Fields of study

Target population

The frame used is the list of Canadian public and private - not for profit postsecondary institutions (universities, community colleges and trade and vocational training centres) compiled by the Centre for Education Statistics of Statistics Canada. The collection unit is the Canadian postsecondary institution. Each institution sends data pertaining to their programs and their students. As of 2009, PSIS only collects information from public and private (not for profit) institutions funded by a Ministry of Education.

Instrument design

The content of the current record layout was developed in close cooperation with provincial education ministries, federal government departments, various national organizations and professional associations. Extensive consultations were done both at the national and provincial levels. The current record layout content is aimed at addressing the main data requirements of those various data users for purposes such as: planning, policy making and labour force supply analysis. Consultations were also done with the personnel of the different postsecondary institutions of each province and territory across Canada to ensure that the data elements included were or potentially would be available from their administrative database.

This survey is a census with a cross-sectional design.

No sampling is done. Levels of enrolment presented are not meant to represent a complete enumeration of all students at postsecondary institutions during the academic year of 2023/2024. Rather, they are based on students enrolled in postsecondary institutions at the time of the fall snapshot date, that is, a single date chosen by the institution that falls between September 30 and December 1. Therefore, students who are not enrolled during this time period are excluded. This has a greater impact on colleges as they have a continuous intake of students and offer shorter programs. Enrolments are based on program counts and not on student counts. If a student is enrolled in more than one program as of the snapshot date, then all of his/her programs are included in the count. The count excludes students enrolled in apprenticeship programs.

Data sources

Data collection for this reference period: 2024-12-02 to 2025-02-03

Responding to this survey is mandatory.

Data are collected directly from survey respondents.

The initial contact consists of a written data request via e-mail. Subsequent contacts are made via telephone, e-mail and possibly via an on-site visit with the respondent(s) at the institution(s). The collection method used is electronic. It consists of institutions and coordinating bodies sending electronic flat files compiled and validated by Statistics Canada's Data Verification System (DVS). The DVS is an application that is used to verify data and identify problems within an institution's input files before they are sent to Statistics Canada. The files are then returned to Statistics Canada via the Electronic File Transfer (EFT) facility. This software encrypts the files and sends them to a specified Internet address (to ensure that there is no error in destination).

View the Questionnaire(s) and reporting guide(s) .

Error detection

Error detection is done at the responding institution or coordinating body and at Statistics Canada at the macro and micro level. At the responding institution or coordinating body, edits are run on input flat files to correct data type, code set and coherence errors using the Data Verification System (DVS). The DVS is an application that is used to verify data and identify problems within an institution's input files before they are sent to Statistics Canada. At Statistics Canada, error detection covering data type, code set validity, outlier and coherence between data elements are also performed.

PSIS uses methodologies, systems, applications, tools and processing procedures allowing manual and automated editing and imputation of microdata. Historical, deterministic, donor or a minimum change "cold deck" imputation method is used.

This methodology type does not apply to this statistical program.

Quality evaluation

(1) Producing electronic extracts containing published variables and a set of verification tables which consist of basic tabulations for the majority of variables in the database by institution, province or territory; (2) Sending the corresponding electronic extracts and certification tables to each responding institution or coordinating body for their review and approval to ensure that Statistics Canada and their registry obtain the same (or similar) results; (3) Checking for internal consistencies, e.g., executing frequency tables and examining outliers for certain data elements; (4) Comparing the most recent data year with past data years to detect any unusual or unexpected changes. Comparisons of tabulated data are made with the postsecondary education institution and student data published by the institution, provinces and territories, where available; and (5) Comparing trends with other data sources. After Statistics Canada creates the publication data file, the availability of statistics on students and postsecondary institutions is announced in The Daily.

Disclosure control

Statistics Canada is prohibited by law from releasing any data which would divulge information obtained under the Statistics Act that relates to any identifiable person, business or organization without the prior knowledge or the consent in writing of that person, business or organization. Various confidentiality rules are applied to all data that are released or published to prevent the publication or disclosure of any information deemed confidential. If necessary, data are suppressed to prevent direct or residual disclosure of identifiable data. PSIS produces a wide range of outputs that contain estimates for various student or postsecondary institution characteristics. Results are published for institutions from which we have received written consent. For data covering the student population, the following rules are applied: only aggregate data are released and no microdata file is available. For tabular data, cells are random rounded to base 3.

Revisions and seasonal adjustment

Data are subject to annual revisions.

The target population of PSIS is very stable and the survey is mandatory, therefore minimizing under coverage. The maintenance of close relations with respondents is also an important factor in minimizing non-response. However, there is an exception, enrolments from 2000/2001 to 2008/2009 and qualifications awarded from 1999 to 2009 are not available for the Justice Institute of British Columbia. Other important accuracy factors to consider are the quality control measures implemented in PSIS such as the error detection that is completed at both the responding institution (or coordinating body) and at Statistics Canada (at the macro and micro level), the certification tables to be approved by each responding institution (or coordinating body), and the internal data audits. The response rate was XX% in 2023/2024.

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Education in Canada - Statistics & Facts

High education levels, high but valuable tuition fees, key insights.

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Percent of Canadian adults 25-64 with at least upper secondary education 2021

Canada: enrollment in public elementary and secondary schools 1999-2022

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Canada: postsecondary graduates 2021, by type of degree

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