Education Highlight Tables, 2016 Census

Major field of study STEM and BHASE (non-STEM) groupings for selected age groups 25 to 64, both sexes, and selected highest levels of educational attainment (university certificate, diploma or degree at bachelor level or above), % distribution 2016, Canada and census subdivisions (municipalities) with 5,000-plus population, 2016 Census – 25% Sample data

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This table shows Major field of study STEM and BHASE (non-STEM) groupings for selected age groups 25 to 64, both sexes, and selected highest levels of educational attainment (university certificate, diploma or degree at bachelor level or above), % distribution 2016, Canada and census subdivisions (municipalities) with 5,000-plus population, 2016 Census – 25% Sample data. The column headings are: Geographic name; type; prov/terr;Total – STEM and BHASE (non-STEM) groupings - Classification of Instructional Programs (CIP) 2016;STEM fields of study - Science and science technology;STEM fields of study - Engineering and engineering technology;STEM fields of study - Mathematics and computer and information science;BHASE (non-STEM) fields of study - Business and administration;BHASE (non-STEM) fields of study - Arts and humanities;BHASE (non-STEM) fields of study - Social and behavioural sciences;BHASE (non-STEM) fields of study - Legal professions and studies;BHASE (non-STEM) fields of study - Health care;BHASE (non-STEM) fields of study - Education and teaching;BHASE (non-STEM) fields of study - Trades, services, natural resources and conservation
Geographic name	Type	Prov. / Terr.	Total – STEM and BHASE (non-STEM) groupings - Classification of Instructional Programs (CIP) 2016 ^{Footnote 1}	STEM fields of study			BHASE (non-STEM) fields of study
Geographic name	Type	Prov. / Terr.		Science and science technology	Engineering and engineering technology	Mathematics and computer and information science	Business and administration	Arts and humanities	Social and behavioural sciences	Legal professions and studies	Health care	Education and teaching	Trades, services, natural resources and conservation

Canada			100.0	9.2	10.3	5.3	19.5	11.8	14.9	2.5	10.3	11.0	5.2
Abbotsford	CY	B.C.	100.0	7.8	4.3	4.4	13.7	20.0	13.6	1.8	13.0	15.0	6.3
Acton Vale	V	Que.	100.0	14.0	3.5	3.5	14.0	5.3	12.3	0.0	10.5	24.6	8.8
Adjala-Tosorontio	TP	Ont.	100.0	10.6	5.8	1.4	14.5	12.1	17.4	1.9	11.6	16.9	8.2
Airdrie	CY	Alta.	100.0	8.6	9.9	4.0	17.8	9.7	14.9	1.7	11.5	16.6	5.3
Ajax	T	Ont.	100.0	8.9	11.4	7.4	21.7	11.6	16.6	1.7	8.5	8.1	4.2
Alfred and Plantagenet	TP	Ont.	100.0	4.3	4.3	1.7	11.3	11.3	20.0	1.7	13.0	27.0	6.1
Algoma, Unorganized, North Part	NO	Ont.	100.0	10.5	4.7	4.7	8.1	7.0	18.6	2.3	12.8	16.3	15.1
Alma	V	Que.	100.0	4.1	7.6	1.0	21.4	6.9	7.6	2.7	15.9	24.5	8.2
Alnwick/Haldimand	TP	Ont.	100.0	11.7	2.5	0.0	7.5	15.8	17.5	1.7	9.2	24.2	10.0
Amherst	T	N.S.	100.0	5.5	4.1	1.4	13.0	11.6	16.4	2.1	17.1	18.5	8.9
Amherstburg	T	Ont.	100.0	7.3	5.0	3.0	15.5	9.7	16.4	1.7	13.6	19.8	8.0
Amos	V	Que.	100.0	4.1	7.3	1.8	19.1	5.9	10.5	2.3	19.1	20.9	9.1
Amqui	V	Que.	100.0	6.7	4.5	0.0	12.4	10.1	6.7	3.4	15.7	31.5	10.1
Annapolis, Subd. A	SC	N.S.	100.0	14.5	5.3	0.0	14.5	15.8	10.5	0.0	11.8	21.1	6.6
Antigonish, Subd. A	SC	N.S.	100.0	10.4	3.7	5.7	14.1	9.8	14.1	0.7	18.2	19.2	3.7
Antigonish, Subd. B	SC	N.S.	100.0	8.5	5.1	3.4	12.0	9.4	18.8	0.0	14.5	21.4	6.8
Argyle	MD	N.S.	100.0	5.9	2.0	2.0	16.7	9.8	10.8	2.0	14.7	29.4	4.9
Armstrong	CY	B.C.	100.0	19.5	7.3	4.9	4.9	12.2	14.6	4.9	9.8	26.8	4.9
Arnprior	T	Ont.	100.0	8.1	13.8	3.3	9.8	15.4	20.3	1.6	7.3	15.4	4.1
Arran-Elderslie	MU	Ont.	100.0	13.3	2.7	4.0	8.0	13.3	16.0	4.0	13.3	20.0	9.3
Asbestos	V	Que.	100.0	6.4	6.4	0.0	12.8	0.0	8.5	6.4	14.9	34.0	10.6
Ashfield-Colborne-Wawanosh	TP	Ont.	100.0	9.7	5.6	0.0	11.1	11.1	12.5	2.8	6.9	22.2	16.7
Athabasca County	MD	Alta.	100.0	13.5	2.7	0.0	9.5	9.5	9.5	2.7	9.5	23.0	18.9
Augusta	TP	Ont.	100.0	5.0	6.9	2.0	15.8	9.9	15.8	2.0	16.8	20.8	5.0
Aurora	T	Ont.	100.0	8.8	12.5	7.2	20.9	11.3	16.7	2.1	7.0	9.4	4.1

Note(s):

Note(s): 1

'Major field of study' 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. For information on collection, classification, data quality and comparability for 'Major field of study', refer to the Education Reference Guide,Census of Population, 2016, Catalogue no. 98-500-X2016013.

This variable shows a variant of CIP which classifies fields of study into STEM (science, technology, engineering, and math and computer sciences) and BHASE (non-STEM) categories. For more information on this variant, please see: STEM and BHASE groupings.

This variant is different from the STEM variant used in the 2011 National Household Survey. For information on comparability between the two variants, refer to the Education Reference Guide, Census of Population, 2016, Catalogue no. 98-500-X2016013.

Return to footnote 1

Table note(s):

Table note(s): 1

Users are advised to consult data quality comments for 'Highest certificate, diploma or degree', available in the Education Reference Guide, Census of Population, 2016, Catalogue no. 98-500-X2016013.

Table note(s): 2

The terms 'Educational attainment' and 'highest level of educational attainment' refer to the ‘Highest certificate, diploma or degree’ completed by a person. The portion of the population that completed each type of education noted is the portion that completed it as their highest certificate, diploma or degree.

Table note(s): 3

'University certificate, diploma or degree at bachelor level or above' includes the categories 'Bachelor's degree,' 'University certificate or diploma above bachelor level,' 'Degree in medicine, dentistry, veterinary medicine or optometry,' 'Master's degree' and 'Earned doctorate’.

Table note(s): 4

'Earned doctorate' refers to persons who have completed a doctorate degree awarded by a university. This includes, for example, Doctor of Philosophy (Ph.D.) and Doctor of Juridical Science (S.J.D.). It does not include honorary doctorates.

Table note(s): 5

For information on data quality, as well as random rounding, data suppression, and other methods of disclosure control, please consult the Guide to the Census of Population, 2016, Catalogue no. 98-304-X, and the reference guides for the individual topics.

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For more information on education, 2016 Census, refer to 2016 Census topic: Education.

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Date modified:: 2019-02-20

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Education Highlight Tables, 2016 Census

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