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|Geographic name||Total - Highest certificate, diploma or degree1||No certificate, diploma or degree||High school certificate or equivalent2||Apprenticeship or trades certificate or diploma||College, CEGEP or other non-university certificate or diploma3||University certificate or diploma below the bachelor level4||University certificate, diploma or degree at bachelor's level or above|
|Foothills No. 31, MD (Alta.) !||11,535||1,275||3,125||1,430||2,525||555||2,625|
|Essex, T (Ont.) !||10,830||1,910||3,650||1,385||2,540||295||1,050|
|Kingsville, T (Ont.) !||11,210||2,220||3,220||1,150||2,540||330||1,760|
|Quispamsis, TV (N.B.)||8,780||650||1,960||895||2,545||360||2,370|
|La Prairie, V (Que.)||12,540||1,470||2,230||1,830||2,565||925||3,510|
|Middlesex Centre, TP (Ont.) !||8,230||620||1,915||835||2,570||320||1,965|
|Port Colborne, CY (Ont.) !||9,610||1,550||2,850||1,345||2,625||185||1,050|
|Yellowknife, CY (N.W.T.) !||11,115||1,325||2,500||1,130||2,625||505||3,025|
|Saint-Bruno-de-Montarville, V (Que.) !||13,435||770||2,235||1,290||2,655||1,140||5,355|
|Val-d'Or, V (Que.) !||17,855||4,615||3,625||3,885||2,670||830||2,230|
|Varennes, V (Que.)||11,975||1,220||2,565||2,280||2,695||660||2,555|
|Riverview, T (N.B.)||9,835||915||2,890||1,000||2,695||365||1,965|
|Smith-Ennismore-Lakefield, TP (Ont.) !||9,390||1,045||2,430||1,095||2,715||340||1,755|
|Owen Sound, CY (Ont.) !||10,755||2,040||3,020||1,035||2,740||215||1,700|
|Langley, CY (B.C.) !||12,600||1,675||3,560||2,080||2,765||690||1,835|
|East Hants, MD (N.S.)||12,360||2,655||2,870||2,060||2,780||485||1,510|
|Corner Brook, CY (N.L.)||11,010||1,945||2,355||1,535||2,785||425||1,960|
|Saint-Constant, V (Que.)||14,000||2,430||3,540||2,660||2,795||755||1,815|
|Thetford Mines, V (Que.) !||13,690||2,330||2,955||3,425||2,820||500||1,655|
|Chambly, V (Que.)||12,690||1,610||2,730||2,245||2,825||810||2,470|
|Dieppe, C (N.B.)||10,765||1,225||2,025||900||2,825||490||3,300|
|Kings, Subd. A, SC (N.S.) !||12,185||2,830||2,760||2,030||2,845||380||1,340|
|Baie-Comeau, V (Que.) !||12,970||1,825||3,165||3,110||2,850||580||1,440|
|Spruce Grove, CY (Alta.)||10,870||1,505||2,850||1,870||2,890||310||1,440|
|Sept-Īles, V (Que.) !||14,700||3,060||3,015||3,385||2,905||575||1,755|
1. 'Highest certificate, diploma or degree' refers to the highest certificate, diploma or degree completed based on a hierarchy which is generally related to the amount of time spent 'in-class.' For postsecondary completers, a university education is considered to be a higher level of schooling than a college education, while a college education is considered to be a higher level of education than in the trades. Although some trades requirements may take as long or longer to complete than a given college or university program, the majority of time is spent in on-the-job paid training and less time is spent in the classroom.
2. 'High school certificate or equivalent' includes persons who have graduated from a secondary school or equivalent. Excludes persons with a postsecondary certificate, diploma or degree. Examples of postsecondary institutions include community colleges, institutes of technology, CEGEPs, private trade schools, private business colleges, schools of nursing and universities.
3. 'College, CEGEP or other non-university certificate or diploma' replaces the category 'Other non-university certificate or diploma' in previous censuses. This category includes accreditation by non-degree-granting institutions such as community colleges, CEGEPs, private business colleges and technical institutes.
4. The overall quality of the 'Highest certificate, diploma or degree' variable from the 2006 Census is acceptable. However, users of the 'University certificate or diploma below the bachelor level' category should know that an unexpected growth in this category was noted compared to the 2001 Census.
In fact, in the 2001 Census, 2.5% of respondents aged 15 years or over declared such a diploma, compared to 4.4% in 2006, representing 89% growth. This phenomenon was not found in other sources like the Labour Force Survey.
We recommend users interpret the 2006 Census results for this category with caution.
For more information on factors that may explain such variances in census data, such as response errors and processing errors, please refer to the 2006 Census Dictionary, Appendix B: Data quality, sampling and weighting, confidentiality and random rounding.
More information will be available in the Education Reference Guide, 2006 Census, to be published later in 2008.