'Field of study' is defined as the main discipline or subject of learning. It is collected for the highest certificate, diploma or degree above the high school or secondary school level.

Attendance at school could have been either full time or part time.

Note: Data quality - Attendance at school

A new version of the school attendance question was used in the 2006 Census. Studies on data certification showed important variations with previous censuses and with the Labour Force Survey. It appears that the 2006 Census could have overestimated the school attendance for the population aged 45 years or over.

We recommend users of the attendance at school variable interpret the 2006 Census results 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 is available in the Education Reference Guide, 2006 Census, catalogue number 97-560-GWE2006003.

'Area of residence' refers to the following geographic areas: on reserve, urban census metropolitan area, urban non-census metropolitan area and rural area. These geographic areas can be used to show where the Aboriginal population is residing.

'On reserve' includes eight census subdivision (CSD) types legally affiliated with First Nations or Indian bands, i.e., Indian reserve (IRI), Indian settlement (S-E), Indian government district (IGD), terres réservées aux Cris (TC), terres réservées aux Naskapis (TK), Nisga'a village (NVL), Nisga'a land (NL) and Teslin land (TL), as well as 35 additional CSDs of various other types that are generally northern communities in Saskatchewan, the Northwest Territories and the Yukon Territory, which have large concentrations of Registered Indians.

An urban area has a minimum population concentration of 1,000 persons and a population density of at least 400 persons per square kilometre, based on the current census population count. All territory outside urban areas is classified as rural. On-reserve CSDs are excluded from this category.

A census metropolitan area (CMA) is a large urban area and has a population of at least 100,000.

Urban non-census metropolitan areas are smaller urban areas with a population of less than 100,000.

Rural areas include remote and wilderness areas and agricultural lands, as well as small towns, villages and other populated places with a population of less than 1,000. On-reserve CSDs are excluded from this category.

Additional information on the geographic units can be obtained from the 2006 Census Dictionary.

Registered or Treaty Indian: The expression 'Registered Indian' refers to those persons who reported they were registered under the Indian Act of Canada. Treaty Indians are persons who are registered under the Indian Act and can prove descent from a band that signed a treaty.

The Registered Indian counts in this table may differ from the administrative counts maintained by the Department of Indian Affairs and Northern Development, with the most important causes of these differences being the incompletely enumerated Indian reserves and Indian settlements as well as methodological and conceptual differences between the two sources.

'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.

Census questions relating to education changed substantially between 2001 and 2006, principally to reflect developments in Canada's education system. These changes improved the quality of data and provided more precise information on the level of educational attainment as well as fields of study.

However, users should be aware that changes to the education portion of the 2006 Census questionnaire have affected the comparability of some 2006 Census data with data from previous censuses. More information on the historical comparability of specific categories of 'Highest certificate, diploma or degree' is available in the Education Reference Guide, 2006 Census, catalogue number 97-560-GWE2006003.

'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.

'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.

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 is available in the Education Reference Guide, 2006 Census, catalogue number 97-560-GWE2006003.

Questions pertaining to university degrees attained in 2006 (for example bachelor's degrees or master's degrees) were similar to those asked in 2001. Data for the university categories (bachelor's degree through to earned doctorate) are comparable over time.