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Microdata User Guide Adult Education and Training Survey

1. eene 34 Special Surveys Division 3 9 0 10 0 12 0 13 0 Special Surveys Division Adult Education and Training Survey 2003 User Guide Guidelines for Tabulation Analysis and Release sesenta 35 9 1 Rounding Guidelines riter i islo in usada diua 35 9 2 Sample Weighting Guidelines for Tabulation 35 9 3 Definitions of Types of Estimates Categorical and Quantitative 36 9 3 1 Categorical Estimates esses esent nennen snnt enne 36 9 3 2 Quantitative Estimates ese Fea cada ul i a Enna da ena cados cuter o na 36 9 3 8 Tabulation of Categorical Estimates 2 eeeeeeeeeeeeeeeeee ee eeee een nn 37 9 3 4 Tabulation of Quantitative Estimates 2 eeeeeeeeeeeeeeeeeee eee eee nn 37 9 4 Guidelines for Statistical Analysis sees 37 9 5 Coefficient of Variation Release Guidelines sssssseeeeeeene 38 9 6 Release Cut off s for the Adult Education and Training Survey 40 Approximate Sampling Variability Tables 43 10 1 Howto Use the Coefficient of Variation Tables for Categorical Estimates 44
2. 63 61 59 57 56 54 53 52 51 50 49 44 41 38 36 34 331 31 30 29 28 21 26 25 29 24 22 20 T7 O O Ui LS to Ov iS Q VU 2 G O0 Qn O0 IO Q OY XO 2 tO Ul iS iS OY gt xO O OY DOON O0 1 1 OY Qn se ES kk kc kk ek ek ek IO AA koe ke kk kk kc kk ek ek ke I k ok IO A koe ke kk kk kc IO AR kk k kk ke ek k ek koe AA kk kc kk ek ek e I k ek OR IO ke koe ke kk 10 0 238 169 138 119 106 O 90 84 79 TD 12 69 66 63 614 59 58 S6 54 53 52 50 49 48 47 43 40 3 35 33 32 30 29 28 21 26 251 25 24 23 21 19 16 LSA T3 12 9 TI 0 CO L2 tO Ui 4 XO n 9 OJ OY O O O0 I9 CO OY CO ROV Co OO o S Q0 QQ O 1 t0 Q O O O O G Q O t0 G O O io kk kc kk kk kc AR AR AA ke kk ek ek ek ke kk ke ke ke koe eee kk kc kk AA kc kk ek ck ke kk ek ek ke kk k ek ke ek ek ee eee ESTIMATED PERCENTAGE 15 0 232 164 134 116 103 94 87 82 TI 735 70 67 64 62 60 58 56 54 53 Sls 50 49 48 47 46 42 39 36 34 32 aL 30 28 27 26 26 255 24 23 23 20 19 16 14 134 12 Tl 10 10 XO Oy DB AI dS O co I9 CO Ui N O Q0 VODOVODU iS uS A AU JW 1 Q IP O P i gt O O gt BHOOVHHNW ES XK kc kk ek kc kk kk ek kc kk kk A ke kk ek ek kk ke A koe oe 20 0 225 159 130 112 100 92 855 79 bs 71 67 65 62 60
3. As a general rule however the coefficient of variation of a quantitative total will be larger than the coefficient of variation of the corresponding category estimate i e the estimate of the number of persons contributing to the quantitative estimate If the corresponding category estimate is not releasable the quantitative estimate will not be either For example the coefficient of variation of the total number of hours of training activities for men would be greater than the coefficient of variation of the corresponding proportion of men who took training activities Hence if the coefficient of variation of the proportion is not releasable then the coefficient of variation of the corresponding quantitative estimate will also not be releasable Coefficients of variation of such estimates can be derived as required for a specific estimate using a technique known as pseudo replication This involves dividing the records on the microdata files into subgroups or replicates and determining the variation in the estimate from replicate to replicate Users wishing to derive coefficients of variation for quantitative estimates may contact Statistics Canada for advice on the allocation of records to appropriate replicates and the formulae to be used in these calculations Special Surveys Division Adult Education and Training Survey 2003 User Guide 10 5 Coefficient of Variation Tables 2003 Adult Education and Training Survey Approximate
4. MOJROB 5 Start your own business MOJROB 6 Help you find or change jobs MOJROB 7 Other Outcomes MOJROU 1 Increase your income MOJROU 2 Keep your job MOJROU 3 Get a promotion MOJROU 4 Do your job better MOJROU 5 Start your own business MOJROU 6 Help you find or change jobs MOJROU 7 Other Self Directed Training and Description Barriers Informal Training SBBA Overall job related informal training barriers SBJR Overall job related informal training Socio Demographics Description SCIMAG Age at immigration Special Surveys Division 27 Adult Education and Training Survey 2003 User Guide Classification of Instructional Programs CIP CIPPM 0 to 5 Description Classification of instructional programs for programs CIPCR 0 to 5 Classification of instructional programs for courses CIPPMAG 0 to 5 Instructional program grouping at the 3 digit aggregate level CIPCRAG 0 to 5 Instructional course grouping at the 3 digit aggregate level As well several derived variables were produced based on Labour Force Survey variables Labour Force Survey Description Variables DWELL and CDWELL Type of dwelling GPSP Type of industry OCCWB Type of occupation OCCWB2 Type of occupation 2 PPEMP Type of employee PRESCH and CPRESCH Number of pre school children GEOAGG Type of sample design 7 6 Weighting The principle behind estima
5. Microdata User Guide Adult Education and Training Survey 2003 1 1 Ben nus mu Canada Adult Education and Training Survey 2003 User Guide Table of Contents 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 o e MO cc C ce En an iii 5 reme 7 iS den Ec E ER 9 Concepts and Definitions 214 o en a 11 4 1 Labour Force Survey Concepts and Definitions 11 4 2 Adult Education and Training Survey Concepts and Definitions 12 Survey Methodol gy u u aa aa as 17 5 1 Population Coverage ene enne nnns tren ernst inneren 17 5 2 Sample Desi Em 17 5 2 1 Primary Stratificatlo Nieisen adain tadini adnia aaay as aana rana 17 B22 TYPOS ot Areas m ei ip eee Pee re p der cente pik rn 17 5 2 3 Secondary Stratification L L nan 18 5 2 4 Cluster Delineation and Selection sese 18 5 2 5 Dwelling Selection U cnn rca 19 5 2 0 Person Select i uuu uuu diester uve pr b eere oia rn iua ded 19 5 3 Sample iZ tef ete RD reae e C Grim ette Pra ad vat cpanel 19 5 4 Sample Rotatlon i repite A beset aft coh Poet Dex epe pakay dte 19 5 5 Modifications to the Labour Force Survey Design for the Adult Education and Training UV Sus a hi pl ln Nr Fate ses het Ea 19 5 6 Sample Size by Province for the Adult Education and Training Survey
6. Special Surveys Division 15 Adult Education and Training Survey 2003 User Guide Barriers to formal training The 2003 AETS provides a clearer understanding of the factors hindering respondents participation in formal training Response categories were added or modified to expand the range of reasons related to the major barriers to training These new categories related to time and financial issues were mentioned by respondents in the 1998 AETS Previous AETS questionnaires focused on individuals who participated in formal training and on those who expressed unmet training needs or wants The 2003 AETS goes beyond the basic socio demographic profile of these individuals by asking about reasons that explain these individuals lack of interest in training To bring further refinements to this portrait of core non participants new questions also cover participation in training in the past five years and intentions about training in the next three years The 1998 AETS asked detailed questions about barriers to two types of training first it asked about barriers to job or career related training the respondent needed but did not take and then it asked about barriers to job related or personal interest training the respondent wanted but did not take Because the focus of the 2003 AETS is on job related training barrier questions on education or training relate to a current or future job only Informal training The 2003 AET
7. 000 OJ BU i gt Q N Q0 AO DDINDADOUSDS i 0 UI NN 99 IU RR p EEE OQ O Ui O Ui O G1 O Gi O i O Ui O Oi is Q M9 P O o OQ 1 O Ui gt Q N P O 100 125 150 200 250 300 350 400 450 500 750 1000 NOTE o m se 74 3 kdo ARA kdo ARA kdo koe kdo koe kdo koe kkkkkkk kdo koe kkkkkkk kdo koe ok do ode kkkkkkk kdo ode kkkkkkk kdo ode kdo koe Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Atlantic Provinces Person level data 73 D2 42 37 33 30 27 26 24 23 22 205 20 19 19 18 se I2 0 Q QQ Q 4 O P 0 N BO 0 00 5 k kkkk k kk k k k kkkk k kk k k k kkkk k kkik k ek oko ok ek ke koe koe kk FOR ck ek KA ok koe kk k kkkk k k kk k k kkkk k kk k ck k kkkk k k kk ck kkkkkk k kk kk A kk AAA ARA KA ARA RR 73 Deis 42 36 32 30 27 26 24 23 225 21 20 19 19 18 do s T 16 16 16 do 15 Loy 14 134 O Q 0 gt gt O 0 O0 4S O S N N Q m O Q0 O 000 01 O OY 4 kk ke kk IO I IO koe koe kk k kk kk ek kk ke IO koe koe kk k kk ke IO ek ke IO I koe koe kk k k kkkk k kk ik k kk k k k kkkk k kk ik k kk k kk k k kkkk k kk ik k kk k kk k FO IO kk kk k kk kk k kk k k kkkk k kk ik k kk k kk k k kkkk k kk ik
8. 10 1 1 Examples of Using the Coefficient of Variation Tables for Categorical ESlInates Dita testetur a rodu Erga asa di zo aped 46 10 2 How to Use the Coefficient of Variation Tables to Obtain Confidence Limits 51 10 2 1 Example of Using the Coefficient of Variation Tables to Obtain Confidence Ee m 52 10 3 Howto Use the Coefficient of Variation Tables to Do a T test 53 10 3 1 Example of Using the Coefficient of Variation Tables to Do a T test 53 10 4 Coefficients of Variation for Quantitative Estimates 54 10 5 Coefficient of Variation Tables L nnne nn 55 a 81 11 1 Weighting Procedures for the Labour Force Survey eee eee eee eee een 81 11 2 Weighting Procedures for the Adult Education and Training Survey 82 Questionnaires and Code Sheets RE HERE u RH ER 85 12 1 The Labour Force Survey Questionnaire L a 85 122 The Adult Education and Training Survey Questionnaire 85 12 3 Code Shegier y au Z a code Fei irr ha cire eter Eneas ais pua save T 85 Record Layout with Univariate Frequencies J u J J J 87 13 1 Record Layout with Univariate Frequencies Person File 87 13 2 Rec
9. 11 10 o w BOSU U O O I IJ JI 0 v Mob 0 OQ 00 O I 4 00 N OO O i 0 UL N G0 O ION U t0 IO JF 0 SS OO SN O O IQ OU iG OG I9 BOW 8 kk kc kk ke ok ck kc I kk ek ke kk kk kk ke kk kk kk ek ke kk ek ek kk ke ke eee kk kc kk ke ok kc ke kk kk ek kc kk kk kk kc kk kk ek ke kk kk kk ke kk kk kk ek ke ke ke eee ESTIMATED PERCENTAGE 25 0 64 45 37 32 28 26 24 22 21 20 19 18 17 17 16 16 15 15 14 14 14 13 13 13 12 114 LO 10 o 3s Q Q gt S n Qn O O O JI c co co vo ES o n Q CO 4S O O0 O S gt JOU O IO O O AJO A 0 S O OY I9 CO DB BU S U GQ 00 N E UW 2 KK kk ek I kk I I ke kk I I kk AR I ke A AA A w o o PHHHHHHH HHHHH HHHH HH HHH DUNVVUNVNU UBO OOHNNUU U 9 BBUU DOG 40 t0 CONUUJHOBSN 2 I2 Q OY tO iS I2 Oy S 4S Oy ON BA O S 00 0 00 O1 Q BA O 0 O OW 1 PB 01 P O ONN JOU iS 0 P t0 O N W Q Q0 Q0 i8 O1 Q1 OY OY OY O O J 1 1 co co c o je o kk kc kk ke ok kc ke kc kk ek kc kk kk ek kc kk kk ke ok kc kk kk AA kk k kk koe ke Kee 35 0 PER pP p p p p p RR i BEE i P i BS 2 2 D Q Q BAU 0 O O L L SG I9 Q 9 QQ i gt i O1 O1 O O 1L O O P N iS OY O iS S 00 M co O I9 n Qo I9 0 iS O PB 0 UI 0 IQ 4S PP UI t0 G i XO O I9 Ui Q z 4S JIHU O O G G P X O S O O O0 O Oo BO Mo Q Q CQ Q i8 i Qn O O OY O O O JJ 1 c co 40 0 EP HHHHHHHH HHH E
10. 11 RRS oos 68 1 67 8 66 7 65 0 63 1 61 2 993 9743 55 2 53 0 48 4 3T 5 217 12 idu ids 65 2 64 9 63 9 62 2 60 4 58 6 56 8 54 8 52 9 50 8 46 4 35 9 20 7 13 us 62 7 62 4 61 4 59 8 58 1 56 3 54 5 52 7 50 8 48 8 44 5 34 5 19 9 14 PRE Y 60 4 60 1 59 2 57 6 56 0 54 3 52 6 50 8 48 9 47 0 42 9 33 2 19 2 15 SECO Toe 58 3 58 0 27 2 55 6 54 1 52 4 50 8 49 1 47 3 45 4 41 5 32 1 18 5 16 tk oe RD 56 5 56 2 55 3 53 9 52 3 50 8 49 2 47 5 45 8 44 0 40 1 31 1 18 0 TT JE RARE E 54 8 54 5 Sah 52 3 50 8 49 3 47 7 46 1 44 4 42 7 38 9 30 2 17 4 18 PRS oo 59 3 53 0 52 2 50 8 49 4 47 9 46 4 44 8 43 2 41 5 37 8 29 3 16 9 19 SE kk 51 8 51 6 50 8 49 4 48 0 46 6 45 1 43 6 42 0 40 4 36 8 28 5 16 5 20 koa 50 5 50 3 49 5 48 2 46 8 45 4 44 0 42 5 40 9 39 3 35 9 27 8 16 1 21 KKK 49 3 49 1 48 3 47 0 45 7 44 3 42 9 41 5 40 0 38 4 35 0 2751 15 7 22 FARRIS 48 2 47 9 47 2 45 9 44 6 43 3 41 9 40 5 39 0 37 5 34 2 26 5 15 3 23 ASESOR A e 47 1 46 9 46 2 44 9 43 7 42 4 41 0 39 6 38 2 36 7 39 5 25 9 15 0 24 WES ADAE 46 1 45 9 45 2 44 0 42 7 41 5 40 1 38 8 37 4 35 9 32 8 25 4 14 7 25 Edu tu 45 2 45 0 44 3 43 1 41 9 40 6 39 3 38 0 36 6 35 2 32 1 24 9 14 4 30 OE ICE 41 3 41 0 40 4 39 3 38 2 311 95 9 34 7 33 4 32 1 29 8 22 7 13 1 35 oe ates 38 2 38 0 37 4 36 4 35 4 34 3 33 2 32 1 30 9 29 7 27 1 21 0 12 1 40 LLLI 29 35 5 35 0 34 1 99 1 32 1 31 1 30 0 28 9 27 8 25 4 19 7 11 4 45 RASA IR 3927 3955 33 0 32 1 31 2 30 3 29 3 28 3 2143 26 2 29 9 18 5 10 7 50 ld 32 0 31 8 3143 30 5 29 6 28 7 27 8 26 9 25 9 24 9
11. 58 56 54 53 ol 50 49 48 47 46 45 41 38 35 33 31 30 29 27 26 26 255 24 23 23 22 20 18 15 14 T3 12 Ti 10 10 8 I2 OY Q O O IV o iS I Ui PB 4S NN O XO 0 P8 0 0 O P P P O O O N iS P O Q N N UI O o N PO P O O P Q W 2 kk kc kk ek kc ke kc kk kk kk kc kk kk ke ok kc kk kk ek kc kk III kk kk kk kk kk ke eee 25 0 218 154 1255 109 97 89 82 Tus 725 69 65 63 60 58 56 54 92 51 50 48 47 46 45 44 43 39 36 34 DAN 30 29 28 27 26 2295 24 23 23 22 215 19 T7 15 13 12 LI 10 10 95 8 6 ODO 1 O O0 S CO n Q0 BOJ SBNHHNBOUU OB OY O1 O1 O1 O O O i 0 Gn QQ QQ O1 O O Gi P Oo PN gt o 30 0 210 149 121 105 YAROUWNWONDHFPANODWNENHBABRWAUFPOOWDCORPWIPIBWHROAUDNUDONA JOA sh k k kk k k k k kk k k kk ik k kk ikik kk ik k kk ik ik kkik k kkik k kkik k 35 05 203 143 ela 101 BOB HON O G S O S O CO gt O S QQ N N A Q 2 UF O Gn Q Q iS O XO Q G IS QQ Q OY O 2 G co O G n N O gt N 40 0 195 138 112 97 87 yos 73 69 65 61 58 56 54 52 50 48 47 46 44 43 42 41 40 39s 39 35 33 30 29 2s 26 25 24 23 22 215 215 20 20 19 175 15 13 12 115 10 52 DAI NPIUNBBWWDHONMODANAUWNNWAKFWDODODIDDADDOWDHBEHWDIUDCOINDWAHAH
12. AETS provides information about the main subject of training activities their provider duration and the sources and types of support for training Furthermore the AETS allows for the examination of the socio economic and demographic profiles of both training participants and non participants This survey also identifies barriers faced by individuals who wish to take some form of training but cannot The AETS was administered three times during the 1990s in 1992 1994 and 1998 as a supplement to the Labour Force Survey LFS The content of the AETS was revised to take into account recommendations coming from consultation exercises As a result more than half of the 2003 survey is made up of new questions and the target population has been modified The main recommendations in terms of content changes relate to the type of training activity covered and the strategy to select randomly one activity for detailed information These changes are detailed under the concepts and definitions section of this document Special Surveys Division 7 3 0 Adult Education and Training Survey 2003 User Guide Objectives As with earlier versions of the Adult Education and Training Survey AETS the 2003 survey covers participation in all types of formal training during 2002 However starting in 2003 the AETS focuses on job related training More specifically here are the objectives set for this survey Special Surveys Division To mea
13. 0 90 0 1 178 8 178 0 TIRY 174 4 169 7 165 0 160 0 155 0 149 7 144 3 138 6 126 5 98 0 56 6 2 SERE KO ORO 12579 125 32 123 3 120 0 116 6 113 2 109 6 105 9 102 0 98 0 89 5 69 3 40 0 3 EE A SSK 102 8 102 3 100 7 98 0 95 2 92 4 89 5 86 4 83 3 80 0 73 0 56 6 S252 4 RC K 32 REE 89 0 88 6 87 2 84 9 82 5 80 0 JTVS 74 9 2 Li 69 3 63 3 49 0 28 3 5 oko koe 79 6 1932 78 0 1559 3 8 71 6 69 3 66 9 64 5 62 0 56 6 43 8 2573 6 Ak Roo 2x7 42 3 71 2 693 3 67 3 6923 63 3 61 1 58 9 56 6 51 7 40 0 2351 q KICK 673 66 9 65 9 64 2 62 4 60 5 58 6 56 6 54 5 52 4 47 8 37 0 21 4 8 OK ade 02 9 62 6 61551 60 0 58 3 56 6 54 8 92 9 51 0 49 0 44 7 34 6 20 0 9 KIKA 59 3 59 0 58 56 6 55 0 5353 517 49 9 48 1 46 2 2212 YA 18 9 10 KORR OE 56 3 56 0 55 1l 53 52 2 50 6 49 0 47 3 45 6 43 8 40 0 31 0 17 9 11 PEER UE KE 53 1 53 4 52 6 51 2 49 7 48 3 46 7 45 1 43 5 41 8 38 1 295 17 1 12 FEXEREAERNESIA EEN 51 1 50 3 49 0 47 6 46 2 44 7 43 2 41 6 40 0 36 5 28 3 16 3 13 JEUNE IEE REI Tec og Nene 49 1 48 4 47 1 45 8 44 4 43 0 41 5 40 0 38 4 35 T 2315 2 15 7 14 KE olka DR di 47 3 46 6 45 4 44 1 42 8 41 4 40 0 38 6 3 7 vo 33 8 26 2 15 1 15 EE ede ek o SA 45 7 45 0 43 8 42 6 41 3 40 0 38 7 37 2 85 8 32 4 25 8 14 6 16 SASA SNS SNG A S NU 44 3 43 6 42 4 41 2 40 0 38 37 4 36 1 34 6 8146 24 5 14 1 17 kk ke eK RO 43 0 42 3 41 2 40 0 38 8 3 1510 36 3 3520 33 6 30 5 23 8 ESSR 18 Kok Ke ke RA ERIE 41 7 41 1 40 0 38 9 SU 36 5 S58 34 0 a 29 8 231 13 3 19 ARE Ec RARE BARES 40 6 40 0 38 9 37 8 36
14. 1 40 OK ke ke e k k kk k k k k Kk k k k Kk k K k Kk Kk K k K k K ke K K K K 11 4 11 1 10 7 10 4 10 0 9 7 9 3 8 5 6 6 3 8 45 FRI III III IOI II kk 10 7 10 4 10 1 9 8 9 5 9 1 8 8 8 0 5 2 3 6 50 FE ke k k kk k k k k ke Kk e k k k Kk k k k K k kk kk K K K K 10 2 9 9 9 6 9 3 9 0 8 7 8 3 7 6 5 9 3 4 55 FRI II oko eoe kk kk kk 9 7 9 4 9 2 8 9 8 6 8 3 7 9 Tee 5 6 S92 60 Ok e kc ke k k k ok k k k k Kk ke ke k k k k k k k K k K K K ke ke ke koe 9 3 9 0 8 8 8 5 8 2 7 9 7 6 6 9 5 4 oul 65 OK e kc ke k K k k k k k k Kk k k k Kk k K k Kk k k k k k Kk k k ke K K 8 9 8 7 8 4 8 2 7 9 7 6 7 3 6 7 552 3 0 70 FORO RIOR kk kk kk kkk ke ke koe ke k k k 8 6 8 4 8 1 D 10 7 6 7 3 7 0 6 4 520 ALS 75 FEI II II kk ok kk k 8 1 7 8 7 6 7 3 Tol 6 8 6 2 4 8 2 8 80 FI II kk ok kk 7 8 7 6 7 3 ET 6 8 6 6 6 0 4 6 201 85 FER IR ke kk khe ke kk kk kk kk kk kk kk k kk kk kk kk kk k 7 6 7 4 A 6 9 6 6 6 4 5 8 4 5 2 6 90 KK ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk kk ke kk ke e e e le i RA 6 9 6 7 6 4 6 2 5 7 4 4 2 25 95 Ok kk ke kk khe ke kk ke ke ke kk khe ke kk kk ke kk ko ke ke kk ko ke ke kk e ke e e 2 Sie 6 7 6 5 6 3 6 0 5 5 4 3 255 100 Ok kk ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk kk ke kk ke ke e e 730 6 8 6 6 6 3 6 1 5 9 5 4 4 2 2 4 125 XKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKOK 6 1 5 9 5 7 5 5 5 3 4 8 E age y 2d 150 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 5 4 5 2 5 0 4 8 4 4 Su 2 0 200 kk ko ok ok ko ook ook ok
15. 10 6 10 2 9 3 Ta 4 2 400 kk ooo ook o ko ok ok ok ko ko ok ok oko oko ko ko kk ko III III ee i i i i eee 10 3 9 9 9 5 8 7 6 8 3 9 450 OK kk k K k k k K k k Kk kk kk Kk k k k Kk Kk k k k kk RARA k kk kk kk kk 9 7 9 4 9 0 8 2 6 4 Qu 500 kc Kk k k k k k k k k k k k k k k k k k Kk k k k Kk k k k k k k k Kk k k k K k k k k k K kc K K oe K K R k k KK K K ek R k k k k k k k k k k k k 8 9 8 5 SPS 6 0 3 5 750 FI III III II III III III III III III III III II III II III III I i i i i i i i i kkk 6 4 4 9 2 8 1000 kk o o o o o ok o oo ko ook Kok ok ok ok ko ok ko ko ko kk 4 3 2 5 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Atlantic Provinces Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 ci di DEOS 121 6 121 0 119 1 116 0 112 7 109 3 105 9 102 3 98 5 94 7 86 4 66 9 38 7 2 EXE KC 86 0 85 6 84 2 82 0 TIT 1773 14 9 72 3 69 7 66 9 61 1 47 3 27 39 3 EREET RRA 70 2 69 9 68 8 66 9 65 1 631 61 1 59 0 56 9 54 7 49 9 38 7 22 3 4 AEREA RES 60 8 60 5 59 6 58 0 56 3 54 7 52 9 odb 49 3 47 3 43 2 3319 193 5 oko koe 54 4 54 1 938 515 9 50 4 48 9 47 3 45 7 44 1 42 3 38 7 2 9x 9 17 3 6 kc Rek Wik w 49 7 49 4 48 6 47 3 46 0 44 6 43 2 41 8 40 2 38 7 35 3
16. 10 9 8 4 4 9 10 2 1 9 4 6 9 7 NEST 4 3 9 3 7 2 4 1 8 9 6 9 4 0 8 5 6 6 3 8 8 2 6 4 Suh 759 6 1 dum TS 5 9 3 4 7 4 5 8 363 7 2 5 6 3 2 Fak Pipe 3 1 6 9 5 3 3 1 6 1 4 8 2 7 5 6 4 3 2 3 4 9 348 2 2 4 3 3 4 1 9 4 0 sek 1 8 Suh 2 8 1 6 3 4 Del 1 9 3 2 2 5 1 4 DL 2 4 1 4 2 5 1 9 tal 2 2 14 7 1 0 1 8 1 4 0 8 Wake 1 2 07 Special Surveys Division NUMERATOR OF PERCENTAGE 000 OJ BU Dn Q0 AO OJ J O O O Ur i i 0 UO I NN NN NF p p EEE OQ O Ui O Ui O G1 O Gi O i O Ui O Oi Q N P O o 0 O G gt Q N P O 100 125 150 200 250 300 350 400 450 500 750 1000 1500 2000 3000 4000 5000 6000 7000 8000 9000 10000 12500 15000 NOTE o m se 135 95 78 67 60 995 ST 47 45 42 40 39 37 36 34 33 32 ds 31 30 RRR KK RK O00 0 VHUODOHOHNUDGHOWU N k kkkk h kk KR kk KR kk KR RRR oe ok ko KR k kkkk h ok ko KR kk koe RRR KK RK k kkkk h oko KKK oko KR oko KR kk KK RRR KK RK RRR KKK kk KK RK RRR KR ORR KR RRR KK AR ok ko KR 134 95 qq 67 60 99 50 47 44 42 40 38 37 36 34 33 32 31 30 30 29 28 28 27 26 24 22 214 20 19x 18 dls 16 16 do 15 14 14 13 13 125 11 9 O O Ui Q I9 O IP O1 2 S NN O P U 0 Oy Qo UI P iS PP I NN 0 O V t0 0 O0 0 0 00 O I9 UO 2 9 OY se u k kkkk k kkkk ck k kkkk k k k ck k
17. 11 2 10 8 10 4 9 5 7 4 4 2 125 JR EOGESE OR EAE EORR PRIS BREE TT 27 11 4 Tel 10 7 10 4 10 0 9 7 9 3 8 5 6 6 Sre 150 dokok k kok kok kok RAR KK KORG 10 4 10 4 9 8 9 5 9 2 8 8 8 5 Don 6 0 3 5 200 eK CkCK ROO kk k ROCK kok kok I I KORG 9 0 8 7 8 5 8 2 7 9 Tu 7 4 6 7 5 2 3 0 250 FIO kok ko k kok kok RAR RR kk 8 1 7 48 76 7 4 Ts 6 8 6 6 6 0 4 6 275 300 dok k k kok k k ko Ck Kk AR AAA AA 3 6 9 6 1 6 5 6 2 6 0 5 5 4 2 2 5 350 e k k ko kok kok ko ok kok kok kok II Kk Ok k kok ok k I I Ik k 6 6 6 4 2 6 0 5 8 5 6 BE 3 9 D3 400 FIO kok kok ko ok kok ko kok kok kok AR k I I AA 6 2 6 0 5 8 5 6 5 4 5 2 4 7 3 7 Du 450 PORRO RIOR RO OOOO kok III ROCK Kk Ck I CK k kok kok k kok k I Ik 5 7 5 5 5 3 B 4 9 4 5 3 5 2 0 500 PORRO RR ROO ROO OOOO kok oko kok kok kok Kk OK I I kok I Ik 5 4 5 2 5 0 4 8 4 6 ANO 3 10 750 dok kok ko kok kok kok kok ko kok kok Kk Kk IO k kok kok k kok kok k kok kok kk kok kok I I IO I I AA ao 4 0 3 8 3 5 VN 1 5 1000 FI Kk kok ko kk Kk kk Kk Kk Kk kk Kk Ck KK Ck kok kk Kk kk Kk Ck Kk kk I CK I kk K kok kok I KK KORG 3 3 3 0 23 1 3 1500 FIO II eo kok kk Kk kok kok kok kok ko kok KK kk kk kk Ck Kk kk kk kk kk Kk CK k I IOI I IOI I IOI III kok k kok kk I I IO kk k 1 9 1 1 2000 CK kok KC KK k kok kok k kk k kok kok k kok k k k kok kok I I Kk III III III II I IO III III II k kok k kok k kok k k kk kk kk kk 0 9 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 64 Special Surveys Division NUMERATOR OF PERCENTAGE
18. 14 1 10 9 63 Ok kk ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk ko ke ke kk ke ke e e qe 16 8 16 3 15 7 15 1 14 5 13 3 10 3 5 9 Ok kk ke kk khe ke kk kk ke kk khe ke kk khe ke kk ko ke ke kk ko ke ke ke kk ke e e 16 4 15 9 15 4 14 9 14 4 13 8 12 6 9 8 5 6 Ok kk ke kk k k ke kk kk ke kk kk ke kk k k ke kk k k ke kk ko ke ke kk ke ke e e EST 15 2 14 7 14 2 134 7 Tao 12 0 9 3 5 4 FI II I kok kk ke 15 0 14 5 14 1 13 6 13 1 12 6 11 5 8 9 BL XKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKOK 14 0 13 5 13 1 12 6 19 1 11 0 8 6 4 9 kk ok ok ook ok ko ko ko ko kk kk kk kk o ko ee eee 13 5 13 0 12 6 12 5 TIG 10 6 8 2 4 8 kk ko ok ok ok ok ok ko ko ok ook ok I eee 13 0 12 6 122 dy 11 3 10 3 8 0 4 6 kkkk k k k k k k k k k k k k k k k k k k k k k h 12 6 12 2 11 8 TI 10 9 10 0 7 7 4 5 Ak kk ok ok II ko ko Kok ok ok ko ko ko ok ok oko II i i i i i i eee 11 8 11 4 11 0 10 6 9 7 7 5 4 3 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 11 5 q s 10 7 10 3 9 4 UNE 4 2 kk ok ok ok ko ok ko ok ok ko ok ko ok oko ko ko ko oko eo eee eee 11 2 10 8 10 4 10 0 9 1 Tu A kkkk k k k k k k k k k k k k k k k k k k k k k k k k k h 10 9 10 5 10 2 9 8 8 9 6 9 4 0 kc k e k k k k k k k Kk k k k k k k k k k k k k k k k k k k k k Kk k k oe Kk k k k k k k K K K oe K kc k k k kc K K k K k R k k k k k k k e k k k ke k 9 1 8 7 8 0 6 2 3 6 kc k k k k k k k k k k k k k k k k k k k k k k k Kk k k k k oe k k k k k
19. 22 7 17 6 10 2 55 AREA 30 5 30 3 29 8 29 1 28 2 27 4 26 5 25 6 24 7 23 7 21 7 16 8 9T 60 RARER RE 29 2 29 0 28 6 27 8 27 0 26 2 25 4 24 5 23 6 22 7 20 7 16 1 953 65 ToO 28 0 27 9 27 5 26 7 26 0 25 2 24 4 23 6 22 7 21 8 19 9 195 4 8 9 70 RAR RK 27 0 26 9 26 5 25 8 25 0 24 3 23 5 22 7 21 9 21 0 19 2 14 9 8 6 75 RAS kk 26 1 26 0 25 6 24 9 24 2 23 5 22 7 21 9 21 1 20 3 18 5 14 4 8 3 80 AENTAREZ 29 3 25 1 24 7 24 1 23 4 22 7 22 0 21 2 20 5 1957 18 0 13 9 8 0 85 RES AA 24 5 24 4 24 0 23 4 22 7 22 0 2173 20 6 19 9 19 1 17 4 13 5 7 8 90 kk Oo 23 8 23 7 23 3 22 7 22 1 21 4 20 7 20 0 19 3 18 5 16 9 151 TG 95 RARE s 23 2 23 1 22 7 22x4 21 5 20 8 20 2 19 5 18 8 18 0 16 5 12 8 7 4 100 SAREE 22 6 22 5 22 1 21 5 20 9 20 3 19 19 0 18 3 17 6 16 1 12 4 q 2 125 PPS TD KU oko Re 20 1 19 8 19 3 18 7 18 2 17 6 17 0 16 4 15 7 14 4 11 1 6 4 150 AAA BDI k si 18 4 18 1 17 6 17 1 16 6 16 1 15 5 14 9 14 4 13 1 10 2 5 9 200 P bot eed Race 15 9 15 7 15 2 14 8 14 4 13 9 13 4 12 9 12 4 11 4 8 8 5 250 IEICE AOR PE MPN KK e keel 14 0 13 6 13 2 12 8 12 4 12 0 11 6 11 1 10 2 7 9 4 5 300 K OR KO KO KO KK Kk Kee e 12 8 12 4 12 1 11 7 11 4 11 0 10 6 10 2 979 5522 4 1 350 TOGPEEUEROOEA ON KO R ORO eO 11 8 11 5 11 2 10 9 10 5 10 2 9 8 9 4 8 6 6 6 3 8 400 Ade ese AAA koe RARE W 11 1 10 8 10 5 10 2 9 8 9 5 9 2 8 8 8 0 6 2 3 6 450 RAS RAL AAS A KORR ke 10 4 10 2 Dio 9 6 oua 9 0 8 6 8 3 7 6 5 9 344 500 AENTAREARARA RARA RADA EAR e 99 976 9 4 Oa 8 8 8 5 8 2 7 9 72 5 6 3 2 750 kokokoko kok kok ko
20. 27 0 26 2 25 4 24 5 23 6 Zah 20 7 16 0 93 22 EFANERER 28 35 28 3 27 9 2 1 26 4 25 6 24 8 23 9 2371 2252 20 2 dos 9 0 23 WAR TN 27 8 POS 21 3 26 5 25 8 25 0 24 2 23 4 22 6 2T 19 8 15 3 8 8 24 KE 27 3 274 26 7 26 0 25 3 24 5 23 7 22 9 22 1 21 2 19 4 15 0 8 7 25 KORBY NE 26 7 26 6 26 2 25 9 24 7 24 0 23 2 22 55 21 6 20 8 19 0 14 7 8 5 30 RUE PE ee 24 3 23 9 23 2 22 6 21 9 21 2 20 5 19 8 19 0 173 13 4 1 1 35 Bobo ta RS t da 22 5 22 1 21 5 20 9 20 3 1976 19 0 18 3 17 6 16 0 12 4 7 2 40 KR RERO RETE EE 21 0 20 7 20 1 19 6 19 0 18 4 17 8 T 16 4 15 0 11 6 6 7 45 BRIERE BRI RIOR 19 8 19 5 19 0 18 4 17 9 173 16 7 16 1 155 14 1 11 0 6 3 50 RR K a 18 8 18 5 18 0 TIG 13 0 16 4 15 9 1573 14 7 13 4 10 4 6 0 55 REE EAS BRAS RIS E 17 9 17 6 17 2 16 7 16 2 155 7 153 14 6 14 0 12 8 9 9 5 7 60 Sal ladi ka jk KC KOR WIKA OCS W 16 9 16 4 16 0 15 5 15 0 14 5 14 0 13 4 12 3 9 5 2 9 65 koala a EE 16 2 15 8 15 3 14 9 14 4 13 9 13 4 12 9 11 8 9 1 9x9 70 ICENEOKUE X RA ERE LEER KK Oe 15 6 152 14 8 14 3 13 9 13 4 12 9 12 4 11 3 8 8 DL 75 REE AALL EASE RAL kok R 15 1 14 7 14 3 13 9 13 4 13 0 12 5 12 0 11 0 8 5 4 9 80 WGOS ko Pe EROR 14 6 14 2 13 8 13 4 13 0 12 6 12 1 11 6 10 6 8 2 4 7 85 AIR AE AN ORE OR OK 14 2 13 8 13 4 13 0 12 6 12 2 117 11 3 10 3 8 0 4 6 90 Bop kto lt cn aon ae OE RUE 13 8 13 4 13 0 1257 12 3 11 8 11 4 11 0 10 0 Tach 4 5 95 PORE IEE PR Ae SORIA KO NUR YE 13 4 13 1 T2 12 3 11 9 TiS 11 1 10 7 9 Tus 4 4 100 ZK E did abya ia q baka pag 13 1 1257 12 4 12 0 11 6
21. 3 28 2 25 7 19 9 11 5 FOI kok kok kok I kk kk kk I Ie Fe I 34 0 33 1 32 2 31 2 30 2 29 2 28 2 27 24 7 19 1 11 0 ok kok k kok oko k kok RA 32 8 31 9 31 0 30 1 29 1 28 2 2S 26 1 23 8 18 4 10 6 FOI ICICI CII I I kk kk k I I EEE 31 7 30 8 30 0 29 1 28 2 27 2 26 2 25 2 23 0 17 8 10 3 EEA ERE hpa k 30 7 29 9 29 0 28 2 27 3 26 3 25 4 24 4 22 3 17 2 10 0 RE RRR RARE RARE RARE RAE EF 29 8 29 0 28 2 21 3 26 4 25 6 24 6 235 21 6 16 7 951 kde RRR kk RTOS AAA EKER 28 9 28 2 27 4 26 5 255 24 8 23 9 23 0 21 0 16 3 9 4 KEE Kock koe Ad RA BERK LS R 28 2 27 4 26 6 25 8 25 0 24 2 23 3 22 4 20 4 15 8 9 1 FOI ICICI kok kok ICI ICICI I I IC Ie I 27 4 26 7 26 0 25 2 24 4 23 6 22 7 21 8 19 9 15 4 8 9 kk ko ok ok ok ko ko ok ko eee 265 25 53 24 6 23 8 23 0 22 2 21 3 19 4 15 1 8 7 OK ke c ke kc ke kk ok kk ke ke e AAA ke ke e ke ke ke ke 25 5 24 8 24 0 23 2 22 5 21 6 20 8 19 0 14 7 8 5 OK ke kc ke k k kk Kk k k k Kk k K k Kk k k k Kk k K k k k e ke K K e 24 9 24 2 23 5 22 7 22 0 21 2 20 3 18 6 14 4 8 3 FI ke k k k ok Kk k k k I Kk k k k K k ke e ke ke ke ke 24 4 23 7 23 0 22 3 21 5 20 7 19 9 18 2 14 1 gu OK ke kc e kc kc kc ok ok ok kk ke e e ke ke kk kk kk kk ke e ke ke ke oe 23 9 23 2 22 5 21 8 Zl 20 3 19 5 17 8 13 8 8 0 OK ke kc ke k K k k k k k k Kk k e k Kk k K k Kk k k k k k k k k K K K 21 8 212 20 6 19 9 19 2 18 5 17 8 16 3 12 6 Tig FRI III III IOI eoe eee 20 2 19 6 19 0 18 4 27 28 17 2 16 5 Tor 11 7 6 7 FIR ko koe kk kk kk kk kk k 18 9 18 4 17 8 17 2 16 7 16 1 15 4
22. 35 0 40 0 50 0 70 0 90 0 152 7 152 0 151 2 148 9 144 9 140 8 136 6 132 3 127 8 123 2 118 3 108 0 83 7 48 3 108 0 107 5 106 9 105 3 102 5 99 6 96 6 93 5 90 4 87 1 8327 76 4 59 2 34 2 88 1 87 7 87 3 86 0 83 7 81 3 78 9 76 4 73 8 71 1 68 3 62 4 48 3 27 9 76 3 76 0 15 6 74 4 42 5 70 4 68 3 66 1 63 9 61 6 59 2 54 0 41 8 24 2 68 3 68 0 67 6 66 6 64 8 63 0 61 1 972 57 2 DD 92 9 48 3 37 4 21 6 62 3 62 0 61 7 60 8 59 2 57 5 55 8 54 0 52 2 50 3 48 3 44 1 34 2 19 7 5T 57 4 5T 56 3 54 8 5912 516 50 0 48 3 46 5 44 7 40 8 31 6 18 3 54 0 SF 53 5 52 6 5152 49 8 48 3 46 8 45 2 43 5 41 8 38 2 29 6 L P PIR KNK 50 7 50 4 49 6 48 3 46 9 45 5 44 1 42 6 41 1 39 4 36 0 21 3 9 T6 AEXERERE 48 1 47 8 47 1 45 8 44 5 43 2 41 8 40 4 38 9 37 4 34 2 26 5 15 3 dock eee 45 8 45 6 44 9 43 7 42 5 41 2 39 9 38 5 3741 35 7 32 6 25 2 14 6 dk AG AK 43 9 43 7 43 0 41 8 40 7 39 4 38 2 36 9 35 6 34 2 31 2 24 2 13 9 FOR 42 2 41 9 41 3 40 2 39 1 37 9 36 7 35 4 34 2 32 8 30 0 23 2 13 4 ERA 40 6 40 4 39 8 38 7 37 6 36 5 35 4 34 2 32 9 31 6 28 9 22 4 12 9 FO 39 2 39 0 38 4 37 4 36 4 35 3 34 2 33 0 31 8 30 6 27 9 21 6 12 5 dd di 38 0 37 8 31 32 36 2 35 2 34 2 33 51 32 0 30 8 29 6 27 0 20 9 12 1 RES K 36 9 36 7 36 1 95 1 34 2 33 1 32 1 31 70 29 9 28 7 26 2 20 3 11 7 KRABI 35 8 95 6 30 q 34 2 332 32 2 312 30 1 29 0 27 9 25 5 19 7 11 4 KEE RARE 34 9 34 7 34 2 33 2 32 3 31 23 30 3 29 3 28 3 21 1 24 8 19 2 Tir ERE RRA EY 34 0 38 8 3953 32 4 31 5 30 6 29 6 28 6 Qed 26 5 24 2 18 7 10
23. 38 2 de 36 1 35 40 33 9 32 8 31 6 30 3 27 7 21 4 12 4 9 Ed RE BARS BABE RADA BARE k 36 0 35 0 34 0 33 0 32 0 30 9 29 8 28 6 26 1 20 2 11 7 10 ERE ERLE EER ERLE OE HORROR 34 1 332 323 31 3 30 3 2973 28 2 Z 24 8 T1922 LED 11 ZK ER CK EAE MRR RR OR 32 5 31 1 30 8 29 9 28 9 27 9 26 9 25 9 23 6 18 3 10 6 12 ERR ERLE ERA EERE REPEL oe 31 72 3053 29 5 28 6 21 1 26 7 25 8 24 8 22 6 17 5 10 1 13 Ek O kk WS EERE LEAS CERES Y 29 9 29 28 3 21235 26 6 257 24 8 23 8 23 4 16 8 92 14 WAR R KOK K EA SRE BIE E 28 8 28 1 213 26 5 25 6 24 8 23 9 22 9 20 9 16 2 9 4 15 ESKO kk ek ci k KORR Koo e 21459 21 26 4 25 46 24 8 23 9 23 0 2254 20 2 152 9 0 16 AAAS ROUES esee Oe 27 0 26 3 2575 24 8 24 0 23 2 22 3 21 4 19 6 15 2 8 8 17 di RE KU DICK RO RE 26 2 25 5 24 8 24 0 23 3 22 5 21 7 20 8 19 0 14 7 8 5 18 Kk ke e ke kc ke kc ok ok ok ok kk e ke ke ke kk kk kk ke ke e ke ke ke ke 24 8 24 1 23 3 22 6 21 8 21 0 20 2 18 5 14 3 8 3 19 OK e ke ke k k k k k k k k Kk k e k Kk k k k Kk k K k k Kk Kk e k K koe 24 1 23 4 22 1 22 0 21 3 20 5 19 7 18 0 13 9 8 0 20 OK e kc ke k k kk k k k k Kk k k k Kk k k k Kk k K k k Kk k k k K k K 23 5 22 8 22 1 21 4 20 7 20 0 19 2 17 5 13 6 dV 21 OK ke kc ke k k k k k K k k k k k k Kk k k k Kk k k k k Kk e k k K K K 22 9 29 3 21 6 20 9 20 2 19 5 18 7 17 1 1342 1 6 22 OK ke ke ke kc ke kc ok ok kk ke ke ee ke kk kk kk kk kk kk ke ke kk 22 54 5 8 21 1 20 4 19 7 19 0 18 3 16 7 12 9 1 5 23 OK ke ke ke kc ke kk ok kk kk kk kk kd kk kk kk ke ke kk 23 9 2
24. 39 0 37 8 36 5 3542 33 8 30 8 23 9 13 8 8 ERSEBRES 40 6 40 4 39 8 38 7 37 6 36 5 3379 34 1 32 9 31 6 28 9 22 3 12 9 9 A EORR 38 3 38 1 37 5 36 5 3 5055 34 4 3373 32 2 31 0 29 8 27 2 21 1 12 2 10 ERE RIES 36 3 36 1 39 6 34 6 33 6 32 6 31 6 30 5 29 4 28 3 25 8 20 0 115 AT RODA XE 34 6 34 4 33 9 33 0 32d dd 30 1 29 1 28 1 27 0 24 6 19 4 11 0 12 ERASE LES 33 2 33 0 32115 31 46 30 7 29 8 28 9 27 9 26 9 25 8 23 6 18 2 10 5 13 KORENE 31 8 31 7 31 2 30 4 29 5 28 6 20 26 8 2578 24 8 22 6 17 5 10 1 14 KERN RUE 30 7 30 5 30 1 29 3 28 4 27 6 26 7 25 8 24 9 23 9 21 8 16 9 9 8 15 BEARERS 29 7 29 5 29 0 28 3 2159 26 7 25 8 24 9 24 0 23 1 21 1 16 3 9 4 16 SES RE 28 7 28 6 28 1 27 4 26 6 25 8 25 0 24 1 23 3 22 3 20 4 15 8 9 1 17 CRIES 27 9 27 7 27 3 26 6 25 8 25 0 24 2 23 4 22 6 21 7 19 8 1543 8 9 18 OR EE 27 1 26 9 26 5 25 8 25 1 24 3 23 6 22 8 21 9 21 1 19 2 14 9 8 6 19 ONE 26 3 26 2 25 8 25 1 24 4 235 22 9 22 2 21 3 20 5 18 7 14 5 8 4 20 KAS RYE AES RRS N 25 5 25 2 24 5 23 8 23 1 22 3 21 6 20 8 20 0 18 2 14 1 8 2 21 a ie 24 9 24 5 23 9 23 2 22 5 21 8 21 1 20 3 19 5 17 8 13 8 8 0 22 ICONE u laika Za 24 4 24 0 2373 2 2 sh 22 0 21 3 20 6 19 8 19 1 17 4 13 5 7 8 23 TONER AER K K 23 8 2355 22 8 2252 2155 20 8 20 1 19 4 18 6 17 0 13 2 7 6 24 FE REALE Osee 2353 23 0 22453 21 1 21 1 20 4 T9 19 0 18 2 16 7 12 9 7 4 25 KES EASA EES EAE ES 22 9 22 5 21 9 2143 20 6 20 0 19 3 18 6 17 9 16 3 12 6 TES 30 KERR REKREA 20 9 20 5 20 0 19 4 18 8 18 2 17 6 17 0 16 3 14 9 11 5 6
25. 4 10 0 9 1 7 1 4 1 45 H E A e H E E H AE E E e e A E IOI III IOI IO k 11 6 11 52 10 9 10 6 10 2 9 8 9 4 8 6 6 7 3 9 50 Kk ke ke e k K k ok k k k k Kk k k k Kk k k k Kk k k k k Kk Kk k k ke Kk K 11 0 1 05 7 10 3 10 0 9 7 9 3 9 0 8 2 6 3 3 7 55 OK e kc ke k k k ok k k k k Kk k k k Kk k k k Kk k Kk k k Kk Kk e k ke koe 10 5 101 2 9 9 9 6 9 2 8 9 8 5 7 8 6 0 35 60 OK k kc ke k k k k k k k k Kk ke k k k k Kk k k k K k k k K e ke K oe 10 0 9 7 9 4 9 1 8 8 8 5 8 2 TS 5 8 3 3 65 FI AAA kk ok kk e 9 4 9 1 8 8 8 5 8 2 7 9 7 2 5 6 Qua 70 PE 9 0 8 7 8 5 8 2 3 9 2 6 6 9 5 4 3 1 15 OK ke c ke e kc kc kc ok ok ok kk kk kk kk kk ck dd kk kk kk kk kk kk k kk By 8 4 8 2 7 9 7 6 7 3 6 7 5 2 3 0 80 OK ke ke ke e kc kc II I ke kk ke ke ke kk kok ok e e 8 4 Bua 7 9 7 1 7 4 Fol 6 5 5 0 2 9 85 FI II RII kok ok ok koe 8 2 75 9 sg PA Pe 6 9 6 3 4 9 2 8 90 FI k K k k k k k K K K K K K K K kkk ke 73569 s 7 5 752 7 0 6 7 6 1 4 7 2 95 OK ke e e k k k k Kk Kk k k Kk k K k Kk Kk K k k Kk k k K K k K kk K K e e Pah 7 5 1 3 7 0 6 8 6 5 5 9 4 6 2 100 ok kc ke ke kk ke ke ke kk ke ke ke kk kk ke kk khe ke kk kk ke kk kk ke kk ko ke ke kk kk e e e ek 7 3 SS 6 8 6 6 6 3 5 8 aS 2 6 125 KXKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKOK 6 5 6 3 6 1 5 9 5 7 5 2 4 0 2 3 150 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 5 8 5 6 5 4 5 2 st 3 7 Del 200 kk oko ok oko ok ook ok III III III oko III III III ooo III II i i i i i i kk kk 4 7 4 5 4 1 3 2 1 8 250
26. 40 8 39 6 38 4 dU 35 9 34 6 33 3 30 4 23 5 13 6 35 BRR IRR RR eae v 39 4 38 8 Su 36 7 35 6 34 4 33 3 32 1 30 8 28 1 21 8 12 6 40 POA ee Rn ER PSS S Ns 36 3 35 3 34 3 33 3 32 2 31 1 30 0 28 8 26 3 20 4 11 8 45 PRAISE BRAM ERRE ERAS Eee 34 2 33 3 32 3 31 4 30 4 29 3 28 3 20 2 24 8 19 2 11 1 50 RES BOUE S ka ERE A ERR ERED N 32 4 31 6 30 7 29 8 28 8 27 8 26 8 25 8 23 5 18 2 10 5 55 RED EAS BRAG kc 30 9 30 1 29 3 28 4 Dl 26 5 25 6 24 6 22 4 17 4 10 0 60 EL REG E 29 6 28 8 28 0 2152 26 3 25 4 24 5 23 5 21 5 16 6 9 6 65 ERERELELE LEELA EERE I 28 4 27 7 26 9 26 1 25 3 24 4 23 5 22 6 20 6 16 0 9 2 70 IERCEONEOKUE WIKA UKA k o tka on 27 4 26357 2519 251 2 24 4 23 5 22 1 21 8 1 999 15 4 8 9 75 RET AALL ERE LAL EAE ERAS SS 26 5 25 8 25 0 24 3 23 5 22 7 21 9 21 0 19 2 14 9 8 6 80 K ko ENTERRAR EROR 25 6 25 0 24 3 23 5 22 8 22 0 21 2 20 4 18 6 14 4 8 3 85 AAKO AE ANN NE EAS ES 24 9 24 2 23 5 22 8 22 1 21 4 20 6 19 8 18 0 14 0 8 1 90 l ta ad eae 24 2 2345 22 9 22 2 21 5 20 8 20 0 19 2 T4435 13 6 78 95 tla u te PAS ER ia AS Spot 23 5 22 9 22 73 21 6 20 9 20 2 19 5 18 7 17 1 13 2 7 6 100 FIO kok k k kok kok RARA KK ROG 22 3 23 3 21 0 20 4 19 7 19 0 18 2 16 6 12 9 7 4 125 kkkkkkkkk k kk kk k ROCK k kk kk kk KK KORG 20 0 19 4 18 8 18 2 17 6 17 0 16 3 14 9 11 5 6 5 150 e Ck CK Ck Ck KK kk kk k kk kk k kk kk kk kk kk 18 2 VIF 17 9 16 6 LOT 15 5 14 9 13 6 10 5 6 200 e CK kk kok ko kok kok kok kok CC Kk ROCK I CK I II KO 15 3 14 9 14 4 13 9 13 4 12 9 11 8 9 1 5 3 25
27. 47 5 36 8 21 2 5 REE EAE Ko Roco 59 5 58 6 57 0 55 4 Bd 52 70 50 3 48 4 46 5 42 5 32 9 19 0 6 ERE ERA LE EIR W 54 3 535 52 0 50 6 49 1 47 5 45 9 44 2 42 15 38 8 30 0 11 3 7 ERROR ERARIO REA EERE 49 5 48 2 46 8 45 4 44 0 42 5 40 9 39 3 35 9 27 8 16 4 8 W KS uk tel ERA EERE YO A 46 3 45 1 43 8 42 5 41 1 39 1 38 3 36 8 33 6 26 0 15 0 9 Kek kk LEAS CERES e 43 6 42 5 41 3 40 1 38 8 S755 36 1 34 7 ie iz 24 5 14 2 10 AAALAC EA SRK BIE E 41 4 40 3 39 2 38 0 36 8 3595 34 3 32 9 30 0 29 9 13 4 11 AE AAA A AGER AEA A RO 39 5 38 4 37 3 36 2 3571 33 9 32 7 31 4 28 6 22 2 12 8 12 POR AE AE REE POR E AN eese 37 8 36 8 35 8 34 7 33 6 32 4 3123 30 0 27 4 2152 12 3 13 PAE za i RT RA ac 36 3 35 3 34 4 33 3 32 3 31 2 30 0 28 9 26 3 20 4 11 8 14 UE KE ee Keg IRAN ER 35 0 34 1 ao Bad Sl 30 0 28 9 27 8 25 4 19 7 11 4 15 SOREL REE A DIC OE eo 33 8 32 9 320 31 0 30 0 29 0 28 0 26 9 24 5 19 0 11 0 16 MAS K Kek ok WU 32x5 34 9 810 30 0 29 1 28 9 2g 5 26 0 23 18 4 10 6 137 Kk e E EA UK oa k e eee 30 9 30 0 29 1 28 2 27 26 3 25 2 23 0 17 8 10 3 18 MERE Kk woke EAE ERE ERE EAE ko ka k 30 0 29 2 28 49 27 4 26 5 29140 24 5 22 4 17 3 10 0 19 FI III III II eoe IOI I IO k 29 2 28 4 201 76 26 57 25 8 24 8 23 9 21 8 16 9 9 7 20 FOCI III II III I eee 28 5 27 26 9 26 0 25 1 24 2 0343 21 2 16 5 9 5 21 FI III kk kk k kk k kk kk k kk kk 27 8 27 0 26 2 25 4 24 5 23 6 22 7 20 7 16 1 9 3 22 Tete eee ec ee cee ee k kk kkk k k k k k k 27 2 26 4 25 6 24 8 24 0 23 1 22 5 20 3 15 7 9
28. 48 Adult Education and Training Survey 2003 User Guide Example 2A Estimates of Proportions or Percentages of Persons Possessing a Characteristic Suppose that the user estimates that 671 323 3 484 578 19 3 of adults aged 25 to 64 who received employer sponsored training in 2002 took at least one educational program How does the user determine the coefficient of variation of this estimate 1 Refer to the coefficient of variation table for CANADA Person level data 2 Because the estimate is a percentage which is based on a subset of the total population i e adults aged 25 to 64 who received employer sponsored training in 2002 it is necessary to use both the percentage 19 396 and the numerator portion of the percentage 671 323 in determining the coefficient of variation 3 The numerator 671 323 does not appear in the left hand column the Numerator of Percentage column so it is necessary to use the figure closest to it namely 750 000 Similarly the percentage estimate does not appear as any of the column headings so it is necessary to use the percentage closest to it 20 096 4 The figure at the intersection of the row and column used namely 4 495 is the coefficient of variation to be used 5 Therefore the approximate coefficient of variation of the estimate is 4 496 The finding that 19 396 of adults aged 25 to 64 who received employer sponsored training in 2002 took at least one educational program can
29. 7 35 5 34 3 33 1 31 8 29 0 22 5 13 0 20 ERE a ah ERE RO E 39 6 39 0 38 0 36 9 35 8 34 6 38 5 323 3150 28 3 21 9 Tart 21 BARBARA ERA RRR 38 7 38 1 37 0 36 0 34 9 33 8 32 31 5 30 2 27 6 21 4 12 3 22 ERE ERLE WORKS KO e 37 8 31 2 36 2 39 2 34 1 33 0 319 30 8 29 5 27 0 20 9 124 23 AS AAA AAAS ka AA AAR ho a ka 36 4 35 4 34 4 33 4 32 3 31 2 30 3 28 9 26 4 20 4 11 8 24 SERIA EAE SRI ek KAK E 35 6 34 6 33 32 31 6 30 6 29 4 28 3 25 8 20 0 11 5 25 KERR LAL A BAA AAS kuka ka 34 9 33 9 33 0 32 0 31 0 29 9 28 9 21 1 253 19 6 11 3 30 AAAS REAR RAE esee e AER 31 8 31 0 30 1 29 2 28 3 27 3 26 3 25 3 23 1 17 9 10 3 35 ERRERIK TONER EUE SCR HEURE OG 29 5 28 7 27 9 2d 26 2 25 3 24 4 23 4 21 4 16 6 9 6 40 a IE OE RN S RE 21 6 26 8 26 1 25 3 24 5 23 22 8 21 39 20 0 15 5 8 9 45 Akku ko Ke ek Ke a Kok eee 26 0 25 8 24 6 29 9 23h 22 3 215 20 7 18 9 14 6 8 4 50 KARR KRKA RC OCA ROCK 24 7 24 0 23 3 22 6 21 9 21 2 20 4 19 6 1759 13 9 8 0 55 kk kk kas kaa deo Kee 29 5 22 9 22 2 21 6 20 9 20 2 19 5 18 7 17 1 13 2 736 60 FI koe kk kk kk oko ko koe oko eoe eee 21 9 51 3 20 37 20 0 19 3 18 6 17 9 16 3 12 7 ES 65 OK ke e ke ke ke kc ok ok kk ke ke ke AAA ke ke e ke ke ke ee 23 1 20 5 19 9 19 2 18 6 17 9 17 2 15 7 12 2 7 0 70 FOI III ke oko kk kk kkk kkk kk k 20 3 19 7 19 1 18 5 17 9 17 2 16 6 15 1 TTA 6 8 175 OK ke ke ke k k k ok Kk K k k Kk k k k Kk k K k Kk k K k k K e ke ke ke K K 19 6 19 0 18 5 17 9 17 3 16 7 16 0 14 6 11 3 6 5 80 OK ke e ke k k k k Kk k k k k Kk Kk k k k
30. 80 ERERELELE LEELA DE REEL RO 17 2 16 7 16 2 157 15 2 14 7 14 2 13 6 12 4 9 6 5 6 85 Bo EO KKC a a ee 16 6 16 2 15 7 T1553 14 8 14 3 13 8 13 2 1211 9 4 5 4 90 Pie u it GREEN ORE A SAREE 16 2 1577 15 3 14 8 14 4 13 9 13 4 12 9 TT 91 5 2 95 kkkkkkkkkk kk kk k kk kk k kk kk kk kk kk 15 3 14 9 14 4 14 0 13 5 13 0 12 5 DA 8 8 5 100 FIO kk kok kok kok kok kok RAR k KORG 14 9 14 5 14 1 13 6 13 55 12 47 12 2 11 1 8 6 5 0 125 kkkkkkkkk k kk kk k kk kk k kk kk kk kk kk 13 4 13 0 12 6 1245 11 8 11 3 10 9 10 0 3575 4 5 150 e kok Ck Ck k k kok kok AR RR KORG 1212 11 8 11 5 11 10 8 10 4 10 0 Sq 7 0 4 1 200 eK kk Ck kok ko kok kok RAR RARA 10 3 10 0 9 6 9 3 9 0 8 6 7 9 it 3 5 250 FIO ko kok kok ko ok kok kok kok II II I IO I I I k 9 2 8 9 8 6 8 3 8 0 Tu 7 0 5 5 3 1 300 FIO Ck KK Kk ROCK ko kok kok I II I kk kk kk kk I I KK I Ik Sg 7 9 7 6 7 7 0 6 4 5 0 2 9 350 dok kok kok kok kok kok kok kok ko oko kok I IO kok kok k kok kok k kok kk kok 7 5 7 38 7 0 6 8 6 5 5 9 4 6 2 4 400 KC kok kok kok ko kok kok ko kok kok kok kok kok ko kok kok kok kok kok ko oko kok kok kok I RAR 6 8 6 6 6 3 6 51 5 6 4 3 2 5 450 dok kok ko kk k kk kA k kk kk I kk kk kk kk I kk kk kk kk I kk I kk I kk kk 6 4 6 2 6 0 5 7 5 2 4 1 Des 500 dok kok Kk kok kok I II I II kok ko kok kok kok k kok kok k kok kok k kok kok II I I IO I I k k k k 5 9 5 7 5 5 5 0 3 9 D9 750 dok kok ko kok kok ko kok kok ko kok kok kok kok ko kok kok ko oko kok kok Kk Ck Kk kk Kk kk k kok kok k kok kok kok kok kok kok I III I
31. 94 9 ISTIS 42 4 2 94 9 94 4 93 9 92 5 90 0 87 5 84 9 82 2 79 4 76 5 73 5 67 1 52 0 30 0 3 FORO EUR JP 76 7 75 5 7355 71 4 69 3 67 1 64 8 62 5 60 0 54 8 42 4 24 5 4 RR KE 66 8 66 4 65 4 63 7 61 9 60 0 58 1 56 1 54 1 52 0 47 5 36 8 21 2 5 CREDE 59 7 59 4 58 5 56 9 5553 S3 52 0 50 2 48 4 46 5 42 4 32 9 19 0 6 AR EORR 54 5 54 2 53 4 52 0 50 5 49 0 47 5 45 8 44 2 42 4 38 7 30 0 17 3 2 ERE RIES 50 5 50 2 49 4 48 1 46 8 45 4 43 9 42 4 40 9 39 3 35 9 27 8 16 0 8 KROK 47 2 47 0 46 2 45 0 43 7 42 4 41 1 3D 38 3 36 8 33 6 26 0 15 0 9 k oak 44 5 44 3 43 6 42 4 41 2 40 0 38 7 37 4 36 1 34 7 31 6 24 5 14 1 10 KR 42 2 42 0 41 4 40 3 39 1 38 0 36 8 35 5 34 2 32 9 30 0 23 2 13 4 11 KES EAL RUE 40 3 40 1 39 4 38 4 374 3 36 2 35 0 33 9 32 6 31 3 28 6 22 2 12 8 12 KERR 38 5 38 4 37 8 36 8 3571 34 7 33 6 32 4 31 2 30 0 27 4 21 2 12 3 13 AREF RUE 37 0 36 8 36 3 35 3 34 3 33 3 32 2 31 1 30 0 28 8 26 3 20 4 11 8 14 ORIEN 35 1 35 5 35 0 34 0 33 1 32 1 31 1 30 0 28 9 27 8 25 4 19 6 11 3 15 PORE FOES 34 5 34 3 33 8 32 9 31 9 31 0 30 0 29 0 27 9 26 8 24 5 19 0 11 0 16 RICE RE 33 4 33 2 32 7 31 8 30 9 30 0 29 1 28 1 27 1 26 0 23 7 18 4 10 6 T RU ERAS 32 4 32 2 31 7 30 9 30 0 29 1 28 2 27 2 26 2 25 2 23 0 17 8 10 3 18 REALE 31v5 31 3 30 8 30 0 29 2 28 3 27 4 26 5 25 5 24 5 22 4 1773 10 0 19 REE ERASE 30 6 30 5 30 0 29 2 28 4 27 5 26 1 25 8 24 8 23 8 21 8 16 9 9 7 20 REEKSE 29 9 29 7 29 3 28 5 27 7 26 8 26 0 2551 24 2 23 2 21 2 16 4 9 5 21 ROCK peu 29 1 29 0 28 5 27 8
32. I II kk kk kk 11 3 10 9 10 6 10 2 9 9 9 5 8 6 6 7 3 9 125 kkkk k k k k k k k k k k k k k k k k k k k k k hk 9 8 9 5 9 1 8 8 8 5 7 7 6 0 3 5 150 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k h 8 6 8 4 8 0 Tu 7 1 5 5 duy 200 kk ko ooo ok ok ok ok kk kk ok ok ko ok ok ok ko ok ok kk ok ok ok eee eee 7 2 7 0 6 7 6 1 4 1 DEW 250 kc Kk k k k k k k k k k k k k k k k k k k k k k K K k k k k k k k Kk k k k k k k k k K K K K oe K K k k k k K K K OK K R k k k kk K K ke kk k ke k 6 2 6 0 5 5 S yi FA 300 kk kk o o o o o ok o ok ok ok ok ko ok ko Kok oko ok ko ko ook ko ko ko ko ok ko o ko ko o ooo eee 5 0 3 9 2 52 350 kk o o o o o II ok ko ok ok ok ok ok ok ko III ko ok ok ok ko ok ko ok ko ko ko oo III III I I i i i i i k 4 6 3 6 2 1 400 kc ke k k k k k k k k k k k k k k k k k k k k k K k k k k ke K Kk K K k K e k k k K K ke kc ke K K e ke ke R ke e K K OK K ke R R k ke e K kc ke ke oe R R kc coke ke ok O k R k k k k oe k k k k k k k k KK e k ice 1 9 450 kc k k k k k k k k k k k k k k k k k k Kk Kk k k K k k k k k K K K ke K K k k k K e ke kc k k k k k k k R e K K kc ke k ke R ke R ke K K KO K R R k k k R KKK k k R k k KK R k k k KK kk kom TB 500 kk ko oo o oo o o ok ok ok ok ok ok ok Kok ok ok ko ok ok oko kk 3 0 1 7 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 78 Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Train
33. LFS information for these records grouping variables include person level as well as household level information 4 A final adjustment is done to match the census projections for independent province sex age groups census metropolitan area counts and economic region counts in a calibration exercise Special Surveys Division Adult Education and Training Survey 2003 User Guide The resulting weight WTPM is the final weight which appears on the Adult Education and Training Survey MAIN master microdata file The final weight on the MAIN public use microdata file is called WTPP In order to derive the training weights WTAM for the selected activity found in the TRAINING master microdata file the person weight WTPM has been multiplied by the number of training activities for each respondent The final weight on the TRAINING public use microdata file is called WTAP Special Surveys Division 83 Adult Education and Training Survey 2003 User Guide 12 0 Questionnaires and Code Sheets 12 1 The Labour Force Survey Questionnaire The Labour Force Survey questionnaire LFS QuestE pdf is used to collect information on the current and most recent labour market activity of all household members 15 years of age or older It includes questions on hours of work job tenure type of work reason for hours lost or absent job search undertaken availability for work and school attendance 12 2 The Adult Education and Training Surve
34. O O p p p p p p p N L L II I9 N N Q C C C 2 4S 4S dS P dS Q UI UL UL Q Q Q O O OY O IM 65 NUMERATOR OF PERCENTAGE 000 NOT 66 OJ BU ne AO VOJ JGAGUUBBSBUUNNNNNWNNHHHHHHEHHHH OQ O Ui O Ui O Gi O Gi O O Ui O Oi is Q N P O to O O Ul iS Q N HP O 100 125 150 200 250 300 350 400 450 500 750 1000 1500 2000 Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Prairie Provinces Person level data ESTIMATED PERCENTAGE 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 97 0 96 6 96 1 94 6 92 1 89 5 86 8 84 1 81 2 68 6 68 3 67 9 66 9 65 1 63 3 61 4 59 4 57 4 56 0 29 8 55 5 54 6 53 2 51 7 50 1 48 5 46 9 ok 48 3 48 0 47 3 46 0 44 7 43 4 42 0 40 6 REAR 43 2 43 0 42 3 41 2 40 0 38 8 37 6 36 3 AK RIBAS 39 4 39 2 38 6 37 6 36 5 35 4 34 3 33 2 oko 36 5 36 3 35 8 34 8 33 8 32 8 31 8 30 7 oko 34 34 0 33 4 32 6 31 6 30 7 29 7 28 7 oko 32 2 32 0 31 5 30 7 29 8 28 9 28 0 27 1 oko 30 5 30 4 29 9 29 1 28 3 27 5 26 6 25 7 oko 29 1 29 0 28 5 27 8 27 0 26 2 25 3 24 5 Bk EEE ES 27 9 27 7 27 3 26 6 25 8 25 1 24 3 23 4 BR EE E 26 8 26 7 26 2 25 5 24 8 24 1 23 3 22 5 koe 25 8 25 7 25 3 24 6 23 9 23 2 22 5 21 7 oko 24 9 24 8 24 4 23 8 23 1 22 4 21 7 21 0 oko 2471 24 0 23 7 23 0 22 4 21 7 21 0 20 3 HR EE E 23 4 23 3 22 9 22 3 21 7 21 1 20 4 19 7 ok 22 8 22 6 22 3 21 7 21 5 20 5 19 8 19 1 KEE RARE 22 2 22 0 2
35. Sampling Variability Tables for Newfoundland and Labrador Person level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 dk koe 30 72 6 75 69 6 67 7 65 6 63 6 61 4 59 2 56 8 51 9 40 2 232 2 kk EAE k 51 6 51 4 50 6 49 2 47 8 46 4 44 9 43 4 41 8 40 2 36 7 28 4 16 4 3 desee 42 2 41 9 41 3 40 2 39 1 du 9 36 7 35 4 34 2 32 8 30 0 232 13 4 4 ERLE REE q EE e 3683 3578 34 8 35 8 32 8 31 8 30 7 29 6 28 4 259 20 1 11 6 5 Kaa bak aa los oo bou wo 32 5 32 0 31 1 30 3 29 4 28 4 2 5 26 5 25 4 23 2 18 0 10 4 6 ERLE KICK Oe CK oce oe 29 20 2 28 4 27 6 26 8 2 559 2571 24 2 23 2 23 22 16 4 95 7 dek Ke koky 21 3 27 0 26 3 25 6 24 8 24 0 23 2 22 4 21 5 19 6 15 2 8 8 8 KERR Ake LEAR ERE N E 2513 24 6 23 9 23 2 2255 21 7 20 9 20 1 18 3 14 2 8 2 9 Kk kk k ERAS 23 8 23 2 22 6 21 9 21 2 20 5 19 3 18 9 173 13 4 Te 10 SORA RRA ERE o RE 22 6 22 0 21 4 20 8 20 1 19 4 18 7 18 0 16 4 12 t NES 11 ENERO RCIA de OR Kr o ese ode 21 6 21 0 20 4 19 8 1972 18 5 17 8 d 15 6 121 Ju 12 TORRE RCRA NOR OK DE RATER RIES 20 6 20 1 19 5 18 9 18 3 17 T7 16 4 15 0 11 6 6 7 T3 a KC REO NC SIC TIC E ene 19 8 19 3 18 8 18 2 17 6 17 0 16 4 15 8 14 4 11 1 6 4 14 SKK EORR Kok e de Rok RELIES 19 1 18 6 18 1 13 5 13 0 16 4 15 8 15 2 13 9 10 7 6 2 15 Kk Kock kok ky uk kuk AA Rene 18 5 18 0 17 5 16 9 16 4 1529 15 3 14 7 13 4 10 4 6 0 16 EXEFARERA kk EKER IRE 1 9 17 4 16 9 16 4 15 49 15 23 14 8 14 2
36. a cost recovery basis Since the approximate CV is conservative the use of actual variance estimates may cause the estimate to be switched from one quality level to another For instance a marginal estimate could become acceptable based on the exact CV calculation Remember f the number of observations on which an estimate is based is less than 30 the weighted 44 estimate is most likely unacceptable and Statistics Canada recommends not to release such an estimate regardless of the value of the coefficient of variation 10 1 How to Use the Coefficient of Variation Tables for Categorical Estimates The following rules should enable the user to determine the approximate coefficients of variation from the Approximate Sampling Variability Tables for estimates of the number proportion or percentage of the surveyed population possessing a certain characteristic and for ratios and differences between such estimates Users also have the option of using an automated method to calculate the CVs for their estimates An HTML based person level application and activity level application have been developed to help users These small applications are HTML files which run on any computers using Internet Explorer and will retrieve the approximate CV electronically Note that the CVs obtained with this method are also approximate and not official The CVs obtained using the Approximate Sampling Variability Tables and those obtained using the automated method
37. and education to individuals The AETS also collects information pertaining to the characteristics of the programs and courses taken Even though these data are collected from sampled persons the data more appropriately reflects activities i e programs and courses such as the number of training activities aimed at basic reading writing or math skills To enable users to better disseminate and analyze the data contained on the microdata files two sets of release cut off tables are provided one for the Person level data and the second for the Activity level data Person level data Province and Region Acceptable CV Marginal CV Unacceptable CV 0 0 16 5 16 6 33 3 gt 33 3 67 000 amp over 16 500 to lt 67 000 under 16 500 Special Surveys Division Adult Education and Training Survey 2003 User Guide Activity level data Province and Region Acceptable CV Marginal CV Unacceptable CV 0 0 16 5 16 6 33 3 gt 33 3 tanie Proves 51000 over 18500 to lt 51000 under 18500 186 000 amp over 46 500 to lt 186 000 under 46 500 Special Surveys Division 41 Adult Education and Training Survey 2003 User Guide 10 0 Approximate Sampling Variability Tables In order to supply coefficients of variation CV which would be applicable to a wide variety of categorical estimates produced from this microdata file and which could be readily accessed by the user a set of
38. business or professional practice owned and operated by a related member of the same household Such activities may include keeping books selling products waiting on tables and so on Tasks such as housework or maintenance of the home are not considered unpaid family work Persons are regarded as available for work if they i reported that they could have worked in the reference week if a suitable job had been offered or if the reason they could not take a job was of a temporary nature such as because of own illness or disability personal or family responsibilities because they already have a job to start in the near future or because of vacation prior to 1997 those on vacation were not considered available ii were full time students seeking part time work who also met condition i above Full time students currently attending school and looking for full time work are not considered to be available for work during the reference week Special Surveys Division 11 Adult Education and Training Survey 2003 User Guide Industry and Occupation The Labour Force Survey provides information about the occupation and industry attachment of employed and unemployed persons and of persons not in the labour force who have held a job in the past 12 months Since 1997 these statistics have been based on the North American Industry Classification System NAICS and the Standard Occupational Classification SOC 91 Prior to 1997 the 1980 Stan
39. capital by both individuals and employers Special Surveys Division 13 Adult Education and Training Survey 2003 User Guide New to the 2003 AETS the Course Program CP module has a question asking which months in 2002 the respondent took training CP_Q13 This question was added to allow for a more thorough interpretation of the training outcomes as it will enable an evaluation of the elapsed time since the completion of the training event It will also provide information on the patterns of participation in training activities throughout the year The 1998 and 2003 AETS collects duration differently for programs and courses The approach used for measuring program duration in 2003 is similar to the approach used in 1998 with the exception that program duration is not reported separately for full time and part time participation In 1998 for all courses with more than six hours per day the respondent was asked the number of days he had followed that training Hence the survey was not providing the exact number of hours for this group of courses In 2003 respondents are given the choice of reporting their course duration in terms of months weeks or days For each scenario a series of follow up questions is asked which enables the computation of hours for each course Labour force status while training The 2003 AETS asks respondents about their labour force status while training Respondents who had a job while training and held a job
40. dede eco e 12 3 12 2 11 8 11 5 11 2 10 8 10 4 10 1 9 7 8 8 6 8 3 9 FOI kok k kok kok I kk ICICI I I I EEE 10 5 10 2 10 0 9 7 9 4 9 0 8 7 8 4 7 6 5 9 3 4 FR kk k Kk k K 9 4 9 2 8 9 8 6 8 4 8 1 748 d 6 8 5 3 S e FOI IO IO eoe 8 6 8 4 8 1 7 9 7 6 7 4 SP ade 6 8 6 2 4 8 2 8 FORO RIO IO IO IO 8 0 PI 1 5 1 3 Pals 6 8 6 6 6 3 558 4 5 2 6 kk kk ko ok ko kk ee 7 4 mo 7 0 6 8 6 6 6 4 6 2 5 9 5 4 4 2 2 4 FOO 6 8 636 6 4 6 2 6 0 5 8 5 6 Sel 3 9 2 FRO RRR ko kk k k k k ke ke koe ke k k k 6 5 6 3 6 1 5 9 5 7 5 5 bd 4 8 Bit 252 OK ke e ke k k k k Kk k k k Kk k k k Kk k k k Kk k K k k ke K ke ke ke K K 5 3 5 1 5 0 4 8 4 7 4 5 4 3 3 9 31 1 8 ck Ck kc ke kk khe ke kk khe ke kk kk kk kk kk kk kk kk kk kk kk kk 4 5 4 3 4 2 4 0 3 9 3 7 3 4 2 6 125 9k kc ke ke kk khe ke kk khe ke kk khe ke kk khe ke kk khe ke kk ke ke ke kk ko ke ke kk ke ke ke e e ek 3 5 3 4 3 3 3 2 3 T 2 8 2 2 1 2 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 3 0 2 9 28 VM 2 4 1 9 Ta kc Kk ke k k k k k k k Kk k k k k k k k k k k k k k Kk k k k k k k k k k Kk K k k k k k K K K K K K k kc k R oe K K ke ke KOK R R k Rk R R K K coke KK k k Rk kk ke ke e e 2 4 z 1 5 0 9 kc k k k k k k k k k k k Kk k k k k k k k k k k Kk k k k k k k k Kk k Kk k k k k k k k k k k k k k k k k K K K K K k k k k kc k coke oe K K K K k k Rk k k coke K kk OR R ce R k ke ke e ke k tcr E3 0 8 kc ke ok kc kc ke KK ke ke e ke kc coke ke oe ke kc kc ke ke e ke kc ke ke oe ke kc kc ke ke ke kc kc ke ke oe ke
41. eee 4 2 4 1 4 0 3 8 X ko ok ok ok ok ok kk ok ok o kk ko ko ooo eee 3 9 3 8 3 6 KK kk kk IO I IR ok kok IO kk kk o k kk IR k kk ko kok kok ko I IR IO e kk k t 3 0 X K kc kk kk kc kk kk kk kc kk kk ek kc kk kk ek kc kk kk ek kk k kk kk kk 35 0 Pp p P P i P P P B P P P P S S BS BG 2 S IN MI UO Q Q HUA Q0 O O F i N Q is O1 O O O J O0 Q0 0 t0 O O i 0 S O XO P O1 to n U 2x OU t0 N Ut WU BOD O N Ui J O A JF Oy PP BNU O 0 PP O1 O E O O0 V ON OO JH j O 0 O P N Q Q M Q 2 C S uS dS Qn DA co co CO CO V 5 40 0 PERPRPEBRPEPRBEPERPEBEEEENNNNNNNNWWWHUNA COOFPFPNWUDUADDIIN M OCOPRNWUDABROWIWWHE 2x BU O U O0 Q I2 JU JONA O Q PP O I9 O 1 JOU O i G I9 S OA O JJ 0 gt Oy gt O O ANN N Q Q Q S S P Qn DD IO c VY 4 X K kk kk kk kk kk ck kk kk II kk kk kk Kk I AA AAA RA AA kk kk I I I kk I II kk kc III I II kk kk kc II II kk k IO I I ek oe E FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 50 0 70 0 90 0 68 6 53 2 30 7 48 5 37 6 21 7 39 6 30 7 Lat 34 3 26 6 T5 3 30 7 23 8 1 35 07 28 0 21 7 12 5 2559 20 1 11 6 24 3 18 8 10 9 22 9 Abe 10 2 2151 16 8 957 20 7 16 0 9 3 19 8 T573 8 9 19 0 14 7 8 5 18 3 14 2 8 2 ITA 15 7 7 9 17 2 9 3 Tech 16 6 123 9 7 4 16 2 12 5 7 2 T5577 12 2 dei 15 3 11 9 6 9 15 0 11 6 6 7 14 6 11 3 6 5 14 3 YD 6 4 14 0 10 9 63 3 F 10 6 6 1 125 9 7 5 6 11 6 9 0 5 2
42. extended time requirements that would be involved in repeat visits or calls necessary to obtain information directly from each respondent If during the course of the six months that a dwelling normally remains in the sample an entire household moves out and is replaced by a new household information is obtained about the new household for the remainder of the six month period At the conclusion of the LFS monthly interviews interviewers introduce the supplementary survey if any to be administered to some or all household members that month 6 2 Supervision and Quality Control All LFS interviewers are under the supervision of a staff of senior interviewers who are responsible for ensuring that interviewers are familiar with the concepts and procedures of the LFS and its many supplementary surveys and also for periodically monitoring their interviewers and reviewing their completed documents The senior interviewers are in turn under the supervision of the LFS program managers located in each of the Statistics Canada regional offices 6 3 Non response to the Labour Force Survey Interviewers are instructed to make all reasonable attempts to obtain LFS interviews with members of eligible households For individuals who at first refuse to participate in the LFS a letter is sent from the Regional Office to the dwelling address stressing the importance of the survey and the household s cooperation This is followed by a second call or vis
43. k hk 13 0 12 6 lS 11 6 10 6 8 2 4 7 85 kk ooo o o ook ko oko ok kk Kok ko Kok ok ok o ko ko ko ko o ko oo eee eee 12 5 TT 11 3 10 3 8 0 4 6 90 kk ko o ook ok ko ok ko III Kok Kok kk kk ko ok o o ko o ko oo eee eee 11 8 11 4 11 0 10 0 7 8 4 5 95 K KK ke kk koh ke kk III ke kk kk kk kk kk kk kk kk ke ke ke ke ke kk 11 5 11 10 7 9 7 5 4 4 100 kk oko oo III ko ko ok kk kk kk ok ok ok ok ko kk ko o kk ok III III III III I i i i i i i i i kk 10 8 10 4 9 5 7 4 4 2 125 kc Kk k k k k k k k k k k k k k k k k k k k k Kk k Kk Kk k k k k k k Kk k Kk k k k k k oe K K K ke k K k k k k oe R K kc ke KOK R R R R oe K K K coke ke k k R k k R kk ke ke e e 9 3 8 5 6 6 3 8 150 kc ke ke ke kc ke coke ke ke kc kc ke ke e ke kc ke ke ke ke kc kc ke ke e ke kc ke ke oe ke kc kc ke ke oe ke kc kc ke ke e ke ke coke ke oe ke kc ke ke ke ke ke kc coke ke oe ke kc kc coke ke e kk coke ke ok kc ke coke oe kk ck ck coke ck kk ck ke KK 71 8 6 0 3 5 200 kc ke k k k k k k k k Kk k Kk k k k k k k k Kk k k Kk k k k k k k k k k k K k k ke k K e K K K K K K k k k ke oe K kc KOK oe e k R R K K K K K coke oe k R k k ke ok K K k k k k R k k oe ck kk ke R k k k k k ke 5 2 ad 250 FO kok kk kk e kk IO kk I IC ICI I kk kk kk IC l lJl s Ppq l p aa KlT lt L I I I 6I I IIEIIII ZH I5 I III I K MIlII IIIII I K LIIIIIII IIIII II II IIII I IIZ CII MIII IIIIIIIIAIII I lt IIIIIIAIAIIIIII I AIAIIAIIAI 2X NOTE FOR CORRECT USAGE OF THESE TA
44. k k hk 24 0 23 3 22 5 21 7 20 8 19 0 TEST 8 5 7 Ok Ck ke ke kk khe ke kk khe ke kk khe ke kk khe ke kk ke ee eee ke ke e ke e e k 20 3 21 5 20 8 20 0 19 3 17 6 13 6 7 9 8 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k h 20 1 19 5 18 8 18 0 16 4 T2 j 3 4 9 ok ke kc ke kc ke ke RARA RARA RARA ke ke ke ke ke ke ke ke ke ck ke kc ke ke ke ok OK ok ke ok OK OK OK OK OK OK Ke 19 0 18 3 17 7 17 0 15 5 12 0 6 9 10 Ok kk kk ke kk ok OK OK Gk Gk kk ke kk ke ok kk OK Ok Gk Gk kk kk ke kk ok k kk kk kk kk kok kok kk Ok kk kc kc ko kok ko kk kk kk 17 4 16 8 16 1 14 7 11 4 6 6 d OK ke kk ke kk ok kk kk kk e kk ke K HO ok KFP5 y asGs lt IK Ix AAA Ok kk kk KARA kk ke e 16 6 16 0 15 4 14 0 10 9 623 12 kk o oo o o ok ko ko ok ko ko ok ko ok ko ok ko ok ok ok oko ok ko ok oe eee 15 3 14 7 13 4 10 4 6 0 13 kk ok o ok ok ok ko ok ok ok ok Kok ko Kok ko ok ko ko ok ko ko ook ko o oe eee eee 14 7 14 1 12 9 10 0 5 8 14 Lll 13 6 12 4 9 6 5 6 15 kk oo oo ok ok III III ok ok kk ok kk kk ok ko ok ko kk ok ooo ooo i i i i eee 13 2 12 0 9 3 5 4 16 ck o ko o o o c o o o ok ok ok ok ko koI ok ok ok ok ok ok ko ko ok ko oko ko o oo oo oo eee 1136 9 0 5 2 17 kk ooo oo o ok o ok ok ko ok ko ko ko ok ok ok ok ko ok ok ok ok oko ok ko ko o ko ko o oo eee eee 11 3 8 7 5 0 18 kk kc o oo o o o ok ok ok oko ok ok ok oko ok ok ok ko ok ok ok ko ok ok ok oko ko ko o oo oe eee 11 0 8 5 4 9 19 kk ooo o o o ko oko oko ko ok ok ok koI ok Kok ok ko oko ok ko kk
45. k k k k k k k k k k k k k k k k k k k k h 16 2 15 7 15 2 14 6 131 12 8 9 9 5 7 40 kkkk k k k k k k k k k k k k k k k k k k k k k h 15 2 14 7 14 2 13 7 13 2 12 0 9 3 5 4 45 kk ook ook ok ok ko ok ok ko ko ko ko ok kk ko ok o ko ok eee 13 9 13 4 12 9 12 4 11 3 8 8 be 50 kk ook ook ko o ok ok ok ko ko kk kk ok ko ok ko o eee 13 2 12 7 12 2 11 8 10 7 8 3 4 8 55 OK kk kk ke kk ok OK OK Gk Ok kk ke kk ee kk ee ee ee RR RR AA AAA 12 1 11 7 11 2 10 2 7 9 4 6 60 kk oo o ok ko ko oko ok ko kk ok ko ok ok ok ok kk kk ko ok o ok eee eee 11 6 11 5 10 7 9 8 7 6 4 4 65 kk oko oko ok ok ko ok ook kk ko ko ko kk ok ko kk ok kk ok oko oo e eee 111 10 7 10 3 9 4 7 3 4 2 70 kk ooo ooo o oko oko ok ok ok ok ok ko ko ko ok ok ok ok ok ok kk ko III III III i i i i i i i i a kk 10 3 9 9 9 1 7 0 4 1 15 kk ok o oo II III III ko ok ko ok ok ko kk ok ok ko kk ko oko III i i i i i i eee 10 0 9 6 8 8 6 8 3 9 80 kk ooo o ok o o ko ok ok ok ok ok ok ok ok ko ok ko ok ko ok ko ok oo ok oo ooo eee 9 3 8 5 6 6 3 8 85 kc ke ke k k k k k k k k k k k k k k k k k k k k k Kk k k k k k k K k k k Kk k k k k oe ke K K K k ke ke kc k k oe R K K ke ke k k k ke ke oe k K R coke oe k R k k k k kk ke ke e e 9 0 8 2 6 4 3 7 90 kc ke k k k k k k k k k k k k k k k k k k k k k K k k k k k k K K k k k k k k k k k ke K K K K k k k k K ke e ke kc k k k k k k coke K e O k k oe k k R R oe KK R R R k R R ke e ke k 8 0 6 2 B5 95 kc k k k k k k k k k Kk k Kk k k k k k k k k k k k
46. k k k k k k Kk K Kk k ke k k k k k K e K k k k oe k k k K ke e ke kc K k oe R kc ke R K e ke K k R oe R R R R oe OK k R R k R R R ke KK T B 6 0 3 5 100 kc k k k k k k k k k k k k k k k k k k e k k k Kk k k k k k k e Kk Kk k k k k k k k K K K K k K ke k k ke K e K K k k k k k k K K K K K R R R k k R k KK kK Kk ke e ke KK 7 6 5 9 3 4 125 kk o o o ooo II ok ok ok ok ok ko ok ko ok ko ok ok o ok ok Kok ko III III II III oe eee 53 3 0 150 kk o o III o ook ok oko ok ko ok ok ok ok ok o ko Ko o ko ok ko II III ko o oo eee 4 8 2 8 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Quebec Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 T 235 2 234 1 232 9 229 3 223 2 216 9 210 5 203 8 196 9 189 7 182 3 166 4 128 9 74 4 2 EE P KDE 165 5 164 7 162 2 157 8 153 4 148 8 144 1 139 2 134 1 128 9 117 6 91 1 52 6 3 SERT EOE 135 2 134 5 132 4 128 9 125 2 121 5 11776 11377 109 5 105 2 96 1 74 4 43 0 4 RR ERASE 117 1 116 5 114 7 111 6 108 5 105 2 101 9 98 4 94 9 9T T 83 2 64 4 3 552 5 RV RIE 104 7 104 2 102 6 99 8 97 0 94 1 91531 88 0 84 8 815 74 4 51 6 39 3 6 AR EE 95 6 9920 93 6 91 1 88 6 85 9 83 2 80 4 71 4 74 4 67 9 92 6 30 4 2 ERE RIES 88 5 88
47. kk kk ke kk kk k k k kk ke kk k ke ke kk ke ke ke e 28 6 27 8 26 9 26 0 25 0 24 0 21 9 17 0 9 8 1 Ok kk ke kk kk ke kk ARA RAR kk kk kk kk kk kk kk ke ke kk ke e e 27 8 26 9 26 1 25 2 24 3 23 213 16 5 9 5 18 Ok kk ke kk khe ke kk kk ke kk kk ke kk OR ke kk ko ke ke kk ke ke e e WP 26 2 25 3 24 5 23 6 22 7 20 7 16 0 9 3 19 Ok kk ke kk khe ke kk kk ke kk OR kk k kk ke kk ko ke ke ke kk ke e e 26 3 25 5 24 T 23 8 23 pde 20 1 15 6 9 0 20 Ok kk ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk kk ke kk e ke ke e 25 6 24 8 24 0 23 2 22 4 21 5 19 6 15 2 8 8 2 Ok kk ke kk khe ke kk khe ke kk khe ke kk kk ke kk kk ke kk k ke ke kk ke ke e 25 0 DA 2 23 5 22 1 21 8 21 0 19 2 14 8 8 6 22 FOI kk ok ko ko ko kk III i i i i i i kk kk 24 4 23 7 22 9 22 1 21 3 20 5 18 7 14 5 8 4 23 Ok kk ke kk khe ke kk khe ke kk khe ke kk kk ke kk kk ke kk ko ke ke kk ke ke e e 23 9 23 5 22 4 21 7 20 9 20 1 18 3 T4 8 2 24 Ak ook ook oko kk kk ko ok ok kk ko kk kk eee 225 5 21 9 2152 20 4 19 6 17 9 13 9 8 0 25 ok kc ke ke kk ke ke ke kk khe ke kk khe ke kk khe ke kk khe ke kk kk ke kk ko ke ke kk ke ke e e e e k 22 45 21 5 20 8 20 0 19 2 17 6 13 6 7 9 30 ok kc ke ke kk khe ke kk ke ke ke kk khe ke kk khe ke kk kk ke kk kk ke kk ko ke ke kk kk e e e ek 20 3 19 6 19 0 18 3 17 6 16 0 12 4 7 2 35 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 18 2 17 6 16 9 16 3 14 8 11 5 6 6 40 OK kk kc kc kk ok ok OK Gk kk kk kk koh KK Ok kk kk kk kk kk k kk AAA RA kk kk
48. kk kk kk kk 16 4 15 8 15 2 13 9 10 8 6 2 45 OK Ok kk kc kk ok OK OK Ok Gk kk ke kk kk ok kk OK Ok k kokokokokokokok kk k Ok Ok kk kk RR Ok Ok kk kk ko ke ko kk ke e k 15 5 14 9 14 3 13 1 10 1 5 9 50 kk ok ooo ok ok ok ok ok ok ko kk Kok ok ko oko ook kk o kk ok oo oo oo i i i i i i i i kk 14 2 13 6 12 4 9 6 5 6 55 Inl 13 0 11 8 9 2 5 3 60 kc Kk oe k k k k k k k k k k k k k k k k k Kk k k k Kk k k k k k k K K k k k k k k k k K ke K K ke K K ke k k oe K kc ke ke KOR R R k R oe R R ke ke oe R R R k k k kk ke ke e e 12 4 11 3 8 8 5 4 65 kc Kk k k k k k k k k k k k k k k k k k k Kk k k K k k k k k k k Kk Kk k k k k k k k K k k K K k k k k k ke K e K K K ke oe ke k k ke ke K K k ke oe k k R R ke KK R R k k k k ke e kk k 10 9 8 4 4 9 70 kc k k k k k k k k k k k k k k k k k k Kk Kk k k k k k k k k k k Kk k k k k k k k K K K K K K K R K k k K K K Ok K K R R R k R K K KO R R R R k R R KK R R R R R k ke K KK 10 5 B T EA 75 kc k Kk k k k k k k k k k Kk k k k k k k k k k k Kk k k k k k k ke K Kk k k k k k k k K ke K K k K R k k k K ke ke K K K k oe R k k ke ke K K kc R k oe R k k R R KK ke R R k R ke KK 1021 7 9 4 5 80 kk c o o oo o ko o ok ko ok ok ok ok ok ok ok ok ko ok ok ok ok ko ok ok ok ko ko ok o o ko oko ko ok o eee 1 6 4 4 85 kk kk kk 7 4 4 3 90 kc Kk k k k k k k k k k k k k k k k k k k k k k Kk k k k k k k Kk k k k K k k k ke K K K K K oe K k k k KK K K K K ke oe R R k KK R k k k k k k k k K k k k k kk kk kk UM 4 1 95 kk ooo o o o o o ok ko ok ok ok ok ok ko ok
49. kk oko o oko ok ko ok ko ko ok k ok ok kk ko ok ok ko ok ko k 4 0 3m 2 8 1 6 300 kc ke Kk k k k k k k k Kk k Kk k k k k k k Kk Kk k k K k k k k k k ke K Kk k K k k k k k k k K K K k K k k k K ke ke ke k K ke k R ke kc coke K K K K K R oe R k R coke oe ok K R R R KK ke e kk k do 2 6 15 350 kc ke oe KK KK ke e ke kc ke RK ke oe ke ke ke ke ke e ke kc ke ke oe ke kc ke ke ke e ke ke coke ke e ke kc kc ke OK KK ke ke oe kk kc ke KK KK KK KK KK ke ke KK KK RK 2 4 1 4 400 kc Kk k k k k k k k k k k k k k k k k k ke Kk Kk k K Kk k k k k k Kk K K k K K ke ke k K K K kc ke K K ke ke k R ke K ke kc OK K R R R R R K K KO K oe R Rk R R ke R K ke R k k k k k k oe kk k k R k k k k k e 2 2 Tos 450 skok kok kk kk ke kk ek kk kk kk kk ke IC k II II IOI III ICI III IC ICI III ICE k III ICE IOI III E IOI III ICE IOI III IO k kk k k kk kok k kk kk RO KORG Ge 1 2 500 FO kk IO IO ok CK I IIR IO I IIR k II IIE k III IOI III IGE k III k k III IGE IOI III IGE IOI I IC IE k III I k kk IO kk IR kk kk kok KORG GR 1 2 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division NUMERATOR OF PERCENTAGE 000 NOTE 58 OJ BU gt Q N gt AO VOJ JGAGUUBBSBUUNNNNNWNNHHHHHHEHHHH OQ O Ui SU O G1 0001000 Q Q P O O OQ O G gt Q N P O 100 125 150 200 250 300 350 400 450 Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximat
50. kok kok kok kok II III II I IO k kok kok k kok kk I Ik 6 0 5 8 5 6 5 4 5 2 4 7 346 gt vi 350 eK CK kk kok kok kok III ROCK Kk ko kok kok kok k kok kk k kok kk I Ik 5 5 Bag 5 5 0 4 8 4 4 3 4 2 0 400 FIO ko kok kok ko kok kok oko kok kok kok I IO kok ko kok oko kok ko ok kok I IO I I I k 5 0 4 8 T ET 4 5 4 1 3 2 1 8 450 Ck k ko kok kk kk Kk Ck Kk Ck Kk kk I CK I CK ko oko CK I IO kok k KORG 4 7 4 6 4 4 4 2 3 8 3 0 qeu 500 Ck Kk kok ko kok kok kk I kk Kk kok k kok kk k kok ko kok I CK kk II I Ok I I AA 4 3 sg 0 4 0 56 28 16 750 FIO kok kok ko kok kok ko oko kok I IO ko oko kok ko oko kk kok kok kok kok kok kok kok kok kok kok k kok kok kok kok kok kok kok ko I I k 3 3 3 0 23 k 1000 dok kok E E kok kok kok kok ko I IO kok kok ko oko kok III III I III IO k kok kok k kok kok kok kok I IOI III kok k kok k I I IO A Ik 2 1 2 1500 FIO II k kok kok kok kok k kok kok k kok k k k kok kok III III III II k kok k I CK II k kok k k kok kk k kok k I IO I I IO IIR A k k k kk 0 9 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for British Columbia Person level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 T 134 1 133 5 132 9 130 8 127 3 123 7 120 0 116 2 112 3 108 2 104 0
51. may not always match exactly because when locating the numerator of the percentage in the approximate CV tables first column or the percentage across the top of the table if the exact values are not in the table the user must find the closest values and find the CV for those values In the automated method the percentage and the exact value of the population are used in the formula Special Surveys Division Adult Education and Training Survey 2003 User Guide Rule 1 Estimates of Numbers of Persons Possessing a Characteristic Aggregates The coefficient of variation depends only on the size of the estimate itself On the Approximate Sampling Variability Table for the appropriate geographic area locate the estimated number in the left most column of the table headed Numerator of Percentage and follow the asterisks if any across to the first figure encountered This figure is the approximate coefficient of variation If using the automated method for calculating the CV the user must enter the estimated number of people possessing the characteristic Next the user selects the geographic region to which the estimate applies and clicks the Calculate CV button The approximate CV for the estimate will be displayed in the bottom portion of the window Rule 2 Estimates of Proportions or Percentages of Persons Possessing a Characteristic The coefficient of variation of an estimated proportion or percentage depends on both the si
52. more people are excluded from the sampling frame 5 2 3 Secondary Stratification In urban areas with sufficiently large numbers of apartment buildings the strata are subdivided into apartment frames and area frames The apartment list frame is a register maintained for the 18 largest cities across Canada The purpose of this is to ensure better representation of apartment dwellers in the sample as well as to minimize the effect of growth in clusters due to construction of new apartment buildings In the major cities the apartment strata are further stratified into low income strata and regular strata Where it is possible and or necessary the urban area frame is further stratified into regular strata high income strata and low population density strata Most urban areas fall into the regular urban strata which in fact cover the majority of Canada s population High income strata are found in major urban areas while low density urban strata consist of small towns that are geographically scattered In rural areas the population density can vary greatly from relatively high population density areas to low population density areas resulting in the formation of strata that reflect these variations The different stratification strategies for rural areas were based not only on concentration of population but also on cost efficiency and interviewer constraints In each province remote settlements are sampled proportional to the number o
53. ok ko ko kk Kok ok ok ok ko ko ok ko o o oe eee 4 5 4 3 4 2 3 8 2 9 L 250 kc k k k k k k oe k k k k k k k k k k k k Kk k k k k k k k k k k K k Kk oe ke k k k k k k kc K k K K kc k k k k K K K K k k k k k k kk ck ke e ke k k ke k 3 9 Ad 3 4 2 6 1 5 300 kc ke k k k k k k k k k k Kk k k k k k k k k k k K k k k k k k K ke k Kk k k k k k k k k K K k K oe ke k K coke K K ke K coke k oe ke kc k K K K O K k k k k k coke oe OR k R R KK ke e ke k dul FA k i 350 kc K k k k k k k k k Kk k Kk k k k k k k Kk Kk k k Kk k k k k k k K K k k k k k k k k k k K k K K K k k K K K K K K K k k k kc R coke K KO K k k k R R R K K OR OR R R R k k R K KK 2 9 2 2 LET 400 kc ke oe ke kc ke ke oe e kc kc ke ke e ke kc coke ke oe ke ke kc ke ke e ke kc ke ke oe ke kc kc ke ke ke ke kc ke ke oe ke kc kc ke oe e ke ke ke ke e ke kc ke ke oe ke ke kc ke ke e ke kc coke ke oe kk kc ke ke ok kc ck coke oe kk ke ck oe ck ck KR ke ke kk KK ke 2 1 14 2 450 kc k k k k k k k k k k k k k k k k k k k k k k K k k k k k k k Kk k k ke K ke ke k K K K K K k K e ke k R ke e K kc KOR K R ke R R R K K K K K oe R R k k ke o K ke R k k k k k k k k ck k k k k k k k ke 2 0 1 1 500 kc ke k k k k k k k k k k k k k k k k k k k k k K K k k k k k K K k k K ke k k k K K K kc ke K K R k k k k K K KOK K OK R R K K KO K oe R R R R ke ok K R k k k k k k oe ck KK k k k k k k RK 1 9 A NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division NUMERATOR OF PERCENTA
54. ok ok ok oko ko ooo o ko ooo eee eee 10 7 8 3 4 8 20 kk ok oo oo ok ok o ok ok ko ok ok ok ok ok ok ok ok ko ko ok oko ok ok kk o ok ko ok kk o o ok ooo oo ooo eee 8 1 4 7 21 kk o oo ook o ok ok ok ok ok ok ko Kok ok ko oko ko ko ok kk ko o ok ko ko ko ok o kk ko ko o o ooo ooo eee 7 9 4 5 22 kk kk o c o o o o ko ko ok ko ko ok ok ok ok ok ko ok ok ok ko ok ok ko ko ko ok ok kk oko kdo ooo eee 7 7 4 4 23 kk o oo II o oko o o ok oko oko ok ko ok ok ok ok ok ko ok ko ook ok ko ok kk ko kk ko III II II III o eee Tus 4 3 24 kk o o c o e o ko o ok o ko ok ko ko ok ok ok ok ok kk 7 4 4 2 25 kk o o o o ok ko o o ko ok ok o ok ok ok ok ko Kok ko ko ok ko ko oko ok ko ok oko ko ko ok o o ko ko o ee eee 11 2 4 2 30 FOO 3 8 35 FOO 305 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Nova Scotia Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 w WS RIS AER 133 1 133 0 13059 12 5 5 123 9 120 2 116 3 112 4 108 3 104 1 95 0 1376 42 5 2 e 94 5 94 0 92 6 90 1 87 6 85 0 82 3 79 75 76 6 73 6 67 2 52 0 30 0 3 KEK W 3 Wp k 2 76 8 75 6 73 6 71 5 69 4 67 2 64 9 62 5 60 1 54 8 42 5 24 5 4 OK Ke Kk k ekk pok 66 5 65 5 63277 61 9 60 1 58 2 56 2 54 2 52 0
55. previous month s industry and labour status estimates derived from the present month s sample sum up to the corresponding estimates from the previous month s sample This is called composite estimation The entire adjustment is applied using the generalized regression technique This final weight is normally not used in the weighting for a supplement to the LFS Instead it is the sub weight which is used as explained in the following paragraphs 11 2 Weighting Procedures for the Adult Education and Training Survey The principles behind the calculation of the weights for the Adult Education and Training Survey are identical to those for the LFS However further adjustments are made to the LFS sub weights in order to derive a final weight for the individual records on the AETS microdata file 1 An adjustment to account for the use of a five sixth sub sample instead of the full LFS sample 2 An adjustment to account for the random selection of one respondent from the selected household The adjustment is adapted to reflect the additional sub sampling of people aged 65 years and older 3 An adjustment to account for the additional non response to the supplementary survey i e non response to the AETS for individuals who did respond to the LFS or for which previous month s LFS data was brought forward The procedure is similar to the LFS non response weight adjustment but groupings are based on different variables Since we have the
56. size of eligible persons in the LFS is determined so as to meet the statistical precision requirements for various labour force characteristics at the provincial and sub provincial level to meet the requirements of federal provincial and municipal governments as well as a host of other data users The monthly LFS sample consists of approximately 60 000 dwellings After excluding dwellings found to be vacant dwellings demolished or converted to non residential uses dwellings containing only ineligible persons dwellings under construction and seasonal dwellings about 54 000 dwellings remain which are occupied by one or more eligible persons From these dwellings LFS information is obtained for approximately 102 000 civilians aged 15 or over 5 4 Sample Rotation The LFS follows a rotating panel sample design in which households remain in the sample for six consecutive months The total sample consists of six representative sub samples or panels and each month a panel is replaced after completing its six month stay in the survey Outgoing households are replaced by households in the same or a similar area This results in a five sixths month to month sample overlap which makes the design efficient for estimating month to month changes The rotation after six months prevents undue respondent burden for households that are selected for the survey Because of the rotation group feature it is possible to readily conduct supplementary surveys usi
57. sponsored training in 2002 took at least one educational program while 748 126 1 695 383 44 1 of adults aged 25 to 64 who received non employer sponsored training in 2002 took at least one educational program How does the user determine the coefficient of variation of the difference between these two estimates 1 Using the CANADA Person level data coefficient of variation table in the same manner as described in Example 2 gives the CV of the estimate for people receiving employer sponsored training as 4 4 and the CV of the estimate for people receiving non employer sponsored training as 3 8 Note that these CVs can be calculated with the automated method as well A Using Rule 3 the standard error of a difference l X 2 is where X is estimate 1 employer sponsored X is estimate 2 non employer sponsored and z and a are the coefficients of variation of X and x respectively Special Surveys Division 49 50 3 4 Adult Education and Training Survey 2003 User Guide That is the standard error of the difference d 0 193 0 441 0 248 is 0 lo 193 0 044 0 441 0 038 0 000072 0 000281 0 019 The coefficient of variation of d is given by c d 0 019 0 248 0 077 So the approximate coefficient of variation of the difference between the estimates is 7 7 This estimate can be published with no qualifications Example 4 Estimates of Ratios Sup
58. 0 86 7 84 4 82 0 79 5 77 0 74 4 71 7 68 9 62 9 48 7 28 1 8 SAPA WANNA Ke 82 8 82 4 81 1 78 9 76 7 74 4 72 0 69 6 67 1 64 4 58 8 45 6 26 3 9 EMAILS W 78 0 77 6 76 4 74 4 72 3 70 2 67 9 65 6 63 2 60 8 DO 43 0 24 8 10 KERR 74 0 Taat 72 5 70 6 68 6 66 6 64 4 62 3 60 0 57 6 52 6 40 8 23 5 11 ARB 70 6 70 2 69 1 67 3 65 4 63 5 61 4 59 4 97 2 55 0 50 2 38 9 22 4 12 KERR 67 6 67 2 66 2 64 4 62 6 60 8 58 8 56 8 54 8 52 6 48 0 37 2 21 5 13 ARES Napa 64 9 64 6 63 6 61 9 60 2 58 4 56 5 54 6 52 6 50 5 46 1 39 7 20 6 14 ORIEN 62 6 62 3 61 3 59 T 58 0 56 2 54 5 52 6 50 7 48 7 44 5 34 4 19 9 15 ERRES OES 60 4 60 1 59 2 57 6 56 0 54 3 52 6 50 8 49 0 47 1 43 0 33 3 19 2 16 RICE URS 99 5 58 2 57 3 55 8 54 2 52 6 50 9 49 2 47 4 45 6 41 6 32 2 18 6 T RR ERAS 56 8 56 5 55 6 54 1 52 6 S10 49 4 47 7 46 0 44 2 40 4 3 3 18 0 18 REELS 55 2 54 9 54 1 52 6 Sd T 49 6 48 0 46 4 44 7 43 0 39 2 30 4 TTE 19 KRASE 53 7 53 4 52 6 51 2 49 8 48 3 46 7 45 2 43 5 41 8 38 2 29 6 TT 20 ELEN KK eO Reale S2 L 51 53 49 9 48 5 47 1 45 6 44 0 42 4 40 8 37 2 28 8 16 6 21 EROR AEA EAE RES 50 8 50 0 48 7 47 3 45 9 44 5 43 0 41 4 39 8 36 3 28 1 16 2 22 TOUCHE EGO RR oe e 49 7 48 9 47 6 46 3 44 9 43 4 42 0 40 4 38 9 39 39 27 5 15 59 23 KERR ABA ERS 48 6 47 8 46 5 45 2 43 9 42 5 41 0 39 6 38 0 34 7 26 9 15 9 24 AEFINESRARRERA ob 47 5 46 8 45 6 44 3 43 0 41 6 40 2 38 7 3762 34 0 26 3 15 2 25 KERR EAA RAE AS 46 6 45 9 44 6 43 4 42 1 40 8 39 4 37 9 36 5 3323 25 8 14 9 30 RUE RR AE Ae N Sas 42 5 41 9
59. 0 P Ui t0 O PP CQ PP Ui O P QQ Ov XO QQ 1 2 O1 O O Q O 0 0 I O PO P Q O G Q IO Q S JH 0 O C0 9 OY O S S IS P p M S I 0 S O1 O1 Q O O IO 5 XK kc kk ke ok kc kk I kc kk kk ek kc kk kk kk kc kk kk kk k kk kk ke I ke ek eK ee 35 0 109 I2 p po p p p p PEP BEBE PE P N S LS ES PS PS PS ES SS I S S Q Q Q Q QQ QQ S S S Qn O A VOHHHNNUU iS S UI OY 00 Qo IG N IO 0 Q iS O1 n OY O0 0 O P S gt O 00 P BO gt Q I 1 BUICK Q0 dS O X0 n O0 2 0 1 Qo O0 t0 N n C S OY O Ui Js O IO to CO Q QQ 0 S O 010 N N Q G t6 Q i O N Uo n O b gt P p P S S S QQ BS S n n UOI O O 1 0o w kk I kk kk kk kc kk kk kk kc I I I kc kk kk I II kk III I ke OA kk IO I I I I kk ke ko e ke ee 40 0 104 I2 p po p p p p p pO BEBE EP EP P N ES ES S PS PS PS ES ES S S S S Q Q QQ Q Q Q S KODA o O O P P P M I 0 0 iS S UI O Q PB OC PO N N O BS S UI OY O0 00 O P Q A 0 S O S O S m W BU tO Q Q O0 1 tO S O 2 O i OY AU VO A 1 EG UI O UI i O O J PP O i 0 Q Qo S O gt I IP O Q O PP XO PP O OO to i G gt o Q1 p p P S S QQ QQ S S Qn U O0 O JO N FI kk kk kc kk I kc kc kk I I I I I kk III I kk kk kk IO kk ok ok FI ke ARO ek kc kk I I I I I kc kk I II I I II A IO k kk k I a ek ok ee 50 0 l2 p pp RRR P P P i i P S S S LS SS SS LS tS ES 2 S S Q Q Q Q 2 P P G O xO Q0 O O O P PD DB NM M Q i UI O 0 0 O O O
60. 0 dok kok kok kok kok kok kok kok II I III I IO I II k 13 7 13 3 12 9 12 5 12 0 115 10 5 8 2 4 7 300 dok kok E E kok kok kok kok kok I IO kok k kok kok kok k oko k k I IO I I Ok 12 50 1 78 vd 11 40 10 5 9 6 7 4 4 3 350 FIO kok kok ok kok ko kok kok III I II kok kk k kok kok k kok k k I I Ok 1 29 10 9 10 5 10 1 9 7 8 9 6 9 4 0 400 CK ko ok KK ko kok kok ko kk Kk ok Kk kk Kk OK Kk CK I IO kok kok kok ko KORG 10 2 9 8 9 5 9 83 6 4 813 450 KC k ko kok kok ko C KK kk Kk Ck Kk Ck Kk kk I CK kk kok kok kok kok KK ROO 9 6 9 3 8 9 8 6 7 8 6 1 3 5 500 dok kok KC kok kok k kok ko kok kok II Kk kk k kok kok k kok kok kok kok kok kok III I IO I I AA 8 8 8 5 82 7 4 5 8 3 3 750 FIO ko kok kok ko ok kok ko oko kok kok I IOI I IO kok kok ko oko kok kok kok I IO kok ko kok kok kok ko kok kok kok kok kok ko I I k 6 7 6x dh 4 7 VIN 1000 CK kk Kk kk Kk kk Kk kk Kk kk Kk kk III Ck Kk kk Kk kok k kok kok I Ck KK Ck Kk Kk OK k kok k k kok kk I II A Ik 4 1 2 4 1500 kokok Ck Kk kk Kk kk k kok kok k kok k k k kok Kk I IO kk Kk kk k kok Kk kk I kk Kk CK kk Ck Kk k Kk k k kok k k kk k k kk k k kk kk 1 9 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 72 Special Surveys Division NUMERATOR OF PERCENTAGE 000 OJ BU Dn Q0 AO 0 0 1 10 O0 O Ur i i 0 UO N NN NN NN IU I IL ppp pt OQ O Ui O Ui O G1 O Gi O i O Ui O Oi Q N P O o O0 O G is Q N P O 100 125 150 200 250 300 350 400 450 500 750 1000 1500 2000 3000 NO
61. 03 User Guide The numerator 2 385 919 does not appear in the left hand column the Numerator of Percentage column so it is necessary to use the figure closest to it namely 2 000 000 Similarly the percentage estimate does not appear as any of the column headings so it is necessary to use the percentage closest to it 70 0 The figure at the intersection of the row and column used namely 2 8 is the coefficient of variation to be used Therefore the approximate coefficient of variation of the estimate is 2 8 The finding that 78 6 of activities leading to a certification or a license in 2002 were employer sponsored can be published with no qualifications If using the automated method for calculating the CV how does the user determine the coefficient of variation of this estimate Open the activity level CV calculator Enter the number 2 385 919 in the Numerator of percentage field exclude commas Enter 78 6 in the Percentage field Select Canada Click on the Calculate CV button The approximate CV for the percentage is 2 2 and the approximate CV for the numerator is 4 1 The finding that 78 6 of activities leading to a certification or a license in 2002 were employer sponsored can be published with no qualifications Example 3 Estimates of Differences Between Aggregates or Percentages Suppose that a user estimates that 671 323 3 484 578 19 3 of adults aged 25 to 64 who received employer
62. 1 23 FR IRR kk kk kk k k k ko kk kk dk k k 26 6 25 8 25 1 24 3 23 4 22 6 21 7 19 8 15 3 8 9 24 OK ke ke ke k k kk Kk k k ke ke kk k k k k k k k k k K kk kk K K k 26 0 25 3 24 5 23 7 22 9 229 JL 21 2 19 4 1550 8 7 25 FI k k ok k K k k k k k k Kk k k k Kk k k k k k k k k k k K 25 5 24 8 24 0 23 3 225 21 7 20 8 19 0 14 7 8 5 30 FI k kc k k Kk k k k Kk Kk k k Kk k k k k k k k k k e ke K K ke 233 22 6 21 9 23 2 20 5 19 8 19 0 173 13 4 7 8 35 ok kk ke kk khe ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk ke ke ke e 20 9 2073 19 7 19 0 18 3 17 6 16 1 12 4 1 2 40 Ok kk ke kk khe ke kk kk ee kk kk kk kd kk kk kk kk kk kk kk k e e 19 6 19 0 18 4 17 8 17 1 16 5 15 0 11 6 6 7 45 Ok Ck ke ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk ko ke ke kk ke ke e e 18 5 17 9 17 3 16 8 16 1 15 5 14 2 11 0 6 3 50 FOO 17 0 16 5 15 9 15 3 14 7 13 4 10 4 6 0 55 kkkk k k k k k k k k k k k k k k k k k k k k k h 16 2 15 7 15 2 14 6 14 0 12 8 9 9 5 7 60 kc ke kc ke ke KARA KARA KARA ke ke ke ke ke ke ke ke ke ke OK OK OK OK OK OK OK OK OK OK k 15 5 15 0 14 5 14 0 13 4 12 3 9 5 5 5 65 kk oko ko III ok ko ko ok kk ko kk kk I I i i i i eee 14 9 14 4 13 9 13 4 12 9 11 8 9 1 5 3 70 FI II ok ok ok ok ko ok ok ooo III III I i i i i eee 13 9 13 4 12 9 12 4 11 4 8 8 5 1 75 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 13 4 13 0 12 5 12 0 11 0 8 5 4 9 80 kkkk k k k k k k k k k k k k k k k k k k k k k k k k
63. 1 27 0 24 6 194 11 0 55 ds o oN olo nene 32 4 815 30 6 29 28 8 21 8 26 8 25 23 95 18 2 10 5 60 ck es kk e e e kk Ko oen 3 1 50 30 2 29 9 28 5 20 6 26 6 25 7 24 6 DL 17 4 10 1 65 ki kainasa RE RA RARA ER 29 8 29 0 28 2 27 3 26 5 25 6 24 6 23 7 21 6 16 7 9 71 70 ek ka EA Ke oe Ke kk Ke oko kan 28 7 FEDE i 27 2 26 3 25 5 24 6 23 8 22 8 20 8 16 1 93 75 KOK ERR KENE REPRE RE E q VS 27 0 26 2 25 5 24 6 23 8 229 22 0 SD A 15 6 9 0 80 kk ook ko ok kk ko ok kk ee 26 1 25 4 24 6 23 9 23 1 222 21 3 19 5 ISSE 8 7 85 OK ke ke ke kc ke kc ok ok ok kk ke ke ke AAA ke ke e ke ke ke e 25 4 24 6 23 9 23 2 22 4 21 6 20 7 18 9 14 6 8 5 90 Kk kkk kkk k k k k k cee k k k k k k ke ke ke k k k k 24 6 24 0 23 2 22 5 2 L 20 9 20 1 18 4 14 2 8 2 95 OK ke e ke ke ke kc ok ok ok AAA ke ke e ke ke ke ee 24 0 29 3 22 6 21 9 21 2 20 4 19 6 17 9 139 8 0 100 R NRK ERASE E 23 4 22 1 22 0 21 3 20 6 19 9 19 4 17 4 13 5 7 8 125 SEEK CK OE RICA AOE IIE RCA uu REOR Kon Une 20 9 20 3 19 7 Tol 18 4 17 8 17 l 15 6 12 1 7 0 150 GEO Rr e ee eoo Nope ese erc eese eese Aeg 19 1 18 6 18 0 17 4 16 8 16 2 15 6 14 2 11 0 6 4 200 A K ke kk kk ke kk koe ke kk kk ke kk koh ke kk ko ke ke kk ko ke ke ke ke ke ke e e 16 1 15 6 1521 14 6 14 13 5 123 9 5 5 5 250 Ok kk ke kk khe ke kk khe ke kk ke ke ke kk ke ke ke kk kk ke kk ke ke ke kk ke ke ke kk ke ke e e e e k 13 9 13 5 13 0 12 6 12 3 11b 8 5 4 9 300 Xo oko ok ok oko ko kk ko ko kk ko kk ko o e eee 12 12 3 11 9 11 5 110 10 1 18 4 5 350 FOO 11 4 11 0
64. 1 33 20 6 20 0 19 3 18 6 17 9 16 3 12 6 7 3 24 OK ke ke ke kc ke kc ok ok ok ok ke ke e AAA AA ke ke ke e 2154 20 8 20 2 19 6 18 9 18 2 17 5 16 0 12 4 SEE 25 Kk ke kc e k kc k ok Kk k k k Kk k k k k k Kk k k k Kk k K k e ke ke ke ke 21 0 20 4 19 8 19 2 18 5 17 9 11 2 15 7 T2 7 0 30 OK ke kc ke kc ke kk ok ok ok ke ke ke AAA ke ke ke ke ke ke ee 19 2 18 6 18 1 17 5 16 9 16 3 1577 14 3 11 1 6 4 35 K Ck ke ke kk khe ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk e e e e 1743 16 7 16 2 15 7 15 1 14 5 13 2 10 3 5 9 40 Ok kk ke kk khe ke kk khe ke kk kk ke kk khe ke kk kk ke kk kk ke kk ke ke e e 16 1 15 7 15 2 14 6 14 1 13 6 12 4 9 6 E 45 FER ke kk khe OR ke kk khe OR IO ke ke kk ke ke e e 15 2 14 8 14 3 13 8 13 3 12 5 11 7 9 0 5 2 50 Ok K k ke kk khe ke kk khe ke kk khe ke kk kk ke kk k k ke kk k k ke kk ke ke ke e 14 4 14 0 13 6 13 1 12 8 e K TIT 8 6 5 0 55 kkkk k k k k k k k k k k k k k k k k k k k k k hk 13 4 12 9 19 5 12 0 11 6 10 6 8 2 4 7 60 kk ook ko oko ko kk kk kk ok ok ok kk ok o oo eo eee 12 8 12 4 12 0 LIG 111 10 1 TS 4 5 65 KK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK k 12 3 11 9 1135 13 1 10 6 9 7 1 5 4 3 70 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 11 5 11 10 7 10 3 9 4 7 9 4 2 75 kk ko o ko oko ok ok ko ko ok ok ok ok k VI 10 7 10 3 9 9 9 0 7 0 4 0 80 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 10 7 10 4 10 0 9 6
65. 13 0 10 0 5 8 17 ERARE NEERA REN KER KUK 173 16 9 16 4 15 9 15 4 14 9 14 3 13 8 12 6 923 5 6 18 I LE PERE OE HIC ES 16 9 16 4 15 9 1555 15 09 14 5 13 59 13 4 1272 925 S S 19 FI k k k k k k k Kk k k k k k k k k k Kk k K k K K K K K k 16 0 15 5 15 1 14 6 14 1 13 6 13 0 11 9 9 2 5439 20 Tete KKK kkk kkk kkk kk kk kkk k k k k k k 15 6 15 1 14 7 14 2 1 33 09 13 2 LD 11 6 9 0 EZ 21 OK ke ke e k k k k Kk k k k Kk Kk k k k k k k k k K k K K K ke ke ke koe 15 2 14 8 14 3 13 9 13 4 12 9 12 4 TiS 8 8 541 22 Tete eee ec ee cee k k k k k k kkk koe k k k k 14 8 14 4 14 0 13 5 13 1 12 6 evs Ti TL 8 6 4 9 23 ARA k Kk Kk k k Kk k k k Kk k K k k Kk k ke ke ke K K 14 5 14 1 15 7 13 3 12 8 12 3 11 9 10 8 8 4 4 8 24 OK k ke II k k k k Kk Kk e k Kk Kk k k k k k k ke e ke ke ke koe 14 2 13 8 13 4 13 0 125 2 11 6 10 6 8 2 4 7 25 FI III kk kk kk kk kk kk kk 13 9 13 5 1 Ses 12 7 12573 11 8 11 4 10 4 8 0 4 6 30 KAk kkk KKK k k eee ee k k k k k k ke ke koe ke k k k 12 12 4 12570 11 56 1 52 10 8 10 4 95 T3 4 2 35 OK ke ke ke k K k k k k k k k k k k Kk k k k Kk k K kk Kk Kk k k k K K 11 8 11 4 11 10 7 10 4 10 0 9 6 8 8 6 8 3 9 40 ORK KK KR ke ek khe ke kk koh ke ke ck KR KK ck ck ck KR RK ck k kk 10 7 10 4 10 0 9 7 9 4 9 0 8 2 6 4 ICA 45 kk ok ko ok ok ok kk kk ko ok ko kk koe eee 10 1 9 8 9 5 9 2 8 8 8 5 du 6 0 3 5 50 kkkkk kkkk kkk kkkk kkkk kkkk kkk kkk 9 6 9 3 9 0 8 7 8 4 8 0 Tu Bah 33 55 kkkk k k k k k k k k k k k k k k k k k k k k
66. 20 Data Collection 5 1 reete So ae doen cU ee PR ee 21 6 1 Interviewing for the Labour Force Survey ee eene 21 6 2 Supervision and Quality Control aaa 21 6 3 Non response to the Labour Force Survey rn nore 21 6 4 Data Collection Modifications for the Adult Education and Training Survey 22 6 5 Non response to the Adult Education and Training Survey 22 Data ProC ss ng Ic L 23 7 1 Data Captute dare oa ua ens n dele a dog ed rea ae Pe de A du nv dg ee 24 7 2 EAIN uu EN 24 7 3 Coding of Open ended Questions sss 24 7 4 IO PUTO Ru pc EE 25 7 5 Creation of Derived Variables enne nnne nennen 25 7 6 A PEE 28 7 7 Suppression of Confidential Information a 29 Data Quality e M sss assas 31 8 1 Response Bates aves ts Edited And acti eel e i een Z e ui ind a 31 8 2 SUIVEY ETTOES ennei Ba ands P pv ute a aca duce awd nivale weeds vub 31 8 24 Th Frame ii e ute etn secure t pb rit Eee esee 32 9 2 2 Data Collection iiie tetra trei eda Sr eie ate alaba tarda 32 8 2 3 Data Processing det e b us a Qu ed Ub be e kia Hte t ES koe 32 8 2 4 Norm responso dette A eek ir ie fete dee eres rede ed Ee eta us s i 33 8 25 Measurement of Sampling Error
67. 27 26 26 23 25 22 21 19 18 17 16 16 15 14 14 13 13 19 12 12 11 10 2 M Q Qu UL UL O O O0 M io OY Ov to S 1 I9 tO OO IS S UI Q0 IQ OI o IS tO UI P O0 OY OY JH OO O1 O ON to Oy i gt QG I9 I9 Q O O OY Q OY i M to DV BONO 3 XK kc kk ek kc kk kk ek c kk kk ek e kk kk ek ek ke kk ek ek koe ke ke koe oe 20 0 121 85 69 60 54 49 45 42 40 38 36 34 33 32 31 30 29 28 27 21 26 25 25 24 24 22 20 19 18 17 16 197 15 14 14 13 13 12 12 12 10 o due M 2 Q QQ S O1 Qn O O 1 1 MO ES co 49 S EO n OJ ON 0 O0 S OO PO Q O G O OY Q PP O i G i G NO AH WU SU 0 0 O XO G Q Q OO 1 BHUVDO o XK kc I kk kc kk kk ke kc kk kk kk kc kk kk kk kc kk kk kk ek ke kk ek ok ke ke ke koe e 25 0 117 82 67 58 525 47 44 41 39 37 357 33 32 31 30 29 28 27 26 26 25 2 55 24 23 23 215 19 18 T7 16 15 iS 14 14 13 13 12 12 12 AT 10 o m HNNUUBUUU O O Jo OP OY O 1 Q PG O1 SVO BUDU JOA PU O G i 0 OY UI n O0 iS iS Qo S O OY S 0 Oy BU QQ QQ UI O0 Q IB EP SU 00 BONON kk I I I I I ek ke kk kk ck ke kk kk RA 30 0 113 l2 p p p p p p p p ppp p p p III I IN LS tS IO S S QQ QQ Q O Q BB P OI U DO O O P 2 2 Q Q S S n ON O O O N WUB S Q O O HJ O lO O L N E a jd O N O O O O de O O
68. 3 3 25 16 3 9 4 14 FRR RRO k k k k kk ke ke ke koe k k k k DED 26 5 25 7 24 9 24 0 2353 221 20 3 15 9 b 15 Kk k kc ke k ke k k k K k k Kk k e k Kk k k k Kk k k k ke Kk k k k k K K 26 3 25 6 24 8 24 0 23 2 22 4 21 5 19 6 15 2 8 8 16 OK ke ke ke k k k k k k k k Kk e e k ke Kk Kk k k k Kk k K ke e ke K ke ke 25 5 24 8 24 0 23 3 22 5 21 6 20 8 19 0 14 7 8 5 17 FI III IO II eoe IOI I IO kk 24 7 24 0 23 3 22 6 21 8 21 0 20 2 18 4 14 3 8 2 18 OK ke kc ke k k k k k K kk Kk k k k Kk k k k Kk k k k k Kk Kk k k k K K 24 0 23 3 22 6 21 9 21 2 20 4 19 6 17 9 13 9 8 0 19 Ok e k ke k k k ok k K k k Kk k k k Kk k k k Kk k k k kk k k k ke ee 23 4 22 7 22 0 21 3 20 6 19 9 19 1 17 4 13 5 8 20 OK k kc ke k k k k k k k Kk Kk k k k Kk k k k Kk k k k k Kk k k k k Kk K 99 8 2x2 vh 21 5 20 8 20 1 19 4 18 6 17 0 13 2 7 6 Di OK ke ke ke ke ke kc ok ok kk ke ke kk kk kk kk kk kk kk kk kk k BSD AT 36 21 0 20 3 19 6 18 9 18 2 16 6 12 8 7 4 22 FER IO IO IRR ORR OO Oe 23 1 20 5 19 8 19 2 18 5 LEAR 16 2 125 7 2 23 Ok K k IR ke kk k ke kk khe ke kk kk ke k k k k ke k k k k ke kk e ke ke e 20 6 20 0 19 4 18 7 18 1 ASE 3 15 8 12 3 qu 24 Ok kk ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk ko ke ke kk ke ke e e 2052 19 6 19 0 18 3 T9 9 17 10 15 5 12 0 6 9 25 dok ok ok kk ek ke ke ke eee eee eee e I I i i i kok 19 8 19 2 18 6 18 0 17 3 16 6 15 2 11 8 6 8 30 KK ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk kk ke kk ke e e e 18 1 17 5 17 0 16 4 15 8 15 2 13 9 10 7 6 2 35 kkkk k
69. 31 7 21 1 20 5 19 9 19 3 18 6 BR EE ES 21 6 21 5 21 2 20 6 20 0 19 4 18 8 18 2 ERR KUKA W 21 2130 20 6 20 1 195 1819 1873 15 5 ORE 20 6 20 5 20 2 19 6 T9 18 55 19 143 oko 20 1 20 0 19 7 19 2 18 7 18 1 17 5 16 9 oko 19 7 19 6 19 3 18 8 18 3 17 7 17 2 16 6 oko 19 3 19 2 18 9 18 4 17 9 17 4 16 8 16 2 oko 17 6 17 5 17 3 16 8 16 3 15 9 15 3 14 8 OO kok k k AR 16 2 16 0 15 6 15 1 14 7 14 2 13 7 FOI RAR 15 2 15 0 14 6 14 2 13 7 13 3 12 8 FOI k kok RAR 14 3 14 1 13 7 13 3 12 9 12 5 1253 OO k kok RA 13 6 13 4 13 0 12 7 12 3 11 9 11 5 OO kok k k IO IIe 13 0 12 8 12 4 12 1 11 7 11 3 11 0 FOI k kok k RA 12 4 12 2 11 9 11 6 11 52 10 9 10 5 KKK KKK T1459 13 57 11 4 13 1 10 8 10 4 10 1 FORO IO ke koe eee e 13553 11 0 f a 29 10 4 10 0 9 7 kkk kkk RO kk k kk kkk kkk k k k 10 9 10 6 10 3 10 0 9 7 9 4 FOR RIO RO IO ke koe ke k k k k 10 6 10 3 10 0 9 7 9 4 S zel Ok e kc ke k k k k k k k k k k k k kk k kk k kk 10 3 10 0 9 7 9 4 9 1 8 8 FIO IO IOI eee 10 0 9 7 9 4 9 2 8 9 8 6 FIR ke koe ke koe eee 9 7 9 4 9 2 8 9 8 6 8 3 Ok ke e eek kk kk k k Kk e k e K K k k K K e 9 5 9 2 8 9 8 7 8 4 8 1 FORO kkk kk e ke koe ke koe kk 8 5 B 8 0 7 8 7 5 Pa Ok kk ke k x k kk k k k ke ke k K K K k k K K ke T 7 5 7 3 7 1 6 9 6 6 mtm 6 5 6 3 6 1 5 9 5 7 mm 5 8 5 55 5 3 Baii kk kk ok ok ok ok ko kk ko koe eee 5 3 5 2 5 0 4 9 4 7 Ak ok ko ko ok ok ok ko ok ko ok ko kk eee 4 8 4 6 4 5 4 3 Yoko kk ko ok ok ok kk kk ko ko ko ok o eee ee 4 5 4 3 4 2 4 1 ok kk ok kk ok ko kk ko ok ko ok ko ko
70. 355 7 8 12 WOO kta KS SER EK 23 4 23 0 22 4 21 8 21 1 20 4 19 8 19 0 18 3 16 7 12 9 149 13 Wak oR lei EA SEAS KE KORR e 22 1 21 5 20 9 20 3 19 6 19 0 18 3 17 6 16 0 12 4 T2 14 KE GREEK EAE CR KUNDE KR e 21 3 2027 2052 19 6 18 9 18 3 17 6 16 9 155 12 0 6 9 15 OE ARE RE IE OE OR ke eoe 20 6 20 0 1975 18 9 1873 T 17 0 16 4 14 9 1156 6 7 16 SORE AER DECR ICE AE KU D IER REOR EE 19 9 19 4 10 19 18 3 LEST 17 1 16 5 15 8 14 5 11 2 6 5 17 AERIS e NA 19 3 18 8 18 3 17 17 2 16 6 16 0 15 4 14 0 10 9 63 18 ok ke kk Kok e e EK RIL ARE 18 8 18 3 17 8 1072 164 7 16 1 15 5 14 9 13 6 10 6 6 1 19 kk kk RO UC kok AEE sea 18 3 17 8 173 16 8 16 2 1547 15 1 14 5 13 3 10 3 5 9 20 kk e ko deo Jede k Kok eee 17 8 1743 16 9 16 4 15 8 1523 14 7 14 2 12 9 10 0 5 8 2 EOCICKICICIOK OR CK EOYCIOR ORROR ede ee 17 4 169 16 5 16 0 1545 14 9 14 4 13 8 12 6 9 8 55 6 22 BAR RR ERLE RE AERIAL RO 17 0 16 5 16 1 15 6 15 1 14 6 14 1 1355 12 3 9 6 535 23 Sk KRONA Ke KK OJ KK ERE REX 16 6 16 2 1519 1543 14 8 14 3 13 7 T1292 Td 9 9 5 4 24 Keke kk kk EEE ES 16 3 15 8 15 4 14 9 14 5 14 0 13 5 12 9 11 8 9 53 25 td jedu ROCK KORR KO GRE REOR CERES Y 15 9 15 5 15 1 14 6 14 2 13 7 13 2 1273 11 6 9 0 5 2 30 Wik k Kok W KOS AE AES EAE RIE E 14 6 14 2 13 8 13 4 12 9 12 5 12 0 11 6 10 6 8 2 4 7 35 OK ke kc ke k k k k Kk k k k Kk k k k Kk k k k Kk k K k k K Kk e K K K K 13 1 1227 12 4 12 0 11 6 di 10 7 9 8 7 6 4 4 40 FI k K k ok k k k k Kk k k k Kk k k k k Kk k k k Kk e ke K K ke 123 11 9 11 6 11 2 10 8 10
71. 4 2 13 7 132 12 0 9 3 5 4 8 kk 15 1 14 7 14 2 13 8 13 3 12 8 12 3 11 3 8 7 5 0 9 OK ke kc ke kc ke kc ok ok ok kk ke ee ke kk kk kk kk ke e ke ke ke koe 14 2 13 8 13 4 13 0 12 6 12 1 11 6 10 6 8 2 4 7 10 kkkk k k k k k k k k k k k k k k k k k hk 13 1 12 7 12403 11 9 TIE 11 1 10 1 7 8 42 5 11 kkkkkkkkkkkkkkkkkkkkkkkkk kk ke ck kk ke ck kk ke kk 12 5 12 1 11 8 PLA 10 9 10 5 9 6 7 4 4 3 12 Ok Ck kc ke e KK KK KR ke kk koh ke ke ck ok coke RK RK KR ke ck ck kk kk 12 0 11 6 11 3 10 9 10 5 10 41 9 2 y Pen 4 1 13 OK ke e ke k kc k kc Kk Kk k k Kk k K k Kk Kk K k k Kk k K K k k K kok ok kk e 11 5 11 2 10 8 10 4 10 1 9 7 8 8 6 8 3 9 14 kkkk k k k k k k k k k k k k k k k k k k k k k h 10 8 10 4 DOT 9 7 9 3 8 5 6 6 3 8 15 FI III RARA RARA RARA RARA RARA AAA I I a a ik 10 4 10 1 9 7 9 4 9 0 8 2 6 4 3 1 16 Kk ke e kc e kc kc kc ok ok ok kk ke e ke ke ke ke kk ok kk 10 1 9 7 9 4 9 1 8 7 8 0 6 2 3 6 17 Xo kk ok ok ok ok kk kk ok kk ok kk o kk ok o oe eee ee eee 9 8 9 5 9 1 8 8 8 5 1 7 6 0 35 18 FI ok ook kk ko ko oko kk ok ko ko II III III i i i i i i i i tk 9 5 9 2 8 9 8 6 8 2 7 5 5 8 3 4 19 FI ok ok oko ok kk kk ok ok ok ko ko kk ko III III II I i i i i i eee 8 9 8 6 8 3 8 0 1 3 5 7 3 3 20 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k h 8 7 8 4 a i 7 8 qud 5 5 3 2 21 FOO 8 5 8 2 7 9 7 6 6 9 5 4 3 1 22 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k h 8 3 8 0 qu 7
72. 4 6 8 5 3 3 0 23 kk ok ok ok ko ok ko ok kk ko ko ko ko ko ok oko ko oo oe ee eee 8 1 7 9 7546 7 3 6 6 551 3 0 24 OK Ok kk kc ke kk ok Ok Gk Gk Gk kk kk kk kk k OK kk AAA kk kk kk kk kk k aA dd uli 6 5 5 0 2 9 25 kk ooo ko III ok ko ko k VAS 7 3 7 0 6 4 4 9 2 8 30 kc k k k k k k k k k k k k k k k k k k k k k k k Kk k k k k k k K k k K K Kk k k k k ke K K K oe K K k k k K K K K K R K k k k k k K ke ke k k ke 6 6 6 4 5 8 ips 2 6 35 kc Kk e k k k k k k k k k k k k k k k k k k Kk k Kk Kk k k k k k ke k Kk k K K ke k k k oe K K K K k K K k k k oe R K kc ke KOK R R R k k R R R coke oe k R k k k k kk ke ke e e 5 9 5 4 x 2 2 4 40 kk oo o o o o o o o ko o o ok ok ko ko ok ok ok ko ok ok ko ok ok oko oo ko o ko ooo ooo eee eee 5 0 3 9 2 8 45 kc K Kk k k k k k k k k k k k k k k k k k Kk k k ke k k k k k k K K Kk ke k k k k k oe ke K K K k K R k k ke oe ke K k K k oe k kc R coke K K K K K R oe k R k coke R ok R R R R R R KK ke e kk k 47 aoe B i 50 kk o o ook ook ko ok ok ok ok ok ko ok ok ok Kok ko Kok ok ko ko ko ko kk 3 5 2 0 55 kk kk oo o o ook ko ok ko ok ok ok ok Kok ko ok ko ok ko ko kk kk 3 3 1 9 60 kc ke oe kc kc kc ke oe e kc kc ke ke e ke kc ke ke oe ke ke ke ke ke e kc kc ke ke oe ke kc ke ke ke e ke ke ke ke e ke ke ke ke ke e ke ke ke ke e ke kc ke ke oe ke ke ke coke ke oe ke kc ke ke oe kk kc ke ke ok ke ke ck ke oe kk ke ke oe kk Sk ke ke ke kk KK ke po ek 1 8 65 kk c o o III III oo o ok ok ok ko ko ok ok ok ok ok ok ko ko ok ko ok ko ok ko kk k 1 8 70
73. 5 21 9 21 2 20 5 1977 18 9 173 13 4 T 30 UNDER Eno oe Kop JOE ok Ie ege 21 8 21 2 20 6 20 0 19 3 18 7 18 0 17 3 15 8 12 2 7 1 35 SEEK KORR deska RC EIS UR KDE CK RO 3 20 1 19 6 19 0 18 5 17 9 17 3 16 7 16 0 14 6 11 3 69 40 FIR IOI oko eoe eee 18 3 17 8 17 3 16 7 16 2 15 6 15 0 19847 10 6 6 1 45 OK ke kc ke k k k k k k k k Kk k k k k k k k k k K k K K K e ke ke K K 7 3 16 8 16 3 15 8 15 2 14 7 14 1 12 9 10 0 5 8 50 OK ke ke ke k k k ok kk k Kk k Kk k k k k k k k kk ke ke K K 16 4 15 9 15 5 15 0 14 5 13 9 13 4 12 2 95 5 5 55 FRR kk kk ko kk ko kk kk kk k kk ke koe ke koe 15 6 15 2 14 7 14 3 13 8 1343 12 8 abs beers 9 0 552 60 OK ke kc ke ke ke kk ok ok AAA ke ke e ke ke ke oe 15 0 14 5 121 13 7 13 2 12 7 12 2 11 2 8 6 5 0 65 FEI kk kk kk kk kk kk kk kk ke ke kk 14 4 14 0 13 6 13 1 12 7 12 2 11 7 10 7 8 3 4 8 170 OK ke ke ke ke ke kc ok ok AAA ke ke e ke ke ke oe 13 9 13 5 13 1 1237 12 2 11 8 11 3 10 3 8 0 4 6 75 Yoko k ok ko ko ko kk ko ok kk ko o ok i i i i i i kk kk 13 0 12 6 122 14 8 11 4 10 9 10 0 het 4 5 80 KK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK k 12 6 12 2 11 8 VT sa 11 0 10 6 9 7 1 38 2 3 85 OK e e e e kc ke kk ok ok AAA ke kk kk ke e 122 11 9 11 5 11 1 10 7 1053 9 4 Tal 4 2 90 kkkk k k k k k k k k k k k k k k k k k hk 11 9 1125 11 2 10 8 10 4 10 0 9 1 ud 4 1 95 kk kc ke kk khe ke kk khe ke kk kk ke kk ko ke ke kk ko ke ke kk kk ke ke kk ke ke e 11 6 11 52 10 9 10 5 10 1 9 7 8 9 6 9 4 0 100 OK ke e ke e kc kc ok ok
74. 59 13 9 8 0 10 ERE EAE ERO IO luk 2358 23 4 22 8 22 1 Zd 20 8 20 1 19 3 18 6 17 0 13 1 7 6 Tl GR KI EER AEE EE E 22451 22 3 Zk 2T 20 5 19 8 19d 18 4 1 573 16 2 12 5 ng 12 ERR ERLE ERE EES 21 7 21 4 20 8 20 2 19 6 19 0 18 3 171 130 1555 12 0 69 13 KK ER 20 8 2045 20 0 19 4 18 8 18 2 17 6 17 0 16 3 14 9 11 5 Bra 14 PRA OK ION E 20 1 19 8 19 2 18 7 18 1 17 6 17 0 16 4 1947 14 3 Tasch 6 4 15 ESKO K EARS EAE SAAS EK edes E T9 18 6 18 1 17 5 1720 16 4 15 8 15 2 13 9 10 7 622 16 UNE KE Ke esee og KO ox I ne ede 18 5 18 0 17 5 17 0 16 4 1579 15 3 14 7 13 4 10 4 6 0 17 ERE RE RRR IEE ARERR E 17 9 17 5 17 0 16 5 15519 15 4 14 8 14 3 13 0 10 1 5 8 18 e NA 17 4 17 0 16 5 16 0 15 5 15 0 14 4 13179 12 6 9 8 5 19 X ke X ko Kk Kok e e ok RAL ARE 17 0 16 5 16 1 15 6 1551 14 6 14 0 13 5 12 3 925 55 20 ko kk RO RU kok AEE ROI e 16 5 16 1 15 6 1552 14 7 14 2 137 La di 12 0 973 5 4 21 kk Ke EA RE REE k Kok eee 16 1 15 7 1553 14 8 14 3 13 9 13 4 12 8 11 7 931 D2 22 EOCICKICICIOK OR CK EOYCIOR OR AKENE 15 8 15 4 14 9 14 5 14 0 135 13 0 12 5 11 4 8 9 9 1 23 ECKE EROR EDU OK AERA LES 15 4 15 0 14 6 14 2 137 12 2 12 8 12 3 11 2 8 7 5 0 24 KICK KSK Ke KK OJ KK ERE REX 1551 14 7 14 3 Ta 13 4 13 0 12 5 12 0 ESO 8 5 4 9 25 Kek OR R AES EAS EEE EE 14 8 14 4 14 0 13 6 13 1 12 3 12 2 11 8 10 7 8 3 4 8 30 ted jedu ROCK k E REOR REALS E 13 55 13 1 12 8 12 4 12 0 11 6 11 2 10 7 9 8 7 6 4 4 35 Wik k K Sok W ekk N RC EAS NOE KORR E 12 5 12 2 11 8 11 5 11 1 10 7 10 3 9 9 OL 7 0 4
75. 7 35 tata SARS EASES 19 3 19 0 18 5 18 0 17 4 16 9 16 3 1537 1941 13 8 10 7 6 2 40 KERALA PED RND ADOS KE 17 8 17 3 16 8 16 3 15 8 15 3 14 7 14 1 12 9 10 0 5 8 45 E tk iu lu in bd 16 8 16 3 15 9 15 4 14 9 14 4 13 9 13 3 12 2 9 4 5 4 50 Sr RUIN a la KOC oe a 15 9 15 5 15 0 14 6 14 1 13 7 13 2 12 6 11 5 8 9 5 2 55 VOTER RN o a RISER 15 2 14 8 14 3 13 9 13 5 13 0 12 5 12 1 11 0 849 4 9 60 RARER EA To E ooo OE KE aha 14 5 14 1 13 7 13 3 12 9 12 5 12 0 11 5 10 5 8 2 4 7 65 REREAELE RPE ERS ERED ERED Y 14 0 13 6 13 2 12 8 12 4 12 0 11 5 Tlel 10 1 13 0 4 5 70 eoe e BRED ERIS CRP ARAN 13 4 13 12 7 12 3 11 9 E15 11 5 10 7 9 8 T 4 4 75 LEELA ERE EAE REALE IOS E 13 0 12 6 12 3 11 9 HA 11 52 10 7 10 3 9 4 Tes 4 2 80 ERERALEA ER K SK RO ERE LAE 12 6 12 2 11 9 1155 11 2 10 8 10 4 10 0 2 4 qud CH 85 ERAS RE RELEASE LEER EEES 12 2 TT BITS 1 2 10 8 10 5 10 1 9 7 8 9 6 9 4 0 90 WORKER OREGON OR R E 11 9 115 5 11 2 10 9 10 5 10 2 9 8 9 4 8 6 6 7 3 8 95 REPEREAERER ERE AAA KE WEE E 1149 11 2 10 9 10 6 10 3 9 9 9 5 9 2 8 4 6 5 351 100 FIO ko kok kok KC Kk RAR RAR 10 9 10 6 10 3 10 0 97 9 3 8 9 8 2 6 3 226 125 e kok k kok k k kok kok oko kok kok KORR KK ROO 9 8 9 5 9 2 8 9 8 6 8 3 8 0 T 5 7 3 23 150 dok kok kok k k kok kok kok kok kok kok I I kk 8 9 8 7 8 4 8 2 7 9 7 6 3 6 1 5 2 3 0 200 FIO I kok ko kok kok kok kok II I OK I I ko I KK KO 1 5 223 SD 6 8 6 6 6 3 5 8 4 5 2 6 250 kkkkkkkkk k kok kok KK KOC I OK I OK I I KK KO 07 6 5 BA 6 1 5 9 GoT 5 2 4 0 2 3 300 FIO
76. 70 4 69 3 67 5 65 6 63 6 61 6 59 5 57 4 55 41 50 3 39 0 2255 13 KEREKERE 68 0 6747 66 6 64 9 63 0 61 1 59 2 5152 55 1 53 0 48 3 37 4 21 6 14 TRAE KE 65 5 6572 64 2 62 5 60 7 58 9 57 0 DD 53 1 51 0 46 6 36 1 20 8 15 at GR KE 63 3 63 0 62 0 60 4 58 7 56x9 DD 53 2 5123 49 3 45 0 34 9 20 1 16 XE KE Tee ER 61 0 60 1 58 5 56 8 55 1 53 4 51 6 49 7 47 7 43 6 33 8 i945 17 ERE ARIE EI 59 2 58 3 56 7 55 1 53 5 51 8 50 0 48 2 46 3 42 3 S2 18 9 18 ERE KORR Me ROCHE NR 5735 56 6 55 1 5 356 52 0 50 3 48 6 46 8 45 0 41 1 31 8 18 4 19 ki ip ko Ke eee eoe 56 0 55 53 6 92 1 50 6 49 0 47 3 45 6 43 8 40 0 JL 17 9 20 kk kok kok kok k 54 6 53 7 92 3 50 8 49 3 47 7 46 1 44 4 42 7 39 0 30 2 17 4 21 koe eode EAE RARE 53 2 52 4 DRO 49 6 48 1 46 6 45 0 43 4 41 7 38 0 295 17 0 22 EORR Kg REE LE e 52 0 5142 49 9 48 4 47 0 45 5 44 0 42 4 40 7 OU id 28 8 16 6 23 KKK E KK KORR KO RO Ye 50 9 50 1 48 8 47 4 46 0 44 5 43 0 41 4 39 8 3643 28 1 163 24 EAE RELA ERR CK oe 49 8 49 0 47 7 46 4 45 0 43 6 42 1 40 6 39 0 39 6 27 6 15 9 25 RELEASE AS LAE E 48 8 48 0 46 8 45 4 44 1 42 7 41 2 39 38 2 34 9 27 0 15 6 30 KAR ARA E Kok eR 44 5 43 9 42 7 41 5 40 2 39 0 37 6 36 3 34 9 31 8 24 6 14 2 35 PEA AA KARR kaa ARK 40 6 39 5 38 4 37 3 36 1 34 9 33 6 32 3 29 5 22 8 13 2 40 REFERERERESEARARRENTA RAS 38 0 37 0 35 9 34 9 33 8 32 6 31 4 30 2 27 6 21 3 12 3 45 EE ee RIE EE 35 8 34 9 33 9 32 9 31 8 30 7 29 6 28 5 26 0 20 1 11 6 50 SOAR ke RA KORR do habitu od KO 34 0 3321 32 1 31 2 30 2 29 2 28
77. 72 36 2 35 2 34 1 33 1 31 9 30 8 29 6 27 0 20 9 12 1 18 ORE 36 9 36 7 36 2 35 2 34 2 3352 32 1 31 0 29 9 28 7 26 2 20 3 117 19 AKKO ROK us kas 357 35 2 34 3 39 3 32 3 31 3 30 2 29 1 28 0 25 5 19 8 11 4 20 RM KE CRESS 34 8 34 3 33 4 32 4 31 5 30 5 29 4 28 4 243 24 9 19 3 TT 21 REGE BREE RII 34 0 3345 32 6 315 57 3057 29 7 28 7 2157 26 6 24 3 18 8 10 9 22 SEEDER EA ERE ERE 33 2 324 1 31 8 30 9 30 0 29 1 28 1 27 1 26 0 23 1 18 4 10 6 23 TOUCHE OUO W 3255 32 0 Sas 30 3 29 4 28 4 27 25 26 5 25 4 23 2 18 0 10 4 24 ECKE X ROCK ROSE W 31 8 31 3 30 5 29 6 28 1 27 8 26 9 2 51 19 24 9 2253 I7 6 10 2 25 Sq ba k So Sa EGRE 31 2 30 7 29 9 29 0 28 2 27 3 26 3 25 4 24 4 22 3 17 2 10 0 30 EEHENEARARRERENE 28 4 28 0 27 3 26 5 25 7 24 9 24 0 23 2 22 3 20 3 15 7 9 1 35 AEFENESENERRA ESE 26 3 25 9 2532 24 5 2349 23 0 22 3 21 4 20 6 18 8 14 6 8 4 40 KERALA PED SNB NOE EROR 24 3 23 6 22 9 22 3 21 6 20 8 20 1 19 3 17 6 13 6 7 9 45 E ol Sa got 22 9 22 3 21 6 21 0 20 3 19 6 18 9 18 2 16 6 12 9 7 4 50 a RO a KDE ae UR 21 7 2131 20 5 19 9 19 3 18 6 17 9 17 2 T5 7 12 2 7 0 55 PORTE RIE ROR ER EE a CER 20 7 20 1 19 6 19 0 18 4 17 8 177 1 16 4 15 0 11 6 6 7 60 REDE EIS ES EARL RSE Uu 19 8 19 3 18 7 18 2 17 6 TAD 16 4 1557 14 4 11 1 6 4 65 TER BOUE ERASE REN FERRARI Y 19 0 18 5 18 0 LETS 16 9 16 3 159 1531 ESS 10 7 6 2 70 REE EAE BRAG RIS RPS o a 18 3 1 7 8 17 3 16 8 16 3 1557 15 2 14 6 13 3 10 3 5 9 75 ZERO KK SEO OKO K KO IEA E T7 17 2 16 8 16 3 157 19 2 14 7 14 1 12 9 10 0 Dah
78. 8 AO 33 2 33 0 32 5 31 6 30 7 29 8 28 9 27 9 26 9 25 8 23 6 18 3 10 5 BIKE W 32 4 32 2 817 30 9 30 0 29 1 28 2 21 2 26 3 25 2 23 0 17 8 10 3 AO 31 7 31 5 31 0 30 2 29 4 28 5 27 6 26 6 25 7 24 7 22 5 17 4 10 1 doe 31 0 30 9 30 4 29 6 28 7 27 9 27 0 26 1 25 1 24 2 22 0 I7 9 9 KEREKERE 30 4 30 2 29 8 29 0 28 2 29553 26 5 20 0 24 6 23 1 21 6 16 7 CY UNE SA Zb 27 6 27 2 26 5 25 24 9 24 2 23 3 22 3 21 6 19 153 8 8 RAE AEE 25 25 6 25 2 24 5 23 8 232 T 22 4 21 6 20 8 20 0 18 3 14 1 8 2 dock 24 0 23 9 23 5 22 9 22 3 21 6 20 9 20 2 19 5 18 7 iri 13 2 7 6 dock 22 1 22 5 22 2 21 6 21 0 20 4 19 7 19 1 18 4 17 6 16 1 12 5 7 2 AO 21 5 21 4 21 1 20 5 19 9 19 3 18 7 18 1 17 4 16 7 15 3 11 8 6 8 kk 20 5 20 4 20 1 19 5 19 0 18 4 17 8 1472 16 6 16 0 14 6 11 3 6 5 WORK 19 66 19 15 1972 185 31 18 2 17 6 VT 16 5 15 9 1543 1549 10 8 6 2 EXE REL OR 18 9 18 8 1855 18 0 175 16 9 16 4 15 9 15 3 14 7 13 4 10 4 6 0 KKK 18 2 181 17 8 17 3 16 8 16 3 15 8 1553 14 7 14 1 12 9 10 0 5 8 KOCER GRON UE 17 5 17 5 17 2 16 7 16 3 15 8 15 3 14 8 14 2 13 1 12 5 9 5 6 KSS 170 16 9 16 6 16 2 15 7 15 3 14 8 14 3 13 8 13 2 1253 9 4 5 4 teba kk 16 4 16 1 1947 15 3 14 8 14 3 13 9 13 4 12 8 L Ord Soz e EGE Toro 15 7 15 3 14 8 14 4 139 13 5 1370 12 5 11 4 8 8 Del PAR IR ER 155 15 3 14 9 14 4 14 0 13 6 13 1 12 6 pasa 11 1 8 6 S EK ECKE K UR Ke og Nene 15 1 14 9 14 5 14 1 1359 13 2 12 8 12 3 11 8 10 8 8 4 4 8 ARR Wak Ke KORR Koc KR 1325 T1353 13 0 12 6 12 2 11 8 11 4 11 0 10 6 O 13 5 4 3 Kock Kk
79. 8 4 8 2 7 9 k 28871 7 4 7 2 6 9 6 3 4 9 2 8 FIR II IO III I eoe eee 8 1 7 8 7 6 7 4 qa 6 9 6 6 6 0 4 7 Zh Ok kk ke kk khe ke kk khe ke kk kk ke kk k k ke kk k k ke kk kk kk kk ke ke e 7 5 7 3 SERIE 6 8 6 6 6 3 5 8 A 2 6 SEKI khe ke kk khe ke kk khe k kk kd k kk kk kk kk kk kk kk kk 3 7 0 6 8 6 6 6 4 6 1 5 6 q 2 5 Ok kc ke ke kk khe ke kk ARA AAA kk kk ORR ORO oe 7 0 6 8 6 6 6 4 6 1 5 9 5 4 4 2 2 4 OK e e ke k kc k kc ok Kk k k Kk Kk K k Kk k K k k Kk k K k k k K k kok ok ke e 6 8 6 6 6 4 6 2 5 9 5 7 5 2 4 0 233 OK e e ke e kc ke kc ok ok AAA kk kk e e 6 6 6 4 6 2 6 0 5 8 5 5 5 1 3 9 2 55 FER ke kk khe ke kk khe ke kk kk ke kk kk ke kk kk ke kk k k ke kk ke ke e 6 4 6 2 6 0 5 8 5 6 5 4 4 9 3 8 2 2 kk kc ke kk koh ke kk koh ke kk koe ke kk III I ke kk ko I ke kk ke ke ke kk ke ke ke e ke ek 6 0 5 9 5 7 5 5 5 2 4 8 EN Dl FEI IOI IIR I III I III I III I III I ke ke e ek 5 9 5 7 5 5 5 3 So 4 7 3 6 21 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k h 5 1 4 9 4 8 4 6 4 2 3 2 1 9 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k h 4 7 4 5 4 3 ALE 3 8 2 9 E kk oko oo ko ok III III III III k 3 8 3 6 3 3 2 6 1 5 kc ke Kk k k k k k k k k k k k k k k k k k k k Kk k k k k k k k ke Kk Kk K K k k k k k k K K k k K k k k k K K K ke k k k oe k k k K ke K K K K k oe R k ke coke R KO OR R Kk ke e ke k 2 9 d T4 kc Kk k k k k k k k k k k k k k k k k k Kk Kk k k k k k k k k k K K k Kk Kk k k k k k K k ke K K ke e k k
80. 8 8 6 8 3 9 85 kk oko o ok ko ok ko ok ok ko ok ko ok ok kk III o o III I i i i i i i kk kk 10 4 10 0 9 7 9 3 8 5 6 6 3 8 90 ck kk ook ook ok ok ok ko ok kk Kok ok Kok kk ko ko ko o kk o ok oo o ee eee 9 8 9 4 9 0 8 3 6 4 F 95 FOO 9 5 9 2 8 8 8 0 6 2 3 6 100 FOO 9 3 8 9 8 6 7 8 6 1 3 5 125 kc ke e k k k k k k k k k k k k k k k k k k k k k Kk k k k k k k k Kk k ke Kk k k k k k k K K K K K ke k k k oe R K K K K K R R R coke k R K ke ke oe R k R k k k kk ke ke e 7 7 7 0 5 4 Bol 150 kk o o o o ok o ko ok ko ok ko ok koI ok ok oko Kok ok ko ko X ok ko oko ko ko ko o ko o ooo oo eee eee 6 4 5 0 2 9 200 kk o oo o o o ok ko ok ko ok ko ok ko ok ok ok ok ok ok ok o ko ko o ko ko ko ko oko ko ko o ko ooo eee 4 3 2 5 250 FO IIR IO IO II IO I kok kok kok ko kk kk Kk ko kok kok kok k kk IO III IGE ICI II kk k III IGE k III IGE IOI III IGE k III ICE k II k kk IR FO kk IK kk k 2 2 300 FO Ck KC KC kk KK KK kok ICI kk k kk k III IOI III IG IOI III IGE k III IGE k III ICE k III IG IOI III ICE k III k k III k III IR IO IIR IK kk k 2 0 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Alberta Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70
81. Aggregates or Percentages The standard error of a difference between two estimates is approximately equal to the square root of the sum of squares of each standard error considered separately That is the standard error of a difference X X is o Ra a where X is estimate 1 X is estimate 2 and a and a are the coefficients of variation of X and X respectively The coefficient of variation of d is given by c d This formula is accurate for the difference between separate and uncorrelated characteristics but is only approximate otherwise If using the automated method obtain the CVs as in Rule 1 and then insert the values into the formula above Special Surveys Division 45 46 Adult Education and Training Survey 2003 User Guide Rule 4 Estimates of Ratios In the case where the numerator is a subset of the denominator the ratio should be converted to a percentage and Rule 2 applied This would apply for example to the case where the denominator is the number of adults who received employer sponsored training and the numerator is the number of adults who received full time employer sponsored training In the case where the numerator is not a subset of the denominator as for example the ratio of the number of adults who received full time employer sponsored training as compared to the number of adults who received part time employer sponsored training the standard error of the ratio of the e
82. Approximate Sampling Variability Tables has been produced These CV tables allow the user to obtain an approximate coefficient of variation based on the size of the estimate calculated from the survey data The coefficients of variation are derived using the variance formula for simple random sampling and incorporating a factor which reflects the multi stage clustered nature of the sample design This factor known as the design effect was determined by first calculating design effects for a wide range of characteristics and then choosing from among these a conservative value usually the 75 percentile to be used in the CV tables which would then apply to the entire set of characteristics The table below shows the conservative value of the design effects as well as sample sizes and population counts by province which were used to produce the Approximate Sampling Variability Tables for the Adult Education and Training Survey AETS Person level data Province and Region Design Effect Sample Size Population mam eo 25055 9974768 Special Surveys Division 43 Adult Education and Training Survey 2003 User Guide Activity level data Province and Region Design Effect Sample Size ENT All coefficients of variation in the Approximate Sampling Variability Tables are approximate and therefore unofficial Estimates of actual variance for specific variables may be obtained from Statistics Canada on
83. BLES PLEASE REFER TO MICRODATA DOCUMENTATION 70 Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for New Brunswick Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 T KEREKERE 106 9 106 3 104 7 101 9 99 0 96 1 93 0 89 9 86 6 83 2 45 9 58 8 34 0 2 kk 19556 JO 74 0 72 0 70 0 67 9 65 8 63 5 61 2 58 8 DI 41 6 24 0 3 SOMERS AERA ERE 61 4 60 4 58 8 5 2 55 5 53 gt Slog 50 0 48 0 43 8 34 0 19 6 4 JOE KO OO RO OUR SA 53572 52 8 50 79 49 5 48 0 46 5 44 9 43 3 41 6 38 0 29 4 17 0 5 SAREE EE REN eR S OS R S O 46 8 45 6 44 3 43 0 41 6 40 2 38 37 2 34 0 26 3 15 2 6 XR Wy WS y RES Kock KK W k RRE 42 7 41 6 40 4 39 2 38 0 3641 B0323 34 0 31 0 24 0 13 9 7 Kk pok kk k oko 39 6 38 5 37 4 36 3 3572 34 0 3251 31 4 28 7 22 2 12 8 8 c RE BARS CK GR RARE 37 0 36 0 35 0 34 0 32 9 31 8 30 6 29 4 26 8 20 8 12 0 9 o dd OE OC 34 9 34 0 38 0 32 0 31 0 30 0 28 9 2 2 2548 19 6 1153 10 EK OE SO EK i aj MEARE ER 33 1 32 2 81 3 30 4 29 4 28 4 27 4 26 3 24 0 18 6 10 7 11 EQOCKEOR IO KE ELE RELA ELE LER AIRES 30 7 29 9 29 0 28 0 Qed 2621 25 sl 22 9 T 10 2 12 kkk kkk KKK kk kkk kk kk kk k k kk kk kk k k k k 29 4 28 6 27 7 26 8 25 9 25 0 24 0 21 9 31730 9 8 13 Tete eee k k k k cee kk k k k k ke ke ke ke k k k 28 3 27 5 26 6 25 8 24 9 24 0 2
84. D I M Q BUON O O P Q o ON 1 0 1 0 T O P P M d UI 1 PP UI O n Q UI O0 Ul 0 O0 G O O0 4S J O dS Q0 dS Qo UI QQ B N UI IP G O iS t0 4S O OY I ON OY UI O O0 2 to OO I9 IP 00 00 I9 1 1 I IB B LS M GQ 2 S P P Q UL OY O O0 0 XK kc kk ke ok kc kk I kc kk kk kk kc kk kk kk ke kk kk I kc ok kc kk ke ok kc ok kc I kk II kk k kk kk kk ek IR IO ke ee X K kc kk ek kc ke ke kk ek kc kk kk kk kc kk kk kk kc kk kk ek kc kk kk kk kc kk ok ck kk kk ke kk k kk kk kk kk ee Special Surveys Division FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 70 0 74 1 52 4 42 8 SUE 3341 30 3 28 0 26 2 24 7 23 4 22 3 21 4 20 6 19 8 191 18 5 18 0 NRO 17 0 16 6 16 2 1558 1535 1551 14 8 13 5 12 5 17 11 0 10 5 10 0 9 6 2 9 6 3 0 8 6 4 6 1 2 7 3 0 7 5 3 7 3 9 7 4 2 0 0 9 8 8 7 7 9 8 8 8 8 7 7 7 6 6 5 4 4 4 3 95 3 2 2 1 1 1 1 1 1 0 0 0 0 0 90 0 P HHHHHHP PHHHH EHH HDNWVU VOOOHHHNWNU SUGNYUHBON U 4S JS UI QI QI O O CO O gt O XO O Q Q O O1 O0 2 S UI OY OO XO Q 1 00 4S 00 I9 OAN tO P QQ O O0 BAY O ds o n Q gt N G BA U O O O O O O O O O O p p p pb Nw N ND I I WWW dS dS GS aS aS is UI UI UI UI OO O JI 1 O0 CO CO tO VY 67 Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampl
85. FS is a monthly household survey of a sample of individuals who are representative of the civilian non institutionalized population 15 years of age or older in Canada s ten provinces Specifically excluded from the survey s coverage are residents of the Yukon Northwest Territories and Nunavut persons living on Indian Reserves full time members of the Canadian Armed Forces and inmates of institutions These groups together represent an exclusion of approximately 296 of the population aged 15 or over 5 2 Sample Design The LFS sample is based upon a stratified multi stage design employing probability sampling at all stages of the design The design principles are the same for each province A diagram summarizing the design stages can be found in the document LFS AppendixA pdf 5 2 1 Primary Stratification Provinces are divided into economic regions ER and employment insurance economic regions EIER ERs are geographic areas of more or less homogeneous economic structure formed on the basis of federal provincial agreements They are relatively stable over time EIERs are also geographic areas and are roughly the same size and number as ERs but they do not share the same definitions Labour force estimates are produced for the EIERs for the use of Human Resources Development Canada The intersections of the two types of regions form the first level of stratification for the LFS These ER EIER intersections are treated as primary strata and fu
86. GE 000 NOTE 62 OJ BU gt Q N gt Q 0 VOJ JIGAGUUBBUUNNNNNWNNHHHHHHEHHHH O Ui O Ui O 0001000 Oi Q P O to 0 1 O Oi is Q N P O 100 125 150 200 250 300 350 400 450 500 Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Saskatchewan Person level data ESTIMATED PERCENTAGE 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 EE KORR DE 65 6 65 2 64 2 62 5 60 8 58 9 viens 55 1 SL 51 0 46 6 36 1 20 8 OEE K SA 46 4 46 1 45 4 44 2 43 0 41 7 40 4 39 0 37 6 36 1 32 9 2525 14 7 dock 37 9 37 1 37 1 36 1 35 1 34 0 32 9 31 8 30 7 29 5 26 9 20 8 12 0 EXE Kd KA 32 8 32 6 32 1 31 3 30 4 29 5 28 5 27 6 26 6 2555 23 3 18 0 10 4 koe koci 29 3 29 2 28 7 28 0 27 2 26 4 25 5 24 7 23 8 22 8 20 8 16 1 973 KEE Kock 26 8 26 6 26 2 255 24 8 24 1 23 3 22 5 24 T 20 8 19 0 14 7 8 5 ERA RR IRE ROG 24 7 24 3 23 6 2370 22 3 21 6 20 8 20 1 1973 17 6 13 6 7 9 KRA RR ERARIO E 231 22 51 22 4 21 5 20 8 20 2 1 95 18 8 18 0 16 5 12 8 7 4 ERE EERE OE REC KO RO 21 7 21 4 20 8 20 3 19 6 19 0 18 4 15 1750 1555 12 0 6 9 Wik kakta WS k K NK R 20 6 20 3 19 8 19 2 18 6 18 0 17 4 16 8 16 1 14 7 11 4 6 6 AERA ASA CK 19 7 19 4 18 8 18 3 17 8 122 16 6 16 0 15 4 14 0 10 9 6 3 KER RAY EARS e coe 18 8 18 5 18 0 17 5 17 0 16 5 15 9 15 3 14 7 13 5 10 4 6 0 EAE NEAR EUR NOR u u k 17 8 1723 16 9 16 3 15 8 15253 14 7 14 2 12 9 10 0 5 8 FOI k
87. HEHHHHHH HDNNUNNN U 5 U OOHHNNUNNU U dis S S O1 O O 1 O0 0 O P Q UI 0 Q O 1 M 40 PS Q0 OY ES co to B N iS Oy Qo 48S 00 2 Oy E 01 t J O G O XO S OY O iS 0 48 O Oy i I9 N QQ O O1 00 I9 Joa M OM Q Q QD aS dS O1 U n OY O O O OY JJ 1 c o Ok kk kk kk Kk kk kk kk ck kc kk kk kc ok kc kk kk kk k k k k k k k k k k k k kk kk K KK KOK KOK KOK k k k kk k k k k kk k k kk ikik kk ik k kk ik k kk ikik kk ikik kk ik k kk ik k kkik k kkik k kkik oe Special Surveys Division FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 50 0 52 5 Shed 30 3 26 3 23 5 21 4 19 9 18 6 15 16 6 15 8 15452 14 6 14 0 13 56 13 1 127 12 4 12 1 B 15 11 2 11 0 10 7 10 5 9 6 9 3 8 4 1 8 5 3 T 9 7 5 4 3 7 3 7 3 0 8 6 5 3 9 8 8 Hi 7 N 6 6 6 6 s 5 5 5 5 4 4 3 3 3 2 2 2 2 1 70 0 PHHEH EHHHHHH EHHH HNNN I xo O O O F gt Q O O Q O WU OO to O S Q O io 0 O I2 ID QQ IS UI J t0 O QU Q O0 gt Qo S ID QQ UI Q0 0 O t0 UI MY 0 t0 O iS iS OY I9 Q U O0 1 IB p LS LS IS IO I9 Q O dis ds Ps uis P uS uS UI UI Q Q OY OY O CO OO OO OO OO O to 90 0 PHHHN xo O Q O O 0 P P Q iS O1 XO 0 4S UI OI O O0 t0 O IM Q Q J O Q J O0 i0 O 0 S UI 0 Q G O0 P i 0 Q XO O t AODOU
88. I IO I I AA DAL 3 1 1 8 1000 KC k kk kok ko Ck Kk kk Kk kk Kk Ck KK kk kok kok Kk Ck Kk Ck Kk kk k kok kok k kok kok I IOI III kok k I OK I OC k kok k A Ik VN 1 6 1500 FIO IO II OOOO OOOO OOOO OOOO OOOO ROO ROO OOOO OOOO k I IOI I Ck Kk III IO I IO I I IO IO A II k k k 13 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Canada Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 i 227 0 226 0 224 8 221 3 215 4 209 4 203 1 196 7 190 0 183 1 175 9 160 6 124 4 71 8 2 160 5 159 8 159 0 156 5 152 8 148 1 143 6 139 1 134 4 129 5 124 4 T18 5 88 0 50 8 3 131 1 130 5 129 8 127 8 124 4 120 9 11733 113 5 109 7 105 7 101 6 921 71 8 41 5 4 11355 113 0 112 4 110 7 107 7 104 7 101 6 98 3 95 0 91 5 88 0 80 3 62 2 39 59 5 10155 101 1 100 5 99 0 96 4 93 6 90 8 88 0 85 0 81 9 48 7 71 8 55 6 32 1 6 92 7 92 2 91 8 90 4 88 0 85 5 82 9 80 3 77 6 44 7 71 8 65 6 50 8 29 3 q 85 8 85 4 85 0 83 7 81 4 79 1 76 8 74 3 71 8 69 2 66 5 60 7 47 0 27 1 8 80 3 1939 79 5 78 3 76 2 74 0 71 8 69 5 67 2 64 7 62 2 56 8 44 0 25 4 9 75 7 75 3 74 9 73 8 71 8 69 8 67 7 65 6 63 3 61 0 58 6 53 5 41 5 293 9 10 71 8 71 5 JAVA 70 0 68 1 66 2 64 2 62 2 60 1 97 9 55 6 50 8 3923 22 7
89. K k k k k oe k K K K k k k k k k oe K kc ke coke K K R k k k oe ke K K coke oe k k k k k k kk K ke e k 8 0 y dieci 5 6 AVI FOO 6 3 4 9 2 8 FOO 2 4 2 5 FO IIR IO IO I kk IO IOI IC ICI III IC k III k IOI III k k III IC IOI III IGE k II kk IOI III I OOOO OO kok k k okokok kokok IO IIR IR FO kk RR Ge 2 FO kk kk Kk k kok kk kk k ICR K Kk k II k III k k k III kk kok k kk KK kok kk IGE IOI III kk kok kk kk kok k ko IOI ok k kok k kk k k kk RO KC k kk kok KORG Ge PE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Saskatchewan Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 RESALE 110 2 109 6 107 9 105 0 102 1 99 0 95 9 92 6 89 3 85 8 78 3 60 6 35 0 2 RARER RE VII TTS 76 3 74 3 72 2 70 0 67 8 65 5 63 1 60 6 55 4 42 9 24 8 3 KR koe 63 6 63 3 62 3 60 6 58 9 57 2 55 4 9359 51 5 49 5 45 2 35 0 20 2 4 NARRE AOE RAE R S e 54 8 54 0 52 5 51 0 49 5 47 9 46 3 44 6 42 9 39 1 30 3 LB 5 JEN KS K SA RNS OS AO 49 0 48 3 47 0 45 7 44 3 42 9 41 4 39 9 38 4 39 0 27 1 157 6 IE RE REN e 44 7 44 1 42 9 41 7 40 4 39 1 37 8 36 4 35 0 32 0 24 8 14 3 yi ARREARS RARE RARE EA ERRE 40 8 3957 38 6 37 4 36 2 35 0 337 32 4 29 6 22 9 13 2 8 Kk pok e odk
90. N Benchmarking Information BR Barriers SD Self Directed Learning DM Demographics Derived variables Labour Force Survey variables related to the selected respondent In the MAIN data file each respondent could report up to ten training activities five programs and five courses However it should be noted that in question SC Q03 respondents could report taking up to a maximum of 50 courses but additional information was only collected for five of these courses Benchmark information was only asked of those respondents who took more then one training activity in 2002 The remaining modules were asked of all respondents The only Course Program CP information on the MAIN master data file are those variables that are equivalent to a Benchmark BN question For example CP Q14 is the same question as BN Q04 The corresponding BN variable is stated in a note on each CP variable in the MAIN master microdata file codebook Since the benchmark information BN module was asked for all activities excluding the selected activity each activity can be identified by the number at the end of the variable name Question Name Type of Training Activity BNQXX 1 Relates to a high school program BNQXX 2 Relates to a registered apprenticeship program BNQXX 3 Relates to a trade vocational program BNQXX 4 Relates to a college CEGEP program BNQXX 5 Relates to a university program BNQXX 6 Relates to first course name BN
91. O gt o ok kk kk ke ok kk ke kk ek kk kc kk kk kc ok kc kk kk kk kc kk I kc ok kc kk kk kk kc kk kk k ke koe ke e kk kc kk kk kc kk kk kk kc kk kk ke ok kc kk kk kk kc kk kk kk kc kk kk kk kc kk kk kk kc II ek ke kk kk kk kk k kk Special Surveys Division FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 50 0 178 125 102 89 79 72 67 63 59 56 53 51 49 47 46 44 43 42 40 39 38 38 37 36 35 32 30 28 26 25 24 23 22 21 20 19 19 18 18 ATs To 14 12 EIS 10 9 O OO Q O 5 to UI Q AU o OO 0 CO 0 iO OY Q P O O NV Q IP UI O iS P O 0 O 0 O N UI O Ov iS d OU iS O Q O PP OOK 8 8 8 6 5 4 4 70 0 138 Il j pO p pP p p p p p p pP p NN I N N N C Q C Q Q Q Q Q Q Q S GS dS dS OI n OY O tO Qo IM Q0 4S S UI UI UI O t0 O IP Q O1 0 0 to O O I Q S G O o IP Q O 00 O P o O I Qn OY i O S Q O iS O Co O 2 GO Q O gt O G i GO OY 1 OY O 2 O CO o ON Y 1 t OY XO Q 0 O O O 0 L Q O N O O N Q Q 4S n OY O O IO 90 0 PRP RP RP pppppppPmppBppPpPpDNMNIN MIN II UO Q U Q BUA VOOOHHNU is Ul OY O J O0 CO to t0 O P Q Q O O0 O O1 to O O Q1 O0 P Ui tO O O O O O O Ui P O LS I gt OY to I9 QI VU J QQ t0 O Q Q 0 Q O O 4 00 0 0 QQ lO 1 0 O O Un N P I oO 00 O Q OS I2 PB S IO N Q 2 iS
92. O Q lt 2 Q O G a JUUNUWUONFHONOUNOGOJ JO ON JUHFN Jar AOUaHO ES kk kc kk ek ck ke kk ek ek ke kk kk ek ke IO kk k kk ok kk k ESTIMATED PERCENTAGE 15 0 139 98 80 69 62 56 52 49 46 44 41 40 38 37 35 34 33 32 31 31 30 29 29 28 27 25 23 22 20 19 18 LIR Ts 16 16 15 qos 14 14 13 125 11 9 5 OY O O 1 0 M O XO BOD O0 O iS OU 2 Gn E OY ONN O G iS 00 S O OY Q 2 OJ N OH O PP Q0 O Q P Q N O1 0 0 O 1 FR ek kc kk I I kk ek II IO II IO I I ek koe oe 20 0 134 95 TI 67 60 SS ST 47 44 42 40 38 37 36 34 33 325 31 30 30 29 28 28 27 27 24 22 2T 20 19 18 LF 16 16 155 15 14 14 13 13 12 Ti 9 4 00 O 10 O O 4 1 IV 00 O1 Ui O Ui Q0 IV O O gt JAN EP 0 OY O OI G S OONN G O gt 0 1 Oy XO O P 0 BOBO w 25 0 130 92 75 65 59 93 49 46 43 41 39 37 36 34 33 32 31 30 30 29 28 27 2 26 26 23 22 20 19x 18 T7 16 16 15 d 14 14 13 13 13 1t 10 9 4 BUDA O0 CO I9 Ui O n Q I9 48 Q0 S O O S t0 OY O1 O1 O P O P I9 00 Gn O c Oy JON 4 0 G S QQ 0 BU BUD 1 X Kk kk ok ke ke kk kk kk Kk I I I I IIR kk k ek ke ke oe 30 0 126 I2 po pp p PRP EPP pp pp pp PEE ENNNNNNNNNNWWWWWWWW ss Q Qn O Jo OOHNNU 2 iS iS Ul UI
93. OY J O0 o IB Q O1 n O O O0 Oo t0 O P I9 Q G Ov Q to S iS 1 OY Q N O w O OY Ov to O 2 O to Q O Ov 0 Q 1 O gt O Q O cC 0 OWON Q V G O HO 01 O O gt O toO O 10 5 Po N BOB U n O O0 JO w 35 0 121 EG p p p p p p p p p p p p p INN IS IO PS LS IS IS tS I9 0 GQ GQ ly UO UO C RRR BUD IO VONNNUU iS S UL UL O O0 XO O N S AIDA N O0 t0 O E N QUO CO O Q O1 O SO OO w OB 4S 1 EB O1 O Oy to to N Qn Q0 I9 OY O UI PP gt S I9 n I9 Q OV 0 G S Q0 Gn 4S AU 1 PO 8 O1 O 0 0 5 009 O o Q 4 UL UL O O 1 s kk kc kk ke ok kc kk kk I kc kk kk kk kc kk kk kk kc kk kk ke ok kc kk kk ke ok ke kk kk kk kc kk kk ke ok kc kk kk kk kk ke ke ke ee 40 0 116 PPP p p p p p p ppp p pp S LS PS PS PS INI IO PS S 2 Q Q Q UO UO O BB BU OI DO VOHNNNUU uS iS UI Gn OY J Co Qo IG Q U 4S iS UI OY OY 00 t0 O F N Q Ur OY O0 IO 4S JNOJN N O Q 2 Qn 2 S QO n S O Q G O G gt JU BU JU AD ODB OUFOUUNNNAJN O O Q P S gt BAO WwW 4 UT n Qn OY O CO o 50 0 106 PRP B B B B B B B B B S B ENNNNNNNNNNNNNWWWWWAKKRUODA xo O O P P I Q QQ i gt UI UI O Oo o IB B N IO G Q iS UI UI ON H O IO O N Q UI d O QG 1 C P2 O1 N O0 5 0 CO O N IU IU XO O XO Q J N Ao o O n Q QO O t gt XO G t O OF JU Q n J Q OY i gt O M Q Q BU n O1 O O JOE S kk kk kk k
94. QXX 7 Relates to second course name BNQXX 8 Relates to third course name BNQXX 9 Relates to fourth course name BNQXX 10 Relates to fifth course name Note For the selected activity the benchmark information will not be completed Information for that activity will only be found in the TRAINING data file CP module Questions in the BN module focus on all job related training activities not covered in the CP module Therefore if only one training activity was taken the BN module does not apply to the respondent Special Surveys Division 23 Adult Education and Training Survey 2003 User Guide The TRAINING data file contains the following CP Course Program module information Derived variables The TRAINING file contains only those respondents who took at least one training activity in 2002 This file contains the selected activity for which detailed information was collected This activity was randomly selected and could be either a program or a course 7 1 Data Capture Responses to survey questions are captured directly by the interviewer at the time of the interview using a computerized questionnaire The computerized questionnaire reduces processing time and costs associated with data entry transcription errors and data transmission The response data are encrypted to ensure confidentiality and sent via modem to the appropriate Statistics Canada Regional Office From there they are transmitted over a secure line
95. S includes new questions that gather basic information about adults participation in informal training activities Informal training is defined here as training involving no or very little reliance on pre determined guidelines for its organization delivery and assessment Moreover it must be undertaken with the specific intention to develop some skills or knowledge This implies that learning that happens incidentally as a by product of an activity should not be considered as informal training for the purpose of the AETS Since the focus of the 2003 AETS is on the development of skills useful in the labour market its informal training questions concentrate on activities leading to the acquisition or improvement of job related skills Questions on incidence frequency timing and usefulness related to informal training are also asked Note See Appendix IV for a more detailed comparison of the concepts between the 2003 and 1998 AETS Special Surveys Division Adult Education and Training Survey 2003 User Guide 5 0 Survey Methodology The Adult Education and Training Survey AETS was administered in February and March of 2003 toa sub sample of the dwellings in the Labour Force Survey LFS sample and therefore its sample design is closely tied to that of the LFS The LFS design is briefly described in Sections 5 1 to 5 4 Sections 5 5 and 5 6 describe how the AETS departed from the basic LFS design 5 1 Population Coverage The L
96. TE 251 178 145 125 9 RR KR wor kk KR RR KR k kkkk h oko KR RRR KK RK RR KR kk KR kk KK kk KR kk KK RR KR ORR KR k kkkk h kk KR RRR KKK k kkkk h Hk KR RRR KK RK ok ko oe kk koe k kkkk h RRR KR k k kk h Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Ontario Activity level data 250 TUIS 144 125 14 2 102 94 88 83 79 qos 12 69 67 64 62 60 59 5 56 54 53 52 51 50 45 42 39 se BOPNWAIYOHMFPATINONWAWUDIYWRPWIND o FOR RO RR eee FOR RO ARA RA k kkkk k kk k k kkkkkk k doe koe kk kkkkkk k doe ARA RR k kkkk k kkik k k kkkk k kkkk ck k kkkk k kk k ck k kkkk k kk k ck 249 176 144 124 TI 101 94 88 83 78 TS 72 69 66 64 62 60 58 Siy 25 54 53 925 50 49 45 42 39 AT dor 33 325 30 29 28 21 21 XO CO CO tO I9 OY Q I9 S n to O O I i co S 00 UI Q BONONOHNNOUHOVW W oe o k kkkk k kk ik k kk k kk k kk kk ek ek ke ek k ek koe Ok kk k k kkkk k kk ik k kk k kk k kk kk kk kk koe koe koe ko ek ke eee kk kc kk kk kk ke ek k kk ko ek ke kk k kk ke kk ek kk koe ke ke kk k eee 245 173 141 122 109 100 92 86 81 TBS 74 70 68 65
97. TS distinguishes amongst four types of employer support providing the training financing the training allowing for participation during working hours and other support includes flexible work schedule providing transportation or any other type of support The CP module asks separate questions on these four types of employer support The Benchmarking Information BN module combines this information in one question for each of the activities not covered in the CP module The level of detail on type of employer support is less than that obtained in the 1998 AETS Participation during work hours The 2003 AETS asks about participation in training during the respondent s working hours This question replaces the 1998 AETS question about whether the employer provided paid or unpaid time off Participation during working hours is an important indication of employer support It may also be interpreted as an indicator of the respondent s readiness to devote his her own time to training In addition it could also be examined in conjunction with time barriers to training to better understand time constraints reported by participants Special Surveys Division Adult Education and Training Survey 2003 User Guide Mandatory participation The key concept underlying mandatory enrolment refers to an external requirement to participate in the training Although this concept was alluded to in the 1998 AETS by asking participants who suggested the traini
98. Z 15 8 7 ERE ERE W 46 0 45 7 45 0 43 8 42 6 41 3 40 0 38 7 3752 35 8 32 2543 14 6 8 GRIGIO K Oe Reese 42 8 42 1 41 0 39 8 SB 37 4 36 2 34 8 CERES 30 6 29354 x ies HK A 9 SPAR ELA a ERES 40 3 39 7 38 7 37 6 36 4 3553 34 1 32 8 31 6 28 8 22 3 12 9 10 AA AAA AAAS ER ARR 38 3 371 36 7 35 6 34 6 33 5 3243 31 2 29 9 27 3 21 2 12 2 11 AAA kaba A 36 5 35 9 35 0 34 0 33 0 31 9 30 8 29 7 28 5 26 1 20 2 11 27 12 Kk Pk Kc k 34 9 34 4 38955 32 5 31 6 30 6 2955 28 4 27 3 25 0 19 3 11 2 13 LARA AEA AE Tee 33 6 33 0 32 2 31 3 30 3 29 4 28 4 27 3 26 3 24 0 18 6 10 7 14 ERRE 32 3 31 8 31 0 30 1 29 2 28 3 27 3 26 3 25 3 231 179 10 3 15 a OK So du 30 8 29 9 29M 28 2 27 3 26 4 25 4 24 4 22 3 To 10 0 16 ALAS AAA A REEE EDS AK DK 29 8 29 0 28 2 27 3 26 5 25 6 24 6 2 3 1 21 6 16 7 9 7 17 EERFARERAERERERRA Ke 28 9 28 1 2 Bee 26 5 VAS A 24 8 2319 23 0 21 0 16 2 9 4 18 OK Kok E Kk kk Kok kk e EIR 28 1 2 vd 26 6 25 8 250 24 1 29 2 22 9 20 4 15 8 od 19 kk kok RAS Kok kk kk kuk deka 27 3 26 6 2559 25 24 3 235 22 6 Zo 19 8 15 4 8 9 20 ERE KIKIN LER OK SKK EME RL EB 26 6 259 25 2 24 4 23 5 22 9 22 0 231 72 193 15 0 8 6 24 ESPARTA EEA ERE REINAR e 26 0 2543 24 6 299 23 1 22 3 21 5 20 7 18 9 14 6 8 4 22 ZO OS KOSKA AER u o 25 4 24 7 24 0 23 3 22 6 21 8 21 0 20 2 18 4 14 3 8 2 23 AREXREREXENENEREEERENEAERE Y 24 8 24 2 23 5 22 8 22 1 213 20 5 19 7 18 0 14 0 8 1 24 RAE AALS REN ERAN E 24 3 231 23 0 22 3 21 10 20 9 20 1 19 53 17 6 130 TES 25 RERERERENENERER ERE EAE Re 23 8 23 2 29
99. a way as to preserve the underlying structure of the data and to ensure that the resulting records will pass all required edits In other words the objective is not to reproduce the true microdata values but rather to establish internally consistent data records that yield good aggregate estimates We can distinguish between three types of non response Complete non response is when the respondent does not provide the minimum set of questions These records are dropped and accounted for in the weighting process see Chapter 11 0 Item non response is when the respondent does not provide an answer to one question but goes on to the next question These are usually handled using the not stated or are imputed Finally partial non response is when the respondent provides the minimum set of questions but does not finish the interview These records can be handled like either complete non response or multiple item non response In the case of the Adult Education and Training Survey donor imputation was used to fill in missing data for item non response for the number of training hours Further information on the imputation process is given in Chapter 8 0 Data Quality 7 5 Creation of Derived Variables A number of data items on the microdata file have been derived by combining items on the questionnaire in order to facilitate data analysis This may be done by using one variable or a combination of variables The following is a list of the deri
100. able an examination of how the market for adult education and training is organized Furthermore the list of providers was updated to better reflect the key players involved in the area of adult education and training i e an employer a private training institute or private business schools a professional association a union and community centre Work placement This question is new to the 2003 AETS CP Q09 Work placement including co op training is an increasingly common component of educational programs and has been added to the 2003 AETS in order to measure this dimension of training They are formal programs sponsored by an institution where students get paid work with employers as part of their education so they can learn from work experience Distance Training E learning The 2003 AETS measures participation in distance training and e learning through detailed response categories Any form of education in which the teachers and students are not in the same place is considered distance education Examples include correspondence education teaching by television and radio internet or e mail and regular mail Duration Time spent in training by the individual is defined as the total number of hours that the individual has spent participating in classes courses lectures and tutorials This information is valuable as it can be used as a proxy for training intensity Furthermore duration is a proxy measure of the investment in human
101. aining the 15 day of the month 6 1 Interviewing for the Labour Force Survey Statistics Canada interviewers are employees hired and trained to carry out the LFS and other household surveys Each month they contact the sampled dwellings to obtain the required labour force information Each interviewer contacts approximately 75 dwellings per month Dwellings new to the sample are usually contacted through a personal visit using the computer assisted personal interview CAPI The interviewer first obtains socio demographic information for each household member and then obtains labour force information for all members aged 15 and over who are not members of the regular armed forces Provided there is a telephone in the dwelling and permission has been granted subsequent interviews are conducted by telephone This is done out of a centralized computer assisted telephone interviewing CATI unit where cases are assigned randomly to interviewers As a result approximately 8596 of all households are interviewed by telephone In these subsequent monthly interviews the interviewer confirms the socio demographic information collected in the first month and collects the labour force information for the current month In each dwelling information about all household members is usually obtained from one knowledgeable household member Such proxy reporting which accounts for approximately 65 of the information collected is used to avoid the high cost and
102. also specifically involve estimates of the form X Y where X isan estimate of surveyed population quantity total and Y is an estimate of the number of persons in the surveyed population contributing to that total quantity An example of a quantitative estimate is the average number of courses taken by adults who received employer sponsored training The numerator is an estimate of the total number of courses taken by adults who received employer sponsored training and its denominator is the number of adults who received employer sponsored training Examples of Quantitative Questions Q In 2002 how many days in total did you spend in this course R LU days Q On average how many hours per day was that R hours Special Surveys Division Adult Education and Training Survey 2003 User Guide 9 3 3 Tabulation of Categorical Estimates Estimates of the number of people with a certain characteristic can be obtained from the microdata file by summing the final weights of all records possessing the characteristic s of interest Proportions and ratios of the form X Y are obtained by a summing the final weights of records having the characteristic of interest for the numerator X b summing the final weights of records having the characteristic of interest for the denominator f then c dividing estimate a by estimate b x r 9 3 4 Tabulation of Guantitative Estimates Estimates of quantities can be obtained fr
103. be published with no qualifications If using the automated method for calculating the CV how does the user determine the coefficient of variation of this estimate Open the person level CV calculator 2 Enter the number 671 323 in the Numerator of percentage field exclude commas 3 Enter 19 3 in the Percentage field 4 Select Canada 5 Click on the Calculate CV button The approximate CV for the percentage is 4 7 and the approximate CV for the numerator is 5 1 The finding that 19 3 of adults aged 25 to 64 who received employer sponsored training in 2002 took at least one educational program can be published with no qualifications Example 2B Estimates of Proportions or Percentages of Activities Possessing a Characteristic Suppose that the user estimates that 2 385 919 3 034 741 78 6 of activities leading to a certification or a license in 2002 were employer sponsored How does the user determine the coefficient of variation of this estimate 1 Refer to the coefficient of variation table for CANADA Activity level data 2 Because the estimate is a percentage which is based on a subset of the total number of activities i e activities leading to a certification or a license in 2002 it is necessary to use both the percentage 78 696 and the numerator portion of the percentage 2 385 919 in determining the coefficient of variation Special Surveys Division Adult Education and Training Survey 20
104. c kk ke ok kc kk kk III I II I I II ke ok kc ok I I II III ke ok kc kk k kk koe ke ko ee X K kc kk kk kc kk kk kk kc kk kk ek kc kk kk ek kc kk kk kk II kk ke ok kc kk kk ke ok kc kk kk kk k kk k IO ke kk Special Surveys Division 70 0 82 6 58 4 47 7 41 3 36 9 33 7 314 2 29 2 27 5 26 1 24 9 23 8 22 9 22 1 21 3 20 6 20 0 19 5 18 9 18 5 18 0 17 6 17 2 16 9 16 5 TS 14 0 13 1 12 3 11 7 TT 10 7 10 2 9 9 5 2 0 7 5 3 4 T 8 2 8 4 9 7 0 6 8 5 9 9 9 8 8 8 q 6 5 Pa 4 4 4 3 3 3 2 2 1 1 90 0 HHE HHHHHHH EHHH HHHHH HH HNNVNV U 5 xo O O O O i Q Q iS Q t O to P UO 0 O0 io 2 I9 UI S iS UT GO O iS 0 Q 00 0 O I9 Q Q JON A J IP UI z G JON A XO S O XO 0 J I9 00 i8 Q0 t0 O G QQ 0 U 1 1 O O PD pP p p M LS S G Q Q CQ dS dS dS OI UI UI UI O1 Q OY OY O H JV V 59 NUMERATOR OF PERCENTAGE 000 NOT 60 OJ BU BSUWUNH AO VOJ J O O I QQ NN N NNN ppp ss OQ O Ui O Ui O G1 O OG O O Ui O Oi Q P O to 0 O Oi gt Q N P O 100 125 150 200 250 300 350 400 450 500 750 1000 1500 2000 3000 4000 5000 6000 7000 Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Ontario Person level data ESTIMATED PERCENTAGE 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0
105. cessary further stratification is carried out in order to reflect the differences among a number of socio economic characteristics within each stratum Within each rural stratum six EAs or two or three groups of EAs are sampled as clusters Special Surveys Division Adult Education and Training Survey 2003 User Guide 5 2 5 Dwelling Selection In all three types of areas urban rural and remote areas selected clusters are first visited by enumerators in the field and a listing of all private dwellings in the cluster is prepared From the listing a sample of dwellings is then selected The sample yield depends on the type of stratum For example in the urban area frame sample yields are either six or eight dwellings depending on the size of the city In the urban apartment frame each cluster yields five dwellings while in the rural areas and EA parts of cities each cluster yields 10 dwellings In all clusters dwellings are sampled systematically This represents the final stage of sampling 5 2 6 Person Selection Demographic information is obtained for all persons in a household for whom the selected dwelling is the usual place of residence LFS information is obtained for all civilian household members 15 years of age or older Respondent burden is minimized for the elderly age 70 and over by carrying forward their responses for the initial interview to the subsequent five months in the survey 5 3 Sample Size The sample
106. d by the inverse of the probability of selecting the person to whom the record refers In the example of a 2 simple random sample this probability would be 0 02 for each person and the records must be weighted by 1 0 02 50 Due to the complex LFS design dwellings in different regions will have different basic weights Because all eligible individuals in a dwelling are interviewed directly or by proxy this probability is essentially the same as the probability with which the dwelling is selected Cluster Sub weight The cluster delineation is such that the number of dwellings in the sample increases very slightly with moderate growth in the housing stock Substantial growth can be tolerated in an isolated cluster before the additional sample represents a field collection problem However if growth takes place in more than one cluster in an interviewer assignment the cumulative effect of all increases may create a workload problem In clusters where substantial growth has taken place sub sampling is used as a means of keeping interviewer assignments manageable The cluster sub weight represents the inverse of this sub sampling ratio in clusters where sub sampling has occurred Stabilization Weight Sample stabilization is also used to address problems with sample size growth Cluster sub sampling addressed isolated growth in relatively small areas whereas sample stabilization accommodates the slow sample growth over time that is the result
107. dard Industrial Classification and the 1980 Standard Occupational Classification were used Reference Week The entire calendar week from Sunday to Saturday covered by the Labour Force Survey each month It is usually the week containing the 15th day of the month The interviews are conducted during the following week called the Survey Week and the labour force status determined is that of the reference week Full time Employment Full time employment consists of persons who usually work 30 hours or more per week at their main or only job Part time Employment Part time employment consists of persons who usually work less than 30 hours per week at their main or only job 42 Adult Education and Training Survey Concepts and Definitions Target population The population covered by the 2003 AETS consists of Canadians 25 years of age and older This is a change from the population targeted by the 1998 AETS which consisted of Canadians aged 17 years of age and older A primary consideration for this change was the practical difficulties in applying the definition of adult education to individuals in the 17 to 24 year old age group By definition adult education excludes students who are still involved in their first or initial stage of schooling As previous AETS surveys did not precisely identify students still in their initial stage of schooling analyses using this data had to rely on an ad hoc definition of adult learners According t
108. during the LFS reference week are asked whether their job while training was the same as their current job or most recent job when they are unemployed during the LFS reference week With the affirmative this allows linking the information provided by the LFS to the job held while training Expenses and financial support In addition to collecting information on financial support for training the 2003 AETS collects more information about the individuals financial investment in their training by asking respondents about the amount of money they personally paid for their training When the amount invested is higher than 1 000 respondents are also asked how they financed their individual contributions i e through a loan Registered Education Savings Plan personal savings The value of 1 000 is used as a lower bound since according to cognitive testing respondents are not likely to use the listed financing mechanisms for smaller amounts Sources of financial support are an indicator of the extent to which the respondent makes private investments in improving their skills and also provides an indication about how employers support training In addition detailed information on individual contributions may be an indicator of the individual s commitment to training Employer support Information on employer support and the type of employer support offers insight into the provision and financing of learning opportunities for adults The 2003 AE
109. e K K k ke k k k ke ke ke ke ke k K k oe k R k K ke e ke kc R ke R R R R coke ke KK R R k k R R ke KK 57 4 4 2 5 750 kk lll 3 6 9 1 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 76 Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for British Columbia Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 246 4 245 2 244 0 240 2 233 8 221 2 22099 213 5 206 2 198 7 190 9 174 3 135 0 179 2 KGER OUR OE 173 4 172 5 169 9 165 3 160 7 Y55 9 150 9 145 8 140 5 135 0 123 2 95 5 5551 3 KERALA 141 6 140 9 138 7 135 0 1313522 127 3 123 2 119 1 114 7 110 2 100 6 77 9 45 0 4 TORRE REE 122 6 122 0 120 1 116 9 113 6 110 2 106 7 103 1 99 4 95 5 87 1 61 5 39 0 5 Re MOSA 109 7 109 1 107 4 104 6 101 6 98 6 95 5 92 2 88 9 85 4 TRS 60 4 34 9 6 GAS RES 100 1 99 6 98 1 95 5 92 8 90 0 87 1 84 2 81 1 PR TU 2 55 1 31 8 7 FO 92 7 92 2 90 8 88 4 85 9 83 3 80 7 77 9 75 1 72 2 65 9 51 0 29 5 8 kde ook koe 86 7 86 3 84 9 82 7 80 3 TIS 75 5 TAN 70 3 67 5 61 6 47 7 271 5 9 Sos Rok Ko 81 7 81 3 80 1 The 9 VST 4325 71 2 68 7 66 2 63 6 58 1 45 0 26 0 10 kalu W 77 6 PRL 76 0 739 TAO 69 7 67 5 65 2 62 8 60 4 5571 42 7 24 6 Tl ERLE NEE AS 3 0 72 4 70 5 68 5 66 5 64 4 62 2 59 9 57 6 525 40 7 23 5 12 EXKEREAES 70 8
110. e Sampling Variability Tables for New Brunswick Person level data 0 1 1 0 2 0 kk RR gj 52 70 9 ok ko koe 50 4 50 1 kk koe 41 1 40 9 k kkkk h 35 6 35 4 RRR KKK 31 8 33 7 FOR IO RARA RR 28 9 FOR ek koe ARA RR 26 8 k kkkk k kk k ck 25 k kkkk k k k ck 23 6 k kkkk k kk k k 22 4 k kkkk k kk ik k kk k kk k k k kk k kk ik k kk k kk k kk kk ek kk IO kk kk k kk k kk ke kk ek kk IO kk kk k kk k k kkkk k kk ik k kk k kk k FO IO kk kk k kk kk k kk k FOR IO k kk k kk kk k kk k KARA ek k kk k k kk k k kk kk k k kkkk k kk ik k kk k kk k k kkkk k kk k k kk k kk k FOR IO kk k kk k kk kk k kk k KARA RARA RARA A RARA kk k FOR ek kk IO ek koe koe kk k k kkkk k kk ik k kk k kk k kk kk IO ke ke ek k ek koe koe eee 14 M Q O S OY O i8 0 S O OY Q I O P Q JAN U se o kk kc kk ARA RR k ek AA AAA kk kc kk ek kk ke kk ek k ek koe ke ke koe kk kk kc kk kk ek ke kk ek k ek kk k ek koe Kee kk kc kk ek coke I k ek I k ke koe AA kk ck kk ek ek ke kk k k ok k k e ke kk 10 0 67 48 39 34 30 27 29 24 22 215 20 19 18 18 17 dus 16 16 155 15 14 14 14 13 13 12 11 10 10 9 I2 UD 4 OY ON O1 OO sN O O n O Ui P O a UI UI O O d a BONO o k k kk k k k k kk k k kk ik ik kk ik k a OK kkkkkk k kk k k k
111. e kc e ke KKK ke kc KK KK ke kc ke ke ke ke ke kc ke ke e ke ke ke kc ke ke e ke ke ke kc e ke ke ck ke ke ke ke ke ck ke kc KK KK ke kc ce ke e ke ck ke ke e kc ck ck ck ko ck ck KK KKK kc k kk k 2 5 1 5 300 OK CK kk KC KK kk KC Kk k kok kok kok kk kk k II kok kok kok kok koko kok k kok kok kok kk k ek kk kk k III IG IOI kk k IE kk ok k k k kk IO II OK kok k kok IR kk k 1 3 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Prince Edward Island Person level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 RE KORR UR ON IE ONU 44 6 43 9 42 7 41 5 40 3 39 0 S T 36 3 34 9 31 8 24 7 14 2 2 EXE OK eO eg KORR kc eme de 31 0 30 2 29 4 28 5 27 6 26 6 25 9 24 7 22 5 17 4 10 1 3 BAERS ERARE RANDAS RRER SS 25 3 24 7 24 0 23 3 22 5 21 7 21 0 20 1 18 4 14 2 8 2 4 Jk W KOR koe kayka kk kis ERE ne 23 9 21 4 20 8 20 1915 18 8 18 1 17 4 15 9 12 3 Ju 5 OK ke ke ke k K k k k k k k Kk k k k Kk k k k Kk k k k k ke Kk k ke K K K 19 1 18 6 18 0 17 4 16 8 16 2 15 6 14 2 11 0 6 4 6 OK ke ke ke k k k k k k k k Kk Kk e k k k Kk k k k K k K K K ke ke ke e 17 4 16 9 16 4 15 9 15 4 14 8 14 2 13 0 10 1 5 8 7 OK ke ke ke kc ke kk ok ok III ke ke e ke ke ke koe 1 6 51 15 57 15 2 14 7 1
112. e kk I kk k kk k ek ke koe oe 30 0 PEP RPEP BPR BEEP i i P i i P P B 2 2 2 N Q BU Q0 O O N N SG IV Q G U ds 4 UI n O O 1 O0 O0 O i N iS O O dS S 0 4 MS O P 0 Q O S S 2 UI 0 OI B XO O UI O0 A 1 PP UI O O1 O O Q P to O IV O SO t0 O Q O Qn OO O O O O 0 co c o 35 0 HPHHHHHHHH HHHH HHHHHHH HDNNNNUN U 5 U OOHHNNNNUU ids dS S O1 O O O0 0 O P Q UI 0 Q O 4 M QOO tO P2 O O1 J to S 8 00 N O O0 O1 U O 2 OY XO I9 OY O gt 0 i gt O gt IS I i gt 00 OY C VU Q0 1 Qn UU O O Oo O O c 7 XK kc kk kk kk I kc kk kk kk II kk kk kc kk kk I kc kk kk II III ke AA AR AA kk e 40 0 Bp ppp pp pp p p p P i i E B N N N N WW WCOOPFEFENNNWWWAKUDAIB OPNSBINGOG w OU O Ui 1 Q0 O IV iS Oy to S Gn O0 2 O0 i IE 2 Q OY O0 IG i8 D A 00 0 gt O 2301 01 O O O OO LION UU U n O O O O O 0o o XK kk ke ok kc ok ke I kc ok kc kk kk kc ok kc kk kk kc ok kc ck kk ok ke ok kc kk AA AA A koe ee X K kc I kc kc kk kk kc kk kk kk kc kk kk kk ke ok kc kk I kc ok kc kk kk I I II kc ck kc kk ke ok ke ok kc I kk kk kc kk kk II kk kk kk ke kk kk ek koe koe ke ee kk kc kk kk kc ke ke kk ek kc kk kk kk kc kk kk kk kc kk kk II kc ok kc kk II I II I kc ok kc kk ke kk kk II kk k kk IO ko ee X K kc kk ke ok kc kk kk kk kc kk kk kk kc kk kk ke kc kc kk kk ke ok II kk ke ok kc kk kk kk kc kk kk I kc kk kk IO kc kk kk kk kk kk kk kk ke kk k
113. e of the same related auxiliary information The following table shows the imputation rate for each of the steps Months refer to question CP_Q13 Durations refers to questions CP_Q14 CP_Q15 CP Q16 CP Q17 CP_Q18 CP_Q19 CP_Q20 and CP_Q21 Special Surveys Division 33 Adult Education and Training Survey 2003 User Guide Step 1 Step 2 Duration of Duration of Courses Programs Imputed 117 Imputation Rate 6 2 The Adult Education Training Survey imputation process worked well and helped to fill incomplete responses with the experience of other respondents with similar or identical characteristics This will add to the number of units used in any analysis performed by researchers Note that the public use microdata file does not contain any of the imputation flags The impact of this is an additional layer of confidentiality 8 2 5 Measurement of Sampling Error Since it is an unavoidable fact that estimates from a sample survey are subject to sampling error sound statistical practice calls for researchers to provide users with some indication of the magnitude of this sampling error This section of the documentation outlines the measures of sampling error which Statistics Canada commonly uses and which it urges users producing estimates from this microdata file to use also The basis for measuring the potential size of sampling errors is the standard error of the estimates derived from survey re
114. ear in the left hand column the Numerator of Percentage column so it is necessary to use the figure closest to it namely 3 000 000 3 The coefficient of variation for an estimated aggregate is found by referring to the first non asterisk entry on that row namely 2 396 4 So the approximate coefficient of variation of the estimate is 2 396 The finding that there were 3 484 578 to be rounded according to the rounding guidelines in Section Special Surveys Division Adult Education and Training Survey 2003 User Guide 9 1 adults aged 25 to 64 who received employer sponsored training in 2002 is publishable with no qualifications If using the automated method for calculating the CV how does the user determine the coefficient of variation of this estimate 1 Open the person level CV calculator 2 Enter the number 3 484 578 in the Numerator of percentage field exclude commas 3 Select Canada 4 Click on the Calculate CV button The approximate CV for the numerator is 2 1 The finding that there were 3 484 578 to be rounded according to the rounding guidelines in Section 9 1 adults aged 25 to 64 who received employer sponsored training in 2002 is publishable with no qualifications See Section 10 1 for an explanation on why the CV from the table does not match exactly the CV calculated from the automated method Example 1B Estimates of Numbers of Activities Possessing a Characteristic Aggregates Suppo
115. een interviewed within a non response area Labour Force Survey Sub weight The product of the previously described weighting factors is called the LFS sub weight All members of the same sampled dwelling have the same sub weight Sub provincial and Province Age Sex Adjustments The sub weight can be used to derive a valid estimate of any characteristic for which information is collected by the LFS However these estimates will be based on a frame that contains some information that may be several years out of date and therefore not representative of the current population Through the use of more up to date auxiliary information about the target population the sample weights are adjusted to improve both the precision of the estimates and the sample s representation of the current population Independent estimates are available monthly for various age and sex groups by province These are population projections based on the most recent Census data records of births and deaths and estimates of migration In the final step this auxiliary information is used to transform the sub weight into the final weight This is done using a calibration method This method ensures that the final weights it produces sum to the census projections for the auxiliary variables namely totals for various age sex groups economic regions census metropolitan areas rotation groups household and economic family size Weights are also adjusted so that estimates of the
116. eived employer sponsored training is 1 750 715 1 733 863 which is 1 01 1 to be rounded according Special Surveys Division Adult Education and Training Survey 2003 User Guide to the rounding guidelines in Section 9 1 The coefficient of variation of this estimate is 4 4 which is releasable with no qualifications Example 5 Estimates of Differences of Ratios Suppose that the user estimates that the ratio of women versus men aged 25 to 64 who received employer sponsored training is 1 30 1 for Nova Scotia while it is 1 06 1 for Manitoba The user is interested in comparing the two ratios to see if there is a statistical difference between them How does the user determine the coefficient of variation of the difference 1 First calculate the approximate coefficient of variation for the Nova Scotia ratio R and the Manitoba ratio R as in Example 4 The approximate CV for the Nova Scotia ratio is 14 5 and 12 4 for Manitoba A 2 Using Rule 3 the standard error of a difference K is where G and are the coefficients of variation of R and R respectively That is the standard error of the difference d 1 30 1 06 0 24 is 4l 1 30 0 145 1 06 0 124 0 0355 0 0173 0 230 3 The coefficient of variation of d is given by d 0 230 0 24 0 958 4 So the approximate coefficient of variation of the difference between the estimates is 95 8 This estimate i
117. f dwellings in the settlement with no further stratification taking place Dwellings are selected using systematic sampling in each of the places sampled 5 2 4 Cluster Delineation and Selection Households in final strata are not selected directly Instead each stratum is divided into clusters and then a sample of clusters is selected within the stratum Dwellings are then sampled from selected clusters Different methods are used to define the clusters depending on the type of stratum Within each urban stratum in the urban area frame a number of geographically contiguous groups of dwellings or clusters are formed based upon 1991 Census counts These clusters are generally a set of one or more city blocks or block faces The selection of a sample of clusters always six or a multiple of six clusters from each of these secondary strata represents the first stage of sampling in most urban areas In some other urban areas census enumeration areas EA are used as clusters In the low density urban strata a three stage design is followed Under this design two towns within a stratum are sampled and then 6 or 24 clusters within each town are sampled For urban apartment strata instead of defining clusters the apartment building is the primary sampling unit Apartment buildings are sampled from the list frame with probability proportional to the number of units in each building Within each of the secondary strata in rural areas where ne
118. g person level and activity level analysis for any variable In 2003 to reduce the duration of the interview and improve the data quality the number of job related training activities for which detailed information is collected has been restricted to one This allows the survey to maintain a level of detail on key measures As well limited information is collected for other job related training activities to a maximum of nine Labour market situation The changes made to the 2003 AETS with regard to the respondents labour force status aims at providing a richer picture of their situation in the labour market during the reference year and while training as opposed to the labour force status reported during the LFS reference week as was done with previous AETS data Second language training and basic reading writing and math skills For the 2003 AETS two new questions ask about participation in second language training CP Q03 and basic reading writing and math skills CP_Q02 These questions are directed at both course and program specific training whereas the 1998 AETS restricted this measure to program participants Provider The training provider refers to the institution or person who is providing the training and not to the training organizer or financier The 1998 AETS collected information on both the location and the provider of the training The 2003 AETS focuses more specifically on the provider of the training in order to en
119. git to be retained is increased by 1 Sums and differences of aggregates or ratios are to be derived from their corresponding unrounded components and then are to be rounded themselves to the nearest 100 units or the nearest one decimal using normal rounding In instances where due to technical or other limitations a rounding technique other than normal rounding is used resulting in estimates to be published or otherwise released which differ from corresponding estimates published by Statistics Canada users are urged to note the reason for such differences in the publication or release documeni s Under no circumstances are unrounded estimates to be published or otherwise released by users Unrounded estimates imply greater precision than actually exists Sample Weighting Guidelines for Tabulation The sample design used for the Adult Education and Training Survey AETS was not self weighting When producing simple estimates including the production of ordinary statistical tables users must apply the proper sampling weight Special Surveys Division 35 36 Adult Education and Training Survey 2003 User Guide If proper weights are not used the estimates derived from the microdata files cannot be considered to be representative of the survey population and will not correspond to those produced by Statistics Canada Users should also note that some software packages may not allow the generation of estimates that exactly ma
120. ies on the PUMF in order to prevent identification of a respondent based on the knowledge of his her exact age Another example is hourly earnings since this variable can take many different values knowing the exact hourly earnings of an individual in conjunction with other characteristics might lead to spontaneous recognition Therefore the hourly earnings variable was not included on the PUMF A final example is the country of birth variable A respondent having a different country of birth than other respondents but residing in the same geographical area could become highly visible In order to prevent this the country of birth value for that respondent is changed to Not stated which minimizes the disclosure risk Providing a list of all the local suppressions is not possible as it would jeopardize the goal of protecting the confidentiality of respondents However when using the PUMF users will notice a number of groupings not found on the original questionnaire or variables appearing on the questionnaire but not found on the PUMF Coded variables might have been grouped as well For instance the variable related to the Classification of Instructional Programs CIP has been grouped on the PUMF to ensure respondent confidentiality The variable was regrouped to follow the major coding schemes Users requiring access to information excluded from the microdata files may purchase custom tabulations Estimates generated will be released to the u
121. ing Survey Training Approximate Sampling Variability Tables for Prairie Provinces Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 157 3 156 6 155 8 153 4 149 3 145 1 140 8 136 3 131 7 126 9 12149 111 3 86 2 49 8 2 KERNELS 110 7 110 2 108 5 105 6 102 6 99 5 96 4 93 1 89 7 86 2 Tort 61 0 3532 3 ABB SNA 90 4 90 0 88 6 86 2 83 8 81 3 78 7 76 0 73 3 70 4 64 3 49 8 28 7 4 RIE KAE 78 3 77 9 76 7 74 7 72 6 70 4 68 2 65 8 63 4 61 0 551 6 43 1 24 9 I ORT ORE 70 0 69 7 68 6 66 8 64 9 63 0 61 0 58 9 56 7 54 5 49 8 38 6 2258 6 RICE TE UR 63 9 63 6 62 6 61 0 59 2 57 5 55 6 53 8 51 8 49 8 45 4 35 2 20 3 v RKK 59 2 58 9 58 0 56 4 54 8 53 2 SU 49 8 48 0 46 1 42 1 32 6 18 8 8 RAPPERS 55 4 D20 54 2 52 8 Sd 49 8 48 2 46 6 44 9 43 1 39 3 30 5 17 6 9 BARA 52 2 51 9 Siel 49 8 48 4 46 9 45 4 43 9 42 3 40 6 37 1 28 7 16 6 10 ERE RIES 49 5 49 3 48 5 47 2 45 9 44 5 43 1 41 6 40 1 38 6 3552 21 3 15 4 AT PRAVNE 47 2 47 0 46 3 45 0 43 8 42 4 41 1 39 38 3 36 8 33 6 26 0 15 0 12 ERA LES 45 2 45 0 44 3 43 1 41 9 40 6 39 3 38 0 36 6 3572 32 1 24 9 14 4 13 KR 43 4 43 2 42 5 41 4 40 2 39 0 37 8 36 5 35 2 33 8 30 9 23 9 13 8 14 KERN RUE 41 9 41 6 41 0 39 9 38 8 37 6 36 4 35 2 33 9 32 6 29 1 23 0 13 3 15 KERR 40 4 40 2 39 6 38 6 335 5 36 3 35 2 34 0 32 8 31 5 28 7 22 3 12 9 16 WAS Jo 39 2 39 0 38 4 37 3 36 3 35 2 34 1 32 9 31 7 30 5 27 8 21 6 12 4 17 did 38 0 37 8 37
122. ing Variability Tables for Newfoundland and Labrador Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 VERE KOROR OR 123 5 12229 121 0 117 8 114 5 As ea 107 5 103 9 100 1 96 2 87 8 68 0 39 3 2 ORE GR C OR AUR 86 9 85 6 83 3 80 9 78 5 76 0 135 70 8 68 0 62 1 48 1 27 8 3 ORR UK DC all CEI 71 0 69 9 68 0 66 1 64 1 62 1 60 0 5178 55 5 50 7 39 3 22 1 4 XR K Kok koe Kock KKK EEE e 60 5 58 9 57 2 55 5 53 8 51 9 50 0 48 1 43 9 34 0 19 6 5 coke Ke ARE EEE KA RAKY 54 1 92 1 5d 49 7 48 1 46 5 44 8 43 0 39 3 30 4 17 6 6 RES BARE Role Kok Kok kar kuk KK Role e 49 4 48 1 46 7 45 3 43 9 42 4 40 9 39 9 35 8 27 8 16 0 q dd es de 45 7 44 5 43 3 42 0 40 6 39 3 37 8 36 3 BI 2 25 7 14 8 8 kkkkkkkkkk kk II III II III I I kk 41 6 40 5 39 3 38 0 36 7 35 4 34 0 31 0 24 0 13 9 9 FIR III III I eee 39 3 38 2 keby eo 35 8 34 6 33 4 32 29 3 22 19 1 10 AR AR AR AAA od A ABA AA RoR A AO GRO 34552 36 2 35 3 34 0 32 8 3127 30 4 27 8 21 5 12 4 11 MEERA RIES RARE ERASER EAE TH 9 34 5 33 5 32 4 31 3 30 2 29 0 26 5 20 5 11 8 12 KER EAR EAE AAS ERE ARR EAR AEH 34 0 33 20 32 41 31 0 30 0 28 9 27 8 25 3 19 6 IL3 13 AEA KE io soe oae 32 7 J T 30 8 29 8 28 8 27 8 26 1 24 3 18 9 10 9 14 TORE RE RIERA A Ko ee 31 5 30 6 29 7 28 7 27 8 26 8 25 2395 18 2 10 5 15 I OE ege AE NSEOCUK oe SICA Ie OK 30 4 29 6 28 7 27 8 26 8 25 8 24 8 22 7 1756 10 1 16 kk kc ke kk khe ke kk ke ke ke
123. it from the interviewer For cases in which the timing of the interviewer s call or visit is inconvenient an appointment is arranged to call back at a more convenient time For cases in which there is no one home numerous call backs are made Under no circumstances are sampled dwellings replaced by other dwellings for reasons of non response Special Surveys Division 21 22 Adult Education and Training Survey 2003 User Guide Each month after all attempts to obtain interviews have been made a small number of non responding households remain For households non responding to the LFS and for which LFS information was obtained in the previous month this information is brought forward and used as the current month s LFS information No supplementary survey information is collected for these households 6 4 Data Collection Modifications for the Adult Education and Training Survey The Adult Education and Training Survey AETS was administered to one randomly selected individual per household The random selection was carried out at the time of the interview Upon completion of the Labour Force Survey interview the interviewer asked to speak to the selected person for the AETS If the selected person was not available the interviewer arranged for a convenient time to phone back Proxy response was not allowed hence the collection period was extended by two weeks to allow the interviewers time to contact the pre selected individua
124. k h 8 9 8 6 8 3 8 0 Fry Teg 5 4 a 60 FOI III ook ko kk ok kk oko i i i i i ik kk 8 5 8 2 7 9 7 6 7 3 6 7 5 2 3 0 65 ok kc ke ke kk khe ke kk khe ke kk khe ke kk ke ke ke kk kk ke kk ke ke ke kk ke ke ke kk ke ke e e e e k 8 1 7 9 7 6 ia sr Sd 6 4 5 0 2 9 70 SER ke kk ORR ROO ke ke ke kk ke ke e e e e 75 8 7 6 7 3 de 6 8 6 2 4 8 2 8 75 kk ok oko oko III ok ok kk ko ko II ok o ook III III i i i i i i a kk 7 3 dud 6 8 6 6 6 0 4 6 2 7 80 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk EST 6 9 6 6 6 4 5 8 sA 2 6 85 kk ko ook ok oko ok ko ko ko ok ok ok kk ok o ok o eee 6 9 6 7 6 4 6 2 5 6 4 4 2 55 90 kkkk k k k k k k k k k k k k k k k k k k k k k k k k k hk 6 7 6 5 6 2 6 0 5 5 p OA 2 4 95 kk oko oko ook ok oko kk ko kk Kok kk ko ok ok ko ko o dk ko ook ko o oo eee ee eee 6 3 6 1 5 8 5 3 4 1 2 4 100 OK kk kk ke kk ok OK Ok Gk Gk kk ke kk ke kk ok OK k kk kokokokokkk ok OK OK kk ko k kk RARA RR KARA AAA 6 1 5 9 gaT 5 2 4 0 2 3 125 kk ok ok oo ok ko ok ok ko kk III III ook ok III III III III III II i i i i i i i i kk 5 3 5 1 4 6 3 6 2 1 150 oc ke KK KK KK KKK ke kc ke ke e ke ke ke kc ke ke e ke ke ke kc ke ke ke ke ke kc ke ke ke ke kc ke koe ke e ke kc ke ke ke ke ke kc ke ke ke ck ke ke ke ke ce ke ke kc ce kc ce ke ck ke ke RK ce ke KK e ke x qa 3 3 1 9 200 kk kk c o oo o c o o o ko ok ok ko ko ok ko ok ok ko ok ok ko ok ko ko ko ko ko ko ok ook kk ok ko oko eee 2 8 1 6 250 c ke kc ke KK KK KKK k
125. k kk k kk k k kkkk k kk ik k kk k kk k Sd 41 36 32 29 21 25 24 22 21 20 20 19 18 18 Ls LTN 16 16 157 15 15 14 14 13 12 114 10 8 BICWANAUNNUADAFPBRANDAEPAPIBFPODOPABAANANSA OO V to se 1 kk kc kk ek AR AR AAA AAA A AA kk kc kk IO I k I IO kk eee kk kc kk ek ek ke kk ek k ek kk k ek koe ke kk kk kc kk e kk ke kk ek k ek kk k ke ok kk kk kc kk ek ek ke kk kk k ok IO ek koe AA kk kc kk kk ek ke I k kk k A koe ke e 10 0 PEPRPRBPEPRPEBEBRPEEBEREEENNNNNNNWWHA BAA xo O O F i gt i gt iS G t n O O JI Go G o O P N 0 S Or Q B G O Q O 5 Q O S 4 OY O I2 48 2 n O UI PB O o 4S O iS 00 IN O PP OY I9 00 Gn WWW Gn t0 O CO G S 1 O U DAI 00 BHO 8 kk kc kk kk kc A kc kk ek ck ke kk kk ek ke IO ek kk ke koe eee 15 0 68 48 39 34 30 28 29 24 22 21 20 19 19 18 LT 17 16 16 LO 155 14 14 14 14 13 12 11 10 10 o ES NADIA co co co 0 OH co O I9 iS 0 S n O N I9 00 OY t O Q Oy 0 Q 1 EP OY PP G O co 1 0 PS 0 O OY IN Ur AU Ok Kk kc kk ek kc ke ke kk kk kc kk kk ek ek ke kk ok e kk kk ek kk ke ke ee koe oe kk kk ek ek ke kk kk ck ke kk ek kk kk ek kk kk ke kk kk koe ee koe oe 20 0 66 47 38 33 29 27 29S 23 22 21 20 19 18 17 17 16 16 5 15 15 14 14 14 13 13 13 12
126. k K ke e ke kc K ke oe R kc R coke K e ke kc K R oe ck k R R R KK R R R k k ke ke e kk k 2 1 A 1 2 kc k k k k k k k k k k k k k k k k k k k k k k K k k k k k Kk K Kk k Kk K K k k k K K K K K K K k ke ke k KK ke K ke R R KK KK k k R KK Ok k k k k k k k k KKK k k k k KK RK 1 9 1 1 kk kc o c III ko o ko ok ok ok ko ok ok ok ko ok ok ok ko ko ko ko ko ko ko ok ok ook ko ko kk 1 8 1 0 FOO 1 0 FO IIR IO kk IIR IOI IIR k I kk kk kk ko kok kok kok ko kok kok kok k kok kok kok k k kk k kk kok kok kok k kok kok kok k kok kok kok k kk k II IE kk IR kk kok kok KORG Ge 0 9 FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Alberta Person level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 115 4 114 8 114 3 11255 109 5 106 4 103 2 100 0 96 6 93 1 89 4 81 6 63 2 36 5 2 KERR 81 2 80 8 79 5 71 4 75 2 73 0 70 7 68 3 65 8 63 2 S hs 44 7 25 8 3 KEREKES 66 3 66 0 64 9 63 2 61 4 59 6 Sus 55 8 53 7 51 6 47 1 365 5 21 1 4 RIE OE EUR 57 4 ou NI 56 2 54 7 53 2 51 6 50 0 48 3 46 5 44 7 40 8 31 6 18 2 ORE IRR 51 4 SX 50 3 49 0 47 6 46 2 44 7 43 2 41 6 40 0 36 5 28 3 16 3 6 RICE TE 46 9 46 6 45 9 44 7 43 4 42 1 40 8 39 4 38 0 36 5 33 3 25 8 14 9 v RKK 43 4 43 2 42 5 41 4 40 2
127. k k X K kc kk kk kc kk kk kk kc kk kk ek kc kk kk ke ok kc kk kk I kc kk kk ek kc kk kk ek kc kk kk kk IR kk ke koe ke FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 50 0 70 0 90 0 50 6 39 2 22 6 35 8 zl 16 0 29 2 22 6 15 1 2553 19 6 11 3 22 6 Trio 10 1 20 7 16 0 9 2 19 1 14 8 8 6 1799 13 9 8 0 16 9 13 1 TS 16 0 12 4 7 2 15 3 11 8 6 8 14 6 1153 6 5 14 0 10 9 6 3 is 10 5 6 0 13 1 10 1 5 8 12 7 9 8 Dark 123 9 5 DD 11 9 9 2 953 11 6 9 0 552 ERS 8 8 DL 11 0 8 6 4 9 10 8 8 4 4 8 10 6 8 2 4 7 10 3 8 0 4 6 10 1 7 8 4 5 9 2 7 2 4 1 8 6 6 6 3 8 8 0 6 2 3 6 T5 5 8 3 4 TE O 3 2 6 8 343 Su 6 5 Dad 2 9 6 3 4 9 2 8 6 0 4 7 2s 5 8 4 5 2 6 Ds 4 4 2 5 5 5 4 3 2 5 5 3 4 1 2 4 552 4 0 2 3 DL 3 9 2 3 4 5 3X 2 0 4 1 3 2 1 8 3 6 2 8 1 6 3 2 2 5 1 4 2 3 1 23 2 1 k T 1 1 Special Surveys Division NUMERATOR OF PERCENTAGE 000 OJ BU DNA Q0 AO 0 0 1 10 O0 O Ur i i 0 UO N NN NN NN IU I IL ppp pt OQ O Ui O Ui O G1 O Gi O i O Ui O Oi Q N P O o O0 O G is Q N P O 100 125 150 200 250 300 350 400 450 500 750 1000 1500 2000 3000 4000 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Quebec Person level data 0 1 1 0 2 0 150 7 150 0 149 3 106 6 106 1 105 5 87 0 86 6 86 2 o
128. k k k k K ke ke e ke ke ke K K 19 0 18 4 17 9 17 3 16 7 16 1 154 5 14 1 11 0 6 3 85 FIR k kk k k k k k k k K k k kk K K K K k 18 4 17 9 17 4 16 8 16 2 15 6 15 0 13 7 10 6 6 1 90 FI II oko ke koe IOI I ke 17 9 17 4 16 9 16 3 15 8 15 2 14 6 133 10 3 6 0 95 OK ke ke e k k k ok k k k kk ke e k k k k k k K K k K K K ke ke ke ee LTA 16 9 16 4 15 9 15 4 14 8 14 2 13 0 10 1 5 8 100 OK ke e ke k K k k k k k k Kk Kk Kk k k k k k k k k k K K K ke ke ke ke 17 0 16 5 16 0 15 5 15 0 14 4 13 9 127 9 8 5 7 125 FOO 14 8 14 3 13 9 13 4 12 9 12 4 11 3 8 8 5 1 150 Ok kk ke kk khe ke kk kk k kk kk kk k k k kk kk k kk kk kk kk kk 13 5 13 4 12 12 2 11 8 11153 10 3 8 0 4 6 200 ok koe kk ek ek eek eek e eee eee e eG GG GGG I i i i ik ees 11 0 10 6 10 2 9 8 8 9 6 9 4 0 250 OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK OK e 9 8 9 5 9 1 8 8 8 0 6 2 3 6 300 kk oo ooo ko ko ok ok ok ko ko ko ko ok ok kk ko ok kk ko ok kk II i i i i i i eee 8 6 8 3 8 0 23 5 7 3 3 350 kk oko oo o ok ook ook ok ok ko ko ok ok ok ko ok kk ook oko kk ko ooo eee op qud 6 8 5 2 3 0 400 kk oo oo o ok o ok ok ok ok ko ok ok ok ok kk kk ok ko oko ko ok ok ok ko ko o oko ee eee eee 6 9 6 3 4 9 2 8 450 kc ke Kk k k k k k k k k k Kk k k k k k k k k k k ke k k k k k k ke ke k k Kk k k k k k k ke ke K k k oe k k k K K e ke k K k oe R k ke R K K OR K k oe R R k R K K R OR R R k R R ke KK 6 0 4 6 2 7 500 kc ke k k k k k k k k k k k k k k k k k k k k k k k k k k k k K K k Kk k k k k k k K
129. k kk k k k kk k k kk k k kk k kk kc kk AA I k k kk k k kk k k k kk kk kk kk k kk kc kk kk k kk k k k k kk k k k kk k k kk kk kk kk k FOI I k k kk k kk k kk k kk k kk kk kk k kk kk kk k ESTIMATED PERCENTAGE 15 0 66 46 38 334 29 26 24 23 22 20 19 19 18 1 13 17 16 16 157 15 14 14 14 134 13 13 12 11 10 9 7 1 co co co ONUWUWUGADMNONUO GH AOHOoOOUuUOoOnwowwouwouorH Jo 6 Ok kk kk ek kc kk kk ek kc kk kk ek kc kk kk ek e kk kk ek ke ke kk ke ke koe oe 3k Kk kc kk ek ke kk kk ek ke kk kk ek kc kk kk kk ek ke IO ek koe ke ek eoe k k kk k kk k k kk ik k kk ik k kkik k kkik k kk k kk kc kk kk kk kc kk kk ck kc kk ek ck ke kk ek ek ke kk k ok koe koe ek ke oe 3k Kk kc kk kk kk ke kk k ck kc kk ek kc kk kk ek ck kk k ek I k kk kk 20 0 64 45 Aus 32 28 26 24 22 5 215 20 19 18 T 17 16 16 155 15 14 14 14 13 13 13 12 11 10 10 o o OY O O JJ 1 1 0 co GOIONBAVUDHUHONGHOHUGOCOUJHUOCOUHOUUVUNUONHOOOVW O ES kk kc kk ke ok kc ke ke kk kk kk kc kk I ke kk A kk kk kk kk ke kk I ek kk ke ke eee 25 0 62 43 35 31 3 2 25 23 2T 20 19 18 UT 17 16 16 15 15 14 14 13 13 13 12 12 12 11 10 o Ba DADDDDINI co co NVBUIONBAICKRANDNWHAIONUONDAOCUDANOIDISOHRWICHMO 5 FO I I I I I ck k
130. k kok I I kk 7 9 De 7 4 JZ 6 9 6 7 6 4 5 9 4 5 21 6 1000 FORO 6 8 6 6 6 4 6 2 6 0 5 8 5 6 5 1 3 9 2 3 1500 FORO 5 4 5 2 5 1 4 9 4 7 4 5 4 1 3 2 1 9 2000 FORO 4 5 4 4 4 2 4 1 3 9 3 6 2 8 1 6 3000 FOI II III i kk 3 5 223 3 2 2 9 2 3 1 3 4000 kokokoko kok ko kk I kk 2 8 2 5 2 0 1 1 5000 FOI III I I I i ke 2 3 1 8 1 0 6000 FOI III III III IIIS KKK 1 6 0 9 7000 FOI III III III III III III I Ee 1 5 0 9 8000 FOI III III III IIIS III III Ie 0 8 9000 FOI EI III I Ie 0 8 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 80 Special Surveys Division Adult Education and Training Survey 2003 User Guide 11 0 Weighting Since the Adult Education and Training Survey AETS used a sub sample of the Labour Force Survey LFS sample the derivation of weights for the survey records is clearly tied to the weighting procedure used for the LFS The LFS weighting procedure is briefly described below 11 1 Weighting Procedures for the Labour Force Survey In the LFS the final weight attached to each record is the product of the following factors the basic weight the cluster sub weight the stabilization weight the balancing factor for non response and the province age sex and sub provincial area ratio adjustment factor Each is described below Basic Weight In a probability sample the sample design itself determines weights which must be used to produce unbiased estimates of the population Each record must be weighte
131. kc ke ke oe ke kc kc KK KK oe kk ke ke ke KK coke ok KK KK KK KKK KR T 0 k 1k Kiki 2 IO kk IO IOI IC ICI kk e kk ICI III KOR Kk III IG IOI III ICE k III ICE IOI III ICE k III IC IOI III ICE IOI III kok ok kok k kok kok k kok kok k kk RO KORG Ge 0 6 FO ICR IO I I ICR IO IOI IC IOI II I kk k III IC IOI III IC ICI III IC k III IG k III IC IOI III k IOI III IE RR A 0 6 E FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Manitoba Person level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 RES RAS EE 15 5 1971 74 0 72 0 70 0 67 9 65 7 63 5 61 2 58 8 Des 41 6 24 0 2 KARA 53 4 pde 523 50 9 49 5 48 0 46 5 44 9 43 3 41 6 31359 29 4 17 0 3 AAA OK 43 6 43 4 42 7 41 6 40 4 39 2 37 9 36 7 35 3 33 9 31 0 24 0 13 9 4 EHE RUE kata 37 8 31 6 37 0 36 0 35 0 3379 32 9 31 7 30 6 29 4 26 8 20 8 12 0 5 JEN KE EX 33 8 33 6 33 1 BONE 31 3 30 4 29 4 28 4 27 4 26 3 24 0 18 6 10 7 6 SA A SSW 30 8 30 7 30 2 29 4 28 6 2 zh 26 8 25 9 25 0 24 0 24 9 17 0 9 8 HER EARS 28 5 28 4 28 0 AUR 26 4 2S A 24 8 24 0 23 22 2 20 3 15 7 9T 8 Kock Ke kk Re kok k 26 6 26 2 25 5 24 7 24 0 23 2 22 4 21 6 20 8 19 0 14 7 8 5 9 cA RARE Ree 25 0 24 7 24 0 23 3 22 6 21 9 21 2 20 4 19 6 17
132. kk ko o c III ko o ko o o o ok ok ko ko ko ok ko ok kk kok 1 7 75 FOO 1 6 80 FO IIR IO IO ICRI kk kk k IO II III I IO II kk k III IE II III IGE k III ICE k III k IOI III ICE k III IE k I II k II IR IO kk kk k kk k 146 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 56 Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Nova Scotia Person level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 HARA UR EE 81 4 81 0 Tast 77 6 75 4 73 2 70 8 68 4 65 9 63 4 57 8 44 8 259 2 REA ALE 57425 5773 56 4 54 9 53 3 51 7 SOL 48 4 46 6 44 8 40 9 HL 7 18 3 3 WERE KORR KE 47 0 46 7 46 0 44 8 43 5 42 2 40 9 39 5 38 1 36 6 33 4 25 9 14 9 4 RECO TOR 40 7 40 5 39 9 38 8 317 36 6 35 4 34 2 33 0 31 1 28 9 22 4 12 9 5 E 36 4 36 2 397 34 7 3324 3277 3 30 6 29 5 28 3 25 9 20 0 11 6 6 Eee 33 2 33571 32 5 3147 30 8 29 9 28 9 27 9 26 9 2549 23 6 18 3 10 6 7 ke kde eee 30 6 30 29 3 28 5 27 6 26 8 25 9 24 9 23 9 21 9 16 9 9 8 8 kc Ke KORR BARES 28 6 28 2 27 4 26 7 25 9 25 0 24 2 23 3 22 4 20 4 15 8 9 1 9 EMEA LEE RES 270 26 6 25 9 Dovel 24 4 23 6 22 8 22 0 Zd 198 14 9 8 6 10 XR EER eK eee 2516 252 24 5 23 8 23 22 4 216 20 9 20 0 Lo 14 2 9 2 11 ABO SK CIO Re KO UR 24 4 24 0 23 4 Zeek 221 21 4 20 6 VY LSSI 17 4 1
133. kkkk k kkkk k k kkkk k kk k ck Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Approximate Sampling Variability Tables for Canada Person level data 134 M Qn UD 0 O 4 EG UI O Ui O oO G PP XO O I9 O Q Q QQ o O sN O 1 O O1 O1 DONA S dS JJ AO 00 O Q 1 O se ss k kkkk k kk ik k kk k kk k kk ke kk ek kk kk k kk kk k kk k kk ke kk ek kk ke ek k kk kk k kk k k kkkk k kk ik k kk k kk k 131 93 76 65 59 93 49 46 44 41 39 38 36 35 34 33 32 31 30 29 28 28 27 26 26 24 22 20 19 18 T2 LT 16 157 15 14 14 13 13 13 TT 10 4 B U O00 JJ se OO tO I9 OY O Ov 2 U CO CO N Ui tO O 1 IQ Go 4 O OO N tO C P2 S 0 UI E O n Q IP O O P O P O O 0 0 O to P GQ O N kk kc kk ek IR kk k ek kk k ke kk kk kc kk ek ek ke kk ek k ek kk k ek koe kk 10 0 128 I2 po p p p p D D pp D D PE ENNNNNNNNNNWWWWWWWW KK P Q Q O IO VOHNUUUBBUU OY J O0 10 O IP Q Q O O O0 O0 0 O P N Q 4S G 1 0 O G S S S O N WRAYTPROBPEUUANUNOBDAWODWNFPWIKRYUNDHBOYNUNWEEPEWAPIUDOBSUAANH 00 S WE d UL OY O O 10 o kk kc kk kk kc ke kc kk k ek e kk ek ek ke kk ek ok ke kk ek e eee ESTIMATED PERCENTAGE 15 0 124 88 724 62 Da 50 47 44 41 39 37 36 34 33 32 31 30 29 28 27
134. ko ok ok ko ko ok ko X ok o o ko ko ok ko ok ok ok o ko ko oo oe 7 0 4 0 100 kc Kk Kk k k k k k k k k k k k k k k k k k k Kk Kk Kk k k k k k k k Kk k k K ke k k k k K K ke K k K K k k k ke K K K K K oe K ke ke k ke R K K K K oe R k k R R KK R k oe k k k k k k k ck Rk K ke k k k k ke 6 8 3 9 125 FO ICRI IO IIR IO IO I IC k kk kk ICI III KC kok kk kk kok kk ICE k III IGE k II k k kk k kk k III ICE k III kk k I I II IR IO II IR kk k 3 5 NOTE FOR CORRECT USAGE OF THESE TABLES PLEASE REFER TO MICRODATA DOCUMENTATION 68 Special Surveys Division Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Prince Edward Island Activity level data NUMERATOR OF ESTIMATED PERCENTAGE PERCENTAGE 1000 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 1 REA AAS AAA AAA KAR ARR 64 1 62 4 60 6 58 8 57 0 55 0 53 0 51 0 46 5 36 0 20 8 2 OK ke ke ke k k kk Kk Kk k k ke e e k k k K k k k k k K K kk ke ke kk 44 1 42 9 41 6 40 3 38 9 37 5 36 0 32 9 2525 14 7 3 Kk k k k k k k k k IO ko k k k ke ke koe k k k k 36 0 35 0 34 0 32 9 31 8 30 6 29 4 26 9 20 8 12 0 4 do kk kk eee III III RARA RARA RARA I i i kok 30 3 29 4 28 5 27 5 26 5 25 5 23 3 18 0 10 4 5 A K k A k A K k A k A A k kk kk kk kk dk k kk kk k kk kk kk kk k kk Dm Y 26 3 25 5 24 6 243 7 var 20 8 16 1 9 3 6 kkkk k k k k k k k k k k k k k k k k k k k
135. ls 6 5 Non response to the Adult Education and Training Survey For households responding to the LFS the next stage of data collection was to administer the Adult Education and Training Survey If the AETS selected respondent was not available at the time of the LFS interview several attempts were made to reach the respondent If after several call back attempts no contact was made a final status code was assigned All non interviews for the Labour Force Survey are automatically non interviews for the Adult Education and Training Survey The computer automatically assigned a final status code in this situation These cases were routed to the Regional Office and were no longer accessible for the AETS interview Special Surveys Division Adult Education and Training Survey 2003 User Guide 7 0 Data Processing The main output of the Adult Education and Training Survey AETS is a clean microdata file This chapter presents a brief summary of the processing steps involved in producing this file The output of 2003 AETS has been stored in two separate data files the MAIN file and the TRAINING file A third file which includes the Labour Force Survey LFS component for the remaining household members is available for internal analysis purposes only The MAIN data file contains data from the following modules and other sources LF Labour Force SC Screening Questions CP Course Program on the MAIN master microdata file only B
136. mated proportion of adults aged 25 to 64 who received employer sponsored training in 2002 and who took at least one educational program from Example 2A Section 10 1 1 would be calculated as follows X 19 3 or expressed as a proportion 0 193 t 2 a 4 4 0 044 expressed as a proportion is the coefficient of variation of this estimate as determined from the tables Special Surveys Division Adult Education and Training Survey 2003 User Guide CI 0 193 2 0 193 0 044 0 193 2 0 193 0 044 x CI 0 193 0 017 0 193 0 017 x CI X 0 176 0 210 With 9596 confidence it can be said that between 17 696 and 21 096 of adults aged 25 to 64 who received employer sponsored training in 2002 took at least one educational program 10 3 How to Use the Coefficient of Variation Tables to Do a T test Standard errors may also be used to perform hypothesis testing a procedure for distinguishing between population parameters using sample estimates The sample estimates can be numbers averages percentages ratios etc Tests may be performed at various levels of significance where a level of significance is the probability of concluding that the characteristics are different when in fact they are identical Let X and bo be sample estimates for two characteristics of interest Let the standard error on the difference X s x beo X oF is between 2 and 2 then no conclusion abo
137. nacceptable quality However if the user chooses to do so then estimates should be flagged with the letter U or some similar identifier and the following warning should accompany the estimates Please be warned that these estimates flagged with the letter U do not meet Statistics Canada s quality standards Conclusions based on these data will be unreliable and most likely invalid Special Surveys Division 39 40 Adult Education and Training Survey 2003 User Guide 9 6 Release Cut off s for the Adult Education and Training Survey The following table provides an indication of the precision of population estimates as it shows the release cut offs associated with each of the three quality levels presented in the previous section These cut offs are derived from the coefficient of variation CV tables discussed in Chapter 10 0 For example the table shows that the quality of a weighted estimate of 5 000 people possessing a given characteristic in Newfoundland and Labrador is marginal Note that these cut offs apply to estimates of population totals only To estimate ratios users should not use the numerator value nor the denominator in order to find the corresponding quality level Rule 4 in Section 10 1 and Example 4 in Section 10 1 1 explains the correct procedure to be used for ratios Much of the data collected for the AETS is related to person level information such as participation rates or the importance of training
138. ndent took job related activities TKPM Respondent took job related programs TKCR Respondent took job related courses TKPI Respondent took personal interest training activities TKNBJR Number of job related training activities TKNBPM Number of job related programs TKNBCR Number of job related courses TKHRJR Duration of job related training activities TKHRPM Duration of job related programs TKHRCR Duration of job related courses Taking Employer Sponsored Training Description TEJR Respondent took employer sponsored training activities TEPM Respondent took employer sponsored training programs TECR Respondent took employer sponsored training courses TENBJR Number of employer sponsored job related training activities TENBPM Number of employer sponsored job related programs TENBCR Number of employer sponsored job related courses Special Surveys Division Adult Education and Training Survey 2003 User Guide Taking Non employer Description Sponsored Training TNNBJR Number of non employer sponsored job related training activities TNNBPM Number of non employer sponsored job related programs TNNBCR Number of non employer sponsored job related courses Motivations and Outcomes Description Objectives MOJROB 1 Increase your income MOJROB 2 Avoid losing your job MOJROB 3 Get a promotion MOJROB 4 Do your job better
139. ng it was not measured directly The word suggested could be interpreted as having an obligation to take training as well as personally deciding to take training because of a suggestion The new questions are more explicit by providing additional insight into the underlying reasons for taking training Motivations Questions relating to training objectives are meant to measure the motives for the respondent s participation in the training specifically the areas for which the respondent expected the training to be of value when the decision to participate was made In 1998 the survey asked respondents to rate the importance of various factors in considering the reasons why they took training The question wording was redefined for the 2003 AETS In 2003 respondents are asked about their objectives in taking the training This variable is a composite variable meaning that a number of motives may contribute to the respondent s decision to participate The 2003 survey seeks to collect in more detail the individuals motives for participation in job related training with respect to key labour market activities Combined with information provided by the respondent on training outcomes analysis can be done on whether training objectives were realized Completion status The 2003 AETS includes a new question which asks respondents whether they have received certification or a license for the course CP Q35 This question indicates whether re
140. ng the LFS design but employing less than the full size sample 5 5 Modifications to the Labour Force Survey Design for the Adult Education and Training Survey The Adult Education and Training Survey used five of the six rotation groups in the February LFS sample Forthe AETS the coverage of the LFS was modified to include only those households with at least one member 25 years of age or older However unlike the LFS where information is Special Surveys Division 19 20 Adult Education and Training Survey 2003 User Guide collected for all eligible household members the AETS only collected information from one pre selected household member and proxy responses were not permitted For people aged 65 and over the probability of selection was reduced since this part of the population is not the main focus of the survey Therefore the bulk of the sample consists of people aged 25 to 64 5 6 Sample Size by Province for the Adult Education and Training Survey The following table shows the number of households in the LFS sampled rotations that were eligible for the AETS supplement This table includes households that were non respondents to the LFS Special Surveys Division Adult Education and Training Survey 2003 User Guide 6 0 Data Collection Data collection for the Labour Force Survey LFS is carried out each month during the week following the LFS reference week The reference week is normally the week cont
141. o this definition individuals aged 17 to 24 who were not in one of the following situations were excluded from the analysis full time students subsidized by an employer and full time students over 19 enrolled in elementary or secondary programs However as school work and work school transitions become increasingly dynamic and fluid for this age group identifying those in their initial stage of education becomes increasingly difficult Another consideration in making this change was the standard definition of adult education and training used by the Organisation for Economic Co operation and Development OECD in its publications see for example OECD 1999 This definition generally encompasses the education and training of individuals 25 years of age and older who have completed their initial schooling and then returned to further their education Training activities The 2003 AETS collects information describing individual participation both in job related and personal interest training at the person level person level information The survey also collects information to describe training activities activity level information However unlike the 1998 AETS activity level information is restricted to job related activities Special Surveys Division Adult Education and Training Survey 2003 User Guide Number of training activities Historically the AETS collected information on up to a maximum of 15 training activities allowin
142. of a fixed sampling rate along with a general increase in the size of the population Sample stabilization is the random dropping of dwellings from the sample in order to maintain the sample size at its desired level The basic weight is adjusted by the ratio of the sample size based on the fixed sampling rate to the desired sample size This adjustment factor is known as the stabilization weight The adjustment is done within stabilization areas defined as dwellings belonging to the same employment insurance economic region and the same rotation group Non response For certain types of non response i e household temporarily absent refusal data from a previous month s interview with the household if any is brought forward and used as the current month s data for the household In other cases non response is compensated for by proportionally increasing the weights of responding households The weight of each responding record is increased by the ratio of the number of households that should have been interviewed divided by the number that where actually interviewed This adjustment is done separately for non response areas which are Special Surveys Division 81 82 Adult Education and Training Survey 2003 User Guide defined by employment insurance economic region type of area and rotation group It is based on the assumption that the households that have been interviewed represent the characteristics of those that should have b
143. ok kok kok I I kk kk I I I I I I I 17 2 16 7 16 2 15 8 15 3 14 7 14 2 13 6 12 5 9 6 5 6 SASS DUAE UE AE ERO OE E SA 16 6 16 T 15 7 15 2 14 7 14 2 T1377 13 52 12 0 98 5 4 FOI oko kok kok k oko kok kok kok 16 1 15 6 15 2 14 7 14 3 13 8 13 3 12 8 11 6 9 0 5 2 P MA kk yup OY REOR RE 15 6 15 2 14 7 14 3 13 8 13 4 12 9 12 4 11 3 8 8 5 1 PPR BORSA oi ta PLS ky ss 15 1 14 7 14 3 134 9 13 5 13 0 12 5 12 0 11 0 8 5 4 9 dok ok kok k kok Ak I kk kk I I Ie I I 14 7 14 3 13 9 13 5 13 1 12 6 12 2 13 7 10 7 8 3 4 8 SE KIKE DORA RNS NE BIE Be 14 4 14 0 13 6 13 2 12 8 12 3 11 9 11 4 10 4 8 1 4 7 EPA Sa EN AE DAA RARA VG 14 0 T3756 13 3 12 59 12 5 12 0 FLO TI 10 2 25 4 5 AO ONP ERA AAA A Dae K LB 133 13 0 12 6 12 2 11 8 1143 10 9 9 Ter 4 4 FOI IO IOC RARA 13 4 13 0 12 7 12 3 11 9 11 5 11 1 10 6 9 7 7 5 4 3 FO IOI kok k IO k RRA 13 1 12 8 12 4 12 0 11 6 11 3 10 8 10 4 9 5 7 4 4 3 FOI ok kok kok kok ICI I kk k I I I I I I 12 8 12 5 12 2 11 8 11 4 11 0 10 6 10 2 9 3 1 2 4 2 FOI III CICS I I kk kk k I I I kk kk 11 7 11 4 11 1 10 8 10 4 10 1 9 7 9 3 8 5 6 6 3 8 FI k K k k Kk k k k Kk k k k Kk k k k k Kk k k k k Kk K 10 6 10 3 10 0 9 6 9 3 9 0 8 6 7 9 6 1 345 OK ke ke ke k K k k k K k k Kk k k k Kk k k k Kk k k k kk Kk k k ke k K 9 9 9 6 9 3 9 0 8 7 8 4 8 1 7 4 B 343 OK k kc ke k k k ok k k k k Kk e k k k k k k k k K k k k K K K K K K 9 3 9 1 8 8 8 5 8 2 7 9 7 6 6 9 5 4 Sel FRR ROI RO IO ko ke ke ke ke ke dk a k 8 8 8 6 8 3 8 1 7 8 7 5 Tea 6 6 Bl Z FRI RIO kk kkk ke ke dk k k
144. om the microdata file by multiplying the value of the variable of interest by the final weight for each record then summing this quantity over all records of interest For example using the TRAINING file to obtain an estimate of the total number of hours of training activities that were taken through regular mail multiply the value reported in the derived variable TAHRJRO number of training hours for the selected activity by the final weight for the record then sum this value over all records with CP_Q11B 1 the activity has been taken through regular mail To obtain a weighted average of the form X the numerator x is calculated as for a quantitative estimate and the denominator 7 is calculated as for a categorical estimate For example to estimate the average number of hours of training activities that were taken through regular mail a estimate the total number of hours of training activities that were taken through regular mail x as described above b estimate the number of activities 7 in this category by summing the final weights of all records with CP_Q11B 1 then c divide estimate a by estimate b x r 9 4 Guidelines for Statistical Analysis The Adult Education and Training Survey is based upon a complex sample design with stratification multiple stages of selection and unegual probabilities of selection of respondents Using data from such complex surveys presents problems to analysts because the s
145. ord Layout with Univariate Frequencies Training File 87 4 Adult Education and Training Survey 2003 User Guide 1 0 Introduction The Adult Education and Training Survey AETS was conducted by Statistics Canada in February and March of 2003 with the cooperation and support of Human Resources Development Canada The reference year for this survey was 2002 This manual has been produced to facilitate the manipulation of the microdata file of the survey results Any questions about the data set or its use should be directed to Statistics Canada Client Services Centre for Education Statistics Telephone 613 951 7608 or call toll free 1 800 307 3382 Fax 613 951 9040 E mail educationstats statcan ca Human Resources Development Canada Cindy Carter Human Resources and Skills Development Canada Place du Portage Phase IV 3 Floor 3C299 140 Promenade du Portage Gatineau Quebec K1A0J9 Telephone 613 953 3214 Fax 613 953 5433 E mail cindy carter hrdc drhc gc ca Special Surveys Division 5 Adult Education and Training Survey 2003 User Guide 2 0 Background The Adult Education and Training Survey AETS is Canada s most comprehensive source of data on individual participation in formal adult education and training It is the only Canadian survey to collect detailed information about the skill development efforts of the entire Canadian adult population The
146. otal non response was handled by adjusting the weight of households who responded to the survey to compensate for those who did not respond In most cases partial non response to the survey occurred when the respondent did not understand or misinterpreted a question refused to answer a question or could not recall the requested information In order to provide complete data enabling the calculation of totals for the duration of the training activities values were imputed for duration when it was missing The imputation involved donors that were selected using a score function For each record with duration non response also called recipient records a comparison was done on certain characteristics between the recipient and all possible donors When the characteristics were the same between a donor and the recipient a value was added to the score of that donor The donor with the highest score was deemed the closest donor and was chosen to fill in missing pieces of information of the non respondent If there was more than one donor with the highest score a random selection occurred The pool of donors was made up in such a way that the selected donor s value assigned to the recipient in conjunction with other non imputed items from the recipient would still pass the edits Imputation was done in two steps First imputation of duration for courses and second imputation of duration for programs as both types of activities did not make us
147. pose that the user estimates that 1 750 715 women aged 25 to 64 took employer sponsored training while 1 733 863 men aged 25 to 64 took employer sponsored training The user is interested in comparing the estimate of women versus that of men in the form of a ratio How does the user determine the coefficient of variation of this estimate 1 First of all this estimate is a ratio estimate where the numerator of the estimate X is the number of women aged 25 to 64 who took employer sponsored training The denominator of the estimate X is the number of men aged 25 to 64 who took employer sponsored training Refer to the coefficient of variation table for CANADA Person level data The numerator of this ratio estimate is 1 750 715 The figure closest to it is 2 000 000 The coefficient of variation for this estimate is found by referring to the first non asterisk entry on that row namely 2 996 The denominator of this ratio estimate is 1 733 863 The figure closest to it is 1 500 000 The coefficient of variation for this estimate is found by referring to the first non asterisk entry on that row namely 3 396 So the approximate coefficient of variation of the ratio estimate is given by Rule 4 which is 2 2 Qs X a a where G and are the coefficients of variation of X and X respectively That is 4 0 029 0 033 40 000841 0 001089 0 044 The obtained ratio of women versus men aged 25 to 64 who rec
148. publication or other release derived from these microdata files correspond to those produced by Statistics Canada users are urged to adhere to the following guidelines regarding the rounding of such estimates 9 2 a Estimates in the main body of a statistical table are to be rounded to the nearest hundred units using the normal rounding technique In normal rounding if the first or only digit to be dropped is 0 to 4 the last digit to be retained is not changed If the first or only digit to be dropped is 5 to 9 the last digit to be retained is raised by one For example in normal rounding to the nearest 100 if the last two digits are between 00 and 49 they are changed to 00 and the preceding digit the hundreds digit is left unchanged If the last digits are between 50 and 99 they are changed to 00 and the preceding digit is incremented by 1 Marginal sub totals and totals in statistical tables are to be derived from their corresponding unrounded components and then are to be rounded themselves to the nearest 100 units using normal rounding Averages proportions rates and percentages are to be computed from unrounded components i e numerators and or denominators and then are to be rounded themselves to one decimal using normal rounding In normal rounding to a single digit if the final or only digit to be dropped is 0 to 4 the last digit to be retained is not changed If the first or only digit to be dropped is 5 to 9 the last di
149. quality characteristics of these data First the number of respondents who contribute to the calculation of the estimate should be determined If this number is less than 30 the weighted estimate should be considered to be of unacceptable quality For weighted estimates based on sample sizes of 30 or more users should determine the coefficient of variation of the estimate and follow the guidelines below These quality level guidelines should be applied to weighted rounded estimates All estimates can be considered releasable However those of marginal or unacceptable quality level must be accompanied by a warning to caution subsequent users Special Surveys Division Adult Education and Training Survey 2003 User Guide Quality Level Guidelines Quality Level of Estimate 1 Acceptable Estimates have a sample size of 30 or more and low coefficients of variation in the range of 0 0 to 16 5 No warning is required 2 Marginal Estimates have a sample size of 30 or more and high coefficients of variation in the range of 16 6 to 33 3 Estimates should be flagged with the letter M or some similar identifier They should be accompanied by a warning to caution subsequent users about the high levels of error associated with the estimates 3 Unacceptable Estimates have a sample size of less than 30 or very high coefficients of variation in excess of 33 3 Statistics Canada recommends not to release estimates of u
150. rom the microdata file for these records and then dividing by the number of respondents who reported SEX men 3 for each of these respondents calculate a RESCALED weight equal to the original person weight divided by the AVERAGE weight 4 perform the analysis for these respondents using the RESCALED weight However because the stratification and clustering of the sample s design are still not taken into account the variance estimates calculated in this way are likely to be under estimates The calculation of more precise variance estimates requires detailed knowledge of the design of the survey Such detail cannot be given in this microdata file because of confidentiality Variances that take the complete sample design into account can be calculated for many statistics by Statistics Canada on a cost recovery basis 9 5 Coefficient of Variation Release Guidelines Before releasing and or publishing any estimate from the Adult Education and Training Survey users should first determine the quality level of the estimate The quality levels are acceptable marginal and unacceptable Data quality is affected by both sampling and non sampling errors as discussed in Chapter 8 0 However for this purpose the quality level of an estimate will be determined only on the basis of sampling error as reflected by the coefficient of variation as shown in the table below Nonetheless users should be sure to read Chapter 8 0 to be more fully aware of the
151. rther stratification is carried out within them see Section 5 2 3 Note that a third set of regions census metropolitan areas CMA is also respected by stratification in the current LFS design since each CMA is also an EIER 5 2 2 Types of Areas The primary strata ER EIER intersections are further disaggregated into three types of areas rural urban and remote areas Urban and rural areas are loosely based on the Census definitions of urban and rural with some exceptions to allow for the formation of strata in some areas Urban areas include the largest CMAs down to the smallest villages categorized by the 1991 Census as urban 1 000 people or more while rural areas are made up of areas not designated as urban or remote All urban areas are further subdivided into two types those using an apartment list frame and an area frame as well as those using only an area frame A detailed description of the LFS design is available in the Statistics Canada publication entitled Methodology of the Canadian Labour Force Survey Catalogue no 71 526 XPB Special Surveys Division 17 Adult Education and Training Survey 2003 User Guide Approximately 1 of the LFS population is found in remote areas of provinces which are less accessible to LFS interviewers than other areas For administrative purposes this portion of the population is sampled separately through the remote area frame Some populations not congregated in places of 25 or
152. s considered unacceptable and Statistics Canada recommends this estimate not be released However should the user choose to do so the estimate should be flagged with the letter U or some similar identifier and be accompanied by a warning to caution subsequent users about the high levels of error associated with the estimate 10 2 How to Use the Coefficient of Variation Tables to Obtain Confidence Limits Although coefficients of variation are widely used a more intuitively meaningful measure of sampling error is the confidence interval of an estimate A confidence interval constitutes a statement on the level of confidence that the true value for the population lies within a specified range of values For example a 95 confidence interval can be described as follows If sampling of the population is repeated indefinitely each sample leading to a new confidence interval for an estimate then in 95 of the samples the interval will cover the true population value Special Surveys Division 51 Adult Education and Training Survey 2003 User Guide Using the standard error of an estimate confidence intervals for estimates may be obtained under the assumption that under repeated sampling of the population the various estimates obtained for a population characteristic are normally distributed about the true population value Under this assumption the chances are about 68 out of 100 that the difference between a sample estimate and the tr
153. se that a user estimates that 3 034 741 activities lead to a certification or a license in 2002 How does the user determine the coefficient of variation of this estimate 1 Refer to the coefficient of variation table for CANADA Activity level data 2 The estimated aggregate 3 034 741 does not appear in the left hand column the Numerator of Percentage column so it is necessary to use the figure closest to it namely 3 000 000 3 The coefficient of variation for an estimated aggregate is found by referring to the first non asterisk entry on that row namely 3 5 4 So the approximate coefficient of variation of the estimate is 3 5 The finding that there were 3 034 741 to be rounded according to the rounding guidelines in Section 9 1 activities that lead to a certification or a license in 2002 is publishable with no qualifications If using the automated method for calculating the CV how does the user determine the coefficient of variation of this estimate 1 Open the activity level CV calculator 2 Enter the number 3 034 741 in the Numerator of percentage field exclude commas 3 Select Canada 4 Click on the Calculate CV button The approximate CV for the numerator is 3 5 The finding that there were 3 034 741 to be rounded according to the rounding guidelines in Section 9 1 activities that lead to a certification or a license in 2002 is publishable with no qualifications Special Surveys Division 47
154. ser subject to meeting the guidelines for analysis and release outlined in Chapter 9 0 of this document The survey master data file includes explicit geographic identifiers for province economic region and census metropolitan area It is also possible to obtain where sample sizes permit estimates by urban size class The survey public use microdata files do not contain any geographic identifiers below the provincial level except for the three largest census metropolitan areas namely Montreal Toronto and Vancouver Special Surveys Division 29 Adult Education and Training Survey 2003 User Guide 8 0 Data Quality 8 1 Response Rates The following table summarizes the response rates to the Labour Force Survey LFS and to the Adult Education and Training Survey AETS LFS Eligible EFS LFS Households for Selected Responding Households Households Responding Persons 1 458 1 303 Note The LFS counts are in terms of households while the AETS counts are in terms of selected individuals within households only one individual is selected per household The AETS response rate is based on eligible LFS household records These exclude households without individuals aged 25 and over and households where no household member was selected intentionally i e households with only people aged 65 and over i The LFS response rate is the number of LFS responding households as a percentage of the number of LFS selec
155. spondents received an official certification for the courses they have taken The certification must not only attest to the respondent s attendance or participation in the training It must be a formal recognition of knowledge and competencies acquired through training such as carrying out specific duties Outcomes The 2003 AETS obtains information on the respondents qualitative assessment of their training outcomes but does not provide detailed information on labour market transitions and wages However the same response categories are used for measuring motivations and outcomes permitting analysis of both expected and unexpected training outcomes In other words the user can see what training objectives were realized and whether any outcome was achieved without having its corresponding initial objective set This information can then be used in conjunction with information on completion status and skills acquired Difficulties experienced while training The 2003 AETS provides new information on obstacles encountered while training In conjunction with the information collected in the Barriers BR module it also provides insight into the characteristics that enable respondents to overcome perceived barriers A question about barriers faced prior to enrolling in training has also been developed i e finding the money transportation concerns about being successful finding information where the information was found but not retained
156. step of the data collection and processing cycle to monitor the quality of the data These measures include the use of highly skilled interviewers extensive training of interviewers with respect to the survey procedures and questionnaire observation of interviewers to detect problems of questionnaire design or misunderstanding of instructions procedures to ensure that data capture errors were minimized and coding and edit quality checks to verify the processing logic 8 2 1 The Frame Because the Adult Education and Training Survey was a supplement to the LFS the frame used was the LFS frame Any non response to the LFS had an impact on the AETS frame The quality of the sampling variables in the frame was very high The AETS sample consisted of five rotation groups from the LFS The criteria used for the AETS selection like rotation group were not missing for any LFS records Note that the LFS frame excludes about 2 of all households in the 10 provinces of Canada Therefore the AETS frame also excludes the same proportion of households in the same geographical area It is unlikely that this exclusion introduces any significant bias into the survey data Some variables on the sampling frame may play a critical role with respect to the software application used in the survey For example in a computer assisted telephone interview CATI application each record must have an accurate province code Moreover it requires accurate coding of the
157. stimates is approximately equal to the square root of the sum of squares of each coefficient of variation considered separately multiplied by R That is the standard error of a ratio R X BA is D 2 2 Oo RJ a a where a and a are the coefficients of variation of X and X respectively The coefficient of variation of R is given by o R The formula will tend to overstate the error if X and Xs are positively correlated and understate the error if X and X are negatively correlated If using the automated method the CVs can be obtained as in Rule 1 and then the values inserted into the formula above Rule5 Estimates of Differences of Ratios In this case Rules 3 and 4 are combined The CVs for the two ratios are first determined using Rule 4 and then the CV of their difference is found using Rule 3 10 1 1 Examples of Using the Coefficient of Variation Tables for Categorical Estimates The following examples based on the Adult Education and Training Survey are included to assist users in applying the foregoing rules Example 1A Estimates of Numbers of Persons Possessing a Characteristic Aggregates Suppose that a user estimates that 3 484 578 adults aged 25 to 64 received employer sponsored training in 2002 How does the user determine the coefficient of variation of this estimate 1 Refer to the coefficient of variation table for CANADA Person level data 2 The estimated aggregate 3 484 578 does not app
158. sults However because of the large variety of estimates that can be produced from a survey the standard error of an estimate is usually expressed relative to the estimate to which it pertains This resulting measure known as the coefficient of variation CV of an estimate is obtained by dividing the standard error of the estimate by the estimate itself and is expressed as a percentage of the estimate For example suppose that based upon the survey results one estimates that 20 2 of adults aged 25 to 64 took employer sponsored training and that this estimate is found to have a standard error of 0 00368 Then the coefficient of variation of the estimate is calculated as e X 100 1 896 0 202 J There is more information on the calculation of coefficient of variation in Chapter 10 0 Special Surveys Division Adult Education and Training Survey 2003 User Guide 9 0 Guidelines for Tabulation Analysis and Release This chapter of the documentation outlines the guidelines to be adhered to by users tabulating analyzing publishing or otherwise releasing any data derived from the survey microdata files With the aid of these guidelines users of microdata should be able to produce the same figures as those produced by Statistics Canada and at the same time will be able to develop currently unpublished figures in a manner consistent with these established guidelines 9 1 Rounding Guidelines In order that estimates for
159. sure the incidence and intensity of adults participation in job related formal training To profile employer support for job related formal training To analyze the aspects of job related training activities such as training provider expenses financial support motivations outcomes and difficulties experienced while training To identify the barriers preventing individuals from participating in the job related formal training they want or need to take To identify reasons explaining adults lack of participation and interest in job related formal training To relate adults current participation patterns to their past involvement and plans about future participation in job related training To measure the incidence and frequency of adults participation in job related informal training To examine the interactions between participation in formal and informal job related training Adult Education and Training Survey 2003 User Guide 4 0 Concepts and Definitions This chapter outlines concepts and definitions of interest to the users The concepts and definitions used in the Labour Force Survey LFS are described in Section 4 1 while those specific to the Adult Education and Training Survey AETS are given in Section 4 2 Users are referred to Chapter 12 0 of this document for a copy of the actual survey form used 4 1 Labour Force Survey Concepts and Definitions Labour Force Status Designates the status of the responden
160. t vis vis the labour market a member of the non institutional population 15 years of age and over is either employed unemployed or not in the labour force Employment Employed persons are those who during the reference week a did any work at all at a job or business or b had a job but were not at work due to factors such as own illness or disability personal or family responsibilities vacation labour dispute or other reasons excluding persons on layoff between casual jobs and those with a job to start at a future date Unemployment Unemployed persons are those who during the reference week a were on temporary layoff during the reference week with an expectation of recall and were available for work or b were without work had actively looked for work in the past four weeks and were available for work or c had a new job to start within four weeks from the reference week and were available for work Not in the Labour Force Persons not in the labour force are those who during the reference week were unwilling or unable to offer or supply labour services under conditions existing in their labour markets that is they were neither employed nor unemployed Work includes any work for pay or profit that is paid work in the context of an employer employee relationship or self employment It also includes unpaid family work which is defined as unpaid work contributing directly to the operation of a farm
161. tch those available from Statistics Canada because of their treatment of the weight field 9 3 Definitions of Types of Estimates Categorical and Quantitative Before discussing how the Adult Education and Training Survey data can be tabulated and analyzed it is useful to describe the two main types of point estimates of population characteristics which can be generated from the microdata file for the AETS 9 3 1 Categorical Estimates Categorical estimates are estimates of the number or percentage of the surveyed population possessing certain characteristics or falling into some defined category The number of adults who received employer sponsored training or the proportion of adults receiving training who took that training full time are examples of such estimates An estimate of the number of persons possessing a certain characteristic may also be referred to as an estimate of an aggregate Examples of Categorical Questions Q In 2002 apart from this these program s did you take any courses workshops seminars or training related to a current or future job R Yes No Q In 2002 were any of the following used to teach this program course R Classroom instruction Internet Computers or software Other 9 3 2 Quantitative Estimates Quantitative estimates are estimates of totals or of means medians and other measures of central tendency of quantities based upon some or all of the members of the surveyed population They
162. ted households s The AETS response rate is the number of AETS responding persons as a percentage of the number of LFS eligible households for the AETS population 8 2 Survey Errors The estimates derived from this survey are based on a sample of households Somewhat different estimates might have been obtained if a complete census had been taken using the same questionnaire interviewers supervisors processing methods etc as those actually used in the survey The difference between the estimates obtained from the sample and those resulting from a complete count taken under similar conditions is called the sampling error of the estimate Errors which are not related to sampling may occur at almost every phase of a survey operation Interviewers may misunderstand instructions respondents may make errors in answering questions the answers may be incorrectly entered on the questionnaire and errors may be introduced in the processing and tabulation of the data These are all examples of non sampling errors Special Surveys Division 31 32 Adult Education and Training Survey 2003 User Guide Over a large number of observations randomly occurring errors will have little effect on estimates derived from the survey However errors occurring systematically will contribute to biases in the survey estimates Considerable time and effort was made to reduce non sampling errors in the survey Quality assurance measures were implemented at each
163. there was key information missing There were 14 such records and these were coded as non response Special Surveys Division Adult Education and Training Survey 2003 User Guide Data processing of the AETS was done in a number of steps including verification coding editing imputation estimation confidentiality etc At each step a picture of the output files is taken and an easy verification can be made comparing files at the current and previous step This greatly improved the data processing stage Program and course names were coded using the Classification of Instructional Programs system Verification was done on 30 of the file An edit was done to compare the months in 2002 in which the respondent took training and the duration of that training activity In those cases where the duration was more than three weeks longer than the number of months indicated the months where increased depending on the total difference The total number of records affected was 42 8 2 4 Non response A major source of non sampling errors in surveys is the effect of non response on the survey results The extent of non response varies from partial non response failure to answer just one or some questions to total non response Total non response occurred because the interviewer was either unable to contact the respondent no member of the household was able to provide the information or the respondent refused to participate in the survey T
164. time zone field corresponding to province and each of the telephone number fields Such analysis of the sampling frame provides important feedback on the quality of the frame used in the survey 8 2 2 Data Collection Interviewer training consisted of reading the Adult Education and Training Survey Procedures Manual and Interviewer s Manual practicing with the AETS training cases on the computer and discussing any questions with senior interviewers before the start of the survey A description of the background and objectives of the survey was provided as well as a glossary of terms and a set of questions and answers Interviewers collected AETS information after the LFS information was collected The collection period ran from the week of February 16 to March 14 2003 8 2 3 Data Processing Collection of the 2003 AETS was done using a computer assisted interviewing CAI instrument therefore the quality of the data is high Two major benefits of using a CAI instrument are ensuring the correct flow path of questions and verifying any inconsistent responses by using edits within the application During processing of the data nine AETS records did not match to corresponding records in the LFS Thus they were coded as out of scope and were dropped from further processing When supplementary survey records do not match to host survey records they must be dropped since a weight cannot be derived for them Some records were discarded because
165. tion in a probability sample such as the LFS is that each person in the sample represents besides himself or herself several other persons not in the sample For example in a simple random 296 sample of the population each person in the sample represents 50 persons in the population The weighting phase is a step which calculates for each record what this number is This weight appears on the microdata file and must be used to derive meaningful estimates from the survey For example if the number of individuals enrolled in full time programs at a university during the past 12 months is to be estimated it is done by selecting the records referring to those individuals in the sample with that characteristic and summing the weights entered on those records Details of the method used to calculate these weights are presented in Chapter 11 0 Special Surveys Division Adult Education and Training Survey 2003 User Guide 7 7 Suppression of Confidential Information It should be noted that the Public Use microdata files PUMF described above differ in a number of important aspects from the survey master files held by Statistics Canada These differences are the result of actions taken to protect the anonymity of individual survey respondents For instance some variables are grouped at higher levels certain variables are suppressed on the PUMF and others have certain values locally suppressed For example age is grouped into categor
166. tions were included in the survey These were questions relating to course name field of study reasons for not taking training ethnic background and country of birth The first type of coding performed relates to Other Specify questions This type of write in occurs when a question has a list of possible response categories as well as the option of stating another response not already listed In this situation the text was captured and then manually reviewed If the write in matched an existing category to the question the appropriate category was set to Yes and the Other Specify was set to No The second type of coding performed relates to field of study or specialization of a program and the title or name of courses taken during 2002 Field of study program descriptions were coded using the Classification of Instructional Programs CIP 2000 November 2001 see Appendix II The coding system used in 2003 was different than the system used in 1998 24 Special Surveys Division Adult Education and Training Survey 2003 User Guide There were 1 878 programs coded and 11 858 courses coded including uncodable programs and courses which were assigned a not stated code 7 4 Imputation Imputation is the process that supplies valid values for those variables that have been identified for a change either because of invalid information or because of missing information The new values are supplied in such
167. to Ottawa for further processing Some editing is done directly at the time of the interview Where the information entered is out of range too large or small of expected values or inconsistent with previous entries the interviewer is prompted through message screens on the computer to modify the information However for some questions interviewers have the option of bypassing the edits and of skipping questions if the respondent does not know the answer or refuses to answer Therefore the response data are subjected to further edit and imputation processes once they arrive in head office 7 2 Editing A series of edits are done at the head office to ensure consistency within the data file These include both manual and systematic interventions For the AETS several manual verifications were done to identify logical inconsistencies Also a systematic verification was done on the flow path of the data All questions that do not pertain to a respondent and are therefore not asked are assigned a valid skip code The flow path is pre set in the computer application As well any non response is assigned a not stated code In all cases editing changes are recorded and this information is used to assess various aspects of the surveys performance 7 3 Coding of Open ended Questions A few data items on the questionnaire were recorded by interviewers in an open ended format A total of eight partially or completely open ended ques
168. uS GS UI UI O O0 O0 CO CO CO tO o 73 NUMERATOR OF PERCENTAGE 000 NOTE 74 OJ BU gt Q N gt AO VOJ JGAGUUBBSBUUNNNNNWNNHHHHHHEHHHH OQ O Ui SU O G1 0001000 Q Q P O O OQ O G gt Q N P O 100 125 150 200 250 300 350 Adult Education and Training Survey 2003 User Guide 2003 Adult Education and Training Survey Training Approximate Sampling Variability Tables for Manitoba Activity level data ESTIMATED PERCENTAGE 0 1 1 0 2 0 5 0 10 0 15 0 20 0 25 0 30 0 35 0 40 0 50 0 70 0 90 0 VEU KORR DEO 12573 124 7 122 71 119 5 116 1 112 6 109 0 105 4 101 5 97 5 89 0 69 0 39 8 XO 88 6 88 1 86 8 84 5 82 1 79 6 77 1 74 5 71 8 69 0 63 0 48 8 28 2 dock 72 3 72 0 70 9 69 0 67 0 65 0 63 0 60 8 58 6 56 3 51 4 39 8 23 0 LL W 3 KO R 62 6 62 3 61 4 9 9 51 58 0 56 3 54 5 92x1 50 8 48 8 44 5 34 5 19 9 RARER IE ERA ERIE DD 54 9 53 4 SIY 50 4 48 8 47 1 45 4 43 6 39 8 30 8 17 8 HER kk Xo Rec EA ERK 50 9 50 1 48 8 47 4 46 0 44 5 43 0 41 4 39 8 36 3 28 2 16 3 ERE ERAS OR OK E 47 1 46 4 45 2 43 9 42 6 41 2 39 8 38 4 36 9 Sou 261 15 1 GERE ee ee e 44 1 43 4 42 2 41 0 39 8 38 6 37 2 3559 34 5 31 5 24 4 14 1 Suk eio x REFEREE RAL AMAR E 40 9 39 8 38 7 3 5 36 3 35 1 33 8 32 45 29 1 23 0 13 3 REAR ALARA LAS AA ALA Kok K 38 8 37 8 36 7 35 6 34 5 33 3 32 1 30 8 28 2 21 8 12 6 EIR RUE C ROCK joco Koo ko Ko 37 0 36 0 35 0 34 0 32 9 31 8 30 6 29 4 26 8 20 8 12 0 ORO ROO ORE k kok RA 35 4 34 5 33 5 32 5 31 5 30 4 29
169. ue population value would be less than one standard error about 95 out of 100 that the difference would be less than two standard errors and about 99 out of 100 that the difference would be less than three standard errors These different degrees of confidence are referred to as the confidence levels Confidence intervals for an estimate X are generally expressed as two numbers one below the estimate and one above the estimate as x k X k where k is determined depending upon the level of confidence desired and the sampling error of the estimate Confidence intervals for an estimate can be calculated directly from the Approximate Sampling Variability Tables by first determining from the appropriate table the coefficient of variation of the estimate X and then using the following formula to convert to a confidence interval CI CI x Xa X Xa where G is the determined coefficient of variation of X and t 1 if a68 confidence interval is desired t 1 6 if a 90 confidence interval is desired t 2 if a 95 confidence interval is desired t 2 6 if a 99 confidence interval is desired Note Release guidelines which apply to the estimate also apply to the confidence interval For example if the estimate is not releasable then the confidence interval is not releasable either 10 2 1 Example of Using the Coefficient of Variation Tables to Obtain Confidence Limits A 95 confidence interval for the esti
170. urvey design and the selection probabilities affect the estimation and variance calculation procedures that should be used In order for survey estimates and analyses to be free from bias the survey weights must be used While many analysis procedures found in statistical packages allow weights to be used the meaning or definition of the weight in these procedures may differ from that which is appropriate in a sample survey framework with the result that while in many cases the estimates produced by the packages are correct the variances that are calculated are poor Approximate variances for Special Surveys Division 37 Adult Education and Training Survey 2003 User Guide simple estimates such as totals proportions and ratios for qualitative variables can be derived using the accompanying Approximate Sampling Variability Tables For other analysis techniques for example linear regression logistic regression and analysis of variance a method exists which can make the variances calculated by the standard packages more meaningful by incorporating the unequal probabilities of selection The method rescales the weights so that there is an average weight of 1 For example suppose that analysis of all male respondents is required The steps to rescale the weights are as follows 1 select all respondents from the file who reported SEX men 2 calculate the AVERAGE weight for these records by summing the original person weights f
171. ut the difference between the characteristics is justified at the 5 level of significance If however this ratio is smaller than 2 or larger than 2 the observed difference is significant at the 0 05 level That is to say that the difference between the estimates is significant 10 3 1 Example of Using the Coefficient of Variation Tables to Do a T test Let us suppose that the user wishes to test at 5 level of significance the hypothesis that there is no difference between the proportion of adults aged 25 to 64 who received employer sponsored training in 2002 and took at least one educational program and adults aged 25 to 64 who received non employer sponsored training in 2002 and took at least one educational program From Example 3 Section 10 1 1 the standard error of the difference between these two estimates was found to be 0 019 Hence _X X 0 198 0441 0 248 0 0 019 0 019 d t 13 1 Since f 13 1 is less than 2 it must be concluded that there is a significant difference between the two estimates at the 0 05 level of significance Special Surveys Division 53 54 Adult Education and Training Survey 2003 User Guide 10 4 Coefficients of Variation for Quantitative Estimates For quantitative estimates special tables would have to be produced to determine their sampling error Since most of the variables for the Adult Education and Training Survey are primarily categorical in nature this has not been done
172. vS 75 0 74 6 67 4 67 1 66 7 do ke 61 2 60 9 o eek 56 7 56 4 o eek 53 0 52 8 oe 50 0 49 8 o eek 47 4 47 2 o RR Rk 45 2 45 0 o RR Rk 43 3 j ok ek 41 6 41 4 doe 40 1 39 9 do ke 38 7 38 5 doe 37 5 37 3 do ee 36 4 36 2 doe 35 4 35 2 do eek 34 4 34 2 ok ek 33 5 33 4 oe 32 7 32 6 do kakak w 32 0 31 8 doe 31 3 31 1 oe 30 6 30 5 do eek 30 0 29 9 do ke 21 4 25 2 doe 25 4 25 2 do ke 23 1 23 6 doe 22 4 22 2 doe 21 2 23 do koe eee 20 1 doe 19 3 do koe 18 5 do koe 17 8 do koe eee 17 2 doe 16 7 doe 16 2 kkkkkkk kk Ok 15 7 kokokok kok kok kok kk 15 3 kokokok kok kok kok kk 14 9 k kkkk k kk ik k kk k kk k FO IO k kk k k kk kk k kk k KARA ek kk kk k kk kk k kk k FO IO k kk IO kk k kk kk k 146 103 84 131 65 60 59s 52 49 46 44 42 40 39 37 36 35 34 33 32 32 3 30 30 29 26 24 23 21 20 19 19 18 As 17 16 Ty 15 15 14 134 12 10 9 se BOPTFPUOBRODNDODDONDADAHRODWHEONDADIGCWDARWUCONUOIUN LY 3 FI IO OI IO IO kk kk kc kk ek I RA IO eek AA FOI ek kk e kk I k ek OR IO ek koe kk kk kc kk ek ek e kk ek k ek IO ke koe Ok kk kk kc kk ek kk e kk ek ek ek kk k ke koe kk 10 0 143 VO 82 TA 64 58 54 50 47 45 43 41 39 38 36 95 34 33 32 32 31 30 29 29 28 26 24 22 21 20 19 18 AS 1 16 16 15 157 14 14 12 Ti 10 6 DIO NS ON O O 2
173. ved variables for the AETS Note any derived variable indicated with gray shading is not found on the MAIN and or TRAINING public use microdata file Labour Force Description LFST02 Labour force status of respondent during reference year 2002 LFEMTO2 Employment status of respondent during reference year 2002 LFSTO3 Labour force status at the time of interview February or March 2003 LFTTO2 Labour force status of respondent at time of training 2002 Special Surveys Division 25 Adult Education and Training Survey 2003 User Guide 26 Training Activities Description TAHRJRO Duration of selected job related training activity TAHRJR 1 to 10 Duration of job related training activity TAHRPM 0 to 5 Duration of job related program TAHRCR 0 to 5 Duration of job related course TAESJR 0 to 10 Employer sponsored job related training activity TAESPM 0 to 5 TAESCR 0 to 5 Employer sponsored job related program Employer sponsored job related course TACOST Completion status TAESTY_1 Employer provided training TAESTY_2 Employer paid tuition TAESTY_3 Tuition paid by individual but reimbursed by employer TAESTY_4 Employer provided additional support TAESTY_5 Training allowed during work hours Taking Training Description TKAL Respondent took any training activities TKJR Respo
174. y Questionnaire The Adult Education and Training Survey AETS questionnaire was used in February and March of 2003 to collect the information for the supplementary survey The file AETS2003 QuestE pdf contains the English questionnaire 12 3 Code Sheets North American Industry Classification System NAICS 1997 Appendix NAICS pdf Standard Occupational Classification SOC 1991 Appendix II SOC 1991 pdf Classification of Instructional Programs CIP Appendix III CIP pdf Summary of Content Changes Comparison of the 2003 and 1998 Adult Education and Training Survey AETS Appendix IV Concepts 2003 1998 pdf Special Surveys Division 85 Adult Education and Training Survey 2003 User Guide 13 0 Record Layout with Univariate Frequencies 13 1 Record Layout with Univariate Frequencies Person File See AETS2003_PUMF_MAIN_CdBk paf for the record layout with univariate counts for the MAIN public use microdata file For the MAIN master microdata file record layout with univariate counts see AETS2003 MASTER MAIN CdBk paf 13 2 Record Layout with Univariate Freguencies Training File See AETS2003 PUMF TRAINING CdBk pdf for the record layout with univariate counts for the TRAINING public use microdata file For the TRAINING master microdata file record layout with univariate counts see AETS2003 MASTER TRAINING CdBk pdf Special Surveys Division 87
175. ze of the proportion or percentage and the size of the total upon which the proportion or percentage is based Estimated proportions or percentages are relatively more reliable than the corresponding estimates of the numerator of the proportion or percentage when the proportion or percentage is based upon a sub group of the population For example the proportion of adults who received full time employer sponsored training is more reliable than the estimated number of adults who received full time employer sponsored training Note that in the tables the coefficients of variation decline in value reading from left to right When the proportion or percentage is based upon the total population of the geographic area covered by the table the CV of the proportion or percentage is the same as the CV of the numerator of the proportion or percentage In this case Rule 1 can be used When the proportion or percentage is based upon a subset of the total population e g those in a particular sex or age group reference should be made to that proportion or percentage across the top of the table and to the numerator of the proportion or percentage down the left side of the table The intersection of the appropriate row and column gives the coefficient of variation If using the automated method follow the same instructions as in Rule 1 and also fill in the percentage related to the sub population of interest Rule3 Estimates of Differences Between

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