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of low income ploma a 10 1995 2000 ada earn significantly tside Canada 2005 and poor economic times. When they do become unemployed, the Bachelor's duration degreeis usually shorter than for others in the labour force. The recent economic slowdown was particularly difficult Graduate degree on the employment prospects of those who have not completed university studies. Between 2008 and 2010, there were 433,000 fewer jobs for those who had not completed a postsecondary degree compared to almost 300,000 more jobs for university graduates and approximately 78,000 more jobs for college graduates. As a result, while unemployment rates increased across all levels of education, they rose much more dramatically for those with less education. 0% 5% 10% 15% 20% The substantial and growing income advantage of earning a degree University degree Some postsecondary without from a Canadian university, combined degree, certificate with or the diploma reduced likelihood of experiencing Non-university periods with of low income Graduated high and school confronting labour certificate or diploma disruptions, is likely to drive greater Less demand than high school for a university educa tion, both from domestic and international students. These benefits Source: Statistics Canada, Survey of Labour and Income Dynamics 1999 to 2004 are likely to positively influence university participation rates into the future. FIGURE 43: In 2009, unemployment rates increased more dramatically for those who had not completed a university degree Earned outside Canada 20% Unemployment rates by education Three or more years Earned outside of low Canada income Earned in Canada Earned in Canada FIGURE 42: University graduates are far less likely to experience long periods of low income Unemployment rates by education 18% 16% 14% 12% 10% 8% 6% 4% 2% University deg University deg High school g 0% 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 Some second 75% 100% 125% One or two years of low income for a university graduate age and work experience 0% 5% 10% 15% 20% University degree Non-university with certificate or diploma Some postsecondary without degree, certificate or diploma Graduated high school Less than high school Source: Statistics Canada, Survey of Labour and Income Dynamics 1999 to 2004 Earned doctorate % of income tax Some secondary University degree – bachelor’s Source: Statistics Canada, Labour Force Survey University degree – postgraduate High school graduate FIGURE XX: University graduates contribute a disproportionately large share a income taxes and receive a smaller share of government transfers Proportion of 45-to-54 year-olds with a university degree 3 2 2 1 1 Less than Graduate Some pos Master's degree % of government transfers FIGURE 43: In 2009, unemployment rates increased more 44 | Trends in Higher Education | Volume 1. Enrolment AUCC dramatically for those Bachelor's who had degree not completed a university degree Unemployment rates by Total education College or CEGEP Trades , v Commun Universit
p 40+ 40+ 35-to-39 35-39 30-to-34 30-34 25-to-29 25-29 22-to-24 21 or 22-24 younger : Statistics Canada UCC estimates t on ill lead 2035 2040 22-to-24 Public returns of a university education If the private returns are so significant, why is government investment needed to ensure a more optimal level of participation in higher education? Economic literature identifies several different types of market failures that impact the provision and participation level in higher education. First, investments in education are risky. The benefits accrue to the student several years into the future. Students get mixed messages in the information about the costs and benefits, creating uncertainty about the returns they can expect. There are up-front tuition costs and even more significantly, the opportunity cost by choosing not to work. There are also credit constraints for students who want to go, but who do not have the personal or family income required, and who cannot get the necessary loans required. Secondly, graduates do not personally capture all of the financial returns that their education helps to generate for others and the economy. The skills, knowledge and expertise of graduates “spill over” to enhance the outputs of other, less-educated workers. Those same skills and the graduates’ ability to adapt and learn on the job help make them more innovative and productive, which directly contributes 30 plus to the competitiveness of their companies, and drives economic growth. 25-to-29 Third, there are 22-to-24 several other types of returns that the individual investor will not normally consider when deciding on an educational 18-to-21 versus a career pathway. They are often unaware that pursing and completing a Total degree will help them to: • lead healthier and longer lives; • smoke and abuse drugs and alcohol to a lesser degree; • be more socially active through volunteering, and more actively engaged in social and political activities; and, • transfer or promote educational, health and social values to their children and their children’s children. Government investments also promote equity by enhancing opportunities for Employment all citizens changes to pursue between 2004 education and 2010that will bring personal British benefits Columbia and help them achieve personal goals. This in turn promotes Alberta social mobility and cohesion, while reducing crime rates Saskatchewan and health care costs. Manitoba FIGURE 29: Since 2004, employment of university graduates has grown rapidly across Canada Ontario College or Trade Finally, because of their higher incomes and a generally progressive Quebec University degree tax system, university graduates pay a disproportionately large New Brunswick share of income taxes. Because they are healthier and more highly Nova Scotia employed, Prince Edward they Island draw a relatively small level of transfers from the public Newfoundland purse. For example, college and university graduates and Labrador comprise virtually Canada the same proportion of 25-to-64 year olds in the Canadian population: -10% 0% 23 percent 10% and 20% 24 percent 30% respectively. 40% 50% Source: Statistics Canada, Labour Force Survey College graduates generate approximately 22 percent of all earnings in the economy, contribute 20 percent of tax revenues and draw approximately 22 percent of transfers from the public purse. In essence, they pay their own way. By comparison, university graduates generate the highest public economic benefits. Their collective income represents 37 percent of all earnings in the University graduation Community college, CEGEP Trades, vocational, apprenticeship Graduated high school Less than high school FIGURE 44: University graduates contribute a disproportionately large share of income taxes and receive a smaller share of government transfers 0% 10% 20% 30% 40% 50% Source: Survey of Labour and Income Dynamics, 2008 High school or less % of income tax % of government transfers % of persons U C H AUCC Trends in Higher Education | Volume 1. Enrolment | 45
Page 1 and 2: Trends in Higher Education Volume 1
Page 3 and 4: Introduction ......................
Page 5 and 6: Introduction In 2010, there were al
Page 7 and 8: FIGURE 1: Since 1980, full-time stu
Page 9 and 10: Growth was widespread across most d
Page 11 and 12: Graduate enrolment 100,000 90,000 8
Page 14 and 15: Undergradua Source: Statistics Cana
Page 16 and 17: PhD tudents 2005 Mathematics, Compu
Page 18 and 19: Based on recent trends, it is very
Page 20 and 21: Social, cultural, economic and geog
Page 22 and 23: Drivers of change 22 | Trends in Hi
Page 24 and 25: Demographic trends FIGURE 18: Shift
Page 26 and 27: 2010 2036 2034 2032 2030 2028 2010
Page 28 and 29: Source: Statistics Canada data and
Page 30 and 31: 30 | Trends in Higher Education | V
Page 32 and 33: s 2009 Manitoba wfoundland and Labr
Page 34 and 35: s TABLE 2: From 2004 to 2010, emplo
Page 36 and 37: ating more tions y iploma If Canada
Page 38 and 39: ds will grow further people expecte
Page 40 and 41: A high quality learning experience
Page 42 and 43: For example, bachelor’s graduates
Page 46 and 47: TABLE 4: Education generates broade
Page 48 and 49: Proportion of 45-to-54 year-olds wi
Page 50 and 51: Canada $20,000 Full-time students a
Page 52 and 53: NGS NGS NGS Source: AUCC using Stat
Page 54 and 55: other students, and participating i
Page 56 and 57: Enrolment growth scenarios The prec
Page 58 and 59: 400,000 200,000 However, with the s
Page 60 and 61: the majority of youth from completi
Page 62 and 63: to the American Council on Educatio
Page 64 and 65: Belgium Israel Germany Estonia Aust
Page 66 and 67: List of figures Figure 1: Since 198
Page 68 and 69: References All data not referenced
Page 70: of the system to meet the needs of

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