Educational Attainment
Prince Edward County, Ontario, Canada.
Vital Signs Data
Updated December 28, 2023
Education is a process that begins before school age and is reflected in pre-school arrangements such as child care and early childhood education. It also continues beyond elementary and high school, to college, university, and professional training through apprenticeships. Education continues as lifelong learning. As the world changes, education helps people adapt to new challenges.
Adult educational attainment
| Highest certificate, diploma or degree, ages 15-64 | PEC 2011 | PEC 2016 | PEC 2021 | Ontario 2021 |
|---|---|---|---|---|
| No certificate, diploma or degree (%) | 18.1 | 10.7 | 9.2 | 8.8 |
| Secondary (high) school diploma or equivalency certificate | 24.8 | 28.1 | 26.8 | 23.3 |
| Postsecondary certificate, diploma or degree | 57.1 | 61.3 | 64.0 | 67.8 |
| Apprenticeship or trades certificate or diploma | 12.2 | 9.0 | 6.7 | 5.1 |
| College, CEGEP or other non-university certificate or diploma | 25.1 | 31.8 | 31.2 | 23.6 |
| University certificate, diploma or degree at bachelor level or above | 16.6 | 18.7 | 24.3 | 36.8 |
Educational attainment measures the highest level of formal schooling community members have completed. Although adult educational attainment has been increasing, the shifting demographic of new residents may be an influence. PEC lags slightly behind the province in percent of residents without a diploma, certificate, or degree (PEC 9.2% /Ontario 8.8%). PEC also lags behind the province in post-secondary education rates: 64% in PEC, 67.8% in Ontario.
A one per cent increase in adult literacy would create an economic benefit of $67 billion gross domestic product for Canada per year. (Deloitte LLP. An Economic Overview of Children’s Literacy in Canada)
More PEC students pursue College, CEGEP or other non-university certificate or diploma than the provincial average (PEC 31.2%/Ontario 23.6%) Fewer PEC students pursue University certificate, diploma or degree at bachelor level or above (PEC 24.% /Ontario 36.8%)
More than ever before, higher education is essential for avoiding poverty and improving one’s well-being. Lack of education limits a person’s chances in life, including their earnings opportunities and economic security. Those with more years of schooling have longer lives, report a better health status with a lower occurrence of chronic diseases and disabilities, and are more likely to vote and participate in the community. (Government of Canada, Towards a Poverty Reduction Strategy)
Grade 12 graduation rates
78.6 per cent of Hastings & Prince Edward DSB students graduated with an OSSD within five years of starting Grade 9 in 2017-2018.
Hastings Prince Edward District School Board continues to work towards a provincial goal of an 85% high school graduation rate by 2025. The board will work towards the 85% standard by implementing several strategies including Grade 9 de-streaming in core subjects, increased opportunities for alternative learning and secondary pathways and continued collaboration with Student Service Departments to ensure students with special education needs receive optimal supports.
The four-year and five-year graduation rate is calculated as the percentage of students who receive an OSSD within four or five years of starting Grade 9. High school graduation measures the percent of students who earn 18 compulsory credits and 12 optional credits; pass the *OSSTL literacy requirement; and complete a minimum of 40 hours of community involvement activities.
Students are now required to earn two e-Learning credits to graduate from secondary school, beginning with every student who entered Grade 9 in the 2020-2021 school year.
*The literacy graduation requirement is waived for students graduating in the 2020-21 and the 2021-22 school years. This requirement has been restored for students graduating in the 2022-23 school year. (Ontario High school graduation requirements)
The correlation between low-income and high school dropout rates
Canada’s high school dropout rates average 5–14% and increase to as high as 50% or more in low-income communities.
Why? Youth in low-income communities face significant barriers to education that impact their chances of graduating from high school. Many don’t have access to nutritious meals, financial stability, educational resources and support, or transportation to and from school. Others are unfamiliar with the English language and the Canadian education system. (Pathways to Education)
Standardardized test results
Hastings Prince Edward (HPEDSB) grades 3 to 10 standardized test results are below provincial averages. (Hastings Prince Edward School Board, Strategic Plan 2020-2025 prioritizes improving student success and achievement, equity and inclusion)
The provincial Education Quality and Accountability Office (EQAO) tests offer insights into whether students are meeting curriculum expectations in reading, writing and math at key stages of their education, as well as students’ attitudes and habits towards learning. (EQAO assessments results)
Early years development
Early child development sets the foundation for lifelong learning. Early vulnerability predicts a child’s lifelong health, learning, and behaviour. Children in low socioeconomic communities are almost twice as likely to be behind in early development skills as high-socioeconomic status peers. (Pan-Canadian Public Health Network)
Almost 4 out of 10 Hastings Prince Edward (HPE) preschoolers are vulnerable in one or more domains of early development, compared to their Ontario peers at about 3 out of 10 (as of 2018).
Little progress has been made since Cycle 1 of EDI testing in 2003, with the exception of improvements in the domain of Communication Skills and General Knowledge. Physical health and well-being is the domain with the largest gap compared to Ontario peers.
(Government of Ontario Data Catalogue. Early Development Instrument (EDI) Cycles 1-3 and Cycle 4 (2004 to 2015)
Early Development Instrument (EDI) test results show vulnerabilities in one or more domains of early development. (Early Development Instrument Snapshot 2018, Public Health Ontario)
Early Development testing measures:
- Physical Health and Well-Being: Children are happy, healthy, rested each day.
- Social competence: Children play and get along with others, share, show confidence.
- Emotional maturity: Children are able to concentrate on tasks, help others, show patience, are not often aggressive or angry.
- Language and thinking skills: Children are interested in reading and writing, can count and recognize numbers, shapes.
- Communication skills and general knowledge: Children can tell a story, communicate with adults and other children.
Sustainable Development Goal (SDG)
SDG 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
SDG 4.2 Ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education.
Also see …
Education
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Support for Learners
Youth sense of well-being is the predominant influence…
Education: Collaborative Impact
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Education – Actions
Education and Youth: Advancing well-being together
