I would like to thank the members of the committee for inviting Statistics Canada to appear and offer input to their discussions on the current situation and historical evolution of the socioeconomic conditions of official-language minorities in Canada. With me today is my colleague, Jean-François Lepage.
Given the time we have been allotted, our comments will focus primarily on presenting a few key statistics related to education, representation in the employment sectors, income and unemployment, elements that indicate how some key socioeconomic characteristics of Canada’s official-language minorities have changed over time.
We will also briefly describe the main sources of data in this area and some of the issues related to the statistical study on the socioeconomic situation of minority linguistic communities.
Historically, it is well documented that francophones in Canada had lower educational attainment, income, occupational levels and industrial ownership than anglophones. Their situation has evolved a great deal over the past 50 years to the point where we have seen a gradual and marked decline in the socioeconomic inequalities between anglophones and francophones, both in Quebec and in the other provinces and territories.
However, we must point out that the gains that francophones have achieved over the years with regards to key socioeconomic indicators have been accompanied by a decline in the use of the French language, as evidenced by the increase in the use of English over time among those representing a very small proportion of the community in which they live.
[English]
Among the primary drivers of change is the fact that the level of education of French-speaking minorities has significantly improved since the 1960s, especially because of the obligation to remain in school until the age of 16, and the growing importance attributed to education by governments, employers, and the general population.
Thus, in the early 1970s the proportion of the population without at least a high school diploma was much higher among francophones than anglophones in almost all the provinces. Today the gaps have narrowed to the point where those that remain are due largely to the fact that francophone seniors are much less likely to hold a diploma or a degree than are their English-speaking counterparts.
The significant evolution in the education of francophones is especially evident in the 25 to 44 age group with a university degree. In 2011, among the people in this age group, only anglophones in Quebec were more likely than francophones to hold a university degree. In all other provinces, with the exception of New Brunswick where the two groups were equal, francophones surpassed anglophones.
The situation in Quebec occurred not because francophones in Quebec had less education than francophones in other provinces, but because anglophones who live in Quebec had higher levels of education than anglophones living elsewhere in Canada.
We should also mention that the gap between anglophones and francophones in Quebec can be explained in part by the fact that the anglophone population is largely urban and includes a significant proportion of immigrants, two subpopulations that generally have higher levels of education.
[Translation]
Francophone minorities are more concentrated in certain employment sectors than their English-speaking counterparts. For example, in all provinces and territories, there are proportionally more francophones than anglophones working in the public administration sector. Thus, 13% of francophones 15 years and older who worked during the reference period had worked primarily in this employment sector, compared with 7% of anglophones. In addition, they are overrepresented in this sector relative to their demographic weight in the population: while francophones represented 4.5% of the labour force in 2011, they accounted for 7% of employees in this sector.
The minority francophone labour force is also more highly concentrated in the educational services sector in all provinces and territories, except New Brunswick. In contrast, in several provinces, francophones are less concentrated in the retail trade industry and the accommodation and food services industry than their English-speaking counterparts.
The situation of francophones in New Brunswick is different from that of other francophones in minority communities in terms of their representation in certain industry sectors. For example, although they represented 32% of the population of that province in 2011, they accounted for 40% of the labour force in the primary sectors of agriculture, forestry, fishing and the extraction of natural resources as well as in the manufacturing sector. Conversely, they were underrepresented in such sectors as utilities, professional, scientific and technical services, management of companies and enterprises, and administrative and management services, accounting for between 19% and 24% of the workforce.
In Quebec, anglophones are more concentrated in such sectors as wholesale trade, professional, scientific and technical services, educational services and accommodation and food services. Moreover, although they represent 13.5% of Quebec’s labour force, their representation in the information and cultural industries, real estate, professional and scientific services, and management of companies and enterprises varied between 17% and 21%.
However, they were underrepresented in certain industries, in particular the primary industries, natural resource extraction, utilities, and the provincial, municipal and local public administration sectors. In this regard, we found that 3.7% of jobs in the provincial government were held by English-speaking workers, compared with over 96% held by francophones.
[English]
Measuring the income gaps between linguistic groups is a generally more complex task and the results are likely to vary depending on the parameters that are included or excluded in the calculations. Nevertheless, the differences in income between anglophones and francophones are normally quite small in the provinces and territories outside Quebec, and generally to the advantage of francophones in terms of both median and average income. Once again, New Brunswick is the exception since the average income in that province was slightly higher for anglophones.
Several factors explain the income difference between anglophones and francophones. A more in-depth analysis of the census or national household survey results reveals that these gaps are largely explained by age, sex, education, type of residence, industry sector, and immigrant status.
In Quebec, the differences in income between anglophones and francophones are also quite small. They tend to be higher in one group or the other depending on the indicator selected. For example, anglophones have a higher average income than francophones, but a lower median income. This is mainly due to the fact that the income gaps are higher within the anglophone group than the francophone group. In other words, English-speaking Quebeckers are overrepresented in both the higher and lower income segments compared to the francophones. Regardless, the significant income advantage of anglophones in Quebec observed in 1971 no longer exists today.
Data from the national household survey show that overall, the unemployment rate of francophones outside Quebec was lower than that of anglophones in May 2011. For example, in Ontario, the unemployment rate of francophones was 6.5%, compared with 8.3% for anglophones. New Brunswick again was the exception, since the unemployment rate of francophones in that province was 12.4%, two points higher than that of anglophones. In contrast, in Quebec, in May 2011, the English-speaking minority posted an unemployment rate that was about two percentage points higher than that of francophones.
It is important to mention that the overall portrait presented here highlights an essentially provincial perspective. The overall statistical portrait, which reveals a more or less similar socio-economic situation for official language minorities and majorities based on the key indicators, sometimes hides disparities or gaps between provinces or within a given province. In other words, even though the overall portrait seems balanced or even favourable to official language minorities in some respects, the socio-economic situation of minorities in certain regions can be above or below average both inside and outside Quebec.
[Translation]
The main data sources that can be used to study the socioeconomic conditions of official language minorities are the Canadian censuses and the 2011 National Household Survey. There is also the Survey on the Vitality of Official Language Minorities, conducted shortly after the 2006 census.
Statistics Canada has released a number of analyses based on these data, in particular a series of detailed provincial and territorial portraits released between 2010 and 2012. This survey still has a great deal of analytical potential.
We should also mention the survey for the Programme for the International Assessment of Adult Competencies conducted in 2011 and 2012, which has an oversampling of official language minorities in Quebec, Ontario, New Brunswick and Manitoba. Analysis of these data will provide considerable insight into the relationship between the literacy and numeracy competencies of these populations, their labour force situation and practices, as well as the issues confronting these populations given an economy increasingly focused on knowledge and information technology.
The main data sources available make it possible to develop a fairly accurate portrait of the socioeconomic situation of Canada’s official language minorities. However, the availability of linguistic information, sample sizes and the retrospective nature of the information will continue to create challenges. For example, in many regions, it is difficult to identify, let alone define, so-called anglophone or francophone businesses in minority communities based on available information.
[English]
Over and above the availability of data, there are other important challenges to accurately documenting the socio-economic situation of official language minorities. There is not necessarily consensus on the definition of an official language minority, as is evident from the many criteria available, nor is there a common definition of the concept of official language community.
Last, part of the improved socio-economic situation of official language minorities is attributable to changes in the composition of the minority population from international immigration and interprovincial migration. Migrants and immigrants are generally concentrated in certain provinces or regions, and as a result, contribute to the evolving socio-economic portrait of official language minority communities in these regions.
Allow me, in closing, to state that Statistics Canada produces many studies on official language minorities in Canada. It will continue to provide data and analysis on their socio-economic situation. Through the ongoing support of the federal government and its community partners, Statistics Canada plans to continue adopting positive measures to inform public debate on this important topic.
[Translation]
My colleague, Jean-François Lepage, and I are available to answer your questions.
Thank you.
:
Good morning, Mr. Chair, committee members and all participants.
On behalf of the Association des universités de la francophonie and the Consortium national de formation en santé, I would first like to thank you for the invitation, because I am now the Director General of both organizations. As I'm sure you understand, it is hard for me to separate the two in the context of your study.
I will begin by giving you a brief overview of the AUFC and the CNFS. I will then share a few observations regarding the important role our member institutions play in the economic development of francophone minority communities and I will conclude with a few recommendations.
The AUFC is a group of 14 francophone or bilingual universities in seven provinces outside Quebec. The programs offered by those institutions enhance the quality and scope of university learning, teaching and research in French, thereby contributing to the vitality and development of francophone minority communities. Every year, over 30,000 students enrol in the 750 programs offered in French at our member universities.
The CNFS is a group of 11 colleges and universities that offer programs in French in various health disciplines. The CNFS helps improve access to quality health services in French in francophone minority communities by training francophone and bilingual health care professionals.
Although your study is on the economic situation of official language minority communities, I should point out right from the start that our universities and colleges contribute enormously to the human, social, cultural and economic development of the Canadian francophonie and Canada as a whole. However, the reality is that they are recognized as the economic engine of francophone minority communities, and that is what I want to focus on today.
Our members' contributions to the development and enhancement of the francophone minority communities in which they are located are deeply rooted in the mission they are trying to achieve. Through both the quality of training they provide and the research they conduct, our post-secondary institutions use their knowledge to further promote their communities.
Economically speaking, post-secondary institutions are job creators as well as purchasers of goods and services. Just think for a moment about the economic contribution made by the 600 employees of the Université de Saint-Boniface in a community of 65,000 people.
Second, we must not forget the impact of basic and applied research. As hubs of research and innovation, our members contribute to the gains in productivity achieved in the economies of their communities, their regions, their provinces and the country as a whole. Our researchers do not conduct research just for the sake of making discoveries; they do their work for the benefit of their community.
Not far from here, the University of Ottawa conducted an economic impact study in 2012. The study found that that university alone contributes $4.12 billion annually to Ottawa-Gatineau.
But beyond the numbers, there is the leadership provided by post-secondary institutions within francophone minority communities. When it comes time to develop a community economically, socially and culturally, our institutions are partners and catalysts, rather than ivory towers.
In the context of community-university-college partnerships, we get experts from several sectors to sit down together and come up with multi-disciplinary solutions to the issues facing the community.
Consider for example Laurentian University’s School of Architecture and its impact on the revitalization of downtown Sudbury. Inaugurated just last September, this new architectural school is gradually transforming the downtown economy given that investors and businesses are following the school's example. The school is also training a new kind of architect versed in sustainable development and urbanization, and is introducing a new creative class into Greater Sudbury that is having a cultural and social impact.
When it comes to research, our francophone institutions transcend the language issue. They have adopted a much broader vision and welcome research chairs in many areas.
Our researchers will be the ones to produce tomorrow's breakthroughs and feed Canada's innovation ecosystem. As we already know, the most prosperous communities are those that have managed to shift to a knowledge-based economy. Job creation in francophone minority communities is therefore directly linked to our institutions' growing research capacity.
We recognize the federal government's vital role in research and hope that in its next five-year strategy for science, technology and innovation, the government will acknowledge the growing research capacity of Canada's francophone post-secondary institutions and its impact on economic growth.
In that context, the high level of cooperation between post-secondary institutions and businesses of all sizes deserves to be acknowledged. The many university-college-business partnerships contribute to developing the talent behind business innovation and promoting the technological transfer from post-secondary institutions to the private sector.
The government, especially through the National Research Council of Canada, has done a lot to increase the number of industrial internships and it must stay the course. The increased number of internships in francophone minority community institutions and businesses will make it easier to retain graduates who often enter the business community upon graduation. This in turn will also generate job-creating ideas.
The infrastructure used for education and research is another aspect that interests us. Recently, the government announced that for the next 10 years, its new building Canada fund would include an innovation component for which post-secondary institutions would be eligible.
I would now like to move on to the internationalization of our campuses and the important role that post-secondary education plays in immigration.
The aging population affects the country as a whole, but the demographic pressures are even more intense on the francophone minority communities. We are running the risk of no longer having enough available workers in those communities to build a modern, technology-driven economy. Immigration, and the economic integration of international students in our communities in particular, is becoming our only hope.
Canada has just come up with a new five-year strategy for international education. The primary objective is to double the number of international students in Canada by 2022. It is clear that the international students in our institutions are the ideal candidates to immigrate to Canada and settle in francophone communities since they hold Canadian diplomas, master both official languages and, for the most part, have relevant work experience. Over the past few years, Canadian francophone colleges and universities have accepted more and more international students and provided them with various training and employability programs.
The demographic portrait of the student population in our institutions has changed quite a bit over the years and has become more diverse. For example, international students represent 18% of all students at the Université de Moncton and 15% of the student population at the Université de Saint-Boniface.
Canadian francophone universities want to do more in terms of international education and immigration to ensure the economic development of their communities. The government could support them by providing a broader range of training and related services to immigrant students, international students and French-speaking immigrants in francophone minority communities. What is more, the implementation of a targeted bursary program for post-secondary institutions in Canada's francophonie would be a step in the right direction for making it easier to recruit students.
Before moving on to solid recommendations, allow me to close by saying that our members hold a unique place in the francophone minority communities and play an essential leadership role. They are veritable economic engines in these communities, but they can only fulfill their mission in partnership with other players, including government.
Allow me to close with four recommendations.
First, in its next five-year strategy for science, technology and innovation, the government might recognize the growing research capacity of Canada's francophone post-secondary institutions and its impact on the economic growth of francophone minority communities.
Second, increasing the number of internships in businesses in francophone minority communities would make it easier to retain graduates in those communities.
Third, as far as the innovation component of the new building Canada fund is concerned, it will be up to Canada's francophonie institutions to put forward solid proposals in cooperation with the provinces, but federal decision-makers have to be aware of the economic impact of education and research on francophone minority communities.
Finally, the government could support Canada's francophonie institutions in providing a broader range of training and related services to immigrant students, international students and French-speaking immigrants. What is more, the implementation of a targeted bursary program might attract more international students to francophone minority communities.
Again, thank you for inviting us here today. I would be pleased to answer your questions.
:
Hello. I want to thank the witnesses for being here with us today.
The committee is currently studying the socio-economic situation of francophone minority communities.
Mr. Corbeil, you presented a very good document. When I started reading it, I found it to be very interesting. However, in reading your document, I was expecting to find out about the real situation of the francophone minority communities. You'll be quick to say that Mr. Godin raised two important points.
We cannot determine the exact situation of the minority communities because their populations are not large enough, because they are too remote, because they do not answer the questionnaires. There is no shortage of reasons. Do you have any suggestions for us? Should different analytical parameters be used so that we, as members of the committee, can have a status report? We have been working on this file for three weeks and still do not have a status report. Yet, people come here and present fine documents, talk about what they're doing, talk about the socio-economic situation, industries and many other things.
However, there are things we do not know. We do not know the assimilation rate of people in small communities. You say that they earn roughly the same salaries, have roughly the same unemployment rate and the same employment rate. Is that because they are assimilating, because they are speaking English, or because they are succeeding?
I read that they are mostly in education. There is no doubt that in the francophone school boards there are people who live in French. It is hard to find them, but they do exist outside Quebec. That's it or they work for provincial organizations. They are public servants.
Other than that, what is the real situation? How might be get a real picture of the situation, of the wealth, of the poverty of these communities?
:
Thank you for your question. It's an excellent question.
Before I give the floor to my colleague, Mr. Lepage, who worked hard on these issues, I want to clarify something. Between 2010 and 2012, Statistics Canada published 11 provincial and territorial portraits for a total of nearly 800 pages of analyses on each province. Among other things, we use those portraits to cover demographic and socio-economic situations, languages spoken, and education. For these portraits of each province, there is some very detailed information that I encourage you to consult.
Next week, a video synthesis will be published by Statistics Canada. It will be roughly 30 minutes long and will synthesize these 800 or so pages of analysis.
I must mention that when I appeared as a witness before this committee, I talked a number of times about the challenges involving assimilation into English. You know that outside Quebec, close to a quarter million francophones find that they are more comfortable speaking English than French. There are different challenges.
We might wonder what the current situation is in the communities, but first we must agree on what constitutes a community. There is really a very large diversity of communities. A significant proportion, or 40% of francophones outside Quebec, live in municipalities where they represent less than 10%, or even less than 5% of the population. Is that a community? What distinguishes them from those who live in a community where they represent 40% to 60% of the population?
In fact, when we talk about economic development, it is clear that there are many people who develop from a socio-economic point of view, but that is done mostly in English. You are absolutely right about that.
I would like to give the floor to my colleague.