Langue(s) : anglais 

Trends in STEM and BHASE graduates from public postsecondary institutions across Canadian provinces and territories

Editeur(s) :  Conseil des ministres de l'Éducation (Canada) (CMEC)

Date :  01/2021

 

The demand for science, technology, engineering, mathematics, and computer and information sciences (STEM) skills in the labour force has been rising for decades as STEM-related occupations in Canada have been growing faster than those in any other field since 19901.

Excluding management professions, STEMrelated jobs have been the highest paid for many years, thus increasing the attractiveness of these fields to postsecondary students. Stimulated by a labour market driven by technological change, the growth of STEM-related occupations, and consequently the demand for STEM-educated workers, is expected to continue. Despite the growing popularity of STEM skills, the underrepresentation of female graduates in STEM programs persists. Another barrier to women fully participating in this growing field is the gender salary gap, which remains wider in STEM occupations than in non-STEM related occupations.

STEM fields include the following three sub-groups: “science and science technology”, “engineering and engineering technology”, and “mathematics and computer and information sciences”. Non-STEM fields are categorized under the term BHASE, which stands for “business, humanities, health, arts, social science, and education”, and specifically includes “business and administration”, “arts and humanities”, “social and behavioural sciences”, “legal professions and studies”, “health care”, “education and teaching”, and “trades, services, natural resources and conservation”. The STEM and BHASE fields are drawn from the variant of Statistics Canada’s 2016 Classification of Instructional Programs (CIP).

This fact sheet examines postsecondary graduates from both STEM and BHASE fields of study from 2010 to 2018 in Canadian provinces and territories. The first section provides an overview of the growth of STEM graduates in Canada. The subsequent sections address gender trends in STEM, graduates across levels of education and institution types, the age of graduates, and international graduates.

Finally, the last section compares graduate data for Canadian provinces and territories to international data across OECD countries.

Télécharger le document :  https://www.cmec.ca/.../STEM_BHASE_graduates_report_Final_EN.pdf

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mot(s) clé(s) :  genre, sciences, technologie éducative