In this article, the effect of education on the skill level of jobs held by Indigenous people working in the Canadian forest industry is examined. A skill index based on detailed occupation is used as the dependent variable in ordered logit models estimated using data from Statistics Canada’s 2011 National Household Survey (NHS). Results are obtained by gender. In the case of men, for Métis (a specific mixed European and Indigenous culture) and for First Nations living off reserve estimates of the effect of education are similar to those for non-Indigenous people. The estimated effect is lower for those Indigenous people living on reserve, particularly for those whose employment is also on the reserve. Results for women are similar, though often not statistically significant due to the limited sample size. High school graduation appears insufficient to provide access to better jobs, whereas post-secondary education, including trade certificates and community college, is very effective. The article concludes with a suggestion that, while closing the lag in Indigenous rates of high school education is critical, this must provide a gateway to further education. A discussion provides more policy context.

We explore the potential of a human capital model augmented with controls for industry and occupation in explaining Canadian regional wage differentials. We place our approach in a broader theoretical context by first reviewing the literature on potential explanations for regional wage differences and also on the related issues of migration, population growth, industrial location, and agglomeration economies. We then estimate an econometric model using subprovincial wage data from the Statistics Canada Labour Force Survey. A striking finding is that subprovincial wage differences, including the urban-rural divide, can be explained by our model, but that the differences between broad regions defined by provincial boundaries cannot.

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Background: Bioeconomics combines methods from the biological study of living resources, particularly population dynamics, with methods of economic analysis. Most applications have been in program design for resource management. Although formative evaluations often deal with potential improvements to design based on examination of the program at some point in the early or middle period of its life, there has been little interplay between bioeconomic modelling and evaluation of programs in the context of fisheries management programs.Purpose: This paper describes the potential synergy between the analytic modelling techniques from bioeconomics and the formative evaluation of programs that support sustainable fisheries. Setting: NAIntervention: We focus on how feedback from qualitative formative evaluation methods could be used to improve the development and use of realistic bioeconomic models to inform program design, which would in turn improve formative evaluation.Research Design: NA Data Collection and Analysis: NAFindings: NAKeywords: bioeconomic models; formative evaluation; fisheries-related programs