Let me give you a simple example. You raised the issue of aboriginals. One of the strengths of the census is that you can get micro area data. You get very small, local data. It's not just to serve individuals or to generate demand. It can also serve to help keep our institutions and service providers responsive.
In British Columbia, we have a lot of data looking at student outcomes. One of the keys for aboriginal success in a life trajectory is to do well in school. If you just look at school-level data and ask who's performing well, who's graduating a lot of kids, who's sending them to university, you find, typically, upper-middle-class schools in affluent suburbs. But children don't have the option of being born only to parents where both parents have a university education.
There was a recent study done by the C.D. Howe Institute that looked at educational outcomes and took into account the neighbourhood characteristics, the micro characteristics from the census. Low and behold, all of a sudden it's not just West Point Grey Academy in Vancouver, the affluent suburbs of Victoria, and one or two high schools around the city but real progress being made in Prince Rupert by two schools with lots of aboriginal kids. So that tells us, “Let's go and see what they're doing there, because those institutions are working and we can learn from that to help other aboriginal children province-wide”. We're holding the institutions accountable by that small-area census data.