Tuesday, April 13, 2021

Canada Pension Plan is it sustainable?

In an article written in March 2021, called Public Pensions: Steady as they Go, the author Yan Barcelo asks the question: Are Canada's pension plans as sustainable as they seem?

 A legitimate question and the first couple of paragraphs lead the reader to consider the idea that these funds are not sustainable.

In the article Yan states:

Canada’s public pension programs appear robust in the long term; retirees can be confident of receiving their monthly pension cheques for 50 more years. However, the programs are subject to stresses that could ultimately affect retirees’ revenues.

Yan goes on to say, “Let’s start with the largest of the pension providers, the Canada Pension Plan (CPP). In the last 10 years, the reserve has grown by $235 billion at an average nominal yearly rate of 9.9%. The fund has done well in the coronavirus market crash and recovery. It closed the 2020 fiscal year (ending March 31, 2020) with a gain of 3.2%, and has made 16% by end of 2020, increasing its asset base to $476 billion.

So far, this reserve has not been used to pay pension benefits, which were entirely covered by employer/employee contributions representing 9.9% of salary, explains Alexandre Laurin, director of research at the C.D. Howe Institute. However, “benefits should surpass contributions in 2022 and then we will start cashing out assets. Still, with returns and contributions combined, the reserve should continue to grow.” The fund should reach $3 trillion (or $1.6 T after inflation adjustment) by 2050, predicts the CPPIB’s 2020 annual report.”

Just when the reader is starting to feel comfortable with the fund's liquidity Yan asks “Is it Enough?” and gives the answer least expected by the reader which is:

Not quite, notes the Parliamentary Budget Officer (PBO) in its November 2020 Fiscal Sustainability Report: Update, which asserts that the CPP is not sustainable over the long term. “Under the current structure, projected contributions and benefits are not sufficient to ensure that, over the long term, the net asset-to-GDP position returns to its pre-pandemic level. Increased contributions, or reduced benefits, amounting to 0.1% of GDP ($1.3 billion in current dollars, growing in line with GDP thereafter) would be required to achieve sustainability.”

Scary thoughts, but here are some questions, what does it mean by “that the CPP is not sustainable over the long term.”  Is the long-term 2050, 2070 or later?

It appears the long term means 2070 or later and in his article, Yan compares the Old Age Security program which is funded by current government revenue, to the Canada Pension Plan which is funded by investments and contributions.

The sustainability of Canada’s public pension programs hinge on many underlying hypotheses which are expected to hold steadfast for 50 to 60 years. A case in point, in its projections for the OAS programs, OSFI calculates that the expected slide back to 2.63% of GDP depends on a lower growth of inflation compared to the growth of salaries and GDP.

 

Really? For the CPP and QPP, projections consider levels of immigration, unemployment, of life expectancies. If any one of these projections varies even slightly, it could significantly change results 50 years down the road – negatively as well as positively.  This is of course true but does not consider the idea that if projections vary then investment strategy will change as well.

 

For example, a key variable is average real annual rates of return (after inflation), which Canada’s chief actuary sets at 3.95% for the CPP. Those are very reasonable assumptions. If ever the CPPIB continues generating a real rate of return close to 8.1% as it did over the last 10 years, then sustainability will cease to be an issue. But not if returns fall below their expected thresholds.

The underlying assumption in the last paragraph appears to be that the Canada Pension Board will not adjust their investment strategy over the next 50 years, Of course, they will as they have done so since inception.

The best news in the article is left until the end. In the article, Yan states that “Comparing 39 pension programs across the world, the Mercer CFA Institute Global Pension Index is arguably the most extensive and in-depth of its kind. Based on three criteria – adequacy, sustainability and integrity – the index ranks Canada’s programs in 9th position with an overall grade of 69.3%, or B+, behind the top programs of the Netherlands, Denmark, and Australia, but ahead of Germany, the U.K., the U.S. and France. 

On the sustainability sub-index that accounts for 35% of the country score, a key question focuses on the total level of pension assets as a percentage of GDP each country holds. On that count, Canada and Demark alone score a perfect 10. However, for the whole sustainability sub-index, which takes into consideration features like life expectancy, labour force participation rate, recent GDP growth, Canada comes in with a 64.4% score or a C+ note.” What the article does not say is that 64.4% gives us the rank of sixth in the world just below, Denmark, Chili, Australia, Israel and the Netherlands, which is pretty good. So should we as pensioners be afraid, my thought is no, but we should be vigilant and make sure our Canada Pension continues to be one of the best in the world.

 

Monday, April 12, 2021

Differences between University and high school

 Many of you have grandchildren who are leaving school and may consider college or university. If they engage that path for their future, it is important to understand what they are going to face before they start. Here are some more of the 50+ points. When we talk about adapting to university, it affects every student differently. You will adapt and figure it out, but it will take some adjusting.

Points of difference

1. Look at the material before class and try to teach yourself something about the day’s topic. You will get more out of the effort you put into a course and the class time will be more efficient and effective. And review the material after class - what confused you, what you do not understand, then deal with it.

2. You will need to have above-average time management if you want to avoid cramming and jamming all the work into the last few weeks of term. 

3. Do not blame the instructors for the workload if you had ample time to do it when advised and you decided to procrastinate. Do not cram. Do not pull all-nighters.

4. You should reset your expectations when you enter university. Most programs assume a 50–60-hour workweek for an average student to get an average mark. This is not high school. In the beginning, take it slow. Test the waters to see how much school takes up in your week.

5. Slowly get more and more involved in extra-circulars and other activities once you get a better understanding of your school workload. Realize that your lifestyle from high school to University WILL change. You might have to do this every semester.

6. Develop what is called a growth mindset if you do not have one. You will need one especially with the experiences most of you have had growing up in today’s world.

7. Be mature and be accountable - understand what your responsibility is and be accountable for what happens if you shirk it. Do not blame others. Face it. Understand it. Accept it. Figure out how to avoid the mistake. Do not make the same mistake again.

8. Learn to fail, learn from failing - while you can memorize facts, methods, and recipes, you cannot learn and develop key skills without failure, pushing yourself, persevering, expanding your comfort zone. 

9. Embrace failure when you use it for learning and growing. You are not a failure just because you fail. Failure is feedback.

10. Realize that for most knowledge-based courses, you can learn on your own almost all the topics from the course material and what is online. The basic facts and recipes. You are smart enough. Learn to read with purpose and teach yourself. 

11. Do not blame the instructor in knowledge-based courses when you should be able to learn it yourself. After all, many knowledge classes have the instructor writing on the board what is in the text and then reading it aloud; what you should be able to do for yourself with respect to the facts and recipes. For the subtle interpretations and insights, you need to be in class!

12. Learn what skills you need to be a student and in your future career, like planning, organization, time management, self-advocacy, goal setting, note-taking, active reading strategies like SQAR. Develop these through deliberate practice. Only you can develop your skills. 

13. Initially you will be developing new muscles and it may be painful. Deliberate, consistent and repetitive practice of your skills will create improved results.


Sunday, April 11, 2021

Differences between university and high school 3

 Many of you have grandchildren who are leaving school and may consider college or university. If they engage that path for their future, it is important to understand what they are going to face before they start. Here are some more of the 50+ points. When we talk about adapting to university, it affects every student differently. You will adapt and figure it out, but it will take some adjusting.

Points of difference

1. Take control of, and be interested in, your own education.

2. Study what you are passionate about, or know-how, to create interest and passion to self-motivate even when you’re not interested or motivated.

3. Go to lectures, prepare before lectures, engage the instructor during the lecture.

4. Use your passion and interest to expand your knowledge and understanding - do not limit yourself to only learn what was officially taught or provided.

5. Learn in a deep and thorough way. Not just facts, but try to comprehend, know how to apply the concept or lesson, be able to use what you have learned when analyzing or thinking about something, be able to combine the ideas with others that you have and create something new!

6. Do not be afraid to fail, be able to learn from your mistakes, try not to avoid failure, embrace it, and pay attention to the instructor’s feedback and use the feedback to improve.

7. Address the lessons learned from your mistakes so that you don’t make the same mistakes multiple times.

8. Do not be afraid to ask for help!

9. There are many resources around you, take advantage of them.

10. At the post-secondary level, you should consider yourself a professional student and view the next five years as a job. 

11. Learning is work. 

12. You should attend class and focus on the class you are taking. Not everything is in the book and it is possible to benefit from the instructor’s expertise if you ask questions and probe the subtleties. 

13. Many instructors inadvertently signal what is important and what might be on the test if you pay attention. Pay attention if the instructor repeats something, uses keywords like important, critical, or useful. What they slow down on. The examples they use. The common errors they mention. If something said in one class is referenced in a later one.

14. You should take good notes. What happens in class comes fast, hard, and there is lots of it. Board work, slides, questions, answers, and the instructor speaking. You might think your memory is great or good enough. It isn’t.

15. You should go to office hours, speak to your instructors one-on-one, ask questions, show interest. You will never be in an environment again with so many subject experts - take advantage of this unique opportunity. Use this option only when you need it. Self-regulating and knowing when to ask for help is key to a healthy school-life balance


Saturday, April 10, 2021

Differences between University and high school 2

 Many of you have grandchildren who are leaving school and may consider college or university. If they engage that path for their future, it is important to understand what they are going to face before they start. Here are some more of the 50+ points. When we talk about adapting to university, it affects every student differently. You will adapt and figure it out, but it will take some adjusting.

Points of difference

1. If you are told to read something or do something, it is assumed you did it. 

2. If you do not come to class, it is your problem, not the instructors. You do not come to class, it is your decision, live with the consequences. 

3. Don’t care about the class, don’t expect the instructor to care about your mark. Effort is assumed and you are assessed based on the course’s outcome goals.

4. The material is the material. If the class does not get to all the material, the instructor may or may not say to read something or do something - does not matter - if the syllabus says you are responsible for chapter 11, you are responsible for chapter 11 - even if the instructor does not say a word about it. It can (and likely will) appear on the midterms and final exam.

5. The average in many junior courses can be 68-72. This is a far cry from what you had in high school. You might have your first experience of having a mark below 80, or below 50 (OMG). Lucky you. Everyone comes in with high marks and we spread you out. Do not let marks define your success as an undergraduate. (High schools in BC grade on the J curve and Universities or colleges in BC grade on the Bell curve.)

6. What will you do when you get a 50 60 How will you react Deny Be angry at everyone except yourself Make pretend deals with yourself about how you will just work harder Get all funky or will you accept that you will need to rethink how you study and learn? You are smart enough. You just need to do things differently.

7. The lectures are quick, more stuff per hour, and it just does not stop.

8. Almost all can handle the load, topics, and work, and learn to deal with it. Almost everyone can do it. It can be dealt with. Enough proof of that. However, the question is when do you want to deal with it Do it later or do it As Soon As Possible. ASAP hurts less. 

9. Do not think you can or should change everything at once. That does not work either. Identify a couple of key habits and work on them. Then after they improve, identify the next couple. It can take many students 8-10 weeks to figure out what needs to be changed and how to change it. Be realistic. Make a feasible plan for change!

10. Understand what success means to you. It is healthy to set goals and objectives which are not just mark-oriented. No two people have the same definition of success and it is important to identify what you consider to be a success to help you grow more as a student, and ultimately a person.