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The system we propose in Bill 21 also puts an unprecedented amount of powers in the hands of our district education authorities (DEAs) and introduces many other exciting new changes.
It is critical that we provide high quality, relevant and accessible learning opportunities for our students. It is with this knowledge and input from more than 100 community and stakeholder consultations that we created Bill 21.
Over $1.2 million was spent consulting every school, district education authority and community in Nunavut, as well as running a steering committee co-chaired by NTI and including the regional Inuit organizations, the Nunavut Teachers’ Association, the regional DEA representatives, the Commission scolaire francophone du Nunavut, the Coalition of District Education Authorities, the Nunavut Disabilities Society and indeed, Mr. Chairman, the Nunavut Association of Municipalities.
This bill is entrenched in a commitment to deliver the best possible education framework for all Nunavummiut.
The information from the community consultations was the foundation of the presentation of policy ideas from the Department of Education to the steering committee and for the resulting discussions.
Mr. Chairman, everything with clear and significant direction from the community consultations has been incorporated into Bill 21.
This new Act, Mr. Chairman, establishes a variety of changes and improvements, including:
IQ Duties on the Minister of Education, DEAs and school staff, with reporting requirements and elders’ committee review.
A foundation in IQ through new curriculum, elders’ certification and involvement, Nunavut-wide assessments and indeed school programs.
This landmark legislation calls for bilingual education with our Inuit language, and increasing support through curriculum and, for the first time ever, Mr. Chairman, language and cultural programs for our young children.
More responsibility will be given to our district education authorities in policy development, the staffing and direction of principals and most importantly, the administration of our schools.
There is support for DEAs in their expanded role in the DEA Coalition which is entrenched now in the bill.
More support for students through inclusion, counsellors, attendance programs, and in-school suspensions.
For the first time in Nunavut, legislation will guarantee a lower student-teacher ratio than the national average, strengthening our student success.
We will also have a creation of an annual report card on the K-12 education system and this will have to be tabled in the Legislative Assembly for all to see.
Also, the fostering of active living and healthy lifestyles, we will, in the Act for the first time ever, make daily physical activity mandatory until high school.
There are no changes in Bill 21 bigger than the changes to the role of our DEAs. The powers and authorities of the DEA are now detailed in the Act.
The DEA leads the staffing and oversight of principals, including a general ability to direct the principal that overrides the minister’s general ability to give direction – this is in our revised section 114 for this fundamental shift in power.
DEAs would also control; independent of the minister; some of the most important policy topics in education – student conduct, registration and attendance, school calendars. DEAs have more financial flexibility under Bill 21 than they have now and DEAs will have a new tool to ensure an open dialogue with the minister.
The general philosophy is that DEAs, as the local and elected bodies, are the primary decision-making authorities for what happens at our community level.
The minister should and is responsible at the territory-wide level. DEA members are not full-time staff and may not have unlimited time to devote to all DEA matters.
The work will be done by the staff at the school or regional level as a result of DEA decisions. This system is much like the MLAs making the decisions and then non-elected staff managing the operations. This provides efficiency and expertise at the staff level, while giving the DEA the decision-making authority.
This is very significant and clear authority for DEAs. In order for DEAs to effectively carry out those powers, Bill 21 lengthens and staggers DEA terms, which was one of the suggestions in our consultations.
To help support our DEAs in the effective management of the local education system, the DEA Coalition is legislated and can support DEAs as well as work with the department on funding and planning issues.
DEAs will surely need additional funding to make these changes effective.
Part of the implementation of Bill 21 is providing new funding. $14 million annually is earmarked to implement our new Education Act, with the largest slice of this new money going directly to our DEAs for uses such as policy implementation, elders, cultural programming, financial training and management, early learning programs, teacher orientation and potential coalition funding.
We are committed to providing support and resources to our DEAs - they are connected to their communities, students, staff, schools, and are fundamental, Mr. Chairman, to the overall well-being of our system.
I believe, Mr. Chairman, that this is the most logical, effective, efficient, democratic, and community-focused way to structure our school system.
Inuit culture is a very important issue for our education.
The Government of Nunavut has no doubts about the primary cultural focus of Nunavut – Inuit culture is for all of Nunavut’s students.
There are duties to use IQ, with reporting to allow people to assess progress and an elders’ committee to review IQ.
Much-awaited is a requirement for culturally appropriate curriculum, materials and assessments.
Elders’ certification will lead to more respectful way for our elders and a stronger role for elders in our school system.
More money will be provided for new cultural activities and programs as part of our school instruction.
School calendars will consider community cultural practices.
A focus on student engagement through counselling, in-school suspensions and a focus on attendance will support IQ practices in our schools.
And most importantly, the direct role of the DEA in leading the operations of the school will allow community oversight of IQ in their schools.
Language of instruction is also a very important issue to everyone and it ties directly into culture and the fundamental values and goals of Nunavut. Bill 21 sets a goal for everyone and has called for bilingual education, with one language being an Inuit language.
We had set a clear and firm goal to have a system that is designed to produce bilingual graduates who are academically competent in both languages.
We believe that this is a very clear and strong commitment to the goal of bilingualism.
Just to offer either English or Inuit language instruction would not be sufficient under Bill 21; the system must be designed to lead to functioning bilingual graduates.
We must remember that it is the students that we run the education system for and Bill 21 will make for a better experience for our students, for our children.
Students will be more at home with more Inuit culture and bilingual education.
Students will be better supported with a strong directing role for our DEAs, a focus on student engagement through Bill 21’s new policy measures and inclusive education, and better student-teacher ratios with a commitment to be better than the national average.
Mr. Chairman, in working with the Standing Committee on Health and Education, many improvements have been made to the bill since it was introduced, strengthening local control, culture, inclusive schooling, and many other points.
Mr. Chairman, at this time, I would like to thank the standing committee and all of the stakeholders who contributed to this process leading to the bill we have today.
Mr. Chairman, there is no doubt that the scope of education in Nunavut must change.
Bill 21 provides the necessary steps towards implementing real and progressive change for our students. (interpretation) Thank you, Mr. Chairman.
Hon. Ed. Picco: Yes, I do.
(interpretation ends) Minister Picco, please introduce your witnesses.
On my immediate left is Ms. Kathy Okpik, the Deputy Minister for the Department of Education, and on my immediate right is Mr. Brad Chambers, the Legislative Policy Organizer for the Department of Education and our Chief Researcher.
Does the Co-Chair of the Standing Committee on Health and Education have opening comments?
The Standing Committee on Health and Education has reviewed Bill 21 and I am pleased to be able to make some comments today on the proposed new Education Act.
Mr. Chairman, it is agreed by all stakeholders, organizations and individuals that the role of education in Nunavut society is an extremely critical one.
Members of the standing committee recognize the importance of legislation in this area and are greatly appreciative of the level of input and submissions that were received during its extensive consideration of Bill 21.
In fact, Mr. Chairman, the standing committee received a final submission from Nunavut Tunngavik Incorporated on September 10, 2008.
In reviewing the ongoing concerns raised in NTI’s latest correspondence, the standing committee is confident that many of those concerns have already been addressed through amendments to the bill.
Mr. Chairman, during the course of its review and deliberations, the standing committee noted a number of conflicting views on what should be included in Nunavut’s new Education Act.
While the committee recognizes the validity of many of the positions presented for consideration, members were of the view that it would not be possible for all issues to be resolved to the satisfaction of all parties.
I will note that one of the amendments agreed to by the standing committee and the Minister of Education was to include the requirement for a review of the provisions and operations of the Act within three years or earlier.
There will, therefore, be opportunities to revisit many of the issues raised and evaluate the effectiveness of our new legislation.
Mr. Chairman, the Standing Committee on Health and Education met a number of times with the sponsoring minister to discuss the proposed legislation and greatly appreciated his willingness to work with the committee to make amendments to the bill.
The standing committee was pleased that the minister agreed to act on a number of its recommendations and the committee concurred with many of the amendments brought forward by the minister.
During its deliberations on the bill, the committee addressed a number of issues, the most critical of which related to:
The level of local control exercised by parents and communities through the role of district education authorities;
The incorporation of Inuit societal values and culture within the operation and management of the education system itself as well as within the curriculum;
Inuit language requirements;
Clarification of the roles of students, school staff and DEAs as well as the lines of authority and communication;
Inclusive education and support for special needs educational requirements;
the status of the DEA Coalition and its role in long-term planning for the public education system in Nunavut; and
the involvement of stakeholders such as NTI in the ongoing development of education legislation.
Mr. Chairman, it is the view of the standing committee that many of these issues have been addressed through amendments to the bill.
Mr. Chairman, the new made-in-Nunavut Education Act before us today is the product of many years of work, input and deliberation.
The new Education Act is a substantively different piece of legislation than what we inherited in 1999.
This final product could truly be considered the result of a collaborative effort by departmental officials, Members and former Members of both the First and Second Legislative Assemblies of Nunavut, stakeholders such as NTI, the regional Inuit organizations, the Nunavut Teachers’ Association, the Francophone Association of Nunavut, the Francophone School Commission, DEAs and the DEA Coalition, the Nunavut Disabilities Makingnasuaqtiit Society, and the many Nunavummiut who expressed their views and opinions in community consultations, public hearings and written submissions.
Mr. Chairman, that concludes my opening comments. The Standing Committee on Health and Education supports Bill 21 as amended and reprinted, and recommends its passage to all members. (interpretation) Thank you, Mr. Chairman.
I realize it has already been said that this legislation was very difficult to work with.
Just as an example of myself, when I was a minister in the First Assembly, I tabled the Education Act, but it died on the Order Paper.
Later, when I was no longer an MLA, I was appointed to hold public hearings in the communities to hear from residents.
I visited many communities and enjoyed the tour, particularly in the Kitikmeot region where their language is in danger.
They were happy to hear that the language of the Inuit will be revived with the DEA exercising more local control.
When I got elected again, I was once again a committee member dealing with education. So I have been involved in three separate positions by the time Bill 21 surfaced and it has boiled down to this.
Indeed, the minister asked how we should establish our children’s future and how we can best go about it in the schools.
He repeatedly mentioned that parents and Inuit Qaujimajatuqangit must be involved. Those are important to Inuit and necessary if we are to succeed in making a future for our children.
When a child is happy, the child is motivated whether he or she is at play, or taking part out on the land, or involved in school activities. If our children are happy in school and feel comfortable there, and parents feel they are apart of the school, then it makes their future far more possible.
There are things we didn’t like and we wondered what we should do about them.
One thing was that we had to look at the long-term and yet, look at the things we are leaving behind. We had to think about what it meant when we, ourselves, were going to school in the past.
In contrast to what I said yesterday, I will be much calmer about speaking my mind today.
When we spoke Inuktitut, we used to get slapped on the hands with a ruler, even when I whispered to my neighbour in Inuktitut.
Here we are, unable to speak in English since we are in school for the first time and yet, we weren’t allowed to speak in Inuktitut.
It had become clear that the goal was to eradicate Inuit language and culture.
Like Mr. Curley said earlier today, husky dogs were slaughtered and left people wondering why.
It was done in order to do away with Inuit culture and language.
I am happy to say that Bill 21 will be reviewed every three years.
I am also happy that we will now be able to strengthen Inuit language and culture in a way that is targeted for the benefit of Inuit through Bill 21.
Mr. Chairman, during the committee meetings, I asked a lot of questions.
At this time, during the Committee of the Whole, I just want to make my comments brief and say that all Nunavummiut, the teachers, the DEAs, and the staff gave us a lot of information when we were dealing with Bill 21 and I will be in support of it.
Chairman (interpretation): Thank you. (interpretation ends) General comments.
Today, on our last day, we finally have this bill because of its complexity, but we have to move forward on it for the benefit of our children, teachers, and the DEA staff, who need proper legislation.
There will always be elected bodies and thus, opportunities for making improvements.
I know the committee worked really hard. I believe I met with the Standing Committee on Health and Education about three times in Rankin Inlet and I had to push hard for them to be there since there weren’t enough consultations with the communities.
It would go to the DEAs, but it didn’t quite get to the whole community. A lot of people in the communities depend a great deal on local radios for information, so this will have to be announced on the radios.
I know we received a lot of written materials, but with regards to the bill, I heard those who wrote to the minister and I can say they expressed their support for it.
It was mentioned by the standing committee that they support the bill after amendments were made and I am very proud of and I thank them. I know that they worked really hard and the minister was able to give responses.
I will be supporting the bill because if we delay it again, it’s going to get harder and it’s going to cost more.
Bill 21 together with Bill 7, which we dealt with yesterday, makes it apparent that the Inuit language will be adequately incorporated.
For that reason, I will be supporting the bill.
First off, I just want to give the minister some comfort that I, too, will be supporting the bill.
As he had indicated in his opening comments and our chairman’s opening comments that the work on this particular piece of legislation is something that has spanned the life of two Assemblies, I think it’s probably the most extensively consulted piece of legislation that has been developed in the history of Nunavut, however short that is.
One of the things I want to point out is that when I was in the First Assembly and they came forward with a draft Education Act, I pointed out that there were a number of concerns with it. It took away the rights of parents and the rights of students, it took control away from the communities, and it had all kinds of things like that. When this bill was brought in, I said that those were concerns I raised the first time and I would be looking to ensure that those concerns were addressed in this legislation.
There were a number of things that were still there, some of the issues were still there in the initial draft. I think there were 63 amendments made to the legislation to address concerns of the committee members, of the stakeholders involved as well. It’s a testament that even though extensive consultations can be done, it doesn’t mean that everything is perfect.
The process that we go through of involving the committee and giving a final opportunity through that process to get input from stakeholders is a valuable way to do things in light of… that we all believe in some of the improvements that were made through these amendments to the legislation.
I would also like to take this opportunity to thank all of the committee members. I know there were a lot of meetings held and I know the government did a lot of consultations.
I don’t know if it was this bill or Bill 7 that were the first two times where we actually had public hearings on legislation with both the stakeholders and government officials participating.
I think that, too, was an important process and step in developing a better understanding from both sides of differing views and understanding where both sides were coming from.
There were lots of issues that were raised, like I said, 63 of them for sure, that had been addressed.
And I want to take this opportunity to thank all the people, as our co-chair and the minister did, for the input from the stakeholders, especially groups like the DEA Coalition, Alice Ladner is here with that, the Teachers’ Union, Mr. Jacquard is here right now for that, and I think we all know, even from the school staff, I think representing the smallest principal in Nunavut, Mr. Terry Young and his wife, Barb, is here.
I think the input that they have had into this process and all the people like that, another individual that isn’t here is Lori Idlout from the IDEA, gave us very valuable input into their views and their concerns with the legislation.
I must say again I commend the minister and his staff for being open, receptive, and respectful of differing opinions and the willingness to sit down and discuss and hear them out.
Like I said, in 63 cases, maybe they’re right.
So I think that that’s a good sign of a willingness to cooperate.
As Mr. Arvaluk said, this piece of legislation is not for us, it’s for our future; it’s for our kids.
I think everyone involved, including the departmental staff, that went into this or looked at it and the same view from all the stakeholders and the committee members is we want to try and ensure that we develop the best tool we can to help our young children, to be able to give them the tools that they’re going to need to do the job that we’re going to need them to do in the future, and to be successful through the education system.
I know our numbers, if you look at our system now, and again I’m not saying it’s just a system thing and that’s it, is that the way the system is orchestrated under current legislation, we have roughly a 75 percent drop-out rate.
It’s flipside of what it is in southern Canada, it’s 25 percent.
When you have a drop-out rate that high, there are issues with the system.
There are a lot of valuable, good people in the system, but if the system is not set up right, not geared right, and not fine-tuned to meet our unique and specific needs, you’re going to have those problems. It doesn’t matter how good a people you have working in that system.
I think, through this process, we have been able to develop and come forward with a piece of legislation that does take unique circumstances and needs of Nunavut into account.
The government of this Assembly wants to see an education system delivered throughout the territory and I would hope to see in the future, as this piece of legislation is implemented, that 75 percent number dropping continually to be somewhere well within national averages, rather than three times higher.
So I think that’s something that we would all like to see and I really hope that this piece of legislation will help move us in that direction.
As Mr. Picco indicated yesterday, a lot of hours and time that he and his staff had put in, I know Kathy, Brad, and Peter back here, along with the two drafters that are sitting back here, are probably going to want to sleep for a week when this is all over and I don’t blame them.
I think everybody involved put a lot of effort into it and it’s really appreciated.
When this Act gets passed, I think the minister can really and truly say, because of his leadership and his input, it should be called the Ed-ucation Act for Nunavut.
With that, Mr. Chairman, I would like to finish my general comments and congratulate the minister and his staff, and all the stakeholders in the development of what everyone now is impressed with what we have in front of us, a made-in-Nunavut Education Act.
I wasn’t originally going to say something, but I would just like to express my gratitude and I am so proud that I just wanted to say a few things.
As the co-chair of the legislative review committee, the committee would come in every week, bringing in amendments.
I told them, “This will be the last one. I don’t want to see you here again.”
I realize that you worked really hard in preparing this and I wish to express my appreciation to you for reaching this point in time.
I would like to thank you and the committee for this recognition.
We have established the betterment of our children’s future as our aim and not water down the quality of their education.
We want to ensure them a good future and provide them with every possible learning experience.
I am pleased to see legislation that will allow our students to attend a university in southern Canada.
We shouldn’t produce anything less for our students and this was our bottom line.
There were some people who wanted us to work on this faster and we all wanted to hear from everyone. Yes, we want to be able to see things right away, but our goal remains the same.
I am seeking the assistance of Inuit organizations as we look for future Inuit teachers and see how we can work together to increase the number of Inuit teacher prospects.
Nunavummiut would like to get within reach of that goal and give non-Inuit an opportunity to learn the Inuit culture.
So I’m asking the Inuit organizations to be more involved because we share that goal, but we have not reached it yet.
We are moving in that direction and the legislation will be in the communities, keeping in mind this is something we want achieved.