EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
Although I do not want to talk too much in detail about that, we want to plan how we can involve the elders.
If we are going to be using the same system as GNWT without actually doing a survey or doing any review as to how we can utilize the elders, since we now have the Nunavut Government we can do what we want.
However, according to one of the comments that was made, if the Inuktitut training or language of instruction, if we are going to be teaching environment, would not we be speaking Inuktitut.
Wouldn't it be better if we taught them in Inuktitut if we are going to be teaching the students about the environment.
If we were going to be teaching social issues, family planning, wouldn't we be speaking in Inuktitut.
So we are reviewing these.
If we instruct them in Inuktitut wouldn't it be better for the student.
I do not think he understood me clearly.
I think my community of Hall Beach has been used as a testing ground.
Naullaq has been working in the education field for quite some time now.
I think my community was used as a testing ground.
I think they taught grade 5 students, from kindergarten to grade 5, in the Inuktitut language.
Inuktitut literacy.
I was not talking about survivor skills.
Perhaps she can elaborate to us as to what happened in Hall Beach.
Ms. Arnaquq.
Ms. Arnaquq (interpretation): Thank you Mr. Chairman.
In regards to your comment, that has happened in the past.
When I was working for the Baffin Divisional Board of Education, it was tried out for two years, I think in the early 1990's.
At this point I have not heard if it is continuing.
I think it was stopped shortly after it was initiated.
I would have heard about it in our office whether it is being used or not.
In regards to Mr. Arvaluk's comments about language of instruction in the schools.
We are now reviewing that within our department and we are reviewing English and Inuktitut language of instruction in Nunavut as to which would be more appropriate to use, whether we use Inuktitut language of instruction, especially in the kindergarten up to grade 12, whether we could use the English language for our instruction.
I just wanted to clarify and make those points since we will be dealing with them this spring.
NTEP students are taught to become certified teachers, I was given a note, and perhaps you are talking about NTEP students who are graduating.
When they will be using Inuktitut language in their instruction.
Is that what you are talking about.
Chairperson (interpretation): Thank you Ms. Arnaquq.
The study that was done I think it is still going on today because the students in my home community from kindergarten to grade 5, I think this study was done from kindergarten to grade 5.
They are only taught in the Inuktitut language writing and reading.
I think when they go to grade 6 they are only taught English.
I think that is how it is today still.
Although I enjoy the students, especially from kindergarten to grade 5, they can write in Inuktitut better than I can which I am very happy about, but I think that is still going on in my community, you can correct me if I'm wrong, but that's the case in my home community still.
Perhaps this comment is not directed to this page of the budget that we are doing at this time and we will respond to the member after we get some information so he could get some clarification and we will get the information from the Divisional Board.
I think we should be getting back to the item that we are here to discuss.
They will respond to Mr. Irqittuq on his question.
I enjoyed the comments by the member Mr. Irqittuq.
First of all the business of having Inuit teachers is very nice to hear especially for the Inuit teachers to be able to be teaching in the schools.
There are a lot more Inuit teachers who have been teaching in my community and it is good to see that.
I would like to thank the Department of Education for providing that and for teaching the Inuit to become teachers.
There are a lot more students that are going into high school and able to get certificates.
This year there were…audio unavailable…
I think the member was asking, I cannot really find out right now because I cannot find the page.
Perhaps maybe we can get back to the member and respond to him.
These are some of the questions that I had, I think they could be responded to at the appropriate time.
How many teachers have certificates and how many students have received a diploma and how many Inuit principals are there and how many principals are trying to retain their certificates.
Mr. Chairman, we will give the member that response and if the budget for the Department of Education is approved there will be another five years….I am sorry I made a mistake, I am trying to say they go to school for four years and if they are going to teach in high school they have to take an extra year, whether it be math or English that they want to teach then they have to take an additional year.
It is during the fourth year right now, so after they finish that year then they will be high school teachers.
Mr. Tootoo: He is eager to get up into the committee of the whole I guess.
Mr. Chairman, I would ask the minister, one of my colleagues the honourable member from Baker Lake indicated earlier that he believe that the PTR, the pupil teacher ratio was around 22.
I would just ask the minister what is the norm, or the number that the department has that it wants.
What standard has it set for itself that it wants to be at and is that different than what is actually is right now.
Other members also requested this whether we can make this a little bit more simple formula than the one inherited from the GNWT.
We are in the same line as the rest of other jurisdictions across Canada, that we want to make a more practical, workable PTR ratio.
Right now we have for example, for the full time equivalency tables, I will just start with 101.
If you have 101 students, you are allowed to have 5.0 teachers.
One hundred and thirteen 4.5 and they are all different all the way down to 473 to 21.5.
If you have 483 plus students, the ratio would be 22 to 1.
So it is not fixed to anything until you get to 483, then it becomes consistent with 22.1.
So this is only kindergarten to grade nine.
Then the high school section is a little bit different, grade 10 to grade 6, then your ratio is fairly good until you get to 475 which you would have…466 you would have 25.0 and of course that also depends on I suppose, the subjects you are taking.
For example, if you don't have a big lab, you cannot really take 25.
So in a high school situation it is a little bit more complicated.
But I answered the member the other day that we want to simplify this so that it becomes more complicated…
…we want to simplify it so that it can complement more of the reality of what is required for a classroom size.
It really depends on the subject.
Maybe I should ask the honourable member from Iqaluit East.
Mr. Chairman is there a number that is used by the Department that says this is where we are at and this is what we have set as a standard, I guess is what is was asking, and not whether they are trying to make it a little easier.
What is it at and then is there somewhere a standard that we want to try, not necessarily that we are at but what we want to try to achieve.
I'll just leave it at that for now.
We are trying to use 22 to 1 for our average size classroom.
But it is really wide depending on what community you come from too. What has been allocated in the formula for your community and what is the grade levels in your own school.
Sometimes you will have six grade 9's and have eleven grade 10's, do you have two teachers then.
The guideline is 22 to 1.
For the policy development purposes I would like Bob to explain a little bit more.
Mr. Moody: Two comments, Mr. Chairman, thank you.
I guess just to first reiterate a comment that the minister made.
In actuality, the pupil teacher ratio does vary quite widely across Nunavut, both in the earlier years and in high school.
As the honourable member would know for here in Iqaluit, the pupil teacher ratio in our elementary schools is higher than we would like to see it.
It is a challenge, whereas in Apex, just by the way the numbers work out, the pupil teacher ratio is quite favourable, something we would like to see more of.
I guess there are two issues associated on the policy side.
One is, what is an ideal sizing and I believe there are a lot of variables there, it depends on the age grouping, it depends on the type of course being taught and it also depends on the makeup of the children in the school.
So it is not a magic formula.
The other concern of course is that to change the pupil teacher ratio, which is something that we would like to do over time, is an expensive item it means putting more teachers in the entire system. But certainly that is something from an education perspective we would recommend that we do over time, realizing that we can't do everything at once.
Overall for a policy, we would like to move generally to a more favourable pupil teacher ratio and we believe that would be in the best interests of our students in Nunavut.
Nakurmiik umalu taima.
I can concur with the Deputy's responses that it is something that I agree can't be fixed overnight that there needs to be a long term strategy developed and put in place to deal with that.
Because I think that anyone would agree that once classes get over a certain size, you are not really teaching it is more like babysitting.
There are as a result, and I think you can take a look at it in the numbers, you will see in our elementary system right now compared to what they are at the high school level, there are quite a number of young people that are falling through the cracks.
I think this is something that we need to look at, the minister and his staff, is the big switches between the levels, the numbers in the elementary level and the high school level.
There is a big difference and I am just wondering if they are looking at trying to identify reasons why this is occurring.
Are they doing a study or trying to find out why we are seeing such a discrepancy from the elementary to the high school levels.
Hon. James Arvaluk: Before we go to the second part of the question which I would like to pass on to Naullaq, but we give out formulas to the schools and through that formula also you have so many students in that school.
Using the ratio of 20 to 1, the principals are charged with allocating classroom sizes and classrooms, for individual schools.
Unfortunately sometimes the principals in some particular schools aren't as experienced in allocating classrooms and classroom sizes.
We hope to help through the DEAs, what would be a good model arrangement to avoid unnecessary overcrowding or a ratio that may be too large to the point that they are not really learning, like the member said.
For the other part, I would like to ask the Chairman if Naullaq could answer that part.
Our hour is going fast.
The Francophone Association invited us for dinner at 6 o'clock.
We were invited for dinner and I would like to take a break at 6 o'clock. We could resume afterwards.
Chairperson (interpretation): Is that a motion. Are you moving. Is that a motion.
Mr. Nutarak (interpretation): Thank you. I do not believe you mentioned my name.
I move that we adjourn the meeting.
There is a motion on the floor and it is not debatable.
The Speaker may come back to the chair.
Speaker: Item 21, Report of the Committee of the Whole. Mr. Chairman.
Mr. Speaker, your committee has been considering Bill 13 and tabled documents 41 – 1(3) and 51 – 1(3), 60 – 1(3), and 61 – 1(3) and would like to report progress and Mr. Speaker, I would like the report of the committee of the whole to be concurred with.
Item 22, Third Reading of Bills. Item 22, Third Reading of Bills.
Orders of the Day for Wednesday, April 5.
Tabled document 60 – 1(3)
Tabled document 61 – 1(3)
This House stands adjourned until April 5 at 1.30 p.m.
>>House recessed at 6.00 p.m.
DAY 30
Wednesday, April 05, 2000
Pages 1234 - 1285
Opening Prayer 1234
Ministers’ Statements 1234
Members’ Statements 1237
Recognition of Visitors in the Gallery 1246
Oral Questions 1248
Tabling of Documents 1263
Consideration in Committee of the Whole of Bills and Other Matters 1265
Report of the Committee of the Whole 1284
Orders of the Day 1285
Wednesday April 5, 2000 1234
103 - 1(3): Departmental Inuit Qaujimajatuqangit Initiatives (Thompson) 1234
104 - 1(3): Wildlife Research Projects (Kilabuk) 1236
270 - 1(3): Arctic Bay Youth Program (Barnabas) 1237
271 - 1(3): Governor General’s Visit to Repulse Bay (Puqiqnak) 1238
272 - 1(3): Kugluktuk Hockey Tournament (Havioyak) 1238
273 - 1(3): Qikiqtarjuaq Clam Divers (Iqaqrialu) 1239
274 - 1(3): Gjoa Haven Office Opening (Puqiqnak) 1239
275 - 1(3): Iqaluit Teachers (Tootoo) 1240
276 - 1(3): Member’s Comments on Killiniq High School (Ng) 1241
277 – 1(3): Lack of Representative Government (Irqittuq) 1243
278 – 1(3): Governor General’s Visit to Pond Inlet (Nutarak) 1244
279 – 1(3): Relocation of Iqaluit East Office (Picco) 1244
280 – 1(3): Nunavummi Nangminiqaqtunik Ikajuuti (Thompson) 1244
281 – 1(3): Central Time Zone (Kattuk) 1245
282 – 1(3): Opening of Government Office in Baker Lake (McLean) 1245
283 – 1(3): Congratulations to Timoon Toonoo (Akesuk) 1246
386 – 1(3): Qikiqtarjuaq Clam Divers (Iqaqrialu) 1248
387 – 1(3): Funding Transfer to the Department of Education (Tootoo) 1249
388 – 1(3): Problems with Time Change (Irqittuq) 1250
389 – 1(3): Employment Opportunities in Communities (Akesuk) 1250
390 – 1(3): Time Change Effects (Barnabas) 1251
391 – 1(3): Status of Pupil Teacher Ratio (McLean) 1252
392 – 1(3): Mental Health (Puqiqnak) 1253
393 – 1(3): Teachers Agreement (Iqaqrialu) 1255
394 – 1(3): Time Change Review (Nutarak) 1257
395 – 1(3): Pupil Teacher Ratio (Tootoo) 1257
396 – 1(3): Traditional Polar Bear Harvest (Kattuk) 1259
397 – 1(3): Purchase of Office Furniture (McLean) 1259
398 – 1(3): Kugluktuk Decentralization (Havioyak) 1260
399– 1(3): Hamlet Authority Over Time Change (Barnabas) 1261
400– 1(3): Following the Peoples Wishes (Alakannuark) 1261
65 – 1(3): Kitikmeot Leaders Forum Resolution (Ng) 1263
66 – 1(3): Letter from Minister Havioyak (Ng) 1263
67 – 1(3): Nunavut Employees' Union Members' Letters (Havioyak) 1263
68 – 1(3):Achieving Pinasuaqtavut – Health & Social Services Business Plan (Picco) 1264
69 – 1(3): Summary of Wildlife Research Projects (Kilabuk) 1264
70 – 1(3): Nunavut Employees' Union Members' Letters (McLean) 1264
52 – 1(3): Prioritisation of Education Capital Spending 1283
53 – 1(3): Deferral of Non-Core Education Capital Projects 1283
54 – 1(3): Source of Funding for Non-Core Education Capital Projects 1283
55 – 1(3): Capital Projects for Schools 1284
Wednesday April 5, 2000  Nunavut Hansard
Iqaluit, Nunavut  Wednesday April 5, 2000
Speaker (Mr. O'Brien): I would like to ask Mr. Kattuk to say the opening prayer.
Orders of the Day. Item 2. Ministers’ Statements.
Minister’s Statement 103 - 1(3): Departmental Inuit Qaujimajatuqangit Initiatives
Hon. Manitok Thompson (interpretation): Thank you, Mr. Speaker (interpretation ends) Mr. Speaker I am very pleased to rise today to inform you and my Honourable colleagues of the progress of the Department of Public Works and Services has made with respect to the implementation of Inuit Qaujimajatuqangit.
In February an Inuit Qaujimajatuqangit committee was formed within my department representing staff from all divisions and regional offices of Public Works and Services.
The Inuit Qaujimajatuqangit committee was formed to develop a strategy to promote the principles of Inuit Qaujimajatuqangit in the programs and services we provide to our client departments and residents of the communities throughout Nunavut.
The committee’s mandate also includes the use of Inuit Qaujimajatuqangit to enhance wellness for our staff in the work place.
Public Works and Services has identified five key principles to guide its work in implementing Inuit Qaujimajatuqangit.
Pijitsirniq-encouraging knowledge and ability based leadership and serving the interest of the community;
Aajiiqatigiiniq-understanding each other and working together for a common purpose,
Pilimmaksarniq-developing skills and knowledge through observation and practice,
Qanuqtuurunnarniq-improving where necessary and maximizing the use of limited resources,
And Inuqatigiitiarniq-creating a healthy work environment that encourages living in harmony and having fun.
Mr. Speaker, through their hard work the committee successfully developed a strategy for Inuit Qaujimajatuqangit and the department has already begun to put this strategy in to action.
One of the initiatives that have been implemented is the circulation of three Inuktitut words or phrases to all staff on a weekly basis to promote the use of Inuktitut language in the work place.
Where required these words or phrases are translated into the regional dialects for staff in our regional offices.
Some of the initiatives the department has planned to implement for the coming months include; consulting with our Elders on ways to incorporate traditional ways and knowledge in the programs and services we provide.
Inviting Elders to visit the offices of the department to talk to employees about culture, history and legends as well as to learn about the operations of the department.
Setting up traditional displays of Inuit artwork and traditional tools in the entrance areas of our buildings to promote northern images for visitors to our offices.
Mr. Speaker the departmental Inuit Qaujimajatuqangit committee noted the linkages between Inuit Qaujimajatuqangit and the principles of Inuit employment plans.
As a result, Public Works and Services will be using Inuit Qaujimajatuqangit as a tool to assist in hiring and retaining Inuit employees.
Initiatives in this area include creating job shadowing opportunities where students visiting the department’s offices for a day to observe staff on the job and learn about possible career options.
Cross training new and existing staff to give them the experience to move into programs’ positions with increasing responsibilities in the future and offering summer employment positions within the department for high school students.
Mr. Speaker, my department has also sent letters to young Nunavummiut in the south who are studying engineering and other trades specific to Public Works and Services.
We are informing them of summer employment opportunities that could help enhance their work experience and future employment options here in Nunavut.
With the departmental Inuit Qaujimajatuqangit policy in place the Public Works and Services Inuit Qaujimajatuqangit committee is now in the process of communicating the strategy and it’s objectives to managers throughout the department.
Managers will be responsible for reporting on the progress of these initiatives on a quarterly basis.
Mr. Speaker, I am very proud of Public Works and Services accomplishments to date in the area of Inuit Qaujimajatuqangit.
As the Nunavut Housing Corporation makes additional progress in staffing its operations similar efforts will be made to implement the principles of Inuit Qaujimajatuqangit within the programs and services it provides to the people of Nunavut.
I look forward to updating the Members of the House the progress of the Inuit Qaujimajatuqangit initiatives that Public Works and Services has planned for the upcoming months.
Minister’s Statement 104 - 1(3): Wildlife Research Projects
I am tabling later today the first ever summary of wildlife research projects in Nunavut.
This research is conducted by the department of Sustainable Development scientists and technicians.
That along with Inuit Qaujimajatuqangit provides the basis for wildlife management decisions in Nunavut.
It is my intention that the summary be an actual publication available in English, Inuktitut and Innuinaqtut so that Nunavummiut have access to that information that is gathered on the animals that is so important to our lives.
Mr. Speaker we are at a critical period in our history when our environment is changing and when we have the ability to change our environment.
Within Nunavut our population is growing, development is increasing, technology is extending, the distances we can travel and the efficiency with which we harvest.
Activities elsewhere in the world are affecting our environment and our wildlife in Nunavut.
We are only just beginning to understand the effects these changes may be having on the natural cycles that have sustained our wildlife over thousands of years.
The Nunavut Land Claim Agreement recognized the importance of our land and resources by establishing a co-management regime with Inuit that is based on bringing together quality science with Inuit Qaujimajatuqangit in order to make our management decisions on our wildlife.
This is the co-management regime that I work with as Minister of Sustainable Development.
Mr. Speaker, I have a deep commitment to managing a wildlife management system in Nunavut that is governed by the principles that Inuit have lived by throughout their history.
By that, I mean the principles of conservation the protection of wildlife habitat and the maintenance of healthy wildlife populations capable of sustaining our harvesting needs.
The challenge of this commitment is to ensure that the management decisions we make are based on a blend of good scientific research and Inuit Qaujimajatuqangit.
Mr. Speaker this publication is being distributed to HTOs, Regional Wildlife Organizations, NTI, and Nunavut Wildlife Management Board and all the other groups and agencies that rely on our research for decision making.
I trust Members will find it a useful reference when people in their constituencies want information about our governments wildlife research activities.
Member’s Statement 270 - 1(3): Arctic Bay Youth Program
Mr. Speaker I rise today to give my support to a project that has been proposed in the community of Arctic Bay, which addresses a number of community issues in the spirit of self reliance.
The program, reducing crime through traditional activities, involves youth on weekly hunting trips that will provide food for the community members and meat and skins for teaching young people the skills involved in making traditional clothing.
The program will offer learning experiences for the youth, it will help them to establish good working relationships with the community and ultimately reduce the crime and social unrest that is so often motivated by lack of activities and skills and fuelled by hunger.
The youth council will collaborate with community workers such as social workers, the income support worker and the community groups such as Ikajutit Hunter’s and Trapper’s Association, the Inuvaluvut Women’s group, the Inumarik Elder’s group and the Young Offender’s Justice Committee.
Local businesses such as Ipiaryuk Services, Northern Stores, Qaquluk Coffee shop and Taqqut Co-operative as well as the Health Centre have agreed to contribute supplies.
Mr. Speaker the funding for this project is being solicited from the Federal Government’s National Crime Prevention Centre in Ottawa.
Meshak Amarook of he Hamlet office has worked with the Tungaruvik Youth Council to design a comprehensive project that will set a fine example for all Nunavummiut in the spirit of self-reliance.
Continuing to learn and towards building a healthy community, I strongly support this program and I look forward to seeing it progress.
Member’s Statement 271 - 1(3): Governor General’s Visit to Repulse Bay
I rise today to make my statement regarding my visit to Repulse Bay.
I am very happy to inform Members that the Governor General, Adrienne Clarkson and her husband, came to visit my constituency and the people there were very happy to receive her.
It was very good to see this event happen and it was good that our people welcomed the Governor General.
The people of Repulse Bay will mark this event as historical and the future younger generations will look upon this as a proud moment for years to come.
The people were extremely happy about the visit, we were all anxiously waiting when the arrival was slightly off schedule but everything turned out well.
Commissioner Peter Irniq was also with the delegation and I thank him for coming on behalf of my people.