EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
If a parent had a concern about their child from grade 1 to grade 9 and didn’t think the child should be moved on to the next grade, is there a chance that can happen or is it automatically that they move up to the next grade?
My response is the same as yesterday. They have committees at the schools to determine if the child will be promoted or not. Attendance is also an issue.
The committee called a school team is usually referred.
My answer to that is no. So if the parent is concerned and doesn’t want the student moved up to the next grade, the parent has no choice but to accept the suggestion from the committee.
I just find that a little strange.
If anybody should know if a student should be moved up to the next grade, it should be the parent.
My next question is if a student, like I had mentioned yesterday, only shows up 10 percent of the time, they obviously have not passed the classes.
In that case, they also get moved up irregardless from grade 1 to grade 9.
In regard to his first comment, I want to reiterate that (interpretation ends) the member found it strange that the parent would not be involved.
Certainly, the parent is involved, as I reiterated yesterday in my answer to his question.
The parent is part of the particular team that is involved when they are talking about the advancement or not.
If he can repeat his second question.
Chairman (interpretation): Thank you, Minister Aariak. (interpretation ends) Mr. Schell, please repeat.
I was stating that if a student only shows up about 10 percent of the time for classes between grade 1 and grade 9, then obviously they’re not passing their grade. Are they automatically moved up to the next grade irregardless between grade 1 and grade 9?
Advancement to another grade by the student is reviewed.
For example, if the student was in grade 8 and they are always absent, they are going to be behind in math, sciences, and English. If they’re behind in their work in either of these categories, even though they have been moved to another grade level, then the committee will try to ensure that they catch up to what they were missing, if they were failing in a certain subject due to lack of attendance.
If we’re not promoting a student who is at a certain age, it would be a concern if we put the student into the next grade. We have to look at these various issues if we don’t advance a student to a higher level of grade. These are various issues that we should consider as well.
At this time, the Department of Education is currently using the Student Placement Directive that they’re undertaking to ensure how they can improve this.
I guess I’ll give you an example. I had a nephew who was going to school in Cape Dorset in grades, 7, 8, and 9, hardly showed up for school for whatever reason, and they just kept on promoting him from grade 7 to grade 9, three years in a row.
He came to live in Iqaluit here and he decided to go to grade 10. Once he was in grade 10, I got a call from the teacher who said, “We have a serious problem here. He’s got the reading ability of about a grade 2 and here he is in grade 10.”
My question is: how can you possibly promote kids year after year after year and then expect them to go to grade 10 and pass the exams when they don’t have the ability to do it?
We all should be aware that if students are going to be progressing all the way up to grade 12, they should be attending school.
If they don’t attend school, then their work will fall behind.
We should recognize that and know that a student can only achieve graduation if they attend school regularly.
My deputy minister will add to that, Mr. Chairman. It’s on par to the question that was raised.
Let me reiterate that we should encourage our children and grandchildren to attend school to ensure that their education advances.
My DM will supplement my response.
Ms. Okpik (interpretation): Thank you, Mr. Chairman. (interpretation ends) As the minister stated, we are reviewing our Student Placement Directive right now.
The process and how this is done is entrenched in the Education Act. As reported, the decision is made by the school team. We’re sending out a communications plan as well to ensure that all school teams know about the process for the Student Placement Directive.
That’s one of our priorities for the remainder of this year into the fall.
I would like to again touch upon one of the biggest real issues for us, which is attendance.
We know that if students are not attending at least a minimum of 75 percent of the time, they’re not meeting with success.
Our current rate of attendance right now for the 2011-12 school year was 71.4 percent.
So when you look at it on average, a child is missing out on three years of schooling.
How can a child be successful in school if they’re missing out on three years of schooling?
We’re going to be implementing the student information system in the fall that will much more adequately track attendance and we will be able to report much better on it.
There has to be a good tie between parents, the schools, and DEAs to work on this really big issue of attendance for us. In the fall, we hope to be able to track attendance much better and to give a better picture.
The example of the 10 percent attending, they would not succeed in grade 1, grade 2, or grade 3 attending 10 percent of the time.
So what you would end up with is a 13-year-old in a grade 1 class because they would be failed year after year after year.
You look at the appropriateness of having, let’s say, a 13-year-old in a grade 1 class or a grade 4 class.
We’re taking this issue very seriously.
We’ve had a senior management meeting this week with all of our K-12 staff, and this has been a major point of discussion for us on how we can address it and look at a change to our system and our school system so that we can have successful students. (interpretation) Thank you, Mr. Chairman.
Madam Minister, I believe you have an additional comment to make on this issue.
Hon. Eva Aariak (interpretation): Thank you, Mr. Chairman. (interpretation ends) We take these situations of student success very seriously and it’s a collective effort.
The schools, the Department of Education, parents, and the community all have a role in ensuring that we are succeeding our students.
As Kathy alluded to earlier, we are reviewing our current graduation requirements and making some recommendations for changes. Some of these are: increasing the number of mathematical credits; possibly increasing the required number of science and/or social studies; increasing the amount of physical education; and ensuring that Inuktitut in grades 10, 11, and 12 is a requirement for graduation, as per our Education Act.
Graduation requirements for Nunavut students include the completion of English in grades 10, 11, and 12.
This English course alone does not guarantee that the student will have the necessary literacy and numeracy skills to enter post-secondary studies, especially if they choose to take a general studies program.
Depending on an individual’s course selections, grade 12 students must also write the Alberta grade 12 departmental exams that are worth 50 percent of their grade, and so on.
I can go on and illustrate the requirements of credits in order to graduate, but I can provide that to the member if he so wishes at a later date.
I’m just saying that the issue we are discussing right now is a collective concern and we will need to address it collectively just the same.
No, I do agree.
You shouldn’t have a 13-year-old in grade 1, but at the same time, you shouldn’t have somebody in grade 9 who’s got the equivalency of grade 2.  The problem is that once they get to grade 9, they go to grade 10.
That is where the stumbling block comes in because now they have to write exams all of a sudden and they’re not capable of doing it.
Of course, it also hurts the students who are advanced.
They’re kind of held back because the teachers are busy trying to deal with the other students who are progressing, but are not able to pass the grade.  My question is: in the last two years, has any student from grade 1 to grade 9 been held back from advancing?
Yes, we have. Thank you, Mr. Chairman.
Could you tell me how many?
Madam Minister
I don’t have that particular information in front of me, but this is something that we would be happy to provide later on.  In addition to my comment, I would like to say that we are working on benchmarks for grades 3, 6, and 9 so that we can have proper tracking as to how the system is going.
It will not be ready for another couple of years because it is in the initial stages of development.
Just to remind the members that we are on page G-7.
I spoke of this issue last fall. It has been quite noticeable that some students who have graduated have low grade levels in the subjects of reading, arithmetic, and writing and in some cases, they digress.
These subjects in English are (interpretation ends) reading, writing, and arithmetic. (interpretation) These subjects were apparently withdrawn from the curriculum used in our schools.
I recall the minister stating that they were considering returning these subjects. I would like to understand first of all when they would put these subjects back into the curriculum.
Let me ask our staff this question. I didn’t hear the interpretation.
Are the interpreters no longer audible?
An Interpreter (interpretation): I’m sorry. I was on the wrong channel.
The English channel couldn’t be heard.
Is it back on now?
I apologize to all the members.
If you can recall the question, Madam Minister, you may respond to it or if you prefer, I can ask the member to repeat the question.
Please advise me of your preference.
Hon. Eva Aariak (interpretation): Thank you, Mr. Chairman. I thank the member for his question.
When students enter schooling, they are all taught arithmetic and reading courses throughout the school year and they have never been withdrawn.
However, as per my previous statement, the subjects of arithmetic and reading will be redesigned and, as per my earlier statement, all the way up to graduation, (interpretation ends) increasing the number of mathematic credits. (interpretation) We want to ensure our students are capable of reading properly, to be able to process mathematics properly, as we need to increase their ability to do mathematics, reading, as well as their writing skills, and to implement the recommendations to strengthen their skills in these courses.  I would like my deputy minister to provide more details to my answer.
I’ll just add to the minister’s response, the grades 3, 6, and 9 that we discussed, especially in regard to arithmetic.
We had a meeting this morning and discussion on, for example, if a student is in grade 3, they should be able to math. We will gather up all the subjects that are done by the students for the teachers to look at so the students know how to do those subjects.
In regard to literacy, we brought out Inuktitut language arts for grade 6 that is being done by the teachers.
This subject will be taught this coming fall.
The teacher can make a plan on the subject of the impact on the students and how it can be utilized within the curriculum. It shows the right steps to take when you are making lesson plans within the school and there is a planning template available.
These plans have already been utilized in the past, but with the redesign, this means that they will have to relearn how to complete these plans this coming fall when teachers have returned to the schools.
Also, the various subjects related to languages have been quite important as we have gone through this process and we have compiled them onto a DVD entitled “Picture Writing Induction Method” in English.
This has been used for Inuktitut introductory writing and reading lessons, and is now available for English introductory writing lessons. The other feature is “Guided Reading.” This is becoming more widely used within our schools.
One of the tasks I was directed to implement was sent out yesterday to our officials.
They will be required to test students on their capabilities to read in both English and Inuktitut to determine their grade level.
These are the new items we will be introducing this fall.
I thank the minister and her deputy for the responses.
I talked about this before in her opening comments on page 5.
Several years have passed and some of the smaller communities are a little bit further behind than Iqaluit and Cambridge Bay students because they don’t have the curriculum available that they should have, especially in regard to high school subjects. They don’t have as much curriculum as the larger communities.
When the new Education Act comes into force, will we be expecting that the students in the smaller communities have the same level of curriculum provided to them as the students in the larger communities?
We realize that. We have to consider the number of teachers as well.
There aren’t as many teachers as there are in larger communities.
What we are doing now is thinking about giving them distance education. I touched up on that in my opening comments.
We would like to be able to do an annual reporting in regard to the student curriculum, if you can understand me.
I have a question in regard to K-12.
How many years will it take to fully implement this new legislation? Once it is implemented, does this mean we will finally get going? As an example, aren’t we scheduling too many tests over the course of a student’s education?
While we are busy monitoring students’ progress, doesn’t this mean our students in Nunavut are digressing? This is a concern we sometimes have in this area.
Let’s say that we finally have all of these test results.
When will our school operations finally be ready to tackle the problems we face today? We don’t want to hear about these types of problems in the future and that our high school students are, indeed, at the proper grade level when graduate. When can we expect the changes that will allow residents to take pride in their education system?
When can we expect the implementation planning for this legislation to be completed? That is my question.
It is obvious that this process will run over a number of years.
Based on my experience with education throughout Canada, I don’t think any jurisdiction has ever been satisfied with their education system ever since the inception of our country.
With the advent of newer technology or methods, the system has to be adapted.
Another thing I want to speak to is my respect towards every student in Nunavut. I don’t want to lower their academic aspirations as they are also listening to these sessions, and the negativity of some comments may cause them to feel disparaged.
I completely understand the reasons for your concerns and we want to hear them. We have taken note of your concerns and we thank you for expressing them.
Also, we have to understand and recognize that those students who have continued on to post-secondary education from Nunavut have been successful in their education.
We now have resident doctors who attended high school in Nunavut.
I completely encourage all students to persevere in their education, to continue to work hard, and to continue their education. Every student has the capacity to learn, and those students who have completed their post-secondary education highlight their abilities, as many successful students have attained successful careers in various fields and they are increasing.
This is something we can all take pride in.
However, as my colleague identified in his comments, these issues are critically important and we have to treat them as such when we are deliberating on improvements to our system.
We have only started work over a number of years to introduce made-in-Nunavut legislation, especially regarding education. It is obvious that improvements will continue to be made over the next several years.
We need to continue prioritizing education so that we will know which areas need restructuring.
This is only possible by assessing our students’ levels and needs so that we can determine which areas to concentrate on.
It has only been several decades since the 1950s and ‘60s that Inuit first started attending school. Up to this period, many improvements have been made, yet I recognize that many areas still require more work.
However, the Education Act we have enacted will be our foundation and will be our guide to ensure we continue to make progress in this area.
I want it understood that I am not in any way denigrating any student who has completed their education. I have never said they are incompetent.
What my comments pertain to is our system which is chockfull of gaps that our students could have used to succeed. Our lack of progress in improving the education system causes them to have problems. This is a big part of the issues that we face.
I want it totally understood by Nunavummiut that I am not trying to disparage any student in our Nunavut education system, but to offer constructive criticism to ensure that they have a better future than we had. I just wanted to clarify that, Mr. Chairman.
Another matter that I have wanted to raise a question on relates to K-12 School Operations, if I am correct.
The Education Act was enacted in 2008 and we were supposed to implement it, but it identified many new requirements and responsibilities that the Department of Education had to implement.
Due to this reason and with the creation of the DEAs and the Nunavut Coalition of DEAs that will be monitoring and playing a role as the leaders in their communities, it has paved the way to implement this legislation.
Can the minister inform me which areas required changes when the DEAs were included in our new Education Act? If they were to adhere to this new legislation, what areas required changes?
Perhaps the minister can provide a short response rather than a long-winded answer as I would like to get a better understanding of this area.
Firstly, I wish to thank my colleague since his comments indicate that he feels very strongly about education and of the need to make progress in our education system.
Ever since the member was elected to the House, he has been a strong advocate and I appreciate his passion towards education and improvements in our system. I thank him for that. I also know for a fact that the member will continue to push for improvements to our system in the future based on our needs for changes.
The DEAs who are elected have a role and responsibility to deal with financial planning, such as budget preparation, as well as programming, language of instruction, whether it is in English or Inuktitut, and Inuit societal values.
The DEAs also have the responsibility to set the school year in the fall when it starts as well as the end of the school year in the spring, which is called the calendar year. It also includes the hiring process for teachers in their schools in conjunction with the school principals.
Additionally, the DEAs have been intensely involved with the selection of future elder instructors who complete the certification process. They are also responsible for the policies, such as student conduct policies, as well as identifying when to close the school due to inclement weather.
These are the responsibilities given to the DEAs.
The Education Act also provides more responsibilities to the elected DEA members in the community. Further, shared concerns of the local DEAs resulted in the formation of the Nunavut Coalition of DEAs. Also, members are provided training every year, as elections are held every year for DEA members.
They are provided training on the requirements identified in the legislation, including their operational requirements.
If I didn’t answer some of his questions, I can add to my response.
Mr. Ningeongan (interpretation): Thank you, Mr. Chairman. In 2013-14, there is some funding for a contribution agreement to the DEAs and there has been a decrease in that funding since 2012-13.
What is the reason for the decrease in funding to the DEAs?
At the beginning, the DEAs used to deal with casual employees, such as custodial workers, and whatnot.
Now this is being dealt with at the Department of Education so that the DEAs can focus more on what they have to deal with. That is why there is a decrease in funding. The Department of Education is doing the casual employment paperwork now.
Mr. Ningeongan (interpretation): Thank you, Mr. Chairman. (interpretation ends) Information provided in Appendix O-I-3 of the main estimates indicates in a note at the bottom of the page that “Main estimate figures are based on preliminary enrollment data and may be subject to change.”
Can the minister explain how this enrolment data is collected and why it does not reflect the obvious growth in Nunavut’s school-aged population? Thank you, Mr. Chairman.
Chairman (interpretation): Thank you, Mr. Ningeongan. Madam Minister.
Hon. Eva Aariak (interpretation): Thank you, Mr. Chairman. The numbers of students that are going to be entering the school are counted the previous year.
For instance, when the school finishes in June, they take that number from the previous year’s number of students.
For that reason, they have different numbers because they have to consider all these things of how many students will be entering this school year and how many people will be moving to other communities. We use the number from the previous year.
Perhaps the numbers of students not going to school are left in the previous year and that is why it is that way.
If we know that there is an increase in students for the coming year, the money reflects the number of students that are entering.
We also count how many students there were in September.
As you know, we will have information on the computer in regard to students.
Once we have the student information system in place, we will be able to know how many students will be entering the school in the communities and whether there would be an increase or a decrease.
The student information system will assist us greatly in accessing this information.
The time is going quite fast.
(interpretation ends) Can the minister describe how the budget allocation for the Coalition of Nunavut DEAs is calculated and explain why part of it is allocated as a grant and the remainder is allocated as a contribution?
The coalition of DEAs is provided with a set amount of funding for operations, as well as a contribution agreement that provides them with (interpretation ends) more flexibility, (interpretation) if I were to say it in English.
My deputy minister can provide more details.
It is listed under school operations, so Mr. Chairman, if you could allow Ms. Kathy Okpik to provide more details on this matter.
There is $665,000 that is allocated for the coalition of DEAs. It’s also explained how they are going to be allocated it. There are different grants and contribution agreements.
If they want to do a different project and if they didn’t use all the funds, then they can transfer the surplus for next year and they could do their own study or have their own program. The contribution agreements list what you’re supposed to use them for. If they have identified any project that they would like to do within a year, they can work on it.
For example, last year, using their own money, they had some study in the community to see if the DEA budget that they get from the government is enough.
That was the study that they did. This is the example that I’m giving. If they don’t have them allocated already, then they can do what they like in their own community.
Mr. Ningeongan (interpretation): Thank you, Mr. Chairman. (interpretation ends) DEA representatives in my constituency have contacted me because they had difficulty in getting information about their operating budget.
Can the minister or her officials clarify exactly where DEA questions or concerns about budget matters should be directed to?
My deputy will respond to that.
If the DEAs have any questions about their budget, they can go to the regional school operations offices. That is where they start first.
The superintendent of schools assists the schools and DEAs. That’s where they would go first.
If they are not getting answers from them, then they can go to the headquarters and we deal with it.
This is going to be my last question for now.