EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
One of your priorities will be to review the department’s health curriculum in support of suicide prevention initiatives. How will your department collaborate with other suicide prevention partners to address this priority?
That’s a very good question. I would like to thank the member.
For (interpretation ends) safe schools, (interpretation) we have set up an (interpretation ends) anti-violence committee, (interpretation) which is from the Department of Education and the Nunavut Teachers Association.
We also produce curriculum material and at least one, if not two school counsellors who are involved in this partnership program.
We also work with the Red Cross on suicide prevention. We work together with the Red Cross because we realize their importance. If we look at the whole Nunavut population, 30 percent are students.
It’s very important that we provide those types of courses.
We also have what is called “RespectED,” which we produce with the help of the Red Cross.
There are approximately 700 education staff members, including teachers, student support assistants, school counsellors, custodial staff, school principals and vice-principals, that provide the ASIST program.
Recently in December 2016 the Department of Education staff produced a revised ASIST program here in Iqaluit.
It’s very important to provide those types of programs and we do provide the training for our staff to make sure that they’re prepared for what they should do in case something happens in the school.
Chairman (interpretation): Thank you very much. (interpretation ends) We’re on Education.
Curriculum, Resources and French Education.
My first question is on page 96 of the business plan in English and page 101 in Inuktitut.
As you indicated, production of curriculum is an ongoing program, which I’m pleased about, but the question I would like to ask you is related to the $3,385,000 in 2016-17 and now it’s $2,752,000 in 2017-18.
Yesterday I indicated that I wasn’t very good with numbers, but I think there is about $600,000 less for curriculum development.
You said that this was a very important project. Why is that much money taken out from here?
I would like clarification on that first.
I will refer this question to my deputy minister to provide a brief explanation to my colleague, if it’s okay with you, Mr. Chairman.
Chairman (interpretation): Thank you very much. Ms. Okpik.
In reference to my earlier remarks, we are faced with a deficit in our budget and these are due to issues over which we have no control as sometimes we have contribution agreements.
To use this example, the busing contracts have increased dramatically as it is part of these (interpretation ends) contribution agreements. (interpretation) We don’t get supplementary funding for these increases, so we have to look for funding within our operational funding as we are in deficit.
If we anticipate that the vacancies will continue in some of our positions, we reallocate the funding to cover the costs for perhaps a three- to four-month period. If we know the positions will not be filled, then the funds are set aside and put towards the deficit.
That is what we call the (interpretation ends) vacancy factor. (interpretation) As an example, within the 2017-18 fiscal year, within the (interpretation ends) Curriculum and School Services (interpretation) budget, we have reallocated $754,000 to cover our current deficit.
One position was also transferred. As we stated previously, there are different positions within the (interpretation ends) Educator Development and Student Achievement (interpretation) divisions.
With several new positions, one position of a (interpretation ends) curriculum coordinator (interpretation) was transferred to the Student Achievement Division. That is how we deal with this.
To cite this example, curriculum coordinators have three main areas they are tasked with. There are mainly two positions, but originally it was set at three positions. One position was vacant for a long time, so we transferred that and created a new position under (interpretation ends) Student Achievement.
(interpretation) Also, the funds we received for languages were specific to a three-year timeline and this funding was approved.
Since we have now reached the third year which is the ending date, the removal of the position enabled us to get another $53,000 towards the deficit.
These are the main areas where changes in funds have occurred, Mr. Chairman.
In listening to your response, I believe Mr. Joanasie had already asked you about that issue earlier when he first asked questions.
If you have another question, Mr. Enook.
It looks like Mr. Joanasie finally just heard it, but I’ll move on.
Mr. Chairman, they said that they have a deficit and they have transferred the funding from vacant positions to pay off their deficit.
Have you kept those positions vacant on purpose in order to pay your debt?
We would definitely not do that. We do not do that.
We would not intentionally keep a position vacant in order to pay off that deficit.
We will not do it and it will not be our practice.
We should also know that the Department of Education is being realigned. We have created new positions and moved positions to another branch.
We have realigned the Department of Education.
We don’t intentionally keep a position vacant. It is something we will never do because we’re not supposed to do that.
Once the realignment is completed, we will be looking to identify some new dollars.
We will not intentionally keep a position vacant. Thank you, Mr. Chairman.
Although it’s not in the plan, Mr. Chairman, if you will allow me, I would like to ask a question.
I know in the Baffin region there is one, though I’m not sure whether there is one in the Kivalliq and Kitikmeot, but curriculum was produced at TLC. What are they doing now?
Are they useful? Do they have Inuit employees?
Are they still producing curriculum materials?
We changed the name. It was formerly called the “TLC” and it is now “Resource Services” instead.
As I stated before, there have been quite a few realignments, but the title is now “Resource Services.”
They have four staff and we’re looking to fill four more positions in Resource Services.
In Pond Inlet there is one like that in the office.
How many staff do you have in there and how many of them are beneficiaries?
The old TLC in Pond Inlet is now called “Educator Development.” They produce curriculum materials.
As I said before, the Department of Education had to realign. Let us be aware that the positions have been reclassified in Pond Inlet, but the staff will remain the same.
In Pond Inlet how many positions are there and how many are filled by Inuit beneficiaries?
The positions have been posted and we expect that in the community of Pond Inlet there would be 14 positions.
The job descriptions are completed.
There has been realignment with the reclassification. There are 14 positions and two of these would be managers, two positions would be for orientation, and two certificates and standards positions. There would be seven positions to distribute teacher training.
I just broke them down.
In total there would be 14 positions.
Do I understand that in Pond Inlet the old TLC is no longer developing curriculum material?
Hon. Paul Quassa (interpretation): Yes, they are no longer developing curriculum material.
This was transferred to (interpretation ends) Resource Services. (interpretation) The positions are now under educator development in Pond Inlet.
Which community do they develop the curriculum material?
Currently curriculum development is done in the communities of Baker Lake and Arviat.
On page 97 of the business plan under priorities for 2017-18, if I can read what states here, it says, “Continue to review and prepare to implement the new K-6 Inuktitut Language Arts curriculum.”
How long does that process take to review and prepare?
How many months, years, and days will that take?
Currently we are proceeding from kindergarten to grade 3. We are developing curriculum material for the higher grades.
As we develop the grade material, for example, from kindergarten to grade 3, that’s what we’re working on and we will progress to grades 4, 5, and 6.
This project will continue until we reach grade 12.
I hope I understood the member’s question and if I did not, he can ask another question.
How long does the process take to review and prepare before you move on to the next grade?
Does it take a year or two? How long will it take to review and prepare until you move on to the next grade level?
Every year we work on the material for one grade.
We have to work on the Inuktitut and Inuinnaqtun curriculum material at the same time.
We do one grade a year. That’s what it’s based on.
Also in the business plan on page 97 in English and page 103 in Inuktitut in the priorities for 2017-18 it states, “Begin a review of Health curriculum to ensure it sufficiently addresses the social-emotional needs of children in support of the Resiliency Within: An Action Plan for Suicide Prevention in Nunavut 2016-2017.”
How is the review going to take place?
Mr. Joanasie had asked that question.
We’re working with the Department of Health on the curriculum in support of suicide prevention initiatives.
Mr. Chairman, I’m not sure if I responded to the question. Maybe I didn’t quite understand the member. Perhaps the member can elaborate further with his question, Mr. Chairman.
Although Mr. Joanasie had asked the question, I’ll ask it again. I’m glad that I was told to repeat the question.
In English it says, “Begin a review of Health curriculum...” I’m sure you can see that it’s on page 97 in your business plan.
It sounds like it already exists. Maybe it was already drafted and it hasn’t been implemented. Are you going to review that curriculum?
It seems like it hasn’t been implemented or it could have been implemented.
I also thank the member for elaborating. Now I clearly understand the question and I remember now.
Yes, it already exists. We are using a part of it now, but we keep updating it. That’s why we will continually review it.
When new illnesses occur, we have to make additions and update the health curriculum. We will do that continually for the health curriculum.
Chairman (interpretation): Thank you very much. (interpretation ends) Education. (interpretation) I’ll recognize Mr. Joanasie for the second time.
I just remembered that I have been asking questions to the minister in regard to curriculum development and NTEP students. When I was asking questions, he responded by saying that some teachers prefer to work in the English language.
He also indicated that former teachers work on curriculum materials.
I would like to get clarification about bilingual teachers.
At the same time you need bilingual curriculum developers.
Did you identify how many positions are required for bilingual curriculum development?
If I understood correctly, with regard to the curriculum that we are starting to use and are already using in our schools, as well as the material that is in the foyer, we use Inhabit Media to produce the materials and they will keep producing them.
When we’re developing Inuktitut reading material, there’s an advisory committee and that’s where we are.
We use outside sources like Inhabit Media to produce resources in Inuktitut and Inuinnaqtun.
We have to remember that we have to produce both Inuktitut and Inuinnaqtun resources.
There is no set date. As I said earlier, it is an ongoing process and curriculum will continuously be developed.
I cannot say what number of things we need because there is no end to curriculum development. I hope I understood him correctly and responded properly.
Mr. Joanasie (interpretation): Thank you, Mr. Chairman. (interpretation ends) What I’m trying to get at is there is a need for bilingual teachers and I have asked questions to the minister about this, but at the same time you need curriculum developers that can develop the material bilingually.
I note in the organizational chart it says that there are 20 PYs addressed for curriculum development.
Can you say how many of those are trying to address the bilingual curriculum?
He spoke in English, so I’ll speak in English.
(interpretation ends) Under our curriculum development, any of those positions don’t have to be bilingual, but of course the priority is always given to beneficiaries or Nunavut Inuit, as they are now known. (interpretation) I hope I answered the question properly.
When I had asked questions about teacher educators in Nunavut, part of his response is that these teachers end up working in other capacities and not necessarily in the classroom.
Maybe it might be in curriculum development. I’m trying to see what his department is doing to try to get curriculum developers that go hand in hand with getting more teacher educators that can teach bilingually.
Hon. Paul Quassa (interpretation): I can speak English, but I didn’t quite understand his question.
Mr. Chairman, I would like him to rephrase his question.
Mr. Joanasie, if you can rephrase your question so that the Minister of Education can understand your question. Mr. Joanasie.
I’ll go back to the 20 PYs for curriculum development. He said that they don’t necessarily need to be bilingual. My argument is that we’re trying to get bilingual teachers and also bilingual curriculum.
In order for the curriculum to be developed in both languages, you need staff that can help develop that. I understand he said that they use third party organizations for producing material.
I don’t know if he understands what I’m getting at, but to me they go hand in hand, curriculum development and bilingual teachers, when we’re trying to get a bilingual education system.
Maybe I’ll just comment that he stated that some teachers prefer to speak in English or teach in English. Maybe it is because there are not enough teaching resources, and maybe it could be that they start moving into these other positions that allow them to create new bilingual curriculum. Hopefully it will address that.
Does the department try to address curriculum development hand in hand with teacher education moving towards a bilingual system?
These two seemingly related issues cannot be merged primarily for the reason that curriculum developers or the teachers aren’t part of the same union.
The teachers are NTA members and curriculum developers are NEU members, so they are two different positions.
That is how it is set up now and we deal with two separate unions within our schools.
However, we have found that former teachers have developed curriculum once retired or are no longer teaching. To use a parallel, some of the people who develop the Inuktitut literacy materials were teachers in the past.
One cannot be a teacher and also develop curriculum, as these two roles are separated.
Let us be aware of that fact. Thank you, Mr. Chairman.
Total Operations and Maintenance, to be Voted. $7,238,000.
Education. G-9.
Student Achievement. Total Operations and Maintenance, to be Voted. $3,987,000. Agreed?
On page G-10.
Education. K-12 School Operations. Total Operations and Maintenance, to be Voted. $163,210,000.
The budget for the K-12 School Operations Branch is projected to increase by $4 million.
Can the minister describe in detail how additional funding will be spent? What positions or specific programming resources?
It’s a really good question. Mr. Chairman, if it’s okay with you, I would like to refer this to my Deputy Minister, Kathy Okpik, so that she can provide the details.
The Nunavut Teachers Association and the Nunavut Employees Union are increasing the salaries of the employees in our schools.
They have step increases. The $3.2 million is an increase and there is a further increase in teachers’ salaries from the collective agreement in the amount of $210,000. For the 10 teachers we talked about, there is an increase of $833,000.
I also thank her for clarifying that.
The Department of Education recently announced their consideration for a new council for DEAs.
Can the minister describe how the DEA council would operate and how it would be different from the current Coalition of Nunavut District Education Authorities?
We will recall that the bill has not been introduced to the House and it still hasn’t had its first and second reading.
That’s where we stand right now and it doesn’t affect our budget.
I’m thinking along the lines that once it has received first reading, it will be a public document.
It is not included in our main estimates.
I’ll end there.
It’s okay if he doesn’t want to discuss it.
(interpretation ends) Mr. Chairman, one of the departmental priorities for 2017-18 is to “Ensure consistency and quality in curriculum across Nunavut that will enable student success, not only in Nunavut, but in other Canadian jurisdictions.”
Mr. Chairman, what steps are being taken to measure the adequacy of Nunavut’s high school graduation standards and compare them to graduation standards across Canada?
We all know that our education system has to be of the highest quality, which is not an easy thing to do.
There are different reasons why education for Nunavummiut has to be of a high quality. It can provide benefits for the communities and our staff.
Right now the Department of Education is working on developing a standardized system of operation.
Once we achieve some uniformity in the way things run, it should result in a much better quality of education.
We are also working hard to provide better support and programs for everyone who wishes to gain an education, which is reflected in our estimates as inclusive education.
Further, for obvious reasons, our schools require current computer technology and in order to remain on par, we must maintain updates to our school computer systems.
Furthermore, we will continue to partner with other institutions outside of Nunavut, including post-secondary institutions, for graduates in the academic stream to take post-secondary courses.
These are examples of where we are trying to partner with other institutions.
Hopefully I answered my colleague’s question.
Last year the Department of Education announced that they changed the way they do assessments and the way departmental exams would be assessed as part of a student’s final mark.
Having switched to this new system from last year, what improvements have you seen in this area related to the achievements of students?
Can the minister elaborate on how many students are graduating or passing? The exams show the skills that are achieved by the students.
Has it improved from the previous year since you have changed to this system?
I just want to remind everyone that we only started using this in 2015 and it has also only been in use for a year.
After the first year we will be able to assess it properly because it’s a new process that we have implemented.
That’s all I can say to that question right now.
We will review it after a year has passed, but it has only been in use for a year now. We will have to look at it to see how it has been going at the end of a full year.
I also thank the minister. One of the biggest challenges to student success has been low attendance in school, as you have mentioned many times as minister.
Perhaps now you can give us some details or tell us how different attendance initiatives across Nunavut schools are monitored and measured for success.
I’m sure you look at attendance in schools.
Do you try different initiatives? For example, if we do this particular initiative, maybe we will get more students attending. Do you look at successful initiatives in other communities and use them in other communities to improve school attendance?
We always talk about attendance. We talk to the parents about how they can help their children and we always talk about that.
We have noticed in some communities, in Cambridge Bay perhaps… . We should remember in some of our own communities there used to be a 10:00 p.m. curfew. The siren would go and the curfew would start.
I think they still have that in Cambridge Bay where all the students have to go home at 10:00 p.m. Things like that have been utilized and I remember in Igloolik they used to do that, but they stopped. Perhaps that can be useful and we are looking at things like that.
It’s obvious that we will always urge the parents to be involved. As for other initiatives, I’m not too familiar with how other schools try to increase attendance, but those are the two main things that I wanted to talk about.
I always encourage the local DEA members to get them to discuss with the parents and find ways to get parents involved more in the schools. We have tried things like that to improve attendance.
Perhaps we should look outside of Nunavut to see what’s out there. Even though attendance is an issue, I am happy because since 2011 to now the attendance in school is much higher since those earlier years.
I can say that is around a 71 to 78 percent improvement and I am very proud of that despite the fact that we still have work to do.
Perhaps your department needs to look into other initiatives to find ways that will get students to go to school regularly.
I agree with you that parents have a certain responsibility for this.
As you have stated, when students are graduating from grade 12, they seem to always thank their parents for waking them up to go to school.
Though that may be the case, I believe you should look into other possible initiatives and ways to encourage parents to help with attendance so that our children can attend more.
Sometimes the children will skip school without the parent’s knowledge.
My colleague, Ms. Angnakak, has stated in the House that they have breakfast programs. This helps with attendance because some people don’t have much to eat at home.
I think that you should look outside of Nunavut to see how other jurisdictions do it.
Have you checked to see if the breakfast programs themselves have improved attendance in other jurisdictions outside of Nunavut?
Yes, absolutely, the breakfast program helps a great deal in our schools. We thank our teachers. Even though they’re not cooks, our teachers and school staff help as well.
The breakfast programs are very beneficial and I really appreciate them. The breakfast programs really help our schools.
Some schools have lunch programs.
There are things like that. We try to support the local DEAs in finding funding for these types of initiatives to see how we can encourage more students.
We need to create different initiatives to increase attendance, so we really push for that.
We also present commercials for information on television. Those are the types of things we do.
Along those lines, there are probably many reasons why our children have attendance issues, although we want them to go to school. I think the most important thing is that education is very useful. It is obviously very useful.
People will realize that higher education can open up doors in life with all sorts of possibilities as to how people can improve themselves, their family, their community, and Nunavut in general.
If we help our children understand that if they are going to school daily and they continue to be consistent, then it will improve all of Nunavut.
Perhaps people would understand this more if you put out promotional material. Would you be able to put out more promotional material about the importance of attendance?
Just talking about it and getting people to understand it are two different things.
You have to put out very clear messages to students that attendance really affects their education.
Can you do something like that?
That was a quite long statement. Minister, if you would like to respond.
Hon. Paul Quassa (interpretation): Absolutely it could be improved and I would like to urge all of the members, since we have our own constituencies, to make sure that we lobby because it will be a benefit to all.
Following my list of names. (interpretation ends) Education. K-12 School Operations.
Mr. Enook (interpretation): Thank you, Mr. Chairman, for giving me the opportunity to speak.
Looking at the Nunavut government’s employment statistics from September 2015 to September 2016, it indicates here that the number of professional employees has decreased dramatically in your department and the number of administrative support employees has increased quite dramatically.