EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
If we recall, I had mentioned numbers before, but they’re always changing.
Perhaps we can provide an approximate number for Iqaluit. I think I already mentioned it a while ago. Right now in Iqaluit we have 766 names.
To break it down, there would be 180 infants, 415 preschool-aged children, and 171 school-aged children. Let’s keep in mind that we have daycare centres in Iqaluit. Sometimes parents put their child’s name on every daycare’s waiting list and that’s why you have such high numbers.
This is an area that I’m very interested in. I’ve had lots of discussions with different parents and looking at other jurisdictions. I’m not too sure how much of a leadership role you can play when it comes to Iqaluit and all the various daycares that we have here.
I don’t know what discussions, if any, have been held with the City of Iqaluit.
I know that in Ottawa they have a system that seems to work very well where there’s one central location that you register your child with and that’s at the municipality like in Ontario. You phone and then there’s a list. When a daycare space becomes available, wherever it is, it could be over here, and whoever is the next one on the list, that’s where they go.
It would be a way of really having an idea on what the actual numbers are for children requiring child care.
Is this something that the department can look at? Have you looked at what other people doing?
Maybe there’s a better and a more organized way that the whole system can be set up.
Furthermore, sometimes I wonder just how efficient we are when it comes to all of these different daycares.
I guess if you had the magic wand, I would have one daycare big enough for everybody with their own rooms like the Inuktitut-only daycare or the French-only daycare, however you want to divide it up, because economies of scale will come into play where you’re paying for one fuel bill and one power bill. There are so many ways of looking at how is it that we can address… .
I’m talking about Iqaluit specifically. I realize that it’s very different in the smaller communities but in Iqaluit, because there are a lot of transient people that come back and forth, there’s a great number of turnover. I think it might be a model that perhaps should be looked at.
I also thank my colleague for giving us suggestions that we can consider.
I agree with you. We look at different ways to make it easier for people with children to work with. That’s something that we can look at.
I would like to say that we tried to work with all of the daycares and looked at them as one, which was quite recently. That’s what we tried to do, but it was very challenging because they each have their own society status. We can’t tell them what they’re supposed to do because they have different societies.
We haven’t really spoken to the City of Iqaluit, but we can look at what you just suggested and add it to our considerations.
I have a couple of minutes left; I’ll keep it on child care.
(interpretation) Yes, I completely understand that (interpretation ends) child care is a topic that could be quite complicated and everybody wants to have it their way, but I really think sometimes we need to think about something that would be the betterment of all instead of looking at so much individuals.
Maybe that’s where your leadership could come in too into working with the daycares and saying, “Yes, it’s nice you all want your societies,” because there is a way of addressing that with all of these different societies.
There’s a way of addressing that. There’s a means of addressing that. If, at the end of the day, it means having less child care spaces because everybody wants their own society, well, then that’s not the betterment of all, if you get what I’m trying to say.
I understand it’s very complex, I do.
I understand how people want their jurisdictions and their own boards and everything, but at some point we’ve got to start to think, “Well, what actually makes sense here? How is it that we could actually increase spaces for child care? How can we create more spaces for after school care?”
These, I think, are to look more at the bigger picture and to look at it more as what if, if we can do this, how would it look.
This is just a comment, that’s all.
I’ve got 58 seconds.
Yes, as I stated earlier, we can review this.
We can look at any ways to improve things or easier ways to do things.
This is another thing that we are considering to see how we can have the daycares open in the summertime.
We are considering different things like that and one of them is the fact that daycares usually close in the summertime.
We need to maybe find ways to keep them open during the summer.
We are looking at different options.
Ms. Angnakak: I only have 51 seconds. No, I’ll give it to Mr. Enook. He can take my 51 seconds.
I would first like to say to the people of Pond Inlet that their legislative channel has not been working. I apologize for that. It is being worked on.
Those who speak Inuktitut can only hear us in English.
I apologize to the residents of my community.
Although we speak Inuktitut here sometimes, they can only hear the English channel.
I send them my apologies.
Mr. Chairman, I believe we’re on page G-5. Programs can be reviewed.
That’s what we’re always repeating. Some of us can’t understand how students can be promoted.
I believe I can talk about social promotion, if it’s okay with you, Mr. Chairman.
Can you clearly explain that, Mr. Minister?
For everyday people out there, including me, we assume that students are promoted not along the lines of their abilities or lack of abilities. They just want to make sure that they stay with their peers. Does this actually happen in our schools?
We don’t have a policy on that.
However, I believe it is followed in our communities and that’s why we get all these questions.
I want to clearly explain that as the Department of Education, we do not have a policy on social promotion.
It was the first time I heard about it when I became the minister.
We don’t have a policy on it and we know that some schools use it.
Minister Quassa, I wonder where you were.
This has been talked about for a very long time and only when you got elected, you heard about it.
We have been hearing it in Nunavut for a very long time and your deputy minister is agreeing with that comment.
If you don’t have a policy, do I understand that it’s at the discretion of the schools if they want to do that or not.
As you said, you don’t have a policy on that.
So that we all understand this properly, within the school, if they’re trying to see if a student is going to be promoted, I can talk about the process.
There is a school team consisting of the principal, the teacher, and the student support counsellor.
They determine whether the student should be promoted to a higher grade and they make well-informed decisions.
I can say that, as I stated previously here, if I had eight courses to complete and I passed six or seven of them but not the other two and I get promoted to the higher grade, the teacher can help me complete the two courses that I didn’t complete in the previous year.
The student support counsellor, the teacher, the principal, and the parent, do all of the students get assessed by these four people to see if they will get promoted or not?
Yes, all students have to be assessed.
It is what they usually do near the end of the school year.
All of the students have to be assessed properly to see whether they should be promoted to a higher grade or not.
The assessments are done near the end of the school year.
As the assessment is conducted on the student, do these assessors or examiners have a foundation, for example, if they are at this level, they can be moved up a level?
You stated earlier that there no policies related to (interpretation ends) social promotion. (interpretation) I am lost now.
If you don’t have a foundation, why is this practice undertaken?
The progression of education has to continue, so that is where our policy is.
The student’s education has to be continued.
We have a continuous learning directive on that.
As I stated earlier, the term “social promotion,” which is what I was talking about, we don’t have a policy on that.
I know that a student has to continue their education.
We have to promote the students even if they don’t reach the required level because they have to continue their education and there’s no policy on that. Is that why this occurs?
Hon. Paul Quassa (interpretation): As I really want the member to clearly understand this matter, the way it is set up in Nunavut on this subject I referenced related to (interpretation ends) continuous progress. (interpretation) The reasoning for that is every student has their level documented and it is broken down into what subjects have been taught by the teacher, so we are able to assess which area requires more work.
Further, this subject of (interpretation ends) continuous progress (interpretation) includes peer group education as this allows them to progress further.
For example, in looking at the entire year and... . How do I say this?
As Nunavummiut we are working to make progress on this front. To cite an example, it is easier to determine what level the students are at using evidence-based practice. That is what we need here in Nunavut.
As per my earlier reference, the parent is fully involved if their child looks like they will fail the year. They are asked if they prefer the student to remain in the class and if the parent agrees, then the student can be held back.
This is where the reasoning lies, as this can occur but only with the consent of the parent after being fully informed of their child’s lack of progress or passing of the grade level.
In addition, part of the reason that I keep reiterating is the parents have to be more proactive in having their children attend classes so that their education isn’t impacted and they can move ahead.
That is what I can state here.
If I believe my child should stay in the same grade, then you won’t promote him or her to another grade level. Have you ever promoted a student without the consent of the parents?
All of us have gone to school, possibly with the exception of one, and we know through education and parents know what grade level the students are at because the children take home report cards.
Perhaps I don’t really understand the question by the member about whether the parent can ask for the child to stay in the same grade.
As I stated before, the principal, the teacher, the student support counsellor, the student, and the parents are the school team.
Each teacher knows what level the student is at and they inform the parent of the progress of the child.
The teachers know what level the child is at.
The parents can make a recommendation with respect to their child’s placement at a certain level because they know their children very well.
When you were talking, I made notes that a parent is usually asked if they want their child to stay in the same grade.
That’s what you said.
Are you talking about the child’s parents?
When you say “angajuqqaarijaujuq,” does that mean the parent?
Does the parent advise you to have their children stay in the same grade, or do you believe that they should be socially promoted to another grade level?
As per my earlier statement about the inclusion of the (interpretation ends) school teams (interpretation) within the schools, they have to work together in conjunction with the parents.
Now I lost my train of thought. In the past there have been parents who asked that their child remain at the same grade. In the past students were held back and this can also occur today.
That is what I wanted to clarify, Mr. Chairman.
Mr. Minister, you first stated that all parents are always involved along with the principal, the teacher, and the student support assistant.
Now you say that the parents may be involved.
However, earlier you said that they would be involved in the school team all the time. Which is it?
Although I don’t really remember what I said and I’m not sure whether I said “may” or “would,” I can say, as I said before, that the parents can be involved. (interpretation ends) Parents can be involved (interpretation) fully any time if they request to be involved with the school team. I’m trying to clarify my response. Thank you, Mr. Chairman.
I, too, am trying to be as clear in voicing this matter based on your previous response. You stated that it is one of the biggest and most important areas that parents are to be involved in. That was what you said, but now it seems that it isn’t as important as previously stated.
I was quite happy when you stated that this is a very important aspect, but now your response seems to indicate it doesn’t matter if a parent who has a child in school is not involved.
Therefore I would like clarification on the answers you provided as to which path is more important.
Parents can be involved as they have parental rights associated with their child who is a student. We also advise the parents when we go to the community and encourage them to be aware of their child’s progress.
Absolutely, parents can be included in this process, as per my earlier statement that parents can be fully included as they have parental rights.
Earlier you stated that the parents have to absolutely be involved, but now your response is that they can be included, which is unfortunate.
Let me turn to another area.
If my child is attending grade 5 and it appears they aren’t completing their work in some subjects or they’re not attending school regularly, would my child remain in grade 5?
Personally I have never heard of a student who was in the same grade for many years. I have never personally seen that myself.
I can provide a personal experience, as I had to take grade 8 twice. That was the only grade I did twice.
Students generally don’t stay at the same level forever, as this generally doesn’t happen.
Nonetheless, what I can state here is that testing is done, including (interpretation ends) research (interpretation) on the students who are stuck in the same grade level.
When students are kept at the same grade for too long, they may prefer to drop out.
This is one avenue that we have to pay attention to, which is why we encourage students to attend school to avoid this scenario.
As well, our students learn new subjects and the curriculum is geared towards students once the teacher feels the student can learn new subjects, (interpretation ends) when they are ready, (interpretation) irrespective of their age. That is how it is. Students rarely stay at one level with the approval of their parents and most parents don’t want to see their child stay in one grade for many years.
We wouldn’t want to see that. No parent would want to see that. It seems obvious that you wouldn’t want to see a student remain at the same grade level.
This is the reason why the school team and the teacher know the progress of the student.
This is what is provided to the parent and they are fully informed of the status of their child.
A decision is made after consulting the parents and once the parents understand the situation.
I have no clue where the minister heard any reference to keeping a student in the same grade for many years.
I didn’t refer to this concept of keeping a student in the same grade forever and I doubt I made that statement.
What I was asking was: if my child is attending grade 5 and perhaps due to poor attendance or not completing some of their courses, would they have to repeat that grade?
We have seen this occur very rarely because the parents know their children.
This is rarely used, but let’s be cognizant that the child is constantly learning and they can take any kind of subject they want in the school.
According to the legislation, section 15, there’s a provision there as to who the school team will be, whether the student can be promoted to the next grade.
As I stated before, the students repeat the same grade very rarely.
Again you didn’t respond to my question.
If my child is in grade 5 and has an attendance problem, after reviewing the progress of my child, would they keep him or her in the same grade the following year?
Yes, that could be the case.
Again going back to some of the comments you made earlier, we keep saying that there is no policy on social promotion, but a lot of us don’t believe that because we know what’s happening in our schools.
We might not be as wise as you are, but we do notice social promotion being practised in the schools.
Many of us have also noticed that students who have completed grade 12, for example, we use the Alberta curriculum and they have to pass the exams in order to complete their high school and they have to cover all required subjects.
A lot of us don’t know why a grade 12 graduate is almost illiterate and can barely read in English. I have seen many students who have passed grade 12 but don’t have the oral or written skills.
That’s something that a lot of us don’t understand why that’s the case.
In grade 12 in Nunavut, a student uses the grade 12 courses that are used in Alberta. We use the Alberta curriculum and it’s exactly the same here in Nunavut. They use the Alberta curriculum exam model up here.
We have been using the Alberta curriculum for quite a while.
Right now the Department of Education is looking at using a standardized model for all of Nunavut.
That has been started. If we’re going to be reviewing the Education Act, our goal will be to have a standardized system used in Nunavut.
With written and oral skills, it is a priority of our department and we are using more, newer models of teaching.
The school staff are also looking at making an improvement and using the newer models in our schools to have proper assessments done because it’s a requirement and it’s mandatory.
That’s the only way I can respond to your question.
Regarding the high school, you indicated that you use the Alberta curriculum.
Many of us have said that even if that’s the case, the grade 12 graduates can barely read and they’re certainly not at that level.
Does that mean that the Alberta graduates have the same problems as we do up here?
Are they graduating with poor reading or writing skills?
I can’t speak for Alberta and I don’t know how their written and oral skills are, so I can only make reference to Nunavut.
In 2014-15 literacy has been one of our priorities.
We have introduced guided reading materials for both English and Inuktitut, which was implemented in 2014, because of the problems that we have noticed, as you have.
We have guided reading materials handed out to the teachers from levels 1 to 11 and levels 12 to 14.
There are different level requirements following the student’s progress.
In 2016-17, again, we introduced resources to help the teachers determine other ways to present learning materials and to provide training. We have also provided different ways to improve literacy courses. We do urge the students not to read only in the school but at home.
That’s the only way you learn and that is how you get your literacy skills. As parents, we should be encouraging our children to read at home because it improves their reading skills and it improves their level in school.
We urge our students to do more reading and to improve their literacy skills so that we can see an improvement in the literacy skills of grade 12 graduates. They should read and write not only in the schools but also at home. We used to bring homework when we were going to school, which is another avenue to improve the skills of the student.
Education. Policy and Planning. Next name on my list, Mr. Joanasie.
If someone can provide direction on whether this subject is included in G-5, my question relates to the business plan on page… .
I apologize. In the English version it is on page 90. One of the priorities is to “Begin the implementation of a renewed Inuit Employment Plan set to achieve the department’s goals.”
I also noted here within the business plan is the Inuit Employment Plan on page 113. I especially noted Inuit employees. In my copy it states that on September 30, 2016 there were 587.35 Inuit employed.
I have a copy of the December figures and it states 584.0 as the new figure. Further, it states that by next year, March 31, 2018, they expect 709.65 positions to be held by Inuit. Following your plans, what positions will be filled by Inuit?
We are working on our departmental Inuit employment targets. EIA is more responsible as they look at the Nunavut government as a whole.
We are now working closely together with EIA and we are also working closely with Nunavut Tunngavik Incorporated on how to increase the number of NTEP students. Since we received a letter from Nunavut Tunngavik Incorporated, we have made plans to increase our Inuit capacity.
I don’t know where you got those numbers from because I don’t think I have them with me.
We have 171 principals and teachers who are beneficiaries and there are 477 non-beneficiaries currently.
Over and above that, we have literacy coaches, language specialists, student support assistants, school counsellors, and other positions, but the numbers I stated are in reference to the teachers and school principals.
I would like to remind you that the number of NTEP students in total is 83.
That’s where the figures are at right now. I don’t have the specific numbers that you mentioned, but we are working on our Inuit employment plan targets with EIA.
I believe Mr. Joanasie was referring to page 113 on the business plan.
Mr. Joanasie (interpretation): Yes, that is the page I referred to. I appreciate the minister’s response and the numbers that he provided.
The Auditor General of Canada’s report on education indicated they’re not keeping up with those numbers, which is why I’m commenting on that.
Mr. Chairman, if it’s possible, on G-14 it is talking about the Teacher Education Strategy, $2,262,000.
What is the status of the strategy with their plan to increase the number of teachers in Nunavut?
I can say that for the Nunavut Teacher Education Program, we are currently reviewing how we can better utilize the Inuktut language.
The Department of Education provides money to Arctic College for the Teacher Education Program to proceed.
The Department of Education can allocate funding towards Arctic College to offer the Teacher Education Program.
At this time, I believe I stated earlier that there are 83 students who are taking the (interpretation ends) Bachelor of Education (interpretation) program and this is ongoing for students in eight different communities.
I state eight, but Kugaaruk is included in this list.
They will work on trying to continue the program there obviously.
To date for the communities offering the Teacher Education Program, the funding received totalled $2,262,000 and this was provided by the Department of Education to Arctic College for the programming.
Yes, I realize that Nunavut Arctic College is in charge of the Teacher Education Program. Maybe the minister can update us on how many students have taken that program.
Since the inception of the (interpretation ends) Nunavut Teacher Education Program (interpretation) approximately 515 students have completed this program.
To break it down further, there are 250 students who received a teaching (interpretation ends) certificate (interpretation) and 265 students who received their (interpretation ends) Bachelor of Education (interpretation) Degree.
As an example, there are different levels, the primary one and the higher degree, if my response is understandable.
These are the statistics we have to date in this field.
These are the figures since the inception of the program.
I have asked the minister about the numbers of teachers, as well as the study conducted on the potential teachers. The minister stated in his response that some of the students who are Inuit prefer to teach in English or that (interpretation ends) they prefer to speak or to teach in English. (interpretation) However, I personally disagree with the minister’s assessment, as these teachers will know our language and culture. They took the course because they want to be teachers.
Perhaps it is due to the lack of support from their workplace or the lack of teaching materials that they prefer to teach in English.
At least that is my perception and why I disagree with the minister. I am just commenting on this fact.