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Hon. Keith Peterson: Mr. Speaker, I move, seconded by the Hon. Member for Rankin Inlet South and Whale Cove, that Bill 24, Appropriation (Operations and Maintenance) Act, 2012-2013, be read for the first time.
Hon. Keith Peterson: Mr. Speaker, I request consent of this Assembly to waive the two-day notice requirement to allow for the first reading of Bill 35, An Act to Amend the Tobacco Tax Act.
The minister is seeking consent to waive the two-day waiting rule so that Bill 35 can be read for the first time today.
Bill 35 – An Act to Amend the Tobacco Tax Act – First Reading
I move, seconded by the Hon. Member for Rankin Inlet South and Whale Cove, that Bill 35, An Act to Amend the Tobacco Tax Act, be read for the first time.
Bill 24 – Appropriation (Operations & Maintenance) Act, 2012-2013 – Second Reading
I move, seconded by the Hon. Member for Rankin Inlet South and Whale Cove, that Bill 24, Appropriation (Operations and Maintenance) Act, 2012-2013, be read for the second time.
Mr. Speaker, this bill authorizes the Government of Nunavut to make operations and maintenance expenditures for the fiscal year ending March 31, 2013.
The motion is carried and Bill 24 is referred to the Committee of the Whole.
I request consent of this Assembly to waive the one-day notice requirement to allow for the second reading of Bill 35, An Act to Amend the Tobacco Tax Act.
The minister is seeking consent to waive the one-day waiting rule so that Bill 35 can be read for a second time.
Bill 35 – An Act to Amend the Tobacco Tax Act – Second Reading
I move, seconded by the Hon. Member for Rankin Inlet South and Whale Cove, that Bill 35, An Act to Amend the Tobacco Tax Act, be read for the second time.
Mr. Speaker, this bill will increase the tax rate per cigarette and per gram of cigarette and other tobacco.
The motion is carried and Bill 35 is referred to the Standing Committee on Legislation.
Bill 24 with Mr. Ningeongan in the Chair.
>>House recessed at 15:36 and Committee resumed at 16:02
Chairman (Mr. Tapardjuk) (interpretation): Thank you very much once again for coming back.
In Committee of the Whole, we have the following item to deal with: Bill 24.
We would like to commence the review of Bill 24 and the Department of Education.
Mr. Chairman, once the Department of Education is completed and if time permits, we would like to proceed with the review of the Department of Health and Social Services.
Do we agree that we first deal with the Department of Education’s main estimates?
Bill 24 – Appropriation (Operations & Maintenance) Act, 2012-2013 –Education – Consideration in Committee
Minister of Education, Madam Aariak, you can now make your opening comments.
Mr. Chairman, I am pleased to meet with the committee to discuss the 2012-13 main estimates and business plan for the Department of Education.
The Department of Education, guided by Qanuqtuurunnarniq, the value of innovation and resourcefulness, aims to provide quality lifelong learning opportunities to help improve learning outcomes for all the citizens of Nunavut.
It begins with early childhood education, leading to bilingual and innovative kindergarten through grade 12 programming, to quality and responsive adult learning and career development opportunities targeted to meet the growing workforce demand, to the provision of social assistance so that no one is left behind.
We are determined to build a territory of educated and empowered people with the skills to succeed.
Before I present specific details about our proposed business plan, I would like to take this opportunity to outline the changes to the layout of our business plan and main estimates.
You may recall changes last year involved restructuring the lines of business in the business plan so that they more closely reflect the organization of the department and the main estimates.
This year, we have made an additional minor change to the business plan and main estimates.
In order to group the two K-12 lines of business together and group the three adult learning lines of business together, we have re-ordered the lines of business.
The lines of business are now, in order: advisory and administrative services; K-12 school operations; curriculum and school services; career and early childhood services; adult learning and post-secondary services; and income support headquarters.
Mr. Chairman, in order to put our plans into action, we have put forward a budget of close to $233 million for the 2012-13 fiscal year.
This is an $8.1 million increase over last year’s budget.
The most significant change to the numbers that appear throughout the department’s budget is an accounting change.
In the past, the department has been directed to provide new or enhanced programs and services without funding to cover the cost of the programs and services.
Funding to provide these programs and services has been found from vacant positions within the department.
The way this has been allocated within the department has changed, resulting in a decrease in salary elements of many business plan program lines.
This changes the numbers you see in the current year from past years but is not a change in funding, simply a more accurate representation of overall expected salary expenses.
The biggest individual change to this year’s budget is an increase of $7.5 million for K-12 schools due to the collective agreement signed with the Nunavut Teachers Association.
In addition, the budget for the Teacher Professional Improvement Fund has been increased by $350,000.
Mr. Chairman, we believe that all children can learn given the appropriate support.
The quality of education achieved by the students at each grade level is of the utmost importance to the department and we are continually working to ensure that all students are successful in their studies.
We are guided by the concepts of Ilippallianginnarniq, continuous learning; Pivallianginnarniq, continuous progress; and Sivuniksamut Ilinniarniq, learning for the future in our curriculum development and teaching methods.
The department is developing a comprehensive assessment strategy that will give teachers better tools for assessing what students have learned.
All teaching units developed by the department outline the skills and knowledge students are expected to learn.
The units also provide teacher assessment, self assessment, and peer assessment activities to determine achievement of those skills and knowledge.
Piliriqatigiinniq, working together for a common cause, will help schools, parents, district education authorities, and the department provide the support students need to attend school regularly, meet their goals, and select the appropriate courses for graduation.
Inclusive education is at the very heart of the Nunavut education system. It is our government’s intent that all students will receive educational opportunities focused on their individual strengths and needs.
Mr. Chairman, no two students are the same.
We are working to provide an education system that supports individual learning patterns so that all students experience success.
Three new student support assistant positions have been added to help us accept and support all children in the school system, regardless of their abilities or challenges.
(interpretation ends) Mr. Chairman, the Department of Education realizes that early childhood education programs are critical to instilling a lifelong love of learning. Fostering the abilities and talents of our youngest citizens is an investment in the educational success of Nunavut’s future.
Funding of $1.6 million is being provided annually to the district education authorities for early childhood programming that focuses on increased Inuit language and culture activities, a requirement of our Education Act.
Working together, we will give our youngest learners the support they need by providing early childhood education programs that give our youngest learners a strong foundation based on Inuit language, culture, values, and beliefs.
I am pleased to point out the changes in the adult learning budget that have allowed us to create a career development services division, following a key recommendation from the Nunavut Adult Learning Strategy.
This division will give us the structure needed to provide direction for adult learning services so that we can better meet the Tamapta priority of improving education and training outcomes.
Existing positions in the department were redirected to focus on career development services, which include trades and apprenticeship, the administration of federal training money, GED, and Adult Learning Strategy implementation.
You will see a new program line under adult education.
This line is for the mature graduation program, which is in the early development stages at this time.
This program is an adult learning strategy and a specific Tamapta priority. It will combine literacy, adult basic education, GED, and adult high school completion and upgrading into one structure.
$600,000 has been temporarily moved from the Financial Assistance for Nunavut Students budget to career development headquarters for the development of a new FANS database.
The complex eligibility criteria of the different streams of FANS funding requires an information technology system that works effectively to provide a seamless flow from processing, recording, reporting, and collecting.
The present system was put in place in 2000 and is based on outdated software that can no longer be supported adequately.
The development of a new system is expected to take about two years.
Mr. Chairman, in Tamapta, it states that “We Should All Have What We Need.” Guided by Pijitsirniq, the concept of serving, not as an inferior but as a leader, our government is working with individuals, families, and communities to help make sure the basic needs of all Nunavummiut are being met.
The Income Support Program plays an important role in helping to make sure that all Nunavummiut have access to a minimum standard of living.
The Income Support Program is a program of last resort and the Department of Education works closely with program recipients, encouraging them to pursue employment, education, training, or other opportunities that will help them move toward self-sufficiency and exit the program.
Making sure that clients fully understand what level of support the Income Support Program provides will help prevent abuse of the program and encourage clients to work toward becoming self-reliant.
Poverty reduction is a key Tamapta priority.
The Department of Education is an active member of the Poverty Reduction Working Group led by the Department of Economic Development and Transportation. The task ahead is challenging but very necessary to the health and well-being of our territory. The department is committed to helping the government reach this Tamapta priority.
The Department of Education looks forward to continuing our work in the months and years ahead.
(interpretation) I am happy to respond to questions from the committee.
Chairman (interpretation): Thank you, Minister Aariak, for your opening remarks and outlining the budget for your department.
Hon. Eva Aariak (interpretation): Yes, Mr. Chairman.
Thank you, Minister of Education, Minister Aariak.
Hon. Eva Aariak (interpretation): Thank you, Mr. Chairman. I’m very pleased to be at the witness table.
On my left is Kathy Okpik and on my right is Heather Fanjoy, Controller of School Operations.
Welcome, Deputy Minister Okpik and Heather Fanjoy.
Does the Co-chair of the Standing Committee on Social Wellness have comments?
As the Co-chair of the Standing Committee on Social Wellness, I am pleased to make opening comments as we begin deliberations on the proposed 2012-13 budget of the Department of Education.
Mr. Chairman, the Department of Education’s proposed 2012-13 operations and maintenance budget is $232.9 million, which is an increase of just over $8 million from its 2011-12 operations and maintenance budget.
The standing committee notes that the biggest increase in funding is for compensation and benefits, which takes into account the new collective agreement with the Nunavut Teachers Association as well as additional positions as required by the Education Act, such as school community counsellors, language and cultural instructors, and elders as instructors in the classroom. Committee members encourage the minister to ensure that appropriately qualified individuals are filling these positions, especially in the area of language instruction.
Committee members continue to encourage the minister to work with her colleague, the Minister responsible for Nunavut Arctic College, to encourage more Nunavut teachers to become qualified to work at all levels of the school system.
Mr. Chairman, as noted when reviewing the Department of Education’s proposed operations and maintenance budget for 2011-12, the expectations placed on community-based district education authorities are leading to some delays in finalizing and implementing the required policies and regulations.
DEAs were given increased powers and decision-making authorities under Nunavut’s new Education Act, and members have raised a number of concerns regarding the ability of DEAs to exercise their statutory powers.
DEAs need ongoing support, resources, and training to fulfill their obligations.
The standing committee urges the minister to provide the necessary support and resources.
Mr. Chairman, the Department of Education’s K-12 School Operations Division and the various programs that support the delivery of kindergarten to grade 12 schooling in Nunavut are critical to ensuring that our young residents are able to participate in Nunavut’s future economy.
The standing committee recognizes that the department is introducing a new set of course options which will enable students to direct their studies towards future career options.
Members encourage the minister in her efforts to ensure that the appropriate levels of career guidance counselling are available to students to ensure that they make the necessary choices.
Mr. Chairman, members continue to have concerns regarding the standards of educational achievement earned by Nunavut high school graduates compared to graduates from other jurisdictions across Canada.
Members look forward to reviewing the results of the assessments of students’ language and math skills which will provide important feedback on whether the necessary skills and competencies are being achieved by students.
The standing committee has noted that section 126 of the new Education Act requires that an annual report on the “education system in Nunavut” be produced and tabled in this House and members look forward to reviewing this report as soon as it is tabled.
The standing committee recognizes that the department is developing a student information system which will include data from student records as well as enrolment and attendance data.
A standardized tracking system across all of Nunavut’s schools will allow for improved trend evaluations in such areas as attendance, truancy, and achievement levels.
Committee members urge the Minister of Education to continue in her efforts to improve the delivery of the financial aid for Nunavut students, or FANS, program.
Members recognize that students also bear responsibilities for ensuring that the appropriate documentation is provided and forms filled out in a timely manner. However, issues in this area could be addressed with improved means of communication.
Mr. Chairman, the standing committee supports the department’s efforts to address community-level needs in the area of early childhood education, including providing support to DEAs which have responsibilities in this area under the Education Act.
Mr. Chairman, the Department of Education has the responsibility for delivering income support programs, which are directed towards assisting families and adult individuals to meet their basic needs.
The Social Assistance Program is intended as a program of last resort, and members were pleased to note that demands in this area appear to be stable.
The standing committee notes with approval that the department’s new electronic case management system has successfully been implemented in at least one community and looks forward to the rollout across all of Nunavut’s communities.
Committee members support the minister and her officials in their efforts to introduce initiatives aimed at poverty reduction, such as increasing earning allowances and introducing additional work-based incentives for income support clients.
Members recognize that although there may be resulting increase in monetary cost as a result of these initiatives, there will be overall benefits in reducing levels of dependence and building self-reliance.
Mr. Chairman, on a final note, the standing committee is aware that the Executive Council is considering a possible reorganization of service delivery across government departments.
Members caution the government to ensure that frontline community-based workers are informed as soon as possible of any such changes and are provided with timely and adequate support to ensure that service delivery can continue without any unnecessary interruptions.
Mr. Curley (interpretation): Thank you, Mr. Chairman. I hope the minister is welcome as this is an important department and is a source of pride for Nunavutmiut. I want to welcome the deputy minister and the other officials.
Firstly, I want to make this comment, Mr. Chairman, which is also for the benefit of the people tuning into the discussions, that we urge our children to attend and graduate from high school as education has a bearing on one’s ability to land a job.
This can be difficult in light of our many youth who have not completed high school and have dropped out. They face a bleak future without education and many employers don’t hire dropouts.
In some of our communities, we have unemployable people who we have to look after, even though this department, along with Nunavut Arctic College, will undoubtedly try to provide more assistance.
I believe this issue is one that we all share ownership of. We have to instil hope and better expectations to our people who have dropped out so they can work to be employable.
The situation is depressing for some people since they cannot get housing nor can they raise a family if they are not gainfully employed.
These people are still in a perilous situation when we look at them from a traditional Inuit perspective.
Due to these reasons, we have to focus on working more closely to resolve these issues. This is especially the case when I read the mission statement. I had an idea that I would like to share since we can develop more partnership with the RIAs, Inuit groups, and not just have Arctic College and others beyond look after this.
We have to work collaboratively to meet our challenges.
The reason why I comment on this matter is that people who haven’t completed high school face challenges and many of us are in the same boat. People can be depressed and hopeless, which leads to more problems.
When one doesn’t have hope for the future, depression sets in.
When people are in that situation with no ability to escape their depression, many turn to alcohol, drugs, and other addictive things.
We know this, yet we wonder why many of our youth contemplate or commit suicide.
We have to bear down and cooperate to deal with this issue, and this matter is one I wanted to comment on, as you, being the minister, also have to provide leadership on this issue and not just slough it off to another department. You have to also provide ideas on possible solutions.
The reason why I am commenting on this, to return to my earlier statement, is that we have expectations of our children completing their schooling, which is why many of us urge our children to attend school every day. With art teachers, principals, and LEA positions providing assistance, I believe they are making progress as more students are attending classes.
However, I believe we have to invite the parents to become more involved. Parents, being the heads of their family, have to bear down, especially when their children don’t want to attend school. In too many cases, parents will allow a child to not attend school when they do not want to attend.
We have to face this parental attitude and remind them that a future without education is too bleak and we, the parents, will not be around forever.
While we are in the general comments, I wanted to state that I was quite pleased with one of the comments read by the minister about a seamless learning environment, basically an endless learning opportunity available to learners of all ages.
I like this statement. I wanted to provide an example that showcases this.
Just recently, during a trip home in Rankin Inlet, I went to a class that was being given to young women, some who were just teenagers and others who were adults with children. They were learning all about sealskins, from cleaning to drying and preparing a skin. I was impressed.
There were quite a number of skins, some with blubber and others in various stages of cleansing. They all had different activities, such as working the skin into different states, such as whitening the skin or making waterproof kamiik. I was impressed.
There was one student who seemed to be the smallest of the bunch that the instructor pointed to and stated that since she started that class, her husband wanted to start hunting seals so that he could provide her with material. (interpretations ends) That impressed me and touched my heart. (interpretation) When he noted that his wife wanted to take the class, and I believe Monica knows this firsthand, this woman’s husband was inspired to go hunting to provide skins for his wife so that she can succeed.
I am leading up to my point, which is that we have to focus more on the young men and provide more programs.
We have many training programs available for women, such as sewing programs funded by various organizations, but we also have to think about the young men or even people who have matured but don’t have a lot of knowledge about the land and weather. We have to return to providing more programs to them, although I’m unsure as to which department would provide that.
However, I wanted to direct this suggestion to the department.
When I was in Rankin Inlet just a few days ago, I was informed that Arctic College was going to start a two-year program for nursing students. I believe it is called LPN, or licensed practical nurse. That is a very popular program.
Even though I was only there for a very short visit, I was consistently told that they want that program to be approved. There are people who want to apply to this new program when it is approved, which is good. I like that sort of program.
With respect to our men, I have to make this comment. For some men, it is harder to discuss these issues as they are not used to vocalizing their feelings, even when you ask them questions. Some people are just not very sociable, especially younger men, when asked about their feelings or thoughts.
(interpretation ends) We need more programs for young people, even traditionally. (interpretation) Not everyone is going to go to Clyde River. However, we should provide something in our communities.
Mr. Chairman, I am very proud of this department because it’s a very important department and I just wanted to focus on a few matters pertaining to the opening remarks as well as on their mission statement. I encourage the minister to not worry but to work in partnership with the RIAs through consultation and cooperation.
The next name on my list is Mr. Ningeongan.
I want to refer to this matter on page 6 of your opening comments, Madam Minister. I just want clarification on the second paragraph, (interpretation ends) “it will combine literacy, adult basic education, GED, and adult high school completion.” (interpretation) If I understand it completely, this seems to be moving $600,000 temporarily from the Financial Assistance for Nunavut Students budget to fund a new FANS database. I would like the minister to clarify this point.