EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
For example, if a community were to hold or can’t decide on the new school location and if the public wants that new school location over there, does the District Education Authority have power, or do the school operations have power?
Maybe separate because, I don’t know why, but because of what may be the location and where it’s to follow for the students, what’s the policy if the District Education Authority wants to turn it down and say; you know what we are going to see a new school location over there, instead of over here where the public made a decision that they want to see that new school location over there.
Chairman: Thank you, Mr. Kattuk. Mr. Minister.
The District Education Authorities play the usual role in the planning of any new school infrastructure in a given community.
That includes consultative work with the District Education Authority, as well as with the Department of Education, and then again, with the hamlet and the community in question.
The first thing that a District Education Authority decides, they wanted a new school, they would have a vote amongst themselves and then pass a resolution or a motion.
If they wanted to relocate it, it would be the same situation, then that information would then would go to the Department of Education, and then we would look at the capital plan to see if the monies is there and so on, and then we would have to go back to the hamlet and say; look, this is what, after doing a Request For Proposal probably on these lines, and so on, what is needed to relocate the school or build a new school, and then you would have to go back to the hamlet and you would say, this is what we are planning to do, can the school, the footprint of the new school, is there a lot available for that in a given community?
So all that type of work has to go on.
Just because the District Education Authority has a motion saying we want to move the school and we want to build a new one, let’s say if you wanted to build a new one or just move a school, that doesn’t mean it’s going to happen.
What it means is then you have to look at; do you have the dollar values available; what types of consultations are done with the community, and so on.
That District Education Authority motion on removal, removing or relocating or building a new school would be the first step in that capital planning process, probably the most important step in that capital planning process.
So you are saying that the municipal government has power, like for example, if the District Education Authority wants, my point is that if the public decides where they want to see the location of the new school, and then the District Education Authority turns it down to have it not be there, and maybe my question might be to the Minister of Community and Government Services, I don’t know, but does municipal government have power to support public interest to see that new location of a new school?
Does that municipal government have power to support for the public interest?
Just for example, if the District Education Authority decides to move the school over there by the park, the hamlet looks at that and says; yes, we have looked at your motion, you want to move it, but the park is contaminated, then we can’t do that.
Then the municipality would be in a position to follow it and say; they would turn down that opportunity that the District Education Authority has made.
If the site where the District Education Authority has chosen is not suitable for whatever reason, it’s too small or what have you, then again, the District Education Authority would not be able to move forward.
What the District Education Authority can say as a recommendation is say we have chosen a location and that’s where we want to put the school.
The Department of Community and Government Services with Capital Planning through Education and the Hamlet, they would review the chosen location to see if it’s suitable.
If it’s not acceptable, then they would recommend an alternative choice back to the District Education Authority.
If it’s acceptable then it moves forward.
So the District Education Authority is one process, or one step in making a decision where the school will go.
We’re under G-19.
Total Education Branch Summary.
Total operations and maintenance, $97,490,000.
Any questions on G-21, G-22, G-23.
We still haven’t concluded page G-11, so we cannot go back to G-4.
Go back to G-11 with Mac Clendenning.
Could you please bring the witness over, Sergeant-at-Arms.
Mr. Mac Clendenning.
Thank you, for the record, could you please introduce your witness, Mr. Minister.
I am joined at the table right now by Mr. Mac Clendenning, the President of Nunavut Arctic College.
Welcome Mr. Clendenning.
We’re on page G-11.
Are there any questions on Adult Learning and Post-secondary Services.
On your Mr. Minister, or Arctic College President.
The Business Plan on that, it, on that part, on page G-23, it does say there was a facility assessment done for the trades facility I believe.
That page, right on the status part, it says completed trades facility assessment in Kitikmeot Region, Kivalliq and Baffin regions.
I took it to mean that these have been completed.
Am I correct in that view?
There is some preliminary work that has been done on looking at the infrastructure that we have in place already on the ground in Nunavut with the College.
When you look at the three campuses that we have and the 23 Learning Centres across Nunavut.
There has been some preliminary work done on those then to see what we had on the ground and then what we need.
That’s the work that has been looked at.
Could either of you, Mr. Clendenning explain to us exactly what these regional profiles are with respect to facility assessment?
I don’t believe from reading from that, these facility assessments have been completed.
We know something about exactly what has been achieved and what did they recommend.
First of all, the analysis is done internally with the Department of Education, our Capital Planning process.
The idea is to look at what is needed on the ground with the college.
That includes for example, a question that came up in the house today which was accommodations.
It also looks at some of the other issues.
For example, here in Iqaluit, in the capital plan, there’s an issue around, should the campus itself expand; and that’s the type of technical work that occurs; can you add on to the current campus building; should you relocate the campus building to another location.
Right now, we are using Ukiivik, where there are some trades programs being used and accessed.
Chairman: Thank you. (interpretation) Anything else, Mr. Curley?
Mr. Chairman, I would like to ask Mr. Clendenning because these studies were probably carried out before the minister was appointed.
Could he explain to this committee whether or not these assessments have been adopted by the college?
My view is that these were done by the college or the Department of Education.
Could one of you explain to me what type of profile that they are, as well as whether or not they were not compared to...how long ago were they done to be exact?
I just want to get my capital planning book because we are dealing with the operations and maintenance budget, not the capital budget, but because it’s in the business plan, the member is correct in raising it.
I just want to look at some of the issues around the different capital projects that we have in place.
The capital planning process for the Department of Education includes the college, as I said before and that expertise by Mr. Levy and his team.
There has been some work done on looking at all infrastructure across the spectrum of education.
That’s inclusive of the school, the K to 12, as well as looking at the community learning centres and the three campuses.
That’s what has been determined within the capital planning or substantiation sheet, and that’s what gives credence and weight to the capital planning budget that we have in place.
Mr. Clendenning, I guess, can talk about some of the issues around the infrastructure itself and some of the moves that have been planned within the capital structure if the member would like that clarified.
Chairman: Thank you. Go ahead, Mr. Curley.
It’s not 100 percent clear exactly what conduct a trades facility assessment means to be, unless I am provided with information that can help me understand what was done.
I don’t believe it’s all that secretive, or internal for those members of the study group only.
I believe these public funds were involving in conducting a trades facility and these facility assessments were completed in Kitikmeot, Kivalliq, and Baffin regions.
I personally would like to know exactly what kind of trades facility assessment was done in the Kivalliq Region.
Mr. Clendenning, if you were involved, if you are a beneficiary to that report, could you maybe help us and my constituents understand exactly what was assessed?
That study was not commissioned by the college, I believe it was undertaken by the department.
My understanding of it is that they are looking at trying to determine an inventory of facilities in communities that could be used to support the delivery of trades training.
What I understand that’s going on now is that there is a study going on by the department to look at trying to determine the program needs; what trades programs would be needed in Nunavut, and the next phase in that would be to look at the infrastructure requirements to support the delivery of those trades programs, and the plan is to try to have that done in time to amend the capital plan before it’s brought to the legislature for this fall.
I believe that’s the current status of it.
Can I ask Mr. Clendenning to explain to us whether the status of that assessment is.
Has that been accepted or has it gone back to the drawing board?
Is it short-term, long-term or comprehensive?
The work that has been done in those reports is preliminary, to give us some additional information that we can use as a basis for determining what the program needs are and infrastructure needs are so that those can be taken into consideration when we develop the next Capital Plan.
Mr. Chairman, from the response that I get this is not the trades facility assessment is not 100 percent complete.
It is preliminary.
The information provided to this committee clearly states conduct a trades facility assessment to be completed.
It does not say preliminary.
Who is misleading who?
Could you explain to us exactly which one we should go by?
Chairman: Thank you. Mr. Clendenning.
Mr. Clendenning: Mr. Chairman, all I can say that I believe that the work that has been done to date is and I believe that a reference that the member is making is from the Business Plan for 2005-2006, so it is for the next fiscal year that that refers to.
Could the minister at least help us out that he will ensure that the progress is reported or stated to the House so that we understand fully exactly what is involved?
It is important that we know what is happening.
Could the minister assure that he will bring a report and a trades assessment to this committee?
I will make that commitment to the committee.
Mr. Chairman, I had an opportunity to ask a question earlier with respect to the 75 recommendations that are before on this item, with respect to the Arctic College.
I know that the minister is fully appears to be supportive of the recommendations.
It is quite clear the Arctic College, the current structure had experienced quite a serious problem in administering and guiding Arctic College programs.
Just because we have the minister was appointed about three months ago, doesn’t mean that the problems are still real, and there have been some changes made with respect to the financial and I understand it was one senior official hired to deal with the whole matter.
Could the minister explain to us exactly whether or not there will be final changes to not only the management staff but as the Governors system, so that we can ensure that there is a clear and as well as positive vision established in order to generate that this program is really serious about providing opportunities for young people?
Yes the member is correct and I would concur with the member.
I think it is a good time to point out that the External Review points out that there has been several changes to in ministers; several changes to the Presidents of the College.
There were concerns around the financial and fiscal areas of the College itself, and that was causing all kinds of other issues.
When the College took over $1.3 million hit last year that affected it greatly.
It affected the morale of the College itself, and I think that that was indicative of some of the comments that were made in the External Review.
So when I came in as minister in March and April of this year, the first processes that I wanted to meet with when I met with the Board of Governors, was to address the fiscal imbalance.
We have done that. They have put together a deficit reduction plan, as outlined in some of the recommendations that have already come forward.
So, I think we’re moving forward with those types of issues. I think Mr. Clendenning wanted to add to Mr. Curley’s question.
Go ahead, Mr. Clendenning
I do appreciate the question and I would like to assure the member and the House that we are taking steps to strengthen the management team within the college and to ensure that we have senior managers in key positions that can help to move the college forward into the direction that will allow us to move on and implement a number of the recommendations in the review.
We had made some changes in the last year and again, in the last few months and are going to continue to look at ways that we can make further changes either to structure of the management group or individually to make sure that we have the right people in place that will support the long term growth and development of the college.
I take it from the external consultant position, that he was not, in my view, fully able to make recommendations to restructure the Board of Governors because that would have been suicidal.
His report would not have been tabled.
When I read on the comment from the report, that links the Board Members, I assume they are Board of Governors, when he says there is a strong perception by staff, and I would even say the external stakeholders, that this the general public, Board Members, that the college does not have a vision or a plan to achieve one.
So, I’m asking the Minister, what makes him feel just because there is no reference to Board of Governors need to be restructured, that he feels that the current governorship can actually make those changes.
I don’t believe the Minister is able to make these changes.
It’s going to be this Board of Governors that are going to establish a vision and a clear plan of action to bring in some new enthusiasm for the College.
So, will the Minister explain to us whether or not he has any more changes coming with respect to the governership at the College?
I appreciate again the member’s question and there may be a perception on the way the Board of Governors work and there has been some vacancies.
We’ve been trying to strengthen the Board.
The member has put forward for example a strong candidate from his community which has been nominated and we’ll be going.
We’re already on the Board of Governors of the college again to do exactly what the member is talking, to make sure the college Board of Governors, through the expertise of the Board Members is able to not only be forward thinking but review the recommendations from the report and move forward on the implementation and to look at the vision that is in place for the college, and strategically place the college for 2005 and onward.
That was the idea of doing the External Review.
Go ahead, Mr. Curley.
I appreciate the Minister’s help in trying to resolve the new guidance for the future of the College.
I also am of the view of this.
If this report were about the Qulliq Energy Corporation, for instance, I know that the Minister responsible would have immediately taken action and put new blood in where new blood was needed and I really believe that in order to seek the confidence of the public, that there needs to be further changes, not only to the management team but the whole structure including the Board of Governors.
So, from that perspective, I’m asking the Minister, will he make further changes to the Board of Governors structure?
Hon. Ed Picco: Yes, there will be changes upcoming and I wouldn’t want to be in a position right now to say what some of those changes are.
That wouldn’t be fair.
There are changes underway that will be implemented in the coming months.
Mr. Curley: My last comment is really this, this comment is really quite important, it is important to Nunavut as well as the young generation, who are keen, who are ready to take advantage of the courses and programs that are offered by Arctic College.
Nunavummiut and people who rely on it to achieve education, really, do support it, they deserve the best, and we must not cause any further delay in getting it corrected because we have quite a few as I believe indictment in Arctic College and it is time that we take it serious and these changes should in my view will encourage those people, the young people of Nunavut as well as many of Nunavummiut, a hope they can rely on.
That’s all I’m expecting, and that’s why that I think that my colleagues quite serious about getting the institution in proper footing, Thank you, Mr. Chairman.
Mr. Chairman: That was just a comment.
I have a comment first, on Adult Learning education.
When there’s programs that’s going on in the regional centres, there’s quite a few of our young couples that have to move down to Cambridge Bay from Kugluktuk.
It separates some of the families too, some of the older children would stay home because they didn’t want to move to another community, and they didn’t want to leave the school.
This question came up from an individual who attending the Adult Education Program in Cambridge Bay, the questions that was raised, and I wasn’t quite sure about the answer so I told them that maybe because there’s more apartments then back home.
This question came up, why can’t they have the Adult Education Programs in the communities where there are more students that apply to it, rather than going to a regional community?
Mr. Chairman: Thank you Mr. Evyagotailak, Mr. Minister.
These questions calls for quite a bit.
I think the quick answer is, is that depending on what program is and you might have majority of students apply for a program from Hall Beach, but the program is being offered in Clyde River.
And it might be offered in Clyde River because maybe they have the expertise to run the program there, that they have housing for an instructor if that’s what you have to bring in or there might be accommodations available for students to come in, and so on.
At the same time each program that is offered by the College depends on the needs assessment that is done by the adult educator in that community.
So again it’s based on needs and also based on what infrastructure there to support that program.
A good example is our NTEP Program, where we actually been able to take the NTEP program out of the regional campus and start delivering them in different communities, for example in Kugluktuk, or in Arviat where were running programs.
We all know that it would be a lot cheaper to have the Adult Education Programs in the communities where there’s more applicants.
That why I had to bring this up, it’s kind of hard to see some families split up because of the programs, where the mother or the father are going to take this, but the children want to stay home for school and don’t want to move to another community.
I am in support of my colleague that mentioned already, Mr. Curley, yes, it would be nice to see those programs go to the communities rather than going to regional levels because to bring instructors, you’re only paying for one or two instructors.
When you have to bring 4 or 5 families, you’re paying a lot more for airfares and that.
I would like thank you.
Can you take over my chairmanship.
Chairman: Mr. Tootoo. Sorry.
Mr. Netser: I’ve got a couple of questions that’s been brought up to me by my constituents with respect to the environmental technology program.
When they go out on the land to do the survivor mode, I have heard some very disturbing things that they do over there with respect to the students trying to survive without anything.
They take them out on the land and leave them without any rifles for self protection.
That’s very unacceptable because we hear about polar bear maulings and wolves coming into camps.
Just recently in Iqaluit, there were some wolves really close to town.
These students are taken out on the land without any means of protection.
I was wondering if you could check into that and ensure that this not happen again because I’ve been approached by more than two people on this situation and we need to take some action before something bad happens to these students.
Mr. Chairman, I appreciate the member raising the concern.
This is the first time I’ve heard that there was a concern with environmental tech students who would have been doing their winter camp.
That’s parts of the process of the program itself.
Without adequate protection, I will refer it to Mr. Clendenning to see if he is knowledgeable of the issue itself.
It’s the first time I’ve heard it raised and I would ask Mr. Clendenning to address it because it is a very serious issue that shouldn’t occur.
And the other things is there are some students that come from my community to Rankin Inlet to take education and some of them have spouses.
When ever they bring their spouse, they don’t provide them with accommodations but even though he is provided with accommodations when he goes to Rankin Inlet I think in Kivalliq Hall.
Whenever he wants to take his wife along, or when his wife comes, they have to go and find their own place.
This is very uncomfortable for these people.
They don’t pay for their accommodations when they leave the Kivalliq Hall.
What has been considered thus far in this regard.
Chairman: Mr. Clendenning.
If I could respond to the first issue that the member brought up regarding the environment technology program, yes we do have field camps for environmental technology students, the summer field camp and a winter field camp.
We have guidelines that need to be followed for those field camps.
The students are also chaperoned by at least two qualified instructors who have out on the land experienced and they do have weapons with them for protection.
As a matter of fact, they often take hunting as part of the field camp and try to get some game for the camp.
If the member has some specific information about circumstances when that did happen, I would be happy to receive them and check and refer to them, but that’s my understanding of how the process operates.
If I could answer the second part of your question first, I did acknowledge the concern about the lack of family units in Rankin Inlet, and at the present time, we do have an insufficient number of units for students with families.
We have adequate accommodation for single students at Kivalliq College as you mentioned, but we are addressing that through the capital plan, and it is under the supplemental capital plan for the department, which was discussed here back in the fall to build additional family units in Rankin Inlet.
It will happen after we complete the project in Cambridge Bay and here in Iqaluit.
So what timeline are we looking at with the ones that go to Rankin Inlet in the Kivalliq region?
One of the issues that the college has been dealing with within the capital planning process has been to look at the need for accommodations.
We have just completed extra student accommodations, as the members know, in Cambridge Bay, and next time, we are trying to get out of these White Row housing units that we are in here, and then to be able to turn our attention to the capital planning process for Rankin Inlet.
Again, this is part of the feasibility study on the process that we have in place for the campus.
So it’s in the supplemental plan right now.