EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
In my opinion, Mr. Chairman, the fact of FANS funding being held up has led some students who are attending classes to be on the verge of giving up and they usually have to turn to their parents to borrow funds until they get their funding. I wonder if this hasn’t impacted people’s decisions to attend college and whether this has been debated.
I would like to get a bit more clarification about this issue.
Minister Aariak, I believe there was a question, so if you would like to respond.
The member has raised a very good question.
The FANS program, the Financial Assistance for Nunavut Students, budget will not be impacted, especially since we consider adult education to be quite important and these students require assistance.
The budget will not be touched and the funding will not be reduced.
What we are hoping to improve is the FANS database, which we want to fund so as to make it easier to process applications. We believe that this will improve access to our students and our ability to have data available at a moment’s notice.
I certainly hope I answered the member’s question.
He can raise another question if I didn’t provide an adequate response.
Did you get the response you were seeking?
I just wanted to reiterate that I want this taken into consideration. I’m sure she noted my comments on the matter. As I stated earlier, in past years, some parents had to send money to their children attending school when their funding was delayed.
I believe that this has to be taken into consideration as well.
When the FANS funding is not received by the students for a long period, it creates difficulties for the students as well as the parents since they then have to send money to allow their child to bridge the gap before they receive their funding.
I understand that this problem will be alleviated with the new FANS database, if it delivers on the promises we have heard.
It is unfortunate that parents, due to the tardiness of the funding support, have had to send their own money to their children, which is not reimbursed, and this has happened throughout Nunavut, according to what we have heard.
I am just restating this matter and it is not a question.
Although there is no question, I’ll give you the opportunity to respond. Minister Aariak.
With respect to that statement, it is true that we have experienced problems in the past with the late payments into students’ accounts, but it was a lot more visible. The Department of Education has been working hard to make improvements in the FANS funding system, especially in the past year, and we haven’t heard of too many other complaints about funding delays since then.
Chairman (interpretation): Thank you, Minister Aariak. Thank you, Mr. Ningeongan.
I want to welcome the Premier and her officials.
Seeing as how we are all Inuit, I will make my comments in Inuktitut.
On page 4, within the last paragraph of your opening comments, it states that any two students are not the same.
Although I take pride in that statement, it also states further that based on individual learning patterns, students will be taught so as to allow them to succeed.
With that statement, it includes the three new student support assistant positions that your department wants to add to provide this assistance.
Mr. Chairman, what I want to raise is that we hear of situations where, for example, it’s more important for a 10-year-old student to move when the family moves, even if the student was behind in their studies at their grade level, as long as they can take classes with their age group in the classroom.
Is this an actual policy that is followed or is it a slightly different set-up?
Mr. Chairman, if this question is off course, I will understand if you don’t allow it. If you can bear with me, I would like to ask that question. Thank you, Mr. Chairman.
Chairman (interpretation): Thank you, Mr. Enook. I believe that you have a question regarding the minister’s opening comments. Minister Aariak, if you would like to respond.
Hon. Eva Aariak (interpretation): Thank you, Mr. Chairman. It is indeed quite important to ensure that all students are all progressing in their studies and to learn their courses required to pass their grade level. However, every student has different skill levels and learning curves.
The students who require more assistance are provided with additional help, either on a one-to-one basis or after they have tests done, to determine which areas require strengthening if they are behind.
This is to allow the student to catch up with their classmates. This is accomplished through testing by staff members within the school and this is primarily to ensure that students are not being left behind.
Chairman (interpretation): Thank you, Minister Aariak. Mr. Enook.
Mr. Enook (interpretation): Thank you, Mr. Chairman. I also thank the Premier for her response. Perhaps if I rephrased my question to make it clearer and I apologize if it didn’t come across in my statement.
When students are moved up to the higher grades, is this simply to ensure that the students are in their age group?
As an example, if the student is 11 years old, does this mean that even though they may not pass their coursework, they will follow? Does this mean that no one can be left behind?
Is there a policy or legal requirement that governs this situation?
As an example, when I first went to school, I was in kindergarten for two years and since I didn’t learn all of the required material in the first year, they left me in kindergarten for another year. My question is: are any students left behind if they didn’t pass their grade level nowadays?
Chairman (interpretation): Thank you, Mr. Enook. Minister Aariak.
Hon. Eva Aariak (interpretation): Thank you, Mr. Chairman. Very infrequently, but it does still happen with some students. However, even if they are held back, it is only if the classmates are not too much older or younger, and that is the only rule.
The staff within the school make that determination as there is a committee that reviews these cases, especially where a student requires tutorials or extra work.
They do this work to ensure that students requiring assistance are given that help. Whenever students are found to be behind, they are given assistance.
So, yes, it does occasionally happen where a student has to retake a grade if that is what is deemed best for the student.
Mr. Enook (interpretation): Thank you, Mr. Chairman. I thank the minister again.
What about the other end of the spectrum? Are there also opportunities for a more advanced student who is far ahead in their studies to be moved ahead to a higher grade?
An example was when I was a primary student, from September to December of the year, I was in grade 3, but I was then moved to grade 4 from January to March, and then from March onwards, they put me in grade 5.
That was my personal experience.
I must have been quite advanced.
Does the system still allow students to be advanced to a higher grade if the situation calls for it?
Indeed, in educating our students, we have to ensure that their schooling reflects their ability to succeed.
It is very important that if a student is quite advanced and a quick study, their teacher develops a student plan.
In cases where the student is a quick study and grasps concepts ahead of their classmates, their teacher will develop a specialized plan.
We have some gifted students who have had to be advanced to a higher grade if it called for that, but again, it is only if there is space available in the higher grade.
This also requires further testing to ensure that the student is capable of meeting the more advanced classes so as not to be left behind.
There are teachers in the schools who develop learning plans and this is tied into the committee that looks after student needs, advanced or requiring more assistance.
I hope that my response is understandable.
We can now move on to the page-by-page review.
Please indicate to me when you have questions.
We will start on page G-4.
(interpretation ends) Operations and Maintenance. (interpretation) G-4. $780,000.
Do you agree? I didn’t hear anything. (interpretation ends) Agreed?
Now I hear you.
Are there any questions on Policy and Planning?
(interpretation ends) Branch Summary. (interpretation) G-5.
Operations and Maintenance for 2012-13. $967,000.
Operations and Maintenance. $2,233,000.
Do we have quorum?
Yes, we do have quorum.
I’m not sure if my question is appropriate at this time, so if the Chairman or the minister feels that my question is out of order, I do apologize.
Mr. Chairman, during the sitting of the House today, I asked the minister a question regarding the English departmental exam to which the minister said that she would get back to me with the information that I requested.
Given the fact that the minister is now sitting before us with her officials in Committee of the Whole, is the minister or her officials in a position to explain why the English department exam was not administered in Sanikiluaq in January when it was supposed to?
I will try to ensure my response is clear and comprehensible. I stated earlier that I would provide a response later on today, so I hope to have that information later on that the member wanted information on.
(interpretation ends) The initial request for exams to Alberta was rejected due to no school code assigned to the high school due to the new school.
The department updated the list with the new school and its code prior to when the exams were to be written.
It was our understanding that the new code was received, but looking at the reality, unfortunately, the exams did not arrive on time.
Our registrar for student records was not notified until two days after the date the exams were to be written by the students. The school did not have the exams in their possession.
The students will be able to write the grade 12 departmental exams in June.
The department will also review the school lists and codes to ensure that they are accurate in the future. The department will send out a reminder to schools asking that they confirm receipts of exams of at least one week prior to the date of the exam. This will allow the department to work with Alberta education in ensuring that the exam is available when required.
(interpretation) If my colleague has another question, I am available to respond, but I hope my response is adequate for the time being, Mr. Chairman. Thank you.
Mr. Rumbolt, perhaps your school was brand new at the time.
Do you have additional questions? Mr. Rumbolt.
It explains it a lot better. In her explanation, she said that the students won’t be able to take the departmental exam until June.
What is the reasoning they have to wait until June to take this exam?
Hon. Eva Aariak: The exams are set at a certain date and the next set date will be in June. (interpretation) Thank you, Mr. Chairman.
One of the questions I wanted to ask was in regard to the development of the comprehensive assessment strategy for the students.
In the opening comments, the Premier talks about the teacher assessment, self assessment, and peer assessment, which, to me, I think is a good idea because you would have documentation having the students reflect as well on their progress.
Will these types of assessments be put and kept in the students’ permanent record as it’s tracked all the way through their school career?
In terms of the responsibility for the person to make sure that they are put into the permanent records, I don’t know.
I’m just going from experience in working in the school.
You get busy at the end of the year and you might not get certain documents in the file for the students, especially for new teachers who come in.
We have an average rotation of teachers coming in and out.
To be able to give a good assessment for an incoming teacher, I know a lot of times when the teachers come in and sit down in August or September to start evaluating their students to see what levels they’re at, sometimes there’s a lot of detailed information that should be there that isn’t there. I’m just curious: to make the process work properly, who is actually ultimately responsible for making sure that those documents are kept track of? Thank you, Mr. Chairman.
Hon. Eva Aariak (interpretation): Thank you, Mr. Chairman. The member asked who was responsible for storing student records.
The teachers receive an orientation session prior to the school year on the roles, responsibilities, and duties they are required to undertake. If I were to say it in English, they are provided orientation sessions.
This is also part of the teachers’ orientation about the requirements of the school, such as recordkeeping.
(interpretation ends) So the orientation will be provided to the teachers and then it is the teacher’s responsibility that the records are properly placed and stored. (interpretation) Thank you, Mr. Chairman.
Chairman (interpretation): Thank you, Minister Aariak. Mr. Elliott.
Mr. Elliott: Thank you, Mr. Chairman. In regard to viewing those permanent records, if a student or a parent or a guardian wants to view them, do they have access to viewing these records? Thank you, Mr. Chairman.
Hon. Eva Aariak (interpretation): Yes, if the parents wish to, they can access the permanent records of their children. Thank you, Mr. Chairman.
Mr. Elliott: Thank you, Mr. Chairman. In regard to attendance in the schools, I know Mr. Geikie was quoted in a recent newspaper article, I think it was on February 13, about 72 percent attendance across our schools in the territory. He had mentioned working with our schools, communities, and DEAs to encourage students to attend specific… .
I think it’s great to continue to encourage people and it’s great that we’re not expecting just the schools or teachers or the principals to be allowing the students to come in and putting emphasis on parents as well to encourage their children to go to school.
I’m wondering: what specific details can you give us?
I know it’s a reflection of the Education Act to try and help people to go to school, but what specific details are you referring to when you’re trying to get people into the school or what specific details are you doing to try and get the students there?
Hon. Eva Aariak: Thank you, Mr. Chairman. The department is working with district education authorities and the school principals in developing stay-in-school initiatives.
There are many changes underway in supporting attendance in schools and these include the development of a program called “It’s not okay to be away,” which shares effective practices from Nunavut schools.
Another one is a pilot project in Baker Lake to determine what works to help students stay in school and work on new programs and approaches to school programming in grades 6 to 9, as well as the development of a project to identify ways to help male students find school more interesting and engaging.
Another area that we are working with is the ITK Education Accord. There is a heavy emphasis in that accord, which deals with parental engagement. (interpretation) Thank you, Mr. Chairman.
Within the Education Act, if students are not attending, are there regulations as to what… ? Obviously, if students are not attending, you’re not going to expel them or not have them come to school because they’re not coming to school already, but are there any other recourses that the Education Act has?
Chairman (interpretation): Ms. Okpik, please go ahead.
Within the new legislation, the fine was removed for the lack of attendance as it was felt that the overall goal should not be punishment oriented. However, the purpose of this legislation is to work in partnership with the parents and that is part of our work.
The local DEAs have received an additional $1.6 million from our department to work on developing local policies pertaining to attendance and the course of action that will govern their implementation of this policy. There is room to create a committee specifically for this initiative.
Additionally, as our Premier alluded to, we are working with other jurisdictions, such as Nunatsiavut, Northwest Territories, and Nunavik, to look at the issue of attendance and how we can create more interest amongst the students, including how to encourage our students to attend schools.
Obviously, we do want to get more of our students going to school and taking more interest in learning.
One of the things that the minister had said in her opening comments was about inclusive schooling.
I wanted to ask some more detailed questions about what is meant by inclusive schooling.
Starting with the most obvious, are of our schools wheelchair accessible and accessible for people with physical disabilities?
Every school has had its operations reviewed specifically to check on their needs or requirements. I can state unequivocally at this time that all schools have the necessary infrastructure to accommodate students who have difficulty walking or who require a wheelchair.
In regard to learning disabilities, whether they are hearing impairments or specific learning disabilities or possibly FASD, I’m wondering: how often are our children assessed or what type of an assessment actually happens?
I would think that there would be some emphasis on early testing to be able to catch it early, to be able to come up with an individual education program for an individual.
When it becomes noticeable that assistance is required, particularly with that condition, the Department of Health becomes involved.
Furthermore, when children are deemed ready for kindergarten, they undergo a preschool assessment prior to the school year that determines their health and whether their hearing is normal or whether they need corrective lenses.
These types of assessments occur prior to the school year starting and the children who have been found to have this condition are given the proper assistance and the school works with the health officials to determine the needs of the student.
Specifically in regard to FASD and the assessment of that, lately, I have been doing a little bit of reading on that.
A number of people who are diagnosed with this actually have a hard time and struggle within school and do drop out, then end up, in later years, within the justice system, and then tracked throughout their life and they’re held behind right from the beginning.
I’m just wondering: could you just clarify? I know I have asked this before in the past to the Minister of Justice and whatnot. Does the Department of Education cover that type of testing or is there another department that handles that?
With respect to that issue, the schools have an in-house committee comprised of teachers who look at the needs of the students through assessing their shortcomings.
The committee directs the type of work required and the schools utilize that when a student is found to have needs with the assistance of the Department of Health. The committee and the health officials work together whenever a student is found to need further assistance.
I know, over the years of doing different presentations like this and being on the committees, there have been a lot of emphasis on creating a positive environment within the schools and embracing education. Obviously, now with the suicide prevention strategy completed and then the implementation plan being done, I’m sure there are a lot of opportunities within the schools where embracing life is being encouraged.
I was wondering if we could get a bit of an update. I know the deputy minister is part of the Quality of Life Committee. I think that’s what it’s called.
In terms of what the Department of Education is doing to follow through on some of the recommendations that were in the implementation plan, I know all departments were sort of working together to help with that.
Yes, we also consider this a very important aspect of the schools. The teachers are encouraged to discuss the program, which is called the ASIST program in English.
This program is applied in the schools and it is recommended since it has benefits.
Within the schools, another required curriculum is called Aulajaaqtut. This is a required course designed specifically for life skills and it was designed as a quality of life program.
These two programs are provided much needed assistance. I am quite pleased and thankful that my deputy minister is involved in the committee that overlooks this quality of life programming.
We have heard recently about the Inuksuk High School here in Iqaluit being closed due to the frozen utilidor pipes. We also heard about a spill at a school up in Pangnirtung.
This resulted in the schools having to be closed for a lengthy period of time.
Perhaps it is too early to request more details, but I imagine these two events have taught the operational staff about the events that can cause their schools to close.
Can the minister relate what these experiences taught the school officials after they had to close their schools due to these issues?
What changes have been implemented, particularly those related to closures and the need to communicate that with their students, parents, and the day-to-day updates on what the status of their school is, especially for the higher grades up to grade 12?
Just recently, the schools underwent these closures and the education officials worked really hard to review the factors that forced these closures.
With respect to these experiences teaching the officials to prepare for any eventuality, it is too early as they haven’t completed their review, but we are starting to get more information.
At this time, I would like my deputy minister, Kathy, to provide more details related to the member’s question.
School operations, particularly the management of schools, involve very different challenges, especially when the schools are vastly different in age and design.
To try to articulate this, as an example, the Department of Education deals with curriculum issues. Any maintenance or repair work within the school or related infrastructure is the responsibility of the Department of Community and Government Services. Additionally, when we talk about how the school is to be used, that is the responsibility of the local DEA.
These events have really taught us exactly who has to be involved when dealing with these issues and which body will be responsible for communicating these issues to the parents and the community.
To use this example, in Pangnirtung, the Department of Education, CG&S, as well as the health officials cooperated to deal with that challenge. Officials from these three departments travelled to Pangnirtung to speak with the teachers and the community representatives to resolve any concerns and to conduct an investigation as to what exactly occurred in their school.
Once we had appraised the situation and determined what required repairs were needed, our worker had to travel back twice to the community to consult with the teachers and the community, as well as the operational staff. Updates were provided on the repairs being done, as well as whether or not problems were resolved. So this event taught us quite a bit.
Additionally, the need for a proper spokesperson to represent all the different departments and communities became apparent. Generally, anything related to the schools in the community are communicated to the public by the DEA chairs as they are the elected officials responsible for the local schools. We will continue to work with all DEAs in particular where communications require a spokesperson and whether our department needs to provide more assistance.
When dealing with repairs or maintenance issues, different problems arise throughout the various schools. As was proven by events in Pangnirtung and Apex, there were problems with the fuel causing things to escalate.
Here in Iqaluit, the utilidor pipes froze, which was an entirely different challenge from the other examples I just gave.
What I can state is that, with respect to the scheduling concerns expressed here in Iqaluit, particularly parental concerns about their children missing school work and days that could impact their course requirements, these issues are clearly identified to the local DEAs and they generally schedule the school year.