EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
We hope that Inuktitut is more prominent in daycare facilities and that they also provide culturally relevant exercises.
I’m very pleased with the fact that on page 8, there are ten communities that have educator training opportunities, including Kugaaruk.
Mr. Chairman, I wish to thank the ministers and their staff.
I don’t have a whole lot to add and I will make sure that I will be making comments during the clause-by-clause or page-by-page review.
What I wanted say is outside of this specific question, but which I would like to see included. We do have to make statements on what is needed at the community level.
Mr. Chairman, there are new teachers who come up to Nunavut who have never been up here before. I do not have an objection to that and I welcome them all because any Canadian has the right to work in any jurisdiction of the country.
However, I think that there should be an orientation program set up for those new teachers before their arrival in our communities.
It is said that Edmonton is the gateway to NWT and Nunavut, but it’s not a gateway to me.
I’m not sure if it’s possibly in Iqaluit or some other community, but before the school year starts, there should be an orientation program made available to new arrivals which would help make things a lot better.
The orientation program could be a week or two. That would help so that they don’t end up going to a community feeling out of place or intimidated, or end up going to a small community like Kugaaruk or Repulse Bay for the first time.
That is the only question that I have to the minister.
We should welcome them and give them orientation on Nunavut’s culture so that they don’t have culture shock. That’s just an example.
For people who have never been to Nunavut and from what I hear before the beginning of a school in the fall or summer, new teachers are taken out on the land or given orientation on the culture of Nunavut.
For clarity, we are currently looking at one PY that would be responsible for orientation programs, how they would be set up and what would work best for those new teachers.
It would be a benefit for new teachers coming into Nunavut.  We are currently working on that.
Within the school, they identify what is Inuit Qaujimajatuqangit and those programs are directed towards the new teachers.
We are looking at other programs that might help in orienting new teachers so that they will have a safe, happy working environment.
We’re going to be doing all of those, Mr. Chairman.
I have Mr. Elliott next on my list.
I am willing to continue along with some of the lines of questions that the hon. member from Tununiq was asking in terms of cultural programs. I see him working at the school and I guess I connect with what the hon. member from Akulliq was saying.
In my first year of teaching, I remember there was a lot of stumbling and fumbling to try and understand a little bit more about the culture and how the classroom works.
One thing I did learn is that a lot of youth at risk really are heavily involved in the different land trips that the schools were able to provide.
With some of the changes that are happening, is funding being provided for these programs?
Again, we’re drawing on cultural experience and people’s experience from the community, and have to pay for those services. Obviously, there are fuel costs to do land trips and whatnot. How does the government help with providing that revenue?
Chairman (interpretation): Thank you, Mr. Elliott. (interpretation ends) I still see you learning today, so you’re in lifelong learning.
Before I respond, I would like to add to the previous question about new teachers coming to Nunavut.
For your information, we are going to work extremely hard to get Inuit teachers.
There was statement about that in the opening comments about the 10 communities that have the teacher education programs.
We’re going to be trying to lessen the number of teachers coming from other jurisdictions.
With your question, we are going to set aside funds which can be used at the discretion of the DEAs. Those funds can be used for on-the-land programs, Inuit culturally relevant programs, and educators.
That will be at the discretion of the district education authorities.
However, I don’t have a figure of exactly how much it’s going to be though for this year.
So is that part of the operating budget that the DEAs are given or will they have to write a separate proposal requesting those funds from the Department of Education?
Hon. Louis Tapardjuk (interpretation): Yes, the Department of Education is going to earmark some funds for the DEAs and in there, there is going to be a set amount to be used for culturally relevant programs, such as teaching survival skills out on the land, and so on.
The district education authority will have the discretion to administer those funds.
As that’s the case, we’re going to try and include all Nunavut DEAs. We’re going to make sure that the information about how those funds can be used or how their new rights and responsibilities under the Education Act are going to be set up.
That’s how we have that funding set up, Mr. Chairman.
On page 10 of the minister’s opening comments, in the second paragraph, he’s talking about the important role of the elders in our schools. In terms of having the elders in our schools, first of all, I know in different discussions we’ve had, there was sort of a definition of what the elders’ role is. Are they going to be classified as a teacher?
That’s sort of the first part of the question and then at the same time, is this core funding that comes through the Department of Education? Will there be PYs or is this on a part-time basis to sort of help support the cultural programs?
Last year, we set aside some funds that would be used for the elders. In addition, under this proposed budget, we are requesting $800,000. If that should be approved, we would have $1.6 million for the whole of Nunavut to be used for the elders and cultural teachers.
We are going to be producing an elders’ guidebook and they will be available to the DEAs.
It will be at the DEAs’ discretion as to how they are going to be using those cultural teachers in or outside the school environment, such as on-the-land programs. That is under their authority.
One of the questions… it wasn’t mentioned, the Piqqusilirivvik Cultural School.
In terms of some of the curriculum that they must be developing in terms of land programs and cultural knowledge, is your department working with them to sort of be able to maybe offer some of those programs in the communities as well so that there’s no duplication or overlapping of resources?
Hon. Louis Tapardjuk (interpretation): Piqqusilirivvik is not the responsibility of our department nor are we working with them at this time, Mr. Chairman.
Okay, I’ll take that as a no. The other question I have is I know in the past, one of the things that we have talked about with the cultural school is that it was sort of mirroring some of the things in the program they had in Sisimiut, Greenland.
With students from Nunavut who attended those programs, they received high school credits.
Will students who participate at our cultural school within the territory receive credits for attending there?
Chairman: Mr. Elliott, we’re on Education and the cultural school is at CLEY.
We’re not at CLEY yet, so I don’t think the minister or his staff are in a position to answer that type of question. We will have CLEY before us.
Mr. Elliott: Sure. I wanted to avoid the comment that you need to ask the Minister of Education that question. I guess my question would be: has the Minister of Culture, Language, Elders and Youth spoken to the Minister of Education on whether this is possible?
Chairman (interpretation): Minister Tapardjuk, if you would like to respond.
Hon. Louis Tapardjuk (interpretation): The Department of Education has nothing to do with the Piqqusilirivvik Cultural School. The Piqqusilirivvik Cultural School is specifically to enhance cultural programs.
Maybe it would be best if you asked that question when the Department of CLEY goes in front of the committee. However, as the Department of Education, we have no idea of what they’re doing with that, Mr. Chairman.
Chairman (interpretation): Thank you, Minister Tapardjuk. (interpretation ends) Any more questions, Mr. Elliott?
I will ask those questions because to me, our schools are Inuit schools and we should be teaching culture inside the schools. More than 98 percent of our students, at least in the small communities, are Inuit and I would hope that our schools reflect that.
On page 9 of your opening comments, in the second paragraph where it talks about income support, I just want some clarification. When you’re talking about the Income Support Case Management System that’s in place for delivery to Nunavut seniors and the program is being piloted here in Iqaluit, now, I’m assuming it’s only being done with income support recipients who are seniors. Is that correct?
Hon. Louis Tapardjuk (interpretation): I will refer this question to my deputy, Mr. Chairman.
Chairman (interpretation): Ms. Okpik, if you would respond, please.
Ms. Okpik (interpretation): This is part of the elders section and it is part of the Income Support Case Management System, which is completed.
Once it’s implemented, we have to clear out the bugs of the system at the initial stages. It’s one of the biggest systems in Nunavut and we’re clearing out the bugs here in Iqaluit.
I wanted that cleared up first because I understand how it’s being done here in Iqaluit and it would be nice to get the bugs worked out before they put it out across Nunavut.
When this specific Income Support Case Management System rolls out over the next two years across the whole territory, is it specifically for seniors and that’s where it will stay, with seniors, or is the intent to include the whole caseload of all recipients of income support?
Ms. Okpik: The process for seniors is a separate process; it’s only a component of the Income Support Case Management System.
For seniors, we have about 700 seniors eligible for a supplement that we provide of $175 a month. If they receive their old age pension and their guaranteed income supplement, then they’re eligible for a $175 payment.
What we do is we merge the payment with the federal government so instead of receiving two cheques, they receive one single cheque.
This is only one component of the case management system that’s completed.
For the rest of the case management system, it’s going to be for all clients who access income support all across Nunavut.
Just so I have it clear in my head, in two years, we will have the Income Support Case Management System will be up and running all across Nunavut for all of the clients who are on income support.
Chairman (interpretation): Ms. Okpik, can you respond?
Ms. Okpik: That is the plan.
My next question is still on page 9 and it’s in regard to the last paragraph where it talks about the student information system. What type of information is part of that system?
Under the new student information system, we will collect data on attendance, achievements, and similar information for all grades. It will provide a more streamlined and accessible method for storing and returning this information. It is a way of monitoring the progress of the students and what they are taking.
All of the information collected through the student information system will enable us to find out where we need to make improvements and how we can change it in order to make it better.
That’s sort of what he said in his opening comments, but I was wondering if there is any other information. What private information are they going to be keeping on our students? Are there birth dates and those types of information?
Hon. Louis Tapardjuk (interpretation): Thank you. I will refer this to my deputy.
Chairman (interpretation): Ms. Okpik, can you try and respond to the question?
We’re going to have different types of information, such as their birth date, place of birth, and where they have gone to school.
I don’t have the paper in front of me, but we will be able to provide detailed information. We are going to be collecting all kinds of data on the students, especially their attendance, tardiness, and so on.
Over the past couple of days, MLAs have been asking questions about privacy and access to information.
Again when we’re talking about students and young people, who will have access to this information?
Ms. Okpik, can you try and respond?
I don’t have written information in front of me, but all of that private information is not going to be accessible to everyone.
Teachers will be able to access it and some of the staff can only see a part of that information. I will provide more information to the member.
In the minister’s statements, he said that they’re working on the development of this new system. Is it going to come online and become totally available in two years, when the Income Support Case Management System comes online or what’s sort of the timeline for that?
I can say that Maplewood Computing was selected through an RFP process and they have been asked to come up with a new system within two years.
The system has to be completed within two years.
During the 2009-2010 fiscal year, we have around $776,000 and then we have $470,000 the following year. We expect that they will complete this within two years and we have selected a private business that will be establishing this new system.
On page 7, in the last paragraph, it’s talking about training for school community counsellors and support assistants.
I know there is a commitment of the government to have a school community counsellor in every community. When do they hope to have that happen by?
Minister Tapardjuk, would you like to try and respond?
Once our purposed budget and the main estimates are passed, we will be able to make sure that they are hired.
Chairman (interpretation): Thank you, Minister Tapardjuk. (interpretation ends) Any further questions, Mr. Elliott?
In regard to the training, when will the training start for the people who are hired as school community counsellors?
He said that when we pass the budget and the money is available, the hiring process... I don’t know. Sometimes with the Government of Nunavut, it might take two years to hire somebody, but hopefully, it will be less than six months. When will this training be available for the school community counsellors?
Chairman (interpretation): Thank you, Mr. Elliot.
We have to start identifying the positions to provide opportunities with new training programs.
Once we hire the new employee, we will be able to start working on the training programs.
Mr. Elliott, do you have any further questions?
Mr. Elliott: Yes, I do.
On page 8, in the second paragraph, when you talked about the career development officers and the training that is going on with them, I think that’s a great idea and it’s nice to have consistency across the board.
Is this training being provided to all of the career development officers across the territory?
Who would like to respond?
Hon. Louis Tapardjuk (interpretation): Yes, all Nunavut communities will get career development officers.
During the winter and spring of 2010, training programs will be delivered in Cambridge Bay, Rankin Inlet, and Pangnirtung.
Career development officers will be trained within this fiscal year, Mr. Chairman.
Chairman (interpretation): Thank you, Minister Tapardjuk. (interpretation ends) Mr. Elliott, any further questions?
Going to the names on my list, I have Mr. Komoartok.
I would like to thank the officials at the witness table.
One question that I would like to ask, although I thought I heard a response, is with regard to page 4 of your opening comments.
On the top paragraph, it states, “There is a large increase in funds for the inclusion of elders in our education system…” I am very pleased to see that they have set aside $3 million for these projects.
I have a question on that. I realize it was mentioned that the funds will be available outside as well as inside the schools.
In Pangnirtung, students have been taken out on the land for three weeks every year for the last 19 years just outside of our fjord. This program has been running for quite a few years and it has been successful.
They have been able to operate it through fundraising and they also apply for funding through Kakivak Association.
They have rarely received funds from the Department of Education for their operations or core funding.
With respect to the $3 million fund, will the DEAs be able to apply for funds from this pot rather than applying to Kakivak Association or having to fundraise locally? Will they be able to use these funds from these project dollars on those?
This program for the inclusion of elders, as per the member’s question regarding this $3 million fund, is specifically for including elders.
However, the DEAs will be provided with additional funding so as to be able to fund classes related to cultural activities, such as the ability to work with snow or other activities. I cannot specify exactly how each DEA will meet this program as they are best able to ascertain which cultural programs are to be taught in their schools.
This is something that will be left to the DEAs as they are the ones that best know the needs of their local environmental or culture that needs to be taught to their students.
Actually, $1.6 million is specifically for including elders, while the remainder of the $3 million fund is for supporting DEA activities that they choose.
Having said that, I want it noted that all schools in Nunavut will be approached, including meeting with their DEAs to offer corporate training, such as their roles and responsibilities under the legislation.
These are but a few samples of how we are trying to support our DEAs.
The breakdown for the $3 million is as follows: $1.6 million for the inclusion of elders, liability insurance in case an accident occurs in the school, as well as funding for development of policies.
With respect to developing policies and other miscellaneous items, $1.4 million would be allocated towards supporting DEAs.
However, with respect to the situation in Pangnirtung, the DEA raised their own funding to enable this program to be included in that school. We also had some other program funding that was used to assist this program, as well as to evaluate this program and its benefits. In this case, perhaps the male students are the benefactors of this particular program if it enables them to remain in school.
I would also like to thank the minister for his explanation.
In the springtime, the land program is very important to our community. The students go out camping for three weeks of the year and it has been very beneficial to the students in the community. It encourages them to stay in school and to learn land skills.
We do value that program. It also helps students with their future.
Another question I have is on page 9 in your opening comments. It is with regard to providing support for the Income Support Case Management System. I have two questions.
An individual from my community wrote a letter to me with regard to income support recipients. When recipients needed to purchase household items, they were able to buy a dryer or a washing machine.
The regional supervisors would approve that when they requested for those purchase of equipment, but the headquarters now have the responsibility to approve those requests through income support.
When you make a request to the headquarters, some applications are lost along the way and that’s what’s causing the slowness in the progress of this program.
I was wondering if you can give back that authority to approve those requests back to the regional supervisor for Pangnirtung.
According to the criteria, the process is not being followed and I want to get clarification on that.
Secondly, income support clients in the communities have to fill out a job search form and if they don’t fill it out, they can’t be given income support benefits.
This seems to be useless in the smaller communities, especially because there are no employment opportunities.
They keep going back to the same companies.
Income support recipients have to keep going back to the same company or where there is employment to fill out their job search forms.
One thing that I see difficult is with our elders. It’s very difficult for our elders who are between the ages of 50 and 60 years. They are hunters and they have to fill out a job search form.
When they go out hunting, they bring in their catch and provide the food and share it with the rest of the community. I see that filling out the job search form is useless when it comes to the elders. However, they have no other means but to fill it out if they want to receive income support.
I’m asking the minister if this is mandatory.
For your information, you have time to ask all of your questions one by one.
Hon. Louis Tapardjuk (interpretation): My deputy will respond because she knows the ins and outs of the operations of this, Mr. Chairman.
I don’t know all of the details of the Income Support Program. Perhaps one of our other officials will be able to respond to that question.
In regard to the furniture or appliances, we have that responsibility at the headquarters level because we have to abide by the legislation on policies and regulations of the Income Support Act.
We have that responsibility at the headquarters level in order to follow that.
We’re continually reviewing this to determine how closely the guidelines are being followed. We’re not thinking about giving back that responsibility to the regional level.
The funding geared towards the purchase of appliances is all divided among the communities. Mr. Chairman, once we go further, the director of income support will be able to provide a response to that.
Perhaps you will be able to ask that question when we review the contents of G-7 and G-10.
Mr. Komoartok, do you have additional questions?
I have no more names on my list. We can now go to the page-by-page review of the main estimates starting with page G-4.
Total Operation and Maintenance. $1,713,000.
I was laughing. It sounds like Minister Peterson wants to get out of here.
He was agreeing for us.
In your Minister’s Statement today, you talked about the training of the school community counsellors in the ASIST workshop. Is that something that’s going to happen to all of the staff in the school, the ASIST, or the Applied Suicide Intervention Skills Training?
Chairman: Okay, Mr. Elliott.
Hon. Louis Tapardjuk (interpretation): I’ll ask my deputy minister to respond to that question.
We held a training workshop either in Rankin Inlet or Baker Lake, but it was mentioned earlier today.
Last winter, we had a professional development workshop for the teachers. I don’t have any further plans to provide training on this program, but we will continue to look at the Sudden Death Response Manual.
Are these workshops part of the implementation of the government’s suicide prevention strategy?
Ms. Okpik (interpretation): It’s part of it.
Are there other activities that your department’s doing to work towards implementing that strategy?
I haven’t seen a strategy yet, so I don’t know what strategy you are talking about. It hasn’t been tabled yet from what I understand.
So who wants to take a stab at answering on the strategy?
We are now working on separate issues within the Department of Education.
After the training workshop, we established a document called the Suicide Response Protocol and the Suicide Response Manual.
They are being used inside the school and we produce a document like that.
However, we’re going to produce a new document called the Sudden Death Response Protocol and the other one is the Sudden Death Response Manual.
Sometimes we experience unexpected death by one of the students due to accidents or any other reason. We want to be able to deal with everything and that’s why we are going to start making changes to that document.
In a written question that I asked the minister on the graduation standards from across Nunavut, as I was reading, I was actually kind of shocked.