EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
Local and southern staff were hired and trained to deliver community-based literacy activities and each community received 300 free, high-quality books at the end of the camps.
Mr. Speaker, all parents said their children were excited to attend camp, and 88 percent said their children read more at home as a result of attending camp.
Helping our children develop a better attitude towards books and reading improves literacy, giving them every opportunity to achieve academic success, Mr. Speaker.
Minister’s Statement 035 – 4(3): Council of the Federation and Northern Premiers Forum 2015 (Taptuna)
Mr. Speaker, I rise today to inform my colleagues about meetings I had with my fellow premiers over the summer.
In June, I met with my territorial colleagues in Kugluktuk for the Northern Premiers’ Forum. Our discussions focused on infrastructure, climate change, and energy.
I was very happy to host this meeting in my home community and have the chance to discuss mutual opportunities and challenges in preparation for our summer meeting of Canada’s premiers.
Mr. Speaker, the annual premiers’ meeting is a forum for premiers from across the country to exchange ideas and work together.
This year, Newfoundland and Labrador Premier Davis hosted the 2015 Council of the Federation meeting in St. John’s from July 15 to 17 of this year.
The major agenda items for our meetings were climate change, health care, and the Canadian Energy Strategy.
Mr. Speaker, our work on climate change built on the efforts we premiers started in April at the Quebec Climate Summit. We will continue to work together to ensure that provincial and territorial interests are represented at the United Nations climate change meeting in Paris this coming December.
Premiers also released the Canadian Energy Strategy at the meeting in St. John’s.
Mr. Speaker, this strategy provides the foundation for provinces and territories to work together on energy priorities and our shared goals.
The commitment to improve access to affordable energy in rural and remote communities is particularly important for Nunavut.
Mr. Speaker, these two meetings presented an important opportunity to showcase our territory’s realities and opportunities. I will continue to be active in intergovernmental forums and be a strong voice to ensure that Nunavut’s interests are addressed.
Hon. Minister of Nunavut Arctic College, Mr. Quassa.
Minister’s Statement 036 – 4(3): Kitikmeot Environmental Technology Program (Quassa)
Hon. Paul Quassa (interpretation): Thank you, Mr. Speaker. (interpretation ends) Now in its 28th year and having recently celebrated the graduation of its 100th diploma student, I am pleased to announce that Nunavut Arctic College has launched the Environmental Technology Program in Cambridge Bay.
Since 2000, 85 percent of Inuit graduates have found employment in a field related to their diploma.
The two-year program prepares students for a wide range of environmental, science, and research-related careers.
Mr. Speaker, the Kitikmeot-based Environmental Technology Program was initiated in anticipation of the completion of the Canadian High Arctic Research Station in 2017, which would offer potential employment to our graduates.
Preparation started with a college foundation program in 2014 to academically prepare students.
Mr. Speaker our first year of the program accepted 10 students from across the Kitikmeot communities of Cambridge Bay, Gjoa Haven, Kugaaruk, and Kugluktuk.
Cambridge Bay environmental technology students recently completed their first fall field camp and participated in an Arctic Inspiration Prize Ikaarvik Project workshop in engaging Inuit youth in research.
This training resulted in a community consultation meeting to get feedback from residents of Cambridge Bay to better understand their research priorities.
Mr. Speaker, the Cambridge Bay Environmental Technology Program is being funded by three partners: Polar Knowledge Canada, the Kitikmeot Inuit Association, and the Government of Nunavut’s Department of Family Services.
We thank them for their support and partnership in making the expansion of this flagship Arctic College program possible.
Mr. Speaker, please join me in congratulating our 1st first-year Kitikmeot Environmental Technology Program students to our Nunavut Arctic College family.
We wish them all the best of success in their studies. (interpretation) Thank you, Mr. Speaker.
Member’s Statement 088 – 4(3): ASIST Training (Joanasie)
Mr. Joanasie (interpretation): Good day.
Good day to all Nunavummiut and my colleagues.
Mr. Speaker, Members of this Assembly have repeatedly expressed their support for the Nunavut-modified Applied Suicide Intervention Skills Training (ASIST) program called Uqaqatigiilluk!
This program was launched in March 2009 as a joint initiative of the Government of Nunavut and Nunavut Tunngavik Incorporated.
Mr. Speaker, it is my understanding that most, if not all, Nunavummiut who have taken the two-day workshop think very well of the training.
I would also note that ASIST has been incorporated into the curriculum of Nunavut Sivuniksavut, the Nunavut Teacher Education Program, and the Nursing Program at Nunavut Arctic College.
Mr. Speaker, an independent evaluation of the Nunavut Suicide Prevention Strategy Action Plan was completed this past June. I was very concerned to see that this report states “there is an urgent need to train more people in ASIST.”
Mr. Speaker, if ASIST is to survive and flourish in Nunavut, we will need more ASIST trainers. We will need to build a better network of ASIST trainers in the three regions.
At the appropriate time, I will be asking questions on this matter.
I would like to recognize a couple of visitors in the gallery today.
As always, most members are aware of my Constituency Assistant, Jessica Patterson.
Also with her today is a fairly new resident of Nunavut whose first visit is to the Nunavut legislature, Jamie Griffiths.
Question 106 – 4(3): Parental and Youth Engagement Campaign (Angnakak)
Mr. Speaker, the Department of Education’s 2015-18 business plan stated that the development of its parental and family engagement plan was ongoing, including a partnership with NTI and ITK to develop a website dedicated to family engagement.
Mr. Speaker, can the minister provide an update on the status of his department’s parental and family engagement campaign?
Yes, we’re pushing hard on how parents should be more engaged.
We have met with the district education authorities in the communities and invited parents for family engagement development.
When I personally visit the community, I meet with the DEAs and we look at what more they can do for parental engagement and how parents would be more involved. Those are the activities done to date.
We have corresponded with the district education authorities in the communities on how this activity can be done more and how parents in the schools can be more engaged.
This is what we have done to date. We review our implementation of this project carefully.
I thank the minister for his response. It’s good to hear.
Mr. Speaker, the Department of Education’s 2015-18 business plan indicated that a student survey tool would be field-tested in 2015 to capture student feedback on engagement, positive school environment, and other issues related to student success.
Can the minister provide an update on the results of this pilot survey and whether it will be rolled out across all Nunavut schools during the current academic year?
As I stated earlier, we work very closely with district education authorities on this program.
I still haven’t seen completed programs and the surveys that have been done.
All the communities in Nunavut with schools will be implementing this.
Mr. Speaker, we have heard that parental engagement is important in addressing such issues as attendance, discipline, and student success.
Will the minister commit to providing an update on his department’s parental and youth engagement campaign, including a description of what types of resources and activities have been most successful to date in engaging parents and youth?
Indeed, I am quite pleased that my colleague is so ardent in her advocacy on this issue, and obviously, all of our colleagues share concerns about this program.
I will commit to providing an update to the Legislative Assembly on the planned activities for this year, including past activities that were undertaken. Our department will work on a report outlining the various details requested to table to the House.
Question 107 – 4(3): Civil Forfeiture Legislation (Savikataaq)
Mr. Speaker, last month, the minister announced that public consultations would be held in late September and early October in the communities of Rankin Inlet, Baker Lake, and Cambridge Bay concerning the development of new civil forfeiture legislation for Nunavut.
Can the minister indicate approximately how many people attended these meetings and give us a sense of what the feedback was from the meetings?
My departmental staff did travel to consult communities and they heard from the local residents as the meetings had many participants in the communities. The tour went to Rankin Inlet, Baker Lake, and Cambridge Bay. According to the report, over 175 participants attended these meetings.
They also met with the hamlet councils.
They have been provided good support to date. Yes, we did hear some concerns, but compared to the many people who attended, there weren’t that many, as the majority supported this initiative.
The process is still not completed and I encourage and urge everyone to provide comments on this issue to the department or any other concerns they may have and submit their comments and concerns prior to the end of this process.
An issue that has arisen in other jurisdictions with forfeiture legislation is the question of what to do with the money and other assets that have been seized from bootleggers or drug dealers as proceeds of crime.
In some cases, the funds are directly channelled into the budgets of law enforcement agencies, which create an incentive to use forfeiture legislation as a revenue generator.
In other jurisdictions, the proceeds may go into general government revenue or be used to compensate victims of crime.
Can the minister indicate which direction the government is leaning on this issue?
Indeed, the department is open to receiving comments as this process is ongoing.
Upon the completion of the process and after reviewing further comments submitted to the department, I want to conduct a thorough review as to which direction we will take, but I prefer to be open to either course.
As an example, many residents can receive assistance and this program will require administration oversight.
This office requires much preparation, so we have to carefully review the various issues to ensure that the office operates smoothly once the legislation has been adopted.
Due to these reasons, I can’t really state which way the office will be set up, but I want to ensure we are open to either recommendation.
I know that the planning of this legislation is in the beginning stages and consultations are either just done or still going on, but can the minister give us a timeframe of when he might introduce the proposed new civil forfeiture law into this House?
Hon. Paul Okalik (interpretation): Thank you, Mr. Speaker. (interpretation ends) I think, with the feedback we’re getting, we should be ready to introduce the legislation by the spring session of next year. (interpretation) Thank you, Mr. Speaker.
Question 108 – 4(3): Assistance for Families with Disabled Children (Mapsalak)
My question will be directed to the Minister of Family Services.
Mr. Speaker, there are children who need assistance as they have physical disabilities and they require care.
We have children like that.
Can the minister identify if there is funding available from her department to provide assistance for daycare or to provide assistance to these children?
If the minister understands my question, can she respond to that?
Hon. Jeannie Ugyuk (interpretation): Thank you, Mr. Speaker. I thank my colleague for asking about social assistance.
With the volunteer services agreement within our department, we can provide agreements with the parents who need assistance.
They have to work together and sign that agreement if they require assistance as parents.
Funding can then be identified.
There are many children in Nunavut in that situation.
With these cases, the parents need to be provided with assistance. The children don’t want to be cared for by somebody other than their parents.
In those cases, the parents want to care for them because they love them and their children don’t want to be cared for by anyone else.
Can they be provided assistance through such programs?
Hon. Jeannie Ugyuk (interpretation): Thank you, Mr. Speaker. I thank my colleague from Naujaat for that question.
Yes, in the Income Assistance Program, there is assistance available, but we would have to meet with those parents to see who needs assistance. It’s up to the parent of that child or whoever wants to request assistance for such a child to identify what assistance they need, what their future needs will be, and for how long they would need assistance.
That’s all I can respond for now.
Can the minister identify who people can approach? Is it the social worker or someone else for those people who need the assistance and whether or not they qualify?
If anyone wants to apply for assistance, they can approach the social workers in the community. They have their own rules for qualification and there is really no other way of getting that assistance.
Once the social worker and the parents come up with an agreement on what the child will need, they have to use the voluntary services agreement.
Question 109 – 4(3): Guidance Counselling for Nunavut Students (Mikkungwak)
Good day to the people of Baker Lake, Nunavummiut, and my colleagues.
(interpretation ends) Mr. Speaker, while I appreciate that Nunavut suffers from low graduation rates, we do have a growing number of youth who are working hard towards their High School Diploma and beyond.
Can the minister describe what kinds of counselling and support is provided to high school students to help them identify options for post-secondary learning?
Hon. Paul Quassa (interpretation): Thank you, Mr. Speaker. I thank the member for asking the question concerning students.
Yes, the district education authorities use different avenues as to where high school graduates can go to further their education.
Right now, we give them assistance after graduation in identifying which schools they can attend. We give them information through career and program planning. Looking at students individually, we identify what skills they have and where they can go to further their skills.
We work with different departments, for example, Family Services, on what jobs should be advertised more.
We also work with career development officers to report to the schools; the apprenticeship unit. We get people to do presentations to the schools on what types of jobs are out there.
We keep the high school graduates informed on where they can apply for funding. There are two different types of funding that are available.
One is called FANS and the other is Adult Learning and Training Supports. Those two programs are delivered through Family Services.
The graduates are provided information on what type of funding is available to grade 12 graduates.
The minister indicated career and program planning, FANS, ADLS.
Mr. Speaker, I am aware that Nunavut’s Education Act provides for counsellors in all of Nunavut’s schools.
Can the minister provide some information on how many of these counsellors provide guidance counselling for those students who are looking at post-secondary options?
Hon. Paul Quassa (interpretation): Thank you, Mr. Speaker. I also thank my colleague for requesting information on guidance counsellors.
At this time, we don’t have very many guidance counsellors in our schools, but they have to make a full report on where the students can look for counselling for career and program planning. The guidance counsellors are the ones who provide these types of support services.
We all have to know that we have legislation that states which universities are accredited. We go through the Aulajaaqtut grade 12 program. Perhaps I’ll speak in English. (interpretation ends) We have a grade 12 Aulajaaqtut program that meets university entrance requirements at 26 universities in Canada. (interpretation) Those are the types of counselling services that we provide for students who are near the completion of their grade 12 or have completed their grade 12.
We all know that to get anywhere in life, the road to success is much more certain if we plan ahead.
For students in high school who may want to go onto post-secondary education, it is important that they take the courses that they will need to prepare them for the next step in their academic career.
Can the minister clearly explain what assistance students are given to choose the right high school courses that they will need to best prepare them for their future academic careers?
Hon. Paul Quassa (interpretation): Thank you, Mr. Speaker. Perhaps I’ll respond in English. (interpretation ends) Again, just to make it very clear, preparation of students for post-secondary education certainly is a complex issue involving the entire kindergarten to grade 12 system.
Certainly, we do rely a lot on our district education authorities, parents, and our teachers. Again, it involves a lot of people, the community, and not just one particular group of people who are within our schools, but we rely on the bigger picture, which again is the community, the parents, the teachers, the DEAs.
The department is also in the process of reviewing and preparing its responses to the external review of inclusive education, and I am very confident that this review and the department’s action plan will be to implement the recommendations.
Certainly, in each of our schools, we have ilinniarvimmi inuusilirijiit. Again, they have a very important role to play within our schools, these ilinniarvimmi inuusilirijiit, who play a role in supporting students to stay in school and learn about coping skills to deal with life’s challenges.
There are different means of giving support to each and every student who is graduating from grade 12, and I believe that certainly is a very big support and certainly the deserving support to all our students who are graduating from grade 12. (interpretation) Thank you, Mr. Speaker.
Question 110 – 4(3): Granular Management (Rumbolt)
As the minister is aware, his department’s current business plan indicates that it has implemented an “updated sustainable granular management program” in three Nunavut communities, including Sanikiluaq.
Can the minister provide an update today on the status of this program?
Hon. Johnny Mike (interpretation): Thank you, Mr. Speaker. I would like to thank the member for that question.
Yes, it’s in the works. The granular program is going quite well in our community and it’s obvious now that we’re not utilizing it enough in the communities.
We’re making slow progress and we would like to meet the needs of the communities and to make sure that there’s enough gravel in the communities.
As the minister will recall, an issue that my colleagues and I on the Standing Committee on Community and Economic Development have been raising for a number of years concerns the need to ensure that adequate supplies of granular materials are available for use at Nunavut airports.
The Nunavut Transportation Strategy indicates that, and I quote, “ongoing work to sustain airport infrastructure includes granular production for runway services.”
Can the minister clarify what responsibilities the Department of Community and Government Services has with respect to ensuring that adequate supplies of granular materials are available for use at airports?
Hon. Johnny Mike (interpretation): Thank you, Mr. Speaker. I would also like to thank the member for that question.
There are three communities in Nunavut that are using the granular program because we need gravel, not just for the airport but for other purposes.
The granular program is usually run by the hamlet councils to make sure that it’s properly administered. It does create extra jobs in the communities if it’s operated by the hamlet council.
As I indicated earlier, if the granular program is under the hamlet council, it can run very well and obviously, it is in the three communities that I mentioned.
In 2013, the Nunavut Impact Review Board considered an application for a “Sanikiluaq Infrastructure Quarry” project.
At that time, information provided by the Department of Community and Government Services indicated that there was no quarry administrative agreement in place between his department and the municipality.
Quarry administrative agreements allow municipalities to issue quarry permits for such activities as roadworks.
Can the minister confirm today whether or not a quarry administrative agreement is currently in place between his department and the municipality?
I will look into whether there was an agreement signed between Community and Government Services and the Hamlet of Sanikiluaq.
If there are monies available to operate a granular program, it is initiated.
I’ll look into your question and provide a response at a later date.
Question 111 – 4(3): Finding Ways to Address Suicide Prevention (Joanasie)
I would like to direct my question to the Minister responsible for Suicide Prevention.
Mr. Speaker, the Province of Quebec has implemented a suicide prevention program which includes comprehensive measures, programs, and services that have resulted in its rate of teen suicide being cut in half over a span of a decade.
Would the minister commit to bringing forward the Quebec model for consideration by the Quality of Life Committee?
It is a very good model, but we have to look at the Inuit of Nunavik. They did use the Province of Quebec model, but it didn’t necessarily reduce the number of suicides that have been committed in Nunavik. We will have to look at the model and see if it would be an effective model.
In Greenland, they have had challenges with suicide.
The people of the circumpolar countries have to work together and see what would be best model to use for our countries.
Mr. Speaker, I think it’s important that we all work together and inform ourselves to address the issue of suicide.
Would the minister commit, as part of the Quality of Life Committee’s work, to organize briefings of the Members of this Legislative Assembly on best practices from the Province of Quebec’s program as well as on the findings of the five-year Qaujivallianiq Inuusirijauvalauqtunik, including the model that is being used by Greenlanders, and a follow-up study on suicide?
This is in the beginning stages.
It’s still at the start. We can put together things that are right for us. We need to have proper goals in order to lessen the number of suicides that have been happening.
We’re going to have to try and find what’s best for us. I’m going to keep myself very open to either way.
We have to try and use our culture for healing and there are many routes that we can use for that purpose. We will try to make ourselves available for all of those, along with my colleagues here.
Thank you for the additional response.
Mr. Speaker, my final question to the minister will be: can the minister commit to tabling an up-to-date schedule of all forthcoming ASIST workshops in Nunavut?
Hon. Paul Okalik (interpretation): Thank you, Mr. Speaker. We are not running that program. It’s a program under Nunavut Arctic College and it’s funded by the Department of Health.
Last year, there were 139 people taught and this year, we’re planning to have 12 workshops in Nunavut. This month, it will be in Qikiqtarjuaq. In December, it will be in Rankin Inlet. In January, it will be in Kugluktuk.
Also in January, it will be in Cambridge Bay and Taloyoak. In February, it will be in Chesterfield Inlet and Whale Cove. In March, they will go to Hall Beach for the workshop.
Those are the training programs that we have planned so far. I hope my colleagues will be taking part in some of those training sessions.