EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
Through negotiations, the Nunavut Employees Union and the Nunavut government arrive at an agreement for compensation and benefits.
As the government, we have to go by the agreement.
We don’t have an alternative and that’s why there is an increase in there.
However, we want to approve all monies requested by communities through our grants and contributions, but there is a review process that we go through and we have a committee that reviews those requests.
We try to make sure that every community in Nunavut has access to this, but we do have a procedure that we follow when we review grants and contribution requests.
I wanted that to be known, Mr. Chairman.
I have no more names on the list here. Branch Summary.
Culture, Language, Elders and Youth. Sport and Recreation. Total Operations and Maintenance, to be Voted. $5,477,000.
Chairman: We will go to F-10. This will be interesting. Culture, Language, Elders and Youth.
Branch Summary. IQ, but I’ll try it here. Inuit Qaujimajatuqangit.
Total Operations and Maintenance, to be Voted. $3,010,000.
The timeline in the status report of the cultural school indicates that students will be selected during the 2010-11 fiscal year.
Is there any application process in place for prospective students and if so, what are the application procedures?
Hon. Louis Tapardjuk (interpretation): With respect to that matter, we will be trying to resolve these issues this fiscal year. As a matter of fact, my department is currently developing a strategy to deal with that challenge.
The first priority we need to implement is to fill the positions that are outlined in our planning documents for the Piqqusilirivvik Cultural School in Clyde River.
We still need to hire an executive director who will be responsible for the project.
Once it has been filled, things should start to progress. We have made an advertisement through newspapers and other advertising mediums, but once we do have someone in place, we can start progressing from there.
This is our number one priority at this time.
Once the executive director is hired, he/she could then start hiring the necessary staff below him/her, as per the member’s question regarding the process.
However, Mr. Chairman, I can say that they are currently in the works and that the Piqqusilirivvik Cultural School in Clyde River is slated to be completed for spring 2011.
As indicated in the standing committee’s opening comments, the status report for the cultural school states that the principle user group that will participate in programming will be individuals who have at least basic Inuit language skills and possess a strong desire to enhance their knowledge and understanding of traditional Inuit language, culture, and heritage.
Beyond these eligibility requirements, what other requirements are there for prospective students? I guess to what Mr. Okalik was pointing out in terms of two people possibly here who might be interested in going, which one of them might be myself, would I be eligible to go?
Hon. Louis Tapardjuk (interpretation): My Deputy Minister, Naullaq, will respond to the question, Mr. Chairman.
With respect to the member’s question, any person from Nunavut who wishes to attend the Piqqusilirivvik Cultural School and who is approved by the enrolment committee could attend.
One of the requirements listed in the planning document is that a prospective student has to be able to speak in Inuktitut.
The basic requirement just states that you have to be from Nunavut and be able to speak in Inuktitut to attend the school.
It is obvious that we may have to delineate more criteria that would apply for prospective students over the course of this year.
This would have to be looked at and detailed out further down the line in consultation with the committee and the staff.
So there’s hope that I might be able to go some day.
Upon completion of those studies at the cultural school, will students have a diploma or a certificate of some sort?
Hon. Louis Tapardjuk (interpretation): I wonder how best to respond to that particular question.
When we first started this process, one of our colleagues, actually the Member for Tununiq, elaborated on Inuit educational categories.
He stated that in the old days, Inuit used to say to young men that only after he was able to complete an igloo all by himself could he entertain thoughts about marriage.
If my memory serves, I believe that he stated that at the beginning of the Legislative Assembly.
With regard to young ladies, they first had to be able to sew a complete set of clothing or when they were able to complete a task that the elders had identified, they would be considered capable women
Part of the Inuit traditional cultural aspects, which I believe is good practice, is that Inuit used observation to first observe, emulate the task, and then practice using hands-on experience and practices.
In the western societal knowledge requirements, they first have to undertake theoretical classes in university even without any hands-on experience and just study the literature on that subject. They are given a degree once they have completed the theoretical learning; all of this training without once having done any actual hands-on or on-the-job training. This is a primarily paper training exercise since all of their knowledge is theoretical and is only a literature based educational system.
I wish to have this point understood. This school will have as its foundation and it will be founded on Inuit culture, language, and accumulated knowledge.
This is something Inuit have wanted to see established for the longest time.
We expect to have any person who has passed through the doors of that school graduate with a sense of cultural pride and identity.
To this day, ever since the western educational system was thrust on Inuit, it has always been the non-Inuit who were always in control and in charge. It got to a point where Inuit were patronized about their culture, language, traditions, and knowledge.
Their attempts at assimilating Inuit almost ended up extinguishing our unique culture and language.
The Prime Minister even had to issue an apology a couple of years ago because of this attempt to destroy aboriginal cultures.
The elders of Nunavut have always maintained that the reason why Inuit from Nunavut fought so hard to attain their own territory was to protect our Inuit culture and language and to repatriate our self-governance and determination so as to be able to manage our own affairs.
If you asked me what kind of paper acknowledgement these students will get, my answer would be this: yes, they will get a large amount of acknowledgement, but most of it will be captured in their hearts’ essence.
Once they return to their home community, they will be better able to serve their fellow Inuit, they will have self-confidence, and they will no longer be put off by paperwork. They will be able to handle their future with pride and become more self-reliant.
This is what constitutes an equivalency of the western diploma in my opinion and this is what they will have as a measure of their newfound skills and abilities.
Nunavut Sivuniksavut in Ottawa has been in existence for quite a number of years and many students who have graduated from that program have a sense of self-respect, cultural identity and pride, and they are no longer fearful of any challenges they may face.
Many of these graduates have moved on to top echelon management jobs and are capable of handling heavy responsibilities.
This is the type of graduate we would like to see coming through the doors of the Piqqusilirivvik Cultural School, much like the successful graduates of the Nunavut Sivuniksavut program who do not get an actual certificate or diploma after completing their courses.
That is how we envision this Piqqusilirivvik Cultural School system to be set up like, that this school is outside of the territorial educational system and is an independent school that is geared towards areas of studies that Inuit want taught, including the types of courses that Inuit consider relevant for people who live in the north as well as traditional knowledge courses.
This was an Inuit ideal and the reasons for this stem from our experiences within the western educational system. Inuit wanted a school that would teach Inuit history, language, culture, and knowledge. This is something Inuit have pushed for and our government will try to implement this fully, Mr. Chairman.
Thank you for that explanation because that’s what I was hoping to hear.
Again it goes back to what I have been talking about constantly with the fact that, with working in the education system, I see students who, they always say, fall through the cracks, but they’re not really falling through the cracks.
They’re learning tremendous land skills.
The European way of K-12 gives them a diploma when they’re in school, K-12, but if they’re out on the land and not in school and they’re out learning land skills and have tremendous land skills, there’s no way of quantifying that.
Again my questions are geared towards making sure that and it’s great to hear you say that when people finish at the cultural school, it’s great to know that they will know who they are, know where they’re going, and hopefully find work. So that’s great to see.
Again getting back to one of the things that we tell at least our young people in the community about, you know, for Inuk males, learn how to hunt, provide for your family, and go out on the land.
The ones that spend all of their time out on the land, when they’re old enough to not go out with elders anymore or go out with family members and they want to go out on their own, they seem to get a slap in the face.
They can’t get a job because they don’t have a grade 12, so they can’t get the money to buy the gas, the ski-doo, the oil, the rifle, and the bullets.
In a way, we set them up to fail. We give them these expectations to be a part of what they want to do, be a part of the Inuit culture, to go out on the land, and then we don’t give them the skills, or the paper, or the confidence that you’re talking about to actually go there. So it’s great that there’s going to be a place where individuals can do that.
Thank you for that explanation and I’ll keep asking questions about that because again I want to make sure that when these people finish… you mentioned Nunavut Sivuniksavut. They do get a certificate when they’re done and that certificate means something. It usually means you get a job with the government or NTI.
As well, they receive university and college credits. So it’s great that that’s happening.
My next question is I understand that students from all over Nunavut may be participating in studies at the cultural school.
Who will cover the costs for flights for the students from their home community to Clyde River?
Let me first clarify this matter further. As the member was referring to a diploma or similar paperwork acknowledging their completion of courses, such as you would receive upon completing grade 12, just like the formal education facilities that offer a diploma or certificate upon completion of their studies, the Piqqusilirivvik Cultural School will entail that graduates would receive a paper acknowledgement of their involvement, but it will not be a universally recognized certificate.
It will be more of an acknowledgement that you have taken courses at the school.
Mr. Chairman, with respect to an earlier issue I spoke to regarding the curriculum currently under development for the Piqqusilirivvik Cultural School, we are heavily into developing the materials as we would like to have all of the relevant materials completed and available for the opening of the school in the spring of 2011.
That gives us about a year and a half.
It will be quite complex and challenging to pull this off, but it will become easier once we have hired an executive director who will handle the day-to-day operations. We are trying to rush this through since it all hinges on getting this position filled.
Once the position is filled, many of these operational issues will be able to be resolved and dealt with. Most of these are under comprehensive review and deliberation by certain parties.
As of yet, we do not have the operational details to be able to answer those types of questions. Currently, we are more in the planning stages of this process.
Once the executive director has been hired, and we are trying to fill this position as soon as possible, we will be able to start dealing with the myriad of duties that have to be completed, Mr. Chairman.
Thank you for that answer. I might get the same answer for this question, but I’ll ask it anyway.
Will there be a cost to students wanting to attend this course?
At this point, my answer is no. That is not how we envision this particular process of charging the students.
Perhaps at about the same time next year, in 2011-12, when we are reviewing the main estimates for the next fiscal year, many of the details will be included, such as the tuition costs for the students, costs for the staff as well as for school operations.
We would like to see them in the next O&M estimates, but at this time, we don’t have that information until we hire the executive director, Mr. Chairman.
During the ministerial appearance, you indicated that the cultural school will have a board of governors. Can you give some details on how the board of governors will be structured?
Before I respond, let me clarify this: the Piqqusilirivvik School is designed to house 26 students.
That is the capacity.
The other aspects of his question pertain to the operations of the Piqqusilirivvik Cultural School, who would be in charge of managing the school, whether this will be through a board of governors, and what type of arrangement it has with the territorial government.
One thing that has to be identified by those involved in the territorial government side handling the cultural school is that it will be at arm’s-length from our government.
During the initial stages, much of the work is being handled by the Department of Culture, Language, Elders and Youth until the school itself becomes operational.
These are some of the things we have deliberated on as being part of the operations, including having a board of governors, like the Arctic College, or whether we would institute similar by-laws.
Those are details currently under review.
With respect to the Piqqusilirivvik Cultural School, at least based on what we have prepared to date, it will be under the auspices of the CLEY department’s assistant deputy minister and this will be the case during the first year of operations.
Further, once the Inuit Language Protection Act is in force, it’s something we see being handled in partnership with this Piqqusilirivvik Cultural School.
Part of our vision, especially with regard to the Taiguusiliuqtiit Language Authority, is that they would be the lead agency initially. This may change as they become more independent.
Once the Piqqusilirivvik Cultural School is operational, we foresee it becoming a partner down the road.
At this very initial stage, we feel that it is best handled from the Department of Culture, Language, Elders and Youth. However, it seems obvious to us that we may have to draft up legislation specifically geared towards this school.
I imagine that in order to have this school funded by government, they will require a legislative mandate.
Currently, due to it being under the authority of the CLEY department, which we hope to relinquish down the line, the kinds of details we still need to flesh out, such as the by-laws as well as the governance system, have to be worked out, Mr. Chairman.
We will give this one more try here now.
Inuit Qaujimajatuqangit.
Mr. Okalik, I’m sorry.
Mr. Okalik (interpretation): I regret to inform you that you still have much to learn, so I will just keep raising my hand so you can keep practicing the term.
Again I state Inuit Qaujimajatuqangit.
Please keep trying to pronounce it properly
I would like to ask this question next as I am in total support of the initiatives of the culture, language, elders and youth department, that they are trying to protect as we are losing bits and pieces of our Inuit culture and language daily, especially when we lose one of our esteemed elders.
Academia circles maintain that we have different dialects, but our language is more similar than dissimilar. Some of our original dialectal terms have been adapted since we no longer live traditional lives in Nunavut.
We have all taken different paths towards the ideal of Nunavut although we are all from Nunavut.
I would like to mention this particular group of people in our community that have asked me to look into how we can assist them further. My constituents have asked for more information as they feel they have much to contribute to those who are undertaking the preparations.
I know that the minister had met with the Tusaqtuut group. I would like to know if you have any plans to work with Tusaqtuut.
This is on Inuit Qaujimajatuqangit.
We have provided past support through grants and contributions to this group. Secondly, whenever a proposal is submitted, it seems prudent to try and assist the groups that are collecting terminology or accumulated knowledge.
As we commence the preparation stages of this initiative, we have been holding meetings with the regional representatives from Baker Lake, Igloolik, the IQ committee, and other people involved in the process.
These are the stakeholders we are currently working with as these two communities will be impacted and they will also have satellite campuses once the Piqqusilirivvik Cultural School becomes operational.
During the planning process, we have created a planning committee comprised of elders and other groups we consult with.
We will continue to support the Tusaqtuut group in their work. When a proposal is accepted, we will also fund their projects as the collection of their terms will be beneficial to our department, curriculum developers, and others.
Mr. Chairman, we will try to assist this group in every way possible where we have the mandate. We know for a fact that any results of their projects will be very useful to our department down the road.
So yes, I can agree to this, Mr. Chairman.
Mr. Okalik (interpretation): I don’t know some of the dialects here although I am from the Baffin region.
I just heard a new term, Nuqinnganiaqtuq, when you’re hunting seals through the seal hole during the dark winter months.
All those traditional hunting terms are coming up and I don’t want to lose those old terminologies.
That group is going to be really beneficial and I wish your department all the success.
I don’t have any other names on here.
Culture, Language, Elders and Youth. Branch Summary. IQ. Total Operations and Maintenance, to be Voted. $3,010,000.
Chairman: We will go back to F-3. Department Summary.
Culture, Language, Elders and Youth. Detail of Expenditures. Total Operations and Maintenance, to be Voted. $23,832,000.
Chairman: Are members in agreement that we have concluded Culture, Language, Elders and Youth?
Chairman: Does the minister have any closing comments?
I would like to thank everyone for making me welcomed.
Tomorrow night, the Inuit Qaujimajatuqangit Committee will have dinner with us. We’re so proud of that group because they provide a lot of assistance to the government.
On the main estimates, the new initiatives that we’re pursuing through are the Inuit Language Protection Act, the implementation of the Official Languages Act, the Piqqusilirivvik Cultural School, and our heritage centre. We still need a lot of more work on those projects.
I want to tell the members that the Department of Culture, Language, Elders and Youth is very sensitive to the members’ wishes and I am very pleased every time I receive their support. It encourages us to complete these projects knowing that it’s very important to the members and Nunavummiut.
I want to thank you for passing the main estimates for our department.
Chairman: Thank you, Minister and your officials there.
Would the Sergeant-at-Arms please escort the minister and the officials out.
Now we will be moving over to HR with Paul Okalik as Chair.
Bill 22 – Appropriation (Operations & Maintenance) Act, 2010-2011 – Human Resources – Consideration in Committee
Chairman (Mr. Okalik)(interpretation): Thank you, Fred. (interpretation ends) Mr. Schell, you’re improving very rapidly, so you’ve got hope.
The next one I have in terms of departments is the Minister for Human Resources. Minister Shewchuk, you have the floor.
Hon. Daniel Shewchuk: Ma’na, Mr. Chairman. Unnuksakkut, Members of the Committee of the Whole.
I am pleased to appear before you and your committee today to present the proposed 2010-11 main estimates and 2010-13 business plan for the Department of Human Resources.
Mr. Chairman, the Department of Human Resources has been allocated a budget of $22,830,000, which represents a 2 percent increase, or $463,000, over last year’s budget.
This increase is the result of salary and benefits adjustments.
The Department of Human Resources has a complement of 104 staff, which includes 16 Sivuliqtiksat intern positions that are assigned across many government departments.
Mr. Chairman, our goal is to provide programs and services to client departments and to support priorities that are consistent with Tamapta and the report card released in the fall of 2009. These documents provide the direction needed to lead in the development of Nunavut’s public service through excellence in human resources management.
Mr. Chairman, in the 2010-11 fiscal year, the Directorate Branch, which provides overall management and leadership in the core areas of strategic planning, policy research and development, and financial management, has been allocated 16 percent of the department’s 2010-11 budget.
We will continue with our efforts to revitalize the Public Service Act and will collaborate with stakeholders to address the language of work requirements of the Inuit Language Protection Act. The Department of Human Resources will continue to make incremental improvements to the human resources information system.
The Staffing Branch develops recruitment and staffing procedures and guidelines and manages centralized recruitment and staffing services for all departments of government and has been allocated 23 percent of the department’s 2010-11 budget.
We will continue in our efforts to improve our recruitment services, staffing processes, and retention activities.
I am pleased to inform the Members of the Committee of the Whole that $950,000 has been allocated to the Summer Student Employment Equity Program.
I emphasize that this program is an integral part of the development of Inuit youth to gain practical and meaningful work experience in the public service.
The Community Operations Branch, which is responsible for the delivery of departmental programs and services of three regional offices located in Igloolik, Rankin Inlet, and Cambridge Bay, has been allocated 14 percent of the department’s 2010-11 budget.
The branch represents the department’s community operations arm and will continue to identify, develop, and deliver departmental staffing, training, and job evaluation services at the regional/community level.
The Job Evaluation Branch is responsible for job evaluation which determines pay ranges for the purposes of salary administration.
In addition, this branch provides assistance to government departments in job description writing and organization design.
The Job Evaluation Branch has been awarded 4 percent of the department’s 2010-11 budget.
In an effort to ensure that job evaluation results are fair and consistent across government, this branch will be evaluating the job evaluation monitoring system.
Additionally, in the 2010-11 fiscal year, this branch plans to collaborate with the Corporate Services Division in the implementation of the job evaluation module of the human resources management system.
The Inuit Employment Planning Branch is responsible for providing leadership for initiatives designed to increase and maintain Inuit employment in the Government of Nunavut to a representative level and has been awarded 4 percent of the department’s 2010-11 budget.