EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
Mr. Okalik (interpretation): Thank you, Mr. Chairman. (interpretation ends) I guess we will have to increase the budget in the year 2024 for Mr. Sammurtok’s grandchildren. (interpretation) Absolutely required, I believe.
I would like to ask about the Social Worker Program in the minister’s opening comments and in the business plan on NAC-18.
Are graduates of the Social Worker Program at Arctic College able to become social workers?
It states here that the continuing program will be improved and they will try to implement new things.
Perhaps they don’t qualify to be a social worker once they finish the program right now.
I will respond, but I may revert to English in some parts.
The current certification or (interpretation ends) diploma (interpretation) is what we are reviewing to see if we can offer a higher level or (interpretation ends) degree, (interpretation) as these levels are different.
It is due to this reason that the wording is written that way.
When will that be completed so that the graduates will have a complete education?
We’re working together with the University of Regina. We will start discussions with them this fall on how a higher degree will be implemented.
We will be having talks with the university this fall.
The minister’s opening comments, on the fourth bullet, it states, “Incorporating Inuit Qaujimajatuqangit in the learning materials and course content.”
Is the Ilisaqsivik Society going to be involved as they are directly involved with that program?
Right now we are working with Ilisaqsivik. I’m happy to say that we can work with them on a social worker program.
Right now we’re working with them.
Mr. Okalik (interpretation): Now that I know that, I can approve of it.
I’m happy they’re involved because they’re quite capable and they use Inuit societal values.
I’m pleased that they will be a part of this.
That’s all for now from me.
My first question would be about learning centres.
Not all community learning centres deliver the same courses every year.
How does the college determine which courses will be delivered in specific communities?
We are always looking for other programs that we can teach in the communities.
The way we normally do things is every year before the school year begins we get our instructors to ask the communities as to what programs would be suitable for their community. We don’t dictate that. We ask them what they want to learn in the community.
Sometimes we can accommodate their requests, but then everything has to be set up. If a community wants to introduce a program in the college, then we have to find instructors and housing for it.
We have to put things in place.
There are different programs in the communities.
We search for funding for programs requested by communities.
We also assess the communities to see what programs would be suitable and we follow what they want. We don’t dictate to the community, “This is what you’re going to be learning.” We ask the community what they want to learn.
We would rather hear from them instead.
Can the minister tell us what is one of the most commonly requested courses in the communities?
Upgrading is still the most popular choice.
This program is used by most students and by high school graduates who may want to be tested to see if they are actually at the grade 12 level by taking the (interpretation ends) GED course. (interpretation) As well, I made an earlier reference to (interpretation ends) adult basic education.
(interpretation) We’re also quite happy to mention that the programs through the Department of Family Services provide assistance through pre-trades planning and training. It’s called the (interpretation ends) G.R.E.A.T. program. (interpretation) This program is used more intensively in the communities.
Further, administrative and office work training seems to be the preference of most communities, and that is (interpretation ends) office administration. (interpretation) Thank you, Mr. Chairman.
One of the college’s priorities that you listed for 2017-18 is that you’re going to review funding options specifically for the tourism course.
Has this funding been found yet?
This program is called PFEIT. Am I correct?
PFEIT, (interpretation ends) provincial, federal... .
I am sorry. (interpretation) My tongue is getting tied, trying to speak this phrase, and I seem to have trouble with the words.
It is called the (interpretation ends) pan-territorial framework initiative. (interpretation) At this time we are just waiting for the funding transfer from the federal government, as that is where we would apply for the funds.
Again on another program, you’re delivering the two-year Early Childhood Education Diploma Program in Iqaluit and Pond Inlet. How many students do you have in each of those courses?
Hon. Paul Quassa (interpretation): Right now in Pond Inlet there are six students and here in Iqaluit, let me look up the number.
There are six students as well in year one of the Early Childhood Education Diploma Program here in Iqaluit.
What is the maximum amount of students that could be enrolled in that course?
There can be a maximum of 15 students.
With the obvious need for more child care workers, that seems a very low number of students to be involved in the program.
What will the college be doing in the future to entice more students to take this program?
We are always trying to find ways to see how we can increase the number of students, but for 2017-18 we’re going to look at continuing this program in Cambridge Bay.
We’re always looking for more students.
We always want more students, but I can say that in 2017-18 there will be a program held in Cambridge Bay.
This course is a two-year program.
Will Pond Inlet and Iqaluit continue with these two courses when you start the Cambridge Bay course?
I guess I would also like to ask furthermore if housing was an issue with anything with why people wouldn’t want to attend these courses.
They are completing the program in Pond Inlet and that’s why they’re moving the program to Cambridge Bay.
As to the question, I would say no.
Can you describe how the college works with departments of Health or Family Services to develop support career programs that may lead to employment opportunities within these departments?
That’s a good question and, if you don’t mind, I would like the vice-president to respond to that.
We work with Family Services primarily in the context of our program and developing our program plan every year.
We look at labour market indicators and essentially they provide with some of the feedback in terms of how we develop our program plan for the following year.
That’s the major structure that we used in order to develop future programs.
How many health care programs, such as courses to qualify individuals as home care workers or continuing care workers, are offered by the college?
I also thank my colleague for asking that really good question.
I can’t provide a number at this point, but we would have to get the numbers from the Department of Health.
Will the college be doing a follow-up then with the Department of Health to figure that out?
Yes, we would.
To add to that so that my colleague and everyone else will know, up to now 120 students have taken part in the past five years.
I just wanted to add that to my response.
We expect the courses to continue.
A number of the college priorities listed in the draft business plan for 2017-2020 note that certain trade programs will be seeking accreditation in 2017-18.
However, information provided indicated that all programs are inter-provincial Red Seal standards.
Why do these programs need accreditation if they already meet inter-provincial standards?
If you don’t mind, I would like the vice-president to respond to that.
As part of the process and in order to maintain your accreditation, you need to go through these periodic reviews in order to maintain your accreditation. That is why we’re up for that process to be reinitiated.
I was actually trying to contact somebody from Family Services who I understood sits on the board of accreditation to get a better understanding about how this all works, especially with the trade school.
I didn’t get a reply back from him, so I would like to know a little bit better about how things work.
Perhaps I’ll go to my next question first before I get into that.
That is, your business plan provides a breakdown of which trades programs are delivered at the three regional campuses. Will all these trades programs be offered in 2017-18 and, if so, how many students do you anticipate will be enrolled?
We expect in the month of May we will have a better idea as to whether this program will go ahead and we will also have a clearer idea of how many students will be enrolled.
On page 20 of your business plan, Priorities (2016-17), it talks about to “Seek accreditation for Pre-apprenticeship Cook Program, and offer first intake of Pre-apprenticeship Cook Program.” I understood that your application was rejected. Is that correct?
Does that mean that the college will no longer offer the cook program?
I understand that one of the biggest components missing from having a culinary program is that you don’t have a commercial kitchen.
I would have thought that that would be the number one thing you would know that you need to have if you’re going to offer that course.
Can the minister provide me with his comments on that?
I first want to clarify that this coming fall we will look for additional funding based on the rejection of our application. (interpretation ends) We will be seeking it again this fall.
(interpretation) Mr. Chairman, if it’s okay with you, I’ll ask our president to respond to the latter part of the question.
Yes, the program in Cambridge Bay that was offered was the (interpretation ends) culinary program, (interpretation) as it is called in English. Currently we submitted an application for funding to renew that program. However, to date this other program called (interpretation ends) camp cook program (interpretation) is still ongoing in Cambridge Bay.
With respect to the minister’s response about the program that was denied in Rankin Inlet, it was reviewed by a committee to determine the feasibility of the program.
We are currently reviewing the report on that.
There are several recommendations that the (interpretation ends) accreditation (interpretation) panel submitted. These recommendations are now in the process of review and we expect by the fall the (interpretation ends) pre-trades (interpretation) along with the culinary program.
What was the biggest component of the application that was rejected?
I would like the president to continue responding to that line of questioning.
The papers had to be prepared for the testing.
They were not completed and because they have to do an entrance exam, for example, first, second, and third training programs, they had to make sure or identify exactly what kind of testing they will have on the entrance exams.
We had to redo the entrance exam, I believe.
There’s still an issue, I guess, of the commercial kitchen.
How are you going to accommodate that need?
Hon. Paul Quassa (interpretation): They didn’t have a major issue. Their main concern was with the kitchen.
At Arctic College we consider what kind of programs we require and we look at what kind of additional programs we will need. We can provide various programs that can be beneficial to Nunavut.
I want to talk about trades access.
I think that’s the one that ran the pre-apprenticeship program.
I heard that there were a number of students that were enrolled.
According to the chart, I’m looking at page 19 of your business plan, it’s offered in three regions.
I’m not sure how many students participated, but the graduation rate for that program, I understand, is very low. Can you comment on that, please?
I can say that for pre-trades apprenticeship plumbing, there were six that applied and two did not go ahead.
For pre-apprenticeship electrician, there were 12 and 3 dropped out. For apprenticeship housing maintainer in Rankin Inlet, we had to stop that program because there was no one applying or no interest.
For pre-apprenticeship cook, four applied and one dropped out.
In Iqaluit, three applied for trades access, but one removed their name. For pre-trades in Rankin Inlet, ten were approved but five removed their names and two took part in the program but failed and one did not write the entrance exam.
I hope I responded to the member’s question, Mr. Chairman.
It just seems a low success rate.
I’m wondering what that might have to do with.
Is that because the level of education requirements are not there before somebody begins or what?
How can we get more students to get through the pre-trades so that they can go on to the trades? What are some of the things that the college is doing?
I’m sure there are various reasons. It’s mostly evident that some students coming out of high school do not go ahead. Perhaps the programming is not appropriate or maybe they don’t want to move to Rankin Inlet or Iqaluit.
There are various reasons why.
We keep it open for trades. If they want to enter pre-trades, they have to do upgrading. Maybe that’s one of the reasons why there is low interest.
As I said, there are various reasons why they are low.
We’re always open all year long for this program.
Looking at the list again on 19, I see that the carpentry course is complete here. The other ones, level 1 and level 2, for example, for plumber level 1 and level 2, I’m assuming there are more levels to become a plumber.
This is a trade school. If I finish level 2 for being a plumber, where do I go?
Am I able to continue my courses in Nunavut or do I have to go outside of the territory?
If you want to become a plumber, there are four levels that you have to complete. Yes, you can complete those levels in Nunavut.
Is the minister stating that all levels of all of these apprenticeship programs can be delivered in Nunavut?
If I went for an electrician apprenticeship, I can do all of my schooling in Nunavut and get my Red Seal.
Yes, that’s exactly how it is.
Once you complete the last level, you receive a Red Seal. I don’t know how you say “Red Seal” in Inuktitut.
Although I don’t want to keep going back to Pond Inlet as it’s not the only community in Nunavut, there’s a young person from Pond Inlet, Daniel, who has received his Red Seal.
They’re able to get certified in Nunavut.
I think what I would like to suggest is when you have such good news items like people getting their Red Seal, I think it’s a big deal and they would be great role models. I would like to see you do more as a college.
You should celebrate your successes much better. You need to show people what could happen at Arctic College if you go to school and you stick with it. You can do posters.
You can do commercials. You can do so much to show people what can be done. That was just a suggestion.
My last question on this is: how much does it cost to get accreditation?
I can’t give you an exact figure.
We receive most of those funds from Child and Family Services, but I will be able to give you the information once I get it.
We’re dealing with Nunavut Arctic College.
I would like to get clarification on your 2016-17 business plan. You have the Nursing Program and other programs that are available at Nunavut Arctic College.
With the Social Services Worker Program, do you include teaching them Inuit Qaujimajatuqangit and traditional healing?
That program is in Cambridge Bay. We now have new curriculum being produced and it will be more Nunavut-friendly, but then again, as a social services worker, you have to also apply the program so that it meets national standards.
I can say that the curriculum includes Inuit Qaujimajatuqangit and they will be taught Inuit Qaujimajatuqangit.
I don’t want to stay on the same subject, but thank you very much for your response.
There is nothing that states Inuit Qaujimajatuqangit in what I’m reading. We are Canadians and we follow Canadian standards.
Despite that, we have the existence of Nunavut and we have this desire to incorporate Inuit Qaujimajatuqangit into the Social Worker Program.
Is it possible to integrate more and more of Inuit Qaujimajatuqangit in the child development programs? Can you enlighten me on that possibility?
Yes, I think I stated earlier that we work very closely with the Ilisaqsivik Society because it is an Inuit cultural organization and we have a close working relationship with them.
Further, all of the college programming we offer needs to be based on Inuit Qaujimajatuqangit as well. As an example, our government has that as a foundation, so all of the programs also need to have that foundation.
Yes, I fully expect that.
Currently the Social Worker Program in Cambridge Bay has students and they also use Inuit Qaujimajatuqangit.
Piqqusilirivvik is a facility managed and run by Inuit, using real Inuit traditions. In working with them, we anticipate revamping these programs to determine how best to offer them. This will be our basis to collaborate with Piqqusilirivvik on this front.
I thank the minister for that response. I think I’ll be smiling all evening, as will my colleagues.
We have quite a few pages to go and my time hasn’t run out yet, but I will just leave it at that, Mr. Chairman.
On page M-3.
Total Operations and Maintenance, to be Voted. $37,619,000.
Do members agree that we have concluded with Nunavut Arctic College?
I also thank my colleagues, along with our hard-working officials.
Another person who didn’t sit at the witness table but who was available is Richard Paton. As well as Eric and Joe, and all of the teachers who teach these programs at Nunavut Arctic College, I thank them all as they will be able make these programs a success, especially with support from you.
Thank you all very much and have a very pleasant evening.
We will take a five-minute break while we prepare for EIA.
Bill 34 – Appropriation (Operations & Maintenance) Act, 2017-2018 – Executive and Intergovernmental Affairs – Consideration in Committee
In Committee of the Whole I would now like to ask the Minister of EIA if he has officials that he would like to appear before the committee.
Minister Taptuna, please introduce your officials.
On my right is Deputy Minister Chris D’Arcy and on my left is Associate Deputy Minister Virginia Mearns, and over in the gallery there is Chris Hickey, Director of Corporate Services.
Welcome to his officials.
You may now proceed with your opening comments, Mr. Taptuna.
I thank the committee members.
I welcome the opportunity to present the 2017-18 main estimates for the Department of Executive and Intergovernmental Affairs and the 2017-2020 business plan.
Today, as I indicated, accompanying me are Chris D’Arcy, Deputy Minister, Virginia Mearns, Associate Deputy Minister, and I want to make that correction, Les Hickey, Director of Corporate Services, who is in the gallery.
As a central department that provides support to cabinet, EIA continues to lead interdepartmental coordination on Sivumut Abluqta for departments and agencies and the overall work of the public service.
Besides interdepartmental coordination, EIA continues to move the Government of Nunavut policy discussions to ensure these interests are represented at the national and international levels.
There are six lines of core business within EIA:
Sivumuaqatigiit
Public Service Training
Intergovernmental Affairs
Devolution Secretariat
In the 2016-17 fiscal year cabinet approved the reorganization of the Sivumuaqatigiit Division. As a result of the reorganization, the department has created a new division, the Public Service Training Division.
The department is now in a position to dedicate appropriate resources to implement the provisions in Article 23 of the Nunavut Land Claims Agreement through the newly formed Sivumuaqatigiit Division.
The reorganization also allows for refocused and continued delivery of training and development opportunities to all public servants through the Public Service Training Division.
Prior to elaborating on the divisional details, I am pleased to report the department’s main estimates for the 2017-18 fiscal year totals $27,886,000.
Mr. Chairman, I am also pleased to present the departmental business plan at this time.
The main estimate amount is comprised of approximately $17,740,000 allocated towards salaries and benefits, $340,000 for grants and contributions, and $9.8 million for the remaining operations and maintenance costs.
The Directorate, as you know, provides the overall management and coordination of activities for the Executive Branch of government.
As secretary to the cabinet, the deputy minister provides support to cabinet and ministers.
The division also provides advisory services regarding access to information and privacy protection issues, overall government communications, and administrative support to both the department and the Utility Rates Review Council. The Directorate also supports the Senior Personnel Secretariat function.
The Strategic Planning Division continues to provide advice on business planning, strategies, policies, and legislation, as well as support on collecting vital statistical information. The division has been involved in initiatives tied to the implementation of Article 23 of the Nunavut Land Claims Agreement.
Through the Nunavut Bureau of Statistics, the Government of Nunavut has been involved in the collection of data that will help the Government of Canada compile the information needed for Nunavut Inuit labour force analysis.
Through this partnership, the Government of Nunavut employee survey was conducted last year. I look forward to updating my colleagues on the results later this year.
Mr. Chairman, the Sivumuaqatigiit Division continues to be responsible for providing human resources planning and direction on initiatives aimed at increasing and maintaining Inuit employment within the Government of Nunavut and for providing assistance and support to departments in training and developing their staff, including interns.
Moving forward, this division will be the central point of contact with regard to the development and reporting on the Government of Nunavut’s departmental Inuit employment plans.
The division also oversees the development and delivery of new training programs specifically designed for Inuit employees.
Mr. Chairman, the Public Service Training Division is responsible for providing assistance and support to departments in training and developing their staff.
The division is also responsible for leading and coordinating initiatives to support the government’s decentralized model.
With the launch of the Hivuliqtikhanut Leadership Program in 2016, the Government of Nunavut has seen the first cohort’s graduation of the supervisors’ series and the first graduation of the senior managers’ series this past February.
This is a program geared to enhance leadership development within our government.
The Intergovernmental Affairs Division provides leadership and coordination for the management and development of strategies, policies, and initiatives relevant to international, federal, provincial and territorial organizations.
The division coordinates matters related to Nunavut’s seniors, as well as establishing support throughout Nunavut with a network of government liaison officers in each of our communities.
During the 2016-17 fiscal year the Government of Nunavut provided a grant of $100,000 to the Nunavut Seniors Society and we will continue to support the society in the 2017-18 fiscal year as well.
The department remains committed to its responsibility for seniors by ensuring effective delivery of programs and services available to the territory’s seniors.
With the appointment of a new chief federal negotiator in July of 2016 and a new federal negotiating mandate approved in October of 2016, the secretariat has resumed tripartite negotiations on an agreement in principle.
Mr. Chairman, thank you for the opportunity to present Executive and Intergovernmental Affairs’ departmental main estimates and business plan, and I welcome comments from members and look forward to answering your questions.
Good afternoon, members.