EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
I wish to welcome you, and I am ecstatic that I am able to raise questions as I recall being the one who was asked the questions, so I want to welcome your officials.
I don’t want to put forward too many questions, but I have some comments on the minister’s opening comments. I want to speak to some of the issues.
Yes, I am happy that the Education Act is being implemented, as they are asking for more funding, and the fact that it’s proceeding smoothly makes me very thankful.
Furthermore, the funding looks as if it will be administered by the local education authority; in this case, a $3.8 million increase, with $1 million to be handled by the local district education authorities.
I am happy to see that the DEAs will be able to have more control over their funding.
However, when we reach the appropriate question item, I will be asking questions about the DEA and the lack of qualified help, which can cause issues, related to their administering the funds and with the amounts set to be increased, it means that we have to provide more support to the DEA to do that properly.
I will raise questions when we reach that item, but for the time being I’m just commenting on this, Mr. Chairman.
I also note that the income support amounts have increased.
It has to increase as some families really need the income support and they have no other means of income.
However, we also have a large portion of income support recipients who, either due to their laziness or due to their upbringing on subsisting on income support, think that this is their only choice.
How can we provide them with more opportunities?
As an example, perhaps we can try to lower the number of young income support recipients who are seemingly addicted to income support.
We know that they have capability to do other stuff, but due to their dependence on income support, they don’t try.
We have to encourage them to become more self-sufficient by raising their self-esteem as Inuit and this seems to be part of the focus, obviously.
When we talk about anti-poverty measures, it’s clear that the funds will be increased and this is understandable, but I don’t know if the purpose is to get Inuit to become more self-reliant and we have to concentrate on these types of initiatives.
I wanted to comment on this subject if it is to be included with the Anti-Poverty Strategy.
We need to brainstorm about how to ensure that income support recipients can become more self-reliant and not depend so much on income support.
How do I put it?
I know that people who apply for income support have to look for jobs and they get the form signed by potential employers that shows whether or not there are job openings.
In some ways, the system is being played by the more astute recipients. This has to be improved and this seems obvious to me.
I also want to make a comment on an issue that the minister didn’t mention, but it’s a very important part of the new Education Act and one of the areas that we were most proud was about having elder instructors in the schools to teach the Inuit language and cultural practices.
When it’s not included in the minister’s opening remarks, it seems that legislation is not one that the government is proud of, at least that’s how I saw it.
I wonder why this was removed from the minister’s opening remarks, so I will definitely have questions regarding that omission.
Further, although I may be mistaken, I didn’t see any mention of early childhood pre-school programs.
I know it’s very beneficial, especially in our community of Igloolik, and it has prepared a lot of children for school.
Due to those reasons, I will be asking questions on that issue as well.
However, I just wanted to point out what was not included in the minister’s opening remarks, Mr. Chairman, as the members are recalling these items and at the appropriate time, I’ll be raising questions.
This is just a comment and I am grateful for this opportunity to speak. Thank you, Mr. Chairman.
Chairman (interpretation): Thank you, Mr. Tapardjuk. (interpretation ends) I would like to ask Minister Tootoo if you wish to comment on this.
The one thing that the member points out is it’s not mentioned. It’s not a new initiative; it’s something that has been implemented in previous years.
I think that’s one of the main reasons why it wasn’t addressed.
We focused my comments on a lot of the new initiatives that we’re implementing this year.
I want to assure the member that that’s not something that is forgotten about and it’s something that we’re diligently working on.
Mr. Chairman, I agree with the member. I have heard from not just himself, but over the years from different members and the committee itself, trying to promote more self-reliance.
I think there are a number of training initiatives that are available to income support recipients.
There is a ‘how to prepare your future,’ the transition to work program, and there is also labour market agreement funding to try and help individuals to get into training geared towards literacy and basic skill upgrading, on-the-job training, and things like that.
The funding could cover things like tuition, books, safety clothing, if necessary, depending on what they are doing, living allowances, and child care.
I would like to encourage, if individuals aren’t aware of this information, all they have to do is talk to the career development officer or income support worker in their community to find out more about these different programs.
I’ll make my comments brief because I’ve got a lot of specific questions to ask as we go along.
On page 5 in the last paragraph where the minister was talking about social assistance delivery and also mentioned the Poverty Reduction Working Group, I was just wondering… . In terms of specific questions, I’ll be asking that later when we’re dealing with that specific area.
We just finished Health and Social Services and I think part of that department had a breakfast program.
I was wondering: how does that fit into this whole Poverty Reduction Strategy and your department working in the working group and providing a breakfast program for the students who need it most?
My department’s role in the Poverty Reduction Working Group is… .
Again, that group is led by the Department of Economic Development and Transportation.
I think the main purpose of our officials there is we provide the working group with information and data on current programs under the umbrella of income support, as well as how the social assistance programs operate in other jurisdictions just to be able to get some background information.
As far as the breakfast or snack programs that are operated throughout the territory, what I think the government and the committee is looking at is in all schools. It offers some type of a program. In all of these places where they’re offered, they’re not offered by the school.
They use the school facility. They’re generally run by the local organization or a committee in the community made up of volunteers in the community.
So I would envision that we look at trying to enhance and support them to be able to deliver those programs throughout the territory.
Therefore, we will now proceed to the page-by-page review of the departmental estimates starting with page G-4. Education.
Branch Summary. Directorate. Total Operations and Maintenance, to be Voted. $872,000.
On page G-4 in the business plan, can someone remind me about these new positions? It states that there will be an increase of 67 positions identified for the 2011-12 fiscal year, which are additional positions on top of their current employees by 67 positions in our current year.
Mr. Chairman, I would like to ask the minister if he can clarify what these positions are.
These positions, I think it’s about 60 total, overall of 65.45 positions, of this, there will be roughly 60 positions that will be educator positions to meet our requirements under the Education Act for the student-educator ratio.
There will be an Education Act coordinator to help with the implementation and work with the different stakeholders on the implementation of the different sections of the Act.
There are also one and half positions in there that is for an income support worker in Gjoa Haven.
I believe that position has been turned back.
The hamlet had the contract and they’re turning it back to the department.
Also, in the Kivalliq, there is one secretary position that was a district education authority position that has been turned back under the new Act.
Those positions are falling under the department now.
I think about just under two positions in various areas like the language specialist in the Kitikmeot, one teaching position, I believe, in the Qikiqtaaluk region, and an executive assistant for curriculum and school services.
Thank you, Mr. Chairman. That would be half a PY. Thank you.
Mr. Tapardjuk (interpretation): Thank you, Mr. Chairman. I also thank the minister.
This question is geared towards the student-teacher ratio, as the legislation states that ratio will be decreased.
I would like more clarification on this point.
What is the current student-teacher ratio? What is the maximum number?
Is the ratio currently at the right size or will this even out? Some schools have lower ratios and sometimes teachers have a free class due to the lack of students.
If this will make an improvement on the ratio, will this occur in the next school year? Further, when school starts this fall, will the ratio listed in legislation be followed? Will these positions be added to the current staff of the DEAs?
I would like to get clarification on that, Mr. Chairman.
As I had indicated, the Act requires us to have a student-educator ratio that’s better than the national average.
I indicated earlier that with this funding, these additional PYs will bring us to 14:1, which is better than the national average.
The member is correct; right now, we’re just compiling or we have just received and we’re now going through all of the enrolment data for this school year. Based on that, once that’s looked at, we will be determining where these positions go.
As I said earlier, this is not the school ratio and the new ratio that we do have, again, is all based on enrolments and it doesn’t necessarily mean that there will be an increase in teaching staff. There may be cases where there are increases, there may be cases where there is no change, and again, based on enrolment, there may be cases of decreases. It all depends on the enrolment.
More teachers will be hired and that seems pretty obvious.
I believe that members also have to understand this point, that the Inuit elders who will be teaching the cultural aspects have a history that goes back quite a while. These elders are getting older and some are no longer capable of continuing and may need to retire.
Do you have any idea as to how many Inuit elder teachers will be retiring and how you will go about replacing them within the directorate? That’s what I would like to understand, Mr. Chairman.
I’m not sure how many will be retired.
I believe it’s in the spring sometimes when we find out, 60 days prior to the end of the school year, whether a teacher is going to be returning or not.
But I totally agree with the member and I think it’s critical for us to have more Inuit teachers at all levels in the school system.
I think, right now, there are currently 10 teacher education programs being offered throughout Nunavut and I believe there are about 98 students registered in those 10 programs.
I think another thing that we have seen from, let’s say, 1981 to 2010, we have also seen 190 Bachelors of Education graduates from the Teacher Education Program.
These are students who have gone through the Teacher Education Program and then continued on to get their Bachelors of Education, which would allow them to teach at the higher levels within the system.
Right now, the NTEP program just allows the graduates to work in the elementary system.
With the time that it is, I was going to say that we should probably report progress because I’m going to need more than 10 minutes.
Could I put forward a motion to report progress, please.
I would like to ask the Sergeant-at-Arms to escort the officials from the witness table, please.
Looking at our orders of the day, (interpretation ends) Item 21. (interpretation) Report of the Committee of the Whole.
(interpretation ends) Item 22. (interpretation) Third Reading of Bills.
There being none. (interpretation ends) Item 23. (interpretation) Orders of the Day.
This House stands adjourned until tomorrow at nine o’clock in the morning.
Friday, March 4, 2011
Pages 229 – 274
Oral Questions 235
Replies to Opening Address 252
Tabling of Documents 253
Notices of Motions 253
Motions 253
Consideration in Committee of the Whole of Bills and Other Matters 254
Report of the Committee of the Whole 272
Revert to Item 5: Recognition of Visitors in the Gallery 273
Orders of the Day 273
Friday, March 4, 2011 229
014 – 3(3): 2011 Canada Winter Games (Arreak) 229
015 – 3(3): Early Childhood Education Conference (Tootoo) 230
016 – 3(3): Family Violence Prevention Strategy (Curley) 230
017 – 3(3): Cambridge Bay Culinary Arts Students Give Back to Their Community (Shewchuk) 231
018 – 3(3): Education Act February 2011 Conference (Tootoo) 231
024 – 3(3): Looking Out for Our Elders (Ugyuk) 232
025 – 3(3): Successful Search for Whale Cove Hunter (Kusugak) 233
026 – 3(3): The Order of Nunavut (Elliott) 233
027 – 3(3): The Launch of Umiat Corporation (Komoartok) 234
048 – 3(3): Health Situation in Sanikiluaq (Rumbolt) 235
049 – 3(3): Revenue Enhancement Options for the Government of Nunavut (Elliott) 236
050 – 3(3): Medical Misdiagnosis (Ugyuk) 238
051 – 3(3): Medical Prescriptions (Komoartok) 240
052 – 3(3): Pre-Purchased Bulk Fuel (Schell) 241
053 – 3(3): Funding for Hall Beach Elders’ Activities (Tapardjuk) 242
054 – 3(3): Capital Funding for an Elders Facility (Ningeongan) 245
055 – 3(3): Polar Bear Management Issues (Rumbolt) 246
056 – 3(3): GN Communication Strategy (Elliott) 248
057 – 3(3): Elders Program Coordinator for Pangnirtung (Komoartok) 249
058 – 3(3): Cape Dorset Health Centre Situation (Schell) 250
Reply to Opening Address 001 – 3(3): Ms. Jeannie Ugyuk (Ugyuk) 252
018 – 3(3): Arviat Retailer Grocery List for the Nutrition North Review Project Website (Shewchuk) 253
019 – 3(3): Order of Nunavut Nomination Form (Elliott) 253
001 – 3(3): Extended Sitting Hours and Days – Notice (Ningeongan) 253
001 – 3(3): Extended Sitting Hours and Days (Ningeongan) 253
Bill 01 – Appropriation (Operations & Maintenance) Act, 2011-2012 – Consideration in Committee – Education 254
Speaker (Hon. Paul Okalik) (interpretation): Good morning.
Looking at our orders of the day, Ministers’ Statements.
Minister’s Statement 014 – 3(3): 2011 Canada Winter Games (Arreak)
Hon. James Arreak (interpretation): Good morning. (interpretation ends) Thank you, Mr. Chairman... Mr. Speaker.
I missed one day and I’m mistaking you as the Chairman already.
I am pleased to provide an update on Team Nunavut’s participation in the 2011 Canada Winter Games hosted in Halifax, Nova Scotia, from February 11 to 27, 2011.
The Nunavut team consisted of 21 athletes involved in various sporting events as well as the National Artist Program.
The Canada Winter Games are a key event in the development of Canada’s athletes, producing our nation’s next generation of national, international, and Olympic champions.
Preparation for an event the calibre of the Canada Games requires an exceptional level of commitment and effort on the part of our athletes and artistic performers.
All should be congratulated for their commitment to representing Nunavut with their best efforts within their respective disciplines.
The accomplishment of these young Nunavummiut will continue to encourage others to follow their example and reap the benefits of participation in sport and the arts.
I would also like to recognize the contribution of the volunteer coaches and team managers, who contribute their time and expertise toward supporting and preparing Team Nunavut.
Mr. Speaker, I would like to invite my colleagues to join me in congratulating the participants, coaches, managers, and volunteers for their role in representing Nunavut at the 2011 Canada Winter Games. (interpretation) Thank you, Mr. Speaker.
Minister’s Statement 015 – 3(3): Early Childhood Education Conference (Tootoo)
Mr. Speaker, it is with great pleasure that I announce today that the Department of Education is hosting the first Nunavut-wide Early Childhood Education Conference on March 5 and 6, 2011 here in Iqaluit. That’s this weekend.
Mr. Speaker, this conference will bring together early childhood educators who work with children from birth to age five from licensed child care facilities, parent and tot groups, and early literacy programs across Nunavut.
The theme for the conference is Language and Culture in Early Childhood Programs.
The delegates will not only listen to guest speakers from Nunavut and Greenland, but will have the opportunity to share best practices and learn from each other’s successes at the community level.
Mr. Speaker, at the conference, we will also be presenting the first annual awards of excellence to three licensed child care programs, one from each region.
The awards of excellence are for facilities that have shown consistent and innovative quality programming.
While they are sometimes the forgotten educator, we do recognize and appreciate the care and education they provide each and every day to our youngest citizens.
Minister’s Statement 016 – 3(3): Family Violence Prevention Strategy (Curley)
I say “good morning” to Rankin Inlet.
There is a big hockey tournament going on and I heard this morning that Rankin Inlet was defeated by Iqaluit last night.
(interpretation ends) Mr. Speaker, I am pleased to announce that my department is taking a lead role towards ending family violence in Nunavut by developing a family violence prevention strategy and action plan.
To complete this task, we have established an interdepartmental working group, which will also strengthen the collaboration among departments and agencies delivering services and programs to prevent family violence.
Mr. Speaker, some of the groundwork for the plan has already been completed through the Inuuqatigiitsiarniq symposium report, which we will use along with other documents as a foundation for our plan.
It is our intention to have the plan completed by the end of the year.
Mr. Speaker, putting an end to family violence in Nunavut is a focus within the Tamapta priorities of helping those at risk in our communities, addressing social concerns at their roots, and improving health through prevention.
Finally, Mr. Speaker, my department is committed to supporting strong and healthy communities where Nunavutmiut can live in a secure, nurturing environment free from abuse and violence.
Minister’s Statement 017 – 3(3): Cambridge Bay Culinary Arts Students Give Back to Their Community (Shewchuk)
The Nunavut Arctic College Culinary Arts Program provides students with the practical skills and knowledge needed to enter the culinary profession as trained cooks.
Designed to assist aspiring cooks with the essentials for their trade, this exciting program covers all aspects of food preparation, presentation, and service at national standards. The program also prepares students to progress into an apprenticeship.
Mr. Speaker, for the last three years, Arctic College students in Cambridge Bay have been preparing and selling hot lunch buffets at their community learning centre.
This year, the students and their instructor, Chef Andy Poisson, started a Meals on Wheels for Elders program.
The Meals on Wheels for Elders program is a way to introduce our elders to different types of foods and cooking methods that can be applied to traditional country foods. Through the program, the students also assist the elders to better understand how to prepare and eat a well-balanced meal.
Mr. Speaker, this innovative volunteer program started when many of the students expressed concerns about how many of the community’s elders could not take part because sometimes it is hard for them to get out and about in the community.
Mr. Speaker, I would like to congratulate Chef Poisson and his students for their commitment, volunteerism, consideration, and care for our elders.
Minister’s Statement 018 – 3(3): Education Act February 2011 Conference (Tootoo)
I rise today to inform my colleagues about an invigorating conference that was held in Iqaluit in early February.
The Department of Education hosted all school principals and district education authority chairs in a three-day meeting about implementing Nunavut’s Education Act in our communities.
This is the second such conference we have hosted to provide support and training to our invaluable educational partners.
Mr. Speaker, the department is committed to a thorough and in-depth implementation process for Nunavut’s education professionals and community leaders.
Discussions over the three days centred around Inuit Qaujimajatuqangit duties and reporting, early childhood education programs and funding, district education authority roles and responsibilities, language of instruction, attendance programs, orientation and mentorship programs, and community consultation.
The workshop helped determine how to apply these changes in practice, clarify when they must be implemented, and explain how staff and district education authorities can find and understand the information they need to support this process.
Mr. Speaker, the district education authorities and principals left the conference with an understanding of their duties under the Education Act, with tools and resources to use in their communities to support implementation, and with a strong sense of partnership and shared responsibility for the success of schools in Nunavut.
I think we are all enthusiastic about the work that lies ahead and our role in shaping these exciting times for education in our territory.
Member’s Statement 024 – 3(3): Looking Out for Our Elders (Ugyuk)
Ms. Ugyuk (interpretation): Good morning, Nattilik residents.
It is usually a joke day in the House on Fridays. I think it will be funny for those people who can understand.
Nanngaak from the High Arctic, who has lived in Kuuganajuk, is well known by the residents of Taloyoak and that person has a physical disability, but he is a very nice person and jokes around a lot, very understandable, and an elder who listens.
I have talked to that person over radio because we can’t forget our elders even when they are alive.
We have to praise them and appreciate them while they are still alive.
To Resolute Bay, Nanngaak, over, can you hear me?
If you can hear me and if you can understand me, I am fine here in Iqaluit.
We are doing fine here, but I don’t go anywhere because I don’t have a vehicle and my husband is not here to drive me around.
My children are okay and they are being taken care of by the people of Taloyoak.
I just wanted you to know that. I have been told that you are being taken care of very well and I thank your family for taking care of you.
Many Nunavut residents appreciate and thank you, over, if you can understand me.
I just want you to hear me calling from the Legislative Assembly and I’m sorry I cannot hear you.
I say “good morning” and “hello” to the people of Resolute Bay from Iqaluit, over.
To Resolute Bay, over.
I forgot to send my regards to Tagurnaaq and my cousin, Nancy. I will just leave it at that.
Member’s Statement 025 – 3(3): Successful Search for Whale Cove Hunter (Kusugak)
Hon. Lorne Kusugak (interpretation): Thank you, Mr. Speaker, (interpretation ends) over.
I say “good morning” to the people of Rankin Inlet and Whale Cove.
The reason I rise today, Mr. Speaker, is with respect to Whale Cove residents.
A Whale Cove hunter was lost for a brief period and the search and rescue teams from Arviat and Whale Cove found the lost hunter. I celebrate that successful search.
I am very grateful for the search and rescue teams that are very active in Arviat and Whale Cove. We thank you from the bottom of our hearts for having a successful search and rescue mission.
Furthermore, the managers and the people who are responsible for search and rescue, we thank you for your tireless efforts.