EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
Now, I could be wrong because I didn’t really listen intently when the Department of Community and Government Services was up, but I think, at that time, they indicated also that they had some conversations with Industry Canada as well.
I think you yourself indicated that there was a report. I think it’s called Canada 150 or something like that.
Because Canada’s anniversary is coming up in 2017, the federal government also has a dream. If we’re going to get there with them, they kind of need to help us out.
We’re kind of hoping to draft most of the policy document that will make us see the light at the end of the tunnel. It should be coming sooner rather than later.
I would like to say that progress is moving fast, but as you know, working with our federal counterparts sometimes is a bit arduous and slow.
Chairman (interpretation): Thank you, Mr. Ma. Mr. Hickes.
To use a poor analogy, I hope that the light at the end of the tunnel isn’t a train.
I would like to draw attention to the letter of expectation.
I believe it’s on the second page where it speaks under the topic of achieving academic excellence and it speaks to the PLAR program, or recognition of prior learning, for people who aren’t familiar with it, and that it be incorporated into all programs.
Now, in the letter of expectation, the minister is requesting quarterly reports.
I think it’s safe to assume that the minister and his officials will be up to speed on how the PLAR program is working.
I was involved with some of the early design of the program and helping roll it out a little bit when I was with the Department of Education. We saw a lot of potential for that program.
I would just like to see: is that potential being realized?
Maybe if the minister would be able to just update me on how the PLAR program is working and what type of results are being achieved.
If it’s okay with you, Mr. Chairman, my president will respond to the question.
Chairman: Mr. Ma, nice and slow.
Thank you for the gentle reminder.
As Member Hickes has indicated, PLAR, prior learning and recognition, gives you credit for things that you already have taken in school so that you don’t have to repeat something again. It doesn’t make sense to repeat something if you already have done it.
I would say at this point that progress is slow and I’ll tell you why. The individual who was in charge of what we call the academic affairs section recently passed away. That’s a huge gap that we need to fill.
In addition to that, two of the people who actually work in that area have resigned and one of them has left the territory.
Having said that, we’ve had a conversation because I know the individual personally and she is willing to help us get some things going until we can hire an individual to replace her and others.
I would say at this point that it’s a bit of a challenge because of those human resource capacity issues at this point.
Chairman: Thank you, Mr. Ma. Mr. Hickes.
I appreciate the frankness of that answer and it’s something I will probably follow with down the road. I’ll let you guys get on your feet first before I start asking any more questions on that topic.
Mr. Chairman, maybe if you can just clarify if this is under M-3, which is just all-encompassing, or am I limited to the scope of questions I can ask? For clarification, Mr. Chairman.
Chairman: Everything is under M-3; all is under M-3. The information items start at N-I-1, for your information.
Anything and everything under Nunavut Arctic College is fair game.
Mr. Hickes: Thank you, Mr. Chairman, for that clarification. I appreciate it.
One of the priorities in the business plan for 2015-16 is to develop coursework for entrepreneurship training.
We had some early discussions on this. Again, I very much appreciate how much work a new entrepreneur has to… .
They kind of have to be a jack of all trades, whatever business that they’re specializing in, from finance to human resources to a number of different avenues to run a successful business.
I was just wondering if the minister could just describe the entrepreneurship program, what it will deliver, and who will be eligible to enrol in it.
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. Thank you for that good question.
Let us be aware that this is a new program and it’s in the early stages.
We want to look at tourism and I believe that we discussed this quite lengthily earlier.
Perhaps we will probably be able to get assistance from Aboriginal Affairs and Northern Development, Kakivak Association, and Nunavut Tourism.
With their assistance, we want to work on that.
As I stated, we’re in the early stages of dealing with this.
I’ll follow up with that at a later date as well, Mr. Chairman.
One of the things that intrigued me within the administrative services was the Department of Family Services with its FANS database and the Department of Education with its student records database have updated their student information systems.
As I was speaking to summer student employment and linking academic studies to employment opportunities, in my opinion, it’s kind of a natural progression for the college to modernize its student records system as well.
What are the college’s plans and if those plans are ongoing, what consideration has been given to linking with the other two databases?
Maybe I’ll give you a brief response.
Through Arctic College, we have allocated $150,000 for that.
If it’s okay with you, Mr. Chairman, the president of Arctic College could explain further.
Mr. Ma: Thank you, Mr. Chairman. By way of background, the student records system that we have is pretty antiquated.
It goes back to the days when we were still part of the Northwest Territories, so it obviously needs replacing. In moving forward, we have to think about other systems that are connected to it. For example, we have something called Multiview, which is basically our accounting and finance system that needs to tie into this.
The second system that needs to tie into this is also the curriculum management system. All three systems have to tie in together.
At the current time, we’re also upgrading to the latest version of Multiview, which is the accounting and finance system. Because we’re not the information technology experts, the Department of Community and Government Services is working with us on this. We just recently met with them and our officials.
Coincidentally, the GNWT is also looking to replace their student records system at the same time. We’re having some early discussions of, perhaps, working together because this will not be an easy process. We’re looking at a number of different software platforms that we could possibly use.
I think this is probably, again, one of those items that we will continue to update members with. At this point in time, we know that we have somebody set aside to do an initial feasibility study. The actual cost of the student records system is something we’re probably going to have to come back into the House for additional monies in terms of the capital plan at some point in time.
I’ll ask probably just one final question because there are other members that want to get their points across as well.
Previously, the minister and officials and I have brought up the topic of nursing grads. I have spoken to the House in past instances of making sure they have the supports that are needed upon graduation to be able to flow seamlessly into the workforce.
One of the issues that I was kind of surprised when we were talking was that during the learning period, during the practicum where they actually go out into the workforce for short periods of time to actually get hands-on experience, there is no instructor participation during that component of their education.
From what I understood from our discussions, in other jurisdictions, an instructor goes along with the nursing student during the practicum experience. If they’re in ER, for example, they’re working with ER nurses, but the instructor is also there to help evaluate, coach, and teach at the same time. From our earlier discussions, has there been any progress on that?
What I can say is that we’re waiting for the recommendations from the (interpretation ends) Registered Nurses Association (interpretation) to see how we could improve this program for the nursing students.
As we know, the (interpretation ends) Registered Nurses Association of Northwest Territories (interpretation) and Nunavut has reviewed this fall and we’re waiting for recommendations from organizations or groups to see how we can improve the Nursing Program.
I’m sure that it’s going to be reviewed properly because we would like the students to succeed at Nunavut Arctic College.
My apologies for having another question.
With the organizations that are doing this review and evaluating the progress of this program, would it not be a good idea for your facility to approach that topic now to make sure that it’s included in the review process? Other jurisdictions do it and some don’t. As part of an evaluation process, it might be a good tool to utilize now instead of waiting for a review or a report or at the very least, have it included in that review or report.
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. As I said before, it’s under review at this time. For that reason, we want to wait for the report first so that we will know what the recommendations are.
That’s a very good question, though, but we want to wait until the review and report is done. We thought that it was better this way. Your question is a very good one to consider.
Mr. Hickes, you wouldn’t want to waste the rest of your time, would you?
I have just made a liar out of myself.
When is this review due?
We have been expecting it for quite a while and we’re still expecting it. That’s all I can respond with, Mr. Chairman.
When the headquarters office was established in Arviat, the president’s position used to be there and then they moved it away. I would just like to ask the minister if any other positions have been temporarily or permanently moved out of Arviat in the last 12 months.
If we remember, during 2007, it was moved from Arviat. I don’t think we understood the second question and I apologize. Mr. Chairman, perhaps he can repeat it.
Maybe you can repeat your question, Mr. Savikataaq.
Arviat is one of the decentralized communities and I would just like to ask the minister if any positions from Arctic College headquarters, any PYs have been moved out of there temporarily or permanently in the last 12 months.
Chairman (Mr. Akoak): Minister Quassa.
Thank you for the clarification. Elaine is here now and she is the (interpretation ends) senior business officer. (interpretation) She is the only one that we have moved.
Under the decentralized plan or agreement, if you move a position out, you have to move one back in.
Can the minister state what position he is moving back into Arviat and when?
We do believe in decentralization because it’s our responsibility.
Please note that the position will not be permanently moved here. It’s going to be moved here for three years and then it will return to Arviat.
Can the minister clarify why it has to be moved here for three years?
Perhaps my boss… . I mean he is not my boss.
>>Laughter  The president of Nunavut Arctic College can answer that, Mr. Chairman, if you don’t mind.
I think both the minister and I are both a little bit scared because our former boss is sitting right over there, Mr. Keyootak. We all used to work for him at Qikiqtani Inuit Association.
If I can answer Member Savikataaq’s question, I think part of the rationale for moving it here at the time was that it would give Elaine, who is sitting behind me, some exposure to some of the day-to-day activities that go on in the senior business officers’ area. For example, she has to work very closely the bursar, who is Marcelo, who is sitting beside the minister to his right.
In my personal conversations with Elaine, and maybe she wants to get up and answer herself, she has felt the experience so far in Iqaluit has really helped her. I think it is important to have decentralized positions.
The front and key positions like that, because they are not in sort of the headquarters area or in Iqaluit, that person in that position misses out on some of the growth opportunities by actually physically being here.
For example, coming here to the Assembly this evening is a great learning experience for her.
She can see how well or not well we’re answering your questions. All those things will help her grow, I think, as the senior business officer.
Certainly, at this point in time, the plan is to have her return to Arviat, but I think the experience will really make her a much better person within the college. That is my personal perspective on that.
Chairman: Thank you, Mr. Ma. Mr. Savikataaq.
Was that the original plan, to start the position off in Arviat and move it here or did it evolve?
When someone drew up the proposal to open up a job there, the whole program must have been laid out. I was wondering if that was part of the whole program.
I also want my fellow member to understand that it is only a temporary move.
They are only here for a while.
I can say that it is not a total move here.
It benefits the position and it will go back to Arviat as part of decentralization.
I will ask the same question again to the minister. Was that part of the proposal in the beginning or did this plan evolve? That’s a simple question.
It was not originally planned like that. However, job positions are sometimes moved to Iqaluit to help them realize more things and it helps them understand how we operate in Iqaluit, but it was not originally planned like that at the beginning.
The minister just stated that it’s just for a short while, but he did state three years. Is there anyway he can put a position there temporarily for three years?
Maybe there is one here in Iqaluit that needs some decentralized training or something like that.
Are there any plans for him to put another position in Arviat for three years?
We haven’t made any plans or considerations in that regard.
I would recommend that he think about it, though.
Arctic College headquarters was quite a bit bigger at one time and it’s just slowly being dwindled down. The three years is temporary, but things change in three years.
Just like when the position first opened up, he stated that there were no plans to bring that position out of Arviat, but now there is.
If he could reconsider putting something there in the interim, there must be something.
Chairman (interpretation): Thank you. (interpretation ends) I don’t know if there was a question there, but I think Mr. Savikataaq is strongly urging the minister to reconsider.
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. I thank my colleague for thinking about this.
The (interpretation ends) manager of finance trainee (interpretation) has been in Arviat for three years. There is that position.
As I stated earlier, our workers sometimes move to different communities with their jobs. We would like our staff to become more proficient and transfer them temporarily somewhere else for a while with plans to bring them back to their community. We believe in what we call (interpretation ends) decentralization. (interpretation) Thank you, Mr. Chairman.
I thought I was done, but the minister just stated that it’s better for the workers and the trainees to come to Iqaluit.
Does he have any plans of moving any more jobs to Iqaluit?
Mr. Savikataaq.  Mr. Savikataaq: Thank you, Mr. Chairman.
I thank him for not wanting to move any more jobs out of Arviat because we need every job we have there.
I guess I will start off by (interpretation) Nunavut Arctic College funding for language programs, including the interpreter/translator programs, which has not been increased for 2015-16.
It has not been increased at all.
(interpretation ends) Given the ongoing need for trained and certified language specialists across the government, what supports and resources are being provided to deliver the interpreter/translator diploma courses across Nunavut?
Right now, for the very first time in Kugluktuk, there is an interpreter/translator program happening and right now, there are eight students taking part in that program.
Mr. Mikkungwak: Thank you, Mr. Chairman. (interpretation) So there are eight students.
I asked about (interpretation ends) mobile training to entice, introduce, or promote more of this interpreter/translator course. Has there been any movement in that direction?
Can you explain your question better? I didn’t really understand it.
Chairman (interpretation): Please reiterate your question, Mr. Mikkungwak.
As the minister may recall, I did ask him an oral question. I’m not sure when now, but I did ask him an oral question regarding mobile training. For example, in my community of Baker Lake, there are individuals who are interested in an interpreter/translator course.
There are some who do not want to take the course here, but they would like to try it out at the beginning stages in Baker Lake. I was thinking more in the lines of a mobile pilot project for an interpreter/translator course.
Maybe there, you could really determine if there are individuals who are very keen and interested in the Interpreter/Translator Diploma Program.
We haven’t really heard about what my colleague is talking about, but please be aware that in Baker Lake, there are three courses in the Interpreter/Translator Program. They will start in the spring of 2015 in Baker Lake.
Mr. Mikkungwak: Are those three courses in modules or can he elaborate a little bit more in detail?
We can probably give you more information on the three courses that I referred to at a later date, but I’m not able to give you details on it right now.
We will expect the details at a later date.
As the minister has indicated, I look forward to those documents. I’ll patiently wait for those documents.
In addition to that, the Legislative Assembly of Nunavut has encouraged the college to focus on providing opportunities for interpreter/translators to train for careers in legislative interpreting or as court interpreters.
What is the progress in this area?
From my understanding, the president of Nunavut Arctic College has met with Clerk John Quirke recently and talked about just that. That’s my reply.
I can say that being bilingual in Inuktitut and English can be somebody’s strength to get jobs.
With that being the case, what has Nunavut Arctic College planned in that regard?
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. It is very important and interpreters are used all over the place. Sometimes we’re lacking in interpreters, so we need new interpreters.
As I stated earlier, for the very first time in Kugluktuk, there is an interpreter/translator program happening and we would like to see those continue because they are very important.
We want to make sure that we work hard in communications to see how our students can become teachers and we want to make sure that people who are interested in further education know that we are available for their education. We know how important education is. Thank you, Mr. Chairman.
I would like to move on to a different line of questioning.
We know that in Nunavut, we have the Piqqusilirivvik Cultural School and it has (interpretation ends) satellite communities. (interpretation) One of the satellite communities is Baker Lake.
I’m always supporting the one in Baker Lake and they teach the people of Baker Lake. I have seen and have heard that they teach culture and other things.
How is Nunavut Arctic College going to help Piqqusilirivvik more and the (interpretation ends) satellite communities?
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. These communities that are outside of Clyde River where Piqqusilivvik is do progress.
There is one in Igloolik and Baker Lake. Ever since I have been in Igloolik, we have seen the progress ourselves and we’re proud of it and they’re still progressing.
We would like them to continue like that.
As I stated earlier, we really want to see something like that happening in the Kitikmeot region.
We are looking into that because it really helps with the Inuit culture. As a government, the Inuit culture and societal values are our foundations for the work that we do for the future. We totally support those programs and would like them to continue, even though they are outside of Clyde River.
Clyde River has 22 students right now and I know the communities will benefit from these.
The communities are proud of them. We would like it to continue and we totally support it.
The minister seems to be psychic and knows what I’m about to ask.
He already responded to one of my other questions that I was going to ask.
In regard to the satellite communities of Baker Lake and Igloolik, how many students do they have or how many students have gone to those satellite communities to date?
I don’t have the figures in front of me, but I’m sure that there are different modules or different courses offered in the winter, spring, and summer. I will be able to get those numbers and give them to you. I don’t have them in front of me at this time.
We will look forward to that.
Mr. Mikkungwak (interpretation): Thank you very much, Mr. Chairman and the minister.
We will look forward to getting that information.
Moving on to another subject, the community learning centres, looking at the monies and looking at the funding that will be given to all the communities, there is a decrease in the amount. Why is it that there is a decrease to this amount? That’s the amount of funding allocated to community learning centres.
I told you that I have information that is outstanding. Please look forward to this information again.
Marcelo will be responding to the question, if it’s okay with you, Mr. Chairman.
Mr. Parungao.
Mr. Parungao: Thank you, Mr. Chairman.
I have to go in the detailed analysis of the decreased budget and we will provide you the information.
Chairman (interpretation): Thank you. We will also look forward to that information, minister.
I understand the information will be provided for the decrease, but in addition to that, maybe the minister and the officials can answer this. Maybe it will be provided in the document also.
Is it because the number of students across Nunavut has declined for adult learning in the community learning centres across Nunavut?
I’m just puzzled. When we look at Sivumut Abluqta, education is number one. When you look at a decrease in community learning centres, I’m just puzzled by the decrease as to why that is.
Maybe if they can include in the document that there aren’t enough students applying or what.
Chairman (interpretation): Mr. Mikkungwak, I believe that was just a comment. Could you also have that information be made available so that we will know exactly where we stand?
Did you understand Mr. Mikkungwak’s comments, (interpretation ends) Hon. Minister?
Yes, I understood his comments.
We also look forward to that information that you said you will provide.
I would like to ask just a few questions.
Something that came up when we were last sitting in the fall was issues surrounding the students at Ukiivik and some of the concerns that were raised there by the students in regard to the asbestos. I’m just wondering if you can give us an update on that. What’s going on with the courses there?
We are working with the Department of Community and Government Services and to date, we haven’t heard any more concerns regarding Ukiivik.
That’s good to hear because I think there was a lot of concern there. It is good that those concerns are being addressed.
This is something totally different.
I’m just looking at your business plan, page 15, and I look at the third party contracts. The first bullet under it was to “Deliver a first year Management Studies program,” but that couldn’t be delivered because the funding was not secured.
How many courses do you offer that depend on third party contracts and how many courses were not offered because you didn’t get the funding?
I can’t give you the numbers right now. I’m sure that there were quite a number of programs that didn’t go ahead, but I can’t give you a definite number.
Can I get the minister to agree to provide that information?