EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
In literacy, those are the ones directed towards obtaining literacy in 2014-15 that we have set goals for.
I would like to elaborate a bit more on them. By stating that we are going to be doing guided reading, they would need to be reading out loud so that the teachers could assess their literacy skills.
We know that the teachers do that, but we want more of a balanced literacy program to be done.
Since the students need to have strengths in English literacy in all schools, they would be directed to standardize all those things that every school would have to do.
They need to be required to do reading and to become proficient in literacy, especially since they will need to study various subject matters and those require literacy. The teachers would be directing and guiding them in that direction.
If it could be properly understood in Inuktitut, I hope that I have answered you correctly.
Mr. Savikataaq: Thank you, Mr. Chairman. (interpretation) Yes, you did answer sufficiently, Mr. Minister. (interpretation ends) This is regarding teaching again.
In your opening letter, you remarked that you’re investing $492,000 to “provide teachers with in-depth training on literacy acquisition so they have the skills to teach literacy at each level.”
Are we hiring teachers who cannot teach literature?
Our teachers are different. For some teachers, English is their second language. I think we have given a few examples in relation to the principals.
We will be having conferences with them in Iqaluit, Rankin Inlet, and Cambridge Bay in order to address new initiatives, even though they would not be totally new initiatives. Some teachers have qualifications in terms of providing their fellow teachers with specific skills that are required.
If I understand correctly, it seems some of these teachers may not be able to teach.
I am saying that some of the Inuit teachers cannot really teach literacy in English properly.
Perhaps I did not make myself clear, but I want to say that all of our teachers are qualified to teach, and it is only by having qualifications and having been certified that they can teach. Perhaps my words did not come out clearly.
Some of the teachers that we do obtain have various qualifications and some of them are specialists in this field, and that field, and can teach their fellow teachers certain skills.
In terms of priorities that we will be doing, all the teachers will be required to become commissioned of our new directions that we wish to go to…Thank you, Mr. Chairman.
I thank the minister for a clear explanation. During the Auditor General’s report, it was noted that the marks that some students received in their departmental exams, there was quite a difference in the marks. Some were as high as 30% in difference, and some got 30% less in their departmental exams and final marks during the school.
Can the minister tell us if anything is being done to correct the big difference between the departmental marks and the school final marks?
Chairman (interpretation): Thank you, (interpretation ends) Mr. Savikataaq.
That is an excellent question. We are trying to institute new policies to be utilizing the schools. It is because there is a perception that grades in the north are not what they seem to be.
Therefore, I have talked about the objectives in 2014-15.
In relation to the question, after we monitor them will we be able to make assessments. The new assessment student information system…we would be able to determine where students in the north are at in terms of their academic skills.
This will be useful. All the schools will have all the same standards.
I think that it would be beneficial and the new policies that will be instituted should result in the students being proficient in literacy.
For example, the ministers in NWT and Yukon, we also have discussions about what kinds of systems they have used. It’s not just in Nunavut that we have concerns in this area. The other territorial ministers have concerns similar to ours.
I know that the education system won’t change overnight and it’s going to be a long process, but can the minister indicate when we may be able to results of the hard work and effort that he’s putting into the system right now?
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. I thank my colleague.
I would like to be able to say that we will start seeing improvement tomorrow, but we won’t see improvements tomorrow.
However, we hope that with the assessment program that we will institute, we would be able to determine where the situation is at. Naturally, I want something to look forward to in the future in terms of tremendous improvements. We know that the Education Act will be reviewed.
Once those are completed, we would have school programs and teachers who are able to teach students comparable to any students in other parts of Canada.
Looking at the preschoolers, we would begin to direct our attention on them in terms of the early year evaluation.
If their IQ could be assessed even before they start preschool at that small age, it could be determined more or less.
Under a different matter, on page 83 of your business plan, I’ll read out the third bullet, “To provide a public education system that focuses on graduating bilingual youth who are equipped with the skills and knowledge to succeed in post-secondary studies, and to be successful in the world of work.”
I’ll focus on “graduating bilingual youth.” I’ll ask the minister. If a non-Inuktitut-speaking person goes in the school, when they graduate, the graduate will be bilingual in Inuktitut.
I think I mentioned earlier and I will state it again in a similar fashion.
Naturally, we need Inuktitut-speaking teachers or teachers who are cognizant of Inuktitut. I agree with you wholeheartedly that those who graduate should be bilingual in terms of Inuktitut and English or English and the other language, perhaps, but all the students should be able to graduate… .
It’s only by having Inuktitut-speaking teachers that those people could then graduate being bilingual.
Chairman: Qujannamiik, hon. minister. (interpretation) We are on page G-8.
You almost missed me. I’m talking about curriculum. I’d like to ask the question to see if you’ve had any thought in how you will gain the confidence of Nunavummiut that the curriculum that you currently offer now and that you plan to offer in the next school year will be of the highest quality?
Chairman (interpretation): Thank you, Ms. Angnakak. (interpretation ends) I didn’t almost miss you, I tried to miss you.
Thank you to my colleague. For her question.
The education resources in resource development that is where it will help. Through the curriculum because we need proper curriculum.
Today we hear that there is not much Inuktitut educational material available in the schools.
Our department is actively creating school books that will be used in Inuktitut.
That’s all under resource development.
That’s how it will help. The parents can be more proud of their students in our school if we have proper materials available.
Perhaps my deputy minister can elaborate on this so that you can have all of the information that you want to hear.
Ms. Okpik (interpretation): Thank you, Mr. Chairman. (interpretation ends) With respect to the curriculum that we’re adapting and adopting currently, as the minister had announced previously with respect to which pieces of curriculum we would be adapting and adopting those are already nationally recognized curriculum.
They are recognized as entrance requirements for post-secondary education for example. That’s the standard right there.
As the minister said, we’re really looking at resource development because we really need to focus on the resource development from a Nunavut aspect.
For example, if in grade 7 there’s a science strand on plants that we can use.
That’s the curriculum strand. What our responsibility would be to develop a resource that would be specific to Nunavut but also look at the global world, as example.
As Inuit we utilize plants, for example. If we look at the Qulliq and the Manaq, the wick that we use then the resource that we’d develop would use those types of ideas.
Because we’re a treeless territory, if we look at other treeless parts of Canada do they have similar types of plants that they would use for that same purpose?
We’re bringing a Nunavut context to it but we’re also bringing a global context to it as well. When we talk about resource development, we want to start off with Nunavut as the base but exploring from a global context as well.
That’s a real push right now, to do that resource development, to be able to assist teachers to be able to deliver the content that supports the curriculum strand. (interpretation) Thank you, Mr. Chairman.
Nice try, but you didn’t get away with it.
I understand that you have new initiatives coming up, but there is so much talk and discussion last fall about that social promotion; I’m going to use that as an example.
Since then, because we in the House we talk with the minister about what his department is doing. We are quite aware of what developments you have done since then.
I asked the question of how you get the buy-in of parents.
Only because….I wonder if you feel that they are just as aware as we are of all of the work that you are doing to get to that standard.
Ever since I became the minister, I have visited a few communities. Whenever I go to the communities, I try to go on the community radios because parents, teachers, students, and DEAs have to be fully aware of what is happening.
In the few communities that I have visited, I meet with the DEAs and report to them.
For the educational staff, I have told them that better communication is very important.
I will be giving information through television and radio so that this important communication can continue, but we are still putting together a communications plan.
We need to have proper communication, and that important part of this will be how we can engage the parents and that will help.
I can say that, Mr. Chairman.
Ms. Angnakak: I have one last question here. You spoke about $1 million to provide updated, standardized curriculum and resources, a new literacy and assessment framework that is going to be used in every school.
I would like to ask if all of the teachers that will be using these assessment tools, have they been taught how to use them properly and updated using the new assessment framework?
I thank the member again for asking that question.
I believe I touched on some of the issue already. Our teachers will need to be trained on how to use this new curriculum.
Starting in September 2014, we will train different teachers in the three regions.
From May until late October up until February we have outlined the curriculum that will have to be taught. The assessments that will be used in the schools.
I want to talk more about the Fountas and Pinnelle system. It has to be learned fully by the teachers so that they’ll be able to use it.
There are different things that the teachers will have to learn and this will continue until February. We will be able to show the MLAs what these teachers are going to be learning.
Total Operations and Maintenance to be Voted. $16,367,000.
I make the following motion. I move to report progress.
There is a motion on the floor and that motion is un-debatable.
Those in favour of the motion raise your hand.
Not in favour.
Motion passed.
I will stand to report to the speaker.
Before we do that, it’s Friday.
While I’m the Chairman of the Committee of the Whole, I would like to thank the people who assist the chair people here, as well as our pages, especially the regular members’ chairs.
I will now stand and report to the Speaker.
Your committee has been considering Bill 2 and would like to report progress.
Ms. Ugyuk. (interpretation ends) The motion is in order.
Just a reminder that on Monday, June 2, there’s a meeting of the Regular Caucus starting at nine o’clock in the Tuktu Boardroom.
Speaker (interpretation): Thank you. (interpretation ends) This House stands adjourned until Monday, June 2, at 1:30 p.m.
Pages 382 – 438
Opening Prayer 382
Ministers’ Statements 382
Members’ Statements 384
Returns to Oral Questions 386
Oral Questions 387
Reports of Standing and Special Committees on Bills and Other Matters 402
Tabling of Documents 408
Notices of Motions 408
Motions 409
Consideration in Committee of the Whole of Bills and Other Matters 410
Report of the Committee of the Whole 438
Orders of the Day 438
Monday, June 2, 2014 382
023 – 4(2): Indspire Awards, James Eetoolook and Sarah Arngna’naaq (Okalik) 382
024 – 4(2): Nunavut Represented at National Student Symposium (Quassa) 383
025 – 4(2): Study of Homelessness in Nunavut (Ugyuk) 383
067 – 4(2): Happy Birthday to Granddaughter (Akoak) 384
068 – 4(2): Approaches on Managing Waste (Angnakak) 384
069 – 4(2): 2014 Toonik Tyme (Joanasie) 385
070 – 4(2): Taloyoak Spring Festival (Ugyuk) 386
071 – 4(2): Sivuliqtiksat Internship Program (Hickes) 386
Return to Oral Question 042 – 4(2): Food Price Survey (Ugyuk) 386
088 – 4(2): Sivuliqtiksat Internship Program (Hickes) 387
089 – 4(2): Harvesters’ Assistance Programs (Savikataaq) 389
090 – 4(2): Development Partnership Agreements (Mikkungwak) 390
091 – 4(2): Approaches on Managing Waste (Angnakak) 392
092 – 4(2): Telecommunications in the North (Joanasie) 393
093 – 4(2): Need for a Medical Boarding Home in Rankin Inlet (Sammurtok) 394
094 – 4(2): Western Canada Lottery Act (Rumbolt) 395
095 – 4(2): Road Maintenance Funding (Mapsalak) 396
096 – 4(2): Iqaluit International Airport (Hickes) 398
097 – 4(2): The Loss of Federal Funding for Search and Rescue in Nunavut (Mikkungwak) 399
098 – 4(2): Status of the Nunavut Development Corporation (Angnakak) 400
099 – 4(2): Municipal Contribution Agreements (Mapsalak) 401
Committee Report 001 – 4(2): Report on the Review of the 2013 Reports of the Auditor General of Canada to the Legislative Assembly of Nunavut on Education in Nunavut and Safety of Schools and Childcare Facilities in Nunavut (Hickes) 402
016 – 4(2): Inuit Uqausinginnik Taiguusiliuqtiit Annual Report 2009-2010 (Okalik) 408
017 – 4(2): Speaker’s List of Outstanding Statutory Tabling Requirements (Speaker) 408
004 – 4(2): Appointment of the Representative for Children and Youth – Notice (Peterson) 408
004 – 4(2): Appointment of the Representative for Children and Youth (Peterson) 409
Bill 02 – Appropriation (Operations & Maintenance) Act, 2014-2015 – Education – Consideration in Committee 411
Bill 02 – Appropriation (Operations & Maintenance) Act, 2014-2015 – Nunavut Housing Corporation – Consideration in Committee 420
Speaker (Hon. George Qulaut) (interpretation): Can you say the opening prayer, please, Mr. Quassa.
Speaker (interpretation): Good afternoon, people of Nunavut, Members of the Legislative Assembly, and Ministers. Welcome, everyone.
Ministers’ Statements. (interpretation ends) The Hon. Minister of Culture and Heritage, Mr. Okalik.
Minister’s Statement 023 – 4(2): Indspire Awards, James Eetoolook and Sarah Arngna’naaq (Okalik)
The Indspire Awards, formerly the National Aboriginal Achievement Awards, was established to recognize indigenous professionals who demonstrate outstanding career achievement.
Special recognition is also given to three outstanding youth and a lifetime achiever.
Mr. Speaker, I stand today to acknowledge two recipients of the 2014 Indspire Awards.
The first one is Mr. James Eetoolook, the Lifetime Achievement Award recipient, and the other one is Sarah Arngna’naaq, the Inuit Youth Award recipient.
James Eetoolook, recipient of the Lifetime Achievement Award, has dedicated his life to serving the people of Nunavut. In his current position as vice-president of Nunavut Tunngavik, he works diligently to protect Inuit culture and heritage to ensure that the rights of all Inuit are protected. His numerous efforts have provided inspiration and service to other indigenous people across the north and throughout Canada.
Mr. Speaker, I am also pleased to recognize Sarah Arngna’naaq as the recipient of an Indspire Youth Award.
Ms. Arngna’naaq completed her Juris Doctor at the University of Victoria in 2012 and was called to the bar in September of 2013.
She has always had a passion for law and, more specifically, for laws related to Inuit. To date, much of her work has been in the development of new laws and regulations for Nunavut.
Mr. Speaker, I would ask that we all stand today to honour the accomplishments of James Eetoolook and Sarah Arngna’naaq so those following in their footsteps will be inspired to fulfill their own great potential.
Ministers’ Statements. (interpretation ends) The Hon. Member of Education, Mr. Quassa.
Minister’s Statement 024 – 4(2): Nunavut Represented at National Student Symposium (Quassa)
Good day to the people of Nunavut and my fellow Igloolik residents.
Mr. Speaker, today, I would like to offer my congratulations along with everyone here to a young woman from Igloolik, Megan Ungalaq, who took the time to comment on the public education system in Nunavut.
She compared our education system to southern Canada.
The Learning Partnership, a national charity dedicated to building partnerships to support, promote, and advance publicly funded education in Canada, asked over 600 students from all across Canada what’s working well for them in Canada’s public education system and how we can improve.
Mr. Speaker, Megan is a grade 12 student and she’s just about to graduate. She knows that a good education will help Nunavummiut to reach their goals and dreams. She submitted an essay on the public education system in Nunavut to the Learning Partnership, which earned her the opportunity to attend the first ever national student symposium.
Megan stated that the students in Nunavut are taught the basics: English, math, science, language arts, and social studies.
She was talking about the foundational subjects that students can build on.
She also expressed an appreciation of the arts curriculum.
She also believes that the stronger teaching of Inuktitut can enhance our lives and promote our Inuit culture.
Megan commented that her high school education in Nunavut has given her the independence to move on to higher education, which is very good to hear. She aspires to become a teacher in Nunavut once she finishes her education. I would like to share my appreciation and pride of her with my colleagues.
Minister’s Statement 025 – 4(2): Study of Homelessness in Nunavut (Ugyuk)
I want to take this opportunity to report to the Members of this House on the results of our recent study of homelessness in Nunavut. This study involved a count of the homeless across the territory.
A survey of individuals identifying themselves as homeless was also completed in three regional centres: Iqaluit, Rankin Inlet, and Cambridge Bay.
The survey gathered information related to the causes of homelessness in Nunavut and of the needs of those who are homeless.
Our count identified 98 people in Nunavut who were homeless, without housing of any kind, on the day of our count.
In Iqaluit, this number included 57 people using emergency shelters and 15 people staying in places not meant to be housing.
In other communities, 11 people were staying in shelters and 15 in places not meant to be housing.
In addition, 93 people completed surveys. This has produced a great deal of valuable information about how people find themselves to be homeless in Nunavut and what they need to find and maintain housing.
We know that people who are homeless need housing, but our survey demonstrates that there is a wide range of issues that lead people to become homeless. Unless these issues are addressed, maintaining housing is almost impossible for them.
Mr. Speaker, the results of our work on homelessness will be reviewed in community meetings that will take place in the coming weeks in Iqaluit, Rankin Inlet, and Cambridge Bay.
When our study has been validated by the community, poverty reduction staff will prepare a report which will outline the findings of this valuable work.
Member’s Statement 067 – 4(2): Happy Birthday to Granddaughter (Akoak)
Good day to all the people of Gjoa Haven and Members of the House.
I stand today to say a big “Happy birthday” to my granddaughter who just turned two on Friday. I know it’s late, but I hope she’s watching.
I am told that every time I stand up and speak, the last time, she stood up to the TV and kissed me on TV.
This is one of the reasons that I stand here today. With the help of all the MLAs, ministers, and the Hon. Premier, I hope that we can improve the lives of all Nunavummiut in supporting Sivumut Abluqta.
Member’s Statement 068 – 4(2): Approaches on Managing Waste (Angnakak)
Mr. Speaker, I rise today to encourage our government and the people of Nunavut to work together to deal with the growing problem of waste and garbage in our northern communities.
Mr. Speaker, I have been impressed by the various creative and innovative approaches to dealing with different types of waste across our territory.
I am in full support of recycling programs for collecting cans and bottles, composting programs for organic matter, paper and cardboard recycling, as well as projects to collect and ship out end-of-life vehicles and special programs to deal with such items as tires, batteries, and waste oil.
Mr. Speaker, we can all do our part to meet the challenges of dealing with the garbage we produce.
At the government level, both territorial and municipal, policies can be established to support and ensure the sustainability of our communities and the surrounding environment.
At the individual and family level, we can all help with waste management efforts by getting involved in local recycling and composting programs or by participating in programs to sort our household garbage more efficiently, something that is already done in many municipalities across North America.
Mr. Speaker, I commend the efforts of individuals, such as Jim Little in Iqaluit, who spearheaded a community-wide composting project, and Adam Malcolm, a high school science teacher in Gjoa Haven who has developed a plan to divert toxic materials from the local landfill by collecting and shipping them out in sea cans.
Mr. Speaker, it is this kind of passion and drive towards addressing waste management that will truly make a difference.
Mr. Speaker, the government can’t do it alone and neither can individual residents of Nunavut. However, I believe that by working together towards a common goal, we can help protect our environment for the future.
We need to listen to each other, to support fresh ideas from our youth, our environmentalists, and our dedicated community residents so that we can all enjoy our communities and the surrounding land for a long time to come.
Member’s Statement 069 – 4(2): 2014 Toonik Tyme (Joanasie)
I rise today to celebrate the fact that Toonik Tyme ran very well this year, especially the snowmobile races from Iqaluit to Kimmirut. It was very interesting to watch.
There were many participants taking part in the snowmobile racing.
I want to recognize the three winners.
First was Albert Netser with 3 hours and 5 minutes, next was David Nowyook with 3 hours and 10 minutes, and third was Jerry Michael with 3 hours and 12 minutes.
They drove to Kimmirut and back. The whole race ran very smoothly.
I would like to recognize Sean Noble, who was one of the youngest racers. He came across another racer who had an accident and stopped to help. He took him to the hospital in Iqaluit.
I thank him for that.
Lastly, I wanted to thank all of the organizers who volunteered and made it run so smoothly in Iqaluit for the whole Toonik Tyme festival. Iqaluit groups, Kimmirut groups, and hamlet groups ran it very well.
For the 50th anniversary of Toonik Tyme next year, we hope that the race from Iqaluit to Kimmirut and back will run as well as it did this year.
Members’ Statements. (interpretation ends) The Hon. Member for Netsilik, Ms. Ugyuk.
Member’s Statement 070 – 4(2): Taloyoak Spring Festival (Ugyuk)
I would like to let all of the members know that the people of Taloyoak will be participating in outdoor games.
I want to make sure that the… .
People in Iqaluit are very kind to me and help me out while I’m away from my community.