EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
I don’t need to hear about all of Nunavut’s attendance rates. If you can sidestep that in your response and perhaps include it in a written document, it would suffice.
At this time, I wanted to know what kind of trends is prevalent or even just the (interpretation ends) average (interpretation) across our region.
I also thank my colleague for requesting information on that front.
This is, indeed, an important issue.
Now, I can speak to the past years’ data, which I have some figures for up to now.
If we look at Nunavut as a whole, as an example from fiscal year 2014-15, not an actual number but a (interpretation ends) percentage, (interpretation) it was 78.3 percent larger than the previous fiscal year of 2013-14.
If we also look at the enrolment figures for all of Nunavut by extrapolating the actual eligible possible students, we would come up with 75.2 percent. That is the trend we have noticed by including all potential students through the (interpretation ends) percentage (interpretation) that I can speak to.
This again is stemming from the (interpretation ends) Student Information System (interpretation) created in 2013, when the software was first installed, and it is used primarily for data for grades 9 to 12.
Once we started using this management tool, we found (interpretation ends) more accurate (interpretation) numbers. These are actual numbers of students. This was a very good management tool.
Let’s not forget that the Education Act has a provision that the DEAs and the Department of Education have to table that information (interpretation ends) annually to the public. (interpretation) Thank you, Mr. Chairman.
I also wish to thank the minister for his response to my question.
With respect to the Student Information System, I was hoping for a regional breakdown with community numbers, including the student attendance rates.
I wonder if the minister can provide written details and I will expect that information whenever it is ready.
To move to another matter, this was brought up earlier related to the community broadband issue, that an administrator would be responsible for the (interpretation ends) grants and contributions (interpretation) programs.
He also referred to another committee. Is there a committee Nunavut-wide for the (interpretation ends) Community Access Program?
(interpretation) Other funds have committees.
Can any community apply towards computer purchases under this program? Did I understand that correctly?
I would also like to thank the member for his question. We have a complete figure for each community.
Yes, we can provide that information to the members if they want it.
We have the figures to provide on the Student Information System for the communities.
For the latter part of my colleague’s question, perhaps the deputy minister can respond through you, Mr. Chairman.
These (interpretation ends) CAP sites (interpretation) have proven to be very beneficial to Nunavummiut. Some of this information is within our schools while some information is in our libraries and some information is held outside of the schools.
Nonetheless, it is administered by the committees and our department doesn’t administer this program.
Firstly, when the cuts first came about, they experienced an $85,000 cut, which we replaced to allow the operations to continue. They also receive funding from the federal government.
Additionally, our department wishes to provide more support through the (interpretation ends) contribution agreements (interpretation) to this program so that their staff will have their own funds to operate this, as this is independent from our department.
They do not submit funding applications to our department for this item. It is obvious in the communities that if they want to start a specific program within their local school, they submit that request to the local DEA.
However, with respect to the actual numbers, I don’t have them, but we will be able to provide that information upon request.
(interpretation ends) We are on Education.
Branch Summary. Corporate Services. Total Operations and Maintenance, to be Voted. $4,152,000.
Mr. Alexander Sammurtok (interpretation): Thank you, Mr. Chairman. (interpretation ends) The budget for the Kindergarten to Grade 12 School Operations Branch is projected to increase by $3.5 million in 2016-17.
Can you describe how the additional funds will be spent on what positions and on what programs and resources?
The $800,000 to increase the teachers union for compensation and benefits was already agreed to and had to go ahead.
In addition, the matter we have discussed in the House that is being developed to be called (interpretation ends) inclusive education (interpretation) is applicable to every potential student options.
Through this program, there are eight new positions that we have identified as possible openings.
In the same category regarding teachers and the student ratio, if we were to count the total numbers of students following that survey, then the need for more teachers becomes readily apparent.
Therefore, we have identified 9.5 positions for teachers specific to that number.
These are the main three areas I have alluded to in my remarks about the increases to the positions, which are a part of this funding allocation request. Further, obviously, it includes our operational funds, which is the main reason for the increase in the Department of Education’s main estimates.
Mr. Sammurtok (interpretation): Thank you, Mr. Chairman. (interpretation ends) One of the Kindergarten to Grade 12 School Operations Division contributions listed on page G-12 is $14,000 for the Society for Educational Visits and Exchanges in Canada.
Can you describe what these funds will be used for?
We will no longer be using that fund, if I understood the member’s question correctly. Perhaps the member could elaborate on his question.
Chairman: Prior to going to the member, Hon. Minister, he is referring to G-12 main estimates 2016-17, $14,000, Society for Educational Visits and Exchanges in Canada.
Would you like to add to it?
For all of Canada, the ministers of education have a society called CMAC. It is composed of all the education ministers in the various jurisdictions in Canada.
The initiative came from that society to create that. However, afterwards, CMAC approved a decision that they would no longer use that forum, which is what I can state to my colleague.
Your department’s business plan for 2016-17 indicates that the budget allocations for the three regional school operations divisions will increase by over $2 million.
What will this additional funding be used for?
I can clarify this matter for the member as it is specific to the regional education offices.
As per my earlier statement, $1,140,000 will be specific to the eight new positions.
That is the (interpretation ends) eight PYs (interpretation) that are for the (interpretation ends) regional student support manager (interpretation) with one in the Kivalliq, one in the Kitikmeot, and one in the Baffin.
There is a (interpretation ends) student support consultant (interpretation) in the Baffin.
I will just identify these in English if you don’t mind. (interpretation ends) The behaviour and social-emotional learning coordinator (interpretation) will be located in our headquarters.
This will add one PY. Further, the (interpretation ends) counselling development coordinator (interpretation) will also be housed in our offices at headquarters with one PY. The coordinator for the (interpretation ends) student achievement (interpretation) is also in headquarters totalling one PY. This includes the (interpretation ends) student support coordinator (interpretation) in English, which is the (interpretation ends) psychologist (interpretation) at the high school here in Iqaluit, which is also to be based out of headquarters.
That is also one PY.
The other fund of $521,000 is for the (interpretation ends) inclusive education (interpretation) operations and the $250,000 is the contribution for the shared Nunavut Arctic College programming.
That is specific to them.
As I have reiterated about (interpretation ends) inclusive education, (interpretation) it is what this is geared towards within Nunavut Arctic College.
Mr. Sammurtok (interpretation): Thank you, Mr. Chairman. (interpretation ends) Career and program planning for high school students has been a long-term priority for your department.
Your business plan indicates that labour market information from the Department of Family Services will be shared with students and school staff to ensure information about the job opportunities, career path, and funding options that are available.
Can you provide further details on how this initiative will be carried out and how its success will be evaluated?
I also thank my colleague for requesting information on that.
So that he can get a clear response, I’ll ask my deputy minister to elaborate on that, if it’s okay with you, Mr. Chairman.
Chairman (interpretation): Using my language, it’s okay with me.
This has been an ongoing issue we have dealt with for quite a while related to (interpretation ends) career planning, (interpretation) which starts at grade 7 and continues to grades 8 and 9 as they start preparing for the high school courses that form their career path.
They have to research the types of careers they would like to pursue both within Nunavut and service providers related to the Department of Family Services, as that is under their department.
We have to collaborate with them to deal with this. Our officials have met with various representatives to see how to ensure it moves forward.
As a matter of fact, we are currently publishing books under the (interpretation ends) guided reading (interpretation) program that is more standardized.
We brainstormed with the Department of Health to determine which career paths are interesting to the students. We will be compiling the various careers within a booklet, in conjunction with our department to publish the same formatted booklets.
There are two main usages for these books, both for guided reading and to determine potential career paths existing within Nunavut that can prepare them for the courses they take in high school.
We’re on K-12 School Operations.
Let me first go back to the question that was asked.
Mr. Chairman, on the $14,000, I know and I’m aware that this is not a huge amount of money, but my concern, according to the minister’s response, is that you were already aware that this is not going to be used.
Why is it still here in the estimates?
Are you going to be using it somewhere else if it’s approved?
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. I also thank the member for asking for clarification.
We’re willing to take it out of the estimates. It was already in the document and we didn’t hear until it was too late that the number was already in the document.
That’s the main reason and it happens occasionally.
The document is already put together and we aren’t able to strike it out.
That’s the main reason and it’s not that we’re trying to get extra funding. We just could not strike it out after it went through in the document.
The ministers of education in Canada made a decision after the fact.
I’m always learning.
If we hadn’t asked about the $14,000, would it have stayed in the approved document, even though it’s not going to be used?
Since we asked about it, now we know it’s not going to be used.
What was going to happen to it if we didn’t ask about it?
As you are voting, it will be up to you on what we’re requesting within our budget.
If we recall, we’re mainly talking about the $14,000 that was going to be used for exchanges outside of Canada.
You will be voting on this and we will be able to utilize it somewhere else if you don’t take it out of the budget for different areas.
For instance, Outward Bound, Red Cross, or the Nunavut Youth Abroad Program are different types of programs that have utilized this type of funding.
We could contribute towards that, but it’s up to you.
As I stated earlier, it was already in the document and we couldn’t take it out. (interpretation ends) Once it gets in the budget cycle, you can’t take it out. (interpretation) That’s the main reason it’s there.
We would be able to use it in other areas.
I know $14,000 is not very much money. I wonder how many times we have approved amounts that weren’t going to be used and we weren’t informed about them because we didn’t ask about it.
This is a small amount.
If we hadn’t asked about it, we would have approved it even though it wasn’t going to be used.
That is my concern. As we asked about it now, we hear that it wasn’t going to be used and that’s my only concern.
If I can use it as a guide, our government keeps stating that we have to be transparent. When all the ministers go in front of our committee, they have opening comments.
The opening comments are drawn up just before the meeting. You could have just said in one line that this amount won’t be used anymore.
I don’t think that takes very much work.
For instance, I can think that I was going to approve something that wasn’t going to be utilized.
Mr. Chairman, perhaps to refer back to the English version page G-12, which speaks to $24,987,000, and if this can be amended prior to our approval of the main estimates, I want that clearly marked as expunged from this amount.
If it is not going to be used, it cannot form part of this package.
I am just providing direction to all the ministers as they are all listening in that whenever an amount changes, it is not complicated to provide additional statements to your opening comments outlining the changes or funds that are no longer to be used. The government always speaks about accountability, our government I mean.
I want to ask a question related to this item. If I am correct, we are on page G-7, Mr. Chairman.
It is on this issue, which seems to be an ongoing priority, yet we rarely hear about Inuktitut curriculum development.
Standardizing our Nunavut curriculum is often the subject of statements.
What is the status of this Inuktitut curriculum development and standardization in that aspect?
I would like to clarify for my colleague. That is the only amount where that is the case and there are no other areas where that happened.
This is the very first time.
As we stated earlier, yes, what you’re saying is true that we can restate it.
Please keep aware, for instance, in English, (interpretation ends) the department would have lapsed it and it goes back into the general revenue in the next cycle. (interpretation) We will then have been able to do that.
I would like to point out that I think this is the first time that has ever happened; it hasn’t happened before.
Your question on curriculum development, I think, is geared more towards (interpretation ends) Curriculum and School Services (interpretation) on page G-8.
This question is on that page, but I can answer it.
The curriculum from the outside, such as (interpretation ends) guided reading and guided writing, (interpretation) we have been translating them into Inuktitut for use in schools.
Things that come from down south need to be made relevant to Nunavut.
Right now, as a department, we’re working with different tools for Inuit language of instruction.
We’re developing new Inuktitut language arts starting from kindergarten to grade 6.
That has been completed, as well as Inuit language curriculum from kindergarten to grade 6. For the higher grades, grades 7 to 9, we will be implementing that.
Inuktitut language in-service training in 2015-16 will be geared more towards these kinds of training purposes.
I’m not sure if I responded to his question or not.
I don’t know what the case is, but these are the ones where we’re developing Inuit language of instruction from kindergarten to grade 9.
I thought it was on G-7, school operations.
I thought we were on educational programs and I thought curriculum was included there.
I have more questions, but maybe I’ll just wait until we go to G-8. I would like your direction, Mr. Chairman.
Chairman: The minister has already answered your first question along that line. If you want to ask further questions along those lines, you can proceed.
This is just a question for the minister.
In some years, we used to have Inuktitut curriculum development.
Are we not utilizing that anymore?
No, we still utilize them today.
We are starting to produce guided reading and writing materials.
We’re going to keep using them because they have a very good understanding of what should be taught in the schools.
All the new productions are coming out of that branch.
There is one in Pond Inlet.
How many staff does the department have and how many Inuit are producing the curriculum?
I can’t give you numbers directly, but we produce a lot of curriculum up there in Pond Inlet and there are also other offices in the other regions.
We produce Inuktitut curriculum up there and it’s obvious that we will have good staff in those offices developing Inuktitut curriculum.
Mr. Enook (interpretation): Mr. Chairman, if the minister can agree, I would like to hear the numbers.
I’m sure that you will be able to give them to me and I can also give copies to the other members.
I’ll move on. On the same page, you mention the DEAs here. I think it’s the Coalition of Nunavut District Education Authorities.
What is your working relationship with that coalition and how do you fund them? What is your reasoning for providing this amount?
I believe my colleague is referring to the (interpretation ends) coalition (interpretation) representing the DEAs.
Yes, that is a very significant organization and we share that acknowledgement as it is also listed in the Education Act.
They are legally recognized in that legislation.
Every year, the coalition has received funding for operational matters.
The daily uses of the funds identified in the budgets are the (interpretation ends) advertising and promotion, (interpretation) honoraria for the committee members, (interpretation ends) insurance, office expenses (interpretation) incurred daily, and (interpretation ends) professional fees, (interpretation) as they sometimes contract out work to assist their operations.
Corporate operations, telephones, and translations, including the various operational expenses, are just examples of how the funding is used.
This applies to their contributions as well, as it is laid out in the agreement annually for the purpose of the funds. These (interpretation ends) contribution agreements (interpretation) come from our department for their annual funding.
For fiscal year 2015-16, if we were to look at that year, we have set aside $665,000 for DEA operational funding.
We collaborate on these important issues and they assist us with the communications to their local DEAs along with other areas requiring cooperation.
This includes training as well. We work together where required to administer the education system in our communities.
As well, we just held a meeting with the coalition executive as to what the funds provided to the community DEAs requirements are and what expectations the department has on the provision of this funding, including any surplus funds and what has to be done.
There are different areas that we work on after we meet with the coalition, which, in turn, is disseminated to the local DEAs.
Later on this month, we have scheduled another meeting with the Coalition of Nunavut District Education Authorities.
I also thank the minister for clarifying the role of the coalition, but I don’t think my earlier question was clearly answered.
I know you just stated that $665,000 was provided to them last year, but my question was, “What is your reasoning for providing this amount?”
As an example of a reason, let’s say that last year when you got up one morning, you suddenly decided that you would give the coalition $665,000 for their operations.
What is the foundation used to determine that amount?
Once the Education Act was drafted and enacted, it directed the government to provide funding to the bodies that are identified within the legislation, as it clearly states so in section 190 of the Education Act and further listed in section 191, which I believe is specific to this question.
It states that the minister shall provide funding to the DEA coalition, agreed to by the minister and (interpretation ends) determined by the minister in consultation with the coalition (interpretation) and that is the language.
Perhaps I can state that section in English or I can try to juggle between it and Inuktitut.
Anyways, (interpretation ends) (a) To fund two staff positions, (interpretation) it’s clearly identified, (interpretation ends) including the cost of office space, furnishings, equipment, and supplies. (interpretation) These line items are clearly identified in the Act.
Further, it speaks to operational items such as travel and accommodations if they are attending meetings, which our department has to pay for.
Also, it speaks about an annual general meeting, if one is held that delegates from the communities and their travel-related expenses shall be paid by the department. Additionally, in every community where a DEA exists, one representative will also be paid to attend the AGM of the coalition.
Within section 191, it also states that the minister shall provide direction on the use of funds specific to operational expenses.
It provides certain areas where the department can provide direction.
Furthermore, (interpretation ends) the goals and objectives (interpretation) also have to be clearly denoted to our department to identify their direction for the upcoming year. That is what we follow when providing funding for these organizations.
Ever since the Education Act was enacted, from fiscal year 2008-09, the requirements have never changed as to the use of funds provided by the department, which includes the set amount that has also never changed.
Total Operations and Maintenance, to be Voted. $173,094,000.
For 2016-17, one of your priorities is to “Ensure consistency and quality in curriculum across Nunavut that will enable student success, not only in Nunavut, but in any Canadian jurisdiction.”
I would like to get an update from the minister on this initiative that was taken to make sure that the high school graduates can go anywhere and have the same level of education. Are we up to par now with the rest of Canada?
Feel free to raise your hands.
So that I can get it clearly, what exactly are you referring to? I can speak in Inuktitut. I just want clarification.
Maybe my colleague can explain his question a little bit more.
Please rephrase your question, Mr. Joanasie.
In your business plan on page 92, it’s one of your priorities for 2016-17, fifth bullet.
I’ll read it in English. (interpretation ends) It’s to “Ensure consistency and quality in curriculum across Nunavut that will enable student success, not only in Nunavut, but in any Canadian jurisdiction.”
(interpretation) What kinds of steps are being taken to measure the adequacy of Nunavut’s high school graduation standards when you compare them to graduation standards across Canada?
What works have been done to make them on par?
The member has raised an excellent question.
If we looked at an overview of the systems in Alberta and the NWT, they have a very similar system for their high school curriculum.
There is a requirement to pass the (interpretation ends) diploma exams (interpretation) and in that manner, we share that set-up with Alberta and the NWT.
With respect to the junior grades, Nunavut uses different curriculum than the (interpretation ends) other jurisdictions (interpretation) aside from the two I just mentioned.
However, we all have to be clear and observant in ensuring that it is not vastly different, perhaps not having any (interpretation ends) gaps. (interpretation) We will need to monitor this carefully, just as we are now.
Perhaps I have answered that adequately.
As we continue to maintain throughout, our students’ capabilities or capacity building have to be similar to other Canadians, even if we are outside of Nunavut, to have a strong education foundation here in Nunavut that translates to other learning institutions outside.
I just wanted to add to that.
I hope I responded to his question properly.