EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
Sergeant-at-Arms, can you escort the witnesses from the House and the Hon. Minister can return to his seat.
We will be dealing with the Department of Education and while we settle the documents, we will take a five-minute break.
>>Committee recessed at 16:43 and resumed at 16:51
As we get ready to reconvene our meeting, we have an update to provide to our members.
As you and Nunavummiut are all aware, there was a search underway with the Hall Beach and Igloolik SAR teams searching for a lost hunter.
We have been provided great news just now. He has been found alive and well.
That is, indeed, great news and I wanted all Nunavummiut to hear this news so we all know about the result.
Again, the SAR teams are very competent and extremely capable, so we thank everyone on these SAR teams.
As we move on, we are set to review the capital estimates of the Department of Education.
At this time, I would like Minister Quassa to make his opening remarks if he has any comments.
Minister Quassa, you may proceed.
Bill 02 – Appropriation (Capital) Act, 2014-2015 – Education – Consideration in Committee
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. I also share in the joy provided by the update on the successful search.
Mr. Chairman, I am pleased to be here today to discuss the proposed 2014-15 Department of Education’s capital budget. Capital projects are considered to be any improvement increasing the value and life expectancy of a building.
There are 43 schools across Nunavut, which represent a substantial capital investment in educational infrastructure in Nunavut. Currently we have 8,677 students from kindergarten to grade 12; 1,506 in the Kitikmeot, 3,033 in the Kivalliq, and 4,138 in the Baffin.
Mr. Chairman, the Department of Education’s proposed capital budget for 2014-15 is $23,710,000.
The majority of the $23.7 million will be allocated to a number of existing projects.
We have one new project proposed for the 2014-15 fiscal year, Information Technology (IT) Infrastructure.
In our 43 schools, there are approximately 6,000 Internet-capable devices that require regular replacement to ensure they are capable of working with updated software.
In this year’s budget, we have allocated approximately $800,000 for this initiative.
(interpretation ends) We believe children begin learning long before they start school.
The Department of Education is committed to providing our children with every opportunity to learn, which means providing dedicated space for early childhood programs in any renovated or new education facility.
Early childhood programs include preschool programs, full-time daycare, language nests, Aboriginal Head Start programs, and parents and tots programs. (interpretation) I hope that I said it right.
Having a daycare in our schools gives our young parents the support they need to continue their studies, knowing their children are in a safe environment providing quality care and support for early childhood development.
We have childhood programs planned for Arviat, Baker Lake, Gjoa Haven, Igloolik, and Repulse Bay.
Mr. Chairman, ongoing education capital projects for the 2014-15 fiscal year include:
Continued work on the design of the new middle school in Arviat, with a budget of $200,000.
Continued work on the detailed planning and design for the new middle school in Baker Lake, with a budget of $1.5 million.
Renovation of the Qiqirtaq School in Gjoa Haven will continue, with a budget of $6 million.
Continued work on the design for the new Igloolik high school, with a budget of $1 million.
The Inuksuk High School renovation project is now complete and following standard practice, we have budgeted $100,000 for the warrantee year.
The new high school project in Repulse Bay will go to tender, with a budget of $8 million.
Mr. Chairman, my department also has a minor capital budget. This funding allows for a variety of small or minor capital projects across the territory.
We have budgeted $700,000 to cover the repairs, renovations, and upgrades approved under the minor capital budget for the 2014-15 fiscal year.
(interpretation ends) Our minor capital projects are primarily health and safety projects not identified in the capital planning process.
These projects are also approved by the deputy minister.
To help curb these reactionary measures, we initiated a program to assess our schools beginning in 2010-11.
This assessment addressed special needs and the overall building condition of our schools.
All of our schools have now been assessed.
(interpretation) We continue to budget for ongoing special needs requirements to ensure our students with special needs are able to access our schools.
This year, we have budgeted $100,000 for this initiative.
(interpretation ends) We have budgeted $5 million for the ongoing lifecycle repair initiative for our 43 schools in 2014-15.
Lifecycle items are the major components of a building, such as the foundations, boilers, generators, roofing, siding, flooring, wall finishes, windows, and air handling units, which need periodic replacement based on the planned lifespan for each building component.
With the assistance of the Department of Community and Government Services, this initiative allows us to prioritize repairs or replacement within our schools.
Projects in this category are reviewed and approved by the deputy minister.
Lifecycle projects for 2013-14 included:
Installation of a generator at the Qarmartalik School in Resolute Bay, $415,000;
Floor repairs to the Jonah Amitnaaq Secondary School in Baker Lake, $75,000;
Foundation repairs to the Leo Ussak School in Rankin Inlet, $295,000;
Roof replacement and required mould remediation at Quluaq School in Clyde River, $1.1 million;
Special needs project at Ataguttaluk High School in Igloolik, $450,000;
Window replacement/boiler replacement/pipe repair at Nuiyak School in Sanikiluaq, $300,000;
Structural repairs to the Simon Alaittuq Ford Middle School in Rankin Inlet, $211,000;
Heating system repair at Umimmak School in Grise Fiord, $170,000;
Standby generator replacement for both schools in Kugluktuk, $450,000;
School siding replacement to the Joamie School here in Iqaluit, $500,000;
Boiler repair to the Kugluktuk High School, $90,000.
Mr. Chairman, now that the assessments are complete, my department has identified action items for repair and/or upgrades for each school.
We have budgeted $125,000 for this work and, together with Community and Government Services, we will address the action items identified.
(interpretation) Mr. Chairman, we gather information from hamlets, district education authorities, communities, schools, and the Department of Community and Government Services to develop, plan, and manage our capital priorities.
Through our comprehensive facilities database, we are able to analyze school utilization (number of students vs. the school’s capacity) and building condition, which is then linked to our program space needs, which will give us an indication of future capital requirements.
On an annual basis, we review requests for school buses and departmental vehicles, and for the 2014-15 fiscal year, we have budgeted $185,000.
I look forward to your questions, comments, and discussion as we review the Department of Education’s capital budget for 2014-15.
Chairman: Qujannamiik, hon. minister. (interpretation) Before we ask questions, do you have witnesses that you would like to bring to the table?
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman.
Yes, I have witnesses that I would like to bring to the table; my Deputy Minister, Kathy Okpik, and her official.
Chairman (interpretation): Thank you, Minister Quassa.
Minister Quassa, for the record, please introduce your witnesses. (interpretation ends) Hon. Minister.
I would like to introduce the individual to my right, my Deputy Minister, Kathy Okpik, who is probably well known in this House, and another person who is also well known is the capital planner for the Department of Education, Barry Cornthwaite, who is on my left.
Chairman: Qujannamiik, hon. minister. (interpretation) Ms. Okpik and Mr. Cornthwaite, welcome to the Committee of the Whole.
Opening comments of the Regular Members’ Caucus, Mr. Hickes.
I am pleased to provide opening comments on behalf of the Regular Members’ Caucus as the Committee of the Whole begins its consideration of the proposed 2014-15 Capital Estimates of the Department of Education.
Mr. Chairman, the Department of Education’s capital estimates for 2014-15 include six community-specific projects which are ongoing from capital plans of previous fiscal years and six projects which will be allocated to meet the department’s Nunavut-wide capital needs during 2014-15.
Mr. Chairman, members have noted that the final cost estimates for constructing new schools can vary considerably from year to year and from community to community.
While members recognize that such factors as changes to building codes, differing costs for land development and transportation of materials in different communities, and the reliance on a competitive bidding process make it difficult to control budgets from year to year.
However, members encourage the minister and his officials to make every effort to mitigate costs at all steps of each project with an emphasis on getting the best value for money spent.
Mr. Chairman, members also noted that delays in construction can often lead to budget overruns and encourage the minister to work with his officials to ensure that once projects are initiated, they keep on track and on schedule.
Mr. Chairman, during the minister’s appearance before the Regular Members’ Caucus to discuss his department’s draft capital estimates for 2014-15, a number of commitments were made to provide copies of assessments and business cases for upcoming projects such as those being considered under the Department of Community and Government Services’ Initiation Envelope funding.
Members look forward to receiving copies of the relevant documentation in the near future.
Mr. Chairman, members are in full support of all-new schools including space for delivering early childhood education programs.
However, in some communities, especially those which will not see a new school for some time, there continues to be a great need for daycare spaces.
Members encourage the minister to give full consideration to ensuring that adequate spaces are available in all communities as it is clear that education begins well before children enter the school system.
Mr. Chairman, it has also been noted that while most new schools will be equipped with the latest in computer technology for course delivery and access to the Internet, older schools will also need updated equipment as the technology evolves.
Members are, therefore, pleased to support the Department of Education’s proposal to invest in IT infrastructure for schools across Nunavut and to replace obsolete equipment.
Mr. Chairman, some concern was expressed that the older, surplus equipment will be disposed of in the most efficient manner possible and members noted that the Department of Community and Government Services will play a significant role in this process.
Mr. Chairman, members have noted that school busing services are delivered across Nunavut under many different configurations with private contractors providing the services in some communities while the Department of Education provides the services directly in others.
While members appreciated receiving information about the fleet of school buses owned by the Department of Education, it was recommended that the list be revised and updated on a regular basis as vehicles are decommissioned.
Mr. Chairman, that concludes my opening comments on the proposed 2014-15 Capital Estimates of the Department of Education.
Well read. (interpretation) Before we move on to general comments, you now remember the two main rules that we follow, so I won’t be stating them because I have been referring to them every day.
If there any general comments or questions to the minister’s opening comments, you now have the opportunity.
Mr. Sammurtok (interpretation): Thank you, Mr. Chairman. When the minister read his (interpretation ends) opening remarks, (interpretation) regarding preschools, he stated that he believes that pre-school ought to be a prerequisite in the communities.
In Rankin Inlet, we know that the Leo Ussak School suffers from classroom shortages and that is why the pre-school was removed.
What options would they have then, his department, in this case where they would have to try to find room for implementing the (interpretation ends) pre-school program (interpretation) as room would be required.
Thank you, Mr. Speaker, uh, I meant, Mr. Chairman.
For a moment there, a glimmer of pride emerged when you accidentally almost mistook me for the Speaker, but you ended up correcting yourself in time. (interpretation ends) Hon. Minister.
At this moment, based on the member’s question about the Leo Ussak School, I believe it is specific to that school and right now, it stands at 75 percent capacity.
As an example, our department uses the capacity rate in each school and how to determine the overall student capacity.
This is the criteria used to make that determination, and with respect to that school capacity, we know that the Leo Ussak School stands at 75 percent capacity, and I hope I answered that part of his question.
However, I want my colleagues to understand that, as per my earlier statement, that the DEAs and schools are constantly being communicated with by our departmental officials especially space related matters or substantiation for requiring extra room.
Currently, at that school to date, the number of students stands at 260 and the overall capacity of the school is set at 346 students.
I certainly hope I provided an adequate response to the member’s question.
Chairman: Thank you, Minister Quassa. (interpretation) Mr. Sammurtok, do you have another question? You’re done.
In your opening comments, you had mentioned that the Inuksuk High School Renovation Project is complete and that there’s $100,000 being budgeted for the warranty this year.
Have there been any items identified that are going to require some of this immediate warranty work?
I am grateful for the very good questions that are posed and I also thank the member for asking a good question.
The issue he raised in his question revolves around the floor and specifically the (interpretation ends) floor seams. (interpretation) This is the purpose of those funds to work on the floor at the Inukshuk High School, hopefully that is understandable.
I also noticed in the lifecycle projects, the project included the siding replacement for the Joamie School here in Iqaluit at $500,000.
If memory serves me correctly, the school is not really that old.
Has this type of siding been used in the past and is it the same style of siding or the same type of material being used to renovate the school?
Inuksuk High School, when it was constructed, they put on wrong siding and because of that we need to change them. I am sorry, we are talking about Joamie School. I am talking about Joamie School, not Inuksuk High School.
I hope that I responded to the member’s question.
They will be working on the new siding. I don’t know the term in Inuktitut for siding. They will be constructing new siding.
That’s what the funding will be used for.
Just for everyone to be aware, the work has been completed already.
Mr. Hickes: Thank you, for that response.
I saw under the 2013-14, so I had assumed that it had been completed.
I was mainly concerned that a different and more stable type of material had been used to renovate the project.
Also, in your opening comments on page 4, you talked about the ongoing lifecycle repair initiative and the partnership with the Department of Community and Government Services that allows the repair and replacement prioritization within the schools and infrastructure for the Department of Education.
Can the minister explain how this relationship works and how has the departments agreed upon the prioritization list?
That is a very good question. We need to have clear understanding about the issues.
We work with the Department of Community and Government Services with the assessments and we try to make sure that there are no safety and health hazards and to make sure that the furnace is working properly and to make sure that the foundation is assessed properly.
As I stated earlier on, we work closely with the Department of Community and Government Services when we do assessments of the schools.
Chairman: Thank you, Minister Quassa.
That relationship with the Community and Government Services, how is that facilitated with the department. Is it utilizing the same facilities database that the Department of Education has initiated a few years back?
We have the data. They already have a database within the Community and Government Services and they already have the database in their department that they use.
I just wondered whether I responded to your question properly or not.
I may be mistaken, but if I recall correctly, there is a comprehensive database that was initiated by the Department of Education to keep track of any condition ratings of all the schools across the territory.
Again, I may be mistaken, but I believe that it was over and above the database that was being collected with the Department of CGS.
If I can get to make it clear and understandable, I would like my deputy minister to respond to that question.
All the schools have a database and we have given them to CGS. We also have them in the computer.
We use our computer when there is going to be school renovations. We looked at the database. We work with CGS.
We have heard back from CGS that 75 percent of those renovations have been completed, and they also have a plan in place.
They have told us which schools will have to get those renovations done.
Ms. Angnakak (interpretation): Exciting. (interpretation ends) I am just wondering about your early childhood education component.
Alec kind of talked about that, but can the minister inform us how many schools have the space available for the delivery of early childhood programs?
That’s a good question. We know that little children have to go to school earlier.
At the present time, there are 25 licensed daycares in the Department of Education’s buildings, 25 licensed daycares.
There are also 17 out of 25 that are in Nunavut schools. I have to say that we also had a collection of data in the new schools. In the new schools there will also be preschools.
Iqaluit has a high number of children on the waitlist for early childhood education, and also for after school programs.
This is, as we all know, is due to the lack of availability of space.
Often, I think, parents are waiting up to three years or longer.
What steps is the department doing to help alleviate the demand of early childhood education in Iqaluit?
This is a good question. (interpretation ends) Right now, as it is, daycares are driven by societies. (interpretation) Most of the daycares have to be under society status.
For example, in Igloolik, because they don’t have a society, although the building is still available, they haven’t been able to proceed with that initiative.
Hopefully I responded to the member’s question, I am unsure if I did.
Chairman: Qujannamiik, hon. minister. (interpretation) Let’s remember that we’re dealing with the capital estimates.
Ms. Angnakak: Thank you for that.
I have a bunch of other questions. I’ll wait until we get to the budget.
Just one quick question.
Earlier, Mr. Hickes was talking about warranty work and a question came to mind about the school in Sanikiluaq that was completed a couple of years ago.
I’m just wondering if all outstanding issues with the contractor with regard to warranty is now complete with that school.
Mr. Minister Quassa.
An excellent question, I will ask the person directly responsible for the capital estimates plans to provide an answer, if I could ask the chairman to allow Barry Cornthwaite to respond.
Mr. Cornthwaite.
Mr. Cornthwaite: Thank you, Mr. Chairman.
At this time, all warranty issues have not been taken care of. The Department of Community and Government Services is reviewing the warranty and outstanding issues at the Paatsaali School in Sanikiluaq.
They are reporting to us on a regular basis and they are dealing with the issues.
Some of them are siding issues, insulation issues, and heating issues, and they are reviewing all the issues as we speak.
My first question is in regard to the opening comments made by the minister referring to page 5, “Floor repairs in Jonah Amitnaaq Secondary School, Baker Lake, $75,000.”
Will that be sufficient funds?
That is quite a good question.
What I can respond with is this, Mr. Chairman: “No,” however that line item is only for the (interpretation ends) engineering or engineer. (interpretation) So this amount is specific to the engineer’s work, just so everyone knows that it isn’t for the actual repair or renovation but rather for the engineering phase of this project.
In light of all of the school attendance that’s occurring at the Jonah Amitnaaq Secondary School, which I am very happy to see, my question here is: with the amount of traffic, when will the floor repairs be taken into consideration or when will the work begin?
He raised a good point with his question, as well as his comment about possible impacts to the floor which is understandable.
Whenever facilities are being reviewed or inspected, the funds are just for that purpose as part of the planning process, just for the information of the member.
However, when working on repairs, the general practice is to work on one room at a time, or alternatively, the work commences upon the closure of the school at year-end during the summer break and that is the usual practice and I hope all members know that the work would be performed either in the summer or by working on one room at a time to alleviate the impacts.
That is how I can respond to the member’s query, Mr. Chairman.
Chairman: Qujannamiiktauq, hon. minister. (interpretation) I have no more names on my list.
We can go to G-3 in the Department of Education. Education.
Branch Summary. Corporate Services. Total Capital Expenditures. $23,710,000.
Ms. Angnakak: I had my hand up a long time ago.
I was very close. What criteria are used to determine if a community requires a new school?
Chairman (interpretation): Thank you, Ms. Angnakak. (interpretation ends) I will allow it to go.
Minister Quassa.
What we use is according to the number of students.
If they go beyond the percentage that we just talked about, when it reaches 85 percent of students in the school, then we start thinking about building a new school. We have to realize that we always consult with the communities and the DEAs and whether the school is older.
Like I said, what we most use is if the 85 percent capacity is reached.
Chairman (interpretation): Thank you, (interpretation) Hon. Minister.
I will try this one and see what you feel about this line of questioning. How long does it take from the day that you identified that we’re at 85 percent to the day that you actually see a new school built?
Let me ponder.
That’s a good question. What we try to follow is that we use probably about five to six years that it takes to build a school.
You have to do the planning. You have to have a planning stage, and then the design.
After that has been completed, then we’ll start construction.
It’ll take about two years to construct, perhaps even three years.
As well, the reason why we have to suspend is because there has to be a warranty that makes it take a little bit longer.
It takes about five to six years approximately to get a new school.
In addition, Mr. Chairman, sometimes even after we have planned to build a new school, if there is an emergency that arises in Nunavut, then it is diverted to something else and then to start it again later.
We have seen delays of the building of the school when another emergency comes up.
Does the Department of Education have a long-term strategy for school staff housing across Nunavut.
Having staff housing is something that we work very hard on at the Department of Education.