EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
But if I could explain it maybe by saying that for example, if under adoption services you have a child that's taken from a family and put into an adoptive home and there was an intervention that's where this money would come from.
Three point two million dollars in actuality is divided among the three regions of Nunavut the Kitikmeot, the Baffin, and the Keewatin so you take the three divided by three and a million dollars on average for each of the regions.
And then that money is used for the health boards when they have to intervene within a family for the child that's being misused or abused or whatever for intervention services and to look at other types of things that are under care.
For example, we have children who are foster children where their parents died and they are taken care by the government for example so the money would be in there for them maybe for their mental health and so on.
Maybe the program verbiage is the wrong verbiage to use in this case.
Chairperson (interpretation): Thank you, Mr. Iqaqrialu .
Mr. Iqaqrialu (interpretation): The first one is 2 million 100 thousand for the one you just answered me with children’s programs, I thought was that was in the upper one.
I think we have to explain what this is for, according to your response it’s not for actual children themselves, the upper one is for the children but under children’s programs, I think that the headings should change.
I think it should not be children’s programs that way it’ll be a lot clearer to understand.
Again maybe it’s the verb that it’s been used, I’ll try to explain it this way.
When we talk about 2.1 million under Child, Family and Special Need Services, that’s basically mental health for children across Nunavut.
Everyone in the three regions, that’s what that’s for.
When we talked about Children’s Programs which is 3.2, that David has just been talking about, that was for children in care.
This is for children who might be foster children, or they were in abusive relationships, or they are being taken care of by this government or maybe in the South and paid for by this government.
Again three regions divide it, I think the problem here is in the verb.
We said it’s being used, this money goes directly to the health boards and they use it.
I mean I had to stay, personally I had a foster child who’s under one of these programs, so I know a little bit about how it worked.
So I don’t know if that explains it, there’s no mystery here as David is correct, the use of verbiage the words that are used to explain, maybe they are not clear as it could be or as concise.
Now I understand what it contains.
I have only one name on the list now.
I’ll be brief in my comments.
Mr. Minister after discussing that epidemiology, I’d like to focus now on epidemiology and I’m just wondering if there’s any work being done to review some of the problems that some young children have in the communities with rashes and facial growths and so on.
If there’s any studies as to what can be done to prevent it.
Mr. Chairperson epidemiology is the study of skin and I know that I’m not a skin expert, Mr. Chairperson.
There are different reasons of course for rashes and so on, again in the budget for this department, there’s no detail on if we’re studying skin rashes in the communities in particular.
What I can assure to the member, what I can commit to the member, is that if he’s experiencing any abnormal rashes, I would be more than happy Mr. Chairperson, take him with my van parked outside to the Regional Health Board to the hospital here and introduce him to some of the fine medical professionals and we have on hand to help with that embarrassing but yet not unique rash problem.
That’s hard to match, Mr. Picco.
On a more serious note, I’m still curious is there any research being done on the some of the problems that some young children do have.
We’ve noticed this in some of the communities for years.
This seems to be ongoing, I think it’s a fairly serious issue and it comes to a point, I think it’s becoming an accepted situation over the years and it’s a very unfortunate for the young children to have to go through this and there doesn’t seemed to be any kind of treatment for this point.
We should be looking at some preventative measures about what causes this instead of just accepting it.
Thank you Mr. Picco any rashes that I may have, or come upon, I’ll leave it at that.
Mr. Chairman, I thank the Member for his earlier question indeed, sometimes after this process we sometimes have to have a little levity and I appreciate that.
I will commit right now Mr. Chairperson as I had mentioned earlier today, our Chief Medical Officer starts tomorrow and if there is a concern with skin disease of any type or whatever, this is one of the things we can bring up to the Chief Medical Officer so I’ve made a note of it and when the Chief Medical Officer starts tomorrow I will mention it to him about the problems with the skin diseases and indeed have a look at it and if there’s any forthcoming information, I will commit right now Mr. Chairperson to inform the Honourable member of the situation regarding rashes and his own.
Under 9 million 575 thousand the heading starts with the community health programs.
The translation literally states that the community in order to have healthy communities.
Is that a fact, are we going to provide this service so that there could be healthier communities, is that what the fund is for?
Maybe perhaps you could explain what the community health program is.
Mr. Chairperson the member is very observant, we just caught a typo in the documents, indeed that’s not what community health programs is, community wellness is there so the member has very sharp eyes, he is correct.
Again we’re looking at programs done at the community health level, for example alcohol education programs, programs to inform the residents of Nunavut about the dangers of the consumption of alcohol for example, FAS or FAE, awareness programs.
Community awareness programs on specific issues, the member’s correct it is not lying here that 9.575 million is not for community wellness.
Yes, this program 9 million the Inuktitut version is different from the way you responded to me.
So it’s quite similar to the program we had earlier, the community wellness program.
If this program is going to be allotted, is this fund going to be made available through applications or is it going to be just allotted to the communities or the boards.
According to translation I think to 10 or 11 to community wellness so maybe that’s what we should have been referring to.
Under this one this 9.575 for example they’d run the spousal assault homes for family violence programs.
That’s what is covered on this when we say community health programs.
For example that’s how we fund them and again it’s Nunavut wide that’s not specific to one region, I don’t know if that makes it more clear.
I don’t know what date it was during our session.
We discussed the women’s shelter.
I think we have to have good general direction for this.
I hope this money will be used for shelters and things like that.
I’ll just conclude with that Mr. Chairperson.
I think that was more of a comment than a question.
I would like to get back to the main estimates.
On page 10-10 detail of grants and contributions.
That’s just an information item.
Going to 10-11 detail of work performed on behalf of third parties.
Chairperson (interpretation): I will go on to 10-3 detail of expenditures, operations and maintenance, total operations and maintenance 117 million and 427 thousand.
Chairperson (interpretation): Total capital 2 million 188 thousand, total expenditures 119 million 615 thousand.
Chairperson (interpretation): Do you agree that this departments main estimates are completed.
Chairperson (interpretation): With Ed Picco’s department and his two officials I would like to thank all of them and their department for responding very well to the members questions.
Thank you, Mr. Picco and your officials.
I’d like to thank the members for their support and consideration of the budget.
Sometimes when we talk about the department of health, there’s a lot of sickness, there’s death and dying.
It can be very depressing, but I want to say to you is that a lot of exciting things are happening in health.
When I met with Mr. Allan Rock, the Minister of Health in Ottawa, he pointed out that he had gone to Ottawa General Hospital and he was watching a patient from Pond Inlet on the video conferencing screen being looked at by the doctor in Ottawa and it saved us a trip.
So I think were doing some exciting things here in Nunavut with medicine and tele-medicine and I think we should be thankful for that and I am thankful as a Member of this House to have this opportunity to serve you as your health Minister and work toward a comprehensive system, on epidemiology with the Deputy and Mr. O’Brien over the next several years.
We have completed the department.
Mr. Picco’s department is completed.
According to the departmental appearances we should be starting the Department of Education.
Before we start with that department we’ll take a five minute break.
>>Committee Recessed at 5.01 and resumed at 5.12 pm.
Chairperson (interpretation): We are still trying to get education officials over here, we should be returning to our seats.
What I would like to say right now is I would like to hear the opening comments by the Minister of the department and also get the committee report read in.
Then we can ask our questions and make general comments tomorrow Mr. Chairman.
So let’s clarify that because we have only 1 hour.
Mr. Akesuk, are you making a motion to go ahead?
Mr. Akesuk (interpretation): Yes, I move that we deal with the opening remarks by the Minister of Education.
Chairperson (interpretation): Is there a seconder for the motion.
He doesn’t need a seconder.
Those in favour of the motion.
Let’s move on to the Department of Education then and the Minister of Education can make his opening remarks.
Opening Comments for the Department of Education 1999-2000 Main Estimates
Hon. James Arvaluk (interpretation): I have to take my glasses off because I use them as hearing aids.
Mr. Chairman, our staff was not readily available, but I think it won’t be too difficult to deal with this department.
Mr. Chairman, I am pleased to present the main estimates for the Department of Education for the fiscal year 1999/2000.
The department provides services in three areas; Early Childhood and School Services; Adult Education and Post Secondary Services; and income support.
Mr. Chairman, because of my personal and historic perspective of the need for quality educational opportunities for all the people of Nunavut, I am grateful to the Premier for assigning me to this portfolio.
I have a great interest in Education and a genuine desire to serve Nunavummiut.
I am committed to make this department representative, accountable and productive in its mandate.
Our mission is to provide excellence in education and training opportunities that will give all Nunavummiut the opportunity to learn so that they may benefit from their past and create their own futures.
This will help Nunavummiut in achieving personal fulfilment and becoming a productive and prosperous society.
To achieve this, the department uses a network of publicly funded and supported day-care centres in many communities.
Support to schools through funding to Divisional Education Councils.
A network of Community Learning Centres and regional campuses funded through Nunavut Arctic College.
The department also funds regional education offices that provide educational and training opportunities as well as income support services to the public.
The budget before you is a status quo budget; it maintains existing programs and services.
Through reorganization of existing resources we will be able to streamline our operations in time.
Mr. Chairman, the Department of Education budget for the 1999-2000 fiscal year totals 138.6 million.
This includes 21.4 million for Adult Education and Post Secondary, 87.6 million for Early Childhood and School Services and regional operations, 26.1 million for Income Support programs and 6.4 million for Capital expenditures.
Mr. Chairman, the following are highlights from this year’s budget.
17 new teaching positions will be created across Nunavut to help relieve over crowding in community schools.
Nunavut Arctic College will have a small increase to cover a newly negotiated salary increase that has come into effect.
A small increase in capital spending to the Middle School in Iqaluit will allow the department to have this school ready for occupancy sooner that originally planned.
Mr. Chairman, the Income Support program makes up 19% of the department’s budget.
We need to find solutions to reduce the numbers of individuals and families who rely on this funding.
My department and my colleague from Sustainable Development will be looking at this program this year to find ways to reducing the dependency up on Income Support.
Capital spending this year is not at the level that was originally prepare under the GNWT 5-year Capital Plan.
To meet budget objectives the department used the following criteria:
projects that were already under construction
projects that had a legal commitment
projects wit a health or safety issue
Not all projects were able to go forward this year.
The department is planning to do a capital plan stud that will address the long-term needs of our communities.
Decentralization initiatives will produce the following results.
I have a small Headquarters’ team to manage all program areas.
It is small because we have a commitment to decentralization and when fully functional will be located in three communities; Iqaluit with 26 persons, Arviat with 29 persons and Baker Lake with 4.
We have staff in Arviat now.
However, the office space is not ready for them and some are currently working out of their homes.
The education regional office in Iqaluit will move to Pangnirtung when the new office building is completed in the spring/summer of 2000.
This will move 22 positions to Pangnirtung.
The Income Support positions are not included in this number.
Nunavut Arctic College Head Office will be moving to Rankin Inlet in the fall of this year pending budget.
This will transfer 11.5 positions to that community.
With the restructuring of the three Divisional Education Councils.
Education will still maintain a regional presence.
This restructuring will be detailed over the next months in the forthcoming implementation plan.
At a recent meeting of the Nunavut Arctic College Board of Governors, a decision was made to review the structure of the College.
Any restructuring will be done within the college’s existing resources.
This activity will bring the College closer to the people it serves.
The College is an important component in the delivery of services to residents.
The department is supportive of this restructuring and looks forward to working with the College as it shapes itself to fulfil its mandate and the mandate of the Nunavut government mandate in the delivery of education and training opportunities.
Mr. chairman, the are still challenges ahead.
Increasing the number of Inuit throughout the department is or number one focus.
We are in fair shape at this time, as of December 1998: there were 131 Inuit teachers and 115 Aboriginal Language Specialists on the teaching staff of schools out of a total of 665 or 37% Inuit employment.
At our headquarters, Inuit currently hold 7 of the 12 positions filled, or 58% Inuit employment.
Mr. Chairman, the department is committed to the concept of Inuit Qaujimajatuqangit.
As we increase the number of Inuit teachers in our schools, and as new curricula are developed based on Inuit Qaujimajatuqangit, this will ensure that our children grow up knowing who they are.
I was pleased to note Mr. Chairman that any of the recent graduates of the Aboriginal Language Specialist program are elders from Arviat.
This is indeed good news.
Elders are receiving recognition, and will make a valuable contribution to our schools and to our children.
Mr. Chairman, I have challenged my staff to take a leadership role in this Government.
I have challenged them to deliver programs and services to citizens can benefit from their pasts and crate their own futures.
I have challenged them to find ways to allow the citizens of Nunavut to achieve personal fulfilment and to promote a productive and prosperous society.
Chairperson (interpretation): Thank you Minister of Education for Nunavut.
We will now go ahead with the committee report regarding Education.
Mr. Nutarak this is your committees’ department.
Mr. Nutarak (interpretation): I think Mr. Puqiqnak was going to do the opening remarks.
I don’t have the Inuktitut copy of the report from the committee.
Okay, Mr. O'Brien I think is going to be reading the opening remarks from the committee, or motions.
You can go ahead if you are going to be reading the motions.
Report of the Standing Committee on Culture, Education and Health
I will ask the members and the staff to bear with me, I will try to summarize where I can.
The Honourable James Arvaluk, Minister of Education and departmental officials met with the Standing Committee on May 1, 1999.
The Minister spoke eloquently about his hopes for the new Government of Nunavut and for his department.
The Standing Committee appreciated the preparation by the Minister and his Department, which was evident at our meeting.
The Members thanked him for being so open and look forward to a good working relationship with him and his staff.
The Department of Education has an O&M Budget of $132,132,487 of which $122,799,000 is grants and contributions to other levels for delivery of education programs, early childhood programs, adult education and Income support.
Inuit Leadership in Education
The Standing Committee reviewed the draft Business Plan and commends the Department of Education for having the most ambitious and concrete Inuit Employment Plan.
This Department has, through its NTEP and other programs, been able to achieve 34% Inuit teachers, and 4 out of 42 school principals are Inuit.
They want to be at 84% Inuit Elementary Schools and Adult educator positions in 3 years.
The Standing Committee was deeply impressed with this Department’s focus on Inuit leadership in their Business Plan and their track record in this regard.
Members agree that teachers play a pivotal role in every community and have a huge influence on our children.
Inuit teachers, especially those who were born here in Nunavut and who know the people and the land, are important role models, ensuring that Inuit culture and language is imparted to our students.
They are the foundation of our land and of passing on traditional knowledge to our students.
They are also community leaders and provide stability in our communities.
The more Inuit community teachers, the less recruitment needed from the south and the less we will face difficulties in this regard.
The more Inuit teachers who move into management, training and curriculum development, the more culturally appropriate the whole education system.
The Standing Committee supports the Minister and the Department of Education for their Inuit Leadership Plans.
The Standing Committee also wants to ensure that Nunavummiut are being directed into the future jobs in Nunavut.
There are 655 jobs in Nunavut for teachers, at December 1998, plus the positions for principals, College instructors, school administrators and other senior managers, all of which are well-paying, professional positions.
While the last thirty years have seen tremendous increases in the numbers of Inuit in these positions, in order to achieve a representative workforce of 84%, 273 new teachers need to be trained and retained for jobs which exist right now.
The Minister noted that at present, Inuit teachers are almost entirely in the primary schools.
Therefore, in addition to the current NTEP programs that will continue to be run through Nunavut Arctic College, the Minister presented several “enhancement” programs, which his department would run if more resources were available.
These would include providing existing teachers with the one year specialization to enable them to teach in upper years from Grade 7 to Grade 12, principle certification training, support to new teachers to reduce attrition and expanded community based teacher training.
This Department has concrete plans, a proven track record of delivery, critically important jobs at the community level, Inuit employment possibilities and a direct link to ensuring Inuit Qaujimajatuqangit is incorporated into their curriculum and programs.
Cabinet Decision to Abolish the Regional Education Boards
The Standing Committee briefly reviewed information on the Cabinet decision to abolish the Regional Education Boards.
While the opportunity to save money and give more accountability to elected officials is clearly one that Members support, the Standing Committee was concerned at the lack of an operational or implementation plan at this time and had many questions afterwards.
There were assurances that no current employees of the Boards would lose their jobs and that everyone would be provided other opportunities within the Department, but no plan was presented showing how this would happen and whether these positions would remain in their current communities.
Members are very concerned that this change in structure, not lay the foundation for the Department in Iqaluit to take control away from the communities and the regions regarding Education.
Members do not want Iqaluit to in effect become another Yellowknife, with decisions made by officials far away from the community.
There were assurances that the community District Education Authorities would have more of a role to play, but no information was presented on what that role would be or what additional support would be provided to enable them to carry out this expanded role.
Will Hamlets be given a position on the DEAs or will the membership of the DEAs be altered in any way?
What will be the checks and balances in this new system, for individuals and communities with respect to their DEAs and the Department?
How does this affect the Department’s commitment to decentralization?
Members also wondered whether adult education programs would also be brought into the department.
The Standing Committee therefore looks forward to receiving the draft legislation and reviewing more complete implementation plans at that time.
Formula for Funding
Standing Committee members were advised that a formula inherited from the GNWT will influence the allocation of funding to each District Education Council for this fiscal year.
However, only a bulk number was given for each region and no further detail was provided.
The Department did provide more detailed hard-copy information, with complete break-downs of programs to our Committee members, but before the Committee could study it, Finance Officials instructed that they be removed from our binders.
This was a source of frustration to Members, as noted above.
Members requested detailed information on the formula for funding, by community for schools, pre-school programs and Arctic College, and Department committed to provide an analysis of the formula.
Stay in school programs/ Support for people who did not complete high school
Standing Committee members noted that there are many people who have not completed their high school and sometimes these people are on social assistance.
They wondered what short and longer term plans the Department had to stop people from dropping out of school.
At the same time, Members also observed that sometimes people who may not have a lot of formal education, have excellent skills as a welder or mechanic or have traditional skills.
They wondered why more of these people in their communities are not hired by Arctic College to instruct courses in their home communities to unilingual Inuit.
Members also want to encourage trades training to students who have not completed their high school diploma.
The Minister responded that the Department will be trying many new methods to encourage people to stay in school.