Agreed.

---Agreed

Department Of Education, Culture And Employment Programs

Thank you, Mr. Chairman. Yes, I'm prepared, but 'm not quite sure how long Members want to sit and listen to the opening remarks.

Mr. Chairman, committee Members, many of the introductory budget remarks made in previous years have noted the impact of change. Dramatic changes are occurring in the territorial financial, economic and political environment which have an impact on the level of service government can provide and cause us to explore different and better ways of providing programs.

Growing financial restraint across the government is limiting capital resources, but the demand for program services continues to increase. In 1991-92, the capital budget for education was $31.2 million; in 1992-93, the budget was $26.6 million and in 1993-94 the budget for Education and Employment is $32.3 million, including about $3 million in capital for culture and heritage.

Government of the Northwest Territories' facilities contributing to Education and Culture and Employment programs are valued at about $450 million. Simply to keep up with the replacement needs of these assets, on a 20 year cycle, we would need about $20 million a year. Mr. Chairman, as the Standing Committee on Finance recommended last year, we need to make a concerted effort to improve our capital management and planning program, including planning based on demographics.

The demand for education, culture and employment programs is largely driven by increases in the populations using these programs. The school age population is growing at about four per cent a year and the birth rate in the territories is the highest in the country. The number of students enrolled in senior secondary grades has increased by 70 per cent from 1988-89 to 1992-93, from 1,397 students to 2,379 students.

Many of these increases are a result of providing senior secondary grades in communities. Senior secondary school participation by aboriginal students increased from 683 students to 1,193 students, between 1987 and 1991. Young people, some of them with children, are dropping back into school. They increase the demand for school space, senior secondary program facilities and space in schools for child care programs. More students are staying in school and as we meet with more success, additional demands are placed on our capital budget.

Effective training programs that respond to the needs of northern residents and employers are essential. Northerners need education and training programs to be prepared to take advantage of employment opportunities resulting from division and the restructuring of government, as well as opportunities resulting from potential mega-projects such as Izok Lake. Looking at youth, age 15 to 24 in the Northwest Territories, about 50 per cent of them are attending full-time school or post-school programs and about 4,000 youth could benefit form basic adult upgrading. In addition, there are many people who would benefit from upgrading programs coupled with basic life skills training. About 8,000 people receiving social assistance would benefit from this kind of training and support.

More and more people are becoming aware of the critical need for education and training. This is easily demonstrated by the number of students enrolled in Arctic College full and part-time programs. In 1992-93, about 1,360 students were enrolled in full-time programs and 6,900 students in part-time programs.

We recognize the importance of training and we must also recognize that increasing the number and variety of training programs offered places demands on our capital resources, particularly to replace existing college facilities in poor condition and for student housing.

Similarly, as people become aware of the variety of ways in which culture can be supported, there is a growing demand for cultural facilities and support for heritage projects. Community museums and libraries, shared spaces in schools and visitor centres and the need for community supported regional cultural institutes have all become more important to the people of the territories. In addition, many of the land claims groups are also looking to the government for additional cultural support. We have to develop a fair and consistent approach to working with communities and with all claimant groups.

The department has revised its planning process. We recognize that we cannot meet all anticipated needs immediately given the current budget. As a result of series of priorities was established that focuses on meeting critical needs first.

The first priority is given to projects necessary to maintain safety, the second priority is given to projects addressing shortfalls in space based on need. The third priority is for facilities with enough space but with program deficiencies and the last priority category is allocated to buildings which need to be upgraded.

A careful review of our planned capital expenditures demonstrated that some projects, such as the projects in Igloolik, Coral Harbour, Sanikiluaq and Cape Dorset schools needed additional resources because the needs had not been adequately addressed in prior years. Other projects have been created to meet previously unrecognized demands, such as the Fort Good Hope and Pangnirtung schools. The timing has also been shifted in some areas to accommodate the development of joint use facilities, such as the libraries in Coral Harbour and Pond Inlet, while other shifts are being proposed to maximize longer term local employment opportunities and minimizing disruption to ongoing programs. As a result, some projects which had been planned in the last funding priority category, projects addressing space upgrades, are being proposed to be reduced or delayed, such as the Fort Simpson school.

We are trying to address our needs for infrastructure on a fair and equitable basis.

We are using population projections and consulting with communities in the development and finalization of our capital plan. Recognizing that capital planning is an ongoing process, we have continued to consult with boards and communities and have listened to the recommendations of the Standing Committee on Finance. As a result, we have made changes to the capital plan to accommodate needs expressed in the Kitikmeot, South Slave and Dogrib regions. For instance, in the South Slave, the board placed a high priority on renovations at J.B. Tyrrell school in Fort Smith, which will now be moved ahead, while renovations to PW Kaeser High School will be delayed.

Likewise, in the Kitikmeot region, renovation work for the schools in Cambridge Bay and Coppermine will be advanced while the additions to the schools in Pelly Bay and Taloyoak will be delayed. In response to the concerns expressed by the Dogrib, necessary and appropriate project funding will be provided to address long-term needs for Chief Jimmy Bruneau School in Edzo.

We want to provide a uniform level of infrastructure throughout the entire territories in response to need. We have developed -- and this has been made available to Members -- four new heritage policies which should address the concerns identified by the standing committee last year. Mr. Chairman, one of our proposed objectives in the main estimates for 1993, is to review and revise our capital standards and criteria.

We are looking at ways to use space effectively, such as the joint use of facilities. We are also exploring ways to cut costs, such as purchasing renovated equipment for Arctic College programs from departments like transportation, and working in partnership with businesses and other agencies to manage and deliver capital projects. The department also supports the training of construction workers through capital resources.

Despite our best efforts, we likely will not be able to meet the expectations of people of the Northwest Territories who are just beginning to realize the impact of financial restraint and who recognize the value and importance of education, training and cultural facilities.

It is clear that we are going to have to develop better ways of consulting and more effective and efficient ways of using our funds. However, we also have to recognize that resources are extremely limited for projects required by new directions and the development of the system in areas such as senior secondary education and child care facilities in schools.

It is becoming extremely difficult to develop a capital plan, given our resources and the demands. The proposed capital estimates for the Department of Education, Culture and Employment strive to balance the need for capital programs with available resources. Thank you, Mr. Chairman.

Thank you, Mr. Nerysoo. Does the Finance committee have a prepared presentation? Mr. Dent.

Standing Committee On Finance Comments

Thank you, Mr. Dent. The motion is in order. To the motion.

Question.

Question has been called. All those in favour? All those opposed? Motion is carried.

---Carried

Mr. Dent.

Thank you, Mr. Dent. The motion is in order. To the motion. Mr. Gargan.

Mr. Chairman, I was informed by the Minister that most of the decisions made at the regional level are determined by the divisional boards of education. It was based on that position that I have been, for some years now, lobbying divisional boards. Are we also, at the same time, allowing the Standing Committee on Finance to determine what is best for the communities?

Thank you, Mr. Gargan. Mr. Dent.

Thank you, Mr. Dent. To the motion. Mr. Gargan.

The motions are reflective of the directions that the regional divisional boards want to go.

Thank you, Mr. Gargan. Mr. Dent, is the motion reflective of the committee's mandate and what the regional divisional boards want? Mr. Dent.

Thank you. To the motion. Mr. Gargan.

Mr. Chairman, when did the Standing Committee on Finance have these boards appear?

Thank you. Mr. Dent.

Thank you. To the motion. Mr. Gargan.