Thank you, Mr. Speaker. My question is to the Minister of Education. I would like to ask the Minister, since the divisional board in the Sahtu have recognized that their students are several years behind where they should be, whether this is the only jurisdiction in the territories that has that problem.

Minister of Education, Culture and Employment, Mr. Nerysoo.

Thank you, Mr. Speaker. Good afternoon. Mr. Speaker, this is not the only jurisdiction in this country that has this particular problem. I want to implicate that, generally speaking, there is an acceptance that there is a situation with aboriginal communities right across the country that they find in terms of comparable educational standards; they are different and, in fact, lower. So there is an attempt on the part of the Ministers of Education across the country to try to find a way to address this particular issue. The western Ministers have been meeting and we are working on an effort in western Canada to try to develop a consistent curriculum for all of western Canada so that there is consistency in measuring the students that graduate from our schools.

Supplementary, Mr. Lewis.

Thank you, Mr. Speaker. In the 1970s, it was pointed out that if we made changes to the Education Act and gave people more local control, then a lot of these concerns would be met. A lot of that was done over the last dozen or so years, Mr. Speaker. So I would like to ask the Minister what is he proposing as a solution to this problem, which he has said is a problem in communities not only throughout the territories, but right throughout Canada as well. Thank you, Mr. Speaker.

Mr. Nerysoo.

Thank you, Mr. Speaker, I appreciate the question. The issue is not simple as the answer has to be taken in the context of all those things that need to be dealt with. For instance, our colleague, Mr. Dent, and the Special Committee on Health and Social Services have pointed out on a number of occasions, there are some significant health and social issues that have to be addressed in the context of ensuring that students who are serious about their education have to have a home environment and family environment that promotes their success. If we start at a point where there is no support for the children, then obviously we're going to have some very difficult situations.

The other thing is that we need to accept that we have a numeracy/literacy situation in the north that requires upgrading.

I want to indicate to the honourable Member that as part of our own budget there is an attempt on our part to begin to deal with those particular issues in terms of numeracy/literacy strategy.

The other point is that we have to provide a strategy for education which we approve in this House. I think it will lay out the groundwork and framework for which we must invest our resources.

The other point is that the Member provided information on the Education Act that's crucial. It requires us to change the way we do business in education, and the respect we also give to the students and the parents and our educators.

The issue is not simple. Our solutions cannot be based on one view, but that of the community participating. I think that the success...For instance, in Yellowknife, the involvement of the people of Yellowknife clearly shows that when the community takes the issue of delivering programs and services seriously, the quality of students are there. The fact is it depends on the support given. I think in our efforts, we're trying to ensure that occurs and we will continue to make every effort to respond to those needs.

Thank you. Supplementary, Mr. Lewis.

As I understand it, Mr. Speaker, the Sahtu have decided that they're going to take the bull by the horns and they're going to try to solve this problem. Does this mean that the Sahtu is the only jurisdiction in the territories that has decided that they're going to make this an issue that they're going to grapple with, and will they be working alone in this or is it part of a bigger movement through the system?

Mr. Nerysoo.

Thank you, Mr. Speaker. My belief is that it's a bigger movement. I think that we all accept that there is a certain deficiency in the standard of education. Let me also note the highlights and the positives. We've gone from a five per cent graduation rate amongst aboriginal people, to 12 per cent in five years. We're starting to move more students through high school.

The second point is that we have more students who are going further in school than ever before. We have more people returning to school and we have more students attending post-secondary institutions, particularly adults who have been out of the system for a long time. So I think we're creating an environment in the north in response to the work of the past Assemblies and to Members in this Assembly. So I think we've highlighted the importance of education.

In our budget it's clear, Mr. Speaker. I believe that approximately 25 per cent of the total budget of this government -- much higher than any other jurisdiction in the country in terms of percentages -- is for the development and education of our children and the people of the north. I think we ought to be complimented for that, despite the fact that there are some serious issues. I think we're making an effort, it's a cooperative approach. I just think that the Sahtu is going to take a serious approach to this issue, no different than any other region. In fact, many of the surplus dollars from those regions is going into the special needs programming area, and I think they should be complimented on that.

Thank you. Final supplementary, Mr. Lewis.

Thanks, Mr. Speaker. I would like to ask the Minister if he would confirm that in the tests that we have undertaken in the territories as part of a global Canadian survey, on an average of the territories, can you tell me how far we are behind the rest of Canada in terms of levels in our system?

Minister of Education.

Mr. Speaker, that requires a much more substantive response that I can give at this particular juncture. You have to look at it in comparative terms. It's no different than the first exam that was written in math. It depends on where you measure. On the high-end, for instance in the math, we were comparable to the rest of the country. In the low-end we were comparable. It was in the middle where we had more serious problems. In fact, it's in the middle, between grades 8, 9 and 10, in that particular area that we had the most students dropping out. That is, in fact, a reflection of the situation. So in comparison, it's very difficult for me to say. So, Mr. Speaker, I'm going to take the question as notice. I will make a statement on that particular issue.

Thank you. Item 6, oral questions. Mr. Ningark.

Madam Premier.

Mr. Speaker, I am not aware at this point in time.

Thank you. Mr. Ningark.

Thank you, Mr. Speaker. Mr. Speaker, will the Premier endeavour to find out right away and do whatever she can to contain the spill?

Madam Premier.

Mr. Speaker, I will do my best right away to find out the situation on the oil spill, what has been leaked, and ensure that the Power Corporation quickly moves into the normal procedures that they have to go into as part of the guidelines they operate under. Thank you.

Thank you. Item 6, oral questions. Mr. Whitford.