Just for the record, Mr. Chairman, I would like to thank the Minister of Finance and the government for making the decision according to the motion that SCOF put forward and was supported by the majority in this House. So I would like to thank the Minister, mahsi.

---Applause

Department Of Education, Culture And Employment

Thank you, Mr. Chairman. The remarks I'm going to make, Mr. Chairman, are quite lengthy. It's mainly because I think there's a need for me, as Minister, to respond to a lot of the issues that are generally of public concern. I also think it's important for the public to know that we have tried to take many of the major policy issues to the public for consultation.

Mr. Chairman, the estimates I present today reflect the need to become more strategic with our resource allocation in these increasingly difficult economic times. The department has been working closely with the other Members of the Social Envelope Committee -- the departments of Health and Social Services, Justice, the NWT Housing Corporation -- to reshape our programs. We believe that by working together, programs contributing to the wellness of communities and the education and training of children and adults can continue to be delivered within the means of this government.

During the last session of the Legislative Assembly, I tabled the department's strategic plan which will guide the direction of Education, Culture and Employment's programs and services into the next century.

Seven major strategic objectives are outlined: - to improve support for communities to achieve their culture, heritage and language goals;

- to provide people in all communities with access to public information networks;

- to build a comprehensive early childhood learning system;

- to improve student achievement;

- to improve access for adults to learning and work;

- to develop a flexible, comprehensive system of post-secondary learning; and,

- to ensure a lasting impact from learning and human resource development.

The department's main estimates begin the process of focusing and reshaping existing funding and programming, following these strategic objectives. This includes reallocating existing funding to areas where we believe a change in focus will bring greater benefits, restructuring programs to meet a broader need, integrating similar programs and, where possible, reducing administrative costs.

Mr. Chairman, I would like to start by describing how these main estimates support the department's strategic objective for improving support to communities to achieve their culture, heritage and language goals.

The development of school curricula and programs which reflect local language and culture plays an important role in helping us reach this objective. One of the educational development branch's key initiatives in the coming years is to increase instruction in aboriginal languages in NWT schools. In 1995-96, the department, in partnership with the boards of education, proposes to implement Innuqatigiit, an Inuktitut curriculum from kindergarten to grade 12, in schools throughout Nunavut. With the successful implementation of Dene Kede curriculum in kindergarten to grade 6 throughout the western Arctic, the department proposes to start the development of the Dene language and culture curriculum for grades 7 to 9. The department also proposes to implement the French second language curriculum.

The department, through its heritage and culture division, provides a number of funding programs to help local people operate culture, language and heritage projects. To move the administration of these programs closer to the people they serve, the department proposes to continue to offer a range of programs which support language and culture activities at the community level.

Mr. Chairman, the second strategic direction is to provide people in all communities with access to public information networks. New communications technology offers an increasing number of opportunities to enhance program delivery and overcome the barriers presented by geography.

In the coming year, the department proposes to complete and begin implementing a distance learning strategy to support learners from kindergarten through adulthood. This will be accomplished by establishing systems through telecommunication infrastructures, defining hardware and software appropriate to all users and developing training for educational users.

Mr. Chairman, the third strategic objective is to build a comprehensive early childhood learning system. The transfer of the early childhood program to the department has offered new opportunities to link activities with developmental initiatives offered through Education, Culture and Employment.

These opportunities are reflected in improvements made to the early childhood program, effective September 1st of last year. These include improving access to the user subsidy and enhancing contributions to assist with the start-up and ongoing costs of operating early childhood programs.

Mr. Chairman, through these improvements, we have been able to provide support to an increasing number of clients. In the coming year, the department will review the changes to the early childhood program to ensure it is serving the needs of a broad base of clients.

The fourth strategic direction guiding this budget is the improvement of student achievement. To reach this goal, it is important that we know more about our students' current level of achievement. Northwest Territories students have been participating in the Council of Ministers of Education, Canada's school achievement indicators program since it began in 1993. In the past two years, assessments in mathematics, reading, and writing have been conducted. These assessments have given the department a good deal of information about our students and we recognize that we need to take action to assist them in improving their skills.

As a result, one of the key proposals in this budget is a $550,000 numeracy and literacy initiative designed to improve achievement among NWT students. Initiatives would include assessing the reading and writing skills of all grade 3 students in English, Inuktitut and the Dene languages, which we plan to carry out in the 1995-96 school year.

Mr. Chairman, many NWT students need additional support to reach their full potential. To support students who need help in dealing with academic or personal problems, we are proposing to increase the school community counsellor program.

The first graduates of this program began working in schools in 1988 and have quickly become a well accepted and indispensable part of the school team. In addition to the 35 counsellors who have graduated from previous programs, 15 new positions will be added in January of 1996, at a cost of $218,000 for the remaining three months of the fiscal year and $870,000 for 1996-97. During 1995-96, the department also plans to implement a strategy for the allocation of counselling resources to boards of education.

The department, in collaboration with the Department of Health and Social Services and the Department of Justice, will implement a holistic, interagency approach to student support in 1995-96. A focus group session comprising stakeholders at community, regional and departmental levels was held in Yellowknife in early December. This focus group provided direction for development of a community-driven model for delivering school linked services to children and youth. A policy framework document describing the model and its implementation is now being developed. Implementation of this interagency approach to student support will begin across the NWT in April of 1995.

In August, I attended the excellence and equity in education conference in Toronto, which brought together advocates, student support professionals and political leaders from across the world. I was pleased to learn, Mr. Chairman, that the Northwest Territories is a leader in inclusive education in North America. Our approach, as outlined in the inclusive schooling directive, is to provide the support systems and services to enable all students to participate in regular classrooms appropriate to their age, in their home communities. Maintaining students in their home communities and providing an additional $1.5 million this year for the support and training of teachers and students will augment the existing special needs programming through a community-based approach.

The health of students and the communities in which they live is crucial to student success. The Department of Health and Social Services has discussed a community action proposal with you which would support communities to undertake projects that will help develop community wellness at the local level. Since the department offers programs and services which range from early childhood to adulthood, we would be a major contributor to community action fund projects. We would work with our social envelope partners to encourage and support communities in setting up innovative projects which promote school-linked services, early intervention and other wellness initiatives.

In 1994, I released a document called Creating Choices: Solving the Income Support Puzzle, which is being used as a starting point for public discussion and consultation on this complex issue, which will continue in the coming year. The planned transfer of social assistance to this department is designed to create direct links to education, training and work, and would help to develop an integrated community delivery system. In the coming fiscal year, the department proposes to organize projects combining the delivery of career development and social assistance functions in every region.

Mr. Chairman, Education, Culture and Employment, the Department of Health and Social Services and the Government of Canada are already cooperating on the investing in people strategy, a two-year initiative which provides specialized counselling, career and employment development, life skills, on-the-job experience and education to social assistance recipients.

The total contribution from both levels of government for the two-year joint initiative will be up to $8 million, which will be cost-shared equally between the federal and territorial governments. Education, Culture and Employment has reprofiled the short-term employment program, and a portion of the training on-the-job program to cover a portion of our contribution. In the coming fiscal year, the department proposes to increase opportunities provided through the investing in people strategy by increasing the number of northern skills development programs and work activity projects offered in communities.

Education, Culture and Employment continues its delivery work in other programs that build bridges between learning and work, such as the Canada-NWT infrastructure program, a $10.8 million, three-year program that is also cost-shared with the federal government. And, Mr. Chairman, I know that all Members realize that we are also partners with the Housing Corporation and Public Works in the building and learning strategy. To further strengthen the link between learning and work, the department is proposing to develop a strategy linking apprenticeship with the career and technology studies program and to pilot a senior secondary apprenticeship program in selected communities. In the coming year, the department also proposes to develop program and service guidelines for career development initiatives for youth.

The public service career training program plays an important role in preparing affirmative action candidates for officer level jobs in the territorial government. The department is currently proposing to restructure it so that it is cost-shared with employing departments. This, and other training initiatives, should help to offset the impact of a $1 million reduction planned for 1995-96.

Community teacher education programs have provided many northerners with the opportunity to get involved in the field of education. Students, schools and communities also benefit from these programs, as an increasing number of qualified aboriginal educators enhance local language and culture in the schools, and act as role models for students. In the coming fiscal year, the department proposes to introduce two additional community teacher education training projects, one in the Deh Cho and one also likely in the Sahtu.

Mr. Chairman, college and university programs play an important role for preparing many NWT residents for the workplace. Therefore, the sixth strategic objective is to develop a flexible, comprehensive system of post-secondary learning. An increasing number of NWT students -- particularly aboriginal students -- are continuing on to post-secondary education. We need, Mr. Chairman, to control rising costs and we are proposing minor revisions to some benefits. Even so, we are requesting an increase of $2.8 million for funding for student financial assistance. In the coming fiscal year, the department plans to review the student financial assistance program, and propose changes to the program so that we can maintain adequate support while increasing access in these difficult financial times.

The creation of two northern college systems is well under way. A college funding system to define accountability and to ensure equitable distribution of funding will be implemented. I plan to direct the college to streamline administration and to charge back third-party contracts to save $600,000. I also propose to reinstate a $1 million one time 1994-95 contribution reduction which caused the college to draw down its surplus. The department will continue to support the two colleges in the coming year, particularly as they work to provide science and technology programs and services.

Mr. Chairman, we want to ensure that the Northwest Territories benefit from the investment it makes in people through education and training programs. One of the ways we plan to reach this objective is by working with employers to set national occupational standards. During the past few years, jurisdictions across Canada have examined ways to take advantage of the apprenticeship format and apply it to a broader range of employment positions. These discussions have led to a movement to support occupational certification, which involves developing standards for various types of positions. In the next fiscal year, the department proposes to begin the implementation of occupational certification according to the Apprenticeship, Trade and Occupations Certification Act and prepare proposals to amend the act's regulations.

In preparation for division, the department is providing leadership in the completion of human resource plans for each of the two new territories. A planning model and time frame have been developed and approved. We expect that two human resource plans will be prepared by September 1995, and will include education and training in strategies that make the most of affirmative action employment in the new public services.

Mr. Chairman, there are a number of increases in the department's main estimates due to funding formulae and forced growth. There are a number of factors which contribute to forced growth, including the rapid increases in the NWT's population. The increasing success of the school system has also resulted in greater pressure being placed on the school system and on our main estimates. For instance, the extension of high school grades in smaller communities has resulted in greater participation rates as more students stay in school longer. These factors have contributed to an increase of $5.5 million in contributions to boards of education. This will be partially offset by decreasing expenditures on school residence programs by some $1.5 million. Of course, Mr. Chairman, this is dependent on a number of initiatives we undertake with the boards. This reflects a rapidly declining need as more students receive all their high school education in their home community. To live within our means we are also proposing that the school program funding formula be reduced by $2.1 million, or 2.5 per cent, in 1995-96.

Mr. Chairman, I realize I have been quite long but I just wanted to advise the Members of the initiatives that have been undertaken. What I will be doing at some future date, Mr. Chairman, is tabling a document of all the consultations we've undertaken already and make a personal response to the comments made by the Standing Committee on Finance.

Thank you, Mr. Chairman. I will try to make the remarks on behalf of the Standing Committee on Finance as dynamic and arresting as the Minister's opening comments...

---Applause

...as tough a challenge as that might be.

Mr. Chairman, committee Members noted that this department has a number of initiatives planned and in progress. While the committee noted progress in many of these initiatives -- some of which were in response to committee recommendations -- there is concern that it will be difficult for the department to accomplish all their objectives in a timely manner.

The committee is also concerned that the Minister does not keep Members well informed about changes to department policies. Too often, a policy change is introduced which may have a significant effect on constituents, without the Minister providing adequate information to Members. Members are then unable to provide the best possible assistance to their constituents when concerns arise. The Minister has an obligation to keep Members informed on matters which will have an impact on northerners.

As well, with such a variety of departmental initiatives planned, committee Members feel it will be difficult for the department to monitor and report on the progress of these initiatives. Committee Members felt that some of the information presented by the department demonstrates an inability to properly evaluate or communicate the department's progress.

Committee Members strongly urge the department to develop a more realistic list of objectives and initiatives, along with a better means of monitoring progress on those initiatives. Without better communication and information, it is impossible for Members to effectively evaluate whether this department is fulfilling its mandate.

Social Assistance

One of the most significant highlights of this budget is the proposed transfer of social assistance programs to this department. Committee Members appreciate the rationale behind this move; namely, to help social assistance clients become more self-reliant through education and career development. However, the department did not provide a detailed plan for the implementation of the transfer. The committee has serious concerns that this initiative may be rushed and ineffective. Committee Members are especially concerned that social assistance clients not suffer while the department learns how to manage this program. The committee will expect the department to provide a clear, detailed implementation plan when the department's main estimates are considered in the House.

As well, the transfer of staff for social assistance program delivery from the Department of Health and Social Services to this department will need to be approached carefully. In the spirit of comments made elsewhere on regional coordination of interdepartmental cooperation, the committee encourages this department to rely on the resources and the knowledge of regional staff and health boards to ensure that the transfer is as smooth and efficient as possible. Care should also be taken to involve and inform clients, to minimize any disruption in their lives.

Quality Indicators And Focus On Excellence

Last year, the committee recommended that the department: "adopt a focus on excellence as a fundamental principle of the educational system." Committee Members noted that the department is working with other provinces to develop a set of "quality indicators," which would enable the department and schools to monitor the progress of their students and compare it with achievements of students elsewhere in Canada. Continued participation in national standardized testing programs is also an important part of this concept.

Interdepartmental School-Based Services Model

The critical issue here is making it easier for students and their families to get help when they need it. Almost all northerners aged six to 16 -- arguably the most vulnerable age range with relation to social issues and problems -- attend school. If resources to help with social problems are available in the school, the students will find it easier to access those resources. Where the problem is not so much the student's as it is that of a whole family, the school-based "access point" is often still a convenient one for the family.

The details of the model are not particularly important. Whether it involves a full-blown committee with social workers, nurses, RCMP officers and teachers involved, or merely a small office space in a school where one contact person can easily arrange for appointments with such front-line workers, the key is the school-based access point. Once this has been established, the details can be worked out on a community-by-community basis. The committee again urges this department to take a forceful lead in this initiative.

Student Residences

Committee Members are disturbed by the reductions in student residence funding proposed in the department's estimates. The Minister had said that a study of the entire issue of student residences would be completed before any changes to funding would be implemented. However, these reductions have been introduced before the study has been completed. Members are concerned at this apparent contradiction, and will be asking the Minister for an explanation when he appears before the House. Thank you, Mr. Chairman.

Before we proceed further, due to the level of interest in this House, I move that we report progress.

The House will come back to order. Item 20, report of committee of the whole. Mr. Whitford.

Mr. Whitford, your motion is in order. Do we have a seconder? Mr. Koe.

Question.

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

---Carried

Item 21, third reading of bills. Mr. Kakfwi.

The Member for Sahtu is requesting unanimous consent. Are there any nays? There are no nays. Mr. Kakfwi, proceed.

Thank you. Item 4, returns to oral questions. We're back to Item 21. Ms. Mike.

Thank you, Mr. Speaker. I seek unanimous consent to go back to item 6, oral questions.

The Member for Baffin Central is requesting unanimous consent. Are there any nays? There are no nays. Proceed, Ms. Mike.

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

Thank you, Mr. Speaker. In terms of the translation services and the Assembly, it's really the responsibility of the Speaker to provide that particular service. You might say I'm in charge of the overall programming, but the direction is received right now in the Assembly from the Speaker's office.

Supplementary, Ms. Mike.

(Translation) Supplementary to my question. The Inuktitut translation states the increase in the rent scale from the Housing Corporation. I wish to have it translated by our qualified staff from Inuktitut to English. I would like it translated to English.