Thank you, Mr. Chairman. One of the areas that a lot of my constituents and other people across the north have raised quite a few times -- several weeks ago, it was an issue out of the Sahtu -- was the issue of quality of education. It has been a topic that has been brought up by several committees and was one of the issues addressed by the Standing Committee on Finance last year, in terms of how we can address the quality of education. I think there is an agreement that it has to be improved -- I don't know if we are regressing or progressing. We've put a lot more numbers through the
system but I don't know what the quality or end result of the numbers we're pushing through the system is.
We have a proposed Education Act that is going to be tabled, I hope, by tomorrow. It may address some of the responsibilities of all the players in education. But, I don't believe it will go far enough. I don't believe the act is going to turn the system around. There is a priority in education to get quality graduates out of the system. A lot of responsibilities lie with the teacher, obviously with the student, and thirdly, with the facilities the students and teachers have to work with. Those are changing. We have spent an awful lot of money on facilities. I know our population's increasing and there is overcrowding in a lot of places. Also, with grade extensions in the communities, there's now a need to look at some of the communities. I believe that in some places, we're putting grade extensions in without proper planning for facilities and proper academic programs that one needs to achieve matriculation and go on to college or university.
I've always had a concern with the policy of advancing students because of their age. I'm not sure what the proper terminology is for that but if you're a certain age, it is felt that you should advance to the next grade. When I went to school, you had to pass a certain program before you moved on and I feel we should go back to something like that; institute in the north a program of exams and tests to qualify people to advance.
One program that, on the one hand, I applaud the department for introducing is the TEP program. It's been a very good program. We've had a lot of successful graduates and I notice we're expanding the program to two more regions. One of the problems in the TEP program that I've been told about is people who come into the program come in with varied levels of education. We seem to accept whoever meets a certain criteria, but the students who are accepted have a wide range of qualifications. I mentioned yesterday when we were dealing with the Nursing Profession Act that they have an access year program. Year one is an access program. I hope that's something the department has looked at: providing an access year for the TEP program.
The other thing I believe is in the act is the elimination of classroom assistants. We all know that not every student who is enrolled in the TEP program is going to come out as fully qualified teachers, but they're going to bring with them a lot of skills. They already have a lot of skills to be accepted, but once they're out and don't become a qualified teacher, they don't meet all the program requirements -- they have to pass so many courses, I understand -- there is still a role for them. I believe that the term "classroom assistant" is not going to be used any more, so I'm not sure what role there will be for people who don't graduate with full qualifications.
My other concern is with what jobs are going to be available for graduates. I know there is a goal of 50 per cent northern or aboriginal -- and I'm not sure which one it is -- teachers. I believe in the upcoming year we aren't going to have many teachers moving out so there won't be many positions available. We're now starting to get graduates of the TEP program and I'm just wondering where they're going to fit into the system and where the next set of graduates are going to be employed.
There's been a lot of talk about Arctic College. The Minister knows and I know that the Aurora Campus in Inuvik has been fully utilized; overused, in many instances. There are a lot of programs being offered, and the bedrooms and the classrooms in the college are full. That is something that has to be addressed. But, I think it is showing that we can run a college campus effectively, especially with the cooperation of the Inuvialuit and the Gwich'in. I'm very pleased about that.
In the Inuvik region, there is a whole bureaucracy of people involved in education, as we know. There's the Beaufort/Delta divisional board; the CECs; the college; two schools in Inuvik and one in every community; a superintendent of Education, Culture and Employment; the town; and, the aboriginal groups are all interested because they are all contributors to the programs. I think all the players acknowledge that everybody has to get together to do some planning. We're trying that now. There are all kinds of studies and programs going on, but we still need to coordinate these efforts. A major concern is space and then there is the issue of the library; expansion of the college; the possible closure of Grollier Hall and what to do with it; Science Institute administration; and student residences in the existing campus. All of these are issues a lot of people have been wrestling with over the past few years. I think soon there is a need to have a meeting of the minds and get firm direction on where we go.
In terms of the Science Institute, I applaud the government for finally making a decision and moving the headquarters to Inuvik. It is much needed and, in conjunction with the campus, there are a lot of things, I'm sure, that can be developed. The information that is in the Institute can be put to good use. I'm also pleased that the whole are of student financial assistance programs has been reviewed and expanded. There are a larger number of people who are taking advantage of these programs and I'm very pleased to see that we've put extra money into that.
I would like to stop there, Mr. Chairman. Maybe the Minister can respond to some of the comments I have made.