Thank you, Mr. Speaker. The preamble helps to establish the overall philosophy of the act. As a result, the committee addressed a number of issues in the preamble.

Treaty Rights

The committee heard a concern about how the bill would impact on treaties and the right to education for status Indians, particularly in the western Northwest Territories.

There was a reference to treaty rights in the preamble but it was buried in other Charter references. In committee meetings, an amendment was made to highlight section 15 of the Charter by placing the reference in a separate paragraph.

Quality And Standards Of Education

Across the Northwest Territories, the committee heard concerns that, no matter what system is in place, a high standard of education was very important. People want their children to be educated in a way which would allow them to compete with students anywhere in Canada. In committee meetings, the preamble was amended to add a new paragraph dealing with the need for a level of education consistent with the levels generally required across Canada.

Freedom From Violence

In keeping with the Assembly's position of zero tolerance for violence, the committee agreed with a suggestion that this position be specifically stated within the preamble. As a result, an amendment was made in committee meetings which added the need for a safe and positive learning environment to paragraph two of the preamble.

Equality Rights

During committee meetings, the final preamble paragraph was amended to include reference to section 15 of the Charter of Rights and Freedoms dealing with equality rights.

Interpretation

The Principal In The NWTTA In the proposed act, the role of principal as amanger has become much clearer. In the public hearings, the committee heard a range ov views on what principals do and whether they should be in the NWTTA. Some suggested that, as managers, principals should be excluded from the NWTTA. Others saw a more cooperative role with the principal as a master teacher. The Department of Education, Culture and Employment should review this area and determine whether, with the change in scope of principals' duties, they should remain in the bargaining unit.

Revising Definitions

During committee meetings, a number of amendments were made to definitions in response to concerns heard from presenters. These included:

- adding reference to acting and assistant principals to the definition of education staff;

- adding definitions for French governance structures;

- revising the definition of superintendent;

- adding a definition of local programs (which includes the concept of religious instruction); and,

- clarifying the definition of parent.

Hours Of Instruction

In the current Education Act, the total days of instruction for the school year were identified in clause 97(1): "Schools shall be in session a minimum of 190 days in each academic year."

Under the proposed act, the hours of instruction would be identified in the regulations. During committee meetings, the department indicated these hours would probably be based on 195 instructional days per year. The committee was not satisfied with this. While Members understand the need for flexibility in the number of hours in a school day, they strongly believe that the total instructional hours should be set in the legislation, not regulations. Not only will this provide a clear standard, it will also ensure that there is serious consideration given to any potential changes made in the future to instructional hours.

Recommendation 1

The Standing Committee on Legislation recommends that a clause be included in the proposed Education Act which would clearly lay out the total annual instructional days for kindergarten, grades 1 to 6, and grades 7 to 12.

Mr. Speaker, I will ask my colleague for Yellowknife Centre to continue, Mr. Lewis. Thank you.