Thank you, Mr. Speaker. There is an option in the bill for a principal to request a one-year extension on the time to obtain principal certification. However, there was no involvement of the superintendent, as supervisor, in the approval process. An amendment was made to the bill to include the superintendent in the approval process for extensions.
Assistant Principals
The public questioned why a school needed to have 10 teachers before it qualified for an assistant principal. The committee agreed, and Bill 25 was amended in committee meetings to allow the decision regarding when an assistant principal is needed, to be made at the local level.
Role Of The Principal
Three amendments were made by the committee regarding the role of the principal. The first specifies that the principal is responsible for ensuring the curriculum is taught. The second clarifies that the principal is responsible for assigning duties to school staff. The third changed the mandatory attendance requirements for principals at district education authority meetings, instead requiring principals to attend the meetings when requested to do so by the authority.
Part III - Cultural Diversity
Language Issues
In all communities, the committee heard a concern about the role of the Minister in determining the language of instruction. Presenters felt strongly that since communities could already choose the language of instruction up to grade 2, the proposed wording would actually take away some of the responsibility currently at the local level. This section was amended in committee meetings to leave the decision regarding language of instruction with the district education authority. A small amendment was also made to this section allowing for more than one language of instruction.
Language Resources
Most presenters addressing the language issue were pleased to see the recognition of all official languages in the bill. However, ability to teach in languages depends on the availability of teaching resources and materials for the language of choice. There was a strong concern that, unless the government makes a commitment of funds to develop in this material, it will never be done and in reality only a few languages will be taught in the schools.
The committee agrees that without adequate resources, most of the languages will either never be used or used only in the lowest grades.
Recommendation 5
The Standing Committee on Legislation recommends that the Department of Education, Culture and Employment ensure adequate resources are available to ensure the development of curriculum as required in official languages of the Northwest Territories.
Cultural Variation
Generally, presenters and the committee were pleased to see the strong emphasis on culture throughout the proposed act.
Spirituality And Religion
One of the most controversial sections of the proposed act is the section on spirituality and religion. Under the current act, there is a provision for religious instruction as part of the school program. In the proposed act, this provision was removed in response to the Charter of Rights and Freedoms. Presenters in every community raised concerns regarding the changes to religious instruction. They felt that Bill 25 takes away from the opportunity to provide doctrine-based religious instruction through the schools. The only option for religious instruction of this type would be through a local program option which took into consideration the beliefs and feelings of those of different faiths.
After considerable debate and discussions about what avenues were open legally, the paragraph of the bill regarding religious programs by the district education authority was amended during committee meetings. Most Members agreed that what was important was the teaching of spirituality and the values that come from a strong sense of spirituality. Therefore, the amendment removes the references to religion and provides the opportunity for a district education authority to provide instruction in spiritual values and beliefs.
Part IV - Governance
Superintendents
Education boards were very concerned over the proposed section of the bill which suggested that the Minister was responsible for the appointment of superintendents. Currently, superintendents and directors are appointed by the boards. In keeping with the idea of more local control, an amendment was made removing the paragraph referring to the Minister appointing a superintendent. This leaves only the references to a superintendent employed for an education division.
Education Bodies - Specific Concerns
Concerns regarding the attendance of education body members at meetings, number of members on a district education authority, terms of office, in camera meetings, alternate members for divisional councils, and filling vacancies were raised during the public hearings. In response, the committee made a number of amendments during committee meetings.
The amendments included:
- flexibility in the number of district education authority members, between five and seven;
- a correction to the election date;
- a clause adding an alternate representative to the divisional council with full responsibility;
- limitations to in camera meetings based on the regulations;
- clarification that divisional education councils are corporations;
- the ability to easily fill vacancies even if there is only one vacancy; and,
- a reduction in the number of meetings an education body member could miss before losing their seat.
Requesting A Different Structure
The proposed act allows communities to petition the Minister for an alternate form of education body. This answers the concern about recognition of local forms of governance already established. There were questions raised about the petition process. While the actual process will be defined in the regulations, the committee did amend the proposed act to require the Minister to respond to a petition within 90 days.
The Responsibilities Of Education Bodies
A key issue for the committee was the responsibilities of the different education bodies. Presenters expressed concern over the flexibility and lack of clarity in how this new system of governance would work. While the emphasis on local involvement in education is applauded, Members felt that the division of powers between the district education authorities and the division education councils is so flexible and lacking in structure that confusion will arise, resulting in the status quo rather than increasing local powers. Members were also concerned about how divisional councils would operate efficiently and economically when they provide a different set of services and support to each of the district education authorities within their mandate. If this system of governance is to be successful, the Department of Education, Culture and Employment will have a major task of working with the various education bodies to facilitate a satisfactory sharing of duties which will meet the needs of each community.
Presenters wondered why the existing names, divisional board and community education council, could not be retained. The committee understands the department's explanation that this is a completely different system of governance that requires new names. However, a question remains about whether the education bodies could choose to retain their current titles regardless of the formal terminology in the legislation.
Mr. Speaker, I will now defer to the Member for Inuvik, Mr. Fred Koe.