Thank you, Mr. Chairman. Mr. Chairman, to begin, the Department of Education, and the Minister and his staff has had the opportunity on a couple of occasions to be in Iqaluit with the Minister and have had an opportunity to tour the Arctic College campus. I believe the Minister has had opportunity to
tour some of our schools in the community of Iqaluit.
My requests for information to his department have always been very well received and expedient responses, in most cases, have been very good. At this time, I would like to thank the Minister and his staff for that help.
On the department itself, the Department of Education, Culture and Careers has taken on new roles over the last couple of years; for example, the income support role, which has been devolved from health and social services, is a new role for education, culture employment officers in the community and at the regional level. In a lot of ways, this has been a good move. It has allowed the social worker to do the job that they are in the community to do. It also gives the income worker an opportunity to do the job which is separate from just counselling for social work. That has been a good move by this government.
The biggest concern that seems to come forward within the Department of Education itself is the concern with the funding caps that have been in place. As a result, as the Minister says in his opening statement, the size of classes in most cases has grown and teachers are feeling increased pressure. Mr. Chairman, over the last several months we have heard that in the House, with questions put to the Minister about the concern that, indeed, the pupil/teacher ratios had increased and for the 1998-99 year, that the Minister mentioned that there were internal reallocations of about $2 million territorial-wide.
I know it seems to be the problem that the enrolments and the budgets are based on the funding and enrolment levels, the previous October. What happens is, the previous October, the enrolments are done, the way I understand it, and they figure out what the number of dollars will be allocated to the individual boards based on the October enrolments. When the following September comes, in some cases, you have people moving into communities and so on and enrolments can be really out of whack. We have seen that, for example, in Iqaluit, where the Department of Education actually had to give extra money to the divisional board of education to fund some extra positions. Although it did meet a need, it did not actually cover the total need. I think that is a concern.
We also have to look at the extension of the high school programs in the smaller communities. That has been very successful, as the Minister has mentioned. It has enabled students to go to high school at home, and that shows on the attendance records where more students are actually graduating and completing their Grade 12. That is a good thing.
We seem to be putting a lot of money into the education system, but it does not seem like we have any systematic way to judge the results of the money that has been put in. When we get the results, it seems that we come up with some excuses or outs to justify the results that have taken place over the last couple of days. Last week the Minister was on the radio talking about the results from the recent national testing and the Minister, rightfully so, pointed out that some of the problems that you encounter are that quite a few of our students are ESL students and do not find some of the questions to be culturally sensitive or relevant. Thus they do not achieve the same standard of marks that their southern counterparts would. That is okay to a certain degree, but, Mr. Chairman, when you look at math, if you have a question adding, subtracting, multiplying, dividing fractions, those are not spelled out in any complex terms, those are actual figures you would work with. That was the reason this morning; for example, I asked could we get a copy of the results, a copy of the test to see what was being tested, by what region to see where there are problems.
We also found out through discussions with the Teachers' Association, with the different divisional boards of education, there is a problem with the curriculum. The Minister mentioned the new math curriculum that is being introduced this year. Hopefully, that might help us change something around. That is a good indication that, indeed, if the department realizes a new math curriculum had to be implemented, then there was a problem with the math curriculum before. We can only use your own experiences and what people have told you. As a former educator for five and a half years, I do know when I first started off in adult education, back in 1987, we really did not have any type of curriculum to use. It took two or three years before we started using the BC open agency learning system. We threw out the TABS test and the CAT test, which is a Canadian test for achievement, and the TABS test, which is a test for adult basic education levels. In most cases, we would get people from grade 11 and grade 12 return home to their communities and then they had to be TABS tested or CAT tested to take a post secondary class. Let us say the average, if you need a grade 10 or grade 11, where the TABS test or CAT test was done, you would usually run into a grade 7 or grade 8 level, which was a concern.
The college then came out in the early 90s with the 120/130/140 level testing, which tried to accomplish the same things a CAT or TABS tests did, but in more of a northern context and put more emphasis on the actual work and not on the detail of the questions or curriculum itself, I should say. That seems to have helped, but I believe through accountability within the system, to see what types of results you are getting, with the money you are spending. That needs to be tightened up. The Minister did talk a little bit about that in his opening remarks.
Moving off education, into the area of culture and employment, the Minister talked about working with the bureau of statistics and coming out with a survey that would define the cost of a healthy food basket in each NWT community. The results of those food pricing surveys would be available by March, 1998, and then the department would come forward with recommendations for changes to food rates. Mr. Chairman, when we look at food rates in our smaller communities, a healthy food basket is again subjective, depending upon what the Minister or what his departmental officials believe a healthy food basket is. When I lived in smaller communities, a healthy food basket is what you bought at the local store and included; for example, tide to wash your clothes, it also included pampers. It did not necessarily mean food products. Those areas, Mr. Chairman, are quite expensive in smaller communities. An example is when I am here in Yellowknife, I can purchase a six or eight litre box of tide for $7.98 whereas in Iqaluit it could be $30. I would hope that the food basket would take into account other items, other than direct food purchases, sundry items like cleaning detergents, paper towels, toilet paper. I mean staple food items for your basket of food. Hopefully they will look at that.
I think the idea of the National Child Benefit and comparable NWT Child Benefit is a good move by the government and by the Minister and I congratulate him on that. We have to look at how we take the money we allocate toward the department and have it coming back with the systematic approach of how the money is spent and are we getting the value for the dollar we are spending. Right now we have no systematic way of doing that. I noticed my time is up, Mr. Chairman. I would like to thank you for your time and later on today we will have some questions for the Minister on specific program areas within the department. Thank you.