Thank you, Madam Chairperson. The department of Education, Culture and Employment offers a wide range of services. These include Early Childhood Programs, School Services, Education and Training for Adults, Income Support, Culture and Heritage and Information Technology.
During the review of the 1999-2002 business plans on November 23 and 24, 1998, the Standing Committee on Social Programs and the Minister agreed that in the future, the department should make notes in the business plans as to the long-term financial commitments of the department. It may be necessary for Cabinet approval to occur before costs of long-term leases can be included. The committee was also concerned as to the lack of detail in the goals, measures, targets and strategies in the business plans. In reporting back to the committee during the Main Estimates review, the department committed to supplying more details in the 2000-2001 business plans.
The Standing Committee on Social Programs reviewed the 1999-2000 Main Estimates presented by the Department of Education, Culture and Employment on March 14, 1999. The committee noted that there were organizational changes within the department's financial reporting format. The committee also noted an overall increase of $3.292 million from the figures presented in the departmental business plans. The proposed increase is intended to offset the additional costs of nursing and social worker programs, the new job evaluation system, and the building and learning program.
Early childhood education. The committee recognizes the value of early childhood programs. Kindergarten is not mandatory in the Northwest Territories; there are few jurisdictions that require attendance in schools before the age of six years. During the business plan review some Members expressed concern that kindergarten is not mandatory in the Northwest Territories. The committee requested that the Minister report back to the committee with the results of any studies that have been completed in regard to correlation between childhood programs and school success. The committee was supplied with copies of early childhood services for kindergarten-age children in four Canadian provinces: Scope, Nature and Models for the Future. This study investigates how kindergarten and child care combine to meet the needs of children and families but does not supply correlation between early childhood programs and school success. This issue remains outstanding. Programs that are part of the Healthy Children Initiative have been evaluated. During the business plan review the committee requested and have since received copies of that evaluation.
School years. Social passing. Presently the decision to use social passing lies with the District Education Authorities. As a result of social passing, teachers are required to teach multi-grade levels in one classroom. It is necessary that teachers be supplied with adequate resources to meet this challenge. In studying the numbers of students in different grades in the NWT, it is found that there is a high number of grade ten students compared to grade nine students, grade 11 students and grade 12 students. Some of these numbers may be attributed to students returning to school when grade extensions are offered in their community. However, when students reach grade ten, passing is based on ability. The committee felt that when some of the students who had been socially passed reached grade ten, they did not have the necessary skills to acquire passing grades and would be retained at this level. This could be a major contributor to the >bump" in the numbers of students at the grade ten level. The committee has reservations in regard to the merits of the Asocial passing" of students. During the review of the 1999-2000 business plans, Members requested and have since received documentation on this issue.
Multi-term school year. During the review of the 1999-2000 business plans, the committee discussed the possibility of year-round schooling with more terms than are presently offered. A multiple term year would allow for greater flexibility for parents, school programming and increase the use of school buildings. The Northwest Territories Education Act requires communities to develop and set their own school year. The committee recommended that the department explore the option of year-round schooling and multiple, shorter terms for all grades and share their findings with district education authorities. The department has responded that they will circulate information on year-round schooling to all jurisdictions.
High school extensions. Committee Members are concerned about the quality of grade extensions in small communities. Presently there is no tracking of high school graduates in the Northwest Territories in terms of employment and pursuit of further education. The committee encourages the department to develop a method to track the success of NWT high school graduates in acquiring jobs and achievement in post-secondary education. The committee looks forward to receiving further information as to the progress of this initiative. The department completed a high school review. The committee requested and received copies. The committee noted that this report only includes the preliminary findings of the review and looks forward to receiving a more comprehensive, final document.
Northwest Territories grade 12 diploma. The requirements for a grade 12 diploma have changed within the last five years. To acquire a grade 12 diploma, a student may only need to write one standardized test, in the subject area of English. The standardized examination used is the departmental exam from Alberta. Final evaluation is determined by combining 50 percent of the student's departmental exam mark and 50 percent of the mark achieved through course work. An additional two grade 12 courses are necessary to acquire a diploma but the courses do not have to be in subject areas where Alberta departmental exams are required. There are a greater number of grade 11 level courses required for a diploma; English, social studies, mathematics and science. The grade 11 courses do not have territorial-wide tests and a territorial-wide evaluation scheme.
The Minister explained that the NWT diploma is not used as a means to enter into post-secondary institutions and further explained that consistency between schools and school districts within the NWT is achieved through the common requirements laid out in the curriculum. However, the committee still feels that there are wide discrepancies in competency levels of students taking the same course in different communities. The committee has concerns in regard to the quality of the NWT grade 12 diploma. What is the value of an NWT diploma if there are no territorial-wide standards for evaluation or testing? In the committee's view, the delivery of the standard curriculum alone is not an adequate measure. Further, the present method of evaluation does not have checks to ensure that the curriculum is being taught or evaluated competently. A great deal of power is given to individual teachers in the evaluation of students and the delivery of curriculum. During the business plan review, the committee discussed with the Minister the possibility of developing standardized examinations for the Northwest Territories for core subjects.
Madam Chairperson, I will pass the report to the Member for Yellowknife Centre.