This is page numbers 471 - 489 of the Hansard for the 13th Assembly, 7th Session. The original version can be accessed on the Legislative Assembly's website or by contacting the Legislative Assembly Library. The word of the day was education.

Topics

Charles Dent

Charles Dent Yellowknife Frame Lake

Thank you, Mr. Speaker.

I MOVE, seconded by the honourable Member for Yellowknife North, that notwithstanding rule 4, that when this House adjourns on Friday, April 30, 1999, it shall be adjourned until Monday, May 10, 1999;

AND FURTHER, that any time prior to May 10, 1999, if the Speaker is satisfied, after consultation with the Executive Council and Members of the Legislative Assembly, that the public interest requires that the House should meet at an earlier time during the adjournment, the Speaker may give notice and thereupon, the House shall meet at the time stated at such notice and it shall transact its business as it has been duly adjourned to at that time.

The Deputy Speaker

The Deputy Speaker David Krutko

The motion is in order. To the motion. Question has been called. All those in favour? All those opposed? The motion is carried. Motions. Item 17, first reading

of bills. Item 18, second reading of bills. Item 19, consideration in committee of the whole of bills and other matters. Bill 17, Appropriation Act, 1999-2000, and committee report 1-13(7), and tabled document 31-13(7), with Mrs. Groenewegen in the chair.

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The Chair

The Chair Jane Groenewegen

I would like to call the committee of the whole to order. We have three items on our agenda today. Bill 17, Appropriation Act, 1999-2000, Committee Report 1-13(7), Report on the 1999-2000 Business Plans and the 1999-2000 Main Estimates. Tabled Document 31-13(7), Report to the Minister, Public Works and Services, April 15, 1999, Regarding Issues Raised in the Report of the Conflict of Interest Commissioner. What is the wish of the committee? Mr. Dent.

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Charles Dent

Charles Dent Yellowknife Frame Lake

Thank you, Madam Chairperson. I would like to recommend the committee continue its consideration of Bill 17, and the committee report, specifically with the Department of Education.

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The Chair

The Chair Jane Groenewegen

Is the committee agreed?

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Some Hon. Members

Agreed.

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The Chair

The Chair Jane Groenewegen

Thank you. We will commence with the consideration of this item after a brief break. Thank you.

--Break

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The Chair

The Chair Jane Groenewegen

I would like to call committee of the whole back to order. We have the items that were listed before, the committee has indicated that they would like to deal with the Department of Education, Culture and Employment. Would the Minister like to make opening remarks?

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Michael Miltenberger

Michael Miltenberger Thebacha

Yes, I would, Madam Chairperson.

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The Chair

The Chair Jane Groenewegen

Thank you. Is the committee agreed?

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Some Hon. Members

Agreed.

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Michael Miltenberger

Michael Miltenberger Thebacha

Thank you, Madam Chairperson. It is my pleasure to introduce the 1999-2000 Main Estimates for the Department of Education, Culture and Employment. These estimates are based on the business plan that was presented to the standing committee last November. They have been modified to reflect the concerns raised by committee Members. At the appropriate time, I will be making a motion to add the additional $2 million announced in the Minister of Finance's Budget Address for the Working Together and Skills for Work Programs. The total proposed budget for the department is 156 million dollars for operations and maintenance and an additional $13.5 million for capital.

The Department of Education, Culture and Employment has a broad mandate with responsibility for early childhood education, schools, advanced education, including the college, workplace training, income support, and culture and heritage.

I would like to highlight a few of the activities that will form the basis of our work in 1999-2000. I have already talked in this House about the work associated with the Minister's Forum on Education. Depending on the outcome of the implementation discussions with DECs, DEAs, Members of the standing committee and other parties, we will be addressing a number of the recommendations over the next year. As well, the work on reviewing and updating the strategic plan will be complete by the end of June. This plan will help set the long-term directions for the department . I am confident that, as a result of the extensive public consultations the department has undertaken, the plan will very accurately reflect the priorities of NWT residents and we can make sure our resources are directed to those priorities.

While schools and government have an important role in education, culture and heritage, we cannot underestimate the fundamental role of families and communities in raising healthy, happy children who are secure with who they are. It is said that for every dollar you invest a child with difficulties, there is a future saving of $7. As a government, we have recognized the importance of investing at the very early stages of a child's life. We are participating with all the other Canadian jurisdictions in the National Child Benefit. This initiative is designed to help reduce child poverty. The second phase of the NCB, which will be implemented in July of this year, will result in approximately $160,000 in savings from reduced income support payments. This money will be reinvested into the Healthy Children's Initiative. Along with some minor internal reallocation, this will allow us to maintain the funding for community-based programs at their current levels.

As Members have pointed out so clearly over the past few weeks, effective schooling is also essential. There have been some very positive changes in our schools. Over the past few years, both attendance and achievement rates have been increasing. Last year saw the highest ever number of high school graduates. Three hundred eighty-one students graduated from high school during the 1998 calendar year, which is an increase of 29 percent over the previous year.

While it is great to see more young people staying in school, increased attendance puts more pressure on the education system. We are very aware that the pupil/teacher ratio is high and at risk of going higher because of increasing enrolments due to people staying longer in school and higher than national average birth rates. Last year, the department was able to increase the funding going to schools to keep pace with these growing enrolments. This year we will be committing an additional $1.2 million to maintain the pupil/teacher ratio at its present level.

Adult and post-secondary training is critically important in the North as we prepare residents to take advantage of the many opportunities available in government and the private sector. In addition to the full range of programs offered through the college and in partnership with other organizations, we will place particular emphasis on the Teacher Education Strategy. This strategy sets clear directions for training northern teachers. There is also an additional investment of $1.3 million to enhance the training for health and social work professionals and almost $400,000 in training in the secondary diamond industry. As announced last week, $1 million will be used to continue the community-based Skills for Work Program. This program supports pre-employment programs by community groups, as well as adult basic education, skills development and community job training through Aurora College.

Another #1 million will extend the very successful Working Together Program for an additional year. Through a wage subsidy, this program encourages employers to hire young people. This program provides the employers with extra workers and gives the young people useful experience that will help them gain permanent employment in the future.

Another exciting area of investment in the coming year will be our information network system. We are rapidly connecting schools, libraries and college facilities to the DCN and Internet. We expect all facilities to be hooked up by the end of June.

One area where we plan to use existing funding in a new way is the area of language and culture. We are working closely with the language communities to develop a territorial language strategy that will focus on the preservation and promotion of our unique languages.

In a number of areas, we are working closely with the other departments in the social envelope. In the months ahead, we will be reporting on projects such as harmonization of income support and social housing programs, and a framework for an agenda for children and youth. The interconnections between our departments make this co-operation and collaboration essential to our success in developing and delivering effective programs. The activities of the Department of Education, Culture and Employment are extremely diverse. The budget before you reflects the broad range of functions we are responsible for. I look forward to discussing it with you in more detail. Thank you, Madam Chairperson.

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The Chair

The Chair Jane Groenewegen

Thank you, Mr. Miltenberger. At this time, I will ask Mr. Erasmus if he would please read the social programs overview of the Department of Education, Culture and Employment. Mr. Erasmus, please.

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Roy Erasmus Yellowknife North

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.

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The Chair

The Chair Jane Groenewegen

Thank you, Mr. Erasmus. Mr. Ootes, would you like to continue with the committee's review of the department.

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Jake Ootes

Jake Ootes Yellowknife Centre

Thank you, Madam Chairperson. I will continue with the report of the Standing Committee on Social Programs and the reports on the review of the 1999-2002 business plans and the 1999-2000 Main Estimates. I believe we are starting on income support.

Income support. The committee notes that there have been ongoing discussions between the Department of Health and Social Services and the Department of Education, Culture and Employment in regard to 16 to 18 year olds who meet the conditions of the Child and Family Services Act. These individuals, under the act, are eligible to live on their own but are not recognized as being eligible for income support by the Department of Education, Culture and Employment. The committee would like to see this issue resolved and would like to be informed as to the solution.

Student financial assistance. During the business plan review, committee Members indicated that constituents have reported to them that there may be inconsistencies...

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The Chair

The Chair Jane Groenewegen

Mr. Ootes, I am sorry to interrupt you. I should have thought of this when the report was passed between the two Members. I do not want to fail to recognize some visitors we have in the gallery. I will let you resume your report just in a moment because I realize they may have a game to go to, and I do not want to miss the opportunity to recognize some visitors that we have here. From Aklavik Moose Kerr School, we have the boys soccer team, just wave when I call your name so we see who you are. We have Cory Greenland, Andrew Gordon, Marshall Sayers, Darren Archie,

Ryan McLeod, Lawrence Ross, Joyce Storr. With them chaperoning we have Grant Potter, who is a teacher, Lorna Storr, who is the vice-principal of the school, and Carol Potter. These are Mr. Krutko's constituents, and we just want to welcome you to the Assembly. Good luck in your games.

--Applause

Mr. Ootes, I am sorry to have interrupted you. Could you please continue with your report?

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Jake Ootes

Jake Ootes Yellowknife Centre

Thank you, Madam Chairperson. We are on page 31 of the Standing Committee on Social Programs. This is the report of the review of the 1999-2002 business plans and the 1999-2000 Main Estimates. I believe I started on student financial assistance in the collection of non-forgivable student loans. The committee would like the Department of Education, Culture and Employment to ensure that consistency is being applied in the collection of non-forgivable student loans and encourages the development of an adequate tracking system for the Student Financial Assistance Program. Further, the committee noted that aboriginal students not covered in the Indian Act, are required to pay income tax on their student grants. The committee requested information regarding income tax obligations for non-aboriginal students, aboriginal students covered under the Indian Act, and aboriginal students not covered under the Indian Act.

Culture and heritage. Aboriginal languages. During the review of the business plans, the committee raised concerns in regard to aboriginal language communities that have not submitted proposals for funding for the development of language strategies. As a condition of funding, organizations are required to have their language plans developed by March 31, 1999. To date, no proposals have been received for the North Slavey, Chipewyan or Inuktitut/Inuinnaqtun languages. The committee recommended that the department play a lead role in the development of a strategic plan for aboriginal languages, in conjunction with languages communities and the Language Commissioner. The department's response was that they "will continue to take a leadership role in working with the language communities in developing an overall framework of language programs." That is in quotes, Madam Chairperson. ECE has also offered to assist aboriginal organizations to develop their own strategic plans for revitalizing, developing and promoting their languages". The Minister of Education, Culture and Employment is also the Minister responsible for the Northwest Territories Official Languages Act. The Northwest Territories Official Languages Act is due to be reviewed. The committee recommends that the role and mandate of the Languages Commissioner be examined as part of the review of the Northwest Territories Official Languages Act.

Culture and heritage policies. The preservation and protection of culture and heritage is important to the people of the Northwest Territories. During the review of the business plan, the committee noted that there are government policies relating to culture and heritage that date back to the late 1980s and early 1990s. These policies may be outdated or no longer relevant. The committee recommended that there be a review of government policies relating to culture and heritage to make the policies current. The department committed to undertake this review in 1999-2000.

Madam Chairperson, perhaps I could take a moment and have my colleague, Mr. Henry, the MLA for Yellowknife South, continue reading the report? It is quite lengthy, if that is agreeable with the chair?

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The Chair

The Chair Jane Groenewegen

Thank you. Mr. Henry, would you like to read a part of the report? Mr. Henry.

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Seamus Henry Yellowknife South

Thank you, Madam Chairperson. Yes, I would complete reading the report, if that is your wish.

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The Chair

The Chair Jane Groenewegen

You are not a member of the Social Programs Committee, but please proceed, Mr. Henry.

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Seamus Henry Yellowknife South

Thank you, Madam Chairperson. If the members of the Social Programs Committee do not have a problem with me continuing to read it, I would be happy to do so, if you could inquire of them if they mind if I read it. We have a shortage of Members.

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The Chair

The Chair Jane Groenewegen

Thank you. Mr. Erasmus, are you agreed to allow Mr. Henry to continue with the report on Education, Culture and Employment?

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Roy Erasmus Yellowknife North

Thank you, Madam Chairperson. As you can see, we have a severe shortage of Members here. For that reason, it should be okay to share the reading of the report with Members who are not normally on the Social Programs Committee, but I think certainly it very clearly demonstrates the problem that we have with only having a 14 Member Assembly and that very clearly there are six Cabinet Members sitting on the other side over there and only four of us here. It is very difficult for the MLAs to properly do our work. I think that it clearly demonstrates this. I just wanted to indicate, while I have an opportunity, Madam Chairperson, that Members that are not here are at funerals. But we do agree that Mr. Henry can continue reading the report. Thank you.

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The Chair

The Chair Jane Groenewegen

Thank you very much, Mr. Erasmus. Yes, it is unfortunate that some other Members of the Social Programs Committee who would like to have been here to participate in reading this report and considering this particular department are unable to be here today. Mr. Henry.