Thank you, Mr. Krutko. Mr. Ootes.

Thank you, Mr. Chairman. No, the $5 million is used by schools and the other funding is for direct funding for the language communities. It does not come out of the $5 million.

Thank you, Mr. Ootes. Mr. Miltenberger.

Thank you, Mr. Chairman. Mr. Chairman, I have a number of issues under this activity. I would like to start by thanking the Minister and his department for the work they have done with the museum in Fort Smith, trying to resolve their situation there. It is greatly appreciated by the community.

I also fully support the work being done with libraries. I think the arrangement made with the Gates Foundation is a good one. We will provide support to community libraries which have faced their own funding crunch over the years. Mr. Chairman, I do have some questions. I do not think this one has been touched on, but it is an issue of languages.

According to the figures provided, there was a lapse of over $300,000, almost 40 percent of the language bureau. I was wondering if the Minister could elaborate on the reason for that, and indicate the plans to deal with what is going to happen in the coming year to ensure that all these language funds are spent as the money is voted. Thank you.

Thank you, Mr. Miltenberger. Mr. Ootes.

Thank you, Mr. Chairman. There is a delay in signing the agreement that made it difficult for the Government of the Northwest Territories and non-government organizations to fully spend the allocations. The government successfully negotiated with the federal government an agreement to carry over the anticipated surplus from 1999-2000, some $600,000 was approved as a carry over for the next two years, and $75,000 was approved for a one year carry over in the French language area. Thank you.

Thank you, Mr. Ootes. Mr. Miltenberger.

Thank you, Mr. Chairman. Since this area covers the schools as well, I have some questions with regard to the curriculum. Specifically in relation to math 10, and the issue with the very many shades of math 10, between pure and applied, math 14, math 16, math 20. A whole host of math 10 configurations, and the problems that it was causing. Could the Minister indicate how that issue is coming along in terms of trying to resolve it, so it is not such a complex course, making it very difficult for delivery, and confusing both the students and the staff?

Thank you, Mr. Miltenberger. Mr. Ootes.

Thank you, Mr. Chairman. That is information I will ask Mr. Cleveland to address.

Mr. Cleveland.

Thank you, Mr. Cleveland. Mr. Miltenberger.

Could the Minister or the deputy indicate in a more quantifiable way what that means? How many variations of math 10 will we end up with?

Thank you, Mr. Miltenberger. Mr. Cleveland.

Thank you, Mr. Cleveland. Mr. Miltenberger.

I would appreciate the information. I guess the point being that we have gone from a time of two different types of math 10 to so many that the department has trouble keeping track of the courses in math 10, which in itself is part of the problem.

I have some questions as well, Mr. Chairman, with regard to this SPAR Committee and the work they were doing, specifically in relation to the pupil-teacher ratio, funding and the student special needs, student support funding, and the work that is being done. Given the money that was voted by this Assembly to do the work, I would like the Minister to speak specifically about the two commitments. The commitment to lower the pupil-teacher ratio and, more importantly, what kind of formula and how is the work progressing in terms of the formula for special needs?

I have seen some letters. One is from the Autism Society, where they outlined their concerns very clearly. This is a very difficult area, identified as the most critical area in terms of pressures on the school systems. I would appreciate an update. Thank you.

Thank you, Mr. Miltenberger. Mr. Ootes.

Thank you, Mr. Chairman. The pupil-teacher ratio is legislated, and therefore we have targets on that to bring it down by a certain percentage every year, until we reach the 16:1 level. With regard to the special student needs, the survey is nearing completion. The data is being collected and compiled.

Once the data is together, then recommendations will be made. The data will be reviewed by the SPAR Committee and recommendations will be made to the Minister as to the allocation of the funding. It will be worked out, and perhaps I could ask Mr. Cleveland to give some details as to further work on that area. Thank you.

Thank you, Mr. Ootes. Mr. Cleveland.

Thank you, Mr. Cleveland. Mr. Braden.

Thank you, Mr. Chairman. I hope that it is appropriate to address the area of culture under grants and contributions. In going through the main estimates, Mr. Chairman, and the business plan that was presented to committee, I regret I did not take the opportunity to sit on the committee's briefings with the Minister. There is very little, perhaps a few words, perhaps a few lines, that covers the activities of the department in the area of culture. I have a couple of issues that I would like to explore, but I would just like to confirm with the Minister, especially in the area of support for cultural organizations. I have identified four areas on page 9-19 and 9-20, that would seem to lend support for cultural organizations.

It has cultural projects at $61,000; northern performers, $36,000; the Northwest Territories Arts Council, $140,000; and finally, Mr. Chair, cultural organizations at $259,000. That adds up to just under half a million dollars. I would just like the Minister to confirm, are those essentially the areas that could lend themselves to supporting cultural organizations? Thank you.