Thank you, Mr. Chairman. Mr. Chairman, included in the $1.2 million critical investment, in response to the Child Welfare League Review, is ten additional child protection social workers.
Mr. Chairman, I should also clarify that when I was talking about the specific recommendations that we expect to receive as a result of the Cuff review, I was referring to less specific action recommendations in the Med-Emerg and the Minister's Forum on Health and Social Services. I agree with the Member that the recommendations contained in the Child Welfare League Review were fairly specific.
With respect to the response to the recommendations, the approach that we are taking is a phased approach, and that is why we have prepared a response which will be phased in over a three-year period. We want to pay some attention to hiring Northerners for these positions as well. At this time, we may be able to, if we are very lucky, identify ten Northerners to work in these positions that we intend to fund through this critical investment.
Mr. Chairman, the correlation or similarity between education boards and health boards has been raised here again today, so I would like to take the opportunity to -- although, as I said yesterday, I think that if education boards are doing well and working well that is something that should be celebrated and we are not wanting to take anything away from that -- but there are some fundamental differences between the boards. Granted there are a lot of similarities, but I would like to identify for the Members what some of the differences are.
Education authorities have a more limited scope than health and social services. They are responsible only for schools. Education, Culture & Employment has not delegated or devolved all program authorities to their councils. Health and Social Services has a very broad and complex scope of authority, including 26 pieces of legislation. Each education district is a fairly self-contained system. Educators require professional contact and the support from others, but on a day-to-day basis, they can manage their activities entirely within the system.
The health system consists of levels of integration, and communities need to be able to refer patients to regional hospitals, further on to Stanton, and professionals need to be in close contact, sharing information and resources.
The Education Act allows for the election of local education authorities. Divisional education councils include a representative from each elected local board. Health and social services trustees are appointed by the Minister, except in the case of Hay River, Lutselk'e and Deninu, where the department has agreements with the local or aboriginal governing bodies.
In the collective agreement, teachers have a separate bargaining unit. The NWTTA can negotiate based on the unique needs of their professional members. The NWTTA had three collective bargaining units, two in Yellowknife and one in the rest of the Northwest Territories. One-third of the education board staff are UNW.
Nurses and social workers are lumped in with all other public servants, which makes it difficult to accommodate their issues, and leads to recruitment and retention challenges.
CEOs of education councils and health and social services boards are considered to be deputy heads under the Public Service Act. They share the same delegated authorities. However, divisional education councils do not administer pay and benefits for their employees, except for casual employees. All pay and benefit services for indeterminate staff are provided by FMBS.
Both health and education boards are responsible for all human resources and labour relation functions, except for the Fort Smith board, whose pay and benefits authorities have recently been revoked.
The education field is not facing the same pressure in terms of an aging population, rising costs, new technology, international recruitment and retention challenges and forced growth. Education pressures are more predictable. Student enrolment can be predicted, based on demographic information, whereas medical travel is subject to fluctuation based on factors such as medical conditions and the availability of physicians. Thus, planning and budgeting is somewhat less of a challenge for education boards.
Education councils are funded through a formula based largely on student enrolment in the previous year, with an allowance for adjustments in the case of unanticipated fluctuations. Both types of boards are allowed to maintain surpluses and are responsible for deficits. Teachers in small communities have a slightly broader base of professional support than nurses and social workers, again mitigating recruitment and retention challenges somewhat.
Legislated education boards have been in existence since shortly after the Government of the Northwest Territories was established. Thus, it had a longer history and have had time to mature and stabilize. Up until 1985, they primarily acted in an advisory capacity. There was a period about ten years ago when education boards were facing deficits as well.
So, Mr. Chairman, as I said, there are some significant differences between education and health boards. I hope this information has highlighted that. Thank you.