Thank you, Mr. Speaker. Mr. Speaker, I rise today on an issue that has concerned me for some time now. The issue, Mr. Speaker, is that of front-line workers, who they are, what they mean to our system of delivering programs and services, and what we mean when we say we want to hear from front-line workers.
My experience over the past 30 years, Mr. Speaker, gives me some opportunity to look at this from different perspectives. When I first joined the workforce, I considered myself a front-line worker. I know the frustration when you try and bring something to a supervisor that is affecting your job or how you perform your job and having somebody pay attention to those issues.
As a union rep, Mr. Speaker, for 20 years, I addressed issues of front-line workers. I sat in front of corporations, big companies and tried to address front-line workers' concerns. It is very frustrating, Mr. Speaker, to try to get those issues addressed.
As a Member of this Legislature, I have been dealing with what I consider front-line workers for just about two years. I have even been caught, Mr. Speaker, as a parent, listening to front-line workers. My own kids brought up issues to me when they were front-line workers. When I say a front-line worker, I mean going to school and working on getting their own education. They have come back to me after they have completed their education and say, "The problems are still there. I brought them to you when I was going to school. You would not listen." I think we are all guilty of that.
What do we mean when we say we want to listen to front-line workers? I have heard from just about every department in this House that they want to hear it from front-line workers. I have even heard the Premier address issues that we want to go back and listen to front-line workers, and set our agenda by that.
We have heard everything from problems of unfair hiring practices to terrible morale problems in the workplace, yet we want to protect the people at the official level and do nothing for the front-line workers. Education in Hay River, for example, Mr. Speaker. We have heard from students, teachers, principals, board chairs, board members, yet what have we done? We have turned down a petition. We have done two studies that find the system is right. There is nothing wrong. Yet, Mr. Speaker, the problems are still there. Who suffers? I think the students suffer, Mr. Speaker.