Thank you, Mr. Chair. In reviewing the presentation and discussion with the Minister on the proposed Main Estimates and the potential new departmental initiatives, it became apparent to members of the committee that the issue of literacy and ecology was not addressed. To become ecologically literate is to understand the principles of organization that ecosystems have developed to sustain the web of life.
In this century ecological literacy will be a critical skill for politicians, business leaders and professionals in all spheres. It will be one of the most important components of education at all levels, from schools to colleges and universities, for the continuing education and training of professionals.
Members are aware that many teachers are incorporating ecoliteracy into their lesson plans, but are of the impression that this is done on their own initiative and not as a required part of the curriculum.
The intent behind developing such a curriculum is to foster the experience and understanding of nature. Being ecologically literate, or ecoliterate, is to understand the basic principles of ecology and to be able to embody them in daily life and the lives of human communities.
The Standing Committee on Social Programs would like to see the principle of ecoliteracy incorporated into the curriculum for all school-age children and strongly encourages the Department of Education, Culture and Employment to begin the planning process for inclusion in the 2009–2012 business plans.
The availability of suitable facilities in many of the smaller communities in the Northwest Territories, such as child care facilities, has hampered the abilities of these communities to create new daycare spaces so that all residents can participate in the wage economy or further their education. The Children First Society in Inuvik and the various non-profit organizations running daycares in Yellowknife and other NWT communities are hard pressed to come up with economical solutions to their space requirements because of the aforementioned lack of infrastructure and the effects of inflation and a strong economy on rental rates in the private rental markets. It is clear to committee members that the Department of Education, Culture and Employment has to take a larger role in helping daycare operators meet their space requirements.
Innovative solutions involving industry, aboriginal governments and development corporations, local governments and other GNWT departments and corporations need to be researched. All spare infrastructure that exists at the various levels of government needs to have its suitability for use as a daycare facility determined. Partnerships between the NWT Housing Corporation and aboriginal development corporations to allow for the inclusion of daycare facilities in infrastructure that may be built using loan guarantees is one example of a potential approach that may provide benefits to all parties involved.
Central governments traditionally step in when the private sector or junior levels of government cannot respond to the needs of the population. The committee would suggest that this is the case with ensuring that NWT parents have reasonable access to quality, affordable daycare in their home communities.
The North’s robust economy is providing many opportunities for residents of the NWT. It is a shame that primary caregivers with children under the age of 12 are denied the opportunity to participate in learning and economic opportunities because of a lack of daycare opportunities. We should be concentrating efforts in making sure that
all persons who live in the Northwest Territories are employed. Increased availability of quality daycare programs would help. The committee is hopeful that the department will consider a renewed effort in developing quality daycare spaces as part of the 2009–2012 business planning process.
Mr. Chairman, I’d like to now turn it over to my colleague Mr. Abernethy.