Mr. Speaker, this continues to be a very exciting time for education in not only the North but the entire country. Through
our Education Renewal and Innovation work, we are recognizing how people learn, what supports are needed to help them learn and how we can improve education for all students.
We developed the Education Renewal and Innovation (ERI) Initiative to make that improvement happen. Our newly released framework, Directions for Change, highlights the potential initiatives we know can make a difference in the lives of our students. A world leader on self-regulation, Dr. Stuart Shanker, spoke to us in January about the framework. He stated that he felt it was a “vision for the future” that applies to all children in Canada. He said Directions for Change will not only shape the future of the NWT but, he hopes, will be read and embraced by the entire country. I think we are on the right track.
Mr. Speaker, I am confident that our new framework is a reflection of northern students, teachers, Aboriginal and educational leaders and communities.
I want to acknowledge how much we have relied on our education partners, especially our school superintendents and education authority chairs. Throughout our whole development process starting in December 2012, we have collaborated with the NWT Teachers’ Association, Aboriginal governments, superintendents, education authorities and boards. We are working together with our government, Aurora College, educators and students to gather feedback and make comments. We have asked parents for their feedback and their hopes for their children. I am grateful for their willingness to work with us and to ensure their own region’s voices are included in this work. Without their commitment and dedication to help with this process, we would not be able to reach our critical audiences.
Mr. Speaker, later today I will be tabling a document that shows the extent of our engagement process leading up the finalization of the Education Renewal and Innovation Framework and respecting the current development of the draft action plan.
The feedback we received from the ASA regional forums in 2010-2011 continues to guide our work. The Aboriginal Student Achievement priorities of early childhood development and care, student and family support, Aboriginal language and culture curriculum and resource development, and literacy underpin many of the ERI building blocks.
Mr. Speaker, the next stages of our work involve the development of a multi-year action plan, supported by a sound accountability framework for the entire K to 12 system, and a public awareness campaign. The ERI action plan will recommend the initiatives that will move forward first, when they should begin, and their anticipated timelines and cost. There will likely not be many quick fixes,
which should not be seen as failures but rather a testament to the scope of the task at hand.
Critical to the success of our education system is the collective ownership of both problems and solutions by our education partners, which includes teachers, parents and communities. Development of the action plan is already involving those who will be implementing the work itself and those directly affected by the work done. Every district education council has been invited and has nominated participants to each of the action plan working groups. The NWTTA has done the same, and Aboriginal governments have been invited to participate in these working groups as well. We continue to encourage every person that has a stake in our northern education system to ask questions and become involved in this work.
Mr. Speaker, trust has been placed in each and every one of us to ensure we each do our part to help children succeed. The education of our youth is critical to the success of our territory. We must work together to provide a system that helps all students, regardless of where they live, how they learn or what struggles or barriers they may need to overcome. Together we can effect change that will shape the very future of our territory. Mahsi, Mr. Speaker.