Thank you, Mr. Chair. I have a few comments. I was going to wait for detail; however, I’m going to make a few comments and I do not need a response from the Minister. I’m going to make my comments to the Minister and I’ll wait for some of the details.

I do want to say to the Minister that there are some really huge initiatives that are happening within his department, and one of the big initiatives is as a result, I’m hoping, from the achievement test results. It’s shown clear as day the state of education in our small communities. I’m not very proud to hold up that we are putting our children in that state of education even though we’re encouraging them to finish school. I really have to question the quality of their education. Some of my colleagues talked about some new initiatives going forward, and I’m looking forward from the department to move those initiatives and give strength. I have family and the Members have families in the small communities, either nieces or nephews. We’re responsible. We have to really fight hard for them in that area. There is a lot of work to be done in that area.

I also wanted to talk about the idea Mr. Bromley brought up about guaranteed income. I like that idea. Some ideas Mr. Bromley and I don’t share, but this one here I really like, and I think that we should try that somewhere in our Sahtu communities. I think that’s a good idea. I think that’s something that we really need to look at. There are so many concepts that could work. I’ve always talked about our generation that comes up, I mean, working for your own and becoming independent. Growing up in small communities we had to make do with what we had and rely on our own capabilities and skills, because, at that time, welfare wasn’t handed out so easy like this. We become so used to these, benefits you call entitlements. That’s not a good way to put it. But see if we can make it work where they can work it off and gain skills. I know that when they had the oil and gas activity, I know the Sahtu income support assistance went down quite considerably, according to the Minister. You talked about that, and it showed that done responsibly, the oil and gas does have a positive spin on our economics and to our government coffers and income support. But now they don’t have any, so it’s going back up again and dependency on government is even stronger. It’s a real challenging task. It’s almost, you know, what do we do? Where is this at in terms of helping our people?

I do want to say thanks to the Minister that you’ve helped us with the needs assessment in our region. I do want to thank you for that. It’s good to know the snapshot of the situation in the Sahtu and I can look at other small communities in the North. I’m looking forward to a phase two of that plan of the Sahtu needs assessment and going forward some of the initiatives here, and the community workers in our region is a real plus. The service centre employees are really making a big difference in our region. It’s a really good idea. The elders appreciate that because they can speak…(inaudible)…each other.

They know the policies and they know where to go. That’s a really good initiative by the department.

I do want to say that we asked, and the Minister has responded by having the feasibility study for the Sahtu tech, to come out and work with the person and come into Norman Wells. He did his work on if there was going to be a concept, a model on a Sahtu technical institution in our region, what it will look like. I look forward to that report coming back, because that is something that the people have been asking for a long, long time.

There is lots of work that has to be done by this department. These are general comments. Again, I don’t need to have a responsible Minister. I just want to make comments there for this department here.

We have a lot of students in post-secondary which is really good to see. I’m very surprised the numbers are increasing. People want to go back to school because they can’t really do much in the community because it’s limited. There’s no economic activity going on. There are only so many teachers we can hire, so many nurses. Those jobs are pretty well guaranteed in the community and it’s kind of levelled off. Then we have a lot of young graduates who are coming out. They’re doing the best they can to get out of the community and get out of the region. They come here in Yellowknife, Smith or Inuvik and they’re going to school. I was very surprised to hear that the Land Corporation is sponsoring 30 students in some fashion. Your region did that, sponsoring young people. We’re doing it and other regions are doing it. I’m really happy to see that. They’re doing whatever they can. They have to get an education and come back to have a career. But even in that sense, even people who have Grade 3 have a very successful business in the Sahtu region, Grade 7. Some have successful businesses. It means that they know how to work. They’ve made sacrifices, getting up seven days a week. They know how to work. Their work ethic is strong.

So I guess…(inaudible)…the other equation to this is there are people that know how to work the system. It shows in what money we give out. It’s a big task there. I want to push right to when we finish our Assembly here. No slowing down. The train is gone and we’re going to keep going. You know what I mean? We have to keep going. We can’t slow down. For me, it’s a big department and I look forward to the details. Thank you, Mr. Chair.

Thank you, Mr. Yakeleya, for those comments. Next I have on my list is Mr. Blake.

Thank you, Mr. Chair. I have a number of comments here. It’s not all negative. I know there are a lot of challenges in the department. I would just like to start out by saying, under the Aboriginal languages, I think our teachers

are doing a very good job in the communities, in the riding I represent anyway. I can’t speak for any others, but it’s really encouraging to see young children, five or six years old, singing away in their traditional languages. I know the Gwich’in and Inuvialuit languages are at risk, but it’s really promising to see this take place in our communities. I would just like to let them know they’re doing a good job in that area.

Some of the other challenges that we are having are with social passing. I brought that up last week. A lot of parents believe we are not challenging our students. That’s the bottom line. They feel our students don’t really have to try to do their work. They know they’re going to pass anyway. It’s not like the way it used to be back when you had to get a passing mark. If you were below 50 percent, then you had to redo the grade over. They would like to see that system back in place. That way, our students have to do their best to get good marks, which also helps them when they move to post-secondary. They feel we’re setting them up for failure with social passing. I think it’s time to change back to the way we do business here.

Also, with junior kindergarten, I know it’s not mandatory, but some of the schools do want to try to make this work. But as we said awhile back, we need the proper funds to make this happen if we’re going to keep encouraging this. Doing it within our current budget is just not doable. Like anything else, if we want it to succeed, we have to give them the proper resources.

Also, under income support, I had a number of people who brought this up. It seems there isn’t anyone making sure that people who are on income support are either trying to find work or doing some sort of community service hours. That’s supposed to be mandatory in order to receive income support.

Also on the topic of income support, the community of Tsiigehtchic used to have an income support worker in the community a number of years back. They would like to have this service again. It’s time for them to have someone in the community who actually knows the people there and who needs assistance and feel they could provide a better service.

Also, under SFA, it has come up in the last couple of years. We have students who are trying to go to university, whether it’s in Alberta or other places, but at times they can’t get a full caseload so they’re not granted SFA. We’re supposed to be encouraging our people to go to university and college down in the South. We need to provide our students with the resources that they need, whether they’re taking two or three courses. As long as they’re trying to get a university degree, that’s the main thing. We need to encourage them.

Also, under the home heating subsidy, a lot of elders really appreciate this. That will help them,

especially the homeowners. The cost of living up in our region is almost double what it is here in Yellowknife with the fuel costs and groceries. Some people are trying to do a little work on the side during this any chance they get, but they have a cut-off of employment. They’d like to see that increased if possible.

Under the small community employment, another great initiative, a lot of communities are taking advantage of this in the smaller communities. They’re doing a lot of capacity building in the communities, especially with cutbacks in the bands. This funding really helps to train their people and have employment where it’s really needed. With a 35 percent employment rate, it’s very challenging in our smaller communities. Those are the opening comments. Thank you, Mr. Chair.

Thank you, Mr. Blake. Minister Lafferty.

Mahsi, Mr. Chair. Yes, the Aboriginal language, obviously we’re starting to see results on whether it be the immersion programs, the early learning programming on the language. There have been some pilot projects in the communities. Now we’re pushing more into the communities and regions. We are starting to see results. It’s a very excellent initiative that we are working with our partners across the Northwest Territories.

When we talk about the passing peer placement, we’ve heard from various community members, elders, educators, parents, when we did the forum on Aboriginal student achievement, and we’ve heard mixed reactions from the general public. Some support, some not supporting. So through the educational renewal we want to tackle this area, how we can best mitigate that. Obviously, through my department, as it stands now, the policy does not prevent schools from retaining or holding back students if deemed appropriate or agreed upon by their parents. So it is a parent’s wish if they want to retain that student, their child back or move them forward. So we work closely with the district education council and also the authority and also with the parents and educators on what’s best for the child, to hold them back or pass with their peers. That has been ongoing for a number of years now. As I stated, there’s been mixed reaction. We’re doing the best we can to work with that, with our partners.

The JK, obviously, we provide options, in the Member’s riding as well, that they opt out. The review is underway, and based on the review, that should be available by this summer. Based on that it would have to be decided upon for the future of how it’s going to look for junior kindergarten to be delivered as of 2017 and onwards.

Income support worker, there was one in Tsiigehtchic, as the Member alluded to, a while

ago. There have been some increases in caseloads in some of the communities. I’ll have to check if Tsiigehtchic is one of them; I can’t be sure at this point, I don’t have the information in front of me, but we will be gathering that information if a caseload is high in that region. If it is, then we are identifying some of the income security workers to these communities that are in high caseloads in addition to the workforce that they have. So now, obviously Tsiigehtchic is served out of Fort McPherson, so we’ll gather more information on that.

SFA, obviously the policy that we have is that in order to qualify for SFA you’ve got to have three courses or higher, and that’s been the standard process for quite some time now. Yes, I understand where the Member’s coming from that we need to support all students. There are a variety of subsidy programs as well. SFA is just one of the key areas. There’s the Labour Market Agreement that we have with the federal government that supports those individuals who want to pursue, whether it be the trades access or other programming and there’s also, at the community level, access programming. Then there are a couple more programs that are out there that we encourage those individuals to access as well. With SFA we will be coming back to the standing committee with some changes that we want to undertake as we move forward for short-term and long-term strategy. So, I will be presenting to standing committee on proposed changes that will benefit and also attract our students to come back to the North.

Small community employment has been very successful to date and we continue to support that project as well. We continue to make it a priority for my department on the long-term plans, as well, because it is building capacity at a community level, even at the regional level.

So, Mr. Chair, those are just some of the remarks for the Member. Mahsi.

Thank you, Minister Lafferty. Next I have Mr. Moses.

Thank you, Mr. Chair. I appreciate being able to comment on our last opportunity with this department within the life of this government. You do learn a lot over the three years, whether it’s through the business planning or the main estimates budget discussions that we’re currently having. We’ve also had a lot of correspondence with this department here and you do learn a lot, especially if you chair the committee that’s the oversight for this department, in terms of what was said, reports that were done, documents that might have been tabled or even just more consulting and going out to try to get more information to make the best decisions. I’ll make reference later, and I may have had questions in the House about reports that we’ve done, but we’re kind of re-creating the same engagements that we’ve done before and I think

that, you know, I guess the time for reporting and consulting is over. We need to start creating action within, not for us as a government but for the people and the youth, and I think that the sooner we can make these changes and start investing to create these changes and create action, then the better it is for our youth who are in the school system right now and the better it is for the Northwest Territories as a whole in terms of healthy, educated people free from poverty. That saying, which is one of our priorities, holds more true to this department specifically because of the education component and the income assistance component. I think that’s where we need to focus.

With that said, I do appreciate the dialogue that the department has had with standing committee over the last three years. Something that I have told the department is you do have committee support on initiatives that we’ve done, action that’s been taken, and we pretty well have support from all Members in moving forward because we all are here for the same reason, and that’s to get our youth educated, quality education so that they can be prepared for life but at the same time help with the economy in the Northwest Territories.

With that said, I know I won’t be asking for a response, maybe a comment is what I’m saying. But I know that the department does know that committee is asking for another meeting in the near future to discuss everything that you’re hearing here more in depth and get updates on some of these initiatives that were being discussed, because there’s been a lot of consultation over the last three years and I know committee wants it, I know the Minister wants it and we want to do it right for the people of the Northwest Territories.

I think this government’s been very strong in the sense of trying to support, trying to give the funding, trying to give the resources. Every opportunity in questioning every action that department does, because it really doesn’t impact us but it impacts the people of the Northwest Territories as well as our budgets. You know, we have had some small successes and we have the potential for huge successes if we do what we’re going to say and stop doing the reports and stop doing the back and forth paperwork and we start putting our words into action.

I want to just highlight some of the successes, and you’ve heard a lot of concerns from Members here, but with the Board of Governors of Aurora College it’s been great to dialogue with them from the committee stance and also when they came up to Inuvik to be able to sit with them in their meetings and get some concerns that we had from the region and also talk about how we utilize all three campuses and make sure that where we’re putting money where we’re getting the best bang for our dollar.

In your opening comments I’m glad to see that there are investments in income assistance. However, I think Mr. Bromley raises a good point that we have the productive choices. But what good are the productive choices doing if people are just going there to get a paper signed and to receive their income assistance? We’re keeping them in poverty, and as a result it’s putting us into a more fiscal restraint situation.

Good job on the minimum wage increase. I think there were a lot of people who appreciate that.

Early childhood development, there’s a lot of money going into training. However, if we could invest that money, the dollars into an Early Childhood Development diploma or certificate then we get legitimate certification for our early childhood programming staff and I think that’s where we need to look at Education Renewal and Innovation. That all started because of Members questioning where the department was going and seeing some of the challenges and barriers. As a result, we had to re-create our whole education system. It’s amazing to look at that and to look at all the statistics that we have, especially in the small communities. Good job to the department for responding to that and to the Members for asking the tough questions and being persistent to get those questions answered.

The Aboriginal School Achievement has been hugely discussed right from day one almost, and I know the ASA committee in Inuvik is wondering: okay, well, we’ve done all this work, we made these recommendations, now how do we implement this? Where’s the support? I know it does fall on the education authorities, but there has to be some push from the ministerial department to say this is what they’ve done. These are front-line workers that are making these recommendations. We need to support them financially or with the resources.

Our graduation rates increased. Good job. However, they’re still low, really low. It begs to ask about social passing. These individual education plans, how many people are graduating with that? I know we’ve got to open up the Education Act and make amendments to that so that people who are on IEPs do get the credentials so that they can get their diploma so they can get out into the workforce.

Another thing that’s been discussed and worked on is these wraparound services for at-risk children and families. I don’t need to get it now, but when we do meet with standing committee again I’d like to get an update on how well that’s working, whether it’s something that’s been successful and what barriers there are on that. I’d like to give, you know, good program with these three, the e-learning program, as well as, I mentioned here earlier today, the East Three gardening program. Something that we can address. Attendance, getting students engaged, building skills for the future and feeding them, healthy nutrition.

There’s a lot of good stuff that this department has done moving forward. I know I didn’t highlight all of them, but there are some small successes that we had in the past. However, there are still lots of challenges. I’ve got a whole other sheet here that I can discuss.

With the time allocated, I think that one thing that I mentioned last week was the Skills for Success strategy, and when I went to look for it online to see what updates there were, I found the labour force development symposium as well as the Labour Force Development Framework, which should be guiding us up until the year 2020, and yet we’re going to create a new action plan under Skills for Success when all the information is in there. There were 30 suggestions that were provided. I made this clear in the House last week. Yet, we’re going to spend I don’t know how many more dollars to do the regional engagements and then do the symposium here in Yellowknife again. That’s potentially hundreds of thousands of dollars when we could be taking some of those 30 suggestions, putting them into action, getting people ready for the workforce. But yet we’re consulting again and we’re bringing people to talk about it, talk about something we talked about four years ago or five years ago. It just doesn’t make sense to me and I think that that needs to be a priority looking at why do the same thing over that we’ve done in the past and not creating action on it.

The DEA funding, the high costs of doing business up in the Beaufort-Delta, travel, when they have board meetings, bringing them in. There is a lot of money that goes to travel. I think that needs to be addressed in terms of formula funding.

Attendance. Our attendance is still low. We need to find incentives. I know in Inuvik at the elementary school they have an incentive program that allows kids to come into school. I know the learning centre in Inuvik has an attendance incentive program to get kids into their seats so they can get educated. That’s the first step, is getting the kids in the seat.

Look at the successes that we have across the Northwest Territories and build on them, share them. Have a place where East Three can show people what they’re doing with e-learning and with this gardening program. I’m sure every community has a great program. I think in Providence they have the active living where they had people go to the gym in the morning, get ready for school, and it was successful. We need to find a baseline or a framework where we can share our successes.

As I said, I know that standing committee did put in a request to meet with the department on a more in-depth discussion on all these concerns and updates on everything that’s been discussed and implemented since the onset of this government. I really don’t need a response. The Minister can respond if he wants, but I know that committee is

looking forward to meeting with the department and getting a more comprehensive update and what has the department done in what they’ve been promising us with action plans and with the Education Renewal Initiative and just moving forward. The OAG report has a lot of recommendations that we pushed in the House, made motions to, and we just want to see that it’s just not sending paperwork back and forth and that it’s time for action. With that, thank you.

Thank you, Mr. Moses. I’ll take that as comments. Next I have Mr. Nadli.

Thank you, Mr. Chair. Just a couple of comments. For the most part, I think education is, of course, a lifelong process. I’ve been hearing comments that as soon as perhaps we finish high school and then go on to university it ends. I just wanted to be clear that I believe that education is a lifelong process and you only stop learning when perhaps you take your last breath.

That’s a significant role that education plays in society, and especially here in the Northwest Territories. We’re challenged with some very fundamental challenges in terms of the statistics, in terms of population, the distinctions in terms of the non-Aboriginals, First Nations, and we have a very small population base in the communities as well. We’re very challenged, and so it’s integral and critical that education, this department, being the second largest department of the GNWT in terms of expenditures and revenues, undertakes a very, very clear business philosophy, and as we process clients through the department, whether it’s education, whether it’s the language initiatives, whether it’s income support, we process clients so that we treat them with dignity at the same time we at least embellish them and empower them with at least the tools to be successful. People standing in society that are very proud and have had a very remarkable experience of going through the department and coming out and feeling that, yes, I’ve been helped, I’ve been acknowledged, I’ve been validated, and I should be a very positive contributing member of society. That’s how people should feel when they go through their experience with the Department of Education.

That’s something, of course, I’m being presumptuous that it’s being dealt with. Of course, like in a large operation, you have your human resources, you have your systems in place, and of course you have your financial resources in place, and you’re trying to make the best use of it. In some respects, it could be limited, it could be a challenge that we’re trying to meet major initiatives head on, but sometimes we’re just challenged because there are other priorities that need our immediate attention. That’s just the challenge of operating such a large department.

The thing that I strongly view is that in examining and taking a look at our Northwest Territories, at the same time our small communities, we have a lot of social challenges. Colleagues just stated the idea of social passing. Of course, we have some very fundamental issues too like alcohol and drugs that play into being at least some barriers of people leading successful lives.

Education, in terms of ensuring that at the end of the process of university or whatever degree or diplomas that our people might receive is our best hope for the future. It’s our best hope for our youth so that they go through that experience of experiencing the role of getting to know the world and getting to know their limitations. At the same time, their potential of being very positive members of society, at least at the community level, and going forth. Being able to serve themselves and at the same time being able to play a role in the greater make-up of the family, plus the community and becoming very positive members of society. So that’s our best hope for the future. I’m always reminded periodically in some groups, education, it’s almost that you have to become two persons. You become Dene or First Nations and they also have to embrace the non-Aboriginal values too. So you almost have to become two persons.

In that perspective, too, I’m always reminded that some elders have always taken the view that we need to embrace education. It’s almost like our people now have to hold the pen and become very productive members of society so that we’re equal and on par with other groups throughout the world and that we can make advances in science, research and development. The sky is the limit and we begin perhaps branching out into space and that kind of stuff.

For the most part, I think this department plays a very big role in the community and it’s encouraging that there have been efforts to try to make this department very strong and, at the same time, responsive. There have been discussions in terms of the Education Renewal Initiative and fundamental in that there’s always the disparity between smaller communities, larger centres and larger big cities like Yellowknife. There’s always the stark statistics in terms of how our students in small communities compare to the larger centres. We need to narrow that gap. We need to ensure that our students at the community level have the resources and, at the same time, that they have the best teachers in place so that they’re in that support role.

Of course, the other thing I wanted to mention is the early childhood development. I understand there’s going to perhaps be a reprised version almost going back, but at the same time venturing forth. I hope we’ve heeded to our experience and trying to do things the right way and trying to make at least

all sectors of society, the communities involved, parents, there’s the Aboriginal Head Start program, the schools, the district education authorities, we need to involve everyone to make it successful.

The other points that I wanted to also highlight is the idea that our language is always a concern and we need to closely monitor the initiatives that have gone forth. I know there has been some devolving of some responsibility to the regional Aboriginal First Nation groups, but at the same time, I think there needs to be close monitoring of ensuring that there is Aboriginal, at the very minimum, program initiatives going forth, but at the same time we’re ensuring that no language comes to the threshold of extinction. We always need to closely monitor that.

The other point I wanted to make is, of course, there’s always this idea that because we’re involved with language we receive funding from the Department of Heritage through the federal government. There are always initiatives that we could advance and one of them is, of course, local radio stations. We need to ensure that we continue our support. Some communities have advanced, very sophisticated operations. At the same time, there are still remaining challenges in terms of trying to equip each radio station with all the tools that they need to make them successful, at the same time ensuring that, through the airwaves, our language is heard throughout the community.

Those are just some comments that I wanted to close off with, but at the same time one thing that I really experience well and been a product of is summer camps. I mean, there have been discussions in terms of on-the-land initiatives and I think maybe in the short term of the summer the department could perhaps consider summer camps. The idea doesn’t necessarily have to be on the land, it could be an academic refresher or courses that the school offers for perhaps two weeks or maybe a month just to ensure that students that are behind are given an opportunity to catch up. Mahsi.

Thank you, Mr. Nadli. We’ll give the Minister an opportunity to reply. Minister Lafferty.

Mahsi, Mr. Chair. It is very true that education, obviously, is a lifelong journey. It’s learning for life and when the Member talked about how we treat individuals, that we should be treating them with dignity, I fully support him on that level that we need to treat each other respectfully and with dignity as well. We’ve encountered that through the Income Security Program as an example that we’ve improved in so many ways of our professionals, how they interact with the public audience and vice versa. So we take that very serious.

Social challenges, obviously they’re always before us whether it be alcohol or drug involvement. This is an interdepartmental strategy. It’s not just my department. It deals with all other departments as well. I guess more specifically with Health and Social Services, Justice and so forth. So we have an integrated approach on dealing with issues that come to our attention. So it is a united approach when it comes to these matters.

Early childhood, I agree with the Member that we need to involve all parties, whether it be the Head Start, DECs, DEAs, community leadership. They need to be engaged and involved when there are changes within our programming. We work closely with the DEAs and DECs and Aboriginal leadership. So we’ll continue to push that forward.

Aboriginal language, obviously we don’t want it to be extinct. So this is an area that my department has been focusing on empowering on to the regions. We dished out around $3.4 or $3.5 million as a starting point to have Aboriginal leadership hire their own coordinator to deal with this particular area, language revitalization and cultural preservation.

We know we can do more in this area and it is the grassroots people that we’re working with at the community level. This is just a starting point that we’re allowing the Aboriginal governments the flexibility to make decisions on the funding that’s been allocated to them.

The local radio stations are challenged. We hear clearly from the Members that the languages must be heard throughout the Northwest Territories, nine Aboriginal languages, French and English, and obviously CKLB is being missed out in the communities. It has been a very popular program over the years and my department continuously supports our contribution. The challenge is the federal government at this point. But I did meet with the federal government back in January and I did talk about CKLB, NCS, how we can possibly take over part of their portion of funding, potentially. This is the preliminary discussions that we’ve had with them. So it is with the federal government. So we’re just waiting for them to make some sort of decision so I can move forward on this particular file. I also met with the NCS board chair just last week, and more specifically talking about CKLB, how can we improve in those areas. There’s been a lot of great feedback from the chair. We provided some options that we can possibly move forward while we’re waiting for the federal government. We’ve been in contact with CKLB administration on how we can best move forward and provide those options.

I’m a firm believer that CKLB should be back up and running because it is the voice of the North. We’ll do what we can as a department to push that forward with the federal government. Mahsi, Mr. Chair.

Thank you, Mr. Lafferty. Committee, general comments.

Committee, are you prepared to commence detail?

Thank you, committee. We’ll defer page 57 until consideration of all activity summaries. That being said, I’ll get committee to turn to page 58, revenue summary, information item. Are there any questions?

Thank you, committee. Page 59, active position summary. Ms. Bisaro.

Thanks, Mr. Chair. I have a question here in regards to the opening comments from the Minister. The last page of his opening comments talks about decentralizing nine positions into regional centres. I look at the figures on this page and compare them to 2014-15, also on this page, and I don’t see where the changes are. There’s an additional nine positions. But I guess if we’re decentralizing positions, are we adding positions or are we decentralizing positions that exist already? If I can get an explanation of what these nine positions are, that would be my first question. Thank you.

Thank you, Ms. Bisaro. Mr. Lafferty.

Mahsi,Mr. Chair. The nine positions that are going out to regional centres is one registrar of appeals; two linguists, Aboriginal Languages Secretariat; one registrar, teacher certification; and also five service officers that I have highlighted earlier. That’s nine in total going out to the regional centres. Mahsi.

Thanks to the Minister. Are they all new positions? There’s an increase of nine positions from 2014-15 to 2015-16. Thank you.

Mr. Chair, there are nine positions. Five are new and four are from the existing pool that we have within Education, Culture and Employment. Mahsi.

Thanks to the Minister. We have four current positions but there is an increase of nine. So there are five service officers. I understand that. The other four new positions, where are they going? What positions are they? Thank you.