Masi. Minister of Education, Culture and Employment.

Thank you, Mr. Speaker. Mr. Speaker, the Department of Education, Culture and Employment does not decide what courses are being offered each semester within their respective schools. That is the responsibility of the school administration in consultation with the superintendents of education. DJSS could offer dash-4 courses, dash-1 courses, but it is the responsibility of the school administration and the superintendent. I think that needs to be brought up to the superintendent as well as brought forth to the administration of the school.

The buck has to stop somewhere. As far as I am concerned, it stops here, in the Legislative Assembly, with the Members of the Legislative Assembly and the Ministers of the respective departments. That's why I want to ask the Minister of Education: other than talking to the Education Council, what can be done to expand the course selection at Hay River and other schools across the territory?

As I mentioned, each school obviously decides what courses they want to offer. Each school is different from the next. Courses that are being offered in the Sahtu might be different from what's being offered in South Slave compared to some of our coastal communities. That's why one of our programs, the Northern Distance Learning Program is so important and such a great investment that we're able to offer some of these dash-1 courses to our rural and remote communities, and that's an initiative that this government is proud of, and will continue to support, but it really is a school administration decision, and working with the superintendent to decide what courses that they want to offer.

As a government, we've committed to making sure that students in our rural or remote communities such as Ulukhaktok, Fort Liard, Fort Resolution, can offer dash-1 courses because it's been an initiative that we've supported and taken on, but it really is up to the school administration and the superintendent. I encourage the Member to have those discussions with the school to bring those concerns forward, and we will support it, obviously, moving forward as well.

I see that there's one innovative solution that the government is undertaking to expand course selection, so that's what I'm looking for, is more innovative solutions like that. Maybe facilitate working together, facilitate the way that the different school boards can work together to pool their resources so they have a critical mass that they can offer more of these course. I'm looking for more solutions.

My next question is that students are concerned about the lack of support for students with special needs. I believe the Hay River Metis Government Council puts in people in the schools, and I know that other students help students with special needs. Why do we have to rely on these methods? What is being done to remedy the lack of special needs support in the schools?

It's great to see that DJSS has great working relationships with the Hay River Metis and the Government Council. We also see that up in my region, where the IRC has taken one of the leading roles to help their students succeed, as well. As a government, we do provide inclusive schooling funding to all, well above the legislated amounts that we have, and work with our education authorities, our superintendents, board chairs, to ensure that services are being provided to assist those with special needs in the communities.

Masi. Oral questions. Member for Hay River North.

Thank you, Mr. Speaker. It sounds like there are a lot of people involved in this. We have Aboriginal groups. We have Education Councils. We have District Education Authorities. We have ECE. It seems like there must be a simpler way, but I guess that's the way it is right now. Most students in Hay River can't take the bus to school because they live too close. Basically, if you live anywhere between the bridge and the "Welcome to Hay River" sign, you can't take the bus, so there are only a handful of students in DJ who actually take the bus, and now, they hear that bus service may end completely. What is the department doing to prevent this so we can make sure that kids actually get to school so they can learn? Thank you, Mr. Speaker.

Currently, work has begun to determine the current status, the gaps in services, and how to best address these gaps when it comes to busing. A steering committee has been formed which includes representation from the NWT Superintendents Association, the Department of ECE, and the Financial Management Board to make recommendations on opportunities for potential improvements in providing student transportation for services from junior kindergarten to grade 12. We're going to work on gathering that data, and look at the recommendations, and once the analysis of the status is complete, we will share those recommendations with standing committee and get feedback, as well. Thank you, Mr. Speaker.

Masi. Oral questions. Member for Frame Lake.

Merci, Monsieur le President. I know the Minister of Finance has had a busy day, but I'm going to have to put him to work again. Carillion Canada has now gone into creditor protection. It's the main Stanton Renewal equity investor for construction of the new hospital, the contractor to service and maintain the new hospital following completion, and it is involved in the remediation of the existing hospital for other uses.

In reviewing the project agreement, there are many triggers if something starts to go off the rails. Can the Minister tell us whether the Boreal Health Partnership or any of its partners has provided any event of default notices, notices of changes to the senior financing arrangements, or notices of super evening events pursuant to the project agreement? Mahsi, Mr. Speaker.

Masi. Minister of Finance.

Thank you, Mr. Speaker. No notice has been given to the GNWT. Technically, no notices to the GNWT are required because BHP are not in default under the project agreement. BHP are in default with their agreement with the lenders, so it did send notification to the lenders, and we were copied into it, and they have, I believe, until late February to outline a plan as to how they're going to fix the default. Any proposed plan would have to be reviewed and approved by the GNWT. Thank you, Mr. Speaker.

I'd like to thank the Minister for his response. It's helpful to get that information. Carillion Canada's website contains a news release dated February 5th that states: "Fairfax Financial Holdings has entered into an agreement with Carillion to acquire 'select health care facilities.'" I've asked the Minister whether the Stanton Renewal project is amongst the select health care facilities that might be sold to Fairfax, but haven't got an answer yet. Can the Minister tell us whether the Stanton Renewal and existing hospital remediation projects are part of the agreement by Fairfax to acquire some Carillion assets?

Mr. Speaker, my understanding is, yes, it is part of that, and we'll continue to deal with that, and we'll continue to inform Members as to the update on how the sale is going.

I'd like to again thank the Minister for that information. That's helpful. I understand Fairfax is a big company, so this is good news, I think. Earlier today, I talked about the need to improve communications around what's happening with the Stanton Renewal Project. Certainly I think this side of the House would like to get more information. How does the Minister intend to keep the Regular MLAs and the public informed of what is going on with Carillion Canada and the Stanton Renewal Project, and would he agree it's time for a technical briefing for Regular MLAs?

Mr. Speaker, as information becomes available, any new information becomes available, we will share it. We are just in the process of updating our latest briefing note on the events that took place in the last couple of days, and I'm planning on providing that to Members tomorrow. As well, the website, Health and Social Services updates the information on the website. I've had a conversation with the Minister of Health, and they have committed to looking at updating the information on the website as well.

Masi. Oral questions. Member for Frame Lake.

Merci, Monsieur le President. Thanks to the Minister for those commitments to improve communications. It will be very helpful. The Ontario Auditor General found major problems with P3s in that jurisdiction that cost those taxpayers billions of dollars. What lessons has our government learned from P3s, and how will it apply them to the Tlicho all-season road, another proposed P3 project? Mahsi, Mr. Speaker.

Mr. Speaker, first of all, the Member is correct in his comments before about the size of Fairfax and what they bring to the table. They are a very large company and have a lot of assets, so they bring a lot of expertise to the table. I think in our update briefing note, it will point out some of the information that the Members are seeking as to the senior management team, and I think there's a plan for that as well.

One of the lessons learned under these P3 projects is that it clearly demonstrates that, on a P3 project, there is a risk transfer. In a project like this, the risk transfer is on the proponents of the project. That frees the government from any risks that might be associated with them. It's the partnerships wanting to resolve. The GNWT were obviously active as an interested party and any financial or operational risk associated with the liquidation of the project proponents. Again, we will keep Members updated and I think this is a lesson learned, that there is some value in P3 partnerships as far as the risk transfer goes. Thank you, Mr. Speaker.

Masi. Oral questions. Member for Sahtu.

Mahsi, Mr. Speaker. In my Member's statement, I mentioned the North Slave Correctional Complex Inmates and the rehabilitation of the inmates and the services and programs provided to the inmates. My first question to the Minister of Justice is: can the Minister tell what steps have been taken to address the concerns raised by inmates in their letter-writing campaign of last October? Mahsi, Mr. Speaker.

Minister of Justice.