Thank you, Mr. Speaker.

Childcare Supports

Committee supports the additional financial resources provided by ECE to licensed childcare programs and services to address costs associated with the pandemic and measures to sustain programming. Committee understands the continued need for affordable childcare and recognizes the fiscal and organizational challenges in the developing and maintaining childcare organizations in the NWT. Some of the challenges noted within ECE's review of administrative funding processes under Early Childhood Programs include the need to revise the funding allocations to meet the needs of child daycare facilities. This includes improving and increasing funding models to address challenges with fixed operating costs. Issues childcare organizations face include attendance-based funding. Problems occur when attendance drops and operation costs remain the same, leaving childcare organizations without enough funds to continue to pay for fixed overhead costs. Other issues for childcare programs include having enough funding for staffing costs, which represent approximately 80 percent of childcare programming costs. Subsidy rates vary depending on community, location, age of children, and full- or part-time status. In communities, the barriers to establishing a non-profit society and oversight board for childcare programs is particularly difficult, including locating safe, adequate, and affordable spaces, and the high maintenance costs and lack of funding to support necessary renovations.

Recommendation 4

Committee recommends the GNWT advance universal childcare by maintaining the additional funding provided during the pandemic to support operational, cleaning costs, employee wage subsidies, and food insecurity issues anticipated to be more severe post-COVID.

Education Supports

Committee supports ECE in efforts to provide home-based schooling during the pandemic, including the District Education Councils' approach to provide learning opportunities for JK to 12 students with flexible, home-based resources. Some examples from DECs' home-based supports include supplying jump drives, turbo sticks, devices and modems for digital learning, and distributing paper learning packages to students and families. DECs provide support to families to address food security and financial challenges through the distribution of gift cards. DECs also support mental health initiatives, like wellness checks and online or phone-in counselling services. Committee recognizes there are socioeconomic and geographical factors that contribute the limited access to technology and Internet in the NWT and that this can interfere with home-based learning. Approximately 20 percent of homes in the NWT are without Internet access, and in regions like the Deh Cho and Tlicho, 50 percent of homes are without Internet access. In a recent international review of children without access to Internet or digital technology, educators and policymakers have been called to expand their education strategies beyond online learning to include community-based resources, like radio and television broadcasts.

Another important area committee felt was necessary to make school systems stronger is the need for family outreach and engagement in education. Committee is aware students often do better when parents are engaged in their child's education, particularly when they ask questions about what they are learning at school.

Children of low-income families in the smaller communities are of interest to committee, as Members observe and have been informed schools frequently struggle to build meaningful connections with parents. To reduce any further inequalities caused by school closures during COVID, committee believes that, for students living in vulnerable homes, greater financial and peer support and outreach is needed to help parents work with their children to complete school work. To do this, committee feels it is important for schools to build meaningful and non-judgemental relationships with families deemed "high risk" to ensure families feel they can accept supports or reach out for help from schools.

Recommendation 5

Committee recommends ECE to direct the district education councils to keep technology to support student home-based learning during COVID. Committee also recommends ECE focus on positive interventions and outreach to improve relationships between families of high-risk or vulnerable students.

Mr. Speaker, I would like to turn it over to the Member for Hay River South.