This is page numbers 4545 - 4582 of the Hansard for the 19th Assembly, 2nd Session. The original version can be accessed on the Legislative Assembly's website or by contacting the Legislative Assembly Library. The word of the day was education.

Topics

Diane Archie

Diane Archie Inuvik Boot Lake

Thank you, Mr. Speaker. Mr. Speaker, the most recent bathymetric assessment of the harbour was completed by the Department of Public Works and Government Services Canada at the request of coast guard in 2016. So in recent light of the events at the age of the most recent bathymetric assessment, a more recent bathymetric assessment will need to be obtained in order to do the rest of the work. Thank you, Mr. Speaker.

Rocky Simpson

Rocky Simpson Hay River South

Thank you, Mr. Speaker. Mr. Speaker, does the Minister have any preliminary costs to dredge the Hay River Harbour? Thank you.

Diane Archie

Diane Archie Inuvik Boot Lake

Thank you, Mr. Speaker. Mr. Speaker, the department has not identified any cost to dredge the Hay River harbour, nor assessed if timing influences that cost. When we did the proposal in 26 [sic], there was a number of factors involved, it's now 2022, so we need to look at the difference.

So I just want to note so the first step in assessing the cost for the dredging is to quantify the amount of location and location of the material to be removed. So our recent correspondence and discussions with the federal officials have identified the importance of starting a study to be able to obtain this information. I do want to note that, you know, Infrastructure is aware of the technical, legal, procedural, and environmental consideration that are complexities associated with dredging the harbour. As the federal government is responsible for the harbour under the Canadian Navigable Waters Act, they would also need to be involved in identifying the complexities and options that are available for dredging. Thank you, Mr. Speaker.

The Speaker

The Speaker Frederick Blake Jr.

Thank you, Minister. Final supplementary, Member for Hay River South.

Rocky Simpson

Rocky Simpson Hay River South

Thank you, Mr. Speaker. And, Mr. Speaker, I think the Minister kind of answered some of the last question I had here. But there are complexities. And I'd just like to know, you know, when we talk about dredging, we're talking about methods; we're talking about engineering; we're talking about permitting; we're talking about equipment; we're talking about safety; we're talking about, you know, the area, the depth of the water; the aquatic life, mitigation, incremental weather, and costs. So what portion of those complexities has the department looked at and are they actioning any plans on any of those areas? Thank you.

Diane Archie

Diane Archie Inuvik Boot Lake

Thank you, Mr. Speaker. Mr. Speaker, as the Member pointed out, the department is aware of the technical, legal, procedural, environmental, and the list goes on for the type of work that needs to be done to be able to dredge the Hay River harbour. It is complex. And I also mentioned that we need to work with the federal government to be able to look at some options that are available.

I do want to note, Mr. Speaker, that based on the information that was provided to Infrastructure, as of 2016, there was approximately a hundred thousand cubic metres of mud and silt at the site. So, I mean, you look at the complexities that's a lot of silt, which exceeded established grade requirements. So at this time, it was estimated that at least half of this amount should be removed to be able to avoid any further impending navigations of the harbour.

I do want to also note that, you know, the importance of continuing to lobby the federal government to be able to stress the importance of this to Hay River. Mr. Speaker, I spoke earlier in my first set of questions from the Member the importance of trying to get some of our supplies up the river so -- I know you're telling me to move on. Thank you, Mr. Speaker.

The Speaker

The Speaker Frederick Blake Jr.

Thank you, Minister. Oral questions. Member for Great Slave.

Katrina Nokleby

Katrina Nokleby Great Slave

Thank you, Mr. Speaker. I appreciate you cutting down the long answers as many of our Members do want to actually ask questions.

According to the Homelessness Hub, a Canadian homelessness observation group, it is estimated that the total number of people experiencing homelessness in Yellowknife was roughly 312 in 2021. In looking into this issue, it's not clear whether or not this data is actually collected and tracked by the GNWT or the department.

So can the Minister of Housing report on how many people in the NWT are homeless today and how is that number determined? Thank you.

The Speaker

The Speaker Frederick Blake Jr.

Thank you, Member for Great Slave. Minister responsible for Housing NWT and Homelessness.

Paulie Chinna

Paulie Chinna Sahtu

Thank you, Mr. Speaker. I wasn't provided an advanced notice of the questions. I don't have those numbers in front of me. Thank you, Mr. Speaker.

Katrina Nokleby

Katrina Nokleby Great Slave

Yes, thank you, Mr. Speaker. I've stopped trying to make them actually look good and know their portfolios when they don't so I don't provide questions ahead of time anymore.

How quickly will the 312 homeless people, if that's actually the number, in Yellowknife move into housing options as a result of the GNWT's homelessness strategy? And like I'd like to say, I'm not going to settle down as the Minister asked me to after the last round of questions. I'm passionate about our homelessness situation and it's disturbing to me that the Minister does not want to answer questions on this topic. Thank you.

Paulie Chinna

Paulie Chinna Sahtu

Thank you, Mr. Speaker. I will follow up with the Member. Thank you.

Katrina Nokleby

Katrina Nokleby Great Slave

Thank you, Mr. Speaker. Mr. Speaker, can the Minister explain what new housing supports have been established in the life of this Assembly under her ministerialship for homeless people? Considering we're now down a shelter, I kind of wonder where this progress is done and what the Minister's been doing for the last three years. Thank you.

Paulie Chinna

Paulie Chinna Sahtu

Thank you, Mr. Speaker. I will follow up with the Member. And I'd like to take notice. Thank you.

The Speaker

The Speaker Frederick Blake Jr.

Thank you. Taken as notice.

Colleagues, our time for oral questions has expired, even though we have three more of a waiting list, but tomorrow's another day. Written questions. Returns to written questions. Mr. Clerk.

Returns To Written Questions
Returns To Written Questions

Page 4566

Clerk Of The House Mr. Tim Mercer

Mr. Speaker, I have returns to all outstanding written questions on the order paper.

Clerk Of The House Mr. Tim Mercer

Written Question 42-19(2) asked by the Member for Great Slave on May 26th, 2022, to the Premier regarding negotiated contracts.

The Member asked for a list of all negotiated contracts awarded by or completed for the Government of the Northwest Territories in the 19th Legislative Assembly. This request included information for multi-year contracts and contract not yet completed.

The Member also asked for any guidelines or other directions that the Executive Council has established to implement the Policy.

Later today, at the appropriate time, I will table this information. Thank you, Mr. Speaker.

Clerk Of The House Mr. Tim Mercer

Written Question 43-19(2) asked by the Member for Monfwi on June 1st, 2022, to the Minister of Education, Culture and Employment regarding delivering equitable education services to small communities in the Northwest Territories.

1) How does the Department of Education, Culture and Employment identify what is required to provide equitable access to quality education for all students in the Northwest Territories and provide the approach chosen and identify the applicable policy documents?

Though the Department of Education, Culture and Employment does not deliver services directly to students, it is responsible for ensuring equitable access to education programs and services that meet the highest possible standards and that reflect NWT cultures. The Education Act establishes the foundation for choice of access and participation and inclusion of students and parents. The Education Act is supported by the Ministerial Directive on Inclusive Schooling and its associated funding the School Funding Framework. The Ministerial Directive on Inclusive Schooling ensures:

• That all students have access to quality education programs within a common learning environment in the community in which the student resides.

• That education bodies have direction on how to administer inclusive schooling supports and programming.

• Educators are provided with in-servicing to deliver inclusive schooling supports and programming.

• Financial accountability for inclusive schooling funding.

• Monitoring, evaluation and reporting of inclusive schooling supports and programming.

The Inclusive Schooling Handbook and Guidelines for Inclusive Schooling further detail the requirements for enacting and funding inclusive education programming.

The Financial Administration Act requires the Financial Management Board to develop a Planning and Accountability Framework, of which public agencies, which include education bodies, must comply. Education bodies submit annual Operating Plans and Annual Reports in compliance with this Framework. The implementation of a standardized reporting system improves planning and accountability and provides information in a consistent and comprehensive way, to support decision-making and ensure transparency for our students, parents, and the residents of the NWT.

2) What actions has the Department of Education, Culture and Employment taken since the 2020 Auditor General report to support schools in small communities and ensure students in the territory have an equitable learning experience, indicating which actions are on hold and delayed, providing the reasons for the status, and indicating the partners involved and the amount spent or planned to be spent by activity?

The Action Plan to Improve Junior Kindergarten to Grade 12 Student Outcomes was established in 2020- 2021. To date, ECE has completed six actions that responded to the Report of the Office of the Auditor General to:

• Deliver the two-year pilot of the Certificate of Indigenous Language Revitalization program.

• Provide distance learning opportunities in all NWT small schools through Northern Distance Learning.

• Implement a common job description for JK-12 Support Assistants.

• Update the JK-12 Support Assistants section of the Inclusive Schooling Handbook.

• Report on education outcomes established through the JK-12 Planning and Accountability Framework.

• Complete a five-year evaluation of the Education Renewal Initiative.

The following Actions are currently on-track for completion:

• Modernize the Education Act.

• Offer professional development opportunities for early childhood educators.

• Advance the Mentor Apprentice Program.

• Our Languages Curriculum and Indigenous Languages and Education Handbook.

• JK-12 Curriculum Renewal.

• Develop Northern Studies 20 curricula.

• Implement an online educator certification and credentialing system.

• Review the JK-12 education funding framework.

• Education System Training and Support Plan.

• Develop competency-based educator standards and accountability mechanisms.

• Pilot program to support training for JK-12 Support Assistants.

• Expand Career and Education Advisor program.

• Improve mental health counseling services to children and youth.

• Student Behaviour, Referrals, and Intervention Tracking.

Actions are funded internally from existing divisional budgets. In July 2021, for 2022-2023 and 2023-2024, additional funding was identified to support the following actions:

• Implement JK-12 Our Languages Curriculum and Indigenous Languages and Education Handbook.

• Implement a pilot program to support training for certification of Support Assistants.

• Develop greater integration of services for children and youth in the education system.

• Early Development Instrument, Middle Years Development Instrument, and Healthy Behaviour in School-aged Children knowledge mobilization plan.

• Training and supports for small-school principals.

• Training and supports for teachers of multi-grade classrooms.

The following Actions are currently on-hold or delayed:

• The JK-4 Literacy and Numeracy Strategy is on-hold pending JK-12 curriculum renewal, which will have a significant impact on how students are supported in this area.

• Development of greater integration of services through expanding regional capacity is on-hold as the development has been enveloped into the advancement of the broader GNWT's focus on Integrated Service Delivery.

• Training and supports for small-school principals are on hold, also pending JK-12 curriculum renewal. Research into best practices to support small school principals has been completed.

• Training and supports for teachers of multi-grade classrooms is on-hold, also pending curriculum renewal. Research on best practices for Multi-Age Groups has been completed.

• The Indigenous Language Diploma is delayed as ECE awaits a program proposal from Aurora College that will lead to the implementation of an NWT-based diploma program.

• Development of an Early Learning Framework and handbook was delayed by COVID-19 and engagement with the system to support development of the 2030 ELCC Strategy and finalized federal agreements. A new version is set to be piloted in 2022-2023.

• An increase in Indigenous language scholarships is delayed due to the pending nature of the Indigenous Language Diploma pilot program. ECE awards as many qualifying scholarships as applied for, however, the Department is experiencing a lack of demand without an NWT-based program.

• Plans to analyze and share Middle Development Instrument and the Health Behaviour of School-Aged Children surveys are delayed due to conflicting priorities during the COVID-19 pandemic and internal staff capacity. Action is expected to be completed by 2023.

• The Indigenous Language Instructor Employment Plan is delayed. A draft employment plan has been completed and one education body is interested in implementing action in the 2022-2023 school year.

3) How does the Department of Education, Culture and Employment know that it meets students' needs in small communities, including needs for specialist services; how are the needs identified, measured, monitored and reported; and what are barriers and problems in data collection?

ECE has an Education Body Committee System through which education body input and feedback is provided; within this system, ECE officials work with Superintendents while the Minister of ECE works with elected Education Leaders. Is it through this committee structure that education bodies inform ECE of both successes and issues within their communities so that the Department can collaborate with regions directly to address issues and provide support?

The early screening and identification of the learning needs of students are completed at the regional level through schools and education bodies using a variety of screening tools and interventions. Education specialist services include ECE staff such as Territorial-based Support Team Coordinators and Regional Inclusive Schooling Coordinators, specialist staffing within schools such as Program Support Teachers and Support Assistants), and staff contracted by ECE and/or education bodies as needed. Program Support Teachers at each school may refer students to the NTHSSA, Child and Youth Counsellors, and Educational Psychology services. ECE's Territorial-Based Support Team is working closely with education bodies and contracted expertise to further improve school-based support services across the territory.

ECE monitors various performance measures which help identify progress or areas for improvement annually. The EDI, MDI and HBSC provide snapshots of the developmental health of five-year-old children, Grade 4 and Grade 7 students, and Grades 6-10 students, respectively. These are not screening or assessment tools for individual children.

Health and Social Services specialist services are provided by the Department of Health and Social Services and the health authorities.

General barriers impacting the collection of data include inconsistent data collection standards, lack of quality assurance processes, and economic and technical limitations, such as human resource capacity and the cost and usability of technology in the North. With respect to data on student needs, barriers include a lack of territorial tools to collect needed data and legislative barriers that limit information sharing between departments.

4) How is the Department of Education, Culture and Employment considering the socio-economic diversity and residential school legacy in small communities in its approaches to providing education services and collaborating with communities, explaining which actions, services, and funds are explicitly targeting small communities and the distinct socio-economic situations and legacies - for example, are actions like providing food allowances or liaising with Housing NWT considered?

ECE's NWT JK-12 Indigenous Languages and Education Policy guides culture and language-based education. It ensures that schools actively implement the foundational curricula of Dene Kede and Inuuqatigiit, as well as the Indigenous Languages and Education Handbook. The ILE Policy mandates that education bodies ensure Elders and cultural resource experts play an integral role in developing learning environments that center and promote the Indigenous worldviews, culture, and language of the community. Indigenous language instruction is guided by the NWT's mandated JK-12 Indigenous language curriculum: Our Languages curriculum.

In 2022-2023, the GNWT is providing $11.6 million for Indigenous languages and education initiatives in schools. Of this amount, $7.05 million is for Indigenous languages staff and $857,000 is for resource development to support Indigenous language instruction. The School Funding Framework, NWT JK-12 Indigenous Languages and Education Procedures Manual, and ILE Handbook outline how education bodies and schools are expected to implement the ILE Policy, including additional details on ILE funding limits and expectations.

ECE is adapting anti-racism training used for health care professionals and will be offering “Creating Cultural Awareness, Anti-Racism & Allyship in Action” workshops to teachers and school staff in 2022-2023. ECE also offers the delivery of the KAIROS Blanket Exercise, adapted to a northern perspective version, to education bodies upon request.

The New to the NWT Educators' Conference is a professional learning opportunity extended to all educators that are new to the NWT. It has been created to help orient educators to the foundational elements of education in the NWT, provide background knowledge of the unique history and context of education in the NWT, and to begin the process of establishing personal and professional connections.

Two training components of this conference include Indigenous Languages and Education, familiarizing teachers to the philosophy for programming and practices that bring the Indigenous Languages and Education Policy to Life in NWT schools; and Rooted in Conversation, familiarizing teachers with the complex history of residential schools in the NWT, the impacts of trauma as a result of residential school experiences, and the Truth and Reconciliation Commission's Calls to action and the process of reconciliation.

ECE also provides trauma-informed approach/responsive classrooms training and support to education body staff on a request basis to assist educators with understanding and responding to the impacts of trauma.

Through partnerships with education bodies, ECE has increased both the number of small schools accessing the Northern Distance Learning program, as well as the number of available courses offered through the program. This has allowed students to have equitable access to higher level academic courses not often available in their local communities which will enable them to pursue post-secondary opportunities.

The School Funding Framework allows education bodies to provide quality educational programming that reflects the needs of the population they serve. The Framework permits flexibility to accommodate local decision making. The School Funding Framework is based on the premise that, over and above the base costs of operations, education bodies should receive funding for factors that are beyond their control. A location factor, northern cost index, is based on Statistics Canada's living cost differentials and serves to increase the amount of a funding an education body receives, where Yellowknife is the base city in the price comparison. The northern cost index is applied to funding for Healing and Counselling under Inclusive Schooling funding. Healing and counselling refer to strategies and supports designed to address behavioural, social, emotional, and healing issues, including those related to the legacy of residential schooling.

As part of the Anti-Poverty Strategy, ECE distributes Healthy Food for Learning annual funding to NWT schools for breakfast, snack and lunch programming. The program responds to needs related to northern food insecurity and socio-economic challenges.

The Northern Cost Index is taken into account to ensure equitable funding is given to each school and Superintendents have the authority to allocate funding to best meet needs in the schools in their regions.

Under the Income Assistance Program, applicants who have school aged children are provided an education allowance in September based on what the specific school identifies as necessary, notebooks, indoor shoes, binders, pens, pencils school bus fees, etc. This allowance is specific to the school/community needs.

Through the Small Community Employment Support Program, ECE provides funding directly to Designated Community Authorities (DCAs) to allocate among local employers in accordance with their specific employment and training needs. This supports a strategic and inclusive approach to community-wide labour market, employment and training development. ECE also provides funding support to DCAs to assist them in developing multi-year Community Labour Market Development Plans. Under the SCES Program, communities who develop CLMDPs, with or without ECE financial support, are eligible to receive SCES Program funds through multi-year funding agreements, as opposed to annual allocations. SCES Program supports are available in all communities except Yellowknife.

5) Has the Department considered designing a targeted approach to improve student outcomes in small communities within a set timeline that may include partnerships and allocate funds to support students based on needs; and if yes, will that approach be actioned upon, and if not, why not?

Within the Action Plan to Improve JK-12 Student Outcomes, actions to support achievement in small community schools are prioritized and intended to support Education Renewal and Innovation (ERI) Commitment #5: The GNWT will do its part to ensure that the strengths and realities of small communities are recognized and built upon in order to ensure equitable, quality education in all NWT communities.

The ERI Framework is a ten-year strategy that places a great deal of emphasis on supporting NWT educators so that they may be in the best possible position to meet the needs of all students in all communities. Recognizing this need, ECE intends to design and introduce training that is specifically targeted towards those employees who work in the smallest schools in order to address equity issues in education delivery. To date, ECE has completed research on best practices to support small-school principals and for multi-age groups to inform training and supports for teachers of multi-grade classrooms. The ongoing renewal of the JK-12 school curriculum will have a significant impact on how small-school principals and teachers of multi-grade classrooms will be supported. The proposed training programs are scheduled to be developed in parallel with the phased-in implementation of curriculum renewal, as the GNWT works with partners to adopt and adapt BC's curriculum and assessment tools.

Small schools, even those with a high school program, are often unable to offer the same educational programming options as larger schools in Yellowknife and regional centres, which is why ECE has developed initiatives to support the increased provision of equitable access to education for all students, including those in small communities. Examples include the introduction of the Northern Distance Learning program, as well as the Career and Education Advisors.

ECE works closely with the Regional Indigenous Language & Education Coordinators and the Indigenous Language & Education school teams, consisting of school leadership, classroom teachers, Indigenous language instructors, and support staff, to ensure that school initiatives are respecting and promoting the Indigenous languages of the community and delivering culture-based learning.

Allocation of funding based on student need is a southern-based model that requires one or more specific diagnoses to implement specific monetary values of support. A reliance on a diagnosis-based system is more aligned with the medical model, rather than an inclusive schooling model of tiered supports (supports for all, next level supports for some, intensive support for those with complex needs). Given a lack of access to diagnoses across the territory, needs-based funding is not seen as a favourable system.

In the NWT, support is provided regardless of diagnoses. Inclusive Schooling conditional funding is allocated to education authorities to meet needs and additional supports are provided from ECE, including training, supports for capacity building around complex needs, and more. Thank you, Mr. Speaker.

Clerk Of The House Mr. Tim Mercer

Written Question 44-19(2) asked by the Member for Frame Lake on June 3rd, 2022, to the Minister of Infrastructure regarding contracts for work related to Slave Geological Province Corridor.

Later today, at the appropriate time, I will table this information. Thank you, Mr. Speaker.

Clerk Of The House Mr. Tim Mercer

Written Question 45-19(2) asked by the Member for Frame Lake on June 3rd, 2022, to the Minister of Infrastructure regarding contracts for work related to Taltson Hydro Expansion.

A request was made to provide details of all the contracts entered into by the Government of the Northwest Territories for work related to the Taltson Hydro Expansion project, including studies on submarine transmission lines, from April 1, 2020 to June 3, 2022, indicating whether any of the contractors were or are registered under the Business Incentive Policy. There was an additional question about planned actions to maximize northern employment, training, and business opportunities in future contracts related to the project.

The Member for Frame Lake previously raised a similar question on June 10, 2020 regarding contracts for work related to the Taltson Hydro Expansion entered into by the Government of the Northwest Territories between September 1, 2015 and September 1, 2020. A response was provided, and a detailed list of contracts was tabled in this House on October 15, 2020.

Mr. Speaker, in response to the Member's first two questions, later today, at the appropriate time, I will table the detailed list of the contracts entered into by the Government of the Northwest Territories for work related to the Taltson Hydro Expansion project, including whether the contractors' Business Incentive Policy status received any consideration in the evaluation of the proposals or bids.

Through the public procurement process, the Government of the Northwest Territories supports territorial and local content through the application of the Business Incentive Policy. To date, contracts entered into for the Taltson Hydro Expansion project have been specialized and technical in nature. The Business Incentive Policy was applied in each competitive contract evaluation. Sole source contracts and contribution agreements do not include the Business Incentive Policy as part of the selection process.

Mr. Speaker, regardless of the method of procurement taken for each specific project activity, the Government of the Northwest Territories strives to maximize the benefits to local residents and businesses from the Taltson Hydro Expansion Project. You may recall our Government-established contribution agreements with the Arctic Research Foundation to complete specialized studies on Great Slave Lake. These studies have provided a wealth of hydrographic data, including detailed mapping, soil sampling and lake-bottom profiling. The Arctic Research Foundation's work was supported by local equipment, labour, guides, and boat crews, and was used as an opportunity to host local and Indigenous youth through the Northern Youth Leadership Program to develop leadership and life skills. Over a period of two seasons of work, the Arctic Research Foundation spent 900,000 dollars on northern content. This work, along with a number of transmission line engineering studies, has been critical to enable the project working group to confirm technically viable transmission line corridors for the project.

Regarding the Member's third question, the Government of the Northwest Territories has entered into a Memorandum of Understanding with the Akaitcho Dene First Nations and the Northwest Territory Métis Nation to advance the project together. The Salt River First Nation was an original signatory to the MOU but has since made the decision to withdraw. It is hoped that a mutually acceptable path forward will be established in the future.

Mr. Speaker, the MOU would allow the parties to work together to ensure northern employment, training and business opportunities are maximized by using a collaborative approach to project development. Indigenous governments have, over the last two years, collectively received 720,000 dollars in funding to support their participation on a project Working Group and Steering Committee with local and Indigenous benefits at the forefront of the discussion.

The Steering Committee has recently directed specific priorities be investigated, such as electric heat studies in the South Slave Region, as well as a literature review of the legacy impacts of the original Taltson Hydro facilities be completed. The GNWT has multi-year agreements with MOU signatories that will ensure funding for ongoing engagement and participation in the annual amount of 1.93 million dollars. Most of that funding will support Indigenous and community led participation in the project.

As has been stated previously, much of the work completed for the Taltson Hydro expansion to date has been technical, as it has focused on examining the viability of four potential transmission line routes either across or around Great Slave Lake. We have narrowed the list of technically viable transmission corridors down to two and we are pleased to be moving beyond technical design and towards partner and community engagement on local land use, Indigenous knowledge gathering, and baseline fieldwork that will form the basis of regulatory applications. As we continue to move the project forward beyond technical considerations, the skill sets required are broadening. The Taltson Hydro Expansion project is expected to provide more opportunities for northerners to shape the project footprint and leverage northern involvement and expertise to improve outcomes.

Mr. Speaker, ensuring that the benefits flow to Northwest Territories residents and businesses through the ongoing work to expand Taltson is an important consideration as we continue to advance the project. It will be several years before this project advances to a final construction decision. In the meantime, the Government of the Northwest Territories will be working with Indigenous partners to undertake studies, complete planning and regulatory work, and hold public community engagement sessions to support participation and maximum benefits for residents and businesses in this long term, transformational opportunity. Thank you, Mr. Speaker.

Clerk Of The House Mr. Tim Mercer

Written Question 46-19(2) asked by the Member for Frame Lake on June 3rd, 2022, to the Minister of Industry, Tourism and Investment regarding post-devolution mining revenues in the Northwest Territories.

Later today, at the appropriate time, I will table this information. Thank you, Mr. Speaker.

Clerk Of The House Mr. Tim Mercer

Finally, Mr. Speaker, Written Question 47-19(2) asked by the Member for Monfwi on Friday, June 3rd, 2022, to the Minister responsible for Housing Northwest Territories regarding the status of housing renovations in the Tlicho region.

  1. How many of the units renovated are empty units that will be renovated to make them available to people on the waiting list?

There are five (5) units currently vacant which are part of the Maintenance and Improvement contract. Housing NWT projects that as many as five (5) units (not specifically those five (5) units) would be allocated to new tenants by the end of the fiscal year.

  1. How many of the renovation contracts were awarded to businesses located in the Tlicho region?

All contracts were awarded to Tlicho Property Management.

  1. How many Tlicho residents received training or apprenticeship through the renovation projects in Behchoko?

Tlicho Property Management is a Tlicho owned and operated company with 95% of its employees being Tlicho. For data on training and apprenticeships, the Member is advised to contact Tlicho Property Management as they are the contractor, and they would have that information.

  1. How many renovations of units will be completed by the end of the current fiscal year?

All 18 units are scheduled for completion at the end of the fiscal year. Initially, the plan was to renovate more units but due to some projects being over budget, some projects have been deferred to the next fiscal year.

Thank you, Mr. Speaker.

The Speaker

The Speaker Frederick Blake Jr.

Thank you, Mr. Clerk. Returns to written questions. Replies to the Commissioner's address. Petitions. Colleagues, we will call a short recess.

---SHORT RECESS

The Speaker

The Speaker Frederick Blake Jr.

Reports of committees on the review of bills. Member for Great Slave.

Bill 48: Arbitration Act
Reports Of Committees On The Review Of Bills

Page 4572

Katrina Nokleby

Katrina Nokleby Great Slave

Mr. Speaker, my apologies; am I on the Arbitration Act, the committee? Yes, thank you. Thank you, Mr. Speaker.

Your committee would like to report on its consideration of Bill 48, Arbitration Act.

Bill 48 received second reading in the Legislative Assembly on March 30th, 2022 and was referred to the Standing Committee on Social Development for review. On October 5th, 2022, the standing committee held a public hearing with the Minister of Justice. And on October 11th, 2022, committee completed its clause-by-clause review of the bill.

Mr. Speaker, the committee reports that Bill 48, Arbitration Act, is ready for consideration in Committee of the Whole. Thank you, Mr. Speaker.