10. Housing and Education as Determinants

Several witnesses mentioned housing and education as determining factors for potential and interested Indigenous employees choosing a public service career with the GNWT.

Housing - Housing is an issue because of the low to no vacancy rate in the regional centres and the Yellowknife rental housing market. Several witnesses commented on the difficulty of securing a residence as a critical barrier for Indigenous people to pursue jobs. Committee heard that when the Affirmative Action Policy started, many activities and programs supported individuals. The GNWT went out of its way to get people through the various process levels and supported and hired where possible. The GNWT also provided housing in cases.

This removal of the housing offer, combined with the decision to create market housing, means limiting the number of people who may apply, resulting in losing Indigenous employees in the applicant pool. Yellowknife is very costly. Witnesses noted many Indigenous members are struggling with paying their bills and that GNWT needs to go back and look at the old practices and how GNWT supported Indigenous staff. It was suggested that GNWT decide whether to hire Indigenous workers and make it happen.

Education - Education was mentioned as the other big barrier. Committee heard that education and employment are interconnected. Improving training opportunities for Indigenous candidates would remove the most significant barriers to increasing Indigenous employment. Small communities in particular are seen to be at a disadvantage compared with the capital city of Yellowknife, with many communities losing students to dropping.

Social passing is perceived as a distinct aspect hindering students from qualifying for government jobs. Committee heard of students who graduated from high school but would be shy to apply for jobs, thinking they do not know enough. Witnesses noted that GNWT oversees learning outcomes in education for kindergarten to grade 12 and pushes out grade 12 graduates at grade 8 or grade 9 level. Students are proud to graduate and then realize they don't qualify for a job with the government or post-secondary education.

Improving and increasing relationships between schools and potential GNWT employers was mentioned to committee as a potential pathway to contribute to raising public sector employment. For example, the "Take our Kids to Work Day" initiative held every November for grade 9 students could be extended to include other grades to ensure that youth in every school gets to visit a GNWT workplace. Committee heard that attention needs to be given to developing opportunities that move Indigenous employees into jobs. The premise is that if practices and training take place after hiring Indigenous applicants, the training can be targeted to the employee's strengths.

Recommendation 11: Committee recommends that the GNWT include in its Indigenous Recruitment and Retention Framework:

• Support in finding housing at the new job site for Indigenous employees relocating to take a government position or move within government.
• Provide a moving allowance for Indigenous employees relocating to other communities.
• Offer education leave to help Indigenous employees to finish any education that was not completed before employment, with the guarantee to remain in the public service and at a minimum return to the same job level.
• Offer education leave to Indigenous employees to support their career goals and interests and help expand their opportunities.

CONCLUSION

This concludes the Standing Committee on Government Operations report on Indigenous Representation in the NWT Public Service. Members thank everyone who shared thoughts, opinions, and recommendations with committee. Committee looks forward to the government's response to these recommendations.

Recommendation 12: That the Standing Committee on Government Operations recommends that the GNWT responds to this report within 120 days.

Thank you, Mr. Speaker.