Thank you. Just one last one, Madam Chair. Under the capital acquisition plan, it does name a few programs that are planned right now. I'm just wondering what the department will consider as part of the plan. Thank you.

Thank you, Madam Chair. Just one follow-up question with regard to income support. Will the department, Madam Chair, look at the policy with regard to income support? Thank you.

Thank you, Madam Chair. I'm going to go to the Aurora College again. Maybe I'll defer that and go into income support programs. This program does help some residents in the Territories...(inaudible)...of my region. I'm just wondering at this point in time, in the Minister's opening remarks he indicated they are examining income support levels for food and personal care. Does the department have any idea when the examination of income support whether to increase in the communities will be available? Thank you.

Thank you, Madam Chair. The experience that I have encountered in my region, again I will go back to the level of education, it is well known and I am aware of it that a lot of our young people, although they end up graduating from Grade 12, they still lack the education that's required. There are some Grade 11 students in some of my communities and they are supposedly in Grade 11, but they are at a level of about Grade 8. They say that the level of education is the same as in Alberta, Madam Chair. I think the department should at least try to ensure that our students are getting the required education as in Alberta.

I think the department should consider or review their programs in terms of the level of education in the small communities. I would like to see a comment from the Minister. Thanks.

Thank you, Mr. Chair. That is good to hear. Hopefully we can see the re-evaluation by the end of April as he mentioned. Another one that I would like to get into is the school system in his statement. Again, my colleague Mr. Yakeleya indicated the increase in graduates. Mr. Chair, I would like to ask the Minister, of those graduates, how many of those aboriginal people are actually up to par when they do go down to college or university? Thank you.

Thank you, Mr. Chairman. Once again, I would like to reiterate with some of my colleagues about the early childhood development program. This program is very important to the smaller communities because it does help the young children be able to work with elders, and also prepare them for the...(inaudible)...too. In the opening comments, Mr. Chair, the Minister indicated that the department will re-evaluate the program to determine if they can invest in the future. Mr. Chair, can the Minister find out how long this evaluation will take place in order to fund it further down the road? Thank you.

Thank you, Madam Chair.

Early Childhood Development

The Social Programs committee is very concerned with the sunset of parts of this very important initiative, particularly under the Department of Education, Culture and Employment. Anecdotal evidence has placed a very high value on the success of the language nest portion of this program as part of any successful early childhood development program, such as the Aboriginal Head Start Program.

There was general consensus between Members from both smaller and larger centres on the success of the program and the need to save it from being lost because of the failure to ensure ongoing funding. It was also recognized that the infrastructure is in place to continue this program, but there is a danger of losing this infrastructure if the program is allowed to lapse for any significant period of time. There was no advance evaluation done by the department on the success of the early childhood development programs affected by the sunset of the applicable funding.

The committee pointed out that in a direct and tangible way, language nests deliver many aspects of Education, Culture and Employment's departmental goals: better beginnings for children; support and resources for community involvement in the education process; and the promotion of aboriginal language and culture.

What's more, it is a program that has been successful in virtually every community across the Territories. Few programs attain this level of success across all regions. Young children have had the opportunity to spend time with elders where they are exposed to aboriginal language through storytelling at the time that the mind is most ready. They gain a strong foundation in their aboriginal language in a cultural context and are infinitely better prepared to learn once they enter the formal K to 12 education system.

The committee recognizes that current fiscal realities force this government to make some very difficult decisions. However, this committee feels that the aboriginal language nest program must be a priority at this time. Investments in the youngest members of our society ultimately pay off. Committee noted that language is fundamental to identity. Pride and competence in an individual's aboriginal language improves self-esteem, which directly translates to success in school, in post-secondary education and in employment. The far ranging benefits of language nest programs have been well documented in New Zealand and Hawaii, where they have been established for 25 years.

Committee members noted that the department is currently undertaking a review of the effectiveness of the sunset programs under the early childhood development program. The committee is very concerned, that a program, that by all accounts is successful, can be lost without any proper analysis as to its effectiveness.

Until such time, as committee members can be persuaded to the contrary, we offer the following recommendation:

The Standing Committee on Social Programs recommends that the department of Education, Culture and Employment continue to provide base funding for its early childhood development program at 2003-2004 levels and program delivery parameters.

This concern was passed on to the Standing Committee on Accountability and Oversight and was subsequently conveyed to the Minister of Finance.

Community And Family Support For Education

The committee recognizes the positive effects that community and family support have on the education process. Some Members commented that in smaller communities families are interested in what's happening at school and yet, in many cases, parents are hesitant to become directly involved. The committee supports Education, Culture and Employment to work with local education authorities to continue to foster increased involvement at the community level and to develop strategies to overcome barriers to family participation.

The committee supports a conception of education that recognizes culture and language as a vital component of the education process. A system that reflects the values of a community is more likely to draw involvement and support of family, which directly translates into increased success for students. A healthy individual self-identity is an important component in preparing school-aged kids for success in further education and productive life choices.

Quality Of School Programming In Communities

The committee was pleased to hear the Minister's comments that more students are accessing senior secondary schooling in their home communities. The committee applauds the work that has been done to implement grade extensions in communities. Grade extensions permit students to complete senior secondary education in their own communities where family and community involvement, and continued exposure to cultural heritage, provide the necessary support for students to be successful in school and for healthy personal development.

However, the committee did note that anecdotal evidence suggests a number of problems that substantially undermine the quality of senior secondary education in the smaller communities. Notably, students in a single class often range in age and grade level to such an extent that individuals are hindered in their ability to learn. Not only is this frustrating for students, but it is hugely detrimental for students who go on to further their studies in larger centres.

The committee would like to see an across-the-board standard of evaluation and a strategy to ensure that this standard is attained or exceeded by all Northwest Territories students, regardless of where they attend senior secondary school.

The Standing Committee on Social Programs recommends that a quantitative evaluation on grade extensions be undertaken to ensure that not only are students accessing senior secondary schooling in their home communities, but moreover that they are graduating with a quality of education that allows them to be successful and competitive if and when they pursue post-secondary studies.

Northwest Territories students in smaller communities deserve the same quality of education that their

counterparts in the regional centres receive. The Department of Education, Culture and Employment must ensure both quantity and quality in smaller communities. The committee looks forward to being apprised of a documented improvement in the quality of senior secondary education in smaller communities over the next four years.

Student Financial Assistance

The Standing Committee on Social Programs is concerned with the rapid increase in costs for the student financial assistance program since 1999-2000. From 2002-2003 actuals to the 2004-2005 draft main estimates, the budget jumped by $5.394 million, representing a 24 percent increase. If this proves to be an ongoing trend, it is alarming. Committee members are concerned that this kind of an increase over any length of time cannot be sustained.

The committee was informed during the review of the draft main estimates that the increase is due to increased uptake; more students are accessing funding for post-secondary education. The Minister explained that the level of funding available to students has not changed since a substantial overhaul of the program in 1999-2000.

It is well known that the cost of education is skyrocketing across Canada. According to StatsCan, Canadian undergraduate students paid an average of $4,025 in tuition fees for the 2003-04 academic year. This is up from $3,749 in 2002-03. The committee pointed out that the program will need to be reviewed again sometime in the near future. The concern is that student financial assistance costs are already increasing unsustainably, even without increases to funding levels to meet the rising costs of education.

The committee would like to see further analysis focusing on the sustainability of the program, to ensure that it is keeping up with students' needs and to see whether the program is attaining the desired outcomes. The committee looks forward to detailed examination of this program during the committee's review of all Education, Culture and Employment's income security programs.

Pipeline Employment Opportunities

The committee acknowledges the work the department and industry have done to date in delivering oil and gas training to the residents of the Mackenzie Valley. Committee Members support these efforts and encourage the department to step them up so as to be in a position to benefit from this one-time event. The committee stresses that preparations are essential and the window of opportunity is short. If residents of the Northwest Territories are not prepared, opportunities will be lost.

During the review of the draft main estimates, committee members questioned the Minister about the department's preparedness to cooperate with southern unions. The Standing Committee on Social programs was pleased to hear from the Minister that departmental representatives had held initial meetings with unions that will likely be involved in pipeline construction.

The committee cannot stress enough the importance of a cooperative approach to dealing with industry and their unions. A relationship must be developed if NWT residents are to receive the full benefit from the construction of the proposed Mackenzie Valley pipeline.

The department and its partners must be prepared to concentrate on the training necessary for northerners to qualify for the 250 jobs related to the operation of the pipeline. The committee will be looking for tangible training targets in September 2004 when reviewing the department's business plan for 2005-2008.

Services For 16 To 18 Year Olds

Members of the standing committee remain concerned with the gap in services experienced by 16 to 18 year olds who are no longer living with their parents or guardians. This issue was raised in the last assembly and resulted in the passage of Bill 22, An Act to Amend the Child and Family Services Act, on October 30, 2002. Changes to the act made the Department of Health and Social Services unequivocally responsible for children under the age of 19.

Nonetheless, individual Members of the Legislative Assembly are still contacted on a regular basis by 16 to 18 year olds who are having problems accessing the services they require to address their basic needs. It would seem that many of these problems result from a lack of awareness if frontline workers in the income support and health and social services fields have of recent amendments. The committee would like to see training for frontline staff so that they can ensure this demographic receives the services they require.

Harmonization

The committee understands the harmonization initiative has been put on hold and is looking forward with enthusiasm to working with the Minister of Education, Culture and Employment in reviewing and rationalizing income security programs.

The committee is expecting a new era of cooperative efforts between all departments involved in income security programs.

Madam Chair, that concludes the report of the Standing Committee on Social Programs on the review of the budget of the Department of Education, Culture and Employment. Thank you.

Yes, I am. Thanks.

Thank you, Mr. Chairman. That was my next question anyway. I think the question I was going to follow up with was does the nurse-in-charge rely on calling the physicians in Inuvik in cases like this where something important needs to be attended to? Thank you, Mr. Chairman.