Thank you, Mr. Speaker. Today, on behalf of my constituents, I would like to congratulate the graduates from the Deh Cho region. First of all, congratulations to Ms. Tina Gargan and Ms. Terry Landry from Fort Providence, who are both graduates of Aurora College, where they studied introduction to diamonds.

-- Applause

Ms. Gargan is now employed with Deton'Cho Diamonds here in Yellowknife. Also, Delmer Bonnetrouge of Fort Providence graduated from a security course he took with a company called SecureCheck here in Yellowknife. Mr. Clifford McLeod recently graduated from a two-year recreation and community service diploma program at Lethbridge Community College. Mr. McLeod is currently working on the completion of his practicum for the Hamlet of Fort Providence.

From the Hay River Reserve, Mr. Philip Fabian Jr. graduated from Grade 12 at Diamond Jenness High School. Mr. Allisdaire Lieshman just completed a two-year aircraft maintenance engineering program from Northern Lights College in Dawson Creek.

Mr. Speaker, I would also like to formally acknowledge Allisdaire's mother, Ms. Margaret Lieshman, for the great job she has done. Margaret is also the mother of Mr. Ian Lieshman, who recently graduated from the Marine program, and is now a captain on the Merv Hardie Ferry. I am glad to see that all her support and dedication is paying off.

Congratulations to the graduates from Enterprise: Melinda Mercredi, from management studies; Brett Clarke, from first year mechanics; and Lianna Clarke, from grade 12.

History has been made by the following two students, and they have received a lot of publicity. I would like to congratulate the Kakisa Lake students, Melanie Simba and Jennifer Simba. These two students received all of their education in the community of Kakisa and are the first to graduate from the new school that was recently constructed there.

I would also like to congratulate Lory Fabian from the Hay River Reserve, who completed her first year at Fairview College where she took a transitional vocational program.

Mr. Speaker, all of these graduates have generated a great deal of pride in their respective communities. These graduates have demonstrated to their communities that receiving their diploma is something special and achievable. Mr. Speaker, the people of the Deh Cho are very proud of all of these graduates, and we wish them much success. Thank you.

Thank you, Mr. Chairman.

Education, Careers and Employment for Adults - Apprenticeship Training

The department has identified a need for skilled trade persons in the Northwest Territories. The committee noted that over $400,000 was lapsed in the area of apprenticeship. The department indicates that one of the contributing factors for a decrease in demand for apprenticeship was that many people do not have the education levels necessary to enter into the programs.

Committee members also understand that many companies are reluctant to commit to apprentice programs targeting Northerners because of the low education level of residents. The members of the standing committee believe that the Department of Education, Culture and Employment must work closer with industry in identifying and getting Northerners into apprenticeships. There is also a need for the department to concentrate on adult basic education so that Northerners can take advantage of the apprenticeship program.

Adult Basic Education and Literacy

In the area of support for adult basic education and literacy, the department has dropped the ball. The committee is concerned with the reduction in financial support for adult basic education programs. For a number of northern residents, adult basic education must be taken before they can access apprenticeship programs. How is it possible for people to move into apprenticeship training and trades if they cannot get upgrading?

The committee was upset with statements the Minister made regarding the value of adult basic education programs and the lack of statistical support for his comments. In order to make informed decisions regarding programs, the department must have data on the success rate and value of these programs; statistics that are presently not in existence.

Committee members have received correspondence, filled with statistics, from non-governmental organizations that contradict the Minister's assertion that statistics are not available. Regardless, committee members agree that there is a definite need for data collection and tracking with respect to the value and success of adult basic education programs.

The committee brought to the attention of the Minister that many adult basic education courses are only offered during the daytime hours. In such cases, some adults wishing to pursue upgrading are not able to maintain daytime employment. Members would like to point out that by only offering adult basic education during the day the department is in fact, encouraging residents to quit gainful employment and go on income support in order to better themselves.

The committee also noted that in some regions adults are returning to high school for upgrading. This may be due to the diminished offering of adult basic education programs. The department was requested to do a cost comparison between the delivery of upgrading through high school and through adult basic education programs.

Oil and Gas Training

Members of the Standing Committee on Social Programs were pleased to see that the government has placed some priority on this activity by identifying ongoing funding and providing it to the department as part of its base funding.

The Department of Education allowed some committee members a cursory glance at material that was produced in co-operation with the Department of Resources, Wildlife and Economic Development for oil and gas training. Members would like to acquire copies of this material as soon as possible.

The committee holds the opinion that it is better to be proactive rather than reactive and encourages the department to move on this initiative now. Members caution the department that there is a need for identification and training for long-term job opportunities in the oil and gas sector, in addition to the short-term construction and exploration jobs that the proposed oil and gas training program seems to focus on.

Student Financial Assistance

Although the Student Financial Assistance Act was amended in the past Session, the committee feels that there are still some parts of the program that need to be changed to suit the needs of students. The department is investing in distance learning so that individuals may access post-secondary courses over the Internet. Presently, no section of the Act offers support for learners enrolling in distance education courses.

Currently, the department has one central agency for the disbursement of student financial assistance. The department agreed to look at community control of SFA disbursements.

Committee members are being made aware of many problems with the regulations that implement the redesign of the Student Financial Assistance Program. The application form itself is bulky because of income information required to determine whether a student is eligible for the Millennium Scholarship Fund. Some members of the committee have questioned the ability of most people to comprehend the questions asked in the application form and whether it is necessary for all students to fill out the section that addresses Millennium scholarships.

Members are concerned that the policy covering disabled students and the funding available to them may not be sufficient to meet the needs of particular students. The Minister may need the latitude to increase the amount available to a disabled student. It is not clear to members that the Minister can make exceptions on available funding.

Members were also concerned with the Minister's reply to the committee on grandfather rights for eligibility of the students presently accessing the Student Financial Assistance Program. This was provided in response to the committee questions during the review of the proposed redesign of the Student Financial Assistance Program.

Committee members do not believe that the department has the same understanding as the committee on what grandfather clauses accomplish. To committee members a grandfather clause would mean that a student would maintain their previous eligibility under the new system. Committee members are aware that the department's new eligibility definitions reduce benefits for students already receiving student financial assistance.

This was not the understanding that committee members had when they agreed to let the Minister provide details on continued student eligibility after Members approved the amendments to the Student Financial Assistance Act. To say that committee members are disappointed would be an understatement.

Members are sure that many more concerns about the new Student Financial Assistance Program will come to light over the next few months. The committee will work to ensure that the Student Financial Assistance Program will be fair and accessible for northern students.

Integration of Income Support and Disability Pensions

The members of the Standing Committee on Social Programs are aware of programs in other jurisdictions that provide medical and financial help to permanently disabled residents. This assistance is basically a set amount, or pension, which when combined with all other sources of income allows the individual to not fall below a prescribed income.

In Alberta there is the Assured Income for the Severely Handicapped (AISH) Program which provides medical and income assistance to adults with permanent disabilities that severely impair their ability to earn a living.

People only receive AISH if they have exhausted all other possibilities for training, rehabilitation or employment. The current Income Support Program in the Northwest Territories as administered by the Department of Education, Culture and Employment makes no allowance for this possibility.

People with permanent disabilities are expected to make productive life choices, like other income support recipients, regardless of whether these choices represent any meaningful gain for the disabled persons. In some cases that members are aware of residents receive too much money from the Canada Disability Pension to be eligible for Income Support.

In Alberta, AISH clients are also eligible for medical benefits such as prescription drugs, glasses, dental work, medical travel and ambulance services. Committee members envision a similar role for the Department of Health and Social Services in an integrated service delivery model in conjunction with the Department of Education, Culture and Employment.

The Standing Committee on Social Programs recommends that the Minister responsible for Education, Culture and Employment, in co-operation with the Minister responsible for Health and Social Services, develop a model that ensures a minimum level of income for permanently disabled residents, and an assured level of healthcare benefits.

Culture and Heritage - Languages Strategy

The committee is of the opinion that the government must revitalize and enhance their efforts to preserve aboriginal languages in the Northwest Territories. The present approach is not successful. The department plans to release a draft language strategy in June 2000. A review of the Official Languages Act is to be carried out at the first Session in 2001. The committee encourages the government to assume a more constructive approach in the preservation of all official languages of the Northwest Territories.

Human Resources

The committee noted that the department lapsed over $400,000 in the Public Service Career Program. This lapse is more than the $250,000 identified for the recently announced Staff Retention Policy. Committee members are concerned that if the same conditions are attached to the Staff Retention Policy as are attached to Public Service Career Training Program they will be asking why the funding for the Staff Retention Policy lapsed during the next main estimate review. The committee will be monitoring the situation.

I want to ask if that means going in directly by having someone going into the community and talk to them. Who do they talk to? Or do they just put an ad up?

One final question, I touched on it a little the other day, I would like to ask for a more specific answer. It is in the area of consultation process for permits. I would like to ask the Minister to explain to me what that process consists of.

I was hoping the Minister would be able to tell me in terms of the number of years we can expect the inventory to be completed in the Deh Cho. Can I rephrase that question to offer that kind of answer?

Thank you. The Minister has indicated that they are several years behind. Could he tell us when we can expect to see the Deh Cho inventory done? When does he anticipate that?

The possible solution that was discussed at a meeting on the Hay River reserve about a month ago was the idea of contracting out some of the timber inventory or analysis. I would like to ask the Minister if he would consider that in order to fast track some of this work.

I have a question regarding forest inventories, especially in the Deh Cho. The Deh Cho has a huge potential in the area of timber and we have a number of sawmills in the region. There are plans for some of the communities to set up a log re-manufacturing plant on the reserve. A lot of the chiefs have voiced the concern that there is a lack of inventory in the region. It has been a problem that has caused concerns about the permits that have been issued up until now. It is a problem trying to measure some of the economics for the future.

Some of the chiefs are reluctant to give approval until we know what our timber inventory is in the region. I know some work has been done in the Deh Cho, Cameron Hills and Red Knife areas. I would like to ask the Minister if there are any plans to complete the timbering inventory in the Deh Cho area.

Thank you, Mr. Speaker. I will take this opportunity to state that this road is not safe. I look forward to meeting with the Minister. Thank you.