Statements in Debates
The quickest answer would be everyone. We’re all responsible. We provide funding to the school boards. Even the parents and grandparents have to play a part. The school programming, there is an accountability framework that happens where my department and I work closely with the divisional boards to make it a success for the students. When we say who is responsible, I believe that we are also responsible. We have to make sure that the school boards are following the Education Act and the money that flows to them goes to the direct cause of student success. Those are just some of the areas that...
Mahsi, Mr. Chairman. We did over time receive correspondence from the college. Just recently we received one that showed an expression of interest on the campus itself. That is an area that we are currently exploring within our department. We will be going through the capital planning process, and it will be addressed at that level too.
Mahsi, Mr. Chairman. Some of the areas that we talk about, the heritage centre, $491,000, the cultural projects, preserving, identity enhancement, traditional cultures, and contribution to administration and operations, those are just some areas that will capture it. I understand where the Member is coming from with the arts council. New Northern Arts Program does capture to some degree northern film, part of the heritage.
I do take the Member’s comments into consideration, and we can definitely, well, we do have some highlights of what kind of organizations we currently sponsor. Based on that...
Yes, Mr. Chair.
Mahsi, Mr. Chair. Heritage centres do receive funding, as well, of $491,000. Again, arts councils, culture projects, cultural organizations, when you really look at it in detail, cultural organizations, cultural projects do capture heritage because you work closely with the museum. In the Sahtu region there was a project on the go with ice. So those areas do capture heritage. It may not be upfront, but almost every one of them do capture heritage. Mahsi.
I do believe they do. There are steering committees in place to deal with industry’s needs and also community needs based on their assessment. Through various agencies we’ve been working with as a department they have produced data on individuals that were trained, what year they were trained, and how many are available to work and so forth. We do have that information available through our department and our regional representatives.
Mahsi, Mr. Chairman. I’m trying to find that information here. The information we have, of course, is based on projection and the enrolment, if it goes down, reflects on the actual budget. Unless my director has more detailed information that he can follow up on.
We can share it with the Members.
Mahsi. There have been some modules that individuals had to take in the past. It was a part of the certification program. Now we are delivering a diploma program, and if the student is enrolled full-time, then they should be able to complete the program in two years. Again, we’re working closely with the college on this.
There are certification students that are part-time students. Even the diploma program, some are part-time, some are full-time. So it does fluctuate in how long they take on the program, but we’ll provide the Members with the information from the college. Mahsi.
The overall plan not only of the Mine Training Society but within my department, the Labour Market Development Agreement both from the federal government, we want to reach out to all communities as best as we can. Through the Mine Training Society, the Hay River Reserve and also Fort Providence, and also Kakisa and the surrounding communities, that we can definitely approach and work with the leadership and work with the educators in the communities, as well, also industries. Industries are all partners in this venue.
I will invite the Member to have a more detailed discussion on this...