Jackson Lafferty

Mr. Speaker, part of the process will be that we have regional representatives and career development officers, as well, even from our headquarters. Yes, I totally agree with the Member that those regions that have an economic boom that’s happening, we should be focusing in those areas, whether it be the Sahtu region or the Deh Cho region. More specifically, now we are talking about the Sahtu, how we can prepare our individuals, community members so they can enter the workforce, what kind of training is required. More specifically, producing those individuals, those Grade 12 graduates and...

Mahsi, Mr. Speaker. Yes, that is our overall goals and objectives. That’s the very reason why we are re-evaluating and re-looking at our overall education system. More specifically in the small communities, whether it be the Sahtu region, Colville and the small communities, we’ve been told that their education system is not compatible or comparable to the larger centres. So those are some of the areas that we are currently making some drastic changes. So it will reflect on that, as well, and yes, we want those individuals to be Grade 12 graduates or even entering the Trades Access Program so...

Mahsi. Not only the Sahtu region but we’ve done that in other regions, as well, other communities where there’s a high demand of individuals that need to retain or even go after a driver’s licence, whether it be a Class 5, Class 3, Class 2, or Class 1. There is interest in the communities. Obviously, there will be a proposal submitted to DOT along with ourselves, Education, Culture and Employment, because we do have some funds to offset the costs, as well, working with the stakeholders, the steering committee that has been established. So, yes, I will be working very closely with the...

Mahsi, Mr. Speaker. Yes, the needs assessment has been completed and there’s been a lot of work by the stakeholders providing input into the workforce environment that will be required in the Sahtu region.

At the same time, there are various stakeholders like industry and representatives of the college. That is some of the work that now we need to figure out, okay, how can we move forward developing action plans towards producing those talented individuals from the community perspective. Mahsi.

Mr. Speaker, I am very proud of the Department of Education, Culture and Employment’s work to promote and preserve the culture, heritage and languages of the NWT.

As a northern people, our culture is rooted in the land and created in the places where we live and practice our daily lives. Northern culture is unique, woven together from our diverse experiences and incorporates our heritage, stories, spirituality, traditional knowledge, languages and creativity.

Mr. Speaker, ECE is entrusted with the crucial role of ensuring our languages, culture and heritage are transmitted to future generations...

Yes, we’re fully aware of that process itself. We had to construct these renovations into our school system before school started in September and before the JK started. So the only opportunity we had was over the summer while there were no students in the school system. That was the only opportunity that we had and we needed to move forward or else we would have been challenged with the space and the infrastructure, delivering Junior Kindergarten in these three particular schools. Mahsi.

Mr. Speaker, those individuals who are writing the trades entrance exams, it’s not only the Sahtu region that may have failed their trades entrance. We have to focus on how we can assist those individuals. Let’s come up with a solution. Let’s put our brains together with the departments and the community and also the regions on how can we come up with a solution to have those individuals pass trades entrance exams.

That will be my focus with my department, focusing on the Sahtu region so we can have those individuals pass their trades entrance so they can be prepared for the workforce. Mahsi.

Mahsi. Yes, those are the discussions that we are currently having, even directing my department to focus on those areas. There’s been a needs assessment that’s been completed just recently and that will give us the facts on what’s required, what kind of training should be delivered in the region and education and experience levels. So those are the facts that we will be working on with the college and with my department.

Specifically on Grade 12 graduates, they should be entering trades or college or university programming instead of upgrading. We’ve been told that before and I’m fully aware...

I’m glad the Member is raising the profile because it is very important to have a career development officer in the communities. They are our partners as well. They are there to make some community awareness of where individuals should be aspiring, whether it be very successful entrepreneurs, in the technician area, or other professional fields in their community. Those are the individuals that we will continue working with, and other support groups. The stakeholders are very key and also very interested and part of the solution as well. Those are some of the stakeholders that we will continue...

Mahsi. When the Member first introduced what’s required at the community level, that’s been identified, like heavy equipment operators. There are rock crushers, blasters, project management and various other trade positions as well. We are currently dealing with the college on the best way to deliver that at the regional level, even at the college campuses.

Those are just some of the areas that we are currently discussing, and based on that, we will be developing an action plan to deal with the implementation of the first year, second year, third year phased approach. Mahsi.