Thank you, Mr. Chair. I stand behind the report that was brought forth in the Legislative Assembly. The concern in terms of the timeliness of legislation has to be raised. I know that we are kind of at the tail end of the 18th Assembly. We were dealt a task, and part of that process was to undertake a level of consultations with the people of the Northwest Territories.

We are also, of course, dealing with another parallel process that was at the federal level in terms of implementing an income tax on petroleum products or carbon-based products. It was unfortunate that the task was for the...

Mahsi, Mr. Speaker. By now, most Canadians are aware of the history of residential schools. What they may not know is that there were also over 700 Indian day schools operated by the federal government between the time the first one opened in 1828 until the last one closed its doors in 1997. It is estimated that over 200,000 Indigenous children attended these schools. While these students were able to return home at the end of the day, many still suffered trauma, including physical, sexual, and emotional abuse at the hands of the authority figures entrusted with their care.

More than 35 of...

Mahsi, Mr. Speaker. You can also make sure that the school you attended is listed on Schedule K, which is the official list of federal Indian day schools.

Mr. Speaker, it is important that all of the residents of the Northwest Territories who attended federal day schools learn about their rights and obligations related to their settlement, which also covers people who have passed away since July 31, 2007. I encourage anyone who has questions to visit the official Federal Indian Day School Class Action website at www.indiandayschools.com. Mahsi, Mr. Speaker.

Is there a difference in engagement by the GNWT when an Aboriginal government is part of a broader self-government agreement like the Deh Cho process, versus a stand-alone government, such as the K'atlodeeche First Nations?

Thank you, Mr. Speaker. My questions are to Premier McLeod. Earlier, I made reference to the community of Ka'a'gee Tu First Nation of Kakisa and their aspirations as a Deh Cho community. What they are contemplating is the question: how can their relationship with the GNWT get better? I think that it is a great opportunity. I am going ask my first question to the Premier: can the Premier update this House on the status of discussions with Ka'a'gee Tu First Nations of Kakisa on their priorities? Mahsi.

Mahsi, Mr. Speaker. In 2012, the GNWT developed a respect, recognition, and responsibility strategy to engage with Aboriginal governments. Part of this strategy includes that Aboriginal governments are essential partners in shaping the future and creating opportunities and prosperity in communities and regions. [English translation not provided].

Mr. Speaker, small communities are constantly fighting for services that are taken for granted in larger centres. Their voices can be lost, and the government spends less time considering their needs. Ka'a'gee Tu First Nations have been working hard to...

I would like to thank the Premier for his reply. My second question is: is the GNWT currently planning any future engagements with the Ka'a'gee Tu First Nations?

Mahsi, Mr. Speaker.

Committee originally planned to hold public meetings in Fort Providence, Hay River, Inuvik, and Yellowknife. However, on May 8th of this year, two thirds of the way through the formal 120-day review period, committee was notified in writing by the Finance Minister that the GNWT had revised its carbon tax approach for large emitters, those emitting 50,000 tonnes or greater of annual greenhouse gas emissions. This was of concern to committee, which already felt that the GNWT's proposed approach to large emitters was too generous. Committee was advised that this adjustment was...

Mahsi, Mr. Speaker.

Subsection 7(1) of Bill 48 authorizes the Minister to, in accordance with regulations, establish a "post-secondary education advisory committee." The duties of an advisory committee include reviewing matters referred to it by the Minister, including the review of and the making of recommendations on applications for recognition as a post-secondary institution, and advising the Minister at his or her request on any matter respecting the administration of post-secondary education in the NWT. Subsection 7(2) requires the Minister to appoint a chairperson, a vice-chairperson...

Thank you, Mr. Speaker. I think we are on to something good here, so I will ask the Minister: will the Minister commit to bringing on board an Indigenous employee advocate who is tasked to work with the management to assist interested Indigenous employees seeking work with the GNWT? Mahsi.