This review will include collaboration with the Nunavut Teacher’s Association to determine how to credit prior learning, and to link the program with teacher education courses. 76. Teaching resources from other jurisdictions will be adapted for Nunavut’s cultural and linguistic priorities, based on Inuit Qaujimajatuqangit. Catalogo Mega Mall Published on Aug 31, 2020By Sportline America. The Department will be providing the following information to the Legislative Assembly: 78. Letters dated 27 March 2012 and 20 November 2012 were sent to the Legislative Assembly outlining the Department’s willingness to provide information during the Assembly’s review of the Education Act. Of the eight schools we audited, five offered Kindergarten to Grade 3. an assessment of current and needed learning resources for curriculum and inclusive education, and an action plan to move forward; the impact of external factors on the implementation of the, identified areas to improve student success (attendance, numeracy, literacy, and bilingualism); and. 80. Agreed. Inclusive education requires teachers to deliver a differentiated approach to the curriculum. (64–69). This is vital to ensuring that students in Nunavut receive the high-quality, bilingual education that is key to the future well-being of both individuals and society. Many of the related requirements require long-term effort, including recruiting and creating new resources and providing support to various stakeholders, such as District Education Authorities and school staff. As part of this review, the Department will survey principals during the upcoming District Education Authority (DEA) and principal in-service this fall 2013. However, educational achievements and outcomes in Nunavut are lower than in other jurisdictions in Canada. A curriculum is a set of subjects that make up a course of study in a school. Among middle school students (grades 7 to 9), the attendance rate was only 68 percent; among high school students (grades 10 to 12), it was 57 percent. The current plan is to complete the regulations by the middle of the 2014–15 school year. 71. Once Nunavut was created, the new government’s Department of Education continued to operate under the legislation inherited from the Northwest Territories. Its detailed responses follow the recommendations throughout the report. The Department of Education should identify areas in which training is needed for language specialists and individuals hired under letters of authority to fill teaching positions. There will be a renewed focus on data sources and collection to enhance the quality of reliable, relevant information concerning the education system. Tools and resources. 77. Assistant Auditor General: Ronnie Campbell The Foundation for Inclusive Education: Inuglugijaittuq, In Nunavut document supports inclusion, where all students receive an education based on individual goals achieved through adequate support. Extra support. Further, the Department is not meeting the Act’s bilingual education requirements and has not determined how many bilingual educators are needed to meet the requirements of the Act. Approximately 85 percent of Nunavummiut speak an Inuit language (either Inuktitut or Inuinnaqtun) as their mother tongue. Consequently, the Department has had to take additional time to translate the teaching resources after development. The Education Act requires principals to promote regular and punctual school attendance. 37. In Nunavut, teachers need bilingual resources to teach the curriculum in Inuktitut or Inuinnaqtun. We found that the Department has provided training on many provisions of the new Education Act since it came into effect, such as training related to positive school environments. The schools will face greater challenges to meet bilingual education requirements as more and more grades need to become bilingual. 0000001408 00000 n 45. Schools are required to submit reports to the Department of Education and District Education Authorities. Because of the Nunavut Agreement and the duty-to-consult principle contained in multiple Supreme Court rulings, most of Bill C-15 may actually be redundant. It was recognized both within and outside the Department that implementing the Act would be a major undertaking and would take significant time, not only because of the task itself but because it was to be performed at a time when Nunavut’s education system was not fully mature. The Department has organized the curriculum around four integrated content areas, each of which applies throughout all grades. The Act states that every student shall be given a bilingual education and that, by the 2019–20 school year, the bilingual education requirement is to apply to all grades. Further, the curriculum is to be based on the principles and concepts of Inuit Qaujimajatuqangit (see Exhibit 2). The Department of Education should provide mandatory training on differentiated instruction and related ongoing assessment to all Nunavut teachers and student support assistants. The Department also uses language specialists who are not responsible for a grade level but teach language or cultural skills. Inclusive Education in Nunavut. We found that the planning documentation identified priorities, as well as areas that required consultation and cooperation with stakeholders. However, principals do not analyze or document whether these initiatives are making a difference in the involvement of parents or the attendance of students, and the Department does not require them to do so. At this time, Inuktitut was taught as a subject area, like a second language. According to the Department, the boards were responsible for funding, staffing, policies, and programs. The Department is committed to streamlining principals’ monthly reports and reviewing the reporting procedures to better identify reporting requirements. This information will help to determine how to meet the bilingual requirements in the short and medium term. Attendance and parental involvement. We audited eight schools (covering Kindergarten to Grade 12) within five communities, from all three regions of the territory. Without such an analysis, the Department does not know whether students are being properly prepared in the classroom for the exams, whether teachers need additional support in providing classroom assessments, or whether different assessment tools and approaches are required. inclusive education, curriculum, and parental involvement. Under the Act, the Minister must establish the curriculum for Kindergarten and grades 1 to 12. Based on our audit findings and our discussions with senior managers and departmental officials, including in the five communities we visited, we identified several obstacles to the Department’s implementation of the Act. The Curriculum and School Services division conducts research into Inuit Qaujimajatuqangit, an Inuktitut term meaning “that which has long been known by Inuit.” This concept is the foundation of Inuit knowledge and philosophy, and characterizes Inuit culture. The requirement is to be implemented gradually (Exhibit 3) according to one of the three bilingual education models selected by the District Education Authority. This information can also be used as part of the legislative review. Its budget for K–12 School Operations and for Curriculum and School Services was approximately $171 million in the 2012–13 fiscal year. Regional School Operations staff members also provide pedagogical support and training within the schools. For example, schools hold community feasts or invite parents to the school as part of a family literacy initiative. Recommendation. Senior officials informed us that they believed the financial resources were adequate for doing what was needed under the plan, but that filling positions was a challenge. The group was responsible for guiding and approving the development and management of a multi-year Education Act implementation plan. 74. We examined the Government of Nunavut’s Department of Education because it is the department responsible for education from Kindergarten to Grade 12 (K–12) in Nunavut. We examined whether the Department met key reporting requirements. additional support to help students stay engaged and succeed in their education (including more teachers and other staff). Each community has an elected authority, whose duties include setting school policies on student behaviour, attendance, and discipline, as well as promoting the value of education to students, parents, and the broader community. However, Nunavut has a history of formal education being delivered in English. To implement the requirements successfully, the Department needs information about whether it has enough qualified bilingual teachers to meet the current bilingual education requirements for Kindergarten to Grade 3, as well as the number of bilingual teachers who will be needed in the future. reported to the Legislative Assembly on the implementation of the Act. 85. The Planning and Reporting Committee will revise the current template as needed. Many of the requirements under the Education Act involve long-term effort, including recruiting and creating new resources, and providing support to the responsible parties (such as District Education Authorities and school staff). Some parts of the Act give legal reinforcement to practices that were already established in Nunavut schools. 5. bilingual education for all students by 2019–20 school year (an Inuit language and either English or French); incorporation of Inuit culture into all aspects of the education system, including community consultation and involvement of elders; direct roles and responsibilities for elected District Education Authorities; and. RPAN’s programs (e.g., summer day camps, multi-sport camps, after-school programs) include staff training to ensure an inclusive environment is created for all children and youth. We examined whether the Department developed the tools and put resources in place to implement the bilingual requirements of the Act, and whether the schools we audited met or were on track toward meeting the bilingual requirements. At the time of our audit, the Department was on track for meeting its revised schedule for developing regulations. Agreed. In 2002, a proposed made-in-Nunavut Education Act failed to receive the approval of the legislature. The Department received approximately $17.5 million up until March 2012 to implement the Act. 33. The Department agrees with all of the recommendations. It also included delivering training to schools and District Education Authorities, and planning for and conducting consultations. We found that the Department has developed 50 percent of its sets of teaching resources to date. For example, parents are responsible for ensuring that their children come to school ready to learn, and parents should promote regular and punctual school attendance. This includes bilingual education for all students by 2019–20. Management informed us that several activities, such as curriculum development and reporting, were affected by capacity issues. 61. 53. determine the extent to which current strategies for addressing the shortage of bilingual teachers need to be adjusted, and decide whether additional measures are required. The Department has identified many of the same challenges as the Office of the Auditor General in implementing the Education Act and has taken steps to. A legislative review was to occur in the 2011–12 school year and every five years thereafter. 0000000794 00000 n “The current level of inclusive education services in Nunavut is grossly inadequate,” NTI’s submission continues. We also interviewed officials from the Department of Education as well as school staff, representatives of District Education Authorities, and stakeholder groups. Unfollow this profile? Among these are. A working group was formed in 2009, consisting of the Deputy Minister and managers from headquarters and the territory’s three regions. It will include existing educators’ training and language skill sets, and where placements are needed to fulfill bilingual obligations. Low attendance is a serious problem in Nunavut. The Department of Education should decide on. We did this for the six key elements of the Act that we audited. Further, the fact that English is often spoken in the home affects the Inuit language skills of students entering school. The guide includes the teaching resources developed to date by the Department. To compensate, Inuktitut and Inuinnaqtun teachers are developing their own teaching resources or translating material that is available only in English. The directive will be in-serviced at the upcoming regional principals’ meetings early in the 2013–14 school year. The Department will collaborate with the Nunavut Teacher Education Program to develop a Memorandum of Understanding to track the number of bilingual students who enter and successfully complete the program annually. School attendance rates are low. 25. Under the Education Act, students are entitled to have their educational program adjusted, and to receive adequate support to meet their learning needs and achieve curriculum outcomes. It will include existing educators’ training and language skill sets, and where placements are needed to fulfill bilingual obligations. 0000000713 00000 n Inclusive Education Regulations, Consolidation of Current to: 2013-08-13 (b) must be familiar with education in Nunavut; and (c) must have, or be willing to develop, an understanding of the approach to inclusive education in Nunavut and an understanding of Inuit values and how they relate to the assessment. For the key elements of the Act, the Department has. However, it underestimated the level of effort required to implement the legislation. Principal: Michelle Salvail By the time students with this attendance rate graduate from high school, they will have missed the equivalent of more than three full academic years. During the 2011–12 school year, only one of these five schools met the requirement for bilingual education in those grades. Submitted by skalluk on June 1, 2016 - 10:41am. We were told by officials that the 2019–20 bilingual education goal will not be met. 0000007546 00000 n The Department should analyze the information it has on the difference between the marks obtained by students in the classroom and on the Alberta exam, and should identify potential areas for improvement based on this analysis. We audited the individual student support plans for 35 students and 48 student assessment files chosen randomly from student lists. Despite efforts to increase the number of bilingual educators, the Department is not meeting the Act’s bilingual education requirements. School name Address City Postal Code Phone Number; Nunavut Arctic College: 502 Niaqunngusiariaq: Iqaluit: X0A 0H0: 867-979-7200: Capital city. In 1969, the partnership between the churches and the Canadian government ended and the Government of the Northwest Territories took over responsibility for education. Nov 24, 2015 - Some families in the Nunavut community of Arviat say they're upset about a new policy that will prevent students with low attendance from attending the . Fluency in Inuit Languages. The goal of the new Act is to ensure that the vision and beliefs about education held by Nunavummiut are embedded in schools and in the education that students receive in Nunavut. Recommendation. For three days, the standing committee on legislation listened to over a half-dozen witnesses speak and answer questions about the bill. 17. Regional School Operations staff, such as school superintendents and executive directors, were assigned the tasks of developing implementation tools and delivering training; at the same time, often they were responsible for managing Regional School Operations offices, supervising schools, facilitating children’s education, and assisting District Education Authorities. 24. Review Board Clerk 14. It should include the following information: The Department’s response. 84. The Department has not determined how many bilingual educators will be needed each year to meet the 2019–20 goal. 20. In an effort to address the gap between classroom marks and final examination marks, a working group in the Department has completed a directive on marks differentiation. We found that during the 2011–12 school year, the Department met the bilingual education requirement for those grades in only one of the five schools. 15. 7. 9. For example, it has been difficult for the Department to hire staff with the required expertise to develop the new resources, particularly in the Inuit languages. 3rd Session; Document Number: 137-4(3) TD date: May 31, 2016. Currently, the Department has data on the number of bilingual teachers and language specialists. Training. 44. Source: Government of Nunavut, Department of Education documentation. The Department of Education is responsible for implementing Nunavut’s Education Act (2008), including ensuring that District Education Authorities and schools in Nunavut have the resources they need to carry out their responsibilities under the Act and related regulations. Recommendation. However, Nunavut is a very distinct jurisdiction, with specific cultural and language needs in comparison to other jurisdictions. provided the tools and resources to meet the requirements under the Act and its related regulations/guidance, and. 64. Departmental officials cited the contributing factors to be the language of the exam—the exam is written in a language other than the students’ mother tongue—and the assessment methods used by Nunavut schools. approved regulations, directives, and handbooks; training on how to deliver and facilitate inclusive education and assessment; and. In a letter, NTI wrote that Bill 25 “sidesteps accountability for a decline in attendance and student achievement rates and its lack of services for inclusive education.” We concluded that the Government of Nunavut’s Department of Education has not adequately managed most aspects of implementation of the Education Act. The Operations Manual for Nunavut Schools requires that principals report monthly to the Regional School Operations offices, on a variety of information. Another reason is that, at times, student support teachers have to perform other functions in schools, limiting the time they have available to assist teachers and students. This course will focus on a deep understanding of diversity and inclusivity as catalysts for organizational success. Although the Department of Education has provided some tools, such as regulations, to meet the requirements of the Act, there are still many areas where tools and resources are required. The authorities are also responsible for monitoring school plans and providing direction to principals on how to administer schools. In addition to completing the legislative framework that permits full implementation of certain topics in the Act, regulations give departmental staff and District Education Authorities more detailed information about how to perform their duties. According to the Education Act, a review shall include an examination of the administration and implementation of the Act, the effectiveness of its provisions, and the achievement of its objectives. 0000008222 00000 n As a result, the Department has not used information for the purposes of identifying the impact that the Act has had to date or enhancing ongoing implementation. Officials told us that various challenges have limited progress in developing made-in-Nunavut teaching resources. Challenges. The Inuit organization says Nunavummiut can’t receive an adequate education in a system woefully unprepared to accommodate Inuit culture, the special needs of … 51. This is in line with the findings of the 2006 Census of Canada, which reported that only about 65 percent of Nunavut respondents spoke Inuktitut at home. Students move from grade to grade with their peers but are assessed each year to see where they are on a continuum. In our view, the Department will need to reassess its approach to developing the remainder of the teaching resources. current and future needs for bilingual educators, and the Department’s capacity to meet the 2013 to 2020 bilingual education requirements of the Act. We visited eight schools in five communities and reviewed files from all of these schools covering the 2009–10, 2010–11, and 2011–12 school years. 0000001278 00000 n To do this, teachers need to conduct continuous learning assessments that will show where each of their students stands. 58. The group was created as a forum for discussion, decision making, and oversight regarding all of the Department’s implementation activities aimed at meeting the Education Act requirements. The Department has identified many of the same challenges as the Office of the Auditor General in implementing the Education Act and has taken steps to, Inclusive education—The opportunity for all students, regardless of individual challenges or differences, to attend regular classes with children in the same age group, and to receive an education based on individual goals and achieved through the use of adequate support. 43. The Department developed a plan that specified what was needed to implement the Act as of fall 2009. Audit work for this report was completed on 31 May 2013. Assessment. The Department will work with Nunavut Arctic College to revitalize the Language and Culture Instructor Diploma program to deliver basic instructional programs to language specialists and potential Inuit language instructors. When the Education Act was passed in 2008, the Department had already been working for almost a decade to develop made-in-Nunavut teaching resources. Without made-in-Nunavut teaching resources, the education system cannot fully reflect the Inuit Qaujimajatuqangit foundation on which the curriculum is based. CASCADAS MALL CATALOGO Published on Aug 31, 2020By Sportline America. We focused on the implementation of six key elements of the Education Act: The audit included all three regions of Nunavut. 62. The plans are tools for addressing the specific educational needs of individual students and assisting in their inclusion in the classroom. 29. To learn more about the Nunavut Territory and your education options, please visit www.gov.nu.ca. The Department is committed to reviewing expectations and training programs for language specialists and individuals on letters of authority (LOA). Agreed. For example, although teachers and principals deliver the required curriculum, the Department must develop it. Nunavut Approved Curriculum and Teaching Resources Included in this document are grade-specific lists of teaching resources that are approved for use in Nunavut by the Department of Education. Responsibilities outside the Department. The Department has a documented plan in place to implement the Education Act. 1. This process will be clearly communicated to educators and parents. One reason we were given is a lack of training for Nunavut teachers and student support assistants in differentiated instruction, which is a key component of inclusive education. (46–51), 62. 63. Agreed. Under a differentiated approach, however, a teacher might be responsible for a group of students with widely varying capabilities, learning different things and using different materials. 70. An external review of inclusive education is being planned, and will identify gaps in aid or support to students on ISSPs. Major changes include. 83. It should also consider other options, such as adapting resources from other jurisdictions for use in the Nunavut education system. School teams will be expected to review ISSPs on an ongoing basis throughout the school year. develop a DEA Administration manual to help clarify roles and responsibilities. We were told by departmental officials that the District Education Authorities’ need for additional training or their inability to carry out assigned responsibilities created additional work for the school and for Regional School Operations staff. However, teachers and senior management have expressed concern that some individuals hired under a letter of authority lack formal training in areas such as teaching techniques and assessment, and that this practice has had an effect on the quality of education received by students. Inclusive education—The opportunity for all students, regardless of individual challenges or differences, to attend regular classes with children in the same age group, and to receive an education based on individual goals and achieved through the use of adequate support. Although the Education Act came into force only in 2009, we decided to conduct an audit now to examine whether the Department is on the right track in implementing the Act. Services for school-aged children are essential and include supports, … We agree that more detailed information on the gaps in human resources to meet bilingual education requirements is needed. Cancel Unfollow. Our Education Act directs us to use Inuit Qaujimajatuqangit as the foundation for everything we do. 67. Degrees of Success 2020 — a report on education in the Northwest Territories and Nunavut. Nunavut Tunngavik Inc. is calling the territory's inclusive education — a policy that aims to meet students' special learning needs — a "national embarrassment" due to a "grossly inadequate" level of available services. Audit work for this report was completed on 31 May 2013. Several reports indicated that students attended class less than 50 percent of the time, with attendance dropping as low as 27 percent. 45. To address the insufficient number of qualified bilingual teachers, the Department has used letters of authority to hire individuals to meet bilingual education instruction needs. 27. Official bird. The Department of Education should provide information on the progress of implementing the Education Act to the Legislative Assembly for its review of the Act. A smaller percentage of the territory’s high school graduates go on to post-secondary education. the key information it needs to receive from principals so that it can monitor implementation of the. The Department is committed to adapting existing teaching resources from other jurisdictions according to direction given by our Minister. Internal reporting. Exceptionality Education Canada, v11 n2-3 p5-31 2001. We will provide support to school staff in the implementation of this directive. We also conducted interviews with departmental officials. This review will also include identifying the functions of language specialists in bilingual programs, and at what levels they are needed most within the school system. However, the Department has recognized the need to train bilingual educators for the future. We found that information on key elements of the Act, namely assessment and attendance, is not being used to identify the impact of the Act to date and to enhance its ongoing implementation. While bilingual education for these grades is a priority, the report provides no details about how the Department is achieving this goal or the extent to which the education system can realistically meet the resulting demand for bilingual teachers. Agreed. We found that attendance is being promoted in the schools through the use of incentives such as extracurricular activities and prizes for good attendees. We found that, as of June 2013, the Department had submitted only its 2009–10 report, which was more than a year late. Nunavut supports an inclusive education system (Exhibit 4). We found that, with the other demands on their time, principals do not always prepare and submit these reports. Similarly, teachers’ ability to teach will be affected if they are constantly required to adapt their lessons for students who do not attend school regularly. For the 2010–11 school year, the average attendance rate was 71 percent for all grades. 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