43. The Minister of Education has responsibility for implementing the Act, and this responsibility is delegated to the Department of Education. 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. Regulation development. 3rd Session; Document Number: 137-4(3) TD date: May 31, 2016. Further, only one of five schools expects to be in a position to meet the Grade 4 bilingual requirements that come into effect in the fall of 2013. 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. additional support to help students stay engaged and succeed in their education (including more teachers and other staff). The Act recognizes the critical role of parents in education. Degrees of Success 2020 â a report on education in the Northwest Territories and Nunavut. 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. 32. This helps their next grade teacher to know each student’s strengths and areas that need improvement. RPANâs 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. The Department’s response. We agree that more detailed information on the gaps in human resources to meet bilingual education requirements is needed. 30. This article describes the legislative and policy provisions that support educational services for children with exceptional needs in Nunavut and the Northwest Territories, Canada. 72. We were told by officials that the 2019–20 bilingual education goal will not be met. In addition, the Department has not reported to the Legislative Assembly on implementation of the Act, as required. Review Board Clerk 14. 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. The Department will complete a three-year work plan to develop, implement, and evaluate differentiated instruction training. By comparison, schools in Whitehorse, Yukon, had class marks in various courses that averaged 4 percent higher than the related standardized exam mark that year. For the 2010–11 school year, the difference was 30 percent. O'Donoghue, Fiona. The directive will be in-serviced at the upcoming regional principals’ meetings early in the 2013–14 school year. Without made-in-Nunavut teaching resources, the education system cannot fully reflect the Inuit Qaujimajatuqangit foundation on which the curriculum is based. In a letter, NTI wrote that Bill 25 âsidesteps accountability for a decline in attendance and student achievement rates and its lack of services for inclusive education.â 40. Services for school-aged children are essential and include supports, â¦ 60. Delivering education in Nunavut is complicated by other factors, such as. Low attendance is a serious problem in Nunavut. develop a DEA Administration manual to help clarify roles and responsibilities. Regional School Operations staff members also provide pedagogical support and training within the schools. Inclusive Education Regulations, Consolidation of Current to: 2013-08-13 R-017-2011 2 Information About Inclusive Education 4. 88. The Department’s response. 82. Further, we found that only one of the five schools we audited expects to be able to meet the Grade 4 bilingual requirements that came into effect in fall 2013. The lack of qualified bilingual teachers is hindering progress toward meeting the bilingual education requirement. 75. 47. 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. The purpose of bilingual education in Nunavut is to produce graduates who are able to use both an Inuit language and English or French competently. A review may also include recommendations for changes to the Act. Not only are students’ educational needs not being met, but teachers face increased difficulty accommodating all students. District Education Authorities are also responsible for developing a policy to encourage students to attend school, as well as assist parents in promoting attendance. Principals are each responsible for managing their school, including its organization, administration, and operations. 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. Some staff in the schools we visited told us that English is often spoken in the home and that fluency in Inuktitut or Inuinnaqtun is affected. 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. This new legislation includes changes to the education system and structure created by the previous Northwest Territories legislation. In our view, the Department will need to reassess its approach to developing the remainder of the teaching resources. Schools have student support teachers, who lead the development and management of programs for students requiring program adjustments or special support. This has included conferences to train school principals and District Education Authority representatives. Reaching and Teaching All Students-A Model to Guide the Practice of Inclusive Education in Nunavut. The guide includes the teaching resources developed to date by the Department. Recommendation. Individual student support plans outline the support, services, goals, and expected outcomes for students who need extra assistance. We examined whether the territory’s Department of Education has adequately planned to implement the Act. Further, school initiatives are not consistently shared across regions so that schools can learn about best practices and implement these initiatives in their own school. 4. However, to ensure that improvements are continually sought in education quality, the Department should understand why such a large discrepancy exists. We also interviewed officials from the Department of Education as well as school staff, representatives of District Education Authorities, and stakeholder groups. We did this for the six key elements of the Act that we audited. Other parts of the Act introduce significant changes to address challenges facing the education system. The Department of Education should decide on. 0000001004 00000 n
We found that all schools we examined have initiatives in place to promote parental involvement but that these initiatives are done mostly on an ad hoc basis. 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. Major changes include. Built with the same quality and precision of CanMap, CanMap Rail provides the complete picture of Canadas rail infrastructure currently in operation, including railway lines classified as abandoned. The following is a list of recommendations found in the report. However, educational achievements and outcomes in Nunavut are lower than in other jurisdictions in Canada. 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. This report is also available in Inuktitut (PDF 711 KB). Fluency in Inuit Languages. 0000003707 00000 n
Teaching resources from other jurisdictions will be adapted for Nunavut’s cultural and linguistic priorities, based on Inuit Qaujimajatuqangit. The database will provide a more systematic way of reporting. Mr. Chairman, based on our audit work, we identified several obstacles to the Departmentâs implementation of the Act. 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. Challenges. All of the audit work in this report was conducted in accordance with the standards for assurance engagements set out in The Canadian Institute of Chartered Accountants Handbook—Assurance. We found that the Department put a structure in place to establish a plan for implementing the Education Act. The Authorities have repeatedly raised concerns that they are unable to perform assigned duties, or that they need more clarity and training about their responsibilities. Schools in Nunavut. 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. Official bird. The audit covered the period between 1 July 2009 and 31 May 2013. While the Office adopts these standards as the minimum requirement for our audits, we also draw upon the standards and practices of other disciplines. 23. 5. Within 12 months after the end of each school year, the Minister of Education is required to report to the Legislative Assembly on the education system in Nunavut. We also found that for 65 percent of the plans we examined, tracking of the student’s progress or the plan’s effectiveness was not documented. We found that the Department has developed 50 percent of its sets of teaching resources to date. Recent publications. Low attendance adds to the challenge of implementing inclusive education. To compensate, Inuktitut and Inuinnaqtun teachers are developing their own teaching resources or translating material that is available only in English. We examined how the Department of Education has managed the implementation of the Education Act. Why itâs important Implementing the Education Act, especially bilingual education, is a major undertaking. A smaller percentage of the territory’s high school graduates go on to post-secondary education. Assistant Auditor General: Ronnie Campbell We reviewed documentation related to the development of curriculum and teaching resources, and interviewed departmental officials, including teachers. For example, several attendance reports we reviewed indicated that students attended class less than 50 percent of the â¦ Source: Government of Nunavut’s Department of Education, 2013. Agreed. 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. Nunavut’s Education Act calls for phased implementation. 1. The Department will be providing the following information to the Legislative Assembly: 78. Though resources are available to help teachers provide inclusive education to students with differing abilities in the same class, there is a lack of training to support the delivery of this kind of instruction and support. 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. For example, staff members who were assigned implementation tasks had to carry out these duties in addition to their full-time responsibilities elsewhere in the Department. 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. The Department has not determined how many bilingual educators will be required over the next several years to meet the Act’s 2019–20 requirements for bilingual education. 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. Education Minister David Joanasie announced on Tuesday, Sept. 5 new plans to amend the 2008 Education Act and Inuit Language Protection Act. The Minister of Education is responsible for the overall administration of the Education Act, including ensuring that District Education Authorities and schools have the resources they need to carry out their responsibilities under the Act and its related regulations. 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). 18. the key information it needs to receive from principals so that it can monitor implementation of the. 80. 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. In the 1950s, most of the region’s education services were provided by missionaries and the federal government through different types of schools, including residential and day schools. As bilingual education requirements increase over time—as the Act calls for— schools will be further challenged to meet them. Document(s): â¦ Agreed. 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. We did not audit the quality of education in Nunavut. 39. Nunavut Tunngavik Inc. is calling the territory's inclusive education â a policy that aims to meet students' special learning needs â a "national embarrassment" due to a "grossly inadequate" level of available services. Approximately 85 percent of Nunavummiut speak an Inuit language (either Inuktitut or Inuinnaqtun) as their mother tongue. %PDF-1.6
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7. It also included delivering training to schools and District Education Authorities, and planning for and conducting consultations. For example, although teachers and principals deliver the required curriculum, the Department must develop it. The Department will review best practices in differentiated instruction training in other jurisdictions. determine the extent to which its schools meet the bilingual requirements for Kindergarten to Grade 3; determine the number of bilingual teachers needed in the short, medium, and long term to meet the bilingual education requirements; compare these requirements with the current and expected supply of teachers and identify any gaps; and, the key information it needs to receive from principals so that it can monitor implementation of the. Files did not always indicate whether the services were provided at the rate required, or whether the right services, such as mental health support, were made available. It is imperative that individuals responsible for implementation understand their duties under the Education Act and possess the skills needed for these duties. Recommendation. 14. As part of this review, the Department will survey principals during the upcoming District Education Authority (DEA) and principal in-service this fall 2013. Of the eight schools we audited, five offered Kindergarten to Grade 3. To do this, teachers need to conduct continuous learning assessments that will show where each of their students stands. The Operations Manual for Nunavut Schools requires that principals report monthly to the Regional School Operations offices, on a variety of information. In Inuinnaqtun-speaking communities, English was the language of instruction for each grade; in other communities, students were taught in Inuktitut from Kindergarten to Grade 3, with English introduced as the language of instruction around Grade 4. 64. The Department has a documented plan in place to implement the Education Act. Assessment. In 1969, the partnership between the churches and the Canadian government ended and the Government of the Northwest Territories took over responsibility for education. The lack of teaching resources is another barrier to meeting the bilingual education requirements of the Act. Agreed. Legislative & Policy Supports for Inclusive Education in Nunavut and the Northwest Territories. This issue applies to the implementation of the Education Act. We found that, as of June 2013, the Department had submitted only its 2009–10 report, which was more than a year late. For the 2010–11 school year, the average attendance rate was 71 percent for all grades. 84. 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. The Department also uses language specialists who are not responsible for a grade level but teach language or cultural skills. The Department’s duties and responsibilities under the Act are carried out by officials in three Regional School Operations offices, the Commission scolaire francophone du Nunavut, three Curriculum and School Services offices, departmental headquarters, and 43 schools operating in Nunavut’s 25 communities (Exhibit 1). Low attendance is a serious problem in Nunavut. Nunavut (/ Ë n Ê n É v Ê t / NUUN-É-vut; French: ; Inuktitut syllabics: áááá¦) is the newest, largest, and most northerly territory of Canada.It was separated officially from the Northwest Territories on April 1, 1999, via the Nunavut Act and the Nunavut Land Claims Agreement Act, though the boundaries had been drawn in 1993. (64–69). Nunavutâs education minister, David Joanasie, found himself in the hot seat last week during the fourth and final day of legislative hearings on Bill 25, an Act to Amend the Education Act and the Inuit Language Protection Act. It should include the following information: The Department’s response. The Act assigns significant responsibilities to the District Education Authorities. Both reviews are planned for this coming school year (2013–14). provided the tools and resources to meet the requirements under the Act and its related regulations/guidance, and. 66. 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. Under the Act, the Minister must establish the curriculum for Kindergarten and grades 1 to 12. 54. Education in Nunavut ... which is a key component of inclusive education. It requires students to be taught by qualified bilingual teachers, using bilingual curriculum and materials. The reports communicate information on the schools’ implementation of the Education Act, such as bilingual education, attendance statistics, and activities occurring in the school. Discussions will address what "diversity and inclusion" really mean and how they overlay on employees' and supervisors' role as a leader. It was also recognized that implementing a key feature of the Education Act, bilingual education, would require efforts not only by the Department of Education but also by parents, students, and the community. 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