Extra support. 84. 81. Implementing the Education Act’s bilingual education requirements is a major undertaking. We also conducted interviews with departmental officials. Internal reporting. Absence will affect a student’s ability to learn what is required to advance to the next grade. Challenges. For example, the report refers to mandatory bilingual education from Kindergarten to Grade 3 as an Education Act priority and accomplishment. The schools will face greater challenges to meet bilingual education requirements as more and more grades need to become bilingual. Finally, the Act requires students to attend school regularly and punctually. The Department has a documented plan in place to implement the Education Act. Document(s): â¦ Parental involvement is paramount to the success of any attempt by the Department to improve the quality of education in Nunavut. 80. The Education Act requires reporting within the Department and to the Legislative Assembly. Reaching and Teaching All Students-A Model to Guide the Practice of Inclusive Education in Nunavut. 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. 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. Although the Department knows there are gaps in its ability to staff bilingual positions, we found that it does not have information on the extent to which Nunavut schools meet the current bilingual education requirements for Kindergarten to Grade 3. 3. This helps their next grade teacher to know each student’s strengths and areas that need improvement. The plans are tools for addressing the specific educational needs of individual students and assisting in their inclusion in the classroom. The SIS will provide information regarding a student’s progress on the goals set out in each ISSP. Sign in. This problem contributes to capacity issues within schools. 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. 4. During the 2009–10 school year, students in Kindergarten to Grade 6 attended school an average of 80 percent of the time. In 2006, it worked with the Nunavut Arctic College to develop a 10-year educator training strategy; this included recommendations for addressing the shortage of bilingual teachers, such as offering distance education. The Department dissolved the boards and replaced them with regional offices, which had to recreate the services of the former boards. Low attendance is a serious problem in Nunavut. An external review of inclusive education is being planned, and will identify gaps in aid or support to students on ISSPs. 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. 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. 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. However, Nunavut has a history of formal education being delivered in English. This contrasts with social promotion, where students pass from grade to grade with their peers even though they have not mastered what they needed to learn and have not have received an individualized learning plan. Several educators and departmental officials told us that progress has been particularly slow in producing teaching resources in the Inuit languages, with those in Inuinnaqtun falling the furthest behind. The Department has organized the curriculum around four integrated content areas, each of which applies throughout all grades. Source: Government of Nunavut, Department of Education documentation. The Department assesses their progress against benchmarks. 23. We found that the Department underestimated the magnitude, in terms of time and effort required to complete some aspects of its implementation plan. Under the Act, principals must also submit operational plans for their schools. The Nunavut Education Act came into force in July 2009, replacing the Northwest Territories legislation. Management informed us that several activities, such as curriculum development and reporting, were affected by capacity issues. 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). District Education Authorities. 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. 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. Recommendation. 27. Schools provide additional support to children who need extra assistance. Training. The Department’s roles and responsibilities. Low attendance adds to the challenge of implementing inclusive education. School principals and Regional School Operations staff are expected to support the authorities in fulfilling these duties. Despite these efforts, the Department told us that the Nunavut Teacher Educator Program does not produce enough fully bilingual graduates to meet its needs. used the information collected and prepared for implementing the Act to identify the impact of the Act to date and to enhance its ongoing implementation. This is impacting students’ ability to learn what is required to move to the next grade. 11. The government recognizes that improving educational results is crucial to the territory’s social and economic development. More details on the conduct of the audit are in About the Audit at the end of this report. A major undertaking. 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. Continuous progress—The advancement of students through the stages of learning, from early childhood through Grade 12, at their individual rate of learning. provided the tools and resources to meet the requirements under the Act and its related regulations/guidance, and. 12. 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. It also requires that principals put in place programs and procedures to encourage parent and community involvement in the school. We analyzed and reviewed documentation related to the planning of implementation of the Act, such as minutes of meetings of the Department’s Education Act Working Group and related documentation. 70. 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. A working group was formed in 2009, consisting of the Deputy Minister and managers from headquarters and the territory’s three regions. 83. For the key elements of the Act, the Department has. Education in Nunavut ... which is a key component of inclusive education. 72. The audit covered the period between 1 July 2009 and 31 May 2013. 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. As part of this review, the Department will survey principals during the upcoming District Education Authority (DEA) and principal in-service this fall 2013. 10. The objective of this audit was to determine whether the Government of Nunavut’s Department of Education has adequately managed the implementation of the Education Act. Recommendation. The Department’s response. 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. All these factors can affect attendance and student performance, complicating the Government of Nunavut’s efforts to deliver education. 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. We examined whether the Department had provided educators with the made-in-Nunavut curriculum and the related teaching resources for implementing it, including those required in Inuktitut and Inuinnaqtun. 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. During the 2012–13 school year, the student support working group developed a streamlined and uniform approach to individual student support plans (ISSPs). 0000006545 00000 n The Department has responded. We found that the Department collects data about the difference between the mark obtained by a student in the classroom and the mark obtained on the standardized Alberta exam. We found that the government issued the Inclusive Education Regulations in September 2011, and that regions have draft inclusive education handbooks and consultants in place to assist teachers with implementing inclusive education. Unfollow this profile? 33. Currently, the Department has data on the number of bilingual teachers and language specialists. 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. 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. Why itâs important Implementing the Education Act, especially bilingual education, is a major undertaking. 32. Director: Jo Ann Schwartz, Alexandre Boucher 31. 57. Another bill underwent territorial consultation and was passed into law in 2008. The Department of Education doesnât track how many Nunavut graduates need to upgrade their marks to get accepted into a post-secondary institution. 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. 63. 38. 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. For the 2010–11 school year, the average attendance rate was 71 percent for all grades. 0000000713 00000 n 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. We did not audit Nunavut’s adult education system or programs that the federal government funds. We reviewed the Government of Nunavut’s laws, regulations, policies, and guidance on the education system. The Education Act requires students to be assessed regularly. According to the 2006 Conciliator’s Final Report: The Nunavut Project, by Justice Thomas R. Berger, this abrupt switch from Inuktitut to English limited students’ comprehension of either language, contributing to Nunavut’s high dropout rates. 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. Review Board Clerk 14. It should also consider other options, such as adapting resources from other jurisdictions for use in the Nunavut education system. Recent publications. The Department is committed to streamlining principals’ monthly reports and reviewing the reporting procedures to better identify reporting requirements. It should also consider other options, such as adapting resources from other jurisdictions for use in the Nunavut education system. School name Address City Postal Code Phone Number; Nunavut Arctic College: 502 Niaqunngusiariaq: Iqaluit: X0A 0H0: 867-979-7200: Capital city. In addition, as the Student Information System is implemented, certain components of the principals’ monthly reports will be tracked through the database, reducing the reporting requirements on principals. The Department of Education has a documented, adequately resourced plan in place to implement the Education Act, including a process to track, measure, and report progress. In Nunavut, inclusion builds on the Inuit belief that each individual is valuable, belongs and contributes to the group. We looked at whether the Department provided the tools and resources to meet the requirements under the Act and its related regulations and guidance. The current plan is to complete the regulations by the middle of the 2014–15 school year. Of the eight schools we audited, five offered Kindergarten to Grade 3. Before the creation of Nunavut in 1999, the boards amalgamated their systems and resources. 2. While the Office adopts these standards as the minimum requirement for our audits, we also draw upon the standards and practices of other disciplines. 48. The 2008 Education Act outlines education from Kindergarten to Grade 12 (K–12) in Nunavut, the persons entitled to receive it, and the way schools are required to carry it out. 6. 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. 14. 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. The Department’s response. 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. Source: Government of Nunavut’s Department of Education, 2013. The reports communicate information on the schools’ implementation of the Education Act, such as bilingual education, attendance statistics, and activities occurring in the school. 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. The Department will review best practices in differentiated instruction training in other jurisdictions. This course will focus on a deep understanding of diversity and inclusivity as catalysts for organizational success. We did not audit the District Education Authorities. A differentiated classroom provides students with multiple opportunities and pathways to learn new information through the use of a variety of teaching strategies, assignments, materials, and assessment at all stages of learning. The Department’s response. 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. approved regulations, directives, and handbooks; training on how to deliver and facilitate inclusive education and assessment; and. The Department’s response. 34. 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 lack of teaching resources is another barrier to meeting the bilingual education requirements of the Act. 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. The Department hires these individuals to teach early grades in an Inuit language or else to teach these languages in high school. Letters of authority are special authorizations, permitted under the Education Act, that allow the Department to hire individuals without teaching certificates on a temporary basis to fill teacher vacancies. Further, although the Department was aware that District Education Authorities would need training on various aspects of the Act, it underestimated the amount of training required, specifically with regard to financial and administrative responsibilities. As bilingual education requirements increase over time—as the Act calls for— schools will be further challenged to meet them. More details about the audit objectives, scope, approach, and criteria are in About the Audit at the end of this report. Achieve the 2019–20 bilingual Education for all educators devote considerable time and effort on the continues... 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