Strategic Plan on French-language Communications and Services
Transcription
Strategic Plan on French-language Communications and Services
Francophone Affairs Secretariat (GNWT) Community Consultation on the Strategic Plan on French Language Communications and Services Facilitator’s Report 1 Table of contents Executive Summary ............................................................................................................... 1 Background ........................................................................................................................... 4 Context for consultations .......................................................................................................................... 4 Approach and methodology .................................................................................................. 5 Context setting and information sharing .................................................................................................. 5 Discussion on the active offer ................................................................................................................... 6 Prioritizing programs and services ............................................................................................................ 6 Findings................................................................................................................................. 8 Overarching observations ......................................................................................................................... 8 Community summaries ........................................................................................................ 17 Fort Smith................................................................................................................................................ 17 Inuvik ....................................................................................................................................................... 20 Yellowknife .............................................................................................................................................. 24 Hay River ................................................................................................................................................. 28 Annex A Community multi-voting summary tables 2 3 Executive Summary In response to the Supreme Court of Canada Decision direction with respect to the implementation of the NWT Official Languages Act, the GNWT has taken a number of steps, including the establishment of the Francophone Affairs Secretariat (Secretariat) and the development of a strategic plan on French language communications and services. The strategic plan was developed in partnership with the Fédération franco-ténoise (FFT). As part of the implementation of the strategic plan tabled in the Legislative Assembly by the Minister responsible for Official Languages in October 2012, the Secretariat and the FFT undertook face-to-face consultation meetings in the “four significant demand communities” of the NWT (Yellowknife, Fort Smith, Inuvik and Hay River). In all, 87 residents participated in these meetings. The consultations were also intended to assist the GNWT departments in completing their own assessments and confirming priority areas for improved French-language service offerings. The objectives of the consultations were: • • • • To inform people about the strategic plan, To provide an overview of the types of services the GNWT provides the public, To listen and better understand the priorities of each community, and To initiate a dialogue with the communities regarding the GNWT’s French-language communications and services. Each consultation meeting lasted between 2 and 2.5 hours and followed a similar structure to ensure consistency. The consultations followed a three-part format: Context setting and information sharing about the strategic plan, followed by a high-level discussion on the characteristics of an active offer of services in French, and concluding with a multi-voting exercise to prioritize services to target for improved French-language communications and services. The consultations were a positive and productive exercise that has both validated some of the GNWT’s key planning principles and provided valuable new insight. This report includes three levels of analysis: • • • Overarching observations, including trends across communities and key regional differences Community summaries Voting tabulation tables (Annex A) Taken together, these provide GNWT departments with a rich source of information to further refine their implementation plans, and maximize the impact of the time and resources they are dedicating to implementing the strategic plan and ensure they target outcomes that will be meaningful to NWT francophones and their communities. 1 Some highlights of the report include: • The consultations generally validated the GNWT’s implementation priorities for improved French-language communications in four departments: Health and Social Services (HSS), Justice, Education Culture and Employment (ECE) and Transportation. • Front-line health-care services were by far the highest priority in every community, with community health centers, Stanton Territorial Health Authority, public health and specialized services standing out as key priorities in this area. Services that related to the education and well-being of children were also consistently among the most highly-rated programs and services in the four communities. • The consultation results also validated the strategic plan’s focus on improving the active offer in situations where individuals were dealing with an emergency or were likely to require confidentiality. In addition, feedback received seems to indicate that people also expect an active offer in situations that were dealing with very technical or legal language (e.g. Department of Finance forms) or where they were feeling socially or economically vulnerable or at a disadvantage (e.g. legal aid, social housing). • A pro-active and visible invitation to request services in French was perhaps the most frequently mentioned aspect of the active offer. Signage, verbal welcomes, bilingual signatures and voicemails were all mentioned as an important signal to the public and in most cases, participants found these signals lacking in GNWT departments they engaged with. Participants were often quick to point out that this initial reception must be backed up by quality and capacity or it will be quickly be discounted as false pretense. For example, on the question of bilingual signage and documents, the quality of translation gives a signal to clients as to the commitment to providing service in French. • This is not to say that there is an expectation that everyone they encounter at the front lines of GNWT service should be able to provide service in French. In fact, the majority of participants took a rather pragmatic view of the active offer, saying what mattered was a confident, courteous responses and a timely referral when required. When these qualities are there, participants indicated they were more willing to accept a referral or follow up. • Many of the people consulted made a strong link between the quality of French-language services and the GNWT’s approach to recruiting, staffing, using and supporting French-speaking employees. In every community, people indicated that they knew or were aware of francophones working in GNWT departments but that this was not promoted or used effectively. Many participants noted that simply making people aware of the fact that there are French-speaking staff members available would be an improvement (e.g. pins, signage, etc.) 2 • Overall, there were far more similarities among the opinions expressed in the different communities than there were differences. Where there were differences, they seemed to be driven either by the size of the community (e.g. smaller communities were generally more open to alternative options to access services) and the economic and social drivers in that community (e.g. tourism in Fort Smith, energy programs in Inuvik). Some issues raised in these consultations are complex and will require more examination. Overall, however, the consultations crystalized some relatively straightforward advice to government about some achievable improvements that would be very meaningful and appreciated by the francophone community. These include: • • • • • • • Providing consistent, quality French signage and greeting protocols; Ensuring staff at key points of service are well-equipped to greet and refer francophones courteously and efficiently; identifying and supporting existing French-speaking staff so they can play a bigger role in Frenchlanguage service delivery; promoting services that are already available in French and inviting francophones to use them; ensuring timely access to French documents, forms and web content; demonstrating an effort to actively recruit francophone candidates into key service positions; and, Demonstrating a commitment to receive and address complaints. 3 Background Context for consultations As a result of the Supreme Court of Canada Decision of March 2009, the GNWT was required to implement the orders issued by Justice M.T. Moreau in 2006 and modified by the NWT Court of Appeal in 2008 with respect to the implementation of the NWT Official Languages Act, and to work in collaboration with the francophone community of the NWT in doing so. In responding to this obligation, the GNWT has taken a number of steps, including the establishment of the Francophone Affairs Secretariat (Secretariat) and the development of a strategic plan on French language communications and services. The strategic plan was developed in partnership with the Federation franco-ténoise (FFT). The significance of this collaboration has been underlined by representatives of both the FFT and the GNWT. In September 2012, the GNWT approved the strategic plan and in October 2012, the Minister responsible for Official Languages tabled the document at the Legislative Assembly. The overarching goals of the strategic plan are: • • • To develop and expand partnerships to ensure ongoing consultation on best delivery of French language services, To create a GNWT culture that seamlessly incorporates French language services and accessibility, and To ensure progressive reviews of service delivery and resources to best meet the needs of the French community. As part of their commitment to implement the strategic plan, the Secretariat and the FFT undertook face-to-face consultation meetings in the “four significant demand communities” of the NWT. In all, 87 residents participated in these consultations: • • • • Fort Smith on Nov. 9, 2013 (31 participants), Inuvik on Jan. 25, 2014 (7 participants), Yellowknife on Feb. 1, 2014 (40 participants), and Hay River on Feb. 8, 2014 (9 participants). These consultations were also intended to assist the GNWT departments in completing their own assessments and confirming priority areas for improved French-language service offerings. The objectives of the consultations were: • • • • To inform people about the strategic plan, To provide an overview of the types of services the GNWT provides the public, To listen and better understand the priorities of each community, and To initiate a dialogue with the communities regarding the GNWT’s French-language communications and services. 4 Approach and methodology Each consultation meeting lasted between 2 and 2.5 hours and followed a similar structure to ensure consistency. The consultations followed a three-part format: 1. 2. 3. Context setting and information sharing Discussion on the active offer Discussion and multi-voting on priority programs and services Context setting and information sharing The meetings opened with a brief introduction and welcoming remarks by Benoît Boutin, Executive Director of the Francophone Affairs Secretariat, and Léo-Paul Provencher, Executive Director of the FFT. Both Mr. Boutin and Mr. Provencher emphasize the collaborative nature of the strategic plan’s development and implementation, as well as the consultation exercise. In opening remarks provided by Mr. Boutin and the facilitator, participants were also provided some details to help clarify the scope of the consultation, notably: • • • • The consultation outcomes will be communicated to the GNWT and departments, and will be considered in combination with a range of other internal assessment and planning exercises to further refine implementation plans and prioritize areas for action. The consultation exercise is not intended to be scientific or mathematical in nature, but rather to identify trends and gather feedback. The results will be analyzed and reported on a community-by-community basis. An overarching analysis of trends and themes will also be prepared and will identify notable similarities and differences among communities. While participants were welcome to share their thoughts on any services they wished, the consultations were only intended to focus on communications and services provided by the GNWT, not municipal or federal government departments or agencies. The issue of French-language education services was not part of this consultation process. Following opening remarks, the facilitator delivered a brief presentation summarizing the background of the strategic plan, the main elements of the plan and how the nature of the changes was intended to help generate in the delivery of French-language communications and services. 5 Discussion on the active offer The facilitator then engaged the group in an initial discussion to explore the question of the active offer. The Strategic Plan on French-language Communications and Services defines the active offer as follows: “An active offer is a greeting that informs the member of the public that they may communicate in either French or English. Its purpose is to ensure that an individual feels comfortable expressing himself or herself in either language when seeking a service. An active offer can take the form of a sign, a personal greeting or a message. In those contexts where urgent or highly confidential matters are likely to arise, the person who seeks such services in French can easily access it or know it is available with an active offer.” In a plenary format, participants were asked to explore this concept and share their thoughts on what the key characteristics of an active offer are. To generate dialogue and concrete input on these characteristics, the facilitator used probing questions such as: “How would you describe a situation where there is a good active offer? What does that look or feel like?” “What gaps do you see in the active offer in your community?” Prioritizing programs and services In order to have a productive and concrete discussion on priority services in a limited timeframe, the group was presented with a sample list of programs and services in 15 different departments and agencies of the GNWT. These were posted on large flipcharts in bilingual format and provided in bilingual participant hand-outs that included basic descriptions of each program/service. The facilitator took the time to briefly review the list with participants and explain that these were not all the services or even the most popular services of each department, but rather a list to help illustrate the range of services provided by the GNWT. As the same lists were being reviewed, participants were given the opportunity to add services they or their family had used or felt should be on the list for consideration. Any new programs or services suggested were added, and the knowledge of participants and the Secretariat representatives were used to identify an appropriate name to identify the program, taking care not to unnecessarily alter or influence the input provided by the participant. Additions are noted in the words used by participants in the voting tables (Annex A). Participants were then asked to “vote” to show their priorities using coloured dots as follows: • • • Each person received 10 red dots to vote for programs/services where they wanted to see improved French-language service over the next two years (2014-2015 to 2015-2016) Each person received 10 yellow dots to vote for programs/services where they wanted to see improved French-language service in the two following years (2016-2017 to 2017-2018) Each person received 10 blue dots to vote for programs/services where they wanted to see improved French-language service in the following years 6 Participants were cautioned not to use their votes to indicate where they would like to see enhanced services to the public overall or to indicate the need for new programs or increased funding for Frenchlanguage participants or organizations. They were asked to focus their votes on where they wanted to see improvement of French-language communications and service for existing programs and services so they would be more equitable with the access provided in English. While participants were not required to use all their dots, they were told that they could only use one dot per program/service to ensure that the views of any one individual were not over represented. (Note: this clarification was not provided in Fort Smith and may have influenced the results of the voting process somewhat.) Participants were also told that they could engage with other participants during this exercise. Following the multi-vote, the facilitator briefly checked in with participants to reflect on the results and to seek some insight into their choices. (Note: due to a late start in Fort Smith, this debrief did not take place.) Detailed voting tables for each community are provided in Annex A. For rating purposes, each red dot was valued at three points, each yellow dot at 2 points and each blue dot at 1 point. Totals were then calculated for each program and service, and total ratings were used to group services into three categories: highest priorities, secondary priorities, and other priorities. It is important to note that the voting process was not intended to be mathematical or scientific, but rather illustrative of relative priorities. The tables are simply presented as a way of capturing what appeared on flipcharts for the purposes of accurately recording input. The vote count was only used to gauge priorities within each community and was not used for a summative calculation (i.e. percentages or other mathematical representations) for the four communities together. Finally, all participants were encouraged to take a feedback form and provide any additional comments or clarifications to the facilitator in writing in the weeks following the consultation. Only one submission was received and that input is reflected in this report. 7 Findings This report includes three types of analyses for these consultations: 1. 2. 3. Overarching observations, including trends across communities and key regional differences Community summaries Voting tabulation tables (Annex A) Taken together, these provide the GNWT with a rich source of information to validate and refine its implementation plans and target its resources and investments to better address the immediate interests of significant demand communities. Overarching observations Though the attendance at consultations varied by community, the community members present were very engaged in the exercise. Many indicated that they appreciated the opportunity to learn about the strategic plan and to provide their feedback. Consultations validated key aspects of the GNWT’s approach to implementing the strategic plan The consultations generally validated the GNWT’s implementation priorities for improved Frenchlanguage communications and services in a few important ways. The four departments targeted for implementation priorities were all noted as offering some high priority programs. These are Health and Social Services (HSS), Justice, Education Culture and Employment (ECE) and Transportation. Further, the consultations also validated the strategic plan’s focus on improving the active offer in situations where individuals are in an emergency situation or require confidentiality. Beyond just urgency and confidentiality, however, the consultations revealed that the active offer may be linked more broadly to situations where individuals feel vulnerable or at a disadvantage. For example, communities prioritized services such as: o o o o o o Services for individuals who are in financial difficulty (e.g. legal aid, social housing, community counselling for addictions) Court services Workplace injury reporting and processes Forms and application processes that are technical or have legal/financial implications Emergency measures (MACA) Human Rights Commission The GNWT’s focus on bilingual signage, websites, greetings, forms and documents was supported as an important aspect of the active offer. 8 The active offer must start with signage and “Hello/Bonjour”, but it can’t end there A pro-active and visible invitation to request services in French was perhaps the most frequently mentioned aspect of the active offer. Signage, verbal welcomes, bilingual signatures and voicemails were all mentioned as an important signal to the public and in most cases, participants found these signals lacking in GNWT departments they engaged with. Participants were often quick to point out that this initial reception must be of a quality to show a true commitment and capacity or it will be quickly be discounted as false pretense. This is not to say that there is an expectation that everyone they encounter at the front lines of GNWT service should be able to provide service in French. In fact, the majority of participants took a rather pragmatic view of the active offer, saying what mattered was a confident, courteous responses and a timely referral when required. When these qualities are there, participants indicated they were more willing to accept a referral or follow up. On the question of bilingual signage and documents a few important points came up repeatedly. The quality of translation gives a signal to clients as to the commitment to providing service in French. In a follow up email to the facilitator, one Yellowknife participant explained: « Que ce soit visible le service en français et que la personne qui le donne soit identifié. Qu’on ait pas besoin de le chercher, et ce dès qu’on rentre dans l’établissement où le service est offert. Que ce soit rapide et non pas qu’on vous rappel demain pour le service ne français. » - Yellowknife You should be able to see that service in French is available. The person providing the service should be identified. You shouldn’t have to go looking for it. It should be available the moment you walk through the front door. You shouldn’t have to wait or have someone call you back the next day when service in French is available. “Considérant les diverses définitions possibles de ce qu’est l’offre active, il y a, à mon sens, un élément essentiel : que ce qui est fait en français soit BIEN fait, de qualité, sans faute de français, avec une expertise appropriée qui peut d’ailleurs se trouver déjà dans la communauté." Considering all the possible definitions of active offer, I’d say there’s one key thing: Anything that is in French should be done PROPERLY and be good quality, and there shouldn’t be any mistakes. We need the right expertise, and that expertise is already available in the community. Many participants mentioned they were looking for signage that provides specific information such as the names of staff who can provide services in French and when they were available. 9 One participant in Inuvik suggested: "Disons que c’est trois jours par semaine ou si c’est un service itinérant, que ce soit clairement indiqué pour que le public sache que le service n’est pas nécessairement toujours disponible mais qu’il y a un moment où il est disponible et que si on le demande on peut l’avoir. " Advertise when the services are available so that people will know. Let’s say it’s three days a week, or it’s an itinerant service, indicate that clearly so that the public knows that the services isn’t always available, but that there are times when it is available and if they ask for it, they can get it. Participants also frequently mentioned how much they would appreciate it if staff who speak French were easy to identify either though a name tag or pin. Timeliness was also considered key to the active offer. Participants were willing to be referred to another person or to access their services differently, but they were clearly wary of having to come back later or wait extended periods of time to get the same service an anglophone gets immediately. Some said when this happens they feel like they have to switch to English to get timely service, even if they are less comfortable in that language. One participants in Hay River explained: "Les anglophones arrivent et ils ont tout de suite le service parce que c’est en anglais, mais nous c’est 5 minutes, 10 minutes, 15 minutes, il faut toujours attendre pour avoir les services dans notre langue. Parfois je trouve ça un peu injuste." Anglophones show up and get served right away because it’s in English. But we have to wait five, 10 or even 15 minutes. We always have to wait to get served in our language. I find that a bit unfair sometimes. The availability of forms in French was noted by many participants as a basic element of an active offer; however, one participant in Yellowknife added they that would greatly appreciate the ability to selfidentify on forms as an individual who would like to be communicated with in French so that this could be noted on their file and used for future communication with them. When developing the active offer, participants found half measures or excuses frustrating. If a service is to be provided in French, it should be done properly, they explained. Examples given were website pages that are “coming soon” or “under construction” for months, or services that are supposed to be available, but when asked, the designated person is away or the position is vacant. Timely and visible access to French documents was identified as an aspect of the active offer – particularly in Yellowknife, where a participant gave the example of New Brunswick where French versions of documents are issued at the same time as English versions. 10 Health-care services are clearly the highest priority Front-line health-care services were by far the highest priority in every community, with community health centers, Stanton Territorial Health Authority, public health and specialized services standing out as key priorities in this area. Participants also tended to use health as their primary example when discussing the active offer and had the strongest reactions to the lack of an active offer. «La santé. C’est là qu’il faut commencer. » - Inuvik It has to start with health. Participants who spoke about access to health-care services in French often used very personal examples to illustrate the stress that can be created by a lack of access to these services in one’s maternal language. Parents spoke about worries of arriving at the emergency room with their child and not being able to find the right words to explain themselves. One man in Inuvik talked about needing a knee replacement and considering getting the procedure in Québec because while he speaks English well enough, his wife does not and he is concerned about her ability to communicate with the medical staff caring for him here in the NWT. Another participant in Yellowknife mentioned to the facilitator in a side conversation that she would consider leaving the NWT when she was ready to start a family because she would be concerned she couldn’t have French-speaking support for her pregnancy and delivery. Services that involve education and the wellbeing of children are also fundamental Services that related to the education and well-being of children were consistently among the most highly rated programs and services in the four communities. This was reflected in the prioritization of both ECE services, as well as child-focused services provided by HSS (e.g. specialists for special learning needs, child protection) and Municipal and Community Affairs (e.g. Active After School). Though participants were aware that K-12 education services were not the subject of this consultation, these were still mentioned both directly and peripherally in every group. In Fort Smith, one parent made the link to all the parts of the education system that were not related to teaching such as signage and how people are greeted at schools and other education offices. The issue of related health and social service supports to children and families was also prioritized in most groups, but in different ways. 11 «Le dépistage précoce ce fait tout en anglais. Mes enfants ne parlaient pas encore beaucoup anglais quand ils ont pris ces tests-là. Il y avait des problèmes d’interprétation. » - Yellowknife Early identification is all done in English. Those tests were all in English when my kids, who are Francophones, took them. They had problems understanding the questions. In Fort Smith a participant mentioned the need to provide “support for the teachers so that they have the coaching and the curriculum support that their English-stream counterparts have and also the educational assistance and resources that the children have goes beyond their teachers.” In Yellowknife, one mother shared her experience of having her French-speaking children go through their kindergarten screening in English, and a local teacher made an impassioned plea for access to French-speaking professionals to evaluate students with potential learning challenges: " C’est vraiment problématique parce que les enfants ne sont pas capable de faire les évaluations à cause de la barrières langagières. L’interprétation des résultats c’est problématique aussi. Les données sont faussées parce que les enfants ne sont tout simplement pas capable de faire ces évaluations, particulièrement quand on évalue leurs habilités langagières ou de lecture. Les recommandations sont nébuleuses. (…) C’est écrit dans les directives ministérielles que c’est un droit de tous les enfants d’avoir accès à l’éducation, ça ne veut pas juste dire avoir accès à l’école, mais aussi aux services pédagogiques spécialisés. " It’s a real problem because children can’t do the tests on account of the language barrier. There’s also a problem when it comes to interpreting the results. The data are skewed because children simply cannot do the tests, particularly when you’re assessing their language or reading skills. The recommendations are vague. (…) The departmental directives say that every child has the right to an education. That doesn’t mean simply being able to go to school, but also having access to specialized educational services. Some participants indicated they thought there were francophone professionals within the system providing these types of services for adults in Yellowknife. French-language information and services in tourism is also a high priority Services related to tourism emerged as a primary or secondary priority in most communities. Often people indicated that both welcome signage and tourism information provide a sense of the “character” of the territory with respect to its openness to French and French-speaking residents. In the multi-voting exercise, ITI’s campgrounds and campground reservation services received many votes, though often as a third-level (blue) priority. In some cases, people provided examples of French-speaking friends and family members who visited the territory, while others made a link between tourism and recruitment of people to move to the territory. 12 Other service areas to note While they did not stand out as top priorities, there are a few other service areas that should be noted. • • • • Programs that offer grants to not-for-profit organizations were often identified as a priority. « Si tu veux attirer des gens When the facilitator sought to clarify this priority, ici si ils peuvent faire de la participants confirmed that they were looking for business en français, ça better communications about these programs in aiderait. » - Hay River French and the ability to apply and communicate with If you want to get people to come government about them in French (as opposed to here, it would help if they could do simply wanting to see more money provided to business in French. Francophone organizations). In both Hay River and Fort Smith, participants prioritized services to small businesses as an important access point where individuals need to be comfortable communicating with government in their language. Elections NWT was prioritized in every community, but often as a second or third-level priority. The NWT Arts Council and other arts-related programs were also often identified as a second or third-level priority. There is openness to alternative delivery mechanisms Participants in the smaller communities expressed openness to alternative ways to access Frenchlanguage services and even recognition that this might be the best or only way to provide that service in some cases. «You learn over time who is there that can help you, but if I didn’t know I might be hesitant to ask.” » - Fort Smith In Fort Smith, for example, some participants indicated that it seemed unrealistic to expect all government departments in Fort Smith to offer all manner of services in French. One man said: “You might get dispatched to Yellowknife if you ‘press 2’, but at least you could talk to someone in French. (…) If it’s not a service that can is delivered by phone and you need an actual person you could create a Skype situation where at least you can talk to someone face-to-face, like an e-teller.” Another woman concluded that it may even be a better solution to have quick access to a person over the phone or Skype than to try and keep a local position filled. In Inuvik, however, participants noted that the loss of the Health phone line took away one bilingual resource that francophone residents there did use to access health information in French. 13 To provide the services, you need the people A significant trend that emerged in all groups was the importance of ensuring that there are bilingual people ready and able to provide services. This discussion raised a number of different concerns and recommendations. • • In most communities, people indicated that there are French-speaking staff in many GNWT offices, but that they are either not identified or not encouraged or supported in providing services in French. Many participants indicated that this was a key place to start. Participants would often mention that they knew someone in one department and would go to them for assistance, but that this was informal and they had learned about it through word-of-mouth. For some, it was important to designate positions as bilingual, for others it was more a matter of finding ways to advertise and recruit more bilingual people into key services. This was a particularly important point in Yellowknife. The following comments were made by participant at this session: "J’aimerais ajouter qu’il doit y avoir un ’offre active de recrutement bilingue, parce que si on veut offrir des services bilingues il faut avoir les effectifs." Also they should make an active effort to recruit bilingual people. You have to have the people if you want to offer bilingual services. • • • In Inuvik, participants made a connection to finding ways to encourage local students who had gone through immersion to come back and fill some of these key positions. In some of the smaller communities, there was definitely a sense that the GNWT was not as open to French and that speaking French at work was not something that was encouraged. In Hay River, one participant explained that this had been actively discouraged in the past. Some participants pointed out that the active offer was not only about what French-speaking staff know and do; it is about the attitude and approach of all staff, regardless of their language. They said that if all staff know what the expectations are and how they can help promote French-language services, it would make a noticeable difference to staff and clients 14 There is scepticism that there will be any change Though participants indicated that they appreciated being consulted and actively participated in the discussions, they also expressed frustration that they had seen little progress so far. They also shared their scepticism that there would be any noticeable improvement in the near future. They were looking for the GNWT to start actively promoting the availability of services in French and encouraging people to ask for it. At the same time, participants in Yellowknife, and to a somewhat lesser extent in other communities, emphasized the importance of francophones always requesting services in French and submitting a complaint when it is not available. Some expressed frustration with complaints submitted in the past that seemed to go nowhere. A number of participants in different groups made the point that an active offer will be largely driven by “active demand”. This call to action was made most strongly by participants in Yellowknife who urged each other to consistently request their services in French (rather than switching to English when the service is not easily available) and register a complaint when the service is not available, so that it is noted and recorded. « Dans le plan stratégique c’est une responsabilité du ministère d’évaluer quel sont ses ressources humaines bilingue… on en parle depuis 2010. C’est une préoccupation pour moi et qu’on me dise qu’on n’a pas encore cette information. » - Inuvik In the strategic plan the departments have a responsibility to evaluate the bilingual human resources it already has… we’ve been talking about it since 2010. It is a concern to me if I am being told that we don’t have that information yet. One participant said: "Tant qu’on ne fera pas les demande de service et qu’on se présente et parler uniquement en français et ne pas changer à l’anglais… Ça prend notre engagement aussi. Si on ne le fait pas on ne peut pas s’en attendre de voir du changement." If we don’t ask for those services and we don’t speak in French and we switch to English… We also have to be committed to it. If we don’t do it, we can’t expect to see things change. 15 Trends among communites are far stronger than differences Overall, there were far more similarities among the opinions expressed in the different communities than there were differences. Some of the differences that were noted include: • • • Expectations with respect to the active offer were slightly more modest in smaller communities. Participants more readily suggested alternate service delivery models that did not involve immediate in-person service. This expectation was generally higher in Yellowknife. Overall, the participants in the smaller communities seemed to observe little or no evidence of the active offer of French language services by GNWT departments at this time. They were also more likely to talk about personal knowledge of individual staff in departments who spoke French. Not surprisingly, the location and current political and economic concerns of communities seemed to play a role in their priorities. For example, o In Inuvik, the current energy crisis led to a more interest in seeing information on energy conservation programs offered by ENR. o Access to specialized evaluation services in French for children was a significant priority in Yellowknife where educators and families would be able to readily observe these services being provided in English. This may not be the case in smaller communities where access to these services may also be more limited in English. o Services for tourists were ranked much more highly in Fort Smith than any other community, which is likely reflective of its proximity to the Alberta border and to Wood Buffalo National Park. Observations related to communications and consultation with the community Participants seemed to appreciate the consultation exercise overall and left with a much stronger understanding of both the strategic plan and the range of services offered by the GNWT. Nonetheless, some participants expressed concerns with the methodology and the fact that only a sample list of services was provided for voting, rather than the full inventory. Some suggested the GNWT pursue additional consultation and surveys, possibly using online tools. Taking this concern into account, it is important to acknowledge that the prioritization results can only really show themes and trends, and should not be taken as an exhaustive ranking exercise of all possible services. 16 Community summaries Fort Smith The Fort Smith consultation session was the first of four sessions. It was held at the Northern Lights Museum on November 9, 2013. In all, 31 members of the community attended. Participants showed strong interest, asked questions and actively engaged in the discussion and prioritization exercise. As there was a mix of French-language speakers and anglophones (many who were parents of children in the immersion program), a bilingual format was used for the discussion and the French-speakers in the room generally provided their comments in English to ensure the entire group could understand. Many participants in Fort Smith were the parents of children in the local French-immersion program. They indicated that education is the key service they require. They feel strongly that French-language services in education don’t stop at curriculum and teachers, they include the entire “bureaucracy” of education (e.g. how people are greeted at the school, the language of signage and other documents and administrative support to the school and teachers). One parent explained that a French-language education doesn’t just happen in the classroom; it includes a child’s entire experience at school and in the community. It includes how they experience their government every day. Children need to get the message that “I can use my French outside the class” and to be motivated to use their language in their daily lives. Some participants also expressed a strong interest in having French-language early childhood education services available in Fort Smith (i.e. daycare). Discussion on the active offer • • • • One person explained that an active offer goes beyond a bilingual greeting; it means you don’t sense panic in the person serving you when you say “bonjour”. Participants noted that at the health centre in Fort Smith, the active offer is represented by one person whom most people know. This provides comfort; however, her responsibilities are much broader than offering services in French. It was noted that in emergencies or when someone is in crisis, they need immediate access to someone who speaks their language. That person needs the flexibility to be able to deal with these situations immediately. It was also noted that in urgent cases, or when confidentiality is required, it is important to have direct access to the professional you need (i.e. doctor, nurse) rather than going through an intermediary. One participant noted that the local hospital is making progress in getting more nurses and doctors who speak French. Participants said it isn’t enough to simply direct people to a document to read when they have questions, particularly when dealing with a complex subject or long documents. It was suggested that it could be useful to have someone designated as a point person to facilitate access to French-language services in the community, but this person needs to be given the time, 17 • • information and resources to play this role. Right now, people do this off the side of their desk and are known only by word of mouth. It was considered important to have signage at the airport and when driving into town to let people know they can get government services in French and how to access these services. There should also be a capacity to provide services to tourists and visitors in French by phone and in person. Some participants indicated that it seems unrealistic to expect all government departments in Fort Smith to offer all manner of services in French. In some cases, it might mean being connected with someone in Yellowknife by phone, or by Skype. One person concluded that it may even be a better solution to have quick access to a person over the phone or Skype than to try and keep a local position filled. Priorities Top rankings were given to: • • • • Programs that related to children and schools, such as o MACA Active After School Program o ECE Early Childhood Development Program o ECE Certification of Teachers in the NWT ITI Visitor Information Services Legal Aid Community Health Centres The second tier of ranking included: • • • • • • • • • • Emergency measures (added to the list by participants under MACA) Elections NWT Employment training, resume writing, etc. (added to the list by participants under ECE) Camping and campground reservations service Child protection Community counselling program Family violence resources Medical travel (added by participants under HSS) Public health (added by participants under HSS) Highway conditions and weight restrictions Due to a late start, there was no time available to debrief with the group on these results. 18 Sample quotes “I understand that you’re not here to talk about education but it strikes me that it’s about embedding the French language in the life of the Northwest Territories and it’s really hard not to talk about education if you are talking about that. I wonder if we could talk a little bit about how what you’re talking about tonight is paralleled in the education system. In that you mention signage for instance. We have a wonderful French immersion program and it’s flourishing… it’s on the road, but we need to take it to the next level now. And that includes having bilingual washroom door signs. I don’t know that the school secretary has to be able to speak French to greet all the phone calls she receives.” “Even within the federal government and the territorial government, both of them will answer the phone in both languages but then if you ever say ‘bonjour’ 99% of the time they panic and they put you on hold and tell you in English I have to find someone who speaks French to get back to you.” “We are a small community; we associate the offer with a person. If I call the health centre, I know that 99% of the time Marie-Christine will answer and I can talk to her in French. If I didn’t know that or if I just moved to town and didn’t know Marie-Christine, I wouldn’t know and think that there is a French lady that works at the health centre who can help me. You learn over time who is there that can help you, but if I didn’t know I might be a little bit hesitant to ask.” “I don’t want to be stuck with someone who says, ‘Oh, here… I can give you all the services in English if you want, but if you need it in French here are some papers you can read. I want to deal with a person.” “Even if there was one person who speaks French that you could contact in the community and they can facilitate whatever you need or the question you have. They could navigate and help you get the information you need. But that means you need to know that person is there, as soon as you get into town.” “Si tu vas à l’hôpital puis c’est pour quelque chose d’urgent ou confidentiel avec qui tu vas parler? La secrétaire est une bonne personne pour de l’aide, mais ce n’est pas égal à la personne qui donne le service. Il faut être capable de parler avec un docteur ou une infirmière en français. ” TRANSLATION: If you go to the hospital and you want to talk to someone about something urgent or confidential, the secretary’s a good person to go to for help. But it’s not the same as the person who’s providing the service. You have to be able to speak with the doctor or a nurse in French. 19 Inuvik The Inuvik consultation session was held at the Community Centre on January 25, 2014. This was a smaller group of seven (7) residents that included members of the local francophone association, government employees and teachers. Participants attributed the low turnout to the recent departure of two families in the community and a number of other activities taking place in the community that day. The consultation took place entirely in French. Participants appreciated being asked about their priorities, but said they remained skeptical about seeing any real improvements as a result. They also expressed some concern with such a small group and stressed the importance of follow ups like surveys and online tools. Additional resource materials and questionnaires were provided and participants were strongly encouraged to have friends and colleagues provide their input via fax or email before February 15 to have it reflected in the reporting; however, no additional forms were submitted. Discussion on the active offer The following are some key points made by participants during this discussion: • • • • • • It is really important to make it clear that French-services are available at the point of entry into a service. Signage and bilingual greetings/messages are key, but they need to be backed up with reliable service access. It is not always necessary for the first point of contact to be able to speak French, but they should know what to do right away and be at ease doing it. The GNWT should identify and make better use of existing bilingual staff (francophone and French-speaking). You can’t force people to offer services in French, but you can create bilingual positions, support French-speaking staff in developing their language skills, and clearly communicate who the French-speaking resources are both internally and to the public so they can be accessed. It was noted that French-speaking employees can’t be simply placed in an entirely English-speaking environment without any support because they will feel isolated. One person suggested that it would be helpful to have 2-3 GNWT staff designated to assist francophones in finding information and accessing services across government. This suggestion seemed to have support from the group, though the point was made that this couldn’t just be a referral service, these individuals would need to be able to actively accompany people in some cases to interpret, etc. The GNWT could make use of volunteers to provide French-language supports in the community and offer these people training to accompany people who need assistance. Participants expressed frustration with the length of time it is taking to see change given how long it has been since the court decision and the development of the strategic plan. One participant indicated that the HR assessments should be done already. There was some scepticism that this consultation would result in any noticeable improvements. Active offer is the opposite of “random offer” or “offer by chance”, which how they see things happening currently. The offer needs to be intentional and systematic. This means planned, communicated and evaluated. 20 • • • Someone needs to be responsible for coordinating French-language communications and services in the community. They need to plan, provide orientation and provide leadership across the system. There have to be designated bilingual positions. There needs to be more of a sense of openness to French within the GNWT in Inuvik than what people feel right now. Priority services Health, social services and justice were the focus, particularly in stressful situations. Participants said there is no sense right now in Inuvik that a person can even request these services in French. • • • • • • • • The heaviest focus by far was on front line health-care services. Participants indicated that there was really no evidence of an active offer in Inuvik right now. They said there is no signage and little or no communication with the public about how to access health care services in French. One man talked about the fact that he needs a knee replacement and that he is considering getting the procedure in Québec because, while he speaks English well enough, his wife does not and he is concerned about her ability to communicate with the medical staff caring for him here in the NWT. A mother shared her fears about what would happen if she had to go to the emergency room with her daughter and couldn’t find the words she needed to communicate with the medical staff in English. Another participant shared a story about how they had called to get their health card and when they pressed ‘2’ for French, they were looped back to the English introduction. While this had happened some time ago, it had left an impression about the GNWT’s commitment to French-language service. One participant indicated there is a local francophone who relies on social assistance and social housing and comes to the francophone cultural association for help to navigate the system, which is not the role of their association. The group discussed the perceived challenge of getting court services in French and some thought that there may have been a case where court proceedings had been cancelled or delayed due to lack of French-speaking jury members or judge. Participants were quite open to accessing some services through alternative means, but noted that the loss of the Health phone line took away one bilingual resource that francophone residents there did use to access health information in French. Participants also added “access to health services when travelling outside the NWT” to the list of HSS services and it ranked as a second-tier priority in the voting exercise. Other priority areas identified in the voting process were: • • • • • Early childhood program Teacher certification Career opportunities – Applying for a GNWT job Visitor information services Human Rights Commission 21 • • • • • • Social housing Finance forms and permits GNWT signage (Public Works) ENR communications and services related to energy efficiency programs in French (in discussion, this was related to the energy challenges Inuvik is facing right now). Funding programs in general received quite a few votes (for youth, NGO, business) Department of Transportation services Sample quotes “Je sais qu’il y en a des fonctionnaires francophones qui travaillent seulement en anglais, mais est ce que leur français pourrait être utilisé aussi? " TRANSLATION: I know there are francophone public servants who work exclusively in English, but could their French also be used? “On a deux ou trois étudiants qui vont finir en immersion cette année. Si on pouvait leur trouver une job d’été, ils commenceraient à connaitre le milieu avant d’aller à l’université. C’est une motivation pour eux de revenir ici travailler. » TRANSLATION: We have two or three immersion students who will be finishing school this year. If we could find them a summer job, they would get familiar with this environment before they go to university. It would be great motivation for them to come back to work here. "Les ministères ne peuvent pas obliger des employées de travailler en français, mais ils peuvent designer des postes bilingues et offrir des incitatifs." TRANSLATION : The departments can’t force their employees to work in French, but they could design bilingual positions and offer incentives. "Il y a un défi d’avoir un seul individu qui est destiné à offrir le service en français. Avec ses collègues, si on ne leur parle pas du plan stratégique ou des obligations qu’il y a, là il peut être frileux un peu pour utiliser sa langue." TRANSLATION : There is a challenge to having a single individual designated to offer a service in French. If their colleagues aren’t aware of the strategic plan or its obligations, these individuals may be a bit nervous about using their language at work. "Le signal vocal est important, mais si tu commences à leur parler en français et ils ne savent que ça… Il faut qu’il y ait une capacité de suivi, sinon ça devient très caricatural. Ce n’est pas ça le sens de l’offre active. " TRANSLATION: That verbal cue is important, but if you start to talk to someone in French and that’s all they know how to say… There has to be an ability to follow through, otherwise it become a just a caricature. That is not the meaning of active offer. 22 "Au niveau de l’urgence surtout je pense qu’il devrait toujours y avoir une personne qui parle en français. S’il arrive quelque chose à ma fille et je suis seule, en état de panique je cherche mes mots en anglais. Si j’appelle pour avoir une information rapide, on devrait pouvoir avoir quelqu’un qui parle français tout de suite." TRANSLATION: I think at emergency there should always be someone who can speak French. In my case, if something happened to my daughter and I was alone, in a state of panic, I would be searching for the right words in English. If I call to get information quickly, I should be able to get someone who can speak in French right away. 23 Yellowknife The Yellowknife consultation session was held in the auditorium of the Prince of Wales Northern Heritage Centre on February 1st, 2014. In all, 40 people participated in the consultation and the group was highly engaged on the topic and seemed to appreciate the opportunity to provide input. The group included members of local francophone not-for-profit organizations, educators, local business people and government employees. The consultation took place entirely in French. Discussion of the active offer This was an issue of significant interest for Yellowknife participants. They expressed quite a bit of frustration with the active offer provided by the GNWT at this time. Due to the size of the group, participants were divided into three smaller working groups to discuss this issue and report back. Interestingly, the groups identified fairly similar issues in their discussions, notably: • • • • • • • The service needs to appear open and receptive to French requests (signage, reception, websites, etc.) Many people felt that the current French offering is cosmetic at best and leads those who can communicate in English to simply switch to English to ensure they get the information they need and in a reasonable timeframe. Things like poor translation and poor front line communications decreases their confidence that there is any real commitment or depth to the French-language service. A number of participants said that government reports and documents should be made available in French in a timely way. Other jurisdictions do this and should provide a good model for the GNWT (i.e. New Brunswick). For urgent and confidential services, French-language service must be provided in person and in an appropriate timeframe. This doesn’t only mean someone who can speak French, but someone who is properly trained in the subject matter and has all the terminology they need. They need to feel comfortable offering the service in French. While some participants said that they wanted access to French-language services throughout the system, many others indicated that a quality French-language reception and effective/timely referral services could be adequate if done properly. Active offer means actively marketing and promoting the availability of French-language services to make sure people are aware and ask for the service. The timeliness of services was important to participants in Yellowknife. For example, they one person said it should not take longer to get a from processed because a person chooses to fill it out in French. In a follow up email, one participant suggested that the GNWT and FFT agree on a more detailed definition of the active offer, otherwise, there is too much room for interpretation and misunderstandings. 24 Priority services The multi-voting process revealed a range of interests in the group, though a few program areas stood out quite strongly as common priorities: • • • Stanton Territorial Health Authority was the highest priority with more than half of all participants rating it as a top priority. Community health care centres also rated quite high. Interestingly, however, two service areas added to the service list by participants were among those that garnered the highest priority ratings: o One participant added “Services spécialisés d’évaluation pédagogique” (Specialized educational assessment services) to the list of services under Health and Social Services, explaining there was an unacceptable lack of access to diagnostic services for children with learning challenges. Subsequently, more than half of the participants voted for this service as a top priority. o “Promotion and recruitment” was added under the Department of Human Resources and was also ranked as a top level priority by more than half of the participants. There was a significant amount of discussion on this point. Participants felt strongly that the GNWT is not doing enough to recruit francophones. Other services that received high ratings: o Grants to not-for-profits for special projects (the facilitator confirmed in the debrief that this was not simply a request for more money for francophone groups, but rather a desire to have the program provide application and grant information in French). o Submit a claim for workplace compensation with WSCC. o MACA’s Active After School program. o Access to court services in French (i.e. French trial) was added by the group and was ranked highly by several participants. o Early childhood program. Most participants said they found the choices were straightforward for them (easy to decide what to prioritize). Some participants indicated, however, that it was challenging to do this exercise and feel confident in their priority selection when they did not have the full list of GNWT services to the public. One participant noted in a follow up email that some services that already exist in French were not mentioned. For example, the Conseil de développement économique des TNO offers services in partnership with ITI et ECE: • • • Employment services for ECE in Yellowknife and the South Slave Maintenance of some external economic development websites for ITI Promotion of the NWT as a place to live, work, visit or invest such as Come Make Your Mark / “Faites le saut” and “Destination Canada”. 25 Other points • • • • Participants said it is important to communicate the value of French-language service within the GNWT so that English-speaking staff understand the role they can play and francophone staff can feel valued and welcome as part of the solution. A number of participants raised and reinforced the point that an active offer will be driven by “active demand”. Participants urged each other to consistently request their services in French (rather than switching to English when the service is not easily available) and register a complaint when the service is not available, so that it is noted and recorded. Participants expressed some frustration with the pace of change in the GNWT and indicated they hoped to see a stronger commitment and tangible results in the near future. One participant made a few specific recommendations in a follow-up email with respect to communications and consultation: o The GNWT should conduct a survey of existing services to get a better idea of what the francophone population actually wants because they felt the number of people at the consultation was not representative enough. o The full inventory of GNWT services should be communicated when it is available. o A list of the current bilingual GNWT staff should be created and a way to identify oneself as francophone should be available during the hiring process. o A clear process should be provided for submitting a complaint to the Commissioner and communicate it to the French community. Sample quotes "Il devrait y avoir une place sur tous les formulaires du gouvernement où on demande si tu veux qu’on communique avec toi en français ou en anglais. Ça c’est la première place où demander. Après ça, ton dossier serait marqué comme cette personne est francophone. " TRANSLATION: There should be a spot on government forms where they ask if you want to be served in English or French. They could do it there first. After that, they could put ‘Francophone’ on your file. "Un sondage sur les services actuels devrait être mis en place afin d’avoir une meilleur idée de ce que la population veut réellement." TRANSLATION: A survey on existing services should be done to have a better idea of what people really want. "J’ai réalisé comment ignorante j’étais de tous les services qui sont offerts (par le GTNO)." TRANSLATION: I realized just how much I didn’t know about all the services that are available (from the GNWT). 26 "Il y avait une réclamation d’une des éducatrices de la garderie avait fait à WSCC et ils m’ont appelé pour faire la traduction de son rapport qu’elle avait fait en français. Ça c‘était pas acceptable." TRANSLATION: One of the daycare educators had put in a claim to the WSCC. They called me to translate her report, which was all in French. That’s unacceptable. "On pourrait faire deux offres d’emploi pour le même poste, une pour une personne bilingue et l’autre pas. Il pourrait y avoir deux façons d’entrer pour le même poste. Si personne applique sur le poste bilingue, ça va au moins faire une offre active de recrutement et on peut démonter qu’on a essayé." TRANSLATION: You could have two job postings for the same position, one seeking a bilingual person and the other not. There could be two ways to get in for the same job. If no one applies on the bilingual position, at least they’d be making an effort to recruit [bilingual people]. It would show they tried. 27 Hay River The Hay River consultation session was held at École Boréale on February 8th, 2014. In all, nine (9) people participated in the consultation. This was a smaller group, but nonetheless included representatives from the local francophone association, educators, government employees and people working in the private sector. There was one anglophone participant (a parent of a student at the school) who took part in the first half of the discussion. The majority of the discussion took place in French with translations provided as needed. Discussion of the active offer • • • • • • For this group, much of the active offer discussion focused on bilingual signage and greetings. Participants were clear, however, that these things were only meaningful if they were supported by meaningful follow through: either direct service or a timely referral. At this time, participants’ perception is that there is little or no French signage in Hay River. Participants generally agreed that it would be helpful to identify who the French-speaking resources in a department are and to give them some visibility, either through signage, name tags or some other identifier, so francophone clients would be aware of them and feel comfortable asking for service in French. They indicated that currently, a person needs to know who the francophone employees are and ask them directly. They also described the current use of bilingual employees within departments as ad hoc. Some participants emphasized that creating workplaces that are open to French is key to the active offer. In Hay River, there is lingering unease that followed a situation in the past where an employee with HSS had been reprimanded for speaking French at work. This situation has been corrected and one participant indicated that the atmosphere had improved quite a bit, but people still aren’t entirely at ease speaking French in the workplace even with clients. To be able to provide an active offer, participants said the GNWT must also recruit and hire bilingual staff and raise awareness internally of the importance and value of offering services in French so these employees feel comfortable and supported. For the active offer, participants thought that documents and websites should be available in French as a standard. They noted that documents generally seemed to be available in French, at least for health materials. Priority services Voting patterns were rather spread across programs in Hay River, though a few clear priorities did emerge. • Health services were clearly a key priority, with the health card, local health centre and Stanton Territorial Health Authority topping the list. Immunization services were also identified as a secondary priority. Participants made a point of saying they are looking for an active offer of services in health and an assurance that critical services will be available at all times in French within reasonable wait times. Their primary interest in Stanton was related to accessing specialists if they are needed. 28 • • • • • • • • Participants had a lot to say about the challenge of engaging with the medical system when a person is in pain or crisis. In particularly, they talked about the difficulty in finding the right words in these situations and understanding what is being asked. Most of the sample ECE programs also ranked quite highly, particularly the Early childhood program. MACA’s Active After School program received similarly high ratings, indicating an interest in programs focused on children. In keeping with this theme, the Teacher Certification and Student Financial Assistance programs, ranked as a secondary priorities. Notably, Hay River participants seemed to place a high importance on arts and culture (Arts Council, Northern Arts Festival, NWT Arts Program) Forms and permits provided by the Department of Finance were also rated very highly. Participants explained that when a person is dealing with complex forms that have legal implications, it is important to be able to fill them out in one’s own language. The Department of Transportation was identified for both drivers licenses and, as a secondary concern, highway conditions and weight restrictions. Other services that were identified as priorities in the voting process included: o Fishing permits o Applying for a GNWT job o Internships – Northern Graduate Employment Program o Court services o Grants for non-profit organizations o Community counselling programs o NWTHC’s Contribution Assistance for Repairs and Enhancements (CARE) While it was not prioritized by many people, one participant did note that he voted for submitting a claim for a workplace injury (WSCC) because he had had a workplace accident and would have preferred to go through that process in his own language. This highlighted the fact that, until someone needs a service, they may not recognize its importance to them. Sample quotes "Y’a pas d’indication quand on rentre dans l’hôpital. Y’a rien pour dire ‘Ici on parle français’." TRANSLATION: There isn’t any indication when you enter the hospital. There’s nothing that says that French is spoken there. "Ca dépend combien de temps ça prend, si c’est tout de suite pas grave, mais si c’est ‘revient dans une heure’ c’est pas la même chose. " TRANSLATION: It depends on how long it’s going to take. It’s okay if it’s right away. But if they tell you to come back in an hour, that’s a whole different story. "Même une petite épinglette qui dit ‘Bonjour’ ça aiderait." TRANSLATION: Even a little pin that says ‘Bonjour’ would help. 29 "Avant on avait plus de friction ici quand on parlait en français au travail, mais maintenant ce n’est pas aussi pire." TRANSLATION: Before, there’d be more friction here if you spoke French at work, but now things aren’t as bad. "Électroniquement ça devrait être disponible tout de suite avec aucun problème (informations en francais)." TRANSLATION: (Information in French) should be available electronically right away without any problem. "Moi ça été assez facile de choisir. Je savais où mettre mes boutons. Surtout les rouges. J’ai visé beaucoup la santé en premier." TRANSLATION: It was pretty easy for me to decide. I knew where I wanted to put the round stickers, especially the red ones. Health was pretty much my number one concern. "Y’en a plusieurs personnes qui parlent en français à l’hôpital le jour, mais j’ai l’impression qu’en pleine nuit, si tu vas aux urgences je ne suis pas certaine que ce ça va être facile. J’ai l’impression qu’il va falloir attendre. Et expliquer quelque chose en anglais quand tu es malade et quand t’es un peu en panique ce n’est pas aussi facile." TRANSLATION: There are several people at the hospital during the day who can speak French. But I feel as though if you went to the Emergency Department in the middle of the night, it probably wouldn’t be all that easy. You can ask, but my guess is you’d have to wait. Plus, explaining something in English when you’re sick and stressed isn’t easy. "Disons que tu veux ouvrir un coffee shop. Servir ton café en anglais c’est pas pire, ça va. Mais ouvrir ta business et essayer de se débrouiller pour faire toute ta paperasse pour ton entreprise en anglais… c’est une autre affaire. C’est tout des formulaires légaux, c’est plus compliqué." TRANSLATION: Say you want to open a coffee shop. Serving coffee in English is one thing. But opening a business and trying to look after all the paperwork for it in English is a whole different story. There are all those legal forms. It’s a lot harder. "Mes amis et ma famille parlent pas anglais, donc s’il viennent ici, le kiosk à l’entrée des Territoires c’est tout en anglais. Je pense que ça pourrait attirer des touristes d’offrir des informations en français." TRANSLATION: My family and friends don’t speak English. If they were to come here, they’d see that everything’s in English at the booth at the border. I think more tourists would come here if they could get information in French. 30 Annex A Community multi-voting summary tables Strategic Plan on French-language Communications and Services Fort Smith consultation – Multi-voting results (November 9, 2013) Legend: Highest priority rating Secondary priority rating Other notable priorities Services added by participants are indicated by grey shading and *italics. Commission de la sécurité au travail et de l’indemnisation des travailleurs (CSTIT) Workers' Safety & Compensation Commission (WSCC) Service Rouge/red 1X 3pts = 3 Jaune/yellow 2X 2pts = 4 Bleu/blue 1X 1pt = 1 Soumettre une demande d’indemnisation en cas d’accident en milieu de travail 0 2X 2pts = 4 1X 1pt = 1 Inscrire une entreprise à l’indemnisation des accidentés du travail 0 0 1X 1pt = 1 Signaler les pratiques de travail dangereuses Report unsafe work practices Total score 8 5 Submit a claim for workplace injury compensation 1 Register a business for Workers’ Compensation coverage Ministère des affaires autochtones et des relations intergouvernementales (MAARI) Department of Aboriginal Affairs and Intergovernmental Relations (DAAIR) Service Communications générales sur les traités et l’autonomie gouvernementale des Autochtones des Territoires du Nord-Ouest (TNO) General Communications about Treaties and Aboriginal Self-government in the NWT Rouge/red 0 Jaune/yellow 3X 2pts = 6 Bleu/blue 2X 1pt = 2 Total score 8 Ministère des Affaires municipales et communautaires (MAMC) Department of Municipal and Community Affairs (MACA) Service Rouge/red Jaune/yellow Licences d’exploitation des 0 2X 2pts = 4 commerces Bleu/blue 1X 1pt = 1 5 Business Licenses Location et achat de terres 1X 3pts = 3 0 1X 1pt = 1 Programme En forme après l’école 20X 3pts = 60 4X 2pts = 8 0 Services d’évaluation foncière 0 0 0 Emergency measures 10X 3pts = 30 2X2pts = 4 3X1pt = 3 * Sports and recreation 3X 3pts = 9 4X 2pts = 8 1X 1pt = 1 * Arctic Winter Games, etc. 1X 3pts = 3 3X 2pts = 6 2X 1pt = 2 * Get Active Program 1X 3pts = 3 3 X 2pts = 6 1X 1pt = 1 * Volunteer recognition 0 2 X 2pts = 4 0 * KidSport 1 X 3pts = 3 2 X 2pts = 4 0 Rouge/red 9X 3pts = 27 Jaune/yellow 1X 2pts = 2 Bleu/blue 0 Tribunal d’arbitrage des droits de la personne 0 3X 2pts = 6 1X 1pt = 1 Commission des droits de la personne 1X 3pts = 3 2X 2pts = 4 3 X 1pt = 3 Visites guidées de l’Assemblée législative 0 2X 2pts = 4 2 X 1pt = 2 3X 3pts = 9 2X 2pts = 4 5 X 1pt = 5 Leasing and Purchasing Land Active After School Program Assessment Services Total score 4 68 0 37 18 11 10 4 7 Assemblée législative Legislative Assembly Service Élections TNO Elections NWT Human Rights Adjudication Panel Human Rights Commission Legislative Assembly Tours * Legislative services (i.e. information to the public about what goes on in the Legislature) * One person chose to place a red sticker on the department as a whole. Total score 29 7 10 6 18 Ministère de l’Éducation, de la Culture et de la Formation (MÉCF) Department of Education, Culture and Employment (ECE) Service Rouge/red 1 X 3pts = 3 Jaune/yellow 2X 2pts = 4 Bleu/blue 2X 1pt = 2 Services à la petite enfance 21 X 3pts = 63 7 X 2pts = 14 2X 1pt = 2 Programme Enfants en santé 1 X 3pts = 3 2 X 2pts = 4 3X 1pt = 3 Certification des enseignants des TNO 18X 3pts = 54 6 X 2pts = 12 1X 1pt= 1 Programme d’aide financière aux étudiants (AFE) 3X 3pts = 9 3 X 2pts = 6 0 Normes d’emploi 0 0 2X 1pt = 1 * Employment training and resume writing 2 X 3pts = 6 7 X 2pts = 14 3X 1 pt = 3 Services d’éducation et de sensibilisation du Centre du patrimoine septentrional Prince-de-Galles Museum Education and Outreach Services Early Childhood Program Healthy Children Initiative Teacher Certification for the NWT Student Financial Assistance Program (SFA) Employment Standards Total score 9 79 10 67 15 2 23 Ministère de l’Environnement et des Ressources naturelles (MERN) Department of Environment and Natural Resources (ENR) Service Rouge/red 0 Jaune/yellow 1X 2pts = 2 Bleu/blue 0 Permis de pêche sportive 1 X 3pts = 3 4 X 2pts = 8 0 Permis de chasse 2 X 3pts = 6 0 0 Programme de recyclage des contenants de boissons 4 X 3pts = 12 2 X 2pts = 4 0 Permis de coupe de bois 0 0 1X 1pt = 1 1 Programme de mesures incitatives pour l’efficacité énergétique 0 0 1X 1pt = 1 1 Programme des technologies d’énergie de remplacement 0 0 0 0 Programme d’aide à l’économie d’énergie 0 0 2X 1 pt = 2 2 * Report a poacher 1 X 3pts = 3 1 X 2pts = 2 1X 1 pt = 1 * Spill reporting (post-devolution) * Forest fire advisory and reporting 0 4X 3 pts = 12 0 1X 2 pts = 2 2X 1 pt = 2 2X 1 pt = 2 Collecte des déchets ménagers dangereux Household Hazardous Waste Collection Event Sport Fishing License Hunting License Beverage Container Program Permit to Cut Wood Total score 2 11 6 16 Energy Efficiency Incentive Program Alternative Energy Technologies Program Energy Conservation Program 6 2 15 Ministère de l’Exécutif Department of Executive Service Fonds de stabilisation affecté aux organisations non gouvernementales (ONG) Rouge/red 0 Jaune/yellow 0 Bleu/blue 0 0 6 X 2pts = 12 1X 1pt = 1 Total score 0 The NGO Stabilization Fund Subventions aux organisations sans but lucratif pour des projets spéciaux Grants to Non-profit organization for special Projects 13 Société d’habitation des Territoires du Nord-Ouest (SHTNO) NWT Housing Corporation Service Rouge/red 0 Jaune/yellow 4X 2pts = 8 Bleu/blue 0 Logements sociaux 2X 3pts = 6 4X 2pts = 8 4X 1pt = 4 Programme de supplément au loyer transitoire 0 3X 2pts = 6 1 X 1pt = 1 Contribution financière pour les réparations et l’amélioration (CARE) Contributing Assistance for Repairs & Enhancements (CARE) Public Housing Transitional Rent Supplement Program Total score 8 18 7 Ministère de l’Industrie, du Tourisme et de l’Investissement (MITI) Department of Industry, Tourism and Investment (ITI) Service Rouge/red 4X 3pts = 12 Jaune/yellow 8X 2pts = 16 Bleu/blue 0 Bureau du cinéma 1 X 3pts = 3 2X 2pts = 4 0 Programme des arts des TNO 0 6X 2pts = 12 0 Programme d’appui aux entrepreneurs et au développement économique (PAEDE) 1X 3pts = 3 4 X 2pts = 8 0 Services d’information touristique 21X 3 pts = 63 0 1X 1pt = 1 64 4X 3 pts = 12 1X 2 pts = 2 0 14 Système de réservation des terrains de camping Campgrounds/Campground Reservation System Film Commission NWT Arts Program Total score 28 7 12 11 Support for Entrepreneurs and Economic Development Policy (SEED) Visitor Information Services * Small business support * Two people chose to place a red sticker on the department as a whole. *Due to an oversight, the Department of Finance was not included in the Fort Smith voting process. This was corrected in the following three consultations.* Ministère de la Justice Department of Justice Service Régie du logement des TNO Rouge/red 1 X 3pts = 3 Jaune/yellow 2X 2pts = 4 Bleu/blue 0 Registre des sociétés 0 5 X 2pts = 10 0 Programme d’exécution des ordonnances alimentaires 0 0 4X 1pt = 1 Aide juridique 12X 3pts = 36 1X 2pts = 2 0 Greffe du tribunal 0 0 2X 1 pt = 2 * Emergency protection orders 5 X 3pts = 15 0 2X 1 pt = 2 Rouge/red 2X 3pts = 6 Jaune/yellow 5X 2pts = 10 Bleu/blue 1X 1pt = 1 Stages : Programme d’emploi des diplômés du Nord 3X 3pts = 9 1X 2pts = 2 2X 1pt = 2 Appels de nominations de personnel 0 1X 2pts = 2 4X 1pt = 4 Programme d’emploi d’été des étudiants 3X 3pts = 9 4X 2pts = 8 1X 1pt = 1 NWT Rental Office Corporate Registries Maintenance Enforcement Program Legal Aid Court Registry Total score 7 10 4 38 2 17 Ministère des Ressources humaines (MRH) Department of Human Resources Service Perspectives de carrière : postuler pour un emploi au GTNO Career Opportunities – Applying for a GNWT Job Internships – Northern Graduate Employment Program Staffing Appeals Summer Student Employment Program Total score 17 13 6 18 Ministère de la Santé et des Services sociaux (MSSS) Department of Health and Social Services (HSS) Service Certificat de naissance Rouge/red 0 Jaune/yellow 2X 2pts = 4 Bleu/blue 1X 1pt = 1 Protection de l’enfance 7 X 3pts = 21 0 0 Lutte contre les maladies transmissibles 2 X 3pts = 6 0 2X 1pt = 2 Programme de counseling communautaire 7 X 3pts = 21 0 0 Centres de santé communautaires 19X 3pts = 57 1X 2pts = 2 1X 1pt= 1 Ressources concernant la violence familiale 8X 3pts = 24 0 0 Carte d’assurance-maladie 0 2X 2pts = 4 1X 1pts = 1 Immunisation 2X 3pts = 6 0 0 Manuel d’information pour les personnes âgées 1X 3pts = 3 0 1X 1pts = 1 * Medical travel 7X 3pts = 21 0 0 * Adoption commissionner 3X 3pts = 9 0 1X 1pt = 1 * Services for the aged and handicap 2X 3pts = 6 0 0 * Public health 8 X 3pts = 24 2 X 2pts = 4 1X 1pt = 1 Birth Certificate Child Protection Communicable Disease Control Community Counselling Program Community Health Centres Family Violence Resources Health Care Card Immunization Seniors’ Information Handbook Total score 5 21 8 21 60 24 5 6 4 Hôpital territorial Stanton Stanton Territorial Hospital 21 10 6 29 Ministère des Transports Department of Transportation Service Rouge/red 0 Jaune/yellow 7X 2pts = 14 Bleu/blue 0 Renseignements sur les départs et arrivées des vols 0 5X 2pts = 10 0 Conditions routières et limites de poids des véhicules 7 X 3pts = 21 2X 2pts = 4 0 Rouge/red 0 Jaune/yellow 0 Bleu/blue 0 1X 3pts = 3 0 1X 1pt = 1 Permis de conduire Driver Licensing Flight arrival & departure information Highway conditions and weight restriction Total score 14 10 25 Ministère des Travaux publics et des Services (MTPS) Department of Public Works and Services (PWS) Service Marchés publics Government Procurement Sécurité relative aux projets mécaniques Mechanical Safety Total score 0 4 Strategic Plan on French-language Communications and Services Inuvik – Multi-voting results (January 25, 2014) Legend: Highest priority rating Secondary priority rating Other notable priorities Services added by participants are indicated by grey shading and *italics. Commission de la sécurité au travail et de l’indemnisation des travailleurs (CSTIT) Workers' Safety & Compensation Commission (WSCC) Service Rouge/red Jaune/yellow 1X2pts=2 Bleu/blue 1X1pt=1 Soumettre une demande d’indemnisation en cas d’accident en milieu de travail 1X2pts=2 1X1pt=1 3 Inscrire une entreprise à l’indemnisation des accidentés du travail 1X2pts=2 1X1pt=1 3 Signaler les pratiques de travail dangereuses Report unsafe work practices Total score 3 Submit a claim for workplace injury compensation Register a business for Workers’ Compensation coverage Ministère des affaires autochtones et des relations intergouvernementales (MAARI) Department of Aboriginal Affairs and Intergovernmental Relations (DAAIR) Service Communications générales sur les traités et l’autonomie gouvernementale des Autochtones des Territoires du Nord-Ouest (TNO) General Communications about Treaties and Aboriginal Self-government in the NWT Rouge/red Jaune/yellow Bleu/blue 1X1pt= 1 Total score 1 Ministère des Affaires municipales et communautaires (MAMC) Department of Municipal and Community Affairs (MACA) Service Rouge/red Jaune/yellow Licences d’exploitation des 1X2pts=2 Bleu/blue commerces Total score 2 Business Licenses Location et achat de terres 1X2pts=2 Programme En forme après l’école 1X2pts=2 Services d’évaluation foncière 1X2pts=2 Subventions pour offrir des programmes pour les jeunes * SAO training 2X2pts=4 Leasing and Purchasing Land Active After School Program Assessment Services 2 2X1pt=2 4 2 2X1pt=2 6 1X1pt=1 1 Assemblée législative Legislative Assembly Service Élections TNO Elections NWT Rouge/red 1X3pts=3 Tribunal d’arbitrage des droits de la personne Jaune/yellow 1X2pts=2 Bleu/blue Total score 5 1X2pts=2 2 2X3pts=4 13 Human Rights Adjudication Panel Commission des droits de la personne Human Rights Commission 3X3pts=9 Visites guidées de l’Assemblée législative Legislative Assembly Tours * Bureau du greffier Office of the Clerk * Bibliothèque de l’Assemblée Legislative Assembly Library 1X1pt=1 1 Ministère de l’Éducation, de la Culture et de la Formation (MÉCF) Department of Education, Culture and Employment (ECE) Service Rouge/red Jaune/yellow Services d’éducation et de sensibilisation du Centre du patrimoine septentrional Prince-de-Galles Bleu/blue 2X1pt=2 Total score 2 Museum Education and Outreach Services Services à la petite enfance Early Childhood Program 5X3pts=15 Programme Enfants en santé Healthy Children Initiative Certification des enseignants des TNO Teacher Certification for the NWT 2X3pts=6 15 1X2pts=2 2 1X2pts=2 8 Programme d’aide financière aux étudiants (AFE) 2X1pt=2 2 Student Financial Assistance Program Normes d’emploi 1X3pts=3 2X1pt=2 5 * Programme des nominés (immigration) 1X3pts=3 1X1pt=1 4 2X1pt=2 2 Employment Standards Nominee program (immigration) * Conseil des Arts (Musée) (subventions aux artistes) Arts Council (Museum) (grants to artists) Ministère de l’Environnement et des Ressources naturelles (MERN) Department of Environment and Natural Resources (ENR) Service Rouge/red Jaune/yellow Collecte des déchets ménagers dangereux Bleu/blue 2X1pt=2 Total score 2 Household Hazardous Waste Collection Event Permis de pêche sportive 1X1pt=1 1 Permis de chasse 2X1pt=2 2 Sport Fishing License Hunting License Programme de recyclage des contenants de boissons 1X2pts=2 2 Beverage Container Program 1X1pt=1 Permis de coupe de bois Permit to Cut Wood 1 Programme de mesures incitatives pour l’efficacité énergétique 2X2pts=4 4 Programme des technologies d’énergie de remplacement 2X2pts=4 4 Programme d’aide à l’économie d’énergie 2X2pts=4 4 Energy Efficiency Incentive Program Alternative Energy Technologies Program Energy Conservation Program * Feux de forêt Forest fires Ministère de l’Exécutif Department of Executive Service Rouge/red Jaune/yellow Fonds de stabilisation affecté aux organisations non gouvernementales (ONG) Bleu/blue 3X1pt=3 Total score 3 The NGO Stabilization Fund 3X1pt=3 Subventions aux organisations sans but lucratif pour des projets spéciaux 3 Grants to Non-profit organization for special Projects Société d’habitation des Territoires du Nord-Ouest (SHTNO) NWT Housing Corporation Service Rouge/red Jaune/yellow Bleu/blue Total score Contribution financière pour les réparations et l’amélioration (CARE) Contributing Assistance for Repairs & Enhancements (CARE) Logements sociaux Public Housing 2X3pts=6 1X1pt=1 7 Programme de supplément au loyer transitoire Transitional Rent Supplement Program Ministère de l’Industrie, du Tourisme et de l’Investissement (MITI) Department of Industry, Tourism and Investment (ITI) Service Rouge/red Jaune/yellow Système de réservation des terrains de camping Bleu/blue 1X1pt=1 Total score 1 Campgrounds/Campground Reservation System Bureau du cinéma Film Commission Programme des arts des TNO NWT Arts Program Programme d’appui aux entrepreneurs et au développement économique (PAEDE) 1X3pts=3 Services d’information touristique 2X3pts=6 3 Support for Entrepreneurs and Economic Development Policy (SEED) Visitor Information Services * Octroi de prêts aux entrepreneurs Loans to entrepreneurs 2X1pt=2 1X2pts=2 8 2 Ministère des Finances Department of Finance Service Formulaires ou permis concernant : Les impots; Les licences d’alcool; L’inscription des fournisseurs et des clients; L’inscription au depot direct Rouge/red 1X3pts=3 Jaune/yellow 2X2pts=4 Bleu/blue Total score 7 Rouge/red Jaune/yellow 2X2pts=4 Bleu/blue Total score 4 Ministère de la Justice Department of Justice Service Régie du logement des TNO NWT Rental Office Registre des sociétés Corporate Registries 1X3pts=3 3 Programme d’exécution des ordonnances alimentaires 1X1pt=1 1 1X1pt=1 5 Maintenance Enforcement Program Aide juridique 2X2pts=4 Greffe du tribunal 1X2pts=2 2 * Commissaire d’assermentation 1X2pts=2 2 Legal Aid Court Registry Commissioner of Oaths * Juge de paix 1X3pts * Juges et jurys francophones (accès) 3Xpts=9 Justice of the Peace Access to French judges and juries 3 1X2pts=2 11 Ministère des Ressources humaines (MRH) Department of 3=9 Resources Service Perspectives de carrière : postuler pour un emploi au GTNO Rouge/red 3X3pts=9 Jaune/yellow 1X2pts=2 Bleu/blue Total score 11 Career Opportunities – Applying for a GNWT Job Stages : Programme d’emploi des diplômés du Nord Internships – Northern Graduate Employment Program Appels de nominations de personnel 1X2pts=2 2 Programme d’emploi d’été des étudiants 2X2pts=4 4 Staffing Appeals Summer Student Employment Program Ministère de la Santé et des Services sociaux (MSSS) Department of Health and Social Services (HSS) Service Certificat de naissance Birth Certificate Rouge/red 1X3pts=3 Jaune/yellow Bleu/blue Total score 3 Protection de l’enfance Child Protection Lutte contre les maladies transmissibles Communicable Disease Control Programme de counseling communautaire 1X3pts=3 3 Centres de santé communautaires 5X3pts =15 15 Community Counselling Program Community Health Centres Ressources concernant la violence familiale Family Violence Resources 2X1pt=2 Carte d’assurance-maladie Health Care Card Immunisation Immunization 1X3pts =3 3 1X1pt=1 Manuel d’information pour les personnes âgées 2 1 Seniors’ Information Handbook Hôpital territorial Stanton 2X3pts =6 * Medivac * Aide pour accès aux services santé hors territoire (ententes intergouvernementales) 2X3pts =6 2X3pts =6 Stanton Territorial Hospital Assistance accessing health services when outside the territory (intergovernmental agreements) 6 1=1 1=1 7 7 Ministère des Transports Department of Transportation Service Rouge/red Permis de conduire Driver Licensing Jaune/yellow 2X2pts=4 Renseignements sur les départs et arrivées des vols 1X2pts =2 Conditions routières et limites de poids des véhicules 1X2pts =2 * Signalisation routière 2X2pts =4 Bleu/blue Total score 4 2 Flight arrival & departure information 2=2 4 Highway conditions and weight restriction Road signage 4 Ministère des Travaux publics et des Services (MTPS) Department of Public Works and Services (PWS) Service Rouge/red Jaune/yellow Bleu/blue Total score Marchés publics Government Procurement Sécurité relative aux projets mécaniques Mechanical Safety * Affichage GTNO GNWT signage 3X3pts=9 9 Strategic Plan on French-language Communications and Services Yellowknife – Multi-voting results (February 1, 2014) Legend: Highest priority rating Secondary priority rating Other notable priorities Services added by participants are indicated by grey shading and *italics. Commission de la sécurité au travail et de l’indemnisation des travailleurs (CSTIT) Workers' Safety & Compensation Commission (WSCC) Service Rouge/red 8X3pts =24 Jaune/yellow 3X2pts=6 Soumettre une demande d’indemnisation en cas d’accident en milieu de travail 13X3pt=39 3X2pts=6 Inscrire une entreprise à l’indemnisation des accidentés du travail 2X3pts=6 1X2pts=2 Signaler les pratiques de travail dangereuses Bleu/blue 1X1pt=1 Total score 31 Report unsafe work practices 45 Submit a claim for workplace injury compensation 5X1pt=5 13 Register a business for Workers’ Compensation coverage Ministère des affaires autochtones et des relations intergouvernementales (MAARI) Department of Aboriginal Affairs and Intergovernmental Relations (DAAIR) Service Jaune/yellow 3X2pts=6 Bleu/blue 2X1pt=2 Total score 11 Ministère des Affaires municipales et communautaires (MAMC) Department of Municipal and Community Affairs (MACA) Service Rouge/red Jaune/yellow Licences d’exploitation des 7X3pts=21 3X2pts=6 Bleu/blue 1X1pt=1 Total score 28 Communications générales sur les traités et l’autonomie gouvernementale des Autochtones des Territoires du Nord-Ouest (TNO) Rouge/red 1X3pts=3 General Communications about Treaties and Aboriginal Self-government in the NWT commerces Business Licenses Location et achat de terres 6X3pts=18 Programme En forme après l’école 9X3pts=27 Services d’évaluation foncière 3X3pts=9 Leasing and Purchasing Land Active After School Program Assessment Services Assemblée législative 3X2pt=6 5X2pts=10 2X1pt=2 26 6X1pt=6 33 1X1pt=1 20 Legislative Assembly Service Rouge/red 6X3pts=18 Jaune/yellow 4X2pts=8 Tribunal d’arbitrage des droits de la personne 6X3pts=18 5X2pts=10 28 Commission des droits de la personne 5X3pts=15 8X2pts=16 31 Visites guidées de l’Assemblée législative 6X3pts=18 2X2pts=4 2X1pt=2 24 * Hansard 1X3pts=3 3X2pts=6 1X1pt=1 10 Élections TNO Elections NWT Bleu/blue 2X1pt=2 Total score 28 Human Rights Adjudication Panel Human Rights Commission Legislative Assembly Tours Ministère de l’Éducation, de la Culture et de la Formation (MÉCF) Department of Education, Culture and Employment (ECE) Service Rouge/red 6X3pts=18 Jaune/yellow 1X2pt=2 Services à la petite enfance 9X3pts=27 1X2pts=2 Programme Enfants en santé 4X3pts=12 2X2pts=4 Certification des enseignants des TNO 9X3pts=27 1X2pts=2 Programme d’aide financière aux étudiants (AFE) 3X3pts=9 3X2pts=6 5X1pt=5 20 Normes d’emploi 4X3pts=12 1X2pts=2 2X1pt=2 16 * Programme des nominés (immigration) 6X3pts=18 4X2pts=8 26 * Conseil des 6X3pts=18 4X2pts=8 26 * Soutien au revenu 5X3pts=15 2X2pts=4 19 Services d’éducation et de sensibilisation du Centre du patrimoine septentrional Prince-de-Galles Museum Education and Outreach Services Early Childhood Program Healthy Children Initiative Teacher Certification for the NWT Bleu/blue Total score 19 28 1X1pt=1 17 29 Student Financial Assistance Program Employment Standards Nominee program (immigration) Arts Council Income Support Ministère de l’Environnement et des Ressources naturelles (MERN) Department of Environment and Natural Resources (ENR) Service Rouge/red Jaune/yellow Bleu/blue 1X1pt=1 1X3pts=3 2X2pts=4 2X1pt=2 9 Permis de chasse 1X2pts=2 1X1pt=1 3 Programme de recyclage des contenants de boissons 1X2pts=2 1X1pt=1 3 3X2pts=6 1X1pt=1 13 Collecte des déchets ménagers dangereux Total score 1 Household Hazardous Waste Collection Event Permis de pêche sportive Sport Fishing License Hunting License Beverage Container Program Permis de coupe de bois Permit to Cut Wood 2X3pts=6 Programme de mesures incitatives pour l’efficacité énergétique 6X2pts=12 12 Programme des technologies d’énergie de remplacement 4X2pts=8 1X1pt=1 9 Programme d’aide à l’économie d’énergie 6X2pts=12 4X1pt=4 16 Jaune/yellow 1X2pts=2 Bleu/blue Energy Efficiency Incentive Program Alternative Energy Technologies Program Energy Conservation Program Ministère de l’Exécutif Department of Executive Service Fonds de stabilisation affecté aux organisations non gouvernementales (ONG) Rouge/red 3X3pts=9 Total score 11 The NGO Stabilization Fund Subventions aux organisations sans but lucratif pour des projets spéciaux Grants to Non-profit organization for special Projects 15X3pts=45 4X1pt=4 49 Société d’habitation des Territoires du Nord-Ouest (SHTNO) NWT Housing Corporation Service Rouge/red Jaune/yellow Bleu/blue 1X1pt=1 4X3pts=12 2X2pts=4 3X1pt=3 19 2X2pts=4 1X1pt=1 5 Contribution financière pour les réparations et l’amélioration (CARE) Total score 1 Contributing Assistance for Repairs & Enhancements (CARE) Logements sociaux Public Housing Programme de supplément au loyer transitoire Transitional Rent Supplement Program * Yellowknife Housing 1X3pts=3 3 Ministère de l’Industrie, du Tourisme et de l’Investissement (MITI) Department of Industry, Tourism and Investment (ITI) Service Rouge/red Système de réservation des terrains de camping Jaune/yellow 6X2pts=12 Bleu/blue 1X1pt=1 Total score 13 1X2pts=2 4X1pt=4 6 1X1pt=1 31 4X1pt=4 17 Campgrounds/Campground Reservation System Bureau du cinéma Film Commission Programme des arts des TNO 10X3pts=30 Programme d’appui aux entrepreneurs et au développement économique (PAEDE) 3X3pts=9 2X2pts=4 Services d’information touristique 7X3pts=21 4X2pts=8 Rouge/red 1X3pts=3 Jaune/yellow 8X2pts=16 NWT Arts Program Support for Entrepreneurs and Economic Development Policy (SEED) Visitor Information Services 29 Ministère des Finances Department of Finance Service Formulaires ou permis concernant : Les impots; Les licences d’alcool; L’inscription des fournisseurs et des clients; L’inscription au depot direct * Surintendant des assurances Superintendent of insurance Bleu/blue 11X1pt=11 3X1pt=3 Total score 30 3 Ministère de la Justice Department of Justice Service Régie du logement des TNO NWT Rental Office Rouge/red 5X3pts =15 Registre des sociétés Corporate Registries Jaune/yellow 7X2pts=14 Bleu/blue 1X1pt=1 Total score 20 2X2pts=4 2X1pt=2 6 Programme d’exécution des ordonnances alimentaires 3X3pts=9 3X2pts=6 3X1pt=3 18 Aide juridique 6X3pts=18 3X2pts=6 2X1pt=2 26 Greffe du tribunal 2X3pts=6 * Services aux tribunaux (procès en français) 10X3pts=30 4X2pts=8 2X1pt=2 40 * Services correctionnels 2X2pts=6 2X2pts=4 1X1pt=1 11 * Huissier 4X3pts=12 1X2pts=2 3X1pt=3 17 3X2pts=6 1X1pt=1 7 Jaune/yellow 7X2pts=14 Bleu/blue 2X1pt=2 2X2pts=4 2X1pt=2 6 3X1pt=3 3 1X1pt=1 12 Maintenance Enforcement Program Legal Aid Court Registry 6 Court Services (trial in French) Correctional services Sheriff * Curatelle publique Public trustee Ministère des Ressources humaines (MRH) Department of Human Resources Service Perspectives de carrière : postuler pour un emploi au GTNO + DOTATION Career Opportunities – Applying for a GNWT Job Rouge/red 4X3pts=12 Stages : Programme d’emploi des diplômés du Nord Total score 28 Internships – Northern Graduate Employment Program Appels de nominations de personnel Staffing Appeals Programme d’emploi d’été des étudiants 1X3pts=3 * Promotion et Recrutement 22X3pts=66 4X2pts=8 Summer Student Employment Program Promotion and recruitment 66 Ministère de la Santé et des Services sociaux (MSSS) Department of Health and Social Services (HSS) Service Certificat de naissance Birth Certificate Rouge/red 2X3pts=6 Protection de l’enfance Child Protection Jaune/yellow 8X2pts=16 Bleu/blue 3X1pt=3 Total score 25 2X2pts=4 5X1pt=5 9 4X1pt=4 7 Lutte contre les maladies transmissibles 1X3pts=3 Programme de counseling communautaire 7X3pts=21 6X2pts=12 Centres de santé communautaires 17X3pts=51 2X2pts=4 2X1pt=2 57 Ressources concernant la violence familiale 6X3pts=18 3X2pts=6 2X1pt=2 26 Carte d’assurance-maladie 4X3pts=12 6X2pts=12 4X1pt=4 28 Immunisation 5X3pts=15 1X2pts=2 17 Manuel d’information pour les personnes âgées 2X3pts=6 1X2pts=2 8 Hôpital territorial Stanton 23X3pts=69 3X2pts=6 1X1pt=1 76 * Services specialisés d’évaluation pédagogique 22X3pts=66 1X2pts=2 3X1pt=3 71 * Services d’adoption et de familles d’accueil 2X3pts=6 4X2pts=8 Communicable Disease Control 33 Community Counselling Program Community Health Centres Family Violence Resources Health Care Card Immunization Seniors’ Information Handbook Stanton Territorial Hospital Specialized educational assessment services Adoption services and foster famillies 14 Ministère des Transports Department of Transportation Service Rouge/red Permis de conduire Driver Licensing Renseignements sur les départs et arrivées des vols Jaune/yellow 8X2pts=16 Bleu/blue Total score 16 1X2pts=2 2X1pt=2 3 1X2pts=2 5X1pt=5 16 Jaune/yellow 2X2pts=4 Bleu/blue 3X1pt=3 2X2pts=4 1X1pt=1 5 2X2pts=4 3X1pt=3 25 Flight arrival & departure information Conditions routières et limites de poids des véhicules Highway conditions and weight restriction * Signalisation routière Road signage 3X3pts=9 Ministère des Travaux publics et des Services (MTPS) Department of Public Works and Services (PWS) Service Marchés publics Government Procurement Rouge/red 1X3pts=3 Sécurité relative aux projets mécaniques Total score 10 Mechanical Safety * Affichage gouvernementale Government signage 6X3pts=18 Strategic Plan on French-language Communications and Services Hay River – Multi-voting results (February 8, 2014) Legend: Highest priority rating Secondary priority rating Other notable priorities Services added by participants are indicated by grey shading and *italics. Commission de la sécurité au travail et de l’indemnisation des travailleurs (CSTIT) Workers' Safety & Compensation Commission (WSCC) Service Signaler les pratiques de travail dangereuses Rouge/red 1 X 3pts = 3 Jaune/yellow Bleu/blue 3 Report unsafe work practices Soumettre une demande d’indemnisation en cas d’accident en milieu de travail Total score 1 X 3pts = 3 1 X 1pts = 1 4 Submit a claim for workplace injury compensation Inscrire une entreprise à l’indemnisation des accidentés du travail Register a business for Workers’ Compensation coverage Ministère des affaires autochtones et des relations intergouvernementales (MAARI) Department of Aboriginal Affairs and Intergovernmental Relations (DAAIR) Service Communications générales sur les traités et l’autonomie gouvernementale des Autochtones des Territoires du Nord-Ouest (TNO) General Communications about Treaties and Aboriginal Self-government in the NWT Rouge/red Jaune/yellow Bleu/blue Total score Ministère des Affaires municipales et communautaires (MAMC) Department of Municipal and Community Affairs (MACA) Service Rouge/red Jaune/yellow Licences d’exploitation des 3 X 2pts = 6 commerces Bleu/blue 1 X 1pt = 1 Total score 7 1 X 1pt = 1 1 1 X 1pt = 1 8 Business Licenses Location et achat de terres Leasing and Purchasing Land Programme En forme après l’école Active After School Program 2 X 3pt = 6 1 X 2pt = 2 Services d’évaluation foncière 1 X 2pt = 2 2 * Appui aux jeunes athlètes (ex. Sport North) 1 X 2pt = 2 2 Assessment Services Support to young athletes (eg. Sport North) Assemblée législative Legislative Assembly Service Élections TNO Elections NWT Rouge/red 1 X 3pt = 3 Jaune/yellow Bleu/blue 1 X 1pt = 1 Total score 4 1 X 2pt = 2 1 X 1pt = 1 3 1 X 2pt = 2 1 X 1pt = 1 6 Tribunal d’arbitrage des droits de la personne Human Rights Adjudication Panel Commission des droits de la personne Human Rights Commission Visites guidées de l’Assemblée législative Legislative Assembly Tours 1 X 3pt = 3 Ministère de l’Éducation, de la Culture et de la Formation (MÉCF) Department of Education, Culture and Employment (ECE) Service Services d’éducation et de sensibilisation du Centre du patrimoine septentrional Prince-de-Galles Museum Education and Outreach Services Discussion note : includes the Arts Council and assistance for artists Services à la petite enfance Early Childhood Program Rouge/red 2 X 3pts = 6 Jaune/yellow 3 X 3pts = 9 Programme Enfants en santé Healthy Children Initiative Total score 6 2 X 1pt = 2 11 2 X 1pt = 2 2 1X2pt = 2 8 Programme d’aide financière aux étudiants (AFE) 4 X 2pt = 8 8 Normes d’emploi 1 X 2pt = 2 2 Certification des enseignants des TNO Teacher Certification for the NWT 2 X 3pts = 6 Bleu/blue Student Financial Assistance Program Employment Standards * Northern Arts Festival (recrutement et accueil des groupes francophones) 1 X3pt = 3 1 X2pt = 2 2 X 1pt = 2 7 (Recruiting and receiving francophone groups) Ministère de l’Environnement et des Ressources naturelles (MERN) Department of Environment and Natural Resources (ENR) Service Rouge/red Jaune/yellow Bleu/blue Total score 1X3pt = 3 1X2pt=2 1X1pt = 1 6 3X1pt = 3 3 1X1pt = 1 4 1X1pt = 1 1 1X1pt = 1 4 1X1pt = 1 1 Collecte des déchets ménagers dangereux Household Hazardous Waste Collection Event Permis de pêche sportive Sport Fishing License Permis de chasse Hunting License Programme de recyclage des contenants de boissons 1X3pt = 3 Beverage Container Program Permis de coupe de bois Permit to Cut Wood Programme de mesures incitatives pour l’efficacité énergétique Energy Efficiency Incentive Program Programme des technologies d’énergie de remplacement 1X3pt = 3 Alternative Energy Technologies Program Programme d’aide à l’économie d’énergie Energy Conservation Program * Fish and Wildlife services (poaching, problem bears) * Qualité des eaux Water quality 1 X 2pt = 2 2 Ministère de l’Exécutif Department of Executive Service Fonds de stabilisation affecté aux organisations non gouvernementales (ONG) Rouge/red 1X3pt = 3 Jaune/yellow 1X2pt=2 Bleu/blue Total score 5 2X3pt = 6 1X2pt=1 Rouge/red Jaune/yellow Bleu/blue Total score 2 X 3pt = 6 3 X 2pt = 6 1 X 1pt = 1 13 Bleu/blue 1 X 1pt = 1 Total score 7 2 X 1pt = 2 2 The NGO Stabilization Fund Subventions aux organisations sans but lucratif pour des projets spéciaux 7 Grants to Non-profit organization for special Projects Ministère des finances Department of Finance Service Formulaires ou permis concernant : • les impôts; • les licences d’alcool • l’inscription des fournisseurs et des clients • l’inscription au dépôt direct Forms and permits for the purposes of: • Taxation • Liquor licensing • Vendor/customer set up • Direct deposit set up Société d’habitation des Territoires du Nord-Ouest (SHTNO) NWT Housing Corporation Service Contribution financière pour les réparations et l’amélioration (CARE) Rouge/red 2 X 3pts = 6 Jaune/yellow Contributing Assistance for Repairs & Enhancements (CARE) Logements sociaux Public Housing Programme de supplément au loyer transitoire Transitional Rent Supplement Program 1 X 2pts = 2 2 Ministère de l’Industrie, du Tourisme et de l’Investissement (MITI) Department of Industry, Tourism and Investment (ITI) Service Rouge/red Jaune/yellow Système de réservation des terrains de camping Bleu/blue 3 X 1pt = 3 Total score 3 1 X 1pt = 1 1 Campgrounds/Campground Reservation System Bureau du cinéma Film Commission Programme des arts des TNO 2 X 3pts = 6 6 Programme d’appui aux entrepreneurs et au développement économique (PAEDE) 1 X 3pts = 3 3 Services d’information touristique 1 X 3pts = 3 1 X 2pts = 2 Rouge/red Jaune/yellow NWT Arts Program Support for Entrepreneurs and Economic Development Policy (SEED) Visitor Information Services 5 Ministère de la Justice Department of Justice Service Bleu/blue Total score Régie du logement des TNO NWT Rental Office Registre des sociétés Corporate Registries 1 X 3pt = 3 3 Programme d’exécution des ordonnances alimentaires 1 X2pt = 2 Aide juridique 1 X2pt = 2 2 Maintenance Enforcement Program Legal Aid Greffe du tribunal 1 X 3pt = 3 3 * Services du tribunal (Court services – process, etc.) 2 X 3pt = 6 6 Court Registry Ministère des Ressources humaines (MRH) Department of Human Resources Service Bleu/blue 1 X 1pt = 1 Total score 10 3 X 1pt = 3 6 Appels de nominations de personnel 1 X 1pt = 1 1 Programme d’emploi d’été des étudiants 2 X 1pt = 2 2 Perspectives de carrière : postuler pour un emploi au GTNO Rouge/red 3 X 3pts = 9 Jaune/yellow Career Opportunities – Applying for a GNWT Job Stages : Programme d’emploi des diplômés du Nord 1 X 3pt = 3 Internships – Northern Graduate Employment Program Staffing Appeals Summer Student Employment Program * Services de ressources humaines aux employés du GTNO 1 X 3pts = 3 1 X 2pts = 2 5 Ministère de la Santé et des Services sociaux (MSSS) Department of Health and Social Services (HSS) Service Certificat de naissance Rouge/red Jaune/yellow 1 X 2pts = 2 Protection de l’enfance 1 X 2pts = 2 2 Lutte contre les maladies transmissibles 2 X 2pts = 2 4 Birth Certificate Child Protection Bleu/blue 1 X 1pt = 1 Total score 3 Communicable Disease Control Programme de counseling communautaire 3 X 3pts = 9 9 Centres de santé communautaires 4 X 3pts =12 1 X 1pt = 1 13 Ressources concernant la violence familiale 1 X 3pts = 3 1 X 1pt = 1 4 Carte d’assurance-maladie 4 X 3pts =12 Immunisation 2 X 3pts = 6 Community Counselling Program Community Health Centres Family Violence Resources Health Care Card Immunization 1 X 2pts = 2 14 6 1 X 1pt = 1 Manuel d’information pour les personnes âgées 1 Seniors’ Information Handbook Hôpital territorial Stanton Stanton Territorial Hospital 4 X 3pts =12 12 Ministère des Transports Department of Transportation Service Permis de conduire Driver Licensing Rouge/red 3 X 3pts = 9 Renseignements sur les départs et arrivées des vols 1 X 3pts = 3 Conditions routières et limites de poids des véhicules 1 X 3pts = 3 Jaune/yellow Bleu/blue 1 X 1pt =1 Total score 10 3 Flight arrival & departure information 3 X 1pt = 3 6 2 X 1pt = 2 2 Jaune/yellow Bleu/blue Total score 1 X 2pts = 2 2 X 1pt = 2 4 1 X 1pt = 1 1 Highway conditions and weight restriction NOTE: Routes de glace? *Highway patrols (weight, speed, etc.) Ministère des Travaux publics et des Services (MTPS) Department of Public Works and Services (PWS) Service Rouge/red Marchés publics Government Procurement Sécurité relative aux projets mécaniques Mechanical Safety * Affichage gouvernemental Government signage * Améliorations aux édifices des GTNO GNWT building improvements