Ms Woo-Paw: Thank you, Mr. Speaker. Statistics Canada is projecting rapid changes to our population over the next 20 years. Major growth areas would include the aboriginal population, and it's projected that about one-third of Canada's population would be a visible minority. Learning about effective integration and develop­ment of inclusive communities speaks to the need for two-way integration. My question is to the Minister of Education. You have initiated the Inspiring Education visioning process, and you have spoken about transformative change to our educational system. I would like to know what transformative concepts and ideas you or your ministry have discussed relative to . . .

Mr. Hancock: Well, thank you, Mr. Speaker. In addition to Inspiring Education, of course, we're engaged in a number of areas: the School Act review, which is ongoing; Setting the Direction for Children with Special Needs; the FNMI Education Partnership Council — I introduced the chiefs and the presidents yesterday in the House — the tripartite MOU that we've signed with the treaty chiefs and the federal government; workforce planning; and Speak Out Alberta. There are a great number of initiatives. The Inspiring Education initiative has told us that Albertans want an education system that addresses the different learning needs of different communities.

The Speaker: Sorry. We have to move on. The hon. member.

Ms Woo-Paw: To the same minister. Numerous studies from jurisdictions across the country talk about the need to integrate cultural competency into the operation and practice of institutions.

I'd like to know what your commitment is to this requirement.

Mr. Hancock: Mr. Speaker, we want to move beyond acknowledg­ing cultural diversity in creating equality to a more inclusive model that promotes equity and involves all cultural elements in our community in a meaningful way. We have a commitment in the School Act on diversity in shared values. We have guidelines for recognizing diversity and promoting respect to ensure that all learning resources, including visuals, promote respect and under­standing for all members of society.

Ms Woo-Paw: What authority and opportunities does the ministry have to ensure that school systems meaningfully and systematically incorporate and implement cultural competency throughout the organization?

Mr. Hancock: Well, thank you, Mr. Speaker. First of all, helping students become culturally thoughtful and respectful starts in kindergarten and before and continues right through the system. We have to ensure that our curriculum is infused with the principles of our heritage and the principles of our cultures, particularly with respect to First Nations and Métis students in the province. All Alberta students need to know and understand that cultural heritage, not just the FNMI students. Through broadening their understand­ing, teachers and administrators are able to see how important cultural competency is to areas of curriculum and development for all students.