 A number of areas, I guess, where we're involved, first in terms of the K-12 system with we don't administer, well, we administer the funds, but we don't deliver the programming directly ourselves. We do that through an agreement we have with the school board, so we don't run the schools. The schools are run by the province through the school board, but we have a supplementary agreement with them to put different things into the school, so it's an agreement we negotiate every year. So at the school level we'll have two main areas, inactivity programming, and that's from K-12. One piece of it is an immersion program, where everything is taught in inactivity. At the high school level we have high school courses that are credited towards the provincial system, so you can use them instead of French or other courses. You can use them for graduation and they're certified by the province. So we provide that funding for the school board to hire teachers and we put funds into the system to have the curriculum developed. I guess the other piece we do with the school board is what we call the life skills program, so that again that's basically throughout the whole school system, including high school credit courses, and basically what they do is they learn inner life skills, so it could be sewing, it could be skin preparation, it could be hunting, it could be carving, snowshoe making, just different types of inner skills, and it's taught across the board to all the levels, all of our five communities, just inside of our territory. The other area where we have some programming is I guess at the post-secondary level, and what we've been doing over the last number of years is delivering, well some diploma programs, but some like early childhood education, which was a program, it was a provincially approved program, but we've added in-ode components to them, so we had an in-optitude instructor for example, and we've incorporated in-ode ways of knowing and in-ode traditional child wearing practices, things like that. Also at the degree level, we've delivered now through the university and the college, we've delivered two social work degree programs, again geared specifically towards in-ode incorporating in-ode content, the in-ode ways of knowing, two for social work, one for nursing, and we're now doing what we call our IBED program, which is our in-ode bachelor of education program, and in that one as well we've infused an in-optitude, some in-optitude language instruction as well. The partnership with Memorial University and the College of North Atlantic, yeah, usually the first part is, usually the first part of it is sometimes we have to do upgrading up front, so we would do that in conjunction with the college, and then the second, once we get into the university courses, that's in partnership with the university. The first social work we did was social work as a second degree, and we did that with St. Thomas University, and then we did the in-ode bachelor of social work program, that was the four-year program, we did that with Memorial University. All the trainees, all the students are beneficiaries of our territory, and the idea is really is to train our own people to work in our own communities, with your own knowledge. I guess to me, in-adjust education is something that starts at Chalworth and carries on through until a person leaves this earth, and it's the knowledge that you have, but it's your own knowledge, and your own ways of placing value on things, and also the way you pass that knowledge on. So it's just your own way of knowing, and your own information, and passing it on to your children or to your people. So it doesn't have, I don't think in terms of a K to 12 system or a university, it's a lifelong learning process, and knowing who you are, what you're about, what the values are of your system, and then having a system in place that would teach it in a way that the in-ode won't understand that. Over the next 10 years, or maybe even a little bit longer, what I would like to see for our territories, I'd like to see us at a point where we have built enough capacity so we can actually run our own system, our own K to 12 system, and our own early childhood education system, that will have information that we can share with parents for the earlier years, and I guess at the post-secondary level, I don't know if we'll have our own university. I'm hoping that at the national level, we may have an Inuit university that we could share among the regions. We're not a large enough group, I don't think, to have one in every region, but the other piece I'd like to see is more programs at the college and university level that incorporates traditional knowledge and Inuit ways of knowing, and we're gradually getting there with that. It's taking some time. Every time we deliver a program, the information is there and we can do it again. As I say, we've done early childhood education, we've done natural resource development, we've done nursing, social work, and education. The next one may be business administration. A little bit more challenging on business administration to infuse Inuit knowledge, but we will put it in there. It's the way people understand things, and having part of us knowing more about who you are and yourself, so those pieces we can put in. I guess when it comes to developing a good business plan, there's not much you can infuse in that type of process, but wherever we can infuse in Inuit ways of knowing, we'll certainly do that. Education is one of the areas within our land frames agreement where we have in our self-government agreement, because we have a self-government chapter in our in our claim where we have under self-government chapter, we have the authority over time to take down things like justice, things like education, health, and social programs. Even though we haven't, we're just starting to move on them. Our effort is really being to build our capacity first, and once we get enough capacity, then we'll start hopefully taking things down. So we're 10, 11 years in. We haven't really taken anything down yet, but we're still very young. I think the human resource capacity is one component of it. Another piece of it, I think, is that we need is more research on in their education, even understanding the systems we have now and how well they're doing. I mean, if we want to make some changes, you know, right now, for example, in our schools, we don't really know what our true graduation rate is. You know, I don't think most schools don't know that, you know, a true honest way of determining exactly what. You know, to me, somebody starting, you know, if we have 10 schools, 10 kids starting kindergarten, if nobody dies, you should have 10 coming out the other end. And if only five comes out, then you have 50 percent graduation rate. But usually the graduation rate, most times they'll look at who enters high school, and if they come through, so they don't count the ones that are knocked off in grade seven and grade eight, right? So it's not a true graduation rate. So it's that kind of basic information we need. Even on the Inuit side, on Inuit knowledge, we need a lot of research to document those things and put them in a format where we can actually teach them. You know, we can use elders and that's fine, but sometimes we need more in that. So there's the research component we need. We need a lot of work done on that area. So there's those tools we need, you know, and I think that will come through better partnerships, I think, with the colleges and the universities and institutions, research institutions. The only thing I would say is that what, you know, the last number of years we've been getting more collaboration among the Inuit regions and with First Nations. And I think there's a lot of value to that collaboration, because I think we've been, you know, the internet has brought us a lot close together. It's made it easier for us to share information. But for many years, I think we were all doing good work in our regions, but we kept it to ourselves. We didn't have a good way of sharing. So I think with the new communications tools like the internet, we can share more. And I think that's a big advantage for us. What has led to some successful, somewhat work at a secondary level of getting more people up to a high school graduation. And then I think once we get them to a high school, then we have a fairly good program for supporting students, our post-secondary student support program. It's a program that we took down, we've taken down from Million Owners Affairs. So we administered ourselves compared to mostly Inuit regions don't actually administer their own, their own student support program. So we administer our own, I think the fact that we're doing it ourselves, I think it's made a big difference. We have quite a number of graduates that get to the program. Our success rate is quite high. And I think it has something to do with with the fact that we're administering it ourselves. So we can understand the students and what they're going through and what their needs are. So I think that that's, I think that's nearly, I think we've done very well. I'll just mention one other little project we have that we're just rolling out now into the school system. And that's the Inuit history and culture course. So it's a history and culture course that specifically that we've researched with, we've developed ourselves. And it's a course where the kids can learn more about themselves. And it's a high school credit course for the grade 10 level two high school credit course. That's one we're doing now, we're excited about. We have the material developed, we don't have the book written. The book is not, well, we have the book written, it's not published. So hopefully within several months it'll be published. And we think that when we can roll it in our schools, but we think there's value to sharing it with other schools, with non-inuit schools and across the province so that other people can learn more about us and understand us better.