Before the transfer of government to Yellowknife in 1967, the Federal Department of Indian Affairs and Northern Development (DIAND) held the responsibility for education in the Northwest Territories. Upon the creation of a Territorial government, a Department of Education was established under the direction of B. C. Gillie and education functions were gradually transferred from the Federal Government. On April 1, 1969, the Government of the Northwest Territories (GNWT) assumed the responsibility for education in the Mackenzie District and took over the responsibility in the Eastern Arctic on April 1, 1970.
The function of the Department of Education was the provision of education and training programs and facilities in the Northwest Territories. Its main responsibilities were to provide primary, elementary, and secondary education for school age children and technical, vocational, business, and post-secondary programs as well as literacy, upgrading and life skills for adults. In addition, residential accommodations were provided to students continuing their schooling beyond the level provided in their community and funding was provided for students who had to leave the Northwest Territories to pursue higher education. Funding for the education function was provided through financial agreements between the GNWT and the Federal Government.
Initially education programs were directed from the headquarters in Yellowknife and supported by four regional offices located in Fort Smith, Inuvik, Frobisher Bay (now Iqaluit), and Churchill, Manitoba, then the regional centre for the Keewatin. Headquarters administration was responsible for planning, guidance, curriculum development, recruitment, staff training and administrative support services for the education program. In 1972, the results of an in house Survey of Education were released containing some 200 recommendations from Northwest Territories teachers. These recommendations studied by the Council's Special Committee on Education were considered in developing a new Education Ordinance, which became law on August 1, 1977. The Ordinance, replacing the Federal Ordinance of 1956, emphasized decentralization and devolution by providing more autonomy to regional superintendents and more control to elected local education authorities (LEAs), although the final authority for education remained with the Commissioner. The legislation established three levels of authority responsible for education: 1) Local or Community Education Authorities; 2) Education Societies; and 3) Boards of Education. Local Advisory Boards or Committees existed in many communities prior to creation of the Ordinance, providing primarily an advisory role, though some were responsible for Cultural Inclusion Programs, managing Committee funding, and hiring of local personnel for classroom assistants. The Act passed into law this department policy of community involvement and defined responsibilities. LEAs consisting of 4 elected members and one member appointed by the local municipal council were now responsible for advising the superintendent and the principal on school programs and administration for their education district. The boundaries of an education district usually coincided with the boundaries of a hamlet, town, village or settlement and several education districts comprised each of the five administrative regions of the Northwest Territories. For each region, a regional superintendent, under the advice of LEAs within that region, was responsible for assessing needs, establishing systems for evaluating programs and educators, and implementing education programs within the goals, objectives and standards set by the departmental administration. These regional superintendents were under the overall direction of regional directors. A petition from the community could achieve an Education Society, which was the next level of authority. These societies held greater responsibilities and were in charge of their own budgets, and the hiring and firing of all employees. The third level, autonomous Boards of Education, employed their own staff including a Superintendent of Education. As there was a tax-based financial requirement for the creation of Boards of Education, the boards were limited to the Yellowknife Public School Board, District #1 and the Yellowknife Separate School Board, District #2.
In 1982, with the formal establishment of Ministerial government in the GNWT, policy was set by the Minister, with the advice of the Deputy Minister in regard to goals, objectives and standards of education. After two years of community consultation, the final report of the Legislative Assembly's Special Committee on Education 'Learning, Tradition and Change in the Northwest Territories' was presented in March of 1982. Recommendations included the provision of further control over education at the community or regional level. An amendment to the Education Ordinance followed in 1983 permitting the formation of Education Divisions, and the creation of Divisional Boards of Education to administer schools within their region. A Divisional Board could be established by the submission of a petition to the minister from CECs or LEAs requesting that a division be formed. The Baffin Region Divisional Board of Education became the first operational divisional board in 1985 and by 1991, there were divisional boards in all regions. These boards were responsible for administration and maintenance of funding, selecting and providing direction to superintendents and teachers, and determining education objectives for each region. Schools lacking a divisional board were grouped into the administration regions under the supervision of the Regional Superintendent of Education and provided with administrative and program support. As Primary to Grade 12 education program delivery was assumed by Divisional and School Boards and advanced education program delivery assumed by the Arctic College Board, the supporting role of the Department of Education's administration changed. More and more direction came from legislation and policy. In 1986, the Arctic College Act was passed, which supplied a statutory basis for college operations and the College Board of Governors that had been appointed in 1982.
Although divisions, sections and their responsibilities altered with repeated reorganization of the Department of Education, the functions provided can be generally grouped into 4 main activities: Administration, Schools, Continuing, Special and Adult Education, and Pupil Residences.
1)The Administration activity, later called the Directorate, was responsible for the development and recommendation of education policy to the Minister, and determining goals, objectives and standards. It provided financial management, capital planning, recruitment, staff training, and administrative support services for the total education program. In the early years of the department, administration was also responsible for curriculum development and linguistic services.
2) The Schools activity was responsible for in-school programs (curriculum) grades 1 to 12, and provision of guidance to the school districts. It was initially responsible for special education and occupational in-school training, functions later handled by the Continuing, Special and Advanced education activity.
3) Continuing, Special and Advanced Education activity was initially composed of the planning, development and implementation of non-university programming including upgrading, apprenticeship, technical and on-the-job training, life skills, general interest courses and rehabilitation programs for special needs students. Eventually greater focus was placed on advanced education, with the establishment of the Fort Smith Adult Vocational Training Centre, later to evolve into the Arctic College, offering vocational, technical, business programs and academic upgrading courses on campus and through extension programs.
4) The Pupil Residences activity consisted of the planning, guidance and operation of student residences, as well as supervision and financial support to local boarding houses and private boarding institutions providing student accommodations. Accommodations would be provided for students continuing their education beyond the level provided in their community, and for students whose parents were required to be away for extended periods of time. The residences could be operated either by the GNWT or under contract with the Anglican or Catholic churches. By 1976, the operation of some student residences was being turned over to specially authorized community groups.
The structure and organization of the Department of Education was altered repeatedly during its existence. In 1977 it was organized into 4 divisions: 1) Recruitment, Personnel and Staff Training; 2) Education programs and Evaluation; 3) Linguistic programs; and 4) Finance, Research and Planning. In 1980, the department restructured into two main branches in response to departmental growth, decentralization, the recommendations of the Committee Task Force on Administration, and a departmental paper 'Direction for 1980's." The branches: 1) Education programs and Evaluation Branch and 2) Support Services Branch were each headed by an Assistant Deputy Minister. The Programs and Evaluation Branch was responsible for needs assessment, program development, and evaluation of all instructional programs for school children and adults. The Support Services Branch was responsible for higher education programs, finance and planning, school buildings, education personnel, legislation and policy development, and student grants and bursaries. Another reorganization in 1985 created: a Policy and Program Evaluation section that was responsible for overall planning and evaluation of education and the co-ordination of legislation and policy development; and combined employment and apprenticeship programs into one division.
In August of 1992, the Department of Education, amalgamated with programs from the Department of Culture and Communications to create the Department of Education, Culture and Employment.
The Department of Education, Culture and Employment was established in August 1992 with the amalgamation of the Department of Education with the Department of Culture and Communications.
The Department of Education, Culture and Employment has been responsible for the following: providing school programs and services; museums and heritage programs; public library services, television and radio programs and services; culture and language programs and services; public and private sector training, income support programming, post-secondary education and college programs and services. The department's objective is to enable the people of the Northwest Territories to reach their full potential and to contribute to the cultural, social and economic development of the Northwest Territories.
The Directorate and Administration Activity provides for the overall management and administrative support under the direction of the Deputy Minister who recommends the goals, objectives and standards of the department to the Minister. This includes strategic planning, development of legislation and policy, budget co-ordination, capital planning, financial services and systems support. It is also responsible for leading government-wide reform and transfer of income support programs to interested communities and enhancing the creation of sustainable jobs through a number of programs and services, such as the labour force plan.
The Advanced Education Activity operated between 1993-1994; it combined all major government-training functions within the department. This involved the administration of the Public Service Career Training Program, Employment and Post Secondary Student Financial Assistance Programs, as well as the monitoring and setting standards for continuing education. The Student Services Division, which was part of this activity, began decentralizing its counseling services to Career Centres within various regions in 1993-1994. The Advanced Education Activity coordinated literacy projects and delivered the following adult training programs: the Northwest Territories Apprenticeship Training Program, Construction Worker Training Program, Training On-the-Job Program and Short Term Employment Program. Education and employment training for social assistance clients, training for present and future government employees, college diploma and certificate programs, short-term skill training courses and university transfer programs were delivered by this activity. College programs administered by Arctic College were also funded under this activity. Arctic College delivered education programs geared specifically to the needs of the northern workforce and economy. In 1994-1995, the College completed its decentralization by establishing head offices in Iqaluit and Fort Smith. This resulted in one college serving the Nunavut area and one serving the western portions of the Northwest Territories. The College operated with funds received from the Department of Education, Culture and Employment. The College also generated its own funding from tuition fees, room and board charges, investment income and contracts with organizations for the delivery of training.
The Culture Activity delivered programs with a cultural emphasis such as the Museums/Heritage program, Public Library Services, Television and Radio Services and the Language Bureau. The Museums/Heritage program was responsible for collecting, preserving, researching, documenting and presenting the cultural and natural history of the Northwest Territories. This function was achieved through museum and archival programs at the Prince of Wales Northern Heritage Centre and the Northwest Territories Archives, as well as through the provision of advice, technical support and financial contributions supporting community heritage projects. Other territorial programs administered by the activity included archaeological resource management and the geographic names research program. Library Services provided some financial assistance to community libraries through grants and contributions programs. The service provided funding to municipal councils for the operation of library programs, as well as the training of local staff through regional and distance education courses. The Language Bureau provided interpretation, translation and other communications services to the Government of the Northwest Territories and the Legislative Assembly in all official languages of the Northwest Territories, except Cree. The Language Bureau included both an aboriginal language and French language section. Aboriginal languages broadcasting and community services were the major focus of Television and Radio Services. This service was involved in the production and broadcasting of programs through Television Northern Canada (TVNC) and provided contributions to community broadcasting societies and regional native communications societies to support the production and broadcast of culturally relevant radio and television programs in aboriginal languages. Television and Radio Services was also responsible for the maintenance of television and radio facilities in 27 small communities throughout the Northwest Territories. The Culture Activity combined with the Advanced Education Activity in 1995-96 to become the Culture and Careers Division. However, Library Services and Television and Radio Services became the responsibility of the Educational Development Division and formed the basis for Information Networks.
In 1994-1995, the Culture and Careers Branch was created by combining programs and services related to Culture and Heritage, Museums, Language Bureau, Colleges and Continuing Education, Career Development and Student Financial Assistance, Employment Support programs, Human Resources Development for Government of the Northwest Territories employees and Child Day Care. This branch intended to increase flexibility for their programs and services in order to allow communities and regions to have a greater role in determining their own priorities. The division was responsible for a long-term plan for human resource development, which included mining industry training programs, career counseling for community staff and youth employment initiatives. In 1999-2000, this division was renamed Advanced Education and Careers Division when the programs and services related to culture, arts, heritage, museums and language were moved to the Educational Development Division which was then renamed the Education and Culture Division. The Advanced Education and Careers branch provided a range of programs and services related to career development, employment development and support programs, the College, continuing education and income support. The branch continued to coordinate human resource development activities across the Government of the Northwest Territories.
The Educational Development Branch, formerly the Schools Activity, oversaw the delivery of K-12 schooling, inclusive schooling and residence programs; development and implementation of K-9 curricula; the implementation of secondary curricula adapted from Alberta and the monitoring and evaluation of school jurisdictions. This division was also responsible for the delivery of professional training programs; support for the development and delivery of early childhood programs; and the development of public information and distance learning systems, including public libraries; television, radio and internet services. The Educational Development Branch placed an emphasis on the community development of programs, improved access and the use of aboriginal languages and student support. Between 1995-1996, Library Services and Television and Radio Services were moved from the Culture Activity to the Education Development Branch to form the basis for Information Networks. The focus of Information Networks was to cooperate with other Government of the Northwest Territories departments and private sector organizations in order to improve telecommunications links to communities. The department provided information and system training, as well as providing for the establishment of interconnecting networks for all educational institutions and municipal networks in all communities with more than one educational institution. This division was renamed the Education and Culture Branch in 1999-2000, when the cultural, arts, heritage, museums and language programs were transferred from the Culture and Careers Division.
In 2005-2006, there were three major changes that impacted Education, Culture and Employment. The first change was establishment of an Official Languages Division based on recommendations made in a report by the Special Committee on Official Languages to the Legislative Assembly. The recommendations were accepted by the Legislative Assembly and served as the basis for a number of adjustment to the Official Languages Act; establishment of the Official Languages Board and the Aboriginal Language Revitalization Board; publication of an annual Official Languages Report and the issuance of the Aboriginal Culture and Language Directive for school authorities. The report also called for the establishment of an organizational structure to lead the GNWT involvement in language matters. As a result, effective April 1 2005 a Languages Division was established that reported to the Deputy Minister. This Division will serve a leadership role in language policy and regulatory matters. As well, Division staff will direct the coordination of language activities across the GNWT. In 2005, the GNWT also decided to consolidate labour services functions with employment activities. As of April 1, 2005 the Labour Services Unit and responsibility of the Labour Standards Board, were transferred from the Department of Justice to Education, Culture and Employment. The third change that came into effect on April 1, 2005 was the transfer of public housing and rent subsidies from the NWT Housing Corporation to the Department. This action was linked to the broader initiative of the GNWT and legislators to establish a general policy framework for all income security programs and to consolidate programs where possible.
The Department of Social Services was established in 1978 when the Department of Health and Social Services was split to form two distinct departments.
The Department of Social Services was responsible for promoting, improving and preserving the social well being of the residents of the Northwest Territories. The department provided services directly to individuals and families and supported the delivery of services through community-based organizations and agencies. Community Social Services Workers were placed in most communities and provided financial assistance assessments, investigated complaints of child neglect and abuse, supervised probationers and parolees and provided counseling to children and adults. The department assisted groups in organizing and providing services to the aged and handicapped, operated child care facilities, adult and youth correctional centres and homes for handicapped and elderly persons requiring assistance. In addition, funding was provided for foster homes and home support services to enable residents to remain in their homes as long as possible. Awareness programs and training were offered in the prevention of drug and alcohol abuse, domestic abuse and child abuse.
The Administration Activity was responsible for developing, coordinating and managing the delivery of services related to child welfare, special services, financial assistance services, alcohol and drug programs, institutional and community corrections services and programs for the elderly and disabled in Yellowknife and within the communities. This Activity provided the funds for all staff within these programs, except those working in institutional settings. As the Department of Social Services evolved, this activity became responsible for development of policies and management of the department to ensure consistent application of policy, programs, standards and procedures throughout the Northwest Territories. In 1988, this activity was renamed the Directorate; it consisted of the Deputy Minister's Office, the Policy and Planning and Finance and Administration Support Divisions, the Regional Superintendents and their support staff, and Community Social Service Workers located in the communities throughout the Northwest Territories. The Directorate was also responsible for the delivery of the Youth Initiatives Program that assisted community groups that were interested in developing youth leadership programs, drug and alcohol prevention programs and educational and counseling programs.
The Corrections Activity was comprised of institutional corrections programs and community-based corrections programs. The institutional corrections programs provided custody, supervision and rehabilitative treatment to persons sentenced to jail terms in the Northwest Territories. Wilderness programs, education and life skills training were offered within the correctional facility that provided inmates with skills appropriate to the north that would encourage self-reliance and responsibility. The institutional corrections programs also provided probation, parole services and offered programs to help offenders adjust to community life after their release. The community-based corrections programs provided an alternative to incarceration for the offender and offered greater public protection through crime deterrence and offender rehabilitation. The Fine Options program for example, enabled persons who could not pay fines to do community service as a substitute. The Victim/Offender conciliation program was another program administered by community agencies through service contracts. Staff training and a Correctional Officer training program, geared towards aboriginal northerners, was also offered through this activity. Community service, restitution and work programs were other major programs delivered by this division. The Corrections Division was involved with the upgrading of correctional facilities, as well as the construction and opening of facilities within the communities, such as the South Mackenzie Correctional Centre and Baffin Correctional Centre. Corrections Services were also responsible for developing crime prevention programs in the communities of the Northwest Territories. In 1988-89, the Correction Services Activity expanded to include a Custody and Community Corrections program for Young Offenders. Emphasis was placed on improving educational and life skills programming within the already established young offender facilities, as well as constructing two permanent facilities in Iqaluit and Yellowknife. The division continued to emphasize alternatives to institutional care for young offenders through measures administered by Youth Justice Committees that utilized community resources such as probation services and community service orders. In 1993-94, the Department of Justice assumed the responsibility for Corrections Services.
The Family and Children's Services Activity was responsible for providing services relating to Child Welfare, Child Day Care, Child Sexual Abuse and Family Violence Prevention. The activity provided substitute care for children in the custody of Child Welfare, under the Child Welfare Ordinance or Juvenile Delinquent Act. Substitute care resources included adoptive homes, foster homes and group homes. Receiving home facilities such as Trailcross and River Ridge (Fort Smith) provided assessment and treatment services for adolescents; Northern Lights (Inuvik) and the Yellowknife Receiving Home provided group home treatment and family crisis services. The Family and Children's Services Activity emphasized community involvement in responding to child welfare needs and workshops and programs were offered in order facilitate that involvement. In 1981, the Hay River and Fort Providence Dene bands, with assistance from the Department of Social Services, successfully organized and operated three summer camps for young people in order to prevent young people to from coming into conflict with the law. The camps were then used as bases for fall and winter trapping activities in which juvenile offenders would be under the supervision of experienced trappers and hunters. The activity evaluated programs and facilities and offered training programs to staff in dealing with behavioral and emotional problems of children and families. This activity developed a childcare diploma program that was delivered by Arctic College in 1987. Family and Children Services also became involved with custom, private, departmental and international adoptions in the late 1980's. When the Child Day Care Facilities Act and Regulations came into effect in 1988, this activity assisted child day care facilities in becoming licensed and then was responsible for inspecting and monitoring day care centres throughout the Northwest Territories. The day care program also administered grants and contributions to licensed day care operators and offered training assistance to day care staff. In 1986-87, a Spousal Assault Service was introduced to the Department of Social Services and joined the Family and Children's Services Activity in 1988. The primary function of this activity was to develop family violence programs that would encourage and enable families and communities to help themselves and to provide safety and assistance for those living with violence. Community crisis centres were developed, as well as, shelter programs and counseling services for assault victims and for the batterers.
In 1980, the Services to the Aged and Handicapped Activity was added to the Department of Social Services. This activity provided funds and guidance to purchase and provide services to assist the elderly and disabled people to maintain themselves in their own home or community. Coordinated home care programs such as protective visiting, the delivery of meals and home nursing services were delivered through cooperation from hospitals. Studies and need assessments were conducted to determine the needs of handicapped people and elderly people in the north. This activity was responsible for a wide range of personal, community and residential services for the aged and handicapped. This involved the development of appropriate standards and policies, as well as planning services and constructing facilities.
Financial Assistance Services, formerly known as Income Maintenance (1978-79), provided social assistance, supplementary benefits to recipients of Old Age Security plus the Guaranteed Income Supplement and provided financial assistance for payment of non-insured health services for persons who were unable to pay the cost. This activity also identified the various types of interventions and counseling that were offered by the department in order to develop self-support and problem solving to those in need. Community Social Service workers provided counseling in order to teach life skills and promote self-support. In 1988-89, this activity joined with the Aged and Handicapped Services to form Community and Family Support Services.
The Community and Family Support Services Division provided services and financial assistance to the aged and handicapped persons and to individuals and families in financial need. This division also facilitated and monitored the transfer of social services programs and services to local governments under the Government of the Northwest Territories Transfer Policy. The Financial Assistance service within this division provided financial support to persons requiring assistance in meeting their basic needs, day care subsidies to parents and supplementary benefits to qualified northern recipients of Old Age Security and the Guaranteed Income Supplement and the Senior Citizen Supplementary Benefit Act. The division also provided information and assisted community and band councils interested in assuming increased responsibility for program delivery. The division processed and approved applications for rehabilitation programs and provided for an appeal process. Through an employment enhancement program that was cost shared with the federal government, recipients of social assistance were placed in job training programs for guiding, outfitting, tool making, carving, skin preparation, sewing and academic upgrading.
In 1981-82, the Alcohol and Drug Service was added to the Department of Social Services. This activity provided contribution funding to support community-based alcohol and drug projects in order to combat alcohol and drug abuse in the Northwest Territories. The division assisted in the development and delivery of staff training programs for local people that would enable them to work in projects within their home communities. The Alcohol and Drug Service provided administrative services to the Alcohol and Drug Coordinating Council, which included assessment of funding applications and project evaluations. The Alcohol and Drug Coordinating Council employed staff who offered education, counseling and rehabilitation services to community residents. The Alcohol and Drug Coordinating Council also acted as the Regional Advisory Board for the federal National Native Alcohol and Drug Abuse Program. Other major program areas included community education and in-school programs that were designed to increase public awareness of impaired driving and fetal alcohol syndrome. Alcohol Awareness Week was coordinated in conjunction with the Departments of Education and Health and a youth alcohol and drug prevention program was delivered by this activity. Consultative and counseling services were also provided to governmental employees through liaison with the Department of Personnel.
In 1988-89, the activity was renamed the Alcohol, Drug and Community Mental Health Activity. The activity was responsible for facilitating the transfer of community based mental health services and the National Native Alcohol and Drug Abuse Program from the federal government. Emphasis continued to be the development of programs that prevented alcohol, drug and mental health programs at the community level. The Community Mental Health Programs consisted of regional specialists who provided advice, guidance and support to community groups who wished to take an active role in the prevention and treatment of mental health programs. These specialists also provided counseling and crisis intervention services. The Clinical Assessment and Treatment Services provided a team of children's mental health specialists who were available to travel to communities upon request of regional centres. The specialist provided assessments, diagnosis, consultation and treatment for children and adolescents with emotional, behavioural and psychological problems. Between 1990-1991, a Suicide Prevention Program was added to this activity. Work on developing a northern suicide prevention-training curriculum began in Baker Lake, Coppermine, Iqaluit, Fort Smith, Inuvik, Fort Simpson and Yellowknife, which assisted community groups in educating the public about suicide prevention. This activity also provided psychological services to correctional centres.
In 1995, the Department of Social Services and the Department of Health were consolidated to form a single department called the Department of Health and Social Services.
(Douglas) Bruce Prentice was born January 22, 1924 in Moose Jaw, Saskatchewan to parents Robert and Lucille (nee Black) Prentice. During World War II he served in the Royal Canadian Air Force (RCAF). After the war he moved to British Columbia and attended the University of British Columbia. He became a teacher, and later a principal in Chilliwack, working at several schools including Yarrow, Bernard, Robertson, Sardis and Greendale Elementary. He also studied part-time at the University of Western Washing to earn a Master's degree.
Bruce's interests included photography, bridge, golf and travel. He volunteered with Air Cadets and was a member of the Legion, Probus, the Masons, Eastern Star, Royal Order of Jesters, and the Shrine Oriental Band.
Bruce was married to Dorothy (predeceased) for more than 60 years and had two children, Diane and Roger. Bruce passed away in Surrey, British Columbia at the age of 95.
The Sachs Harbour School was constructed in the summer of 1968, first opening in fall 1968 to students in grades 1-6 and originally operated by the federal government. Prior to the school being built, children were sent to Shingle Point, Aklavik, then Inuvik for schooling, and after its construction, older students continued to go to Inuvik for later grades. This school was transferred to the GNWT when it assumed responsibility for education in 1969, and was replaced by Inualthuyuk School which opened in 1973.
Mary Saich was born in Quill Lake, Saskatchewan on November 26, 1913 to parents Dr. Alexander J. Saich and Alma T. Saich. She was educated at the University of Saskatechewan Normal School. In August 1940, she travelled on the S.S. Distributor to Aklavik where she had accepted a teaching position at All Saints Residential School. She taught in Aklavik for two years and returned to Biggar, Saskatchewan at the end of her teaching contract. Her career included the position of Assistant Superintendent in Kindergarten and Primary Education in the Greater Victoria School District, however she spent her last two years prior to retirement teaching in the classroom at View Royal Elementary School in Victoria, B.C. She died on July 29, 2002 in Victoria, B.C.
Samuel Hearne Secondary School (SHSS) began operating in 1966 and was officially opened two years later by Minister Jean Chretien. Prior to 1966, Inuvik students from all grades attended Sir Alexander Mackenzie School, which continued operating as an elementary school after SHSS opened. The school was originally administered by the federal government; it was transferred to the Government of the Northwest Territories in 1969, and then to the Beaufort-Delta Divisional Education Council, which was established in 1989 to administer regional schools.
The original high school building included two science rooms, a library, industrial arts and home economics facilities and a gym. A 10 classroom addition was completed in 1972, and several trade shops were added in the early 1980s to meet the needs of a vocational certificate program, including an auto shop in 1982, carpentry shop in 1983, and general mechanics shop in 1984.
In addition to residents of the town of Inuvik, the student body at SHSS also included residential school students brought from communities across the Beaufort Delta region and the Arctic to stay at the two major Federal hostels, Stringer Hall (which closed in 1975) and Grollier Hall (which closed in 1996). After the closure of the hostels, students from some small communities continued to attend SHSS for the upper high school grades while boarding in private homes in the town.
SHSS closed in 2012 when it was replaced by the new East Three Secondary School, and the building was demolished in June 2013.
The provision of western education in Inuvik began immediately during the community’s construction, with a temporary Federal school in 1956. Several of the attending children came from Aklavik, from where community government officials were strongly encouraging families to relocate. In 1959 a large new regional school opened, officially named Sir Alexander Mackenzie School (SAMS) in 1961. This school housed all grades until Samuel Hearne Secondary School was built in 1966. By that time SAMS had 38 classrooms and capacity for 890 students from grades 1 to 12.
In 1969 all educational facilities in Inuvik were transferred to the Government of the Northwest Territories, who assumed responsibilities for education from the federal government. The Beaufort-Delta Divisional Education Council was established in 1989 to administer regional schools.
In addition to residents of the town of Inuvik, the student body at SAMS for much of its history also included residential school students brought from communities across the Beaufort Delta region and the Arctic to stay at the two major Federal hostels, Stringer Hall (which closed in 1975) and Grollier Hall (which closed in 1996).
SAMS continued to operate as an elementary school until 2012, when it was replaced by the new East Three Elementary School. The SAMS building was demolished in May 2014.