Thank you very much.
In response to the question, speaking in the domain of education, part of the way forward that we're trying to work collaboratively with first nations across the country to develop is one that's going to be regionally tailored and locally driven. While the issue of teacher recruitment and retention is a common one across the country, how we address it and how we work together to improve the situation will be different in different parts of the country.
In particular, in northwestern Ontario, as I'm sure you're familiar with, there are particular challenges given northern remote isolation posts. Housing is an issue. Addressing the actual drivers of what education costs to deliver, with salaries and teacher retention benefits, is part of it.
What we are trying to do in the domain of education in the areas of your question is to establish regionally driven strategies on how we can address practical problems such as this. That starts with the overall effort we are trying to do to improve our funding relationship with first nations across the country, providing stable and predictable base funding and then tailoring whatever additional funding might be required to the local circumstance. Certainly the northern remote issues we are facing with teacher recruitment and retention are a big part of that. We are having joint discussions and action-oriented conversations with first nations at the national level through meetings convened with the Assembly of First Nations, and at the local level with organizations such as Nishnawbe Aski Nation in Ontario and other partners across the country.