Chamber and committees

To ask the Scottish Government what its response is to the UK Government budget regarding how it affects the North East Scotland region. (S6O-05249)

I am proud to close the debate on behalf of the committee. Like the convener, I pay tribute to the work of my colleagues and to all those who gave evidence to the committee during our inquiry.

As we have heard, in 2016, the commission on widening access recommended that 20 per cent of full-time first-degree university entrants should come from the 20 per cent most deprived backgrounds by 2030, with interim targets of 16 per cent by 2021 and 18 per cent by 2026. In 2016-17, 13.8 per cent of full-time first-degree university entrants came from the 20 per cent most deprived backgrounds. Since 2019-20, that figure has been above 16 per cent. Much progress has been made, and that should be warmly welcomed.

However, there is more to do. As the committee set out in its report, students from different backgrounds face financial barriers in accessing higher education, particularly in relation to the on-going costs that are associated with studying, such as housing, food, heating and travel costs. The committee also heard about the barriers that are experienced by students who are disabled, from black and minority ethnic groups, or care experienced. The committee received evidence from disabled students, the majority of them stating that they had received lower grades than they expected for a reason that was related to being disabled. They also found it harder to go to university because of something that was related to their being disabled, and they did not feel that Scottish universities welcomed or encouraged disabled applicants.

From black and minority ethnic students, the committee heard that it would be helpful if there were greater awareness of the widening access programmes that are available across Scotland for pupils, teachers, parents and carers of pupils who aspire to go to university; if there were continuous professional development for staff who offer information, advice and guidance, including school careers advisers; and if there were greater financial support for students, including help and advice in relation to student accommodation, affordability and availability. The students indicated that it would also be helpful if there were an end to the myth that university is only for the select few and if there were support programmes that encouraged pupils to be their best selves and that promoted positive actions and destinations.

Barriers that were highlighted by care-experienced students included the fact that information on transitions to university is variable and dependent on the individual’s support networks, as well as the inconsistency of the support that is available. There were also concerns about the retention of care-experienced students. They said that there is a need for consistent careers advice at school, with bespoke advice and information about their support entitlements.

That is why we said that, although the widening access targets relate to students from deprived areas, it is important to consider young people from other backgrounds, including disabled students and black and minority ethnic students, as part of the widening access agenda.

Other members have reflected on those issues today, as well as on measures that are used to identify those who are eligible for widening access programmes and the possibilities that are offered by free school meals data and a unique learner number.

As is normal practice, I will discuss members’ contributions. Miles Briggs gave practical examples of positive destinations and the positive journeys to get to them. It was great to hear about the positive work that is being done jointly by workplaces, universities and colleges. He also spoke about the good work at RGU, and I, too, thank RGU for its briefing. Of course, the north-east also has another fantastic example of joint working: the girls in energy initiative, which is run by North East Scotland College and Shell.

Pam Duncan-Glancy spoke about the Tertiary Education and Training (Funding and Governance) (Scotland) Bill, which has just finished its stage 2. I look forward to seeing what stage 3 will bring and whether we can work together on any amendments.

Pam Duncan-Glancy also spoke about the difficulties that part-time students face. I agree that more needs to be done in that regard, and I look forward to working with her to find a solution.

I really do not have time—sorry.

Maggie Chapman said that education is the cornerstone of our society, and she gave a valuable insight into what the north-east has to offer. Aberdeen is the next net zero capital of the world, but it is also the city that, at one time, had more universities than the whole of England put together. Aberdeen is, once again, punching above its weight.

Willie Rennie spoke about the fantastic work that is happening in his constituency, including what the University of St Andrews is doing to break down the barriers that I spoke about earlier, which I hope will lead to its no longer being seen as an elitist establishment. That shows that nothing is impossible if we put our minds to it.

Jamie Hepburn spoke about creating a fairer society and growing our economy. He also spoke about tuition fees and wondered whether he would have been able to go into higher education if it had not been free. Those fees are a barrier to the very people the committee wanted to hear from, and it was good to hear from him.

Brian Whittle spoke about students’ passion for learning and how we need education that is appropriate to our economic needs. I totally agree with him on that point. That is why apprenticeships are important. It is important that people are able to access education and grow their skills, whether they do so in schools, colleges, universities or businesses. One size does not always fit all, which is why widening access is so important.

It wouldnae have been a George Adam speech without a mention of Paisley—there is no Punch without Judy. Although he claimed that Willie Rennie stole half of his speech, he still managed to give us more information on the positive destinations of our young people and their potential.

I will be honest: it was disappointing to hear the negativity from Martin Whitfield, given that this report had full committee support. We absolutely recognise that there is still work to be done. There is always work to be done, but things are progressing.

I cannot comment on Stephen Kerr’s contribution, as I genuinely did not hear him speak to the report that the committee worked hard on. It was a committee report, not an SNP one.

Bill Kidd got back to the actual report, and I thank him for his measured approach.

I am running out of time, so I will crack on. It is important to recognise the work that is being done to support students from deprived areas in higher education, as well as students from other backgrounds, including those who are disabled, BME and care experienced. We should also recognise the successes that there have been, such as the increase in the number and proportion of students from the 20 per cent most deprived backgrounds, the number of care-experienced students being at a record level and, through articulation, the number of care-experienced students being above the level of those in the general population.

However, we can always do better, and further measures are needed to improve access for all those groups. I therefore welcome what has been said in that regard today. We should be proud of what has been achieved so far and be ready to push on to greater success.

Days after the budget was published, Harbour Energy announced the loss of another 100 jobs in Aberdeen. The energy profits levy is taxing a windfall that no longer exists and is devastating Aberdeen’s economy. What is the Scottish Government doing to encourage the UK Government to rethink the EPL?

My understanding is that the term “work-based learning” is intended to cover all types of activities currently undertaken as foundation apprenticeships. However, the definition of work-based learning in the bill would not cover all foundation apprenticeships. Only Scottish credit and qualifications framework level 6 includes learning in a working environment, which is a key aspect of the definition in the bill, whereas levels 4 and 5 are limited to experiences such as challenge projects, based on a scenario from the employer but conducted in a school or college.

The SFC already has powers to fund learning in a college environment, but it has no powers to fund education or training in schools, and it is intended that all current foundation apprenticeships, including school based, will be secured by the SFC. To ensure a smooth transition on day 1, my amendments 9 and 10 would ensure that the SFC can fund work-based learning in schools in the same way as SDS does now. For that reason, I hope that members will support them. I have spoken to the Food and Drink Federation Scotland, which supports my two amendments. I believe that Universities Scotland has written to you, minister, asking for clarity on whether you envisage that my amendments would include graduate apprenticeships or whether that would have to be addressed at stage 3.

The positive credit ratings are testament to Scotland’s track record of responsible fiscal management, and it is welcome that the Government remains on track to commence the bond programme in 2026-27. Can the Deputy First Minister say any more about how the programme is expected to support the Scottish Government’s investment in key infrastructure?

To ask the Scottish Government whether it will provide an update on progress made towards issuing Scottish Government bonds, in light of Scotland’s recent high credit ratings. (S6O-05207)

Thank you, Presiding Officer. I will try my best.

Will the cabinet secretary provide an update on the latest Scottish Government engagement with Alexander Dennis employees and trade unions? How has their vital input contributed to getting us to the point that we have reached?

Will the Deputy First Minister say more about the Scottish Government’s latest engagement with ExxonMobil? Can she confirm that the business will work constructively and collaboratively on the next steps that are needed?

In such a crucial policy area, it is vital that stakeholders in the sector are directly involved in key conversations and plans that are brought forward by the Scottish Government. Can the cabinet secretary provide further information on what engagement the Government has had and will continue to have with both the energy and housing sectors on the next steps?