Chamber and committees

To ask the Scottish Government, regarding its provision of funding for humanitarian aid, when it last engaged with the United Kingdom Government in relation to the on-going humanitarian crisis in Gaza. (S6O-04837)

UN Women’s latest analysis reports that more than 28,000 women and girls have been killed by Israeli forces—that is an average of one every hour. A UN commission has documented Israel’s use of gender-based sexual and reproductive violence as a strategy of war, including attacks on reproductive healthcare facilities. Does the cabinet secretary share my concern that the UK Government’s continued arms exports to Israel, including F-35 components, undermine efforts towards a sustained humanitarian response and de-escalation? Will the Scottish Government reiterate its call for an immediate and unconditional end to those exports, which are being used to commit grave violations against women and girls, as well as all of Gaza’s people?

The report shows that meeting Scotland’s 2045 net zero target will require major growth in the sector. It also highlights the need for a versatile workforce, including people with broad skill sets who can work across various energy sectors. To the Scottish Government’s credit, the report recognises the

“breadth of allied STEM training provision in Scotland”,

but it notes that much of it is theoretical and lacking in the more practical aspects. Given that the demand for skills is expected to peak as early as 2027, the report strongly recommends that collaboration should happen urgently across Government, industry and educational institutions, to produce a “comprehensive action plan” that will allow initiatives to launch in time for the start of the 2025 academic year.

Will the minister provide an update on preparations for the new academic year? Can he offer assurances that colleges and training providers will have the resources to enable them to deliver the practical training to ensure that graduates will be work ready?

To ask the Scottish Government, regarding the provision of vocational skills training, whether it will provide an update on its response to the 2025 ClimateXChange report, “Training provision in Scotland’s onshore wind and solar industries”. (S6O-04666)

Solar Energy UK recently published a report that showed that solar and battery projects could contribute more than £5 billion in gross value added to the UK economy by 2035 if the sector continues to grow. For Scotland to secure its fair share of those economic benefits, it must remain attractive to investors. However, the current disparity in TIA thresholds—the threshold is only 200kW in Scotland, compared with the proposed threshold of 5MW in England and Wales—makes it easier and cheaper to connect projects south of the border. Can the cabinet secretary outline the steps that the Scottish Government is taking to ensure that solar is not left behind in Scotland, that it has a clear and growing role in our energy mix and that it can reach its full potential to help Scotland to continue to lead the way on clean energy and benefit fully from the transition to renewables?

To ask the Scottish Government when it last engaged with the United Kingdom Government, transmission operators and the National Energy System Operator, to explore the possibility of reviewing the transmission impact assessment, in light of reports that this limits Scotland’s solar energy development. (S6O-04625)

I will ask specifically about recommendations 2 and 23. Does the cabinet secretary agree with recommendation 2, which says:

“Data on sex should be collected by default in all research and data collection commissioned by government”?

She has already commented on recommendation 23, which includes the suggestion from the OSR that the Scottish Government’s 2021 guidance for public bodies on the data collection and publication of sex, gender identity and trans status should be reviewed. How might the Scottish Government support public bodies to confidently collect accurate and legally compliant data on both sex and gender identity?

To ask the Scottish Government whether it will provide further detail on the approach it is taking to consider the recommendations set out in the independent report, “Review of data, statistics and research on sex and gender”, also known as the Sullivan review. (S6O-04595)

I thank my colleague George Adam for bringing the debate to the chamber today. There are few things that matter more to me than supporting our young people to achieve their potential, so it is a great pleasure to be part of the celebration of the University of the West of Scotland’s ground-breaking foundation academy. It is a pioneering initiative that is transforming the educational landscape for senior school pupils across the west of Scotland. The initiative offers pupils the unique opportunity to experience university-level study, develop essential academic skills and enhance the quality of their university applications.

Supported by the John Mather Trust, the foundation academy has engaged more than 2,500 pupils from more than 30 schools since its inception in 2022. By providing a blended approach of on-campus and in-school learning, the foundation academy ensures that pupils are well prepared for their future academic journeys.

The success of the programme is evident in the confidence and readiness of its participants, who have gained valuable insights into university life. I listened to Holy Cross high school pupils when they presented to a large group of parents about the merits of taking part. One student said:

“I enjoyed getting to see what it is actually like at university, what the environment is like, and getting to experience different courses. I feel more confident about applying for university.”

Times Higher Education provided a really good description of the foundation academy. It said:

“By building a bridge between high school and university, outreach teams can foster aspiration and provide tangible pathways for students who might not otherwise pursue higher education.”

I am sure that we can all agree that encouraging ambition and offering concrete opportunities are key.

I will reflect a little on the rich history of the UWS in Hamilton and its deep connection to our community. The university’s presence in Hamilton dates back to the merger of the University of Paisley with Bell College in 2007. Bell College educated generations of students since opening in 1972—the year after I was born—and played a crucial role in the educational development of the region. It was a big feature of our local skyline, sitting alongside South Lanarkshire Council headquarters.

The Bell College building was in the Uddingston and Bellshill constituency. It officially closed back in 2018, when students moved to the new, state-of-the-art £110 million Lanarkshire campus, based up the road at Hamilton international technology park.

Just a few months ago, the old Bell College building was taken down, changing the local skyline and the view from my window, because I live a stone’s throw away from there. Local people have expressed nostalgia for and fond memories of the landmark that stood for more than 50 years. Everyone knows someone who studied there. There is also excitement about the future, as we look to secure a transformation that will bring new life to the heart of Hamilton and benefit the local community.

I also want to pay tribute to the late Christina McKelvie, MSP for Hamilton, Larkhall and Stonehouse. She was always a strong advocate for Bell College and its legacy in the community, and for the new campus, too. Throughout her tenure, she consistently highlighted the importance of the college in providing quality education and opportunities, and that resonates with many residents to this day.

Christina was also actively involved in promoting campus safety at the University of the West of Scotland. She supported initiatives such as the standing safe campaign, which aims to end sexual violence on university campuses.

I extend my heartfelt gratitude to everyone who has contributed to the success of the UWS foundation academy and to our Hamilton campus. That dedication and hard work has made a significant difference to the lives of many, and we are proud to celebrate those achievements today. Let us continue to strive for excellence, support our students and uphold the values that make the UWS a beacon of education and innovation.

Thank you, Presiding Officer. I wish that you had a better photograph of me on the screen, but we will let that pass.

Again, I thank Daniel Johnson for bringing to the chamber today’s debate on the learning disabilities, autism and neurodivergence bill, which is often referred to as the LDAN bill, and for his wider dedication to highlighting neurodiversity more generally.

Although I recognise the frustration expressed in today’s motion and the disappointment that our LDAN bill was not announced in the most recent programme for government—I will come back to that—I also want to highlight the Scottish Government’s efforts to ensure that the legislation reflects the voices of those with lived experience. Those quiet voices have always been there, but the breadth of the Scottish Government consultation has inspired our learning disability and neurodiversity communities to speak up and seize the opportunity to contribute and make themselves heard.

With more than 900 responses from individuals, families and stakeholders, we have dared people to hope for a better future, and we absolutely must follow through. We cannot let them down. Their valuable insight has reinforced not only the necessity of the bill but the urgency of the change that it seeks to bring. The LDAN bill is sorely needed, and it has been deeply disheartening for the autism community and all those who have worked tirelessly for its progress that it is not in the programme for government. I share their disappointment.

Although I appreciate that the bill is developing in an evolving landscape alongside the proposed human rights bill and the Care Reform (Scotland) Bill, the focus should remain on creating a rights-based approach that, while linked, is also independent. I would therefore appreciate a clear and strong commitment from the minister today that we will honour our commitment and be clear on when the draft bill will be published.

As many here already know, I mother autistic children, so the issue is deeply personal to me. Many other members of the Scottish Parliament have also touched on how they are directly affected. It is all around us and it permeates our families, our friendships and our communities.

In thinking about young people, I note that, although every child has the right to full-time education, autistic students face overwhelming inequalities. There are challenges with specialist support and underreported use of part-time timetables, and I would appreciate some clarity on those from the minister today. I am interested in what proportion of autistic pupils receive the full-time education that they are entitled to, how accurate the data is that we hold on part-time timetables, and whether that is comparable across Scottish local authorities. Does the minister believe there is a need for greater transparency around the recording of part-time timetables? Is work being done or planned to assess the impact of part-time education on young people’s achievements and on family wellbeing and finances? That is important, because, as we have heard, when an autistic person struggles, their entire family feels the weight of that struggle.

Advocacy should not be just a crisis intervention; it is a vital form of reablement that can prevent further hardship. When families receive expertise and services that are tailored to their needs, the impact is life changing and, ultimately, more cost effective than dealing with the consequences of inadequate support.

A key aspect of the LDAN bill was the proposal to introduce an LDAN commissioner, which is well supported by the consultation feedback. They would drive accountability, champion rights and inspire cultural change. If the minister has not already done so, I encourage her to get in touch with Alan Thompson, the Welsh commissioner for learning disability, perhaps to discuss any reduction in strain on the NHS and mental health services and how the measure has contributed to closing the poverty gap.

Neurodivergent and autistic people are an investment, not a cost. They make our world more innovative, creative and compassionate, and they open doors that lead to a richer, stronger society. I hope the minister can assure us today that the LDAN community can expect not a lap dog but a guard dog with real teeth and a fierce ambition for their future.