As the cabinet secretary just said, “However”, I wonder whether there was about to be a slight change in tack—I hope that I have not pre-empted that.

Would the Government support the principle of having the unique learner number, and of putting that in legislation, with the data-sharing aspect being seen as a benefit of that but not necessarily set out in legislation?

Will the minister take an intervention?

If, as the cabinet secretary says, there is nothing to hang that statutory responsibility on, is the bill not an opportunity to create that?

In principle, I support what the member is trying to do, so I am encouraged to hear that there is potential scope to incorporate such a change at stage 3. I agree with Willie Rennie that we could look at the question of accreditation more generally and what we will do with the structures.

Although we have had much discussion about the bodies, where we might place the accreditation function and whether we should have a new body, we really need to go into stage 3 with options available to us. We should incorporate what the member has tried to do in the amendments, but not until stage 3.

I agree that there would need to be parliamentary scrutiny, and the affirmative approach would be appropriate. One reason why the regulation aspect was written into the amendment was because I recognised that I was doing it at stage 2, which is not ideal. As I think I have made clear, I would have preferred it to be set out by the Government, through its taking into consideration all the recommendations of the independent review.

Notwithstanding the point that we will all return to this discussion before stage 3, will the cabinet secretary set out how the Government will therefore implement the suggestions in the Muir review around creating a national body for the curriculum?

I am not sure that I accept that. I hope that that is not an indication that the stage 3 discussions that we all agreed to last week are now closed off from the Government.

My amendments in this group are about what we would expect in practice from qualifications Scotland in relation to how it will make decisions, who it will listen to and engage with, and what principles it will prioritise. The amendments strengthen the duties in the bill by ensuring that qualifications Scotland is not only delivering qualifications but also building a system that is relevant, accessible, future facing and rooted in collaboration, building on the previous amendments. My amendments also ensure that qualifications Scotland is not only keeping up with change but that it helps to drive it, and that it recognises the importance of economic trends, emerging industries and developments in learning.

All the amendments in this group create a qualifications system that serves the learner and the labour market, from renewables and digital to the care economy and beyond. I do not think that we can allow or afford for qualifications Scotland to work in isolation, as we have just discussed, and these amendments build bridges with key public agencies—including SFC, SDS and Education Scotland—to create the joined-up coherence in the system that, it has been suggested, it has lacked. Learners are navigating an increasingly complex educational and employment landscape and these amendments help to bring clarity and consistency.

My amendment 234 would require qualifications Scotland to have regard to education and training that reflect the current and future needs of Scotland’s economy. I and supporters of the amendment believe that it would ensure that qualifications, and thus learners, can contribute to Scotland’s future in relation to what we need not only in our public services but also for our economic resilience and workforce preparedness. It is essential to deliver Scotland’s qualifications system in a way that is future facing and that does not lag behind economic demand or risk leaving learners unprepared for the realities of the future.

My amendment 235 builds on that and would require qualifications Scotland to be aware of and up to date with developments in learning across the whole range of knowledge and skills required and tested by qualifications delivered by qualifications Scotland. We heard that Professors Muir, Donaldson and Priestley have all supported a dynamic learning culture; by requiring qualifications Scotland to be aware of and up to date with developments in learning across the range of knowledge and skills that are tested, I hope that we could achieve their aspirations. The amendment will also support on-going development and improvement of qualifications.

I am supportive of the cabinet secretary’s amendment 55.

My amendment 240 would make the system much more simplified and coherent, creating a system that is accessible for all learners.

Amendment 236, in the name of Stephen Kerr, largely tries to achieve something similar to what my amendments would achieve, and we would be supportive of it.

My amendment 237 would require qualifications Scotland to have regard to any recommendations made by the SFC and SDS when making decisions. It is, again, an attempt to provide coherence. The Parliament is currently considering two bills in relation to education; in fact, I think that it is probably a wee bit more than that. However, there are two bills within this landscape, including post-16 education. The amendment seeks to ensure that there is collaboration across the systems and that any recommendations from those bodies are picked up in qualifications Scotland. It is a strong amendment to ensure accountability and collaboration.

I recognise the work that the cabinet secretary has outlined, including bringing teachers in to do the work that is necessary. That is another reason to require qualifications Scotland to consult Education Scotland, because it has that enhanced provision. It is important that they collaborate with one another and that they do not have the wriggle room to decide when they think that they have paid that due regard and decided that it was not necessary to do it. That is my fear, which is why I believe that amendment 233 is important.

I do not intend to press amendment 232 or move amendment 234, but I will move amendment 233.

I welcome the Government’s support and understanding of the arguments that we have made today. I will move amendment 233 on that basis.

Amendment 232, by agreement, withdrawn.

Amendment 233 moved—[Pam Duncan-Glancy]—and agreed to.

Section 6, as amended, agreed to.

Section 7—Duties when exercising functions