Chamber and committees

As required by Section 103 of the Marine (Scotland) Act 2010, the next report to the Scottish Parliament on Marine Protected Areas (MPAs) will be published in 2024. The Scottish Government intends to publish the next report in December 2024. Reporting occurs in a 6-year cycle. The last report was published in December 2018, and is available here: Marine Protected Area Network - 2018 Report to the Scottish Parliament - gov.scot (www.gov.scot).

Routine monitoring is not carried out in all Marine Protected Areas (MPAs). The Scottish MPA Monitoring Strategy sets out a framework for a risk-based approach to planning and prioritising monitoring activities. Prioritisation of MPA monitoring effort is guided by principles defined in the strategy. These principles firstly identify target features based on criteria including risk from negative impacts, importance within Scotland and functional importance within the ecosystem. Additionally, location of monitoring is prioritised using criteria including site management characteristics, covering feature geographical range and existing data availability.

Evidence-gathering in accordance with the principles of the strategy is then carried out by government, agencies, academics and often supported by citizen science projects. This information underpins assessment and reporting obligations, as well as enabling monitoring of the ecological benefits the network provides.

The annexes to the MPA Monitoring Strategy are regularly updated with details of recent and upcoming surveys. The latest update detailing plans for surveying in the next two years will be available soon on the Scottish Government website: MPA monitoring strategy - Marine environment - gov.scot (www.gov.scot) .

The Scottish Government has been exploring the workforce demand for skilled stonemasons through engagement with the stonemasonry short life working group led by Historic Environment Scotland. The working group was set up to look at stonemasonry and traditional skills provision in Scotland with a view to identifying sustainable models of stonemasonry training for future delivery.

Additionally, Historic Environment Scotland ran a stonemasonry consultation in early 2023 to inform understanding of the size, shape and resilience of the stonemasonry sector in Scotland. The stonemasonry working group have since provided their report of findings and recommendations to Ministers for their consideration.

Regarding the cessation of stonemasonry apprenticeship training at Edinburgh College, the then Minister for Culture, Europe and International Development and I met Historic Environment Scotland in recent months to discuss stonemasonry and we await their proposals to address the skills issues in the sector.

The Scottish Government and sportscotland passionately believe that sport is for everyone. We should all feel included, and able to take part and access the benefits of sport.

An ongoing priority for the Scottish Government is to support participation across all groups and tackle inequalities in participation.

Currently available Scottish Health Survey data shows that 11-15 year old’s participation in sport appears to have remained stable since pre-covid levels at 65%. Other data that we use to track participation in sport is published by sportscotland.

Recent data published by sportscotland in 2023 shows significantly increased participation levels in their national Active Schools programme, across the past academic year (2022-23), with over 4.6 million visits (a rise of 34% on 2021-22) made to almost 247,000 Active Schools sessions. The number of Active Schools participants (over 269,000 children and young people), deliverers (over 17,900 with 90% of those being volunteers), and school/club links (over 2,500) also increased from the previous academic year as the recovery from covid continued.

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including consideration of the optimum way in which to deliver these ambitions, including through the establishment of working groups. Since then, discussion and work has been ongoing to refine the workplan, to ensure that it is able to enact the type of long term, complex, systemic change that is needed. I am committed to continuing and accelerating such work to ensure that girls and young women have a gender equal experience of education and learning.

A final two year report of Scotland’s early adopter sites, was published by the University of Strathclyde on Thursday 29 th February highlighting its success, a summary of which is available at rapid-cancer-diagnostic-services-evaluation-summary-february-2024.pdf (nhscfsd.co.uk)

The report found that 3,616 RCDS referrals were received and 2,489 (~69%) accepted. The remainder of referrals were largely either redirected to site-specific cancer pathways (~15%) or did not progress onto the RCDS pathway as they didn’t meet referral criteria (~12%).

This data covers the time period from when RCDSs were activated up to October 2023. Work is continuing with PHS to establish a national data collection for RCDSs.

The Scottish Government recognise the importance of gender-competent school estate planning.

The guiding principles within our Learning Estate Strategy, which was produced in collaboration with COSLA and sets out our strategic approach for managing the learning estate, makes clear that learning environments should support the wellbeing of all learners. Furthermore, it states that good consultation about learning environments, direct engagement with learners about their needs and experiences, and an involvement in decision making processes should lead to better outcomes for all.

It is the statutory responsibility of all Local Authorities to manage their school estate and the Scottish Government expects them to provide a safe and welcoming environment for all school users.

Achievement of Curriculum for Excellence Levels (ACEL) data for 2022-23 showed record levels of attainment in literacy with 73% of primary school pupils achieving the expected Curriculum for Excellence (CfE) level for literacy, the highest figure since records began in 2016/17.

The proportion of P7 pupils achieving the expected level were at record highs in 2022-23 for literacy, and for each of the literacy organisers including reading where 81% achieved the expected level. The literacy gap between Primary 7 pupils from the most and most deprived areas and those from the least deprived areas was the narrowest on record in 2022-23 (20.5 percentage points). More information can be found at: https://www.gov.scot/publications/achievement-curriculum-excellence-cfe-levels-2022-23/documents/

As set out in the Headteachers’ Charter and the associated empowerment guidance, the Scottish Government is fully committed to ensuring that schools are empowered and supported in taking the decisions they need to improve pupil outcomes.

The Scottish Government's Devolved School Management (DSM) scheme is intended to support improved consistency, transparency and equity in decisions on school funding, ensuring local authorities and headteachers work together so that decisions are taken at the most appropriate level. This is a matter for local decision making, and it is up to local authorities to allocate budget for their DSM scheme. I am pleased that almost all local authorities have implemented their revised DSM schemes and work is ongoing with a small number of local authorities.

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including focusing on data collection and analysis mechanisms. Since then, discussion and work has been ongoing to refine the workplan, to ensure that it is able to enact the type of long term, complex, systemic change that is needed. I am committed to continuing and accelerating such work to ensure that girls and young women have a gender equal experience of education and learning.