Chamber and committees

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including the development of an intersectional framework. 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.

Members of the Gender Equality Taskforce in Education & Learning, including representatives from Zero Tolerance and Rape Crisis Scotland, have participated in the Gender Based Violence in Schools Working Group, helping to drive forward the production of the Gender Based Violence in Schools Framework. The Framework, which will be launched on 4 March, provides schools with survivor-centred and trauma informed approaches to tackling Gender Based Violence in schools.

Statutory responsibility for the delivery of school education, including any school trips, rests with local authorities. Local authority data on the number of schools that have abolished fees for school trips and extra-curricular activities for pupils from lower-income families is not collected centrally.

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.

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.

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/

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.

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.

Implementation plans for each priority theme of the IES are currently being developed. These plans will set out specific and measurable actions that we will prioritise to drive forward our shared ambitions. We will also establish an IES Implementation Group, to provide strategic oversight and to ensure that these actions are delivering the Strategy’s overarching aims.

The natural regeneration of trees, scrub and associated ground vegetation across most parts of Scotland will be potentially vulnerable to deer (and other herbivore) impacts, such as browsing, fraying and trampling (as will young, planted trees and shrubs). When considering the impact of deer on our natural environment we look at a variety of evidence as well as advice from NatureScot. The data available for the impacts of deer numbers on natural regeneration is limited and may be combined with data for planted trees.

On Scotland’s National Forests and Land alone, which makes up almost 10% of Scotland, around 150 million young trees, naturally regenerated and planted, can be vulnerable to deer damage impacts at any one time. This includes native woodland, productive woodland (broadleaved and soft conifer tree species), and the expansion of natural regeneration onto open ground. The number and area of young trees and scrub vulnerable to deer damage impacts across the whole of Scotland will be significantly higher.

In terms of national data and evidence, recent statistics on Woodland Ecological condition produced by Forest Research shows that herbivore damage, which includes wild deer, is widespread with almost 50% of woodland area in unfavourable condition as a result of grazing.

Alongside that report, a 2013 a study on the National Forest Estate found that 15-20% of young trees had been damaged by deer. Then in 2014 the first Native Woodland Survey of Scotland assessed around 311,000 hectares of Scottish woodland, found that deer were present in over 70%, and that over 30% of that area had high or very high browsing impacts which were considered too high for the woodlands to survive by natural regeneration.

While there is no one-size-fits-all approach to deer densities and our focus is on evidence of impacts when considering the best approach, the Deer Working Group recommended a target of 10 red deer per square kilometre in open hill, red deer range. We accepted that recommendation, and recognise that there are some areas of Scotland where that target is already being met. However, there are also areas of Scotland where deer populations, all four species, may be in excess of 20 deer per square kilometre and will be causing significant damage. We also recognise that in areas where there is to be natural regeneration, a density of 10 deer per square kilometre is still too high. The successful establishment and sustained management of natural regeneration can require low to very low deer densities of 1-5 deer per square kilometre, and for many woodland and open ground habitats may need to be sustained at densities as low as 2-3 deer per square kilometre.