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I want to expand a bit more on that. As Rachael Hamilton pointed out, Bute is with the central belt action area, as is Dunoon. To be parochial about it, my constituency is divided among different action areas. There are islands that I would have expected to have been with other island communities in, for example, the islands hub for net zero project. I am pleased to hear that the map could be redrawn. I asked you about that, Ms Simpson, when you first came to the committee, so it is good to hear that there is a bit of flexibility in the action areas.

In planning on aquaculture, how will the views of all stakeholders in communities on the development of aquaculture be considered?

Jayne Jones spoke about being on a journey. We have heard evidence that there is a changing culture, as well. What changes in culture have you seen in your local authorities as a result of the decisions that you have made about food? What learnings have you got from the pandemic? How are Scottish Government policies, such the 1,140 hours of free childcare and free school meals, impacting on children in your local authority areas and how you shape your policies?

As Mike Callaghan has just said, collaboration is key. I would also reflect that one size does not fit all. Our local authorities all have responsibilities over different types of area. For example, last week we heard from Jill Muirie of Glasgow and she talked about the fact that more than 90 per cent of food that is bought in Glasgow is being transported there; it is not grown there. She mentioned partnering with other areas and other local authorities. I am interested to know from you, as two of the leading authorities in the collaboration around improving food and localness in your areas, what collaboration you have done with other local authorities.

Thank you for coming along. I attended the engagement event on Monday that Rachael Hamilton referenced, and I am interested in how the framework will support the growth of island communities. We took some evidence from Orkney, and the point was made that it used to be the case that a house and work were needed to encourage people to live there. Given what we have seen with the pandemic and the ability for people to work from home, it is now just the house that is needed. I am interested to know how learning from the pandemic is reflected in NPF4.

A specific question was asked about policy 31 and the infrastructure first approach. There was a suggestion that, in rural and island communities, there should be a buildings first approach, because there are a lot of derelict buildings that could be re-engineered to be homes. I would also like to hear your thoughts on that.

I thank the witnesses. This has been a very informative session and I am reflecting on what you are saying from an education, culture and design perspective. The work that you do reflects not only Scotland and Scots to the world but the world to Scotland.

Mr Hampson, I was having a look at some of the international collaborations that you have done, such as the collaboration between Dundee Rep and Scottish Dance Theatre and cities in India and the US, and the collaboration between Eigg and Newfoundland. I am interested to hear how those projects turned out and how they developed or are developing. How do one-off projects expand and lengthen their lives with your support?

Your answer to Ms Boyack pre-empted one of my questions, which was about the evolving situation in Northern Ireland and the impact on Scotland.

We took evidence from David McAllister MEP about the fact that Scotland can pursue a different and more informal engagement with the EU. I think that it was the first time that you came to the committee when I asked you about the connections that you are making on the softer side of things, such as through culture, education, design and Scandi noir. I am interested to hear a wee bit more about that, if possible.

You also commented on the wider diaspora and learning from how, for example, Flanders and Quebec engage on the world stage. Will you talk about that, too? Sorry—I have rolled a few questions into one.

Professor Nolan, I want to follow on from my colleague Dr Allan’s questions about the use of distance learning during the pandemic and how we approach the practical side of education. I would just note that the Scottish Association for Marine Science in my constituency, which does an awful lot of work on biodiversity, climate change and suchlike, has explained to me what impact the drop in EU students has had. I suppose, then, that my question is twofold: first, how do we continue with the practical side of studies and, secondly, how do we enrich the experience of not just students from Europe but those home grown here in Scotland in our institutions, in the light of our recent leaving of the EU.

I would reflect positively on that. Last week, I attended Indian independence celebrations, a large element of which was the cultural side and the relationships between Scotland and India.

In a previous life, I worked with the BBC Scottish Symphony Orchestra, which did a tour to China that involved working with the British Council to provide education to children there. That was brilliant. Such projects add to Scotland’s opportunity to approach different organisations in the world.

When you have a project, what is the plan at the end of it? How is it expanded? How do you keep the connections? Do you have a continuing relationship with the client?