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The Scottish Government is clear that access to learning modern languages is vital at all stages of education, to equip children and young people with the skills they need in an increasingly globalised world. The Scottish Government is also committed to the support of Gaelic and Scots languages as part of our rich cultural heritage and for this reason a number of initiatives and projects have been put in place to support these languages.

Universities, as autonomous institutions, are responsible for their own course provision, and it is for them to decide how to distribute the allocation of funded places between faculties and courses. In any reform of provision, Scottish Government expects the University of Aberdeen to adhere to Fair Work principles. This includes meaningful consultation and constructive dialogue with any staff affected by the proposals to reduce modern languages provision.

In line with our Purpose and Principles for the post-school education and skills system, the Scottish Government will continue to work with the university sector to deliver the best outcomes and impact for learners, the economy and society.

The Scottish Government is committed to ensuring that everyone in Scotland whose first language is not English can contribute to Scotland’s future and the society they live in. Having support to learn English is key for many refugees and people seeking asylum, enabling them to participate in learning in schools, colleges and universities; engage within communities; and pursue their employment goals.

Through consultation on the future of adult learning between September 2019 and February 2020, the Scottish Government engaged with over 700 ESOL learners and committed to undertake a review of the impact of ‘Welcoming Our Learners: Scotland’s ESOL Strategy 2015-2020’ to produce recommendations on next steps for these specialisms within the context of the adult learning strategy.

On 5 December 2023, I announced an independent review of Community Learning and Development (CLD) which includes ESOL learning. The Independent Review of CLD offers a timely opportunity to better understand how we can ensure that proposed changes to the education and skills system has a focus on the most marginalised learners. Given the ongoing work to reform the education sector, and the intention of the review to provide recommendations on how CLD can best fit within it, it makes sense to pause implementation of the strategies until such time as the future shape and strategic orientation of CLD is considered.

Scottish Ministers have advised the Operators of both the Northern Isles and Clyde & Hebrides Ferry Service contracts that bookings can be opened beyond the end of March 2024. Operators are now working to open bookings as quickly as possible.

The Scottish Government’s aim is to support high quality, relevant, appropriate and accessible ESOL provision that meets learner need. The Scottish Government’s ESOL funding is currently provided through colleges as part of the grant allocated to the Scottish Funding Council. Colleges are instructed to work with Community Planning Partnerships (CPPs) to determine the level of need for provision and agree with partners how this need can be met.

In addition to this, I have announced an independent review of Community Learning and Development (CLD) which includes ESOL learning. The Independent Review of CLD offers a timely opportunity to better understand how we can ensure that proposed changes to the education and skills system has a focus on the most marginalised learners. Given the ongoing work to reform the education sector, and the intention of the review to provide recommendations on how CLD, including ESOL learning, can best fit within it, it makes sense to pause implementation of the adult learning strategy until such time as the future shape and strategic orientation of CLD is considered.

Last month concluded a series of summits I held with a wide range of stakeholders on behaviour in schools. The Behaviour in Scottish Schools Research was also published and considered as part of the final summit, which set out that while the majority of pupils are well behaved there has been an increase in disruptive behaviours.

I was clear in my statement to Parliament on 29 November that I encourage local authorities and schools to consider their policies in the light of the findings of BISSR.

To support local authorities and schools, we published guidance in June 2017 - ‘ Included, Engaged and Involved – Part 2 – preventing and managing school exclusions’ . This guidance gives a stronger focus on supporting positive behaviour and approaches that can be used to prevent the need for exclusion. The guidance sets out an expectation that education authorities and schools will use the guidance to revise and review existing policies and procedures on exclusion, taking account of local circumstances and involving all partners in the development of the new policy.

Education Scotland has also published a resource to support schools or local authorities who are refreshing or reviewing their relationships and behaviour policies. This guidance on developing a local relationships and behaviour policy is available at Guidance for developing a local relationships and behaviour policy (education.gov.scot) .

Finally, we are currently working with the Scottish Advisory Group for Relationships and Behaviour in Schools to develop a national action plan on relationships and behaviour which we expect to be published early in the new year. We will update parliament on the action plan in due course.

As outlined in my answer to question S6W-23137 on 4 December 2023, I expect to provide a further update on this in the coming weeks.

All answers to written parliamentary questions are available on the Parliament’s website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers

The Scottish Government is currently considering the findings of the Behaviour in Scottish Schools Research and outputs from the relationships and behaviour summits, which will inform the actions that are included in the national action plan. This will include consideration of what further support local authorities may require. The national action plan will be developed in collaboration with the Scottish Advisory Group on Relationships and Behaviour in Schools and we expect it to be published early in the new year.

Education Scotland have already published a suite of practical materials to support schools and authorities, developed with teachers, on areas such as expectations and consequences, available at: Promoting positive relationships and behaviour in educational settings | Resources | Education Scotland

Education Scotland engaged with a wide variety of stakeholders including teachers to develop the practical materials which form part of the behaviours and relationships theme of its professional learning framework. Engagement and evaluation with our teacher networks and partners as well as previous participants in Education Scotland’s professional learning programmes have shaped the current offer over a two to three year period. The resources will undergo further evaluation from now until March 2024.

The Scottish Government is currently considering the findings of the Behaviour in Scottish Schools Research and outputs from the relationships and behaviour summits which, will inform the actions that are included in the national action plan. This will include consideration of what further support local authorities may require. The national action plan will be developed in collaboration with the Scottish Advisory Group on Relationships and Behaviour in Schools and we expect it to be published early in the new year.

I refer the member to the answer to question S6W-23491 on 19 December 2023. All answers to written parliamentary questions are available on the Parliament’s website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers