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As outlined in our draft route map to 20% car km reduction, the scale of the challenge means that we need to take forward a broad combination of interventions, including infrastructure, incentives and regulatory actions. However, we are committed to a Just Transition, and therefore agree with the Commission that our approach must take into account the needs of those who may be less able to reduce their car use, such as carers and those living with a disability, or in rural locations.

We are taking an evidence-based approach to what might work to achieve change, including learning from what others are doing across the UK and in other countries. We have commissioned research on equitable options for car demand management. Using the findings of this and other research, we will work with local authorities and regional partners to support equitable measures that will encourage active travel and use of public transport, for a fairer and greener transport system.

However, we do not have all the levers we need, and are limited by UK Government inaction. The most direct levers on the cost of buying or running a petrol or diesel car – fuel duty and vehicle excise duty – are reserved to the UK Government, and reforms to transport taxes will be crucial in meeting net zero targets. We will continue to call on the UK Government to urgently set out options to replace existing motoring taxes, with meaningful consultation and agreement with the devolved nations.

As a Non-Departmental Public Body (NDPB), SQA operates at arm’s length to ministers and is responsible for its own operational decisions, including decisions and support and guidance relating to appeals.

Alternative evidence was not required for the appeals service this year which has returned to a Post-Results Service involving a marking review of the exam script and any coursework by a senior assessor who is an experienced teacher or lecturer.

The use of alternative evidence remained available for those learners who really needed it through the Exam Exceptional Circumstances Consideration Service (EECCS) for learners who were unable to attend their exam - for example, through illness or bereavement – or whose performance in the examination may have been affected by personal circumstances.

Guidance for practitioners on estimates and the types of assessment evidence needed to ensure a robust estimate is available on the SQA website at: https://www.sqa.org.uk/sqa/files_ccc/nq-2023-estimates-guidance.pdf . In addition, SQA has various online courses to support practitioners in gathering evidence and determining estimates.

The Edinburgh Tram Inquiry Report contained twenty-four recommendations, all of which are being considered in detail.

Scotland’s AI Strategy , published in 2021, set out a vision for Scotland to become a leader in the development and use of trustworthy, ethical and inclusive AI. Creative Scotland were represented on the steering committee during its development.

The Scottish AI Alliance is tasked with the delivery of the strategy. They recently hosted a roundtable on encountering AI through art, and continue to host and promote events and engagement around the application and impact of AI in the culture sector.

As such, the Scottish Government has no plans to develop an artificial intelligence strategy specifically in relation to the culture sector.

As previously explained in my answer to S6W-15158 on 13 March 2023, Scottish Water has identified priority locations for 1,000 spill monitors, with installation programmed over 2023 and 2024. Decisions about the locations of these monitors are not based on local authority boundary; locations were identified based on amenity levels and predicted spill frequencies, and agreed with SEPA.

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

I refer the member to the answer to S6W-15158 on 13 March 2023 for further information on Scottish Water’s approach to identifying locations for new CSO monitors.

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

As this is an operational matter for Scottish Water, I have asked its Chief Executive to respond. His response is as follows:

Scottish Water intends to install 29 monitors in the Almond Valley, and 67 monitors along the Water of Leith.

As the Pathways report acknowledges, delivery of its recommendation and closing the gender gap in entrepreneurial participation is a long-term undertaking. In addition to the activity outlines in the answer to S6W-21604 on 2 October 2023:

• We are addressing the issue of data to improve our collection and reporting of data, developing a dashboard of measures that show how women are supported by our business support systems and how our actions are closing the gender gap and widening participation in entrepreneurship.

In accordance with the Scotland Act 1998, fines received by the Scottish Environment Protection Agency are returned to the Scottish Consolidated Fund.

The accounts for the Scottish Consolidated Fund are published annually by the Scottish Government and the most recent is available at https://www.gov.scot/publications/scottish-consolidated-fund-accounts-year-ended-31-march-2022/ .

Teachers require a broad professional knowledge of early reading as a complex interplay of skills and background factors in order to improve children's literacy.

Phonics approaches form one aspect of an overall pedagogy for early reading.

Education Scotland is currently working to develop updated guidance and research-informed professional learning resources which will support teachers to develop children’s early reading. The resources will include guidance and advice on phonics as part of an overall reading pedagogy. In line with other items of guidance relating to Scotland’s curriculum, the resources are being developed within a broader context which seeks to empower teachers and schools to adapt their approach to meet the needs of individual learners.