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No One Left Behind is a place-based approach which sees decisions about services taken locally.

Design and delivery of employability services that meet the needs of users and local labour markets is the responsibility of the Local Employability Partnership (LEP). To support this, and ensure national coherence, we co-designed employability service standards with partners and users. LEPs are required to uphold the expectations set out in the service standards, including ensuring their services are accessible and take account of the experience of users across every area of Scotland.

Learning and evaluation continue to be a key aspect of our approach to employability services in Scotland.

We will consider the recommendations from the implementation evaluation of No One Left Behind and the Young Person’s Guarantee, alongside the outputs from our recent national stakeholder discussion events and actions will be reviewed to identify how we can improve.

The Scottish Government continues to work closely with local government partners in each local authority to promote and drive an increase in the reach of our services across all of Scotland.

The Scottish Government has robust processes in place for assessing outcomes, performance and value for money in relation to expenditure from Portfolio budgets.

Accountable Officers are in place to ensure that public money is used efficiently and effectively in line with guidance published in the Scottish Public Finance Manual. This includes scrutinising significant policy proposals or plans to start or vary major projects/policies, and then assess whether they measure against the required standards for regularity, propriety, value for money and feasibility.

As you will be aware, the Scottish Government’s National Performance Framework tracks progress toward our national outcomes and the associated national indicators. There are further tools that are more specific to the Education and Skills portfolio. For example, the primary purpose of the National Improvement Framework since January 2016 has been to bring together an enhanced range of information and data at all levels of the system, to drive improvement for children and young people in early learning and childcare settings, schools, and colleges across the whole of Scotland.

Furthermore, all recipients of grant funding receive letters which clearly outline their objectives and expected outcomes from the funding and targets/milestones in which progress against these objectives and outcomes will be measured.

I have committed to updating the Scottish Parliament on Phase 3 of the Learning Estate Investment Programme by the end of October.

The Scottish Government announced the launch of the Young Person’s Guarantee in November 2020, with the aim to protect young people against the immediate economic effects of the COVID-19 pandemic.

Between November 2020 and March 2023, 1019 employers have signed up to the Young Person’s Guarantee, offering 35,790 opportunities to 16-24 years olds in Scotland.

The dates of the announcement and establishment of the working groups that are currently active in the Education and Skills portfolio are as follows:

The Scottish Government, in partnership with local authorities, has been pioneering the transition to net zero in schools through the £2bn Learning Estate Investment Programme (LEIP). The LEIP targets the reduction in operational energy - e.g. heat, light, power, catering and ventilation - in new and refurbished projects.

LEIP funding is predicated on the achievement of outcomes, including measuring the amount of energy consumed in comparison with a set target level. To better understand this issue, a comparison was carried out between schools constructed or refurbished to Building Regulation standards and the enhanced specification required to meet the LEIP level. This included, for example, improved insulation, higher levels of airtightness and controlled ventilation with heat recovery. While the cost of these measures varies depending on the individual project, an assessment indicated that costs were likely to be approximately 5-8% higher. While the target energy level is only mandatory with LEIP projects, local authorities have been adopting this approach in other projects across their estates, as well as looking at other measures that could be adopted such as the use of solar photovoltaics, heat pumps or wind turbines.

As the LEIP continues, further measures are planned to support the transition to net zero. These include using zero direct emissions heating systems, encouraging the use of electric vehicles by providing charging infrastructure and introducing a new target for embodied carbon. The cost of achieving these outcomes will vary with individual projects, however, an assessment has indicated a range of 6-7% extra might be required. Many of these initiatives are already being included in projects within the current phases of the LEIP and in local authority investment in their learning estate.

As outlined in the Programme for Government, the Scottish Government is committed to implementing reform of our national education bodies as part of a holistic approach to education and skills reform, building on the recommendations of recent independent reports. An update on plans will be provided to Parliament in the Autumn.

Decisions by the Scottish Qualifications Authority (SQA) on the 2023 appeals service were informed by extensive feedback on the 2022 services from the wider education community - including over 3,500 learners, parents, carers, and practitioners, as well as school, college, local authority and teacher and lecturer union representatives on the National Qualifications 2023 Group and SQA’s Advisory Council.

The evaluation of the feedback (as at https://www.sqa.org.uk/sqa/105647.12132.html ) identified a number of themes in relation to the 2022 service, including that the majority of respondents were concerned about issues relating to perceptions of fairness and equity.

Following careful consideration of these views, the appeals service for 2023 was aligned with the service used before the pandemic, with important enhancements. The service continued to be free and was available to all learners to appeal directly to SQA and, unlike in 2022, the service was available regardless of a learner’s estimate.

The approach taken is comparable with other appeals services in the rest of the UK and internationally.

As with all SQA policy decisions, a full Equalities Impact Assessment was undertaken in relation to the 2023 appeals process. This can be accessed at: https://www.sqa.org.uk/sqa/files_ccc/eqia-nq-2023-assessment.pdf .

I have met with all the trade unions representing staff at both the SQA and Education Scotland. Most recently, I met with SQA unions on 13 September, and with Education Scotland unions on 14 September. In addition, my officials are in regular contact with staff and unions at both bodies on matters related to reform.

SQA’s approach to grading the exams in 2023 was based on its established awarding processes. Using ‘grade boundaries’ – the marks needed to achieve an A, B or C grade in each course – SQA checked that each assessment was set at the right standard or level of difficulty.

During the grade boundary setting process, SQA appointees – experienced course teachers and lecturers who are subject experts in each course – determined the grade boundaries by looking at all the available assessment evidence and course information, including the impact disruption and course modifications had on how young people performed in the assessments. For example, I understand that evidence indicated there had been particular challenges seen across the cohort around developing listening skills in modern languages. In recognition of this, adjustments were made to grade boundaries.

This process ensured fairness for this year’s students while maintaining national standards. Adjustments to grade boundaries were smaller this year than in 2022, reflecting the continuing recovery in skills, knowledge and understanding on the part of students.