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The key focus of the Enterprise and Skills review is to drive hard alignment between and across the agencies in order to deliver a positive impact on productivity and wellbeing. It is against this backdrop that I am considering the detail of the proposals outlined by Professor Crerar, the views of the Ministerial Review Group and those expressed by wider interests in taking forward the development of the Strategic Board. I will continue to listen to the views of those with an interest and have committed to make a statement to Parliament in the coming weeks.

I am currently reflecting on the detail of the proposals outlined by Professor Crerar, the views of the Ministerial Review Group and those expressed by wider interests in taking forward the development of the Strategic Board and our aim to drive a step change in Scotland's economic performance. I remain committed to the services and support that all our agencies provide and happy to listen to members across the chamber in order to discuss the way forward ahead of a statement to Parliament in the coming weeks.

The Commission on Widening Access recommended that schools identify a lead person to coordinate links with fair access programmes. This role could be fulfilled by an existing member of staff and would not necessarily require a new appointment.

Scottish Government will work with national partners, local authorities and other stakeholders to implement and monitor progress on this and the other Commission recommendations.

The Government will publish a formal report on progress against the Commission’s recommendations in Spring 2017.

The health and safety of all pupils whilst at school in Scotland is of paramount importance to us. However, health and safety legislation is not devolved to Scottish Government. The Health and Safety Executive has UK wide responsibility for enforcement of the related legislation and regulations.

Moreover, the Education (Scotland) Act 1980 places a statutory responsibility on all local authorities to manage and maintain the school estate and provide a safe school environment for all school users.

Everyone newly diagnosed with dementia is entitled to receive a dedicated dementia post-diagnostic service, coordinated by an appropriately trained Link Worker.

This is a person-centred service, helping the person with dementia and their loved ones adjust to the diagnosis and the impact on their lives, learn more about the range of local, national and on-line services and supports available and plan early for future care options.

The service also supports the person with dementia to maintain their existing connection to friends, colleagues and local groups, enables them to access relevant therapeutic interventions and advises on home adaptations, among other supports.

Triple P stands for Positive Parenting Programme

NHS Education Scotland is continuing to roll out the Psychology of Parenting Project (PoPP)

It is the responsibility of local agencies to decide what interventions are best suited to their local population.

Level four group Triple P is one intervention used in PoPP.

Triple P stands for Positive Parenting Programme

The Scottish Government provides funding for NHS Education Scotland to roll out the Psychology of Parenting Project (PoPP).

The Level four Triple P is one of a number of interventions used in PoPP.

The information sharing legislation within the post-16 education act allows frontline practitioners to identify individuals who require additional support on a case by case basis. This means that the school share appropriate information with partners, such as Skills Development Scotland (SDS) careers advisers, and can ensure the additional support is in place and follows the individual throughout their learner journey. Through this approach, SDS career advisers work with schools and they identify and automatically assign targeted and tailored support to those who need it most.

The downturn in the oil and gas sector has presented a unique set of challenges given the diverse skills and company base that have been affected. The Transition Training Fund has been designed to be a flexible and dynamic response to these challenges as they emerge.

Unsuccessful applications to the Transition Training Fund can occur for a variety of reasons such as the result of the customer withdrawing their application to reconsider their training proposal, the customer not maintaining contact with an SDS adviser for more than six weeks, or where a customer cannot evidence their eligibility for training, such as providing evidence of four or more vacancies in a sector demonstrating that the course could lead to employment once training is completed.

However, in all cases, an SDS adviser will support the customer as far as possible with their application to the Transition Training Fund.

Since the Transition Training Fund was launched on the 1 February 2016, the latest figures show that more than 1600 people have had applications approved from the fund. This is in addition to procurement contracts currently estimated to create employment opportunities for over 700 people affected by redundancy with the later tranche of 425 places having been announced when I visited Aberdeen on 10 February 2017.

The fund was designed to support a target of approximately 1000 individuals per annum – this was reached after only nine months in operation, clearly demonstrating the widespread success of the fund and the high level of interest from those individuals made redundant from the oil and gas industry.

The total numbers of applications to the Transition Training Fund that have been made (a) have been approved (b) have been rejected and c) are awaiting a decision are detailed in the following table:

Source: SDS