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There is one Royal Environmental Health Institute of Scotland (REHIS) accredited undergraduate course currently available in Scotland, provided by the University of West of Scotland. The University of West of Scotland are able to provide data over the past 9 years on the number of people who have graduated with this degree:

This information is not held centrally within the Scottish Government.

Any arrangements for NHS patients to be treated at an Independent Sector hospital would need to be made between the patient, NHS Board and their clinical team.

While a patient has the right, at any time, to exercise choice and seek private treatment, there can never be the expectation that the NHS will pay for it. The reimbursement of any costs incurred when a patient opts for private treatment, however, is a matter for consideration by the local Health Board.

In our engagement with the UK Government on accession to the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP), as with all developing trade agreements, the Scottish Government has consistently requested an assessment of the economic impacts on Scotland. We believe that before embarking on the negotiation of such agreements, the UK Government should be fully aware of their likely impacts across all parts of the UK.

As part of its Strategic Approach to accession to the CPTPP the UK Government produced a Scoping Assessment covering the UK-wide economic benefits expected as part of membership of the trade pact. This analysis suggested that CPTPP membership will result in a long-term increase of 0.08% in UK GDP.

While the UK Government’s Scoping Assessment does consider regional value added, and suggests an indicative change of £163 million in Scotland, or a 0.12% benefit in regional value added, this analysis is not disaggregated to local authority level. Nor is there any information on the expected impacts on employment or on expected changes to sectoral output at a Scotland-specific level. This limits our capacity to understand the potential impacts of this agreement in Scotland.

Data currently available does not allow the Scottish Government to undertake such an assessment itself, however in line with commitments in our Vision for Trade, we are working to gather evidence to better understand the impacts of trade across our society and economy. We recognise that trade has a net positive effect but that increased openness to trade can create “winners” and “losers”, including across particular local authorities and groups. In line with this commitment the Scottish Government has been building our evidence base on trade impacts and we are considering how to further improve the data available to us on this and the options we can take forward to address these differential impacts of trade.

According to the Scottish Fire and Rescue Service (SFRS) Incident Statistics, in 2020-2021 the total number of dwelling fire fatalities was 46. For 2021-22 the total number of fatal casualties from fires in dwellings were 30.

SFRS Fire and Rescue Incident statistics are published annually and include figures on fire fatalities and trends. These can be found here https://www.firescotland.gov.uk/about-us/fire-and-rescue-statistics.aspx .

Any death from fire is one too many and that is why effective fire safety, to prevent fires and reduce their impact, remains a priority for the Scottish Government and SFRS. Whilst fire safety priority groups, themes and actions are operational matters for SFRS, the Scottish Government actively supports measures to reduce fires and fire fatalities.

As set out in the answer to parliamentary question S6W-16999 on 2 May 2023, within the broad general education phase there is the opportunity to teach the topic of the British Empire within the people, past event and societies section of social studies, and in the senior phase, there is an opportunity to teach the topic of the British Empire within the History qualifications, for example through the ‘Migration and Empire’ and ‘Atlantic Slave Trade’ topics.

All answers to written Parliamentary Questions are available on the Parliament's website, which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers

The Scottish Fire and Rescue Service (SFRS) 2021-2022 Incident Statistics outline that the total number of fatal casualties from fires in dwellings during 2021-2022 was 30. As further information may yet come to light, for example from coroners reports, this figure is subject to change.

SFRS Fire and Rescue Incident statistics are published annually and include figures on fire fatalities and trends. These can be found here https://www.firescotland.gov.uk/about-us/fire-and-rescue-statistics.aspx .

In response to question (a) There were a total of 44 deaths in SPS custody during 2022.

In response to question (b) There have been a total of 4 deaths in SPS custody during the first quarter of 2023.

The SPS publishes information regarding all deaths in our custody in calendar years on the SPS website. This information is updated on a quarterly basis and can be accessed using the following link: Prisoner Deaths (sps.gov.uk) .

The next quarterly update will be published on the SPS website in April 2023 which will provide information on deaths in custody up to and including 31 March 202

Colleges operate independently of government, it is for them to decide on the shape of their curriculum, taking into account the needs of the region and communities they serve.

In terms of the delivery of national courses (such as national 5s, Highers and Advanced Highers), schools select topics from the relevant SQA units. Within the context of a history course framework, schools may opt to include topics that examine Scotland's role in the British Empire or the Atlantic Slave Trade.

For more information on how this topic might be covered in the school curriculum, I refer the member to the answer to question S6W-16999 on 2 May 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

The Scottish Government expects all NHS healthcare workers in Scotland to follow best practice when providing care for people with UTIs. In support of this, guidelines on management of suspected UTIs were developed by the Scottish Intercollegiate Guidelines Network (SIGN) in 2020. These support clinicians to provide advice to patients and carers on appropriate treatment, risks and lifestyle and behaviour issues which can support management and prevention of UTIs.

Curriculum for Excellence is a flexible curriculum, and History sits within the wider curriculum area of social studies, with experiences and outcomes that allow for teaching and learning of a very wide range of topics. This ensures that practitioners are able to deliver a curriculum that is best suited to their learners in their circumstances and local context.

It also means that for the “broad general education” phase in particular (ages 3-15), whilst individual schools are able to draw on education resources which may include specific teaching on the British Empire, content on the British Empire is not embedded in a specific way within curriculum framework documentation. Nonetheless, within the broad general education there is the opportunity to teach the topic of the British Empire, including Scotland’s role, within the people, past events and societies section of social studies. Education Scotland provide a range of resources to support teachers, including for example on historical enslavement.

There is also an opportunity to teach the topic of the British Empire within the History qualifications in the senior phase, for example through the ‘Migration and Empire’ topic (for instance, the National 5 SQA Course Specification references “impact of the Empire on Scotland” and the Higher History SQA Course Specification refers to “the impact of Scots emigrants on the empire” and “The effects of migration and empire on Scotland, to 1939”) and ‘Atlantic Slave Trade’ topic.

More broadly, ensuring that the curriculum is taught in a culturally-responsive way that acknowledges Scotland’s role in historical world events, including trans-Atlantic enslavement and colonial histories, and their continuing impact today is part of a much wider set of ambitions which are included in the Scottish Government’s Anti-Racism in Education Programme.

Education Scotland’s guidance on promoting and developing race equality and anti-racism in education notes the value of nurturing a historical literacy in learners which helps them to understand all of Scotland’s history, including our historical role in empire, colonialism and trans-Atlantic slavery, and helps learners understand how Scotland’s colonial past plays a role in their current everyday lives.