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The intention is for the Scottish Qualifications Authority to continue to operate at the time of the 2024 and 2025 exam diets, with the new qualifications body being established in late 2025, after the 2025 exam diet.

The new body will therefore be responsible for overseeing the 2026 exam diet.

The SQA will be replaced by the new qualifications body in late 2025, after the 2025 exam diet. There will be a period of transition with transfer arrangements in place to support this process.

The SQA will oversee the exam diet in 2025. Legislation establishing the new qualifications body will be introduced this parliamentary year enabling the new qualifications body to be established in late 2025.

We are committed to reducing the cost of school uniform and supporting families so that every child in Scotland can attend school feeling comfortable, confident, and ready to learn.

The Scottish Government, in partnership with local authorities, has already delivered on our commitment to increase the level of school clothing grant in Scotland. This vital support for families has increased to at least £120 for eligible primary school pupils and £150 for eligible secondary school pupils. As part of action to further reduce the cost of the school day for families, we have committed through the 2023-24 Programme for Government to increase funding to local authorities for school clothing grant in the next financial year.

To further support families, we will introduce national guidance on school uniform. This will support schools to work with families to develop and implement affordable and sustainable uniform and clothing policies that recognise the individual needs, circumstances and identities of all pupils. It is anticipated that the guidance will be published in spring 2024.

These measures are being taken forward as part of our wider action to tackle child poverty and protect people as much as possible during the ongoing cost of living crisis.

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.

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.

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.