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The Scottish Government is keen to raise awareness of the implementation of Medication Assisted Treatment (MAT) standards and there could be a role for Royal Colleges in contributing to this.

However, the training and education programmes provided by Royal Colleges are decided on by the Colleges, reflecting the needs and interests of their members and practitioners more widely.

The Scottish Government would certainly consider funding any relevant training and education programmes from the Royal Colleges.

Following the motion passed by the Scottish Parliament showing solidarity with anti-racism in June 2020, funding was provided to Museums Galleries Scotland for the Empire, Slavery and Scotland's Museums project, which was run by an independent steering group, and included the largest ever national consultation on attitudes to Scotland’s museums and racism.

The Scottish Government is carefully considering the response to the steering group's recommendations, including the one which focused on establishing a new organisation to create a dedicated space to address the legacy of colonialism in Scotland. This is an important agenda and we will continue to seek ways of raising awareness of the role Scotland played in slavery and empire and how our museums and galleries can play their part in portraying an accurate story of Scotland's history.

The information you have requested is set out in the following table. It should be noted that the key criteria for the Local Bridge Maintenance Fund was to rebuild and maintain key lifeline bridges, where diversionary routes are not available or limited.

The Scottish Government is committed to developing a long-term strategic approach to skills and careers in the sector across the creative sector.

The music talent pipeline is already supported through a very significant offer across Scotland’s Colleges at NC, HNC and HND level covering performance, production, sound engineering, music business and event management. There is also increased specialisation at degree level across Scotland’s Higher Education sector, covering classical, contemporary and traditional music disciplines. Further information should be available from Scottish Funding Council and the Scottish Qualifications Authority.

In addition, Creative Scotland plays a major role in talent development and supporting the creative talent pipeline through the National Lottery funded Open Fund for Individuals which offers early career funding to emerging artists. Through their Targeted Routes and organisations funds, Creative Scotland support organisations and events such as Wide Days, the SAMAs and Showcase Scotland Expo, which provide mentoring for young acts.

The Scottish Government fully values the important contributions that both grassroots and large-scale music venues provide to Scotland. We recognise the role venues play in skills development and the talent pipeline.

It remains crucial that we continue to engage with live music venues of all sizes, and experts from all areas of the music industry, to hear directly the views and experiences from the sector first hand.

I will be meeting with the Music Venture Trust later this month to better understand how we can further support the music sector and grassroots venues.

The Scottish Government’s vision for Scottish education is excellence and equity and ensuring that every child has the same opportunity to succeed regardless of their social circumstances or support needs.

The school’s approaches to closing the poverty related attainment gap and achieving excellence and equity for all children and young people form a key part of every school inspection.

HM Inspectors consider the quality of education provision and how well schools are meeting the needs of all children and young people including those children who require additional support and are entitled to free school meals.

HM Inspectors are provided with key information about the school. This includes the number of children with additional support needs, the nature of those needs, the percentage of children living in each area identified in the Scottish Index of Multiple Deprivation and the percentage of children and young people entitled to free school meals.

When evaluating the quality of education provision, HM Inspectors take account of the school's specific circumstances. They look closely at the needs of individual learners and groups of learners with additional support needs and those affected by poverty. They evaluate how well the school is supporting children and young people by looking closely at their support plans, observing learning and teaching and speaking to them. HM Inspectors consider the extent to which schools promote equity of success and have raised attainment and achievement for all children and young people, including those who are most disadvantaged.

Table 1 provides the number of school leavers who left school with one or more National Qualification(s) at Scottish Credit and Qualification Framework (SCQF) Level 6 or better from 2012-13 to 2021-22. This covers attainment in National Qualifications such as Highers and Skills for Work.

The figures are taken from the Summary Statistics for Attainment and Initial Leaver Destinations publication and cover the attainment of leavers from mainstream, publicly funded schools.

Table 1: Number of school leavers with one pass or more at SCQF Level 6 or better, 2012-13 to 2021-22

The Scottish Government publishes statistics showing the number of young people who were in a positive destination three months and nine months after the end of each school year. These statistics are available on a comparable basis for school leavers from academic years 2009-10 to 2021-22. They cover all young people who left from a publicly funded mainstream secondary school in Scotland.

Table 1 shows the numbers and proportions of school leavers in a positive "initial" destination, three months after the end of the school year, for 2009-10 to 2021-22. Table 2 provides the same information for "follow-up" destinations, nine months after the end of the school year.

Positive destinations are: higher education, further education, employment, training, voluntary work, activity agreements (from 2010-11 to 2017-18 inclusive) and personal skills development.

The time period covered by these statistics means they contain data that will be affected by the coronavirus (COVID-19) pandemic. The pandemic could have affected the opportunities available to some school leavers, either directly or due to an impact on attainment caused by the alternative approaches taken to grading National Qualifications in 2020, 2021 and 2022. This should be kept in mind when making comparisons over time.

Table 1. Number and percentage of school leavers in a positive initial destination, three months after the end of the school year, 2009-10 to 2021-22.

The requested information is not held centrally by the Scottish Government.

Responsibility for school libraries is devolved to local authorities, who already have a statutory duty to ensure there is adequate provision of library services for their residents. There are no plans to impose a specific statutory duty on local authorities in relation to librarian services in schools. It is for local authorities to allocate their resources appropriately and aligned with the needs of the people they represent. Authorities should work in partnership with communities to explore ways of delivering services, based on need.