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In relation to (a)

The Scottish Government recognises the importance of learning additional languages, as it equips our young people with the skills they need in an increasingly globalised world. This is why since 2013, we have invested over £50 m to support schools and local authorities to deliver language learning, including through provision of professional learning, one of the aims of which is to get children engaged with and interested in languages early.

Language teachers are clearly needed if schools are to be able to offer languages in secondary schools. Modern languages are classified as a priority subject for Initial Teacher Education (ITE) intakes by the Scottish Funding Council (SFC). Both the Scottish Government and SFC have offered to work with universities to develop alternative routes into subjects which are classified as a priority subjects. The Strategic Board for Teacher Education, which is made up of a range of key education stakeholders, is also considering issues around the recruitment and retention of teachers in Scotland in detail.

In relation to (b) and (c)

Despite the Scottish Government facing the most challenging financial environment since devolution, we have continued to support our colleges and universities through almost £2 billion in annual investment.

Operational decisions on course provision are for individual colleges, however it is our expectation that this should be done with the needs of students, the local region and the wider economy, in mind. Universities, as autonomous institutions, are also responsible for their own course provision, and it is for them to decide how to distribute the allocation of funded places between faculties and courses. In line with our Purpose and Principles for the post-school education and skills system, Scottish Government will continue to work with the university sector to ensure that it delivers the best outcomes and impact for learners, the economy and society.

The Scottish Government is clear that access to learning modern languages is vital at all stages of education, to equip children and young people with the skills they need in an increasingly globalised world.

Universities, as autonomous institutions, are responsible for their own course provision, and it is for them to decide how to distribute the allocation of funded places between faculties and courses. In any reform of provision, Scottish Government expects the University of Aberdeen to adhere to Fair Work principles. This includes meaningful consultation and constructive dialogue with any staff affected by the proposals to reduce modern languages provision.

In line with our Purpose and Principles for the post-school education and skills system, the Scottish Government will continue to work with the university sector to deliver the best outcomes and impact for learners, the economy and society.

The latest available information on convictions is for the financial year 2021-22.

(i),(ii),(iii) The Scottish Government does not hold data that allows us to distinguish between rural and urban crime, or theft of specific items. These offences are likely to be charged under broader crimes of Attempted theft and theft and/or Theft of a motor vehicle.

(iv) Information on the number of people convicted for livestock worrying, by LA, is provided in the following table.

People convicted under the Dogs (Protection of Livestock) Act 1953, section 1(1)&(6), where main charge, by Local Authority, 2021-22.

During our regular engagement with the heat networks sector, the costs of planning applications has not been cited as a major barrier to new developments. The Scottish Government has therefore not undertaken any analysis into the effect that these costs have on the profit margin for district heating projects.

The fee for submitting a planning application is to be calculated in accordance with the provisions of The Town and Country Planning (Fees for Applications) (Scotland) Regulations 2022 and it is for the relevant planning authority to calculate the appropriate fee based on the nature and scale of any individual development.

Meanwhile, all local authorities are developing Local Heat and Energy Efficiency Strategies (LHEES) that will identify potential district heating opportunities. Local authorities can receive support in developing potential projects from Heat Network Support Unit which can help to commercialise such opportunities.

Our non domestic rates reliefs can also support the viability of district heating projects, and we continue to work to implement the Heat Networks (Scotland) Act which will provide new powers to some operators and developers that are designed to make it quicker and less costly to construct and maintain these systems.

The Scottish Government recognises the importance of modern languages. Since 2013, we have taken a range of steps to promote and support language learning providing more than £50 million in funding to local authorities and partners to support the teaching of additional languages in schools.

We acknowledge that since 2016, the date at which modern language national qualifications are directly comparable with today, entries have been decreasing. This is a broadly a trend we see across the rest of the UK. However, comparing August 2023 data with 2022, entries to National 4 and National 5 languages have increased, and Higher entries are only marginally down (by 15 entries), demonstrating an ongoing recovery post pandemic.

Secondary schools offer a wider range of modern language qualifications than just National 5, Higher and Advanced Highers. Across SCQF Levels 3-7, entries to Languages qualifications increased by 3.4% between 2022 and August 2023 and attainment of the Modern Languages for Life and Work Award at SCQF levels 3 and 4 combined have more than quadrupled since 2013.

Prison population levels change on a daily basis, as people move in and out of custody. Since late September 2023, the prison population has remained above 7,900. Up to the morning of 11 December 2023 the prison population had temporarily exceeded 8,000 in 2023 on the following dates:

• 7th November 2023
• 9th November 2023
• 21st November 2023
• 29th November 2023
• 30th November 2023
• 1st December 2023
• 5th December 2023

The Headteacher Taskforce met on 27 June with a focus on school exclusions. Discussions from this meeting informed the development of the approach to the relationships and behaviour summits. Headteachers from the Taskforce also attended the summits where their views have been captured as part of the process and will subsequently inform the national action plan.

The work to map existing breakfast provision is expected to be completed in Spring 2024.

The term additional support needs under the Education (Additional Support for Learning) (Scotland) Act 2004 (the 2004 Act) applies where for whatever reason children or young people are unable to benefit from school education without the provision of additional support. Therefore, the information requested in relation to colleges and universities is not applicable.

There are no national recommended standards or benchmarks for the caseload of school staff working with children and young people with additional support needs. School staffing decisions are the responsibility of individual local authorities. Therefore the information requested is not held by the Scottish Government.

All teachers are responsible for supporting pupils with additional support needs, not just those teachers whose role is specifically related to additional support for learning. The ratio of pupils to teachers has remained at its lowest since 2009.

World Expos are regulated by the Intergovernmental Organisation - Bureau International des Expositions (BIE) and membership is reserved. Scotland’s participation is reliant on invitation from the UK Government to be a sponsor partner of the UK Pavilion. Building on Scotland’s successful participation at Expo 2020 in Dubai, the UK and Scottish Government are in discussion about opportunities to showcase Scotland at Expo 2025 in Osaka.