Chamber and committees

Fracture liaison services across Scotland are managed and evaluated by territorial NHS Boards.

The forthcoming national audit of Fracture Liaison Services will assist in that evaluation.

Clinical data collection, including around fracture liaison services, is carried out locally by territorial NHS Boards. Public Health Scotland will additionally carry out national data collection or collation in some areas, including its forthcoming audit of Fracture Liaison Services.

We recognise the concerns around teacher workload, which is why we remain committed to reducing class contact time by 90 minutes giving teachers more time out of the classroom.

To help inform this discussion the WPI report which was commissioned by the Scottish Government and published on 7 May contains a number of high-level future scenarios and assesses their broad compatibility with any changes to teachers’ contracted class-contact time.

These scenarios will help to facilitate our discussions with SNCT partners on how we can best deliver this commitment and ensure effective and evidence-informed workforce planning we have commissioned an external modelling and research exercise.

We continue to explore with the SNCT how we can best make progress. Any changes to teachers’ terms and conditions require tripartite agreement through the SNCT.

An initial Equalities Impact Assessment , Equality Impact Assessment (EQIA): Purpose and Principles (www.gov.scot) for the Purpose and Principles for Post-School education, research and skills Post-school education, research and skills - purpose and principles - gov.scot (www.gov.scot) was published on 4 July 2023. Consideration of all protected characteristics, including gender, will continue to inform the design and delivery of post school education and skills reform.

This will build on our existing work to address barriers for women and girls, including:

•A range of resources developed by Education Scotland to address gender segregation in subject choices in schools

•Duties on colleges and universities to tackle inequality, including gender disparities within STEM subject areas

•Working with the Equally Safe in Colleges and Universities Core Leadership Group to address gender-based violence.

•The refreshed Fair Work Action Plan which was published in December 2022 and aims to take an intersectional approach, where possible, to tackling the structural labour market barriers faced by disadvantaged groups in Scotland’s labour market including women.

On the specifics of skills planning, consideration of all protected characteristics, including gender and socio-economically disadvantaged groups, will be embedded throughout the process.

I refer the member to my answer to question S6W-27963 on 23 July 2024. 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 is supportive of workers’ legal right to strike, and to take action short of a strike. We would in all situations encourage employers, workers, and their representatives to work together and engage in meaningful dialogue to ensure a satisfactory agreement can be reached.

The Education (Scotland) Bill, introduced by the Scottish Parliament on 4 June, sets out the provisions for Board membership of Qualifications Scotland to include one or more member who has relevant knowledge of the interests of employees within Qualifications Scotland.

The Scottish Government recognises the importance of ensuring that there is an effective staff voice within the formal governance structures of Qualifications Scotland. As the Bill progresses in Parliament, there will be opportunities to consider the detail of this aspect, as part of the organisational design work. Further engagement will take place with SQA staff and the recognised unions on this matter.

Information on university retention rates is published by the Scottish Funding Councils (SFC) in the statistics publication “Report on Widening Access”.

The latest publication is available on the SFC’s website: Report on Widening Access 2021-22 - Scottish Funding Council (sfc.ac.uk)

Information on college withdrawal rates is published by the SFC in the statistics publication “College Performance Indicators”.

The latest publication is available on the SFC’s website: College Performance Indicators 2022-23 - Scottish Funding Council (sfc.ac.uk)

This data supports Scottish Government and SFC’s work with colleges and universities to measure and improve performance across the sectors. The data is also used to monitor student progression as part of the SFC’s Outcome Agreements with institutions. In addition to monitoring data returns, institutions may provide written commentary on their student retention rates and/or discuss this with their Outcome Agreement contacts within SFC.

The Scottish Government engages regularly through the Teacher Workforce Planning process, and recently discussed this with the Scottish Council of Deans of Education. Previously, this has led to the Scottish Government supporting a number of Initial Teacher Education universities to deliver a range of alternative routes into teaching. These included distance learning programmes, programmes aimed at training existing local authority employees to become teachers and a pathway to becoming a STEM teacher in rural areas. These programmes were summarised for the Strategic Board for Teacher Education (SBTE) in 2020 - Alternative%2Broutes%2Binto%2Bteaching%2B-%2BFebruary%2B2020v3.pdf (www.gov.scot) .

We are currently working with SBTE to consider issues around the recruitment and retention of teachers in Scotland in detail. The intention is that this will include consideration of potential alternative routes into teaching.

The Scottish Funding Council published its University Intake Targets for Initial Teacher Education AY 2024-25 (sfc.ac.uk) in April 2024. This contains a clear commitment to work with universities to develop alternative routes into subjects which have traditionally been difficult to recruit to, in response to the changing patterns of student demand for flexible learning routes.

We recognise that alternative career pathways such as earn-as-you-learn can widen access to midwifery careers by providing an alternative route into the profession for those who may not want or be able to choose the undergraduate route, including those who are settled and rooted in our rural and island communities.