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Schools Renewables Development Officers (SRDOs) are continuing to work with Learning and Teaching Scotland (LTS) to ensure that the educational implications and benefits of the package of measures announced by the Cabinet Secretary for Education and Lifelong Learning on 5 January are effectively integrated into Curriculum for Excellence. For example, the SRDOs are working with individual authorities and schools on twinning exercises between schools in order to expand pupils'' knowledge outwith their own school. Where possible, this will be supported and documented on the LTS website.

The Curriculum for Excellence experience and outcomes were launched in April and will ensure that sustainable development education is integrated into all areas of the curriculum. This will support our aims of developing young people as responsible global citizens with knowledge and understanding of the world and Scotland''s place in it and who are better able to evaluate complex environmental, scientific and technological issues.

In September 2008, HMIE introduced more streamlined models of inspection in primary and secondary schools. These models now place a much greater emphasis on the school''s own self-evaluation and reduce the burden of documentation and administration required of schools. As part of HMIE''s new, proportionate inspection process, they evaluate and report on five National Quality Indicators (QIs) in school inspections. The quality of the school''s curriculum is one of these five indicators. Amongst other aspects, there is an expectation that sustainable development education will form an increasingly important part of the evaluations arrived at during an inspection, particularly in coming to a view on the quality of the curriculum.

There are specific references to sustainability and sustainable development education in the current version of How Good Is Our School?

In the National Quality Indicator (QI) 4.2, The school''s success in working with and engaging the wider community, the level 5 illustration (for a very good evaluation) refers to environmental aims and includes the statement “ We educate for sustainability¦

In QI 6.3, Planning for improvement, one of the key themes is Planning for Sustainability and the level 5 illustration refers to the need to ¦ take account of sustainability in planning improvements.

In QI 8.3, Management and use of resources and space for learning, there is direct reference to the use of the local environment and the level 5 illustration includes the statement, Our resources are managed in a sustainable way.

In QI 5.1, The Curriculum, the indicator relates to the ways that aspects of the curriculum develop pupil''s capacities as defined in Curriculum for Excellence. It is implicit therefore that, in order to achieve a positive evaluation in this QI, these aspects must be present. In Curriculum for Excellence, to enable young people to become responsible citizens, for example, reference is made to the need to evaluate environmental, scientific and technological issues and develop informed, ethical views of complex issues. Sustainability and sustainable development education are unambiguously included in the outcomes frameworks for several subject areas, including the sciences and social studies.

HMIE assesses and reports on the quality of education provision in Scotland''s colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC). The quality framework that HMIE and most colleges use to underpin their judgements about standards and quality contains four themes relating to sustainable development. HMIE reports arising from the evaluative activities include, where appropriate, references to sustainability. In addition, HMIE include examples of sector leading and innovative practice on sustainability on its website. HMIE will publish an aspect report on sustainability in October 2009.

In September 2008, HMIE introduced more streamlined models of inspection in primary and secondary schools. These models now place a much greater emphasis on the school''s own self-evaluation and reduce the burden of documentation and administration required of schools. As part of HMIE''s new, proportionate inspection process, they evaluate and report on five National Quality Indicators (QIs) in school inspections. The quality of the school''s curriculum is one of these five indicators. Amongst other aspects, there is an expectation that sustainable development education will form an increasingly important part of the evaluations arrived at during an inspection, particularly in coming to a view on the quality of the curriculum.

HMIE reports on colleges do not contain explicit sections on sustainable development and sustainable development education. This is the same situation as for primary and secondary school reports. This is because sustainability is seen as one of many potential cross-curricular aspects which can be reflected in many areas of the work of a school or college. The framework of quality indicators and themes used in school inspections and college reviews include themes relating to sustainability and these are considered as part of the inspection and review process. As a result, references are made regularly to aspects of sustainability in report text without it being an explicit section. In addition, reports from each of these three sectors may include, where it is warranted, examples of sector leading, good practice in sustainability.

The Scottish Government has met with COSLA throughout the summer to discuss a wide range of issues, including local authority budgets for 2010-11.

I refer the member to the answer to question S3W-26732 on 8 September 2009. All answers to written Parliamentary Questions are available on the Parliament''s website, the search facility for which can be found at http://www.scottish.parliament.uk/Apps2/Business/PQA/Default.aspx.

Local Authority Social Work Departments work to the National Objectives and Standards for Social Work Services in the Criminal Justice System, which set out their roles and responsibilities in respect of the prisoners and those who will be subject to statutory supervision post release.