Scottish Parliament, 24 April 2008

514 contributions from 85 members. The official report.

Official Report 24 April 2008

National Qualifications

Alex Fergusson (None, Galloway and Upper Nithsdale)

Good morning. The first item of business is a statement by Fiona Hyslop on national qualifications. As the cabinet secretary will take questions at the end of her statement, there should be no interventions.

Fiona Hyslop (Scottish National Party, Lothians)

I welcome this opportunity to make a statement on my intentions with regard to future arrangements for national qualifications.

During the parliamentary debate on the curriculum for excellence on 19 March, I outlined our vision for the programme and the considerable progress that was being made towards its implementation. I also indicated that I would be announcing further details on our plans for national qualifications, and I am pleased to be in a position to do so this morning.

The curriculum for excellence's vision is for transformational change in Scottish education to provide better attainment and attendance and improved outcomes for all our children and young people, including those who are not achieving their potential and those who need to be challenged more. We will also place greater emphasis on developing and recognising young people's literacy and numeracy skills. We intend the curriculum for excellence to be a curriculum for all Scotland's young people.

To meet our ambition of creating an education system that raises the bar for all, not only in what is being learned but in how learning is applied and used, we will need a robust qualifications system that meets the curriculum for excellence's aspirations. After reflecting on the current shape of qualifications, we have decided that, in general, our current system works well for many young people. Indeed, at a time when so many young people are preparing to take their exams, we should all acknowledge the hard work and application that it demands. Our best wishes go to those students.

As the Government wants a qualification system that works for all young people, including those who are less likely to realise their full potential, we must have a next-generation system that not only meets the next generation's needs but equips individuals with the skills that are required to meet today's needs and tomorrow's demands.

As a result, we need a coherent system of curriculum and assessment from three to 18 and a qualifications system that reinforces the curriculum for excellence's values, purposes and principles. Moreover, some aspects of the current qualifications system need to be improved. All of that demands change.

I intend to hold a consultation on a number of proposals for the next generation of qualifications for Scotland's young people and have set some broad objectives to underpin that. The qualifications system must meet 21st century Scotland's needs by progressing the Scottish Government's principal purpose of achieving sustainable economic development and our five overarching strategic objectives.

We want to let all young people have the opportunity to experience and enjoy a broad general curriculum to the end of S3, reflecting the traditional strengths of the Scottish education system. We must develop an assessment system that supports rather than leads the curriculum and ensures that young people have a smooth transition into qualifications. There should be no need for young people to take examinations prior to S4. We also want to promote a fuller recognition of each young person's achievements, including those beyond qualifications.

Our final objective is to ensure that teaching and learning strike a better balance between equipping our young people with the skills for passing exams and equipping them with skills for learning, skills for life and skills for work. In particular, assessment must be used to support, motivate and challenge young people, and I want the new system to have a sharper focus on literacy, numeracy and other life and work skills.

The revised qualifications system should reduce current complexity particularly at Scottish credit and qualifications framework levels 4 and 5, where the two different qualifications that are available—standard grade and intermediate—have different structures and grading systems. It should also provide a range of opportunities to meet all young people's needs.

We also need to explore options for increasing flexibility in the time that is taken to achieve qualifications, including, for example, tackling the so-called two-term dash to higher level that can present such a barrier to some young people. Moreover, with so many young people staying on at school, we must look to enhance the S6 experience.

I intend to consult on a number of detailed proposals to achieve those objectives. In line with our priorities, my first main proposal is to introduce new awards in literacy and numeracy. The draft experiences and outcomes in numeracy and literacy in the curriculum for excellence provide a shared, modern definition of our expectations of learning and teaching in those areas. The fact that all teachers have a role in developing those skills is testament to the importance that we attach to them.

Indeed, one of the differences of the new curriculum is that, for the first time, all teaching in all subjects will be expected to embed literacy and numeracy. To sharpen that focus, I propose the introduction of two new separate awards—the Scottish certificate for literacy and the Scottish certificate for numeracy—to accredit young people's literacy and numeracy skills. Those skills will be assessed in S4.

We will have to consider the most appropriate way of recognising and evaluating such skills. As I favour providing the opportunity to certify all our young people, wherever they are learning, I propose that the awards be made available at SCQF levels 3 to 5.

The awards should not only draw on evidence from young people's work across the curriculum but be assessed externally through an examination. As part of lifelong learning, they should also be made available to adult learners in colleges. However, I will ensure that we have an open consultation on the details of implementation.

My second major proposal relates to standard grade and intermediate qualifications. Although these qualifications are good, the system is complex and must be simplified. The time is also right to consider whether in their current form they best meet the needs of tomorrow's young people, employers and other users of qualifications. Although both qualifications have served us well, education has moved on. For instance, standard grade is no longer the exit qualification that it used to be and, although originally designed for S5 and S6 pupils, intermediate examinations are being taken more and more by younger pupils. We need a next-generation qualification. Although each is valuable in its own right, neither of those two qualifications reflects the curriculum for excellence's values, purposes and principles, so we need to adapt the system to meet new challenges and circumstances. The consultation will propose a definite way forward while being open to ideas about structures and implementation.

We propose to replace both standard grade at general and credit level and intermediate 1 and 2 with a new general qualification at SCQF levels 4 and 5 that will nevertheless reflect the best features of the present arrangements. The real strength of the standard grade qualification is generally felt to be its inclusivity; it provides certification for all. The best feature of intermediate qualifications is considered to be their unit structure, which provides flexibility and motivation for young people. I expect the new general qualification at SCQF levels 4 and 5 to deliver as many of the best features of the present arrangements as possible. At SCQF level 3, standard grade foundation level will be removed, with access 3 providing an appropriate replacement.

That leads me to my third proposal. It will be necessary to ensure that the other parts of the qualifications framework reflect the changes proposed at SCQF levels 4 and 5 and the curriculum for excellence's aspirations. Scottish qualifications are held in high national and international regard, and I propose to build on the present system's success. Access, higher and advanced higher qualifications will be retained as valued qualifications and points of stability. Highers, in particular, will remain the gold standard of the Scottish education system. However, the content of all qualifications will be updated in line with the curriculum for excellence, and some aspects of their structure will be reviewed.

As the children who are currently in primary 6 are likely to be the first to experience the new secondary curriculum in full, they will be the first to require access to the next generation of qualifications. We therefore plan to have revised qualifications in place from 2012-13 onwards.

Of course, local authorities and schools will determine which subjects they offer and at what level. However, I underline my commitment to the future of advanced highers. Along with highers, those valuable qualifications are rightly held in high regard by universities, and they will continue to play an important role both in ensuring that our most able learners have an appropriate level of challenge and in securing the status of S6. As a result, we will make them an essential element of our science and languages baccalaureates, further details of which I will announce later this session.

I turn now to other elements of the consultation. In addition to the main proposals, I plan to use the consultation to investigate ways in which we can increase flexibility so that we are better able to meet the needs of young people. We will suggest a number of options and ideas. For example, we will promote opportunities to bypass lower-level qualifications and we will consult on how we can encourage our most able young people—the ones who are likely to attain more advanced levels of qualifications such as highers—not to take the lower levels. Those who are clearly capable of doing so could begin studying for highers in S4. That would be in keeping with our wider objective of ensuring that qualifications support and reflect individual learning, rather than having learning determined by qualifications.

I want to test the opportunities for taking qualifications over a variable timeframe. The pressures of the two-term dash to higher have been a long-standing concern in the education system. To address it, I want to explore the possibility of giving young people the opportunity to study for qualifications over an extended timeframe—for example, over a period of 18 months or even two years, as well as the present one year.

I come now to the final element on which we wish to consult. I want to explore the possibility of introducing a winter diet of examinations. I believe that a winter diet will provide opportunities for greater choice and flexibility, as it could facilitate courses of study over 18 months.

The consultation concerns everyone. Qualifications have implications for our economy, our society and our future. For that reason, we will be holding the consultation over a more extended period than usual, so that we can gather views from as broad a range of stakeholders as possible. I expect the consultation to be launched in June and to take views until the end of October 2008. Its launch will coincide with the release of another key document, "Building the Curriculum—A Framework for Learning and Teaching". The document will set out our expectations for young people's entitlements as they experience a broad general education, and it will help those involved in planning the three-to-18 curriculum. In keeping with our concordat with local government, education authorities will be key partners in taking forward the further development and implementation of policy in these areas.

I acknowledge the importance of ensuring that the qualifications system builds on the rich general educational experience to the end of S3, with its emphasis on helping our young people to build skills for learning, skills for work and skills for life; to follow an active, healthy and environmentally sustainable lifestyle; and to develop an appreciation of Scotland and its place in the world. That will extend to age 18.

As a key element of our education system, the shape of our future qualifications system will be crucial for Scotland's young people and for Scotland as a nation. There is clear evidence that Scotland has a good education system. However, it can be better; indeed, it needs to be better. It needs to help all Scotland's young people to develop their skills, talents and ambitions to the full. It needs to help Scotland to become smarter, wealthier and fairer, safer and stronger, healthier and greener. The curriculum for excellence presents us with a tremendous opportunity to create a truly world-class education system. Let us take that opportunity. This generation of young people and future generations deserve it.

Alex Fergusson (None, Galloway and Upper Nithsdale)

The minister will now take questions on the issues raised in her statement. I will allow around 30 minutes for questions, after which we will move to the next item of business. It would be helpful if all members who wish to ask questions would press their request-to-speak buttons now.

Rhona Brankin (Labour, Midlothian)

I thank the cabinet secretary for the prompt delivery of the statement, and I thank teachers who work so hard throughout Scotland on behalf of their pupils. I would also like to wish Scottish pupils all the best in the forthcoming examinations.

I broadly welcome the statement. There is widespread recognition that change is needed in our system of national qualifications. I will start by thanking the Scottish National Party for taking up Labour's manifesto commitment on certification in literacy and numeracy. We do not believe that Labour has a monopoly on good ideas, but we certainly believe that that was a good one.

We welcome the SNP's conversion. However, introducing new awards in literacy and numeracy does not, in itself, ensure that young people become literate and numerate. It does not ensure that Scotland will eradicate illiteracy, as Labour believes we should. Will the minister ensure that functional literacy is taught and assessed at both primary and secondary level? Will she ensure that the literacy outcomes in the curriculum for excellence reflect functional literacy? Currently, they fail to do so.

The minister will know that currently the S1 and S2 experience does not stretch all pupils adequately. Will she reassure the chamber that the S1 to S3 educational experience will not hold pupils back? She will also know that the Organisation for Economic Co-operation and Development report recommended that all pupils experience vocational education. Does she intend to implement that very important recommendation?

The minister referred to baccalaureates in science and language. Will the minister tell the chamber where the demand for baccalaureates comes from, other than from the SNP manifesto? Is she aware that the introduction of a Welsh baccalaureate has been extremely problematic?

Fiona Hyslop (Scottish National Party, Lothians)

I thank the member for her welcome and broad recognition of the need to improve our qualifications system. I hope that members will acknowledge that Scottish education needs all political parties to work together. This is a long-term project for the next generation of Scotland's examination system and for future generations of Scotland's pupils. It is most important that we build a broad cross-party consensus in taking that forward.

We are introducing certificates in literacy and numeracy. They are not leaving certificates, as the Labour Party proposed—given that the Labour Party also wanted to extend the leaving age to 18, they would have been leaving certificates at age 18. What we are proposing is certification for literacy and numeracy that will involve teacher assessment in the early years and be subject to examination in S4. The timing of the examination in literacy and numeracy in S4 will be set out in the document that I mentioned.

I recognise the importance of embedding literacy and numeracy throughout the curriculum. That is why I said that the curriculum for excellence's literacy and numeracy outcomes are ensuring that literacy and numeracy will be embedded in all subjects. That has not been the case to date.

It is important that we do not wait until secondary school to improve the literacy and numeracy of young people, which is why driving down class sizes in the early years is essential. For example, the early intervention programme on literacy in West Dunbartonshire is based not on one narrow definition of functional literacy but on early intervention in the earliest years. Today's statement is primarily about the qualifications system, which focuses on S4 to S6 in particular.

The question about stretching pupils in S1 and S2 is relevant. However, we should recall that one of the drivers for changing the curriculum is to ensure that we have a more exciting, invigorating and motivating educational experience in S1 and S2. That is why we have to free up the system to ensure, for example, that there is far more vocational experience, especially in S3 and S4. I accept the OECD's recommendations that all young people should have vocational experience. The SNP has supported that for some time and the Government wants to take it forward. The OECD did not recommend separate skills academies with testing for who should receive vocational education. I am pleased that the OECD reflects the Government's position.

The concern about the baccalaureates was not reflected in my discussions with employers and universities. It is recognised that we do not want to see pupils in S6 treading water and that it is essential that we stretch those pupils. Support for the science baccalaureate in particular was expressed at the national economic forum, as we need to ensure that we are stimulating and rewarding those who take more science subjects. We need to move in this direction because it is evident that if a young person takes more than one science subject at standard grade, he or she is more likely to take more than one science subject at higher level; and if he or she takes more than one science subject at higher level, he or she is more likely to take science at university. That is clearly a logical step forward, as we want to encourage more people to take science at university.

The member referred to the Welsh baccalaureate, which is quite a different qualification, as it is based more on vocational experience. When I make my announcement about the Scottish baccalaureate, it will be clear that it is distinct from the Welsh baccalaureate. I hope that I have identified and addressed the range of questions that the member asked.

Elizabeth Smith (Conservative, Mid Scotland and Fife)

I thank the cabinet secretary for early sight of the information. I warmly welcome the announcement that there are to be changes in the Scottish Qualifications Authority examination structure and that there will be full consultation with the relevant stakeholders. I was pleased to hear on the radio that the cabinet secretary will be listening to teachers.

The current system is only fit for purpose, especially in the context of the changing economic and educational climate. It is failing far too many pupils, particularly at the bottom and top ends of the academic spectrum.

I want to concentrate on the baccalaureate. I am interested in what the cabinet secretary has said in that regard, but there are some other questions to be answered. The baccalaureate, if it is on an international scale, has an interesting dimension to it. As a Scottish baccalaureate is being proposed, I would be grateful if the minister could answer two specific questions.

What is the reasoning behind having a baccalaureate standing alongside highers and advanced highers? Further, what is the reason for having a baccalaureate that deals only with science and with modern languages? Why are baccalaureates in arts and social sciences not being considered at this stage?

I welcome the proposals regarding S4, particularly in relation to literacy and numeracy. However, I would like the minister to clarify whether the exams in S4 that she is proposing are national exams and to confirm that any internal assessment that might take place in S3 will be part of the process that builds up to S4 examinations.

Fiona Hyslop (Scottish National Party, Lothians)

I thank the member for her questions but, if the chamber will bear with me, today's statement deals with the national qualifications system. I will provide further details of the baccalaureate later in the session. However, I can say that the baccalaureate will be based on highers and advanced highers which, as I said in my statement, I intend to retain, and that it will include an interpretative project that will involve interdisciplinary work. The chief executives of life sciences companies, with whom I have had discussions, have said that that will provide a great opportunity to engage pupils, particularly those in S6, in work with local employers that will develop their experience not only of a workplace but of the current application of science in the community and in companies.

I am open to persuasion with regard to the extension of the baccalaureate concept to other areas; I simply think that, because of the needs of the economy and the drivers of economic growth, it would be appropriate to start with science and languages.

On S4, I welcome the member's support for Scottish certificates in literacy and numeracy. Those will be national examinations, but there will also be an element of assessment, which will be based on teachers' assessments throughout the period. Therefore, the assessment process between S1 and S3 is helpful in the development of literacy and numeracy national examinations. The importance of embedding literacy and numeracy in the curriculum and the priority that employers place on having those skills demonstrated in certificate form is part of the thinking behind the proposal. Teachers will welcome the fact that their professional assessment will be part of the assessment process, but the qualifications will be subject to national examination.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

I thank the cabinet secretary for the advance notice of her statement. The Liberal Democrats support reform and the case for changes to and the updating of materials for examinations in Scotland. However, there needs to be greater clarity about what the cabinet secretary said this morning. She indicated that there is no need to take exams prior to S4 but that, at the same time, she is looking for new ways to provide flexibility in the system so that some students can take exams before S4 or take their highers earlier. Greater clarity is required on that matter.

The cabinet secretary proposes to abolish standard grades and replace them with a wider general qualification, but the Government wants to immediately add to that by introducing additional qualifications in literacy and numeracy. However, those qualifications will be below the standard of the new qualification. It is unclear, still, where in the child's progression the exams relating to those qualifications will be taken. Indeed, it is unclear whether all pupils will be required to get those qualifications. I would like the cabinet secretary to clarify those matters.

On the baccalaureates and highers, the cabinet secretary said that further statements will be made. However, on 19 March, the Minister for Schools and Skills assured Liz Smith that

"the baccalaureate is not an extra exam but a batch of advanced highers."—[Official Report, 19 March 2008; c 7101.]

I think that that matter needs urgent clarification from the cabinet secretary, rather than clarification later in the year.

Finally, we heard no mention of skills-for-work courses or qualifications, which were introduced by Liberal Democrats in government and were funded fully. The question of how they fit in with the proposed framework is important, so I would welcome a clarification of that matter.

Fiona Hyslop (Scottish National Party, Lothians)

The focus of my statement was on qualifications from S4 to S6. I welcome the support of the Liberal Democrats for our determination to update the qualifications system and the materials to support the qualifications. As I said, we will be updating the content of the material relating to the qualifications that we are retaining.

Mr Purvis asked for more clarity about examination prior to S4. If the curriculum for excellence is to work in the way in which it was intended to work when it was introduced—at which time there was a Liberal Democrat Deputy Minister for Education and Young People—we need to ensure that the period from S1 to S3 is far more stimulating than it has been to date. We also need to reduce the overassessment that takes place in that period, in order to allow greater opportunities for teachers to exercise their professional abilities, make links between subjects and ensure that the context and content of learning are focused on the individual. We think that we can do that if we have a stimulating period from S1 to S3. Early presentations were designed to provide greater stimulation to young people and to stretch them further. However, the curriculum should be stretching young people; we do not need the qualifications system to do the stretching. The Liberal Democrats might not agree with that view, but we can explore that during the debate on the consultation.

The skills-for-work concept is important. I have been impressed by what I have heard from pupils, colleges and employers around the country about how they have found the courses and qualifications. We should celebrate what has been done in this area, and acknowledge the recent report about the success of the skills-for-work concept. The skills-for-work courses will certainly continue in S3 and S4.

We are simplifying the system, as our system of standard grade and intermediate 1 and 2 qualifications is too complex. We expect all pupils to take the Scottish certificates for literacy and numeracy, but that will be in S4 and will mark the start of the formal examination and qualification process.

The baccalaureates will be based on highers and advanced highers. The system will stimulate the taking of more than one science or language subject, and the qualification will be subject to an interpretative project. I thought that I made that clear in the debate on 19 March on the curriculum for excellence. However, we are not bringing in a new examination for the baccalaureate, which is why it is not the subject of the statement today.

Alex Fergusson (None, Galloway and Upper Nithsdale)

We come now to questions from back benchers. As ever, brevity is encouraged—indeed, it is essential if we are to get through them all.

Christina McKelvie (Scottish National Party, Central Scotland)

I welcome the cabinet secretary's commitment to ensuring flexibility for pupils with high academic achievement. What measures will she take to ensure that there is similar flexibility for pupils who wish to pursue vocational qualifications?

Fiona Hyslop (Scottish National Party, Lothians)

We have a great strength in our Scottish credit and qualifications framework, which is one of the few such frameworks in the world that has both vocational and academic qualifications. It is important that we see our school education and qualifications system in the round as part of a single system of lifelong learning. The experience that young people need to have of vocational education is important. We have to have parity of esteem. Indeed, a challenge to the country is whether we are outdated when we talk about vocational qualifications and academic qualifications. Our university colleagues often remind us that many of the qualifications that are pursued at university level are vocational qualifications. That is why, as part of our promotion of the curriculum for excellence, we need to be pursuing skills for learning, skills for life and skills for work. There will be a combination of what would have been traditionally vocational and academic courses. Certainly, the improvement of school-college links is part of the concordat with local government. Indeed, improving vocational education for school pupils is one of the 15 commitments in that document.

Kenneth Macintosh (Labour, Eastwood)

I thank the minister for her statement and echo the broad welcome that it has been given by colleagues.

Because of the looming implementation of the curriculum for excellence, parents, pupils and teachers will be looking to see the influence that this statement will have on the shape of the curriculum. I appreciate that the proposals are out for consultation, but I would like the minister to tell us what she believes their impact will be on pupils, particularly those in S2 and S3. Will the subject options that are currently open to pupils who are going into S3 now be postponed until S4? Will most pupils now study a general or core curriculum for the first three years of secondary school, as opposed to the first two, and will that curriculum be subject based?

Fiona Hyslop (Scottish National Party, Lothians)

I thank the member for his general support.

The member referred to the looming implementation of the curriculum for excellence, but it might be helpful to embrace the reality, which is that we are already implementing the curriculum for excellence in many schools. If his question was about how the curriculum will be implemented in secondary schools in particular, the implication perhaps is that today's statement on national qualifications will be a key driver in helping to take that forward. Whether the qualifications system should be seen as the pinnacle of the curriculum is a matter for debate, but most educationists and teachers recognise that the curriculum should be the driver and that the qualifications should fit in around that.

On the issue of subject choices, a general criticism that has been made, particularly of the early years of secondary education, is that overassessment—this is a particular concern of teachers—limits and reduces young people's educational experience. As I said in the debate on the curriculum for excellence on 19 March, we want the Scottish education system to provide a broad general education, and I am firm in my commitment to that. The strength of the Scottish education system has been that it provides a broad general experience that gives young people more choice and opportunity in deciding which subjects to study at higher or advanced higher level and, in future, at the new general qualification level. The idea is to provide young people with more choice and opportunity and a wider educational experience that will not just enable them to pass exams but equip them for later life in a world where the ability to learn will be as important as the content and subject that they have studied. Learning to learn is a key element of the curriculum for excellence that needs to be taken forward. Young people will have choices as they go through the educational system, but they will also have the opportunity to have a broader experience.

I am also keen that we do not see everything in terms of what happens between S1 and S3. The curriculum for excellence is also about ensuring an effective transition from P7 to S1 by providing a continuity that is based around individuals rather than on the school in which they operate. We must see things within the context of a curriculum for ages three to 18, which is the essence of the curriculum for excellence; to segment things using a much narrower definition of what happens between ages 12 and 15 undermines the curriculum for excellence, which should be perceived as being a run-through from three to 18. The curriculum for excellence should provide for a broad general education system. If anything, we are providing more space and opportunity for teachers and pupils in S1 to S3 to experience a stimulating, invigorating education system.

I am happy to take on the baton from the previous Government in driving forward the curriculum for excellence. The previous Government believed that we had to provide a stimulating curriculum, particularly in S1 and S2; my proposals today will take forward the ethos that was started by the previous Government.

Rob Gibson (Scottish National Party, Highlands and Islands)

My question follows on from the previous comments. Today's announcement focuses on the structure of assessment rather than on subject content, but the Government has given a significant commitment to integrate Scottish history into the school curriculum. That is due to take place at about the time the new qualifications will be introduced. Will elements of Scottish history be included in the Scottish certificate for literacy, in the general qualifications at SCQF levels 4 and 5 and in the assessment streams at higher level?

Fiona Hyslop (Scottish National Party, Lothians)

The Government is committed to ensuring that Scottish history, heritage and culture are experienced by all young people throughout our education system. However, as Cabinet Secretary for Education and Lifelong Learning, I am reluctant to dictate the content of an examination process. If I were to do so, there would be an outcry from many people, including key educationists and teachers. However, I can say that I expect that the content of the examinations in the qualifications system will reflect the curriculum. From the draft curriculum outcomes, it is clear that an understanding of the Scottish perspective is embedded in the curriculum. That is probably as much detail as I can give.

Karen Whitefield (Labour, Airdrie and Shotts)

I am grateful to the cabinet secretary for her comments on vocational education, but can she provide further details on how she intends that skills for life and skills for work will be accredited? She will be aware of the excellent vocational education that is provided in North Lanarkshire and was recognised in the OECD report. However, local authorities are anxious about developing vocational education further without a guarantee that it will have accreditation that sits within the national qualifications framework. Will vocational education be fully recognised and accredited within the framework? That will not only provide the necessary parity of esteem, but will guarantee the confidence of young people, parents, pupils and further and higher education establishments.

Fiona Hyslop (Scottish National Party, Lothians)

As I said, I want to see skills for learning, skills for life and skills for work. Those terms cover vocational education in the traditional sense and academic experience. Karen Whitefield raised an important point about vocational education, which is one of the big challenges that Scotland faces and was identified in the OECD report as being a key element. As anyone who has heard me speak about the issue will know, I am passionate about the fact that the Scottish credit and qualifications framework is one of the gems of the Scottish education system, which is renowned worldwide—although we need to make it work harder.

It is essential that vocational education be recognised, but one of the framework's strengths is that we can do that. I certainly want to ensure that the new qualifications are embedded in the Scottish credit and qualifications framework. I certainly see the need for parity of esteem between traditional vocational education and academic education, which is an issue that the Government can drive forward. I thank the member for her question and for her continuing interest.

Murdo Fraser (Conservative, Mid Scotland and Fife)

I welcome the new emphasis on literacy and numeracy and, in particular, the proposed new qualifications for S4, which will, in the light of the statistics that emerged this week, be very important. The cabinet secretary mentioned the continuous assessments in S1 to S3. Will she clarify whether those will be determining factors in the S4 exams on literacy and numeracy or whether those will be stand-alone exams?

Fiona Hyslop (Scottish National Party, Lothians)

In answering Murdo Fraser's question, I should reflect that we see the curriculum as applying to ages three to 18, with literacy and numeracy being embedded throughout. Teachers' assessments of literacy and numeracy levels, including in primary school and in the early years of secondary, are important.

In the consultation, we will tease out and reflect on the content of the question that Murdo Fraser has asked. The Scottish certificate for literacy and the Scottish certificate for numeracy will include a combination of national examination and assessment, but whether—as both he and his colleague Elizabeth Smith have asked—the assessments from S1 to S3, rather than just the assessment in S4, should count towards the certificate is a matter on which we will listen to teachers' views when we request responses. I know that teachers have already expressed concerns about whether the certificate should be based only on the examination or whether it should include the teacher's assessments. I have committed to listen to teachers' views on that. I know that, for teachers, a key driver is that their assessments should form part of the certificate. I have said yes to that, but the form and detail will clearly be subject to the discussion on the consultation.

Hugh O'Donnell (Liberal Democrat, Central Scotland)

I thank the cabinet secretary for advance sight of her statement.

The Liberal Democrats believe that, if our young people are to have all their achievements recognised, the system of education and examination must be transparent and have clarity. Therefore, we welcome the proposal and consultation. What specific steps does the cabinet secretary intend to take to involve young people, parents, commerce and industry and the tertiary education sector in developing the new framework?

If highers are regarded as the gold standard, where does the advanced higher fit in? Within a new framework, how will the Government sell the quality of the advanced higher to potential employers?

Fiona Hyslop (Scottish National Party, Lothians)

Hugh O'Donnell raises an important point about Scotland's general engagement with the education system. Clearly, young people have been, and will continue to be, involved in the development of the curriculum for excellence. It is important that education reform is not seen as a matter that interests only teachers and parents. Commerce and business obviously have a clear interest in such reform, which is why I spent a considerable time raising curriculum reform with outside interest groups—businesses in particular. I have met all 25 chief executives of the United Kingdom sector skills councils. At every one of those meetings, I have ensured that they are aware of the particular Scottish direction of the curriculum for excellence and the experiences that we are having in that context. I have also ensured that they are aware of their need not just to engage with colleges, as they are currently doing—I was delighted this week that a collaboration agreement has been signed between the sector skills councils and colleges on the qualifications, which I was instrumental in making happen—but to have greater involvement with employers to ensure that they take an interest in what is happening in schools.

The problem that we have had until now is that the complexity of the system has not made it easy for employers to use standard and intermediate grades. Employers themselves must also contribute to the education system.

Teachers are the professionals who will help, guide, develop and draw out the talents of our young people. However, we must have a community in which valuing education—which has always been valued highly in Scotland—is developed further. As I said when I chaired the life sciences session at the business in the Parliament event, I want to challenge employers about what they are doing to provide opportunities for young people, particularly those who are studying at higher grade level, to undertake work experience. We need to stimulate S6 in particular: the involvement of employers with pupils at that level is increasingly important.

In universities, as part of my on-going regular discussions, I have met—even in the past week—just about every principal in Scotland. I have told them that they need to be prepared for young people coming from schools with a different emphasis on individual, personalised learning. I want universities to open themselves up more and to have more involvement with schools, particularly at the advanced higher level.

Mary Mulligan (Labour, Linlithgow)

I, too, welcome the opportunity to consider the national qualifications system. The minister acknowledges the disadvantages of the two-term dash to highers. However, does she not think that introducing a winter diet could be unsettling for pupils and difficult for schools to manage? In underlining her commitment to advanced highers, can the minister say how she will address the concern that there is not a sufficient range of advanced highers partly because of unavailability of teachers? Increased provision of advanced highers might make them more valued and recognised. Finally, will the minister answer the specific question that my colleague, Ken Macintosh, asked: When will pupils make choices about the exams that they will take, which may replace standard and intermediate grades?

Fiona Hyslop (Scottish National Party, Lothians)

On the last question, the consultation will run from June through to October. The opportunity for choices will be when pupils choose which subjects to take going forward. Some may start to study for their highers in S4 and will therefore make choices about their highers earlier than they would previously have done.

As far as the winter diet is concerned, if things were too difficult and ambitious, some students might not do anything. The status quo is always a comfort factor for many people. Of course, any implementation would have to be carefully planned, and it is something that the Scottish Qualifications Authority has been thinking about and developing for some time. However, if we are truly focused on individual learning and on ensuring that the needs of the individual are paramount, the flexibility to offer different opportunities for taking examinations should be welcomed. It could allow pupils to take two diets of highers over 18 months, rather than face a two-term dash for highers in S5 and another two-term dash for highers in S6. Such flexibility will provide more opportunities for in-depth learning and a better learning opportunity.

We should embrace opportunity, change and development—that is what the curriculum for excellence and the qualifications system are about. We should consider carefully the SQA's suggestions about a winter diet. I accept that they are subject to consultation and would need to be implemented very carefully, but let us not close our eyes to opportunities for the future.

Alasdair Morgan (Scottish National Party, South of Scotland)

There is time for one more question if both question and answer are short.

Aileen Campbell (Scottish National Party, South of Scotland)

What impact will the proposals have on the colleges and universities that are training the teachers of the future, and when is the impact of the Government's proposals likely to kick in?

Fiona Hyslop (Scottish National Party, Lothians)

I am delighted to say that there will be 20,000 new teachers in training between 2007 and 2011. Every one of them will be enmeshed in the curriculum for excellence as part of their initial teacher training and will be well prepared to take forward the new qualifications system.

Alex Fergusson (None, Galloway and Upper Nithsdale)

There is just time for a final question from John Park.

John Park (Labour, Mid Scotland and Fife)

Thank you, Presiding Officer. You caught me out, there.

Fiona Hyslop (Scottish National Party, Lothians)

He did not expect that.

John Park (Labour, Mid Scotland and Fife)

I was just heading back to my office.

Alex Fergusson (None, Galloway and Upper Nithsdale)

Very briefly, please.

John Park (Labour, Mid Scotland and Fife)

I welcome the cabinet secretary's comments on consultation. I hope that she accepts, as I do, that it is important in building confidence in the system not just to consult businesses and others but to recognise the important role that trade unions play. I mean not just trade unions in the education sector, but trade unions in wider society, especially those that organise in the private and public sectors and that represent not just the workers but the views of wider society.

Fiona Hyslop (Scottish National Party, Lothians)

The member will be aware of my personal commitment—and the First Minister's commitment—to the Scottish Trades Union Congress this week to extend and embrace a social partnership arrangement between Scotland, the trade unions and employers generally. I will move forward in that spirit.

Alex Fergusson (None, Galloway and Upper Nithsdale)

That brings us to the end of the ministerial statement and questions. Before we move to the next item of business, I inform members that I have received a request from the Cabinet Secretary for Finance and Sustainable Growth to make an urgent ministerial statement on the industrial action at the Grangemouth refinery. I am of the opinion that the matter is of sufficient urgency for a statement to be made. After consultation with business managers, it is my intention to take that item of business at 5 o'clock this afternoon. As a consequence, decision time will be moved to 5.30. The cabinet secretary will make a 10-minute statement, after which I will allow 20 minutes for questions. The necessary alterations to the daily business will be made and all members will be notified.

International Education

Alex Fergusson (None, Galloway and Upper Nithsdale)

The next item of business is a debate on motion S3M-1768, in the name of Maureen Watt, on international education. I call Maureen Watt to speak to and move the motion in her name.

Maureen Watt (Scottish National Party, North East Scotland)

I am delighted to be able to introduce this debate on international education. As members know, the Government is ambitious for Scotland's young people. Part of building a smarter Scotland and a thriving economy is giving our next generation the skills for learning, skills for work and skills for life to succeed in the globalised economy in which we now live. I am sure that that is something on which all members can agree.

One of our aims within the smarter Scotland objectives is to ensure that all our young people are outward looking and confident about themselves and their nation, and that they have a modern and enterprising world view. In order to achieve that aim, our education system needs to provide them with knowledge and understanding of the world and Scotland's place in it—which is a thread that runs through the curriculum for excellence for all young people at all stages of their learning.

We must ensure that our young people understand, and can respond to, the challenges that are presented by globalisation. If the curriculum is to be excellent, it must incorporate an international perspective; if it does not, our society and economy will be poorer. The Government is, therefore, committed to ensuring that an international education is part of the experience for young people in all our schools.

We are taking action on three main fronts. First, we are changing learning and teaching. International education is not an add-on, and the curriculum for excellence is the ideal vehicle to deliver international education in schools and to equip young people with a modern and enterprising Scottish world view. The experiences and outcomes that are currently the subject of engagement and trialling in schools have been written such that they will provide ample opportunity for learning and teaching from an international perspective. For example, one of the draft social studies outcomes is that

"Having explored the globalisation of trade,"

the young person will be able to

"explain the interdependence of different parts of the world and assess the impacts for providers, consumers and the environment."

That provides opportunities galore to examine the scientific, ethical and human issues that are connected with global trade and sustainable development.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

My question is also relevant to the ministerial statement that we just heard. Part of studies for standard grade history is the international perspective and how Scotland fits in with it, especially in industry and the economy. Will the minister ensure that that continues, whatever the Government introduces as a successor to standard grades, so that we do not throw the baby out with the bath water?

Maureen Watt (Scottish National Party, North East Scotland)

I am sure that the baby will not be thrown out with the bath water.

An understanding of linguistic diversity is an integral part of what we mean by an international education. It is not just about learning modern languages in a traditional sense although, as our commitment to the introduction of a Scottish baccalaureate in languages demonstrates, we want young Scottish people to be ambitious in that regard. If we do not prepare our young people to cope with linguistic diversity, they will be at a disadvantage if they want to make the positive transition to working in the international arena. I hope that the new curriculum will enthuse young people and teachers alike to explore the riches of languages and to use them as a tool to understand the world better.

On the reference in the Liberal Democrats' amendment to a national languages strategy, I hope that they see that language learning will be embedded as an outcome of the languages strategy. It will be up to schools to decide how best to develop teaching of languages. Last Friday, I attended the launch of the report on the effective provision of pre-school education project at Walker Road primary school in Torry. The lessons that have been learned from that project will be applied throughout Scotland.

Secondly, we are simplifying the institutional and policy landscape. We want to ensure that coherent and concise advice is provided to schools and teachers, instead of schools receiving myriad competing messages from different bodies, which causes confusion. We are making explicit the linkages between international education, education for sustainable development, citizenship and modern languages.

Thirdly, we want to see partnership working. Many bodies are involved in education: we want to ensure that they work together in partnership. The Government has charged Learning and Teaching Scotland with taking the lead on that. It has key responsibilities for developing and supporting the curriculum for excellence and it runs the Scottish continuing international professional development scheme. LTS works in partnership with the Convention of Scottish Local Authorities, Her Majesty's Inspectorate of Education, the General Teaching Council for Scotland and the Scottish Qualifications Authority, as well as with the British Council and the Scottish Centre for Information on Language Teaching and Research, to deliver that vision.

Jack McConnell (Labour, Motherwell and Wishaw)

On that point, the minister will be aware that a scheme is in place in partnership with Voluntary Service Overseas to ensure that public funding is available in Scotland to pay the pension contributions of medical staff who volunteer overseas in a way that contributes to their work back in Scotland as well as to the country in which they volunteer, and that there was a plan to extend that scheme to education staff at all levels in Scotland, following the end of the pilot in March this year. Is that scheme still under consideration? The partnership with VSO can contribute to the knowledge that our teachers and lecturers have here, as well as contribute to countries in the developing world.

Maureen Watt (Scottish National Party, North East Scotland)

I assure Jack McConnell that we are aware of the concerns that he has raised already with my colleagues and that work is continuing on trying to come to a suitable arrangement.

On the Labour Party amendment that has been lodged by Ken Macintosh, I say to him that we are not completely clear that Scotland has received the Barnett consequentials to which he refers in his amendment. He will know that the curriculum in Scotland is not prescribed, as it is down south. It is the responsibility of each and every local authority and school to consider how study opportunities such as a visit to Auschwitz concentration camp—to which the Labour amendment refers—might contribute to meeting the agreed national outcomes. A number of schools have visited Auschwitz; last year, I was invited to join one such trip, but was unfortunately asked too late in the day and had other commitments. However, I have committed to going on any further trip to Auschwitz with school pupils that might be arranged.

No one can doubt the importance of China in today's world and I am pleased to say that Learning and Teaching Scotland recently signed an agreement with Hanban, the Office of Chinese Language Council International, which includes the setting up of eight Confucius classrooms or hubs, serving 14 local authorities. Those will enable Scottish pupils to gain a greater appreciation of Chinese heritage, language and culture, thereby enhancing their capacity to become international citizens.

Yester primary school in East Lothian has links with Kuvansin koulu primary school in central Finland. The pupils discuss health, eating, leisure and climate change through a blog and through discussions with their Finnish friends. In one particular case, a Yester pupil who has additional support needs was motivated to write long comments to the Finnish class, something that he would not have attempted before.

Grantown grammar school in the Highlands has started joint curriculum projects with Xinying middle school in Kunming, China. They have chosen to concentrate on music, art and English as those are subjects in which both schools have an interest, and it means that they do not rely too heavily on written communication.

Fintry primary school in Stirling has established a school link with the Gambia, and uses cross-curricular learning to enrich learning and teaching. When asked the difference between us and the African children, a primary 7 pupil responded that African children were

"rich in happiness but poor in money, whereas we are rich in money but poor in happiness."

I am sure that members are aware of many other inspiring examples of links and international education in schools in their constituencies. However, it is essential that that happens in all our schools; all young people deserve those opportunities, not just some of them. As Jack McConnell indicated, Scotland has prominent links with Malawi, and many Scottish schools—more than were expected—have taken up the challenge to link with schools in Malawi.

The world in which our young people are growing up is very different from the world when we were at school. It is essential that young people have opportunities to develop an international perspective in their education and to develop the cultural insight, confidence and linguistic skills that will help them to understand and respect other peoples, and to seize opportunities in a rapidly changing world.

We strongly believe that the curriculum for excellence is the ideal vehicle to enable teachers to use international education to enrich young people's learning. Pupils are inspired and interested in the issues: they are regarded as enjoyable, different, stimulating and cool. If they are engaged, they will be more likely to prosper and become the effective contributors, responsible citizens, confident individuals and successful learners that we want them to be.

We need that if we are to achieve a smarter Scotland. However, more important, young people deserve it for themselves in order to improve their self-esteem, life chances and opportunities in this globalised world.

I move,

That the Parliament recognises the importance of preparing young people for life in today's increasingly globalised society; agrees that all our young people should have an international education with opportunities to develop a knowledge and understanding of the world and Scotland's place in it; congratulates the many schools across Scotland that have made and continue to make links with schools across the world, and agrees that the Curriculum for Excellence is the ideal vehicle to deliver international education in schools and equip young people with an understanding of, and the skills for, the modern world.

Kenneth Macintosh (Labour, Eastwood)

I find myself torn. One part of me warmly welcomes the debate and the opportunity that it offers us to reinforce our support for international education. Labour's record on this subject and on sustainable development generally is one that I am certainly proud of. I believe that few members will be unable to sign up to the motion. Given that level of support and apparent good will, why did most of us groan when we saw the motion? The answer is simple: I suspect that the motion is not so much an attempt to build consensus as it is an attempt to avoid difficult parliamentary discussion of more pressing education matters.

I do not want to shatter the minister's illusions, but I am not sure that any member actually believes that international education is top of her, or the Cabinet's, political agenda. Of course, many of the rest of us are asking ourselves why we are not discussing, for example, new school buildings. Given the evidence that has been heard by the Education, Lifelong Learning and Culture Committee over the past few weeks, why is the Scottish Government not commenting on a new school buildings strategy? Why is the minister not standing before members telling us exactly what she will do to ensure that our probationer teachers have a job to go to at the end of their induction year?

Earlier this morning, we heard a ministerial statement on qualifications and examinations, and the motion that is before us mentions the importance of the curriculum for excellence. However, I do not detect any feeling from either the earlier statement or this debate that we will get further clarification on the many questions that teachers and parents have about the structure and implementation of the new curriculum, particularly in the secondary school.

I believe that by holding this debate the Government runs the risk of demeaning the motion. Lodging a motion not because of its political importance but as an attempt to avoid more controversial subjects, damages the consensus. That is not the way to treat as important a subject as international education. The primacy of Parliament suddenly becomes less important when the Scottish National Party's agenda is under scrutiny.

In an attempt to give the debate more purpose, I have offered the Scottish Government the opportunity to address one aspect of international education and to put right what I hope it recognises is a serious misjudgment. The Scottish Government has been given funding to support visits to Auschwitz-Birkenau by senior school pupils, but it has not passed that on. The minister can set that right today.

On the broad subject of the motion, as I have said I am proud of my party's internationalism. As the minister said, we can all be proud of the Parliament's support for closer ties with Malawi, and of the local and national support for fair trade. We can be pleased that the political support that every party has given has moved international education up the academic pecking order. It is now taken more seriously by Learning and Teaching Scotland and enjoys a higher profile in teacher education.

There is consensus, but I am slightly worried by some of the language in the motion. The motion talks of the importance of links between schools in our country and in the developing world. Those links need to be set in context if they are to not reinforce negative stereotypes and are to allow us genuinely to reflect on our place in the world. It can be easy for all of us—young and old—to regard our relationship with poorer countries as charitable or paternalistic rather than as one through which all can learn. However, plenty of good practice exists—the minister referred to some examples—in which the relationship between schools here and abroad is one of mutual learning and understanding.

I hope that the minister agrees with that general point. Likewise, I have no difficulty in agreeing with her that the curriculum for excellence is an ideal vehicle for delivering the agenda. What will that mean in practice? Given how little clarity exists about the curriculum for excellence, I asked someone who works in the field what they would look for. She said that the impact should be measured not in exams—I think we all agree with that—but in international education's influence on a school's ethos. She said that the real indicator would be that barriers between subjects had been broken down.

Only a few weeks ago, the SNP Government lodged a motion on Scottish history. In that debate and after it, the minister went out of her way to emphasise not that barriers would be broken down, but that subject specialisms would remain—that history would be taught by history teachers and that the place of other subject specialists would be protected and secured. It is no wonder that people are confused about the new curriculum when the minister says that international education is vital and that we must have greater intersubject working, but also reassures history teachers by saying, "Don't worry—your subject will be all right and will in fact be promoted." Will she say in winding up which it is to be? Is it to be protection of subject specialists such as history teachers or greater intersubject working?

Anyway—that is enough consensus and praise for the Scottish Government's record on international education. I will now strike a more critical note. Labour's amendment is on the importance of Holocaust education and funded support for visits to Auschwitz-Birkenau. As members may know, my Westminster colleague for East Renfrewshire, Jim Murphy MP, and I organised our first visit for senior Scottish pupils to Auschwitz some years ago. I assure members that that visit made a tremendous impact on me and on the pupils.

On 4 February, the United Kingdom Government announced funding of £4.65 million over the next three years to allow senior pupils—two from each school throughout England—to visit Auschwitz. I will quote the Secretary of State for Children, Schools and Families and I will give the minister the quotation, as it is available in Hansard. In reply to a question from Gordon Banks MP—the member for Ochil and South Perthshire—the secretary of state said:

"The £4.65 million for England clearly has Barnett consequentials in this area for the devolved countries. I hope and expect that they will ensure that such visits are available for all young people across the four constituent parts of the UK."—[Official Report, House of Commons, 4 February 2008; Vol 471, c 646.]

That we have been given that money could not be clearer. The United Kingdom £4.65 million over three years is roughly £1.5 million each year, which means about £150,000 a year for Scotland.

Bob Doris (Scottish National Party, Glasgow)

I have relatively recently returned from my first trip to Poland, where I visited Auschwitz-Birkenau, which made a deep impact on me.

Does Ken Macintosh think that every time that England decides to act on something, we should be bound by a direct Barnett consequential? The amendment is well meant, but does it play politics with a serious matter?

Kenneth Macintosh (Labour, Eastwood)

Far from it. I whole-heartedly agree that we do not have to allocate money automatically; the decision is ours. I assure Bob Doris that I was awaiting an announcement from the Scottish Government—I assumed that it was only a matter of time. As he said, the matter is very important. We can make up our own mind on it. I hope that we will make the right decision.

I lodged a series of parliamentary questions about the trips to Auschwitz and the updating of Holocaust education materials. Fellow Opposition members will not be surprised to hear that the minister's replies did not answer my questions, so I wrote a letter to her. I was grateful for her reply to that, which—surprisingly—tackled the question. However, what is even more surprising is that she said:

"So the answer to your question is no".

That is unacceptable. Supporting those visits would cost the Executive a mere £150,000 a year.

Maureen Watt (Scottish National Party, North East Scotland)

Will the member accept that a visit to Auschwitz and other concentration camps by one or two pupils from a school is not the only way in which pupils can learn about the Holocaust, and that through the curriculum for excellence and various strands of the curriculum, more pupils can learn about the Holocaust's consequences? In their activities weeks, many schools provide trips to Germany that include visits to concentration camps, which also allow more pupils to learn about the Holocaust.

Kenneth Macintosh (Labour, Eastwood)

It is clear that a visit is not the only way to learn about concentration camps, but the minister needs to make up her mind. I was quite impressed when she said that she wants to go to Auschwitz-Birkenau. She recognises the benefit of that for herself and others, but she is unwilling to extend that benefit to pupils.

The Scottish Government seems to say that it is okay for UK ministers and local authorities to decide to allocate funding to such trips, but that it is not okay for Scottish ministers. What is the minister's job? If she wants Scottish pupils to have the same choices as others have, she should commit to providing such funding today.

I will conclude with a quotation from a concentration camp survivor that is often used to stimulate discussion among teachers. His request to teachers was this:

"Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns."

If the minister fails to understand that injunction, that merely reveals the contrast between the warm words that are at the heart of the motion and real support, which is measured in action.

I move amendment S3M-1768.2, to insert after "across the world":

"; believes that Holocaust education, including visits to the Auschwitz concentration camp, is an important part of lessons on citizenship and international education; agrees that the Scottish Government should ensure that the Barnett consequentials of the £4.65 million in funding announced by the UK Government for visits to Auschwitz are used specifically to support Scottish pupils for this same purpose".

Hugh O'Donnell (Liberal Democrat, Central Scotland)

I was surprised that the minister did not, in relation to the international context, regale us with tales of the visit by the Cabinet Secretary for Education and Lifelong Learning to China, but perhaps we can look forward to revisiting that, as we did with the First Minister's holiday stories from America.

I had been tempted to start my speech in Greek, but aside from terrifying the clerks to death, I realised that if recent claims that only 30 per cent of Scots have a firm grasp of a language other than English are accurate, not too many members would have been likely to understand. In fairness, given my poor command of the Greek language, I am not sure how well I would have done anyway.

It is regrettable that most people in Scotland have—to put it mildly—a poor command of foreign languages. I am sure that we have all seen the consequences of that failing. We shout slowly in English in the faint hope of being understood; smile bravely as the waiter serves a plate that is heaped with heaven knows what from a menu that did not have pictures; or struggle with the inane and patronising grin that belies our lack of comprehension as we try to refuse yet another blooming donkey.

We might smile in recognising that picture, but it generally reflects our national incompetence and—I suspect—our fear of language learning. We need to address that in a comprehensive and considered way. That is why the Liberal Democrats have lodged their amendment and why we welcome the opportunity that the debate provides to reflect on the ways in which we can ensure that our schools contribute to our understanding of and participation in global trade, culture and social exchanges.

I take note of the serious nature of Mr Macintosh's amendment. Although I am not sure that it fits tightly with the Government's motion, we do not oppose it.

We cannot afford to be complacent about the need to improve our engagement with the wider world. From an economic and social perspective, we ignore such a shortcoming at our peril. Members do not need to take my word for that. A number of sources are giving us clear warnings that things are not about to get better.

Back in 1976, there were almost 16,000 presentations in Scotland for the main modern languages: French, German, Italian, Russian and Spanish. In 2006, there were fewer than 7,000 presentations. That is a frighteningly serious decline. The number of undergraduates studying languages in Scottish universities is also apparently declining—the number fell from 2,425 in 2002-03 to 2,150 in 2005-06. A University and College Union study found that, from 1998 to 2007, the number of French language courses being taught at Scottish universities had dropped by 10 per cent, and the number of German courses being taught had decreased by 20 per cent.

The Scottish centre for information on language teaching and research has said that there is an urgent need to promote and develop provision for language learning across all sectors—indeed, the Scottish National Party's manifesto contains a commitment on that. The centre's director, Joanna McPake, has said:

"Scotland is not currently in a good position to take advantage of the economic, cultural, social and democratic opportunities which a greater national competence in languages other than English would bring".

That is a sad indictment.

Further figures show that, since the 1970s, the number of school pupils who take modern language highers has slumped by nearly 60 per cent.

Liberalism is a profoundly international philosophy, and Liberal Democrats believe that international education should be central to the Scottish curriculum. By learning more about others, we can better understand ourselves. Scotland has a proud tradition of, and reputation for, being international in outlook. We must consider how we embed that approach in our school framework in a consistent and strategic way.

Murdo Fraser (Conservative, Mid Scotland and Fife)

I share many of the member's concerns about the decline in the numbers of Scottish pupils and students who study foreign languages. However, does he agree that there is perhaps an overemphasis on teaching French, which is a traditional language to teach, in our schools? Perhaps other languages such as Spanish and Mandarin, which might be more important in responding to future opportunities in the world, should be taught more.

Hugh O'Donnell (Liberal Democrat, Central Scotland)

Indeed. Mr Fraser makes a good point. I would have dealt with that matter in detail if I had enough time. Perhaps there is a superabundance of French language teachers. I think that the availability of those teachers drives the direction of the curriculum. That ties in with the point that I made about the decline in the teaching of other languages, including at universities.

We have no great issues with the tone and content of the Government's motion, but the truth is that, like many other debates and motions that the Government has brought to the chamber, it is so full of warm words and platitudes that it is difficult to take issue with any of it. Like many Government motions, it is as short on detail and delivery mechanisms as we have—sadly—come to expect. It is significant that it does not mention how such a vague set of aspirations will be delivered or, indeed, how teachers and schools will be expected to deliver. We need a plan of action from the Government and the minister that clearly addresses international education and ensures that we progress language teaching in Scotland's curriculum.

I move amendment S3M-1768.1, to insert at end:

"and calls for the Scottish Government to bring forward a comprehensive national languages strategy including a rolling programme to introduce a second language early into primary education and to secure economic benefit from the diverse language skills in a multicultural Scotland".

Elizabeth Smith (Conservative, Mid Scotland and Fife)

I suspect that many teachers and members of the public will be a little surprised by the SNP's insistence that there is a need to debate international education, given that there has always been, and always will be, a whole-hearted commitment in Scotland to international education.

I agree with Mr Macintosh, who said that those people will be a bit surprised and probably a bit irritated that good-quality parliamentary time is being devoted to a motion on which we can all agree—Mr O'Donnell mentioned that—when there are far more pressing educational issues on the agenda. I add school discipline to the topics to which Mr Macintosh referred. Perhaps the decision to hold this debate was to do with the fact that the Government has been taken to task via the Daily Mail by the Scottish Association of Teachers of History for apparently thinking that history teaching, with all its international aspects, is being taught in a rather boring, dry and old-fashioned manner. Who knows? However, I will say something constructive.

If there was a single reason why Scottish education made such an impact throughout the world in the days when it first established its reputation, it would be its concern for the international community and the role that Scotland had played in the economic, social, political and philosophical development of many nations around the world. The 18th century Scottish enlightenment was remarkable for its outpouring of intellectual and scientific accomplishments, which rivalled those of any other nation at any time in history. It was made even more remarkable because it took place in a country that was considered to be one of the more backward nations in western Europe. The achievements in philosophy, economics, engineering, architecture, law and so on of people such as Francis Hutcheson, Adam Smith, Thomas Reid, Robert Burns and Adam Ferguson speak for themselves.

The effects of the Scottish enlightenment went far beyond Scotland. It was one of the most important forces in ensuring that Scottish education has always been underpinned by a strong international commitment. That commitment, especially in respect of the breadth of interest, has always been a cornerstone of our education system, and there is no question but that it must be maintained and enhanced. If pupils are to become well-educated, rounded human beings, part of the process must be their acquisition of a full awareness and understanding of the global community, and tolerance and respect for the many and varied cultures around the world.

I turn to Mr Macintosh's amendment. One of the most moving presentations that I heard during my former career as a teacher was on Auschwitz. Many people think that educating youngsters about Auschwitz is extremely important. We have no problem in supporting that principle, but we have a problem with the Labour amendment, because we do not believe that it is up to any Government to decide to ring fence the money that is involved, and we think that it is up to headteachers to make decisions about best experiences. However, I repeat that educating youngsters about Auschwitz can play an important part in their education.

We have many opportunities to learn from experiences in other parts of the world, which can only be good, whether the Government says that we should learn from China, Malawi or France. Indeed, the Conservatives urge members of the Government to undertake their next international trip to Scandinavia. In Sweden, they will see what happens when headteachers and parents, rather than the Government, are put in control of schools, and in Finland, they might be able to study a system in which pupils start school at seven years old. Such an approach would end the headache that has resulted from dealing with P1 to P3 class sizes.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

I am not sure whether my remarks on the Labour amendment will help or hinder Mr Macintosh's argument, but my understanding is that it would have the effect of continuing Scottish funding to the educational trust to which schools can apply to fund visits. Schools would not be instructed in any way to make visits—the amendment would simply facilitate visits. That is not ring fencing; rather, schools would be given capacity to make visits. I hope that consensus exists in the chamber on such an approach.

Elizabeth Smith (Conservative, Mid Scotland and Fife)

I leave it to Mr Macintosh to defend his amendment. The key point is that it should be up to headteachers to decide the best extracurricular and core curricular items for their pupils.

On a day on which we have considered the Scottish qualifications system, the other key point of interest at this stage is consideration of a worthy debate on the baccalaureate system. Today, the Cabinet Secretary for Education and Lifelong Learning made a firm commitment on a Scottish baccalaureate; she will explain the details of what will happen in S5 and S6 later. Perhaps there could be a worthy debate on the international baccalaureate. Many of the things that underlie the principles behind the curriculum for excellence are developed in the examination system for that baccalaureate, which has clearly taken on board exactly what the Government is trying to say in this debate. The Government ought to consider that.

Internationalism has always been at the centre of Scottish education, and I am sure that no member hopes that it will not be in the future. We have no intention of opposing the Government's motion, but we object to the fact that it has taken time away from debating other, more pressing, educational issues. However, international education is important, so we will support the motion.

Trish Godman (Labour, West Renfrewshire)

To ensure that I am able to call all back benchers who wish to speak in the debate, I will reduce the time available for speeches to five and a half minutes. For the sake of fairness, Mr Bill Wilson will have six minutes. That will allow other members to get rid of 30 seconds from their speeches.

Bill Wilson (Scottish National Party, West of Scotland)

That is very fair.

It was a dark and stormy night. Actually, that is not true—it was a dark but otherwise calm evening in Ecuador. A companion and I were trekking along a muddy track by a large river somewhere in one of the many blank areas on our map—[Interruption.] Give it time. It had been a long day's walk, and in the gathering gloom my trekking companion and I were seeking somewhere to pitch our tent. A figure loomed large on the road ahead of us. His clothes were simple, and he looked poor; we were wearing expensive boots and carrying rucksacks stuffed with clothes and equipment.

The man greeted us in a friendly way and engaged us in conversation. A little later, we were sitting in his home, which was sparsely furnished but clean and dry. His wife offered us food and drink, although the family clearly had little to spare. We were grateful for the hospitality of those extremely poor people and wanted to give them something in return. My friend reached into his rucksack and pulled out a small torch. He gave it to their young child, showing him how to use the torch. Later in the evening, when the boy was asleep, the father came up to us with the torch in his hand; he wanted to know whether it needed batteries. We realised that he was too poor to be able afford to purchase replacement batteries and that he was concerned about the great disappointment that the child would suffer when the batteries ran out.

Some members—including, perhaps, Hugh O'Donnell—are wondering why I have started my speech with an anecdote that is apparently unrelated to the motion. I have had the enormous privilege of travelling extensively and meeting people the world over. My travels have left me with the conviction that humans—wherever they are, regardless of colour, religion or culture—are all fundamentally the same. They have the same basic needs, hopes and fears. They love their children and want them to grow up healthy and happy. They are capable, however poor, of the greatest kindness and consideration. The human species, for all its flaws, is a wonderful thing.

The appreciation that we are all the same—one species, out of Africa—is essential if we are to build a better world. Will people care about the effects of global warming and the misery and despair that are caused by the resultant floods and droughts if they regard those who suffer as being apart from them—as being different? Can we challenge unfair trade policies and relieve the misery of exploitation if we cannot imagine ourselves in the place of the exploited? How can we find the energy to struggle against war and tyranny if we place a lower value on the lives of those who are being gassed or drugged and dropped from aeroplanes? To make the world a better place, we must understand that we are all the same under the skin.

How do we reach such an understanding? We can reach it through travel, but if we do not have the time or means to travel, we can reach it through education. That is why international education is vital. Without it, we cannot build the compassion, tolerance and understanding that should lie at the very heart of any civilised society. With the interconnectedness of the world highlighted only yesterday by the coverage in The Scotsman of the biofuels issue, it is clear that international education should not be an optional add-on—it can and should be central to what goes on in our schools. It is an excellent vehicle for teaching languages, the arts, the sciences and, not least, ethics. It also fits naturally within the curriculum for excellence framework. I shall attempt to illustrate that.

The curriculum for excellence website reports that the curriculum review group has stated:

"One of the prime purposes of education is to make our young people aware of the values on which Scottish society is based and so help them to establish their own stances on matters of social justice and personal and collective responsibility. Young people therefore need to learn about and develop these values. The curriculum is an important means through which this personal development should be encouraged."

The website further states:

"Wisdom, justice, compassion and integrity are the words inscribed on the mace of the Scottish Parliament. These words have helped to define values for Scottish society."

What better way for young people in Scotland to develop compassion than for them to learn about and interact with people in other countries? If they do that, a sense of justice will surely be encouraged. Research has shown that learning is most effective when it engages the emotions. Caring passionately about other people—their pain, hopes, fears, dilemmas and joys—will surely encourage youngsters to acquire further knowledge and understanding, which are the building blocks of wisdom. Furthermore, learning about the connectedness of things in general and of people specifically, and caring about those people, can only promote personal integrity. Thus we have wisdom, justice, compassion and integrity.

The curriculum for excellence seeks to encourage more learning through experience and to build four capacities: successful learning, confidence, responsible citizenship and effective contribution. An excellent way of doing that is to foster the interaction of Scottish pupils with youngsters in other countries. In Renfrewshire, global citizenship projects partner local schools with schools overseas. Trinity high school works with the Association of People with Disability in India. Another good example is the pairing of Rashielea primary school with Tianjin experimental primary school in China. The two schools have agreed to develop long-term education programmes through exchange visits, curriculum enrichment for language learning, electronic communication and the sharing of best practice.

I will visit Rashielea primary school on Friday and look forward to hearing the stories behind the pupils' China-inspired letters and artwork. I hope to learn more about the Scotland-China education network pupil conference, at which Rashielea pupils presented a talk describing their links with the school in Tianjin. Although during my visit I shall not raise the issue of human rights abuses in China, I am confident that, throughout their lives, the pupils will take a real interest in the wellbeing of the people of that country. That alone justifies our supporting the motion.

Karen Whitefield (Labour, Airdrie and Shotts)

I welcome the opportunity to speak in this morning's debate on a subject that is important not just to Scotland but across the world. Scottish Labour has always rejected narrow nationalism. We have a proud internationalist record and a long-lasting commitment to international solidarity.

Aileen Campbell (Scottish National Party, South of Scotland)

Will the member explain what she means by "narrow nationalism"?

Karen Whitefield (Labour, Airdrie and Shotts)

I mean that we are an internationalist party and that, when we were in government, we delivered on that aspiration in all that we did.

The previous Government promoted internationalist values, introducing numerous initiatives to promote international education in Scotland's schools, including co-operation agreements between Scotland and France, Malawi and China. In an increasingly global society, fostering international links between children is vital to our future peace and security, as is encouraging greater understanding of different cultures and the different lives that children lead across the world. Scotland has been successful at doing that. In particular, I highlight the successful promotion of partnership with schools in developing countries through the global teachers programme.

The programme is part of Link Community Development and its aim is to improve the educational opportunities that are available to children in developing rural communities in five African countries. Since 2003, 68 Scottish teachers and headteachers have taken part in the programme, which has taken them on working placements to Malawi, Ghana, Uganda and South Africa. It has been a life-changing experience for those involved and has made a valuable and long-lasting contribution to the lives of thousands of young people both here in Scotland and in the countries concerned, encouraging a real sense of global citizenship and solidarity.

In January, a group of 16 Scottish teachers who had worked in Malawi as part of the programme were awarded professional recognition in global education by the General Teaching Council for Scotland. I am sure that all members congratulate those teachers on their hard work and commitment and on the value that they have added to their schools back in Scotland.

One of the teachers who received an award was Sharon MacDonald, who is the assistant or deputy principal of Clarkston primary school in my constituency. I have been able not only to discuss her experiences with her but to see first hand how her participation in the scheme has impacted on children at Clarkston primary and on school life. The school now has firm links with Kapiri primary in Malawi and is involved in shared curricular projects. There have been school assemblies and specific projects on life in Malawi. People at Kapiri primary believe that the attendance and punctuality of teachers and other staff have improved, along with the confidence and self-esteem of pupils. Staff at the school believe that that is due in no small part to the skills that Sharon MacDonald imparted and to the co-operative learning and group work assessment techniques that she discussed and taught when she visited Malawi. I am sure that everyone in the chamber supports those initiatives.

In our debates on the future of our education system in Scotland, we often lose sight of the fact that about 72 million children throughout the world still do not have access to primary education. We need only consider countries such as Malawi—where life expectancy is only 37 and children who are lucky enough to be at school are taught in classes of 100 to 200—to see the stark contrast that exists in the life chances of children throughout the world. That is why the international education links that Scotland is forging and developing with such countries are so important. The curriculum for excellence is a valuable tool to help achieve that goal. It will instil a global sense of community in our young people and equip them with the knowledge, skills and understanding that they need to play an active part in the global economy.

However, international education is about more than exchanges and cultural awareness activities. It needs to be mainstreamed throughout the curriculum and backed up not just by words of support but by practical action. The Scottish Government claims to support the curriculum for excellence, but I wonder whether we needed this debate or whether it would have been better to talk about whether HMIE will acknowledge schools' work on international education in its inspection reports. When I visit schools, headteachers express to me the fear that HMIE will not recognise that work.

Perhaps it would have been better for ministers to show the leadership that they talk about rather than to allow policy drift. Ministers should confirm to schools that resources will be available to allow full implementation of the curriculum for excellence.

We can agree about much in Scottish education, particularly in relation to global education. However, the Parliament has missed an opportunity to discuss the real issues that face Scottish education—in particular, school buildings and class sizes. We need to discuss those issues more urgently than we need to discuss international education.

Bashir Ahmad (Scottish National Party, Glasgow)

When I came to this country more than four decades ago, I came with minimal education. At that time, the important thing was not education but financial security for loved ones back home. Times have changed, and today, the importance of education is recognised.

At the moment, Scotland is home to just under 15,000 students from India and China, and we host almost 17,000 students from the European Union. Scotland is a welcoming and flexible country. Our universities and colleges have worldwide reputations for excellence. That is why overseas students are willing to invest not only their time but their money in our higher education institutions. There is no doubt that Scotland has gained considerably from the fresh ideas and new thinking that students from all continents have brought with them.

The economic advantages of being open and flexible cannot be ignored. The economic benefits are gained not only from students but from their visiting families. That is evident in relation to students who come here to study from the far east and the subcontinent, whose families often visit Scotland more than once. Their positive impact is felt in local businesses and services and in our tourism industry. It is clear that international students benefit not just the institutions but the country in which they study.

Overseas students also contribute to the success of our higher education institutions. Research shows that, on average, students from abroad who study in our universities finish with higher level degrees. That undoubtedly motivates Scottish students to compete at the same level.

Having said that, Scotland has one of the worst records in Europe for sending students overseas. The benefits of sending students abroad are, for some, more difficult to understand, but students who have experienced a truly international education testify to that extraordinary experience. When we send our students overseas, many of them return with fresh thinking and new skills that enhance society and benefit us all.

We cannot underestimate the importance of forging worldwide cultural ties. That is why I am delighted that the Cabinet Secretary for Education and Lifelong Learning spent time in China to strengthen our educational exchange there. The challenge is for us to continue to welcome and accommodate our international students while encouraging Scottish students to reap the benefits of an international education. I am delighted that the Government has taken up the challenge and is working towards an even smarter and more skilled Scotland.

Iain Smith (Liberal Democrat, North East Fife)

I recognise the concerns that members have expressed about whether the subject of this debate is the priority issue in the education sector and the one that we should be debating, but the subject is important and I welcome the opportunity to discuss it. It would be better if we had a bit more discussion than we have had so far about the content of international education and what we want to get from it. Perhaps the minister will tell us when she sums up what the Government thinks we should be doing in international education.

Internationalism should be at the heart of our moving forward in the third millennium. That is why I welcome the international education project in our schools. Internationalism is about looking forward and outward, breaking down barriers and increasing understanding and mutual respect, which we hope will lead to a much more peaceful, prosperous and fair global society. It is important that we in Scotland do those things. We have a reputation as an outward-looking country, and it is important that we continue to look outward rather than look at the inward nationalism of the past centuries.

International education is a crucial part of the curriculum for excellence. It encapsulates just about everything that the curriculum for excellence is about. International education is about developing successful learners who think creatively and independently; confident individuals who develop and communicate their beliefs and their view of the world; responsible citizens who develop their knowledge and understanding of the world and Scotland's place in it; and effective contributors who can apply critical thinking in new contexts. Those are all key principles and purposes of the curriculum for excellence and they are all part of what international education is about.

We have to be careful, though, because there is a danger that we will fall into the trap of doing what we think is right in development education even though it is not right. The sustainable development education policy network's policy briefing warns that

"school links, exchanges and visits with economically-favoured nations and charitable links with poor nations do not necessarily make for good quality International Education as they can reinforce stereotypical images of poorer nations"

and

"leave unquestioned the sustainability of our own lifestyles".

It is important that we acknowledge that fact.

There are well-intentioned schemes to link schools, as part of which a school might send its old computers to a school in a developing country, without realising that that school might not have a reliable power source and that, even if it did, it might not have a computer engineer who could make the computers work. We must ensure that whatever we do is sustainable. Even sending pencils and jotters to schools in developing countries might not be the right thing to do because, by doing so, we will not help to sustain the industries that produce pencils and jotters in those countries. We must ensure that the work that we do is not only well intentioned but produces the right results.

However, a number of valuable development schemes already operate in our schools, two of which I will highlight. The first is the eco-schools project, which schools in my constituency of North East Fife have been at the forefront of for many years. In fact, there are now so many eco-schools in my constituency that I do not have time to name them all. One nursery, 25 primary schools and one secondary school have received eco-awards. Pittenweem primary school and Guardbridge primary school have received a third green flag, and Dunino primary school, which was at the forefront of the programme's development, has gained a permanent green flag.

The eco-schools programme is about developing children's understanding of their wider place in the world. The children who participate do not consider only environmental issues—an important element of the programme is that they are involved in developing the projects that they pursue. There is an international aspect to the work that is done as part of the eco-schools programme, which deserves continuing support.

I turn to the second scheme. Recently, I had the opportunity to go with the minister's colleague Adam Ingram to Westfield nursery school and St Columba's primary school in Cupar in my constituency, which are involved in the United Nations Children's Fund's extremely valuable rights respecting school programme, a key aspect of which is that it develops children's understanding not just of their rights but of their responsibilities.

Two important principles of the programme are:

"If every child, regardless of their sex, ethnic origin, social status, language, age, nationality or religion has these rights, then they also have a responsibility to respect each other"

and

"If children have a right to be protected from conflict, cruelty, exploitation and neglect, then they also have a responsibility not to bully or harm each other."

Those are important aspects of internationalism and international education. We sometimes underestimate the ability of children to take on concepts such as justice, fairness and responsibility. At St Columba's primary school, I saw a fantastic presentation on UNICEF's rights respecting school programme, which showed that the children understand the idea of rights and responsibilities not just in an international context but in the context of their own lives and situations.

The eco-schools project and UNICEF's rights respecting school programme are extremely valuable and I hope that the Scottish Government will continue to support them.

Des McNulty (Labour, Clydebank and Milngavie)

As I listened to the minister talk about the impact of globalisation on the curriculum and the need for international education, I began to think that what was missing from the motion and the debate was how we should handle the most obvious impact of globalisation on education in Scotland—the presence in our schools of numerous children from other countries, who come from different cultures and use different languages. Given that those pupils carry with them their own understandings, family experiences and distinct cultural identities, they are a valuable resource as we seek to develop the process of international education and integration in Scotland.

My two boys went to Hillhead high school, the entrants to which are among the most diverse in Scotland in terms of the number of countries from which they come and the different languages that they use. In that school and in primary school, my sons not only learned about those other languages, customs and cultures but gained an appreciation of the richness of that cultural diversity and of the contribution that the families of those other pupils made to Scotland.

Hillhead high school placed a strong emphasis on tolerance. Not just in cities such as Edinburgh and Glasgow but all over Scotland, schools are becoming increasingly diverse. In many parts of the country, pupils come from backgrounds and cultures that were not represented 10 or 15 years ago. How we resource our education system and think about the curriculum must change if we are to adapt to the new diversity. I hope that that will be acknowledged by the Scottish Government and by all the professional bodies that provide teacher education, support teachers in schools and develop the various educational materials that are used. That has an important resource implication, because it costs more to provide specialist language teaching—whether in the Chinese languages, Urdu, other Asian languages or the increasingly important eastern European languages—and to provide the additional cultural support that is often required for early integration of pupils from such backgrounds and their families into the education system.

Education can provide an extremely important route for drawing in families who come here from other countries, many of whom are keen for their children to get on and succeed through the education system. Parents in those families devote a great deal of attention to supporting their sons and daughters through the education system, which can be a valuable resource not just for the pupil but from the point of view of integration and drawing in the contribution that such families can make to our society. It is important that we focus on what the experience and values of those families can contribute to the process, rather than just view international education as being about us teaching pupils about what goes on in other societies.

That said, a hugely valuable role can be played not just by teachers in schools but by many of the organisations that are actively engaged in international development activities. I am thinking of organisations such as Oxfam and the Scottish Catholic International Aid Fund, which have produced fantastic materials and can make fantastic inputs by drawing in people who have active experience of what is going on in developing countries. I am not sure that we make adequate use of what organisations such as SCIAF and Oxfam have to offer, which could make an even greater contribution than they are already making.

Organisations such as the International Development Education Association of Scotland have helped with curriculum development by providing packages that teachers can use. I would like more of such work to be done and more resources to be provided for it. We need to draw in experience and understanding of what is happening in developing countries, but let us not forget the contribution that those people who come to Scotland can make to the process. We need to be a richer society, and we will be a richer society when we recognise and embrace the diversity that exists here.

Aileen Campbell (Scottish National Party, South of Scotland)

The topic of international education should unite everyone in the Parliament as we grow to realise that Scotland has an important international role to play in the global arena and that, in a fast-changing and interdependent world, education can help young people to meet the challenges that they will confront now and in the future. I welcome the Government's commitment to ensuring that Scotland's children are equipped to understand the world around them.

I want to concentrate on the benefits of school linking. I have been amazed by the results that such a simple exercise seems to have on the kids who take part in it. The school links that I have learned about and seen at first hand show that the process helps to build a degree of confidence, self-esteem, wellbeing, knowledge and understanding that might not be attained through the use of text books alone. That is in line with the Government's key objective of making our country smarter and fairer, and with the curriculum for excellence's aims of making children confident individuals, successful learners and effective contributors, and of building capacity so that they can develop their critical thinking.

Learning about the world and Scotland's place in it by linking in partnership with schools across the globe is not just about learning the geography or the poverty statistics of countries in the developing world; it can be fun. Importantly, international education should be about respecting different cultures, traditions and languages, and it should be made relevant to all areas of the curriculum and all ages and abilities, not taught as an additional subject for teachers to tutor. It should also be about sustainability, with the premise being that the school is in a partnership and that learning from each other is a reciprocal process. In short, international education should be part of the school's ethos.

My parliamentary assistant spent a year working in Malawi. As I said in a previous debate on Malawi, he told me that when young Malawians come to Scotland or young Scots go to Malawi, the remarkable thing is that they notice not the material differences in their lives but the similarities of their experience. Typically, we say that youngsters do not like doing homework or are on the lookout for romance. From that, we know that genuine partnership and understanding can work both ways, and that young Scots will come to realise that, regardless of where someone comes from in the world, when we scratch the surface we are not that different one from the other.

What makes a good school link? According to Oxfam, it means educating children about

"social justice ... diversity ... interdependence ... peace and conflict ...critical thinking ... respect"

and the "Ability to challenge injustice", and about having

"empathy ... Commitment to social justice and equity ... Concern for the environment."

I will share a couple of anecdotes to highlight good examples of school linking. The first concerns my first encounter of school linking, which was at the Scottish Storytelling Centre up the road on the Royal Mile. I attended an event that was co-hosted by the British Council, where stalls were laid out by schools that were involved in a partnership. I visited each one and was particularly taken by one stall. The pupils were so eager to tell me about what they were learning that they dragged me over to it, their eyes glistening. Their work was outstanding.

I told their teacher that they were a credit to their school. She went on to tell me of one wee boy who had brought to school the bull marble from his marble set. He told her that he wanted to send it as a present to a political prisoner whom he had been learning about because his father was in prison and he knew what prison was like. The story sums up everything that is good about school linking. The young boy's thought processes had led him to feel tremendous empathy and respect for someone who was fighting for justice thousands of miles away. I found it incredible that, all by himself, the boy had made a link between the political prisoner's situation and his personal circumstances.

The second anecdote concerns a visit to the Parliament of a South African school that is linked to a Scottish school and which I hosted. The pupils were members of a choir and were so pleased to share their traditional song that they gave an impromptu performance for us in the chamber. For me, that proved the tremendous cultural benefit to all the pupils and teachers involved.

Those are fine examples of school links. If the Government is to increase the roll-out of such links, I urge it to ensure that that is the type of school linking that Scotland follows.

In the briefings that we received for the debate, charities such as Oxfam, SCIAF, IDEAS and the sustainable development education policy network highlighted examples of poor school linkings that do nothing to broaden young people's horizons or promote understanding between them. If those concerns are prevalent, the topic is worthy of debate today. As Kenneth Macintosh and Iain Smith said, schools—admittedly with the best of intentions—can believe their role to be that of fundraiser and donor, which serves only to perpetrate and reinforce the stereotypical myth that the role of the developed world is to fundraise for the poor and for charity.

We need to ensure that school links are partnerships that are based on equality. As a country, we must understand that we do not know it all and we have much to learn from those around us. However, teachers need support for that. They need guidance on how to achieve the best for their school and students and how to ensure that the children who leave their school and care grow into adults who know the difference between justice and injustice and right and wrong, and participate in the wider community to make it a fairer and equitable place—one that respects diversity.

That approach raises challenges. I believe that the principles of being a good citizen and a good global citizen should be embedded at every opportunity in the curriculum for excellence. The new curriculum provides a good opportunity to ensure that we in Scotland get global citizenship right. We all agree that Scotland has a great role to play in the world, albeit that we may not agree on the level at which we should play it. However, we must all work together to ensure that today's children and students are well equipped to make them confident and able to go forward into work. We must ensure that they realise that co-operation and respect should triumph over prejudice and stereotyping.

Frank McAveety (Labour, Glasgow Shettleston)

Students from Eastbank academy in my constituency are in the public gallery and I welcome them to the debate. My dilemma in welcoming them is that they are here by sheer coincidence, not because of any fantastic planning on my part. Part of their role as future citizens of Scotland, the UK, Europe and the world is to make a contribution, first in their school environment and then as young adults as they make their way through the journey of life. I hope that they listen to the debate, reflect on some of the speeches and benefit from the discussion.

As we have heard, members are concerned that other pressing Scottish education issues have not been brought to the chamber, although that is not to diminish the importance of international education. The quality of the speeches has indicated the passion that members feel about the subject and, importantly, that they have thought critically about how we should contribute.

Labour members have a slightly different starting point to that of members on the Government benches. In contrast to those who prefer Scotland not to be part of the United Kingdom, we believe that Scots can make just as valuable a contribution as part of the United Kingdom. Those different views are honestly held, but our common agenda should be to ensure that people accept our mutual obligations.

Whether or not schools get it right in fundraising and other activities, the nugget of the debate is the fundamental belief that the individual can make a genuine difference to the world. Thinking about the global consequences of what we do as we live our lives is as important as ensuring that we give assistance where appropriate.

Only a matter of weeks ago, we heard a fantastic time for reflection contribution from young Claire Martin. Claire attends another school in my constituency, Holyrood secondary school on the south side of Glasgow. I taught in that school, which increasingly reflects the ethnic diversity of the south side of Glasgow. I am talking not only of the historic legacy of the Irish and Asian communities. Today, the area is home to Polish, Slovakian and Romanian communities, and to others who now form part of the school community. In that regard, I welcome Des McNulty's contribution.

Holyrood secondary school raises a considerable amount of money. It also works in partnership with schools in Malawi where—incredibly—a small school can have 2,500 pupils and a high school 6,500 pupils. Recently, the minister paid a visit to Holyrood secondary. I could not manage along that morning, but I think that she was impressed by the school's commitment. What is important about the school, as with Eastbank and other schools in my constituency, is the contribution that they make in their fundraising activities and generosity of commitment. Embedded in the curriculum at Holyrood is a commitment to address the fundamental issue of an unequal world—of a rich north and a poor south. More critically, importantly and effectively, pupils are learning how to make a difference at our end by way of partnerships, through which they learn how people in other parts of the world want their concerns to be addressed. That is important.

My colleague Kenneth Macintosh has touched on an important issue in his amendment. I hope that the minister will say how the Government will ensure that youngsters experience the challenge of Auschwitz, if they want to and can do it. Youngsters should be able to experience how an advanced European nation can volte-face and assume a different identity. I say that even though it was a minority of folk who ensured a Nazi victory in the early 1930s, thereby diminishing that great nation for a period in history. I welcome the Government saying how it will use some of the UK Government's resource allocation to bring about that experience.

Fourteen years ago, I took a group of youngsters from Easterhouse and Craigmillar to Los Angeles. One of our key visits was to the Holocaust museum. The youngsters were not politically aware, but the journey that they took in the hour that they spent there was emotional and life changing. They were confronted by the reality of what can happen to people's life experience.

I ask the Government to say how it will address the Labour amendment. Also, and more important in terms of the curriculum, how will it track how well we do in terms of international development, sustainable development and young people's awareness of those issues? If we do well, Scotland and Britain will be a better nation. We need to tackle the issue of our co-responsibility. We need to ensure that we have a nation where people feel comfortable in their own skin, whatever the colour.

Alasdair Morgan (Scottish National Party, South of Scotland)

We move to wind-up speeches.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

When the Minister for Schools and Skills talked about children in Gambia considering the difference between children in Scotland and Africa, I recalled that, when the former Deputy First Minister Nicol Stephen visited a school in India, the children remarked that the main difference that they saw was that he talked like Shrek. I think that the kids in Gambia are a little more profound than those in that school in India.

The Liberal Democrats disagree with nothing in the minister's speech. However, we are disappointed that the Government will not embrace our constructive addendum on a comprehensive Scottish strategy for languages. The reason that the Government has given for opposing that shows an unfortunate lack of ambition from the SNP. The minister said that there is no need for a strategy because the modern languages outcomes in the curriculum for excellence will suffice. The draft outcomes, which are good, state:

"At early and at first levels, children will be developing generic skills in their first language. These include taking part in conversation, developing listening, reading and writing skills and knowledge about language. All of these are relevant to learning other languages.

An early start to language learning should be a positive, stimulating experience that motivates pupils through exciting contexts and meaningful, accessible content."

That is all to be welcomed, but we want to go much further. An early start should be made in schools, but we want the process to continue through to college, university and our business economy, which should all be part of a co- ordinated approach to language skills to allow us to improve and build on the current situation.

Hugh O'Donnell talked about the long-term decline in the number of presentations for language qualifications in Scotland under many Governments. That highlights the need for reforms. We now have a more complex world economic environment and a more multicultural Scotland, as Des McNulty and Frank McAveety highlighted. Those aspects can potentially benefit Scotland, but our approach should be co-ordinated. We hope that the Government does not have a closed mind and will consider our proposals further.

When I was in India two years ago, I met representatives of chambers of commerce who have no doubt that they want an economy that is more open, just, and transparent than China's, and larger. They see skills in English as critical. They respect our education system and our approach to justice, the rule of law and human rights. They wish their economy to be the largest part of the world economy, and English is a critical part of that. We must consider Scotland's role in a much bigger world trading environment and the languages that our young people and businesses can exploit.

The Minister for Schools and Skills said nothing about China. When I saw the subject of the debate, I thought that it was on the Cabinet Secretary for Education and Lifelong Learning's visit to China during the Easter recess. I am disappointed that we have not had a chance to debate that visit, its consequences and our relationship with China, which is of huge significance to Scotland. I thought that the timing of the visit was wrong.

Pupils in Scotland do not only want to learn about other countries; they want to get to know people from other countries and understand their cultures and political systems. Projects such as the outstanding international programme in Peebles high school in my constituency are involved with just that issue—getting to know and understand other cultures. We cannot separate politics from learning about other countries, so human rights and civil liberties issues are relevant. The actions of Government ministers in meeting other officials—even when those ministers raise human rights issues—and the timing of visits at a time of international concern are relevant issues. Young people are receptive to such issues. So whether we talk about views on the war in Iraq or ministers' visits at a time of concern about human rights abuses against citizens in Tibet, those are relevant issues.

The people of Tibet are citizens of the world. Liz Smith and Iain Smith rightly commented that Scots have always been citizens of the world, and a Government motion today will not make that any more or less the case. For three years, I have chaired the launch of the Peebles high school international programme for S4 pupils in the Scottish Parliament, together with the consular corps in Edinburgh. The pupils set the agenda on how they want to understand, work with and get to know young people from other countries. They are at the centre of best practice in international studying.

The ability to communicate and understand is universal. If we do not take a more co-ordinated and better approach to developing that ability, we will fall back, which is not the best way of giving our young people the opportunities in the world environment that we all want them to have.

Murdo Fraser (Conservative, Mid Scotland and Fife)

During the debate, we have been from Ecuador to the Gambia and from Malawi to India, but I am surprised that Poland has not been mentioned more, except in the context of Auschwitz. On Friday, I visited St Columba's high school in Perth, which is a Roman Catholic secondary school that has a large complement of Polish students as a result of the major influx of people from eastern Europe to Scotland. That has enriched the school and presented challenges. If we are considering international education and countries with which we can develop links, surely Poland should be high on the agenda, given the large Polish population not only in Perth, but in other parts of Scotland.

I have a great deal of sympathy with Ken Macintosh's comments and with the wording of his amendment. I think that we all agree on the importance of Holocaust education. I have not visited Poland or Auschwitz, but friends who were there recently came away deeply moved by the experience. I have no doubt that young people's educational experience would be enriched by going there, so I have no difficulty with the first part of Mr Macintosh's amendment, but I am slightly concerned about the implications of the suggestion in the second part that just because the UK Government comes up with an initiative in a devolved area and commits funding, that procedure should be followed automatically in Scotland. I am concerned that a precedent might be set.

Kenneth Macintosh (Labour, Eastwood)

Does the minister accept—sorry, the member is not one yet. Will the member accept my reassurance that I worded the amendment specifically to allow as much flexibility as possible for the minister to earmark the money in whatever way she wishes? As Mr Purvis pointed out, the UK Government gives the money to the Holocaust Education Trust, which organises the trips and makes them available. It is certainly not compulsory for anybody to use the service.

Murdo Fraser (Conservative, Mid Scotland and Fife)

I shall reflect on Mr Macintosh's point, but I say to him as gently as I can that his party was in office in Scotland for 10 years and, while it was in power in the devolved Parliament, held the education brief, so it had time to introduce such a measure if it thought that it was important, but it did not.

Kenneth Macintosh (Labour, Eastwood)

The money—

Alasdair Morgan (Scottish National Party, South of Scotland)

Order. The member cannot intervene unless Murdo Fraser accepts an intervention.

Murdo Fraser (Conservative, Mid Scotland and Fife)

Come on, then.

Kenneth Macintosh (Labour, Eastwood)

Previously, the money was available and was not ring fenced for England, or at least the matter was rather unclear. The Holocaust Education Trust has been used to support trips from Scotland before. The tranche of money that I mention in my amendment has been earmarked for the purpose.

Murdo Fraser (Conservative, Mid Scotland and Fife)

The argument is getting rather tortuous. My point is that the substantial education budget in previous years could have been used to fund such trips if it was so important to Mr Macintosh and his colleagues. However, on the general point, I endorse much of what Mr Macintosh said.

On the Liberal Democrat amendment, I have sympathy with Hugh O'Donnell's points and his arguments on the need to improve the teaching of second languages in secondary and primary schools. However, the Conservatives have a difficulty with talk of a national strategy. As I am sure Mr O'Donnell will know, we prefer local decision making and we do not like top-down national strategies. In that respect, I welcome the minister's comments on the amendment.

On the motion, we all accept that, as the curriculum for excellence says, pupils should have an understanding of the world and that international education is important for that reason. There is nothing particularly new in that. I remember being at school many years ago when we were all encouraged to have pen-pals in exotic locations such as France and the Netherlands. Pupils today have much wider horizons than we had. A group of pupils from Blairgowrie high school in my constituency recently went on a trip to Malawi, as many other pupils from throughout Scotland have done. Clearly, the world has got a lot smaller in the past 30 or so years. There are huge advantages in promoting such trips.

Through co-operation agreements, the Scottish Government has encouraged links with countries such as France, Malawi and China. We have much to learn from those countries, particularly China. Like Jeremy Purvis, I am sorry that we have not heard more about the Cabinet Secretary for Education and Lifelong Learning's trip to China. I would be interested to hear what she made of the Chinese education system, particularly its emphasis on vocational education, which I feel we should echo.

I agree with Ken Macintosh and Elizabeth Smith about the subject matter for today's debate on education. I find it hard to believe that this is the burning issue in education. We could have debated one of many other key areas of concern. We are told this week that a third of 14-year-olds are failing the basic standard in reading and numeracy, and that half are failing the basic standard in writing. Surely there are other, more vital areas that we could be debating. Nevertheless, I end on a note of consensus by saying that international education is important and that the Conservatives will support the rather bland motion.

Mary Mulligan (Labour, Linlithgow)

I support international education. As a member of the Labour Party, I have always been proud of my party's strong international traditions. Education has a clear role to play in equipping children and young people to understand the world we live in and prepare them for work in a global economy. However, like Mr Fraser, I sense real frustration that because there is so much agreement, the debate was unnecessary.

Maureen Watt (Scottish National Party, North East Scotland)

Does the member accept that the debate has been one of a series on the curriculum for excellence? Given the sea change that we want the curriculum for excellence to bring about in our education system, it is vital that all of us become ambassadors for the curriculum for excellence, including its international aspect.

Mary Mulligan (Labour, Linlithgow)

It is a series of debates that we perhaps could have done without.

The cabinet secretary has a wide-ranging portfolio, and many issues needed to be explored, some of which have been mentioned this morning. For example, is the minister aware that after almost 12 months of the new session of Parliament, we still have not had a debate on social work? Have all the challenges for our social work services been resolved?

I will try to concentrate on the debate, although given that there is so much agreement, it is difficult not to repeat what other members have said. The minister is correct to say that the curriculum for excellence will be a sound vehicle to deliver a comprehensive international education. On 19 March this year, members debated the curriculum for excellence. Although there was much agreement, there were concerns. I heard that progress may be stalling. There were concerns about how much information was available. There was a clear demand for the Scottish National Party Government to show leadership and to ensure that stakeholders such as teachers, pupils and parents—to name but three—are fully informed and signed up. Is the minister saying that all those concerns have gone away? Maybe she would like to update us in her closing statement.

The motion encourages young people to develop knowledge and understanding of the world. Members will have received a helpful briefing for today's debate from IDEAS for global citizenship and the sustainable development education policy network. I thank them for their briefing. I agree with them that international education should include measures to ensure that schools move beyond cultural awareness activities, links and study visits to ensure that all learning opportunities develop young people's understanding of the world and its complexities. That approach has been supported by many members today, particularly Karen Whitefield.

Like other members, I take the opportunity to recognise the work of schools in my constituency to develop their international education. St Kentigern's academy and its feeder primary have developed a strong link with a village in Malawi. The pupils fundraised to contribute to a new school but, probably more important, they learned about the lives of the Malawian children and their families and built strong, long-distance relationships with them. Some of the teachers took part in exchanges to Malawi and on their return were able to share their experiences with their pupils. I am sure that all of us would want to support that and the many other such examples that we have heard about today.

In her opening speech, the minister spoke of how we should be promoting languages. I hope that that means that she will support Hugh O'Donnell's amendment, as Labour members will. Mr O'Donnell's speech ably supported his amendment, which stressed the importance of learning a language. A couple of years back, I opened a conference in West Lothian for senior pupils, aimed at encouraging them to choose to study languages. At the conference, one of the issues raised was how we teach languages, which does not seem to have changed that much over the past 20 or more years. Do we spend enough time giving children and young people the confidence to speak a foreign language? We are often very timid about doing that. Do we spend too much time stressing the technical skills? Maybe the minister has a view on that and will share it with us later.

To respond to the comments on my colleague Ken Macintosh's amendment, I understand that members may not want slavishly to follow decisions taken in another place, but I suggest that neither should we disregard those opportunities just because they are being taken up in another place. I hope that members will feel able to support Ken Macintosh's amendment. I reassure Mr Fraser that visits to places such as Auschwitz did take place before—in fact Ken Macintosh took part in one just last year. It is not a case of the Labour Party coming late to this—such visits were taking place when the Labour Party held the education portfolio.

Although the debate has been consensual, the minister missed an opportunity to give us concrete examples of how the Government will encourage international education and increase the learning of foreign languages. In her statement this morning on national qualifications, the Cabinet Secretary for Education and Lifelong Learning followed Labour's lead in stressing the importance of literacy and numeracy. On the basis that imitation is the sincerest form of flattery, I suggest that the SNP Government may like to take up another couple of suggestions from Labour's manifesto: first, the promise that language tuition would commence from primary 3 onwards—that was referred to by Jeremy Purvis; and secondly, that 500 extra modern language teachers and assistants would be made available. Yes, Mr Fraser, those languages should include Spanish and Mandarin. Minister, the time for warm words has passed. MSPs want to hear concrete proposals.

Linda Fabiani (Scottish National Party, Central Scotland)

We sat here for eight years waiting for concrete proposals. There have been far more in the past year than anyone expected.

This morning we have discussed how essential it is in today's world that our young people develop an international outlook. We have heard about how the Government is taking forward international education through the curriculum for excellence, by simplifying the landscape and promoting partnership working. We have also heard about excellent examples—too many to mention—of international education throughout the country. Frank McAveety, in his usual style, beat us all by ensuring that there were some school pupils in the gallery during his speech.

In addition to ensuring that our young people have an international education and outlook, the Government is determined to be outward looking in everything that it does. We regularly look at the rest of the world to see what is excellent out there—ideas that could be good for us too, and for the aspirations that we have for modern Scotland. Elizabeth Smith has obviously been doing a bit of that as well, when she considered the Scandinavian models of education. In doing that, we are determined to take the opportunity to promote what we are good at to others. We want to promote our vision of a smarter Scotland—as a place to learn as well as to live, visit, work, do business and invest. Telling Scotland's story and letting people know what we are good at is central to delivering the Government's economic strategy. That is why the international framework that the Scottish Government published on Tuesday identifies how our activities contribute to meeting targets on population growth and closing the gross domestic product gap by attracting inward investment and promoting international business.

Working in partnership is crucial. Building links and exchanges is a key part of delivering our policies. For example, the Scottish Qualifications Authority promotes Scottish qualifications and products and supports Scottish universities and colleges to attract overseas students to our excellent institutions. Learning and Teaching Scotland's approach to Confucius classrooms was promoted to Hanban, which described the initiative as world leading and a model for others to follow. The Chinese authorities will be visiting Scotland next month to learn more about those developments. I am sure that the Cabinet Secretary for Education and Lifelong Learning will be delighted to hear that Mr Jeremy Purvis and Mr Murdo Fraser are looking forward to hearing all about her recent trip to China.

Hugh O'Donnell (Liberal Democrat, Central Scotland)

With photographs.

Linda Fabiani (Scottish National Party, Central Scotland)

"With photographs," says Mr Hugh O'Donnell. The cabinet secretary will be even more pleased now. In the next few days, the Government will be publishing the China plan, as part of the strategic international framework, and it has been very much informed by the cabinet secretary's experiences in China.

There has been discussion of language education, which is the subject of Hugh O'Donnell's amendment. An understanding of linguistic diversity is an integral part of what we mean by international education. It is not just about learning modern languages in the traditional sense—although, as our commitment to introducing a Scottish baccalaureate in languages demonstrates, we want Scottish young people to be ambitious in that regard. That ties in with what Bashir Ahmad was saying about how few pupils over the years have been able to go on to work in Europe—and indeed further afield—and to benefit from the advantages of being part of the European Union. Such ambitions are important to us, and we are moving ahead in that regard. Mr Ahmad was absolutely right in what he said.

Understandably, there has been a lot of discussion about the Labour amendment, in the name of Mr Ken Macintosh, and about how important Holocaust education is. I do not believe that anyone in the chamber doubts that. It forms part of European and world history. Elizabeth Smith emphasised Scottish history, which she was keen for us not to leave out of the equation, referring to the Scottish enlightenment in particular, but pupils can have many experiences to inform them about all those things and to give them a greater understanding, and Holocaust education is one of those. The fact is that the £152,000 came over as a Barnett consequential in 2006-07, when the Labour Party and the Liberal Democrats were in power. I point out to Mr Macintosh that they did not hand that money over to any trust. They simply said that the money went into the Scottish block. It is for Scottish ministers to decide how to spend Barnett consequentials.

Kenneth Macintosh (Labour, Eastwood)

May I intervene to clarify the matter?

Linda Fabiani (Scottish National Party, Central Scotland)

No. Just like it wants to be prescriptive and to ring fence everything going to local authorities, the Labour Party seems to think that Westminster should ring fence and be prescriptive about everything that comes to us. That will not happen under this Government. It is the responsibility of each local authority and school to consider the contribution that study opportunities, such as visits to Auschwitz, might make to meeting the agreed national outcomes. That is as it should be.

Kenneth Macintosh (Labour, Eastwood)

The reason for the change is that Scotland was getting the money twice. The UK Government was funding the Holocaust Education Trust, which was supporting trips from Scotland; in addition, we were getting the Barnett consequential. The matter has been clarified. It is up to us to give the money through whatever mechanism—but, through the Holocaust Education Trust—

Linda Fabiani (Scottish National Party, Central Scotland)

Presiding Officer—

Alex Fergusson (None, Galloway and Upper Nithsdale)

Could we hear a question, please?

Kenneth Macintosh (Labour, Eastwood)

It is up to us to make a decision.

Linda Fabiani (Scottish National Party, Central Scotland)

Exactly: it is up to us to make the decisions, and we have faith in our education authorities and teachers to make the best decisions for our pupils.

Presiding Officer, the world in which our young people are growing up is very different from the one when you and I were at school. As Des McNulty suggested, it is essential that we recognise, learn from and capitalise on the opportunities that are brought by the diversity of cultures in our schools now.

It is essential for education to contain an international perspective to inform every aspect of life. We strongly believe that the curriculum for excellence is the ideal vehicle to enable teachers to use international education to enrich young people's learning. As we have all seen on school visits in our constituencies, pupils are inspired by and interested in international issues, which can be enjoyable, different and stimulating. If pupils are engaged in international education, they are more likely to prosper and to become effective and confident.

I will finish by responding to some comments that were made earlier about nationalism and internationalism. I leave members with this: how on earth can someone be an internationalist without first being a nationalist? One is part of the other.

Question Time — Scottish Executive — General Questions

Mary Scanlon (Conservative, Highlands and Islands)

To ask the Scottish Executive what plans it has to review the Scottish Ambulance Service. (S3O-2966)

Shona Robison (Scottish National Party, Dundee East)

The Scottish Ambulance Service is the subject of continuous review and performance management by the Scottish Government. The process involves the weekly reporting of information on category A performance and on other key operational indicators. All national health service boards are subject to a public annual review, which provides an opportunity for the Scottish Government to scrutinise, challenge and hold the board to account.

Mary Scanlon (Conservative, Highlands and Islands)

Given that 15 Highland ambulance stations are staffed by just one person for periods of at least 24 hours over weekends, and that single-manned ambulances are becoming a regular feature, will the minister ensure that there are sufficient trained staff in the Highland ambulance service to respond to patient needs, and that ambulance staff are supported and valued for the important service that they provide?

Shona Robison (Scottish National Party, Dundee East)

Of course we very much value the work of our ambulance service. The Scottish Ambulance Service has been allocated £183.4 million for 2008-09, which represents a significant increase on previous years. For that resource, we expect the service to invest. In the north, 141 more front-line staff—they are very hard working—have been taken on in recent years. The policy is that accident and emergency ambulances should be double crewed, with at least one crew member being a paramedic, apart from exceptional circumstances such as short-notice sickness absence or leave in which cover cannot be secured.

We are working hard with the Scottish Ambulance Service, through the performance support team that has been allocated by the health directorates, to ensure that we drive forward continuous service improvement, especially in relation to category A performance. We will continue to do that.

Jamie Stone (Liberal Democrat, Caithness, Sutherland and Easter Ross)

I recognise the honest intent behind what the minister is saying, but the fact is that north-west Sutherland has, in effect, had single manning for far too long. But for the grace of God, we could have had a tragedy on our hands by now. Will the minister—with the best intentions in her heart—come and examine the specific problem in north-west Sutherland, before something goes very badly wrong?

Shona Robison (Scottish National Party, Dundee East)

Of course, I am always willing to consider cases that are raised in the chamber, by Jamie Stone or anyone else. I will do that. Wherever possible, call handlers and managers of emergency medical dispatch centres dispatch the emergency ambulance resource that will best meet the needs of the patient, based on an assessment of the information that is provided by the caller. In that way, the service always seeks to avoid dispatching a single-manned resource to an incident when the primary need is for an ambulance-supported transfer to hospital.

As I said, I am very willing to look at the cases that Jamie Stone has raised. We expect the Scottish Ambulance Service also to examine any incidents that have been raised. If Jamie Stone has not already done so, I ask him to pass on his information to the service.

Rob Gibson (Scottish National Party, Highlands and Islands)

Is the minister happy that there is sufficient funding available for the Scottish Ambulance Service, not just for its notional staff complement to meet the needs of remote areas, but to ensure that there are staff for the emergency call-outs that often seem to happen when only one person is available?

Shona Robison (Scottish National Party, Dundee East)

As I said, the Scottish Ambulance Service has been allocated an increase in resource of 78 per cent on the resource that it had back in 2001-02. As I also said, the service has invested in the north, with 141 more front-line staff being taken on in recent years. I am of course willing to hear more from Rob Gibson on the matter. If he wishes to write to me about his specific concerns, I will get back to him.

Rhoda Grant (Labour, Highlands and Islands)

To ask the Scottish Executive when the Cabinet Secretary for Health and Wellbeing last met the Scottish Ambulance Service and what issues were discussed. (S3O-2988)

Shona Robison (Scottish National Party, Dundee East)

The Cabinet Secretary for Health and Wellbeing met the board of the Scottish Ambulance Service on 30 January 2008. A range of issues was discussed. In addition, the cabinet secretary and I meet all national health service board chairs regularly. We did so most recently on 25 February.

Rhoda Grant (Labour, Highlands and Islands)

The minister is aware that volunteer drivers are paid a mileage rate that is lower than that which is calculated by HM Revenue and Customs as the true cost of running a car. Does she agree that it is therefore no surprise that there is a shortage of such volunteers? That shortage means that the service no longer meets demands and patients are being forced to make alternative arrangements. Where that is impossible, the service uses taxis. That is a false economy. What will the minister do about that problem?

Shona Robison (Scottish National Party, Dundee East)

Volunteer drivers are of course important and valued by the Scottish Ambulance Service. The service has recently reviewed the mileage allowance as part of its annual budget-setting process and has said that it has no plans to increase the rate payable. However, I am aware of the concerns raised by Rhoda Grant and other members about the issue and I have asked that the Scottish Ambulance Service look again at the matter.

Liam McArthur (Liberal Democrat, Orkney Islands)

When the minister next meets the Scottish Ambulance Service, will she raise the deeply concerning events of 30 March in my constituency, when an air ambulance flight that was due to pick up a baby with suspected meningitis was left stranded at Glasgow airport awaiting refuelling? Does the minister agree that that situation was utterly unacceptable, given that with meningitis every minute can be critical? When does she expect a full report on the incident from the SAS? Will she take steps to ensure that such a situation cannot happen again at any airport in Scotland? Does she accept that the case adds further weight to the calls from my constituents for a locally based air ambulance?

Shona Robison (Scottish National Party, Dundee East)

We are well aware of the issues that the member raises. We have been in communication with Kevin Doran, the chief executive of the Scottish Ambulance Service, about the case. As the member pointed out, we are awaiting a full report. When we get it, I will be happy to write to the member with our response to the concerns that he raises.

Christine Grahame (Scottish National Party, South of Scotland)

A constituent of mine has drawn to my attention the substantial difficulty for Borderers in accessing routine ambulance transport when they require to attend essential radiotherapy at the Western general hospital in Edinburgh because such treatment is not available at the Borders general hospital. In her meetings with the Scottish Ambulance Service and NHS boards, will the minister make general inquiries about that situation, which exacerbates the stress to families and patients who are already dealing with cancer and the treatment that ensues?

Shona Robison (Scottish National Party, Dundee East)

I am happy to raise the issue of patient transfers with the Scottish Ambulance Service. It is one of the issues that is discussed regularly with the service. I am happy to take forward the concerns that Christine Grahame has raised. She might like to write to me about them in more detail.

Mike Pringle (Liberal Democrat, Edinburgh South)

To ask the Scottish Executive what action it can take to alleviate the impact of rising rental prices and living costs on students and young people seeking to live in private rental accommodation. (S3O-3048)

Stewart Maxwell (Scottish National Party, West of Scotland)

The Government is committed to supporting students. We have significantly reduced their debt burden by removing the graduate endowment fee; we have increased support for part-time learners; and we have continued the young students bursary, disabled students allowance and lone parents grants.

We would encourage any students who are in financial hardship to talk to their university or college to see whether they may be eligible for discretionary funds. Other young people who are struggling with rent and living costs should talk to their local authority to find out whether they are eligible for housing benefit and council tax benefit.

Mike Pringle (Liberal Democrat, Edinburgh South)

As the minister knows, the majority of students and young people who live in private rented accommodation live in houses in multiple occupation. The Government consultation on Scottish planning policy 3 says that councils should apply planning control over HMOs in a particular geographic area or demonstrate why control is not needed in that area. Does the minister agree that before the planning system is used to restrict further the availability of HMO accommodation in communities, research should be undertaken in conjunction with local authorities to show what impact the high concentration of HMOs is having in an area, as well as the consequences of restricting the availability of such accommodation?

Stewart Maxwell (Scottish National Party, West of Scotland)

The Scottish Government recognises the importance of HMO accommodation and does not intend to restrict supply. In the draft planning guidance on HMOs, we have said that local authorities should consider adopting planning policies on HMOs where they feel that there is a need to protect the integrity of communities. However, the guidance also makes clear that local authorities need to balance the concerns of local residents with considering how to meet future demand for HMO accommodation. The consultation on the draft planning guidance finished recently and planning colleagues are considering the responses to it.

We said in draft SPP 3 that local authorities should work closely with universities and other agencies in their area in order that they can plan how best to meet the future demand for student accommodation and accommodation for others who want to live in houses in multiple occupation. Migrant workers and other young people also use HMO accommodation.

Sarah Boyack (Labour, Edinburgh Central)

Does the minister share the concerns of around 1,000 of my constituents who have contacted me in the past 10 days or so to say that they are worried about the way that the draft planning guidance might be interpreted by local authorities and that it is vital that he rules out reductions in HMO properties? The minister is absolutely right to state that it is not just students who use such properties; a range of other people relies on rented accommodation.

In the minister's discussions with the universities, will he consider putting on the table cash to enable them to build the new accommodation that they need urgently, given that there are more than 60,000 students in Edinburgh alone and that the house-building rates have not kept up with the demand for affordable housing? My question is partly about sensitivity towards HMOs, but will the minister please look at the housing supply issue, too?

Stewart Maxwell (Scottish National Party, West of Scotland)

As the member is aware, there was a consultation process. I am aware of the campaign that has been running on this issue. I, like every other member, have had a large number of e-mails on the subject. The consultation is now closed and the planning minister and officials are discussing how to take it forward. The best way forward for us is to wait and see the results of the consultation process. I am sure that the planning minister will respond to the consultation in due course.

Murdo Fraser (Conservative, Mid Scotland and Fife)

To ask the Scottish Executive how it is encouraging the development of hydro power schemes. (S3O-2969)

Jim Mather (Scottish National Party, Argyll and Bute)

Through the forum for renewable energy development in Scotland—FREDS—we have commissioned a Scottish hydro resource study, which will examine the potential for future hydro development, any possible constraints, and how such constraints could be removed. The study is due for completion in June, with the forum expected to report to ministers later in the summer. Meanwhile, new hydro schemes remain eligible to claim renewables obligation certificates.

Murdo Fraser (Conservative, Mid Scotland and Fife)

Is the minister aware that developers of small-scale hydro schemes are experiencing extreme delays in obtaining consent from the Scottish Environment Protection Agency for licences under the Water Environment (Controlled Activities) (Scotland) Regulations 2005—or CAR—regime? Will he undertake to investigate that matter and encourage SEPA to speed up the process, which is undoubtedly hindering the development of hydro power throughout Scotland and therefore holding us back in meeting our targets for renewable energy?

Jim Mather (Scottish National Party, Argyll and Bute)

The member will find that SEPA is engaging increasingly with the hydro sector to provide the clearest possible guidance. I expect that to be a further by-product of the study. I am sure that both he and I will monitor that.

Lewis Macdonald (Labour, Aberdeen Central)

Does the minister agree that developing Scotland's potential in hydro power and other renewables will depend on acknowledging the importance of social and economic development in remote rural communities? Does he acknowledge the widespread concern about his recent decision that in Lewis

"there is no basis on which to consider the test of imperative reasons of over-riding public interest"?

Does he believe that that judgment might risk creating no-go areas for hydro, wind and marine renewables across large parts of Scotland?

Jim Mather (Scottish National Party, Argyll and Bute)

I note the member's comments, but I refer him to the activity in which we engaged last year. We brought together communities, councils, developers, environmentalists and renewables campaigners to get a new consensus about how to take forward the issue. We are carrying out a study in the Western Isles and I will be there in August to ensure that we drive things forward and find the appropriate role for renewables in the Western Isles to benefit communities, their economy and their environment and to address the social issues that they face.

Duncan McNeil (Labour, Greenock and Inverclyde)

To ask the Scottish Executive how the criminal justice system will ensure that children of drug-addicted parents receive the correct support. (S3O-3001)

Fergus Ewing (Scottish National Party, Inverness East, Nairn and Lochaber)

The Scottish Government's plans for working with partners to support children who are affected by parental substance misuse will be set out as part of the new national drugs strategy to be published before the summer recess. That will focus on improving outcomes through prevention, early intervention and building the capacity and quality of support services, as well as effective responses to children who are at immediate risk. Underpinning that will be a commitment to strengthened partnership working, which includes those working in the criminal justice system, along with other sectors engaging with vulnerable children and families.

Duncan McNeil (Labour, Greenock and Inverclyde)

On 6 September, the Cabinet Secretary for Justice, in his closing speech in the debate on drugs misuse, assured me that he would discuss child protection points with other ministers who have responsibility in that area. When on 27 September I asked him how those discussions had gone, he was not able to report any practical progress or action. When do ministers intend to report to Parliament on the actions that they have taken on this matter and to set out their proper co-ordinated response for protecting those children?

Fergus Ewing (Scottish National Party, Inverness East, Nairn and Lochaber)

I am aware of the work that has been done over the years by Duncan McNeil—and, indeed, by members of all parties—on this most serious issue. As the minister responsible for the draft strategy, I assure him that I have had numerous meetings with my ministerial colleagues on the matter. In fact, they have probably seen far more of me than they might have wished.

I am extremely excited by the challenge of ensuring that more and more people whose lives have been plagued by drugs succeed in getting rid of that scourge. That is what Scotland wants. On Monday in Glasgow, I was delighted to hand out 12 certificates to young people who had been abstinent from drugs for a year. Those young people, and those who helped them get off drugs, are the pride of Scotland, and we should all congratulate them on their excellent work.

David Whitton (Labour, Strathkelvin and Bearsden)

To ask the Scottish Executive when it last met the sheriff principal of Glasgow and what matters were discussed. (S3O-3014)

Kenny MacAskill (Scottish National Party, Edinburgh East and Musselburgh)

Scottish Government officials frequently meet the sheriff principal of Glasgow and Strathkelvin to discuss a range of matters.

David Whitton (Labour, Strathkelvin and Bearsden)

As the cabinet secretary knows, I have been asking about the operation of family contact centres. In response to my questions, his colleague Adam Ingram said that he had

"not yet had the opportunity to visit"—[Official Report, Written Answers, 15 April 2008; S3W-11215.]

such a centre—which, I must admit, I found somewhat surprising. Mr Ingram also told me that he was meeting justice officials to discuss problems caused by children not being brought to contact centres, and that this was a problem not just in Glasgow but elsewhere. At their next meeting, will the cabinet secretary ask the sheriff principal what steps are being taken to reinforce contact orders?

Kenny MacAskill (Scottish National Party, Edinburgh East and Musselburgh)

I am happy to discuss the issue with not only the sheriff principal of Glasgow and Strathkelvin, but sheriffs elsewhere. After all, this is a problem the length and breadth of Scotland and not only in one urban area.

The last time that Mr Whitton raised the issue—and he has been right to do so—I said that under the law of Scotland the child's interests have been and remain paramount. Clearly, significant difficulties have occurred and, in certain cases, fathers who are separated from their children have in particular faced great hardship. There is no simple solution to such issues, although the provision of contact centres and the proper enforcement of contact orders form an appropriate course of action.

As the Cabinet Secretary for Justice, I assure the member that sheriffs are aware of those problems. Indeed, as someone who practised for 20 years in this area of law, I know that such issues have caused and continue to cause difficulties. The member is right that we have to do more and do it better, but I assure him that the child's interests will remain paramount.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

To ask the Scottish Executive how much funding will be provided in 2008-09 to continue Scottish Business in the Community's senior executive programme for volunteering. (S3O-3049)

John Swinney (Scottish National Party, North Tayside)

Government support for Scottish Business in the Community's senior executive programme was due to come to an end in March 2008. However, the organisation has accepted our offer of a three-month extension to that grant of up to £23,750 to allow it to seek additional funding from other sources or to rearrange its business model.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

The cabinet secretary is aware that 250 retired business and professional volunteers have taken part in the programme, which has provided 23,000 hours of professional support per annum to volunteering groups. Moreover, the programme has generated more than £1 million of professional support for charities and community groups throughout Scotland and has encouraged volunteering and support for the voluntary sector in a very cost-efficient way. Why is the SNP Government asking Scottish Business in the Community to secure separate funding for it? As any party in the chamber can see, surely its case is well made.

John Swinney (Scottish National Party, North Tayside)

As Mr Purvis will understand, it is specified to organisations that financial support will be offered to particular projects for a particular period of time. That has been the case with this project. The Government has provided additional support to allow the project to find additional sources of funding and to review how it undertakes its activities.

The Government welcomes the third sector's involvement. Indeed, this morning, I had the privilege of addressing the Lloyds TSB Foundation for Scotland's annual forum, which was celebrating the third sector's achievements and recording its formidable contributions to the Scottish economy and Scottish public policy. I warmly endorse such sentiments.

Alex Fergusson (None, Galloway and Upper Nithsdale)

I am sure that members will wish to join me in welcoming Ms Conny Seoposengwe MPL, the Speaker of the Northern Cape Provincial Legislature, who has joined us in the Presiding Officer's gallery for First Minister's question time. Madam Speaker, you are most welcome. [ Applause. ]

First Minister's Question Time

Wendy Alexander (Labour, Paisley North)

To ask the First Minister what engagements he has planned for the rest of the day. (S3F-698)

Alex Salmond (Scottish National Party, Gordon)

Immediately after First Minister's questions, I will attend a meeting of SEER, the Scottish Government's response unit, to ensure that all the consequences of the Grangemouth industrial action are considered so that the impact on the economy and people of Scotland is minimised.

Wendy Alexander (Labour, Paisley North)

I think that we will all welcome the statement that will be made in the chamber later this afternoon, after relevant meetings have taken place during the day.

Under the First Minister's Government, some people seem to matter more than others: the Trump Organization, Macdonald Hotels and Mr Brian Souter seem to have a special pass to the corridors of power. Is the First Minister running a special access Government?

Alex Salmond (Scottish National Party, Gordon)

It is not for me to determine the subject matter of the leader of the Opposition's questions, but just occasionally Wendy Alexander would be wise to rise to the event and occasion that is occupying the interest of the people of Scotland. Perhaps she will get to asking about the Grangemouth dispute in her fourth question, if she bothers to ask one today.

The people Wendy Alexander mentioned have no special access to the Government; the Government operates in the best interests of the Scottish people. In the speech that I made to the Scottish Trades Union Congress on Tuesday—a speech that I think was pretty well received—I could have mentioned that I have met the Scottish Trades Union Congress and its representatives on more occasions than I have met all the organisations that she mentioned put together.

Wendy Alexander (Labour, Paisley North)

I am not surprised that the First Minister dodged the question. As he knows, the chamber will return to these matters this afternoon, but he has chosen not to speak.

New concerns emerge all the time about what is happening behind closed doors. The recent extension of the contract for the ScotRail franchise involves more than £800 million of taxpayers' money, yet the most basic levels of transparency, scrutiny and accountability were ignored, as was Audit Scotland. This is one of the largest contracts that the First Minister's Government will let, so does he now regret how it was done? Yes or no?

Alex Salmond (Scottish National Party, Gordon)

I do not know whether Wendy Alexander was a member of the previous Administration when it negotiated the contract, within which was the means of extension. That extension clause was invoked. As she will be well aware, it was both price and market sensitive, and ministers acted on the basis of advice. I am certain that if they had not operated on the basis of advice, Wendy Alexander would have been the first to come to the chamber and find yet another thing to gripe about.

Wendy Alexander (Labour, Paisley North)

This week, John Swinney told the unions that he regrets how it was done, but it appears that the First Minister does not. What troubles people is that ministers' justification for the secrecy was that it was to protect FirstGroup's share price. The word that the First Minister just used was "price", but the term that he used last week was "share price".

I know that the First Minister is not a regular user of ScotRail services, as many of the rest of us are, but does he agree—[Interruption.]

Alex Fergusson (None, Galloway and Upper Nithsdale)

Order.

Wendy Alexander (Labour, Paisley North)

—that the relevant consideration, when £800 million of taxpayers' money is at stake, is the service to passengers, not the return to shareholders?

Alex Salmond (Scottish National Party, Gordon)

Wendy Alexander might travel first class, but that wisnae a first-class question.

Does Wendy Alexander regret the clear passenger benefits that the additional £70 million of additional investment in Scotland's rail network will bring, the ability to cap profits and the ability to extend the franchise on much better terms, in the public interest, than those that were negotiated by the previous Administration? Did it ever occur to Wendy Alexander that if her colleagues had done their job when the contract was negotiated, there would have been no need to renegotiate the terms?

Wendy Alexander (Labour, Paisley North)

We are used to the First Minister going for the insult when all else fails. He knows that the extension of the franchise does not start until November 2011, which is after the next Scottish Parliament elections. Some £800 million of taxpayers' money has been handed over and still we have none of the data that would allow a proper assessment of whether that represents a good deal for the taxpayer. That brings us to the heart of the matter, which involves the unacceptability of the First Minister's cavalier attitude to government. Under his stewardship, we are getting used to the special access, the lack of data, the superficial consultations and the refusal to answer questions.

Scotland does not want a special-access Government in which the First Minister is his own judge and jury. The proper mechanism for reviewing ministerial conduct is the ministerial code. It is a necessity for good government. Parliament had demanded a review of the code, which the behaviour of this Administration makes urgent. Why, then, one year after the First Minister came to office, are we still waiting for a review?

Alex Salmond (Scottish National Party, Gordon)

I was going to congratulate Wendy Alexander on getting to her fourth question, but, given the nature of it, I do not think that I will bother.

The ministerial code under which we are operating is the code that we inherited from our predecessor Administration. When, in the eight years in which Labour and the Liberal Democrats formed that Administration and Wendy Alexander was a member of the Scottish Parliament, did she make any suggestions about changes to the ministerial code? Not once.

When it comes to obeying terms of reference and codes of conduct, I think that my track record is a lot better than Wendy Alexander's.

Annabel Goldie (Conservative, West of Scotland)

To ask the First Minister when he will next meet the Prime Minister. (S3F-699)

Not everyone seeks special access to the First Minister, Presiding Officer. I can assure you and him that that is a matter of personal taste.

Alex Salmond (Scottish National Party, Gordon)

I have no plans at present to meet the Prime Minister, who has no special access to me.

Annabel Goldie (Conservative, West of Scotland)

The Grangemouth oil refinery is a pivotal part of Scotland's economy, and I am sure that everyone shares a deep disappointment at the fact that the Advisory, Conciliation and Arbitration Service talks have broken down. The issue has immense national implications for Scotland. Can the First Minister assure us that the emergency provisions that are in place are sufficient to allow Scotland to operate normally? If not, can he specify where the impact of the strike will hit, to what extent and at what cost?

Alex Salmond (Scottish National Party, Gordon)

I thank Annabel Goldie for giving me the opportunity to say some words about the dispute that is occupying the attention of the vast majority of people in Scotland.

At 12.30, there will be a statement from John Hutton, the Secretary of State for Business, Enterprise and Regulatory Reform in Westminster. At 5 o'clock, there will be a statement in this chamber from John Swinney, which will go into the detailed points of analysis.

Basically, the position is that there are substantial and ample stocks of every variety of fuel, and stocks across the range of available ranges. That is an important factor for people to bear in mind. Those stocks will last well into May, and there is the provision to import more stocks if they are required. Therefore, assuming that consumer behaviour is responsible, there should be limited difficulties in terms of inconvenience and disruption.

We clearly need the public's co-operation in not engaging in repeat buying and we need everyone to behave sensibly and responsibly by cutting out non-essential trips and using public transport. That is wise advice for people in Scotland to take at the present moment. The central message is that stocks of the available range of fuels will stretch into May and that there is the capacity to import more if required.

Over the course of this week I have spoken many times to management and unions. One thing on which they agreed this morning is that it is not their intention, they insist, either as unions or as management at the plant to impose disruption on the broader community and industry in Scotland. Therefore, in the chamber, we should appeal for responsible behaviour and non-escalation of the dispute. In those circumstances, I think that Scotland can cope with this difficulty.

Annabel Goldie (Conservative, West of Scotland)

I thank the First Minister for what I realise is a very considered response.

While accepting that the dispute is not about the right to strike, more and more of the public are now questioning whether the strike is right, given its immense potential—I emphasise potential—for damage to our economy and disruption to essential transport, whatever the intentions of the respective parties. Will the First Minister therefore join me in sending a message from the Parliament that everyone involved in the dispute should calm down, sit down, get back round the table and, in the meantime, call the strike off?

Alex Salmond (Scottish National Party, Gordon)

I am sure that that sentiment is shared universally across the Scottish community. [ Interruption. ]

Alex Fergusson (None, Galloway and Upper Nithsdale)

Order.

Alex Salmond (Scottish National Party, Gordon)

One outcome of the ACAS talks that should be welcomed is that the management and trade unions agreed to ensure the safe operation of the plant in a condition that enables it to be restarted as quickly as possible.

Having spoken to the ACAS negotiators on several occasions over the past two days, I say to all members that the relationships between the management and unions in the dispute are clearly very difficult indeed. Unfortunately, over the past two days, a huge amount of time in the negotiations has been occupied not with enabling people to tackle the substantive central issues in the dispute but with who said what to whom, what was on which website, writs and legal action and the consequences of that.

My appeal to members and to the wider community is that, as well as ensuring the provision of essential services such as public transport, which enable Scotland's industry and community to go about their business, no one outwith the dispute should say anything that exacerbates the relationships within the dispute. It is really important that we appeal for calm and for substantial negotiations. We should ask that unions and management use ACAS's facilities to return to the negotiating table as quickly as possible.

Nicol Stephen (Liberal Democrat, Aberdeen South)

To ask the First Minister what issues will be discussed at the next meeting of the Cabinet. (S3F-700)

Alex Salmond (Scottish National Party, Gordon)

The next meeting of Cabinet will discuss issues of substantial concern and interest to the people of Scotland.

Nicol Stephen (Liberal Democrat, Aberdeen South)

Some petrol stations in Scotland are now restricting supplies and charging more than £1.30 per litre. Does the First Minister agree that that is unacceptable? What will he do about it?

Alex Salmond (Scottish National Party, Gordon)

Everyone agrees that any sign of profiteering in times of difficulty is unacceptable. We have looked at the issue in some detail. Price control powers are held under the Energy Act 1976, which comes within the province of the Secretary of State for Business, Enterprise and Regulatory Reform. It should be said that the detailed evidence suggests that such practices are not as widespread as some press reports might suggest, but I am perfectly willing to discuss the issue in the many discussions that we are having with the secretary of state. From what he told me this morning, he does not see the requirement to use any of his range of emergency powers because the stocks position is adequate at present. However, if we receive substantive evidence of widespread profiteering, I am perfectly willing to put to him the point that he should use the powers that he holds.

Nicol Stephen (Liberal Democrat, Aberdeen South)

People throughout Scotland are dismayed and angry at the crisis and the profiteering. The First Minister has just said that there is ample fuel and has called for normal purchasing. Does he not know that that stopped several days ago? There are now long queues, empty fuel tanks and high prices. The situation is anything but normal. Will ministers stop saying that they have it all under control? Has the First Minister driven home the case to get prices capped, as I asked him to do on Monday? Will he stop ministers pretending that they have secured ample supplies? People want real action from the Government, not empty promises that everything is normal. People are genuinely worried. What is the First Minister doing to stop the rip-off and to keep Scotland moving?

Alex Salmond (Scottish National Party, Gordon)

The first thing that I would do is not behave as Nicol Stephen has just behaved. The second thing that I would do is listen to the answer to his first question. The powers that he talks about are held under the Energy Act 1976. A little bit of research before he asked his first question might have been helpful, and a little bit of listening before he asked his second question might have been helpful.

If evidence emerges, I am prepared to discuss the matters that Nicol Stephen has raised. Everyone in the chamber would attack and deprecate profiteering. I hope that people will look at the situation that we face together, as a community, as the impacts of such a dispute will be felt by the entire community. I hope that we can also welcome the limited progress that has been made by the management and the union regarding the condition and safety of the plant, which is crucial if it is to be brought back into production in days rather than weeks.

We should acknowledge the fact that provision has already been made to supply and support fuel stocks throughout Scotland and we should appeal for calm and responsibility across the Scottish community rather than add to people's concerns.

Alex Fergusson (None, Galloway and Upper Nithsdale)

I will take a question from Cathy Peattie, within whose constituency Grangemouth lies.

Cathy Peattie (Labour, Falkirk East)

Given the fact that the BP/Ineos workforce has always shown great commitment to the future of Grangemouth and the fact that there has not been a strike for 70 years, will the First Minister join me in supporting the 1,200 workers who, despite their reluctance, have voted by an overwhelming majority to take action to safeguard the pensions of future employees in the face of a company that has singled out the site and is aggressively pursuing confrontation? I spoke to the trade union that is involved in the ACAS discussions this morning. It is the company that keeps refusing to discuss matters. Will the First Minister stand up for Scotland and for the workers of Grangemouth?

Alex Salmond (Scottish National Party, Gordon)

I have spoken to the union and its representatives on several occasions this week. They were pleased with and supportive of the Scottish Government's offer of the services of the president of the Faculty of Actuaries to assist with conciliation in order to take some of the heat out of the dispute and to introduce the opportunity for substantive discussions. Making such offers is the responsible way for a Government to behave.

We could all list a range of press statements, assumed writs, attacks and things that appear extraordinary that have exacerbated the situation. We, as politicians, should be trying to get an honourable settlement and to ensure that the Scottish economy can work effectively and as normal.

Jamie Hepburn (Scottish National Party, Central Scotland)

To ask the First Minister what discussions the Scottish Government is having with management and unions at the Grangemouth oil refinery. (S3F-703)

Alex Salmond (Scottish National Party, Gordon)

The Scottish Government has spoken with representatives of Ineos and Unite at various stages over the past few days—most recently, within the past two hours—to encourage the management and the union to resolve their disagreement urgently and constructively.

Jamie Hepburn (Scottish National Party, Central Scotland)

I thank the First Minister for his answers to my question and to those that have been asked before. I also thank him for the efforts of the Scottish Government in recent days to bring the parties in the dispute together and to allay the concerns of the people of Scotland.

The First Minister has confirmed that the constructive offer of the services of Stewart Ritchie, the president of the Faculty of Actuaries, remains on the table. How will the Government encourage the management and unions at Grangemouth to take up that offer?

Alex Salmond (Scottish National Party, Gordon)

As I mentioned a few minutes ago, I have spoken to the ACAS conciliators—they do an excellent job and we should all applaud their efforts—who were highly frustrated that only very late in yesterday's discussions, after two days of discussions, were the two sides able to move on to the substantive issue because so much time and energy had been taken up with a range of extraneous material. I hope and believe that if we can prevent the escalation of this dispute and if the atmosphere can cool down, the variety of initiatives and suggestions that ACAS has made, of which our offer of the services of the president of the Faculty of Actuaries is one, will help management and unions to come together and find an honourable settlement.

Jack McConnell (Labour, Motherwell and Wishaw)

The First Minister and I had a minor disagreement last summer about the way in which he kept Opposition parties informed during the emergency services' work following the terrorist activity at Glasgow airport. That was early in his Administration and I understand that the procedures might not have been understood. I ask him today for his assurance that Opposition parties, through their leaders, will be kept informed of developments as the work of the emergency room and emergency team continues over the next few days.

Alex Salmond (Scottish National Party, Gordon)

I am happy to give that assurance. After last Sunday's meeting of the emergency committee, all the leaders of the Opposition parties were written to and offered talks on the Government's contingency planning provisions. That offer was taken up by Iain Gray, and it may well have been taken up by others. The offer will stand throughout the difficulty and the potential disruption. I agree with my predecessor that it is important that a Government, when managing emergencies, opens that facility to the Opposition parties.

Claire Baker (Labour, Mid Scotland and Fife)

To ask the First Minister what measures the Scottish Executive is taking to tackle student hardship. (S3F-710)

Alex Salmond (Scottish National Party, Gordon)

As Claire Baker knows, the Scottish Government has put in place a number of policies to help students and tackle student hardship. We have introduced a £38 million package of grants for part-time learners in higher education, thus removing the need for them to rely exclusively on student loans. We are increasing the threshold for the non-medical personal helpers element of the disabled students allowance by 60 per cent. We are providing £12 million per annum to institutions to alleviate student hardship. We have introduced a fairer means test in further and higher education to ensure that support is targeted where it is needed most. We have made £30 million available for 2010-11 to support students further, which is part of the consultation that is taking place. In addition, of course, and in the teeth of opposition from the Labour and Conservative parties acting in concert, the Scottish Government has removed the graduation tax—the tax on learning—and reintroduced the concept of free education in Scotland.

Claire Baker (Labour, Mid Scotland and Fife)

In reality, the First Minister's Government has done little to boost levels of support for today's students while they are studying. Bursaries have stalled under this Government, and now we see that its flagship policy of a local income tax would make working students worse off. That policy would hit the least well-off the hardest.

Last week, the First Minister did not seem clear on the point that students are exempt from council tax. While that does not inspire confidence in his preparation for a local income tax, can the First Minster explain why he feels students should pay his local income tax when they are exempt from council tax?

Alex Salmond (Scottish National Party, Gordon)

Claire Baker should be aware that the vast, overwhelming majority of students in Scotland—some 400,000—are liable for the council tax. Of those who are not—around 160,000—the vast majority do not earn enough to have to pay the local income tax. We should consider for a second what would happen to someone who had to pay in council tax the £2,300 that they have saved on the graduation fee, which was supported by Claire Baker. They would have to earn almost £100,000 in a year to make up for that. I do not know many students in Scotland who earn £100,000, but maybe Claire Baker does.

Ian McKee (Scottish National Party, Lothians)

How does the financial burden on students in Scotland compare with that in other areas of the United Kingdom?

Alex Salmond (Scottish National Party, Gordon)

The list of measures that the Government has introduced to support students is so long that I could tell that the Presiding Officer was becoming restive as I went through it. None of those measures is available to students south of the border, which is why I suspect that if any students in the town of Berwick took part in the local television poll there, that was one factor in why the whole town wanted to return to Scotland.

Murdo Fraser (Conservative, Mid Scotland and Fife)

Will the First Minister confirm that current legislation, which a Conservative Government introduced, says that students are exempt from the council tax?

Alex Salmond (Scottish National Party, Gordon)

No—I cannot confirm that. The member does not know his own Government's legislation. I have just said that the vast majority of students in Scotland are liable for the council tax.

Alex Salmond (Scottish National Party, Gordon)

Oh yes they are. Perhaps the Conservative party overlooked that in the pantomime of its Governments.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

The First Minister mentioned changes to the eligibility criteria for bursaries for students in further education and higher education, which were announced without consultation. In written answers, the Government has said that it did not model the impact of those changes, but a Government question and answer document and ministerial lines to take, which were released under freedom of information legislation, highlight that the change would adversely affect three cohorts of students—students in single-parent families, students with cohabitee partners and lone-parent students.

Alex Fergusson (None, Galloway and Upper Nithsdale)

Briefly, please.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

I will quote the Q and A briefly. It says:

"Introducing the means test in a 'Big-bang' approach will result in more savings over the medium term."

In paragraph 14—

Alex Fergusson (None, Galloway and Upper Nithsdale)

Very briefly, please, Mr Purvis.

Jeremy Purvis (Liberal Democrat, Tweeddale, Ettrick and Lauderdale)

—it says:

"There could therefore be an increase in the number of applications to the Hardship Funds in these ... circumstances."

Will the First Minister ensure that students who have started their university degree or college qualification course will not be affected mid-term by the changes? Should not the changes have been consulted on?

Alex Salmond (Scottish National Party, Gordon)

We have put in place hardship funds to deal with exactly that contingency. Despite all his criticisms, the member found it in himself to vote in favour of abolishing the graduate endowment, so perhaps—in that constructive mode for which the Liberal Democrats are famed—he might also find it in himself to welcome all the other measures to support the hard-pressed students of Scotland.

Liam McArthur (Liberal Democrat, Orkney Islands)

I ask this question in a constructive mode.

To ask the First Minister when the Scottish Government will produce a comprehensive energy strategy for Scotland. (S3F-705)

Alex Salmond (Scottish National Party, Gordon)

In a constructive mode, I say that the Scottish Government's focus on sustainable economic growth provides a clear framework for our approach to energy, which is to reduce carbon emissions and contribute to Scotland's wealth.

We have taken action to promote clean, green energy and reduced consumption. The Government's actions have produced, for example, a commitment from the Office of Gas and Electricity Markets and the National Grid to a review of transmission charging, 13 determinations for energy-generation developments, the saltire prize for marine renewables and the tripling of funding for community generation and microgeneration. When Jim Mather sets out our strategy in the coming weeks, he will have a great deal to talk about— achievements not just in the future, but in the present.

Liam McArthur (Liberal Democrat, Orkney Islands)

I welcome several of the initiatives that the First Minister has mentioned, but does he acknowledge that the Royal Society of Edinburgh said that a Scottish energy strategy was needed by the end of 2007? Does he agree with Liz Cameron of the Scottish Chambers of Commerce that businesses throughout Scotland are questioning the coherence of the Scottish Government's position on energy? Will he concede that his colleague, Alyn Smith MEP—taking a break from threatening lifeline ferry services to my constituency—was right to call for a coherent energy strategy? Does he realise that although he has shed light on what he is against, without a comprehensive energy strategy we all remain in the dark about how the Government intends to address the serious energy challenges that we face?

Alex Salmond (Scottish National Party, Gordon)

As Liam McArthur is interested in such things, I am sure that he has read the energy policy document that Stephen Salter compiled for the Scottish National Party in the run-up to the elections. On such important matters, we decided to be prepared to fight the campaign on substantive policy initiatives, which is why we have managed to introduce the many measures that Liam McArthur welcomed.

Because we have so fundamentally accelerated—by a factor of four—the previous Administration's rate of acceptance and determination of energy projects, I can be extremely confident that the Government will more than match its targets of 31 per cent renewable electricity generation by 2011 and 50 per cent by 2020. Those targets are ambitious but, in light of the policies that I have outlined, achievable for Scotland.

Question Time — Scottish Executive — Europe, External Affairs and Culture

Peter Peacock (Labour, Highlands and Islands)

To ask the Scottish Executive what representations the Minister for Europe, External Affairs and Culture has made to the United Kingdom Government regarding the impact on matters within its responsibilities of summer time across Europe corresponding more closely. (S3O-3008)

Linda Fabiani (Scottish National Party, Central Scotland)

Any change would have implications across a wide range of areas, including road safety, climate change and agriculture, and would require careful consideration and analysis. No representations have been made to the UK Government on the issue at this stage.

Peter Peacock (Labour, Highlands and Islands)

The Government often commends the Scandinavian countries for their approach to public policy. Is the minister aware that a number of Scandinavian countries have adopted central European time, despite their more northerly latitude? Is she aware that the West Highland Free Press is urging more research on the effects of the policy in those countries on, for example, school pupils' safety? Will she support research on the experience and on the wider impact of those countries' policies on the range of issues for which the Scottish Government has responsibility, so that further debate on the matter can be fully informed?

Linda Fabiani (Scottish National Party, Central Scotland)

As Mr Peacock said, many issues must be considered. Research on road safety is being undertaken by the UK Government and the Scottish Government, and research is also being carried out in relation to climate change. We will, of course, consider examples and listen to the debate.

Members who are old enough will remember the approach being tried out—I think it was around about the late 1960s. I remember going to school in a transparent vest—[Laughter.] Excuse the memory—

Fiona Hyslop (Scottish National Party, Lothians)

I think that the minister meant to say "translucent".

Linda Fabiani (Scottish National Party, Central Scotland)

Oh!

Alex Fergusson (None, Galloway and Upper Nithsdale)

I think that appropriate language is called for at this point.

Linda Fabiani (Scottish National Party, Central Scotland)

I wonder whether my remark could be struck from the Official Report .

Alex Fergusson (None, Galloway and Upper Nithsdale)

It is more likely to be highlighted, minister.

Linda Fabiani (Scottish National Party, Central Scotland)

I was talking about those shiny vests that shone in the dark. [ Laughter. ]

The experiment was stopped after three years—that had nothing at all to do with my attire—because it was not thought to be advantageous to Scotland.

Alex Fergusson (None, Galloway and Upper Nithsdale)

We move swiftly on to question 2.

Aileen Campbell (Scottish National Party, South of Scotland)

To ask the Scottish Government what support it is providing to help promote sustainable development in Zambia. (S3O-3019)

Linda Fabiani (Scottish National Party, Central Scotland)

I thank Aileen Campbell for bringing us all back down to earth.

The Scottish Government's engagement with Zambia has primarily focused on health, particularly concerning issues around HIV/AIDS awareness and prevention.

Aileen Campbell (Scottish National Party, South of Scotland)

I recently returned from a trip to Zambia with Oxfam Scotland, where I viewed projects that the agency and its partners run, which promote sustainability. Does the minister agree that Scotland's historic links with countries such as Zambia provide us with a unique opportunity to build on those connections and allow Scotland's input into international development to have a tangible and positive impact, not only on the country that benefits but on Scotland? Does she agree that the expertise of agencies such as Oxfam and the Scottish Catholic International Aid Fund should be used to inform Government?

Linda Fabiani (Scottish National Party, Central Scotland)

Yes. Of course we should use Scotland's historic links with countries such as Zambia to try to inform us, where possible, about what we can best do to contribute to the international development agenda. One thing that we can do is take on board the advice and experience of agencies such as Oxfam and SCIAF, which have worked on the issues for many years.

I think that all members understand that our international development policy, which is in addition to the Department for International Development's policy, to which Scotland contributes, is focused and targeted on what we can achieve. We must be realistic about our goals. I will publish our international development plan shortly and I hope that we can reach broad agreement that Scotland is moving in the right direction.

Ted Brocklebank (Conservative, Mid Scotland and Fife)

We are aware of Scotland's links with Malawi through David Livingstone, but we are perhaps less familiar with Livingstone's strong links with Zambia—indeed, he died by Lake Bangweulu in that country.

Can the minister provide an assurance that any involvement in Zambia will not mean that aid is diverted from Malawi? Does she agree that Malawi should remain our immediate and urgent priority?

Linda Fabiani (Scottish National Party, Central Scotland)

I am delighted to reconfirm that, for the first time, international development funding for Malawi of at least £3 million a year for the next three years has been confirmed and ring fenced. Malawi has the comfort of knowing that a pot of money is there for the unique partnership that exists between Scotland and Malawi.

Hugh O'Donnell (Liberal Democrat, Central Scotland)

To ask the Scottish Executive what plans it has to make Scotland a world leader in music and drama. (S3O-3047)

Linda Fabiani (Scottish National Party, Central Scotland)

Scotland's diverse and vibrant cultural life is a defining feature of our successful and confident nation. In music and drama, and across all art forms, our artists are recognised across the world, and we are committed to providing support to help develop our international reputation for cultural excellence.

Hugh O'Donnell (Liberal Democrat, Central Scotland)

Given the minister's answer, will she pay particular attention to the situation of the Royal Scottish Academy of Music and Drama, which has expressed concern about its financial situation? What steps is the Government taking to ease the situation for the academy?