Seòmar agus comataidhean

On the basis of the clarification that the Deputy First Minister set out, I am content to withdraw amendment 81. I will press amendment 82, which I am pleased that the Government is minded to support. For completeness, we will also support the other amendments in the group.

Amendment 81, by agreement, withdrawn.

Amendment 82 moved—[Pam Duncan-Glancy]—and agreed to.

Amendment 83 moved—[Ross Greer]—and agreed to.

Section 12, as amended, agreed to.

Section 13—Guidance to public authorities relating to Gaelic education

Amendment 57 moved—[Ross Greer]—and agreed to.

Section 13, as amended, agreed to.

Section 14—Directions to education authorities relating to Gaelic education

Amendment 58 moved—[Kate Forbes]—and agreed to.

Section 15 agreed to.

Section 16—Duty to promote Gaelic education in exercising functions under the Education (Scotland) Act 1980

I am minded to support the amendment. I am keen to know what conversations the member has had with further and higher education institutions about the matter and about the implications for their work of explicitly bringing them within that provision.

Do you accept that teachers have said that they think that there was a change and that there was a lack of communication from your body to them on what that change would mean?

Resources is the one area of the progress report on the ASL action plan where zero actions are complete. We have heard a lot about resources this morning. How important is it that that changes?

The point about fragmentation is really important.

My question was going to be on what would move us towards a more positive working environment for all the staff who are delivering the Promise. We have already heard some suggestions, most recently from Ben Farrugia, who talked about digital solutions and workload reduction mechanisms, and from Stephen Smellie, who mentioned more staff and other approaches. Is there anything that you have not covered that you think would improve the working environment for staff who are working to deliver the Promise across Scotland?

Good morning, and thank you for the responses that we have had so far. As all of you will be aware, I am concerned about the issue, not least because of the impact that it has had on some students, but also because of the long-term implications that it might have for trust in the system.

We have heard from some teachers and pupils about the results of the report that has come out. I will quote some: they have said that it was a “gut punch”; it was “insulting”; they felt that people had “suffered injustice”; and it means that there is a “lack of trust”. One teacher said:

“I can’t help but feel completely let down by the results of this report, which although disappointing is not surprising ... Having taught higher for 8 years, I was, until this year, confident in my ability to teach to the standard required ... This year has not been the same, as consistent mixed messages from colleagues who are markers, the SQA and Understanding Standards materials, has meant that I am no longer feeling this way and unable to instil confidence in my students”.

Those comments are why we are here, and they are why it is really important that we put on the record what has happened.

Cabinet secretary, did you instruct the review, and did you ask that it be independent?

Why not?

It was always my view that the Cabinet Secretary for Education and Skills should intervene when there is a 26 per cent drop in attainment in one subject, yes.

With respect, cabinet secretary, I think that you are really missing the point—

Can I press you on that? We have also heard from other members of the panel that, if something is not statutory, it is not getting done.