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That kind of comes across, Freda. [Laughter.]

Jamie Miller, everyone has said that the capital spend could be the thing that either makes or breaks a centre. Your buildings are older. How would you deal with the capacity that will end up on your doorstep should the bill be passed? That would be a challenge for you.

Phil Thompson, do you have similar issues?

Everyone has spoken about their individual experiences. I remember going to scout camps in, I think, Ardentinny—it was almost a rite of passage when I was at school. I do not remember any life-changing experiences, but I was a pretty stroppy and cynical teen—thank goodness I have grown up and matured a bit since then. [Laughter.] I knew that I would get that response; that is why I said it.

Professor Mannion, could you expand on what you said about the position of residential outdoor education in relation to approaches to outdoor learning? How does that include learning for sustainability? You have already outlined some of that, but I would be interested in hearing a bit more detail.

I have a quick supplementary on the back of Pam Duncan-Glancy’s question. In such discussions, we inevitably talk about personal experience, but I want to take it to the next level, because I have a granddaughter who is neurodivergent. She is nine years old, and she struggles at school. What if you end up with a whole stack of young children who are neurodivergent?

As a family, we find it difficult to ensure that she is even wearing clothes when she goes out, because she does not like the feel of them, and she can make family get-togethers and excursions quite difficult. How do you deal with that in a residential setting, when you might have four or five children who are like that? How do you deal with that challenge and ensure that they get such opportunities? After all, if there are any children who need these kinds of opportunities, it is this group of young people.

Young people’s engagement is also important. We know that young people are extremely interested in many of the issues that you have mentioned, so if we want them to engage with education, we should include the issues that they want to work on. We have moved on from the time of sliding down a zip wire or going canoeing.

Mr Bain, you deal with one of the key groups—parents themselves. That will be the big one to convince that this is the way forward. How do you see that happening? After all, you brought up the idea of the conversation.

Being a referee is not a Mickey Mouse vocation.

Have you met my wife, then?

Good morning, everyone. I have been on the committee on and off during all my time as an MSP and, from day one, I have heard about teaching to the test. How do we take that conversation forward? Professor Hayward said that society puts a lot of emphasis on exams and results. How do we convince the rest of the world? Mr Bain said that we need to have that conversation with parents and employers so that they value and buy into the process. Getting that buy-in is one of the challenges that we always face. We can discuss it and say that this is the way forward but, out there in the real world, people will ask what we are doing.

I have already had a text from my very academic wife, who has watched today’s proceedings, saying “Oh. Right.” That is from somebody who is involved politically. How do we take the conversation forward and get the message out to the world that there are, as you say, other ways of assessing people?