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To a large extent, they have been achieved. There has been a reduction in the duplication of course provision; that delivers efficiencies and benefits of scale, which, in turn, positively impact on front-line delivery for students. Since regionalisation, there has been greater agility, flexibility and responsiveness in the college sector to the needs of its learners, employers and the wider communities that it serves.

There has not only been a reduction in the duplication of course provision; it has also been done on a basis that maintains core provision across geographical areas. An enormously important part of the equation is that we have greater clarity on learner pathways and better collaboration and joined-up activity between our academic institutions—for example, between colleges and universities. We also have greater levels of provision of senior-phase school learning in the college environment.

Those positive developments were reflected in some of the evidence that you heard from principals about the pathways that have been created. They articulated that those pathways were probably not possible in years gone by.

I would like the rates to improve—I certainly agree with that proposition. In the past couple of years, we have seen inevitable disruption as a consequence of Covid-19, but we are seeing recovery from that, which is welcome. However, I would, of course, like higher completion rates. I suggest that we still see very positive outcomes in terms of post-study destinations, which is welcome. We want higher completion rates, and I am committed to working with the sector on improving the rates.

Where any good practice exists, both management and unions should recognise it, because they will be involved in the process. I am all for good practice being drawn on to inform the wider process. Again, where there is a role for it and where we are aware of an example, I will not hesitate to point to it as a good, positive example for the wider consideration of the whole sector.

I beg your pardon, Ms Callaghan, but I missed the start of your question.

I think that the role that I have talked about is, in and of itself, a manner of responding to the lessons learned exercise. With respect, the lessons learned exercise should be lessons that each party involved has to learn, reflect on, and respond and adjust to. With the greatest will in the world, I cannot compel other parties to act in a particular fashion. We will look at the exercise and reflect on what we might need to do, but it is for the other parties to do that as well.

I will continue to engage with the unions and management on a bilateral basis. There have also been some forums where unions and management were in the same room along with the Scottish Government, although I readily concede that they are not specifically on this subject matter. However, that has not been with me, and I want to be very clear on this: I am not looking for the Scottish Government to become a direct party to pay negotiations. We set the structure, and I saw that the union perspective is that the structure is right. Our role is to make sure that the parties involved in the negotiation can get round the table and enjoy the benefits of the structures that have been established to try to resolve any differences between them.

Yes, there will be. I am sorry if I was not being clear. I was not saying that the primary responses are just those from unions and management; we are also part of the wider process of engagement and of the process of assessment of the lessons learned exercise. I am not seeking to distance us from that at all. We are party to the consideration of the report, and, yes, we will respond to it in fuller detail.

I think that it will be in fairly short order, but I am also keen that other colleagues have the chance to reflect on it.

I can hear you now. Forgive me, convener: I could not hear to the extent that I did not even realise that the session had started until I saw a very confused-looking Mr Dey.

On the last point, it will be particularly acute during the university term. It is not a Glasgow-specific issue—other locations in Scotland report similar challenges. It is also not a Scotland-specific challenge, as we see similar challenges in other parts of the UK, such as in Manchester and in other cities and communities where there are higher education institutions. It is not specific to Scotland by any stretch of the imagination.

We have to work with partners to respond to that reality and ensure that there is sufficiency of supply of accommodation, recognising that there are other pressures, too. We all represent regions and constituencies in which there are many constituents who are not students who are also looking to be housed.

We have a role not as a direct provider of housing, but in setting the strategic direction in conjunction with the sector. We will do that through the strategy that I mentioned. We need to work with other partners, too. I have already referred to the fact that we have empowered local authorities in respect of the regulation of short-term lets.

Local authorities also have to consider how to balance the various requirements in relation to their own populations’ housing needs. You have referred to some of the tensions that can exist, and I recognise those. They have to be managed carefully by any local authority to ensure sufficiency of supply for the various housing requirements in the locality.

That is a very specific example. I recognise the importance of recruiting into that profession. Those are long-standing arrangements and are designed in such a way as to ensure that any individual should be able to draw down other forms of support that would not be available to them if they were still classified as a student.

I am conscious that the issue has been raised with the Government, and we are, of course, happy to reflect on that. However, I observe that the arrangement has not been introduced recently; it is quite a long-standing arrangement that is very much designed to reflect the fact that, during that period, the person is not in a classroom environment and they are not undertaking any form of study but they are in the workplace. As I said, we are more than willing to look at such things.