Seòmar agus comataidhean

I am not in any way diminishing the financial challenges, but is there more that universities could do to support staff through the crisis as they deliver increased support to the widening access students that you have mentioned, for example?

I am sorry—you have misunderstood. It was good to get that specific example of an initiative, but I wondered whether you could share some more examples with us.

How do you ensure that assessment methods do not understate or overstate the attainment gaps?

I am interested in how you use the information. I am thinking about the unfairness in assessment that is experienced by children in my constituency who live in more deprived areas according to the Scottish index of multiple deprivation. How does the SQA use its equalities data to ensure fairness? I do not know whether your colleagues have anything to add.

Good morning, and thank you for being with us. I want to ask about equalities. Will you expand on the relationship between the improved figures on the attainment gap in terms of the grades awarded and the attainment gaps that are identified in the SQA’s equalities monitoring report, which we have in our papers?

It would be helpful to hear how you have used the data. What changes have you made, if any, based on the data that you have gathered that shows the disparity for children with additional support needs, or children and young people who live in SIMD areas?

The Scots language award sounds interesting, but could you tell me some more?

How close are local authorities to ensuring that Gaelic-medium education is delivered in the

“50 civil parishes with 5 per cent or more Gaelic speakers?”

Can you say a bit about the discrepancy between the number of adult learners that were reported by the bòrd in the reports from 2015 to 2019 and the number that were reported in relation to online resources?

Are more than 5 per cent of the population of Applecross Gaelic speakers?