I refer the member to the answer to question S5W-16216 on 4 May 2018. All answers to written parliamentary questions are available on the Parliament’s website, the search facility for which can be found at http://www.parliament.scot/parliamentarybusiness/28877.aspx

The effectiveness factor of 30% for asset management was based on the SFT Benefits Methodology 2016 - 17 and which is available from SFT's website www.scottishfuturestrust.org.uk/publications/category/benefits . Examples of work within the programme include the Smarter Workplaces Programme to deliver central estate transformational change. After a five-year programme of work led by SFT an on-going annual revenue efficiency of £28 million per annum has been delivered. SFT's work with four pilot councils to demonstrate what efficiency savings could be realised through office rationalisation has acted as a catalyst for wider change resulting in an average floor-space reduction of more than 30% in the last five years.

It is not clear where the assumed benefit of 21% for school construction was found as it does not feature within SFT's Annual Business Review for 2016-17.

The following table sets out how many passes there are in foreign languages in each year since 2007 in secondary schools. It includes the following languages: Cantonese, French, German, Italian, Mandarin, Russian (although this is no longer available), Spanish and Urdu. It includes all the Scottish Qualification Authority (SQA) qualifications at all levels.

In addition to the qualifications listed in the table, increasing numbers of schools are choosing to present young people for the SQA Modern Language for Life and Work Award which is available at levels SCQF level 3 and 4. In this award attainment has increased by 36% between 2015 and 2017 from 2,164 to 2,943.

The data in the table shows a decline in uptake of national qualifications at SCQF levels 3-5. This decline is also evident in other subjects and is due in large part to changes in Senior Phase design, changes to curriculum models since the introduction of Curriculum for Excellence and as a drop in the cohort size. A fairer representation of language attainment can be seen in the uptake at Higher (SCQF 6) and Advanced Higher (SCQF 7) where numbers have increased since 2007 at both levels. At Higher in particular the numbers have remained above 7,000 in 2015, 2016 and 2017.

Table: Passes in foreign language qualifications, by level of qualification, 2007-2017

The Scottish Government does not hold information on the number of small enterprises and medium-sized enterprises in Scotland that exported goods and services from 2015 onwards.

However, the Small Business Survey Scotland (SBSS) 2016, available at https://beta.gov.scot/publications/small-business-survey-scotland-2016/ , provides an estimate of the proportion of small businesses (businesses with 10-49 employees) and medium-sized businesses (businesses with 50-249 employees) in Scotland that exported goods and services internationally (outside of the UK) in 2016. According to the SBSS 2016, 21 per cent of small businesses and 33 per cent of medium-sized businesses reported that they had sold goods or services outside of the UK in the past 12 months. Whilst the SBSS 2016 provides an estimate of the overall proportion of SMEs with employees that exported goods or services to the rest of the UK in the past 12 months, it does not provide a breakdown by business size.

The SBS 2015, available at https://beta.gov.scot/publications/small-business-survey-scotland-2015/ provides an estimate of the overall proportion of SMEs with employees that exported goods and services internationally (outside of the UK) in 2015. However it does not provide a breakdown by business size.

Scottish Futures Trust publishes its annual benefits statement in autumn. These are a financial estimate of the benefits and savings delivered by its work during the financial year which runs 1 April until 31 March.

SFT’s latest Benefits Statement 2016-17 was published on 20 November 2017 and can be found on their website through the following https://www.scottishfuturestrust.org.uk/ .

Researchers can apply to the Chief Scientist Office for funding. The CSO's Translational Clinical Studies Committee and the Health Improvement, Protection and Services Research Committees each meet twice per year to consider funding applications. Details of the application process are published on the CSO website.

http://www.cso.scot.nhs.uk/funding-2/

Research proposals in Parkinson’s Disease (including research into the underlying mechanisms and causes, diagnosis, prevention, disease-modifying treatments, care pathways etc.) are welcomed. In common with all other applications, any such proposals would be subject to the Chief Scientist Office’s standard independent expert review process.

Since 1999 the following projects in Parkinson's Disease have been funded by CSO

Identification of prognostic factors and development of prognostic models in Parkinson's disease using long-term data from a large incidence-based cohort

Funding commitment £194,985

Improving predictions of prognosis in Parkinson's: moving from intensive small-scale studies to large and reliable routinely-collected datasets

Funding commitment £20,000

The Chief Scientist Office has an active programme of co-funding research with 3rd sector organisations. Officials from CSO are currently in discussion with Parkinson's UK around potential areas of collaboration.

The Scottish Government provides annual funding of over £490,000 for the Scottish Dementia and Neuroprogressive Disease Research Network. The network supports a wide range of research studies in Neuroprogressive disease, including Parkinson’s.

The Scottish Government held a round table discussion with stakeholders in February 2017 to discuss the ethnicity evidence base and identify evidence gaps to inform the development of Scotland’s Equality Evidence Strategy. The organisations represented included: Coalition for Racial Equality and Rights (CRER); CEMVO Scotland; BEMIS; Equality & Human Rights Commission (EHRC); academics from Heriot Watt University and University of Strathclyde; and Scotland’s Race Equality Framework Adviser.

The second event focussing on improving ethnicity evidence will be held during 2018 and is in the process of being set up although the no date has yet been confirmed. The Scottish Government intends to invite the above groups to the next event and would be happy to consider others felt to be relevant.

The Scottish Government is supporting the implementation of the 1+2 language policy which is due to be delivered by 2021 and will entitle pupils to learn two languages in addition to their mother tongue. It is for local authorities to decide which languages will be offered. The first additional foreign language will continue to be one of those available at National Qualification level which are German, French, Spanish, Urdu, Chinese languages and Italian. There is also the opportunity for schools to offer the Scottish Qualification Authority Modern Language for Life and Work Award which is also available in Russian and Polish.

It is not possible to say what percentage of the curriculum is comprised of language learning. Curriculum for Excellence does not specify a particular time allocation for individual curriculum areas; it is up to local authorities and schools to allocate sufficient time so that the entitlement for each is met. However, the entitlement to language learning begins in P1 and it is expected that language learning continues for all until the end of the third year of secondary. Although this question relates to foreign languages, the 1+2 language policy entitlement also includes Gaelic, Scots and British Sign Language.

This information is not held centrally.

Language learning was not routinely offered across the primary sector before the Scottish Government’s manifesto commitment to the 1+2 policy in 2011. The implementation of this language policy is progressing well and there is an expectation that all young people will be receiving their full entitlement by 2021.

A partial picture of the number of pupils learning foreign languages in secondary schools can be ascertained from National Qualifications data. However, studying for National Qualifications is just one of the many ways in which young people learn modern languages. Flexible and innovative ways of learning languages are increasing, including offering languages through short courses, clubs and master classes.