Chamber and committees

This is an operational matter for NHS Tayside. The Scottish Government has not conducted an impact assessment on this matter.

The Scottish Government supports the safeguarding of Scotland's cultural heritage through a range of policies, funding programmes and public bodies. Through Scotland's historic environment strategy, Our Past, Our Future, partners across the heritage sector work to sustain and enhance the benefits of the historic environment for communities throughout Scotland, including rural and island communities. The strategy emphasises strengthening community participation, supporting resilient places and recognising the contribution that heritage makes to wellbeing and identity, as well as in the local economy.

The Scottish Government has not undertaken an assessment on the impact that this decision may have on this longstanding tradition in the Western Isles. The hunt is specifically provided for in section 16(2) of the Wildlife and Countryside Act 1981 (“the 1981 Act”). This activity can only be done under licence, and in accordance with the terms of a licence issued by NatureScot.

One of the main criteria for issuing a licence under Section 16(2) of 1981 Act is that in considering an application for a licence, NatureScot gives consideration as to whether the hunt is sustainable, and by that, whether the activity would have an adverse effect on the conservation status of the species concerned, namely gannets. NatureScot took the decision to refuse a licence was based on what they believed to be the most up-to-date science available and NatureScot concluded that issuing a licence for even 500 gannet chicks this year would likely have an adverse impact on the Sula Sgeir gannet population.

The Scottish Government recognises the wide range of careers available in the horticultural sector, and the importance of effective training and educational pathways to deliver a workforce equipped with the skills and expertise demanded by the sector.

In 2026-27 the Scottish Government is investing over £2.4 bn in our post-school education and skills system, supporting the delivery of horticulture provision at education providers across the west of Scotland, including Ayrshire College, Glasgow Clyde College, New College Lanarkshire and South Lanarkshire College. While colleges and universities operate independently of Government, with responsibility for their own course provision, we recognise and support collaborative work between those sectors and industry to address horticulture skills needs.

The Scottish Government also funds the 2026-27 Lantra workplan, which supports diverse and rewarding career development in the land-based sectors, including horticulture across Scotland, the UK and Ireland. Scottish Government officials continue to attend regular Horticulture Skills Group meetings, which provide an opportunity for further and higher education institutions to connect with employers, local authorities and other organisations.

While the Scottish Government does not currently offer regional specific support for horticulture education provision, we have supported and endorsed the development of Regional Economic Partnerships (REPs). These partnerships will seek to unlock new powers, and design delivery models tailored to local priorities. This could include powers in areas such as skills, further education, economic development and planning.

There has been no interruption to the payment of grants awarded through the Crofting Agricultural Grant Scheme (CAGS). Funds can only be released once the successful applicants have completed the works and submitted their claim, which is then assessed by scheme officials.

Payments to CAGS claimants are issued once a week. The most recent payments were made on 18 August 2026.

Part a) From the announced £12.5m, approximately £5.1m has been paid to date across the financial years of 2024-25, 2025-26 and in the first quarter of 2026-27.

Table 1 below breaks down the payments made to date, broken down by i) financial year ii) per project iii) per partner country. Note that the partner country allocations may not sum to total of grant in that year due to routine over- or underspend in the previous year.

TABLE 1

Part (a): In February 2024, the Scottish Government launched a 'Call for Proposals' process (see website page https://www.gov.scot/publications/call-proposals-inclusive-education-programme/), which invited qualified organisations to submit proposals for the competitive award of grants supporting the design, implementation and management of the Scottish Government’s International Development Inclusive Education Programme in Malawi, Rwanda and Zambia.

An internal Scottish Government panel, together with input from Zambia's Ministry of Education on behalf of all three partner countries, scored the applications. The highest-scoring proposals led to a grant award to Link Education International (for Strand 1, which became the RISE project), and OXFAM GB (for Strand 2, which become the GIRLS project).

Part (b)

RISE Project: The lead implementing organisation is Link Education International, who implement the project through three local organisations: Link Community Development Malawi, Chance for Childhood in Rwanda, and School to School Zambia.

GIRLS Project: The lead implementing organisation is Oxfam GB, who implement the project through three local organisations: Concerned Youth Organisation in Malawi, Young Women’s Christian Association in Rwanda and Young Women’s Christian Association in Zambia.

Part c). As set out in the answer to S7W-01962 on 20 August 2026, to date Oxfam GB has been paid £2,052,862, and Link Education International has been paid £3,086,573. The partner organisations working with each project are listed below, with estimate amounts paid to each for the purposes of implementing the contract, to date since commencement of the projects

1. RISE project

Link Education International (grant-holder): £211,885

Link Community Development Malawi: £937,901

Chance for Childhood Rwanda: £949,875

School to School Zambia: £986,912

2. GIRLS project

Oxfam £922,871

Concerned Youth Organisation Malawi: £285,000

Young Women’s Christian Association in Rwanda: £600,957

Young Women’s Christian Association in Zambia: £244,034

Part d). The following outputs and outcomes were set for delivery partners at the commencement of the programme, as set out in the logical framework documents maintained by each project, with targets set for each project.

1. RISE project outcomes

1.Access, enrolment and attendance: Children with disabilities attend school regularly

2.Retention: Children with disabilities, particularly girls, are retained throughout the course of the programme

3.Perception: There is a positive change in the perception of children with disabilities, particularly girls, and their families

4.Wellbeing: Children with disabilities, particularly girls, have more confidence

2. RISE outputs

1.Children with disabilities' access to screening, assessment, referrals and assistive devices is available and improved

2.Inclusive education is included in the day to day operations of schools

3.Community and school staff are orientated to CWD safety and wellbeing needs

3. GIRLS project outcomes

1.Increased provision of scholarships and other supportive interventions to remove barriers for young women to access and complete secondary education and transition from secondary to tertiary education and TVET.

2.Increased girls and women’s enrolment, retention, participation and performance in Technical and Vocational Education and Training (TVET) and science, technology, engineering, and mathematics (STEM) subjects.

4. GIRLS project outputs

1.Increased bursaries to girls and young women at secondary education, tertiary and TVET institutions, within the impact areas.

2.Improved access to schools by girls and other vulnerable children, within the project localities.

3.Improved access to safe learning environments at secondary, TVET, and tertiary schools and safe working environment for targeted female learners

4.Increased knowledge of STEM and TVET opportunities for targeted girls and young women localities.

5.Improved provision and access to counselling, career guidance, mentorship and role models for program participants

6.Improved capacity of teachers in pedagogy, STEM and TVET, within the project impact schools

Part e)

The outputs and outcomes are expected to be achieved by the end of the programme, and will be assessed through project monitoring and evaluation activities.

All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers.