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(a) The eligibility criteria for the Digital start fund required applicants to meet at least one of the following conditions:

? Unemployed

? In receipt of a low income benefit such as Universal Credit

? Employed on an income of £16,000 or less

? Experience two or more barriers or disadvantages as defined by Scottish Government’s .

SDS, who administered the fund, do not hold the data necessary to determine how many participants met each of these specific criteria.

(b) Over three years, the Digital Start Fund supported 468 individuals with 380 candidates completing training. Their employment status when starting the training is broken down as follows:

? Year One: unemployed individuals 55.7%; employed 28.7%

? Year Two:unemployed individuals 71.3%; employed 18.3%

? Year Three: unemployed individuals 50.9%, employed 35.3%

The SQA publish information on the number of entries to Higher subjects by male and female candidates on the attainment statistics pages of their website:

Based on this the percentage of entries to Higher computing science by female candidates in each year between 2021 and 2023 can be found in the following table.

Table: Percentage of entries to Higher computing science from female candidates, 2021 - 2023

The Digital Start Fund was established in 2019 and ran for three years. Scottish Government provided SDS with £3,083,383 for the Digital Start Fund programme.

Education Scotland published the results of a deep dive on attendance in November 2023, which sought to understand the current barriers and challenges which influence school attendance and make recommendations on how local authorities can support increased attendance. All 32 local authorities were consulted as part of the work, with 14 local authorities and 18 schools taking part in case studies. The case studies indicated that pupil mental health is a key concern and is believed to be a significant driver behind absence.

The Behaviour in Scottish Schools Research (BISSR), published in November 2023, included insights into behaviours that were related to attendance and engagement in school. Attendance and school avoidance was identified as a significant issue post-COVID 19 by school staff and local authority representatives. Across local authority areas, representatives spoke about a small but persistent cohort of students who had experienced difficulties in returning to school post-COVID-19 and were continuing to learn online and in the community. The research found that some school staff felt that the disruption had made pupils feel that in-school attendance wasn’t important, while others felt that low attendance was related to mental health issues as a result of the pandemic.

The Scottish Government provides guidance for local authorities to support the preparation of Local Housing Strategies including the provision of accessible and specialist housing. Separate guidance requiring local authorities to set all-tenure wheelchair accessible housing targets as part of their Local Housing Strategy has also been provided.

Where local authorities identify a strategic requirement for a particular type of home, including wheelchair accessible housing, projects to support delivery of these homes are expected to be included in Local Authority Strategic Housing Investment Plans for delivery through the Affordable Housing Supply Programme.

The Scottish Government hasn’t carried out analysis to establish reasons for students withdrawing from college, by week of course.

Information on college withdrawals is collected by the Scottish Funding Council. Some data on the reason for withdrawing is included in the technical annex of the College Performance Indicators publication, though this isn’t broken down to week of course.

The Scottish Government has not made any specific assessments in this regard, the Scottish Funding Council published a report on the impact of the programme of college mergers in Scotland in 2012-13 and 2013-14, available on their website here: .

The Scottish Government and SFC are very conscious of the challenge colleges face. We are working collaboratively as part of the Colleges: Tripartite Alignment Group and the tripartite group provides strategic direction on the pressures and opportunities facing colleges and I take a strong interest in its work as I ensure we do all we can to support colleges. Further detail on the work of this group is available here: .

Staffing costs and ratios are operational matters for colleges to determine. The Scottish Government has no locus to benchmark staffing costs and ratios in the college sector.

Staffing costs and pay structures are operational matters for colleges to determine. The Scottish Government has no locus to review pay structures and staffing costs in colleges.

The Scottish Government meets and engages with Audit Scotland regarding their annual publications on Scotland's Colleges which are published on Audit Scotland’s website. Audit Scotland’s most recent publication can be found here : . However, there has not been specific discussion regarding Audit Scotland’s scrutiny of overall staffing budgets and spend in colleges.