Parliamentary questions can be asked by any MSP to the Scottish Government or the Scottish Parliamentary Corporate Body. The questions provide a means for MSPs to get factual and statistical information.
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To ask the Scottish Government what plans it has to publish updated metrics on early learning and childcare workforce development, including qualifications, turnover and access to training.
To ask the Scottish Government what (a) financial and (b) logistical support is currently available to practitioners seeking to upskill through formal early learning and childcare qualifications.
To ask the Scottish Government how many practitioners have exited the early learning and childcare sector in each of the last five years, broken down by (a) qualification level and (b) local authority area.
To ask the Scottish Government what targeted measures it is taking to reduce staff turnover in early years settings in (a) general and (b) areas with persistent recruitment difficulties.
To ask the Scottish Government what recent action it has taken to improve recruitment and retention within the nursing workforce, in light of the Royal College of Nursing’s report, The Nursing Workforce in Scotland 2025.
To ask the Scottish Government what specific actions within its strategic childcare plan for the period 2022-26 are intended to improve (a) qualifications and (b) workforce retention in early learning and childcare.
To ask the Scottish Government whether it will publish the current average waiting times for hearing aid replacements, broken down by NHS board.
To ask the Scottish Government, in light of the publication of its Programme for Government 2025-26, what action it is taking to ensure that alcohol harm prevention is integrated into its health agenda.
To ask the Scottish Government whether it has assessed the sufficiency of current (a) pay, (b) career progression and (c) conditions in retaining experienced early learning and childcare staff.
To ask the Scottish Government whether it has undertaken any analysis of child development outcomes in settings led by graduate-level staff, compared with those without.