7. To ask the Scottish Government what it is doing to address any challenges in relation to the accessibility of traditional skills programmes to ensure that young people have access to the same career opportunities. (S6O-02948)

Historic Environment Scotland continues to champion traditional skills and is working with stakeholders across the country to address traditional skills gaps to ensure that our historic buildings can thrive as part of the country’s sustainable future.

In addition, Skills Development Scotland delivers careers information, advice and guidance in all state secondary schools and in dedicated centres and community locations nationwide. Its all-age service empowers people from all communities to make their own learning and career decisions based on the best available career intelligence.

The closure of Edinburgh College’s stonemasonry programme has raised serious concerns about the future of stonemasonry in the capital and across Scotland. A recent stonemasonry survey report found that more than 200,000 buildings in Scotland were built before 1919, and it stated that we will

“need a healthy supply of stonemasons to adapt” them

“to ensure our buildings are fit for purpose ... for decades to come”.

What work is the Scottish Government doing to provide for future generations of stonemasons? What work is being undertaken to develop new models to deliver national courses and apprenticeship schemes?

I associate myself with Miles Briggs’s comments in relation to the importance of the matter. As he does, I recognise the need to ensure that stonemasonry, like other traditional skills, is prioritised in our apprenticeship and training offering. The Minister for Culture, Europe and International Development and I have tasked Historic Environment Scotland with developing proposals for a sustainable future model that ensures that we will continue to be able to access the skills that are required to maintain our historic buildings.

However, it must be recognised that delivery of stonemasonry apprenticeships is costly and that the number of apprentices involved do not provide a sufficient critical mass to allow for courses to be delivered across a multitude of locations. Therefore—although I do not wish to prejudge matters—a model involving a centre or centres of excellence might be the best way forward. Currently, three colleges—City of Glasgow College, UHI Moray and Forth Valley College—are engaged in such delivery.

I hope that I have provided Miles Briggs with some reassurance. Given his long-standing and genuine interest in the topic, I would be happy to continue to engage with him on it.