Short Life Working Group on Economic and Social Opportunities for Gaelic: report

3 Recommendations

Recommendations are categorised and the group indicates, as per its remit, which body - or bodies - should be tasked with work to take forward specific recommendations, as well as prioritising implementation as follows:

Immediate - Urgent action required in the short term

Medium - Action required in the medium term

Long - Action required in the longer term

The group has not defined 'immediate', 'medium' and 'long' but, as indicated in 2.5, expects that a new sense of urgency is introduced to Gaelic development.

3.1 Population and Infrastructure

The National Strategy for Economic Transformation seeks to build a wellbeing economy based on the principles of prosperity, equality, sustainability and resilience. Gaelic has survived due to resilience and tenacity but sustainability is key, as is equality.

A Highlands and Islands Regional Economic Partnership (REP) has been established to support collaboration on strategic issues in growing the region's economy. The REP recognises the Gaelic language as one of the significant cultural strengths of the area.

Many of the challenges facing language use in Key Gaelic Communities are related to population attraction and retention. Without infrastructure such as adequate housing and reliable transport links, as well as digital connectivity, populations cannot be grown or retained. The viability of those communities is threatened and, with that, Gaelic as a community language.

Research carried out for HIE found that there is an increasing desire among young people to stay in or relocate to the region – but they require the factors in place to facilitate this, including good pay levels, high quality jobs and housing, a low cost of living (at the time of the research) and opportunities for career progression.

The group is mindful of a focus in the Faroe Islands on improving connectivity - both digital and physical through a tunnel-building programme - and tackling migration. For example, they have stepped back from promoting themselves as a tourism destination re-positioning the islands as a great place to live and work, where tourists love to visit.

The group consulted with representatives of the Welsh Government which has a number of initiatives in place including a new Commission for Welsh-speaking Communities, bringing together experts to make policy recommendations to protect and strengthen Cymraeg as a community language.

Of particular interest to the group is the voluntary 'fair chance scheme', which helps sellers make decisions about how they dispose of property, by allowing marketing at a local level only, for a fixed period. The group welcomed this type of initiative, alongside the desirability of working with estate agents to discourage them from using language such as 'second home potential' in their marketing materials.

The group also noted initiatives that were showing some success, e.g. The Highland Council's Home Purchase Scheme, which aimed to deliver around 100 homes by the end of 2022, although it was noted this scheme has not been so successful in rural areas. To have real impact in a rural area, such as Skye, the scheme would have to be reworked to account for higher home prices.

The group considered the Scottish Land Commission's Advice to Scottish Ministers on taxation which notes that, while many of the primary levers remain reserved to Westminster, the Scottish Parliament nevertheless has devolved taxation powers which could be utilised to solve some of the population and infrastructure difficulties experienced in Key Gaelic Communities.

Some relate to Land and Buildings Transaction Taxes. Some relate to reforms of Non-Domestic Rates (NDR) to incentivise the re-use of vacant and derelict sites. It is also suggested additional reliefs on NDR and council tax for newly-built properties on long-standing vacant sites could incentivise reuse. Another relates to consideration of a new power to enable local authorities to continue to apply NDR to newly derelict properties to discourage them from being allowed to fall into disrepair.

Such reforms may support diversification of ownership which could, potentially, be advantageous in levering support for Key Gaelic Communities. With concerted collaboration to solve the issues in an attempt to provide a 'level playing field' starting point, the circumstances may be created where Gaelic use is increased again, socially and in business, within those communities.

Therefore, the group believes a range of activities is needed to tackle the lack of affordable housing, including how and to whom social housing is allocated in Key Gaelic Communities. Use should be made of devolved taxation powers and land reform to enable the retention and return of people to Key Gaelic Communities. Jobs should be created in, or moved to, those communities to make them more viable. There should be financial support, and the availability of premises, for Gaelic-related businesses, particularly related to their language use.

Those elements should be central to any consideration of a 'Gàidhealtachd' area, which the group supports in principle, although the definition still needs to be developed. See also 3.3.

In relation to Population and Infrastructure the group recommends that:

3.1.1 As a matter of urgency, infrastructure challenges – housing, transport and digital connectivity - which undermine the 'parity of starting point' for NSET ambitions are addressed.

Lead Body: Scottish Government

Others to be involved:

• HITRANS
• Transport Scotland
• HIAL
• HIE
• Scottish Land Commission
• Crofting Commission
• Relevant Local Authorities
• Community Trusts
• Housing Associations

Timescale: Immediate

3.1.2 The Convention of the Highlands and Islands consider the potentially disproportionate impact a lack of affordable housing has on Gaelic-speaking communities, with a view to ensuring more flexible policy and faster provision of housing.

Lead Body: Convention of the Highlands and Islands

Others to be involved:

• Bòrd na Gàidhlig
• Relevant Local Authorities
• Relevant Public Bodies

Timescale: Immediate

3.1.3 NSET Entrepreneurship focus should extend to Key Gaelic Communities and support Gaelic entrepreneurs with enhanced incentives and support for business start-ups.

Lead Body: Scottish Government

Others to be involved:

• HIE
• Relevant Local Authorities

Timescale: Immediate

3.1.4 A voluntary 'fair chance scheme' be explored in relation to selling homes inviting relevant bodies to work with estate agents to enable prioritisation of housing allocation.

Lead Body: Convention of the Highlands and Islands

Others to be involved:

• Relevant Local Authorities
• Relevant Public Bodies
• Communities Housing Trust
• Estate Agents

Timescale: Immediate

3.1.5 A scheme be developed to help sustain Key Gaelic Communities with the provision of grants to enable individuals on low or modest incomes to own their own home, either through the acquisition of a site for a self-build, or the purchase and improvement of an existing property for use as their sole residence. This could perhaps be achieved through reorientation of existing Rural and Islands Housing Funds programmes.

Lead Body: Scottish Government

Others to be involved:

• Relevant Local Authorities
• Community Trusts
• Housing Associations

Timescale: Immediate

3.1.6 In Key Gaelic Communities, landowners should articulate and demonstrate how they support the language in their Land Rights and Responsibilities statement, in particular evidencing initiatives and support for projects delivering social and economic outcomes for the Gaelic language.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig
• Scottish Land Commission
• HIE
• Landowners including public agencies

Timescale: Immediate

3.1.7 Adequate affordable homes should be available with a clear strategy to ensure population retention and criteria for allocation aiming to enable and encourage the use of Gaelic in communities which have a significant cohort of speakers, primarily Key Gaelic Communities.

Lead Body: Scottish Government

Others to be involved:

• Local Authorities
• HIE
• Housing Associations
• Rural Housing Scotland

Timescale: Medium

3.1.8 In recognising the significant cultural strengths of the area, including the Gaelic language, the Highlands and Islands Regional Economic Partnership (REP) should progress the development of a unique socio-economic plan based on supporting and growing the number of Gaelic speakers.

Lead Body: Regional Economic Partnership (REP)

Others to be involved:

• REP Members

Timescale: Medium

3.1.9 'Gaelic economic zones' be explored, offering tax breaks including (but not limited to) VAT and rates relief for businesses undertaking Gaelic-related activities or whose business demonstrates significant Gaelic impact. These could be aligned to the proposed Gàidhealtachd or any area in Scotland with a qualifying business.

Lead Body: Scottish Government

Others to be involved:

• UK Government
• Revenue Scotland
• HMRC
• HIE
• Scottish Enterprise
• South of Scotland Enterprise

Timescale: Medium

3.1.10 Initially, the Western Isles and Skye should be considered for an entrepreneurial campus approach incorporating Sabhal Mòr Ostaig, UHI North, West & Hebrides, and the creative industries cluster among others. Such a campus could lead on minority language solutions that could be exported across the world and extended to other areas to foster greater collaboration.

Lead Body: Scottish Government

Others to be involved:

• UHI
• Sabhal Mòr Ostaig
• MG ALBA
• BBC ALBA
• BBC Radio nan Gàidheal
• Creative Scotland
• Screen Scotland
• Comhairle nan Eilean Siar
• Bòrd na Gàidhlig
• HIE
• Cnoc Soilleir

Timescale: Medium

3.1.11 Issues relating to housing and community-owned assets in Key Gaelic Communities caused by intestacy should be highlighted and campaigns such as the Crofting Commission's succession advice amplified.

Lead Body: Crofting Commission

Others to be involved:

• HIE
• Relevant Local Authorities
• Communities Housing Trust
• Solicitors and Estate Agencies
• Cooperative Development Scotland

Timescale: Medium

3.1.12 There should be consideration of whether a task force is needed to further assess all aspects of public policy and their effect on Key Gaelic Communities along the lines of the recently established Commission for Welsh-speaking Communities.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig
• NHS Scotland
• Relevant Health Boards
• Relevant Public Bodies
• Relevant Local Authorities

Timescale: Long

3.2 Public Sector and Gaelic Plans

The Gaelic Language (Scotland) Act 2005 places a duty on Bòrd na Gàidhlig to develop a National Gaelic Language Plan. The Bòrd also has the power to require public bodies to prepare Gaelic Language Plans.

Arguably, many services and several infrastructure developments have resulted from delivery of Gaelic Language Plans over the past 15-plus years and that progress is welcome. Equally, there is frustration at the missed opportunities through the lack of delivery on the part of some bodies. In such cases, there is very little redress other than a referral to Scottish Ministers who may decide whether or not to direct a public body to deliver outcomes in its plan.

We have observed a move in public sector Gaelic Language Plans towards delivering modest, easier targets. More substantial commitments are required if they are to make an appreciable difference to the future of the language. They would also create further employment opportunities leading to greater prosperity which would have most impact if located in Key Gaelic Communities.

The Guidance on Gaelic Language Plans should be revised, strengthened and its statutory status promoted so that it is more widely understood by public bodies. Bòrd na Gàidhlig should be more forthright in agreeing measures to ensure the best outcomes from Gaelic Language Plans.

Very importantly, once more ambitious plans are in place with clearer, significant targets, there must be an adequate mechanism in place to ensure they are delivered.

In relation to Public Sector and Gaelic Plans the group recommends that:

3.2.1 Where a body has a duty to produce a Gaelic Language Plan and a remit which includes sectors with potential for economic growth, in addition to any corporate outcomes they must consider and articulate a strategy for Gaelic as an asset within their operations.

Lead Body: Bòrd na Gàidhlig

Others to be involved:

• Scottish Government
• HIE
• Scottish Enterprise
• South of Scotland Enterprise
• Relevant Public Bodies
• Relevant Local Authorities

Timescale: Immediate

3.2.2 The system of Gaelic Language Plans (GLP) is reviewed to ensure stronger, deliverable commitments and inclusion of support for GLPs produced voluntarily, without a notice from Bòrd na Gàidhlig, which may have a positive impact in communities and aid delivery of statutory plan recommendations.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig

Timescale: Medium

3.2.3 The Guidance on Gaelic Language Plans is reviewed with an aim to secure more ambitious GLPs while strengthening measurement and delivery.

Lead Body: Bòrd na Gàidhlig

Others to be involved:

• Scottish Government

Timescale: Medium

3.2.4 Legislation should be strengthened to ensure delivery of GLPs and consideration given to the need for a Gaelic Language Commissioner with a remit to monitor the compliance of public bodies with its provisions.

Lead Body: Scottish Government

Others to be involved:

• Scottish Parliament
• Bòrd na Gàidhlig
• Relevant Public Bodies
• Relevant Local Authorities

Timescale: Medium

3.2.5 Initiatives in key sectors, in receipt of public money, should be required to manifest cognisance of Gaelic in product/services, and/or marketing, or justify its exclusion.

Lead Body: Scottish Government

Others to be involved:

• HIE
• Creative Scotland
• Screen Scotland
• Bòrd na Gàidhlig
• NatureScot
• Historic Environment Scotland
• SportScotland
• Relevant Local Authorities

Timescale: Medium

3.2.6 Ar Stòras Gàidhlig should be updated to give an up-to-date picture of economic growth related to Gaelic since the original study was published in 2014.

Lead Body: HIE

Others to be involved:

• Bòrd na Gàidhlig
• Creative Scotland
• NatureScot
• Relevant Local Authorities

Timescale: Long

3.3 Communities

Many of the group's recommendations in previous sections relate to strengthening the viability of Key Gaelic Communities and other communities where the language is spoken. Lively, healthy communities could lead to increased opportunity and desire to use Gaelic which, in turn, could lead to additional social, wellbeing and economic benefits.

However, it cannot be assumed this will automatically be the case, so a range of interventions will continue to be needed to support the use of Gaelic in a social context as well as equipping people to be more entrepreneurial in their community activism.

The group is broadly in favour of the designation of Gàidhealtachd areas, although the precise definition is still to be confirmed. The group takes the view that, in a Gàidhealtachd, there should be a presumption that education, social activities and a wide range of services through public bodies and businesses, should be available in Gaelic. There should also be a presumption that public policy, in particularly initiatives such as Local Place Planning and Island Impact Assessments will be sensitive to the linguistic needs of areas which should have a designation which reflects those needs.

In the first place, people living in those communities must have the ability and opportunity to work. Jobs need to be created, or retained, in Key Gaelic Communities and should be designated as Gaelic essential. Businesses in those communities could be incentivised, through tax breaks, support to acquire assets or the making available of affordable premises, to create more jobs, promote the use of Gaelic in the workplace and include elements of Gaelic culture in advertising their products.

Community animateurs have been a feature of strengthening communities for decades. To attract those who could work specifically in Gaelic roles requires some degree of certainty that their employment will be secure. Longer-term commitments to those roles are needed, while support and the availability of suitable training could be another factor in retention.

There is evidence that the lack of childcare in some island communities is an impediment to living and working there. There is also anecdotal evidence that some playleaders and Pupil Support Assistants move into teaching because of their positive experiences of working with children in early-years and school settings. It follows that, perhaps, some of the challenges relating to workforce and education (see 3.4) could be overcome with better childcare provision and additional employment opportunities in schools.

The Health and Social Care sector is also important in Key Gaelic Communities where care should be available in the preferred language of many, while jobs are provided where Gaelic is used.

A greater understanding is needed of the potential of social capital - the way in which people in communities interact with each other to bring about change, or the glue which keeps communities together and helps them thrive. Decisions on linguistic development in Key Gaelic Communities should, as far as possible, be taken by the people living there and benefit should accrue to the community. As far as possible, there should be community representation on all bodies which will have an impact on the places in which they live.

Investment in new spaces is needed to provide focal points for Gaelic, and other, social activities which contribute to community confidence, increased economic activity and population retention. At the same time, there should be affordable access to existing facilities, such as schools, to enable a wider range of Gaelic activities and adult learning to take place.

There should be a mechanism to welcome people coming to live in Key Gaelic Communities which includes the provision of information on the importance of the Gaelic language, the benefits of Gaelic education and encouragement to respect the language and participate in Gaelic social activities.

In relation to Communities the group recommends that:

3.3.1 A network of properly resourced Gaelic Officers should be maintained over a sustained period to act as stimulators of a range of Gaelic social initiatives within Key Gaelic Communities as well as other areas. There could be a range of management arrangements in place, but there should be learning opportunities attached to the roles.

Lead Body: Bòrd na Gàidhlig

Others to be involved:

• Scottish Government
• HIE
• Relevant Local Authorities
• Gaelic Organisations
• Community Trusts

Timescale: Immediate

3.3.2 Adequate childcare services should be available in Key Gaelic Communities, with appropriate Gaelic medium training for playleaders, through Foundation Apprenticeships and other means, in immersion methods to ensure as many parents as wish to are available to work, as well as acting as a feeder to Gaelic medium education.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig
• Skills Development Scotland
• Sabhal Mòr Ostaig
• UHI North, West & Hebrides
• Relevant Local Authorities

Timescale: Immediate

3.3.3 Public sector roles in Key Gaelic Communities should be designated, as far as possible, as Gaelic essential, particularly those which align with key sectors offering maximum economic and social potential for Gaelic. This Gaelic essential designation should extend to recruitment for any island-based public sector role undertaken remotely.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig
• Relevant Local Authorities
• Relevant Public Bodies

Timescale: Immediate

3.3.4 Entrepreneurial training and awareness of relevant elements of language planning should be offered to Gaelic organisations and third sector bodies such as community and heritage trusts, as well as the network of Gaelic Development Officers, to ensure they are better supported and adequately equipped to realise economic and social opportunities at community level.

Lead Body: Bòrd na Gàidhlig

Others to be involved:

• Scottish Government
• HIE
• Gaelic Organisations
• Community Trusts
• Heritage Trusts
• Sabhal Mòr Ostaig
• Social Enterprise Academy
• Community Land Scotland

Timescale: Medium

3.3.5 Opportunities should be developed for the provision of Gaelic medium training and service delivery in the Health and Social Care Sector which has the potential for significant economic impact, particularly in island and rural communities, in addition to linguistic and wellbeing benefits. This could start in schools through an expansion of Foundation Apprenticeships delivered in Gaelic, already available in childcare and media in a small number of schools.

Lead Body: Scottish Government

Others to be involved:

• Skills Development Scotland
• Sabhal Mòr Ostaig
• UHI North, West & Hebrides
• Relevant Health Boards
• Relevant Local Authorities

Timescale: Medium

3.3.6 Support should be available for communities to create or acquire assets which offer spaces which would generate economic activity and enable greater social use of Gaelic, or to access existing spaces such as community schools.

Lead Body: Scottish Government

Others to be involved:

• HIE
• Bòrd na Gàidhlig
• Relevant Local Authorities
• Crown Estate Scotland

Timescale: Medium

3.3.7 As far as possible within the public appointments process, there should be a mechanism for the positive recruitment of local, Gaelic-speaking residents to the boards of public bodies and other committees whose activities affect Key Gaelic Communities.

Lead Body: Scottish Government

Others to be involved:

• Commission of Ethical Standards in Public Life
• Relevant Public Bodies

Timescale: Medium

3.3.8 Consideration should be given to the further potential of Settlement Officers - who facilitate people moving to, and living in, island communities - to promote the importance of the language in Key Gaelic Communities, as well as resettling people at various transition points.

Lead Body Convention of the Highlands & Islands

Others to be involved:

• Bòrd na Gàidhlig
• Relevant Local Authorities
• HIE

Timescale: Medium

3.3.9 Guidance from the Scottish Government on proposals for the introduction of Local Place Plans should consider a designation of Areas of Linguistic Sensitivity where policy intervention may be required to support and strengthen Gaelic with the development and strengthening of community agency and participation a primary aim.

Lead Body: Scottish Government

Others to be involved:

• Relevant Community Bodies
• Community Trusts
• Bòrd na Gàidhlig
• Relevant Local Authorities

Timescale: Medium

3.3.10 The legal requirement for Island Community Impact Assessments should ensure linguistic impacts are properly considered and a good practice guide should be available on undertaking community consultation in a way sensitive to the needs of Gaelic in the context of Local Place Plans.

Lead Body: Scottish Government

Others to be involved:

• Relevant Community Bodies
• Community Trusts
• Bòrd na Gàidhlig
• Relevant Local Authorities

Timescale: Medium

3.4 Education

Education is often considered a right, or a universal service, but it is also a generator of economic prosperity. The people employed to develop and provide education contribute to the economy where they live and work. In a developed economy, the education and training of Scotland's workforce is a major factor in determining how well the country's economy will perform.

Significant economic and social opportunities will arise from improving and extending Gaelic education provision at all levels and the group believes access should be enshrined in law. We recognise the practical challenges there may be in providing sufficient staffing, but a legal right – even if a qualified right initially – sends a clear signal about intent.

The Sleat peninsula in Skye has been revitalised due to the presence of Sabhal Mòr Ostaig. Ionad Chaluim Chille Ìle and Cnoc Soilleir offer learning opportunities while providing a focal point for Gaelic activities in Islay and South Uist respectively. Development of those building-based organisations, as well as the establishment of new schools, have brought construction and maintenance jobs which provide short-term economic benefits but lead to longer-term benefits through the jobs those capital projects enable.

Expansion of Gaelic education is needed, first and foremost, to grow confident, well-educated, Gaelic speakers. Some may use the language socially and make a valuable contribution to Gaelic community life. Others may participate in generating economic activity using the language in business, or in providing public services by filling an increasing range of Gaelic-related jobs, including teaching. There will be a reliance on a proportion of Gaelic learners as well as pupils in Gaelic medium education.

The presence of a school which employs a number of Gaelic teachers in any community, rural or urban, creates economic benefits as well as providing a resource for social interaction in the language. More education jobs in communities of all kinds will have a positive economic effect. In rural and island areas such as those the group consider Key Gaelic Communities, the contribution from comparatively well-paid jobs is felt more significantly. Expansion of Gaelic education will add value over the long term while further new provision which requires building works will offer short-term economic activity and benefits.

The group fully recognises the workforce challenges which exist, but teacher shortages are not unique to Gaelic education. Creative solutions will be required such as financial incentives, already employed in relation to other shortages including those offered to teachers of STEM subjects. Gaelic Foundation Apprenticeships could lead to some young people 'getting the bug' to work with young people who may progress into teaching, as could some opportunities available in the arts and sport. Above all, teaching in Gaelic must be an attractive prospect. Key to that is fully supporting Gaelic teachers in all aspects of their work and providing adequate resources.

Parents should have reasonable expectations of a continuum in Gaelic education between all points of transition. Expansion is needed at all levels, but particularly at secondary school level.

While there is a high level of awareness of recruitment problems, more support is needed to ensure local authorities can provide better secondary Gaelic medium provision. Designating certain schools as Gaelic medium schools would signal a clear intent to enhance provision, albeit time would be needed to develop the offering in all centres. There are some, however, such as Portree High School, which could quickly be developed into a national centre of excellence in Gaelic medium education, with appropriate additional resource from the local authority.

The group believes schools in Key Gaelic Communities or in urban settings where a Gaelic medium school feeds into a local secondary school, should be designated as Gaelic medium schools. On that basis, the list would include the Nicolson Institute, Sir E Scott Secondary School, Sgoil Lionacleit, Castlebay Secondary School, Portree High School, Lochaber High School, Tiree High School, Islay High School and Oban High School. In a city context, Glasgow already has a designated secondary school, one is promised in Edinburgh and Inverness Royal Academy should be included.

Content-based language learning puts an additional onus on Gaelic teachers. Better support is needed in the classroom to enable teachers to deliver the purpose, outlined in the Statutory Guidance on Gaelic Education, of ensuring that "children achieve equal fluency and literacy in both Gaelic and English, whilst reaching expected attainment levels in all other areas of the curriculum through the medium of Gaelic." Additional classroom help at all stages, but particularly during the immersion phase, should be a feature of improvement.

While the Statutory Guidance on Gaelic Education provides a good outline of what parents should expect from Gaelic education, awareness of it appears to be low among local authority officers and elected representatives. There are gaps, too, and the Guidance would benefit from review and renewal, alongside awareness-raising of its provisions among parents, policymakers and education providers.

Above all, if Gaelic education is to achieve its main purpose as well as providing economic and social opportunities, it must be properly resourced. This applies as much to human resources as it does to financial resources, with the latter reliant on the former. Funding for Gaelic education must be more mainstreamed and viewed alongside general costs of providing education while its needs are considered in all Scottish Government education policies.

In relation to Education the group recommends that:

3.4.1 In order to fully realise economic, as well as educational, benefits a strategy is developed urgently to begin overcoming the disparity in provision in Gaelic secondary education, which inhibits fuller language acquisition and confidence in language use, with the aim of ensuring a broad range of subjects is available through the medium of Gaelic to certificated level.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig
• SQA (or successor)
• Education Scotland (or successors)
• Local Authorities

Timescale: Immediate

3.4.2 A new initiative is introduced urgently to attract new teachers while pro-actively persuading teachers qualified to teach in Gaelic, who do not currently, to work in Gaelic education. Both strands may require the establishment of a range of financial incentives, support and confidence-building initiatives to enhance the appeal of teaching in Gaelic.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig
• GTCS
• Education Scotland (or successors)
• Relevant Local Authorities

Timescale: Immediate

3.4.3 As far as possible teacher education should be delivered through the medium of Gaelic with new concerted efforts to ensure GME teacher education is (i) incentivised centrally and (ii) made as accessible as possible, including through the employment of distance learning, as long as that does not compromise the Gaelic language skills acquisition required to produce successful teachers.

Lead Body: Scottish Government

Others to be involved:

• Scottish Funding Council
• Teacher Education Institutions
• GTCS
• SQA (or successor)
• Education Scotland (or successors)
• Local Authorities

Timescale: Immediate

3.4.4 Adequate, regular support for early years practitioners and Gaelic teachers be put in place to improve conditions and retention, including immersion techniques, ongoing CPL in language skills and the provision of a wider range of quality resources to negate the need for teachers to produce so much of their own materials.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig
• Sabhal Mòr Ostaig
• UHI North, West & Hebrides
• Stòrlann Nàiseanta na Gàidhlig
• Education Scotland (or successors)
• Other resources providers
• Relevant Local Authorities

Timescale: Immediate

3.4.5 A range of initiatives continue to be supported to facilitate Gaelic learning among adults in communities, the media, online and in further and higher education establishments.

Lead Body: Scottish Government

Others to be involved:

• Sabhal Mòr Ostaig
• MG ALBA
• BBC ALBA
• BBC Radio nan Gàidheal
• Bòrd na Gàidhlig
• Relevant Local Authorities
• UHI North, West & Hebrides

Timescale: Immediate

3.4.6 Gaelic education should be developed at all levels, with access improved through transport and use of technology, where appropriate, and acknowledgement of the economic, as well as educational, benefits from improved and expanded provision. In particular, consideration should be given as to how a legal right to Gaelic education may be implemented to ensure expansion in provision and improved access.

Lead Body: Scottish Government

Others to be involved:

• Scottish Parliament
• Bòrd na Gàidhlig
• SQA (or successor)
• Education Scotland (or successors)
• Scottish Funding Council
• Local Authorities
• COSLA

Timescale: Medium

3.4.7 To begin improving the secondary Gaelic medium offering, relevant local authorities should consult on the potential to designate certain secondary schools as Gaelic medium schools which, through annual reporting, would demonstrate clear ambitions to develop Gaelic secondary provision, even if there are challenges in the short-term.

Lead Body: Scottish Government

Others to be involved:

• Comhairle nan Eilean Siar
• The Highland Council
• Argyll & Bute Council
• City of Edinburgh Council
• Bòrd na Gàidhlig

Timescale: Medium

3.4.8 A range of Gaelic medium Foundation Apprenticeships should be available in S5-6 for pupils wishing to pursue careers in early years & social care, the creative industries, culture, heritage, tourism, sport, food & drink and the natural environment where the use of Gaelic would be an advantage or its promotion encouraged.

Lead Body: Skills Development Scotland

Others to be involved:

• Scottish Government
• Bòrd na Gàidhlig
• Sabhal Mòr Ostaig
• UHI North, West & Hebrides
• SQA (or successors)
• Education Scotland (or successors)
• Local Authorities

Timescale: Medium

3.4.9 Gaelic language teaching for learners be compulsory for all S1-S3 pupils in secondary schools in Na h-Eileanan Siar, Skye & Lochalsh, Lochaber, Tiree and Islay along with access for those wishing to gain a qualification in S4-S6. This could apply in other places where GM pupils feed into secondary schools, for example Inverness, Glasgow and Edinburgh.

Lead Body: Scottish Government

Others to be involved:

• Bòrd na Gàidhlig
• SQA (or successors)
• Education Scotland (or successors)
• Relevant Local Authorities

Timescale: Medium

3.4.10 Statutory Guidance on Gaelic Education should be reviewed and refreshed and its status promoted widely within Scottish education with a range of mechanisms put in place, through policy, annual reporting and school inspections, to ensure adherence to its principles by local authorities and education policymakers.

Lead Body: Bòrd na Gàidhlig

Others to be involved:

• Scottish Government
• Scottish Funding Council
• GTCS
• SQA (or successors)
• Education Scotland (or successors)
• Comann nam Pàrant Nàiseanta
• Relevant Local Authorities

Timescale: Medium

3.4.11 A Gaelic medium curriculum is developed which is not a translation of the English curriculum but includes ongoing language acquisition, learning about Scottish history, the richness of Gaelic culture and concepts unique to Gaelic, such as the environmental stewardship inherent in dùthchas with a potential tie to 3.5.5.

Lead Body: Education Scotland (or successors)

Others to be involved:

• Scottish Government
• Bòrd na Gàidhlig
• Stòrlann Nàiseanta na Gàidhlig
• SQA (or successors)
• GTCS
• Relevant Local Authorities
• Teacher Education Institutions
• NatureScot

Timescale: Long

3.5 Key Sectors

The group considers that the key areas which offer the best prospects for social use of the language and economic benefit from Gaelic include education, provision of public services, early years & social care, the creative industries, culture, heritage, tourism, sport, food & drink and the natural environment.

Section 3.3 outlines how more ambitious Gaelic Language Plans could lead to further jobs in the public sector while 3.4 deals with the social and economic opportunities which could arise from an expansion in Gaelic education.

The creative industries, including broadcasting and the arts, are major contributors to the Scottish economy. In terms of Gaelic, they are significant employers and generators of economic outputs.

MG ALBA's most recent Economic Impact Assessment, for example, shows 310 FTEs are supported by the organisation's work providing GVA of £17.2m - £1.34 for every £1 invested and clear potential for further growth. The Fèis movement supports 116.5 FTEs across Scotland - including 75 FTEs in the Highlands and Islands - generating an annual income from employment in Scotland of around £3m. An Comunn Gàidhealach reported that the 2022 Royal National Mòd provided a £2.5 million boost to Perth's economy over the course of the nine-day event. Along with the creative industries, but including education and other public sector jobs, a 2022 report for Glasgow City Council estimated that more than 700 FTEs in Glasgow could be attributed to Gaelic with an estimated GVA to the Glasgow economy in the region of £21.6m per annum.

These are just a few elements of the creative industries which offer potential for greater economic and social outcomes through the further development of a range of media productions, music, literature, theatre performances and festivals. This would apply to organisations and individuals who operate or express themselves in Gaelic as well as those for whom Gaelic is an enhancement or a feature of a particular work.

The creative industries and other key sectors, including sport and outdoor activities, contribute greatly to wellbeing as has been evident during the Covid pandemic years. They are also the means by which many people engage with the language for the first time or, as has been seen recently, begin learning the language, particularly as adults.

There has been a surge in heritage activities, and tourism related to that and Gaelic culture more widely, with 1 in 3 visitors stating they have an interest in learning more about Gaelic when they come to Scotland. While there is great demand for outdoor experiences, the relationship between Gaelic language and culture and the natural environment seems to be an area of potential growth.

There is a need to develop and improve the offering to meet demand, which would encourage wider use of Gaelic, increase economic activity and contribute to self-esteem and wellbeing.

As outlined in Ar Stòras Gàidhlig, tourism opportunities can relate to an internal Gaelic speaking/learning market or a national and international market where the role of Gaelic enhances the distinctiveness and appeal to tourists of specific locations.

There has been recent growth in sporting activities delivered in Gaelic and this has led to greater diversity in social use of Gaelic with the economic, social and wellbeing benefits this sector brings. Likewise, wider outdoor activities which have the potential to offer a direct connection to Gaelic language and culture.

In relation to Key Sectors the group recommends that:

3.5.1 While acknowledging the potential of Creative Scotland's Place Partnership Programme, a national Gaelic Arts Strategy be developed outlining ways to support and enhance the economic opportunities for those working in the arts and screen industries where Gaelic is the medium of delivery or is related to the work being undertaken in the artform.

Lead Body: Creative Scotland

Others to be involved:

• Scottish Government
• Bòrd na Gàidhlig
• MG ALBA
• Screen Scotland
• EventScotland
• National Companies
• Gaelic Arts Organisations

Timescale: Immediate

3.5.2 In recognition of the economic, social and educational importance of the broadcast and digital media, increased funding should be made available to MG ALBA, and others, to enable the development of a range of new programmes, a larger proportion to be made in Key Gaelic Communities, for broadcast on television, radio and on digital platforms with a strong language policy which increases the use of Gaelic with optional subtitles.

Lead Bodies:

• Scottish Government
• MG ALBA

Others to be involved:

• BBC
• Department of Culture, Media & Sport
• Creative Scotland
• Screen Scotland
• Other digital broadcasters

Timescale: Immediate

3.5.3 The partnership established by VisitScotland to support Gaelic tourism should be continued with a wide range of bodies working towards improving the Gaelic experience for visitors.

Lead Body: VisitScotland

Others to be involved:

• Scottish Government
• Bòrd na Gàidhlig
• Creative Scotland
• EventScotland
• HES
• HIE
• MG ALBA
• Sabhal Mòr Ostaig
• Gaelic Organisations
• Heritage Trusts
• Relevant Local authorities
• Destination Management Organisations

Timescale: Immediate

3.5.4 A range of industry training opportunities should be developed to prepare people to work in the media, as far as possible through the medium of Gaelic, to increase employment opportunities, use of Gaelic and provide a range of transferable skills.

Lead Body: MG ALBA

Others to be involved:

• Independent Production Companies
• Skills Development Scotland
• Sabhal Mòr Ostaig
• UHI

Timescale: Medium

3.5.5 As called for in a 2021 scoping exercise for NatureScot, Ecosystem Services and Gaelic, further research be undertaken exploring the role Gaelic language and culture, and its relationship with the Highland landscape, has in promoting self-esteem, health and wellbeing with a view to improving knowledge, access and creating social and economic opportunities relating to the natural environment.

Lead Body: NatureScot

Others to be involved:

• Scottish Government
• Bòrd na Gàidhlig
• Relevant Local Authorities

Timescale: Medium

3.5.6 In addition to specific recommendations in 3.5.1-3.5.5, economic opportunities should be strengthened by increasing support for Gaelic organisations, companies and individuals working across the range of key sectors to expand provision, employ more people and strengthen communities further.

Lead Body: HIE

Others to be involved:

• Bòrd na Gàidhlig
• Creative Scotland
• VisitScotland
• Screen Scotland
• HES
• Heritage Trusts
• Education Scotland (or successors)
• MG ALBA
• SportScotland
• Local authorities and arms-length bodies

Timescale: Medium