►
Description
1. Declaration of interests: Claire Baker will be invited to declare any relevant interests.
2. Choice of Deputy Convener: The Committee will choose a Deputy Convener.
3. Decision on taking business in private: The Committee will decide whether to take item 4 in private.
4. Erasmus+: The Committee will take evidence from—
Jackie Killeen, Director, British Council Scotland;
Emily Beever, Senior Development Officer, YouthLink Scotland;
Luke Humberstone, President, NUS Scotland;
Marion Spöring, Chair University Council for Modern Languages Scotland (UCMLS), Senior Lecturer in Applied Languages and European Studies, University of Dundee;
Daniel Evans, Centre Head, Commercial and Marketing, West Lothian College.
5. Scottish Government Reports: The Committee will consider a series of biannual reports produced by the Scottish Government in relation to EU issues.
6. Erasmus+: The Committee will consider the evidence heard earlier in the meeting.
7. Draft Budget Scrutiny 2018-19 (in private): The Committee will consider its report.
Published by the Scottish Parliament Corporate Body.
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A
Morning
and
welcome
to
the
first
meeting
in
2018
of
the
culture,
tourism,
Europe
and
External
Relations
Committee
I
like
to
remain
members
of
the
public
to
turn
off
mobile
phones
and
any
members
of
the
committee
using
electronic
devices
to
access
committee
papers.
Should
please
ensure
that
they're
switched
to
silent.
The
first
item
of
the
agenda
is
a
declaration
of
interests.
Claire
Baker
was
appointed
to
the
committee
on
Wednesday
in
place
of
Lewis
MacDonald
and
I'd
like
to
warmly
welcome
clear
to
the
committee
I'm
sure.
A
A
You
clear
and
the
parliament
has
agreed
the
only
members
of
the
Scottish
Labour
Party
are
eligible
for
nomination
as
deputy
convener
and
as
Clare
Baker
is
the
party's
nominee
to
the
committee.
Do
we
agree
that
she
will
be
deputy
convener
and
our
third
item
of
business
today
as
a
decision
on
taking
agenda
item
six
in
private
are
members
of
Leeds.
A
Our
next
item
of
business
today
is
a
panel
discussion
on
the
Erasmus
programme.
This
part
of
the
meeting
will
be
broadcast
on
Facebook,
live
and
I'd
like
to
welcome
anyone
observing
today's
meeting
from
Facebook
to
the
public
gallery
and
I
would
also
like
to
welcome
the
witnesses
today.
Jackie
Killeen,
director
of
the
British
Council
in
Scotland
Emily,
beaver
the
senior
development
officer
with
Youthlink
Scotland
and
Luke
Humberstone,
president
of
NUS
Scotland
Marion
sporting
senior
lecturer
at
the
University
of
Dundee
and
Daniel
Evans,
who
is
the
center
head
commercial
and
marketing
of
West
Lothian
College?
A
Thank
you
all
for
attending
this
morning,
and
many
members
of
the
committee
will
already
be
familiar
with
the
Erasmus
programme
in
different
ways.
Indeed,
I
believe
for
several
members
of
the
committee.
I
have
already
participated
in
Erasmus
programmes,
and
we
were
please
that
him,
the
Jack,
came
Center,
hosted
a
business
development
T
M
last
year,
M
and
told
us
a
lot
about
the
Erasmus
program,
so
there's
a
great
deal
of
them
positive
feeling
towards
Erasmus,
and
that's
one
of
the
reasons
why
we
were
keen
to
find
out
more
and
to
give
them
different
participants.
A
The
opportunity
to
lay
the
way
to
public
in
Scotland
know
more
about
Erasmus
and
tackle
some
of
the
questions
about
what
the
future
of
Erasmus's
in
the
context
of
breaks
its
so
aware
that
you
all
represent
very
different
approaches
to
Erasmus
and
I
think.
Perhaps
it
would
be
helpful
and
to
start
off
with
talking
about
M
what
your
particular
organizations
do
in
relation
to
their
most
programs.
Who
would
like
to
start
Jackie?
Would
you
like
to.
C
Start
yes,
I'm
happy
to
thank
you
very
much
convenient.
Thank
you
for
the
opportunity
to
come
and
share
what
we
think
is
an
incredibly
important
story
about
Erasmus
plus
and
its
contribution
in
Scotland.
The
British
Council
is
the
UK's
Organization
for
international
cultural
relations
and
education
opportunities
and,
along
with
a
chorus,
we're
the
national
agency
for
running
the
erasmus+
programme
and
the
in
the
UK,
and
have
done
that
since
2014.
Thank
you
very
much.
Emily.
D
Hi
hi,
thanks
for
having
me
here
today,
I'm
representing
you,
slink
Scotland,
where
the
national
agency
for
youth
work
in
Scotland,
we're
a
membership
organization
and
so
have
members
from
organizations
that
you're
recognized
like
Scouts
and
Girl
Guiding
Duke
of
Edinburgh,
as
well
as
smaller,
more
local
level,
Youth
Work
organisations
and
we're
obviously
representing
and
talking
today
about
the
youth
element
of
erasmus+.
Thank.
E
F
G
Name
is
whispering,
thank
you
very
much
for
the
opportunity
to
speak
to
you
and
the
chair
of
the
UC
MLS,
the
University
Council
for
model
languages
in
Scotland,
and
we
represent
model
languages,
departments
and
sections
and
universities
in
Scotland,
and
we
work,
of
course,
in
all
our
institutions,
but
also
in
collaboration
with
the
teacher
training,
with
schools
with
suit
Scotland's
national
language
center
to
promote
Erasmus
and
through
that,
of
course,
language,
learning
and
intercultural
experience.
I
can
talk
about
that.
Thank.
A
H
Good
morning,
my
name
is
Daniel
Evans
from
West
Lothian
College
I'm
responsible
for
the
international
program
at
the
college
and
I'm
here
today.
Just
to
tell
you
about
the
experience
that
we
as
a
college
of
heart
with
it
erasmus+
and
how
we've
used
it
as
a
valuable
tool
to
raise
retention
and
attainment
rates
amongst
our
learners,
as
well
as
provide
more
opportunity,
so
the
more
opportunities
to
those
with
fewer
opportunities.
Thank.
B
Oh,
thank
you.
Convener
I
was
interested
in
the
figures.
Over
the
past
year,
we've
seen
the
funding
coming
to
Scotland
increased
from
16
million
to
21
million.
If
the
witnesses
had
any
views
on
what
has
led
to
that
success.
What
factors
might
be
involved
in
that
and
falling
on
from
that,
if
you've
seen
so
far
any
impact
on
the
decision
to
leave
the
EU,
if
that's
having
any
impact
on
either
institutions
bringing
forward
applications
or
students
deciding
to
apply
for
the
program.
B
C
I
can
talk
a
little
bit
about
the
figures.
If
that's,
if
that's
okay,
so
we
were
very
much
delighted
to
see
that
uptake
growing
over
the
past
year.
It
is
the
30th
anniversary
of
the
Erasmus
program,
and
so
there
has
been
a
bigger
profile
for
the
program
overall
and
an
increased
budget
in
this
in
this
in
this
year.
So
we
think
that
that
has
probably
increased
the
profile
of
it
and
has
enabled
us
to
get
that
message
out
more
broadly.
C
H
H
So
normally
we
wouldn't
apply
again
this
year,
however,
we're
going
to
in
January
apply
for
another
two-year
one,
because
this
is
the
last
year
that
the
British
government
will
actually
guarantee
the
funding
for
erasmus+
and
what
we'll
do
is
we'll
back
load
all
the
mobilities
into
1920,
so
we're
able
to
continue
until
2020,
but
it's
actually
a
lot
of
extra
work
that
we
hadn't
really
planned
for
because
we're
in
the
middle
of
organizing
mobility.
So
it's
a
bit
of
a
strain
on
us
to
do
that,
and
also
our
partners
are
very
anxious
about
the
future.
H
B
Just
briefly,
two
other
questions
and
the
papers
we
received
gets
a
breakdown
for
the
21
million,
in
terms
of
where
the
money
went,
universities,
schools,
etc.
The
increase
was
a
particular
sector
that
benefited
from
that
increase,
or
was
a
fairly
even
across
the
board
and
I
think.
Other
colleagues
will
pick
up
on
some
of
the
broader
issues,
but
the
West
Lothian,
the
way
in
which
they
run
the
project
is
that
is
that
unique
to
the
way
in
which
is
run
in
Scotland?
It
seemed
it
had
a
different
model
in
terms
of
the
time
spent
abroad.
B
C
I'm
sure
this
will
want
to
come
in
on
this,
but
it's
it's
a
very
diverse
program,
so
it
has.
It
has
three
key
actions
as
you,
as
you
know,
so
it
enables
different
kinds
of
mobility,
exchange
and
cooperation,
but
within
each
of
those
three
key
actions
there
are
a
variety
of
approaches
and
so
organizations
that
range
from
voluntary
organizations,
youth
work
organizations
through
to
youth
groups,
colleges,
schools
and
universities
can
all
apply,
and
we
see
a
great
range
of
approaches
in
how
that
happens.
C
Some
institutions
establish
and
maintain
long
term
links
with
partners
over
a
number
of
years.
Others
will
grow
new
ones
at
different
at
different
times,
so
I
think
West.
Lavigne's
is
a
particularly
good
example
of
how
they've
approached
it
and
their
that
the
outcomes
that
they've
achieved
for
their
students
are
fantastic
as
a
result
of
that,
but
we
do
see
other
similar,
if
not
identical,
approaches
across
the
across
the
country.
I
G
At
me,
as
linguists
have
that
erasmus+
is
essential
not
only
just
for
universities
but
for
the
whole
sector,
because
we
need
graduates,
but
we
also
need
people
in
vocational
training.
We
need
better
trained
teachers,
so
it's
really
an
interlinked
issue
in
community
education,
and
that
was
the
point.
I
truly
tried
to
address
in
my
paper
that
we
need
erasmus+
is
essential
and
that
it
needs
to
tie
in
with
all
educational
sectors.
So
if
we
lost
this,
this
would
be
a
major
disaster.
I
would
think.
D
Those
opportunities
and
Youthlink
itself,
as
an
organization
has
been
running
a
project
over
the
last
few
months,
around
unlocking
the
potential
for
erasmus,
so
providing
applicants.
Support
for
youth
work
organizations,
many
of
which
you're
applying
are
very
small,
don't
often
have
the
administrative
capacity
or
potentially,
the
know-how
of
or
experience
of
doing,
these
type
of
applications
before.
So
we
were
really
in
that
support
mode,
helping
them
to
apply
and
have
seen
a
really
positive
increase
in
in
those
interested
and
applying
for
the
fund.
E
Actually
to
Emily
and
Emily,
it's
really
great
to
have
you
represented
here
today
from
youth
link,
particularly
in
the
year
of
young
people,
and
I'm,
really
interested
to
hear
how
Erasmus
has
actually
helped
you
to
train
people
in
order
to
deliver
educational
and
sporting
opportunities.
I
wonder
if
you'd
be
able
to
talk
us
through
some
examples
that
Erasmus
has
given
to
people
in
order
to
allow
young
people
to
actually
access,
for
example,
more
sporting
and
educational
opportunities?
Yes,.
D
So
obviously,
as
the
committee
knows
and
was
already
mentioned
about
the
visit
to
the
Jack
King
community
centres,
that's
a
really
good
example,
from
our
perspective
of
working
with
young
people
with
fewer
opportunities
to
really
broaden
their
horizons,
and
we
think
that
that's
really
quite
holistically
moves
into
that
education
field
and
attainment,
and
talking
about
wider
achievement
and
I.
Think
as
Jackie
had
mentioned,
the
programs
so
diverse
that
actually
near
enough
any
project,
that's
happening
that
has
Erasmus
funding
does
contribute
to
those
aims
that
you
were
talking
about.
D
For
example,
we
know
that
a
lot
of
the
the
large
football
clubs
have
taken
Erasmus
money.
Now,
that's
not
necessarily
youth
work
that
they're
doing,
but
working
with
younger
players
to
improve
employability,
skills,
lying
learning,
understanding
of
diversity,
for
example,
there's
some
really
excellent
projects
that
five
council
have
run
around
young
offenders,
employability
and
improving
that
by
again
working
with
those
practitioners
to
inform
at
those
really
projects
all
over
Scotland
from
a
range
of
different
sources
that
are
working
towards
those
goals.
D
I
think
it's
really
great
that
you
mentioned
year
of
young
people,
because
it
really
contributes
to
that
core
aim
of
of
yyp,
of
of
helping
young
people
to
shine
globally
and
to
have
have
a
say
in
matters
that
affect
them,
and
we
know
that's,
obviously,
a
fundamental
right
for
young
people
and
I
think.
Furthermore,
that
erasmus+
really
contributes
to
achieving
a
lot
of
the
frameworks
that
we
have
here
in
Scotland,
whether
that's
developing
a
young
workforce
or
its
curriculum
for
excellence.
It
really
touches
on
all
of
these
areas
and
helps
to
achieve
those.
K
C
The
funding
that
goes
into
schools
goes
in
a
number
of
ways,
so,
for
example,
teacher
development
and
training,
as
Marian
mentioned,
a
lot
of
language
teachers
will
improve
their
pedagogy
and
develop
their
professional
development,
and
there
are
networks
across
Europe
and
indeed
beyond,
through
Erasmus,
plus
its
main
source
of
funding.
For
that
it's
possibly
one.
That's
less
understood
when
people
think
about
the
Erasmus
programme.
Teacher
development
and
teacher
training
is
not
the
first
thing
that
comes
to
mind.
C
So
one
of
the
things
that
we're
keen
to
ensure
is
that
people
do
understand
it
has
that
benefit,
as
well
as
mobility
opportunities
for
young
people.
Many
schools
themselves
are
involved
in
exchange
programs
or
in
cooperation
programs
from
projects
where
they
are
looking
at,
for
example,
climate
change
or
innovation
or
stem,
and
they
were
erasmus+
enables
them
to
have
partnership
and
cooperation,
and
some
ability
with
partner
schools
across
across
Europe
in
the
main,
does
work
at
every
level.
At
the
pupil
level,
at
the
teacher
level
and
at
the
whole
school
level
as
well
secondary.
C
C
D
That
not
only
is
going
overseas
really
beneficial
as
part
of
the
program,
but
also
bringing
international
young
people
here
to
Scotland.
We
know
again
for
a
lot
of
our
youth
work
organisations.
They
do
a
lot
of
exchanges
that
way
so
young
people
from
across
Europe
come,
for
example,
voiced
in
youth
action
in
Glasgow.
Did
a
scheme
I
think
last
summer,
where
they
brought
young
people
here
and
actually
the
language,
learning
and
understanding
of
other's
cultures
was
just
the
same
impact
as
if
those
young
people
had
gone
abroad.
D
K
G
G
A
I
was
very
struck
by
West
Lothian
colleges
paper,
where
you
see
that
every
single
fel
Layana
in
West
Lothian
college
now
has
a
an
opportunity
to
apply
for
Erasmus
and
that
would
include
people
studying
water,
vehicle
maintenance
and
here
dressing
and
childcare,
and
things
that
perhaps
a
general
public
wouldn't
normally
associate
with
Erasmus.
But
it
must
make
a
big
difference
in
those
areas
of
of
Education
as
well.
Absolutely.
H
I
mean
we
started
in
2015,
just
with
a
number
of
sectors
and
I
was
getting
requests
from
centre
heads
in
other
areas.
Whenever
I'll
get
students
going
to
get
a
chance,
so
we
made
sure
for
the
2017
application.
We
we
worked
really
hard
to
source
partners
across
Europe
that
did
vocational
training
specifically
and
had
a
good
reputation
as
we
do
for
finding
good
work
placements
and
good
outcomes
for
their
learners
in
that
particular
sector.
So
we
were
actually
able
to
source
eight
partners
covering
ten
different
sectors
plus
a
few
site
sectors.
H
For
example,
our
business
students
go
to
Kwong's
area
or
twin
town
in
france,
but
we
can
send
our
travel
and
travel
and
tourism
students
on
that
one
too,
because
the
kind
of
placements
that
that
school
organizes
over
there
are
the
same
I've
bought
some
Fitness
students
and
our
childcare
students
go
to
the
same
organisation
in
Italy
and
our
construction
students
go
to
a
really
a
college.
We've
built
a
really
strong
relationship
over
the
last
few
years
in
Spain,
and
we've
worked
all
over
Europe
to
find
the
best
placements.
H
The
motor
vehicle
students
go
to
Sweden
the
town
of
Kalmar
and
we
receive
their
students
as
well
and
there's
great
relationships
built
built
between
the
teaching
staff
between
the
students.
We
organize
cultural
events,
it's
it's
a
whole
culture
and
ethos,
and
it
brings
a
different
dimension
to
our
College.
It
feels
really
vibrant.
When
you're
in
there
it's
got
a
European
feel
to
it.
There's
always
things
going
up.
We've
got
flag
poles
up.
H
A
L
L
L
D
So,
thank
you
for
mentioning
the
campaign.
That's
really
good!
So
for
those
who
maybe
aren't
familiar,
you
think
Scotland
are
leading
a
uk-wide
campaign
called
keep
erasmus+
and
that's
a
partnership
across
the
erasmus+
programme.
So
with
lots
of
other
sectors
and
partners
include
NUS
SC,
vo,
the
National
Youth
Agency,
UK
youths
British,
Youth,
Council,
Scottish,
Youth,
Parliament,
young
Scotch,
Leonard,
Cheshire,
Scotland,
YMCA,
Scotland,
Cara's,
trust
Scotland,
and
we
have
lots
more
people
who
are
talking
to
us
about
becoming
partners
and
and
for
me
again,
like
you
said,
that's
really
opened
our
eyes.
D
In
that
style
work
we
don't
have
direct
contact
where's
the
UK
government
at
this
point
in
the
campaign
we're
hoping
to
move
in
that
direction,
like
I
said
with
with
all
of
the
partners
that
we've
got,
the
lobbying
efforts
and
I'm
talking
to
different
elected
members
is
really
wide-ranging.
So
we
know
that,
for
example,
the
British
Youth
Council
have
really
been
talking
to
politicians
down
in
London
that
they're
already
in
touch
with
so
we're
moving
in
that
direction.
L
Don't
suppose
if
anybody
would
be
able
to
help
with
this
this
next
point
obviously
I
mean
there
are
different
examples.
You
see,
third
member
countries
that
can't
be
a
part
of
the
erasmus+
programme
I'm,
but
in
terms
of
I,
mean
we've
heard
about
by
the
the
model
that
they
have
in
Switzerland.
So
is
like
a
parallel
program
that
they
have
I,
don't
know
if
anybody
has
any
details
on
how
that
program
actually
works,
and
just
some
of
the
finer
points
of
that
and
for
other
partner
countries
that
are
part
of
it
as
Miss
Plus.
L
C
Happy
to
start
on
that,
if
that's
okay
I
should
say
that
for
the
British
Council,
our
position
is
that
we
believe
that
the
UK
should
seek
to
remain
within
the
erasmus+
programme.
It's
the
biggest
and
most
successful
mobility
and
exchange
program
in
the
world
and
its
benefits
are
multiple
at
at
every
level.
If
we
were
to
not
be
part
of
it
in
the
future,
then
we
would
need
to
create
something.
C
We
believe
that
tried
to
recreate
all
of
those
all
of
those
benefits
of
of
participation
and
we're
very
keen
that
everybody
understands
what
those
benefits
of
participation
are
for
for
for
everyone.
We,
we
do
know
that
Norway
Iceland,
Liechtenstein
and
EU
candidate
countries
like
turkey,
the
Former
Yugoslav
Republic
of
Macedonia
and
Serbia-
do
participate
fully
in
the
as
program
countries
in
the
Erasmus
program.
They
have
required
to
create
their
own
bilateral
arrangements,
then,
with
the
with
the
Erasmus
plus
and
then
to
make
a
financial
contribution
enter
into
the
program.
C
So
it
is
possible
for
non-members
to
participate
in
the
erasmus+
programme,
but
our
starting
position
would
be
that
it
would
be
better
to
remain
in
it
and
negotiate
from
there.
If
we
can,
the
program
for
2021
onwards
is
undo
has
begun
to
have
development.
At
the
moment,
the
National
Authority
in
the
UK
is
the
Department
for
Education
and
in
our
national
agency
role,
as
you
know
that
the
administrator
of
Erasmus
plus
the
British
Council,
has
fed
into
the
development
the
early
stages
of
development
around
you
know.
D
Further
information,
so
the
spiced
briefing
that
you
have
already
received
did
mention
about
the
higher
education
element
of
the
Switzerland's
parallel
program.
They
also
run
other
branches
of
the
project
as
in
the
same
kind
of
form,
so
the
youth
aspect,
for
example,
we
actually
reached
out
to
Manisha,
who
are
then
the
the
national
agency
in
in
Switzerland,
and
they
said
the
challenges
that
they've
experienced
include
negotiating
complex
bilateral
agreements
in
order
to
retain
maintain
the
European
programs
and
being
excluded
from
the
international
network
and
further
development
development
for
the
EU
program
for
education.
D
L
A
It
was
this
extensive
information
in
the
written
submission
that
I
think
it's
important
to
tease
out
and
say
what
struck
me
is
that
there
are
that
our
program,
countries
in
that
our
partner
countries-
and
you
might
want
to
explain
a
little
bit
more
about
that.
My
understanding
from
the
written
submission
is
that
the
program
countries
were
members
of
the
EU
members
of
the
year
and
countries
that
were
moving
towards
membership.
But
everyone
else
was
a
partner.
C
Yes
and
I
suppose
the
difference
is
the
ability
to
shape
and
influence
the
the
the
program,
the
priorities,
the
eligibility.
What
it
will
look
like,
as
opposed
to
being
on
the
fringes
and
participating
from
the
front
from
the
outside
in
would
be
the
headline
way
of
just
just
describing
that,
and
that
is
the
main
consideration
for
us
for
the
thinking
about
that
for
the
future.
M
I'm
it
slightly
interested
in
the
administration
of
the
program
by
the
British
Council.
Obviously,
British
Council
is
the
UK
vehicle
for
participation
and
in
Scotland
we
have
a
separate
education
system
and
I've
interested
to
know
the
administrative
way
in
which
the
allocation
of
funds
Scotland
secures
is
then
distributed.
Interestingly,
when
we
were
in
Brussels
last
summer
and
met
with
European
officials,
there
was
a
very
I
thought
open
view
that,
insofar
as
there
could
be
negotiating
with
the
United
Kingdom
as
the
Member
State
the
potential
for
any
differentiated
settlement.
M
Obviously,
at
the
British
councils
view
and
the
Prime
Minister
I
know,
it
has
stated
that
she
very
much
wishes
to
see
the
whole
of
the
United
Kingdom
participate,
but
in
the
way
that
Erasmus
is
British,
Council
is
organised
in
Scotland
and
operates,
and
given
that
Scotland
has
a
separate
educational
system,
is
it
perfectly
conceivable
that,
in
a
scenario
where
a
United
Kingdom
participation
had
not
proved
possible
for
Scotland,
given
that
administrative
infrastructure
to
be
a
partner
in
Erasmus
in
its
own
right,
I?
Think.
C
That
would
probably
have
to
be
a
much
for
government.
The
the
National
Authority
for
the
whole
of
the
UK
is
the
UK
government
and
the
Department
for
Education
within
that,
and
we
are
the
managing
agency
alongside
a
chorus
the
the
within
that
we
obviously
work
across
the
policy
differences
and
the
reserved
and
devolved
areas
of
competence
across
the
whole
of
the
whole
of
the
UK
and
I.
Think
erasmus+
has
been
successful
in
working
within
the
grain
of
the
differences
across
the
whole
of
the
UK.
C
M
Standing
you
correctly.
Yes,
you
are
and
I
appreciate
that,
but
I
think
I'm
also
trying
to
establish
my
own
mind
how
practical
you
believe.
The
infrastructure
that
you
have
in
in
the
way
that
the
programs
are
managed
in
Scotland
would
be
in
the
event
that
Scotland
wars
seeking
to
participate
in
its
own
right,
where
that,
ultimately,
the
only
option
that
was
open
to
us
I.
C
Think
if
Scotland
were
able
to
in
any
way
either
as
part
of
the
UK
or
in
another
form
able
to
participate
in
the
program,
we
would
we
would
work
to
ensure
that
we
were
able
to
to
service
that
and
meet
those
needs.
I
do
think
that
those
aspirations
that
colleagues
have
talked
about
it
every
at
every
level
are
very
strong
here
and
I
think
there
was
a
very
strong
appetite
to
continue
and
to
make
sure
that
the
benefits
at
every
level
or
not
are
not
are
not
lost.
M
I'm
not
advocating
that
at
this
point,
because
the
Prime
Minister's
made
very
clearly,
she
hopes
to
see
the
whole
of
the
UK
participate,
but
but
it
was
an
interesting
dynamic
of
the
exchanges
that
the
committee
had
when
we
were
in
Brussels
and
I
was
just
interested
to
participate
it
we
had
to
pursue
it
with
representative
co2
to
have
an
understated
understanding.
So
thank
you
for
that
rose.
A
N
Travel
is
obviously
absolutely
integral
to
the
erasmus+
programme
and
as
much
as
there
are
levels
of
involvement,
even
for
countries
far
out
with
Europe,
the
core
of
Erasmus
activity
is
between
countries
that
have
existing
freedom
of
movement
arrangements
as
part
of
the
EU
in
the
wider
economic
area.
On
the
UK's
current
trajectory,
freedom
of
movement
is
a
rate
that
we're
going
to
lose
if
the
UK
was
to
still
maintain
some
level
of
engagement
with
Erasmus
pass,
but
without
freedom
of
movement
rights
for
our
citizens.
F
If
I
may
start,
obviously
being
part
of
EU
is
not
a
prerequisite
of
being
part
of
erasmus+,
but
as
we've
seen
from
the
example
in
Switzerland
when
freedom
of
movement
or
immigration
rules
are
changed,
it
doesn't
make
it
much
more
complex
to
develop
those
bilateral
agreements
with
individual
countries.
So
we
would
be
concerned
that
there
would
be
a
lag
in
being
able
to
negotiate
that
new
arrangement,
so
the
students
would
lose
an
opportunity
to
be
able
to
go
and
travel
to
these
other
countries.
D
It
was
really
clear
from
the
spiced
briefing
and
certainly
the
the
research
that
we've
done,
that
it's
very
difficult
to
get
a
full
picture
of
what
the
agreement
with
turkey
looks
like,
for
example,
when
we
know
that
they
would
perhaps
it
would
look
quite
similar
to
that
model.
Though
I
did
find
that
the
letters
that
were
in
the
the
meeting
papers
very
interesting
to
to
see
a
little
bit
of
an
insight
into
that
relationship.
Our
guess
would
be
that
it
would
look
more
similar
to
their
model
so
it'd
be.
D
G
The
universities
as
well,
of
course,
it
would
be
a
major
concern
first,
because
we're
relying
very
heavily
not
only
in
language
department
in
general
and
exchanges
and
erasmus+,
through
Erasmus,
plus,
and
also
on
staff,
and
also
in
the
wider
teaching
sectors.
So,
as
I
mentioned
in
the
briefing
paper,
the
universities
in
the
UK,
but
also
in
Scotland,
have
signed
up
to
urge
to
double
exchanges
or,
if
you
don't
have
that,
because
most
of
our
students
actually
go
through
Erasmus
plus.
So
it
would
be.
H
G
H
Personal
view
is
that
this
is
the
way
that
the
final
decisions
that
taking
on
the
way
that
the
UK
deals
with
freedom
of
the
movement
will
have
direct
impact
on
our
ability
to
stay
in
the
erasmus+
program
as
a
program
country
based
purely
on
the
Swiss
experience.
And
what
happened
to
them
when
they
tried
to
restrict
it.
C
Adding
that,
through
the
international
credit
mobility
dimension
of
the
erasmus+
programme,
institutions
such
as
the
universities
of
Edinburgh
and
Glasgow
have
significantly
extended
beyond
Europe,
for
example,
into
into
South
America.
So
it
is
possible
in
the
current
within
that
framework,
within
the
current
program
to
to
go
further
afield.
Australia
as
well.
Thank.
N
A
A
C
Within
within
within
Switzerland,
there
was
a
decision
to
restrict
freedom,
freedom,
freedom
of
movement
which
raised
questions
around
how
it
would
continue
to
participate
in
Erasmus,
Erasmus
plus,
which
is
contingent
on
accepting
the
e
use
for
freedom
of
movement
rules.
So
the
the
28
EU
member
states
and
the
other
EEA
countries
all
accept
freedom
of
movement
as
members
of
the
of
the
single
market.
C
So
when
the
when
Switzerland
as
I
understand
it
just
introduced
those
restrictions,
it
then
had
to
negotiate
separate
or
try
to
negotiate
what
they
have
described
as
a
I.
Think,
an
interim
is
that
the
word
they
have
used
an
interim
bilateral
arrangement
to
allow
them
to
participate
in
the
scheme,
which
added
cost
and
complexity
to
the
program
overall
and
made
it
far
more
cumbersome
for
a
Swiss
participants
in
the
in
the
program.
That's
that's
probably
a
headline
summary
I.
C
Don't
have
a
very
great
deal
of
detail
on
the
how
that
filtered
down
to
institutional
level
or
to
to
schools
or
participating
organisations.
But
my
understanding
is
that
it
will
have
acted
as
a
disincentive
for
application,
because
it
made
things
more
cumbersome
and
increase
the
time
scales
for
everybody
who
wanted
to
apply,
as
well
as
the
actual
the
the
actual
stages
that
people
had
to
go
through.
I.
A
D
Like
we
said,
we
reached
out
to
the
Swiss
National
Agency
Moishe,
and
they
expressed
to
us
clearly
that
they
found
this
to
be
an
interim
program,
not
one
that
they
they
wish
to
remain
part
of
longer
term.
They
did
wish
to
be
part
of
the
wider
erasmus+
programme
and,
in
fact,
I
believe
that's
what
the
Swiss
government
are
are
hoping
to
achieve
in
the
next
seven
years
of
the
Erasmus
program.
A
I
You
can
be
another
good
morning,
panel
I
studied
through
an
allowance,
Misaki
tees
program
some
years
ago
and
so
I
been
reading
through
the
people's.
It's
certainly,
they
can
ask
to
me
bike
to
some
Pleasant
and
happy
experiences
that
are
hard
to
come
through
that
particular
scheme,
no
just
a
few
creations
just
regarding
the
the
people's
that
we
have,
but
some
first
of
all
just
nicely
I
thought.
Daniel
Evans
I
thought
your
comment
this
morning.
I
Just
that
regarding
looking
beyond
3d
was
it's
probably
one
of
the
more
salient
points
that
I've
actually
helped
in
many
committees
said,
particularly
regarding
this
erasmus+
scheme,
and
it's
certainly
something
to
I'm
keen
for
for
all
members
to
do
like
an
attic
or
not
point,
because
I
think
it
was
extremely
powerful,
but
certainly
in
terms
of
the
some
of
the
creations
supposed
to
Jackie
in
your
submission
know.
You
spoke
about
55
current
what
our
leaders
have
been
educated
in
the
UK
and
if
yours
I
thought
would
be
beneficial
going
forward.
C
So
I
suppose
we're
talking
broadly
about
the
the
soft
power
and
cultural
relations
of
the
the
UK.
So
both
the
UK
as
a
whole
in
Scotland
in
particular,
are
renowned
for
the
the
strength
of
their
education
systems
and
the
fact
that
people
have
had
a
very
positive
experience
when
they
come
here
creates
an
ongoing
positive
association
with
Scotland
and
with
the
wider
UK
throughout
their
careers.
C
Would
will
continue
that
mutuality
of
exchange
is
very
important
for
our
success
as
a
country
overall,
not
just
for
our
own
young
people
to
go
out
and
gain
that
international
experience,
but
for
us
to
be
enriched
by
inward
mobility
and
also
for
people
to
take
away
that
positive
and
lifelong
and
during
association
with
the
UK,
beyond
beyond
the
time
that
they've
that
they've
had
here,
it's
one
of
the
one
of
the
ways
that
we
we
would
think
that
we
contribute
to
the
sort
of
stability
and
prosperity
of
the
country.
More
broadly,.
I
So
one
question
for
everyone:
there
will
be
people
who
are
looking
at
the
future,
people
who
are
in
school
looking
at
the
future,
and
there
will
be
some
people
who
are
considering
going
to
university
and
they
want
to
go
and
study
languages
and
have
that
opportunity
to
go
and
study
elsewhere.
So,
if
the
rest
are
uncertainty
know
in
terms
of
what's
going
to
happen,
how
do
you
think
this
will
actually
affect
people
in
Scotland,
but
also
people
elsewhere,
who
are
considering,
maybe
wanted
to
come
and
study
in
Scotland
for
a
period
of
thing?
I
G
So
there
is
great
appetite
of
learning
languages
on
that
from
the
university
sector.
For
example,
we
see
a
situation
that
actually
more
people
learn
languages
and
with
a
degree,
for
example,
engineers
or
lawyers
or
psychologists,
for
example,
or
a
tourism
specialists,
because
they
see
that
this
is
essential
enable
to
it.
So
you
don't
need
to
move
at
all.
You
can
actually
stay
in
Scotland,
but
you
need
to
be
able,
as
a
shop
assistant
as
a
tourist
guide,
as
a
driver
to
be
able
to
engage.
G
So
there
is
a
great
appetite
when
we
have
got
evidence
that
people
would
like
to
take
this
and
people
like
to
go
on
Erasmus,
but
the
questions
we
are
being
asked
by
pupils
by
teachers
but
also
by
potential
applicants,
is
for
how
long
do
we
have
this
opportunity?
They're
extremely
concerned
and
parents
are
concerned
that
this
opportunity
will
be
denied
to
them,
so
I
mean
we
were
trying
to
reassure
and
say
well
actually,
in
our
view,
of
course,
after
breakfast
they
need
to
engage
and
to
go
abroad
and
to
learn.
G
Languages
is
even
more
important,
but
the
of
course
we
cannot
give
people
a
certain
C,
but
there's
certainly
an
awareness
there,
also
by
the
public,
to
some
extent
that
we
cannot
shut
ourselves
off.
That
we
need
to
have
the
opportunities
to
do
so,
but
I
think
what
is
missing
at
the
moment
may
be
the
impetus
through
the
campaign
actually
to
make
people
aware
what
what
it
could
mean
if
we
have
to
withdraw
from
programs
like
this.
F
I
think
for
young
people
considering
the
opportunities
that
are
available
for
them
in
terms
of
erasmus+.
It's
not
just
university.
It's
college,
it's
apprentices
and
it's
also
staff
as
well.
That
have
the
opportunity
at
the
moment
and
that
uncertainty
is
obviously
very
worrying
for
people
and
and
the
prospect
of
that
those
opportunities
not
being
available
in
the
future
is.
It
would
be
a
tragedy
if
it
was
lost.
D
We're
pointing
out
that
a
lot
of
the
research
that's
been
done
with
young
people
since
brexit
about
what
their
main
concerns
are
and
what
they
wish
for.
Their
elected
members
to
lobby
on
their
behalf
on
erasmus+
has
come
up
really
strongly
consistently
in
different
research
as
one
of
the
key
areas
as
well
as
social
justice.
Really,
interestingly,
so
again
that
really
close
tie
between
social
mobility
and
physical
mobility
around
Europe,
as
as
a
really
key
issue
for
young
people,.
C
Means
that
fellow
panelists
have
made
about
this
being
a
really
significant
area
of
concern
at
the
point
that
the
UK
is
going
to
need
to
be
even
more
international
and
have
a
strong
base
of
internationalism
at
that
you
know
with
within
our
young
people,
in
terms
of
their
employability,
but
also
in
terms
of
our
economic
and
social
prosperity.
The
need
to
be
able
to
participate
and
exchange
internationally
has
probably
never
been
greater.
I
Certainly
I
mean
that
that
lack
of
clarity
you
know
going
forward
will
most
certainly
have
that
that
negative
effect
for
people
to
consider
that
opportunity,
I
mean
I,
must
have
met
me
when
I
had
the
when
arose.
For
me
to
say
not
to
our
course
to
go
and
study
abroad.
I
couldn't
say
any
quick
enough
took
wouldn't
have
that
opportunity,
so
I
Jane
will
know
how
beneficial
it
is
that
cultural
exchange
as
I'm
just
a
final
point
in
their
jacket.
It
touches
upon
something
that
Martine
has
put
and
and
hot
submission.
I
G
Well,
we
don't
need
to
do
that
because,
especially
if
you
look
at
the
employment
market-
and
that's
not
only
for
gradients
for
anything,
it
is
highly
important
that
people
have
the
flexibility,
the
flexibility
of
mind
or
the
global
mindset,
and
that
is
not
just
language
skills
or
the
ability
to
say
it,
or
it
doesn't
also
not
mean
that
somebody
needs
to
be
absolutely
fluent
speaker,
but
actually
in
the
understanding
and
the
willingness
to
learn.
Languages
are
picking
them
up
at
different
stages
of
their
life
and
that's
where
maybe
lifelong
learning
also
comes
into
that.
G
So
it
is
highly
essential
that
we
develop
this
in
in
people
also
English,
as
a
language
in
the
internet,
for
example,
is
actually
going
down.
It's
one
one
of
the
biggest
ones,
but
I
think
Mandarin
and
Arabic
are
catching
up
very
quickly
in
Spanish.
So
we
cannot
rely
on
the
fact
that
everybody
speaks
English
and
in
any
case,
if
you're
talking
about
this,
it
is
always
much
better.
G
If
you
can
talk
to
people
in
their
own
language,
we
cannot
rely
on
that
and
UK
English
is
only
one
variety
amongst
many
different
world
Englishes
and
there's
international
English
as
a
specific
varieties.
So
we
cannot
just
rely
on
this
fact
and
most
people
as
people
know
in
new
European
and
the
European
Union
will
also
have
learnt
two
languages,
and
certainly,
if
you
go
to
university,
it's
expected
that
you
have
relatively
fluent
knowledge
of
two
languages.
G
So
our
young
people
also
have
to
compete
in
the
global
market,
but
also
within
him
and
again
yesterday,
at
this
business
event,
we've
run
with
suit,
which
is
one
of
many
events
across
Scotland
several
employers,
large
employers
spoke
to
us
and
they
said
they
have
difficulties
in
recruiting
appropriate
staff
at
all
levels,
not
just
budgets,
and
they
have
to
look
to
the
European
Union
at
the
moment
to
find
people
with
the
skills
and
a
lot
of
these
are
selling
skills
marketing
skills
on
the
phone.
They
just
cannot
find
enough
people
who
have
got
the
skills.
E
I
was
actually
gonna
ask
the
panel
how
you'd
like
to
see
their
future
shape
of
a
framework
and
how
you're
actually
feeding
into
the
negotiations.
All
of
you
talked
about
the
importance
of
Erasmus
and
and
how
much
benefit
we
get
from
it
here
in
Scotland
and
the
value
that
you
find
in
it,
and
it's
just
a
wide-open
question
to
see
you
know
what
we
can
do
better.
Perhaps
what
don't
you
like
about
Erasmus
and
and
how
are
you
going
to
feed
into
the
the
shape
of
things
to
come?
E
D
Been
very
involved,
you
think
Scotland
were
involved
in
different
elements
with,
along
with
the
national
agency
about
shaping
the
current
program,
and
that's
certainly
something
that
we
would
like
to
maintain
going
forward.
So
our
position
is
that
we,
our
preferred
option,
is
that
we
would
the
UK
would
stay
a
program
country
so
have
that
full
access
and
involvement
in
shaping
the
program
and
the
full
range
of
opportunities
that
come
along
with
that.
Obviously,
we've
already
spoken
about
the
campaign
that
we're
leading
on
that's
that's.
F
The
title
of
your
campaign
is
exactly
what
we
feel
keep
erasmus+.
You
know
it's,
it's
so
vital.
It's
so
positive
that
everyone
who
has
been
part
of
it
think
so
in
terms
of
any
problems,
there's
possibly
one
around
the
some
of
the
some
of
the
timings
of
the
course
and
the
apprentices
side
of
things,
and
perhaps
that
could
be
reflected
on
and
if
we,
if
we
are
going
to
lose
erasmus+,
then
you
know
if
we
could
replace
it
with
something
better
in
terms
of
the
number
of
partner
countries
that
will
be
involved.
F
H
Just
up
to
that
and
I
would
echo
that
it's
really
important
that
the
UK
stays
in
erasmus+
if
I
was
to
change
it.
Our
FV
learners,
which
probably
about
65%
of
learners
in
the
college,
though
on
a
2-week
work,
experience
overseas
and
they
undertake
a
work
experience
unit
while
they're
there
and
they
work,
live
experience.
What
it's
like
to
be
in
a
foreign
country,
80
learners
and
about
30%
of
all
H.
H
All
of
our
students
are
HD
learners
under
the
current
rules
of
the
program
must
go
away
from
a
minimum
of
three
months
and
for
a
college
learner
who
lives
at
home,
who
might
never
have
been
overseas
before
it's
just
to
model.
It
is
geared
towards
universities
who
set
their
learners,
four
semesters
or
four
whole
years.
We
need
that
three
months
to
come
down
so
that
college
aichi
learners
can
get
an
equivalent
overseas
experience.
E
A
supplementary
on
the
proof
that
you
made
about
the
timings
not
just
about
the
work
experience,
but
my
colleague
was
explaining
to
me
because
he
has
experience
obviously
of
the
Erasmus
program
about
the
difficulties
of
the
three
year.
This
very
much
talking
about
higher
education
in
terms
of
the
length
of
a
degree.
Is
there
any
difficulties
that
you
have
found
about
the
three
year
degree
and
the
four
year
degree,
and
the
difference
is
that
that
poses,
and
how
can
we
improve
that?
If
there
was
a
difficulty,
maybe.
G
Just
specifically
for
full
of
specialist
language
students:
this
is
an
issue
because
they
here
abroad
is
compulsory,
so
that's
a
four
year
degree
they
have
to
do
which
is
fully
funded
and
if
you
take,
this
is
also
a
requirement
for
teacher
training
for
entrance
to
teacher
training.
So
if
this
opportunity
would
be
taken
away,
this
would
be
very,
very
difficult
for
the
students,
because
it
wouldn't
be
able
to
fulfill
the
requirement
for
entrance
into
teacher
training,
and
also
this
would
have
a
major
impact
on
their
results.
G
However,
the
likelihood
that
people
will
go
abroad
than
and
can
fit
it
into
their
study
program
is
going
to
be
very
much
reduced
because
they're
worried
about
their
results
and
also
the
the
requirements.
Degree
of
requirements
and
professional
requirements
will
be
much
more
difficult
to
fulfill
and
it
raises
a
lot
more
concern
for
students
as
well.
Of
course,
yeah.
E
Okay,
final
point
you
mentioned
about
the
number
of
you
know
the
skills
gap
that
we've
currently
got.
Do
you
think
that
some
tweaks
in
in
the
Erasmus
program
would
increase
employability?
Well,
obviously,
employability
opportunities
are
huge
because
it's
it's
proved
that
in
this
space
document
that
it
increases
people's
chances
of
getting
a
job.
However,
how
about
looking
at
the
retention
that
we
have
of
the
number
of
students
that
come
from
other
countries
and
actually
doing
a
job
to
actually
keep
them
here
to
work
and
live
in
Scotland
I.
G
Would
think
that
would
also
be
a
beneficial
way
to
do
so.
I
mean
from
from
the
university's
perspective
and
generations
can
say
that
actually,
a
lot
of
students
who
have
come
to
us,
maybe
initially
for
for
Erasmus
semester
or
a
year,
then
continue
to
the
study
or
maybe
to
do
their
postgraduate
degree
here
or
to
do
another
degree
or
then
work
work
here.
G
So
I
think
that
would
be
certainly
something
that
would
be
beneficial
to
look
at
ways
how
this
could
be
done.
Also
the
opportunity
to
have
teachers
or
people
who
who
could,
if
their
experience
and
then
share
the
experience
here.
That
is
actually
something
extremely
valuable
and
again,
if
I
may
say
so,
for
the
teacher
training
that
is
highly
essential
and
again,
if
you
want
to
successfully
support
1+2.
This
is
essential.
C
The
other
area
of
concern
for
us
would
be
looking
at
the
program
as
a
whole
and
thinking
about
its
reach
into
the
whole
of
our
society
and
all
our
communities.
So
we
do
know
that
Erasmus
plus
is
very
successful
for
communities
that
have
experienced
disadvantage
and
we'd
be
very
concerned
that
if
this
opportunity
were
not
to
be
available
for
disadvantaged
communities,
what
would
what
would
replace
that
either
in
an
interim
period
or
beyond
that?
It's
possible
that
in
other
areas,
that
gap
might
be
met
in
other
ways.
C
But
we
would
be
particularly
concerned
around
young
people
in
particular
coming
from
disadvantaged
communities.
Should
this
opportunity
not
be
available
to
them
in
the
in
the
future,
so
yeah
we,
the
last
thing
I
would
say,
is
that
we
know
it's
not
just
languages.
Languages
are
fundamentally
important
and
we
do
a
lot
of
research
into
what
the
UK's
language
needs
are
going
to
be
into
in
into
the
future,
and
we
are
not
doing
as
well
as
we
as
as
we
could
be.
C
But
we
do
also
know
that
employers
very
highly
value
international
experience,
even
if
it's
not
from
the
point
of
view
of
being
a
linguist
so
having
having
had
a
an
international
experience,
be
that
on
a
work,
placement
of
voluntary
placement
or
a
study.
Placement
is
a
differentiating
factor
when
employers
are
looking
for
their
future
workforces.
I.
H
C
H
It
was
just
quickly
anecdotally.
We
welcomed
a
group
of
Spanish
trainee
chefs
to
West
Lothian
college
a
couple
years
ago
about
half
of
them
into
Gleneagles
and
yield
half
into
the
Sheraton
in
Edinburgh
for
work.
Experience
placements
after
they'd
spent
a
bit
of
time
in
our
kitchens,
and
some
of
them
continued
to
come
back
and
I
believe
one
or
two
are
still
working.
J
Thank
you
for
giving
evidence
today,
and
you
mentioned
chefs
because
Scotland
short
chefs,
yes
contribution
to
eat
more
chefs
to
the
rockiness
country
and
Parliament,
had
a
debate
and
breaks
up
this
week
and
the
sponsored
by
this
committee.
The
debate
took
place
a
couple
of
days
ago
and
one
of
the
themes
and
the
debate
was
the
fact
that
the
EU
want
a
deal
by
November
2018,
which
is
only
a
few
months
away.
So
the
UK
government
clearly
have
a
lot
of
work
to
do
and
I
was
just
wondering
what
your
thoughts
were.
G
D
Program,
obviously,
is
it's
just
one
of
many,
although
obviously
all
of
us
sitting
here
know
that
it
has
a
really
wide
reaching
and
strong
impact
within
all
areas
of
our
communities
in
the
UK.
So
obviously
just
one
element
of
the
programs,
and
we
hope
that
the
UK
government
is
really
listening
to
the
people
that
are
talking
to
them
about
the
impact
and
really
showing
where
it
is
making
a
difference
and
I
hope
opening
their
eyes
to
that,
so
that
it
will
be
a
prominent
feature.
D
C
I
suppose
it's
in
for
us
it's
in
in
in
two
parts,
so
one
is
feeding
into
the
specifically
into
the
department
for
education
as
the
National
Authority
around
the
shape
of
a
future
erasmus+
programme
beyond
2020.
When
the
current
one
will
conclude,
we
welcomed
the
Prime
Minister's
statement
in
December
indicating
participation
and
being
underwritten
in
up
until
2020.
C
We
noted
that
programs,
education
and
cultural
programs
were
particularly
highlighted
in
the
Prime
Minister's
speech
in
that,
and
we
have
specifically
in
at
every
opportunity,
made
clear
the
importance
of
programs
like
erasmus+
horizon
2020
and
creative
Europe
in
in
that
respect,
I'm
making
and
making
sure
that
the
wider
benefits
that
the
the
depth
of
the
programmes
reach
as
well
as
the
breadth
of
what
it
achieves
for
us,
are
fully
understood.
But
I
I
don't
have
any
deeper
insight
into
where
that
sits
and.
D
Absolutely
in
the
work
that
we've
done
well
have
done
since
the
brexit
vote
has
really
shown
just
that.
Erasmus
was
one
of
the
key
things
on
young
people's
minds,
as
was
mentioned
earlier
about
looking
forward
to
their
futures
and
what
opportunities
they
might
or
might
not
be
able
to
access,
as
certainly
definitely
up
there
in
prominence
of
the
issues
that
they
care
about.
C
C
C
We
think
that's
really
important
that
we
listen
to
that
appetite
from
young
people,
particularly
in
your
view,
in
this
the
year
of
young
people,
where
we
can
show
how
our
young
people
can
flourish
internationally,
as
well
as
as
well
as
at
home,
and
we
were
very
strongly
encouraging
people
to
consider
erasmus+
seriously
and
apply
to
it
in
this
in
this
year.
For
all
of
these
opportunities,
we
would
encourage
everyone
to
not
just
think
it's
under
threat
in
the
future.
C
We
would
be
very
keen
to
encourage
people
to
take
the
opportunities
that
are
available
now
and
to
apply
across
across
the
range.
There
are
application
deadlines
in
February,
April
and
October
in
in
2018,
and
it
would
be
fantastic
to
see
as
many
institutions
taking
up
those
opportunities
as
possible
and.
J
Just
final
point,
just
imagine
just
to
see
this
I
was
interesting
of
comments
about
the
importance
of
learning
foreign
languages,
mostly
in
each,
and
your
message,
therefore,
is
that
if
we
don't
have
a
successor
to
Rasmus
Tocantins
or
a
membership
to
Velasquez,
and
given
the
Scottish
and
Yuki
track
record
of
not
being
the
best
countries
at
learning
foreign
languages
did,
that
would
be
a
setback
for
learning.
Definitely.
G
They
can
based
on
research
by
British
Council
by
police
academy.
If
you
look
at
the
languages
which
are
the
10
most
important
ones,
they're,
not
necessarily
the
languages
which
are
taught
in
all
institutions
mean,
apart
from
French,
German
and
Spanish,
which
is
fairly
located
for,
but
also,
if
you
then
look
at
different
factors
like
export
and
suddenly
German
is
in
the
first
level
or
Mandarin.
So
we
needed
to
have
a
diversity
of
languages,
but
not
just
European
language.
Again,
it's
a
definition.
What
we
do
be
considered,
what
are
the
most
important
languages?
G
There
are
community
languages,
there
are
heritage
languages,
but
your
sign
languages
court
is
also
part
of
it.
But
it's
not
just
the
languages
which
are
of
important
or
necessarily
taught
in
the
institutions.
We
need
a
diversity
of
languages.
We
can't
just
rely
on
just
teaching
one
or
two
languages
in
school.
We
need
to
have
the
supply
there
and
to
be
also
neat,
and
that
was
the
point.
I
was
making
a
strategic
approach
in
Scotland,
not
just
focusing
on
schools,
but
also
on
all
sectors.
G
B
Thank
you
very
much,
convener
I
mean
I
think
we
all
recognize
the
importance
of
that
Asmus
+
program,
and
certainly
pretty
here,
is
looking
for
a
way
to
maintain
it
going
forward.
However,
we
can't
ignore
the
fact
that
will
be
challenging
and
particularly
own
dishes:
I,
don't
feed
off
movement
where
we
can
see
the
direction
the
current
government
is
looking
to
take.
There
are
other
opportunities
in
that
the
program
is
currently
under
discussion.
What
it
will
look
like
post
in
2020
and
given
the
situation
in
Switzerland
and
the
challenges
there
have
been
there
as
well.
B
C
B
Does
anyone
think
that
there
is
any
appetite?
Is
that
any
I
mean
we
officers
a
country
as
we're
going
to
the
leaving
half
particular
she's
with
her
asthma's?
Do
you
see
any
other
countries
who
are
either
trying
to
engage
with
the
program
or
I
can't
engage
the
program
I
heard
looking
for
maybe
similar
flexibilities
to
be
introduced
as
not
as
likely
to
be
I
don't
know,
has
insight
without
it's
likely
to
be
pursued.
D
We
know
that
the
the
focus
of
the
last
or
the
seven
years
of
this
project
has
been
diversity
and
inclusion,
and
certainly
we
know
that
research
has
shown
that
young
people
with
fewer
opportunities
rate
the
program
more
strongly
than
them
well-off
young
people.
So
we
know
that
that
that
focus
has
been
a
good
one
and
successful.
So
it'd
be
really
interesting
to
see
if
they
do
increase
the
budget
tenfold
of
what
that
inclusion
process
and
and
success
rate
would
be
like.
A
A
You're
nodding
your
heads,
and
so
the
only
alternative
is
there
as
a
UK,
EU
mobility
program
such
as
the
the
Swiss
have
have
them
have
come
up
with
which
you've
all
said
is
is
not
it's
not
really
what
you
want,
but
even
that
doesn't
seem
to
be
on
the
table.
You're,
not
giving
any
indication
that
you're
heating
that
that's
been
discussed
or
anything
so
well
just
have
to
hope
that
sessions
like
this
M
influence
those
who
take
in
the
negotiations
forward.