 That is an urgent question, in the name of Michael Marra. To ask the Scottish Government whether it will provide an update on SQA exam guidance in light of reports of significant concern being raised across the sector regarding the inconsistency and inadequacy of what has been provided. The SQA is rightly operationally independent of government, however following the concerns raised by learners over the past few days, the Government has sought and received written reassurances from the SQA that the revision support materials were subject to quality assurance processes and subject teachers and learners were involved in developing the SQA's approach to the materials. SQA will be making more detailed information available on the revision support process, including involvement of teachers and learners. The SQA has also agreed to publish information relation to the modifications to assessment already made as part of the revision support. That will demonstrate the package of support material available to learners for each course to address disruptions to learning. I will continue to listen carefully to learners, parents and teaching staff to ensure that fairness is at the centre of this year's exam diet. Michael Marra, I thank the cabinet secretary for that answer. This has been another truly pitiful week in this Government's handling of education. Young people have called this guidance insulting, awful, a joke and patronising. Teachers have said, I am struggling to believe what I have just read. They have called it the Mariana trench of uselessness. The Children's Commissioner has said that it fails to meet the needs and expectations of young people and the teaching staff who support them. But EISs are consulting members on their utility. Teachers have called them laughable, parents inequitable and members of the youth parliament have been disconsolate. Read all the questions, check your spelling. Is the kind of stuff you shout down the path to your kids when they are going to the exams? What has been produced so far is far from the expectations of pupils and staff created by the cabinet secretary. The materials are not fit for purpose and they are wide concerns about the lack of consistency between them. Cabinet secretary, you said in announcing scenario 2 that this support is aimed at helping to reduce the stress for learners in preparing for their exams and allowing them to maximise the performance. Yet again, the actions of this Government and the SQA are the cause of the stress. So what urgent action will you now take to rectify this mess? Cabinet secretary, I have mentioned in my original answer the action that the SQA, who is of course responsible for the revision support that they will be taking. I think that a very important point, which I did raise again during my original answer, was a key consideration at this point, was what additional material could be provided on top of the very significant modifications that were already in place while maintaining the integrity and credibility of the SQA. So there has always been a clear distinction by the fact that there would have to be different modifications in place and the same approach could not be taken across different subjects at this point. That is because the modifications that were announced very early on in the process were different. So subjects are assessed differently, there will therefore be variability across subjects. The modifications, therefore, will also be different across subjects because of that. In a small number of cases, study guides were provided because specific revision support was not deemed to be possible because of the types of modifications that were made earlier on in the process. However, I hope that the work that the SQA has said that it will take out will provide some reassurance and some context to the decisions that they have taken and the work that they have published earlier on this week. I struggle to find much reassurance in that answer, I have to say, and I think that parents and pupils will be the same. We are now firmly in the third year of exam chaos, two years of disrupted learning, six years who have known nothing but disruption to their senior phase and a Government that seems that it couldn't care less will not even assess the full impact of what has happened to our young people. I ask the cabinet secretary when will the Government publish full details of study support across Scotland so that they can be scrutinised and improved prior to being put in place, what action has been taken to ensure equitable access to that support, and it is now abundantly clear that the mitigations in place before exams take place are wholly inadequate to deal with the scale of disruption that young people have faced. What extra mitigations are planned to deal with the exceptional circumstances in the appeals process? Who will the cabinet secretary work with to make sure that her appeals system for once, for once actually works for the young people insulted this week and betrayed for years by this Government? I have to say that I inherently disagree with the member's context that he sets for the assessments that were in place last year. There were a very large number of young people who had, of course, been through exceptionally difficult circumstances but who did receive exceptionally good assessment results in that process and have gone on to positive destinations from that. The process last year, while I appreciate, was exceptionally stressful and difficult for young people, to be commended for the fact that they came out of that with the results that they did. The appeals process is, of course, a matter for the SQA, which is independent from Government, and it has made details on that available to be further details to follow. When it comes to study support, I think that a very important aspect that members often ask me to bear in mind is that we should not dictate from the centre what is right for every local authority or indeed for every school. So, while there is on-going support through eSchool and through WestOnline for the support that is available, as we speak, this week and on-going to support learners with their work, there is also additional money that has been provided, £4 million that is being provided by the Scottish Government to local authorities to bide Easter study support sessions. Now, because we do appreciate and respect that local authorities will know best and schools will know best how to support learners in their area, it is for local authorities to determine how best that money should be spent. I think that that is the right way to go about it, to trust local authorities and trust the schools to know what is best to be able to supplement what they already had in place with the additional funding that we have given. There is a considerable amount of interest in this urgent question. I am minded to take as many of the supplementaries as I can, but the questions will need to be briefer than Mr Maras and the responses likewise a little briefer. First, Oliver Mundell. On 6 October last year, I asked the cabinet secretary to personally step in and sort out the SQA. I was told that she had her full confidence. In reality, they have presided over the most shameless shambles yet, with pupils and teachers being taken for fools. The support being offered is a joke and insults the intelligence of our young people. Given that the cabinet secretary refused to act on repeated warnings, does she now take full responsibility for damaging the life chances of our young people? If she cannot do the right thing and say sorry, will she at least guarantee that this is the last year that the SQA is allowed anywhere near those decisions? As the member will be aware, there will be a further statement that I will make after this urgent question on the future of our national agencies. What I am very clear is that the SQA is, of course, and quite rightly, operationally independent from Government. It will take the decisions that it needs to take on this year's exam diet and on next year's as well. It will continue to do that through discussions with stakeholders, particularly including young people. I have set out in my previous answers the work that the SQA has undertaken around quality assurance and how it is determined to make that public and to reassure through that process the work that it has undertaken on this issue. I refer Mr Mundell to that when it is published. This was supposed to be the grand plan to show that lessons had been learnt, but for the third year in a row we have yet more chaos. The expectations for the SQA were low, but there is real anger now. Yet the cabinet secretary refuses to take more action. How bad does that have to get before the cabinet secretary steps in and does something? Once again, I said earlier that, of course, the Government has sought reassurances from the SQA around the quality assurance process that has been undertaken and the work that the SQA will now undertake to ensure that that work is made more publicly available, particularly around the context of what is happening here. The modifications, the revision support and, importantly, the work that is on-going through eSchool and other online measures to support students and the work that is going on in Easter. The process through modifications, revision support and the support that is happening now and in Easter is a package that learners can be reassured will support them through the exam process. It is extremely hard to imagine how those guides were the result of a process where young people were consulted and genuinely listened to. Can the cabinet secretary expand on her earlier point about how young people were engaged in the process and if any SQA learner panels were shown drafts of the guides before they were published? I thank Ross Greer for that question. He does, of course, raise a very important point about the input of learners themselves. I would point to the fact that, when we are talking about revision guidance and, for example, guidance that may include information about what is about to be in an exam, there is, obviously, that context to be borne in mind when then sharing that information, particularly with young people who might be then sitting in that exam, because I've been talking about that. We're sharing drafts of those aspects then. What will be happening at the end will, of course, have an impact on the knowledge that those learners have about the exams that they may sit. In saying that, though, this is, of course, one of the areas where we have sought reassurances from the SQA and they are, of course, going to be making more information available about that quality assurance process and the role that learners played in that. However, I take his point that many learners have said on social media and in emails their concerns about that. I think that that's why it's important that the SQA are taking the proactive action that they are today to be able to, I hope, provide some reassurance on this issue.