Invitation to tender: Recognition of Prior Learning system research

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5 September 2025
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The SCQF Partnership is inviting proposals from qualified organisations to undertake research to inform the development of a national system for Recognition of Prior Learning (RPL) in Scotland.

This research will explore how an overarching RPL system could improve economic outcomes, increase efficiencies for learners and employers, and support key Scottish Government strategies, including tackling child poverty, enhancing skills, and promoting fair access to learning and work.

The research will draw on UK and international examples, conduct studies with employers and adult learners, and provide evidence on the costs to Scotland of not implementing an effective RPL system. Deliverables include a full research report, an executive summary, and a presentation to the National RPL Steering Group.

The project has a maximum budget of £30,000 (exclusive of VAT) and is expected to be completed by February 2026. Tender submissions are due by Friday, 26 September 2025. For further information, please contact Pauline Radcliffe at p.radcliffe@scqf.org.uk

Download the full tender document: https://scqf.org.uk/wp-content/uploads/2025/09/SCQFP-RPL-Research-Tender-FINAL-1-Sept-2025-1.pdf and appendix https://scqf.org.uk/wp-content/uploads/2025/09/Summary-Report-National-Policy-and-Strategy-for-RPL-in-Scotland.pdf

Glossary Term

Authority

Appears at Level 12 only where it is used in the phrase ‘demonstrate substantial authority’, reflecting a recognised high level and depth of expertise/expert knowledge and understanding, along with confidence. It does not mean ‘exercise authority over staff and resources’ etc, as that could clearly apply at earlier levels.

Glossary Term

Exercise

Used in connection with management and/or supervisory responsibility, denotes a requirement of a formal, substantive role.

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Directive

Applied to ‘supervision’, signifies a task or activity that is guided.

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Graphical Data

Encompasses maps, plans, diagrams, tables and graphs.

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Synthesis

Combine discrete elements into a coherent whole.

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Analysis

Examine in detail with a view to explanation and interpretation.

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Present

Set out, put forward, deliver information using a variety of mediums as appropriate.

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Hypothetical

Supposed, assumed for the sake of argument.

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Straightforward

Clear and uncomplicated activity, but not as demanding or systematic and therefore not as advanced as ‘routine’.

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Creativity

Often used in combination with ‘originality’. There is overlap in definition, but the defining characteristic of creativity appears to be imagination.

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Originality

Often used in combination with ‘creativity’. There is overlap in definition, but the defining characteristic of originality appears to be independence.

Glossary Term

Professional

Used throughout as an adjective and applied to terms including level, skills, techniques, practices, contexts, and issues where it bears broad interpretation as ‘behaving appropriately/doing things properly and well and to notions of accepted, (including externally) prescribed standards’, as well as narrow, relating to a specific occupation designated as a profession. In this latter sense, the term applies in all contexts including academic study, eg footnoting properly.

Glossary Term

Unfamiliar

New territory for an activity.

Glossary Term

Routine

Used as an adjective throughout and applied to terms including skills, tasks, elements, practices, contexts, methods and problems where it describes activity that is standard, usual, unvarying, customary, common.

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Everyday

Slightly more advanced and beyond personal but a known experience/activity encountered/applied regularly - less advanced than ‘familiar’.

Glossary Term

Familiar

Often encountered or experienced; common; something one has a good knowledge of - more advanced than ‘personal’ and ‘everyday’, not as advanced as ‘routine’.

Glossary Term

Personal

An experience relating only or primarily to the person – one would expect to start here then widen out into the rest of the world, so not as advanced as ‘familiar’.

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Critical

Fully informed, capable of supporting in-depth analysis and assessment.

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Discerning

Using judgement to recognise differences but not fully equipped/informed to analyse and discuss them in depth, so less advanced than critical.

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Awareness

Consciousness, including a background consciousness. Can be a starting point for further exploration.

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Appreciation

A sense, perception, a hold, fix or grasp of one or more of the various aspects of a subject/discipline/sector.

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Understanding

A thorough and firm grasp of a subject/discipline/sector or an element or elements of it, derived from education/study, experience and reasoning in appropriate combination. Can be defined as ‘know why’, as opposed to ‘know that’. More holistic knowledge of processes and contexts, so more advanced than appreciation and knowledge.

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Simple

Undemanding activity not necessarily part of a formal structure - not as advanced as ‘basic’.

Glossary Term

Knowledge

Facts, ideas, theories and concepts in a subject/discipline/sector acquired through experience and/or education – a surer grasp than appreciation so more advanced.

Glossary Term

Basic

Activity is early stepping stone on a structure or framework that can be built upon – more advanced than ‘simple’.