SCQF Partnership appoints team to help shape Scotland’s new learning and skills recognition system

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24 July 2025
2 minutes
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A national Recognition of Prior Learning (RPL) system for Scotland is a step closer, with the appointment of an experienced team to lead the first phase of work.

Susan Stewart
Susan Stewart
Headshot of Julie Cavanagh
Julie Cavanagh

The SCQF Partnership (SCQFP) confirmed in May that it will support the Scottish Government to establish a national RPL system, as outlined in the 2025-26 Programme for Government.

Appointment

Following a competitive tender process, Susan Stewart Communications has been appointed to lead the project, working with Julie Cavanagh of JCC Consulting.

Susan and Julie will support the SCQFP in gathering key insights and bringing together education providers, employers and learner voices to inform the design of a more streamlined and consistent approach to recognising prior learning across Scotland.

Susan, the former Director of the Open University in Scotland, brings a wealth of experience in communications, stakeholder engagement and education policy, while Julie has an extensive background in developing and promoting RPL in Scotland and internationally. Both have built strong relationships across Scottish education and business sectors.

Recognising skills

The new RPL system will make it easier for individuals to have their skills — gained through work, volunteering, or life experience — formally recognised. This will support faster re-skilling, smoother career changes and greater access to further learning.

Pauline Radcliffe, Chief Executive of the SCQFP, said: “We are excited to be working with Susan and Julie to support the Scottish Government’s significant commitment to ensuring that all learning and skills count, through an RPL system, regardless of the context in which they are gained.

“Their experience and fresh perspective will help us bring together and listen to the voices of individuals, employers, education providers and other key partners to ensure Scotland’s RPL system is robust, inclusive and fit for purpose.

“This is a key step towards unlocking opportunities for people and strengthening the country’s skills system, contributing to a more inclusive and sustainable economy.”

Learn more

For more information on RPL, explore our RPL Hub at https://scqf.org.uk/rpl-hub/

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.

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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.

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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.

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Unfamiliar

New territory for an activity.

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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’.

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Familiar

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

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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’.

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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.

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Basic

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