Headshot of Marissa Lippiatt, SCQF Partnership
Marissa Lippiatt

The SCQF Partnership (SCQFP) is delighted to announce the internal recruitment of two staff members to new, more senior roles.

The appointments reflect the organisation’s continued focus on strengthening Scotland’s lifelong learning landscape.

Head of Operations

Marissa Lippiatt is now Head of Operations, taking on responsibility for the overall management and delivery of the SCQFP’s operational functions.

Marissa, who previously served as Head of Development and Engagement, brings extensive experience in programme delivery and stakeholder engagement. In her new role, she will focus on strengthening operational performance and reporting, digital transformation and ensuring the effective delivery of the organisation’s objectives.

Donnie Wood, SCQF Partnership
Donnie Wood

Head of Pathways Policy

Donnie Wood has taken up the post of Head of Pathways Policy, having previously been the Lead for Learning Pathways. Donnie will now have strategic oversight of the SCQFP’s work in developing pathways across the education, training and employment sectors, helping to ensure that the SCQF remains central to skills planning and workforce development in Scotland.

A fourth member of SCQF Partnership’s Leadership Team, the Head of Assurance, has been externally recruited and will be joining the team in September 2025.

‘A wealth of knowledge’

Pauline Radcliffe, Chief Executive of the SCQFP, said: “I am delighted to see Marissa and Donnie step into these important roles. Both have been instrumental in driving forward our work in recent years and bring a wealth of knowledge and commitment to the organisation.

“Their appointments strengthen our capacity to support the needs of learners, employers and education providers across Scotland, ensuring the SCQF continues to play a vital role in supporting progression and widening access to learning.”

The SCQFP remains committed to promoting the value of the SCQF as Scotland’s national qualifications framework, helping people of all ages and backgrounds navigate learning pathways and achieve their potential.

To meet the SCQFP team, visit https://scqf.org.uk/about-us/team/

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.

Glossary Term

Basic

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