1. Dr. Wolfgang Müskens CvO University of Oldenburg
The Module Level Indicator an EQF-based Instrument for Equivalence Checks of Vocational and Higher Education Modules
Dr. Wolfgang Müskens
CvO University of Oldenburg

2. Vocational vs. Higher Education in Germany
Vocational vs. Higher Education in Germany
vocational education
higher education 30
(Technical) Business specialist „Betriebswirt“
Doctorate
1 – 3 years of work experience 25
Certified senior clerk / Master craftsman „Fachwirt“ / „Meister“
Master
(1 or 2 years) 22
1 -3 years of work experience
Bachelor (3 or 4 years) 19
Apprenticeship „Ausbildung“
(up to 3.5 years)
Secondary School 16
age (approx.)

3. Legal basis of accreditation of prior vocational learning
Legal basis of accreditation of prior vocational learning
Resolution of KMK* at 28 June 2002
“Knowledge and skills obtained outside higher education can be accredited towards a degree in the context of a – possibly also blanket – classification if they [...] are equivalent in content and level to the part of the degree programme that is to be replaced […].” (KMK, 2002).
*) KMK – „Kultusministerkonferenz“: Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany

4. „Blanket“ Recognition
Basic principles
Any holder of a certain qualification (e.g. Master craftsman, Certified senior clerk) gets exemption from equivalent university modules without further examination
University (in coorperation with Chambers) check only one-time the equivalence of the vocational qualification and the programme of study at university („equivalence check“)
University guarantees recognition for any holder of the vocational qualification

5. Blanket recognition of non-higher-education qualifications
Blanket recognition of non-higher-education qualifications
Equivalence check
Independend experts assess
the extent to which the contents of the module are covered by learning outcomes of the vocational qualification
whether the level of the learning outcomes and skills to be accredited corresponds to the level of the module
Bachelor in Business Administration
Module
(e.g. „Production“ or „Leadership“)
Level
Module Level Indicator (based on EQF)
Vocational qualification (e.g. master craftsman)
Corresponding units of vocational qualification
Content
Learning Outcomes

6. Vocational vs. higher education
Vocational vs. higher education
Assessment of equivalence
Subject „ Cost and results accounting in the voc. ed. programme „Certified senior industrial clerk“
Module „Cost and results accounting“ in Bachelor-programme „Business Administration“ Uni OL
equivalent or not?
An instrument to compare the levels of modules based on the EQF:
Module Level Indicator (MLI)
Basis: European Qualifications Framework for LLL (EQF)

7. Module Level Indicator
Module Level Indicator
Construction
Sources / basis
Features
Objectives
EQF for LLL
9 scales (Version 2.1)
Differentiated description of learning units by means of multiple dimensions
German HE-Qualifications Framework
Possible raters:
Lecturers
Independent experts
Students / alumni
Reliable scales (according to classical test theory)
EHEA-Framework
Interviews with experts
Applicable to
different modules
different programmes of study
different instructional designs and kinds of examination
5 to 10 items per scale
Items refer to learning outcomes
Construct validity (against direct ratings on EQF)

8. Module Level Indicator
Scales of the MLI and their reliability
Module Level Indicator
Knowledge
Scope and Actuality (.87)
Competence
Autonomy (.76)
Communication (.81)
Awareness of ethical and social issues (.89)
Critical appreciation (.95)
Interdisciplinarity (.77)
Skills
Problem Solving (.62)
Relation to Practice (.88)
Innovation (.84)
() – Internal consitency / Cronbach’s alpha, N=84

9. Scales of the MLI - Examples of Items
Module Level Indicator
Knowledge
Scope and Actuality
„The module contains at least some in-depth knowledge on the actual state of research within the domain.“
Critical appreciation
„The module provides an awareness for the limits of the knowledge acquired.“
Interdisciplinarity
„The module contains interdisciplinary topics, requiring knowledge from different domains.“
Skills
Problem Solving Skills
Relation to Practice
„The learning objectives or examination questions require comprehensive cognitive of practical skills.“
„The module provides knowledge with immediate practical usability.“
© Carl-von-Ossietzky-University, Oldenburg, Wolfgang Müskens, 2007

10. Example of MLI results: Profile of a learning unit (subject)

11. Example of MLI results : Comparison of Senior Insurance Clerk and BA Business Administration
MLI total scores
module / learning unit
yellow – Senior Insurance Clerk (voc.)
blue – BA Business Admin. (HE)

12. Construct validity of the MLI
Simple bivariate correlation between MLI and direct ratings on EQF: r=.80 (N=91)

13. Construct validity of the MLI
Simple bivariate correlation between MLI and direct ratings on EQF: r=.80 (N=91)
Non-linear regression (square model): r2=.70

14. Contact Arbeitsbereich Weiterbildung und Bildungsmanagement
Contact
Arbeitsbereich Weiterbildung und Bildungsmanagement
Carl-von-Ossietzky-Universität Oldenburg
26111 Oldenburg
Germany
Dr. Wolfgang Müskens