The Module Level Indicator

an EQF-based Instrument for Equivalence Checks

of Vocational and Higher Education Modules

Dr. Wolfgang Müskens

CvO University of Oldenburg

FOLIE 1
  

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
Master craftsman
„Fachwirt“ / „Meister“ (1 or 2 years)
22

1 -3 years of work Bachelor (3 or 4 years)

experience
19
Apprenticeship
„Ausbildung“
Secondary School
(up to 3.5 years)
16
age (approx.)
FOLIE 2
  

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

FOLIE 3
 „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

FOLIE 4
  

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 Level Vocational

Business qualification
• Module Level
Administration (e.g. master
Indicator (based on
craftsman)
EQF)
Module
Corresponding units
(e.g. „Production“ or
of vocational
„Leadership“)
Content qualification
• Learning
Outcomes

FOLIE 5
  

Vocational vs. higher education

Assessment of equivalence

Subject „ Cost and results Module „Cost and results

accounting in the voc. ed. equivalent or not? accounting“ in Bachelor-
programme „Certified programme „Business
senior industrial clerk“ Administration“ Uni OL

An instrument to
compare the levels of
modules based on the
EQF:
Module Level Indicator
(MLI)

Basis: European
Qualifications Framework
for LLL (EQF)

FOLIE 6
  

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
German HE-Qualifications Possible raters: dimensions
Framework
• Lecturers
Reliable scales (according to
EHEA-Framework • Independent experts classical test theory)
Interviews with experts • Students / alumni Applicable to
5 to 10 items per scale • different modules

Items refer to learning • different programmes of study

outcomes • different instructional designs
and kinds of examination

Construct validity (against direct

ratings on EQF)

FOLIE 7
  

Scales of the MLI and their reliability

Module Level Indicator

Knowledge
Scope and Actuality (.87)

Critical appreciation (.95) Competence

Interdisciplinarity (.77) Autonomy (.76)

Skills
Problem Solving (.62)
Relation to Practice (.88)
Communication (.81)
Awareness of ethical and
social issues (.89)

Innovation (.84)

() – Internal consitency / Cronbach’s alpha, N=84

FOLIE 8
 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 „The learning objectives or examination questions require

comprehensive cognitive of practical skills.“

Relation to Practice „The module provides knowledge with immediate practical usability.“

FOLIE 9 © Carl-von-Ossietzky-University, Oldenburg, Wolfgang Müskens, 2007

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

FOLIE 10
 Example of MLI results : Comparison of Senior Insurance Clerk
and BA Business Administration
MLI total scores

yellow – Senior Insurance Clerk (voc.)

module / learning unit
blue – BA Business Admin. (HE)
FOLIE 11
 Construct validity of the MLI

 Simple bivariate correlation between MLI and direct ratings on EQF: r=.80 (N=91)

FOLIE 12
 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

FOLIE 13
  

Contact

Arbeitsbereich Weiterbildung und Bildungsmanagement

Carl-von-Ossietzky-Universität Oldenburg

26111 Oldenburg

Germany

http://www.web.uni-oldenburg.de/anrechnung

Dr. Wolfgang Müskens

wolfgang.mueskens@uni-oldenburg.de

FOLIE 14