The first paper in the symposium is a joint German-Austrian contribution that discusses an innovative model for the accreditation of vocational learning in the transition to higher education, the Module Level Indicator. The paper consists of two main sections: Part 1 focuses on learning outcomes in higher and continuing vocational education - an MLI-based comparison Germany has a highly sophisticated system of formal vocational education. Many public and private institutions offer numerous long-term continuing vocational trainings. In connection with the intended implementation of a national qualifications framework the level and equivalence of these trainings to higher education programmes is discussed controversially. The Module Level Indicator (MLI) is a psychometrically developed rating instrument that provides information about 9 facets of the level of a learning unit: Scope and actuality of knowledge, critical understanding, multidisciplinarity, problem solving, relation to practise, innovation, autonomy, communication, and consideration of ethical and social problems. Learning units from different disciplines and domains were rated by independent experts by means of the MLI. Results of these first comparisons of higher and continuing vocational education are presented. Systematic differences between VET and higher education are examined based on MLI profiles.