Steedman, Hilary

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Steedman, Hilary, McIntosh, Steven, Green, Andy (2004). International comparisons of qualifications: skills audit update. (Research report 548). London School of Economics and Political Science. Centre for Economic Performance.

Foreman, Jim, Steedman, Hilary, Wagner, Karin (2004). Meeting the ICT Challenge. Centrepiece, 9(1), 8-13.

Steedman, Hilary (2003). What education can learn from the rest of the world. New Statesman, (The sk), vi-vii.

Steedman, Hilary, Carneiro, Roberto (2002). Editorial. European Journal of Education, 37(3), 225-228. https://doi.org/10.1111/1467-3435.00105

McIntosh, Steven, Steedman, Hilary (2002). Increasing the supply of skills. European Journal of Education, 37(3), 281-299. https://doi.org/10.1111/1467-3435.00109

Steedman, Hilary (2002). Are we being serious about apprenticeship? Centrepiece, 7(1), 10-19.

Steedman, Hilary (2001). Five years of the modern apprenticeship initiative: an assessment against continental European models. National Institute Economic Review, 178(1), 75-87.

Steedman, Hilary, McIntosh, Steven (2001). Measuring low skills in Europe: how useful is the ISCED framework? Oxford Economic Papers, 53(3), 564-581. https://doi.org/10.1093/oep/53.3.564

Murray, Åsa, Steedman, Hilary (2001). Skill profiles of France, Germany, the Netherlands, Portugal, Sweden and the UK. European Journal of Vocational Training, (22), 3-14.

Steedman, Hilary (1999). Looking into the qualifications 'black box': what can international surveys tell us about basic competence? (CEPDP 431). London School of Economics and Political Science. Centre for Economic Performance.

Bertrand, Olivier, Green, Andy, Richter, Ansgar, Rubin, Marcus, Steedman, Hilary, Weber, Klaus (1997). Assessment, qualifications and standards: UK compared to France, Germany, Singapore and the US. (Centre for Economic Performance special papers CEPSP05). London School of Economics and Political Science. Centre for Economic Performance.

Green, Andy, Steedman, Hilary (1997). Into the 21st century: an assessment of British skill profiles and prospects. (Centre for Economic Performance special papers CEPSP06). London School of Economics and Political Science. Centre for Economic Performance.

Oulton, Nicholas, Steedman, Hilary (1994). The British system of youth training: a comparison with Germany. In Lynch, L. M. (Ed.), Training and the private sector: international comparisons . University of Chicago Press.

Public

Steedman, Hilary (2011). Apprenticeship policy in England: increasing skills versus boosting young people’s job prospects. (CEP Policy Analysis CEPPA013). London School of Economics and Political Science. Centre for Economic Performance. picture_as_pdf

Steedman, Hilary (2011). The ‘NEET’ category emphasises participation regardless of its content or value: focusing on progression and achievement can help set clearer goals for school leavers.

Steedman, Hilary (2010). To avoid creating a ‘lost generation’, with perhaps a fifth of all 18 year olds unemployed and outside training, a new push on apprenticeships would help.

Steedman, Hilary (2010). The state of apprenticeship in 2010: international comparisons - Australia, Austria, England, France, Germany, Ireland, Sweden, Switzerland: a report for the Apprenticeship Ambassadors Network. (Centre for Economic Performance special papers CEPSP22). London School of Economics and Political Science. Centre for Economic Performance.

Steedman, Hilary (2005). Apprenticeship in Europe: 'fading' or flourishing? (CEPDP 710). London School of Economics and Political Science. Centre for Economic Performance.

Steedman, Hilary, Stoney, Sheila (2004). Disengagement 14-16: context and evidence. (CEPDP 654). London School of Economics and Political Science. Centre for Economic Performance.

Steedman, Hilary, Wagner, Karin, Foreman, Jim (2003). The impact on firms of ICT skill-supply strategies: an Anglo-German comparison. (CEPDP 575). London School of Economics and Political Science. Centre for Economic Performance.

West, John, Steedman, Hilary (2003). Finding our way: vocational education in England. (Centre for Economic Performance occasional papers CEPOP18). London School of Economics and Political Science. Centre for Economic Performance.

Steedman, Hilary (2001). Benchmarking apprenticeship: UK and continental Europe compared. (CEPDP 513). London School of Economics and Political Science. Centre for Economic Performance.

Steedman, Hilary, Gospel, Howard, Ryan, Paul (1998). Apprenticeship: a strategy for growth. (Centre for Economic Performance special papers CEPSP11). London School of Economics and Political Science. Centre for Economic Performance.

Murray, Asa, Steedman, Hilary (1998). Growing skills in Europe: the changing skill profiles of France, Germany, Netherlands, Portugal, Sweden and the UK. (CEPDP 399). London School of Economics and Political Science. Centre for Economic Performance.

Wolf, Alison, Steedman, Hilary (1998). Basic competence in mathematics: Swedish and English 16 year olds. (CEPDP 385). London School of Economics and Political Science. Centre for Economic Performance.

Rudd, P., Steedman, H. (1997). GCSE grades and GNVQ outcomes: results of a pilot study. (CEPDP 366). London School of Economics and Political Science. Centre for Economic Performance.

Steedman, H. (1997). Recent trends in engineering and construction skill formation - UK and Germany compared. (CEPDP 353). London School of Economics and Political Science. Centre for Economic Performance.

Steedman, H. (1996). Measuring the quality of educational outputs: a note. (CEPDP 302). London School of Economics and Political Science. Centre for Economic Performance.

Layard, Richard, Steedman, Hilary (1995). Lifelong learning. (Centre for Economic Performance occasional papers CEPOP09). London School of Economics and Political Science. Centre for Economic Performance.