LSE creators

Number of items: 29.
Centre for Economic Performance
  • 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, 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, 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 (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 (2001). Benchmarking apprenticeship: UK and continental Europe compared. (CEPDP 513). London School of Economics and Political Science. Centre for Economic Performance.
  • 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.
  • 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.
  • 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.
  • 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.
    • Centre for Macroeconomics
  • Oulton, Nicholas, Steedman, Hilary (1994). The British system of youth training: a comparison with Germany. In Lynch, Lisa M. (Ed.), Training and the private sector: international comparisons . University of Chicago Press.