• This paper argues that we need to generate more meaningful statistics about the workings of the rapidly changing labour market and the interplay between the supply of skilled manpower and the competencies required by employers. It makes the case that the new knowledge economy with its much faster labour turnover requires workers with mathematical and statistical literacy. It emphasizes the importance of statistical teaching in the educational system and argues that the teaching of statistics should focus less on statistical theory and formula and more on using statistics to describe and explain the world around us. It discusses some international assessments of mathematical literacy and gives examples of how statistics can help to illuminate everyday issues including the working of the labour market and its links with the educational system.

  • This paper focuses on education and training for the workplace in the public administration units, and discusses the relative main issues: (i) the need for quantitative skill in the public administration management and, in particular, for statistical literacy and education of the personnel; (ii) how to define the objectives of the education and a plan of training, in order to cope with the problems and challenges; (iii) the strategies, issues and evaluation of some specific experiences implemented in Italy, both for non-statistical staff of public administration and for staff members of the Italian National Statistical System (SISTAN). The paper will show that the preparation of a strategic plan of training actions has been developed using a matrix of learning and training goals to find out training priorities as well as implementing a training model to pass from focus on training to focus on professional identity, human resources development and learning.

  • One important part of statistical education is the training of teachers. It would seem to the author that while most teacher education programmes for primary teachers include mathematics education courses, they do not specifically address statistical education. In addition, teachers who enter these programmes would have taken mathematics in school and possibly at post-secondary institutions, but their exposure to statistics would have been limited. Since statistical thinking is different from other forms of thinking, the situation seems to have implications for teacher training. Reasoning under uncertainty is a different way of looking at the world. An accountant may be very good at what he or she does, but the author, for one, would not like an accountant to perform surgery. This paper will raise some questions associated with statistical knowledge as it applies to primary teachers.

  • The OECD has recently defined a "new vision" for its statistical activities, deciding to develop a new statistical information system based on a corporate strategy. One of the targets of this strategy is to increase the positive perception of OECD statistical work within the Organisation and users in Member countries (primarily in ministerial authorities, OECD Delegations, national statistical offices, media) and in other international organisations. To achieve this target, one of the actions commenced by the OECD has been the definition of a new policy for increasing the external communication to users and policy makers about the statistical activities and results. The paper describes the characteristics of this policy, focusing on the aspects more relevant for the relationships with private and public decision makers.

  • In this paper, we will first give a few examples of the types of on-the-job problems future managers are likely to meet. Then we will expose the difficulties of teaching statistics in management schools. Lastly, we will review possible solutions.

  • In this paper an extensive reference to the problems of using statistical techniques in the political sciences is taken place. Statistics today, in the era of information outbreak can be generally defined as the "Science that is concerned with the gathering, evaluation and processing of information". Society's demand for qualitatively controlled information absolved from "noises" which intentionally or not are included, is especially obvious in a returning, from time to time discussion, about the control of the public measurements related to the Mass Media audience, political parties and persons, educational parameters, economical and social indexes and factors, etc. By following and commenting the phases of observation of electoral behavior, we will refer to some problems.

  • Institutional Research aims to enhance the operations of institutions through the production of data and information that are used to improve the effectiveness of the organization. Statistical organizations are well positioned in the nature of their operations to benefit from the pursuit of institutional research activity. Since such research employs a variety of statistical concepts and methods in its practice, the training of institutional research professionals is dependent upon the outcomes of education and training and the methods adopted in the teaching of statistics. This paper examines the existing functions and areas of operations as well as the new and emerging demands for statistics and indicators, which pose challenges for National Statistical Organizations (NSO'S), in the 15 member states of the Caribbean Community (CARICOM) region. The author identifies some of the critical areas in which the practice of institutional research can be established and pursued and suggests that the training of professionals in this area will be a desirable support function at time of increasing statistical demand.

  • This paper will examine the foresight, commitment and academic and administrative expertise manifested by various individuals and institutions that combined to create an atmosphere and infrastructures in which statistical education could develop as a discipline in its own right. Particular attention will be focused on the development of statistical education activities in the International Statistical Institute's post-war period, with particular reference to ISEC Calcutta and the former ISEC in Beirut, and ISI Statistical Education Committee, forerunner to the present International Association for Statistical Education.

  • Continuing Professional Development (CPD) is vital for any practising employee of any organisation. For many professions, especially one as diverse as the statistical one, it is important that the selection and evaluation of relevant, quality, statistical and non-statistical CPD is fully inclusive - both for the professionals themselves and also for their areas of application. This paper outlines the broad approach taken by the Royal Statistical Society (RSS) in its progress to implementing a CPD policy across its professionally qualified membership. Specifically, however, the paper will focus on two (non-academic) sectors - business and government - which in themselves are quite diverse. It will discuss how relevant CPD might be defined in those sectors; will address how a manager in these sectors might set CPD objectives for staff; and will suggest how an employee might locate suitable CPD training material.

  • Statistical agencies follow the UN Principles of Official Statistics, which set high standards of practice and ethics. The question is posed as to whether current practices meet these high standards, with some topical examples relating to Indigenous statistics and disability statistics. Some important messages for the teachers of statisticians are then drawn out, covering some practical and ethical issues for those who work, or will work, in statistical agencies.