Proceedings

  • A 3-year study was conducted to document individual differences in computer interest and use among middle school students and the psychological and social processes that may contribute to these differences. A questionnaire was used to assess the computer interest and use of a sample of approximately 400 middle school students at the end of each of the 3 years. The dependent measures--interest in learning about computers, plans to take elective computer classes, willingness to consider a computer career, and non-school computer use--and outcome measures were combined into a computer interest and use composite score. Eight independent variables were selected: mathematics interest, current goals for computer use, mathematics achievement, perceived parental encouragement for computing activities, perceived peer reactions to computer involvement, perceived relevance of computing skills for the future, perceived self-efficacy for computer-related tasks, and affective responses to the computer. These variables were organized using a newly developed version of "living systems" theory and students were asked to rate them on a scale of 1 to 5. Regression analysis of the data from the questionnaires and additional demographic and descriptive data showed that: (1) the gender of the subject appears to be an important social characteristic to consider in predicting computer interest and use since there were significant differences in favor of males; (2) boys may be more involved in computers as the result of more opportunities for mastery, more role models to emulate, greater verbal encouragement, and less fear of the machines; and (3) boys express a more positive attitude about the benefits of computers to society than do girls. Although there was a decline within grade levels from year to year over the 3-year period the variables showed consistent gender differences in favor of males. (DJR)

  • Statistical training is recent in francophone Africa. Statistical training institutions have opened in the 60's and 70's. Three schools provide training in statistics: ISSEA in Yaoundé, DSD in Dakar and ENSEA in Abidjan. ENSEA provides 4 levels of graduate programs: "Ingénieurs Statisticiens Economistes" (ISE) on Master'sLevel, "Ingénieurs des Travaux Statistiques" (ITS) on Bachelor's Level, "Adjoints Techniques de la Statistique" (AD) et "Agents techniques de la Statistique" (AT). The career openings of statisticians are mainly in the public administration. But private sector is recruiting more and more statisticians to manage its statistical system. In spite of the programmes' performances, training institutions remain fragile given the educational, didactic, and equipment difficulties they are confronted with. Foreign supports as well as a better consideration of statistical issues by decision-makers can guarantee the timelessness of the training device in sub Saharan Africa.

  • This paper focuses on the learning, rather than the teaching, of statistics in the context of Eurostat's role in developing statistical programmes and the transfer of statistical knowledge for the implementation of monetary union in Europe. It was against this background that the Committee for Monetary, Financial and Balance of Payments Statistics (CMFB) was established, bringing together senior officials responsible for statistics at central banks, senior statisticians at statistical offices, Eurostat and the European Central Bank statistics directorate in order to foster consultation and cooperation in areas of common interest. One of the important milestones achieved in the CMFB concerns work on new statistical methods, harmonisation, exchange of experience in the use of statistical techniques, and the general exchange of new statistical knowledge. Such knowledge transfer has not been restricted to members of the European Union but has also influenced statistical programmes of other countries, in particular candidate countries for accession to the European Union. They have a major interest in exchanging knowledge and learning more.

  • As a leader, the American Statistical Association is heavily involved in statistics education, both in terms of content and pedagogy, and also for professionals who need continuing education and further professional development. The Center for Statistics Education exists to assist in curriculum development for kindergarten through graduate levels, and to develop and manage programs, which promote the teaching of statistics, assist in teacher preparation and provide resources for teachers of statistics. The Center also provides educational opportunities in various applied sub-fields of statistics for professionals, and supplies career information to prospective students of statistics as a way to build the profession and meet the statistical needs of society. In collaborations with publishers, it has also developed a series of publications to aid quantitative literacy at different levels.

  • For many years the Royal Statistical Society has had an Ordinary Certificate in Statistics as a first qualification in statistics. In 2000 the three authors worked with colleagues from the National Statistical Office (NSO) in Malawi and from Chancellor College, University of Malawi, to develop a parallel course in Key Statistical Skills for clerks at the NSO. This course emphasizes the practical nature of statistics and develops skills in teamwork, communication and project work as well as including some extra statistical content in demographic and economic statistics. The first students took the courses in 2000/2001. The authors will report on the experience and the positive gains in tailoring courses for particular student needs.

  • The important task for Ukraine is the training of specialists of the the system of national accounts (SNA) for the market economy. Therefore content of teaching of the SNA has transition to the International Standards. In 1993 the new government of the Ukraine confirmed conception of the transition of the National Ukrainian Statistics to the International Standards. Now the Ukraine has transition from planned to market economy in the areas of productive forces, structure of economy, the integration of economy to international economy and the social role of the state institutions. Knowledge about the SNA is needed for specialists of economics, management, statistics, international economy and other. I elaborate the course of the system of national accounts for the training of official statisticians and teaching of students in Universities of Economics in Ukraine.

  • The growing demand and use of official statistics are changing the culture and patterns of the statistical production. Official statisticians are now faced with an increasing number and variety of users, whose demands have to be satisfied. On the other hand, a trend towards de-centralisation of the statistical systems is now developing in many countries, with the result that the responsibility for producing statistics extends far beyond the realms of the National Statistical Offices. Also, globalisation stresses the need for harmonised statistical systems. All this sets a number of new challenges in the training of official statisticians. This paper comments on some of them, and describes some experiences and results.

  • In 1994-95 the Department of Statistics at Iowa State University first offered a new two-semester sequence of distance education courses, Applied Statistics for Industry I & II. The courses were designed to meet the needs of engineers and managers in industrial settings. The courses are filmed during the on-campus delivery of the class and videotapes are sent to off-campus students for viewing the following week. Over the past 10 years, a major emphasis in statistics education has been the active participation of students in the practice of statistics. The Present paper will discuss strategies for incorporating activities and other practical experiences into a distance education course. We will also explore the use of technology to enhance the active statistics experience for students at a distance.

  • The experience as an online student is discussed as a case study. The six-month online course undertaken was designed as professional development for teachers. The objective of the course was to develop skills in online development and delivery of training. It included instructional design, the development of educational models for delivery, tutoring online and the use of computer mediated communications software. The positive and negative aspects of this experience are covered. The "lessons learned" are discussed for relevance to teaching health statistics, predominantly risks and rates and common study types used in health investigations.

  • The paper reflects on the growing demand for statistics training, in permanent education in general, and in just-in-time training with direct applicability in particular. It reports on work in short-course and in in-company training in statistics. Special attention is given to two cases, on the one hand a self-study course for a government department, on the other hand a system of highly interactive applets for visualization of statistical concepts related to the linear model.

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