Proceedings

  • Recent fascinating developments of information and telecommunication technology have made vast amounts of data available to many millions throughout the world. This and the widespread increased use of conceptually and methodologically complex analytical procedures and tools require appropriate training of users. The paper therefore focuses on the question how the modern information and telecommunication technology could increase the quality and efficiency of statistical training at the workplace from learners' point of view. In this framework, general pedagogical issues and challenges of distance learning in a modern e-environment are addressed, and a model of a general technology-based course is proposed. Assessment of the present state of affairs is based on an extensive survey of technology-based statistical courses, and followed by an identification and discussion of future challenges in the field.

  • The strategic objective of several statistical agencies is to advance people's statistical literacy and use. The demand and need for statistics is constantly increasing. Statistics and the ability to read them are needed extensively in society as a whole. Statistical literacy can be promoted in various ways, for example, by developing various information distribution channels and by training customers. This paper describes how the use of statistical information is continuously developing at Statistics Finland by means of training and gives an example of Statistics Finland´s web-based-learning project.

  • The New Zealand national curriculum framework provides a context within which Statistics New Zealand can deliver relevant statistical teaching resources to the school sector. The presentation will discuss the 2001 Census Education Resource and its benefits to both students in the classroom and Statistics New Zealand. It will look at the consultation process undertaken with the educational sector to ensure the delivery of an appropriate resource in the two official languages of New Zealand (English and Mäori) and give examples of how the resource was used by teachers to provide interesting, real life learning experiences for their students. The resource was supported by additional teaching material in the education media and on Statistics New Zealand's website as well as key educational websites. Examples of the range of activities will be included.

  • This paper will outline the development of a course in Official Statistics presented in the Department of Statistics, University College Dublin, Ireland. Courses in official statistics would generally not be found in university statistics' departments but the experience in UCD may help others decide that such courses may deserve a position alongside the more traditional academic statistics courses.

  • The first aim of this project was improving the knowledge of the censuses and their function and importance for the Country. The second aim was disseminating numeracy among the students of primary and secondary schools. ISTAT organized a simulated census asking students to answer a questionnaire that contains special questions for children (how many times can you bound back a balloon in fifteen seconds?) and other real official statistics questions, easy enough for children (way of reaching school in the morning; what was eaten at breakfast, atcivities in the free time). The students followed every step of the collecting process, even making exsercises using their own figures, then they sent the figures to ISTAT using an electronic form filled in on- line by Internet. ISTAT is now collecting the figures to give back statistics to the schools who participated in the project.

  • This paper intends to be a report on the statistical methods and tools used in geography courses in Italy. We will mostly focus on the upper level of Italian educational system as well as on the geographical disciplines taught both in Italian universities and in some strictly selected postgraduate courses. We will also take into account the didactical role that statistical and mathematical disciplines have been playing in geography courses for the last ten years, as well as university programmes that are presently adopted. Data will be taken from the programmes of geography degree courses, and from the programmes of twelve selected master courses, carried out in partnership with some of the most prestigious Italian universities. This study aims at explaining the utility of quantitative language in didactics and geographical research.

  • Experienced litigators pride themselves on being able to do a quick study of any subject, no matter how esoteric. However, self-help frequently does not suffice when the subject is statistics. No matter how well-prepared the expert testimony on their side, the failure of many litigators to be able to understand the statistics of the opposition adequately to cross-examine effectively has doomed many cases. Several examples will be explored, together with guidelines for statisticians who must prep the math-phobic advocate.

  • This paper reviews the current status of teaching both undergraduate and post-graduate doctors in the UK. An example is given of the way both areas are covered at the University of Sheffield UK. The use of topical subjects to interest students is described. The future of teaching medical statistics, the way it may be delivered and its links with Evidence Based Medicine are discussed.

  • Statistics has gained recognition as an important component of many disciplines including medical and health sciences (MHS). Medical doctors and health related professionals need to understand the process of statistical investigations and be able to plan statistical inquiry in medical and health related decisions. In this respect, statistical knowledge and skills are considered as part of required competencies for medical doctors and health related professionals. Furthermore, planners and policy-makers in the MHS education institutions need to apply research-based information to maintain and improve quality of teaching-learning processes. Toward meeting the above objectives, a medical education research workshop was designed at Shaheed Beheshti University of Medical Sciences and Health Services in Iran. The workshop was developed and implemented to provide medical doctors with opportunities to get their hands on statistical investigations. In doing so, based on three types of research methods in medical education systems, statistical tools were presented through data-oriented approach. In this paper first the curricular structure of the workshop is briefly presented. Then, based on data from interviews with participants, the impact of the workshop on developing statistical knowledge and skills to solve medical education system problems is analyzed. The results indicate that workshop approach motivated the participants to develop a conceptual understanding of statistical ideas and their applications to investigate problems of teaching-learning systems.

  • 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.

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