The aim of this paper is to attempt an answer to the questions posed in the title. Geographically or economically speaking, countries vary from developing to developed, from the North to the South, and from East to West. Within each geographical context, let alone amongst them, there is a wide range of jobs, occupations, positions, etc., each of which has its own data analysis requirements. These requirements vary to suit macro versus micro levels; high management and executive levels versus middle, low and other managerial levels; and research and policy making levels versus administrators and clerks. Consequently, given the complexity of situations in which data analysis will be used there cannot be unique approaches to teaching data analysis. Such is the situation in the world of work. However, the situation is not much different in the world of education. The variety of audiences who can, or wish to, be taught data analysis include parents, teachers and business people in different sectors, government employees who, in turn, are scattered among different ministries and departments which certainly are not unique. What are the implications of this diversity for teaching data analysis? The remainder of the paper is organized into five sections: (a) The teaching/learning load and the teacher's role; (b) School children and the future; (c) A framework for a course on data analysis for schools; (d) A course on data analysis for schools: and (e) Conclusion
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education