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Official Statistics and Statistics Education: Bridging the Gap

Author

Listed:
  • Gal Iddo

    (University of Haifa, Department of Human Services, Abba Houshi Road 199, Haifa, 3498838, Israel)

  • Ograjenšek Irena

    (University of Ljubljana, Faculty of Economics, Kardeljeva pl. 17, Ljubljana, 1000, Slovenia)

Abstract

This article aims to challenge official statistics providers and statistics educators to ponder on how to help non-specialist adult users of statistics develop those aspects of statistical literacy that pertain to official statistics. We first document the gap in the literature in terms of the conceptual basis and educational materials needed for such an undertaking. We then review skills and competencies that may help adults to make sense of statistical information in areas of importance to society. Based on this review, we identify six elements related to official statistics about which non-specialist adult users should possess knowledge in order to be considered literate in official statistics: (1) the system of official statistics and its work principles; (2) the nature of statistics about society; (3) indicators; (4) statistical techniques and big ideas; (5) research methods and data sources; and (6) awareness and skills for citizens’ access to statistical reports. Based on this ad hoc typology, we discuss directions that official statistics providers, in cooperation with statistics educators, could take in order to (1) advance the conceptualization of skills needed to understand official statistics, and (2) expand educational activities and services, specifically by developing a collaborative digital textbook and a modular online course, to improve public capacity for understanding of official statistics.

Suggested Citation

  • Gal Iddo & Ograjenšek Irena, 2017. "Official Statistics and Statistics Education: Bridging the Gap," Journal of Official Statistics, Sciendo, vol. 33(1), pages 79-100, March.
    • Handle: RePEc:vrs:offsta:v:33:y:2017:i:1:p:79-100:n:5
    DOI: 10.1515/jos-2017-0005
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    References listed on IDEAS

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