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• W210288448 abstract "Without practical applications of theory, students often do not understand why they are studying the techniques and what statistics is about. Service course students are often antagonistic to and afraid of the statistics courses. Some progress can be made by noting that anyone who crosses a road and survive, is an expert in probability. Relating techniques to current social issues can further assist in breaking down barriers, increasing awareness of the usefulness of statistics and enhancing academic citizenship. Specifically using HIV/AIDS examples, in a country where this is a major problem, helps students to understand the issues and how to deal with the risk. Since many are the first from their home areas to attend university, they have some standing in the community, and communicate with others. This paper outlines some of the issues and methods and examples used in both major stream and service courses by the author and by colleagues. BASIC TENANT The main aim of teaching statistics is to empower students to become statistically literate, and to apply evidence-based methods of reasoning and decision-making. If we don’t achieve it, we have failed in our teaching. WHY IS THIS SO IMPORTANT NOT JUST FOR STATISTICS TEACHERS? The importance of achieving this is becoming ever greater in today’s society, in South Africa at least. The government is moving towards evidence based governance, as was emphasized by Minister Trevor Manuel, Minister of Finance, at his opening address at ICOTS 6. It can be summarized by his appeal, “Don’t tell me what I want to know, tell me what I need to know.” At a meeting of heads of statistics offices in the Southern Africa Development Countries (SADC) to discuss training of those working in statistics offices, the training needs of South Africa were highlighted, against the background of an extreme shortage of official and other statisticians (14 th Conference of Commonwealth Statisticians, Cape Town, September 2005). This related not only to professional statisticians, but users as well. It was decided that Pali Lehohla and myself would study the SADC documents on training, and present the South African (SA) position paper (Plenary session on ‘Training of Statisticians in the SADC region,’ 2005 conference of the SA Statistical Association, Grahamstown, November, 2005, attended by a large number of heads or representatives of statistical offices of the Southern African Development Countries and of university statistics departments, as well as general delegates). We indicated that, for SA, we needed training in statistics and statistical literacy among: • Professional official statisticians, who plan surveys and analyze the results; • Other professionals such as economists, demographers, geographers, social statisticians, and those setting up databases within the National Statistics System, who need to do further analyses; • Policy makers and others who need to work with, and make sense of, data from Stats SA, in other government departments (national and provincial), municipalities, Non-Governmental Organization’s, business, etc.; as well as to turn their “what I need to know,” such as “are the poverty reduction programs working,” into questions they can answer using the data; • The general public as providers of statistical data – if they have some understanding of the basis for the allocation of funds to provinces and departments, and how this affects service delivery, we should get greater willingness to provide information. Such statistical literacy is also a pre-requisite for economic literacy, and as such is an essential skill for many South Africans, particularly those involved in wage negotiations, and those starting small businesses. It is also essential in preventing people being taken in by pyramid and other flyby-night schemes, and the ubiquitous e-mail scams. In order to deal with HIV/AIDS" @default.
• W210288448 created "2016-06-24" @default.
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• W210288448 date "2006-01-01" @default.
• W210288448 modified "2023-09-24" @default.
• W210288448 title "USING EXAMPLES RELATED TO HIV/AIDS TO ENHANCE UNDERSTANDING OF STATISTICAL THEORY AND OF SOCIAL IMPLICATIONS OF STATISTICS" @default.
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