Abstract
Whilst the Middle East played an historic role in the development of mathematical principles, the recognition and importance of statistics in the region has been a more recent phenomenon. The founding of the Statistics Centre Abu Dhabi (SCAD) in 2008 and its Statistical Training Institute (STI) in 2011 has enabled Abu Dhabi to be at the forefront of professional statistics education, especially in the field of official statistics. This paper will explore how STI has promoted statistical literacy through a series of integrated programmes and initiatives.
STI delivers targeted training needs in the Emirate of Abu Dhabi and is developing its services to support demand for official statistics more widely. Its aim is to promote informed decision-making and evidence-based policy by improving the statistical skills and knowledge base across government and the wider community. To achieve this, STI organises fit-for-purpose, high-quality learning activities designed to strengthen the statistical capabilities and professional competencies of individuals and organisations involved in the production of official statistics.
Recent initiatives have included: the introduction of internationally certified “job family” courses to cover the disciplines of data management and data analysis; the organisation of the “Abu Dhabi Statistical Symposium”, an international event for the whole community which focused on “Building Excellent Statistical Technologies” and included contributions from leading experts; a suite of statistical leadership courses for senior government officials interested in maximising statistical presentation, communication and impact; and international seminars on “The Data Revolution” and “Transparent Modelling” delivered by leading official statisticians and academics. Last year, the UK Royal Statistical Society gave permission for STI to become an authorised centre for its examinations; and an in-house modular training programme is underway to complement this syllabus. A Certified Fieldwork Licensing Programme has also been established.
Notwithstanding these successes, future challenges will be necessary and should include: broadening statistical literacy to include non-statisticians in government and the wider community; introducing award schemes for data managers, statistical analysts and other specialisms; ensuring accreditation by recognised international organisations and universities; and establishing a seamless statistical learning ladder to offer progression at all levels of statistical expertise.
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