Need to modernize statistics course at Indian universities- part I

Statistics is backbone of many subjects and planning. It has close links with mathematics, real life problems and computation. Recent changes in nature of problems and enhancement in power of computation, put serious challenges before statisticians. Statistics is in process of getting a different role (confined as tool for some natural and social science) in life what it had 20 years ago. It is in quest of a point of balance between mathematics and computation in the light of new real life problems, e.g. analyses of real time large transactional data where difference in sample and population is not much meaningful. With increasing role of information and knowledge in our society, number of new areas like artificial intelligence, data mining, and simulation have emerged under canvas of statistics. Apart from traditional experimental and secondary observational data, new type of digital data (in audio, video and textual form) are posing challenges before statistics. But still the process for teaching statistics (like other subjects?) looks some what conservative. Statistics has some unique challenges also. Major challenge in modernization of statistics is how to accommodate new ideas without leaving old one (as they are still relevant) within same time frame. Fortunately new resources (like web based interaction with students) gives a hope for creating new environment for teaching statistics. Findings of round table conference on “Research on the Role of Technology in Teaching and Learning Statistics” organized by International Association for Statistical Education (IASE) provide line of action (as well as outline of future research) in this regards.

The availability of vast and fast computational skills on one side we are finding increasing role of statistics (as good sign), but on other side it has increased the misuse of statistics. Many discipline like (artificial intelligence) has been emerged on same base - data and uncertainty on which statistics relied. Due to availability of computational skills through software, most of the domain experts do not go in details of statistical boundaries of interpretations of outcomes obtained through statistical methods. Such domain experts think that role of statistician has reduced (limited to role of developer of statistical methods) in society with increasing role of software. This is a grave situation and throws new challenges before statistics students and teachers. They have to prove why rigorous three year course is required for good foundation in statistics . Course through one or two papers at other departments can generate capability to “why and when statistics” only. Such small courses may help to its students to know how one should contact statistician. The foundation course is must not only for developer of statistical methods but for creating good users of statistics with a different and unique approach to see world of uncertainty through data window. For this, it is necessary to accommodate all tools developed (by statisticians or non statisticians) to handle uncertainty with the help of data, in statistics (whether hardcore statisticians will agree with me?). It is need of hour to change not only the course curriculum of statistics but the teaching method also.

Through model course on statistics, University Grant Commission (UGC) tried to create an outline of undergraduate and post graduate courses to cater the demand. In comparison of old syllabus (of various universities), this course emphasize the use of computer and included some computational intensive courses like Data Mining, etc. Although these courses identified role of computation in statistics but confined to laboratories only. It does not recommend change in process of teaching by recommending computers in teaching statistics (see Research on the Role of Technology in Teaching and Learning Statistics).

Purpose of higher education is – teaching, research and accreditation(?) Hence a comprehensive syllabus is required covering what to teach, how to teach and how to understand teaching is successful. It appears syllabus by UGC is focused on research only and ignored modernization in teaching and accreditation system. Course given by UGC may be improved by including following areas.

1. Objective of general UG (2 yr), Honors (3 yr) and PG should be divided according to three stages of learning - using, understanding and developing(whether it can be generalised for other subjects?). Accordingly goal of three type of courses may be fixed to generate capability to use statistics and statistical thinking (at UG 2 year), to understand mathematical base of statistics additionally (at UG honors), to develop statistical methods (at PG level). At PG level all disciplines to handle uncertainty through data like- probabilistic logic , possibility theory should be included.
2. Course should be in the form of modules with clear description of prerequisites, background (including utility), target (what capability student will acquire), approach, books (and web links) and duration. By combining modules, courses can be developed based on demand.
3. Inclusion of list of capabilities which student will acquire after completion of specific module and course.
4. In place of separate practical (as mentioned in UGC course), practical should be part of module (mentioned in approach section).
5. Project should be part of module (if no reason to avoid it). Project work develops confidence and understanding of application of ideas in real field for which students are trying to generate capability in themselves. Difference between practical and project is - practical problems are generated in artificial environment to increase understanding of subject by a logically possible data while project comes from real life situation with purpose to increase applicability of subject.
6. Web is big and useful resource for teaching and learning (education). Mentioning useful and reliable links is not less important than hard copy of books. Additional benefit is that contents available at web can be read collectively (by group of students and teachers) by using web annotation tools like reframe It. Since resources available at web are free from official constraints, they are more convenient to use (in comparison of resources in hard copy).
7. Section for teaching technique.
8. Syllabus is not a static thing. It evolves with time. It should be placed on web with facility to post comments, not only by teachers but its user also. This will facilitate interaction between collaborators to develop most suitable syllabus to fulfill demand.
9. Use of statistics depends largely on understanding of domain area. Before completion of course, there should provision of field training at government statistical bureaus and statistical units of industries.

In next part of blog, I will present my views on reform of teaching mehtodology of Statistics