POPULARIZING STATISTICS FOR FUTURE EMPLOYERS OF STATSTICIANS IN ETHIOPA

In a simple expression, the subject Statistics deals with creating, developing and applying scientific methods on collection, presentation, analysis and interpretation of data. It is used as a scientific tool for rational decision-making in almost every facet of modern social and economic life. It has wide applications in science, technology, social and economic services for problem analyses, plan formulation, operational follow-up and control, and in the evaluation of projects designed to achieve some well-defined purpose. In fact, it appears that the needs for appreciating the power and uses of statistics are almost universal today. That is why Statistics is one of the required and important courses in tertiary education. Almost all students are required to take at least one course in Statistics. One of the objectives of the course is to equip the students with the basic statistical methods for their everyday life in school and at work. Another objective is to build an appreciation of the role of statistical methodologies in their professional walk of life. In other words, they prepare to such an extent so that they may be able to interact better when they seek and get a statistician's technical expertise in the formulation and analysis stages of their research. However, the learners ' seem poorly equipped to make use of statistics. Introductory statistics courses do not enable them to make sound statistical applications in their chosen fields. Moreover, in most cases, the courses do not help them to be fully aware of the practical applications of statistical methods or to appreciate statistical applications so that they may become informed beneficiaries in the future. The introductory course of statistics usually deals with a simple definition of terms and concepts followed by some general ideas of methods of data collection; methods of data presentation, measures of location, variation and shape, simple linear regression and correlation, a little probability and, less frequently, some ideas of tests of hypothesis. This is, in spite of the fact that topics in introductory statistics, except for tests of hypothesis, are invariably integrated into different levels of school Mathematics Syllabuses. In Ethiopia, these topics took up roughly 10 % of school time spent in th