英国における統計教育の推進について : 社会科学系学士課程の量的手法教育を中心に

Policies to Promote Statistical Education in UK Focus on the Undergraduate Curriculum Reform in Social Science Fields

FAN Yizhou

大学論集

Daigaku ronshu: Research in higher education

[PISSN] 0302-0142

[NCID] AN00136225

This paper investigates current trends and initiatives aimed at promoting statistical education within undergraduate social science programs in the UK. It focuses on the policy frameworks and collaborative efforts driving curriculum reforms, with a particular emphasis on projects like the Q-Step Project. Despite the historical marginalization of quantitative methods in social sciences and challenges such as students' aversion to mathematical aspects and disparities in high school preparation, there is a growing consensus on the necessity of integrating quantitative skills into social science curricula. The Economic and Social Research Council (ESRC), alongside organizations like the Nuffield Foundation and the Royal Statistical Society (RSS), has played pivotal roles in shaping these initiatives. The Q-Step project, launched in 2013 with substantial funding, has been instrumental in establishing dedicated centers within universities for promoting quantitative methods education. It has also facilitated the training of faculty and the development of degree programs that explicitly incorporate quantitative skills. Despite these advancements, there remain significant implementation gaps and challenges. Issues include the reduction in course offerings, diluted selection criteria, faculty shortages, and compromises in educational standards. These challenges underscore the ongoing struggle to bridge the gap between policy aspirations and educational practices on the ground.
To further explore and effectively address these issues, it is essential to consider the dynamics of reform from the perspective of the actual university environment and the behaviors of stakeholders involved. The practical aspects of curriculum reform cannot be based merely on theoretical renewals or institutional revisions. Instead, they must focus on developing a curriculum that is sustainably teachable and applicable in real-world settings.

jpn

広島大学高等教育研究開発センター

Research Institute for Higher Education, Hiroshima University

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