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Numbers are often used to persuade rather than inform, statistical literacy needs to be improved, and so surely we need more statistics courses in schools and universities? Well, yes, but this should not mean more of the same. After years of researching and teaching statistical methods, I am not alone in concluding that the way in which we teach statistics can be counterproductive, with an overemphasis on mathematical foundations through probability theory, long lists of tests and formulae to apply, and toy problems involving, say, calculating the standard deviation of the weights of cod. The American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (2016) strongly recommended changing the pedagogy of statistics into one based on problemsolving, real-world examples, and with an emphasis on communication.

Journalists know they need to get better with data and statistics, but they have a long way to go Only 25 percent of journalists surveyed said they were "very" well equipped to interpret statistics from sources, and only 11 percent said the same about doing statistical analysis themselves.

It's pretty common nowadays to see the likes of the Reserve Bank of Australia or the Australian Bureau of Statistics issue warnings about the size of Australian household debt. The reason is that the consequences of poor financial decisions often reach far wider than an individual or family. The global financial crisis showed us how rapidly financial contagion can spread - one person's debt is another person's asset, so when the debt is written off so is the asset. However, there has been little improvement in financial literacy in the wake of the financial crisis, the lack of which was one of the underlying causes.