The article reveals the concepts of statistical literacy, statistical culture and statistical thinking. Their practical significance, content, connection with each other and with other terms from the point of view of different authors are shown. It is revealed that these concepts are often considered separately, therefore there is no unity in definitions, their structure and interrelation. The purpose of the article is to consider the content and boundaries of the above concepts. Statistical literacy, statistical culture, and statistical thinking are considered as the three levels of a person's statistical education in a broad sense. Each subsequent level includes the content of the previous one. A brief description of each level of statistical education is given. The owner of the level has been determined, the person who can achieve it in everyday or professional activities. The knowledge requirements for each level of statistical education are described. The basic requirements for skills and abilities in the application of statistical methods in life or in the profession for each level are defined. Some additional characteristics of a person necessary to achieve each level of his statistical education are given. As a result, the level of a person’s achieved statistical education can be more clearly identified.
Keywords: statistical literacy, statistical culture, statistical thinking, statistical education
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