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FUNCTIONAL
ACCOUNTING EDUCATION CURRICULUM FOR SUSTAINABLE YOUTH EMPOWERMENT IN EDO STATE
ABSTRACT
The research
profers an analytical and theoretical framework
of functional accounting
education curriculum for sustainable youth empowerment. It appraises the
nature of a functional accounting education curriculum and determines its
significance in youth empowerment.The research seek to determine functional
accounting education curriculum for youth empowerment in Edo state.
INTRODUCTION
The primary
goal of accounting education is to produce competent and ethical professional
accountants capable of making a positive contribution over their lifetimes to
the profession and society in which they work. In the face of increasing
changes that they will meet later as professional accountants, it is essential
that students develop and maintain an attitude of learning to learn, to
maintain their competence later as professional accountants .The accounting
program curriculum should provide a
foundation of professional knowledge, professional skills, and professional
values, ethics and attitudes that enable them to continue to learn and adapt to
change throughout their professional lives. These capabilities will enable
professional accountants to identify problems, know where to find this
knowledge and know how to apply it in an ethical manner to achieve
appropriate
solutions. The balance of these elements may vary but what is
required is
to develop the knowledge base, strong skills and ethical values in order to
produce competent professional accountants with appropriate values, ethics and
attitudes.
1.1 BACKGROUND OF THE STUDY
The field of
accounting offers stimulating and challenging work that is constantly evolving.
The accounting education program seeks to prepare the student for a general
accounting career and eventual entry to any of the four major fields of
accountancy: public practice, commerce and industry, government and
education.Specific sample job opportunities are the following:Entry-leveljobs.Public
Practice: Auditor, Tax Accountant, Management Consultant, Financial Adviser,
Forensic AccountantCommerce and Industry: Cost Analyst, Investment Analyst,
Financial Accounting & Reporting Staff, Management Accounting Staff, Tax
Accounting Staff, Internal Audit Staff, Financial Analyst, Budget Analyst,
Credit Analyst, Cost Accountant.Government: State Accounting Examiner, NBI
Agent, Treasury Agent, State Accountant, LGU Accountant, Revenue Officer, Audit
Examiner, Budget Officer, Financial Services SpecialistEducation: Junior
Accounting Instructor
Middle-level
positionsPublic Practice: Senior Audit Manager, Senior Tax Manager, Senior
Consulting Manager/Financial Advisory Manager
Commerce and
Industry: Comptroller, Senior Information Systems Auditor,
Senior Loan
Officer, Senior Fraud Examiner, Senior Forensic Auditor
Government:
State Accountant V, Director III and Director IV, Government
Accountancy
and Audit, Financial Services Manager, Audit Services Manager, Senior
AuditorEducation: Senior Faculty, Accounting Department Chair
Advanced
positionsPublic Practice: Partner, Senior Partner, Senior Consultant/Financial
Advisor
Commerce and
Industry: Chief Financial Officer, Chief Information Officer
Government:
National Treasurer, Vice President for Finance/CFO (for
GOCCs),
Commissioner, Associate Commissioner, Assistant Commissioner, (COA, BIR, BOC)
Education:
Vice President for Academic Affairs, Dean
The research
intends to investigate functional accounting education curriculum for
sustainable youth empowerment in edo state.
1.2 STATEMENT OF THE PROBLEM
The need to
provide sustainable youth empowerment has often being viewed from other
dimensions than through accounting education. Accounting education profers
numerate and financial skill required for the management and accountability of
monetary and other resources needed in both entrepreneurial and large
enterprises.The need for a functional accounting educational curriculum is
therefore imperative.The problem confronting this research is to determine
functional accounting education curriculum for sustainable youth empowerment in
edo state.
1.3 RESEARCH QUESTION
1 What is the nature of a functional
accounting curriculum
1 What is the significance of a
functional accounting education
2 What is the role of functional
accounting education curriculum in sustainable youth empowerment in edo state
1.4 OBJECTIVE OF THE RESEARCH
1 To determine the nature of a functional
accounting education curriculum
2 To appraise the role of functional accounting education curriculum
for sustainable youth empowerment in Edo
state
1.5 SIGNIFICANCE OF THE RESEARCH
The research
shall profer a new dimensional approach to youth empowerment through functional
accounting education curriculum
It shall
elucidate the nature of functional accounting education curriculum for youth
empowerment
It shall
serve a veritable source of information on accounting education curriculum
1.6 STATEMENT OF HYPOTHESIS
1 Ho
The level of accounting education in edo state is low
Ho The level of accounting education in edo
state is high
2 Ho
The level of youth empowerment in edo state is low
Hi The
level of youth empowerment in
edo state is high
3 Ho
The effect of fuctional accounting education curriculum on sustainable
youth empowerment in edo state is low
Ho The effect of functional accounting education curriculum on
sustainable youth empowerment in edo state is high
1.7 SCOPE OF THE STUDY
The
research shallprofer an analytical and
theoretical framework of functional accounting curriculum for sustainable youth
empowerment in edo state.
1.8 DEFINITION OF TERMS
ACCOUNTING
EDUCATION DEFINED
Accounting
Education means that education which teaches recording and maintaining books of
accounts . This education came in existence after mathematics and Economics
science . In the point of facts , if It should be said that above education is
the base of accounting education . In accounting education , we learn what is
way of recording our different transactions. With this education , we can
calculate our business’s result relating to different transactions and events .
It is not easy to find to reward or return on investment made by businessman .
CURRICULUM
DEFINED.
The term
curriculum refers to the lessons and academic content taught in a school or in
a specific course or program. In dictionaries, curriculum is often defined as
the courses offered by a school, but it is rarely used in such a general sense
in schools. Depending on how broadly educators define or employ the term,
curriculum typically refers to the knowledge and skills students are expected
to learn, which includes the learning standards or learning objectives they are
expected to meet; the units and lessons that teachers teach; the assignments
and projects given to students; the books, materials, videos, presentations,
and readings used in a course; and the tests, assessments, and other methods
used to evaluate student learning. An individual teacher’s curriculum, for
example, would be the specific learning standards, lessons, assignments, and
materials used to organize and teach a particular course.
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