1.1 BACKGROUND OF THE STUDY
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. 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-level jobs. Public Practice: Auditor, Tax Accountant, Management Consultant, Financial Adviser, Forensic Accountant Commerce 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 Specialist Education: Junior Accounting Instructor Middle-level positions Public 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 Auditor Education: Senior Faculty, Accounting Department Chair Advanced positions Public 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 proffers numerate and financial skill required for the management and accountability of monetary and other resources needed in both accounting education 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?
2 What is the significance of a functional accounting education
3 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 proffer 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
Ho The level of accounting education in edo state is low
Hi The level of accounting education in edo state is high
Ho The level of youth empowerment in edo state is low
Hi The level of youth empowerment in edo state is high
Ho The effect of functional accounting education curriculum on sustainable youth empowerment in Edo state is low
Hi The effect of functional accounting education curriculum on sustainable youth empowerment in Edo state is high
1.7 SCOPE OF THE STUDY
The research shall proffer an analytical and theoretical framework of functional accounting curriculum for sustainable youth empowerment in edo state.
1.8 DEFINITION OF TERMS
ACCOUNTING EDUCATION: 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 .
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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