Functional Accounting Education Curriculum for Sustainable Youth Empowerment
CHAPTER ONE
OBJECTIVE OF THE RESEARCH
- To determine the nature of a functional accounting education curriculum.
- To appraise the role of functional accounting education curriculum for sustainable youth empowerment in Edo state.
- To empower students with desirable skills, knowledge and values to perform specific functions so as to become self-reliant.
- To help students appreciate the world around them and contribute maximally to the social and economic development of the nation.
- Empower students in such a way that the students will develop intellectual capability that would help them make informed decisions in all spheres of life
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Education has long been regarded as the vehicle for sustainable socio-economic development and advancement. As such, nations are concerned with the provision of education for human empowerment and development in order to enhance environmental sustainability. To do this, it involves creating initiative and innovations in education whose focus will be towards nation building and national development by empowering people to tackle their societal problems and be able to face challenges of life, such as: poverty, starvation, illiteracy, terrorism, bribery and corruption, robbery, kidnapping, murder, religions crises, ethnic clashes and rivalry. This will include providing the kind of education that will enhance human capital development and empowerment. The importance of education to human being cannot be overemphasized because its relevance and linkages to the development of any society is well known (Igbuzor, 2006).
The relevance of the application of accounting education as pre-requisites for human, material, socio-economic and technological development has long been acknowledge worldwide by huge investment in accounting education core curriculum introduced in the late eighties in Nigeria, and is now being implemented in schools across the country. Accounting education is education for work. It prepares individuals to be gainfully employed.
These preparations become effective when teaching and implementation of results in functional learning (Nwachukwu, 200I). The importance of accounting education advancement, usefulness and sustainable youth empowerment of any nation in nearly all fields of human endeavour has been a source of concern to various people and government at various times. Woolman (2001) explained curriculum as all the learning experiences given to the child under the auspices of the teacher. In the opinion of Goodlad (2011), curriculum is defined as a guided learning experiences and outcome developed through reconstruction of knowledge and experiences under the support of a school for learners. Ojekunle (2011) viewed curriculum as an engine which propels education to achieve for both the individual and the society what they hold up as prize. Umuru (1999) explained curriculum as all the learning experiences given to the child under the auspices of the teacher. The problem that confronts most developing countries after independence is always identified to be that of inappropriate curricula and education in such states. Accounting education curriculum constitutes a broad range of student’s experiences in the accounting and auditing setting. Instructions are given by teachers and curricula include these instructions that constitute a broad range of staff’s experiences.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
Ogili (2002) defined research as a process of finding out the solution to a problem. It is an activity with clear purpose in mind the result of which will contribute to or constitute the solution of a real problem. This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely;
Primary source and Secondary source
Primary source: These are materials of statistical investigation, which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment, the researcher has adopted the questionnaire method for this study.
Secondary data: These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA AND FINDINGS
INTRODUCTION
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research question of this study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATION
INTRODUCTION
It is pertinent to note that this research was aimed at assessing functional accounting education curriculum for youth empowerment, thus the topic “functional accounting education curriculum for sustainable youth empowerment”.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges associated with sustainable youth empowerment in Nigeria.
SUMMARY
Any form of curriculum reform, change, or innovation or renovation, whether piecemeal or holistic, can be exciting and equally complex. The environment for curriculum change may be antagonistic, neutral or supportive. Successful curriculum reform is most likely when a school administrator adopts an appropriate form of leadership style. Levine (1978), for instance, recommended that in an antagonistic environment, an authoritarian/directive style is most appropriate but such school administrator must be competent, political and personally charismatic with strong government backing.
RECOMMENDATIONS
Based on the findings of this study, the following are recommended;
- Curriculum change should not be spontaneous as some school may not adopt the new curriculum on time if not properly monitored because people are always resistive to change
- Government should ensure that all educational stakeholders have contributed their quota and consent to curriculum change.
- Prior notice of change in curriculum should be made known and available to the schools weather public or private.
REFERENCES
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- Cullather, James L., “Accounting: Kin to the Humanities?” The Accounting Revie-w, 34:525-527» October, 1959.
- Daniels, Howard M., “An Evolutionary Five-Year Professional Program,” The Accounting Review, 33:455-460, July, 1958.
- Department of Accountancy, University of Illinois, “Program Leading to the Professional Degree of Master of Accounting Science (M.A.S.),” The Accounting Review. 33:559-560, October, 1958.
- Edwards, James Don, “Early Bookkeeping and Its Development into Accounting,” Business History Review, 34:446, Winter, I960. Fertig, Paul E., “Organization of an Accounting Program,” The Accounting Review, 35:190-196, April, 1960.
- Firmin, Peter A., “The Five-Year Accounting Program–With Due and Deliberate Speed,” The Accounting Review, 34:591-602, October, 1959.
- Gordon, Robert Aaron and James Edwin Howell. Higher Education for Business. (New York: Columbia University Press, 1959). Hamilton, Douglas L., “The Changing Role of the Controller,” The Journal of Accountancy. 109:51-56, January, 1960.
