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FUNCTIONAL
ACCOUNTING EDUCATION CURRICULUM FOR SUSTAINABLE YOUTH EMPOWERMENT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education
has been described as the bedrock of every society and tool for nation
building, it is the key to national development (Nwawuzie, 2014). On a similar
note, Education is viewed as the acquisition of the art of the utilisation of
knowledge (Akiyaode & Ohenhen, 2011) it is not an exercise carried for mere
enjoyment – it is undertaken by nation, whether developed or developing, to
help solve the problems that affect that nation. In the case of Nigeria,
National Policy on Education (NPC) (FRN; 2004:4) clearly stated that
educational goals are to meet the needs of the individual and those of the
society, in consonance with the realities of the environment and the modern
world.
Williams
(1970) and Omede (2004) stated that one of the first things a nation does after
independence is to ensure that its educational structures are firmly in place
and tailored towards delivery of the future goals of the nation as it is an
indispensable tool for developing the skills needed by the individuals that
would manage the various institutions needed for the country to be a stable,
secure and respectable one in the comity of nations. Accounting is listed as a
vocational skill. Vocational and technical education existed in Nigeria before
the arrival of the colonial masters – in fact, it was the entrenched mode of
passing knowledge as African educational system was then more of practical than
theoretical learning, (Fafunwa, 1991).
The laws
governing the preparation of accounting have changed from the local Statement
of Accounting Standards (SAS) to the internationally applied International
Financial Reporting Standards (IFRS). However, Nigerian curriculum is yet to
reflect this change and students are still being taught the outdated method.
The result is that when they graduate, these students will not be able to
compete effectively in today’s global marketplace. Such students have been
programmed for failure and frustration and would be easy prey to all activities
that threaten national security Velentzaso-Georgia Bron (2010) asserts that
technology is man’s efforts to satisfy his material wants by working on
physical objects or the application of scientific knowledge to create things
and solve environmental problems. I t is important because it unites the
universe of doing and that of knowing, connects both the intellectual and the
natural histories of man (Drucker, 1970; Ray, 1971).
The word
technology according to Lux and Ray (1971) are Greek words meaning kill and
science. Ugot (1998) asserts that one does not make sense without the other. It
has been variously defined overtime. Hornby (2005) defines it as the scientific
knowledge used in practical ways to create new things. It is the special skill and
ability in the making or creation of objects. The definition by Lubunga (1985)
is apt to accounting as he sees it as a human activity consisting of
procedures, processes, methods being developed and adapted by society in order
to solve specific problems and satisfy social needs.
Several
studies have been conducted in the past on strategies for ensuring sustainable
development. For instance, Boritz (1999:4) noted that ‘some academic
institutions are addressing this problem by revising their curricula to focus
on skills, such as information technology skills, which would make their
students more attractive to other firms.’ Oviawe (2010) in his study on
repositioning Nigerian youths for economic empowerment through entrepreneurship
education found that well planned entrepreneurial education when implemented
will among other things, equip the students with skills on decision making, and
establishing business relationships. He further noted that through
entrepreneurship education, qualitative ability that facilitates computation
and record keeping are further learnt. These he asserted will enable Nigerian
youths to be productive and committed as employees and employers of labour. In
a similar study Moore (2007:56) found that ‘repositioning University MBA through
revised programs, involving partner companies and workshops will help
universities refine its products – the graduates so that they can effectively
implement initiatives’. Martin and Tang (2007), posit that Universities can
develop networks and stimulate social interaction, enhance problem-solving
capacity and create new firms as a way of contributing to sustainable
development.
1.2 STATEMENT OF THE PROBLEM
Professionalism
in accounting education is increasingly been demanded by companies who are
constantly dreaming up ways of cutting cost and hence continuing to be
competitive. Therefore accounting training given to students must be able to
produce the kind of professionals in demand today.
Lack of
workforce with the required skills and capacity is caused partly by
redundancies and gaps in the accountancy curriculum and inadequate resources,
either human or financial, to make significant improvements. ‘In the minds of
some, the current curriculum model has come to be perceived as an impediment’
rather than a facilitator of change. (Boritz, 1999:15; Anyaeze, 1997; Ovuawe,
2010; Uriah and Wosu 2012; Evans and Lovewell 2012:1).
No wonder
current accounting curricula have been criticized as being rule-based and
demanding rote memorization; with students being ‘trained’ rather than
‘educated’ (Adams et al., 1994). The Current NUC curriculum of is stale and
obsolete because the world has witnessed new changes and innovations which have
almost completely altered the nature, environment, content and competencies of
accountancy profession and functions all over the world.
These
problems have hindered economic development and contributed to the myriad of
problems and harse realities which include poverty, unemployment, crime,
hunger, conflicts and diseases (Okoye, 2007). The latter, perhaps more than the
other criticisms, formed the basis for the clarion call for sustainable
development.
1.3 OBJECTIVES OF THE STUDY
The study
sought to examine functional accounting education curriculum for sustainable
youth empowerment. Specifically, the study sought to;
i. examine the role of functioning accounting
education curriculum for sustainable youth empowerment in Nigeria.
ii. evaluate the functionality of accounting
education curriculum towards sustainable youth empowerment.
iii. examine the challenges facing functioning
accounting education curriculum in Nigeria.
1.4
RESEARCH QUESTIONS
i. What is the role of functioning accounting
education curriculum for sustainable youth empowerment in Nigeria?
ii. What is the functionality of accounting
education curriculum towards sustainable youth empowerment?
iii. What are the challenges facing functioning
accounting education curriculum in Nigeria?
1.5 RESEARCH HYPOTHESIS
Ho:
Functioning accounting education curriculum has no role for sustainable youth
empowerment in Nigeria.
1.6 Significance of the Study
This study
will be of immense benefit to other researchers who intend to know more on this
study and can also be used by non-researchers to build more on their research
work. This study contributes to knowledge and could serve as a guide for other
study.
1.7
SCOPE/LIMITATIONS OF THE STUDY
This study
is on functional accounting education curriculum for sustainable youth
empowerment.
Limitations
of study
Financial
constraint: Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint: The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
1.8 DEFINITION OF TERMS
Accounting:
The process or work of keeping financial accounts.
Education:
The process of receiving or giving systematic instruction, especially at a
school or university.
Curriculum:
A curriculum is the combination of instructional practices, learning
experiences, and students' performance assessment that are designed to bring
out and evaluate the target learning outcomes of a particular course.
Curriculum is a group of courses offered in a particular field of study.
Youth
Empowerment: The term youth empowerment is broadly employed to explain efforts
aimed at providing coping skills and an enabling environment for youths to lead
decent lives and contribute meaningfully to national development.
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