FUNCTIONAL CURRICULUM FOR ACCOUNTING EDUCATION STUDENTS IN RELATION TO THE CURRENT CURRICULUM IN UNIVERSITY OF BENIN

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPETR ONE

1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

Abstract

This study critically appraises the adequacy of the level and substance of the education and training that are required to prepare and equip the professional accountants to deal with the changing demands of the dynamic business environment in Nigeria. It is typical of universities to regularly overhaul the curriculum of accounting degree programmes both at the undergraduate and postgraduate levels of study. Professional accountancy bodies also review their syllabus over time. In addition, it is common practice by professional accounting institutes, to grant exemptions to holders of accounting degrees, in writing professional exams. As such, it becomes intellectually stimulating to examine, on one hand, the cause(s) of regular curriculum review for both academic and professional accounting programmes, and on the other hand, the interconnectedness between the two. The methodology involved the use of library research and a review of available documentary evidences on the subject matter. The study points out the previous constraints to professional accountancy training and development; the need for continuous professional education and training of professional accountants; the International Educational Standards for Professional Accountants; and the panacea for professional accountancy education and training in Nigeria.

                                        CHAPTER ONE

                                        INTRODUCTION

1.1 Background of the study

There is increasing evidences, based on observations, based on data that is available, that Nigeria University graduates in general and graduates of accountancy programs in particular lack the essential real-world employable skills and competencies needed in growing knowledge industries, complex business environment and globalised capital market. Companies want their new hires to possess skills that require practical application. Theory alone isn’t good enough (Wijewardena and Roudaki 1997; Boritz, 1999; Craig et al., 1999; Iroegbu, 2007; Hermanson et al, 2000; Kavanagh and Drennan, 2007; Wright and Chalmers, 2010). Certainly one of the drivers for change has been the criticism that, the more ‘traditional’ accounting degree programmes do not adequately prepare accounting graduates for their professional careers in the changing environment’ (Carr and Mathews 2004). The shortcomings of our old educational system have been criticized by Ikejiani (1991) who asserted that: ‘Our education has been consumptive instead of productive. We teach our youths to master their subjects, but have failed to relate those subjects to Nigerian needs in order to enable our school leavers and graduates solve the fundamental problems of living. We have imprisoned the minds our youths instead of releasing them to invent, discover, build and produce. Our education has been barren, so that, very soon we shall face the problem of having many “educated’ people who none qualified to do the work for the welfare of the people’. It is typical of universities to regularly overhaul the curriculum of accounting degree programmes both at the undergraduate and postgraduate levels of study. Professional accountancy bodies also review their syllabus over time. In addition, it is common practice by professional accounting institutes, to grant exemptions to holders of accounting degrees, in writing professional exams recognized the place of accounting institutions – academic and professional – as being responsible for preparing students to be the workforce in the globalised world and the need for them to review the necessary aspect of their curriculum, update their teaching materials and impart knowledge and skills to students. Studie have equally reiterated the roles tertiary institutions and professional bodies play in equipping accountants for the roles they perform in the society. The accountancy profession in Nigeria led by the Institute of Chartered Accountants of Nigeria (ICAN) is a citadel of scholarship and academic excellence which determines and maintains very high standards of knowledge and skill for the members of the accountancy profession resulting in the production of high level manpower, men and women of excellent qualities, who are the kingpins in the management of the financial institutions and business organizations in the Nigerian economic landscape. Whereas the Association of National Accountants (ANAN) has a School of Accountancy located in Jos, Nigeria for training professional members of ANAN, several questions have been raised on why the ICAN has refused to establish a school of accountancy. The answer, according to Ojaide is quite simple and straight forward:

1. The country has several Polytechnics and Universities offering accountancy courses,
2. There are also several private tuition houses preparing students for professional accountancy examinations,
3. The Institute of Chartered Accountants of Nigeria has also accredited the Federal Treasury Training School for the Civil Service and the Nigeria Army School of Finance and Administration as recognized training institutions for the training of accountants in the public sector. With the existence of these institutions of learning, it will be appreciated that any attempt to establish a theoretically based school of accountancy will be tantamount to duplication and a waste of scarce resources. ICAN is expected to promote the integration of theoretical knowledge acquired in the classrooms with the practical aspects necessary to make a Chartered Accountant quite functional, both to himself and to the society. It has been argued that at the outset of existence, almost all the learned professions required no formal education. Various forms of apprenticeship or „articleship‟ were employed to prepare candidates for various professions. However, as the professions matured and the knowledge required for competent practice grew, the professions adopted formal requirements for formal education. Currently, professions such as medicine, law, engineering and architecture require five or more years of university and other higher education. Professional accounting in Africa lags behind other professions in the continent and the accounting profession in other parts of the World is not explicitly requiring at least a baccalaureate university education as an entry requirement.

1.2 STATEMENT OF THE PROBLEM

Despite the importance of accountants and auditors to the socioeconomic development of Nigeria as underscored by the fact that it is one of the few professions whose function is specifically and prominently provided for in Section 86 of the 1999 Nigerian Constitution, (Federal Republic of Nigeria, 1999). The pace of production and educational development of accountants nevertheless falls short of expectation when compared with some developed countries. Since the adoption of this new curriculum, however, there has been a considerable amount of dissatisfaction and criticism among accounting academics and practitioners about the quality of accounting education, in general, and accounting curriculum, in particular. The major criticism is that the new undergraduate accounting curriculum is not appropriate in the context of educational objectives and socioeconomic conditions of the country (Hesabdar, 1991; Novin and Saghafi, 2014). However, as far as the authors of this study are aware, no any research has been done to date to verify the validity of this criticism. At the time of introducing the common curriculum in Nigeria, the government of Nigeria indicated that since the new curriculum was designed within a short period of time, a careful review and revision would be necessary. It is in view of the above that the researcher intends to examine the functionality of curriculum for accounting education students in relation to the current curriculum in university of Benin.

1.3 OBJECTIVE OF THE STUDY

The main objective of the study is to examine the functional curriculum for accounting education students in relation to the current curriculum in university of Benin; but to aid the completion of the study, ther researcher intends to achieve the following specific objectives;

1. i) To examine the functionality of accounting education curriculum in university of Benin
2. ii) To examine if there is any significant relationship between accounting education curriculum and the quality of accounting graduate produced in Nigerian university

iii) To ascertain the impact of functional curriculum on student academic performance in university of Benin

1. iv) To examine the role of accounting education curriculum on student academic achievement

1.4 RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher to aid the completion of the study;

H₀: there is no significant relationship between accounting education curriculum and the quality of accounting graduate produced in Nigerian university

H₁: there is a significant relationship between accounting education curriculum and the quality of accounting graduate produced in Nigerian university

H₀: accounting education curriculum does not play any role on student academic achievement

H₂: Accounting education curriculum does not play any role on student academic achievement

1.5 SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of significance to the federal ministry of education who are saddle with the responsibility of curriculum review, as the study seek to examine the need for accounting education curriculum review in comparism with the current curriculum in university of Benin. The study will also be of importance to the management of university of Benin as the study seek to compare the functionality of the accounting education curriculum in university of Benin. The study will also be of importance to researcher who intend to embark on a study in a similar topic as the study will serve as a reference point to further studies. Finally, the study will be of great importance to students, teachers academia’s and the general public as the study will contribute to the pool of existing literature on the subject matter and also add to knowledge.

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers functional curriculum for accounting education students in relation to the current curriculum in university of Benin, but in the cause of the study, there are some factors that limited the scope of the study;

(a)Availability of research material: The research material available to the researcher is insufficient thereby limiting the study.

(b)Time: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

(c)Finance: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover.

1.7 OPERATIONAL DEFINITION OF TERMS

Curriculum

In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student’s experiences in terms of the educator’s or school’s instructional goals.

Accounting education

Accounting education can be considered as experience, as practice in learning to learn, and as part of education for business. … The aim of accounting education is to help students learn to learn to become professional accountants.

University

A university is an institution of higher education and research which awards academic degrees in various academic disciplines. Universities typically provide undergraduate education and postgraduate education.

Student

A student is primarily a person enrolled in a school or other educational institution who attends classes in a course to attain the appropriate level of mastery of a subject under the guidance of an instructor and who devotes time outside class to do whatever activities the instructor assigns that are necessary either for class preparation or to submit evidence of progress towards that mastery.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

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