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CURRICULUM FOR FUNCTIONAL ACCOUNTING EDUCATION FOR SUSTAINABLE YOUTH EMPOWERMENT

CURRICULUM FOR FUNCTIONAL ACCOUNTING EDUCATION FOR SUSTAINABLE YOUTH EMPOWERMENT

 

ABSTRACT

The study provides an analytic and theoretical framework for a functional accounting education curriculum for long-term youth empowerment. It evaluates the nature of a functional accounting education curriculum and assesses its importance in youth empowerment. The study aims to develop a functional accounting education curriculum for youth empowerment in Edo state.

Accounting education’s primary goal is to produce competent and ethical professional accountants capable of making a positive contribution to the profession and society in which they work over their lifetimes. In the face of the increasing changes they will face as professional accountants, it is critical that students develop and maintain an attitude of learning to learn to maintain their competence later in their careers.

The accounting program curriculum should provide a foundation of professional knowledge, skills, and professional values, ethics, and attitudes that will allow them to learn and adapt to change throughout their professional lives. These abilities will enable professional accountants to identify problems, locate relevant information, and apply it ethically to achieve goals.

suitable solutions The proportions of these elements may differ, but what remains constant is

The knowledge base, strong skills, and ethical values must be developed to produce competent professional accountants with appropriate values, ethics, and attitudes.

1.1 THE STUDY’S BACKGROUND

Accounting provides stimulating and challenging work that is constantly evolving. The accounting education program aims to prepare students for general accounting careers and eventual entry into one of the four major fields of accounting: public practice, commerce and industry, government, and education. The following are some examples of job opportunities: Entry-level jobs.

Auditor, Tax Accountant, ement Consultant, Financial Adviser, Forensic Accountant in Public Practice Cost Analyst, Investment Analyst, Financial Accounting & Reporting Staff, ement Accounting Staff, Tax Accounting Staff, Internal Audit Staff, Financial Analyst, Budget Analyst, Credit Analyst, Cost Accountant are all positions in commerce and industry.

Government positions include State Accounting r, NBI Agent, Treasury Agent, State Accountant, Local Government Accountant, Revenue Officer, Audit r, Budget Officer, and Financial Services Specialist. on: Junior Accounting Instructor

Middle-level positions

Senior Audit er, Senior Tax er, Senior Consulting er/Financial Advisory er, Public Practice

Comptroller, Senior Information Systems Auditor, Commerce and Industry

Senior Loan Officer, Senior Forensic Auditor, Senior Fraud r

State Accountant V, Directors III, and IV of the Government

Senior Auditor, Accountancy and Audit, Financial Services er, Audit Services er

Senior Member, Accounting Department Chair

Positions at the pinnacle

ner, Senior ner, Senior Consultant/Financial Advisor in Public Practice

Chief Financial Officer, Chief Information Officer, Commerce and Industry

Government: National Treasurer, Vice President for Finance/Chief Financial Officer (for

Commissioner, Associate Commissioner, Assistant Commissioner, GOCCs (COA, BIR, BOC)

Dean of Academic Affairs, Vice President for Academic Affairs

The study’s goal is to look into a functional accounting education curriculum for long-term youth empowerment in Edo State.

1.2 DEFINITION OF THE PROBLEM

The need to provide long-term youth empowerment has frequently been viewed through lenses other than accounting education. Accounting education teaches the numerate and financial skills required for managing and accountability of monetary and other resources in small and large businesses.

As a result, a functional accounting educational curriculum is required. The research problem is to develop a functional accounting education curriculum for long-term youth empowerment in Edo State.

1.3 QUESTION FOR RESEARCH

1 What exactly is a functional accounting curriculum?

1 What is the importance of a functional accounting education?

2 What role does the functional accounting education curriculum play in long-term youth empowerment in Edo State?

 

1.4 THE RESEARCH’S OBJECTIVE

1 To identify the characteristics of a functional accounting education curriculum.

2 To assess the role of functional accounting education curriculum in long-term youth empowerment in Edo state.

 

1.5 THE IMPORTANCE OF THE RESEARCH

The Research Project will present a multidimensional approach to youth empowerment via a functional accounting education curriculum.

It will explain the purpose of the functional accounting education curriculum for youth empowerment.

It will be a veritable source of accounting education curriculum information.

 

1.6 MENT OF HYPOTHESIS

1 Ho Edo state has a low level of accounting education.

Ho Edo state has a high level of accounting education.

2 Ho Edo state has a low level of youth empowerment.

Hi, Edo state has a high level of youth empowerment.

3 Ho The impact of functional accounting education curriculum on long-term youth empowerment in Edo state is minimal.

Ho The impact of the functional accounting education curriculum on long-term youth empowerment in Edo state is significant.

 

1.7 THE STUDY’S OBJECTIVE

The study will provide an analytical and theoretical framework for a functional accounting curriculum for long-term youth empowerment in Edo State.

1.8 TERMS

DEFINITION OF ACCOUNTING EDUCATION

Accounting education is the study of recording and maintaining books of accounts. This education evolved from and economic science. It could be argued that the preceding education is the foundation of accounting education.

Accounting education teaches us how to record our various transactions. With this knowledge, we can calculate the outcome of our business regarding various transactions and events. Finding ways to reward or return on a businessman’s investment is difficult.

DEFINITION OF THE CURRICULUM

The term curriculum refers to the academic content and lessons taught in a school or a specific course or program. The curriculum is frequently defined in dictionaries as the courses offered by a school, but it is rarely used in such a broad sense in schools.

Curriculum typically refers to the knowledge and skills that students are expected to learn, which includes the learning standards or learning objectives that they are expected to meet; the units and lessons that teachers teach; the assignments and projects that students are given; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student performance.

The curriculum of a single teacher, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a specific course.

 

 

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CURRICULUM FOR FUNCTIONAL ACCOUNTING EDUCATION FOR SUSTAINABLE YOUTH EMPOWERMENT

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