THE PROBLEM OF TEACHING AND LEARNING ACCOUNTING IN NIGERIA UNIVERSITIES (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
1.1 OVERVIEW OF THE STUDY
Accounting as one of the subjects in business education, has functions of developing in individuals, skills, knowledge, attitudes and values towards solving problems and towards satisfaction of real needs in life. Accounting is a very important branch of business education in which much of our daily life is governed and attached, by the results and application of business.
The National Council of Education (NCE) in 2007 gave the approval to the Nigerian Educational Research and Development Council (NERDC), the government agency saddled with the responsibility of developing curriculum for schools in Nigeria to review the existing senior secondary school education (SSE) curriculum (Ahmed-Rufai, 2010). The author further affirmed that the new curriculum was set to meet up with both national and global challenges and issues.
Bakare (2007) reported that investors in Nigeria have lost several billions of dollars through the collusion of accountants and external auditors with companies’ management and directors to falsify and deliberately overstate companies’ accounts.
These collapses or systemic failures, as the broad range of financial scandals exposed in the early years of the 21st century have brought into sharp focus and over a more concentrated timescale, issues of long-standing debate (Brown, 2005) including: audit and accounting regulation; auditor independence; earnings management; and audit and audit firm quality controls.
One of the difficulties of evaluating the veracity of these claims, and the validity of the counter claims, is that moral scheme and codes of ethics have undergone changes over time. Prior research on ethics and the profession of accountancy has come from a wide range of disciplines and has focused on a broad range of issues.
