Accounting education in faculty of economic administrative sciences in Kyrgyzstan universities and expectation of students from accounting education, a case study in Bishkek

Abstract

Rapid changes in the application of enterprise has had a dominant effect on accounting education in the globalized world. While the continuous and rapidly changing process, it is becoming more important for the financial statement users to obtain true and trustworthy knowledge from accounting education at the university level. The financial language of accounting must be adopted as part of these changes. Accounting must produce true and trustworthy knowledge for the enterprises. There is a lot of effectiveness to increase the efficiency of accounting education for graduate. However, firstly, it must meet the needs of learners, and the effectiveness of accounting education should be evaluated. The results of this research must be used to redesign accounting education; this is crucial for improving the effectiveness of accounting education. Accounting education reform should take into account the needs and applications of the accounting occupation. Theory and application are linked, so old knowledge and new knowledge must be synthesized. 0,35 of the samples participating in the study are students of Kyzgyz-Russian Slavic University, 0,155 are students of Kyrgyz Economic University, 0,076 are students of Kyrgyz State University of Construction, Transportation and Architecture, 0,105 are students of Kyrgyz State Technical University, 0,126 are students of International Ataturk-Alatoo University, 0,185 are students of Kyrgyzstan-Turkey Manas University. 0,164 of these students study in the Department of Finance and Banking, 0,034 of them study in the Department of Advertising Management, 0, 08 of them study in the Department of Economics and Management in Business, 0,412 of them study in the Department of Accounting and Audit, 0,038 of them study in the Department of World Economy, 0,172 of them study in the Department of Management, 0,097 of them study in the Department of Finance and 0,004 of them study in the Department of Economics. 0.231 of the students participating in the study are 3 rd year students, 0.718 of them are 4 th year students and 0.046 of them are 5 th year students. 0.349 of these students are male, 0.651 of them are female students. 0.624 of participants pay for education, 0.376 of them are educated for free.

The Effect of Experiential Learning and Adversity Quotient on Problem Solving Ability

“…The vocational or educational technique students program focus on compromising problems due to the career world. Solving a problem related on the conditions which accounting works is needed by vocational college (Kendirli, Ulker, & Yamaltdinova, 2015), that is why vocational college need a learning approaches which have characteristics such as complex activity, link from classroom to real-life activities and involve more senses (hearing, seeing, touching, feeling and testing) (Engr. Amaechi & Thomas, 2016).…”

“…It has become clear that accounting education mostly used direct instruction or learning based on teacher's explaining (Kendirli, Ulker & Yamaltdinova, 2015). The direct instruction is a skill-based instructional technique that uses for promoted sequential development of students' competencies following a scripted instructional routine and providing praise inappropriate time (Joyce & Weil, 2000).…”

Linking Teaching and Training Methods: Classroom Teaching vis-a-vis Workplace Training within the Hospitality Industry

“…Regarding, teacher-centered or teacher initiated methods, [33] proposed that teachers were the main authority figures in possession of all knowledge, expertise and guidance of the learning process while students viewed as receptors received it through lectures and direct instruction with an end goal of testing and assessment. Teacher initiated methods that majorly include lectures and question and answer are expansively useful and effective instructional strategies for facilitating essential and practical competencies among students and are strongly supported by scholars ( see [33], [34], [37]- [39]). On the other hand, [33] and [37] argued that the indirect teaching methods that include discussion, and demonstration as well as heuristic methods comprising of problem solving, discovery and project work, advocate for teachers as authority figures to coach and facilitate student learning and comprehension of material.…”

The Role of Organizational Factor in Adapting Sustainable Development in Higher Education Institutes and Its Effect on Accounting Education Moderated by Instructors’ Characteristics

“…In most parts of the world, the accounting curriculum is designed in such a way that it prepares students to undertake professional qualifying exams. Changes in the accounting education can only be implemented by instructors since they oversee implementing the said structure (Kendirli et al 2015). The accounting curriculum should be tailored to match with the accounting education, it should not focus on traditional training of students (Mohamad et al 2018).…”