This publication sets out four key areas where accountants need to update their knowledge to meet the growing demand for high-quality sustainability-related information. It speaks to the vital role accountants play in producing reliable sustainability-related data, reporting and assurance, as well as the importance of education and training in ensuring professional accountants are able to meet society’s needs.
The report was prepared as part of the implementation of KAREP’s Component 3 “Improving accountancy education, financial literacy, and use of financial information”. The report aims to assist universities improve their accounting education curricula. It analyzes existing university programs in accounting and auditing and makes recommendations to achieve closer alignment to the International Education Standards (IESs) and best practices, in particular by leveraging the World Bank Centre for Financial Reporting Reform’s accounting education activities.
This publication summarizes the results of the diagnostic activities that have been conducted in Ukraine throughout the STAREP Program. It also documents the direction of future reforms and substance of capacity-building activities required to support greater compliance with international best practices in accounting education and International Education Standards (IESs) published by the International Accounting Education Standards Board (IAESB).
This publication summarizes the results of the diagnostic activities that have been conducted in Moldova throughout the STAREP Program. It also documents the direction of future reforms and substance of capacity-building activities required to support greater compliance with international best practices in accounting education and International Education Standards (IESs) published by the International Accounting Education Standards Board (IAESB).
This publication summarizes the results of the diagnostic activities that have been conducted in Georgia throughout the STAREP Program. It also documents the direction of future reforms and substance of capacity-building activities required to support greater compliance with international best practices in accounting education and International Education Standards (IESs) published by the International Accounting Education Standards Board (IAESB).
This publication summarizes the results of the diagnostic activities that have been conducted in Belarus throughout the STAREP Program. It also documents the direction of future reforms and substance of capacity-building activities required to support greater compliance with international best practices in accounting education and International Education Standards (IESs) published by the International Accounting Education Standards Board (IAESB).
This publication summarizes the results of the diagnostic activities that have been conducted in Azerbaijan throughout the STAREP Program. It also documents the direction of future reforms and substance of capacity-building activities required to support greater compliance with international best practices in accounting education and International Education Standards (IESs) published by the International Accounting Education Standards Board (IAESB).
This publication summarizes the results of the diagnostic activities that have been conducted in Armenia throughout the STAREP Program. It also documents the direction of future reforms and substance of capacity-building activities required to support greater compliance with international best practices in accounting education and International Education Standards (IESs) published by the International Accounting Education Standards Board (IAESB).
The Common Core includes a series of learning objectives which would establish a solid platform for all Accounting Degree Programs offered by Universities in the STAREP Region. It was developed through a broad consultation process with EduCoP participants, including representatives from ministries of finance, universities, and professional accountancy organisations (PAOs) from its six member countries, who provided fundamental input to define the common learning outcomes to be included.