1. the international accounting education standards board ...profession 754 332 57 6 6 1155 1.42 2...

Agenda Item 2-2 IAESB Framework Project Survey Tabulation of Results at Closing Date – 8 March 2008 P a g e | 1

1. The International Accounting Education Standards Board was established by IFAC (the International Federation of Accountants) as an independent standard-setting body. The first international accounting education standards were issued in October 2003. The mission of all IFAC-established standard-setting boards is to serve the public interest. Given this mission, please rate the importance of the following potential objectives of international accounting education standards:

# Question Extremely important

Very important

Somewhat important

Not Very important

Not at all important Responses Mean

1 Improve the quality of the accounting profession

754 332 57 6 6 1155 1.42

2 Increase public trust in the accounting profession

771 298 66 15 6 1156 1.43

3

Reduce international differences in requirements to become a professional accountant

391 465 216 58 23 1153 2.01

4

Reduce international differences in continuing professional development of accountants

309 510 250 67 18 1154 2.11

5

Prescribe education standards for IFAC member bodies to achieve and be measured against

339 527 197 52 35 1150 2.06

6 Facilitate global mobility of professional accountants

366 436 266 63 22 1153 2.08

7

Provide a basis for mutual recognition of qualifications of professional accountants

428 470 191 48 15 1152 1.92

8 Achieve worldwide convergence of accounting education standards

433 421 199 53 48 1154 2.01


2. IFAC member bodies represent a wide spectrum of the worldwide accountancy profession. There are over 2.5 million accountants who belong to IFAC member bodies. These accountants work in public practice, business and industry, government, not-for-profit organizations and academia. Their roles range from accounting technicians to CFOs (chief financial officers) and partners in international firms to university faculty and government regulators. To best serve the public interest, which roles of professional accountants should be addressed in international accounting education standards? (Please choose ALL that you believe should be covered.)

# Answer Response % 1 Accounting technicians (e.g., payroll clerks)

331 29%

2 Accountants responsible for preparing publicly-issued financial reports

999 87%

11 Accountants responsible for preparing non-publicly issued financial reports

681 59%

3 Accountants who provide advisory services

696 61%

4 Auditors who provide assurance on financial reports

991 87%

5 Internal auditors

714 62% 6 Management accountants

632 55% 8 Tax accountants

569 50% 9 Other, please specify – see below

147 13% 10 Other, please specify – see below

52 5%

Other, please specify Other, please specify investment analyst finance - accounting expert Auditor General Offices of respective countries legal study

+related to projects,Budgets, Statutory Auits etc Foreign Exchange related, Tariff rationalisations and uniform curricula for reporting and accounting qualifications etc

forensic investigation costing Academitions, university teaching asstants and professors environmental accountants Accountants serving the SME sector Accoutants providing non assurance services from same plateform, for issues related to conflict of interest and quality of work.

accountants reporting in non-profit oriented organisations, including Government and its bodies Audit standards in Non-Government bodies

Forensic Accountants SACCOS Accounting IT, Business analysts Who Provide Legal Services Intellectual Capital Business Intelligence, External Visions


budget comptroller Financial Managers Financial Analysts Government Accountants Teachers Fraud Examiners Establishing Computer Accounting System Consultants in Corporate Laws TRIPPLE BOTTON LINE ACCOUNTING academic Academic Accountants Integral auditors - Revisor Fiscal control of auditors control of internal auditors fraud examiners compliance services officers Budgeting KPI´s, KRI´s, and other indicators University Faculty Professors

Accountants imparting teaching and training in their respective Fields Opportunity to interact between professional of different member countries through a Forum

Accounting teacher Those who make system flows, policies and procedures so that system it self is transparent, self checking and is faclilitated with built in alarms

Cost Accountants Reporting accountants role in public offers. Forensic Accountants Anti-Fraud Professionals information system legal and social systems accountants of budgeting and reporting

Accountants who are working in "Islamic Finance" environments Auditors who audit "Islamic Financial Institutions" or are researching about "Islamic Accounting" and "Islamic Accounting Standsrds'.

All government accountants credit/debt controllers corporate recovery/receiverships/mergers/acquistions/strategy development risk managers, revenue assurance Trainers of training insitutions Heads of accountants bodies, institutions Must invent new tecniques to improve the accounting profession Investment advisors Universities Professors Tax Consultant Information System Audit 3rd party companies performing BPO Financial Sofware Advisory TREASURY MANAGERS

Lawyers All other allied professionals having something to do with accountancy in thier day to day activities.

Fraud examiners Business Analysts Accounting Regulators


Accountants responsible for over financial management of company - Finance Managers, CFOs etc.,

all roles performed by members of Ifac member bodies where they identify themselves as a Professional Accountant -that after all is the whole point of CPD.

University and other lecturers knowledge in valuation techniques And other financial information professional accountants

auditors who provide assurance services in general auditors who provide assurance on sustainability reporting

academics Risk management professionals Forensic Accountants Fraud Examiners

Budget management Accountants who could provide valuation services

Statutory auditors none

Acedemic accountants Accountants that work in government or non-profit entities

Educators educators and training firms Government tax auditors international finance accounting for multi national corps Accounting educators Accounting Fraud investigators none professional Accountants being responsible for the preparation of FS after giving for approval to directors

Governmental accountants Professional Accountants who take responsibility to sign FS especially for listed companies instead of the Directors

Consultancy work relating to financial matters

Accountants who are entrepreneurs in various field of endeavor Accountants serving at various level of Governance

NGO accounts preparation Accountaning Teachers Equity Analysts Internal control studandards None accountants who provide non financial perforemance measure for the publc Accountants who offer consultancies services Banktrupcy & Insolvency Ptractitioners Forensic Acctg educators auditors Accountants who work with information systems Accounting educators Controllers


accounting educators

accountants in academe author of accounting, auditing, management services and taxation book

government that have the greatest pressure on public Entreprenauship Accounting educators IFAC has no public mandate teachers Accountants educators Accountan in chief at Univesities Professional Accountants who take responsibility to sign FS especially for listed companies instead of the Directors

Accountants who first educate businesses for social obligation and accordingly provide services with value (the quality of service may be outstanding but value to business may be zero)

Accounting faculty marketing auditor the uses of TIC Accountants in Public Sector Holistic value accounting edi system"s reports None this is a terrible idea

Accountants responsible for preparing publicly issued financial statements of federal, state, and local (e.g. cities, counties, districts) level governments

contracts auditors Auditing standard setters Defence Accountants & Auditors Defence Accountants & Auditors Project Management Professionals Accountants in the public sector Insolvency specialists accounting researchers RESEARCHEARS


3. International accounting education standards are part of a growing set of international standards for the accountancy profession. The following question asks you to evaluate the relative importance of different international standards in serving the public interest. Please distribute a total of 100 points between the standards shown, giving the more important standards a greater number of points. You may assign any number of points from 0 to 100 to each type of standard. The computer will prompt you if your total does not equal exactly 100 points.

# Answer Average Value Standard Deviation 1 Auditing and assurance standards 29.39 14.79 2 Education standards 20.94 14.92 3 Ethics standards 22.59 16.25 4 Financial reporting standards 31.29 16.49


4. To achieve the desired competences of professional accountants, what aspects of formal education and professional training should international accounting education standards address?


Very important

Somewhat important

Not Very important


1 Required technical knowledge (such as financial accounting knowledge)

670 347 72 16 14 1119 1.53

2 Required skills (such as communications skills)

310 486 254 46 18 1114 2.08

3 Required values, ethics, and attitudes (such as professional skepticism)

565 426 103 15 10 1119 1.64

4 Methods for assessing technical knowledge

242 560 242 48 21 1113 2.14

5 Methods for assessing skills 209 512 304 66 25 1116 2.27

6 Methods for assessing values, ethics and attitudes

298 481 246 66 24 1115 2.14

8 The program of study required to become a professional accountant

391 454 182 55 34 1116 2.00

7 Academic requirements needed to begin a program of study

261 403 318 87 46 1115 2.33

9 The competences of those who teach in required programs of study

450 420 167 45 34 1116 1.92

10 Methods for assessing required programs of study

286 503 229 60 36 1114 2.15


5. To achieve the desired competences of professional accountants, what aspects of formal education and professional training should international accounting education standards address?


Very important

Somewhat important

Not Very important


11 Practical work experience requirements

445 447 158 47 19 1116 1.88

12 The competences of those who supervise or mentor work experience

348 502 196 52 18 1116 2.01

13 Methods for assessing work experience

224 546 252 67 23 1112 2.21

14

The continuing professional development required for professional accountants

416 496 154 34 15 1115 1.87

15

The competences of those who provide continuing professional development education

392 471 175 56 20 1114 1.96

16 Methods for assessing continuing professional development

252 506 271 59 25 1113 2.19


6. There is a wide diversity of culture, language and educational, legal and social systems in the countries of IFAC member bodies. To best achieve the objectives of international standards and serve the public interest, the most useful ways to approach international accounting education standards would be: (Please choose ONE in each PAIR):

# Question Label 1 Percent 1 Label 2 Percent

2 Responses

1 choose one

Establish a separate set of standards for each

specialization (such as auditor) 19.08%

First establish a set of standards that apply to all specializations; then add standards unique to each

specialization

80.92% 1069

2 choose one

Narrow between-country differences in the mix of formal education, practical experience

and professional training of accountants as a means to

reduce differences in competences

33.80%

Allow flexibility in the mix of formal education, practical

experience and professional training of accountants as long as competences are

achieved

66.20% 1077

3 choose one

Address the standards only to IFAC member bodies who are responsible for implementing

them or advocating implementation in their

countries

28.83%

Address the standards to all providers, consumers and regulators of accounting

education (such as university faculty, professional education providers)

71.17% 1065

4 choose one

Set threshhold good practice requirements that must be

complied with worldwide, with the expectation some countries

will exceed these standards

69.12% Set higher standards that will

be fully achieved by some countries, but aspirational for

others 30.88% 1059


7. The remaining questions ask about your perspective and your background.

My perspective is primarily that of a(n): (Please choose the ONE best response).

# Answer Response % 1 Accounting educator

400 36% 4 Accounting technician

26 2%

5 Accountant working in an accounting oversight or regulatory body

31 3%

2 Auditor working in a public practice

156 14% 6 Internal auditor

50 4%

7 Accountant in a business or industry role other than those included above

127 11%

9 Accountant in a government or nonprofit organization role other than those included above

49 4%

10 Accounting student or trainee

63 6%

14 Executive/senior manager of an IFAC member body

59 5%

12 Non-accountant working in an accounting oversight or regulatory body

10 1%

15 Accountant in a pubic practice role other than auditor

50 4%

16 User of financial reports (e.g., analyst, investor)

23 2%

13 Another role not listed here (please specify):

76 7% Total 1120 100%

Another role not listed here (please specify): forensic (financial en tax) auditor internal marketing auditor consultant partner in a public practice Government Auditor A managerial accountant quality control comptroller consultancy Director of E & T of an IFAC associate member body Fraud Examiner Educator Standards specialist in a public practice Controller non-accountant in professional membership organization of CPAs


Public Sector Financial Management Expert manager projects BPO OPERATIONS Expert Mix of experience as educator, educating monitoring consultant, accountant in business and public practice as auditor and management consultant. Risk Management which ensuring stringent internal control International Financial Management Consultant And consultant Accounting Education Coordinator assit. PhDs banker Chief Finance Officer in United Nations Peace-keeping missions. Higher Education Inspector (audit)policy advisor at the ministery of Finance FR and auditing technical support International Consultant and CPA Business consultant Director of Education Having worked in public practiced and as an instructor Ethics Consultant/CPA Strategic consultant Head of learning for a regulated firm of auditors Development adviser Doctoral student LEARNING DIRECTOR CPA - audit and tax for 30 years, now a professor Management Consultant TAX ACCOUNTANT executive Dean of a school of business B-school dean At least 4 of the above - can't specify one! Auditor/Consultant international consultant in accounting Chief Inspector of British Accreditation Council Accounting expert researcher on ethical issues in accounting (including the issuing of IES's by IFAC) Accountant responsible for audit learning at Deloitte Canada Recruiter and Former Auditor Former Controller international development Accountant in Public Practice Learning Director Multiple - educator, tax preparer, business advisor, investment advisor (ueser of data)


former member of the Governmental Accounting Standards Board, U.S. librarian working with accounting and auditing students Officer in Charge of FRC Management Accountants Senior Finance Manager Senior Auditor in Government organization treasury manager Consultant Fianance Assistant (in the Educational Sector) CFO Accounting Education Consultant/Policy Analyst Strategic Planning & Investment Accountant in academia RESEARCHER Committee - member body Education Executive Committee of a Member Body Chief Executive of a professional body (non-member of IFAC) IFAC member Body


8. My responses represent:

# Answer Response % 1 My personal view

1032 93% 2 The views of my organization – (see below)

82 7% Total 1114 100%

The views of my organization -- Organization name: ACB Securities Company Gutierrez Rios & Asociados S.C. institute of treasury management amconceicao Thomas H S Tsang Certified Public Accountant MAYUR & COMPANY Collegium of auditors, Kazakhstan Financial Reporting Council: Mauritius Kaizen Consulting LITHUANIAN CHAMBER OF AUDITORS Rural Financial services Programme Yintor SA Global Consulting LLC friedrich & friedrich corp Global Accounting and Auditing System Est. Ministry of Finance and Economy Armenia DEL PARTNERS poblic integrity COLEGIO DE CONTADORES DE CHILE The Korean Institute of Certified Public Accountants unesco Gambling Board Ministry of Finance Institute of Certified Public Accountants in Ireland IFRS 2009 Ltd Certified General Accountants of Canada Soceity of Accountants in Malawi Lamar University Audit Conduct INTACCAUD The Body of Expert and Licensed Accountants of Romania Den norske The Institute of Professional Accountants of Russia CIMA IUAA- Tikrit branch


BDO Trevisan universidad eafit Financial Reporting Council (Mauritius) dE Deloitte Mexico Instituto Mexicano de Contadores Públicos The Institute of Chartered Accountants in Australia INSTITUTE OF CERTIFIED PUBLIC ACCOUNTANTS OF UGANDA The Egyptain Society of Accountants & Auditors The University of Sydney KHT-yhdistys (Finnish Institute of Authorised Public Accountants) CICPA FAR SRS Financial Reporting Council (Mauritius) Constructora Geboy sa de cv Canadian Institute of Chartered Accountants KAF Institute Ministry of Enterprise Development pakistan oilfields limited The Japanese Institute of Certified Public Accountants Financial Reporting Council Mauritius Chamber of Hungarian Auditors institute of treasury management Institute of Certified Public Accountants in Ireland Caceca ACCA New Zealand Institute of Chartered Accountants Union of Accountants awoyinfa obafunso & Co Ibracon Instituto dos Auditores Independentes do Brasil OECFM OECT Lumaseri Monroy y Consultores Asociados S.C. NOvAA (regulatory body for AA-accountants) Institute of Chartered Accountnats of Pakistan IDW - Institut der Wirtschaftsprüfer AICPA-Int'l Issues Committee Pre-certification Education Executive Committee of the AICPA ICAEW National Institue of Accountants Chamber of Auditors Institute of Certified Public Accountants of Singapore Hong Kong Institute of Certified Public Accountants ICJCE - SPAIN


Wirtschaftsprüferkammer (WPK) 9. My country is:

# Answer Response % 1 Albania

3 0% 2 Argentina

19 2% 3 Australia

36 3% 4 Austria

2 0% 5 Azerbaijan

3 0% 6 Bahamas

1 0% 7 Bahrain

2 0% 8 Bangladesh

3 0% 9 Barbados

1 0% 10 Belgium

4 0% 11 Bolivia

1 0% 12 Bosnia and Herzegovina

0 0% 13 Botswana

1 0% 14 Brazil

16 1% 15 Bulgaria

2 0% 16 Cameroon

0 0% 17 Canada

28 3% 18 Chile

4 0% 19 China

13 1% 20 Chinese Taiwan

2 0% 21 Colombia

14 1% 22 Costa Rica

2 0% 23 Croatia

2 0% 24 Cyprus

3 0% 25 Czech Republic

4 0% 26 Denmark

4 0% 27 Dominican Republic

1 0% 28 Egypt

9 1% 29 Estonia

0 0% 30 Fiji

3 0% 31 Finland

3 0% 32 France

9 1% 33 Georgia

0 0% 34 Germany

4 0% 35 Ghana

13 1% 36 Greece

5 0% 37 Guatemala

2 0% 38 Guyana

0 0% 39 Haiti

0 0% 40 Honduras

1 0%


41 Hong Kong

5 0% 42 Hungary

1 0% 43 Iceland

3 0% 44 India

41 4% 45 Indonesia

9 1% 46 Iran

6 1% 47 Iraq

3 0% 48 Ireland

19 2% 49 Israel

4 0% 50 Italy

4 0% 51 Ivory Coast

2 0% 52 Jamaica

7 1% 53 Japan

5 0% 54 Jordan

11 1% 55 Kazakhstan

2 0% 56 Kenya

9 1% 57 Korea

1 0% 58 Kosovo (UNMIK)

1 0% 59 Kyrgyzstan

1 0% 60 Kuwait

2 0% 61 Latvia

1 0% 62 Lebanon

6 1% 63 Lesotho

1 0% 64 Liberia

1 0% 65 Lithuania

1 0% 66 Luxembourg

1 0% 67 Madagascar

1 0% 68 Malawi

3 0% 69 Malaysia

15 1% 70 Malta

2 0% 71 Mexico

37 3% 72 Moldova

1 0% 73 Mongolia

1 0% 74 Montenegro

0 0% 75 Morocco

2 0% 76 Namibia

0 0% 77 Nepal

3 0% 78 Netherlands

9 1% 79 New Zealand

13 1% 80 Nicaragua

3 0% 81 Nigeria

45 4% 82 Norway

2 0% 83 Pakistan

46 4% 84 Panama

3 0%


85 Papua New Guinea

1 0% 86 Paraguay

0 0% 87 Peru

10 1% 88 Phillipines

8 1% 89 Poland

2 0% 90 Portugal

4 0% 91 Romania

10 1% 92 Russia

5 0% 93 Saudi Arabia

4 0% 94 Serbia

3 0% 95 Sierra Leone

2 0% 96 Singapore

3 0% 97 Slovakia

0 0% 98 Slovenia

2 0% 99 Sri Lanka

5 0% 100 Swaziland

0 0% 101 Sweden

2 0% 102 Switzerland

5 0% 103 Tanzania

8 1% 104 Thailand

4 0% 105 Trinidad and Tobago

3 0% 106 Tunisia

14 1% 107 Turkey

9 1% 108 Uganda

7 1% 109 Ukraine

1 0% 110 United Kingdom

51 5% 111 United States

314 29% 112 Uruguay

2 0% 113 Uzbekistan

0 0% 114 Venezuela

2 0% 115 Vietnam

4 0% 116 Zambia

9 1% 117 Zimbabwe

8 1% 118 Other not listed

12 1% Total 1067 100%


10. What level of formal education is typically achieved before recognition as a professional accountant in your country?

# Answer Response %

1 A university business degree with a specialization in accounting

787 71%

6 A university business degree without an accounting specialization

93 8%

2 A university degree in any field

88 8%

3 Education considered equivalent to a university degree with an accounting specialization (but no degree required)

85 8%

7 Education considered equivalent to a university degree in any field (but no degree required)

13 1%

4 Education sufficient to be admitted to a university, but no university degree required

38 3%

5 Less education than needed to be admitted to a university

10 1%

Total 1114 100%

11. What minimum amount of practical experience is required to be recognized as a professional accountant in your country?

# Answer Response % 1 No practical experience is required

120 11% 2 Practical experience of less than three years

381 34% 3 Three years

419 38% 4 More than three years

187 17% Total 1107 100%


12. In your opinion, what are the major barriers to fully implementing international accounting education standards? (Please select ALL that are TRUE.)

# Answer Response % 3 Conflict with country standards or regulations

678 61%

4 International standards are set at too high a level to be workable

193 17%

5 International standards are set at too low a level to be useful

105 9%

2 Lack of enforcement authority for the international accounting education standards

689 62%

1 Lack of knowledge of the international accounting education standards

616 56%

7 Lack of resources to establish the international accounting education standards

449 41%

6 Other, please specify:

126 11%

Other, please specify: lack of consistency diversity between fiscal and commercial allowed annual statement Lack of sincerity in Pakistani specially the top management lack of emphasis on transparency and due process monimaiz IFAC number lack of sense of urgency among agency/ Govts to advance faster lack of relevance and practicality to make international standards cost efficient and even workable Reluctance of AICPA and the US Government to accept an alternative form of enforceable accounting standards other US GAAP within US shores. different category of establishments whereas the standards are set with a global unit perspective Convergence issues impacting public sector accounting have not been addressed as robustly as those affecting business...i.e., IASB/IASC and FASB have been working together extensively for several years now...we need that in the public sector as well...i.e., U.S. FASAB should converge with IFAC IPSASs Political Differences In Slovenia, IFRS are implemented. Lack of interest as result being ignorant attitude to 'change' Lack of will to make it work Religion and Culture of Different Nations Language barriers Lack of knowledge at IAESB level, what gives IFAC any authority to set standards. In order to establish credibility of your positions you should start to establish standards in those areas where statutory requirements do not already exist. Lack of promote this standards to the Universities that offer the career of Accountant Politics political aspects of harmonization of standards Educational specifics should be the domain of educators. NASBA has tried to involve itself with these kinds of matters and have


met strong resistance. The resistance will be even stronger for the IAESB. Broad guidelines to achieve some reasonable level of uniformity may be acceptable. the need to address within country differences The idea needs to be widely accepted I see little need for administrators and pseudo-regulators to usurp the role and responsibilities of educators and a market system for education. don't have a good teachers Languages' differences and difficulties. businessmen and corporation wants more money in their pockets. Education and quality is a cost, that majority do not want to support. Language barrier Integration of different National Standards Lack of Communication between IFAC and local accounting bodies, which have the local knowledge about how to implement IFAC frame work. Conflict of interest because of self-regulation nature of profession and leadership quality Infrastuctural differences Mushroom growth of small educational institutions who claim to teach everything about accounting education. Advocacy level and small business sector(sme) needs Institute of Chartered Accountants of Pakistan is a standard compliant member body. Adoption of any IES is only delayed when it requires a change in bye-laws of the Institute OR when an IES does not clearly mention a yardstick to measure its compliance. no official IFRS in Russian Inadequate information resource centre and publicity No barriers in our Country Geographical diverse and financial capabilties of companies the world over. unfair competition and lack of interest Lack of willingness to adhere to Some organizations are follow Islamic accounting statements lack of Coordination among international regulatory authority for implementing the true spirit of harmonization Inadequate consultation among all stakeholders before setting or agreeing on standards. An unverified assumption that there is a need for international accounting education standards lack of interest by power groups such as universities( standards have no locus where the universities are more powerful than the Institutes, big 4( only want change tied to short term profits) , regulators (EU- missed opportunity to support IES in revised 8th directive), cultural differences Lack of knowledge of the advantages within the same profession standardization stifles innovation and quality the English language Countries with high qualifications for accounting education will be adopting policies that are not compatible. country barriers Lack of academic infrastructure and resources. CGA-Canada exceeds IFAC standards, however for many countries the above could be barriers difference between countries regarding economies and regulation Concern that standards will be too narrow and not broad-based too many cultural differences to overcome Entrenched Interests lack of congruence on the goals to be achieved


University accreditation bodies Language Lack of government support/a universal qualifications framework cultural differences Mandate for implementation of most IESs is with a body other than the accountancy regulatory body National pride; protectionism Rigid international standards are not necessary. Conflict with various accounting institutes Pride see no significant barriers Difference between current level of education of professional accountants who are members of IFAC member body and IES requirements lack of buy in from constituencies Lack of trust and confidence, lack of probable flexibility, distaste for cookie cutter approach that is dictatorial The various countries have a self-serving approach to convergence. Diversity of the accounting profession in all areas except certifying financial statements Cultural and Historical Differences in Formal Education Models Why do we need more standards? it is sometimes too technical, if possible guidelines could be given on the main requirements lack of clarity in some standards I am not aware of anyone who has made a strong case in favor of international accounting education standards. Educational Providers inflexabiity Given that some of the worst accounting and auditing abuses occur in countries which already have the highest educational standards for accountants there are more pressing problems to be addressed than international accounting education standards Lack of flexibility in national approaches to developing a professional (e.g., more education vs. more experience) Inefficient local high education system and policies Resistance from professional bodies that are competing for market share & hence accept 'alternative pathways' potential conflict between the IES's and the code of ethics and lack of discussion/guidance on what to do when this happens differing political environments Big question is standards for what? Ed, practice, assurance/audit vs. all accounting practice etc. National pride; protectionism lack of flexibility to consider cultural differences in the educational and work "norms" in each country Standards = imperialism by big firms and companies Not recognizing that there is more than one acceptable way to gain accounting knowledge and skills. More red tape and "brussels" mentality, Will probably be removed from reality and set for Big 4 Firm resources autoridades de los en contabilidad y auditoria en los paises subdesarrolladois no muestran interes en difundir los standards it is sometimes too technical, if possible guidelines could be given on the main requirements Lack of Specific Requirements to be directly implemented. Most of terms in standards are defined ambiguously. Specific requirements should be worked out, which then should be revised each one to two years. The target audience is too broad, limited measurement of who fulfill the requirements in the standards, no consequences for not following the standards culture barriers AICPA It's a stupid idea Lack of training accounting faculty


Lack of available learning activities 13. Before you answered this survey, to what extent were you familiar with the current set of international accounting education standards?

# Answer Response % 1 I had read all the standards

181 16% 2 I had read most of the standards

253 23% 3 I had read some of the standards

354 32%

4 I was aware the standards exist, but had never read them

228 20%

5 I was unaware of the standards existence

101 9% Total 1117 100%

1. the international accounting education standards board ...profession 754 332 57 6 6 1155 1.42 2...

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