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International Education Standards for Professional Accountants

IES 16

International Education Standardsfor Professional Accountants

October 2003

IFAC

Education

Committee

Issued by the International

Federation of Accountants

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International Education Standards for Professional Accountants

IFACs Education Committee has approved the documents and Standards in thisbook for publication.

The mission of IFAC is the worldwide development and enhancement of an

accountancy profession with harmonized standards, able to provide services ofconsistently high quality in the public interest. The Education Committees missionis to serve the public interest by the worldwide advancement of education anddevelopment for professional accountants leading to harmonized standards.

The Education Committee welcomes comments on the documents and Standardscontained in this book, both in terms of feedback and in terms of its future activities.

Comments on this publication should be sent to:

International Federation of Accountants545 Fifth Avenue, 14th FloorNew York, NY 10017, USAFax: +1-212-856-9420E-mail responses should be sent to [email protected]

Information about the International Federation of Accountants can be found at itsweb site, www.ifac.org.Copies of this publication may be downloaded free ofcharge from the site.

Copyright October 2003 by the International Federation of Accountants.All rightsreserved. With the exception of member bodies, no part of this publication may bereproduced, stored in a retrieval system, or transmitted in any form or by any means,electronic, mechanical, photocopying, recording, or otherwise, without the priorwritten permission of the International Federation of Accountants. Permission andtranslation requests should be submitted to [email protected].

ISBN 1-931949-08-5
http://www.ifac.org/http://www.ifac.org/http://www.ifac.org/

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INTERNATIONAL EDUCATION STANDARDSFOR PROFESSIONAL ACCOUNTANTS

CONTENTS

PAGE

FRAMEWORK FOR INTERNATIONAL EDUCATION STATEMENTS . . . . 124

INTRODUCTION TO INTERNATIONAL EDUCATION STANDARDS . . . . 2536

IES 1: ENTRY REQUIREMENTS TO A PROGRAM OF PROFESSIONALACCOUNTING EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . 3740

IES 2: CONTENT OF PROFESSIONAL ACCOUNTING EDUCATIONPROGRAMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4150

IES 3: PROFESSIONAL SKILLS . . . . . . . . . . . . . . . . . . . . . . . . . . . 5158

IES 4: PROFESSIONALVALUES ETHICS ANDATTITUDES . . . . . . . . 5965

IES 5: PRACTICAL EXPERIENCE REQUIREMENTS. . . . . . . . . . . . . 6672

IES 6:ASSESSMENT OF PROFESSIONAL CAPABILITIES ANDCOMPETENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7378

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FRAMEWORK FOR INTERNATIONAL EDUCATION STATEMENTS

IFAC EDUCATION COMMITTEE

FRAMEWORK FOR INTERNATIONALEDUCATION STATEMENTS

CONTENTS

PAGE

INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

OBJECTIVES ANDTERMS OF REFERENCE . . . . . . . . . . . . . . . . . . . 2

INTERNATIONAL EDUCATION STANDARDS AND GUIDELINES . . . . . 3

LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

EDUCATION COMMITTEE MISSION AND STRATEGIC OBJECTIVES. . . . . 4

MISSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

KEY STRATEGIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

STRATEGIC OBJECTIVE FOR ACCOUNTING EDUCATIONSTATEMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

NATURE,SCOPE,ANDAUTHORITY OF STATEMENTS . . . . . . . . . . . . . . . 5

FUNCTIONS OF EDUCATION COMMITTEE STATEMENTS . . . . . . . . . 5

TYPES OF EDUCATION COMMITTEE STATEMENTS. . . . . . . . . . . . . 5

BLACK AND GRAY LETTERING . . . . . . . . . . . . . . . . . . . . . . . . . . 6

DEFINITIONS AND EXPLANATIONS OF STATEMENTS. . . . . . . . . . . . 7

CONSULTATIVE PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

QUORUM ANDVOTING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

DEVELOPMENT CONCEPTS ASUSED BY THE EDUCATION COMMITTEE. . . . . 10

RELATIONSHIP BETWEEN CAPABILITY AND COMPETENCE . . . . . . . . . 12

GLOSSARY OF TERMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

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INTERNATIONAL EDUCATION STANDARDS FOR PROFESSIONAL ACCOUNTANTS

Introduction

Objectives and Terms of Reference

1. The mission of the International Federation of Accountants

(IFAC) as set out in paragraph 2 of its Constitution is theworldwide development and enhancement of an accountancyprofession with harmonized standards, able to provide servicesof consistently high quality in the public interest.

2. The Education Committee is a standing committee of the Boardof IFAC, formed to develop standards, guidelines, discussionpapers and other information documents on pre-qualificationeducation and training of professional accountants and on

continuing professional education and development formembers of the accountancy profession. In addition, theEducation Committee is expected to act as a catalyst inbringing together the developed and developing nations, as wellas nations in transition, and to assist in the advancement ofaccountancy education programs worldwide, particularlywhere this will assist economic development.

3. The members who serve the Education Committee are

nominated by the member bodies in the countries selected bythe Board of IFAC. Members are appointed for an initial termof three years and elections will be held annually in such a waythat one-third of the members shall retire each year. Continuousservice on the Committee by the same person shall be limitedto two consecutive three-year terms. For voting purposes, eachmember represented on the Committee has one vote.

4. In accordance with the Constitution of IFAC, member bodies

subscribe to the mission set out in paragraph 1 above. Inhelping to fulfil this mission, IFAC expects member bodies tocomply with these Standards. To assist member bodies in theimplementation of International Education Standards andGuidelines for Professional Accountants, the EducationCommittee will seek to promote an understanding andacceptance of such standards and guidelines.

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International Education Standards and Guidelines

5. International Education Standards for Professional Accountantsestablish essential elements (e.g., subject matter, methods andtechniques) that education and development programs are

expected to contain and that have the potential for internationalrecognition, acceptance and application. Although theseStandards cannot override authoritative local pronouncements,they are prescriptive in nature. International Education Guidelinesfor Professional Accountants assist in the implementation of goodpractice or provide advice. They may also provide examples orguidance on the best practices or the most effective methods fordealing with the issues being addressed.

6. The Committee is conscious of the wide diversity of culture,language, and educational, legal, and social systems in thecountries of the member bodies and of the variety of functionsperformed by accountants. Therefore, it is for each individualmember body to determine the detailed requirements of thepre-qualification and post-qualification education anddevelopment programs. Accordingly, International EducationStandards for Professional Accountants are intended toestablish only the essential elements on which those programs

for all professional accountants should be founded.

7. The Committee acknowledges that some member bodies aresubject to legal or regulatory authorities within theirjurisdictions. International Education Standards for ProfessionalAccountants cannot legally override the requirements orrestrictions placed on individual member bodies by such laws orregulations. However, member bodies must consider theStandards (and should consider the recommended practice in

the Guidelines) in developing their education and developmentprograms. Member bodies are also obliged to advise legislativeand regulatory authorities of International Education Standardsand Guidelines for Professional Accountants and seek, to theextent possible, to harmonize authoritative localpronouncements with those Standards and Guidelines.

Language

8. The approved text of a statement is that published by theEducation Committee in the English language. In all instances,

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American English spelling conventions are followed. Afterobtaining IFAC approval, and at their own cost, member bodiesof IFAC are authorized to prepare translations of suchstatements to be issued in the language of their own countries

as appropriate. These translations should indicate the name ofthe body that prepared the translation and that it is a translationof the approved text. If disputes arise, the original (American)English language text will prevail.

Education Committee Mission and Strategic Objectives

Mission

9. The mission of the Education Committee is to, serve thepublic interest by the world-wide advancement of educationand development for professional accountants leading toharmonized standards.

Key Strategies

10. To meet its mission, the Education Committee has currentlydeveloped four key strategies. They are:

(a) Understand the current and future needs of users ofprofessional accountants and the implications foraccountancy education;

(b) Develop standards, guidance and other forms of adviceand assistance for member bodies;

(c) Be aware of implementation issues; and

(d) Promote education for professional accountants.

11. It may be necessary for the Committee to develop otherstrategies in the future to help achieve its mission.

Strategic Objective for Accountancy Education Statements

12. In relation to the second key strategy, it is the Committeesobjective:

To have on issue a series of Standards and other statements

reflecting good practice in pre- and post-qualificationprofessional accountancy education and development;

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To create the education benchmarks for IFACs complianceactivities; and

To foster international debate on emerging issues relating tothe education and development of professional accountants.

Nature,Scope,and Authority of Statements

Functions of Education Committee Statements

13. Under the new publications framework adopted by theCommittee in 2001, each of the Committees publications isintended to fulfil one of the following three functions:

(a) Prescribe good practice (i.e., establish standards for

member bodies to achieve and be measured against);

(b) Provide guidance, interpretation, discussion, illustration,examples of application, or in any other way assist memberbodies to achieve good practice, and

(c) Discuss, promote or facilitate debate on education issues;reveal facts; present research or survey findings (i.e.,describe situations); or promote awareness of issues.

14. All three functions (prescribe, provide guidance,discuss/present findings) are valid in achieving the EducationCommittees mission. Different issues are best dealt with indifferent ways depending on, for example:

The nature of the issue;

Its level of importance;

The level of detail being dealt with;

The degree to which broad compliance could be expected; and

Whether an issue is in its infancy or has reached maturityand broad consensus.

Types of Education Committee Statements

15. The three different functions are expressed through threedifferent types of statement.

International Education Standards for ProfessionalAccountants (IES)

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International Education Guidelines for ProfessionalAccountants (IEG)

International Education Papers for ProfessionalAccountants (IEP)

16. The three types of statement reflect, in descending order, theauthoritative nature of the publications, in line with theirintended functions. International Education Standards forProfessional Accountants prescribe good practice and are thusmore authoritative than International Education Guidelines forProfessional Accountants, which provide guidance (forexample, on how to achieve good practice). The Guidelines are,in turn, more directive than International Education Papers forProfessional Accountants, which discuss issues (includingemerging issues) or present findings.

Black and Gray Lettering

17. Within International Education Standards for ProfessionalAccountants, the standard paragraphs are in bold type-face(i.e., black letter). Commentary paragraphs, which mayelaborate on or assist in the interpretation of the standard

paragraphs, appear in plain type-face (i.e., gray letter). Tocomply with International Education Standards for ProfessionalAccountants, member bodies will need to demonstrate that theymeet the requirements of the black letter paragraphs.

18. Gray-letter commentary within International EducationStandards for Professional Accountants serves the function ofexplaining or elaborating on the standard paragraphs written inbold type-face. As such, these commentary paragraphs are

restricted in scope to providing an explanation of the specificstandard paragraphs to which they relate. By contrast,International Education Guidelines for Professional Accountantsdo not contain bold type-face paragraphs because they presentguidelines only (including recommended practice), rather thanprescribe practice that is expected to be followed. However,a Guideline could be issued on a topic related to a Standard; ifso, then the Guideline could interpret or elaborate on theStandard in greater depth, provide illustrations or advice on how

the Standard could be met, or suggest recommended practice thatis wider or deeper than the practice prescribed in the Standard.

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19. The Education Committee considers the black/gray letterdistinction to be useful and appropriate for the nature ofInternational Education Standards for ProfessionalAccountants. The Committee will, nevertheless, maintain a

watching brief on future developments in approaches tostandard setting in other areas of the profession.

Definitions and Explanations of Statements

Def inition Explanation

7

20. International EducationStandards for ProfessionalAccountants prescribe

standards of generallyaccepted good practicein education anddevel opment f orprofessional accountants.

International Education Standardsfor Professional Accountantsexpress the benchmarks that

member bodies are expected tomeet in the preparation andcontinual development ofprofessional accountants. TheStandards establish the essentialelements of the content andprocess of education anddevelopment at a level that isaimed at gaining international

recognition, acceptance andapplication. Hence, memberbodies must consider theserequirements. (The gray-letterparagraphs within the Standardsare intended to help explain theprescriptions within the black-letter, standard paragraphs.)International Education Standards

for Professional Accountantscannot legally override local lawsand regulations but will providean authoritative reference forinforming and influencing localregulators regarding generallyaccepted good practice.

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21. International EducationGuidelines for ProfessionalAccountants assist in

the implementation ofgenerally accepted goodpractice in the educationand development ofprofessional accountantsby providing advice orguidance on how toachieve good practiceor current best practice.

International Education Guidelinesfor Professional Accountants mayinterpret, illustrate, or expand on

matters related to InternationalEducation Standards forProfessional Accountants. In thisfunction, the Guidelines assistmember bodies to implementand achieve good practice asprescribed in InternationalEducation Standards forProfessional Accountants. The

Guidelines may also recommendpractice that is wider or deeper thanthe practice prescribed in a Standard.Alternatively, they may outlinecommendable methods or practices,including those that are recognizedas current best practice, whichmember bodies may wish to adopt.

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22. International EducationPapers for ProfessionalAccountants promotediscussion or debate oneducation and developmentissues affecting theaccountancy profession,present findings, ordescribe situations of

interest relating toeducation and developmentissues affecting theaccountancy profession.

International Education Papers forProfessional Accountants may raisediscussion within the accountancyprofession to a level whereby issuesmay be progressed or eventuallyresolved. As such, the Papers mayexplain, examine, analyze, orotherwise critically assess educationissues and practices. The aim of such

Papers is to provoke considerationof the issues and to encouragecomment and feedback so that theissues can be advanced. In this way,they may be useful for exposingviews, approaches and methodsthat are in early stages ofdevelopment and thus may beuseful forerunners to Standards and

Guidelines. Alternatively, thePapers may be simply descriptive

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Consultative Process

23. While the Education Committee is ultimately responsible forselecting the subject matter to be addressed by its Standards,Guidelines, and Papers, suggestions and proposals are

encouraged from IFAC member bodies, other professional bodies,and interested individuals and organizations. The responsibilityfor carrying out the necessary research and for preparingExposure Drafts of Standards and Guidelines, or drafts of Papers,may be delegated by the Committee to sub-committees, projectteams comprising Committee members and technical advisors, orindividuals. Sub-committees and project teams are always chairedby a Committee member but may include persons who are notmembers of the Committee or of a member body of IFAC.

24. In the developmental stage, the Committee assignsresponsibility to a Project Manager to oversee the developmentof each statement. The Project Managers are Committeemembers or Technical Advisors and are responsible forreporting to the Control Group, in accordance with the projectplan. The Control Group, which includes the Committee Chairand Technical Manager, is set up to monitor the progress of allprojects for developing education statements. The Control

Group also reviews early drafts for compliance with theprojects terms of reference and consistency of approach.

25. The Committee issues Exposure Drafts of all proposedStandards and Guidelines for comment by IFAC memberbodies, the accounting academic community, regulators,government agencies, and others who may be interested in thestatements. The Committee will expose a proposed Standard orGuideline for a reasonable time (usually six months) to allow

for interested parties to consider and comment on its proposals.This provides an opportunity for those affected by Education

9

in nature. In this function, they aimto promote awareness of, and totransfer knowledge and information

on, education and developmentissues or practices relating to theaccountancy profession.


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Committee statements to present their views on them before thestatements are finalized and approved by the Committee.

26. The Committee welcomes and considers all comments received

on Exposure Drafts and makes such modifications as it considersappropriate. It also continues to consider any commentssubmitted on finalized Standards and Guidelines, for input tofuture revisions. Likewise, comments received on Papers areconsidered for future revisions and the advancement of issues.

Quorum and Voting

27. A quorum of three-quarters of the Committee members (or

their nominees) is required for a vote to be held.

28. Exposure Drafts of proposed Standards and Guidelines must beapproved for issue by vote of at least two-thirds of the total votingrights of the Education Committee participating at a meeting.

29. Before the statement is published and released as a finaldocument, the final draft of a Standard or Guideline, or of aPaper submitted for approval, must be approved by at least two-

thirds of the total voting rights of the Education Committeeparticipating at a meeting.

Development Concepts as Used by the EducationCommittee

30. The followingdiagramillustrates the relationships among keyterms relating to education and development concepts, as usedby the Education Committee. Some of these terms are defined

in theGlossary of Termslater in this publication. The followingdiscussion explains what is meant by the various terms and howthey fit together as subsets of the development process.

31. Readers own interpretations and usage of such terms maydiffer slightly from the way they are explained in the followingparagraphs. The Education Committee does not insist that thefollowing discussion represents the only true meaning of theseterms; rather, the following paragraphs explain how the terms

are used in the Education Committees statements, together withthe underlying thinking and the inter-relationships among them.

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32. Development is both a process (as depicted in the diagram)and an outcome. English language dictionaries (e.g., OxfordandCollins) take care to explain that development means tobring to (i.e., process) or to come to (i.e., outcome) a more

advanced state. Hence, development can refer to an individualwho is being developed (process) as well as to an individualwho has been developed (outcome - the finished state).

33. As a process, development is the over-arching term used by theEducation Committee, encapsulating every process by which anindividual grows. It refers to the growth of capabilities thatcontribute to competence, however achieved. Most (but not all)development, in a professional sense, comes about through learning.

34. Learning refers to the main processes by which individualsacquire capabilities (i.e., professional knowledge; professionalskills; and professional values, ethics, and attitudes). Learningcan be systematic and formal, or unsystematic and informal.When individuals learn through a systematic process, it isreferred to as education. By contrast, there are many valuablelearning processes other than education, such as self-directedand unstructured gaining of knowledge, experience,

observation, reflection, and other non-programmed activitiesaimed at developing capabilities.

35. Education refers to those learning processes that aresystematic, structured, and often formal. The processes aretherefore programmed to a significant extent. Educationincludes a form of developmental process referred to as training.

36. Training is a particular type of education, which focuses on

how the individual does the job. Training is usually a mix ofinstruction and practice. It is experience related, and thus has amore practical or applied element than other forms of education.Training may be on the job (i.e., while the trainee is performingreal tasks in the work place) or off the job (i.e., which takesplace while the trainee is not actually performing work).

37. Throughout this publication, reference is made to the work ofthe Education Committee in terms of the education and development

of professional accountants. In this sense, the phrase relates toeducation as the mainprocessand to development as theoutcome.

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Subsets of the development process

Relationship Between Capability and Competence

38. The concepts of capability and competence may be described

as being the two sides of a coin. The following is an elaborationon terms used in the Glossary of Terms (next section).

39. Capabilities are the professional knowledge; professionalski ll s; and professional values, ethics, and attitudes requi red

to demonstrate competence.Capabilities are the attributes heldby individuals that enable them to perform their roles.

40. The possession of capabilities gives an indication that an

individual has the ability to perform competently in the workplace.

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Development

Learning

Education(i.e., systematic learning)

Training

Off the jobOn the job

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41. Competence is being able to perform a work role to a def inedstandard, with reference to real working environments. Itrefers to the actions that individuals undertake to determinewhether they can actually perform to the required standard.

When an individual draws on capabilities to perform therequired tasks to the required standard, competence is deemedto have been achieved (i.e., the individual is competent).

CAPABILITY COMPETENCEKey concepts

Attributes ActionsPotential ActualPossess Demonstrate

Can be expressed as Can be expressed as learning outcomes performance outcomes

Types of capability Types of competence

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Professional knowledge Professional skills (e.g.,

intellectual, technical, non-technical, organizational,personal, interpersonal)

Professional values, ethics,and attitudes (e.g., ethicalvalues, professional manner,commitment to high technicalstandards, skeptical attitude,commitment to continualimprovement and life-longlearning, appreciation ofpublic interest and social

responsibility)

Includes the range ofperformance outcomesrelating to practice standards(e.g., functional, managerial,and interpersonal)

Includes the range ofperformance outcomesrelating to behavioralstandards (e.g., ethical andprofessional conduct,demonstrating appropriateskepticism, performance inrelation to professionaldevelopment)

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Glossary of Terms

42. This glossary comprises a collection of defined terms, many ofwhich have been specifically defined within existing EducationCommittee statements. Some of the existing terms may be

modified, and other terms added to the glossary, as they are(re)defined in future publications.

43. The Committee acknowledges that terms may be understood tohave different common meanings, nuances of meaning, andapplications among the various countries in which memberbodies operate. The glossary does not prescribe the use of termsby member bodies. Rather, the glossary is a list of definedterms, with special meanings, for their use within the Standards,

Guidelines and Papers produced by the Education Committee.

44. Words marked with an asterisk (*) indicate terms that aredefined elsewhere in the glossary.

Assessment All forms of tests of professional competence,*whether in writing or otherwise, includingexaminations, carried out at any time throughoutthe learning process.

Best practice Practices considered to be exemplary, of the highestorder, the most advanced, or leading in a particulararea in the education of professional accountants.*Explanation:

Best practice refers to the best examples of

established practice in the preparation of

professional accountants. Best practi ce wi l l often

go beyond good practi ce and, as such, is at a

higher level than the considered minimumrequirements. Statements and examples of best

practi ce are essential for the advancement of

accountancy education and provide useful guidance

to member bodies for the continual improvement of

their education programs.

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Candidate Any individual who is enrolled for assessment as partof a professional accountancy education program.Explanation:

A candidate is an individual who is undergoing, or

about to undergo, a formal assessment as part ofaccountancy education. The term refers to an

individual who is sti ll in the process of demonstrating

the capabilities or competences required for a

particular purpose (e.g. professional examination). The

assessment may relate to either a program for

qualifying as a professional accountant or a post-

quali fying education program. The term does not relate

to an individual at the stage following completion of an

education program (i .e., it excludes those who havecompleted the requirements for membership of a

professional body and are in the process of applying for

membership).

Capabilities Theprofessional knowledge;*professional skills;*and professional values, ethics, and attitudes*required to demonstratecompetence.*Explanation:

Capabil i ties are the attr ibutes held by individualsthat enable them to perform their roles, whereas

competence refers to the actual demonstration of

performance. The possession of capabil i ties gives an

indication that an individual has the ability to

perform competently in the work place. Capabil i ties

include content knowledge; technical and functional

skills; behavioral skills; intellectual abilities

(including professional judgement); and

professional values, ethics, and atti tudes. They aresometimes referred to, in other literature, as

competencies, capacities, abil i ties, key skil ls, core

skills, fundamental skills and values, attitudes,

distinguishing characteristics, pervasive qualities,

and individual attr ibutes.

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Competence Being able to perform a work role to a definedstandard, with reference to real working environments.Explanation:

Competence refers to the demonstrated ability to

perform relevant roles or tasks to the requiredstandard. Whereas capabil i ty refers to the attr ibutes

held by individuals that give them the potential to

perform, competence refers to the actual

demonstration of performance. Competence may be

assessed by a var iety of means, including work place

performance, work place simulations, written and

oral tests of var ious types, and self-assessment.

Learning* activities for developing andmaintaining the capabilities* of professionalaccountants to perform competently within theirprofessional environments.Explanation:

Continuing professional development i s aimed at the

post-qual ifi cation development and maintenance of

professional competence. It involves the

development of capabil i ties through either formal

and verifiable learning programs (sometimesreferred to as continuing professional education

CPE) or informal learning activi ty.

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Continuingprofessionaldevelopment(CPD)

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Development 1. The acquisition of capabilities,*which contributetocompetence.*2. The state at which capabilities have been acquired.Explanation:

Development, as a process, refers to the growth ofcapabilities, which contribute to competence,

however achieved. Individuals may develop their

abil i ties through a wide range of processes such as

learning, including education and training;

experience; reflection; observation or receipt of

information; or through natural growth over time.

Development may also refer to the final stage of

growth at which an individual is considered to befully developed, as a result of the development

process. However, it i s recognized that, with the need

for continual l earning, the process of developing

ones capabil i ties and the subsequent reaching of a

targeted stage of development are not fixed or

permanent states.

Distributed An education process in which either the majority of

the instruction is delivered at a different time fromwhen the instruction is received or when theinstructor and student are in different places.Explanation:

A primary feature of distr ibuted learning is that

instructors and students are not required to be in the

same place at the same time. Distr ibuted learning

includes, but is not restr icted to, distance learning.

Distr ibuted learning can take place over short or

long distances, whereas distance learning impliesdistr ibution across only signif icant distances.

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learning

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Education A systematic process aimed at developingknowledge, skills, and other capabilities* withinindividuals. It includestraining.*Explanation:

Education is a systematic learni ng process wherebyindividuals develop capabilities considered

desirable by society. Education is usually

characterized by the growth of an individuals

mental and practical abil i ties, as well as maturing in

attitude, resulting in an enhanced ability of the

individual to function and contr ibute to society, in

either specifi c or non-specif ic contexts. While often

conducted in academic environments, education

also includes systematic learni ng processes in otherenvironments, such as on-the-job and off-the-job

training. Education i s, by nature, somewhat planned

and structured and therefore excludes casual,

unsystemati c learning and developmental processes.

Good practice Those elements considered essential to theeducation* and development* of professionalaccountants* and performed at a standard necessary

to the achievement of competence.*Explanation:

Good practice relates not only to the range of

content and processes of education and development

programs, but also to the level or standard at which

they are performed (i .e., the depth and quality of the

programs). The IFAC Education Committee is

conscious of the wide diversity of culture; language;

and educational, legal, and social systems in the

countr ies of the member bodies and of the variety offunctions performed by accountants. Different

factors within these environments may vary the

abil i ty of member bodies to adopt some aspects of

good pract ice. Nevertheless, member bodies

should continuously aspire to good practice and

achieve it wherever possible.

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Higher Education* beyond secondary school level, usuallyat universities or colleges.Explanation:

Primary and secondary education refer to the mainly

compulsory element of schooling required by thegovernments of many countr ies. Higher education

refers to a thi rd order of education, which succeeds

secondary education and for which a secondary

education qualification (or equivalent) is often a

prerequisite. It is at a higher level than higher

secondary or upper secondary education and is

sometimes referred to as tertiary education.

Information Hardware and software products, informationsystem operations and management processes, andthe human resources and skills required to applythose products and processes to the task ofinformation production and information systemdevelopment, management and control.

Learning A broad range of processes whereby an individualacquirescapabilities.*

Explanation:Learning can be achieved by systematic and

relatively formal processes such as education

(including training) or processes such as day-to-day

work experience, reading published material,

observation, and reflection, for which the process of

acquiring capabilities tends to be less systematic

and relatively informal.

Mentor Professional accountants who are responsible forguiding and advising trainees and for assisting in thedevelopment of the traineescompetence.*

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technology

education

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Post- The period after qualification* as an individualmember of an IFAC member body.Explanation:

The term post-quali fi cation is usually associated

with activities and requirements relating to theprofessional development of those who have already

obtained a professional qualification. It is often

associated with action relating to the maintenance

or fur ther development of professional competence.

While post-quali fi cation refers to the per iod after

quali fying as a professional accountant, the term is

not restr icted to formal qualifi cations obtained after

quali fying as a professional accountant.

Practical Work experience, undertaken by a trainee* or aqualifiedprofessional accountant* that is relevant tothe work of professional accountants.*The programof experience enables the individualsdevelopment ofprofessional competence* (including professionalbehavior) in the work place and provides a meanswhereby individuals can demonstrate the achievementof professional competence in the work place.

Explanation:Practical experience refers to the on-the-job

execution of tasks that are relevant to the field of

accountancy. The practi cal exper ience part of the

qualifying process is intended to facilitate the

development and direct application of professional

knowledge; professional skills; and professional

values, ethics, and attitudes. Ul timately, it is through

practi cal experience that trainees wil l demonstrate

their competence to perform the roles of professionalaccountants. Practical experience also refers to the

ongoing experience of professional accountants in

the accountancy field. Practical experience is

sometimes referred to as professional experience

and has the same meaning as that term.

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Pre- The period beforequalification*as an individualmember of an IFAC member body.Explanation:

The term pre-quali fi cation is usually associated

with activities and requirements relating to thedevelopment of those who have not yet obtained a

professional qualifi cation.

Professional A person who is a member of an IFAC member body.

Professional Education* that builds on general education andimparts professional knowledge;* professional

skills;* and professional values, ethics, andattitudes.* It may or may not take place in anacademic environment.

Professional Those topics that make up the subject ofaccountancy as well as other business disciplinesthat, together, constitute the essential body ofknowledge forprofessional accountants.*

Professional The various types of abilities required to applyprofessional knowledge, and professional values,ethics, and attitudes*appropriately and effectively ina professional context.Explanation:

Professional accountants are required to possess a

range of skil ls, including technical and functional

skills, organizational and business management

skills, personal skills, interpersonal and

communication skil ls, a variety of i ntel lectual skil ls,and skil ls in forming professional judgments.

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Professional The professional behavior and characteristics thatidentifyprofessional accountants*as members of aprofession. They include the principles of conduct(i.e., ethical principles) generally associated with,

and considered essential in defining the distinctivecharacteristics of, professional behavior.Explanation:

Professional values, ethics, and atti tudes include a

commitment to technical competence, ethical

behavior (e.g., independence, objectivity,

confidential i ty, and integrity), professional manner

(e.g., due care, timeliness, cour teousness, respect,

responsibil i ty, and reliabil i ty), pursuit of excellence

(e.g., commitment to continual improvement andlifelong learning), and social responsibil i ty (e.g.,

awareness and consideration of the public interest).

Qualification Qualification as aprofessional accountant* means,at a given point in time, an individual is consideredto have met, and continues to meet, the requirementsfor recognition as a professional accountant.*Explanation:

Qualification is the formal recognition of anindividual as having attained a professional

designation, or having been admitted to a class of

professional membership, that signifies the

individual is a professional accountant.

Quali fi cation implies that the individual has been

assessed as competent in terms of meeting the

requirements prescribed for obtaining professional

accountant status. While the term qualifi cation

can be applied to various stages of professionaldevelopment and classes of membership, i ts usage in

IFAC Education Committee documents (unless

otherwise indicated) relates to the benchmark for

recognit ion as a professional accountant.

Relevant Participation in work activities in an environmentappropriate to the application of professionalknowledge;*professional skills;*and professional

values, ethics, and attitudes.*

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Specialization The formal recognition by a member body of agroup of its members possessing distinctivecompetence*in a field, or fields, of activity relatedto the work of theprofessional accountant.*

Student An individual following a course of study, includingatrainee.*Explanation:

In the context of professional education, a student is

an individual undertaking a course or program of

study deemed necessary for the education of

professional accountants, whether general or

professional in nature.

Technical Staff engaged in technical accounting work who aredirected by or supportprofessional accountants.*Explanation:

Technical accounting staff includes staff

customari ly known as accounting technicians and

covers staff engaged in technical support roles

across all areas of accountancy. The term does not

refer to trainees who are in the process of quali fying

as professional accountants.

Trainee An individual undertakingpre-qualification* workexperience andtraining* within the work place.Explanation:

A trainee is an individual who is undertaking a

practical exper ience or work-place training program

for qual ifi cation as a professional accountant.

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Training Pre-and post-qualification*educational activities,within the context of the work place, aimed atbringing astudent* or professional accountant*toan agreed level ofprofessional competence.*

Explanation:Training includes work place-based education and

exper ience activit ies for developing an individual s

competence to perform tasks relevant to the rol e of

the professional accountant. Training may be

undertaken whil e performing actual tasks (on-the-

job training) or indirectly through instruction or

workplace simulation (off-the-job training). Training

is conducted wi thin the context of the work place,

with reference to the specific roles or tasksperformed by professional accountants. It can

include any activity purposefully designed to

improve the ability of an individual to fulfil the

practical exper ience requirements for qual ification

as a professional accountant.

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INTRODUCTION TO INTERNATIONAL EDUCATION STANDARDS

INTRODUCTION TO INTERNATIONALEDUCATION STANDARDS

CONTENTS

PARAGRAPH

PURPOSE OF THIS DOCUMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

INTERNATIONAL EDUCATION STANDARDS FOR PROFESSIONALACCOUNTANTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

BACKGROUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 712

THE IMPORTANCE OF ACCOUNTING EDUCATION . . . . . . . . . . . . . 1321SCOPE OF INTERNATIONAL EDUCATION STANDARDS. . . . . . . . . . . 2225

THE APPLICATION OF INTERNATIONAL EDUCATION STANDARDS FORPROFESSIONALACCOUNTANTS. . . . . . . . . . . . . . . . . . . . . . . . . . . 2642

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Purpose of this Document

1. This document provides background information to thedevelopment of International Education Standards forProfessional Accountants (IES), describes the scope of issues

covered within the Standards, and discusses the ways in whichthe Standards may be adopted and applied to the educationprograms of IFAC member bodies.

International Education Standards for ProfessionalAccountants

2. IES prescribe standards of generally accepted good practice inthe education and development of professional accountants.

IES express the benchmarks that member bodies are expectedto meet in the preparation and continual development ofprofessional accountants. They establish the essential elementsof the content and process of education and development at alevel that is aimed at gaining international recognition,acceptance and application. The gray-letter paragraphs withinthe Standards are intended to help explain the prescriptionswithin the black-letter, standard paragraphs.

3. IES cannot legally override local laws and regulations but willprovide an authoritative reference for informing and influencinglocal regulators regarding generally accepted good practice.

4. All IFAC member bodies are expected to comply with IES, andthe Standards are directed primarily at IFAC member bodiesrather than individuals. Member bodies are expected to usetheir best endeavors to:

work towards implementation of all IES and other statementsdeveloped by the IFAC Education Committee; and

incorporate in their education programs the essential elementsof the content and process of education on which IES arebased or, where responsibility for the education program lieswith third parties, persuade those responsible for theeducational requirements for the accountancy professionto incorporate the essential elements in that program.

[ See Statement of Membership Obl igations #2, exposuredraft released July 2003]

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5. IFAC recognizes that member bodies may be at different stagesin their development. Some may have already addressed mostor all of the requirements in the Standards. Others may findthem challenging. IFAC will review its requirements from time

to time because of changes to the professions environment,cultures and flexibility of approaches.

6. The individual Standards need to be read in conjunction withtheFramework for International Education Statements,and therelated commentary and implementation material contained inthis document.

Background7. The goal of accounting education and practical experience is toproduce competent professional accountants capable of makinga positive contribution over their lifetimes to the profession andsociety in which they work. In the face of the increasingchanges that accountants meet, it is essential that accountantsdevelop and maintain an attitude of learning to learn, tomaintain professional competence.

8. Learning to learn involves developing skills and strategies thathelp individuals to learn more effectively and to use theseeffective learning strategies to continue to learn throughout life.It is a process of acquiring understanding and using a variety ofstrategies to improve the ability to attain and apply knowledge.This process results from, leads to, and enhances a questioningspirit and a lifelong desire to learn.

9. The education and practical experience of professional

accountants should provide a foundation of professionalknowledge, professional skills, and professional values, ethicsand attitudes that enable them to continue to learn and adapt tochange throughout their professional lives. These capabilities willenable professional accountants to identify problems, know whatknowledge is required to solve problems, know where to find thisknowledge and know how to apply it in an ethical manner toachieve appropriate solutions. The balance of these elements mayvary but what is required is to develop the knowledge base and

strong skills in order to produce competent professionalaccountants with appropriate values, ethics and attitudes.

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10. The IFAC Education Committee has, for many years, issuedguidelines and other papers on education issues. It considersthat it is now appropriate to issue individual Standards buildingon this framework, by dealing with each major element of

professional accounting education (see paragraph 25) in aseparate Standard. The international accountancy profession isworking on an agreed set of international accounting andauditing Standards, and IES complement this body of technicaland professional Standards.

11. International Education Standards for ProfessionalAccountants build on and update the International EducationGuidelines previously issued by IFAC, specifically IEG 9,

Prequalification Education, Assessment of ProfessionalCompetence and Experience Requirements of Professional

Accountants, and IEG 10, Professional Ethics for Accountants:The Educational Challenge and Practical Application. This isin recognition of the fact that the global profession isincreasingly expected to formulate and live up to standards ofcompetence that meet public expectations.

12. International Education Guidelines (IEG) and other papers

previously issued by IFAC and drawn on in these Standards arereferenced at the end of this document, together with otherreferences.

The Importance of Accounting Education

13. All cultures exist in an environment of significant change.Increasingly, todays professional accountants need to betechnical experts with excellent communication skills, and theyneed to be able to meet the reporting and information needs of

the new knowledge economy. In addition to acquiring technicalaccounting knowledge and skills, professional accountantsneed skills that enable them to be, when appropriate, businessadvisors, financial analysts, communicators, negotiators, andmanagers. At the same time, integrity, objectivity andwillingness to take a firm stand are essential attributes ofprofessional accountants. Professional values, ethics andattitudes are integral to being a professional accountant.

14. A program of accounting education and practical experienceneeds to go beyond the traditional approach. This approach

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emphasized transfer of knowledge, with learning defined andmeasured strictly in terms of knowledge of principles, standards,concepts, facts and procedures at a given point in time.

15. Increased emphasis needs to be placed on a set of professionalknowledge, professional skills, and professional values, ethicsand attitudes broad enough to enable adaptation to constantchange. Individuals who become professional accountantsshould have a constant desire to learn and apply what is new.

16. Accountancy is a profession that plays an important role in allsocieties. As the world moves toward global market economies,and with investments and operations crossing borders to an ever

greater extent, professional accountants need a broad globaloutlook to understand the context in which businesses andother organizations operate.

17. Rapid change has been the main characteristic of theenvironment in which professional accountants work. Pressuresfor change are coming from many sources includingglobalization, information and communication technologies, andthe expansion of stakeholder groups, including regulators and

oversight boards. Professional accountants are now expected toserve the needs not only of investors and creditors but also theinformation needs of many other users of financial and non-financial information.

18. Businesses and other organizations are engaging in ever morecomplex arrangements and transactions. Risk management hasbecome more important. Information technology continues toadvance at a rapid pace and the internet has revolutionized global

communications. Trade and commerce have become moretransnational. Privatization has become an increasinglyimportant trend in many countries. Legal action has becomemore usual in many societies, while in others it is the legalframework that defines the professions responsibilities. Concernfor the environment and sustainable development has grown.

19. These trends lead to the need for greater accountability and, asa result, in all cultures demands on the profession are high and

continue to rise. It is the professions capacity to satisfy thesedemands that determines its value to society.

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20. These trends challenge professional accountants to makegreater contributions to society than ever before, and they alsopresent a challenge to maintaining competence. The viability ofaccountancy as a profession depends on the ability and

willingness of its individual members to accept responsibilityfor meeting these challenges. It is the responsibility of themember bodies of IFAC to ensure their members are equippedto fulfill these responsibilities.

21. To meet these challenges, the profession needs to ensure thatindividuals who become professional accountants achieve anagreed level of competence, which is then maintained. Themeans by which individuals develop and maintain competence

is through education and practical experience, followed bycontinuing professional development. The profession, therefore,needs to set and meet high standards in these three areas.

Scope of International Education Standards

22. International Education Standards for Professional Accountantsare intended to advance the profession of accountancy byestablishing benchmarks for the minimum learning

requirements of qualified accountants, including education,practical experience and continuing professional development.

23. One of the aims of the Standards is to identify the subject areasthat need to be covered, rather than to suggest actual coursesthat should be taken. That is because the subjects identified aredescribed differently in different parts of the world. It isrecognized that some member bodies require a greater range ofsubjects; others may place greater emphasis on certain

subjects to meet the specific purposes for which their studentsare being trained. Professional values, ethics and attitudes,however, run through all areas and may be integrated withmany of the other subjects.

24. IFAC recognizes that member bodies may be at different stagesin their development. The required level of understanding mayalso vary in different professional accountancy bodies and overdifferent time periods. One important defining factor of the

curriculum is the set of professional knowledge, professionalskills, and professional values, ethics and attitudes relevant to a

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particular country, region, culture or professional body whilecontinuing to recognize the broader global view. While thestandards need to be complied with, the gray lettering takes intoaccount the different circumstances around the world.

25. International Education Standards for Professional Accountantsprescribe the learning and development requirements ofprofessional accountants under the following Standards:

IES 1, Entr y Requirements to a Program of ProfessionalAccounting Education

IES 2, Content of Professional Education Programs

IES 3, Professional Skil ls

IES 4, Professional Values, Ethics and Atti tudes

IES 5, Practical Experience Requirements

IES 6, Assessment of Professional Capabilities andCompetence

IES 7, Continuing Professional Development.

The Application of International Education Standardsfor Professional Accountants

26. The overall goal is to produce competent professionalaccountants by combining the parts of an education program ina suitable fashion. The exact combination of parts may vary aslong as this goal is achieved. Different combinations exist invarious parts of the world.

27. Professional education prepares accountants to be able tomaintain competence throughout their professional careers.Professional education may be pursued at academic institutionsor through the programs of professional bodies or both.

28. Although the requirements set out inparagraph 25are listed ina particular order, they are not necessarily acquired in thatorder. For example, professional education may be gained at thesame time as general education, that is, while pursuing auniversity degree or other program of study leading to aprofessional accountancy qualification. Alternatively,professional education may be obtained by advanced study

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after completing another program of study at a highereducation level.

29. Practical experience may be obtained after a program of study,

at the same time as a program of study, or by some combinationof these methods. However, the quality of experience needs tomeet the requirements set out in IES 5, Practical Exper ienceRequirements.

30. The educational process may take place on a part-time or full-time basis. It may be beneficial if it takes place during the sameperiod of time or partly the same period of time as practicalexperience is obtained. Regardless of how candidates choose to

obtain their education, they need to complete all elements ofprofessional accountancy education as set out in IES.

31. It is understood that the education and practical experienceneeds as well as the institutional and cultural environment in different countries and regions will differ. Thoseresponsible for the development of accountants will need toadapt their requirements to these needs. While IES need to becomplied with, it is acknowledged needs vary and the IES may

be complied with in a variety of different but equivalent ways.

32. IFAC recognizes that each professional body will need todetermine not only how to best comply with the Standards, butalso what emphasis to place on the various parts. Furthermore,the profession is dynamic. Care needs to be taken to continuallymonitor the environment in which each body operates to ensurethat the education process remains relevant and professionalvalues are upheld.

33. Admission to membership of an IFAC member body isrecognition that, at a given point in time, a person is deemed tohave met the requirements for qualification as a professionalaccountant. In a time of continuous change, however,development of professional competence and lifelong learningis critical to meet the needs of the users of professional services.

34. The process of lifelong learning commences early and

continues throughout the individuals career. Continuingprofessional development may be seen as an extension of the

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education program leading to qualification as a professionalaccountant. The professional knowledge, professional skillsand professional values, ethics and attitudes gained continue todevelop and are refined appropriate for the professional

activities and responsibilities of the individual.

35. The issue of post-qualification continuing professional developmentwill be addressed in IES 7,Continuing Professional Development.

36. Much work is being done on the emerging concept ofcompetence assessment. The IFAC Education Committee haspublished a paper on competence approaches in IEP 2,TowardsCompetent Professional Accountants. Member bodies need to

have regard to the emerging concept of competence and how itcan best be incorporated into their own systems.

37. To demonstrate competence at work, professional accountantsneed to have a defined set of professional knowledge,professional skills, professional values, ethics and attitudes.This set is wide and is increasing. Competence is gainedthrough a mix of study, work and training. Although thecombination of these parts may vary, it should lead to equally

valid education and practical experience programs whichdevelop the required competence for the profession.

38. Educators delivering professional accounting educationprograms will need to respond to the changing needs of theinternational accountancy profession as well as individualprofessional accountants. During pre-qualification education,teaching methods should focus on providing students with thetools for self-directed learning after qualification. Educators

are free to adopt the methods that work best in their particularcultures. However, educators may need to be trained andencouraged to use a broad range of learner-centered teachingmethods that include:

(a) using case studies, projects and other means to simulatework situations;

(b) working in groups;

(c) adapting instructional methods and materials to the ever-changing environment in which the professionalaccountant works;

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(d) pursuing a curriculum that encourages self learning so thatstudents learn to learn on their own and carry this skillwith them after qualification;

(e) using technology and e-learning;

(f) encouraging students to be active participants in thelearning process;

(g) using measurement and evaluation methods that reflect thechanging knowledge, skills, and professional values, ethicsand attitudes required of professional accountants;

(h) integrating knowledge, skills, professional values, ethicsand attitudes across topics and disciplines to address

many-sided and complex situations typical of professionaldemands;

(i) emphasizing problem identification and problem-solving,which encourages identifying relevant information,making logical assessments and communicating clearconclusions;

(j) exploring research findings; and

(k) stimulating students to develop professional skepticismand professional judgment.

Education programs need to include reflection when studentsare required to consider an experience, what went well, whatdid not work and what approach should be taken in future insimilar circumstances.

39. Delivering all of these teaching methods in a purely academic

environment is not the only solution. Integration of educationand practical experience can bring benefits by drawing onwork-based examples to enable students to apply knowledge. Awell-designed program of on-the-job training can deliver manyof the required experiences. Supervisors, mentors and othersinvolved in practical experience may need to be trained in themost effective way of planning practical experience.

40. Other learning methods include:

(a) working in groups and in-office environments;

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(b) integration of professional knowledge, professional skills,and professional values, ethics and attitudes across topicsand practice in problem solving; and

(c) reflection and post-implementation work reviews as ameans of learning.

41. Achieving the goal of providing a foundation for lifelonglearning requires a grounding in the professional knowledge,professional skills, and professional values, ethics and attitudesessential to professional competency. Providing students withsuch a grounding needs to be the focus of a program ofprofessional accountancy education as well as practicalexperience. Educators and academics are often required towork with employers to ensure that programs are both relevantand logically sequential. Member bodies may wish to considerthe provision of professional knowledge and practicalexperience alongside each other.

42. Member bodies will also be aware of the growing movementtoward international reciprocity and the comparability ofqualifications. IES may assist this process.

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References

IEG 2, Continuing Professional Education, IFAC (first issued 1982,revised 1998).

IEG 9, Prequalification Education, Assessment of ProfessionalCompetence and Experience Requirements of ProfessionalAccountants, IFAC (first issued 1991, revised 1996, and to bewithdrawn effective from 31 December 2004).

IEG 10, Professional Ethics for Accountants: The EducationalChallenge and Practical Application, IFAC (issued 1982, and to bewithdrawn effective from 31 December 2004).

IEG 11, Information Technology for Professional Accountants, IFAC

(first issued 1995, revised 1998 and 2002).IEP 1,Recognition of Pre-Certi fi cation Education Providers, IFAC 2002.

IEP 2, Towards Competent Professional Accountants, IFAC 2003.

An Advisory on Education and Training of Technical Accounting Staff,IFAC (first issued in 1987 as IEG 7, The Education and Training ofAccounting Technicians, revised and issued as Study 2 in 1999).

An Advisory on Examination Administration. Study 1, IFAC (issued 1998).

Code of Ethics for Professional Accountants, IFAC (first issued 1990,revised 1998 and 2001).

Intentional Learning: a Process for Learning to Learn in the Accounting

Curriculum, Accounting Education and Change Commission, 1995.

Practical Exper ience, Discussion paper, IFAC (issued 1998).

Quali ty Issues for Internet and Distr ibuted Learning in Accounting

Education, IFAC (issued 2000).

Special ization in the Accounting Profession, Discussion paper, IFAC(issued 1992).

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IES 1 ENTRY REQUIREMENTS TO A PROGRAM OF PROFESSIONAL ACCOUNTING EDUCATION

IES 1 ENTRY REQUIREMENTS TO A PROGRAMOF PROFESSIONAL ACCOUNTING EDUCATION

CONTENTS

PARAGRAPH

PURPOSE AND SCOPE OF THIS STANDARD. . . . . . . . . . . . . . . . . . . . . 12

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

EFFECTIVE DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

ENTRY REQUIREMENTS TO A PROGRAM OF PROFESSIONALACCOUNTINGEDUCATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 612

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Purpose and Scope of this Standard

1. This Standard lays down the entry requirements for an IFACmember bodys program of professional accounting educationand practical experience. It also provides some commentary on

how to assess entry-level qualifications.

2. The aim of this Standard is to ensure that students hoping tobecome professional accountants have an educational backgroundthat enables them to have a reasonable possibility of achievingsuccess in their studies, qualifying examinations and practicalexperience period. To fulfill this requirement, member bodiesmay require certain entrants to take pre-entry proficiency tests.

Introduction

3. Fundamentally, the quality of a profession cannot bemaintained and improved if the individuals who enter it are notprepared to meet the necessary standards. All IFAC memberbodies should try to attract the best quality individuals to thestudy of accountancy. Ultimately, the quality of the professiondepends on the quality of the individuals it can attract. Entryrequirements are the first step in this process. Higher entry

requirements may allow professional education and practicalexperience requirements to be met in a shorter period of time.

4. Definitions and explanations of the key terms used in theStandards are set out in the Framework for InternationalEducation Statements.

Effective Date

5. This Standard is effective from January 1, 2005.

Entry Requirements to a Program of ProfessionalAccounting Education

6. For an individual seeking to begin a program of professionalaccounting education leading to membership of an IFACmember body, the entry requirement should be at leastequivalent to that for admission into a recognized universitydegree program or its equivalent.

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IES 1 ENTRY REQUIREMENTS TO A PROGRAM OF PROFESSIONAL ACCOUNTING EDUCATION

7. An individual needs to bring to a program of professional accountingeducation an appropriate level of prior education and learning toprovide the foundation necessary to acquire the professionalknowledge, professional skills, and professional values, ethics and

attitudes needed to become a professional accountant.

8. Candidates starting on a program of professional accountancyeducation will have a certain mix of knowledge, skills, andprofessional values, ethics and attitudes. The extent of thesecapabilities will determine the entry point of candidates intoprofessional programs. The lower the requirement at the pointof entry, the more the program of professional accountingeducation has to cover.

9. The starting point of a program of professional accountingeducation can vary. Many programs of professional accountingeducation start at the post-graduate level. Other programs startat the immediate post-secondary education level or at somepoint at a higher education level that is below that of anundergraduate degree. Many of these programs are organizedby professional bodies themselves rather than by universities orcolleges. Some programs recognize work experience, mature

students, candidates joining the program part way through theircareer, and other types of learning.

10. Whichever route is chosen, the entry requirements adoptedshould fit together consistently with the overall program ofprofessional accounting education laid down by the professionalbody concerned. It is important that candidates from all possibleeducational routes, whether starting from secondary, further orhigher education, achieve a comparable level of professional

competence at the point of qualification. The entry level needsto be high enough to provide assurance of an individuals likelysuccess in the program of professional accounting education.

11. The assessment of equivalence of qualifications to universitydegree entry standard should be cross-checked with standardreference sources, together with information available to themember bodies of IFAC(see note below). Even with these aids,evaluating qualifications can be complicated and difficult, with

an accurate evaluation possible only after reviewing specific,detailed information about courses and curricula.

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12. University degree programs may be recognized by statute, anapproved non-statutory body or the market. Recognition andevaluation of degree programs can focus on the content, lengthand other quality aspects.

Note:

The length of degree programs can vary. In an attempt to standardisepractice, the Bologna Declaration, signed by 29 European countries in1999, supported the adoption of two main types of degree cycles -undergraduate and graduate. Undergraduate degrees are expected to takeat least three years to complete. The NARIC database compares thestandard of qualifications to degree entry standards, undergraduate

degrees and postgraduate degrees (see note below).

Standard reference sources used by member bodies include the following:

American Universities and Colleges, produced in collaboration with theAmerican Council on Education, includes detailed descriptions of morethan 1,900 institutions of higher education in the USA.

International Comparisons, published by the National AcademicRecognition Information Centre in the UK (NARIC), under contract to the

Department for Education and Skills. It includes both secondary andhigher-level qualifications worldwide and covers some 190 countries.NARIC helps to identify qualifications that are equivalent to a universitydegree and those that are equivalent to a university entry standard. The UKNARIC is part of a network of NARICs throughout the European Union.

International Handbook of Universities, published by PalgraveMacmillan. The 15th edition included more than 6,000 institutions in174 countries, with descriptions of their degrees and diplomas.

The World of Learning, published by Europa Publications, listsinstitutions worldwide that are considered to be higher educationinstitutions, including universities and colleges.

In a large number of countries, Country Education Profiles together withan indication of the standard of the degreesare published by the NationalOffice of Overseas Skills Recognition (NOOSR), a branch of theAustralian Commonwealth Department of Education, Science and Training.

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IES 2 CONTENT OF PROFESSIONAL ACCOUNTING EDUCATION PROGRAMS

IES 2 CONTENT OF PROFESSIONALACCOUNTING EDUCATION PROGRAMS

CONTENTS

PARAGRAPH

PURPOSE AND SCOPE OF THIS STANDARD. . . . . . . . . . . . . . . . . . . . . 13

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

EFFECTIVE DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

CONTENT OF PROFESSIONAL ACCOUNTING EDUCATION PROGRAMS. . . 1133

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Purpose and Scope of this Standard

1. This Standard prescribes the knowledge content of professionalaccounting education programs that candidates need to acquireto qualify as professional accountants.

2. The aim of this Standard is to ensure that candidates formembership of an IFAC member body have enough advancedprofessional accountancy knowledge to enable them to functionas competent professional accountants in an increasinglycomplex and changing environment. The issue of maintainingthis competence will be dealt with in IES 7, ContinuingProfessional Development.

3. The primary knowledge part of professional accountingeducation programs is shown under three major headings:

(a) accounting, finance and related knowledge;

(b) organizational and business knowledge; and

(c) IT knowledge.

The professional skills required and the content of general

education, professional values, ethics and attitudes, andthe requirements related to practical experience are set out inIES 3, Professional Skil ls,IES 4, Professional Values, Ethicsand AttitudesandIES 5, Practical Experience Requirements.

Introduction

4. Professional accounting education may take place in anacademic environment or in the course of studying for a

professional qualification, but needs to be at least equivalent todegree level study. Candidates need to acquire the professionalknowledge, professional skills, and professional values, ethicsand attitudes, and need to be able to integrate these elements.

5. The knowledge component of professional accounting educationprograms can also be used to develop professional skills.Current knowledge may be obsolete later in a career. Therefore,a surface approach to learning knowledge across a very broad

range of subjects is not in the long-term interests of prospectiveprofessional accountants and the profession. The intellectual

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skills required include understanding, application, analysis andevaluation. Over a lifetimes career, professional skills, values,ethics and attitudes are more important than the professionalknowledge base obtained at the point of qualification.

6. Just as important is the development of skills to identifyproblems to know what knowledge is required to both identifyand to solve problems, and know where to obtain the requiredknowledge. Instilling a commitment to lifelong learning is, in thelong run, more important than any piece of knowledge. Lifelonglearning is a skill that needs to be acquired, an attitude of mindthat needs to be developed and a value that society endorses.

7. The body of knowledge professional accountants need toacquire to function competently is constantly changing andexpanding. Local conditions also call for variations in theknowledge base required. In addition, professional accountantswill specialize during their careers. For these reasons, thisStandard sets out only broad subject headings on the premisethat professional accountants will need to continually updatetheir knowledge.

8. While this Standard focuses mainly on the professionalknowledge required to function as a professional accountant, italso includes competences for the IT component of the program.These competences have been identified in IEG 11, InformationTechnology for Professional Accountants(revised 2003).

9. Definitions and explanations of the key terms used in theStandards are set out in the Framework for InternationalEducation Statements.

Effective Date

10. This Standard is effective from January 1, 2005.

Content of Professional Accounting Education Programs

11. Professional accounting study should be a part of the pre-qualification program. This study should be long enough and

intensive enough to permit candidates to gain the professionalknowledge required for professional competence.

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12. The professional accountancy knowledge component of pre-qualification education should consist of at least two yearsof full-time study (or the part-time equivalent).

13. Students should pursue a degree in accounting, or aprofessional qualification,to gain this knowledge.

14. The content of professional accounting education shouldconsist of:

(a) accounting,finance and related knowledge;

(b) organizational and business knowledge; and

(c) information technology knowledge and competences.

15. The professional knowledge component complements the non-professional knowledge, and the intellectual, personal,interpersonal, communication, and organizational andmanagement skills developed in general education.

16. The subjects discussed in this Standard are not necessarilyintended to be completed in the order shown. For example,professional accounting education may be gained alongsidegeneral education, while pursuing a university degree, or it maybe obtained in advanced study after completing another programof study at university degree level. Students may take non-accounting degrees, or no degrees at all, and then acquire thenecessary knowledge of professional accountancy subjectsthrough studying for the examinations of a professional body. Inthis case, the syllabus of the professional body needs to cover allthe subject content listed in this Standard. In addition, the subjectsand elements of the program may be integrated, for example,incorporating aspects of IT knowledge in specific accountingcourses. This may assist the learning process and help candidatesunderstand how the individual components are interrelated.

17. The professional accountancy knowledge component is onlypart of the pre-qualification education program. It may or maynot be acquired in an academic environment. Some degreeprograms may, in addition to requiring up to two years ofgeneral studies, devote at least another two years to accountingstudies. More specialist accounting degrees may incorporate

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general studies within a three-year program. The exactcombination of general studies, accounting studies andpractical experience may differ from one program to another aslong as the equivalent professional competences are achieved.

18. Accounting, finance and related knowledge provide the coretechnical foundation essential to a successful career as aprofessional accountant. The mix of topics may differaccording to the sectors or locations in which individuals work.The accounting curricula is itself changing and will continue tochange in response to rapidly changing market demands. Newtopics are entering the curriculum and the relative emphasisamong topics is altering. Member bodies may wish to add

topics, or alter the balance of their programs, to meet the needsof their particular environments.

19. Organizational and business knowledge provides the context inwhich professional accountants work. A broad knowledge ofbusiness, government and not-for-profit organizations is essentialfor professional accountants. Organizational and businessknowledge includes how businesses are organized, financed andmanaged, and the global environment in which business operates.

20. Information technology has transformed the role of theprofessional accountant. The professional accountant not onlyuses information systems and exercises IT controls skills butalso plays an important role as part of a team in the evaluation,design and management of such systems.

21. The weighting of subjects can vary from one program toanother. The three knowledge areas are not set out to indicate

relative importance or order. A competency study is a usefulway of deciding the relative weighting of subjects.

22. The subjects listed below represent the minimum subject areasin professional accounting education programs. However, therelative depth and weighting of coverage will depend on theneeds of individual IFAC member bodies and any restrictionsplaced on them by statutory authorities.

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23. The accounting,finance and related knowledge componentshould include the following subject areas:

(a) financial accounting and reporting;

(b) management accounting and control;

(c) taxation;

(d) business and commercial law;

(e) audit and assurance;

(f) finance and financial management; and

(g) professional values and ethics.

24. The accounting, finance and related knowledge component furtherdevelops and integrates the knowledge, skills and professionalvalues, ethics and attitudes from elsewhere into the subject areasall professional accountants need to study. It gives students thenecessary theoretical and technical accounting knowledge andintellectual skills, including an understanding of professionalvalues and ethics. This part needs to be delivered at least at thelevel of an accounting degree. This component includes:

(a) history of the accountancy profession and accounting thought;

(b) content, concepts, structure and meaning of reporting fororganizational operations, both for internal and externaluse, including the information needs of financial decisionmakers and a critical assessment of the role of accountinginformation in satisfying those needs;

(c) national and international accounting and auditing standards;

(d) the regulation of accounting;

(e) management accounting, including planning andbudgeting, cost management, quality control, performancemeasurement, and benchmarking;

(f) the concepts, methods and processes of control thatprovide for the accuracy and integrity of financial data andsafeguarding of business assets;

(g) taxation and its impact on financial and managerialdecisions;

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(h) a knowledge of the business legal environment, includingsecurities and companies law, appropriate for the role ofthe profession in the particular country;

(i) the nature of auditing and other assurance services,including risk assessment and fraud detection, and theintellectual and procedural bases for performing them;

(j) a knowledge of finance and financial management,including financial statement analysis, financialinstruments, capital markets both domestic andinternational and managing resources;

(k) ethical and professional responsibilities of a professionalaccountant in relation to both the professional and widerpublic environment (see also IES 4, Professional Values,Ethics and Atti tudes);

(l) governmental and not-for-profit accounting issues; and

(m) the use of non-financial performance measures in business.

25. The organizational and business knowledge componentshould include the following subject areas:

(a) economics;

(b) business environment;

(c) corporate governance;

(d) business ethics;

(e) financial markets;

(f) quantitative methods;

(g) organizational behavior;

(h) management and strategic decision making;

(i) marketing; and

(j) international business and globalization.

26. Organizational and business education equips prospectiveprofessional accountants with knowledge of the environmentin which employers and clients operate. It also provides thecontext for the application of all the professional skills

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INTERNATIONAL EDUCATION STANDARDS FOR PROF

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