ACCA Study - Looking back at 2009...
2009 was a ‘first’ for many students who have not experienced the hard reality of recession. Workplace downsizing, increasing pressure for work performance and robust competition for every job provided a ‘wake-up’ call for many people who saw obtaining a professional qualification as the only viable road map for a secure future.
The ACCA syllabus continued to provide challenges for both students and their tutors. A significant determining factor has been that the ‘Fundamental (F) papers’ consist of compulsory questions. Yet, one could wager that the most thought-providing, provocative and creative question posed by students to their tutors in 2009 was ‘What don’t I need to study in the syllabus’. Think about it – this is a risky approach as many students who ‘cherry-picked’ their syllabuses found when confronted with the ‘wrong’ exam questions.
The gap between the computer-assessed papers of F2 and F3 and their corresponding F5 and F7 continued to prove an enormous obstacle for students addressing the same topics, albeit in more advanced form and the difference between objective choice and subjective discussion proved a ’bridge too far’ for many candidates. A strong pass in computer-assessed exams certainly did not guarantee a safe pass in the later papers!
During 2009, there was little manoeuvring of the ‘P’ papers. P1, with its straightforward relevant questions was a ‘secure banker’ for students who had the right attitude whereas P4 continued to present difficult problems, possibly because of the oblique focus of questions. As ever, the favourite question of P2 students was ‘How much of recent developments do we need to know?’ even though the official word is that documents to the previous September are examinable. P3 saw more emphasis placed on e-business and process change – surely the heartland of modern business focus! The application gap between F8 and P7 proved another chasm for students who failed to adjust their mode of thinking. There is a difference between learning chess moves, and playing the game!
A striking feature about 2009 was the speed at which accountancy students continued to migrate to more sophisticated electronic teaching platforms (webcasts, virtual classrooms, podcasts, e-mail tutoring and e-books) thus taking advantage of low-cost value-added services to complement their classroom experience.
For more information about ACCA online learning, ACCA E-books, and other interactive learning tools for your ACCA study, visit the www.TonySurridge.co.uk website, and register freely for updates and alerts.
6/11/2009