Public–Private Partnerships in Accounting Education Reform: A Strategic Framework for Global Skill Development

Abstract

The evolution of accounting education has accelerated in response to digital transformation, globalization, and shifting regulatory standards. Traditionally, universities have operated as the primary site of accounting education; however, rapid industry changes now demand stronger collaboration between academia and industry stakeholders. Public–Private Partnerships (PPPs) offer a structured mechanism for co-developing curricula, generating experiential learning pathways, improving technological adoption, and enhancing employability. This research explores the role of PPPs in accounting education reform by examining collaborative models, skill development frameworks, and policy mechanisms. A conceptual model, titled the "Tri-Domain Partnership Framework," is proposed to explain how governments, universities, and private-sector entities can synchronize efforts to bridge skill gaps. The study contributes to academic discourse by demonstrating how PPPs reduce institutional silos while improving competency-based learning. The paper concludes with policy recommendations and future research directions.