The telecommunications sector is one of the industries that provide an enabling environment for other sectors to increase efficiency and productivity. With the emergence of Covid-19, which forced the world to adopt a new way of doing things, the telecommunications sector ensured minimum disruption to productivity by enabling remote working, online trading, and providing the connectivity required for online learning. The telecommunications sector is one of the key sectors identified by the Namibian Government as critical to the global and the Namibian economy, and the expansion of which has been included in the government planning documents such as the Vision 2030, Harambee Prosperity Plans, and the National Broadband Policy. However, the country had a low penetration rate of 41% in 2020 and there are interventions required to improve access to telecommunication services. This study employed the Autoregressive Distributed Lags (ARDL) bound test techniques and the Granger causality test based on secondary data obtained from the World Data Indicators (WDI), covering the period between 1995 and 2020. The results found no evidence of a long-run relationship between the telecommunications variables and economic growth, and this is attributable to the fact that the industry is still at an infant stage. The results of the Vector Autoregression (VAR) also didn't find a significant relationship between telecommunication variables and economic growth, except for number of individuals using the internet. The Granger causality tests revealed that there is no evidence of Granger causality between telecommunications development and economic growth in Namibia. The government should direct efforts towards implementing policies aimed at encouraging investments in telecommunication infrastructure and by further looking at complementary factors, which include investments in research and development aimed at improving the low internet penetration rate.

Thesis (Ph. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 18, 2006. Dissertation Committee: Paul J. Baker, Robert Arnold (co-chairs), Harold E. Ford, Barbara S. Heyl, Patricia H. Klass. Includes bibliographical references (leaves 145-149) and abstract. Also available in print.

A key element of a profession is a formalized training program. School business officials in the United States and Canada face dynamic and complex issues without a standardized training program. This study surveyed a representative group to validate a curriculum model developed by a 1988 task force funded by the Danforth Foundation. Another objective was to increase awareness of the need for an effective training program for school business officials and the most appropriate sources to implement that. As indicated in the analysis, all components of the ASBO/Danforth model were considered important to the parties surveyed. There was no single preferred source of training, but rather, a preference for a variety of sources. Finally, there is general agreement in the perceptions of those surveyed, regardless of roles or demographic distinctions. This presents strong evidence for a common body of knowledge and a consensus for the sources of professional training to gain that knowledge. As a result, recommendations for developing effective professional development for school business officials are presented both in general and by specific interest group.

Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: Thomas H. Foote. Dissertation Committee: Dale Mann. Bibliography: leaves 117-122.

The notion of business involvement in helping to improve public schools is not new. Although business involvement faded somewhat in the 1960s and 1970s, a resurgence in business involvement began in the late seventies and early eighties. School-business partnerships have been steadily on the rise from around 40,000 in 1983 to over 200,000 by the mid-1990's. When schools and businesses become involved in partnerships certain conditions must be present for the partnerships to succeed. Those conditions include awareness, clear and measurable goals and objectives by both partners, the necessity of identifying potential resources and talent, reciprocal benefits for participants, and the ability to carry out formal evaluation of the program. The purpose of this study was to attempt to save a school-business partnership that had the potential to make a significant contribution to both a middle school and a large employer in Southside Virginia. By identifying the variables involved in both the erosion and revitalization of a school-business partnership, the information could prove valuable to others who may be struggling to maintain or renew partnerships in their schools or businesses. This study was conducted in two phases. The first phase involved the identification of the variables which contributed to the disintegration of a school-business partnership. The second phase involved using a 12-step partnership development process created by the National Association for Partners in Education to revitalize the partnership. A series of interviews, surveys, and questionnaires, as well as a search of current school data were used to determine the variables present in both phases. In phase I of the study, a serious lack of communication, perhaps even miscommunication, appeared to lead to the total shutdown of the partnering process. This breakdown in communication prevented other possibilities for success. The absence of goals or a formal agreement on the nature of the partnership also appeared to be one of its major downfalls. Phase II of the investigation involved partnership renewal. The major ingredients necessary for partnership development were communication; awareness; reciprocal benefits to participants; mutually acceptable, clear goals and objectives; the ability to carry out formal, on-going evaluation of the partnership; continuous recognition of good works by the stakeholders; and the use of the National Association for Partners in Education 12-step process as both a diagnostic and prescriptive resource for partnering. School-business partnerships, like all other human endeavors, require understanding, nurturing and support. By attempting to understand and embrace the needs of each partner, the true promise of this very human endeavor may be realized. Developing and revitalizing school-business partnerships is not only possible, but essential if we hope to create the type of learning communities necessary to the total education of children. / Ed. D.

This thesis considers the extent to which the hegemonic, socially and economically hierarchical principles of private enterprise were channelled through school-business links. School-business links take many forms, and the one I have highlighted is a neo-vocationalist programme which was aimed at rendering low-achieving senior secondary students 'employable'. In the process, the importance of private enterprise as generators of wealth is emphasised, while that of labour is overlooked. That is, the interests of employers are paramount in the programme, while those of the students are marginalised. In my discussion and conclusion, I find that the programme can be seen to be exploitative, because the rhetoric that legitimates it obscures the ways in which the interests of unequal social classes are met in an hierarchically differential fashion.

School/business partnerships have become prevalent in our society. There is, however, limited research on why some partnerships at the elementary school level are successful while others are not. This study examined one elementary school's program which was deemed successful to determine how school/business partnerships work in an elementary school. The factors that make an elementary school/business partnership successful were identified. The study also examined the source of leadership in the selected partnership program to determine how the leadership impacted the effectiveness of the program. For the purposes of this study, a successful partnership was one in which the school and business had worked together for at least three years and had documented improvement in student achievement during the partnership years. This school was selected based on the longevity of the partnership and the positive impact the collaborative effort between the school and business has had on the school's program. An in-depth case study was conducted in the elementary school to determine why the program worked. Participants were interviewed through qualitative inquiry to gather the factors that led to the successful implementation of the school/business partnership program. Prior to studying the school's program, a review of the literature was conducted to compare the literature-based success factors to the factors determined in this study. The informants identified several factors that contributed to the success of the partnership. They were: (1)Having a strong steering committee that met on a regular basis; (2) Communicating consistently with group members and encouraging members to express themselves openly; (3) Having the principal actively participate in the partnership; (4) Securing adequate human and financial resources; (5) Gaining support from top level leadership in the business; (6) Providing opportunities for volunteers to work directly with the students; (7) Having the partnership well organized and structured for efficiency; (8) Obtaining committed and dedicated people in both the school and the business; ( 9) Sharing a vision with identified goals; (10) Giving recognition to volunteers, school staff and the corporation (11) Evaluating the partnership on a regular basis. There was congruency between success factors from the informants and the success factors identified in the literature / Ed. D.

The problem of this study is to survey the business manager system in public schools in accordance with the accepted standards and common practices regarding the preparation necessary for a person interested in becoming a business manager. Specifically, forty-six of the average school districts in Texas are evaluated by means of data received in a questionnaire in order to determine the requirements these schools set up for a business manager.

The major purpose of the study was to identify and describe leadership duties and service responsibilities provided by Coordinating Secretaries in state, provincial and regional organizations affiliated with the Association of School Business Officials of the United States and Canada. A second purpose of the study was to identify and describe significant historical antecedents leading to the development of the position of Coordinating Secretary.The population of the study included sixteen individuals identified as Coordinating Secretaries of associations affiliated with ASBO and five association secretaries who, though elected annually, have, by agreement, continued to serve year after year.A data gathering. instrument was designed to secure responses from study participants relative to personal and employment information. Also, data was collected relative to the fiscal and personnel support provided by the state association to the Coordinating Secretary to conduct ASBO services and activities. The questionnaire was also designed to secure information relative to value judgment data from study participants regarding the degree of importance of various organizational activities associated with the office of Coordinating Secretary. In addition, information relative to historical antecedents leading to the development of the office of Coordinating Secretary and information relative to the formation of administrative "umbrella" associations was secured from study participants through the data gathering instrument.Findings derived from the study included:(1) Forty-seven percent of the respondents reported having had ten or more years of state ASBO service as a coordinating or elected secretary.(2) Fifty-seven percent of the Coordinating Secretaries reported that at least one-fifth of the total work week was devoted to state ASBO activities.(3) Coordinating Secretaries reported holding other employment positions as faculty members of state universities, professional staff members of state departments of public instruction and as Executive Directors of other professional associations. Four respondents reported being retired from full-time employment positions.(4) Additional compensation paid to Coordinating Secretaries for state association service varied from $0 to $10,000.(5) The number off members in state organizations served by a Coordinating Secretary ranged from 160 persons to 850 persons. The average number of members was computed to be 502 persons.(6) The annual budgets for state associations served by a Coordinating Secretary varied from $2,000 to $54,000. The average annual state association budget was computed to be $25, 750.(7) Coordinating Secretaries reported the following association activities to be of major importance: publications-newsletters-mailings, correspondence, budget control and reporting, membership promotion, relations and communication with ASBO, fiscal record keeping and reporting, workshop planning and relations with the state department of public instruction.(8) The need for continuity, the need for coordination, the need for representation with other educational associations and the need for a centralized repository for association records were reported by study participants to be the four major forces causing state ASBO leadership to establish the office of Coordinating Secretary.Conclusions developed from the study included the following:(1) The establishment of the office of Coordinating Secretary can be very beneficial to a state ASBO organization, primarily because stability and continuity of leadership are strengthened.(2) Because state universities and state departments of public instruction have typically had a strong commitment, to service, have been willing to provide service assistance to professional education groups and have staff members with the needed background and interest, state ASBO officials contemplating the establishment of the position of Coordinating Secretary should explore both sources for assistance and support.(3) Because of the essential nature of the services provided by Coordinating Secretaries, more and more state associations will be considering the establishment of an office of Coordinating Secretary.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.