ABSTRACT
The study was carried out to determine challenges to information and communications technology utilization in teaching-learning of business education in colleges of education in South-East, Nigeria. Five research questions and five null hypotheses guided the study. The research adopted a descriptive survey design. The population for the study was 202 Business Education lecturers in the Federal, State and Private Colleges of Education in the South-East, Nigeria. There was no sampling because the population for the study was manageable. Thus, the entire population was used for the study. The instrument used for data collection was a structured questionnaire titled “Questionnaire on Challenges to ICT Utilization in Business Education” (QCICTUBEC). The instrument was validated by three experts, two in business education and one in measurement and evaluation. The reliability of the research instrument was obtained using Cronbach Alpha Reliability coefficients obtained for research questions 1-5 was .98, .96, .91, .96, and .89, respectively. The overall reliability index for the instrument was .83. 194 copies of the questionnaire were retrieved and analyzed using mean with standard deviation for the research questions and analysis of variance (ANOVA) for the hypotheses at .05 level of significance. The results obtained indicated that lecturer related challenges, facilities related challenges, ergonomics-related challenges, Internet connectivity related challenges and power supply related challenges posed challenges to ICT utilization in the teaching and learning of business education colleges of education in South-East, Nigeria. Thus, it was recommended that in-service training programme such as seminars, ICT facilities, learning spaces, internet connectivity and adequate power supply should be provided to lecturers in business education for effective teaching and learning and to enhance the preparation of Business Education students in order to make them relevant in the world of work.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table of Contents vi
List of Tables ix
Abstract xii
CHAPTER 1: INTRODUCTION
1.1
Background to the Study 1
1.2 Statement
of the Problem 8
1.3 Purpose
of the Study 9
1.4 Research
Questions 10
1.5 Hypotheses 11
1.6 Significance of the Study 12
1.7 Scope
of the Study 14
CHAPTER 2: REVIEW
OF RELATED LITERATURE
2.1
Conceptual Framework 15
2.1.1 Information and communications
technology (ICT) 15
2.1.2 Information
and communications technology (ICT) utilization 20
2.1.3 Teaching and learning 22
2.1.4 Business education 27
2.1.5 Lecturer related factors as a challenge 30
2.1.6 Facilities as a challenge to ICT utilization
35
2.1.7 Learning spaces as a challenge to ICT
utilization 37
2.1.8 Internet Connectivity as a Challenge to ICT
Utilization. 41
2.1.9 Power supply to business education
departments/units as a challenge
to ICT utilization. 43
2.2 Theoretical Framework 44
2.2.1 Theory of student Involvement 44
2.2.2 Activity theory 44
2.3 Related
Empirical Studies 45
2.4 Summary
of Review of Related Literature 50
CHAPTER 3: METHODOLOGY
3.1 Design
of the Study 52
3.2
Area of the Study 53
3.3 Population for the Study 54
3.4 Sample and Sampling Techniques 54
3.5 Instrument for Data Collection 54
3.6 Validation of the Instrument 55
3.7 Reliability
of the Instrument 55
3.8 Method
of Data Collection 56
3.9 Method
of Data Analysis 56
CHAPTER
4: RESULTS AND DISCUSSION
4.1 Presentation of Results 58
4.1. 1
Research question 1 58
4.1. 2
Null hypothesis 1 58
4.1.3
Research question 2 61
4.1.4
Null hypothesis 2 63
4.1.5
Research question 3 64
4.1.6
Null hypothesis 3 66
4.1.7
Research question 4 66
4.1.8Null
hypothesis 4 68
4.1.9
Research question 5 68
4.1.10
Null hypothesis 5 70
4.2 Summary of the Findings 70
4.3 Discussion of Findings 72
CHAPTER 5:
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 76
5.2 Conclusion 77
5.3
Educational Implications 78
5.4 Recommendations 79
5.5 Limitations of the Study 80
5.6 Suggestions for Further Research 81
References
Appendices
LIST OF TABLES
Table
Page
1.
Mean Ratings with Standard Deviation of
the Respondents on the
Lecturer Related
Challenges to ICT Utilization in the Teaching
and Learning of Business
Education 59
2.
ANOVA Result of the Difference among the
Opinions of Business
Education Lectures in Federal, State and Private Collages
of
Education on
Lecturer Related Challenges to ICT
Utilization
in the Teaching
and Learning of Business Education 61
3.
Mean Ratings with Standard
Deviation of the Respondents on
the
Facilities Related Challenges to ICT Utilization in Teaching
and
Learning of Business Education 62
4.
ANOVA Results of the Differences among the
Opinions of
Business Education
Lecturers in Federal, State and Private
Colleges of
Education on Facilities Related Challenges to ICT
Utilization in the
Teaching and Learning of Business Education.
63
5.
Mean Ratings with Standard Deviation of
the Respondents
on Ergonomics
Related Challenges to ICT Utilization in the
Teaching and
Learning of Business Education 65
6.
ANOVA Results of the Differences among the
Opinions of Business Education
Lecturers in Federal, State and Private Colleges of Education on
Ergonomics Related Challenges to ICT Utilization in the Teaching and
Learning of Business Education 66
7. Mean Ratings with Standard Deviation
of the Respondents on Internet Connectivity
Related Challenges to ICT Utilization in the Teaching and Learning of Business Education 67
8. Summary of ANOVA Analysis of Mean Ratings of
Business Education Lecturers in
Federal, State and Private Colleges on Internet Connectively Related Challenges
to ICT Utilization Teaching-Learning in Business Education 68
9. Mean Ratings with Standard Deviation of
the Respondents on Power Supply Related
Challenges to ICT Utilization in the Teaching and Learning in Business Education 69
10. Summary of ANOVA Analysis of Mean Ratings
of Business Education Lectures in
Federal, State and Private Colleges of Education on Power Supply related Challenges
to ICT Utilization in the Teaching and Learning in
Business Education 70
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education
liberates man and makes him effective and efficient for the world of work. It
is through education that man leant and receives training which develops and
improves his knowledge and skills. In the view of the increasing need for
effectiveness, efficiency and continuity, compared with the rapid expansion of
business outfits, and ever increasing commercial transactions, it has become
imperative that information and communications technology be utilized in the
teaching and learning of Business Education in Colleges of Education. Teaching
and learning is a process which involves the activities of teacher and students.
In the teaching and learning process, attention is on students and on
increasing their ability to contribute to education excellence. In addition to
their conventional roles as recipients, students are the raw materials for
education. The role of students as recipients and raw materials for education
becomes a paradox when teachers did not possess the necessary knowledge, skills
and techniques needed to change these students who are raw materials into
useful outputs. Teachers are seen as stimulants and are expected to cause a
change in the behaviour of these students. A teacher induces the students to
learn on the subject he/she teaches. He educates, instructs, guides and pass
knowledge to the learners.
Amadi, Iwu and
Onyemerekeya (2001) defined teaching as an attempt to bring about desirable
change in human learning, abilities, and behaviour. Teaching itself is a two
way communication which includes teaching and learning. But learning is more
significant than teaching because if teaching does not result in learning, it
is fruitless. This implies that any teaching which does not result in a change
in learners behaviour is not teaching at all.
Amadi,
Iwu and Onyemerekeya (2001) pointed out that learning is more or less permanent
change in behaviour which results from activity, training or observation. They
further stated that, it is a relatively permanent change in behaviour as a
result of reinforcement practice. The cornerstone of teaching - learning are by
doing and constant practice. This makes the utilization of ICT by both lecturers
and students in teaching-learning of Business Education courses in Colleges of
Education a serious episode. Colleges of Education are teacher education institutions
for the training of middle level manpower. The Colleges admit and train
candidates for three years after Senior Secondary School education for the
award of the Nigeria Certificate in Education (NCE). Graduates of the Colleges
of Education can teach at the pre-primary, primary and junior secondary school
levels of Nigerian educational system (Ibidapo-Obe, 2007; Ololube, 2006).
Colleges of Education in Nigeria have ICT centers
where information and communications technology needs of the staff and students
in the academic environment are obtained. The job of integration of ICT in
ensuring effective instructional delivery at that level has gone beyond setting
up of such centres. The information and communications technology need of a
college of education in this knowledge era goes beyond assembling of computers in a room called computer or ICT
laboratory without Internet connectivity and regular electric power supply.
Mishra and Koehler (2006) stated that even where the computers are connected to
the Internet, computers cannot transform the learning environment without a
teacher with the technological, pedagogical and content knowledge (TPACK)
making use of the computers in the classroom. The college of education system
being the level that trains the teachers for the Nigerian basic education level
should be adequately equipped with ICT resources which the teacher educators in
these colleges need to use in the training of future teachers. Okon and Okon
(2013) pointed out that the teaching and learning of Business Education
requires the utilization of (ICT) to enable learners acquire the skills
especially to match pace with changes already experienced globally in the way
both office work and business activities are carried out. According to them, there is a high rate of
unemployment among graduates of Business Education in the Colleges of Education
in Nigeria. This could be as a result of lack of employable skill and unable to
utilize ICT in the teaching and learning of business education.
Business education is education for the development of skills and
competencies, attitudes which are necessary for efficiency of the eco-social
system (Aliyu, 2006). Osuala (2014)
defined business education as a programme of instruction which consists of two
parts namely, Office Education, a vocational programme of office careers
through initial, refresher and upgrading education leading to employable and
advancement in office occupation. Business Education is a programme to provide
students with information and competencies which are needed by all in managing
personal and business affairs and in using the services of the business world. Obayi and Okafor (2015) recorded that business
education in its early development in Nigeria grew as a private responsibility
both individually and institutionally. They reported that Business Education
might be said to have its initial growth in the private business schools and
private entrepreneurs blazed the trail in the field of Business Education in
Nigeria. Aliyu (2001) recorded that Nigeria witnessed a very remarkable growth
in the number of institutions offering business education courses during the
last two decades. The author observed that at the university level, University
of Nigeria Nsukka started offering business education in 1960, followed by
University of Lagos in 1962, Ahmadu Bello University Zaria in 1962, Obafemi
Awolowo University Ile-Ife in 1962, and the University of Benin which
introduced business education programme in 1975. The author further stated that
business teacher education programme at degree level started in Nigeria in
1975-76 by both the University of Nigeria, Nsukka and Ahmadu Bello University
Zaria. Many other universities, particularly in the south-east geo-political
zone now offer business education programme. According to Merril (2001), the
objectives of Business Education as contained in the NCCE minimum standards for
Nigeria Certificate in Education as follow: To produce well qualified and
competent NCE graduates in business subjects who will be able to teach business
subjects in our secondary schools and other related educational institutions, to
produce NCE business teachers who will be able to teach the vocational aspects of
Business Education into the society, to produce NCE Business teachers who will
be involved in the much desired revolution of vocational development right from
the primary and secondary schools, to equip students with necessary competences
so as to qualify them for a post-NCE degree programme in Business Education, to
equip graduates with the right skills that will enable them to engage in a life
of work in the office as well as for self-employment.
The objectives of Business Education at the degree level are similar
to that of NCE. Business education is saddled with noble objectives. Aliyu
(2006) noted the following objectives of business education at the tertiary
institutions: To develop a matured understanding of the general nature of
business, to provide the needed background of the general nature of business, to
provide training for leadership in business, to provide training in specialized
phases of business activity, to lay a cultural and ethical foundation for the
development of the fore-going objectives.
Similarly, Igboke (2005) noted that business education at all levels
of education enables the recipients to; Acquire skills and knowledge of
business, develop basic skills for personal use in the future, relate the
knowledge and skills acquired to national development, develop skills for
office occupation., prepare students for further training in business studies
and provide orientation and basic skills with which to start a life of work for
those who may not undergo further training.
Education is greatest investment a nation can make for the quick
development of its social, economic, political, technology and human resources.
Hence most nations of the world pay attention in education in their
developmental efforts. Education is the most important agent of change and
industrial development as well as socio-economic growth. Developed countries such as USA, Britain and
Japan among others have embraced and recognized technology as a means of
realizing economic independence and self-reliance. Information and
communications goes together and although information can always be
communicated, yet not everything that is communicated is information.
Communication becomes information only when data obtained from it have been
arranged and translated in such a way that they contain useful meaning to the
recipient and can be used in decision making. While technology is a body of
knowledge devoted to creating tools, processing actions and the extracting of
materials. Information and communications technology is a force that has
changed many aspects of the ways we live.
Igberaharha (2009) stated
that information and communications technology in Business Education involves the use of networks, expert systems
and artificial intelligence in what is now known as electronic commerce (e-commerce)
or electronic business (e-communication business). E-commerce makes it easier
for the exchange of information, good and services between companies and their
customers. Rodriquez and Wilson (2000) defined ICT as the set of activities or
materials facilitated by electronic means for the processing, transmission and
display of information. In the various levels of teaching and learning
especially at tertiary level, there are some benefits that could be derived in
the use of ICT. Iniji (2012) noted the following benefits in using ICT in the teaching
and learning of Business Education courses:
ICT facilitates information exchange amongst
members of the business community and between them and the outside world, it
facilitates interaction between lecturers and students, it enhances effective
storage and accessing of data and it makes information easily obtainable at a
very fast rate thereby enabling lecturers to acquire necessary concepts without
barrier, using ICT into teaching and learning is seen as a way of providing
opportunities to shift from teacher centered to student centered learning.
The importance of ICT in Business Education are numerous, as the
traditional teaching and learning method is slowly giving way to electronic
learning (e-learning). e–learning implies the use of computer,
telecommunication and electronic media to store, analysis, retrieve and
disseminate information for effective and extensive teaching and learning among
students in Business Education. However, if the fields of medicine, tourism,
business, law, banking, engineering and architecture, can be compared to
business education, it can be seen that ICT are more utilized in other fields
than in Business Education. The ways these fields operate today is extremely
different from the ways they operated in the past, but when one looks at
business education, there seems to have been an uncanny lack of influence and
far less change than other field have experienced. Okeke and Eze (2010) submitted
that vocational education (business education inclusive) has inadequate
curriculum to meet with the current technological development which hinges on
information and communications technology. Business education is an inevitable part of general
education which focuses on skill and competence acquisition for use in offices
and business.
The
Federal Government of Nigeria has made some effort to enhance the use of ICT in
the teaching and learning in its tertiary institutions. Two of such efforts are
the partnering with Afrihub-Zinox to provide ICT sustainable intervention, and
the Commissioned Digital Awareness Programme (DAP) in tertiary institutions in Nigeria
(Nwachukwu, 2009). This programme involves the provision of ICT resources in as
many educational institutions across Country. Under the digital awareness programme,
the selected institutions were equipped with computer laboratories; fully
installed with computers and computer networks, furniture and Internet
facilities. These facilities were backed-up with structural renovation of
buildings and supply of air conditioners and power generator. The National Policy
on Education (FRN, 2004) places emphasis on the provision and utilization of
information and communications technology (ICT) when it states that “in
recognition of the prominent roles of information and communications technology
in advancing knowledge and skills necessary for effective functioning in the
modern world, there is urgent need to integrate information and communications
technology (ICT) into education in Nigeria”. To
further strengthen the impact of the ICT, the National Universities Commission
(NUC), which is the government agency responsible for the regulation of
universities in Nigeria prescribed PC ownership for Universities as follows:
one PC to every four students, one PC to every two lecturers below lecturer I;
one PC per senior lecturer, and one notebook per reader/professor (Agyeman,
2007). According to Agyeman (2007), only few universities such as Nnamdi Azikwe
University have achieved a better ratio for their faculty but not for
PC-to-student ratio. He pointed out however that some universities have made
giant strides in campus wide area networking and e-learning deliveries. A
campus like Obafemi Awolowo University (OAU) has its own VSAT and has embarked
on progressive application of ICT to all its functions.
Colleges of
Education whether public or State are public institutions set up and funded by Government,
authorized with issuance of national certificate in education (NCE) to successful
graduating students. In provision of ICT facilities, ownership of Colleges of
Education is very important. Federal Colleges of Education has more capacity
than State and Private Colleges of Education due to the fact that ICT
facilities are capital intensive. However, in most cases, it appears that there
are some challenges to ICT utilization in teaching and learning of Business
Education courses in Colleges of Education. Pelgrum (2001) outlined the
obstacles for ICT utilization in the teaching and learning of business
education as follows:
Insufficient
number of computers, teachers lack of ICT knowledge/skills, difficult to
integrate ICT to instruction, scheduling computer time, insufficient
peripherals, not enough simulations access, not enough supervision staff and
lack of technical assistance. In the same vein, Okoli (2010) identified the
following problems in the use of ICT thus: inadequate equipment and
infrastructure, scarcity of curriculum developers, inadequate personnel,
inadequate textbooks and other teaching materials and the impediments in the
power sector. Similarly, Lewis and Smith (2002) summarized the challenges as
limited equipment, inadequate skills, minimal support, time constraints and the
teacher’s own lack of interest or knowledge about computer. The researcher
therefore, intends to find out the challenges to information and communications
technology utilization in the teaching and learning of Business Education in
colleges of education in South East Nigeria.
1.2 STATEMENT OF THE PROBLEM
The influence of
ICT in education and educational activities worldwide is very glaring,
especially in the reliance of ICT facilities to institute the expected change
in teaching and learning. Nowadays, the use of
information and communication technology as a tool to develop necessary skills
has received great attention in teaching–learning of business education. There
is therefore the need for the business educators to be up- to- date in their
knowledge and skills especially in ICT
as well as the utilizing these
facilities in the teaching and learning of business education. Utilizing ICT in
the teaching and learning of business education will enable students become
familiar with the use of ICT, since all jobs in the society today are dependent
on ICT. Secondly, utilizing ICT in the teaching and learning of business
education will improves the quality of business education graduates thereby
making them more effective and efficient. Similarly, business education
provides students with requisites skills which are needed for increasing their productive
power on any nation in real work situation.
With the incorporation of ICT into the
curriculum of business education in colleges of education in Nigeria, the
performance of business education students has not changed. The challenges for
the educators in the colleges of education is no longer centred on covering the
course content or adopting appropriate teaching or pedagogical aids but
embracing ICT in teaching and learning. Onasanya (2010) asserted that most
tertiary institutions lecturers in Nigeria lack adequate pedagogical knowledge
for effective utilization of ICT resources for teaching. Poor teaching method
is therefore use in teaching and learning of Business Education, hence,
students lack the necessary skills for work in real life situation. It is
uninteresting and common to see Nigerian business education graduates enroll in
roadside computer centers to acquire ICT skills which ought to have been mastered
in their colleges of education and universities days. There seems to be a gap
in the practical skills especially as regards the ICT resources utilization
competencies in the present teaching of business education courses. However, in
most cases, This is quite disturbing because Business Education is a practical
course that requires proficiency in basic skills and competencies such as
accounting skills, administrative skills, office management skills, teaching skills,
word processing skills, sales promotion skills, marketing skills, taxation
skills, cost control skills, auditing skills, and management skills. Teaching
Business Education without utilizing ICT will lead to half baked graduates who
will be irrelevant in today’s dynamic and highly competitive world of work.
This will perpetrate unemployment, job dissatisfaction, crime and frustration
for various stake holders.
In responses to these challenges, this
study sought to determine the challenges to information and communications
technology utilization in teaching-learning of business education in colleges
of education in South East Nigeria.
1.3
PURPOSE OF THE STUDY
The main purpose
of the study was to determine the challenges to information and communications
technology (ICT) utilization in the teaching and learning of Business Education
in Colleges of Education in South East Nigeria. Specifically, the study sought
to:
1.
determine the lecturers
related challenges to the utilization of
ICT in the teaching and learning of Business Education in the Colleges of
Education in South East Nigeria.
2.
determine the facility related challenges to the utilization of ICT in the teaching and
learning of Business Education in the Colleges of Education in South East
Nigeria.
3.
determine the ergonomics related
challenges to the utilization of ICT in
the teaching and learning of Business Education in the Colleges of Education in
South East Nigeria.
4.
determine the internet connectivity related challenges to the utilization of ICT in the teaching and
learning of Business Education in the Colleges of Education in South East
Nigeria.
5.
determine the electric power supply related challenges to the utilization of ICT in the teaching and
learning of Business Education in the Colleges of Education in South East
Nigeria.
1.4 RESEARCH QUESTIONS
The following research
questions guided the study:
1. What
are the lecturers related challenges to ICT utilization in the teaching and learning
of Business Education in Colleges of Education in South East Nigeria?
2. What
are the facility related challenges to ICT utilization in the teaching and
learning of Business Education in Colleges of Education in South East Nigeria?
3. What
are the ergonomics related challenges to ICT utilization in the teaching and
learning of Business Education in Colleges of Education in South East Nigeria?
4. What
are the internet connectivity related challenges to ICT utilization in the teaching
and learning of Business Education in Colleges of Education in South East
Nigeria?
5. What
are the electric power supply related challenges to ICT utilization in the teaching
and learning of Business Education in Colleges of Education in South East
Nigeria?
1.5 HYPOTHESES
The following null hypotheses were formulated
and tested at .05 level of significance.
Ho1: There is no significant difference in the
mean ratings of Business Education lecturers in Federal, State and Private Colleges
of Education on the lecturer related challenges to ICT utilization in the teaching
and learning of Business Education.
Ho2: There is no significant difference in the
mean ratings of Business Education lecturers in Federal, State and Private
Colleges of Education on the facility related challenges to ICT utilization in
the teaching and learning of Business Education.
Ho3: There is no significant difference in the
mean ratings of Business Education lecturers in Federal, State and Private
Colleges of Education on the ergonomics related challenges to ICT utilization
in the teaching and learning of Business Education.
Ho4: There
is no significant difference in the mean ratings of Business Education
lecturers in Federal, State and Private Colleges of Education on the internet
connectivity related challenges to ICT utilization in the teaching and learning
of Business Education.
Ho5: There is no significant difference in the
mean ratings of Business Education lecturers in Federal, State and Private
Colleges of Education on the electric power supply related challenges to ICT utilization
in the teaching and learning of Business Education.
1.6 SIGNIFICANCE OF THE STUDY
The findings of
the study would be beneficial to federal and state government, colleges of
education, National Commission for Colleges of Education, business education
lecturers, students, school management and future researchers.
To the federal and
states government, the findings would enhance information sharing among security
agencies through crime dictation, intelligence gathering and national security
including physical and cyber security.
It would build confidence in the use of ICT network and services in
governance by encouraging and promoting effective use of ICT within every
sector and programme including- Agriculture, Education, Finance, Health, Oil
and Gas, Power, Trade and commerce, Transport, and Youth Development.
To the colleges of
education, the findings from this study will provide information to help
formulate their teacher training programmes involving ICTs for education. It may
also help in formulating institutional capacity building framework to empower
ICTs for education.
To the National
Commission for Colleges of Education (NCCE) whose statutory responsibility is
to manage the colleges of education in Nigeria would find this work useful. It
would assist the commission to evaluate the implementation of ICT in teaching-learning
in colleges of education in South-East, Nigeria and make necessary
recommendations to the Federal Ministry of Education.
The findings of the study would enable business
education lecturers in Colleges of Education to acquire Information and
Communications Technology skills relevant in teaching Business Education
courses and the need for the lecturers to attend conference, seminars and
workshops to update their knowledge. ICT would help lecturers in preparation
for lectures by reading online materials to enrich their knowledge base.
The findings of
the study would be beneficial to students in Colleges of Education,
Universities and Polytechnics. It would enable students to learn faster,
maximize their attentiveness to instruction and facilitates interaction between
lecturers and students. It would equip the students with valuable knowledge and
skills around computing and communication devices, software that operate them,
application that run on them and systems that are built with them. ICT
increases the flexibility of delivery of education so that students can access
knowledge any time and from anywhere. Students would find it useful especially
the use of audio-visual aids (mostly computers) to practice how to teach using
technology.
In addition, school
management of different Colleges of Education will use the result of this
research to provide adequate Information and Communications Technology
facilities for teaching and learning business education in their various colleges
of education through federal Government ICT programm. It would also help them
to process, store and retrieve documents whenever needed. This was essential in
keeping students’ records which included class attendance, marks scored in
different examinations and assignments, a database of previous assignments and
examinations.
Finally, intending
researchers would find the work useful for further studies in this area. It
will give them opportunity to carry out more research work. It will stimulate
and encourage research, development and innovation in ICT.
1.7
SCOPE OF THE STUDY
This study covered
all the Federal, State and Private Colleges of Education in South East States
of Nigeria. Within these Colleges, the study was equally restricted to business
education lecturers. The study involved determining the extent the following
factors could posit challenges to ICT utilization in the teaching and learning
of Business Education: lecturer related challenges, facilities related
challenges, ergonomics related challenges, internet connectivity related
challenges and electric power supply related challenges.
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