The Fourth Industrial requires new concepts and skills to be acquired by learners at various levels. This has led to a new breed of learners joining our education institutions at various levels with prerequisite knowledge on technology which can be harnessed for learning and teaching purposes. This scenario has generated a lot of interest and more research on how first the process of knowledge acquisition is changing. There is excited attention among researchers, educators, education commentators and stakeholders on this aspect of learning. The new generations of techno savvy leaners joining institutions are a challenge to the old pedagogy of teaching. These young generations are creating a digital gap between the old ways of teaching and learning to new approaches in education. The nature of the generation change needs to bring some reforms in education especially in higher education in Kenya where electronic mobile devices penetration has escalated for the last ten years. This research paper, highlights issues around use of electronic mobile devices for knowledge acquisition purposes which if well utilized can aid the education systems in most African Countries in terms of access, affordability, ease of use and leaners wide interaction and independent study. The old pedagogy of the teacher being the absolute source of information is being transformed by the use of an array of emerging devices like Smartphone, ipads, laptops and others which are readily available to the leaner’s. The study was carried out among undergraduate and postgraduate students at the University of Nairobi, Kenya between 2016 to 2018.The researchers found out that, electronic mobile devices are with the students for ease of use. The study also found out that, some of leaners in higher institutions of learning are not well informed on how to utilize the mobile devices for learning purposes hence most of the time they are used for other purposes not related to learning. In general, most countries in Africa have tried to invest on internet connectivity, ICT Infrastructure, capacity building among others structure which can also be leveraged for Education needs.

This study examined operational strategies and sustainability factors on education intervention projects in Honduras, Central America. The study's purpose was to determine the role 0f project planning, capacity building, government investment and stakeholder engagement played in implementing educational interventions. Adopting a survey design and census method, relevant data was collected using structured questionnaires distributed to 132 project implementers of the Honduras ACL project. With response rate of 87%, the study findings revealed that all for variables exerted a significant influence, moderated by the policy environment indicated strong positive correlations were shown between the implementation of educational interventions and each of the four variables: In conclusion, the study recommends that to successfully implement educational interventions, it is essential: project implementers and benefactors understand the importance of clear and inclusive implementation plans, and the need for capacity need assessments and relevant capacity building; and not only stakeholders but also governments become involved. Contribution/Originality: Project planning and management tools may be considered the solution to project implementation for various sectors; however, development projects to improve the vicinity may not be viable in the longtime if the required actions are not taken. Project sustainability involves several steps; beginning with ensuring the project aligns with the needs of and is acceptable to both government and society, followed by providing shortterm benefits to and being fully engaged with the society. These steps increase the likelihood that intervention initiatives be well implemented and integrated into existing networks and systems in sectors such as education.

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Education is globally challenged from different circles. There ARE some 2.2 billion children (UNICEF, 2010) who need to access quality education among other basic necessities. A large number of them cannot get the right education to move forward. Additionally, 114 out of 208 countries have a shortage of teachers with majority being in Africa. In many third world countries the right to education is not there as some associate education with western culture and maybe not conforming to the society's expectations. Many challenges that affect societies in developing countries also impacts on education hence the need to address the root causes. Selecting the right tools that will enable each of us to connect into and exploit the collective intelligence of the most relevant communities of practice is one of the new digital literacies professionals and students will need to draw upon. Therefore, there is need to rethink about education critically. Technology ought to have brought an entirely fresh way to make learning better since it has succeeded in many sectors of the economy. With the emergence of avantgarde software and technologies aimed at bringing information alive, traditional teaching and brick-and-mortar structures common in most countries in developing countries may remain important only for two main reasons, namely, to aid with encouraging an organized way of doing things, and providing a relatively safe place for youngsters to be while guardians go off to work. Simply adding the extraordinary technology of the 21st century to processes developed in the 20th century has not made learning better. Too many of the practices of the past that still exist today are just plain wrong in any case. Various researches have shown that, any type of technology when well integrated or used is capable of making a change in the learning and teaching process of the current generation of students. Researchers have noted that the various technologies in the hands of leaners had an influence in the way they learn, communicate and even socialize. New social sites like Facebook, twitter, instagram, YouTube, LinkedIn, Ning, Bebo and others are in use amonghighereducation students hence the need to leverage them for education purposes. Access to mobile electronic devices is the norm at the moment and many institutions in developed and developing countries are taking advantage of them for teaching and learning purposes. Significant trends have been realized in use of technology and especially use of social media sites for various purposes. Illich (1970) theorized on self-help 'learning webs' which has now become a reality. Freire (1993) talked of the open democracy unleashed by new social media and how it has fomented an erosion of the oppressive pedagogical practices as envisaged in traditional education. This shows that the new modes of acquiring knowledge brought about by technological innovations is a plus in the everyday learning and teaching in educational setups. Moreover, it is argued that educational environments could be gre...

Education is one sector that tries to be consistent despite facing several changes. Vari- ous factors and emerging trends have affected the sector both positively and negatively. The scope of the digital divide is more pronounced in the developing countries and the COVID-19 pandemic exacerbated the technological struggles in Africa more than before. Technology is an enabler in education but not in all contexts because it also causes other challenges that increase the vulnerability of learners and educators in diverse circumstances. The proliferation of digital devices, especially mobile and smart devices, has brought in new changes and innovative ideas that have impacted the sectors input, output, and outcome. Leaners have demonstrated various degrees of adoption and absorption of new devices, and simultaneously educators have integrated and adapted to new pedagogies that resonate with the situation. As a continent, Africa has experienced an emerging trend with digital and non-digital devices interconnected for educational purposes on demand whenever needed. In developing countries like Kenya, more innovative ways of learning have been harnessed for learning and teach- ing purposes .With the penetration of the World Wide Web, the internet of things, availability of electronic devices, and improvement in information communication and technology infrastructure. Video games, which can be played on many platforms and electronic devices, can easily be leveraged for teaching and learning purposes. This study was conducted among learners and educators in an urban setting in Nairobi County, Kenya. The study investigated the potential of video games in education as used by leaners and teachers. The findings indicated that most leaners targeted had personal mobile devices. This gave them easy access to video games, which led to the popularity of these games. The findings also indicated that the leaners were not allowed to use digital devices like mobile phones in the classroom at school but had limited access to video games through desktops and laptops available in their institutions. The findings also showed that the majority of teachers were not keen on using video games for teaching and learning purposes, and this scenario presented a disparity in and a barrier to using multi-disciplinary approaches and integrating technology in teaching and learning. The study recommended that, with more electronic devices available for leaners and other education stakeholders, it is necessary to harness video games for learning and teaching purposes to allow for innovation, discovery, critical thinking, and experiential learning among learners.