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Fraud is a thorn in the flesh of many organizations in both local and global business ecosystems, more so in the financial sector because of the liquid nature of their services. To curb this menace, Financial Institutions including Microfinance institutions implemented fraud risk management practices. While larger financial institutions afford raft measures for curbing fraud, MFIs contend with less sophisticated practices in spite of them being the most susceptible to financial improprieties. Further, the determination of the overall effect of these practices on financial performance is critical in evaluating their success. The objective of this study therefore was to find out how fraud risk management practices affect the financial performance of Microfinance Institutions in Kenya. The study was anchored on the fraud management life cycle theory and focused on twelve deposit-taking Microfinance Institutions that were in operation in the Nairobi region of Kenya between 2016 to 2020. The study adopted a descriptive research design using cross-sectional data computed from the average financial results for five years 2016-2020. The study used purposive and stratified Random sampling methods to select a sample of 281 respondents from finance, ICT, operations, Audit, and Litigation managers and staff. The study used descriptive and inferential statistics to analyze the data. The results showed that fraud risk management positively and significantly affected financial performance by curbing incidents of fraud and concluded that to improve financial performance microfinance institutions should implement fraud risk management since they had a positive and significant effect on financial performance. The study recommended that firms should invest substantially in fraud risk management to reduce incidences of fraud and improve financial performance. Further, the management of Microfinance Institutions should continually evaluate and update their practices to keep abreast with the ever-changing fraud antics.

Digital technologies have been associated with improved and enriched learning experiences which include more student-centered learning. These technologies have made teaching and learning experiences more interesting. In view of the crucial role of digital technologies in enhancing learning, this study sought to assess teacher attitudes towards the Digital Literacy Programme (DLP) in Kisii County based on gender differences. Does the gender of the teachers involved in the Digital Literacy Programme in Kisii County affect their readiness to uptake and implement the program? A survey research design was applied in the study. The population of the study constituted of 1,420 standard one and two teachers selected from randomly sampled schools of the county. The sample size was determined using the Fisher formula and the sample consisted of 302 standard one and two teachers. Purposive sampling was used to select the specific teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. Self-administered questionnaires were used to collect data. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data were analyzed quantitatively using descriptive statistics in SPSS. The study established that difference in gender has no effect on the teachers’ attitude to the Digital Literacy Programme.

The use of technology as a tool for problem identification and solutions is on the rise in the world today. Many institutions have leveraged the power of technology to solve their existing problems. The young generation has also embraced technology and is applying it in varied ways ranging from entertainment to use for academic purposes. This research sought to find out the technology literacy among grade 1 and 2 pupils in public primary schools of Kisii County in Kenya. The population of the study constituted of 71,000 pupils in the two grades in the 710 schools in Kisii County. A sample size of 384 was determined using the Fisher formula and random sampling was used to collect data from 30% of the schools. Data were analyzed descriptively using the statistical package for social sciences. The findings indicated that 43.6% of the pupils had access to smartphones at their homes, 38.9% used them on a daily basis majorly to play games. The majority of the pupils were conversant with Facebook and WhatsApp. Among the recommendations is that academic institutions at the primary school level should start diverting the minds of the young towards tendencies to use more academic applications to enhance their learning skills.

Educational institutions are globally adopting new technologies in their pedagogical practices in order to stay in tandem with changes in the ICT sector. Many developing countries are moving towards adopting current technologies in their education systems. On September 30, 2016, after the successful completion of a pilot project, Kenya launched the nation-wide rollout of its DigitalLiteracy program (DLP). The program was meant to provide laptops to the standard one and two pupils in public primary schools together with e-content for learning. The program has been adopted in almost all schools in the country. After rolling out of the program, there are various complaints that have been put forward by the users and other stakeholders and this has necessitated studies to establish the challenges experienced and their possible mitigation. This study evaluated the challenges facing the Digital Learning Programme for Primary Schools in Kisii County, Kenya. A descriptive survey design was used in this study and a self-administered questionnaire was the main data collection instrument used. Stratified random sampling was used to select a sample of 250 primary school teachers in Kisii County. The data was analyzed using SPSS version 22 and presented in tables in form of frequencies and percentages. Training, access to computers, facilities and equipment, funds, and technical support were the main challenges the DLP is facing in Kisii County. The study recommends enhanced training for the teachers, equipping well-furnished computer rooms in the schools among other measures to counter the challenges. Further, enough funds should be provided for in the budget to enable address the challenges facing the program.