As the digitalization spreads and mobile phones are more common than access to electricity in Sub-Saharan Africa, also the opportunity for learning exploades (The Economist, 2017). One of the Sustainable Development goals number 4 and specifically the target 4.4 states that we should, “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship” (SDSN, 2021). This goal refers to the secondary and tertiary level of education. In Sub-Saharan Africa only 8% of the population is accessing higher education. Also, in the higher income countries like, Ghana, South Africa, Botswana the students in higher education are mainly from wealthier families and mainly male (Rogers, 2019). Although higher education is free in some countries, the choice of selecting food or books is challenging also for middle income students (Rogers, 2019). As a reflection is that flexible, distance, asynchronous educations can ease up this situation since you can in a better way combine studies and work. 60% of the population in Sub-Saharan Africa lives in rural areas, which even more makes the studying in higher education challenging (Oluwatobi, 2019). As Oluwatobi (2019) says: “The potential of mobile learning for a more inclusive and equitable provision of higher education many researchers believe lies in its flexibility to provide high quality learning opportunities cheaply, anywhere anytime to people who might otherwise not be able to access it”. Institutions in Africa is responding to this demand and for example in Kenya you can become a teacher via mobile and in another West African project nurses can get further education via their mobile phones (Oluwatobi, 2019). Staying in West Africa I would like to discuss a project managed by several Finnish and Tanzanian Universities. Although not fully mobile-based the mobile are used as part of the education.  In the project, GepICT4e 2020-2024 the goal is to both enhance the teachers and the students IT skills. The topic of the courses are both general IT-skills and also using geospatial data in natural resource management. The students will learn, “the use of Mobile Technologies with Open Data Kit (ODK) for data collection and secondly, the training provides skills on Quantum GIS for data visualization and Mapping.”. Not only the data but also the programme used is open, which enables low cost learning and new learners. The project will also create “nugget-sized mini-MOOCs and self-study packages” to spread the educational material developed.  The overall goal of the project and the course is for the newly examined to manage the natural resources in a sustainable manner. Tying back to the SDGs, open paths to education can be a vehicle for fulfilling several of the Sustainable Development Goals, not only goal 4. Literature list: The Economist: Daily chart: In much of sub-Saharan Africa, mobile phones are more common than access to electricity, Nov 8th 2017 The GeoICT4e project: https://www.geoict.org/ Oluwatobi, Stephen, Mobile learning in Sub-Saharan Africa: Panacea for driving inclusive development, International Journal of Mechanical Engineering and Technology (IJMET), Volume 10, Issue 02 February 2019, pp. 1699–1709, Article ID: IJMET_10_02_175, http://iaeme.com/Home/issue/IJMET?Volume=10&Issue=2 ISSN Print: 0976-6340 and ISSN Online: 0976-6359 SDSN, Indicators and monioring Framework, Launching a data revolution for the Sustainable Development Goals, https://indicators.report/targets/4-4/ (retrieved 04.11.2021) Rogers Kaliisa, Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education, Australasian Journal of Educational Technology, 2019, 35(6).