By Advent Shoko |ZiGoats
Zimbabwean media entrepreneur Trevor Ncube says the country must rebuild its academic institutions to nurture the next generation of technology leaders, following Google executive James Manyika’s receipt of Harvard University’s prestigious W.E.B. Du Bois Medal.
The Alpha Media Holdings chairman called for the rebuilding of the country’s academic institutions, saying Zimbabwe must create the conditions for more world-class scientists, engineers and technology leaders like Google executive James Manyika to emerge.
Ncube made the call while congratulating Manyika on receiving Harvard University’s W.E.B. Du Bois Medal, one of the university’s highest honours in African and African American studies.
The award has recognised prominent figures including Muhammad Ali, John Lewis, Toni Morrison, Maya Angelou, Harry Belafonte and Wole Soyinka.
For Ncube, however, Manyika’s achievement carries a particular significance, it demonstrates what Zimbabwean talent can accomplish when given the right educational foundation and opportunities.
“Institutions shape people. People shape nations,” Ncube said.
“If we want the next James Manyika to walk out of Mount Pleasant, we must rebuild the institutions that made the first one possible.”
Mount Pleasant, a suburb of Harare, is home to the University of Zimbabwe, where Manyika earned a first-class engineering degree before pursuing further studies at Oxford University as a Rhodes Scholar.
Like myself, Ncube also studied at the University of Zimbabwe, making his tribute both a personal reflection and a call to restore the institutions that helped shape their generation.
Two Zimbabweans, One Stage At Harvard
In his tribute, Ncube highlighted a moment of national pride at Harvard’s Sanders Theatre, where Zimbabwean business leader Strive Masiyiwa presented the medal to Manyika.
Masiyiwa, founder of Econet, received the same honour in 2024.
“Two Zimbabweans on one stage, one honouring the other,” Ncube wrote.
The moment brought together two Zimbabweans who have achieved international recognition in different fields, with Manyika at the forefront of technological research and Masiyiwa known for his work in telecommunications and business.
But Ncube used the occasion to look beyond the celebration, raising questions about whether Zimbabwe’s current academic institutions are adequately equipped to produce more globally competitive graduates.
His argument is that celebrating exceptional individuals is not enough. The country must also strengthen the educational and research systems that allow such talent to develop.
From Harare To The Global AI Debate
Manyika’s career illustrates the potential reach of a strong technical education.
He is a senior vice president at Google’s parent company, Alphabet, where he leads work involving artificial intelligence, computing and science. He also co-chaired the United Nations Secretary-General’s High-level Advisory Body on Artificial Intelligence, which examined the opportunities, risks and international governance challenges associated with the technology.
Ncube recalled meeting Manyika in Harare for discussions about artificial intelligence and autonomous vehicles, subjects now central to debates about the future of technology and the global economy.
“I remember sitting with him in my office in Harare, coffee, talking about AI and autonomous vehicles,” Ncube wrote.
“The world’s biggest technology questions, discussed in Harare.”
The recollection underscores the connection between Zimbabwe and the global technology industry, while challenging the assumption that major conversations about innovation must take place outside the country.
Manyika’s international career also highlights the importance of connecting local education with global research networks, advanced training and opportunities to work on complex technological problems.
The Challenge Facing Zimbabwe’s Universities
Ncube’s call comes amid wider debates about the role of universities in Zimbabwe’s economic recovery and technological development.
Producing more graduates alone will not guarantee the emergence of internationally influential researchers and technology executives. Universities also need strong academic programmes, modern laboratories, research funding, capable lecturers and links with industry.
For fields such as artificial intelligence, engineering and advanced computing, students need access to practical training, reliable digital infrastructure and opportunities to develop and test new ideas.
Universities must also be able to retain talented academics and researchers while building partnerships with institutions and technology companies abroad.
Zimbabwe faces the additional challenge of ensuring that its graduates can find meaningful opportunities at home rather than having to leave the country to pursue their ambitions.
Rebuilding academic institutions would therefore involve more than improving buildings or updating course materials. It would require sustained investment in research, teaching, innovation and the conditions that allow talented people to build careers in Zimbabwe.
Manyika’s journey from the University of Zimbabwe to a senior position at one of the world’s most influential technology companies offers a powerful example of what can be achieved. Replicating that success, however, requires a system capable of nurturing talent on a much broader scale.
Ncube’s message is ultimately about national development, that is, Zimbabwe cannot rely on a handful of exceptional individuals to represent its potential while the institutions that develop future generations struggle to fulfil their role.
“Congratulations, James. I am proud to call you a friend,” Ncube wrote.
His tribute celebrates Manyika’s achievement, but its more pressing question is directed at Zimbabwe itself: what must the country do today to ensure that the next generation of world-class innovators can emerge, thrive and contribute to its future?
Zimbabwe was once among Africa’s education success stories, with schools renowned for strong academic results and producing globally competitive graduates. But years of economic decline, underfunding and deteriorating infrastructure have eroded that reputation. Today, rebuilding the education system is critical to nurturing the next generation of innovators like James Manyika.
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