Wilfred Mushayagwazo
A YOUNG student at a rural school sits in a classroom studying computer science.
The lesson is about artificial intelligence, digital innovation and the technologies transforming the modern world.
The student understands the concepts but has never had an opportunity to use a computer connected to the internet.
Thousands of kilometres away, another student accesses online tutorials, experiments with AI tools, attends virtual lessons and explores opportunities offered by the global digital economy.
Both students have ambition. Both have potential. Yet their opportunities are shaped by the resources available to them.
National wealth must be built through production, value addition and industrial capacity. And the younger generation has a role to play in the development agenda. Our youth must be equipped not merely to inherit the economy we are building, but to possess the knowledge, skills, confidence and innovation required to take it further.
The nation is building beyond the immediate moment.
It calls for a generation that understands its inheritance. The responsibility of every generation is to develop the capacities that allow the next to go further.
In today’s world, that capacity must include education, technical competence, digital access, scientific curiosity and the ability to work with rapidly advancing technologies.
Artificial intelligence is changing the meaning of education and employment. Machines can now perform tasks that previously required considerable human effort. Digital systems can analyse information, support financial decisions, assist medical professionals, improve agricultural productivity and transform manufacturing. New industries are emerging while existing professions are being reshaped.
Zimbabwe’s young people must be prepared for this reality. We cannot continue to measure educational success only by examination results and the number of certificates issued. We must also ask what a young person can design, repair, manufacture, programme, research, improve or create after completing their education.
A qualification should be the beginning of productive participation, not simply the conclusion of an academic journey.
Our education system must therefore place greater emphasis on practical learning. Students studying engineering need access to workshops and industrial equipment. Agriculture students need exposure to modern farming technologies, irrigation systems and agricultural research. Information technology students must have opportunities to work with computers, networks, software development and emerging digital applications.
Industrial attachment, apprenticeships and partnerships between educational institutions and industry should become meaningful parts of the learning experience. Students must encounter the realities of production before they enter the employment market. They should understand how businesses operate, how problems are solved and how knowledge is converted into economic value.
But there is another essential part of this conversation that deserves urgent attention: connectivity.
The internet must become an instrument of rural development.
If, as a nation, we are preparing our young people for a modern economy, then access to affordable and reliable internet cannot remain largely an urban advantage. Rural communities must be connected to the same knowledge networks, educational resources and economic opportunities available to those living in major towns and cities.
Putting more Wi-Fi in rural areas could fundamentally change how communities access development opportunities. Imagine a rural school where learners can research scientific subjects, access international learning materials, watch practical demonstrations and participate in online educational programmes. Imagine a teacher who can download updated teaching resources, collaborate with colleagues elsewhere and introduce learners to new developments in science and technology.
Imagine a young person at a rural growth point learning graphic design, coding, digital marketing or online business management without having to travel to Harare, Bulawayo or another major town.
These are not distant possibilities. They are practical opportunities that connectivity can help unlock.
Zimbabwe’s National Broadband Plan already recognises the need to expand internet access to educational institutions, particularly in rural communities. Its cited baseline highlighted a substantial disparity between rural and urban educational connectivity, with 14.4 percent of rural educational institutions having internet access compared with 88 percent of urban institutions. This historical baseline illustrates the scale of the challenge that national connectivity programmes must address.
The World Bank’s Zimbabwe ICT in Education Strategy for 2025–2030 also recognises the importance of technology in transforming teaching and learning, including preparing the education sector for artificial intelligence and generative AI.
The direction is clear. The challenge is to make digital access meaningful, affordable and available to every community.
Rural Wi-Fi should not be viewed simply as the installation of internet equipment. It should be treated as development infrastructure, just like roads, electricity, water and communication networks. Connectivity can link a community to educational institutions, health information, agricultural markets, financial services and new forms of enterprise.
A farmer in a remote community should be able to access weather information, research market prices, learn about improved farming methods and connect with potential buyers. A rural entrepreneur should be able to market products online, communicate with customers and explore opportunities beyond the immediate community. A student should be able to access educational resources that expand the boundaries of what is available in the classroom.
This is how digital connectivity becomes an economic development tool.
Government, telecommunications companies, educational institutions and development partners should therefore work together to expand affordable Wi-Fi access at rural schools, libraries, community information centres and growth points.
Solar-powered connectivity solutions can help address electricity limitations in remote areas. Community digital hubs can provide shared access to computers, internet facilities and technical support. Partnerships with telecommunications operators can help establish sustainable arrangements for connectivity, maintenance and affordable data.
Importantly, providing Wi-Fi alone is not enough. Communities also need computers, tablets, trained teachers, digital literacy programmes and reliable technical support. Young people must be taught how to use the internet productively, distinguish reliable information from misinformation and protect themselves from online risks.
Connectivity without skills can become an underused resource. Skills without connectivity can leave young people excluded from opportunities. The two must advance together.
