North Korea’s technical schools struggle to deliver effective training as outdated equipment and weak funding block progress. A nationwide review by the Ministry of Education highlighted the poor state of technical high schools. Moreover, the findings revealed significant gaps between policy and classroom realities.
The review covered schools in multiple cities and focused on teaching methods and practical training. Authorities examined how schools taught regional specialties such as metalwork, electronics, clothing, and cooking. While some schools had expert teachers, most relied on ordinary instructors with minimal preparation. Consequently, students received little more than textbook lessons.
North Korean technical schools struggle the most in hands-on education. Many students must provide their own materials for training. For example, in computer classes, some used outdated personal devices. Others relied on mock keyboards or printed images instead of real hardware. Cooking students even brought their own ingredients, leaving poorer classmates excluded.
In Pyongsong, schools emphasized electronics and information technology. However, equipment shortages meant students could only listen to teachers without practice. Critics argued that the curriculum discussed modern technology while classrooms looked stuck in the 1980s. This mismatch frustrated both students and parents.
Other regions reported similar failures. Schools in Nampo, Kaesong, and Sariwon earned poor marks for weak practical classes. Reviews cited a lack of modern tools, unskilled teachers, and irrelevant subjects. For example, some schools taught machine assembly without any nearby factories. Others ran fishery courses in cities with no fishing industries.
However, Chongjin stood out as a model. Schools there partnered with local fishery enterprises to borrow equipment. This cooperation allowed at least some practical training for students. The Ministry of Education praised Chongjin and said it would promote its approach nationwide. Officials planned to use Chongjin as the “standard” for combining education with industry.
Still, skepticism remains about the results. Sources noted that some schools exaggerated their achievements to secure favorable reviews. Reports often sounded convincing on paper, while real conditions stayed poor. Observers argued that official evaluations reflected the skills of bureaucrats more than true educational progress.
In its final remarks, the Ministry of Education called for stronger connections with local industries. It also urged more technical retraining for teachers and better shared spaces for practice. Officials promised to discuss expanding Chongjin’s example to other regions in future meetings.
North Korean technical schools struggle despite repeated evaluations and policy promises. Without real investment, students face limited opportunities to gain practical skills. As a result, the gap between classroom lessons and industrial needs continues to widen.
