North Korea’s recent initiative to boost technical education through a pilot program at select middle and high schools has hit an obstacle: most schools lack even basic facilities, Daily NK has learned.<\/p>\n
According to a source in South Hamgyong province speaking to Daily NK on Jan. 31, the provincial education bureau began selecting schools for the program following a directive from the 11th Plenary Session of the Eighth Central Committee of the Workers’ Party of Korea. The program aims to emphasize hands-on learning and experiments, prompting the bureau to inspect school laboratories and assess their technical education capabilities.<\/p>\n
However, bureau officials have discovered that few schools meet even minimal requirements for the program. “They’ve visited several schools looking for suitable candidates, but almost none have the necessary laboratories, practice rooms, department offices, or group work spaces,” the source said.<\/p>\n
This reality stands in stark contrast to Kim Jong Un’s statements at the plenary session, where he declared: “Educational projects are paramount state projects that we should prioritize at all times and all stages and in which we should invest the greatest amount of public resources. They are matters of vital importance on which diligent progress is required. The whole society needs to show even greater interest in educational projects, and the government needs to constantly increase support and investment.”<\/p>\n
The source revealed that conditions in North Korean schools are so poor that finding suitable candidates for the pilot program has proven nearly impossible. While schools are required to maintain spaces for technical education, these often exist in name only. “Science lab equipment sits collecting dust, and computer labs have only a handful of machines \u2013 with no electricity to run them,” the source said.<\/p>\n
The urban-rural divide presents another major challenge. Though the bureau would like to include rural schools in the program, the vast disparity in educational resources makes this unfeasible. “Only the largest rural schools even have laboratories. Given the regional variations in school quality, trying to bridge the city-country education gap would be futile,” the source explained.<\/p>\n
Surprisingly, many schools are actually hoping to avoid selection for the pilot program. Already struggling with tight budgets and relying on parents for basic supplies, schools fear the additional burden of facility renovations and new equipment. One example highlighted this concern: “A principal in Hamhung questioned how his school could afford pilot program equipment when they can’t even buy footballs for PE class \u2013 students have to bring their own,” the source said.<\/p>\n
“While selecting schools for the pilot program and strengthening our educational foundation are admirable goals, implementing the program without meaningful government support will amount to mere window dressing. Government backing needs to come first.”<\/p>\n