Why China’s IT Training Industry Is Stumbling – Lessons for Better Education

Recently, many friends in the IT training circle have been sharing the news of Brother Chain’s closure, which is both shocking and regrettable.

The pandemic and the inherent difficulties of entrepreneurship have caused offline‑focused training institutions to collapse instantly.

In 2006, my first book PHP5 and MySQL5 Web Development Techniques Detailed was published and printed three times. I ran four classes, collaborated with Brother Chain to teach advanced PHP courses, and co‑hosted several offline book‑signing events. Over the past decade, I have published four books, yet the demand for technical talent remains high while Brother Chain fell victim to the pandemic.

Regardless of the pandemic, Chinese IT training has suffered from chronic problems for decades:

1. Non‑industry people delivering training

Surveys show many instructors teach after only two or three years of experience, leaving beginners unable to judge content quality. Both large and small institutions rely heavily on marketing to attract students, leading to high acquisition costs, rapid growth, and eventual shutdown.

2. Student quality

As class sizes increase, issues emerge in later stages of teaching. Key factors include:

First, practice. Institutions claim to offer hands‑on experience, yet often recycle the same code‑heavy systems. Real projects that integrate programming and architectural thinking are essential for students to develop problem‑solving abilities.

Second, employment. Many graduates from training institutes struggle to secure mid‑level or larger‑scale positions. As a former CTO, I have seen countless PHP resumes listing generic CMS or e‑commerce projects, making it difficult for interviewers to probe deeper technical details.

University graduates, whether bachelor’s or master’s, often lack practical experience, continuous learning ability, and problem‑solving skills—especially in IT, where practice outweighs theory.

Near graduation, institutes help students polish resumes, which may pass HR screening, but without solid project experience, candidates fail technical interviews, leading companies to overlook training‑institution graduates.

To address these issues, I propose five adjustments:

First, DNA

The founder’s DNA determines a company’s quality and direction. Training institutions should avoid “fill‑the‑mouth” teaching that dampens student interest.

Second, instructor team

Instructors should possess real‑world project experience rather than merely entertaining anecdotes; this fosters genuine learning and motivation.

Third, curriculum development

A systematic, organic curriculum—online or offline—should engage students and encourage deeper exploration.

Fourth, practice

Hands‑on work must stem from authentic projects, progressing gradually without over‑reliance on trendy technologies.

Fifth, employment

Graduates seek stable jobs and career advancement, while part‑time learners look for hobby‑oriented or side‑gig opportunities; understanding both sides’ pain points is essential for effective education.

Education and training are not slow‑moving businesses but require meticulous execution. Relying solely on capital and sales yields quick gains, but focusing on product quality, curriculum, and employment outcomes ensures long‑term stability.

In the post‑pandemic era, combining mobile‑internet online education with offline training can optimize costs, efficiency, and user experience.

With the rapid advancement of technologies such as artificial intelligence and big data, the IT education market is poised for a hopeful resurgence.

Feel free to discuss these ideas with me.