By World Bank
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Extra resources for China: higher education reform
Beginning with the prestigious key universities, assistance was spread to provincial normal (teacher training) universities, universities under line ministriesagriculture and forestry, public healthand short cycle vocational universities. A significant tier that has not been included in any of the projects is a range of nonspecialized universities under provincial jurisdictions, which are the main concern of this study. Challenges Confronting Institutions The fundamental challenge of current economic and educational reform is to orient institutions to a more open labor market as well as to a more open society.
According to the Ninth Five-Year Plan (19952000), the Government's target for GDP in 2000 is to quadruple that in 1980, and that for GDP in 2010 is to double that in 2000. This entails an average annual growth rate of 8 percent between 1995 and 2000, and over 7 percent between 2000 and 2010. Given the momentum of China's historical growth rate, it is realistic to expect the GDP to continue to grow at an annual average rate of 79 percent in real terms over the next 25 years. If the population growth rates are held down, its GDP per capita would be $600$700 (as in 1996 constant terms) by 2000; $1,100$1,600 by 2010; and $2,100$3,500 by 2020, according to this study's projection.
The number applying for the basic sciences and humanities subjects are far below what is considered efficient for comprehensive universities. China is in the midst of moving from a "state-control model" to a "state-supervising model" (in current terms from "macrocontrol" to "macromanagement") as regards the relationship between universities and government. There are difficult questions to answer about the respective roles and powers of SEdC, central ministries and provincial/ municipal governments.