{Hayhoe, 1996}

1958  -great leap forward

more focus on grassroots, self-reliance, indigenous... schools of traditional Chinese medicine, new universities teaching science and technology side by side. greater research initiatives encouraged, links between HEIs and CAS. It was at this time that the principle of identifying priority or "keypoint" institutions was formally introduced as a mechanism for foestering excellence and concentrating resources on a certain numbre of leading institutions. 

local universities, comprehensive, absorb back some of the specialities, strong movememnt to develop more local curricular content, encourage universities to set up small facotires, involve them selves. students contributed to the writing of new textbooks and research projects, urge of local paritipation and a diversifaction of the curriculum, which allowed regional differences to find expression. students from top uinversities went to local institutoins in qinghai ningxia inner mongolia etc to set up. also some exiled.

1957-1960 HEI inst 229 -> 1289, enrollment doubled 

growth of nonformal or adult system of HE correspondence, evening courses at regular universitis, spare-time universities attached to SOE or rural communes. 400,000 stuents betwe 1962-1965. 

1960 rift between China and SOviet. 

cultural revolution - informal track "mentioned above" to take over, access to be given to all levels, workers, peasants etc. phenomenal growth in secondary education. the idea of full integration between the ed system and all aspects of social life - opposite of SU specialization. entrance by recommendation rather than by unified exam. 

{Hayhoe, 1989}

cultural revolution: 1967-1971 basically all shut down. then mostly zhuanke, very broad subjects

Dec 1978 plenum committee turning point for deng xiaoping. Resolution on certain questions in the history of our party since the founding of the PRC. June 1981. acknowledge Mao's cnetral role, while condemining ultraleftism.