The Chinese government has made educational equity a priority. This is reflected in the structure of their legislation and the allocation of resources. Owing to the development of neo liberalization policies, the government values balanced development and seeks to support this through equalizing educational success across the nation. The impact of educational resources in the outcome of the student’s career has come to a subject of debate. Numerous programs have been launched to improve the performance of China’s educational institutions (Chiu and Khoo 575). Other than the allocation of tangible resources, the government has attempted to improve the quality of life of the students and address the issue of a shortage of teachers in some of these areas. Budgetary constraints and the need for innovation have been brought to the forefront. The resource allocation methodology and tactics used to solve these issues need to reflect the understanding of the need to balance three key tangible factors: Hence Economic limitation, human capital, and the time constraints serve as impeding factors for growth (Chiu and Khoo 576). Research from the past indicates that economic factors, human capital and time resources are important factors to disseminate the knowledge to the students. These three resources are intricately connected to each other. It is the purpose of the education to ensure that these three resources are developed properly to meet the demands of the consumers. Students can learn in best situation if these factors are used appropriate.