Group 1: Educational Support and Reform - The article highlights the educational support provided to Ganzi Prefecture, where various assistance teams from Zhejiang and other regions have been deployed to improve local education through curriculum reform, teacher training, and information technology development [5][8] - The implementation of "school-based courses" tailored to local cultural contexts has been emphasized, with teachers creating bilingual materials that resonate with students' backgrounds, such as integrating Tibetan proverbs and local flora and fauna into lessons [6][7] - The establishment of a "one school, one policy" approach has led to the development of unique course systems in local schools, enhancing students' learning experiences and increasing graduation rates [8] Group 2: Teacher Development and Collaboration - The article discusses the creation of "master teacher studios" aimed at enhancing the capabilities of local teachers through mentorship and collaborative teaching practices [9][10] - A significant challenge noted is the limited number of support teachers available, with only around 200 teachers assisting multiple local educators, necessitating innovative solutions to maximize impact [10] - The article mentions the establishment of 46 "master teacher studios" to facilitate ongoing professional development for local teachers through workshops, lectures, and peer observations [10][11] Group 3: Remote Education Initiatives - The introduction of online courses has been a key strategy to bridge educational gaps caused by geographical barriers, with over 367 schools benefiting from remote education initiatives that have reached more than 100,000 students [12] - The "dual-teacher classroom" model has been adopted to ensure that local teachers can support students in understanding content delivered by remote instructors, thereby enhancing both student learning and teacher skills [12] - The article emphasizes the importance of integrating external educational resources with local teaching practices to ensure sustainable development of educational quality in Ganzi Prefecture [12] Group 4: Vocational Education Collaboration - The article outlines a vocational education collaboration mechanism between Ganzi and Zhejiang, aimed at providing more career opportunities for students from remote areas [13][14] - The "2+1+2" segmented training model allows students to receive local training followed by further education in Zhejiang, addressing the mismatch between regional educational resources and labor market needs [14] - This initiative has enrolled 240 students, with a focus on aligning educational outcomes with the demand for skilled labor in economically developed regions [14]