Early morning sunlight streamed across the windowsill of the municipal government meeting room. Lin Yu sat at the head of the conference table, a thick stack of documents placed before him—the culmination of days of research and deep thought, and a reform proposal aimed at resolving the uneven distribution of educational resources. Today, he would elaborate on this plan to relevant departments and school leaders, full of anticipation that he would gain everyone's support to jointly open a new chapter in educational equity.
Lin Yu raised his eyes to look at the people in the meeting room, cleared his throat, and began to speak: "Everyone, during this period I have gone deep into various schools in our city to conduct research. I believe you are also clear that the problem of uneven educational resources has reached a critical juncture where it brooks no delay. The gap between urban central schools and remote schools is stark, whether in teaching facilities or faculty strength. To change this status quo, after repeated discussions, we have formulated two core plans: first, a teacher rotation system; and second, a policy leaning toward educational resources."
Upon hearing the words "teacher rotation system," a slight commotion immediately rippled through the meeting room. As if unaware, Lin Yu continued his methodical introduction: "Teacher rotation means allowing outstanding teachers to move between different schools. In this way, high-quality teaching experience and methods …
Chapter 152