The digital transformation of manufacturing industry can promote the development of green transformation and promote the differentiation of workers’ skill structure; On the other hand, it will also hinder the green development due to the huge energy consumption generated by the application of digital technology and facilities. In addition, the green transformation of manufacturing industry will also have differentiated impacts on the employment of labour with different skills due to the innovation of green technology. The existing research has not discussed too much about the interaction among the digital transformation and green transformation in manufacturing industry and labour structure. So, this paper uses the PVAR model to examine the dynamic relationship between digital and green transformation within the industrial sector from the perspective of labour structure, specifically analyzing the impact difference across regions. The results suggest that there is a reciprocal connection between the digitization of manufacturing sector and the labour structure, particularly in the eastern region of China, but the overall interaction between the two remains weak. The interactive between the green transformation of manufacturing industry and the labour structure in the central and western areas has been delayed over periods 1-6. Digital and green manufacturing transformation reinforce each other in central and western regions. However, the digital revolution in the manufacturing industry is hindered by the green transformation in eastern region.

The policy of ethnic equality and solidarity aims to narrow the ethnic gap and develop harmoniously. At the level of higher education, it should promote the equity of ethnic education. This paper uses the administrative data of undergraduate students from 2008 to 2015 in a liberal arts university in southwest China to study the differences, causes and dynamic trends in the scores of college students from different nationalities. The results show that compared with Han students, the average GPA of ethnic minority students is 0.13 points lower (equivalent to 0.23 and 0.3 standard deviations of the scores of ethnic minority and Han students), the fourth grade scores are 0.28 standard deviations lower, and 7.3% lower. This difference is more significant in the western region, especially in Xinjiang, Yunnan, Hubei and other provinces inhabited by ethnic minorities; Kazak and uygur are the nationalities with the biggest gap with han students; The difference between girls is more significant than that between boys. The "peer effect" and cultural distance between roommates are important reasons for this difference. Further analysis shows that although the ethnic differences in academic performance are gradually expanding, the growth rate tends to converge. The above conclusions are helpful to clarify the object and time of making national higher education policy, and also have important reference significance for primary and secondary education.