{
  "legislationId": "119_HR_7885",
  "lastUpdate": "2026-03-26T12:30:40.946Z",
  "history": [
    {
      "timestamp": "2026-03-26T12:30:40.946Z",
      "source_url": "https://www.congress.gov/119/bills/hr7885/BILLS-119hr7885ih.htm",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 7885 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 7885 To direct the Secretary of Education to establish a pilot program to award competitive grants for the integration of cybersecurity education, and for other purposes. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES March 9, 2026 Mr. Thompson of Pennsylvania (for himself and Ms. Bonamici) introduced the following bill; which was referred to the Committee on Education and Workforce _______________________________________________________________________ A BILL To direct the Secretary of Education to establish a pilot program to award competitive grants for the integration of cybersecurity education, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Cybersecurity Skills Integration Act''. SEC. 2. PURPOSE. The purpose of this Act is to improve the cybersecurity competencies of the critical infrastructure workforce, particularly operators of critical infrastructure technology, by developing postsecondary career and technical education programs that integrate cybersecurity education. SEC. 3. CYBERSECURITY EDUCATION GRANTS. (a) In General.--From the amounts made available to carry out this Act, the Secretary of Education shall, not later than 1 year after the date of enactment of this Act, establish a pilot program under which the Secretary shall award grants, on a competitive basis, to eligible partnerships for-- (1) the development and implementation of postsecondary career and technical education programs that incorporate cybersecurity education and prepare individuals to meet workforce needs in critical infrastructure sectors; and (2) the integration of cybersecurity education into existing postsecondary career and technical education programs that prepare individuals to meet workforce needs in critical infrastructure sectors. (b) Consultation and Coordination.--In awarding grants under this Act, the Secretary shall consult with the Secretary of Labor, the Director of the National Institute of Standards and Technology, and the Secretary of Homeland Security, to determine the greatest workforce needs in critical infrastructure sectors. (c) Grant Amount.--The amount of any grant made under this Act shall not exceed $500,000 in any fiscal year. (d) Applications.--To be eligible to receive a grant under this Act, an eligible partnership shall submit an application to the Secretary at such time, in such manner, containing such information as the Secretary may reasonably require, and including a description of-- (1) the roles and responsibilities of each partner in the eligible partnership, and each partner's capacity to support the postsecondary career and technical education program to be developed and implemented with funds awarded under this Act, or the postsecondary career and technical education program into which cybersecurity education will be integrated with funds awarded under this Act; (2) the critical infrastructure sector or sectors that such postsecondary career and technical education program prepares individuals to enter; (3) the in-demand occupation within such sector or sectors that such postsecondary career and technical education program prepares individuals to enter; (4) the workforce needs of such critical infrastructure sector or sectors, including cybersecurity workforce needs, and how the postsecondary career and technical education program will meet such workforce needs; (5) how the eligible partnership will incorporate cybersecurity education aligned to the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework developed by the National Institute of Standards and Technology of the Department of Commerce, or successor framework, into such postsecondary career and technical education program; (6) the assessment, capstone project, or other means of demonstrating knowledge and cybersecurity skills specific to the critical infrastructure sector or sectors that such postsecondary career and technical education program prepares individuals to enter, and an assurance that such assessment, project, or other demonstration of knowledge and skills will be a requirement for program completion; (7) the work-based learning opportunities the eligible partnership will offer; (8) how such postsecondary career and technical education program will lead to a recognized postsecondary credential and employment in the critical infrastructure sector or sectors targeted by the postsecondary career and technical education program; (9) the process through which the cybersecurity education curriculum and educational materials developed or integrated using such grant will be updated annually to include the most recent information on cybersecurity threats specific to such critical infrastructure sector or sectors; (10) how such postsecondary career and technical education program will be sustained following the grant period; (11) how such postsecondary career and technical education program will promote diversity within the cybersecurity workforce in critical infrastructure sectors; and (12) any other purpose for which the eligible partnership intends to use funds awarded under this Act. (e) Regional Diversity.--When awarding grants under this Act, the Secretary shall ensure that grants are awarded to eligible partnerships in different regions. (f) Reporting Requirements.--An eligible partnership that receives a grant under this Act shall annually submit a report to the Secretary that includes-- (1) a description of how any funds awarded to the eligible partnership under this Act have been used during the period covered by the report; (2) the number of students who have received a recognized postsecondary credential during such period from the postsecondary career and technical education program into which cybersecurity education was incorporated using such funds, disaggregated by the subgroups of students described in section 1111(c)(2)(B) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(c)(2)(B)) and by each special population; (3) a description of any updates made during the preceding year to the cybersecurity education curriculum and educational materials of such postsecondary career and technical education program in accordance with the requirements of subsection (d)(9); and (4) the percentage of participants in unsubsidized employment in an in-demand occupation in a critical infrastructure sector targeted by the postsecondary career and technical education program after exiting the postsecondary career and technical education program. (g) Authorization of Appropriations.--There are authorized to be appropriated to the Secretary to carry out this Act $10,000,000. (h) Definitions.--In this Act: (1) Critical infrastructure.--The term ``critical infrastructure'' has the meaning given the term in section 1016(e) of the USA PATRIOT Act (42 U.S.C. 5195c(e)). (2) Cybersecurity education.--The term ``cybersecurity education'' shall mean education on critical infrastructure cyber defense, including-- (A) ensuring the confidentiality, integrity, and availability of information systems used in critical infrastructure, including control systems and operational technology; (B) developing engineering skills applicable to industrial control systems and operational technologies used in critical infrastructure systems; and (C) training to ensure the continuous physical and environmental safety of the operations of critical infrastructure systems. (3) Eligible partnership.-- (A) Required partners.--The term ``eligible partnership'' means a partnership that includes-- (i) a postsecondary educational institution; and (ii) 2 or more public or private employers, in a critical infrastructure sector, with demonstrated cybersecurity workforce needs, that is located in the region where the postsecondary career and technical education program will be developed and implemented with a grant awarded under this Act. (B) Optional partners.--The partnership may also include one or more-- (i) community stakeholders (such as local governments, nonprofit institutions, economic development organizations, planning agencies, labor organizations, or industry associations); (ii) local educational agencies (as the term is defined in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)); and (iii) eligible agencies that are located in the region where the postsecondary career and technical education program will be developed and implemented with funds awarded under this Act. (4) Eligible agency.--The term ``eligible agency'' means a State board designated or created consistent with State law as the sole State agency responsible for the administration of career and technical education in the State or for the supervision of the administration of career and technical education in the State. (5) In-demand industry sector or occupation.--The term ``in-demand industry sector or occupation'' has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102). (6) Postsecondary educational institution.--The term ``postsecondary educational institution'' means-- (A) an institution of higher education (defined in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001)) that provides not less than a 2-year program of instruction that is acceptable for credit toward an associate's or bachelor's degree; (B) a tribally controlled college or university (defined in section 2(a)(4) of the Tribally Controlled Colleges and Universities Assistance Act of 1978 (25 U.S.C. 1801(a)(4))); or (C) a nonprofit educational institution offering certificate or other skilled training programs at the postsecondary level. (7) Postsecondary career and technical education program.-- The term ``postsecondary career and technical education program'' means a coordinated, nonduplicative sequence of academic and technical content at the postsecondary level that-- (A) addresses both academic and technical knowledge and skills, including employability skills; (B) is aligned with the needs of industries in the economy of the State, region, Tribal community, or local area; (C) progresses in specificity (beginning with all aspects of an industry or career cluster and leading to more occupation-specific instruction); (D) has multiple entry and exit points that incorporate credentialing; and (E) culminates in the attainment of a recognized postsecondary credential. (8) Secretary.--The term ``Secretary'' means the Secretary of Education. (9) Work based learning.--The term ``work based learning'' means sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, firsthand engagement with the tasks required in a given career field, that are aligned to curriculum and instruction. (10) Recognized postsecondary credential.--The term ``recognized postsecondary credential'' has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102). (11) Special populations.--The term ``special populations'' means-- (A) individuals with disabilities; (B) individuals from economically disadvantaged families, including low-income youth and adults; (C) individuals preparing for non-traditional fields; (D) single parents, including single pregnant women; (E) out-of-workforce individuals; (F) English learners; (G) homeless individuals described in section 11434a of title 42, United States Code; (H) youth who are in, or have aged out of, the foster care system; and (I) youth with a parent who-- (i) is a member of the Armed Forces (as such term is defined in section 101(a)(4) of title 10, United States Code); and (ii) is on active duty (as such term is defined in section 101(d)(1) of such title). <all>\n\nSUMMARY TO EVALUATE:\nTitle: Cybersecurity Skills Integration Act: New Grants for Infrastructure Protection Training\nSummary: This bill creates a pilot program to fund cybersecurity training within technical and career education. It aims to prepare workers to protect vital systems like power grids and water supplies from digital threats.\nKey Points: Competitive grants of up to $500,000 per year for educational partnerships., Requirement for colleges to partner with at least two employers in critical infrastructure sectors., Focus on hands-on learning and obtaining recognized professional credentials., Mandatory annual updates to curriculum to address the latest cyber threats., Promotion of diversity within the cybersecurity workforce.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": true,\n  \"issue\": \"none\"\n}"
    },
    {
      "timestamp": "2026-03-26T12:19:47.315Z",
      "source_url": "https://www.congress.gov/119/bills/hr7885/BILLS-119hr7885ih.htm",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i obiektywnych skutkach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub skutki (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii (np. kategorycznych zakazów i nakazów czy najważniejszych konkretnych alokacji finansowych i terytorialnych).\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 7885 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 7885 To direct the Secretary of Education to establish a pilot program to award competitive grants for the integration of cybersecurity education, and for other purposes. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES March 9, 2026 Mr. Thompson of Pennsylvania (for himself and Ms. Bonamici) introduced the following bill; which was referred to the Committee on Education and Workforce _______________________________________________________________________ A BILL To direct the Secretary of Education to establish a pilot program to award competitive grants for the integration of cybersecurity education, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Cybersecurity Skills Integration Act''. SEC. 2. PURPOSE. The purpose of this Act is to improve the cybersecurity competencies of the critical infrastructure workforce, particularly operators of critical infrastructure technology, by developing postsecondary career and technical education programs that integrate cybersecurity education. SEC. 3. CYBERSECURITY EDUCATION GRANTS. (a) In General.--From the amounts made available to carry out this Act, the Secretary of Education shall, not later than 1 year after the date of enactment of this Act, establish a pilot program under which the Secretary shall award grants, on a competitive basis, to eligible partnerships for-- (1) the development and implementation of postsecondary career and technical education programs that incorporate cybersecurity education and prepare individuals to meet workforce needs in critical infrastructure sectors; and (2) the integration of cybersecurity education into existing postsecondary career and technical education programs that prepare individuals to meet workforce needs in critical infrastructure sectors. (b) Consultation and Coordination.--In awarding grants under this Act, the Secretary shall consult with the Secretary of Labor, the Director of the National Institute of Standards and Technology, and the Secretary of Homeland Security, to determine the greatest workforce needs in critical infrastructure sectors. (c) Grant Amount.--The amount of any grant made under this Act shall not exceed $500,000 in any fiscal year. (d) Applications.--To be eligible to receive a grant under this Act, an eligible partnership shall submit an application to the Secretary at such time, in such manner, containing such information as the Secretary may reasonably require, and including a description of-- (1) the roles and responsibilities of each partner in the eligible partnership, and each partner's capacity to support the postsecondary career and technical education program to be developed and implemented with funds awarded under this Act, or the postsecondary career and technical education program into which cybersecurity education will be integrated with funds awarded under this Act; (2) the critical infrastructure sector or sectors that such postsecondary career and technical education program prepares individuals to enter; (3) the in-demand occupation within such sector or sectors that such postsecondary career and technical education program prepares individuals to enter; (4) the workforce needs of such critical infrastructure sector or sectors, including cybersecurity workforce needs, and how the postsecondary career and technical education program will meet such workforce needs; (5) how the eligible partnership will incorporate cybersecurity education aligned to the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework developed by the National Institute of Standards and Technology of the Department of Commerce, or successor framework, into such postsecondary career and technical education program; (6) the assessment, capstone project, or other means of demonstrating knowledge and cybersecurity skills specific to the critical infrastructure sector or sectors that such postsecondary career and technical education program prepares individuals to enter, and an assurance that such assessment, project, or other demonstration of knowledge and skills will be a requirement for program completion; (7) the work-based learning opportunities the eligible partnership will offer; (8) how such postsecondary career and technical education program will lead to a recognized postsecondary credential and employment in the critical infrastructure sector or sectors targeted by the postsecondary career and technical education program; (9) the process through which the cybersecurity education curriculum and educational materials developed or integrated using such grant will be updated annually to include the most recent information on cybersecurity threats specific to such critical infrastructure sector or sectors; (10) how such postsecondary career and technical education program will be sustained following the grant period; (11) how such postsecondary career and technical education program will promote diversity within the cybersecurity workforce in critical infrastructure sectors; and (12) any other purpose for which the eligible partnership intends to use funds awarded under this Act. (e) Regional Diversity.--When awarding grants under this Act, the Secretary shall ensure that grants are awarded to eligible partnerships in different regions. (f) Reporting Requirements.--An eligible partnership that receives a grant under this Act shall annually submit a report to the Secretary that includes-- (1) a description of how any funds awarded to the eligible partnership under this Act have been used during the period covered by the report; (2) the number of students who have received a recognized postsecondary credential during such period from the postsecondary career and technical education program into which cybersecurity education was incorporated using such funds, disaggregated by the subgroups of students described in section 1111(c)(2)(B) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(c)(2)(B)) and by each special population; (3) a description of any updates made during the preceding year to the cybersecurity education curriculum and educational materials of such postsecondary career and technical education program in accordance with the requirements of subsection (d)(9); and (4) the percentage of participants in unsubsidized employment in an in-demand occupation in a critical infrastructure sector targeted by the postsecondary career and technical education program after exiting the postsecondary career and technical education program. (g) Authorization of Appropriations.--There are authorized to be appropriated to the Secretary to carry out this Act $10,000,000. (h) Definitions.--In this Act: (1) Critical infrastructure.--The term ``critical infrastructure'' has the meaning given the term in section 1016(e) of the USA PATRIOT Act (42 U.S.C. 5195c(e)). (2) Cybersecurity education.--The term ``cybersecurity education'' shall mean education on critical infrastructure cyber defense, including-- (A) ensuring the confidentiality, integrity, and availability of information systems used in critical infrastructure, including control systems and operational technology; (B) developing engineering skills applicable to industrial control systems and operational technologies used in critical infrastructure systems; and (C) training to ensure the continuous physical and environmental safety of the operations of critical infrastructure systems. (3) Eligible partnership.-- (A) Required partners.--The term ``eligible partnership'' means a partnership that includes-- (i) a postsecondary educational institution; and (ii) 2 or more public or private employers, in a critical infrastructure sector, with demonstrated cybersecurity workforce needs, that is located in the region where the postsecondary career and technical education program will be developed and implemented with a grant awarded under this Act. (B) Optional partners.--The partnership may also include one or more-- (i) community stakeholders (such as local governments, nonprofit institutions, economic development organizations, planning agencies, labor organizations, or industry associations); (ii) local educational agencies (as the term is defined in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)); and (iii) eligible agencies that are located in the region where the postsecondary career and technical education program will be developed and implemented with funds awarded under this Act. (4) Eligible agency.--The term ``eligible agency'' means a State board designated or created consistent with State law as the sole State agency responsible for the administration of career and technical education in the State or for the supervision of the administration of career and technical education in the State. (5) In-demand industry sector or occupation.--The term ``in-demand industry sector or occupation'' has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102). (6) Postsecondary educational institution.--The term ``postsecondary educational institution'' means-- (A) an institution of higher education (defined in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001)) that provides not less than a 2-year program of instruction that is acceptable for credit toward an associate's or bachelor's degree; (B) a tribally controlled college or university (defined in section 2(a)(4) of the Tribally Controlled Colleges and Universities Assistance Act of 1978 (25 U.S.C. 1801(a)(4))); or (C) a nonprofit educational institution offering certificate or other skilled training programs at the postsecondary level. (7) Postsecondary career and technical education program.-- The term ``postsecondary career and technical education program'' means a coordinated, nonduplicative sequence of academic and technical content at the postsecondary level that-- (A) addresses both academic and technical knowledge and skills, including employability skills; (B) is aligned with the needs of industries in the economy of the State, region, Tribal community, or local area; (C) progresses in specificity (beginning with all aspects of an industry or career cluster and leading to more occupation-specific instruction); (D) has multiple entry and exit points that incorporate credentialing; and (E) culminates in the attainment of a recognized postsecondary credential. (8) Secretary.--The term ``Secretary'' means the Secretary of Education. (9) Work based learning.--The term ``work based learning'' means sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, firsthand engagement with the tasks required in a given career field, that are aligned to curriculum and instruction. (10) Recognized postsecondary credential.--The term ``recognized postsecondary credential'' has the meaning given the term in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102). (11) Special populations.--The term ``special populations'' means-- (A) individuals with disabilities; (B) individuals from economically disadvantaged families, including low-income youth and adults; (C) individuals preparing for non-traditional fields; (D) single parents, including single pregnant women; (E) out-of-workforce individuals; (F) English learners; (G) homeless individuals described in section 11434a of title 42, United States Code; (H) youth who are in, or have aged out of, the foster care system; and (I) youth with a parent who-- (i) is a member of the Armed Forces (as such term is defined in section 101(a)(4) of title 10, United States Code); and (ii) is on active duty (as such term is defined in section 101(d)(1) of such title). <all>\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Program dotacji na naukę cyberbezpieczeństwa w kluczowych branżach\",\n  \"pl_summary\": \"Ustawa wprowadza program grantów dla uczelni i firm, aby wspólnie kształciły specjalistów od ochrony infrastruktury przed atakami hakerskimi. Dzięki temu studenci zyskają praktyczne umiejętności i certyfikaty potrzebne do pracy w sektorach takich jak energetyka czy transport.\",\n  \"pl_key_points\": [\n    \"Nowe dotacje do 500 tys. dolarów rocznie na rozwój programów edukacyjnych z zakresu cyberbezpieczeństwa.\",\n    \"Współpraca szkół wyższych z co najmniej dwoma pracodawcami z branż o znaczeniu strategicznym.\",\n    \"Obowiązkowe praktyki i staże w rzeczywistych lub symulowanych środowiskach pracy.\",\n    \"Coroczna aktualizacja materiałów dydaktycznych, aby nadążyć za najnowszymi zagrożeniami cyfrowymi.\",\n    \"Wsparcie dla różnorodności w kadrach zajmujących się bezpieczeństwem sieci.\"\n  ],\n  \"eng_ai_title\": \"Cybersecurity Skills Integration Act: New Grants for Infrastructure Protection Training\",\n  \"eng_summary\": \"This bill creates a pilot program to fund cybersecurity training within technical and career education. It aims to prepare workers to protect vital systems like power grids and water supplies from digital threats.\",\n  \"eng_key_points\": [\n    \"Competitive grants of up to $500,000 per year for educational partnerships.\",\n    \"Requirement for colleges to partner with at least two employers in critical infrastructure sectors.\",\n    \"Focus on hands-on learning and obtaining recognized professional credentials.\",\n    \"Mandatory annual updates to curriculum to address the latest cyber threats.\",\n    \"Promotion of diversity within the cybersecurity workforce.\"\n  ],\n  \"de_ai_title\": \"Cybersecurity Skills Integration Act: Zuschüsse für die Ausbildung im Bereich Infrastrukturschutz\",\n  \"de_summary\": \"Dieses Gesetz führt ein Pilotprogramm zur Förderung der Cybersicherheitsausbildung in der beruflichen Bildung ein. Ziel ist es, Fachkräfte für den Schutz kritischer Infrastrukturen wie Energie- und Wasserversorgung auszubilden.\",\n  \"de_key_points\": [\n    \"Jährliche Zuschüsse von bis zu 500.000 USD für Bildungspartnerschaften.\",\n    \"Zusammenarbeit zwischen Hochschulen und mindestens zwei Arbeitgebern aus strategischen Sektoren.\",\n    \"Fokus auf praxisnahes Lernen und den Erwerb anerkannter Berufsabschlüsse.\",\n    \"Verpflichtung zur jährlichen Aktualisierung der Lehrinhalte bei neuen Bedrohungen.\",\n    \"Förderung der Vielfalt in der Cybersicherheits-Belegschaft.\"\n  ],\n  \"fr_ai_title\": \"Loi sur l'intégration des compétences en cybersécurité : subventions pour la formation\",\n  \"fr_summary\": \"Ce projet de loi crée un programme pilote de subventions pour intégrer la cybersécurité dans l'enseignement technique. Il vise à former des experts pour protéger les infrastructures vitales contre les cyberattaques.\",\n  \"fr_key_points\": [\n    \"Subventions allant jusqu'à 500 000 $ par an pour les partenariats éducatifs.\",\n    \"Obligation pour les écoles de s'associer à au moins deux employeurs de secteurs critiques.\",\n    \"Formation axée sur la pratique et l'obtention de diplômes reconnus.\",\n    \"Mise à jour annuelle obligatoire des programmes face aux nouvelles menaces numériques.\",\n    \"Promotion de la diversité parmi les professionnels de la cybersécurité.\"\n  ],\n  \"es_ai_title\": \"Ley de Integración de Habilidades de Ciberseguridad: subvenciones para formación técnica\",\n  \"es_summary\": \"Esta ley establece un programa piloto de subvenciones para incluir la ciberseguridad en la educación técnica superior. El objetivo es preparar a los trabajadores para proteger infraestructuras críticas como la energía y el transporte.\",\n  \"es_key_points\": [\n    \"Ayudas de hasta 500.000 dólares anuales para alianzas entre centros educativos y empresas.\",\n    \"Colaboración obligatoria entre instituciones de enseñanza y al menos dos empleadores del sector.\",\n    \"Enfoque en el aprendizaje práctico y la obtención de títulos oficiales reconocidos.\",\n    \"Actualización anual de los contenidos según las nuevas amenazas digitales detectadas.\",\n    \"Fomento de la diversidad en el mercado laboral de la ciberseguridad.\"\n  ],\n  \"it_ai_title\": \"Legge sull'integrazione delle competenze di cybersicurezza: fondi per la formazione\",\n  \"it_summary\": \"Questa legge crea un programma pilota di sovvenzioni per inserire la cybersicurezza nei percorsi di istruzione tecnica. L'obiettivo è formare personale capace di difendere infrastrutture critiche come reti elettriche e idriche.\",\n  \"it_key_points\": [\n    \"Finanziamenti fino a 500.000 dollari all'anno per collaborazioni tra scuole e datori di lavoro.\",\n    \"Partenariati obbligatori tra università e almeno due aziende di settori strategici.\",\n    \"Percorsi formativi basati sulla pratica e sul rilascio di certificazioni professionali.\",\n    \"Aggiornamento costante dei programmi didattici contro i nuovi rischi informatici.\",\n    \"Sostegno alla diversità nel mercato del lavoro tecnologico.\"\n  ],\n  \"nl_ai_title\": \"Cybersecurity Skills Integration Act: subsidies voor opleidingen in vitale sectoren\",\n  \"nl_summary\": \"Deze wet voert een proefprogramma in voor subsidies om cybersecurity-onderwijs te integreren in het beroepsonderwijs. Het doel is om personeel op te leiden dat vitale infrastructuur kan beschermen tegen digitale aanvallen.\",\n  \"nl_key_points\": [\n    \"Subsidies tot 500.000 dollar per jaar voor samenwerkingsverbanden in het onderwijs.\",\n    \"Samenwerking tussen scholen en minimaal twee werkgevers uit vitale sectoren.\",\n    \"Focus op praktijkgericht leren en het behalen van erkende diploma's.\",\n    \"Jaarlijkse updates van het lesmateriaal op basis van de nieuwste digitale dreigingen.\",\n    \"Bevordering van diversiteit binnen de cybersecurity-sector.\"\n  ],\n  \"pt_ai_title\": \"Lei de Integração de Competências de Cibersegurança: subsídios para formação técnica\",\n  \"pt_summary\": \"Esta lei cria um programa-piloto de subsídios para integrar o ensino da cibersegurança na formação técnica superior. O objetivo é preparar profissionais para proteger infraestruturas críticas contra ataques informáticos.\",\n  \"pt_key_points\": [\n    \"Apoios financeiros até 500.000 dólares por ano para parcerias educativas.\",\n    \"Parcerias obrigatórias entre instituições de ensino e pelo menos dois empregadores do setor.\",\n    \"Foco na aprendizagem prática e na obtenção de certificações profissionais reconhecidas.\",\n    \"Atualização anual obrigatória dos currículos face às novas ameaças digitais.\",\n    \"Promoção da diversidade no mercado de trabalho da cibersegurança.\"\n  ],\n  \"category\": [\"Education\", \"Security\", \"Labor\"]\n}"
    }
  ]
}