{
  "legislationId": "119_S_4133",
  "lastUpdate": "2026-03-25T12:36:37.431Z",
  "history": [
    {
      "timestamp": "2026-03-25T12:36:37.431Z",
      "source_url": "https://www.congress.gov/119/bills/s4133/BILLS-119s4133is.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] [S. 4133 Introduced in Senate (IS)] <DOC> 119th CONGRESS 2d Session S. 4133 To require the Administrator of the Small Business Administration to encourage entrepreneurship training in after school programs, and for other purposes. _______________________________________________________________________ IN THE SENATE OF THE UNITED STATES March 18, 2026 Ms. Cortez Masto (for herself and Mrs. Blackburn) introduced the following bill; which was read twice and referred to the Committee on Small Business and Entrepreneurship _______________________________________________________________________ A BILL To require the Administrator of the Small Business Administration to encourage entrepreneurship training in after school programs, 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 ``21st Century Entrepreneurship Act''. SEC. 2. FINDINGS. Congress finds that-- (1) entrepreneurship creates new jobs, grows the economy, increases productivity, and significantly improves the quality of life of the people of the United States; (2) entrepreneurship rates in the United States have declined substantially over the last several decades; (3) children from disadvantaged communities are less likely to become entrepreneurs and inventors, hampering economic growth and harming communities most in need; (4) studies show that children with mentors in entrepreneurship and inventorship are more likely to pursue these fields in adulthood; and (5) in order to promote growth in disadvantaged communities, increase entrepreneurship rates, and improve the economy, volunteer mentors with the SCORE program should be encouraged to engage with children in community learning centers. SEC. 3. DEFINITIONS. In this Act: (1) Administration; administrator.--The terms ``Administration'' and ``Administrator'' mean the Small Business Administration and the Administrator thereof, respectively. (2) Community learning center.--The term ``community learning center'' has the meaning given the term in section 4201(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7171(b)). (3) Inventorship.--The term ``inventorship'' means the activity of creating, designing, or otherwise originating a new product or service. (4) SCORE program.--The term ``SCORE program'' means the Service Corps of Retired Executives described in section 8(b)(1)(B) of the Small Business Act (15 U.S.C. 637(b)(1)(B)). (5) Small business development center.--The term ``small business development center'' has the meaning given the term in section 3 of the Small Business Act (15 U.S.C. 632). SEC. 4. ENTREPRENEURSHIP EDUCATION FOR DISADVANTAGED YOUTH. (a) In General.--The Administrator shall-- (1) develop a curriculum for volunteers with the SCORE program to teach female students, minority students, English learners, children with disabilities, students from rural areas, and low-income students who are often underrepresented in critical and enriching subjects about entrepreneurship and inventorship through community learning centers; (2) develop and implement a strategy to encourage partnerships between the SCORE program and community learning centers to teach the curriculum developed under paragraph (1) to the students described in that paragraph through community learning centers; and (3) in developing the curriculum required under paragraph (1), collaborate with education specialists, entrepreneurship groups, business groups, and groups with experience serving underrepresented children. (b) Collaboration With Other Programs.--In carrying out the partnerships under subsection (a)(2), volunteers with the SCORE program are encouraged to collaborate with other entrepreneurial development programs of the Administration and other agencies, including-- (1) small business development centers; (2) women's business centers operating under section 29 of the Small Business Act (15 U.S.C. 656); (3) centers overseen by the Minority Business Development Agency of the Department of Commerce; and (4) the Growth Accelerator Fund Competition of the Administration carried out under section 24 of the Stevenson- Wydler Technology Innovation Act of 1980 (15 U.S.C. 3719). (c) SCORE Program.--Section 8(b)(1)(B) of the Small Business Act (15 U.S.C. 637(b)(1)(B)) is amended, in the first sentence, by inserting before the period at the end the following: ``and to carry out entrepreneurship and inventorship programs under section 4(a) of the 21st Century Entrepreneurship Act''. (d) Community Learning Centers.--Part B of title IV of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7171 et seq.) is amended-- (1) in section 4201(a)(2) (20 U.S.C. 7171(a)(2)), by inserting ``entrepreneurship and inventorship (as defined in section 3 of the 21st Century Entrepreneurship Act) programs,'' after ``apprenticeship programs,''; and (2) in section 4205(a) (20 U.S.C. 7175(a))-- (A) in paragraph (13), by striking ``and'' at the end; (B) in paragraph (14), by striking the period at the end and inserting ``; and''; and (C) by adding at the end the following: ``(15) entrepreneurship and inventorship programs described in section 4(a) of the 21st Century Entrepreneurship Act.''. (e) Report.--Not later than 1 year after the date of enactment of this Act, and every 2 years thereafter, the Administrator shall submit to the Committee on Small Business and Entrepreneurship of the Senate and the Committee on Small Business of the House of Representatives a report that-- (1) identifies each partnership between the SCORE program and a community learning center during the preceding 2-year period; (2) documents the use of funds by the SCORE program, and adherence by the SCORE program to contract award and procurement procedures, relating to the implementation of this Act; (3) documents any training or guidance provided to SCORE program chapter leadership on properly using funds provided to carry out this Act; (4) estimates the number of students who were reached through the entrepreneurship curriculum developed under subsection (a); (5) identifies any barriers to reaching additional students; and (6) identifies any plans for improving the curriculum or implementing the strategy developed under subsection (a). (f) Authorization of Appropriations.-- (1) In general.--There is authorized to be appropriated to the Administrator $2,500,000 for each of fiscal years 2026 through 2030 to carry out this Act and the amendments made by this Act. (2) Transfer of funds.--Of amounts made available to the Administrator to carry out this Act and the amendments made by this Act, the Administrator may transfer any portion of those amounts to the SCORE program to carry out such provisions. <all>\n\nSUMMARY TO EVALUATE:\nTitle: 21st Century Entrepreneurship Act: Business Training for Youth in After-School Programs\nSummary: This act introduces entrepreneurship and invention training for students in after-school community learning centers. Experienced mentors will help children from underrepresented backgrounds develop the skills needed to start their own businesses.\nKey Points: Creates a new business and invention curriculum for students in community learning centers., Connects experienced SCORE program volunteers with youth to provide mentorship and training., Focuses on supporting girls, minority students, children with disabilities, and those from rural or low-income areas., Allocates $2.5 million per year through 2030 to fund these educational partnerships.\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": "2026-03-25T12:24:53.887Z",
      "source_url": "https://www.congress.gov/119/bills/s4133/BILLS-119s4133is.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] [S. 4133 Introduced in Senate (IS)] <DOC> 119th CONGRESS 2d Session S. 4133 To require the Administrator of the Small Business Administration to encourage entrepreneurship training in after school programs, and for other purposes. _______________________________________________________________________ IN THE SENATE OF THE UNITED STATES March 18, 2026 Ms. Cortez Masto (for herself and Mrs. Blackburn) introduced the following bill; which was read twice and referred to the Committee on Small Business and Entrepreneurship _______________________________________________________________________ A BILL To require the Administrator of the Small Business Administration to encourage entrepreneurship training in after school programs, 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 ``21st Century Entrepreneurship Act''. SEC. 2. FINDINGS. Congress finds that-- (1) entrepreneurship creates new jobs, grows the economy, increases productivity, and significantly improves the quality of life of the people of the United States; (2) entrepreneurship rates in the United States have declined substantially over the last several decades; (3) children from disadvantaged communities are less likely to become entrepreneurs and inventors, hampering economic growth and harming communities most in need; (4) studies show that children with mentors in entrepreneurship and inventorship are more likely to pursue these fields in adulthood; and (5) in order to promote growth in disadvantaged communities, increase entrepreneurship rates, and improve the economy, volunteer mentors with the SCORE program should be encouraged to engage with children in community learning centers. SEC. 3. DEFINITIONS. In this Act: (1) Administration; administrator.--The terms ``Administration'' and ``Administrator'' mean the Small Business Administration and the Administrator thereof, respectively. (2) Community learning center.--The term ``community learning center'' has the meaning given the term in section 4201(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7171(b)). (3) Inventorship.--The term ``inventorship'' means the activity of creating, designing, or otherwise originating a new product or service. (4) SCORE program.--The term ``SCORE program'' means the Service Corps of Retired Executives described in section 8(b)(1)(B) of the Small Business Act (15 U.S.C. 637(b)(1)(B)). (5) Small business development center.--The term ``small business development center'' has the meaning given the term in section 3 of the Small Business Act (15 U.S.C. 632). SEC. 4. ENTREPRENEURSHIP EDUCATION FOR DISADVANTAGED YOUTH. (a) In General.--The Administrator shall-- (1) develop a curriculum for volunteers with the SCORE program to teach female students, minority students, English learners, children with disabilities, students from rural areas, and low-income students who are often underrepresented in critical and enriching subjects about entrepreneurship and inventorship through community learning centers; (2) develop and implement a strategy to encourage partnerships between the SCORE program and community learning centers to teach the curriculum developed under paragraph (1) to the students described in that paragraph through community learning centers; and (3) in developing the curriculum required under paragraph (1), collaborate with education specialists, entrepreneurship groups, business groups, and groups with experience serving underrepresented children. (b) Collaboration With Other Programs.--In carrying out the partnerships under subsection (a)(2), volunteers with the SCORE program are encouraged to collaborate with other entrepreneurial development programs of the Administration and other agencies, including-- (1) small business development centers; (2) women's business centers operating under section 29 of the Small Business Act (15 U.S.C. 656); (3) centers overseen by the Minority Business Development Agency of the Department of Commerce; and (4) the Growth Accelerator Fund Competition of the Administration carried out under section 24 of the Stevenson- Wydler Technology Innovation Act of 1980 (15 U.S.C. 3719). (c) SCORE Program.--Section 8(b)(1)(B) of the Small Business Act (15 U.S.C. 637(b)(1)(B)) is amended, in the first sentence, by inserting before the period at the end the following: ``and to carry out entrepreneurship and inventorship programs under section 4(a) of the 21st Century Entrepreneurship Act''. (d) Community Learning Centers.--Part B of title IV of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7171 et seq.) is amended-- (1) in section 4201(a)(2) (20 U.S.C. 7171(a)(2)), by inserting ``entrepreneurship and inventorship (as defined in section 3 of the 21st Century Entrepreneurship Act) programs,'' after ``apprenticeship programs,''; and (2) in section 4205(a) (20 U.S.C. 7175(a))-- (A) in paragraph (13), by striking ``and'' at the end; (B) in paragraph (14), by striking the period at the end and inserting ``; and''; and (C) by adding at the end the following: ``(15) entrepreneurship and inventorship programs described in section 4(a) of the 21st Century Entrepreneurship Act.''. (e) Report.--Not later than 1 year after the date of enactment of this Act, and every 2 years thereafter, the Administrator shall submit to the Committee on Small Business and Entrepreneurship of the Senate and the Committee on Small Business of the House of Representatives a report that-- (1) identifies each partnership between the SCORE program and a community learning center during the preceding 2-year period; (2) documents the use of funds by the SCORE program, and adherence by the SCORE program to contract award and procurement procedures, relating to the implementation of this Act; (3) documents any training or guidance provided to SCORE program chapter leadership on properly using funds provided to carry out this Act; (4) estimates the number of students who were reached through the entrepreneurship curriculum developed under subsection (a); (5) identifies any barriers to reaching additional students; and (6) identifies any plans for improving the curriculum or implementing the strategy developed under subsection (a). (f) Authorization of Appropriations.-- (1) In general.--There is authorized to be appropriated to the Administrator $2,500,000 for each of fiscal years 2026 through 2030 to carry out this Act and the amendments made by this Act. (2) Transfer of funds.--Of amounts made available to the Administrator to carry out this Act and the amendments made by this Act, the Administrator may transfer any portion of those amounts to the SCORE program to carry out such provisions. <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\": \"Ustawa o przedsiębiorczości XXI wieku: szkolenia dla młodzieży w świetlicach\",\n  \"pl_summary\": \"Program wprowadza darmowe zajęcia z przedsiębiorczości i tworzenia wynalazków dla dzieci w pozaszkolnych placówkach edukacyjnych. Doświadczeni mentorzy pomogą uczniom z grup mniejszościowych i uboższych rodzin zdobyć umiejętności potrzebne do prowadzenia własnego biznesu w przyszłości.\",\n  \"pl_key_points\": [\n    \"Wprowadzenie lekcji przedsiębiorczości i projektowania nowych produktów do programów świetlic środowiskowych.\",\n    \"Wykorzystanie wiedzy doświadczonych wolontariuszy (program SCORE) do nauki dzieci i młodzieży.\",\n    \"Szczególne wsparcie dla dziewcząt, mniejszości, dzieci z niepełnosprawnościami oraz uczniów z terenów wiejskich.\",\n    \"Przeznaczenie 2,5 miliona dolarów rocznie na rozwój i realizację tych programów edukacyjnych.\"\n  ],\n  \"eng_ai_title\": \"21st Century Entrepreneurship Act: Business Training for Youth in After-School Programs\",\n  \"eng_summary\": \"This act introduces entrepreneurship and invention training for students in after-school community learning centers. Experienced mentors will help children from underrepresented backgrounds develop the skills needed to start their own businesses.\",\n  \"eng_key_points\": [\n    \"Creates a new business and invention curriculum for students in community learning centers.\",\n    \"Connects experienced SCORE program volunteers with youth to provide mentorship and training.\",\n    \"Focuses on supporting girls, minority students, children with disabilities, and those from rural or low-income areas.\",\n    \"Allocates $2.5 million per year through 2030 to fund these educational partnerships.\"\n  ],\n  \"de_ai_title\": \"Unternehmertumsgesetz des 21. Jahrhunderts: Wirtschaftstraining in Nachmittagsprogrammen\",\n  \"de_summary\": \"Dieses Gesetz führt Schulungen zu Unternehmertum und Erfindungsgeist für Schüler in außerschulischen Lernzentren ein. Erfahrene Mentoren unterstützen Kinder aus benachteiligten Verhältnissen dabei, Fähigkeiten für eine spätere Selbstständigkeit zu entwickeln.\",\n  \"de_key_points\": [\n    \"Einführung von Kursen zu Unternehmensgründung und Produktdesign in kommunalen Lernzentren.\",\n    \"Einsatz erfahrener SCORE-Freiwilliger als Mentoren für Kinder und Jugendliche.\",\n    \"Besondere Förderung von Mädchen, Minderheiten, Kindern mit Behinderungen und Schülern aus ländlichen Gebieten.\",\n    \"Bereitstellung von jährlich 2,5 Millionen Dollar für die Umsetzung dieser Bildungsprogramme.\"\n  ],\n  \"fr_ai_title\": \"Loi sur l'entrepreneuriat du 21e siècle : formation commerciale en centres périscolaires\",\n  \"fr_summary\": \"Cette loi instaure des formations à l'entrepreneuriat et à l'innovation pour les élèves dans les centres d'apprentissage communautaires après l'école. Des mentors expérimentés aideront les enfants issus de milieux défavorisés à acquérir les compétences nécessaires pour créer leur entreprise.\",\n  \"fr_key_points\": [\n    \"Création d'un programme d'études sur l'entreprise et l'invention pour les centres d'apprentissage locaux.\",\n    \"Mobilisation de mentors bénévoles expérimentés (programme SCORE) pour former les jeunes.\",\n    \"Soutien prioritaire aux filles, aux minorités, aux enfants handicapés et aux élèves des zones rurales.\",\n    \"Allocation de 2,5 millions de dollars par an jusqu'en 2030 pour financer ces initiatives.\"\n  ],\n  \"es_ai_title\": \"Ley de Emprendimiento del Siglo XXI: capacitación empresarial en programas extracurriculares\",\n  \"es_summary\": \"Esta ley introduce capacitación en emprendimiento e invención para estudiantes en centros de aprendizaje comunitarios fuera del horario escolar. Mentores experimentados ayudarán a niños de entornos desfavorecidos a desarrollar habilidades para iniciar sus propios negocios.\",\n  \"es_key_points\": [\n    \"Desarrollo de un plan de estudios sobre negocios e invención para centros de aprendizaje locales.\",\n    \"Uso de voluntarios expertos del programa SCORE para guiar y enseñar a los jóvenes.\",\n    \"Enfoque especial en niñas, minorías, niños con discapacidades y estudiantes de zonas rurales o de bajos ingresos.\",\n    \"Asignación de 2,5 millones de dólares anuales hasta 2030 para financiar estas asociaciones educativas.\"\n  ],\n  \"it_ai_title\": \"Legge sull'imprenditorialità del 21° secolo: formazione aziendale nei programmi doposcuola\",\n  \"it_summary\": \"Questa legge introduce corsi di imprenditorialità e innovazione per gli studenti nei centri di apprendimento comunitari dopo la scuola. Mentori esperti aiuteranno i ragazzi provenienti da contesti svantaggiati a sviluppare le competenze per avviare un'attività in futuro.\",\n  \"it_key_points\": [\n    \"Creazione di programmi didattici su impresa e invenzione per i centri ricreativi locali.\",\n    \"Coinvolgimento di volontari esperti del programma SCORE come mentori per i giovani.\",\n    \"Sostegno mirato a ragazze, minoranze, bambini con disabilità e studenti di aree rurali.\",\n    \"Stanziamento di 2,5 milioni di dollari all'anno fino al 2030 per finanziare queste attività.\"\n  ],\n  \"nl_ai_title\": \"Wet Ondernemerschap 21e Eeuw: zakelijke training in naschoolse programma's\",\n  \"nl_summary\": \"Deze wet introduceert trainingen in ondernemerschap en innovatie voor leerlingen in naschoolse leercentra. Ervaren mentoren helpen kinderen uit achterstandssituaties bij het ontwikkelen van vaardigheden om later een eigen bedrijf te starten.\",\n  \"nl_key_points\": [\n    \"Ontwikkeling van een lesprogramma over ondernemen en uitvinden voor lokale leercentra.\",\n    \"Inzet van ervaren SCORE-vrijwilligers om jongeren te begeleiden en te onderwijzen.\",\n    \"Speciale aandacht voor meisjes, minderheden, kinderen met een beperking en leerlingen uit plattelandsgebieden.\",\n    \"Jaarlijkse toewijzing van 2,5 miljoen dollar tot 2030 voor de financiering van deze programma's.\"\n  ],\n  \"pt_ai_title\": \"Lei do Empreendedorismo do Século XXI: formação empresarial em programas extracurriculares\",\n  \"pt_summary\": \"Esta lei introduz formação em empreendedorismo e inovação para estudantes em centros de aprendizagem comunitários após a escola. Mentores experientes ajudarão crianças de meios desfavorecidos a desenvolver competências para criar os seus próprios negócios.\",\n  \"pt_key_points\": [\n    \"Criação de um currículo sobre negócios e invenção para centros de aprendizagem locais.\",\n    \"Utilização de voluntários experientes do programa SCORE para orientar e ensinar os jovens.\",\n    \"Foco especial em raparigas, minorias, crianças com deficiência e estudantes de zonas rurais.\",\n    \"Alocação de 2,5 milhões de dólares anuais até 2030 para financiar estas parcerias educativas.\"\n  ],\n  \"category\": [\"Education\", \"Economy\"]\n}"
    }
  ]
}