Talk:Kodiak Higher Education Rebuild Package, 649

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Higher Education Rebuild Package, 649 W Magnus Ward (NUP) OP

— 31/12/2022 14:23

@Assembly Member Tabled by Deputy Chancellor Hester Sirocco-Loren, MGA, KWP as Minister of Health and Education. Kodiak Higher Education Rebuild Package, 649 This ‘rebuild’ package seeks to aid our growth with improved access to higher education.,_649 Proposed by Hester Sirocco-Loren, MGA, KWP. Voting is presently set for 11 Jan 2023 W Magnus Ward (NUP)


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— 31/12/2022 14:23

Luik Oule [KWP] — 31/12/2022 14:26 A well written and needed proposal! John Edwards [KWP] — 31/12/2022 16:28 Another excellent bill from our Minister of Health & Education. United nation of Indi — 31/12/2022 17:07 Very important and a nice decision from our health and education minister Erich Crysler -- Alsozar [UKN] — 01/01/2023 00:33 This is a much needed bill that’ll help tackle our current skills shortage. Charlotte Groves (Juliette)[KWP] — 01/01/2023 23:53 Thank you Mr President.

Thank you to the members of the GA that have already spoken of their support, it's great to see.

The Ministry of Education strongly believes that our future growth, prosperity, and the capability to rescue Kodiak from its dire circumstances cannot be achieved without better educational outcomes for all Kodiakers. We successfully passed reform for state schools earlier in the present term, and this represents the next step of this government's educational reform packages. Simply put - if we do not rebuild our tertiary education sector, and if we do not provide access and opportunities to our citizens, then we will simply never be competitive with the international community in terms of education, economic output, opportunities, research, and employment. W Magnus Ward (NUP) OP

— 03/01/2023 19:05

did any other of the members @here wish to add their comment about this bill? Yungly, CEO of Chest and co — 03/01/2023 19:18 uhh capitalism Damian Giordanno (KWP) — 03/01/2023 19:25 No comment from me. I concur with my party mates Freelian — 03/01/2023 19:27 It's indeed a well-written and comprehensive proposal. I do not have any objections. I will gladly approve this bill. I have to commend the author for their wonderful effort. Jason M. Corey (NUP) — 04/01/2023 02:11 I believe this is a well written and necessary proposal. I approve this bill. Spiritualandia — 04/01/2023 10:29 Nice bill tbh Reifyrm Visdvk [I] — 04/01/2023 23:56 I support this bill. W Magnus Ward (NUP) OP

— 06/01/2023 09:51

I see only a week of support and no significant commentary Unless there is an objection, I will call the vote on this bill in 24 hours. von Zeppelin [CKA] — 06/01/2023 15:13 I couldn't find anything about the student admission procedure. Are they selected by competition based on exam results? W Magnus Ward (NUP) OP

— 06/01/2023 15:13

@Charlotte Groves (Juliette)[KWP] Charlotte Groves (Juliette)[KWP] — 06/01/2023 15:22 Thanks for your question! This is simply because Universities will decide their own admission procedures for students. The only influence the Ministry will have is the tuition fee schedule/charges, and maximum placements available nationally to allow the Ministry to subtly account for demand and national requirements, Article III, Clause 3.5, 3.5.1 covers this also but let me know if you need further clarification. von Zeppelin [CKA] — 06/01/2023 15:29 It sounds like a grand corruption scheme. The university administration can give their relatives places at the university without any explanation. Also, the university administration may set racist and other discriminatory requirements for applicants. The university management may threaten richer students not to accept them if they do not pay; otherwise, rich students, regardless of their knowledge, may find themselves without an education. W Magnus Ward (NUP) OP

— 06/01/2023 15:31

The motion has been overruled. the vote shan't be called Charlotte Groves (Juliette)[KWP] — 06/01/2023 15:47 RE: Racist and discriminatory requirements are something that Kodiak needs to deal with in terms of stronger racial and other discrimination laws. I believe these need to be holistically applied across all fronts rather than specifically per sector. This is the wrong place for that in my opinion as it will end up only apply at the student level, whereas realistically we would want it to apply across all relevant applications of anti-discrimination (e.g., employment, healthcare, etc).

Since the Ministry of Education controls the funding for universities, the universities are also not allowed to charge more than the tuition fee schedule set forth by the Ministry (the student also does not pay this fee as this is state funded). Corruption can be punished through allocation of less tuition funding, as an example. I leave this vague to allow the Ministry to action and resolve blatant misuse of funds as appropriate, but will defer to the GA if it desires specificity.

In any case, I am all for anti-corruption, if the GA feels it best to fund additional anti-corruption laws in this bill then I welcome additional thoughts in that regard.

My opinion on admission procedures being a procedural process, then it should not be legislated as otherwise it proves inflexible should there be an additional pathway of entry in the future. Rather, inequity and corruption should be dealt with by the Ministry. However, there can be an argument for standardising minimum admission procedures - again I leave to the GA to discuss this.

I'll be frank, as I am from a different place to you possibly - that your example is highly assumed to not be possible. Maybe it is naive to base that assumption on my own background (UK, Australia) where corruption to that level is unheard of. As I said though - I do see the perspective of security in specificity so will be happy to discuss ideas on that! If the GA agrees, I believe we can create a 6th Article regarding admission requirements at the very least. With the view of obligating universities to adhere to realistic and merit based admissions. Discrimination I still think needs to be put forward across all of Kodiak. von Zeppelin [CKA] — 06/01/2023 18:10 Logical and fair. About exams: I live in, as some might have guessed, Russia, and we have a unified exam system. Universities cannot change it, but they can, on its basis, set a threshold for entry. Although this system has not yet produced stunning results, it is more about the content of the circumference, rather than its form. I think the same thing should be done in Kodiak: to establish a single exam (compiled by the Ministry of Education), on the basis of which applicants will enter universities. If they have passed the entrance threshold, then the training will be free of charge. And, as you pointed out, in order for students to have a great motivation to study, a well-thought-out scholarship system is needed. But, surprisingly, we need to listen to other members of the Assembly who, for reasons unknown to me (and, I hope, for good reasons), are silent. And with regard to discrimination: perhaps so, we need some kind of one law regulating this. Charlotte Groves (Juliette)[KWP] — 06/01/2023 18:29 Interesting point regarding countries that employ a unified examination, just for my own context, is this exam a separate thing to high school graduation? How does that work? Is it a generalist exam covering all topics, or are there specific topics depending on the students courses/interests? Do students end up with a single exam score? Or multiple?

Right now, Kodiakers completing high school and their final senior years, they can choose to not pursue the final 2 years of schooling if they do not wish to go to university, will graduate with a high school certificate, which includes exam results for the various upper level courses they've taken. This is a requirement for university entry, and as you pointed out - universities could then define the threshold for entry for different degrees.

Incidentally if we relate to real life this is a fairly typical alternate system, at least what I went through myself back in the UK -although there was an interview component too for what I applied for (but I don't believe that is prevalent for all degrees).

I'm not certain which method is best to be perfectly honest. I can see the unified exam being a way to measure students equally with their peers, but on the other hand, using course exams at senior levels of high schools (given courses are based on the standardised Kodiak school curriculum), therefore students are tested at the same levels but means merit is based on the courses they chose and are of interest to them, and perhaps mostly relevant to the degree they wish to enroll in at University.

As for seeing if there are other opinions within the GA, if there are none so be it! But it's always good to encourage people to speak if they wish to.

Agreed with discrimination! W Magnus Ward (NUP) OP

— 06/01/2023 18:39

I am also personally in favour of a singular entrance examination. My suggestion would be a prescribed minimum secondary course list (X years of Y difficulty mathematics, X years of Y difficulty reading and writing comprehension, etc etc) as well as a unified standard test. Now personally I find standardised testing to be a poor indicator of past, present, or future performance. however, that doesn't mean the test needs to be an aptitude test. It can be a context/content examination. Admittance should also be regularised by race, gender, and social class to ensure that our universities also resemble the make up of our society. That is just my opinion Charlotte Groves (Juliette)[KWP] — 06/01/2023 19:19 To clarify - Prescribed course list in general, or more in terms of discipline based? e.g., Higher levels of mathematics may not be necessary for everything. W Magnus Ward (NUP) OP

— 06/01/2023 19:20

I can see the list being different for different majors. though not very much so sure, higher maths for a maths degree - more social sciences for an history degree but secondary school isn't really exceptionally educational compared to university level course work, so I don't know if we would need to go that far Charlotte Groves (Juliette)[KWP] — 06/01/2023 19:29 There is truth to that to an extent, but in specific circumstances it would need to be fairly targeted. I wouldn't expect anyone to have a good time taking mathematics at university level without having done enough in school for example (or having done some catch up ) as this is because mathematics is one of those areas that is basically a 'ladder' of knowledge. However, possibly for other disciplines all one needs is good enough language comprehension as an example, and some aptitude in being able to apply one self.

In any case, in theory such a list already exists I suppose, university admission based on prior courses done. W Magnus Ward (NUP) OP

— 06/01/2023 19:33

I would presume that our tertiary institutions would create curricula that tessellates with the student cohorts they expect to accept even if that means our first year students don't necessarily parallel those of other nations Charlotte Groves (Juliette)[KWP] — 06/01/2023 19:34 I think that's where additional pathways come in, such as Diplomas -> Degrees von Zeppelin [CKA] — 06/01/2023 20:55 I will break my message into two parts: the first is devoted to groups of people who need to be admitted to universities in certain proportions, as well as the conditions under which this can be done; in the second part I will tell you in more detail first about education in Russia, and then about the ideal, in my opinion, education system. So. It seems to me that it is not worth striving for equality of representatives of different social groups (for example, different races) at universities or anywhere else. At first glance, this does not agree with the ideas of equality. But only at first glance. In fact, equality, like other kinds of goodness (if you believe in its existence) leads to efficiency. With equality, work is given in accordance with a person's abilities, ignoring other factors. This creates an efficient system. If you try to be selected for study in accordance with some other considerations, such as race, gender, etc., then the effectiveness of the system decreases. Therefore, it is not worth trying to create equality of representation. And with regards to the tests, I have nothing against it, because the tests are different: somewhere you need to pull out of six options, and somewhere you need to write the answer yourself. Moreover, the formulations can be tricky, stupefying. The only difference between such tests and "normal" tasks is that the first testers are only interested in the answer, the result of the work. And secondly, the inspectors are interested in both the answer and the solution method. von Zeppelin [CKA] — 06/01/2023 21:06 So, with regard to the education system in Russia. I will not describe it in detail, I will describe only the final part of school education. In Russia, you are required to complete the first nine grades and pass the exam, they are the same in all parts of the country (of course, the tasks themselves are different, but the format is the same). After that, you go either to college or to grades 10-11. I think you know the difference yourself. At the end of college / 11th grade, you, with the exception of some cases, are waiting for at least a single state exam. You take two mandatory exams - Russian and mathematics (basic level, for humanities, or profile level, for techies), and two exams to choose from. Each exam is evaluated on a one-hundred-point scale. Then you choose universities. Basically, they set two entry thresholds: the threshold for simple admission on a fee basis, and the threshold for admission on a budget basis, where you do not pay for tuition. Universities, receiving applications for admission, hold two competitions: for those who will study for a fee, and those who will study for free. For example, the university has 1000 places, and 1200 students. Then their results are arranged in descending order. 1000 with the best results become students, and the remaining 200 either wait for next year or go to college. This system, it seems to me, is good. There are only two things that hinder it - the degradation of the knowledge itself given in educational institutions, and the fact that only three attempts are given for the exam, and if you fail it, you will not envy - the doors to higher education are closed to you. But this system can be even better. If admission is made free, but on a competitive basis? In the conditions of a modern high-tech economy, this will bear fruit without delay. Feldmarszałek Erwin Rommel — 07/01/2023 06:10 In turn, in Poland - there is one final exam in high school, in Polish (we do not include in Kodiak), English, and mathematics, and in one additional subject. The exam is spoken (you answer to the board) and written. The pass rate is 30%. If you pass, you can go to either a private or a public university. To get into a public university, all you need to do is pass an exam. Of course, there are not always places, so those with the highest score get in first. It's the same with private schools, only you have to pay for tuition. Depending on the major, you can study from 5 to 7 years. I also think this system is good. W Magnus Ward (NUP) OP

— 08/01/2023 11:08

@Charlotte Groves (Juliette)[KWP] I put to the minister, shall the proposal be amended to reflect the questions of the members or would you prefer to proceed as it is? Charlotte Groves (Juliette)[KWP] — 08/01/2023 19:21 (Originally written as Hester Sirocco-Loren) As my final 'act' in the GA, I will recommend that the proposal be amended at the minimum to address university admission procedures with regards to state universities. Having read the arguments, a combination of school results and a generalised examination may be suitable, with admission on merit (based on performance), with flexibility of scores depending on degree requirements. I'll prepare some notes and pass along to my successor.

OOC: I'll write a proposed additional article for further discussion for us :) Thanks for ping, finally got back to this discussion now that I am home! Tom Westbrook — 09/01/2023 13:46 I would wish to voice my opinions of the points of the honourable individuals who have already spoken on this bill.

First, I concur that in its present form the bill is lacking any regulation over the selection of students to places within these proposed state universities. I am glad to see that amendments are being made to address this.

Second, based on the content of the Kodiak Education Reforms, 649, it is apparent to me that our students wishing to attend tertiary education are sitting standardised examinations for their subjects of interest. A system wherein students are selected according to attainment in these examinations seems an appropriate and logical extension of our current education systems. Perhaps this should be extended to further entrance examinations for specific sectors where such tests prove useful for predicting success i.e. Medicine and Law. Third, I would suggest some national system of application for our students to apply to not only to our proposed state institutions but also to our private ones. If we are truly reforming our higher education system it is imperative that our private institutions are operating at the same standard as our public ones. Opportunity and access to each should be approachable and affordable to all. A standardised and centralised system helps to collate information and organise offers given to students in such a way that universities cannot confer over an individual student. By blinding our institutions against details of a student's application other than those necessary to make a selection we can reduce the impact of discriminating biases and corruption without the need for superseding discrimination law - although I concur that this must be continuously improved.

Fourth, the bill proposes an opportunity grant. While this is a step in the right direction for higher education, I feel this is woefully insufficient. Education is a right to all, and by increasing the qualification base of our populous we will only bring greater prosperity to our nation. I would see it that all students are entitled to a living bursary capable of supporting them throughout their studies. This of course should be means tested against the student's own income but it is a great failing to deny individuals the right to education based on the prosperity of their parents - who may not be forthcoming. @Charlotte Groves (Juliette)[KWP] my thoughts on your excellent and important bill Charlotte Groves (Juliette)[KWP] — 09/01/2023 20:31 Members of the General Assembly, thank you for your patience. I submit a proposal for a sixth article for this bill regarding admissions. I have focused on merit based admissions, with recognition that a student's high school results are also good indicators to take into account where relevant to a chosen degree. This article will also introduce national tertiary examinations, as discussed and advocated for as a useful method of merit based admissions.

I also introduce the idea of a central university admissions service, thank you Rep. Tom Westbrook for highlighting the opportunity to both simplify applications and offers, but also to reduce discriminating biases from affecting offer decisions.

Note that 6.10 covers special circumstances such as post-graduate degrees that may require completion of a specific undergraduate degree first.

I ask the GA to review the follow proposed article, and offer any additional thoughts, or clarifications needed if any before I formally submit to inclusion into this bill.

(Proposal in following post) Article VI: Admissions 6.1 - All universities will be required to implement admission procedures that are merit focused and ensures that prospective students are equally able to enroll based on merit and available placements.

6.2 - Standardised national tertiary examinations will be administered by the Ministry of Education, with examinable content produced in consultation with universities.

6.3 - There will be two types of tertiary entrance examinations: 1) The General Tertiary Entrance Exam, and 2) Specialist Tertiary Entrance Exams. Specialist entrance exams are suitable for technical degrees, or specialist degrees that require a higher foundational competency in knowledge. Which exam would be required for different disciplines shall be determined by the Ministry of Education in consultation with universities.

6.4 - The aim of the tertiary entrance examinations will be to score and rank students for core competencies required for higher education. Universities shall determine the threshold required for entry to a degree.

6.5 - Universities shall also use high school education exam results for courses that are relevant to the discipline a student has applied for. Universities will determine the course requirements and these results will be used as a further differentiator between students.

6.6 - Universities must admit students on merit, with the highest scoring students first, until all available placements are filled.

6.7 - Applicants may undergo bridging courses from registered education providers, community colleges, or universities should they need to meet knowledge requirements. Results from bridging courses can be substituted for high school results.

6.8 - KTESA will administrate university admission with the ‘University and Colleges Admissions Service (UCAS)’ that will allow an applicant to specify and rank order university and degree preferences.

6.8.1 - Applicants must be matched based on a student's suitability for a university and degree choice with their highest possible preference chosen if able. High school results and entrance examination results will be automatically submitted to UCAS.

6.8.2 - UCAS shall only present necessary information relevant for selection (e.g., national entrance exam scores, high school results) about an application to universities, and the university will be able to make an offer to the applicant through UCAS.

6.8.3 - Once an offer is accepted, the offered place shall be considered accepted by the university and the university shall send any relevant documents and additional enrollment administration instructions to the student directly.

6.8.4 - Should an offer be rejected, or a student otherwise elects to not enroll with the university, the available offer shall be free to be offered to another student.

6.9 - KTESA through UCAS will publish all requirements for applications, instructions, as well as key dates and deadlines.

6.10 - For specific courses, additional results, documentation or information may be set as a requirement with consultation with the Ministry of Education and KTESA.


RE: @Tom Westbrook Fourth, the bill proposes an opportunity grant. While this is a step in the right direction for higher education, I feel this is woefully insufficient. Education is a right to all, and by increasing the qualification base of our populous we will only bring greater prosperity to our nation. I would see it that all students are entitled to a living bursary capable of supporting them throughout their studies. This of course should be means tested against the student's own income but it is a great failing to deny individuals the right to education based on the prosperity of their parents - who may not be forthcoming.

I completely agree with the ideal that education is a right to all. This is one of the big motivating factors for introducing this terms educational reforms, and I do not disagree with the fact that this republic can do and provide even more support.

However I do not believe the Republic has the capacity to jump immediately to the final 'ideal' - let's put it this way. We unfortunately do not have a strong enough economy to fully support all our ambitions in the Education sector. This is why the Ministry of Education has targetted initially state tuition fee coverage with regards to State Universities.

Secondly the opportunity grants could do more, as I alluded to. For the moment I felt it prudent to initially provide extra support for 'mature age students' in order to make possible career changes or pivots. Mature students tend to have far more responsibilities that require an income that traditionally prevents the idea of returning to education for such goals, e.g., mortgages, families, etc.

I felt that other students can still be served as best as possible through Kodiak Scholarships (See Article IV) in the meantime, which will target economically disadvantaged students and students with high potential. So that is to say they are not without options for additional support in the interim. Until such a time as we can provide additional support to our citizens seeking an education. Charlotte Groves (Juliette)[KWP] — 09/01/2023 20:45 With all that said, I hope to see The Kodiak Republic use this as a foundational springboard towards better access to education for all citizens, and realising our potential as a nation. In future, I would be delighted to see ever more support and infrastructure in the education sector that ensures that all Kodiaker's have a fair opportunity for education - whatever their goals may be. von Zeppelin [CKA] — 09/01/2023 23:28 In my humble opinion, Article VI corrects all the shortcomings. It remains only to introduce it into the bill. I don't think this law can be done better. Free higher education? There is. National standard? There is. Job checks? Also there is. There is even a quota system for older ages and a unified state exam. Tom Westbrook — 09/01/2023 23:48 I should like to see the provision in this bill expanded further in sensible and viable ways - however I accept the government’s position on the budget. This is a task for a later bill Charlotte Groves (Juliette)[KWP] — 10/01/2023 00:08 Thank you for the endorsement Rep. von Zeppelin!

Agreed Rep. Westbrook. I think as soon as this Republic is able to further support her citizens - we should. Charlotte Groves (Juliette)[KWP] — 10/01/2023 10:34 I have included the proposed amendment in the bill as written. W Magnus Ward (NUP) OP

— 10/01/2023 10:38

Are there any more members who would like to comment on the newly amended bill? Aaron Tonnesen - New Asden — 10/01/2023 11:13 Although I have not given my comment, I support the bill in its current state. Miriam Blanket Frothingham — 10/01/2023 12:29 With regards to the Kodiak Opportunity Grants Act, there do not seem to be any limits in place for how many times a mature student can make use of the grant in question. Am I merely mistaken, or else was this a fully intended consequence of the bill? Charlotte Groves (Juliette)[KWP] — 10/01/2023 12:47 I think this is a fair point. I will say that it's omission isn't related to any intention but simply that it is currently not addressed.

Did the Representative have an idea of limits and reasoning? I would welcome your thoughts on this. Miriam Blanket Frothingham — 10/01/2023 13:05 Well my concern was with a theoretical case of the perpetual student, living from grant to grant on the taxpayer’s expense rather than employ their skills into the workforce. Of course this is merely an exaggerated example, but I trust that we can all see that there must be safeguards in place to avoid a consequence such as this.

While I don’t know that a blanket limit would be appropriate, I think it should be addressed in some way. One supposes that to an extent there are many considerations in the cases of each applicant, so it may be better for that to be under the purview of the review board in their review process of each applicant, rather than a hard limit on each citizen. As such I think a statement along the lines of the grant board will review each applicant according their educational history, employment history, post-reeducation aspirations, and so on. I believe that listing the considerations in a transparent fashion will also reassure the public that the review process will be conducted based on each applicant’s specific merits alone. Charlotte Groves (Juliette)[KWP] — 10/01/2023 13:16 In the interest of ensuring fairness in terms of the grant going to those that need it, I can see your point!

You also raise a fairly interesting point in regards to individual circumstances being unique to each applicant. In that case, I do not think it is a major issue to adjust the wording a bit for 2.1 to say approved students, and adding an additional clause 2.1.1 addressing review.

Unless there are counter points I'll get to that as soon as possible. Miriam Blanket Frothingham — 10/01/2023 13:35 No further counter-points; I believe the first half of the package as it stands is fairly comprehensive and contains no glaring issues. I believe the redraft of the proposed bill should make a fine bill indeed, bearing in mind a need for stringency in our state of national difficultly, and I would like to commend Ministers Sirocco-Loren and Groves for their dedication in writing said proposal and the subsequent redrafting. Tom Westbrook — 10/01/2023 14:29 An appropriate limit may perhaps be that such grants are available for people completing their first undergraduate degree W Magnus Ward (NUP) OP

— 10/01/2023 15:32

For comparison, the fictional nation of Australia has a "one degree per ten years, pro rata, per level" so you can get support for one bachelor's per decade, one masters per decade, one doctorate per decade And you get only 300% the annual total for a three year degree, 400% for a four year degree, so if you fail a class you don't get any extra It also means if you only do 75% of classes per year (making a 3 year degree take four years) you get 75% your payment Charlotte Groves (Juliette)[KWP] — 11/01/2023 22:02 Apologies for late response. Hmm, I'm thinking then perhaps on top of the review clause we could indicate the limit of payment to be for the duration of said degree pro rata if part time.

Additionally since this may actually not be someones first undergraduate degree and this could also cover postgraduate degrees, I am leaning towards a once per y years (10 sounds fine to me, thought about 8 also), this would also ably cover a student taking a degree part time.

In addition to that I propose that each degree can only receive one grant, so should the degree somehow extend beyond the limit and the student continues, then the student cannot apply for the grant again. Of course the student might try to switch degrees - but the review committee should take that past effort into regard, any circumstances the student faced, etc, and determine whether this is a valid 'new degree' or an attempt at continuation - as per the review clause that shall be introduced. Charlotte Groves (Juliette)[KWP] — 12/01/2023 22:54 I have updated the Opportunity Grants Act, Article II with the following additional sub clauses:

   2.1 - The opportunity grant shall provide a living stipend to be paid monthly to students enrolled in an authorised course at a state university, or a course and/or apprenticeship at a technical college.
       2.1.1 - All applications for the grant will be reviewed by the grant review board via the Ministry of Education.
       2.1.2 - The review will consider the applicants educational history, employment history, educational aspirations and purpose, household income, and income loss due to under-employment or lack of to determine the eligibility of the applicant.
       2.1.3 - The applicant may only apply for the grant once per ten years for each level of degree or doctorate.
       2.1.4 - Each level of degree within the ten year timeframe is only eligible for one grant. A degree transfer during the ten year timeframe will be considered eligible for the grant upon a successful application to transfer the existing grant to a different degree. The reasoning and circumstances of the student shall be weighed against the student's potential to complete the degree in the time remaining.


   2.4 - The living stipend shall scale based on reported income to a range of ₣500 to ₣2000 Florins per month, as determined by the Ministry of Education.
       2.4.1 - The living stipend shall be scaled based on course load. That is, a full-time student can expect to receive 100% of the total annual income provided by the grant for the entirety of their studies. A part-time student will be paid pro-rata based on the percentage of their maximum course load, i.e., a 75% course load will therefore receive 75% of the total annual income provided by the grant.

If you need the entire Article for context, the proposed bill has been updated accordingly:,_649 W Magnus Ward (NUP) OP

— 14/01/2023 21:21

Its been two days - are we happy with the resulting bill? bancip — 14/01/2023 21:21 It looks promising von Zeppelin [CKA] — 14/01/2023 21:33 At some point, I wanted to make a joke and say 'Bad, redo', but then realized that it would be blasphemy. Erich Crysler -- Alsozar [UKN] — 14/01/2023 23:50 The current state of the bill is incredibly comprehensive, I support it. W Magnus Ward (NUP) OP

— 14/01/2023 23:50

I'll give 24 hours for objections and then begin the vote. Klaus Mikaelson — 15/01/2023 00:26 No objections from me Spiritualandia — 15/01/2023 04:45 If anyone objects then Uh Nothing Tom Westbrook — 16/01/2023 00:33 I believe the 24 hrs have passed Mr @Assembly President W Magnus Ward (NUP) OP

— 16/01/2023 13:18

apologies. I had thought the deputy had already gotten to this EasyPoll BOT

— 16/01/2023 13:19

Question Do you approve of the Higher Education Rebuild Package, 649?

Choices 🇦 Aye 🇧 Nay 🇨 Abstain

Final Result 🇦 ▓▓▓▓▓▓▓▓▓░ [24 • 92%] 🇧 ░░░░░░░░░░ [0 • 0%] 🇨 ▓░░░░░░░░░ [2 • 8%] 26 users voted


alarm_clock: Poll already ended (4 months ago)
spy: Anonymous Poll
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lock: No other votes allowed

Allowed roles: @Assembly Member Poll ID: 956ffaec W Magnus Ward (NUP) OP

— 16/01/2023 13:19

@Assembly Member The poll has been called. Debate is suspended. The vote shall remain active for 72 hours. The proposal is linked in the pinned post. Please vote within that time. Thank you Klaus Mikaelson — 18/01/2023 13:24 @Assembly Member there is now less than 24 hours remaining to vote if you have not yet done so! Klaus Mikaelson — 20/01/2023 02:15 With 24 votes in favor, 0 against and 2 abstentions, this bill is declared passed. The Wiki will be updated ASAP and this will be archived in 24 hours.

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