2849044H1B320201320sousouStatens offentliga utredningar 2013:20Statens offentliga utredningarStatens offentliga utredningar2002013-04-04 00:00:002016-03-16 08:35:002013-04-04 00:00:00Kommunal vuxenutbildning på grundläggande nivå, - en översyn för ökad individanpassning och effektivitettitelhtml-echttps://data.riksdagen.se/dokument/H1B320/texthttps://data.riksdagen.se/dokument/H1B320https://data.riksdagen.se/dokumentstatus/H1B320
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</STYLE>
<script language="JavaScript">
function II11lIIlI11lI11I1II111Ill(Il1II1IIlIIlI1lIlI1Ill11I)
{
var lllll1IlIIll11III1111IIlI = document.getElementById(Il1II1IIlIIlI1lIlI1Ill11I);
for(var I1II1lllI1lII11IIIll1ll1I = 0; I1II1lllI1lII11IIIll1ll1I < lllll1IlIIll11III1111IIlI.childNodes.length; ++I1II1lllI1lII11IIIll1ll1I)
{
if(lllll1IlIIll11III1111IIlI.childNodes[I1II1lllI1lII11IIIll1ll1I].tagName == "TBODY")
{
lllll1IlIIll11III1111IIlI = lllll1IlIIll11III1111IIlI.childNodes[I1II1lllI1lII11IIIll1ll1I];
break;
}
}
return lllll1IlIIll11III1111IIlI;
}
function I111IIl1lIllII111I1I11IIl(IllIIl111IlI11l1llIII1111)
{
var ll111l1IlI1lI1lIIl1IIII1I = document.createElement("tr");
if(IllIIl111IlI11l1llIII1111 >= 0)
ll111l1IlI1lI1lIIl1IIII1I.height = IllIIl111IlI11l1llIII1111 + "px";
return ll111l1IlI1lI1lIIl1IIII1I;
}
function l1l1l1I1III1lII111l1ll1lI(llIlI11IlI1l1IIl11l1l1I11, I1ll111I1IlIIl1111l1lllII, I1l1lIIllIlI1IIll1I1llIIl, l1I1IIIlI111I11Il1Il1II1l)
{
var II111IlIl1ll1l1II1I1l1l11 = document.createElement("td");
if(llIlI11IlI1l1IIl11l1l1I11 != 1)
II111IlIl1ll1l1II1I1l1l11.rowSpan = llIlI11IlI1l1IIl11l1l1I11;
if(I1ll111I1IlIIl1111l1lllII != 1)
II111IlIl1ll1l1II1I1l1l11.colSpan = I1ll111I1IlIIl1111l1lllII;
if(I1l1lIIllIlI1IIll1I1llIIl != "")
II111IlIl1ll1l1II1I1l1l11.className = I1l1lIIllIlI1IIll1I1llIIl;
if(l1I1IIIlI111I11Il1Il1II1l >= 0)
II111IlIl1ll1l1II1I1l1l11.width = l1I1IIIlI111I11Il1Il1II1l + "px";
return II111IlIl1ll1l1II1I1l1l11;
}
function I1II1IllI111IlI1I1llll1lI()
{
var Ill111IlII1lllII11I1lllIl = II11lIIlI11lI11I1II111Ill("IlllIl1IIllIIllII1l1lII1I");
var IIlIll111IIl11lIl1llIIIlI = II11lIIlI11lI11I1II111Ill("I1IllI1lIII11llII1II1l1lI");
var llll1lIlllllI11I1I11IIlIl = II11lIIlI11lI11I1II111Ill("lIII1I1IlllllIIlIl1Il1II1");
var lll1l111III1llI1lll1IIlI1 = II11lIIlI11lI11I1II111Ill("I1Il11III1I1lllI1II1111I1");
var l11I1IIllIl1lll1l11ll1I1l = II11lIIlI11lI11I1II111Ill("II1I11IIlIlI1IIIll1IIll11");
var I1Il11IlII1Il1I1lllII11lI = II11lIIlI11lI11I1II111Ill("II1lI1lIIlIIl111III11IIlI");
var IIIl11lI11l1l1lIll1IIlII1 = II11lIIlI11lI11I1II111Ill("Illl111II1I1lI11Il11I11lI");
var IlllII11lI1Il1I1llI11IIIl = II11lIIlI11lI11I1II111Ill("lIIl1l1llIlIl1111IlIlI11I");
var l1111l1Il1IIIIllII1llIl1I = II11lIIlI11lI11I1II111Ill("I1IlI11lll1111IlIIll11lll");
var lI1llllIIlIl1l1IIIllII11I = II11lIIlI11lI11I1II111Ill("IIlllIIlIl1lII1I11Il11II1");
var IIlIIlIIl11IlIl1IlI1I1I1l = II11lIIlI11lI11I1II111Ill("IlIIlllIIll11I1Il1l11l1II");
var l11lIl11Il11llI11lI11IlIl = II11lIIlI11lI11I1II111Ill("IIIl111llI1IIlII11I1II1I1");
var lIIIlIll1ll1IIll111l11II1 = II11lIIlI11lI11I1II111Ill("lI1ll11IlII1l1IIIllIlllIl");
var I1l1lIlIIl1I11l1111IllII1 = II11lIIlI11lI11I1II111Ill("lI1I1II1III11IIIIIl11I1lI");
var ll11IIIl11lII1I1II1lllIl1 = II11lIIlI11lI11I1II111Ill("lIl1lllI1I1I1lIl11I1I1lII");
var l11llIIlI1111111IlI11IlIl = II11lIIlI11lI11I1II111Ill("llIlIl1l111ll1ll1l1l1I1l1");
var I11IIIlII1IllIl1Ill11111l = II11lIIlI11lI11I1II111Ill("IIIllIllI1Il111I1IlIl11I1");
var l1lIIl1IIlIl1l1llIIIlI111 = II11lIIlI11lI11I1II111Ill("I11II11l11l11111l1I11II11");
var IIl1IlllI1IIlI1IlII1Il111 = II11lIIlI11lI11I1II111Ill("llI111lIlI1lIIlll11Ill11I");
var l11II1I11IlI11I1II1I1IIlI = II11lIIlI11lI11I1II111Ill("lIlIIIllIlIl1lIl1IlIIlI1I");
var I1IlIl11llllIl1I1IIIl1Ill = II11lIIlI11lI11I1II111Ill("lIlll1IlI1lIlllIII11ll11l");
var l1IIl1I1111Ill11IlIlI1lIl = II11lIIlI11lI11I1II111Ill("lllI1lllIlIlI1II1l11llIlI");
var II1111llllIIII1lll1lI1I1l = II11lIIlI11lI11I1II111Ill("III11lIlIIIII11l1I1111III");
var I1I11IlIllIll11lIlllIIlII = II11lIIlI11lI11I1II111Ill("l11II1II111l1IIlI11I1IIIl");
var lI1I1II1lII1I1lIl1IIIIl11 = II11lIIlI11lI11I1II111Ill("lI11lIIIIllIl1lIIllIlll1l");
var IlIll1llllIIIl1IIl1ll1IIl = II11lIIlI11lI11I1II111Ill("I1I1llIIl1I1III1llll1l1II");
var lI111I1l11IlII11IIll1IIIl = II11lIIlI11lI11I1II111Ill("lIIlIIl11ll111llIlIll11lI");
var l1ll111IlIII11lIl1IlII1II = II11lIIlI11lI11I1II111Ill("I1I1IIlI1111ll1lIlI1IIIlI");
var llllI1l11Il1Il1ll11l1Illl = II11lIIlI11lI11I1II111Ill("IlI1IlI11IlI1I1llII1lIIlI");
var I1lllll1l1Il11lIIIlIlIl1I = II11lIIlI11lI11I1II111Ill("I11l1Il1llIlI1l11IIIl1lll");
var lllI11111llIlIIl11llIll1l = II11lIIlI11lI11I1II111Ill("l1I1IIIlIIlII1lI11lIl1llI");
var l1111I1lI11l1lIlIlIlll1II = II11lIIlI11lI11I1II111Ill("I111llIl1I1l11Il1I111IlIl");
var I11lI1I1l1I1l1l11I111IlII = II11lIIlI11lI11I1II111Ill("IlIllI1Il1ll1II1I1II1IIII");
var lIIIIl11IIIIllIIlllI1III1 = II11lIIlI11lI11I1II111Ill("l1llIl11111llIIlI1Il11III");
var l1lII1ll1llIllllI1lI1lI1l = II11lIIlI11lI11I1II111Ill("I1l1lIl11II11IlIl1IlII1l1");
var I1l1l11lIIllIIl1IIIlII11I = II11lIIlI11lI11I1II111Ill("IlIlI1I1IlIII1llIIIlIlI1I");
var IIIIlI1IIIl1I111IlI1lI11I = II11lIIlI11lI11I1II111Ill("lllIIIIIl1lIllllI1llIlII1");
var lIl1Ill11lII111I111111l1l = II11lIIlI11lI11I1II111Ill("lIll1I11111I1lll111l1Il11");
var IIl1I1I1ll1lIll1I1lll1lIl = II11lIIlI11lI11I1II111Ill("l11111I1lIl1l1II1Il1l11I1");
var l111IIlIIlll1111lll111Il1 = II11lIIlI11lI11I1II111Ill("II1l11Il1I1ll1l11lll111Il");
var lIllIIlIIIlIllIl1l1lIIIlI = II11lIIlI11lI11I1II111Ill("I11IIllI1IllIIlIlIlIIlII1");
var Ill1IlI1l1IlI11l11l1l1I1I = II11lIIlI11lI11I1II111Ill("l111l1I1Il1lI111llIl11l1l");
var Ill11lIl1I1I11l1lIIll1Il1 = II11lIIlI11lI11I1II111Ill("Ill1lI1lllllI11lllll1111l");
var l1lII1I1lIllII111l1I1II1l = II11lIIlI11lI11I1II111Ill("IlIl1l11lI1ll1IllI11l11l1");
var l1ll11I1I111l1ll1IIll1llI = II11lIIlI11lI11I1II111Ill("lI111Il11IlIIl11lIII1Ill1");
var lll11II11Il111I1I11ll111l = II11lIIlI11lI11I1II111Ill("l11IlIlIlI1lI11IIllIl1lIl");
var II1I1lI1lI11l1I11ll11ll11 = II11lIIlI11lI11I1II111Ill("I11ll1l11lIlll1lIIll11lII");
var I1I1IIl1II1II1I11l11l1II1 = II11lIIlI11lI11I1II111Ill("lIIlIlI1lIl111l11I1111ll1");
var II1IIII1lI1I1II1llll1111I = II11lIIlI11lI11I1II111Ill("lIIIIllI1Il11l1II1IIllIlI");
var Il11IlIll1IIlIIl1Il11111l = II11lIIlI11lI11I1II111Ill("lllIl1IlIllI1I11Illl1IIl1");
var Ill1llIll11ll1lI11Ill111l = II11lIIlI11lI11I1II111Ill("lIIlI1lIII1l1IlII111l11I1");
var ll1lll11IlIllI11II1I1I1l1 = II11lIIlI11lI11I1II111Ill("lI11IIlI111I1IIIll1lII11l");
var II1IIl1lIl1l1lllll1ll1I1I = II11lIIlI11lI11I1II111Ill("lIIIIl11I1111IlIIl1lI1ll1");
var Ill111I1IIIlIll1l1I11Ill1 = II11lIIlI11lI11I1II111Ill("lIIll1lll1III1IllIll11Il1");
var Ill1lI11Il11l1I1111II1IlI = II11lIIlI11lI11I1II111Ill("l1l1111l1Il1llI1111lI1l1l");
var lIIlIlll1I1II11lII11II11l = II11lIIlI11lI11I1II111Ill("IIlIIIl1IIl1I111lll1l11lI");
var IIlIII11l11l1llIIII11ll1l = II11lIIlI11lI11I1II111Ill("Il1IIlI1lllIl1lIll1I11III");
var lllllIll1IlIIl1lIll111l11 = II11lIIlI11lI11I1II111Ill("lI1lI1Illl1I1I11II111IIIl");
var IllII1l1ll11Illl1IIllI1Il = II11lIIlI11lI11I1II111Ill("ll1IIIllIlll1IlIII1llI11I");
var IIl11l1I1IIl1IIIl11I1lIl1 = II11lIIlI11lI11I1II111Ill("I1ll11IlI11l1IlIIIlIllIll");
var llI1I1I1I1ll11Il11llllI11 = II11lIIlI11lI11I1II111Ill("III1IlI1I1lI1lIIlll1ll1ll");
var ll1lllIIIlllI1ll11Il1I1Il = II11lIIlI11lI11I1II111Ill("III11111IIlI111llIlll1l11");
var ll11lIlII1l1I11IIlI1ll11l = II11lIIlI11lI11I1II111Ill("llllI11Il1l1lI11I11lIl1l1");
var I1I1I1llIIlI1ll111I1lllIl = II11lIIlI11lI11I1II111Ill("IIllI1lIlIl1IlIlIIlIII1ll");
var IlII11IIlIll1ll1II1llIll1 = II11lIIlI11lI11I1II111Ill("II1l1I111IIll11llIlI1II1I");
var lIII11IlI1II11l11II11I1l1 = II11lIIlI11lI11I1II111Ill("llIIIII1I11lII1lll1I1ll1l");
var I1III1l111l111IIlllI1lllI = II11lIIlI11lI11I1II111Ill("lll1l1ll1Ill1Il1111I111II");
var I1I11lI11IlI111lllII1l11I = II11lIIlI11lI11I1II111Ill("lII1lll1Il11lllIl1I1ll1Il");
var llll1l1l1IlII1I1111l1lIlI = II11lIIlI11lI11I1II111Ill("II1111ll1ll11lllI11I1II11");
var lIlII111lIlIll111lI1II1Il = II11lIIlI11lI11I1II111Ill("ll11IlI1ll1l1llIlIlIl1lII");
var Illl11111llI1II1lI1lIllII = II11lIIlI11lI11I1II111Ill("IlIl1lll1lIl1lIlI1lll1IlI");
var Ill11l1Ill1Ill11ll11ll111 = II11lIIlI11lI11I1II111Ill("IlIllIll11IIIl11ll1IlllI1");
var Ill1lIlllII11llI11III1I1I = II11lIIlI11lI11I1II111Ill("llIlIIIIllII1l1IIll11I1ll");
var I11l1IIlI1l1IIl1II11II1Il = II11lIIlI11lI11I1II111Ill("lI11111IIIIIlIIl111IlI1Il");
var I1IlII111111I1II11lIIllII = II11lIIlI11lI11I1II111Ill("IlIll1l11l1lIlIIl1IIllI1l");
var I1IlIlIl11ll1IlIIl11lIl11 = II11lIIlI11lI11I1II111Ill("lIIllII1I1l11IllIlIIlII1I");
var lll1Illl1IllllI1111I1IIII = II11lIIlI11lI11I1II111Ill("IIIl111111l1I1111I1IIIl1I");
var Il11IIlIII11ll1l1lIIIlI1I = II11lIIlI11lI11I1II111Ill("ll1I11lI11lIIIl1I1lI1Il11");
var IlllI1111l1l1lI1l1I1I1I1I = II11lIIlI11lI11I1II111Ill("l1I1lI1Il1111IlIIlII1llIl");
var l111lll1I1111I111l1lll1I1 = II11lIIlI11lI11I1II111Ill("l11l1IlI1lIllI111I1ll1I11");
var ll11lllIl1I1IlIl1Ill1lIll = II11lIIlI11lI11I1II111Ill("Ill1lIl11I1IIllllIIIlll1I");
var I1lIIIll11Ill111111ll1lI1 = II11lIIlI11lI11I1II111Ill("lIlllI1I11lIlI11ll1l1I1Il");
var II1l1lllIll1llllllIIl1IIl = II11lIIlI11lI11I1II111Ill("II1lI1IIIl11lll1lIl11IIIl");
var IlIIl11lll11lIlllIlllIIll = II11lIIlI11lI11I1II111Ill("II111I1l11I1I1ll1l1I11Il1");
var lIII1l11I1I1l1lII11111ll1 = II11lIIlI11lI11I1II111Ill("l1lll1l1lIIlI1llI1llll1II");
var l11I11lII1I1lIIIIIII1l1I1 = II11lIIlI11lI11I1II111Ill("I1IIII11lIlIlIIll11l111l1");
var IlllIlIIIIIIIIl1II111II1l = II11lIIlI11lI11I1II111Ill("IIll1lII11I1lII1l11I111ll");
var l1IIl1lllII11I1l1IlIII1l1 = II11lIIlI11lI11I1II111Ill("IllI1lIIIl11I1I11l1l1lll1");
var l1IIll11Il1Il1I1lII1IIlll = II11lIIlI11lI11I1II111Ill("lII11lIllI1lI1II11IIl1II1");
var I1I1l1Il1IlIIlI1III11II1I = II11lIIlI11lI11I1II111Ill("II1I1II1IlI1Il1IIlIlI1I1l");
var l11I1I11lIl1IIlIlI11lIlI1 = II11lIIlI11lI11I1II111Ill("llIll11llIl1IlIl1l1I1llII");
var llIIIll11lIll1l1II11lI1II = II11lIIlI11lI11I1II111Ill("I1Il1lII1I11lI1l111Ill111");
var II1I1lI11IIlIII1Il11I1lI1 = II11lIIlI11lI11I1II111Ill("lIll1ll1I11IllIIIII1I1I11");
var l1IlIII1II1llll1l1ll1ll1I = II11lIIlI11lI11I1II111Ill("I1IlIIII11ll1II1Il11ll11l");
var llI1I1lll11IIllIllIIIll11 = II11lIIlI11lI11I1II111Ill("lllI1IlIllll1IlII1lIl111l");
var I11Il1lIlll1lII1lIl1IIIlI = II11lIIlI11lI11I1II111Ill("IllIIII1I1lI1I1Ill11l1lI1");
var IIIlIIlIIlllIIIll1ll11llI = II11lIIlI11lI11I1II111Ill("I1lII11llIl1I1111IlIl1I1l");
var Il11lIl1IIIll1I1111lIIIII = II11lIIlI11lI11I1II111Ill("l1II1lIIIll111l11lIIlII1l");
var II1IIlII1lIlIll11I1III111 = II11lIIlI11lI11I1II111Ill("llllIIl11l1IlIl1Il11l1Il1");
var lIIIIIl1ll1II1lI111I1ll11 = II11lIIlI11lI11I1II111Ill("I1llI1II1l11II1llllIlIlII");
var lIIlll11llIlII1II1II11IIl = II11lIIlI11lI11I1II111Ill("l1I1IlIllI1l1l1lIll1IIIlI");
var l111l1llI11lIll1I1IIl1Ill = II11lIIlI11lI11I1II111Ill("l111IIII111III1lI1lI1llI1");
var l11I1lII111l1ll1ll1I1I1II = II11lIIlI11lI11I1II111Ill("ll1I1l1Ill11l11lIIll1l11l");
var l1IlI11I1Il1I1Illl11l1Il1 = II11lIIlI11lI11I1II111Ill("IIl1llIlIII11lIll1Ill1III");
var I1Ill1l11lIl1II111IlllllI = II11lIIlI11lI11I1II111Ill("I11Il1I1llIll111Il1lllI1I");
var II1111l11I11ll1II111II1l1 = II11lIIlI11lI11I1II111Ill("IIl11IIII11111l11I11llllI");
var lIIIl111lIlII1I11llIIlI1I = II11lIIlI11lI11I1II111Ill("I1l111lIlI1I11l11IlIlIl1I");
var l1Il1llIIll1IllII1II1IIlI = II11lIIlI11lI11I1II111Ill("ll1lIIlIIll1llI1l1lIl11lI");
var I1111II11I111llI1lII11lll = II11lIIlI11lI11I1II111Ill("lI11lI1llII111I11IlI1lIll");
var lllI1lIllIllIl1l11ll1I1l1 = II11lIIlI11lI11I1II111Ill("IlIIlIllllIllII1Il111I1Il");
var lIlll1IlIllll11ll1II1Il1I = II11lIIlI11lI11I1II111Ill("llIll111III111ll1I1l1I1II");
var IIllI1111lI11I11lI1IIll11 = II11lIIlI11lI11I1II111Ill("Il1lIIll1l1II1IIIIlIlIll1");
var Il1I11Il11IllI1l1llllII1I = II11lIIlI11lI11I1II111Ill("I1Il1I1II1IllIllI11lIIlll");
var lIIl1Il1Il1I111II1III11Il = II11lIIlI11lI11I1II111Ill("II1Il1lll111lllI1l1lIIllI");
var IlI111IllIIlllI1ll11l11I1 = II11lIIlI11lI11I1II111Ill("IllI1lIIl1IIIlll1I1Il11II");
var lI11lIlIII11l11I1l1l11Il1 = II11lIIlI11lI11I1II111Ill("I1l1l1l11111lIll1111l11ll");
var I11lI111IllI1lIllI1lIl1I1 = II11lIIlI11lI11I1II111Ill("l1II1lllIllll11llll1IlIll");
var I11II1I1l1l1lll1l11Il11lI = II11lIIlI11lI11I1II111Ill("ll1Il1llllI1lIIlIlI1IIlI1");
var I11l1Ill1IlllIII1lllI1lII = II11lIIlI11lI11I1II111Ill("lIl1Il1I11lII11l1lIlIl1lI");
var l1II11llllII1I1ll1I11Il11 = II11lIIlI11lI11I1II111Ill("llIIIlI11ll1IIIIIlIIl1I11");
var l1lIIIIllIlll1lIllI11I1Il = II11lIIlI11lI11I1II111Ill("lI1lI1I1II1lll1llIIlllIII");
var llIIll1IIIIllIllllll1111I = II11lIIlI11lI11I1II111Ill("Il1l11lII11l1l1lIlIlI11II");
var I1I11III11lIllII11l1I11lI = II11lIIlI11lI11I1II111Ill("lI1lIl1I1Il11l1lllIllIIl1");
var l1I1IllII1III1lIl111I1lI1 = II11lIIlI11lI11I1II111Ill("I1IIlIlII1IlIlIlI11I111Il");
var II1l1I11lIl1lllIIl11I1l11 = II11lIIlI11lI11I1II111Ill("l11lI1llllIII1IIIllI11l11");
var lll1ll1I1ll1II11l1111l1II = II11lIIlI11lI11I1II111Ill("Ill1IIIl1lIllII11l111ll11");
var I1IIIlI1llIllll1Ill11llII = II11lIIlI11lI11I1II111Ill("IIl1I1Il1I1Ill1lI11Ill1lI");
var IIIIIllI1IllII1IllI111I1l = II11lIIlI11lI11I1II111Ill("Il1II11Il1lI11l1IIIl1l1lI");
var I1IIlI1lllIlIIIlll1lII1Il = II11lIIlI11lI11I1II111Ill("lI1l1ll1I1IIll111lIllIIl1");
var II1lllIIlIIl11llIl11l1IIl = II11lIIlI11lI11I1II111Ill("Ill1111lI1I11I1l11I1IIlll");
var l1IIIl1Illl11l1IIl1lI1lIl = II11lIIlI11lI11I1II111Ill("II1lIllIlIl11ll1I1lII11II");
var ll111IIllII1I1II1I1l1II1l = II11lIIlI11lI11I1II111Ill("lll1IllII11Illl11III1lIlI");
var ll1IlIlI1I1IlI1IIIl1ll1l1 = II11lIIlI11lI11I1II111Ill("IlIIlIIIllllllIl11111IlI1");
var II111l11lIllIIIIllllIIlI1 = II11lIIlI11lI11I1II111Ill("ll11II1I1I11I1I11II11IlII");
var lI1l1lIl1l1111l11IlI11l1I = II11lIIlI11lI11I1II111Ill("I1Illll11l111Ill1lllIl1l1");
var III1l111111I1IIllII1l11l1 = II11lIIlI11lI11I1II111Ill("Il1IIl1l1I1llIIIllIIl111I");
var llIlIlIlllII11ll1I1Il1lll = II11lIIlI11lI11I1II111Ill("Il11II11IIIllllllIl1l11I1");
var ll111lI1IlIlllI1ll1lIlIII = II11lIIlI11lI11I1II111Ill("Ill11111I1ll11111llll1I1l");
var l1lIIlIIll11IIII1lIIllII1 = II11lIIlI11lI11I1II111Ill("II1lIlllI111IIIIlllII1111");
var III11I1111lIIIlIlIll1lIlI = II11lIIlI11lI11I1II111Ill("lIl1Ill11111lIl1lII11II11");
var l1l1l1I11I11l1I1ll1lIlI11 = II11lIIlI11lI11I1II111Ill("IlI1Il11lI111IIIll111I1II");
var l111l1IlIll1II11llll11111 = II11lIIlI11lI11I1II111Ill("II1IllI1lIl11llI1l1I11l11");
var IIIllIlllIIl1lIll11lI1lIl = II11lIIlI11lI11I1II111Ill("IIllIl1III11llIIlll1II11I");
var I11Ill11111IlI1IlIII1I1ll = II11lIIlI11lI11I1II111Ill("llIIIll1ll111Il111I11lII1");
var lIlll1I11l1llIlI1111Il1II = II11lIIlI11lI11I1II111Ill("l1lIlI1IllIlIIIlI1Il1l1II");
var IIll1l11lll1I11l1lll111I1 = II11lIIlI11lI11I1II111Ill("l1I1ll1l1IllI11Il1II1llII");
var lIll11l11IlIIIlI11IIllIl1 = II11lIIlI11lI11I1II111Ill("lI1l1IlIII11Il1lll1llllI1");
var lI1lII1Il1l111IlIIIIIIl11 = II11lIIlI11lI11I1II111Ill("Il1lII1ll1lll1lI1I1I1I11I");
var III11lI111IIl111IIII111Il = II11lIIlI11lI11I1II111Ill("l1IlIIl1IlIlllI111I1lIlI1");
var llIIl1I11l1IlII1lI1lII11I = II11lIIlI11lI11I1II111Ill("l1IlIIlI1lI1I1I11l1lll1lI");
var lllIII1IllI1l1llIIIIl11lI = II11lIIlI11lI11I1II111Ill("I1llIl11I11IIlIIllIIl1l1l");
var l11IIlIlI11Il11I1II1lII11 = II11lIIlI11lI11I1II111Ill("IlI1l1IlIl1llIllIIlI1Illl");
var l1lI1l1llIlI1l1II11l1III1 = II11lIIlI11lI11I1II111Ill("IIII1Il1lI1lIlIlI11l1lIll");
var IllI1I1I1IIlI11lI1lI1IIl1 = II11lIIlI11lI11I1II111Ill("IIllI11ll1lI1l1l1I11IIlll");
var l1l11lIII1II1Illl111IIlII = II11lIIlI11lI11I1II111Ill("ll1lI1lIl1l1llIlIllllIlll");
var l1I1lIIl1llIl111I1Illl1ll = II11lIIlI11lI11I1II111Ill("I11l1lI1IIll1llI1I11Ill11");
var llI111I1IlI1l1IIllI1111lI = II11lIIlI11lI11I1II111Ill("Il11ll11lI1llIlll11l1lIIl");
var lIl1lI111l11l1lI11llI1I1l = II11lIIlI11lI11I1II111Ill("l1llIll1Ill1lI1lll1llllII");
var I1Il1l1l1lI1llll1ll111III = II11lIIlI11lI11I1II111Ill("lI1I11l1111lI1I1l11IIll1l");
var lI1I1I111ll1l1llI1l1I1IlI = II11lIIlI11lI11I1II111Ill("I1I11lIIlIllllI11IlllI1II");
var l1I111l11l1IIIll1Il1I1lII = II11lIIlI11lI11I1II111Ill("III111lllIlIIlI1II11lll1I");
var I1111ll11I1IlIIIl1lIIl1l1 = II11lIIlI11lI11I1II111Ill("IIIIlI1IIlll1lIl11lIlllIl");
var I1I1lI1l11Illl1l1III1llI1 = II11lIIlI11lI11I1II111Ill("II11Il1lll1IIIIIlllll111l");
var l1I111l1lI1l1lIl1lII11IIl = II11lIIlI11lI11I1II111Ill("IIlII1Il1111lllI1lIlllI11");
var I11I1l1lll1ll111lII1llI1I = II11lIIlI11lI11I1II111Ill("l1lI1II11l111l1IlIIl1l1l1");
var lIl1Il11llI1ll11lIIII1llI = II11lIIlI11lI11I1II111Ill("III11l1IIIll11lI1Il1IlIIl");
var l1IlI1l11lI1111lIl11IIlll = II11lIIlI11lI11I1II111Ill("IIl11Il1111l1IlIIII11IIlI");
var lI1lI111II1l111I11lII1IlI = II11lIIlI11lI11I1II111Ill("llIlllIIlII1lllI1Il11IlI1");
var I1I11111l1llIIIIlIll11llI = II11lIIlI11lI11I1II111Ill("llI11l1l1IIIIIIlIIII11lIl");
var IlIIIlI111lIll1llIl1Il1lI = II11lIIlI11lI11I1II111Ill("IIl1IIIl1I11I1llIl1l1111I");
var lllllIIl1I1IllIIll1Ill1lI = II11lIIlI11lI11I1II111Ill("Il111lIl11lIl1IlI1ll1IlII");
var Il1l1Illl1Illl11111ll1I1l = II11lIIlI11lI11I1II111Ill("lIIlll1l1l11lllll1IllIIll");
var I1IIllIIl1Ill1III11I11lII = II11lIIlI11lI11I1II111Ill("lI1IIlIl1Illll1I1IIllllIl");
var llll1lIll111Il1IIIllIll1l = II11lIIlI11lI11I1II111Ill("lllIllIIIl1Il1llIIlIl1I1I");
var lllIl11lI11IIII1lI111l1I1 = II11lIIlI11lI11I1II111Ill("lIlIIIIl111l11lllIlllIl1l");
var lIIIlIlI1lIl1lIIl1IllI11l = II11lIIlI11lI11I1II111Ill("IlIl1IIIIl1111II1Il1l11ll");
var ll111I1lIIIlIllll1l1lI1lI = II11lIIlI11lI11I1II111Ill("llIl1I1II1IlIl1lIIIIIIlII");
var I1lI1II1Il1lI1lII11I1lI11 = II11lIIlI11lI11I1II111Ill("ll1ll1llII1lIl1lllI11IIIl");
var l11lIlIlIII1l1lIlIlI1llIl = II11lIIlI11lI11I1II111Ill("IIIIIl1l11lIll1I1Ill1I1I1");
var l1IlIIl1IlIlll1Il1Il1Ill1 = II11lIIlI11lI11I1II111Ill("lIl1ll1I11lIlll11lI1I11II");
var l1lI1III1IIIIllIIIIII1II1 = II11lIIlI11lI11I1II111Ill("lllI11l1lIl1III1ll1l1I1II");
var IIIII1Il1llI1lllIlII1llll = II11lIIlI11lI11I1II111Ill("lII1II11lIl11I1l1IIlll1lI");
var l1IIlI1lll11IIllll1l11I1l = II11lIIlI11lI11I1II111Ill("l1IIlIIIII1I1Illll1lll11I");
var IllI1I111IlI1II1Ill111I11 = II11lIIlI11lI11I1II111Ill("IIl1Ill1Il11I1IlI11llIlll");
var lIlIlll1l1Il1l11IlIll1l11 = II11lIIlI11lI11I1II111Ill("lII11I1Il1l1IlI1l11llIlI1");
var I1ll11IlIIIl1ll1I1l1IlI1l = II11lIIlI11lI11I1II111Ill("II11l1I11l1Il1lI1IIIlIl11");
var l1Il1IIlII1II1l1ll1lI1111 = II11lIIlI11lI11I1II111Ill("Il1I11III11I1lIIl1IIl1III");
var I11lllllI111II11Il1lIIIIl = II11lIIlI11lI11I1II111Ill("IllI1Il11l1llI1IIl1I1llIl");
var l1IIlIllllI111111l1lIl11I = II11lIIlI11lI11I1II111Ill("IIl1lll11IIlI11l11IIlI1lI");
var IllI11IIllIIlIIIl11I1111l = II11lIIlI11lI11I1II111Ill("lIII1IIllII1lllI1ll111lII");
var llIl11Illlll1III11IllI1II = II11lIIlI11lI11I1II111Ill("IIIlIlI1lI111ll1IlII1IlI1");
var l1IllllI111IIIIIIII1lI1ll = II11lIIlI11lI11I1II111Ill("III1IlIlIll1IIIIIllIllI1l");
var II1ll1IIlll1IlllII1I1IIIl = II11lIIlI11lI11I1II111Ill("lIl11l1I1l1IIIIIIl1IllI11");
var ll1II1lIlIIIlIllIIllIIIlI = II11lIIlI11lI11I1II111Ill("lI1lII111ll1l1111I1IlI11l");
var l11l1IIIlII11IIlllllII1lI = II11lIIlI11lI11I1II111Ill("ll11Ill1111IIll1IIIIll1l1");
var l1I11IlI1l1Il111I1IllI1lI = II11lIIlI11lI11I1II111Ill("llllll1IllllIII1I1lI1lII1");
var I1IlIll11I1l1Il11llll1ll1 = II11lIIlI11lI11I1II111Ill("I1I1II11IlIIlI1IllI1ll11l");
var I11Il111lIIlI1l11Ill1llll = II11lIIlI11lI11I1II111Ill("IlIll1lIlI11lI1l1II111I1l");
var l1lllllIl1l11lI111IlII1lI = II11lIIlI11lI11I1II111Ill("I11I1II11I111l1l1ll1IIlIl");
var l11I1IllI1l1lII1llIIIIlI1 = II11lIIlI11lI11I1II111Ill("I11lIIlI1l11lI11l1I1Illll");
var l1IlIlIIIll1Il1lIIlII11Il = II11lIIlI11lI11I1II111Ill("IIII1lIlIlI1IlIIlII1111Il");
var l11lI1IIll1I1llII1IIl1II1 = II11lIIlI11lI11I1II111Ill("l1lIll1Il1IIIll11lIllIlI1");
var I1I1IlIllII1lIlIll1I1lIlI = II11lIIlI11lI11I1II111Ill("IllIIIl11llIIlI1IIlI11llI");
var I111lIlIl1IlIlllII1ll1I1l = II11lIIlI11lI11I1II111Ill("Ill1I11lIIll1l1IIllll1I1I");
var lI1IllIllllI1llI11lI1IlIl = II11lIIlI11lI11I1II111Ill("I1IIlI1I1l11IIIl1II1l111l");
var II1Il111Illl1IllllIlIlI11 = II11lIIlI11lI11I1II111Ill("IIlIlI1lIll1llI11I11II111");
var l1I111lllIl1IIlIlIl1IIIII = II11lIIlI11lI11I1II111Ill("lllll11IlI1II111II1lIl1lI");
var IllIlII11llll1111IIlIIl1I = II11lIIlI11lI11I1II111Ill("IlIll1IlIIlIIIlI1lIIllIll");
var IlI11l1II11I1IIII1IlIlllI = II11lIIlI11lI11I1II111Ill("IlIll1II1I11ll1111l1llIll");
var Il1llIIl1111lIIllI11Ill11 = II11lIIlI11lI11I1II111Ill("lIIl111lllIlI1lII1lIll1II");
var lll111111Il11l11llIl1l1I1 = II11lIIlI11lI11I1II111Ill("III1lIlll1l1IlIlIIll1I1l1");
var Ill11I1llI1I1lIll1Il1lllI = II11lIIlI11lI11I1II111Ill("Il11Ill1l1I1I1lllllIlIlII");
var l1l111lll1ll1lI1l1l111I1l = II11lIIlI11lI11I1II111Ill("lllII1lIlIll1Illl1IIIllI1");
var IlllllIlI1l1l11l111l1II11 = II11lIIlI11lI11I1II111Ill("lIII1l11I111IIl1I1lIIIllI");
var III111IIl11lI1IIlll1Il1II = II11lIIlI11lI11I1II111Ill("lllIl1IIllIlII1111IlIIll1");
var lIIl11IIIIIIII1II1111IllI = II11lIIlI11lI11I1II111Ill("III1lllIl1IIl1lI11IlIIIll");
var IIIl1111I1llIIll1111l11ll = II11lIIlI11lI11I1II111Ill("IIlII111l1l1IIlI1IlIIlI1I");
var Il1l1Il1IIlI11IIl1l1lIIlI = II11lIIlI11lI11I1II111Ill("llI1I1IIl11lllllIIII1I1II");
var l11lII1ll1lIll1lII1lllIIl = II11lIIlI11lI11I1II111Ill("IIll111111IIIIIIlIl1llIII");
var l1lI11I11lI1lI11lI1IlIllI = II11lIIlI11lI11I1II111Ill("IlIIl1l1I1II111l1IIII11Il");
var IlII1ll1IlI1llIII1I1Il11I = II11lIIlI11lI11I1II111Ill("lIIll111l1IIlIIlI111lIlI1");
var lllI1lI11lIlIlI111llIllII = II11lIIlI11lI11I1II111Ill("II11I1Il1IIIlII1lll1lI11I");
var lIIIl1IlIllll1l1IIIIllIll = II11lIIlI11lI11I1II111Ill("IIlll11l1l1l1IlI1IlIIlI1l");
var llllll1lI1Ill1I1lll1I1llI = II11lIIlI11lI11I1II111Ill("lI1IIIlIllI1IIIllI11I1l1I");
var llII1llII1IIl11lIIlll1III = II11lIIlI11lI11I1II111Ill("llI1lll1l1ll11l11III11l1l");
var lIlIIll1lIl1lI1l1lIl111II = II11lIIlI11lI11I1II111Ill("I1I1lI1II1II1I11Il1IlIIIl");
var lIlI1IlIIIl11l1I11II1l1lI = II11lIIlI11lI11I1II111Ill("l1IlllIl1II1l1IIII1I1IIIl");
var lIII111ll1ll1Ill1l1I1ll1l = II11lIIlI11lI11I1II111Ill("I11lll1111ll1IIl1IIIl1lIl");
var IlIl11111IlllI11lIl1I1I11 = II11lIIlI11lI11I1II111Ill("l1l111IIII1111II11Ill1Ill");
var llIl1l111IIII111IllllI1lI = II11lIIlI11lI11I1II111Ill("llI11ll1II11llIlI11l1lll1");
var l1lI11l1l1lll1lIIl1lll1ll = II11lIIlI11lI11I1II111Ill("lIIIl1I11111llI1IlI11IlI1");
var llIllIIIl11I11lllIII1Il11 = II11lIIlI11lI11I1II111Ill("I1111l1l1II11lIII11llI11I");
var lIII1III11lIlll11Il11II1I = II11lIIlI11lI11I1II111Ill("l1IIlll1IllIlIIlIIlllIIII");
var Il1IIIlI11llI1I1lll1lII1I = II11lIIlI11lI11I1II111Ill("IIIl11l1IlII111l11I1lI1l1");
var Illl1ll1I11ll111I11l1lIll = II11lIIlI11lI11I1II111Ill("lIlIIl1lII1l1llIIIIl1llII");
var I11llI1lIIll1llIIIIIll1l1 = II11lIIlI11lI11I1II111Ill("lllIlll1lIIllIlIIIII1lIll");
var I1lIlI1lIl1I1III1II11lII1 = II11lIIlI11lI11I1II111Ill("I1II1Il1l1IlIlIIlIIII1I1I");
var Ill1I11ll1I1ll1111lIl1IIl = II11lIIlI11lI11I1II111Ill("lllII1l1IllIlIlIIlIIllII1");
var I1II1lllIlIlIIl111IlllI11 = II11lIIlI11lI11I1II111Ill("llIllIIII1ll1II111IIIII1l");
var lll1I1l11l1II1IIllIIIIIll = II11lIIlI11lI11I1II111Ill("lI1II1ll1llIlIIlIIll1lI1l");
var ll1l1I1I1llIl1III1lII1ll1 = II11lIIlI11lI11I1II111Ill("IlI1IllIl1l1I11IIl1lIlIIl");
var II11IIIIIIIIlllIIIIII1111 = II11lIIlI11lI11I1II111Ill("IIl11l11111IIl111l1lI1II1");
var l1lIIl1lIIl11IIIIII1Il1ll = II11lIIlI11lI11I1II111Ill("IIlll11llll1IllllIll1IllI");
var llIlIllllI1Illll1lIIlll11 = II11lIIlI11lI11I1II111Ill("lII1l1111lI1l111I1I1IIIII");
var Il1l1ll1l1lIlII11lIlIIIII = II11lIIlI11lI11I1II111Ill("I111I1I11l1lI1IIlII1ll111");
var l1lIlIlII1lIll1l1I1IIlllI = II11lIIlI11lI11I1II111Ill("Il1l1lll1I1l1Ill1l11lI11l");
var l1IIll11IIllI111llI1l11Il = II11lIIlI11lI11I1II111Ill("l1III1111Illl11I111llIl1I");
var lI111I1Il1I1IIl1l1I11IllI = II11lIIlI11lI11I1II111Ill("llI111l1l11ll1l111llI1lII");
var l1I1I11lI1I1l1lllllIlllII = II11lIIlI11lI11I1II111Ill("IlI11IIlIIl1Illl1II1ll11l");
var IIl11llI1llIIlIll1IllllIl = II11lIIlI11lI11I1II111Ill("I11lIllIII1I111l1ll11lII1");
var IIlIIIII111IlI1IIllI1IlII = II11lIIlI11lI11I1II111Ill("II1llI1lI1lII1llll1lIlIIl");
var I11IIl1l1Il1IIII1II111lI1 = II11lIIlI11lI11I1II111Ill("IllIlIlI111IIlIl11llIlI11");
var lI1llI1lI111l1II1l11l1l11 = II11lIIlI11lI11I1II111Ill("lI1IIlIIIII1I1l1IlIlIl1II");
var IIlI1ll11I1IIllIIllII1Ill = II11lIIlI11lI11I1II111Ill("ll1l1IIII1I1lIIIlII1lIIIl");
var l1IllllI1l1l1I1llIIlI1lII = II11lIIlI11lI11I1II111Ill("I11lll1I1llI1IIl1lIlII1I1");
var I1l1III111IlllIIII11lIIII = II11lIIlI11lI11I1II111Ill("I11lIl1ll1I11lIII1lIlIl1l");
var llI11I11llI11lIl1IIIll1lI = II11lIIlI11lI11I1II111Ill("lIllI1l111111l111I11l1Ill");
var Il1l1111ll11Illl1I1lIl1II = II11lIIlI11lI11I1II111Ill("lIIlII1111IlIIl1lI1I11IlI");
var lIl1IlIl1IIIlIIIIlIIlI11l = II11lIIlI11lI11I1II111Ill("I11l1ll1llIIIllI1IllIlIlI");
var lIl1lIllIl1I1l1I1l11lI1Il = II11lIIlI11lI11I1II111Ill("l11ll111IIl1I111I1I11l1lI");
var ll1lIIIllIlllllIlIIIllI1l = II11lIIlI11lI11I1II111Ill("IIIIIllIllIIIlIlIll1l1llI");
var Il1l11lllIlIII1lI1I11111I = II11lIIlI11lI11I1II111Ill("IllII1IlII1Il1ll11111IIll");
var IIlIIllI1l11I1lllIl1lIlII = II11lIIlI11lI11I1II111Ill("IlI1I11II1IlI1II11lI111l1");
var lll1lIll11III111II1IIIIl1 = II11lIIlI11lI11I1II111Ill("llII1llIlII1I111IIl11l11I");
var l111IIll1I1IIll1lI1IlI11l = II11lIIlI11lI11I1II111Ill("II1I1lllllIll1l1I1I1llllI");
var IlllllIIlIIIl111111l1l1Il = II11lIIlI11lI11I1II111Ill("lllIl111IIlII1Il1IlI1llII");
var I1IIIl1l1I11III111I111l1l = II11lIIlI11lI11I1II111Ill("lI1lIlIIllll1Il111IlIIIlI");
var lI1l11l111I1llI1l1lllIl1l = II11lIIlI11lI11I1II111Ill("lI1I1I1lll1I1II1I1l11lllI");
var II11Ill1lIl1Illl1IlI1IIl1 = II11lIIlI11lI11I1II111Ill("lIIIlI1ll1IIIllIl11lI11II");
var IllllI1lI1l1l1lI1lIlllI11 = II11lIIlI11lI11I1II111Ill("l11llII1IllIlIll1llllll11");
var IIII1l111111lll1I1II1IIll = II11lIIlI11lI11I1II111Ill("IIl1ll1lllII11lI111lIII1l");
var lIII1I1I111I1I1IlI1I11lII = II11lIIlI11lI11I1II111Ill("IIIllI1I1lIII1IllIllIll11");
var l1l1lIIl1IIlIl1lIIIllI11l = II11lIIlI11lI11I1II111Ill("l1llI1l1ll1l1III1II1llIII");
var IIl1llllllIll1llII1Il1lll = II11lIIlI11lI11I1II111Ill("lI111lI1I1l1l1lIII111l1ll");
var lIl11I111l11llll1111IlI11 = II11lIIlI11lI11I1II111Ill("l1lIlIl111Il1l1lI1I111IlI");
var III1ll1l1IIl111lI1Ill1Ill = II11lIIlI11lI11I1II111Ill("l11Il1l11llllIlIl1lIlIIII");
var IlI1I111111II1l11I1l1lIII = II11lIIlI11lI11I1II111Ill("llIl1llllI1IIIlI11l1I1l1I");
var I1l1llIllI11lIlII111I1l11 = II11lIIlI11lI11I1II111Ill("lIIIlIl11l11Il1Il1III1I1l");
var ll1lIII1IlIIlIIIl1ll1111I = II11lIIlI11lI11I1II111Ill("ll1Il1I111lllI1I11IIIlll1");
var I1I1II1Il1Illl1l1Il1ll1l1 = II11lIIlI11lI11I1II111Ill("l1I1IlIllIlIl1l111l11lII1");
var lIIII1lll1I11lIII111l111I = II11lIIlI11lI11I1II111Ill("lIl1llIl11I11ll1llll1l1II");
var l11111Il1lIIIlII1IIl1llI1 = II11lIIlI11lI11I1II111Ill("IIlIl1l1I1IlII1lll1l1IllI");
var l1Il11IlI11l1lI11IIIllIII = II11lIIlI11lI11I1II111Ill("I1l1IlIIl1lI1lIIIlI1l1lIl");
var l1lIlllIlIl1ll1l1Il1IIIII = II11lIIlI11lI11I1II111Ill("lI1I11llI11III111lIIlI11I");
var I11111llIl1lIIl1III1llll1 = II11lIIlI11lI11I1II111Ill("l1Ill11ll1IlllIIIlI1II1lI");
var IllllIIll1l1111l1111llIII = II11lIIlI11lI11I1II111Ill("ll1I111I1IlIlII1I1l1I1ll1");
var l1IIl11llIll1I1l1IlI1l11I = II11lIIlI11lI11I1II111Ill("ll1IIl1l1Il1Il1ll1l1l1lI1");
var lll1Il1I1I1lllI1l111l1I11 = II11lIIlI11lI11I1II111Ill("IIl11I1IlII11l1lIlll1111I");
var lIIIlI111IlIl1l1lI1lll11l = II11lIIlI11lI11I1II111Ill("lllI111IIIlI1I1111ll1lIIl");
var l1lI111l1II1I11I111IIllII = II11lIIlI11lI11I1II111Ill("III1Ill1l1I1I11lIlllllllI");
var lII1III1l1l1l1IIl1Il1l1lI = II11lIIlI11lI11I1II111Ill("lll1II11IIllllI1II1l1Ill1");
var IlIl1IllIlIIIll1lIIl1I1ll = II11lIIlI11lI11I1II111Ill("I1I1lIlIlI1IlII1ll1111II1");
var I1I1Ill1I1I1Ill1lII1lI1lI = II11lIIlI11lI11I1II111Ill("ll1l1lIII1I1ll1I111IIlIlI");
var l1I11I1I1I11l1IlIIIl1I11l = II11lIIlI11lI11I1II111Ill("lllIlIIIIl1lI11lIllI1I1I1");
var llll1llIIll1llI1II1I1llIl = II11lIIlI11lI11I1II111Ill("lIIll111lllIIlllII1Il1I11");
var IllIlll1lllII1I1I1llIlII1 = II11lIIlI11lI11I1II111Ill("Il1l1ll1lIll11II11I111IIl");
var IlllI11I1lI1lII1I1I1l1lII = II11lIIlI11lI11I1II111Ill("lI1IIlll11I11IIIllll1I1l1");
var Ill1Ill1l1llll1II1IlI1IlI = II11lIIlI11lI11I1II111Ill("IlI111I1I1III1I1lIlIlI1II");
var lll1I11I1l111IIl1IlI1II11 = II11lIIlI11lI11I1II111Ill("I1Il1l1lIIIIIl1III1l11llI");
var l1lll1I1I1lIl1111I11l1l11 = II11lIIlI11lI11I1II111Ill("IIIlI111l11III1I1I1lII1II");
var ll1lIIIlIIlll1111lI1Il1I1 = II11lIIlI11lI11I1II111Ill("Il1IlIIIIIIl1l11II1Ill11l");
var I1llI1111I1II1l11I1I111I1 = II11lIIlI11lI11I1II111Ill("ll1IlI1I111III1l1111Il1ll");
var IIII11IIlll1l111lI11lIII1 = II11lIIlI11lI11I1II111Ill("I1lI111lIIIIllI11l111l1lI");
var llIIlI1l11IlI1I1Il11II1l1 = II11lIIlI11lI11I1II111Ill("IllIlIlIll11lIIlIIIl1l11l");
var I11llIl1I11lIl1I1llIll1lI = II11lIIlI11lI11I1II111Ill("llIl1IllI1llII111111l1I11");
var Il111II11ll1lI1l1IIIIlll1 = II11lIIlI11lI11I1II111Ill("lI111I1lll111Il11l1Ill1l1");
var III11IIlI111l1lIlIIIlIII1 = II11lIIlI11lI11I1II111Ill("IIlIl111lllIlIll1l1I111Il");
var lIlII1lIlIIll1I1I1IIIlIII = II11lIIlI11lI11I1II111Ill("II11lllII1lllIIllII1l1lIl");
var lI1lIlIIIlIl11II1II1llllI = II11lIIlI11lI11I1II111Ill("lI1I11l1II1lllIll111lllll");
var IIIIII111IllI11IlIIlll1ll = II11lIIlI11lI11I1II111Ill("lIIl1lIII11llIIll1lI1I1Il");
var l1lIII1llI11lll111111I1I1 = II11lIIlI11lI11I1II111Ill("I11llllI111II1llIIIll11Il");
var IllIll1lIllllII11lI111IlI = II11lIIlI11lI11I1II111Ill("IlI1I1I1llI1I111IlIl1111l");
var I1II1llll1lIlI1l11lIl1III = II11lIIlI11lI11I1II111Ill("lllllI111lIll1lIIl11lIlII");
var IIlI1IIll11l11I1llll1I1ll = II11lIIlI11lI11I1II111Ill("lll1ll1111I1lIlIll1I1II1I");
var llIlll1llIllll1II1Ill1l11 = II11lIIlI11lI11I1II111Ill("l1lllI1I11111ll1IlIIIIlIl");
var lIl1II1I1llII11l1lI11II1l = II11lIIlI11lI11I1II111Ill("l111lI1IllIIlllIl1111lIIl");
var lIl1I11I11lIIlI1lIl1l11I1 = II11lIIlI11lI11I1II111Ill("II1l1IlI1I111llIlllI1llII");
var II1llIIIIIIll1l1l1lI111I1 = II11lIIlI11lI11I1II111Ill("IIIlIIIIIlIlII1111IIll11I");
var lll1IlIIl1Il1I11l11Il1III = II11lIIlI11lI11I1II111Ill("lIlIl1lI1II11llI1l1IllllI");
var lI1lIIl11lIIlI1Il1IIll1Il = II11lIIlI11lI11I1II111Ill("IlIlI1IllIl1Il1IIIl1II1ll");
var IIIIl1Ill1llllIl1l11lI1lI = II11lIIlI11lI11I1II111Ill("lIllI11ll111lIlI11I1lIIIl");
var ll11IIl1lIl1111lII1lII1Il = II11lIIlI11lI11I1II111Ill("l111II11l1111l1IlIIllIll1");
var llllIl1l1llllIll11IIlIlII = II11lIIlI11lI11I1II111Ill("IIIIlI11l1IIllIlIl1lI1Il1");
var II1II1lIl111ll1I11l11lllI = II11lIIlI11lI11I1II111Ill("I11I1I11lII1l11lll1ll11ll");
var lII1lII1ll111llIlIll11IIl = II11lIIlI11lI11I1II111Ill("III111l1l111IlIllII111111");
var Il1I1l1IlllIlI1I1l11I11ll = II11lIIlI11lI11I1II111Ill("lI111IlllIlIIl1IlI1l1l1II");
var l111l1lII1IIllI1II1l1Il1l = II11lIIlI11lI11I1II111Ill("l1l1lllIl1IllI1ll11IlIlI1");
var llll11l1llIl1lIl1IIllI1l1 = II11lIIlI11lI11I1II111Ill("lIIIl11II11lIlll1IIlIl11I");
var IIIllIlIIl11lI11IlIlIl1Il = II11lIIlI11lI11I1II111Ill("Illlll1lIIllIll1I111I11l1");
var lI1lIIIIl111IIl1lll1lII1l = II11lIIlI11lI11I1II111Ill("II1IlII1l1I1l11I1lllIl1ll");
var lIlIllII1Ill1lll1lI1ll111 = II11lIIlI11lI11I1II111Ill("llll1111l11I1lIllI1l1I1ll");
var l1III1l1IIl11IIlllI1lIl11 = II11lIIlI11lI11I1II111Ill("Ill1111l1IlIIIIlII1l11II1");
var l11llI11IIIlllII11IIll1lI = II11lIIlI11lI11I1II111Ill("l11ll111l1I11IIIlI11I11Il");
var IIIl1lIl1l1I111lIIlIll1II = II11lIIlI11lI11I1II111Ill("lllI1111I1IIll1l1ll11Ill1");
var Il1I1111IIllll1lIIlI11l1l = II11lIIlI11lI11I1II111Ill("ll111IIIl1llIIlllll111l1l");
var IllI11lI1II1I1llllI1lI1l1 = II11lIIlI11lI11I1II111Ill("II1lI11I1lIlll1l1lIlIIllI");
var I11lll111l1IlI1l1IIII1III = II11lIIlI11lI11I1II111Ill("IIIlI1lII11ll111IIIIlIIll");
var l1l1lIlI1Il1II1ll1ll1II11 = II11lIIlI11lI11I1II111Ill("lI11lIl1IIII1lI111l1Il1Il");
var llIlllI1I1ll1l1lll11II1l1 = II11lIIlI11lI11I1II111Ill("llIl1II1l1IIlIlI1lI111I1l");
var I1lI11111ll11IlIIlIIll1lI = II11lIIlI11lI11I1II111Ill("I1Il111l1Il1IIllIl11lIlll");
var I1lI1l1llI11IIlllI11II111 = II11lIIlI11lI11I1II111Ill("II111I1IIll1I1l1Il11Il1l1");
var II1lIlII11IIIlIIIIII11II1 = II11lIIlI11lI11I1II111Ill("IIlIlIl1I1lllIIlIllIlll1l");
var I11II111llI11I1IlIIlI1lII = II11lIIlI11lI11I1II111Ill("IlIll1I11l1111l111IllII11");
var IIlI1lll1IlIll1lI1llllIlI = II11lIIlI11lI11I1II111Ill("lI1lllIlIIll1IIII1I1IlIlI");
var llI11I11II1l11llII11Ill1l = II11lIIlI11lI11I1II111Ill("lIIllIlIIIIl1Il1lIlIl1l1l");
var Ill11I1l1I1I11I1IlllI111l = II11lIIlI11lI11I1II111Ill("IlI1I1IlIIIl1IlI1ll11I11l");
var I11IIl11I11I1II1lI1I1I1II = II11lIIlI11lI11I1II111Ill("l1l1ll1111I11lIIIl11l111l");
var lIllIII1IIII11IIIlI1lllII = II11lIIlI11lI11I1II111Ill("Il1ll1IIIIlIl1ll11l1I1II1");
var IIIIIIl1llIl111I11IIlIIlI = II11lIIlI11lI11I1II111Ill("IIlllIIlII11lIIl11lIIlI11");
var I1II11l1IlllI1lll11ll1111 = II11lIIlI11lI11I1II111Ill("l1ll1l1II1IIl1IIl11l1II1l");
var Ill1II1IIllIlIIll11l1II11 = II11lIIlI11lI11I1II111Ill("l1lI1I1IIl1I1lIlIlIl1lIII");
var IlllllI11I1llI1l111lIllII = II11lIIlI11lI11I1II111Ill("IIlIII1I111II1I1ll1111I1I");
var IIIllIII1l11111l1l1Il1III = II11lIIlI11lI11I1II111Ill("lI11111l11lII11l1IIlI1l11");
var ll11IllI1IlllI1Il11llllIl = II11lIIlI11lI11I1II111Ill("I11llII1l11IIlI1lI1lll11I");
var III1lllI111IIlII111II1IlI = II11lIIlI11lI11I1II111Ill("l11I111IlI1Il1IlIl1I1IIII");
var l11I1l1l11l111I11I1III11l = II11lIIlI11lI11I1II111Ill("ll111l11I11IlIlIIlll11l11");
var lI11IlIIIl1Illl1Ill1l11I1 = II11lIIlI11lI11I1II111Ill("lI1Il11IIIIIII11l1lI1I1II");
var I1III1I11lIIIIIllll11IllI = II11lIIlI11lI11I1II111Ill("I1llII1Illlll1IlI1ll1lll1");
var Il11I1l1lIlIll1Il1IlIII1l = II11lIIlI11lI11I1II111Ill("II111l111IIll1lIl1I1lIIl1");
var I1Il11IlI11llIlI1IIIIIlII = II11lIIlI11lI11I1II111Ill("I1I11Il1lI1l1I11lI11lll1I");
var l1l1IIII1l1lII1lll111lI1I = II11lIIlI11lI11I1II111Ill("I1l1lllIl11ll1IllI1IIIIl1");
var llIIlI1IIlIIlIlIllll11Il1 = II11lIIlI11lI11I1II111Ill("IIIIIIl1II1III11lll1IllII");
var llIlI1lI11lIl1I11ll1II1Il = II11lIIlI11lI11I1II111Ill("ll11l1l1l1IllIllIlI1lll11");
var IIlI1ll1I1lll1llII1I1111I = II11lIIlI11lI11I1II111Ill("IIlIl1llIlI1l11IlIlI1lI1l");
var lI1I1IIlIllll1IlII11lIl1l = II11lIIlI11lI11I1II111Ill("lI1l11IIl11IlllIlIII1IIl1");
var IIIllIl1I111lIl1111l1l111 = II11lIIlI11lI11I1II111Ill("lIIIl1lllIllIl11I1ll11llI");
var lll1IIIIllllIlll11Il1Il1I = II11lIIlI11lI11I1II111Ill("l11IIlI1l1III1I1lI1I1llII");
var I1I11lI111lII11llI111Ill1 = II11lIIlI11lI11I1II111Ill("l11lIIII1II111lIIll1l11Il");
var l1lllll11IlII1lIlI111ll1I = II11lIIlI11lI11I1II111Ill("llIIII11I1lI1lII1Il1I1I11");
var ll1llIl1lI1lIl1lllllI1lI1 = II11lIIlI11lI11I1II111Ill("llll1l1lIl1I11Ill1I1I1ll1");
var I1lIlII11II11111IlllllI1l = II11lIIlI11lI11I1II111Ill("lIII11l11111II1IIl1lI1I1l");
var l1Il1ll11I1I1IIII1lllI1I1 = II11lIIlI11lI11I1II111Ill("l1lll1I1111lIll1lll11l1lI");
var IllI1111I1lI1lIIIIllIIll1 = II11lIIlI11lI11I1II111Ill("I111l11I1llIllIlI1l1I1I11");
var IIlII11Il1I111llI11111l11 = II11lIIlI11lI11I1II111Ill("l1l1Il111I11llI1llI1III11");
var II1I1111lIIl1l1l1l11llIlI = II11lIIlI11lI11I1II111Ill("l1lllIIII1IlIlIlll1IlIIll");
var lIIllIlIIlll1lI11111111Il = II11lIIlI11lI11I1II111Ill("lIIIIl1lll11llI1l1llII11I");
var lllIl1l1111IIIlI1ll11IIII = II11lIIlI11lI11I1II111Ill("l111IIlll1IlII1I111I1Il1l");
var l1lIII1l1I1l11lIl1Il11lll = II11lIIlI11lI11I1II111Ill("l1lIl1ll11I1IllI1IIllIlll");
var l1II1Il1lIlIIll1Il11IlII1 = II11lIIlI11lI11I1II111Ill("I1IlIlI1I1IlIllI1lll1I11l");
var II11111I1IIIlIllI1I1IIIII = II11lIIlI11lI11I1II111Ill("ll11IIl1lI1lIll1I1lII1III");
var ll1lIlIlIlI1l1IIlIII1Il1I = II11lIIlI11lI11I1II111Ill("I11Il1IIIl111II1lIllI1III");
var I1Ill11l111IllI111II11Ill = II11lIIlI11lI11I1II111Ill("Ill1llIlI1llI1IlI1IlI11II");
var IIIIIIl1lI1IIIlIlIlI1lll1 = II11lIIlI11lI11I1II111Ill("Il1l1I111lII1I1Illl11l1I1");
var ll111ll1lIll1l1llll1lIIlI = II11lIIlI11lI11I1II111Ill("lll1IIIllIII1II1II1I1III1");
var I1I111lIl1I11lI1IllIIl11l = II11lIIlI11lI11I1II111Ill("IlI1IllllIlIlllIl1111I1l1");
var lIIl11IlI1lIII1llI1I1l111 = II11lIIlI11lI11I1II111Ill("lI111IlllIl11IIl1I11IllIl");
var Illl11111l111II1I1lll111l = II11lIIlI11lI11I1II111Ill("I1IIlIIlI11lI1llIIIll1llI");
var IlII1lII1IIIlll111l1l1I11 = II11lIIlI11lI11I1II111Ill("llll1111lIlllIIIIIIll1lI1");
var I1l1II11IIll11I11ll11lIII = II11lIIlI11lI11I1II111Ill("IIlll1111lIlIl11lIII11Ill");
var I1Il11lI1l11II1IIl1111I11 = II11lIIlI11lI11I1II111Ill("I11IlIIlIIlIll1Il1lI1111I");
var IIlIlll1lIl1lIl1111lI1lII = II11lIIlI11lI11I1II111Ill("I11lI1lIIIIIIII111II1ll1l");
var lIlIIIll1lIIl1ll1I11IIl1l = II11lIIlI11lI11I1II111Ill("I1l1lI1l1l1I11l1lll111III");
var l1Ill1IlIIlIlI1IIlIII1I11 = II11lIIlI11lI11I1II111Ill("IlII1lIlll1ll11Il1l1Illl1");
var lIlI1IIl1lll1Il111l1l1lll = II11lIIlI11lI11I1II111Ill("Illl1l1I1Il11lI1Il1lI1111");
var l11l1lI11II1lIl1Ill1Il1ll = II11lIIlI11lI11I1II111Ill("Ill1l1lI1IIlIlIlIl1lIlIII");
var llIlIIl1111lllI1I1lIl11Il = II11lIIlI11lI11I1II111Ill("ll1I1Il1Il1llllIlIIIlllII");
var IIIIlllIIlllI1l1Il1II1ll1 = II11lIIlI11lI11I1II111Ill("llIl1llI1lIl11I11llIIllll");
var l1I1lIIIl11llIIIIl1IllI1I = II11lIIlI11lI11I1II111Ill("II1l1Il11lllll1I1Ill1lIll");
var II1lII1I11lIII11lII1ll111 = II11lIIlI11lI11I1II111Ill("Il1IIlllIl1IlI1IlIl1lll11");
var Il1IllIIIlI1I1I11I1I1IIl1 = II11lIIlI11lI11I1II111Ill("IlllIl11IIll1l1I11lIII1II");
var ll11I11I1ll1ll1llIIIIIll1 = II11lIIlI11lI11I1II111Ill("l1lIl1ll11llI1lI1lIlIl11l");
var lII1I1IIIIIIIlIIll1IIlIIl = II11lIIlI11lI11I1II111Ill("IIIIllIIllI1l11IIIIIlll11");
var IIllIl1lllIl1I11Il1I1Il1I = II11lIIlI11lI11I1II111Ill("l111l1Il1lll1llII1lIII1lI");
var I11lIIl1Ill11l1l1IlI11lI1 = II11lIIlI11lI11I1II111Ill("III1lIlI1l11I1lI11III11I1");
var lIIIlI11ll11Il11lllII11Il = II11lIIlI11lI11I1II111Ill("lIIl1IIIIIll1II1IlII1IllI");
var I1IIIII1IlII1Il111llI1lIl = II11lIIlI11lI11I1II111Ill("I1I1I11llIl1lI1lIlllII11l");
var llll11Il1IIIl1I1lIlIIlI11 = II11lIIlI11lI11I1II111Ill("Il11lI1l11I111IIllIII1I11");
var I1I1I111lIII11I1Il1lIIl11 = II11lIIlI11lI11I1II111Ill("III11lIlII1l1lIIllI1l1111");
var IllII1Illll1Il1I1lIIllIl1 = II11lIIlI11lI11I1II111Ill("IIl1IIl1IIIIlI111I1Il11I1");
var llIIlI11IIl1I1I1II11l11l1 = II11lIIlI11lI11I1II111Ill("IlIlllll11Il1I11IIIIllI11");
var IIIl1l1lIIllIlI111I1II11I = II11lIIlI11lI11I1II111Ill("lIIII1Il1lI1l11II1ll1ll11");
var II1lII1llIl1l1ll1IlI11lI1 = II11lIIlI11lI11I1II111Ill("l11l11lI11II11I1IlllIllll");
var I11lII11llII1I1Il1lI1I1I1 = II11lIIlI11lI11I1II111Ill("lIllIlI1lIl1l11IllIlI1III");
var I11llI111I1ll1lI1I11I11Il = II11lIIlI11lI11I1II111Ill("l1I1Illl11I1lII11lIIlIIlI");
var l11IlIll1lIlIl11I1l11IlII = II11lIIlI11lI11I1II111Ill("ll1III11l1IIl1lIlIIIlI11l");
var Ill11llllI1II11lIl1IIIllI = II11lIIlI11lI11I1II111Ill("lIl1lII1l11I1Il1IIlIlI1ll");
var IIIII111ll11IlI11l1I11llI = II11lIIlI11lI11I1II111Ill("IIll1IIl1Il11llI1lllll111");
var IllIl1Il1lI1IlIIIII1111Il = II11lIIlI11lI11I1II111Ill("l1IIl1I1llIll11IIllII1III");
var lIl1lI1I1l11IIlI111lll11l = II11lIIlI11lI11I1II111Ill("I11I111I1IIl11IIl1l1111l1");
var IlIl11II11IIlIIIllIIl1I1l = II11lIIlI11lI11I1II111Ill("I1lI11lIIIlIlIII111lIlIIl");
var lI1llIIlIl1lII1lll1llll11 = II11lIIlI11lI11I1II111Ill("l11III1lI1IllIlIIll1ll1lI");
var lll1ll1ll11l1l1Il1llIlI1I = II11lIIlI11lI11I1II111Ill("lll1I1llIIl111llllllI1Ill");
var llII1llI1Il1I1111I1111IlI = II11lIIlI11lI11I1II111Ill("IIlIIl1IllIll1IllIlI1Il1l");
var Il1lIl1I111111lIIIlII11l1 = II11lIIlI11lI11I1II111Ill("I11Il1l111IlI1IIIIIll1lII");
var lll1II11lIIIlIllIlIl11I1l = II11lIIlI11lI11I1II111Ill("IIllI1l1lI1II1I1Il1lI1III");
var lll11I1lllII1I1lll1IlIlll = II11lIIlI11lI11I1II111Ill("IIIl1l1IlIl1I11l1II1I1l1l");
var Ill1IIlIIl1IIlI11Ill1Il11 = II11lIIlI11lI11I1II111Ill("l1lIIl1III1IlIl1111lIl11I");
var IlIlIll1IIIIl1II1lllIIlll = II11lIIlI11lI11I1II111Ill("Il11lIlllI11llII11lI1l1Il");
var I11111lIl1IlII1IlllIl1IlI = II11lIIlI11lI11I1II111Ill("l111l1IIlI1llI1llIlIIll1l");
var l11llIlIIll1IlII1lIl11III = II11lIIlI11lI11I1II111Ill("ll1l1IIllII11l1lI11IlIII1");
var lIl11I11Il1lll1lIIlI111ll = II11lIIlI11lI11I1II111Ill("l1I1IIII11l111I1Il11Illll");
var Ill11lIIlII1II1l11IlIIl11 = II11lIIlI11lI11I1II111Ill("II111II11IlIIlIIlIIl1lllI");
var l1I1llll11II111l1IIlll1I1 = II11lIIlI11lI11I1II111Ill("l1III1III11I1Il1I1I1IIl1I");
var l11lI11IIIII1l11Il1IIlIll = II11lIIlI11lI11I1II111Ill("ll1111I111ll1111Il1lllIIl");
var lI1I111Illll1ll1II11IlIlI = II11lIIlI11lI11I1II111Ill("II11Il1II1IIlIIIlIl1lI1lI");
var lIIl1ll1IlIIlI111IIlIIll1 = II11lIIlI11lI11I1II111Ill("lI11lI1l1l1Il1l111Ill1IIl");
var lll11II1I1111IlllIl1llI11 = II11lIIlI11lI11I1II111Ill("Il11l1l1l1lI1l1lI1l1II111");
var IIl1III11l11I111IIII11lIl = II11lIIlI11lI11I1II111Ill("l1Il1l11I1I1l1I1l11I1l1Il");
var lIIl1IlIlI1I1lIIl1II111ll = II11lIIlI11lI11I1II111Ill("I1IlII1I11I1l1IIIIlllIl11");
var lll11Illl1I1IIlIlIllI1llI = II11lIIlI11lI11I1II111Ill("II1lIIl1I11IlIlll1lIlllII");
var lI1llIlIlI11Il11Il1lllIIl = II11lIIlI11lI11I1II111Ill("IIllI1lIIII1l1lIl111I1lI1");
var I11lIII1111I1lIlIl1lI11II = II11lIIlI11lI11I1II111Ill("I111IIlIll111llI1lIllIl1l");
var IIl11lI11lIlIlII11IIlI1I1 = II11lIIlI11lI11I1II111Ill("IIl1IIl11lII1ll1llIllIII1");
var Illl1II1I1lII1llI1IIIIl11 = II11lIIlI11lI11I1II111Ill("l111lIlIlIlIlllll1llllI1I");
var ll1lllIIlIllI1l1IIIIll1ll = II11lIIlI11lI11I1II111Ill("lll1llll111IlIlI1llIIllI1");
var lIllI11I1IlllIllIIllIllI1 = II11lIIlI11lI11I1II111Ill("llIl11IlI1IlIIlIl1II1IlIl");
var lllIIIIl1l1l1I11l11l11I1l = II11lIIlI11lI11I1II111Ill("III1Il1lllIll1l1I1llIIlll");
var Il1lIIIlIlIIIIlllIl11lIl1 = II11lIIlI11lI11I1II111Ill("Il1Il11lIll1IlI1lI1I1l1l1");
var I1Il11Illlll1l1ll11I1I11I = II11lIIlI11lI11I1II111Ill("lI111I1l11IllI1lII1l11lIl");
var ll1lI1l1ll1lIl1l11l1IIIlI = II11lIIlI11lI11I1II111Ill("llllII1lIIIIIlIIII11Il1I1");
var IlllllIl1l1lIl1I111Illl1I = II11lIIlI11lI11I1II111Ill("lllllI1llIll11IIlI111l1lI");
var ll1lIlI1II1l11l11I11I1l1l = II11lIIlI11lI11I1II111Ill("I11I11l11I1I1lIII11lIll1l");
var I1llllll11lllI1ll1lIIIl1I = II11lIIlI11lI11I1II111Ill("l1llIlII1lll1IIll1IIl11II");
var l1ll1lIll11111lllI1lI1llI = II11lIIlI11lI11I1II111Ill("I1I1I111I1l1l1l1I1lIlI111");
var Il111II11Il1lllIIlI1I1IlI = II11lIIlI11lI11I1II111Ill("llII1l1IIl1Il1lllI111lll1");
var II1l1IllllIIII1lllIIlI1ll = II11lIIlI11lI11I1II111Ill("l1l1l11Ill1IllIllI1lIIIl1");
var I1IIl11l1lII11II1Ill1lIII = II11lIIlI11lI11I1II111Ill("llIll1lll1IIl1llllI1111l1");
var l1l1l1IIIIll11l11I1IIIIl1 = II11lIIlI11lI11I1II111Ill("IlIll1lII1l1Il1l1II1IllIl");
var l1lIlI1llI1IIII1ll1lI11lI = II11lIIlI11lI11I1II111Ill("I1l1lI1Illl11l1lIlII1lI1I");
var lll1II1llIllIll11l1IlIIIl = II11lIIlI11lI11I1II111Ill("IlIlI1lllII1llIll11l1lIIl");
var IlIlI1ll111II11IlIlII1IIl = II11lIIlI11lI11I1II111Ill("Il111II1ll1l11Illl1IIIll1");
var Ill1lI1IlllllIl1Il1I1Il11 = II11lIIlI11lI11I1II111Ill("I1lllIl1ll1lIIIlIII1IlIll");
var IllI11l1lll1l1IlIl11l11l1 = II11lIIlI11lI11I1II111Ill("lIl1l1lI11ll1111IIl1IlIlI");
var lll1lIIIIII1lIl1IIlI1IIII = II11lIIlI11lI11I1II111Ill("II1I1lIIIlIlIIII11I1I11II");
var ll11I1Ill1IllllllIlIIIl1l = II11lIIlI11lI11I1II111Ill("I1lll11llll1IllllI111IIll");
var lIII11I1II1l1IIllI11I111I = II11lIIlI11lI11I1II111Ill("IlIlII1II1I1Il111lI111IlI");
var llII11Il1Il1lII1l1Ill1l1I = II11lIIlI11lI11I1II111Ill("I11I1IlI1l1lII11lIIIl1Ill");
var I11lIllIll1IIlI1lllIl1I11 = II11lIIlI11lI11I1II111Ill("IllIIlI1lIIIIlI1lII111l1l");
var I1Illlll1I11III111l11l1Il = II11lIIlI11lI11I1II111Ill("lIl1lI111Il1IlIIl11llIlll");
var llIIIllIlI1l1llII11II11l1 = II11lIIlI11lI11I1II111Ill("I1llI1IlIllI1IIlll11111lI");
var l11lIlI11lIl1IIIll1l1l111 = II11lIIlI11lI11I1II111Ill("I11111IIl111lIl1lIlIl1l11");
var Ill1l1llIIlI1ll1III1l11I1 = II11lIIlI11lI11I1II111Ill("lIlIlllIIIlIII1IlIlIl11I1");
var ll1IIIIll11Il11IIIIl1I1II = II11lIIlI11lI11I1II111Ill("l11l1lIlIIl1IIll11IIl1II1");
var Il1l1l1lIl11lIlII1I1Ill1l = II11lIIlI11lI11I1II111Ill("l1l11I1lIIIIlI1l1lI1lIlI1");
var IlIIl11l111II11IllIlIIlll = II11lIIlI11lI11I1II111Ill("Il1ll11I11l111IlI1IllI1ll");
var Ill11lllllIIIl1I1lllIIlI1 = II11lIIlI11lI11I1II111Ill("I11I1ll1llll1lIll1II111Il");
var lllI1II1lI1l1IlIl1llI1lIl = II11lIIlI11lI11I1II111Ill("I11l11I1Il1Il1I1lIllIlI11");
var lI111IllIIIl1Il111III1I1l = II11lIIlI11lI11I1II111Ill("lIlIIlllI11I1l1l1I1lII1lI");
var IllII11llIlllIl1IIlll1lll = II11lIIlI11lI11I1II111Ill("lll1II1111lIl1IlII1lIIII1");
var I1ll11IlII1111ll11III1l1I = II11lIIlI11lI11I1II111Ill("I11lllIl1IlIIllIllI111ll1");
var lI1l1Il11l1I1lIlllIllIlll = II11lIIlI11lI11I1II111Ill("l1II11lIlIlI1II11lIII111l");
var l111lIIIIl1II11IIllIIl1ll = II11lIIlI11lI11I1II111Ill("l1II1I1llIIlIIIl1I1I1I1Il");
var II1I11ll1IlI1lllII1lIl1ll = II11lIIlI11lI11I1II111Ill("lll1lII1Il1l111Il1IlIIlll");
var Ill1lI111IIl11111l11lIIll = II11lIIlI11lI11I1II111Ill("ll11l1lllII1lI111IllIlII1");
var lI1l1ll11Il11IIlIl1I1IIII = II11lIIlI11lI11I1II111Ill("lI1111l1l1IlII11ll1l1lll1");
var I1llIl111III11l1lllIlI1l1 = II11lIIlI11lI11I1II111Ill("l1IllIIl1I1III1lII1ll1Il1");
var lII1I1IIl1I1II1I1IllII1lI = II11lIIlI11lI11I1II111Ill("l11lll1l1lIll11I1l1111Ill");
var I11llI1IlI1lIllllIII1l1II = II11lIIlI11lI11I1II111Ill("l111l1l1lIIll1llll11I1l1I");
var II11111ll11I1II1I11IIIIIl = II11lIIlI11lI11I1II111Ill("lIIl11l1III1IlI11l11lI1l1");
var lIIII1IlIllII1lI1I1IlIl1I = II11lIIlI11lI11I1II111Ill("Il1II1I111l1111Il111IIIII");
var l1I1Il1llIl11lII1IIIIllll = II11lIIlI11lI11I1II111Ill("lllll11Il1IlIllII1lIlllII");
var l1lllllllll11Il1ll11lIII1 = II11lIIlI11lI11I1II111Ill("Il11llIll1II1llIIIlllll1l");
var llI1II1lll111l1ll1I1IlII1 = II11lIIlI11lI11I1II111Ill("II1I11lI111lllIll1II1l1l1");
var Il1II1I1I1I1IIlI1l1IlIllI = II11lIIlI11lI11I1II111Ill("l1lI11l1lI111lllI111l1lII");
var IIIIIlIIlIlIl111I11lIIl1l = II11lIIlI11lI11I1II111Ill("Ill11lIl1I1IlIIIII11IIl1l");
var lll1l1lll1I11Ill1I1IlIlII = II11lIIlI11lI11I1II111Ill("Il111111I1I1IlllIIlI11llI");
var ll11I1IlllllI1l1lIllll1lI = II11lIIlI11lI11I1II111Ill("I1III1IllIlIl1I11IIllIl1l");
var I1IlIll1III1I1lII11IIl1l1 = II11lIIlI11lI11I1II111Ill("lII1I11lI1I11I11l1lI1l1Il");
var II11111IIll1lllIl1I1Il1Il = II11lIIlI11lI11I1II111Ill("III1ll1IlllIllIIIl1I1I11I");
var lll1lII11llI1l1lllllll11l = II11lIIlI11lI11I1II111Ill("llIl111IIl11IlIlIll1llIl1");
var I11IllII11lI11lII1l1III11 = II11lIIlI11lI11I1II111Ill("I1lIl111I1l1IIIIlIl1l11Il");
var I1llll1llIl1I1I1lIIII111l = II11lIIlI11lI11I1II111Ill("lIlIl111I1l1llI1Illl1IIII");
var l1IIll1IlIlIIl1ll11l1l1Il = II11lIIlI11lI11I1II111Ill("IlllI1llII1111l11Il1lIlII");
var II1IlIIIIIII1ll1lIl1Il1lI = II11lIIlI11lI11I1II111Ill("ll1Il1llI1IIl1II1l1I1IllI");
var llI1Ill1Ill1111lllIllIIIl = II11lIIlI11lI11I1II111Ill("I11I1ll11l1Il1IlIIIIl1I11");
var l1l11I1l1111II11I1III1I11 = II11lIIlI11lI11I1II111Ill("Il111lII1II11I1III1lIl111");
var IIII1111II11lIIII1ll11l11 = II11lIIlI11lI11I1II111Ill("l11l1111Ill11I1l11lIlllIl");
var l1Il1ll111ll1I1IlllI1lI11 = II11lIIlI11lI11I1II111Ill("lI1Il1l1l1I1l11lIl11I11Il");
var llI111II1lll1I1lI1lI11l1I = II11lIIlI11lI11I1II111Ill("Il1llI11111IIll1lI1ll1l11");
var I11I1lIII1I1lII1III1Il1lI = II11lIIlI11lI11I1II111Ill("ll1l111l1IIIlIl1I11I1IIlI");
var lIll1lIl1I1I1I1I1Il11lIl1 = II11lIIlI11lI11I1II111Ill("IIl1I11I11IlIlII111I1Il1l");
var Illl1lIl1lll11l11IIlII11I = II11lIIlI11lI11I1II111Ill("l1lI11II1llll1l1IIIIllll1");
var IIIIlI1lI1II1lll11Il11lll = II11lIIlI11lI11I1II111Ill("IlllIIl1Il1l1I11IlI1ll1II");
var l11l1I111l1llllI1lIIIl1lI = II11lIIlI11lI11I1II111Ill("Ill1l1I11IllIIl1llll11I1I");
var lIIlI1IIIl1l1III11lIl11lI = II11lIIlI11lI11I1II111Ill("IlIIllIlI1IlII1lIIl111III");
var III1I11lI1IllIl1I1lIIl1l1 = II11lIIlI11lI11I1II111Ill("I1IIIlIIII1l1lIIl11111II1");
var IIl11lllI11I11l111I111I1I = II11lIIlI11lI11I1II111Ill("l1I11IIlIIl1lI11llIl1lllI");
var l1lI11ll1lIl11llI1IIII11l = II11lIIlI11lI11I1II111Ill("l111llI1I1I1IlI11I1I11l11");
var lIl11lIl1II1111lII1I1Il1l = II11lIIlI11lI11I1II111Ill("Il1lIlIllIlII1lII11I1Il11");
var Ill11l1IlII1lI1IIllIl1l1l = II11lIIlI11lI11I1II111Ill("I111llI11IllIl1ll1lIll1II");
var l1I1l1IIII111lI1II11IlI11 = II11lIIlI11lI11I1II111Ill("I111Il1lll11II1IlII1I1llI");
var l1III1I1l11ll1I11lIlI1IlI = II11lIIlI11lI11I1II111Ill("lII1l1IlII111lIllI1Ill111");
var Il11I11IIllll11ll1l1l1I1I = II11lIIlI11lI11I1II111Ill("lIII1IIll1lIl11I1I11lIIII");
var l1lI1lI1Il1lI1Il1IIl11III = II11lIIlI11lI11I1II111Ill("I1l111Il1llI1II1I1Il1ll11");
var I1llIIlI1IlIlII1l1l1III1l = II11lIIlI11lI11I1II111Ill("l11Il1I1lI1l1l11I1lII1llI");
var I1lIl1IIIl1I1ll1l11I1IlII = II11lIIlI11lI11I1II111Ill("IlI1I1lII1IlI1IlIll1IIlII");
var I11I1I1l1IIIIIl1IIl1l1llI = II11lIIlI11lI11I1II111Ill("I1II111l11IIl1II1lllI1III");
var Il1Illlll11111l1IlI1lIl11 = II11lIIlI11lI11I1II111Ill("lIIl1II1IIllI111111IlIlI1");
var IIl1Il1II1lI1lll11l1I1111 = II11lIIlI11lI11I1II111Ill("ll1111l1llI1IIl1l1ll1lI1I");
var IIIl1l1lll1IIl1l1lIlIlllI = II11lIIlI11lI11I1II111Ill("ll1ll1I111Illl1l1lI11lI11");
var Il11Il1Ill1IllIll1ll1lll1 = II11lIIlI11lI11I1II111Ill("Il11l11lI11IlIlIIIl1Il1Il");
var lIl1I1Il1lI1IlI11Ill1l111 = II11lIIlI11lI11I1II111Ill("lIIIIllI1ll11Il1IIll1l1lI");
var llI1Il11I1Il1I1l1IlI1l1II = II11lIIlI11lI11I1II111Ill("llIIlII11II11lII1lI1l11Il");
var l11III111l1llIlll111lll1I = II11lIIlI11lI11I1II111Ill("I1I111I11l11II1I111II11Il");
var IIII1l1lII1IlIIllII111l1l = II11lIIlI11lI11I1II111Ill("llll11111IIllII11I111lIIl");
var I1I11IIIl11IlIll1l1l11I1I = II11lIIlI11lI11I1II111Ill("l1l1I1IlIIIIllllllI1111l1");
var Il11I11lllIlIl11IIIIIl1II = II11lIIlI11lI11I1II111Ill("l1I11IlIllI1l11lIllll111l");
var Il11l1111llI1lI1lI11l11l1 = II11lIIlI11lI11I1II111Ill("l1IlIl1I1I1l1lI11l11l1I1I");
var l11l1lII1lll1I1III1l1Ill1 = II11lIIlI11lI11I1II111Ill("IIllII1I1l1IlIlll1ll1I111");
var l11lllllIl1l1lIlIlI1111ll = II11lIIlI11lI11I1II111Ill("Ill1IlIl1I1Ill1lI1IlIlIll");
var l111IllIllIllII111I1ll1ll = II11lIIlI11lI11I1II111Ill("IIIIlllI1IIIIIlll1l1llI1I");
var Il1I11Il1I1I11IIlI1IlIlIl = II11lIIlI11lI11I1II111Ill("I1llI1l1lllllllll1II1Il1l");
var I111IIllIll1IIl11lIIIIIll = II11lIIlI11lI11I1II111Ill("Il111lI1II1IIlIlIIlllIII1");
var III1lII11lIl11lIllll1lI1I = II11lIIlI11lI11I1II111Ill("IIl111lll1l11IlIIIII11l11");
var lI1111lIlII1l1IlII111IlI1 = II11lIIlI11lI11I1II111Ill("III1II1lIIIIIlII11l1lIIll");
var I1llII11lll1III1llI1I1llI = II11lIIlI11lI11I1II111Ill("ll1I1l1lllI111I1IIIlIlllI");
var llIlIll1II1lIllI1lIll1II1 = II11lIIlI11lI11I1II111Ill("III1lIllII111lI11II1lII1I");
var l1lIIl11lIl11llIlIIIllIll = II11lIIlI11lI11I1II111Ill("I1l1l1lII1l11ll1lIIlIl1l1");
var lIIl11l11I1l1IIlIlIl11l1I = II11lIIlI11lI11I1II111Ill("l1lIII1lll1IllI1lllll1IlI");
var IIlIIIIII1lI111llII1llI1l = II11lIIlI11lI11I1II111Ill("IIIll1Il111l1IIlIlI1llIlI");
var I1I111l1l1Ill1l1lI11I11ll = II11lIIlI11lI11I1II111Ill("llIIIIll1llI1I111llIIlI1I");
var I1IIl1II1llllll1Il1Ill11l = II11lIIlI11lI11I1II111Ill("I1llI11lIlIl1I1l1Il11IIl1");
var l1l1lllI1IIIl11I11lll1l1l = II11lIIlI11lI11I1II111Ill("l1111I111l1I111I1lIIIIlIl");
var lIllII1111I1111llll11III1 = II11lIIlI11lI11I1II111Ill("II1111l11ll1II11llI1IIlII");
var Il1lI1lllIlI1lIlIllI1lII1 = II11lIIlI11lI11I1II111Ill("lll11lllI1111l1lIllIl11I1");
var l11l11I1lII11lIlIIIll111I = II11lIIlI11lI11I1II111Ill("lIIIl1ll1IIIll1lll1Il1llI");
var lIl1I111I11lIIlll11111III = II11lIIlI11lI11I1II111Ill("lI11I11IIlIlIIIll1Il111ll");
var IlIIl11IlIIIlIl1l1IIlI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var II1lIlIllII1lI1I1ll111I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var lI1l1I11IIlIl11l111lIlI1l = I111IIl1lIllII111I1I11IIl(-1);
var I1l11lIlIIl1I11IIlllI11Il = I111IIl1lIllII111I1I11IIl(-1);
var lIII1lI11I1l1lI1Ill1lII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var IlIll1l1II1II1l11lIl1IIlI = I111IIl1lIllII111I1I11IIl(-1);
var III1Ill1lIl1III1I11I1I11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lIIII11lII1I1ll11111IIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var Ill1IlI1IIl11IlI1IlllIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td58", -1);
var IlIllllI1IlIIl11IIlIllIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var lll1Illl11llI1111ll1IlIl1 = I111IIl1lIllII111I1I11IIl(-1);
var lllI111I1IIIlll111lI11lI1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIll11l1I11I1lIII11Ill1l = I111IIl1lIllII111I1I11IIl(-1);
var I11IIlIlI111II1II1111Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td212", -1);
var Ill1l1lll1Il1IIlIllI1l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td60", -1);
var IIIIllIIIllIII1l11lI1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var l11I1II1lIIl1llIIIIll1I11 = I111IIl1lIllII111I1I11IIl(-1);
var l1l1I1lIIllIIl111lIIlI1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var llIll111II1lIl1ll1II11IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var I1l11l1IlIII1ll111I1I1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td29", -1);
var IlI111llII11IIll111l11111 = I111IIl1lIllII111I1I11IIl(-1);
var l1llIl1I11lIII1l1ll1IIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var Ill1lI1l11I111I1IlIl11l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td29", -1);
var llIlIlI1I1lII1Il111II1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td28", -1);
var l111l1II1l11IlIll11Il1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td21", -1);
var lIllII11ll1I1lllll1lIIlll = I111IIl1lIllII111I1I11IIl(-1);
var IIl1I111I1lllIll1II1IIl1I = I111IIl1lIllII111I1I11IIl(-1);
var I1II1IIIl1ll1l1II1111llII = I111IIl1lIllII111I1I11IIl(-1);
var l1ll1IIIlII1I1I1lII1111l1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td146", -1);
var I1llI1lll11Il1lIlllI1I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td43", -1);
var IlIlIIlllIlIll11I1Il1l1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11II11111lllII11lI111Il = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1Illl11IIIIlIl1II11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IllIlIll1Il11lI111l1III1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var l1III1Il1lI1IIlIl11l11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td129", -1);
var I1I1IlI11IIl1l11II11llllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td21", -1);
var l11l1l1Il11Ill11I1ll1ll1I = I111IIl1lIllII111I1I11IIl(-1);
var I11IIIl11IlIIl1lII1I11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI1IlIlll1ll1I1Il1I1I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IllllIl1IllIl1l1IIl1I1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1I1lIIlI1IlI1IIIIIlllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td13", -1);
var llll1lI111IIl11lllIl111lI = l1l1l1I1III1lII111l1ll1lI(1, 8, "tr4 td143", -1);
var II111lI1l1l1IlII1lII11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td161", -1);
var lIl1111lIlI1I111lIl1lII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var IlIIl1Illl111l1I1lIIll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var l1ll11lll1lIll1III1lII1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td19", -1);
var llIllllII1lI11lIlI1l11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll11lIlIIlIIIIl111IIl1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td107", -1);
var ll1III1II1lIIIlI1II1l111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var Il1lll1IIl11lllIIIII11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var lll111lIIl1l1IlI1111IlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td218", -1);
var I1l11ll1I1l11I1l11l1ll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td80", -1);
var ll111II1lll1lIl1IlI11ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var IlIlIl1IllllIIlIlI1I1ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td5", -1);
var IIllI1I11l111I1I1I1lI1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td78", -1);
var l11lII11IllII1111IlII1lII = I111IIl1lIllII111I1I11IIl(-1);
var lll11lIIIlIll11Ill1IIII1I = I111IIl1lIllII111I1I11IIl(-1);
var IIII1llllIlIlllIlIl1IIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I11IlIIIIIl11I1I1l1I11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var Ill1IIl11IlI1llllIlI1lIII = I111IIl1lIllII111I1I11IIl(-1);
var lIlI1lIl1llIlll11IlIl11I1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td36", -1);
var Illl11lI1IIIIIIIIIl1Illll = I111IIl1lIllII111I1I11IIl(-1);
var l11lllIl11Illll1llII1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var Il1ll11lll1l1IIl11ll1II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIll1I1l1Il111lI11IlIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l11III1IIl1lI1llII1l1lIlI = I111IIl1lIllII111I1I11IIl(-1);
var l111Il1lll111llI1lIIl1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIl1II1llIl1I1IlIII1IlIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var lII1l1III1lI1IIlIlllI1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var lll1IIIII1I1lI1lIIIl1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var lII1lll1IIlI1I11I1llIIIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1Il1IllI11Ill1I1IIIlIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var llI1IlI11l1IlI1I11l1Ill1l = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td40", -1);
var I1Il1Il1I11ll1l11lIIIlIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1ll1Il1lIl1I1Il1IlI1I1I1 = I111IIl1lIllII111I1I11IIl(-1);
var l11llIlIIIlII11IIIlIlIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1l1lIIIll11I111I1l1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td59", -1);
var IIlIlIIIII11llIlIIlIll1I1 = I111IIl1lIllII111I1I11IIl(-1);
var II11IIllI1I1Il1Il11lI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td40", -1);
var lIll1IlIIII1l1l1l1l1I11Il = I111IIl1lIllII111I1I11IIl(-1);
var llII1lllll11l1lIl11l11I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var IIlllIl1Ill11lII1IIlI11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1lIII1I11l1IIllllI1IlIl1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1l1lI1Il1ll1ll1IlIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var llIlII1lI1I1I1IIll1IlIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td51", -1);
var IlIlll1lIIIlll1111l1II1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var llII1I11llll111llll1l1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td75", -1);
var II11IIl11I11l11lII11Il111 = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr4 td40", -1);
var ll1IIll1I1IlIIllIl1II111I = I111IIl1lIllII111I1I11IIl(-1);
var llIl1IlI1Ill1IllII1ll1lll = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var lII1111I1IIll111IlI11I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var IlIlIIlIl1I1llllII1II1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var I11Ill1l1I11I11lIlIl1I1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var lIlII1IIIIII1l1I111IllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1ll1lI1l11lIII1ll11IlIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td44", -1);
var llll1IlIIIlIl11111llI1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var l1l1l1lIlIl11II1l1llIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td97", -1);
var I1Il111I1lIlllIlIIlllI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var III1Il11ll11I1IIll11l1l1l = I111IIl1lIllII111I1I11IIl(-1);
var ll1llII1I1IIlIIl1111l11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI1IIllllllllllIIIIIl11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var Ill11I11IlllII1IIlIllII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1ll1l11lIllIllIIII1IllI1 = I111IIl1lIllII111I1I11IIl(-1);
var IIIIII1III1l1IIII1lII1111 = I111IIl1lIllII111I1I11IIl(-1);
var I11I1l1lII1l1II1Il111l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td145", -1);
var IIII1lllIl1Ill1I1IlllII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var l1111IIIl1IlIII1l1II1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td8", -1);
var lI1llIl11III1l1I1l1IlI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1IlIII1Il1IlllllI1l1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var l111Il1Ill1Illl111IIl1II1 = I111IIl1lIllII111I1I11IIl(-1);
var I111III1l1Il1III111IIIl1l = I111IIl1lIllII111I1I11IIl(-1);
var I1ll1II1l1l1l11llII11l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I1IIIIll1lIlIlI1l1ll111lI = I111IIl1lIllII111I1I11IIl(-1);
var lllII11l1II1I11I1Il1Ill1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td44", -1);
var lIlIllIIIIIIIIlI11l1l1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1l1111l1lIllIlIll11lIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td186", -1);
var Il1l111I1lIl11l1I1IIII1I1 = I111IIl1lIllII111I1I11IIl(-1);
var I1Il1lIIl1IIIIll11lIIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td28", -1);
var Il1lII1IlII11ll11IllIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l11Ill111lI11I1IlIIlll1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td17", -1);
var ll1I1llIIlI1lIII111lllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td27", -1);
var I11lllI1IlIllIlIl11II1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td247", -1);
var III11Il1lIll1lI1I1llII11I = I111IIl1lIllII111I1I11IIl(-1);
var Il1lI1IlI111l1l1Il111I1I1 = I111IIl1lIllII111I1I11IIl(-1);
var I1I1llI111I1ll1I1lllI1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td236", -1);
var I11IIll1l111llIlI1l1lllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td257", -1);
var I1l1I1l11lllIII11I1lI1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td83", -1);
var l1l111lIIlllllllIIl1lI11l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr7 td9", -1);
var lIlI1I1I1II1Il1l1I1I1IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI11lI1lI1l11l11l1ll1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td36", -1);
var l11llIllIl1IIII11lllI11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td91", -1);
var IllIll1l11llI1I11lll1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr8 td1", -1);
var I1I11IlI1ll1I11I11Il1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var Il1l1lIIl11l11I1lll1llIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr14 td15", -1);
var II11Illl11111lIIl1l11I1Il = I111IIl1lIllII111I1I11IIl(-1);
var l11lI1l1l1l1IlIlIIllIlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var IlI1llIIlIlIIllI1lIIl1I1l = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td63", -1);
var I11I111IlIl1ll11I1lIllllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var IIIIl1IIIlIl11lI1II1l11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var lllll1Il1llI1IIIlIlI1Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var Il11l1Il1I1ll1llIII1IIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td154", -1);
var II1I11II1l1lIIII11I11111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var I1l1l1IIIII1l11l11III11Il = I111IIl1lIllII111I1I11IIl(-1);
var lIIIIl1Il11111Il1l1I1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var l1lIllIII1IIl1Il111IIllIl = I111IIl1lIllII111I1I11IIl(-1);
var lIl1llIIlIlIlIllIlllll11l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td46", -1);
var l11l1Il111I1lIl1lll1II1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td10", -1);
var lI1lllIIll11Ill1lIll1l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var I1llIl11lIIllIIIl1111IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var II1l1llIlI1IlII1IIll1l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var I1I111Il1lllllIlI11lIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var l11l11I1Il1I11l1I111IlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var IlIIIIl1lIlll1IllI11lllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11lllll1Illll1III11l1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1III11l111lIII1I111II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlIl11l11l11lIl11lI1I1I1 = I111IIl1lIllII111I1I11IIl(-1);
var l1111l111l1l1I1I1l111II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var I1lIllI11IIl1llllll1II1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr26 td90", -1);
var l1l1IlI1I11lIIIIlIl1llIII = I111IIl1lIllII111I1I11IIl(-1);
var I1l11I1ll1I1111l1IIlII1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td221", -1);
var lIIl11I11lI111ll1IlIIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var ll1lI1llI1ll11Il11I11IllI = I111IIl1lIllII111I1I11IIl(-1);
var Il1I11I111lIII1Ill111Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var I1lIll1I1lIIIlII11IIl11I1 = I111IIl1lIllII111I1I11IIl(-1);
var IIll1II1lIIllII1Ill1lIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var llII11Il1l1ll1ll1IIIl1III = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var llIl1l1III1ll11lllll111I1 = I111IIl1lIllII111I1I11IIl(-1);
var l1I1lIIII11lI11Il1l1I11Il = I111IIl1lIllII111I1I11IIl(-1);
var II1llIll1ll1I1II1lIll111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td175", -1);
var Ill1I1lIIIII1lIl1I11III11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td16", -1);
var llIlIl1IllIlIIIlIlII1llIl = I111IIl1lIllII111I1I11IIl(-1);
var lIIIIIlIIl1lIlI1IIl111lII = I111IIl1lIllII111I1I11IIl(-1);
var II1l1I11I1lII1I1I1111llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td47", -1);
var l11I1Ill1l1IlIIIlI1lIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var II1ll1llI111ll111lllII1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td43", -1);
var IIIII1I1l111l11Ill1I11l1l = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var IIlllll1111II1IIlll11llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var I11lIll1l1l1111lIll11I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr22 td141", -1);
var IIll11I1ll11l1111Il11Il1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td71", -1);
var lllI1I11IlIllIII1Ill1I111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td60", -1);
var II1lll1IlIII11llllIlIIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var lI11llIll111l11l111Il1II1 = I111IIl1lIllII111I1I11IIl(-1);
var l11111l1l1II1I1l1I1II1IlI = I111IIl1lIllII111I1I11IIl(-1);
var IllIl1Il1IIlIlIl111IlIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var IIl1lIl1lIll111IIlII1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var IIIIll11I1l1I1llllIIII1II = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var Ill1llI1Il11I111l11lI11Il = I111IIl1lIllII111I1I11IIl(-1);
var IIl1Il11llII1I1IlI1lI1lll = I111IIl1lIllII111I1I11IIl(-1);
var I11lIlll1I1I111IIIlII111l = I111IIl1lIllII111I1I11IIl(-1);
var lI11I11l111lIl111I1IIIlIl = I111IIl1lIllII111I1I11IIl(-1);
var Ill1IIIIIII111I1llIl11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td32", -1);
var llI111ll1lllIIllIll11IlII = I111IIl1lIllII111I1I11IIl(-1);
var lllllll1I1ll11l11ll1lIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td13", -1);
var IlI1llIIll1III1II1IllIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td72", -1);
var llI1llI1I11lI1l1lI11I111l = I111IIl1lIllII111I1I11IIl(-1);
var l11l1lIII1ll1IIIII11II1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var llI1Ill1Ill1llll1lIll1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII11Il1IlIIIlIllllIl1I1I = I111IIl1lIllII111I1I11IIl(-1);
var lll1IIIlll1l1llIl1lIl11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l11I1I11I1lIIllIll11II11l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td76", -1);
var II1llll11I1lll1llII1IIIlI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td54", -1);
var llIl111II1lllI1lI1ll11I11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td121", -1);
var l1lI1lI1l1I11llI11l1I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td47", -1);
var lIII1lI1l1IIIl11I1l1lIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td162", -1);
var lIlI1llllI1Illl1IlllIllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td232", -1);
var III1lll1lI1lIIIIlIl1lIIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var lIlll11Il11I11II1IlIlIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11IIIlI1II1111llIlllIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td25", -1);
var l1lIl1lllIIl111I11Il1lIlI = I111IIl1lIllII111I1I11IIl(-1);
var l1I1II1llIl11IlIlIlII1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1IlI11l1II1llll1lll1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IllI1IIllIIIlI1I1IlIll111 = I111IIl1lIllII111I1I11IIl(-1);
var Il1ll1lIl1II1I1llIlll11Il = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr2 td0", -1);
var IllI1lI1l1ll1IlIIlIIl11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII1lI1l11111llI1ll1I1Ill = I111IIl1lIllII111I1I11IIl(-1);
var I1IlIIl1I11llIIl1IIlllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lI1IlII1I1l1IIIlI1II1IIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1IlIl1IlIIIIIIII11l1IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIl1I11111II11I11l1IIlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI1llIl1I1IlI1ll1llIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td263", -1);
var l11lI1lll111l1IIlIIIllllI = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td63", -1);
var I1IIIl1llI1I1IIIll1l1IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var IlIll1I1llIlI11ll1II1Il1I = I111IIl1lIllII111I1I11IIl(-1);
var l1Ill111Il1llll1l1IIll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td107", -1);
var lIlIl1IIII1ll11IllIlI1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td73", -1);
var llIIllII1lll1ll1lI1I1IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var I11IIllllI1l1lII1l1llIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1lll1l1IIIl11IlI11II1l = I111IIl1lIllII111I1I11IIl(-1);
var I1I1lllIl1I1llIlIllIIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var lIllI1Il1IIII11l1lII11I11 = I111IIl1lIllII111I1I11IIl(-1);
var III1I1II11II1l1ll1lI1llIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I111l111I11lIllIIIl1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var I1IlII1I11I1Il1IlIll11lll = I111IIl1lIllII111I1I11IIl(-1);
var ll11II11I111llIlI1I1l1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var lIlIl1111IIIIll1llI11111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var lIlllll1I11I11lll1IIl1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lIllII1lIlI11lIIIIlI1IIII = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td54", -1);
var lI1lllllI1l1lIl1l1lllll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIl11II1lI11lll11lIlI1I1l = I111IIl1lIllII111I1I11IIl(-1);
var lIII11lIIlIIIIIl1lII11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var IIl1I1I1lII111l1IlIIIl1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11I1l11lllIlIlIl1lll1lI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td40", -1);
var I1Il1IIlI11lIIllIll1IlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var IIlIl1l11IIII1lIIlIllI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td39", -1);
var IllIIIIIll1lll11lII11l111 = I111IIl1lIllII111I1I11IIl(-1);
var l1l11l1I11l1IlI11l1II1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td90", -1);
var Il11lIllI1111l11l11IllIlI = I111IIl1lIllII111I1I11IIl(-1);
var IlI1lII111ll11lI1l1I1IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td13", -1);
var IlIIllll1lII1lI1l1lllI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td38", -1);
var lI11lll1I11I11III1lIIIll1 = I111IIl1lIllII111I1I11IIl(-1);
var llI1l1lI11llIl1l1lII11lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td29", -1);
var III11II1II1IIlI1Il1lIl1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var ll1Il1lI111l1llIllII1IllI = I111IIl1lIllII111I1I11IIl(-1);
var I1llI1IlIIl111Illl1lIlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td251", -1);
var l11IIIIl1IIl111IlI111lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td277", -1);
var IIl1lIlIIlIIIllIlI11l1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var ll1llIl1I1I1l1IIIlllIlIll = I111IIl1lIllII111I1I11IIl(-1);
var I1IlII1IllIl11111IlI1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var I11IllIlI111lII1lIllll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr12 td6", -1);
var ll111l1Ill1Ill1l1lI11II1I = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td71", -1);
var lllll1l1Ill111111ll1l1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td277", -1);
var Ill11lI1IlII1l1lllll11II1 = I111IIl1lIllII111I1I11IIl(-1);
var IIIlll1IlIIl1lIlIl1II1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td274", -1);
var llIll1Il111IlI111l1IIII1l = I111IIl1lIllII111I1I11IIl(-1);
var IIIll1lI1Il111IlIlIlllIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td243", -1);
var Il11II1lI1l1III1IlIIll1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr6 td23", -1);
var Il11llllI111lIIlI1l11Il11 = I111IIl1lIllII111I1I11IIl(-1);
var I11I1I11l111llIlIllII1lll = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td40", -1);
var l1l1lIl1lIIIIlI1llII1I11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var I11llIll1lIIll1Il1lIlIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1l1I1111I11lI1I111I1III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var I1Ill1II1lIl1lIIl1IIl1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td90", -1);
var l1I1I1llI1IIIIllll1IIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td258", -1);
var lllllII1lI1Illl1llIII111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII111I1llIlIlII111lI1l1l = I111IIl1lIllII111I1I11IIl(-1);
var llIllIll1I11III11111lI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var ll1lIll11Il1I1IIl1ll1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var l11IIIIII1ll11ll111IIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var I1lI1lllI1llI111lIll11lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var I11l1I1llIllI11llI1ll1llI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td122", -1);
var lIlIl1lIII11I1lllI11l11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td238", -1);
var IlIII1IIIIlIl1lllllIIlIII = I111IIl1lIllII111I1I11IIl(-1);
var Il1lIl1IllIIIIl1I111Il111 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var II1l1I11III111I1lI11IIl1l = I111IIl1lIllII111I1I11IIl(-1);
var lII11111I1lI1I11l1lI1I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td83", -1);
var III1l1l1lII1l11IIll1l1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var I1l1Il11l1lI11llIII111l11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td23", -1);
var I1llllIlI1lI1I11I11I11ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td264", -1);
var lII1II1II1111IlII1I1lIl1l = I111IIl1lIllII111I1I11IIl(-1);
var l1l1IlI1ll1IIIll11l1I11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td8", -1);
var lll1Ill1lIIlIl1l1lll1l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td90", -1);
var I1II1l1IllllIll11IlllI1Il = I111IIl1lIllII111I1I11IIl(-1);
var l11lIl1ll1111lI1I1I1IIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var l111ll11l1I11l1I1l111llIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td60", -1);
var II1lIlll11l1II1III11l1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr12 td1", -1);
var IlI1I11111lll1I11Il1I1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1llIl111IIlI1lI111IIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var IlI11l1IIII1IlIlI1IllIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var lII11I1l1llIlII1I1llI1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td213", -1);
var IlIlI1lII1ll111l1II1I1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var Illl1IIIIIII1Il1IllIl1I1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td66", -1);
var I1IlllI1II111lIIIIl11I1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII1l11llIlII1Il1I1111lI1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr1 td19", -1);
var I111III1IlIIIlII111lll111 = I111IIl1lIllII111I1I11IIl(-1);
var ll11lI11lllllIl1lIII1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var lI1IllII1lI1I1II1IIllIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td61", -1);
var IlI1ll1I11lI1lllI1l1lIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIllIlII1IIIlllI1lIIII1l1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1II1l111ll1Illlll1I1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var IIl1l1Il11l111l111IlIII1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr10 td16", -1);
var IlIll11IlIll11111IlII11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td3", -1);
var l1l1I11IIIlII11l1ll1IlI1l = I111IIl1lIllII111I1I11IIl(-1);
var lI111IllIIllIll1I1lI11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var I111l1lll1Ill11II1111I1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td23", -1);
var IIlIlI1llIlllI1l1IIlI1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var II111ll1IlIIIIl11llI111Il = I111IIl1lIllII111I1I11IIl(-1);
var IlIIl111ll11lIIII1IIlI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var Il1I1llI1lll111IlIlIIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var Ill1II1llllII1l11llI1llIl = I111IIl1lIllII111I1I11IIl(-1);
var I1lI1lIlI11llII1ll1IlllI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1111l1lII1ll1ll11lllII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll111I1I111lI111Ill1lIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td250", -1);
var IIl1IIl1llIlIl11Illl11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var I1I1l11Ill11IllI1l1lIllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var lIl1Il1IlIl1l1I1I1I1Illll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I1lII11l1II1I1I111l1llI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var I11II11lI11llI11llllllIlI = I111IIl1lIllII111I1I11IIl(-1);
var II11I1lI11IIIII11IlI1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td16", -1);
var lll1ll1lll1I11I111I1Il111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td36", -1);
var II11l11Illl11I1111llI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td212", -1);
var lIII1IlIlIlll1111Il1lIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td27", -1);
var IIlllIIl1l1Ill1lIlI1III1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IlIllllll1lII1lI11l1I1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td105", -1);
var lllIl1llII1111111I11111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td88", -1);
var IIll1lIlI1I1lIIlIIlI1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td29", -1);
var I1Il11llIlI1III1l1111l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr55 td8", -1);
var lIIlIlI11I1Ill1ll111IIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II11l11II1l1IIII1Illl1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td232", -1);
var I1l1I1ll1l111l11111lIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var I1lII1lIlI1ll1l11I1lII111 = I111IIl1lIllII111I1I11IIl(-1);
var III1I11IlIII11lI111IIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td105", -1);
var II1llIl1I1l1Il1IlIlllIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td252", -1);
var II1l11lII1Il1I1llIIllllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var llIlI11I1Il11I11IIlIIl1II = I111IIl1lIllII111I1I11IIl(-1);
var Illl1Il111I1llI1IIlI11lII = I111IIl1lIllII111I1I11IIl(-1);
var lII1l11l1111II1lI1I1IllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var l11I1II1I1I1I1Ill11111l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var l11lllIlIl11I1lI11l1II1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var I1Il1Il1IIllIl1I11II1lI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var IlIl11lI1l1III111l1I111ll = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td54", -1);
var lI1ll11lllI1II1lIIIlI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td60", -1);
var ll11lI1lIlIllllIlI1l1I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI11II1l1lI1II1IllI1Il111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var IIlll1l1lIIII1l11I1llIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var lll1l1lII1I1111l1IIIl1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td17", -1);
var lll111lll1l1l1llll1II1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l1I1I1llII11Ill11llll1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var IIlI1ll11I111IIlI11IllII1 = I111IIl1lIllII111I1I11IIl(-1);
var III1lI1IlI1IIIllII11IIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var I1llll11l1IlI1IlII1llllII = I111IIl1lIllII111I1I11IIl(-1);
var Il11lIlll1I11lIlll11IIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td10", -1);
var II1ll11l1IIl1llllII11lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIl11111IllIIIIll11llIlIl = I111IIl1lIllII111I1I11IIl(-1);
var IllIIl1ll1IIllI1lII1I1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td8", -1);
var II1l11I1ll1I1lIl1I1I1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td34", -1);
var l11l1II1IllllI111llll1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var I1IIIlIl1l11II1lIII1II1ll = I111IIl1lIllII111I1I11IIl(-1);
var llI111I1lllIlI1I1Il1l1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr59 td48", -1);
var I111Il1III1ll1ll1I1ll1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td29", -1);
var l11IIllIIl11IlIIl1II1IIlI = I111IIl1lIllII111I1I11IIl(-1);
var l1I1I11lI11lIl1l1Il1I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il11I1I111l1I1III1111lI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td29", -1);
var IlI1l11lll1111l1ll1l1l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td5", -1);
var IlIlIlllIl11llIl1l1Il1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I1Il111III1l1I1lI1llIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1Il1l1l1IlI11llllIllII1 = I111IIl1lIllII111I1I11IIl(-1);
var lllII1111IllIIlI11IllIlIl = I111IIl1lIllII111I1I11IIl(-1);
var llI1IIl1lIIlI11l11l1IIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var IIlI1lll1l1IlIl1I1l1IlIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var IlIll1IllIl1l1l11llI1l1ll = I111IIl1lIllII111I1I11IIl(-1);
var l1l111IIIlll1I1Il11I11lII = I111IIl1lIllII111I1I11IIl(-1);
var II1111111llIllI1IIII11IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td58", -1);
var I1I1lIII1Il1IIIIl1llllIlI = I111IIl1lIllII111I1I11IIl(-1);
var lllIII1lll111I1I11I1l111I = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var llII111II1ll111I1ll1lII11 = I111IIl1lIllII111I1I11IIl(-1);
var I1l111ll1l1IlI11111llllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lll111Il1Il1Il1Il1I111IlI = I111IIl1lIllII111I1I11IIl(-1);
var llll1IllII1ll1lllIl1IllI1 = I111IIl1lIllII111I1I11IIl(-1);
var lIl1lIlIIlllI11l1IIll11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IllIIlI11l11I1lI1ll1IlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var l11II11Illl1I11Il1l1IIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr8 td11", -1);
var IlI1lI1lII1lI1l1III1Il11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td29", -1);
var Ill11I1l11llI1Il11IIIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td72", -1);
var IIlIII1lI1l1IlII1Ill11111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td92", -1);
var lIlI1Il1llIl11l11ll1I11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llIII11lI1l1I1lII1IllIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lI111II1llll1Il1lI1lllIl1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr10 td23", -1);
var II1III1I11I1III1III1lIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var I1lllII11Ill11IlII1l11lIl = I111IIl1lIllII111I1I11IIl(-1);
var I11lII1llIl1lllI11lI1II11 = I111IIl1lIllII111I1I11IIl(-1);
var IIlI11llll1l11I11I1lIl11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIlI11lIIl1III1l1lllllIl = I111IIl1lIllII111I1I11IIl(-1);
var I1llI1l1II11I11IIl1lIlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var l1IlI1l11I11I1Il111lIIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var l1Il111II111llllII1lI1I1I = I111IIl1lIllII111I1I11IIl(-1);
var lI1lll1l1Il1111Ill1IIIIIl = I111IIl1lIllII111I1I11IIl(-1);
var IllIllII111111I1lllI1l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td129", -1);
var lI11lIl1llIIIll1l1Il11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var I11lI1IIIllIl1I11IlI1IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr74 td262", -1);
var llll11I1I11I1lllllIl11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td3", -1);
var llI111IlIlII1IlllI1lIIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td98", -1);
var l1I11lIIlII11l1Il1I11Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var I1IlIl11lIll1IllIlIlI11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var Il1I11II1IlI1ll1l1llIIllI = I111IIl1lIllII111I1I11IIl(-1);
var lII1ll1lllIllIIIIlI1ll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var lI1III1llIll11l11llIIl11l = I111IIl1lIllII111I1I11IIl(-1);
var lI1II11I1IlII1IlI1111lll1 = I111IIl1lIllII111I1I11IIl(-1);
var I11l1l1l1Il1111llI1IlII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var I1II1IllllIllIIlllIII1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var II11ll1llI1IIll1I1Il1l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lIIlllII11l11lI11ll1IIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IlIl111I1I111llll1IIl1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td5", -1);
var l1l1lIIIII11II1ll1I1lI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td8", -1);
var lIll1IlIl11ll11IIlII1IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var IIII1111I11ll1IlIIlIl11l1 = I111IIl1lIllII111I1I11IIl(-1);
var lIl1lII11lIlI1ll1llIl1Ill = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td140", -1);
var Ill1lI1l1III1ll1II11IIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td28", -1);
var lIl1Il1I1I1l1lIIIII1IlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td12", -1);
var IlllllIIl1IIl11lllIIlI1Il = I111IIl1lIllII111I1I11IIl(-1);
var lIllIIllIIll11I1l1lIllIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td15", -1);
var ll1II1IlIII111l1Il11llI1I = I111IIl1lIllII111I1I11IIl(-1);
var IllI1IlIII1II11lI11IIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var I11l1Il1I1l1llIl1l11llII1 = I111IIl1lIllII111I1I11IIl(-1);
var l1l111IIIlll1Il1llI11l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var IllI1l1I1Il1llIllI1l11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td121", -1);
var l1Ill1l11IIIlI1l1IIIllIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1l1Illl1llI1II11l1l111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var ll1ll11IlI1lIIIl1l11IllII = I111IIl1lIllII111I1I11IIl(-1);
var lII1IlI1I11llI1111I11l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var l1Il1ll1llllIl1Il1lIIlIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l111l1IIllII1111ll1lI11l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1II1IlIlIII1lIllI11I1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIllIIIl1lIIIIll1II1Il11I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td150", -1);
var I1I11ll1llI1I1l1IlllI1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var lIlIlI1Il1l1l1I1lIIlIIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td169", -1);
var l1Ill1Ill1lIII1lI1lII11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var l1IIIlIII11II1l11llI11I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var l1II1I11I1l1IlIl11lIIl1I1 = I111IIl1lIllII111I1I11IIl(-1);
var llIIIlII1II1II1l1II1I1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td184", -1);
var I1IIlIl11lI1lII11l1ll1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11lIllIlIlI111l1IlI11Il1 = I111IIl1lIllII111I1I11IIl(-1);
var llllIl1l1llllIlIlll1Il111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II1IlI1I1IlI1lII1l11111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var I1I11l1IllI11IlIIl11Il1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr8 td11", -1);
var Il111Ill111I1llI1lI11Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td34", -1);
var lllIlIllII1I11IIl11lI1l1l = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var l1I1lII1ll1Il1Ill1IlI1l1l = I111IIl1lIllII111I1I11IIl(-1);
var lII1lIIlIIIlllI1lll1I1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var I1Il1I1llI1lII1I11l1l1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var I111l1lI1I1IlIIlIIIllI1lI = I111IIl1lIllII111I1I11IIl(-1);
var I1l1I11II1IlI1111llI11lII = I111IIl1lIllII111I1I11IIl(-1);
var llII1ll1l111lI1ll1Il1I111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var IlII1l1111IlllII1I1lllIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill1IIIIllI111I11lll11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td2", -1);
var lI1lll1IIIlIlII1l11l1IIll = I111IIl1lIllII111I1I11IIl(-1);
var lI1l1l1I1I11llI1lIIl1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr10 td28", -1);
var IIIlII1l1I1lIIII111111Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td227", -1);
var II1lIlIlI1I1111lIIIll1lll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr1 td9", -1);
var l1ll111lI1l1IIlllII11l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var Il111lIll1l11IIl1IlIII11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var I1IIIlll1l1llll1III11llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var III1llI1lllIIlI11l1IIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var l1l111l1IlIllI111IIIllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var I11Ill1I1111III1I1IIl1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il111l1l11IIlIlI11I1I1II1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1l11ll11IlI1I11IlIII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td225", -1);
var l11llI11llllIIII1I1l1I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lll1l1IIll11Il1IlIl11II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var lIIIIIlII11I1II1II11I1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td228", -1);
var lII1llI1111IIlIIIl1I1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11IIlI11l1llI1111lllIIlI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var lllIl1lI111lIllIIIl1I1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td228", -1);
var IIIlIll1III11ll1I111III1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr42 td191", -1);
var l1llIlII1Il1lII1IIlllIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var l11ll11111IIl1I1l1l1lIIll = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1111l1111llIllIIIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var III1111l1l1l1Ill1II1Il1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var ll1l1lII1l1llIIlIIl11Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var IIIll11l1IIlI11l11IlIlI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var II1I1ll1I1l1ll1l1Ill1ll1I = I111IIl1lIllII111I1I11IIl(-1);
var IllIl1IIlIIl1lIlIlI1I1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1IlI1I1111IlIllIIl1l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td78", -1);
var Il11l11ll1IlIll11IlI1l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var lIl11l11I1lllIl1I1IlIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1IlllIIlIlIllIl1I1lIlII = I111IIl1lIllII111I1I11IIl(-1);
var I1lIIIlIIIIlIlII1111l1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td93", -1);
var IlIll11Ill1I1IIIIll11lllI = I111IIl1lIllII111I1I11IIl(-1);
var IlIllll1l1l1I11l1I1l11IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var IlI1IllII1Ill1lllI1ll1lIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td78", -1);
var l1I1lIlIIlIIlIl111ll111l1 = I111IIl1lIllII111I1I11IIl(-1);
var l11llIllllll1II1I1lIll1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td123", -1);
var III1IIlI111l11lI111IIIlII = I111IIl1lIllII111I1I11IIl(-1);
var I1lIl11lIl1ll111lI111111I = I111IIl1lIllII111I1I11IIl(-1);
var III1I1IIll11llll1lIllIl11 = I111IIl1lIllII111I1I11IIl(-1);
var II1IIll1ll11111l11I1lII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lIlIll1II1IIIIIlI1lII1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var l1I1Il1III1Ill1lIlIIIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td20", -1);
var I11IllI1IIll1I1lI1IlI1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var Il11IlIIlllIIIII1I11Il1ll = I111IIl1lIllII111I1I11IIl(-1);
var Ill11IIlIIl11ll1III1llIIl = I111IIl1lIllII111I1I11IIl(-1);
var Il11I11l1I11llIIlll1llIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td27", -1);
var II111I111I11I1IIlII1111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1III111I1lI111llI111l11 = I111IIl1lIllII111I1I11IIl(-1);
var lllIII111llIII1IIIIIIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td8", -1);
var llIllllIIIIIl1I1Il1ll11l1 = I111IIl1lIllII111I1I11IIl(-1);
var l1II11I1l1llll1II1ll1l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var l1IlllIlllIl1lll1I1IlllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill1llI111l111I1IIIlIII1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td130", -1);
var l11ll11lIIlIIlI1I11111lII = I111IIl1lIllII111I1I11IIl(-1);
var llIll11I111l1IIlII1I1I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var l11I1llll11llI1I11Ill1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td67", -1);
var l1lll1I11IllI1l1llIlllIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var IIIl1111IlIl1lIIllIII1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var Il1Il1lI1II11llII1ll111lI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td91", -1);
var llII1111lllI11IlIIl1I1l1I = I111IIl1lIllII111I1I11IIl(-1);
var llI1lII11llIIIll11IIlII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l11lI1lll1ll1llII1l1ll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td87", -1);
var IlIIlIl11lII1111l1lll1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var lIl1lllIIlIlIl1llllIIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td232", -1);
var ll1lIl1II1II111III1lIIlII = I111IIl1lIllII111I1I11IIl(-1);
var IIIIlll1Il1lIIlIIIllII1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td145", -1);
var l11IIIIlIlllI11lIlIlIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var lIIllll1IIlIlll1l1ll1ll1l = I111IIl1lIllII111I1I11IIl(-1);
var I1I1III1llI1IIIlI11l1I11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var lI11lI1IIl111l1lIll11lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var IllIl111IIIIIlIlI1ll111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var II1IIlII1IIIl1l111lIl1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td14", -1);
var l1Ill111l1II111IIIIlIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td2", -1);
var I11lIl11111l1lllIl111IIII = I111IIl1lIllII111I1I11IIl(-1);
var lll11I1I1I11lIll1IlIll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var l1I1IIll1llII1l1l1lll11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var ll111111111Il1II1l1IIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td29", -1);
var IIIl11I11l11lI1lIIIlIl1lI = I111IIl1lIllII111I1I11IIl(-1);
var Il1llI11IlII111II1l1111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var ll11ll1II1IlI1Il11l1lIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td2", -1);
var ll1111111IIl1lllI111lIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td114", -1);
var IlIlI1IllIll1lIlI1l11II11 = l1l1l1I1III1lII111l1ll1lI(3, 1, "tr9 td157", -1);
var IIlllIl1lIlIllI11IllllIll = I111IIl1lIllII111I1I11IIl(-1);
var I1I1llI1l1IIllIIl1l1I1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td256", -1);
var l111I1I1IIl1lllIl11IIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr39 td191", -1);
var lIIIllIll111111lllIl1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td102", -1);
var I11llllll1IIl11l11III1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI111IlI1II1III11III1I1II = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td134", -1);
var II11111llI1111l1l1I1l1111 = I111IIl1lIllII111I1I11IIl(-1);
var IlIIIlII1I1II1llIIl1III11 = I111IIl1lIllII111I1I11IIl(-1);
var lIII1lIl1IlI1I11lIIIlllII = I111IIl1lIllII111I1I11IIl(-1);
var l11Il1I1l11II1Il1Illl11lI = I111IIl1lIllII111I1I11IIl(-1);
var I1ll1IlIl1IIIl1IIIl11Il1l = I111IIl1lIllII111I1I11IIl(-1);
var II1IIIlIII1Il1l11ll11IIII = I111IIl1lIllII111I1I11IIl(-1);
var llIlll1Il1I11Ill1IllIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td90", -1);
var IllIIIllI11I1lIlI111llll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1I1ll11I111II11ll1l1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td134", -1);
var llIl1lllIll1ll11Il1l1IIIl = I111IIl1lIllII111I1I11IIl(-1);
var llIIll111IlIIllI1lI1I11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var IIIlI1I1IIl11llI1l1lIlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var I1Illl1l11111IIII1lllllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var I1l1llIl1l11lI111l11I11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr1 td0", -1);
var llI11I1l1lII1IIIlI11IlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td97", -1);
var ll1lI1IIIlIllI11l1III1l1I = I111IIl1lIllII111I1I11IIl(-1);
var lIl1lIIlllllIl1lI11ll1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td82", -1);
var llII111II1lllllIIIIl111l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var l11Il1ll11IlI1IIllI11IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td29", -1);
var I1IIIl11lII1111lIIllIl1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var I1Ill1IlllI11IIII1Ill1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td102", -1);
var l1111lIIlII1I11IIIll11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td107", -1);
var I1lI1lIlI1I111111111llIl1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td63", -1);
var ll1llIIl1llI111l1ll1l1III = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td157", -1);
var llIIIIIlllllI1Ill11111lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td62", -1);
var lI11l11111lllllIIII1III11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td253", -1);
var Ill1IIIIllIllII1llIllIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td283", -1);
var lIl11Il1I1Il1lIllIl1lIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var Il111lII1IIlI1llIllI111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIllII11llIlI1lll1II1lI1 = I111IIl1lIllII111I1I11IIl(-1);
var IIl1lI11II111lllIl1l1l1Il = I111IIl1lIllII111I1I11IIl(-1);
var Il1I1ll1llIIll1I1I1I1lII1 = I111IIl1lIllII111I1I11IIl(-1);
var III111l1ll111Il1lIII11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1l1lIllIIllIlII111l1l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td28", -1);
var IIlI1lIlII1I1IlIllll11I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var IIlll1lIl1l111I111I1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr12 td11", -1);
var l1I11IlIIIlllIl11I11l1l11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var IllIIllIlIIIlllIl11I1llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td19", -1);
var I11IlI111II11lI1l1l11l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td227", -1);
var I1l11IllI1Il11lIllll1lI1I = I111IIl1lIllII111I1I11IIl(-1);
var lIlIIIll11I1llIl1111l111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var I1IIl1IIllllllI11lII1IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var Ill111Il1l11lll1Il1IIllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var l1IIIl1lllI11l1lIll1llllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr61 td44", -1);
var lIlllII1l1llll1IIlll1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IllIllII1II1l1lI111I111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var l1II11I11l1llIIll1I11II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIlIlII1IllI1l11l1II1IlI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1lll111l1I1lIIlllIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td229", -1);
var II1lllII1l1ll111IllIlI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td134", -1);
var Ill1llII1l1I1Il1IlIIIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td10", -1);
var I1I1II1Illl1l1IlIIllIl111 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var Il11llIlIl11lIl111I1Il1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var l1I111Il1IIl1IIII1lI111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td60", -1);
var lII111I11lI1IIl1lIllllI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1111l1lIlIlIIlIIlll1l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td117", -1);
var lI1IlllI1IlIlll11l1lI11ll = I111IIl1lIllII111I1I11IIl(-1);
var lIl11l1Illl1lI1lIl1IlllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td44", -1);
var lII1IIll1ll111II111IlII1l = I111IIl1lIllII111I1I11IIl(-1);
var IlI1lII1lI1l1Ill11IIlll1l = I111IIl1lIllII111I1I11IIl(-1);
var I1ll11Il1l11II1llI1111lIl = I111IIl1lIllII111I1I11IIl(-1);
var IllI11I1III11I11l11llII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var IllIIlll1lllII1IIl1lIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr72 td268", -1);
var l1I1I1ll1IlIlII1II1111I1I = l1l1l1I1III1lII111l1ll1lI(3, 1, "tr8 td61", -1);
var Illl11I1Ill11l11l1II1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1IlIl1l111I11lllll11lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var Illl11l1IIllllIlIlll1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var I11l1IIlIIIlIlll1IlI1lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr35 td174", -1);
var llI1llIII1ll1III11lI11III = I111IIl1lIllII111I1I11IIl(-1);
var lll1IIIIIIllIlIlII111l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td14", -1);
var lI1lIII1Il1I1IllllIlll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td58", -1);
var lIl1IlllIlIlllIIIIllIIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var llI1ll111llIll11l1I1IIlIl = I111IIl1lIllII111I1I11IIl(-1);
var I1I1llllIl11lIlIlIllI11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td228", -1);
var Il1l1llI11IlIIIIl1I1Il1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var lII11l11l1lIlI1IlllIl11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIlllI11I1I11lll111l1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td144", -1);
var lI1III1lIllIllllI1111I1lI = I111IIl1lIllII111I1I11IIl(-1);
var lI11111l1l1III1llI1IlIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td29", -1);
var Ill1lllIIIllIIlIl1llIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var III11II11l1I1l1Il11I1I1ll = I111IIl1lIllII111I1I11IIl(-1);
var lI1I1l1IIl111I11IlI111Il1 = I111IIl1lIllII111I1I11IIl(-1);
var Il11l1llI1l1I111lIll1IIII = I111IIl1lIllII111I1I11IIl(-1);
var llI1Ill1111ll1lIlIlllII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td192", -1);
var II1II1l1I11Illl1IIllIll1I = I111IIl1lIllII111I1I11IIl(-1);
var ll11I11IIIIllIlIlI1II1llI = I111IIl1lIllII111I1I11IIl(-1);
var lI111l111I1111ll111I1Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1IIl1llll1111IIIl11IlIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1II1lI1llIII111I1l111IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var l11l1l1Il1l11IIl1IIllIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td200", -1);
var I11I1IlIIlllIllllIl1lIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td278", -1);
var lI11111l11lI11II1111lIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1llIllIll1IIIll11l11I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var Il11I1IIIIlllIllII1III11I = I111IIl1lIllII111I1I11IIl(-1);
var l11llI1llI11lII1l1Ill1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11IlllIII1IIl1l1III11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIlllIl1III11l1111l1II11I = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var Il1I1I11lIlIlI1l11IIIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td88", -1);
var Illlll1llI1II11llI1lI1llI = I111IIl1lIllII111I1I11IIl(-1);
var IIIl1IIIl11l11l1l1l11IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr77 td275", -1);
var Il11IllIIlIll1Ill111IIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr32 td110", -1);
var Il111llIIllll1IIIlIIIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td1", -1);
var ll1l1IlIIllll1lllIII1IIIl = I111IIl1lIllII111I1I11IIl(-1);
var l111111Illllllll1IlllI111 = I111IIl1lIllII111I1I11IIl(-1);
var lIIIlll1II1llllIlI1lll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var IlllIllIl11I11Ill1I1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var llII1l1ll1l1lIl1l1llI1lll = I111IIl1lIllII111I1I11IIl(-1);
var ll1IIllIlIllI1Illll11IlIl = I111IIl1lIllII111I1I11IIl(-1);
var Ill1Il1Il1111IIl1ll1l111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var II11I1IIl1lIIll1111l1llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td161", -1);
var l1l11I1ll111lIlI1lIll1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td154", -1);
var l1lI1Ill1ll1ll11III11l111 = I111IIl1lIllII111I1I11IIl(-1);
var lIIIIllI1I1I1IIl11IlII1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td19", -1);
var I1l1II11l1II1III11111llll = I111IIl1lIllII111I1I11IIl(-1);
var IllIl1l11lI1II1lIl11lIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td8", -1);
var lllll1IlIl1lIIIl1II1IIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td90", -1);
var I1II111l1I1IlllIIIlIIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I1II11llIIlll1l1lI111IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td170", -1);
var I1l11lIl1111IlI1lII11ll1I = I111IIl1lIllII111I1I11IIl(-1);
var lI1IIlI1II1lI1I11IIl11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var lI111l1I1l1l1llllIlIlI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var lI1l11llIlIIIl11l1111I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lll1IlllIIl1IIl11l111II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td38", -1);
var IlllI1IllIl11III1I111l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var l111IlIIlll1lII1lIIllIllI = I111IIl1lIllII111I1I11IIl(-1);
var l11I1Illl1l1lI11lIIlI1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td251", -1);
var Il1llIllIl1II1lI1I111I11l = I111IIl1lIllII111I1I11IIl(-1);
var llII1llIl1IIll111llI1III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr67 td246", -1);
var l1lIIIllll1IIIIIIllI11l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var I1l1llI1l11l1l1lIlllIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td27", -1);
var IlI1Ill1IIIll111lI1II1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td74", -1);
var IIlII1I1lIlll1ll11lll1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td20", -1);
var I1lIlllIlll111lIllIl111l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var Il11ll1I1lIIlIlIIIIIII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var l1llII1lIIl1lI1II1Il1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td218", -1);
var l1I11lIlI1ll111I1IllIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var IIl1lIll11111lI1II1Ill1l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1llIIIII1ll11IIl1I1Ill = I111IIl1lIllII111I1I11IIl(-1);
var I1I1lI1II1l1I1llIIl1I11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var lII1IIll11ll1llII1l1l11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var l1IIlIIIII1l1II1II1I1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td59", -1);
var Ill1IIllIlIllII1llI1lIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td14", -1);
var I1llIllllI1lII11Illll1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr26 td65", -1);
var Il1llllll11IIIIllI1I1III1 = I111IIl1lIllII111I1I11IIl(-1);
var II1lIllIlllI1I1l1I11IIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var I11IlIIIl1IllIl1I1l1II1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1l1Illl1I11I11lIl11llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td231", -1);
var lIIllIIlIl11I1l1lIII1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var Il1l1l1IlIl11l1I1llll1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var I1111IlIlI1I1lI1IlIlIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr20 td40", -1);
var llIIIll1l111II1lI1l1111Il = I111IIl1lIllII111I1I11IIl(-1);
var l11111IIl1Il111ll1llIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td35", -1);
var I1l11II1IlIllI1Il11l1llII = I111IIl1lIllII111I1I11IIl(-1);
var IIl1lIlI11I1lII111IlIll11 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var lI1Il11llI1IllIIIllI1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var l11lllllIlIIII1IlIIlll1Il = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td63", -1);
var lIllIllI1lIIIlIlllll1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var ll11I111IllIl1lIIlIllI1I1 = I111IIl1lIllII111I1I11IIl(-1);
var IllI11lIl11II111ll111l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1I11I1IIl1Ill1Ill111Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var I1I1IllIl1Ill1I1IIIlII1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var III1IlI11lI11I11lIlIlIl1I = I111IIl1lIllII111I1I11IIl(-1);
var I1lIlIIl1l1II1lI11I1lI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td251", -1);
var l11l1I1l1I1IIllIlI111I11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr34 td8", -1);
var I1IlIIII1111lI111I111II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td161", -1);
var l11I1ll11lllIlI1IlI1llll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIllIlllll1l1I111lIlIIIll = I111IIl1lIllII111I1I11IIl(-1);
var l1l11II11II1IIIllllIII1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td277", -1);
var Il1lIlI11lI111IIII1I1Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr49 td218", -1);
var lIlIIIl1lI11l1I1I1lIllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td263", -1);
var l1IIl1lI1I1l11lIllll1111I = I111IIl1lIllII111I1I11IIl(-1);
var l1l1IlllIIll11l1ll11lIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1lIIIII1111I11l111II1l11 = I111IIl1lIllII111I1I11IIl(-1);
var l1I1IlIII1I11l1lI1lllIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var IlllI11lIIl1llll11llI11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var IlIIl11l1IlI1IlIIlI1l1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var Il111lIllIll1ll11l11I11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1lll1ll1l1lll111lll111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td90", -1);
var I1IIl1l1IlIII1l1l1lI1I1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td122", -1);
var I11I1IlIlllIlI111IllllllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td30", -1);
var Il11III1I1IIlII1lIlIIlll1 = I111IIl1lIllII111I1I11IIl(-1);
var I1I111111II1lI1IlIIIII1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I11l11lIl11I1I1II1I111IIl = I111IIl1lIllII111I1I11IIl(-1);
var Ill11IlI1l1IIllllIIIIlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var IIlll1I1I1ll1l1IllIllIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var l1l1lIl1IIl11l1llIIlIIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var Illl1I111lIIl1IIlIIl11IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var I1lIII1lII1l1lIlIIIII1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td29", -1);
var l111lI1111lI1II11llI1lII1 = I111IIl1lIllII111I1I11IIl(-1);
var Il11llllIl1IlIIl1II1lllll = I111IIl1lIllII111I1I11IIl(-1);
var lIIIlI11I1II1llIIllI1IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var Ill11Il1I1Ill111lI1Il1IIl = I111IIl1lIllII111I1I11IIl(-1);
var l1111III11ll1l11I1II111l1 = I111IIl1lIllII111I1I11IIl(-1);
var Il11llII11l1IlIlI1lIllIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td103", -1);
var Il111I1IIlllIIIIlI1II1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var llIlIIlll1lIlII11IllI1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var I1l1I1111lll11llIll111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I111I11I1l1IIl11111lIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr14 td189", -1);
var II1I11IIll1II11IIll1lIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var l1l1111II11II1I111I11lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td225", -1);
var ll1I1lII11II1lIl1IlI11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var I11I1l11l1l11l1l1lllI1l1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr16 td31", -1);
var llII11II1l1Il1I1lI11lIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var IIll1I1llIII11Il1I1lllll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var II1Il1lI1I1lIlIllllIlllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var l1IIlII1lII1lll1I11lIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td84", -1);
var lIIIIl1II1IIll1l1IlllI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var l111I1I11I1I1l1l111Il111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var lIlIl1I111I1IlI11llIIlI1l = I111IIl1lIllII111I1I11IIl(-1);
var IlI11111I111I1I1lIl111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var III1l1I1l1lIlllIll111l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var lIIlIl1ll1Il1llI1Il111l1I = I111IIl1lIllII111I1I11IIl(-1);
var lIllllIlIllIl11l1l1lI1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr64 td123", -1);
var II1l1ll1I1IIlI1I1I1Il1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var ll1l11III1l11l1llI11lIll1 = I111IIl1lIllII111I1I11IIl(-1);
var llll1IIl1l1llIlII1lI1111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var lllIlIl11IllI11IllIIIIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var II1lI11l11I1I1lllIlI1IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td65", -1);
var IIIlI1lIll111ll11I1111llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1lI1IIlIIIl1llllIIIIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td43", -1);
var lI11111lI1IIlI1I1IIIlII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td41", -1);
var IllIIl1lIl1111I1IIIIlIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td243", -1);
var lIl1111I1l1l1l1I1I11I1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td232", -1);
var l1lI1IlIl1lll11lll11II1I1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td172", -1);
var l1I1IllI1lI1lIIl1IlIl1Ill = I111IIl1lIllII111I1I11IIl(-1);
var llI11ll1l11l1I1lIlI11llII = I111IIl1lIllII111I1I11IIl(-1);
var IlllIl1llllI11IlI1l1lIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td107", -1);
var IlI11II1l1l1IIlI11lllI1ll = I111IIl1lIllII111I1I11IIl(-1);
var I11III11lIIllllI1IIIII11l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td226", -1);
var III1l1I1l1ll1lll11Il11lI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1III11lIl1IIlI11ll11ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var l1II1lI1lIIIlIIlIll11IllI = I111IIl1lIllII111I1I11IIl(-1);
var llIlIIII11IIll1llIl11IIl1 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1llIIIIIl1lIlI111l11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td35", -1);
var l1ll1I1IIlIl1I1I1I1lIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td201", -1);
var llI1I1ll1lllI1II1Il1II11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td21", -1);
var IIllI111II1111l1l1llIll1l = I111IIl1lIllII111I1I11IIl(-1);
var lllllII1lIll111III1lIll1I = I111IIl1lIllII111I1I11IIl(-1);
var Ill1IlIl1111l1l1lII1IIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr53 td202", -1);
var IIl1I11llIIlIIII1111IlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var ll11I111llI1lIl111IIlI1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1lI111ll1Illlll1I1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1I11ll111Il11l1II11Il1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td10", -1);
var lI11IIII11l1l1I11I1Il11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var lll1l1IIlII1lIll1IIllII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td109", -1);
var I11l1I1llIllll11IIl1I1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var I1III1Il1I1I11III1l1ll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var l11I1l1l1l1Illl1l1lIlll1I = I111IIl1lIllII111I1I11IIl(-1);
var l1l1lI1lll11l11l11l11l111 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var llI11l11IIll1l1ll1llll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var l1l1II111l1l111IlI11lIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td258", -1);
var IlIl1ll1l11IIIlI1I1Il1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td161", -1);
var lIlI11I1llI11ll1llIIIIll1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td148", -1);
var l1lI111I1lllllllIllIl1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td114", -1);
var I1II1lIII1I1l11lI1I1II11I = I111IIl1lIllII111I1I11IIl(-1);
var l1I1lIIlI11l11Ill111l1Ill = I111IIl1lIllII111I1I11IIl(-1);
var I1l1lIlIlI111llIII1l1I111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td16", -1);
var lIll1I1Il11IIIllI1l1Il1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td217", -1);
var IlI1l11Il111lI1lIIll11l1l = I111IIl1lIllII111I1I11IIl(-1);
var IIl11IIl11lllI11I1IIll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td1", -1);
var l1lIIllII1I1lIll1IllllI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td13", -1);
var I1Il111III1l1ll1I1IIIII1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td51", -1);
var II1IIIl1I1IIII11I1l1lll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var Il1lll111lIl1ll1lII1lll11 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var I1I1IIl111I11l1IlI11IlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td15", -1);
var llI1I11IIIl1IllI111IlI1II = I111IIl1lIllII111I1I11IIl(-1);
var lll1IllI11lIllIl1II1IlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var II1lIIIIlIIl1Ill1lI1lI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var ll111I1l1l1I11IIIl1IlIll1 = I111IIl1lIllII111I1I11IIl(-1);
var III1lI11Il11l1l1l1Illl1l1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1lIllIIIlllIII11IIIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td87", -1);
var I1llI11l1I11lll11lII1IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td84", -1);
var lIIIl1111Il1I11I11l1II11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td269", -1);
var I1I1IIlIllII11IlI11l111l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llIl1I11I1IIlll111Il1IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td62", -1);
var l1I11IIlIl1llIl1I1lI11lI1 = I111IIl1lIllII111I1I11IIl(-1);
var l11lII1llllllI1l1l11l1llI = I111IIl1lIllII111I1I11IIl(-1);
var II1l1II1llIIl1l1l11I1IIII = I111IIl1lIllII111I1I11IIl(-1);
var I1I1I1IIIllllI11IIIl1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td137", -1);
var lll11lI1lI1Ill111IllII1ll = I111IIl1lIllII111I1I11IIl(-1);
var II1lIlIlIlI1I1lll1lll1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlll1l1lI11llIIl1I1IlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td243", -1);
var Ill1IlIll11l1l1I1l11lIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td21", -1);
var lllIll1Illl1lI11II11lIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1IlIll1I11IlI1llII11l11l = I111IIl1lIllII111I1I11IIl(-1);
var IIIl11IlIIIIllIl11lllIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr15 td29", -1);
var Il1II111l11lIl1IlIIIl1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td253", -1);
var l1III11lI1lll11I11II11l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr62 td223", -1);
var IIllIII1IIlI11111Il11ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var lII1IIIII1Ill1I1lIlI11l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var lllIllll1I1lIll1I1l111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td34", -1);
var I1I1ll1IlI11IIl11ll1I1ll1 = I111IIl1lIllII111I1I11IIl(-1);
var l1lI11I1l11I111IIIlll1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr26 td165", -1);
var II1lI11l1Il11I11lI111llIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill1l1l1111l1llI1ll111I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var I1llIII11IlllI1lI1II1l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var l1IlI11I1l1lIlI1II1I1Il1l = I111IIl1lIllII111I1I11IIl(-1);
var IIIII1Il1lIIIIll1IlII11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td222", -1);
var IlIllIlIIIl11IIlIllI1ll1I = I111IIl1lIllII111I1I11IIl(-1);
var I1ll1llll1IIII1II111IlII1 = I111IIl1lIllII111I1I11IIl(-1);
var lllI1I1IIIIl11I111Il1IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llIIIIlII11I1Ill1Il1llII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td11", -1);
var Il11lIl111IlIl111ll1IIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1III1lII1l11111llI11ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1111l11II1I1l11l1Ill1IlI = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var l1111Ill11I1I1IllIlIl1lll = I111IIl1lIllII111I1I11IIl(-1);
var II11I111l1lIIll1I1lI1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td90", -1);
var l1Il11Il1Il1IIl1l1l1lllII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td9", -1);
var lI1llII111l1IlII1I1II1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td80", -1);
var I1llI1lIl1l1l1lllIIl1l1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lIl11I1I1ll1llll1llII1II1 = I111IIl1lIllII111I1I11IIl(-1);
var II1I1111l1lI11lI1II1111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var l1lIllIl1I11l1lIll1II1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td59", -1);
var lI11l1l1l11III11IlIlII1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1I1lIIIl11IllII1lI11ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td65", -1);
var II1l1IIllI11lI1ll11l1I11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I11l1IIIIII1IlIlIlIIl1I1I = I111IIl1lIllII111I1I11IIl(-1);
var IlI1l111l11Il1ll1l1IllI1l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td63", -1);
var I11IIl1lII11ll11lII1l1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var IlIIlI11II11Il11IIll1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lIllIIl1llI11lIlIIllll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td123", -1);
var IIIIII1I111l1lI1lI111Illl = I111IIl1lIllII111I1I11IIl(-1);
var IIlIIIIlll1lIllI111lI1lll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td105", -1);
var I1l1l1l1Il1llI1I1l11l11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var Ill111Illlll111IlIllI11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var I11l1I111IlII1l1lIl111Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var lllIII11I1IIIlIIIII11l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIl111IlIl1Il11l1lllIlII = I111IIl1lIllII111I1I11IIl(-1);
var I111IIl1llIII1llllII1IIlI = I111IIl1lIllII111I1I11IIl(-1);
var I11II11I11lIIIl1I1lIII11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td43", -1);
var I1I1lllI1I1I1lIIll1I1111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr61 td220", -1);
var lIIlllIIII1l1l1l111IIlI1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td83", -1);
var l11Il1l1l1l1lllIII11Illl1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var lI11l11l1l1Ill1IIIIll11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var l1lIIll1Illll1ll1lIl1I1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td21", -1);
var lIllI11lIllll1I1lII1Il1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lIlI1ll111II1IIllll1IlIl1 = I111IIl1lIllII111I1I11IIl(-1);
var Il11l1IIIllII1lII1lllllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlIIl11I1Il1IIlI1IlIllIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td32", -1);
var lIII111lIl1l1ll1IIII1Illl = I111IIl1lIllII111I1I11IIl(-1);
var II1IIIIII1lIl1I1Ill11lI1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td17", -1);
var II1III1II1l1IIIIlllI1IllI = I111IIl1lIllII111I1I11IIl(-1);
var lI111l1I1IIIl1llIl1l11IIl = I111IIl1lIllII111I1I11IIl(-1);
var I111IlIIII1l111ll11111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td47", -1);
var I111II11l1I1I1I1II1lI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td145", -1);
var l1l11IlI11I11Ill1I11I1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td16", -1);
var ll1IlIII11IlI1IlI1lIlIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td114", -1);
var III11Il111IIl11I1IIllIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var l11I1l111lI1l1l1lI1I1llIl = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var IIl1Il1I11lII11l1l1IlIl1I = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var I11l1l1III1lIl1l1IlI1IllI = I111IIl1lIllII111I1I11IIl(-1);
var llI1lII1I1llIII111111II1l = I111IIl1lIllII111I1I11IIl(-1);
var Illlll1IlllI1111lI11III11 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td54", -1);
var l1ll1lIII111IIlII1l111III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var IlIl1111llIIIlll1l11Il1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var IIl1l1lllIlI1I1lIIIIl1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var lll11l1lIllI1Il11llIllll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td10", -1);
var l11I1l111lI1llllll1IIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var Il1llllI11lIl1ll1lI1lI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td280", -1);
var lllll1IIIII1l11l1I1II1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td25", -1);
var l1llIIII1111I1l1l11111l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var llIII1llIll1ll11Ill1I11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var l11Illl1I11lIll1lI1ll1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td161", -1);
var l1I1IIlI1IIlIlI1I1IlllI11 = I111IIl1lIllII111I1I11IIl(-1);
var IIIlIlllI1Il1lI1Il1Il1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II1I11I1l1I1l1Il1l1IlII11 = I111IIl1lIllII111I1I11IIl(-1);
var lI11l111lII1II1Ill1111lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td256", -1);
var IIll1IIIIlIlIlIlIIlIlllll = I111IIl1lIllII111I1I11IIl(-1);
var III111l1lIIlIlI1I111lI111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td67", -1);
var II11lIIllIllIIll111lIlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr10 td29", -1);
var IIlIIlI1lll1II1l1IlI1lI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var l1lII1IIIIIIIII11lllIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var IIIll1l1lIIl1lI1IlIIllIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td17", -1);
var II1l1l1llll1II1IlIll1111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td27", -1);
var I11I1Il1ll1I11Ill1IIlII1I = I111IIl1lIllII111I1I11IIl(-1);
var l1lIIIlIII1IllI1IlIIIIlII = I111IIl1lIllII111I1I11IIl(-1);
var IlIlI1I11IIl11I111I1IIlII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td139", -1);
var IlI1II11l1llllIllI1l11l1l = I111IIl1lIllII111I1I11IIl(-1);
var lI1lIlIIlII11IllI11lI11Il = I111IIl1lIllII111I1I11IIl(-1);
var ll11lI1I111lIlllII1Il1l1I = I111IIl1lIllII111I1I11IIl(-1);
var I11IllI1111ll1lIIlII1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var I11I1lllIIlIIIIlll1l1Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td41", -1);
var IIlllIl1Il1I1lIIIIl11ll1I = I111IIl1lIllII111I1I11IIl(-1);
var l1lIl1l1IlI1III11I1ll1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td78", -1);
var l1I1lI11I1lIllIll1Ill1l1l = I111IIl1lIllII111I1I11IIl(-1);
var l1lIl1Ill1lIl11IlIl1IIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var II1I1lIlIlI1111IlIll1llIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr0 td0", -1);
var llIIlIlIII1l1II1I11l11lIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td34", -1);
var lllI1ll1IlIlI1Il11lIllIII = I111IIl1lIllII111I1I11IIl(-1);
var ll111IIIIIllIIl111IlI1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var l11l1I1I1IllI1lIllI1l11lI = I111IIl1lIllII111I1I11IIl(-1);
var l1IllIIlIll11lIlIlIII1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr72 td262", -1);
var Il111Il11ll111lI1III11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td44", -1);
var I1lIllll1llIlIll1l1111l1l = I111IIl1lIllII111I1I11IIl(-1);
var IIIlIl1IlIIlIlI1Il11llll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td105", -1);
var IlllII1IIlIIlI1111Ill1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIll11IllII1111II111I1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIl111IlIIll1l111lll11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II111lll11llIIl1l11l1lI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Ill11ll1l11I11I1ll1IIlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II1IIlllIIIII11llIIIlIlII = I111IIl1lIllII111I1I11IIl(-1);
var IlI11llIlll1I1IIl11ll11I1 = I111IIl1lIllII111I1I11IIl(-1);
var l1I1IIIIl1I11l1II1llI1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td11", -1);
var lI1llI11IIll11l1IIl1lII11 = I111IIl1lIllII111I1I11IIl(-1);
var lIIIl1l1l11lIIlIIl1IIIIll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td172", -1);
var lIl1l1IIlllIIllIIlIlIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td124", -1);
var I111I1l1Il1I1lI1l1llI1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td60", -1);
var llIIllll11II1llI1IIllIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var I111I1ll1Il11111IlIlIIIII = I111IIl1lIllII111I1I11IIl(-1);
var l1IlIlI1IlIl1II1Illl1IlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var Ill1I11lII1lll1llI11IIlII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td23", -1);
var I1II1I111IlIIll11I1II111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td78", -1);
var Illl1lll11IlI1lIlllIl1lIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td106", -1);
var l11I1l1I1lI1ll1ll1ll1IlI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1IlllllIll1IlIl1ll1l11I1 = I111IIl1lIllII111I1I11IIl(-1);
var I11I111Ill1III11llIII1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td80", -1);
var IlIIl1Il11I1I1l1IIIlllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var lIIIlI11Ill1I1111IlI11llI = I111IIl1lIllII111I1I11IIl(-1);
var lIl1IIII11IlII1l1llII1l1l = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td63", -1);
var l11III1ll1ll1II1Il11IlllI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var I1l1l1IIlIIIIl111lIlIIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var II1Il1IIlII11lIII11llIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td90", -1);
var lIlIll111lIl11I11llllIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td27", -1);
var IIIl1lI1II1llII1IIIlII1ll = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td133", -1);
var lII1lI11IIlIllllllI1IIIIl = I111IIl1lIllII111I1I11IIl(-1);
var lll1l1l111111111ll1llI1Il = I111IIl1lIllII111I1I11IIl(-1);
var l1l1lIlI1IlIIIIllII1l11Il = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td53", -1);
var I1l1II111IIII11lIllllI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lIl1l11llIll1l1lI11111III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td3", -1);
var I1lIll1111IllI1I11llIII11 = I111IIl1lIllII111I1I11IIl(-1);
var lI1I1I1Il1lIl11111llllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var l1I1IlI1l11III1l1III1I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td54", -1);
var II1l11lIlIlI1lIll111II11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td10", -1);
var l1lIl1I1ll1l11llIl1IllIII = I111IIl1lIllII111I1I11IIl(-1);
var lIlI1lIlllI1111I1l1II1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIl1l11lllI1ll11II1llI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td8", -1);
var llI1lIlll11lll11Illl1l1ll = I111IIl1lIllII111I1I11IIl(-1);
var lI111IIl1I1llII1IllI1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var lI11I1I111I1lI1IlIIllI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td282", -1);
var lIlI1I111l11I1llI1I1I1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td11", -1);
var II11IIl1I111llllI1lI1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td34", -1);
var IlII1I1I1l111II1Il1111III = I111IIl1lIllII111I1I11IIl(-1);
var I11I1lII1lllI1lIlII1Il1Il = I111IIl1lIllII111I1I11IIl(-1);
var lIl1II1Il11Il11Il111llI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td144", -1);
var Ill1l1I1II1IIl111I1Il11I1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1I111IIIll11III1Il1I1lI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td23", -1);
var lll111lI11I1III1IllllII1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td23", -1);
var l1lI1llll11llll1llIlIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td65", -1);
var IlIllIlIIl1I1III1llll1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var ll11I1lIIll1Ill1I1111llII = I111IIl1lIllII111I1I11IIl(-1);
var lI11llI11I11lI1l11I1I1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td154", -1);
var lll1I1I1Il1I1IIllIIlII1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td65", -1);
var IlI11l1llI111IlI1l11I1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td48", -1);
var lllIIlll1I11llII11llIllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td93", -1);
var l11I111I11l111l1III1I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var llI111I1lIllllll11I1lIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var I1II1lI1l1l1Illl111IIl1ll = I111IIl1lIllII111I1I11IIl(-1);
var lIll1llIIl1I1lI11l1III1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlIl111I1l1II1lIIl11IIIl = I111IIl1lIllII111I1I11IIl(-1);
var I1IlII111lI11IlIl1I1lll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var l1Illl1II1lI11I11l11111I1 = I111IIl1lIllII111I1I11IIl(-1);
var I111IIIlII1I1lIIlI1lIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td149", -1);
var I11lIllIl1111I1I1l1lllI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td233", -1);
var Ill1l11l1IIlIIIlI1Illl1II = I111IIl1lIllII111I1I11IIl(-1);
var lI1l1I1Ill1IIIIlllll1Ill1 = I111IIl1lIllII111I1I11IIl(-1);
var llll11l111I1llll1lIIlII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td16", -1);
var l1l11I11Il1lIlI11I111II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var l1Il1IlIlI1Il1llIIlI1lIlI = I111IIl1lIllII111I1I11IIl(-1);
var l11l1lIII11lIlIlIIIIlI1lI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr1 td17", -1);
var I1l1IlIlIl1I1IIllII1lllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var I1ll1I11I111lIl11lI11lll1 = I111IIl1lIllII111I1I11IIl(-1);
var l1ll1I111IIIlllI1I1llI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI111l111lI11IlllI11II1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td117", -1);
var I1l1I1111Il1lllII1lllI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var IlII1lI1ll111IIIIIl11I1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td54", -1);
var IIl111111II1l11IIII1I11II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr18 td54", -1);
var I11IIIl1ll1l1II11lI1I1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr15 td28", -1);
var ll1ll11llI111lllI11IIl1Il = I111IIl1lIllII111I1I11IIl(-1);
var lllI11IIllII1I1llI1lIlIII = I111IIl1lIllII111I1I11IIl(-1);
var lllll11lI1l1Il11I1Ill1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var ll1ll1lll11lIlIIllII1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td232", -1);
var l1IlIlI1IIIl111lIIlIl11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var ll11lllll1I1111lII1III1lI = I111IIl1lIllII111I1I11IIl(-1);
var lllll1I1lIllII1lIllI1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr31 td169", -1);
var lII1ll11llII1I1111I1l111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr72 td65", -1);
var l1II1lll1I1I111IlII1I11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td21", -1);
var l11111I11l1I11lI1IIlI11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1I1lIIIIIIlIl111IIIllll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td54", -1);
var II1IIIIlIII11lIIll1Il1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var Ill1llI111I11IIIIIl1II1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td72", -1);
var ll1l1llIlIIlIIl11Il11III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I1ll1lI11Ill1II11l1Ill11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td3", -1);
var I11l1II1II1I111111IllllIl = I111IIl1lIllII111I1I11IIl(-1);
var I1lIIll11I1IIIIllI11l11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I1Il1IIlll1IllII11l111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td32", -1);
var I1II1I1l1lIllI1l11IlII1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td30", -1);
var lll1lII11l1111I1IIlIl1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td90", -1);
var l1l11III11llIl1llI1lll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td90", -1);
var lll1l11l1llIl1IIllIlI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var ll1l1ll1Ill11lllIl11I1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I11I1IIl1llII1IlI11lIlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td61", -1);
var IIIIlIII11l1lIl1l111I1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var I1lI1IlII11Il1l11llIl1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var Il1lIll1II1II1lIl1llllIII = I111IIl1lIllII111I1I11IIl(-1);
var lIIllIII11l11llIl11lI111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var l1llllII1IIlI1IlII1I1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var II1l1I1111l1I11lIllllI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var III11II1II1IlI11lI11111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var ll1III1Il111II11IlI1IIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var llIIIllllIII1111lI1lll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var I1lI111lII1l11llI1lIII1l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1IIll1I11l1I1l1I1I1IIllI = I111IIl1lIllII111I1I11IIl(-1);
var ll1I1IIllI11lll1II11lllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td167", -1);
var I111IllI1II1II1IIlI11lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var l11IIIII1I1llIllIl1l11l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td105", -1);
var IIlIIl1llI1Il1lll1lIlll1l = I111IIl1lIllII111I1I11IIl(-1);
var l1IIll11llI1IllI1Il1ll1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td2", -1);
var Illll11I11IIlIl1IlllIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var lI1l1lI1lllIIIlI1lIl1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var l1llllll111IllII1I1IlIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var IIl1l11lIIlIlllI1lll1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td65", -1);
var l1IlIIlllIIIlIl1lI1lIIl1l = I111IIl1lIllII111I1I11IIl(-1);
var l1I1111111IIIllIIII1I1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td107", -1);
var lI1IIIlIlIIIIIIlIIl111IIl = I111IIl1lIllII111I1I11IIl(-1);
var I11lIIIIllllII1l1ll11lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td228", -1);
var II1Il1lI1lI1Illl11lll11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td8", -1);
var II11l11II1I1llII11lIlll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var I1I111l1111IIlIIllIIIIllI = I111IIl1lIllII111I1I11IIl(-1);
var lI1I1l1IIII11I11I111ll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1lIlIlIllIll1IIIlIlIl1l = I111IIl1lIllII111I1I11IIl(-1);
var IIl1Ill1llll1Ill1I11IIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1l1Il1IlI11III1l1l111llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var lI1l1111lII11l1IIIII1lll1 = I111IIl1lIllII111I1I11IIl(-1);
var l1I11IIIlIIII1Il1l11IlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var IlIIlIl11111lIII1lI1lI11l = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1Illl111111IIIIlIIlll = l1l1l1I1III1lII111l1ll1lI(1, 6, "tr5 td40", -1);
var llI1I111111I1lll1IllI1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td25", -1);
var IlIIlIlllI111Il11lll1I1I1 = I111IIl1lIllII111I1I11IIl(-1);
var IIlIIlIllIlll1l1l111llIll = I111IIl1lIllII111I1I11IIl(-1);
var Il111I1IlI1Il1l1Illllll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var IIIIl1IIl1l1111II1II1I1ll = I111IIl1lIllII111I1I11IIl(-1);
var IllIII1I1IlIllIlIIll1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var Ill111l1lll1111lIlIll11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td65", -1);
var IlII111lI11lllIIIIlllIIlI = I111IIl1lIllII111I1I11IIl(-1);
var ll1Ill1I1Ill1IIIlllIIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var lI1111l111l1Il11l1lIlIIII = I111IIl1lIllII111I1I11IIl(-1);
var lIIIllllI11lIIllllIl1lI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td232", -1);
var llI1l1IIIl1l1llll1lIIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var IIIl11Il1I1Il1III1Illl1II = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var IIl1I1lIIlI11lllIl1IIll1l = I111IIl1lIllII111I1I11IIl(-1);
var I1lI1ll111I111I1I1III11I1 = I111IIl1lIllII111I1I11IIl(-1);
var lll11IIllIlIII1I1I1111I1I = I111IIl1lIllII111I1I11IIl(-1);
var IlIIII1I1lll1I1I1Il1I1II1 = I111IIl1lIllII111I1I11IIl(-1);
var III11lIIlIIlIIIlIll1l1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var IIIllIII1l1llI1111llI1Ill = I111IIl1lIllII111I1I11IIl(-1);
var llll1ll111ll1I1I1I1ll1II1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1Illll11111I1l1II1I1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var Il1lllII11IIIIlIIllI1III1 = I111IIl1lIllII111I1I11IIl(-1);
var I1l11IIIIlI1lIlII1lI1Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td73", -1);
var l1llIIl1I1IIlllll1l1IIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1l11l1l11llIIII111llI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var l1II1IlIlIIIIlI11I1l1I1II = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var I1lllIlI1I1I1l1II1lII11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td114", -1);
var lIIIIll1I1lll11lIlIl11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIll1II1I11II1llIlIII111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11lIlIIl11I1IlIllIIl111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr58 td169", -1);
var I1I1lII1I1llII111Il1lI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td15", -1);
var ll1I1lII1ll1l11lll11lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var IIIIIlI1IIIIl1I11llllI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr34 td48", -1);
var I1IlIl11111l1II1lIll11111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var I1IIllI1IIIIlIlIl1IlIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I11llIl1111l1l1IIIll111lI = I111IIl1lIllII111I1I11IIl(-1);
var lIllI1l1lllll111I1ll11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td27", -1);
var ll11ll1I11IlI1lIIlIlIIlII = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td112", -1);
var l1I111lI1IlllIlIlIIIl1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1IlI1IlIIlIIl1llI11lIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr37 td65", -1);
var Il1111lllIIl111ll111IllI1 = l1l1l1I1III1lII111l1ll1lI(2, 1, "tr0 td204", -1);
var I11llII1l1llI1Illl1I1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIIII111lIlIII1Ill11Il1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td8", -1);
var llIIll1IIIII1Il111IIlI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIllI1llI1IlII1IlIIl1lI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var II1I1ll1II1lll1I1l1l1I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td202", -1);
var llIl1IlI1IIl1lI1l1l1lIlIl = I111IIl1lIllII111I1I11IIl(-1);
var Il111IIll1II1IIlIlII1IllI = I111IIl1lIllII111I1I11IIl(-1);
var lll1ll1l11IIIl1l11I1l1Ill = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td90", -1);
var IIIllI1II111IlIl111l1Ill1 = I111IIl1lIllII111I1I11IIl(-1);
var IlIl1IlI11lIIIl1l1l1I11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td59", -1);
var IlllIll1IIl1Il1I1I11llI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td85", -1);
var IIl1II1Il1I1l1lI11l1IIlll = I111IIl1lIllII111I1I11IIl(-1);
var llll1I111I1IlI1lII1l111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var l1IIll1I11I1llII1Il1111lI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr19 td55", -1);
var lIl1lIIl11I1Ill111I1IlI1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td121", -1);
var IllIIIIl1l1ll1Il1I1l11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llll1IlII11I1l1III1IIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var ll1I111I11I1Il11IlIll1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td210", -1);
var lIl1Il1l1111l1lIlIIIll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II111IIl1I1l1111llIl1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var I11lllI1I1IIII1IlIlll1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td34", -1);
var II11II111llll11llI1I11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td206", -1);
var lIIl1I1IIlIl1l1I11Ill1IIl = I111IIl1lIllII111I1I11IIl(-1);
var IIIlI111II11lIlIll1l11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var lI111I1Ill111II1IIlIlllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IllIl111lI1lIIIIl1lIII1ll = I111IIl1lIllII111I1I11IIl(-1);
var lll1lI111lll1llIlIIIIl11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td15", -1);
var IIIIIIlIll1lII1lII1I1lIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td228", -1);
var lII1IlI1II1I11II11I11II1I = I111IIl1lIllII111I1I11IIl(-1);
var lIll1l11ll1111III1ll1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var l1lII1I111lIlIll1Il1111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llIl1lI1IIlllIII1lI1lI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var ll11I1ll1lIllI1l1l11l1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var II1I1III11lIl1IIIlIllII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td80", -1);
var lll11IIlIlIllllI1IIll11l1 = I111IIl1lIllII111I1I11IIl(-1);
var l11I1llIII11l1I1l1III11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td16", -1);
var I1lII1II1ll1I11Il1II1l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1lI11ll11IIl1IIII111ll1l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var IIll11ll11II11IIIlII1l1I1 = I111IIl1lIllII111I1I11IIl(-1);
var IllllIllIllIlIllllI11lIII = I111IIl1lIllII111I1I11IIl(-1);
var lll111I1I11llIIIlIIllIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td61", -1);
var II11l11I11II1lIIl1IIllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td199", -1);
var lI1111Ill11I1Il1I1l1IlII1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1lIl1lIlI1lI1II1Ill11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIl1l1II11llI1llII1111Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI11IIIll11IIIlll11I1111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td132", -1);
var llllIlIIl1llI1IIlIIIl11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var lIlIII1I1I1IlI1I1l1I1llI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1IIlI111Il1lII1II1lIIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I11IIII1llIII1II1l1II111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var l1II1II1IlIIllll1I1lII1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var Ill1I1IIIl1l1IIlIll111IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il11II1I11l1l111IlIIl111l = I111IIl1lIllII111I1I11IIl(-1);
var III1ll1lIlIIlII111lllIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td201", -1);
var I11llllIlIllIII1ll1lII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var IlI1lIII1lIlllII11Il11l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var IIlI1II1lI1l1llIIllI11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var II1IIl111Ill11IIIlIIllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var I1IllI1Ill1llIIIl111lIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1IIIl1lIIIIIIll1l1111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var llII1I11l1lIIIlllIIll1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11lI1I1I1I1Il1Il1l1111I = I111IIl1lIllII111I1I11IIl(-1);
var lll1IllI1ll11IllIII1lIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Illl11I111llII1I1l1lllI1l = I111IIl1lIllII111I1I11IIl(-1);
var II1lIllll11Il1llIl1llIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td14", -1);
var lII11II1llIl1IlIllI1lI111 = I111IIl1lIllII111I1I11IIl(-1);
var I1IIl11I111l11lI1llIl1lll = I111IIl1lIllII111I1I11IIl(-1);
var II1I11Il1IlII1I1IlIIll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var l1Il1lI1l1l1II11l1IlI1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td29", -1);
var lIl1IIIl11Il1IlllI1lllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lIIIllll11l1l1IllIIll1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIllIIlIlllI1lIIl1I11l1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td17", -1);
var IlII111lI1IlIIlI11IIl1IlI = I111IIl1lIllII111I1I11IIl(-1);
var lIl1l1I1l11ll1II1llllII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td2", -1);
var IlIII11ll111ll111ll1Il1Il = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr5 td40", -1);
var llI1llIlIlll1l1lllI1lll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr66 td65", -1);
var lIlIlII11I1IllI1IIII1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1Il11lIll1l1llll11I1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td21", -1);
var II1ll1lI1lll1IlIlII111II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td243", -1);
var lllIIl1I1III1IIlI111III1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var I111I1lll1II1llI11l11l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td114", -1);
var IIll1I11Il1lI11I1I11IIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var I11l111llIlIlI1IIIII1l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td79", -1);
var l1l1Il1l1lIll1IIlIII1IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td5", -1);
var l1llII1lIlI11l1l111Ill1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var l1I1l11IlI1IIIl11111II1l1 = I111IIl1lIllII111I1I11IIl(-1);
var IlII1111IlI11II1l1ll1II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var I1IlI1lI111lI11lIlIII1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var ll1llIl1IlllIIII111ll11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var IlII11lI1lll1I1IIllIl1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var l11lIl11IlI1lIl1I1IlIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td54", -1);
var lI11I1lIII111lIII1l11IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var lllllIIllIIll1Ill11l1ll11 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td40", -1);
var ll11lI1lIlI1llI1l11IllI11 = I111IIl1lIllII111I1I11IIl(-1);
var I11I1l1I1I111lI11lIIl11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il11lIll11Ill1lIll11l11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var IllI1ll11IllllIl1llllll1I = I111IIl1lIllII111I1I11IIl(-1);
var l11IIII1I1l1lII1Illll1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var llI11IlII1lIIll11I11lIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1IlI1l1llI11I1IIl1ll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var IlllIIl1IIIII1IIIII1I11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td85", -1);
var III11IIl11Il1IlIIIl1l1l1I = I111IIl1lIllII111I1I11IIl(-1);
var ll11lI11I11I1I1l111I1IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var ll1IIlIIl1IIII11ll1l1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1lI1Il1I1111l1lI1l111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIl11l111IllIl111llI11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var Ill1IlIIII111lIlllIllII1I = I111IIl1lIllII111I1I11IIl(-1);
var I1Il11l11II1IIIII11I1I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td109", -1);
var I11lI1lII11IlI1II1IIIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td261", -1);
var I1lIlI1lIl1111II111Il1I1I = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td40", -1);
var l11llIIIII11ll11I1IlII111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var IIIlll11ll11lll11IlIl11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr10 td27", -1);
var II1IIlI1llI1llIlI11IlI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var III1I1I1I1l1l111l1ll1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var lllI1ll1lI1lI1I1II1IIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var l11I11Il1l1Il111IlI1ll1Il = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var lI1IlllI1Ill1Ill11IlllIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td102", -1);
var III1I1IIII11II11l1lII1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var lI1l11ll1I11Il1IlI1ll1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td87", -1);
var Il1IlI1Il111Ill1111l1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var IlIIllIIlll1lI1IllI1111Il = I111IIl1lIllII111I1I11IIl(-1);
var lII1Il1111IIIII1I1ll1lI1I = I111IIl1lIllII111I1I11IIl(-1);
var Il1I11l11lllll1llIIlIlI1I = I111IIl1lIllII111I1I11IIl(-1);
var IlIllIIll1lIl11111IlI1IIl = I111IIl1lIllII111I1I11IIl(-1);
var Il1Il1111llll11Ill11IIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var lI1lll11I1Ill111l1l1lI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var llI1IlIl1lllIl1I1l1l1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td51", -1);
var IlI1IlIl11l1Il1I1I11IllII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var IIII1llIIIl1lIIIl11l1Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td40", -1);
var l1lll1I1II11lI1IlIlIl1II1 = I111IIl1lIllII111I1I11IIl(-1);
var Ill1III11II1IlIIlIll1llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lll1I1I1lIIII111II1I1lIlI = I111IIl1lIllII111I1I11IIl(-1);
var l1lllI111II11111lIlI1I1Il = I111IIl1lIllII111I1I11IIl(-1);
var IllI1111ll11I1lI1IIlll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var lI11111l1lIllllIIlIlI111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var IlllIlIIIlllI1IIllll1Il1l = I111IIl1lIllII111I1I11IIl(-1);
var I1lllIIlI1l1IlI1llII11ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var II1lIllll11llI11lll1l11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td54", -1);
var lI1lIl1IIl1l1ll1lII11Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var l1I1IIIll11I1l1l1lIIIlll1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1I11IlllIl1I11l1lllll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI111l1III111llllI1111ll = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr5 td40", -1);
var IlIIIIlI1llIl1Il1IIll11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var l1Il11II1lI1llII1II11I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var I1Il1l11lllll1IlIlllI1lIl = I111IIl1lIllII111I1I11IIl(-1);
var lII1I11IllII11I11Ill1l1ll = I111IIl1lIllII111I1I11IIl(-1);
var lIlI11lIl1I1lI1I11I1lI1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td12", -1);
var llIlIIII1l111lllIIIllI1II = I111IIl1lIllII111I1I11IIl(-1);
var I1llIIl1IllI11I1Il1lll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var l1l1I1lI11IlIIIll1ll1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var llIIIll111lI1lIIIlllllI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIll1IlIIllI11l1llll1III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var IlI1II1lI1ll1IlI1l1I1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var lIIIl1l1lI111l11III1lIlll = I111IIl1lIllII111I1I11IIl(-1);
var Il1ll1111111lI1Ill111llIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr46 td219", -1);
var lIII1111l1I111l1Ill1I1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var III1IIlIll1llllll1Il1l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1III11l11lIlII11I1lI1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td161", -1);
var III1I11lIIl1I1lIlIl1lIII1 = I111IIl1lIllII111I1I11IIl(-1);
var IIlII1Illl1l1I1lll1IIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var I1lI1lI111ll11111IIIlIlII = I111IIl1lIllII111I1I11IIl(-1);
var lI1ll1l1l111I1ll1IIIlIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var IIIIl1ll1IIlII1IlIlI1l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td36", -1);
var lIl111I1I1lI1Il1II1lII1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td286", -1);
var ll1IlllIlIl1IIll1II1llIIl = I111IIl1lIllII111I1I11IIl(-1);
var Il1l11llIl11II11I11ll11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td65", -1);
var l1IlI1lIl1l1l11ll11Il1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td62", -1);
var lIIl1lll1lll1lllIll11Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var ll1III1lIIIl11111I1IlllIl = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td71", -1);
var I1l1I1Illll1I1IIIl1IIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td39", -1);
var I11IllIl1IIIIII1IIIIIlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td174", -1);
var II1lII1I1llIll1II1l11Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var I1llllI11lIIII111ll1Illll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlIl1111ll1IlI111l11IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var IlIl11Il1ll1l1IlI11I11IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var Il1lIlllI1lll1111IlII1ll1 = I111IIl1lIllII111I1I11IIl(-1);
var llI111IIl1IIl1ll11IIllIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var l11111IlII11Il1Ill11l1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var lIII1lI1I1IIIlIl1lI1Ill1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var l11lll1llIIl1l1IIIlIlIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td203", -1);
var lIl111ll1lIll1l1ll1lIIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var III1Il1ll1lIlIl11I1Illl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td16", -1);
var l11IIllIII1111IlIIlII1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var lII11I111llII1II1ll1I1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlIIlIIIIIll111lIIlIlII11 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1IllI1lIIlIIIlIIl11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td2", -1);
var II1l1lI11I111l1l1lIl1lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td190", -1);
var lIII111Ill11111lllIII11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var l1lI1Ill1II1I1IlIlII1II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1IIll1I1IlIll111IIlIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var I1IlIIIl1II1I1l1lI1l1l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td216", -1);
var Illl11111l1l11lIIl1IllllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1111l1ll11I1llIl1I11l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlllIII1I1IIl1llI111l1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr68 td65", -1);
var l1lIlll1I1lIllIIIlIIlIlIl = I111IIl1lIllII111I1I11IIl(-1);
var I11IIllIIlI1II1I1Il1II1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var llI1lIllIII1111I11ll1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td58", -1);
var l111Il11l11I1l1lI1Ill111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td243", -1);
var ll1lII1ll11ll1I111ll1l11I = I111IIl1lIllII111I1I11IIl(-1);
var IlIllIlll1IIIl11lIl1ll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1l1l111I11lI11IlI11l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var I11l1lI1I1111111lI1llllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var I1II1lII111IlIlI111IlI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var IIlIIl1lI1IllII1l11llIlll = I111IIl1lIllII111I1I11IIl(-1);
var Il1IIlIlll1I1IIll1lIl1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var II1IIIl1IlIIlI11Il1l11III = I111IIl1lIllII111I1I11IIl(-1);
var l111I1111I1I1l1l1I1l1Il1l = I111IIl1lIllII111I1I11IIl(-1);
var l111lI1llIlIlIlIIlIl111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td69", -1);
var IIl111ll1II11IIIIIlIIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td65", -1);
var lll11l1III1ll11I1l1IIl1Il = I111IIl1lIllII111I1I11IIl(-1);
var I1111llIII1IlI1lI1l1llIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I11lII1l1I1IIlIII11Ill1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td90", -1);
var I1ll1I1IlIIIlIl1lI1lIlI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var I11I11111l111lllIlIll11Il = I111IIl1lIllII111I1I11IIl(-1);
var llIlll1Il1IlIl1l1l111IIll = I111IIl1lIllII111I1I11IIl(-1);
var II1lIIIIIII1l1I1I1111III1 = I111IIl1lIllII111I1I11IIl(-1);
var I11II1l1IlIII1IIIll11lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td20", -1);
var ll1l1l1IlIIIIIllIlIII1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td258", -1);
var lIl1lIIII1l11ll11IlI11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var IIll1llIIll1llI1I1l1lI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td62", -1);
var IlI1Il1I1lIlIIlIlII111I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var ll1llllI1l1lIl11lI1I11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IllllI111lI111Illl1lII1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr11 td19", -1);
var IlII1I1I1l11ll1llI1III1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var l1II111IIIlIlI1l1l1l1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr26 td48", -1);
var l1I1lI1ll111l1ll1I11I1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII1lllIlllIl11lI1l11IIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td34", -1);
var ll1l1IIl1Il1lI1Il11ll1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td38", -1);
var IIlllIIIl111lIll1lll1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td117", -1);
var I11lIl11lIIl1II1lIIllI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td89", -1);
var IlI11IIll1lIl1l1I11I1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td73", -1);
var lI11lII1l1l1IllIl1l1lll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lI11II1IlllI1IIIIII111Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var I1IIIlll1III1llI1I1lI11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1IIlll11lI1III1IlllIIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td93", -1);
var lllIIl1I1l111lI1lIIlIIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td107", -1);
var IIIlllIl11l1lI1IIl1lIlIlI = I111IIl1lIllII111I1I11IIl(-1);
var I1IlI11l1II1l1I1lI1l1lI1l = I111IIl1lIllII111I1I11IIl(-1);
var l1Il111l11III11I11II1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var ll1lI11I1lI1l1IIIlll1l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td16", -1);
var l1IIlIl1llII1IlI1ll11IllI = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var I111lIII11I1lll1l1IlIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td207", -1);
var lIl1IllI1I1l1llIl1lI1l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td65", -1);
var II1llIlIll1Illll1I1lllI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI1ll11lI1IIIIlIl1l11lIl = I111IIl1lIllII111I1I11IIl(-1);
var l1l1I1111I1lIIllll1I1II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td71", -1);
var IllI1111Ill1l11IIIlI111ll = I111IIl1lIllII111I1I11IIl(-1);
var Il11Ill1IIlI11111II1ll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lll1I111IllIl11lllI1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td87", -1);
var I1llll1IIlI1IIIII111IlI1I = I111IIl1lIllII111I1I11IIl(-1);
var I1111l1IIIII1ll1lIllllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td123", -1);
var IIlI1l111lII1II11I1l1I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td87", -1);
var IIlIII1ll1lIl111lI111II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var l11I11l1lII1IlIIlI1lII1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td15", -1);
var llll11Il1l1ll1l1I11lIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td109", -1);
var I1IIIII1I1111I1llIII1ll1I = I111IIl1lIllII111I1I11IIl(-1);
var I111lIll1lllIl11lIl1ll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td44", -1);
var Il11I1111I1I1I1I1l1l1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1I1llll1I1lIl1I11I1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var I1lIII1II1llIIIIlI11llIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td20", -1);
var l111Il1Il1I1I1IlIIlIIIII1 = I111IIl1lIllII111I1I11IIl(-1);
var IlI1l11l1ll1I1Il1IlIlI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var l11llIllll1I1Illl1lIll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l1IIlIl11Il11l1IIl11I1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td44", -1);
var IIl111111IIll1l1ll11IIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td161", -1);
var l1lIl11llIIlll11IllllIllI = I111IIl1lIllII111I1I11IIl(-1);
var lI1lIlllll1l11IlI11I1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var III1IlI11lllIlllIl1l11Il1 = I111IIl1lIllII111I1I11IIl(-1);
var I1llIII1ll1IIl11Ill11ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var l1I1I1IIIllII1III11I11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var lIllI1I1lIlIIl11llI11IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var l1IlllIllIlIl111ll1l11ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td161", -1);
var IIllIIlIIlllIlI1lIlll1l1I = I111IIl1lIllII111I1I11IIl(-1);
var lI1I1lI1l1l1IIIIIIllIIlll = I111IIl1lIllII111I1I11IIl(-1);
var lI1lIlIl1IlIl1IIII1lllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td109", -1);
var lllI1l1IIIllII11lllIlII1I = I111IIl1lIllII111I1I11IIl(-1);
var Ill1lIlllIll1Il1II111IIll = I111IIl1lIllII111I1I11IIl(-1);
var II1II1ll1111II11I1lIlIllI = I111IIl1lIllII111I1I11IIl(-1);
var I1llIIlllIllll1IlIIII11ll = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td63", -1);
var llII1l11llIlI1111Il111lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td161", -1);
var lIll1llll1llIlIl1lllllII1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td19", -1);
var I1l1llll11II1IIlI11Il1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1l1111lIIll11IllIl11lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var II1lI1ll111I1IIII11l1II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td6", -1);
var ll1I1IIIllI11lIlI1IlIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td278", -1);
var lIlII1III1l1l1IIl11ll111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1111lIl1111Illl11l1lI1II = I111IIl1lIllII111I1I11IIl(-1);
var I11Il11IIllIIll11IIIll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td271", -1);
var IlI1IlIlIlll111l1IlllI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td54", -1);
var IlI1I1lllll1III1lI1Il1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var II1lII11lIII1l1l1ll1ll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td15", -1);
var lIl1II11l1l1lI1II11III111 = I111IIl1lIllII111I1I11IIl(-1);
var l111l1l1lIlIIl11IIIl1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td237", -1);
var llII1IIllII11I1l1111I1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var IlI1IIll1IIl11IIlIII11l1I = I111IIl1lIllII111I1I11IIl(-1);
var I111I1I1IIlll11lI1llllIlI = I111IIl1lIllII111I1I11IIl(-1);
var II1llIII11Ill1lIlI1Il1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td82", -1);
var I1I1IIlIlII11I1llII1llI1l = I111IIl1lIllII111I1I11IIl(-1);
var I1IlIl1lIIl1Ill1lIlll1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var l11IIl1II1I1llII1l1lIlI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var Il1l111l1IlII111IlI1lIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var IlIIl1IIIlIlI11Illl1IlIII = I111IIl1lIllII111I1I11IIl(-1);
var l1l1l11IIl1IIl111IIl1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr49 td5", -1);
var l1IlII111ll11Il11llllIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td92", -1);
var l1llIll11lIll1II1I11I1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var l1llI1llIIlIlllI1l1l1I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1lI111l11lIIlII1l1ll1Il = I111IIl1lIllII111I1I11IIl(-1);
var llIllIll1l1l1IIll1lIl1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI11ll1lIl1llllllIIII1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var l1II1II11l1IIl11I1lll11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var IIIIIIlIIIl1Il11Ill111l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var lI11IlI1lI1l1l111IlI1I1ll = I111IIl1lIllII111I1I11IIl(-1);
var Il1lllI1I1lIlIIlIIl11I111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var IlIII1III1Il1II1II1lII1l1 = I111IIl1lIllII111I1I11IIl(-1);
var l111lI1lIllII11l1l1l1III1 = I111IIl1lIllII111I1I11IIl(-1);
var IlIIII1ll11lII11l11II1IlI = I111IIl1lIllII111I1I11IIl(-1);
var ll1llIlII11IIllI1I1l1l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var IIlI1lI11lIl1lII11l1l1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var IlIIl1IIII1llllIlIII1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td243", -1);
var IIllIl1l1IlIl1llIlll1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var lII1l1I1lIIII11IIlIIIIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var Ill1111lIl1l1lIllI1I1I11I = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr4 td40", -1);
var IIl1I1lI111lI1lIl1llI11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var lIl1l11111IIIIl1l11IIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td78", -1);
var lllI11IIllllIlI1lI1Ill1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var III11l11lI1lI1111IIIlIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr41 td193", -1);
var llII1I1Il1llIl1I1Il1lII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var lIll11I1ll11111Il1ll111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td58", -1);
var IlIIll1IIl1IlI1I1I1I1ll1I = I111IIl1lIllII111I1I11IIl(-1);
var lIl1Illlll11l11l11lIIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td11", -1);
var l1llI1I11I1lI11lIl11lll1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td106", -1);
var l1l1IlIlI1IIlIIIII1lII1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr64 td239", -1);
var lIl1II11Il1l1IIlIl11IlllI = I111IIl1lIllII111I1I11IIl(-1);
var Il1II1ll1lI11ll11lIIIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td48", -1);
var IlIII1lI111l1Ill1l11l1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr60 td220", -1);
var lllI1I1l1I11IlllIIl1lI1ll = I111IIl1lIllII111I1I11IIl(-1);
var l11III1lIlll111lI11I1IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1IIIll1lIlIl1I1lII1l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td20", -1);
var II1I111IlIIIIIlIlI1l11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td5", -1);
var II11l11lllI1I11IllIIlIl1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td17", -1);
var IIIIl1l11Il1lllI111lllIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td261", -1);
var Ill1llI1Ill11l11llIIl1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var II1l1Il1IlI1llI1IIlI111I1 = I111IIl1lIllII111I1I11IIl(-1);
var IIl1l1IIllI11Il11I1I11l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lll1l111lIlI1I1Ill1llI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td277", -1);
var I1llII1lIl1IIIlll1IIlIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td154", -1);
var l1ll1IllIl11lll1I1l1llIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td29", -1);
var l1III1lll1Ill11I11lllII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var I1lI11I1I1lIll1llIll1l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td28", -1);
var ll11Il1l1I11I1I11IIIl1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var ll11lII1I1III1IIllI11lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td118", -1);
var lIllII1l11II1IllIIIlI1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td175", -1);
var IlII11I1lIlIl1llI1I11IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill111lIIl11Il111IIllIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var l11I1IIlII1l1IlIIll1Il11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var II1IlIIl11ll111lIlII1IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td72", -1);
var lII11lIlI1I1II1I11llII1I1 = I111IIl1lIllII111I1I11IIl(-1);
var I11Il1IlI1llIIIlI1111I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td132", -1);
var IIl11III11l11IllI1l11l11I = I111IIl1lIllII111I1I11IIl(-1);
var lI11l11l1I1l11IIll1l1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var III1I1Il1IlII1IIIlIIlll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td43", -1);
var llIlll1I1IlI11l1l1lI1l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td88", -1);
var llllIlIII1lIllIl1lll11I1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var II11lII1IlIIl11l1IlII1I11 = I111IIl1lIllII111I1I11IIl(-1);
var I1lIIllIl1l1IIl1lIIIll1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td23", -1);
var I1llll1I11111ll11llIIlIIl = I111IIl1lIllII111I1I11IIl(-1);
var IIl11I1Il1IllI11IlIlI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var lll1IlIIlllII1lI11lIIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td72", -1);
var l1lIIl1l1II11ll1l11Il1I1l = I111IIl1lIllII111I1I11IIl(-1);
var IIlllI1I1Ill1lIIIII1111II = I111IIl1lIllII111I1I11IIl(-1);
var l111Illll1l1l1I1Il1IllI1I = I111IIl1lIllII111I1I11IIl(-1);
var IlIl1II11111lI1II11IlII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td137", -1);
var l1lIIIIIl1l11I11I1ll11llI = I111IIl1lIllII111I1I11IIl(-1);
var l1llIll111Il1l1lll1IIlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td250", -1);
var Ill1lIIlIlI11Il1l11lIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td16", -1);
var I1III1lll1lI11111ll11Il1l = I111IIl1lIllII111I1I11IIl(-1);
var llllIIlll11lIII1Illl1lllI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var Ill1IIIIl11lll1I1I11I11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var IIllIl1llIIlll1lIIl11Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td11", -1);
var I1l1llII1IIIlI1I1lI1l11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td103", -1);
var ll1lI1lI11II1111I1Ill111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var llIl1lI1lIIIlll11l1I11lI1 = I111IIl1lIllII111I1I11IIl(-1);
var lIl1lI1I1I1llIlI1I1lllI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td90", -1);
var llIIIlIII1IIIl11IIlII1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var I1l1III1II1l1I11111l1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td277", -1);
var Il11II11111l1l1I1Il1IlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var l1IlIIIIl1I11II1ll11lIllI = I111IIl1lIllII111I1I11IIl(-1);
var IIIllI11I111IIl1l111lII1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td244", -1);
var I11Il11lI1lIlIllI111l1llI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr11 td16", -1);
var l11I11111lIIII11IlIl1II1I = I111IIl1lIllII111I1I11IIl(-1);
var I1lll1I1I111I1lIl11Ill1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td145", -1);
var II11IIllII1I1lllIll11111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1III1Il1lIl11l1Il1ll11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td185", -1);
var lllII1lIll11llIll11I111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td71", -1);
var I111l11IIII111Il1I1l11II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var ll1lII1llIlIlIlll1lllI1I1 = I111IIl1lIllII111I1I11IIl(-1);
var I11IIIll11l11lll111I11lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var II11II11I11ll1111IIIll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var I1ll1llI1I1II1III1lI1IlII = I111IIl1lIllII111I1I11IIl(-1);
var I1l1llIIIllIlIIIIIII11I1I = I111IIl1lIllII111I1I11IIl(-1);
var IIl1Ill11l1IllIIIllIl1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td144", -1);
var lI1I1lI111IllllI11I1IlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td21", -1);
var I1llI11l11l1l1IIlll1IlllI = I111IIl1lIllII111I1I11IIl(-1);
var I1llIl1III1IIlIIl111IIIll = I111IIl1lIllII111I1I11IIl(-1);
var lllIIlIl11l11llllI1lll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var l111lI1IlIlIlIIl11ll11I1I = I111IIl1lIllII111I1I11IIl(-1);
var l1lIll1IllIII1lIl1I11I11l = I111IIl1lIllII111I1I11IIl(-1);
var l1l1Il1lI1IIllllI1llIIllI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var llIlI11IllI1lllII11lI1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var ll11l1IIl1lIIll1l1111Illl = I111IIl1lIllII111I1I11IIl(-1);
var l1I1111ll1lIlI1IIIlIIIllI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td138", -1);
var I111lI11ll1Ill1l1l111lI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var Il11lIlll11lIl1l1llIIlI11 = I111IIl1lIllII111I1I11IIl(-1);
var Illl1lllll1lIlII1II11IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td59", -1);
var II1III1l1l1I11lIl1l1lllII = I111IIl1lIllII111I1I11IIl(-1);
var l1lI111111I1II1Il1IlII111 = I111IIl1lIllII111I1I11IIl(-1);
var llIlIl1II11llI1I1IIl1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var ll11I1ll111lIII11IllII1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var IlI1lIIllI1ll1III11IIIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td34", -1);
var I1lllI1I1ll111llI11II1l11 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var ll11lIl1l11lIlll1IllI1llI = I111IIl1lIllII111I1I11IIl(-1);
var llI11IIIIII1l1I1II1lII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var IIllIIIII11ll1I1lll11lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlIllIll1IIIl11llI1I1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td11", -1);
var Il1Il1IIll1l1lIII1I1llIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td7", -1);
var I11Ill1lllIIll1l111IIllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td67", -1);
var lIl1I1III11Illl1IIllI1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td253", -1);
var III11l11111Il1l1IllIlll1I = I111IIl1lIllII111I1I11IIl(-1);
var Il1ll11l1l1IIlllIlIIlll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIllIII1IlI1lI11I1llIll1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td92", -1);
var l1ll1l11lIIIIll1lI1l1111l = I111IIl1lIllII111I1I11IIl(-1);
var l1l11l1I1111llllllI11I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIl111Ill1l11lI1IIIIllll1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var llI11Ill1l11ll1I1I1llI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td213", -1);
var III111lll1I1111lIl11II111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td148", -1);
var l1l1I1l11l1l11IIIllIllIII = I111IIl1lIllII111I1I11IIl(-1);
var lI1I1II11lIlIIlIll1I1I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td1", -1);
var lIlI1lIlII1IIIl1IllIIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var lIll1lI11II1I11lI1III1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var I1IlIIl1Il11I1l1IIlll1Ill = I111IIl1lIllII111I1I11IIl(-1);
var Illll11lIlI1lIlll1IIlIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td145", -1);
var II11Il1I1IIIllll1IlIII11I = I111IIl1lIllII111I1I11IIl(-1);
var I1I1ll1111ll11111I1IllIlI = I111IIl1lIllII111I1I11IIl(-1);
var lll11I11I1I11IllIIl1I11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var IIII1lI1Il11I1llIII1Il1I1 = I111IIl1lIllII111I1I11IIl(-1);
var I11I1l1lll1IIlII111lI1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td64", -1);
var Ill1lIIIll11l1IlIII11l1I1 = I111IIl1lIllII111I1I11IIl(-1);
var l11III1II11lI1lIl1IlllIl1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIIlI1llII1I1IIIIl1l1ll1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1lllII1I1III11l111lllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td32", -1);
var I1lIII1l1IlIlI1llIlI1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td72", -1);
var lII1111l11lIl1II1IllIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td124", -1);
var lI1lllI1lIlll1II11I1II1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1I1lI1l1IllllIllIl111IIl = I111IIl1lIllII111I1I11IIl(-1);
var ll11lIIll1II1ll1llIIl111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var lIIlII1lI1Il1IlIII1IIll1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr2 td31", -1);
var lll11l1llll11111I1Il1I11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td227", -1);
var l11lll1lI111llll1IIllI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIll1lIIll1Il1111Ill1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td129", -1);
var l1IIl111I11lI1lIll1lII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIl1ll11I1l1lllI1Il11ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td44", -1);
var Il1IIlIIIIIllI11I1I1Il11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td196", -1);
var ll1l111IIIll1I1l1II11l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td68", -1);
var lII1Il1llIllIllll1I1ll1Il = I111IIl1lIllII111I1I11IIl(-1);
var l1Il11IlIIIlll1I1I111IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td24", -1);
var Il1I1l1l1I1IIIlII1l11Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td85", -1);
var l1II1IIl11l11l11IIl1IlIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td140", -1);
var l1Il1IIll11lllIIl1IIlIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td250", -1);
var IlI111II1l11llI1I1111111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var IIl1lllIl1Ill1IlI111111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var l11lIlI11II1I1I1IIllIlI1I = I111IIl1lIllII111I1I11IIl(-1);
var IIllIlIII1I1IIIIIl1IlIIll = I111IIl1lIllII111I1I11IIl(-1);
var I1lII111lIll11I111IIlIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var llllIIlII111lIIl1l1l1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr65 td161", -1);
var lI1ll1I1ll1IllI11I11lI111 = I111IIl1lIllII111I1I11IIl(-1);
var IIlIIl1IIIll1111llIlIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td4", -1);
var Illl1IIl1lIl1l1lIlI1l11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var IlllIlIIl1Illl11ll11lll1l = I111IIl1lIllII111I1I11IIl(-1);
var lll11llIll1lI11lIIll1l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td92", -1);
var l1lI1l1IlI1llIl1II1ll1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11llIII11III1lIl111Ill11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td40", -1);
var lI1l1I1II1lII11ll1I1l1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td10", -1);
var l111IlIIl1l1l11lII1lIl1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var ll1IIII111lIIl1Ill11Il1II = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td63", -1);
var l1llIlll11llIIII1l1IIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td44", -1);
var lII1IlI1l1lIlIIl11IIl1I1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var llI1lll1lllI1l1I11IIll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td109", -1);
var IlIl1I1Il11l1l1llIl1l1IIl = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr5 td40", -1);
var Il1lIlll11I1I1lIl1I11ll11 = I111IIl1lIllII111I1I11IIl(-1);
var IIl1111lIl1III11IlIIllII1 = I111IIl1lIllII111I1I11IIl(-1);
var lllll1l11l1lIl1IlIlI1III1 = I111IIl1lIllII111I1I11IIl(-1);
var Ill1I11IIlI1lllIl1I11II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var ll1l11ll1IIlI1I11Il1lIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var IlIlII1I1lII11l111II1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var lI11l111II1I111l1111llIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td230", -1);
var Illl1I1ll1llllI11Ill1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var ll1lIllllIl11111IIl11I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td11", -1);
var l1l1IlI1Il1II1lIll1lIl1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var l11l1I1Ill1Il1l1lIl1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIllI11l1lII1lI1111llIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIllIllIlll1I11Il1l1l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var llllIl11II1II1II1l1I1II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td56", -1);
var Il1llI11I1l1IIIl1Il1l1l11 = I111IIl1lIllII111I1I11IIl(-1);
var llllI1l111ll1l1I1llllI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var IIIIIl1lIII11Illl11IllIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td219", -1);
var lllIlII111lI1I1I1lII1I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td169", -1);
var IlI1l11lIIIIl1l1Ill1lIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var l1l11l1III1l1I1IlI1l1I11I = I111IIl1lIllII111I1I11IIl(-1);
var l111llllIl1lIl1lI1llI11ll = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var II1l11II11Ill1I1llI1Illll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var I1lI1I1IIIlll1IIIll1IIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td213", -1);
var IlllI1lll1llI11lIIIlII111 = I111IIl1lIllII111I1I11IIl(-1);
var II11lIl11II1llI11I1l1I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var lII111ll1lII1I1llI1l1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td11", -1);
var l1lIlIIIll11llIllIIIl111I = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var IIIlIlI11IllII1IlI1lI1l1I = I111IIl1lIllII111I1I11IIl(-1);
var Il1I11l1l111l1l11I1ll11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr49 td203", -1);
var lIlllllII1l1llIII1lI1llI1 = I111IIl1lIllII111I1I11IIl(-1);
var l1lIIIlIIl1lIllll1lllIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td27", -1);
var III1llIl11IllI1llI1lIlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Illl11l11l1I1lIllllI11lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var I1IIIl1IIIlllIl1IlIlIlllI = I111IIl1lIllII111I1I11IIl(-1);
var IIIlII1lIIIII1IIl11IIlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var IIl11Il1lIlIl1ll1ll1ll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var III11I1IlI11llIllI11lI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td47", -1);
var l11llllIl1l1111II1Il1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td262", -1);
var IlI1l1I1IllIII11l1IllI11l = I111IIl1lIllII111I1I11IIl(-1);
var I111IIl1ll1IIlIIII1IIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIII1ll1lI11I1I1II11I1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var I1l1111111II1l1lll1Il1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11l11llI1II1I11III1Ill1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII111llIIlIIl1llI11lI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td2", -1);
var ll111Ill1l1llIIIlIllII1lI = I111IIl1lIllII111I1I11IIl(-1);
var II1ll1lIIlI11lllIlll1I111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td92", -1);
var lIIlI11Il1IllIll1I1IIl11I = I111IIl1lIllII111I1I11IIl(-1);
var IIl1IIl1I1I1lllIlI1l111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llIIII1l1llIlIII1II1lIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var Il1llllIIllIl1lIIlIl1Illl = I111IIl1lIllII111I1I11IIl(-1);
var IIllll1Il11lIlI1lI1llIlII = I111IIl1lIllII111I1I11IIl(-1);
var IIlll1lIl11ll11lll1l1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11111Il11IIlIIIl1lIIIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var Il11llII11lI1lII1l1llI1lI = I111IIl1lIllII111I1I11IIl(-1);
var lI1ll11ll1Il1IllIIl1I1III = I111IIl1lIllII111I1I11IIl(-1);
var llIll1I11I1lI1IIl1lllllll = I111IIl1lIllII111I1I11IIl(-1);
var I1I11l1lI11ll1111Il1Ill11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td157", -1);
var lll111Il1lIll1IIIIlIl1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td11", -1);
var II1I1111III1I1lll1I1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var II11ll1I11I11IIIll1I1llIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td3", -1);
var lllllIll1Illl11lll1l11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var IlIIl1l1IIll11IIlIl1IIII1 = I111IIl1lIllII111I1I11IIl(-1);
var Ill1l11IIl1I1II1I11lllIII = I111IIl1lIllII111I1I11IIl(-1);
var ll1llIIl1Il111lIl11111lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Illl1II1IlllIl11llI1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td62", -1);
var ll1IIIllllIllII1ll1I1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var IlI1IllII1II11IllI1I1l11l = I111IIl1lIllII111I1I11IIl(-1);
var l1ll1l11llIlII1ll1IIIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var lI11II11lII1I1lI1l11Il1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var I1lll1I1lIl1llIlIIIlIllIl = I111IIl1lIllII111I1I11IIl(-1);
var llIIllII1l1lI11IlI1ll1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td25", -1);
var IIIllIII1l1lIlll1l1l11III = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td36", -1);
var Il1IlI1l1l111I1I11llIlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td65", -1);
var Illll11lIlI1III11lIlII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td142", -1);
var I1l1II11I11I1I1l1IIll1IlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td31", -1);
var I11IIllI11IIl1ll11IIII1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var I11IlIlIl1l1llllI1l1lIlll = I111IIl1lIllII111I1I11IIl(-1);
var lI1l1lllIlI1111I1I1I11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var lI1ll1ll1II11111llll1IlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var l1I1IIIl1l1II1l1l1lI1IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td155", -1);
var lI1llll1lI1l1IIIl1Illlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIlI1II1IIlI11Il1I1l111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td186", -1);
var I1I1Illl1I11lIIllIII1IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var l1I1Ill1I111I1lI1l1111l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I1llIIIllllll1Illll1II1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td70", -1);
var IllII1I11lIlIIII1Il1Il11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td12", -1);
var IIII1I1l11I1lll11Il1IlII1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td9", -1);
var ll1lI1IIllIl1lIII11I1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var ll1IIlII1Il111111IIIl1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var l111lIIl1IIIlI1lll11lIl11 = I111IIl1lIllII111I1I11IIl(-1);
var lII1IIIlII1II1II1lIllIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlllI111IIIIlIl1I1llI1lll = I111IIl1lIllII111I1I11IIl(-1);
var l1l1lllIlIl1I1I1ll1lll111 = I111IIl1lIllII111I1I11IIl(-1);
var lI111III1I11lI11I1IIllllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var Il1I1111IIIll1ll1I11lIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td187", -1);
var I1l11ll1IIIIIl1I1IlI1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td117", -1);
var lll111lI111lI1II1II1I1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td10", -1);
var Illll1l1lll1I1IllIIl1I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l11I1lII1IIlII1IlllIIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td157", -1);
var II11llIlI1I1llI11I11llIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td27", -1);
var II1I1IlllIIIl1I1III11IIIl = I111IIl1lIllII111I1I11IIl(-1);
var l11llI1l11lIIlllllI1llllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td243", -1);
var lII11I1I1IIl1lIIIl1IllI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I1lI11lII1lll1IIl11IlI1ll = I111IIl1lIllII111I1I11IIl(-1);
var l111IIllIIlI1Il11IlIII1Il = I111IIl1lIllII111I1I11IIl(-1);
var IIl1IIl1lIlIIll11l1lIlIIl = I111IIl1lIllII111I1I11IIl(-1);
var I11I1ll11IllIl111I1lIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var lI1lIIII1llIl1ll11lIIlIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td148", -1);
var lI11lI1lllI1111IIllIIII1I = I111IIl1lIllII111I1I11IIl(-1);
var Il11IIllllIII1II1l1lIIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var Il1IIlI1IlllIllIIIIIllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var lIl1l1l11l1I111l1IlIIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td27", -1);
var lIllllI1I111IlIllI1lIll1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td157", -1);
var lI1I11IIIl1lI1II1IIIIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIII1l1II1IlIIIIlllIIIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var Il1lI11ll11lI11lll1IllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td8", -1);
var lI11IIl1II1l1Il1Il11IIlll = I111IIl1lIllII111I1I11IIl(-1);
var IIlI1IlIIl11111I1IIII111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var I11llllIllI111I1I1llIl1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var lIIl11l11IIlIlII11II11lII = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td63", -1);
var ll1lI1Il1lIl1l1IlI1I1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td263", -1);
var II111l11I1111II1Il1IIlI11 = I111IIl1lIllII111I1I11IIl(-1);
var IIII111lIIIl111lIIIllllI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1llll1lll1l1Il11Il111111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var I1lIIlIlIll1IIll1l1IlIlIl = I111IIl1lIllII111I1I11IIl(-1);
var llI1l11II11I1lI1ll1IllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lllI111IlIll11I11Ill1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIlIIl1l1l111Ill11llll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var IIII11l1lIIIlI11l1l11l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1IIIIII1I1I1lIl1lIIlIlIl = I111IIl1lIllII111I1I11IIl(-1);
var IIllIlI11IIlIlI11IlI11l1l = I111IIl1lIllII111I1I11IIl(-1);
var l1lIlllllIll1I11Ill1Il1l1 = I111IIl1lIllII111I1I11IIl(-1);
var llIllIl1111111l1ll11ll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lllI1IIlI1Il1I111llI11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var IlllI1II1lll1IIlll1111Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llII1IIlll1l1Il1Ill1Il1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1II1111I1IlllIl1ll11I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11llIlIll1l111l1IlI11Ill = I111IIl1lIllII111I1I11IIl(-1);
var I1IlIlII1Ill1111l11III1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td243", -1);
var IIIl1ll1IllII1I1ll11IIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var ll1I1l111l1l1I1IlllIlIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr20 td58", -1);
var lI1lIll1I1ll1IllII1lIIllI = I111IIl1lIllII111I1I11IIl(-1);
var I1II11I1I11lll1III1l1lllI = I111IIl1lIllII111I1I11IIl(-1);
var I1Il1l11111l1111l11l1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td42", -1);
var lllll1I11Il1IlI111lll1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1l1IIIlllI1lI11IIllllI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td71", -1);
var I1IIIIIlIll11IllIlIlIlI1l = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td54", -1);
var lllllllIIIIIlIlIllIll1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td89", -1);
var Il1I1IlllIl1lIIIIlIII1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1lIl1IIIl1111lIll1lI111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var IIlIlIllIl1IIllI11IlI1lll = I111IIl1lIllII111I1I11IIl(-1);
var lllIl1l1l11I11IlIIIlIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td11", -1);
var Ill1ll11IIl11Il111Il1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td278", -1);
var IIl11IlI111lIlIlIlI1Il1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var l1lIll1IIIlIllI1IlIlI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td44", -1);
var IllIll1l1I1IlII11llll1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var III11IlII111Ill11lII11I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td239", -1);
var I111lIlIIl1I1l1lllIIlllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1IlIIl1l11lIII1lllIlllI = I111IIl1lIllII111I1I11IIl(-1);
var ll111Il1Il1I1I1l1lllI1I11 = I111IIl1lIllII111I1I11IIl(-1);
var lll11IlIlI11II1lll111I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td7", -1);
var l1I1IIlI11ll1I1IIlllII111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td202", -1);
var lI1Il1IlIl1llII1lll11lII1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td76", -1);
var IIllIlIII11llI11lII11l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td145", -1);
var lIIl1l1l11l1IlIlllI11lllI = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td30", -1);
var III1llIIlIIIIl1II1lIlIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var lI111I1l1I1ll11lIII111IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td151", -1);
var Il1lI1Il1ll1I1IIIlI11IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td84", -1);
var lI1IIlll111l111lIIl111lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1ll1I1ll11ll1IIlI1Il1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td158", -1);
var lIll1lI11IIl11IllIIIII1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td15", -1);
var l1l1l11l1I1l1I1I1I11l11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IllI1l1llI1llIlIIl1II11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td109", -1);
var Ill1lllIl1IlI11l11I1IIlIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td23", -1);
var I1l1IIlllllllI1lllIII111I = I111IIl1lIllII111I1I11IIl(-1);
var lIII11IIlI11IlII1l1IlIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr69 td243", -1);
var Il1IIIlIIIIIlllIlllIl1II1 = I111IIl1lIllII111I1I11IIl(-1);
var Il11Ill1lI1llIl1IIl1l1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td67", -1);
var IIllIl11Il11I1lIl1l1Il11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr47 td202", -1);
var lIlIlll1IIl1IlIl111l1I111 = I111IIl1lIllII111I1I11IIl(-1);
var I1llllIIll1111I11l11II111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var I1l1IlI1l1l1lII1l1Ill1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr76 td268", -1);
var IIlIl1Illl11lIlIlII111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr76 td65", -1);
var lIlIl1I1IIll1lII111IIIllI = I111IIl1lIllII111I1I11IIl(-1);
var ll1I1I1IIllI1ll111I1III11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td215", -1);
var Il1ll1l1llllllllI1IlIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var llI111lI1III1IIIlI11IIIll = I111IIl1lIllII111I1I11IIl(-1);
var I1I1IIII1l1Il1IlIII1Il11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var l11l1I1III1lI11lII1llI1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td127", -1);
var l1Il1I1lll1lll111Il1Il1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var I1Il11lI11I11lll11l1lIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l11III11lIlI1l1Il1lI1I1lI = l1l1l1I1III1lII111l1ll1lI(1, 6, "tr7 td40", -1);
var II11lIlII11I1I11II11lIIll = I111IIl1lIllII111I1I11IIl(-1);
var Il1IlI1Ill11IIllI1I11llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var lII1lIlI11IllIlII1II1llII = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var I1I1llllIIIII111IIlIIlIll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td17", -1);
var I11I1I1llllll1IIlI11lIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I1l11l11lIl11IIllII1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IllIllI1IIIlllI1IllIlIlIl = I111IIl1lIllII111I1I11IIl(-1);
var lI11Illl1II1IlIIIlI111111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1lllI111Il1IIIIl111lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td180", -1);
var l1II1l1Ill1lll1I1l11II1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td145", -1);
var IIl1ll1IIIIlIl1I1I1lIIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1IlIII1I11lI1lllII1111II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td138", -1);
var I1lIIIl1l1lIl1l1I1llIIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td48", -1);
var l1lIllIII1l1I1l111Il111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var IIl1Il1l1l1l1lIllllll1ll1 = I111IIl1lIllII111I1I11IIl(-1);
var lll1IlIIIlll11lIllllllllI = I111IIl1lIllII111I1I11IIl(-1);
var III11lllI11l11ll1l11I1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var lIll1Il111l111I1lIll1I1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td14", -1);
var lll1II1I1l1lll1lllIlI1I1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td19", -1);
var IlI1I11I1I1I1lI1IIl1llIll = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var I1lI1llIlI11l1III11Ill1II = I111IIl1lIllII111I1I11IIl(-1);
var II1I1I1I1IIll1l1IllI1l1ll = I111IIl1lIllII111I1I11IIl(-1);
var l1ll11lI11I1llllll1IIl1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td145", -1);
var I1l1II1lIIll1I111I1IlllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr72 td267", -1);
var Il1Il111111I1I1Ill1I1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var l1Il1l1ll1l1IIIllI11l11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td149", -1);
var lllIll1lII1ll1I1II1IIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var I11I1llIIII11I11lIll1IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td61", -1);
var l1l1IllIl1II11IllIIl1lI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var lll1lI11I111llllI1I1lIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var lII1l1lIl1Il11I11l1111llI = I111IIl1lIllII111I1I11IIl(-1);
var llI1lIl1lII1II1l111l1I11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II11llIII1ll1IIlIIl1II1lI = I111IIl1lIllII111I1I11IIl(-1);
var I1IIIIlIlI1I1II1lI1I1IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var l1I111ll1111IlIl1IIIIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td25", -1);
var IIll1I111I1IllIIl1lI11lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td56", -1);
var lIIIl1llIl1l11llIIllIIllI = I111IIl1lIllII111I1I11IIl(-1);
var II1l11ll11IllIIl11l111IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td107", -1);
var Illllll1ll111I1I111I1lllI = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td40", -1);
var I1lII1I1ll1IlIllIlll1l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td227", -1);
var I1IlI1IllIl1111ll1IIl1Ill = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td54", -1);
var II1lIl1l1IllIIIIIl1I1IIII = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td120", -1);
var IlI1I1II1Ill1I1IIIl11I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td24", -1);
var IIIII1I1IIll1lIlllIllllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var lllIl11IIIlI11l1II1lI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var l1lll1I1lIl1ll1lI11l1lI11 = I111IIl1lIllII111I1I11IIl(-1);
var IlIllll1Il1lI1lIllII1Illl = I111IIl1lIllII111I1I11IIl(-1);
var lI1I1lIl1Il111IIl11I1l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var llll1lIl1II11III11lIIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var Il1l111Ill1l1IlI1l1IlllII = I111IIl1lIllII111I1I11IIl(-1);
var l111llI1lllll1I111lll1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11I1II11IlII1IIlIlllI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td189", -1);
var l1llI1lIlIIIIlllIl1lI1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var l1IlI1II111Il1III1l11lllI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr11 td23", -1);
var ll1llII1l1IIIl111lI1llI1l = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td63", -1);
var Il1II1Ill1l1llI1l1IIlIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td223", -1);
var l1111IIlI1IlI1I11IlII1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var l1I1Il1Illl1II1II1I11l1I1 = I111IIl1lIllII111I1I11IIl(-1);
var IIl1IIl1l11I111IlllIIIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td92", -1);
var IIIlIl1ll1lI11lIIIllI1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td65", -1);
var IIlI1II1IIlIIllII1l11l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var l1II1IIlI1I11II111lllllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td28", -1);
var lI11Ill11II111I11l11IIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td21", -1);
var III1lIlI1I1Il11I11I111llI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var l1IlIll1Il1IlIIll1II111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td89", -1);
var l11I1I1IIIl1llIl1lll1l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td85", -1);
var lll1Il111l1IllI1ll1I1IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr59 td48", -1);
var ll11llllllll1I11Ill1II1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var lllIII11II1Illl1IIlIIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIll1lIl1I1Il1l1II11ll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var l1I1llIlI1II11I1lll11lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var lIl11II1l1lII1IIIlIlIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td89", -1);
var l1llI1I11lIlIIIIIlI11lI1l = I111IIl1lIllII111I1I11IIl(-1);
var I1l1llI111lIlI1ll1l1I1l1I = I111IIl1lIllII111I1I11IIl(-1);
var l1IlllllI1IIIIlll111l1I1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td78", -1);
var Il111ll11lllI1Ill1I1Illl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlIl1111IlII1Ill11I11II1I = I111IIl1lIllII111I1I11IIl(-1);
var Ill11lllI1I1l1lI1ll1II1Il = I111IIl1lIllII111I1I11IIl(-1);
var lllI11111I1III1Il1l1lllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var ll1IIIIlII11lIIl111I11111 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td40", -1);
var I1ll111l1lllIlIlIll1llll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td155", -1);
var l11IIIIlIl1III1I1lIIIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td60", -1);
var lII1l1lll111I1ll1lI11llIl = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1ll1IlIIlllIIIIlI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td83", -1);
var I11llII11lII1l1lI1IIlI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td212", -1);
var llIlI11IIllI111Il1lI11IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td103", -1);
var llI1l1II1ll1III1IIllllIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llI11l1lIllIll1ll1lllIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td70", -1);
var l11lll11III1lI1lIIl1llll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td56", -1);
var l11lI1lll1l111l111IllIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var l1IllII1III1lII1Ill1l111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr34 td72", -1);
var III11lI11l1Il1Illl1Il11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td23", -1);
var IIIl1I111ll11Il11ll1IlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var I1I1lllll11111IIIl1Il11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var IIl1Il1111llI1ll1111I11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var l11IIl11llII11IIllIIlI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var IlI11I1I1III1IlllI1lllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td276", -1);
var lIII1llIII11II11Il1II1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td34", -1);
var Il1lllI111IIIlIl11lIlllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var II11III11I111lIl11lIIlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1ll1llI1I1II11IIlll11II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td8", -1);
var II1I111IIlIllIIlIl1ll1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td88", -1);
var I1l11I11111lIlIlIIlllll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var ll1II11Il11IlII1llIIl1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var II1IIlIl11I1llIlIl1I1II11 = I111IIl1lIllII111I1I11IIl(-1);
var llll1I1lI1II1111IllIlIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11I1Il1l1l11l11Ill111l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var llIIl11Ill1ll11llllI11ll1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var l1II1Il1II11I11l1llI11111 = I111IIl1lIllII111I1I11IIl(-1);
var l11l1lI1IlI1IllII1lIl11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr38 td176", -1);
var lIll11111l1ll1lII11II1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lIl1I1Illl111IlIIlIIl1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr37 td85", -1);
var lI1Il1lll1lIIIl1llIlllI1l = I111IIl1lIllII111I1I11IIl(-1);
var I1I1IIlIl1I11l1ll1I1llI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l111I111l1Il11lll1l11IlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIl1IIIllI1IIIII1lIlIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var II11ll1IlIl1ll1I1lIlllll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1II11III1III1lIII1l1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td15", -1);
var IlIllIlllll1lIIIIIlllI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td20", -1);
var IIl11IlIlll11IIl1I1l1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var I111llIl1lllI1Il1Il1IllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI1Ill1IllI1llII1lIIlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td29", -1);
var l1I1llIIlIIllll1I1Il1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var lIll1IIII11I11ll1l1I1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td203", -1);
var llI1I1lIl1111I111I1IIIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlIllIl11IIIlllI11ll11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llIIIl1111I1I1lIIllI1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var llIl1111II111l11IIllIIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var lIl1l1IIIIlIllllIIIlllIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr66 td245", -1);
var IIl1lIII1l11I1IlII1ll11ll = I111IIl1lIllII111I1I11IIl(-1);
var llII1I1IlllI1l1I1II11I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var l11ll11l1l1IlII1lIIIlIIIl = I111IIl1lIllII111I1I11IIl(-1);
var I1lIlI1Ill1IIlI1l1lIlllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var llI11lIIl111111IlI1lIIlII = I111IIl1lIllII111I1I11IIl(-1);
var ll11llII1IIl1llI1I1lll1ll = I111IIl1lIllII111I1I11IIl(-1);
var lIlllIIlIlIl111I111I1IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td2", -1);
var I11l1Ill1I1lII1I1I1l1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td88", -1);
var I11l11lI1l111l1I1lI1lI1Il = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td46", -1);
var l1lI11111II1l11II1IlI11l1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var lllII1Il111111lI1lIIl1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td278", -1);
var Ill1ll1l11IIII11I11lIlI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td13", -1);
var I1llI1l1l1lIII1Ill11111II = I111IIl1lIllII111I1I11IIl(-1);
var llIl1Il11l1I1II1lIIlIl111 = I111IIl1lIllII111I1I11IIl(-1);
var II1lI1II1I11II11lI1llI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1Ill1lI1l1111I1lIIIlIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var l1IlIllI1IlIII1lllIlll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td92", -1);
var l1llIIll1I111IIlI1l1l1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td163", -1);
var l1I1l1llIIl11III1l1lIlI1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td9", -1);
var Ill1Ill1lI1lI1l1I1IIlI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlIIl1l1l11IIIIl1IlIl1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var lIIII1IllI1I1I1lll1llIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td61", -1);
var ll1Il1III11lIII1lIIIIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1Il1IllI11Il1ll11lIlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td28", -1);
var lIll1l1II1llIllIl1IIIlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIIlIIlI1ll1IIlI11I1lllI = I111IIl1lIllII111I1I11IIl(-1);
var llI11III1Il1I1II11l1llI11 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1II11Il1IlI1llII1llIll = l1l1l1I1III1lII111l1ll1lI(1, 6, "tr4 td40", -1);
var llI1I1IlI1I1ll1IIIlIl1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr35 td174", -1);
var I1I1IlIIlII1I1lIIIlIlI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td84", -1);
var II1IIIIIIlll1Ill1I11II11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var l11I1I11lIlllI11Illl1IlIl = I111IIl1lIllII111I1I11IIl(-1);
var l1I1II1lI1ll1lIIlI1I11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var II1IlIIlll1IlI1I1II11I1lI = I111IIl1lIllII111I1I11IIl(-1);
var IIIll11I1Il1lIl111l11IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td199", -1);
var Illl1l1lIIl1l1111I11lIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var I11IlIII1I1lll111lllI111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td25", -1);
var lll1IIII111llI1I1I1Il1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td8", -1);
var I11I1lIIl1I111111I1IIllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td47", -1);
var l1l11l1I1I1IlII1lIIl111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var IIIIl1I111l11IlI1llIl11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var II1IIIIIII1I1l1Il11l1Il1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var lI1lIl1111llIlIIlll11II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var Il11Illl11IlI11lIIlI11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var IlI1lI1I1IlIllIl1I1l1I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lllIllIl1Il1ll11l1l1l11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1l1IlIlll1l1lIl1Il1I11I = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td126", -1);
var I1111llIIll111l1lII1lllI1 = I111IIl1lIllII111I1I11IIl(-1);
var II1lIll1l11II1Il1111111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td65", -1);
var Ill11lIlI1lllIlII11I11II1 = I111IIl1lIllII111I1I11IIl(-1);
var ll111111IlI1lIlIllIlIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var llI111lIllllll1Il11lIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr34 td65", -1);
var lIllIIl1lI1llI11llIll11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var llII1l1lIl1l1I11llIII1l1l = I111IIl1lIllII111I1I11IIl(-1);
var I1IIllIll11lIl11Il1lIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var l1lIIIl11lII1l1l11l11lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td5", -1);
var lll1I1lI111l1II1lll1Illll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var lIll1IIl111l11lIlIl11llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td64", -1);
var I1lllllII11Il111I11I11l11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td95", -1);
var lI1ll1I1IlI1IlIllll1ll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr69 td161", -1);
var IIlIIIllll11lI11lI11I11ll = I111IIl1lIllII111I1I11IIl(-1);
var lll1ll1ll1IIIl1111l11lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var l1l1l1IlIIll1IIIII11I1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr11 td19", -1);
var Il11I1IIlIIlll1I1llII111I = I111IIl1lIllII111I1I11IIl(-1);
var l1Il1l1llI1ll1llllI1Il1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr6 td23", -1);
var l1llIlllII11l1l11IIIll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1IlIIIIl1llI111IlI1l1lll = I111IIl1lIllII111I1I11IIl(-1);
var Il1llII1I11Il1I1Illllll1l = I111IIl1lIllII111I1I11IIl(-1);
var llI11lIlIIII11l1ll1lIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var lI11lIl1lll1IlIlIlII1111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td58", -1);
var I1IIIIlII1llIlI1lII11I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var IlIII1lII1Il1ll111IIIIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var IllI1lI1I1I1Il1III11I11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td256", -1);
var lllIIII11llII1lIlIllll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var I1ll1IlIl1lllll11IlII1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td25", -1);
var Il11IIl11IlIl1ll11l1ll111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td9", -1);
var Il1lIlIl1ll1I1I1I1Il1l1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td74", -1);
var Ill1lIlI11I1II11Il1lI11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td271", -1);
var Illlll11llIIl1llIl1II1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td25", -1);
var ll1IIl11l11lIII1IIIl1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td161", -1);
var I11l1I11I1II1I1l1ll11ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIlllIIIl11lI1l1I1I1III11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td31", -1);
var llIl11l1l11l1lIlIII1llIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td92", -1);
var II1lll1lI1l11l11lIIlIllIl = I111IIl1lIllII111I1I11IIl(-1);
var lIlIlIlI1lI11I1lI1I111lII = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var l1II1lI11IlI1IlI1l1IlI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I111I11Illl1llIlllIll11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var IlI111IllIlIl11I11Il11111 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1Il1Il111I1IlI1I1IlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr14 td16", -1);
var II1lIIl1Il1I111IlIIIIIIll = I111IIl1lIllII111I1I11IIl(-1);
var l1llllllIl11I11lIlllI1III = I111IIl1lIllII111I1I11IIl(-1);
var IIIIl1111I1lI11I11l1I1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIIIlI11llIll11IlIll1l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td15", -1);
var IIIl1Illll111lIIl111111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1III11lll1Ill11I1lIIlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var llIIl1l1II1lIIl11lIllIIll = I111IIl1lIllII111I1I11IIl(-1);
var I1Il1Il1IIlIl1lI1IIIIIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr26 td48", -1);
var lIl1l1I1Il1Illl1IIIlIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td154", -1);
var ll1111lIIl1lllll11l1IlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td144", -1);
var l11llll111l1lllIlIllIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td97", -1);
var l1l11l1IIII11I1111l1III1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var llll1IlI1111I1I111llIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td8", -1);
var lIIIl1Il111l1lI1lIIIIIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var I111I11lIIl1l1IIl11Il1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var lll1l1111Il11l1I1l1llIlIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr1 td41", -1);
var I1lI111ll1IIlllIIlIl1lI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var l11III1111llI1ll11III1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr19 td56", -1);
var ll1lIlIIlll11Ill1111lI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td30", -1);
var I1IIl1II111I11l1lI1l111ll = I111IIl1lIllII111I1I11IIl(-1);
var l1l1ll1Illl1IlI1lI11Il1l1 = I111IIl1lIllII111I1I11IIl(-1);
var llIIlII1I1111l1IIIl1l1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1I11l11l1llIllI1I11l111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var Il1II1l1I11llIll1lll1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var I11111llIlIl1I1Ill1IlllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIl1I1lllI111I1III1IIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td186", -1);
var l1IlllIIl1lll1lIlI1IIl11I = I111IIl1lIllII111I1I11IIl(-1);
var l1lIIl1Il1lI111ll11l11l1I = I111IIl1lIllII111I1I11IIl(-1);
var l11I11lIl1l11Il1II11III1l = I111IIl1lIllII111I1I11IIl(-1);
var l11l1lII1ll1II111I11l1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td20", -1);
var III11l1lllI1l1ll1IIIlIll1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1llllll1l11II11I1l11III = I111IIl1lIllII111I1I11IIl(-1);
var IlllI1lllII111ll1I111Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td110", -1);
var lIl111l1ll1IlIIIIllll1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var IIlI1IIIIlllIl1lIII1IIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var I1llI11IlI1lIlllI11l111I1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td94", -1);
var I1l1lll1IIlIIII1lI11lll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td102", -1);
var ll1Ill1IlI1lIlIlIl1II1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var I11Il11lIl111II1IlIIIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var I1IIlllIlIIl111IlIlllIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var I1llII1ll1ll1I1l1I1II1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11I111IlIIIlIIIIII111lll = I111IIl1lIllII111I1I11IIl(-1);
var ll11l1lll11I1l1IIIl1IlI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var lll1I1I11lIlIl1lllllIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IlI111I11lllll1I1IIIllllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td43", -1);
var lIlII1II1I1l11IllIl1II1I1 = I111IIl1lIllII111I1I11IIl(-1);
var I1Il1llI1IIl111I1l1IIIlll = I111IIl1lIllII111I1I11IIl(-1);
var IIl1IIlI1II1l1lI1IlIlII11 = I111IIl1lIllII111I1I11IIl(-1);
var ll111lI1lIIII1l1lIlI11Ill = I111IIl1lIllII111I1I11IIl(-1);
var I11IlIl1Il1lIIll1l1Il1lIl = I111IIl1lIllII111I1I11IIl(-1);
var Il1IlII1I1IIlIl1l1IIlI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l111IlllIIIlI11II1l1II1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var l1llI11lIl1lIIll1I1111I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td271", -1);
var IIIIIIIl11l1II111lIllIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td88", -1);
var lllIl11IlIl1lI1llIIllI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td58", -1);
var ll1llIl1IIlII1lllIII1Il11 = I111IIl1lIllII111I1I11IIl(-1);
var IIIlllIlllII1ll1l1Il11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td275", -1);
var IIlllIIl1II1IlllI1l1I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var lIIlIl11llIl1IIIIIIIII1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var I1lI1lI1llII1l1IlIlll111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td184", -1);
var III1IllIllIlIllll1IIIIIll = I111IIl1lIllII111I1I11IIl(-1);
var lI111l1lllI111lIll111l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td20", -1);
var ll11llIII111Illll1lI11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var l1lIIl1I11III1I1IlIlIIlIl = I111IIl1lIllII111I1I11IIl(-1);
var I1lIIl11l11l11lII11I11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var l1lIIIlI111IIl1II111I1Ill = I111IIl1lIllII111I1I11IIl(-1);
var Il1l1llI1Ill11l1IIllIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td12", -1);
var IlII1IIl1lIlI1llIIllIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td39", -1);
var I11I1111IIllI1II1l11111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td89", -1);
var lI1lIIIl1Ill1II1I1IlIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td243", -1);
var lllIIIl1ll1IlI1111l1l11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td211", -1);
var IlI1l11lIlIIIlI11lIl1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr19 td193", -1);
var I1l1IIIlIll11l11l1l1l1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lllIIIIlllll11IIllll1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1lI1I1ll1llllIIllI1lII1I = I111IIl1lIllII111I1I11IIl(-1);
var I11lII1lII1lI111llllIlllI = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var l1111Il1lII1llI1ll1llllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1IlIIIl1lII1II1IIII1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var l11IIlI1ll1Il1Il11I11I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var I1llIl11Ill11IllIIl1lI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var II1I1II11111Il11IlIIll1Il = I111IIl1lIllII111I1I11IIl(-1);
var ll1Ill1l11l1l1Ill1IlIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var lII1l111IlIll1lII11ll11II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td23", -1);
var IIl1IIllI1Ill1I1I11lIIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var Il1llI11lIIlllllll1111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var IllI1IIl1IllI11IIlI1lIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var IlIl1lII1l1l1I1III111lIll = I111IIl1lIllII111I1I11IIl(-1);
var lI11IIllIl1I1111IlIl1I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr76 td267", -1);
var l1ll11I11I11lIIlIIIlIl11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td257", -1);
var lIllII11I11I1llI1I1l1lIl1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1IIl111llI111lI1II11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td268", -1);
var II1IlllIIlIll1llI1I11II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var ll1llI1II11Il1l1I111l11l1 = I111IIl1lIllII111I1I11IIl(-1);
var II1IIIl1lllIlII1I1III1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td43", -1);
var lI11lI1III1ll1lII1llllIlI = I111IIl1lIllII111I1I11IIl(-1);
var lIlI1llIlIII11III1Ill11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llI1IIlIIllII11lII1Illlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var llllIll1IlI11l1lIlllI1111 = I111IIl1lIllII111I1I11IIl(-1);
var Illll1ll1I11IIlIIIIlIll1I = I111IIl1lIllII111I1I11IIl(-1);
var l11lll1lIlll111lIII1lI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td4", -1);
var l1I111IIIIl11IIllIII1III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td159", -1);
var III1ll1l1llI1IIIll11II11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il11IIIII1IlIl1111ll1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var ll11lllI1l1II1lIlII1lIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var Ill1IIllII111lll11I1lllII = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr7 td96", -1);
var I1IlIll1lllII1ll111I1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td243", -1);
var IIIlIl11I1111lI1lII11Il1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var l1ll11IlIIIIl111I1I1lI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td103", -1);
var IlIl1l111II1lIlIIII1IllIl = l1l1l1I1III1lII111l1ll1lI(1, 6, "tr5 td40", -1);
var l1Ill11I1IIIl1I1lIIl11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td3", -1);
var l1ll1I1I1Il1llIl1llllIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr51 td203", -1);
var III111I1IIl1I1I11Il1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var I111111111l111Il1ll1I1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var lIl1IIll11ll1ll1Il1I1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llllI1llllll11IIIlllI1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td203", -1);
var ll1Il1ll11I11lI11Il11l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var I11l1lllI111IlIl11ll1II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td13", -1);
var I11Il1IIl1lIIIIIIIIIIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td23", -1);
var IlIl11l111I11II1I111l1III = I111IIl1lIllII111I1I11IIl(-1);
var lllIl1lIll11IlIIl1IlIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var I11I1II1lI11Il1l1lIIII1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1lll1II11IIll1l1l1IIl1Il = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td34", -1);
var lI1II1l11l1l11lII11lIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var IlI1lIl1lIIl1IllI111l1111 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td50", -1);
var II1111lIIl1III1lI11Ill1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1lIllI11lIIlIllIl1IlIlll = I111IIl1lIllII111I1I11IIl(-1);
var ll1l1Il1I1Illl1IIlI1Il1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var l1l1ll1I1lllI1I11ll11I111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr73 td48", -1);
var llI1I11l1I1ll1I111l1Il11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr43 td192", -1);
var llI1III11ll1llIIlIl1l111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var llIlIlI1II1I1Ill1lI1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td10", -1);
var l1IlIIII111l1IllIlI1lIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var I111lIIl1l1I1l1llI1I1111I = I111IIl1lIllII111I1I11IIl(-1);
var lIIlII1IllI1I1l1IIIl1II1I = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var llIl1lI1l1I1II11l11ll1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td227", -1);
var llI11l111II1Il1IIlIlIIl1I = I111IIl1lIllII111I1I11IIl(-1);
var llI111lIIIlIllIl1llIIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var IIlll1Illl1lIllIIlll1III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var lII1Illlllll1IIII1Illl1l1 = I111IIl1lIllII111I1I11IIl(-1);
var IIl1lI1lII1l1IlIlIlIIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var II11IllIlII111ll1IIIlI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11IIII1ll1llIIlI1l1llll = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td96", -1);
var ll1l1lI1III1II11II1I1I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var lllllIl1lIIIIIlIl111III1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td109", -1);
var ll111I1l1I1lI11lI11I1111I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td117", -1);
var I11I1lI11lII111lllll1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lII1I1l11IIIl1IIll1ll1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td246", -1);
var I1Il1111I1III1111lllI1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIll1lllIIIllll1lIIl1111 = I111IIl1lIllII111I1I11IIl(-1);
var llI1I1I11Il1lI1II1ll1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td149", -1);
var I11I1lI111I1lIl1II11l1I1l = I111IIl1lIllII111I1I11IIl(-1);
var lIIlIll1IIII1lIIl1IlIII1I = I111IIl1lIllII111I1I11IIl(-1);
var I1llI11I11lllIlIlII11I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td88", -1);
var IIII1ll11IlIIlIIlIl1111l1 = I111IIl1lIllII111I1I11IIl(-1);
var llllI1IllIIIIII1llI111IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td205", -1);
var IIllllIlI1I111III1Ill1IIl = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var l1I11I1I1ll111111111111lI = I111IIl1lIllII111I1I11IIl(-1);
var Ill1lII11ll1IIlI1Il1lII11 = I111IIl1lIllII111I1I11IIl(-1);
var IIlIl11l111lIlllIII1l1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var IIIll11ll1II1l11l1IIII1II = I111IIl1lIllII111I1I11IIl(-1);
var IIII11lII1II1l1l1llI1I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var l1IIIII111IIll1lIllI11IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr34 td48", -1);
var lIIIlI1II1lIIlI111l11l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1Ill1Ill1l1l1I1lIl1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIl11ll1lllIIl1IIIIl11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var lIIIllIl1Il1IIlIl111Il1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td154", -1);
var lIllI1llI1l1I1IIl1lIl1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var IIlI1Ill1l1I11lI1l11l1l1l = I111IIl1lIllII111I1I11IIl(-1);
var I11I11l1Ill111lIIll1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II1I1I11ll1lI1II11Ill1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var l11Il11lI1l11lIlI1l1IIll1 = I111IIl1lIllII111I1I11IIl(-1);
var IIllIlIll1ll1I1l111IIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td102", -1);
var I11I1III1IIl11lII1IllI1Il = I111IIl1lIllII111I1I11IIl(-1);
var IIIl1l1IllI1l11l1lIIlIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var I1Il1II1IIlIl1llIll11III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1Ill1lll1l11l1l111lIllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1lIlI1l11llI1lI1lII1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var III1lll1l1IIIIlIlIlIllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td60", -1);
var I1l11II1111111IlIlll111I1 = I111IIl1lIllII111I1I11IIl(-1);
var I1llllll11I11lIllI1l1I1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td25", -1);
var Il111IIlI111ll1lll1111III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1lll111lIII1l11llI11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1I1I11l1ll1l11I1l11111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td90", -1);
var lllIlII11lll1I1l11I11Il1I = I111IIl1lIllII111I1I11IIl(-1);
var II1l1IllI11lIll111l111lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td14", -1);
var lIII11lIIIllI1lllII1lI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td47", -1);
var l1I1IllIIII1llI1lIlIIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td118", -1);
var lll1Ill1IlIIl1ll11III11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var I111lIII11llII11IlI1l1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var lllI111IlIlI1lIII1111IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var I1IllIIIII1111Illl1lll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var ll1Il111111II11IllllIlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIIII1llIll11111l11lllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td78", -1);
var II111Illll11I1III11l11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var IlIIlIIlI11llI1Il1lII1I11 = I111IIl1lIllII111I1I11IIl(-1);
var llIll1lIl1l111Ill1llI1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td8", -1);
var IIl11IlIIII1I1lIl1l1l1III = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td31", -1);
var l1l1II1Il1IIIl111I11I1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td14", -1);
var II1lI111I11I1lIIIlIlll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr38 td161", -1);
var IllIIlI1lI1l1lllI1II11llI = I111IIl1lIllII111I1I11IIl(-1);
var I1lIllll1Il1Il11llllIIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td68", -1);
var lI111I1II1ll1111l11I11111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var lIIIII1l1IlIl1I1111ll111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td117", -1);
var lIIllll1IIllllIIIII1IIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var l1IlI11III11I1lIIII11l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td248", -1);
var lIl1IIlIII1I1111I1Il11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td210", -1);
var llIl111l11lI1llIl11I1I111 = I111IIl1lIllII111I1I11IIl(-1);
var I1IIlI111l11l1lII1IIll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td117", -1);
var IlI1ll1lI1IIlI11ll1llI1ll = I111IIl1lIllII111I1I11IIl(-1);
var l1ll1l1lllIIllI1IlIlI1I1l = I111IIl1lIllII111I1I11IIl(-1);
var IlIIlIII1lII1lI1IIll1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td278", -1);
var l1l1lll111l1lI11Ill1lII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td58", -1);
var Ill1l1lI1I1lII1Il1llI11l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td57", -1);
var II11I1ll111II1ll1IlI11lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIIII1llIIII1IlIl11IlIl1l = I111IIl1lIllII111I1I11IIl(-1);
var I1IIl1IlIIIIl11I111I1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td90", -1);
var lIIIl1lII11I11I1IlIIllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td34", -1);
var IIIlI1Il11Ill1II1111lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIII111lllIl11l11lIlIlIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td73", -1);
var lllIlIlI11I1lI1IIIl1l1lI1 = I111IIl1lIllII111I1I11IIl(-1);
var IIIII1lIlII1lIl11l1I1lI1l = I111IIl1lIllII111I1I11IIl(-1);
var lI1I111l1ll1ll1llIl1l1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td88", -1);
var I1l1III111111I111lIIlI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var IlIl1ll1IIlIIIlIIII11IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td277", -1);
var l11lIlllI1lIlll1l1lI1l1I1 = I111IIl1lIllII111I1I11IIl(-1);
var IlllIII111II111II1111l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1IllIIl11IIl1I1lI1ll1III = I111IIl1lIllII111I1I11IIl(-1);
var IIIlI11l1IIIl1IIll111l11l = I111IIl1lIllII111I1I11IIl(-1);
var l1lII1II1Ill111lII1IlllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var l1lIlIlIIl1l1ll11IIl1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l111lIIII1lIlIl11111lIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var II1l11111l1lllI1I111ll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var ll1lIllI111IIlllI1I1II111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var IIIlll111111II11lI1l11111 = I111IIl1lIllII111I1I11IIl(-1);
var lII11II11Il1ll11l11IlIIll = I111IIl1lIllII111I1I11IIl(-1);
var llII11lIl11I1IlIl11I1IlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td103", -1);
var I1l1l1l1IIll1lIlIl11II1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td109", -1);
var I11II1lII1111I1llI1Il1Ill = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td89", -1);
var lllIll111lll11lII1IIlI11I = I111IIl1lIllII111I1I11IIl(-1);
var I1l11I1I1l1Il11llI1l11Il1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIlllI1lIIIIlll1l1I1II1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td19", -1);
var l11IlI1l111lIII1IlI1lIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var IllII11lIlI1l11lIIlII1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td203", -1);
var ll1IIII1I1ll111Il1lIIl1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td88", -1);
var lIl1llIIl111Illl1l1II11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var I1II1I11I1lI1llII11II1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td85", -1);
var lIlll1ll1111IIl1I1lI1l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td210", -1);
var l1I1111l11lll11lIll1l1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td102", -1);
var IIll1l1lI1II1IlII1III1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td118", -1);
var IIlIlIl1Ill1lIIlIlIl1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr58 td196", -1);
var II11IlllIl11IlIlllIllllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td11", -1);
var ll1ll1IIIIIlI1lI11IlIIlII = I111IIl1lIllII111I1I11IIl(-1);
var II1IIl1llIIll1IlIIlllI111 = I111IIl1lIllII111I1I11IIl(-1);
var I1lIII1lIllIl1IIl11llI11I = I111IIl1lIllII111I1I11IIl(-1);
var I11llI1l1II1lI1l1lIIIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llIIII11I11l1lll1I1lll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var I1llIIlIIl1111111II1l11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td232", -1);
var l1lIl1l11I111lll1l1l1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td79", -1);
var Il11l1IIII1lII1I1llIl1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var lll1lllIlI1llI1IlII1II1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr39 td190", -1);
var lI111lIll11I1IlIlIII1l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td93", -1);
var ll111IIII1IlI1I1III11ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11lI1lIlIIl1II1lIIllIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var IlIII11ll1lIIll1IllIl1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IIlI1I1111IllIll11lIl1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td90", -1);
var I1IlIl1I111llI1IIIlIlI1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11l1Il1l1l1I1Il111l1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr29 td168", -1);
var lII111l1l1l1Il1lI1Ill11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var II11lllll11l111llIIIIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var IlI1lIIII1lI11IIl1lIIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr29 td169", -1);
var llIllllllI1l11I1lI1IIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td169", -1);
var l1II111l1Il1IllIlI1lIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var lIll11llI11I11l1l1II1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var II1IlllI11l1IlIl1l111l11l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var Ill1lI1l11IIIllIl1l1IllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td132", -1);
var l1I111lllllllIl1I1IlII1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var Ill1Il11Il11ll11II111l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var l1l1I11llI1lIIlI1I11l111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var II1ll1ll1l111II1lIIIllI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td175", -1);
var II1lI1I1II1lIIIl11IllIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var Il111l1lIll1I1I1IllIl1l1l = I111IIl1lIllII111I1I11IIl(-1);
var ll1IlIIIlI1I11IlIIl11I1l1 = l1l1l1I1III1lII111l1ll1lI(3, 1, "tr8 td6", -1);
var ll1lI1lll11II1lIIll1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td2", -1);
var lll11lll1I11lIIIlllIIllll = I111IIl1lIllII111I1I11IIl(-1);
var IIl111llII1Ill1l1111lIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td103", -1);
var I1I1lllIIl11II1Il11I111l1 = I111IIl1lIllII111I1I11IIl(-1);
var I11lIl1II1llI1II11l1I1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var IlI1I1l1llIlI1l1II1II1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lllI1ll1IlIII1l11lI1l1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIl1Ill11l1l1Il11I11l1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var I111I1l111l1lIIIIII1l111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td15", -1);
var l1IlI1I11Il1I11lIllIIl1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var Il1Il1Il1llIlII11IIlIlllI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td136", -1);
var llI1lIllllIllI1I1l11IIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td114", -1);
var l1l1ll1II1llIl111lI11l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td279", -1);
var ll1Ill1l1Ill1IIIlIII1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr36 td48", -1);
var ll11I1llllI1l11I1111llllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td85", -1);
var lllII111llllI1lII1IIIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td72", -1);
var l1I11lIl1Il1lIllll1IIl11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr44 td169", -1);
var l11l1IIlI1IlIIIIIl1I1III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var IllI11lll1ll1lII11lIl1IlI = I111IIl1lIllII111I1I11IIl(-1);
var llIlI11Ill1l1ll1llIlll1I1 = I111IIl1lIllII111I1I11IIl(-1);
var l11ll1l1lllll111lI1ll111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td6", -1);
var I1lIlIl1lIlIIIIlIllllIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr12 td18", -1);
var I11l111IlIlIlI1IllI1IIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td137", -1);
var lll1I1Ill11lI11l111l11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlIIlII1llII1lI1IlI1l11ll = I111IIl1lIllII111I1I11IIl(-1);
var Ill1lI1I1I1lI1ll111IIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIllI1I11IIlI1I11I1lI1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td121", -1);
var IIIl11IIIllII1III1l1II1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI1lI1I1I1Ill1llllIl1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr66 td263", -1);
var II1ll1IIIl1111Il1IlIlIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr77 td274", -1);
var lI1Il11l1III1Il1I1l1lll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lllI1lIIIII11IIIIll11l1II = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td86", -1);
var I1l11I1111I11lIl1I1111Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1I111lIlll111I1Ill1IlI1 = I111IIl1lIllII111I1I11IIl(-1);
var IIIlllIIll1IllIl1I11lIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td161", -1);
var I111I11IIIIl11l1lIlllIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td105", -1);
var l1l1II1l1I11lIII1I1lll1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td146", -1);
var ll1l1I1I11l1lI11lIlI1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var II1Il1IllIII1111111lI11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td56", -1);
var lIIIII11llI1IlllIl1Il1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1l1IIIIIIll1lll1I1Il1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr1 td19", -1);
var l1II1l1II1lIll1111Il1I11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td71", -1);
var IllI1l1IIlIIIIII1I1IlIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var Il1l1ll1l11111l1II1ll1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var lIll1IIIll1l11l1lIllIIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td43", -1);
var lII1ll1Ill1l1IIllI1ll1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var II1l111llII111II1Illl111I = I111IIl1lIllII111I1I11IIl(-1);
var lIll1l111lIlllI1l11l1IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llI1l11l1ll11II111IIlI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td78", -1);
var I11Ill1I1l1II1II1111lI1ll = I111IIl1lIllII111I1I11IIl(-1);
var l1Ill11I1lllIl1Ill11I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td131", -1);
var IIIlIIl1IIll1I11l1lllI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1IlIl1IlI1IlIll11llII1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var IllllllI1I1lIIIlI1Il11Ill = I111IIl1lIllII111I1I11IIl(-1);
var IIIIl11lI1lllIlII11lll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var IIlllI11Il111IIlII1IIIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var l1I11I1I1l111Illll1IllIlI = I111IIl1lIllII111I1I11IIl(-1);
var Illll1I1l111I11I1I1l1l11l = I111IIl1lIllII111I1I11IIl(-1);
var lIl1111I11Il1l1IlIllIIlll = I111IIl1lIllII111I1I11IIl(-1);
var lIl1III1I1ll11lI1II1IIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td116", -1);
var Il1III1llIll1l11IlIl1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td74", -1);
var III1lIIII1l1lllIllII1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td89", -1);
var l1lI1l1I1l1lI1lllIl1IllII = I111IIl1lIllII111I1I11IIl(-1);
var ll11IlI1IlI1l11l1lIl1IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td51", -1);
var I1lIll1I1IlIIIlllllIlII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var I1lI1IIl1IIlI1lIIIlII111I = I111IIl1lIllII111I1I11IIl(-1);
var IIII1111Ill1IlIIIl1IIl1I1 = I111IIl1lIllII111I1I11IIl(-1);
var IlIll1l1111I1111IIl11l1Il = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td54", -1);
var IlI11ll1I1II11llI11I11I1I = I111IIl1lIllII111I1I11IIl(-1);
var llIll1l1lllllIl1lIlIl11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td32", -1);
var lIIIlI1II1l1111l1IlI11111 = I111IIl1lIllII111I1I11IIl(-1);
var IlI11l1IlIIlII1I1I1l1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td13", -1);
var II1l11II11I1l11lIII11I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var II1llII111I1I1IllIII111lI = I111IIl1lIllII111I1I11IIl(-1);
var Il1llIlI11lII11lllII11Il1 = I111IIl1lIllII111I1I11IIl(-1);
var lII111I1IlIIIllIIl1Il1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td29", -1);
var I1I1l111Il1IllI1IIllIll1I = I111IIl1lIllII111I1I11IIl(-1);
var llII11IlIlIlIllI1ll1Il11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var lllIIIlIl1IIllIl11IIIl1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIII1lI1IIIIIIlIllI11IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1IlIll1l1lll111lll1lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td28", -1);
var IlIllI1I1lllII1IIII1Il1I1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td260", -1);
var lIIlII1l1lI1I11II1I11llIl = I111IIl1lIllII111I1I11IIl(-1);
var I1lI111I1111IIII1IIlIllII = I111IIl1lIllII111I1I11IIl(-1);
var II1lIll1Il1lIIlIIl1I1IIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td117", -1);
var II1lI1lIII111IIIlI111l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var II1l11IlI1I11ll1111l1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td196", -1);
var lll11lIIll1l1IlII1llll1ll = I111IIl1lIllII111I1I11IIl(-1);
var I1IIll111II1lIIlllllll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var ll1IIIlllII1I11llIllllll1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td146", -1);
var llI1I1l1IIII1lI1Il11II1II = I111IIl1lIllII111I1I11IIl(-1);
var llIIIlIlIlllIIII1lIllI111 = I111IIl1lIllII111I1I11IIl(-1);
var III1ll1l1l111IlI1l1II1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var I111I111IIl111lII11I1I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr10 td24", -1);
var II11111III111ll1IIIIl1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var lll1IIlllIlI1l11ll1I1llII = I111IIl1lIllII111I1I11IIl(-1);
var IIIlI11l1I1l1lIl11IlII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td142", -1);
var llI1lll1lIl1IIIIIIIIll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1lI1IIII1lIIIl111IlI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var llI1IlII1lI1ll11lIIl1IIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1lIl11l1lI111ll1IllI11ll = I111IIl1lIllII111I1I11IIl(-1);
var l11ll111IIlI11l1llIII1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr41 td192", -1);
var III1III1II11llI11I11lIlIl = I111IIl1lIllII111I1I11IIl(-1);
var II1l1l11I1I1lIIl1l1I11l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr66 td158", -1);
var lII1lI1I1lII1IlIIIII11l1I = I111IIl1lIllII111I1I11IIl(-1);
var lll1I1lII1l11Ill111IlIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var I1l1lIl11llIlI11II1I111II = I111IIl1lIllII111I1I11IIl(-1);
var lIll11l11lIIIl1l1ll11llII = I111IIl1lIllII111I1I11IIl(-1);
var l11IIIII1IIl1lIIl1l1IIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var ll1lIlI1l1lII1l1I11Il111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var I1Ill1lll11I1I1lll11111l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var II1I111lII1ll1lII11I1IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var II1I11lIIl1llI11I1II1Il1I = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr5 td40", -1);
var IIl1IlI1ll1Ill1Il1I1I1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td11", -1);
var lIIII11l11III111I11II111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1Il1Il1Ill1III1lIIIIl11 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1Ill1llIIllllllI11I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var IlIlI1IIII1lII1I1IlIlIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1l1ll1IIlIlIIl1I1II1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td92", -1);
var lIlIllll11ll1II1I1111l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var lIIIl1ll1l1I1IlIll1II1l11 = I111IIl1lIllII111I1I11IIl(-1);
var lIllII1lllIl111I1l1lIllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td84", -1);
var I1lIlll11lIIllllIIlI11l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var l1111IlI1Il11ll1IIIllll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td15", -1);
var l1Il11Il111IlIII1111ll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var II1I11lllIIIIlIl1Illl111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td11", -1);
var Il11lII1llI1lI1Ill1IIllll = I111IIl1lIllII111I1I11IIl(-1);
var ll1Il111ll11II1ll111IlI1I = I111IIl1lIllII111I1I11IIl(-1);
var l1lII1lIIIII11lIl1l1lI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var l1III1ll1111llll11llI1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var llll1IIlIII11I1II1lII1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td47", -1);
var II11I1lIIII1IIl1l1IlII1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIII1IlIl11l11I1Il1l1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var IlII11llIII1IlIlIIll1l1I1 = I111IIl1lIllII111I1I11IIl(-1);
var IlI1IIIl1III1I1IlIIl11l1l = I111IIl1lIllII111I1I11IIl(-1);
var I11llIIllIllIIlI1l1llllII = I111IIl1lIllII111I1I11IIl(-1);
var l111IIIll111IIIIl1I1lllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var l1II1l1l11IllIll1IlIIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var llIl11Ill1Ill111Illll1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIIl1IIIlll1Ill111Il1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td65", -1);
var lIllIII111llIlI1IIllIl1ll = l1l1l1I1III1lII111l1ll1lI(3, 1, "tr9 td41", -1);
var III11I1llI111l1ll11IlII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1Il1lIIl1lI111lI11lIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td109", -1);
var II1Il11I1III1l1lIIlIllIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlIIlIlllIIIl1IIl1IIl1II1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td23", -1);
var IlIllIll1I1IIIIl1ll111I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr10 td15", -1);
var ll1I1I1I1lIIlIlI1ll1IIIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var IIIII1llIlI1l11IIIIl11I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var IllII1Il1llI11l11lIII1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var IlIl1Il1lIlll11IlIll1I1ll = I111IIl1lIllII111I1I11IIl(-1);
var IllII1IlIl1l11II1lIlII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l1IIl1lI1Ill1l1IlIIIllI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var lI1lIl1lI1ll1lI11l11III1l = I111IIl1lIllII111I1I11IIl(-1);
var llI1l1IIl11IlI1IlI1lIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td243", -1);
var lllIl11ll11I11l1I11IllllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlIllII1lI11II11l111II1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var ll1l1II1111l11IlI1llIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var lll11lIII1IlI1IlIl1Il1lll = I111IIl1lIllII111I1I11IIl(-1);
var l1llII1lII1Il1II11IllIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td128", -1);
var lIlII11l1llllIllIllI1lI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr20 td15", -1);
var II1I1IlIII1IIll1l1lllll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlIIIIIIl1I11lIl111ll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td79", -1);
var lIl11l1lI1lIlIIl1I1IIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td1", -1);
var III11I1llI1l1I1l1IIIII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var llII1I1l1IlllI1lI1l1l11II = I111IIl1lIllII111I1I11IIl(-1);
var I1lll1ll1lll1l1lIII11lI1l = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr4 td40", -1);
var l1II1lIIIlI1IIIIllllI1I11 = I111IIl1lIllII111I1I11IIl(-1);
var I1II1111I1lIlIllI1l11l1Il = I111IIl1lIllII111I1I11IIl(-1);
var ll111IllIlI11IIl11l11Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td84", -1);
var ll1l11l1l1lIlIllI1l1lIllI = I111IIl1lIllII111I1I11IIl(-1);
var llII1Il111II11Il1I1lIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td155", -1);
var l1lIlIIIl1ll1llIlIl11lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var IIIl1l1I1l1IIllllllIlI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td221", -1);
var ll1l1111lII11III11I1l1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11III1lllII1I1Ill1Illlll = I111IIl1lIllII111I1I11IIl(-1);
var I1I111l1I1I11I1I11ll1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1l1lI111I1lI1I1I1l11lIl = I111IIl1lIllII111I1I11IIl(-1);
var Illl11Il1lIlI1ll1II1I11lI = I111IIl1lIllII111I1I11IIl(-1);
var IlI1lIIllllll1l1III1l1II1 = I111IIl1lIllII111I1I11IIl(-1);
var l1111lllI1IIIIl11II1Il1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td37", -1);
var II1l11Ill11l111lI1II1lI1I = I111IIl1lIllII111I1I11IIl(-1);
var IIIl1llII11IIlI1IllIIIIIl = I111IIl1lIllII111I1I11IIl(-1);
var l111llII1111I1I1111lIlII1 = I111IIl1lIllII111I1I11IIl(-1);
var llI11lIIIl1111IIIl1l1llIl = I111IIl1lIllII111I1I11IIl(-1);
var lllIlllIl1Il1I11111lI1ll1 = I111IIl1lIllII111I1I11IIl(-1);
var l1llI1II11llIlIIII111l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td65", -1);
var I11lll1ll1Il11I1llIIll11l = I111IIl1lIllII111I1I11IIl(-1);
var l11l1lll1II11Ill11IIl1IlI = I111IIl1lIllII111I1I11IIl(-1);
var I111llIlI1111ll11IIIlIIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td121", -1);
var l1II11llII1l1IIl1Il1III1I = I111IIl1lIllII111I1I11IIl(-1);
var I1111lIIII11IIIII11l1I11l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td74", -1);
var l1lIlIlIl1IIllI1I1IIIIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td24", -1);
var lIlII1l11IlIlIIIlIIIl11II = I111IIl1lIllII111I1I11IIl(-1);
var l11I1111ll1lIlIIll11l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td167", -1);
var ll1llI1Il1ll11I1IlI1lI1II = I111IIl1lIllII111I1I11IIl(-1);
var lIlll111IlII1lIII1IllI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var ll1I1lllIlI1IIII1111lIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII1Il1lIl1IIIlIlIIl1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var llI111IIll11l1IIlIl111Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var lll1lIIl1I11I1l111lIIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlIIIllIlllll11l1Ill1l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td59", -1);
var l1Il1llIllllIl1III1lIl1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td256", -1);
var ll1llI1l1llIIIII1I1l11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var I11Il1llI11I11lIIllI111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td85", -1);
var II1lllll1l1IlI1I11lIIIIII = I111IIl1lIllII111I1I11IIl(-1);
var ll11I11II11llI1lI111IIl1l = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td158", -1);
var llll11lIl1ll1llllIII11lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td277", -1);
var lIII11lIl1Il1IIllIllIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td103", -1);
var llII11IIlIIl1111IllllIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1l1I1l11IllllI1IlIlI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var lI1l1llI11II1I1IIl11lIllI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr14 td31", -1);
var II1I11IIIlI1I1I11l11IlII1 = I111IIl1lIllII111I1I11IIl(-1);
var lll1I1Il1Il11II1IlIIllIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var lIl1111lI1IlIll1lIlII1Ill = I111IIl1lIllII111I1I11IIl(-1);
var I1IllIIIIIllIIl1llIIl1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill1llIIIl11l111ll1IIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var ll1lIll11lIlIllI1l11IllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td220", -1);
var ll1lI1I1lII1lI11lIII1lIl1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIII111I1l1II1IIIIIlI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var lIllll11l1ll11lII1I11II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var l1I1lIIlII11I1I1I11lIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td24", -1);
var IlI1Il1llll1II1Illl11lllI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td226", -1);
var I11lIlII1lI1llIII1lI11I1I = I111IIl1lIllII111I1I11IIl(-1);
var lIIl11IIl1lIIll11ll1l1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td60", -1);
var I1Il1IIIlIllIl1Il1II1l1ll = I111IIl1lIllII111I1I11IIl(-1);
var I1lIIlI111I1lIIlI11ll1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td151", -1);
var ll1I1Ill1IIIIl1l1Il1II111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIl1llIIIl1lII1IlIII1I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td218", -1);
var IllIIlIIlIll1llI1II1IlIll = I111IIl1lIllII111I1I11IIl(-1);
var l1ll1l1lIIlI1ll11ll1lIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td131", -1);
var IllIII1IllIlI1Il1Il1lI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td65", -1);
var Il1l11l1llI1lIlI1I111Ill1 = I111IIl1lIllII111I1I11IIl(-1);
var IlIll1lIIlIl1lIIlI11lllIl = I111IIl1lIllII111I1I11IIl(-1);
var IIll1Il1111lIIIl1Il1IllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr8 td11", -1);
var I111ll1111III1I11lIlIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIl1IlIIlIIl1ll1Il111Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td92", -1);
var I111Ill1Illl11I111l1IIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var IIIIlIl1l1ll1lll1ll111III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lll1llI1llI1I1IlI1IlIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td208", -1);
var IlI1l11l11lII111llI11IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var IllIIllI11l1111lIIll1I11I = I111IIl1lIllII111I1I11IIl(-1);
var I1l1l1ll1lllI1II1l1111IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var IlIlIIl11IIlIIll11I1IlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td27", -1);
var lIlIlIIl1lIlI1I11IlI1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td8", -1);
var IIl11I1ll1lI1l1llI11II11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td78", -1);
var II1lI1lIIIlII1lI11Il1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var lllIIll11lI1111IIIII111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var lI1lIlI1l11llIIlIl111lIII = I111IIl1lIllII111I1I11IIl(-1);
var lIll1Il11IlllIIlI1I11IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td232", -1);
var IIlII11I11lI11IlI1ll1IIll = I111IIl1lIllII111I1I11IIl(-1);
var II11lIIIl1lI11lIIllIIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td100", -1);
var I1IlIlIIII1l1IIl1111l1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlllII1ll1lIIlI1l1lll1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var lllI111I11I1lI1IIl1lIIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var IIIIIllI1I1lI1II111lIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var lI1III1l11llIlllI1l11l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr26 td65", -1);
var l1llI1l11ll1lIIlll111I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var Il111IlI1ll11III11lIII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IlIlI1III11l1IIII11l1IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var l1IlIlI1l1lII1IlIllIlIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var llIIlIIlIIIllll1I1Il1lIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var IlIIllll11ll111Il1IIlI11I = I111IIl1lIllII111I1I11IIl(-1);
var lIIlIII1IIII1IlIII11l1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var I1IIlI11111I1I1l1IIllllll = I111IIl1lIllII111I1I11IIl(-1);
var ll11l111III1II1l1l11I1lI1 = I111IIl1lIllII111I1I11IIl(-1);
var IllIl1l111lI1lllII11IIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1IIl1IIIlI11II1lIlIlIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td209", -1);
var ll11lI1IIIIlll1I11lI1I11l = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var lIllIl1lIl11l1II11IIIIl1l = I111IIl1lIllII111I1I11IIl(-1);
var I1ll1lI1111I11I1IIl111lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II11llIlIl1IIII1lIlII1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var lIIlIl1l1IIIIl1II1llll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td202", -1);
var l1lll11III11lI1Il1llllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td154", -1);
var l11111lI11l1ll1ll1I1lll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIl11l1Il1111l111llllllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var l1lllIll1IIIIll111llIIIII = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var lIIl11I1l1IllIIlIl111I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td88", -1);
var l1IIl1llIlI1lll1IlII11l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td173", -1);
var I11Ill1I11l1l11l111Illll1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td63", -1);
var I1l1l1l111l1l1Il11Il1IIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1IIII11I1l1111IIII1l1lll = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td54", -1);
var lI1I1l1I1Il1lIllll1lI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr12 td97", -1);
var IIlIlII1lIllllllII111IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var I1I1II111lIl111llIlIIIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIII1lII1Ill1IlIIlIIIlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var ll1lIllllIllll1IlIlI1Il1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td11", -1);
var II11lI1IIl1II1ll1I1l11Il1 = I111IIl1lIllII111I1I11IIl(-1);
var II11l1IllIlIIlI11lIl1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td60", -1);
var l1I1111Il1IllI1I1III11I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var ll1l1l1llIIlllIl1IIlIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lI1IlIII1Il11I1IIIll1l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var I1llIIIIlIlll1lll1ll111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td58", -1);
var lIIll1ll1II1Il1IlII1Ill1l = I111IIl1lIllII111I1I11IIl(-1);
var lI1I1lI11lllIlI1I1Ill1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var IIIlIIIlIl1IIII1lll1II1lI = I111IIl1lIllII111I1I11IIl(-1);
var l1I1l1lIIlI1ll1lIllI1Il1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td14", -1);
var I1lIllII1lIl1lIlllIIlI1ll = I111IIl1lIllII111I1I11IIl(-1);
var IIIl11lI1lI1IIllI1IIIlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var IIII11lIl1ll11Il11lll11I1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var IIIIlI11l1Il1lII11IIIIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td151", -1);
var llI1lll1I111lllIIIl1111lI = I111IIl1lIllII111I1I11IIl(-1);
var IlIII1llIl1lIlIIIIllIlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI111l111lIlI1lI1lll1llI = I111IIl1lIllII111I1I11IIl(-1);
var II1lIl1II1ll11l1I11l1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var ll111I111111lllllIlIIllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11Ill1II11l111I1lll1lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td78", -1);
var Ill1l1II1llIllIllII1II111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td44", -1);
var Ill11Il11l111lIl1IllI1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td27", -1);
var lIII1l1l1IIIIIIlll1I111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var llll1IlIl11Il11llI11l1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td14", -1);
var llIl11IIIIlll11II1111IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IllIlIIllI1I111llIIIlIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1II1I1I11IIll111lIl11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var I1I1IIIIlIl1l111IIlllI111 = I111IIl1lIllII111I1I11IIl(-1);
var IIlllI1l1lllI1Il1IlIlI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td262", -1);
var I11IlI1l11IllIlI1llll1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td103", -1);
var II1Il111Ill1lII1II1lIlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td131", -1);
var l11111l1IIlIIIIl1Il11lI1I = I111IIl1lIllII111I1I11IIl(-1);
var l1IIlI1lIIl1ll1II1I1l1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIl1l1IIl11ll11I1lII11ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var Il11lI1lIl11lI1II1lIlllII = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td108", -1);
var II1lIll11Illl1ll1llIIIlIl = I111IIl1lIllII111I1I11IIl(-1);
var I1llllI1I11II1Il1llI1IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I11ll1l111II11ll1II1l1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var Il1III1l1IIlII1lIl1I1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td101", -1);
var I1lIl1lI1II1IIIIlll1IlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td259", -1);
var l1II111lII11IIlI1l1lII1lI = I111IIl1lIllII111I1I11IIl(-1);
var II1IIIl1lIllIIlIl1IIIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var I11llIIIIIlIIIl11l11lIl11 = I111IIl1lIllII111I1I11IIl(-1);
var IIllIll1III11ll11lll1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1IlIIllI1III11II1l1lII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var II1IlII1I1lIIIlI111l1l1ll = I111IIl1lIllII111I1I11IIl(-1);
var l11I1I111Il1I1IIlllIl1llI = I111IIl1lIllII111I1I11IIl(-1);
var I11IIIIll1IllI1lllII1l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr19 td194", -1);
var l1l111lIIIll1llIlI111lIll = I111IIl1lIllII111I1I11IIl(-1);
var llI1I1lI1l1III1lI1II11l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td159", -1);
var l11lIllIll1llIIIlIIllll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll111lI1ll1I1111l1I11l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I11lIlI1Il11lll1I1l11Illl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td39", -1);
var II11I11I1l1I1Ill1IlIIII1I = I111IIl1lIllII111I1I11IIl(-1);
var llllIllll1IlIIII1II1111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td11", -1);
var IIl1IIl1IlI1l11I11I11I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l11ll1l1I1l1IIllIlIll11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var I1II1III1I1II11I1lIl11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIlIlIl1lIl1lllI1I1I1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I111IIII1II111lII1llI1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var lIlIl11IlI1II1lIIIlIl1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td4", -1);
var Il1lI1ll111I1Il11l1l1IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1I1IIlIIlIll1ll111I1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIIllI1lII1llIl1llIIIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr64 td109", -1);
var ll1l1l1I1Il1Ill11I11llIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1I11I1Illl111l11lI11I1ll = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td153", -1);
var IIIIlIll1IIlI1Ill1I1I11Il = I111IIl1lIllII111I1I11IIl(-1);
var II11IIIlII1Illl1l1llIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1lIl1III1Ill11l1lIII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td27", -1);
var Il1lI1l1IIl1IlIlIIl1l1I1l = I111IIl1lIllII111I1I11IIl(-1);
var lllI1I1I11ll1l1lllIll1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var l1l1111ll1lllIlIIIlIll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var Il11lIII1IlIIII1II1I1lIIl = I111IIl1lIllII111I1I11IIl(-1);
var ll1IIlI111llIIlIlIl1llll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr46 td48", -1);
var IlIIllIllIIl1lI1Ill111II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1lIl11lIlll1IllII1II1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var l111Illll11l1l1l1lllIlIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1lIIII11l111IIlIll1II1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var III1lI111I1I11Il1ll1lIIlI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var lII1ll1111lllll1lI1Illlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td266", -1);
var lI1l1IIII11Il1lIIlllll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var Il11IlI1l1II1l1l11IIIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td93", -1);
var Illll11I1ll1I1I1lI11l11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td88", -1);
var Il1lIIlI111lIlI1l11II1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td166", -1);
var lllI1l1IllI111l11ll11IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td224", -1);
var l1IIl1llIl1II11llII1111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td10", -1);
var Illl1I1ll1IllIIl1IlllIll1 = I111IIl1lIllII111I1I11IIl(-1);
var Il111llIIlI1IlIllI11II11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td65", -1);
var I11llllIlIlI11lIll1ll111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var l11IIIIIIIl111llI1Il111ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td72", -1);
var lIl1lIl11I1IIII1I11I1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1lII1l1I11l1IIlII1l1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llI11l1ll1lllIl1Il1III1lI = I111IIl1lIllII111I1I11IIl(-1);
var I111I11IIIIIIlll1lII11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var IIl11l1lllIIl11I1IIIIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td54", -1);
var l1IlllIIII111IllIlIl1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlII11IlIl1Il1llI1ll1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIl111I1I11Il1Il1lIl1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td60", -1);
var ll1IIl11lI1l111ll1Ill1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td276", -1);
var l1Il11l1IlIIIII1IIIIIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td1", -1);
var IIl1IIlIllIII1Ill1IlIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIlII111I1lIIII111IIlIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td15", -1);
var l1lI1l11l1I11IlIl111l11ll = I111IIl1lIllII111I1I11IIl(-1);
var l111l1I1I11l1l1l111IlIIll = I111IIl1lIllII111I1I11IIl(-1);
var II1lIlIlllIIlIlIlIIlI1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr48 td233", -1);
var lll1II1l1IllllIIl1IlI11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td70", -1);
var lI111I11ll11lIIl111l11IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIII11lIlIl1llllI1llIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var lI1lI1IIIIIlII11I1II11III = I111IIl1lIllII111I1I11IIl(-1);
var lI1lIlIII1l11llllIII1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td198", -1);
var lIlI1IlllI1l1lIllIIlIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td85", -1);
var Il1IlIIlIIll1IIll1I1Ill1l = I111IIl1lIllII111I1I11IIl(-1);
var I1lll1l1I1l1Il111lIl1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var I1I11ll1I11IIIIl1Ill11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td144", -1);
var lIII1I1I11lIIll1l11I11IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var Il1IlII1IIIlIIIIIIl1III1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var Il1l1llIIIl1IllII11ll11lI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td26", -1);
var Illl11llIIIlllIl11Il1I111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td19", -1);
var IlllllIllll11lI1llIlllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td88", -1);
var II1IIl11ll1II1Il111I11II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td47", -1);
var lIIllIll1l1lIIIIll11I1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td29", -1);
var l1111111l1II1llI1lll11II1 = I111IIl1lIllII111I1I11IIl(-1);
var IlI1l1l111Illl1ll1Il1lI1l = I111IIl1lIllII111I1I11IIl(-1);
var IIllII1l1l111llI1Il11IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td137", -1);
var I1lIl1I1IIl11llIlI1Il1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td275", -1);
var II1llI11II11lllllI1lI1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IIIIIIl111llII1IlII11Il1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var IIl1III1IllI1lIlIlll11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var llIlI111111l1l111lI1l1l11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td9", -1);
var IIl1lI1l1I1l1lll11Illl1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td88", -1);
var lll11llIIll1Ill1l1lIllI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var ll1l11I1I1IIl1llIII1I11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var l11ll11llIII1lI1I1Il1II1I = I111IIl1lIllII111I1I11IIl(-1);
var IlIIlII1I11l1I11IllI1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var IIIlIlIl1II1l1l11I11I1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var IIIlI1lII1Il1IlIlIl11l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td67", -1);
var lIII1llll1111Il11IllIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIl1lIlI1IIIIl1lllI1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1IlI11111lIII1Ill1I11lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td168", -1);
var III1l11111IlII1ll1lIlIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td154", -1);
var II1ll1lIl1l11I1Il11l1I1lI = I111IIl1lIllII111I1I11IIl(-1);
var IllIl111l1ll111lI1l1II11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td5", -1);
var I1lIIl1l11Il11l1lI11Il11l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td138", -1);
var llIl1lIlII1l1lIll1l1lIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var ll111II1Ill1IIl1IIIlll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var lIIIIlI1ll1llIII1IllIlll1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11IIII1lll1lI1IIll11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td107", -1);
var IIll111111I1lII1I1lIlI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td24", -1);
var ll1lIl1111IlIlllII11I11lI = I111IIl1lIllII111I1I11IIl(-1);
var IIll1Il11IIlIllI11l1lIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td35", -1);
var Illl1I1l1llllIll11llIIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td30", -1);
var IllIl11llll1111II1lII1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var l11IlIIl1I1llIllIllIll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1lIllI1I111lI1Illl1IlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIlIIl1I11l11II1I11111IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill1I1IIIll11II1llllI1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var I1lllIlllIIlIl11IllIIl11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var l1IIIll1IIIIllI1l1IIllllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td85", -1);
var lI1llI1I1IlIII1lIIl1lIlll = I111IIl1lIllII111I1I11IIl(-1);
var IIII1llIlIII11lI1lI1l1l1I = I111IIl1lIllII111I1I11IIl(-1);
var I1I1I11ll1II1IlIlIll1lI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td1", -1);
var I1ll11IllIIIlII1I111llIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td81", -1);
var I1IIllll1lIIII1IlI1lI1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var l1IIlI11l1Il1IIIlI1I1ll1l = I111IIl1lIllII111I1I11IIl(-1);
var I11lII11l1Illl1lll1llllll = I111IIl1lIllII111I1I11IIl(-1);
var I1I11IlllI11l11lI1ll11lIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr11 td19", -1);
var ll1ll1ll1I1I1Il1Ill11I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lIlIllIIlll11II1I11llIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td1", -1);
var l1IIlI1l1lll1l1Il1IIl11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr30 td110", -1);
var II1I1lI1111I1l1l1llIII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td161", -1);
var llI1III1llIIlII111lI1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIIIIIllII1llII11lI111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr64 td145", -1);
var I1I1I11lII11ll11IIIl1IlI1 = I111IIl1lIllII111I1I11IIl(-1);
var llI1lllIlII1lI1lI1IIlI11I = I111IIl1lIllII111I1I11IIl(-1);
var ll1111Illl1lI11III1I1I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1IIll1III1lIlII1l1lII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td30", -1);
var I1lIIIlIlIIlIllIIl11lIII1 = I111IIl1lIllII111I1I11IIl(-1);
var l111IIIlIll1III111l1lll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td196", -1);
var I1lIIlIIl1Il11I1lIIIIIlll = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td86", -1);
var ll1lI1Il1lII1l11lI1IlIIll = I111IIl1lIllII111I1I11IIl(-1);
var lIlI11llIIIl1l11IIlIIIII1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIlll11llIIlI111Il11I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td174", -1);
var I1IIII1ll11l1lll11l11Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var IllIl11llIlI11llI1111ll1I = I111IIl1lIllII111I1I11IIl(-1);
var IllIllllllIl1I1II1111I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var Il1l1ll1IlIll111l1111l1lI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td37", -1);
var lIl1I11lll1II11IlIl1IIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var l1111l1III1llII1lI1111l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var Il111IllI1IIl1ll111lIl1lI = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td50", -1);
var l1Illl11I1111IllIl1l1IlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var Il11IIl1l1I1I11ll1Il1IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var l111I1111llIll1IllIl111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var lI1l11llI111llIllIlIIIIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1lIlI1I1I1lIl1ll1I1Il111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td17", -1);
var l11lI1IIlIIIII1lllIIlI1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td76", -1);
var lII1I1Il1l1lI1IlIIIlI1l1I = I111IIl1lIllII111I1I11IIl(-1);
var lIIlIlll1l11Illl1IlIl11ll = I111IIl1lIllII111I1I11IIl(-1);
var lll1Il11I1lI1III1Il1l1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr74 td263", -1);
var IIIllllII11llll1III1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var Il11II1IIIIIl11l1I1l1IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var Il1111lIlI11IllI1I11IIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var IlIIl11IlIl1II1Il1I1II1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lIllI1I1llll11l1l11llI1II = I111IIl1lIllII111I1I11IIl(-1);
var Il1I111IIl11lIIl1lIlll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td164", -1);
var llIll11ll1lI1lIIll1I11111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td37", -1);
var lIlIlIIIl1l1II1l1l1I1I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td103", -1);
var l1lI1ll11ll1lll1I1l1111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td27", -1);
var ll1llllIIIllIllIIl1IIII1I = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td158", -1);
var I1I1I111IIIlI1IlIIIII1lII = I111IIl1lIllII111I1I11IIl(-1);
var lIIlIllIIlllIl1ll1llllIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td27", -1);
var IlIIl1IlIlIIII1lllll1l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td2", -1);
var I1l11lIII1Il1Il11lIllI1ll = I111IIl1lIllII111I1I11IIl(-1);
var I1l1l111I1Ill1l11lI11l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td243", -1);
var II11l1l1Ill11IIIIl1IIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l11llI1IlIl11llI11111l11l = I111IIl1lIllII111I1I11IIl(-1);
var IlI111l11IIlll11IlIIllIl1 = I111IIl1lIllII111I1I11IIl(-1);
var IIIIlIIlI11IIIlll1IlI1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td88", -1);
var lIllI11Il1II1lIlI1IIllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td102", -1);
var lIlIllll11lllI1IIlllI1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td109", -1);
var IllIIII1IIIIllIllIllIIIll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td146", -1);
var IlI1I1lllIlII1lI111IIIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var llIIll1l1lIl1lll1lllIII1l = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td96", -1);
var l1IlIIIIlll11IIllllI11lll = I111IIl1lIllII111I1I11IIl(-1);
var IIlI1ll1I11IllIIIl11lI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var lI1l1I11IlI1lIll1llIlIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII1l1lIllll1Il1IllllIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var Ill1lll1llIlll11l1111lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var llllllIl1IIlIllI1llll1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIl1lIlIIIlII1llIIl1I1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1II1Il1IllI11ll1l111IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var llIlIIl1l1111l1l11lIl111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td205", -1);
var llI1III11lll1lI11llIll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td60", -1);
var II111IIIIlII11lI111lIl1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l1Ill1IIII1Il11I11l11lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td16", -1);
var I1lIlIllll1II1I11IIIIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td11", -1);
var I11IIII11l1l1IlIll1ll11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIllIlI1l1I1III1IIlI11111 = I111IIl1lIllII111I1I11IIl(-1);
var l1lI11l1Il1I1I1ll1lI111lI = I111IIl1lIllII111I1I11IIl(-1);
var I1I1lIIllIIIIl1llll11111l = I111IIl1lIllII111I1I11IIl(-1);
var II11llIIlI111IIllll1II1I1 = I111IIl1lIllII111I1I11IIl(-1);
var Illl1llIlI1lI111I1Il1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var IlII1ll1I1IlI1lIlllIllIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td71", -1);
var I1I11l1l1ll1Il1llIIlI1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var I1IlI1IIl1llll11I1IIII1lI = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td71", -1);
var lIlIl1Il1IllIIIIlIllIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td96", -1);
var IlI11llIlI1Ill11lI1Il1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var I11I1IlI1I1I11IlllI1lIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var llIl1I1I1lllIlI1llll1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr33 td174", -1);
var IllI11llI1Ill1lI111lI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td212", -1);
var ll1IIIllI1ll11ll1lll1IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var I11ll11I1IlIIl11I1lIlII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td67", -1);
var ll1lIlI1llI11IllII1Il11ll = I111IIl1lIllII111I1I11IIl(-1);
var Il1lII111I111lII1l11lI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td211", -1);
var lI1Il1lIl1I11Il11I1lll1Il = I111IIl1lIllII111I1I11IIl(-1);
var IIlI11llI11IIll1l1I11lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td133", -1);
var lIlIl11II1l1I1II11I1lIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var Il1llllIl1lIIl1Ill1ll11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td174", -1);
var lIllIIlIl1ll1I1IlIll1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td173", -1);
var l11l1lIll1l1IIll1Il11Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td286", -1);
var lllI1Il1l1lIIl11l1II1l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var l1lI111I1ll1llIlIllIl1l1I = I111IIl1lIllII111I1I11IIl(-1);
var I11I1lIlIII1l1111I1II1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lllllI11I11111lIllll11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var lII1llllllIlI1lll1IlIlI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td48", -1);
var lI1l1Ill1I1IIIll1l1lIl1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td284", -1);
var I1lIIllI1lI1lIlII11lIll1I = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td63", -1);
var ll11I1IIlIlI1lllIIlIIlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td32", -1);
var II11I1ll11l1ll1lII1lI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td117", -1);
var I1II11111III1l1IlIlIlIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td2", -1);
var lI1I1ll1I111lI11II11lll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var llIIlI1II1I1llI11111l11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIIIIII1I1l11llI11lI11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td72", -1);
var IIlIl1l1I111II11ll111II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td85", -1);
var I1l11llll1lll1l1lll1IlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var lIIII1lllIlIl1Il1lllI1l1I = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td39", -1);
var lIll1I11111lI1Ill11l1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var I11lIlIIlI1lllIII1l11IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var l11I11lllIlIlIIl1II11Il1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var l1lIIIl11I111I1lll1lI1IIl = I111IIl1lIllII111I1I11IIl(-1);
var Illll1I1IlII1IIII11l1l111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr2 td9", -1);
var I11IlII1111l1lIIl111llIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var I11111111I1l1111I1111l1Il = I111IIl1lIllII111I1I11IIl(-1);
var lIIII1111IIIIl1I1lIl1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var I111II11Il11lI1IlllI11IIl = I111IIl1lIllII111I1I11IIl(-1);
var I11ll1I11lll1l1lIlIllllIl = I111IIl1lIllII111I1I11IIl(-1);
var IlIIlI1I1l111lIII11ll1III = I111IIl1lIllII111I1I11IIl(-1);
var lIIIlIIIl1ll1II11ll1IllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td80", -1);
var Illll1lIIl11IIl11ll1IIl11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td19", -1);
var l1l1IIIlIIll11111Il111IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td73", -1);
var l1lIl1llllIl1l11111l1I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var lIIIIlll1l1IIll1l1I11ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var III1l1I1lIllII11Il1IlIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td137", -1);
var ll1llll11II1IIlIIlI1I1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var IllllI11l1IIIlI1Il1l1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td19", -1);
var IlllII1ll1IIllI111lIllll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var llIIIIlII1II1Il1Il11llIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td184", -1);
var I1IIlI1I11IIIll1ll11l1lll = I111IIl1lIllII111I1I11IIl(-1);
var lIlIllIllI1llI1IIl11lllI1 = I111IIl1lIllII111I1I11IIl(-1);
var l1IIlIIl11ll1I1llllI1I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var l111ll1IIIl1111I1Ill111II = I111IIl1lIllII111I1I11IIl(-1);
var l1I1II1l11ll1I1Il11lIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td145", -1);
var l1IIll1I1ll11Il1I1I1IIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1IIIIIl1IllIII11lIlI11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I1IlIIl1II111llIllllIIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var IIllIl1I1lIIIllI1lllI11l1 = I111IIl1lIllII111I1I11IIl(-1);
var lII1IlllI1lIl111l1l11llI1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1IlI11llIIII1lIllI11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var IIl1IIlll1I11l1Ill111l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td284", -1);
var Il1II11l1111llIl1lll1l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var I11Ill111II111111I11lIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var Il1l1llI1III111l1l1lIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var IIIlllIlIIIlIIlI1l11lIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var II1Ill1II1I1Il1I1l11lI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td8", -1);
var lllI1lllI1IIIIllIIIllIllI = I111IIl1lIllII111I1I11IIl(-1);
var llIIlIllIlIIlI11Il1lIIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var lI1Il1lllI1II1l1II11llll1 = I111IIl1lIllII111I1I11IIl(-1);
var I1llll1llII1ll1lIllllI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1lIlI11IIIlIIlIl1l1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td71", -1);
var I1ll1lI1l11lIIlI111I11l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIll11111lIIII1IIlllIIIll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr1 td31", -1);
var IlI1l1I11lIl111IllI1lIllI = I111IIl1lIllII111I1I11IIl(-1);
var l11111l1I1Il11ll1l1lI1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var I1I11l11I1l11Ill11llIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr26 td65", -1);
var IIl1llIIII11IlII1llIll1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td46", -1);
var IIIIllll11lI1II1Ill11ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td169", -1);
var llII1lI1ll1IIIl1111I11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td17", -1);
var l11II11I1Il11I1IlIIllI1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lII11lI1II11I1IlllI11I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var IlIll1I111lIIlII111lII1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var I1IllI11lIII1IlI1IIIIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1l1lIl111llI11I1111lI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td39", -1);
var I11ll1Il11IIll111IlI11Ill = I111IIl1lIllII111I1I11IIl(-1);
var I11ll1llIIIIIII11I1ll1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td75", -1);
var IIl1II1Il1Il11111IIIIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var l1lIllII1IllIl1Il1IlII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var IIIIl1I1l1l1IIIlI1IlI1I1l = I111IIl1lIllII111I1I11IIl(-1);
var IllIllIl11lI1ll1Il111Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1I1lII1llll11II1I1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var llI1lIllI1Ill1IlIlI1IlllI = I111IIl1lIllII111I1I11IIl(-1);
var lI1Il1l1llllI111ll1Ill11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IllII1llI1I1ll111l1I11IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr34 td227", -1);
var l1llIIl11I1I1l1l1111lI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var lllll1ll1lIIIIIlllI1I1I1I = I111IIl1lIllII111I1I11IIl(-1);
var llIlIII111Il111IIl1II11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td86", -1);
var I1l11IIIIIl1IlllIIllIIII1 = I111IIl1lIllII111I1I11IIl(-1);
var lI111l11l1I1I1111Il111llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var II1IIIlIll11l1l1ll1II1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11Ill1IlIIlI1l11I11IIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var IIIl1Il1111lIIIllI11lI111 = I111IIl1lIllII111I1I11IIl(-1);
var IIl1ll1llIlIII11lIlllI11l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td106", -1);
var l1IlIl1I1Ill1I1I11llIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var llllII11IllIIIIIl1lIII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var IIlIl1ll1lIlllI1111lIlIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td27", -1);
var l1lIlI1IlIlIIlllIlIl1ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var Ill1llIl11I1llllIllI1l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td13", -1);
var IIlIIII1ll1lIl1l1111I1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td2", -1);
var lllll11IlIIII1IlllI1lllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td2", -1);
var II111lI1I1l1IlI1I1111lI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var lIllIl1l1I1l1IIll1l1IIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1lIIll1Il1lI11I1III1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llI11I11lIllI11llI1l11l1I = I111IIl1lIllII111I1I11IIl(-1);
var I11llIlI1IIllll1IIlIII1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var IIlll1Ill1ll1lllI1IlIlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var IllllIl1l1I11l1lIl111IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td40", -1);
var III11II1lI1lI1111l1l1IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var IIll111IIlIl1111Ill1lIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var IllllI1IIII111IllI1I11IlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td42", -1);
var IIIl1I1IIIIlll1l11llI1IIl = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var llII1l1Il11IIll1llllIll1l = I111IIl1lIllII111I1I11IIl(-1);
var IlIIIllIlI1ll11II1IIIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td27", -1);
var I11lllII111IIIIIII11ll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var IlIIlIIIlIllI11111III111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var III11l1llIl1llI1lll1lllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var ll11l1Il11II1lI1l11lI1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var lll1I11l1l1lI1lI1111l1lII = I111IIl1lIllII111I1I11IIl(-1);
var lI11l1llII1IIlI1ll1llIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td15", -1);
var lI1IIIIIIlI1llI11IIIlI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td55", -1);
var l1IIIIlIIIIlIlIII1l11IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td249", -1);
var lllIlI1IlIIl111IIII11IlIl = I111IIl1lIllII111I1I11IIl(-1);
var II1I1Illll1I111Il1l1lll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td156", -1);
var II1IlIl1ll1Il11llI11I1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var lIIll1I1I111lI11lIlll1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Illl11l11IlI1Ill11IllllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IlIlllIIIl1l11lI11Il11I11 = I111IIl1lIllII111I1I11IIl(-1);
var IIIll1lIII11I1l11I1IIlll1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1I11lI11I1IlIl1lllI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1lI1IIl1Il1IIIIII1111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var I1ll1IlII11l1IlI1Illll1I1 = I111IIl1lIllII111I1I11IIl(-1);
var llIIll1lII1lIl11II1II1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td30", -1);
var IlI1IllIIl11Il1I11llll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var III1I1Ill111II1II1ll1I1Il = I111IIl1lIllII111I1I11IIl(-1);
var I1I1I1I1IlI1lIIl1II1lI11l = I111IIl1lIllII111I1I11IIl(-1);
var IlI1Il111lIlll11II11I11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIl1lI1IlIlI1IIl1lI111lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td97", -1);
var lIl1llII11IIllIl1I1lIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1IIIIIllII1IIIIlllI1IIIl = I111IIl1lIllII111I1I11IIl(-1);
var I1111ll11lllI1IIIIlIlIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var lIlIlII1IIII1l1I1II1I1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var l1lI1llIIlI1I11Il111lII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var lII111l11l1l11lI11ll1II1I = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var III1I1I1I1l1l11l11I1llI11 = I111IIl1lIllII111I1I11IIl(-1);
var Il1lIll1I1l1l1I11I1IlIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var llI1ll111I11lll11I1II1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td126", -1);
var llllI1l1111lIIIl1I1IIIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td256", -1);
var lllIIIII1IlIIlIII1111llIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td23", -1);
var I1IIlIIll1II111l1l11IIlIl = I111IIl1lIllII111I1I11IIl(-1);
var ll1lllII1llII1lIlIIIIlI11 = I111IIl1lIllII111I1I11IIl(-1);
var I1llIIIIl11lIlllI1I1IIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var lI1III1I111lI1Il1I11l1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td28", -1);
var IllI1IIl1l1IIllll1I1III11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIll1lIlIlIllll1IIllIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var IllII1ll1I1ll11II1ll1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var llll11IIl1IlI11ll1lIl1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td144", -1);
var llI1l11l1lIIlIlIlIII1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var III11lI1III11lI11llI1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var llII1lllIl1l1lIlII111lllI = I111IIl1lIllII111I1I11IIl(-1);
var ll11IIlII1I1ll1IllllI1lII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td64", -1);
var lIl1I1I1IlI11Il1111lllIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td104", -1);
var l1I11l1llII11IllI1IlII1Il = I111IIl1lIllII111I1I11IIl(-1);
var IIIlIIlIIll1lI1IIIlI1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var IlI111IlIll1111Il11I1lIlI = I111IIl1lIllII111I1I11IIl(-1);
var IllI1lIlI1l1l1Ill11llIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td30", -1);
var l1l1l1lIII11II1llIIlIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var lIlIllII1IIIII1IIIll1I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var Il111lIII1I1I111I1l1Il1lI = I111IIl1lIllII111I1I11IIl(-1);
var lIll11l11lII1IIII1l1IlIll = I111IIl1lIllII111I1I11IIl(-1);
var IlIIlIll1111IIllII11II1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var l1IIllI1llI1Ill11I1I1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td54", -1);
var III1lI11Il1Illl11l1I1I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var llllIlIlIl11llI1III1Ill11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIlIIIIIII1IlI1II111l1II1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td63", -1);
var lllllII1l11l1IIl1llIIlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIII1Il11llIII111lI1IlIII = I111IIl1lIllII111I1I11IIl(-1);
var I11II1lIl1llI1111llll1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var l1IlIl1I1IlI1II11Il1lllIl = I111IIl1lIllII111I1I11IIl(-1);
var I1IIl1I1I11111IIll1lll1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td250", -1);
var II1lIIlII11II11III1111111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td76", -1);
var IIlI1Il11II1Illll1lIlIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lII1Ill1ll1IllllIII1I1llI = I111IIl1lIllII111I1I11IIl(-1);
var lII1l1l1IIll1l1I11ll11II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var II11IIIlIIlI11lllII1l1I1l = I111IIl1lIllII111I1I11IIl(-1);
var llllI1lIIIlI1lllI1IIlIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td40", -1);
var l1IIllI1llll1lI1l1llllI1l = I111IIl1lIllII111I1I11IIl(-1);
var lllIIlllII1lllIllllI1l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td109", -1);
var lIII11l11l11l1Il11l1IlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td103", -1);
var llllllI1lll111lIl1l11ll11 = I111IIl1lIllII111I1I11IIl(-1);
var I11l1IIlIl1lll1llI111lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td278", -1);
var IllI1IIll11lll1llII1Ill1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlI1lIlIllIII11I111llIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llIlllIIIIIllIIl11I11I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td105", -1);
var l111Ill1Ill1lI1IlIlI1llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td28", -1);
var I11Il1l1ll1I11l1l11I1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIlIlII1l111llIIl11lII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr19 td192", -1);
var ll1Il11II11llIllI11lllIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var IlII111ll1ll1lllI1I1IlI1I = I111IIl1lIllII111I1I11IIl(-1);
var IIIllIII1lI1I1llll1IIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td1", -1);
var IllIIIlIII1III1l11lIIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td9", -1);
var I1IIIll1I1l1lI11I1Il1ll11 = I111IIl1lIllII111I1I11IIl(-1);
var lII11Illllll1lllI1I1l1IlI = I111IIl1lIllII111I1I11IIl(-1);
var llll1I1I1lI111ll1lIlIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td58", -1);
var Il1ll111lII11lIllII1l11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td84", -1);
var l1l1lI11111lll1lI1I1lI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr46 td65", -1);
var lIllIl1I1I1l1Il1llI1llI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1III1lIIlI1l1Il1llllI11I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td42", -1);
var IIIII1I1llIl11lI1lIII111I = I111IIl1lIllII111I1I11IIl(-1);
var lI11lI111lI1I1ll1I1Illlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td70", -1);
var Il111l11I1lll111lIl1lIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var Il1I1II111111lIIlI111I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var I1I1ll1llI1III1IIllllIIlI = l1l1l1I1III1lII111l1ll1lI(1, 6, "tr4 td101", -1);
var l111I1I1ll1I1Il1lIllI1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td27", -1);
var llI111II1I11I1III1l1Il1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IlI11IIl11lII11IlIl11ll1l = I111IIl1lIllII111I1I11IIl(-1);
var IIIl1I1l111I11I1I11IlllI1 = I111IIl1lIllII111I1I11IIl(-1);
var II1lIIl1ll1lIlII111lI1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td87", -1);
var IlIl1Il1lIIl111l11Il11Ill = I111IIl1lIllII111I1I11IIl(-1);
var lIIlI1IIlI11Il1I1lll111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var l11lll1II1II1I1I11II1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11l1II1IIlIll1ll1I1I1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td134", -1);
var l111lI1III111ll1Il111l1II = I111IIl1lIllII111I1I11IIl(-1);
var l1l111l111111lIIIIIll1l1l = I111IIl1lIllII111I1I11IIl(-1);
var llIlIIlIIII1lIl111llI11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIll111Il1l111IIlIlI1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr46 td201", -1);
var l1IlIllI11lIlIIlIllI11IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td30", -1);
var IIllll1l1ll11lIIIIIIIIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td185", -1);
var Il1l1lI11I1II1lI111I1llll = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td99", -1);
var I1lIIllI111lllIllI1Il1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var IIIIIllI1I1l1lIIllIlllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr55 td72", -1);
var I1111ll1l11I1Il1lIII1lIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td232", -1);
var lIlI11lI1I1I111IlIIl1l1ll = I111IIl1lIllII111I1I11IIl(-1);
var IllIIII1l1lII1I11II1llIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td60", -1);
var IIlIIIll1lll1I11llllll1lI = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1llll1I1llllI111l11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var ll1l1Il1I1I1llI1I1111I1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td24", -1);
var lI11lIlIl11I1lIl1II1lI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td96", -1);
var IlI111I1III11lIll1l11Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var I1IlII1Il111I1I11IIl1I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td273", -1);
var II1l1I1Ill1l11I1IIlII1l1I = I111IIl1lIllII111I1I11IIl(-1);
var lllI1lllll11IIll111l1ll1I = I111IIl1lIllII111I1I11IIl(-1);
var l111111l1lIl11II1I1ll111l = I111IIl1lIllII111I1I11IIl(-1);
var lllIlll11l11111lIII1II11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var IIIIIIlI11llIlII1Il1Il1II = I111IIl1lIllII111I1I11IIl(-1);
var IlIII1lIl11lIIIlIl11I11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var II1II1l1ll111l1Ill1Il1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lll1lI11IIllIllI1lIll11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var l1I111l11lII1lIlllII11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var I1I11lI1l1IIllIl11III1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var llI1I1I1IlIlIII1lIlIlI1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td170", -1);
var l1IlIl11l1I1l11IIIlIll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var IIllIIIlIIIlI111IlII1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td83", -1);
var Ill1ll111llIlI11II1lIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td83", -1);
var l1ll1l1I1l1I11l1I11IlI11l = I111IIl1lIllII111I1I11IIl(-1);
var l11llIlI1IlI1llI11I1llI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr72 td263", -1);
var l1I1IllI1IlII111llIlI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td186", -1);
var Il1lIlll11l11Ill1I1l1II11 = I111IIl1lIllII111I1I11IIl(-1);
var Il1Il11llllllI111IlI1l1l1 = I111IIl1lIllII111I1I11IIl(-1);
var I111Ill11l11IIIIl1III1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var I111lIlIIlIll1I111III1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td119", -1);
var l1IlI11l1II11II111IlllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var llIl1Illll1I111llll11II1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td23", -1);
var ll1l1l1II11I1II1lIIIII11I = I111IIl1lIllII111I1I11IIl(-1);
var I1lll1II11II111Illl1IIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var II111II1I1111lI1Il1IIlI1l = I111IIl1lIllII111I1I11IIl(-1);
var l1llllI11II1lII1lI1IIlI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1Il11IlllIIl111llI11II1 = I111IIl1lIllII111I1I11IIl(-1);
var llllII111l11IIlI11ll1IIl1 = I111IIl1lIllII111I1I11IIl(-1);
var IIlII1II1IlIIII11IIllllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td114", -1);
var IlI1l1lIlllll11l11IlllIll = I111IIl1lIllII111I1I11IIl(-1);
var lII11IIIIlI1I1III11l1l1I1 = I111IIl1lIllII111I1I11IIl(-1);
var l1IIll1I1I1ll111I1l1l11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var IlIIllI1l11IlIl11l1Illll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td89", -1);
var Il1lII1Ill11l1II111I11lll = I111IIl1lIllII111I1I11IIl(-1);
var lII1II11Illl11l11lIlIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var IIII1ll111I1II1lI1I1lI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var II111llllIIIIIll1III1I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1llIII1Illlll1l11II1l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Ill1l1I1IIlll1I1Il1I1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr6 td4", -1);
var l1IIIIllIlIlIII1llI1l111I = I111IIl1lIllII111I1I11IIl(-1);
var Illll1l1I1IIl11I11lIlllll = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td146", -1);
var Il111II1II1III1llIllII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td24", -1);
var ll1II11I11lI11I1lIlIIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td182", -1);
var IllIIl1IlIII1IIllIl1ll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td90", -1);
var lIlI11l1I1Il1IIIIlllIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var llIIlIIIlII1lI11llIIl11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lllI11II1Il11llIlllI11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var IlIllI1I1Il1IlIllIllI1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td58", -1);
var lI11ll1l1IIllII1I11lIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr46 td65", -1);
var l11II1I11lI1lllIIlll11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td25", -1);
var lI11ll1lIIll11ll1Illl1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var I1IlI1Il1IlIII1Il1I1lIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var IlIlIl111lIll1ll1llllII1l = I111IIl1lIllII111I1I11IIl(-1);
var Ill111I1I1lI11111IIlII1Il = I111IIl1lIllII111I1I11IIl(-1);
var I11lIIlllll1l1I11l1II1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td133", -1);
var Il1III1Il1lIl1IIlII1l11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td123", -1);
var Ill1lIlllI11I1I1lll1lIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td123", -1);
var lII1111Il111llII1llIl1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td256", -1);
var IIlI1II11lI1111lll11lIIll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td37", -1);
var I1Il11II1I1I11IIIlIlIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var I1lI1I1I11IIlI11Il1Ill1Il = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td66", -1);
var IllI1l1I11111II1I1llI1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IIIIlllI11I1IIIlIlIll1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var lIlll111lll1lllI11llll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td65", -1);
var I11I1Illl11IIIl11I1lI1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td156", -1);
var I1lI1llllI1lIII1ll1III1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr20 td8", -1);
var I1II1Il1IIIllII1lI111l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var Il1II1lI11IlI1l1IlI1I1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr36 td48", -1);
var lI1l1I1Il11l11lIl11l1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1IIIlll1Il1IlIII1Il1IIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td23", -1);
var lll1IlI11IIlllIlI1l11lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIIllll1lIIIll1IlI1IIl1II = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr9 td54", -1);
var l1IIlII1l1IIIll1Il11IllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1II1IIlIlIl1IIIIll1IlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var III11ll1l111lIIIl1l1llllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr64 td239", -1);
var l1lIIII1llIlI1I1l111IlI1l = I111IIl1lIllII111I1I11IIl(-1);
var I1I1l1I1l1II1II1ll11l111I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td17", -1);
var IlII1llI11Il1l1IIIlIlIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1I1l1l1l1IlI1l11IIlIIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var I11IIIIlIlll11ll111IlIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var II11IIIlllI1I1lIl11I1l1II = I111IIl1lIllII111I1I11IIl(-1);
var I11l1I1lllI1II11lIlll1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td54", -1);
var lII1IlI1Il1lI1lIIlIIIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td266", -1);
var IlIlIlIlllIlIIIl1111llI1l = I111IIl1lIllII111I1I11IIl(-1);
var II1l1l1IlllIl11IIIIll11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var lI1I11Il11I111l1lIlIll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td73", -1);
var I1Ill1l1I11I1Il1IlIIl1I1l = I111IIl1lIllII111I1I11IIl(-1);
var I1IIIII1ll1IIl1Il1l1I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td135", -1);
var l1ll1IlllI1lI11lII11lllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td5", -1);
var l11I1ll11l1lI1Ill1I1lI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td1", -1);
var Il1l11l1IlIIlI11lII11Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td163", -1);
var ll1l1l111l1ll1111I1llIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1lII111111I11I1l11l1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td36", -1);
var lllIlI1I1II1llI1l1l11IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td145", -1);
var l1ll1lll11IIll1I1llIl1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var l1lI1l1Il11lIIIl11lIll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1llIl111llIIlI1l11Illl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var IIlI1I1l1II1lllIIIIl11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td96", -1);
var lIl11I111lIllll1lII11lI1I = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td52", -1);
var I1I1111IIl111IlIII11I11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIl1IIIlllll1llIIlI1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td8", -1);
var II111I1l11IIlIIllllIllI1l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td36", -1);
var llIII1llI1l1lllIlIl1lI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td44", -1);
var IIllIl1lI1lIlIII1111II1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var II11lI1II1ll1l1ll1I1lI1I1 = I111IIl1lIllII111I1I11IIl(-1);
var l111111l1l11l1lIllIIlIlIl = I111IIl1lIllII111I1I11IIl(-1);
var lIllIl11Il11Ill11lIIll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td88", -1);
var I1II1I1IIlII111I1l1Il1Ill = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td76", -1);
var lIl1II111Il111lIlI1II11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr35 td175", -1);
var IlllII1111III111I1l1lI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11l11l111IlIl1Il11I1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var Ill11Il1lI11l1IllI1II1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td38", -1);
var l11ll11l1I1111llIl11l1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1111lI1II11IlllllI11III = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td135", -1);
var lIl111I1lI1lIIlI11I1IlIII = I111IIl1lIllII111I1I11IIl(-1);
var lI1l1lIII1lll1I1II1l11I11 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td77", -1);
var IIllll1lI11l1111llIllI11l = I111IIl1lIllII111I1I11IIl(-1);
var I11ll1IlII1llII1ll1l1l1ll = I111IIl1lIllII111I1I11IIl(-1);
var lI1llI1111II1Il1l1ll11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td280", -1);
var llI1l1lIIIII1II1I11I1II1l = I111IIl1lIllII111I1I11IIl(-1);
var IlIlII1lII1l1lIlIIll111I1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td19", -1);
var l1l1Il1111l1ll1l1lI11l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td102", -1);
var lIl1IIll1lIlIlIl1llI1I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var II1lll11II111I1l11I1lI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lIlIIIl1l1111Il1I1111lI1l = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var lIIIllIlIII1I1l111l1Il11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var l1lIIIII1IIl1II1IllIllIII = I111IIl1lIllII111I1I11IIl(-1);
var I1lIl1l11I11l111l1IIlIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var IIII11llllII1lI111lll1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td165", -1);
var III1IlIIIIl11IIllll11lIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1I11l1lllI1l111llIIl11I = I111IIl1lIllII111I1I11IIl(-1);
var IIIIIII1I1I1lII11lIIlIIll = I111IIl1lIllII111I1I11IIl(-1);
var lIIl11lI1llIIlll1I1lII1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td14", -1);
var l1I1IllI11lII1I1lI1111Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td65", -1);
var l1IIIll111Ill1IIlll1IllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11ll1llII1I1I1II1I11lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td25", -1);
var IIIII1IIlIlI11l1Il111IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var IlIlII11III11l1l1l1lll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var II1II1lI1I11ll1l1lI1llIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var llllI11Il1llIIlIlIl1lIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td61", -1);
var l1lIllIll1I11lII11II11l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td178", -1);
var I1II1l1llIllIlll1I1IIIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var lllI1111llIlIIlIlIl1I1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td14", -1);
var lIl1lIIllIIII1lIII1lIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td139", -1);
var I1II1lIllIIll1llIl1l1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lII1l1IIIIllI1I1lll1Illll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td158", -1);
var IllIII111I1ll1IlI1Il111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td84", -1);
var I11IIIl1IllIIlIlIl1II11ll = I111IIl1lIllII111I1I11IIl(-1);
var IllIlIIl111lI1IlIIIII1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1Il111lIIIll1Il1Il11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td251", -1);
var lIIll111IIl1I11l1lI11lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var llIllI11ll11II1IlII111I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lIlll111IIIIIIll1I1lllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td16", -1);
var I11111II11ll1IlIlI11ll1Il = I111IIl1lIllII111I1I11IIl(-1);
var lII1IIIlIlllI11lII1II1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IlIlllllII1II1IIllII1I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1Il11l1II1IIlII11l1lllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var IlIl11Il1I11111lll1I1I1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var lIIllIIIl1Il11IIlIl1llII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var IlIlll1lIIIlIIllIlIlIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td54", -1);
var Il1Ill11Il1lllI1I1lII1IlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var l11IlI11IlI11l1IIll1IlI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td15", -1);
var lI1lI11111Il1IlIlllIll11l = I111IIl1lIllII111I1I11IIl(-1);
var ll111llI1IllIIll11II11l1l = I111IIl1lIllII111I1I11IIl(-1);
var IlIIIIl11l11IIIIIlll1ll11 = I111IIl1lIllII111I1I11IIl(-1);
var I1l11lIIl1lI1Ill11I11lllI = I111IIl1lIllII111I1I11IIl(-1);
var I11lI11III1l1IIlIlIl1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIlIII11IlIlllll1IlIIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var lI11l11l1Ill111Il1IllIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var lIl11llI1I1ll1l1IllIlIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td279", -1);
var l1IlI1II1llIII111llIlI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llI11lI1lIll11ll1lIllI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1l1lI11IIII1lIIllI1l11Il = I111IIl1lIllII111I1I11IIl(-1);
var lIIIIlI11Ill1III1II111Il1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1lI1lI1llI1III1I1IIlI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var ll1I11Il11l1III1Ill1ll1ll = I111IIl1lIllII111I1I11IIl(-1);
var Il1l1III1I11l111llIlIIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var IlI1II1l11l1ll1lIIIll11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var III1111lIIl1Illl1l1lIl111 = I111IIl1lIllII111I1I11IIl(-1);
var lIlIIl1l1I1Il11l1llIIIIll = I111IIl1lIllII111I1I11IIl(-1);
var l1llIlIlI11II1IlIl1I11l11 = I111IIl1lIllII111I1I11IIl(-1);
var l1111IlII1Ill111lIlllIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td71", -1);
var I1lI1lIlII1I1l1lIlll1I1lI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var l11I1llI11I1IIl1ll1IllIlI = I111IIl1lIllII111I1I11IIl(-1);
var lllllIllllIlllll1II1l1I1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td17", -1);
var lIll1l1lllIllIIIllI1lII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var III1II1l1111lIIIllI1I1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var I1l1l1IIl1Il1llII111l11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I11llI1lIl1lIIIIlll11I11l = I111IIl1lIllII111I1I11IIl(-1);
var I1lIlIl1llIIIIII11I1ll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td48", -1);
var ll1IIII1lIl1Il1lIIlIlIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1Il1lll1I1lllII1I1lII1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1IllIllll1IlIll1llI1111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td97", -1);
var lII1l1Il1lll1ll1Il1IllIlI = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td52", -1);
var Il11lII1I1ll1I1IlII111llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1Ill1111IIIl1lII1lll11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td93", -1);
var I1III1I1l1l1Illl1I1I1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td111", -1);
var I1lllll1l1II1I1I11lIlIlll = I111IIl1lIllII111I1I11IIl(-1);
var I1l1II11II1l1l1I1ll11lllI = I111IIl1lIllII111I1I11IIl(-1);
var IIllIlII11I1ll1lIl11IlIlI = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td71", -1);
var IlIl1Il11lI1I1lIl11I1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Ill1I1I11IIl1ll1IIIlI1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var I11I1l11IIII1I1ll1lIIlI11 = I111IIl1lIllII111I1I11IIl(-1);
var II11111111I11IIIll111ll1I = I111IIl1lIllII111I1I11IIl(-1);
var l1l1IIIl1Il1I1lIlIl1II1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var l1IlIIIl1ll1l1IlIlll1Il1I = I111IIl1lIllII111I1I11IIl(-1);
var IIIIl1111lllI1lI111111IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l111Illl1l1l11I11l1Ill1I1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1l111I1lIl11Illll11111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td80", -1);
var II1l11I111llIllIlII1lI1ll = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td40", -1);
var l11I1l11I11lII11I1I1l1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var lIlIl1l1111IIII1lllIlIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var I11lllIIIIll1I1lIIlIII1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var lIlII11IlIII11I11I1II11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td54", -1);
var I111I1I1l1I1IllllIIIlIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1l1lI11IlIllI1I1lI1lII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var llI1Il1I1lIlII1II11lIIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td67", -1);
var l1I1l1I11l1lIl1IIIlIIlIIl = I111IIl1lIllII111I1I11IIl(-1);
var Il1ll1ll1llllI1IIIlllI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var II1Il1II11Il1I11111l1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td278", -1);
var Il1I1I1III11llI11IIIIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td97", -1);
var IIl1II1I1llI1I1Il1lI11II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td30", -1);
var lIlI1Ill1IIIl1II1I11l111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td109", -1);
var l11I111I111I1I11l111II1l1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var I1111II1IlIIIIll1IllIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td154", -1);
var IIlllIl1l1l1lIlIIlIIII1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td80", -1);
var Il1l1l1Ill1IIIlIIl111I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td89", -1);
var IIIIIlIIll1I1llI1l111lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var llIII1lIl11Il1lIlIIl111ll = I111IIl1lIllII111I1I11IIl(-1);
var lI11l11l1I11lIll1l11I1lIl = I111IIl1lIllII111I1I11IIl(-1);
var lIlIIlllIlI11lll1ll1lI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var I1II1lI1Il1I11Il1llllIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1I1lIlIlI1111l1l1I1lll11 = I111IIl1lIllII111I1I11IIl(-1);
var IlIIIl1lI111IlII1II1l1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr15 td27", -1);
var l1I1I1l1lII1Il1llIIIlI1II = I111IIl1lIllII111I1I11IIl(-1);
var l11IlIllIIlIIlllIl11IlI1I = I111IIl1lIllII111I1I11IIl(-1);
var IlIlII11l1lIl1Il11llII11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var Il1I1l1IlIl1IlIlIIl1lIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var Ill1lI1llll1l1lIIIllll111 = I111IIl1lIllII111I1I11IIl(-1);
var IlI111l1I11I1l1I1I111Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td278", -1);
var IlllIlllII1I1lll1Ill11I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td110", -1);
var l1IIIl11l1lIIllI1111Il1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td147", -1);
var IlIII1Il1IlIlI1l1IllIlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var ll1ll111I1lllI1lIIllI11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td211", -1);
var IlIlllI1IllIIl1l1Il11l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td251", -1);
var l1IIll1IlI1Il11Il1llllI1I = I111IIl1lIllII111I1I11IIl(-1);
var IllIlIlII1lIIl111ll1lIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var II1I1l1I1I111l1l11llI1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var lII1I111lIll111Il1I1II1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var Il1Il1IIlIII1I1Il1IlI1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td256", -1);
var l1111lIl111llIllll1lI1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td200", -1);
var ll1I1l1lIll1l11ll1Il1lII1 = I111IIl1lIllII111I1I11IIl(-1);
var IlI1llI1llIl1IIIIlIIIIl1l = I111IIl1lIllII111I1I11IIl(-1);
var Il11I1I1l1llI11IllIl1lI1l = I111IIl1lIllII111I1I11IIl(-1);
var I1I1l111Il111l1IlIIll1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td67", -1);
var IIl1ll1l1I11IIIllIlIl11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var I1Il1IIII111lI11lI1llIIll = I111IIl1lIllII111I1I11IIl(-1);
var l11lI1111lIl1llIlII1ll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var l1ll1IIl11Il11l1I1llI1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var lI1lI11I111I1IlI11lI111I1 = I111IIl1lIllII111I1I11IIl(-1);
var l1I1Il1I11l1Ill1IIIl11llI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td84", -1);
var lII111I1IlllIlll1III1lIII = I111IIl1lIllII111I1I11IIl(-1);
var Illl11I11llI1Illl1l1l1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIIl1l1ll1II1ll111lIl11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td85", -1);
var llIl1lIIlllllIIIlI1111I1I = I111IIl1lIllII111I1I11IIl(-1);
var IllIl1lI111Il1l111lI1l1lI = I111IIl1lIllII111I1I11IIl(-1);
var ll11l1111l11llll11lI11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1lIlIlIl1I11I1111IIl11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11ll1II1IlIIIlIIIlll1I1I = I111IIl1lIllII111I1I11IIl(-1);
var IIlI11lIIll1I1l1llIIIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var II1Il11l1ll1l1lI1lIlII1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IlllIl1IIllI1ll11llll11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lllIl1l111llIIll11IlllI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var II11IlI111lI1lIIlI1lllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var l11lIIllI11lIllIIIl11I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var llIII1I1llIllIl1I1l11l1II = I111IIl1lIllII111I1I11IIl(-1);
var IIIIlllIlI1l1lIIIlI1l11lI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td34", -1);
var II1111l1l1lIIlI111lIl1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr51 td203", -1);
var Illl111llllI11lIll11I1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var IIllII1IIlIll11Ill1Il1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td41", -1);
var lI1lII111Ill11II1lIl1111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td149", -1);
var II1I1111IIIIlIIll1llll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td131", -1);
var l1Ill1111II1I1I1l11lllIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td84", -1);
var lIl11llIIlII1ll1I1ll11l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var lllI11lIllIlI1l1I1II1llIl = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var I11I1lIl1II1lII1III1lllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlIIlIIlIIlllIl11l11I111I = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td54", -1);
var IIlI1lI11IlI11llll1IlIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td80", -1);
var IIl1II1IlIllIIlI1IIll1llI = I111IIl1lIllII111I1I11IIl(-1);
var IIllIIIII1I11lIII11ll1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td15", -1);
var I1llIl1Il1Il1lIlI1l1ll111 = I111IIl1lIllII111I1I11IIl(-1);
var ll1IlIlllI111lllllIlI11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lllIIl1lIl111l11ll1lI1lII = I111IIl1lIllII111I1I11IIl(-1);
var I1lIlI1l1lI1l1Il1I11ll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var lIlIllIll1IllI1I1II11lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II11IlIIIl11l11l111IlIIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td43", -1);
var IIllIlll1lI1II1I111lIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var IllII11IlI11IlIlI111l1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var III1I1IIIIl1Illlll1IIl1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td161", -1);
var l1IlI11I1IIlIllIl1IIlllll = I111IIl1lIllII111I1I11IIl(-1);
var l1II1ll1lII1lIllllI11l11l = I111IIl1lIllII111I1I11IIl(-1);
var lIIlIII1I11lI1III11l1lll1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1l1l1IlIll1lII1l1IIIIIl = I111IIl1lIllII111I1I11IIl(-1);
var lllll1Il1III1llIlIll1IlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1I1ll1I1l11I1111lII1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var l1l111I1lI1l1Il1lI1IlI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l111llllIlIl1IlI1l1I111l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1Il1IllI111ll11lIl1Il1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var IlIl1lII1IIlI11IIlI1l1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td129", -1);
var l1I1IlIIII1Il1IIIIllll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var I1ll1lIIlllII1llIll1llll1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1II1lI1l1I111IlI11I1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIl1llIIIIIllII11Il1I1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td15", -1);
var IlII1lIIllIllI11II1llIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td79", -1);
var I1IllIlIlI11l111l1lIlIIlI = I111IIl1lIllII111I1I11IIl(-1);
var I1l1l11IlI111lllIll11lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlIIIllIlIl111lIll111ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td151", -1);
var IIll1llII1I1IlllIl1Il1l11 = I111IIl1lIllII111I1I11IIl(-1);
var II1lIIllI1l11lI1l111IlI11 = I111IIl1lIllII111I1I11IIl(-1);
var Il1IlIlI11IlI1l1llIl1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td42", -1);
var lIII1IlIl1IlIll1l1lII1111 = I111IIl1lIllII111I1I11IIl(-1);
var llI1IIII11II11IlIl1l11II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1lll1lllIIIIllllIlIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var llIllIl11lIl1lIIII1l1l11l = I111IIl1lIllII111I1I11IIl(-1);
var llIl1Il11Il1IIIlll1IIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var lll1ll1IIIll11lllIlIIIIlI = I111IIl1lIllII111I1I11IIl(-1);
var lIl1llII1I1l1l1l1Il11llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var llIII1lllIIlI1I1llI1l1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td118", -1);
var l1I1ll1l11II1II1lI111Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var llIIIl11lIII11I1IlI1111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IlI1llI1lI1lllI11llIlIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td103", -1);
var I1lll1llIl1lIIIIl1II11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var II1lI1l1llIIIl1I11Illl11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td257", -1);
var Ill1l1I1IlI11lI11l1lI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI111lIlIl1111lIlIlIIlI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td10", -1);
var l1lIll1lIl111111lll11lII1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1I11l1lllIl1lIIlIlIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var Il1ll1lI1111l1I111Il1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1l1I11IlII1ll1IlIllIl1l = I111IIl1lIllII111I1I11IIl(-1);
var IlI1ll11I11IIl1l11lI1I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIlI11I1l1II111Il11l1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlIllI1Ill1I1IIlIIlIl111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td267", -1);
var lI11llI1I1IlIllllII1IIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td45", -1);
var l11Il11lll1111ll111l1IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var llIll1lI1I1I1I1l1l1l1I1I1 = I111IIl1lIllII111I1I11IIl(-1);
var III1lI11l1lllI1III1ll11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var III11IIl1l1I1Il11lI1l1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var I1IlI11lI1l1l111l11IIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td10", -1);
var l1l111Ill11llIIlI1II1IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var l1I11l1IlI1IIII1l11Il1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td20", -1);
var I1IIIIl1IlIII1I1lI1l1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIlll1llIllIlIllI1l1I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1Ill1l11I11lII1lIlll1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td103", -1);
var l1IIIlI1l1l1IlIlIIIllI1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlllIlll11IIIlll1l1llIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlII1lI1III1lIII1l1111l1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td88", -1);
var llI1llIll11lIIl1Il1Il1I1l = I111IIl1lIllII111I1I11IIl(-1);
var l11IlIIIllll1lllI1l11Il1I = I111IIl1lIllII111I1I11IIl(-1);
var llI11II11IllIlI11Il1I11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var IIl11IIl11ll1I1II1111Illl = I111IIl1lIllII111I1I11IIl(-1);
var l1l1IIl1IIl1Ill1lI1I11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td219", -1);
var l1lIlll1lIIlIllIl11Ill11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I11111I1ll11Ill1l1llI11l1 = I111IIl1lIllII111I1I11IIl(-1);
var llIIlI1lIIIIIIllI1l11I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var l11lII1ll1lll11lI1lIIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var Il1I11lIlI1l1Ill1Il1ll1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var I11l1IlIl1l11Ill1I1I1I111 = I111IIl1lIllII111I1I11IIl(-1);
var IlllIlI1IlIlIl1II111I1l1I = I111IIl1lIllII111I1I11IIl(-1);
var l1l1ll1I1l11l1llIIII1IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1Il1l1lIIlllII1I1III111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var I1IllI1I11111IllI1lIlI1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td21", -1);
var lIIlll1lllll1II1I111l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1IIIl11ll11l1Il11IIIIII = I111IIl1lIllII111I1I11IIl(-1);
var ll11I1l111111ll1Il1llIIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr11 td23", -1);
var ll1IIlI1lIllIII11IlI111lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td59", -1);
var lIlIIl1I1111ll11lI1I11I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr57 td72", -1);
var I11llIl1lIII1lI111l1111Il = I111IIl1lIllII111I1I11IIl(-1);
var IIlIlll1lII1lIII1I1lI1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11lIII1IllIlI1ll1111l1l1 = I111IIl1lIllII111I1I11IIl(-1);
var l1lI1lI111111llll1l1II1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var llllIIlII1lI1I1IIIl1IllI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1I1Il1lIlll1IlIl1I1l1I1I = I111IIl1lIllII111I1I11IIl(-1);
var II1l1IIIlIlllIIllllI1I111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td228", -1);
var II1II1I1ll1IIIIl1lI1l11I1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td19", -1);
var ll111111II1lll111Il1IIlll = I111IIl1lIllII111I1I11IIl(-1);
var ll1lIlI1lIIIlllII1IllIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td30", -1);
var I1IIlll1I1Il11IlI111II1l1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1llIl1lIII1I1ll111l11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIllll1III11lllIIlllIl1I = I111IIl1lIllII111I1I11IIl(-1);
var Illl11IllllI1III11Il1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var lII1IlII1l1111lIlI1Il11ll = I111IIl1lIllII111I1I11IIl(-1);
var II1l11llIll1l1Il1111111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlII1l1lI1I11IIIII1IIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var lII1Il1l1Il1llI11ll1I1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var II1l1l11l1l1I11l1lllllII1 = I111IIl1lIllII111I1I11IIl(-1);
var I1Ill1lI11ll1I1III1l1IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var Ill1lIIllIllIlIIIlll1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var ll1l11IlI1IlIIl111l1IIIll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td128", -1);
var I1Il1lIII111lI1IlII11l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var ll1llII111llIllII1lllllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td2", -1);
var llIl1I1l1l11Il111I11l1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td281", -1);
var Ill1l1IIl1IIl111l1l1IIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td239", -1);
var lI1ll1lIlII1lIII1II1IIlll = I111IIl1lIllII111I1I11IIl(-1);
var II1IlIIlll1II1lI1I11l1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td256", -1);
var Il11lIIll1lI11ll1l1l1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td16", -1);
var II111lIlllIIIlII11ll11l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td59", -1);
var IIII1I11lI1IIIIl11Illl11I = I111IIl1lIllII111I1I11IIl(-1);
var lI11IIllIll1I1IlI1lI1Illl = I111IIl1lIllII111I1I11IIl(-1);
var Il111lI111lI1lIIl1I111111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr67 td247", -1);
var l11l1lIlll1II1l11IlI11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var IIlII1lIIl1l1II1IllIIl1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var IIIlll1I111IIlIIIl1I1Ill1 = I111IIl1lIllII111I1I11IIl(-1);
var IlIlII11IlII11Il1IIII11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var I1ll1IlIIlI1l1III1l111lll = I111IIl1lIllII111I1I11IIl(-1);
var IIIl111l11IlIIllIIlI1III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td20", -1);
var l1llII11IIIlllll111I1ll1I = I111IIl1lIllII111I1I11IIl(-1);
var l1II1lll11llllI11Il1IlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td30", -1);
var l1111llIlIllIllI1IIII1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var l1l1ll1l11Il11I1IIIIll11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1I1111lII1IIIIlI11l1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1lIIIl1IIIll1lI1l11IlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var II11IlIllIIl1lIl1l1II1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var I1lII1ll11lI1I11II1Il1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var ll1l1I1ll1ll1lI11l1lIII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td36", -1);
var II1l1Ill1lIl1l1ll11IlI11I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td88", -1);
var l1IllI1l1l1lIl11l1Il1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II1Illlll11I11IllII1l1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td260", -1);
var lllII1lI11l11I111IIII1lIl = I111IIl1lIllII111I1I11IIl(-1);
var llll11lII1IlII111lllII1II = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td23", -1);
var Il11IIlI1l1ll1l1IlIl1IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var I1l1IIl1lIl1I11l1llIIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var I1lIl11I1Il11IIl1l111l1lI = I111IIl1lIllII111I1I11IIl(-1);
var I11l1l111lIll1IllI1llIIII = I111IIl1lIllII111I1I11IIl(-1);
var I1l1I1IIl1l1llll1I11lIIll = I111IIl1lIllII111I1I11IIl(-1);
var II11llIll11Il1I111ll11l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1Ill11IlIlll1lll1Il1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var Il11IllIll1llI11IIlIII111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr26 td48", -1);
var l11II1lllIlI1l11l1lI1IIIl = I111IIl1lIllII111I1I11IIl(-1);
var IlI1ll1l1lIlI1IIl1I1IllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1IlIlIlIlI1I1IIIlIIlIll = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td149", -1);
var llll1Illl1I1I11l11I11II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var l1Il1I1lll1llI1l1ll11II11 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td40", -1);
var lIIllllIIIl1l11I1I1II1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td131", -1);
var Il11IIIllllIlII1l1l1I11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var IlI11111III1I1I1l1Il1llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr66 td262", -1);
var IllllI1lll1I1lllIIIIl11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td14", -1);
var l1IlIlIlll111II11ll111l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1l1Il1IlIIl1I1I1ll1I11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td8", -1);
var ll1llIllIII1Il1IIIl1I11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td11", -1);
var IIlllIll1lIIIIIIlII11IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llIIlI1IlI1lII1IllIIl1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var I1ll1llIl111ll1I1I1II1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var IIlIIlIIIII1l111IIl1I1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I1Il1lll1IIllII1l11l1IlII = I111IIl1lIllII111I1I11IIl(-1);
var Il1I1IlIl1lll1II1ll1IIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td263", -1);
var Il111IIIIIlIlllIIl11lll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td191", -1);
var ll11l1lIl111lIIIllIl1IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td89", -1);
var lI1111llII1l1IllI1Il1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td77", -1);
var l1I1ll11lI1l11IlII1lIIIII = I111IIl1lIllII111I1I11IIl(-1);
var l1111111l1Il11IlI11lI1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var l1lI1l1III11lI111Il1lIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var lIlIlllII1l1ll11lIlll11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td19", -1);
var l11IlI1Il11IlllIlIIIlI11I = I111IIl1lIllII111I1I11IIl(-1);
var IllI1l1II1l11lIllIIII1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var llIl1I1lIIl1l1l1lll1Il1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td3", -1);
var lllllII1l1I111II11lll1I11 = I111IIl1lIllII111I1I11IIl(-1);
var lII1Il1lllIII1II1lIlIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var l11Il1I11I1111I1ll1l111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td72", -1);
var lIl1lI1l1IlIl1I1lIllIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td285", -1);
var Il1IIl1l1IllI11I11II1Il1I = I111IIl1lIllII111I1I11IIl(-1);
var ll1IllIl111IIlIIl1l11l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIIIl111III11l1llII1111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td15", -1);
var Il1lII1lIlIIIIl1llI11Ill1 = I111IIl1lIllII111I1I11IIl(-1);
var II1lIIII1l11IlI1IlII1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td72", -1);
var IIlII111111llll1II1II1Ill = I111IIl1lIllII111I1I11IIl(-1);
var IIlll1lI1III1I1l1lll11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIlIlll1lII1l1111lIIllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td227", -1);
var llIl1IllllI1I1lIIlI1lI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr41 td194", -1);
var l1Il11I1IllIlIlIl11l1111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlIIllllI1lIIl11I1IlI1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lII1lll11IlI1IIlI1I1llIIl = I111IIl1lIllII111I1I11IIl(-1);
var Il1l1111lIll1llI1lIIIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td60", -1);
var I11l1l11Illl1llll111l1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var l1lIlI11ll1111l1IIllIl1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td62", -1);
var I1111lIlIIIIl1l11l1111I1l = I111IIl1lIllII111I1I11IIl(-1);
var ll1lIIlI1llllllI111llII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var IIl1I1IllIllIIl1lI1lIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td226", -1);
var l111lllI1l1l111ll1lIlII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var I1IllII11llI1Il1IlllI1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var l1I1I1llIlIII1llllIIIII1I = I111IIl1lIllII111I1I11IIl(-1);
var I11II1ll1Illll1l1IIIllIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1I1IlIIl1IIIIlIl1l1lIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td118", -1);
var lI1IIIlII1Il1I1IllllI1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td65", -1);
var llIIll11lI1lI11l1I1lllII1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr7 td63", -1);
var IIlI1Il1I111l1l11llI111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td85", -1);
var l1llllIllIlllI1lIllIl1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIlIlII1IIII11Il1I11lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var I11IlIlI1l1l1llllIl1II1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var lIlI1l1lI1I1IIIIlI1Ill1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td64", -1);
var lIIIl1IIllllI1lII1lI1II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il111l11lI1lI11IIII1111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var IllI1ll1IIl11l1Il11l1llIl = I111IIl1lIllII111I1I11IIl(-1);
var lIll1IlIllI1lIIIIIIll111l = I111IIl1lIllII111I1I11IIl(-1);
var ll1lI11I111I1lllIlI1IllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td3", -1);
var ll1IIIlll11l1IIlIlI1I11Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var I1lIl1ll1lIlllIII1I1IlI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td88", -1);
var llIIlIlIl1lIIlI1lll1111I1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var llll11I1llIl1I1llI1l1lIII = I111IIl1lIllII111I1I11IIl(-1);
var lI1I1l1l1l111I1II1IlIlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td67", -1);
var IIIlI1Il111ll1l1lI11I1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1II1III1lllI1l11lIIl1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var III11lI1l11I1l11111lIIlII = I111IIl1lIllII111I1I11IIl(-1);
var ll111lllIII1I1lll11IIl1lI = I111IIl1lIllII111I1I11IIl(-1);
var lIllIIIlll111IIIIIl11llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr13 td72", -1);
var IlIII111lIlI1l11IlII11ll1 = I111IIl1lIllII111I1I11IIl(-1);
var I11lIl1lI1llI1I1IIIl1l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td186", -1);
var IIlIl1IIl11l11II1l11ll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIllIII1ll1Il1IIIIIIlI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var IIl11IlIIIlI1llllI1IIlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var Il1llIlIIlIIIl1l1l1Il11ll = I111IIl1lIllII111I1I11IIl(-1);
var ll1l1lIl11ll1llI1lIlII1II = I111IIl1lIllII111I1I11IIl(-1);
var lI1111IlI11lIIl11I1l1IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var IlIlll11lIllII1l11l1lIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td283", -1);
var Il1IIIlI111llI111l11II1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td65", -1);
var l111llI1lI1I1lIll1I11Il1l = I111IIl1lIllII111I1I11IIl(-1);
var I1III1I11II1IllIlIl11I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td203", -1);
var I1IlIIIll1l1I1ll1IlII1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td188", -1);
var lIlI11IllIIlllll11111Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr44 td196", -1);
var l1I1I1llI1lIlI1lIII1l1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var ll1IIlI1llll1lI1lI1l11IlI = I111IIl1lIllII111I1I11IIl(-1);
var Il11l111Ill11IIllllI1l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lIlII1II1IIlII1II1111I11l = I111IIl1lIllII111I1I11IIl(-1);
var IIlllI11lIIIlll1l1l1ll1l1 = I111IIl1lIllII111I1I11IIl(-1);
var IllI1II1l11lllIlII111IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var I111II111llII1lIlllII1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var IlIII1lIIIlIl1llIIl1IlIII = I111IIl1lIllII111I1I11IIl(-1);
var l11Il1llIllll1l1llI11IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlI11lllII1IIl1Ill11I1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var l111111Illl1IllI1IIl1IIII = I111IIl1lIllII111I1I11IIl(-1);
var lIIlIl1lIl1IlI111llI11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td39", -1);
var I1I111IIIlIl1lIl1lII1IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var IIIlI1l1I1lIIll1II111IIlI = I111IIl1lIllII111I1I11IIl(-1);
var IIl1I1I11lI11lIl1IlII11l1 = I111IIl1lIllII111I1I11IIl(-1);
var ll11lllIIl1I11IllIIIlllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td251", -1);
var IllI1IlII111Ill1Il1IlIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var llllII1l11111Il1ll1Ill1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td114", -1);
var I1l1lIlllI1l1Ill1lI1llII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td32", -1);
var l1llI1l11IlIllIIl1l1IIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td10", -1);
var lllI1l111IIl1111111llIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var l1II1111111Il1l1II1IIl11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td223", -1);
var llI1IIll1II1lll1I1lII1II1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11lIIl1I11ll1I1lI1l1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var l1IllIIl1I1l11I11I1lllIl1 = I111IIl1lIllII111I1I11IIl(-1);
var lI11lIIll1ll1lI1llIl1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIl11111l111lll1lI111llIl = I111IIl1lIllII111I1I11IIl(-1);
var IlIII11I1l1lIIl1IIIl1Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td196", -1);
var IlI1l1II1l1I1l1ll1l1l1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td179", -1);
var IIlI1I1Il11lI1lI1IlIlI11l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td54", -1);
var lIlI1l1lII1lll1I1lII11lll = I111IIl1lIllII111I1I11IIl(-1);
var I111ll1lIl1llll11I1IlIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td60", -1);
var lIII1lIIIlllll1lII1II11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var lll11IIlI1IIIlIllI1I1III1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var lI1lIIl1IIIII111IIl11l11I = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td40", -1);
var IlII1II1ll1l111lII1lIl1lI = I111IIl1lIllII111I1I11IIl(-1);
var I1lll11lIlI1l1IIllIlIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr35 td175", -1);
var lIlIlII1ll1lll111II1111l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td115", -1);
var lll1Il1l11ll11lII1lIlII1I = I111IIl1lIllII111I1I11IIl(-1);
var IIIl111lIIlll1l11IIIIlI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var II1lIIl11111I1IIIlIl11lIl = I111IIl1lIllII111I1I11IIl(-1);
var l11III1I1l11lIIllI1ll11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var llIII11l1II11llIl1l1l1I1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td9", -1);
var ll1Ill1l11I1IlI111I1I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var llIII1lll1Ill11llI1IllI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td220", -1);
var I1II1l11ll11l1I1lllIlI1II = I111IIl1lIllII111I1I11IIl(-1);
var lIlI111IIlIl1l1lI1Il1l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlIl11ll11I1lIIIl111ll1l = I111IIl1lIllII111I1I11IIl(-1);
var II1I1Illl11111lIIIlIl1IIl = I111IIl1lIllII111I1I11IIl(-1);
var llII11Ill11IIl1I1Illll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIl11I1llll11I1Illl11lll = I111IIl1lIllII111I1I11IIl(-1);
var IIllII1Illl11I1llI1llI11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I11I1l1I111II1llIII1lII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var llllIII1IIIIlll1I1Il1l1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td48", -1);
var l1llllIII1llI11I1111l1llI = I111IIl1lIllII111I1I11IIl(-1);
var Il11I1111IIIll1llI111II1I = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td127", -1);
var II1Il11lIlI1llIl1l11llll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td93", -1);
var IIl1IIlll1Il1I1l1l1IIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td60", -1);
var lIII1I1l1IIl1I111Il11lI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var llIIlIlIllI11II111lllI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr71 td243", -1);
var I1lIl111lIIl11l11111I1IIl = I111IIl1lIllII111I1I11IIl(-1);
var Il1llllIlI11IlIIl1I11I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var lIl1I1I111IIII1lI1lllIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td255", -1);
var Illl1lllIl1Il1IIIlIll1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td11", -1);
var IlIl1I1I11Il1Il111I111llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td251", -1);
var Il1l1IlIlIIlII1lIll1IIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var llI1lIl1l11I1l11l1l11II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var l11IlIl11lIll1llII1lI1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var ll1111l11IIIlll1IlIl1IIIl = I111IIl1lIllII111I1I11IIl(-1);
var Il11lIl1llII11IIIl11lI1Il = I111IIl1lIllII111I1I11IIl(-1);
var llIllllIll1111lI1ll1lI111 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var IlIlIll1lIIl1lIlllIlII111 = I111IIl1lIllII111I1I11IIl(-1);
var IlIIllIIl1llI1IIIII1IIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr31 td168", -1);
var lIIl1I1111l1l1IIIIl1l11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td118", -1);
var Ill1Il11Il1lIIl11lI11Il11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td124", -1);
var I1lll1IllI1IIl1I111IIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var I1lll1lllll11lll1I11III1l = I111IIl1lIllII111I1I11IIl(-1);
var Il11lIlIIIIII1lIIIlI11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill1I11lIl11IlllIlIllI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var Il11IIl1llIlII1I1lIlI1ll1 = I111IIl1lIllII111I1I11IIl(-1);
var l1Il111IlIll11111IIll1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td88", -1);
var I1llll11IIlllIllI1I11IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var IlIIIIllIIl1II11I1lII1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td72", -1);
var IllII1lIllIlIIl1ll1IIllIl = l1l1l1I1III1lII111l1ll1lI(1, 10, "tr4 td152", -1);
var I1IIl11II1ll1III11l1lI1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td10", -1);
var I1I11lllI1IlllllllI111l1I = I111IIl1lIllII111I1I11IIl(-1);
var IlIlIll1Ill1II1IIlIllll1I = I111IIl1lIllII111I1I11IIl(-1);
var IlllllllIIIlIII1IIIllll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td29", -1);
var I111llIll11I1llIllIlI1I1I = I111IIl1lIllII111I1I11IIl(-1);
var Il1lll1Ill11Il111IIlII111 = I111IIl1lIllII111I1I11IIl(-1);
var l1IlllllIIIlIl1ll11lIl1lI = I111IIl1lIllII111I1I11IIl(-1);
var lllIIIIlIlll1I11lIlI1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var ll1lI1IIIIl111I1I1lll1l1I = I111IIl1lIllII111I1I11IIl(-1);
var III1llllI1l1l111l1llI1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var l1l1l11l11lIIllII11lIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td27", -1);
var Il1IlIIlll1I1l1lI1III1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var llll1l1lII1111lIl11I11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td274", -1);
var I1IIl1lII1IIl1l111I1I11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td10", -1);
var lllI1lI1l11II1l1111Il11ll = I111IIl1lIllII111I1I11IIl(-1);
var IIlIIll1Illl1l1lIll11l11l = I111IIl1lIllII111I1I11IIl(-1);
var lI1lll1l1IIlIlIlII1IIlI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var Il1l1ll111lIIIllIllI11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var Ill1l1IlII1l1lIll1111llIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1lIl1I1l1I1I1IllIll1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td275", -1);
var lllII11lI11ll111Ill1lII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var IIIlIlll1IlIIl1IIlllIIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var IlIIIllIllIIII1lIlll1II11 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td38", -1);
var II1l1111I1111I1l11Il1ll11 = I111IIl1lIllII111I1I11IIl(-1);
var l11l1Illl1IIllllIIIlIIIIl = I111IIl1lIllII111I1I11IIl(-1);
var IllI1llIII11IIIIIlI1I11Il = I111IIl1lIllII111I1I11IIl(-1);
var lII11l1lI11lIllll1IIl1lI1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1IllIl1II1I11IIIlI1lIll = I111IIl1lIllII111I1I11IIl(-1);
var lIIIllI1111II1I1lIlI1lIII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td138", -1);
var II111Il1I1IllI1lIII1IIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr8 td12", -1);
var IIl1llIIIl1I1I1l11lI1I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var IIII1I11Il1I1IIl11l11ll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIII1I11I1I11lI1Il111IIlI = I111IIl1lIllII111I1I11IIl(-1);
var ll1111III11ll1llllllll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var llI11IIII1llIII1llllIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var I11l1Illl1l11lIllI1lIII1I = I111IIl1lIllII111I1I11IIl(-1);
var l11I1I1IIllI1III11I11I111 = I111IIl1lIllII111I1I11IIl(-1);
var IlI1I11l1l1lIl111lll11IlI = I111IIl1lIllII111I1I11IIl(-1);
var I1l1IlIlll1IlIIIll111Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td65", -1);
var lIlIlIIIllllIIlIIll1I1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var I1III1lIl1IlI1Il1l11l11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td44", -1);
var l1IllI1IIIlII11l1111I1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td103", -1);
var l11l11l1l1l111lIII1Il1111 = I111IIl1lIllII111I1I11IIl(-1);
var lIII1ll1llII1lI1IlIIIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II11111II1111I11II1lll1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lIII1lI1I1I1I11I1lllIIlll = I111IIl1lIllII111I1I11IIl(-1);
var lI1llllI1IIlI1I1l1IIlI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr46 td48", -1);
var l11ll1I1IIIl1l1Ill1IlI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td58", -1);
var IIll1111IIII1Il1lI1IlIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1l1lI1II1lIll1llllIIlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr45 td250", -1);
var lIIl1llI1I111l11lIllIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td44", -1);
var IIlllII1lI111I111IlI1IllI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td103", -1);
var l1lII1llIlIIIIlIIl11lIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td87", -1);
var llIllll1Il1l1lI1II1l11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td30", -1);
var lllllllI11I1IlIIIIIIIIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td92", -1);
var I1llIl111111llIll1III11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td1", -1);
var IIIII1lllIllIl1II11I1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td45", -1);
var llI1111l1llll1lllll1Illl1 = I111IIl1lIllII111I1I11IIl(-1);
var lII11Ill1I1lIlIl1llII11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var I11l1IlII1lllI1lI1lII1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIIl1l1lIIII11l111l1IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td47", -1);
var I1l11Il1111ll11I1Il11lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td188", -1);
var I1IIllIl1lIlIIlll111lIII1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1lIIllI11llI1lllI1lll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var l1IllI1Il11lllI11l11lIII1 = I111IIl1lIllII111I1I11IIl(-1);
var lII1lIIIIIllIII1III1II11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1llIIII11lIlI111ll11IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td210", -1);
var lllll11I11lll1IIIl11IIIll = I111IIl1lIllII111I1I11IIl(-1);
var IIlIlIII111ll1IIlIIlIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td117", -1);
var l1I1l1lI1l1IlI11lllll1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td84", -1);
var Il1III1I1111l1llll1lI11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var l1llIlIIlIl1IIll1111ll1lI = I111IIl1lIllII111I1I11IIl(-1);
var III1ll1Illl11IIl1IlI1l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var l1l1l1l1IlIl1IIlI1lIIIl1l = I111IIl1lIllII111I1I11IIl(-1);
var l11lIIl1lIIIlII1l11I1I111 = I111IIl1lIllII111I1I11IIl(-1);
var lllIlIll1ll1l1IlII1IIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var III11111I1Il111I1l11llIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td129", -1);
var IIl1IllI11lll1lIllllII1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td1", -1);
var Il1ll11l1lIIIIlIllII11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var l11II1ll1IllIl1l1lI1lIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var lIl11IlIlIII1IlII11lI1Ill = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td57", -1);
var l1lll1lIIlIllllIl11llIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr46 td218", -1);
var lI1IIl1I1I1lll11IIII1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll11IlIIlI1I1lIllIl1I111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIll1lll1I1lI1IlIIl1I1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIIl1lIIlIIIIIll11lIllllI = I111IIl1lIllII111I1I11IIl(-1);
var IllI1l1lIIIllll1l1llIII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td67", -1);
var Il1111IlIIII11lI1l1lI1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var II1lII1ll1II1IIIllIl1Illl = I111IIl1lIllII111I1I11IIl(-1);
var lII11lll111IIl1l1IlIIllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIIl1lll111Il1II1ll1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1Ill1ll1III1lIIIIl11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var lI11I1I1lIlI1111lll1lII11 = I111IIl1lIllII111I1I11IIl(-1);
var IlIl1lIII11l11ll11Illl1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td45", -1);
var l1l1llII1I11I1I11ll111IlI = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td98", -1);
var ll1ll1III1II11I111Il11llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var IIlIl1II1lIllI1IllIllll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var llIlll1Il1lIllllIlllI1Ill = I111IIl1lIllII111I1I11IIl(-1);
var l1I1l1ll11I1I1l11IIlI1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td36", -1);
var I111IlIIllIIl1II11lllll1l = I111IIl1lIllII111I1I11IIl(-1);
var IIlllI11llll11l1I1IIIll11 = I111IIl1lIllII111I1I11IIl(-1);
var lIlI1I11l111IIl111l11lIll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td43", -1);
var ll1ll1IIlll1IlIlI11l11ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td283", -1);
var I1III1IIlIl1l1lll1IllIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var Il1Il1IlII1IIIIl11l11111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td40", -1);
var l1II1II1ll111I1lllIl11I11 = I111IIl1lIllII111I1I11IIl(-1);
var I11llIl1II1l1I1l1I1llllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td84", -1);
var II11111ll1II11IlI1I1l1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td85", -1);
var I1lI1I1lI1IIIlII1lI111IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var I111I1IlIl111lllIllII1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1Illl11lIl1Illl11I11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var l1lI11I1I1lI1lll1I1l111ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td83", -1);
var l11I1l1l11IllIIIllll1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td14", -1);
var I11ll1II11Ill1I1l1lIl1IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var II1I1I1Ill1II11lI1lIIIl1l = I111IIl1lIllII111I1I11IIl(-1);
var I1ll1IIl1111I1IIlIlllIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr52 td5", -1);
var lIlll1IIllll1lIl1I1Il11I1 = I111IIl1lIllII111I1I11IIl(-1);
var I1I1ll111llI1lI1IlII1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td16", -1);
var IIIIIl1lllIIll111l1IlIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var lII1l1I1llIlllIll1III1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1l1llI11111lIllll1IlI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td161", -1);
var IlIl1l1111ll11II1I1lIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td150", -1);
var I111I1Il1IIl1Il1lIlIl1II1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td40", -1);
var II11llI1I1l1I1llII11lIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var IIIl11II1l1II1lll111ll1l1 = I111IIl1lIllII111I1I11IIl(-1);
var II1l111Il1Il11llllIlI1l11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr6 td17", -1);
var lII11lIIIl1Il11I1lI1I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td154", -1);
var lIl111lII1II1IIIlIIlIl1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1l1IlIll1llI1IlllIIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var Il11IIIll1111l1Il11lI1l11 = I111IIl1lIllII111I1I11IIl(-1);
var II1lll1Ill1IlI1III1II1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var I1II1lIl1IlI1IlllII1Il1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td16", -1);
var llIIllI11I111IIl11l1III1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var lIlI1l1I11I1II1ll11Il11I1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIlll1IIIIllllII1lI1llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td241", -1);
var I1lI1I1II1l1IIIIl111l1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1lllI1IIlIlI1IIllII11I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var IIl1II11III1llIlI1lIl1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td59", -1);
var l11I1lIl1Il1lIllII11Ill11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td187", -1);
var IlI111Ill1IIIlIIll11llI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var llI111IlllIIl1111I1IIIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var llI111lI1l11IIlIIlll1IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var ll1lIllII1lI1lIII11II11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var ll11llI1l1lIlIlIll11IIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var lI1lIl111I1llII1ll11llI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1I1I1IllI1lI1IIl11Il1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill111I1II1I1IIl1III1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var Il1Il11Il11l1l1l1I1Ill1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lII1llIl1lIIlI1I1lIIlIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td144", -1);
var llI1I1IllI11lII11IIll11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var I1l1lI1IllllII1llIl1lI11I = I111IIl1lIllII111I1I11IIl(-1);
var lIllIIII111lII1I11I111III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td12", -1);
var l1I111IIl1lIIll1ll1llII1l = I111IIl1lIllII111I1I11IIl(-1);
var lIIII1l111I1lI11l11lIIll1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1II1lIIlI1I1111II1IIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var ll11lI1llI1I1lI11I111lIII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td19", -1);
var l1IlIl11I1IIlIIIII1l1Il1I = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td54", -1);
var Il111lIlIl1lIl1l1III1lIII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td42", -1);
var l11IlI11III1IllIIll11lI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IlIlllI1IIllIl1I1l1lIIII1 = I111IIl1lIllII111I1I11IIl(-1);
var IlI11IIIlII11llII1IIIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var I1II1Il1l11I11IIlIlII1II1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIlIIl111ll1IIll1IIl1IlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td54", -1);
var I1IIl1I1I1I1llI1IIl11llII = I111IIl1lIllII111I1I11IIl(-1);
var IlllIlllI11IlII1lIII1I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1111ll111lIll1l1l1IlllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var III1l1II1l1lllllIIIll1Ill = I111IIl1lIllII111I1I11IIl(-1);
var Il1II1ll1l1l1Illl1111llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr18 td40", -1);
var lI111lIlIlIllIIIIllI11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1lIII1l1Il1lIIlI1II1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td17", -1);
var ll1I1l1IlIlI1I1l1ll11Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td145", -1);
var I1ll1IIIlIllIIIlIlI11Il11 = I111IIl1lIllII111I1I11IIl(-1);
var lI1lI1I1I1llI1I1llll1llIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llllIlIIIIl1llIl1l1II1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td88", -1);
var I111IIIIII1l111l11l11l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var I1l11lIl1lIIIlIlI1Il1ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var lI1I1l1ll1llIIIl1l1IIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td240", -1);
var IIlIII1II11l11IIIIlIIIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var lIl1IlIlllI1lll1I1II1lI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr57 td8", -1);
var I1I1Ill1ll1lll11I11Il1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td72", -1);
var lI11llIlI1I1I1llIlIll1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIlI1Il111IllII1l11I1II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td169", -1);
var I111lll1llI11IIlIIlI1lIll = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td54", -1);
var Il1I1lIl11IlII111llIIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td149", -1);
var II1ll1I1lII11IIIl11II1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td47", -1);
var Ill1IIIlIIlIlIlIl1I1111l1 = I111IIl1lIllII111I1I11IIl(-1);
var IlI111lIlIIII1IIl11l1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llI1lllI1IllI111lllI11IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var llI11l1lIll1I1lIlIIII1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td1", -1);
var IlllII11lIllIlll11I111lIl = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td125", -1);
var l1I1IlII111IIIIll1lII11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var l11IIIIlll1I1lIIIlII1l111 = I111IIl1lIllII111I1I11IIl(-1);
var IlIIlI1l1IIl11I1lll1I1I11 = I111IIl1lIllII111I1I11IIl(-1);
var lllII1II1lIIIII1lIIIl111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr51 td56", -1);
var lIllIll1ll1llIlIII11IIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr23 td230", -1);
var I1llIll1llIIllIIl1lIlIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1llI1llllI11lllll11IIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var IIlII111Il1I1lll11lll1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var l11ll1IIII1lIIl1IIIIIlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td105", -1);
var IIIlll11I1IIl11IlIIIlII1I = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1I1I1Il1llIIIIl1IIlII = I111IIl1lIllII111I1I11IIl(-1);
var Il1l1lI1I11ll1l1I111l1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var l1lIIl11111lIIlll1IllllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var IIIl1IlII1lll1lIlllIIlIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr65 td243", -1);
var l11111lIlIllll1I1lllI1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var II1llll1I1l1I11IllI1IIIll = I111IIl1lIllII111I1I11IIl(-1);
var lII1l1llIIIIlII1IlllIIl1l = I111IIl1lIllII111I1I11IIl(-1);
var l1Il11l1llI1llIl1IlIllIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr8 td17", -1);
var ll11IlI11IlI11Il1ll11l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td60", -1);
var l1lIl1l1I11I1111Ill11IlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var lI1I11I1I111Il11II1Ill1l1 = I111IIl1lIllII111I1I11IIl(-1);
var IlIllIIllIIIlllI1111Ill1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var ll111I1Ill1Il1I111II1ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td199", -1);
var lII11III1ll1lI1II1I1lllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td110", -1);
var l1lII1l11lIIIlI1II1lI1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td81", -1);
var l1Il1l1lIIllIllI11111ll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td20", -1);
var IIl1llIl11I11llII111I1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td232", -1);
var IIlll11llIIIIlIllI1II1l1I = I111IIl1lIllII111I1I11IIl(-1);
var IlIlIIl1lIIlllIlII111IIll = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr4 td40", -1);
var l1I1I1llI1II1l1l1I1lIllII = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td113", -1);
var IIlI1III1111IIIlII1111IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IlII1II11IIl1111111llI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td118", -1);
var Il1IlIlIlI1lIl11IIII1lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td251", -1);
var l11IlIII111l1II1I1II111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var lIll1lIl1ll111l1Ill1III1l = I111IIl1lIllII111I1I11IIl(-1);
var II1I111IIlIIllI1I1I11II11 = I111IIl1lIllII111I1I11IIl(-1);
var I1II1ll1IlIl1lllIlI1Ill1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td84", -1);
var ll1II1l1IIIl1I11lIIIl1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td14", -1);
var ll11lI1III1ll1lI11I1IllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var Il11Ill1lII11I1ll1I1lIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td144", -1);
var II111l11l1l1l1ll1l1111ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td28", -1);
var l1IlI11l1lIII11I1IllIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td186", -1);
var IIIl1I11Il1lI11Il1l111I11 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var III1l1l1IllIl11lIl1l11lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var l1IllIlIlI111I1I1Ill11IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr0 td209", -1);
var lllIll1IllIIllIllI1IIIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td36", -1);
var Ill111IIl1l1lIIIlI11lIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var ll111lIl111I1I111111I11l1 = I111IIl1lIllII111I1I11IIl(-1);
var l1IIllI11IIlIl1111l1I1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td67", -1);
var ll1I1l1ll11II11lIIl11Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var lIllIlIl1IlI1ll1lIIIIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var lIIIlI1lllI1lIIl111l1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td21", -1);
var I1llI1IlI1I11lI1ll1IIl11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr71 td161", -1);
var IIlI1l11I1IIlllI1IIlII1II = I111IIl1lIllII111I1I11IIl(-1);
var ll111ll1llII1lII1l11I1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td175", -1);
var l1lIIl1llIIlIIllll11I1lIl = I111IIl1lIllII111I1I11IIl(-1);
var llI1III111lII11llll111IlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td19", -1);
var IIlI111l1I11ll1ll1I1IIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td162", -1);
var II11l1ll1llI1lI11llI1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var IlIll1IIlIlIllII1lI1lllI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1I1lIll11ll1llIlIlllllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td29", -1);
var lIll11l11lIll11IIlIIlI11l = I111IIl1lIllII111I1I11IIl(-1);
var ll1I1IlI1IIl1IIlIIIIlIlII = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var l1llIllI1lIIl1ll1lI1II1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td85", -1);
var l1lIl1I1l111ll1I1l11I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1l1IllI111l1I1IIllll1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1111ll1l11IlI1IIlII1I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var I1IIIlIlIIllllllllIIIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var l1lI11l1Ill11I11lII1Il11l = I111IIl1lIllII111I1I11IIl(-1);
var II1llIl1llIlllIIIIII111lI = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var Ill1I1I11II1Ill1IIIlIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var IlI11111l11l1llI1Il1IlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var II11l11l1l1I111l1Illllll1 = I111IIl1lIllII111I1I11IIl(-1);
var III1IIIII1I1I1llI11Ill11l = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td154", -1);
var IIIlIIllIl111ll11IlII1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var lllIIIIlllIIII1lIIllI11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td24", -1);
var Il11ll1IllI1IIllll1Il1I11 = I111IIl1lIllII111I1I11IIl(-1);
var lI1llIlIlIIIlII1l1Il1IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var l1IIlII1lI1lI1l11I1I1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td39", -1);
var IlIIllIl11l1I111II1IIl1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td58", -1);
var ll1llllIll111111l11111II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td41", -1);
var II1l111I1III1IIlII11111l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var II11II1lll1IlIllI1ll1IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var I11lIIll11lIllIIlI1111IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var II1l1I1IIIIlI1lI1IIllIl11 = I111IIl1lIllII111I1I11IIl(-1);
var Il11lll11lII11111Il1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var ll11I111Il1l11111llIII111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td29", -1);
var lI111l1I111lIIIIIIIlIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td166", -1);
var IllI1Il11l111I11l11Illl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l1lIllII1I111IlI11lIIl1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td17", -1);
var IlI1l1I1II11I1lIl11II1llI = I111IIl1lIllII111I1I11IIl(-1);
var llIllI1l1I11l1I11lIl1Il1l = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr7 td69", -1);
var Illlllll1I1I1llIl1l11lIII = I111IIl1lIllII111I1I11IIl(-1);
var l1l1111lIIIIlIllII1II1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td10", -1);
var l111IIlIl1Il1I11IllI1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td243", -1);
var l11II1llIlIllI1II11IlI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var I11lIlIIIl1llll1IIII11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr70 td65", -1);
var IlIl11lIll1IllIl1llIIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var lIllI11IllIl11lI11I11IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1IlIII1IIII1lllIl11IIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var III1IlllIl11llllIIlI1IIII = I111IIl1lIllII111I1I11IIl(-1);
var llI11lIll1l11111I1lII11lI = I111IIl1lIllII111I1I11IIl(-1);
var lIII1IlI1lI1IIlII111IllI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td5", -1);
var lIlII1l11llIIII1ll1lllll1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var I1II1l1llIIl1l1l111lIlllI = I111IIl1lIllII111I1I11IIl(-1);
var lI1llIl11lII1I1l1111I1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var IIl11lIIIIllI1I1l11l1lIIl = I111IIl1lIllII111I1I11IIl(-1);
var I1IlI11l1l1II1Il1Il1IlllI = I111IIl1lIllII111I1I11IIl(-1);
var IIlll11lI11I111IllII11111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr48 td203", -1);
var IllI1l1111l1II1l11l1ll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td155", -1);
var l11I111I11IIllll1IlIllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td137", -1);
var Il1IIIIl1111I1I1111II11I1 = I111IIl1lIllII111I1I11IIl(-1);
var IlI1I1l11lI1l1Il1I1l1l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var lIl1111II11lIII1lIlIl1I11 = I111IIl1lIllII111I1I11IIl(-1);
var l1lII1lI1II1Ill11III1llII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IIlIll1I1lIIl1II11llllll1 = I111IIl1lIllII111I1I11IIl(-1);
var l111l1IllI1llll1I1IlI1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1I1lI1lI111IIII1II1IIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td27", -1);
var Illl1IIIIIll111l1Il1I1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var llIIlIlII1IlIlI11Il111l1l = I111IIl1lIllII111I1I11IIl(-1);
var IIl11lII1l1I1l11llIlIlIll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td74", -1);
var I111I1Ill1I1II11l1Illll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td232", -1);
var IIII11llIl1lI1IIl1IIlII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Illl11llll1I111lll1II1lII = I111IIl1lIllII111I1I11IIl(-1);
var lIl1I1I11I1I11I1I1llllIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td61", -1);
var Il1l1Il1IlIIll1IIllIIl11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var l11lllIIIII1l1IlII1lIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td103", -1);
var I1111I11l1IlIIl1llIlIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td65", -1);
var II1ll1l1Il1I1lIll11I1l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var II11IllIl1I1Ill1IllI1lI1I = I111IIl1lIllII111I1I11IIl(-1);
var IlII1lI1ll1llllIlIIIllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I111II1ll1I1l11II1lIIlIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var l1Illl1II1ll1l1I11llIIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1II111ll1111111I1llll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr64 td239", -1);
var I1IIlIl1IlIl1IlIIllIlII1l = I111IIl1lIllII111I1I11IIl(-1);
var l11I1llIllI1IlIlI1lIIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td181", -1);
var Il1111llll1IIlIIl111l1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr7 td23", -1);
var IIIlI1l1IllIl1l1IIlI111Il = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var llIIllIIIllIllIIIII1lI1l1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1llI1lIIll11I1l1I1l1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td16", -1);
var lI11IIl1lIIII1lI1l1l11l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var ll1lII1I11111l11111I1lIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1II1lIll1I111Ill1l1l11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var IlIIII111llll1I1lIIIIllll = I111IIl1lIllII111I1I11IIl(-1);
var lI1IlIIll111IIIlI1I11llll = I111IIl1lIllII111I1I11IIl(-1);
var l1l111lIIl11lllII11IIIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var llll11IllI11II1II11Il1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr50 td242", -1);
var lI1ll1l1I111IIIll1l11IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td103", -1);
var II111l111lI11ll11lI11II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td13", -1);
var I1lI1l1IIIIII1111111ll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td214", -1);
var II1lll1I11I111l1llI1IlI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td29", -1);
var llIlI1II1l1Ill111IIlIl1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td229", -1);
var l1lIllII1lIl1IlIlIll1l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var Il11Il11llIllI1l11lI11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td8", -1);
var Il1l1l1lIll1I1IlllIllll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I11I1lll111IlIlII1lI1l1II = I111IIl1lIllII111I1I11IIl(-1);
var llIlllIlllIl1IlIlll11IIlI = I111IIl1lIllII111I1I11IIl(-1);
var Ill1llIl1IlllllIl1I11IlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td15", -1);
var I11IIIlI11IIlI1llllIIIll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr14 td11", -1);
var l1I1l1lIlI11I1IIlllIlllII = I111IIl1lIllII111I1I11IIl(-1);
var lIIl1Il1IIIlI11llI1IIl11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var Il111l1lIlI111ll11IIlIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td92", -1);
var Il1Ill1lIlIIIll11111I11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var l11ll1l1l111llIllI11II1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IlllIIIl1Il1I1lll1lI1II11 = I111IIl1lIllII111I1I11IIl(-1);
var l1IIll1IIllIlIll1lI1Il1II = I111IIl1lIllII111I1I11IIl(-1);
var IIIII11Il1I1111l1l1I1l1l1 = I111IIl1lIllII111I1I11IIl(-1);
var II1IIll11lll11lI11l1l1I1l = I111IIl1lIllII111I1I11IIl(-1);
var lIlIIl1lll1llI111IlII1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td16", -1);
var l11I1I1l1l11Il1Ill1lIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var lll1llllIIlIIIlll11IlIl1I = I111IIl1lIllII111I1I11IIl(-1);
var II1IllI1Il1I1111II1I1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td123", -1);
var ll1IIIlIIlI1l1111l1ll1lll = I111IIl1lIllII111I1I11IIl(-1);
var I1ll1IIIlIllll1ll1I11l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I111lI1IIlI111llllllIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td84", -1);
var lI1lllIIIlIllII1lIl1ll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IIIIl1I1ll1I1lllllIIlIl11 = I111IIl1lIllII111I1I11IIl(-1);
var Illl1IIIIIII1lI1lIIl1Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td58", -1);
var lllII11IlllI11I11llIIIll1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td54", -1);
var IIlI1I1II111l111IIl1l1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td155", -1);
var l1ll1lII11II11ll1Il1l11Il = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td19", -1);
var II1I1lIl1l1Ill1llIIII11I1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1I11I1l1Il1I1lI1IlIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td265", -1);
var Il11II1I1I1l111IIIIII11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var ll1II111lI1I1111IIIlllIll = I111IIl1lIllII111I1I11IIl(-1);
var II1I1IlIl1I1IIll11l1II1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var IlllIllIlI1IlIll111lIlIll = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var I1IlllIIIIl11l1IIl1lll11I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr1 td17", -1);
var l11IlIIIIIlIIIII1IIl11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr14 td192", -1);
var II11I1IlI11l11I1I1IlIIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var Il1IIl1lIll1ll1lIl1Il1ll1 = I111IIl1lIllII111I1I11IIl(-1);
var llIllI11lIIIll111111I1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIIIIII1I1Il11I1lI1llI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td65", -1);
var Il11l1ll11llIlIllIIIlII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td60", -1);
var lIlllll1I1l1lI111III1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td276", -1);
var l1IlII1IllIIlllI1III1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var Ill1ll1II1111lIII111Il11l = I111IIl1lIllII111I1I11IIl(-1);
var IIIIl11IIlI1lIl1lIIl1llll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td157", -1);
var l1lIl1III111ll1lII11lI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td93", -1);
var I1II11lI111IIIlII1l1lI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var Illl1lI11I1lI1I111llIl11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var lIlIlI1l1ll1IlI111II1II1I = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr9 td40", -1);
var llI1lI1lIlI11llIl1IIl1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td187", -1);
var l1llIII1I1l1lIIl1I1I1I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var l11l11l1l1I1111IllIIIl1ll = I111IIl1lIllII111I1I11IIl(-1);
var IIlIIIll1II1I1111I1I1111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var lIIIIIlI1I1llI1llllll111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td27", -1);
var lIl11I1llII1I11lllll1l111 = I111IIl1lIllII111I1I11IIl(-1);
var IIlI111l111l11I1l1l1lI1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td104", -1);
var lI1Ill1l11III1II1llIII1II = I111IIl1lIllII111I1I11IIl(-1);
var III1l11l11lll11l11llIlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td71", -1);
var l1l1I1II1IIlII1I11lllII11 = I111IIl1lIllII111I1I11IIl(-1);
var IlllI1Ill1IIll1I1IllIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var l1l1l1l1Il1II1IIllIIIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td5", -1);
var lIllI1I11IlII1III11I1llIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td109", -1);
var I1lllllI1lllll111l11I1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td83", -1);
var IlI1II111111IlII1IIlIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td142", -1);
var l1Il11IIlll11lIIlI111l1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td110", -1);
var IllIlII1l11I111IlI1lI1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td40", -1);
var l1I1111l1II11lll1111111l1 = I111IIl1lIllII111I1I11IIl(-1);
var Il1lI11II1IIl1l111IlI1lII = I111IIl1lIllII111I1I11IIl(-1);
var lIl1II11l1II111II1Il11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1l11lllllI1IlIlI1l1ll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td67", -1);
var lI1II1llIl111lIIl1IllIII1 = I111IIl1lIllII111I1I11IIl(-1);
var l11I1Il1I1IIIl1llI1I1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td40", -1);
var I1IllI1lI1IllIl111llll1Il = I111IIl1lIllII111I1I11IIl(-1);
var l1lIIIlllllllIIlIlI1IIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var IlllIIl1Il1III11l11IIII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1I11ll1I1111IIIl11lllIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var lIlII1l11l11l11IlIIll1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td92", -1);
var lIIlIlIllIIIlI1IlIIll1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr42 td190", -1);
var ll1lIlI1IIIl1l1IllIlIl11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td80", -1);
var lI111I11lIlll11IlI11Ill11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td20", -1);
var lIll11111Illlll111I111l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td257", -1);
var l11lI1Il1lII1lIIlIIlIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td84", -1);
var lIIll1llIl1I1l1lIll1IIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td92", -1);
var lIIllIll1lIIlIl1IIllll1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td43", -1);
var IlI11l11I1lIIllIl11l1lIll = I111IIl1lIllII111I1I11IIl(-1);
var lI1lIIllIIII11IIl111ll11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td30", -1);
var IlIIII1Illl1Il1lll1l11111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td30", -1);
var lIIl1l11Il1lIIIllI1Il11ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td19", -1);
var IlI1l1l1l1l11l11l1l1lIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var I1I1I11II11IIl11Ill1lI111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td75", -1);
var lII11l1lIllIlI1l1l1l1l11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1lIIlI1llIIIllIll1IIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td87", -1);
var lII1lIll11llll111lll1IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var l1IIll11lII1IIIIII1lIll11 = I111IIl1lIllII111I1I11IIl(-1);
var ll1lI1II1l111l11lII1IIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td144", -1);
var lIIlI11III1l1l1IlI11lIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var l1111l1l1IlI1lI11l1l1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td254", -1);
var I11lIl1l1l1I11lIllI1II1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llIIIIIIIIl11IIII11IllIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var Il11l111l11IllII1III1I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var IIlI11111lIlI11IIlI1l1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td75", -1);
var l11lIl1111l1ll1IIl1l11Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var l1l1l1llIIllIIIllll1l1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr24 td262", -1);
var IllI1Il1l1lI1II1I11lll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var I11I11ll1IIllll11lIIIl111 = I111IIl1lIllII111I1I11IIl(-1);
var I1l1l11lI11lIIIl1lllll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td277", -1);
var II111lIlI1IIl11Il11lI1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill11lIlllII11I1l1l11IIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td58", -1);
var IIlIlIll11I1II11l1ll1Illl = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td130", -1);
var lIlII1Illl11l11I1111IIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var I1IIlIlI1lI1lI1ll1I1lI11l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td126", -1);
var lllllI1lIIlI1llI1IIllIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td24", -1);
var llIII1II1IIIllII11I11IIII = I111IIl1lIllII111I1I11IIl(-1);
var I1l1III1lIII1lIlIllII1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var Il1I11l111ll1lllI1l11I1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr75 td48", -1);
var Illl11IlllI1lI1lIIlll1l1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td105", -1);
var I111l11lI11IlIlI1IlIIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td54", -1);
var I111llIlIIlIllII1I1II1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var lIlllIl1lII1l11Il1IlIIIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td83", -1);
var l11II1llII1lI11llIl1I1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var II1I11l1l1lll11l11Ill1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var III1II1IlIIIl1Il1IlIll11I = I111IIl1lIllII111I1I11IIl(-1);
var IlI1I1lIlIl1II1Il1l1IlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var II1Illl1IIIl1lIIII1I11I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lI11ll1IlIlI1lllI1II11III = I111IIl1lIllII111I1I11IIl(-1);
var I1II11IIl1llI11lIlllIIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var lIIll1IlllI1lIIIl1IIIllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var lIlIIIIIlIlIIIIlI1l111I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td280", -1);
var II11I111I1lIll1llIll11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var II111Il1lll1IlI1111l1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td172", -1);
var I1lllIIl1I1I1I11II1Il1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td24", -1);
var III11Il11I1ll111IlIIII1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td93", -1);
var l1IIl111l1l111IlI11lIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var ll1II11I1lIlIlIl1lIlllIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr40 td192", -1);
var lllIII11ll1Il1lIl11l1I1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var l1l11lII11IlI11I1lII111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td209", -1);
var ll1Il1II1lI1I1I1Il1II1Ill = I111IIl1lIllII111I1I11IIl(-1);
var I1lIlI1I1Il1lI1llllllIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td11", -1);
var l1lI11llI11ll111llIIlIlll = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var lII11I1l1I1llI11I1l1I1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il11I1III11l1I1lll1llI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lllIIlI111l1lIlll1llII11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td198", -1);
var II11IIl1lIl1l1llllllIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var Il1IllI1IlIl11IlI1lIIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1I1IlIIlI1IIllI1I11II111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I11l11l1II1l1llII11I11lII = I111IIl1lIllII111I1I11IIl(-1);
var IllIlI11I1ll1lIll11llIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var ll1llIlI1l1ll1111IlII1111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td275", -1);
var Ill11l1IIlIlIIIlIlI1IlI11 = I111IIl1lIllII111I1I11IIl(-1);
var I11IlI11IllIl1Il1llIIl1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td188", -1);
var lIIIIl1l11llIIlI1llllll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var Il1lIl1llI111lI1I1IIIll1l = I111IIl1lIllII111I1I11IIl(-1);
var I11l1IIIllIIIll1II1lIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I1l1I1l1ll1IIll1l1lll1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II11l1111II1lIIlIIIl11lII = I111IIl1lIllII111I1I11IIl(-1);
var IlI11IlI1l1l11I111lII1l11 = I111IIl1lIllII111I1I11IIl(-1);
var lI1l1lI111I1lII11Il1Il111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var II111lIIIlII1I11IIIIlIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td107", -1);
var lll11lIIIIIlI1llll1lI1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1lI1ll11lIlIl1IlIl11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td239", -1);
var l1IIlI1I11Ill1lII1lI111lI = I111IIl1lIllII111I1I11IIl(-1);
var l1I11IlIl1lI1II1IIIlllIII = I111IIl1lIllII111I1I11IIl(-1);
var I11l111lI1l1l1IlIIlIl11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td14", -1);
var Il11lIIII1IllI1111I11Il11 = I111IIl1lIllII111I1I11IIl(-1);
var IIII1IllI1ll1ll1I1IIIl1I1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td23", -1);
var IlII11111Il1I11llI1l1I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td102", -1);
var I1lIlIIII1IlII1I1111IIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var I111IllIllI1Il1l1lIIl111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td12", -1);
var l1lIIIIlI1II1lII1Il1I1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td23", -1);
var l1I1l1llI1ll1l11lI11I11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var ll1lIlII1llIIllIIll1Il1ll = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr9 td105", -1);
var IlIIIIllIlI1I11lI1ll1IllI = I111IIl1lIllII111I1I11IIl(-1);
var I1lII1Il1II11Il11I1lllI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var l1llllIlIl1l11I1I1lI1IlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II1IllIIIIlll11lIll1III1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td78", -1);
var I11lI11lIIIl11lIl1IIl1lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td165", -1);
var IlllI1ll1I11lII1lII1l11ll = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td77", -1);
var I11IIlllIll1II1I1lIIl1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td54", -1);
var lIl111I1IIl1IllllI1IIIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td154", -1);
var IlI1lllIll1Il1IIIIl1I11I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var III111II1l1IIlII1lI1lI1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr16 td11", -1);
var lII1111IIl11l1l1l111I1lI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td144", -1);
var IlIlllI1IlIIIl1IlIIIIlIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td29", -1);
var IIlII11I1lIIII1lIll11ll1I = I111IIl1lIllII111I1I11IIl(-1);
var l1111lIIIIlIlI1l11lIIIIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td10", -1);
var I111l11lllII1II1I11IIIlIl = I111IIl1lIllII111I1I11IIl(-1);
var lI1lII11ll11I1I1lIl1ll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td181", -1);
var II1IlI1I1lI1ll1ll1l1II111 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td30", -1);
var Il1I11I11IIIlIl11lIllII1l = I111IIl1lIllII111I1I11IIl(-1);
var lIl1llIIIl1111lIIll1I111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var lIIllIIlI1l1Il1lI111Illl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var l11Il1lI1lll11l1I1lI1IIl1 = I111IIl1lIllII111I1I11IIl(-1);
var llI1IllI1l1lll111I1I111l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr11 td31", -1);
var II11II1lI11l1I1ll1111I1lI = I111IIl1lIllII111I1I11IIl(-1);
var IlllI1II1I1ll11I11llllIIl = I111IIl1lIllII111I1I11IIl(-1);
var l1I1I1llllI1l11I11II1II11 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td19", -1);
var IIlIIlIll1IIIl1Il11lI1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l11I11I111IIIlIlllIIlll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td134", -1);
var I1IIlll1I1Illlll11lI11l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIIll1lIIlll11I1l1lll1II = l1l1l1I1III1lII111l1ll1lI(3, 1, "tr9 td234", -1);
var lI1lll1IlI11IllIIIlIl111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td40", -1);
var llI111I11llIl1IlIIl1ll1ll = I111IIl1lIllII111I1I11IIl(-1);
var l1l1Il1ll1lI1IllIlIllIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var lIIIlllIl1lIIllIlI1I1lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td15", -1);
var lII1IlIlI1l1Il1I1lIl1lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td144", -1);
var II1ll1lI11IIIlI111IIlIIll = I111IIl1lIllII111I1I11IIl(-1);
var ll1IlI1ll1llIl1l1Illl1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td18", -1);
var lIl1IlI1llIlI1lIlIl1IlIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1llIl1I1I1lIIII1ll11IlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var II1Il1l1lIll1111llll1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td78", -1);
var I11ll1lll1l1ll11lllI1Il11 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var II1IIIlI1llIIlIl11lII1llI = I111IIl1lIllII111I1I11IIl(-1);
var I1Illl1ll11lII11l1l11I1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var III1Il1lllIIII1l11I1l111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr54 td154", -1);
var IIlIIlIlI1Il1III1I1l1l1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td44", -1);
var l1ll11II1IIlIl11I1l11Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td60", -1);
var ll11I1lll1111llIlIl111lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td44", -1);
var l111I1l1IllII1l11lIIlIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td28", -1);
var l11111llll1I1111lIl11Il1l = I111IIl1lIllII111I1I11IIl(-1);
var lII1III1lIllIlIIIllIll111 = I111IIl1lIllII111I1I11IIl(-1);
var IIII11II1l1l11Il1llIIIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td8", -1);
var Il1111l1lIlIl11lI1llIl1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIII111lIlIlIlllI1IlIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr63 td235", -1);
var IIIIl1IIl111111l1IIIl1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td44", -1);
var IIlI1lIllIIlIllIllII1ll1I = I111IIl1lIllII111I1I11IIl(-1);
var IlllIll1II11I1111lIlIll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr56 td85", -1);
var I1IIll1I111IIll1I11I1l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td78", -1);
var I11l1IIlII1Il1I11l1Il11lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1lIIllIlIIlIII1llII1lIl = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr7 td68", -1);
var lIl11lll1lI1Il11l1IlI1lII = I111IIl1lIllII111I1I11IIl(-1);
var ll1IlI1Illl1lIl1l1Illl1Il = I111IIl1lIllII111I1I11IIl(-1);
var III1IlIIIll1lII11lIlI1I1I = I111IIl1lIllII111I1I11IIl(-1);
var lIll1IIII1I1IlIIIII11l1Il = I111IIl1lIllII111I1I11IIl(-1);
var l1I11Il11lI1II11l111lllll = I111IIl1lIllII111I1I11IIl(-1);
var llllIlllII1llIlllI1I11llI = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td63", -1);
var Illl1IIIlI1llIIIlIlll1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var IlIll11llll1IlI1I11l11IIl = I111IIl1lIllII111I1I11IIl(-1);
var IIIllIlI1l111Ill1IIl1Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var II11Il1IIl11I1lIll11IIl11 = I111IIl1lIllII111I1I11IIl(-1);
var I1II1l1llIl1lI1I1IIll1lIl = I111IIl1lIllII111I1I11IIl(-1);
var lIllIlIIIlII1II1IlI1Il11l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var lI11III1II1l11IlI1IlIll1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td16", -1);
var IIIIIlII1lIIl1l1lIl11llll = I111IIl1lIllII111I1I11IIl(-1);
var II11l1IIIl11lIIlll11III11 = I111IIl1lIllII111I1I11IIl(-1);
var lI1IllIlI11lllI1l1IllllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Ill1lIllIlllllIl11IIl1lll = I111IIl1lIllII111I1I11IIl(-1);
var l1I1Illl111ll111I1IlllIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lIIll1l1I11111lIl1lllIII1 = I111IIl1lIllII111I1I11IIl(-1);
var Illlll1lI11l1II1IlIIl1IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il111llllI1lIl11IllIlI11I = I111IIl1lIllII111I1I11IIl(-1);
var I11lllIIllII1lI111l111lI1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var llIlI1Il1l11lIl1II11IlI11 = I111IIl1lIllII111I1I11IIl(-1);
var I1I111lIIll11ll1ll1lI1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td35", -1);
var III1l1lll1lI11lIll1I11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var lI1lII11IIIlI1I11llIlIlII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lII111111IIIllI1llII1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr6 td31", -1);
var llllll111ll11l11l1lI1lIll = I111IIl1lIllII111I1I11IIl(-1);
var lll1lIIlIIIIIl1I1I1llI1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td87", -1);
var lI1I11lII11lllllIlIll11ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var lll1Il1lIIlllIl1lll1111l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1II1I1II1IllI1III11IIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td185", -1);
var l1lllll11lIIlIl1llI11Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td41", -1);
var IlI1llI11I1l1lII1ll1IlllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td151", -1);
var l1lIllIl1l1IIlIl1IlllIII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var Il1I1I111llIl1l1IIll11lII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td226", -1);
var I1IlI1lI1I1lIIIIl1IlIIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td11", -1);
var l1l1lllIlIlllIl11Il1IIlll = I111IIl1lIllII111I1I11IIl(-1);
var l1I1Il1ll1II111ll1l1IIIIl = I111IIl1lIllII111I1I11IIl(-1);
var lll1I111llII11IIII1IIIlII = I111IIl1lIllII111I1I11IIl(-1);
var lI11llll1IIlI1l1I1l1llII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var I1lll1IIllIlI1IIIIl1111II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td161", -1);
var Il11I11llllI1lI1l1IIIl1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td28", -1);
var IlIlIl1111lI1lIIl111l1Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var ll1I1lI1I1lllllIlI111l1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var Ill1II11lIl11lllIIIIlIllI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td19", -1);
var Il11llIIl1l1II11111l111Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr59 td220", -1);
var IIl1ll111lII1IIlll1I111II = I111IIl1lIllII111I1I11IIl(-1);
var IIl1ll11IllllIl111l11II1I = I111IIl1lIllII111I1I11IIl(-1);
var l1I11I11lllIlII11II11lII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var Ill1Illl1lI1II1l1lIII11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td16", -1);
var III111111l1lII1l1I1111Ill = I111IIl1lIllII111I1I11IIl(-1);
var lIlI11lII1lIlIIll1IIII1ll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr18 td51", -1);
var lI11Il1ll11lI1IIIl11IlII1 = l1l1l1I1III1lII111l1ll1lI(3, 1, "tr8 td67", -1);
var I11lIllI11llIl11l1l1l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var lI1Il1lIllllI111Il1III1II = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td40", -1);
var ll1Il1l111l111I1IIIIll1Il = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr5 td49", -1);
var lllIl1IIll1IIIIlII1ll1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr14 td195", -1);
var I111I11II1II1111I11IIlI1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr27 td266", -1);
var llIlllI1IIl1I1lI1II11II11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td7", -1);
var IlII11llI1lIIl1l11Ill1Il1 = I111IIl1lIllII111I1I11IIl(-1);
var lll1lll1lIl1ll1I11llI1III = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr4 td77", -1);
var Illl1l1I1llIlIl1I1IIIl11I = I111IIl1lIllII111I1I11IIl(-1);
var l1IIIlIlIl1IlIIll1ll1Il1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Ill1lI1l1II11lIlIl11I1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var I1I11Il111l1I1Illlll1Ill1 = I111IIl1lIllII111I1I11IIl(-1);
var l111Il11lIl1IIlIl11llllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var I1I1lIIlI11Illl11111IlIl1 = I111IIl1lIllII111I1I11IIl(-1);
var IIlIIlIIlI11IlI1Il11Il111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td27", -1);
var llllII1l1lIIIlI1lI1lI1lIl = I111IIl1lIllII111I1I11IIl(-1);
var lIIl11lll11IIIIll1l1l1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td78", -1);
var l11lIl1IIllll11l1Il1I111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlI1l111lIlIllll1Il11Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td10", -1);
var lII1IIlIlI1II1I1l1Il1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var Il11lIllI1IIllIIlllIlI1Il = I111IIl1lIllII111I1I11IIl(-1);
var llII11llIIll1Il11I1ll1II1 = I111IIl1lIllII111I1I11IIl(-1);
var Illl1I11IllIlIIlI11IIlll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var lIIllll1Il111llll1IIIl11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var IIIl1111Il11IlIl1I1llI11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td232", -1);
var IlI11I111l1III1Il1l1l1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td1", -1);
var lII1lIIlIlIlII1llIIl11111 = I111IIl1lIllII111I1I11IIl(-1);
var Ill1I11lI111II1IIIIIl11II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td35", -1);
var I1III1IllllII1IIII1lI1IIl = I111IIl1lIllII111I1I11IIl(-1);
var lllI1l1llIlI1IIII1lII1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var I1IIlll1Il11lIlIlll1Ill1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l1lllII1I11IIlIl11I11IllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr2 td222", -1);
var I1lI1lIIll11IIl1I1I1II11l = I111IIl1lIllII111I1I11IIl(-1);
var IIlIIII111l1lllIlIl1III1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td21", -1);
var Il11I1IllI11l1I1Il1l111lI = l1l1l1I1III1lII111l1ll1lI(1, 6, "tr5 td40", -1);
var llIIl1III1I1IllIIIlIIl111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td48", -1);
var IllllI1llIllllIlll1l1lIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td15", -1);
var Il11II1llllllll1llI11I1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1Il111lII1I1l1I1l1IllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td38", -1);
var IIl11lllI1lllIIl1ll11I11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var lIl1l1II11IIlI1lIl1lllII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var l11I1I1I11I1llIIII11l1lIl = I111IIl1lIllII111I1I11IIl(-1);
var II11I1llI1lIll11IllI1IllI = I111IIl1lIllII111I1I11IIl(-1);
var IIl11l1I1l1III1II11IllIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr7 td138", -1);
var lI11lll1llII11lIIIIlIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td272", -1);
var IIIIl111II11lIIlIIlllIl11 = l1l1l1I1III1lII111l1ll1lI(1, 3, "tr5 td63", -1);
var Illll111IlII11lI1l1lI1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td11", -1);
var lI11IIl1111l1llIIIlIIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td137", -1);
var l1lllIII1lI1Illl1llI1IIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var lIlI1IIlIll11I1II1I11llI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td32", -1);
var IlI11I1I1l1II1l1llII1lIlI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td146", -1);
var lIII1llI1lIl1l1IIIlIllIIl = I111IIl1lIllII111I1I11IIl(-1);
var Il1ll1Il1111Illll1IIIl1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1IllllI1II111II1IlIlIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td11", -1);
var IlIl1l1Il11lI1llI1IIIll1I = I111IIl1lIllII111I1I11IIl(-1);
var I11IIlIl1IlllI11II1lIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td260", -1);
var lIIlIIllllllll1I1II111IlI = I111IIl1lIllII111I1I11IIl(-1);
var ll1l11Il1lll1Il1lIl1Il111 = I111IIl1lIllII111I1I11IIl(-1);
var lII1IIIll11I11I1I1111111I = I111IIl1lIllII111I1I11IIl(-1);
var I1l1l11l1III1III11ll111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td18", -1);
var II1llll111IlIl11ll1lI11l1 = I111IIl1lIllII111I1I11IIl(-1);
var I1l11I1l1IIlI1Illll11I1l1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIIl1lIIl111IIlllII1II1l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var IIIlI1l1I1ll1l11II1I1II1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr9 td276", -1);
var llII11I1I1l11I11IIllI11lI = I111IIl1lIllII111I1I11IIl(-1);
var lIIII1I1I11lllIll11I1l11l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var IlI111IIIIllll11II11lIlII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td22", -1);
var IIlI1llll11llI11Il1llIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIlIIIIlll111lIlII1llllll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td88", -1);
var lI1lI1lIIll1I1I1lI111Ill1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td200", -1);
var lll1111lll1IllIlIll1llII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var l11IIIIll1ll1l11IlI1lIIll = I111IIl1lIllII111I1I11IIl(-1);
var l1I1111111IIlIIIl1II1IlIl = I111IIl1lIllII111I1I11IIl(-1);
var II11Il1l11IIII1Il1111111I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td8", -1);
var I1I11IIllIlIl1II1IlIII1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td171", -1);
var l1l1I11lIlIIIIlII11IIlII1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr51 td5", -1);
var I1II11Il11lIIl1ll11Il1I1l = I111IIl1lIllII111I1I11IIl(-1);
var IlI11lll1llll1111I11II11I = I111IIl1lIllII111I1I11IIl(-1);
var l11ll1llI1IIl1llllI1lII11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr1 td224", -1);
var lIIl1IllI1II1lI11Illllll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIlI1ll1I1IlllI1lII1IIlII = I111IIl1lIllII111I1I11IIl(-1);
var l1IlIl1I1I1lll111I1lll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td78", -1);
var IllIIl1l1I1111I1II1lIl1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td24", -1);
var lIllIIlIlI11lII1lIlI11Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var IIlIl1II1II1lI11l1lI1I111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td59", -1);
var l1Il1Ill1I1lIIll1llI1lllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1llIlII111ll1I11I1IllIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td258", -1);
var Ill11I1l1ll1Illl1lI1IlIII = I111IIl1lIllII111I1I11IIl(-1);
var lIl11lII1ll11III11Il1llI1 = I111IIl1lIllII111I1I11IIl(-1);
var III1IllIll11ll11l1Il1lI1I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td36", -1);
var llIl1I11I1lllI111I111lIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1lIl1I111IlI1I11llI1I1II = I111IIl1lIllII111I1I11IIl(-1);
var II1IlIllllIIlIll11I1111l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var Il1lI111Il111Il1111l1lll1 = l1l1l1I1III1lII111l1ll1lI(1, 7, "tr4 td40", -1);
var IlllIIIlIlI1lII1lIl1111I1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td78", -1);
var l1IlIlll11l1l1ll11l11111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td43", -1);
var II1lII1lII1II11lIIIlIIIlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1Il11Il1lIllIII11lI1l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td105", -1);
var IIlll1l1lIIlllI11l1IIIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var IIl1IIlll1l111ll1IlII1lll = I111IIl1lIllII111I1I11IIl(-1);
var l11IIll1lI111llII1IIlIl1l = I111IIl1lIllII111I1I11IIl(-1);
var lI11lI1l11llll1l1IIIllIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td1", -1);
var lIlIlI1II1l1II1llI1IIII11 = I111IIl1lIllII111I1I11IIl(-1);
var II1IIIllll1lI111IlIll1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td78", -1);
var l111IllIlIII11I1lll1IllII = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr3 td19", -1);
var l1lIlIIllII1ll1I1lll1Illl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr67 td65", -1);
var I111II11l1I1l1l11II1I1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td114", -1);
var I111lIl1I1I1IlllI1l1ll1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td259", -1);
var l1111I1111llI1II1l1111I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td21", -1);
var IIlIl1111llI1lIlI111I111l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td28", -1);
var IIlllll1IlI11lI111IIIlllI = I111IIl1lIllII111I1I11IIl(-1);
var l1llllIlIlIII1lII11IIl111 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td54", -1);
var llll1IIIIlI1ll1IIIIl1IIlI = I111IIl1lIllII111I1I11IIl(-1);
var llII1IIll1lIl1lI1llII1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td109", -1);
var llII111I1ll1lI1IlIIIIl1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var ll1l1llIII1Il11III111ll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td270", -1);
var I1IIIIll1lI1Il1IllIll1II1 = I111IIl1lIllII111I1I11IIl(-1);
var lII1II1l111II1lll1I1l1I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td29", -1);
var Ill111Il111IIII1llIll1I1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var I1l11l1ll1l1lIllI11II1l1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var Il1lIIIIII11ll1I1l1ll1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I111lII1IIlIllllllIl11I1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1I1l111II1lII1llIlllIlI1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td61", -1);
var l1I11l11IIllIII1lIIlIl1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var ll1l1ll1II11I1lII1l1ll111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td10", -1);
var Il11lIIIIlll1IlIIIllI1I1I = I111IIl1lIllII111I1I11IIl(-1);
var IlI1I111IIl1II1lIlIllIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var lIIl11ll1I1IIIllIIlI1I1l1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var I1I111Ill1III1IIl1IllIlll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var l11llll11IIlIIlIl1llll1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IllIllIIll1l1I1111I1lI1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td13", -1);
var ll1lI1IlllIIllII1I1lll11I = I111IIl1lIllII111I1I11IIl(-1);
var l1IIl1111lIl1Il11Il1l1Ill = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr51 td203", -1);
var I1lI1I1ll1l1l11l11111l1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td78", -1);
var I1lI1I1111ll1l1III111II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td80", -1);
var lI1lII11II1l11IIl1I1l1I11 = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td49", -1);
var lIII1II1III1llIIIIl1I1lll = I111IIl1lIllII111I1I11IIl(-1);
var Ill1Ill1III11I1IlIl1111I1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1Ill11IIII11I1Il11IlI11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td178", -1);
var l1I1lIII11ll1l1I1lll1l111 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lI1ll1l1l1III1III1Il1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td28", -1);
var I1IIl1lllIl1I1ll111l1llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td107", -1);
var IllII1lIl11IIIII1lIIlII11 = I111IIl1lIllII111I1I11IIl(-1);
var llIllIll1III11I1lIll1lIII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var llIlll111IlllI1llIlIlI1ll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td79", -1);
var I11Il111II11l1IlIII1lIlIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td24", -1);
var I1IllIIlI11IIIl1I111lIIl1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1l111IIllIIl1lIll11IIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var lIlI11lIIlllI1IIlI1I1I1II = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td160", -1);
var lIIlII1lI1l1l1Ill1llI1lll = I111IIl1lIllII111I1I11IIl(-1);
var lllI1ll11I11IlIlIIll11III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td79", -1);
var lllllIllIllIIl1l11Illl1l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l1111I11IlIl1lIIIl11l1ll1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td85", -1);
var lIIIll11Il11I111llIl11IIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td48", -1);
var Il11I1llI1IIlI1lllI1lIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr21 td280", -1);
var lIIlIlIl11Ill1llll1IIl1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td6", -1);
var I1Il1lIl1II11IIlII11II1Il = I111IIl1lIllII111I1I11IIl(-1);
var ll1l1llllI1ll1Illl1lI111l = I111IIl1lIllII111I1I11IIl(-1);
var lIl1Ill1ll1llIlllllIIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td8", -1);
var l1IIIIIl1IlllIIIlll1IllII = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td54", -1);
var l1l11I1IllllllI1l1l11llI1 = I111IIl1lIllII111I1I11IIl(-1);
var l11lI1II111111I1IIIlIIIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var II1l1Illl1I1I1IIII1lIIIII = I111IIl1lIllII111I1I11IIl(-1);
var l1I1lllll111I11lI1l1l1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td197", -1);
var II11llIl11111l11l1I111llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td225", -1);
var II1IlIIIl1Il1I1llllIIllII = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td92", -1);
var IlI1l1Ill1II1Ill1I1I1lIl1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td183", -1);
var l1IIlII1I1IIIlllIl1lll1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td75", -1);
var II1llI11I1111Il1IIlI11lI1 = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td63", -1);
var Ill1I1l11111lIIIII1llll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1lIll1l1Il1l1Ill11I1I11I = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td260", -1);
var lI1l11I1I1IIll1Il11Il11l1 = I111IIl1lIllII111I1I11IIl(-1);
var l11Ill111II11lIlIl1llIlll = I111IIl1lIllII111I1I11IIl(-1);
var lI1II1II1Ill1I1l1llllI1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td134", -1);
var lII111IlI1Il1II11l1I111I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td69", -1);
var I1l1I1Il1lII1l11lllIlII1l = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td54", -1);
var ll1l1lI1IlIIIllII11lIIIIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td215", -1);
var IIl1IllIllIlIll1llIl11lI1 = I111IIl1lIllII111I1I11IIl(-1);
var lI1ll1Illlll1l1l11lIIllll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td54", -1);
var II1IIllIl1lIll1IlIl1lII1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var IlIlIllIl111II1I1Il1lllll = I111IIl1lIllII111I1I11IIl(-1);
var lII1I1I1I1I1lI1IlIIl1lIl1 = I111IIl1lIllII111I1I11IIl(-1);
var III11IIlI1111IIIlIlIlIllI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr3 td1", -1);
var lIl1Ill1lIIlIll1llIII1111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td9", -1);
var lI1I111l1lII1lll1Il1ll1lI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td87", -1);
var Ill11lI1I1I1Il1l11lIlIl1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td6", -1);
var I1lI11111111ll1Il11lll111 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td37", -1);
var I111lII11Illl11l111IlI1I1 = I111IIl1lIllII111I1I11IIl(-1);
var lIll11lI11lllIl11ll1l1l11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td15", -1);
var I111lIl11Il11lI1lIlll1II1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr7 td134", -1);
var llIllIIll1I1lII1IIl1I1lIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var llll1llII11lI1l1I11IlIlII = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr4 td63", -1);
var IIlIlIl1l11IIIlIl1IlIllIl = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td137", -1);
var l1Il1IlII1Il1lI1l1l1lIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var I1IlllIIlII1Il1lI1II1II1l = I111IIl1lIllII111I1I11IIl(-1);
var I11IlI1I1I11l1l1Ill1Il11I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var IlIIIlllIlII1I1II1l11lI1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr11 td11", -1);
var l11III1l111lIIIIllIIII1I1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td85", -1);
var lIllII1l1Illll11lIlII11l1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td177", -1);
var l1l11lIlI11I1ll11II1I1llI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td127", -1);
var lIIl1IIlI1I1111IlI1IlIl11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td38", -1);
var I11l111l1lII1l1l1I1IllI1l = I111IIl1lIllII111I1I11IIl(-1);
var Il1lIIl11IllII1II1IlIIl1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td245", -1);
var Illl11l1111l1Il1llIlI1IIl = l1l1l1I1III1lII111l1ll1lI(1, 5, "tr5 td40", -1);
var I11II1lIll111I1l11I111Il1 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td34", -1);
var I1lIIIIllII1lll1I1l1lIlI1 = I111IIl1lIllII111I1I11IIl(-1);
var lIIlI1l1I1IlI1ll11Illl1lI = l1l1l1I1III1lII111l1ll1lI(1, 4, "tr4 td63", -1);
var l1l11Il1lI1lI1I1II1IllllI = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr4 td9", -1);
var lIl1lllIl1IlI1I1II11I1l11 = I111IIl1lIllII111I1I11IIl(-1);
var l11II1llI1llIIII11l1IIII1 = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr9 td33", -1);
var IIllIlll1l1IIIlllllIIllIl = I111IIl1lIllII111I1I11IIl(-1);
var lllIIIll11lI111I1Il111IlI = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var IIlI1lI1III11l1Il1I1I1I11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11IlIIllIIlll1lI11llIlll = l1l1l1I1III1lII111l1ll1lI(1, 2, "tr5 td121", -1);
var l11Il11llllIll1l1lIIIll11 = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td70", -1);
var l1llI11I11111lI1II1lIl1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td40", -1);
var I1ll1llIIIl1II11lIl1lII1I = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr6 td1", -1);
var lIII1I1l1I1Il11lllI11IIll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td89", -1);
var lI1lllIlI1l111III1ll1II1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr5 td62", -1);
var ll1I1ll111lI1l1l11lllll1l = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr28 td88", -1);
var lII1I11I1Il1IIIIll1111lI1 = I111IIl1lIllII111I1I11IIl(-1);
var ll1lIlllIlIIIllIl1Il1llll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr22 td87", -1);
var ll11lII1I1l11l1llll1I1lll = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr25 td48", -1);
var Il111lllIIIIIl1lI11I1l1Il = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr17 td33", -1);
var l11l1lI1I1I1l11III1II1III = l1l1l1I1III1lII111l1ll1lI(1, 1, "tr4 td25", -1);
llIIIIlII1II1Il1Il11llIII.innerHTML = "<P class=\"p22 ft3\">Moment</P>";
lllII111llllI1lII1IIIlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1Ill1lIlIIIll11111I11ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIl1l1Il11l111l111IlIII1I.innerHTML = "<P class=\"p21 ft16\">5.2 En flexibel och individanpassad utbildning ..........................</P>";
l11l1lIlll1II1l11IlI11lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIIlII1I11l1I11IllI1lIlI.innerHTML = "<P class=\"p23 ft16\">404</P>";
IlllIl1IIllI1ll11llll11l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1IIlII1Il111111IIIl1lIl.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
lIII11l11l11l1Il11l1IlIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1lII11llIIIll11IIlII1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlI11IllIIlllll11111Il11.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1llIl1IlllIIII111ll11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1ll1lI1l11lIIlI111I11l1l.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
l1l1lIl1lIIIIlI1llII1I11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1Il1Il1llIlII11IIlIlllI.innerHTML = "<P class=\"p20 ft9\">målen för individuella kurser framgå av planen.</P>";
llIIllI11I111IIl11l1III1l.innerHTML = "<P class=\"p23 ft9\">186</P>";
I1Il1IllI111ll11lIl1Il1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11l1IllIlIIlI11lIl1II1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11llIll1lIIll1Il1lIlIIIl.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
I11Ill111II111111I11lIlI1.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
ll1Ill11IIII11I1Il11IlI11.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
lllIII11II1Illl1IIlIIII1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II11II111llll11llI1I11Ill.innerHTML = "<P class=\"p805 ft101\">anställning, eget företagande m.m.</P>";
lIllI1l1lllll111I1ll11llI.innerHTML = "<P class=\"p44 ft13\">439</P>";
II1IIllIl1lIll1IlIl1lII1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IlIlIlll111II11ll111l1l.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
lIIlllII11l11lI11ll1IIllI.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
I1ll111l1lllIlIlIll1llll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIIIllll1IIIIIIllI11l1l.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
III11lI1III11lI11llI1lII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll11lI11lllIl11ll1l1l11.innerHTML = "<P class=\"p33 ft9\">135</P>";
Il1l1lI11I1II1lI111I1llll.innerHTML = "<P class=\"p20 ft34\">lagt högst 40 veckor.</P>";
I11I1Il1l1l11l11Ill111l11.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
llI1l11l1ll11II111IIlI11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l111IllIlIII11I1lll1IllII.innerHTML = "<P class=\"p29 ft3\">Inkomsternas storlek .............................................................</P>";
II11III11I111lIl11lIIlIll.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
l11IIIII1IIl1lIIl1l1IIII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II11llIlI1I1llI11I11llIl1.innerHTML = "<P class=\"p33 ft9\">430</P>";
I1I11l11l1llIllI1I11l111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIlll1IIIIllllII1lI1llI1.innerHTML = "<P class=\"p20 ft130\"> </P>";
ll11llI1l1lIlIlIll11IIllI.innerHTML = "<P class=\"p21 ft16\">den</P>";
IllIll1l11llI1I11lll1Il11.innerHTML = "<P class=\"p20 ft16\">9.1</P>";
l1l1l1l1Il1II1IIllIIIl111.innerHTML = "<P class=\"p23 ft9\">56</P>";
Il1IlI1Il111Ill1111l1lII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIIIII1IlIIlIII1111llIl.innerHTML = "<P class=\"p23 ft9\">9.5.2 Ett aktivitetskrav är möjligt – inte ett närvarokrav...</P>";
l1111lIIlII1I11IIIll11lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lI1I1lI1IIIlII1lI111IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIl1Il1IIlIlIl111IlIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Ill1IIII1Il11I11l11lII1.innerHTML = "<P class=\"p34 ft9\">8.1.3 Statistik om studiemedel till studerande på</P>";
IlI1l11lIIIIl1l1Ill1lIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll11I11I1I11IllIIl1I11l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11111I11l1I11lI1IIlI11Il.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
l1II111l1Il1IllIlI1lIIIl1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1llIlllII11l1l11IIIll1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1Il1lI1II11llII1ll111lI.innerHTML = "<P class=\"p146 ft16\">skrivning</P>";
II1IlIIIl1Il1I1llllIIllII.innerHTML = "<P class=\"p146 ft9\">med</P>";
I1l1I1l11IllllI1IlIlI1ll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lIll1IIIlIllI1IlIlI11ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lI1l1IlI1llIl1II1ll1Il1.innerHTML = "<P class=\"p20 ft21\">Utredningens uppdrag och arbete</P>";
II1l1IIIlIlllIIllllI1I111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IllI1Ill1llIIIl111lIIl1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l1III1Il1lI1IIlIl11l11llI.innerHTML = "<P class=\"p146 ft9\">är</P>";
Ill11lIlllII11I1l1l11IIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIIII1IIIIllIllIllIIIll.innerHTML = "<P class=\"p257 ft16\">sammanlagt</P>";
IIl1ll11I1l1lllI1Il11ll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1lll1IIlIIII1lI11lll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIl11IlIIIIllIl11lllIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1111111IIIllIIII1I1II1.innerHTML = "<P class=\"p146 ft16\">av</P>";
I1I11l1IllI11IlIIl11Il1lI.innerHTML = "<P class=\"p23 ft9\">387</P>";
IlII1ll1I1IlI1lIlllIllIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11l111II1I111l1111llIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llllIlllII1llIlllI1I11llI.innerHTML = "<P class=\"p20 ft9\">kompetens- och rekryterings-</P>";
IIlllIIIl111lIll1lll1lIl1.innerHTML = "<P class=\"p43 ft9\">procent</P>";
Il1I1l1l1I1IIIlII1l11Illl.innerHTML = "<P class=\"p23 ft147\">2009</P>";
I11II11I11lIIIl1I1lIII11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI111lIIIlIllIl1llIIll11.innerHTML = "<P class=\"p23 ft16\">414</P>";
lllIII11ll1Il1lIl11l1I1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1I11l111ll1lllI1l11I1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11llIlI1IlI1llI11I1llI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11llll11IIlIIlIl1llll1I1.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
I1111l1IIIII1ll1lIllllIll.innerHTML = "<P class=\"p20 ft9\">tagaren</P>";
II1lII1lII1II11lIIIlIIIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11lI1Il1lII1lIIlIIlIll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llIIII11lIlI111ll11IllI.innerHTML = "<P class=\"p159 ft3\">Yrkeshögskoleutbildning</P>";
l1IlI11l1II11II111IlllIll.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
Il1lIlI11lI111IIII1I1Il1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1I1I1IlIlIII1lIlIlI1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIIllI1111II1I1lIlI1lIII.innerHTML = "<P class=\"p20 ft9\">yrkesvägledning<SPAN class=\"ft24\">.</SPAN></P>";
III1II1l1111lIIIllI1I1IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIIlI1lll1II1l1IlI1lI1I.innerHTML = "<P class=\"p146 ft9\">som det sätts betyg på och i</P>";
l1l1111lIIIIlIllII1II1lII.innerHTML = "<P class=\"p27 ft3\">Organisering av verksamheten .....................................</P>";
Ill1I11IIlI1lllIl1I11II11.innerHTML = "<P class=\"p23 ft9\">172</P>";
llIlIlI1II1I1Ill1lI1lIII1.innerHTML = "<P class=\"p27 ft3\">Studieresultat.................................................................</P>";
ll1ll111I1lllI1lIIllI11ll.innerHTML = "<P class=\"p31 ft3\">Branschorganisationer</P>";
IlIIIl1lI111IlII1II1l1111.innerHTML = "<P class=\"p44 ft20\">11</P>";
ll1lI1Il1lIl1l1IlI1I1I1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1ll11I11I11lIIlIIIlIl11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1I1l1IlIl1IlIlIIl1lIl11.innerHTML = "<P class=\"p23 ft9\">75</P>";
Il1lll111lIII1l11llI11I1I.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
lIll1IlIl11ll11IIlII1IlI1.innerHTML = "<P class=\"p29 ft9\">2.5.7</P>";
ll1IlI1l1llI11I1IIl1ll11I.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
lllII1Il111111lI1lIIl1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llIl1I1I1lIIII1ll11IlIl.innerHTML = "<P class=\"p20 ft9\">enskildes</P>";
Ill1III11II1IlIIlIll1llll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1Il1III11lIII1lIIIIll11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1l1ll1IIlIlIIl1I1II1III.innerHTML = "<P class=\"p143 ft9\">en</P>";
IIlI11lIIll1I1l1llIIIll1I.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
ll11I1ll1lIllI1l1l11l1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIlIllIIlllIl1ll1llllIl1.innerHTML = "<P class=\"p44 ft13\">449</P>";
IIll1I1llIII11Il1I1lllll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll1l1II1llIllIl1IIIlIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II111lIlI1IIl11Il11lI1III.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
ll1I1Ill1IIIIl1l1Il1II111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIl1ll1l11IIIlI1I1Il1l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il111Il11ll111lI1III11llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl1l1l11l1IlIlllI11lllI.innerHTML = "<P class=\"p21 ft16\">studiestödsnämnden</P>";
lllIIll11lI1111IIIII111ll.innerHTML = "<P class=\"p20 ft16\">den som tidigare har fått betyg på</P>";
l1IIl1lI1Ill1l1IlIIIllI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1Il1II1IIlIl1llIll11III1.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
IIl1Il1111llI1ll1111I11l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1l111l1IlII111IlI1lIll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il11I11llllI1lI1l1IIIl1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllIllI1lIIIlIlllll1l1Il.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
II11l11II1l1IIII1Illl1IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11lI1l11llll1l1IIIllIII.innerHTML = "<P class=\"p23 ft9\">65</P>";
l1l111l1IlIllI111IIIllI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll111II1Ill1IIl1IIIlll1l1.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
Ill1lI1l1II11lIlIl11I1lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1l1l111l1ll1111I1llIIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1l1l1Ill1IIIlIIl111I11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11lI11lIIIl11lIl1IIl1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il111lllIIIIIl1lI11I1l1Il.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
llI1III11ll1llIIlIl1l111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11II1lI1l1III1IlIIll1II.innerHTML = "<P class=\"p23 ft9\">studiemedlen...........................................................................</P>";
ll111IIII1IlI1I1III11ll1I.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
Ill1ll111llIlI11II1lIlll1.innerHTML = "<P class=\"p20 ft16\">tagaren</P>";
lllI1ll1IlIII1l11lI1l1Ill.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Illll11lIlI1lIlll1IIlIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlII11l1llllIllIllI1lI1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11l1lIll1l1IIll1Il11Il11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lllII1I11IIlIl11I11IllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11Ill1lllIIll1l111IIllIl.innerHTML = "<P class=\"p923 ft146\">20000</P>";
IIl1II1Il1Il11111IIIIl1ll.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
IIIl11IIIllII1III1l1II1Il.innerHTML = "<P class=\"p20 ft21\">Referenser</P>";
I1lIIl1l11Il11l1lI11Il11l.innerHTML = "<P class=\"p146 ft9\">förutsättningar.</P>";
l1Il11IlIIIlll1I1I111IIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llIlll11llIIII1l1IIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lll11III11lI1Il1llllI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
III11Il11I1ll111IlIIII1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllllII1lI1Illl1llIII111l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlI1II111Il1III1l11lllI.innerHTML = "<P class=\"p23 ft9\">9.6 Åtgärder för en skärpt inrapportering till CSN ...................</P>";
lIl11l1Illl1lI1lIl1IlllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11lllI1l1II1lIlII1lIllI.innerHTML = "<P class=\"p33 ft9\">422</P>";
I1ll1IIIlIllll1ll1I11l11l.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
lIIlll11llIIlI111Il11I11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1ll1lll11lIlIIllII1lIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1I1llI1lIlI1lIII1l1IlI.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
Ill1I1IIIl1l1IIlIll111IIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1IIIl1lIIIIIIll1l1111lI.innerHTML = "<P class=\"p23 ft16\">388</P>";
lllIll1IllIIllIllI1IIIlI1.innerHTML = "<P class=\"p20 ft30\">Sammanfattning</P>";
Ill1lI1l11I111I1IlIl11l1l.innerHTML = "<P class=\"p43 ft16\">10.2.2 Konsekvenser för komvux av en ökad efterfrågan ...</P>";
ll1I11I1l1Il1I1lI1IlIIIIl.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
lllllII1l11l1IIl1llIIlI11.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
I111II11l1I1I1I1II1lI11ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llIIIllllll1Illll1II1ll.innerHTML = "<P class=\"p20 ft16\">2.</P>";
I1IIl1IlIIIIl11I111I1l1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1I1111I1lIIllll1I1II1I.innerHTML = "<P class=\"p20 ft24\">Nuvarande lydelse</P>";
Il1lIll1I1l1l1I11I1IlIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lllI111Il1IIIIl111lIll.innerHTML = "<P class=\"p27 ft20\">Grammatik</P>";
Il1I11lIlI1l1Ill1Il1ll1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIllII1lI11II11l111II1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl11lI1llIIlll1I1lII1ll.innerHTML = "<P class=\"p21 ft16\">En flexibel och individanpassad utbildning...............</P>";
Il11I1I111l1I1III1111lI1l.innerHTML = "<P class=\"p43 ft14\">Förändringar för en utvecklad vuxenutbildning ............</P>";
I1IlIIII1111lI111I111II1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1Ill1l1Ill1IIIlIII1II1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1I1IIIllllI11IIIl1IlIl.innerHTML = "<P class=\"p21 ft19\">arbetslivets</P>";
l1l1Il1IlI11III1l1l111llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lIlI1l1lII1l1I11Il111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl111111IIll1l1ll11IIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllIlllII1I1lll1Ill11I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1llIl111llIIlI1l11Illl1.innerHTML = "<P class=\"p139 ft16\">den</P>";
l1l1lll111l1lI11Ill1lII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11I111l1lIIll1I1lI1lll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1llll11II1IIlI11Il1I1I.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
IllIl11llll1111II1lII1II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1IlIIIIl11IIllll11lIII.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
lI1l1IlIll1llI1IlllIIIIlI.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
IIlll1lIl1l111I111I1l1ll1.innerHTML = "<P class=\"p21 ft20\">7</P>";
lI1I11lII11lllllIlIll11ll.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IlI11111I111I1I1lIl111lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lll1II11IIll1l1l1IIl1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIllIII1IIlI11111Il11ll11.innerHTML = "<P class=\"p29 ft9\">7.2.2</P>";
llI1l1lI11llIl1l1lII11lIl.innerHTML = "<P class=\"p43 ft16\">10.2.1 Ökad efterfrågan på svenska som andraspråk...........</P>";
I11IllI1111ll1lIIlII1111I.innerHTML = "<P class=\"p23 ft9\">62</P>";
I11IIII1llIII1II1l1II111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1ll1l11II1II1lI111Ill1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lIIl11111lIIlll1IllllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllI1lIIIII11IIIIll11l1II.innerHTML = "<P class=\"p157 ft44\">grundskoleutbildning</P>";
lIlIlII11I1IllI1IIII1lll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlI11llI11IIll1l1I11lIl1.innerHTML = "<P class=\"p20 ft16\">utbildning på grundläggande nivå</P>";
IIl1l11lllI1ll11II1llI11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11I1III11l1I1lll1llI1ll.innerHTML = "<P class=\"p20 ft21\">Referenser</P>";
IlIlI1IIII1lII1I1IlIlIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll11Il1l1I11I1I11IIIl1lI1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
IIl1lI1lII1l1IlIlIlIIlII1.innerHTML = "<P class=\"p26 ft9\">8.4.1</P>";
l1ll11lll1lIll1III1lII1ll.innerHTML = "<P class=\"p29 ft16\">7.4.2 Studerande på gymnasial nivå.....................................</P>";
llllIIlII111lIIl1l1l1Illl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlI1lI1III11l1Il1I1I1I11.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
l1111IlI1Il11ll1IIIllll1I.innerHTML = "<P class=\"p930 ft74\">0</P>";
I1IlII111lI11IlIl1I1lll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII11III1ll1lI1II1I1lllll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIIIlII11I1II1II11I1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IlllIII1IIl1l1III11I1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1lI1ll111I1IIII11l1II11.innerHTML = "<P class=\"p26 ft9\">2.3.4</P>";
lIlllll1I1l1lI111III1lll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11IIl1II1I1llII1l1lIlI1l.innerHTML = "<P class=\"p23 ft9\">472</P>";
IIIlIl1ll1lI11lIIIllI1l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIlll1Il1I11Ill1IllIIIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIlI11ll1111l1IIllIl1lI.innerHTML = "<P class=\"p20 ft9\">har</P>";
IIlIIII111l1lllIlIl1III1I.innerHTML = "<P class=\"p38 ft9\">9.2.6</P>";
IlIIIllIlI1ll11II1IIIllII.innerHTML = "<P class=\"p33 ft9\">432</P>";
IllIIlll1lllII1IIl1lIIl11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllI1II1l11lllIlII111IIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll1llIIl1I1lI11l1III1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
III1I1IIIIl1Illlll1IIl1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1I11lllIIIIlIl1Illl111I.innerHTML = "<P class=\"p23 ft13\">133</P>";
lI1lll1l1IIlIlIlII1IIlI1l.innerHTML = "<P class=\"p20 ft30\">Bilaga 1</P>";
lIl1Il1I1I1l1lIIIII1IlI11.innerHTML = "<P class=\"p31 ft9\">4.2.3 Utredningens bedömningar om kommunernas</P>";
lIl1II11l1II111II1Il11III.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
I11ll1llIIIIIII11I1ll1Il1.innerHTML = "<P class=\"p31 ft9\">2.</P>";
llll11lIl1ll1llllIII11lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111I11II1II1111I11IIlI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1l1l11l1I111l1IlIIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIl1l11I111lll1l1l1Illl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllII1I11lIlIIII1Il1Il11l.innerHTML = "<P class=\"p31 ft16\">4.2.1 Studie av kommunernas organisering och arbete......</P>";
IlIIIlllIlII1I1II1l11lI1l.innerHTML = "<P class=\"p23 ft9\">232</P>";
l1I11I1IIl1Ill1Ill111Ill1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl111I1I1lI1Il1II1lII1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlII1lIIllIllI11II1llIIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIll1I1Il11IIIllI1l1Il1II.innerHTML = "<P class=\"p143 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
lI111l11l1I1I1111Il111llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1lIlI1IIIIl1lllI1l1ll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIII1lII1Ill1IlIIlIIIlIll.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
ll111111111Il1II1l1IIllll.innerHTML = "<P class=\"p43 ft3\">12.1.2 Kostnader ....................................................................</P>";
II11IIllII1I1lllIll11111l.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
I1l1I1ll1l111l11111lIIIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1lI1lIIIlII1lI11Il1Illl.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIll1Il1lIIlIIl1I1IIIl.innerHTML = "<P class=\"p20 ft9\">får meddela</P>";
lIII111Ill11111lllIII11Il.innerHTML = "<P class=\"p159 ft24\">nationellt</P>";
lIIl11lll11IIIIll1l1l1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llI1I11I1lI11lIl11lll1I.innerHTML = "<P class=\"p20 ft39\">utbildningsbehovet</P>";
lIlllll1I11I11lll1IIl1II1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IIIIlIIlI11IIIlll1IlI1lIl.innerHTML = "<P class=\"p943 ft147\">5%</P>";
lIl1I11lll1II11IlIl1IIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIl1l1111ll11II1I1lIl1ll.innerHTML = "<P class=\"p21 ft19\">studietiden</P>";
lIIl1IIIlll1Ill111Il1111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1l11l1ll1I1Il1IlIlI1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11lI11I11I1I1l111I1IIII.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
I11I1ll11IllIl111I1lIII11.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
Il11IIIllllIlII1l1l1I11l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1ll1III1II11I111Il11llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11llI1I1l1I1llII11lIlll.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
llII1IIll1lIl1lI1llII1ll1.innerHTML = "<P class=\"p182 ft16\">3.</P>";
IIlI1Il1I111l1l11llI111ll.innerHTML = "<P class=\"p23 ft147\">2006</P>";
IIlIII1ll1lIl111lI111II11.innerHTML = "<P class=\"p43 ft16\">Förslagens betydelse för studiemedelssystemet ..................</P>";
lIllIlIl1IlI1ll1lIIIIll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIIl1lllIIll111l1IlIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l111ll11l1I11l1I1l111llIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Illl1II1ll1l1I11llIIl1I.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
lIlIIIIIlIlIIIIlI1l111I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIII1Il1IlIlI1l1IllIlIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1II1l11l1ll1lIIIll11l1.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
I1I1IIII1l1Il1IlIII1Il11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIll1lIl1l111Ill1llI1IlI.innerHTML = "<P class=\"p20 ft16\">4.1</P>";
IIIlIl11I1111lI1lII11Il1l.innerHTML = "<P class=\"p34 ft9\">5.3.5</P>";
IlIl1IlI11lIIIl1l1l1I11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll11I1ll11111Il1ll111I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l11III11llIl1llI1lll1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lI1IIlIIIl1llllIIIIIIlI.innerHTML = "<P class=\"p133 ft24\">7 a §</P>";
lIl1IIlIII1I1111I1Il11llI.innerHTML = "<P class=\"p159 ft3\">Vuxenutbildning</P>";
l1lI1Ill1II1I1IlIlII1II1I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l111I111l1Il11lll1l11IlII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllI11lIl11II111ll111l1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1II11Il1IlI1llII1llIll.innerHTML = "<P class=\"p20 ft9\">första och den sista kalender-</P>";
Il1l1ll1IlIll111l1111l1lI.innerHTML = "<P class=\"p134 ft37\">För varje kurs ska det finnas</P>";
lIl1II111Il111lIlI1II11ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11III1l111lIIIIllIIII1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill11I11IlllII1IIlIllII11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI11Il1ll11lI1IIIl11IlII1.innerHTML = "<P class=\"p947 ft146\">Delvis avslag</P>";
llIIIlII1II1II1l1II1I1IlI.innerHTML = "<P class=\"p22 ft3\">Moment</P>";
l1l1I11lIlIIIIlII11IIlII1.innerHTML = "<P class=\"p20 ft131\"> </P>";
ll1l1I1ll1ll1lI11l1lIII1I.innerHTML = "<P class=\"p20 ft25\">Ord och begrepp</P>";
l11l1II1IllllI111llll1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l11l1I1111llllllI11I1I1.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
IIll1II1lIIllII1Ill1lIIII.innerHTML = "<P class=\"p23 ft9\">339</P>";
llII111II1lllllIIIIl111l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI11lI1IIl111l1lIll11lIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII11111I1lI1I11l1lI1I1Il.innerHTML = "<P class=\"p20 ft24\">behov</P>";
l1Il1l1ll1l1IIIllI11l11lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill11IlI1l1IIllllIIIIlllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIIl1II1IIll1l1IlllI1l1.innerHTML = "<P class=\"p23 ft9\">61</P>";
I111I1lll1II1llI11l11l1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1lIlI1IlIIIIllII1l11Il.innerHTML = "<P class=\"p139 ft34\">studieplan. <SPAN class=\"ft16\">Planen ska</SPAN></P>";
I111l11lI11IlIlI1IlIIIIlI.innerHTML = "<P class=\"p23 ft34\">högst 80 veckor. <SPAN class=\"ft16\">Till studerande</SPAN></P>";
IlIIIllIllIIII1lIlll1II11.innerHTML = "<P class=\"p183 ft24\">utbildning.</P>";
IlII1I1I1l11ll1llI1III1l1.innerHTML = "<P class=\"p20 ft9\">dock inte genomgå prövning i en</P>";
lIllll11l1ll11lII1I11II1l.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
Ill1l1lll1Il1IIlIllI1l1l1.innerHTML = "<P class=\"p23 ft147\">2009</P>";
lIl11llIIlII1ll1I1ll11l1I.innerHTML = "<P class=\"p20 ft9\">fortsatta</P>";
llIl1I11I1lllI111I111lIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1Il111lIlll11II11I11ll.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
I11I1IlI1I1I11IlllI1lIll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1111111II1l1lll1Il1I1I.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
I1lIIIl1l1lIl1l1I1llIIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111lIll1lllIl11lIl1ll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIlI11IIllI111Il1lI11IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI111I1lIllllll11I1lIllI.innerHTML = "<P class=\"p20 ft16\">kurs eller ett gymnasiearbete, om</P>";
I111lIl11Il11lI1lIlll1II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlII1lIIl1l1II1IllIIl1Il.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
ll1I1l1ll11II11lIIl11Illl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1lII11II1l11IIl1I1l1I11.innerHTML = "<P class=\"p162 ft34\">studiestödsnämnden har försäkrat</P>";
I1lIlIllll1II1I11IIIIIIl1.innerHTML = "<P class=\"p23 ft9\">339</P>";
lI111IIl1I1llII1IllI1llII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlI1Il111ll1l1lI11I1ll1.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
lII1l1Il1lll1ll1Il1IllIlI.innerHTML = "<P class=\"p20 ft19\">planerad omfattning av studierna.</P>";
llll11IllI11II1II11Il1lll.innerHTML = "<P class=\"p20 ft130\"> </P>";
lI11l11111lllllIIII1III11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIII1111IIIIl1I1lIl1l11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlllIIl1l1Ill1lIlI1III1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIIIl11lIII11I1IlI1111lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1II1Il1IIIllII1lI111l1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1I1llIIlI1lIII111lllII1.innerHTML = "<P class=\"p33 ft9\">456</P>";
Ill1IIllII111lll11I1lllII.innerHTML = "<P class=\"p162 ft24\">eller folkhögskolan.</P>";
II1I1lI1111I1l1l1llIII11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1ll1IlIl1lllll11IlII1lI1.innerHTML = "<P class=\"p40 ft16\">passar dåligt i en flexibel och målinriktad</P>";
I11llI1l1II1lI1l1lIIIIlIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llI1I1lI1l1III1lI1II11l1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11lllIIIIll1I1lIIlIII1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1II1lll11llllI11Il1IlI11.innerHTML = "<P class=\"p131 ft9\">gäller utbildning</P>";
IIIIlIl1l1ll1lll1ll111III.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
lIlII1IIIIII1l1I111IllIll.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
IlI11l1IlIIlII1I1I1l1I1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111lII1IIlIllllllIl11I1I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
I1l1I1l11lllIII11I1lI1llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1III1Il1I1I11III1l1ll11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIlI1lII1ll111l1II1I1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lI1lll11II1lIIll1lIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lllI1IIlIlI1IIllII11I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllI1IlIII1II11lI11IIlIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlI11111lIlI11IIlI1l1l11.innerHTML = "<P class=\"p31 ft9\">3.</P>";
llIlIIlIIII1lIl111llI11I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllIII1I1IlIllIlIIll1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11l1Ill1I1lII1I1I1l1lll1.innerHTML = "<P class=\"p943 ft147\">0%</P>";
ll1l1l1I1Il1Ill11I11llIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill11I1l11llI1Il11IIIIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll11llI11I11l1l1II1lIl1.innerHTML = "<P class=\"p23 ft9\">256</P>";
II1IlIIlll1II1lI1I11l1II1.innerHTML = "<P class=\"p20 ft30\">Konsekvenser av tidsbegränsad sfi</P>";
llIIlI1II1I1llI11111l11II.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l1lIllIl1I11l1lIll1II1Ill.innerHTML = "<P class=\"p20 ft9\">enskildes</P>";
Il1l1IlIlll1l1lIl1Il1I11I.innerHTML = "<P class=\"p20 ft16\">lånade beloppet jämte ränta.</P>";
ll1lI1IIllIl1lIII11I1ll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1IllI1I1l1llIl1lI1l1ll.innerHTML = "<P class=\"p20 ft9\">het som</P>";
Ill1Il1Il1111IIl1ll1l111l.innerHTML = "<P class=\"p23 ft9\">93</P>";
l1lII1IIIIIIIII11lllIIIIl.innerHTML = "<P class=\"p23 ft16\">405</P>";
lIIIlll1II1llllIlI1lll1II.innerHTML = "<P class=\"p23 ft9\">159</P>";
II1I1lIlIlI1111IlIll1llIl.innerHTML = "<P class=\"p20 ft13\">Ord och begrepp ................................................................</P>";
III11I1llI1l1I1l1IIIII1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlII1l1lI1I11IIIII1IIIllI.innerHTML = "<P class=\"p33 ft9\">152</P>";
IllI1IIl1l1IIllll1I1III11.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
I1Il11l11II1IIIII11I1I1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIIlI11l11I1lI1ll1IlIll.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
l1l1ll1l11Il11I1IIIIll11I.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
l11I1Illl1l1lI11lIIlI1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lIIl1IIIII111IIl11l11I.innerHTML = "<P class=\"p20 ft24\"><SPAN class=\"ft9\">beloppet </SPAN>vid studier på minst 50</P>";
I1IIIlIlIIllllllllIIIlII1.innerHTML = "<P class=\"p34 ft9\">5.3.6</P>";
I1I1IlIIlI1IIllI1I11II111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1I1II1Ill1I1IIIl11I1l1.innerHTML = "<P class=\"p23 ft16\">403</P>";
lIIIl111III11l1llII1111I1.innerHTML = "<P class=\"p930 ft74\">100</P>";
l1l1l1llIIllIIIllll1l1I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lllIIll11Ill1lIll1l1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1IlI11llIIII1lIllI11lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIII1lI1l1IIIl11I1l1lIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1llIlIlll1l1lllI1lll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1llIIlIlIlIllIlllll11l.innerHTML = "<P class=\"p140 ft24\">Hemkommunen</P>";
lIII1llIII11II11Il1II1Ill.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIl11IlIIII1I1lIl1l1l1III.innerHTML = "<P class=\"p38 ft9\">12.2.7 Kostnadsutveckling med alternativa</P>";
l1l11lII11IlI11I1lII111I1.innerHTML = "<P class=\"p20 ft132\"> </P>";
l1IlI1IlIIlIIl1llI11lIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11llll1IIlI1l1I1l1llII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIIlI11l1Il1lII11IIIIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlI111l1I11ll1ll1I1IIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1lIIIII11II1ll1I1lI1l1.innerHTML = "<P class=\"p20 ft16\">7.2</P>";
IIII1I11Il1I1IIl11l11ll1I.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
lIIIlllIl1lIIllIlI1I1lII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1Illl11lIl1Illl11I11Ill.innerHTML = "<P class=\"p26 ft9\">8.4.7</P>";
lIlI1llllI1Illl1IlllIllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lI1llIIlI1I11Il111lII11.innerHTML = "<P class=\"p29 ft9\">7.3.2</P>";
IlllllllIIIlIII1IIIllll11.innerHTML = "<P class=\"p43 ft3\">Utvecklingsområden..............................................................</P>";
l11I1I1l1l11Il1Ill1lIIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11IlI111II11lI1l1l11l111.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IlIlllI111lllllIlI11Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIl1Il1l1111l1lIlIIIll11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IllI1IIIlII11l1111I1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lllllI1l1lIl1l1lllll1l.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
III11II1lI1lI1111l1l1IIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11llII11lII1l1lI1IIlI1I1.innerHTML = "<P class=\"p20 ft130\"> </P>";
II1I111IIlIllIIlIl1ll1lIl.innerHTML = "<P class=\"p943 ft147\">15%</P>";
llll1Illl1I1I11l11I11II1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1Ill1IllI1llII1lIIlIll.innerHTML = "<P class=\"p43 ft9\">10.3.2 Utredningens allmänna bedömning av förslaget</P>";
III1lI11Il1Illl11l1I1I11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il111lI111lI1lIIl1I111111.innerHTML = "<P class=\"p20 ft15\"> </P>";
llll1I111I1IlI1lII1l111ll.innerHTML = "<P class=\"p20 ft34\">deltar aktivt enligt fjärde stycket<SPAN class=\"ft16\">.</SPAN></P>";
IIlII111Il1I1lll11lll1lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111Ill11l11IIIIl1III1ll1.innerHTML = "<P class=\"p23 ft16\">393</P>";
I11l11llI1II1I11III1Ill1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIl1111Il11IlIl1I1llI11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIl1III111ll1lII11lI1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill111lIIl11Il111IIllIIII.innerHTML = "<P class=\"p23 ft9\">kommunal vuxenutbildning och</P>";
llllII1l11111Il1ll1Ill1II.innerHTML = "<P class=\"p23 ft9\">för varje vecka som den</P>";
lI1Il1lIllllI111Il1III1II.innerHTML = "<P class=\"p20 ft24\">minst 75 procent men mindre än</P>";
llI1l11l1lIIlIlIlIII1lllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllIIII1l1lII1I11II1llIlI.innerHTML = "<P class=\"p20 ft147\">Totalt (netto)</P>";
llIllllIll1111lI1ll1lI111.innerHTML = "<P class=\"p162 ft24\">nivå samt om de förbrukade</P>";
II1l11IlI1I11ll1111l1lIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11lIll1l1l1111lIll11I1l1.innerHTML = "<P class=\"p163 ft13\">5 kap.</P>";
lIlI11lIl1I1lI1I11I1lI1II.innerHTML = "<P class=\"p24 ft16\">organisering, styrning och uppföljning .....................</P>";
lIlll111lll1lllI11llll11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1IlI1ll1Ill1Il1I1I1111.innerHTML = "<P class=\"p23 ft9\">474</P>";
I11Il111II11l1IlIII1lIlIl.innerHTML = "<P class=\"p23 ft16\">417</P>";
lIl1l1I1l11ll1II1llllII1I.innerHTML = "<P class=\"p20 ft16\">eller</P>";
IllI1l1llI1llIlIIl1II11II.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlII1l1111IlllII1I1lllIIl.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
I11II1l1IlIII1IIIll11lIlI.innerHTML = "<P class=\"p27 ft3\">Nettoinkomst..............................................................</P>";
lllIIIll11lI111I1Il111IlI.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
lIII1l1II1IlIIIIlllIIIlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1II11I11lI11I1lIlIIlIII.innerHTML = "<P class=\"p27 ft114\">Tala</P>";
II1l1l11I1I1lIIl1l1I11l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IIIlI1l1l1IlIlIIIllI1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1IIl11II1ll1III11l1lI1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll111I1l1I1lI11lI11I1111I.innerHTML = "<P class=\"p182 ft9\">Centrala</P>";
II1I1Illll1I111Il1l1lll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11l11l1Ill111Il1IllIIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlllIIII111IllIlIl1lII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1I11l11I1l11Ill11llIIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlllII1lI111I111IlI1IllI.innerHTML = "<P class=\"p21 ft16\">beviljats</P>";
Ill1I1I11II1Ill1IIIlIIl11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IlllIIIIl11l1IIl1lll11I.innerHTML = "<P class=\"p26 ft14\">Krav på studieaktivitet eller närvaro ...........................</P>";
l1llII1lIIl1lI1II1Il1lIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII11lI1II11I1IlllI11I1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
III11IlII111Ill11lII11I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11Illl1II1IlIIIlI111111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lIIllII1I1lIll1IllllI1I.innerHTML = "<P class=\"p34 ft9\">5.2.1</P>";
ll1l1I1I11l1lI11lIlI1l1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1IIllllllllllIIIIIl11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1llllIl11lIlIlIllI11I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11I1IlIIlllIllllIl1lIIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
III11I1llI111l1ll11IlII11.innerHTML = "<P class=\"p20 ft21\">Förändringar för en utvecklad vuxenutbildning</P>";
IIl1l1IIllI11Il11I1I11l1l.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
Illl11l1IIllllIlIlll1111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1ll1Ill1l1IIllI1ll1III.innerHTML = "<P class=\"p20 ft9\">11.1</P>";
IIl1Ill1llll1Ill1I11IIlI1.innerHTML = "<P class=\"p20 ft21\">Sammanfattning</P>";
I11IIlIl1IlllI11II1lIll11.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
l1Ill1Ill1lIII1lI1lII11Il.innerHTML = "<P class=\"p27 ft16\">Antal veckor med studiemedel ..................................</P>";
lllI1l111IIl1111111llIlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIII1lI1IIIIIIlIllI11IlI.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
llIIlIlIII1l1II1I11l11lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIllIlII11I1ll1lIl11IlIlI.innerHTML = "<P class=\"p20 ft9\">finns synnerliga skäl.</P>";
IllIIIllI11I1lIlI111llll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1I11IIIl1lI1II1IIIIllll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1llI1lI1lllI11llIlIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIl1I1I11Il1Il111I111llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l11II11I1l11lIII11I1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1I11l1lllIl1lIIlIlIll1I.innerHTML = "<P class=\"p23 ft9\">360</P>";
lI1IIIlII1Il1I1IllllI1IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIIlII11II11III1111111.innerHTML = "<P class=\"p168 ft16\">anpassad studiegång enligt 3</P>";
lIllIIlIlllI1lIIl1I11l1ll.innerHTML = "<P class=\"p26 ft9\">5.5.5 Utredningens bedömning avseende högutbildade</P>";
l1Ill111Il1llll1l1IIll11I.innerHTML = "<P class=\"p146 ft34\">på</P>";
II11lllll11l111llIIIIIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1I1111IIIll1ll1I11lIl1I.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
lIl1Illlll11l11l11lIIlIII.innerHTML = "<P class=\"p23 ft13\">477</P>";
I1llllI1I11II1Il1llI1IIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1l1IIl1Il1llII111l11l1.innerHTML = "<P class=\"p20 ft9\">veckan,</P>";
llIIlI1lIIIIIIllI1l11I1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llI111IlIlII1IlllI1lIIll1.innerHTML = "<P class=\"p20 ft152\">Generellt bidrag</P>";
IlIllIlll1IIIl11lIl1ll1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11lI1lIlIIl1II1lIIllIIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIl1l1IllIIIIIl1I1IIII.innerHTML = "<P class=\"p146 ft9\">0,79 procent av prisbas-</P>";
IlIl1lIII11l11ll11Illl1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllII11lIllIlll11I111lIl.innerHTML = "<P class=\"p20 ft9\">låntagaren senare har</P>";
llIlI1II1l1Ill111IIlIl1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIIIlIll1lII1lII1I1lIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1l1lIII1lll1I1II1l11I11.innerHTML = "<P class=\"p31 ft9\">överklagandenämnd i fråga om</P>";
lI11l11l1l1Ill1IIIIll11lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lllllI1lllll111l11I1II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIl1l1l11lIIlIIl1IIIIll.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
l11IIllIII1111IlIIlII1III.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlIIllI1III11II1l1lII1I.innerHTML = "<P class=\"p23 ft9\">245</P>";
l1IllIlIlI111I1I1Ill11IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11l1l11Illl1llll111l1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIll1Il11IIlIllI11l1lIlII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1ll1IlllI1lI11lII11lllll.innerHTML = "<P class=\"p23 ft9\">53</P>";
l11llIIIII11ll11I1IlII111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIIlIIlIIIllll1I1Il1lIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1llII1I11I1I11ll111IlI.innerHTML = "<P class=\"p20 ft24\">utbildning får</P>";
I1111lIIII11IIIII11l1I11l.innerHTML = "<P class=\"p22 ft9\">Beslut av en rektor får</P>";
lI11llI1I1IlIllllII1IIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIllll11Il1llIl1llIlIl.innerHTML = "<P class=\"p21 ft16\">Nivågruppering efter bedömda förkunskaper ..........</P>";
llI1I1IlI1I1ll1IIIlIl1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1ll1II1l1l1l11llII11l1l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
III11ll1l111lIIIl1l1llllI.innerHTML = "<P class=\"p20 ft153\"> </P>";
lIIllIIlI1l1Il1lI111Illl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill111I1II1I1IIl1III1II1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII111ll1lII1I1llI1l1lIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llI1l11ll1lIIlll111I1l1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
lll11l1lIllI1Il11llIllll1.innerHTML = "<P class=\"p27 ft3\">Studietider och avbrott .................................................</P>";
lllI11II1Il11llIlllI11III.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1I1lIIllIIl111lIIlI1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1I1lIIIl11IllII1lI11ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11IIllllIII1II1l1lIIIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l1l1llll1II1IlIll1111l.innerHTML = "<P class=\"p33 ft9\">454</P>";
IIlI1lI11lIl1lII11l1l1IlI.innerHTML = "<P class=\"p33 ft9\">141</P>";
I1I1I11II11IIl11Ill1lI111.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11IlIllIIl1lIl1l1II1111.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
II111lIIIlII1I11IIIIlIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11II11Illl1I11Il1l1IIIl1.innerHTML = "<P class=\"p20 ft9\">5.1</P>";
lIlIllll11ll1II1I1111l1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IIlIIl1IIII11ll1l1Illl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill1l1lI1I1lII1Il1llI11l1.innerHTML = "<P class=\"p146 ft9\">10 §</P>";
l1I1l1llIIl11III1l1lIlI1l.innerHTML = "<P class=\"p29 ft16\">Statistik om komvux på grundläggande nivå ..........................</P>";
lIII1lI11I1l1lI1Ill1lII11.innerHTML = "<P class=\"p23 ft34\">större</P>";
I11I1llIIII11I11lIll1IIIl.innerHTML = "<P class=\"p162 ft30\">Bilaga 5</P>";
Il1IIlIIIIIllI11I1I1Il11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11lIl11IlI1lIl1I1IlIlII1.innerHTML = "<P class=\"p20 ft9\"><NOBR>första–<SPAN class=\"ft24\">femte</SPAN></NOBR><SPAN class=\"ft24\"> </SPAN>stycket, om det</P>";
I11l1IIlIl1lll1llI111lIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1I11lIIl1llI11I1II1Il1I.innerHTML = "<P class=\"p20 ft19\">på heltid under sammanlagt högst</P>";
I1II1Il1IllI11ll1l111IIII.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
lllI1ll11I11IlIlIIll11III.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1IIIl1lllIlII1I1III1Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11I1II1I1I1I1Ill11111l1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1lIIllIllIlIIIlll1lIlI.innerHTML = "<P class=\"p20 ft16\">2.4</P>";
IIll1IlIIllI11l1llll1III1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl1llI1I111l11lIllIII11.innerHTML = "<P class=\"p141 ft9\">uppgifter om</P>";
ll1I1l1IlIlI1I1l1ll11Il11.innerHTML = "<P class=\"p134 ft147\">0%</P>";
lI11lIIl1I11ll1I1lI1l1lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11lIlI1Il11lll1I1l11Illl.innerHTML = "<P class=\"p133 ft9\">utbildningsmål</P>";
III11lI11l1Il1Illl1Il11ll.innerHTML = "<P class=\"p38 ft9\">9.5.5 En samlad beskrivning av hanteringen av</P>";
IlIl1111llIIIlll1l11Il1Il.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
ll11lIlIIlIIIIl111IIl1IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIl111lIIlll1l11IIIIlI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111ll1111III1I11lIlIII11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11ll11l1I1111llIl11l1lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlIIIl1l1111Il1I1111lI1l.innerHTML = "<P class=\"p21 ft24\">En studerande som inte är att</P>";
IlIIlIll1111IIllII11II1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111l11IIII111Il1I1l11II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIII1l1llIlIII1II1lIlIl.innerHTML = "<P class=\"p23 ft9\">89</P>";
IIII111lllIl11l11lIlIlIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Illl1IIl1lIl1l1lIlI1l11Il.innerHTML = "<P class=\"p26 ft9\">6.1.2</P>";
IIIIIIII1I1l11llI11lI11l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIllI1I111lI1Illl1IlI11.innerHTML = "<P class=\"p20 ft21\">Sammanfattning</P>";
lI1Il111lIIIll1Il1Il11III.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11llllIlIlI11lIll1ll111I.innerHTML = "<P class=\"p23 ft9\">169</P>";
l11lIllIll1llIIIlIIllll1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1llI1l11l1l1lIlllIl111.innerHTML = "<P class=\"p33 ft9\">457</P>";
I1lIl1l11I11l111l1IIlIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1llIIl1Il111lIl11111lII.innerHTML = "<P class=\"p20 ft21\">Bilaga 1</P>";
III1ll1Illl11IIl1IlI1l11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIll11I1Il1lIl111l11IlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lll1I11I111l1llI1IlI1l.innerHTML = "<P class=\"p43 ft16\">12.1.3 Andra konsekvenser av utredningens förslag ...........</P>";
I1IlI1lI111lI11lIlIII1Ill.innerHTML = "<P class=\"p162 ft9\">3 §</P>";
II1lll1Ill1IlI1III1II1Ill.innerHTML = "<P class=\"p23 ft16\">2.3</P>";
lIl1lIIII1l11ll11IlI11Il1.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
IllII1lIllIlIIl1ll1IIllIl.innerHTML = "<P class=\"p182 ft9\">Studiemedel får inte lämnas för mer än heltidsstudier.</P>";
lII1IlI1Il1lI1lIIlIIIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1llII1l1IIIl111lI1llI1l.innerHTML = "<P class=\"p21 ft9\">I vägledningen ska det ingå</P>";
I1l1l11lI11lIIIl1lllll1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI111Ill1IIIlIIll11llI11.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
l1llI1l11IlIllIIl1l1IIIl1.innerHTML = "<P class=\"p27 ft3\">betygssättning ...............................................................</P>";
IIII1llIIIl1lIIIl11l1Ill1.innerHTML = "<P class=\"p20 ft9\">ska utarbetas i samverkan med</P>";
l1III1Il1lIl11l1Il1ll11I1.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
lI11lIl1llIIIll1l1Il11I1I.innerHTML = "<P class=\"p23 ft9\">211</P>";
llIl1I11I1IIlll111Il1IIlI.innerHTML = "<P class=\"p146 ft16\">och</P>";
I11I1lI11lII111lllll1ll1l.innerHTML = "<P class=\"p20 ft21\">Bilaga 1</P>";
lII111IlI1Il1II11l1I111I1.innerHTML = "<P class=\"p1055 ft147\">stud > 24 år</P>";
lll1l1lII1I1111l1IIIl1ll1.innerHTML = "<P class=\"p26 ft3\">Studie- och yrkesvägledning..................................................</P>";
Il11lIl111IlIl111ll1IIl1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1llllll11I11lIllI1l1I1lI.innerHTML = "<P class=\"p23 ft3\">måluppfyllelse..............................................................</P>";
IlIII11I1l1lIIl1IIIl1Ill1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlllIl1lII1l11Il1IlIIIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lI1lIII111IIIlI111l1ll.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
I11lII1lII1lI111llllIlllI.innerHTML = "<P class=\"p162 ft34\">nummer, antalet tilldelade veckor</P>";
l11I1l111lI1l1l1lI1I1llIl.innerHTML = "<P class=\"p20 ft9\">ett belopp som för varje vecka</P>";
I111I1l1Il1I1lI1l1llI1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IIIIlIlllI11lIlIlIII1l.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
lIIl11IIl1lIIll11ll1l1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II1I1l1lIllI1l11IlII1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI111l1I11I1l1I1I111Illl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1I11ll1II1IlIlIll1lI1I.innerHTML = "<P class=\"p21 ft13\">13</P>";
II1l1IllI11lIll111l111lll.innerHTML = "<P class=\"p21 ft16\">Kontinuerlig antagning...............................................</P>";
llll1IlI1111I1I111llIll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIIllI1lI1lIlII11lIll1I.innerHTML = "<P class=\"p20 ft16\">planerad omfattning av studierna.</P>";
llIllll1Il1l1lI1II1l11llI.innerHTML = "<P class=\"p20 ft21\">Innehåll</P>";
Ill1Il11Il11ll11II111l11I.innerHTML = "<P class=\"p21 ft16\">och</P>";
ll11IlI1IlI1l11l1lIl1IIl1.innerHTML = "<P class=\"p23 ft34\">direktåtkomst får</P>";
l1I1111l11lll11lIll1l1Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I11lIlI1ll111I1IllIIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIIIlIIIl1Il11Ill111l1I.innerHTML = "<P class=\"p43 ft3\">En sammanhållen studiefinansiering ....................................</P>";
ll11I11II11llI1lI111IIl1l.innerHTML = "<P class=\"p23 ft44\">studiestödsnämndens</P>";
l1Ill1111II1I1I1l11lllIlI.innerHTML = "<P class=\"p20 ft41\">41– 80</P>";
I11Ill1I11l1l11l111Illll1.innerHTML = "<P class=\"p20 ft9\">information om möjligheter till</P>";
Il1llIl1lIII1I1ll111l11ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11I1I11l111llIlIllII1lll.innerHTML = "<P class=\"p20 ft9\">Planen ska upprättas i nära</P>";
llI1l1II1ll1III1IIllllIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il11l111Ill11IIllllI1l1l1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
I1IIIIIl1IllIII11lIlI11II.innerHTML = "<P class=\"p26 ft9\">5.5.1</P>";
I111llIlI1111ll11IIIlIIlI.innerHTML = "<P class=\"p182 ft9\">Avskrivning</P>";
IIl11l1lllIIl11I1IIIIIIl1.innerHTML = "<P class=\"p23 ft24\">nivå får studiemedel lämnas i</P>";
lI1ll1l1l111I1ll1IIIlIllI.innerHTML = "<P class=\"p20 ft24\">individuell</P>";
I11ll11I1IlIIl11I1lIlII1l.innerHTML = "<P class=\"p923 ft146\">10000</P>";
lllIlll11l11111lIII1II11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIl1II1lIllI1IllIllll1l.innerHTML = "<P class=\"p23 ft9\">83</P>";
III1l1I1l1lIlllIll111l11l.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
lIlIl1l1111IIII1lllIlIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1llIIl1llI111l1ll1l1III.innerHTML = "<P class=\"p175 ft24\">Kommunen</P>";
I1IIl1lllIl1I1ll111l1llll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1ll1lIIlI11lllIlll1I111.innerHTML = "<P class=\"p20 ft30\">Referenser</P>";
lllI111I11I1lI1IIl1lIIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11Il1IlI1llIIIlI1111I1Il.innerHTML = "<P class=\"p216 ft9\">kommunal</P>";
II111I1l11IIlIIllllIllI1l.innerHTML = "<P class=\"p20 ft9\">hetsträning</P>";
IIl1lI1IlIlI1IIl1lI111lI1.innerHTML = "<P class=\"p20 ft34\">eller</P>";
l1I11lIl1Il1lIllll1IIl11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIIlI11II11Il11IIll1ll1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1I1l1llIlI1l1II1II1lIl.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lIIII1lllIlIl1Il1lllI1l1I.innerHTML = "<P class=\"p20 ft24\">utbildningsbehov</P>";
ll1l1Il1I1Illl1IIlI1Il1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1llll1lI1l1IIIl1Illlll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il111lII1IIlI1llIllI111Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il111lIllIll1ll11l11I11l1.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
Il111lIlIl1lIl1l1III1lIII.innerHTML = "<P class=\"p23 ft37\">För varje kurs <SPAN class=\"ft38\">och nationellt</SPAN></P>";
II1111l1l1lIIlI111lIl1lIl.innerHTML = "<P class=\"p20 ft131\"> </P>";
IIl1lI1l1I1l1lll11Illl1Il.innerHTML = "<P class=\"p23 ft147\">2007</P>";
lI1I1I1Il1lIl11111llllIll.innerHTML = "<P class=\"p182 ft9\">Om</P>";
llI1lll1lllI1l1I11IIll1ll.innerHTML = "<P class=\"p23 ft147\">80%</P>";
lIIIIl1l11llIIlI1llllll1l.innerHTML = "<P class=\"p23 ft9\">51</P>";
Ill1lIlI11I1II11Il1lI11II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1I1lllIlI1IIII1111lIlll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1II11111III1l1IlIlIlIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIlIlIlI1I1lll1lll1I1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Illl11IlllI1lI1lIIlll1l1I.innerHTML = "<P class=\"p143 ft9\">får</P>";
llIl111II1lllI1lI1ll11I11.innerHTML = "<P class=\"p182 ft9\">Avskrivning</P>";
llll11IIl1IlI11ll1lIl1111.innerHTML = "<P class=\"p20 ft9\">veckan,</P>";
I11lllII111IIIIIII11ll11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIlllI1IllIIl1l1Il11l11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1lllIlI1llI1IlII1II1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIll1I111lIIlII111lII1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lllII1I1III11l111lllll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIllIl1l1IlIl1llIlll1Illl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llI11lIl1lIIll1I1111I1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lIIIlIIIIlIlII1111l1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lI1llll11llll1llIlIIIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1lIIlI111lIlI1l11II1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1l1l1lII1l11IIll1l1IlI.innerHTML = "<P class=\"p23 ft9\">275</P>";
llIl11l1l11l1lIlIII1llIIl.innerHTML = "<P class=\"p146 ft19\">första</P>";
Il111llIIllll1IIIlIIIII1l.innerHTML = "<P class=\"p20 ft13\">6</P>";
I1llIIlllIllll1IlIIII11ll.innerHTML = "<P class=\"p20 ft24\">som deltar i utbildning enligt</P>";
l1IlIl1I1Ill1I1I11llIIIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1111IIIl1IlIII1l1II1ll1I.innerHTML = "<P class=\"p20 ft13\">7</P>";
I11l111lI1l1l1IlIIlIl11II.innerHTML = "<P class=\"p21 ft3\">Delkurser.....................................................................</P>";
lllI1l1llIlI1IIII1lII1l11.innerHTML = "<P class=\"p23 ft16\">403</P>";
I1I1II1Illl1l1IlIIllIl111.innerHTML = "<P class=\"p162 ft34\">studievägledning hos kommunen</P>";
III111l1lIIlIlI1I111lI111.innerHTML = "<P class=\"p146 ft16\">bestämmer</P>";
IlIlllI1IlIIIl1IlIIIIlIll.innerHTML = "<P class=\"p43 ft19\">10.3.1 Två års hinder mot studiemedel för svenska som</P>";
l1111lIIIIlIlI1l11lIIIIII.innerHTML = "<P class=\"p27 ft3\">Skolverket ......................................................................</P>";
IIl1lIlI11I1lII111IlIll11.innerHTML = "<P class=\"p20 ft16\">på annan nivå än forskarnivå kan</P>";
l1111l1l1IlI1lI11l1l1Il11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1lI1IIl1Il1IIIIII1111I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIl11l111lIlllIII1l1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1111ll111lIll1l1l1IlllIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l1111l1lIllIlIll11lIIIl.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
llI1III11lll1lI11llIll1lI.innerHTML = "<P class=\"p20 ft9\">regeringen</P>";
ll11llllllll1I11Ill1II1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll111111IlI1lIlIllIlIll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Illl11l1111l1Il1llIlI1IIl.innerHTML = "<P class=\"p156 ft24\"><SPAN class=\"ft9\">2. </SPAN>3,80 procent av prisbas-</P>";
lll1IIIIIIllIlIlII111l111.innerHTML = "<P class=\"p21 ft3\">Elevers rätt till stöd ....................................................</P>";
l1l1ll1II1llIl111lI11l1II.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
I1I1IlI11IIl1l11II11llllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1l1II11IIlI1lIl1lllII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1l1111lIll1llI1lIIIl1ll.innerHTML = "<P class=\"p162 ft9\">föreskrifter</P>";
l1I111lllllllIl1I1IlII1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIllIll1III11ll11lll1111I.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
Il1l1Il1IlIIll1IIllIIl11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlll1Illl1lIllIIlll1III1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1l1lI111I1lII11Il1Il111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1lI1II1lIll1llllIIlIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11II1ll1Illll1l1IIIllIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllIlIllII1I11IIl11lI1l1l.innerHTML = "<P class=\"p20 ft9\">högskoleexamen och som lån-</P>";
Il1IllI1IlIl11IlI1lIIl111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIlIll1III11ll1I111III1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllIII111llIlI1IIllIl1ll.innerHTML = "<P class=\"p20 ft41\">Gymnasienivå</P>";
lII1ll1111lllll1lI1Illlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIII111I1l1II1IIIIIlI1I1.innerHTML = "<P class=\"p23 ft9\">100</P>";
l1IlIlI1l1lII1IlIllIlIlIl.innerHTML = "<P class=\"p27 ft16\">Räckvidd för utredningens förslag ............................</P>";
Ill1l1I1IlI11lI11l1lI1ll1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l1l1Il1lI1IIllllI1llIIllI.innerHTML = "<P class=\"p20 ft16\">utbildningen inte pågår hela den</P>";
I1l11lIl1lIIIlIlI1Il1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IIIl11l1lIIllI1111Il1l1.innerHTML = "<P class=\"p162 ft24\">skall</P>";
IllIllIl11lI1ll1Il111Illl.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
II1lI11l1Il11I11lI111llIl.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
I11IllIl1IIIIII1IIIIIlI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlIIlIIll1lI1IIIlI1lllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11Ill1lI1llIl1IIl1l1I1I.innerHTML = "<P class=\"p923 ft146\">15000</P>";
lI1lllIlI1l111III1ll1II1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IlI11IlI11l1IIll1IlI1l.innerHTML = "<P class=\"p33 ft9\">136</P>";
III1lI1IlI1IIIllII11IIlII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlI111l111l11I1l1l1lI1ll.innerHTML = "<P class=\"p20 ft39\">prisbasbeloppet</P>";
l1llIlII111ll1I11I1IllIlI.innerHTML = "<P class=\"p20 ft30\">Förändringar för en utvecklad vuxenutbildning</P>";
l1l1IllIl1II11IllIIl1lI1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11llIlIIIlII11IIIlIlIIII.innerHTML = "<P class=\"p20 ft21\">Författningsförslag</P>";
lIIlIlIllIIIlI1IlIIll1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllIIlIl1ll1I1IlIll1llII.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
lI1III1I111lI1Il1I11l1111.innerHTML = "<P class=\"p20 ft9\">12.2</P>";
I1IIl1lII1IIl1l111I1I11lI.innerHTML = "<P class=\"p27 ft3\">Tillsyn och granskning .................................................</P>";
ll11II11I111llIlI1I1l1llI.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
Ill1IlI1IIl11IlI1IlllIII1.innerHTML = "<P class=\"p23 ft24\">ansvarar för</P>";
IlI1llIIll1III1II1IllIlI1.innerHTML = "<P class=\"p20 ft34\">föreskrifter</P>";
Il1Il1IlII1IIIIl11l11111I.innerHTML = "<P class=\"p146 ft37\">Den som är bosatt i landet och</P>";
lI1llIl11lII1I1l1111I1IlI.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
Il1l1Illl1llI1II11l1l111l.innerHTML = "<P class=\"p161 ft16\">regeringen</P>";
IIlIl1111llI1lIlI111I111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1I1Illll1I1IIIl1IIl111.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1III11lI1lll11I11II11l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1llll11I1lll1llII1IIIlI.innerHTML = "<P class=\"p23 ft9\">lagt högst <SPAN class=\"ft24\">50 </SPAN>veckor<SPAN class=\"ft24\">. Till</SPAN></P>";
IIlll11lI11I111IllII11111.innerHTML = "<P class=\"p20 ft129\"> </P>";
l1lI1Il1I1111l1lI1l111lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1l1ll1I1IIlI1I1I1Il1lll.innerHTML = "<P class=\"p190 ft24\">2,54</P>";
lI1I1lI1lI111IIII1II1IIl1.innerHTML = "<P class=\"p33 ft9\">465</P>";
lIIlIlII1l111llIIl11lII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1I11lII1lll1llI11IIlII.innerHTML = "<P class=\"p38 ft9\">9.4.1 Fördelar – aktiva studier är en förutsättning för</P>";
I1lll1I1I111I1lIl11Ill1Il.innerHTML = "<P class=\"p21 ft9\">hel</P>";
ll1lIllllIl11111IIl11I1I1.innerHTML = "<P class=\"p23 ft9\">100</P>";
lll111lI11I1III1IllllII1I.innerHTML = "<P class=\"p38 ft9\">9.3.2 En tydligare koppling mellan studieaktivitet och</P>";
IIIII1I1l111l11Ill1I11l1l.innerHTML = "<P class=\"p20 ft9\">jämte ränta som avser det första</P>";
l1I1IlIII1I11l1lI1lllIIl1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIIll111IlIIllI1lI1I11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il111II1II1III1llIllII1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1l111l11Il1ll1l1IllI1l.innerHTML = "<P class=\"p21 ft9\">Regeringen eller den myndig-</P>";
Illl111llllI11lIll11I1I1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1Il1lIIl1IIIIll11lIIIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1II1II11l1IIl11I1lll11lI.innerHTML = "<P class=\"p182 ft9\">1. 1,59 procent av prisbas-</P>";
I111lIII11llII11IlI1l1lI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIIllII1lll1ll1lI1I1IIll.innerHTML = "<P class=\"p23 ft9\">157</P>";
lll1I1Il1Il11II1IlIIllIl1.innerHTML = "<P class=\"p20 ft16\">dock inte genomgå prövning i en</P>";
IIlIIII1ll1lIl1l1111I1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1llI11I1l1lII1ll1IlllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11III1ll1ll1II1Il11IlllI.innerHTML = "<P class=\"p20 ft19\">sjättedel av det lånade beloppet</P>";
lll1IlllIIl1IIl11l111II11.innerHTML = "<P class=\"p23 ft16\">grundläggande</P>";
ll11lI1lIlIllllIlI1l1I1Il.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
Ill1IIIIl11lll1I1I11I11I1.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
lllIll1lII1ll1I1II1IIl1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llII11Ill11IIl1I1Illll111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1III11l111lIII1I111II11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIlllIIll1IllIl1I11lIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1llll11II1IIlIIlI1I1IIl.innerHTML = "<P class=\"p20 ft16\">5.5</P>";
IIIllI11I111IIl1l111lII1I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
III1l11111IlII1ll1lIlIIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1llllIl1lIIl1Ill1ll11ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIlllI1lIIIIlll1l1I1II1l.innerHTML = "<P class=\"p29 ft9\">6.3.2 Tillgång till valideringsinsatser för</P>";
lll1I1I11lIlIl1lllllIlII1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
lII1I1l11IIIl1IIll1ll1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1ll11l1IIl1llllII11lI11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIl1lII1IIlI11IIlI1l1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11I111I1lIll1llIll11III.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIl11ll1lllIIl1IIIIl11l1.innerHTML = "<P class=\"p21 ft9\">med</P>";
llllIl1l1llllIlIlll1Il111.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
l1IlIl11l1I1l11IIIlIll1l1.innerHTML = "<P class=\"p20 ft9\"><NOBR>första–<SPAN class=\"ft24\">fjärde</SPAN></NOBR><SPAN class=\"ft24\"> </SPAN>stycket, om det</P>";
ll1lIll11Il1I1IIl1ll1lll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIII111lIlIII1Ill11Il1l.innerHTML = "<P class=\"p20 ft16\">8.1</P>";
lIIllIIIl1Il11IIlIl1llII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11I1lIlIII1l1111I1II1I11.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
III11lllI11l11ll1l11I1Il1.innerHTML = "<P class=\"p20 ft9\">första stycket. I sådant fall får en</P>";
IIIIl1l1ll1II1ll111lIl11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lI1ll11ll1lll1I1l1111lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
III111I1IIl1I1I11Il1l1ll1.innerHTML = "<P class=\"p20 ft9\">första och den sista kalender-</P>";
IIl11IlI111lIlIlIlI1Il1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1lIlIIlIIIllIlI11l1I1l.innerHTML = "<P class=\"p23 ft9\">71</P>";
l1Il1Ill1I1lIIll1llI1lllI.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
l11llI1l11lIIlllllI1llllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l111IIIll111IIIIl1I1lllll.innerHTML = "<P class=\"p23 ft9\">275</P>";
IlI1l11lll1111l1ll1l1l1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1IlI1I1111IlIllIIl1l1lI.innerHTML = "<P class=\"p27 ft9\">om</P>";
lllIll1Illl1lI11II11lIlIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIIIll1I1lll11lIlIl11lII.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
llI1IIII11II11IlIl1l11II1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Il1lll1I1lllII1I1lII1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1IIl111llI111lI1II11lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll11111Illlll111I111l1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIll1I11Il1lI11I1I11IIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI111I1II1ll1111l11I11111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1l1IIl1Il1lI1Il11ll1Ill.innerHTML = "<P class=\"p23 ft9\">på gymnasial</P>";
I11l1I111IlII1l1lIl111Il1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l111I1l1IllII1l11lIIlIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
III11II1II1IIlI1Il1lIl1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllII1II1lIIIII1lIIIl111l.innerHTML = "<P class=\"p20 ft131\"> </P>";
I11IIIll11l11lll111I11lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIllllll1lII1lI11l1I1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIl1l1I11I1111Ill11IlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1I1lI111l1II1lll1Illll.innerHTML = "<P class=\"p20 ft15\"> </P>";
llII1llIl1IIll111llI1III1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1I1lIIlI1IlI1IIIIIlllI1.innerHTML = "<P class=\"p34 ft9\">5.3.10</P>";
l1llllIlIlIII1lII11IIl111.innerHTML = "<P class=\"p23 ft16\">studier på heltid under samman-</P>";
I1II1lIl1IlI1IlllII1Il1lI.innerHTML = "<P class=\"p34 ft9\">8.2.3 Undersökningar om utfallet av ekonomiska</P>";
I1lI1I1II1l1IIIIl111l1lII.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
lIlIII11IlIlllll1IlIIII1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1I11l1l1lll11l11Ill1IlI.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
IIl1llIIII11IlII1llIll1ll.innerHTML = "<P class=\"p137 ft42\">Studieaktivitet</P>";
I1Il1Il1IIlIl1lI1IIIIIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIlIlllIl11llIl1l1Il1lII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lllllII11Il111I11I11l11.innerHTML = "<P class=\"p185 ft9\">skrivning</P>";
lIlIllIIIIIIIIlI11l1l1l1I.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
I11ll1lll1l1ll11lllI1Il11.innerHTML = "<P class=\"p20 ft9\">lånet skrivas av för varje 60</P>";
I1IlIl1l111I11lllll11lIll.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
Il111IlI1ll11III11lIII1l1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
I111Ill1Illl11I111l1IIIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1I11ll1llI1I1l1IlllI1Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IlII1IllIIlllI1III1l1Il.innerHTML = "<P class=\"p26 ft9\">8.4.9</P>";
IllIlI11I1ll1lIll11llIIlI.innerHTML = "<P class=\"p20 ft9\">10.3</P>";
lII1ll11llII1I1111I1l111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11Ill1lII11I1ll1I1lIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lIlllIlIIIllIl1Il1llll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIlIl1l11IIIlIl1IlIllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11lI1lll111l1IIlIIIllllI.innerHTML = "<P class=\"p20 ft34\">ansvarar för att planen revideras.</P>";
I1I1ll111llI1lI1IlII1lll1.innerHTML = "<P class=\"p21 ft9\">satsningar och utvärderingar ......................................</P>";
l1IIl1llIlI1lll1IlII11l1l.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
lII1llI1111IIlIIIl1I1lIIl.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l1l11I11Il1lIlI11I111II1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIlIllIlIIlI11Il1lIIl1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1Il1l1lIIlllII1I1III111.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll111l1Ill1Ill1l1lI11II1I.innerHTML = "<P class=\"p20 ft24\">75 procent av heltid.</P>";
l1I1Ill1I111I1lI1l1111l1I.innerHTML = "<P class=\"p26 ft9\">6.1.1</P>";
I1I111l1I1I11I1I11ll1lI11.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
l1I1II1l11ll1I1Il11lIIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lllIlI1I1I1l1II1lII11l1.innerHTML = "<P class=\"p23 ft24\"><SPAN class=\"ft9\">beloppet </SPAN>till en studerande i en</P>";
Il1IlIll1l1lll111lll1lIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11I1ll111II1ll1IlI11lIl.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
I1IlIIIll1l1I1ll1IlII1l1l.innerHTML = "<P class=\"p31 ft3\">delkurs</P>";
ll1Ill1l11I1IlI111I1I1lI1.innerHTML = "<P class=\"p43 ft16\">Betygsskala inom komvux på grundläggande nivå och sfi...</P>";
llIII1lll1Ill11llI1IllI1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1ll1l1l1III1III1Il1l1Il.innerHTML = "<P class=\"p20 ft9\">12.1</P>";
IlIllI1I1Il1IlIllIllI1l1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11IIl1111l1llIIIlIIlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l111lllI1l1l111ll1lIlII11.innerHTML = "<P class=\"p33 ft9\">312</P>";
ll111ll1llII1lII1l11I1lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIllIlIII11llI11lII11l1lI.innerHTML = "<P class=\"p20 ft130\"> </P>";
ll1l1llIII1Il11III111ll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lI1lIlII1I1l1lIlll1I1lI.innerHTML = "<P class=\"p20 ft16\">jämte ränta som avser det första</P>";
II1Ill1II1I1Il1I1l11lI1lI.innerHTML = "<P class=\"p20 ft16\">3.1</P>";
I1II1III1lllI1l11lIIl1lI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il111l1lIlI111ll11IIlIlII.innerHTML = "<P class=\"p168 ft9\">uppgår</P>";
ll1lI11I111I1lllIlI1IllIl.innerHTML = "<P class=\"p22 ft3\">Utredningens uppdrag.............................................................</P>";
IIl1I11llIIlIIII1111IlllI.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
llI1IlI11l1IlI1I11l1Ill1l.innerHTML = "<P class=\"p20 ft19\">utarbetandet erbjudas studie- och</P>";
IIl1I11111II11I11l1IIlIl1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
ll1l111IIllIIl1lIll11IIIl.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
l1lIl1I1l111ll1I1l11I1lI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1111111l1Il11IlI11lI1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIllIl1llIIlll1lIIl11Il11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11l1I11I1II1I1l1ll11ll11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIl1l1IIl11ll11I1lII11ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l11l11lIl11IIllII1lIII1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
I111IllIllI1Il1l1lIIl111I.innerHTML = "<P class=\"p31 ft16\">4.2.2 Problem och behov på den kommunala nivån ..........</P>";
Il1I11IlllIl1I11l1lllll1I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l11l1I1Ill1Il1l1lIl1l1ll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIllII1l1Illll11lIlII11l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1111lIl111llIllll1lI1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IIIIII1ll11ll111IIll1l.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
l1lIlIlIIl1l1ll11IIl1llI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1111lllIIl111ll111IllI1.innerHTML = "<P class=\"p805 ft3\">För arbetsmarknaden inför</P>";
llI111IlllIIl1111I1IIIII1.innerHTML = "<P class=\"p20 ft9\">som är elev i gymnasieskolan får</P>";
Il11lIlIIIIII1lIIIlI11lII.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
l1II1IlIlIIIIlI11I1l1I1II.innerHTML = "<P class=\"p21 ft24\">att det upprättas en individuell</P>";
Ill1111lIl1l1lIllI1I1I11I.innerHTML = "<P class=\"p20 ft9\">studerande som behöver färdig-</P>";
l11IlI1l111lIII1IlI1lIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1II1lI1ll1lIIlI1I11lII.innerHTML = "<P class=\"p156 ft39\">För varje elev ska det finnas en</P>";
II1IIl111Ill11IIIlIIllIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IlllllI1IIIIlll111l1I1I.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
Illl1lI11I1lI1I111llIl11l.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
IIIIlll1Il1lIIlIIIllII1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11IlI11IllIl1Il1llIIl1l1.innerHTML = "<P class=\"p31 ft3\">delkurs</P>";
IIIll1lIIll1Il1111Ill1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIllIlllI1I1l1I11IIl1I.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
Ill1Ill1lI1lI1l1I1IIlI111.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
l1Il1llIllllIl1III1lIl1l1.innerHTML = "<P class=\"p20 ft30\">Konsekvenser av tidsbegränsad sfi</P>";
IlIlllllII1II1IIllII1I11I.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
I1I1IIl111I11l1IlI11IlIll.innerHTML = "<P class=\"p23 ft21\">Innehåll</P>";
lIllllI1I111IlIllI1lIll1l.innerHTML = "<P class=\"p162 ft34\">personnummer,</P>";
llI1IlIlll1ll1I1Il1I1I1II.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
l1I1llIIlIIllll1I1Il1llII.innerHTML = "<P class=\"p23 ft9\">48</P>";
lIlII11IlIII11I11I1II11ll.innerHTML = "<P class=\"p20 ft9\">vill ha betyg från kommunal</P>";
lllll1Il1llI1IIIlIlI1Il1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1ll1I11lI1lllI1l1lIl11.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
l11IIIIIIIl111llI1Il111ll.innerHTML = "<P class=\"p139 ft9\">16 §</P>";
IllIIIlIII1III1l11lIIIlIl.innerHTML = "<P class=\"p29 ft16\">En förbisedd men viktig del av vuxenutbildningen................</P>";
II1l11ll11IllIIl11l111IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII111I11lI1IIl1lIllllI1l.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
lIIllIII1IlI1lI11I1llIll1.innerHTML = "<P class=\"p20 ft9\">räkning</P>";
ll1I1IIllI11lll1II11lllI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1Il11l1III1Il1I1l1lll1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllI111IlIlI1lIII1111IIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI111l1I1l1l1llllIlIlI1l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll1I1lII1l11Ill111IlIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1lI1lll11l11l11l11l111.innerHTML = "<P class=\"p20 ft9\">studielån för studier i sådan</P>";
II111Illll11I1III11l11llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1IIlllIlIIl111IlIlllIlI1.innerHTML = "<P class=\"p33 ft9\">439</P>";
lI111I11lIlll11IlI11Ill11.innerHTML = "<P class=\"p27 ft3\">vuxenutbildningen ......................................................</P>";
I11ll1II11Ill1I1l1lIl1IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1l1ll1II11I1lII1l1ll111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1llllI1IIlI1I1l1IIlI1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lI1II1l111l11lII1IIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1IIIII1I1I1llI11Ill11l.innerHTML = "<P class=\"p20 ft19\">närmare</P>";
IIIll11l1IIlI11l11IlIlI1l.innerHTML = "<P class=\"p23 ft9\">242</P>";
Illl1I11IllIlIIlI11IIlll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lI1l1IIIIII1111111ll1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII1l111IlIll1lII11ll11II.innerHTML = "<P class=\"p23 ft9\">9.2.4 Utbildningsanordnarnas åtgärder vid inaktivitet ......</P>";
ll11I1l111111ll1Il1llIIlI.innerHTML = "<P class=\"p41 ft9\">9.5 Ett krav på aktivt deltagande som kopplas till</P>";
I1lll1ll1lll1l1lIII11lI1l.innerHTML = "<P class=\"p20 ft9\">lämnas under högst 80 veckor.</P>";
lllIIl1I1III1IIlI111III1l.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
I1I11IIllIlIl1II1IlIII1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII1111IIl11l1l1l111I1lI1.innerHTML = "<P class=\"p20 ft9\">veckan</P>";
llIl1Il11Il1IIIlll1IIIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11l1lIl111lIIIllIl1IlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIIlIII1IIIl11IIlII1I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1lllI1I1lIlIIlIIl11I111.innerHTML = "<P class=\"p21 ft16\">den</P>";
lI11l111lII1II1Ill1111lII.innerHTML = "<P class=\"p20 ft30\">Konsekvenser av tidsbegränsad sfi</P>";
Il1l1l1IlIl11l1I1llll1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1llII1I1l1l1l1Il11llII.innerHTML = "<P class=\"p23 ft9\">61</P>";
IIIIllll11lI1II1Ill11ll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllII11IlI11IlIlI111l1IIl.innerHTML = "<P class=\"p23 ft9\">110</P>";
ll1III1Il111II11IlI1IIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11llIII111Illll1lI11llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1lI1l1III1ll1II11IIIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IIl1llIl1II11llII1111II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111lI11ll1Ill1l1l111lI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1l11llIlII1Il1I1111lI1.innerHTML = "<P class=\"p29 ft14\">Den ekonomiska situationen för studerande i komvux ...</P>";
lII1IlI1l1lIlIIl11IIl1I1I.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
IlIl111I1I111llll1IIl1IIl.innerHTML = "<P class=\"p23 ft9\">55</P>";
I1I11I1Illl111l11lI11I1ll.innerHTML = "<P class=\"p146 ft16\">studiestödsnämnden</P>";
Illl1IIIIIII1Il1IllIl1I1I.innerHTML = "<P class=\"p22 ft9\">utbildningsmål</P>";
II1lIIIIlIIl1Ill1lI1lI1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIl1l111llIIll11IlllI1l.innerHTML = "<P class=\"p33 ft9\">445</P>";
IlIlIIl11IIlIIll11I1IlIl1.innerHTML = "<P class=\"p33 ft9\">431</P>";
IIlIIlIIIII1l111IIl1I1lIl.innerHTML = "<P class=\"p29 ft9\">2.4.2</P>";
I11llllIllI111I1I1llIl1II.innerHTML = "<P class=\"p23 ft24\">för</P>";
I11lllI1IlIllIlIl11II1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1Illl1I11lIIllIII1IlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IIIll111Ill1IIlll1IllIl.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
ll1111III11ll1llllllll1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI111lIlIl1111lIlIlIIlI1l.innerHTML = "<P class=\"p27 ft3\">nivå .................................................................................</P>";
llll1IlII11I1l1III1IIlIII.innerHTML = "<P class=\"p20 ft9\">får</P>";
I111lI1IIlI111llllllIl1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl11lllI1lllIIl1ll11I11I.innerHTML = "<P class=\"p21 ft16\">den</P>";
ll1I1IlI1IIl1IIlIIIIlIlII.innerHTML = "<P class=\"p20 ft16\">utbildning som avses i 3 kap. 2 §</P>";
lIllII1l11II1IllIIIlI1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llIII1ll1IIl11Ill11ll1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1I1llll1I1lIl1I11I1Illl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIll1l1lIIl1lI1IlIIllIIl.innerHTML = "<P class=\"p26 ft9\">5.5.2 Varför andelen med hög tidigare utbildning kan</P>";
lII1111Il111llII1llIl1IIl.innerHTML = "<P class=\"p20 ft30\">Konsekvenser av tidsbegränsad sfi</P>";
II1ll1ll1l111II1lIIIllI1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI111l1I111lIIIIIIIlIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIIll11I1IIIIllI11l11lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lI111I11I1lIIIlIlll111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lllIIlI1l1IlI1llII11ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll11IlIlI11II1lll111I1I1.innerHTML = "<P class=\"p27 ft3\">Läroplan Lvux12 ...........................................................</P>";
IIlIIIll1II1I1111I1I1111I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il11IIIII1IlIl1111ll1lll1.innerHTML = "<P class=\"p20 ft44\">anse som aktivt deltagande enligt 20</P>";
Il1llI1lIIll11I1l1I1l1lIl.innerHTML = "<P class=\"p21 ft16\">8.3 Problem inom dagens studiemedelssystem ..........................</P>";
IllIllllllIl1I1II1111I1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1Il1l11111l1111l11l1lIl1.innerHTML = "<P class=\"p131 ft9\">finnas en ämnesplan när det</P>";
lI11IIllIl1I1111IlIl1I1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlI11l1I1Il1IIIIlllIll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1I1I111llIl1l1IIll11lII.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IIlI1ll1I11IllIIIl11lI1I1.innerHTML = "<P class=\"p20 ft9\">studiemedel utgör</P>";
IIl1lIl1lIll111IIlII1lI11.innerHTML = "<P class=\"p20 ft9\">som den studerande har rätt till</P>";
l11I1l11I11lII11I1I1l1IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
llllIlIIIIl1llIl1l1II1I1l.innerHTML = "<P class=\"p943 ft147\">45%</P>";
I1l1II11I11I1I1l1IIll1IlI.innerHTML = "<P class=\"p38 ft9\">12.2.6 Sammanfattning av utgiftsökningar och</P>";
I1l1Il1IlIIl1I1I1ll1I11lI.innerHTML = "<P class=\"p20 ft16\">6.2</P>";
lllIII1lll111I1I11I1l111I.innerHTML = "<P class=\"p20 ft24\">högre bidraget <SPAN class=\"ft9\">enligt 3 kap. </SPAN>13 §</P>";
I11Ill1I1111III1I1IIl1lI1.innerHTML = "<P class=\"p20 ft21\">Utredningens övergripande bedömning</P>";
ll1II11Il11IlII1llIIl1llI.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IIll1lIlI1I1lIIlIIlI1I1ll.innerHTML = "<P class=\"p43 ft14\">Kostnads- och konsekvensanalys................................</P>";
Il1Il1IIll1l1lIII1I1llIlI.innerHTML = "<P class=\"p27 ft3\">Skollagen (2010:800) ....................................................</P>";
IlIllIIllIIIlllI1111Ill1l.innerHTML = "<P class=\"p20 ft24\">att</P>";
Il11I1111IIIll1llI111II1I.innerHTML = "<P class=\"p20 ft9\">avskrivningen får</P>";
l11I1I11I1lIIllIll11II11l.innerHTML = "<P class=\"p168 ft9\">särskilt stöd i en särskild</P>";
lI111I11ll11lIIl111l11IIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll1l1IIll11Il1IlIl11II1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1I1ll1II1lll1I1l1l1I1Il.innerHTML = "<P class=\"p20 ft132\"> </P>";
I1Il11II1I1I11IIIlIlIIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11lllIlIl11I1lI11l1II1lI.innerHTML = "<P class=\"p137 ft9\">innehålla</P>";
l1ll1llI1I1II11IIlll11II1.innerHTML = "<P class=\"p20 ft20\">8</P>";
lllll1l1Ill111111ll1l1l1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1l1I1l1II1II1ll11l111I.innerHTML = "<P class=\"p26 ft9\">5.4.1 Individanpassning säkerställer att stödbehov</P>";
l1111I1111llI1II1l1111I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1IlIlIlI1lIl11IIII1lIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1II11lIl11lllIIIIlIllI.innerHTML = "<P class=\"p29 ft16\">7.4.3 Skillnader mellan kvinnor och män............................</P>";
lIlI1I11l111IIl111l11lIll.innerHTML = "<P class=\"p20 ft9\">genomfört</P>";
l1llII1lII1Il1II11IllIlI1.innerHTML = "<P class=\"p20 ft24\">Nuvarande lydelse</P>";
III1l1I1lIllII11Il1IlIIll.innerHTML = "<P class=\"p23 ft16\">studieplanen</P>";
llII11lIl11I1IlIl11I1IlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1IIIl1lIllIIlIl1IIIlIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllIIl1ll1IIllI1lII1I1I1l.innerHTML = "<P class=\"p20 ft16\">3.2</P>";
Il11Il11llIllI1l11lI11lI1.innerHTML = "<P class=\"p20 ft13\">3</P>";
I1lIlIIl1l1II1lI11I1lI1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1IIlll1Il1I1l1l1IIIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI111I1Ill111II1IIlIlllII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11ll1l111II11ll1II1l1l11.innerHTML = "<P class=\"p29 ft9\">7.3.1</P>";
IIlll1l1lIIII1l11I1llIlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIl11Il1ll1l1IlI11I11IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1llIl11I1llllIllI1l1lI.innerHTML = "<P class=\"p34 ft9\">5.2.3</P>";
l1I1IllI11lII1I1lI1111Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
l111I1I1IIl1lllIl11IIIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1I1I1I1lIIlIlI1ll1IIIlI.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
II11IIl1I111llllI1lI1IlIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlI111IIlIl1l1lI1Il1l111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11Ill111lI11I1IlIIlll1II.innerHTML = "<P class=\"p26 ft9\">5.5.3 Högutbildade utlandsföddas etablering i</P>";
ll1IIlI111llIIlIlIl1llll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllI1lI1l1ll1IlIIlIIl11ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1ll11IllIIIlII1I111llIlI.innerHTML = "<P class=\"p20 ft24\">Nuvarande lydelse</P>";
lIllIll1ll1llIlIII11IIIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lII1l11lIIIlI1II1lI1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lII1II1Ill111lII1IlllIl.innerHTML = "<P class=\"p20 ft9\">11.6</P>";
l1l1llI11111lIllll1IlI1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1ll1IllIl11lll1I1l1llIIl.innerHTML = "<P class=\"p23 ft21\">SOU 2013:20</P>";
lI1I1ll1I111lI11II11lll1I.innerHTML = "<P class=\"p23 ft24\">fall det finns nationellt fastställda</P>";
IlIllIl11IIIlllI11ll11Il1.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
l1I1I11lI11lIl1l1Il1I1lI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11lllllIlIIII1IlIIlll1Il.innerHTML = "<P class=\"p21 ft24\">Rektorn ansvarar för att en</P>";
IIl1IIl1IlI1l11I11I11I1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII11lIIIl1Il11I1lI1I1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lI1lllI1llI111lIll11lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1llI11I1111Il1IIlI11lI1.innerHTML = "<P class=\"p20 ft9\">högskoleexamen och som lån-</P>";
lIlll1l1lI11llIIl1I1IlI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llllIllIlllI1lIllIl1lI1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
I1l11llll1lll1l1lll1IlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIllI11IIl1llllll1II1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIII11II1l1l11Il1llIIIl1l.innerHTML = "<P class=\"p20 ft13\">8</P>";
II1lIll1l11II1Il1111111Il.innerHTML = "<P class=\"p20 ft9\">innehålla</P>";
IlII1II11IIl1111111llI1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlII111I1lIIII111IIlIl1l.innerHTML = "<P class=\"p930 ft74\">10</P>";
Il1l1l1lIll1I1IlllIllll11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIII1IlI1lI1IIlII111IllI1.innerHTML = "<P class=\"p23 ft9\">60</P>";
llI1lIl1lII1II1l111l1I11l.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
IIIII1llIlI1l11IIIIl11I11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlllII1IIlIIlI1111Ill1l1I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
IllI1l1IIlIIIIII1I1IlIllI.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
IllI1Il11l111I11l11Illl1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1lI1I1II1lIIIl11IllIll1.innerHTML = "<P class=\"p33 ft9\">431</P>";
IIl1llIl11I11llII111I1II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I11IlI1ll1I11I11Il1lIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Il11l1llI1llIl1IlIllIIl.innerHTML = "<P class=\"p26 ft3\">Utredningens uppdrag...........................................................</P>";
lIlIlIIIl1l1II1l1l1I1I1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1lll1IIl11lllIIIII11lI1.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
II1ll1lI1lll1IlIlII111II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llllII1IIlI1IlII1I1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIII1llllIlIlllIlIl1IIIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11l1IIlII1Il1I11l1Il11lI.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
I11IlIII1I1lll111lllI111I.innerHTML = "<P class=\"p23 ft3\">överväger fördelarna ...................................................</P>";
IIIII11lIlIl1llllI1llIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11I1IIl1lIIll1111l1llll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIl1IIIlllll1llIIlI1II1l.innerHTML = "<P class=\"p20 ft16\">6.3</P>";
lllll1I11Il1IlI111lll1lII.innerHTML = "<P class=\"p20 ft21\">Sammanfattning</P>";
IIlIlIl1Ill1lIIlIlIl1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1lI1Il1ll1I1IIIlI11IIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIlll11l1II1III11l1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1II111l1l111IlI11lIl11.innerHTML = "<P class=\"p20 ft30\">Förändringar för en utvecklad vuxenutbildning</P>";
I1lIlllIlll111lIllIl111l1.innerHTML = "<P class=\"p33 ft9\">440</P>";
I1l1llIIIIIl1lIlI111l11Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllI1IIl1IllI11IIlI1lIIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11IIII11l1l1IlIll1ll11lI.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
l1ll1I1I1Il1llIl1llllIII1.innerHTML = "<P class=\"p20 ft131\"> </P>";
lllIIl1I1l111lI1lIIlIIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlI1I1I1II1Il1l1I1I1IIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlI1lIl1l1l11ll11Il1III.innerHTML = "<P class=\"p146 ft16\">den</P>";
II1I1l1I1I111l1l11llI1111.innerHTML = "<P class=\"p34 ft9\">5.3.7</P>";
II1IIIIlIII11lIIll1Il1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1llllI1l1l111l1llI1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIIII11llII1lIlIllll11l.innerHTML = "<P class=\"p23 ft9\">260</P>";
lIIIlI11I1II1llIIllI1IIll.innerHTML = "<P class=\"p23 ft9\">277</P>";
ll1lIl1lIlI1lI1II1Ill11l1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l1111I11IlIl1lIIIl11l1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl111llII1Ill1l1111lIIII.innerHTML = "<P class=\"p21 ft19\">lämnas</P>";
IIlIIlIlI1Il1III1I1l1l1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1III1lIIlI1l1Il1llllI11I.innerHTML = "<P class=\"p131 ft9\">nivå. För varje ämne ska det</P>";
IIIl11lI1lI1IIllI1IIIlI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIll1I111I1IllIIl1lI11lIl.innerHTML = "<P class=\"p23 ft34\">nationellt fastställda delkurser</P>";
l1llIII1I1l1lIIl1I1I1I11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Illl1lll11IlI1lIlllIl1lIl.innerHTML = "<P class=\"p20 ft34\">heltid gäller 12 a §.</P>";
I1l1l1l1IIll1lIlIl11II1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIl1l11lI1II1lIl11lIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1Ill1IIIll111lI1II1Il1.innerHTML = "<P class=\"p22 ft9\">enskilt enligt 3 kap. 11 §,</P>";
l1II1lI11IlI1IlI1l1IlI11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlI1lIlllI1111I1l1II1l11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIl1IlIlllI1lll1I1II1lI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11I1lIl1II1lII1III1lllI1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
Il1IlI1Ill11IIllI1I11llII.innerHTML = "<P class=\"p20 ft16\">eleven har fått minst betyget E på</P>";
ll1l1lI1III1II11II1I1I1II.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
lI1llIlIlIIIlII1l1Il1IllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIIllI1I1lI1II111lIl111.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11IIII11l1l1I11I1Il11I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11lIl1lI1llI1I1IIIl1l1l1.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
I111lIlIIlIll1I111III1Il1.innerHTML = "<P class=\"p20 ft24\">100 procent av heltid, och</P>";
lIlll1ll1111IIl1I1lI1l1I1.innerHTML = "<P class=\"p159 ft3\">Högskoleutbildning</P>";
lI1ll1ll1II11111llll1IlII.innerHTML = "<P class=\"p184 ft16\">får</P>";
Illlll1IlllI1111lI11III11.innerHTML = "<P class=\"p20 ft19\">under längre tid än som anges i</P>";
Il11II11111l1l1I1Il1IlIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11I1ll111lIII11IllII1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11I1lIIl1I111111I1IIllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1I1I1IlI11Il1111lllIlI.innerHTML = "<P class=\"p182 ft9\">Studiemedel</P>";
Il1I1llI1lll111IlIlIIIl11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1IIll11ll1llII1l1l11I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIIIIIl11l1II111lIllIl1I.innerHTML = "<P class=\"p940 ft147\">40%</P>";
Il1lIIIIII11ll1I1l1ll1I11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIl11Ill1Ill111Illll1IlI.innerHTML = "<P class=\"p20 ft21\">Bilaga 4</P>";
lIlIlllII1l1ll11lIlll11ll.innerHTML = "<P class=\"p29 ft9\">6.1.3 Utredningens bedömning och förslag om</P>";
I1llIII11IlllI1lI1II1l1I1.innerHTML = "<P class=\"p23 ft9\">167</P>";
I1I1111IIl111IlIII11I11lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1Ill1I1Ill1IIIlllIIl111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111llIlIIlIllII1I1II1I1I.innerHTML = "<P class=\"p146 ft43\">eller</P>";
I1l1IlIlIl1I1IIllII1lllIl.innerHTML = "<P class=\"p23 ft9\">527</P>";
llI1lIllIII1111I11ll1ll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1I111IIl1II1lIlIllIlll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11III1111llI1ll11III1Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlIIllIl111ll11IlII1I1l.innerHTML = "<P class=\"p162 ft34\">enligt</P>";
l1lIIIl11lII1l1l11l11lIlI.innerHTML = "<P class=\"p23 ft9\">61</P>";
I1II1I11I1lI1llII11II1lII.innerHTML = "<P class=\"p23 ft147\">2007</P>";
I1111l1lIlIlIIlIIlll1l1l1.innerHTML = "<P class=\"p182 ft9\">Centrala</P>";
II1I111lII1ll1lII11I1IlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlI1I1II111l111IIl1l1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1IIlIlI1II1I1l1Il1lll1.innerHTML = "<P class=\"p20 ft9\">att den studerande <SPAN class=\"ft24\">ska </SPAN>få</P>";
Il111lIll1l11IIl1IlIII11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llll11l111I1llll1lIIlII1I.innerHTML = "<P class=\"p34 ft9\">8.2.4 Mått på framgångsrika och fullföljda studier på</P>";
Il1I111IIl11lIIl1lIlll111.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
llIll1l1lllllIl1lIlIl11lI.innerHTML = "<P class=\"p23 ft3\">kommuner våren 2012 .....................................................</P>";
lll1I1Ill11lI11l111l11I1I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
Il11Ill1IIlI11111II1ll1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1lIIllI11llI1lllI1lll11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1I1lI1I1lllllIlI111l1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllI1111llIlIIlIlIl1I1Ill.innerHTML = "<P class=\"p21 ft16\">Inledande bedömning av elevernas kunskapsnivå.....</P>";
ll11lI1III1ll1lI11I1IllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlll11Il11I11II1IlIlIl1I.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
lIll11IllII1111II111I1lll.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
l1I11ll111Il11l1II11Il1lI.innerHTML = "<P class=\"p27 ft3\">Innehåll i studierna .......................................................</P>";
l1IIlIl1llII1IlI1ll11IllI.innerHTML = "<P class=\"p137 ft16\">planerad omfattning av studierna.</P>";
l1ll1l11llIlII1ll1IIIlll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1lllIIlIlIl1llllIIlll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1lllI1I1I1lIIll1I1111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llI11I11111lI1II1lIl1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II1lI1Il1I11Il1llllIl1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
III111l1ll111Il1lIII11lI1.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
lIIII1IllI1I1I1lll1llIIIl.innerHTML = "<P class=\"p43 ft9\">om</P>";
IlIIlIlllIIIl1IIl1IIl1II1.innerHTML = "<P class=\"p23 ft9\">9.6.1 Ingen underrapportering av antalet studieavbrott ....</P>";
II1lll1IlIII11llllIlIIlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lll1l1I1l1Il111lIl1ll1l.innerHTML = "<P class=\"p20 ft9\">kursen eller gymnasiearbetet.</P>";
IlI1I1lllIlII1lI111IIIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllI1Il1l1lI1II1I11lll1l1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
I1l1IllI111l1I1IIllll1111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll11I1llllI1l11I1111llllI.innerHTML = "<P class=\"p23 ft147\">2011</P>";
III11IIlI1111IIIlIlIlIllI.innerHTML = "<P class=\"p23 ft9\">47</P>";
I1I11IlllI11l11lI1ll11lIl.innerHTML = "<P class=\"p29 ft3\">Den individuella studieplanen ...............................................</P>";
lI1lII11ll11I1I1lIl1ll111.innerHTML = "<P class=\"p27 ft114\">Läsa</P>";
lll1I1I1Il1I1IIllIIlII1Il.innerHTML = "<P class=\"p20 ft9\">meddelar</P>";
Il1lIII1l1Il1lIIlI1II1lI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1Ill11Il1lllI1I1lII1IlI.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
IIIllIII1l1lIlll1l1l11III.innerHTML = "<P class=\"p20 ft34\">motsvarande</P>";
lIIII111lIlIlIlllI1IlIl1l.innerHTML = "<P class=\"p20 ft150\"> </P>";
l1lIlIIIl1ll1llIlIl11lIIl.innerHTML = "<P class=\"p23 ft9\">179</P>";
l1IlIlll11l1l1ll11l11111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlI1IIIIlllIl1lIII1IIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1l1llIlIIlIIl11Il11III1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIllIII11l11llIl11lI111l.innerHTML = "<P class=\"p21 ft16\">och</P>";
l1llIIll1I111IIlI1l1l1IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IIII1lIl1Il1lIIlIlIIII.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
IlIIlIIlIIlllIl11l11I111I.innerHTML = "<P class=\"p20 ft9\">ett belopp som för varje vecka</P>";
l11lll1lI111llll1IIllI1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l111IIIlIll1III111l1lll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11IlI1I1I11l1l1Ill1Il11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1l11l11lII111llI11IIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIII11lIIIllI1lllII1lI1l1.innerHTML = "<P class=\"p143 ft9\">om</P>";
Illl1IIIIIII1lI1lIIl1Il1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1II111lIl111llIlIIIll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Il1IllI11Ill1I1IIIlIlll.innerHTML = "<P class=\"p23 ft9\">258</P>";
I1l1IlIlll1IlIIIll111Il11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lII1l1I11l1IIlII1l1lII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111II11l1I1l1l11II1I1II1.innerHTML = "<P class=\"p193 ft16\">medel utgör</P>";
Il111IIIIIlIlllIIl11lll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIl1ll1lIlllI1111lIlIlI.innerHTML = "<P class=\"p33 ft9\">434</P>";
IIl1I1lI111lI1lIl1llI11l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIII1ll1llII1lI1IlIIIll1I.innerHTML = "<P class=\"p20 ft21\">Författningsförslag</P>";
Illll1l1I1IIl11I11lIlllll.innerHTML = "<P class=\"p20 ft9\">sammanlagt</P>";
ll1l1l1llIIlllIl1IIlIII1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlI1Il111IllII1l11I1II11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1llIl1lIIlI1I1lIIlIIl1.innerHTML = "<P class=\"p182 ft9\">Om</P>";
IIlI1II1IIlIIllII1l11l11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11lll1lIlll111lIII1lI1l1.innerHTML = "<P class=\"p26 ft3\">Utbildningens mål....................................................................</P>";
I1I1l1l1l1IlI1l11IIlIIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1II11III1III1lIII1l1I1I.innerHTML = "<P class=\"p23 ft21\">Innehåll</P>";
lIl11IlIlIII1IlII11lI1Ill.innerHTML = "<P class=\"p155 ft14\">22 kap.</P>";
lIII1llll1111Il11IllIIIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll11llIll1lI11lIIll1l11I.innerHTML = "<P class=\"p26 ft9\">inte</P>";
II11l1l1Ill11IIIIl1IIII1I.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
lll1lIIl1I11I1l111lIIllII.innerHTML = "<P class=\"p20 ft21\">Förändringar för en utvecklad vuxenutbildning</P>";
Il1ll1ll1llllI1IIIlllI1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill11ll1l11I11I1ll1IIlIIl.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
Il1ll1l1llllllllI1IlIIIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1Il11I1lI1III1Il1l1lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIlII111lI1I1I1lII1I1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IIlIlI1lI1lI1ll1I1lI11l.innerHTML = "<P class=\"p20 ft9\">lagda avskrivningen får</P>";
I11llllll1IIl11l11III1ll1.innerHTML = "<P class=\"p20 ft21\">Författningskommentarer</P>";
II1lllII1l1ll111IllIlI1I1.innerHTML = "<P class=\"p159 ft16\">utbildning på grundläggande nivå</P>";
lIIl11I11lI111ll1IlIIII1l.innerHTML = "<P class=\"p23 ft9\">256</P>";
I1llllIlI1lI1I11I11I11ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11III1I1l11lIIllI1ll11l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlIl1111IIIIll1llI11111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1IIlIIllII11lII1Illlll.innerHTML = "<P class=\"p31 ft9\">1.</P>";
Il111I1IlI1Il1l1Illllll1l.innerHTML = "<P class=\"p26 ft9\">8.4.8</P>";
lIl1l1IIlllIIllIIlIlIIIl1.innerHTML = "<P class=\"p20 ft9\">kalendervecka</P>";
lll11llIIll1Ill1l1lIllI1I.innerHTML = "<P class=\"p26 ft9\">8.4.6</P>";
II1llIlIll1Illll1I1lllI1I.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lllllll1I1ll11l11ll1lIlI1.innerHTML = "<P class=\"p34 ft9\">5.3.8</P>";
lI1l1Illl1I11I11lIl11llII.innerHTML = "<P class=\"p20 ft147\">Rekryteringsbidrag</P>";
l11I11l1lII1IlIIlI1lII1II.innerHTML = "<P class=\"p930 ft74\">90</P>";
IIIIl1111I1lI11I11l1I1lIl.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
l1I1Il1I11l1Ill1IIIl11llI.innerHTML = "<P class=\"p134 ft147\">40%</P>";
lIlIlIlI1lI11I1lI1I111lII.innerHTML = "<P class=\"p162 ft24\">personer som är aktuella för</P>";
II1lIl1III1Ill11l1lIII11l.innerHTML = "<P class=\"p33 ft9\">422</P>";
I1IllIIIIIllIIl1llIIl1Il1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
ll1IIl11lI1l111ll1Ill1lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1IllII1lI1I1II1IIllIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1llIlI1l1ll1111IlII1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IIl11l11lIII1IIIl1llII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIllIII1l1I1l111Il111ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1l11lIlIIIlI11lIl1Il11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlllIl1Ill11lII1IIlI11l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIlI1I11IIl11I111I1IIlII.innerHTML = "<P class=\"p20 ft9\">ska vid behov revideras.</P>";
lllIIlllII1lllIllllI1l1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il111llIIlI1IlIllI11II11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Il1lI1l1l1II11l1IlI1II1.innerHTML = "<P class=\"p43 ft3\">12.2.4 Heltid och deltid.........................................................</P>";
l11l1lII1ll1II111I11l1l1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11llI1llI11lII1l1Ill1l1I.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
II111Il1I1IllI1lIII1IIII1.innerHTML = "<P class=\"p31 ft3\">Utredningens uppdrag ...........................................................</P>";
llIl1lI1IIlllIII1lI1lI1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIIlIll1IIIl1Il11lI1Ill.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1ll1l1Il1I1lIll11I1l1II.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
III1ll1lIlIIlII111lllIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIll1I1l1Il111lI11IlIIIl.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
lIII1I1l1IIl1I111Il11lI1I.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
Il11II1I1I1l111IIIIII11II.innerHTML = "<P class=\"p23 ft16\">397</P>";
lI1lllIIIlIllII1lIl1ll1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1l1IIllI11lI1ll11l1I11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIl1lIIllIIII1lIII1lIIIIl.innerHTML = "<P class=\"p20 ft9\">anslutning till antagningen</P>";
I1IlI1Il1IlIII1Il1I1lIIlI.innerHTML = "<P class=\"p20 ft9\">11.5</P>";
II11II1lll1IlIllI1ll1IlI1.innerHTML = "<P class=\"p21 ft24\">Eleven ska delta aktivt i</P>";
I1l1l1IIlIIIIl111lIlIIlII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
III1111l1l1l1Ill1II1Il1lI.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
llII11IlIlIlIllI1ll1Il11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11II1lII1111I1llI1Il1Ill.innerHTML = "<P class=\"p23 ft34\">på grundskole-</P>";
Illll11I11IIlIl1IlllIl111.innerHTML = "<P class=\"p23 ft9\">340</P>";
I1l1I1111I11lI1I111I1III1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1I1I11lIlIlI1l11IIIl1I1.innerHTML = "<P class=\"p940 ft147\">50%</P>";
I11I1lllIIlIIIIlll1l1Il1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIlII1lIllllllII111IIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1lIIlI1llIIIllIll1IIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11I1IlI11l11I1I1IlIIl1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI11lIIll1ll1lI1llIl1l11l.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
Il1I11I111lIII1Ill111Il1I.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
Illll1l1lll1I1IllIIl1I1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lIlI1l1lI1l1Il1I11ll1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IlllIlllIl1lll1I1IlllII.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
l11111IIl1Il111ll1llIllll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1I1IIll1llII1l1l1lll11I1.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
lIII1I1l1I1Il11lllI11IIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1111l11II1I1l11l1Ill1IlI.innerHTML = "<P class=\"p162 ft39\">med studiestöd per utbildnings-</P>";
lIII11IIlI11IlII1l1IlIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1II11Illl11l11lIlIIl11.innerHTML = "<P class=\"p20 ft44\">saknar</P>";
IllllI111lI111Illl1lII1ll.innerHTML = "<P class=\"p29 ft3\">Validering................................................................................</P>";
Il1I1IlIl1lll1II1ll1IIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II11llIIlll1l1lI111IIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lI11ll11IIl1IIII111ll1l.innerHTML = "<P class=\"p23 ft43\">som regeringen bestämmer meddelar</P>";
llIIIIlII11I1Ill1Il1llII1.innerHTML = "<P class=\"p23 ft13\">253</P>";
lI111l1lllI111lIll111l111.innerHTML = "<P class=\"p27 ft3\">studieplanen.................................................................</P>";
lll1ll1ll1IIIl1111l11lIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
III11Il111IIl11I1IIllIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11llI11I11lI1l11I1I1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl1llll1I1llllI111l11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllII1ll1I1ll11II1ll1l1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lIl111I1llII1ll11llI11.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
I1l11l1IlIII1ll111I1I1lll.innerHTML = "<P class=\"p43 ft16\">12.2.3 Antal veckor med studiemedel ..................................</P>";
I1IllIllll1IlIll1llI1111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1Il1lI1I1lIlIllllIlllIl.innerHTML = "<P class=\"p137 ft9\">föreskrifter</P>";
I1llIII1Illlll1l11II1l1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI111II1l11llI1I1111111l.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
l11IlIIl1I1llIllIllIll11l.innerHTML = "<P class=\"p20 ft21\">Utredningens övergripande bedömning</P>";
l11Il1ll11IlI1IIllI11IIIl.innerHTML = "<P class=\"p45 ft3\">andraspråk ...................................................................</P>";
I1lll1IIllIlI1IIIIl1111II.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1Ill1l11l1l1Ill1IlIIlIl.innerHTML = "<P class=\"p146 ft19\">och</P>";
I1IllllI1II111II1IlIlIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIII111I1ll1IlI1Il111II.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l11lII1Il1I1llIIllllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIl1I1l1l11Il111I11l1Il1.innerHTML = "<P class=\"p1537 ft21\">SOU 2013:20</P>";
l1I1IlIIII1Il1IIIIllll111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11Il11IIllIIll11IIIll1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1llIIIIl11lIlllI1I1IIl1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1I1IIlIIlIll1ll111I1lII.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
lIIl1Illl11IIIIlIl1II11II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1llII111l1IlII1I1II1lll.innerHTML = "<P class=\"p20 ft30\">Författningsförslag</P>";
IIlIl1l11IIII1lIIlIllI11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1l1I1II1lII11ll1I1l1111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllllI1lIIlI1llI1IIllIlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11ll1IlIl1ll1I1lIlllll1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lllIIlI111l1lIlll1llII11I.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
IlI1l111lIlIllll1Il11Illl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1111111llIllI1IIII11IIl.innerHTML = "<P class=\"p20 ft9\">arbetslivets</P>";
ll1lIllII1lI1lIII11II11I1.innerHTML = "<P class=\"p20 ft9\">10.1</P>";
l1lIlIIIll11llIllIIIl111I.innerHTML = "<P class=\"p20 ft9\">under längre tid än som anges i</P>";
I1I1lllll11111IIIl1Il11II.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIIl1IlIlIIII1lllll1l111.innerHTML = "<P class=\"p20 ft9\">1.3</P>";
IlI11I111l1III1Il1l1l1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11Illl1I11lIll1lI1ll1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llII1lIl1IIIlll1IIlIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1l1IIIl1l1llll1lIIIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11Il11llllIll1l1lIIIll11.innerHTML = "<P class=\"p20 ft16\">1.</P>";
I1llIllllI1lII11Illll1Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11ll111IIlI11l1llIII1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIlIIIlII1lI11llIIl11I1.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
lII1IlI1I11llI1111I11l11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlllIllIlIl111ll1l11ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lI1llllI1lIII1ll1III1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111II111llII1lIlllII1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIlIIlll1lIlII11IllI1llI.innerHTML = "<P class=\"p20 ft9\">ett belopp som för varje vecka</P>";
II1ll1llI111ll111lllII1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1IlIlI11IlI1l1llIl1lI11.innerHTML = "<P class=\"p131 ft39\">fastställd delkurs <SPAN class=\"ft19\">ska det finnas</SPAN></P>";
I1II1lIllIIll1llIl1l1lllI.innerHTML = "<P class=\"p20 ft21\">Referenser</P>";
llllI1l111ll1l1I1llllI11I.innerHTML = "<P class=\"p157 ft34\">Hemkommunen</P>";
lIIll1llIl1I1l1lIll1IIIlI.innerHTML = "<P class=\"p216 ft9\">har</P>";
I11llIlI1IIllll1IIlIII1I1.innerHTML = "<P class=\"p146 ft9\">Till</P>";
lIl1l11111IIIIl1l11IIlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIlI1II1lIIlI111l11l1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llI1I1lIl1111I111I1IIIl1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIII11llllII1lI111lll1lI1.innerHTML = "<P class=\"p380 ft30\">Generella utgångspunkter</P>";
lIIII1I1I11lllIll11I1l11l.innerHTML = "<P class=\"p20 ft16\">3.</P>";
lll11lIIIIIlI1llll1lI1III.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI11IIIll11IIIlll11I1111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IIIIlIlI1I1II1lI1I1IIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1III11lll1Ill11I1lIIlIIl.innerHTML = "<P class=\"p20 ft24\"><SPAN class=\"ft9\">beloppet </SPAN>vid studier på heltid,</P>";
lIl11l1lI1lIlIIl1I1IIl1ll.innerHTML = "<P class=\"p23 ft9\">98</P>";
I1llI11l1I11lll11lII1IIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1111lll1IllIlIll1llII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIII11lII1I1ll11111IIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI11l1lIllIll1ll1lllIl11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11llIllllll1II1I1lIll1I1.innerHTML = "<P class=\"p20 ft130\"> </P>";
l1lIl1Ill1lIl11IlIl1IIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1lI11IIllIllI1lIll11Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IIll1I1IlIll111IIlIIIlI.innerHTML = "<P class=\"p20 ft24\">Nuvarande lydelse</P>";
l1IIlI1lIIl1ll1II1I1l1lII.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l111IlllIIIlI11II1l1II1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllIl11ll11I11l1I11IllllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1IIIl1llI1I1IIIll1l1IIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lIlII1llIIllIIll1Il1ll.innerHTML = "<P class=\"p21 ft147\">20%</P>";
l11l1II1IIlIll1ll1I1I1ll1.innerHTML = "<P class=\"p231 ft34\">delkurser ska dessa användas.</P>";
I1l11I1111I11lIl1I1111Ill.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1lIlI1lIIIlllII1IllIlII.innerHTML = "<P class=\"p131 ft9\">nivå.</P>";
Il1111llll1IIlIIl111l1lI1.innerHTML = "<P class=\"p23 ft9\">9.6.2 Det finns möjligheter till skärpt inrapportering .......</P>";
I11IIIIll1IllI1lllII1l1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIlII1lI1Il1IlIII1IIll1l.innerHTML = "<P class=\"p46 ft13\">Referenser.......................................................................</P>";
I1I111lIIll11ll1ll1lI1I11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1Illl1l11111IIII1lllllII.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
l1II1IIlI1I11II111lllllI1.innerHTML = "<P class=\"p20 ft13\">12</P>";
lI1lllI1lIlll1II11I1II1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1IlIlIlIlI1I1IIIlIIlIll.innerHTML = "<P class=\"p20 ft9\">kalendervecka om</P>";
IlI1lllIll1Il1IIIIl1I11I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1Ill1Ill1l1l1I1lIl1llI1.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
lIllII1lllIl111I1l1lIllI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lIll11lIlIllI1l11IllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1l1I1IIlll1I1Il1I1lIlI.innerHTML = "<P class=\"p26 ft3\">perspektiv .................................................................................</P>";
I1lI1I1I11IIlI11Il1Ill1Il.innerHTML = "<P class=\"p226 ft13\">2 kap.</P>";
lIlI11lII1lIlIIll1IIII1ll.innerHTML = "<P class=\"p138 ft9\">8 §</P>";
II1IIIl1I1IIII11I1l1lll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111lIl1I1I1IlllI1l1ll1l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlI1IlIIl11111I1IIII111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIIl1IlIII1IIllIl1ll1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II1l1llIllIlll1I1IIIIll.innerHTML = "<P class=\"p227 ft9\">Inom</P>";
Il1l1lIIl11l11I1lll1llIII.innerHTML = "<P class=\"p33 ft9\">280</P>";
lIlIIIll11I1llIl1111l111I.innerHTML = "<P class=\"p27 ft16\">Återbetalning av studielån och återkrav....................</P>";
l111I1I1ll1I1Il1lIllI1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IlIl11lIll1llII1lI1111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIlIIl111ll1IIll1IIl1IlI.innerHTML = "<P class=\"p20 ft34\">läggande nivå erbjuds studie- och</P>";
l1II111IIIlIlI1l1l1l1I1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lII1I1llIll1II1l11Ill1.innerHTML = "<P class=\"p23 ft9\">95</P>";
I1I1lllIl1I1llIlIllIIll1I.innerHTML = "<P class=\"p29 ft9\">4.1.3</P>";
Ill1lIlllI11I1I1lll1lIllI.innerHTML = "<P class=\"p20 ft9\">lämnats.</P>";
I1111I11l1IlIIl1llIlIlll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IIIIlII11lIIl111I11111.innerHTML = "<P class=\"p20 ft9\">möjligheter till fortsatta studier,</P>";
IlI1ll1l1lIlI1IIl1I1IllII.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
I1I1IllIl1Ill1I1IIIlII1II.innerHTML = "<P class=\"p23 ft9\">271</P>";
Il1llIl111IIlI1lI111IIlIl.innerHTML = "<P class=\"p20 ft24\">utbildning, till och med det</P>";
ll11lII1I1III1IIllI11lIll.innerHTML = "<P class=\"p182 ft9\">Nationella</P>";
l1lI11111II1l11II1IlI11l1.innerHTML = "<P class=\"p23 ft24\">En kommun eller en folkhög-</P>";
lll1llI1llI1I1IlI1IlIll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11IIII1ll1llIIlI1l1llll.innerHTML = "<P class=\"p23 ft9\">får studiemedel lämnas</P>";
I1I1IIlIllII11IlI11l111l1.innerHTML = "<P class=\"p20 ft21\">Sammanfattning</P>";
IlII1111IlI11II1l1ll1II1I.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
I1Il11lI11I11lll11l1lIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l11IIIIlI1lIlII1lI1Ill1.innerHTML = "<P class=\"p168 ft9\">kap. 12§<SPAN class=\"ft24\">, eller</SPAN></P>";
Il111IllI1IIl1ll111lIl1lI.innerHTML = "<P class=\"p20 ft24\">kap. 5 § studiestödslagen.</P>";
I1IIlll11lI1III1IlllIIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Il111l11III11I11II1lIl1.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
Il11ll1I1lIIlIlIIIIIII1l1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
llI111lI1l11IIlIIlll1IIlI.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
Il11l1IIII1lII1I1llIl1llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lIlIIllII1ll1I1lll1Illl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlII1l1I1lIIII111111Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1II1I1l1lll1lllIlI1I1I.innerHTML = "<P class=\"p29 ft16\">6.3.1 Bakgrund och reglering av validering.........................</P>";
I11l1IlII1lllI1lI1lII1Il1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
lI1lIIll1Il1lI11I1III1II1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1llllIlI11IlIIl1I11I1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1II111111IlII1IIlIlll1.innerHTML = "<P class=\"p251 ft14\">3 kap.</P>";
Illll11I1ll1I1I1lI11l11I1.innerHTML = "<P class=\"p943 ft147\">30%</P>";
I1lII1ll11lI1I11II1Il1l1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1llIl1l11lI111l11I11ll.innerHTML = "<P class=\"p20 ft13\">Sammanfattning ................................................................</P>";
l11l1lI1I1I1l11III1II1III.innerHTML = "<P class=\"p23 ft3\">vuxenutbildning ..........................................................</P>";
II1Il1II11Il1I11111l1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11ll1l1IIllII1I11lIII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11ll1I1IIIl1l1Ill1IlI1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l11lIlIlI1lIll111II11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llI1I1ll1lllI1II1Il1II11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lll11lIlI1l1IIllIlIll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11I1lIIII1IIl1l1IlII1Il.innerHTML = "<P class=\"p20 ft21\">Utredningens uppdrag och arbete</P>";
IllIlIIllI1I111llIIIlIIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llI11l1lIll1I1lIlIIII1III.innerHTML = "<P class=\"p21 ft13\">53</P>";
IlIIllIllIIl1lI1Ill111II1.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
lIll1l111lIlllI1l11l1IIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1l1III1I11l111llIlIIlII.innerHTML = "<P class=\"p931 ft41\"><NOBR>1–40</NOBR></P>";
I1lIIlIIl1Il11I1lIIIIIlll.innerHTML = "<P class=\"p183 ft34\">grundskoleutbildning</P>";
lIlI1llIlIII11III1Ill11I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11I1Il1I1IIIl1llI1I1Il11.innerHTML = "<P class=\"p20 ft9\">yrkesvägledning. I vägledningen</P>";
I1lll1II11II111Illl1IIll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lIIllI111lllIllI1Il1lll.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
llI11Ill1l11ll1I1I1llI111.innerHTML = "<P class=\"p20 ft130\"> </P>";
lIlIIl1I11l11II1I11111IIl.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
II1Illl1IIIl1lIIII1I11I11.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
lII1l1lIllll1Il1IllllIl11.innerHTML = "<P class=\"p20 ft16\">gymnasiearbete. Detta gäller även</P>";
l11I1llll11llI1I11Ill1lll.innerHTML = "<P class=\"p20 ft24\">13 a §</P>";
lI1lI1IIII1lIIIl111IlI11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllI1Ill1IIll1I1IllIIIlI.innerHTML = "<P class=\"p20 ft9\">har lämnats under tid då <SPAN class=\"ft24\">bidrag</SPAN></P>";
IIlIIIIIII1IlI1II111l1II1.innerHTML = "<P class=\"p20 ft16\">ska vid behov revideras. <SPAN class=\"ft34\">Rektorn</SPAN></P>";
Il1lIl1IllIIIIl1I111Il111.innerHTML = "<P class=\"p20 ft3\">avses i 3 kap. 2 § andra stycket för</P>";
lII111llIIlIIl1llI11lI1I1.innerHTML = "<P class=\"p20 ft13\">2</P>";
lllII1lIll11llIll11I111I1.innerHTML = "<P class=\"p22 ft9\">9 §,</P>";
IIIl1l1IllI1l11l1lIIlIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll11I1I1I11lIll1IlIll1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11l11I11II1lIIl1IIllI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11I1lIII111lIII1l11IIII.innerHTML = "<P class=\"p23 ft9\">64</P>";
l1ll1IIIlII1I1I1lII1111l1.innerHTML = "<P class=\"p255 ft16\">ytterligare</P>";
l1IIlII1lI1lI1l11I1I1Illl.innerHTML = "<P class=\"p20 ft9\">utbildning på</P>";
lIIIl1IIllllI1lII1lI1II11.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
IIll1111IIII1Il1lI1IlIIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il11IlI1l1II1l1l11IIIII1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIl11IIlI1lIl1lIIl1llll.innerHTML = "<P class=\"p162 ft34\">grundskolenivå</P>";
l1lIllII1I111IlI11lIIl1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11IllI1IIll1I1lI1IlI1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII11lll111IIl1l1IlIIllI1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
llIII11l1II11llIl1l1l1I1I.innerHTML = "<P class=\"p29 ft9\">2.5.3 Bakgrundsuppgifter om elever på grundläggande</P>";
IIIl111IlIIll1l111lll11II.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
III1I1IIII11II11l1lII1ll1.innerHTML = "<P class=\"p23 ft9\">62</P>";
lIIll1I1I111lI11lIlll1l11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IIl1IIIlI11II1lIlIlIlI1.innerHTML = "<P class=\"p20 ft132\"> </P>";
llIlI11IllI1lllII11lI1I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11lIlIIlI1lllIII1l11IIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1I1lI11lllIlI1I1Ill1lIl.innerHTML = "<P class=\"p23 ft9\">48</P>";
I1lII1II1ll1I11Il1II1l11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11I1llIllI1IlIlI1lIIl1I1.innerHTML = "<P class=\"p27 ft114\">Skriva</P>";
l1IlIl11I1IIlIIIII1l1Il1I.innerHTML = "<P class=\"p20 ft24\">stycket och om hanteringen av</P>";
I1IlII1Il111I1I11IIl1I1II.innerHTML = "<P class=\"p137 ft21\">SOU 2013:20</P>";
IIIIl1ll1IIlII1IlIlI1l1ll.innerHTML = "<P class=\"p20 ft30\">Sammanfattning</P>";
l1II1IIlIlIl1IIIIll1IlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIlIlI1I1111lIIIll1lll.innerHTML = "<P class=\"p29 ft14\">Utredningens övergripande bedömning .........................</P>";
Ill1llIl1IlllllIl1I11IlI1.innerHTML = "<P class=\"p33 ft9\">319</P>";
III1lIlI1I1Il11I11I111llI.innerHTML = "<P class=\"p20 ft9\">uttryckt i ett antal veckor och</P>";
IlI1lII111ll11lI1l1I1IIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
llII11II1l1Il1I1lI11lIlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIl1l1lI1Il1ll1ll1IlIIl1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1I1Ill1ll1lll11I11Il1ll1.innerHTML = "<P class=\"p167 ft14\">28 kap.</P>";
II11l11lllI1I11IllIIlIl1I.innerHTML = "<P class=\"p26 ft9\">8.4.10 Ikraftträdande, övergångsbestämmelser och</P>";
IlllI1II1lll1IIlll1111Ill.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
II1IIll1ll11111l11I1lII1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlIl1IlIIIIIIII11l1IIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11ll1l1lllll111lI1ll111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllI1IllIl11III1I111l1I1.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
I1llll1lll1l1Il11Il111111.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l111lIIl11lllII11IIIlIl.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
llI11lIlIIII11l1ll1lIl111.innerHTML = "<P class=\"p43 ft16\">En vuxenutbildning med kurser på olika nivå ......................</P>";
l1llII1lIlI11l1l111Ill1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Il11II1lI1llII1II11I1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1IIlIlll1I1IIll1lIl1III.innerHTML = "<P class=\"p146 ft43\">eller</P>";
IIlllIl1l1l1lIlIIlIIII1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1Ill1l11I11lII1lIlll1IlI.innerHTML = "<P class=\"p21 ft24\">tredje</P>";
lI1Il1l1llllI111ll1Ill11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllllIllIllIIl1l11Illl1l1.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
ll1l1lII1l1llIIlIIl11Il1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1llllI11II1lII1lI1IIlI1l.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
l1111IIlI1IlI1I11IlII1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIIlIII1lII1lI1IIll1IlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIIl11I1Il1IIlI1IlIllIl1.innerHTML = "<P class=\"p20 ft9\">Enkät om grundläggande vuxenutbildning i Sveriges</P>";
II1I1IlIII1IIll1l1lllll1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllI11111I1III1Il1l1lllll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l11ll1IIIIIl1I1IlI1llII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlII1lI1ll111IIIIIl11I1II.innerHTML = "<P class=\"p20 ft16\">att genomgå prövning i alla kurser</P>";
l11I111I111I1I11l111II1l1.innerHTML = "<P class=\"p20 ft9\">omfatta högst hälften av det först</P>";
lI1I111IIIll11III1Il1I1lI.innerHTML = "<P class=\"p23 ft9\">9.4 Principiella för- och nackdelar med ett nytt krav.................</P>";
l1Il11Il111IlIII1111ll1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I111lI1IlllIlIlIIIl1l11.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
Il1III1l1IIlII1lIl1I1IlIl.innerHTML = "<P class=\"p226 ft30\">Anpassning efter individers behov och förutsättningar</P>";
I1lI1I1ll1l1l11l11111l1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IlIl1lIIl1Ill1lIlll1l1l.innerHTML = "<P class=\"p23 ft9\">219</P>";
IIIIl11lI1lllIlII11lll11I.innerHTML = "<P class=\"p139 ft16\">och</P>";
II1Il111Ill1lII1II1lIlIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111IIIlII1I1lIIlI1lIlll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIl1IIll1IIIIlII1ll1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1l1111Il11l1I1l1llIlIl.innerHTML = "<P class=\"p189 ft9\">11 §<SPAN class=\"ft36\">5</SPAN></P>";
IlllII1ll1IIllI111lIllll1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
llII1I1Il1llIl1I1Il1lII11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlll1lI1III1I1l1lll11III.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllllI1llIllllIlll1l1lIll.innerHTML = "<P class=\"p33 ft9\">146</P>";
lIIl1ll1IlIIlllIIIIlI11ll.innerHTML = "<P class=\"p20 ft9\">lagda</P>";
IIIl1IlIIlIIl1ll1Il111Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II111lll11llIIl1l11l1lI1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1l1II1l1I1l1ll1l1l1IIl.innerHTML = "<P class=\"p22 ft20\">Centralt innehåll</P>";
Il111IIlI111ll1lll1111III.innerHTML = "<P class=\"p20 ft21\">Författningskommentarer</P>";
lI111I1l1I1ll11lIII111IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIlII1lII1l1lIlIIll111I1.innerHTML = "<P class=\"p29 ft16\">7.2.4 Inkomster i förhållande till utgifter ...........................</P>";
lI11llIlI1I1I1llIlIll1IlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11Il1l1ll1I11l1l11I1Il11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lIIIl1IIIll1lI1l11IlllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11IlllIl11IlIlllIllllI1.innerHTML = "<P class=\"p23 ft9\">263</P>";
lIIIIl1Il11111Il1l1I1IlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll1Il11IlllIIlI1I11IllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll11111lIIII1IIlllIIIll.innerHTML = "<P class=\"p46 ft13\">Författningskommentarer ..................................................</P>";
IIll1Il1111lIIIl1Il1IllII.innerHTML = "<P class=\"p23 ft9\">133</P>";
lll1IIII111llI1I1I1Il1lII.innerHTML = "<P class=\"p20 ft16\">7.1</P>";
ll11lllIIl1I11IllIIIlllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIlIlIllI11II111lllI1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlIlIl1II1l1l11I11I1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1I1lIl1Il111IIl11I1l1lI.innerHTML = "<P class=\"p23 ft16\">398</P>";
IllI11llI1Ill1lI111lI11ll.innerHTML = "<P class=\"p20 ft130\"> </P>";
l11llIllIl1IIII11lllI11ll.innerHTML = "<P class=\"p146 ft39\">utländsk</P>";
l111lI1llIlIlIlIIlIl111ll.innerHTML = "<P class=\"p20 ft147\">Grundskolenivå Gymnasienivå</P>";
IlII1lI1III1lIII1l1111l1I.innerHTML = "<P class=\"p20 ft24\">vid studier</P>";
l1llIIII1111I1l1l11111l1l.innerHTML = "<P class=\"p23 ft9\">226</P>";
IIIlI1l1IllIl1l1IIlI111Il.innerHTML = "<P class=\"p162 ft24\">sig om att handläggare hos</P>";
lIlIIIl1lI11l1I1I1lIllII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIII1IlIl11l11I1Il1l1l1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1l1lll1lI11lIll1I11Il1.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
IIIlI1l1I1ll1l11II1I1II1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllIl11IIIlI11l1II1lI11ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l1IlI1ll1IIIll11l1I11I1.innerHTML = "<P class=\"p20 ft13\">4</P>";
I1llIll1llIIllIIl1lIlIlII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l1I11llI1lIIlI1I11l111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1II1l1l11IllIll1IlIIllll.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1lI1ll111I1Il11l1l1IIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Il11Il1Il1IIl1l1l1lllII.innerHTML = "<P class=\"p29 ft16\">Nationell styrning och uppföljning.........................................</P>";
llI1l1IIl11IlI1IlI1lIll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1I1III11Illl1IIllI1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lII1I1ll1IlIllIlll1l1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11111lI11l1ll1ll1I1lll1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1lll1IlI11IllIIIlIl111I.innerHTML = "<P class=\"p20 ft39\">13 § får studiebidrag <SPAN class=\"ft19\">lämnas med</SPAN></P>";
lI11lI111lI1I1ll1I1Illlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1llI11IlII111II1l1111lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
III11IIl1l1I1Il11lI1l1II1.innerHTML = "<P class=\"p43 ft16\">Utredningen om tidsbegränsad sfi........................................</P>";
l11II1llII1lI11llIl1I1lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II11II11I11ll1111IIIll1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllIIIIlllIIII1lIIllI11l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllII1lIlI11lIIIIlI1IIII.innerHTML = "<P class=\"p182 ft34\">Regeringen eller den myndighet</P>";
lI1IIlI1II1lI1I11IIl11Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl11l1Il1111l111llllllI.innerHTML = "<P class=\"p23 ft147\">2008</P>";
llIlIlI1I1lII1Il111II1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1III111111I111lIIlI111.innerHTML = "<P class=\"p20 ft17\"> </P>";
ll1111lIIl1lllll11l1IlIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llll1l1lII1111lIl11I11llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1I11Il1IlII1I1IlIIll1lI.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
II1llIl1llIlllIIIIII111lI.innerHTML = "<P class=\"p21 ft34\">undervisningen. En elev som inte</P>";
lll1l111lIlI1I1Ill1llI1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1IIIlIIll11111Il111IIl.innerHTML = "<P class=\"p168 ft9\">9 §,</P>";
I1Illl1ll11lII11l1l11I1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIllllllI1l11I1lI1IIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllIIl1IIIII1IIIII1I11II.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11l11I1Il1I11l1I111IlIIl.innerHTML = "<P class=\"p27 ft3\">studiemedelsområdet..................................................</P>";
lI1lIl1111llIlIIlll11II1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1I1IlllIl1lIIIIlIII1111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1ll1I1IlIIIlIl1lI1lIlI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1lI1l1IlIl1I1lIllIllll.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
lIl1lIIlllllIl1lI11ll1lIl.innerHTML = "<P class=\"p20 ft35\">3 kap.</P>";
Ill111Il1l11lll1Il1IIllIl.innerHTML = "<P class=\"p23 ft9\">341</P>";
I1IIII1ll11l1lll11l11Il11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11lII1ll1lll11lI1lIIl1I1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
I1lllIlllIIlIl11IllIIl11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1ll11l1l1IIlllIlIIlll1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111l111I11lIllIIIl1l1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lllIII1lI1Illl1llI1IIlI.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
ll11I111Il1l11111llIII111.innerHTML = "<P class=\"p45 ft9\">om hinder mot studiemedel för svenska som</P>";
l1I1111ll1lIlI1IIIlIIIllI.innerHTML = "<P class=\"p20 ft9\">förutsättningar.</P>";
I1Il111I1lIlllIlIIlllI1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11lll1llII11lIIIIlIllII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il11lIll11Ill1lIll11l11I1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
ll11I1IIlIlI1lllIIlIIlI11.innerHTML = "<P class=\"p23 ft19\">ikraftträdande- och övergångsbestämmelser.............</P>";
lII11l11l1lIlI1IlllIl11ll.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
I1IIIlll1l1llll1III11llII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIl1IIl1llIlIl11Illl11lII.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
ll1II1l1IIIl1I11lIIIl1l1I.innerHTML = "<P class=\"p21 ft16\">Flexibilitet i undervisningen ......................................</P>";
II1I1111IIIIlIIll1llll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIlI1l11llI1lI1lII1lllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1Il11l1lI11llIII111l11.innerHTML = "<P class=\"p39 ft9\">9.3 Kommunernas syn på behovet av ett aktivitets- eller</P>";
III1Il1lllIIII1l11I1l111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlII11I1lIlIl1llI1I11IIl1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lIl1lI1I1I1llIlI1I1lllI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIlII11IlII11Il1IIII11lI.innerHTML = "<P class=\"p23 ft9\">342</P>";
l11l1l1Il1l11IIl1IIllIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1111Illl1lI11III1I1I1l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11l1I1llIllI11llI1ll1llI.innerHTML = "<P class=\"p146 ft16\">särskild</P>";
l11II1llI1llIIII11l1IIII1.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
IlIlII11l1lIl1Il11llII11l.innerHTML = "<P class=\"p26 ft9\">8.4.2</P>";
llllIllll1IlIIII1II1111I1.innerHTML = "<P class=\"p20 ft13\">5</P>";
llI111II1I11I1III1l1Il1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIIllll1lII1lI1l1lllI111.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1I1I11ll1lI1II11Ill1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll111IIIIIllIIl111IlI1lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIl1IlII1lll1lIlllIIlIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llllIlIl1l11I1I1lI1IlII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II11l11Illl11I1111llI11ll.innerHTML = "<P class=\"p20 ft130\"> </P>";
I1l1I1l1ll1IIll1l1lll1I1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIIIllllIII1111lI1lll111.innerHTML = "<P class=\"p20 ft24\">individuell</P>";
lIIIlIIIl1ll1II11ll1IllII.innerHTML = "<P class=\"p20 ft30\">Författningsförslag</P>";
lIII1lIIIlllll1lII1II11I1.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
llI11lI1lIll11ll1lIllI1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII1l11l1111II1lI1I1IllI1.innerHTML = "<P class=\"p23 ft9\">495</P>";
I11llII1l1llI1Illl1I1l11l.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
lllIl1l1l11I11IlIIIlIllll.innerHTML = "<P class=\"p23 ft9\">211</P>";
I11IlIIIIIl11I1I1l1I11Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1ll111lI1l1IIlllII11l1Il.innerHTML = "<P class=\"p23 ft9\">Nationella kurser inom</P>";
lIIIII11llI1IlllIl1Il1IlI.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
II11l1ll1llI1lI11llI1lIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IlI1ll1llIl1l1Illl1II1.innerHTML = "<P class=\"p27 ft3\">tillgodoses ...................................................................</P>";
llll1I1I1lI111ll1lIlIlIII.innerHTML = "<P class=\"p21 ft24\">en individuell</P>";
Il1lll1lllIIIIllllIlIII1I.innerHTML = "<P class=\"p23 ft9\">62</P>";
IIl11l1I1l1III1II11IllIlI.innerHTML = "<P class=\"p20 ft24\">detta kapitel.</P>";
III1lI11l1lllI1III1ll11ll.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
lI11lIl1lll1IlIlIlII1111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IIlIl11lI1lII11l1ll1ll1.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
lIlII11IlIl1Il1llI1ll1l11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlII1III1l1l1IIl11ll111l.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
Il1II1lI11IlI1l1IlI1I1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl1lI111ll1Illlll1I1I11.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l11I1111ll1lIlIIll11l1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlI1lIlII1IIIl1IllIIII1I.innerHTML = "<P class=\"p23 ft9\">505</P>";
IIIl1Illll111lIIl111111II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlII1II1IlIIII11IIllllll.innerHTML = "<P class=\"p23 ft24\">Studiebidrag vid heltidsstudier</P>";
IlIII1llIl1lIlIIIIllIlIl1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
II1I11II1l1lIIII11I11111l.innerHTML = "<P class=\"p20 ft24\">och</P>";
IlI11I1I1III1IlllI1lllII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1lII111Ill11II1lIl1111l.innerHTML = "<P class=\"p1244 ft21\">SOU 2013:20</P>";
l1Il1IIll11lllIIl1IIlIIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1II1Il1IIIl111I11I1I11.innerHTML = "<P class=\"p21 ft16\">Utbildningens utformning skiljer sig åt ....................</P>";
llII1Il111II11Il1I1lIIlIl.innerHTML = "<P class=\"p23 ft34\">syfte att</P>";
Il1IlII1I1IIlIl1l1IIlI11I.innerHTML = "<P class=\"p20 ft30\">Bilaga 1</P>";
l1111l1III1llII1lI1111l1I.innerHTML = "<P class=\"p27 ft16\">studiemedlen för studier på grundläggande nivå ......</P>";
l1lIl1IIIl1111lIll1lI111I.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
ll1Il111111II11IllllIlllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlIlI1IlIl1II1Illl1IlII.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
I11IlIlI1l1l1llllIl1II1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I11l11IIllIII1lIIlIl1II.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
l1II1II1IlIIllll1I1lII1ll.innerHTML = "<P class=\"p20 ft9\">i</P>";
lIlIlI1Il1l1l1I1lIIlIIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llIllI1lIIl1ll1lI1II1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11IIIlII1Illl1l1llIII1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11lI1lll1ll1llII1l1ll11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11I111I11IIllll1IlIllIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllllIl1lIIIIIlIl111III1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1IlllI1Ill1Ill11IlllIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIl1III1I1IllIIIlIIl111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111IllI1II1II1IIlI11lllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1l1lI1IlIIIllII11lIIIIl.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
llI111IIll11l1IIlIl111Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1I111IllIl11lllI1l1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1ll1llIIIl1II11lIl1lII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllllIlIllIl11l1l1lI1lI1.innerHTML = "<P class=\"p20 ft153\"> </P>";
IlI1lI1lII1lI1l1III1Il11l.innerHTML = "<P class=\"p43 ft3\">12.2.1 Inledning .....................................................................</P>";
IIllIII1ll1Il1IIIIIIlI11l.innerHTML = "<P class=\"p33 ft9\">133</P>";
I1I1l11Ill11IllI1l1lIllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11I1I1llllll1IIlI11lIl1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII1Il1lIl1IIIlIlIIl1lII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11lIIll1II1ll1llIIl111I.innerHTML = "<P class=\"p182 ft24\">Om inte något annat följer av</P>";
I11l1lI1I1111111lI1llllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l111I1lI1l1Il1lI1IlI111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlI1lll1l1IlIl1I1l1IlIIl.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
l11llll111l1lllIlIllIII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1I1IIIllII1III11I11lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1II1lI1ll1IlI1l1I1Il11.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
llIl1lI1l1I1II11l11ll1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlII1IIl1lIlI1llIIllIII1l.innerHTML = "<P class=\"p20 ft9\">gäller utbildning</P>";
ll1IllIl111IIlIIl1l11l11I.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
lIllIIII111lII1I11I111III.innerHTML = "<P class=\"p31 ft14\">Anpassning efter individers behov och förutsättningar ..</P>";
IIlIlIII111ll1IIlIIlIlII1.innerHTML = "<P class=\"p20 ft9\">får meddela</P>";
III1llI1lllIIlI11l1IIIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11lI11lllllIl1lIII1lIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1111Il1lII1llI1ll1llllII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111I11Illl1llIlllIll11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IIIIl1IIl111IlI111lIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1lIl111llI11I1111lI11l.innerHTML = "<P class=\"p20 ft9\">nivå.</P>";
II1Il11lIlI1llIl1l11llll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1IllI1Il1I1111II1I1II1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
llll1I1lI1II1111IllIlIIll.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
II1IlIl1ll1Il11llI11I1l1I.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
II111lIlllIIIlII11ll11l11.innerHTML = "<P class=\"p20 ft9\">meddelar</P>";
IIllIlll1lI1II1I111lIII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1I1lllll1III1lI1Il1111.innerHTML = "<P class=\"p215 ft9\">eller</P>";
I1I1l111Il111l1IlIIll1III.innerHTML = "<P class=\"p923 ft146\">25000</P>";
II1IlIIl11ll111lIlII1IlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111llIl1lllI1Il1Il1IllIl.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
I11I1IIl1llII1IlI11lIlllI.innerHTML = "<P class=\"p27 ft9\">om</P>";
I1lIl1I1IIl11llIlI1Il1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I11l1lI11ll1111Il1Ill11.innerHTML = "<P class=\"p162 ft34\">veckorna avser</P>";
l1Il111IlIll11111IIll1Ill.innerHTML = "<P class=\"p943 ft147\">35%</P>";
lIlIIIIIIl1I11lIl111ll1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIl1lIlIIIlII1llIIl1I1l11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1I1I1IllI1lI1IIl11Il1l1I.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
Il1l11l1IlIIlI11lII11Illl.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1I11l1l111l1l11I1ll11lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1lIIIIIllIII1III1II11l.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
lI1l1Ill1I1IIIll1l1lIl1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIlll111IlllI1llIlIlI1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1lI1I1IlIllIl1I1l1I11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIIIllIlIl111lIll111ll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1l11lIIlIlllI1lll1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IlIIIlI1I11IlIIl11I1l1.innerHTML = "<P class=\"p133 ft147\">Avslag</P>";
Ill1lllIIIllIIlIl1llIllII.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
ll1Il1ll11I11lI11Il11l11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IIIl1lllI11l1lIll1llllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IlII1IllIl11111IlI1l11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl1Illl111111IIIIlIIlll.innerHTML = "<P class=\"p20 ft9\">under den första och den sista</P>";
lI11111l1lIllllIIlIlI111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl11Il1I1Il1lIllIl1lIlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Il11IIlll11lIIlI111l1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1I1IIIllI11lIlI1IlIIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI11I1l1lII1IIIlI11IlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIIII1I1Il11I1lI1llI1l1.innerHTML = "<P class=\"p21 ft3\">bestämmer</P>";
I1II1I111IlIIll11I1II111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI111lIlIIII1IIl11l1lIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II11IlI111lI1lIIlI1lllI11.innerHTML = "<P class=\"p23 ft9\">201</P>";
I1I111Il1lllllIlI11lIl1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Illl1IIIlI1llIIIlIlll1I1l.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
lIllIl1I1I1l1Il1llI1llI11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1IlI11111lIII1Ill1I11lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1I11l1I1ll1I111l1Il11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllI11IllIl11lI11I11IIl1.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
I1Il1lIIl1lI111lI11lIIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1lll1l1IIIIlIlIlIllIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11ll1llI1IIl1llllI1lII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11III11lIlI1l1Il1lI1I1lI.innerHTML = "<P class=\"p20 ft9\">för tillämpningen av <NOBR>första–tredje</NOBR></P>";
IlIllIlllll1lIIIIIlllI11l.innerHTML = "<P class=\"p27 ft3\">vuxenutbildningen ......................................................</P>";
I1IIIII1ll1IIl1Il1l1I1lI1.innerHTML = "<P class=\"p20 ft9\">delas upp i delkurser.</P>";
IIll111IIlIl1111Ill1lIl1I.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
I1lIll1l1Il1l1Ill11I1I11I.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
IlIII11ll1lIIll1IllIl1l11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llll1lIl1II11III11lIIIIl1.innerHTML = "<P class=\"p21 ft24\">om en elev är att anse som</P>";
llll11Il1l1ll1l1I11lIl111.innerHTML = "<P class=\"p182 ft16\">2.</P>";
llII11Il1l1ll1ll1IIIl1III.innerHTML = "<P class=\"p20 ft44\">kap. 6 a § skollagen (2010:800) ska</P>";
Il1l1lIIIll11I111I1l1lllI.innerHTML = "<P class=\"p20 ft9\">kurser</P>";
Il1lII111I111lII1l11lI1l1.innerHTML = "<P class=\"p31 ft3\">Arbetsförmedlingen</P>";
III11I1IlI11llIllI11lI1Il.innerHTML = "<P class=\"p20 ft39\">ansvarar</P>";
III11l1llIl1llI1lll1lllI1.innerHTML = "<P class=\"p23 ft16\">389</P>";
IllIlII1l11I111IlI1lI1Il1.innerHTML = "<P class=\"p20 ft24\">beloppet vid studier på minst 75</P>";
lIIl1Il1IIIlI11llI1IIl11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11ll1l1I1l1IIllIlIll11Il.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
llII1I1IlllI1l1I1II11I1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1I111l1lII1lll1Il1ll1lI.innerHTML = "<P class=\"p21 ft9\">dock</P>";
I1III11lIl1IIlI11ll11ll11.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
lIIl1l11Il1lIIIllI1Il11ll.innerHTML = "<P class=\"p29 ft16\">7.4.1 Studerande på grundläggande nivå .............................</P>";
IIIIIl1lIII11Illl11IllIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIll1II1I11II1llIlIII111.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lllll11IlIIII1IlllI1lllll.innerHTML = "<P class=\"p20 ft17\"> </P>";
ll111I1I111lI111Ill1lIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlIIl1l1l111Ill11llll1ll.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
llI1lIllllIllI1I1l11IIlIl.innerHTML = "<P class=\"p23 ft9\">1. 1,59 procent av prisbas-</P>";
IlI1IllIIl11Il1I11llll1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIll1IIl111l11lIlIl11llll.innerHTML = "<P class=\"p20 ft30\">Författningskommentarer</P>";
lIll1lI11II1I11lI1III1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11I1lI11IIIII11IlI1lIlI.innerHTML = "<P class=\"p34 ft9\">8.1.4 Studiestöd för studier på grundläggande nivå –</P>";
Il11llII11l1IlIlI1lIllIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIl1ll1lIlllIII1I1IlI1l.innerHTML = "<P class=\"p943 ft147\">20%</P>";
IlIIlIl11lII1111l1lll1IIl.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
I1lIIl11l11l11lII11I11Ill.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1IlIII1Il11I1IIIll1l1I1.innerHTML = "<P class=\"p27 ft3\">vara problematisk........................................................</P>";
I1II11IIl1llI11lIlllIIl11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1llIIIl1111lIIll1I111l.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
lIIlllIIII1l1l1l111IIlI1I.innerHTML = "<P class=\"p133 ft34\">svensk</P>";
I11I1l11l1l11l1l1lllI1l1I.innerHTML = "<P class=\"p23 ft9\">Bilaga 5 Tabeller om den studieekonomiska situationen .............</P>";
lIl11llI1I1ll1l1IllIlIll1.innerHTML = "<P class=\"p1532 ft21\">SOU 2013:20</P>";
lIII1IlIlIlll1111Il1lIIll.innerHTML = "<P class=\"p33 ft9\">451</P>";
I111l1lll1Ill11II1111I1ll.innerHTML = "<P class=\"p23 ft9\">9.5.4 Studiemedlens koppling till aktivitetskravet .............</P>";
lllI11IIllllIlI1lI1Ill1ll.innerHTML = "<P class=\"p20 ft24\">inaktiv.</P>";
I11I111Ill1III11llIII1l1I.innerHTML = "<P class=\"p20 ft30\">Författningsförslag</P>";
I1lII1Il1II11Il11I1lllI11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIl11IIIIlll11II1111IIIl.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
IlI1Il1llll1II1Illl11lllI.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
llIIll11lI1lI11l1I1lllII1.innerHTML = "<P class=\"p20 ft16\">för tillämpningen av <NOBR>första–tredje</NOBR></P>";
I111IIl1ll1IIlIIII1IIIllI.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
lllIlI1I1II1llI1l1l11IIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1I1lII11II1lIl1IlI11Il1.innerHTML = "<P class=\"p23 ft16\">408</P>";
IlI1l1Ill1II1Ill1I1I1lIl1.innerHTML = "<P class=\"p31 ft20\">Hörförståelse</P>";
IIIllllII11llll1III1lIII1.innerHTML = "<P class=\"p20 ft16\">första stycket. I sådant fall får en</P>";
II11llIl11111l11l1I111llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIl1IIlI1I1111IlI1IlIl11.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1llIl1I1l1Il1IlIlllIllI.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
Illll11lIlI1III11lIlII11l.innerHTML = "<P class=\"p250 ft44\">Föreslagen lydelse</P>";
l1lIIIlllllllIIlIlI1IIIlI.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
lII11I1l1llIlII1I1llI1IIl.innerHTML = "<P class=\"p20 ft130\"> </P>";
IIIlIlll1IlIIl1IIlllIIlll.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
III1lI111I1I11Il1ll1lIIlI.innerHTML = "<P class=\"p20 ft9\">skrivas av till viss del, om</P>";
llllIlIIl1llI1IIlIIIl11II.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
lll11l1llll11111I1Il1I11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1IIIlII1II1II1lIllIIII.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
ll11l1Il11II1lI1l11lI1lll.innerHTML = "<P class=\"p23 ft9\">274</P>";
lI1l1lI1lllIIIlI1lIl1II1l.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
ll1llI1l1llIIIII1I1l11lll.innerHTML = "<P class=\"p20 ft34\">som</P>";
IlllIll1IIl1Il1I1I11llI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l111Il11lIl1IIlIl11llllll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IIl1l1IlIII1l1l1lI1I1II.innerHTML = "<P class=\"p146 ft16\">beviljats</P>";
I1I11l1l1ll1Il1llIIlI1l1I.innerHTML = "<P class=\"p23 ft16\">391</P>";
lIIll1IlllI1lIIIl1IIIllll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlllI1lllII111ll1I111Il1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIlIll11I1II11l1ll1Illl.innerHTML = "<P class=\"p159 ft24\">Föreslagen lydelse</P>";
l1IlIlI1IIIl111lIIlIl11ll.innerHTML = "<P class=\"p34 ft9\">5.3.2</P>";
llIl1Illll1I111llll11II1l.innerHTML = "<P class=\"p38 ft9\">9.5.1 En förklaring av utredningens förslag och</P>";
Ill1ll11IIl11Il111Il1ll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIlll1I1IlI11l1l1lI1l1I1.innerHTML = "<P class=\"p943 ft147\">10%</P>";
lI111l111I1111ll111I1Ill1.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
Il1l11ll11IlI1I11IlIII1l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1IlllIIlIll1llI1I11II1l.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
IIllIl1lI1lIlIII1111II1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11ll1l1l111llIllI11II1II.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
lII1lIlI11IllIlII1II1llII.innerHTML = "<P class=\"p20 ft9\">då den studerande har rätt till</P>";
lIl1l1IIIIlIllllIIIlllIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1IIIl1Il1I1lIlIl1II1I1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
lI111lIlIlIllIIIIllI11lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l11Il1lI1lI1I1II1IllllI.innerHTML = "<P class=\"p29 ft9\">4.1.2 Stödmaterial för en likvärdig bedömning och</P>";
l1I1IIIl1l1II1l1l1lI1IIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11IIlI11l1llI1111lllIIlI.innerHTML = "<P class=\"p156 ft9\"><SPAN class=\"ft24\">1. </SPAN>5,07 procent av prisbas-</P>";
lll1l1IIlII1lIll1IIllII1I.innerHTML = "<P class=\"p20 ft130\"> </P>";
Il11II1llllllll1llI11I1Il.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
lI11I1l11lllIlIlIl1lll1lI.innerHTML = "<P class=\"p132 ft35\">20 kap.</P>";
IIIlIlllI1Il1lI1Il1Il1IIl.innerHTML = "<P class=\"p20 ft21\">Bilaga 4</P>";
Illl11llIIIlllIl11Il1I111.innerHTML = "<P class=\"p29 ft9\">6.2.2 Brister i användningen av den individuella</P>";
Illll111IlII11lI1l1lI1lIl.innerHTML = "<P class=\"p23 ft9\">350</P>";
lIll1lIl1I1Il1l1II11ll1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1III1lII1l11111llI11ll1l.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
ll1lI1lI11II1111I1Ill111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11lI1111lIl1llIlII1ll1l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI11l1llII1IIlI1ll1llIIlI.innerHTML = "<P class=\"p930 ft74\">20</P>";
III1IIlIll1llllll1Il1l111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1ll1I1lII11IIIl11II1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1IllII1Ill1lllI1ll1lIl.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
lIIlI11I1l1II111Il11l1l11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11Il1IIl1lIIIIIIIIIIlII1.innerHTML = "<P class=\"p38 ft9\">9.5.6 Nackdelarna med det lämnade förslaget</P>";
IIII1I1l11I1lll11Il1IlII1.innerHTML = "<P class=\"p29 ft3\">Skolverket och Skolinspektionen ............................................</P>";
lIlIl11IlI1II1lIIIlIl1Il1.innerHTML = "<P class=\"p26 ft19\">2.3.2 Förordningen (2011:1108) om vuxenutbildning ........</P>";
lI1lII11IIIlI1I11llIlIlII.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
I1llIl111111llIll1III11ll.innerHTML = "<P class=\"p20 ft13\">9</P>";
I1l1l1ll1lllI1II1l1111IlI.innerHTML = "<P class=\"p29 ft9\">2.5.5</P>";
llIIll1lII1lIl11II1II1l1I.innerHTML = "<P class=\"p133 ft9\">6 §<SPAN class=\"ft36\">1</SPAN></P>";
ll1lIlIIlll11Ill1111lI1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIII11lII1II1l1l1llI1I1l1.innerHTML = "<P class=\"p29 ft9\">2.5.4</P>";
I1llll11IIlllIllI1I11IIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IIIII1I1llIllIl1l11l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1111lIlI1I111lIl1lII11.innerHTML = "<P class=\"p23 ft9\">263</P>";
llII1IIllII11I1l1111I1Ill.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l1IIl1IIl1Ill1lI1I11III.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1llI1Ill11l11llIIl1I1I.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
llI11l11IIll1l1ll1llll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIIl1IIIll1111llIlIIIIl.innerHTML = "<P class=\"p26 ft3\">Styrdokument och regelverk ...................................................</P>";
I1l11Il1111ll11I1Il11lI11.innerHTML = "<P class=\"p31 ft3\">delkurs</P>";
lIlIl11II1l1I1II11I1lIIIl.innerHTML = "<P class=\"p27 ft16\">Studerande med funktionsnedsättning......................</P>";
IIIlIlII1IIII11Il1I11lIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11lIIIIllllII1l1ll11lIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIllIl1l1IIlIl1IlllIII1.innerHTML = "<P class=\"p33 ft9\">442</P>";
l11I1ll11lllIlI1IlI1llll1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
ll1l11I1I1IIl1llIII1I11l1.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
I1l1lIlIlI111llIII1l1I111.innerHTML = "<P class=\"p21 ft9\">dagens studiemedelssystem........................................</P>";
llI1Il1I1lIlII1II11lIIIII.innerHTML = "<P class=\"p162 ft24\">Centrala</P>";
I1I1llI111I1ll1I1lllI1lIl.innerHTML = "<P class=\"p20 ft147\">Kvinnor</P>";
IlI11111l11l1llI1Il1IlllI.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
lI1111llII1l1IllI1Il1lI11.innerHTML = "<P class=\"p20 ft9\">överklagas hos Skolväsendets</P>";
l11lll11III1lI1lIIl1llll1.innerHTML = "<P class=\"p20 ft134\"> </P>";
ll1111111IIl1lllI111lIIII.innerHTML = "<P class=\"p23 ft9\">studerande har rätt till studie-</P>";
I1Ill1lI11ll1I1III1l1IIlI.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
l1llI1llllI11lllll11IIIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1IlI1I1lI1ll1ll1l1II111.innerHTML = "<P class=\"p21 ft9\">studietiden anses</P>";
l1l1Il1111l1ll1l1lI11l1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1111II11II1I111I11lll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllI1l1IllI111l11ll11IlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1IIlll111l111lIIl111lI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI11llIlI1Ill11lI1Il1I1I.innerHTML = "<P class=\"p146 ft9\">hel</P>";
lIII11lIIlIIIIIl1lII11Il1.innerHTML = "<P class=\"p20 ft19\">högskolepoäng som kan ingå i en</P>";
IIIl1I111ll11Il11ll1IlIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llllII11IllIIIIIl1lIII11l.innerHTML = "<P class=\"p160 ft16\">uppgifter</P>";
I1l1I1Il1lII1l11lllIlII1l.innerHTML = "<P class=\"p20 ft16\">av prisbasbeloppet vid studier på</P>";
Ill1ll1l11IIII11I11lIlI1I.innerHTML = "<P class=\"p34 ft9\">5.3.3</P>";
lll111I1I11llIIIlIIllIllI.innerHTML = "<P class=\"p163 ft9\">om</P>";
llI111l1III111llllI1111ll.innerHTML = "<P class=\"p20 ft34\">för sådana studier under samman-</P>";
llll11lII1IlII111lllII1II.innerHTML = "<P class=\"p38 ft9\">9.5.3 Ett krav på aktivt deltagande kan införas i</P>";
IlIIl1Il11I1I1l1IIIlllII1.innerHTML = "<P class=\"p33 ft9\">308</P>";
I1IIIl11lII1111lIIllIl1l1.innerHTML = "<P class=\"p27 ft16\">Grundläggande rätt till svenskt studiestöd ...............</P>";
l111lIIII1lIlIl11111lIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1lIII11ll1l1I1lll1l111.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
lIlIIl1I1111ll11lI1I11I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l1I11I1lII1I1I1111llll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll1lI11IIl11IllIIIII1lI.innerHTML = "<P class=\"p930 ft74\">70</P>";
lIl1Ill11l1l1Il11I11l1I11.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
I1lI1I1IIIlll1IIIll1IIIll.innerHTML = "<P class=\"p20 ft130\"> </P>";
lI111IlI1II1III11III1I1II.innerHTML = "<P class=\"p159 ft9\">finns det nationella kurser<SPAN class=\"ft24\">,</SPAN></P>";
lII1lllIlllIl11lI1l11IIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11l1I1III1lI11lII1llI1ll.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
Il1II1Ill1l1llI1l1IIlIlIl.innerHTML = "<P class=\"p20 ft147\">Studiemedel</P>";
I11l1lllI111IlIl11ll1II11.innerHTML = "<P class=\"p34 ft9\">5.3.1</P>";
IllII11lIlI1l11lIIlII1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1lll1llIlll11l1111lIll.innerHTML = "<P class=\"p43 ft3\">Inledning.................................................................................</P>";
IIl111Ill1l11lI1IIIIllll1.innerHTML = "<P class=\"p20 ft9\">sjättedel av det lånade beloppet</P>";
IllIlIlII1lIIl111ll1lIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1I1llllI1l11I11II1II11.innerHTML = "<P class=\"p29 ft9\">6.2.3 Åtgärder för att utveckla användningen av den</P>";
IIIIIlIIll1I1llI1l111lIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1lI11IlIllI1I1lI1lII11.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
l1I1l1ll11I1I1l11IIlI1llI.innerHTML = "<P class=\"p20 ft30\">Sammanfattning</P>";
II11ll1I11I11IIIll1I1llIl.innerHTML = "<P class=\"p22 ft9\">1.2.2 Byte av styrdokument har påverkat utredningens</P>";
lIIIl1lII11I11I1IlIIllIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Il11l1IlIIIII1IIIIIllII.innerHTML = "<P class=\"p23 ft13\">89</P>";
lllI1ll1lI1lI1I1II1IIl111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l1l111I11lI11IlI11l1ll1.innerHTML = "<P class=\"p34 ft9\">5.3.9</P>";
I1I11ll1I11IIIIl1Ill11Ill.innerHTML = "<P class=\"p20 ft9\">omfatta</P>";
lIlIllII1IIIII1IIIll1I1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII1l1I1lIIII11IIlIIIIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1ll1Il1111Illll1IIIl1Il.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
l1Ill111l1II111IIIIlIllII.innerHTML = "<P class=\"p20 ft13\">1</P>";
I1l11I1ll1I1111l1IIlII1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1lIll11ll1llIlIlllllIl.innerHTML = "<P class=\"p45 ft3\">andraspråk ...................................................................</P>";
lIII1111l1I111l1Ill1I1llI.innerHTML = "<P class=\"p23 ft147\">2009</P>";
l1lllIll1IIIIll111llIIIII.innerHTML = "<P class=\"p20 ft9\">att den studerande <SPAN class=\"ft24\">skall </SPAN>få</P>";
I1lllI1I1ll111llI11II1l11.innerHTML = "<P class=\"p20 ft16\">omfatta högst hälften av det först</P>";
I1l1IllI1lIIlIIIlIIl11lI1.innerHTML = "<P class=\"p20 ft9\">1.2</P>";
I1lIlIl1lIlIIIIlIllllIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl111I1IIl1IllllI1IIIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIl1llII1111111I11111Il.innerHTML = "<P class=\"p940 ft147\">10%</P>";
I1lIlll11lIIllllIIlI11l1I.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
l1IlIII1I11lI1lllII1111II.innerHTML = "<P class=\"p182 ft9\">Den individuella</P>";
I1IIlI111Il1lII1II1lIIIll.innerHTML = "<P class=\"p20 ft9\">omfatta</P>";
IlIll1l1111I1111IIl11l1Il.innerHTML = "<P class=\"p20 ft24\">påbörja utbildning på grund-</P>";
I1111llIII1IlI1lI1l1llIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll1I11111lI1Ill11l1lI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllI1111ll11I1lI1IIlll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11II1lIl1llI1111llll1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1lIl11I1IIII1I11I1IlIl.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
IIIIl111II11lIIlIIlllIl11.innerHTML = "<P class=\"p20 ft16\">utarbetandet erbjudas studie- och</P>";
llIIlI1IlI1lII1IllIIl1I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1III11l11lIlII11I1lI1IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1Ill1lIl1III1I11I1I11l.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
l1lIl1llllIl1l11111l1I11I.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
lll1Ill1lIIlIl1l1lll1l111.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIII1lI1l1IlII1Ill11111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llI1IlI1I11lI1ll1IIl11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lI1l1III11lI111Il1lIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIl1lI1II1IIIIlll1IlIl1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIl1II1llIl1I1IlIII1IlIlI.innerHTML = "<P class=\"p23 ft16\">394</P>";
l1IlI11III11I1lIIII11l11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl111111II1l11IIII1I11II.innerHTML = "<P class=\"p20 ft24\">10 a §</P>";
l1lI1IlIl1lll11lll11II1I1.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
lIlIlIIl1lIlI1I11IlI1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1Ill1ll1llIlllllIIIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIl1II1ll11l1I11l1ll1I.innerHTML = "<P class=\"p23 ft147\">2008</P>";
Il1IlIIlll1I1l1lI1III1II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IIll1I1I1ll111I1l1l11lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII111I1IlIIIllIIl1Il1I1l.innerHTML = "<P class=\"p43 ft16\">förslag inom utbildningsområdet..........................................</P>";
I1II1IlIlIII1lIllI11I1111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1Il11II11llIllI11lllIII.innerHTML = "<P class=\"p182 ft9\">Inom</P>";
lIl1I1I111IIII1lI1lllIl11.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
IIIIl1lll111Il1II1ll1Il11.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
llI1I111111I1lll1IllI1I1l.innerHTML = "<P class=\"p23 ft3\">vuxenutbildningen ......................................................</P>";
l1lII1I111lIlIll1Il1111ll.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
l1lII1lIIIII11lIl1l1lI1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l11lIlI11I1ll11II1I1llI.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
I1lII111111I11I1l11l1l11l.innerHTML = "<P class=\"p194 ft24\">1,19</P>";
IIlIl1Illl11lIlIlII111lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llIll11lIll1II1I11I1l1I.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
lIl11II1l1lII1IIIlIlIlIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIllIll1lIIlIl1IIllll1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11IIIlI11IIlI1llllIIIll1.innerHTML = "<P class=\"p23 ft9\">467</P>";
III1I11IlIII11lI111IIll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111111111l111Il1ll1I1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllIIlIlI11lII1lIlI11Il1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1IIl1IIllllllI11lII1IIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIIl1IIIlIl11lI1II1l11I1.innerHTML = "<P class=\"p20 ft34\">utbildning som avses i 2 § första</P>";
lll1IllI1ll11IllIII1lIIl1.innerHTML = "<P class=\"p20 ft21\">Bilaga 4</P>";
llIII1llIll1ll11Ill1I11I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1lI11I111llllI1I1lIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Ill1lll1l11l1l111lIllI1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
II11llIlIl1IIII1lIlII1ll1.innerHTML = "<P class=\"p23 ft9\">374</P>";
IIlII1I1lIlll1ll11lll1I1l.innerHTML = "<P class=\"p27 ft3\">vägledning....................................................................</P>";
lIIll111IIl1I11l1lI11lllI.innerHTML = "<P class=\"p23 ft16\">393</P>";
I1IIlI111l11l1lII1IIll1l1.innerHTML = "<P class=\"p1054 ft152\">Eftergymnasial</P>";
lI11III1II1l11IlI1IlIll1I.innerHTML = "<P class=\"p20 ft9\">8.2 Ekonomiska drivkrafter inom ramen för</P>";
l1Ill1111IIIl1lII1lll11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1Il11llI1IllIIIllI1l1Il.innerHTML = "<P class=\"p23 ft9\">233</P>";
IIIlll1IlIIl1lIlIl1II1II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1II1I1llI1I1Il1lI11II1.innerHTML = "<P class=\"p131 ft9\">utbildning på</P>";
l11II1llIlIllI1II11IlI1l1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
l1llIIl11I1I1l1l1111lI11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIllIIIlIIIlI111IlII1Illl.innerHTML = "<P class=\"p20 ft9\">läsning</P>";
II1lI1II1I11II11lI1llI1Il.innerHTML = "<P class=\"p20 ft21\">Förändringar för en utvecklad vuxenutbildning</P>";
lI11II1l1lI1II1IllI1Il111.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1lIIllI1ll1III11IIIlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1llIllIll1IIIll11l11I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11lIllIl1111I1I1l1lllI1l.innerHTML = "<P class=\"p20 ft130\"> </P>";
llIllIll1III11I1lIll1lIII.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
I1llI1IlIIl111Illl1lIlIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lll1llIl1lIIIIl1II11llI.innerHTML = "<P class=\"p33 ft9\">137</P>";
lIIlI1IIlI11Il1I1lll111ll.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
IIlIl1II1II1lI11l1lI1I111.innerHTML = "<P class=\"p20 ft9\">het som</P>";
Ill1IIIIllIllII1llIllIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIl1l111II1lIlIIII1IllIl.innerHTML = "<P class=\"p20 ft9\">uttryckt i ett antal veckor och</P>";
I1lI1lI1llII1l1IlIlll111I.innerHTML = "<P class=\"p22 ft3\">Moment</P>";
Illlll11llIIl1llIl1II1I1l.innerHTML = "<P class=\"p23 ft16\">inaktivitet och rapportering .......................................</P>";
IIllIIIl1lIIIIll1II1Il11I.innerHTML = "<P class=\"p21 ft9\">föreskrifter</P>";
l1l1l11l1I1l1I1I1I11l11Il.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IIlI1II1lI1l1llIIllI11Ill.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll111I111111lllllIlIIllI1.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
l1IIlIIIII1l1II1II1I1lll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1lIl1l11I1l11l1l11II1l.innerHTML = "<P class=\"p23 ft9\">470</P>";
I1I1lI1II1l1I1llIIl1I11II.innerHTML = "<P class=\"p27 ft16\">Romernas utbildningssituation..................................</P>";
I1IIl1I1I11111IIll1lll1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllI1I11IlIllIII1Ill1I111.innerHTML = "<P class=\"p31 ft9\">uppgifter</P>";
I1l1IlI1l1l1lII1l1Ill1I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1lII11l1111I1IIlIl1l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lll11I1Ill111l1l1lI1ll.innerHTML = "<P class=\"p31 ft34\">ska</P>";
II111I111I11I1IIlII1111II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1lIl1lIIl1IllI111l1111.innerHTML = "<P class=\"p20 ft34\">föreskrifter om studieaktivitet.</P>";
lIllI1llI1IlII1IlIIl1lI1l.innerHTML = "<P class=\"p26 ft9\">8.4.3</P>";
llll11I1I11I1lllllIl11lII.innerHTML = "<P class=\"p22 ft3\">Disposition ...............................................................................</P>";
lIIlIlIl1lIl1lllI1I1I1IlI.innerHTML = "<P class=\"p20 ft21\">Utredningens uppdrag och arbete</P>";
IIIl1111IlIl1lIIllIII1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl11I1Il1IllI11IlIlI1ll1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
I1lIII1l1IlIlI1llIlI1lIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11I11I111IIIlIlllIIlll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllII1Il1llI11l11lIII1Ill.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
IlI1I1lIlIl1II1Il1l1IlIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIlI1l1I1IlI1ll11Illl1lI.innerHTML = "<P class=\"p20 ft44\">studieplan för varje elev. <SPAN class=\"ft3\">Planen ska</SPAN></P>";
Il1lI1ll11lIlIl1IlIl11I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1ll1llIlIII11lIlllI11l.innerHTML = "<P class=\"p182 ft9\">Studiemedel</P>";
II11ll1llI1IIll1I1Il1l1l1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
Ill1I1I11IIl1ll1IIIlI1III.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
llll1llII11lI1l1I11IlIlII.innerHTML = "<P class=\"p20 ft19\">godkänt resultat. Den samman-</P>";
llIlI111111l1l111lI1l1l11.innerHTML = "<P class=\"p29 ft16\">Regelverket är i huvudsak tillräckligt ......................................</P>";
IIlIl1l1I111II11ll111II1l.innerHTML = "<P class=\"p29 ft9\">inte</P>";
II1Illlll11I11IllII1l1Il1.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
l1lIllII1IllIl1Il1IlII1l1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
IIIIlllI11I1IIIlIlIll1IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIll1lIIlll11I1l1lll1II.innerHTML = "<P class=\"p133 ft41\">Grundskolenivå</P>";
Il111l11I1lll111lIl1lIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIIll111lI1lIIIlllllI1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1lIllll11llI11lll1l11ll.innerHTML = "<P class=\"p20 ft24\">yrkesvägledning</P>";
llIllI1l1I11l1I11lIl1Il1l.innerHTML = "<P class=\"p20 ft9\">individuella studieplanen.</P>";
Il11llIlIl11lIl111I1Il1ll.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
l1lIlI1IlIlIIlllIlIl1ll1I.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
lIl1l1I1Il1Illl1IIIlIIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lIllI111IIlllI1I1II111.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
I11IlI1l11IllIlI1llll1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1lIlIIlllI11l1IIll11ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il11l111l11IllII1III1I1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1lIIII1l1lllIllII1Il11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlll111IlII1lIII1IllI1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I111l11lII1lIlllII11III.innerHTML = "<P class=\"p23 ft16\">417</P>";
Il1II111l11lIl1IlIIIl1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
llII1I11llll111llll1l1lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1ll11l1lIIIIlIllII11Ill.innerHTML = "<P class=\"p20 ft19\">eleven har fått minst betyget E på</P>";
lIIl11I1l1IllIIlIl111I1II.innerHTML = "<P class=\"p1053 ft152\">Gymnasienivå</P>";
l11I1I1IIIl1llIl1lll1l111.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lIlI1IIIl1l1IllIlIl11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11l1I1lllI1II11lIlll1ll1.innerHTML = "<P class=\"p23 ft9\">För studier på grundskole-</P>";
lI1ll1I1IlI1IlIllll1ll1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1II1ll1lI11ll11lIIIIl1l.innerHTML = "<P class=\"p20 ft24\">6 a §</P>";
IlllIIIlIlI1lII1lIl1111I1.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
lIll11111l1ll1lII11II1Il1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1lII11lIII1l1l1ll1ll1ll.innerHTML = "<P class=\"p33 ft9\">307</P>";
lII1Il1l1Il1llI11ll1I1ll1.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
I11l111llIlIlI1IIIII1l1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Ill1l11IIIlI1l1IIIllIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1l11ll1I11Il1IlI1ll1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIl1IlI1Ill1IllII1ll1lll.innerHTML = "<P class=\"p162 ft34\">skolan får ha direktåtkomst enligt</P>";
lI1lIIIl1Ill1II1I1IlIlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111lll1llI11IIlIIlI1lIll.innerHTML = "<P class=\"p20 ft9\">då den studerande har rätt till</P>";
lI1I1lI111IllllI11I1IlI11.innerHTML = "<P class=\"p38 ft9\">9.2.5</P>";
lII1l1IIIIllI1I1lll1Illll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llII1ll1ll1I1l1I1II1I11.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
I1lIlIIII1IlII1I1111IIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll111II1lll1lIl1IlI11ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11IIl1lII11ll11lII1l1lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllI11lIllIlI1l1I1II1llIl.innerHTML = "<P class=\"p20 ft34\">inte anses bedriva studier enligt 3</P>";
l1I1lIIlII11I1I1I11lIllll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IlIII1Il1IlllllI1l1Illl.innerHTML = "<P class=\"p20 ft24\">studiemedlen för den som inte</P>";
I111lIlIIl1I1l1lllIIlllIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II111llllIIIIIll1III1I1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1lI1I1I1llI1I1llll1llIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Illl11111l1l11lIIl1IllllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lI11I1l11I111IIIlll1IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11l11lI1l111l1I1lI1lI1Il.innerHTML = "<P class=\"p146 ft44\">studiemedel lämnas</P>";
IIIII1lllIllIl1II11I1l11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
llllI1IllIIIIII1llI111IIl.innerHTML = "<P class=\"p159 ft41\">behörighet och tillgodoräknande</P>";
llIl1I1I1lllIlI1llll1llI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11I11l1I11llIIlll1llIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
llll1IIlIII11I1II1lII1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1llI11II11lllllI1lI1lII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1IIlll1Il11lIlIlll1Ill1I.innerHTML = "<P class=\"p20 ft30\">Bilaga 1</P>";
IlIIIIllIIl1II11I1lII1l11.innerHTML = "<P class=\"p20 ft9\">heltid.</P>";
Il1IlI1l1l111I1I11llIlIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill111l1lll1111lIlIll11I1.innerHTML = "<P class=\"p20 ft9\">enskildes</P>";
I11IIllIIlI1II1I1Il1II1lI.innerHTML = "<P class=\"p33 ft9\">288</P>";
llllIII1IIIIlll1I1Il1l1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1IlII1IIIlIIIIIIl1III1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1ll1lI1111l1I111Il1lI11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIllII1IIlIll11Ill1Il1111.innerHTML = "<P class=\"p134 ft9\">på gymnasial</P>";
IIIIIlI1IIIIl1I11llllI1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Illl1I1l1llllIll11llIIII1.innerHTML = "<P class=\"p131 ft34\">Föreslagen lydelse</P>";
llIlIII111Il111IIl1II11ll.innerHTML = "<P class=\"p23 ft44\">fastställda delkurser <SPAN class=\"ft3\">och</SPAN></P>";
IllII1llI1I1ll111l1I11IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11IlII1111l1lIIl111llIlI.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
llll1IlIl11Il11llI11l1lll.innerHTML = "<P class=\"p20 ft23\"> </P>";
IIllI1I11l111I1I1I1lI1Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llllIIll1111I11l11II111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1IIIlI111llI111l11II1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11IIllI1I1Il1Il11lI1ll1.innerHTML = "<P class=\"p20 ft9\">planerad omfattning av studierna.</P>";
Il1l11llIl11II11I11ll11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1I1lI11IlIIIll1ll1111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIll111111I1lII1I1lIlI1I1.innerHTML = "<P class=\"p23 ft16\">398</P>";
l1IIlII1l1IIIll1Il11IllIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIIlI1lllI1lIIl111l1lll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIllIll111111lllIl1ll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIIIIlll111lIlII1llllll.innerHTML = "<P class=\"p23 ft147\">2007</P>";
IlIllIll1IIIl11llI1I1Il11.innerHTML = "<P class=\"p20 ft15\"> </P>";
II111l111lI11ll11lI11II1I.innerHTML = "<P class=\"p34 ft9\">5.2.2</P>";
I1IlIII1IIII1lllIl11IIII1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
Illl11I1Ill11l11l1II1lll1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lI1lIlIII1l11llllIII1lII1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
I1l1I1111lll11llIll111lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1111l1ll11I1llIl1I11l1II.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
II1I111IlIIIIIlIlI1l11lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I111IIIlIl1lIl1lII1IIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1l1lI1I11ll1l1I111l1I1l.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
Illl1lllll1lIlII1II11IlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIIIlIIl1lIllll1lllIl1l.innerHTML = "<P class=\"p33 ft9\">450</P>";
lIllIIl1lI1llI11llIll11Il.innerHTML = "<P class=\"p23 ft9\">särskild utbildning för vuxna får</P>";
IllII1IlIl1l11II1lIlII1l1.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
Il11lll11lII11111Il1lIII1.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
llI1lI1I1I1Ill1llllIl1l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIIIlI1I1llI1llllll111I.innerHTML = "<P class=\"p33 ft9\">462</P>";
II1l1lI11I111l1l1lIl1lIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1Il1IIlI11lIIllIll1IlIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1ll1l1l111IlI1l1II1lll.innerHTML = "<P class=\"p27 ft9\">Mål och syfte med utredningens förslag inom</P>";
l1IIlIl11Il11l1IIl11I1l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIIIl111llII1IlII11Il1l.innerHTML = "<P class=\"p23 ft9\">och</P>";
l1Il1ll1llllIl1Il1lIIlIlI.innerHTML = "<P class=\"p20 ft21\">Ord och begrepp</P>";
Ill1lI1I1I1lI1ll111IIIlIl.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
IlIlll1lIIIlIIllIlIlIIlIl.innerHTML = "<P class=\"p20 ft34\">under ytterligare högst 40 <SPAN class=\"ft16\">vecko</SPAN>r.</P>";
l111Il11l11I1l1lI1Ill111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1l1IIl1IIl111l1l1IIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il111Ill111I1llI1lI11Il11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1IIIIIII1I1l1Il11l1Il1l.innerHTML = "<P class=\"p23 ft9\">262</P>";
Il1IIlI1IlllIllIIIIIllII1.innerHTML = "<P class=\"p23 ft9\">70</P>";
lll111lIIl1l1IlI1111IlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lIlllll1l11IlI11I1llII.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
llIIII11I11l1lll1I1lll1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1IlI1Il1II1lIll1lIl1II.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
l1I1111lII1IIIIlI11l1llI1.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
lII1ll1lllIllIIIIlI1ll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1Illll11111I1l1II1I1llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1llllIIIII111IIlIIlIll.innerHTML = "<P class=\"p26 ft16\">Studerande med hög tidigare utbildning ..............................</P>";
l11lIIllI11lIllIIIl11I1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlllIlllII1ll1l1Il11lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIllll1l1l1I11l1I1l11IlI.innerHTML = "<P class=\"p182 ft24\">har</P>";
I1lIllll1Il1Il11llllIIl1I.innerHTML = "<P class=\"p20 ft30\">Utredningens övergripande bedömning</P>";
Illllll1ll111I1I111I1lllI.innerHTML = "<P class=\"p182 ft9\">Den individuella studieplanen</P>";
llIII11lI1l1I1lII1IllIl1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11111lIlIllll1I1lllI1llI.innerHTML = "<P class=\"p23 ft16\">412</P>";
ll111I1Ill1Il1I111II1ll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIl1lI111lIllIIIl1I1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1I1I11l1ll1l11I1l11111l.innerHTML = "<P class=\"p20 ft41\"><NOBR>161–200</NOBR></P>";
Il1lIlIl1ll1I1I1I1Il1l1II.innerHTML = "<P class=\"p22 ft9\">anpassad studiegång enligt 3</P>";
l1II1lIll1I111Ill1l1l11l1.innerHTML = "<P class=\"p23 ft9\">364</P>";
I11l1IIlIIIlIlll1IlI1lIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1ll1l1I111IIIll1l11IIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1III1IllI1lIlIlll11III.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11l11ll1IlIll11IlI1l111.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllllllI11I1IlIIIIIIIIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIllll11l1l1IllIIll1111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIllll1lIIIll1IlI1IIl1II.innerHTML = "<P class=\"p21 ft37\">Studiemedel får lämnas med</P>";
lII111l11l1l11lI11ll1II1I.innerHTML = "<P class=\"p20 ft9\">på annan nivå än forskarnivå kan</P>";
I1IlI1IllIl1111ll1IIl1Ill.innerHTML = "<P class=\"p20 ft24\">se till att den som avser att</P>";
ll1I1ll111lI1l1l11lllll1l.innerHTML = "<P class=\"p940 ft147\">0%</P>";
lll1l11l1llIl1IIllIlI11ll.innerHTML = "<P class=\"p23 ft9\">162</P>";
lIII11lIl1Il1IIllIllIII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1lI11I1lI1l1IIIlll1l1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIl1ll1l1I11IIIllIlIl11l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llI1lll11Il1lIlllI1I1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllll1IlIl1lIIIl1II1IIIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lIl1IIl1l1ll1lII11Il11.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
Il1l11l1l11llIIII111llI11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIlII1I1lII11l111II1lllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1l1l1l1l11l11l1l1lIII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1llIIIIlIlll1lll1ll111Il.innerHTML = "<P class=\"p20 ft9\">ekonomiska</P>";
IlIlIl1IllllIIlIlI1I1ll11.innerHTML = "<P class=\"p20 ft134\"> </P>";
II1l1l1IlllIl11IIIIll11I1.innerHTML = "<P class=\"p146 ft9\">vill ha betyg från kommunal</P>";
I1IllI1I11111IllI1lIlI1II.innerHTML = "<P class=\"p20 ft21\">Innehåll</P>";
ll11ll1II1IlI1Il11l1lIl11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIII11I1IIIlIIIII11l1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lI1lIlI1I111111111llIl1.innerHTML = "<P class=\"p21 ft9\">Planen ska upprättas i nära</P>";
lllIIlll1I11llII11llIllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1II1l1Ill1lll1I1l11II1Il.innerHTML = "<P class=\"p21 ft9\">till</P>";
lIl1IlI1llIlI1lIlIl1IlIIl.innerHTML = "<P class=\"p20 ft21\">Sammanfattning</P>";
l1I1l1lIIlI1ll1lIllI1Il1l.innerHTML = "<P class=\"p21 ft16\">Verktyg för elever med brister i svenska språket......</P>";
I11IIIlI1II1111llIlllIl11.innerHTML = "<P class=\"p23 ft16\">Rutiner för studiemedel..............................................</P>";
llllI1lIIIlI1lllI1IIlIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlI1Il1llIl11l11ll1I11Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI11IIll1lIl1l1I11I1ll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lI1lIIll1I1I1lI111Ill1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlI1lIll111ll11I1111llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11Ill1II11l111I1lll1lIll.innerHTML = "<P class=\"p23 ft147\">2008</P>";
l1IIl1111lIl1Il11Il1l1Ill.innerHTML = "<P class=\"p20 ft131\"> </P>";
IlIlIl1111lI1lIIl111l1Il1.innerHTML = "<P class=\"p20 ft16\">6.1</P>";
I1IllIIIII1111Illl1lll1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Il1l1lIIllIllI11111ll1l.innerHTML = "<P class=\"p27 ft3\">Typer av inkomstkällor...............................................</P>";
IlI111IIIIllll11II11lIlII.innerHTML = "<P class=\"p23 ft21\">SOU 2013:20</P>";
I1II1I1IIlII111I1l1Il1Ill.innerHTML = "<P class=\"p168 ft34\">inaktivitet enligt 20 kap. 6 a §.</P>";
IIlI1l111lII1II11I1l1I1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11IIl11I11l11lII11Il111.innerHTML = "<P class=\"p146 ft9\">För studier på grundskolenivå</P>";
lI1I1l1ll1llIIIl1l1IIll1l.innerHTML = "<P class=\"p20 ft130\"> </P>";
ll11lII1I1l11l1llll1I1lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lII1llIlIIIIlIIl11lIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIll111Il1l111IIlIlI1Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1Il1111I1III1111lllI1IlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IIlI1l1lll1l1Il1IIl11II.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11I1l1I1I111lI11lIIl11I1.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
I1I1IlIIlII1I1lIIIlIlI11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1ll1lII11II11ll1Il1l11Il.innerHTML = "<P class=\"p29 ft3\">Bakgrund och utveckling .......................................................</P>";
lI1I11Il11I111l1lIlIll111.innerHTML = "<P class=\"p168 ft16\">enskilt enligt 3 kap. 11 §,</P>";
IlIlI1IllIll1lIlI1l11II11.innerHTML = "<P class=\"p20 ft41\">Eftergymnasial nivå</P>";
l1IllII1III1lII1Ill1l111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1111ll1l11I1Il1lIII1lIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1I1Il1IlII1IIIlIIlll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIII1Il1lIIIIll1IlII11l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIllIIll1l1I1111I1lI1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1IIIII1I1lI1lIIIl1ll1l.innerHTML = "<P class=\"p23 ft9\">185</P>";
l111Il1lll111llI1lIIl1l1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllIl1IIlIIl1lIlIlI1I1I11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1lIlIllIII11I111llIIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1I111Il1IIl1IIII1lI111ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II111IIl1I1l1111llIl1l11l.innerHTML = "<P class=\"p143 ft9\">enligt</P>";
ll1l11IlI1IlIIl111l1IIIll.innerHTML = "<P class=\"p20 ft9\">orienteringskurser.</P>";
l1Il1IlII1Il1lI1l1l1lIl1I.innerHTML = "<P class=\"p20 ft21\">Ord och begrepp</P>";
Illl11IllllI1III11Il1lll1.innerHTML = "<P class=\"p20 ft9\">styckena.</P>";
lIllIlIIIlII1II1IlI1Il11l.innerHTML = "<P class=\"p162 ft39\">nivå, antalet förbrukade veckor</P>";
I1I111111II1lI1IlIIIII1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111I11IIIIl11l1lIlllIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIl1I111l11IlI1llIl11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1lllI111IIIlIl11lIlllll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lI1IlII11Il1l11llIl1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1111I1IIll111IlI11I11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II111l1I1IlllIIIlIIll1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlIllIIlll11II1I11llIlll.innerHTML = "<P class=\"p21 ft13\">27</P>";
Il1ll1111111lI1Ill111llIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllI1Il1l1lIIl11l1II1l1l1.innerHTML = "<P class=\"p20 ft9\">stycket får inte ske av lån som</P>";
Ill1llII1l1I1Il1IlIIIIlIl.innerHTML = "<P class=\"p27 ft16\">Övergångar mellan utbildningar ..................................</P>";
l11IIII1I1l1lII1Illll1l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1lIIII1lI11IIl1lIIII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1II1lI1l1I111IlI11I1llI.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
lIIlIl1lIl1IlI111llI11lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l11l1I1I1IlII1lIIl111Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlIll1Il1IlIIll1II111lI.innerHTML = "<P class=\"p20 ft9\">kompetens-</P>";
II1Il1IllIII1111111lI11l1.innerHTML = "<P class=\"p23 ft9\">det sätts betyg på och i</P>";
I1III1I1l1l1Illl1I1I1lIIl.innerHTML = "<P class=\"p20 ft39\">föreskriver får</P>";
IIll11I1ll11l1111Il11Il1l.innerHTML = "<P class=\"p22 ft9\">kap. 12§<SPAN class=\"ft24\">.</SPAN></P>";
IIlI1II11lI1111lll11lIIll.innerHTML = "<P class=\"p20 ft9\">finnas en ämnesplan när det</P>";
IllIl111l1ll111lI1l1II11l.innerHTML = "<P class=\"p23 ft9\">58</P>";
Il1111lIlI11IllI1I11IIIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1I111I11I1Il11IlIll1I11.innerHTML = "<P class=\"p159 ft3\">Folkbildningen</P>";
IIIlII1lIIIII1IIl11IIlI11.innerHTML = "<P class=\"p27 ft3\">Heltid och deltid.........................................................</P>";
l1I111IIIIl11IIllIII1III1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l11l1IIII11I1111l1III1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIIIllI1I1l1lIIllIlllII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlIl1111ll1IlI111l11IllI.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
I1II1lII111IlIlI111IlI1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llllI11Il1llIIlIlIl1lIIll.innerHTML = "<P class=\"p159 ft9\">om</P>";
I111IIII1II111lII1llI1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IlIlIIII1l1IIl1111l1llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l1lIllIIllIlII111l1l1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIlIl11llIl1IIIIIIIII1ll.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
l1llI1II11llIlIIII111l1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI111I11lllll1I1IIIllllI.innerHTML = "<P class=\"p20 ft9\">innehålla</P>";
I11IllIlI111lII1lIllll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1ll1I1l11l1llIIII1IIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlI11llll1l11I11I1lIl11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIIlII1I1111l1IIIl1l1III.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
lIl1II1Il11Il11Il111llI1l.innerHTML = "<P class=\"p230 ft16\">närmare</P>";
I1IlIl11lIll1IllIlIlI11ll.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
lIIIIllI1I1I1IIl11IlII1II.innerHTML = "<P class=\"p29 ft16\">8.1.1 Studiestöd – kort historik...........................................</P>";
IllI1IIll11lll1llII1Ill1l.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
l11IIl11llII11IIllIIlI11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIllI1Ill1I1IIlIIlIl111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l11ll1I1l11I1l11l1ll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
l111l1l1lIlIIl11IIIl1lIIl.innerHTML = "<P class=\"p20 ft147\">Totalt</P>";
llIIllII1l1lI11IlI1ll1l11.innerHTML = "<P class=\"p23 ft3\">Studiemedelsregler ......................................................</P>";
l1ll1lll11IIll1I1llIl1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIll1l1I1IlII11llll1l1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllI1I1IIIIl11I111Il1IIl1.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
I111I1IlIl111lllIllII1llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1Ill1ll1III1lIIIIl11I1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lI11llI11ll111llIIlIlll.innerHTML = "<P class=\"p20 ft9\">utbildning som avses i 3 kap. 2 §</P>";
I11Il11lI1lIlIllI111l1llI.innerHTML = "<P class=\"p21 ft9\">5.3 Verktyg för ökad flexibilitet och individanpassning............</P>";
lllll1I1lIllII1lIllI1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11I1IIlII1l1IlIIll1Il11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIlllIlI1l1lIIIlI1l11lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlIlll1lII1l1111lIIllIll.innerHTML = "<P class=\"p20 ft147\">Män</P>";
lIll1llll1llIlIl1lllllII1.innerHTML = "<P class=\"p29 ft9\">7.2.1 Inkomst från förvärvsarbete och</P>";
lIl1Il1IlIl1l1I1I1I1Illll.innerHTML = "<P class=\"p29 ft9\">2.5.8</P>";
Illlll1lI11l1II1IlIIl1IlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1IllIlI11lllI1l1IllllII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill1Illl1lI1II1l1lIII11II.innerHTML = "<P class=\"p21 ft9\">studiemedelssystemet ............................................................</P>";
lII111111IIIllI1llII1lIl1.innerHTML = "<P class=\"p23 ft9\">förslag om aktivitetskrav........................................................</P>";
Il1I1I1III11llI11IIIIIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1111IlI11lIIl11I1l1IlI1.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
I1III1lIl1IlI1Il1l11l11lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11111llIlIl1I1Ill1IlllI1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
IIIll1lI1Il111IlIlIlllIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIl1lIIl111IIlllII1II1l.innerHTML = "<P class=\"p162 ft34\">endast avse uppgifter om namn,</P>";
l1I1I1ll1IlIlII1II1111I1I.innerHTML = "<P class=\"p133 ft147\">Bifall</P>";
lII11I111llII1II1ll1I1Ill.innerHTML = "<P class=\"p20 ft21\">Bilaga 3</P>";
lI1II1II1Ill1I1l1llllI1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llIIlIIl1111111II1l11Il.innerHTML = "<P class=\"p20 ft101\"><NOBR>201–240</NOBR></P>";
IIl1l1lllIlI1I1lIIIIl1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl1I1111l1l1IIIIl1l11ll.innerHTML = "<P class=\"p20 ft9\">prisbasbeloppet</P>";
IIIlIl1IlIIlIlI1Il11llll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllllI1IIII111IllI1I11IlI.innerHTML = "<P class=\"p131 ft9\">en kursplan när det gäller</P>";
IlIIllIl11l1I111II1IIl1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1IIlI11ll1I1IIlllII111.innerHTML = "<P class=\"p20 ft132\"> </P>";
lIlllIIlIlIl111I111I1IllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II1ll1IlIl1lllIlI1Ill1l.innerHTML = "<P class=\"p20 ft41\"><NOBR>121–160</NOBR></P>";
IIIIl1IIl111111l1IIIl1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllII11IlllI11I11llIIIll1.innerHTML = "<P class=\"p23 ft37\">Den som är bosatt i landet och</P>";
l11I11Il1l1Il111IlI1ll1Il.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
Il1Il1IIlIII1I1Il1IlI1l1I.innerHTML = "<P class=\"p20 ft30\">Konsekvenser av tidsbegränsad sfi</P>";
lII1IIIlIlllI11lII1II1ll1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
l1111IlII1Ill111lIlllIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l11llIll1l1Il1111111II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1l11l1III1III11ll111I1.innerHTML = "<P class=\"p27 ft3\">Utredningens uppdrag................................................</P>";
IlI1I11111lll1I11Il1I1I1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll11l1111l11llll11lI11lll.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
I1IIll1III1lIlII1l1lII1l1.innerHTML = "<P class=\"p46 ft13\">Bilagor</P>";
I1Ill1IlllI11IIII1Ill1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Ill1lI1l1111I1lIIIlIll1.innerHTML = "<P class=\"p23 ft9\">167</P>";
ll1IIIlllII1I11llIllllll1.innerHTML = "<P class=\"p254 ft16\">studietiden</P>";
IlII11lI1lll1I1IIllIl1l1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIllIIIllIII1l11lI1111I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1I11ll1I1111IIIl11lllIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1IIllI1Ill1I1I11lIIlll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II11lIIllIllIIll111lIlIl1.innerHTML = "<P class=\"p43 ft14\">Konsekvenser av tidsbegränsad sfi .............................</P>";
llIll11ll1lI1lIIll1I11111.innerHTML = "<P class=\"p20 ft9\">nivå. För varje ämne ska det</P>";
ll1llIllIII1Il1IIIl1I11I1.innerHTML = "<P class=\"p23 ft13\">277</P>";
lllIllIl1Il1ll11l1l1l11l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlIIII111l1IllIlI1lIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIlIIl1l1111l1l11lIl111I.innerHTML = "<P class=\"p159 ft3\">Inom utbildningssystemet för</P>";
IIl1IIl1I1I1lllIlI1l111lI.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
IlI11lllII1IIl1Ill11I1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIIIIlll1lIllI111lI1lll.innerHTML = "<P class=\"p156 ft16\">lämnas</P>";
lI11II1IlllI1IIIIII111Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11111III111ll1IIIIl1I1I.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
l1I1IllI1IlII111llIlI11ll.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
Illl1IIIIIll111l1Il1I1I1l.innerHTML = "<P class=\"p23 ft9\">86</P>";
lIl1llII11IIllIl1I1lIll1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IIllI11IIlIl1111l1I1lIl.innerHTML = "<P class=\"p923 ft147\">0</P>";
IIIIl1l1lIIII11l111l1IlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1l1lI1l1IlI11lllll1lII.innerHTML = "<P class=\"p143 ft9\">enligt</P>";
llIl1IllllI1I1lIIlI1lI111.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIllll1l1ll11lIIIIIIIIl1I.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
IIII11lIl1ll11Il11lll11I1.innerHTML = "<P class=\"p20 ft9\">godkänt resultat. Den samman-</P>";
I1llllI11lIIII111ll1Illll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll111IllIlI11IIl11l11Illl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1ll1lI11Ill1II11l1Ill11I.innerHTML = "<P class=\"p22 ft16\">1.2.1 Insamling av data och andra uppgifter ........................</P>";
I11IIIl11IlIIl1lII1I11lII.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lI11111l1l1III1llI1IlIl11.innerHTML = "<P class=\"p43 ft16\">10.3.3 Kostnadskonsekvenser för studiemedelssystemet ...</P>";
lIl1lIIl11I1Ill111I1IlI1I.innerHTML = "<P class=\"p20 ft9\">grundläggande</P>";
II11lIIIl1lI11lIIllIIll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l1I1111l1I11lIllllI111.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
llIIIIIIIIl11IIII11IllIll.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
l1ll11II1IIlIl11I1l11Ill1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIlll11lIllII1l11l1lIIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1ll1I1l11I1111lII1llI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIl1lI1II1llII1IIIlII1ll.innerHTML = "<P class=\"p20 ft9\">finns det nationella kurser och</P>";
l1IIIlIlIl1IlIIll1ll1Il1I.innerHTML = "<P class=\"p20 ft21\">Författningsförslag</P>";
IIlI1I1Il11lI1lI1IlIlI11l.innerHTML = "<P class=\"p21 ft24\">För studier på mindre än</P>";
l1ll1I1ll11ll1IIlI1Il1111.innerHTML = "<P class=\"p959 ft21\">SOU 2013:20</P>";
lIlII1l11llIIII1ll1lllll1.innerHTML = "<P class=\"p20 ft16\">avses i 3 kap. 2 § andra stycket för</P>";
IllI1lI1I1I1Il1III11I11I1.innerHTML = "<P class=\"p20 ft30\">Konsekvenser av tidsbegränsad sfi</P>";
I11IIll1l111llIlI1l1lllI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11Il1I11I1111I1ll1l111I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllll11lI1l1Il11I1Ill1I1I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
IIIlllIlIIIlIIlI1l11lIlI1.innerHTML = "<P class=\"p33 ft9\">134</P>";
lI1I1II11lIlIIlIll1I1I1II.innerHTML = "<P class=\"p21 ft13\">47</P>";
lIl11l111IllIl111llI11Il1.innerHTML = "<P class=\"p29 ft9\">2.4.1</P>";
II1Il11l1ll1l1lI1lIlII1lI.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
llII1l11llIlI1111Il111lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllIlIll1ll1l1IlII1IIIIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lll1IllI1IIl1I111IIlIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IlIl11111l1II1lIll11111.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IlIIl11IlIIIlIl1l1IIlI11I.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
IIl1I1IllIllIIl1lI1lIIlIl.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
lIlIIl1lll1llI111IlII1ll1.innerHTML = "<P class=\"p34 ft9\">8.3.1 Problem som påverkar fullföljande och</P>";
lIlI1l1lI1I1IIIIlI1Ill1ll.innerHTML = "<P class=\"p20 ft30\">Författningskommentarer</P>";
II1IlIllllIIlIll11I1111l1.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
IlIIllIIl1llI1IIIII1IIIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIllIll1I1IIIIl1ll111I11.innerHTML = "<P class=\"p33 ft9\">133</P>";
ll11IlI11IlI11Il1ll11l11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIIl1111I1I1lIIllI1lI11.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
l1II1IIl11l11l11IIl1IlIlI.innerHTML = "<P class=\"p21 ft9\">till antagningen och</P>";
IIl11I1ll1lI1l1llI11II11I.innerHTML = "<P class=\"p23 ft147\">2005</P>";
I1l11lllllI1IlIlI1l1ll1l1.innerHTML = "<P class=\"p924 ft147\">5000</P>";
Il11llIIl1l1II11111l111Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1IIIIllI111I11lll11Ill.innerHTML = "<P class=\"p20 ft9\">1.1</P>";
Ill111Il111IIII1llIll1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
llII1lI1ll1IIIl1111I11lI1.innerHTML = "<P class=\"p26 ft3\">individanpassning...................................................................</P>";
Il1l1ll111lIIIllIllI11Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111I11IIIIIIlll1lII11lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lII111lIll11I111IIlIIII.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
llI1lI1lIlI11llIl1IIl1III.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
II11111ll1II11IlI1I1l1lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IIlI1lIllIII11IlI111lI.innerHTML = "<P class=\"p20 ft9\">innehålla</P>";
lIllIl1l1I1l1IIll1l1IIIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11l1IIIllIIIll1II1lIllII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1lI1lI1llI1III1I1IIlI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lI11I1I1lIll1llIll1l11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlI11I1llI11ll1llIIIIll1.innerHTML = "<P class=\"p146 ft16\">studietiden</P>";
lllII11l1II1I11I1Il1Ill1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1lI111lll1llIlIIIIl11I.innerHTML = "<P class=\"p930 ft74\">60</P>";
lIll1l1lllIllIIIllI1lII1I.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
IIl1llIIIIIllII11Il1I1III.innerHTML = "<P class=\"p930 ft74\">50</P>";
l1II1l1II1lIll1111Il1I11l.innerHTML = "<P class=\"p22 ft24\">eller</P>";
lIll1lIlIlIllll1IIllIII1l.innerHTML = "<P class=\"p23 ft9\">50</P>";
ll1Ill1IlI1lIlIlIl1II1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11lI11III1l1IIlIlIl1lll1.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
l1IllI1l1l1lIl11l1Il1I1ll.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
II1l11I111llIllIlII1lI1ll.innerHTML = "<P class=\"p20 ft16\">eleven. Eleven ska i samband med</P>";
I1lIII1lII1l1lIlIIIII1II1.innerHTML = "<P class=\"p43 ft3\">12.2.2 Studiemedelsbelopp ....................................................</P>";
IIIlI1I1IIl11llI1l1lIlIl1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
III1I1I1I1l1l111l1ll1lIl1.innerHTML = "<P class=\"p23 ft16\">400</P>";
I1Il111III1l1I1lI1llIl1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11llIl1II1l1I1l1I1llllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1llI11lIIlllllll1111lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIl1ll1IIlIIIlIIII11IlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1I1lII1ll1l11lll11lIII1.innerHTML = "<P class=\"p20 ft9\">och</P>";
Il11lI1lIl11lI1II1lIlllII.innerHTML = "<P class=\"p20 ft9\">finns synnerliga skäl.</P>";
IllIII1IllIlI1Il1Il1lI11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11IllIll1llI11IIlIII111.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1l1llI11IlIIIIl1I1Il1lI.innerHTML = "<P class=\"p23 ft9\">89</P>";
lllI1IIlI1Il1I111llI11lI1.innerHTML = "<P class=\"p23 ft9\">253</P>";
l11lllIIIII1l1IlII1lIlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllIlll11IIIlll1l1llIl11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllIIIl1ll1IlI1111l1l11II.innerHTML = "<P class=\"p31 ft3\">Reglerade yrken</P>";
lI1lIII1Il1I1IllllIlll111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1l111I1Ill1l11lI11l1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIII1llIll11111l11lllII.innerHTML = "<P class=\"p26 ft19\">och</P>";
l1Il111lII1I1l1I1l1IllII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIIIIlllllI1Ill11111lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IIIllI1ll11ll1lll1IIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llllIIlll11lIII1Illl1lllI.innerHTML = "<P class=\"p20 ft9\">behörighet för högskoleutbildning</P>";
lI1l1l1I1I11llI1lIIl1II1l.innerHTML = "<P class=\"p20 ft13\">10</P>";
IIlll1I1I1ll1l1IllIllIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIl1l1I1l1IIllllllIlI11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11l1IIlI1IlIIIIIl1I1III1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1IIIIIII111I1llIl11Ill.innerHTML = "<P class=\"p23 ft9\">utgiftsminskningar inom studiemedelsområdet .......</P>";
IIIllIllIlll1I11Il1l1l1l1.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
l111llllIl1lIl1lI1llI11ll.innerHTML = "<P class=\"p162 ft39\">bidrag eller med bidrag och lån.</P>";
IlIlIIl1lIIlllIlII111IIll.innerHTML = "<P class=\"p20 ft39\">80 <SPAN class=\"ft19\">veckor </SPAN>till studerande som helt</P>";
l11ll1IIII1lIIl1IIIIIlllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1llI1l1IIllIIl1l1I1111.innerHTML = "<P class=\"p20 ft30\">Konsekvenser av tidsbegränsad sfi</P>";
lIl1IIll11ll1ll1Il1I1Illl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llllIl11II1II1II1l1I1II1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1ll111I11lll11I1II1lI1.innerHTML = "<P class=\"p20 ft16\">lånade beloppet jämte ränta.</P>";
I1lllIIl1I1I1I11II1Il1lll.innerHTML = "<P class=\"p23 ft16\">394</P>";
lII1IlIlI1l1Il1I1lIl1lIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1III1l11llIlllI1l11l1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIlll1lII1lIII1I1lI1I1l.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
llI11IIII1llIII1llllIll11.innerHTML = "<P class=\"p158 ft34\">det upprättas</P>";
lIII1l1l1IIIIIIlll1I111II.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IIl11IIl11lllI11I1IIll1Il.innerHTML = "<P class=\"p21 ft13\">17</P>";
lIl1I1lllI111I1III1IIII1I.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
I1Il1I1llI1lII1I11l1l1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1lllI1IllI111lllI11IIl.innerHTML = "<P class=\"p27 ft3\">utvecklingskostnader..................................................</P>";
IIIl11Il1I1Il1III1Illl1II.innerHTML = "<P class=\"p20 ft16\">lånet skrivas av för varje 60 hög-</P>";
IIlI1I1l1II1lllIIIIl11III.innerHTML = "<P class=\"p20 ft30\">Utredningens uppdrag och arbete</P>";
I11I1111IIllI1II1l11111Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlI111II11lIlIll1l11I1I.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
lI1l1I1Il11l11lIl11l1llII.innerHTML = "<P class=\"p20 ft21\">Förändringar för en utvecklad vuxenutbildning</P>";
IlIllI1I1lllII1IIII1Il1I1.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
IlIllIlIIl1I1III1llll1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111ll1lIl1llll11I1IlIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1l1l1IIll1l1I11ll11II1.innerHTML = "<P class=\"p43 ft9\">Kostnads- och konsekvensanalys av utredningens</P>";
Il1lII1IlII11ll11IllIIl11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIIlIII11l1lIl1l111I1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1I1111Il1lllII1lllI11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1I1IlIIl1IIIIlIl1l1lIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllIIl1Il1III11l11IIII11.innerHTML = "<P class=\"p20 ft21\">Bilaga 2</P>";
llIlIl1II11llI1I1IIl1ll1I.innerHTML = "<P class=\"p23 ft9\">383</P>";
ll11l1lll11I1l1IIIl1IlI1I.innerHTML = "<P class=\"p20 ft24\">har</P>";
l111I1I11I1I1l1l111Il111l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l111Ill1Ill1lI1IlIlI1llll.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1ll111lII11lIllII1l11I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l111l1II1l11IlIll11Il1l1I.innerHTML = "<P class=\"p38 ft9\">9.2.7</P>";
IlllI11lIIl1llll11llI11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11I1Illl11IIIl11I1lI1II1.innerHTML = "<P class=\"p215 ft24\">eller</P>";
IllIl111IIIIIlIlI1ll111I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11lIlll1I11lIlll11IIIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Ill11IlIlll1lll1Il1lIl1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
lIlIlIIIllllIIlIIll1I1IIl.innerHTML = "<P class=\"p26 ft9\">8.4.5</P>";
I11I1l1lII1l1II1Il111l1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll1IIII11I11ll1l1I1llI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1IIl11ll1II1Il111I11II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIl1lIlII1l1lIll1l1lIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l111lIIlllllllIIl1lI11l.innerHTML = "<P class=\"p29 ft16\">4.1.4 Effektstudier på nationell nivå .....................................</P>";
lIIl1lll1lll1lllIll11Il1I.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
IlIIl11l1IlI1IlIIlI1l1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1llI111l111I1IIIlIII1I.innerHTML = "<P class=\"p159 ft9\">orienteringskurser.</P>";
I1111IlIlI1I1lI1IlIlIIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1Il1l1lIll1111llll1lllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1l1l1111l1llI1ll111I1l.innerHTML = "<P class=\"p33 ft9\">147</P>";
I11I111IlIl1ll11I1lIllllI.innerHTML = "<P class=\"p230 ft9\">och</P>";
IIIlI11l1I1l1lIl11IlII11l.innerHTML = "<P class=\"p252 ft9\">4 §<SPAN class=\"ft36\">10</SPAN></P>";
l1III1lll1Ill11I11lllII1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII11I1I1IIl1lIIIl1IllI1I.innerHTML = "<P class=\"p20 ft9\">veckan</P>";
lIIllllIIIl1l11I1I1II1l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II111ll1111111I1llll111.innerHTML = "<P class=\"p20 ft153\"> </P>";
II1lIIII1l11IlI1IlII1IlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl111l1ll1IlIIIIllll1lI1.innerHTML = "<P class=\"p33 ft9\">310</P>";
I1111II1IlIIIIll1IllIII1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlI1llll11llI11Il1llIIIl.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
lllllIIllIIll1Ill11l1ll11.innerHTML = "<P class=\"p20 ft9\">rekryteringsbehov samt studie-</P>";
l1II1111111Il1l1II1IIl11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l111I1III1IIlII11111l1.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
lIIIll11Il11I111llIl11IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11lllIl11Illll1llII1llI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlIl1Il1IllIIIIlIllIl1I1.innerHTML = "<P class=\"p162 ft34\">studiestödsverksamhet i</P>";
I11lIllI11llIl11l1l1l1ll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill11lI1I1I1Il1l11lIlIl1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11lIl11lIIl1II1lIIllI1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl1IllI1II1lI11Illllll1.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
IIlll1lIl11ll11lll1l1IlIl.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
I1IIllIll11lIl11Il1lIII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
llII1ll1l111lI1ll1Il1I111.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1lIII1lIlllII11Il11l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl11IlIlll11IIl1I1l1Il11.innerHTML = "<P class=\"p20 ft9\">11.4</P>";
lIlI1Ill1IIIl1II1I11l111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11IIlIlI111II1II1111Il11.innerHTML = "<P class=\"p20 ft130\"> </P>";
l1lIIIIlI1II1lII1Il1I1ll1.innerHTML = "<P class=\"p23 ft9\">9.3.1 Ett aktivitetskrav i skolförfattningarna .....................</P>";
llllIlIII1lIllIl1lll11I1l.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
I11lIlIIIl1llll1IIII11I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1llIII11Ill1lIlI1Il1ll1.innerHTML = "<P class=\"p175 ft44\">Föreslagen lydelse</P>";
I1IlI1IIl1llll11I1IIII1lI.innerHTML = "<P class=\"p20 ft9\">studiemedel utgör</P>";
I11l1l1l1Il1111llI1IlII1I.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
lIll1l11ll1111III1ll1111I.innerHTML = "<P class=\"p23 ft9\">167</P>";
l1IllIIlIll11lIlIlIII1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11l1IIIllII1lII1lllllII.innerHTML = "<P class=\"p20 ft21\">Författningskommentarer</P>";
IlI11IIIlII11llII1IIIlll1.innerHTML = "<P class=\"p23 ft9\">157</P>";
IIllI1I11IIlI1I11I1lI1lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIII1lllIl1Ill1I1IlllII1I.innerHTML = "<P class=\"p146 ft41\">anses</P>";
lIIlIII1IIII1IlIII11l1lII.innerHTML = "<P class=\"p20 ft16\">kursen eller gymnasiearbetet. Den</P>";
IIll1llIIll1llI1I1l1lI1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIlIlIl1I11I1111IIl11ll.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
IIIIl1111lllI1lI111111IlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1lIlIlllIIlIlIlIIlI1Ill.innerHTML = "<P class=\"p20 ft129\"> </P>";
l11lIlIIl11I1IlIllIIl111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1III1ll1111llll11llI1I11.innerHTML = "<P class=\"p182 ft9\">2. <SPAN class=\"ft24\">1,59 </SPAN>procent av prisbas-</P>";
I1l1Il1Il111I1IlI1I1IlIIl.innerHTML = "<P class=\"p34 ft16\">8.1.2 Nuvarande studiemedelssystem.................................</P>";
l1I1IllIIII1llI1lIlIIIlIl.innerHTML = "<P class=\"p20 ft24\">procent av heltid</P>";
lIIl111I1I11Il1Il1lIl1l1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllIIl1llI11lIlIIllll11l.innerHTML = "<P class=\"p20 ft16\">låntagaren</P>";
lI1I1l1IIII11I11I111ll1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1I1111Il1IllI1I1III11I1l.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
l111l1IllI1llll1I1IlI1I1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IlIl1I1I1lll111I1lll1lI.innerHTML = "<P class=\"p27 ft9\">eller</P>";
I1IlIIIl1II1I1l1lI1l1l1lI.innerHTML = "<P class=\"p805 ft21\">SOU 2013:20</P>";
I11Ill1l1I11I11lIlIl1I1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1Il1IllI11Il1ll11lIlllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
III11lIIlIIlIIIlIll1l1Il1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1IllII11llI1Il1IlllI1III.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
IlllllIllll11lI1llIlllII1.innerHTML = "<P class=\"p943 ft147\">25%</P>";
Ill11Il11l111lIl1IllI1I1I.innerHTML = "<P class=\"p33 ft9\">449</P>";
llIllIll1I11III11111lI1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11I1Ill1l1IlIIIlI1lIl111.innerHTML = "<P class=\"p43 ft16\">Förslagens betydelse för komvux på grundläggande nivå ...</P>";
lII1111l11lIl1II1IllIIIl1.innerHTML = "<P class=\"p20 ft16\">minst sju dagar.</P>";
I1l11I11111lIlIlIIlllll1I.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
IlllIl1llllI11IlI1l1lIlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI1lll1lIl1IIIIIIIIll11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIl11I111lIllll1lII11lI1I.innerHTML = "<P class=\"p139 ft39\">För varje elev ska det finnas en</P>";
lIl1lII11lIlI1ll1llIl1Ill.innerHTML = "<P class=\"p21 ft24\">studieplan upprättas</P>";
II111l11l1l1l1ll1l1111ll1.innerHTML = "<P class=\"p20 ft13\">11</P>";
l11lI1IIlIIIII1lllIIlI1II.innerHTML = "<P class=\"p168 ft19\">åtgärdsprogram enligt 3 kap.</P>";
l11lI1l1l1l1IlIlIIllIlllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1II1l1I11lIII1I1lll1II.innerHTML = "<P class=\"p256 ft9\">ytterligare</P>";
I1l111ll1l1IlI11111llllII.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IIllIIIII1I11lIII11ll1I1l.innerHTML = "<P class=\"p930 ft74\">40</P>";
l1II11I1l1llll1II1ll1l1I1.innerHTML = "<P class=\"p20 ft24\">stycket<SPAN class=\"ft9\">,</SPAN></P>";
Il1lll111lIl1ll1lII1lll11.innerHTML = "<P class=\"p21 ft34\">anse som inaktiv. Rektor beslutar</P>";
lI1IIIIIIlI1llI11IIIlI1lI.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
lIl1111I1l1l1l1I1I11I1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
llII1lllll11l1lIl11l11I1l.innerHTML = "<P class=\"p26 ft9\">5.4.2</P>";
Illl1lllIl1Il1IIIlIll1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1l1l1IllIl11lIl1l11lll.innerHTML = "<P class=\"p146 ft16\">att genomgå prövning i alla kurser</P>";
ll1llllI1l1lIl11lI1I11Ill.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
lI1II1l11l1l11lII11lIII11.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
lllIIIIlIlll1I11lIlI1llII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1l11IlI111lllIll11lll1.innerHTML = "<P class=\"p20 ft21\">Bilaga 1</P>";
lI1l1lllIlI1111I1I1I11lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lI1lI1l1I11llI11l1I1lI1.innerHTML = "<P class=\"p20 ft16\">uppgifter</P>";
Il1ll1lIl1II1I1llIlll11Il.innerHTML = "<P class=\"p20 ft13\">Författningsförslag .............................................................</P>";
I11IIlllIll1II1I1lIIl1lIl.innerHTML = "<P class=\"p20 ft24\">år,</P>";
IllI1lIlI1l1l1Ill11llIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11IIl1lIl1l1llllllIll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI111l111lI11IlllI11II1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11l1lIII1ll1IIIII11II1l1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
llIIll1IIIII1Il111IIlI1Il.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
lI11Ill11II111I11l11IIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIllllI11lIIllllIl1lI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1lI111Il111Il1111l1lll1.innerHTML = "<P class=\"p20 ft19\">lämnas under ytterligare högst <SPAN class=\"ft39\">20</SPAN></P>";
I11llIII11III1lIl111Ill11.innerHTML = "<P class=\"p20 ft41\"><SPAN class=\"ft40\">5 </SPAN>Senaste lydelse 2010:2018.</P>";
IIllIl11Il11I1lIl1l1Il11l.innerHTML = "<P class=\"p20 ft128\"> </P>";
l111IIlIl1Il1I11IllI1lll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1II1lIIll1I111I1IlllI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIlIIlIl1I1llllII1II1I1I.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
l1lIIll1Illll1ll1lIl1I1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IlIllI1IlIII1lllIlll11l.innerHTML = "<P class=\"p20 ft30\">Referenser</P>";
lIlIlII1ll1lll111II1111l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIII1II1llIIIIlI11llIll.innerHTML = "<P class=\"p27 ft3\">individuella studieplanen ............................................</P>";
lII1llllllIlI1lll1IlIlI1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il111l11lI1lI11IIII1111II.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIIlll1l1IIll1l1I11ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1I1IlIl1I1IIll11l1II1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1ll1IIl1111I1IIlIlllIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIllI11lIIIll111111I1l1I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
III1ll1l1llI1IIIll11II11I.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
II1Il11lIll1l1llll11I1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
III1llIl11IllI1llI1lIlIll.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
III111lll1I1111lIl11II111.innerHTML = "<P class=\"p146 ft9\">uppgår till</P>";
ll1lIIlI1llllllI111llII1I.innerHTML = "<P class=\"p20 ft9\">anslutning</P>";
llllI1llllll11IIIlllI1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1IllIIIIlll11lIll1III1l.innerHTML = "<P class=\"p23 ft147\">2010</P>";
IIllII1l1l111llI1Il11IlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIll1IIIll1l11l1lIllIIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlllIll1lIIIIIIlII11IlI1.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
Illll1lIIl11IIl11ll1IIl11.innerHTML = "<P class=\"p29 ft9\">6.3.3 Svårigheter med att använda validering inom</P>";
l1IIl111I11lI1lIll1lII11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l1Il1l1lIll1IIlIII1IIl1.innerHTML = "<P class=\"p23 ft9\">55</P>";
l11111IlII11Il1Ill11l1l1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111I1Ill1I1II11l1Illll11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1l11l11lIIllII11lIIl11.innerHTML = "<P class=\"p23 ft21\">Innehåll</P>";
lII11l1lIllIlI1l1l1l1l11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1Il1lI1lI1Illl11lll11I1.innerHTML = "<P class=\"p20 ft16\">7.4</P>";
I1lIlI1lIl1111II111Il1I1I.innerHTML = "<P class=\"p20 ft9\">ska det ingå information om</P>";
I11lIl1II1llI1II11l1I1I11.innerHTML = "<P class=\"p230 ft19\">inom</P>";
llII111I1ll1lI1IlIIIIl1l1.innerHTML = "<P class=\"p33 ft9\">136</P>";
Illl1I111lIIl1IIlIIl11IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l1Ill1lIl1l1ll11IlI11I.innerHTML = "<P class=\"p20 ft24\">studerande</P>";
Ill1IlIll11l1l1I1l11lIllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l11l1I11l1IlI11l1II1IIl.innerHTML = "<P class=\"p20 ft9\">studier,</P>";
I11lII1l1I1IIlIII11Ill1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1llIll111Il1l1lll1IIlIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1II11I1lIlIlIl1lIlllIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11l11II1I1llII11lIlll1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llI1Ill1111ll1lIlIlllII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlII1Illl1l1I1lll1IIIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Il1I1lll1lll111Il1Il1Il.innerHTML = "<P class=\"p20 ft16\">kursen eller gymnasiearbetet. Den</P>";
IIl11IlIIIlI1llllI1IIlI11.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
Il1l1IlIlIIlII1lIll1IIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIllIII1lI1I1llll1IIl111.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllI1l1lIIIllll1l1llIII1l.innerHTML = "<P class=\"p23 ft147\">2003</P>";
Ill1llIIIl11l111ll1IIl111.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I11I11lllIlII11II11lII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lI1I1111ll1l1III111II1l.innerHTML = "<P class=\"p20 ft9\">kommunal</P>";
I1IIlll1I1Illlll11lI11l11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll1IlI11IIlllIlI1l11lI11.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
Ill1l1II1llIllIllII1II111.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1III1II1lIIIlI1II1l111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1ll1lI1111I11I1IIl111lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1I1l11lI1l1Il1I1l1l1II.innerHTML = "<P class=\"p20 ft19\">den som tidigare har fått betyg på</P>";
lI11IIII1lll1lI1IIll11I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11lIl1l1l1I11lIllI1II1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1Ill1lll11I1I1lll11111l1.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
lI111III1I11lI11I1IIllllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lI11l11I1I1lllIlI1IllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IIIIIlIll11IllIlIlIlI1l.innerHTML = "<P class=\"p23 ft19\">som behöver färdighetsträning i</P>";
l1l11II11II1IIIllllIII1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lIIllIl1l1IIl1lIIIll1II.innerHTML = "<P class=\"p23 ft9\">9.2.1 Reglering av aktivitet och närvaro i komvux.............</P>";
lIl1IIII11IlII1l1llII1l1l.innerHTML = "<P class=\"p20 ft24\">enligt 2 kap. 16 § för varje elev</P>";
II1IIIllll1lI111IlIll1I1I.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
Il11lIIll1lI11ll1l1l1IlIl.innerHTML = "<P class=\"p21 ft9\">grundläggande nivå inom komvux.............................</P>";
l11l1lIII11lIlIlIIIIlI1lI.innerHTML = "<P class=\"p26 ft14\">Vägledning, individuella studieplaner och validering ....</P>";
II11llIll11Il1I111ll11l11.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
IIll1l1lI1II1IlII1III1llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1lI11111lll1lI1I1lI1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIll1l1lIl1lll1lllIII1l.innerHTML = "<P class=\"p162 ft24\">Föreslagen lydelse</P>";
Illl1llIlI1lI111I1Il1lII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11lI1IIIIlll1I11lI1I11l.innerHTML = "<P class=\"p20 ft9\">stycket får inte ske av lån som</P>";
l111llI1lllll1I111lll1lll.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
Il1l1llIIIl1IllII11ll11lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll1IIIlll1l1llIl1lIl11ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIIIIl1lIlll1IllI11lllII.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
IlllI1ll1I11lII1lII1l11ll.innerHTML = "<P class=\"p31 ft9\">överklagas hos Skolväsendets</P>";
I11lllIIllII1lI111l111lI1.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
IllIlIIl111lI1IlIIIII1II1.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
Il1II1l1I11llIll1lll1lIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1IIII1I1ll111Il1lIIl1Il.innerHTML = "<P class=\"p1053 ft146\">stud < 25 år</P>";
IlI11111III1I1I1l1Il1llll.innerHTML = "<P class=\"p20 ft15\"> </P>";
Illl11l11l1I1lIllllI11lIl.innerHTML = "<P class=\"p20 ft24\"><SPAN class=\"ft9\">beloppet </SPAN>till en studerande i en</P>";
l1I1lllll111I11lI1l1l1lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIlII11III11l1l1l1lll1lI.innerHTML = "<P class=\"p26 ft9\">8.4.4</P>";
Il11IIl11IlIl1ll11l1ll111.innerHTML = "<P class=\"p29 ft16\">2.5.2 Antal elever på grundläggande nivå .............................</P>";
lIl1Ill1lIIlIll1llIII1111.innerHTML = "<P class=\"p29 ft16\">4.1.1 Nationell statistik och uppföljning ..............................</P>";
lI111II1llll1Il1lI1lllIl1.innerHTML = "<P class=\"p23 ft9\">9.2 Nuvarande bestämmelser, rutiner och rapportering ............</P>";
I1Il11Il1lIllIII11lI1l1II.innerHTML = "<P class=\"p131 ft34\">procent</P>";
lIlI11lIIlllI1IIlI1I1I1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIl1IllI11lll1lIllllII1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIIIIl1l1ll1Il1I1l11lII.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
lIl1llIIl111Illl1l1II11ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11lI1IIIllIl1I11IlI1IIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
II111Il1lll1IlI1111l1I1ll.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
lI1ll11lllI1II1lIIIlI1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111IlIIII1l111ll11111lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Illl11I1111IllIl1l1IlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1llIlII11IIllI1I1l1l1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1l1IIII11Il1lIIlllll11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l11111l1lllI1I111ll1ll.innerHTML = "<P class=\"p27 ft9\">Utredningens allmänna bedömning av</P>";
ll1lIllllIllll1IlIlI1Il1l.innerHTML = "<P class=\"p23 ft9\">274</P>";
I1IlI11lI1l1l111l11IIll1l.innerHTML = "<P class=\"p27 ft16\">Inledning och definitioner............................................</P>";
lI1I111l1ll1ll1llIl1l1lII.innerHTML = "<P class=\"p940 ft147\">20%</P>";
l1ll11lI11I1llllll1IIl1Il.innerHTML = "<P class=\"p21 ft9\">är</P>";
IllIlIll1Il11lI111l1III1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1Il1I1lIlIIlIlII111I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1ll1llI1III1IIllllIIlI.innerHTML = "<P class=\"p20 ft9\">lämnas i ytterligare högst 40 veckor.</P>";
IlIIl1IIII1llllIlIII1I1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11Il11lll1111ll111l1IIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1ll11lll1l1IIl11ll1II1I.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
IIlI1I1111IllIll11lIl1IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IlI11l1II1llll1lll1I1ll.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lIIllI1lII1llIl1llIIIllII.innerHTML = "<P class=\"p20 ft153\"> </P>";
I1111ll11lllI1IIIIlIlIlIl.innerHTML = "<P class=\"p26 ft9\">2.3.3</P>";
IlIIllI1l11IlIl11l1Illll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II11lI111IIIlII1l1lI1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lIlll1lIIlIllIl11Ill11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1Il11I1III1l1lIIlIllIl1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlII1l11l11l11IlIIll1I11.innerHTML = "<P class=\"p20 ft30\">Referenser</P>";
lIIllll1Il111llll1IIIl11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lI11I1I1lI1lll1I1l111ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111I1I1l1I1IllllIIIlIIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIllllIlI1I111III1Ill1IIl.innerHTML = "<P class=\"p20 ft9\">skolepoäng som kan ingå i en</P>";
II1IlllI11l1IlIl1l111l11l.innerHTML = "<P class=\"p23 ft39\">Regeringen eller den myndighet</P>";
l1IIll1I11I1llII1Il1111lI.innerHTML = "<P class=\"p145 ft9\">30 §<SPAN class=\"ft36\">2</SPAN></P>";
II1IIIll1lIlIl1I1lII1l1ll.innerHTML = "<P class=\"p27 ft3\">Huvudsaklig inkomstkälla ..........................................</P>";
llIllI11ll11II1IlII111I11.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IlIl11Il1I11111lll1I1I1lI.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
IllI1IlII111Ill1Il1IlIIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Il11I1IllIlIlIl11l1111l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1II1lll1I1I111IlII1I11l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11lI1II111111I1IIIlIIIl1.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
lI1l1I11IlI1lIll1llIlIl1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill1IlIl1111l1l1lII1IIlll.innerHTML = "<P class=\"p20 ft133\"> </P>";
I1l1lIlI11IIIlIIlIl1l1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1l111IIIll1I1l1II11l11l.innerHTML = "<P class=\"p20 ft30\">Utredningens övergripande bedömning</P>";
I1IlllI1II111lIIIIl11I1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1111l1lII1ll1ll11lllII1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11lIIlllll1l1I11l1II1Il1.innerHTML = "<P class=\"p20 ft9\">särskild utbildning för vuxna får</P>";
IIlll1Ill1ll1lllI1IlIlllI.innerHTML = "<P class=\"p23 ft147\">2011</P>";
IIl1Ill11l1IllIIIllIl1l1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIIlI11llIll11IlIll1l11I.innerHTML = "<P class=\"p33 ft9\">314</P>";
Il1l1llI1III111l1l1lIll1I.innerHTML = "<P class=\"p34 ft9\">5.3.4</P>";
I11lI1lII11IlI1II1IIIII1I.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
I1lI11111111ll1Il11lll111.innerHTML = "<P class=\"p20 ft24\">Nuvarande lydelse</P>";
IIllIIIII11ll1I1lll11lIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11I111I11l111l1III1I1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1l111II1lII1llIlllIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1II1l1IllllIIl1IlI11II.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lI1l1Il11lIIIl11lIll11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1lIlIl1IlIl1IIII1lllI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1ll1llIl111ll1I1I1II1Il1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
l1lI111I1lllllllIllIl1I1I.innerHTML = "<P class=\"p23 ft20\">33</P>";
l1l1Il1ll1lI1IllIlIllIlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1I11IIll1II11IIll1lIIIl.innerHTML = "<P class=\"p43 ft3\">Vuxdatabas .............................................................................</P>";
llIllIll1l1l1IIll1lIl1lII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI1llI1111II1Il1l1ll11Il1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11I1l1l11IllIIIllll1lII1.innerHTML = "<P class=\"p21 ft3\">Orienteringskurser .....................................................</P>";
lllIl11IlIl1lI1llIIllI11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11II1ll1IllIl1l1lI1lIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIlllIIIIIllIIl11I11I1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IlIII11IlI1IlI1lIlIl11.innerHTML = "<P class=\"p23 ft19\"><SPAN class=\"ft39\">får </SPAN>lämnas med ett belopp som</P>";
Il1III1Il1lIl1IIlII1l11I1.innerHTML = "<P class=\"p23 ft147\">100%</P>";
I1Il111III1l1ll1I1IIIII1l.innerHTML = "<P class=\"p23 ft24\">samordnings-</P>";
IIIl1IIIllI1IIIII1lIlIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIllI11Il1II1lIlI1IIllIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IIll11llI1IllI1Il1ll1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl1111l1111llIllIIIlIII.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
IllIIl1lIl1111I1IIIIlIIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1ll1I111IIIlllI1I1llI1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lI1lI111111llll1l1II1lI.innerHTML = "<P class=\"p20 ft30\">Anpassning efter individers behov och förutsättningar</P>";
I1lIIlI111I1lIIlI11ll1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llIl11Ill11IllIIl1lI111.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllI1I1I11ll1l1lllIll1l11.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
lllIII111llIII1IIIIIIl1ll.innerHTML = "<P class=\"p20 ft16\">2.5</P>";
l11lI1lll1l111l111IllIll1.innerHTML = "<P class=\"p20 ft16\">som är elev i gymnasieskolan får</P>";
lII1II1l111II1lll1I1l1I1I.innerHTML = "<P class=\"p43 ft3\">12.1.1 Inledning .....................................................................</P>";
l1llI1lIlIIIIlllIl1lI1lll.innerHTML = "<P class=\"p29 ft9\">2.5.6</P>";
ll11ll1I11IlI1lIIlIlIIlII.innerHTML = "<P class=\"p21 ft24\">om bedömningen av</P>";
l1ll1IIl11Il11l1I1llI1III.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lll1lIIlIllllIl11llIII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl11ll1I1IIIllIIlI1I1l1.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
Il111I1IIlllIIIIlI1II1IlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill1I11lI111II1IIIIIl11II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIIl111ll11lIIII1IIlI11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlIIlIIlI11IlI1Il11Il111.innerHTML = "<P class=\"p33 ft9\">444</P>";
I1llIIl1IllI11I1Il1lll1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1lIlIllII1lI1I1ll111I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1Il1III1Ill1lIlIIIlIII.innerHTML = "<P class=\"p27 ft3\">näringsverksamhet ......................................................</P>";
IIIl1I11Il1lI11Il1l111I11.innerHTML = "<P class=\"p20 ft24\"><SPAN class=\"ft9\">enligt 3 kap. </SPAN>12 § punkterna 3</P>";
l11Il1llIllll1l1llI11IIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11I1IlIlllIlI111IllllllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIl1I1IIIIlll1l11llI1IIl.innerHTML = "<P class=\"p20 ft9\">studielån för studier i sådan</P>";
I111Il1III1ll1ll1I1ll1I1l.innerHTML = "<P class=\"p43 ft3\">förslag inom studiemedelsområdet .......................................</P>";
IIIII1I1IIll1lIlllIllllll.innerHTML = "<P class=\"p27 ft3\">(SPSM) ........................................................................</P>";
I11I1II1lI11Il1l1lIIII1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il11IllIIlIll1Ill111IIIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I11l1IlI1IIII1l11Il1lll.innerHTML = "<P class=\"p27 ft3\">vuxenstuderande .........................................................</P>";
I1IlI1lI1I1lIIIIl1IlIIllI.innerHTML = "<P class=\"p21 ft13\">185</P>";
ll1I1l111l1l1I1IlllIlIlI1.innerHTML = "<P class=\"p21 ft20\">29</P>";
IllIIl1l1I1111I1II1lIl1II.innerHTML = "<P class=\"p23 ft16\">391</P>";
IllIl1l111lI1lllII11IIIl1.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
lIl1l1II11llI1llII1111Il1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
l1lII1lI1II1Ill11III1llII.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
llllIlIlIl11llI1III1Ill11.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
III1l11l11lll11l11llIlllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllllllIIIIIlIlIllIll1IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IIllll1lIIII1IlI1lI1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1III1lIII1lIlIllII1l11.innerHTML = "<P class=\"p23 ft9\">277</P>";
l1I1IlI1l11III1l1III1I1l1.innerHTML = "<P class=\"p20 ft9\">studiemedel utgör 5,07 procent</P>";
llI1I1I11Il1lI1II1ll1llI1.innerHTML = "<P class=\"p20 ft9\">minst sju dagar.</P>";
IlIlll1lIIIlll1111l1II1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlI1III1111IIIlII1111IlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlllIIIl11lI1l1I1I1III11.innerHTML = "<P class=\"p23 ft9\">Bilaga 1 Kommittédirektiv .............................................................</P>";
lll111Il1lIll1IIIIlIl1l11.innerHTML = "<P class=\"p23 ft9\">507</P>";
I111IIIIII1l111l11l11l1lI.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
IllI1l1II1l11lIllIIII1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11ll1lIl1llllllIIII1I1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llIl11lIIllIIIl1111IIlI.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
l1l11I1ll111lIlI1lIll1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIll1lll1I1lI1IlIIl1I1III.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
l11llllIl1l1111II1Il1l11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11l1l1l11III11IlIlII1I1.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
l1111l111l1l1I1I1l111II1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlllI1l1lllI1Il1IlIlI1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIl1l11Il1lllI111lllIII.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
I1Il11llIlI1III1l1111l11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIl11l11IIlIlII11II11lII.innerHTML = "<P class=\"p20 ft19\">ska utarbetas i samverkan med</P>";
lI1lIIllIIII11IIl111ll11l.innerHTML = "<P class=\"p46 ft9\">Bilaga 4</P>";
I111I11I1l1IIl11111lIIl11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIllIl11Il11Ill11lIIll1l1.innerHTML = "<P class=\"p940 ft147\">30%</P>";
Il111ll11lllI1Ill1I1Illl1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlI1Il11II1Illll1lIlIIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII1lIll11llll111lll1IIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIIIIllII1llII11lI111I1.innerHTML = "<P class=\"p20 ft153\"> </P>";
l11I11lllIlIlIIl1II11Il1l.innerHTML = "<P class=\"p23 ft9\">369</P>";
II1IIIIIIlll1Ill1I11II11I.innerHTML = "<P class=\"p20 ft30\">Krav på studieaktivitet eller närvaro</P>";
llI1IlIl1lllIl1I1l1l1lII1.innerHTML = "<P class=\"p23 ft39\">som behandlas i</P>";
lI1111lI1II11IlllllI11III.innerHTML = "<P class=\"p20 ft19\">kommunal vuxenutbildning</P>";
lIlllI11I1I11lll111l1ll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIIl1l1l11IIIIl1IlIl1IlI.innerHTML = "<P class=\"p21 ft19\">första</P>";
Il1II1ll1l1l1Illl1111llll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIlIlIl11Ill1llll1IIl1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1llI111I11IIIIIl1II1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1IIIllllIllII1ll1I1111I.innerHTML = "<P class=\"p33 ft9\">139</P>";
l1IlI1I11Il1I11lIllIIl1Il.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
II1111lIIl1III1lI11Ill1Il.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
lII11I1l1I1llI11I1l1I1ll1.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
lIlIll111lIl11I11llllIIll.innerHTML = "<P class=\"p33 ft9\">457</P>";
IIIII1IIlIlI11l1Il111IlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111I1l111l1lIIIIII1l111l.innerHTML = "<P class=\"p930 ft74\">30</P>";
Ill1l1IlII1l1lIll1111llIl.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
I1IIll1I111IIll1I11I1l1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1l1llI11II1I1IIl11lIllI.innerHTML = "<P class=\"p23 ft9\">12.2.5 Återbetalning av studielån ..........................................</P>";
l11lIl1111l1ll1IIl1l11Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIlllI1IIl1I1lI1II11II11.innerHTML = "<P class=\"p27 ft3\">Det nya betygssystemet ...............................................</P>";
lI11lII1l1l1IllIl1l1lll11.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
I1lll1ll1l1lll111lll111Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1ll1IIIIlIl1I1I1lIIlll.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
l1lIllIll1I11lII11II11l1I.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
lI1lIl1I1l1I1I1IllIll1111.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIl1111II111l11IIllIIlII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lII111l1l1l1Il1lI1Ill11II.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI111I1III11lIll1l11Il11.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
II1II1I1ll1IIIIl1lI1l11I1.innerHTML = "<P class=\"p29 ft3\">Undersökningen.....................................................................</P>";
I1l11l1ll1l1lIllI11II1l1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllIIIIlllll11IIllll1lIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11II1lIll111I1l11I111Il1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11lIIll11lIllIIlI1111IIl.innerHTML = "<P class=\"p20 ft9\">11.2</P>";
IIl1IIl1l11I111IlllIIIIll.innerHTML = "<P class=\"p146 ft9\">dock</P>";
l1lIlIlIl1IIllI1I1IIIIlII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlIll1II1IIIIIlI1lII1IIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1lII11l1II1I1I111l1llI1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIllIlIll1ll1I1l111IIl1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1I1III11lIl1IIIlIllII11.innerHTML = "<P class=\"p20 ft30\">Författningsförslag</P>";
lIII1lI1I1IIIlIl1lI1Ill1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11l1lI1IlI1IllII1lIl11I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11l1Il111I1lIl1lll1II1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll1Ill1IlIIl1ll11III11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1IIllIlIllII1llI1lIlIl.innerHTML = "<P class=\"p21 ft3\">Öppna studiemiljöer...................................................</P>";
lI11l11l1I1l11IIll1l1IlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1IIIl11Il1IlllI1lllI11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllIllll1I1lIll1I1l111lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l111I1111llIll1IllIl111II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIl1llIIIl1lII1IlIII1I1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIlII1lI1I1I1IIll1IlIlI1.innerHTML = "<P class=\"p23 ft24\">studiestöd med</P>";
lI11lI1lI1l11l11l1ll1lIlI.innerHTML = "<P class=\"p20 ft30\">Sammanfattning</P>";
l11lIl1IIllll11l1Il1I111I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11l1I1llIllll11IIl1I1III.innerHTML = "<P class=\"p27 ft3\">Bakgrund och utveckling ...........................................</P>";
ll1Il1l111l111I1IIIIll1Il.innerHTML = "<P class=\"p162 ft24\">skola får ha direktåtkomst till</P>";
IlIl11lI1l1III111l1I111ll.innerHTML = "<P class=\"p23 ft19\">nivå får studiemedel lämnas vid</P>";
I1IIIlll1Il1IlIII1Il1IIlI.innerHTML = "<P class=\"p38 ft9\">9.4.2 Nackdelar – särskilda aktivitets- eller närvarokrav</P>";
ll1IIIlll11l1IIlIlI1I11Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1I1llII11Ill11llll1I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIll111II1lIl1ll1II11IIl.innerHTML = "<P class=\"p23 ft9\">166</P>";
lIII1ll1lI11I1I1II11I1lll.innerHTML = "<P class=\"p29 ft9\">en</P>";
II11lIl11II1llI11I1l1I1l1.innerHTML = "<P class=\"p23 ft16\">390</P>";
II11IlIIIl11l11l111IlIIIl.innerHTML = "<P class=\"p20 ft9\">genomfört</P>";
l1IIII11I1l1111IIII1l1lll.innerHTML = "<P class=\"p20 ft24\">yttranden enligt fjärde stycket.</P>";
IllI11I1III11I11l11llII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l1llIlI1IlII1IIll1l1ll.innerHTML = "<P class=\"p20 ft19\">kurs eller ett gymnasiearbete, om</P>";
I1II1I1I11IIll111lIl11lI1.innerHTML = "<P class=\"p26 ft9\">2.3.1</P>";
Il11Illl11IlI11lIIlI11lll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1llIlI1II11I1lll11lIl1.innerHTML = "<P class=\"p23 ft16\">2.2</P>";
Ill1I1l11111lIIIII1llll1l.innerHTML = "<P class=\"p20 ft21\">Bilaga 5</P>";
lIlIlI1l1ll1IlI111II1II1I.innerHTML = "<P class=\"p156 ft37\">Studiemedel får lämnas med</P>";
I11l111IlIlIlI1IllI1IIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlIllIll1IllI1I1II11lIl1.innerHTML = "<P class=\"p20 ft21\">Kostnads- och konsekvensanalys</P>";
IlI11l1llI111IlI1l11I1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
llll1lI111IIl11lllIl111lI.innerHTML = "<P class=\"p20 ft19\">stödslagen (1999:1395) en hel kalendervecka.</P>";
l1IIIII111IIll1lIllI11IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1Ill1II1lIl1lIIl1IIl1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1II11l1111llIl1lll1l1I1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1IIl1lIl1I11l1llIIIl11.innerHTML = "<P class=\"p23 ft9\">119</P>";
IIl1IIlll1I11l1Ill111l1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lllll11lIIlIl1llI11Il1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llII11IIlIIl1111IllllIlll.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
III1I1II11II1l1ll1lI1llIl.innerHTML = "<P class=\"p26 ft9\">5.4.3</P>";
l1IlIllI11lIlIIlIllI11IIl.innerHTML = "<P class=\"p46 ft9\">Bilaga 2</P>";
Il1I1lIIIIIIlIl111IIIllll.innerHTML = "<P class=\"p20 ft16\">vuxenutbildning ska ha möjlighet</P>";
I11I1l1lll1IIlII111lI1llI.innerHTML = "<P class=\"p20 ft30\">Författningskommentarer</P>";
lI1Il1IlIl1llII1lll11lII1.innerHTML = "<P class=\"p168 ft9\">Beslut av en rektor får</P>";
IIII1ll111I1II1lI1I1lI1lI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1II1lI1llIII111I1l111IlI.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
Illl11I11llI1Illl1l1l1lII.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
Ill1lI1l11IIIllIl1l1IllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllIllII1II1l1lI111I111I1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
II1II1111I1IlllIl1ll11I11.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
IIlI1II1IIlI11Il1I1l111II.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
l11I1ll11l1lI1Ill1I1lI1ll.innerHTML = "<P class=\"p23 ft13\">83</P>";
IlIlI1III11l1IIII11l1IIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II11Il1l11IIII1Il1111111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlIl1IIl11l11II1l11ll1Il.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
II1II1l1ll111l1Ill1Il1lI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
III1IllIll11ll11l1Il1lI1I.innerHTML = "<P class=\"p20 ft34\">motsvarande</P>";
l1l1lIl1IIl11l1llIIlIIlII.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
ll1l1111lII11III11I1l1lIl.innerHTML = "<P class=\"p20 ft21\">Konsekvenser av tidsbegränsad sfi</P>";
Ill1lIIlIlI11Il1l11lIllII.innerHTML = "<P class=\"p34 ft9\">8.2.1 Drivkrafter för snabba och effektiva studier i</P>";
ll111lI1ll1I1111l1I11l1l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllllI11I11111lIllll11llI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11III1lIlll111lI11I1IIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1IIlII1IIIl1l111lIl1l11.innerHTML = "<P class=\"p21 ft3\">Förkunskapskrav ........................................................</P>";
l11I1llIII11l1I1l1III11Il.innerHTML = "<P class=\"p21 ft9\">drivkrafter ...................................................................</P>";
IIl1Il1I11lII11l1l1IlIl1I.innerHTML = "<P class=\"p162 ft34\">personuppgifter om studerande på</P>";
IIl1lllIl1Ill1IlI111111lI.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
Il1I1lIl11IlII111llIIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1l1lIlIl11II1l1llIl1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IlI11III1IllIIll11lI1I.innerHTML = "<P class=\"p20 ft21\">Krav på studieaktivitet eller närvaro</P>";
Il1III1llIll1l11IlIl1Il11.innerHTML = "<P class=\"p22 ft9\">särskilt stöd i en särskild</P>";
l1l1ll1I1lllI1I11ll11I111.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1IIIIII1lIl1I1Ill11lI1l.innerHTML = "<P class=\"p26 ft16\">5.5.4 Högutbildades studier på grundläggande nivå..........</P>";
llI1III1llIIlII111lI1lllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlllII1l1llll1IIlll1lIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1llllIll111111l11111II1.innerHTML = "<P class=\"p134 ft16\">grundläggande</P>";
lII1l1I1llIlllIll1III1I1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlIII1II11l11IIIIlIIIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIlI1Il11Ill1II1111lIII1.innerHTML = "<P class=\"p20 ft21\">Bilaga 1</P>";
III11111I1Il111I1l11llIl1.innerHTML = "<P class=\"p20 ft9\">vuxen-</P>";
I1llI1l1II11I11IIl1lIlIl1.innerHTML = "<P class=\"p20 ft9\">under den första och den sista</P>";
l1l1111lIIll11IllIl11lll1.innerHTML = "<P class=\"p31 ft24\">4.</P>";
Ill111Illlll111IlIllI11II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11l1I1l1I1IIllIlI111I11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1ll1IIlll1IlIlI11l11ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1lIl1l1IlI1III11I1ll1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIll11IlIll11111IlII11lI.innerHTML = "<P class=\"p22 ft3\">Utredningens arbete ................................................................</P>";
lIIlII1IllI1I1l1IIIl1II1I.innerHTML = "<P class=\"p20 ft16\">behörighet för högskoleutbildning</P>";
l1IIlII1lII1lll1I11lIlII1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1llI11I11lllIlIlII11I11I.innerHTML = "<P class=\"p943 ft147\">40%</P>";
l1ll11IlIIIIl111I1I1lI1l1.innerHTML = "<P class=\"p21 ft16\">särskild</P>";
I11I11l1Ill111lIIll1l1ll1.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
l1I1II1llIl11IlIlIlII1llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1I11IlIIIlllIl11I11l1l11.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
II1II1lI1I11ll1l1lI1llIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IIlIIl11ll1I1llllI1I11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1llllIIIllIllIIl1IIII1I.innerHTML = "<P class=\"p23 ft24\">eller folkhögskolan</P>";
Il1II1lIIlI1I1111II1IIlI1.innerHTML = "<P class=\"p20 ft30\">Generella utgångspunkter</P>";
IlIII11ll111ll111ll1Il1Il.innerHTML = "<P class=\"p20 ft19\">får studiemedel lämnas vid studier</P>";
llI1I1IllI11lII11IIll11II.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
IlII1lI1ll1llllIlIIIllI11.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
IIIlI1lII1Il1IlIlIl11l1lI.innerHTML = "<P class=\"p231 ft147\">60%</P>";
Il1I1ll11I111II11ll1l1lI1.innerHTML = "<P class=\"p229 ft9\">4 §</P>";
lI11IIl1lIIII1lI1l1l11l11.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
l1l11IlI11I11Ill1I11I1lII.innerHTML = "<P class=\"p21 ft9\">8.2.2 Betydelsen av ekonomiska incitament i teorin .........</P>";
llI111lIllllll1Il11lIII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11lIlIl11I1lIl1II1lI1Il.innerHTML = "<P class=\"p20 ft30\">Utredningens uppdrag och arbete</P>";
ll1llII111llIllII1lllllII.innerHTML = "<P class=\"p20 ft17\"> </P>";
lII1l1III1lI1IIlIlllI1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIIll11I1l1I1llllIIII1II.innerHTML = "<P class=\"p20 ft9\">har lämnats under tid då <SPAN class=\"ft24\">det</SPAN></P>";
ll1l1l1IlIIIIIllIlIII1IIl.innerHTML = "<P class=\"p20 ft30\">Förändringar för en utvecklad vuxenutbildning</P>";
lIIlIl1l1IIIIl1II1llll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIIlll1lllll1II1I111l1ll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllIllII111111I1lllI1l11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1I1lII1llll11II1I1lIII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill1Il11Il1lIIl11lI11Il11.innerHTML = "<P class=\"p215 ft9\">senare har</P>";
llIllIl1111111l1ll11ll1lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l1IlIlI1IIlIIIII1lII1lI.innerHTML = "<P class=\"p20 ft153\"> </P>";
llIl1I1lIIl1l1l1lll1Il1l1.innerHTML = "<P class=\"p24 ft3\">arbete .............................................................................</P>";
I1IIll111II1lIIlllllll11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI11l1IIII1IlIlI1IllIll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIl1ll1IllII1I1ll11IIlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II11I1ll11l1ll1lII1lI1ll1.innerHTML = "<P class=\"p1054 ft152\">nivå</P>";
lIllI1I1lIlIIl11llI11IlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIllllII1lI11lIlI1l11I1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
III1lll1lI1lIIIIlIl1lIIlI.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
IlIII1lI111l1Ill1l11l1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IlI11l1lIII11I1IllIl111.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
l11lll1II1II1I1I11II1lII1.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
llll1IIl1l1llIlII1lI1111l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1IIIIIl1IlllIIIlll1IllII.innerHTML = "<P class=\"p23 ft39\"><SPAN class=\"ft19\">räkning </SPAN>eller har särskilda stöd-</P>";
I1Il1Il1IIllIl1I11II1lI1I.innerHTML = "<P class=\"p27 ft3\">Studiemedelsbelopp ....................................................</P>";
I1l1llII1IIIlI1I1lI1l11ll.innerHTML = "<P class=\"p23 ft43\">meddela</P>";
IIl11lII1l1I1l11llIlIlIll.innerHTML = "<P class=\"p22 ft9\">åtgärdsprogram enligt 3 kap.</P>";
lI1I1l1I1Il1lIllll1lI1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Illl1I1ll1llllI11Ill1II1l.innerHTML = "<P class=\"p27 ft3\">Problem med vägledningen ........................................</P>";
l11IlIIllIIlll1lI11llIlll.innerHTML = "<P class=\"p20 ft9\">grundläggande</P>";
lI11ll1lIIll11ll1Illl1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IlIIIIIlIIIII1IIl11lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1111ll1lllIlIIIlIll1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Ill11I1lllIl1Ill11I1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1IlI1I1IlI1lII1l11111Il.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
llI1IllI1l1lll111I1I111l1.innerHTML = "<P class=\"p46 ft9\">12.3 Kostnads- och konsekvensanalys av utredningens</P>";
lIIllIIlIl11I1l1lIII1l11l.innerHTML = "<P class=\"p20 ft34\">kalenderår han eller hon fyller 24</P>";
lIlll111IIIIIIll1I1lllIll.innerHTML = "<P class=\"p21 ft9\">grundläggande nivå .....................................................</P>";
l1lll1I11IllI1l1llIlllIIl.innerHTML = "<P class=\"p33 ft9\">298</P>";
Il11I1111I1I1I1I1l1l1lI11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIII1I1I11lIIll1l11I11IlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll11I1lll1111llIlIl111lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
llllllIl1IIlIllI1llll1l1l.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
III11II1II1IlI11lI11111Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIIIllIlllll11l1Ill1l1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIIl111l11IlIIllIIlI1III1.innerHTML = "<P class=\"p27 ft9\">Individuella studieplaner inom</P>";
Il1Il1111llll11Ill11IIl1I.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
II1l11II11Ill1I1llI1Illll.innerHTML = "<P class=\"p23 ft147\">2010</P>";
l1l1l1lIII11II1llIIlIIllI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11IIllI11IIl1ll11IIII1II.innerHTML = "<P class=\"p215 ft9\">eller</P>";
Il1IlIl1IlI1IlIll11llII1I.innerHTML = "<P class=\"p20 ft21\">Anpassning efter individers behov och förutsättningar</P>";
lIlI1IlllI1l1lIllIIlIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
llllI1l1111lIIIl1I1IIIIll.innerHTML = "<P class=\"p20 ft30\">Konsekvenser av tidsbegränsad sfi</P>";
I1lIlI1I1Il1lI1llllllIIlI.innerHTML = "<P class=\"p23 ft13\">485</P>";
lI1ll1Illlll1l1l11lIIllll.innerHTML = "<P class=\"p20 ft42\">Studie- och yrkesvägledning</P>";
lIlIl1lIII11I1lllI11l11lI.innerHTML = "<P class=\"p20 ft147\">Högre bidrag</P>";
IIl11Il1lIlIl1ll1ll1ll1II.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llIII1llI1l1lllIlIl1lI11I.innerHTML = "<P class=\"p142 ft16\">utbildningsmål</P>";
I1llI11IlI1lIlllI11l111I1.innerHTML = "<P class=\"p146 ft19\">studiemedel</P>";
Il11l1ll11llIlIllIIIlII11.innerHTML = "<P class=\"p23 ft147\">2011</P>";
IlIIlIIIlIllI11111III111l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1lll111l1I1lIIlllIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllI111IlIll11I11Ill1lII1.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
IlI1I11I1I1I1lI1IIl1llIll.innerHTML = "<P class=\"p20 ft24\">procent men mindre än 100</P>";
lll1IllI11lIllIl1II1IlIl1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11llllIlIllIII1ll1lII11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl11l11I1lllIl1I1IlIII1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1lIlIl1llIIIIII11I1ll1lI.innerHTML = "<P class=\"p23 ft147\">2010</P>";
lllll1IIIII1l11l1I1II1IIl.innerHTML = "<P class=\"p23 ft3\">bedömning...................................................................</P>";
I1lIll1I1IlIIIlllllIlII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1llII1I1IIlIIl1111l11ll.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
lllIl1lIll11IlIIl1IlIll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllllIllllIlllll1II1l1I1I.innerHTML = "<P class=\"p26 ft9\">5.4.4 Stöd från Specialpedagogiska skolmyndigheten</P>";
Illl1II1IlllIl11llI1lIII1.innerHTML = "<P class=\"p146 ft16\">den</P>";
IlllIII111II111II1111l11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1l11ll1IIlI1I11Il1lIll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI11I1I1l1II1l1llII1lIlI.innerHTML = "<P class=\"p21 ft9\">studietiden</P>";
I1IlIll1lllII1ll111I1Il11.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIlIlIl1lIIlI1lll1111I1.innerHTML = "<P class=\"p21 ft39\">deltar aktivt i undervisning är att</P>";
IlIII1lIl11lIIIlIl11I11l1.innerHTML = "<P class=\"p20 ft30\">Kostnads- och konsekvensanalys</P>";
lIl1III1I1ll11lI1II1IIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl1II11III1llIlI1lIl1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11IIlI1l1ll1l1IlIl1IIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I111ll1111IlIl1IIIIllll.innerHTML = "<P class=\"p23 ft16\">Rapportering till CSN ................................................</P>";
II1I1111l1lI11lI1II1111lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1I1I1llI1IIIIllll1IIllll.innerHTML = "<P class=\"p20 ft30\">Förändringar för en utvecklad vuxenutbildning</P>";
lIllI1llI1l1I1IIl1lIl1l1I.innerHTML = "<P class=\"p23 ft9\">193</P>";
l1IlI1II1llIII111llIlI1lI.innerHTML = "<P class=\"p20 ft21\">Organisation, styrning och uppföljning</P>";
lI11111lI1IIlI1I1IIIlII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111II1ll1I1l11II1lIIlIII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1lIIl11IllII1II1IlIIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI111IIl1IIl1ll11IIllIl1.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
II1l11I1ll1I1lIl1I1I1Il11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1l111IIIlll1Il1llI11l1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1I1lII1I1llII111Il1lI1lI.innerHTML = "<P class=\"p930 ft74\">80</P>";
ll1III1lIIIl11111I1IlllIl.innerHTML = "<P class=\"p20 ft24\">procent av heltid, och</P>";
IlIl1II11111lI1II11IlII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlIllll11lllI1IIlllI1IlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1IIl1I1I1lll11IIII1Il11.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIl11lIll1IllIl1llIIllll.innerHTML = "<P class=\"p33 ft9\">307</P>";
II111lI1I1l1IlI1I1111lI1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11Il1l1l1l1lllIII11Illl1.innerHTML = "<P class=\"p20 ft9\">skrivas av till viss del, om</P>";
l1IlII111ll11Il11llllIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIlI1lI11IlI11llll1IlIlIl.innerHTML = "<P class=\"p20 ft30\">Författningsförslag</P>";
l1l111Ill11llIIlI1II1IIll.innerHTML = "<P class=\"p20 ft39\">stycket som inte är grundskole-</P>";
l1IIllI1llI1Ill11I1I1llII.innerHTML = "<P class=\"p20 ft34\">utbildning som avses i 2 § andra</P>";
I1l1III1II1l1I11111l1lI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1IIIlllI1lI11IIllllI1l.innerHTML = "<P class=\"p22 ft9\">undervisningsgrupp</P>";
I1IIIIl1IlIII1I1lI1l1I1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
II1IIlI1llI1llIlI11IlI1ll.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
lI11I1I111I1lI1IlIIllI1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11IIIIlIl1III1I1lIIIII1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIII1IllI1ll1ll1I1IIIl1I1.innerHTML = "<P class=\"p23 ft9\">9.2.2 Krav på närvaro i andra utbildningsformer ...............</P>";
I11lllI1I1IIII1IlIlll1lll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IIIlIII11II1l11llI11I1l.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
lIIllIll1l1lIIIIll11I1llI.innerHTML = "<P class=\"p43 ft9\">Kostnads- och konsekvensanalys av utredningens</P>";
llI1l11II11I1lI1ll1IllI11.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
l1I1IIIIl1I11l1II1llI1lI1.innerHTML = "<P class=\"p20 ft19\">som</P>";
l1ll1lIII111IIlII1l111III.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
l1IIlII1I1IIIlllIl1lll1Il.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1l11IIl1IIl111IIl1ll1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIl1I1Illl111IlIIlIIl1ll1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Illll1I1IlII1IIII11l1l111.innerHTML = "<P class=\"p29 ft14\">Organisation, styrning och uppföljning ..........................</P>";
llIllIIll1I1lII1IIl1I1lIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111lIII11I1lll1l1IlIl1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllll1Il1III1llIlIll1IlII.innerHTML = "<P class=\"p20 ft21\">Generella utgångspunkter</P>";
l1I1lI1ll111l1ll1I11I1IIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11llIllll1I1Illl1lIll1II.innerHTML = "<P class=\"p20 ft30\">Bilaga 1</P>";
IllllI11l1IIIlI1Il1l1Il11.innerHTML = "<P class=\"p29 ft16\">6.3.4 Utredningens bedömning om validering...................</P>";
lIllI1I11IlII1III11I1llIl.innerHTML = "<P class=\"p182 ft34\">3.</P>";
l1llIlII1Il1lII1IIlllIIll.innerHTML = "<P class=\"p156 ft39\">av</P>";
Il1lIl11lIlll1IllII1II1ll.innerHTML = "<P class=\"p27 ft3\">samhället......................................................................</P>";
IllI1l1I11111II1I1llI1lll.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IIlllIIl1II1IlllI1l1I1lI1.innerHTML = "<P class=\"p23 ft9\">delas upp i delkurser. <SPAN class=\"ft24\">I sådana</SPAN></P>";
II1lI1l1llIIIl1I11Illl11I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1l1l1Il1llI1I1l11l11II.innerHTML = "<P class=\"p33 ft9\">149</P>";
l11I1l111lI1llllll1IIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll11IlIIlI1I1lIllIl1I111I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll111lI111lI1II1II1I1I1l.innerHTML = "<P class=\"p27 ft3\">Skolinspektionen...........................................................</P>";
l1IIIll1IIIIllI1l1IIllllI.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
Il1lIllIIIlllIII11IIIII1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIIIIlI1llIl1Il1IIll11l1.innerHTML = "<P class=\"p23 ft9\">239</P>";
I1IIllI1IIIIlIlIl1IlIIIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIlIIlllIlI11lll1ll1lI1lI.innerHTML = "<P class=\"p27 ft16\">som studerar på grundläggande nivå..........................</P>";
lII1IIIII1Ill1I1lIlI11l1l.innerHTML = "<P class=\"p29 ft9\">2.5.1</P>";
IlIIII1Illl1Il1lll1l11111.innerHTML = "<P class=\"p46 ft9\">Bilaga 3</P>";
llIIllll11II1llI1IIllIIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1I1IIlIl1I11l1ll1I1llI1l.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
l1111lllI1IIIIl11II1Il1l1.innerHTML = "<P class=\"p20 ft9\">en kursplan när det gäller</P>";
I1III1I11II1IllIlIl11I11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
lllII11lI11ll111Ill1lII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1l111Il1Il11llllIlI1l11.innerHTML = "<P class=\"p26 ft3\">studiemedelsområdet .............................................................</P>";
II1I1111III1I1lll1I1lIII1.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
l1lIlI1I1I1lIl1ll1I1Il111.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
III1Il1ll1lIlIl11I1Illl1l.innerHTML = "<P class=\"p21 ft9\">8.3.2 Problem med återbetalningen av lån och återkrav....</P>";
l11IlIII111l1II1I1II111Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIIlll11ll11lll11IlIl11lI.innerHTML = "<P class=\"p44 ft13\">421</P>";
lll1IlIIlllII1lI11lIIll11.innerHTML = "<P class=\"p20 ft34\">regeringen</P>";
IIIl1IIIl11l11l1l1l11IlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11ll1llII1I1I1II1I11lll1.innerHTML = "<P class=\"p23 ft3\">skollagen ......................................................................</P>";
lIllIIIlll111IIIIIl11llI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll11IIlI1IIIlIllI1I1III1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11l1Il1I1ll1llIII1IIIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1III1I1111l1llll1lI11l1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I111I11lIIl1l1IIl11Il1III.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllIIllIlIIIlllIl11I1llll.innerHTML = "<P class=\"p137 ft21\">SOU 2013:20</P>";
l1ll1l1lIIlI1ll11ll1lIIll.innerHTML = "<P class=\"p23 ft16\">vuxen-</P>";
IlI1llIIlIlIIllI1lIIl1I1l.innerHTML = "<P class=\"p20 ft9\">behov samt studieekonomiska</P>";
II1Il1IIlII11lIII11llIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
llI111I1lllIlI1I1Il1l1lI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
Ill1lllIl1IlI11l11I1IIlIl.innerHTML = "<P class=\"p38 ft9\">9.2.3 Förekomsten av aktivitets- eller närvarokrav i</P>";
IIllII1Illl11I1llI1llI11l.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
Il11lII1I1ll1I1IlII111llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lllllIll1Illl11lll1l11lll.innerHTML = "<P class=\"p29 ft9\">6.2.1</P>";
ll11lI1llI1I1lI11I111lIII.innerHTML = "<P class=\"p29 ft19\">7.2.3 Disponibel inkomst per konsumtionsenhet..............</P>";
l1I11lIIlII11l1Il1I11Ill1.innerHTML = "<P class=\"p20 ft24\">minst 50 procent men mindre än</P>";
IlIl1I1Il11l1l1llIl1l1IIl.innerHTML = "<P class=\"p20 ft39\"><SPAN class=\"ft19\">veckor. </SPAN>Till studerande som redan</P>";
lI111lIll11I1IlIlIII1l1II.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlIlII1IIII1l1I1II1I1II1.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1IIIlIll11l11l1l1l1I1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1I11lI11I1IlIl1lllI1ll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI11111l11lI11II1111lIll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1lIIII11l111IIlIll1II1lI.innerHTML = "<P class=\"p23 ft9\">77</P>";
Ill11Il1lI11l1IllI1II1I11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlI1I111l11I1llI1I1I1IIl.innerHTML = "<P class=\"p21 ft13\">387</P>";
llI11IIIIII1l1I1II1lII11l.innerHTML = "<P class=\"p27 ft19\">Ekonomiska drivkrafter för ökat fullföljande...........</P>";
l1I11IIIlIIII1Il1l11IlIII.innerHTML = "<P class=\"p20 ft34\"><SPAN class=\"ft16\">styckena </SPAN>och om beräkningen av</P>";
lIIII11l11III111I11II111l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
III111II1l1IIlII1lI1lI1lI.innerHTML = "<P class=\"p23 ft9\">533</P>";
l11I1lIl1Il1lIllII11Ill11.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
llI11II11IllIlI11Il1I11I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IIl111ll1II11IIIIIlIIl111.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11I1II11IlII1IIlIlllI11I.innerHTML = "<P class=\"p168 ft21\">SOU 2013:20</P>";
Il1l111I1lIl11Illll11111I.innerHTML = "<P class=\"p20 ft30\">Författningsförslag</P>";
Illl11l11IlI1Ill11IllllIl.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
l1I1l1llI1ll1l11lI11I11lI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1llIIl1I1IIlllll1l1IIIII.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
IIIllIlI1l111Ill1IIl1Il1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lI111IllIIllIll1I1lI11llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIl1IIll1lIlIlIl1llI1I1II.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
lIIIl1111Il1I11I11l1II11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllIll1II11I1111lIlIll1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II111IIIIlII11lI111lIl1lI.innerHTML = "<P class=\"p20 ft30\">Bilaga 5</P>";
ll1l1II1111l11IlI1llIllII.innerHTML = "<P class=\"p20 ft9\">10.2</P>";
lIl1I1I11I1I11I1I1llllIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlI1IIlIll11I1II1I11llI1.innerHTML = "<P class=\"p23 ft3\">kommuner hösten 2012 ...................................................</P>";
IIllI11l1lII1lI1111llIlII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llI1llIl1I1IlI1ll1llIllII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlIllllI1IlIIl11IIlIllIl1.innerHTML = "<P class=\"p20 ft25\">Organisation, styrning och uppföljning</P>";
IIlllIl1III11l1111l1II11I.innerHTML = "<P class=\"p23 ft44\">studieplan för varje elev. <SPAN class=\"ft3\">Planen ska</SPAN></P>";
lll1ll1lll1I11I111I1Il111.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllIII1I1IIl1llI111l1lIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1l1Ill1llIIllllllI11I11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1II1IllllIllIIlllIII1lII.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1IlIlII1Ill1111l11III1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I1Il1IIlll1IllII11l111lIl.innerHTML = "<P class=\"p20 ft9\">Enkät om aktivitetskrav i komvux m.m. i Sveriges</P>";
Il11I1llI1IIlI1lllI1lIl1I.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlI1IlIlIlll111l1IlllI1l1.innerHTML = "<P class=\"p23 ft24\">Hemkommunen är skyldig att</P>";
l11IIlI1ll1Il1Il11I11I1ll.innerHTML = "<P class=\"p137 ft9\">enskildes</P>";
lIll1Il111l111I1lIll1I1lI.innerHTML = "<P class=\"p35 ft16\">Kursutbud, kurspaket och</P>";
ll11IIlII1I1ll1IllllI1lII.innerHTML = "<P class=\"p159 ft9\">utbildningsmål</P>";
I1IlIIIl1lII1II1IIII1lI11.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il11I1IllI11l1I1Il1l111lI.innerHTML = "<P class=\"p20 ft9\">utbildningen inte pågår hela den</P>";
ll1IIII111lIIl1Ill11Il1II.innerHTML = "<P class=\"p20 ft16\">eleven. Eleven ska i samband med</P>";
II1llIll1ll1I1II1lIll111I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1l1l1IlIIll1IIIII11I1Il1.innerHTML = "<P class=\"p29 ft3\">Inkomstkällor .........................................................................</P>";
lll111lll1l1l1llll1II1llI.innerHTML = "<P class=\"p20 ft30\">Bilaga 3</P>";
I1Il11l1II1IIlII11l1lllIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1lI11ll11lI11lll1IllIll.innerHTML = "<P class=\"p20 ft16\">7.3</P>";
l1Il1l1llI1ll1llllI1Il1ll.innerHTML = "<P class=\"p23 ft9\">närvarokrav .............................................................................</P>";
Il1l1llI1Ill11l1IIllIIlIl.innerHTML = "<P class=\"p31 ft3\">m.m..........................................................................................</P>";
lIl111ll1lIll1l1ll1lIIIll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IllllIl1l1I11l1lIl111IIll.innerHTML = "<P class=\"p146 ft16\">gymnasiearbete. Detta gäller även</P>";
I11IIIl1ll1l1II11lI1I1l1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
lIlI1lIl1llIlll11IlIl11I1.innerHTML = "<P class=\"p20 ft9\">studietiden</P>";
I1I111Ill1III1IIl1IllIlll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IIlIlI1llIlllI1l1IIlI1lI1.innerHTML = "<P class=\"p162 ft34\">ge den registrerade vägledning om</P>";
Il1l1ll1l11111l1II1ll1ll1.innerHTML = "<P class=\"p20 ft25\">Vägledning, individuella studieplaner och validering</P>";
I11Il11lIl111II1IlIIIIllI.innerHTML = "<P class=\"p20 ft9\">kursen eller gymnasiearbetet.</P>";
lIllIIllIIll11I1l1lIllIII.innerHTML = "<P class=\"p33 ft9\">154</P>";
IIlI1lIlII1I1IlIllll11I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11Il1llI11I11lIIllI111II.innerHTML = "<P class=\"p23 ft147\">2004</P>";
l1l1IlllIIll11l1ll11lIlIl.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
Il1I1II111111lIIlI111I1II.innerHTML = "<P class=\"p20 ft9\">11.3</P>";
llI1III111lII11llll111IlI.innerHTML = "<P class=\"p29 ft3\">Sammanfattning......................................................................</P>";
IlllIllIl11I11Ill1I1l1ll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l11I1lII1IIlII1IlllIIlll1.innerHTML = "<P class=\"p162 ft24\">studier. Sådan</P>";
lII1I111lIll111Il1I1II1l1.innerHTML = "<P class=\"p33 ft9\">421</P>";
Il11II1IIIIIl11l1I1l1IIII.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllI1l1I1Il1llIllI1l11lI1.innerHTML = "<P class=\"p20 ft39\">eller 4 <SPAN class=\"ft19\">lämnats</SPAN>.</P>";
lIl1l11llIll1l1lI11111III.innerHTML = "<P class=\"p22 ft14\">Utredningens uppdrag och arbete ................................</P>";
lIlIl1IIII1ll11IllIlI1I1I.innerHTML = "<P class=\"p168 ft9\">undervisningsgrupp</P>";
I11111Il11IIlIIIl1lIIIlI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
IllI1l1111l1II1l11l1ll11l.innerHTML = "<P class=\"p23 ft34\">folkhög-</P>";
Il1II1l111ll1Illlll1I1l11.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI11l1Il1l1l1I1Il111l1Ill.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1I1l1l1l111I1II1IlIlIIl.innerHTML = "<P class=\"p162 ft24\">kommunen</P>";
l1lIllII1lIl1IlIlIll1l11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1I1Illl111ll111I1IlllIlI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Ill1I1lIIIII1lIl1I11III11.innerHTML = "<P class=\"p21 ft9\">genomströmning.........................................................</P>";
llIII1lllIIlI1I1llI1l1III.innerHTML = "<P class=\"p20 ft9\">kurser.</P>";
I1II1III1I1II11I1lIl11lII.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1I1III1llI1IIIlI11l1I11l.innerHTML = "<P class=\"p33 ft9\">314</P>";
llII1IIlll1l1Il1Ill1Il1ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I11I1l1I111II1llIII1lII1l.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IIl1IIlIllIII1Ill1IlIlII1.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
Il11IIl1l1I1I11ll1Il1IlI1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1Il1lIII111lI1IlII11l11l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1IIIIlIIIIlIlIII1l11IllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
l11lll1llIIl1l1IIIlIlIlIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1ll1lI1l11lIII1ll11IlIlI.innerHTML = "<P class=\"p20 ft15\"> </P>";
II111lI1l1l1IlII1lII11III.innerHTML = "<P class=\"p20 ft15\"> </P>";
ll1l1ll1Ill11lllIl11I1I1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l1Il1I1lll1llI1l1ll11II11.innerHTML = "<P class=\"p20 ft24\">procent men mindre än 75</P>";
lIIIllIl1Il1IIlIl111Il1Il.innerHTML = "<P class=\"p20 ft41\"><NOBR>81–120</NOBR></P>";
Il1llllI11lIl1ll1lI1lI1ll.innerHTML = "<P class=\"p20 ft15\"> </P>";
I11III11lIIllllI1IIIII11l.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
IllllI1lll1I1lllIIIIl11I1.innerHTML = "<P class=\"p21 ft16\">kombinationsmöjligheter ...........................................</P>";
lII11Ill1I1lIlIl1llII11ll.innerHTML = "<P class=\"p156 ft34\">på</P>";
ll1l1Il1I1I1llI1I1111I1lI.innerHTML = "<P class=\"p23 ft16\">416</P>";
lIIlIlI11I1Ill1ll111IIIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
l111IlIIl1l1l11lII1lIl1l1.innerHTML = "<P class=\"p33 ft9\">439</P>";
lIIIllIlIII1I1l111l1Il11I.innerHTML = "<P class=\"p20 ft15\"> </P>";
III11l11lI1lI1111IIIlIIIl.innerHTML = "<P class=\"p20 ft15\"> </P>";
IlllIllIlI1IlIll111lIlIll.innerHTML = "<P class=\"p162 ft39\">med studiestöd per utbildnings-</P>";
lll1Il111l1IllI1ll1I1IllI.innerHTML = "<P class=\"p20 ft15\"> </P>";
lI1lIIII1llIl1ll11lIIlIIl.innerHTML = "<P class=\"p146 ft19\">föreskrifter</P>";
I1111ll1l11IlI1IIlII1I1Il.innerHTML = "<P class=\"p146 ft16\">vuxenutbildning ska ha möjlighet</P>";
l1I1I1llI1II1l1l1I1lIllII.innerHTML = "<P class=\"p20 ft19\">beloppet vid studier på heltid,</P>";
lllIIlIl11l11llllI1lll11l.innerHTML = "<P class=\"p20 ft15\"> </P>";
I111I1Il1IIl1Il1lIlIl1II1.innerHTML = "<P class=\"p146 ft9\">Regeringen eller den myndig-</P>";
l1IIl111l1l111IlI11lIIl1l.innerHTML = "<P class=\"p162 ft44\">första stycket först sedan Centrala</P>";
I1II1I1II1IllI1III11IIl11.innerHTML = "<P class=\"p27 ft3\">delkurs</P>";
I1lIlI1Ill1IIlI1l1lIlllI1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lll1ll1l11IIIl1l11I1l1Ill.innerHTML = "<P class=\"p162 ft9\">läsning,</P>";
l111Illll11l1l1l1lllIlIl1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lIIIII1l1IlIl1I1111ll111l.innerHTML = "<P class=\"p20 ft24\">vid studier</P>";
II1lIIl1ll1lIlII111lI1III.innerHTML = "<P class=\"p20 ft15\"> </P>";
Il1Il111111I1I1Ill1I1lll1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIIl1Illl111l1I1lIIll1l1.innerHTML = "<P class=\"p20 ft15\"> </P>";
lII1Il1lllIII1II1lIlIII11.innerHTML = "<P class=\"p146 ft34\">individuell studieplan. <SPAN class=\"ft16\">Planen ska</SPAN></P>";
lll1lll1lIl1ll1I11llI1III.innerHTML = "<P class=\"p20 ft9\">överklagandenämnd i fråga om</P>";
I1lI111ll1IIlllIIlIl1lI1I.innerHTML = "<P class=\"p33 ft9\">140</P>";
lI11II11lII1I1lI1l11Il1II.innerHTML = "<P class=\"p20 ft21\">Studiemedelssystemet</P>";
IIII11l1lIIIlI11l1l11l1Il.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1l1lIlllI1l1Ill1lI1llII1.innerHTML = "<P class=\"p23 ft3\">Tilläggsdirektiv .................................................................</P>";
I1III1IIlIl1l1lll1IllIIll.innerHTML = "<P class=\"p23 ft9\">80</P>";
IIlllll1111II1IIlll11llII.innerHTML = "<P class=\"p20 ft30\">Studiemedelssystemet</P>";
II1ll1IIIl1111Il1IlIlIIll.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1II11I11l1llIIll1I11II1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlIl1Il11lI1I1lIl11I1lIIl.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
Il1lIIllIlIIlIII1llII1lIl.innerHTML = "<P class=\"p20 ft9\">individuella studieplanen.</P>";
I1IIIlll1III1llI1I1lI11II.innerHTML = "<P class=\"p20 ft21\">Vägledning, individuella studieplaner och validering</P>";
l1ll1I1IIlIl1I1I1I1lIII11.innerHTML = "<P class=\"p20 ft15\"> </P>";
l1Ill11I1IIIl1I1lIIl11I1I.innerHTML = "<P class=\"p22 ft13\">Generella utgångspunkter............................................</P>";
l11II1I11lI1lllIIlll11Ill.innerHTML = "<P class=\"p23 ft3\">studiemedel..................................................................</P>";
IlII11111Il1I11llI1l1I1I1.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1III1I11I1III1III1lIlll.innerHTML = "<P class=\"p20 ft15\"> </P>";
llIIl11Ill1ll11llllI11ll1.innerHTML = "<P class=\"p162 ft39\">bara kan ta del av uppgifter om</P>";
I1IllI11lIII1IlI1IIIIIl1l.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
I1IlIIl1I11llIIl1IIlllII1.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
IlI1IlIl11l1Il1I1I11IllII.innerHTML = "<P class=\"p20 ft21\">Den ekonomiska situationen för studerande i komvux</P>";
l1I1IlII111IIIIll1lII11ll.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
ll1I1I1IIllI1ll111I1III11.innerHTML = "<P class=\"p20 ft30\">Den ekonomiska situationen för studerande i komvux</P>";
IIII11llIl1lI1IIl1IIlII1I.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
llI1Ill1Ill1llll1lIll1llI.innerHTML = "<P class=\"p20 ft21\">SOU 2013:20</P>";
lll1lIIlIIIIIl1I1I1llI1II.innerHTML = "<P class=\"p146 ft19\">och</P>";
I111I111IIl111lII11I1I11I.innerHTML = "<P class=\"p23 ft16\">388</P>";
Il1l1IIIIIIll1lll1I1Il1ll.innerHTML = "<P class=\"p29 ft13\">Studiemedelssystemet ..............................................</P>";
Il1111IlIIII11lI1l1lI1I1l.innerHTML = "<P class=\"p20 ft15\"> </P>";
II1IIIlIll11l1l1ll1II1l1l.innerHTML = "<P class=\"p20 ft21\">Bilaga 1</P>";
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lIlII1II1IIlII1II1111I11l.appendChild(lIl1Il1I1I1l1lIIIII1IlI11);
lIlII1II1IIlII1II1111I11l.appendChild(IlIIl11l1IlI1IlIIlI1l1I1I);
lI1l1lIl1l1111l11IlI11l1I.appendChild(lIlII1II1IIlII1II1111I11l);
II1lIll11Illl1ll1llIIIlIl.appendChild(I1l11lIl1lIIIlIlI1Il1ll1l);
II1lIll11Illl1ll1llIIIlIl.appendChild(lIlI11lIl1I1lI1I11I1lI1II);
II1lIll11Illl1ll1llIIIlIl.appendChild(I1l1IIl1lIl1I11l1llIIIl11);
lI1l1lIl1l1111l11IlI11l1I.appendChild(II1lIll11Illl1ll1llIIIlIl);
lIl1111lI1IlIll1lIlII1Ill.appendChild(llllIllll1IlIIII1II1111I1);
lIl1111lI1IlIll1lIlII1Ill.appendChild(lIllIIII111lII1I11I111III);
lIl1111lI1IlIll1lIlII1Ill.appendChild(II1I11lllIIIIlIl1Illl111I);
lI1l1lIl1l1111l11IlI11l1I.appendChild(lIl1111lI1IlIll1lIlII1Ill);
lI1IIIlIlIIIIIIlIIl111IIl.appendChild(l11II11Illl1I11Il1l1IIIl1);
lI1IIIlIlIIIIIIlIIl111IIl.appendChild(II111Il1I1IllI1lIII1IIII1);
lI1IIIlIlIIIIIIlIIl111IIl.appendChild(IIll1Il1111lIIIl1Il1IllII);
lI1l1lIl1l1111l11IlI11l1I.appendChild(lI1IIIlIlIIIIIIlIIl111IIl);
lIll11l11lII1IIII1l1IlIll.appendChild(IlI11l1IlIIlII1I1I1l1I1ll);
lIll11l11lII1IIII1l1IlIll.appendChild(llll1IlIl11Il11llI11l1lll);
lIll11l11lII1IIII1l1IlIll.appendChild(lI1II11III1III1lIII1l1I1I);
Ill11I1l1I1I11I1IlllI111l.appendChild(lIll11l11lII1IIII1l1IlIll);
l1llII11IIIlllll111I1ll1I.appendChild(IIl1l1Il11l111l111IlIII1I);
l1llII11IIIlllll111I1ll1I.appendChild(IlIllIll1I1IIIIl1ll111I11);
Ill11I1l1I1I11I1IlllI111l.appendChild(l1llII11IIIlllll111I1ll1I);
I11ll1Il11IIll111IlI11Ill.appendChild(l1lIIllII1I1lIll1IllllI1I);
I11ll1Il11IIll111IlI11Ill.appendChild(ll1II1l1IIIl1I11lIIIl1l1I);
I11ll1Il11IIll111IlI11Ill.appendChild(IIllIII1ll1Il1IIIIIIlI11l);
Ill11I1l1I1I11I1IlllI111l.appendChild(I11ll1Il11IIll111IlI11Ill);
llI1ll111llIll11l1I1IIlIl.appendChild(II111l111lI11ll11lI11II1I);
llI1ll111llIll11l1I1IIlIl.appendChild(lIIl11lI1llIIlll1I1lII1ll);
llI1ll111llIll11l1I1IIlIl.appendChild(IIIlllIlIIIlIIlI1l11lIlI1);
Ill11I1l1I1I11I1IlllI111l.appendChild(llI1ll111llIll11l1I1IIlIl);
lIIlI11lIIl1III1l1lllllIl.appendChild(Ill1llIl11I1llllIllI1l1lI);
lIIlI11lIIl1III1l1lllllIl.appendChild(l1l1II1Il1IIIl111I11I1I11);
lIIlI11lIIl1III1l1lllllIl.appendChild(lIll11lI11lllIl11ll1l1l11);
Ill11I1l1I1I11I1IlllI111l.appendChild(lIIlI11lIIl1III1l1lllllIl);
lIIll1ll1II1Il1IlII1Ill1l.appendChild(I11Il11lI1lIlIllI111l1llI);
lIIll1ll1II1Il1IlII1Ill1l.appendChild(l11IlI11IlI11l1IIll1IlI1l);
Ill11I1l1I1I11I1IlllI111l.appendChild(lIIll1ll1II1Il1IlII1Ill1l);
I1IlI11l1l1II1Il1Il1IlllI.appendChild(I11l1lllI111IlIl11ll1II11);
I1IlI11l1l1II1Il1Il1IlllI.appendChild(II1l1IllI11lIll111l111lll);
I1IlI11l1l1II1Il1Il1IlllI.appendChild(llII111I1ll1lI1IlIIIIl1l1);
Ill11I1l1I1I11I1IlllI111l.appendChild(I1IlI11l1l1II1Il1Il1IlllI);
Il11llllIl1IlIIl1II1lllll.appendChild(l1IlIlI1IIIl111lIIlIl11ll);
Il11llllIl1IlIIl1II1lllll.appendChild(II1IIlII1IIIl1l111lIl1l11);
Il11llllIl1IlIIl1II1lllll.appendChild(I1lll1llIl1lIIIIl1II11llI);
Ill11I1l1I1I11I1IlllI111l.appendChild(Il11llllIl1IlIIl1II1lllll);
l1I1l1I11l1lIl1IIIlIIlIIl.appendChild(Ill1ll1l11IIII11I11lIlI1I);
l1I1l1I11l1lIl1IIIlIIlIIl.appendChild(lllI1111llIlIIlIlIl1I1Ill);
l1I1l1I11l1lIl1IIIlIIlIIl.appendChild(ll1IIIllllIllII1ll1I1111I);
Ill11I1l1I1I11I1IlllI111l.appendChild(l1I1l1I11l1lIl1IIIlIIlIIl);
llII1I1l1IlllI1lI1l1l11II.appendChild(Il1l1llI1III111l1l1lIll1I);
llII1I1l1IlllI1lI1l1l11II.appendChild(II1lIllll11Il1llIl1llIlIl);
llII1I1l1IlllI1lI1l1l11II.appendChild(I1lI111ll1IIlllIIlIl1lI1I);
Ill11I1l1I1I11I1IlllI111l.appendChild(llII1I1l1IlllI1lI1l1l11II);
llI11lIIl111111IlI1lIIlII.appendChild(IIIlIl11I1111lI1lII11Il1l);
llI11lIIl111111IlI1lIIlII.appendChild(lIll1Il111l111I1lIll1I1lI);
llI11lIIl111111IlI1lIIlII.appendChild(l1I11ll1I1111IIIl11lllIlI);
Ill11I1l1I1I11I1IlllI111l.appendChild(llI11lIIl111111IlI1lIIlII);
lIl11111l111lll1lI111llIl.appendChild(IlI1lII111ll11lI1l1I1IIll);
lIl11111l111lll1lI111llIl.appendChild(IllllI1lll1I1lllIIIIl11I1);
lIl11111l111lll1lI111llIl.appendChild(IIlI1lI11lIl1lII11l1l1IlI);
Ill11I1l1I1I11I1IlllI111l.appendChild(lIl11111l111lll1lI111llIl);
IlIll1I1llIlI11ll1II1Il1I.appendChild(I1IIIlIlIIllllllllIIIlII1);
IlIll1I1llIlI11ll1II1Il1I.appendChild(Ill1IIllIlIllII1llI1lIlIl);
IlIll1I1llIlI11ll1II1Il1I.appendChild(IllllI1llIllllIlll1l1lIll);
Ill11I1l1I1I11I1IlllI111l.appendChild(IlIll1I1llIlI11ll1II1Il1I);
III11II11l1I1l1Il11I1I1ll.appendChild(II1I1l1I1I111l1l11llI1111);
III11II11l1I1l1Il11I1I1ll.appendChild(l11I1l1l11IllIIIllll1lII1);
III11II11l1I1l1Il11I1I1ll.appendChild(Ill1l1l1111l1llI1ll111I1l);
Ill11I1l1I1I11I1IlllI111l.appendChild(III11II11l1I1l1Il11I1I1ll);
IIlIll1I1lIIl1II11llllll1.appendChild(lllllll1I1ll11l11ll1lIlI1);
IIlIll1I1lIIl1II11llllll1.appendChild(I11l111lI1l1l1IlIIlIl11II);
IIlIll1I1lIIl1II11llllll1.appendChild(I1l1l1l1Il1llI1I1l11l11II);
Ill11I1l1I1I11I1IlllI111l.appendChild(IIlIll1I1lIIl1II11llllll1);
Ill11lI1IlII1l1lllll11II1.appendChild(l1l1l111I11lI11IlI11l1ll1);
Ill11lI1IlII1l1lllll11II1.appendChild(l1I1l1lIIlI1ll1lIllI1Il1l);
Ill11lI1IlII1l1lllll11II1.appendChild(IlII1l1lI1I11IIIII1IIIllI);
Ill11I1l1I1I11I1IlllI111l.appendChild(Ill11lI1IlII1l1lllll11II1);
lI1III1lIllIllllI1111I1lI.appendChild(Il1I1lIIlI1IlI1IIIIIlllI1);
lI1III1lIllIllllI1111I1lI.appendChild(lll1IIIIIIllIlIlII111l111);
lI1III1lIllIllllI1111I1lI.appendChild(lIllIIllIIll11I1l1lIllIII);
Ill11I1l1I1I11I1IlllI111l.appendChild(lI1III1lIllIllllI1111I1lI);
IIII1111I11ll1IlIIlIl11l1.appendChild(l11IIII1I1l1lII1Illll1l11);
IIII1111I11ll1IlIIlIl11l1.appendChild(llII1lI1ll1IIIl1111I11lI1);
IIII1111I11ll1IlIIlIl11l1.appendChild(IlI11IIIlII11llII1IIIlll1);
l1Il1ll111ll1I1IlllI1lI11.appendChild(IIII1111I11ll1IlIIlIl11l1);
Ill1lI1llll1l1lIIIllll111.appendChild(l1lIl1Ill1lIl11IlIl1IIlll);
Ill1lI1llll1l1lIIIllll111.appendChild(I1I1l1I1l1II1II1ll11l111I);
Ill1lI1llll1l1lIIIllll111.appendChild(llll1IIl1l1llIlII1lI1111l);
l1Il1ll111ll1I1IlllI1lI11.appendChild(Ill1lI1llll1l1lIIIllll111);
II1l1l11l1l1I11l1lllllII1.appendChild(l1II1l1l11IllIll1IlIIllll);
II1l1l11l1l1I11l1lllllII1.appendChild(IIIIlllI11I1IIIlIlIll1IIl);
II1l1l11l1l1I11l1lllllII1.appendChild(ll1IlI1ll1llIl1l1Illl1II1);
II1l1l11l1l1I11l1lllllII1.appendChild(llIIllII1lll1ll1lI1I1IIll);
l1Il1ll111ll1I1IlllI1lI11.appendChild(II1l1l11l1l1I11l1lllllII1);
lII111I1IlllIlll1III1lIII.appendChild(IlIllIlIIl1I1III1llll1lIl);
lII111I1IlllIlll1III1lIII.appendChild(llII1lllll11l1lIl11l11I1l);
lII111I1IlllIlll1III1lIII.appendChild(I1I1lI1II1l1I1llIIl1I11II);
lII111I1IlllIlll1III1lIII.appendChild(lIIIlll1II1llllIlI1lll1II);
l1Il1ll111ll1I1IlllI1lI11.appendChild(lII111I1IlllIlll1III1lIII);
Il1IlIIl1l11lIII1lllIlllI.appendChild(lll1l1IIll11Il1IlIl11II1l);
Il1IlIIl1l11lIII1lllIlllI.appendChild(III1I1II11II1l1ll1lI1llIl);
Il1IlIIl1l11lIII1lllIlllI.appendChild(lIlIl11II1l1I1II11I1lIIIl);
Il1IlIIl1l11lIII1lllIlllI.appendChild(lll1l11l1llIl1IIllIlI11ll);
l1Il1ll111ll1I1IlllI1lI11.appendChild(Il1IlIIl1l11lIII1lllIlllI);
III1IlllIl11llllIIlI1IIII.appendChild(IllI1111ll11I1lI1IIlll1Il);
III1IlllIl11llllIIlI1IIII.appendChild(lllllIllllIlllll1II1l1I1I);
III1IlllIl11llllIIlI1IIII.appendChild(I1II11IIl1llI11lIlllIIl11);
l1Il1ll111ll1I1IlllI1lI11.appendChild(III1IlllIl11llllIIlI1IIII);
II11111111I11IIIll111ll1I.appendChild(ll1lIlI1l1lII1l1I11Il111l);
II11111111I11IIIll111ll1I.appendChild(lI11lI1IIl111l1lIll11lIl1);
II11111111I11IIIll111ll1I.appendChild(IIIII1I1IIll1lIlllIllllll);
II11111111I11IIIll111ll1I.appendChild(llIll111II1lIl1ll1II11IIl);
l1Il1ll111ll1I1IlllI1lI11.appendChild(II11111111I11IIIll111ll1I);
IlI111llII11IIll111l11111.appendChild(ll1llll11II1IIlIIlI1I1IIl);
IlI111llII11IIll111l11111.appendChild(I1I1llllIIIII111IIlIIlIll);
IlI111llII11IIll111l11111.appendChild(I1llIII11IlllI1lI1II1l1I1);
l1Il1ll111ll1I1IlllI1lI11.appendChild(IlI111llII11IIll111l11111);
lII1I11IllII11I11Ill1l1ll.appendChild(Ill1I1I11II1Ill1IIIlIIl11);
lII1I11IllII11I11Ill1l1ll.appendChild(I1IIIIIl1IllIII11lIlI11II);
lII1I11IllII11I11Ill1l1ll.appendChild(I1l1l11l1III1III11ll111I1);
lII1I11IllII11I11Ill1l1ll.appendChild(lIll1l11ll1111III1ll1111I);
l1Il1ll111ll1I1IlllI1lI11.appendChild(lII1I11IllII11I11Ill1l1ll);
II1III1II1l1IIIIlllI1IllI.appendChild(lI11111l1lIllllIIlIlI111I);
II1III1II1l1IIIIlllI1IllI.appendChild(IIIll1l1lIIl1lI1IlIIllIIl);
II1III1II1l1IIIIlllI1IllI.appendChild(lI1Illll11111I1l1II1I1llI);
l1Il1ll111ll1I1IlllI1lI11.appendChild(II1III1II1l1IIIIlllI1IllI);
I1llI1lIl1l1l1lllIIl1l1I1.appendChild(I11II1lIl1llI1111llll1l1l);
I1llI1lIl1l1l1lllIIl1l1I1.appendChild(lllI11II1Il11llIlllI11III);
I1llI1lIl1l1l1lllIIl1l1I1.appendChild(lI1IlIII1Il11I1IIIll1l1I1);
I1llI1lIl1l1l1lllIIl1l1I1.appendChild(l1Ill1lI1l1111I1lIIIlIll1);
l1Il1ll111ll1I1IlllI1lI11.appendChild(I1llI1lIl1l1l1lllIIl1l1I1);
lI11ll1IlIlI1lllI1II11III.appendChild(I1II1lII111IlIlI111IlI1I1);
lI11ll1IlIlI1lllI1II11III.appendChild(l11Ill111lI11I1IlIIlll1II);
lI11ll1IlIlI1lllI1II11III.appendChild(IllI1l1II1l11lIllIIII1111);
l1Il1ll111ll1I1IlllI1lI11.appendChild(lI11ll1IlIlI1lllI1II11III);
l1II11llII1l1IIl1Il1III1I.appendChild(lI1Il1l1lIIlllII1I1III111);
l1II11llII1l1IIl1Il1III1I.appendChild(lI111III1I11lI11I1IIllllI);
l1II11llII1l1IIl1Il1III1I.appendChild(Il1lIl11lIlll1IllII1II1ll);
l1II11llII1l1IIl1Il1III1I.appendChild(I11llllIlIlI11lIll1ll111I);
l1Il1ll111ll1I1IlllI1lI11.appendChild(l1II11llII1l1IIl1Il1III1I);
IlI1II11l1llllIllI1l11l1l.appendChild(l1llIIl11I1I1l1l1111lI11I);
IlI1II11l1llllIllI1l11l1l.appendChild(II1IIIIII1lIl1I1Ill11lI1l);
IlI1II11l1llllIllI1l11l1l.appendChild(Ill1I11IIlI1lllIl1I11II11);
l1Il1ll111ll1I1IlllI1lI11.appendChild(IlI1II11l1llllIllI1l11l1l);
lI1Il1lll1lIIIl1llIlllI1l.appendChild(IlI11I111l1III1Il1l1l1III);
lI1Il1lll1lIIIl1llIlllI1l.appendChild(lIllIIlIlllI1lIIl1I11l1ll);
lI1Il1lll1lIIIl1llIlllI1l.appendChild(I1lllIlllIIlIl11IllIIl11I);
l1Il1ll111ll1I1IlllI1lI11.appendChild(lI1Il1lll1lIIIl1llIlllI1l);
l1I1111111IIlIIIl1II1IlIl.appendChild(Il1llI11lIIlllllll1111lIl);
l1I1111111IIlIIIl1II1IlIl.appendChild(II11IIl1lIl1l1llllllIll1I);
l1I1111111IIlIIIl1II1IlIl.appendChild(lIlIIlllIlI11lll1ll1lI1lI);
l1I1111111IIlIIIl1II1IlIl.appendChild(l1lIlIIIl1ll1llIlIl11lIIl);
l1Il1ll111ll1I1IlllI1lI11.appendChild(l1I1111111IIlIIIl1II1IlIl);
l1I1lIIII11lI11Il1l1I11Il.appendChild(Il111llIIllll1IIIlIIIII1l);
l1I1lIIII11lI11Il1l1I11Il.appendChild(l11l1lIII11lIlIlIIIIlI1lI);
l1I1lIIII11lI11Il1l1I11Il.appendChild(I1IlI1lI1I1lIIIIl1IlIIllI);
l1Il1ll111ll1I1IlllI1lI11.appendChild(l1I1lIIII11lI11Il1l1I11Il);
I1I1I1I1IlI1lIIl1II1lI11l.appendChild(IlIlIl1111lI1lIIl111l1Il1);
I1I1I1I1IlI1lIIl1II1lI11l.appendChild(lll1l1lII1I1111l1IIIl1ll1);
I1I1I1I1IlI1lIIl1II1lI11l.appendChild(lll1IIIII1I1lI1lIIIl1ll1l);
l1Il1ll111ll1I1IlllI1lI11.appendChild(I1I1I1I1IlI1lIIl1II1lI11l);
I1lll1lllll11lll1I11III1l.appendChild(l1I11lIlI1ll111I1IllIIIIl);
I1lll1lllll11lll1I11III1l.appendChild(l1I1Ill1I111I1lI1l1111l1I);
I1lll1lllll11lll1I11III1l.appendChild(I11l1I1llIllll11IIl1I1III);
I1lll1lllll11lll1I11III1l.appendChild(llIIllI11I111IIl11l1III1l);
l1Il1ll111ll1I1IlllI1lI11.appendChild(I1lll1lllll11lll1I11III1l);
lI111l1I1IIIl1llIl1l11IIl.appendChild(IlIl11Il1ll1l1IlI11I11IIl);
lI111l1I1IIIl1llIl1l11IIl.appendChild(Illl1IIl1lIl1l1lIlI1l11Il);
lI111l1I1IIIl1llIl1l11IIl.appendChild(Illl1I1ll1llllI11Ill1II1l);
lI111l1I1IIIl1llIl1l11IIl.appendChild(lIllI1llI1l1I1IIl1lIl1l1I);
l1Il1ll111ll1I1IlllI1lI11.appendChild(lI111l1I1IIIl1llIl1l11IIl);
I11IIllllI1l1lII1l1llIIl1.appendChild(II1lIlll11l1II1III11l1lII);
I11IIllllI1l1lII1l1llIIl1.appendChild(I11IllIlI111lII1lIllll1Il);
I11IIllllI1l1lII1l1llIIl1.appendChild(I1lIlIl1lIlIIIIlIllllIllI);
I11IIllllI1l1lII1l1llIIl1.appendChild(IIlll1lIl1l111I111I1l1ll1);
l1Il1ll111ll1I1IlllI1lI11.appendChild(I11IIllllI1l1lII1l1llIIl1);
lII1I11I1Il1IIIIll1111lI1.appendChild(llI11II11IllIlI11Il1I11I1);
lII1I11I1Il1IIIIll1111lI1.appendChild(lIlIlllII1l1ll11lIlll11ll);
lII1I11I1Il1IIIIll1111lI1.appendChild(l1l1I11llI1lIIlI1I11l111l);
IIIIlI1lI1II1lll11Il11lll.appendChild(lII1I11I1Il1IIIIll1111lI1);
I1llll1I11111ll11llIIlIIl.appendChild(lllllI11I11111lIllll11llI);
I1llll1I11111ll11llIIlIIl.appendChild(I1llll1lll1l1Il11Il111111);
I1llll1I11111ll11llIIlIIl.appendChild(IIlII1I1lIlll1ll11lll1I1l);
I1llll1I11111ll11llIIlIIl.appendChild(II11IlI111lI1lIIlI1lllI11);
IIIIlI1lI1II1lll11Il11lll.appendChild(I1llll1I11111ll11llIIlIIl);
II1IIlIl11I1llIlIl1I1II11.appendChild(I1l1Il1IlIIl1I1I1ll1I11lI);
II1IIlIl11I1llIlIl1I1II11.appendChild(I1I11IlllI11l11lI1ll11lIl);
II1IIlIl11I1llIlIl1I1II11.appendChild(lllIl1l1l11I11IlIIIlIllll);
IIIIlI1lI1II1lll11Il11lll.appendChild(II1IIlIl11I1llIlIl1I1II11);
lI11IlI1lI1l1l111IlI1I1ll.appendChild(IlI1l11l11lII111llI11IIl1);
lI11IlI1lI1l1l111IlI1I1ll.appendChild(lllllIll1Illl11lll1l11lll);
lI11IlI1lI1l1l111IlI1I1ll.appendChild(IIIl111l11IlIIllIIlI1III1);
lI11IlI1lI1l1l111IlI1I1ll.appendChild(ll1III1II1lIIIlI1II1l111I);
IIIIlI1lI1II1lll11Il11lll.appendChild(lI11IlI1lI1l1l111IlI1I1ll);
l1IIl1lI1I1l11lIllll1111I.appendChild(lIIllIIlI1l1Il1lI111Illl1);
l1IIl1lI1I1l11lIllll1111I.appendChild(I1111llIII1IlI1lI1l1llIll);
l1IIl1lI1I1l11lIllll1111I.appendChild(lI111I11lIlll11IlI11Ill11);
l1IIl1lI1I1l11lIllll1111I.appendChild(lI11lIl1llIIIll1l1Il11I1I);
IIIIlI1lI1II1lll11Il11lll.appendChild(l1IIl1lI1I1l11lIllll1111I);
II1I1II11111Il11IlIIll1Il.appendChild(llI11l11IIll1l1ll1llll1Il);
II1I1II11111Il11IlIIll1Il.appendChild(Illl11llIIIlllIl11Il1I111);
II1I1II11111Il11IlIIll1Il.appendChild(Il1l1l1IlIl11l1I1llll1lI1);
IIIIlI1lI1II1lll11Il11lll.appendChild(II1I1II11111Il11IlIIll1Il);
IllIllI1IIIlllI1IllIlIlIl.appendChild(I11IlIIIIIl11I1I1l1I11Il1);
IllIllI1IIIlllI1IllIlIlIl.appendChild(lIIlIlIl11Ill1llll1IIl1lI);
IllIllI1IIIlllI1IllIlIlIl.appendChild(lI111l1lllI111lIll111l111);
IllIllI1IIIlllI1IllIlIlIl.appendChild(I1IlIl1lIIl1Ill1lIlll1l1l);
IIIIlI1lI1II1lll11Il11lll.appendChild(IllIllI1IIIlllI1IllIlIlIl);
II1I1IlllIIIl1I1III11IIIl.appendChild(IllIllllllIl1I1II1111I1I1);
II1I1IlllIIIl1I1III11IIIl.appendChild(l1I1I1llllI1l11I11II1II11);
II1I1IlllIIIl1I1III11IIIl.appendChild(lIlIlII1IIII1l1I1II1I1II1);
IIIIlI1lI1II1lll11Il11lll.appendChild(II1I1IlllIIIl1I1III11IIIl);
III1lI11Il11l1l1l1Illl1l1.appendChild(lIIII1111IIIIl1I1lIl1l11l);
III1lI11Il11l1l1l1Illl1l1.appendChild(lIIIIlll1l1IIll1l1I11ll1l);
III1lI11Il11l1l1l1Illl1l1.appendChild(I1lIII1II1llIIIIlI11llIll);
III1lI11Il11l1l1l1Illl1l1.appendChild(l1llIIII1111I1l1l11111l1l);
IIIIlI1lI1II1lll11Il11lll.appendChild(III1lI11Il11l1l1l1Illl1l1);
ll1lIl1II1II111III1lIIlII.appendChild(IIIl1IIIlllll1llIIlI1II1l);
ll1lIl1II1II111III1lIIlII.appendChild(IllllI111lI111Illl1lII1ll);
ll1lIl1II1II111III1lIIlII.appendChild(IlIIIlllIlII1I1II1l11lI1l);
IIIIlI1lI1II1lll11Il11lll.appendChild(ll1lIl1II1II111III1lIIlII);
IIlIIIllll11lI11lI11I11ll.appendChild(ll1lI1IIllIl1lIII11I1ll1I);
IIlIIIllll11lI11lI11I11ll.appendChild(lll1II1I1l1lll1lllIlI1I1I);
IIlIIIllll11lI11lI11I11ll.appendChild(lI1Il11llI1IllIIIllI1l1Il);
IIIIlI1lI1II1lll11Il11lll.appendChild(IIlIIIllll11lI11lI11I11ll);
l1lIIIIIl1l11I11I1ll11llI.appendChild(IIl1l1lllIlI1I1lIIIIl1lII);
l1lIIIIIl1l11I11I1ll11llI.appendChild(lIIlllI1lIIIIlll1l1I1II1l);
l1lIIIIIl1l11I11I1ll11llI.appendChild(III11II1II1IlI11lI11111Il);
IIIIlI1lI1II1lll11Il11lll.appendChild(l1lIIIIIl1l11I11I1ll11llI);
l1I1lI11I1lIllIll1Ill1l1l.appendChild(l1lIIl11111lIIlll1IllllII);
l1I1lI11I1lIllIll1Ill1l1l.appendChild(Il11l11ll1IlIll11IlI1l111);
l1I1lI11I1lIllIll1Ill1l1l.appendChild(l1I11l1IlI1IIII1l11Il1lll);
l1I1lI11I1lIllIll1Ill1l1l.appendChild(IlIIIIlI1llIl1Il1IIll11l1);
IIIIlI1lI1II1lll11Il11lll.appendChild(l1I1lI11I1lIllIll1Ill1l1l);
l1ll1l1I1l1I11l1I11IlI11l.appendChild(I1IIIIlIlI1I1II1lI1I1IIl1);
l1ll1l1I1l1I11l1I11IlI11l.appendChild(Illll1lIIl11IIl11ll1IIl11);
l1ll1l1I1l1I11l1I11IlI11l.appendChild(I1lIIIl1IIIll1lI1l11IlllI);
IIIIlI1lI1II1lll11Il11lll.appendChild(l1ll1l1I1l1I11l1I11IlI11l);
II1I1Illl11111lIIIlIl1IIl.appendChild(Il1IlIIlll1I1l1lI1III1II1);
II1I1Illl11111lIIIlIl1IIl.appendChild(I1lIIll11I1IIIIllI11l11lI);
II1I1Illl11111lIIIlIl1IIl.appendChild(IlIllIlllll1lIIIIIlllI11l);
II1I1Illl11111lIIIlIl1IIl.appendChild(IIIll11l1IIlI11l11IlIlI1l);
IIIIlI1lI1II1lll11Il11lll.appendChild(II1I1Illl11111lIIIlIl1IIl);
IlIII111lIlI1l11IlII11ll1.appendChild(lIl1Ill1ll1llIlllllIIIIIl);
IlIII111lIlI1l11IlII11ll1.appendChild(IllllI11l1IIIlI1Il1l1Il11);
IlIII111lIlI1l11IlII11ll1.appendChild(l1IlIIllI1III11II1l1lII1I);
IIIIlI1lI1II1lll11Il11lll.appendChild(IlIII111lIlI1l11IlII11ll1);
l11IIllIIl11IlIIl1II1IIlI.appendChild(l1111IIIl1IlIII1l1II1ll1I);
l11IIllIIl11IlIIl1II1IIlI.appendChild(lII1l11llIlII1Il1I1111lI1);
l11IIllIIl11IlIIl1II1IIlI.appendChild(llIIIIlII11I1Ill1Il1llII1);
IIIIlI1lI1II1lll11Il11lll.appendChild(l11IIllIIl11IlIIl1II1IIlI);
ll1llI1II11Il1l1I111l11l1.appendChild(lll1IIII111llI1I1I1Il1lII);
ll1llI1II11Il1l1I111l11l1.appendChild(II1II1I1ll1IIIIl1lI1l11I1);
ll1llI1II11Il1l1I111l11l1.appendChild(lllI1IIlI1Il1I111llI11lI1);
IIIIlI1lI1II1lll11Il11lll.appendChild(ll1llI1II11Il1l1I111l11l1);
l11ll11llIII1lI1I1Il1II1I.appendChild(l1l1lIIIII11II1ll1I1lI1l1);
l11ll11llIII1lI1I1Il1II1I.appendChild(l111IllIlIII11I1lll1IllII);
l11ll11llIII1lI1I1Il1II1I.appendChild(lIIl11I11lI111ll1IlIIII1l);
IIIIlI1lI1II1lll11Il11lll.appendChild(l11ll11llIII1lI1I1Il1II1I);
l11I1I1IIllI1III11I11I111.appendChild(I1Il11II1I1I11IIIlIlIIl1l);
l11I1I1IIllI1III11I11I111.appendChild(lIll1llll1llIlIl1lllllII1);
l11I1I1IIllI1III11I11I111.appendChild(I1IllllI1II111II1IlIlIlll);
IIIIlI1lI1II1lll11Il11lll.appendChild(l11I1I1IIllI1III11I11I111);
I1IlI11l1II1l1I1lI1l1lI1l.appendChild(Illl1I11IllIlIIlI11IIlll1);
I1IlI11l1II1l1I1lI1l1lI1l.appendChild(lIlIllll11ll1II1I1111l1II);
I1IlI11l1II1l1I1lI1l1lI1l.appendChild(l1I1Il1III1Ill1lIlIIIlIII);
I1IlI11l1II1l1I1lI1l1lI1l.appendChild(lIll11llI11I11l1l1II1lIl1);
IIIIlI1lI1II1lll11Il11lll.appendChild(I1IlI11l1II1l1I1lI1l1lI1l);
I1I1IIIIlIl1l111IIlllI111.appendChild(l1lIl1l1I11I1111Ill11IlII);
I1I1IIIIlIl1l111IIlllI111.appendChild(IIllIII1IIlI11111Il11ll11);
I1I1IIIIlIl1l111IIlllI111.appendChild(I11II1l1IlIII1IIIll11lIlI);
I1I1IIIIlIl1l111IIlllI111.appendChild(l1Il1IllI11Ill1I1IIIlIlll);
IIIIlI1lI1II1lll11Il11lll.appendChild(I1I1IIIIlIl1l111IIlllI111);
IlIl1Il1lIlll11IlIll1I1ll.appendChild(l1l111l1IlIllI111IIIllI11);
IlIl1Il1lIlll11IlIll1I1ll.appendChild(ll11lI1llI1I1lI11I111lIII);
IlIl1Il1lIlll11IlIll1I1ll.appendChild(lllIIII11llII1lIlIllll11l);
IIIIlI1lI1II1lll11Il11lll.appendChild(IlIl1Il1lIlll11IlIll1I1ll);
Il1IIIIl1111I1I1111II11I1.appendChild(I11lllIIIIll1I1lIIlIII1lI);
Il1IIIIl1111I1I1111II11I1.appendChild(IlIlII1lII1l1lIlIIll111I1);
Il1IIIIl1111I1I1111II11I1.appendChild(II1IIIIIII1I1l1Il11l1Il1l);
IIIIlI1lI1II1lll11Il11lll.appendChild(Il1IIIIl1111I1I1111II11I1);
l1l111lIIIll1llIlI111lIll.appendChild(Il1lI11ll11lI11lll1IllIll);
l1l111lIIIll1llIlI111lIll.appendChild(l1l1l1IlIIll1IIIII11I1Il1);
l1l111lIIIll1llIlI111lIll.appendChild(II11IlllIl11IlIlllIllllI1);
IIIIlI1lI1II1lll11Il11lll.appendChild(l1l111lIIIll1llIlI111lIll);
IllIl11llIlI11llI1111ll1I.appendChild(lllIl1lIll11IlIIl1IlIll1I);
IllIl11llIlI11llI1111ll1I.appendChild(I11ll1l111II11ll1II1l1l11);
IllIl11llIlI11llI1111ll1I.appendChild(l1Il1l1lIIllIllI11111ll1l);
IllIl11llIlI11llI1111ll1I.appendChild(lIl1111lIlI1I111lIl1lII11);
IIIIlI1lI1II1lll11Il11lll.appendChild(IllIl11llIlI11llI1111ll1I);
IIl1111lIl1III11IlIIllII1.appendChild(IIIIlIII11l1lIl1l111I1III);
IIl1111lIl1III11IlIIllII1.appendChild(l1lI1llIIlI1I11Il111lII11);
IIl1111lIl1III11IlIIllII1.appendChild(II1IIIll1lIlIl1I1lII1l1ll);
IIl1111lIl1III11IlIIllII1.appendChild(I1I1IllIl1Ill1I1IIIlII1II);
IIIIlI1lI1II1lll11Il11lll.appendChild(IIl1111lIl1III11IlIIllII1);
lII1I1I1I1I1lI1IlIIl1lIl1.appendChild(II1Il1lI1lI1Illl11lll11I1);
lII1I1I1I1I1lI1IlIIl1lIl1.appendChild(llI1III111lII11llll111IlI);
lII1I1I1I1I1lI1IlIIl1lIl1.appendChild(ll1lIllllIllll1IlIlI1Il1l);
IIIIlI1lI1II1lll11Il11lll.appendChild(lII1I1I1I1I1lI1IlIIl1lIl1);
I11lII1llIl1lllI11lI1II11.appendChild(I1I1l11Ill11IllI1l1lIllIl);
I11lII1llIl1lllI11lI1II11.appendChild(lIIl1l11Il1lIIIllI1Il11ll);
I11lII1llIl1lllI11lI1II11.appendChild(ll11l1Il11II1lI1l11lI1lll);
IIIIlI1lI1II1lll11Il11lll.appendChild(I11lII1llIl1lllI11lI1II11);
IlIII1III1Il1II1II1lII1l1.appendChild(I111l11IIII111Il1I1l11II1);
IlIII1III1Il1II1II1lII1l1.appendChild(l1ll11lll1lIll1III1lII1ll);
IlIII1III1Il1II1II1lII1l1.appendChild(III1l1l1lII1l11IIll1l1IlI);
IIIIlI1lI1II1lll11Il11lll.appendChild(IlIII1III1Il1II1II1lII1l1);
IllI1ll11IllllIl1llllll1I.appendChild(llIIIlIII1IIIl11IIlII1I11);
IllI1ll11IllllIl1llllll1I.appendChild(Ill1II11lIl11lllIIIIlIllI);
IllI1ll11IllllIl1llllll1I.appendChild(l111IIIll111IIIIl1I1lllll);
IIIIlI1lI1II1lll11Il11lll.appendChild(IllI1ll11IllllIl1llllll1I);
lllIll111lll11lII1IIlI11I.appendChild(IIII11II1l1l11Il1llIIIl1l);
lllIll111lll11lII1IIlI11I.appendChild(Il1l1IIIIIIll1lll1I1Il1ll);
lllIll111lll11lII1IIlI11I.appendChild(ll1llIllIII1Il1IIIl1I11I1);
IIIIlI1lI1II1lll11Il11lll.appendChild(lllIll111lll11lII1IIlI11I);
llI1l1lIIIII1II1I11I1II1l.appendChild(IIIIII111lIlIII1Ill11Il1l);
llI1l1lIIIII1II1I11I1II1l.appendChild(l1ll1lII11II11ll1Il1l11Il);
llI1l1lIIIII1II1I11I1II1l.appendChild(lIIIlI11I1II1llIIllI1IIll);
IIIIlI1lI1II1lll11Il11lll.appendChild(llI1l1lIIIII1II1I11I1II1l);
Il111l1l11IIlIlI11I1I1II1.appendChild(lIl1I11lll1II11IlIl1IIl1I);
Il111l1l11IIlIlI11I1I1II1.appendChild(lIIIIllI1I1I1IIl11IlII1II);
Il111l1l11IIlIlI11I1I1II1.appendChild(I1l1III1lIII1lIlIllII1l11);
IIIIlI1lI1II1lll11Il11lll.appendChild(Il111l1l11IIlIlI11I1I1II1);
II11lIlII11I1I11II11lIIll.appendChild(l1ll1llI1I1II11IIlll11II1);
II11lIlII11I1I11II11lIIll.appendChild(l11ll1l1lllll111lI1ll111I);
II11lIlII11I1I11II11lIIll.appendChild(l11l1lII1ll1II111I11l1l1I);
II11lIlII11I1I11II11lIIll.appendChild(lII111ll1lII1I1llI1l1lIlI);
IIIIlI1lI1II1lll11Il11lll.appendChild(II11lIlII11I1I11II11lIIll);
IIllIlI11IIlIlI11IlI11l1l.appendChild(ll1lI11I1lI1l1IIIlll1l1II);
IIllIlI11IIlIlI11IlI11l1l.appendChild(I1I1IIl111I11l1IlI11IlIll);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(IIllIlI11IIlIlI11IlI11l1l);
l11Il1I1l11II1Il1Illl11lI.appendChild(I1l1Il1Il111I1IlI1I1IlIIl);
l11Il1I1l11II1Il1Illl11lI.appendChild(Il1l1lIIl11l11I1lll1llIII);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(l11Il1I1l11II1Il1Illl11lI);
ll111lllIII1I1lll11IIl1lI.appendChild(l1Ill1IIII1Il11I11l11lII1);
ll111lllIII1I1lll11IIl1lI.appendChild(ll11lI1III1ll1lI11I1IllIl);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(ll111lllIII1I1lll11IIl1lI);
lI1ll11ll1Il1IllIIl1I1III.appendChild(Il11lIIll1lI11ll1l1l1IlIl);
lI1ll11ll1Il1IllIIl1I1III.appendChild(I11IIllIIlI1II1I1Il1II1lI);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(lI1ll11ll1Il1IllIIl1I1III);
l11III1II11lI1lIl1IlllIl1.appendChild(II11I1lI11IIIII11IlI1lIlI);
l11III1II11lI1lIl1IlllIl1.appendChild(lll1lI11I111llllI1I1lIll1);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(l11III1II11lI1lIl1IlllIl1);
IlII11llIII1IlIlIIll1l1I1.appendChild(I1I1ll111llI1lI1IlII1lll1);
IlII11llIII1IlIlIIll1l1I1.appendChild(l1lll1I11IllI1l1llIlllIIl);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(IlII11llIII1IlIlIIll1l1I1);
III11IIl11Il1IlIIIl1l1l1I.appendChild(lI11III1II1l11IlI1IlIll1I);
III11IIl11Il1IlIIIl1l1l1I.appendChild(lIIIlllIl1lIIllIlI1I1lII1);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(III11IIl11Il1IlIIIl1l1l1I);
IIllI111II1111l1l1llIll1l.appendChild(Ill1Illl1lI1II1l1lIII11II);
IIllI111II1111l1l1llIll1l.appendChild(II1lII11lIII1l1l1ll1ll1ll);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(IIllI111II1111l1l1llIll1l);
l1I111IIl1lIIll1ll1llII1l.appendChild(Ill1lIIlIlI11Il1l11lIllII);
l1I111IIl1lIIll1ll1llII1l.appendChild(lIIllll1Il111llll1IIIl11l);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(l1I111IIl1lIIll1ll1llII1l);
IIl1lI11II111lllIl1l1l1Il.appendChild(I1l1lIlIlI111llIII1l1I111);
IIl1lI11II111lllIl1l1l1Il.appendChild(IlIl11lIll1IllIl1llIIllll);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(IIl1lI11II111lllIl1l1l1Il);
Il1IIIlIIIIIlllIlllIl1II1.appendChild(l1l11IlI11I11Ill1I11I1lII);
Il1IIIlIIIIIlllIlllIl1II1.appendChild(IlIIl1Il11I1I1l1IIIlllII1);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(Il1IIIlIIIIIlllIlllIl1II1);
IIllIl1I1lIIIllI1lllI11l1.appendChild(I1II1lIl1IlI1IlllII1Il1lI);
IIllIl1I1lIIIllI1lllI11l1.appendChild(llI111IIll11l1IIlIl111Il1);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(IIllIl1I1lIIIllI1lllI11l1);
IIl1IIl1lIlIIll11l1lIlIIl.appendChild(l11I1llIII11l1I1l1III11Il);
IIl1IIl1lIlIIll11l1lIlIIl.appendChild(lIl111l1ll1IlIIIIllll1lI1);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(IIl1IIl1lIlIIll11l1lIlIIl);
ll1Il111ll11II1ll111IlI1I.appendChild(llll11l111I1llll1lIIlII1I);
ll1Il111ll11II1ll111IlI1I.appendChild(lII1l1I1lIIII11IIlIIIIl1I);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(ll1Il111ll11II1ll111IlI1I);
II11llIII1ll1IIlIIl1II1lI.appendChild(lIlll111IIIIIIll1I1lllIll);
II11llIII1ll1IIlIIl1II1lI.appendChild(l111lllI1l1l111ll1lIlII11);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(II11llIII1ll1IIlIIl1II1lI);
llIIl1l1II1lIIl11lIllIIll.appendChild(Il1llI1lIIll11I1l1I1l1lIl);
llIIl1l1II1lIIl11lIllIIll.appendChild(lIIIlI11llIll11IlIll1l11I);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(llIIl1l1II1lIIl11lIllIIll);
Illl11lI1IIIIIIIIIl1Illll.appendChild(lIlIIl1lll1llI111IlII1ll1);
Illl11lI1IIIIIIIIIl1Illll.appendChild(Il1ll1l1llllllllI1IlIIIl1);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(Illl11lI1IIIIIIIIIl1Illll);
I11lIlII1lI1llIII1lI11I1I.appendChild(Ill1I1lIIIII1lIl1I11III11);
I11lIlII1lI1llIII1lI11I1I.appendChild(I1I1III1llI1IIIlI11l1I11l);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(I11lIlII1lI1llIII1lI11I1I);
l1IIll1I1ll11Il1I1I1IIlI1.appendChild(III1Il1ll1lIlIl11I1Illl1l);
l1IIll1I1ll11Il1I1I1IIlI1.appendChild(Ill1llIl1IlllllIl1I11IlI1);
lllI1II1lI1l1IlIl1llI1lIl.appendChild(l1IIll1I1ll11Il1I1I1IIlI1);
l11II1lllIlI1l11l1lI1IIIl.appendChild(I1ll1llIIIl1II11lIl1lII1I);
l11II1lllIlI1l11l1lI1IIIl.appendChild(II1l111Il1Il11llllIlI1l11);
l11II1lllIlI1l11l1lI1IIIl.appendChild(I1lIlIllll1II1I11IIIIIIl1);
IIII1l1lII1IlIIllII111l1l.appendChild(l11II1lllIlI1l11l1lI1IIIl);
I1ll1IlII11l1IlI1Illll1I1.appendChild(Il11l111l11IllII1III1I1Il);
I1ll1IlII11l1IlI1Illll1I1.appendChild(IIl1lI1lII1l1IlIlIlIIlII1);
I1ll1IlII11l1IlI1Illll1I1.appendChild(III1ll1l1l111IlI1l1II1lll);
I1ll1IlII11l1IlI1Illll1I1.appendChild(l11lIl1111l1ll1IIl1l11Ill);
IIII1l1lII1IlIIllII111l1l.appendChild(I1ll1IlII11l1IlI1Illll1I1);
lI11IIllIll1I1IlI1lI1Illl.appendChild(I1llIIl1IllI11I1Il1lll1II);
lI11IIllIll1I1IlI1lI1Illl.appendChild(I1Il1IllI111ll11lIl1Il1Il);
lI11IIllIll1I1IlI1lI1Illl.appendChild(l11l11I1Il1I11l1I111IlIIl);
lI11IIllIll1I1IlI1lI1Illl.appendChild(IIll1II1lIIllII1Ill1lIIII);
IIII1l1lII1IlIIllII111l1l.appendChild(lI11IIllIll1I1IlI1lI1Illl);
lI1l11llIlIIIl11l1111I1l1.appendChild(I1lllIIlI1l1IlI1llII11ll1);
lI1l11llIlIIIl11l1111I1l1.appendChild(IlIlII11l1lIl1Il11llII11l);
lI1l11llIlIIIl11l1111I1l1.appendChild(l1IlIlI1l1lII1IlIllIlIlIl);
lI1l11llIlIIIl11l1111I1l1.appendChild(Illll11I11IIlIl1IlllIl111);
IIII1l1lII1IlIIllII111l1l.appendChild(lI1l11llIlIIIl11l1111I1l1);
I1IIIIll1lIlIlI1l1ll111lI.appendChild(IlIlII1I1lII11l111II1lllI);
I1IIIIll1lIlIlI1l1ll111lI.appendChild(lIllI1llI1IlII1IlIIl1lI1l);
I1IIIIll1lIlIlI1l1ll111lI.appendChild(II1l11111l1lllI1I111ll1ll);
I1IIIIll1lIlIlI1l1ll111lI.appendChild(III11I1llI1l1I1l1IIIII1l1);
IIII1l1lII1IlIIllII111l1l.appendChild(I1IIIIll1lIlIlI1l1ll111lI);
IIlI1lIllIIlIllIllII1ll1I.appendChild(Ill1lI1l1II11lIlIl11I1lll);
IIlI1lIllIIlIllIllII1ll1I.appendChild(l1Illl11I1111IllIl1l1IlII);
IIlI1lIllIIlIllIllII1ll1I.appendChild(l1111l1III1llII1lI1111l1I);
IIlI1lIllIIlIllIllII1ll1I.appendChild(Ill111Il1l11lll1Il1IIllIl);
IIII1l1lII1IlIIllII111l1l.appendChild(IIlI1lIllIIlIllIllII1ll1I);
II1lIIIIIII1l1I1I1111III1.appendChild(l1I11I1IIl1Ill1Ill111Ill1);
II1lIIIIIII1l1I1I1111III1.appendChild(IlIlII11III11l1l1l1lll1lI);
II1lIIIIIII1l1I1I1111III1.appendChild(I1Il1Il1IIllIl1I11II1lI1I);
II1lIIIIIII1l1I1I1111III1.appendChild(IlIlII11IlII11Il1IIII11lI);
IIII1l1lII1IlIIllII111l1l.appendChild(II1lIIIIIII1l1I1I1111III1);
l1IlllllIIIlIl1ll11lIl1lI.appendChild(Ill1llIIIl11l111ll1IIl111);
l1IlllllIIIlIl1ll11lIl1lI.appendChild(lIlIlIIIllllIIlIIll1I1IIl);
l1IlllllIIIlIl1ll11lIl1lI.appendChild(l1Ill1Ill1lIII1lI1lII11Il);
l1IlllllIIIlIl1ll11lIl1lI.appendChild(Illll111IlII11lI1l1lI1lIl);
IIII1l1lII1IlIIllII111l1l.appendChild(l1IlllllIIIlIl1ll11lIl1lI);
Il1llII1I11Il1I1Illllll1l.appendChild(lll1ll1ll1IIIl1111l11lIll);
Il1llII1I11Il1I1Illllll1l.appendChild(lll11llIIll1Ill1l1lIllI1I);
Il1llII1I11Il1I1Illllll1l.appendChild(IIIlII1lIIIII1IIl11IIlI11);
Il1llII1I11Il1I1Illllll1l.appendChild(Il1I11l1lllIl1lIIlIlIll1I);
IIII1l1lII1IlIIllII111l1l.appendChild(Il1llII1I11Il1I1Illllll1l);
I1Ill1l1I11I1Il1IlIIl1I1l.appendChild(ll111II1lll1lIl1IlI11ll1l);
I1Ill1l1I11I1Il1IlIIl1I1l.appendChild(Il1Illl11lIl1Illl11I11Ill);
I1Ill1l1I11I1Il1IlIIl1I1l.appendChild(I1IIIl11lII1111lIIllIl1l1);
I1Ill1l1I11I1Il1IlIIl1I1l.appendChild(l1II1lIll1I111Ill1l1l11l1);
IIII1l1lII1IlIIllII111l1l.appendChild(I1Ill1l1I11I1Il1IlIIl1I1l);
lII1IlI1II1I11II11I11II1I.appendChild(l1l1Il1IlI11III1l1l111llI);
lII1IlI1II1I11II11I11II1I.appendChild(Il111I1IlI1Il1l1Illllll1l);
lII1IlI1II1I11II11I11II1I.appendChild(lIlIIIll11I1llIl1111l111I);
lII1IlI1II1I11II11I11II1I.appendChild(l11I11lllIlIlIIl1II11Il1l);
IIII1l1lII1IlIIllII111l1l.appendChild(lII1IlI1II1I11II11I11II1I);
l11111l1IIlIIIIl1Il11lI1I.appendChild(llIIII11I11l1lll1I1lll1II);
l11111l1IIlIIIIl1Il11lI1I.appendChild(l1IlII1IllIIlllI1III1l1Il);
l11111l1IIlIIIIl1Il11lI1I.appendChild(llI11IIIIII1l1I1II1lII11l);
l11111l1IIlIIIIl1Il11lI1I.appendChild(II11llIlIl1IIII1lIlII1ll1);
IIII1l1lII1IlIIllII111l1l.appendChild(l11111l1IIlIIIIl1Il11lI1I);
IlI1l11Il111lI1lIIll11l1l.appendChild(lllIIIIlIlll1I11lIlI1llII);
IlI1l11Il111lI1lIIll11l1l.appendChild(II11l11lllI1I11IllIIlIl1I);
IlI1l11Il111lI1lIIll11l1l.appendChild(ll1111III11ll1llllllll1II);
IIII1l1lII1IlIIllII111l1l.appendChild(IlI1l11Il111lI1lIIll11l1l);
llllII111l11IIlI11ll1IIl1.appendChild(lI11II1l1lI1II1IllI1Il111);
llllII111l11IIlI11ll1IIl1.appendChild(l11Il11lll1111ll111l1IIIl);
llllII111l11IIlI11ll1IIl1.appendChild(llI1lllI1IllI111lllI11IIl);
llllII111l11IIlI11ll1IIl1.appendChild(llIlIl1II11llI1I1IIl1ll1I);
IIII1l1lII1IlIIllII111l1l.appendChild(llllII111l11IIlI11ll1IIl1);
llIl1lIIlllllIIIlI1111I1I.appendChild(I1llIl111111llIll1III11ll);
llIl1lIIlllllIIIlI1111I1I.appendChild(I1IlllIIIIl11l1IIl1lll11I);
llIl1lIIlllllIIIlI1111I1I.appendChild(lIlI1I111l11I1llI1I1I1IIl);
IIII1l1lII1IlIIllII111l1l.appendChild(llIl1lIIlllllIIIlI1111I1I);
l11I1l1I1lI1ll1ll1ll1IlI1.appendChild(IllIll1l11llI1I11lll1Il11);
l11I1l1I1lI1ll1ll1ll1IlI1.appendChild(l1Il11l1llI1llIl1IlIllIIl);
l11I1l1I1lI1ll1ll1ll1IlI1.appendChild(I1I11l1IllI11IlIIl11Il1lI);
IIII1l1lII1IlIIllII111l1l.appendChild(l11I1l1I1lI1ll1ll1ll1IlI1);
II1IIIlI1llIIlIl11lII1llI.appendChild(I1IllI1I11111IllI1lIlI1II);
II1IIIlI1llIIlIl11lII1llI.appendChild(IlI111IIIIllll11II11lIlII);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(II1IIIlI1llIIlIl11lII1llI);
I111I1ll1Il11111IlIlIIIII.appendChild(lI111II1llll1Il1lI1lllIl1);
I111I1ll1Il11111IlIlIIIII.appendChild(I111I111IIl111lII11I1I11I);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I111I1ll1Il11111IlIlIIIII);
I11l11lIl11I1I1II1I111IIl.appendChild(I1lIIllIl1l1IIl1lIIIll1II);
I11l11lIl11I1I1II1I111IIl.appendChild(lI1IIIl1lIIIIIIll1l1111lI);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I11l11lIl11I1I1II1I111IIl);
I1IllIIl11IIl1I1lI1ll1III.appendChild(IIII1IllI1ll1ll1I1IIIl1I1);
I1IllIIl11IIl1I1lI1ll1III.appendChild(III11l1llIl1llI1lll1lllI1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I1IllIIl11IIl1I1lI1ll1III);
llIlIIII1l111lllIIIllI1II.appendChild(Ill1lllIl1IlI11l11I1IIlIl);
llIlIIII1l111lllIIIllI1II.appendChild(l1I1I1llII11Ill11llll1I11);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(llIlIIII1l111lllIIIllI1II);
I11IlIIIl1IllIl1I1l1II1I1.appendChild(lIIIlI1lllI1lIIl111l1lll1);
I11IlIIIl1IllIl1I1l1II1I1.appendChild(llI1I111111I1lll1IllI1I1l);
I11IlIIIl1IllIl1I1l1II1I1.appendChild(II11lIl11II1llI11I1l1I1l1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I11IlIIIl1IllIl1I1l1II1I1);
I1l1llI111lIlI1ll1l1I1l1I.appendChild(lII1l111IlIll1lII11ll11II);
I1l1llI111lIlI1ll1l1I1l1I.appendChild(IllIIl1l1I1111I1II1lIl1II);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I1l1llI111lIlI1ll1l1I1l1I);
II1IIll11lll11lI11l1l1I1l.appendChild(lI1I1lI111IllllI11I1IlI11);
II1IIll11lll11lI11l1l1I1l.appendChild(llIIllII1l1lI11IlI1ll1l11);
II1IIll11lll11lI11l1l1I1l.appendChild(I1I11l1l1ll1Il1llIIlI1l1I);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(II1IIll11lll11lI11l1l1I1l);
IlI111l11IIlll11IlIIllIl1.appendChild(IIlIIII111l1lllIlIl1III1I);
IlI111l11IIlll11IlIIllIl1.appendChild(I11IIIlI1II1111llIlllIl11);
IlI111l11IIlll11IlIIllIl1.appendChild(I111Ill11l11IIIIl1III1ll1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(IlI111l11IIlll11IlIIllIl1);
llI11lIll1l11111I1lII11lI.appendChild(l111l1II1l11IlIll11Il1l1I);
llI11lIll1l11111I1lII11lI.appendChild(l1I111ll1111IlIl1IIIIllll);
llI11lIll1l11111I1lII11lI.appendChild(lIIll111IIl1I11l1lI11lllI);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(llI11lIll1l11111I1lII11lI);
l1I1lIlIIlIIlIl111ll111l1.appendChild(I1l1Il11l1lI11llIII111l11);
l1I1lIlIIlIIlIl111ll111l1.appendChild(lllllI1lIIlI1llI1IIllIlII);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(l1I1lIlIIlIIlIl111ll111l1);
l1l111l111111lIIIIIll1l1l.appendChild(l1Il1l1llI1ll1llllI1Il1ll);
l1l111l111111lIIIIIll1l1l.appendChild(I1lllIIl1I1I1I11II1Il1lll);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(l1l111l111111lIIIIIll1l1l);
I1lIIlIlIll1IIll1l1IlIlIl.appendChild(l1lIIIIlI1II1lII1Il1I1ll1);
I1lIIlIlIll1IIll1l1IlIlIl.appendChild(IIl1II1llIl1I1IlIII1IlIlI);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I1lIIlIlIll1IIll1l1IlIlIl);
IllIIIIIll1lll11lII11l111.appendChild(lll111lI11I1III1IllllII1I);
IllIIIIIll1lll11lII11l111.appendChild(lllIIIIlllIIII1lIIllI11l1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(IllIIIIIll1lll11lII11l111);
III1IlIIIll1lII11lIlI1I1I.appendChild(llI1I1ll1lllI1II1Il1II11I);
III1IlIIIll1lII11lIlI1I1I.appendChild(l11II1I11lI1lllIIlll11Ill);
III1IlIIIll1lII11lIlI1I1I.appendChild(Il11II1I1I1l111IIIIII11II);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(III1IlIIIll1lII11lIlI1I1I);
I1Il1lIl1II11IIlII11II1Il.appendChild(lI1I111IIIll11III1Il1I1lI);
I1Il1lIl1II11IIlII11II1Il.appendChild(IIll111111I1lII1I1lIlI1I1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I1Il1lIl1II11IIlII11II1Il);
l11ll11lIIlIIlI1I11111lII.appendChild(Ill1I11lII1lll1llI11IIlII);
l11ll11lIIlIIlI1I11111lII.appendChild(Illl1I111lIIl1IIlIIl11IIl);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(l11ll11lIIlIIlI1I11111lII);
I11II11lI11llI11llllllIlI.appendChild(l1111I1111llI1II1l1111I1I);
I11II11lI11llI11llllllIlI.appendChild(I1llllll11I11lIllI1l1I1lI);
I11II11lI11llI11llllllIlI.appendChild(lI1I1lIl1Il111IIl11I1l1lI);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I11II11lI11llI11llllllIlI);
Illlllll1I1I1llIl1l11lIII.appendChild(I1IIIlll1Il1IlIII1Il1IIlI);
Illlllll1I1I1llIl1l11lIII.appendChild(IIlI1IIIIlllIl1lIII1IIIII);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(Illlllll1I1I1llIl1l11lIII);
II11lI1II1ll1l1ll1I1lI1I1.appendChild(l1II1lll1I1I111IlII1I11l1);
II11lI1II1ll1l1ll1I1lI1I1.appendChild(I1ll1IlIl1lllll11IlII1lI1);
II11lI1II1ll1l1ll1I1lI1I1.appendChild(lI11ll1lIIll11ll1Illl1lII);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(II11lI1II1ll1l1ll1I1lI1I1);
Il1lIll1II1II1lIl1llllIII.appendChild(II1Il11lIll1l1llll11I1I1I);
Il1lIll1II1II1lIl1llllIII.appendChild(l11l1lI1I1I1l11III1II1III);
Il1lIll1II1II1lIl1llllIII.appendChild(III1I1I1I1l1l111l1ll1lIl1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(Il1lIll1II1II1lIl1llllIII);
Il1lI1l1IIl1IlIlIIl1l1I1l.appendChild(ll11I1l111111ll1Il1llIIlI);
Il1lI1l1IIl1IlIlIIl1l1I1l.appendChild(l1lIlIlIl1IIllI1I1IIIIlII);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(Il1lI1l1IIl1IlIlIIl1l1I1l);
lIIl1I1IIlIl1l1I11Ill1IIl.appendChild(Il11II1lI1l1III1IlIIll1II);
lIIl1I1IIlIl1l1I11Ill1IIl.appendChild(IlI1I1II1Ill1I1IIIl11I1l1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(lIIl1I1IIlIl1l1I11Ill1IIl);
I1lIII1lIllIl1IIl11llI11I.appendChild(llIl1Illll1I111llll11II1l);
I1lIII1lIllIl1IIl11llI11I.appendChild(l1111IIlI1IlI1I11IlII1lIl);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(I1lIII1lIllIl1IIl11llI11I);
l1lIllI11lIIlIllIl1IlIlll.appendChild(Ill1IlIll11l1l1I1l11lIllI);
l1lIllI11lIIlIllIl1IlIlll.appendChild(lllll1IIIII1l11l1I1II1IIl);
l1lIllI11lIIlIllIl1IlIlll.appendChild(lllI1l1llIlI1IIII1lII1l11);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(l1lIllI11lIIlIllIl1IlIlll);
l1l1l1l1IlIl1IIlI1lIIIl1l.appendChild(lllIIIII1IlIIlIII1111llIl);
l1l1l1l1IlIl1IIlI1lIIIl1l.appendChild(IlIIlII1I11l1I11IllI1lIlI);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(l1l1l1l1IlIl1IIlI1lIIIl1l);
IIIlIlI11IllII1IlI1lI1l1I.appendChild(llll11lII1IlII111lllII1II);
IIIlIlI11IllII1IlI1lI1l1I.appendChild(IIIlIlIl1II1l1l11I11I1l1l);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(IIIlIlI11IllII1IlI1lI1l1I);
l11IlI1Il11IlllIlIIIlI11I.appendChild(I1I1IlI11IIl1l11II11llllI);
l11IlI1Il11IlllIlIIIlI11I.appendChild(I11ll1llII1I1I1II1I11lll1);
l11IlI1Il11IlllIlIIIlI11I.appendChild(l1lII1IIIIIIIII11lllIIIIl);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(l11IlI1Il11IlllIlIIIlI11I);
II1l1II1llIIl1l1l11I1IIII.appendChild(I111l1lll1Ill11II1111I1ll);
II1l1II1llIIl1l1l11I1IIII.appendChild(ll1I1lII11II1lIl1IlI11Il1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(II1l1II1llIIl1l1l11I1IIII);
l11l1I1I1IllI1lIllI1l11lI.appendChild(III11lI11l1Il1Illl1Il11ll);
l11l1I1I1IllI1lIllI1l11lI.appendChild(llIIlIIlIIIllll1I1Il1lIII);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(l11l1I1I1IllI1lIllI1l11lI);
lI1l11llI111llIllIlIIIIIl.appendChild(l1lIIll1Illll1ll1lIl1I1lI);
lI1l11llI111llIllIlIIIIIl.appendChild(Illlll11llIIl1llIl1II1I1l);
lI1l11llI111llIllIlIIIIIl.appendChild(l11111lIlIllll1I1lllI1llI);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(lI1l11llI111llIllIlIIIIIl);
II11IIIlIIlI11lllII1l1I1l.appendChild(I11Il1IIl1lIIIIIIIIIIlII1);
II11IIIlIIlI11lllII1l1I1l.appendChild(l1lI1l1III11lI111Il1lIll1);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(II11IIIlIIlI11lllII1l1I1l);
l11l1l1Il11Ill11I1ll1ll1I.appendChild(lI11Ill11II111I11l11IIll1);
l11l1l1Il11Ill11I1ll1ll1I.appendChild(I11IlIII1I1lll111lllI111I);
l11l1l1Il11Ill11I1ll1ll1I.appendChild(llI111lIIIlIllIl1llIIll11);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(l11l1l1Il11Ill11I1ll1ll1I);
llll1ll111ll1I1I1I1ll1II1.appendChild(l1IlI1II111Il1III1l11lllI);
llll1ll111ll1I1I1I1ll1II1.appendChild(ll1l1Il1I1I1llI1I1111I1lI);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(llll1ll111ll1I1I1I1ll1II1);
lI1lIlIIlII11IllI11lI11Il.appendChild(IlIIlIlllIIIl1IIl1IIl1II1);
lI1lIlIIlII11IllI11lI11Il.appendChild(l1I111l11lII1lIlllII11III);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(lI1lIlIIlII11IllI11lI11Il);
llIlI1Il1l11lIl1II11IlI11.appendChild(Il1111llll1IIlIIl111l1lI1);
llIlI1Il1l11lIl1II11IlI11.appendChild(I11Il111II11l1IlIII1lIlIl);
IIIl1l1lll1IIl1l1lIlIlllI.appendChild(llIlI1Il1l11lIl1II11IlI11);
lI1ll1lIlII1lIII1II1IIlll.appendChild(Il1l1llIIIl1IllII11ll11lI);
lI1ll1lIlII1lIII1II1IIlll.appendChild(l1l1l11l11lIIllII11lIIl11);
II1l1I11lIl1lllIIl11I1l11.appendChild(lI1ll1lIlII1lIII1II1IIlll);
l111111Illllllll1IlllI111.appendChild(lI1l1l1I1I11llI1lIIl1II1l);
l111111Illllllll1IlllI111.appendChild(II11lIIllIllIIll111lIlIl1);
l111111Illllllll1IlllI111.appendChild(IIIlll11ll11lll11IlIl11lI);
II1l1I11lIl1lllIIl11I1l11.appendChild(l111111Illllllll1IlllI111);
lIlI11lI1I1I111IlIIl1l1ll.appendChild(ll1lIllII1lI1lIII11II11I1);
lIlI11lI1I1I111IlIIl1l1ll.appendChild(III11IIl1l1I1Il11lI1l1II1);
lIlI11lI1I1I111IlIIl1l1ll.appendChild(lII1I111lIll111Il1I1II1l1);
II1l1I11lIl1lllIIl11I1l11.appendChild(lIlI11lI1I1I111IlIIl1l1ll);
l1l1lllIlIl1I1I1ll1lll111.appendChild(ll1l1II1111l11IlI1llIllII);
l1l1lllIlIl1I1I1ll1lll111.appendChild(l11I1Ill1l1IlIIIlI1lIl111);
l1l1lllIlIl1I1I1ll1lll111.appendChild(ll11lllI1l1II1lIlII1lIllI);
II1l1I11lIl1lllIIl11I1l11.appendChild(l1l1lllIlIl1I1I1ll1lll111);
l1IIll1IIllIlIll1lI1Il1II.appendChild(II1l11lII1Il1I1llIIllllIl);
l1IIll1IIllIlIll1lI1Il1II.appendChild(llI1l1lI11llIl1l1lII11lIl);
l1IIll1IIllIlIll1lI1Il1II.appendChild(II1lIl1III1Ill11l1lIII11l);
II1l1I11lIl1lllIIl11I1l11.appendChild(l1IIll1IIllIlIll1lI1Il1II);
I1IllIlIlI11l111l1lIlIIlI.appendChild(l11l1II1IllllI111llll1ll1);
I1IllIlIlI11l111l1lIlIIlI.appendChild(Ill1lI1l11I111I1IlIl11l1l);
I1IllIlIlI11l111l1lIlIIlI.appendChild(II11llIlI1I1llI11I11llIl1);
II1l1I11lIl1lllIIl11I1l11.appendChild(I1IllIlIlI11l111l1lIlIIlI);
I1111llIIll111l1lII1lllI1.appendChild(IllIlI11I1ll1lIll11llIIlI);
I1111llIIll111l1lII1lllI1.appendChild(IIlIII1ll1lIl111lI111II11);
I1111llIIll111l1lII1lllI1.appendChild(II1lI1I1II1lIIIl11IllIll1);
II1l1I11lIl1lllIIl11I1l11.appendChild(I1111llIIll111l1lII1lllI1);
IIlIIlIllIlll1l1l111llIll.appendChild(l1ll1lll11IIll1I1llIl1Ill);
IIlIIlIllIlll1l1l111llIll.appendChild(IlIlllI1IlIIIl1IlIIIIlIll);
IIlIIlIllIlll1l1l111llIll.appendChild(l1lI1ll11ll1lll1I1l1111lI);
II1l1I11lIl1lllIIl11I1l11.appendChild(IIlIIlIllIlll1l1l111llIll);
Ill11lllI1I1l1lI1ll1II1Il.appendChild(I1IlII111lI11IlIl1I1lll1I);
Ill11lllI1I1l1lI1ll1II1Il.appendChild(l11Il1ll11IlI1IIllI11IIIl);
Ill11lllI1I1l1lI1ll1II1Il.appendChild(IlIlIIl11IIlIIll11I1IlIl1);
II1l1I11lIl1lllIIl11I1l11.appendChild(Ill11lllI1I1l1lI1ll1II1Il);
lII1Il1111IIIII1I1ll1lI1I.appendChild(I1llll11IIlllIllI1I11IIlI);
lII1Il1111IIIII1I1ll1lI1I.appendChild(llI1Ill1IllI1llII1lIIlIll);
lII1Il1111IIIII1I1ll1lI1I.appendChild(Il11I11l1I11llIIlll1llIII);
II1l1I11lIl1lllIIl11I1l11.appendChild(lII1Il1111IIIII1I1ll1lI1I);
l1IllIIl1I1l11I11I1lllIl1.appendChild(I1Il1I1llI1lII1I11l1l1Ill);
l1IllIIl1I1l11I11I1lllIl1.appendChild(ll11I111Il1l11111llIII111);
l1IllIIl1I1l11I11I1lllIl1.appendChild(lIl1l1l11l1I111l1IlIIllII);
II1l1I11lIl1lllIIl11I1l11.appendChild(l1IllIIl1I1l11I11I1lllIl1);
II1l1I1Ill1l11I1IIlII1l1I.appendChild(I1ll1I1IlIIIlIl1lI1lIlI1I);
II1l1I1Ill1l11I1IIlII1l1I.appendChild(I1I1lIll11ll1llIlIlllllIl);
II1l1I1Ill1l11I1IIlII1l1I.appendChild(IlIIIllIlI1ll11II1IIIllII);
II1l1I11lIl1lllIIl11I1l11.appendChild(II1l1I1Ill1l11I1IIlII1l1I);
I11lIllIlIlI111l1IlI11Il1.appendChild(I1llIl11Ill11IllIIl1lI111);
I11lIllIlIlI111l1IlI11Il1.appendChild(lI11111l1l1III1llI1IlIl11);
I11lIllIlIlI111l1IlI11Il1.appendChild(IIlIl1ll1lIlllI1111lIlIlI);
II1l1I11lIl1lllIIl11I1l11.appendChild(I11lIllIlIlI111l1IlI11Il1);
IlI11IIl11lII11IlIl11ll1l.appendChild(II111l11l1l1l1ll1l1111ll1);
IlI11IIl11lII11IlIl11ll1l.appendChild(Il11I1I111l1I1III1111lI1l);
IlI11IIl11lII11IlIl11ll1l.appendChild(lIllI1l1lllll111I1ll11llI);
II1l1I11lIl1lllIIl11I1l11.appendChild(IlI11IIl11lII11IlIl11ll1l);
lI1lIll1I1ll1IllII1lIIllI.appendChild(lII1ll1Ill1l1IIllI1ll1III);
lI1lIll1I1ll1IllII1lIIllI.appendChild(Ill1lll1llIlll11l1111lIll);
lI1lIll1I1ll1IllII1lIIllI.appendChild(l111IlIIl1l1l11lII1lIl1l1);
II1l1I11lIl1lllIIl11I1l11.appendChild(lI1lIll1I1ll1IllII1lIIllI);
Ill1I11lIl11IlllIlIllI1l1.appendChild(I11lIIll11lIllIIlI1111IIl);
Ill1I11lIl11IlllIlIllI1l1.appendChild(IlllllllIIIlIII1IIIllll11);
Ill1I11lIl11IlllIlIllI1l1.appendChild(I1IIlllIlIIl111IlIlllIlI1);
II1l1I11lIl1lllIIl11I1l11.appendChild(Ill1I11lIl11IlllIlIllI1l1);
IIlI1Ill1l1I11lI1l11l1l1l.appendChild(Il1I1II111111lIIlI111I1II);
IIlI1Ill1l1I11lI1l11l1l1l.appendChild(llI11lIlIIII11l1ll1lIl111);
IIlI1Ill1l1I11lI1l11l1l1l.appendChild(I1lIlllIlll111lIllIl111l1);
II1l1I11lIl1lllIIl11I1l11.appendChild(IIlI1Ill1l1I11lI1l11l1l1l);
llI111lI1III1IIIlI11IIIll.appendChild(IIl11IlIlll11IIl1I1l1Il11);
llI111lI1III1IIIlI11IIIll.appendChild(ll1Ill1l11I1IlI111I1I1lI1);
llI111lI1III1IIIlI11IIIll.appendChild(l1lIllIl1l1IIlIl1IlllIII1);
II1l1I11lIl1lllIIl11I1l11.appendChild(llI111lI1III1IIIlI11IIIll);
l11l1lll1II11Ill11IIl1IlI.appendChild(I1IlI1Il1IlIII1Il1I1lIIlI);
l11l1lll1II11Ill11IIl1IlI.appendChild(II1I11IIll1II11IIll1lIIIl);
l11l1lll1II11Ill11IIl1IlI.appendChild(IIlIIlIIlI11IlI1Il11Il111);
II1l1I11lIl1lllIIl11I1l11.appendChild(l11l1lll1II11Ill11IIl1IlI);
lII11IIIIlI1I1III11l1l1I1.appendChild(l1lII1II1Ill111lII1IlllIl);
lII11IIIIlI1I1III11l1l1I1.appendChild(IIIIIIlIIIl1Il11Ill111l1I);
lII11IIIIlI1I1III11l1l1I1.appendChild(lllIl1l111llIIll11IlllI1l);
II1l1I11lIl1lllIIl11I1l11.appendChild(lII11IIIIlI1I1III11l1l1I1);
l11Il1lI1lll11l1I1lI1IIl1.appendChild(l1II1IIlI1I11II111lllllI1);
l11Il1lI1lll11l1I1lI1IIl1.appendChild(IIll1lIlI1I1lIIlIIlI1I1ll);
l11Il1lI1lll11l1I1lI1IIl1.appendChild(lIIlIllIIlllIl1ll1llllIl1);
II1l1I11lIl1lllIIl11I1l11.appendChild(l11Il1lI1lll11l1I1lI1IIl1);
I1llIl1Il1Il1lIlI1l1ll111.appendChild(lI1ll1l1l1III1III1Il1l1Il);
I1llIl1Il1Il1lIlI1l1ll111.appendChild(lII1l1l1IIll1l1I11ll11II1);
I1llIl1Il1Il1lIlI1l1ll111.appendChild(I11IIl1lII11ll11lII1l1lll);
II1l1I11lIl1lllIIl11I1l11.appendChild(I1llIl1Il1Il1lIlI1l1ll111);
III1l1I1l1ll1lll11Il11lI1.appendChild(Il111lIll1l11IIl1IlIII11I);
III1l1I1l1ll1lll11Il11lI1.appendChild(lII111I1IlIIIllIIl1Il1I1l);
III1l1I1l1ll1lll11Il11lI1.appendChild(Ill11Il11l111lIl1IllI1I1I);
II1l1I11lIl1lllIIl11I1l11.appendChild(III1l1I1l1ll1lll11Il11lI1);
Illl11llll1I111lll1II1lII.appendChild(IIll1IlIIllI11l1llll1III1);
Illl11llll1I111lll1II1lII.appendChild(lII1II1l111II1lll1I1l1I1I);
Illl11llll1I111lll1II1lII.appendChild(l1lIIIlIIl1lIllll1lllIl1l);
II1l1I11lIl1lllIIl11I1l11.appendChild(Illl11llll1I111lll1II1lII);
l1111llIlIllIllI1IIII1Il1.appendChild(IIIII11lIlIl1llllI1llIIII);
l1111llIlIllIllI1IIII1Il1.appendChild(ll111111111Il1II1l1IIllll);
l1111llIlIllIllI1IIII1Il1.appendChild(lIII1IlIlIlll1111Il1lIIll);
II1l1I11lIl1lllIIl11I1l11.appendChild(l1111llIlIllIllI1IIII1Il1);
l11I1l1l1l1Illl1l1lIlll1I.appendChild(IlIlll1lIIIlll1111l1II1I1);
l11I1l1l1l1Illl1l1lIlll1I.appendChild(II1lll1I11I111l1llI1IlI1l);
l11I1l1l1l1Illl1l1lIlll1I.appendChild(II1l1l1llll1II1IlIll1111l);
II1l1I11lIl1lllIIl11I1l11.appendChild(l11I1l1l1l1Illl1l1lIlll1I);
ll1IIIlIIlI1l1111l1ll1lll.appendChild(lI1III1I111lI1Il1I11l1111);
ll1IIIlIIlI1l1111l1ll1lll.appendChild(lIIllIll1l1lIIIIll11I1llI);
ll1IIIlIIlI1l1111l1ll1lll.appendChild(l111I1I1ll1I1Il1lIllI1l1l);
II1l1I11lIl1lllIIl11I1l11.appendChild(ll1IIIlIIlI1l1111l1ll1lll);
IlllI1II1I1ll11I11llllIIl.appendChild(l111Ill1Ill1lI1IlIlI1llll);
IlllI1II1I1ll11I11llllIIl.appendChild(I111Il1III1ll1ll1I1ll1I1l);
IlllI1II1I1ll11I11llllIIl.appendChild(ll1I1llIIlI1lIII111lllII1);
II1l1I11lIl1lllIIl11I1l11.appendChild(IlllI1II1I1ll11I11llllIIl);
lII11lIlI1I1II1I11llII1I1.appendChild(II1lI1lIIIlII1lI11Il1Illl);
lII11lIlI1I1II1I11llII1I1.appendChild(IlI1lI1lII1lI1l1III1Il11l);
lII11lIlI1I1II1I11llII1I1.appendChild(lIlIll111lIl11I11llllIIll);
II1l1I11lIl1lllIIl11I1l11.appendChild(lII11lIlI1I1II1I11llII1I1);
IIIl1llII11IIlI1IllIIIIIl.appendChild(I11llllIlIllIII1ll1lII11l);
IIIl1llII11IIlI1IllIIIIIl.appendChild(I1lIII1lII1l1lIlIIIII1II1);
IIIl1llII11IIlI1IllIIIIIl.appendChild(I1l1llI1l11l1l1lIlllIl111);
II1l1I11lIl1lllIIl11I1l11.appendChild(IIIl1llII11IIlI1IllIIIIIl);
l1I1IllI1lI1lIIl1IlIl1Ill.appendChild(IIl1l1IIl11ll11I1lII11ll1);
l1I1IllI1lI1lIIl1IlIl1Ill.appendChild(I1l11l1IlIII1ll111I1I1lll);
l1I1IllI1lI1lIIl1IlIl1Ill.appendChild(lIIIIIlI1I1llI1llllll111I);
II1l1I11lIl1lllIIl11I1l11.appendChild(l1I1IllI1lI1lIIl1IlIl1Ill);
l11I111IlIIIlIIIIII111lll.appendChild(IIlII1Illl1l1I1lll1IIIIIl);
l11I111IlIIIlIIIIII111lll.appendChild(l1Il1lI1l1l1II11l1IlI1II1);
l11I111IlIIIlIIIIII111lll.appendChild(lI1I1lI1lI111IIII1II1IIl1);
II1l1I11lIl1lllIIl11I1l11.appendChild(l11I111IlIIIlIIIIII111lll);
Il1I11I11IIIlIl11lIllII1l.appendChild(I11IIIl1ll1l1II11lI1I1l1l);
Il1I11I11IIIlIl11lIllII1l.appendChild(IIIl11IlIIIIllIl11lllIl1l);
Il1I11I11IIIlIl11lIllII1l.appendChild(IlIIIl1lI111IlII1II1l1111);
II1l1I11lIl1lllIIl11I1l11.appendChild(Il1I11I11IIIlIl11lIllII1l);
lll1I1I1lIIII111II1I1lIlI.appendChild(llIllll1Il1l1lI1II1l11llI);
lll1I1I1lIIII111II1I1lIlI.appendChild(l1ll1IllIl11lll1I1l1llIIl);
ll111I1lIIIlIllll1l1lI1lI.appendChild(lll1I1I1lIIII111II1I1lIlI);
llI1lII1I1llIII111111II1l.appendChild(lI1l1llI11II1I1IIl11lIllI);
llI1lII1I1llIII111111II1l.appendChild(I11IIIlI11IIlI1llllIIIll1);
ll111I1lIIIlIllll1l1lI1lI.appendChild(llI1lII1I1llIII111111II1l);
IlI1l1I1II11I1lIl11II1llI.appendChild(I1l1II11I11I1I1l1IIll1IlI);
IlI1l1I1II11I1lIl11II1llI.appendChild(Il1I1llI1lll111IlIlIIIl11);
ll111I1lIIIlIllll1l1lI1lI.appendChild(IlI1l1I1II11I1lIl11II1llI);
lIllII11I11I1llI1I1l1lIl1.appendChild(ll1lIlIIlll11Ill1111lI1I1);
lIllII11I11I1llI1I1l1lIl1.appendChild(Ill1IIIIIII111I1llIl11Ill);
lIllII11I11I1llI1I1l1lIl1.appendChild(llI1lIl1l11I1l11l1l11II1l);
ll111I1lIIIlIllll1l1lI1lI.appendChild(lIllII11I11I1llI1I1l1lIl1);
I1ll1IlIl1IIIl1IIIl11Il1l.appendChild(IIl11IlIIII1I1lIl1l1l1III);
I1ll1IlIl1IIIl1IIIl11Il1l.appendChild(l1ll1l11llIlII1ll1IIIlll1);
ll111I1lIIIlIllll1l1lI1lI.appendChild(I1ll1IlIl1IIIl1IIIl11Il1l);
III111111l1lII1l1I1111Ill.appendChild(I1II1I1l1lIllI1l11IlII1I1);
III111111l1lII1l1I1111Ill.appendChild(ll11I1IIlIlI1lllIIlIIlI11);
III111111l1lII1l1I1111Ill.appendChild(l11IIl1II1I1llII1l1lIlI1l);
ll111I1lIIIlIllll1l1lI1lI.appendChild(III111111l1lII1l1I1111Ill);
IIl1I1lIIlI11lllIl1IIll1l.appendChild(llI1IllI1l1lll111I1I111l1);
IIl1I1lIIlI11lllIl1IIll1l.appendChild(Illl1lllIl1Il1IIIlIll1III);
ll111I1lIIIlIllll1l1lI1lI.appendChild(IIl1I1lIIlI11lllIl1IIll1l);
Il1llIllIl1II1lI1I111I11l.appendChild(lII111111IIIllI1llII1lIl1);
Il1llIllIl1II1lI1I111I11l.appendChild(IIl1IlI1ll1Ill1Il1I1I1111);
ll111I1lIIIlIllll1l1lI1lI.appendChild(Il1llIllIl1II1lI1I111I11l);
IlIIII1ll11lII11l11II1IlI.appendChild(lIll11111lIIII1IIlllIIIll);
IlIIII1ll11lII11l11II1IlI.appendChild(lIl1Illlll11l11l11lIIlIII);
ll111I1lIIIlIllll1l1lI1lI.appendChild(IlIIII1ll11lII11l11II1IlI);
l1llllIII1llI11I1111l1llI.appendChild(lIIlII1lI1Il1IlIII1IIll1l);
l1llllIII1llI11I1111l1llI.appendChild(I1lIlI1I1Il1lI1llllllIIlI);
ll111I1lIIIlIllll1l1lI1lI.appendChild(l1llllIII1llI11I1111l1llI);
l1l1lI11IIII1lIIllI1l11Il.appendChild(I1IIll1III1lIlII1l1lII1l1);
l1l1lI11IIII1lIIllI1l11Il.appendChild(ll1lllII1I1III11l111lllll);
l1l1lI11IIII1lIIllI1l11Il.appendChild(IIllIl1llIIlll1lIIl11Il11);
ll111I1lIIIlIllll1l1lI1lI.appendChild(l1l1lI11IIII1lIIllI1l11Il);
IIl1Il11llII1I1IlI1lI1lll.appendChild(IIlllIIIl11lI1l1I1I1III11);
IIl1Il11llII1I1IlI1lI1lll.appendChild(lII1l11l1111II1lI1I1IllI1);
ll111I1lIIIlIllll1l1lI1lI.appendChild(IIl1Il11llII1I1IlI1lI1lll);
l1lIllIII1IIl1Il111IIllIl.appendChild(l1IlIllI11lIlIIlIllI11IIl);
l1lIllIII1IIl1Il111IIllIl.appendChild(I1l1lIlllI1l1Ill1lI1llII1);
l1lIllIII1IIl1Il111IIllIl.appendChild(lIlI1lIlII1IIIl1IllIIII1I);
ll111I1lIIIlIllll1l1lI1lI.appendChild(l1lIllIII1IIl1Il111IIllIl);
IIl1I1I1lII111l1IlIIIl1I1.appendChild(IlIIII1Illl1Il1lll1l11111);
IIl1I1I1lII111l1IlIIIl1I1.appendChild(IlIIl11I1Il1IIlI1IlIllIl1);
IIl1I1I1lII111l1IlIIIl1I1.appendChild(ll1Il1ll11I11lI11Il11l11I);
ll111I1lIIIlIllll1l1lI1lI.appendChild(IIl1I1I1lII111l1IlIIIl1I1);
II1I111IIlIIllI1I1I11II11.appendChild(I11I1IlIlllIlI111IllllllI);
II1I111IIlIIllI1I1I11II11.appendChild(llIll1l1lllllIl1lIlIl11lI);
II1I111IIlIIllI1I1I11II11.appendChild(lll111Il1lIll1IIIIlIl1l11);
ll111I1lIIIlIllll1l1lI1lI.appendChild(II1I111IIlIIllI1I1I11II11);
I1Il1IIII111lI11lI1llIIll.appendChild(lI1lIIllIIII11IIl111ll11l);
I1Il1IIII111lI11lI1llIIll.appendChild(I1Il1IIlll1IllII11l111lIl);
I1Il1IIII111lI11lI1llIIll.appendChild(lI1lI1IIII1lIIIl111IlI11I);
ll111I1lIIIlIllll1l1lI1lI.appendChild(I1Il1IIII111lI11lI1llIIll);
lIIl1lIIlIIIIIll11lIllllI.appendChild(IllI1lIlI1l1l1Ill11llIlll);
lIIl1lIIlIIIIIll11lIllllI.appendChild(lIlI1IIlIll11I1II1I11llI1);
lIIl1lIIlIIIIIll11lIllllI.appendChild(I1l1IlIlIl1I1IIllII1lllIl);
ll111I1lIIIlIllll1l1lI1lI.appendChild(lIIl1lIIlIIIIIll11lIllllI);
IIlIlII1IllI1l11l1II1IlI1.appendChild(I11I1l11l1l11l1l1lllI1l1I);
IIlIlII1IllI1l11l1II1IlI1.appendChild(III111II1l1IIlII1lI1lI1lI);
ll111I1lIIIlIllll1l1lI1lI.appendChild(IIlIlII1IllI1l11l1II1IlI1);
lll11lIIll1l1IlII1llll1ll.appendChild(l1Il1IlII1Il1lI1l1l1lIl1I);
lll11lIIll1l1IlII1llll1ll.appendChild(lIlI1lIlllI1111I1l1II1l11);
IllIll1lIllllII11lI111IlI.appendChild(lll11lIIll1l1IlII1llll1ll);
IllIl1lI111Il1l111lI1l1lI.appendChild(I1I111lIIll11ll1ll1lI1I11);
IllIl1lI111Il1l111lI1l1lI.appendChild(ll1l1I1ll1ll1lI11l1lIII1I);
lIIlIlll1I1II11lII11II11l.appendChild(IllIl1lI111Il1l111lI1l1lI);
IIlllI11llll11l1I1IIIll11.appendChild(l1Il1ll1llllIl1Il1lIIlIlI);
IIlllI11llll11l1I1IIIll11.appendChild(I1111ll111lIll1l1l1IlllIl);
IlIIl11lll11lIlllIlllIIll.appendChild(IIlllI11llll11l1I1IIIll11);
IIlllIl1lIlIllI11IllllIll.appendChild(lllll1I11Il1IlI111lll1lII);
IIlllIl1lIlIllI11IllllIll.appendChild(l11lIllIll1llIIIlIIllll1l);
ll1lIlI1II1l11l11I11I1l1l.appendChild(IIlllIl1lIlIllI11IllllIll);
llII11I1I1l11I11IIllI11lI.appendChild(Ill1I11lI111II1IIIIIl11II);
llII11I1I1l11I11IIllI11lI.appendChild(lllIll1IllIIllIllI1IIIlI1);
l11III111l1llIlll111lll1I.appendChild(llII11I1I1l11I11IIllI11lI);
Il11I1I1l1llI11IllIl1lI1l.appendChild(IIl1Ill1llll1Ill1I11IIlI1);
Il11I1I1l1llI11IllIl1lI1l.appendChild(IIII11l1lIIIlI11l1l11l1Il);
I1I1l1Il1IlIIlI1III11II1I.appendChild(Il11I1I1l1llI11IllIl1lI1l);
lIlIl11l11l11lIl11lI1I1I1.appendChild(l11111IIl1Il111ll1llIllll);
lIlIl11l11l11lIl11lI1I1I1.appendChild(l1I1l1ll11I1I1l11IIlI1llI);
lI1llllIIlIl1l1IIIllII11I.appendChild(lIlIl11l11l11lIl11lI1I1I1);
llI11l111II1Il1IIlIlIIl1I.appendChild(lIl1IlI1llIlI1lIlIl1IlIIl);
llI11l111II1Il1IIlIlIIl1I.appendChild(llI1lll1lIl1IIIIIIIIll11I);
Il11I11IIllll11ll1l1l1I1I.appendChild(llI11l111II1Il1IIlIlIIl1I);
l1lIl1I1ll1l11llIl1IllIII.appendChild(IIll1Il11IIlIllI11l1lIlII);
l1lIl1I1ll1l11llIl1IllIII.appendChild(lI11lI1lI1l11l11l1ll1lIlI);
lIIIIIl1ll1II1lI111I1ll11.appendChild(l1lIl1I1ll1l11llIl1IllIII);
l1l1IlI1I11lIIIIlIl1llIII.appendChild(I1lIllI1I111lI1Illl1IlI11);
l1l1IlI1I11lIIIIlIl1llIII.appendChild(lll11lIIIIIlI1llll1lI1III);
IIIllIl1I111lIl1111l1l111.appendChild(l1l1IlI1I11lIIIIlIl1llIII);
IllI1111Ill1l11IIIlI111ll.appendChild(I1l1llIIIIIl1lIlI111l11Il);
IllI1111Ill1l11IIIlI111ll.appendChild(IIIIl1ll1IIlII1IlIlI1l1ll);
Il1IIIlI11llI1I1lll1lII1I.appendChild(IllI1111Ill1l11IIIlI111ll);
Il11I1IIIIlllIllII1III11I.appendChild(I1I1IIlIllII11IlI11l111l1);
Il11I1IIIIlllIllII1III11I.appendChild(llIlIIlIIII1lIl111llI11I1);
IlII1ll1IlI1llIII1I1Il11I.appendChild(Il11I1IIIIlllIllII1III11I);
lllI1I1l1I11IlllIIl1lI1ll.appendChild(I1lI11111111ll1Il11lll111);
lllI1I1l1I11IlllIIl1lI1ll.appendChild(Illl1I1l1llllIll11llIIII1);
lllI1I1l1I11IlllIIl1lI1ll.appendChild(lIIl1IIlI1I1111IlI1IlIl11);
lIl11I111l11llll1111IlI11.appendChild(lllI1I1l1I11IlllIIl1lI1ll);
Il1Il11Il11l1l1l1I1Ill1I1.appendChild(lIIlIl1lIl1IlI111llI11lll);
Il1Il11Il11l1l1l1I1Ill1I1.appendChild(lI11I1l11lllIlIlIl1lll1lI);
Il1Il11Il11l1l1l1I1Ill1I1.appendChild(l1Il111lII1I1l1I1l1IllII1);
lIl11I111l11llll1111IlI11.appendChild(Il1Il11Il11l1l1l1I1Ill1I1);
l11IIIIll1ll1l11IlI1lIIll.appendChild(IIlIl1l11IIII1lIIlIllI11l);
l11IIIIll1ll1l11IlI1lIIll.appendChild(l1lllll11lIIlIl1llI11Il1I);
l11IIIIll1ll1l11IlI1lIIll.appendChild(llIIll1lII1lIl11II1II1l1I);
l11IIIIll1ll1l11IlI1lIIll.appendChild(IlIIllll1lII1lI1l1lllI111);
lIl11I111l11llll1111IlI11.appendChild(l11IIIIll1ll1l11IlI1lIIll);
IlIIlI1l1IIl11I1lll1I1I11.appendChild(Il1l1ll1IlIll111l1111l1lI);
IlIIlI1l1IIl11I1lll1I1I11.appendChild(Il111lIlIl1lIl1l1III1lIII);
lIl11I111l11llll1111IlI11.appendChild(IlIIlI1l1IIl11I1lll1I1I11);
llllII1l1lIIIlI1lI1lI1lIl.appendChild(l1111lllI1IIIIl11II1Il1l1);
llllII1l1lIIIlI1lI1lI1lIl.appendChild(Il1IlIlI11IlI1l1llIl1lI11);
lIl11I111l11llll1111IlI11.appendChild(llllII1l1lIIIlI1lI1lI1lIl);
l11I11111lIIII11IlIl1II1I.appendChild(l1IIlII1lI1lI1l11I1I1Illl);
l11I11111lIIII11IlIl1II1I.appendChild(ll1llllIll111111l11111II1);
l11I11111lIIII11IlIl1II1I.appendChild(IllllI1IIII111IllI1I11IlI);
lIl11I111l11llll1111IlI11.appendChild(l11I11111lIIII11IlIl1II1I);
llIl1Il11l1I1II1lIIlIl111.appendChild(llIll11ll1lI1lIIll1I11111);
llIl1Il11l1I1II1lIIlIl111.appendChild(IIl1II1I1llI1I1Il1lI11II1);
llIl1Il11l1I1II1lIIlIl111.appendChild(lll1IlllIIl1IIl11l111II11);
lIl11I111l11llll1111IlI11.appendChild(llIl1Il11l1I1II1lIIlIl111);
Il1I11l1lllI1l111llIIl11I.appendChild(IIlI1II11lI1111lll11lIIll);
Il1I11l1lllI1l111llIIl11I.appendChild(l1III1lIIlI1l1Il1llllI11I);
lIl11I111l11llll1111IlI11.appendChild(Il1I11l1lllI1l111llIIl11I);
llIl1lI1lIIIlll11l1I11lI1.appendChild(IlII1IIl1lIlI1llIIllIII1l);
llIl1lI1lIIIlll11l1I11lI1.appendChild(IIllII1IIlIll11Ill1Il1111);
llIl1lI1lIIIlll11l1I11lI1.appendChild(I1Il1l11111l1111l11l1lIl1);
lIl11I111l11llll1111IlI11.appendChild(llIl1lI1lIIIlll11l1I11lI1);
IIIIII1I111l1lI1lI111Illl.appendChild(l1l1lIl111llI11I1111lI11l);
IIIIII1I111l1lI1lI111Illl.appendChild(I11I1lllIIlIIIIlll1l1Il1I);
IIIIII1I111l1lI1lI111Illl.appendChild(l1II1lll11llllI11Il1IlI11);
IIIIII1I111l1lI1lI111Illl.appendChild(ll1l1IIl1Il1lI1Il11ll1Ill);
lIl11I111l11llll1111IlI11.appendChild(IIIIII1I111l1lI1lI111Illl);
II111l11I1111II1Il1IIlI11.appendChild(I1l1I1Illll1I1IIIl1IIl111);
II111l11I1111II1Il1IIlI11.appendChild(lI11111lI1IIlI1I1IIIlII1I);
II111l11I1111II1Il1IIlI11.appendChild(ll1lIlI1lIIIlllII1IllIlII);
II111l11I1111II1Il1IIlI11.appendChild(Ill11Il1lI11l1IllI1II1I11);
lIl11I111l11llll1111IlI11.appendChild(II111l11I1111II1Il1IIlI11);
lI1IllIl1II1I11IIIlI1lIll.appendChild(II1IIIl1lllIlII1I1III1Il1);
lI1IllIl1II1I11IIIlI1lIll.appendChild(ll11I1lll1111llIlIl111lIl);
lI1IllIl1II1I11IIIlI1lIll.appendChild(lIIIllIlIII1I1l111l1Il11I);
lI1IllIl1II1I11IIIlI1lIll.appendChild(IIl1llIIII11IlII1llIll1ll);
lI1IllIl1II1I11IIIlI1lIll.appendChild(II1ll1I1lII11IIIl11II1I1I);
lI1IllIl1II1I11IIIlI1lIll.appendChild(IIII1ll111I1II1lI1I1lI1lI);
lIl1II1I1llII11l1lI11II1l.appendChild(lI1IllIl1II1I11IIIlI1lIll);
lIl1111I11Il1l1IlIllIIlll.appendChild(I11II11I11lIIIl1I1lIII11I);
lIl1111I11Il1l1IlIllIIlll.appendChild(IIl1ll11I1l1lllI1Il11ll11);
lIl1111I11Il1l1IlIllIIlll.appendChild(lI11llI1I1IlIllllII1IIlll);
lIl1111I11Il1l1IlIllIIlll.appendChild(Il1II1ll1lI11ll11lIIIIl1l);
lIl1111I11Il1l1IlIllIIlll.appendChild(I11I1lIIl1I111111I1IIllIl);
lIl1111I11Il1l1IlIllIIlll.appendChild(IIIIl1l1lIIII11l111l1IlIl);
lIl1111I11Il1l1IlIllIIlll.appendChild(l1I1lIIlII11I1I1I11lIllll);
lIl1II1I1llII11l1lI11II1l.appendChild(lIl1111I11Il1l1IlIllIIlll);
IlI1lII1lI1l1Ill11IIlll1l.appendChild(IIIlIIlIIll1lI1IIIlI1lllI);
IlI1lII1lI1l1Ill11IIlll1l.appendChild(Il111Il11ll111lI1III11llI);
IlI1lII1lI1l1Ill11IIlll1l.appendChild(I1I11l11l1llIllI1I11l111I);
IlI1lII1lI1l1Ill11IIlll1l.appendChild(II11II1lll1IlIllI1ll1IlI1);
lIl1II1I1llII11l1lI11II1l.appendChild(IlI1lII1lI1l1Ill11IIlll1l);
I1I1lIII1Il1IIIIl1llllIlI.appendChild(lIIllIll1lIIlIl1IIllll1II);
I1I1lIII1Il1IIIIl1llllIlI.appendChild(Ill1l1II1llIllIllII1II111);
I1I1lIII1Il1IIIIl1llllIlI.appendChild(lllI111I11I1lI1IIl1lIIlI1);
I1I1lIII1Il1IIIIl1llllIlI.appendChild(II1llIl1llIlllIIIIII111lI);
lIl1II1I1llII11l1lI11II1l.appendChild(I1I1lIII1Il1IIIIl1llllIlI);
I1lIl1I111IlI1I11llI1I1II.appendChild(I11l1lI1I1111111lI1llllIl);
I1lIl1I111IlI1I11llI1I1II.appendChild(l1IIlIl11Il11l1IIl11I1l11);
I1lIl1I111IlI1I11llI1I1II.appendChild(lII1111I1IIll111IlI11I11I);
I1lIl1I111IlI1I11llI1I1II.appendChild(llIIlIlIl1lIIlI1lll1111I1);
lIl1II1I1llII11l1lI11II1l.appendChild(I1lIl1I111IlI1I11llI1I1II);
IIIIl1IIl1l1111II1II1I1ll.appendChild(I111I11Illl1llIlllIll11Il);
IIIIl1IIl1l1111II1II1I1ll.appendChild(l1llIlll11llIIII1l1IIllII);
IIIIl1IIl1l1111II1II1I1ll.appendChild(IlIl1lIII11l11ll11Illl1Il);
IIIIl1IIl1l1111II1II1I1ll.appendChild(Il1lll111lIl1ll1lII1lll11);
lIl1II1I1llII11l1lI11II1l.appendChild(IIIIl1IIl1l1111II1II1I1ll);
I11l1IlIl1l11Ill1I1I1I111.appendChild(II1ll1llI111ll111lllII1Il);
I11l1IlIl1l11Ill1I1I1I111.appendChild(l1ll1lI1l11lIII1ll11IlIlI);
I11l1IlIl1l11Ill1I1I1I111.appendChild(l11I1II1I1I1I1Ill11111l1I);
I11l1IlIl1l11Ill1I1I1I111.appendChild(llll1lIl1II11III11lIIIIl1);
lIl1II1I1llII11l1lI11II1l.appendChild(I11l1IlIl1l11Ill1I1I1I111);
l11lIlI11II1I1I1IIllIlI1I.appendChild(Illl11l1IIllllIlIlll1111I);
l11lIlI11II1I1I1IIllIlI1I.appendChild(IIlIIlIlI1Il1III1I1l1l1ll);
l11lIlI11II1I1I1IIllIlI1I.appendChild(Il1I11lIlI1l1Ill1Il1ll1I1);
l11lIlI11II1I1I1IIllIlI1I.appendChild(lllI11IIllllIlI1lI1Ill1ll);
l11lIlI11II1I1I1IIllIlI1I.appendChild(llll1IIlIII11I1II1lII1Ill);
l11lIlI11II1I1I1IIllIlI1I.appendChild(II1l1I11I1lII1I1I1111llll);
l11lIlI11II1I1I1IIllIlI1I.appendChild(lll1I1lI111l1II1lll1Illll);
lIl1II1I1llII11l1lI11II1l.appendChild(l11lIlI11II1I1I1IIllIlI1I);
llI1lIllI1Ill1IlIlI1IlllI.appendChild(lIIl1Il1IIIlI11llI1IIl11I);
llI1lIllI1Ill1IlIlI1IlllI.appendChild(lllII11l1II1I11I1Il1Ill1l);
llI1lIllI1Ill1IlIlI1IlllI.appendChild(IIIIIlIIll1I1llI1l111lIl1);
llI1lIllI1Ill1IlIlI1IlllI.appendChild(II1IlllI11l1IlIl1l111l11l);
lIl1II1I1llII11l1lI11II1l.appendChild(llI1lIllI1Ill1IlIlI1IlllI);
lIl1lllIl1IlI1I1II11I1l11.appendChild(lIll1IIIll1l11l1lIllIIIII);
lIl1lllIl1IlI1I1II11I1l11.appendChild(I111lIll1lllIl11lIl1ll1Il);
lIl1lllIl1IlI1I1II11I1l11.appendChild(IlIllII1lI11II11l111II1ll);
lIl1lllIl1IlI1I1II11I1l11.appendChild(l1lI11ll11IIl1IIII111ll1l);
lIl1II1I1llII11l1lI11II1l.appendChild(lIl1lllIl1IlI1I1II11I1l11);
II1IlIIlll1IlI1I1II11I1lI.appendChild(l1IlIlll11l1l1ll11l11111l);
II1IlIIlll1IlI1I1II11I1lI.appendChild(I1III1lIl1IlI1Il1l11l11lI);
II1IlIIlll1IlI1I1II11I1lI.appendChild(lllI11111I1III1Il1l1lllll);
II1IlIIlll1IlI1I1II11I1lI.appendChild(IlI1lIl1lIIl1IllI111l1111);
II1IlIIlll1IlI1I1II11I1lI.appendChild(III1llI1lllIIlI11l1IIIlIl);
lIl1II1I1llII11l1lI11II1l.appendChild(II1IlIIlll1IlI1I1II11I1lI);
ll1I111lIlll111I1Ill1IlI1.appendChild(III1I1Il1IlII1IIIlIIlll1l);
ll1I111lIlll111I1Ill1IlI1.appendChild(l1lIll1IIIlIllI1IlIlI11ll);
ll1I111lIlll111I1Ill1IlI1.appendChild(lIlI11lII1lIlIIll1IIII1ll);
ll1I111lIlll111I1Ill1IlI1.appendChild(I111IlIIII1l111ll11111lIl);
ll1I111lIlll111I1Ill1IlI1.appendChild(II1IIl11ll1II1Il111I11II1);
ll1I111lIlll111I1Ill1IlI1.appendChild(Il111II1II1III1llIllII1l1);
lIl1II1I1llII11l1lI11II1l.appendChild(ll1I111lIlll111I1Ill1IlI1);
II11llIIlI111IIllll1II1I1.appendChild(lIl11I111lIllll1lII11lI1I);
II11llIIlI111IIllll1II1I1.appendChild(lIl1llIIlIlIlIllIlllll11l);
II11llIIlI111IIllll1II1I1.appendChild(III11I1IlI11llIllI11lI1Il);
II11llIIlI111IIllll1II1I1.appendChild(I11llllIllI111I1I1llIl1II);
lIl1II1I1llII11l1lI11II1l.appendChild(II11llIIlI111IIllll1II1I1);
I1IIIIIllII1IIIIlllI1IIIl.appendChild(llIIIllllIII1111lI1lll111);
I1IIIIIllII1IIIIlllI1IIIl.appendChild(l1l1lIlI1IlIIIIllII1l11Il);
I1IIIIIllII1IIIIlllI1IIIl.appendChild(l1II1IlIlIIIIlI11I1l1I1II);
lIl1II1I1llII11l1lI11II1l.appendChild(I1IIIIIllII1IIIIlllI1IIIl);
l1lIIl1I11III1I1IlIlIIlIl.appendChild(IlI111I11lllll1I1IIIllllI);
l1lIIl1I11III1I1IlIlIIlIl.appendChild(lIIl1llI1I111l11lIllIII11);
l1lIIl1I11III1I1IlIlIIlIl.appendChild(lI1llIl111llIIlI1l11Illl1);
l1lIIl1I11III1I1IlIlIIlIl.appendChild(IIlllIl1III11l1111l1II11I);
lIl1II1I1llII11l1lI11II1l.appendChild(l1lIIl1I11III1I1IlIlIIlIl);
I1II11Il11lIIl1ll11Il1I1l.appendChild(l1llIl1I1I1lIIII1ll11IlIl);
I1II11Il11lIIl1ll11Il1I1l.appendChild(llIII1llI1l1lllIlIl1lI11I);
I1II11Il11lIIl1ll11Il1I1l.appendChild(IIIIl11lI1lllIlII11lll11I);
I1II11Il11lIIl1ll11Il1I1l.appendChild(l11lllIlIl11I1lI11l1II1lI);
I1II11Il11lIIl1ll11Il1I1l.appendChild(l1lI1lI1l1I11llI11l1I1lI1);
I1II11Il11lIIl1ll11Il1I1l.appendChild(lIII11lIIIllI1lllII1lI1l1);
I1II11Il11lIIl1ll11Il1I1l.appendChild(Il1lllI1I1lIlIIlIIl11I111);
lIl1II1I1llII11l1lI11II1l.appendChild(I1II11Il11lIIl1ll11Il1I1l);
lIIIIIlIIl1lIlI1IIl111lII.appendChild(lII1l1Il1lll1ll1Il1IllIlI);
lIIIIIlIIl1lIlI1IIl111lII.appendChild(l11IIlI1ll1Il1Il11I11I1ll);
lIIIIIlIIl1lIlI1IIl111lII.appendChild(I11lIlI1Il11lll1I1l11Illl);
lIIIIIlIIl1lIlI1IIl111lII.appendChild(Ill1Il11Il11ll11II111l11I);
lIl1II1I1llII11l1lI11II1l.appendChild(lIIIIIlIIl1lIlI1IIl111lII);
lIl1II11l1l1lI1II11III111.appendChild(I1llI1lll11Il1lIlllI1I1Il);
lIl1II11l1l1lI1II11III111.appendChild(lIl11l1Illl1lI1lIl1IlllIl);
lIl1II11l1l1lI1II11III111.appendChild(lllII11lI11ll111Ill1lII11);
lIl1II11l1l1lI1II11III111.appendChild(l1IIlIl1llII1IlI1ll11IllI);
lIl1II1I1llII11l1lI11II1l.appendChild(lIl1II11l1l1lI1II11III111);
I1IIIlIl1l11II1lIII1II1ll.appendChild(II111lI1I1l1IlI1I1111lI1l);
I1IIIlIl1l11II1lIII1II1ll.appendChild(lI1ll1Illlll1l1l11lIIllll);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(I1IIIlIl1l11II1lIII1II1ll);
I1II1l11ll11l1I1lllIlI1II.appendChild(Il1II1ll1l1l1Illl1111llll);
I1II1l11ll11l1I1lllIlI1II.appendChild(IIl111111II1l11IIII1I11II);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(I1II1l11ll11l1I1lllIlI1II);
IIII1I11I1I11lI1Il111IIlI.appendChild(l1llI11I11111lI1II1lIl1Il);
IIII1I11I1I11lI1Il111IIlI.appendChild(IlI1IlIlIlll111l1IlllI1l1);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(IIII1I11I1I11lI1Il111IIlI);
lIll11l11lIll11IIlIIlI11l.appendChild(II11l1ll1llI1lI11llI1lIl1);
lIll11l11lIll11IIlIIlI11l.appendChild(I1IlI1IllIl1111ll1IIl1Ill);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(lIll11l11lIll11IIlIIlI11l);
I1I1ll1IlI11IIl11ll1I1ll1.appendChild(lIll1I11111lI1Ill11l1lI11);
I1I1ll1IlI11IIl11ll1I1ll1.appendChild(IlIll1l1111I1111IIl11l1Il);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(I1I1ll1IlI11IIl11ll1I1ll1);
l1IlIll1I11IlI1llII11l11l.appendChild(llIIlI1IlI1lII1IllIIl1I11);
l1IlIll1I11IlI1llII11l11l.appendChild(lIIlIIl111ll1IIll1IIl1IlI);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(l1IlIll1I11IlI1llII11l11l);
IllIl111lI1lIIIIl1lIII1ll.appendChild(II11I111I1lIll1llIll11III);
IllIl111lI1lIIIIl1lIII1ll.appendChild(II1lIllll11llI11lll1l11ll);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(IllIl111lI1lIIIIl1lIII1ll);
IlI11l11I1lIIllIl11l1lIll.appendChild(l1IIll1I11I1llII1Il1111lI);
IlI11l11I1lIIllIl11l1lIll.appendChild(l11III1111llI1ll11III1Il1);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(IlI11l11I1lIIllIl11l1lIll);
IlIl11l111I11II1I111l1III.appendChild(Il1Il1IlII1IIIIl11l11111I);
IlIl11l111I11II1I111l1III.appendChild(lllII11IlllI11I11llIIIll1);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(IlIl11l111I11II1I111l1III);
lI1IlII1I1l1IIIlI1II1IIIl.appendChild(II1l1l1IlllIl11IIIIll11I1);
lI1IlII1I1l1IIIlI1II1IIIl.appendChild(lIlII11IlIII11I11I1II11ll);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(lI1IlII1I1l1IIIlI1II1IIIl);
I1l11lIII1Il1Il11lIllI1ll.appendChild(I1111ll1l11IlI1IIlII1I1Il);
I1l11lIII1Il1Il11lIllI1ll.appendChild(Il1I1lIIIIIIlIl111IIIllll);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(I1l11lIII1Il1Il11lIllI1ll);
II11I1llI1lIll11IllI1IllI.appendChild(III1l1l1IllIl11lIl1l11lll);
II11I1llI1lIll11IllI1IllI.appendChild(IlII1lI1ll111IIIIIl11I1II);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(II11I1llI1lIll11IllI1IllI);
lIIllll1IIllllIIIII1IIIl1.appendChild(IIlIIlI1lll1II1l1IlI1lI1I);
lIIllll1IIllllIIIII1IIIl1.appendChild(II1I11II1l1lIIII11I11111l);
lIIllll1IIllllIIIII1IIIl1.appendChild(IIll1I111I1IllIIl1lI11lIl);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(lIIllll1IIllllIIIII1IIIl1);
ll11I1lIIll1Ill1I1111llII.appendChild(IllllIl1l1I11l1lIl111IIll);
ll11I1lIIll1Ill1I1111llII.appendChild(l1I1IIIIl1I11l1II1llI1lI1);
ll11I1lIIll1Ill1I1111llII.appendChild(II1Il1IllIII1111111lI11l1);
l1l1l1IIIIll11l11I1IIIIl1.appendChild(ll11I1lIIll1Ill1I1111llII);
Il111IIll1II1IIlIlII1IllI.appendChild(IlI1I1l11lI1l1Il1I1l1l1II);
Il111IIll1II1IIlIlII1IllI.appendChild(lII1l1lIllll1Il1IllllIl11);
lIl1I1Il1lI1IlI11Ill1l111.appendChild(Il111IIll1II1IIlIlII1IllI);
l1I1ll11lI1l11IlII1lIIIII.appendChild(lIIlIII1IIII1IlIII11l1lII);
l1I1ll11lI1l11IlII1lIIIII.appendChild(lllIIll11lI1111IIIII111ll);
lIl1I1Il1lI1IlI11Ill1l111.appendChild(l1I1ll11lI1l11IlII1lIIIII);
Il11llII11lI1lII1l1llI1lI.appendChild(llI111IlllIIl1111I1IIIII1);
Il11llII11lI1lII1l1llI1lI.appendChild(l1Il1I1lll1lll111Il1Il1Il);
lIl1I1Il1lI1IlI11Ill1l111.appendChild(Il11llII11lI1lII1l1llI1lI);
IlllllIIl1IIl11lllIIlI1Il.appendChild(IlII1I1I1l11ll1llI1III1l1);
IlllllIIl1IIl11lllIIlI1Il.appendChild(l11lI1lll1l111l111IllIll1);
lIl1I1Il1lI1IlI11Ill1l111.appendChild(IlllllIIl1IIl11lllIIlI1Il);
IIlIIl1lI1IllII1l11llIlll.appendChild(II1l1llIlI1IlII1IIll1l1ll);
IIlIIl1lI1IllII1l11llIlll.appendChild(lll1I1Il1Il11II1IlIIllIl1);
lIl1I1Il1lI1IlI11Ill1l111.appendChild(IIlIIl1lI1IllII1l11llIlll);
III1l1II1l1lllllIIIll1Ill.appendChild(Il1ll11l1lIIIIlIllII11Ill);
III1l1II1l1lllllIIIll1Ill.appendChild(llI111I1lIllllll11I1lIllI);
lIl1I1Il1lI1IlI11Ill1l111.appendChild(III1l1II1l1lllllIIIll1Ill);
l111ll1IIIl1111I1Ill111II.appendChild(I1lll1l1I1l1Il111lIl1ll1l);
l111ll1IIIl1111I1Ill111II.appendChild(Il1IlI1Ill11IIllI1I11llII);
lIl1I1Il1lI1IlI11Ill1l111.appendChild(l111ll1IIIl1111I1Ill111II);
IIIIlIll1IIlI1Ill1I1I11Il.appendChild(IlI11l1IIII1IlIlI1IllIll1);
IIIIlIll1IIlI1Ill1I1I11Il.appendChild(I11Il11lIl111II1IlIIIIllI);
lIl1I1Il1lI1IlI11Ill1l111.appendChild(IIIIlIll1IIlI1Ill1I1I11Il);
l1I1lII1ll1Il1Ill1IlI1l1l.appendChild(lIl11IlIlIII1IlII11lI1Ill);
l1I1lII1ll1Il1Ill1IlI1l1l.appendChild(l111Il11lIl1IIlIl11llllll);
l1I1lII1ll1Il1Ill1IlI1l1l.appendChild(IlIllI1I1Il1IlIllIllI1l1I);
I11llIl1I11lIl1I1llIll1lI.appendChild(l1I1lII1ll1Il1Ill1IlI1l1l);
lIl11lll1lI1Il11l1IlI1lII.appendChild(Ill1l1lI1I1lII1Il1llI11l1);
lIl11lll1lI1Il11l1IlI1lII.appendChild(IIll1I1llIII11Il1I1lllll1);
lIl11lll1lI1Il11l1IlI1lII.appendChild(Illl1IIIIIII1lI1lIIl1Il1I);
I11llIl1I11lIl1I1llIll1lI.appendChild(lIl11lll1lI1Il11l1IlI1lII);
lIlI1ll111II1IIllll1IlIl1.appendChild(l1I1II1lI1ll1lIIlI1I11lII);
lIlI1ll111II1IIllll1IlIl1.appendChild(llll1Illl1I1I11l11I11II1I);
lIlI1ll111II1IIllll1IlIl1.appendChild(llllI1l111ll1l1I1llllI11I);
lIlI1ll111II1IIllll1IlIl1.appendChild(Ill1IlI1IIl11IlI1IlllIII1);
I11llIl1I11lIl1I1llIll1lI.appendChild(lIlI1ll111II1IIllll1IlIl1);
Il1l111I1lIl11l1I1IIII1I1.appendChild(lII1Il1lllIII1II1lIlIII11);
Il1l111I1lIl11l1I1IIII1I1.appendChild(IlIllIIllIIIlllI1111Ill1l);
Il1l111I1lIl11l1I1IIII1I1.appendChild(llI11IIII1llIII1llllIll11);
Il1l111I1lIl11l1I1IIII1I1.appendChild(llll1I1I1lI111ll1lIlIlIII);
I11llIl1I11lIl1I1llIll1lI.appendChild(Il1l111I1lIl11l1I1IIII1I1);
lII1I1Il1l1lI1IlIIIlI1l1I.appendChild(I1111IlIlI1I1lI1IlIlIIllI);
lII1I1Il1l1lI1IlIIIlI1l1I.appendChild(I1lI1llllI1lIII1ll1III1ll);
lII1I1Il1l1lI1IlIIIlI1l1I.appendChild(lIlII11l1llllIllIllI1lI1l);
lII1I1Il1l1lI1IlIIIlI1l1I.appendChild(ll1I1l111l1l1I1IlllIlIlI1);
I11llIl1I11lIl1I1llIll1lI.appendChild(lII1I1Il1l1lI1IlIIIlI1l1I);
Illll1I1l111I11I1I1l1l11l.appendChild(ll1IIlI1lIllIII11IlI111lI);
Illll1I1l111I11I1I1l1l11l.appendChild(lllI1I11IlIllIII1Ill1I111);
Illll1I1l111I11I1I1l1l11l.appendChild(I11I1IIl1llII1IlI11lIlllI);
Illll1I1l111I11I1I1l1l11l.appendChild(Illl1II1IlllIl11llI1lIII1);
Illll1I1l111I11I1I1l1l11l.appendChild(lIIlI1l1I1IlI1ll11Illl1lI);
llIIIllIlI1l1llII11II11l1.appendChild(Illll1I1l111I11I1I1l1l11l);
llI1IIll1II1lll1I1lII1II1.appendChild(l1lIllIl1I11l1lIll1II1Ill);
llI1IIll1II1lll1I1lII1II1.appendChild(ll11IIlII1I1ll1IllllI1lII);
llI1IIll1II1lll1I1lII1II1.appendChild(llIl1I11I1IIlll111Il1IIlI);
llI1IIll1II1lll1I1lII1II1.appendChild(II1lIll1l11II1Il1111111Il);
llI1IIll1II1lll1I1lII1II1.appendChild(llllII11IllIIIIIl1lIII11l);
llI1IIll1II1lll1I1lII1II1.appendChild(lIIII1IllI1I1I1lll1llIIIl);
llI1IIll1II1lll1I1lII1II1.appendChild(ll11llI1l1lIlIlIll11IIllI);
llIIIllIlI1l1llII11II11l1.appendChild(llI1IIll1II1lll1I1lII1II1);
III11lI1l11I1l11111lIIlII.appendChild(II11IIllI1I1Il1Il11lI1ll1);
III11lI1l11I1l11111lIIlII.appendChild(Ill111l1lll1111lIlIll11I1);
III11lI1l11I1l11111lIIlII.appendChild(Illl1IIIIIII1Il1IllIl1I1I);
III11lI1l11I1l11111lIIlII.appendChild(lIIllIII11l11llIl11lI111l);
llIIIllIlI1l1llII11II11l1.appendChild(III11lI1l11I1l11111lIIlII);
I111IlIIllIIl1II11lllll1l.appendChild(IlIl1IlI11lIIIl1l1l1I11Il);
I111IlIIllIIl1II11lllll1l.appendChild(lIIl111I1I11Il1Il1lIl1l1I);
I111IlIIllIIl1II11lllll1l.appendChild(lIl1I1I11I1I11I1I1llllIII);
I111IlIIllIIl1II11lllll1l.appendChild(lI1lllIlI1l111III1ll1II1l);
I111IlIIllIIl1II11lllll1l.appendChild(I1lIIllI1lI1lIlII11lIll1I);
llIIIllIlI1l1llII11II11l1.appendChild(I111IlIIllIIl1II11lllll1l);
Ill1IlIIII111lIlllIllII1I.appendChild(I111I1Il1IIl1Il1lIlIl1II1);
Ill1IlIIII111lIlllIllII1I.appendChild(IlI1l111l11Il1ll1l1IllI1l);
llIIIllIlI1l1llII11II11l1.appendChild(Ill1IlIIII111lIlllIllII1I);
I11l1IIIIII1IlIlIlIIl1I1I.appendChild(IIlIl1II1II1lI11l1lI1I111);
I11l1IIIIII1IlIlIlIIl1I1I.appendChild(llI1III11lll1lI11llIll1lI);
I11l1IIIIII1IlIlIlIIl1I1I.appendChild(III111l1lIIlIlI1I111lI111);
I11l1IIIIII1IlIlIlIIl1I1I.appendChild(lIl1IllI1I1l1llIl1lI1l1ll);
I11l1IIIIII1IlIlIlIIl1I1I.appendChild(Il1l1Illl1llI1II11l1l111l);
I11l1IIIIII1IlIlIlIIl1I1I.appendChild(IIIIIII1I1Il11I1lI1llI1l1);
llIIIllIlI1l1llII11II11l1.appendChild(I11l1IIIIII1IlIlIlIIl1I1I);
lII1l1llIIIIlII1IlllIIl1l.appendChild(II111lIlllIIIlII11ll11l11);
lII1l1llIIIIlII1IlllIIl1l.appendChild(Il1l1111lIll1llI1lIIIl1ll);
lII1l1llIIIIlII1IlllIIl1l.appendChild(lll111I1I11llIIIlIIllIllI);
lII1l1llIIIIlII1IlllIIl1l.appendChild(l1IlI1lIl1l1l11ll11Il1III);
lII1l1llIIIIlII1IlllIIl1l.appendChild(lll1I1I1Il1I1IIllIIlII1Il);
lII1l1llIIIIlII1IlllIIl1l.appendChild(II1Il1lI1I1lIlIllllIlllIl);
lII1l1llIIIIlII1IlllIIl1l.appendChild(llllI11Il1llIIlIlIl1lIIll);
lII1l1llIIIIlII1IlllIIl1l.appendChild(IIl11lllI1lllIIl1ll11I11I);
llIIIllIlI1l1llII11II11l1.appendChild(lII1l1llIIIIlII1IlllIIl1l);
IlIIl11IlIl1II1Il1I1II1I1.appendChild(Il1lIIllIlIIlIII1llII1lIl);
IlIIl11IlIl1II1Il1I1II1I1.appendChild(llIIIIIlllllI1Ill11111lI1);
IlIIl11IlIl1II1Il1I1II1I1.appendChild(llIllI1l1I11l1I11lIl1Il1l);
IlIIl11IlIl1II1Il1I1II1I1.appendChild(l1Il11IlIIIlll1I1I111IIll);
llIIIllIlI1l1llII11II11l1.appendChild(IlIIl11IlIl1II1Il1I1II1I1);
I1llIl1III1IIlIIl111IIIll.appendChild(lI11lI111lI1I1ll1I1Illlll);
I1llIl1III1IIlIIl111IIIll.appendChild(I1l1lIlI11IIIlIIlIl1l1lII);
I1llIl1III1IIlIIl111IIIll.appendChild(I1I1Ill1ll1lll11I11Il1ll1);
I1llIl1III1IIlIIl111IIIll.appendChild(IlI11IIll1lIl1l1I11I1ll1I);
I1llIl1III1IIlIIl111IIIll.appendChild(l1IIll11llI1IllI1Il1ll1I1);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(I1llIl1III1IIlIIl111IIIll);
llIIIlIlIlllIIII1lIllI111.appendChild(llI11l1lIllIll1ll1lllIl11);
llIIIlIlIlllIIII1lIllI111.appendChild(l1111IlII1Ill111lIlllIlll);
llIIIlIlIlllIIII1lIllI111.appendChild(l11IIIIIIIl111llI1Il111ll);
llIIIlIlIlllIIII1lIllI111.appendChild(IIII111lllIl11l11lIlIlIlI);
llIIIlIlIlllIIII1lIllI111.appendChild(ll1lI1lll11II1lIIll1lIII1);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(llIIIlIlIlllIIII1lIllI111);
l1llllll111IllII1I1IlIlI1.appendChild(Il1111IlIIII11lI1l1lI1I1l);
l1llllll111IllII1I1IlIlI1.appendChild(I1111lIIII11IIIII11l1I11l);
l1llllll111IllII1I1IlIlI1.appendChild(ll11llllllll1I11Ill1II1I1);
l1llllll111IllII1I1IlIlI1.appendChild(lI1Il1IlIl1llII1lll11lII1);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(l1llllll111IllII1I1IlIlI1);
llI11IlII1lIIll11I11lIIl1.appendChild(lI1111llII1l1IllI1Il1lI11);
llI11IlII1lIIll11I11lIIl1.appendChild(IlllI1ll1I11lII1lII1l11ll);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(llI11IlII1lIIll11I11lIIl1);
I11IIIl1IllIIlIlIl1II11ll.appendChild(lll1lll1lIl1ll1I11llI1III);
I11IIIl1IllIIlIlIl1II11ll.appendChild(lI1l1lIII1lll1I1II1l11I11);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(I11IIIl1IllIIlIlIl1II11ll);
IIl1lIll11111lI1II1Ill1l1.appendChild(l11Il11llllIll1l1lIIIll11);
IIl1lIll11111lI1II1Ill1l1.appendChild(IIl11lII1l1I1l11llIlIlIll);
IIl1lIll11111lI1II1Ill1l1.appendChild(llI1IIlIIllII11lII1Illlll);
IIl1lIll11111lI1II1Ill1l1.appendChild(l11lI1IIlIIIII1lllIIlI1II);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(IIl1lIll11111lI1II1Ill1l1);
I11111111I1l1111I1111l1Il.appendChild(lIIllIIIl1Il11IIlIl1llII1);
I11111111I1l1111I1111l1Il.appendChild(lllII1lIll11llIll11I111I1);
I11111111I1l1111I1111l1Il.appendChild(lllll1Il1llI1IIIlIlI1Il1I);
I11111111I1l1111I1111l1Il.appendChild(IlIlI1III11l1IIII11l1IIl1);
I11111111I1l1111I1111l1Il.appendChild(l1l1IIIlIIll11111Il111IIl);
I11111111I1l1111I1111l1Il.appendChild(IIlIIII1ll1lIl1l1111I1lIl);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(I11111111I1l1111I1111l1Il);
l1111111l1II1llI1lll11II1.appendChild(I1llIIIllllll1Illll1II1ll);
l1111111l1II1llI1lll11II1.appendChild(Il1III1llIll1l11IlIl1Il11);
l1111111l1II1llI1lll11II1.appendChild(I11ll1llIIIIIII11I1ll1Il1);
l1111111l1II1llI1lll11II1.appendChild(l11I1I11I1lIIllIll11II11l);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(l1111111l1II1llI1lll11II1);
Ill1llI1Il11I111l11lI11Il.appendChild(l1I1IlIIII1Il1IIIIllll111);
Ill1llI1Il11I111l11lI11Il.appendChild(l1l1IIIlllI1lI11IIllllI1l);
Ill1llI1Il11I111l11lI11Il.appendChild(l1IlIl1I1I1lll111I1lll1lI);
Ill1llI1Il11I111l11lI11Il.appendChild(I1I1I11II11IIl11Ill1lI111);
Ill1llI1Il11I111l11lI11Il.appendChild(lIlIl1IIII1ll11IllIlI1I1I);
Ill1llI1Il11I111l11lI11Il.appendChild(lIl1l1I1l11ll1II1llllII1I);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(Ill1llI1Il11I111l11lI11Il);
IIl1llIIIl1I1I1l11lI1I1l1.appendChild(Il1l1IlIlIIlII1lIll1IIlIl);
IIl1llIIIl1I1I1l11lI1I1l1.appendChild(IlI1Ill1IIIll111lI1II1Il1);
IIl1llIIIl1I1I1l11lI1I1l1.appendChild(IllIII1I1IlIllIlIIll1ll1l);
IIl1llIIIl1I1I1l11lI1I1l1.appendChild(lI1I11Il11I111l1lIlIll111);
IIl1llIIIl1I1I1l11lI1I1l1.appendChild(I1II11111III1l1IlIlIlIllI);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(IIl1llIIIl1I1I1l11lI1I1l1);
IlIII1IIIIlIl1lllllIIlIII.appendChild(lll1II1l1IllllIIl1IlI11II);
IlIII1IIIIlIl1lllllIIlIII.appendChild(l1II1l1II1lIll1111Il1I11l);
IlIII1IIIIlIl1lllllIIlIII.appendChild(llI1l11l1ll11II111IIlI11I);
IlIII1IIIIlIl1lllllIIlIII.appendChild(IIlI11111lIlI11IIlI1l1l11);
IlIII1IIIIlIl1lllllIIlIII.appendChild(II1lIIlII11II11III1111111);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(IlIII1IIIIlIl1lllllIIlIII);
IllllllI1I1lIIIlI1Il11Ill.appendChild(lIIII1I1I11lllIll11I1l11l);
IllllllI1I1lIIIlI1Il11Ill.appendChild(Il1lIlIl1ll1I1I1I1Il1l1II);
IllllllI1I1lIIIlI1Il11Ill.appendChild(I111IllI1II1II1IIlI11lllI);
IllllllI1I1lIIIlI1Il11Ill.appendChild(I1l11IIIIlI1lIlII1lI1Ill1);
IllllllI1I1lIIIlI1Il11Ill.appendChild(lIlllIIlIlIl111I111I1IllI);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(IllllllI1I1lIIIlI1Il11Ill);
l1II1ll1lII1lIllllI11l11l.appendChild(IIIl11lI1lI1IIllI1IIIlI11);
l1II1ll1lII1lIllllI11l11l.appendChild(IIll11I1ll11l1111Il11Il1l);
l1II1ll1lII1lIllllI11l11l.appendChild(l11IlI1l111lIII1IlI1lIlll);
l1II1ll1lII1lIllllI11l11l.appendChild(l1l1111lIIll11IllIl11lll1);
l1II1ll1lII1lIllllI11l11l.appendChild(I1II1I1IIlII111I1l1Il1Ill);
l1IIll1IlIlIIl1ll11l1l1Il.appendChild(l1II1ll1lII1lIllllI11l11l);
lI1IlIIll111IIIlI1I11llll.appendChild(IlII1lIIllIllI11II1llIIll);
lI1IlIIll111IIIlI1I11llll.appendChild(Il1l111I1lIl11Illll11111I);
ll1IIIIll11Il11IIIIl1I1II.appendChild(lI1IlIIll111IIIlI1I11llll);
Il1lIlllI1lll1111IlII1ll1.appendChild(I1ll11IllIIIlII1I111llIlI);
Il1lIlllI1lll1111IlII1ll1.appendChild(II1llIII11Ill1lIlI1Il1ll1);
Il11Il1Ill1IllIll1ll1lll1.appendChild(Il1lIlllI1lll1111IlII1ll1);
llIIIll1l111II1lI1l1111Il.appendChild(l1lII1l11lIIIlI1II1lI1ll1);
llIIIll1l111II1lI1l1111Il.appendChild(lIl1lIIlllllIl1lI11ll1lIl);
Il11Il1Ill1IllIll1ll1lll1.appendChild(llIIIll1l111II1lI1l1111Il);
Ill1Ill1III11I1IlIl1111I1.appendChild(I1lll1ll1lll1l1lIII11lI1l);
Ill1Ill1III11I1IlIl1111I1.appendChild(I1lllllI1lllll111l11I1II1);
Ill1Ill1III11I1IlIl1111I1.appendChild(l1lIl1l1IlI1III11I1ll1lII);
Ill1Ill1III11I1IlIl1111I1.appendChild(llII1I11llll111llll1l1lll);
Ill1Ill1III11I1IlIl1111I1.appendChild(Il1ll111lII11lIllII1l11I1);
Ill1Ill1III11I1IlIl1111I1.appendChild(IIl1ll1l1I11IIIllIlIl11l1);
lll1I1l11l1II1IIllIIIIIll.appendChild(Ill1Ill1III11I1IlIl1111I1);
II1lII1ll1II1IIIllIl1Illl.appendChild(II11IIl11I11l11lII11Il111);
II1lII1ll1II1IIIllIl1Illl.appendChild(I11l1I1lllI1II11lIlll1ll1);
lll1I1l11l1II1IIllIIIIIll.appendChild(II1lII1ll1II1IIIllIl1Illl);
l1lll1I1lIl1ll1lI11l1lI11.appendChild(IlIII11ll111ll111ll1Il1Il);
l1lll1I1lIl1ll1lI11l1lI11.appendChild(IlIl11lI1l1III111l1I111ll);
lll1I1l11l1II1IIllIIIIIll.appendChild(l1lll1I1lIl1ll1lI11l1lI11);
lI1lIl1lI1ll1lI11l11III1l.appendChild(II1I11lIIl1llI11I1II1Il1I);
lI1lIl1lI1ll1lI11l11III1l.appendChild(l1llllIlIlIII1lII11IIl111);
lll1I1l11l1II1IIllIIIIIll.appendChild(lI1lIl1lI1ll1lI11l11III1l);
Ill1I1IIIll11II1llllI1Il1.appendChild(IlIlIIl1lIIlllIlII111IIll);
Ill1I1IIIll11II1llllI1Il1.appendChild(II1llll11I1lll1llII1IIIlI);
lll1I1l11l1II1IIllIIIIIll.appendChild(Ill1I1IIIll11II1llllI1Il1);
l1IlI11I1l1lIlI1II1I1Il1l.appendChild(lII1II11Illl11l11lIlIIl11);
l1IlI11I1l1lIlI1II1I1Il1l.appendChild(lllI1lIIIII11IIIIll11l1II);
l1IlI11I1l1lIlI1II1I1Il1l.appendChild(I111llIlIIlIllII1I1II1I1I);
l1IlI11I1l1lIlI1II1I1Il1l.appendChild(II1l1Ill1lIl1l1ll11IlI11I);
l1IlI11I1l1lIlI1II1I1Il1l.appendChild(ll1llI1l1llIIIII1I1l11lll);
l1IlI11I1l1lIlI1II1I1Il1l.appendChild(IlIllll1l1l1I11l1I1l11IlI);
l1IlI11I1l1lIlI1II1I1Il1l.appendChild(lIII1lI11I1l1lI1Ill1lII11);
lll1I1l11l1II1IIllIIIIIll.appendChild(l1IlI11I1l1lIlI1II1I1Il1l);
llII1l1lIl1l1I11llIII1l1l.appendChild(III1IllIll11ll11l1Il1lI1I);
llII1l1lIl1l1I11llIII1l1l.appendChild(l1IlIIII111l1IllIlI1lIlll);
llII1l1lIl1l1I11llIII1l1l.appendChild(IlIIIllIllIIII1lIlll1II11);
llII1l1lIl1l1I11llIII1l1l.appendChild(I11llIlI1IIllll1IIlIII1I1);
llII1l1lIl1l1I11llIII1l1l.appendChild(lIIII1lllIlIl1Il1lllI1l1I);
llII1l1lIl1l1I11llIII1l1l.appendChild(I11II1lII1111I1llI1Il1Ill);
lll1I1l11l1II1IIllIIIIIll.appendChild(llII1l1lIl1l1I11llIII1l1l);
l1lIIIlI111IIl1II111I1Ill.appendChild(Ill1111lIl1l1lIllI1I1I11I);
l1lIIIlI111IIl1II111I1Ill.appendChild(IIl11l1lllIIl11I1IIIIIIl1);
lll1I1l11l1II1IIllIIIIIll.appendChild(l1lIIIlI111IIl1II111I1Ill);
l1lIl1lllIIl111I11Il1lIlI.appendChild(II111I1l11IIlIIllllIllI1l);
l1lIl1lllIIl111I11Il1lIlI.appendChild(l1II1II1IlIIllll1I1lII1ll);
l1lIl1lllIIl111I11Il1lIlI.appendChild(lll1ll1l11IIIl1l11I1l1Ill);
l1lIl1lllIIl111I11Il1lIlI.appendChild(Il1Il1lI1II11llII1ll111lI);
l1lIl1lllIIl111I11Il1lIlI.appendChild(I111l11lI11IlIlI1IlIIIIlI);
lll1I1l11l1II1IIllIIIIIll.appendChild(l1lIl1lllIIl111I11Il1lIlI);
I1l1llIIIII1ll11IIl1I1Ill.appendChild(ll1I1lII1ll1l11lll11lIII1);
I1l1llIIIII1ll11IIl1I1Ill.appendChild(lIIllIII1IlI1lI11I1llIll1);
I1l1llIIIII1ll11IIl1I1Ill.appendChild(lI1ll1ll1II11111llll1IlII);
I1l1llIIIII1ll11IIl1I1Ill.appendChild(I1llI11IlI1lIlllI11l111I1);
I1l1llIIIII1ll11IIl1I1Ill.appendChild(I1IIIIIlIll11IllIlIlIlI1l);
lll1I1l11l1II1IIllIIIIIll.appendChild(I1l1llIIIII1ll11IIl1I1Ill);
l11llI1IlIl11llI11111l11l.appendChild(Il1lI111Il111Il1111l1lll1);
l11llI1IlIl11llI11111l11l.appendChild(IIllIIIlIIIlI111IlII1Illl);
l11llI1IlIl11llI11111l11l.appendChild(IIIIII1llIll11111l11lllII);
l11llI1IlIl11llI11111l11l.appendChild(I1lllllII11Il111I11I11l11);
l11llI1IlIl11llI11111l11l.appendChild(IIIIIIl111llII1IlII11Il1l);
lll1I1l11l1II1IIllIIIIIll.appendChild(l11llI1IlIl11llI11111l11l);
IlIlIll1Ill1II1IIlIllll1I.appendChild(IlIl1I1Il11l1l1llIl1l1IIl);
IlIlIll1Ill1II1IIlIllll1I.appendChild(l1IIIIIl1IlllIIIlll1IllII);
lll1I1l11l1II1IIllIIIIIll.appendChild(IlIlIll1Ill1II1IIlIllll1I);
lIlIII1I1I1IlI1I1l1I1llI1.appendChild(ll11l1lll11I1l1IIIl1IlI1I);
lIlIII1I1I1IlI1I1l1I1llI1.appendChild(I1lIIlIIl1Il11I1lIIIIIlll);
lIlIII1I1I1IlI1I1l1I1llI1.appendChild(Il1IIlIlll1I1IIll1lIl1III);
lIlIII1I1I1IlI1I1l1I1llI1.appendChild(lII11111I1lI1I11l1lI1I1Il);
lIlIII1I1I1IlI1I1l1I1llI1.appendChild(lI11IIII1ll1llIIlI1l1llll);
lll1I1l11l1II1IIllIIIIIll.appendChild(lIlIII1I1I1IlI1I1l1I1llI1);
IlllIlllI11IlII1lIII1I1l1.appendChild(IIIllIII1l1lIlll1l1l11III);
IlllIlllI11IlII1lIII1I1l1.appendChild(lIIlllIIII1l1l1l111IIlI1I);
IlllIlllI11IlII1lIII1I1l1.appendChild(IIl1lI1IlIlI1IIl1lI111lI1);
IlllIlllI11IlII1lIII1I1l1.appendChild(l11llIllIl1IIII11lllI11ll);
IlllIlllI11IlII1lIII1I1l1.appendChild(IlIlll1lIIIlIIllIlIlIIlIl);
lll1I1l11l1II1IIllIIIIIll.appendChild(IlllIlllI11IlII1lIII1I1l1);
IlllIlIIIlllI1IIllll1Il1l.appendChild(l1l1llII1I11I1I11ll111IlI);
IlllIlIIIlllI1IIllll1Il1l.appendChild(I11l11lI1l111l1I1lI1lI1Il);
IlllIlIIIlllI1IIllll1Il1l.appendChild(l1lI11I1I1lI1lll1I1l111ll);
IlllIlIIIlllI1IIllll1Il1l.appendChild(lIl11Il1I1Il1lIllIl1lIlII);
IlllIlIIIlllI1IIllll1Il1l.appendChild(I1lIlI1l1lI1l1Il1I11ll1l1);
IlllIlIIIlllI1IIllll1Il1l.appendChild(lllIll1lII1ll1I1II1IIl1I1);
IlllIlIIIlllI1IIllll1Il1l.appendChild(ll1lIll11Il1I1IIl1ll1lll1);
lll1I1l11l1II1IIllIIIIIll.appendChild(IlllIlIIIlllI1IIllll1Il1l);
ll1l11III1l11l1llI11lIll1.appendChild(llI111l1III111llllI1111ll);
ll1l11III1l11l1llI11lIll1.appendChild(I1l1I1l11lllIII11I1lI1llI);
ll1l11III1l11l1llI11lIll1.appendChild(lII1ll1lllIllIIIIlI1ll1Il);
ll1l11III1l11l1llI11lIll1.appendChild(IlI1lIII1lIlllII11Il11l1l);
ll1l11III1l11l1llI11lIll1.appendChild(IIIl1111IlIl1lIIllIII1I1I);
ll1l11III1l11l1llI11lIll1.appendChild(I1Il1IIlI11lIIllIll1IlIIl);
lll1I1l11l1II1IIllIIIIIll.appendChild(ll1l11III1l11l1llI11lIll1);
I11l1Illl1l11lIllI1lIII1I.appendChild(Il1l1lI11I1II1lI111I1llll);
I11l1Illl1l11lIllI1lIII1I.appendChild(l11llll111l1lllIlIllIII1I);
I11l1Illl1l11lIllI1lIII1I.appendChild(II11lIIIl1lI11lIIllIIll11);
I11l1Illl1l11lIllI1lIII1I.appendChild(II1lIIlI1llIIIllIll1IIl1I);
I11l1Illl1l11lIllI1lIII1I.appendChild(lIlllIl1lII1l11Il1IlIIIll);
I11l1Illl1l11lIllI1lIII1I.appendChild(I1lI1I1ll1l1l11l11111l1II);
I11l1Illl1l11lIllI1lIII1I.appendChild(l1IIlII1I1IIIlllIl1lll1Il);
I11l1Illl1l11lIllI1lIII1I.appendChild(I1I1IlIIlII1I1lIIIlIlI11l);
I11l1Illl1l11lIllI1lIII1I.appendChild(IIIII1lllIllIl1II11I1l11l);
lll1I1l11l1II1IIllIIIIIll.appendChild(I11l1Illl1l11lIllI1lIII1I);
II11I11I1l1I1Ill1IlIIII1I.appendChild(I1I1ll1llI1III1IIllllIIlI);
II11I11I1l1I1Ill1IlIIII1I.appendChild(lI1IlllI1Ill1Ill11IlllIIl);
II11I11I1l1I1Ill1IlIIII1I.appendChild(Il11IlI1l1II1l1l11IIIII1l);
II11I11I1l1I1Ill1IlIIII1I.appendChild(I11IlI1l11IllIlI1llll1111);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(II11I11I1l1I1Ill1IlIIII1I);
lIllIl1lIl11l1II11IIIIl1l.appendChild(lIl1I1I1IlI11Il1111lllIlI);
lIllIl1lIl11l1II11IIIIl1l.appendChild(Illl11IlllI1lI1lIIlll1l1I);
lIllIl1lIl11l1II11IIIIl1l.appendChild(IIlIIIIlll1lIllI111lI1lll);
lIllIl1lIl11l1II11IIIIl1l.appendChild(IIl1ll1llIlIII11lIlllI11l);
lIllIl1lIl11l1II11IIIIl1l.appendChild(llll1IlII11I1l1III1IIlIII);
lIllIl1lIl11l1II11IIIIl1l.appendChild(IIl111llII1Ill1l1111lIIII);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(lIllIl1lIl11l1II11IIIIl1l);
IIIIIIlI11llIlII1Il1Il1II.appendChild(l1lIlIIIll11llIllIIIl111I);
IIIIIIlI11llIlII1Il1Il1II.appendChild(Illlll1IlllI1111lI11III11);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(IIIIIIlI11llIlII1Il1Il1II);
lI1Ill1l11III1II1llIII1II.appendChild(l1IlIl11l1I1l11IIIlIll1l1);
lI1Ill1l11III1II1llIII1II.appendChild(l11lIl11IlI1lIl1I1IlIlII1);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(lI1Ill1l11III1II1llIII1II);
Il1lIlll11I1I1lIl1I11ll11.appendChild(IIllIlII11I1ll1lIl11IlIlI);
Il1lIlll11I1I1lIl1I11ll11.appendChild(ll1III1Il111II11IlI1IIl1l);
Il1lIlll11I1I1lIl1I11ll11.appendChild(I11ll1II11Ill1I1l1lIl1IIl);
Il1lIlll11I1I1lIl1I11ll11.appendChild(Il11lI1lIl11lI1II1lIlllII);
Il1lIlll11I1I1lIl1I11ll11.appendChild(Il11llII11l1IlIlI1lIllIIl);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(Il1lIlll11I1I1lIl1I11ll11);
l1I11I1I1ll111111111111lI.appendChild(lIlIllll11lllI1IIlllI1IlI);
l1I11I1I1ll111111111111lI.appendChild(ll11llIII111Illll1lI11llI);
l1I11I1I1ll111111111111lI.appendChild(l11ll1IIII1lIIl1IIIIIlllI);
l1I11I1I1ll111111111111lI.appendChild(II111lIIIlII1I11IIIIlIlIl);
l1I11I1I1ll111111111111lI.appendChild(lIllIlIl1IlI1ll1lIIIIll11);
l1I11I1I1ll111111111111lI.appendChild(lIllII1lIlI11lIIIIlI1IIII);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(l1I11I1I1ll111111111111lI);
III1I1Ill111II1II1ll1I1Il.appendChild(I1l1l1l1IIll1lIlIl11II1l1);
III1I1Ill111II1II1ll1I1Il.appendChild(III1ll1Illl11IIl1IlI1l11I);
III1I1Ill111II1II1ll1I1Il.appendChild(I111I11IIIIl11l1lIlllIlIl);
III1I1Ill111II1II1ll1I1Il.appendChild(I1IIl1lllIl1I1ll111l1llll);
III1I1Ill111II1II1ll1I1Il.appendChild(l1I1I1IIIllII1III11I11lll);
III1I1Ill111II1II1ll1I1Il.appendChild(lll1IlIIlllII1lI11lIIll11);
III1I1Ill111II1II1ll1I1Il.appendChild(I1III1I1l1l1Illl1I1I1lIIl);
III1I1Ill111II1II1ll1I1Il.appendChild(I1l1llII1IIIlI1I1lI1l11ll);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(III1I1Ill111II1II1ll1I1Il);
IlI1ll11I11IIl1l11lI1I1l1.appendChild(lI1lIlIl1IlIl1IIII1lllI11);
IlI1ll11I11IIl1l11lI1I1l1.appendChild(l1Il11IIlll11lIIlI111l1I1);
IlI1ll11I11IIl1l11lI1I1l1.appendChild(llIlllIIIIIllIIl11I11I1Il);
IlI1ll11I11IIl1l11lI1I1l1.appendChild(l1IIl1lI1Ill1l1IlIIIllI1I);
IlI1ll11I11IIl1l11lI1I1l1.appendChild(IIlIl1111llI1lIlI111I111l);
IlI1ll11I11IIl1l11lI1I1l1.appendChild(IlI1llIIll1III1II1IllIlI1);
IlI1ll11I11IIl1l11lI1I1l1.appendChild(ll11ll1I11IlI1lIIlIlIIlII);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(IlI1ll11I11IIl1l11lI1I1l1);
l1lIIIII1111I11l111II1l11.appendChild(lllIIlllII1lllIllllI1l1lI);
l1lIIIII1111I11l111II1l11.appendChild(III11Il111IIl11I1IIllIll1);
l1lIIIII1111I11l111II1l11.appendChild(IIIlIl1IlIIlIlI1Il11llll1);
l1lIIIII1111I11l111II1l11.appendChild(I1IlII1IllIl11111IlI1l11l);
l1lIIIII1111I11l111II1l11.appendChild(lI1lI1IIl1Il1IIIIII1111I1);
l1lIIIII1111I11l111II1l11.appendChild(l1llI1I11I1lI11lIl11lll1I);
l1lIIIII1111I11l111II1l11.appendChild(IIIlIIllIl111ll11IlII1I1l);
l1lIIIII1111I11l111II1l11.appendChild(I1Ill1l11I11lII1lIlll1IlI);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(l1lIIIII1111I11l111II1l11);
I11I1lII1lllI1lIlII1Il1Il.appendChild(IllI1l1llI1llIlIIl1II11II);
I11I1lII1lllI1lIlII1Il1Il.appendChild(II1lIIIIlIIl1Ill1lI1lI1Il);
I11I1lII1lllI1lIlII1Il1Il.appendChild(III1I11IlIII11lI111IIll11);
I11I1lII1lllI1lIlII1Il1Il.appendChild(ll11lIlIIlIIIIl111IIl1IIl);
I11I1lII1lllI1lIlII1Il1Il.appendChild(Il1l1ll111lIIIllIllI11Ill);
I11I1lII1lllI1lIlII1Il1Il.appendChild(l1IlIl11I1IIlIIIII1l1Il1I);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(I11I1lII1lllI1lIlII1Il1Il);
I1l1lll1l1IIIl11IlI11II1l.appendChild(lllllIl1lIIIIIlIl111III1I);
I1l1lll1l1IIIl11IlI11II1l.appendChild(l1llIII1I1l1lIIl1I1I1I11I);
I1l1lll1l1IIIl11IlI11II1l.appendChild(l11IIIII1I1llIllIl1l11l11);
I1l1lll1l1IIIl11IlI11II1l.appendChild(llIl1Il11Il1IIIlll1IIIIIl);
I1l1lll1l1IIIl11IlI11II1l.appendChild(I1IlIIIl1lII1II1IIII1lI11);
I1l1lll1l1IIIl11IlI11II1l.appendChild(l1IIII11I1l1111IIII1l1lll);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(I1l1lll1l1IIIl11IlI11II1l);
llIll1I11I1lI1IIl1lllllll.appendChild(I1Il11l11II1IIIII11I1I1l1);
llIll1I11I1lI1IIl1lllllll.appendChild(IlllI1lllII111ll1I111Il1I);
llIll1I11I1lI1IIl1lllllll.appendChild(IlIllllll1lII1lI11l1I1I1l);
llIll1I11I1lI1IIl1lllllll.appendChild(l1111lIIlII1I11IIIll11lII);
llIll1I11I1lI1IIl1lllllll.appendChild(lll1l1111Il11l1I1l1llIlIl);
llIll1I11I1lI1IIl1lllllll.appendChild(l1I1111l11lll11lIll1l1Il1);
llIll1I11I1lI1IIl1lllllll.appendChild(l1Ill1111IIIl1lII1lll11Il);
llIll1I11I1lI1IIl1lllllll.appendChild(lIII11l11l11l1Il11l1IlIIl);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(llIll1I11I1lI1IIl1lllllll);
I1IlIIl1II111llIllllIIlI1.appendChild(lIlIlI1l1ll1IlI111II1II1I);
I1IlIIl1II111llIllllIIlI1.appendChild(lIIllll1lIIIll1IlI1IIl1II);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(I1IlIIl1II111llIllllIIlI1);
ll1lIlI1llI11IllII1Il11ll.appendChild(l11I1l111lI1l1l1lI1I1llIl);
ll1lIlI1llI11IllII1Il11ll.appendChild(IlIIlIIlIIlllIl11l11I111I);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(ll1lIlI1llI11IllII1Il11ll);
I11lIlll1I1I111IIIlII111l.appendChild(lII1lIlI11IllIlII1II1llII);
I11lIlll1I1I111IIIlII111l.appendChild(I111lll1llI11IIlIIlI1lIll);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(I11lIlll1I1I111IIIlII111l);
lIll1lIl1ll111l1Ill1III1l.appendChild(I1IlI1IIl1llll11I1IIII1lI);
lIll1lIl1ll111l1Ill1III1l.appendChild(IlIll1I111lIIlII111lII1ll);
lIll1lIl1ll111l1Ill1III1l.appendChild(IlI1l11l1ll1I1Il1IlIlI1lI);
lIll1lIl1ll111l1Ill1III1l.appendChild(l1I1IlI1l11III1l1III1I1l1);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(lIll1lIl1ll111l1Ill1III1l);
II11lI1IIl1II1ll1I1l11Il1.appendChild(I11IIlI11l1llI1111lllIIlI);
II11lI1IIl1II1ll1I1l11Il1.appendChild(I1l1I1Il1lII1l11lllIlII1l);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(II11lI1IIl1II1ll1I1l11Il1);
Ill1lIlllIll1Il1II111IIll.appendChild(l1I1I1llI1II1l1l1I1lIllII);
Ill1lIlllIll1Il1II111IIll.appendChild(Il111l11lI1lI11IIII1111II);
Ill1lIlllIll1Il1II111IIll.appendChild(IlIIIIllIIl1II11I1lII1l11);
Ill1lIlllIll1Il1II111IIll.appendChild(lIIIllIll111111lllIl1ll1I);
Ill1lIlllIll1Il1II111IIll.appendChild(lII1l1III1lI1IIlIlllI1l1l);
Ill1lIlllIll1Il1II111IIll.appendChild(lIII11lIl1Il1IIllIllIII11);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(Ill1lIlllIll1Il1II111IIll);
ll1l11Il1lll1Il1lIl1Il111.appendChild(Illl11l1111l1Il1llIlI1IIl);
ll1l11Il1lll1Il1lIl1Il111.appendChild(IIlI1I1Il11lI1lI1IlIlI11l);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(ll1l11Il1lll1Il1lIl1Il111);
I111IIl1llIII1llllII1IIlI.appendChild(IllIlII1l11I111IlI1lI1Il1);
I111IIl1llIII1llllII1IIlI.appendChild(Illl1lll11IlI1lIlllIl1lIl);
I111IIl1llIII1llllII1IIlI.appendChild(II1Il11lIlI1llIl1l11llll1);
I111IIl1llIII1llllII1IIlI.appendChild(l1IllI1IIIlII11l1111I1Ill);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(I111IIl1llIII1llllII1IIlI);
l1l11l1III1l1I1IlI1l1I11I.appendChild(IlI1I11I1I1I1lI1IIl1llIll);
l1l11l1III1l1I1IlI1l1I11I.appendChild(II1lIIII1l11IlI1IlII1IlIl);
l1l11l1III1l1I1IlI1l1I11I.appendChild(l1l1Il1111l1ll1l1lI11l1I1);
l1l11l1III1l1I1IlI1l1I11I.appendChild(III11Il11I1ll111IlIIII1I1);
l1l11l1III1l1I1IlI1l1I11I.appendChild(lIlIlIIIl1l1II1l1l1I1I1l1);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(l1l11l1III1l1I1IlI1l1I11I);
IlIlIIlllIlIll11I1Il1l1I1.appendChild(ll1III1lIIIl11111I1IlllIl);
IlIlIIlllIlIll11I1Il1l1I1.appendChild(llII1I1IlllI1l1I1II11I1l1);
IlIlIIlllIlIll11I1Il1l1I1.appendChild(ll11I1ll1lIllI1l1l11l1Ill);
IlIlIIlllIlIll11I1Il1l1I1.appendChild(II1IlIIl11ll111lIlII1IlI1);
IlIlIIlllIlIll11I1Il1l1I1.appendChild(I1l1lll1IIlIIII1lI11lll11);
IlIlIIlllIlIll11I1Il1l1I1.appendChild(II1IIIIlIII11lIIll1Il1lI1);
IlIlIIlllIlIll11I1Il1l1I1.appendChild(IlI1llI1lI1lllI11llIlIl1I);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(IlIlIIlllIlIll11I1Il1l1I1);
l1IlI11I1IIlIllIl1IIlllll.appendChild(lIllI1I11IlII1III11I1llIl);
l1IlI11I1IIlIllIl1IIlllll.appendChild(II1l1ll1I1IIlI1I1I1Il1lll);
l1IlI11I1IIlIllIl1IIlllll.appendChild(I1Il11Il1lIllIII11lI1l1II);
l1IlI11I1IIlIllIl1IIlllll.appendChild(lllIIl1I1l111lI1lIIlIIIII);
l1IlI11I1IIlIllIl1IIlllll.appendChild(l1llIlII1Il1lII1IIlllIIll);
l1IlI11I1IIlIllIl1IIlllll.appendChild(IIIIIIII1I1l11llI11lI11l1);
l1IlI11I1IIlIllIl1IIlllll.appendChild(lIllI11Il1II1lIlI1IIllIll);
l1IlI11I1IIlIllIl1IIlllll.appendChild(l1lIl1III111ll1lII11lI1l1);
l1IlI11I1IIlIllIl1IIlllll.appendChild(llII11lIl11I1IlIl11I1IlII);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(l1IlI11I1IIlIllIl1IIlllll);
l11II11I1Il11I1IlIIllI1I1.appendChild(IIlI111l111l11I1l1l1lI1ll);
l11II11I1Il11I1IlIIllI1I1.appendChild(IlII1lI1III1lIII1l1111l1I);
l11II11I1Il11I1IlIIllI1I1.appendChild(lII11Ill1I1lIlIl1llII11ll);
l11II11I1Il11I1IlIIllI1I1.appendChild(Ill11I1l11llI1Il11IIIIl1l);
l11II11I1Il11I1IlIIllI1I1.appendChild(IlII11111Il1I11llI1l1I1I1);
l11II11I1Il11I1IlIIllI1I1.appendChild(I1Il111I1lIlllIlIIlllI1Il);
l11II11I1Il11I1IlIIllI1I1.appendChild(llIlI11IIllI111Il1lI11IlI);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(l11II11I1Il11I1IlIIllI1I1);
lI1lI1IIIIIlII11I1II11III.appendChild(l1I11lIIlII11l1Il1I11Ill1);
lI1lI1IIIIIlII11I1II11III.appendChild(lllII111llllI1lII1IIIlII1);
lI1lI1IIIIIlII11I1II11III.appendChild(I1Ill1IlllI11IIII1Ill1111);
lI1lI1IIIIIlII11I1II11III.appendChild(I1I11IlI1ll1I11I11Il1lIl1);
lI1lI1IIIIIlII11I1II11III.appendChild(l11lllIIIII1l1IlII1lIlII1);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(lI1lI1IIIIIlII11I1II11III);
lIll11l11lIIIl1l1ll11llII.appendChild(ll111l1Ill1Ill1l1lI11II1I);
lIll11l11lIIIl1l1ll11llII.appendChild(IlllIl1llllI11IlI1l1lIlII);
lIll11l11lIIIl1l1ll11llII.appendChild(Il11I11llllI1lI1l1IIIl1ll);
lIll11l11lIIIl1l1ll11llII.appendChild(I1lIII1l1IlIlI1llIlI1lIl1);
lIll11l11lIIIl1l1ll11llII.appendChild(IIllIlIll1ll1I1l111IIl1I1);
lIll11l11lIIIl1l1ll11llII.appendChild(lI111lIll11I1IlIlIII1l1II);
lIll11l11lIIIl1l1ll11llII.appendChild(lI1ll1l1I111IIIll1l11IIll);
l1l1lIlI1Il1II1ll1ll1II11.appendChild(lIll11l11lIIIl1l1ll11llII);
IlIIlII1llII1lI1IlI1l11ll.appendChild(ll11lIIll1II1ll1llIIl111I);
IlIIlII1llII1lI1IlI1l11ll.appendChild(IIlII1II1IlIIII11IIllllll);
l1lII1I1lIllII111l1I1II1l.appendChild(IlIIlII1llII1lI1IlI1l11ll);
l1I11Il11lI1II11l111lllll.appendChild(lI1lll1IlI11IllIIIlIl111I);
l1I11Il11lI1II11l111lllll.appendChild(ll1IlIII11IlI1IlI1lIlIl11);
l1lII1I1lIllII111l1I1II1l.appendChild(l1I11Il11lI1II11l111lllll);
Il1lI11II1IIl1l111IlI1lII.appendChild(llIlIIlll1lIlII11IllI1llI);
Il1lI11II1IIl1l111IlI1lII.appendChild(llllII1l11111Il1ll1Ill1II);
l1lII1I1lIllII111l1I1II1l.appendChild(Il1lI11II1IIl1l111IlI1lII);
IIIII1I1llIl11lI1lIII111I.appendChild(IIl1lIl1lIll111IIlII1lI11);
IIIII1I1llIl11lI1lIII111I.appendChild(ll1111111IIl1lllI111lIIII);
l1lII1I1lIllII111l1I1II1l.appendChild(IIIII1I1llIl11lI1lIII111I);
lII11II1llIl1IlIllI1lI111.appendChild(IIlI1ll1I11IllIIIl11lI1I1);
lII11II1llIl1IlIllI1lI111.appendChild(I111II11l1I1l1l11II1I1II1);
l1lII1I1lIllII111l1I1II1l.appendChild(lII11II1llIl1IlIllI1lI111);
ll1l11l1l1lIlIllI1l1lIllI.appendChild(l1II1II11l1IIl11I1lll11lI);
ll1l11l1l1lIlIllI1l1lIllI.appendChild(llI1lIllllIllI1I1l11IIlIl);
l1lII1I1lIllII111l1I1II1l.appendChild(ll1l11l1l1lIlIllI1l1lIllI);
l1IlI1l11I11I1Il111lIIlI1.appendChild(l1III11lll1Ill11I1lIIlIIl);
l1IlI1l11I11I1Il111lIIlI1.appendChild(I1lllIlI1I1I1l1II1lII11l1);
l1lII1I1lIllII111l1I1II1l.appendChild(l1IlI1l11I11I1Il111lIIlI1);
I1l11II1IlIllI1Il11l1llII.appendChild(lIlIlII1ll1lll111II1111l1);
I1l11II1IlIllI1Il11l1llII.appendChild(lIl1III1I1ll11lI1II1IIlll);
l1lII1I1lIllII111l1I1II1l.appendChild(I1l11II1IlIllI1Il11l1llII);
lII1Ill1ll1IllllIII1I1llI.appendChild(I11llIII11III1lIl111Ill11);
lII1Ill1ll1IllllIII1I1llI.appendChild(I111I1lll1II1llI11l11l1lI);
l1lII1I1lIllII111l1I1II1l.appendChild(lII1Ill1ll1IllllIII1I1llI);
lll11lIIIlIll11Ill1IIII1I.appendChild(llllI1lIIIlI1lllI1IIlIll1);
lll11lIIIlIll11Ill1IIII1I.appendChild(l1lI111I1lllllllIllIl1I1I);
l1lII1I1lIllII111l1I1II1l.appendChild(lll11lIIIlIll11Ill1IIII1I);
lIlIIllllI1lIIl11I1IlI1I1.appendChild(llll11Il1l1ll1l1I11lIl111);
lIlIIllllI1lIIl11I1IlI1I1.appendChild(I1lII111111I11I1l11l1l11l);
lIlIIllllI1lIIl11I1IlI1I1.appendChild(IIlllIIIl111lIll1lll1lIl1);
lIlIIllllI1lIIl11I1IlI1I1.appendChild(l1I1111111IIIllIIII1I1II1);
lIlIIllllI1lIIl11I1IlI1I1.appendChild(IIIIl1IIIlIl11lI1II1l11I1);
IllllI1lI1l1l1lI1lIlllI11.appendChild(lIlIIllllI1lIIl11I1IlI1I1);
lll111Il1Il1Il1Il1I111IlI.appendChild(lIIl1I1111l1l1IIIIl1l11ll);
lll111Il1Il1Il1Il1I111IlI.appendChild(lIIIII1l1IlIl1I1111ll111l);
lll111Il1Il1Il1Il1I111IlI.appendChild(l1Ill111Il1llll1l1IIll11I);
lll111Il1Il1Il1Il1I111IlI.appendChild(l1II11I1l1llll1II1ll1l1I1);
IllllI1lI1l1l1lI1lIlllI11.appendChild(lll111Il1Il1Il1Il1I111IlI);
IIl1ll111lII1IIlll1I111II.appendChild(lI1Il1lIllllI111Il1III1II);
IIl1ll111lII1IIlll1I111II.appendChild(l1III1ll1111llll11llI1I11);
IllllI1lI1l1l1lI1lIlllI11.appendChild(IIl1ll111lII1IIlll1I111II);
I1II1l1llIIl1l1l111lIlllI.appendChild(I111lIlIIlIll1I111III1Il1);
I1II1l1llIIl1l1l111lIlllI.appendChild(lIIII11lII1I1ll11111IIllI);
I1II1l1llIIl1l1l111lIlllI.appendChild(Illl11l11l1I1lIllllI11lIl);
IllllI1lI1l1l1lI1lIlllI11.appendChild(I1II1l1llIIl1l1l111lIlllI);
IlIl1l1Il11lI1llI1IIIll1I.appendChild(llII1IIll1lIl1lI1llII1ll1);
IlIl1l1Il11lI1llI1IIIll1I.appendChild(II1lIl1l1IllIIIIIl1I1IIII);
IlIl1l1Il11lI1llI1IIIll1I.appendChild(l1IIllI1llI1Ill11I1I1llII);
IllllI1lI1l1l1lI1lIlllI11.appendChild(IlIl1l1Il11lI1llI1IIIll1I);
III1IlI11lllIlllIl1l11Il1.appendChild(lI1lIIl1IIIII111IIl11l11I);
III1IlI11lllIlllIl1l11Il1.appendChild(l1l111Ill11llIIlI1II1IIll);
IllllI1lI1l1l1lI1lIlllI11.appendChild(III1IlI11lllIlllIl1l11Il1);
I1IllI1lI1IllIl111llll1Il.appendChild(l1Il1I1lll1llI1l1ll11II11);
I1IllI1lI1IllIl111llll1Il.appendChild(Il1llIl111IIlI1lI111IIlIl);
IllllI1lI1l1l1lI1lIlllI11.appendChild(I1IllI1lI1IllIl111llll1Il);
Il11l1llI1l1I111lIll1IIII.appendChild(l1I1IllIIII1llI1lIlIIIlIl);
Il11l1llI1l1I111lIll1IIII.appendChild(I1l11ll1IIIIIl1I1IlI1llII);
Il11l1llI1l1I111lIll1IIII.appendChild(II1l11ll11IllIIl11l111IIl);
Il11l1llI1l1I111lIll1IIII.appendChild(lIIllIIlIl11I1l1lIII1l11l);
IllllI1lI1l1l1lI1lIlllI11.appendChild(Il11l1llI1l1I111lIll1IIII);
llI1llIII1ll1III11lI11III.appendChild(lIlI1Ill1IIIl1II1I11l111l);
llI1llIII1ll1III11lI11III.appendChild(lll1ll1lll1I11I111I1Il111);
llI1llIII1ll1III11lI11III.appendChild(lI111l111lI11IlllI11II1I1);
llI1llIII1ll1III11lI11III.appendChild(IIlll1I1I1ll1l1IllIllIlll);
llI1llIII1ll1III11lI11III.appendChild(I11IIlllIll1II1I1lIIl1lIl);
IllllI1lI1l1l1lI1lIlllI11.appendChild(llI1llIII1ll1III11lI11III);
lII1lI11IIlIllllllI1IIIIl.appendChild(lIlIIIIIIl1I11lIl111ll1lI);
lII1lI11IIlIllllllI1IIIIl.appendChild(I11I111Ill1III11llIII1l1I);
lI1llI1lI111l1II1l11l1l11.appendChild(lII1lI11IIlIllllllI1IIIIl);
l111lI1111lI1II11llI1lII1.appendChild(lIlII1l11llIIII1ll1lllll1);
l111lI1111lI1II11llI1lII1.appendChild(Il1lIl1IllIIIIl1I111Il111);
lI1lIIIIl111IIl1lll1lII1l.appendChild(l111lI1111lI1II11llI1lII1);
l1llIlIlI11II1IlIl1I11l11.appendChild(l1lllIll1IIIIll111llIIIII);
l1llIlIlI11II1IlIl1I11l11.appendChild(lII1IIlIlI1II1I1l1Il1lll1);
lI1lIIIIl111IIl1lll1lII1l.appendChild(l1llIlIlI11II1IlIl1I11l11);
l1llIlIIlIl1IIll1111ll1lI.appendChild(l11IlIIllIIlll1lI11llIlll);
l1llIlIIlIl1IIll1111ll1lI.appendChild(IlI1I1lllll1III1lI1Il1111);
l1llIlIIlIl1IIll1111ll1lI.appendChild(I11l1I1llIllI11llI1ll1llI);
l1llIlIIlIl1IIll1111ll1lI.appendChild(lIl1lIIl11I1Ill111I1IlI1I);
l1llIlIIlIl1IIll1111ll1lI.appendChild(I11IIllI11IIl1ll11IIII1II);
l1llIlIIlIl1IIll1111ll1lI.appendChild(l1ll11IlIIIIl111I1I1lI1l1);
lI1lIIIIl111IIl1lll1lII1l.appendChild(l1llIlIIlIl1IIll1111ll1lI);
l111lIIl1IIIlI1lll11lIl11.appendChild(llllIIlll11lIII1Illl1lllI);
l111lIIl1IIIlI1lll11lIl11.appendChild(lIIlII1IllI1I1l1IIIl1II1I);
lI1lIIIIl111IIl1lll1lII1l.appendChild(l111lIIl1IIIlI1lll11lIl11);
Il1I11II1IlI1ll1l1llIIllI.appendChild(lII111l11l1l11lI11ll1II1I);
Il1I11II1IlI1ll1l1llIIllI.appendChild(IIl1lIlI11I1lII111IlIll11);
lI1lIIIIl111IIl1lll1lII1l.appendChild(Il1I11II1IlI1ll1l1llIIllI);
IlllI111IIIIlIl1I1llI1lll.appendChild(l11Il1l1l1l1lllIII11Illl1);
IlllI111IIIIlIl1I1llI1lll.appendChild(III1lI111I1I11Il1ll1lIIlI);
lI1lIIIIl111IIl1lll1lII1l.appendChild(IlllI111IIIIlIl1I1llI1lll);
lIIll1l1I11111lIl1lllIII1.appendChild(lIllIIl1llI11lIlIIllll11l);
lIIll1l1I11111lIl1lllIII1.appendChild(Ill1Il11Il1lIIl11lI11Il11);
lIIll1l1I11111lIl1lllIII1.appendChild(I1IIl1l1IlIII1l1l1lI1I1II);
lIIll1l1I11111lIl1lllIII1.appendChild(IlllII11lIllIlll11I111lIl);
lIIll1l1I11111lIl1lllIII1.appendChild(IIlllII1lI111I111IlI1IllI);
lI1lIIIIl111IIl1lll1lII1l.appendChild(lIIll1l1I11111lIl1lllIII1);
ll1IlllIlIl1IIll1II1llIIl.appendChild(l1l1lI1lll11l11l11l11l111);
ll1IlllIlIl1IIll1II1llIIl.appendChild(IIIl1I1IIIIlll1l11llI1IIl);
lI1lIIIIl111IIl1lll1lII1l.appendChild(ll1IlllIlIl1IIll1II1llIIl);
IIlllI1I1Ill1lIIIII1111II.appendChild(l1lI11llI11ll111llIIlIlll);
IIlllI1I1Ill1lIIIII1111II.appendChild(ll1I1IlI1IIl1IIlIIIIlIlII);
lI1lIIIIl111IIl1lll1lII1l.appendChild(IIlllI1I1Ill1lIIIII1111II);
lll11IIllIlIII1I1I1111I1I.appendChild(III11lllI11l11ll1l11I1Il1);
lll11IIllIlIII1I1I1111I1I.appendChild(IIIllllII11llll1III1lIII1);
lI1lIIIIl111IIl1lll1lII1l.appendChild(lll11IIllIlIII1I1I1111I1I);
Ill111IIl1l1lIIIlI11lIlI1.appendChild(IIl111Ill1l11lI1IIIIllll1);
Ill111IIl1l1lIIIlI11lIlI1.appendChild(l11III1ll1ll1II1Il11IlllI);
lI1lIIIIl111IIl1lll1lII1l.appendChild(Ill111IIl1l1lIIIlI11lIlI1);
l1IIll11lII1IIIIII1lIll11.appendChild(IIIII1I1l111l11Ill1I11l1l);
l1IIll11lII1IIIIII1lIll11.appendChild(I1lI1lIlII1I1l1lIlll1I1lI);
lI1lIIIIl111IIl1lll1lII1l.appendChild(l1IIll11lII1IIIIII1lIll11);
I1IIlI11111I1I1l1IIllllll.appendChild(I11ll1lll1l1ll11lllI1Il11);
I1IIlI11111I1I1l1IIllllll.appendChild(IIIl11Il1I1Il1III1Illl1II);
lI1lIIIIl111IIl1lll1lII1l.appendChild(I1IIlI11111I1I1l1IIllllll);
I111lII11Illl11l111IlI1I1.appendChild(lIII11lIIlIIIIIl1lII11Il1);
I111lII11Illl11l111IlI1I1.appendChild(IIllllIlI1I111III1Ill1IIl);
lI1lIIIIl111IIl1lll1lII1l.appendChild(I111lII11Illl11l111IlI1I1);
ll11lI1I111lIlllII1Il1l1I.appendChild(lllIlIllII1I11IIl11lI1l1l);
ll11lI1I111lIlllII1Il1l1I.appendChild(II1llI11I1111Il1IIlI11lI1);
lI1lIIIIl111IIl1lll1lII1l.appendChild(ll11lI1I111lIlllII1Il1l1I);
l11III1lllII1I1Ill1Illlll.appendChild(I1111l1IIIII1ll1lIllllIll);
l11III1lllII1I1Ill1Illlll.appendChild(l1lIlI11ll1111l1IIllIl1lI);
l11III1lllII1I1Ill1Illlll.appendChild(II11IlIIIl11l11l111IlIIIl);
l11III1lllII1I1Ill1Illlll.appendChild(II1IlIIIl1Il1I1llllIIllII);
l11III1lllII1I1Ill1Illlll.appendChild(Ill1ll111llIlI11II1lIlll1);
l11III1lllII1I1Ill1Illlll.appendChild(lIIll1llIl1I1l1lIll1IIIlI);
l11III1lllII1I1Ill1Illlll.appendChild(lIlI1I11l111IIl111l11lIll);
l11III1lllII1I1Ill1Illlll.appendChild(IIIl11ll1lllIIl1IIIIl11l1);
lI1lIIIIl111IIl1lll1lII1l.appendChild(l11III1lllII1I1Ill1Illlll);
IlIll1l1II1II1l11lIl1IIlI.appendChild(IIII11lIl1ll11Il11lll11I1);
IlIll1l1II1II1l11lIl1IIlI.appendChild(llll1llII11lI1l1I11IlIlII);
lI1lIIIIl111IIl1lll1lII1l.appendChild(IlIll1l1II1II1l11lIl1IIlI);
lIIIlI1II1l1111l1IlI11111.appendChild(I1IIlIlI1lI1lI1ll1I1lI11l);
lIIIlI1II1l1111l1IlI11111.appendChild(IIl1IIl1l11I111IlllIIIIll);
lIIIlI1II1l1111l1IlI11111.appendChild(lIIl1ll1IlIIlllIIIIlI11ll);
lIIIlI1II1l1111l1IlI11111.appendChild(Il11I1111IIIll1llI111II1I);
lIIIlI1II1l1111l1IlI11111.appendChild(lI1I111l1lII1lll1Il1ll1lI);
lI1lIIIIl111IIl1lll1lII1l.appendChild(lIIIlI1II1l1111l1IlI11111);
IllIIllI11l1111lIIll1I11I.appendChild(l11I111I111I1I11l111II1l1);
IllIIllI11l1111lIIll1I11I.appendChild(I1lllI1I1ll111llI11II1l11);
lI1lIIIIl111IIl1lll1lII1l.appendChild(IllIIllI11l1111lIIll1I11I);
Ill11Il1I1Ill111lI1Il1IIl.appendChild(llI1ll111I11lll11I1II1lI1);
Ill11Il1I1Ill111lI1Il1IIl.appendChild(IIIl1IlIIlIIl1ll1Il111Il1);
Ill11Il1I1Ill111lI1Il1IIl.appendChild(Il1l1IlIlll1l1lIl1Il1I11I);
Ill11Il1I1Ill111lI1Il1IIl.appendChild(II1lIIl1ll1lIlII111lI1III);
lI1lIIIIl111IIl1lll1lII1l.appendChild(Ill11Il1I1Ill111lI1Il1IIl);
IIlll1l1lIIlllI11l1IIIIl1.appendChild(llIl111II1lllI1lI1ll11I11);
IIlll1l1lIIlllI11l1IIIIl1.appendChild(II111IIl1I1l1111llIl1l11l);
IIlll1l1lIIlllI11l1IIIIl1.appendChild(IIllIlll1lI1II1I111lIII1I);
IIlll1l1lIIlllI11l1IIIIl1.appendChild(llIl11l1l11l1lIlIII1llIIl);
IIlll1l1lIIlllI11l1IIIIl1.appendChild(I111llIlI1111ll11IIIlIIlI);
IIlll1l1lIIlllI11l1IIIIl1.appendChild(l1I1l1lI1l1IlI11lllll1lII);
IIlll1l1lIIlllI11l1IIIIl1.appendChild(II1IIl111Ill11IIIlIIllIll);
IIlll1l1lIIlllI11l1IIIIl1.appendChild(IlIIl1l1l11IIIIl1IlIl1IlI);
lI1lIIIIl111IIl1lll1lII1l.appendChild(IIlll1l1lIIlllI11l1IIIIl1);
ll111Il1Il1I1I1l1lllI1I11.appendChild(ll11lI1IIIIlll1I11lI1I11l);
ll111Il1Il1I1I1l1lllI1I11.appendChild(lllI1Il1l1lIIl11l1II1l1l1);
lI1lIIIIl111IIl1lll1lII1l.appendChild(ll111Il1Il1I1I1l1lllI1I11);
lI11lI1III1ll1lII1llllIlI.appendChild(IIIIll11I1l1I1llllIIII1II);
lI11lI1III1ll1lII1llllIlI.appendChild(IlllI1Ill1IIll1I1IllIIIlI);
lI1lIIIIl111IIl1lll1lII1l.appendChild(lI11lI1III1ll1lII1llllIlI);
lI1llI1I1IlIII1lIIl1lIlll.appendChild(lllIII1lll111I1I11I1l111I);
lI1llI1I1IlIII1lIIl1lIlll.appendChild(IIIl1I11Il1lI11Il1l111I11);
lI1lIIIIl111IIl1lll1lII1l.appendChild(lI1llI1I1IlIII1lIIl1lIlll);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(Ill1lIlllI11I1I1lll1lIllI);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(IIll1llIIll1llI1I1l1lI1I1);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(lIlIll1II1IIIIIlI1lII1IIl);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(Il1lIll1I1l1l1I11I1IlIll1);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(l1IlII111ll11Il11llllIlll);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(IllI1l1I1Il1llIllI1l11lI1);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(lI1IlI11llIIII1lIllI11lI1);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(II1IIllIl1lIll1IlIl1lII1l);
l1lIIl1l1II11ll1l11Il1I1l.appendChild(lIlIl1111IIIIll1llI11111I);
lI1lIIIIl111IIl1lll1lII1l.appendChild(l1lIIl1l1II11ll1l11Il1I1l);
IlII1I1I1l111II1Il1111III.appendChild(l1lIl1l11I111lll1l1l1Illl);
IlII1I1I1l111II1Il1111III.appendChild(lIIIlIIIl1ll1II11ll1IllII);
IIlI1ll1I1lll1llII1I1111I.appendChild(IlII1I1I1l111II1Il1111III);
llIlI11I1Il11I11IIlIIl1II.appendChild(lIII1ll1llII1lI1IlIIIll1I);
llIlI11I1Il11I11IIlIIl1II.appendChild(l111Illll11l1l1l1lllIlIl1);
lIIlI1IIIl1l1III11lIl11lI.appendChild(llIlI11I1Il11I11IIlIIl1II);
ll1IlI1Illl1lIl1l1Illl1Il.appendChild(l1llII1lII1Il1II11IllIlI1);
ll1IlI1Illl1lIl1l1Illl1Il.appendChild(IIIll1lIIll1Il1111Ill1Ill);
ll1IlI1Illl1lIl1l1Illl1Il.appendChild(IIlIlIll11I1II11l1ll1Illl);
ll1IlI1Illl1lIl1l1Illl1Il.appendChild(lIIllllIIIl1l11I1I1II1l11);
IIlII11Il1I111llI11111l11.appendChild(ll1IlI1Illl1lIl1l1Illl1Il);
llI1111l1llll1lllll1Illl1.appendChild(IllIllIIll1l1I1111I1lI1l1);
llI1111l1llll1lllll1Illl1.appendChild(ll1lIlI1IIIl1l1IllIlIl11I);
llI1111l1llll1lllll1Illl1.appendChild(I1lI1I1I11IIlI11Il1Ill1Il);
llI1111l1llll1lllll1Illl1.appendChild(Ill1lI1l11IIIllIl1l1IllIl);
llI1111l1llll1lllll1Illl1.appendChild(II1I1111IIIIlIIll1llll1Il);
IIlII11Il1I111llI11111l11.appendChild(llI1111l1llll1lllll1Illl1);
IllIIlIIlIll1llI1II1IlIll.appendChild(I1I1l1l1l1IlI1l11IIlIIIII);
IllIIlIIlIll1llI1II1IlIll.appendChild(IIlllIl1l1l1lIlIIlIIII1ll);
IllIIlIIlIll1llI1II1IlIll.appendChild(I111I11IIIIIIlll1lII11lII);
IllIIlIIlIll1llI1II1IlIll.appendChild(I1IlI1lI111lI11lIlIII1Ill);
IllIIlIIlIll1llI1II1IlIll.appendChild(lI11IIIll11IIIlll11I1111l);
IllIIlIIlIll1llI1II1IlIll.appendChild(l1Ill11I1lllIl1Ill11I1lI1);
IIlII11Il1I111llI11111l11.appendChild(IllIIlIIlIll1llI1II1IlIll);
I11I1Il1ll1I11Ill1IIlII1I.appendChild(ll1Il11II11llIllI11lllIII);
I11I1Il1ll1I11Ill1IIlII1I.appendChild(I1lI1I1111ll1l1III111II1l);
I11I1Il1ll1I11Ill1IIlII1I.appendChild(III11111I1Il111I1l11llIl1);
I11I1Il1ll1I11Ill1IIlII1I.appendChild(I1II1l1llIllIlll1I1IIIIll);
I11I1Il1ll1I11Ill1IIlII1I.appendChild(I11Il1IlI1llIIIlI1111I1Il);
I11I1Il1ll1I11Ill1IIlII1I.appendChild(l1ll1l1lIIlI1ll11ll1lIIll);
IIlII11Il1I111llI11111l11.appendChild(I11I1Il1ll1I11Ill1IIlII1I);
l1111lIl1111Illl11l1lI1II.appendChild(IIlI11llI11IIll1l1I11lIl1);
l1111lIl1111Illl11l1lI1II.appendChild(II1lllII1l1ll111IllIlI1I1);
IIlII11Il1I111llI11111l11.appendChild(l1111lIl1111Illl11l1lI1II);
IIIII1lIlII1lIl11l1I1lI1l.appendChild(IIIl1lI1II1llII1IIIlII1ll);
IIIII1lIlII1lIl11l1I1lI1l.appendChild(lI111IlI1II1III11III1I1II);
IIlII11Il1I111llI11111l11.appendChild(IIIII1lIlII1lIl11l1I1lI1l);
IIlII11I11lI11IlI1ll1IIll.appendChild(ll1l11IlI1IlIIl111l1IIIll);
IIlII11I11lI11IlI1ll1IIll.appendChild(lIlll111IlII1lIII1IllI1lI);
IIlII11I11lI11IlI1ll1IIll.appendChild(lIII111Ill11111lllIII11Il);
IIlII11I11lI11IlI1ll1IIll.appendChild(llIlIII111Il111IIl1II11ll);
IIlII11Il1I111llI11111l11.appendChild(IIlII11I11lI11IlI1ll1IIll);
l111Illll1l1l1I1Il1IllI1I.appendChild(llIIll111IlIIllI1lI1I11Il);
l111Illll1l1l1I1Il1IllI1I.appendChild(I1l11ll1I1l11I1l11l1ll1Il);
l111Illll1l1l1I1Il1IllI1I.appendChild(IlII11lI1lll1I1IIllIl1l1I);
l111Illll1l1l1I1Il1IllI1I.appendChild(Ill1llI111l111I1IIIlIII1I);
l111Illll1l1l1I1Il1IllI1I.appendChild(II1Il111Ill1lII1II1lIlIl1);
IIlII11Il1I111llI11111l11.appendChild(l111Illll1l1l1I1Il1IllI1I);
IIIl11I11l11lI1lIIIlIl1lI.appendChild(llIII1lllIIlI1I1llI1l1III);
IIIl11I11l11lI1lIIIlIl1lI.appendChild(l1IIlIIIII1l1II1II1I1lll1);
IIIl11I11l11lI1lIIIlIl1lI.appendChild(I1IIlll11lI1III1IlllIIII1);
IIIl11I11l11lI1lIIIlIl1lI.appendChild(IllIll1l1I1IlII11llll1l1I);
lIlII111lIlIll111lI1II1Il.appendChild(IIIl11I11l11lI1lIIIlIl1lI);
l11I1I1I11I1llIIII11l1lIl.appendChild(ll1I1IlIIl1IIIIlIl1l1lIII);
l11I1I1I11I1llIIII11l1lIl.appendChild(IIl1II11III1llIlI1lIl1lII);
l11I1I1I11I1llIIII11l1lIl.appendChild(I1lIIIlIIIIlIlII1111l1I1l);
l11I1I1I11I1llIIII11l1lIl.appendChild(Il1I1ll11I111II11ll1l1lI1);
lIlII111lIlIll111lI1II1Il.appendChild(l11I1I1I11I1llIIII11l1lIl);
l1lI11l1Il1I1I1ll1lI111lI.appendChild(ll11lII1I1III1IIllI11lIll);
l1lI11l1Il1I1I1ll1lI111lI.appendChild(Il1l1lIIIll11I111I1l1lllI);
l1lI11l1Il1I1I1ll1lI111lI.appendChild(I11lIl1II1llI1II11l1I1I11);
l1lI11l1Il1I1I1ll1lI111lI.appendChild(l1ll111lI1l1IIlllII11l1Il);
lIlII111lIlIll111lI1II1Il.appendChild(l1lI11l1Il1I1I1ll1lI111lI);
I1II1lIII1I1l11lI1I1II11I.appendChild(lI1111lI1II11IlllllI11III);
I1II1lIII1I1l11lI1I1II11I.appendChild(I11I111IlIl1ll11I1lIllllI);
I1II1lIII1I1l11lI1I1II11I.appendChild(Ill111lIIl11Il111IIllIIII);
lIlII111lIlIll111lI1II1Il.appendChild(I1II1lIII1I1l11lI1I1II11I);
l11ll1II1IlIIIlIIIlll1I1I.appendChild(I11lIIlllll1l1I11l1II1Il1);
l11ll1II1IlIIIlIIIlll1I1I.appendChild(lIllIIl1lI1llI11llIll11Il);
lIlII111lIlIll111lI1II1Il.appendChild(l11ll1II1IlIIIlIIIlll1I1I);
l1ll1l11lIllIllIIII1IllI1.appendChild(I1IIIII1ll1IIl1Il1l1I1lI1);
l1ll1l11lIllIllIIII1IllI1.appendChild(IllIl11llll1111II1lII1II1);
l1ll1l11lIllIllIIII1IllI1.appendChild(IIlllIIl1II1IlllI1l1I1lI1);
lIlII111lIlIll111lI1II1Il.appendChild(l1ll1l11lIllIllIIII1IllI1);
IIlIIl1llI1Il1lll1lIlll1l.appendChild(IIll1l1lI1II1IlII1III1llI);
IIlIIl1llI1Il1lll1lIlll1l.appendChild(IlIIIllIlllll11l1Ill1l1ll);
IIlIIl1llI1Il1lll1lIlll1l.appendChild(I1Il11l1II1IIlII11l1lllIl);
IIlIIl1llI1Il1lll1lIlll1l.appendChild(lI1I1ll1I111lI11II11lll1I);
lIlII111lIlIll111lI1II1Il.appendChild(IIlIIl1llI1Il1lll1lIlll1l);
Il11lII1llI1lI1Ill1IIllll.appendChild(IlII1II11IIl1111111llI1Il);
Il11lII1llI1lI1Ill1IIllll.appendChild(Illl1lllll1lIlII1II11IlI1);
Il11lII1llI1lI1Ill1IIllll.appendChild(lllIIlll1I11llII11llIllIl);
Il11lII1llI1lI1Ill1IIllll.appendChild(l11l1II1IIlIll1ll1I1I1ll1);
lIlII111lIlIll111lI1II1Il.appendChild(Il11lII1llI1lI1Ill1IIllll);
llIII1lIl11Il1lIlIIl111ll.appendChild(lllI1ll11I11IlIlIIll11III);
llIII1lIl11Il1lIlIIl111ll.appendChild(lI1llII111l1IlII1I1II1lll);
II11111ll11I1II1I11IIIIIl.appendChild(llIII1lIl11Il1lIlIIl111ll);
lI11lI1lllI1111IIllIIII1I.appendChild(Il1Il1Il1llIlII11IIlIlllI);
lI11lI1lllI1111IIllIIII1I.appendChild(lI11IIl1111l1llIIIlIIlII1);
IIIII111ll11IlI11l1I11llI.appendChild(lI11lI1lllI1111IIllIIII1I);
IIIIIlII1lIIl1l1lIl11llll.appendChild(Illllll1ll111I1I111I1lllI);
IIIIIlII1lIIl1l1lIl11llll.appendChild(l1IlIII1I11lI1lllII1111II);
IIIIIlII1lIIl1l1lIl11llll.appendChild(III1l1I1lIllII11Il1IlIIll);
IIIII111ll11IlI11l1I11llI.appendChild(IIIIIlII1lIIl1l1lIl11llll);
llll1IllII1ll1lllIl1IllI1.appendChild(IIII1llIIIl1lIIIl11l1Ill1);
llll1IllII1ll1lllIl1IllI1.appendChild(lIIl11l11IIlIlII11II11lII);
IIIII111ll11IlI11l1I11llI.appendChild(llll1IllII1ll1lllIl1IllI1);
Il11llllI111lIIlI1l11Il11.appendChild(II1l11I111llIllIlII1lI1ll);
Il11llllI111lIIlI1l11Il11.appendChild(ll1IIII111lIIl1Ill11Il1II);
IIIII111ll11IlI11l1I11llI.appendChild(Il11llllI111lIIlI1l11Il11);
llllIll1IlI11l1lIlllI1111.appendChild(llI1IlI11l1IlI1I11l1Ill1l);
llllIll1IlI11l1lIlllI1111.appendChild(IIIIl111II11lIIlIIlllIl11);
IIIII111ll11IlI11l1I11llI.appendChild(llllIll1IlI11l1lIlllI1111);
lIIIl1ll1l1I1IlIll1II1l11.appendChild(l11I1Il1I1IIIl1llI1I1Il11);
lIIIl1ll1l1I1IlIll1II1l11.appendChild(lIIIllI1111II1I1lIlI1lIII);
lIIIl1ll1l1I1IlIll1II1l11.appendChild(l11I111I11IIllll1IlIllIll);
IIIII111ll11IlI11l1I11llI.appendChild(lIIIl1ll1l1I1IlIll1II1l11);
II11l1IIIl11lIIlll11III11.appendChild(I1lIlI1lIl1111II111Il1I1I);
II11l1IIIl11lIIlll11III11.appendChild(ll1llII1l1IIIl111lI1llI1l);
IIIII111ll11IlI11l1I11llI.appendChild(II11l1IIIl11lIIlll11III11);
lIIIl1llIl1l11llIIllIIllI.appendChild(ll1IIIIlII11lIIl111I11111);
lIIIl1llIl1l11llIIllIIllI.appendChild(I11Ill1I11l1l11l111Illll1);
IIIII111ll11IlI11l1I11llI.appendChild(lIIIl1llIl1l11llIIllIIllI);
lII111I1llIlIlII111lI1l1l.appendChild(II1111111llIllI1IIII11IIl);
lII111I1llIlIlII111lI1l1l.appendChild(l1IlIll1Il1IlIIll1II111lI);
lII111I1llIlIlII111lI1l1l.appendChild(ll1Ill1l11l1l1Ill1IlIIlIl);
lII111I1llIlIlII111lI1l1l.appendChild(lIl11llIIlII1ll1I1ll11l1I);
lII111I1llIlIlII111lI1l1l.appendChild(l1l11l1I11l1IlI11l1II1IIl);
lII111I1llIlIlII111lI1l1l.appendChild(I1I1I1IIIllllI11IIIl1IlIl);
IIIII111ll11IlI11l1I11llI.appendChild(lII111I1llIlIlII111lI1l1l);
I1l11lIlIIl1I11IIlllI11Il.appendChild(lllllIIllIIll1Ill11l1ll11);
I1l11lIlIIl1I11IIlllI11Il.appendChild(llllIlllII1llIlllI1I11llI);
IIIII111ll11IlI11l1I11llI.appendChild(I1l11lIlIIl1I11IIlllI11Il);
lII1lI1I1lII1IlIIIII11l1I.appendChild(I1llIIIIlIlll1lll1ll111Il);
lII1lI1I1lII1IlIIIII11l1I.appendChild(I1lIIl1l11Il11l1lI11Il11l);
lII1lI1I1lII1IlIIIII11l1I.appendChild(IlI1llIIlIlIIllI1lIIl1I1l);
IIIII111ll11IlI11l1I11llI.appendChild(lII1lI1I1lII1IlIIIII11l1I);
lI11II11111lllII11lI111Il.appendChild(I11I1I11l111llIlIllII1lll);
lI11II11111lllII11lI111Il.appendChild(l1I1111ll1lIlI1IIIlIIIllI);
lI11II11111lllII11lI111Il.appendChild(IIlIlIl1l11IIIlIl1IlIllIl);
IIIII111ll11IlI11l1I11llI.appendChild(lI11II11111lllII11lI111Il);
ll11I11IIIIllIlIlI1II1llI.appendChild(lIl1lIIllIIII1lIII1lIIIIl);
ll11I11IIIIllIlIlI1II1llI.appendChild(lll1lIIlIIIIIl1I1I1llI1II);
ll11I11IIIIllIlIlI1II1llI.appendChild(I1lI1lIlI1I111111111llIl1);
IIIII111ll11IlI11l1I11llI.appendChild(ll11I11IIIIllIlIlI1II1llI);
IlIIlI1I1l111lIII11ll1III.appendChild(IlIlI1I11IIl11I111I1IIlII);
IlIIlI1I1l111lIII11ll1III.appendChild(IllII1ll1I1ll11II1ll1l1Il);
IlIIlI1I1l111lIII11ll1III.appendChild(ll1lIIlI1llllllI111llII1I);
IlIIlI1I1l111lIII11ll1III.appendChild(l1II1IIl11l11l11IIl1IlIlI);
IIIII111ll11IlI11l1I11llI.appendChild(IlIIlI1I1l111lIII11ll1III);
l1I1lI1l1IllllIllIl111IIl.appendChild(lIll11I1ll11111Il1ll111I1);
l1I1lI1l1IllllIllIl111IIl.appendChild(lIII1I1l1I1Il11lllI11IIll);
l1I1lI1l1IllllIllIl111IIl.appendChild(lllI111IlIlI1lIII1111IIl1);
l1I1lI1l1IllllIllIl111IIl.appendChild(IIlIIIIIII1IlI1II111l1II1);
IIIII111ll11IlI11l1I11llI.appendChild(l1I1lI1l1IllllIllIl111IIl);
I1Il1llI1IIl111I1l1IIIlll.appendChild(Ill11lIlllII11I1l1l11IIII);
I1Il1llI1IIl111I1l1IIIlll.appendChild(III1lIIII1l1lllIllII1Il11);
I1Il1llI1IIl111I1l1IIIlll.appendChild(lI1l11ll1I11Il1IlI1ll1lIl);
I1Il1llI1IIl111I1l1IIIlll.appendChild(l11lI1lll111l1IIlIIIllllI);
IIIII111ll11IlI11l1I11llI.appendChild(I1Il1llI1IIl111I1l1IIIlll);
ll1lI1llI1ll11Il11I11IllI.appendChild(lI1lIII1Il1I1IllllIlll111);
ll1lI1llI1ll11Il11I11IllI.appendChild(Il1l1l1Ill1IIIlIIl111I11I);
ll1lI1llI1ll11Il11I11IllI.appendChild(I11lIll1l1l1111lIll11I1l1);
ll1lI1llI1ll11Il11I11IllI.appendChild(lll1lII11l1111I1IIlIl1l11);
ll1lI1llI1ll11Il11I11IllI.appendChild(IIllII1l1l111llI1Il11IlI1);
IIIII111ll11IlI11l1I11llI.appendChild(ll1lI1llI1ll11Il11I11IllI);
lI1l1lI111I1lI1I1I1l11lIl.appendChild(l11ll1I1IIIl1l1Ill1IlI1Il);
lI1l1lI111I1lI1I1I1l11lIl.appendChild(ll11l1lIl111lIIIllIl1IlI1);
lI1l1lI111I1lI1I1I1l11lIl.appendChild(Il1lIllIIIlllIII11IIIII1I);
lI1l1lI111I1lI1I1I1l11lIl.appendChild(I1lI1IIlIIIl1llllIIIIIIlI);
lI1l1lI111I1lI1I1I1l11lIl.appendChild(I1lll1ll1l1lll111lll111Il);
lI1l1lI111I1lI1I1I1l11lIl.appendChild(IlIl1II11111lI1II11IlII11);
IIIII111ll11IlI11l1I11llI.appendChild(lI1l1lI111I1lI1I1I1l11lIl);
IllllIl1IllIl1l1IIl1I1Il1.appendChild(IlIIllIl11l1I111II1IIl1l1);
IllllIl1IllIl1l1IIl1I1Il1.appendChild(IlIIllI1l11IlIl11l1Illll1);
IllllIl1IllIl1l1IIl1I1Il1.appendChild(IIII1IlIl11l11I1Il1l1l1Il);
IllllIl1IllIl1l1IIl1I1Il1.appendChild(l11lllllIlIIII1IlIIlll1Il);
IIIII111ll11IlI11l1I11llI.appendChild(IllllIl1IllIl1l1IIl1I1Il1);
Il1111l1lIlIl11lI1llIl1I1.appendChild(lllIl11IlIl1lI1llIIllI11l);
Il1111l1lIlIl11lI1llIl1I1.appendChild(lllllllIIIIIlIlIllIll1IIl);
Il1111l1lIlIl11lI1llIl1I1.appendChild(l11l1lIlll1II1l11IlI11lll);
Il1111l1lIlIl11lI1llIl1I1.appendChild(lI1ll1l1l111I1ll1IIIlIllI);
Il1111l1lIlIl11lI1llIl1I1.appendChild(lIl1lII11lIlI1ll1llIl1Ill);
IIIII111ll11IlI11l1I11llI.appendChild(Il1111l1lIlIl11lI1llIl1I1);
IlI11llIlll1I1IIl11ll11I1.appendChild(lI11lIl1lll1IlIlIlII1111l);
IlI11llIlll1I1IIl11ll11I1.appendChild(I11lIl11lIIl1II1lIIllI1lI);
IlI11llIlll1I1IIl11ll11I1.appendChild(IIlI1l111lII1II11I1l1I1I1);
IlI11llIlll1I1IIl11ll11I1.appendChild(lIl1IIII11IlII1l1llII1l1l);
IIIII111ll11IlI11l1I11llI.appendChild(IlI11llIlll1I1IIl11ll11I1);
I1II11I1I11lll1III1l1lllI.appendChild(l1l1lll111l1lI11Ill1lII1I);
I1II11I1I11lll1III1l1lllI.appendChild(I11I1111IIllI1II1l11111Il);
I1II11I1I11lll1III1l1lllI.appendChild(Il1lllI111IIIlIl11lIlllll);
I1II11I1I11lll1III1l1lllI.appendChild(I1llIIlllIllll1IlIIII11ll);
IIIII111ll11IlI11l1I11llI.appendChild(I1II11I1I11lll1III1l1lllI);
ll1II111lI1I1111IIIlllIll.appendChild(llI1lIllIII1111I11ll1ll1I);
ll1II111lI1I1111IIIlllIll.appendChild(lIl11II1l1lII1IIIlIlIlIII);
ll1II111lI1I1111IIIlllIll.appendChild(l11lI1lll1ll1llII1l1ll11l);
ll1II111lI1I1111IIIlllIll.appendChild(IIl11l1I1l1III1II11IllIlI);
ll1II111lI1I1111IIIlllIll.appendChild(I11l111IlIlIlI1IllI1IIl1I);
IIIII111ll11IlI11l1I11llI.appendChild(ll1II111lI1I1111IIIlllIll);
l1Illl1II1lI11I11l11111I1.appendChild(llIlll111IlllI1llIlIlI1ll);
l1Illl1II1lI11I11l11111I1.appendChild(IIlI1lI11IlI11llll1IlIlIl);
I11IIIlII1IllIl1Ill11111l.appendChild(l1Illl1II1lI11I11l11111I1);
IlIIlIIIIIll111lIIlIlII11.appendChild(l11llIlIIIlII11IIIlIlIIII);
IlIIlIIIIIll111lIIlIlII11.appendChild(l1llIlllII11l1l11IIIll1Il);
I11llI1lIIll1llIIIIIll1l1.appendChild(IlIIlIIIIIll111lIIlIlII11);
IlllIlIIl1Illl11ll11lll1l.appendChild(l1l1I1111I1lIIllll1I1II1I);
IlllIlIIl1Illl11ll11lll1l.appendChild(Illll11lIlI1III11lIlII11l);
Ill111IlII1lllII11I1lllIl.appendChild(IlllIlIIl1Illl11ll11lll1l);
Illl1I1ll1IllIIl1IlllIll1.appendChild(III1l11l11lll11l11llIlllI);
Illl1I1ll1IllIIl1IlllIll1.appendChild(IlI1II111111IlII1IIlIlll1);
Ill111IlII1lllII11I1lllIl.appendChild(Illl1I1ll1IllIIl1IlllIll1);
ll1l1llllI1ll1Illl1lI111l.appendChild(IlII1ll1I1IlI1lIlllIllIIl);
ll1l1llllI1ll1Illl1lI111l.appendChild(IIIlI11l1I1l1lIl11IlII11l);
Ill111IlII1lllII11I1lllIl.appendChild(ll1l1llllI1ll1Illl1lI111l);
l1IlllIIl1lll1lIlI1IIl11I.appendChild(llll1lI111IIl11lllIl111lI);
l1IlllIIl1lll1lIlI1IIl11I.appendChild(lII1IlIlI1l1Il1I1lIl1lIIl);
l1IlllIIl1lll1lIlI1IIl11I.appendChild(lllllllI11I1IlIIIIIIIIII1);
l1IlllIIl1lll1lIlI1IIl11I.appendChild(I11I1l1lII1l1II1Il111l1Il);
I1III1I11lIIIIIllll11IllI.appendChild(l1IlllIIl1lll1lIlI1IIl11I);
l1IIIIllIlIlIII1llI1l111I.appendChild(lII1llIl1lIIlI1I1lIIlIIl1);
l1IIIIllIlIlIII1llI1l111I.appendChild(ll1IIIlllII1I11llIllllll1);
l1IIIIllIlIlIII1llI1l111I.appendChild(IIlIl1l1I111II11ll111II1l);
l1IIIIllIlIlIII1llI1l111I.appendChild(l1III1Il1lI1IIlIl11l11llI);
l1IIIIllIlIlIII1llI1l111I.appendChild(lI1I1I1Il1lIl11111llllIll);
l1IIIIllIlIlIII1llI1l111I.appendChild(IlI11I1I1l1II1l1llII1lIlI);
l1IIIIllIlIlIII1llI1l111I.appendChild(lll11llIll1lI11lIIll1l11I);
l1IIIIllIlIlIII1llI1l111I.appendChild(l1ll11lI11I1llllll1IIl1Il);
I1III1I11lIIIIIllll11IllI.appendChild(l1IIIIllIlIlIII1llI1l111I);
llIlll1Il1lIllllIlllI1Ill.appendChild(IlIl1l111II1lIlIIII1IllIl);
llIlll1Il1lIllllIlllI1Ill.appendChild(III1lIlI1I1Il11I11I111llI);
I1III1I11lIIIIIllll11IllI.appendChild(llIlll1Il1lIllllIlllI1Ill);
III1I1I1I1l1l11l11I1llI11.appendChild(Il11I1IllI11l1I1Il1l111lI);
III1I1I1I1l1l11l11I1llI11.appendChild(l1l1Il1lI1IIllllI1llIIllI);
I1III1I11lIIIIIllll11IllI.appendChild(III1I1I1I1l1l11l11I1llI11);
lllllII1lIll111III1lIll1I.appendChild(I1l1II11Il1IlI1llII1llIll);
lllllII1lIll111III1lIll1I.appendChild(III111I1IIl1I1I11Il1l1ll1);
I1III1I11lIIIIIllll11IllI.appendChild(lllllII1lIll111III1lIll1I);
l1lIIII1llIlI1I1l111IlI1l.appendChild(llll11IIl1IlI11ll1lIl1111);
l1lIIII1llIlI1I1l111IlI1l.appendChild(l1IIIl11l1lIIllI1111Il1l1);
l1lIIII1llIlI1I1l111IlI1l.appendChild(lIlI1lIl1llIlll11IlIl11I1);
l1lIIII1llIlI1I1l111IlI1l.appendChild(IIII1lllIl1Ill1I1IlllII1I);
l1lIIII1llIlI1I1l111IlI1l.appendChild(I1l1l1IIl1Il1llII111l11l1);
l1lIIII1llIlI1I1l111IlI1l.appendChild(lI1lll11I1Ill111l1l1lI1ll);
l1lIIII1llIlI1I1l111IlI1l.appendChild(II1IlI1I1lI1ll1ll1l1II111);
I1III1I11lIIIIIllll11IllI.appendChild(l1lIIII1llIlI1I1l111IlI1l);
I1lIIIlIlIIlIllIIl11lIII1.appendChild(I1I11ll1I11IIIIl1Ill11Ill);
I1lIIIlIlIIlIllIIl11lIII1.appendChild(l1ll1IIIlII1I1I1lII1111l1);
I1lIIIlIlIIlIllIIl11lIII1.appendChild(lIII1ll1lI11I1I1II11I1lll);
I1lIIIlIlIIlIllIIl11lIII1.appendChild(IlI11llIlI1Ill11lI1Il1I1I);
I1lIIIlIlIIlIllIIl11lIII1.appendChild(I1IIlI111Il1lII1II1lIIIll);
I1lIIIlIlIIlIllIIl11lIII1.appendChild(l1l1II1l1I11lIII1I1lll1II);
I1lIIIlIlIIlIllIIl11lIII1.appendChild(Il1l1ll1IIlIlIIl1I1II1III);
I1lIIIlIlIIlIllIIl11lIII1.appendChild(I1lll1I1I111I1lIl11Ill1Il);
I1III1I11lIIIIIllll11IllI.appendChild(I1lIIIlIlIIlIllIIl11lIII1);
l1Il111II111llllII1lI1I1I.appendChild(lIl1l1IIlllIIllIIlIlIIIl1);
l1Il111II111llllII1lI1I1I.appendChild(II1IlI1I1111IlIllIIl1l1lI);
l1Il111II111llllII1lI1I1I.appendChild(lIlI11I1llI11ll1llIIIIll1);
l1Il111II111llllII1lI1I1I.appendChild(lI1IlIlIlIlI1I1IIIlIIlIll);
l1Il111II111llllII1lI1I1I.appendChild(IlIl1l1111ll11II1I1lIl1ll);
I1III1I11lIIIIIllll11IllI.appendChild(l1Il111II111llllII1lI1I1I);
l11ll11l1l1IlII1lIIIlIIIl.appendChild(lIIl1Illl111111IIIIlIIlll);
l11ll11l1l1IlII1lIIIlIIIl.appendChild(I1llI1l1II11I11IIl1lIlIl1);
I1III1I11lIIIIIllll11IllI.appendChild(l11ll11l1l1IlII1lIIIlIIIl);
III11l1lllI1l1ll1IIIlIll1.appendChild(lII1111IIl11l1l1l111I1lI1);
III11l1lllI1l1ll1IIIlIll1.appendChild(Illll1l1I1IIl11I11lIlllll);
III11l1lllI1l1ll1IIIlIll1.appendChild(III111lll1I1111lIl11II111);
III11l1lllI1l1ll1IIIlIll1.appendChild(lII11I1I1IIl1lIIIl1IllI1I);
III11l1lllI1l1ll1IIIlIll1.appendChild(IllIIII1IIIIllIllIllIIIll);
III11l1lllI1l1ll1IIIlIll1.appendChild(Il111l1lIlI111ll11IIlIlII);
III11l1lllI1l1ll1IIIlIll1.appendChild(l1II1l1Ill1lll1I1l11II1Il);
I1III1I11lIIIIIllll11IllI.appendChild(III11l1lllI1l1ll1IIIlIll1);
IlII1II1ll1l111lII1lIl1lI.appendChild(lII1111l11lIl1II1IllIIIl1);
IlII1II1ll1l111lII1lIl1lI.appendChild(I1II1I111IlIIll11I1II111l);
IlII1II1ll1l111lII1lIl1lI.appendChild(lIlI1IlllI1l1lIllIIlIllII);
IlII1II1ll1l111lII1lIl1lI.appendChild(IllIllII111111I1lllI1l11I);
IlII1II1ll1l111lII1lIl1lI.appendChild(llI1I1I11Il1lI1II1ll1llI1);
IlII1II1ll1l111lII1lIl1lI.appendChild(IIlIII1lI1l1IlII1Ill11111);
IlII1II1ll1l111lII1lIl1lI.appendChild(IIIIlll1Il1lIIlIIIllII1ll);
I1III1I11lIIIIIllll11IllI.appendChild(IlII1II1ll1l111lII1lIl1lI);
IlIllIIll1lIl11111IlI1IIl.appendChild(ll1lI1II1l111l11lII1IIII1);
IlIllIIll1lIl11111IlI1IIl.appendChild(lII1lIll11llll111lll1IIIl);
IlIllIIll1lIl11111IlI1IIl.appendChild(IlI1llI11I1l1lII1ll1IlllI);
IlIllIIll1lIl11111IlI1IIl.appendChild(Il11IIlI1l1ll1l1IlIl1IIIl);
IlIllIIll1lIl11111IlI1IIl.appendChild(lII11lI1II11I1IlllI11I1ll);
IlIllIIll1lIl11111IlI1IIl.appendChild(Il11II11111l1l1I1Il1IlIll);
IlIllIIll1lIl11111IlI1IIl.appendChild(lIlIIIl1l1111Il1I1111lI1l);
I1III1I11lIIIIIllll11IllI.appendChild(IlIllIIll1lIl11111IlI1IIl);
IIIllIII1l1llI1111llI1Ill.appendChild(lIlllI11I1I11lll111l1ll1l);
IIIllIII1l1llI1111llI1Ill.appendChild(I1IIIl1llI1I1IIIll1l1IIIl);
IIIllIII1l1llI1111llI1Ill.appendChild(IIIIlI11l1Il1lII11IIIIlI1);
IIIllIII1l1llI1111llI1Ill.appendChild(ll1Ill1IlI1lIlIlIl1II1lIl);
IIIllIII1l1llI1111llI1Ill.appendChild(lI111l11l1I1I1111Il111llI);
IIIllIII1l1llI1111llI1Ill.appendChild(l1l1I1lI11IlIIIll1ll1111I);
IIIllIII1l1llI1111llI1Ill.appendChild(Il11IIIII1IlIl1111ll1lll1);
I1III1I11lIIIIIllll11IllI.appendChild(IIIllIII1l1llI1111llI1Ill);
I11l111l1lII1l1l1I1IllI1l.appendChild(Il11Ill1lII11I1ll1I1lIlIl);
I11l111l1lII1l1l1I1IllI1l.appendChild(lI11IIII1lll1lI1IIll11I1I);
I11l111l1lII1l1l1I1IllI1l.appendChild(I1lIIlI111I1lIIlI11ll1Ill);
I11l111l1lII1l1l1I1IllI1l.appendChild(lIl1l11111IIIIl1l11IIlII1);
I11l111l1lII1l1l1I1IllI1l.appendChild(l1llIllI1lIIl1ll1lI1II1ll);
I11l111l1lII1l1l1I1IllI1l.appendChild(IlIl1lII1IIlI11IIlI1l1l1l);
I11l111l1lII1l1l1I1IllI1l.appendChild(llII11Il1l1ll1ll1IIIl1III);
I1III1I11lIIIIIllll11IllI.appendChild(I11l111l1lII1l1l1I1IllI1l);
lI1llIl11III1l1I1l1IlI1l1.appendChild(IIl1Ill11l1IllIIIllIl1l1I);
lI1llIl11III1l1I1l1IlI1l1.appendChild(I1lIll1I1IlIIIlllllIlII11);
lI1llIl11III1l1I1l1IlI1l1.appendChild(IlIIIllIlIl111lIll111ll11);
lI1llIl11III1l1I1l1IlI1l1.appendChild(l1l1IllIl1II11IllIIl1lI1l);
lI1llIl11III1l1I1l1IlI1l1.appendChild(I1I111Il1lllllIlI11lIl1I1);
lI1llIl11III1l1I1l1IlI1l1.appendChild(l11IIl11llII11IIllIIlI11I);
lI1llIl11III1l1I1l1IlI1l1.appendChild(lllI11lIllIlI1l1I1II1llIl);
I1III1I11lIIIIIllll11IllI.appendChild(lI1llIl11III1l1I1l1IlI1l1);
I1III1IllllII1IIII1lI1IIl.appendChild(ll1111lIIl1lllll11l1IlIl1);
I1III1IllllII1IIII1lI1IIl.appendChild(IIl1Il1111llI1ll1111I11l1);
I1III1IllllII1IIII1lI1IIl.appendChild(lI111I1l1I1ll11lIII111IlI);
I1III1IllllII1IIII1lI1IIl.appendChild(lI1IIlI1II1lI1I11IIl11Ill);
I1III1IllllII1IIII1lI1IIl.appendChild(lll11IIlI1IIIlIllI1I1III1);
I1III1IllllII1IIII1lI1IIl.appendChild(IIl1III1IllI1lIlIlll11III);
I1III1IllllII1IIII1lI1IIl.appendChild(Il111IllI1IIl1ll111lIl1lI);
I1III1IllllII1IIII1lI1IIl.appendChild(I111II11l1I1I1I1II1lI11ll);
I1III1I11lIIIIIllll11IllI.appendChild(I1III1IllllII1IIII1lI1IIl);
lII11Illllll1lllI1I1l1IlI.appendChild(IllII1lIllIlIIl1ll1IIllIl);
lII11Illllll1lllI1I1l1IlI.appendChild(l1I1II1l11ll1I1Il11lIIlIl);
I1III1I11lIIIIIllll11IllI.appendChild(lII11Illllll1lllI1I1l1IlI);
IIl1Il1l1l1l1lIllllll1ll1.appendChild(I1111l1lIlIlIIlIIlll1l1l1);
IIl1Il1l1l1l1lIllllll1ll1.appendChild(I1I11I1Illl111l11lI11I1ll);
IIl1Il1l1l1l1lIllllll1ll1.appendChild(ll111I1l1I1lI11lI11I1111I);
IIl1Il1l1l1l1lIllllll1ll1.appendChild(lIIl1l1l11l1IlIlllI11lllI);
I1III1I11lIIIIIllll11IllI.appendChild(IIl1Il1l1l1l1lIllllll1ll1);
l11l11l1l1l111lIII1Il1111.appendChild(II1lIll1Il1lIIlIIl1I1IIIl);
l11l11l1l1l111lIII1Il1111.appendChild(III1IIIII1I1I1llI11Ill11l);
l11l11l1l1l111lIII1Il1111.appendChild(lI1lIIII1llIl1ll11lIIlIIl);
l11l11l1l1l111lIII1Il1111.appendChild(IIlIlIII111ll1IIlIIlIlII1);
l11l11l1l1l111lIII1Il1111.appendChild(lIl1II1Il11Il11Il111llI1l);
l11l11l1l1l111lIII1Il1111.appendChild(IIllIIIl1lIIIIll1II1Il11I);
I1III1I11lIIIIIllll11IllI.appendChild(l11l11l1l1l111lIII1Il1111);
l1I11I1I1l111Illll1IllIlI.appendChild(l11III11lIlI1l1Il1lI1I1lI);
l1I11I1I1l111Illll1IllIlI.appendChild(llIIll11lI1lI11l1I1lllII1);
I1III1I11lIIIIIllll11IllI.appendChild(l1I11I1I1l111Illll1IllIlI);
lIII1lI1I1I1I11I1lllIIlll.appendChild(Illl11IllllI1III11Il1lll1);
lIII1lI1I1I1I11I1lllIIlll.appendChild(l1I11IIIlIIII1Il1l11IlIII);
IllllIIll1l1111l1111llIII.appendChild(lIII1lI1I1I1I11I1lllIIlll);
lI1111Ill11I1Il1I1l1IlII1.appendChild(I1IllIIIII1111Illl1lll1lI);
lI1111Ill11I1Il1I1l1IlII1.appendChild(I1IlIII1Il1IlllllI1l1Illl);
IllllIIll1l1111l1111llIII.appendChild(lI1111Ill11I1Il1I1l1IlII1);
l11IlIllIIlIIlllIl11IlI1I.appendChild(lI1l1IIII11Il1lIIlllll11I);
l11IlIllIIlIIlllIl11IlI1I.appendChild(llll1I111I1IlI1lII1l111ll);
IllllIIll1l1111l1111llIII.appendChild(l11IlIllIIlIIlllIl11IlI1I);
II1llll1I1l1I11IllI1IIIll.appendChild(l1IIIlIlIl1IlIIll1ll1Il1I);
II1llll1I1l1I11IllI1IIIll.appendChild(I1ll1lI1111I11I1IIl111lll);
IIIIlI1IIIl1I111IlI1lI11I.appendChild(II1llll1I1l1I11IllI1IIIll);
ll1l1l1IlIll1lII1l1IIIIIl.appendChild(I11l111llIlIlI1IIIII1l1ll);
ll1l1l1IlIll1lII1l1IIIIIl.appendChild(II1I1III11lIl1IIIlIllII11);
lIl1I111I11lIIlll11111III.appendChild(ll1l1l1IlIll1lII1l1IIIIIl);
lIl111I1lI1lIIlI11I1IlIII.appendChild(l1IIll1I1IlIll111IIlIIIlI);
lIl111I1lI1lIIlI11I1IlIII.appendChild(llIIll1l1lIl1lll1lllIII1l);
lIl111I1lI1lIIlI11I1IlIII.appendChild(I1ll111l1lllIlIlIll1llll1);
llI1II1lll111l1ll1I1IlII1.appendChild(lIl111I1lI1lIIlI11I1IlIII);
llII1111lllI11IlIIl1I1l1I.appendChild(lll1Ill1IlIIl1ll11III11Il);
llII1111lllI11IlIIl1I1l1I.appendChild(l11I1llll11llI1I11Ill1lll);
llII1111lllI11IlIIl1I1l1I.appendChild(Illll11lIlI1lIlll1IIlIIIl);
llII1111lllI11IlIIl1I1l1I.appendChild(II1I1Illll1I111Il1l1lll1l);
llII1111lllI11IlIIl1I1l1I.appendChild(l1I1IIIl1l1II1l1l1lI1IIlI);
llI1II1lll111l1ll1I1IlII1.appendChild(llII1111lllI11IlIIl1I1l1I);
Ill1l11l1IIlIIIlI1Illl1II.appendChild(lI1lIl1111llIlIIlll11II1l);
Ill1l11l1IIlIIIlI1Illl1II.appendChild(l1lI11111II1l11II1IlI11l1);
llI1II1lll111l1ll1I1IlII1.appendChild(Ill1l11l1IIlIIIlI1Illl1II);
l11IlIIIllll1lllI1l11Il1I.appendChild(I1IIllIll11lIl11Il1lIII11);
l11IlIIIllll1lllI1l11Il1I.appendChild(ll1Il1l111l111I1IIIIll1Il);
llI1II1lll111l1ll1I1IlII1.appendChild(l11IlIIIllll1lllI1l11Il1I);
ll11lIl1l11lIlll1IllI1llI.appendChild(I1lllI1IIlIlI1IIllII11I1l);
ll11lIl1l11lIlll1IllI1llI.appendChild(IIl1Il1I11lII11l1l1IlIl1I);
llI1II1lll111l1ll1I1IlII1.appendChild(ll11lIl1l11lIlll1IllI1llI);
IlII11llI1lIIl1l11Ill1Il1.appendChild(IllI11I1III11I11l11llII1I);
IlII11llI1lIIl1l11Ill1Il1.appendChild(IIIIl11IIlI1lIl1lIIl1llll);
IlII11llI1lIIl1l11Ill1Il1.appendChild(llI1IlIl1lllIl1I1l1l1lII1);
llI1II1lll111l1ll1I1IlII1.appendChild(IlII11llI1lIIl1l11Ill1Il1);
lIllI11lIllll1I1lII1Il1I1.appendChild(lll1111lll1IllIlIll1llII1);
lIllI11lIllll1I1lII1Il1I1.appendChild(llI1Il1I1lIlII1II11lIIIII);
lIllI11lIllll1I1lII1Il1I1.appendChild(ll11I11II11llI1lI111IIl1l);
llI1II1lll111l1ll1I1IlII1.appendChild(lIllI11lIllll1I1lII1Il1I1);
ll11I111IllIl1lIIlIllI1I1.appendChild(II1lIlIllII1lI1I1ll111I1l);
ll11I111IllIl1lIIlIllI1I1.appendChild(lIlIl1Il1IllIIIIlIllIl1I1);
ll11I111IllIl1lIIlIllI1I1.appendChild(llII1Il111II11Il1I1lIIlIl);
llI1II1lll111l1ll1I1IlII1.appendChild(ll11I111IllIl1lIIlIllI1I1);
IIIIl1I1ll1I1lllllIIlIl11.appendChild(l1l11I11Il1lIlI11I111II1I);
IIIIl1I1ll1I1lllllIIlIl11.appendChild(IIlIlI1llIlllI1l1IIlI1lI1);
llI1II1lll111l1ll1I1IlII1.appendChild(IIIIl1I1ll1I1lllllIIlIl11);
lI1lll1l1Il1111Ill1IIIIIl.appendChild(l111lIIII1lIlIl11111lIIIl);
lI1lll1l1Il1111Ill1IIIIIl.appendChild(l11I1lII1IIlII1IlllIIlll1);
lI1lll1l1Il1111Ill1IIIIIl.appendChild(ll11IlI1IlI1l11l1lIl1IIl1);
llI1II1lll111l1ll1I1IlII1.appendChild(lI1lll1l1Il1111Ill1IIIIIl);
lIlIllIllI1llI1IIl11lllI1.appendChild(lIll1lIl1I1Il1l1II11ll1II);
lIlIllIllI1llI1IIl11lllI1.appendChild(lIIIl1lIIl111IIlllII1II1l);
llI1II1lll111l1ll1I1IlII1.appendChild(lIlIllIllI1llI1IIl11lllI1);
I11lIl11111l1lllIl111IIII.appendChild(IllIl1Il1IIlIlIl111IlIll1);
I11lIl11111l1lllIl111IIII.appendChild(lIllllI1I111IlIllI1lIll1l);
I11lIl11111l1lllIl111IIII.appendChild(I1Il111III1l1ll1I1IIIII1l);
llI1II1lll111l1ll1I1IlII1.appendChild(I11lIl11111l1lllIl111IIII);
ll1111l11IIIlll1IlIl1IIIl.appendChild(l11I1l111lI1llllll1IIllII);
ll1111l11IIIlll1IlIl1IIIl.appendChild(I11lII1lII1lI111llllIlllI);
llI1II1lll111l1ll1I1IlII1.appendChild(ll1111l11IIIlll1IlIl1IIIl);
IIIIlIIlI1ll1IIlI11I1lllI.appendChild(I111lI11ll1Ill1l1l111lI1I);
IIIIlIIlI1ll1IIlI11I1lllI.appendChild(I1111l11II1I1l11l1Ill1IlI);
llI1II1lll111l1ll1I1IlII1.appendChild(IIIIlIIlI1ll1IIlI11I1lllI);
lIl11lII1ll11III11Il1llI1.appendChild(IIlIII1II11l11IIIIlIIIlll);
lIl11lII1ll11III11Il1llI1.appendChild(lIllIlIIIlII1II1IlI1Il11l);
llI1II1lll111l1ll1I1IlII1.appendChild(lIl11lII1ll11III11Il1llI1);
l11lIIl1lIIIlII1l11I1I111.appendChild(lllI1l111IIl1111111llIlII);
l11lIIl1lIIIlII1l11I1I111.appendChild(IlllIllIlI1IlIll111lIlIll);
llI1II1lll111l1ll1I1IlII1.appendChild(l11lIIl1lIIIlII1l11I1I111);
l111l1IIllII1111ll1lI11l1.appendChild(l11I11I111IIIlIlllIIlll11);
l111l1IIllII1111ll1lI11l1.appendChild(llIllllIll1111lI1ll1lI111);
llI1II1lll111l1ll1I1IlII1.appendChild(l111l1IIllII1111ll1lI11l1);
l1lIIl1Il1lI111ll11l11l1I.appendChild(llIl1lI1IIlllIII1lI1lI1l1);
l1lIIl1Il1lI111ll11l11l1I.appendChild(I1I11l1lI11ll1111Il1Ill11);
l1lIIl1Il1lI111ll11l11l1I.appendChild(llIlII1lI1I1I1IIll1IlIlI1);
llI1II1lll111l1ll1I1IlII1.appendChild(l1lIIl1Il1lI111ll11l11l1I);
l1I1l1lIlI11I1IIlllIlllII.appendChild(lI1II1II1Ill1I1l1llllI1Il);
l1I1l1lIlI11I1IIlllIlllII.appendChild(l111llllIl1lIl1lI1llI11ll);
llI1II1lll111l1ll1I1IlII1.appendChild(l1I1l1lIlI11I1IIlllIlllII);
llI1lllIlII1lI1lI1IIlI11I.appendChild(I111IIII1II111lII1llI1Ill);
llI1lllIlII1lI1lI1IIlI11I.appendChild(ll1llIIl1llI111l1ll1l1III);
llI1lllIlII1lI1lI1IIlI11I.appendChild(I11I1Illl11IIIl11I1lI1II1);
llI1lllIlII1lI1lI1IIlI11I.appendChild(IllI1l1111l1II1l11l1ll11l);
llI1II1lll111l1ll1I1IlII1.appendChild(llI1lllIlII1lI1lI1IIlI11I);
lllllII1l1I111II11lll1I11.appendChild(I11IIII1llIII1II1l1II111l);
lllllII1l1I111II11lll1I11.appendChild(llIl1IlI1Ill1IllII1ll1lll);
llI1II1lll111l1ll1I1IlII1.appendChild(lllllII1l1I111II11lll1I11);
I1lIII1I11l1IIllllI1IlIl1.appendChild(ll1llIlII11IIllI1I1l1l1II);
I1lIII1I11l1IIllllI1IlIl1.appendChild(l1IIl111l1l111IlI11lIIl1l);
llI1II1lll111l1ll1I1IlII1.appendChild(I1lIII1I11l1IIllllI1IlIl1);
llIlll1Il1IlIl1l1l111IIll.appendChild(Il1IlII1IIIlIIIIIIl1III1l);
llIlll1Il1IlIl1l1l111IIll.appendChild(lI1lII11II1l11IIl1I1l1I11);
llI1II1lll111l1ll1I1IlII1.appendChild(llIlll1Il1IlIl1l1l111IIll);
I11l1l111lIll1IllI1llIIII.appendChild(Ill11IlI1l1IIllllIIIIlllI);
I11l1l111lIll1IllI1llIIII.appendChild(IIIlI1l1IllIl1l1IIlI111Il);
llI1II1lll111l1ll1I1IlII1.appendChild(I11l1l111lIll1IllI1llIIII);
I11llIIIIIlIIIl11l11lIl11.appendChild(lllIlll11l11111lIII1II11I);
I11llIIIIIlIIIl11l11lIl11.appendChild(lI1I1l1l1l111I1II1IlIlIIl);
I11llIIIIIlIIIl11l11lIl11.appendChild(ll1llllIIIllIllIIl1IIII1I);
llI1II1lll111l1ll1I1IlII1.appendChild(I11llIIIIIlIIIl11l11lIl11);
II11II1lI11l1I1ll1111I1lI.appendChild(l1llllII1IIlI1IlII1I1ll1l);
II11II1lI11l1I1ll1111I1lI.appendChild(llIIl11Ill1ll11llllI11ll1);
llI1II1lll111l1ll1I1IlII1.appendChild(II11II1lI11l1I1ll1111I1lI);
l1IIllI1llll1lI1l1llllI1l.appendChild(lI11ll1lIl1llllllIIII1I1I);
l1IIllI1llll1lI1l1llllI1l.appendChild(lIlIlIlI1lI11I1lI1I111lII);
llI1II1lll111l1ll1I1IlII1.appendChild(l1IIllI1llll1lI1l1llllI1l);
lI1Il1Il1Ill1III1lIIIIl11.appendChild(lI1llIlIlIIIlII1l1Il1IllI);
lI1Il1Il1Ill1III1lIIIIl11.appendChild(I1I1II1Illl1l1IlIIllIl111);
llI1II1lll111l1ll1I1IlII1.appendChild(lI1Il1Il1Ill1III1lIIIIl11);
Ill111I1I1lI11111IIlII1Il.appendChild(I111lIl11Il11lI1lIlll1II1);
Ill111I1I1lI11111IIlII1Il.appendChild(Ill1IIllII111lll11I1lllII);
Ill111I1I1lI11111IIlII1Il.appendChild(IIlI1I1II111l111IIl1l1l1l);
llI1II1lll111l1ll1I1IlII1.appendChild(Ill111I1I1lI11111IIlII1Il);
Ill1II1llllII1l11llI1llIl.appendChild(II11I1lIIII1IIl1l1IlII1Il);
Ill1II1llllII1l11llI1llIl.appendChild(II1ll11l1IIl1llllII11lI11);
IIIl1lIl1l1I111lIIlIll1II.appendChild(Ill1II1llllII1l11llI1llIl);
lIIIIlI11Ill1III1II111Il1.appendChild(llI1I1lI1l1III1lI1II11l1I);
lIIIIlI11Ill1III1II111Il1.appendChild(IIlI1I1l1II1lllIIIIl11III);
lIlll1IlIllll11ll1II1Il1I.appendChild(lIIIIlI11Ill1III1II111Il1);
l1llI1I11lIlIIIIIlI11lI1l.appendChild(l1lI1l1IlI1llIl1II1ll1Il1);
l1llI1I11lIlIIIIIlI11lI1l.appendChild(l1II1lI11IlI1IlI1l1IlI11l);
I1Il1l1l1lI1llll1ll111III.appendChild(l1llI1I11lIlIIIIIlI11lI1l);
lll1I11l1l1lI1lI1111l1lII.appendChild(l1I111IIIIl11IIllIII1III1);
lll1I11l1l1lI1lI1111l1lII.appendChild(lI11lIlIl11I1lIl1II1lI1Il);
IIIIl1Ill1llllIl1l11lI1lI.appendChild(lll1I11l1l1lI1lI1111l1lII);
I1l1llIIIllIlIIIIIII11I1I.appendChild(lIIlIlIl1lIl1lllI1I1I1IlI);
I1l1llIIIllIlIIIIIII11I1I.appendChild(l1lIl1I1l111ll1I1l11I1lI1);
Ill1lIlllII11llI11III1I1I.appendChild(I1l1llIIIllIlIIIIIII11I1I);
l11lIlllI1lIlll1l1lI1l1I1.appendChild(lllll1Il1III1llIlIll1IlII);
l11lIlllI1lIlll1l1lI1l1I1.appendChild(I1IllI11lIII1IlI1IIIIIl1l);
l1lIlIlII1lIll1l1I1IIlllI.appendChild(l11lIlllI1lIlll1l1lI1l1I1);
I11l1l1III1lIl1l1IlI1IllI.appendChild(Ill111Illlll111IlIllI11II);
I11l1l1III1lIl1l1IlI1IllI.appendChild(Il1II1lIIlI1I1111II1IIlI1);
ll111IIllII1I1II1I1l1II1l.appendChild(I11l1l1III1lIl1l1IlI1IllI);
III1IlI11lI11I11lIlIlIl1I.appendChild(ll111I111111lllllIlIIllI1);
III1IlI11lI11I11lIlIlIl1I.appendChild(I1llIII1Illlll1l11II1l1II);
l11lllllIl1l1lIlIlI1111ll.appendChild(III1IlI11lI11I11lIlIlIl1I);
I11lll1ll1Il11I1llIIll11l.appendChild(I1III1Il1I1I11III1l1ll11I);
I11lll1ll1Il11I1llIIll11l.appendChild(I11IlII1111l1lIIl111llIlI);
lIIlll11llIlII1II1II11IIl.appendChild(I11lll1ll1Il11I1llIIll11l);
II111ll1IlIIIIl11llI111Il.appendChild(llI1l11II11I1lI1ll1IllI11);
II111ll1IlIIIIl11llI111Il.appendChild(I1I1IlIIlI1IIllI1I11II111);
IlI11l1II11I1IIII1IlIlllI.appendChild(II111ll1IlIIIIl11llI111Il);
Ill1lIIIll11l1IlIII11l1I1.appendChild(lIl1llIIl111Illl1l1II11ll);
Ill1lIIIll11l1IlIII11l1I1.appendChild(l1l11lIlI11I1ll11II1I1llI);
Il1lIl1I111111lIIIlII11l1.appendChild(Ill1lIIIll11l1IlIII11l1I1);
IIlIIIll1lll1I11llllll1lI.appendChild(l1llllI11II1lII1lI1IIlI1l);
IIlIIIll1lll1I11llllll1lI.appendChild(lllI1ll1IlIII1l11lI1l1Ill);
l11lIlIlIII1l1lIlIlI1llIl.appendChild(IIlIIIll1lll1I11llllll1lI);
I11I1III1IIl11lII1IllI1Il.appendChild(I11lllII111IIIIIII11ll11I);
I11I1III1IIl11lII1IllI1Il.appendChild(IlIl1111llIIIlll1l11Il1Il);
lIIl11IlI1lIII1llI1I1l111.appendChild(I11I1III1IIl11lII1IllI1Il);
ll1IIlI1llll1lI1lI1l11IlI.appendChild(I11llII1l1llI1Illl1I1l11l);
ll1IIlI1llll1lI1lI1l11IlI.appendChild(l11Il1llIllll1l1llI11IIlI);
II1111l11I11ll1II111II1l1.appendChild(ll1IIlI1llll1lI1lI1l11IlI);
ll1IIll1I1IlIIllIl1II111I.appendChild(Il1III1I1111l1llll1lI11l1);
ll1IIll1I1IlIIllIl1II111I.appendChild(IIIlI111II11lIlIll1l11I1I);
l11lII1ll1lIll1lII1lllIIl.appendChild(ll1IIll1I1IlIIllIl1II111I);
Illl11I111llII1I1l1lllI1l.appendChild(I1l1111111II1l1lll1Il1I1I);
Illl11I111llII1I1l1lllI1l.appendChild(ll11IlIIlI1I1lIllIl1I111I);
I11llI111I1ll1lI1I11I11Il.appendChild(Illl11I111llII1I1l1lllI1l);
l1I1l11IlI1IIIl11111II1l1.appendChild(Il1II1l1I11llIll1lll1lIlI);
l1I1l11IlI1IIIl11111II1l1.appendChild(IlIlIIlIl1I1llllII1II1I1I);
l11I1IIllIl1lll1l11ll1I1l.appendChild(l1I1l11IlI1IIIl11111II1l1);
l111111l1lIl11II1I1ll111l.appendChild(lllllIllIllIIl1l11Illl1l1);
l111111l1lIl11II1I1ll111l.appendChild(IIII11llIl1lI1IIl1IIlII1I);
lI1I1I111ll1l1llI1l1I1IlI.appendChild(l111111l1lIl11II1I1ll111l);
IIII1Il11llIII111lI1IlIII.appendChild(lIlI11lIIlllI1IIlI1I1I1II);
IIII1Il11llIII111lI1IlIII.appendChild(lI1lIl1IIl1l1ll1lII11Il11);
I11II1I1l1l1lll1l11Il11lI.appendChild(IIII1Il11llIII111lI1IlIII);
l1I1111l1II11lll1111111l1.appendChild(IIIIl1111I1lI11I11l1I1lIl);
l1I1111l1II11lll1111111l1.appendChild(Ill1III11II1IlIIlIll1llll);
I1IlIl11llllIl1I1IIIl1Ill.appendChild(l1I1111l1II11lll1111111l1);
l1lI1I1ll1llllIIllI1lII1I.appendChild(lllIII11ll1Il1lIl11l1I1ll);
l1lI1I1ll1llllIIllI1lII1I.appendChild(III1l1lll1lI11lIll1I11Il1);
llIlIllllI1Illll1lIIlll11.appendChild(l1lI1I1ll1llllIIllI1lII1I);
Illl1l1I1llIlIl1I1IIIl11I.appendChild(Il1I1IIlIIlIll1ll111I1lII);
Illl1l1I1llIlIl1I1IIIl11I.appendChild(l1lIlIlIIl1l1ll11IIl1llI1);
III11I1111lIIIlIlIll1lIlI.appendChild(Illl1l1I1llIlIl1I1IIIl11I);
IIllIlII1IIIlllI1lIIII1l1.appendChild(IIlll1Illl1lIllIIlll1III1);
IIllIlII1IIIlllI1lIIII1l1.appendChild(II1l111I1III1IIlII11111l1);
IlIl1IllIlIIIll1lIIl1I1ll.appendChild(IIllIlII1IIIlllI1lIIII1l1);
Il11lIIIIlll1IlIIIllI1I1I.appendChild(IIlI1llll11llI11Il1llIIIl);
Il11lIIIIlll1IlIIIllI1I1I.appendChild(ll1IIlIIl1IIII11ll1l1Illl);
Ill1lI11Il11l1I1111II1IlI.appendChild(Il11lIIIIlll1IlIIIllI1I1I);
II1l1I1IIIIlI1lI1IIllIl11.appendChild(l111I1I11I1I1l1l111Il111l);
II1l1I1IIIIlI1lI1IIllIl11.appendChild(l1I11l11IIllIII1lIIlIl1II);
llll11Il1IIIl1I1lIlIIlI11.appendChild(II1l1I1IIIIlI1lI1IIllIl11);
II1IlllIIlIlIllIl1I1lIlII.appendChild(l11II1llI1llIIII11l1IIII1);
II1IlllIIlIlIllIl1I1lIlII.appendChild(lII1lllIlllIl11lI1l11IIlI);
lI1llIIlIl1lII1lll1llll11.appendChild(II1IlllIIlIlIllIl1I1lIlII);
I1l1lI1IllllII1llIl1lI11I.appendChild(IIl111ll1II11IIIIIlIIl111);
I1l1lI1IllllII1llIl1lI11I.appendChild(IIl111111IIll1l1ll11IIlI1);
I1l1lI1IllllII1llIl1lI11I.appendChild(lIII1lI1l1IIIl11I1l1lIlI1);
I1l1lI1IllllII1llIl1lI11I.appendChild(l1llIIll1I111IIlI1l1l1IlI);
lI1llIIlIl1lII1lll1llll11.appendChild(I1l1lI1IllllII1llIl1lI11I);
llll1IIIIlI1ll1IIIIl1IIlI.appendChild(IIIlIl1ll1lI11lIIIllI1l11);
llll1IIIIlI1ll1IIIIl1IIlI.appendChild(l11Illl1I11lIll1lI1ll1lI1);
llll1IIIIlI1ll1IIIIl1IIlI.appendChild(IIlI111l1I11ll1ll1I1IIlIl);
llll1IIIIlI1ll1IIIIl1IIlI.appendChild(Il1l11l1IlIIlI11lII11Illl);
lI1llIIlIl1lII1lll1llll11.appendChild(llll1IIIIlI1ll1IIIIl1IIlI);
l11l1Illl1IIllllIIIlIIIIl.appendChild(Il1I111IIl11lIIl1lIlll111);
l11l1Illl1IIllllIIIlIIIIl.appendChild(IIII11llllII1lI111lll1lI1);
l1IIl1I1111Ill11IlIlI1lIl.appendChild(l11l1Illl1IIllllIIIlIIIIl);
lIIl111IlIl1Il11l1lllIlII.appendChild(lI111l1I111lIIIIIIIlIllII);
lIIl111IlIl1Il11l1lllIlII.appendChild(l1lI11I1l11I111IIIlll1IlI);
l1IIl1I1111Ill11IlIlI1lIl.appendChild(lIIl111IlIl1Il11l1lllIlII);
III1IllIllIlIllll1IIIIIll.appendChild(Il1lIIlI111lIlI1l11II1Ill);
III1IllIllIlIllll1IIIIIll.appendChild(I11lI11lIIIl11lIl1IIl1lII);
l1IIl1I1111Ill11IlIlI1lIl.appendChild(III1IllIllIlIllll1IIIIIll);
l1111Ill11I1I1IllIlIl1lll.appendChild(I1IlIl11lIll1IllIlIlI11ll);
l1111Ill11I1I1IllIlIl1lll.appendChild(IIIIlllIlI1l1lIIIlI1l11lI);
Illl1II1I1lII1llI1IIIIl11.appendChild(l1111Ill11I1I1IllIlIl1lll);
II1l1111I1111I1l11Il1ll11.appendChild(I1I11l11I1l11Ill11llIIlIl);
II1l1111I1111I1l11Il1ll11.appendChild(l1IlllIllIlIl111ll1l11ll1);
II1l1111I1111I1l11Il1ll11.appendChild(ll1I1IIllI11lll1II11lllI1);
II1l1111I1111I1l11Il1ll11.appendChild(I1lIllI11IIl1llllll1II1lI);
Illl1II1I1lII1llI1IIIIl11.appendChild(II1l1111I1111I1l11Il1ll11);
l111llllIlIl1IlI1l1I111l1.appendChild(IllIII1IllIlI1Il1Il1lI11I);
l111llllIlIl1IlI1l1I111l1.appendChild(II111lI1l1l1IlII1lII11III);
l111llllIlIl1IlI1l1I111l1.appendChild(l11I1111ll1lIlIIll11l1ll1);
l111llllIlIl1IlI1l1I111l1.appendChild(I11lII1l1I1IIlIII11Ill1I1);
Illl1II1I1lII1llI1IIIIl11.appendChild(l111llllIlIl1IlI1l1I111l1);
ll1l1IlIIllll1lllIII1IIIl.appendChild(Il1l111l1IlII111IlI1lIll1);
ll1l1IlIIllll1lllIII1IIIl.appendChild(lIllll11l1ll11lII1I11II1l);
ll11lllIl1I1IlIl1Ill1lIll.appendChild(ll1l1IlIIllll1lllIII1IIIl);
IIII1ll11IlIIlIIlIl1111l1.appendChild(lII111I11lI1IIl1lIllllI1l);
IIII1ll11IlIIlIIlIl1111l1.appendChild(I1IlIlIIII1l1IIl1111l1llI);
II1Il111Illl1IllllIlIlI11.appendChild(IIII1ll11IlIIlIIlIl1111l1);
l111lI1III111ll1Il111l1II.appendChild(l1111l111l1l1I1I1l111II1I);
l111lI1III111ll1Il111l1II.appendChild(l11ll1l1I1l1IIllIlIll11Il);
l111IIlIIlll1111lll111Il1.appendChild(l111lI1III111ll1Il111l1II);
llllllI1lll111lIl1l11ll11.appendChild(l111llI1lllll1I111lll1lll);
llllllI1lll111lIl1l11ll11.appendChild(lI1IIl1I1I1lll11IIII1Il11);
lI1llIlIlI11Il11Il1lllIIl.appendChild(llllllI1lll111lIl1l11ll11);
lll11lI1lI1Ill111IllII1ll.appendChild(IllIIllIlIIIlllIl11I1llll);
lll11lI1lI1Ill111IllII1ll.appendChild(l11l1I1III1lI11lII1llI1ll);
I1I11IIIl11IlIll1l1l11I1I.appendChild(lll11lI1lI1Ill111IllII1ll);
I1IIlIIll1II111l1l11IIlIl.appendChild(lI11l1Il1l1l1I1Il111l1Ill);
I1IIlIIll1II111l1l11IIlIl.appendChild(IlI1lIIII1lI11IIl1lIIII11);
I1IIlIIll1II111l1l11IIlIl.appendChild(l1IIlI1l1lll1l1Il1IIl11II);
I1I11IIIl11IlIll1l1l11I1I.appendChild(I1IIlIIll1II111l1l11IIlIl);
I1IIlI1I11IIIll1ll11l1lll.appendChild(I1IlI11111lIII1Ill1I11lIl);
I1IIlI1I11IIIll1ll11l1lll.appendChild(lllIlII111lI1I1I1lII1I1I1);
I1IIlI1I11IIIll1ll11l1lll.appendChild(ll11lI11lllllIl1lIII1lIlI);
I1I11IIIl11IlIll1l1l11I1I.appendChild(I1IIlI1I11IIIll1ll11l1lll);
Il1lI1IlI111l1l1Il111I1I1.appendChild(IlIIllIIl1llI1IIIII1IIIll);
Il1lI1IlI111l1l1Il111I1I1.appendChild(lllll1I1lIllII1lIllI1ll1l);
Il1lI1IlI111l1l1Il111I1I1.appendChild(Il11IllIIlIll1Ill111IIIlI);
I1I11IIIl11IlIll1l1l11I1I.appendChild(Il1lI1IlI111l1l1Il111I1I1);
l1I1Il1ll1II111ll1l1IIIIl.appendChild(Illl11I11llI1Illl1l1l1lII);
l1I1Il1ll1II111ll1l1IIIIl.appendChild(I1l1I1l1ll1IIll1l1lll1I1l);
lllI11111llIlIIl11llIll1l.appendChild(l1I1Il1ll1II111ll1l1IIIIl);
lI1Il1lIl1I11Il11I1lll1Il.appendChild(I11Ill1I1111III1I1IIl1lI1);
lI1Il1lIl1I11Il11I1lll1Il.appendChild(lIll1l111lIlllI1l11l1IIII);
I11lIII1111I1lIlIl1lI11II.appendChild(lI1Il1lIl1I11Il11I1lll1Il);
II11111II1111I11II1lll1l1.appendChild(llI1I1I1IlIlIII1lIlIlI1II);
II11111II1111I11II1lll1l1.appendChild(I1lIllll1Il1Il11llllIIl1I);
lIll11l11IlIIIlI11IIllIl1.appendChild(II11111II1111I11II1lll1l1);
Illl1Il111I1llI1IIlI11lII.appendChild(l11IlIIl1I1llIllIllIll11l);
Illl1Il111I1llI1IIlI11lII.appendChild(l1Il1lll1I1lllII1I1lII1Il);
I1l1llIllI11lIlII111I1l11.appendChild(Illl1Il111I1llI1IIlI11lII);
IIll1llII1I1IlllIl1Il1l11.appendChild(I1II11llIIlll1l1lI111IIll);
IIll1llII1I1IlllIl1Il1l11.appendChild(ll1l111IIIll1I1l1II11l11l);
l11I1IllI1l1lII1llIIIIlI1.appendChild(IIll1llII1I1IlllIl1Il1l11);
l11I11lIl1l11Il1II11III1l.appendChild(l11lll1II1II1I1I11II1lII1);
l11I11lIl1l11Il1II11III1l.appendChild(lIl1lIlI1IIIIl1lllI1l1ll1);
IIl1III11l11I111IIII11lIl.appendChild(l11I11lIl1l11Il1II11III1l);
lllI1lllI1IIIIllIIIllIllI.appendChild(l11IlIl11lIll1llII1lI1111);
lllI1lllI1IIIIllIIIllIllI.appendChild(I11Ill111II111111I11lIlI1);
llIlIIl1111lllI1I1lIl11Il.appendChild(lllI1lllI1IIIIllIIIllIllI);
I1IIIIlII1llIlI1lII11I1l1.appendChild(lII11I1l1I1llI11I1l1I1ll1);
I1IIIIlII1llIlI1lII11I1l1.appendChild(II1lIlIlIlI1I1lll1lll1I1l);
I1I1Ill1I1I1Ill1lII1lI1lI.appendChild(I1IIIIlII1llIlI1lII11I1l1);
lll1IIlllIlI1l11ll1I1llII.appendChild(l1llII1lIlI11l1l111Ill1I1);
lll1IIlllIlI1l11ll1I1llII.appendChild(IIIllIllIlll1I11Il1l1l1l1);
l1lIIlIIll11IIII1lIIllII1.appendChild(lll1IIlllIlI1l11ll1I1llII);
I11l1II1II1I111111IllllIl.appendChild(lIl1II11l1II111II1Il11III);
I11l1II1II1I111111IllllIl.appendChild(l1IIl111I11lI1lIll1lII11l);
lIIIl1IlIllll1l1IIIIllIll.appendChild(I11l1II1II1I111111IllllIl);
llII1I11l1lIIIlllIIll1Il1.appendChild(l1II111l1Il1IllIlI1lIIIl1);
llII1I11l1lIIIlllIIll1Il1.appendChild(l1ll1lIII111IIlII1l111III);
I11IIl11I11I1II1lI1I1I1II.appendChild(llII1I11l1lIIIlllIIll1Il1);
I1IIIl1IIIlllIl1IlIlIlllI.appendChild(I1ll1IIIlIllll1ll1I11l11l);
I1IIIl1IIIlllIl1IlIlIlllI.appendChild(I1lII1II1ll1I11Il1II1l11I);
llIl11Illlll1III11IllI1II.appendChild(I1IIIl1IIIlllIl1IlIlIlllI);
I11llIl1111l1l1IIIll111lI.appendChild(I1I11IIllIlIl1II1IlIII1II);
I11llIl1111l1l1IIIll111lI.appendChild(I1Illl1l11111IIII1lllllII);
l1lI111l1II1I11I111IIllII.appendChild(I11llIl1111l1l1IIIll111lI);
ll1lI1I1lII1lI11lIII1lIl1.appendChild(Il1lll111lIII1l11llI11I1I);
ll1lI1I1lII1lI11lIII1lIl1.appendChild(llIllIll1l1l1IIll1lIl1lII);
IIIl1111I1llIIll1111l11ll.appendChild(ll1lI1I1lII1lI11lIII1lIl1);
II1I1ll1I1l1ll1l1Ill1ll1I.appendChild(III11II1lI1lI1111l1l1IIll);
II1I1ll1I1l1ll1l1Ill1ll1I.appendChild(IIl1IIl1llIlIl11Illl11lII);
IIllI1111lI11I11lI1IIll11.appendChild(II1I1ll1I1l1ll1l1Ill1ll1I);
ll11l1IIl1lIIll1l1111Illl.appendChild(l11llI1llI11lII1l1Ill1l1I);
ll11l1IIl1lIIll1l1111Illl.appendChild(IIIllIlI1l111Ill1IIl1Il1I);
lIl1Il11llI1ll11lIIII1llI.appendChild(ll11l1IIl1lIIll1l1111Illl);
l1l111IIIlll1I1Il11I11lII.appendChild(lIII1I1I11lIIll1l11I11IlI);
l1l111IIIlll1I1Il11I11lII.appendChild(llI1I1IllI11lII11IIll11II);
II1l1IllllIIII1lllIIlI1ll.appendChild(l1l111IIIlll1I1Il11I11lII);
IIllIlI1l1I1III1IIlI11111.appendChild(lIIIII11llI1IlllIl1Il1IlI);
IIllIlI1l1I1III1IIlI11111.appendChild(ll1l1l111l1ll1111I1llIIlI);
l1IIll11Il1Il1I1lII1IIlll.appendChild(IIllIlI1l1I1III1IIlI11111);
Illl11Il1lIlI1ll1II1I11lI.appendChild(l1IIl1llIlI1lll1IlII11l1l);
Illl11Il1lIlI1ll1II1I11lI.appendChild(l1lI1IlIl1lll11lll11II1I1);
IllII11llIlllIl1IIlll1lll.appendChild(Illl11Il1lIlI1ll1II1I11lI);
lIIII1llIIII1IlIl11IlIl1l.appendChild(llIl1I1I1lllIlI1llll1llI1);
lIIII1llIIII1IlIl11IlIl1l.appendChild(II1llIll1ll1I1II1lIll111I);
lIIII1llIIII1IlIl11IlIl1l.appendChild(IIIIIlI1IIIIl1I11llllI1lI);
IllII11llIlllIl1IIlll1lll.appendChild(lIIII1llIIII1IlIl11IlIl1l);
I1lll1I1lIl1llIlIIIlIllIl.appendChild(Il1llllIl1lIIl1Ill1ll11ll);
I1lll1I1lIl1llIlIIIlIllIl.appendChild(II1ll1ll1l111II1lIIIllI1l);
I1lll1I1lIl1llIlIIIlIllIl.appendChild(IIl11IlI111lIlIlIlI1Il1lI);
IllII11llIlllIl1IIlll1lll.appendChild(I1lll1I1lIl1llIlIIIlIllIl);
IIII1I11lI1IIIIl11Illl11I.appendChild(I11l1IIlIIIlIlll1IlI1lIll);
IIII1I11lI1IIIIl11Illl11I.appendChild(lIl1II111Il111lIlI1II11ll);
IIII1I11lI1IIIIl11Illl11I.appendChild(ll1Ill1l1Ill1IIIlIII1II1l);
IllII11llIlllIl1IIlll1lll.appendChild(IIII1I11lI1IIIIl11Illl11I);
Il111lIII1I1I111I1l1Il1lI.appendChild(II1lI11l1Il11I11lI111llIl);
Il111lIII1I1I111I1l1Il1lI.appendChild(Il1III11l111lIII1I111II11);
lIlIlll1l1Il1l11IlIll1l11.appendChild(Il111lIII1I1I111I1l1Il1lI);
ll1l1lIl11ll1llI1lIlII1II.appendChild(lIllIIlIl1ll1I1IlIll1llII);
ll1l1lIl11ll1llI1lIlII1II.appendChild(lIIIl1l1l11lIIlIIl1IIIIll);
IIIIII111IllI11IlIIlll1ll.appendChild(ll1l1lIl11ll1llI1lIlII1II);
ll1l1l1II11I1II1lIIIII11I.appendChild(lIIlll11llIIlI111Il11I11I);
ll1l1l1II11I1II1lIIIII11I.appendChild(lIllII1l11II1IllIIIlI1I1I);
ll1l1l1II11I1II1lIIIII11I.appendChild(l1IIIII111IIll1lIllI11IlI);
IIIIII111IllI11IlIIlll1ll.appendChild(ll1l1l1II11I1II1lIIIII11I);
IlIII1lIIIlIl1llIIl1IlIII.appendChild(I11IllIl1IIIIII1IIIIIlI11);
IlIII1lIIIlIl1llIIl1IlIII.appendChild(ll111ll1llII1lII1l11I1lll);
IlIII1lIIIlIl1llIIl1IlIII.appendChild(IllIlIll1Il11lI111l1III1l);
IIIIII111IllI11IlIIlll1ll.appendChild(IlIII1lIIIlIl1llIIl1IlIII);
Il1I1ll1llIIll1I1I1I1lII1.appendChild(llI1I1IlI1I1ll1IIIlIl1Ill);
Il1I1ll1llIIll1I1I1I1lII1.appendChild(I1lll11lIlI1l1IIllIlIll1l);
Il1I1ll1llIIll1I1I1I1lII1.appendChild(Il1II1lI11IlI1l1IlI1I1I1I);
IIIIII111IllI11IlIIlll1ll.appendChild(Il1I1ll1llIIll1I1I1I1lII1);
llIll1lI1I1I1I1l1l1l1I1I1.appendChild(lIlIllIIIIIIIIlI11l1l1l1I);
llIll1lI1I1I1I1l1l1l1I1I1.appendChild(lIIII11l11III111I11II111l);
IlI1I111111II1l11I1l1lIII.appendChild(llIll1lI1I1I1I1l1l1l1I1I1);
III1llIIlIIIIl1II1lIlIIl1.appendChild(IIIl1l1IllI1l11l1lIIlIllI);
III1llIIlIIIIl1II1lIlIIl1.appendChild(III1111l1l1l1Ill1II1Il1lI);
l11l1IIIlII11IIlllllII1lI.appendChild(III1llIIlIIIIl1II1lIlIIl1);
lllI11IIllII1I1llI1lIlIII.appendChild(I11llIll1lIIll1Il1lIlIIIl);
lllI11IIllII1I1llI1lIlIII.appendChild(IIlll1lI1III1I1l1lll11III);
l1lI1l1llIlI1l1II11l1III1.appendChild(lllI11IIllII1I1llI1lIlIII);
llI11I11lIllI11llI1l11l1I.appendChild(Il1II11l1111llIl1lll1l1I1);
llI11I11lIllI11llI1l11l1I.appendChild(lI1II1l11l1l11lII11lIII11);
l1I1IllII1III1lIl111I1lI1.appendChild(llI11I11lIllI11llI1l11l1I);
lIl1IlllIlIlllIIIIllIIlI1.appendChild(lllI111IlIll11I11Ill1lII1);
lIl1IlllIlIlllIIIIllIIlI1.appendChild(lIlI111IIlIl1l1lI1Il1l111);
l1I111l1lI1l1lIl1lII11IIl.appendChild(lIl1IlllIlIlllIIIIllIIlI1);
l1lIIIlIII1IllI1IlIIIIlII.appendChild(lI1l1lI111I1lII11Il1Il111);
l1lIIIlIII1IllI1IlIIIIlII.appendChild(lIlIIl1l1l111Ill11llll1ll);
lIIllIlIIlll1lI11111111Il.appendChild(l1lIIIlIII1IllI1IlIIIIlII);
II1lllll1l1IlI1I11lIIIIII.appendChild(III111l1ll111Il1lIII11lI1);
II1lllll1l1IlI1I11lIIIIII.appendChild(l11IlllIII1IIl1l1III11I1I);
IlIIl11l111II11IllIlIIlll.appendChild(II1lllll1l1IlI1I11lIIIIII);
lll11l1III1ll11I1l1IIl1Il.appendChild(l1ll1IIl11Il11l1I1llI1III);
lll11l1III1ll11I1l1IIl1Il.appendChild(lllI1I1I11ll1l1lllIll1l11);
l1lI11I11lI1lI11lI1IlIllI.appendChild(lll11l1III1ll11I1l1IIl1Il);
I11I1lll111IlIlII1lI1l1II.appendChild(Ill1lI1I1I1lI1ll111IIIlIl);
I11I1lll111IlIlII1lI1l1II.appendChild(l1IlllIIII111IllIlIl1lII1);
I1IIl1II1llllll1Il1Ill11l.appendChild(I11I1lll111IlIlII1lI1l1II);
Il1I11l11lllll1llIIlIlI1I.appendChild(Il111I1IIlllIIIIlI1II1IlI);
Il1I11l11lllll1llIIlIlI1I.appendChild(II111Il1lll1IlI1111l1I1ll);
lllI1lIllIllIl1l11ll1I1l1.appendChild(Il1I11l11lllll1llIIlIlI1I);
lI1I11I1I111Il11II1Ill1l1.appendChild(IIII1I11Il1I1IIl11l11ll1I);
lI1I11I1I111Il11II1Ill1l1.appendChild(l1II11I11l1llIIll1I11II1I);
llIl1l111IIII111IllllI1lI.appendChild(lI1I11I1I111Il11II1Ill1l1);
IIIII11Il1I1111l1l1I1l1l1.appendChild(I111II1ll1I1l11II1lIIlIII);
IIIII11Il1I1111l1l1I1l1l1.appendChild(I1lIlll11lIIllllIIlI11l1I);
Il111II11ll1lI1l1IIIIlll1.appendChild(IIIII11Il1I1111l1l1I1l1l1);
lIIIl1l1lI111l11III1lIlll.appendChild(IllIlIIl111lI1IlIIIII1II1);
lIIIl1l1lI111l11III1lIlll.appendChild(I1Illl1ll11lII11l1l11I1I1);
l1l111lll1ll1lI1l1l111I1l.appendChild(lIIIl1l1lI111l11III1lIlll);
lll1I111llII11IIII1IIIlII.appendChild(I1II1III1lllI1l11lIIl1lI1);
lll1I111llII11IIII1IIIlII.appendChild(l1I1I1llI1lIlI1lIII1l1IlI);
lIlIIll1lIl1lI1l1lIl111II.appendChild(lll1I111llII11IIII1IIIlII);
IlI1IIll1IIl11IIlIII11l1I.appendChild(IIIlI1Il111ll1l1lI11I1ll1);
IlI1IIll1IIl11IIlIII11l1I.appendChild(lllIII11I1IIIlIIIII11l1lI);
II1IIlII1lIlIll11I1III111.appendChild(IlI1IIll1IIl11IIlIII11l1I);
lI1l11I1I1IIll1Il11Il11l1.appendChild(l1l1lIl1lIIIIlI1llII1I11l);
lI1l11I1I1IIll1Il11Il11l1.appendChild(l11IIIIlIlllI11lIlIlIII1l);
I1lI1l1llI11IIlllI11II111.appendChild(lI1l11I1I1IIll1Il11Il11l1);
I1l11IIIIIl1IlllIIllIIII1.appendChild(Il1ll1Il1111Illll1IIIl1Il);
I1l11IIIIIl1IlllIIllIIII1.appendChild(l11l1I1Ill1Il1l1lIl1l1ll1);
IIlIIIII111IlI1IIllI1IlII.appendChild(I1l11IIIIIl1IlllIIllIIII1);
Il11lIllI1111l11l11IllIlI.appendChild(l11lI1111lIl1llIlII1ll1l1);
Il11lIllI1111l11l11IllIlI.appendChild(II1IlllIIlIll1llI1I11II1l);
ll1lllIIIlllI1ll11Il1I1Il.appendChild(Il11lIllI1111l11l11IllIlI);
lI1Il1lllI1II1l1II11llll1.appendChild(lI11l1l1l11III11IlIlII1I1);
lI1Il1lllI1II1l1II11llll1.appendChild(IIll1111IIII1Il1lI1IlIIlI);
lll1IlIIl1Il1I11l11Il1III.appendChild(lI1Il1lllI1II1l1II11llll1);
I1IlIl1I111llI1IIIlIlI1I1.appendChild(l11II1ll1IllIl1l1lI1lIllI);
I1IlIl1I111llI1IIIlIlI1I1.appendChild(IlI111I1III11lIll1l11Il11);
llIlI1lI11lIl1I11ll1II1Il.appendChild(I1IlIl1I111llI1IIIlIlI1I1);
ll11lI1lIlI1llI1l11IllI11.appendChild(ll1IIII1lIl1Il1lIIlIlIIII);
ll11lI1lIlI1llI1l11IllI11.appendChild(Il1lIIIIII11ll1I1l1ll1I11);
lll1ll1ll11l1l1Il1llIlI1I.appendChild(ll11lI1lIlI1llI1l11IllI11);
l11I1I11lIlllI11Illl1IlIl.appendChild(IlI1l1l1l1l11l11l1l1lIII1);
l11I1I11lIlllI11Illl1IlIl.appendChild(IlIllllI1IlIIl11IIlIllIl1);
II111l11lIllIIIIllllIIlI1.appendChild(l11I1I11lIlllI11Illl1IlIl);
IIll1IIIIlIlIlIlIIlIlllll.appendChild(lI111l111I1111ll111I1Ill1);
IIll1IIIIlIlIlIlIIlIlllll.appendChild(llIllIIll1I1lII1IIl1I1lIl);
llIIll1IIIIllIllllll1111I.appendChild(IIll1IIIIlIlIlIlIIlIlllll);
I1IIl1II111I11l1lI1l111ll.appendChild(Ill111I1II1I1IIl1III1II1l);
I1IIl1II111I11l1lI1l111ll.appendChild(l1IlI1I11Il1I11lIllIIl1Il);
I1l1II11IIll11I11ll11lIII.appendChild(I1IIl1II111I11l1lI1l111ll);
IIlI1l11I1IIlllI1IIlII1II.appendChild(II11I1ll111II1ll1IlI11lIl);
IIlI1l11I1IIlllI1IIlII1II.appendChild(I1Il11lI11I11lll11l1lIllI);
llI1I1lll11IIllIllIIIll11.appendChild(IIlI1l11I1IIlllI1IIlII1II);
llIll11I111l1IIlII1I1I1l1.appendChild(IIIlIlII1IIII11Il1I11lIlI);
llIll11I111l1IIlII1I1I1l1.appendChild(IIll111IIlIl1111Ill1lIl1I);
l1III1l1IIl11IIlllI1lIl11.appendChild(llIll11I111l1IIlII1I1I1l1);
I1lI1IIl1IIlI1lIIIlII111I.appendChild(l1IlI1II1llIII111llIlI1lI);
I1lI1IIl1IIlI1lIIIlII111I.appendChild(Il1I11lI11I1IlIl1lllI1ll1);
l111lIIIIl1II11IIllIIl1ll.appendChild(I1lI1IIl1IIlI1lIIIlII111I);
lIIlI11III1l1l1IlI11lIIl1.appendChild(Il1Ill11Il1lllI1I1lII1IlI);
lIIlI11III1l1l1IlI11lIIl1.appendChild(I1lll1II11IIll1l1l1IIl1Il);
lIllIIlIIIlIllIl1l1lIIIlI.appendChild(lIIlI11III1l1l1IlI11lIIl1);
I1ll1lIIlllII1llIll1llll1.appendChild(l1IlI1IlIIlIIl1llI11lIlI1);
I1ll1lIIlllII1llIll1llll1.appendChild(II1lI111I11I1lIIIlIlll111);
I1ll1lIIlllII1llIll1llll1.appendChild(l11l1lI1IlI1IllII1lIl11I1);
I1ll1lIIlllII1llIll1llll1.appendChild(lIl1I1Illl111IlIIlIIl1ll1);
lIllIIlIIIlIllIl1l1lIIIlI.appendChild(I1ll1lIIlllII1llIll1llll1);
II1IIIlIII1Il1l11ll11IIII.appendChild(I11IIIll11l11lll111I11lIl);
II1IIIlIII1Il1l11ll11IIII.appendChild(IlI1II1lI1ll1IlI1l1I1Il11);
llIlllI1I1ll1l1lll11II1l1.appendChild(II1IIIlIII1Il1l11ll11IIII);
IIlIIll1Illl1l1lIll11l11l.appendChild(lIlll11Il11I11II1IlIlIl1I);
IIlIIll1Illl1l1lIll11l11l.appendChild(IIII1llllIlIlllIlIl1IIIll);
Ill1lI1IlllllIl1Il1I1Il11.appendChild(IIlIIll1Illl1l1lIll11l11l);
lI1lI11111Il1IlIlllIll11l.appendChild(l11lllIl11Illll1llII1llI1);
lI1lI11111Il1IlIlllIll11l.appendChild(llllIlIIl1llI1IIlIIIl11II);
I11Ill11111IlI1IlIII1I1ll.appendChild(lI1lI11111Il1IlIlllIll11l);
IlIIll1IIl1IlI1I1I1I1ll1I.appendChild(l1IlIlIlll111II11ll111l1l);
IlIIll1IIl1IlI1I1I1I1ll1I.appendChild(llI1IIII11II11IlIl1l11II1);
l1l11I1l1111II11I1III1I11.appendChild(IlIIll1IIl1IlI1I1I1I1ll1I);
IlIlIlIlllIlIIIl1111llI1l.appendChild(l11llIIIII11ll11I1IlII111);
IlIlIlIlllIlIIIl1111llI1l.appendChild(lIIlI1IIlI11Il1I1lll111ll);
I1IIIl1l1I11III111I111l1l.appendChild(IlIlIlIlllIlIIIl1111llI1l);
llI1I1l1IIII1lI1Il11II1II.appendChild(IlI1Il111lIlll11II11I11ll);
llI1I1l1IIII1lI1Il11II1II.appendChild(l11III1lIlll111lI11I1IIlI);
I1Ill1l11lIl1II111IlllllI.appendChild(llI1I1l1IIII1lI1Il11II1II);
IIl11111IllIIIIll11llIlIl.appendChild(IlI1I111IIl1II1lIlIllIlll);
IIl11111IllIIIIll11llIlIl.appendChild(I1lII111lIll11I111IIlIIII);
Il1I1111IIllll1lIIlI11l1l.appendChild(IIl11111IllIIIIll11llIlIl);
I111l1lI1I1IlIIlIIIllI1lI.appendChild(Ill11ll1l11I11I1ll1IIlIIl);
I111l1lI1I1IlIIlIIIllI1lI.appendChild(II1lII1lII1II11lIIIlIIIlI);
Il1II1I1I1I1IIlI1l1IlIllI.appendChild(I111l1lI1I1IlIIlIIIllI1lI);
l1ll1l1lllIIllI1IlIlI1I1l.appendChild(llII1I1Il1llIl1I1Il1lII11);
l1ll1l1lllIIllI1IlIlI1I1l.appendChild(IlllI1IllIl11III1I111l1I1);
II11111I1IIIlIllI1I1IIIII.appendChild(l1ll1l1lllIIllI1IlIlI1I1l);
l1II1Il1II11I11l1llI11111.appendChild(lIll11IllII1111II111I1lll);
l1II1Il1II11I11l1llI11111.appendChild(IllIIIllI11I1lIlI111llll1);
IIl11lI11lIlIlII11IIlI1I1.appendChild(l1II1Il1II11I11l1llI11111);
l1IIlI11l1Il1IIIlI1I1ll1l.appendChild(I1l1I1111I11lI1I111I1III1);
l1IIlI11l1Il1IIIlI1I1ll1l.appendChild(l1llIll11lIll1II1I11I1l1I);
lI1lI111II1l111I11lII1IlI.appendChild(l1IIlI11l1Il1IIIlI1I1ll1l);
I11llIl1lIII1lI111l1111Il.appendChild(II111lIlI1IIl11Il11lI1III);
I11llIl1lIII1lI111l1111Il.appendChild(IIllI11l1lII1lI1111llIlII);
Ill1llIll11ll1lI11Ill111l.appendChild(I11llIl1lIII1lI111l1111Il);
l1lI111111I1II1Il1IlII111.appendChild(ll1I1l1ll11II11lIIl11Illl);
l1lI111111I1II1Il1IlII111.appendChild(IIl1II1Il1Il11111IIIIl1ll);
IIIII1Il1llI1lllIlII1llll.appendChild(l1lI111111I1II1Il1IlII111);
Il1l11l1llI1lIlI1I111Ill1.appendChild(I11IIII11l1l1IlIll1ll11lI);
Il1l11l1llI1lIlI1I111Ill1.appendChild(I1IIlll1I1Illlll11lI11l11);
I1II1lllIlIlIIl111IlllI11.appendChild(Il1l11l1llI1lIlI1I111Ill1);
ll1II1IlIII111l1Il11llI1I.appendChild(IlIII1Il1IlIlI1l1IllIlIll);
ll1II1IlIII111l1Il11llI1I.appendChild(l1lI1lI111111llll1l1II1lI);
l1IlIIl1IlIlll1Il1Il1Ill1.appendChild(ll1II1IlIII111l1Il11llI1I);
I1llll1llII1ll1lIllllI1l1.appendChild(IlI1ll1l1lIlI1IIl1I1IllII);
I1llll1llII1ll1lIllllI1l1.appendChild(lIlII11IlIl1Il1llI1ll1l11);
llll1lIll111Il1IIIllIll1l.appendChild(I1llll1llII1ll1lIllllI1l1);
I1l11IllI1Il11lIllll1lI1I.appendChild(lIllII1l1Illll11lIlII11l1);
I1l11IllI1Il11lIllll1lI1I.appendChild(l1lIIIlllllllIIlIlI1IIIlI);
Il1IllIIIlI1I1I11I1I1IIl1.appendChild(I1l11IllI1Il11lIllll1lI1I);
I11ll1I11lll1l1lIlIllllIl.appendChild(IlI1l1II1l1I1l1ll1l1l1IIl);
I11ll1I11lll1l1lIlIllllIl.appendChild(II1lllI111Il1IIIIl111lIll);
I11ll1I11lll1l1lIlIllllIl.appendChild(lI1lII11ll11I1I1lIl1ll111);
I11ll1I11lll1l1lIlIllllIl.appendChild(l11I1llIllI1IlIlI1lIIl1I1);
I11ll1I11lll1l1lIlIllllIl.appendChild(ll1II11I11lI11I1lIlIIlIII);
I11ll1I11lll1l1lIlIllllIl.appendChild(IlI1l1Ill1II1Ill1I1I1lIl1);
Ill11lIIlII1II1l11IlIIl11.appendChild(I11ll1I11lll1l1lIlIllllIl);
IlllII1ll1lIIlI1l1lll1Il1.appendChild(llIIIlII1II1II1l1II1I1IlI);
IlllII1ll1lIIlI1l1lll1Il1.appendChild(l1III1Il1lIl11l1Il1ll11I1);
IlllII1ll1lIIlI1l1lll1Il1.appendChild(I11lIl1lI1llI1I1IIIl1l1l1);
IlllII1ll1lIIlI1l1lll1Il1.appendChild(l1l1111l1lIllIlIll11lIIIl);
IlllII1ll1lIIlI1l1lll1Il1.appendChild(llI1lI1lIlI11llIl1IIl1III);
IlllII1ll1lIIlI1l1lll1Il1.appendChild(I1l11Il1111ll11I1Il11lI11);
Ill11lIIlII1II1l11IlIIl11.appendChild(IlllII1ll1lIIlI1l1lll1Il1);
III1IIlI111l11lI111IIIlII.appendChild(llIIIIlII1II1Il1Il11llIII);
III1IIlI111l11lI111IIIlII.appendChild(IIllll1l1ll11lIIIIIIIIl1I);
III1IIlI111l11lI111IIIlII.appendChild(lIl1I1lllI111I1III1IIII1I);
III1IIlI111l11lI111IIIlII.appendChild(l1IlI11l1lIII11I1IllIl111);
III1IIlI111l11lI111IIIlII.appendChild(Il1I1111IIIll1ll1I11lIl1I);
III1IIlI111l11lI111IIIlII.appendChild(I1IlIIIll1l1I1ll1IlII1l1l);
Ill11lIIlII1II1l11IlIIl11.appendChild(III1IIlI111l11lI111IIIlII);
Il1lIlll11l11Ill1I1l1II11.appendChild(I1lI1lI1llII1l1IlIlll111I);
Il1lIlll11l11Ill1I1l1II11.appendChild(I1II1I1II1IllI1III11IIl11);
Il1lIlll11l11Ill1I1l1II11.appendChild(l1I1IllI1IlII111llIlI11ll);
Il1lIlll11l11Ill1I1l1II11.appendChild(IIlI1II1IIlI11Il1I1l111II);
Il1lIlll11l11Ill1I1l1II11.appendChild(l11I1lIl1Il1lIllII11Ill11);
Il1lIlll11l11Ill1I1l1II11.appendChild(I11IlI11IllIl1Il1llIIl1l1);
Ill11lIIlII1II1l11IlIIl11.appendChild(Il1lIlll11l11Ill1I1l1II11);
llIlIIII11IIll1llIl11IIl1.appendChild(l1IlllIlllIl1lll1I1IlllII);
llIlIIII11IIll1llIl11IIl1.appendChild(l1IlIl1IlIIIIIIII11l1IIII);
l1IIll11IIllI111llI1l11Il.appendChild(llIlIIII11IIll1llIl11IIl1);
lI1111l111l1Il11l1lIlIIII.appendChild(lllIl11IIIlI11l1II1lI11ll);
lI1111l111l1Il11l1lIlIIII.appendChild(Illl1lI11I1lI1I111llIl11l);
IIIIIlIIlIlIl111I11lIIl1l.appendChild(lI1111l111l1Il11l1lIlIIII);
IllII1lIl11IIIII1lIIlII11.appendChild(I1IIlIl11lI1lII11l1ll1ll1);
IllII1lIl11IIIII1lIIlII11.appendChild(IllI1lI1l1ll1IlIIlIIl11ll);
lIl1IlIl1IIIlIIIIlIIlI11l.appendChild(IllII1lIl11IIIII1lIIlII11);
lIll1IlIllI1lIIIIIIll111l.appendChild(l11III1I1l11lIIllI1ll11l1);
lIll1IlIllI1lIIIIIIll111l.appendChild(IllIIlI11l11I1lI1ll1IlIll);
l11I1l1l11l111I11I1III11l.appendChild(lIll1IlIllI1lIIIIIIll111l);
I1II1l1llIl1lI1I1IIll1lIl.appendChild(l1I1111lII1IIIIlI11l1llI1);
I1II1l1llIl1lI1I1IIll1lIl.appendChild(Il111lII1IIlI1llIllI111Il);
lllllIll1IlIIl1lIll111l11.appendChild(I1II1l1llIl1lI1I1IIll1lIl);
l1lIl11llIIlll11IllllIllI.appendChild(lII1IlI1I11llI1111I11l11I);
l1lIl11llIIlll11IllllIllI.appendChild(lII1Il1l1Il1llI11ll1I1ll1);
Ill1IIlIIl1IIlI11Ill1Il11.appendChild(l1lIl11llIIlll11IllllIllI);
lII1III1lIllIlIIIllIll111.appendChild(ll1II1lI1l1I111IlI11I1llI);
lII1III1lIllIlIIIllIll111.appendChild(ll111lI1ll1I1111l1I11l1l1);
I1I11lI11IlI111lllII1l11I.appendChild(lII1III1lIllIlIIIllIll111);
II1l1Illl1I1I1IIII1lIIIII.appendChild(I1llllIIll1111I11l11II111);
II1l1Illl1I1I1IIII1lIIIII.appendChild(IlI1II1l11l1ll1lIIIll11l1);
lI1I111Illll1ll1II11IlIlI.appendChild(II1l1Illl1I1I1IIII1lIIIII);
lll1Illl11llI1111ll1IlIl1.appendChild(lI1lII11IIIlI1I11llIlIlII);
lll1Illl11llI1111ll1IlIl1.appendChild(l1111Il1lII1llI1ll1llllII);
lIllI11I1IlllIllIIllIllI1.appendChild(lll1Illl11llI1111ll1IlIl1);
Il111llllI1lIl11IllIlI11I.appendChild(lIIll1IlllI1lIIIl1IIIllll);
Il111llllI1lIl11IllIlI11I.appendChild(lIIlIl11llIl1IIIIIIIII1ll);
Il11IlIll1IIlIIl1Il11111l.appendChild(Il111llllI1lIl11IllIlI11I);
lllI1lllll11IIll111l1ll1I.appendChild(l1I1I1IllI1lI1IIl11Il1l1I);
lllI1lllll11IIll111l1ll1I.appendChild(lI11llIlI1I1I1llIlIll1IlI);
lIIIlIlI1lIl1lIIl1IllI11l.appendChild(lllI1lllll11IIll111l1ll1I);
Il1llllll11IIIIllI1I1III1.appendChild(II111Illll11I1III11l11llI);
Il1llllll11IIIIllI1I1III1.appendChild(l1I1IIll1llII1l1l1lll11I1);
I1IIllIIl1Ill1III11I11lII.appendChild(Il1llllll11IIIIllI1I1III1);
I1l1l1l111l1l1Il11Il1IIIl.appendChild(lllllII1l11l1IIl1llIIlI11);
I1l1l1l111l1l1Il11Il1IIIl.appendChild(IlllIII111II111II1111l11l);
l1lll1I1I1lIl1111I11l1l11.appendChild(I1l1l1l111l1l1Il11Il1IIIl);
lll11lll1I11lIIIlllIIllll.appendChild(IlI1IllIIl11Il1I11llll1lI);
lll11lll1I11lIIIlllIIllll.appendChild(lIl1lIIII1l11ll11IlI11Il1);
l1IlI1l11lI1111lIl11IIlll.appendChild(lll11lll1I11lIIIlllIIllll);
IlIlIll1lIIl1lIlllIlII111.appendChild(l1lII1I111lIlIll1Il1111ll);
IlIlIll1lIIl1lIlllIlII111.appendChild(l111Il1lll111llI1lIIl1l1I);
lll111111Il11l11llIl1l1I1.appendChild(IlIlIll1lIIl1lIlllIlII111);
l11IIIIlll1I1lIIIlII1l111.appendChild(IIlII111Il1I1lll11lll1lll);
l11IIIIlll1I1lIIIlII1l111.appendChild(l1IlIlI1IlIl1II1Illl1IlII);
llIIl1I11l1IlII1lI1lII11I.appendChild(l11IIIIlll1I1lIIIlII1l111);
I111l11lllII1II1I11IIIlIl.appendChild(llII11IIlIIl1111IllllIlll);
I111l11lllII1II1I11IIIlIl.appendChild(lIl1llII11IIllIl1I1lIll1l);
I1I11III11lIllII11l1I11lI.appendChild(I111l11lllII1II1I11IIIlIl);
I11Ill1I1l1II1II1111lI1ll.appendChild(II1l11II11I1l11lIII11I1II);
I11Ill1I1l1II1II1111lI1ll.appendChild(II11111III111ll1IIIIl1I1I);
IIIl11lI11l1l1lIll1IIlII1.appendChild(I11Ill1I1l1II1II1111lI1ll);
I1II1l1IllllIll11IlllI1Il.appendChild(lIlII1IIIIII1l1I111IllIll);
I1II1l1IllllIll11IlllI1Il.appendChild(II1I1IlIII1IIll1l1lllll1l);
Il1I1l1IlllIlI1I1l11I11ll.appendChild(I1II1l1IllllIll11IlllI1Il);
Il1l111Ill1l1IlI1l1IlllII.appendChild(llII111II1lllllIIIIl111l1);
Il1l111Ill1l1IlI1l1IlllII.appendChild(ll1Ill11IIII11I1Il11IlI11);
lll11I1lllII1I1lll1IlIlll.appendChild(Il1l111Ill1l1IlI1l1IlllII);
l1II111lII11IIlI1l1lII1lI.appendChild(ll1Ill1Ill1l1l1I1lIl1llI1);
l1II111lII11IIlI1l1lII1lI.appendChild(I1I111111II1lI1IlIIIII1Il);
I1IIl11l1lII11II1Ill1lIII.appendChild(l1II111lII11IIlI1l1lII1lI);
ll1lII1I11111l11111I1lIIl.appendChild(Il1Ill1lIlIIIll11111I11ll);
ll1lII1I11111l11111I1lIIl.appendChild(ll1IIlII1Il111111IIIl1lIl);
I1I11IlIllIll11lIlllIIlII.appendChild(ll1lII1I11111l11111I1lIIl);
IlI1l1I11lIl111IllI1lIllI.appendChild(I11I1lIlIII1l1111I1II1I11);
IlI1l1I11lIl111IllI1lIllI.appendChild(I1II1III1I1II11I1lIl11lII);
Il1l1l1lIl11lIlII1I1Ill1l.appendChild(IlI1l1I11lIl111IllI1lIllI);
I1III1lll1lI11111ll11Il1l.appendChild(I11I1II11IlII1IIlIlllI11I);
I1III1lll1lI11111ll11Il1l.appendChild(Il1III1l1IIlII1lIl1I1IlIl);
II11111IIll1lllIl1I1Il1Il.appendChild(I1III1lll1lI11111ll11Il1l);
IlIl1Il1lIIl111l11Il11Ill.appendChild(lll1lllIlI1llI1IlII1II1l1);
IlIl1Il1lIIl111l11Il11Ill.appendChild(l111I1I1IIl1lllIl11IIIllI);
IlIl1Il1lIIl111l11Il11Ill.appendChild(ll1II11I1lIlIlIl1lIlllIIl);
II11111IIll1lllIl1I1Il1Il.appendChild(IlIl1Il1lIIl111l11Il11Ill);
l111lI1IlIlIlIIl11ll11I1I.appendChild(II1l1lI11I111l1l1lIl1lIll);
l111lI1IlIlIlIIl11ll11I1I.appendChild(Il111IIIIIlIlllIIl11lll1l);
l111lI1IlIlIlIIl11ll11I1I.appendChild(llI1Ill1111ll1lIlIlllII11);
II11111IIll1lllIl1I1Il1Il.appendChild(l111lI1IlIlIlIIl11ll11I1I);
ll1lII1llIlIlIlll1lllI1I1.appendChild(IlI1l11lIlIIIlI11lIl1Il11);
ll1lII1llIlIlIlll1lllI1I1.appendChild(I11IIIIll1IllI1lllII1l1lI);
ll1lII1llIlIlIlll1lllI1I1.appendChild(lIIlIlII1l111llIIl11lII11);
II11111IIll1lllIl1I1Il1Il.appendChild(ll1lII1llIlIlIlll1lllI1I1);
l1IlIIIIlll11IIllllI11lll.appendChild(I111I11I1l1IIl11111lIIl11);
l1IlIIIIlll11IIllllI11lll.appendChild(lllIl1IIll1IIIIlII1ll1I1I);
l1IlIIIIlll11IIllllI11lll.appendChild(l11IlIIIIIlIIIII1IIl11lI1);
II11111IIll1lllIl1I1Il1Il.appendChild(l1IlIIIIlll11IIllllI11lll);
l1lI1Ill1ll1ll11III11l111.appendChild(III11l11lI1lI1111IIIlIIIl);
l1lI1Ill1ll1ll11III11l111.appendChild(llIl1IllllI1I1lIIlI1lI111);
l1lI1Ill1ll1ll11III11l111.appendChild(l11ll111IIlI11l1llIII1ll1);
II11111IIll1lllIl1I1Il1Il.appendChild(l1lI1Ill1ll1ll11III11l111);
I1111lIlIIIIl1l11l1111I1l.appendChild(lIIlIlIllIIIlI1IlIIll1I1l);
I1111lIlIIIIl1l11l1111I1l.appendChild(IIIlIll1III11ll1I111III1I);
I1111lIlIIIIl1l11l1111I1l.appendChild(llI1I11l1I1ll1I111l1Il11l);
II11111IIll1lllIl1I1Il1Il.appendChild(I1111lIlIIIIl1l11l1111I1l);
lIl11I1I1ll1llll1llII1II1.appendChild(IIlll1lIl11ll11lll1l1IlIl);
lIl11I1I1ll1llll1llII1II1.appendChild(ll1Il1III11lIII1lIIIIll11);
I1II1llll1lIlI1l11lIl1III.appendChild(lIl11I1I1ll1llll1llII1II1);
lllII1111IllIIlI11IllIlIl.appendChild(Il1l1Il1IlIIll1IIllIIl11l);
lllII1111IllIIlI11IllIlIl.appendChild(lIlIl1111ll1IlI111l11IllI);
l111IIll1I1IIll1lI1IlI11l.appendChild(lllII1111IllIIlI11IllIlIl);
Il1lII1Ill11l1II111I11lll.appendChild(Il1IlIl1IlI1IlIll11llII1I);
Il1lII1Ill11l1II111I11lll.appendChild(II1l11I1ll1I1lIl1I1I1Il11);
l11I11lII1I1lIIIIIII1l1I1.appendChild(Il1lII1Ill11l1II111I11lll);
llII11llIIll1Il11I1ll1II1.appendChild(l11Il1I11I1111I1ll1l111I1);
llII11llIIll1Il11I1ll1II1.appendChild(IlIII11I1l1lIIl1IIIl1Ill1);
llII11llIIll1Il11I1ll1II1.appendChild(lIlIlI1Il1l1l1I1lIIlIIII1);
llII11llIIll1Il11I1ll1II1.appendChild(llll1IlI1111I1I111llIll1l);
l11I11lII1I1lIIIIIII1l1I1.appendChild(llII11llIIll1Il11I1ll1II1);
I1lI1lIIll11IIl1I1I1II11l.appendChild(Ill1llI111I11IIIIIl1II1Il);
I1lI1lIIll11IIl1I1I1II11l.appendChild(II1l11IlI1I11ll1111l1lIIl);
I1lI1lIIll11IIl1I1I1II11l.appendChild(lIlI1Il111IllII1l11I1II11);
I1lI1lIIll11IIl1I1I1II11l.appendChild(IIl1l11lllI1ll11II1llI11I);
l11I11lII1I1lIIIIIII1l1I1.appendChild(I1lI1lIIll11IIl1I1I1II11l);
IIlIlIllIl1IIllI11IlI1lll.appendChild(lIllIIIlll111IIIIIl11llI1);
IIlIlIllIl1IIllI11IlI1lll.appendChild(lIlI11IllIIlllll11111Il11);
IIlIlIllIl1IIllI11IlI1lll.appendChild(l1I11lIl1Il1lIllll1IIl11I);
IIlIlIllIl1IIllI11IlI1lll.appendChild(IllIl1l11lI1II1lIl11lIlI1);
l11I11lII1I1lIIIIIII1l1I1.appendChild(IIlIlIllIl1IIllI11IlI1lll);
lI1l1I11IIlIl11l111lIlI1l.appendChild(lllI1ll1lI1lI1I1II1IIl111);
lI1l1I11IIlIl11l111lIlI1l.appendChild(l1lllIII1lI1Illl1llI1IIlI);
II11Ill1lIl1Illl1IlI1IIl1.appendChild(lI1l1I11IIlIl11l111lIlI1l);
IlI1I11l1l1lIl111lll11IlI.appendChild(IlI1ll1I11lI1lllI1l1lIl11);
IlI1I11l1l1lIl111lll11IlI.appendChild(lIIIlI1II1lIIlI111l11l1I1);
lI1l1Il11l1I1lIlllIllIlll.appendChild(IlI1I11l1l1lIl111lll11IlI);
l1llI1llIIlIlllI1l1l1I1l1.appendChild(llII1IIllII11I1l1111I1Ill);
l1llI1llIIlIlllI1l1l1I1l1.appendChild(Il11lll11lII11111Il1lIII1);
Il11I1l1lIlIll1Il1IlIII1l.appendChild(l1llI1llIIlIlllI1l1l1I1l1);
lI1lll1IIIlIlII1l11l1IIll.appendChild(lII11l11l1lIlI1IlllIl11ll);
lI1lll1IIIlIlII1l11l1IIll.appendChild(l1IIlII1l1IIIll1Il11IllIl);
ll11IIl1lIl1111lII1lII1Il.appendChild(lI1lll1IIIlIlII1l11l1IIll);
l1IllI1Il11lllI11l11lIII1.appendChild(l1l1111ll1lllIlIIIlIll1ll);
l1IllI1Il11lllI11l11lIII1.appendChild(IIIlIlll1IlIIl1IIlllIIlll);
l11lI11IIIII1l11Il1IIlIll.appendChild(l1IllI1Il11lllI11l11lIII1);
II1I1I1Ill1II11lI1lIIIl1l.appendChild(lIllIllI1lIIIlIlllll1l1Il);
II1I1I1Ill1II11lI1lIIIl1l.appendChild(lI1lI1I1I1llI1I1llll1llIl);
Illl11111llI1II1lI1lIllII.appendChild(II1I1I1Ill1II11lI1lIIIl1l);
IlIIllIIlll1lI1IllI1111Il.appendChild(l1lII1lIIIII11lIl1l1lI1I1);
IlIIllIIlll1lI1IllI1111Il.appendChild(Il1l1ll1l11111l1II1ll1ll1);
lI11IlIIIl1Illl1Ill1l11I1.appendChild(IlIIllIIlll1lI1IllI1111Il);
ll1ll1IIIIIlI1lI11IlIIlII.appendChild(I1IIIlll1III1llI1I1lI11II);
ll1ll1IIIIIlI1lI11IlIIlII.appendChild(lIIlIlI11I1Ill1ll111IIIIl);
IIIl1l1lIIllIlI111I1II11I.appendChild(ll1ll1IIIIIlI1lI11IlIIlII);
I1I1I11lII11ll11IIIl1IlI1.appendChild(l111I1111llIll1IllIl111II);
I1I1I11lII11ll11IIIl1IlI1.appendChild(l1lIllII1IllIl1Il1IlII1l1);
I1lIlII11II11111IlllllI1l.appendChild(I1I1I11lII11ll11IIIl1IlI1);
II1l11Ill11l111lI1II1lI1I.appendChild(II11IIllII1I1lllIll11111l);
II1l11Ill11l111lI1II1lI1I.appendChild(lI11Illl1II1IlIIIlI111111);
Il11l1111llI1lI1lI11l11l1.appendChild(II1l11Ill11l111lI1II1lI1I);
IlIll1IllIl1l1l11llI1l1ll.appendChild(IlIIl111ll11lIIII1IIlI11l);
IlIll1IllIl1l1l11llI1l1ll.appendChild(l1lIIIllll1IIIIIIllI11l1l);
I1I1I1llIIlI1ll111I1lllIl.appendChild(IlIll1IllIl1l1l11llI1l1ll);
I1lIl11lIl1ll111lI111111I.appendChild(IIl1I11111II11I11l1IIlIl1);
I1lIl11lIl1ll111lI111111I.appendChild(I11lIl1l1l1I11lIllI1II1lI);
II1I1lI11IIlIII1Il11I1lI1.appendChild(I1lIl11lIl1ll111lI111111I);
IIl1IIlI1II1l1lI1IlIlII11.appendChild(Il11IIl1l1I1I11ll1Il1IlI1);
IIl1IIlI1II1l1lI1IlIlII11.appendChild(Ill1I1I11IIl1ll1IIIlI1III);
IllIlII11llll1111IIlIIl1I.appendChild(IIl1IIlI1II1l1lI1IlIlII11);
lII1lll11IlI1IIlI1I1llIIl.appendChild(IlII1lI1ll1llllIlIIIllI11);
lII1lll11IlI1IIlI1I1llIIl.appendChild(lI1llll1lI1l1IIIl1Illlll1);
IllII1l1ll11Illl1IIllI1Il.appendChild(lII1lll11IlI1IIlI1I1llIIl);
Ill11l1IIlIlIIIlIlI1IlI11.appendChild(llIIlI1lIIIIIIllI1l11I1ll);
Ill11l1IIlIlIIIlIlI1IlI11.appendChild(Il1l1lI1I11ll1l1I111l1I1l);
llII1llI1Il1I1111I1111IlI.appendChild(Ill11l1IIlIlIIIlIlI1IlI11);
IlIIIIllIlI1I11lI1ll1IllI.appendChild(IlI1I1l1llIlI1l1II1II1lIl);
IlIIIIllIlI1I11lI1ll1IllI.appendChild(l1l1ll1I1l11l1llIIII1IIII);
I1II11l1IlllI1lll11ll1111.appendChild(IlIIIIllIlI1I11lI1ll1IllI);
lll1l1l111111111ll1llI1Il.appendChild(I1I1ll1I1l11I1111lII1llI1);
lll1l1l111111111ll1llI1Il.appendChild(l1l1IIIl1Il1I1lIlIl1II1I1);
lllI1lI11lIlIlI111llIllII.appendChild(lll1l1l111111111ll1llI1Il);
lII1IIIll11I11I1I1111111I.appendChild(l1III1lII1l11111llI11ll1l);
lII1IIIll11I11I1I1111111I.appendChild(IlI1lIlIllIII11I111llIIII);
lIIl1ll1IlIIlI111IIlIIll1.appendChild(lII1IIIll11I11I1I1111111I);
IlII111lI1IlIIlI11IIl1IlI.appendChild(I1II11lI111IIIlII1l1lI1Il);
IlII111lI1IlIIlI11IIl1IlI.appendChild(II1l1I1111l1I11lIllllI111);
IIlIIIIII1lI111llII1llI1l.appendChild(IlII111lI1IlIIlI11IIl1IlI);
I1lllll1l1II1I1I11lIlIlll.appendChild(lIIIl1IIllllI1lII1lI1II11);
I1lllll1l1II1I1I11lIlIlll.appendChild(lIIIllll11l1l1IllIIll1111);
lII1I1IIIIIIIlIIll1IIlIIl.appendChild(I1lllll1l1II1I1I11lIlIlll);
Il1lll1Ill11Il111IIlII111.appendChild(ll111IIIIIllIIl111IlI1lll);
Il1lll1Ill11Il111IIlII111.appendChild(I1II1Il1IllI11ll1l111IIII);
l1l1lIIl1IIlIl1lIIIllI11l.appendChild(Il1lll1Ill11Il111IIlII111);
I1llI1l1l1lIII1Ill11111II.appendChild(I11I11l1Ill111lIIll1l1ll1);
I1llI1l1l1lIII1Ill11111II.appendChild(I1l11I1111I11lIl1I1111Ill);
lll11II1I1111IlllIl1llI11.appendChild(I1llI1l1l1lIII1Ill11111II);
III1III1II11llI11I11lIlIl.appendChild(llIl1111II111l11IIllIIlII);
III1III1II11llI11I11lIlIl.appendChild(l1Ill11IlIlll1lll1Il1lIl1);
l11l1lI11II1lIl1Ill1Il1ll.appendChild(III1III1II11llI11I11lIlIl);
IlI111IlIll1111Il11I1lIlI.appendChild(lIl1lIl11I1IIII1I11I1IlIl);
IlI111IlIll1111Il11I1lIlI.appendChild(I1II1IlIlIII1lIllI11I1111);
l1ll11I1I111l1ll1IIll1llI.appendChild(IlI111IlIll1111Il11I1lIlI);
l1I1I1l1lII1Il1llIIIlI1II.appendChild(l1I1lllll111I11lI1l1l1lIl);
l1I1I1l1lII1Il1llIIIlI1II.appendChild(IllIllII1II1l1lI111I111I1);
llI1I1I1I1ll11Il11llllI11.appendChild(l1I1I1l1lII1Il1llIIIlI1II);
Il1lIl1llI111lI1I1IIIll1l.appendChild(lIlII1III1l1l1IIl11ll111l);
Il1lIl1llI111lI1I1IIIll1l.appendChild(l11lll1lI111llll1IIllI1Il);
I1ll11IlIIIl1ll1I1l1IlI1l.appendChild(Il1lIl1llI111lI1I1IIIll1l);
l11I1I111Il1I1IIlllIl1llI.appendChild(lI11l11l1l1Ill1IIIIll11lI);
l11I1I111Il1I1IIlllIl1llI.appendChild(I1ll1llIl111ll1I1I1II1Il1);
l1I111l11l1IIIll1Il1I1lII.appendChild(l11I1I111Il1I1IIlllIl1llI);
lIll1IIII1I1IlIIIII11l1Il.appendChild(llIl11IIIIlll11II1111IIIl);
lIll1IIII1I1IlIIIII11l1Il.appendChild(Ill1I1IIIl1l1IIlIll111IIl);
I1l1l11lIIllIIl1IIIlII11I.appendChild(lIll1IIII1I1IlIIIII11l1Il);
lII1l1lIl1Il11I11l1111llI.appendChild(I111Ill1Illl11I111l1IIIll);
lII1l1lIl1Il11I11l1111llI.appendChild(lIl1Ill11l1l1Il11I11l1I11);
I1IIIlI1llIllll1Ill11llII.appendChild(lII1l1lIl1Il11I11l1111llI);
lIII1llI1lIl1l1IIIlIllIIl.appendChild(l1Il1Ill1I1lIIll1llI1lllI);
lIII1llI1lIl1l1IIIlIllIIl.appendChild(llI1lII11llIIIll11IIlII1I);
IIl1IlllI1IIlI1IlII1Il111.appendChild(lIII1llI1lIl1l1IIIlIllIIl);
I11IIIIlIlll11ll111IlIlI1.appendChild(ll1l1lII1l1llIIlIIl11Il1I);
I11IIIIlIlll11ll111IlIlI1.appendChild(l1llI1l11ll1lIIlll111I1l1);
l1lIIl11lIl11llIlIIIllIll.appendChild(I11IIIIlIlll11ll111IlIlI1);
lllIlII11lll1I1l11I11Il1I.appendChild(I1l11l11lIl11IIllII1lIII1);
lllIlII11lll1I1l11I11Il1I.appendChild(lIl1lIlIIIlII1llIIl1I1l11);
II11IIIIIIIIlllIIIIII1111.appendChild(lllIlII11lll1I1l11I11Il1I);
l111I1111I1I1l1l1I1l1Il1l.appendChild(l1I1IlII111IIIIll1lII11ll);
l111I1111I1I1l1l1I1l1Il1l.appendChild(lllIIl1I1III1IIlI111III1l);
lIl1lI1I1l11IIlI111lll11l.appendChild(l111I1111I1I1l1l1I1l1Il1l);
lIlIl1I111I1IlI11llIIlI1l.appendChild(I11I1lIl1II1lII1III1lllI1);
lIlIl1I111I1IlI11llIIlI1l.appendChild(I1l1I1111lll11llIll111lIl);
I1I11111l1llIIIIlIll11llI.appendChild(lIlIl1I111I1IlI11llIIlI1l);
l11111l1I1Il11ll1l1lI1Il1.appendChild(l1l1Il1ll1lI1IllIlIllIlI1);
l11111l1I1Il11ll1l1lI1Il1.appendChild(IlIIlIl11lII1111l1lll1IIl);
lII1III1l1l1l1IIl1Il1l1lI.appendChild(l11111l1I1Il11ll1l1lI1Il1);
I1lllII11Ill11IlII1l11lIl.appendChild(lIl1l1II11llI1llII1111Il1);
I1lllII11Ill11IlII1l11lIl.appendChild(llI1I1lIl1111I111I1IIIl1I);
IIIIIIl1llIl111I11IIlIIlI.appendChild(I1lllII11Ill11IlII1l11lIl);
l11I1II1lIIl1llIIIIll1I11.appendChild(l1lIllIll1I11lII11II11l1I);
l11I1II1lIIl1llIIIIll1I11.appendChild(lI1lIlIII1l11llllIII1lII1);
l11llI11IIIlllII11IIll1lI.appendChild(l11I1II1lIIl1llIIIIll1I11);
l1lIl11l1lI111ll1IllI11ll.appendChild(ll111I1Ill1Il1I111II1ll11);
l1lIl11l1lI111ll1IllI11ll.appendChild(l1111lIl111llIllll1lI1III);
l1lIl11l1lI111ll1IllI11ll.appendChild(III1ll1lIlIIlII111lllIll1);
l11llI11IIIlllII11IIll1lI.appendChild(l1lIl11l1lI111ll1IllI11ll);
IlIl1lII1l1l1I1III111lIll.appendChild(IIIll11I1Il1lIl111l11IlIl);
IlIl1lII1l1l1I1III111lIll.appendChild(lI1lI1lIIll1I1I1lI111Ill1);
IlIl1lII1l1l1I1III111lIll.appendChild(l1ll1I1IIlIl1I1I1I1lIII11);
l11llI11IIIlllII11IIll1lI.appendChild(IlIl1lII1l1l1I1III111lIll);
lIllI1I1llll11l1l11llI1II.appendChild(II11l11I11II1lIIl1IIllI11);
lIllI1I1llll11l1l11llI1II.appendChild(l11l1l1Il1l11IIl1IIllIllI);
lIllI1I1llll11l1l11llI1II.appendChild(lIIll111Il1l111IIlIlI1Il1);
l11llI11IIIlllII11IIll1lI.appendChild(lIllI1I1llll11l1l11llI1II);
l1IIl1llll1111IIIl11IlIIl.appendChild(lII11lll111IIl1l1IlIIllI1);
l1IIl1llll1111IIIl11IlIIl.appendChild(IIlllIl1Ill11lII1IIlI11l1);
l111IllIllIllII111I1ll1ll.appendChild(l1IIl1llll1111IIIl11IlIIl);
IlIII1lII1Il1ll111IIIIlI1.appendChild(I1llIIIIl11lIlllI1I1IIl1l);
IlIII1lII1Il1ll111IIIIlI1.appendChild(IIl1I11llIIlIIII1111IlllI);
lll1l111III1llI1lll1IIlI1.appendChild(IlIII1lII1Il1ll111IIIIlI1);
lIIl1I1I1Il1llIIIIl1IIlII.appendChild(l1Ill1lll1l11l1l111lIllI1);
lIIl1I1I1Il1llIIIIl1IIlII.appendChild(IIllIIIII11ll1I1lll11lIlI);
I1Il11Illlll1l1ll11I1I11I.appendChild(lIIl1I1I1Il1llIIIIl1IIlII);
II1I1lIl1l1Ill1llIIII11I1.appendChild(l1Il11II1lI1llII1II11I1ll);
II1I1lIl1l1Ill1llIIII11I1.appendChild(l1l111lIIl11lllII11IIIlIl);
l11l1I111l1llllI1lIIIl1lI.appendChild(II1I1lIl1l1Ill1llIIII11I1);
IIII111lIIIl111lIIIllllI1.appendChild(lIIIIll1I1lll11lIlIl11lII);
IIII111lIIIl111lIIIllllI1.appendChild(lllIlIll1ll1l1IlII1IIIIlI);
III1lII11lIl11lIllll1lI1I.appendChild(IIII111lIIIl111lIIIllllI1);
IIlllIl1Il1I1lIIIIl11ll1I.appendChild(IIlI1II1lI1l1llIIllI11Ill);
IIlllIl1Il1I1lIIIIl11ll1I.appendChild(IllI1Il1l1lI1II1I11lll1l1);
Il1I11Il1I1I11IIlI1IlIlIl.appendChild(IIlllIl1Il1I1lIIIIl11ll1I);
II11lII1IlIIl11l1IlII1I11.appendChild(Illl11I1Ill11l11l1II1lll1);
II11lII1IlIIl11l1IlII1I11.appendChild(llII11Ill11IIl1I1Illll111);
I1IlIll1III1I1lII11IIl1l1.appendChild(II11lII1IlIIl11l1IlII1I11);
lll1Il1lIIlllIl1lll1111l1.appendChild(III11II1II1IIlI1Il1lIl1II);
lll1Il1lIIlllIl1lll1111l1.appendChild(I1III11lIl1IIlI11ll11ll11);
IIlIIllI1l11I1lllIl1lIlII.appendChild(lll1Il1lIIlllIl1lll1111l1);
Il111l1lIll1I1I1IllIl1l1l.appendChild(l1I111lI1IlllIlIlIIIl1l11);
Il111l1lIll1I1I1IllIl1l1l.appendChild(I111I1IlIl111lllIllII1llI);
lII1lII1ll111llIlIll11IIl.appendChild(Il111l1lIll1I1I1IllIl1l1l);
IlllI1lll1llI11lIIIlII111.appendChild(I1lll1II11II111Illl1IIll1);
IlllI1lll1llI11lIIIlII111.appendChild(I1lIIllI111lllIllI1Il1lll);
l11l1lII1lll1I1III1l1Ill1.appendChild(IlllI1lll1llI11lIIIlII111);
II1lll11II111I1l11I1lI1l1.appendChild(I1IlI11l1II1llll1lll1I1ll);
II1lll11II111I1l11I1lI1l1.appendChild(lIlI1Il1llIl11l11ll1I11Il);
I1lI1II1Il1lI1lII11I1lI11.appendChild(II1lll11II111I1l11I1lI1l1);
ll1llI1Il1ll11I1IlI1lI1II.appendChild(l11II1llII1lI11llIl1I1lll);
ll1llI1Il1ll11I1IlI1lI1II.appendChild(ll11II11I111llIlI1I1l1llI);
l1lIIIIllIlll1lIllI11I1Il.appendChild(ll1llI1Il1ll11I1IlI1lI1II);
Il1IIl1lIll1ll1lIl1Il1ll1.appendChild(IIIll1II1I11II1llIlIII111);
Il1IIl1lIll1ll1lIl1Il1ll1.appendChild(lIlI1I1I1II1Il1l1I1I1IIIl);
l1lIIl1lIIl11IIIIII1Il1ll.appendChild(Il1IIl1lIll1ll1lIl1Il1ll1);
Illlll1llI1II11llI1lI1llI.appendChild(II1IIIl1lIllIIlIl1IIIlIII);
Illlll1llI1II11llI1lI1llI.appendChild(I1Ill1lI11ll1I1III1l1IIlI);
l1lIII1llI11lll111111I1I1.appendChild(Illlll1llI1II11llI1lI1llI);
ll1l1I11IlII1ll1IlIllIl1l.appendChild(ll111IIII1IlI1I1III11ll1I);
ll1l1I11IlII1ll1IlIllIl1l.appendChild(ll1111Illl1lI11III1I1I1l1);
l11IlIll1lIlIl11I1l11IlII.appendChild(ll1l1I11IlII1ll1IlIllIl1l);
lIIlII1l1lI1I11II1I11llIl.appendChild(IIIII1llIlI1l11IIIIl11I11);
lIIlII1l1lI1I11II1I11llIl.appendChild(l1lIlI1IlIlIIlllIlIl1ll1I);
lIIIIl11IIIIllIIlllI1III1.appendChild(lIIlII1l1lI1I11II1I11llIl);
lIIIlI11Ill1I1111IlI11llI.appendChild(I1IllIIIIIllIIl1llIIl1Il1);
lIIIlI11Ill1I1111IlI11llI.appendChild(l111l1IllI1llll1I1IlI1I1l);
lIIl1IlIlI1I1lIIl1II111ll.appendChild(lIIIlI11Ill1I1111IlI11llI);
I1lI1lI111ll11111IIIlIlII.appendChild(lIl1l1II11IIlI1lIl1lllII1);
I1lI1lI111ll11111IIIlIlII.appendChild(l1lIl1llllIl1l11111l1I11I);
I1IlIlIl11ll1IlIIl11lIl11.appendChild(I1lI1lI111ll11111IIIlIlII);
IlI1l1l111Illl1ll1Il1lI1l.appendChild(IlII11I1lIlIl1llI1I11IIl1);
IlI1l1l111Illl1ll1Il1lI1l.appendChild(II1Il11I1III1l1lIIlIllIl1);
Il1I11Il11IllI1l1llllII1I.appendChild(IlI1l1l111Illl1ll1Il1lI1l);
Ill11I1l1ll1Illl1lI1IlIII.appendChild(IIllIl11Il11I1lIl1l1Il11l);
Ill11I1l1ll1Illl1lI1IlIII.appendChild(IIlll11lI11I111IllII11111);
Ill11I1l1ll1Illl1lI1IlIII.appendChild(Il1111lllIIl111ll111IllI1);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(Ill11I1l1ll1Illl1lI1IlIII);
I1lII1lIlI1ll1l11I1lII111.appendChild(llIlIIl1l1111l1l11lIl111I);
I1lII1lIlI1ll1l11I1lII111.appendChild(llllI1llllll11IIIlllI1lII);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(I1lII1lIlI1ll1l11I1lII111);
l1lIlll1I1lIllIIIlIIlIlIl.appendChild(llllI1IllIIIIII1llI111IIl);
l1lIlll1I1lIllIIIlIIlIlIl.appendChild(IllII11lIlI1l11lIIlII1ll1);
l1lIlll1I1lIllIIIlIIlIlIl.appendChild(II11II111llll11llI1I11Ill);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(l1lIlll1I1lIllIIIlIIlIlIl);
II1IIIl1IlIIlI11Il1l11III.appendChild(I111lIII11I1lll1l1IlIl1ll);
II1IIIl1IlIIlI11Il1l11III.appendChild(Il1I11l1l111l1l11I1ll11lI);
II1IIIl1IlIIlI11Il1l11III.appendChild(lll1llI1llI1I1IlI1IlIll1l);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(II1IIIl1IlIIlI11Il1l11III);
IIIlI11l1IIIl1IIll111l11l.appendChild(lIIlIl1l1IIIIl1II1llll1Il);
IIIlI11l1IIIl1IIll111l11l.appendChild(l1l1l11IIl1IIl111IIl1ll1I);
IIIlI11l1IIIl1IIll111l11l.appendChild(l1IllIlIlI111I1I1Ill11IlI);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(IIIlI11l1IIIl1IIll111l11l);
IIIlllIl11l1lI1IIl1lIlIlI.appendChild(lIl1IIlIII1I1111I1Il11llI);
IIIlllIl11l1lI1IIl1lIlIlI.appendChild(lIll1IIII11I11ll1l1I1llI1);
IIIlllIl11l1lI1IIl1lIlIlI.appendChild(Il1lII111I111lII1l11lI1l1);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(IIIlllIl11l1lI1IIl1lIlIlI);
ll11l111III1II1l1l11I1lI1.appendChild(I11llII11lII1l1lI1IIlI1I1);
ll11l111III1II1l1l11I1lI1.appendChild(l1ll1I1I1Il1llIl1llllIII1);
ll11l111III1II1l1l11I1lI1.appendChild(lII11I1l1llIlII1I1llI1IIl);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(ll11l111III1II1l1l11I1lI1);
I11I11ll1IIllll11lIIIl111.appendChild(II1I1ll1II1lll1I1l1l1I1Il);
I11I11ll1IIllll11lIIIl111.appendChild(IlI1l11lll1111l1ll1l1l1lI);
I11I11ll1IIllll11lIIIl111.appendChild(l1l11lII11IlI11I1lII111I1);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(I11I11ll1IIllll11lIIIl111);
Illll1ll1I11IIlIIIIlIll1I.appendChild(l1llIIII11lIlI111ll11IllI);
Illll1ll1I11IIlIIIIlIll1I.appendChild(I1III1I11II1IllIlIl11I11I);
Illll1ll1I11IIlIIIIlIll1I.appendChild(ll1ll111I1lllI1lIIllI11ll);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(Illll1ll1I11IIlIIIIlIll1I);
l1l1I11IIIlII11l1ll1IlI1l.appendChild(I11IIlIlI111II1II1111Il11);
l1l1I11IIIlII11l1ll1IlI1l.appendChild(l1IIl1111lIl1Il11Il1l1Ill);
l1l1I11IIIlII11l1ll1IlI1l.appendChild(I1lI1I1IIIlll1IIIll1IIIll);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(l1l1I11IIIlII11l1ll1IlI1l);
I1IIllIl1lIlIIlll111lIII1.appendChild(l1I1IIlI11ll1I1IIlllII111);
I1IIllIl1lIlIIlll111lIII1.appendChild(I1ll1IIl1111I1IIlIlllIII1);
I1IIllIl1lIlIIlll111lIII1.appendChild(l1IIl1IIIlI11II1lIlIlIlI1);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(I1IIllIl1lIlIIlll111lIII1);
l111111Illl1IllI1IIl1IIII.appendChild(lIlll1ll1111IIl1I1lI1l1I1);
l111111Illl1IllI1IIl1IIII.appendChild(l11lll1llIIl1l1IIIlIlIlIl);
l111111Illl1IllI1IIl1IIII.appendChild(lllIIIl1ll1IlI1111l1l11II);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(l111111Illl1IllI1IIl1IIII);
llII111II1ll111I1ll1lII11.appendChild(II11l11Illl11I1111llI11ll);
llII111II1ll111I1ll1lII11.appendChild(II1111l1l1lIIlI111lIl1lIl);
llII111II1ll111I1ll1lII11.appendChild(llI11Ill1l11ll1I1I1llI111);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(llII111II1ll111I1ll1lII11);
IlIIII111llll1I1lIIIIllll.appendChild(Ill1IlIl1111l1l1lII1IIlll);
IlIIII111llll1I1lIIIIllll.appendChild(IlIlIl1IllllIIlIlI1I1ll11);
IlIIII111llll1I1lIIIIllll.appendChild(l11lll11III1lI1lIIl1llll1);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(IlIIII111llll1I1lIIIIllll);
I1lI111lII1l11llI1lIII1l1.appendChild(ll1I111I11I1Il11IlIll1I11);
I1lI111lII1l11llI1lIII1l1.appendChild(II1I111IlIIIIIlIlI1l11lll);
I1lI111lII1l11llI1lIII1l1.appendChild(llllIl11II1II1II1l1I1II1I);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(I1lI111lII1l11llI1lIII1l1);
II1IIl1llIIll1IlIIlllI111.appendChild(IllI11llI1Ill1lI111lI11ll);
II1IIl1llIIll1IlIIlllI111.appendChild(l1l1I11lIlIIIIlII11IIlII1);
II1IIl1llIIll1IlIIlllI111.appendChild(lllII1II1lIIIII1lIIIl111l);
l1lIIl1IIlIl1l1llIIIlI111.appendChild(II1IIl1llIIll1IlIIlllI111);
IIl11IIl11ll1I1II1111Illl.appendChild(lI11l11l1Ill111Il1IllIIIl);
IIl11IIl11ll1I1II1111Illl.appendChild(l1l1lIl1IIl11l1llIIlIIlII);
l11llIlIIll1IlII1lIl11III.appendChild(IIl11IIl11ll1I1II1111Illl);
lII1IIll1ll111II111IlII1l.appendChild(II11ll1IlIl1ll1I1lIlllll1);
lII1IIll1ll111II111IlII1l.appendChild(l11111lI11l1ll1ll1I1lll1l);
IlllllIIlIIIl111111l1l1Il.appendChild(lII1IIll1ll111II111IlII1l);
II1IIlllIIIII11llIIIlIlII.appendChild(llII11II1l1Il1I1lI11lIlI1);
II1IIlllIIIII11llIIIlIlII.appendChild(l11lII1ll1lll11lI1lIIl1I1);
IllIlll1lllII1I1I1llIlII1.appendChild(II1IIlllIIIII11llIIIlIlII);
l1IlIIIIl1llI111IlI1l1lll.appendChild(II1llIlIll1Illll1I1lllI1I);
l1IlIIIIl1llI111IlI1l1lll.appendChild(I11II1ll1Illll1l1IIIllIIl);
llI111I1IlI1l1IIllI1111lI.appendChild(l1IlIIIIl1llI111IlI1l1lll);
II11Il1IIl11I1lIll11IIl11.appendChild(I1l1I1l11IllllI1IlIlI1ll1);
II11Il1IIl11I1lIll11IIl11.appendChild(lI1l1lI1lllIIIlI1lIl1II1l);
IIl11lllI11I11l111I111I1I.appendChild(II11Il1IIl11I1lIll11IIl11);
IlIl1111IlII1Ill11I11II1I.appendChild(llIIIl1111I1I1lIIllI1lI11);
IlIl1111IlII1Ill11I11II1I.appendChild(II11IIl1I111llllI1lI1IlIl);
lll1II1llIllIll11l1IlIIIl.appendChild(IlIl1111IlII1Ill11I11II1I);
IIIlIIl1IIll1I11l1lllI1l1.appendChild(l1IllII1III1lII1Ill1l111l);
IIIlIIl1IIll1I11l1lllI1l1.appendChild(Il1IIlIIIIIllI11I1I1Il11l);
IIIlIIl1IIll1I11l1lllI1l1.appendChild(llIllllllI1l11I1lI1IIllII);
IIIlIIl1IIll1I11l1lllI1l1.appendChild(l11l1I1l1I1IIllIlI111I11l);
lll1II1llIllIll11l1IlIIIl.appendChild(IIIlIIl1IIll1I11l1lllI1l1);
I11lII11l1Illl1lll1llllll.appendChild(IIIIIllI1I1l1lIIllIlllII1);
I11lII11l1Illl1lll1llllll.appendChild(l111IIIlIll1III111l1lll1I);
I11lII11l1Illl1lll1llllll.appendChild(IIIIllll11lI1II1Ill11ll11);
I11lII11l1Illl1lll1llllll.appendChild(I1Il11llIlI1III1l1111l11l);
lll1II1llIllIll11l1IlIIIl.appendChild(I11lII11l1Illl1lll1llllll);
lll11lIII1IlI1IlIl1Il1lll.appendChild(lIlIIl1I1111ll11lI1I11I11);
lll11lIII1IlI1IlIl1Il1lll.appendChild(IIlIlIl1Ill1lIIlIlIl1ll1l);
lll11lIII1IlI1IlIl1Il1lll.appendChild(l11lIlIIl11I1IlIllIIl111I);
lll11lIII1IlI1IlIl1Il1lll.appendChild(lIl1IlIlllI1lll1I1II1lI11);
lll1II1llIllIll11l1IlIIIl.appendChild(lll11lIII1IlI1IlIl1Il1lll);
llI111l111lIlI1lI1lll1llI.appendChild(l1lIllIII1l1I1l111Il111ll);
llI111l111lIlI1lI1lll1llI.appendChild(II1lIllIlllI1I1l1I11IIl1I);
I11Il111lIIlI1l11Ill1llll.appendChild(llI111l111lIlI1lI1lll1llI);
I11l11l1II1l1llII11I11lII.appendChild(IlIlllllII1II1IIllII1I11I);
I11l11l1II1l1llII11I11lII.appendChild(Illl11111l1l11lIIl1IllllI);
IlII1lII1IIIlll111l1l1I11.appendChild(I11l11l1II1l1llII11I11lII);
Il1lllII11IIIIlIIllI1III1.appendChild(ll1IIIllI1ll11ll1lll1IIII);
Il1lllII11IIIIlIIllI1III1.appendChild(II1IlI1I1IlI1lII1l11111Il);
II1II1lIl111ll1I11l11lllI.appendChild(Il1lllII11IIIIlIIllI1III1);
II1llll111IlIl11ll1lI11l1.appendChild(I11IIIl11IlIIl1lII1I11lII);
II1llll111IlIl11ll1lI11l1.appendChild(IIIIl1111lllI1lI111111IlI);
II1ll1IIlll1IlllII1I1IIIl.appendChild(II1llll111IlIl11ll1lI11l1);
II1l1Il1IlI1llI1IIlI111I1.appendChild(I11Ill1l1I11I11lIlIl1I1lI);
II1l1Il1IlI1llI1IIlI111I1.appendChild(lllIIlI111l1lIlll1llII11I);
Ill11lllllIIIl1I1lllIIlI1.appendChild(II1l1Il1IlI1llI1IIlI111I1);
IllIIlI1lI1l1lllI1II11llI.appendChild(lIlIIl1I11l11II1I11111IIl);
IllIIlI1lI1l1lllI1II11llI.appendChild(lIllIl1l1I1l1IIll1l1IIIII);
l1l1IIII1l1lII1lll111lI1I.appendChild(IllIIlI1lI1l1lllI1II11llI);
I1Il1Il1I11ll1l11lIIIlIIl.appendChild(l1I11I11lllIlII11II11lII1);
I1Il1Il1I11ll1l11lIIIlIIl.appendChild(IIl11I1Il1IllI11IlIlI1ll1);
Il11IIlIII11ll1l1lIIIlI1I.appendChild(I1Il1Il1I11ll1l11lIIIlIIl);
ll111lIl111I1I111111I11l1.appendChild(l1llIIl1I1IIlllll1l1IIIII);
ll111lIl111I1I111111I11l1.appendChild(I1lIlI1l11llI1lI1lII1lllI);
I1Il11IlI11llIlI1IIIIIlII.appendChild(ll111lIl111I1I111111I11l1);
lIII1lIl1IlI1I11lIIIlllII.appendChild(l11111IlII11Il1Ill11l1l1I);
lIII1lIl1IlI1I11lIIIlllII.appendChild(Il11lIll11Ill1lIll11l11I1);
IlIll1llllIIIl1IIl1ll1IIl.appendChild(lIII1lIl1IlI1I11lIIIlllII);
l1lI1l1I1l1lI1lllIl1IllII.appendChild(ll1llII1I1IIlIIl1111l11ll);
l1lI1l1I1l1lI1lllIl1IllII.appendChild(Il1ll1lI1111l1I111Il1lI11);
IIII1l111111lll1I1II1IIll.appendChild(l1lI1l1I1l1lI1lllIl1IllII);
lI1II1llIl111lIIl1IllIII1.appendChild(IIlI1lI1III11l1Il1I1I1I11);
lI1II1llIl111lIIl1IllIII1.appendChild(lII1l1I1llIlllIll1III1I1l);
I11lllllI111II11Il1lIIIIl.appendChild(lI1II1llIl111lIIl1IllIII1);
I1l1l1IIIII1l11l11III11Il.appendChild(II1I1111l1lI11lI1II1111lI);
I1l1l1IIIII1l11l11III11Il.appendChild(ll1l1lI1IlIIIllII11lIIIIl);
I11lII11llII1I1Il1lI1I1I1.appendChild(I1l1l1IIIII1l11l11III11Il);
I111lIIl1l1I1l1llI1I1111I.appendChild(Il111lIllIll1ll11l11I11l1);
I111lIIl1l1I1l1llI1I1111I.appendChild(l11ll11l1I1111llIl11l1lll);
IlIl11II11IIlIIIllIIl1I1l.appendChild(I111lIIl1l1I1l1llI1I1111I);
IllI1ll1IIl11l1Il11l1llIl.appendChild(l1I111lllllllIl1I1IlII1II);
IllI1ll1IIl11l1Il11l1llIl.appendChild(IllI1l1IIlIIIIII1I1IlIllI);
IlIlI1ll111II11IlIlII1IIl.appendChild(IllI1ll1IIl11l1Il11l1llIl);
l111111l1l11l1lIllIIlIlIl.appendChild(lII1lIIIIIllIII1III1II11l);
l111111l1l11l1lIllIIlIlIl.appendChild(I11lIllI11llIl11l1l1l1ll1);
Ill11llllI1II11lIl1IIIllI.appendChild(l111111l1l11l1lIllIIlIlIl);
Il11II1I11l1l111IlIIl111l.appendChild(Illl111llllI11lIll11I1I1l);
Il11II1I11l1l111IlIIl111l.appendChild(ll1IlI1l1llI11I1IIl1ll11I);
Il1lI1lllIlI1lIlIllI1lII1.appendChild(Il11II1I11l1l111IlIIl111l);
Il11lIII1IlIIII1II1I1lIIl.appendChild(ll11lI1lIlIllllIlI1l1I1Il);
Il11lIII1IlIIII1II1I1lIIl.appendChild(lIII1llll1111Il11IllIIIIl);
II1I11ll1IlI1lllII1lIl1ll.appendChild(Il11lIII1IlIIII1II1I1lIIl);
I1I1Il1lIlll1IlIl1I1l1I1I.appendChild(II11II11I11ll1111IIIll1II);
I1I1Il1lIlll1IlIl1I1l1I1I.appendChild(lIl1llIIIl1111lIIll1I111l);
IIlIIlIIl11IlIl1IlI1I1I1l.appendChild(I1I1Il1lIlll1IlIl1I1l1I1I);
Ill1IIIlIIlIlIlIl1I1111l1.appendChild(II1II1111I1IlllIl1ll11I11);
Ill1IIIlIIlIlIlIl1I1111l1.appendChild(lI111lIlIlIllIIIIllI11lll);
llIlIll1II1lIllI1lIll1II1.appendChild(Ill1IIIlIIlIlIlIl1I1111l1);
IllI1llIII11IIIIIlI1I11Il.appendChild(I1IlIIIl1II1I1l1lI1l1l1lI);
IllI1llIII11IIIIIlI1I11Il.appendChild(lIll1I1Il11IIIllI1l1Il1II);
IIl1llllllIll1llII1Il1lll.appendChild(IllI1llIII11IIIIIlI1I11Il);
l1l1I1II1IIlII1I11lllII11.appendChild(lll111lIIl1l1IlI1111IlII1);
l1l1I1II1IIlII1I11lllII11.appendChild(l1l1IIl1IIl1Ill1lI1I11III);
l1l1I1II1IIlII1I11lllII11.appendChild(Il11llIIl1l1II11111l111Il);
IIl1llllllIll1llII1Il1lll.appendChild(l1l1I1II1IIlII1I11lllII11);
lIIlI11Il1IllIll1I1IIl11I.appendChild(IIl1llIIIl1lII1IlIII1I1I1);
lIIlI11Il1IllIll1I1IIl11I.appendChild(IIIIIl1lIII11Illl11IllIIl);
lIIlI11Il1IllIll1I1IIl11I.appendChild(llIII1lll1Ill11llI1IllI1l);
IIl1llllllIll1llII1Il1lll.appendChild(lIIlI11Il1IllIll1I1IIl11I);
I11l1Il1I1l1llIl1l11llII1.appendChild(l1lll1lIIlIllllIl11llIII1);
I11l1Il1I1l1llIl1l11llII1.appendChild(Il1ll1111111lI1Ill111llIl);
I11l1Il1I1l1llIl1l11llII1.appendChild(IlIII1lI111l1Ill1l11l1I1l);
IIl1llllllIll1llII1Il1lll.appendChild(I11l1Il1I1l1llIl1l11llII1);
ll1lI111l11lIIlII1l1ll1Il.appendChild(l1llII1lIIl1lI1II1Il1lIIl);
ll1lI111l11lIIlII1l1ll1Il.appendChild(IIIIl1IIl111111l1IIIl1I1l);
ll1lI111l11lIIlII1l1ll1Il.appendChild(ll1lIll11lIlIllI1l11IllII);
IIl1llllllIll1llII1Il1lll.appendChild(ll1lI111l11lIIlII1l1ll1Il);
lIll1IlIIII1l1l1l1l1I11Il.appendChild(Il1lIlI11lI111IIII1I1Il1I);
lIll1IlIIII1l1l1l1l1I11Il.appendChild(l1IIIl1lllI11l1lIll1llllI);
lIll1IlIIII1l1l1l1l1I11Il.appendChild(I1I1lllI1I1I1lIIll1I1111l);
IIl1llllllIll1llII1Il1lll.appendChild(lIll1IlIIII1l1l1l1l1I11Il);
I1IIll1I11l1I1l1I1I1IIllI.appendChild(Il11II1llllllll1llI11I1Il);
I1IIll1I11l1I1l1I1I1IIllI.appendChild(II11IIIlII1Illl1l1llIII1I);
Ill11I1llI1I1lIll1Il1lllI.appendChild(I1IIll1I11l1I1l1I1I1IIllI);
l111llII1111I1I1111lIlII1.appendChild(lI1IIIIIIlI1llI11IIIlI1lI);
l111llII1111I1I1111lIlII1.appendChild(ll1I1I1IIllI1ll111I1III11);
l1lII1ll1llIllllI1lI1lI1l.appendChild(l111llII1111I1I1111lIlII1);
IIllIlll1l1IIIlllllIIllIl.appendChild(IIIl1l1I1l1IIllllllIlI11I);
IIllIlll1l1IIIlllllIIllIl.appendChild(IIIII1Il1lIIIIll1IlII11l1);
IIllIlll1l1IIIlllllIIllIl.appendChild(l1II1111111Il1l1II1IIl11l);
l1lII1ll1llIllllI1lI1lI1l.appendChild(IIllIlll1l1IIIlllllIIllIl);
IIIlll111111II11lI1l11111.appendChild(I1l11I1ll1I1111l1IIlII1Il);
IIIlll111111II11lI1l11111.appendChild(l1lllII1I11IIlIl11I11IllI);
IIIlll111111II11lI1l11111.appendChild(l1III11lI1lll11I11II11l1l);
l1lII1ll1llIllllI1lI1lI1l.appendChild(IIIlll111111II11lI1l11111);
lI1III1llIll11l11llIIl11l.appendChild(I111IIl1ll1IIlIIII1IIIllI);
lI1III1llIll11l11llIIl11l.appendChild(I1111l1lII1ll1ll11lllII1l);
IllIl1Il1lI1IlIIIII1111Il.appendChild(lI1III1llIll11l11llIIl11l);
lI11l11l1I11lIll1l11I1lIl.appendChild(I1l1I1ll1l111l11111lIIIlI);
lI11l11l1I11lIll1l11I1lIl.appendChild(II1ll1l1Il1I1lIll11I1l1II);
l1IllllI111IIIIIIII1lI1ll.appendChild(lI11l11l1I11lIll1l11I1lIl);
ll1I1l1lIll1l11ll1Il1lII1.appendChild(IlIIIIl1lIlll1IllI11lllII);
ll1I1l1lIll1l11ll1Il1lII1.appendChild(I11II1lIll111I1l11I111Il1);
l1ll1lIll11111lllI1lI1llI.appendChild(ll1I1l1lIll1l11ll1Il1lII1);
lIIlIIllllllll1I1II111IlI.appendChild(llII11IlIlIlIllI1ll1Il11I);
lIIlIIllllllll1I1II111IlI.appendChild(Il1Il1111llll11Ill11IIl1I);
II1I1lI1lI11l1I11ll11ll11.appendChild(lIIlIIllllllll1I1II111IlI);
l1lllI111II11111lIlI1I1Il.appendChild(lllI1I1IIIIl11I111Il1IIl1);
l1lllI111II11111lIlI1I1Il.appendChild(IIlI11llll1l11I11I1lIl11I);
I1ll11IlII1111ll11III1l1I.appendChild(l1lllI111II11111lIlI1I1Il);
l1lI1l11l1I11IlIl111l11ll.appendChild(I1lI1l1IIIIII1111111ll1II);
l1lI1l11l1I11IlIl111l11ll.appendChild(lI1111IlI11lIIl11I1l1IlI1);
I1I111lIl1I11lI1IllIIl11l.appendChild(l1lI1l11l1I11IlIl111l11ll);
IlIllll1Il1lI1lIllII1Illl.appendChild(IlI1IlIl11l1Il1I1I11IllII);
IlIllll1Il1lI1lIllII1Illl.appendChild(IIllI1I11IIlI1I11I1lI1lIl);
IIIllIlIIl11lI11IlIlIl1Il.appendChild(IlIllll1Il1lI1lIllII1Illl);
IlI111IllIlIl11I11Il11111.appendChild(lI1III1l11llIlllI1l11l1lI);
IlI111IllIlIl11I11Il11111.appendChild(I1lll1IIllIlI1IIIIl1111II);
IlI111IllIlIl11I11Il11111.appendChild(lllI1l1IllI111l11ll11IlI1);
IIIllIlIIl11lI11IlIlIl1Il.appendChild(IlI111IllIlIl11I11Il11111);
l11llIlIll1l111l1IlI11Ill.appendChild(II1lI11l11I1I1lllIlI1IllI);
l11llIlIll1l111l1IlI11Ill.appendChild(IlIl1ll1l11IIIlI1I1Il1l11);
l11llIlIll1l111l1IlI11Ill.appendChild(l11ll1llI1IIl1llllI1lII11);
IIIllIlIIl11lI11IlIlIl1Il.appendChild(l11llIlIll1l111l1IlI11Ill);
Il11I1IIlIIlll1I1llII111I.appendChild(lI111l1I1l1l1llllIlIlI1l1);
Il11I1IIlIIlll1I1llII111I.appendChild(lIll1l1lllIllIIIllI1lII1I);
llllI1l11Il1Il1ll11l1Illl.appendChild(Il11I1IIlIIlll1I1llII111I);
lII1lll1IIlI1I11I1llIIIIl.appendChild(ll1l111IIllIIl1lIll11IIIl);
lII1lll1IIlI1I11I1llIIIIl.appendChild(IllIl1IIlIIl1lIlIlI1I1I11);
ll111ll1lIll1l1llll1lIIlI.appendChild(lII1lll1IIlI1I11I1llIIIIl);
IIIlll1I111IIlIIIl1I1Ill1.appendChild(lIII1l1II1IlIIIIlllIIIlI1);
IIIlll1I111IIlIIIl1I1Ill1.appendChild(lIIl1111l1111llIllIIIlIII);
IIII11IIlll1l111lI11lIII1.appendChild(IIIlll1I111IIlIIIl1I1Ill1);
IlllIIIl1Il1I1lll1lI1II11.appendChild(I1ll1lI1l11lIIlI111I11l1l);
IlllIIIl1Il1I1lll1lI1II11.appendChild(lll1IIIlll1l1llIl1lIl11ll);
lll1ll1I1ll1II11l1111l1II.appendChild(IlllIIIl1Il1I1lll1lI1II11);
l1II1lI1lIIIlIIlIll11IllI.appendChild(llIllIll1III11I1lIll1lIII);
l1II1lI1lIIIlIIlIll11IllI.appendChild(IIl1IIl1IlI1l11I11I11I1II);
I11IllII11lI11lII1l1III11.appendChild(l1II1lI1lIIIlIIlIll11IllI);
lI1lIlI1l11llIIlIl111lIII.appendChild(llI111II1I11I1III1l1Il1II);
lI1lIlI1l11llIIlIl111lIII.appendChild(lIlllll1I11I11lll1IIl1II1);
lI111IllIIIl1Il111III1I1l.appendChild(lI1lIlI1l11llIIlIl111lIII);
ll1lI1IIIlIllI11l1III1l1I.appendChild(l1lIlIlIl1I11I1111IIl11ll);
ll1lI1IIIlIllI11l1III1l1I.appendChild(I1I111Ill1III1IIl1IllIlll);
ll1lIII1IlIIlIIIl1ll1111I.appendChild(ll1lI1IIIlIllI11l1III1l1I);
ll1III111I1lI111llI111l11.appendChild(ll1l1llIlIIlIIl11Il11III1);
ll1III111I1lI111llI111l11.appendChild(lIII1l1l1IIIIIIlll1I111II);
lll1I11I1l111IIl1IlI1II11.appendChild(ll1III111I1lI111llI111l11);
l111Illl1l1l11I11l1Ill1I1.appendChild(lII1IIIlII1II1II1lIllIIII);
l111Illl1l1l11I11l1Ill1I1.appendChild(lI1I1l1IIII11I11I111ll1ll);
I1llII11lll1III1llI1I1llI.appendChild(l111Illl1l1l11I11l1Ill1I1);
l11III1IIl1lI1llII1l1lIlI.appendChild(Il1Il111111I1I1Ill1I1lll1);
l11III1IIl1lI1llII1l1lIlI.appendChild(I1IlIII1IIII1lllIl11IIII1);
I11II111llI11I1IlIIlI1lII.appendChild(l11III1IIl1lI1llII1l1lIlI);
II1ll1lIl1l11I1Il11l1I1lI.appendChild(Ill1l1I1IlI11lI11l1lI1ll1);
II1ll1lIl1l11I1Il11l1I1lI.appendChild(l1lI1l1Il11lIIIl11lIll11I);
IlllllIlI1l1l11l111l1II11.appendChild(II1ll1lIl1l11I1Il11l1I1lI);
lI1I1l1IIl111I11IlI111Il1.appendChild(IlllIllIl11I11Ill1I1l1ll1);
lI1I1l1IIl111I11IlI111Il1.appendChild(lI11IIl1lIIII1lI1l1l11l11);
l1l1l1I11I11l1I1ll1lIlI11.appendChild(lI1I1l1IIl111I11IlI111Il1);
llI1IIl1lIIlI11l11l1IIlI1.appendChild(II1111lIIl1III1lI11Ill1Il);
llI1IIl1lIIlI11l11l1IIlI1.appendChild(IIIl1Illll111lIIl111111II);
Il11I11lllIlIl11IIIIIl1II.appendChild(llI1IIl1lIIlI11l11l1IIlI1);
IIllll1lI11l1111llIllI11l.appendChild(ll1l1Il1I1Illl1IIlI1Il1lI);
IIllll1lI11l1111llIllI11l.appendChild(l1l1l11l1I1l1I1I1I11l11Il);
llllll1lI1Ill1I1lll1I1llI.appendChild(IIllll1lI11l1111llIllI11l);
llI1llI1I11lI1l1lI11I111l.appendChild(III1llIl11IllI1llI1lIlIll);
llI1llI1I11lI1l1lI11I111l.appendChild(lII11l1lIllIlI1l1l1l1l11I);
lI1111lIlII1l1IlII111IlI1.appendChild(llI1llI1I11lI1l1lI11I111l);
lII11Il1IlIIIlIllllIl1I1I.appendChild(I1II111l1I1IlllIIIlIIll1I);
lII11Il1IlIIIlIllllIl1I1I.appendChild(II11ll1llI1IIll1I1Il1l1l1);
l11I1I11lIl1IIlIlI11lIlI1.appendChild(lII11Il1IlIIIlIllllIl1I1I);
lllIIl1lIl111l11ll1lI1lII.appendChild(l1I11IlIIIlllIl11I11l1l11);
lllIIl1lIl111l11ll1lI1lII.appendChild(llIIlIlIII1l1II1I11l11lIl);
l1lllllllll11Il1ll11lIII1.appendChild(lllIIl1lIl111l11ll1lI1lII);
IIl11lIIIIllI1I1l11l1lIIl.appendChild(IIIlII1l1I1lIIII111111Il1);
IIl11lIIIIllI1I1l11l1lIIl.appendChild(lllIl1lI111lIllIIIl1I1Ill);
IIl11lIIIIllI1I1l11l1lIIl.appendChild(llIlI1II1l1Ill111IIlIl1II);
IIl11lIIIIllI1I1l11l1lIIl.appendChild(lIllIll1ll1llIlIII11IIIl1);
l1lllllllll11Il1ll11lIII1.appendChild(IIl11lIIIIllI1I1l11l1lIIl);
I1I11lI1l1IIllIl11III1Il1.appendChild(I1lII1I1ll1IlIllIlll1l1I1);
I1I11lI1l1IIllIl11III1Il1.appendChild(I11lIIIIllllII1l1ll11lIIl);
I1I11lI1l1IIllIl11III1Il1.appendChild(I1l1lll111l1I1lIIlllIllII);
I1I11lI1l1IIllIl11III1Il1.appendChild(lI11l111II1I111l1111llIl1);
l1lllllllll11Il1ll11lIII1.appendChild(I1I11lI1l1IIllIl11III1Il1);
llIII1II1IIIllII11I11IIII.appendChild(I1lIIl11l11l11lII11I11Ill);
llIII1II1IIIllII11I11IIII.appendChild(l1II1lI1llIII111I1l111IlI);
l1lI11l1l1lll1lIIl1lll1ll.appendChild(llIII1II1IIIllII11I11IIII);
lI1llI11IIll11l1IIl1lII11.appendChild(I1I1l111Il111l1IlIIll1III);
lI1llI11IIll11l1IIl1lII11.appendChild(Il111l11I1lll111lIl1lIlI1);
lI1llI11IIll11l1IIl1lII11.appendChild(II1I1llll1I1lIl1I11I1Illl);
lI1llI11IIll11l1IIl1lII11.appendChild(II1I1IlIl1I1IIll11l1II1II);
lI1llI11IIll11l1IIl1lII11.appendChild(II11lllll11l111llIIIIIlIl);
lI1llI11IIll11l1IIl1lII11.appendChild(l11l1IIlI1IlIIIIIl1I1III1);
lI1llI11IIll11l1IIl1lII11.appendChild(II1IIIl1I1IIII11I1l1lll1l);
lI1llI11IIll11l1IIl1lII11.appendChild(III1lI11Il1Illl11l1I1I11I);
lI1llI11IIll11l1IIl1lII11.appendChild(l11III1l111lIIIIllIIII1I1);
I1l1III111IlllIIII11lIIII.appendChild(lI1llI11IIll11l1IIl1lII11);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(I11Ill1lllIIll1l111IIllIl);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(lI11IIII11l1l1I11I1Il11I1);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(IlI1I1lIlIl1II1Il1l1IlIIl);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(IIlI1lIlII1I1IlIllll11I1l);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(IlI1lllIll1Il1IIIIl1I11I1);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(IlI11lllII1IIl1Ill11I1I1I);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(l1Il11Il111IlIII1111ll1lI);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(III1llllI1l1l111l1llI1I1I);
l1IlIIlllIIIlIl1lI1lIIl1l.appendChild(I1lIlI1Ill1IIlI1l1lIlllI1);
I1l1III111IlllIIII11lIIII.appendChild(l1IlIIlllIIIlIl1lI1lIIl1l);
II1l1I11III111I1lI11IIl1l.appendChild(Il11Ill1lI1llIl1IIl1l1I1I);
II1l1I11III111I1lI11IIl1l.appendChild(IlllIll1IIl1Il1I1I11llI1I);
II1l1I11III111I1lI11IIl1l.appendChild(II1Il1l1lIll1111llll1lllI);
II1l1I11III111I1lI11IIl1l.appendChild(IIIIl1l1ll1II1ll111lIl11l);
II1l1I11III111I1lI11IIl1l.appendChild(l11I1I1IIIl1llIl1lll1l111);
II1l1I11III111I1lI11IIl1l.appendChild(I1IIll1I111IIll1I11I1l1II);
II1l1I11III111I1lI11IIl1l.appendChild(IlllIIl1IIIII1IIIII1I11II);
II1l1I11III111I1lI11IIl1l.appendChild(IIllI1I11l111I1I1I1lI1Il1);
II1l1I11III111I1lI11IIl1l.appendChild(II11111ll1II11IlI1I1l1lll);
I1l1III111IlllIIII11lIIII.appendChild(II1l1I11III111I1lI11IIl1l);
IlIIlIlllI111Il11lll1I1I1.appendChild(I11ll11I1IlIIl11I1lIlII1l);
IlIIlIlllI111Il11lll1I1I1.appendChild(lll1IllI11lIllIl1II1IlIl1);
IlIIlIlllI111Il11lll1I1I1.appendChild(I111111111l111Il1ll1I1ll1);
IlIIlIlllI111Il11lll1I1I1.appendChild(I1lI1IlII11Il1l11llIl1ll1);
IlIIlIlllI111Il11lll1I1I1.appendChild(Illl1llIlI1lI111I1Il1lII1);
IlIIlIlllI111Il11lll1I1I1.appendChild(III11lI1III11lI11llI1lII1);
IlIIlIlllI111Il11lll1I1I1.appendChild(I11111Il11IIlIIIl1lIIIlI1);
IlIIlIlllI111Il11lll1I1I1.appendChild(lIIl11lll11IIIIll1l1l1lIl);
IlIIlIlllI111Il11lll1I1I1.appendChild(I1l11llll1lll1l1lll1IlII1);
I1l1III111IlllIIII11lIIII.appendChild(IlIIlIlllI111Il11lll1I1I1);
II11111llI1111l1l1I1l1111.appendChild(I1l11lllllI1IlIlI1l1ll1l1);
II11111llI1111l1l1I1l1111.appendChild(ll1I1lI1I1lllllIlI111l1lI);
II11111llI1111l1l1I1l1111.appendChild(Il1II1l111ll1Illlll1I1l11);
II11111llI1111l1l1I1l1111.appendChild(lIlIII11IlIlllll1IlIIII1l);
II11111llI1111l1l1I1l1111.appendChild(I111l111I11lIllIIIl1l1ll1);
II11111llI1111l1l1I1l1111.appendChild(IIIII1IIlIlI11l1Il111IlI1);
II11111llI1111l1l1I1l1111.appendChild(lllIIlIl11l11llllI1lll11l);
II11111llI1111l1l1I1l1111.appendChild(IlI1Il1I1lIlIIlIlII111I1l);
II11111llI1111l1l1I1l1111.appendChild(Ill111Il111IIII1llIll1I1l);
I1l1III111IlllIIII11lIIII.appendChild(II11111llI1111l1l1I1l1111);
II1lIIl11111I1IIIlIl11lIl.appendChild(l1IIllI11IIlIl1111l1I1lIl);
II1lIIl11111I1IIIlIl11lIl.appendChild(IIll1I11Il1lI11I1I11IIl1I);
II1lIIl11111I1IIIlIl11lIl.appendChild(lI1l1lllIlI1111I1I1I11lll);
II1lIIl11111I1IIIlIl11lIl.appendChild(IlIIl1Illl111l1I1lIIll1l1);
II1lIIl11111I1IIIlIl11lIl.appendChild(I1I1lllll11111IIIl1Il11II);
II1lIIl11111I1IIIlIl11lIl.appendChild(IIlI1II1IIlIIllII1l11l11I);
II1lIIl11111I1IIIlIl11lIl.appendChild(l1111I11IlIl1lIIIl11l1ll1);
II1lIIl11111I1IIIlIl11lIl.appendChild(l1IIll1I1I1ll111I1l1l11lI);
II1lIIl11111I1IIIlIl11lIl.appendChild(l1lIllII1lIl1IlIlIll1l11I);
I1l1III111IlllIIII11lIIII.appendChild(II1lIIl11111I1IIIlIl11lIl);
ll1llIl1IIlII1lllIII1Il11.appendChild(IllI1l1lIIIllll1l1llIII1l);
ll1llIl1IIlII1lllIII1Il11.appendChild(I11Il1llI11I11lIIllI111II);
ll1llIl1IIlII1lllIII1Il11.appendChild(IIl11I1ll1lI1l1llI11II11I);
ll1llIl1IIlII1lllIII1Il11.appendChild(IIlI1Il1I111l1l11llI111ll);
ll1llIl1IIlII1lllIII1Il11.appendChild(I1II1I11I1lI1llII11II1lII);
ll1llIl1IIlII1lllIII1Il11.appendChild(l11Ill1II11l111I1lll1lIll);
ll1llIl1IIlII1lllIII1Il11.appendChild(Il1I1l1l1I1IIIlII1l11Illl);
ll1llIl1IIlII1lllIII1Il11.appendChild(II1IllIIIIlll11lIll1III1l);
ll1llIl1IIlII1lllIII1Il11.appendChild(ll11I1llllI1l11I1111llllI);
I1l1III111IlllIIII11lIIII.appendChild(ll1llIl1IIlII1lllIII1Il11);
I1I1lllIIl11II1Il11I111l1.appendChild(Il1II1Ill1l1llI1l1IIlIlIl);
I1I1lllIIl11II1Il11I111l1.appendChild(lI1l1Illl1I11I11lIl11llII);
I1I1lllIIl11II1Il11I111l1.appendChild(IllIIII1l1lII1I11II1llIlI);
I1llIIlI1IlIlII1l1l1III1l.appendChild(I1I1lllIIl11II1Il11I111l1);
I1I1ll1111ll11111I1IllIlI.appendChild(l1l1IlllIIll11l1ll11lIlIl);
I1I1ll1111ll11111I1IllIlI.appendChild(lIlIlII11I1IllI1IIII1lll1);
IIIllIII1l11111l1l1Il1III.appendChild(I1I1ll1111ll11111I1IllIlI);
IlII111lI11lllIIIIlllIIlI.appendChild(l1I1ll1l11II1II1lI111Ill1);
IlII111lI11lllIIIIlllIIlI.appendChild(IIl11IlIIIlI1llllI1IIlI11);
I1Il11IlII1Il1I1lllII11lI.appendChild(IlII111lI11lllIIIIlllIIlI);
lIIIl1Il111l1lI1lIIIIIlI1.appendChild(lIIIl111III11l1llII1111I1);
lIIIl1Il111l1lI1lIIIIIlI1.appendChild(I1I11ll1llI1I1l1IlllI1Il1);
lIIIl1Il111l1lI1lIIIIIlI1.appendChild(I1llII1lIl1IIIlll1IIlIIIl);
lIIIl1Il111l1lI1lIIIIIlI1.appendChild(III1II1l1111lIIIllI1I1IIl);
lIIIl1Il111l1lI1lIIIIIlI1.appendChild(I1Ill1II1lIl1lIIl1IIl1III);
lIIIl1Il111l1lI1lIIIIIlI1.appendChild(ll1ll1lll11lIlIIllII1lIIl);
l1111I1lI11l1lIlIlIlll1II.appendChild(lIIIl1Il111l1lI1lIIIIIlI1);
I1ll1llll1IIII1II111IlII1.appendChild(l11I11l1lII1IlIIlI1lII1II);
I1ll1llll1IIII1II111IlII1.appendChild(IllIII111I1ll1IlI1Il111II);
I1ll1llll1IIII1II111IlII1.appendChild(Il11l1Il1I1ll1llIII1IIIlI);
I1ll1llll1IIII1II111IlII1.appendChild(l1IIlII1lII1lll1I11lIlII1);
I1ll1llll1IIII1II111IlII1.appendChild(lll1Ill1lIIlIl1l1lll1l111);
I1ll1llll1IIII1II111IlII1.appendChild(lIIIllllI11lIIllllIl1lI1I);
l1111I1lI11l1lIlIlIlll1II.appendChild(I1ll1llll1IIII1II111IlII1);
lllII1lI11l11I111IIII1lIl.appendChild(I1I1lII1I1llII111Il1lI1lI);
lllII1lI11l11I111IIII1lIl.appendChild(IIIl111lIIlll1l11IIIIlI1I);
lllII1lI11l11I111IIII1lIl.appendChild(III1l11111IlII1ll1lIlIIll);
lllII1lI11l11I111IIII1lIl.appendChild(lIII1lI1I1IIIlIl1lI1Ill1I);
lllII1lI11l11I111IIII1lIl.appendChild(l1l11III11llIl1llI1lll1l1);
lllII1lI11l11I111IIII1lIl.appendChild(IIIl1111Il11IlIl1I1llI11I);
l1111I1lI11l1lIlIlIlll1II.appendChild(lllII1lI11l11I111IIII1lIl);
I1llll1IIlI1IIIII111IlI1I.appendChild(lIll1lI11IIl11IllIIIII1lI);
I1llll1IIlI1IIIII111IlI1I.appendChild(l11I1IIlII1l1IlIIll1Il11I);
I1llll1IIlI1IIIII111IlI1I.appendChild(l1lll11III11lI1Il1llllI11);
I1llll1IIlI1IIIII111IlI1I.appendChild(IlllI11lIIl1llll11llI11Il);
I1llll1IIlI1IIIII111IlI1I.appendChild(II1Il1IIlII11lIII11llIl1I);
I1llll1IIlI1IIIII111IlI1I.appendChild(lIl1111I1l1l1l1I1I11I1lII);
l1111I1lI11l1lIlIlIlll1II.appendChild(I1llll1IIlI1IIIII111IlI1I);
IIIl11II1l1II1lll111ll1l1.appendChild(lll1lI111lll1llIlIIIIl11I);
IIIl11II1l1II1lll111ll1l1.appendChild(I11llIl1II1l1I1l1I1llllIl);
IIIl11II1l1II1lll111ll1l1.appendChild(lII11lIIIl1Il11I1lI1I1lI1);
IIIl11II1l1II1lll111ll1l1.appendChild(I1llI11l1I11lll11lII1IIl1);
IIIl11II1l1II1lll111ll1l1.appendChild(lllll1IlIl1lIIIl1II1IIIlI);
IIIl11II1l1II1lll111ll1l1.appendChild(lIl1lllIIlIlIl1llllIIlll1);
l1111I1lI11l1lIlIlIlll1II.appendChild(IIIl11II1l1II1lll111ll1l1);
I1I111l1111IIlIIllIIIIllI.appendChild(IIl1llIIIIIllII11Il1I1III);
I1I111l1111IIlIIllIIIIllI.appendChild(I1I1IIII1l1Il1IlIII1Il11I);
I1I111l1111IIlIIllIIIIllI.appendChild(lI11llI11I11lI1l11I1I1lII);
I1I111l1111IIlIIllIIIIllI.appendChild(IlI1l11lIIIIl1l1Ill1lIlll);
I1I111l1111IIlIIllIIIIllI.appendChild(lIl1lI1I1I1llIlI1I1lllI1I);
I1I111l1111IIlIIllIIIIllI.appendChild(II11l11II1l1IIII1Illl1IlI);
l1111I1lI11l1lIlIlIlll1II.appendChild(I1I111l1111IIlIIllIIIIllI);
I1l1II111IIII11lIllllI1l1.appendChild(IIllIIIII1I11lIII11ll1I1l);
I1l1II111IIII11lIllllI1l1.appendChild(I11IlIlI1l1l1llllIl1II1ll);
I1l1II111IIII11lIllllI1l1.appendChild(I1111II1IlIIIIll1IllIII1l);
I1l1II111IIII11lIllllI1l1.appendChild(lII1Il1lIl1IIIlIlIIl1lII1);
I1l1II111IIII11lIllllI1l1.appendChild(IllIIl1IlIII1IIllIl1ll1lI);
I1l1II111IIII11lIllllI1l1.appendChild(lIll1Il11IlllIIlI1I11IllI);
l1111I1lI11l1lIlIlIlll1II.appendChild(I1l1II111IIII11lIllllI1l1);
llIl1IlI1IIl1lI1l1l1lIlIl.appendChild(I111I1l111l1lIIIIII1l111l);
llIl1IlI1IIl1lI1l1l1lIlIl.appendChild(lIllII1lllIl111I1l1lIllI1);
llIl1IlI1IIl1lI1l1l1lIlIl.appendChild(lIl1l1I1Il1Illl1IIIlIIl1l);
llIl1IlI1IIl1lI1l1l1lIlIl.appendChild(l11lI1Il1lII1lIIlIIlIll1l);
llIl1IlI1IIl1lI1l1l1lIlIl.appendChild(IIlI1I1111IllIll11lIl1IIl);
llIl1IlI1IIl1lI1l1l1lIlIl.appendChild(I1111ll1l11I1Il1lIII1lIII);
l1111I1lI11l1lIlIlIlll1II.appendChild(llIl1IlI1IIl1lI1l1l1lIlIl);
lIl11II1lI11lll11lIlI1I1l.appendChild(lI11l1llII1IIlI1ll1llIIlI);
lIl11II1lI11lll11lIlI1I1l.appendChild(I111lI1IIlI111llllllIl1ll);
lIl11II1lI11lll11lIlI1I1l.appendChild(lIl111I1IIl1IllllI1IIIII1);
lIl11II1lI11lll11lIlI1I1l.appendChild(l1111111l1Il11IlI11lI1111);
lIl11II1lI11lll11lIlI1I1l.appendChild(II11I111l1lIIll1I1lI1lll1);
lIl11II1lI11lll11lIlI1I1l.appendChild(lIlI1llllI1Illl1IlllIllIl);
l1111I1lI11l1lIlIlIlll1II.appendChild(lIl11II1lI11lll11lIlI1I1l);
ll1ll1ll1I1I1Il1Ill11I1l1.appendChild(IIlII111I1lIIII111IIlIl1l);
ll1ll1ll1I1I1Il1Ill11I1l1.appendChild(llI1IIllllllllllIIIIIl11I);
ll1ll1ll1I1I1Il1Ill11I1l1.appendChild(l1l11I1ll111lIlI1lIll1lIl);
ll1ll1ll1I1I1Il1Ill11I1l1.appendChild(ll1IIIlll11l1IIlIlI1I11Il);
ll1ll1ll1I1I1Il1Ill11I1l1.appendChild(llIlll1Il1I11Ill1IllIIIlI);
ll1ll1ll1I1I1Il1Ill11I1l1.appendChild(IIl1llIl11I11llII111I1II1);
l1111I1lI11l1lIlIlIlll1II.appendChild(ll1ll1ll1I1I1Il1Ill11I1l1);
l111IIllIIlI1Il11IlIII1Il.appendChild(l1111IlI1Il11ll1IIIllll1I);
l111IIllIIlI1Il11IlIII1Il.appendChild(Il1lI1Il1ll1I1IIIlI11IIII);
l111IIllIIlI1Il11IlIII1Il.appendChild(III1Il1lllIIII1l11I1l111l);
l111IIllIIlI1Il11IlIII1Il.appendChild(ll111IllIlI11IIl11l11Illl);
l111IIllIIlI1Il11IlIII1Il.appendChild(I1IIl1IlIIIIl11I111I1l1Il);
l111IIllIIlI1Il11IlIII1Il.appendChild(I111I1Ill1I1II11l1Illll11);
l1111I1lI11l1lIlIlIlll1II.appendChild(l111IIllIIlI1Il11IlIII1Il);
l111Il1Il1I1I1IlIIlIIIII1.appendChild(Il1l1III1I11l111llIlIIlII);
l111Il1Il1I1I1IlIIlIIIII1.appendChild(l1Ill1111II1I1I1l11lllIlI);
l111Il1Il1I1I1IlIIlIIIII1.appendChild(lIIIllIl1Il1IIlIl111Il1Il);
l111Il1Il1I1I1IlIIlIIIII1.appendChild(I1II1ll1IlIl1lllIlI1Ill1l);
l111Il1Il1I1I1IlIIlIIIII1.appendChild(lI1I1I11l1ll1l11I1l11111l);
l111Il1Il1I1I1IlIIlIIIII1.appendChild(I1llIIlIIl1111111II1l11Il);
l1111I1lI11l1lIlIlIlll1II.appendChild(l111Il1Il1I1I1IlIIlIIIII1);
IlIIIIl11l11IIIIIlll1ll11.appendChild(II1lIlIlllIIlIlIlIIlI1Ill);
IlIIIIl11l11IIIIIlll1ll11.appendChild(lIIIll1lIIlll11I1l1lll1II);
IlIIIIl11l11IIIIIlll1ll11.appendChild(lIllIII111llIlI1IIllIl1ll);
IlIIIIl11l11IIIIIlll1ll11.appendChild(IlIlI1IllIll1lIlI1l11II11);
llIllIIIl11I11lllIII1Il11.appendChild(IlIIIIl11l11IIIIIlll1ll11);
lII1l1lll111I1ll1lI11llIl.appendChild(lIIII111lIlIlIlllI1IlIl1l);
llIllIIIl11I11lllIII1Il11.appendChild(lII1l1lll111I1ll1lI11llIl);
I1llll11l1IlI1IlII1llllII.appendChild(I11lIllIl1111I1I1l1lllI1l);
llIllIIIl11I11lllIII1Il11.appendChild(I1llll11l1IlI1IlII1llllII);
IlIll11Ill1I1IIIIll11lllI.appendChild(lll1I1Ill11lI11l111l11I1I);
IlIll11Ill1I1IIIIll11lllI.appendChild(l1Ill1l11IIIlI1l1IIIllIlI);
IIl11llI1llIIlIll1IllllIl.appendChild(IlIll11Ill1I1IIIIll11lllI);
lll11IIlIlIllllI1IIll11l1.appendChild(lI1I1lII1llll11II1I1lIII1);
lll11IIlIlIllllI1IIll11l1.appendChild(IIlllll1111II1IIlll11llII);
II1lIlII11IIIlIIIIII11II1.appendChild(lll11IIlIlIllllI1IIll11l1);
l1II1I11I1l1IlIl11lIIl1I1.appendChild(Il1I1I11lIlIlI1l11IIIl1I1);
l1II1I11I1l1IlIl11lIIl1I1.appendChild(llllIII1IIIIlll1I1Il1l1l1);
l1II1I11I1l1IlIl11lIIl1I1.appendChild(I111I1l1Il1I1lI1l1llI1lIl);
l1II1I11I1l1IlIl11lIIl1I1.appendChild(IIIIl1I111l11IlI1llIl11Il);
l1II1I11I1l1IlIl11lIIl1I1.appendChild(lI1ll11lllI1II1lIIIlI1ll1);
IlIIIlI111lIll1llIl1Il1lI.appendChild(l1II1I11I1l1IlIl11lIIl1I1);
I1Il1l11lllll1IlIlllI1lIl.appendChild(IIIIIIIl11l1II111lIllIl1I);
I1Il1l11lllll1IlIlllI1lIl.appendChild(I1lIIIl1l1lIl1l1I1llIIIII);
I1Il1l11lllll1IlIlllI1lIl.appendChild(I111ll1lIl1llll11I1IlIlIl);
I1Il1l11lllll1IlIlllI1lIl.appendChild(IlI11l1llI111IlI1l11I1I1l);
I1Il1l11lllll1IlIlllI1lIl.appendChild(III1lll1l1IIIIlIlIlIllIll);
IlIIIlI111lIll1llIl1Il1lI.appendChild(I1Il1l11lllll1IlIlllI1lIl);
llI1IlII1lI1ll11lIIl1IIIl.appendChild(lIllIl11Il11Ill11lIIll1l1);
llI1IlII1lI1ll11lIIl1IIIl.appendChild(IlI1I1lllIlII1lI111IIIII1);
llI1IlII1lI1ll11lIIl1IIIl.appendChild(l11IIIIlIl1III1I1lIIIII1l);
llI1IlII1lI1ll11lIIl1IIIl.appendChild(IllI1II1l11lllIlII111IIII);
llI1IlII1lI1ll11lIIl1IIIl.appendChild(IIl1IIlll1Il1I1l1l1IIIl1l);
IlIIIlI111lIll1llIl1Il1lI.appendChild(llI1IlII1lI1ll11lIIl1IIIl);
IIllIIlIIlllIlI1lIlll1l1I.appendChild(lI1I111l1ll1ll1llIl1l1lII);
IIllIIlIIlllIlI1lIlll1l1I.appendChild(llIII1llIll1ll11Ill1I11I1);
IIllIIlIIlllIlI1lIlll1l1I.appendChild(II11l1IllIlIIlI11lIl1II1l);
IIllIIlIIlllIlI1lIlll1l1I.appendChild(IIIIIllI1I1lI1II111lIl111);
IIllIIlIIlllIlI1lIlll1l1I.appendChild(l111ll11l1I11l1I1l111llIl);
IlIIIlI111lIll1llIl1Il1lI.appendChild(IIllIIlIIlllIlI1lIlll1l1I);
II11Illl11111lIIl1l11I1Il.appendChild(lllIl1llII1111111I11111Il);
II11Illl11111lIIl1l11I1Il.appendChild(lIll1lI11II1I11lI1III1111);
II11Illl11111lIIl1l11I1Il.appendChild(ll11IlI11IlI11Il1ll11l11I);
II11Illl11111lIIl1l11I1Il.appendChild(lll11I11I1I11IllIIl1I11l1);
II11Illl11111lIIl1l11I1Il.appendChild(lIIl11IIl1lIIll11ll1l1111);
IlIIIlI111lIll1llIl1Il1lI.appendChild(II11Illl11111lIIl1l11I1Il);
IllI1IIllIIIlI1I1IlIll111.appendChild(ll1I1ll111lI1l1l11lllll1l);
IllI1IIllIIIlI1I1IlIll111.appendChild(ll1Ill1I1Ill1IIIlllIIl111);
IllI1IIllIIIlI1I1IlIll111.appendChild(l1I111Il1IIl1IIII1lI111ll);
IllI1IIllIIIlI1I1IlIll111.appendChild(I1l1Ill1llIIllllllI11I11I);
IllI1IIllIIIlI1I1IlIll111.appendChild(l1ll11II1IIlIl11I1l11Ill1);
IlIIIlI111lIll1llIl1Il1lI.appendChild(IllI1IIllIIIlI1I1IlIll111);
ll1IIllIlIllI1Illll11IlIl.appendChild(IIl1lI1l1I1l1lll11Illl1Il);
ll1IIllIlIllI1Illll11IlIl.appendChild(lIIl11l1Il1111l111llllllI);
ll1IIllIlIllI1Illll11IlIl.appendChild(Ill1l1lll1Il1IIlIllI1l1l1);
ll1IIllIlIllI1Illll11IlIl.appendChild(I1lIlIl1llIIIIII11I1ll1lI);
ll1IIllIlIllI1Illll11IlIl.appendChild(Il11l1ll11llIlIllIIIlII11);
IlIIIlI111lIll1llIl1Il1lI.appendChild(ll1IIllIlIllI1Illll11IlIl);
II11l1111II1lIIlIIIl11lII.appendChild(I1I1llI111I1ll1I1lllI1lIl);
II11l1111II1lIIlIIIl11lII.appendChild(IIlIlll1lII1l1111lIIllIll);
II11l1111II1lIIlIIIl11lII.appendChild(l111l1l1lIlIIl11IIIl1lIIl);
IlllIlIIIIIIIIl1II111II1l.appendChild(II11l1111II1lIIlIIIl11lII);
I1IIIII1I1111I1llIII1ll1I.appendChild(llIllI11lIIIll111111I1l1I);
I1IIIII1I1111I1llIII1ll1I.appendChild(llI1Ill1Ill1llll1lIll1llI);
l1IllllI1l1l1I1llIIlI1lII.appendChild(I1IIIII1I1111I1llIII1ll1I);
lIlIl111I1l1II1lIIl11IIIl.appendChild(llllIlIIIIl1llIl1l1II1I1l);
lIlIl111I1l1II1lIIl11IIIl.appendChild(llII1ll1l111lI1ll1Il1I111);
lIlIl111I1l1II1lIIl11IIIl.appendChild(I1l1I1111Il1lllII1lllI11l);
lIlIl111I1l1II1lIIl11IIIl.appendChild(lIIl1llll1I1llllI111l11Il);
lIlIl111I1l1II1lIIl11IIIl.appendChild(ll1ll1III1II11I111Il11llI);
IlllII11lI1Il1I1llI11IIIl.appendChild(lIlIl111I1l1II1lIIl11IIIl);
l1I11l1llII11IllI1IlII1Il.appendChild(I1llI11I11lllIlIlII11I11I);
l1I11l1llII11IllI1IlII1Il.appendChild(IIIl1I111ll11Il11ll1IlIIl);
l1I11l1llII11IllI1IlII1Il.appendChild(IllI1IlIII1II11lI11IIlIII);
l1I11l1llII11IllI1IlII1Il.appendChild(llIIllll11II1llI1IIllIIII);
l1I11l1llII11IllI1IlII1Il.appendChild(IlIIlIll1111IIllII11II1ll);
IlllII11lI1Il1I1llI11IIIl.appendChild(l1I11l1llII11IllI1IlII1Il);
I1IlII1I11I1Il1IlIll11lll.appendChild(l1Il111IlIll11111IIll1Ill);
I1IlII1I11I1Il1IlIll11lll.appendChild(lI111IIl1I1llII1IllI1llII);
I1IlII1I11I1Il1IlIll11lll.appendChild(I1lI1I1lI1IIIlII1lI111IlI);
I1IlII1I11I1Il1IlIll11lll.appendChild(IllI1IIl1IllI11IIlI1lIIl1);
I1IlII1I11I1Il1IlIll11lll.appendChild(I1I111IIIlIl1lIl1lII1IIIl);
IlllII11lI1Il1I1llI11IIIl.appendChild(I1IlII1I11I1Il1IlIll11lll);
I1l11I1l1IIlI1Illll11I1l1.appendChild(Illll11I1ll1I1I1lI11l11I1);
I1l11I1l1IIlI1Illll11I1l1.appendChild(llIlI11IllI1lllII11lI1I11);
I1l11I1l1IIlI1Illll11I1l1.appendChild(Il1IlI1Il111Ill1111l1lII1);
I1l11I1l1IIlI1Illll11I1l1.appendChild(lI11l11l1I1l11IIll1l1IlIl);
I1l11I1l1IIlI1Illll11I1l1.appendChild(IlIlI1lII1ll111l1II1I1111);
IlllII11lI1Il1I1llI11IIIl.appendChild(I1l11I1l1IIlI1Illll11I1l1);
lllIIIlIl1IIllIl11IIIl1I1.appendChild(IlllllIllll11lI1llIlllII1);
lllIIIlIl1IIllIl11IIIl1I1.appendChild(Il11IIllllIII1II1l1lIIIll);
lllIIIlIl1IIllIl11IIIl1I1.appendChild(II1III1I11I1III1III1lIlll);
lllIIIlIl1IIllIl11IIIl1I1.appendChild(lIllI1I1lIlIIl11llI11IlIl);
lllIIIlIl1IIllIl11IIIl1I1.appendChild(llI1III11ll1llIIlIl1l111I);
IlllII11lI1Il1I1llI11IIIl.appendChild(lllIIIlIl1IIllIl11IIIl1I1);
Ill1l1I1II1IIl111I1Il11I1.appendChild(I1lIl1ll1lIlllIII1I1IlI1l);
Ill1l1I1II1IIl111I1Il11I1.appendChild(llIIl1III1I1IllIIIlIIl111);
Ill1l1I1II1IIl111I1Il11I1.appendChild(IIlIl11l111lIlllIII1l1lI1);
Ill1l1I1II1IIl111I1Il11I1.appendChild(l11lI1l1l1l1IlIlIIllIlllI);
Ill1l1I1II1IIl111I1Il11I1.appendChild(I11l1l11Illl1llll111l1I1l);
IlllII11lI1Il1I1llI11IIIl.appendChild(Ill1l1I1II1IIl111I1Il11I1);
I1lIll1111IllI1I11llIII11.appendChild(II1I111IIlIllIIlIl1ll1lIl);
I1lIll1111IllI1I11llIII11.appendChild(ll1llIllIll1IIIll11l11I11);
I1lIll1111IllI1I11llIII11.appendChild(IlllIlllII1I1lll1Ill11I1l);
I1lIll1111IllI1I11llIII11.appendChild(Il11II1IIIIIl11l1I1l1IIII);
I1lIll1111IllI1I11llIII11.appendChild(l1l1I1lIIllIIl111lIIlI1II);
IlllII11lI1Il1I1llI11IIIl.appendChild(I1lIll1111IllI1I11llIII11);
I1l1II11II1l1l1I1ll11lllI.appendChild(llIlll1I1IlI11l1l1lI1l1I1);
I1l1II11II1l1l1I1ll11lllI.appendChild(I1lll1IllI1IIl1I111IIlIII);
I1l1II11II1l1l1I1ll11lllI.appendChild(llIl1lIlII1l1lIll1l1lIllI);
I1l1II11II1l1l1I1ll11lllI.appendChild(lI1lI1lI1llI1III1I1IIlI1I);
I1l1II11II1l1l1I1ll11lllI.appendChild(I111II111llII1lIlllII1I1I);
IlllII11lI1Il1I1llI11IIIl.appendChild(I1l1II11II1l1l1I1ll11lllI);
lIIllll1III11lllIIlllIl1I.appendChild(IIIIlIIlI11IIIlll1IlI1lIl);
lIIllll1III11lllIIlllIl1I.appendChild(ll1l1I1I11l1lI11lIlI1l1Il);
lIIllll1III11lllIIlllIl1I.appendChild(l1III1lll1Ill11I11lllII1l);
lIIllll1III11lllIIlllIl1I.appendChild(lll1I1lII1l11Ill111IlIIII);
lIIllll1III11lllIIlllIl1I.appendChild(ll1llIl1IlllIIII111ll11Il);
IlllII11lI1Il1I1llI11IIIl.appendChild(lIIllll1III11lllIIlllIl1I);
ll111111II1lll111Il1IIlll.appendChild(I11l1Ill1I1lII1I1I1l1lll1);
ll111111II1lll111Il1IIlll.appendChild(l11I1l11I11lII11I1I1l1IlI);
ll111111II1lll111Il1IIlll.appendChild(I11lI1lIlIIl1II1lIIllIIll);
ll111111II1lll111Il1IIlll.appendChild(lIlI11l1I1Il1IIIIlllIll1l);
ll111111II1lll111Il1IIlll.appendChild(lII11III1ll1lI1II1I1lllll);
IlllII11lI1Il1I1llI11IIIl.appendChild(ll111111II1lll111Il1IIlll);
IlI1l1I1IllIII11l1IllI11l.appendChild(IIlIIIIlll111lIlII1llllll);
IlI1l1I1IllIII11l1IllI11l.appendChild(II1lIl1II1ll11l1I11l1ll1I);
IlI1l1I1IllIII11l1IllI11l.appendChild(lIII1111l1I111l1Ill1I1llI);
IlI1l1I1IllIII11l1IllI11l.appendChild(II1l11II11Ill1I1llI1Illll);
IlI1l1I1IllIII11l1IllI11l.appendChild(IIlll1Ill1ll1lllI1IlIlllI);
IlllII11lI1Il1I1llI11IIIl.appendChild(IlI1l1I1IllIII11l1IllI11l);
I1lI1ll111I111I1I1III11I1.appendChild(lIlIl1lIII11I1lllI11l11lI);
I1lI1ll111I111I1I1III11I1.appendChild(llI111IlIlII1IlllI1lIIll1);
llI1Il11I1Il1I1l1IlI1l1II.appendChild(I1lI1ll111I111I1I1III11I1);
IIlllI11lIIIlll1l1l1ll1l1.appendChild(I11l1IIIllIIIll1II1lIllII);
IIlllI11lIIIlll1l1l1ll1l1.appendChild(IIIlI1I1IIl11llI1l1lIlIl1);
llI111II1lll1I1lI1lI11l1I.appendChild(IIlllI11lIIIlll1l1l1ll1l1);
ll11lllll1I1111lII1III1lI.appendChild(ll1I1l1IlIlI1I1l1ll11Il11);
ll11lllll1I1111lII1III1lI.appendChild(ll1lIlII1llIIllIIll1Il1ll);
ll11lllll1I1111lII1III1lI.appendChild(l1I1Il1I11l1Ill1IIIl11llI);
ll11lllll1I1111lII1III1lI.appendChild(IIIlI1lII1Il1IlIlIl11l1lI);
ll11lllll1I1111lII1III1lI.appendChild(llI1lll1lllI1l1I11IIll1ll);
ll11lllll1I1111lII1III1lI.appendChild(Il1III1Il1lIl1IIlII1l11I1);
lIllIII1IIII11IIIlI1lllII.appendChild(ll11lllll1I1111lII1III1lI);
Il11IIIll1111l1Il11lI1l11.appendChild(lllIlI1I1II1llI1l1l11IIII);
Il11IIIll1111l1Il11lI1l11.appendChild(III11IlII111Ill11lII11I11);
Il11IIIll1111l1Il11lI1l11.appendChild(l1I1I1ll1IlIlII1II1111I1I);
Il11IIIll1111l1Il11lI1l11.appendChild(Il1lI1ll11lIlIl1IlIl11I1I);
Il11IIIll1111l1Il11lI1l11.appendChild(ll1IlIIIlI1I11IlIIl11I1l1);
Il11IIIll1111l1Il11lI1l11.appendChild(Ill1l1IIl1IIl111l1l1IIl1l);
Il11IIIll1111l1Il11lI1l11.appendChild(lI11Il1ll11lI1IIIl11IlII1);
Il11IIIll1111l1Il11lI1l11.appendChild(I1Il1lIIl1lI111lI11lIIl1l);
Il11IIIll1111l1Il11lI1l11.appendChild(II1IllI1Il1I1111II1I1II1l);
lIllIII1IIII11IIIlI1lllII.appendChild(Il11IIIll1111l1Il11lI1l11);
IlIllIlIIIl11IIlIllI1ll1I.appendChild(IIllIlIII11llI11lII11l1lI);
IlIllIlIIIl11IIlIllI1ll1I.appendChild(lI1I1l1ll1llIIIl1l1IIll1l);
IlIllIlIIIl11IIlIllI1ll1I.appendChild(lIIlll1IIIIllllII1lI1llI1);
IlIllIlIIIl11IIlIllI1ll1I.appendChild(llll11IllI11II1II11Il1lll);
IlIllIlIIIl11IIlIllI1ll1I.appendChild(lll1l1IIlII1lIll1IIllII1I);
IlIllIlIIIl11IIlIllI1ll1I.appendChild(l11llIllllll1II1I1lIll1I1);
lIllIII1IIII11IIIlI1lllII.appendChild(IlIllIlIIIl11IIlIllI1ll1I);
Ill11lIlI1lllIlII11I11II1.appendChild(IIIIIIIllII1llII11lI111I1);
Ill11lIlI1lllIlII11I11II1.appendChild(I1II111ll1111111I1llll111);
Ill11lIlI1lllIlII11I11II1.appendChild(l1l1IlIlI1IIlIIIII1lII1lI);
Ill11lIlI1lllIlII11I11II1.appendChild(III11ll1l111lIIIl1l1llllI);
Ill11lIlI1lllIlII11I11II1.appendChild(lIIllI1lII1llIl1llIIIllII);
Ill11lIlI1lllIlII11I11II1.appendChild(lIllllIlIllIl11l1l1lI1lI1);
lIllIII1IIII11IIIlI1lllII.appendChild(Ill11lIlI1lllIlII11I11II1);
IIllIlIII1I1IIIIIl1IlIIll.appendChild(llllIlIII1lIllIl1lll11I1l);
IIllIlIII1I1IIIIIl1IlIIll.appendChild(I11lllI1I1IIII1IlIlll1lll);
l1IIl11llIll1I1l1IlI1l11I.appendChild(IIllIlIII1I1IIIIIl1IlIIll);
IlllIlI1IlIlIl1II111I1l1I.appendChild(lIlll111lll1lllI11llll11I);
IlllIlI1IlIlIl1II111I1l1I.appendChild(llII1l11llIlI1111Il111lll);
IlllIlI1IlIlIl1II111I1l1I.appendChild(I1IlIlII1Ill1111l11III1ll);
l1IIl11llIll1I1l1IlI1l11I.appendChild(IlllIlI1IlIlIl1II111I1l1I);
I1lI11lII1lll1IIl11IlI1ll.appendChild(Il1l11llIl11II11I11ll11Il);
I1lI11lII1lll1IIl11IlI1ll.appendChild(II1I1lI1111I1l1l1llIII11l);
I1lI11lII1lll1IIl11IlI1ll.appendChild(lI1lIIIl1Ill1II1I1IlIlII1);
l1IIl11llIll1I1l1IlI1l11I.appendChild(I1lI11lII1lll1IIl11IlI1ll);
ll1llIl1I1I1l1IIIlllIlIll.appendChild(l1lI1llll11llll1llIlIIIl1);
ll1llIl1I1I1l1IIIlllIlIll.appendChild(llllIIlII111lIIl1l1l1Illl);
ll1llIl1I1I1l1IIIlllIlIll.appendChild(IIIl1IlII1lll1lIlllIIlIlI);
l1IIl11llIll1I1l1IlI1l11I.appendChild(ll1llIl1I1I1l1IIIlllIlIll);
Il1Il11IlllIIl111llI11II1.appendChild(IllI1IlII111Ill1Il1IlIIll);
Il1Il11IlllIIl111llI11II1.appendChild(lI11lII1l1l1IllIl1l1lll11);
lIlI1IIl1lll1Il111l1l1lll.appendChild(Il1Il11IlllIIl111llI11II1);
lII1IlllI1lIl111l1l11llI1.appendChild(IllIIIIl1l1ll1Il1I1l11lII);
lII1IlllI1lIl111l1l11llI1.appendChild(Il11Ill1IIlI11111II1ll1ll);
l1IlI11I1Il1I1Illl11l1Il1.appendChild(lII1IlllI1lIl111l1l11llI1);
I1IllIIlI11IIIl1I111lIIl1.appendChild(lI111I1Ill111II1IIlIlllII);
I1IllIIlI11IIIl1I111lIIl1.appendChild(II1Il11l1ll1l1lI1lIlII1lI);
lI1lII1Il1l111IlIIIIIIl11.appendChild(I1IllIIlI11IIIl1I111lIIl1);
II1II1l1I11Illl1IIllIll1I.appendChild(l1I1lIII11ll1l1I1lll1l111);
II1II1l1I11Illl1IIllIll1I.appendChild(lIl1Il1l1111l1lIlIIIll11l);
IIII1111II11lIIII1ll11l11.appendChild(II1II1l1I11Illl1IIllIll1I);
Il11ll1IllI1IIllll1Il1I11.appendChild(ll1l1ll1Ill11lllIl11I1I1I);
Il11ll1IllI1IIllll1Il1I11.appendChild(Il11l111Ill11IIllllI1l1l1);
I11lIllIll1IIlI1lllIl1I11.appendChild(Il11ll1IllI1IIllll1Il1I11);
llII1lllIl1l1lIlII111lllI.appendChild(IIIllI11I111IIl1l111lII1I);
llII1lllIl1l1lIlII111lllI.appendChild(l1ll1I1ll11ll1IIlI1Il1111);
ll11lIlII1l1I11IIlI1ll11l.appendChild(llII1lllIl1l1lIlII111lllI);
l1lI111I1ll1llIlIllIl1l1I.appendChild(lI1IIIlII1Il1I1IllllI1IlI);
l1lI111I1ll1llIlIllIl1l1I.appendChild(Il1lIIl11IllII1II1IlIIl1I);
l1lI111I1ll1llIlIllIl1l1I.appendChild(lII1l1IIIIllI1I1lll1Illll);
ll11lIlII1l1I11IIlI1ll11l.appendChild(l1lI111I1ll1llIlIllIl1l1I);
ll1lIlIlIllIll1IIIlIlIl1l.appendChild(l1llI1II11llIlIIII111l1I1);
ll1lIlIlIllIll1IIIlIlIl1l.appendChild(lII1I1l11IIIl1IIll1ll1I1I);
ll1lIlIlIllIll1IIIlIlIl1l.appendChild(I11lllI1IlIllIlIl11II1III);
ll11lIlII1l1I11IIlI1ll11l.appendChild(ll1lIlIlIllIll1IIIlIlIl1l);
IlII111ll1ll1lllI1I1IlI1I.appendChild(llI1llIlIlll1l1lllI1lll1l);
IlII111ll1ll1lllI1I1IlI1I.appendChild(lIl1l1IIIIlIllllIIIlllIlI);
IlII111ll1ll1lllI1I1IlI1I.appendChild(II1l1l11I1I1lIIl1l1I11l11);
ll11lIlII1l1I11IIlI1ll11l.appendChild(IlII111ll1ll1lllI1I1IlI1I);
I1I1IIlIlII11I1llII1llI1l.appendChild(l1lIlIIllII1ll1I1lll1Illl);
I1I1IIlIlII11I1llII1llI1l.appendChild(llII1llIl1IIll111llI1III1);
I1I1IIlIlII11I1llII1llI1l.appendChild(Il111lI111lI1lIIl1I111111);
ll11lIlII1l1I11IIlI1ll11l.appendChild(I1I1IIlIlII11I1llII1llI1l);
Ill1IIl11IlI1llllIlI1lIII.appendChild(Il1IlI1l1l111I1I11llIlIll);
Ill1IIl11IlI1llllIlI1lIII.appendChild(l1IlI11III11I1lIIII11l11l);
Ill1IIl11IlI1llllIlI1lIII.appendChild(l1IIIIlIIIIlIlIII1l11IllI);
ll11lIlII1l1I11IIlI1ll11l.appendChild(Ill1IIl11IlI1llllIlI1lIII);
llIl111l11lI1llIl11I1I111.appendChild(lI11lIIl1I11ll1I1lI1l1lll);
llIl111l11lI1llIl11I1I111.appendChild(IllI1l1I11111II1I1llI1lll);
l1Il1ll11I1I1IIII1lllI1I1.appendChild(llIl111l11lI1llIl11I1I111);
llI1ll11lI1IIIIlIl1l11lIl.appendChild(l1IIlI1lIIl1ll1II1I1l1lII);
llI1ll11lI1IIIIlIl1l11lIl.appendChild(lIIlll1lllll1II1I111l1ll1);
III111IIl11lI1IIlll1Il1II.appendChild(llI1ll11lI1IIIIlIl1l11lIl);
l1I1I1llIlIII1llllIIIII1I.appendChild(lllll11lI1l1Il11I1Ill1I1I);
l1I1I1llIlIII1llllIIIII1I.appendChild(lIIlI11I1l1II111Il11l1l11);
lll11Illl1I1IIlIlIllI1llI.appendChild(l1I1I1llIlIII1llllIIIII1I);
I11llIIllIllIIlI1l1llllII.appendChild(IIlI1III1111IIIlII1111IlI);
I11llIIllIllIIlI1l1llllII.appendChild(lIIlllII11l11lI11ll1IIllI);
I1llll1llIl1I1I1lIIII111l.appendChild(I11llIIllIllIIlI1l1llllII);
lI11llIll111l11l111Il1II1.appendChild(ll11Il1l1I11I1I11IIIl1lI1);
lI11llIll111l11l111Il1II1.appendChild(I111lIlIIl1I1l1lllIIlllIl);
lIlll1I11l1llIlI1111Il1II.appendChild(lI11llIll111l11l111Il1II1);
I1ll1I11I111lIl11lI11lll1.appendChild(I1IIllI1IIIIlIlIl1IlIIIIl);
I1ll1I11I111lIl11lI11lll1.appendChild(l11II1llIlIllI1II11IlI1l1);
Il11lIl1IIIll1I1111lIIIII.appendChild(I1ll1I11I111lIl11lI11lll1);
Ill1ll1II1111lIII111Il11l.appendChild(I11111llIlIl1I1Ill1IlllI1);
Ill1ll1II1111lIII111Il11l.appendChild(I11I1II1lI11Il1l1lIIII1lI);
lIII1III11lIlll11Il11II1I.appendChild(Ill1ll1II1111lIII111Il11l);
II1ll1lI11IIIlI111IIlIIll.appendChild(IlIlIlllIl11llIl1l1Il1lII);
II1ll1lI11IIIlI111IIlIIll.appendChild(III1Ill1lIl1III1I11I1I11l);
l1I1lIIIl11llIIIIl1IllI1I.appendChild(II1ll1lI11IIIlI111IIlIIll);
llI11l1ll1lllIl1Il1III1lI.appendChild(IlIII1llIl1lIlIIIIllIlIl1);
llI11l1ll1lllIl1Il1III1lI.appendChild(lI11111l11lI11II1111lIll1);
I1IlII111111I1II11lIIllII.appendChild(llI11l1ll1lllIl1Il1III1lI);
lll1IlIIIlll11lIllllllllI.appendChild(II1I111lII1ll1lII11I1IlI1);
lll1IlIIIlll11lIllllllllI.appendChild(lII1IIIlIlllI11lII1II1ll1);
l1I1I11lI1I1l1lllllIlllII.appendChild(lll1IlIIIlll11lIllllllllI);
l1I1lIIlI11l11Ill111l1Ill.appendChild(I1llII1ll1ll1I1l1I1II1I11);
l1I1lIIlI11l11Ill111l1Ill.appendChild(Ill11I11IlllII1IIlIllII11);
lll1lII11llI1l1lllllll11l.appendChild(l1I1lIIlI11l11Ill111l1Ill);
I1l1II11l1II1III11111llll.appendChild(IIlllIIl1l1Ill1lIlI1III1I);
I1l1II11l1II1III11111llll.appendChild(I11l1l1l1Il1111llI1IlII1I);
I1IlIll11I1l1Il11llll1ll1.appendChild(I1l1II11l1II1III11111llll);
I1llI11l11l1l1IIlll1IlllI.appendChild(lII1llI1111IIlIIIl1I1lIIl);
I1llI11l11l1l1IIlll1IlllI.appendChild(lI1lIIll1Il1lI11I1III1II1);
I111IIllIll1IIl11lIIIIIll.appendChild(I1llI11l11l1l1IIlll1IlllI);
IlIIlIl11111lIII1lI1lI11l.appendChild(IIl1IIllI1Ill1I1I11lIIlll);
IlIIlIl11111lIII1lI1lI11l.appendChild(IIl1lllIl1Ill1IlI111111lI);
ll1lIIIlIIlll1111lI1Il1I1.appendChild(IlIIlIl11111lIII1lI1lI11l);
IIlllI11Il111IIlII1IIIIl1.appendChild(llllIlIlIl11llI1III1Ill11);
IIlllI11Il111IIlII1IIIIl1.appendChild(IIlIIlIll1IIIl1Il11lI1Ill);
I11lIIl1Ill11l1l1IlI11lI1.appendChild(IIlllI11Il111IIlII1IIIIl1);
I1lIIIIllII1lll1I1l1lIlI1.appendChild(Il1l11ll11IlI1I11IlIII1l1);
I1lIIIIllII1lll1I1l1lIlI1.appendChild(IlI1Il1llll1II1Illl11lllI);
ll1l1I1I1llIl1III1lII1ll1.appendChild(I1lIIIIllII1lll1I1l1lIlI1);
llIlI11Ill1l1ll1llIlll1I1.appendChild(ll111I1I111lI111Ill1lIl1l);
llIlI11Ill1l1ll1llIlll1I1.appendChild(Il1IlIlIlI1lIl11IIII1lIll);
llIlI11Ill1l1ll1llIlll1I1.appendChild(I1Il1Il1IIlIl1lI1IIIIIlll);
ll1l1I1I1llIl1III1lII1ll1.appendChild(llIlI11Ill1l1ll1llIlll1I1);
Il11IlIIlllIIIII1I11Il1ll.appendChild(l1llIll111Il1l1lll1IIlIll);
Il11IlIIlllIIIII1I11Il1ll.appendChild(l11I1Illl1l1lI11lIIlI1Ill);
Il11IlIIlllIIIII1I11Il1ll.appendChild(lIIIll11Il11I111llIl11IIl);
ll1l1I1I1llIl1III1lII1ll1.appendChild(Il11IlIIlllIIIII1I11Il1ll);
l1llIl1I11lIII1l1ll1IIIl1.appendChild(I1l1lI1II1lIll1llllIIlIIl);
l1llIl1I11lIII1l1ll1IIIl1.appendChild(IlIlllI1IllIIl1l1Il11l11l);
l1llIl1I11lIII1l1ll1IIIl1.appendChild(ll1IIlI111llIIlIlIl1llll1);
ll1l1I1I1llIl1III1lII1ll1.appendChild(l1llIl1I11lIII1l1ll1IIIl1);
l1IlIIIIl1I11II1ll11lIllI.appendChild(lI11II11lII1I1lI1l11Il1II);
l1IlIIIIl1I11II1ll11lIllI.appendChild(IlI1lIIllI1ll1III11IIIlI1);
I1Il11lI1l11II1IIl1111I11.appendChild(l1IlIIIIl1I11II1ll11lIllI);
II1llII111I1I1IllIII111lI.appendChild(llI111lIllllll1Il11lIII1I);
II1llII111I1I1IllIII111lI.appendChild(ll1IIl11l11lIII1IIIl1llII);
II1llII111I1I1IllIII111lI.appendChild(IIIll1lI1Il111IlIlIlllIII);
I1Il11lI1l11II1IIl1111I11.appendChild(II1llII111I1I1IllIII111lI);
l1lIlllllIll1I11Ill1Il1l1.appendChild(IlllIII1I1IIl1llI111l1lIl);
l1lIlllllIll1I11Ill1Il1l1.appendChild(lI1ll1I1IlI1IlIllll1ll1l1);
l1lIlllllIll1I11Ill1Il1l1.appendChild(lIII11IIlI11IlII1l1IlIlIl);
I1Il11lI1l11II1IIl1111I11.appendChild(l1lIlllllIll1I11Ill1Il1l1);
l1lll1I1II11lI1IlIlIl1II1.appendChild(l1l1lI11111lll1lI1I1lI1ll);
l1lll1I1II11lI1IlIlIl1II1.appendChild(IIIlllIIll1IllIl1I11lIllI);
l1lll1I1II11lI1IlIlIl1II1.appendChild(II1ll1lI1lll1IlIlII111II1);
I1Il11lI1l11II1IIl1111I11.appendChild(l1lll1I1II11lI1IlIlIl1II1);
I1IlIIl1Il11I1l1IIlll1Ill.appendChild(lIIl1lI111ll1Illlll1I1I11);
I1IlIIl1Il11I1l1IIlll1Ill.appendChild(ll1I1Ill1IIIIl1l1Il1II111);
IIIIIllI1IllII1IllI111I1l.appendChild(I1IlIIl1Il11I1l1IIlll1Ill);
Il11lIllI1IIllIIlllIlI1Il.appendChild(l1l1111II11II1I111I11lll1);
Il11lIllI1IIllIIlllIlI1Il.appendChild(I11III11lIIllllI1IIIII11l);
Ill111I1IIIlIll1l1I11Ill1.appendChild(Il11lIllI1IIllIIlllIlI1Il);
lIl11I1llII1I11lllll1l111.appendChild(l1Il1IIll11lllIIl1IIlIIl1);
lIl11I1llII1I11lllll1l111.appendChild(I1llI1IlIIl111Illl1lIlIIl);
lIl11I1llII1I11lllll1l111.appendChild(l1II111IIIlIlI1l1l1l1I1ll);
Ill111I1IIIlIll1l1I11Ill1.appendChild(lIl11I1llII1I11lllll1l111);
l1I1lIlIlI1111l1l1I1lll11.appendChild(I1IIl1I1I11111IIll1lll1ll);
l1I1lIlIlI1111l1l1I1lll11.appendChild(ll11lllIIl1I11IllIIIlllII);
l1I1lIlIlI1111l1l1I1lll11.appendChild(II1lll1IlIII11llllIlIIlII);
Ill111I1IIIlIll1l1I11Ill1.appendChild(l1I1lIlIlI1111l1l1I1lll11);
llIl1lllIll1ll11Il1l1IIIl.appendChild(III1lll1lI1lIIIIlIl1lIIlI);
llIl1lllIll1ll11Il1l1IIIl.appendChild(lIII1llIII11II11Il1II1Ill);
II1IIl1lIl1l1lllll1ll1I1I.appendChild(llIl1lllIll1ll11Il1l1IIIl);
lI1l1I1Ill1IIIIlllll1Ill1.appendChild(IllII1llI1I1ll111l1I11IlI);
lI1l1I1Ill1IIIIlllll1Ill1.appendChild(I1I1llllIl11lIlIlIllI11I1);
lI1l1I1Ill1IIIIlllll1Ill1.appendChild(I1IlIll1lllII1ll111I1Il11);
II1IIl1lIl1l1lllll1ll1I1I.appendChild(lI1l1I1Ill1IIIIlllll1Ill1);
III1111lIIl1Illl1l1lIl111.appendChild(llIl1lI1l1I1II11l11ll1ll1);
III1111lIIl1Illl1l1lIl111.appendChild(II1l1IIIlIlllIIllllI1I111);
III1111lIIl1Illl1l1lIl111.appendChild(llI1l1IIl11IlI1IlI1lIll11);
II1IIl1lIl1l1lllll1ll1I1I.appendChild(III1111lIIl1Illl1l1lIl111);
II1lIIl1Il1I111IlIIIIIIll.appendChild(II1II1lI1I11ll1l1lI1llIlI);
II1lIIl1Il1I111IlIIIIIIll.appendChild(I1l111ll1l1IlI11111llllII);
llIlIlIlllII11ll1I1Il1lll.appendChild(II1lIIl1Il1I111IlIIIIIIll);
IllllIllIllIlIllllI11lIII.appendChild(I11l1IlII1lllI1lI1lII1Il1);
IllllIllIllIlIllllI11lIII.appendChild(lllIll1Illl1lI11II11lIlIl);
lIl1Ill11lII111I111111l1l.appendChild(IllllIllIllIlIllllI11lIII);
IIIll11ll1II1l11l1IIII1II.appendChild(II1IIll1ll11111l11I1lII1l);
IIIll11ll1II1l11l1IIII1II.appendChild(llIllI11ll11II1IlII111I11);
Illl11111l111II1I1lll111l.appendChild(IIIll11ll1II1l11l1IIII1II);
I11ll1IlII1llII1ll1l1l1ll.appendChild(llIIll1IIIII1Il111IIlI1Il);
I11ll1IlII1llII1ll1l1l1ll.appendChild(lIllIl1I1I1l1Il1llI1llI11);
lIllII1111I1111llll11III1.appendChild(I11ll1IlII1llII1ll1l1l1ll);
lIlI1l1lII1lll1I1lII11lll.appendChild(II1llIl1I1l1Il1IlIlllIllI);
lIlI1l1lII1lll1I1lII11lll.appendChild(IIl1I1IllIllIIl1lI1lIIlIl);
lllllIIl1I1IllIIll1Ill1lI.appendChild(lIlI1l1lII1lll1I1lII11lll);
Il11IIl1llIlII1I1lIlI1ll1.appendChild(Il1II111l11lIl1IlIIIl1l1l);
Il11IIl1llIlII1I1lIlI1ll1.appendChild(IlIl1I1I11Il1Il111I111llI);
Il11IIl1llIlII1I1lIlI1ll1.appendChild(Il11IllIll1llI11IIlIII111);
lllllIIl1I1IllIIll1Ill1lI.appendChild(Il11IIl1llIlII1I1lIlI1ll1);
Il11lIIII1IllI1111I11Il11.appendChild(lI11l11111lllllIIII1III11);
Il11lIIII1IllI1111I11Il11.appendChild(lI1Il111lIIIll1Il1Il11III);
Il11lIIII1IllI1111I11Il11.appendChild(IIllIl1l1IlIl1llIlll1Illl);
lllllIIl1I1IllIIll1Ill1lI.appendChild(Il11lIIII1IllI1111I11Il11);
I111llIll11I1llIllIlI1I1I.appendChild(lIl1I1III11Illl1IIllI1III);
I111llIll11I1llIllIlI1I1I.appendChild(I1lIlIIl1l1II1lI11I1lI1Il);
I111llIll11I1llIllIlI1I1I.appendChild(lI1llllI1IIlI1I1l1IIlI1Il);
lllllIIl1I1IllIIll1Ill1lI.appendChild(I111llIll11I1llIllIlI1I1I);
Ill1lIllIlllllIl11IIl1lll.appendChild(l1IllI1l1l1lIl11l1Il1I1ll);
Ill1lIllIlllllIl11IIl1lll.appendChild(lI1IIlll111l111lIIl111lI1);
I1I1IlIllII1lIlIll1I1lIlI.appendChild(Ill1lIllIlllllIl11IIl1lll);
I1I1l111Il1IllI1IIllIll1I.appendChild(II1l1IIllI11lI1ll11l1I11l);
I1I1l111Il1IllI1IIllIll1I.appendChild(lIII1lII1Ill1IlIIlIIIlIll);
IllII1Illll1Il1I1lIIllIl1.appendChild(I1I1l111Il1IllI1IIllIll1I);
IlI11II1l1l1IIlI11lllI1ll.appendChild(IIl1l1IIllI11Il11I1I11l1l);
IlI11II1l1l1IIlI11lllI1ll.appendChild(llII1IIlll1l1Il1Ill1Il1ll);
I11I1l1lll1ll111lII1llI1I.appendChild(IlI11II1l1l1IIlI11lllI1ll);
II11Il1I1IIIllll1IlIII11I.appendChild(IIIl1IIIllI1IIIII1lIlIllI);
II11Il1I1IIIllll1IlIII11I.appendChild(IlllII1ll1IIllI111lIllll1);
lIlIIIll1lIIl1ll1I11IIl1l.appendChild(II11Il1I1IIIllll1IlIII11I);
I1lIllll1llIlIll1l1111l1l.appendChild(IIllII1Illl11I1llI1llI11l);
I1lIllll1llIlIll1l1111l1l.appendChild(I1I1II111lIl111llIlIIIll1);
IllI11lI1II1I1llllI1lI1l1.appendChild(I1lIllll1llIlIll1l1111l1l);
IlIll1IIlIlIllII1lI1lllI1.appendChild(I1llllI1I11II1Il1llI1IIlI);
IlIll1IIlIlIllII1lI1lllI1.appendChild(lI1lIlllll1l11IlI11I1llII);
lIl1lIllIl1I1l1I1l11lI1Il.appendChild(IlIll1IIlIlIllII1lI1lllI1);
l11lllll1Illll1III11l1Il1.appendChild(III1ll1l1llI1IIIll11II11I);
l11lllll1Illll1III11l1Il1.appendChild(Il1I1IlllIl1lIIIIlIII1111);
l1l1lllI1IIIl11I11lll1l1l.appendChild(l11lllll1Illll1III11l1Il1);
Il1llIlIIlIIIl1l1l1Il11ll.appendChild(lI11llll1IIlI1l1I1l1llII1);
Il1llIlIIlIIIl1l1l1Il11ll.appendChild(II1Illl1IIIl1lIIII1I11I11);
l1II1Il1lIlIIll1Il11IlII1.appendChild(Il1llIlIIlIIIl1l1l1Il11ll);
IIl1ll11IllllIl111l11II1I.appendChild(IIIIl1lll111Il1II1ll1Il11);
IIl1ll11IllllIl111l11II1I.appendChild(I1Il111III1l1I1lI1llIl1ll);
I1llIl111III11l1lllIlI1l1.appendChild(IIl1ll11IllllIl111l11II1I);
lIlII1l11IlIlIIIlIIIl11II.appendChild(IIIIllIIIllIII1l11lI1111I);
lIlII1l11IlIlIIIlIIIl11II.appendChild(l11l1lIII1ll1IIIII11II1l1);
llIIlI1IIlIIlIlIllll11Il1.appendChild(lIlII1l11IlIlIIIlIIIl11II);
lIl1II11Il1l1IIlIl11IlllI.appendChild(ll1lIl1lIlI1lI1II1Ill11l1);
lIl1II11Il1l1IIlIl11IlllI.appendChild(II111llllIIIIIll1III1I1I1);
I1IIlI1lllIlIIIlll1lII1Il.appendChild(lIl1II11Il1l1IIlIl11IlllI);
III11Il1lIll1lI1I1llII11I.appendChild(lI1Il11l1III1Il1I1l1lll1I);
III11Il1lIll1lI1I1llII11I.appendChild(IlII1111IlI11II1l1ll1II1I);
IIIlIIlIIlllIIIll1ll11llI.appendChild(III11Il1lIll1lI1I1llII11I);
l1l11I1IllllllI1l1l11llI1.appendChild(IIIIlIl1l1ll1lll1ll111III);
l1l11I1IllllllI1l1l11llI1.appendChild(I1IIIlll1l1llll1III11llII);
lllIl1l1111IIIlI1ll11IIII.appendChild(l1l11I1IllllllI1l1l11llI1);
I1IIIIII1I1I1lIl1lIIlIlIl.appendChild(I1l1l1IIlIIIIl111lIlIIlII);
I1IIIIII1I1I1lIl1lIIlIlIl.appendChild(lIl1IIll1lIlIlIl1llI1I1II);
lI1lIlIIIlIl11II1II1llllI.appendChild(I1IIIIII1I1I1lIl1lIIlIlIl);
l1111III11ll1l11I1II111l1.appendChild(lIIII1lI1IIIIIIlIllI11IlI);
l1111III11ll1l11I1II111l1.appendChild(llIllllII1lI11lIlI1l11I1I);
IlI111IllIIlllI1ll11l11I1.appendChild(l1111III11ll1l11I1II111l1);
II11IllIlII111ll1IIIlI1l1.appendChild(llIIIl11lIII11I1IlI1111lI);
II11IllIlII111ll1IIIlI1l1.appendChild(II11IlIllIIl1lIl1l1II1111);
I11lll111l1IlI1l1IIII1III.appendChild(II11IllIlII111ll1IIIlI1l1);
IlIlllI1IIllIl1I1l1lIIII1.appendChild(Il1I11IlllIl1I11l1lllll1I);
IlIlllI1IIllIl1I1l1lIIII1.appendChild(lI1lllIIIlIllII1lIl1ll1II);
IllI1I1I1IIlI11lI1lI1IIl1.appendChild(IlIlllI1IIllIl1I1l1lIIII1);
l11I1llI11I1IIl1ll1IllIlI.appendChild(l111lI1llIlIlIlIIlIl111ll);
l11I1llI11I1IIl1ll1IllIlI.appendChild(lIIl11I1l1IllIIlIl111I1II);
l11I1llI11I1IIl1ll1IllIlI.appendChild(I1IIlI111l11l1lII1IIll1l1);
I11l1IIlI1l1IIl1II11II1Il.appendChild(l11I1llI11I1IIl1ll1IllIlI);
I1II1lI1l1l1Illl111IIl1ll.appendChild(lII111IlI1Il1II11l1I111I1);
I1II1lI1l1l1Illl111IIl1ll.appendChild(ll1IIII1I1ll111Il1lIIl1Il);
I1II1lI1l1l1Illl111IIl1ll.appendChild(II11I1ll11l1ll1lII1lI1ll1);
I11l1IIlI1l1IIl1II11II1Il.appendChild(I1II1lI1l1l1Illl111IIl1ll);
lII11II11Il1ll11l11IlIIll.appendChild(l111IlllIIIlI11II1l1II1I1);
lII11II11Il1ll11l11IlIIll.appendChild(l1IlI11l1II11II111IlllIll);
l1I111lllIl1IIlIlIl1IIIII.appendChild(lII11II11Il1ll11l11IlIIll);
Il1llllIIllIl1lIIlIl1Illl.appendChild(IIlIl1IIl11l11II1l11ll1Il);
Il1llllIIllIl1lIIlIl1Illl.appendChild(l1I1Illl111ll111I1IlllIlI);
I1111II11I111llI1lII11lll.appendChild(Il1llllIIllIl1lIIlIl1Illl);
lI11I11l111lIl111I1IIIlIl.appendChild(II1llI11II11lllllI1lI1lII);
lI11I11l111lIl111I1IIIlIl.appendChild(Il11ll1I1lIIlIlIIIIIII1l1);
ll1IlIlI1I1IlI1IIIl1ll1l1.appendChild(lI11I11l111lIl111I1IIIlIl);
I1II1IIIl1ll1l1II1111llII.appendChild(l11I1ll11lllIlI1IlI1llll1);
I1II1IIIl1ll1l1II1111llII.appendChild(lllIIIIlllll11IIllll1lIIl);
Ill11lIl1I1I11l1lIIll1Il1.appendChild(I1II1IIIl1ll1l1II1111llII);
l111Il1Ill1Illl111IIl1II1.appendChild(llIII11lI1l1I1lII1IllIl1l);
l111Il1Ill1Illl111IIl1II1.appendChild(llI1IlIlll1ll1I1Il1I1I1II);
l111lll1I1111I111l1lll1I1.appendChild(l111Il1Ill1Illl111IIl1II1);
lllI1lI1l11II1l1111Il11ll.appendChild(llllllIl1IIlIllI1llll1l1l);
lllI1lI1l11II1l1111Il11ll.appendChild(IlIllIlll1IIIl11lIl1ll1ll);
I11l1Ill1IlllIII1lllI1lII.appendChild(lllI1lI1l11II1l1111Il11ll);
lIIIlI1llII1I1IIIIl1l1ll1.appendChild(IlI11111I111I1I1lIl111lIl);
lIIIlI1llII1I1IIIIl1l1ll1.appendChild(l1IIIlIII11II1l11llI11I1l);
l1lllll11IlII1lIlI111ll1I.appendChild(lIIIlI1llII1I1IIIIl1l1ll1);
lllIlIlI11I1lI1IIIl1l1lI1.appendChild(IlII1l1111IlllII1I1lllIIl);
lllIlIlI11I1lI1IIIl1l1lI1.appendChild(l1I1lI1ll111l1ll1I11I1IIl);
Ill1Ill1l1llll1II1IlI1IlI.appendChild(lllIlIlI11I1lI1IIIl1l1lI1);
IlI1IIIl1III1I1IlIIl11l1l.appendChild(llIIlIllIlIIlI11Il1lIIl1I);
IlI1IIIl1III1I1IlIIl11l1l.appendChild(l11ll1l1l111llIllI11II1II);
llI11I11llI11lIl1IIIll1lI.appendChild(IlI1IIIl1III1I1IlIIl11l1l);
I1I11Il111l1I1Illlll1Ill1.appendChild(llIIlI1II1I1llI11111l11II);
I1I11Il111l1I1Illlll1Ill1.appendChild(lIIll1I1I111lI11lIlll1l11);
l11lIl11Il11llI11lI11IlIl.appendChild(I1I11Il111l1I1Illlll1Ill1);
l1l1ll1Illl1IlI1lI11Il1l1.appendChild(I1II1Il1IIIllII1lI111l1ll);
l1l1ll1Illl1IlI1lI11Il1l1.appendChild(llIIIIIIIIl11IIII11IllIll);
l1IIIl1Illl11l1IIl1lI1lIl.appendChild(l1l1ll1Illl1IlI1lI11Il1l1);
IIl11III11l11IllI1l11l11I.appendChild(II1I11l1l1lll11l11Ill1IlI);
IIl11III11l11IllI1l11l11I.appendChild(lI1IllIlI11lllI1l1IllllII);
llllIl1l1llllIll11IIlIlII.appendChild(IIl11III11l11IllI1l11l11I);
II1IlII1I1lIIIlI111l1l1ll.appendChild(I1IlIIl1I11llIIl1IIlllII1);
II1IlII1I1lIIIlI111l1l1ll.appendChild(Illl11l11IlI1Ill11IllllIl);
I1111ll11I1IlIIIl1lIIl1l1.appendChild(II1IlII1I1lIIIlI111l1l1ll);
III1I11lIIl1I1lIlIl1lIII1.appendChild(l1lI1Ill1II1I1IlIlII1II1I);
III1I11lIIl1I1lIlIl1lIII1.appendChild(I111ll1111III1I11lIlIII11);
IIIIIIl1lI1IIIlIlIlI1lll1.appendChild(III1I11lIIl1I1lIlIl1lIII1);
IlI1IllII1II11IllI1I1l11l.appendChild(II11llIl11111l11l1I111llI);
IlI1IllII1II11IllI1I1l11l.appendChild(llI111IIl1IIl1ll11IIllIl1);
Ill1IlI1l1IlI11l11l1l1I1I.appendChild(IlI1IllII1II11IllI1I1l11l);
ll1ll11IlI1lIIIl1l11IllII.appendChild(lll1IlI11IIlllIlI1l11lI11);
ll1ll11IlI1lIIIl1l11IllII.appendChild(ll1l1l1I1Il1Ill11I11llIlI);
I1IIIII1IlII1Il111llI1lIl.appendChild(ll1ll11IlI1lIIIl1l11IllII);
IlIIlIIlI11llI1Il1lII1I11.appendChild(IlIII11ll1lIIll1IllIl1l11);
IlIIlIIlI11llI1Il1lII1I11.appendChild(l1lII1lI1II1Ill11III1llII);
lI1IllIllllI1llI11lI1IlIl.appendChild(IlIIlIIlI11llI1Il1lII1I11);
IIIIl1I1l1l1IIIlI1IlI1I1l.appendChild(IIl1IIlIllIII1Ill1IlIlII1);
IIIIl1I1l1l1IIIlI1IlI1I1l.appendChild(lllIl11ll11I11l1I11IllllI);
lIII1I1I111I1I1IlI1I11lII.appendChild(IIIIl1I1l1l1IIIlI1IlI1I1l);
IIIll1lIII11I1l11I1IIlll1.appendChild(I11I1I1llllll1IIlI11lIl1I);
IIIll1lIII11I1l11I1IIlll1.appendChild(I1IlIl11111l1II1lIll11111);
I1lIlI1lIl1I1III1II11lII1.appendChild(IIIll1lIII11I1l11I1IIlll1);
I1l11II1111111IlIlll111I1.appendChild(I111lII1IIlIllllllIl11I1I);
I1l11II1111111IlIlll111I1.appendChild(l1lI1Il1I1111l1lI1l111lIl);
III11IIlI111l1lIlIIIlIII1.appendChild(I1l11II1111111IlIlll111I1);
I1lI111I1111IIII1IIlIllII.appendChild(lI1Il1l1llllI111ll1Ill11l);
I1lI111I1111IIII1IIlIllII.appendChild(I11I1l1I111II1llIII1lII1l);
l1Il11IlI11l1lI11IIIllIII.appendChild(I1lI111I1111IIII1IIlIllII);
IIlllll1IlI11lI111IIIlllI.appendChild(I1IllI1Ill1llIIIl111lIIl1);
IIlllll1IlI11lI111IIIlllI.appendChild(IlIl1Il11lI1I1lIl11I1lIIl);
IIllIl1lllIl1I11Il1I1Il1I.appendChild(IIlllll1IlI11lI111IIIlllI);
IIIll1lllIIIllll1lIIl1111.appendChild(lIl1IIIl11Il1IlllI1lllI11);
IIIll1lllIIIllll1lIIl1111.appendChild(Illl1IIIlI1llIIIlIlll1I1l);
lll1l1lll1I11Ill1I1IlIlII.appendChild(IIIll1lllIIIllll1lIIl1111);
lIII111lIl1l1ll1IIII1Illl.appendChild(IIl1ll1IIIIlIl1I1I1lIIlll);
lIII111lIl1l1ll1IIII1Illl.appendChild(Il1llIl1lIII1I1ll111l11ll);
Ill11l1IlII1lI1IIllIl1l1l.appendChild(lIII111lIl1l1ll1IIII1Illl);
II11l11l1l1I111l1Illllll1.appendChild(lIllIIlIlI11lII1lIlI11Il1);
II11l11l1l1I111l1Illllll1.appendChild(Il1I1I111llIl1l1IIll11lII);
I11Il1lIlll1lII1lIl1IIIlI.appendChild(II11l11l1l1I111l1Illllll1);
IIllIlllll1l1I111lIlIIIll.appendChild(l1111l1ll11I1llIl1I11l1II);
IIllIlllll1l1I111lIlIIIll.appendChild(Il1lII1IlII11ll11IllIIl11);
lllIII1IllI1l1llIIIIl11lI.appendChild(IIllIlllll1l1I111lIlIIIll);
lI1II11I1IlII1IlI1111lll1.appendChild(I1ll1II1l1l1l11llII11l1l1);
lI1II11I1IlII1IlI1111lll1.appendChild(Il11llIlIl11lIl111I1Il1ll);
IIIllIlllIIl1lIll11lI1lIl.appendChild(lI1II11I1IlII1IlI1111lll1);
lIlll1IIllll1lIl1I1Il11I1.appendChild(IlllII1IIlIIlI1111Ill1l1I);
lIlll1IIllll1lIl1I1Il11I1.appendChild(IlI1lI1I1IlIllIl1I1l1I11I);
ll11IIIl11lII1I1II1lllIl1.appendChild(lIlll1IIllll1lIl1I1Il11I1);
IlI11IlI1l1l11I111lII1l11.appendChild(ll1l1l1llIIlllIl1IIlIII1l);
IlI11IlI1l1l11I111lII1l11.appendChild(lll1I1I11lIlIl1lllllIlII1);
llIIlI11IIl1I1I1II11l11l1.appendChild(IlI11IlI1l1l11I111lII1l11);
ll11I111llI1lIl111IIlI1I1.appendChild(ll1llllI1l1lIl11lI1I11Ill);
ll11I111llI1lIl111IIlI1I1.appendChild(I1l1IIIlIll11l11l1l1l1I1l);
I111lIlIl1IlIlllII1ll1I1l.appendChild(ll11I111llI1lIl111IIlI1I1);
ll1lI1Il1lII1l11lI1IlIIll.appendChild(Il1ll1ll1llllI1IIIlllI1ll);
ll1lI1Il1lII1l11lI1IlIIll.appendChild(lI1I11lII11lllllIlIll11ll);
Il1lIIIlIlIIIIlllIl11lIl1.appendChild(ll1lI1Il1lII1l11lI1IlIIll);
lIl111lII1II1IIIlIIlIl1I1.appendChild(IlllI1II1lll1IIlll1111Ill);
lIl111lII1II1IIIlIIlIl1I1.appendChild(l1I1l1llI1ll1l11lI11I11lI);
lIIl11IIIIIIII1II1111IllI.appendChild(lIl111lII1II1IIIlIIlIl1I1);
I1II1Il1l11I11IIlIlII1II1.appendChild(lIll11111l1ll1lII11II1Il1);
I1II1Il1l11I11IIlIlII1II1.appendChild(ll1II11Il11IlII1llIIl1llI);
l1111l1Il1IIIIllII1llIl1I.appendChild(I1II1Il1l11I11IIlIlII1II1);
I1IIl11I111l11lI1llIl1lll.appendChild(l1llllIllIlllI1lIllIl1lI1);
I1IIl11I111l11lI1llIl1lll.appendChild(lIll1llIIl1I1lI11l1III1II);
I11I1I1l1IIIIIl1IIl1l1llI.appendChild(I1IIl11I111l11lI1llIl1lll);
II1II1ll1111II11I1lIlIllI.appendChild(I1Il1lIII111lI1IlII11l11l);
II1II1ll1111II11I1lIlIllI.appendChild(Il111IlI1ll11III11lIII1l1);
Il1l1Illl1Illl11111ll1I1l.appendChild(II1II1ll1111II11I1lIlIllI);
l111llI1lI1I1lIll1I11Il1l.appendChild(II1IIlI1llI1llIlI11IlI1ll);
l111llI1lI1I1lIll1I11Il1l.appendChild(ll1Il111111II11IllllIlllI);
l1I11I1I1I11l1IlIIIl1I11l.appendChild(l111llI1lI1I1lIll1I11Il1l);
l11llI11llllIIII1I1l1I1l1.appendChild(IlIIlI11II11Il11IIll1ll1I);
l11llI11llllIIII1I1l1I1l1.appendChild(llI111lI1l11IIlIIlll1IIlI);
Ill1lI111IIl11111l11lIIll.appendChild(l11llI11llllIIII1I1l1I1l1);
lIlI1ll1I1IlllI1lII1IIlII.appendChild(II11III11I111lIl11lIIlIll);
lIlI1ll1I1IlllI1lII1IIlII.appendChild(Il1ll11l1l1IIlllIlIIlll1I);
l1lI1III1IIIIllIIIIII1II1.appendChild(lIlI1ll1I1IlllI1lII1IIlII);
IIIl1I1l111I11I1I11IlllI1.appendChild(llI1l1IIIl1l1llll1lIIIllI);
IIIl1I1l111I11I1I11IlllI1.appendChild(l1l1IlI1Il1II1lIll1lIl1II);
IlIl11111IlllI11lIl1I1I11.appendChild(IIIl1I1l111I11I1I11IlllI1);
ll1I11Il11l1III1Ill1ll1ll.appendChild(lIIl1IllI1II1lI11Illllll1);
ll1I11Il11l1III1Ill1ll1ll.appendChild(Illlll1lI11l1II1IlIIl1IlI);
IIl1I1I1ll1lIll1I1lll1lIl.appendChild(ll1I11Il11l1III1Ill1ll1ll);
llI11lIIIl1111IIIl1l1llIl.appendChild(l1l1l1lIII11II1llIIlIIllI);
llI11lIIIl1111IIIl1l1llIl.appendChild(l11IIIIII1ll11ll111IIll1l);
llII1llII1IIl11lIIlll1III.appendChild(llI11lIIIl1111IIIl1l1llIl);
I1I1lIIlI11Illl11111IlIl1.appendChild(IIll1lll1I1lI1IlIIl1I1III);
I1I1lIIlI11Illl11111IlIl1.appendChild(IlIIlIIIlIllI11111III111l);
I11lI1I1l1I1l1l11I111IlII.appendChild(I1I1lIIlI11Illl11111IlIl1);
I111III1l1Il1III111IIIl1l.appendChild(lII1IIll11ll1llII1l1l11I1);
I111III1l1Il1III111IIIl1l.appendChild(I1l1lI11IlIllI1I1lI1lII11);
l1l11lIII1II1Illl111IIlII.appendChild(I111III1l1Il1III111IIIl1l);
I1l1I1IIl1l1llll1I11lIIll.appendChild(II1IlIllllIIlIll11I1111l1);
I1l1I1IIl1l1llll1I11lIIll.appendChild(llI11lI1lIll11ll1lIllI1I1);
IIlI1IIll11l11I1llll1I1ll.appendChild(I1l1I1IIl1l1llll1I11lIIll);
IlII1llI11Il1l1IIIlIlIlI1.appendChild(Il1l11l1l11llIIII111llI11);
IlII1llI11Il1l1IIIlIlIlI1.appendChild(II1IlIl1ll1Il11llI11I1l1I);
lI111I1l11IlII11IIll1IIIl.appendChild(IlII1llI11Il1l1IIIlIlIlI1);
l1ll1l11lIIIIll1lI1l1111l.appendChild(l1IIIll111Ill1IIlll1IllIl);
l1ll1l11lIIIIll1lI1l1111l.appendChild(l1ll1I111IIIlllI1I1llI1ll);
II1111llllIIII1lll1lI1I1l.appendChild(l1ll1l11lIIIIll1lI1l1111l);
llIll1Il111IlI111l1IIII1l.appendChild(IIlll1l1lIIII1l11I1llIlI1);
llIll1Il111IlI111l1IIII1l.appendChild(IIlI11lIIll1I1l1llIIIll1I);
IIlIII11l11l1llIIII11ll1l.appendChild(llIll1Il111IlI111l1IIII1l);
I11111II11ll1IlIlI11ll1Il.appendChild(I1I111l1I1I11I1I11ll1lI11);
I11111II11ll1IlIlI11ll1Il.appendChild(I1l1IllI111l1I1IIllll1111);
IllI11l1lll1l1IlIl11l11l1.appendChild(I11111II11ll1IlIlI11ll1Il);
IlIll1lIIlIl1lIIlI11lllIl.appendChild(l1IIlIIl11ll1I1llllI1I11I);
IlIll1lIIlIl1lIIlI11lllIl.appendChild(IllII1Il1llI11l11lIII1Ill);
lllIIIIl1l1l1I11l11l11I1l.appendChild(IlIll1lIIlIl1lIIlI11lllIl);
I1lIl11I1Il11IIl1l111l1lI.appendChild(I11I1l1I1I111lI11lIIl11I1);
I1lIl11I1Il11IIl1l111l1lI.appendChild(l1lII1l1I11l1IIlII1l1lII1);
lIIl11l11I1l1IIlIlIl11l1I.appendChild(I1lIl11I1Il11IIl1l111l1lI);
Ill1l11IIl1I1II1I11lllIII.appendChild(Il1llllIlI11IlIIl1I11I1II);
Ill1l11IIl1I1II1I11lllIII.appendChild(ll1l11I1I1IIl1llIII1I11l1);
lIII11I1II1l1IIllI11I111I.appendChild(Ill1l11IIl1I1II1I11lllIII);
lll1Il1l11ll11lII1lIlII1I.appendChild(l11IlI11III1IllIIll11lI1I);
lll1Il1l11ll11lII1lIlII1I.appendChild(IllIlIIllI1I111llIIIlIIlI);
llII11Il1Il1lII1l1Ill1l1I.appendChild(lll1Il1l11ll11lII1lIlII1I);
IIII1lI1Il11I1llIII1Il1I1.appendChild(ll11I1ll111lIII11IllII1I1);
IIII1lI1Il11I1llIII1Il1I1.appendChild(II1lI1lIII111IIIlI111l1ll);
IlllllIl1l1lIl1I111Illl1I.appendChild(IIII1lI1Il11I1llIII1Il1I1);
I1IIlll1I1Il11IlI111II1l1.appendChild(llll1I1lI1II1111IllIlIIll);
I1IIlll1I1Il11IlI111II1l1.appendChild(lI1I11IIIl1lI1II1IIIIllll);
lIll1lIl1I1I1I1I1Il11lIl1.appendChild(I1IIlll1I1Il11IlI111II1l1);
IlIlIllIl111II1I1Il1lllll.appendChild(l1111l1l1IlI1lI11l1l1Il11);
IlIlIllIl111II1I1Il1lllll.appendChild(lIl1I1I111IIII1lI1lllIl11);
III1l111111I1IIllII1l11l1.appendChild(IlIlIllIl111II1I1Il1lllll);
IIl1I111I1lllIll1II1IIl1I.appendChild(I111llIl1lllI1Il1Il1IllIl);
IIl1I111I1lllIll1II1IIl1I.appendChild(IIIlI1lIll111ll11I1111llI);
lIl11I11Il1lll1lIIlI111ll.appendChild(IIl1I111I1lllIll1II1IIl1I);
llIllIl11lIl1lIIII1l1l11l.appendChild(I111lIII11llII11IlI1l1lI1);
llIllIl11lIl1lIIII1l1l11l.appendChild(ll1lIllI111IIlllI1I1II111);
lIIIlI11ll11Il11lllII11Il.appendChild(llIllIl11lIl1lIIII1l1l11l);
II1lll1lI1l11l11lIIlIllIl.appendChild(l1Il111l11III11I11II1lIl1);
II1lll1lI1l11l11lIIlIllIl.appendChild(II111I111I11I1IIlII1111II);
l111l1llI11lIll1I1IIl1Ill.appendChild(II1lll1lI1l11l11lIIlIllIl);
lII1II1II1111IlII1I1lIl1l.appendChild(II11l11II1I1llII11lIlll1l);
lII1II1II1111IlII1I1lIl1l.appendChild(I1llIl11lIIllIIIl1111IIlI);
ll11I1Ill1IllllllIlIIIl1l.appendChild(lII1II1II1111IlII1I1lIl1l);
IIIlll1llIllIlIllI1l1I1l1.appendChild(l1Illl1II1ll1l1I11llIIl1I);
IIIlll1llIllIlIllI1l1I1l1.appendChild(IlI1I11111lll1I11Il1I1I1I);
ll11IllI1IlllI1Il11llllIl.appendChild(IIIlll1llIllIlIllI1l1I1l1);
l11111llll1I1111lIl11Il1l.appendChild(lll1lI11IIllIllI1lIll11Il);
l11111llll1I1111lIl11Il1l.appendChild(II1IIIIIIlll1Ill1I11II11I);
II1IIII1lI1I1II1llll1111I.appendChild(l11111llll1I1111lIl11Il1l);
I1l1IIlllllllI1lllIII111I.appendChild(II11llIll11Il1I111ll11l11);
I1l1IIlllllllI1lllIII111I.appendChild(II111lll11llIIl1l11l1lI1l);
lIlII1lIlIIll1I1I1IIIlIII.appendChild(I1l1IIlllllllI1lllIII111I);
ll1lIl1111IlIlllII11I11lI.appendChild(l1l11l1I1I1IlII1lIIl111Il);
ll1lIl1111IlIlllII11I11lI.appendChild(IlIIl11IlIIIlIl1l1IIlI11I);
l1IIlIllllI111111l1lIl11I.appendChild(ll1lIl1111IlIlllII11I11lI);
IlIIIlII1I1II1llIIl1III11.appendChild(Ill1l1IlII1l1lIll1111llIl);
IlIIIlII1I1II1llIIl1III11.appendChild(lIl11l11I1lllIl1I1IlIII1l);
l1I1llll11II111l1IIlll1I1.appendChild(IlIIIlII1I1II1llIIl1III11);
lIlI11llIIIl1l11IIlIIIII1.appendChild(IIl1I1lI111lI1lIl1llI11l1);
lIlI11llIIIl1l11IIlIIIII1.appendChild(ll1l1lI1III1II11II1I1I1II);
lIIl1Il1Il1I111II1III11Il.appendChild(lIlI11llIIIl1l11IIlIIIII1);
l1IlIl1I1IlI1II11Il1lllIl.appendChild(IIlIlll1lII1lIII1I1lI1I1l);
l1IlIl1I1IlI1II11Il1lllIl.appendChild(l1IIIlI1l1l1IlIlIIIllI1II);
IIl11l1I1IIl1IIIl11I1lIl1.appendChild(l1IlIl1I1IlI1II11Il1lllIl);
lll1llllIIlIIIlll11IlIl1I.appendChild(l11I1I1l1l11Il1Ill1lIIllI);
lll1llllIIlIIIlll11IlIl1I.appendChild(lIII1I1l1IIl1I111Il11lI1I);
I1I1IIl1II1II1I11l11l1II1.appendChild(lll1llllIIlIIIlll11IlIl1I);
IIII1llIlIII11lI1lI1l1l1I.appendChild(IllI1IIll11lll1llII1Ill1l);
IIII1llIlIII11lI1lI1l1l1I.appendChild(II1II1l1ll111l1Ill1Il1lI1);
I1Ill11l111IllI111II11Ill.appendChild(IIII1llIlIII11lI1lI1l1l1I);
IIlII11I1lIIII1lIll11ll1I.appendChild(Il1Ill1ll1III1lIIIIl11I1I);
IIlII11I1lIIII1lIll11ll1I.appendChild(Ill1llI1Ill11l11llIIl1I1I);
l1lIlI1llI1IIII1ll1lI11lI.appendChild(IIlII11I1lIIII1lIll11ll1I);
lIIlII1lI1l1l1Ill1llI1lll.appendChild(I1lI1I1II1l1IIIIl111l1lII);
lIIlII1lI1l1l1Ill1llI1lll.appendChild(l1lIlll1lIIlIllIl11Ill11l);
I1lIIIll11Ill111111ll1lI1.appendChild(lIIlII1lI1l1l1Ill1llI1lll);
lI11IIl1II1l1Il1Il11IIlll.appendChild(lI1l1I1II1lII11ll1I1l1111);
lI11IIl1II1l1Il1Il11IIlll.appendChild(IllI1lI1I1I1Il1III11I11I1);
l1lIII1l1I1l11lIl1Il11lll.appendChild(lI11IIl1II1l1Il1Il11IIlll);
llI1lll1I111lllIIIl1111lI.appendChild(l11lI1II111111I1IIIlIIIl1);
llI1lll1I111lllIIIl1111lI.appendChild(llI1l1II1ll1III1IIllllIlI);
l1lIlllIlIl1ll1l1Il1IIIII.appendChild(llI1lll1I111lllIIIl1111lI);
lII1Illlllll1IIII1Illl1l1.appendChild(ll1l1ll1II11I1lII1l1ll111);
lII1Illlllll1IIII1Illl1l1.appendChild(II1IlIIlll1II1lI1I11l1II1);
III1ll1l1IIl111lI1Ill1Ill.appendChild(lII1Illlllll1IIII1Illl1l1);
ll11llII1IIl1llI1I1lll1ll.appendChild(ll1l1111lII11III11I1l1lIl);
ll11llII1IIl1llI1I1lll1ll.appendChild(lllIII11II1Illl1IIlIIII1l);
llI11I11II1l11llII11Ill1l.appendChild(ll11llII1IIl1llI1I1lll1ll);
llI1lIlll11lll11Illl1l1ll.appendChild(l1IIl1llIl1II11llII1111II);
llI1lIlll11lll11Illl1l1ll.appendChild(llllI1l1111lIIIl1I1IIIIll);
Il1l11lllIlIII1lI1I11111I.appendChild(llI1lIlll11lll11Illl1l1ll);
lIIllII11llIlI1lll1II1lI1.appendChild(lII1IlI1l1lIlIIl11IIl1I1I);
lIIllII11llIlI1lll1II1lI1.appendChild(Il111Ill111I1llI1lI11Il11);
ll1lIIIllIlllllIlIIIllI1l.appendChild(lIIllII11llIlI1lll1II1lI1);
I1lIllII1lIl1lIlllIIlI1ll.appendChild(lll11l1llll11111I1Il1I11l);
I1lIllII1lIl1lIlllIIlI1ll.appendChild(lIIIIIlII11I1II1II11I1l1l);
I1lIllII1lIl1lIlllIIlI1ll.appendChild(l111IIlIl1Il1I11IllI1lll1);
ll1lIIIllIlllllIlIIIllI1l.appendChild(I1lIllII1lIl1lIlllIIlI1ll);
I11lIII1IllIlI1ll1111l1l1.appendChild(I11IlI111II11lI1l1l11l111);
I11lIII1IllIlI1ll1111l1l1.appendChild(IIIIIIlIll1lII1lII1I1lIII);
I11lIII1IllIlI1ll1111l1l1.appendChild(IllIIl1lIl1111I1IIIIlIIl1);
ll1lIIIllIlllllIlIIIllI1l.appendChild(I11lIII1IllIlI1ll1111l1l1);
Il1llIlI11lII11lllII11Il1.appendChild(Il11lIlll1I11lIlll11IIIII);
Il1llIlI11lII11lllII11Il1.appendChild(lII1111Il111llII1llIl1IIl);
ll111lI1IlIlllI1ll1lIlIII.appendChild(Il1llIlI11lII11lllII11Il1);
I1I1I111IIIlI1IlIIIII1lII.appendChild(ll11l1111l11llll11lI11lll);
I1I1I111IIIlI1IlIIIII1lII.appendChild(I11IlI1I1I11l1l1Ill1Il11I);
II1llIIIIIIll1l1l1lI111I1.appendChild(I1I1I111IIIlI1IlIIIII1lII);
Ill1lII11ll1IIlI1Il1lII11.appendChild(IlI1l111lIlIllll1Il11Illl);
Ill1lII11ll1IIlI1Il1lII11.appendChild(Il1Il1IIlIII1I1Il1IlI1l1I);
I11111llIl1lIIl1III1llll1.appendChild(Ill1lII11ll1IIlI1Il1lII11);
lII1lIIlIlIlII1llIIl11111.appendChild(I1l11I11111lIlIlIIlllll1I);
lII1lIIlIlIlII1llIIl11111.appendChild(IIl11Il1lIlIl1ll1ll1ll1II);
I1I11lI111lII11llI111Ill1.appendChild(lII1lIIlIlIlII1llIIl11111);
l11IIll1lI111llII1IIlIl1l.appendChild(I1IIl11II1ll1III11l1lI1I1);
l11IIll1lI111llII1IIlIl1l.appendChild(I1I1llI1l1IIllIIl1l1I1111);
Illl1lIl1lll11l11IIlII11I.appendChild(l11IIll1lI111llII1IIlIl1l);
lIIlIlll1l11Illl1IlIl11ll.appendChild(IllIl1l111lI1lllII11IIIl1);
lIIlIlll1l11Illl1IlIl11ll.appendChild(llIllIl1111111l1ll11ll1lI);
I1Illlll1I11III111l11l1Il.appendChild(lIIlIlll1l11Illl1IlIl11ll);
lll1ll1IIIll11lllIlIIIIlI.appendChild(II1l11lIlIlI1lIll111II11I);
lll1ll1IIIll11lllIlIIIIlI.appendChild(l1Il1llIllllIl1III1lIl1l1);
lI1lIIl11lIIlI1Il1IIll1Il.appendChild(lll1ll1IIIll11lllIlIIIIlI);
I1I1lIIllIIIIl1llll11111l.appendChild(I11lllIIllII1lI111l111lI1);
I1I1lIIllIIIIl1llll11111l.appendChild(lIIIl1lII11I11I1IlIIllIll);
lll1Il1I1I1lllI1l111l1I11.appendChild(I1I1lIIllIIIIl1llll11111l);
IIIIIII1I1I1lII11lIIlIIll.appendChild(I1llIllllI1lII11Illll1Il1);
IIIIIII1I1I1lII11lIIlIIll.appendChild(I1IlIIII1111lI111I111II1l);
IIIIIII1I1I1lII11lIIlIIll.appendChild(I1l1l111I1Ill1l11lI11l1l1);
lll1Il1I1I1lllI1l111l1I11.appendChild(IIIIIII1I1I1lII11lIIlIIll);
lIlllllII1l1llIII1lI1llI1.appendChild(I1l1IlIlll1IlIIIll111Il11);
lIlllllII1l1llIII1lI1llI1.appendChild(l1l1llI11111lIllll1IlI1l1);
lIlllllII1l1llIII1lI1llI1.appendChild(IlIIl1IIII1llllIlIII1I1ll);
lll1Il1I1I1lllI1l111l1I11.appendChild(lIlllllII1l1llIII1lI1llI1);
I1IlllIIlII1Il1lI1II1II1l.appendChild(lI11ll1l1IIllII1I11lIII1I);
I1IlllIIlII1Il1lI1II1II1l.appendChild(III1I1IIIIl1Illlll1IIl1l1);
I1IlllIIlII1Il1lI1II1II1l.appendChild(lIlll1l1lI11llIIl1I1IlI11);
lll1Il1I1I1lllI1l111l1I11.appendChild(I1IlllIIlII1Il1lI1II1II1l);
IIII1111Ill1IlIIIl1IIl1I1.appendChild(l11l1Il111I1lIl1lll1II1Il);
IIII1111Ill1IlIIIl1IIl1I1.appendChild(lI11l111lII1II1Ill1111lII);
IIll1l11lll1I11l1lll111I1.appendChild(IIII1111Ill1IlIIIl1IIl1I1);
IIIlIIIlIl1IIII1lll1II1lI.appendChild(llIIlII1I1111l1IIIl1l1III);
IIIlIIIlIl1IIII1lll1II1lI.appendChild(llI1l11l1lIIlIlIlIII1lllI);
l111l1lII1IIllI1II1l1Il1l.appendChild(IIIlIIIlIl1IIII1lll1II1lI);
I1ll1IlIIlI1l1III1l111lll.appendChild(III11I1llI111l1ll11IlII11);
I1ll1IlIIlI1l1III1l111lll.appendChild(I11l11llI1II1I11III1Ill1I);
Ill11l1Ill1Ill11ll11ll111.appendChild(I1ll1IlIIlI1l1III1l111lll);
l1IIlI1I11Ill1lII1lI111lI.appendChild(l1ll11I11I11lIIlIIIlIl11l);
l1IIlI1I11Ill1lII1lI111lI.appendChild(l1l1II111l1l111IlI11lIl11);
III11lI111IIl111IIII111Il.appendChild(l1IIlI1I11Ill1lII1lI111lI);
llII1l1Il11IIll1llllIll1l.appendChild(lI1l1I1Il11l11lIl11l1llII);
llII1l1Il11IIll1llllIll1l.appendChild(l111I111l1Il11lll1l11IlII);
l1II11llllII1I1ll1I11Il11.appendChild(llII1l1Il11IIll1llllIll1l);
I111III1IlIIIlII111lll111.appendChild(I11IIll1l111llIlI1l1lllI1);
I111III1IlIIIlII111lll111.appendChild(l1I1I1llI1IIIIllll1IIllll);
l1Ill1IlIIlIlI1IIlIII1I11.appendChild(I111III1IlIIIlII111lll111);
IIIl11I1llll11I1Illl11lll.appendChild(lll1lIIl1I11I1l111lIIllII);
IIIl11I1llll11I1Illl11lll.appendChild(lIl1IIll11ll1ll1Il1I1Illl);
l1lI11ll1lIl11llI1IIII11l.appendChild(IIIl11I1llll11I1Illl11lll);
I1IIIIll1lI1Il1IllIll1II1.appendChild(lIll11111Illlll111I111l1l);
I1IIIIll1lI1Il1IllIll1II1.appendChild(ll1l1l1IlIIIIIllIlIII1IIl);
l11l11I1lII11lIlIIIll111I.appendChild(I1IIIIll1lI1Il1IllIll1II1);
llIlllIlllIl1IlIlll11IIlI.appendChild(II1lI1II1I11II11lI1llI1Il);
llIlllIlllIl1IlIlll11IIlI.appendChild(ll1I1lllIlI1IIII1111lIlll);
I11111lIl1IlII1IlllIl1IlI.appendChild(llIlllIlllIl1IlIlll11IIlI);
I1lI1llIlI11l1III11Ill1II.appendChild(II1lI1l1llIIIl1I11Illl11I);
I1lI1llIlI11l1III11Ill1II.appendChild(l1llIlII111ll1I11I1IllIlI);
llll1l1l1IlII1I1111l1lIlI.appendChild(I1lI1llIlI11l1III11Ill1II);
lII1IlII1l1111lIlI1Il11ll.appendChild(lllIIIll11lI111I1Il111IlI);
lII1IlII1l1111lIlI1Il11ll.appendChild(I1Il1111I1III1111lllI1IlI);
IllI1111I1lI1lIIIIllIIll1.appendChild(lII1IlII1l1111lIlI1Il11ll);
IIlI1ll11I111IIlI11IllII1.appendChild(I111lIl1I1I1IlllI1l1ll1l1);
IIlI1ll11I111IIlI11IllII1.appendChild(III1lI11l1lllI1III1ll11ll);
l11II1I11IlI11I1II1I1IIlI.appendChild(IIlI1ll11I111IIlI11IllII1);
lIllII11ll1I1lllll1lIIlll.appendChild(III1IlIIIIl11IIllll11lIII);
lIllII11ll1I1lllll1lIIlll.appendChild(llIl1I11I1lllI111I111lIIl);
llll11l1llIl1lIl1IIllI1l1.appendChild(lIllII11ll1I1lllll1lIIlll);
IIl1II1IlIllIIlI1IIll1llI.appendChild(IIIl1ll1IllII1I1ll11IIlI1);
IIl1II1IlIllIIlI1IIll1llI.appendChild(IlI11111l11l1llI1Il1IlllI);
l1I1Il1llIl11lII1IIIIllll.appendChild(IIl1II1IlIllIIlI1IIll1llI);
I1l11lIIl1lI1Ill11I11lllI.appendChild(IIIl111IlIIll1l111lll11II);
I1l11lIIl1lI1Ill11I11lllI.appendChild(I11llI1l1II1lI1l1lIIIIlIl);
I1lIl1IIIl1I1ll1l11I1IlII.appendChild(I1l11lIIl1lI1Ill11I11lllI);
lIIll11l1I11I1lIII11Ill1l.appendChild(l11IIllIII1111IlIIlII1III);
lIIll11l1I11I1lIII11Ill1l.appendChild(Il1I11I111lIII1Ill111Il1I);
IlIlIll1IIIIl1II1lllIIlll.appendChild(lIIll11l1I11I1lIII11Ill1l);
lIlII1II1I1l11IllIl1II1I1.appendChild(I11l1IIlII1Il1I11l1Il11lI);
lIlII1II1I1l11IllIl1II1I1.appendChild(Il1IllI1IlIl11IlI1lIIl111);
lIII11IlI1II11l11II11I1l1.appendChild(lIlII1II1I1l11IllIl1II1I1);
Ill11IIlIIl11ll1III1llIIl.appendChild(l1l11l1IIII11I1111l1III1l);
Ill11IIlIIl11ll1III1llIIl.appendChild(I111IIIIII1l111l11l11l1lI);
I1I111l1l1Ill1l1lI11I11ll.appendChild(Ill11IIlIIl11ll1III1llIIl);
I1ll1llI1I1II1III1lI1IlII.appendChild(I1Il1II1IIlIl1llIll11III1);
I1ll1llI1I1II1III1lI1IlII.appendChild(IlllIlll11IIIlll1l1llIl11);
l1I11IlI1l1Il111I1IllI1lI.appendChild(I1ll1llI1I1II1III1lI1IlII);
lIlIl11ll11I1lIIIl111ll1l.appendChild(IIIIl1l11Il1lllI111lllIII);
lIlIl11ll11I1lIIIl111ll1l.appendChild(I1lIll1l1Il1l1Ill11I1I11I);
lIIII1IlIllII1lI1I1IlIl1I.appendChild(lIlIl11ll11I1lIIIl111ll1l);
IlI1l1lIlllll11l11IlllIll.appendChild(IIlllI1l1lllI1Il1IlIlI1Il);
IlI1l1lIlllll11l11IlllIll.appendChild(Il1I1IlIl1lll1II1ll1IIl1I);
IlI1l1lIlllll11l11IlllIll.appendChild(lll1Il111l1IllI1ll1I1IllI);
lIIII1IlIllII1lI1I1IlIl1I.appendChild(IlI1l1lIlllll11l11IlllIll);
l11lIl1ll1111lI1I1I1IIlI1.appendChild(l11llllIl1l1111II1Il1l11l);
l11lIl1ll1111lI1I1I1IIlI1.appendChild(ll1lI1Il1lIl1l1IlI1I1I1ll);
l11lIl1ll1111lI1I1I1IIlI1.appendChild(ll1lI1lI11II1111I1Ill111l);
lIIII1IlIllII1lI1I1IlIl1I.appendChild(l11lIl1ll1111lI1I1I1IIlI1);
Il1Il11llllllI111IlI1l1l1.appendChild(IlI11111III1I1I1l1Il1llll);
Il1Il11llllllI111IlI1l1l1.appendChild(llI1lI1I1I1Ill1llllIl1l11);
Il1Il11llllllI111IlI1l1l1.appendChild(ll11lII1I1l11l1llll1I1lll);
lIIII1IlIllII1lI1I1IlIl1I.appendChild(Il1Il11llllllI111IlI1l1l1);
II1I11I1l1I1l1Il1l1IlII11.appendChild(lI1l1IlIll1llI1IlllIIIIlI);
II1I11I1l1I1l1Il1l1IlII11.appendChild(lllIllll1I1lIll1I1l111lIl);
ll1lIlIlIlI1l1IIlIII1Il1I.appendChild(II1I11I1l1I1l1Il1l1IlII11);
I1l1lIl11llIlI11II1I111II.appendChild(Il1IIIlI111llI111l11II1Il);
I1l1lIl11llIlI11II1I111II.appendChild(I1III11l11lIlII11I1lI1IIl);
I1l1lIl11llIlI11II1I111II.appendChild(l11llI1l11lIIlllllI1llllI);
ll1lIlIlIlI1l1IIlIII1Il1I.appendChild(I1l1lIl11llIlI11II1I111II);
IlIIl1l1IIll11IIlIl1IIII1.appendChild(Il111llIIlI1IlIllI11II11I);
IlIIl1l1IIll11IIlIl1IIII1.appendChild(II11I1IIl1lIIll1111l1llll);
IlIIl1l1IIll11IIlIl1IIII1.appendChild(l111Il11l11I1l1lI1Ill111I);
ll1lIlIlIlI1l1IIlIII1Il1I.appendChild(IlIIl1l1IIll11IIlIl1IIII1);
lllIlllIl1Il1I11111lI1ll1.appendChild(I11lIlIIIl1llll1IIII11I1I);
lllIlllIl1Il1I11111lI1ll1.appendChild(I1llI1IlI1I11lI1ll1IIl11l);
lllIlllIl1Il1I11111lI1ll1.appendChild(llIIlIlIllI11II111lllI1I1);
ll1lIlIlIlI1l1IIlIII1Il1I.appendChild(lllIlllIl1Il1I11111lI1ll1);
I1II1111I1lIlIllI1l11l1Il.appendChild(I11lI1lII11IlI1II1IIIII1I);
I1II1111I1lIlIllI1l11l1Il.appendChild(II1Illlll11I11IllII1l1Il1);
I1I1II1Il1Illl1l1Il1ll1l1.appendChild(I1II1111I1lIlIllI1l11l1Il);
l11l11l1l1I1111IllIIIl1ll.appendChild(l1l1l1llIIllIIIllll1l1I11);
l11l11l1l1I1111IllIIIl1ll.appendChild(llI1llIl1I1IlI1ll1llIllII);
l11l11l1l1I1111IllIIIl1ll.appendChild(lII1llllllIlI1lll1IlIlI1I);
I1I1II1Il1Illl1l1Il1ll1l1.appendChild(l11l11l1l1I1111IllIIIl1ll);
l1I1IIlI1IIlIlI1I1IlllI11.appendChild(l1IllIIlIll11lIlIlIII1lI1);
l1I1IIlI1IIlIlI1I1IlllI11.appendChild(l11llIlI1IlI1llI11I1llI11);
l1I1IIlI1IIlIlI1I1IlllI11.appendChild(l1l1ll1I1lllI1I11ll11I111);
I1I1II1Il1Illl1l1Il1ll1l1.appendChild(l1I1IIlI1IIlIlI1I1IlllI11);
llIllllIIIIIl1I1Il1ll11l1.appendChild(I11lI1IIIllIl1I11IlI1IIll);
llIllllIIIIIl1I1Il1ll11l1.appendChild(lll1Il11I1lI1III1Il1l1lll);
llIllllIIIIIl1I1Il1ll11l1.appendChild(Il1I11l111ll1lllI1l11I1lI);
I1I1II1Il1Illl1l1Il1ll1l1.appendChild(llIllllIIIIIl1I1Il1ll11l1);
ll1ll11llI111lllI11IIl1Il.appendChild(Ill1Ill1lI1lI1l1I1IIlI111);
ll1ll11llI111lllI11IIl1Il.appendChild(llIIIll111lI1lIIIlllllI1I);
II1I1111lIIl1l1l1l11llIlI.appendChild(ll1ll11llI111lllI11IIl1Il);
Il1llI11I1l1IIIl1Il1l1l11.appendChild(I111I11lIIl1l1IIl11Il1III);
Il1llI11I1l1IIIl1Il1l1l11.appendChild(I1IllII11llI1Il1IlllI1III);
Il111II11Il1lllIIlI1I1IlI.appendChild(Il1llI11I1l1IIIl1Il1l1l11);
I1Il1IIIlIllIl1Il1II1l1ll.appendChild(Il11lIlIIIIII1lIIIlI11lII);
I1Il1IIIlIllIl1Il1II1l1ll.appendChild(I1IlllI1II111lIIIIl11I1lI);
Il1llIIl1111lIIllI11Ill11.appendChild(I1Il1IIIlIllIl1Il1II1l1ll);
lIlIlll1IIl1IlIl111l1I111.appendChild(I1lII11l1II1I1I111l1llI1I);
lIlIlll1IIl1IlIl111l1I111.appendChild(lIIl1lll1lll1lllIll11Il1I);
l111l1IlIll1II11llll11111.appendChild(lIlIlll1IIl1IlIl111l1I111);
l1IlIIIl1ll1l1IlIlll1Il1I.appendChild(lIlIllIll1IllI1I1II11lIl1);
l1IlIIIl1ll1l1IlIlll1Il1I.appendChild(IlllIl1IIllI1ll11llll11l1);
Il1l1ll1l1lIlII11lIlIIIII.appendChild(l1IlIIIl1ll1l1IlIlll1Il1I);
I1ll1IIIlIllIIIlIlI11Il11.appendChild(lI111I1II1ll1111l11I11111);
I1ll1IIIlIllIIIlIlI11Il11.appendChild(IlIl11Il1I11111lll1I1I1lI);
lIl1lI111l11l1lI11llI1I1l.appendChild(I1ll1IIIlIllIIIlIlI11Il11);
I11IlIl1Il1lIIll1l1Il1lIl.appendChild(IIlllIll1lIIIIIIlII11IlI1);
I11IlIl1Il1lIIll1l1Il1lIl.appendChild(lI111I11ll11lIIl111l11IIl);
IlllI1111l1l1lI1l1I1I1I1I.appendChild(I11IlIl1Il1lIIll1l1Il1lIl);
lIIlIll1IIII1lIIl1IlIII1I.appendChild(Il11l1IIII1lII1I1llIl1llI);
lIIlIll1IIII1lIIl1IlIII1I.appendChild(I11IIlIl1IlllI11II1lIll11);
lll11II11Il111I1I11ll111l.appendChild(lIIlIll1IIII1lIIl1IlIII1I);
l11Il11lI1l11lIlI1l1IIll1.appendChild(IllI1IIl1l1IIllll1I1III11);
l11Il11lI1l11lIlI1l1IIll1.appendChild(lIll1l1II1llIllIl1IIIlIIl);
IIlIlll1lIl1lIl1111lI1lII.appendChild(l11Il11lI1l11lIlI1l1IIll1);
IlIlIl111lIll1ll1llllII1l.appendChild(I1lIl1lI1II1IIIIlll1IlIl1);
IlIlIl111lIll1ll1llllII1l.appendChild(IlIllI1I1lllII1IIII1Il1I1);
II1IlIIIIIII1ll1lIl1Il1lI.appendChild(IlIlIl111lIll1ll1llllII1l);
l11ll11111IIl1I1l1l1lIIll.appendChild(I1llllIlI1lI1I11I11I11ll1);
l11ll11111IIl1I1l1l1lIIll.appendChild(lIlIIIl1lI11l1I1I1lIllII1);
l11ll11111IIl1I1l1l1lIIll.appendChild(llI111I1lllIlI1I1Il1l1lI1);
II1IlIIIIIII1ll1lIl1Il1lI.appendChild(l11ll11111IIl1I1l1l1lIIll);
llI111ll1lllIIllIll11IlII.appendChild(ll1I11I1l1Il1I1lI1IlIIIIl);
llI111ll1lllIIllIll11IlII.appendChild(lI1lII111Ill11II1lIl1111l);
lIl11lIl1II1111lII1I1Il1l.appendChild(llI111ll1lllIIllIll11IlII);
l11Ill111II11lIlIl1llIlll.appendChild(IIl1l11lIIlIlllI1lll1ll1l);
l11Ill111II11lIlIl1llIlll.appendChild(lII1IlI1Il1lI1lIIlIIIllII);
l11Ill111II11lIlIl1llIlll.appendChild(I111IIIlII1I1lIIlI1lIlll1);
lIl11lIl1II1111lII1I1Il1l.appendChild(l11Ill111II11lIlIl1llIlll);
IlIlllIIIl1l11lI11Il11I11.appendChild(lI1I1lIIIl11IllII1lI11ll1);
IlIlllIIIl1l11lI11Il11I11.appendChild(IlIllI1Ill1I1IIlIIlIl111I);
IlIlllIIIl1l11lI11Il11I11.appendChild(Il1IIl111llI111lI1II11lI1);
lIl11lIl1II1111lII1I1Il1l.appendChild(IlIlllIIIl1l11lI11Il11I11);
llll11I1llIl1I1llI1l1lIII.appendChild(l1I1IllI11lII1I1lI1111Ill);
llll11I1llIl1I1llI1l1lIII.appendChild(I111I11II1II1111I11IIlI1I);
llll11I1llIl1I1llI1l1lIII.appendChild(Il1I1lIl11IlII111llIIllII);
lIl11lIl1II1111lII1I1Il1l.appendChild(llll11I1llIl1I1llI1l1lIII);
lIII1IlIl1IlIll1l1lII1111.appendChild(lII1ll11llII1I1111I1l111l);
lIII1IlIl1IlIll1l1lII1111.appendChild(I1l1II1lIIll1I111I1IlllI1);
lIII1IlIl1IlIll1l1lII1111.appendChild(IllIIlll1lllII1IIl1lIIl11);
lIl11lIl1II1111lII1I1Il1l.appendChild(lIII1IlIl1IlIll1l1lII1111);
lIlIIl1l1I1Il11l1llIIIIll.appendChild(I1111I11l1IlIIl1llIlIlll1);
lIlIIl1l1I1Il11l1llIIIIll.appendChild(lII1ll1111lllll1lI1Illlll);
lIlIIl1l1I1Il11l1llIIIIll.appendChild(l1Il1l1ll1l1IIIllI11l11lI);
lIl11lIl1II1111lII1I1Il1l.appendChild(lIlIIl1l1I1Il11l1llIIIIll);
IIl1II1Il1I1l1lI11l1IIlll.appendChild(IIlIl1Illl11lIlIlII111lIl);
IIl1II1Il1I1l1lI11l1IIlll.appendChild(lI11IIllIl1I1111IlIl1I1I1);
IIl1II1Il1I1l1lI11l1IIlll.appendChild(I1l1IlI1l1l1lII1l1Ill1I11);
lIl11lIl1II1111lII1I1Il1l.appendChild(IIl1II1Il1I1l1lI11l1IIlll);
llI11III1Il1I1II11l1llI11.appendChild(lIIl1IIIlll1Ill111Il1111I);
llI11III1Il1I1II11l1llI11.appendChild(lIIIl1111Il1I11I11l1II11l);
llI11III1Il1I1II11l1llI11.appendChild(ll1l1llIII1Il11III111ll11);
lIl11lIl1II1111lII1I1Il1l.appendChild(llI11III1Il1I1II11l1llI11);
l111lI1lIllII11l1l1l1III1.appendChild(l1l111IIIlll1Il1llI11l1Il);
l111lI1lIllII11l1l1l1III1.appendChild(II1I11Il1IlII1I1IlIIll1lI);
l1I1l1IIII111lI1II11IlI11.appendChild(l111lI1lIllII11l1l1l1III1);
llIII1I1llIllIl1I1l11l1II.appendChild(l11111I11l1I11lI1IIlI11Il);
llIII1I1llIllIl1I1l11l1II.appendChild(llI1III1llIIlII111lI1lllI);
lll1lIIIIII1lIl1IIlI1IIII.appendChild(llIII1I1llIllIl1I1l11l1II);
l1II1lIIIlI1IIIIllllI1I11.appendChild(lIIl1l1lI1Il1ll1ll1IlIIl1);
l1II1lIIIlI1IIIIllllI1I11.appendChild(IlIII1lIl11lIIIlIl11I11l1);
lIIII1lll1I11lIII111l111I.appendChild(l1II1lIIIlI1IIIIllllI1I11);
IIllll1Il11lIlI1lI1llIlII.appendChild(Il111IIlI111ll1lll1111III);
IIllll1Il11lIlI1lI1llIlII.appendChild(lllIllIl1Il1ll11l1l1l11l1);
Ill1I11ll1I1ll1111lIl1IIl.appendChild(IIllll1Il11lIlI1lI1llIlII);
IIl1IllIllIlIll1llIl11lI1.appendChild(l1lIllII1I111IlI11lIIl1lI);
IIl1IllIllIlIll1llIl11lI1.appendChild(I11I1l1lll1IIlII111lI1llI);
llIlll1llIllll1II1Ill1l11.appendChild(IIl1IllIllIlIll1llIl11lI1);
lllll1l11l1lIl1IlIlI1III1.appendChild(I11llllll1IIl11l11III1ll1);
lllll1l11l1lIl1IlIlI1III1.appendChild(l1Il11I1IllIlIlIl11l1111l);
Il1l1111ll11Illl1I1lIl1II.appendChild(lllll1l11l1lIl1IlIlI1III1);
IIIlll11I1IIl11IlIIIlII1I.appendChild(Il1lIII1l1Il1lIIlI1II1lI1);
IIIlll11I1IIl11IlIIIlII1I.appendChild(lIlI1l1lI1I1IIIIlI1Ill1ll);
lI111I1Il1I1IIl1l1I11IllI.appendChild(IIIlll11I1IIl11IlIIIlII1I);
IlI1ll1lI1IIlI11ll1llI1ll.appendChild(Il11l1IIIllII1lII1lllllII);
IlI1ll1lI1IIlI11ll1llI1ll.appendChild(Il11lIl111IlIl111ll1IIl1l);
l1lI1lI1Il1lI1Il1IIl11III.appendChild(IlI1ll1lI1IIlI11ll1llI1ll);
I1l11I1I1l1Il11llI1l11Il1.appendChild(l1lIlI1I1I1lIl1ll1I1Il111);
I1l11I1I1l1Il11llI1l11Il1.appendChild(lIll1IIl111l11lIlIl11llll);
lI1l1ll11Il11IIlIl1I1IIII.appendChild(I1l11I1I1l1Il11llI1l11Il1);
IlllII1111III111I1l1lI1l1.appendChild(Ill1lIlI11I1II11Il1lI11II);
IlllII1111III111I1l1lI1l1.appendChild(l1IlIllI1IlIII1lllIlll11l);
IllI11IIllIIlIIIl11I1111l.appendChild(IlllII1111III111I1l1lI1l1);
lI1I1lI1l1l1IIIIIIllIIlll.appendChild(IIIl11IIIllII1III1l1II1Il);
lI1I1lI1l1l1IIIIIIllIIlll.appendChild(lIlllII1l1llll1IIlll1lIIl);
llI1Ill1Ill1111lllIllIIIl.appendChild(lI1I1lI1l1l1IIIIIIllIIlll);
II111II1I1111lI1Il1IIlI1l.appendChild(l1llI11lIl1lIIll1I1111I1l);
II111II1I1111lI1Il1IIlI1l.appendChild(lIlII1l11l11l11IlIIll1I11);
lIl1I11I11lIIlI1lIl1l11I1.appendChild(II111II1I1111lI1Il1IIlI1l);
l1lI11l1Ill11I11lII1Il11l.appendChild(I1II1lIllIIll1llIl1l1lllI);
l1lI11l1Ill11I11lII1Il11l.appendChild(I111I1I1l1I1IllllIIIlIIII);
lIII111ll1ll1Ill1l1I1ll1l.appendChild(l1lI11l1Ill11I11lII1Il11l);
IlIIllll11ll111Il1IIlI11I.appendChild(I11Il11IIllIIll11IIIll1II);
IlIIllll11ll111Il1IIlI11I.appendChild(II1ll1lIIlI11lllIlll1I111);
l11lIlI11lIl1IIIll1l1l111.appendChild(IlIIllll11ll111Il1IIlI11I);
llIlIl1IllIlIIIlIlII1llIl.appendChild(Il11I1III11l1I1lll1llI1ll);
llIlIl1IllIlIIIlIlII1llIl.appendChild(l1llllIlIl1l11I1I1lI1IlII);
lll1Illl1IllllI1111I1IIII.appendChild(llIlIl1IllIlIIIlIlII1llIl);
Il1IIl1l1IllI11I11II1Il1I.appendChild(I1l1l11IlI111lllIll11lll1);
Il1IIl1l1IllI11I11II1Il1I.appendChild(IllI11lIl11II111ll111l1ll);
lllIl11lI11IIII1lI111l1I1.appendChild(Il1IIl1l1IllI11I11II1Il1I);
l1lIll1IllIII1lIl1I11I11l.appendChild(lI1lllIIll11Ill1lIll1l1lI);
l1lIll1IllIII1lIl1I11I11l.appendChild(Il1IlII1I1IIlIl1l1IIlI11I);
ll1lI1l1ll1lIl1l11l1IIIlI.appendChild(l1lIll1IllIII1lIl1I11I11l);
I1lIll1I1lIIIlII11IIl11I1.appendChild(ll1llIIl1Il111lIl11111lII);
I1lIll1I1lIIIlII11IIl11I1.appendChild(III1IIlIll1llllll1Il1l111);
II1lII1llIl1l1ll1IlI11lI1.appendChild(I1lIll1I1lIIIlII11IIl11I1);
lIIlIl1ll1Il1llI1Il111l1I.appendChild(I1lII1ll11lI1I11II1Il1l1I);
lIIlIl1ll1Il1llI1Il111l1I.appendChild(I1IIlll1Il11lIlIlll1Ill1I);
IIlI1lll1IlIll1lI1llllIlI.appendChild(lIIlIl1ll1Il1llI1Il111l1I);
IIlII111111llll1II1II1Ill.appendChild(IIIlI1Il11Ill1II1111lIII1);
IIlII111111llll1II1II1Ill.appendChild(I11Il1l1ll1I11l1l11I1Il11);
lI1I1II1lII1I1lIl1IIIIl11.appendChild(IIlII111111llll1II1II1Ill);
I11I11111l111lllIlIll11Il.appendChild(l1llI1llllI11lllll11IIIIl);
I11I11111l111lllIlIll11Il.appendChild(lI1lll1l1IIlIlIlII1IIlI1l);
IlII11IIlIll1ll1II1llIll1.appendChild(I11I11111l111lllIlIll11Il);
II1III1l1l1I11lIl1l1lllII.appendChild(I11I1lI11lII111lllll1ll1l);
II1III1l1l1I11lIl1l1lllII.appendChild(Il111ll11lllI1Ill1I1Illl1);
Ill1II1IIllIlIIll11l1II11.appendChild(II1III1l1l1I11lIl1l1lllII);
lII1lIIlIIIlllI1lll1I1Il1.appendChild(l11IlIII111l1II1I1II111Il);
lII1lIIlIIIlllI1lll1I1Il1.appendChild(l11llIllll1I1Illl1lIll1II);
l1Il1llIIll1IllII1II1IIlI.appendChild(lII1lIIlIIIlllI1lll1I1Il1);
lllI111I1IIIlll111lI11lI1.appendChild(II1IIIlIll11l1l1ll1II1l1l);
lllI111I1IIIlll111lI11lI1.appendChild(I1llIll1llIIllIIl1lIlIlII);
I11llI1IlI1lIllllIII1l1II.appendChild(lllI111I1IIIlll111lI11lI1);
llllll111ll11l11l1lI1lIll.appendChild(IlllIIl1Il1III11l11IIII11);
llllll111ll11l11l1lI1lIll.appendChild(lI1lllI1lIlll1II11I1II1Il);
lll1lIll11III111II1IIIIl1.appendChild(llllll111ll11l11l1lI1lIll);
lI1lI11I111I1IlI11lI111I1.appendChild(l11llll11IIlIIlIl1llll1I1);
lI1lI11I111I1IlI11lI111I1.appendChild(IlI111lIlIIII1IIl11l1lIlI);
I1I1I111lIII11I1Il1lIIl11.appendChild(lI1lI11I111I1IlI11lI111I1);
IlI1llI1llIl1IIIIlIIIIl1l.appendChild(lI111IllIIllIll1I1lI11llI);
IlI1llI1llIl1IIIIlIIIIl1l.appendChild(lI1llIl11lII1I1l1111I1IlI);
llll1llIIll1llI1II1I1llIl.appendChild(IlI1llI1llIl1IIIIlIIIIl1l);
II1l111llII111II1Illl111I.appendChild(lI1lllllI1l1lIl1l1lllll1l);
II1l111llII111II1Illl111I.appendChild(Il1l1l1lIll1I1IlllIllll11);
l1Il1IIlII1II1l1ll1lI1111.appendChild(II1l111llII111II1Illl111I);
lIIllll1IIlIlll1l1ll1ll1l.appendChild(I1llIII1ll1IIl11Ill11ll1I);
lIIllll1IIlIlll1l1ll1ll1l.appendChild(lIII1lIIIlllll1lII1II11I1);
l11I1lII111l1ll1ll1I1I1II.appendChild(lIIllll1IIlIlll1l1ll1ll1l);
I11111I1ll11Ill1l1llI11l1.appendChild(l1l11l1I1111llllllI11I1I1);
I11111I1ll11Ill1l1llI11l1.appendChild(l11lIl1IIllll11l1Il1I111I);
lIlI1IlIIIl11l1I11II1l1lI.appendChild(I11111I1ll11Ill1l1llI11l1);
IIl1IIlll1l111ll1IlII1lll.appendChild(l1I1IlIII1I11l1lI1lllIIl1);
IIl1IIlll1l111ll1IlII1lll.appendChild(IIlII1lIIl1l1II1IllIIl1Il);
l1IlIlIIIll1Il1lIIlII11Il.appendChild(IIl1IIlll1l111ll1IlII1lll);
I11IlIlIl1l1llllI1l1lIlll.appendChild(ll1IllIl111IIlIIl1l11l11I);
I11IlIlIl1l1llllI1l1lIlll.appendChild(lIl1lIlIIlllI11l1IIll11ll);
Ill1l1llIIlI1ll1III1l11I1.appendChild(I11IlIlIl1l1llllI1l1lIlll);
lIII1II1III1llIIIIl1I1lll.appendChild(IIlIIIll1II1I1111I1I1111I);
lIII1II1III1llIIIIl1I1lll.appendChild(I1Ill1lll11I1I1lll11111l1);
I11lI111IllI1lIllI1lIl1I1.appendChild(lIII1II1III1llIIIIl1I1lll);
llIIllIIIllIllIIIII1lI1l1.appendChild(IllIllIl11lI1ll1Il111Illl);
llIIllIIIllIllIIIII1lI1l1.appendChild(Il11I1111I1I1I1I1l1l1lI11);
lIlIllII1Ill1lll1lI1ll111.appendChild(llIIllIIIllIllIIIII1lI1l1);
lllll1ll1lIIIIIlllI1I1I1I.appendChild(l11IIIII1IIl1lIIl1l1IIII1);
lllll1ll1lIIIIIlllI1I1I1I.appendChild(II1IIIllll1lI111IlIll1I1I);
III1lllI111IIlII111II1IlI.appendChild(lllll1ll1lIIIIIlllI1I1I1I);
Il11lIlll11lIl1l1llIIlI11.appendChild(llI1lIl1lII1II1l111l1I11l);
Il11lIlll11lIl1l1llIIlI11.appendChild(l1l111I1lI1l1Il1lI1IlI111);
Il1Illlll11111l1IlI1lIl11.appendChild(Il11lIlll11lIl1l1llIIlI11);
llIIlIlII1IlIlI11Il111l1l.appendChild(ll1l11ll1IIlI1I11Il1lIll1);
llIIlIlII1IlIlI11Il111l1l.appendChild(l1I1111Il1IllI1I1III11I1l);
lIII1l11I1I1l1lII11111ll1.appendChild(llIIlIlII1IlIlI11Il111l1l);
llIl1l1III1ll11lllll111I1.appendChild(ll11lI11I11I1I1l111I1IIII);
llIl1l1III1ll11lllll111I1.appendChild(IllI1Il11l111I11l11Illl1l);
I1llI1111I1II1l11I1I111I1.appendChild(llIl1l1III1ll11lllll111I1);
lI11lI1I1I1I1Il1Il1l1111I.appendChild(I1IIl1IIllllllI11lII1IIII);
lI11lI1I1I1I1Il1Il1l1111I.appendChild(ll111II1Ill1IIl1IIIlll1l1);
I1llllll11lllI1ll1lIIIl1I.appendChild(lI11lI1I1I1I1Il1Il1l1111I);
l1l1lllIlIlllIl11Il1IIlll.appendChild(l1l1ll1l11Il11I1IIIIll11I);
l1l1lllIlIlllIl11Il1IIlll.appendChild(IIlI1Il11II1Illll1lIlIIlI);
lI1I1IIlIllll1IlII11lIl1l.appendChild(l1l1lllIlIlllIl11Il1IIlll);
Illl1l1lIIl1l1111I11lIIl1.appendChild(I1lII1Il1II11Il11I1lllI11);
Illl1l1lIIl1l1111I11lIIl1.appendChild(II11llI1I1l1I1llII11lIlll);
I11I1lIII1I1lII1III1Il1lI.appendChild(Illl1l1lIIl1l1111I11lIIl1);
l1lIIl1llIIlIIllll11I1lIl.appendChild(lII11I111llII1II1ll1I1Ill);
l1lIIl1llIIlIIllll11I1lIl.appendChild(lIlI1llIlIII11III1Ill11I1);
ll1lllIIlIllI1l1IIIIll1ll.appendChild(l1lIIl1llIIlIIllll11I1lIl);
II1I11IIIlI1I1I11l11IlII1.appendChild(II11I1IlI11l11I1I1IlIIl1I);
II1I11IIIlI1I1I11l11IlII1.appendChild(lll111lll1l1l1llll1II1llI);
ll1II1lIlIIIlIllIIllIIIlI.appendChild(II1I11IIIlI1I1I11l11IlII1);
lllIlI1IlIIl111IIII11IlIl.appendChild(lI1lIl111I1llII1ll11llI11);
lllIlI1IlIIl111IIII11IlIl.appendChild(ll1IlIlllI111lllllIlI11Il);
III1I11lI1IllIl1I1lIIl1l1.appendChild(lllIlI1IlIIl111IIII11IlIl);
I111I1I1IIlll11lI1llllIlI.appendChild(IIIlIlllI1Il1lI1Il1Il1IIl);
I111I1I1IIlll11lI1llllIlI.appendChild(I1II1lI1Il1I11Il1llllIl1l);
l1IIlI1lll11IIllll1l11I1l.appendChild(I111I1I1IIlll11lI1llllIlI);
lI11I1I1lIlI1111lll1lII11.appendChild(lll1IllI1ll11IllIII1lIIl1);
lI11I1I1lIlI1111lll1lII11.appendChild(Illll1l1lll1I1IllIIl1I1I1);
l1lllllIl1l11lI111IlII1lI.appendChild(lI11I1I1lIlI1111lll1lII11);
I1IlllllIll1IlIl1ll1l11I1.appendChild(llIl11Ill1Ill111Illll1IlI);
I1IlllllIll1IlIl1ll1l11I1.appendChild(I1llllI11lIIII111ll1Illll);
I1lllll1l1Il11lIIIlIlIl1I.appendChild(I1IlllllIll1IlIl1ll1l11I1);
IIIlI1l1I1lIIll1II111IIlI.appendChild(Il111lllIIIIIl1lI11I1l1Il);
IIIlI1l1I1lIIll1II111IIlI.appendChild(Il1lI1ll111I1Il11l1l1IIII);
l1ll111IlIII11lIl1IlII1II.appendChild(IIIlI1l1I1lIIll1II111IIlI);
III1Il11ll11I1IIll11l1l1l.appendChild(lI1lIIllI11llI1lllI1lll11);
III1Il11ll11I1IIll11l1l1l.appendChild(I11I1Il1l1l11l11Ill111l11);
IllI1I111IlI1II1Ill111I11.appendChild(III1Il11ll11I1IIll11l1l1l);
llllIIlII1lI1I1IIIl1IllI1.appendChild(Il1ll11lll1l1IIl11ll1II1I);
llllIIlII1lI1I1IIIl1IllI1.appendChild(II1l11llIll1l1Il1111111II);
II1lII1I11lIII11lII1ll111.appendChild(llllIIlII1lI1I1IIIl1IllI1);
lllI1ll1IlIlI1Il11lIllIII.appendChild(I11I1IlI1I1I11IlllI1lIll1);
lllI1ll1IlIlI1Il11lIllIII.appendChild(III1l1I1l1lIlllIll111l11l);
IIIIlllIIlllI1l1Il1II1ll1.appendChild(lllI1ll1IlIlI1Il11lIllIII);
lIlIlI1II1l1II1llI1IIII11.appendChild(I1l1llll11II1IIlI11Il1I1I);
lIlIlI1II1l1II1llI1IIII11.appendChild(I1I1111IIl111IlIII11I11lI);
II1l1lllIll1llllllIIl1IIl.appendChild(lIlIlI1II1l1II1llI1IIII11);
I1l1I11II1IlI1111llI11lII.appendChild(III11lIIlIIlIIIlIll1l1Il1);
I1l1I11II1IlI1111llI11lII.appendChild(IlI111Ill1IIIlIIll11llI11);
Il1l1Il1IIlI11IIl1l1lIIlI.appendChild(I1l1I11II1IlI1111llI11lII);
IlIll11llll1IlI1I11l11IIl.appendChild(lI11lIIll1ll1lI1llIl1l11l);
IlIll11llll1IlI1I11l11IIl.appendChild(l1I1II1llIl11IlIlIlII1llI);
l1IlIII1II1llll1l1ll1ll1I.appendChild(IlIll11llll1IlI1I11l11IIl);
lIIlIII1I11lI1III11l1lll1.appendChild(I1IIII1ll11l1lll11l11Il11);
lIIlIII1I11lI1III11l1lll1.appendChild(Ill1IIIIl11lll1I1I11I11I1);
ll11I11I1ll1ll1llIIIIIll1.appendChild(lIIlIII1I11lI1III11l1lll1);
l1lIIIII1IIl1II1IllIllIII.appendChild(lIllI11IllIl11lI11I11IIl1);
l1lIIIII1IIl1II1IllIllIII.appendChild(I1IIIIl1IlIII1I1lI1l1I1ll);
l11lI1IIll1I1llII1IIl1II1.appendChild(l1lIIIII1IIl1II1IllIllIII);
lI1l1111lII11l1IIIII1lll1.appendChild(I1lI1lllI1llI111lIll11lIl);
lI1l1111lII11l1IIIII1lll1.appendChild(IIIll1I1l1Il111lI11IlIIIl);
l1III1I1l11ll1I11lIlI1IlI.appendChild(lI1l1111lII11l1IIIII1lll1);
I11I1l11IIII1I1ll1lIIlI11.appendChild(Ill1I1l11111lIIIII1llll1l);
I11I1l11IIII1I1ll1lIIlI11.appendChild(I11l1I11I1II1I1l1ll11ll11);
l11IIlIlI11Il11I1II1lII11.appendChild(I11I1l11IIII1I1ll1lIIlI11);
l1IIll1IlI1Il11Il1llllI1I.appendChild(I11l1I111IlII1l1lIl111Il1);
l1IIll1IlI1Il11Il1llllI1I.appendChild(l1lIl1IIIl1111lIll1lI111I);
I1l1lIlIIl1I11l1111IllII1.appendChild(l1IIll1IlI1Il11Il1llllI1I);
IIIIII1III1l1IIII1lII1111.appendChild(I11lI11III1l1IIlIlIl1lll1);
IIIIII1III1l1IIII1lII1111.appendChild(l1I1I11lI11lIl1l1Il1I1lI1);
II1lllIIlIIl11llIl11l1IIl.appendChild(IIIIII1III1l1IIII1lII1111);
lllI1l1IIIllII11lllIlII1I.appendChild(l1IlIl1I1Ill1I1I11llIIIlI);
lllI1l1IIIllII11lllIlII1I.appendChild(Ill1lllIIIllIIlIl1llIllII);
lIIIl111lIlII1I11llIIlI1I.appendChild(lllI1l1IIIllII11lllIlII1I);
lIllI1Il1IIII11l1lII11I11.appendChild(IlIllIl11IIIlllI11ll11Il1);
lIllI1Il1IIII11l1lII11I11.appendChild(Il11lII1I1ll1I1IlII111llI);
l11llIIlI1111111IlI11IlIl.appendChild(lIllI1Il1IIII11l1lII11I11);
l111l1I1I11l1l1l111IlIIll.appendChild(lIlIllII1IIIII1IIIll1I1II);
l111l1I1I11l1l1l111IlIIll.appendChild(II1I1111III1I1lll1I1lIII1);
lll1II11lIIIlIllIlIl11I1l.appendChild(l111l1I1I11l1l1l111IlIIll);
II1IIIl11ll11l1Il11IIIIII.appendChild(IlIIllIllIIl1lI1Ill111II1);
II1IIIl11ll11l1Il11IIIIII.appendChild(lIIl1Illl11IIIIlIl1II11II);
ll1lll11IlIllI11II1I1I1l1.appendChild(II1IIIl11ll11l1Il11IIIIII);
l11111l1l1II1I1l1I1II1IlI.appendChild(I1IlII1Il111I1I11IIl1I1II);
l11111l1l1II1I1l1I1II1IlI.appendChild(IlI1IllII1Ill1lllI1ll1lIl);
llIIIll11lIll1l1II11lI1II.appendChild(l11111l1l1II1I1l1I1II1IlI);
ll1Il1II1lI1I1I1Il1II1Ill.appendChild(llll1l1lII1111lIl11I11llI);
ll1Il1II1lI1I1I1Il1II1Ill.appendChild(lI1lIl1I1l1I1I1IllIll1111);
ll1Il1II1lI1I1I1Il1II1Ill.appendChild(llI11I1l1lII1IIIlI11IlII1);
llIIIll11lIll1l1II11lI1II.appendChild(ll1Il1II1lI1I1I1Il1II1Ill);
I1lIl111lIIl11l11111I1IIl.appendChild(IIIlll1IlIIl1lIlIl1II1II1);
I1lIl111lIIl11l11111I1IIl.appendChild(I1lIl1I1IIl11llIlI1Il1I1l);
I1lIl111lIIl11l11111I1IIl.appendChild(Il1I1I1III11llI11IIIIIlIl);
llIIIll11lIll1l1II11lI1II.appendChild(I1lIl111lIIl11l11111I1IIl);
IIlIlIIIII11llIlIIlIll1I1.appendChild(II1ll1IIIl1111Il1IlIlIIll);
IIlIlIIIII11llIlIIlIll1I1.appendChild(IIIl1IIIl11l11l1l1l11IlI1);
IIlIlIIIII11llIlIIlIll1I1.appendChild(lI1I1l1I1Il1lIllll1lI1ll1);
llIIIll11lIll1l1II11lI1II.appendChild(IIlIlIIIII11llIlIIlIll1I1);
III1II1IlIIIl1Il1IlIll11I.appendChild(l11I11Il1l1Il111IlI1ll1Il);
III1II1IlIIIl1Il1IlIll11I.appendChild(IIIlI1l1I1ll1l11II1I1II1I);
llll1lIlllllI11I1I11IIlIl.appendChild(III1II1IlIIIl1Il1IlIll11I);
lIIII1l111I1lI11l11lIIll1.appendChild(I1Il1lIIl1IIIIll11lIIIllI);
lIIII1l111I1lI11l11lIIll1.appendChild(llll11lIl1ll1llllIII11lIl);
lIIII1l111I1lI11l11lIIll1.appendChild(lllII1Il111111lI1lIIl1l1l);
llll1lIlllllI11I1I11IIlIl.appendChild(lIIII1l111I1lI11l11lIIll1);
IlI11lll1llll1111I11II11I.appendChild(llIlIlI1I1lII1Il111II1III);
IlI11lll1llll1111I11II11I.appendChild(lll1l111lIlI1I1Ill1llI1ll);
IlI11lll1llll1111I11II11I.appendChild(I11l1IIlIl1lll1llI111lIll);
llll1lIlllllI11I1I11IIlIl.appendChild(IlI11lll1llll1111I11II11I);
ll1lII1ll11ll1I111ll1l11I.appendChild(III1lI1IlI1IIIllII11IIlII);
ll1lII1ll11ll1I111ll1l11I.appendChild(I11I1ll11IllIl111I1lIII11);
l1I1lIIl1llIl111I1Illl1ll.appendChild(ll1lII1ll11ll1I111ll1l11I);
Il1IlIIlIIll1IIll1I1Ill1l.appendChild(IIlI1lll1l1IlIl1I1l1IlIIl);
Il1IlIIlIIll1IIll1I1Ill1l.appendChild(ll1IIl11lI1l111ll1Ill1lll);
Illl1ll1I11ll111I11l1lIll.appendChild(Il1IlIIlIIll1IIll1I1Ill1l);
I11Ill1IlIIlI1l11I11IIlI1.appendChild(l1l1lIllIIllIlII111l1l1ll);
I11Ill1IlIIlI1l11I11IIlI1.appendChild(I1l1l11lI11lIIIl1lllll1lI);
I11Ill1IlIIlI1l11I11IIlI1.appendChild(II1Il1II11Il1I11111l1ll1l);
Illl1ll1I11ll111I11l1lIll.appendChild(I11Ill1IlIIlI1l11I11IIlI1);
Il11III1I1IIlII1lIlIIlll1.appendChild(Il1IlIll1l1lll111lll1lIll);
Il11III1I1IIlII1lIlIIlll1.appendChild(l11IIIIl1IIl111IlI111lIlI);
Il11III1I1IIlII1lIlIIlll1.appendChild(Ill1ll11IIl11Il111Il1ll1I);
Illl1ll1I11ll111I11l1lIll.appendChild(Il11III1I1IIlII1lIlIIlll1);
I1IIIll1I1l1lI11I1Il1ll11.appendChild(I1I1Illl1I11lIIllIII1IlI1);
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IIIllI1II111IlIl111l1Ill1.appendChild(l1IlllllI1IIIIlll111l1I1I);
I1I1lI1l11Illl1l1III1llI1.appendChild(IIIllI1II111IlIl111l1Ill1);
l1I11IlIl1lI1II1IIIlllIII.appendChild(l11l1lIll1l1IIll1Il11Il11);
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II1Il1l1l1IlI11llllIllII1.appendChild(I1l1III1II1l1I11111l1lI11);
II1Il1l1l1IlI11llllIllII1.appendChild(IlI111l1I11I1l1I1I111Illl);
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l11111Il1lIIIlII1IIl1llI1.appendChild(lIlIl1I1IIll1lII111IIIllI);
IlIIl1IIIlIlI11Illl1IlIII.appendChild(llllIl1l1llllIlIlll1Il111);
IlIIl1IIIlIlI11Illl1IlIII.appendChild(I1l11l1ll1l1lIllI11II1l1l);
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lIl1111II11lIII1lIlIl1I11.appendChild(IIIIIl1lllIIll111l1IlIllI);
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lII1I1IIl1I1II1I1IllII1lI.appendChild(lIl1111II11lIII1lIlIl1I11);
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</HEAD>
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<P class="p0 ft0">Kommunal vuxenutbildning på grundläggande nivå</P>
<P class="p1 ft1">– en översyn för ökad individanpassning och effektivitet</P>
<P class="p2 ft2">Betänkande av <NOBR>GRUV-utredningen</NOBR></P>
<P class="p3 ft2">Stockholm 2013</P>
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<P class="p4 ft3">SOU 2013:20</P>
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<P class="p5 ft4">SOU och Ds kan köpas från Fritzes kundtjänst. För remissutsändningar av SOU och Ds svarar Fritzes Offentliga Publikationer på uppdrag av Regeringskansliets förvaltningsavdelning.</P>
<P class="p6 ft5">Beställningsadress: Fritzes kundtjänst 106 47 Stockholm</P>
<P class="p7 ft4">Orderfax: <NOBR>08-598</NOBR> 191 91 Ordertel: <NOBR>08-598</NOBR> 191 90 <NOBR>E-post:</NOBR> order.fritzes@nj.se Internet: www.fritzes.se</P>
<P class="p8 ft6">Svara på remiss – hur och varför. Statsrådsberedningen (SB PM 2003:2, reviderad <NOBR>2009-05-02)</NOBR></P>
<P class="p9 ft4">– En liten broschyr som underlättar arbetet för den som ska svara på remiss. Broschyren är gratis och kan laddas ner eller beställas på http://www.regeringen.se/remiss</P>
<P class="p10 ft4">Textbearbetning och layout har utförts av Regeringskansliet, FA/kommittéservice.</P>
<P class="p10 ft4">Omslag: Elanders Sverige AB.</P>
<P class="p10 ft5">Tryckt av Elanders Sverige AB.</P>
<P class="p11 ft4">Stockholm 2013</P>
<P class="p10 ft5">ISBN <NOBR>978-91-38-23912-4</NOBR></P>
<P class="p11 ft4">ISSN <NOBR>0375-250X</NOBR></P>
</DIV>
<DIV id="page_3">
<P class="p4 ft7">Till statsrådet Maria Arnholm</P>
<P class="p12 ft8">Regeringen beslutade den 6 oktober 2011 att tillkalla en särskild utredare med uppdrag att se över den kommunala vuxen- utbildningen på grundläggande nivå (dir. 2011:92). Statsrådet Nyamko Sabuni förordnade den 10 oktober 2011 departements- rådet Geoff Erici att vara särskild utredare. Utredningen har antagit namnet <NOBR>GRUV-utredningen</NOBR> (U 2011:07). Den 22 november 2012 utvidgades utredningens uppdrag (dir. 2012:117).</P>
<P class="p13 ft9">Som experter i utredningen förordnades den 10 januari 2012 departementssekreteraren Katarina Arvidson, departements- sekreteraren Anders Borgström, enhetschefen Peter Ekborg, utredaren Margaretha Holmlund, departementssekreteraren Anders Jutell, utredaren Roy Melchert, undervisningsrådet Eva Nordlund och departementssekreteraren Christine Wälikangas. Katarina Arvidsson entledigades den 22 oktober 2012 och ersattes av departementssekreteraren Anna Envall.</P>
<P class="p14 ft10">Som sekreterare i utredningen anställdes den 1 november 2011 undervisningsrådet Eva Andersson och den 16 december 2011 undervisningsrådet Helena Wintgren. Den 21 maj 2012 anställdes utredaren <NOBR>Carl-Johan</NOBR> Stolt och den 2 januari 2013 juristen Lisa Wikner. Eva Andersson entledigades den 9 januari 2013.</P>
<P class="p15 ft12">Utredningen överlämnar härmed sitt betänkande <SPAN class="ft11">Kommunal vuxenutbildning på grundläggande nivå – en översyn för ökad individ- anpassning och effektivitet </SPAN>(SOU 2013:20).</P>
<P class="p16 ft9">Stockholm i april 2013</P>
<P class="p17 ft9">Geoff Erici</P>
<P class="p18 ft9"><NOBR>/Carl-Johan</NOBR> Stolt</P>
<P class="p18 ft9">Lisa Wikner</P>
<P class="p19 ft9">Helena Wintgren</P>
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<P class="p4 ft7">Innehåll</P>
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<P class="p25 ft9"><SPAN class="ft16">2.1</SPAN><SPAN class="ft18">Vuxenutbildning på grundläggande nivå i ett historiskt</SPAN></P>
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<P class="p28 ft20">5</P>
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<P class="p4 ft21">Innehåll SOU 2013:20</P>
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<P class="p30 ft9"><SPAN class="ft16">4.2</SPAN><SPAN class="ft22">Kommunal organisation, styrning och uppföljning,</SPAN></P>
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<P class="p32 ft20">6</P>
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<P class="p36 ft9"><SPAN class="ft16">5.4</SPAN><SPAN class="ft18">Studerandegrupper med särskilda behov av</SPAN></P>
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<P class="p4 ft21">Innehåll SOU 2013:20</P>
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<P class="p36 ft9"><SPAN class="ft16">8.4</SPAN><SPAN class="ft18">Utredningens bedömningar och förslag inom</SPAN></P>
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<P class="p37 ft20">9</P>
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<P class="p42 ft20">10</P>
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<P class="p47 ft20">12</P>
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<P class="p4 ft7">Ord och begrepp</P>
<P class="p12 ft9"><SPAN class="ft24">Annuitetslån: </SPAN>Den nuvarande formen av studielån, vilken lämnats sedan den 1 juli 2001. Se även Studielån och Studiemedel.</P>
<P class="p48 ft9"><SPAN class="ft24">Betygsrätt: </SPAN>Enskild utbildningsanordnare eller folkhögskola som har fått tillstånd från Skolinspektionen att anordna prövning, sätta betyg samt utfärda betyg har betygsrätt.</P>
<P class="p48 ft9"><SPAN class="ft24">Bostadsbidrag: </SPAN>Bidrag för boende riktat till barnfamiljer eller personer under 29 år.</P>
<P class="p48 ft9"><SPAN class="ft24">Delkurser: </SPAN>Nationella kurser kan delas upp i delkurser<SPAN class="ft13">. </SPAN>Beslut om detta fattas av rektorn.</P>
<P class="p49 ft9"><SPAN class="ft24">Eftergymnasial utbildning: </SPAN>Utbildning med krav på genomgången treårig gymnasieutbildning eller motsvarande. I studiestöds- sammanhang menas alla de utbildningar som finns upptagna i avdelning B i bilagan till studiestödsförordningen (2000:655).</P>
<P class="p50 ft9"><SPAN class="ft24">Ekonomiskt bistånd: </SPAN>Ekonomiskt bistånd, tidigare benämnt social- bidrag, ges för försörjning (försörjningsstöd) och livsföring i övrigt. Se även Försörjningsstöd.</P>
<P class="p48 ft9"><SPAN class="ft24">Elev: </SPAN>Den som deltar i utbildning enligt skollagen. Utredningen använder omväxlande beteckningen studerande och elev. Den term som används i utbildningslagstiftningen är dock elev.</P>
<P class="p51 ft9"><SPAN class="ft24">Enhet: </SPAN>Se Skolenhet<SPAN class="ft24">.</SPAN></P>
<P class="p48 ft9"><SPAN class="ft24">Fribelopp: </SPAN>Gränsen för hur mycket en studerande kan tjäna utan att studiemedlen reduceras.</P>
<P class="p52 ft20">13</P>
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<P class="p53 ft9"><SPAN class="ft24">Försörjningsstöd: </SPAN>Avser den del av det ekonomiska biståndet som ges till försörjning, dvs. de regelbundet återkommande levnads- omkostnaderna. Se även Ekonomiskt bistånd.</P>
<P class="p54 ft9"><SPAN class="ft24">Hemkommun: </SPAN>Den kommun där en person är folkbokförd.</P>
<P class="p55 ft9"><SPAN class="ft24">Individuell studieplan: </SPAN>För varje elev inom vuxenutbildningen ska det finnas en individuell studieplan. Av studieplanen ska bl.a. fram- gå vilka utbildningsmål eleven har och vilka kurser han eller hon ska läsa.</P>
<P class="p55 ft9"><SPAN class="ft24">Intyg: </SPAN>Efter en orienteringskurs, individuell kurs eller validering ska intyg utfärdas. Den som har genomgått en kurs i komvux och vill få sina kunskaper dokumenterade på annat sätt än genom betyg ska få ett intyg. Inom särvux utfärdas intyg istället för betyg om en elev inte uppnår kunskapskraven för kursen.</P>
<P class="p56 ft24">Kommunal vuxenutbildning (komvux): <SPAN class="ft9">Utbildning för vuxna där kommunen, eller i vissa fall landstinget, är huvudman. Komvux har två nivåer, grundläggande och gymnasial nivå, som har sin mot- svarighet i grundskolan respektive gymnasieskolan.</SPAN></P>
<P class="p57 ft9"><SPAN class="ft24">Komvux: </SPAN>Se Kommunal vuxenutbildning.</P>
<P class="p58 ft9"><SPAN class="ft24">Kurser: </SPAN>Komvux bedrivs i form av kurser. Inom komvux på grund- läggande nivå finns det nationella kurser och orienteringskurser. Se även Nationella kurser och Orienteringskurser.</P>
<P class="p54 ft9"><SPAN class="ft24">Lvux12: </SPAN>Se Läroplan för vuxenutbildningen.</P>
<P class="p55 ft24">Läroplan för vuxenutbildningen (Lvux12): <SPAN class="ft9">En läroplan är en förordning som utfärdas av regeringen och som ska följas av de verksamheter som omfattas av förordningen. I läroplanen beskrivs verksamheternas värdegrund och uppdrag samt mål och riktlinjer för arbetet. Den nu gällande läroplanen för vuxenutbildningen är förordning (SKOLFS 2012:101) om läroplan för vuxenutbild- ningen.</SPAN></P>
<P class="p59 ft20">14</P>
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<P class="p60 ft9"><SPAN class="ft24">Nationella kurser: </SPAN>Nationella kurser inom komvux på grund- läggande nivå är svenska, svenska som andraspråk, engelska, mate- matik, samhällskunskap, religionskunskap, historia, geografi, fysik, kemi, biologi samt hem- och konsumentkunskap.</P>
<P class="p48 ft9"><SPAN class="ft24">Orienteringskurser: </SPAN>En orienteringskurs ska svara mot sådana behov som inte tillgodoses genom en nationell kurs.</P>
<P class="p61 ft12"><SPAN class="ft11">Prövning: </SPAN>Med prövning i en kurs avses en bedömning av kunskaper i förhållande till uppställda kunskapskrav i kursplaner eller ämnes- planer. Efter genomförd prövning sätts betyg.</P>
<P class="p16 ft9"><SPAN class="ft24">Sfi: </SPAN>Se Utbildning i svenska för invandrare.</P>
<P class="p62 ft9"><SPAN class="ft24">Skolenhet: </SPAN>Av huvudman för annan skolform än förskola organiserad enhet som omfattar verksamhet i en eller flera skolbyggnader som ligger nära varandra och till enheten knuten verksamhet som inte bedrivs i någon skolbyggnad.</P>
<P class="p50 ft9"><SPAN class="ft24">Skolformer: </SPAN>Inom vuxenutbildningen finns skolformerna komvux, särvux och sfi.</P>
<P class="p48 ft9"><SPAN class="ft24">Studerande: </SPAN>Samlingsbegrepp för alla studerande samt benämning på elever inom vuxenutbildningen. Utredningen använder omväx- lande begreppen studerande och elever.</P>
<P class="p48 ft9"><SPAN class="ft24">Studiebidrag: </SPAN>Studiebidrag finns som en del av studiestöden studie- hjälp och studiemedel.</P>
<P class="p48 ft12"><SPAN class="ft11">Studiehjälp: </SPAN>Studiehjälp är samlingsnamnet för studiestöden studie- bidrag, extra tillägg och inackorderingstillägg. Studiehjälp ges främst till studerande i gymnasieskolan.</P>
<P class="p63 ft9"><SPAN class="ft24">Studielån: </SPAN>Den del av studiemedlen som utgörs av lån. Se även Annuitetslån och Studiemedel.</P>
<P class="p48 ft9"><SPAN class="ft24">Studiemedel: </SPAN>Studiemedel är ett studiestöd som består av ett bidrag och en frivillig lånedel. Studiemedel är riktat till vuxna studerande som studerar t.ex. i högskolan, inom vuxenutbildningen eller utom- lands.</P>
<P class="p64 ft20">15</P>
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<P class="p53 ft9"><SPAN class="ft24">Studiestöd: </SPAN>Studiestöd är en sammanfattande benämning på olika ekonomiska ersättningar som lämnas vid studier. Studiestöd finns bl.a. i form av studiemedel och studiehjälp.</P>
<P class="p55 ft9"><SPAN class="ft24">Svenska som andraspråk: </SPAN>Kurs i svenska för elever med annat modersmål än svenska.</P>
<P class="p58 ft27">Särskild utbildning för vuxna (särvux): <SPAN class="ft26">Utbildning på grundlägg- ande och gymnasial nivå som syftar att ge kunskaper motsvarande grundsärskolan respektive gymnasiesärskolan. Målgruppen är vuxna med utvecklingsstörning eller bestående begåvningsmässig funktionsnedsättning p.g.a. förvärvad hjärnskada.</SPAN></P>
<P class="p65 ft9"><SPAN class="ft24">Särvux: </SPAN>Se Särskild utbildning för vuxna.</P>
<P class="p55 ft24">Utbildning i svenska för invandrare (sfi): <SPAN class="ft9">En språkutbildning som syftar till att ge vuxna personer med annat modersmål än svenska grundläggande kunskaper i svenska språket.</SPAN></P>
<P class="p55 ft9"><SPAN class="ft24">Validering: </SPAN>En process som innebär en strukturerad bedömning, värdering och dokumentation samt ett erkännande av kunskaper och kompetens som en person besitter oberoende av hur de förvärvats. En elev i komvux, särvux och sfi kan få sina kunskaper och sin kompetens validerade.</P>
<P class="p66 ft26"><SPAN class="ft27">Verksamhetspoäng: </SPAN>Ett mått på studieomfattningen inom komvux. 20 verksamhetspoäng motsvarar en veckas heltidsstudier.</P>
<P class="p67 ft9"><SPAN class="ft24">Vuxenutbildning: </SPAN>I betänkandet avses skolformerna komvux, särvux och sfi.</P>
<P class="p55 ft24">Yrkesinriktad gymnasial vuxenutbildning (yrkesvux): <SPAN class="ft9">En statlig satsning på huvudsakligen yrkesinriktade kurser inom komvux.</SPAN></P>
<P class="p68 ft20">16</P>
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<P class="p69 ft7">Sammanfattning</P>
<P class="p70 ft28">Utredningens uppdrag</P>
<P class="p71 ft8">Utredningens uppdrag (dir. 2011:92 och 2012:117) är främst att se över den kommunala vuxenutbildningen på grundläggande nivå, i syfte att öka anpassningen av utbildningen efter individers behov och förutsättningar. Utredningen ska bl.a. underlätta för de studerande att kombinera sina studier med annan utbildning eller arbete. Utredningen ska också undersöka hur väl utbildningen anpassas till olika målgrupper, framför allt studerande med funk- tionsnedsättning och romer. Därutöver ska vi analysera den höga andelen högutbildade som studerar på grundläggande nivå och studera kommunernas organisation och styrning av utbildningen.</P>
<P class="p72 ft9">En annan del av uppdraget avser studie- och yrkesvägledning, individuella studieplaner och validering. Utredningen ska analysera och vid behov föreslå åtgärder för att förbättra dessa insatser inom hela vuxenutbildningen, men främst inom komvux.</P>
<P class="p72 ft29">Utredningen ska också kartlägga den ekonomiska situationen för studerande i hela komvux och se över studiemedelssystemet när det gäller studerande på grundläggande nivå. De förändringar som föreslås på studiestödsområdet ska förbättra förutsättningarna för studerande att fullfölja studierna, samt förbättra möjligheterna för låntagare att betala tillbaka sina studieskulder. Därutöver ska vi lämna förslag på hur ett aktivitetskrav inom komvux kan utformas.</P>
<P class="p73 ft28">Komvux på grundläggande nivå</P>
<P class="p71 ft29">Komvux på grundläggande nivå är en liten men betydelsefull del av vuxenutbildningen. Totalt studerade 33 000 elever inom komvux på grundläggande nivå under 2011. Utbildningen är en rättighet för vuxna som saknar kunskaper motsvarande grundskolan och som har förutsättningar att tillgodogöra sig utbildningen. Utbildningen</P>
<P class="p74 ft20">17</P>
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<P class="p75 ft10">syftar till att ge sådana kunskaper som behövs för att delta i samhälls- och arbetslivet samt att möjliggöra fortsatta studier. Utgångspunkten ska vara den enskildes behov och förutsättningar.</P>
<P class="p76 ft9">De studerande inom komvux på grundläggande nivå är en heterogen grupp. Nio av tio studerande är födda utomlands. En tredjedel har tidigare studerat på eftergymnasial nivå medan andra är analfabeter eller har en mycket kort tidigare utbildning. Majoriteten av de studerande är kvinnor och hälften är äldre än 32 år. De studerande läser framför allt kurser i svenska som andraspråk, engelska och matematik. De flesta som studerar på grundläggande nivå fortsätter sina studier på gymnasial nivå.</P>
<P class="p77 ft12">Ett problem med komvuxstudier på grundläggande nivå är att 24 procent av kursdeltagarna avbryter sin kurs och att 42 procent av de studerande under ett år avbryter någon kurs.</P>
<P class="p78 ft28">Brister i dagens system</P>
<P class="p79 ft13">Bristande individanpassning och flexibilitet</P>
<P class="p80 ft8">Trots att styrdokumenten ställer höga krav på individanpassning visar utredningens kartläggning att det finns stora skillnader mellan kommuner i hur väl komvux på grundläggande nivå utgår ifrån individers behov. Möjligheterna att studera på flexibla tider och under flexibla former är i många fall begränsade. T.ex. är det endast en tredjedel av kommunerna som erbjuder kvällskurser och i fyra av tio kommuner är det inte möjligt att läsa svenska som andra- språk på heltid. Utredningen kan även konstatera att individuella studieplaner visserligen upprättas för de allra flesta studerande men att planerna många gånger inte används aktivt. Även möjligheten att kombinera studier mellan olika skolformer är ofta begränsad. Andra områden där vi ser brister är uppföljning och utvärdering av verksamheten. Många kommuner arbetar inte heller aktivt med att söka upp personer som har rätt till utbildning. Validering av de studerandes tidigare kunskaper kan också många gånger användas mer systematiskt än vad som sker i dag.</P>
<P class="p81 ft20">18</P>
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<P class="p82 ft13">En kärv ekonomisk situation</P>
<P class="p83 ft8">Utredningens kartläggning visar att studerande på grundläggande nivå i komvux har låga inkomster, både jämfört med studerande på gymnasial nivå och jämfört med genomsnittet i riket. För heltids- studerande på grundläggande nivå var den disponibla inkomsten i genomsnitt 102 000 kronor under 2010. På den gymnasiala nivån var motsvarande belopp 128 500 kronor. För många, framför allt på den grundläggande nivån, utgjorde olika former av bidrag en väsentlig del av försörjningen då mer än hälften saknade inkomst från arbete under året. Studerande på grundläggande nivå lever dessutom ofta i familjer med svag ekonomi, vilket gör det svårare att få ekonomiskt stöd från familjen under studietiden.</P>
<P class="p84 ft13">Många får problem med att betala tillbaka sina studielån</P>
<P class="p85 ft10">Hälften av de som studerar på grundläggande nivå inom komvux tar studiemedel från CSN och drygt en tredjedel av dem med studiemedel tar studielån. Även om andelen som lånar är begränsad får många problem med att betala tillbaka sina lån. Återbetalnings- problemen är störst för dem som inte fortsätter studierna efter den grundläggande nivån. Bland dem som enbart studerar på grund- läggande nivå är det mer än hälften som någon gång får ett krav på betalning överlämnat till Kronofogdemyndigheten. Nya siffror som utredningen har tagit fram visar dessutom att betalnings- problemen ofta är långvariga, trots att studieskulderna är relativt små. Den främsta förklaringen är mycket låga inkomster efter avslutad utbildning. Många låntagare ansöker inte heller om ned- sättning av det belopp som ska betalas, trots att sådan nedsättning kan medges för den som har låg inkomst.</P>
<P class="p86 ft29">Ett annat problem som utredningen har uppmärksammat är att antalet veckor med studiemedel inte räcker till för vissa studerande på grundläggande nivå inom komvux. Bedömningen av hur många studiemedelsveckor en person har rätt till utgår i dag enbart från längden på den tidigare utbildningen, även om utbildningsbehovet påverkas av fler faktorer. Ett otillräckligt antal veckor kan ibland få till följd att studerande inte kan fullfölja sina studier.</P>
<P class="p87 ft20">19</P>
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<P class="p88 ft28">Utredningens förslag och bedömningar</P>
<P class="p89 ft9">Utredningens förslag syftar till att öka individanpassningen och effektiviteten inom komvux på grundläggande nivå. Då vi bedömer att det nuvarande regelverket i huvudsak är tillräckligt och att det möjliggör en flexibel utbildning, är det framför allt andra åtgärder än förändringar i styrdokumenten som vi ser behov av. För detta krävs ett höjt politiskt intresse för utbildningen både nationellt och lokalt.</P>
<P class="p90 ft13">Många grupper gynnas av ökad individanpassning</P>
<P class="p80 ft9">En övergripande slutsats är att många målgrupper gynnas av en ökad individanpassning inom komvux på grundläggande nivå. Det gäller inte minst för studerande med funktionsnedsättning och för romer som inte har fullföljt grundskolan. Utredningen föreslår därför inga särlösningar riktade till vissa studerandegrupper utan lämnar förslag för att öka individanpassningen generellt.</P>
<P class="p91 ft9">Även utlandsfödda studerande med högskoleutbildning från sitt tidigare hemland gynnas enligt utredningens bedömning av en ökad individanpassning. Utredningens analys visar att problemet med att högutbildade studerar på grundläggande nivå delvis överdrivs och att det många gånger finns rimliga skäl för denna målgrupp att studera på grundläggande nivå, framför allt i ämnet svenska som andraspråk. De senaste åren har det skett en renodling av de hög- utbildades studier på grundläggande nivå, där det i något högre grad än tidigare är fokus på det svenska språket. Detta anser utred- ningen är positivt.</P>
<P class="p92 ft13">Kommunerna behöver vidta åtgärder</P>
<P class="p93 ft9">Enligt utredningen är det framför allt kommunerna som behöver vidta åtgärder för att utbildningen på grundläggande nivå inom komvux ska förbättras. Vi ser att de skillnader som finns i kvalitet och flexibilitet till största delen beror på kommunernas priorite- ringar, arbetssätt och tillämpning.</P>
<P class="p94 ft29">Utredningen bedömer att kommunerna i de flesta fall kan utveckla verksamheten inom ramen för dagens regelverk. Kommunerna kan i högre grad använda sig av de verktyg som finns, bl.a. individuella studieplaner, validering, öppna studiemiljöer och inledande nivå-</P>
<P class="p95 ft20">20</P>
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<P class="p96 ft8">bedömningar. Utredningen ser också behov av ett intensifierat arbete med systematisk uppföljning och en ökad samverkan med andra kommuner och även andra aktörer, däribland Arbetsförmedlingen. Kommunerna bör även i högre grad anpassa utformningen av kurser efter de studerandes behov, t.ex. genom att erbjuda svenska som andraspråk som heltidsstudier.</P>
<P class="p14 ft8">Utredningen lämnar vissa förslag i syfte att förtydliga kom- munens ansvar. Vi föreslår att hemkommunen blir skyldig att se till att den som avser att påbörja studier inom komvux och särvux på grundläggande nivå samt inom sfi, erbjuds studie- och yrkes- vägledning. Vår bedömning är att vägledning är en nyckelfråga för en individanpassad och effektiv utbildning. Utredningen föreslår också att ansvaret för att upprätta en individuell studieplan för varje elev åläggs hemkommunen, och inte som enligt dagens regel- verk rektorn. Det understryker att studieplanen bör ge en samman- hållen bild av den enskildes studier.</P>
<P class="p97 ft29">Studiehandledning på modersmålet används sällan och för att lyfta fram den möjligheten föreslår utredningen att en bestämmelse införs i skollagen om att en elev får ges sådan handledning.</P>
<P class="p98 ft13">Ökat stöd till kommunerna</P>
<P class="p99 ft9">Även om komvux är ett kommunalt ansvar behöver kommunerna stöd för att öka kvaliteten i verksamheten. Utredningen föreslår därför ett flertal åtgärder som på olika sätt kan bidra till ökad individanpassning och bättre måluppfyllelse.</P>
<P class="p13 ft9">Utredningen föreslår att det införs nationella delkurser i de mer omfattande kurserna på grundläggande nivå, i syfte att underlätta en effektiv utbildning där de studerande bara läser de delkurser som de har behov av. Skolverket ges i uppdrag att ta fram sådana delkurser.</P>
<P class="p100 ft9">Skolverket ges även i uppdrag att ta fram:</P>
<P class="p101 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Ett stödmaterial för att stödja en likvärdig bedömning och betygs- sättning inom komvux på grundläggande nivå.</SPAN></P>
<P class="p102 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Ett informationsmaterial om hur orienteringskurser kan användas för att individanpassa utbildningen.</SPAN></P>
<P class="p103 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Ett kommentarmaterial om stöd inom vuxenutbildningen, för att klargöra elevernas rättigheter och kommunernas skyldig- heter.</SPAN></P>
<P class="p104 ft20">21</P>
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<P class="p105 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Goda exempel på hur den individuella studieplanen kan användas för att effektivisera utbildningen.</SPAN></P>
<P class="p106 ft9">Skolinspektionen ges i uppdrag att genomföra systematisk tillsyn på både huvudmannanivå och enhetsnivå inom vuxenutbildningen, istället för enbart på huvudmannanivå.</P>
<P class="p107 ft26">Specialpedagogiska skolmyndigheten (SPSM) ges i uppdrag att återrapportera vilka åtgärder man har vidtagit för att öka känne- domen om det stöd som myndigheten kan erbjuda utbildnings- anordnare när det gäller studerande med funktionsnedsättning.</P>
<P class="p88 ft13">Ökad kunskap på nationell nivå</P>
<P class="p108 ft9">Nationellt behövs ökad kunskap om komvux på grundläggande nivå. Uppföljning är viktig bl.a. för att se hur väl målen för utbild- ningen uppfylls. Utredningen föreslår att Institutet för arbetsmark- nads- och utbildningspolitisk utvärdering (IFAU) ges i uppdrag att utvärdera effekterna av komvux på grundläggande nivå. Vi föreslår även att Skolverket ska vidta åtgärder för att förbättra statistiken om komvux. Framför allt anser vi det prioriterat att Skolverket publicerar statistik om betyg på grundläggande nivå inom komvux, något som i dag saknas helt.</P>
<P class="p90 ft13">Förbättrade studieekonomiska förutsättningar</P>
<P class="p93 ft9">Utredningen föreslår flera förändringar i syfte att förbättra den studieekonomiska situationen för studerande på grundläggande nivå inom komvux, för att därigenom öka fullföljandet och minska problemen med återbetalning av studielån. Förslagen avser även studerande som läser på grundskolenivå vid folkhögskolor.</P>
<P class="p91 ft9">En övergripande ambition är att göra studiemedelssystemet mer flexibelt för att bättre tillmötesgå behovet av individuella lösningar. Utredningen har övervägt olika möjligheter att införa nya eko- nomiska drivkrafter för att öka genomströmningen men avstår från att lämna sådana förslag, bl.a. med anledning av att de bedöms få begränsad betydelse.</P>
<P class="p109 ft20">22</P>
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<P class="p110 ft24">Höjd bidragsandel för studier på grundskolenivå</P>
<P class="p111 ft9">Utredningen föreslår en enhetlig bidragsdel för alla studerande på grundskolenivå, där bidragsandelen utgör 73,0 procent av det totala studiemedelsbeloppet. Det innebär att ungefär hälften av de som studerar på grundskolenivå får en högre bidragsandel än i dag. Det är enligt utredningen önskvärt att ha en så stor andel bidrags- finansiering och en så liten andel lånefinansiering som möjligt vid studier på grundskolenivå. Förslaget innebär att dagens system med ett högre och ett generellt bidrag avskaffas.</P>
<P class="p97 ft10">Förslaget finansieras genom en enhetlig bidragsnivå även för studerande på gymnasial nivå. Där ska bidraget utgöra 50,3 procent av totalbeloppet fr.o.m. det kalenderår de studerande fyller 25 år. Studerande som i dag har det högre bidraget på gymnasial nivå får därmed en lägre bidragsandel, även om det totala studiemedels- beloppet är oförändrat. Studerande på gymnasial nivå äldre än 24 år som har generellt bidrag får dock högre bidrag än i dag.</P>
<P class="p112 ft24">Fler veckor med studiemedel och en mer flexibel bedömning</P>
<P class="p111 ft9">Antalet veckor med studiemedel på grundskolenivå bör utökas för att svara mot de behov som finns. Utredningen föreslår att studerande på grundskolenivå ska kunna tilldelas 50, 80 eller 120 veckor, beroende på utbildningsbehovet. Det är en ökning jämfört med dagens nivåer på 40, 80 respektive 100 veckor.</P>
<P class="p13 ft9">Utredningen föreslår också att antalet studiemedelsveckor som en person har rätt till ska fastställas utifrån en bedömning av hans eller hennes utbildningsmål, förkunskaper och stödbehov. Enligt utredningens förslag ska alla studerande ges rätt till studiemedel i minst 50 veckor för studier på grundskolenivå. Studerande som har ett större utbildningsbehov än vad som ryms inom 50 veckor ges studiemedel i 80 veckor. Därutöver ska ytterligare 40 veckor kunna lämnas till den som är i behov av färdighetsträning eller har sär- skilda stödbehov.</P>
<P class="p97 ft26">Den sökandes hemkommun eller den folkhögskola som den sökande studerar vid ska bedöma behovet av utbildning på grund- skolenivå och vid behov yttra sig över detta. Kommunernas och folkhögskolornas bedömning ska vara vägledande för CSN:s prövning av rätten till studiemedel. Bl.a. för att underlätta detta arbete föreslår utredningen att kommuner och folkhögskolor ges</P>
<P class="p113 ft20">23</P>
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<P class="p53 ft9">direktåtkomst till uppgifter från CSN:s datasystem om antalet studiemedelsveckor.</P>
<P class="p114 ft24">En ny deltidsnivå införs</P>
<P class="p108 ft9">Utredningen föreslår en ny deltidsnivå motsvarande 25 procent av heltid vid studier på grundskolenivå. Det ökar möjligheten att studera i en lägre studietakt och samtidigt få studiemedel, vilket kan gynna flexibiliteten och underlätta för den som på grund av funktionsnedsättning bara kan studera i liten omfattning.</P>
<P class="p90 ft24">Bättre studieekonomisk information</P>
<P class="p115 ft8">Många studerande har bristande kunskaper om de ekonomiska förutsättningarna för sina studier och om vilka regler som gäller vid återbetalning av studielån. För att förbättra den studieekonomiska vägledningen i kommunerna föreslår utredningen att CSN ges i uppdrag att i samverkan med Skolverket, Försäkringskassan och Arbetsförmedlingen utveckla vägledningen vad avser olika typer av ersättningar. Samråd ska även ske med Sveriges kommuner och landsting (SKL). CSN ges också i uppdrag att i samråd med Kronofogdemyndigheten förbättra informationen till de studerande som tar lån för studier på grundskolenivå och att vidta åtgärder för att bättre informera låntagare om möjligheten att ansöka om ned- sättning av sina årsavgifter.</P>
<P class="p116 ft13">Ett nytt aktivitetskrav kan införas men är problematiskt</P>
<P class="p93 ft9">Utifrån uppdraget i direktivet lämnar utredningen förslag på hur ett nytt aktivitetskrav inom komvux kan utformas. Förslaget inne- bär att en studerande som inte studerar aktivt kan anses vara inaktiv, vilket i sin tur kopplas till rätten att få studiemedel. Utred- ningen bedömer dock att nackdelarna med förslaget överväger fördelarna och förordar i stället informationsinsatser om de möj- ligheter som redan i dag finns att rapportera till CSN att studerande med studiemedel inte bedriver studier.</P>
<P class="p117 ft20">24</P>
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<P class="p110 ft13">Fortsatt utveckling av vuxenutbildningen</P>
<P class="p118 ft26">Utredningen pekar avslutningsvis på några områden som vi anser att regeringen bör uppmärksamma för att vuxenutbildningen ska utvecklas ytterligare. Utredningen förordar bl.a. en samlad vuxen- utbildning med kurser på olika nivåer, i stället för dagens separata skolformer. Utredningen ser också behov av en nationell databas för vuxenutbildningen och föreslår därför att Skolverket ges i uppdrag att genomföra en förstudie av en sådan databas.</P>
<P class="p119 ft28">Konsekvenser av utredningens förslag</P>
<P class="p120 ft24">Konsekvenser inom utbildningsområdet</P>
<P class="p121 ft8">Utredningens förslag förväntas bidra till en ökad individanpassning och en bättre genomströmning inom komvux på grundläggande nivå. Ur integrationssynpunkt är effektiva utbildningsinsatser på denna nivå av största vikt för en snabb etablering.</P>
<P class="p13 ft9">Utredningen bedömer att kommuner som genomför åtgärder i enlighet med de bedömningar som redovisas kan effektivisera utbildningen och sänka sina kostnader. Exempelvis bedömer vi att inledande nivåtester, studiehandledning på modersmålet och kontinuerlig antagning kan användas i större utsträckning än vad som sker i dag. Även ökad samverkan mellan kommuner kan effektivisera utbildningen och sänka kommunernas kostnader.</P>
<P class="p14 ft10">Andra förslag som förväntas öka genomströmningen är bl.a. införandet av nationella delkurser på grundläggande nivå. Delkurser kommer enligt vår bedömning att underlätta individualiseringen av utbildningen och tydliggöra att de studerande bara ska läsa de delar som de har behov av. Förslaget att hemkommunen ska bli skyldig att erbjuda vägledning understryker vägledningens betydelse. Det finns mycket som talar för att inledande vägledningsinsatser kan effektivisera utbildningen, bl.a. genom färre avbrott, färre kurs- byten och ett ökat fullföljande.</P>
<P class="p122 ft24">Konsekvenser inom studiemedelsområdet</P>
<P class="p121 ft26">För studerande på grundskolenivå innebär förslagen en förbättrad ekonomisk situation under studietiden. Den ekonomiska situa- tionen förbättras mer för kvinnor än för män. Studerande på</P>
<P class="p123 ft20">25</P>
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<P class="p124 ft9">gymnasial nivå får en något försämrad ekonomisk situation. Även efter förändringen har dock studerande på gymnasienivå genom- snittligt en betydligt bättre ekonomisk situation än studerande på grundskolenivå.</P>
<P class="p125 ft9">Utredningens förslag om antalet studiemedelsveckor innebär att fler studerande kommer att kunna finansiera hela sin studietid på grundskolenivå med studiemedel. Detta minskar enligt utred- ningens bedömning antalet studieavbrott.</P>
<P class="p126 ft26">När bidragsandelen ökar för studerande på grundskolenivå kommer lånebenägenheten att minska, vilket även minskar antalet låntagare som får krav på studielån överlämnade till Kronofogde- myndigheten. De förändrade bidrags- och låneandelarna innebär att studieskulderna minskar för de studiemedelstagare på grund- skolenivå som väljer att ta lån. Även detta kommer att underlätta återbetalningen av lånen. Etableringen i samhället underlättas av minskade återbetalningsproblem.</P>
<P class="p127 ft20">26</P>
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<P class="p69 ft7">Författningsförslag</P>
<P class="p128 ft9">Härigenom föreskrivs i fråga om skollagen (2010:800)</P>
<P class="p129 ft9"><SPAN class="ft24">dels </SPAN>att 20 kap. 6, 8 och 30 §§, 21 kap. 8 §, 22 kap. 10 § och 28 kap. 16 § ska ha följande lydelse,</P>
<P class="p130 ft9"><SPAN class="ft24">dels </SPAN>att det i lagen ska införas fyra nya paragrafer 20 kap. 6 a och 10 a §§, 21 kap. 10 a § samt 22 kap. 12 a § av följande lydelse, samt närmast före 20 kap. 6 a och 10 a §§, 21 kap. 10 a § och 22 kap. 12 a § nya rubriker av följande lydelse.</P>
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<P class="p129 ft9">Regeringen eller den myndighet som regeringen bestämmer får meddela föreskrifter om kursplaner, ämnesplaner och gymnasie- poäng. Sådana föreskrifter får innebära att kursplaner eller ämnes- planer inte ska finnas eller att gymnasiepoäng inte ska beräknas för vissa kurser.</P>
<P class="p135 ft41"><SPAN class="ft40">1 </SPAN>Senaste lydelse 2012:109.</P>
<P class="p136 ft20">27</P>
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<P class="p4 ft21">Författningsförslag SOU 2013:20</P>
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<P class="p144 ft9">Regeringen eller den myndighet som regeringen bestämmer meddelar föreskrifter om den individuella studieplanen.</P>
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<P class="p147 ft41"><SPAN class="ft40">2 </SPAN>Senaste lydelse 2012:109.</P>
<P class="p95 ft20">28</P>
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<DIV id="tx1"><SPAN class="ft45">Hemkommunen ansvarar för att det upprättas en individuell studieplan för varje elev. </SPAN><SPAN class="ft10">Planen ska innehålla uppgifter om den enskildes utbildningsmål och planerad omfattning av studierna.</SPAN></DIV>
<DIV id="tx2"><SPAN class="ft10">Regeringen eller den myndighet som regeringen bestämmer meddelar föreskrifter om den individuella studieplanen.</SPAN></DIV>
<DIV id="tx3"><SPAN class="ft46">Studie- och yrkesvägledning</SPAN></DIV>
<DIV id="tx4"><SPAN class="ft24">10 a §</SPAN></DIV>
<DIV id="tx5"><SPAN class="ft47">Hemkommunen är skyldig att se till att den som avser att påbörja utbildning på grundläggande nivå erbjuds studie- och yrkesvägledning</SPAN></DIV>
<P class="p4 ft21">SOU 2013:20 Författningsförslag</P>
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<P class="p148 ft9">Prövning får göras bara hos en huvudman som anordnar den aktuella kursen eller, när det gäller gymnasiearbete, utbildning inom det kunskapsområde som gymnasiearbetet avser.</P>
<P class="p149 ft10">Med prövning i en kurs avses en bedömning av kunskaper i förhållande till uppställda kunskapskrav i kursplaner eller ämnesplaner.</P>
<P class="p150 ft9">Regeringen eller den myndighet som regeringen bestämmer meddelar ytterligare föreskrifter om prövning.</P>
<P class="p151 ft13">21 kap.</P>
<P class="p152 ft9">8 §</P>
<P class="p153 ft48">För varje elev ska det finnas en individuell studieplan. <SPAN class="ft29">Planen ska innehålla uppgifter om den enskildes utbildningsmål och planerad omfattning av studierna.</SPAN></P>
<P class="p154 ft10">Regeringen eller den myndighet som regeringen bestämmer meddelar föreskrifter om den individuella studieplanen.</P>
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<P class="p4 ft21">Författningsförslag SOU 2013:20</P>
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<P class="p164 ft42">Studie- och yrkesvägledning</P>
<P class="p165 ft24">12 a §</P>
<P class="p166 ft48">Hemkommunen är skyldig att se till att den som avser att påbörja utbildning inom utbildning i svenska för invandrare erbjuds studie- och yrkesvägledning</P>
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<P class="p144 ft9">Vid prövning av ett överklagande enligt första stycket 1 ska nämnden antingen fastställa eller upphäva det överklagade beslutet. Om det överklagade beslutet upphävs ska ärendet, om det behövs, visas åter till rektorn för ny prövning</P>
<P class="p169 ft9">Denna lag träder i kraft den 1 juli 2014.</P>
<P class="p170 ft20">30</P>
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<DIV id="tx1"><SPAN class="ft10">Regeringen eller den myndighet som regeringen bestämmer </SPAN><SPAN class="ft45">får meddela närmare föreskrifter om första stycket och </SPAN><SPAN class="ft10">om att studiemedel får lämnas för annan tid än då den studerande bedriver studier.</SPAN></DIV>
<DIV id="tx2"><SPAN class="ft20">31</SPAN></DIV>
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<P class="p171 ft28">Förslag till</P>
<P class="p172 ft28">lag om ändring i studiestödslagen (1999:1395)</P>
<P class="p173 ft9">Härigenom föreskrivs i fråga om studiestödslagen (1999:1395) <SPAN class="ft24">dels </SPAN>att 3 kap. 13 § ska upphöra att gälla,</P>
<P class="p174 ft9"><SPAN class="ft24">dels </SPAN>att 3 kap. 5, 8, 11, 12 och 17 §§ och 4 kap. 22 § ska ha följande lydelse,</P>
<P class="p150 ft9"><SPAN class="ft24">dels </SPAN>att det ska införas en ny paragraf, 3 kap. 12 a §, samt närmast före 3 kap. 12 a § en ny rubrik av följande lydelse.</P>
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<P class="p176 ft9">5 §<SPAN class="ft36">3</SPAN></P>
<P class="p150 ft9">Studiemedel får lämnas för varje vecka då den studerande bedriver studier på minst halvtid. Studierna måste dock pågå under en sammanhängande tid om minst tre veckor.</P>
<P class="p177 ft45">För studier på grundskolenivå får studiemedel enligt första stycket även lämnas då den studerande bedriver studier på minst 25 procent av heltid.</P>
<P class="p150 ft9">Studiemedel får lämnas bara för sådan del av studietid som omfattas av den kursplan eller motsvarande som gäller för utbildningen.</P>
<P class="p150 ft9">Bestämmelser om studiemedel under sjukdom och ledighet finns i 24 §.</P>
<P class="p153 ft26">Regeringen eller den myndighet som regeringen bestämmer <SPAN class="ft27">meddelar föreskrifter </SPAN>om att studiemedel får lämnas för annan tid än då den studerande bedriver studier.</P>
<P class="p178 ft41"><SPAN class="ft40">3 </SPAN>Senaste lydelse 2011:859.</P>
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<P class="p4 ft21">Författningsförslag SOU 2013:20</P>
<P class="p179 ft9">8 §<SPAN class="ft36">4</SPAN></P>
<P class="p180 ft9">För studier i sådan utbildning som avses i 2 § första stycket får studiemedel lämnas vid studier på heltid under sammanlagt högst 240 veckor.</P>
<P class="p181 ft8">För studier i sådan utbildning som avses i 2 § andra stycket och som inte är grundskoleutbildning får studiemedel lämnas vid studier på heltid under sammanlagt högst 120 veckor. Till en studerande som redan har en treårig gymnasieutbildning eller motsvarande svensk eller utländsk utbildning får dock studiemedel</P>
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<P class="p186 ft45">För studerande på grundskole- nivå inom kommunal vuxen- utbildning ska den sökandes hemkommun vid behov yttra sig över utbildningsbehovet enligt tredje stycket. För studerande på grundskolenivå vid en folkhög- skola ska den folkhögskola vid vilken den sökande studerar eller avser att studera vid behov yttra sig över utbildningsbehovet.</P>
<P class="p187 ft26">Från och med det år då den studerande fyller 40 år får studiemedel lämnas under längre tid än som anges i <NOBR>första–tredje</NOBR></P>
<P class="p188 ft41"><SPAN class="ft40">4 </SPAN>Senaste lydelse 2005:613.</P>
<P class="p95 ft20">32</P>
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<P class="p4 ft21">SOU 2013:20 Författningsförslag</P>
<P class="p110 ft9">stycket, om det finns särskilda skäl. Studiemedel får i dessa fall</P>
<TABLE id="lI11lIl1IIII1lI111l1Il1Il" cellpadding=0 cellspacing=0 class="t1"></TABLE>
<P class="p191 ft9">Första stycket gäller bara om något annat inte följer av 14, 15,</P>
<P class="p4 ft9">16, 17, 18 eller 20 §.</P>
<P class="p192 ft9">12 §</P>
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<P class="p4 ft21">Författningsförslag SOU 2013:20</P>
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<P class="p195 ft9">3. 2,55 procent av prisbas- beloppet <SPAN class="ft24">till en studerande i en utbildning som avses i 2 § andra stycket som inte </SPAN>är <SPAN class="ft24">grundskole- utbildning, från och med det kalenderår han eller hon fyller 25 år, och</SPAN></P>
<P class="p166 ft45">4. 3,70 procent av prisbas- beloppet till en studerande i en utbildning som avses i 2 § andra stycket som är på grundskolenivå.</P>
<P class="p196 ft45">Regeringen får meddela före- skrifter om att bidrag får lämnas med de andelar av prisbas- beloppet som framgår av första stycket punkterna 3 och 4 även för annan utbildning och för andra studerande än som där avses, om det finns särskilda skäl.</P>
<P class="p197 ft24">För studier på mindre än heltid gäller 12 a §.</P>
<P class="p198 ft49">Studiemedlens och studiebidragets storlek vid deltidsstudier</P>
<P class="p199 ft39">12 a §</P>
<P class="p166 ft45">För studier på minst 75 procent men mindre än 100 procent av heltid lämnas studiemedel med 75 procent av de belopp för heltid som anges i <NOBR>11–12</NOBR> §§.</P>
<P class="p200 ft24">För studier på minst 50</P>
<P class="p92 ft20">34</P>
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<P class="p201 ft45">procent men mindre än 75 procent av heltid lämnas studie- medel med 50 procent av de belopp för heltid som anges i 11-</P>
<P class="p202 ft24"><SPAN class="ft34">12</SPAN><SPAN class="ft50">§§.</SPAN></P>
<P class="p203 ft24">För studier på minst 25 procent</P>
<P class="p204 ft24">men mindre än 50 procent av heltid lämnas studiemedel med 25 procent av de belopp för heltid som anges i <NOBR>11–12</NOBR> §§.</P>
<P class="p205 ft9">17 §<SPAN class="ft36">6</SPAN></P>
<P class="p206 ft9">Vid studier om 20 veckor under ett kalenderhalvår ska fribeloppet svara mot</P>
<P class="p207 ft9"><SPAN class="ft16">1.</SPAN><SPAN class="ft51">160 procent av prisbasbeloppet vid studier på heltid,</SPAN></P>
<P class="p148 ft9"><SPAN class="ft16">2.</SPAN><SPAN class="ft52">200 procent av prisbasbeloppet vid studier på minst 75 procent men mindre än 100 procent av heltid, och</SPAN></P>
<P class="p150 ft9"><SPAN class="ft16">3.</SPAN><SPAN class="ft52">240 procent av prisbasbeloppet vid studier på minst 50 procent men mindre än 75 procent av heltid.</SPAN></P>
<P class="p208 ft24"><SPAN class="ft34">4.</SPAN><SPAN class="ft53">280 procent av prisbas- beloppet vid studier på minst 25 procent men mindre än 50</SPAN></P>
<P class="p209 ft24">procent av heltid.</P>
<P class="p148 ft9">I andra fall än som avses i första stycket, ska fribeloppets andel av prisbasbeloppet ökas eller minskas för varje vecka som studietiden är kortare eller längre än 20 veckor med</P>
<P class="p207 ft9"><SPAN class="ft16">1.</SPAN><SPAN class="ft51">8 procentenheter vid studier på heltid,</SPAN></P>
<P class="p148 ft9"><SPAN class="ft16">2.</SPAN><SPAN class="ft54">6 procentenheter vid studier på minst 75 procent men mindre än 100 procent av heltid, och</SPAN></P>
<P class="p150 ft9"><SPAN class="ft16">3.</SPAN><SPAN class="ft54">4 procentenheter vid studier på minst 50 procent men mindre än 75 procent av heltid.</SPAN></P>
<P class="p177 ft27"><SPAN class="ft34">4.</SPAN><SPAN class="ft55">2 procentenheter vid studier på minst 25 procent men mindre är 50 procent av heltid.</SPAN></P>
<P class="p210 ft13">4 kap.</P>
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<P class="p211 ft29">Studielån som har lämnats för studier i sådan utbildning som</P>
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<P class="p4 ft9">22 §<SPAN class="ft36">7</SPAN></P>
<P class="p212 ft29">Studielån som har lämnats för studier i sådan utbildning som</P>
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<P class="p213 ft58"><SPAN class="ft56">6</SPAN><SPAN class="ft57">Senaste lydelse 2009:1535.</SPAN></P>
<P class="p214 ft41"><SPAN class="ft56">7</SPAN><SPAN class="ft59">Senaste lydelse 2006:1457.</SPAN></P>
<P class="p136 ft20">35</P>
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<P class="p4 ft21">Författningsförslag SOU 2013:20</P>
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<P class="p144 ft9">Regeringen får föreskriva att avskrivning enligt första stycket får ske även efter godkänt resultat i annan eftergymnasial utbildning än högskoleutbildning.</P>
<P class="p217 ft9"><SPAN class="ft16">1.</SPAN><SPAN class="ft60">Denna lag träder i kraft den 1 juli 2014.</SPAN></P>
<P class="p218 ft9"><SPAN class="ft16">2.</SPAN><SPAN class="ft60">Äldre bestämmelser gäller fortfarande för studiemedel som avser tid före ikraftträdandet.</SPAN></P>
<P class="p219 ft9"><SPAN class="ft16">3.</SPAN><SPAN class="ft60">Till studerande som före den 1 juli 2014 har fått studiemedel med en högre bidragsnivå enligt den upphävda bestämmelsen i 3 kap. 13 § får studiebidrag lämnas i enlighet med den upphävda bestämmelsen till studerande som fortsätter sin utbildning, dock längst till och med den 31 december 2014.</SPAN></P>
<P class="p220 ft20">36</P>
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<P class="p221 ft26"><SPAN class="ft16">4.</SPAN><SPAN class="ft61">Till studerande i åldern </SPAN><NOBR>20–24</NOBR> år som har fått studiemedel enligt den upphävda bestämmelsen i 3 kap. 13 § tredje stycket och som har påbörjat sin utbildning senast under 2013, får studiemedel lämnas i enlighet med den upphävda bestämmelsen, dock längst till och med den 31 december 2015.</P>
<P class="p222 ft12"><SPAN class="ft16">5.</SPAN><SPAN class="ft62">4 kap. 22 § andra stycket i sin äldre lydelse ska gälla för lån som övergångsvis lämnas samtidigt med ett högre bidrag enligt den upphävda 3 kap. 13 §.</SPAN></P>
<P class="p223 ft20">37</P>
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<P class="p224 ft9">Härigenom föreskrivs i fråga om förordningen om vuxenutbildning (2011:1108)</P>
<P class="p225 ft10"><SPAN class="ft45">dels </SPAN>att 2 kap. 3, 4, 10 och 16 §§ ska ha följande lydelse, <SPAN class="ft45">dels </SPAN>att det i förordningen ska införas fyra nya paragrafer</P>
<P class="p180 ft12">2 kap. 10 a och 10 b §§, 5 kap. 7 a § och 6 kap. 8 a § av följande lydelse, samt närmast före 2 kap. 10 a och 10 b §§ nya rubriker av följande lydelse.</P>
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<P class="p144 ft9">Inom kommunal vuxenutbildning på gymnasial nivå finns det nationella kurser, orienteringskurser, individuella kurser och gymnasiearbete. Med gymnasiearbete avses en uppgift om 100 gymnasiepoäng som eleverna genomför inom ramen för examens- målen för det program inom gymnasieskolan som utbildningen huvudsakligen motsvarar.</P>
<P class="p91 ft9">Inom särskild utbildning för vuxna finns det nationella kurser och orienteringskurser<SPAN class="ft13">.</SPAN></P>
<P class="p228 ft9">Inom utbildning i svenska för invandrare finns det nationella</P>
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<P class="p232 ft20">38</P>
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<P class="p233 ft9">10 §<SPAN class="ft36">8</SPAN></P>
<P class="p4 ft9">Rektorn beslutar om</P>
<P class="p234 ft9"><SPAN class="ft16">1.</SPAN><SPAN class="ft63">vilka orienteringskurser som ska ges och hur många verksamhetspoäng varje sådan kurs ska omfatta,</SPAN></P>
<P class="p234 ft9"><SPAN class="ft16">2.</SPAN><SPAN class="ft63">vilka individuella kurser som ska ges och hur många verksamhetspoäng varje sådan kurs ska omfatta, och</SPAN></P>
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<P class="p235 ft26"><SPAN class="ft16">3.</SPAN><SPAN class="ft64">huruvida nationella kurser ska delas upp i delkurser och hur många verksam- hetspoäng varje delkurs inom kommunal vuxen- utbildning och särskild utbildning för vuxna ska omfatta.</SPAN></P>
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<P class="p236 ft8">3.huruvida nationella kurser, <SPAN class="ft65">i sådana fall nationellt fastställda delkurser saknas, </SPAN>ska delas upp i delkurser och hur många verksamhets- poäng varje delkurs inom kommunal vuxenutbildning och särskild utbildning för vuxna ska omfatta.</P>
<P class="p237 ft42">Studieaktivitet</P>
<P class="p51 ft24">10 a §</P>
<P class="p148 ft24">Statens skolverk får meddela föreskrifter om krav på studie- aktivitet för en kurs. Skolverket får även meddela de ytterligare föreskrifter som behövs om studieaktivitet.</P>
<P class="p237 ft42">Studiehandledning</P>
<P class="p16 ft24">10 b §</P>
<P class="p150 ft24">Om en elev har bristfälliga kunskaper i svenska språket får studiehandledning tillhandahållas på elevens modersmål eller på annat språk som eleven behärskar.</P>
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<P class="p69 ft41"><SPAN class="ft40">8 </SPAN>Senaste lydelse 2012:746.</P>
<P class="p136 ft20">39</P>
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<P class="p4 ft21">Författningsförslag SOU 2013:20</P>
<P class="p238 ft9">16 §<SPAN class="ft36">9</SPAN></P>
<P class="p239 ft24">Rektorn ansvarar för att en individuell studieplan upprättas för varje elev.</P>
<P class="p181 ft10">I 20 kap. 8 §, 21 kap. 8 § och 22 kap. 10 § skollagen (2010:800) anges att den individuella studieplanen ska innehålla uppgifter om den enskildes utbildningsmål och planerad omfattning av studierna. Omfattningen av studierna ska anges i verksamhetspoäng när det gäller kommunal vuxenutbildning och särskild utbildning för vuxna. Om utbildningsmålet för en elev i kommunal vuxen- utbildning på gymnasial nivå är en gymnasieexamen, ska det i planen anges vilket program inom gymnasieskolan som utbild- ningen huvudsakligen motsvarar. Vidare ska i förekommande fall</P>
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<P class="p240 ft41"><SPAN class="ft40">9 </SPAN>Senaste lydelse 2012:746.</P>
<P class="p95 ft20">40</P>
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<P class="p241 ft35">6 kap.</P>
<P class="p242 ft24">8 a §</P>
<P class="p243 ft24">Rektorn ansvarar för att en individuell studieplan upprättas enligt 2 kap. 16 § för varje elev som deltar i utbildning enligt detta kapitel.</P>
<P class="p244 ft9"><SPAN class="ft16">1.</SPAN><SPAN class="ft60">Denna förordning träder i kraft den 1 juli 2014.</SPAN></P>
<P class="p245 ft26"><SPAN class="ft16">2.</SPAN><SPAN class="ft61">Bestämmelserna i 2 kap. 3 och 4 §§ ska tillämpas på delkurser som påbörjas efter utgången av juni 2014. Äldre bestämmelser gäller fortfarande på delkurser påbörjade före 1 juli 2014.</SPAN></P>
<P class="p246 ft20">41</P>
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<P class="p88 ft28">Förslag till</P>
<P class="p247 ft66">förordning om ändring i studiestödsförordningen (2000:655)</P>
<P class="p248 ft9">Härigenom föreskrivs i fråga om studiestödsförordningen (2000:655)</P>
<P class="p249 ft9"><SPAN class="ft24">dels </SPAN>att 3 kap. 9 <NOBR>a–11</NOBR> §§ ska upphöra att gälla,</P>
<P class="p249 ft9"><SPAN class="ft24">dels </SPAN>att 3 kap. 4, 7 och 9 §§ ska ha följande lydelse,</P>
<P class="p144 ft9"><SPAN class="ft24">dels </SPAN>att det ska införas en ny paragraf, 3 kap. 7 a §, av följande lydelse.</P>
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<P class="p228 ft9">Vid studier på utbildning som bedrivs enligt högskolelagen</P>
<P class="p253 ft9">(1992:1434), högskoleförordningen (1993:100) eller lagen (1993:792) om tillstånd att utfärda vissa examina motsvarar en och en halv högskolepoäng en veckas studier på heltid.</P>
<P class="p249 ft9">Vid studier i övrigt avses med vecka enligt 3 kap. 5 § studie-</P>
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<P class="p258 ft41"><SPAN class="ft40">10 </SPAN>Senaste lydelse 2006:990.</P>
<P class="p95 ft20">42</P>
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<DIV id="tx1"><SPAN class="ft10">Om en studerande samtidigt bedriver studier enligt 3 kap. 8 § första och andra styckena studie- stödslagen (1999:1395) eller enligt andra och tredje styckena i den paragrafen, </SPAN><SPAN class="ft45">ska </SPAN><SPAN class="ft10">studietiden fördelas i förhållande till omfatt- ningen av studierna enligt respektive stycke. </SPAN><SPAN class="ft45">Vid studier på minst 25 procent av heltid men på mindre än 50 procent av heltid ska studietiden dock i sin helhet vara på grundskolenivå</SPAN><SPAN class="ft10">.</SPAN></DIV>
<DIV id="tx2"><SPAN class="ft24">7 a §</SPAN></DIV>
<DIV id="tx3"><SPAN class="ft47">Utbildningsbehovet enligt 3 kap. 8 § tredje stycket studiestöds- lagen (1999:1395) ska bedömas mot bakgrund av den studerandes mål med utbildningen, för- kunskaper och stödbehov.</SPAN></DIV>
<DIV id="tx4"><SPAN class="ft45">Centrala studiestödsnämnden får meddela närmare föreskrifter om bedömningen av utbildnings- behovet enligt första stycket och om hanteringen av yttranden enligt 3 kap. 8 § fjärde stycket studiestödslagen.</SPAN></DIV>
<P class="p4 ft21">SOU 2013:20 Författningsförslag</P>
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<P class="p259 ft9">7 §</P>
<P class="p153 ft8">Om en studerande samtidigt bedriver studier enligt 3 kap. 8 § första och andra styckena studie- stödslagen (1999:1395) eller enligt andra och tredje styckena i den paragrafen, <SPAN class="ft65">skall </SPAN>studietiden fördelas i förhållande till omfatt- ningen av studierna enligt respektive stycke.</P>
<P class="p260 ft9">9 §<SPAN class="ft36">11</SPAN></P>
<P class="p177 ft45">Om en studerande samtidigt bedriver studier på, och beviljas studiemedel för, utbildningar som ger rätt till studiemedel med olika</P>
<P class="p261 ft41"><SPAN class="ft40">11 </SPAN>Senaste lydelse 2012:293.</P>
<P class="p262 ft20">43</P>
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<P class="p263 ft65">bidragsandelar enligt 3 kap. 12 § studiestödslagen (1999:1395), ska studiebidrag lämnas i förhållande till omfattningen av studierna på respektive nivå.</P>
<P class="p264 ft48">Centrala studiestödsnämnden får meddela närmare föreskrifter om sådana parallella studier som avses i första stycket.</P>
<P class="p265 ft9"><SPAN class="ft16">1.</SPAN><SPAN class="ft60">Denna förordning träder i kraft den 1 juli 2014.</SPAN></P>
<P class="p266 ft9"><SPAN class="ft16">2.</SPAN><SPAN class="ft60">Äldre bestämmelser gäller fortfarande för studiemedel som avser tid före ikraftträdandet.</SPAN></P>
<P class="p267 ft26"><SPAN class="ft16">3.</SPAN><SPAN class="ft61">Till studerande som före den 1 juli 2014 har fått studiemedel med en högre bidragsnivå enligt de upphävda bestämmelserna i 3 kap. 9 och 11 §§ kan studiebidrag lämnas i enlighet med de upphävda bestämmelserna till studerande som fortsätter sin utbildning, dock längst till och med den 31 december 2014.</SPAN></P>
<P class="p268 ft9"><SPAN class="ft16">4.</SPAN><SPAN class="ft60">Till studerande som har fått studiemedel enligt den upphävda bestämmelsen i 3 kap. 9 a § och som har påbörjat sin utbildning senast under 2013, får studiemedel lämnas i enlighet med de upphävda bestämmelserna, dock längst till och med den 31 december 2015.</SPAN></P>
<P class="p269 ft20">44</P>
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<P class="p270 ft28">Förslag till</P>
<P class="p271 ft66">förordning om ändring av studiestödsdataförordningen (2009:321)</P>
<P class="p272 ft9">Härigenom föreskrivs att det i studiestödsdataförordningen (2009:321) ska införas en ny paragraf, 13 a §, av följande lydelse.</P>
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<P class="p273 ft9">Denna förordning träder i kraft den 1 juli 2014.</P>
<P class="p274 ft20">45</P>
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<P class="p275 ft68"><SPAN class="ft7">1</SPAN><SPAN class="ft67">Utredningens uppdrag och arbete</SPAN></P>
<P class="p276 ft28"><SPAN class="ft28">1.1</SPAN><SPAN class="ft69">Utredningens uppdrag</SPAN></P>
<P class="p277 ft9">Regeringen beslutade den 6 oktober 2011 att tillsätta en särskild utredare med uppdrag att se över den kommunala vuxen- utbildningen på grundläggande nivå (dir 2011:92). Utredningens uppdrag är relativt omfattande och består av flera olika delar.</P>
<P class="p150 ft9">En central del i uppdraget är att öka individanpassningen av komvux på grundläggande nivå, i syfte att förbättra och effektivisera utbildningen. Utredningen ska kartlägga i vilken grad utbildningen lever upp till nationellt fastställda mål och syften när det gäller anpassning efter individers behov och förutsättningar. Vi ska även föreslå åtgärder bl.a. för att underlätta kombinationer med andra studier och för att tillgodose behovet av stödinsatser. I uppdraget ingår att särskilt analysera situationen för romer och personer med funktionsnedsättning. Utredningen ska också analysera varför många studerande med en hög tidigare utbildning studerar på grundläggande nivå inom komvux.</P>
<P class="p278 ft8">En annan del av utredningens uppdrag handlar om studie- och yrkesvägledning, individuella studieplaner och validering samt hur dessa insatser kan förbättras. I denna del ska utredningen lämna förslag för hela vuxenutbildningen men främst för komvux.</P>
<P class="p279 ft29">Utredningens uppdrag innefattar även den studieekonomiska situationen för de studerande. Vi ska se över studiemedelssystemet när det gäller studerande på grundläggande nivå och lämna förslag i syfte att förbättra förutsättningarna för studerande att fullfölja utbildningen. I uppdraget ingår att särskilt analysera återbetal- ningen av studielån och återkrav av studiemedel, samt att vid behov föreslå förändringar som kan förbättra möjligheten för de</P>
<P class="p280 ft20">47</P>
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<P class="p53 ft9">studerande att betala tillbaka sina studieskulder. Därutöver ska utredningen kartlägga den ekonomiska situationen inklusive försörjningen för studerande inom komvux på grundläggande och gymnasial nivå.</P>
<P class="p181 ft8">Utredningens uppdrag utvidgades i och med det tilläggsdirektiv som beslutades den 22 november 2012 (dir. 2012:117). Enligt tilläggsdirektivet ska utredningen föreslå hur ett aktivitets- och närvarokrav inom komvux bör utformas. Utredningen ska även se över kopplingen mellan studieaktivitet och studiemedelssystemet.</P>
<P class="p91 ft9">Utredningens direktiv och tilläggsdirektiv återfinns i sin helhet i bilaga 1 och 2.</P>
<P class="p281 ft28"><SPAN class="ft28">1.2</SPAN><SPAN class="ft69">Utredningens arbete</SPAN></P>
<P class="p282 ft13"><SPAN class="ft13">1.2.1</SPAN><SPAN class="ft70">Insamling av data och andra uppgifter</SPAN></P>
<P class="p93 ft9">I arbetet har flera olika metoder för datainsamling använts, vilket beskrivs nedan. Förutom data utredningen själv har samlat in har även tidigare rapporter, studier och utredningar med anknytning till uppdraget inkluderats.</P>
<P class="p283 ft13">Studiebesök</P>
<P class="p115 ft8">Utredningen har genomfört ett <NOBR>15-tal</NOBR> studiebesök i kommuner av olika storlek och med olika förutsättningar för att bedriva komvux. Under besöken har vi intervjuat förvaltningschefer, rektorer, lärare, studie- och yrkesvägledare samt studerande. Avsikten har främst varit att bilda oss en uppfattning om hur komvux på grundläggande nivå organiseras och genomförs. Därutöver har vi även besökt flera regioner där kommuner samverkar kring vuxenutbildningen. Utredningen har också deltagit i flera konferenser om vuxen- utbildningen, bl.a. anordnade av Skolverket.</P>
<P class="p90 ft13">Registerdata</P>
<P class="p108 ft9">En viktig källa till kunskap har varit nationell statistik från framför allt Skolverket, Centrala studiestödsnämnden (CSN) och Statistiska centralbyrån (SCB). Skolverket har på förfrågan från utredningen tagit fram uppgifter om komvux på grundläggande</P>
<P class="p284 ft20">48</P>
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<P class="p285 ft9">nivå, bl.a. om högutbildade studerande och om studerande som kombinerar studier i olika skolformer. CSN har genomfört bearbetningar av statistik för utredningens räkning gällande studie- medelsutnyttjande och återbetalningsproblematik för studerande inom komvux på grundläggande nivå.</P>
<P class="p13 ft9">I syfte att kartlägga den ekonomiska situationen för de studerande inom komvux har uppgifter inhämtats från SCB. Inkomstuppgifterna avser 2010 och är hämtade från SCB:s inkomstregister. Vidare har beräkningar från CSN och bearbet- ningar i SCB:s mikrosimuleringsmodell Fasit använts som underlag i utredningens kostnadsanalys på studiemedelssidan.</P>
<P class="p112 ft13">Enkätundersökningar</P>
<P class="p286 ft9">I syfte att få en bredare kunskap om kommunernas arbete har utredningen genomfört två webbenkätundersökningar riktade till ansvariga för komvux på grundläggande nivå i landets kommuner. Den första enkäten omfattade ett större antal frågor om kommunens organisation och arbete med komvux på grund- läggande nivå. Svarsfrekvensen var 92 procent. Efter att utred- ningens uppdrag utvidgades genomförde vi en mindre enkät med kompletterande frågor. Svarsfrekvensen var denna gång 81 procent. Enkäterna återfinns i bilaga 3 och 4.</P>
<P class="p287 ft13">Samråd med myndigheter, organisationer och utredningar</P>
<P class="p118 ft29">Till utredningen har en expertgrupp knutits med representanter från utbildningsdepartementet, arbetsmarknadsdepartementet, Skolverket, Skolinspektionen, CSN och Sveriges kommuner och landsting (SKL). Två referensgrupper har också varit utredningen behjälpliga med synpunkter och förslag. En referensgrupp har bestått av representanter från kommuner, Arbetsförmedlingen, Folkbildningsrådet, Lärarförbundet, Lärarnas riksförbund (LR), Nationellt centrum för svenska som andraspråk, Samarbetsorgan för etniska organisationer i Sverige (SIOS) och Sveriges skol- ledarförbund samt av Berndt Ericsson. Den andra referensgruppen har bestått av representanter från Delaktighet Handlingskraft Rörelsefrihet (DHR), Riksförbundet för social och mental hälsa (RSMH), Specialpedagogiska skolmyndigheten (SPSM), Svenska</P>
<P class="p288 ft20">49</P>
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<P class="p53 ft9">dyslexiföreningen, Sveriges dövas riksförbund (SDR) samt Synskadades riksförbund (SRF). Utredningen har under arbetets gång även haft kontakter med bland andra Myndigheten för yrkeshögskolan, SKL:s referensgrupp för vuxenutbildningen samt personer med romsk bakgrund och personer med särskilda kunskaper om romers situation.</P>
<P class="p91 ft9">Flera parallella utredningar har haft delvis överlappande uppdrag. I arbetet har utredningen haft återkommande kontakter med <NOBR>Sfi-pengsutredningen<SPAN class="ft36">1</SPAN></NOBR><SPAN class="ft36"> </SPAN>och <NOBR>AKKA-utredningen<SPAN class="ft36">2</SPAN></NOBR><SPAN class="ft36"> </SPAN>i syfte att utbyta kunskaper och undvika motstridiga förslag. Utredningen har även haft kontakter med den arbetsgrupp som ska lämna förslag för att förbättra utbildningen för nyanlända elever.<SPAN class="ft36">3 </SPAN>Utredningen har därutöver även inhämtat synpunkter från Regelrådet.</P>
<P class="p289 ft13"><SPAN class="ft13">1.2.2</SPAN><SPAN class="ft70">Byte av styrdokument har påverkat utredningens arbete</SPAN></P>
<P class="p93 ft9">Under tiden som utredningen har arbetat med uppdraget har förutsättningarna för vuxenutbildningen delvis förändrats. Den 1 juli 2012 började skollagen (2010:800) tillämpas inom vuxen- utbildningen. Vuxenutbildningen har fått en ny förordning, nya kursplaner och ett nytt betygssystem. Den 1 januari 2013 trädde också en ny läroplan i kraft. Till det tillkommer att Skolverket i början av 2013 publicerade ett stödmaterial för användning av individuella studieplaner inom vuxenutbildningen.</P>
<P class="p107 ft9">Till största del har utredningen utgått från data som härrör från tiden innan de nya styrdokumenten började tillämpas. Merparten av våra studiebesök i kommuner genomfördes under våren 2012 och likaså den mer omfattande av våra enkätundersökningar. Många av de rapporter och studier som har använts som underlag beskriver också situationen innan de nya styrdokumenten började tillämpas. Samtidigt har vi förstått av våra kontakter med kommunföreträdare att många kommuner fortfarande inte hunnit genomföra genomgripande förändringar av verksamheten till följd av de nya styrdokumenten.</P>
<P class="p290 ft9">Det är oundvikligt att det sker förändringar under tiden som en utredning pågår. I utformningen av våra bedömningar och förslag</P>
<P class="p282 ft58"><SPAN class="ft71">1</SPAN><SPAN class="ft72">U 2011:05, dir. 2011:81, dir. 2012:82, dir. 2012:130, dir. 2013:10.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft71">2</SPAN><SPAN class="ft73">Utredningen om ökat arbetskraftsdeltagande bland nyanlända utrikes födda kvinnor och anhöriginvandrare. A 2011:06, SOU 2012:69.</SPAN></P>
<P class="p291 ft41"><SPAN class="ft71">3</SPAN><SPAN class="ft75">U 2012:B.</SPAN></P>
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<P class="p60 ft9">har vi i möjligaste mån tagit hänsyn till de nya styrdokumenten och de eventuella förändringar som kan bli en följd av dessa. Det är dock viktigt att uppmärksamma att utredningens betänkande är framtaget under en brytningstid.</P>
<P class="p279 ft26">Det kan också noteras att utredningen utifrån uppdraget främst har fokuserat på brister inom komvux på grundläggande nivå samt på hur dessa brister kan avhjälpas. Betänkandet får därmed en viss slagsida mot det som fungerar mindre bra, samtidigt som det självklart också finns många väl fungerande verksamheter i landet.</P>
<P class="p292 ft28"><SPAN class="ft28">1.3</SPAN><SPAN class="ft69">Disposition</SPAN></P>
<P class="p120 ft9">Utredningens betänkande är disponerat på följande sätt.</P>
<P class="p150 ft9">I kapitel 2 <SPAN class="ft24">Generella utgångspunkter </SPAN>beskrivs innehållet i styr- dokumenten för komvux på grundläggande nivå. Utbildningen beskrivs också utifrån nationell statistik.</P>
<P class="p279 ft45"><SPAN class="ft10">I kapitel 3 </SPAN>Utredningens övergripande bedömning <SPAN class="ft10">redovisas kort vår övergripande bedömning om komvux på grundläggande nivå, vilken anger inriktningen för de förslag som vi lämnar i kapitel </SPAN><NOBR><SPAN class="ft10">4–6.</SPAN></NOBR></P>
<P class="p150 ft24"><SPAN class="ft9">I kapitel 4 </SPAN>Organisation, styrning och uppföljning <SPAN class="ft9">presenteras utredningens förslag på förändringar av den statliga styrningen av komvux. Huvuddelen av kapitlet ägnas åt en studie av kommunernas organisering och styrning av komvux på grundläggande nivå samt utredningens bedömningar om hur kommunerna kan utveckla utbildningen.</SPAN></P>
<P class="p14 ft65"><SPAN class="ft8">I kapitel 5 </SPAN>Anpassning efter individers behov och förutsättningar <SPAN class="ft8">beskrivs hur väl komvux på grundläggande nivå lever upp till styr- dokumentens krav på individanpassning. I kapitlet behandlas också särskilt situationen för romer och studerande med funktions- nedsättning. Vidare presenteras vår analys av varför många högutbildade studerar på grundläggande nivå i komvux.</SPAN></P>
<P class="p13 ft24"><SPAN class="ft9">I kapitel 6 </SPAN>Vägledning, individuella studieplaner och validering <SPAN class="ft9">redovisar utredningen de bedömningar och förslag som vi lämnar gällande studie- och yrkesvägledning, individuella studieplaner och validering inom hela vuxenutbildningen.</SPAN></P>
<P class="p150 ft24"><SPAN class="ft9">I kapitel 7 </SPAN>Den ekonomiska situationen för studerande i komvux <SPAN class="ft9">beskrivs den ekonomiska situationen för studerande på grund- läggande och gymnasial nivå i komvux.</SPAN></P>
<P class="p279 ft29">I kapitel 8 <SPAN class="ft48">Studiemedelssystemet </SPAN>redovisas utredningens analys av hur det nuvarande studiemedelssystemet fungerar för studerande</P>
<P class="p293 ft20">51</P>
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<P class="p53 ft9">på grundläggande nivå samt vilka åtgärder vi föreslår för att förbättra förutsättningarna för studerande att fullfölja utbild- ningen. Vidare analyseras situationen när det gäller återbetalning av studielån och återkrav.</P>
<P class="p180 ft24"><SPAN class="ft9">I kapitel 9 </SPAN>Krav på studieaktivitet eller närvaro <SPAN class="ft9">lämnar utredningen förslag på hur ett nytt aktivitetskrav inom komvux kan utformas och kopplas till studiemedelssystemet.</SPAN></P>
<P class="p180 ft24"><SPAN class="ft9">I kapitel 10 </SPAN>Konsekvenser av tidsbegränsad sfi <SPAN class="ft9">diskuteras vilka effekter en tidsbegränsning av sfi kan förväntas få för komvux på grundläggande nivå.</SPAN></P>
<P class="p180 ft24"><SPAN class="ft9">I kapitel 11 </SPAN>Förändringar för en utvecklad vuxenutbildning <SPAN class="ft9">pekar utredningen på några utvecklingsområden som vi ser som angelägna för den framtida utvecklingen av vuxenutbildningen.</SPAN></P>
<P class="p180 ft24"><SPAN class="ft9">I kapitel 12 </SPAN>Kostnads- och konsekvensanalys <SPAN class="ft9">redovisas en analys av vilka konsekvenser utredningens förslag får.</SPAN></P>
<P class="p294 ft20">52</P>
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<P class="p4 ft7">2 Generella utgångspunkter</P>
<P class="p295 ft66"><SPAN class="ft28">2.1</SPAN><SPAN class="ft76">Vuxenutbildning på grundläggande nivå i ett historiskt perspektiv</SPAN></P>
<P class="p111 ft9">Vuxenutbildningen har växt fram ur folkbildningen, korrespondensutbildningen, kvällsgymnasier och aftonskolor. År 1938 inrättades Statens aftonskola som gjorde det möjligt för studiebegåvade vuxna att avlägga studentexamen. Detta var den första statligt initierade vuxenutbildningen. 1946 års skol- kommission föreslog ett införande av gymnasier för vuxna.<SPAN class="ft36">1 </SPAN>Förslaget genomfördes dock aldrig. På <NOBR>1950-talet</NOBR> bildades flera studieförbund och 1958 blev stiftelsen Hermods det första och enda korrespondensinstitutet i Sverige som fick möjlighet att utfärda betyg och anordna prövning inom utbildning för vuxna på gymnasial nivå.</P>
<P class="p296 ft10">Den kommunala vuxenutbildningen inrättades 1968. I propositionen <SPAN class="ft45">Angående vissa åtgärder inom vuxenutbildningens område m.m.</SPAN><SPAN class="ft77">2 </SPAN>angavs tre huvudmotiv för inrättandet av den kommunala vuxenutbildningen: att överbrygga de växande utbildningsklyftorna i samhället, att öppna möjligheter för individen att i efterhand komplettera ungdomsutbildningen och att förse arbetsmarknaden med väl utbildad arbetskraft. Utbildningen var en vuxenanpassad skolform med samma läroplan, programmål och betyg som ungdoms- gymnasiernas. Även grundskolans årskurser <NOBR>7–9</NOBR> ingick i vuxen- utbildningen, men tyngdpunkten låg på gymnasial utbildning.</P>
<P class="p297 ft9">Grundutbildning för vuxna (grundvux) tillkom som skolform 1977. Syftet var att ge kortutbildade vuxna en möjlighet att skaffa</P>
<P class="p298 ft58"><SPAN class="ft56">1</SPAN><SPAN class="ft57">SOU 1948:27.</SPAN></P>
<P class="p299 ft41"><SPAN class="ft56">2</SPAN><SPAN class="ft59">Prop. 1967:85.</SPAN></P>
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<P class="p300 ft9">sig grundläggande <NOBR>läs-,</NOBR> räkne- och skrivfärdigheter motsvarande årskurserna <NOBR>1–6</NOBR> inom den obligatoriska grundskolan.</P>
<P class="p301 ft10">År 1982 infördes en egen läroplan för vuxenutbildningen (Lvux 82) och ett eget kurssystem. Ämneskurssystemet indelades i etapper som byggde på varandra. Etapp 1 motsvarade huvudsakligen grundskolans årskurs <NOBR>7–9</NOBR> medan etapperna <NOBR>2–4</NOBR> motsvarade olika gymnasiekurser.</P>
<P class="p181 ft9">Lvux 82 upphävdes i samband med kommunaliseringen av skolväsendet. Ansvaret för att uppnå de statligt uppsatta målen för utbildningen lades därmed över till kommunerna. Utbildningen har därefter reformerats i olika omgångar. När förordningen (1992:403) om kommunal vuxenutbildning antogs slogs grundvux ihop med etapp 1 i komvux. Den nya skolformen grundläggande vuxenutbildning (GRUV), infördes och inlemmades i komvux. 1994 infördes läroplanen för de frivilliga skolformerna.<SPAN class="ft36">3</SPAN></P>
<P class="p77 ft9">1997 inleddes satsningen på Kunskapslyftet, en utbildnings- satsning som innebar en ökad tillgänglighet till utbildning för vuxna. Ett övergripande mål för satsningen var att halvera den öppna arbetslösheten. Satsningen var inriktad på att höja utbildningsnivån bland kortutbildade och att möjliggöra ett livslångt lärande. Satsningen pågick åren <NOBR>1997–2002</NOBR> och finansierades via statsbidrag.<SPAN class="ft36">4 </SPAN>Satsningen efterföljdes av ett infrastrukturbidrag under 2002. Bidraget kunde lämnas för insatser som främjade en ökad samverkan mellan lokala och regionala myndigheter, organisationer, företag och andra aktörer inom vuxenutbildningen. Under 2006 reducerades infrastrukturbidraget och stora delar av det riktade bidraget överfördes till det kommunala utjämningsbidraget.</P>
<P class="p302 ft9">De senaste åren har nya riktade bidrag införts, framför allt riktade till gymnasiala yrkesutbildningar, genom satsningarna på statsbidrag för yrkesinriktad vuxenutbildning (yrkesvux)<SPAN class="ft36">5 </SPAN>och statsbidrag för lärlingsutbildning för vuxna (vuxlärling)<SPAN class="ft36">6</SPAN>.</P>
<P class="p303 ft58"><SPAN class="ft71">3</SPAN><SPAN class="ft72">Förordning (SKOLFS 1994:2) om 1994 års läroplan för de frivilliga skolformerna.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft71">4</SPAN><SPAN class="ft72">Förordningen (1996:1502) om statligt stöd till särskilda satsningar på utbildning av vuxna.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft71">5</SPAN><SPAN class="ft78">Förordningen (2009:43) om statsbidrag för yrkesinriktad och viss teoretisk vuxen- utbildning på gymnasial nivå.</SPAN></P>
<P class="p304 ft41"><SPAN class="ft71">6</SPAN><SPAN class="ft75">Förordningen (2010:2016) om statsbidrag för lärlingsutbildning för vuxna.</SPAN></P>
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<P class="p305 ft28"><SPAN class="ft28">2.2</SPAN><SPAN class="ft69">Utbildningens mål</SPAN></P>
<P class="p306 ft8">Målet för vuxenutbildningen är att vuxna ska stödjas och stimuleras i sitt lärande. De ska ges möjlighet att utveckla sina kunskaper och sin kompetens i syfte att stärka sin ställning i arbets- och samhällslivet samt att främja sin personliga utveckling. Utgångs- punkten för utbildningen ska vara den enskildes behov och förutsättningar. De som fått minst utbildning ska prioriteras.<SPAN class="ft79">7</SPAN></P>
<P class="p13 ft9">Utbildningen i komvux på grundläggande nivå syftar till att ge vuxna sådana kunskaper som de behöver för att delta i samhälls- och arbetslivet. Den syftar också till att möjliggöra fortsatta studier.<SPAN class="ft36">8</SPAN></P>
<P class="p307 ft9">Målformuleringarna för vuxenutbildningen innehåller ett individmål, ett demokratimål, ett tillväxtpolitiskt och ett fördelningspolitiskt mål. Vuxenutbildningen får därmed förutom betydelsen inom utbildningsområdet relevans för flera olika politikområden såsom <NOBR>arbetsmarknads-,</NOBR> integrations- och social- området. Denna sammansatta målbild ger en bild av vuxen- utbildningens betydelse för olika delar av samhället. Att utgångs- punkten för utbildningen ska vara den enskildes behov och förutsättningar innebär att individernas behov ska vara vägledande för hur utbildningen utformas och genomförs.</P>
<P class="p297 ft9">Även FN:s konvention om ekonomiska, sociala och kulturella rättigheter har i artikel 13 en skrivning som ger var och en rätt till utbildning. Syftet med utbildningen ska vara att utveckla människans personlighet och insikten om dess värde samt att stärka respekten för de mänskliga rättigheterna.<SPAN class="ft36">9</SPAN></P>
<P class="p308 ft28"><SPAN class="ft28">2.3</SPAN><SPAN class="ft69">Styrdokument och regelverk</SPAN></P>
<P class="p111 ft9">Den 1 juli 2012 började skollagen (2010:800), en ny förordning och nya kursplaner tillämpas för vuxenutbildningen och den 1 januari 2013 fick vuxenutbildningen en ny läroplan. Läroplanen ska tillämpas på kurser, delkurser och gymnasiearbeten som har påbörjats efter den 30 juni 2012.</P>
<P class="p14 ft29">Huvudprinciperna för komvux enligt 1985 års lagstiftning gäller även i den nya skollagen. Utgångspunkten är de mål och strategier</P>
<P class="p309 ft58"><SPAN class="ft56">7</SPAN><SPAN class="ft57">20 kap. 2 §, 21 kap. 2 § och 22 kap. 2 § skollagen.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">8</SPAN><SPAN class="ft57">20 kap. 4 § skollagen.</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">9</SPAN><SPAN class="ft59">Internationell konvention om de ekonomiska, sociala och kulturella rättigheter, 1966.</SPAN></P>
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<P class="p311 ft9">som beslutades av riksdagen i propositionen 2000/01:72 <SPAN class="ft24">Vuxnas lärande och utvecklingen av vuxenutbildningen</SPAN>.</P>
<P class="p281 ft13"><SPAN class="ft13">2.3.1</SPAN><SPAN class="ft70">Skollagen (2010:800)</SPAN></P>
<P class="p93 ft9">I skollagen anges att kommunerna ska tillhandahålla kommunal vuxenutbildning. Denna skyldighet framhålls tydligare genom att kommunens ansvar betonas i en av de inledande paragraferna i kapitlet som reglerar kommunal vuxenutbildning.<SPAN class="ft36">10 </SPAN>Utbildning ska ges på grundläggande och på gymnasial nivå.</P>
<P class="p91 ft9">Utgångspunkten för komvux ska vara den enskildes behov och förutsättningar. Detta ska vara vägledande när utbildningen organiseras och genomförs.<SPAN class="ft36">11 </SPAN>Målsättningarna för utbildningen har förstärkt genom att bestämmelsen flyttades från förordning till lag.<SPAN class="ft36">12</SPAN></P>
<P class="p107 ft8">Vuxna har genom deltagande i samhälls- och arbetslivet förvärvat erfarenheter och kunskaper som medför att de delvis har andra behov än barn och ungdomar när det gäller utbildningens mål. Benämningarna grundläggande vuxenutbildning och gymnasial vuxenutbildning har tagits bort och istället anges de nivåer på vilka utbildningen ska tillhandahållas. Syftet är att tydliggöra att vuxenutbildningen inte ska spegla ungdomsskolan och att det inte alltid finns ett i förväg bestämt innehåll i utbildningen. Utformningen av och innehållet i utbildningarna behöver därför inte vara identiska med ungdomsskolans. Däremot är det viktigt att framhålla att utbildningarna inom komvux och ungdomsskolan ska motsvara varandra.<SPAN class="ft79">13</SPAN></P>
<P class="p312 ft9">Hemkommunen ansvarar för att de som har rätt att delta i komvux på grundläggande nivå och önskar det får delta i sådan utbildning. Varje kommun ska aktivt verka för att nå de vuxna i kommunen som har rätt att delta i komvux på grundläggande nivå och för att motivera dem att delta i sådan utbildning.<SPAN class="ft36">14 </SPAN>Utbildningen är en rättighet för den som saknar sådana kunskaper som normalt uppnås i grundskolan. Syftet med komvux på grundläggande nivå är i princip detsamma som i tidigare styr- dokument men annorlunda formulerad:</P>
<P class="p313 ft58"><SPAN class="ft56">10</SPAN><SPAN class="ft57">20 kap. 3 § skollagen.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">11</SPAN><SPAN class="ft57">20 kap. 2 § skollagen.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">12</SPAN><SPAN class="ft73">Prop. 2009/10:165.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">13</SPAN><SPAN class="ft73">Prop. 2009/10:165.</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">14</SPAN><SPAN class="ft59">20 kap. 10 § skollagen.</SPAN></P>
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<P class="p314 ft16">Utbildning på grundläggande nivå syftar till att ge vuxna sådana kunskaper som de behöver för att delta i samhälls- och arbetslivet. Den syftar också till att möjliggöra fortsatta studier. Utbildning på gymnasial nivå syftar till att ge vuxna kunskaper på en nivå som motsvarar den som utbildningen i gymnasieskolan ska ge.<SPAN class="ft80">15</SPAN></P>
<P class="p315 ft9">För varje elev ska det finnas en individuell studieplan.<SPAN class="ft36">16 </SPAN>Tidigare fanns denna bestämmelse i förordningen om kommunal vuxen- utbildning.<SPAN class="ft36">17 </SPAN>Genom att flytta bestämmelsen från förordning till lag betonas betydelsen av en individuell studieplan för eleven.</P>
<P class="p150 ft9">Validering lyfts fram som en möjlighet för eleverna inom komvux. En elev ska kunna få sina kunskaper och sin kompetens validerade. Validering definieras som en strukturerad bedömning, värdering och dokumentation samt ett erkännande av kunskaper och kompetens som en person besitter oberoende av hur de förvärvats.<SPAN class="ft36">18 </SPAN>Detta är första gången som en definition av begreppet validering presenteras i lagtext.</P>
<P class="p112 ft13">Tillträde till utbildning på grundläggande nivå</P>
<P class="p121 ft10">I skollagen anges att en vuxen har rätt att delta i utbildning på grundläggande nivå från och med andra kalenderhalvåret det år då han eller hon fyller 20 år, om han eller hon är bosatt i landet, saknar sådana kunskaper som normalt uppnås i grundskolan och har förutsättningar att tillgodogöra sig utbildningen.<SPAN class="ft81">19 </SPAN>Även den som är yngre än 20 år kan vara behörig om det finns särskilda skäl.</P>
<P class="p150 ft9">Förarbetena till skollagen nämner som exempel situationen där en <NOBR>19–årig</NOBR> elev precis ska påbörja studier på gymnasial nivå eller en elev som redan bildat familj eller på annat sätt tagit ett avgörande steg in i vuxenvärlden. I dessa fall ska elevens hela utbildningstid kunna genomföras inom vuxenutbildningen.<SPAN class="ft36">20</SPAN></P>
<P class="p13 ft9">Den som har rätt att delta i komvux på grundläggande nivå har rätt att delta i undervisningen även i en annan kommun än hemkommunen. Den som vill delta i utbildning anmäler detta till sin hemkommun.<SPAN class="ft36">21 </SPAN>Att kommunerna är skyldiga att ta emot den</P>
<P class="p316 ft58"><SPAN class="ft56">15</SPAN><SPAN class="ft57">20 kap. 4 § skollagen.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">16</SPAN><SPAN class="ft57">20 kap. 8 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">17</SPAN><SPAN class="ft73">2 kap. 13 § förordningen om kommunal vuxenutbildning.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">18</SPAN><SPAN class="ft73">20 kap. 32 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">19</SPAN><SPAN class="ft73">20 kap. 11 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">20</SPAN><SPAN class="ft73">Prop. 2009/10:165.</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">21</SPAN><SPAN class="ft59">20 kap. 11 § skollagen.</SPAN></P>
<P class="p262 ft20">57</P>
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<P class="p300 ft9">som uppfyller villkoren i skollagen innebär att det inte finns urvalsregler för sökande till komvux på grundläggande nivå.</P>
<P class="p181 ft9">En person kan sakna sådana kunskaper som uppnås i grund- skolan trots att personen tidigare fullföljt en grundskoleutbildning, t.ex. om en längre tid förflutit sedan personen genomgick utbildningen. Om en elev tidigare genomgått en kurs utan att uppnå godkänt betyg kan eleven på nytt ges möjlighet att studera kursen om elevens personliga förhållanden har ändrats så att denne numera bedöms kunna tillgodogöra sig utbildningen. Kriteriet att den vuxne ska ha förutsättningar att tillgodogöra sig utbildningen fanns inte i 1985 års skollag. En kommun är alltså inte skyldig att ta emot en sökande som saknar kunskaper som uppnås i grundskolan om kommunen bedömer att han eller hon inte kommer att nå målen. Så kan till exempel vara fallet om den sökande vill gå om en kurs som han eller hon redan har läst.</P>
<P class="p317 ft29">Även vuxna med utvecklingsstörning kan antas till utbildning inom komvux på grundläggande nivå, om personen har förutsätt- ningar att klara av utbildningen. I 1985 års skollag angavs att bestämmelserna om komvux inte gällde vuxna som behövde under- visning motsvarande den i obligatoriska eller frivilliga särskolan.<SPAN class="ft82">22</SPAN></P>
<P class="p318 ft13"><SPAN class="ft13">2.3.2</SPAN><SPAN class="ft70">Förordningen (2011:1108) om vuxenutbildning</SPAN></P>
<P class="p319 ft13">Studie- och yrkesvägledning</P>
<P class="p93 ft9">Förordningen om vuxenutbildning har till stora delar samma materiella innehåll som förordningen om kommunal vuxenutbild- ning men förtydligar och betonar vissa förhållanden, t.ex. till- gången till studie- och yrkesvägledning. En elev ska i samband med utarbetandet av en individuell studieplan erbjudas studie- och yrkesvägledning. I vägledningen ska det ingå information om möjligheter till fortsatta studier, arbetslivets kompetens- och rekryteringsbehov samt studieekonomiska förutsättningar.<SPAN class="ft36">23</SPAN></P>
<P class="p77 ft12">Förordningen om vuxenutbildning anger att utformningen av utbildningen ska göra det möjligt för den enskilde att kombinera studier inom vuxenutbildningens skolformer.<SPAN class="ft83">24</SPAN></P>
<P class="p320 ft58"><SPAN class="ft56">22</SPAN><SPAN class="ft57">11 kap. 3 § skollagen.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">23</SPAN><SPAN class="ft57">2 kap. 16 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">24</SPAN><SPAN class="ft59">1 kap. 3 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p95 ft20">58</P>
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<P class="p110 ft13">Validering</P>
<P class="p286 ft9">Validering får ske inom ramen för alla kurser och ska utgå från elevens förutsättningar och behov. En elev som har genomgått validering för en del av en kurs behöver inte delta i undervisningen i den delen av kursen.<SPAN class="ft36">25 </SPAN>Eleven ges dock ingen rätt till validering. I skollagen betonas elevernas möjligheter att få sina kunskaper validerade och förordningen om vuxenutbildning anger på vilket sätt detta kan genomföras. Elevernas möjligheter till validering av tidigare kunskaper och kompetenser har stärkts i förhållande till de äldre reglerna.</P>
<P class="p287 ft13">Kurser och verksamhetspoäng</P>
<P class="p99 ft9">Inom komvux på grundläggande nivå finns det nationella kurser. För varje kurs ska det finnas en kursplan. I förordningen om vuxenutbildning anges att det i kursplanen ska framgå kursens syfte, centrala innehåll, kunskapskrav och omfattning i form av verksamhetspoäng.<SPAN class="ft36">26 </SPAN>Skolverket har till följd av detta tagit fram nya kursplaner för samtliga kurser inom komvux på grundläggande nivå.</P>
<P class="p321 ft9">Inom komvux finns förutom nationella kurser också orien- teringskurser.<SPAN class="ft36">27 </SPAN>En orienteringskurs får inte överstiga 200 verksamhetspoäng<SPAN class="ft36">28 </SPAN>Orienteringskurser ska svara mot sådana behov som inte tillgodoses av en nationell kurs och ha ett eller flera av följande syften:</P>
<P class="p322 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">medverka till väl underbyggda beslut om studie- eller yrkesval,</SPAN></P>
<P class="p323 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">ge ökade studietekniska färdigheter,</SPAN></P>
<P class="p103 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">utgöra en introduktion till kurser inom olika kunskapsområden, eller</SPAN></P>
<P class="p324 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">ge tillfälle till validering.</SPAN></P>
<P class="p325 ft58"><SPAN class="ft56">25</SPAN><SPAN class="ft57">2 kap. 8 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">26</SPAN><SPAN class="ft57">2 kap. 11 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">27</SPAN><SPAN class="ft73">2 kap. 3 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">28</SPAN><SPAN class="ft59">2 kap. 6 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p262 ft20">59</P>
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<P class="p326 ft9">En veckas heltidsstudier motsvarar 20 verksamhetspoäng.<SPAN class="ft36">29 </SPAN>De mest omfattande kurserna är svenska respektive svenska som andraspråk, som omfattar 1 000 verksamhetspoäng vardera.</P>
<P class="p114 ft13">Utbildning kontinuerligt under året</P>
<P class="p115 ft9">Att utbildningen ska bedrivas kontinuerligt under hela året betonas särskilt i förordningen.<SPAN class="ft36">30 </SPAN>Det bör därmed finnas möjlighet för elever som önskar det att ta del av vuxenutbildningen under hela året utan avbrott för t.ex. sommarlov.</P>
<P class="p327 ft13"><SPAN class="ft13">2.3.3</SPAN><SPAN class="ft70">Läroplan Lvux12</SPAN></P>
<P class="p328 ft9">Den nya läroplanen för vuxenutbildningen<SPAN class="ft36">31 </SPAN>(Lvux12) trädde i kraft den 1 januari 2013. Den ska tillämpas på kurser, delkurser och gymnasiearbeten som har påbörjats efter den 30 juni 2012.</P>
<P class="p329 ft8">I läroplanen anges att utbildningen måste anpassas utifrån individens behov och förutsättningar och kan variera till längd och till innehåll. Vidare lyfts strävan efter flexibla lösningar när det gäller organisation, arbetssätt och arbetsformer fram som viktiga delar i sättet att genomföra vuxenutbildningen.<SPAN class="ft79">32 </SPAN>Det är vuxen- utbildningens ansvar att varje elev får stöd och undervisning utifrån sina individuella utbildningsmål, behov och förutsättningar.<SPAN class="ft79">33</SPAN></P>
<P class="p91 ft9">En elev i vuxenutbildningen kan ha behov av att kombinera studier i flera av de skolformer som ingår i vuxenutbildningen. Det förutsätter att det finns en nära samverkan mellan de olika skol- formerna. Vuxenutbildningen ska även samverka med verksam- heter som hör till arbetslivet, yrkeshögskolan, folkhögskola och universitet samt med samhället i övrigt.<SPAN class="ft36">34</SPAN></P>
<P class="p303 ft58"><SPAN class="ft56">29</SPAN><SPAN class="ft57">2 kap. 1 och 2 §§ förordningen om vuxenutbildning.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">30</SPAN><SPAN class="ft57">2 kap. 25 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">31</SPAN><SPAN class="ft73">Förordningen (SKOLFS 2012:101) om läroplan för vuxenutbildningen.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">32</SPAN><SPAN class="ft73">Avsnitt 1 förordningen om läroplan för vuxenutbildningen.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">33</SPAN><SPAN class="ft73">Avsnitt 2.1 förordningen om läroplan för vuxenutbildningen.</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">34</SPAN><SPAN class="ft59">Avsnitt 2.2 förordningen om läroplan för vuxenutbildningen.</SPAN></P>
<P class="p95 ft20">60</P>
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<P class="p330 ft13"><SPAN class="ft13">2.3.4</SPAN><SPAN class="ft70">Det nya betygssystemet</SPAN></P>
<P class="p85 ft8">Den 1 juli 2012 infördes ett nytt betygssystem inom komvux. För studier inom komvux på grundläggande nivå ska betyg sättas på varje avslutad kurs.<SPAN class="ft79">35 </SPAN>Betygsskalan har fem godkända steg; E, D, C, B och A, och ett steg motsvarande icke godkänt, F. Om läraren saknar underlag för bedömning av elevens kunskaper på grund av elevens bristande deltagande ska betyg inte sättas.<SPAN class="ft79">36 </SPAN>Preciserade kunskapskrav finns för tre av betygen: E, C och A. Betygsskalan anger inga preciserade kunskapskrav för betygen D och B.</P>
<P class="p331 ft9">Eleverna ska bedömas utifrån sina kunskaper. Det är inte bara de kunskaper som eleverna tillägnar sig under lektioner i den berörda kursen som ska ligga till grund för bedömningen. Kunskaper kan också utvecklas i andra sammanhang. Enligt läro- planerna ska läraren vid betygssättningen utnyttja all tillgänglig information om elevens kunskaper i förhållande till de nationella kunskapskraven och göra en allsidig bedömning av de kunskaper eleven visar.<SPAN class="ft36">37</SPAN></P>
<P class="p332 ft28"><SPAN class="ft28">2.4</SPAN><SPAN class="ft69">Skolverket och Skolinspektionen</SPAN></P>
<P class="p333 ft13"><SPAN class="ft13">2.4.1</SPAN><SPAN class="ft70">Skolverket</SPAN></P>
<P class="p334 ft9">Skolverket är förvaltningsmyndighet för skolväsendet. Myndig- heten ska genom sin verksamhet främja att alla barn, elever och vuxenstuderande får tillgång till en likvärdig utbildning och annan verksamhet av god kvalitet i en trygg miljö. Myndigheten ska bidra till goda förutsättningar för barns utveckling och lärande samt förbättrade kunskapsresultat för elever och vuxenstuderande.<SPAN class="ft36">38</SPAN></P>
<P class="p331 ft9">En av Skolverkets uppgifter är att ge stöd till skolhuvudmännen i deras utvecklingsarbete. Det kan handla om generella utvecklings- insatser som är motiverade utifrån brister och problem, men det kan också handla om stöd i arbetet med värdegrund, jämställdhet, betyg och bedömning.</P>
<P class="p335 ft9">Skolverket ansvarar för att fördela och utvärdera statsbidrag för att stimulera måluppfyllelse och för att säkra kvaliteten i verksamheten.</P>
<P class="p336 ft58"><SPAN class="ft56">35</SPAN><SPAN class="ft57">20 kap. 25 § skollagen.</SPAN></P>
<P class="p213 ft58"><SPAN class="ft56">36</SPAN><SPAN class="ft57">20 kap. 29 § skollagen.</SPAN></P>
<P class="p213 ft74"><SPAN class="ft56">37</SPAN><SPAN class="ft73">Avsnitt 2.3 förordningen om läroplan för vuxenutbildningen.</SPAN></P>
<P class="p213 ft41"><SPAN class="ft56">38</SPAN><SPAN class="ft59">Förordning (2011:555) med instruktion för Statens skolverk.</SPAN></P>
<P class="p136 ft20">61</P>
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<P class="p337 ft9">Skolverket utformar nationella prov för grundskolan, gymnasiala utbildningar och sfi. Myndigheten utfärdar också föreskrifter och allmänna råd. Verket ger även ut olika typer av stöddokument, t.ex. kommentarmaterial om läroplaner och liknande.</P>
<P class="p180 ft9">Kompetensutveckling är en annan viktig del i Skolverkets verksamhet. Skolverket ansvarar bl.a. för den statliga rektors- utbildningen och satsningar på förskollärar- och lärarfortbildning.</P>
<P class="p91 ft9">Skolverket har även ansvar för uppföljning och utvärdering. Uppföljningen och utvärderingen ska öka kunskapen om hur utbildningarna och verksamheterna har utvecklats i förhållande till de nationella målen. Skolverket ansvarar även för den officiella statistiken på skolområdet.</P>
<P class="p289 ft13"><SPAN class="ft13">2.4.2</SPAN><SPAN class="ft70">Skolinspektionen</SPAN></P>
<P class="p93 ft9">Skolinspektionen granskar, bedömer ansökningar och utfärdar tillstånd om att driva fristående skolor. Skolinspektionen har tillsynsansvar för förskola, skola, fritidshem, vuxenutbildning och annan pedagogisk verksamhet. Målet är en likvärdig utbildning av god kvalitet i en trygg miljö.<SPAN class="ft36">39</SPAN></P>
<P class="p180 ft9">Skolinspektionens regelbundna tillsyn berör alla kommunala och fristående skolor från förskola till vuxenutbildning. Utbildningsverksamheten granskas på en rad punkter. I ett beslut anges inom vilka områden skolan inte uppfyller de nationella kraven.</P>
<P class="p91 ft12">Förutom den regelbundna tillsynen genomför Skolinspektionen riktad tillsyn, flygande inspektioner och kvalitetsgranskningar av särskilt utpekade områden.</P>
<P class="p338 ft28"><SPAN class="ft28">2.5</SPAN><SPAN class="ft69">Statistik om komvux på grundläggande nivå</SPAN></P>
<P class="p282 ft13"><SPAN class="ft13">2.5.1</SPAN><SPAN class="ft70">Inledning och definitioner</SPAN></P>
<P class="p93 ft9">I följande avsnitt beskrivs komvux på grundläggande nivå utifrån uppgifter i den nationella statistiken. Främst beskrivs vilka studerande som studerar på grundläggande nivå, förändringar i studerandegruppen över tid, studieresultat, hur lång tid studierna</P>
<P class="p147 ft41"><SPAN class="ft40">39 </SPAN>Förordning (2011:556) med instruktion för Statens skolinspektion.</P>
<P class="p95 ft20">62</P>
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<P class="p339 ft9">pågår och kombinationer med andra studier. En beskrivning av de studerandes ekonomiska situation finns i kapitel 7 och studie- medelstagarna på grundläggande nivå beskrivs i kapitel 8.</P>
<P class="p149 ft10">Uppgifterna i detta avsnitt bygger till viss del på den officiella statistik som årligen publiceras av Skolverket. Som underlag används också statistik som Skolverket 2012 presenterade i rapporten</P>
<P class="p340 ft24">Kommunal vuxenutbildning på grundläggande nivå. En studie av nationell statistik och kommunal praktik. <SPAN class="ft9">Skolverket har därutöver tagit fram statistikuppgifter på förfrågan från utredningen.</SPAN></P>
<P class="p150 ft9">Eftersom vuxenutbildningen är flexibelt utformad behövs ofta flera mått för att ge en bra bild av verksamheten. En studerande kan studera inom flera skolformer och på flera nivåer samtidigt. Det finns inte heller någon given slutpunkt för när studierna kan anses vara avslutade, då det är fullt möjligt för en studerande att återuppta studierna efter en kortare eller längre tids uppehåll.</P>
<P class="p13 ft9">I den officiella statistiken över komvux skiljs mellan elever och kursdeltagare. En <SPAN class="ft24">elev </SPAN>studerar en eller flera kurser under ett år. I de fall där en elev studerar kurser både på grundläggande och på gymnasial nivå räknas eleven till den nivå där han eller hon har studerat flest verksamhetspoäng under året. Det medför att antalet elever på varje enskild nivå underskattas. På varje kurs som en elev deltar räknas han eller hon som en <SPAN class="ft24">kursdeltagare</SPAN>.</P>
<P class="p14 ft10">Ett alternativt sätt att presentera uppgifter är genom att utgå från s.k. <SPAN class="ft45">nybörjare</SPAN>. En studerande räknas i statistiksammanhang som nybörjare det år då han eller hon för första gången påbörjar studier inom en skolform. Nybörjare kan sedan följas under flera års tid och på så sätt ges en bild av hela individens studiesituation. En nackdel är att uppgifterna inte blir lika aktuella. Vissa av de statistikuppgifter som Skolverket har tagit fram åt utredningen avser nybörjare 2006, som följs under perioden <NOBR>2006–2010.</NOBR></P>
<P class="p341 ft9">I detta avsnitt används fortsättningsvis begreppen elev, kursdeltagare och nybörjare för att beskriva olika aspekter av komvux på grundläggande nivå.</P>
<P class="p342 ft20">63</P>
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<P class="p343 ft13"><SPAN class="ft13">2.5.2</SPAN><SPAN class="ft70">Antal elever på grundläggande nivå</SPAN></P>
<P class="p319 ft13">Elever på grundläggande nivå i minoritet i komvux</P>
<P class="p93 ft12">År 2011 studerade närmare 200 000 elever inom komvux. Av dessa studerade 33 000 huvudsakligen på grundläggande nivå, vilket motsvarar 17 procent av hela elevgruppen.</P>
<P class="p344 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets officiella statistik.</P>
<P class="p53 ft9">Över tid har antalet elever som studerar på grundläggande nivå minskat. År 2000 studerade drygt 44 000 elever inom komvux på grundläggande nivå. Framför allt minskade antalet elever mellan åren 2005 och 2008. Eleverna på gymnasial nivå har nästan halverats under samma tidsperiod. Detta föregicks dock av en kraftig elevökning under andra halvan av <NOBR>1990-talet,</NOBR> mycket som en följd av satsningen på Kunskapslyftet. Antalet elever på den grund- läggande nivån ökade inte på motsvarande sätt under Kunskapslyftet.</P>
<P class="p345 ft20">64</P>
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<P class="p346 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverket (2011).</P>
<P class="p110 ft13">Fler elever på grundläggande nivå än vad statistiken visar</P>
<P class="p121 ft9">Antalet elever som studerar kurser på grundläggande nivå i komvux varje år är fler än vad som framgår av Skolverkets officiella statistik. Det beror på att eleverna i statistiken räknas till den nivå där de studerade till övervägande del. Om även de som till övervägande del studerade på gymnasial nivå medräknas ökar antalet elever på grundläggande nivå markant. Enligt Skolverkets bearbetning av statistik åt utredningen var det totalt 43 326 elever som studerade minst en kurs på grundläggande nivå 2010, vilket är närmare 10 000 fler än de 33 561 elever som anges i den officiella statistiken det året. Vid tolkning av statistiken är det viktigt att ha vetskap om att elevantalet är underskattat. De uppgifter som redovisas i de följande avsnitten utgår dock, i enlighet med prioriteringen i den officiella statistiken, från elever som till övervägande del läser på grundläggande nivå.</P>
<P class="p347 ft13"><SPAN class="ft13">2.5.3</SPAN><SPAN class="ft70">Bakgrundsuppgifter om elever på grundläggande nivå</SPAN></P>
<P class="p348 ft9">I detta avsnitt beskrivs eleverna på grundläggande nivå och förändringar i elevgruppen över tid. Redovisningen bygger främst</P>
<P class="p349 ft20">65</P>
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<P class="p53 ft9">på uppgifter som Skolverket har tagit fram åt utredningen. Uppgifterna överensstämmer till största del med uppgifterna i den officiella statistiken.<SPAN class="ft36">40</SPAN></P>
<P class="p114 ft13">En majoritet är kvinnor</P>
<P class="p108 ft9">En majoritet av eleverna i komvux är kvinnor. År 2011 var 63 procent av eleverna både på grundläggande och på gymnasial nivå kvinnor enligt Skolverkets officiella statistik. Andelen kvinnor har varit relativt stabil under den senaste tioårsperioden.</P>
<P class="p283 ft13">Nio av tio är födda utomlands</P>
<P class="p319 ft24">Irak är det vanligaste födelselandet</P>
<P class="p108 ft9">En stor majoritet av de som studerar inom komvux på grund- läggande nivå är födda utomlands. År 2011 var 90 procent av eleverna födda utomlands. Irak var det vanligaste födelselandet bland elever på grundläggande nivå detta år. Totalt hade drygt 5 500 elever Irak som sitt födelseland, vilket motsvarar 16 procent av samtliga elever det året. Därefter var Sverige (10 procent), Somalia (åtta procent) och Iran (fem procent) de vanligaste födelse- länderna.</P>
<P class="p77 ft9">På gymnasial nivå är andelen utlandsfödda betydligt lägre. Enligt Skolverkets officiella statistik var 30 procent av eleverna på gymnasial nivå 2011 födda utomlands.</P>
<P class="p350 ft58"><SPAN class="ft40">40 </SPAN>De uppgifter som Skolverket har tagit fram åt utredningen inkluderar något fler elever än vad som anges i den officiella statistiken. Totalt omfattar materialet 33 975 elever, jämfört med 32 965 elever i den officiella statistiken samma år. Denna skillnad beror enligt Skolverket bl.a. på att eleverna har prioriterats på olika sätt i de fall där en elev har samma antal verksamhetspoäng på grundläggande som på gymnasial nivå.</P>
<P class="p88 ft20">66</P>
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<P class="p270 ft24">Antalet svenskfödda elever har minskat kraftigt</P>
<P class="p351 ft9">Andelen utlandsfödda elever inom komvux på grundläggande nivå har ökat kraftigt sedan <NOBR>1990-talet,</NOBR> från 64 procent 2000 till 90 procent 2011. Främst beror ökningen på att de svenskfödda eleverna har minskat mycket kraftigt i antal, från cirka 17 200 till 3 500. Under samma tidsperiod har antalet utlandsfödda elever varit relativt oförändrat. En möjlig förklaring till att antalet svenskfödda elever har minskat är att satsningen på Kunskapslyftet <NOBR>1997–2002</NOBR> fångade upp många kortutbildade. En annan förklaring är att individuella program i gymnasieskolan (numera ersatta av introduktionsprogram) har varit ett alternativ för ungdomar som saknar grundskolekompetens.<SPAN class="ft36">41</SPAN></P>
<P class="p352 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p270 ft13">Elever födda i Sverige är ofta unga</P>
<P class="p351 ft9">Elever som studerar på grundläggande nivå inom komvux är i genomsnitt något äldre än elever på gymnasial nivå. År 2011 var medianåldern för elever på grundläggande nivå 32 år. Hälften av eleverna var alltså 32 år eller äldre. Knappt två av tio var yngre än 25 år.</P>
<P class="p82 ft41"><SPAN class="ft40">41 </SPAN>Skolverket (2012b).</P>
<P class="p136 ft20">67</P>
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<P class="p353 ft9">Åldersfördelningen skiljer sig markant åt mellan elever som är födda i Sverige och elever som är födda utomlands, då de svenskfödda eleverna i regel är betydligt yngre. År 2011 var 45 procent av de svenskfödda eleverna yngre än 25 år. Bland de utlandsfödda eleverna var motsvarande andel 15 procent. Jämfört med 2000 har andelen svenskfödda elever som är yngre än 25 år ökat kraftigt, från 19 till 45 procent.</P>
<P class="p354 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p88 ft13">Många utlandsfödda elever har hög tidigare utbildning</P>
<P class="p108 ft9">Det finns en stor spridning i utbildningsbakgrund hos de elever som läser inom komvux på grundläggande nivå. År 2011 hade drygt en tredjedel (37 procent) av eleverna högskoleutbildning enligt Skolverkets bearbetning av statistik till utredningen, vilket definieras som motsvarande en termin eller mer på en efter- gymnasial utbildning. Därutöver hade 28 procent en gymnasie- utbildning och 31 procent hade en förgymnasial utbildning. För fyra procent saknades uppgift om högsta utbildningsnivå.<SPAN class="ft36">42</SPAN></P>
<P class="p355 ft58"><SPAN class="ft40">42 </SPAN>Jämfört med de uppgifter som publiceras i den officiella statistiken är andelen som har okänd utbildningsbakgrund lägre i de uppgifter som Skolverket har tagit fram åt utredningen. Det beror enligt Skolverket på att uppgiften om utbildningsbakgrund är mer uppdaterad i bearbetningen jämfört med i den officiella statistiken.</P>
<P class="p95 ft20">68</P>
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<P class="p356 ft9">Utbildningsbakgrunden skiljer sig mycket åt mellan svensk- födda och utlandsfödda elever. Av de svenskfödda eleverna hade 60 procent högst förgymnasial utbildning 2011 och 31 procent hade högst gymnasial utbildning. Bland de utlandsfödda eleverna hade hela 41 procent eftergymnasial utbildning och bara 27 procent förgymnasial utbildning. Det är därmed i de allra flesta fall utlandsfödda elever som har en hög tidigare utbildning. Den främsta orsaken till att många med en hög tidigare utbildning studerar på grundläggande nivå är att de behöver lära sig det svenska språket. Högutbildade som studerar på grundläggande nivå i komvux analyseras närmare i avsnitt 5.5.</P>
<P class="p357 ft9">Över tid har andelen högutbildade ökat bland de utlandsfödda elever som läser på grundläggande nivå. Under 2000 var 21 procent av de utlandsfödda eleverna högutbildade, jämfört med 41 procent 2011. Under samma tidsperiod har andelarna med förgymnasial eller gymnasial utbildning minskat. Det är också en lägre andel med okänd utbildningsbakgrund 2011.</P>
<P class="p358 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p359 ft20">69</P>
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<P class="p53 ft9">Bland de svenskfödda eleverna har andelen högutbildade varit konstant låg under åren <NOBR>2000–2011,</NOBR> mellan fyra och sju procent. Andelen svenskfödda elever med endast förgymnasial utbildning har däremot ökat från 39 procent 2000 till 60 procent 2011.</P>
<P class="p327 ft13"><SPAN class="ft13">2.5.4</SPAN><SPAN class="ft70">Organisering av verksamheten</SPAN></P>
<P class="p93 ft9">År 2011 bedrevs komvux på grundläggande nivå i 246 av Sveriges 290 kommuner. Antalet elever som varje år studerar inom komvux på grundläggande nivå varierar mellan olika kommuner, från enstaka elever i mindre kommuner till flera tusen elever i storstads- kommunerna.</P>
<P class="p91 ft9">De kurser på grundläggande nivå som anordnades i flest kommuner 2011 var svenska som andraspråk, engelska och matematik. Totalt anordnade 234 av de 246 kommunerna dessa kurser. Även svenska och samhällskunskap anordnades av en klar majoritet av kommunerna. Orienteringskurser anordnades i drygt hälften av kommunerna som bedrev utbildning på grundläggande nivå, medan det var mycket ovanligt att anordna kurser inom något av de övriga ämnena.</P>
<P class="p360 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets officiella statistik.</P>
<P class="p361 ft20">70</P>
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<P class="p362 ft9">Majoriteten av kommunerna som bedrev komvux på grundläggande nivå anordnade utbildningen i egen regi. 81 procent av de kommuner som bedrev utbildning på grundläggande nivå 2010 hade all verksamhet i egen regi. Endast i fem procent av kommunerna anordnades en majoritet av verksamheten hos externa utbildningsanordnare.<SPAN class="ft36">43</SPAN></P>
<P class="p335 ft9">Över tid har andelen kursdeltagare som studerar hos en extern utbildningsanordnare ökat. År 2011 studerade 20 procent av kursdeltagarna inom komvux på grundläggande nivå hos en annan utbildningsanordnare än kommunen, jämfört med nio procent tio år tidigare. Det är dock en betydligt lägre andel än på gymnasial nivå, där 44 procent av kursdeltagarna studerade hos en extern utbildningsanordnare 2011.</P>
<P class="p332 ft13"><SPAN class="ft13">2.5.5</SPAN><SPAN class="ft70">Innehåll i studierna</SPAN></P>
<P class="p363 ft13">Ett fåtal kurser dominerar</P>
<P class="p85 ft26">Även om kurser inom tolv kunskapsområden ges på grundläggande nivå domineras utbildningen i praktiken av kurser i svenska som andraspråk, engelska, matematik, samhällskunskap och svenska, samt av orienteringskurser. Totalt studerade nästan samtliga av de närmare 80 000 kursdeltagarna på grundläggande nivå någon av dessa kurser 2011.</P>
<P class="p364 ft41"><SPAN class="ft40">43 </SPAN>Skolverket (2012b).</P>
<P class="p136 ft20">71</P>
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<P class="p4 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets officiella statistik.</P>
<P class="p365 ft10">Enligt den officiella statistiken läste varje elev i genomsnitt 2,4 kurser 2011. Eftersom varje elev i genomsnitt läser fler än en kurs är det även intressant att veta hur stor andel av eleverna som läser respektive kurs. Skolverkets bearbetning av statistiken visar att majoriteten av eleverna på grundläggande nivå 2011 läste kursen svenska som andraspråk. Därefter var engelska, matematik och orienteringskurs de kurser som flest elever studerade under året.</P>
<P class="p366 ft9">Elever födda i Sverige och utomlands studerar delvis olika kurser. En majoritet av de utlandsfödda eleverna studerade svenska som andraspråk 2011. Bland elever födda i Sverige var matematik den vanligaste kursen – drygt hälften läste en kurs i matematik under året. Engelska var relativt vanligt både bland elever födda i Sverige och utomlands.</P>
<P class="p367 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p98 ft13">Hälften studerade en enda kurs</P>
<P class="p368 ft9">Skolverket har tagit fram uppgifter åt utredningen om vilka kurser eleverna kombinerar. Uppgifterna avser elever som hade sin första kursstart på grundläggande nivå i komvux 2006, s.k. nybörjare. Eftersom nybörjare är samtliga som påbörjade studier på grund- läggande nivå under ett år ingår även de elever som till övervägande del studerade kurser på gymnasial nivå.</P>
<P class="p369 ft20">72</P>
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<P class="p370 ft9">Hälften av nybörjarna 2006 studerade bara en enda kurs<SPAN class="ft36">44 </SPAN>på grundläggande nivå under åren <NOBR>2006–2010.</NOBR> Det finns vissa skillnader mellan olika elevgrupper när det gäller antal kurser, bl.a. beroende på födelseland. Drygt hälften av de utlandsfödda eleverna studerade fler än en kurs, jämfört med en tredjedel av de svensk- födda eleverna. Personer äldre än 45 år studerade också ofta bara en kurs.</P>
<P class="p371 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p372 ft9">Av Skolverkets rapport om utbildning på grundläggande nivå framgår vilka kurser och kombinationer av kurser som är vanligast.<SPAN class="ft36">45 </SPAN>Enligt rapporten var det vanligast att elever 2006 studerade en kurs i svenska som andraspråk, engelska eller matematik, alternativt en orienteringskurs. Bland de nybörjare som läste fler än en kurs var det vanligast att kombinera svenska som andraspråk med någon av de ovan nämnda kurserna.</P>
<P class="p373 ft85"><SPAN class="ft56">44</SPAN><SPAN class="ft84">Med en kurs avses i detta sammanhang studier i ett visst ämne. I de enstaka fall där en elev har läst samma kurs flera gånger räknas detta som att eleven bara har läst en kurs.</SPAN></P>
<P class="p374 ft41"><SPAN class="ft56">45</SPAN><SPAN class="ft86">Skolverket (2012b). Skolverket har utgått från en lite annan målgrupp än de uppgifter som beskrivits ovan, men skillnaderna i utfall torde vara relativt små.</SPAN></P>
<P class="p375 ft20">73</P>
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<P class="p376 ft89"><SPAN class="ft87">1 </SPAN>Avser samtliga elever 2006 och den eller de kurser dessa elever studerade under perioden <NOBR>2006–2010.</NOBR> <SPAN class="ft88">Källa</SPAN>: Skolverket (2012b).</P>
<P class="p377 ft13">Ovanligt med studier på kvällstid eller under flexibla former</P>
<P class="p378 ft9">Enligt den officiella statistiken är det relativt ovanligt att kurser inom komvux på grundläggande nivå ges på kvällstid eller utan schemalagd undervisning.<SPAN class="ft36">46 </SPAN>Under 2011 studerade sex procent av kursdeltagarna på grundläggande nivå en kurs som var förlagd till kvällstid. Skolverkets bearbetning av statistik till utredningen visar att studier på kvällstid framför allt förekom i kurserna svenska som andraspråk och engelska.</P>
<P class="p77 ft9">Det är mer ovanligt med kurser utan schemalagd undervisning, t.ex. distansundervisning. År 2011 rapporterades att tre procent av kursdeltagarna på grundläggande nivå studerade under sådana former. Denna andel har varit stabil under de senaste fyra åren. Andelen som läste utan schemalagd undervisning var högst i kurserna svenska (fem procent) och svenska som andraspråk (fyra procent).</P>
<P class="p379 ft58"><SPAN class="ft40">46 </SPAN>Kvällstid definieras i Skolverkets officiella statistik som att kursen startade kl. 18.00 eller senare. Ej schemalagd undervisning definieras som undervisning som ej schemalagts som dag- eller kvällskurs, t.ex. ej schemalagd distansundervisning eller undervisning som anordnas under andra flexibla former.</P>
<P class="p95 ft20">74</P>
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<P class="p381 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p362 ft12">På gymnasial nivå var det en lägre andel av kursdeltagarna 2011 som hade läst en kurs på kvällstid (två procent). Däremot hade 15 procent läst en kurs utan schemalagd undervisning.</P>
<P class="p382 ft13"><SPAN class="ft13">2.5.6</SPAN><SPAN class="ft70">Studieresultat</SPAN></P>
<P class="p383 ft9">Det resultatmått som publiceras i den officiella statistiken för studerande på grundläggande nivå är andelen kursdeltagare som har slutfört eller avbrutit kursen, samt andelen som fortsatt kursen under följande kalenderår.<SPAN class="ft36">47 </SPAN>Statistik om betyg samlas visserligen in men presenteras inte eftersom kvaliteten bedöms vara allt för dålig.<SPAN class="ft36">48</SPAN></P>
<P class="p384 ft8">År 2011 var det enligt den officiella statistiken 60 procent av kursdeltagarna som slutförde den kurs de läste, 24 procent som avbröt kursen och 16 procent som antogs fortsätta under nästa kalenderår. Kursdeltagare som läste en orienteringskurs, en kurs i samhällskunskap eller en övrig kurs slutförde i högst utsträckning sina kurser. Andelen avbrott var högst i kurserna engelska och svenska. I svenska som andraspråk avbröt 21 procent kursen jämfört med 30 procent som avbröt sin kurs i engelska.</P>
<P class="p385 ft74"><SPAN class="ft56">47</SPAN><SPAN class="ft90">Att kursdeltagaren antas fortsätta kursen innebär att han eller hon inte har slutfört kursen men inte heller har avbrutit den. Kursdeltagaren antas då fortsätta kursen under nästa kalenderår, även om det i praktiken inte alltid blir så.</SPAN></P>
<P class="p386 ft41"><SPAN class="ft56">48</SPAN><SPAN class="ft59">Avsaknaden av betygsstatistik på grundläggande nivå diskuteras i avsnitt 4.1.</SPAN></P>
<P class="p136 ft20">75</P>
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<P class="p387 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets officiella statistik.</P>
<P class="p53 ft9">Sett över tid har andelen kursdeltagare som slutför en kurs varit relativt stabil och likaså andelen som avbryter en kurs. År 2011 har det dock skett en förändring, där andelen som slutfört en kurs har minskat och andelen som antas fortsätta kursen nästa kalenderår har ökat. Det framgår inte av Skolverkets beskrivning av statistiken vad denna förändring kan bero på.<SPAN class="ft36">49</SPAN></P>
<P class="p388 ft41"><SPAN class="ft40">49 </SPAN>En förklaring kan vara hur kurserna förläggs i tid, t.ex. om fler kurser än tidigare fortsätter efter årsskiftet, eller hur uppgifterna rapporteras in till Skolverket.</P>
<P class="p389 ft20">76</P>
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<P class="p390 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets officiella statistik.</P>
<P class="p305 ft13"><SPAN class="ft13">2.5.7</SPAN><SPAN class="ft70">Studietider och avbrott</SPAN></P>
<P class="p391 ft13">Svårt att beräkna studietider</P>
<P class="p118 ft10">Det är inte helt enkelt att beräkna genomsnittliga studietider för studerande inom komvux. Beroende på hur studietiden beräknas kan det bli stora skillnader i utfall. Uppgifter om genomsnittlig studietid påverkas bl.a. av hur många kurser en studerande läser och i vilken studietakt. Kvaliteten i uppgifter om studietid på kurser är också osäker. Skolverket samlar in uppgifter om <SPAN class="ft45">planerad </SPAN>studietid, vilket inte behöver överensstämma med den faktiska studietiden. Uppgifter om studietider bör därför tolkas med försiktighet.</P>
<P class="p97 ft10">I Skolverkets rapport om komvux på grundläggande nivå<SPAN class="ft81">50 </SPAN>beräknas den genomsnittliga studietiden för elever som påbörjade studier på grundläggande nivå 2006. Fram till och med 2010 studerade dessa elever i genomsnitt under <SPAN class="ft45">ett års tid </SPAN>på grundläggande nivå. Ingen hänsyn tas till studietakt eller eventuella avbrott varför uppgifterna bör tolkas med försiktighet. Den genomsnittliga studietiden varierade avsevärt beroende på hur</P>
<P class="p392 ft41"><SPAN class="ft40">50 </SPAN>Skolverket (2012b).</P>
<P class="p262 ft20">77</P>
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<P class="p300 ft9">många kurser eleven sammantaget studerade. För elever som läste en kurs var den genomsnittliga studietiden 41 veckor, jämfört med 86 veckor för studerande som läste två kurser. Därefter ökade det genomsnittliga antalet veckor i viss utsträckning ju fler kurser den studerande läste.</P>
<P class="p91 ft9">Skolverket har också beräknat genomsnittlig studietid för de vanligaste kurserna på grundläggande nivå. Svenska som andraspråk var den kurs som i genomsnitt tog längst tid – 60 veckor. Andra kurser med långa studietider var engelska (57 veckor) och matematik (50 veckor).</P>
<P class="p393 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverket (2012b).</P>
<P class="p394 ft10">För att få en bättre bild av hur lång tid elever studerar inom komvux på grundläggande nivå, och om detta skiljer sig åt mellan olika elevgrupper, har utredningen bett Skolverket att ta fram ytterligare uppgifter om studietider. Uppgifterna utgår från elever som hade sin första kursstart på grundläggande nivå 2006 och avser inskrivningstid, dvs. studietid där tid för eventuella uppehåll har räknats bort.<SPAN class="ft81">51</SPAN></P>
<P class="p91 ft9">Enligt de uppgifter som Skolverket har tagit fram åt utredningen var den genomsnittliga studietiden för nybörjare år 2006 43 veckor, sett över tidsperioden <NOBR>2006–2010.</NOBR> Utlandsfödda elever hade en betydligt längre genomsnittlig studietid jämfört med svenskfödda elever. En bidragande orsak är sannolikt att</P>
<P class="p395 ft58"><SPAN class="ft40">51 </SPAN>Till viss del skiljer sig uppgifterna från uppgifterna i Skolverket (2012b). De uppgifter som utredningen har fått utgår från elever som hade sin första kursstart på grundläggande nivå 2006, medan Skolverkets rapport utgår från samtliga elever 2006. I utredningens uppgifter har tid för avbrott räknats bort medan det i Skolverkets rapport är tid mellan första kursstart och sista kursslut som har beräknats.</P>
<P class="p88 ft20">78</P>
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<P class="p396 ft9">utlandsfödda elever oftare än svenskfödda studerar fler än en kurs på grundläggande nivå.</P>
<P class="p397 ft93"><SPAN class="ft91">1 </SPAN>Med P<SPAN class="ft92">10 </SPAN>avses 10:e percentilen etc. Den 10:e percentilen innebär att en tiondel av gruppen har detta värde eller lägre och att övriga 90 procent har detta värde eller högre.</P>
<P class="p398 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p399 ft9">Genomsnittlig studietid är ett grovt mått som döljer att det finns stora skillnader mellan olika elever. Den fjärdedel som studerade kortast tid på grundläggande nivå <NOBR>2006–2010</NOBR> studerade under ungefär fyra månader (18 veckor), medan den fjärdedel som studerade längst tid studerade över ett år (60 veckor). Hälften av de svenskfödda eleverna studerade fem månader eller mindre på grundläggande nivå.</P>
<P class="p400 ft13">Vanligt med studieavbrott</P>
<P class="p401 ft9">Det är vanligt att elever avbryter kurser inom vuxenutbildningen. Som tidigare nämnts avbryter ungefär en fjärdedel av kurs- deltagarna sin kurs. Skolverket har utifrån registeruppgifter analyserat avbrott i komvux och sfi, vilket presenteras i rapporten</P>
<P class="p402 ft24">Redovisning av uppdrag om avbrott i vuxenutbildningen <SPAN class="ft9">från 2012.</SPAN><SPAN class="ft36">52</SPAN></P>
<P class="p403 ft10">Bl.a. har Skolverket analyserat orsaker till studieavbrott samt hur många elever som någon gång under sin studietid avbryter en kurs.</P>
<P class="p404 ft9">Av Skolverkets rapport framgår att 39 procent av eleverna inom komvux avbröt någon kurs under 2008, varav 28 procent gjorde ett längre avbrott och sju procent ett kortare avbrott. Övriga avbröt aldrig utbildningen helt utan fortsatte på en annan kurs. Resultaten var i princip desamma för såväl elever på grundläggande som på gymnasial nivå inom komvux.</P>
<P class="p405 ft41"><SPAN class="ft40">52 </SPAN>Skolverket (2012e).</P>
<P class="p406 ft20">79</P>
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<P class="p407 ft8">När elever följdes under en längre tidsperiod <NOBR>(2005–2010)</NOBR> visade det sig att hälften av eleverna hade gjort minst ett kursavbrott under sin studietid. Många hade avbrutit mer än en kurs eller gjort flera avbrott på samma kurs. Elever inom komvux som både hade avbrutit och slutfört kurser studerade i genomsnitt under längre tid än de som hade slutfört alla sina kurser.</P>
<P class="p91 ft9">Skolverket försökte även att identifiera avbrottsorsaker i sin registerstudie, men fann att bara 24 procent av avbrotten på grundläggande nivå kunde förklaras genom registeruppgifter. Av dem som avbröt gjorde 11 procent det för att de blivit etablerade på arbetsmarknaden, fem procent avbröt när de fick barn och tre procent påbörjade andra studier. Därutöver kunde två procent av avbrotten förklaras av att eleven blev sjukskriven. Emigration, pension och kombinationer av orsaker kunde vardera förklara en procent av avbrotten. Skolverket konstaterar att registerstudier har begränsade möjligheter att förklara studieavbrott inom vuxen- utbildningen.</P>
<P class="p408 ft13"><SPAN class="ft13">2.5.8</SPAN><SPAN class="ft70">Övergångar mellan utbildningar</SPAN></P>
<P class="p93 ft9">Studier inom komvux kan ske parallellt med studier inom sfi eller särvux. Det är också vanligt med övergångar från en nivå eller skolform till en annan. Uppgifter om övergångar och kombi- nationer publiceras inte i den officiella statistiken, men kan tas fram genom att samköra uppgifter om studier i olika skolformer. Utredningen har bett Skolverket att ta fram sådana uppgifter i syfte att kunna belysa dessa aspekter. Framför allt uppgifterna om kombinationer bör dock tolkas med försiktighet.<SPAN class="ft36">53</SPAN></P>
<P class="p92 ft13">Många utlandsfödda elever på grundläggande nivå har läst i sfi</P>
<P class="p93 ft9">Skolverkets bearbetning visar att många utlandsfödda elever inom komvux på grundläggande nivå har studerat i sfi. Sammanlagt hade två tredjedelar av de utlandsfödda eleverna som påbörjade studier på grundläggande nivå 2006 läst i sfi någon gång under åren 2000– 2006. Bland utlandsfödda elever med eftergymnasial utbildning var andelen 75 procent.</P>
<P class="p67 ft41"><SPAN class="ft40">53 </SPAN>Kombinationer beräknas med utgångspunkt i överlappande kursperioder eller datum. Uppgifter om kursstart och kursslut avser dock planerad och inte faktisk studietid, varför det finns risk att statistiken om kombinationer blir missvisande.</P>
<P class="p409 ft20">80</P>
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<P class="p410 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p411 ft10">Nästan en tredjedel av de utlandsfödda eleverna hade <SPAN class="ft45">avslutat </SPAN>sina studier i sfi innan de påbörjade studier på grundläggande nivå. Enligt statistiken från Skolverket var det vanligast att antingen ha avslutat den högsta studievägskursen i sfi (3D), alternativt att inte ha avslutat någon kurs alls i sfi. Det vanligaste ämnet att läsa på grundläggande nivå var svenska som andraspråk. 87 procent av eleverna läste svenska som andraspråk, som enstaka ämne eller i kombination med ytterligare ämnen.</P>
<P class="p384 ft26">En dryg tredjedel av de utlandsfödda eleverna läste enligt statistiken <SPAN class="ft27">parallellt</SPAN><SPAN class="ft94">54 </SPAN>i sfi och på grundläggande nivå inom komvux. Denna studerandegrupp skiljer sig på flera sätt från de elever som först hade avslutat (alternativt avbrutit) studier i sfi. Eleverna som läste parallellt hade i större utsträckning kort tidigare utbildning eller en okänd utbildningsbakgrund. Relativt sett var andelen män högre, även om kvinnorna fortfarande var i majoritet.</P>
<P class="p73 ft13">Majoriteten studerar även på gymnasial nivå</P>
<P class="p85 ft29">En majoritet av eleverna på grundläggande nivå, både svensk- och utlandsfödda, studerar förr eller senare på gymnasial nivå inom</P>
<P class="p412 ft58"><SPAN class="ft40">54 </SPAN>Detta har beräknats utifrån överlappande kursdatum. Utredningens erfarenheter från kommunbesök m.m. indikerar dock att andelen som läser parallellt i sfi och på grund- läggande nivå inom komvux i praktiken är betydligt lägre än vad statistiken visar (se avsnitt 5.3.5).</P>
<P class="p136 ft20">81</P>
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<P class="p75 ft10">komvux. Enligt de uppgifter Skolverket tagit fram åt utredningen var det 66 procent som läste minst en kurs på gymnasial nivå t.o.m. 2010 av elever som påbörjade studier på grundläggande nivå 2006.<SPAN class="ft81">55 </SPAN>Det var vanligare att kvinnor och yngre personer studerade på gymnasial nivå, jämfört med män och personer över 45 år. Elever med gymnasial eller eftergymnasial utbildning studerade oftare på gymnasial nivå än personer med förgymnasial utbildning.</P>
<P class="p91 ft9">Enligt statistiken var studieperioderna överlappande för drygt hälften av de studerande, medan en av tio påbörjade studier på gymnasial nivå först <SPAN class="ft24">efter </SPAN>att studierna på grundläggande nivå hade avslutats helt.<SPAN class="ft36">56</SPAN></P>
<P class="p413 ft96"><SPAN class="ft95">1 </SPAN>Studier parallellt inkluderar även studier på gymnasial nivå som skett före studierna på grundläggande nivå. Totalt ingår 24 610 elever i underlaget.</P>
<P class="p414 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p415 ft74"><SPAN class="ft40">55 </SPAN>I Skolverket (2012b) anges att 75 procent av eleverna 2006 gick vidare till studier på gymnasial nivå till och med 2010. Enligt Skolverket beror skillnaden bl.a. på att uppgiften i rapporten utgått från samtliga elever 2006 och inte bara nybörjare, samt att även studier på gymnasial nivå under åren <NOBR>2000–2005</NOBR> medräknats.</P>
<P class="p416 ft41"><SPAN class="ft40">56 </SPAN>Som tidigare nämnts bör uppgifterna om kombinationer tolkas med försiktighet. Det ska också noteras att det i gruppen nybörjare ingår även studerande som i den officiella statistiken räknas till den gymnasiala nivån.</P>
<P class="p409 ft20">82</P>
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<P class="p417 ft68"><SPAN class="ft7">3</SPAN><SPAN class="ft67">Utredningens övergripande bedömning</SPAN></P>
<P class="p418 ft66"><SPAN class="ft28">3.1</SPAN><SPAN class="ft76">En förbisedd men viktig del av vuxenutbildningen</SPAN></P>
<P class="p419 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Den kommunala vuxenutbildningen på grundläggande nivå är en förbisedd del av vuxenutbildningen. Intresset – särskilt det politiska – måste höjas för utbildningen.</P>
<P class="p420 ft9">Utredningen har gjort en stor mängd studiebesök i kommuner, har genomfört en större kommunenkät och har haft många kontakter med personer som på olika nivåer och i olika roller är delaktiga i eller har inflytande över komvux på grundläggande nivå. Vi har även tagit del av statistik och utredningar som beskriver utbildningen. Ett bestående intryck är att komvux på grund- läggande nivå är en förbisedd del av vuxenutbildningen. Det man i allmänhet förknippar med komvux är utbildningen på gymnasial nivå. Få personer utanför utbildningsväsendet intresserar sig för den grundläggande nivån eller känner ens till vad komvux på grundläggande nivå är.</P>
<P class="p421 ft9">Att komvux på grundläggande nivå kan sägas ha hamnat i skymundan yttrar sig på olika sätt. Tecken på att utbildningen inte uppmärksammas är att det enligt utredningens erfarenhet råder en stor okunskap om utbildningen, inte minst på politisk nivå, och att det under årens lopp varken på nationell eller på lokal nivå har funnits något större intresse av att följa upp effekterna av utbildningen på grundläggande nivå. Ett annat tecken på förbiseende är att statliga satsningar genom åren ofta har riktats gentemot komvux på gymnasial nivå och inte har omfattat den grundläggande nivån. Så har exempelvis varit fallet med den yrkesinriktade gymnasiala vuxenutbildningen (yrkesvux) och</P>
<P class="p422 ft20">83</P>
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<P class="p300 ft9">lärlingsutbildningen för vuxna. Även sfi har på senare tid fått stor uppmärksamhet, bl.a. genom olika utredningar och genom den s.k. <NOBR>sfi-bonusen.</NOBR> I budgetpropositionen för 2013 föreslår regeringen också ett tillfälligt statsbidrag för kvalitetshöjande insatser inom sfi.</P>
<P class="p107 ft8">Ytterligare ett tecken på att komvux på grundläggande nivå inte har uppmärksammats tillräckligt under årens lopp är att de problemområden som tas upp i utredningens direktiv till stor del har lyfts fram i tidigare granskningar och uttalanden. Exempelvis anges i denna utrednings direktiv att vi ska föreslå åtgärder för att förbättra utbildningens anpassning efter individers behov och förutsättningar. Bristande anpassning till förutsättningar och behov har tidigare tagits upp återkommande, t.ex. i lägesbedömningar Skolverket gjorde i slutet av <NOBR>1990-talet</NOBR> och i de tankar som föregick Kunskapslyftet.<SPAN class="ft79">1 </SPAN>Önskemål om förbättringar av studiemedels- systemet är ett annat återkommande inslag i flera tidigare bedömningar,<SPAN class="ft79">2 </SPAN>likväl som det är en uppgift för denna utredning att föreslå förändringar av studiemedelssystemet som bl.a. kan öka fullföljandet. Trots att samma områden har tagits upp och belysts vid flera tillfällen under lång tid kvarstår till stora delar samma frågeställningar och samma problembild som tidigare när det gäller komvux på grundläggande nivå.</P>
<P class="p423 ft9">Att komvux på grundläggande nivå förbises beror enligt utredningens bedömning till stor del på att det inte har funnits något större politiskt intresse för utbildningsformen. Det måttliga politiska intresset kan enligt utredningens bedömning framför allt hänföras till att komvux på grundläggande nivå berör ett förhållandevis litet antal studerande. Långt färre studerar på grundläggande nivå än inom t.ex. sfi eller komvux på gymnasial nivå. Kostnaderna för utbildningen på grundläggande nivå är därmed inte heller lika höga som för många andra utbildningar. Bristande politiskt intresse, både på nationell och på kommunal nivå, kan leda till att uppföljningsinsatserna blir halvhjärtade, vilket i sin tur kan leda till att intresset minskar ytterligare, osv.</P>
<P class="p290 ft29">Utredningen bedömer också att komvux på grundläggande nivå hamnar i skymundan mellan sfi och komvux på gymnasial nivå. Trots att utbildning på grundläggande nivå inom komvux i praktiken ofta fungerar som en integrationsåtgärd uppmärksammas sällan utbildningen i integrationsdebatten. Inte heller arbets-</P>
<P class="p424 ft58"><SPAN class="ft71">1</SPAN><SPAN class="ft72">Se t.ex. Skolverket (1997), Skolverket (1998) och prop. 1996/97:1.</SPAN></P>
<P class="p291 ft41"><SPAN class="ft71">2</SPAN><SPAN class="ft75">Se t.ex. SOU 2000:28.</SPAN></P>
<P class="p95 ft20">84</P>
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<P class="p425 ft10">marknadspolitiskt röner utbildningen uppmärksamhet. Det senare kan bero på att det i praktiken ofta krävs fortsatta studier för att faktiskt få ett arbete. Arbetsmarknadspolitiskt ligger det därmed närmare till hands att satsa på yrkesutbildning på gymnasial nivå inom komvux när syftet är att snabbt få personer i arbete. Att den grundläggande nivån hamnar i skymundan har enligt utredningens bedömning förstärkts av att regeringen på nationell nivå med olika statsbidrag har valt att satsa på sfi och på komvux på gymnasial nivå, men inte gjort motsvarande satsningar på den grundläggande nivån. Det är naturligt att de kommunala prioriteringarna påverkas av sådan statlig styrning – de verksamheter som tillförs extra resurser ges bättre möjligheter att utvecklas.</P>
<P class="p426 ft10">Utredningen anser att intresset måste höjas för komvux på grundläggande nivå. Bara genom ett ökat intresse finns det möjligheter att förbättra och utveckla verksamheten. Även om utbildningen berör en förhållandevis liten studerandegrupp är den mycket viktig. För en vuxen som saknar sådana kunskaper som normalt uppnås i grundskolan är studierna på den grundläggande nivån ofta avgörande för att han eller hon ska kunna delta i samhällslivet och etablera sig på arbetsmarknaden. Därmed är utbildningen även viktig för samhället, bl.a. med anledning av att personer som inte har kunskaper som motsvarar grundskolan har mycket sämre möjligheter än andra att få ett arbete och därmed att försörja sig själva. En väl fungerande utbildning på grundläggande nivå är alltså av stor betydelse både för enskilda och för samhället. Som en del i integrationsprocessen för vissa nyanlända invandrare är det av största vikt att utbildningsinsatserna på grundläggande nivå är effektiva. Det är olyckligt om utbildningen inom sfi förbättras men sedan inte kan åtföljas av en effektiv utbildning inom komvux på grundläggande nivå för de personer som har behov av detta. Komvux på grundläggande nivå måste ses som betydelsefull inom såväl utbildningspolitikens område som inom arbetsmarknads- och integrationspolitiken.</P>
<P class="p427 ft20">85</P>
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<P class="p343 ft28"><SPAN class="ft28">3.2</SPAN><SPAN class="ft69">Regelverket är i huvudsak tillräckligt</SPAN></P>
<P class="p428 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>Skollagen (2010:800) och förordningen (2011:1108) om vuxenutbildning är i huvudsak tillräckliga för att den kommunala vuxenutbildningen på grundläggande nivå ska kunna utformas utifrån elevens behov och förutsättningar. Behovet av författningsändringar är därför begränsat. Ett annat skäl att vara restriktiv med författnings- ändringar är att de nya styrdokumenten började tillämpas först den 1 juli 2012. Det finns anledning att följa effekterna av den nya regleringen innan det genomförs ytterligare förändringar.</P>
<P class="p429 ft8">Individanpassning och flexibilitet är avgörande för en väl funge- rande vuxenutbildning. Utredningens övergripande bedömning är att styrdokumenten, framför allt skollagen och förordningen om vuxenutbildning, ger goda förutsättningar för kommunerna att kunna utforma en individanpassad och flexibel komvuxutbildning på grundläggande nivå. Styrdokumenten ger exempelvis möjligheter till validering och möjligheter att kombinera studier i olika skolformer, samt ger stor frihet för huvudmännen att anordna utbildningen på olika sätt, i olika former och på allehanda tider. Det är viktigt att denna frihet kvarstår då den är en förutsättning för att utbildningen ska kunna anpassas efter var och ens behov.</P>
<P class="p430 ft8">Trots de goda författningsmässiga möjligheterna skiljer sig graden av flexibilitet och individanpassning stort mellan landets kommuner. Vissa kommuner erbjuder en utbildning av god kvalitet och med en hög nivå på både individanpassning och flexibilitet. Andra kommuner uppvisar enligt utredningens erfarenheter brister såväl när det gäller allmän utbildningskvalitet som när det handlar om individanpassning och flexibilitet. Skillnaderna beror enligt utredningens bedömning till största delen på kommunernas prioriteringar, arbetssätt och tillämpning. Det är således kommunerna som i första hand bör vidta åtgärder.</P>
<P class="p77 ft9">Det är kommunernas skyldighet att organisera vuxenutbild- ningen på ett sådant sätt att de studerandes behov av flexibilitet och individanpassning blir tillgodosedda. Detta ställer höga krav på kommunerna. Utbildningen ska organiseras så att det finns möjlighet att studera på tider och sätt som passar den enskildes behov. Det bör exempelvis finnas möjlighet att studera på heltid eller på olika deltidsnivåer. Klassrumsundervisning, distans-</P>
<P class="p431 ft20">86</P>
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<P class="p60 ft9">undervisning eller kombinationer av dessa är exempel på former för undervisningen som kommunerna bör erbjuda. Det ska även gå att kombinera studier inom olika skolformer utan hinder av lokalt uppsatta antagningsregler eller av schemakrockar.</P>
<P class="p432 ft8">Utredningens förslag är avsedda att bidra till en mer individualiserad och flexibel utbildning som därmed även blir mer effektiv. Utan att förringa de förslag utredningen presenterar är det dock hos kommunerna som den stora förbättringspotentialen finns. Som komplement till våra förslag gör vi därför även ett antal bedömningar om arbetssätt och liknande som, om de anammas, har stora möjligheter att förbättra komvux på grundläggande nivå.</P>
<P class="p341 ft9">Det regelverk som i dag styr vuxenutbildningen är delvis nytt och började tillämpas den 1 juli 2012. Utredningens arbete har pågått både före och efter den tidpunkten. Merparten av utredningens studiebesök och utredningens stora enkät till kommunerna genomfördes under våren 2012. Detta innebär, tillsammans med den korta tid som har förflutit sedan de nya bestämmelserna började tillämpas, att det inte har varit möjligt för utredningen att studera effekterna av det nya regelverket. Vi anser därför att det i nuläget finns anledning att vara restriktiv med att införa en ny reglering av vuxenutbildningen. Innan författnings- ändringar genomförs är det önskvärt att de nyligen genomförda ändringarna först följs upp och utvärderas.</P>
<P class="p433 ft20">87</P>
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<P class="p434 ft68"><SPAN class="ft7">4</SPAN><SPAN class="ft67">Organisation, styrning och uppföljning</SPAN></P>
<P class="p435 ft9">Utredningen har haft i uppdrag att studera den kommunala organisationen och styrningen av komvux på grundläggande nivå. Utredningens erfarenheter om kommunal organisation och styrning redovisas nedan i avsnitt 4.2. Den kommunala organisationen, styrningen och uppföljningen hänger ofta intimt samman med nationell styrning och uppföljning. I avsnitt 4.1 redovisas, trots att det inte ligger inom utredningens huvudsakliga uppdrag, några iakttagelser på detta område som utredningen ser som problem, samt utredningens förslag till åtgärder på den nationella nivån.</P>
<P class="p436 ft28"><SPAN class="ft28">4.1</SPAN><SPAN class="ft69">Nationell styrning och uppföljning</SPAN></P>
<P class="p437 ft13"><SPAN class="ft13">4.1.1</SPAN><SPAN class="ft70">Nationell statistik och uppföljning</SPAN></P>
<P class="p438 ft26"><SPAN class="ft97">Utredningens förslag</SPAN>: Skolverket ges i uppdrag att vidta åtgärder för att förbättra statistiken om kommunal vuxenutbildning.</P>
<P class="p439 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Det är positivt att uppföljning av den kommunala vuxenutbildningen på grundläggande nivå har fått större uppmärksamhet under de senaste åren. Det är önskvärt att skolmyndigheterna även fortsättningsvis belyser vuxenutbild- ningen och ökar kunskapen om dess skolformer.</P>
<P class="p440 ft20">89</P>
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<P class="p88 ft13">Behov av bättre nationell statistik</P>
<P class="p93 ft9">Skolverket ansvarar för den officiella statistiken om vuxen- utbildningen. Vid upprepade tillfällen har det framförts synpunkter på att statistiken om vuxenutbildningen är bristfällig. Exempelvis konstaterade Skolverket i sin lägesbedömning 2009 att det fanns brister i statistiken.<SPAN class="ft36">1 </SPAN>I en rapport från 2010 ansåg även Skol- inspektionen att den nationella statistiken behöver utvecklas för att ge en god bild av vuxenutbildningens resultat och för att bättre främja kommunernas uppföljning.<SPAN class="ft36">2</SPAN></P>
<P class="p77 ft9">En brist är enligt utredningens uppfattning att det inte publiceras någon betygsstatistik för den grundläggande nivån. Utan kunskap om betygsresultat saknas en helhetsbild av målupp- fyllelsen inom komvux på grundläggande nivå. Betygsuppgifter samlas in av Statistiska centralbyrån (SCB) på uppdrag av Skolverket, men publiceras inte i den officiella statistiken. Anledningen är att det för en relativt stor andel av kursdeltagarna inte rapporteras in uppgift om betyg, trots att betyg ska sättas på kursen. Uppgifterna bedöms därför inte vara av tillräckligt god kvalitet för att ingå i den officiella statistiken. Enligt uppgifter som Skolverket har tagit fram åt utredningen saknades betygsunderlag för 32 procent av de kursdeltagare som slutfört en kurs på grundläggande nivå 2011.<SPAN class="ft36">3</SPAN></P>
<P class="p290 ft8">Enligt Skolverket finns det flera skäl till att kommunerna ofta inte rapporterar in uppgifter om betyg för kursdeltagare på grundläggande nivå. Ett skäl är att den studerande kan ha blivit överflyttad till gymnasial nivå utan att kursen på grundläggande nivå formellt har avslutats. Ett annat skäl är att kommuner felaktigt kan rapportera att en kurs är slutförd trots att kursen fortsätter under nästkommande halvår. I utredningens samtal med kommun- företrädare har det även framkommit att det finns problem med inrapportering av resultat när kurser delas in i delkurser.</P>
<P class="p77 ft9">Enligt utredningens bedömning kan det faktum att uppgifterna inte publiceras i den officiella statistiken bidra till att kvaliteten inte förbättras. Om uppgifterna inte publiceras finns det risk för att kommunerna inte prioriterar dem i sin inrapportering och att de inte uppmärksammar brister.</P>
<P class="p318 ft58"><SPAN class="ft71">1</SPAN><SPAN class="ft72">Skolverket (2009b).</SPAN></P>
<P class="p304 ft58"><SPAN class="ft71">2</SPAN><SPAN class="ft72">Skolinspektionen (2009).</SPAN></P>
<P class="p253 ft41"><SPAN class="ft71">3</SPAN><SPAN class="ft59">Kursdeltagare som har slutfört en orienteringskurs ingår inte i underlaget, då inget betyg sätts i orienteringskurser.</SPAN></P>
<P class="p389 ft20">90</P>
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<P class="p441 ft9">Det finns även andra statistikuppgifter om komvux som samlas in men som inte publiceras, bl.a. på grund av kvalitetsbrister. En sådan uppgift är om kursdeltagarnas kunskaper har validerats. Validering följs upp av Skolverket inom ramen för satsningen på yrkesvux men det görs ingen kontinuerlig uppföljning av all validering som sker inom vuxenutbildningen. Ytterligare en uppgift som samlas in men inte publiceras är uppgiften om att en kursdeltagare har deltagit i en prövning. Det publiceras inte heller några uppgifter om vilka kurser som ges på kvällstid eller på distans.<SPAN class="ft36">4</SPAN></P>
<P class="p341 ft9">Utredningen anser att det även i andra avseenden än de nämnda finns behov av att utveckla statistiken för att den bättre ska spegla de flexibla aspekterna av vuxenutbildningen. Ett utvecklingsområde är statistik över flöden mellan utbildningar. I nuläget publiceras exempelvis statistiken för komvux och sfi separat. Det publiceras inga uppgifter som anger i vilken utsträckning studerande går vidare från den ena skolformen till den andra eller i vilken utsträckning studerande kombinerar studier i olika skolformer eller på olika nivåer.<SPAN class="ft36">5</SPAN></P>
<P class="p296 ft10">Sammantaget ser utredningen behov av förbättringar av den nationella statistiken om komvux. Statistiken utgör ett viktigt underlag för att öka kunskapen om vuxenutbildningen. Utredningens bedömning är att den officiella statistiken behöver kompletteras med ett antal uppgifter, varav vissa redan samlas in. Den största bristen i nuläget är avsaknaden av betygsstatistik för kurser på grundläggande nivå. Betygsstatistik är ett centralt resultatmått som väsentligt skulle öka kunskaperna om utbildningsformen. Även uppgifter om validering och andra aspekter av flexibilitet och individualisering är önskvärt om de kan publiceras i den nationella statistiken, liksom uppgifter om flöden mellan skolformer.</P>
<P class="p442 ft9">Utredningen anser att det är angeläget att Skolverket analyserar orsakerna till kvalitetsbristerna och vidtar åtgärder för att förbättra statistiken om komvux i allmänhet och komvux på grundläggande nivå i synnerhet, i syfte att ge ökad kunskap om verksamheten. Utredningen föreslår därför att Skolverket ges i uppdrag att vidta åtgärder för att förbättra statistiken.</P>
<P class="p443 ft74"><SPAN class="ft56">4</SPAN><SPAN class="ft98">Statistik om kurser utan schemalagd undervisning eller kvällskurser ingår i den officiella statistiken. Däremot framgår inte i vilka ämnen som detta erbjuds. Skolverket har tagit fram sådana uppgifter till utredningen, vilket beskrivs i avsnitt 2.5.</SPAN></P>
<P class="p444 ft41"><SPAN class="ft56">5</SPAN><SPAN class="ft99">I särskilda studier kan sådana uppgifter ingå. Uppgift om andelen av de studerande på grundläggande nivå som går vidare till studier på gymnasial nivå presenterades t.ex. i Skolverket (2012b).</SPAN></P>
<P class="p445 ft20">91</P>
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<P class="p88 ft13">Uppföljningen har varit sporadisk – men utvecklingen är positiv</P>
<P class="p446 ft8">Nationell uppföljning och utvärdering är viktig för att öka kunskaperna om vuxenutbildningen och för att det ska vara möjligt att bedöma måluppfyllelsen. Tidigare har det i olika sammanhang förts fram kritik mot arbetet med uppföljning. Regeringen framhöll i budgetpropositionerna för 2009 och 2010 att tillsyn, uppföljning och utvärderingsarbete behövde förbättras, både på lokal och på nationell nivå.<SPAN class="ft79">6 </SPAN>Skolverket uppmärksammade i sin lägesbedömning 2009 ett behov av mer kunskap om komvux. Skolverket aviserade då att man avsåg att genomföra utvärderingsinsatser och analyser av statistiken för att öka kunskaperna om vuxenutbildningen.<SPAN class="ft79">7</SPAN></P>
<P class="p312 ft9">Under de senaste åren har utvecklingen varit positiv. Under 2012 presenterades flera rapporter som har gett ökad kunskap om komvux på grundläggande nivå. Både Skolinspektionen och Skolverket har publicerat rapporter som har behandlat den grund- läggande nivån.<SPAN class="ft36">8 </SPAN>Skolverket har också publicerat en rapport specifikt om orsaker till avbrott i vuxenutbildningen.<SPAN class="ft36">9 </SPAN>Särskilda uppföljningsinsatser har även genomförts om satsningen på yrkesvux. Regeringen har därutöver gett Skolverket i uppdrag att genomföra en attitydundersökning riktad till studerande och lärare inom vuxenutbildningen, vilken ska redovisas i juni 2013.<SPAN class="ft36">10 </SPAN>I sammanhanget kan också nämnas att Skolverket sedan november 2010 har tillgång till en databas med uppgifter på individnivå för studerande inom komvux och sfi, inklusive uppgifter om de studerandes sysselsättning före, under och efter studierna.<SPAN class="ft36">11 </SPAN>Detta underlättar fördjupade analyser om vuxenutbildningen. Samman- taget bidrar dessa olika insatser till en ökad kunskap om vuxen- utbildningen.</P>
<P class="p423 ft9">Utredningen anser att det är positivt att uppföljningen av vuxenutbildningen de senaste åren har fått större uppmärksamhet. Det är önskvärt att skolmyndigheterna även fortsättningsvis belyser vuxenutbildningen och ökar kunskapen om dess skol- former, både genom separata undersökningar och genom fördjupade analyser av befintlig statistik.</P>
<P class="p447 ft58"><SPAN class="ft71">6</SPAN><SPAN class="ft72">Prop. 2009/10:01 och prop. 2010/11:01.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft71">7</SPAN><SPAN class="ft72">Skolverket (2009b).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft71">8</SPAN><SPAN class="ft100">Skolverket (2012b) och Skolinspektionen (2012a).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft71">9</SPAN><SPAN class="ft100">Skolverket (2012e).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">10</SPAN><SPAN class="ft73">Regeringen (2012a).</SPAN></P>
<P class="p253 ft41"><SPAN class="ft56">11</SPAN><SPAN class="ft86">Skolverket har tillgång till dessa uppgifter via SCB:s datalager Microdata Online Access (MONA). Eftersom uppgifterna är registeruppgifter finns en viss eftersläpning. Skolverket (2010a).</SPAN></P>
<P class="p409 ft20">92</P>
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<P class="p448 ft13"><SPAN class="ft13">4.1.2</SPAN><SPAN class="ft70">Stödmaterial för en likvärdig bedömning och betygssättning</SPAN></P>
<P class="p449 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: Skolverket ges i uppdrag att ta fram ett material för att stödja en likvärdig bedömning och betygssättning inom kommunal vuxenutbildning på grundläggande nivå.</P>
<P class="p450 ft13">Det finns behov av ett stödmaterial</P>
<P class="p451 ft8">I förordningen om vuxenutbildning anges att lärarna inom komvux på gymnasial nivå bör använda sig av nationella prov.<SPAN class="ft79">12 </SPAN>Från och med hösten 2013 är regeringens avsikt att nationella prov ska bli obligatoriska att använda inom komvux på gymnasial nivå.<SPAN class="ft79">13 </SPAN>Det finns också avsatta pengar till Skolverket för att förbereda och ta fram nationella prov för detta ändamål.<SPAN class="ft79">14 </SPAN>Däremot rekommenderas inte längre att nationella prov används inom komvux på grundläggande nivå. Anledningen är att de nya kursplanerna för utbildning på grundläggande nivå innehållsmässigt inte längre motsvarar proven inom grundskolan.</P>
<P class="p452 ft9">Nationella prov har som syfte att stödja en likvärdig och rättvis bedömning och betygssättning och att ge underlag för en analys av i vilken utsträckning kunskapskraven uppfylls på skolnivå, på huvudmannanivå och på nationell nivå.</P>
<P class="p453 ft9">Utredningen anser att det finns ett stort behov av nationella bedömningsinstrument för kunskapsmätning. Utan sådana instrument finns det stora risker för att utbildningen inte kommer att vara likvärdig i hela landet.</P>
<P class="p454 ft26">Utredningen har genom sina studiebesök i kommuner kunnat konstatera att det finns ett stort behov av ett ersättningsmaterial för de nationella proven. Enheterna inom vuxenutbildningen på grundläggande nivå är ofta små och lärarna arbetar ofta ensamma i sitt ämne. För att bedömningen av kunskapsnivån ska göras lika på olika platser krävs att lärarna ges möjligheter att stämma av i förhållande till någon form av nationell norm. Annars kan lärare göra olika tolkningar av mål och betygskriterier. Även om betygen på grundläggande nivå inte används som urvalsinstrument för</P>
<P class="p455 ft58"><SPAN class="ft56">12</SPAN><SPAN class="ft57">4 kap. 10 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p456 ft58"><SPAN class="ft56">13</SPAN><SPAN class="ft57">Prop. 2012/13:1.</SPAN></P>
<P class="p456 ft41"><SPAN class="ft56">14</SPAN><SPAN class="ft59">Regleringsbrev för budgetåret 2013 avseende Statens skolverk.</SPAN></P>
<P class="p457 ft20">93</P>
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<P class="p326 ft9">högre utbildning är det betydelsefullt att nivån för godkänt kan säkerställas.<SPAN class="ft36">15</SPAN></P>
<P class="p144 ft9">I dag bedrivs en förhållandevis stor del av komvux på grund- läggande nivå genom upphandlad verksamhet. Att verksamheten därmed också bedrivs på ett stort antal enheter ökar ytterligare behovet av att samordna betygsbedömningarna mellan olika utbildningsanordnare. För att säkerställa likvärdigheten i betygsättningen krävs enligt utredningens bedömning ett nationellt framtaget material som kan bidra till att bedömningen görs på likvärdiga grunder.</P>
<P class="p77 ft9">Utredningen föreslår att Skolverket ges i uppdrag att ta fram ett stödmaterial för bedömning och betygssättning inom komvux på grundläggande nivå. Materialet bör omfatta ämnena svenska, svenska som andraspråk, engelska och matematik och ska syfta till att ge en likvärdig betygsättning över landet. Detta uppdrag ligger inom ramen för Skolverkets ordinarie uppdrag.<SPAN class="ft36">16</SPAN></P>
<P class="p91 ft9">Det stödmaterial utredningen föreslår är inte ett prov. Stödmaterialet medför därmed inte heller den omfattande administration som följer av att ta fram och genomföra nationella prov. Det finns inte heller något behov av att årligen uppdatera ett sådant stödmaterial. Ett alternativ hade varit att ge Skolverket i uppdrag att ta fram nationella prov även för komvux på grund- läggande nivå. Ett viktigt skäl skulle vara att möjliggöra en upp- följning av kunskapsutvecklingen på nationell nivå. Mot bakgrund av att antalet studerande på grundläggande nivå är begränsat och att betygen inte används som urvalsinstrument för högre utbildning, anser dock utredningen att det inte är motiverat ur kostnads- synpunkt att ta fram nationella prov specifikt för denna studerandegrupp.<SPAN class="ft36">17</SPAN></P>
<P class="p458 ft58"><SPAN class="ft56">15</SPAN><SPAN class="ft57">Behovet av betyg på grundläggande nivå diskuteras i kapitel 11.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">16</SPAN><SPAN class="ft73">Enligt regleringsbrevet ska Skolverket ”kontinuerligt bedöma behov av och utveckla prov och bedömningsmaterial inom provbankerna, diagnostiska material och nationella </SPAN><NOBR>ämnes-,</NOBR> kurs- och slutprov samt anpassa dessa till olika elevgruppers behov.” Regleringsbrev för budgetåret 2013 avseende Statens skolverk.</P>
<P class="p459 ft41"><SPAN class="ft56">17</SPAN><SPAN class="ft75">Som jämförelse kan nämnas att regeringen 2013 avsatt 10 miljoner kronor för att förbereda och ta fram nationella prov på gymnasial nivå inom komvux. Regleringsbrev för budgetåret 2013 avseende Statens skolverk.</SPAN></P>
<P class="p409 ft20">94</P>
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<P class="p460 ft13">Ett nytt stödmaterial bör anpassas till vuxenutbildningen</P>
<P class="p451 ft10">De nationella prov som hittills har använts inom komvux på grundläggande nivå har primärt varit utformade för verksamheten inom grundskolan.<SPAN class="ft81">18 </SPAN>Kunskapsnivån på proven har speglat kunskapsnivån i motsvarande ämne i grundskolan. Detta innebär att många av områdena i proven har vänt sig till en annan målgrupp än till vuxenstuderande. Det kan vara svårt att som vuxen relatera till uppsatsskrivning om ett ämnesområde som är valt för att passa elever i grundskolan. En vuxenstuderande med begränsad dator- vana kan t.ex. ha svårt att känna sig motiverad av en skrivuppgift med titeln ”Vem är jag på nätet?”.<SPAN class="ft81">19 </SPAN>Att merparten av de studerande är utlandsfödda, med annan kulturell bakgrund och andra erfarenheter, kan försvåra situationen ytterligare.</P>
<P class="p461 ft9">Trots att lärarna i stor utsträckning tidigare använde de nationella proven upplevde många, enligt vad som framkommit vid utredningens studiebesök, att provens utformning försvårade för studerande med relativt goda kunskaper i svenska att prestera i enlighet med sin kunskapsnivå på provet i svenska som andraspråk. Lärare har även fört fram att det har fanns problem förknippade med utformningen av de nationella proven i matematik. I dessa prov har den svenska texten i uppgifterna ofta varit så komplicerad att en studerande med annat modersmål än svenska kan ha haft stora problem att lösa uppgifterna, trots goda ämneskunskaper i matematik.</P>
<P class="p452 ft9">Lärare som utredningen har mött har även framfört önskemål om nationella prov eller motsvarande stödmaterial som är anpassade till vuxna. Det är enligt utredningens bedömning viktigt att det stödmaterial utredningen förordar anpassas till vuxen- studerande.</P>
<P class="p462 ft13"><SPAN class="ft13">4.1.3</SPAN><SPAN class="ft70">Tillsyn och granskning</SPAN></P>
<P class="p463 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: Skolinspektionen ges i uppdrag att genomföra systematisk tillsyn av vuxenutbildningen på både huvudmannanivå och enhetsnivå.</P>
<P class="p464 ft74"><SPAN class="ft40">18 </SPAN>Nationella prov har använts i ämnena svenska, svenska som andraspråk, engelska och matematik.</P>
<P class="p465 ft41"><SPAN class="ft40">19 </SPAN>Exemplet är hämtat från ett tidigare nationellt prov i svenska som andraspråk för årskurs 9.</P>
<P class="p466 ft20">95</P>
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<P class="p53 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Skolinspektionen bör utveckla sitt arbete med att ge råd och vägledning i samband med tillsynen.</P>
<P class="p283 ft13">Tillsyn på enhetsnivå nödvändig</P>
<P class="p93 ft9">Skolinspektionen har tillsynsansvar för vuxenutbildningen. Av Skolinspektionens regleringsbrev framgår att tillsyn inom ungdomsskolan ska genomföras dels på huvudmannanivå och dels på enhetsnivå. Inom vuxenutbildningen ska tillsynen i huvudsak göras på huvudmannanivå.<SPAN class="ft36">20 </SPAN>Enligt Skolinspektionens års- redovisning 2011 granskades 48 kommuner och 61 olika verk- samheter i den regelbundna tillsynen av vuxenutbildningen under året.<SPAN class="ft36">21 </SPAN>I praktiken genomförs tillsyn av vuxenutbildningen på enhetsnivå därmed vid vissa kommuntillsyner. Det är dock inte systematiserat när tillsyn sker på enhetsnivå och när den enbart sker på huvudmannanivå. Nivån på tillsynen kan enligt Skolinspektionen bero på tidsmässiga resurser vid tillsynsbesöket eller på en risk- och väsentlighetsanalys.</P>
<P class="p467 ft10">Kommunerna har olika modeller för att erbjuda vuxenutbildning. En del kommuner bedriver enbart verksamhet i egen regi, andra kommuner erbjuder en kombination av utbildning i egen regi och upphandlad utbildning, medan ytterligare andra kommuner enbart handlar upp vuxenutbildning av externa utbildningsanordnare. Att verksamheten erbjuds på så olika sätt innebär svårigheter att få en total bild av vuxenutbildningen om tillsynsverksamheten i huvudsak genomförs på huvudmannanivå. Avsaknaden av en fullständig bild av vuxen- utbildningen kan äventyra utbildningens kvalitet och likvärdighet.</P>
<P class="p468 ft10">Studerande inom vuxenutbildningen i allmänhet, och studerande på grundläggande nivå i synnerhet, är enligt utredningens erfarenheter ofta tacksamma över den möjlighet till studier som de erbjuds. Det kan då vara osäkert att grunda tillsynsbehovet på enhetsnivå på signaler från de studerande. Det är därför av vikt att tillsynen inom vuxenutbildningen, i likhet med den inom ungdomsskolan, med regelbundenhet genomförs även på enhets- nivå. Vuxenutbildning på grundläggande nivå är dessutom en rättighetsbaserad utbildning vilket medför att särskilt höga krav kan ställas på tillsynen. Även mot bakgrund av de kvalitetsproblem utredningen har identifierat finns det skäl lägga fokus på tillsynen.</P>
<P class="p289 ft58"><SPAN class="ft56">20</SPAN><SPAN class="ft57">Regleringsbrev för budgetåret 2012 avseende Statens skolinspektion.</SPAN></P>
<P class="p291 ft41"><SPAN class="ft56">21</SPAN><SPAN class="ft59">Skolinspektionen (2012c).</SPAN></P>
<P class="p95 ft20">96</P>
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<P class="p441 ft9">Utredningen föreslår att tillsynen inom vuxenutbildningen ska förstärkas genom att tillsynen systematiskt ska genomföras även på enhetsnivå. En sådan förändring av tillsynsverksamheten medför ökade kostnader. Mot bakgrund av att utredningen inte har ekonomiska möjligheter att avsätta nya medel för en utökad tillsyn föreslår utredningen att Skolinspektionens resurser i högre grad anpassas efter de olika verksamheternas volymer. En sådan anpassning inom ramen för Skolinspektionens budget skulle, enligt utredningens bedömning, medföra ökade möjligheter att skärpa tillsynen av vuxenutbildningen på det sätt som utredningen föreslår.</P>
<P class="p287 ft13">Råd och vägledning inom ramen för tillsynen</P>
<P class="p469 ft10">Utbildningsverksamheten granskas på en rad punkter i Skolinspektionens regelbundna tillsyn. I ett tillsynsbeslut anges inom vilka områden anordnaren inte uppfyller de nationella kraven. Vid utredningens kontakter med Skolinspektionen framhåller myndigheten att en förutsättning för ett s.k. bristpåpekande är att påpekandet måste ha den tyngden att det kan leda till ett föreläggande enligt 26 kap. skollagen. Det sker därutöver inte någon systematisk granskning av kvaliteten i verksamheten i samband med tillsynen.</P>
<P class="p14 ft8">Den granskning som Skolinspektionen genomför kan bidra till en kvalitetsmässig utveckling av utbildningsverksamheten. Det övergripandet syftet med tillsynen är att höja kvaliteten i de verksamheter som granskas.<SPAN class="ft79">22 </SPAN>De begränsningar som finns i den nationella tillsynen kan enligt utredningens bedömning vara ett problem, bl.a. mot bakgrund av att många inslag i lagstiftningen inte är tvingande. Lagstiftningen ställer i dessa fall inte heller några exakta krav på utformningen av verksamheten. Det kan därför vara lätt att upprätthålla en nivå som är acceptabel som en lägstanivå, trots att det finns stor utvecklingspotential.</P>
<P class="p278 ft29">Många företrädare för vuxenutbildningen som utredningen har mött har efterfrågat ett ökat inslag av råd och vägledning i samband med Skolinspektionens tillsyn. Genom att öka inslagen av råd och vägledning<SPAN class="ft82">23 </SPAN>i samband med tillsynen skulle Skolinspektionen kunna bidra till en kvalitetsmässig utveckling av vuxen- utbildningen. Det finns flera exempel på hur Skolinspektionens</P>
<P class="p470 ft58"><SPAN class="ft56">22</SPAN><SPAN class="ft57">Prop. 2009/10:165.</SPAN></P>
<P class="p299 ft41"><SPAN class="ft56">23</SPAN><SPAN class="ft59">Enligt 26 kap. 9 § skollagen ska råd och vägledning ges inom ramen för tillsynen.</SPAN></P>
<P class="p262 ft20">97</P>
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<P class="p53 ft9">arbete med råd och vägledning skulle kunna ge viktig information till kommunerna. Skolinspektionen skulle t.ex. kunna diskutera i vilken utsträckning vägledningsfunktonen uppfyller sitt uppdrag. Man skulle också kunna bedöma kvaliteten i lämnad vägledning istället för att stanna vid att avgöra om vägledning erbjuds eller inte. Nivån på individanpassning och flexibilitet inom vuxen- utbildningen skulle också kunna tas upp.</P>
<P class="p91 ft9">Utredningen bedömer att huvudmännen skulle ha stor nytta av en systematiserad dialog med Skolinspektionen kring kvalitet och förbättringspotential i samband med den återkommande tillsynen. Dialogen bör då avse vad som skulle kunna utvecklas, inte hur en utveckling ska ske. Även om en muntlig återkoppling ofta sker till kommunerna i form av en bedömning av kvaliteten inom verksamheten, tycks Skolinspektionen ibland förlora sin roll som stöd för huvudmännen när det gäller utvecklingen av det kvalitativa arbetet. Det är därför utredningens uppfattning att Skol- inspektionen kan utveckla arbetet med råd och vägledning inom ramen för tillsynen.</P>
<P class="p290 ft10">I dagsläget bedriver Skolinspektionen det systematiska kvalitets- stärkande arbete som utredningen eftersöker inom ramen för s.k. kvalitetsgranskningar. Denna verksamhet är dock inte kontinuerlig på samma sätt som tillsynsverksamheten. För att få en kontinuitet i stödet till huvudmän och utbildningsanordnare är det därför utredningens bedömning att Skolinspektionen alltid bör kunna ge råd och vägledning i samband med sin regelbundna tillsyn.</P>
<P class="p289 ft13"><SPAN class="ft13">4.1.4</SPAN><SPAN class="ft70">Effektstudier på nationell nivå</SPAN></P>
<P class="p89 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: Institutet för arbetsmarknads- och utbildningspolitisk utvärdering (IFAU) ges i uppdrag att genom- föra en utvärdering av effekterna på nationell nivå av kommunal vuxenutbildning på grundläggande nivå.</P>
<P class="p471 ft9">För att det ska vara möjligt att bedöma om vuxenutbildningens utbud och organisering svarar mot behov och efterfrågan krävs en uppföljning av effekterna av utbildningen. Effektstudier, med inriktning på samhälleliga effekter av vuxenutbildningen, behövs för att visa på nyttan av studier inom vuxenutbildningen för både individen, kommunen och för samhället i stort.</P>
<P class="p472 ft20">98</P>
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<P class="p473 ft9">På nationell nivå finns i dag en okunskap om vad de ekonomiska resurser som avsätts för komvux på grundläggande nivå verkligen leder till. Det är därför intressant att följa upp vad som händer med de studerande efter avslutade studier på grundläggande nivå. Hur många fortsätter sina studier på en högre nivå? Hur många studerande får ett arbete efter avslutade studier på grundläggande nivå och hur många blir arbetslösa? Hur ser löneutvecklingen ut efter avslutade studier? Leder utbildningen till bättre löne- utveckling jämfört med för dem som inte studerar vidare efter t.ex. <NOBR>sfi-studier?</NOBR> Får de studerande de kunskaper och färdigheter de behöver för att klara sig i samhället? Svaren på frågorna kan bidra till en analys av om utbildningen bidrar till att uppfylla de mål som finns eller inte.</P>
<P class="p97 ft8">Effektstudier är relevanta för den statliga styrningen, men även för kommuner och individer. På den nationella nivån är det viktigt att veta om inriktningen på verksamheten leder till att de mål som finns uppfylls, t.ex. om studierna leder till att individerna får ökade möjligheter att delta i samhällslivet och till att fler personer kommer in på arbetsmarknaden. Studier av vuxenutbildningens effekter kan också vara viktiga för att identifiera förbättrings- områden. För kommunens del kan en utvärdering av effekterna av utbildningen utgöra ett underlag för kommunens fortsatta utveckling av verksamheten.<SPAN class="ft79">24 </SPAN>För den studerande är resultatet av en genomgången utbildning en indikation på vilken utbildning och kunskapsnivå som krävs för vidare studier eller inträde på arbets- marknaden, dvs. ett beslutsunderlag vid studievalet.</P>
<P class="p474 ft9">De verksamheter inom vuxenutbildningen som varit föremål för riktade satsningar såsom exempelvis Kunskapslyftet<SPAN class="ft36">25 </SPAN>och yrkesvux<SPAN class="ft36">26 </SPAN>har följts upp och utvärderats. Dessa utvärderingar har uppmärksammats både nationellt och på kommunal nivå. Intresset för effekterna av den reguljära verksamheten inom vuxen- utbildningen är dock, enligt utredningens bedömning, inte lika stort. En studie av vuxenutbildningens effekter på nationell nivå skulle enligt utredningens bedömning kunna öka det politiska intresset för verksamheten och leda till fler politiska mål i kommunerna. Det skulle i sin tur kunna medföra en utveckling av</P>
<P class="p475 ft58"><SPAN class="ft56">24</SPAN><SPAN class="ft57">Utredningen återkommer nedan till effektstudier på kommunal nivå.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">25</SPAN><SPAN class="ft57">Förordningen om statligt stöd för särskilda satsningar på utbildning av vuxna.</SPAN></P>
<P class="p476 ft41"><SPAN class="ft56">26</SPAN><SPAN class="ft86">Förordningen om statsbidrag för yrkesinriktad och viss teoretisk utbildning på gymnasial nivå.</SPAN></P>
<P class="p477 ft20">99</P>
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<P class="p124 ft9">verksamheten med avseende på kvalitet, tillgänglighet, effektivitet och genomströmning.</P>
<P class="p478 ft8">Som tidigare nämnts har Skolverket, med viss eftersläpning, tillgång till uppgifter om de studerandes sysselsättning före, under och efter studierna via datalagret MONA, vilket ger möjlighet till analyser av vad utbildningen resulterar i. Utredningen ser dock behov av en mer omfattande studie och föreslår därför att Institutet för arbetsmarknads- och utbildningspolitisk utvärdering (IFAU) ges i uppdrag att genomföra en utvärdering. Utredningens förslag avser de nationella effekterna av komvux på grundläggande nivå. Utredningens ser dock inget hinder mot att följa upp komvux i sin helhet, under förutsättning att man då skiljer på effekter av studier på grundläggande respektive gymnasial nivå. En studie är dock särskilt angelägen för den grundläggande nivån, eftersom det i stora delar saknas kunskap på området.</P>
<P class="p479 ft66"><SPAN class="ft28">4.2</SPAN><SPAN class="ft76">Kommunal organisation, styrning och uppföljning, m.m.</SPAN></P>
<P class="p480 ft13"><SPAN class="ft13">4.2.1</SPAN><SPAN class="ft70">Studie av kommunernas organisering och arbete</SPAN></P>
<P class="p391 ft13">Inledning</P>
<P class="p481 ft9">Utredningen har haft i uppdrag att studera kommunernas organisation och styrning av komvux på grundläggande nivå. I detta avsnitt redovisas de erfarenheter vi har gjort när det gäller kommunernas organisation och styrning. Vi har valt att även redovisa frågor om uppföljning, utvärdering, samverkan och personal i detta avsnitt eftersom de hänger nära samman med frågor om organisering och styrning av verksamheten.</P>
<P class="p482 ft9">Utredningens kunskaper på området är främst hämtade från den enkätundersökning som utredningen har genomfört och som redovisas i bilaga 3. Kunskap om kommunernas sätt att organisera, styra och följa upp verksamheten har även inhämtats vid de studiebesök utredningen har gjort, samt från den officiella statistiken.</P>
<P class="p366 ft9">Avsnittet inleds med en beskrivning av kommunernas organisering, styrning och uppföljning av komvux på grund- läggande nivå. Därefter följer en genomgång av problem och utvecklingsområden som utredningen har identifierat. I den</P>
<P class="p483 ft20">100</P>
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<P class="p60 ft9">avslutande delen av avsnittet presenterar utredningen ett antal bedömningar om olika åtgärder och insatser som vi anser kan utveckla komvux på grundläggande nivå. Dessa bedömningar ska ses som goda exempel på hur kommunerna kan bedriva sin utbildningsverksamhet.</P>
<P class="p484 ft13">Kommunernas uppdrag</P>
<P class="p286 ft9">Kommunerna ska organisera sin vuxenutbildningsverksamhet på sådant sätt att utbildningen motsvarar de krav som ställs i lagstiftningen. Komvux på grundläggande nivå är en rättighet för studerande som uppfyller behörighetskraven i skollagen. Utbildningen ska därför erbjudas och ges på likvärdiga villkor oavsett kommunstorlek och övriga kommunala förutsättningar.<SPAN class="ft36">27 </SPAN>Utbildningen och tillgången till utbildning ska utgå från den enskildes behov och förutsättningar. Utbildningen ska utformas så att studierna kan kombineras med studier inom vuxenutbild- ningens andra skolformer.<SPAN class="ft36">28</SPAN></P>
<P class="p278 ft29">Kommunerna ska även informera om komvux på grundläggande nivå och aktivt verka för att nå vuxna i behov av utbildning och motivera dem att delta i sådan utbildning.<SPAN class="ft82">29 </SPAN>Varje huvudman inom skolväsendet ska också systematiskt och kontinuerligt planera, följa upp och utveckla utbildningen.<SPAN class="ft82">30 </SPAN>Även på enhetsnivå ska utbildningen planeras, följas upp och utvecklas.<SPAN class="ft82">31</SPAN></P>
<P class="p119 ft13">Den kommunala förvaltningsorganisationen</P>
<P class="p391 ft24">Utbildning i egen regi eller på entreprenad</P>
<P class="p121 ft29">Kommunerna får, med bibehållet huvudmannaskap, överlåta på andra att utföra komvux på grundläggande nivå.<SPAN class="ft82">32 </SPAN>Vanligast är dock att kommunerna bedriver utbildningen i egen regi. Ungefär 80 procent av kommunerna bedriver all komvuxutbildning på grund- läggande nivå i egen regi.<SPAN class="ft82">33 </SPAN>Andelen studerande som studerar hos</P>
<P class="p485 ft58"><SPAN class="ft56">27</SPAN><SPAN class="ft57">1 kap. 9 § skollagen.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">28</SPAN><SPAN class="ft57">1 kap. 3 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">29</SPAN><SPAN class="ft73">20 kap. 10 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">30</SPAN><SPAN class="ft73">4 kap. 3 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">31</SPAN><SPAN class="ft73">4 kap. 4 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">32</SPAN><SPAN class="ft73">23 kap. 1 § skollagen.</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">33</SPAN><SPAN class="ft59">Skolverket (2012b).</SPAN></P>
<P class="p486 ft20">101</P>
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<P class="p53 ft9">andra utbildningsanordnare än kommunen ökar dock. År 2011 studerade 20 procent av kursdeltagarna inom komvux på grund- läggande nivå hos en annan utbildningsanordnare än kommunen. Detta är dock fortfarande en betydligt lägre andel än på gymnasial nivå, där 44 procent av kursdeltagarna studerade hos en extern anordnare.</P>
<P class="p91 ft9">Det är förhållandevis vanligt att kommuner både erbjuder utbildning i egen regi och på något annat sätt. Av dem som erbjuder utbildning på grundläggande nivå i flera former är det vanligast att man både bedriver utbildning i egen regi och köper utbildning av andra kommuner, vilket enligt utredningens kommunenkät förekommer i åtta procent av kommunerna.</P>
<P class="p91 ft9">Det är ovanligt att utbildning på grundläggande nivå enbart upphandlas av externa utbildningsanordnare – sex procent av kommunerna upphandlar enligt enkätundersökningen all utbild- ning.</P>
<P class="p283 ft24">Nämndorganisationen ser olika ut</P>
<P class="p108 ft9">Det politiska ansvaret för komvux på grundläggande nivå ligger oftast på nämndnivå. Hela 80 procent av kommunerna anger i utredningens kommunenkät att komvux på grundläggande nivå sorterar under en nämnd. I 18 procent av kommunerna ligger ansvaret hos kommunstyrelsen. Ett fåtal har angivit någon annan nivå, bl.a. ett kommunalförbunds direktion eller ett utskott under kommunstyrelsen. Det är betydligt vanligare i mycket små kommuner än i större kommuner att ansvaret är placerat i kommunstyrelsen.</P>
<P class="p77 ft9">De allra flesta kommuner har samlat ansvaret för samtliga skolformer inom vuxenutbildningen, oavsett om det är kommun- styrelsen eller en nämnd som är ansvarig. Det är vanligt att gymnasieskolan ligger inom samma organisatoriska enhet som komvux.</P>
<P class="p487 ft20">102</P>
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<P class="p488 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p489 ft10">I de kommuner där det politiska ansvaret för komvux på grundläggande nivå ligger hos kommunstyrelsen är det mycket vanligt att även andra frågor såsom <NOBR>arbetsmarknads-,</NOBR> <NOBR>integrations-,</NOBR> eller näringslivsfrågor tillhör kommunstyrelsens ansvar.</P>
<P class="p490 ft8">När det politiska ansvaret för utbildningen är placerat i en nämnd är det mer ovanligt att andra frågor än utbildningsfrågor ingår. I nästan två tredjedelar av kommunerna där en nämnd ansvarar för utbildningen har nämnden enbart uppdrag inom utbildningsområdet. Ofta är det en barn- och utbildningsnämnd eller motsvarande. I en mindre andel av kommunerna – 14 procent</P>
<P class="p491 ft29">– är vuxenutbildningen istället sammankopplad med frågor om arbetsmarknad, integration, näringsliv eller socialtjänst, men inte med gymnasieskolan. I 22 procent av kommunerna med ett nämnd- ansvar ingår ett ansvar för såväl vuxenutbildningen som gymnasie- skolan och dessutom andra frågor, t.ex. arbetsmarknadsfrågor.</P>
<P class="p492 ft13">Politiska mål och riktlinjer</P>
<P class="p493 ft29">Av utredningens kommunenkät framgår att drygt en tredjedel av kommunerna har politiskt beslutade mål eller riktlinjer<SPAN class="ft82">34 </SPAN>för komvux på grundläggande nivå. I två tredjedelar av de tillfrågade kommunerna saknades beslutade mål. I vissa av de kommuner som anger att de har politiska mål för komvux på grundläggande nivå</P>
<P class="p494 ft41"><SPAN class="ft40">34 </SPAN>Frågan avsåg övergripande dokument, t.ex. en skolplan, men där komvux på grundläggande nivå omnämns särskilt.</P>
<P class="p495 ft20">103</P>
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<P class="p124 ft9">framgår dock av kommentarer att dessa mål är översiktligt hållna och avser vuxenutbildningen som helhet. I större kommuner är det vanligare med politiskt beslutade mål för verksamheten än i mindre kommuner.</P>
<P class="p496 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p365 ft29">Drygt hälften av de kommuner som har angett att de har politiskt beslutade mål för utbildningen har angett att målen omfattar andelen studerande med godkänt betyg. Ungefär en tredjedel anger att de har ett mål som avser andelen avbrott på utbildningen.</P>
<P class="p98 ft13">Kommunal uppföljning och utvärdering</P>
<P class="p497 ft10">Sex av tio kommuner anger i utredningens kommunenkät att de har följt upp och utvärderat utbildningen på grundläggande nivå under de senaste två åren. Det är vanligare att stora kommuner anger att de har följt upp sin verksamhet, jämfört med små kommuner. Drygt hälften av kommunerna med mindre än 10 000 invånare anger att de har följt upp verksamheten jämfört med närmare tre av fyra bland de kommuner som har fler än 50 000 invånare.</P>
<P class="p498 ft20">104</P>
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<P class="p488 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3)<SPAN class="ft101">.</SPAN></P>
<P class="p494 ft9">I princip samtliga kommuner som följer upp sin verksamhet anger att betygsresultat eller avbrottsfrekvens ingår som uppföljnings- områden.</P>
<P class="p490 ft9">I kommunenkäten ställdes några separata frågor om uppföljningen av avbrott. Av svaren på dessa framkommer att 63 procent av samtliga kommuner följer upp och dokumenterar orsakerna till studieavbrott bland dem som studerar på grund- läggande nivå. Svaren visar också att uppföljningen av avbrotts- orsaker är systematisk i vissa kommuner men mer sporadisk i andra. Vissa kommuner kontaktar de studerande och andra använder någon form av blankett som den studerande fyller i. Studie- och yrkesvägledare tycks oftast vara ansvariga för uppfölj- ningen. I vissa fall är det lärare som genomför uppföljningen. Ett antal kommuner – men långt ifrån alla – nämner i sin beskrivning att man sammanställer eller analyserar resultaten, alternativt att detta redovisas i kommunens kvalitetsredovisning. Det finns även en del kommuner som skriver att arbetet är påbörjat eller att det sker i viss utsträckning.</P>
<P class="p499 ft13">Samverkan med olika aktörer</P>
<P class="p500 ft24">Samverkan inom kommuner</P>
<P class="p501 ft9">Samverkan inom ramen för vuxenutbildningen kan förekomma i olika former och på olika nivåer. Den vanligaste formen av samverkan är den som sker mellan de olika skolformerna inom</P>
<P class="p502 ft20">105</P>
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<P class="p75 ft8">vuxenutbildningen, dvs. mellan komvux, särvux och sfi. Samverkan mellan komvux och sfi är vanligast och förekommer enligt utredningens enkätundersökning i 93 procent av kommunerna.</P>
<P class="p181 ft9">Samverkan förekommer också mellan olika politikområden. Samverkan mellan komvux och integrationsområdet förekommer i 61 procent av kommunerna, samverkan med socialtjänsten i 60 procent och samverkan med kommunens arbetsmarknadsenhet eller liknande i 59 procent av kommunerna.</P>
<P class="p503 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p78 ft24">Särskilt om samverkan med särvux</P>
<P class="p115 ft8">Drygt fyra av tio kommuner anger att det finns en samverkan mellan komvux på grundläggande nivå och särvux. Kommunerna har fått beskriva på vilket sätt samverkan sker. Vanligast är att särvuxstuderande ges möjlighet att läsa kurser på grundläggande nivå inom komvux. Samverkan sker i vissa kommuner även genom att studerande på grundläggande nivå med särskilda behov har möjlighet att få stöd via särvux. Flera kommuner poängterar vikten av att den aktuella studerandegruppen får en individanpassad utbildning och beskriver att studerande ibland befinner sig i en ”gråzon” mellan särvux och komvux på grundläggande nivå.</P>
<P class="p468 ft29">Det är vanligt att komvux på grundläggande nivå och särvux är placerade i samma organisation. I vissa fall är det samma rektor för båda utbildningsformerna. I en del kommuner sker samverkan genom att lokaler och lärartjänster eller arbetslag är gemensamma. Flera kommuner beskriver att samverkan med särvux underlättas av att båda utbildningarna finns under samma tak eller har samma anordnare. Några kommuner beskriver att samverkan sker genom</P>
<P class="p114 ft20">106</P>
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<P class="p60 ft9">gemensam rekrytering av deltagare, studieplanering och gemen- samma studiebesök.</P>
<P class="p17 ft24">Samverkan mellan kommuner</P>
<P class="p121 ft9">För att öka tillgången till likvärdig utbildning krävs ofta samverkan mellan kommuner i en region. Många av landets mindre kommuner har svårt att på egen hand erbjuda flexibla studier i olika former och vid tidpunkter som passar de studerande. Genom regional samverkan ökar elevunderlaget, vilket ger större möjligheter att erbjuda ett komplett utbud av kurser på tider och i former som motsvarar de studerandes önskemål och behov.</P>
<P class="p341 ft9">Av kommunenkäten framkommer att 45 procent av kommun- erna samverkar med andra kommuner kring erbjudande av komvux på grundläggande nivå. Utöver detta finns det på vissa håll en samverkan i form av kommunalförbund. En vanlig form av samverkan är att studerande kan välja att studera i en närliggande kommun. Detta är förhållandevis vanligt i ämnen som inte efterfrågas så ofta eller om en kommun inte kan erbjuda kursstart när en studerande önskar påbörja studierna. En del mindre kommuner erbjuder studerande som är i behov av special- pedagogiskt stöd att studera i närliggande kommuner där det finns specialpedagoger. Det finns även exempel där kommuner samverkar kring frågor om erfarenhetsutbyte mellan personal och ledning.</P>
<P class="p504 ft24">Samverkan mellan kommuner och myndigheter m.fl.</P>
<P class="p505 ft10">Ofta kan det finnas ett behov av att samarbeta med Arbetsförmedlingen om de studerande och deras studier. Detta behov har ökat sedan lagen (2010:197) om etableringsinsatser för vissa nyanlända invandrare infördes. Det är 59 procent av kommunerna som anger att de samverkar med Arbetsförmedlingen.</P>
<P class="p14 ft26">Utredningen har vid sina studiebesök noterat att det relativt ofta även finns en samverkan mellan vuxenutbildningen och det lokala näringslivet. Som exempel kan nämnas samverkan i samband med genomförandet av satsningarna på yrkesvux och vuxlärling där näringslivet bidrar med bland annat praktikplatser. Samverkan i samband med dessa satsningar verkar även i övrigt ha lett till ett</P>
<P class="p506 ft20">107</P>
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<P class="p53 ft9">ökat intresse för samverkan mellan kommunerna och arbets- marknadens parter.</P>
<P class="p114 ft13">Rektorer och lärare</P>
<P class="p319 ft24">Rektorernas ansvar varierar</P>
<P class="p507 ft9">Rektorernas ansvar för utbildningen är omfattande och många uppgifter åligger rektorn. Rektorns arbete kan se väldigt olika ut beroende på organiseringen av komvux. I större kommuner finns ibland flera rektorer som tillsammans ansvarar för vuxen- utbildningen i kommunen. Ansvaret kan vara uppdelat mellan rektorerna som var och en ansvarar för sin del av verksamheten. I andra kommuner är det en rektor som ensam ansvarar för flera skolformer. Detta förekommer främst i mindre kommuner. I vissa kommuner erbjuds delar av vuxenutbildningen genom kommunens gymnasieskola. Rektorn kan då ansvara både för gymnasieskolan och för komvux i kommunen. <NOBR>Förut-sättningarna</NOBR> för rektorernas arbete skiljer sig alltså åt beroende på den kommunala organisationen. Det saknas emellertid nationell statistik om skolledare inom vuxenutbildningen.</P>
<P class="p116 ft24">Tre av fyra lärare har en pedagogisk högskoleexamen</P>
<P class="p93 ft9">Inom hela komvux tjänstgjorde 5 300 lärare under läsåret 2011/12, vilket motsvarade 3 400 heltidstjänster. Drygt 60 procent av lärarna var kvinnor.</P>
<P class="p180 ft9">Av lärarna hade 76 procent en pedagogisk högskoleexamen. Andelen med examen var högre bland tillsvidareanställda än bland visstidsanställda. Lärarna i upphandlad verksamhet har betydligt mer sällan pedagogisk högskoleexamen än de lärare som arbetar i kommunernas egen regi. Av lärarna i den upphandlade verksam- heten hade bara 51 procent en sådan examen. Andelen lärare med en pedagogisk högskoleexamen är lägre i komvux än i många andra skolformer, t.ex. grundskolan eller gymnasieskolan, men något högre än inom sfi.</P>
<P class="p290 ft9">Läsåret 2011/12 var lärartätheten 4,7 heltidstjänster per 100 heltidsstuderande. Lärartätheten har minskat den senaste tioårs- perioden och är betydligt lägre än inom t.ex. gymnasieskolan (8,1 heltidstjänster per 100 heltidsstuderande). Tjänstgöringsgraden</P>
<P class="p92 ft20">108</P>
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<P class="p339 ft9">bland lärare inom komvux uppgår till 65 procent, en siffra som varit i stort sett oförändrad under flera år.<SPAN class="ft36">35 </SPAN>Förhållandevis många lärare inom komvux tjänstgör även inom andra skolformer.</P>
<P class="p150 ft9">Behörighet i ämnen inom grund- respektive gymnasieskolan ger behörighet för motsvarande kurser inom vuxenutbildningen. Viss möjlighet att läsa kurser inriktade mot vuxenutbildning ges inom lärarutbildningen, men det finns ingen hel profilering mot vuxenpedagogik.</P>
<P class="p484 ft24">Lärarfortbildning</P>
<P class="p505 ft9">Fortbildning för lärare är en fråga för utbildningens huvudman. Enligt kommunernas svar på utredningens enkät är det vanligt att lärarna får fortbildning i frågor som rör betyg och bedömning, vilket tre av fyra kommuner anger att lärarna har fått de senaste två åren. Knappt hälften av kommunerna anger att lärare har fått fortbildning om studerande med inlärningssvårigheter och i andra- språkspedagogik. Något färre svarar att lärarna fått fortbildning i vuxenpedagogik, utbildning om studerande från olika kulturer och vidareutbildning i individualisering av undervisningen. Ett antal kommuner har angett att andra typer av fortbildning förekommer, t.ex. inom <NOBR>IT-området.</NOBR> Enstaka kommuner nämner också ämnes- fortbildning, samt fortbildning i entreprenörskap, styrdokument, värdegrund och validering m.m.</P>
<P class="p504 ft13">Informations- och rekryteringsarbete</P>
<P class="p111 ft9">Varje kommun ska aktivt verka för att nå de vuxna i kommunen som har rätt att delta i utbildning på grundläggande nivå och för att motivera dem att delta i sådan utbildning.<SPAN class="ft36">36</SPAN></P>
<P class="p149 ft10">Vid utredningens studiebesök har framkommit att många kommuner lämnar information om vuxenutbildningen på kommunens hemsida, i kataloger över utbildningsutbud eller i form av broschyrer.</P>
<P class="p279 ft8">I knappt hälften av landets kommuner finns enligt utredningens enkätundersökning en funktion med ett uttalat uppdrag att söka upp och motivera kommunmedborgare som har rätt till komvux på grundläggande nivå. Den funktion som vanligtvis ansvarar för den</P>
<P class="p508 ft58"><SPAN class="ft56">35</SPAN><SPAN class="ft57">Skolverket (2012c).</SPAN></P>
<P class="p299 ft41"><SPAN class="ft56">36</SPAN><SPAN class="ft59">20 kap. 10 § skollagen.</SPAN></P>
<P class="p486 ft20">109</P>
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<P class="p53 ft9">rekryterande verksamheten är studie- och yrkesvägledningen eller någon form av vägledningscentrum. I enstaka fall ligger ansvaret på en arbetsmarknadsenhet eller liknande, eller är delat mellan flera funktioner i kommunen.</P>
<P class="p180 ft9">I några kommuner som utredningen har besökt arbetar man aktivt med rekrytering till vuxenutbildningen. I andra kommuner förekommer ingen rekryteringsverksamhet alls. Aktiv rekrytering kan ofta vara föranledd av någon händelse, t.ex. att en industri hotas av nedläggning. I dessa fall finns det ofta en upparbetad kontakt med arbetsgivare och fackförbund för att fånga upp personer som friställs och som saknar kunskaper motsvarande de som normalt uppnås i grundskolan. De kommuner som inte bedriver en aktiv rekrytering motiverar ofta detta med att det inte finns något behov av aktiv rekrytering. Personer som är intresserade av vuxenutbildning kommer enligt företrädare för dessa kommuner till vägledningen och skaffar på egen hand den information de behöver.</P>
<P class="p509 ft13"><SPAN class="ft13">4.2.2</SPAN><SPAN class="ft70">Problem och behov på den kommunala nivån</SPAN></P>
<P class="p319 ft13">Mål saknas ofta</P>
<P class="p510 ft9">Enligt skollagen ska varje huvudman inom skolväsendet systematiskt och kontinuerligt planera, följa upp och utveckla utbildningen på huvudmanna- och enhetsnivå.<SPAN class="ft36">37 </SPAN>Inriktningen på det systematiska kvalitetsarbetet ska vara att uppfylla de nationella mål som finns för utbildningen.<SPAN class="ft36">38</SPAN></P>
<P class="p107 ft29">Som vi har redogjort för tidigare saknas ofta mål i kommunerna för komvux på grundläggande nivå. En tredjedel av kommunerna har särskilda mål för komvux på grundläggande nivå. Enligt utredningens bedömning är det en brist att man i kommunerna så sällan bryter ned nationella mål till lokala mål som både politiker och personal kan relatera till. Vår bedömning är att avsaknaden av lokala mål, ofta beror på ett politiskt ointresse för komvux på grundläggande nivå. Detta politiska ointresse riskerar att leda till en</P>
<P class="p511 ft58"><SPAN class="ft56">37</SPAN><SPAN class="ft57">4 kap. 3 och 4 §§ skollagen.</SPAN></P>
<P class="p512 ft103"><SPAN class="ft56">38</SPAN><SPAN class="ft102">4 kap. 5 § skollagen. I 1985 års skollag (28 kap. 8 § SFS 1985:1100) fanns en skyldighet för kommunerna att ha en skolplan, antagen av kommunfullmäktige. Skolplanen skulle visa hur kommunernas skolväsende skulle gestaltas och utvecklas. Av skolplanen skulle de åtgärder framgå som kommunen avsåg vidta för att uppnå de nationella mål som hade satts upp för skolan. Kommunen skulle kontinuerligt följa upp och utvärdera skolplanen. Kravet på upprättande av en skolplan har tagits bort i den nya skollagen.</SPAN></P>
<P class="p409 ft20">110</P>
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<P class="p60 ft9">ond cirkel där avsaknaden av mål leder till obefintlig uppföljning av verksamheten, oförmåga att analysera densamma och i sista hand utebliven utveckling.</P>
<P class="p17 ft13">Bristande kvalitet på lämnad statistik</P>
<P class="p118 ft8">Kommunerna lämnar statistik till Skolverket som ligger till grund för den nationella statistik som verket sammanställer.<SPAN class="ft79">39 </SPAN>Som redovisats ovan i avsnittet om nationell uppföljning så har den insamlade statistiken vissa brister, t.ex. saknas betygsuppgifter för kurser på grundläggande nivå. Det är i första hand Skolverkets uppgift att säkerställa att den nationella statistiken är korrekt, innehåller relevanta uppgifter och kan publiceras. Detta kan dock inte genomföras utan aktiv medverkan av kommunerna.</P>
<P class="p341 ft9">Det förekommer att kommunerna själva samlar in och samman- ställer statistik som komplement till den statistik som samlas in för nationella ändamål. Ett exempel på sådan statistik är uppgifter om orsaker till studieavbrott. Sådana uppgifter samlas enligt utredningens kommunenkät in av 63 procent av kommunerna. Med anledning av den höga andelen avbrott på den grundläggande nivån anser utredningen att orsakerna till studieavbrott är ett exempel på en uppgift som är mycket viktig att följa upp. Detta är något som görs bäst på kommunal nivå, vilket innebär att ännu fler kommuner bör ägna frågan intresse.</P>
<P class="p297 ft9">Som nämnts finns det på många håll politiskt ointresse för komvux på grundläggande nivå. En bidragande orsak till ointresset kan vara att den statistik som finns upplevs hålla för låg kvalitet eller att det saknas statistiska uppgifter som är viktiga för att kunna styra verksamheten. Mer statistik av bättre kvalitet skulle kunna öka intresset, med flera positiva effekter som följd. Att samla in statistik kan därmed vara en viktig del av den eftersträvansvärda cykeln för verksamhetsutveckling: att sätta upp mål, samla in uppgifter, analysera och förbättra.</P>
<P class="p341 ft9">Utredningen har förstått att en bidragande orsak till att det saknas statistik kan vara att kommunerna använder sig av data-</P>
<P class="p513 ft74"><SPAN class="ft40">39 </SPAN>Uppgiftsskyldigheten regleras i lagen (2001:99) om den officiella statistiken och i förordningen (1992:1083) om viss uppgiftsskyldighet för skolhuvudmännen inom skolväsendet m.m. Skolverket reglerar dessutom skolhuvudmännens skyldighet genom Skolverkets föreskrifter (SKOLFS 2011:142) om uppgiftsinsamling från huvudmännen inom skolväsendet m.m. Uppgiftsskyldighet gällande utbildning enligt 1985 års skollag regleras i Skolverkets föreskrifter (SKOLFS 2011:156) om uppgiftsinsamling från huvudmännen inom skolväsendet m.m. enligt 1985 års skollag.</P>
<P class="p514 ft20">111</P>
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<P class="p75 ft8">system som inte är anpassade för att hantera de statistikuppgifter som är lämpliga att samla in. Utredningen har vid sina besök i kommunerna stött på ansvariga som har berättat att det datasystem man har inte klarar av att hantera alla uppgifter som man önskar få tillgång till. Ibland tvingas man rapportera den typ av data, och på det sätt, som är möjlig att hantera i det befintliga <NOBR>it-systemet.</NOBR> Detta kan både leda till att den statistik som kommunen rapporterar in till SCB är bristfällig och till att man avstår från att samla in ytterligare statistik för egen räkning. Skillnaden mellan barn- och ungdomsskolans terminssystem och vuxenutbildningens flexibla skolformer kan vara en orsak till att det svårt att hantera statistisk information i ett gemensamt datasystem. Kommunernas intresse för att hitta ett system anpassat för vuxenutbildningens flexibla utformning verkar dock begränsat och är dessutom förenat med stora kostnader.</P>
<P class="p116 ft13">Brister i uppföljning och analys</P>
<P class="p108 ft9">Uppföljning och utvärdering genomförs inte regelbundet i alla kommuner – 41 procent av kommunerna har enligt utredningens kommunenkät inte gjort någon uppföljning under de senaste två åren. I de kommuner som genomför uppföljning av verksamheten saknas dessutom ofta, enligt vad utredningen förstått vid sina studiebesök, en analys av resultaten som skulle kunna leda till en utveckling av verksamheten.</P>
<P class="p91 ft9">Utredningen ser en rad skäl för kommunerna att följa upp komvux på grundläggande nivå. Det mest uppenbara skälet är att en uppföljning av verksamheten är det bästa sättet att förbättra och utveckla den. Den som saknar kunskaper om studieavbrott och betyg kan inte heller utveckla utbildningen på dessa punkter. Även tiden de studerande i genomsnitt studerar är intressant att följa ur ett förbättringsperspektiv. De insatser som genomförs i kommun- erna måste utformas med utgångspunkt i orsakerna till att målen eventuellt inte nås.</P>
<P class="p77 ft9">Ett annat skäl att följa upp utbildningsverksamheten är att uppföljningen kan ge viktig kunskap om vilken efterfrågan som finns på utbildning, vilket kan underlätta kommunens planering. En uppföljning av de individuella studieplanerna kan t.ex. ge information om efterfrågan på kurser de närmaste åren.</P>
<P class="p515 ft20">112</P>
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<P class="p473 ft10">Det krävs också att det görs en analys av resultaten för att dessa ska kunna utgöra underlag för kommunens utvecklingsarbete. Skolinspektionen har i tillsynsbeslut uppmärksammat bristen på analys och slutsatser av genomförda uppföljningar.<SPAN class="ft81">40</SPAN></P>
<P class="p150 ft9">När vuxenutbildningen bedrivs på entreprenad av någon annan utbildningsanordnare än kommunen själv har huvudmannen inte alltid daglig insyn i verksamheten. Detta gör uppföljning ännu viktigare. Det måste i dessa fall t.ex. följas upp att de krav som ställdes i upphandlingen av utbildningen efterlevs och att mål- uppfyllelsen är god.</P>
<P class="p112 ft13">Effektstudier saknas på kommunal nivå</P>
<P class="p286 ft9">Förutom att följa upp själva utbildningsverksamheten finns det behov av att följa upp utbildningens effekter för den studerande och för samhället. Sådana studier är viktiga på både nationell och lokal nivå. Frågan som framför allt bör ställas är: Vad händer med de studerande efter utbildningen? Effektstudier kan ge viktig information om vilken utbildning respektive vilken utbildnings- och kunskapsnivå som behövs för att de studerande ska ha möjligheter att få ett arbete eller för att klara av fortsatta studier. För kommunen bör det vara av intresse att följa upp vilka effekter utbildningen ger och vad man får ut av de medel som används för komvux på grundläggande nivå.</P>
<P class="p97 ft9">Skolinspektionen konstaterar i en kvalitetsgranskningsrapport att inte någon av de kommuner man granskat genomförde systematiska studier av vuxenutbildningens effekter för de studerande.<SPAN class="ft36">41 </SPAN>Utredningen har vid sina studiebesök bara sett ett fåtal exempel på uppföljning av effekterna av vuxenutbildningen.<SPAN class="ft36">42</SPAN></P>
<P class="p13 ft9">Skäl som har nämnts av kommunföreträdare till att det saknas kunskaper om effekterna av utbildningen är bl.a. att utbildnings- verksamheten inte har en tillräcklig omfattning eller att tidigare studerande inte finns kvar i kommunen då uppföljningen ska göras. Avsaknaden av ett tydligt uppdrag från staten att följa upp verksamheten har också förts fram som ett skäl till att det inte har gjorts någon uppföljning.</P>
<P class="p305 ft58"><SPAN class="ft56">40</SPAN><SPAN class="ft57">Se t.ex. Beslut från Skolinspektionen </SPAN><NOBR>2011-10-17.</NOBR></P>
<P class="p310 ft58"><SPAN class="ft56">41</SPAN><SPAN class="ft104">Skolinspektionen (2009).</SPAN></P>
<P class="p516 ft41"><SPAN class="ft56">42</SPAN><SPAN class="ft105">Som exempel kan nämnas en gemensam effektstudie genomförd i de tre storstads- regionerna 2009 (Splitvision research [2009]).</SPAN></P>
<P class="p517 ft20">113</P>
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<P class="p88 ft13">Samverkan saknas i många fall</P>
<P class="p518 ft10">Av kommunenkäten framgår att ungefär hälften av landets kommuner samverkar med andra kommuner kring vuxenutbildningen. I ungefär 60 procent av kommunerna sker en intern samverkan mellan komvux och en arbetsmarknads- eller integrationsfunktion eller med socialtjänsten. Samverkan inom vuxenutbildningen är mycket vanlig, framför allt mellan komvux och sfi.</P>
<P class="p94 ft10">Samverkan mellan vuxenutbildningen och verksamheter inom andra politikområden är enligt utredningens bedömning en förutsättning för att möjliggöra en utbildning som utgår från den enskildes behov och samtidigt tillgodoser behov inom arbetsmarknads- och integrations- politiken. Trots detta förekommer inte samverkan mellan olika politikområden i alla kommuner.</P>
<P class="p181 ft9">Ett exempel på ett problem som utredningen har stött på är att studerande ibland inte kan delta i alla delar av en kurs p.g.a. att moment i utbildningen ligger utanför schemalagd tid,<SPAN class="ft36">43 </SPAN>samtidigt som den studerandes tillgång till barnomsorg i kommunen grundar sig på den schemalagda tiden. Konsekvensen kan bli att den studerande tvingas utebli eller avstå från delar av utbildningen för att kunna hämta barn på förskolan.</P>
<P class="p77 ft9">Intern samverkan i kommunen är särskilt viktig när det gäller de individuella studieplanerna. De individuella studieplanerna behöver samordnas för att de studerande ska kunna få en samlad bild av vägen till sina slutliga utbildningsmål. Ofta har en studerande flera planer aktuella samtidigt, utfärdade av olika utbildningsanordnare, inom olika skolformer eller hänförliga till olika kurser. Det är önskvärt att samverkan organiseras så att studieplaneringen genomförs i form av <SPAN class="ft24">en </SPAN>samlad individuell studieplan som omfattar samtliga kurser som den studerande har behov av, oavsett utbildningsform och nivå (se kapitel 6).</P>
<P class="p290 ft29">Även samverkan med andra kommuner har en viktig roll att fylla. Utredningen har vid sina kommunbesök sett många exempel på hur regional samverkan leder till bättre förutsättningar för ett optimalt resursutnyttjande. Möjligheten att erbjuda en flexibel utbildning såsom anges i lagstiftningen ökar väsentligt om verksamheten uppnår en viss storlek och omfattning. Trots detta är det bara ungefär hälften av kommunerna som samverkar med andra kommuner i erbjudandet av utbildning på grundläggande nivå.</P>
<P class="p106 ft41"><SPAN class="ft40">43 </SPAN>Exempelvis kan det handla om stödundervisning eller deltagande i andra aktiviteter i en s.k. studiehall.</P>
<P class="p389 ft20">114</P>
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<P class="p519 ft9">Av kommunerna anger 59 procent att de har en etablerad lokal samverkan med Arbetsförmedlingen. Sedan lagen om etablerings- insatser för vissa nyanlända invandrare infördes är denna samverkan särskilt viktig. Vid våra kommunbesök har vi tagit del av berättelser om hur studerande hamnat i kläm mellan Arbetsförmedlingens åtgärder och vuxenutbildningen. En studerande inom vuxen- utbildningen kan t.ex. tvingas till studieavbrott för att genomföra en arbetsmarknadspolitisk insats inom ramen för sin etablerings- plan. Den studerande tvingas sedan på nytt söka till den aktuella utbildningen efter att ha avslutat arbetsmarknadsaktiviteten. Det kan innebära att kunskaper går förlorade eller reduceras under tiden eller att den studerande tvingas vänta på att kunna fortsätta sina studier.</P>
<P class="p278 ft26">Inom ramen för ett etableringsprogram har personen en etableringsplan som har upprättats i samverkan med Arbets- förmedlingen. Därutöver kan han eller hon även ha en individuell studieplan upprättad i samband med studier inom komvux och ytterligare en plan upprättad för studier i sfi. Det är inte ovanligt att dessa olika planer kolliderar. Det är nödvändigt med en samverkan i varje individuellt fall för att undvika sådana kollisioner.</P>
<P class="p119 ft13">Det finns kompetensutvecklingsbehov</P>
<P class="p520 ft24">Rektorns förutsättningar kan vara bristfälliga</P>
<P class="p306 ft10">Skolinspektionen har nyligen genomfört en kvalitetsgranskning av rektorers ledarskap. Enligt granskningen är ett problem att resursfördelningen till skolenheterna i allmänhet inte görs med utgångspunkt i en analys av skolans resultat och behov.<SPAN class="ft81">44 </SPAN>Resursfördelningen kan då bli sådan att rektorernas möjligheter att utveckla verksamheten begränsas. Enligt Skolinspektionen behöver huvudmännen säkerställa förutsättningarna för rektorernas ledning av den pedagogiska verksamheten. Utredningen bedömer att det är mycket viktigt att principerna för resurstilldelningen är väl grundade i en analys av de olika utbildningsenheternas behov.</P>
<P class="p97 ft26">Ett annat problem utredningen har stött på är att det ibland har framkommit en osäkerhet om vem som är rektor för en viss verksamhet. Denna osäkerhet uttrycks framför allt av studerande, men i en del fall även av kommunanställda och av utbildnings-</P>
<P class="p51 ft41"><SPAN class="ft40">44 </SPAN>Skolinspektionen (2012b).</P>
<P class="p486 ft20">115</P>
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<P class="p75 ft10">entreprenörer. Det är, inte minst ur rättssäkerhetssynpunkt, viktigt att det är tydligt vem som är rektor för en verksamhet. Den studerande måste veta vem det är som är ansvarig för utbildningen och betygssättningen. Om den studerande har klagomål eller behöver diskutera betygsättningen måste det vara ställt utom tvivel vem som är ansvarig rektor för verksamheten. Otydligheten om vem som är ansvarig rektor tycks särskilt vanlig när vuxen- utbildningen samverkar med den lokala gymnasieskolan samt vid upphandlad verksamhet där betygsrätten är delegerad.</P>
<P class="p90 ft24">Det finns fortbildningsbehov bland lärarna</P>
<P class="p89 ft9">Lärarna inom komvux på grundläggande nivå får enligt utred- ningens studiebesök i kommuner inte alltid den kompetens- utveckling som de känner att de behöver.</P>
<P class="p144 ft9">Frågan om kompetensutveckling är olika högt prioriterad i kommunerna. Enligt utredningens enkätundersökning är det vanligare i större kommuner än i mindre att lärarna erbjuds fortbildning. De vanligaste kompetensutvecklingsinsatserna avser betygs- och bedömningsfrågor. Mindre än hälften av kommunerna anger att lärarna har fått fortbildning när det gäller studerande med inlärningsproblematik eller i andraspråkspedagogik under de senaste två åren.</P>
<P class="p77 ft9">De flesta lärare som utredningen haft kontakt med anser att det behövs mer vidareutbildning. En vanligt förekommande synpunkt från de lärare utredningen träffat är att det, till följd av den förändrade målgruppen, finns behov av fortbildning i andraspråks- inlärning. Knappt hälften av kommunerna har redan genomfört sådan fortbildning medan andra kommuner inte ser något behov av just denna typ av fortbildning.</P>
<P class="p468 ft10">Kunskapsnivå, utbildningsbakgrund och övriga utbildnings- förutsättningar skiljer sig mycket mellan olika studerande på grundläggande nivå. Den heterogena studerandegruppen ställer stora krav på lärarna. Några studerande har stora behov av individuell lärartid medan andra studerande med större utbildnings- erfarenhet har förutsättningar att klara av sina studier på ett självständigt sätt och i ett högre studietempo. Ökad kompetens- utveckling om individanpassning efterfrågas därför ofta, liksom kurser kring olika funktionsnedsättningar samt tips och råd om hur man kan underlätta studierna för olika studerandegrupper.</P>
<P class="p521 ft20">116</P>
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<P class="p339 ft10">Kunskaper om olika pedagogiska metoder för arbete med studerande i behov av extra stöd är också något som har efterlysts av lärare utredningen har mött. Det är en utbredd uppfattning att den specialpedagogiska kompetensen behöver stärkas.</P>
<P class="p150 ft9">Huvudmannen för utbildningen ska se till att personalen ges möjlighet till kompetensutveckling.<SPAN class="ft36">45 </SPAN>Denna skrivning, som är ny i skollagen, tydliggör att huvudmannen ska ge förutsättningar – både ekonomiskt och tidsmässigt – för kompetensutveckling. Kompe- tensutvecklingen bör bygga på en analys av behoven inom verksamheten och hos den enskilde läraren.<SPAN class="ft36">46 </SPAN>Utredningen anser sammantaget att det ofta saknas ett systematiskt fortbildnings- arbete och att det finns mer att göra när det gäller lärarnas kompetensutveckling.</P>
<P class="p287 ft13">Rekryteringsinsatserna går ofta på sparlåga</P>
<P class="p520 ft24">Förhållandevis få kortutbildade studerar på grundläggande nivå</P>
<P class="p111 ft9">Den höga andelen högutbildade som studerar på grundläggande nivå har uppmärksammats i flera sammanhang, t.ex. i Skolverkets lägesbedömning för 2010. Utredningen analyserar också orsakerna till att många med hög tidigare utbildning studerar kurser på denna nivå (se avsnitt 5.5).</P>
<P class="p13 ft9">Ett annat sätt att se på frågan är varför förhållandevis få kortutbildade studerar inom komvux på grundläggande nivå. År 2011 hade 29 procent av dem som studerar på grundläggande nivå högst en förgymnasial utbildning, vilket motsvarade drygt 9 500 personer. Det kan jämföras med att det i sfi samma år fanns drygt 40 000 personer med högst en förgymnasial utbildning.<SPAN class="ft36">47 </SPAN>Enligt statistik från SCB hade 443 000 personer, eller drygt sex procent av Sveriges befolkning i åldrarna <NOBR>16–74</NOBR> år, högst en förgymnasial utbildning kortare än nio år.<SPAN class="ft36">48</SPAN></P>
<P class="p97 ft9">I flera sammanhang har det uppmärksammats att nyanlända kortutbildade i högre utsträckning skulle kunna delta i komvux på grundläggande nivå. Utredningen om ökat arbetskraftsdeltagande bland nyanlända utrikes födda kvinnor och anhöriginvandrare <NOBR>(AKKA-utredningen)</NOBR> bedömde i sitt slutbetänkande att studier</P>
<P class="p522 ft58"><SPAN class="ft56">45</SPAN><SPAN class="ft57">2 kap. 34 § skollagen.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">46</SPAN><SPAN class="ft57">Prop. 2009/10:165.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">47</SPAN><SPAN class="ft73">Skolverkets officiella statistik.</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">48</SPAN><SPAN class="ft59">http://www.scb.se </SPAN><NOBR>(2013-01-15).</NOBR></P>
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<P class="p53 ft9">inom komvux i större utsträckning än i dag borde kunna ingå i etableringsplanerna för nyanlända invandrare. Enligt statistik från Arbetsförmedlingen som <NOBR>AKKA-utredningen</NOBR> tagit del av var det en mycket låg andel, särskilt bland kortutbildade nyanlända, som studerade på grundläggande nivå. Av de nyanlända som i augusti 2012 hade haft en etableringsplan under längre tid än ett år var det endast för sju procent som studier inom komvux eller på en folkhögskola ingick som en insats. Bland deltagare med en förgymnasial utbildning kortare än tre år var andelen tre procent.<SPAN class="ft36">49 </SPAN>Även Arbetsförmedlingen har identifierat ett större behov av kompletterande insatser på grundläggande nivå inom komvux för nyanlända med kort skolbakgrund.<SPAN class="ft36">50</SPAN></P>
<P class="p92 ft24">Kommunernas rekryteringsinsatser går på sparlåga</P>
<P class="p523 ft9">Inom komvux ska de som har fått minst utbildning prioriteras.<SPAN class="ft36">51 </SPAN>De informationsinsatser kommunerna genomför och de informationsmaterial som de använder för att upplysa kommun- medborgarna om verksamheten inom vuxenutbildningen präglas av kommunernas skiftande ambitionsnivåer.</P>
<P class="p181 ft8">Utredningen har, både genom den egna kommunenkäten och genom att ta del av Skolinspektionens tillsynsrapporter, konstaterat att det i många kommuner saknas en aktiv rekrytering till komvux på grundläggande nivå. Mindre än hälften av kommunerna angav i enkätundersökningen att det finns en funktion inom kommunen med uppdraget att söka upp och motivera personer som har rätt till komvux på grundläggande nivå.</P>
<P class="p77 ft9">Den förändrade studerandegruppen inom komvux på grund- läggande nivå ställer delvis nya krav på information och uppsökande verksamhet. De som studerar och som kan vara potentiella studerande på grundläggande nivå är i dag mestadels utlandsfödda. Det innebär att informationen måste anpassas till denna målgrupp.</P>
<P class="p91 ft9">Personer med romskt ursprung har historiskt sett varit svåra att rekrytera till studier. Det finns en svag utbildningstradition i gruppen och enskilda personer har inte sällan en historia med avbrutna studier. Om inte kommunerna aktivt söker upp</P>
<P class="p524 ft58"><SPAN class="ft56">49</SPAN><SPAN class="ft57">SOU 2012:69.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">50</SPAN><SPAN class="ft57">Arbetsförmedlingen (2012).</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">51</SPAN><SPAN class="ft59">20 kap. 2 § skollagen.</SPAN></P>
<P class="p95 ft20">118</P>
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<P class="p60 ft9">potentiella studerande riskerar man att inte fånga upp de personer inom den romska befolkningen som har behov av studier på grundläggande nivå.</P>
<P class="p150 ft9">Att enbart presentera information på kommunens hemsida kan vara ett problem när det gäller att nå personer som inte har någon större vana av att hantera datorer. För dessa kan det vara svårt att hitta den information som finns tillgänglig på kommunens hemsida. En särskilt utsatt grupp är äldre kvinnor med utländsk bakgrund som inte har kommit i kontakt med datorer i sina hemländer.</P>
<P class="p14 ft26">En annan grupp som kan kräva särskilda rekryterings- och informationsinsatser är studerande med någon form av funktions- nedsättning. Studerande med funktionsnedsättning eller sociala handikapp kan vara svåra att nå genom annonser, informations- kvällar eller liknande aktiviteter och kan lätt bli förbisedda om det finns brister i kommunens rekryteringsverksamhet.</P>
<P class="p525 ft14"><SPAN class="ft13">4.2.3</SPAN><SPAN class="ft106">Utredningens bedömningar om kommunernas organisering, styrning och uppföljning</SPAN></P>
<P class="p391 ft13">Olika organisationsmodeller har olika för- och nackdelar</P>
<P class="p526 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Det finns inget tydligt svar på vilken organisationsform som fungerar bäst för den kommunala vuxenutbildningen på grundläggande nivå. Detta måste alltid vara upp till kommunen att avgöra med utgångspunkt i de lokala förutsättningarna.</P>
<P class="p527 ft10">Det är viktigt att utbildningen inom komvux på grundläggande nivå organiseras på ett sätt som möjliggör individanpassning och flexibilitet i förhållande till de önskemål och behov som studerande eller blivande studerande har. Kommunens organisering får inte lägga hinder i vägen för en effektiv och ändamålsenlig verksamhet.</P>
<P class="p14 ft26">Som tidigare har redovisats finns det olika sätt att organisera vuxenutbildningen. De flesta kommuner har samlat ansvaret för vuxenutbildningen inom en barn- och utbildningsnämnd eller motsvarande. En av fördelarna med detta är enligt utredningens bedömning att det förbättrar möjligheterna att göra gemensamma överväganden när det gäller utbildningsfrågor, t.ex. frågor om betyg och bedömning. Gemensamma pedagogiska diskussioner</P>
<P class="p528 ft20">119</P>
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<P class="p529 ft8">kring kursplaner och mål gynnas också av denna form av organisation. En gemensam organisation kan även vara naturlig med anledning av att lärare ofta tjänstgör inom både ungdoms- skolan och vuxenutbildningen. Dessutom kan fortbildningsinsatser lättare samordnas för personal inom olika skolformer.</P>
<P class="p107 ft9">En nackdel med en renodlad utbildningsorganisation kan enligt vår bedömning vara att vuxenperspektivet riskerar att försvinna i samarbetet med ungdomsskolan. Bemötandet av vuxna och förståelsen för de behov av individualisering och flexibilitet som följer av den vuxnes livssituation riskerar att glömmas bort i en organisation där ungdomsskolan är den klart största verksamheten. Speglingen av ungdomsskolan kan komma att prägla verksamheten inom vuxenutbildningen i allt för hög grad.</P>
<P class="p468 ft9">I de kommuner där det politiska ansvaret för vuxenutbildningen sammanfaller med ansvar i arbetsmarknads- eller integrationsfrågor kan vuxenutbildningen ofta ses som ett verktyg inom dessa politikområden. Detta kan vara positivt eftersom utbildningen då kan ses i ett större sammanhang och lättare kan ges en tydlig arbetsmarknadsinriktning. I en sådan organisation kan dock ibland vissa utbildningsfrågor få låg prioritet, vilket kan vara negativt för den pedagogiska utvecklingen av verksamheten.</P>
<P class="p77 ft9">Kommunens storlek kan vara en faktor av betydelse för vilken organisation som är lämplig. Utredningen har framför allt sett exempel på små kommuner där det har fungerat mycket väl att samla vuxenutbildning, arbetsmarknadsfrågor och integrations- frågor i samma förvaltning. Det finns dock även större kommuner som har denna typ av organisering och där den verkar fungera väl. Det finns dock ingen garanti för att en organisationsform som fungerar bra i en kommun fungerar lika bra i en annan. Det finns alltså, som utredningen ser det, inget tydligt svar på vilken organisationsform som fungerar bäst. Detta måste alltid vara upp till den enskilda kommunen att avgöra med utgångspunkt i lokala förutsättningar och behov.</P>
<P class="p530 ft13">Ett systematiskt uppföljnings- och utvecklingsarbete är nödvändigt</P>
<P class="p531 ft26"><SPAN class="ft97">Utredningens bedömning</SPAN>: Kommunerna bör arbeta mer systematiskt med uppföljning och utveckling av verksamheten. I</P>
<P class="p532 ft20">120</P>
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<P class="p533 ft9">ett sådant arbete bör ingå att bryta ned nationella mål till lokala, att förbättra sin utbildningsstatistik, att genomföra uppfölj- ningar av om verksamheten uppfyller utbildningsmålen, att genomföra effektstudier samt att analysera hur verksamheten kan utvecklas.</P>
<P class="p534 ft24">Kommunerna bör formulera lokala mål</P>
<P class="p286 ft9">Det finns nationella mål för komvux på grundläggande nivå, t.ex. att utbildningen ska ge vuxna sådana kunskaper och färdigheter som de behöver för att delta i samhälls- och arbetslivet. Det kan enligt utredningens bedömning vara nödvändigt att bryta ned vissa av de nationella målen för att göra det lokala uppföljnings- och utvecklingsarbetet mer konkret.</P>
<P class="p341 ft9">En del kommuner arbetar redan i dag med lokala mål för verksamheten på grundläggande nivå och andra kan ha mål för vuxenutbildningen som helhet. Utredningen anser att lokala mål kan bidra till en utveckling av utbildningen. Kommunerna bör därför arbeta med att bryta ned vissa av de nationella målen till egna lokala mål. Det är dock viktigt att påpeka att dessa mål alltid måste ligga i linje med de nationella målen.</P>
<P class="p112 ft24">Statistik och annan uppföljning behövs</P>
<P class="p277 ft9">Statistik av god kvalitet måste samlas in av kommunerna, både för att kunna tillgodose de krav som ställs på insamling av nationell statistik och för att kunna göra egna uppföljningar av verksamheten på lokal nivå.</P>
<P class="p148 ft9">Som utredningen har redogjort för finns det vissa luckor i den nationella statistiken. Det är dessutom långt ifrån alla kommuner som samlar in statistik utöver de uppgifter som lämnas till Skolverket. Utredningen föreslår ovan att Skolverket ska ges i uppdrag att utveckla och förbättra den nationella statistiken så att de uppgifter som samlas in håller sådan kvalitet att de kan publiceras. Detta kommer även att ställa krav på kommunerna.</P>
<P class="p97 ft29">Utredningen anser också att kommunerna själva bör inleda ett lokalt arbete med att utveckla statistiken om komvux på grundläggande nivå. Man bör utifrån de lokalt uppställda målen för verksamheten bestämma vilken statistik man ska ta fram och sedan</P>
<P class="p535 ft20">121</P>
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<P class="p124 ft9">återkommande ta fram denna statistik. Ett exempel på uppgifter som relativt ofta saknas är orsakerna till studieavbrott, vilket är en väsentlig uppgift för den som vill utveckla verksamheten så att fler fullföljer sin utbildning.</P>
<P class="p536 ft9">Vid flera tillfällen har statistikbrister förklarats med avsaknaden av ett ändamålsenligt <NOBR>it-system.</NOBR> Utredningen anser att ett ändamålsenligt <NOBR>it-system</NOBR> för bl.a. statistikhantering är av mycket stor vikt för den framtida utvecklingen av vuxenutbildningen. Vi diskuterar denna fråga i kapitel 11.</P>
<P class="p126 ft9">Utredningens uppfattning är att det är viktigt att kommunerna initierar uppföljningar av vuxenutbildningen i allmänhet och av komvux på grundläggande nivå i synnerhet. Sådan uppföljning är i dag allt för sällan förekommande. För att förbättringar ska kunna initieras och kvaliteten höjas behöver utvecklingen dessutom följas över tid. Om en systematisk uppföljning av verksamheten inte inleds finns det stora risker för att varken samhällets eller de studerandes resurser används på ett effektivt sätt, med långa studietider och en stor andel studieavbrott som följd.</P>
<P class="p112 ft24">Kunskaperna om effekter måste förbättras</P>
<P class="p537 ft9">Inte bara själva utbildningen behöver följas upp. Det är också viktigt att följa upp utbildningens effekter. Det viktigaste på detta område är att följa vad som händer med de studerande när de lämnar vuxenutbildningen. Effektstudier kan identifiera vilka behov som finns, t.ex. behov av att utbildningen kopplas närmare till arbetsmarknaden eller ett behov av förstärkt eller förändrad språkutbildning. Utan effektstudier är det svårt att veta om vuxen- utbildningen svarar mot de behov som finns.</P>
<P class="p538 ft26">På den nationella nivån föreslår utredningen att IFAU ska följa upp effekterna. Utredningen ser starka skäl att även kommunerna gör lokala uppföljningar av utbildningens effekter. I en del fall kan detta troligen göras möjligt genom att flera kommuner gör gemensamma uppföljningsinsatser på regional nivå.</P>
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<P class="p270 ft24">Det är nödvändigt att analysera resultaten</P>
<P class="p383 ft9">Det är inte tillräckligt att sätta mål för verksamheten, att samla in nödvändig statistik och att effekterna av utbildningen undersöks. De resultat man får fram i sin uppföljning måste även omsättas i utvecklande åtgärder.</P>
<P class="p540 ft9">Utredningen har sett några goda exempel på hur en analys av brister i en verksamhet kan bidra till att verksamheten utvecklas. Vi har dock samtidigt sett exempel på att det antingen saknas både underlag för en analys och på att det saknas analys och åtgärder trots att det finns ett underlag. Om det exempelvis är okänt vad studieavbrotten beror på är det givetvis svårt att avgöra vilka åtgärder som ska vidtas för att öka fullföljandet. Om det däremot är känt att en stor del av avbrotten exempelvis beror på familjeförhållanden bör eventuella åtgärder riktas mot att försöka lösa de problem som finns med att förena studier och familj. Om avbrotten istället beror på bristande pedagogiskt stöd i lärandet är åtgärderna andra. Huvudmannen bör med utgångspunkt i den uppföljning som görs analysera vad som påverkar resultaten och måluppfyllelsen för verksamheten. Analysen bör sedan användas för att prioritera och för att utveckla verksamheten.</P>
<P class="p541 ft9">Utredningens bedömning är att ökade uppföljnings- och analysinsatser skulle kunna medföra en betydande effektivisering av verksamheten och därmed långsiktiga besparingar i kommun- erna. En regelbunden behovsinventering av utbildnings- och arbetsmarknadsbehov, samt en analys av dessa, är dessutom en förutsättning för att kunna anpassa kommunens rekryterings- verksamhet, kursutbud, samt tider och former för utbildningen, efter kommuninvånarnas behov och förutsättningar.</P>
<P class="p84 ft13">Det finns behov av ökad samverkan</P>
<P class="p542 ft10"><SPAN class="ft107">Utredningens bedömning: </SPAN>Samverkan mellan politikområdena utbildning, integration och arbetsmarknad underlättar för de studerande att etablera sig i samhället. Även en samverkan mellan vuxenutbildningen och socialtjänsten är ofta nödvändig.</P>
<P class="p543 ft9">Samverkan mellan kommuner kan många gånger vara nödvändig för att framför allt mindre kommuner ska kunna erbjuda den utbildning som de är skyldiga att erbjuda. Samverkan mellan kommuner kan även öka kvaliteten på och</P>
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<P class="p545 ft9">tillgången till bl.a. studiehandledning på modersmålet, väg- ledning eller stödinsatser.</P>
<P class="p546 ft29">En ökad samverkan mellan kommunerna och Arbets- förmedlingen är nödvändig för att varje enskild studerande ska kunna bedriva sin utbildning effektivt och inte hindras av motstridiga planer. Det bör övervägas att ge Arbetsförmedlingen i uppdrag att samverka med kommunerna i denna fråga.</P>
<P class="p92 ft24">Samverkan inom kommunerna kan undanröja studiehinder</P>
<P class="p80 ft8">För att underlätta för de studerande att på ett effektivt sätt ta sig igenom komvux på grundläggande nivå krävs en ökad samverkan inom kommunerna. Den kanske viktigaste samordningen är att förbättra möjligheterna till parallella studier mellan olika skolformer och nivåer. Det krävs ett aktivt samarbete mellan t.ex. sfi och komvux på grundläggande och gymnasial nivå för att undanröja uppfattningen att studier alltid bör genomföras på en nivå i taget. Först genom ett inarbetat samarbete är det möjligt att frångå den progressionstrappa som i många kommuner fortfarande utgör normen för verksamheten (se kapitel 5).</P>
<P class="p77 ft9">Samverkan med särvux kan också öka möjligheterna för att studerande inom särvux ska kunna studera kurser på grundläggande nivå inom komvux. Sådan samverkan kan öka individanpassningen och underlätta för de studerande att ta sig igenom de planerade studierna. Samverkan måste i dessa fall ske på såväl övergripande nivå som på individnivå.</P>
<P class="p91 ft9">Den individuella studieplanen är väsentlig för att vägen genom vuxenutbildningen ska bli så effektiv och individanpassad som möjligt. En förutsättning är dock att planen följer den studerande från början till slut inom vuxenutbildningen. Samverkan mellan olika delar i utbildningssystemet är en förutsättning för att detta ska fungera.</P>
<P class="p468 ft29">I kommunerna är förutsättningarna olika när det gäller praxis för att studera med bibehållet försörjningsstöd. Vissa kommuner kräver att den studerande tar ut både studiemedlens låne- och bidragsdel för att kompletterande försörjningsstöd vid behov ska kunna beviljas. Andra kommuner beviljar försörjningsstöd även om den studerande enbart använder studiemedlens bidragsdel. En fungerande dialog mellan vuxenutbildningen och socialtjänsten kan</P>
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<P class="p285 ft9">i enskilda fall underlätta för de studerande att genomföra studierna utan ekonomiska hinder.</P>
<P class="p279 ft26">Även andra funktioner i en kommun behöver samverka med vuxenutbildningen för att underlätta studierna. En heltids- studerande har kanske hälften av sin utbildningstid schemalagd. Resterande tid ska han eller hon ägna åt självstudier. En samverkan mellan olika kommunala instanser behövs för att detta ska kunna komma till stånd. Exempelvis kan det behövas en dialog mellan vuxenutbildningen och den kommunala barnomsorgen för att regler och praxis på de båda områdena inte ska krocka.</P>
<P class="p119 ft24">Samverkan mellan kommuner kan öka utbildningskvaliteten</P>
<P class="p111 ft9">Tillgängligheten till utbildning varierar över landet. Utbildningen kan i många fall inte fullt ut uppvisa den individanpassning och flexibilitet som motsvarar behoven. Detta beskrivs närmare i kapitel 5. Det finns enligt utredningens bedömning en risk för att studerande på framför allt små orter inte erbjuds de kombinations- möjligheter och flexibla lösningar som lagstiftaren har avsett. På mindre orter finns det ofta inte heller ett komplett utbildnings- utbud.</P>
<P class="p97 ft8">Ett effektivt sätt att öka utbudet och därmed individ- anpassningen är enligt utredningens mening att samverka mellan kommuner. Kurser som inte erbjuds i samtliga kommuner kan erbjudas genom kommunsamverkan. Utbudet kan därmed motsvara den efterfrågan på kurser som finns i regionen. Möjligheten att hitta olika former och tider för undervisningen ökar också genom samverkan mellan flera kommuner. Heltids- studier under vardagar kan t.ex. erbjudas i en av kommunerna medan distansstudier kan erbjudas av en annan kommun. Att på detta sätt planera och samverka kring utbudet och olika former för utbildningen ökar de studerandes valmöjligheter och möjligheten att erbjuda flexibla former för studierna.</P>
<P class="p548 ft10">Samverkan med andra kommuner kan också ge ökade möjligheter till stöd för enskilda studerande. Tillgången till specialpedagoger kan många gånger förbättras genom kommunsamverkan. Inom ramen för en region kan det också finnas bättre möjligheter att skapa undervisningsgrupper bestående av studerande med liknande utbildningsbakgrund eller liknande studiemål. Även möjligheterna att erbjuda studiehandledning på de studerandes modersmål kan</P>
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<P class="p53 ft9">förbättras, liksom vägledningen. Samverkan kan också bidra till ökade möjligheter till kontinuerlig antagning till utbildning, vilket ytterligare kan underlättas genom en inslussningsverksamhet i samarbete mellan flera kommuner.</P>
<P class="p550 ft24">Samverkan mellan kommuner och Arbetsförmedlingen – helt nödvändig för studerande i ett etableringsprogram</P>
<P class="p93 ft9">En studerande kan ha olika planer som sammantaget ska leda till hans eller hennes etablering i arbets- och samhällslivet. En person som är föremål för insatser till följd av lagen om etableringsinsatser för vissa nyanlända invandrare ska ha en etableringsplan som omfattar insatser som ska leda till personens integration i det svenska samhället. Vid upprättandet av etableringsplanen ska hänsyn tas till individens utbildningsbakgrund, tidigare arbetslivs- erfarenhet och behov av utbildning. En studerande som deltar i komvux ska dessutom ha en individuell studieplan. Studieplanen ska också ta sin utgångspunkt i den studerandes utbildnings- bakgrund, tidigare erfarenheter, utbildningsmål och behov av utbildning.</P>
<P class="p312 ft9">Det är viktigt att det finns en samverkan mellan kommunernas vuxenutbildning och framför allt Arbetsförmedlingen när det gäller genomförandet av de olika aktiviteterna i respektive plan. Samverkan är en förutsättning för att aktiviteterna inte ska motverka varandra eller hindra en person att delta i de planerade aktiviteterna. Planerna måste komplettera varandra. Det är oroande att det enligt utredningens kommunenkät saknas samverkan mellan vuxenutbildningen och Arbetsförmedlingen i fyra kommuner av tio.<SPAN class="ft36">52</SPAN></P>
<P class="p468 ft8">Det är inte enbart kommunernas ansvar att det kommer till stånd en aktiv samverkan mellan kommunerna och Arbets- förmedlingen. Utredningen anser därför att det bör övervägas att ge Arbetsförmedlingen i uppdrag att samverka med kommunerna kring studerande inom komvux som är föremål för insatser till följd av lagen om etableringsinsatser för vissa nyanlända invandrare.</P>
<P class="p77 ft9">För den studerande är det också viktigt att det finns ett samarbete mellan kommunerna och statliga myndigheter för att</P>
<P class="p89 ft58"><SPAN class="ft40">52 </SPAN>I detta sammanhang ska det noteras att det även i läroplanen för vuxenutbildningen anges att ”samarbete med arbetslivet, Arbetsförmedlingen och arbetsmarknadens parter är av betydelse för yrkesutbildningens kvalitet och för elevernas fortsatta etablering på arbetsmarknaden”.</P>
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<P class="p60 ft9">underlätta den ekonomiska situationen i samband med studierna. En ökad samverkan mellan kommunerna och bl.a. CSN, Försäkringskassan och Arbetsförmedlingen krävs för att kunna ge de studerande en samlad bild av de ekonomiska förutsättningarna under studietiden. Utredningen föreslår av detta skäl att ett särskilt uppdrag ska ges till CSN (se kapitel 6).</P>
<P class="p484 ft24">Andra former av samverkan är också önskvärd</P>
<P class="p306 ft8">Förutom samverkan inom kommuner, mellan kommuner och mellan kommuner och myndigheter har utredningen sett andra lyckade exempel på lokal eller regional samverkan. Ett exempel på sådan samverkan är de regionala kompetensplattformar som finns på vissa håll. Behovet av kompetens på arbetsmarknaden skiljer sig mellan olika regioner. Det krävs samordning, struktur, dialog och tydlig styrning för att skapa en fungerande samverkan mellan arbetsmarknad, näringsliv och utbildning, såväl lokalt och regionalt som på nationell nivå. Utbildningsutbudet och arbetsmarknadens och näringslivets behov av kompetens överensstämmer exempelvis inte alltid. En fungerande samverkan mellan de olika intressenterna kan medverka till att avhjälpa detta problem genom att utbildningsutbudet bättre anpassas till behoven.</P>
<P class="p278 ft8">Ett annat exempel på hur samverkan kan fungera är det samarbete som är följden av satsningen på yrkesvux. Samråd med Arbetsförmedlingen och med företag, organisationer eller andra sammanslutningar som är verksamma inom de branscher som utbildningen är avsedd för har varit en av förutsättningarna för att få statsbidrag.<SPAN class="ft79">53 </SPAN>Kravet på samverkan har i många kommuner lett till att det har skapats fungerande samarbetsformer mellan t.ex. kommunen, Arbetsförmedlingen och det lokala näringslivet. Liknande samverkansformer bör kunna bidra till en utveckling även av den reguljära vuxenutbildningen.</P>
<P class="p551 ft41"><SPAN class="ft40">53 </SPAN>4 § förordningen om statsbidrag för yrkesinriktad och viss teoretisk vuxenutbildning på gymnasial nivå.</P>
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<P class="p552 ft13">Bättre förutsättningar för rektorer och mer vidareutbildning för lärare</P>
<P class="p108 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Det är viktigt att rektorsfunktionen ges de ekonomiska och organisatoriska förutsättningar som är nödvändiga för att rektorn ska kunna utföra de uppgifter som hör till rektorns ansvar. Det måste också göras tydligt vem som är rektor för en viss verksamhet och vad rektorsansvaret omfattar.</P>
<P class="p180 ft9">Huvudmännen bör i större utsträckning än i dag kartlägga det behov av kompetensförstärkning som finns i den egna verksam- heten. Kartläggningen bör göras genom att inventera lärarnas kompetenser och ställa dessa i relation till den målgrupp som finns inom vuxenutbildningen i kommunen. Det är angeläget att lärarna inom kommunal vuxenutbildning på grundläggande nivå ges möjlighet till kompetensutveckling främst inom områdena andraspråksinlärning, särskilt stöd och individbaserat lärande. Även när det gäller den specialpedagogiska kompetensen krävs en förstärkning. Inom ramen för ”Lärarlyftet II” finns möjligheter för huvudmännen att tillgodose behovet av kompetensutveckling.</P>
<P class="p284 ft24">Rektorns situation och roll behöver uppmärksammas</P>
<P class="p507 ft9">Rektorsfunktionen inom komvux har arbetsuppgifter som täcker många olika delar av verksamheten. Skolinspektionen har i en nylig granskning konstaterat att många rektorer ges bristande resursmässiga förutsättningar att utveckla de olika verksamhets- delarna.<SPAN class="ft36">54 </SPAN>Bristen beror enligt Skolinspektionen på att resurs- fördelningen i allmänhet i för liten utsträckning beslutas efter en analys av skolans resultat. Enligt Skolinspektionen behöver huvudmännen säkerställa förutsättningarna för rektorernas ledning av den pedagogiska verksamheten. Huvuddelen av huvudmännen, skriver Skolinspektionen i sin rapport, måste lyfta frågor om hur arbetet kan utvecklas för att ge bättre utrymme och stöd för att rektorerna ska verka som pedagogiska ledare.</P>
<P class="p290 ft29">Utredningen delar Skolinspektionens bedömning att många rektorer måste ges bättre förutsättningar för sitt arbete. Om det saknas resurser är det svårt eller omöjligt att utveckla den pedagogiska verksamheten på det sätt och i den riktning som lagstiftningen anger. Det påverkar i så fall måluppfyllelsen negativt.</P>
<P class="p79 ft41"><SPAN class="ft40">54 </SPAN>Skolinspektionen (2012b).</P>
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<P class="p362 ft9">Det är viktigt att varje kommun analyserar behoven och använder resultaten av analysen för att hitta lämpliga principer för resursfördelningen.</P>
<P class="p553 ft10">En speciell problematik kan uppstå i kommuner där en stor del av verksamheten upphandlas av externa anordnare av vuxen- utbildning. Den rektor i kommunen som är ansvarig ska ha möjlighet att hålla sig förtrogen med verksamheten även i de upphandlade enheterna. Det är därför viktigt att den upphandlade verksamheten organiseras så att rektorn har möjlighet att ta ansvar för att exempelvis ett systematiskt kvalitetsarbete finns på varje enhet, oavsett om den är upphandlad eller bedrivs i egen regi.</P>
<P class="p331 ft9">Det måste också vara helt klart för de studerande vem som är rektor för verksamheten och vad rektorsansvaret omfattar.</P>
<P class="p554 ft24">Lärarna bör oftare än i dag erbjudas och delta i kompetensutveckling</P>
<P class="p83 ft9">Lärarna måste ges goda förutsättningar att hantera utbildnings- situationen. Kompetensutveckling och fortbildning är viktigt för att förbättra lärarnas situation. I skollagen anges att huvudmannen ska se till att personalen vid skolenheterna ges möjligheter till kompetensutveckling.<SPAN class="ft36">55 </SPAN>Huvudmannen ansvarar för att ge ekonomiska och tidsmässiga förutsättningar för kompetens- utveckling.<SPAN class="ft36">56 </SPAN>Med anledning av utformningen av skollagen är det utredningens bedömning att många kommuner behöver kartlägga behovet av kompetensförstärkning i den egna verksamheten. Kartläggningen bör göras genom att inventera lärarnas kompetenser och ställa dessa i relation till den målgrupp och de behov som finns inom vuxenutbildningen i kommunen.</P>
<P class="p331 ft9">En behovsinventering bör ligga till grund för en långsiktig kompetensutvecklingsplan. Planen bör innehålla ett varierat utbud av utbildningar inom olika områden, såsom andraspråksinlärning, individualisering av undervisningen, specialpedagogik samt betyg och bedömning. En långsiktig plan som sträcker sig över flera år bör omfatta alla de olika sorters kompetensförstärkning som behövs.</P>
<P class="p384 ft29">Den förändrade målgruppen på den grundläggande nivån ställer delvis andra krav på pedagogiskt förhållningssätt och pedagogiska metoder än motsvarande studerandegrupp gjorde för ett antal år</P>
<P class="p555 ft58"><SPAN class="ft56">55</SPAN><SPAN class="ft57">2 kap. 34 § skollagen.</SPAN></P>
<P class="p214 ft41"><SPAN class="ft56">56</SPAN><SPAN class="ft59">Prop. 2009/10:165.</SPAN></P>
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<P class="p75 ft9">sedan. Det finns därför, som utredningen ser det, ett behov av en satsning på utbildning för lärare inom vuxenutbildningen. Utredningen anser att det finns särskilda behov av kompetens- utveckling vad gäller andraspråksinlärning och arbete med studerande i behov av stödinsatser. Även fortbildning för moders- målslärare kan bidra till en utveckling av vuxenutbildningen.</P>
<P class="p91 ft9">Fortbildning i individanpassning är också efterfrågat. Ofta hamnar ansvaret för individualiseringen av undervisningen hos lärarna som efter eget huvud får lösa situationen med bl.a. heterogena studerandegrupper. Individualiseringen hänger då i stor utsträckning på att läraren klarar att fördela sin tid mellan dem som ingår i gruppen.<SPAN class="ft36">57</SPAN></P>
<P class="p301 ft10">Även av behörighetsreglerna för lärare följer att det finns ett stort behov av löpande fortbildningsinsatser. Enligt bestämmelserna i förordningen om lärarlegitimation är lärare behöriga att undervisa i komvux om de är behöriga att undervisa på motsvarande nivå och i motsvarande ämne i grundskolan eller gymnasieskolan.<SPAN class="ft81">58 </SPAN>Det behövs alltså inte någon särskild utbildning för att undervisa inom vuxenutbildningen. Utredningen anser dock att det är önskvärt att lärarna inom vuxenutbildningen har särskild kompetens om vuxnas lärande. De särskilda behov som finns inom vuxenutbildningen gör att det är viktigt att det finns kontinuerliga möjligheter till kompetens- förstärkning med inriktning mot vuxenutbildning.</P>
<P class="p556 ft9">Satsningen ”Lärarlyftet I” pågick <NOBR>2007–2011<SPAN class="ft36">59</SPAN></NOBR><SPAN class="ft36"> </SPAN>och var en satsning på fortbildning för lärare med fokus på ämnesteori och ämnesdidaktik. Enligt Skolverkets årsredovisning 2011 hade lärarlyftet utnyttjats av <SPAN class="ft108">18 800 </SPAN>lärare mellan år 2007 och 2011. Av dessa kom endast två procent från komvux och en procent från sfi. Söktrycket var också lågt till exempelvis de kurser i vuxenpedagogik som erbjöds.<SPAN class="ft36">60 </SPAN>Det förhållandevis låga antalet deltagare från vuxenutbildningen kan bero på bl.a. lärarnas eget intresse och efterfrågan, arbetsgivarnas vilja och utrymme att låta lärarna delta, samt på det kursutbud som erbjöds.</P>
<P class="p468 ft26">Under 2012 påbörjades satsningen ”Lärarlyftet II”, en satsning som ska pågå fram till och med 2015. Avsikten med satsningen är</P>
<P class="p557 ft85"><SPAN class="ft56">57</SPAN><SPAN class="ft84">Möjligheten att individanpassa utbildningen hänger dock givetvis inte enbart på lärarens utbildning och kunskaper, utan även på resurser. Lärare utredningen har träffat efterlyser ofta bättre förutsättningar att kunna öka individanpassningen av undervisningen. Exempelvis kan önskemålen handla om att minska studerandegruppernas storlek eller att det vid vissa lektionstillfällen bör finnas mer än en lärare i klassrummet.</SPAN></P>
<P class="p558 ft58"><SPAN class="ft56">58</SPAN><SPAN class="ft109">2 kap. 31 § förordningen (2011:326) om lärarlegitimation.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">59</SPAN><SPAN class="ft57">Det var möjligt att avsluta kurser även under 2012.</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">60</SPAN><SPAN class="ft59">Statskontoret (2010b).</SPAN></P>
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<P class="p362 ft9">att öka ämnesbehörigheten hos lärare i grundskolan, gymnasie- skolan, vuxenutbildningen och särskolan. För att öka vuxenlärarnas utnyttjande av ”Lärarlyftet II” är det viktigt att huvudmännen tillåter lärarnas deltagande och uppmuntrar detsamma. Det är också viktigt att Skolverkets upphandling av kurser utgår från en bedömning av vilka kurser som är relevanta för lärarna inom vuxenutbildningen.</P>
<P class="p559 ft13">Riktade informations- och rekryteringsinsatser behövs</P>
<P class="p560 ft10"><SPAN class="ft107">Utredningens bedömning</SPAN>: Det krävs ytterligare ansträngningar från kommunerna för att kartlägga vilka som saknar grundläggande kompetens och för att rekrytera dessa till studier. I rekryterings- arbetet kan kommunerna behöva samarbeta med folkbildningen, studieförbunden, Arbetsförmedlingen och olika intresse- organisationer och föreningar knutna till särskilda målgrupper.</P>
<P class="p543 ft9">Genom ett effektivt informations- och rekryteringsarbete kan vissa gruppers integrering i samhället påskyndas och deras situation på arbetsmarknaden kan förbättras.</P>
<P class="p561 ft9">Utredningens förslag på studiemedelsområdet kommer att underlätta för kommunerna att rekrytera personer i behov av utbildning på grundläggande nivå inom den kommunala vuxen- utbildningen.</P>
<P class="p562 ft9">För att kunna avgöra om en kommun uppfyller sina skyldigheter när det gäller information och rekrytering krävs att kommun- invånarnas utbildningsbehov är kartlagt på ett sådant sätt att det är känt vilka som är i behov av utbildning inom komvux på grundläggande nivå. Först därefter kan man avgöra om informationsarbetet och arbetet med att aktivt rekrytera studerande till vuxenutbildningen når upp till en nivå som motsvarar kravet i skollagen. För att kommunerna ska kunna kontrollera kvaliteten på sitt eget arbete krävs alltså att man återkommande gör sådana kartläggningar.</P>
<P class="p331 ft9">Som vi har sett tidigare är det förhållandevis få studerande med kort utbildning som studerar på grundläggande nivå. Enligt utredningens bedömning tyder detta på att det finns en stor grupp personer som skulle kunna ha stor nytta av att påbörja sådana studier.</P>
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<P class="p353 ft9">Utredningen anser att kommunernas uppsökande verksamhet i större utsträckning än i dag måste samarbeta med folkbildningen, studieförbunden, Arbetsförmedlingen och olika intresse- organisationer knutna till särskilda målgrupper, för att kunna nå personer i behov av utbildning på grundläggande nivå. En satsning på aktiv rekrytering kan innebära nya möjligheter till rekrytering av personer som är svåra att nå. I vissa fall, t.ex. när det gäller den romska gruppen, kan det vara särskilt viktigt att samarbeta med föreningar och intresseorganisationer som tillvaratar en viss grupps intressen.</P>
<P class="p468 ft10">Det finns mycket som talar för att en uppsökande verksamhet, med möjlighet till direkta samtal, kan leda till att personer som saknar utbildning motsvarande grundskolan får en tydligare bild av de utbildningsvägar som finns. Genom en sådan aktivt uppsökande verksamhet finns det betydligt större möjligheter att nå andra grupper av potentiella deltagare än de som nås med enbart skriftlig information. Information på exempelvis en hemsida kan vara ett sätt att informera, men många personer behöver en personlig kontakt för att motiveras till att ta steget att påbörja studier.</P>
<P class="p77 ft9">Ett mer aktivt rekryteringsarbete kan enligt utredningens bedömning ge många positiva effekter. Det ger dels alla kommun- invånare lika möjligheter att ta ställning till studier, dels kan integrationen i samhället förbättras för grupper som annars kanske har få kontakter med andra än den närmaste familjen. En ökad integration kan på sikt förbättra dessa personers möjligheter på arbetsmarknaden och då även minska kommunernas kostnader för bl.a. försörjningsstöd.</P>
<P class="p77 ft9">Vår bedömning är att förslagen om ett högre studiebidrag och fler studiemedelsveckor (se kapitel 8) kommer att underlätta för kommunerna att rekrytera studerande i behov av utbildning inom komvux på grundläggande nivå.</P>
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<P class="p565 ft111"><SPAN class="ft7">5</SPAN><SPAN class="ft110">Anpassning efter individers behov och förutsättningar</SPAN></P>
<P class="p566 ft28"><SPAN class="ft28">5.1</SPAN><SPAN class="ft69">Utredningens uppdrag</SPAN></P>
<P class="p567 ft9">Utredningen har i uppdrag att kartlägga i vilken grad komvux på grundläggande nivå lever upp till nationellt fastställda mål och syften när det gäller anpassning både på individnivå och till vissa utpekade studerandegruppers behov och förutsättningar, samt att vid behov föreslå åtgärder för att förbättra utbildningen så att målen och syftena uppfylls. I uppdraget ingår också att undersöka hur flexibel utbildningen är och att vid behov föreslå åtgärder för att förbättra utbildningen i detta avseende.</P>
<P class="p332 ft28"><SPAN class="ft28">5.2</SPAN><SPAN class="ft69">En flexibel och individanpassad utbildning</SPAN></P>
<P class="p333 ft13"><SPAN class="ft13">5.2.1</SPAN><SPAN class="ft70">Flexibilitet i undervisningen</SPAN></P>
<P class="p351 ft9">Utredningens enkätundersökning visar att de flesta kommuner erbjuder möjligheter till studier på heltid och halvtid. Klassrums- undervisning och undervisning i små grupper förekommer i en majoritet av kommunerna. Kurser på kvällstid erbjuds av knappt en tredjedel av kommunerna. Intensivkurser och sommarkurser är mer ovanligt och helgkurser förekommer i princip inte alls.</P>
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<P class="p569 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p570 ft9">Av kommuner med fler än 50 000 invånare erbjuder 65 procent möjligheter till studier på kvällar jämfört med endast 11 procent av kommuner med färre än 10 000 invånare. Det är också vanligare att de större kommunerna erbjuder intensiv- och sommarkurser Distanskurser förekommer i mindre än hälften av kommunerna. Enligt Skolverkets officiella statistik är det mindre vanligt med distanskurser på grundläggande nivå än på gymnasial nivå. Motivet till detta har vid utredningens besök i kommunerna uppgetts vara en osäkerhet kring om elever inom komvux på grundläggande nivå har förutsättningar att tillgodogöra sig innehållet i en kurs som genomförs på distans.</P>
<P class="p408 ft13"><SPAN class="ft13">5.2.2</SPAN><SPAN class="ft70">En flexibel och individanpassad utbildning</SPAN></P>
<P class="p115 ft10">Individanpassningen av utbildningen varierar mellan kommunerna. I små kommuner med få deltagare i komvux på grundläggande nivå finns ibland stora möjligheter till individanpassning. Alla elever är kända av såväl rektorn som av studie- och yrkesvägledare och lärare. Det låga elevantalet gör att läraren kan arbeta med varje elev och anpassa undervisningen på individnivå. Däremot har en liten kommun sällan möjlighet att skapa samlade undervisningsgrupper</P>
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<P class="p60 ft9">utifrån elevernas förkunskapsnivå. Det finns inte heller samma möjligheter för en liten kommun att erbjuda undervisning vid olika tidpunkter. Det är bl.a. av det skälet vanligare att kommuner med färre än 10 000 invånare erbjuder distanskurser med få lärarträffar än att de stora kommunerna gör det.</P>
<P class="p572 ft13"><SPAN class="ft13">5.2.3</SPAN><SPAN class="ft70">Utbildningens utformning skiljer sig åt</SPAN></P>
<P class="p573 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>Flexibiliteten och individanpassningen av utbildningen inom kommunal vuxenutbildning på grundläggande nivå ser olika ut i kommunerna. Utredningens förslag och bedömningar syftar till att stödja kommunerna i deras arbete med att vidareutveckla verksamheterna, för att uppnå en flexibel och individanpassad utbildning utifrån kommunens förutsättningar och möjligheter.</P>
<P class="p574 ft9">Vid utredningens kommunbesök och av de enkätundersökningar utredningen genomfört, har det framkommit att graden av individanpassning och flexibilitet inom komvux på grundläggande nivå varierar mellan kommunerna. Utbildningen erbjuds inte alltid på olika tider och i olika omfattning. Utbildningen erbjuds inte heller alltid i tillräckligt flexibla former för att kunna motsvara de studerandes behov.</P>
<P class="p13 ft9">Kommunernas skilda prioriteringar leder även till att resurs- fördelningen till vuxenutbildningen skiljer sig åt över landet. Även om andra faktorer än ekonomiska har stor betydelse, t.ex. organisering och lärarnas intresse och vilja, hänger möjligheterna att individualisera undervisningen till stor del på resurser. Utan tillräckligt stöd och tillräckliga resurser hamnar de problem som finns med heterogena elevgrupper och individuella behov ofta på lärarna, som efter sina egna pedagogiska förutsättningar får lösa situationen.</P>
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<P class="p576 ft66"><SPAN class="ft28">5.3</SPAN><SPAN class="ft76">Verktyg för ökad flexibilitet och individanpassning</SPAN></P>
<P class="p577 ft9">Utredningen presenterar i följande avsnitt ett antal utvecklings- möjligheter inom olika områden.</P>
<P class="p281 ft13"><SPAN class="ft13">5.3.1</SPAN><SPAN class="ft70">Kontinuerlig antagning</SPAN></P>
<P class="p89 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Vad som avses med kontinuerlig antagning varierar mellan olika kommuner. Det finns möjligheter att genom inslussningsverksamhet och samverkan förbättra möjligheterna att erbjuda kontinuerlig antagning.</P>
<P class="p66 ft29">I förordningen om vuxenutbildning anges att utbildningen ska bedrivas kontinuerligt under hela året.<SPAN class="ft82">1 </SPAN>Närmare åtta av tio kommuner uppger i utredningens enkät att man tillämpar kontin- uerlig antagning. Vad som menas med kontinuerlig antagning tolkas dock olika i verksamheterna. Några av de svarande kommunerna uppger att de med kontinuerlig antagning menar antagning fyra till sex gånger per år medan andra avser löpande antagning där nya elever tas emot varje vecka. Trots att termins- begreppet inte har funnits i styrdokumenten för vuxenutbildningen på många år präglar det ändå verksamheterna i många kommuner.</P>
<P class="p248 ft9">Om en kommun inte har ett antagningssystem som möjliggör kontinuerliga starter av kurser och delkurser tvingas studerande oftare till repetitionsstudier i väntan på nästa antagning. Detta minskar också incitamenten för att avsluta en kurs i förtid, när målen för kursen är uppnådda. I värsta fall kan få tillfällen för antagning innebära månader av väntan på att studierna kan fort- sätta. En förutsättning för flexibilitet är att det finns möjlighet för studerande att byta mellan olika kurser eller nivåer under pågående kurs.</P>
<P class="p290 ft26">Några av de lärare som utredningen har träffat upplever att en tätare antagning än fyra till sex gånger per år är svår att hantera pedagogiskt. Utredningen gör dock bedömningen att problemet med kontinuerlig antagning till stor del är av organisatorisk karaktär. Vi har sett flera exempel på kommuner som har utvecklat olika former av inslussningsverksamhet dit nya elever blir</P>
<P class="p147 ft41"><SPAN class="ft40">1 </SPAN>2 kap. 25 § förordningen om vuxenutbildning.</P>
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<P class="p60 ft9">hänvisade för att påbörja sina studier. Därefter blir eleverna successivt inplacerade i grupper som motsvarar deras kunskaps- bakgrund och studiemålsättning.</P>
<P class="p150 ft9">Utredningen har enbart sett detta i kommuner med ett relativt stort elevantal. En inslussningsverksamhet kan dock enligt utredningens bedömning vara ett sätt att organisera en mer kontinuerlig antagning även i mindre kommuner, kanske i samverkan med andra kommuner eller gemensamt i en region. Genom att samverka med andra kommuner kan möjligheten att erbjuda kontinuerlig antagning förbättras.</P>
<P class="p150 ft9">Vidare kan en orienteringskurs utgöra en form av introduktion till en kurs. Efter en tid av introduktion bör det finnas möjligheter att placera elever i grupper allt efter förkunskaper, mål och studietakt.</P>
<P class="p14 ft8">Som tidigare påpekats tolkas kravet på att utbildning ska bedrivas kontinuerligt under året olika i kommunerna. Skälen till detta är naturligtvis flera och hänger också samman med kommunens storlek, resurser och elevantal. Att föreslå en skärpning av bestämmelsen genom att kräva att inslussnings- verksamhet ska förekomma för att möjliggöra kontinuerlig antagning, skulle innebära en begränsning av kommunernas möjligheter att själva organisera sin verksamhet. Utredningen ser ett större värde i att istället försöka förmedla goda exempel på hur olika kommuner har lyckats erbjuda en mer kontinuerlig antagning.</P>
<P class="p578 ft13"><SPAN class="ft13">5.3.2</SPAN><SPAN class="ft70">Förkunskapskrav</SPAN></P>
<P class="p526 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: I många kommuner förekommer formella förkunskapskrav trots att rätten att antas till kommunal vuxenutbildning på grundläggande nivå beror på den sökandes förutsättningar att tillgodogöra sig utbildningen. Istället för särskilda kursfordringar måste kommunerna, i större utsträckning än i dag, genomföra bedömningar av elevernas kunskaper för att avgöra om de har förutsättningar att genomgå kursen.</P>
<P class="p579 ft26">Skollagens bestämmelse om behörighet att delta i utbildning inom komvux anger bl.a. att en elev ska ha förutsättningar att tillgodo- göra sig innehållet i utbildningen. Det ställs inga krav på för-</P>
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<P class="p300 ft9">kunskaper i författningarna som reglerar vuxenutbildningen, till skillnad från författningar som styr antagningen till gymnasie- skolan respektive högskolan. För att kunna avgöra om en elev har förutsättningar att tillgodogöra sig utbildningen krävs därför någon form av bedömning av elevens kunskaper.</P>
<P class="p107 ft9">Resultaten av utredningens enkätundersökning visar att närmare sex av tio kommuner kräver en lägsta nivå på språkkunskaperna för studier inom komvux på grundläggande nivå. Framför allt före- kommer detta när det gäller svenska som andraspråk. Över hälften av kommunerna anger att de ställer upp språkliga förkunskapskrav för att läsa svenska som andraspråk. Av dessa uppger en majoritet att en elev ska ha läst kurs D inom sfi för att få påbörja svenska som andraspråk på grundläggande nivå. Vissa kommuner gör undantag efter en individuell bedömning av vilken nivå inom sfi språkkunskaperna motsvarar. Andra kommuner uttrycker sig mer vagt och skriver att eleven behöver ha tillräckliga språkkunskaper för att tillgodogöra sig undervisningen. Ett mindre antal kommuner anger att eleverna bör ha läst ”viss sfi”, eller ha avslutat kurs B eller C inom sfi.</P>
<P class="p312 ft9">Skolinspektionen har i ett flertal tillsynsbeslut riktat kritik mot kommuner till följd av förkunskapskraven, eftersom det saknas författningsstöd för att ställa upp sådana krav. Efter Skolinspektionens kritik kan utredningen notera att många kommuner har tagit bort förkunskapskraven från sin skriftliga information till eleverna. Under utredningens kommunbesök har dock framkommit att kraven i praktiken fortfarande förekommer genom att elever avråds från att påbörja studier på grundläggande nivå innan man uppnått en viss nivå inom sfi. Kommunerna motiverar användningen av förkunskapskrav med att eleven annars saknar förutsättningar att tillgodogöra sig utbildningen. Denna föreställning grundar sig i en syn på utbildningsgången som en s.k. progressionstrappa (fig. 5.1).</P>
<P class="p317 ft29">Utöver avsaknaden av lagstöd ser utredningen allvarligt på att det ställs krav på förkunskaper i form av genomgångna kurser, då detta medför en begränsning av möjligheterna att kombinera studier på olika nivåer och inom olika utbildningsformer. Många studerande kan ha en ojämn kunskapsprofil som innebär att de kan ha kunskaper motsvarande gymnasienivå i vissa kurser medan kunskapsnivån i andra kurser motsvarar grundläggande nivå. Detta gör att det är olämpligt att ställa upp formella kunskapskrav.</P>
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<P class="p581 ft112">Nivå</P>
<P class="p582 ft3">Gymnasial nivå</P>
<P class="p583 ft3">Grundläggande</P>
<P class="p584 ft3">nivå</P>
<P class="p585 ft3">Sfi</P>
<P class="p586 ft3">Tid</P>
<P class="p587 ft12">Den spegling av ungdomsskolan som präglar vuxenutbildningen bidrar till att en del företrädare för vuxenutbildningen tänker sig utbildningen i form av en fastlåst progressionstrappa. Bakgrunden till föreställningen om att progressionstrappan är det korrekta sättet att bedriva utbildningen är att det ofta finns en oro för att eleverna ska misslyckas med sina studier på en högre nivå om de inte har uppnått en viss språklig nivå innan studierna påbörjas. Ett annat argument är att det är mer praktiskt att låta eleverna läsa kurser i en förutbestämd ordning. Administrativa svårigheter verkar lägga hinder i vägen för att elever samtidigt ska kunna läsa kurser på olika nivåer eller inom olika skolformer. Det är utredningens bedömning att kommunerna bör frångå progressions- trappan. Många elever har förutsättningar att genomföra en kurs utan att ha genomgått den kurs som ställs upp som förkunskaps- krav. Det finns därför anledning att istället för särskilda kurs- fordringar använda sig av en bedömning av elevens kunskaper, för att avgöra om han eller hon har förutsättningar att genomgå en viss kurs.</P>
<P class="p572 ft13"><SPAN class="ft13">5.3.3</SPAN><SPAN class="ft70">Inledande bedömning av elevernas kunskapsnivå</SPAN></P>
<P class="p588 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: För att på ett effektivt sätt kunna erbjuda en individanpassning av utbildningen krävs validerings- insatser och att en inledande kartläggning görs av elevens kunskaper. Utredningens förslag om nationella delkurser ökar möjligheterna till korrekta inledande nivåbedömningar och till validering.</P>
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<P class="p300 ft9">För att på ett effektivt sätt kunna erbjuda en utbildning som utgår från elevens behov krävs att en inledande kartläggning genomförs. Förkunskaper bör bedömas och värderas för att avgöra individens förutsättningar att tillgodogöra sig utbildningen och därmed behörigheten, samt för att kunna anpassa studierna efter kunskaps- nivån. Att inte genomföra sådana kartläggningar begränsar möjlig- heterna att individanpassa studierna. Möjligheterna att bedöma eventuella stödbehov minskar också.</P>
<P class="p468 ft10">Nästan två tredjedelar av kommunerna anger i utredningens enkätundersökning att kartläggning och validering av tidigare kunskaper sker i samband med ett vägledningssamtal. Hälften av de tillfrågade kommunerna genomför nivåtester i samband med vägledningen. Nivåtester i samband med vägledningen är vanligare i stora kommuner än i små. Det är vanligare att proven genomförs av lärare än i samband med vägledningen. Diagnostiska prov före- kommer i någon form i de flesta kommuner. Endast en tredjedel av kommunerna genomför dock regelbundet nivåbedömningar av elevernas kunskaper i samband med undervisningen.</P>
<P class="p290 ft9">Utredningen bedömer att det finns möjligheter för kommunerna att organisera verksamheten så att man i större utsträckning än i dag bedömer elevernas förkunskaper. Ökade insatser för att genomföra validering och nivåtester kan förbättra förutsättningarna för studerande att tillgodogöra sig utbildningen. Studerande slipper då läsa kurser vars innehåll de redan har tillräckliga kunskaper i. I förlängningen kan detta också resultera i att studietiden kortas. Sådana ökade insatser kan genomföras utan författningsändringar. Utredningens bedömning är att det finns stor potential för en effektivisering om nivåtester genomförs konsekvent och regelbundet. Utredningens förslag om delkurser (se avsnitt 5.3.8) kan också bidra till större möjligheter att differentiera undervisningen och att anpassa den efter varje elevs behov efter en inledande bedömning av elevens förkunskaper.</P>
<P class="p509 ft13"><SPAN class="ft13">5.3.4</SPAN><SPAN class="ft70">Nivågruppering efter bedömda förkunskaper</SPAN></P>
<P class="p80 ft29">Om det finns förutsättningar att skapa undervisningsgrupper utifrån förkunskaper är detta enligt utredningens bedömning ett bra sätt att organisera undervisningen. Elever som delas in i grupper efter sina förkunskaper kan arbeta enligt sin egen förmåga och planering men ändå ingå i en studiegrupp. I vissa kommuner</P>
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<P class="p411 ft10">som utredningen har besökt placeras dock samtliga elever i samma grupp trots stora olikheter i kunskapsnivå och bakgrund. Om det inte sker någon nivågruppering och elevantalet är för stort finns det risk för att läraren inte ges möjlighet att ägna varje elev tillräcklig uppmärksamhet. Sådana situationer bör undvikas eftersom de inte skapar möjligheter till individualisering, även om det genomförs en bedömning av de studerandes förkunskaper. En liten kommun kan emellertid, p.g.a. ett litet antal studerande, sakna möjligheter att skapa flera undervisningsgrupper. I dessa kommuner kan det låga elevantalet istället skapa goda förutsättningar för läraren att individualisera undervisningen utifrån elevernas förkunskaper.</P>
<P class="p589 ft13"><SPAN class="ft13">5.3.5</SPAN><SPAN class="ft70">Kursutbud, kurspaket och kombinationsmöjligheter</SPAN></P>
<P class="p590 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Utformningen av kurser bör motsvara den efterfrågan och det behov som finns i kommunen. För en korrekt bedömning krävs att kommunen regelbundet genomför behovsinventeringar. Ökad samverkan mellan kommuner innebär bättre möjligheter att erbjuda kurser i flexibla former.</P>
<P class="p591 ft9">Färdiga s.k. kurspaket bör undvikas då utgångspunkten för utbildningen ska vara den enskildes behov och förutsättningar.</P>
<P class="p592 ft26">För att en kommun ska anses erbjuda möjligheter till kombinationsläsning krävs att det ges praktiska och inte enbart teoretiska möjligheter att kombinera studier på olika nivåer.</P>
<P class="p593 ft13">Kursutformning</P>
<P class="p334 ft9">För att kunna erbjuda den utbildning som efterfrågas måste kommunerna regelmässigt göra en inventering av vilka behov kommuninvånarna har av utbildning och hur kurserna ska utformas för att möjliggöra studier. Resultatet av en sådan behovsinventering bör sedan ligga till grund för utformningen av utbudet. En behovsinventering bör inte enbart omfatta efterfrågan på olika kurser utan även t.ex. stödbehov och studieformer.</P>
<P class="p384 ft29">Utredningen har sett positiva exempel på kommuner som gör regelbundna behovsinventeringar, men även många exempel på att elever inte har kunnat läsa de kurser de har önskat p.g.a. att kurs- utbudet inte har varit anpassat efter efterfrågan. Om kommunen</P>
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<P class="p53 ft9">inte genomför en behovsinventering inför utformningen av kursutbudet kan det i viss mån bli så att kommunen utformar sitt utbud av kurser efter tillgången på behöriga lärare istället för att utgå från kommuninvånarnas behov.</P>
<P class="p180 ft9">Ett väl utvecklat regionsamarbete kring utformningen av kursutbudet kan bidra till att en kommun bättre lyckas möta efterfrågan och behov. Om en elev efterfrågar en kurs som hemkommunen inte erbjuder p.g.a. liten efterfrågan, kan eleven vända sig till en annan kommun. För en liten kommun med få invånare är det ett sätt att kunna erbjuda samtliga kurser utan att för den skull behöva anordna alla kurser i egen regi. Ökad samverkan mellan kommuner kan därmed ge bättre möjligheter att erbjuda kurser i den utformning och vid de tidpunkter som efterfrågas av eleverna.</P>
<P class="p92 ft13">Kurspaket</P>
<P class="p446 ft9">Skollagen är tydlig i att utgångspunkten för utbildningen ska vara den enskildes behov och förutsättningar. Det är inte kommunens tillgång till personal eller andra organisatoriska skäl som ska ligga till grund för hur utbildningen utformas i kommunen. Om en elev enbart har behov av att läsa svenska som andraspråk bör detta göras möjligt. Eleven kan annars tvingas läsa ett större antal kurser än nödvändigt, vilket leder till längre studietider, senare etablering på arbetsmarknaden och högre studieskulder. Även kommunernas kostnader för utbildningsverksamheten ökar.</P>
<P class="p312 ft9">Enligt utredningens kommunenkät går det <SPAN class="ft24">inte </SPAN>att läsa svenska som andraspråk på heltid i 40 procent av kommunerna. I många kommuner där kursen enbart ges som deltidskurs erbjuds den ofta i kombination med andra kurser.</P>
<P class="p107 ft9">Ett skäl till sådana kurspaket är att de studerande ska kunna studera på heltid, vilket är avsett att underlätta för de studerande att få fullt studiemedel<SPAN class="ft19">. </SPAN>Kurspaket kan också vara ett sätt för en kommun att ur ett organisatoriskt perspektiv driva sin verksamhet på ett effektivt sätt. Det kan t.ex. finnas behov av att få ihop tjänster av tillräcklig omfattning för personalen inom vuxen- utbildningen. Utredningens bedömning är att kursen svenska som andraspråk, som är den vanligaste kursen på grundläggande nivå, måste göras tillgänglig som heltidskurs för de elever som har behov av detta. Fasta kurspaket bör undvikas.</P>
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<P class="p270 ft13">Kombinationsmöjligheter</P>
<P class="p383 ft9">I Lvux12 anges att flexibla lösningar ska eftersträvas i organisation, arbetssätt och arbetsformer, med utgångspunkt i individens behov och förutsättningar. Det ska vara möjligt dels att kombinera studier i flera skolformer inom vuxenutbildningen, dels att kombinera studier med arbete eller praktik.</P>
<P class="p540 ft8">Resultatet av den genomförda kommunenkäten visar att drygt fyra av tio kommuner möjliggör kombinationer mellan studier inom olika delar av vuxenutbildningen eller med arbete och praktik. Vanligast är att kommunen gör det möjligt att kombinera studier i komvux på grundläggande nivå med studier på gymnasial nivå. Det är inte lika vanligt att erbjuda studier inom sfi parallellt med komvux på grundläggande nivå. Sådana kombinationsmöjligheter möjliggörs i stor utsträckning i en fjärdedel av kommunerna.</P>
<P class="p331 ft9">Kommunernas enkätsvar tydliggör kommunernas varierande ambitionsnivå när det gäller möjligheten att kombinera olika utbildningar. Några kommuner anger att det går att kombinera efter behov och önskemål. Andra kommuner uppger att kombi- nationer inte efterfrågas i någon större utsträckning, men att man erbjuder studier på distans och kvällsundervisning och att det därför är fullt möjligt att kombinera studier med andra aktiviteter såsom arbete eller familjeliv.</P>
<P class="p331 ft9">Under utredningens studiebesök har det framkommit att kommunens organisation och styrning kan försämra möjligheten att kombinera studier på olika nivåer och i olika former. Särskilt i kommuner där vuxenutbildningen återfinns under utbildnings- förvaltningen kan det uppstå svårigheter med att kombinera studier med arbete eller praktik. I kommuner med en nämndorganisation där vuxenutbildningen finns i samma nämnd som arbetsmarknads- frågorna underlättas en kombination mellan arbete och studier, medan det istället finns risk för att det kan vara svårare att kombinera studier på olika utbildningsnivåer eller i olika skol- former.</P>
<P class="p595 ft8">Vissa kommuner har delar av vuxenutbildningen utlagd på entreprenad till externa utbildningsanordnare. Detta kan ibland försvåra möjligheterna till kombinationsläsning. Det kan vara administrativt och schematekniskt svårt att lösa en situation där den studerande vill kombinera studier på olika kurser eller på olika nivåer, om dessa studier dessutom bedrivs hos olika utbildnings- anordnare. De externa utbildningsanordnarna bedriver dessutom</P>
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<P class="p300 ft9">ofta sin verksamhet i lokaler skilda från kommunens och från andra utbildningsanordnares lokaler.</P>
<P class="p597 ft9">Även den geografiska placeringen av olika enheter inom kommunens egen regi kan vara ett logistiskt hinder för kombinations- läsning. Schematekniska problem påverkar också möjligheterna att kombinera olika typer av studier.</P>
<P class="p181 ft8">För att en kommun ska anses erbjuda möjligheter till kombinationsläsning krävs enligt utredningens uppfattning att eleverna ges en praktisk och inte enbart en teoretisk möjlighet att kombinera studier på olika nivåer. <SPAN class="ft10">F</SPAN>ör att detta verkligen ska komma till stånd är det en fördel om verksamheterna är samlokaliserade och om personalen inom de olika verksamheterna samarbetar kring schema och andra praktiska frågor. Det är tyvärr vanligt att praktiska frågor hindrar parallella studier.</P>
<P class="p91 ft9">För att optimera möjligheterna till kombinationsläsning bör kommunerna i sin upphandling ställa krav på att externa anordnare ska göra sitt yttersta för att säkerställa möjligheterna till kombinationsläsning. Ett sådant krav skulle exempelvis vara att de olika utbildningsanordnarna och kommunen samverkar för att erbjuda eleverna ett heltäckande kursutbud som också går att läsa parallellt. Utan förbättrade möjligheter till kombinationsläsning kan inte studietiderna kortas och de studerandes inträde på arbetsmarknaden försenas i onödan.</P>
<P class="p312 ft9">Utredningen har sett över möjligheterna att skärpa de nu gällande bestämmelserna i förordningen om vuxenutbildning. Bestämmelserna innebär dock redan i dag att en kommun ska utforma verksamheten så att olika studier kan kombineras. Enligt utredningens bedömning finns det därför inte skäl att skärpa regelverket.</P>
<P class="p90 ft13">Språkstudier av viss omfattning</P>
<P class="p598 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Kvalitativ språkundervisning kräver ett minimiantal undervisningstimmar per vecka.</P>
<P class="p599 ft9">För de elever som enbart har behov av att studera svenska som andraspråk inom kommunal vuxenutbildning på grund- läggande nivå bör kursen erbjudas som heltidsstudier.</P>
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<P class="p339 ft9">Kvalitativ språkundervisning förutsätter i de flesta fall ett minimi- antal undervisningstimmar per vecka. Nationellt centrum för svenska som andraspråk har i kontakten med utredningen menat att det kan vara rimligt att <NOBR>15–20</NOBR> undervisningstimmar per vecka motsvarar heltidsstudier i svenska som andraspråk. Om en elev dessutom har behov av grundläggande alfabetisering kan ytterligare undervisningstimmar krävas. Det kan i sammanhanget konstateras att undervisningstiden inom sfi ska vara minst 15 timmar per vecka under en fyraveckorsperiod.</P>
<P class="p601 ft9">I utredningens kommunenkät angav 30 procent av kommunerna att hälften, eller mindre än hälften, av verksamhetspoängen i svenska som andraspråk läggs ut som undervisningstimmar. Nästan hälften av kommunerna angav att mer än hälften men inte samtliga verksamhetspoäng läggs ut som undervisningstimmar. I 20 procent av kommunerna läggs alla verksamhetspoäng ut som undervisningstimmar. Under utredningens kommunbesök har vi sett att antalet lektionstillfällen i kursen svenska som andraspråk kan variera mellan två tillfällen i veckan om vardera en och en halv timme, till fem tillfällen per vecka där varje tillfälle omfattar två och en halv till tre timmar.</P>
<P class="p297 ft9">I samband med utredningens kommunbesök har de intervjuade eleverna ibland efterlyst mer lärarledd undervisning. En orsak till att de studerande efterlyser detta är att dessa tillfällen kan vara den enda möjlighet de har till att tala svenska. Hemmiljön präglas i många fall av elevernas hemspråk.</P>
<P class="p279 ft9">Tre timmars undervisning i veckan kan möjligen vara befogat för en elev som läser flera olika kurser parallellt. Det kan också vara tillräckligt för en högutbildad elev med god studievana som känner behov av att ytterligare bygga på sina kunskaper i svenska. För en elev som efter avslutad sfi söker sig till komvux på grundläggande nivå för att ytterligare förstärka sina kunskaper i svenska är det dock inte troligt att tre undervisningstimmar i veckan kan ge den förstärkning av svenskkunskaperna som eleven behöver. Med fler undervisningstimmar per vecka kan utbildningstiden förkortas och utbildningen effektiviseras.</P>
<P class="p278 ft29">Ofta erbjuds svenska som andraspråk enbart i kombination med andra kurser med motiveringen att eleverna behöver läsa något annat än bara svenska. Enligt kursplanen i svenska som andraspråk ska momentet kommunikation innehålla ämnesområden med anknytning till elevens utbildning, samhälls- och arbetsliv, aktuella områden, händelser och händelseförlopp samt tankar, åsikter, idéer,</P>
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<P class="p529 ft10">erfarenheter och känslor. Det finns alltså stora möjligheter att även inom kursen svenska som andraspråk låta eleverna läsa områden utanför själva ämnet svenska. För dem som enbart har behov av att studera svenska som andraspråk måste kursen kunna erbjudas med en sådan omfattning att den kan anses motsvara heltidsstudier.</P>
<P class="p91 ft9">Utredningen bedömer att kommunerna bör erbjuda kursen svenska som andraspråk i form av heltidsstudier när det finns elever som enbart har behov av att läsa svenska som andraspråk. Kommunerna bör i sina avtal med upphandlade utbildnings- anordnare försäkra sig om att heltidsstudier kan erbjudas. Skolinspektionen bör i samband med tillsyn se över att elever ges möjlighet till heltidsstudier i kursen.</P>
<P class="p289 ft13"><SPAN class="ft13">5.3.6</SPAN><SPAN class="ft70">Öppna studiemiljöer</SPAN></P>
<P class="p603 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Öppna studiemiljöer, t.ex. studiehallar, är ett positivt inslag i vuxenutbildningen. Studiehallar ökar lärartiden för samtliga elever och kan vara särskilt betydelsefulla för elever i behov av stöd. Samverkan mellan utbildningsanordnare och mellan kommunala verksamheter kan öka tillgången till öppna studiemiljöer.</P>
<P class="p471 ft9">Det finns olika sorters öppna studiemiljöer. Utredningen har valt att fokusera på studiehallar. Detta utesluter inte att andra öppna studiemiljöer är väl fungerande miljöer för lärande.</P>
<P class="p180 ft9">En studiehall är en benämning på en lokal där det under en angiven tid finns tillgång till pedagoger. En elev kan komma till studiehallen utanför ordinarie lektionstid för att få stöd och handledning i de kurser som han eller hon studerar. Studiehallar eller liknande verksamheter erbjuds i många kommuner. Av utredningens enkät framgår att 43 procent av kommunerna erbjuder någon form av studiehall eller lärstudio med generell inriktning och att 37 procent erbjuder studiehallar med inriktning mot ett eller flera ämnen. Dessa förekommer ofta i form av</P>
<P class="p604 ft9">”mattestugor” eller ”språkstugor” med tillgång till kvalificerad personal.</P>
<P class="p301 ft29">Ofta är studiehallarna öppna för alla. Ibland kan dock tillgången vara utformad som en typ av stöd för elever i behov av extra lärarledd handledning. I viss mån har utredningen fått uppfattningen att</P>
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<P class="p606 ft9">studiehallar används för att det i övrigt erbjuds begränsad tid med lärarledd undervisning.</P>
<P class="p150 ft9">Genomgående för studiehallarna är att eleverna är välkomna på tider utanför ordinarie schematider. De kan då arbeta enligt sin individuella studieplan och få tillgång till handledning av närvarande lärare. Under utredningens studiebesök har eleverna ofta uttryckt att de upplever studiehallarna som ett positivt inslag i studierna. Utredningen har dock i samband med sina besök i kommunerna noterat att det förekommer problem med tillgäng- ligheten till studiehallarna. Särskilt elever som kombinerar studier på olika kurser och på olika nivåer kan ha svårigheter att besöka studiehallarna på de tider som erbjuds.</P>
<P class="p278 ft26">Andra problem med tillgängligheten kan bero på att andra kommunala verksamheter inte är anpassade till studiesituationen. T.ex. kan barnomsorgen vara organiserad så att elevens schema utgör ramen för den tid som kommunen erbjuder barnomsorg. Detta kan då göra det omöjligt för eleverna att delta i handledning eller stöd i studiehallarna utanför ordinarie schematider. Det är viktigt att det sker en samordning inom kommunen som så långt det är möjligt undanröjer sådana hinder.</P>
<P class="p607 ft13"><SPAN class="ft13">5.3.7</SPAN><SPAN class="ft70">Orienteringskurser</SPAN></P>
<P class="p588 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>Orienteringskurser kan utgöra ett viktigt verktyg för att individanpassa studierna.</P>
<P class="p573 ft29"><SPAN class="ft113">Utredningens föreslag</SPAN>: Skolverket ges i uppdrag att ta fram ett informationsmaterial kring användningen av orienteringskurser i syfte att öka förekomsten av orienteringskurser som en möjlighet till individanpassning inom vuxenutbildningen.</P>
<P class="p608 ft9">Inom komvux på grundläggande nivå finns det nationella kurser och orienteringskurser.<SPAN class="ft36">2 </SPAN>En orienteringskurs ska svara mot sådana behov som inte tillgodoses genom en nationell kurs och ska ha ett eller flera av följande syften:</P>
<P class="p322 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">medverka till väl underbyggda beslut om studie- eller yrkesval,</SPAN></P>
<P class="p323 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">ge ökade studietekniska färdigheter,</SPAN></P>
<P class="p609 ft41"><SPAN class="ft40">2 </SPAN>2 kap. 3 § förordningen om vuxenutbildning.</P>
<P class="p486 ft20">147</P>
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<P class="p610 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">utgöra en introduktion till kurser inom olika kunskapsområden, och</SPAN></P>
<P class="p611 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">ge tillfälle till validering.</SPAN></P>
<P class="p612 ft9">En orienteringskurs får inte överstiga 200 verksamhetspoäng.<SPAN class="ft36">3 </SPAN>Antalet orienteringskurser är obegränsat och det är rektorn som beslutar vilka orienteringskurser som ska ges och hur många verksamhetspoäng dessa ska omfatta.<SPAN class="ft36">4 </SPAN>Betyg ska inte sättas på orienteringskurser.<SPAN class="ft36">5</SPAN></P>
<P class="p181 ft8">Av utredningens kommunenkät framgår att drygt hälften av kommunerna erbjuder orienteringskurser. Bland dem som inte anordnar orienteringskurser anger de flesta att det inte finns något sådant behov i kommunen. Skälen till detta är att efterfrågan saknas, att behoven kan tillgodoses inom ramen för den övriga verksamheten eller att det inte finns ekonomiska möjligheter att anordna orienteringskurser. Av enkäten framkommer att det är vanligare med orienteringskurser i kommuner med många invånare än i kommuner med förhållandevis få invånare.</P>
<P class="p468 ft8">Vid utredningens besök i kommunerna har det vid ett flertal tillfällen påpekats att en vanlig orsak till den låga måluppfyllelsen och de många avhoppen på grundläggande nivå är att studietiden i olika kurser inte är tillräcklig. Att förlänga studietiden för en eller flera elever genom att använda orienteringskurser som förberedande kurs eller som repetitionskurs kan enligt utredningen vara ett lämpligt sätt att individanpassa utbildningen. Om en elev exempelvis inte har studerat på många år, helt saknar utbildning eller har begränsad skolbakgrund kan studietekniska frågor och problem tendera att ta oproportionerligt mycket tid i anspråk. Det kan få till följd att den ordinarie kurstiden inte räcker till det centrala innehållet i kursen. Att erbjuda en orienteringskurs med inriktning på studieteknik som inledning till studierna kan innebära mer tid för eleven och kan på så sätt förbättra möjligheterna för honom eller henne att avsluta kursen med godkänt resultat.</P>
<P class="p613 ft29">Orienteringskurser kan även användas för att göra en inledande bedömning av elevernas kunskaper och förutsättningar. En kartläggning av en elevs tidigare kunskaper är en form av validering, vilket är ett användningsområde för en orienteringskurs. Skolverket har uttalat att en orienteringskurs kan användas för</P>
<P class="p614 ft58"><SPAN class="ft71">3</SPAN><SPAN class="ft72">2 kap. 6 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft71">4</SPAN><SPAN class="ft72">2 kap.10 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p304 ft41"><SPAN class="ft71">5</SPAN><SPAN class="ft75">4 kap. 6 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p95 ft20">148</P>
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<P class="p339 ft8">strukturerad bedömning, värdering, dokumentation och er- kännande av kunskaper och kompetens som ett led i en pågående utbildning. Syftet är att klarlägga utbildningsnivån och i anslutning till vägledningen definiera utgångsnivån för de fortsatta studierna.<SPAN class="ft79">6</SPAN></P>
<P class="p148 ft9">Sammantaget kan orienteringskurser vara viktiga för att individanpassa utbildningen, något som alla kommuner inte har uppmärksammat. När en kommun anger att det saknas behov av orienteringskurser och samtidigt anger att eleverna har svårt att uppnå målen för studierna inom ramen för den planerade studie- tiden, är det utredningens bedömning att kommunen inte har utnyttjat orienteringskursen till fullo.</P>
<P class="p341 ft9">Utredningen föreslår att Skolverket ges i uppdrag att ta fram ett kommentarmaterial med information och råd om hur orienterings- kurser kan användas för att stärka individanpassningen och flexibiliteten inom vuxenutbildningen.</P>
<P class="p572 ft13"><SPAN class="ft13">5.3.8</SPAN><SPAN class="ft70">Delkurser</SPAN></P>
<P class="p526 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: Skolverket ges i uppdrag att ta fram nationellt utformade delkurser med tillhörande mål och kunskapskrav. Nationella delkurser bör utformas för nationella kurser på grundläggande nivå inom den kommunala vuxen- utbildningen som omfattar mer än 200 verksamhetspoäng. Delkurserna bör omfatta högst 100 verksamhetspoäng.</P>
<P class="p615 ft9">En elev ska kunna genomföra prövning i nationellt fastställda delkurser.</P>
<P class="p616 ft26">Skolverket ges samtidigt i uppdrag att ta fram ett kompetens- utvecklingsmaterial för att introducera en systematisk användning av delkurser i det pedagogiska arbetet.</P>
<P class="p617 ft41"><SPAN class="ft40">6 </SPAN>Skolverket (2004a).</P>
<P class="p486 ft20">149</P>
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<P class="p88 ft13">Delkurser har många fördelar</P>
<P class="p618 ft9">Nationella kurser inom komvux får delas upp i delkurser.<SPAN class="ft36">7 </SPAN>Det finns inget nationellt utformat och formaliserat sätt att bryta ner kurser i mindre delar. Rektorn beslutar om huruvida nationella kurser ska delas upp i delkurser och hur många verksamhetspoäng varje delkurs ska omfatta.<SPAN class="ft36">8 </SPAN>Det innebär att det blir upp till varje utbildningsanordnare att utforma delkurser eller att dela upp kursernas innehåll i mindre beståndsdelar.</P>
<P class="p91 ft9">En del kommuner använder sig i dag av delkurser. Sådana delkurssystem har dock inte någon stor utbredning. De kommuner som utredningen haft kontakt med som använder sig av delkurser använder sig i allmänhet av ganska omfattande delkurser. Delkurserna är ofta uppbyggda så att de enbart bygger på progression inom hela den nationella kursen. Ett antal kommuner har påbörjat ett arbete med att ta fram delkurser för framför allt de kurser som omfattar ett stort antal verksamhetspoäng. Kursen svenska som andraspråk, som enligt Skolverkets framtagna kursplaner omfattar 1 000 poäng, har delats upp i delkurser i flera kommuner.</P>
<P class="p116 ft13">Nationellt fastställda delkurser</P>
<P class="p378 ft9">Delkurser som tar hänsyn till varje elevs kunskapsprofil skulle kunna bidra till en ökad individanpassning. Nackdelen med att utforma helt individuella delkurser är dock att delkurserna kommer att se olika ut. Detsamma gäller lokalt utformade delkurser. Efter- som elevgruppen inom vuxenutbildningen, och kanske särskilt i komvux på grundläggande nivå, tenderar att vara mobil beroende på tillgång till bostad och arbete, kan problem uppstå för den elev som påbörjar en individuellt eller lokalt utformad delkurs i en kommun och som byter kommun eller utbildningsanordnare under kursens gång.</P>
<P class="p290 ft29">Vid utredningens kommunbesök har företrädare för vuxen- utbildningen ofta efterfrågat nationellt fastställda delkurser då de anser att det finns ett behov av likvärdiga och jämförbara delkurser. Utredningen delar denna uppfattning. Enligt utredningens bedömning bör man i ett arbete med att utforma nationella</P>
<P class="p619 ft58"><SPAN class="ft71">7</SPAN><SPAN class="ft72">2 kap. 4 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p291 ft41"><SPAN class="ft71">8</SPAN><SPAN class="ft75">2 kap. 10 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p95 ft20">150</P>
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<P class="p620 ft10">delkurser utgå från det centrala innehållet i en kurs. Det centrala innehållet delas sedan upp i avgränsade områden och varje område ska utgöra en nationell delkurs till vilken det kopplas mål och kunskapskrav. En sådan delkursindelning skulle kunna öka möjligheten att anpassa kursinnehållet till elevernas individuella kunskapsprofiler. Väl avgränsade delkurser ger den studerande möjlighet att påverka sin väg genom kursen genom att i dialog med pedagogen välja vilka delkurser som ska läsas och i vilken ordning. Vägarna till de olika delmålen blir korta, vilket innebär snabbare måluppfyllelse, något som i sin tur kan öka de studerandes självförtroende. Initiala prov gör att läraren vet vilka förkunskaper eleven besitter och vilka delar av kursens centrala innehåll eleven har behov av att läsa. Kännedom om elevernas förkunskaper är en förutsättning för att ett system med delkurser ska leda till en mer effektiv utbildning. Nationella delkurser underlättar även jämförbarheten över landet, vilket i sin tur underlättar för studerande att flytta och att byta utbildningsanordnare.</P>
<P class="p86 ft8">Utredningen anser att en elev som bedöms ha de förkunskaper som motsvarar en nationellt fastställd delkurs ska kunna göra en prövning på kursen för att få ett betyg. Utredningen föreslår därför att nationellt fastställda delkurser ska införas i den bestämmelse i skollagen som reglerar prövning.<SPAN class="ft79">9 </SPAN>Om det inte ges rätt till prövning kan eleven endast validera en nationellt fastställd delkurs och få ett intyg, vilket också skulle betyda att ett sammanfattande betyg på den nationella kursen i sin helhet inte skulle kunna sättas då eleven inte skulle ha fått betyg i varje delkurs.<SPAN class="ft79">10</SPAN></P>
<P class="p357 ft12">De föreslagna delkurserna bör omfatta högst 100 poäng. Allt för omfattande delkurser riskerar att täcka för stora delar av en nationell kurs.</P>
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<P class="p621 ft9">Utredningen föreslår att Skolverket ges i uppdrag att dela upp nationella kurser på grundläggande nivå inom komvux som</P>
<P class="p622 ft58"><SPAN class="ft56">9</SPAN><SPAN class="ft57">20 kap. 30 § skollagen.</SPAN></P>
<P class="p214 ft41"><SPAN class="ft56">10</SPAN><SPAN class="ft59">4 kap. 6 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p136 ft20">151</P>
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<P class="p75 ft10">omfattar mer än 200 verksamhetspoäng i delkurser samt ta fram kursplaner för dessa delkurser. De kurser som blir aktuella för delkurser är, med de verksamhetspoäng som gäller i dag, svenska, svenska som andraspråk, matematik, engelska och samhälls- kunskap. Utredningen föreslår också att Skolverket samtidigt ges i uppdrag att utforma ett kompetensutvecklingsmaterial för att öka förståelsen för hur delkurser kan utformas och användas.</P>
<P class="p289 ft13"><SPAN class="ft13">5.3.9</SPAN><SPAN class="ft70">Verktyg för elever med brister i svenska språket</SPAN></P>
<P class="p319 ft13">Utbildning på elevens modersmål</P>
<P class="p623 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Utbildning på elevernas modersmål kan underlätta inlärningen, öka individanpassningen och förkorta studietiderna.</P>
<P class="p624 ft9">Enligt skollagen har en elev inom komvux på grundläggande nivå som har bristfälliga kunskaper i svenska språket, möjlighet att få utbildning på sitt modersmål eller på ett annat språk som eleven behärskar.<SPAN class="ft36">11 </SPAN>Dagens bestämmelse anger att utbildningen <SPAN class="ft24">får </SPAN>tillhandahållas på elevens modersmål. Bestämmelsen innebär alltså ingen rätt för eleven att få undervisning på modersmålet.</P>
<P class="p91 ft9">Av dem som studerar inom komvux på grundläggande nivå är 90 procent födda utomlands och har ett annat modersmål än svenska. Undervisning på modersmålet är ett sätt att öka individ- anpassningen av utbildningen. Fler elever med förutsättningar att tillgodogöra sig innehållet i en kurs, men som i dag nekas tillträde p.g.a. bristande svenskkunskaper, skulle kunna antas till kurser. Att i större utsträckning ge elever detta stöd skulle kunna effektivisera utbildningen och därmed öka genomströmningen och förkorta studietiderna. Utredningen har under sina kommunbesök kunnat konstatera att trots att stöd i form av undervisning på modersmålet skulle kunna underlätta utbildningen för elever med ett annat modersmål, förekommer i princip ingen undervisning på andra språk.</P>
<P class="p290 ft26">Att införa en bestämmelse som ger eleven <SPAN class="ft27">rätt till </SPAN>undervisning på modersmålet eller på annat språk som eleven behärskar skulle naturligtvis innebära en förstärkning av elevens möjligheter till</P>
<P class="p625 ft41"><SPAN class="ft40">11 </SPAN>20 kap. 12 § skollagen.</P>
<P class="p95 ft20">152</P>
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<P class="p339 ft8">individanpassning. Utredningen gör dock bedömningen att en tvingande bestämmelse skulle medföra allt för långtgående konsekvenser för kommunerna. Den begränsade tillgången på behöriga ämneslärare som kan undervisa på de språk som eleverna har behov av skulle göra det omöjligt för framför allt mindre kommuner att efterfölja ett sådant krav. Med ökad samverkan mellan kommuner finns dock, enligt utredningens bedömning, ofta möjligheter att erbjuda denna typ av undervisning för elever med bristande språkkunskaper. I dag finns utarbetade tekniska lösningar som kan underlätta undervisning på olika språk. Vi har tagit del av exempel på undervisning via videolänk, vilket är ett exempel på hur undervisning på modersmålet kan genomföras.</P>
<P class="p287 ft13">Studiehandledning på modersmålet</P>
<P class="p526 ft9"><SPAN class="ft13">Utredningens förslag: </SPAN>För elever inom vuxenutbildningen som har bristfälliga kunskaper i svenska språket får studiehand- ledning ges på modersmålet eller på ett annat språk som eleven behärskar.</P>
<P class="p527 ft9">Ett stöd under utbildningen kan vara studiehandledning på modersmålet. Studiehandledning är en rättighet inom grund- skolan.<SPAN class="ft36">12 </SPAN>Studiehandledaren har ansvar för att hjälpa eleven att få kunskaper i olika ämnen, lära sig ord och begrepp, studieteknik och att utveckla både sitt modersmål och svenskan.</P>
<P class="p14 ft10">Enligt utredningens enkätundersökning förekommer studie- handledning på modersmålet inom komvux på grundläggande nivå i endast 13 procent av kommunerna. Både studiehandledning och ämnesundervisning på modersmålet kan vara effektiva redskap som gynnar kunskapsutvecklingen. Studiehandledning på modersmålet är naturligtvis en <NOBR>organisations-,</NOBR> kompetens- och resursfråga för kommunerna. Det finns en risk för att svårigheter med att hitta rätt kompetens för att ge studiehandledning och de resurser detta kräver ses som ett stort hinder. Kostnaderna måste dock ställas i relation till kostnaden för en studieplats för en elev som avbryter studierna eller som inte uppnår godkänt i kursen till följd av bristande språkkunskaper. Alternativet till stöd och handlednings- insatser är ofta att den studerande går kvar längre i kursen innan</P>
<P class="p626 ft41"><SPAN class="ft40">12 </SPAN>5 kap. 4 § skolförordningen (2011:185).</P>
<P class="p486 ft20">153</P>
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<P class="p53 ft9">han eller hon bedöms ha förutsättningar att tillgodogöra sig innehållet i andra kurser. Utredningens uppfattning är att dessa överväganden sällan görs, vilket leder till att olika former av modersmålsalternativ saknas.</P>
<P class="p181 ft8">Utredningen bedömer att en ökad användning av studie- handledning på modersmålet skulle öka möjligheterna till mål- uppfyllelse för elever med ett annat modersmål än svenska, dvs. för majoriteten av de studerande inom komvux på grundläggande nivå. Utredningen föreslår därför att en bestämmelse om möjlighet till studiehandledning på modersmålet införs i förordningen om vuxenutbildning. Detta tydliggör att studiehandledning på moders- målet eller på ett annat språk som eleven behärskar är en viktig insats. Förslaget att studiehandledning <SPAN class="ft65">får ges </SPAN>innebär inte någon rätt för eleven att få studiehandledning på modersmålet, men väl ett förtydligande av möjligheten för kommunen att ge studiehand- ledning på ett språk som eleven behärskar.</P>
<P class="p509 ft13"><SPAN class="ft13">5.3.10</SPAN><SPAN class="ft115">Elevers rätt till stöd</SPAN></P>
<P class="p89 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Trots att stödåtgärder inte nämns särskilt i författningarna innebär kravet på individanpassning av utbildningen <SPAN class="ft24">de facto </SPAN>en mycket stark rätt till stöd inom vuxenutbildningen.</P>
<P class="p627 ft26"><SPAN class="ft97">Utredningens förslag: </SPAN>Skolverket ges i uppdrag att i kommentar- material behandla frågan om stöd inom vuxenutbildningen för att klargöra elevernas rättigheter och kommunernas skyldigheter.</P>
<P class="p377 ft13">Otydlighet om elevers rätt till stöd</P>
<P class="p115 ft8">I förarbetena till skollagen anges att vuxna har en stark rätt att fullfölja den utbildning man antagits till genom att utbildningen anpassas efter individens behov, önskemål och förutsättningar.<SPAN class="ft79">13 </SPAN>I Lvux12 anges att det är vuxenutbildningens ansvar att varje elev inom komvux ”får stöd och undervisning utifrån sina individuella utbildningsmål, behov och förutsättningar”<SPAN class="ft79">14</SPAN>. Vidare anges att ”alla som arbetar inom vuxenutbildningen ska ge stöd och stimulans till</P>
<P class="p628 ft58"><SPAN class="ft56">13</SPAN><SPAN class="ft57">Prop. 2009/10:165.</SPAN></P>
<P class="p291 ft41"><SPAN class="ft56">14</SPAN><SPAN class="ft59">Avsnitt 2.1.</SPAN></P>
<P class="p95 ft20">154</P>
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<P class="p339 ft8">alla elever så att de utvecklas så långt som möjligt, uppmärksamma elever som är i behov av stöd, och samverka för att göra utbildningen till en god miljö för utveckling och lärande”.</P>
<P class="p148 ft9">Det kan noteras är att bestämmelserna i skollagen om rätt till <SPAN class="ft24">särskilt </SPAN>stöd inte gäller för elever inom vuxenutbildningen.<SPAN class="ft36">15 </SPAN>I förarbetena till skollagen anges att det i dagsläget inte heller är aktuellt att införa något lagstadgat krav på att tillhandahålla <SPAN class="ft24">särskilt </SPAN>stöd inom vuxenutbildningen.</P>
<P class="p13 ft9">I samband med utredningens besök i olika kommuner har vissa företrädare för vuxenutbildningen uttryckt att de anser att de inte har någon skyldighet att erbjuda stöd och att det därför inte blir en prioriterad fråga hos politikerna. Det råder därmed skilda meningar om vilken rätt till stöd elever inom vuxenutbildningen har. I förarbetena exemplifieras rätten till stöd för elever inom vuxen- utbildningen genom att gruppen med läs- och skrivrelaterade problem omnämns särskilt. En kommun, anges det, ska inte kunna neka vuxna med läs- och skrivsvårigheter tillträde till vuxen- utbildning med hänvisning till att de inte har förutsättningar att tillgodogöra sig utbildningen. Även dessa studerande kan sakna kunskaper som normalt uppnås i grundskolan, vilket gör dem till en prioriterad grupp.<SPAN class="ft36">16</SPAN></P>
<P class="p629 ft9">En lokalt genomförd studie av avbrottsorsaker som redovisades för utredningen vid ett av kommunbesöken angav bristande stöd som en av de vanligaste orsakerna till att elever avbryter sina studier inom vuxenutbildningen.</P>
<P class="p148 ft9">I skollagen anges att undervisningen för en elev inom komvux, sfi och särvux kan upphöra om eleven inte gör tillfredsställande framsteg.<SPAN class="ft36">17 </SPAN>Vid ett överklagande av ett sådant beslut görs en granskning av vilket stöd den studerande erbjudits under studierna. Även vägledningen inför studierna bedöms. En realistisk bedömning av elevens förutsättningar att tillgodogöra sig utbildningen måste ha föregått antagningen.<SPAN class="ft36">18 </SPAN>Att från kommunens sida hävda att stöd inte är en prioriterad fråga eftersom lag- stiftningen inte är tvingande antyder att man missuppfattat inne- börden av bestämmelsen i skollagen.</P>
<P class="p548 ft29">Utredningen bedömer att osäkerheten i kommunerna är stor när det gäller elevers rätt till stöd inom vuxenutbildningen. Osäkerheten leder</P>
<P class="p309 ft58"><SPAN class="ft56">15</SPAN><SPAN class="ft57">3 kap. 6 § skollagen.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">16</SPAN><SPAN class="ft57">Prop. 2009/10:165.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">17</SPAN><SPAN class="ft73">20 kap. 9 § skollagen.</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">18</SPAN><SPAN class="ft59">Prop. 2009/10:165.</SPAN></P>
<P class="p486 ft20">155</P>
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<P class="p630 ft29">till att elevers möjligheter att få del av stödåtgärder varierar mellan olika kommuner. Med anledning av vad som anförts finns det skäl att tydliggöra elevens rätt till stöd inom vuxenutbildningen. Utredningen föreslår därför att Skolverket ges i uppdrag att i ett kommentarmaterial behandla frågan om stöd inom vuxenutbildningen.</P>
<P class="p95 ft13">Bara fyra av tio kommuner erbjuder specialpedagogiskt stöd</P>
<P class="p378 ft9">Färre än en av fem kommuner angav i utredningens enkät- undersökning att man har beslutade mål eller riktlinjer för arbetet med studerande i behov av stöd. Bland kommunerna är det mestadels större kommuner som anger att det finns sådana rikt- linjer. Några kommuner anger att det finns pågående projekt i kommunen om arbetet med elever i behov av stöd.</P>
<P class="p107 ft8">Där stöd erbjuds till elever i behov av detta anger 97 procent av kommunerna att stödet sker i form av en anpassning inom ramen för den ordinarie undervisningen och 72 procent av kommunerna anger att man erbjuder hjälpmedel för studerande med inlärnings- svårigheter. 60 procent av kommunerna anger att man har hjälpmedel för elever med fysisk funktionsnedsättning.</P>
<P class="p77 ft9">Tillgången till specialpedagogiskt stöd skiljer sig åt mellan kommunerna. Endast 40 procent av de tillfrågade kommunerna uppger att man erbjuder denna typ av stöd. Även på denna punkt skiljer sig stora kommuner från små. De större kommunerna erbjuder mer differentierade former av stöd. Det är vanligare i dessa kommuner att man erbjuder hjälpmedel och special- pedagogiskt stöd.</P>
<P class="p90 ft13">Tidig bedömning av elevers behov av stöd</P>
<P class="p115 ft10">Inom vuxenutbildningen finns ingen utredningsskyldighet vid misstanke om att en elev har behov av särskilt stöd. Elever inom komvux på grundläggande nivå kan många gånger kategoriseras som en utsatt grupp med hänsyn till utbildningsbakgrund, svenskkunskaper och kunskaper om det svenska utbildnings- systemet. Enskilda elever kan också ha en komplex social situation. För dessa elever är det angeläget att studierna föregås av ett personligt vägledningssamtal med en studie- och yrkesvägledare för att möjliggöra den hjälp och det individuellt anpassade stöd som</P>
<P class="p631 ft20">156</P>
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<P class="p339 ft9">krävs för att studierna ska kunna genomföras framgångsrikt. Om studierna inte föregås av ett möte finns det stor risk för att eleven inte anmäler sitt eventuella stödbehov. Vissa studerande kanske inte har någon uppfattning om att de har ett behov av stöd utan bara en medvetenhet om tidigare studiemisslyckanden. Det kan också vara så att eleven har svårt att prata om sina stödbehov.</P>
<P class="p279 ft10">Vid utredningens kommunbesök har studie- och yrkesvägledare gett uttryck för att det ofta är osäkert om elevens stödbehov kommer fram genom elevens egna uppgifter. Det är, enligt dessa studie- och yrkesvägledare, vanligare att svenska elever berättar öppet om läs- och skrivsvårigheter eller om dyslexidiagnoser, medan elever med en annan kulturell bakgrund inte alltid berättar om sina stödbehov. Detta kan bero på kulturella skillnader eller erfarenheter av hur de tidigare har bemötts. Eleverna har ofta lättare att berätta om fysiska funktionsnedsättningar såsom hörsel- eller synnedsättningar, medan neuropsykiatriska funktionsned- sättningar inte alltid framkommer.</P>
<P class="p442 ft9">Ju mer en sökande berättar om sina behov av stöd desto större möjlighet har studie- och yrkesvägledaren att bedöma elevens förutsättningar för att klara de planerade studierna. Kunskaper om stödbehovet underlättar också en planering för att kunna möta eventuella utmaningar. Sannolikheten att uppgifterna ska komma fram ökar om det finns en dialog mellan eleven och studie- och yrkesvägledaren. Det är därför utredningens uppfattning att det krävs ett personligt vägledningssamtal inför studier på grund- läggande nivå inom komvux. Denna fråga diskuteras mer utförligt i kapitel 6.</P>
<P class="p632 ft66"><SPAN class="ft28">5.4</SPAN><SPAN class="ft76">Studerandegrupper med särskilda behov av individanpassning</SPAN></P>
<P class="p480 ft13"><SPAN class="ft13">5.4.1</SPAN><SPAN class="ft70">Individanpassning säkerställer att stödbehov tillgodoses</SPAN></P>
<P class="p633 ft10"><SPAN class="ft107">Utredningens bedömning</SPAN>: Styrdokumenten ger goda förut- sättningar för en individanpassning av undervisningen inom kommunal vuxenutbildning på grundläggande nivå, även för studerande med särskilda stödbehov. Trots detta ser situationen för utsatta elevgrupper olika ut i olika kommuner. De krav som finns på individanpassning – och därmed rätten till stöd – måste på ett bättre sätt uppmärksammas i kommunerna. Flera av</P>
<P class="p634 ft20">157</P>
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<P class="p635 ft9">utredningens förslag syftar till att öka individanpassningen i vuxenutbildningen, vilket gynnar studerandegruppen i allmänhet och dem med behov av stöd i synnerhet.</P>
<P class="p546 ft9">Även utredningens förslag avseende studiemedelssystemet kommer att gynna studerandegruppen i allmänhet och elever i behov av stöd i synnerhet.</P>
<P class="p636 ft9">Utredningen ser ingen anledning att lämna förslag till förändringar av regelverket som riktar sig till speciella grupper av elever.</P>
<P class="p624 ft9">Skollagen anger att utbildningen ska vara likvärdig inom varje skolform oavsett var i landet den anordnas.<SPAN class="ft36">19 </SPAN>I Lvux12 anges att en likvärdig utbildning inte innebär att:</P>
<P class="p637 ft116">… undervisningen ska utformas på samma sätt överallt eller att verksamhetens resurser ska fördelas lika mellan eleverna. Hänsyn ska tas till de enskilda elevernas olika förutsättningar, behov och kunskapsnivå. Det finns också olika vägar att nå målen. Särskild uppmärksamhet ska ägnas åt de elever som av olika anledningar har svårigheter att nå målen för utbildningen.<SPAN class="ft80">20</SPAN></P>
<P class="p55 ft9">En återkommande synpunkt vid utredningens kommunbesök har varit att personalens kompetens behöver höjas för att kunna möta behoven hos olika elevgrupper. Utöver detta behövs personal i form av specialpedagoger och speciallärare för att säkerställa den pedagogiska kompetensen. En annan viktig faktor för tillgänglig- heten är anpassade läromedel. Svaren på utredningens enkät visar att de vanligaste formerna av stöd inom komvux är en anpassning inom den ordinarie undervisningen följt av olika former av hjälpmedel för elever med inlärningssvårigheter och med fysiska funktionsnedsättningar.</P>
<P class="p468 ft29">Utredningens övergripande bedömning är att de nyligen införda styrdokumenten ger goda förutsättningar för en individanpassning av undervisningen inom komvux på grundläggande nivå (se avsnitt 3.2). Detta innebär att även studerandegrupper med särskilda stödbehov ska ges stöd i tillräcklig omfattning. En skyldighet i lag för kommunerna att erbjuda vägledning till eleven är dock något som utredningen ser som en nödvändig förstärkning av regelverket. Utredningen lämnar därför ett förslag om skyldighet att erbjuda</P>
<P class="p447 ft58"><SPAN class="ft56">19</SPAN><SPAN class="ft57">1 kap. 9 § skollagen.</SPAN></P>
<P class="p291 ft41"><SPAN class="ft56">20</SPAN><SPAN class="ft59">Avsnitt 1 Vuxenutbildningens uppdrag och värdegrund.</SPAN></P>
<P class="p95 ft20">158</P>
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<P class="p464 ft9">vägledning till elever inom komvux och särvux på grundläggande nivå och inom sfi (se avsnitt 6.1.3).</P>
<P class="p638 ft8">Användningen av individuella studieplaner är en insats som utredningen lyfter fram för att öka individanpassningen (se avsnitt 6.2). Andra verktyg som utredningen lyfter fram är att i högre grad använda sig av orienteringskurser, ökad kunskap om elevens rätt till stöd och bättre möjligheter till kombinationsläsning mellan olika kurser inom olika skolformer och på olika nivåer. Genom att i högre grad än i dag använda sig av de befintliga verktygen kan kommunerna öka individanpassningen och flexibiliteten för samtliga elever inom vuxenutbildningen. Utredningen föreslår också ett system med delkurser.</P>
<P class="p639 ft9">Det är utredningens bedömning att en mer individanpassad utbildning kommer alla elevgrupper inom komvux på grund- läggande nivå till gagn, men att en ökad användning av verktygen och införandet av nationella delkurser bör medföra särskilt positiva effekter för studerande med särskilda stödbehov.</P>
<P class="p462 ft13"><SPAN class="ft13">5.4.2</SPAN><SPAN class="ft70">Romernas utbildningssituation</SPAN></P>
<P class="p640 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Genom att förbättra efterlevnaden av befintliga bestämmelser kan situationen för romer i utbildning förbättras. Genom högre krav på individanpassning uppnås även en större anpassning till behoven hos elever med romsk språk- och kulturbakgrund. Individanpassningen måste vara så flexibel och omfattande att den kan tillgodose samtliga elevers behov. Utredningen förespråkar inte några särlösningar för etniska grupper, varken när det gäller utbildningsfrågor eller studie- stödsfrågor.</P>
<P class="p641 ft13">Behovet av komvux på grundläggande nivå</P>
<P class="p451 ft26">Romska delegationen har i sitt betänkande <SPAN class="ft27">Romers rätt – en strategi för romer i Sverige</SPAN><SPAN class="ft94">21 </SPAN>analyserat bl.a. romers förhållande till vuxen- utbildningen. Utredningen redovisade att långt ifrån alla romska elever avslutar grundskolan med fullständiga betyg och att många romska elever lämnar grundskolan i förtid. Många vuxna romer söker sig därför till vuxenutbildningen för att fullfölja eller</P>
<P class="p642 ft41"><SPAN class="ft40">21 </SPAN>SOU 2010:55.</P>
<P class="p406 ft20">159</P>
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<P class="p75 ft29">komplettera sin grundskoleutbildning. En svag studietradition hos den äldre generationen anses vara en orsak till romska ungdomars bristande närvaro och frekventa avhopp från utbildningsplatser. Bristen på romska förebilder i skolvärlden är en annan bidragande orsak till det svaga resultatet av romska ungdomars skolgång. Även diskriminering, trakasserier, dålig kunskap om romer och deras rättigheter samt skolans bristande uppföljning och stödåtgärder kan ses som orsaker till lägre skolnärvaro och sämre studieresultat.</P>
<P class="p389 ft13">Förslag från Romska delegationen</P>
<P class="p93 ft9">Romska delegationen bedömer i sitt betänkande att komvux på grundläggande nivå är uppbyggd för majoritetssamhället och inte passar den romska gruppens behov. Betänkandet innehåller ett förslag på riktad utbildning för den romska studerandegruppen. Ett annat hinder som anförs är det nuvarande studiemedelssystemet som anses förhindra att studierna fullföljs. Betänkandet innehåller förslag om möjligheter till avskrivning av studieskulder för studier inom komvux på grundläggande nivå för personer med romsk språk- och kulturbakgrund, samt ett förslag om full bidrags- finansiering av studier inom komvux på grundläggande nivå för denna grupp.</P>
<P class="p312 ft9">Regeringen har valt att genomföra insatser för att förbättra förutsättningarna för romer att fullgöra grundskolan och fortsätta till gymnasieskolan genom att uppdra åt ett antal kommuner att genomföra en pilotverksamhet. En satsning genomförs under åren <NOBR>2012–2015.</NOBR></P>
<P class="p643 ft13">Individanpassning för att tillgodose behoven hos den romska elevgruppen</P>
<P class="p93 ft9">Ett sätt att anpassa vuxenutbildningen kan vara att organisera studerandegrupper som vänder sig till elever med romsk bakgrund. En sådan organisering kan vara ett sätt att fånga romska elevers intresse för studier inom vuxenutbildningen. Det kan också finnas ett stort behov av coachning från personer som står den romska elevgruppen nära och som har erfarenhet av att arbeta med elever med romsk bakgrund.</P>
<P class="p644 ft20">160</P>
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<P class="p645 ft9">Utredningen har tagit del av exempel på sådan verksamhet. Verksamheterna vid Agnesbergs och Sundbybergs folkhögskolor är exempel på särskilda satsningar på elever med romsk språk- och kulturbakgrund som har lett till positiva resultat. De romska eleverna har här successivt integrerats i heterogena elevgrupper. Den särskilda coachningen har en positiv effekt på många elevers studiemotivation. Detta sätt att organisera verksamheten kräver initialt förhållandevis stora resurser, men är sannolikt en satsning som på sikt ger vinster i form av ökad måluppfyllelse och genom- strömning för elever med romsk bakgrund.</P>
<P class="p646 ft29">Utbildningssatsningar som riktas till särskilda studerande- grupper kan alltså ha positiva effekter. De innebär dock inga garantier för ett lyckat resultat. Utredningens bedömning är att en hög grad av individanpassning inom vuxenutbildningen är den bästa garanten för att tillgodose behoven för samtliga elevgrupper, även för studerande med romsk språk- och kulturbakgrund.</P>
<P class="p647 ft113">Förslagen till förändringar av studiemedelssystemet bedöms särskilt gynna studerande med romsk bakgrund</P>
<P class="p648 ft29">Studerande inom komvux på grundläggande nivå är vanligtvis personer som har behov av att komplettera för att uppnå grundskolekompetens. Många vuxna romer kan dock ha betydligt större kunskapsluckor. Det kan ibland handla om att läsa in hela grundskolan, vilket medför ett behov av betydligt längre studietid. Många studerande med romsk bakgrund kan därför hindras av de gränser som finns för antalet studiemedelsveckor. Utredningen föreslår förändringar av antalet studiemedelsveckor för studerande på grundläggande nivå. Utredningen föreslår även en högre bidragsandel för dem som studerar inom komvux på grundläggande nivå, vilket håller nere skuldsättningen. Förslagen är generella men ökar möjligheterna att bedöma individuella behov, vilket då särskilt förbättrar situationen för romer som studerar på denna nivå. Särskilt möjligheterna att få fler studiemedelsveckor bör vara gynnsamma för många studerande med romsk bakgrund.</P>
<P class="p649 ft29">Utredningen föreslår inga anpassningar av studiestödet specifikt för studerande med romsk bakgrund. Det nuvarande studie- medelssystemet förhåller sig i princip neutralt till olika utbildningar och till olika studerandegrupper<SPAN class="ft48">. </SPAN>Utöver de allmänna villkor som gäller för rätt till stöd är det den enskildes fria val som är</P>
<P class="p650 ft20">161</P>
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<P class="p75 ft8">avgörande. Dessa grundläggande principer bör behållas. Ett system med så lika villkor som möjligt för studerande i samma situation på samma utbildningar har bäst förutsättningar att vinna gillande. Ett i förhållande till utbildning och studerandegrupper neutralt stöd är också att föredra eftersom gränsdragningsproblem kan undvikas. All erfarenhet talar vidare för att studiestödssystemet bör vara så enkelt och lättöverskådligt som möjligt, utan att för den skull göra avkall på måluppfyllelsen. Det är angeläget att behålla enkla och enhetliga regler.</P>
<P class="p289 ft13"><SPAN class="ft13">5.4.3</SPAN><SPAN class="ft70">Studerande med funktionsnedsättning</SPAN></P>
<P class="p651 ft8"><SPAN class="ft117">Utredningens bedömning</SPAN>: Kommunerna måste på ett bättre sätt än i dag ta ansvar för att erbjuda stöd till elever med funktionsnedsättning inom kommunal vuxenutbildning på grundläggande nivå. En ökad användning av de verktyg som utredningen föreslår för att öka individualiseringen kommer att gynna samtliga elevgrupper. Utredningens förslag att ge Skolverket i uppdrag att utforma ett kommentarmaterial om elevers rätt till stöd och förslaget om stärkt tillsyn kommer att förbättra möjligheterna för studerande med funktionsned- sättning att fullfölja sina studier. Detsamma gäller bl.a. förslaget om att behovsanpassa antalet veckor med studiemedel.</P>
<P class="p652 ft9">Kommuner bör i sin verksamhet inrätta en samordnande funktion för pedagogiskt stöd till elever med funktions- nedsättning. Mindre kommuner kan behöva samverka kring en sådan funktion.</P>
<P class="p653 ft13">Flera förslag gynnar studerande med funktionsnedsättning</P>
<P class="p93 ft9">Många elever med funktionsnedsättning lämnar grund- och gymnasieskolan med ofullständiga betyg. En del lämnar skolan p.g.a. att de inte fått tillräckligt stöd till följd av de behov som funktionsnedsättningen ger upphov till. Vuxenutbildningen är en andra chans för dessa elever.<SPAN class="ft36">22</SPAN></P>
<P class="p107 ft9">Linköpings universitet har, på uppdrag av Specialpedagogiska skolmyndigheten (SPSM), gjort en studie där de belyser möjlig-</P>
<P class="p409 ft41"><SPAN class="ft40">22 </SPAN>Se t.ex. Eriksson, L. (2011).</P>
<P class="p95 ft20">162</P>
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<P class="p654 ft8">heter för vuxna med funktionsnedsättning att ta del av utbildning på lika villkor som andra. Av studien framgår att det är en förhållandevis liten andel av de studerande inom komvux som har någon form av funktionsnedsättning. De funktionsnedsättningar som enligt rapporten är vanligast är läs- och skrivsvårigheter, utvecklingsstörning samt neuropsykiatriska diagnoser. Det finns också elever som förvärvat funktionsnedsättningar som vuxna och som måste börja om med sina studier på nytt.<SPAN class="ft79">23 </SPAN>Studerande med funktionsnedsättning studerar i allmänhet under längre tid än andra deltagare i vuxenutbildning och de avbryter också sina studier oftare än andra elevgrupper.<SPAN class="ft79">24</SPAN></P>
<P class="p341 ft9">En väl fungerande vägledning är särskilt viktig för många studerande med funktionsnedsättning. Vägledningen ska bidra till att de utbildningsval som den vuxne gör bygger på en realistisk bedömning av de förutsättningar som hon eller han har för studierna. I vägledningen ska också möjligheterna till individ- anpassning och stöd vägas in. I vägledningen måste information lämnas om stöd som gör det möjligt att göra lämpliga studieval. Studie- och yrkesvägledningen är också beroende av en dialog mellan den enskilde eleven och studie- och yrkesvägledaren.</P>
<P class="p297 ft9">I många fall studerar personer med funktionsnedsättning tillsammans med elever utan funktionsnedsättning. Det före- kommer också att elever med funktionsnedsättning utgör separata studiegrupper.</P>
<P class="p13 ft9">I utredningens enkätundersökning svarade nästan samtliga kommuner att det sker anpassning av utbildningen för elever i behov av stöd inom den ordinarie undervisningen. Några kommuner har angett som en kommentar i utredningens enkät att man p.g.a. bristande ekonomiska resurser inte erbjuder något extra stöd. Av enkätsvaren framgår att det är vanligare att stora kommuner erbjuder hjälpmedel till personer med fysiska funktionsnedsättningar än att små kommuner gör det, vilket även gäller tillgången till specialpedagoger. I en del kommuner ges elever inom komvux stöd via särvux.</P>
<P class="p97 ft26">Bland personal som arbetar med elever med funktionsned- sättning har det under utredningens kommunbesök uttrycks en frustration över tendensen att prioritera bort stöd för dessa elever. Vissa kommuner har gjort satsningar på grupper med definierade funktionsnedsättningar, medan andra kommuner inte alls priori-</P>
<P class="p25 ft58"><SPAN class="ft56">23</SPAN><SPAN class="ft57">Eriksson, L. (2011).</SPAN></P>
<P class="p299 ft41"><SPAN class="ft56">24</SPAN><SPAN class="ft59">Eriksson, L. (2011).</SPAN></P>
<P class="p486 ft20">163</P>
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<P class="p53 ft9">terar de här elevgrupperna. Ekonomin utgör det största hindret för likvärdighet i utbildningen vilket i synnerhet drabbar elever med ett stort behov av stöd.<SPAN class="ft36">25</SPAN></P>
<P class="p180 ft9">Utredningens bedömning är att kommunerna måste ta ett större ansvar för studerande med funktionsnedsättning. Flera av de för- slag som vi presenterar kommer enligt vår bedömning att bidra till en positiv utveckling. Detta gäller bl.a. förslaget att ge Skolverket i uppdrag att ta fram ett kommentarmaterial om möjligheterna till stöd för elever inom vuxenutbildningen och kommunernas skyldigheter i detta avseende. Skolinspektionen ges i uppdrag att genomföra tillsyn på enhetsnivå, vilket också bör kunna bidra till en positiv utveckling.</P>
<P class="p77 ft9">Studerande med ett stort behov av stöd kan ofta behöva genom- föra sina studier med en lägre studietakt. Detta kan dels ge problem med att få studiemedel som motsvarar den nedlagda studietiden, dels ge problem med att studietiden kan överstiga antalet tillgängliga studiemedelsveckor. Utredningens förslag om antalet studiemedelsveckor innebär att det redan vid beslutet om studiemedel kan beaktas vilket stödbehov en studerande har, något som i dag kan göras först när studiemedelsveckorna är slut. Samtidigt kvarstår möjligheten att få ytterligare studiemedel om det finns synnerliga skäl. Utredningen föreslår också att det ska införas en ny deltidsnivå för rätt till studiemedel. Denna deltidsnivå kan vara lämplig bl.a. för studerande som p.g.a. funktionsned- sättning tillgodogör sig utbildningen bättre vid en lägre studietakt. De förändringar utredningen föreslår på studiemedelsområdet kommer därmed särskilt att gynna studerande med en funktions- nedsättning.</P>
<P class="p655 ft13">Samordnare av pedagogiskt stöd för studerande med funktionsnedsättning</P>
<P class="p378 ft9">Stödet till studerande med funktionsnedsättning kan stärkas genom att det finns en funktion med särskild kunskap om, och särskilt ansvar för, stöd till studerande med funktionsnedsättning. Utredningen har vid sina kommunbesök sett ett behov av en samordnande funktion i kommunerna för att bättre tillgodose tillgången till pedagogiskt stöd för studerande med funktions- nedsättning inom vuxenutbildningen.</P>
<P class="p54 ft41"><SPAN class="ft40">25 </SPAN>Eriksson, L. (2011).</P>
<P class="p95 ft20">164</P>
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<P class="p656 ft9">Vuxteamet i Stockholm är ett exempel på en samordnings- funktion för studerande med stödbehov. Teamet vänder sig till studerande med någon form av svårigheter i samband med studierna. Den studerande kan få stöd i form av studie- och yrkesvägledning, pedagogiskt stöd eller hjälpmedel. I teamet finns tillgång till specialpedagog, pedagogkonsult, arbetsterapeut, studie- och yrkesvägledare samt psykolog.</P>
<P class="p657 ft9">Ett annat exempel på samordning kring stöd till studerande med funktionsnedsättning finns vid universitet och högskolor. Här finns en funktion med samordningsansvar för studerande med funktionsnedsättning. Genom samordningsfunktionen kan den studerande få pedagogiskt stöd i form av anpassad studiegång, anpassad tidsplan, anpassad litteratur, anteckningsstöd, mentor eller extra handledning, teckenspråkstolkning och skrivtolkning. Tillgången till stödet är beroende av att den studerande själv tar kontakt med samordnaren. Sveriges universitet och högskolor ska avsätta 0,3 procent av anslaget för grundutbildning för stöd till studerande med funktionsnedsättning. Utöver detta kan hög- skolorna ansöka om extra medel för särskilt pedagogiskt stöd.</P>
<P class="p426 ft9">Även inom vuxenutbildningen skulle en samordnande funktion kunna ges ett övergripande ansvar för information om tillgängliga utbildningar med ökad anpassning och tillgänglighet för studerande med funktionsnedsättning. En samordningsfunktion behöver inte vara en speciellt inrättad tjänst utan ansvaret kan ligga på befintlig personal med kompetens inom området.</P>
<P class="p657 ft10">Detta skulle också innebära ett ansvar för information om tillgången till hjälpmedel och om tillgången till personal med kunskaper om pedagogiska metoder. En samordnande funktion skulle också förslagsvis ansvara för kartläggningen av de kompetensutvecklingsbehov för personalen som finns när det gäller olika funktionsnedsättningar och olika pedagogiska metoder.</P>
<P class="p658 ft9">Utredningen anser att Vuxteamet i Stockholm är ett gott exempel på hur en samordningsfunktion kan verka och hyser förhoppningen att fler kommuner, ensamma eller genom region- samverkan, inrättar liknande funktioner.</P>
<P class="p659 ft20">165</P>
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<P class="p343 ft13"><SPAN class="ft13">5.4.4</SPAN><SPAN class="ft70">Stöd från Specialpedagogiska skolmyndigheten (SPSM)</SPAN></P>
<P class="p623 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Det är inte tillräckligt känt i kommunerna vilket stöd Specialpedagogiska skolmyndigheten (SPSM) kan erbjuda när det gäller vuxenstuderande. Det är därför positivt att myndigheten bl.a. intensifierar sin information till kommunerna om detta.</P>
<P class="p660 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: Specialpedagogiska skolmyndigheten ges i uppdrag att återrapportera till regeringen vilka insatser man har vidtagit och vilka effekter dessa insatser har fått.</P>
<P class="p661 ft8">I en rapport framtagen på uppdrag av SPSM framkommer att man inom vuxenutbildningen inte i tillräckligt stor omfattning använder sig av SPSM:s möjligheter till stöd.<SPAN class="ft79">26 </SPAN>SPSM har möjlighet att stödja verksamheten inom vuxenutbildningen dels med special- pedagogiskt stöd, dels med läromedel. Vuxenutbildningen kan inte erhålla statsbidrag för sin verksamhet för studerande med funktionsnedsättning, något som är möjligt för folkhögskolorna. Detta gör det särskilt angeläget att kommunerna använder sig av det stöd SPSM kan erbjuda. Okunskapen om SPSM:s möjligheter att ge stöd kan leda till att vuxenutbildningen inte utnyttjar de resurser som finns när det gäller pedagogiskt stöd för studerande med funktionsnedsättning. Ökad information från myndighetens sida skulle kunna leda till att vuxenutbildningen oftare får tillgång till pedagogiskt stöd för studerande med funktionsnedsättning.</P>
<P class="p317 ft10">SPSM har tagit fram ett åtgärdsprogram för att utveckla verksamheten. Bland åtgärderna ingår att öka informationsinsatsen till ansvariga för vuxenutbildningen. Informationen ska både utökas och riktas tydligare mot skolhuvudmännen. SPSM avser också att öka kunskapsspridningen genom en nationell samordning av kurser riktade till vuxenutbildningen i landet. Andra åtgärder är att ta initiativ till utbildningar och att göra undersökningar om de studerandes upplevelser av stöd.</P>
<P class="p468 ft29">Utredningen anser att det är positivt att SPSM gör en ökad satsning på informationsspridning om den egna verksamheten. Ökad kunskap om vilken typ av stöd SPSM kan tillhandahålla kan innebära positiva effekter för anordnare av vuxenutbildningen både vad gäller ökad kunskap om pedagogiska möjligheter vid olika</P>
<P class="p662 ft41"><SPAN class="ft40">26 </SPAN>Specialpedagogiska skolmyndigheten (2010).</P>
<P class="p95 ft20">166</P>
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<P class="p60 ft9">typer av funktionsnedsättningar och när det gäller ökad tillgång till specialpedagogiska resurser. Utredningen föreslår att SPSM ges i uppdrag att återrapportera till regeringen om vilka insatser man har vidtagit och om vilka effekter dessa insatser har fått.</P>
<P class="p572 ft28"><SPAN class="ft28">5.5</SPAN><SPAN class="ft69">Studerande med hög tidigare utbildning</SPAN></P>
<P class="p663 ft13"><SPAN class="ft13">5.5.1</SPAN><SPAN class="ft70">Utredningens uppdrag</SPAN></P>
<P class="p286 ft9">Enligt direktiven ska utredningen analysera orsaker till att många studerande med hög tidigare utbildning studerar på grundläggande nivå inom komvux. Utredningen ska vid behov föreslå åtgärder i syfte att effektivisera utbildningen för denna målgrupp. I direktiven framhålls att det kan finnas rimliga skäl till att studerande med hög tidigare utbildning studerar på grundläggande nivå, men att det även finns indikationer på att orsaken kan vara brister i systemet.</P>
<P class="p664 ft13"><SPAN class="ft13">5.5.2</SPAN><SPAN class="ft70">Varför andelen med hög tidigare utbildning kan vara problematisk</SPAN></P>
<P class="p118 ft9">Enligt den officiella statistiken hade drygt en tredjedel av eleverna på grundläggande nivå i komvux 2011 en högskoleutbildning sedan tidigare. Högskoleutbildning definieras i statistiken som efter- gymnasial utbildning motsvarande minst en termin. Därutöver hade tio procent en gymnasieutbildning längre än två år och 16 procent hade en gymnasieutbildning på högst två år.</P>
<P class="p14 ft8">Utredningen har i analysen utgått från de studerande som enligt statistiken har en högskoleutbildning. Den studerandegruppen har uppmärksammats tidigare, t.ex. i <SPAN class="ft65">Rapport integration 2003 </SPAN>och i flera av Skolverkets lägesbedömningar.<SPAN class="ft79">27 </SPAN>I samband med Skolverkets publicering av rapporten <SPAN class="ft65">Kommunal vuxenutbildning på grundläggande nivå. En studie av nationell statistik och kommunal praktik </SPAN>lyftes också den höga andelen med hög tidigare utbildning fram som problematisk.<SPAN class="ft79">28</SPAN></P>
<P class="p97 ft29">För att förstå varför högutbildade studerar på en grundläggande nivå förutsätts viss bakgrundsinformation om studerandegruppen.</P>
<P class="p663 ft58"><SPAN class="ft56">27</SPAN><SPAN class="ft57">Integrationsverket (2004), Skolverket (2010b).</SPAN></P>
<P class="p310 ft118"><SPAN class="ft56">28</SPAN><SPAN class="ft109">Skolverket </SPAN><NOBR><SPAN class="ft58">2012-08-29.</SPAN></NOBR><SPAN class="ft58"> </SPAN>Var tredje i grundläggande vuxenutbildning är högskoleutbildad.</P>
<P class="p310 ft41">Pressmeddelande.</P>
<P class="p486 ft20">167</P>
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<P class="p75 ft8">Statistiken visar att de högutbildade i princip uteslutande är födda utomlands och att många har invandrat under de senaste åren. Studier i svenska som andraspråk på grundläggande nivå i komvux är en av de insatser som samhället erbjuder för utlandsfödda som har behov av att lära sig mer svenska efter sfi, oavsett utbildnings- nivå. Högutbildade från vissa länder kan också sakna kunskaper i engelska, vilket krävs för att få grundläggande behörighet till högskolestudier i Sverige. Till största del handlar det alltså om utbildning som en del i en integrationsprocess.</P>
<P class="p107 ft8">Samtidigt har det visats, inte minst i rapporten <SPAN class="ft65">Högutbildade utlandsfödda i grundläggande vuxenutbildning. Praktik och policy i två kommuner, </SPAN>att de utbildningsinsatser som erbjuds på grund- läggande nivå inom komvux ibland inte fungerar särskilt väl för högutbildade utlandsfödda och att vägen genom utbildnings- systemet tenderar att bli lång för denna studerandegrupp.<SPAN class="ft79">29 </SPAN>I rapporten identifierades ett flertal faktorer som bidrog till utdragna utbildningsinsatser, bl.a. beskrevs ett tänkande hos både personal och studerande som kunde hindra alternativa arbetsformer och utbildningskombinationer. Andra faktorer som nämndes var begränsade resurser för studie- och yrkesvägledning, en organisation som i praktiken inte möjliggjorde flexibilitet samt bristande samverkan mellan olika aktörer. I rapporten beskrevs också att det ibland förekom en föreställning hos studerande och personal om att det var bäst att börja om från början, trots att den studerande hade ämneskunskaper. Även om rapporten samman- taget gav en negativ bild av situationen underströks samtidigt att de högutbildade inte är någon homogen grupp. En del studerande upplevde enligt rapporten en uppgivenhet över sin utbildnings- situation medan andra snabbt tog sig genom systemet.</P>
<P class="p665 ft9">Utredningen ser flera möjliga problem med att många högutbildade studerar på grundläggande nivå inom komvux. Framför allt är det problematiskt om utbildningsinsatserna inte bedrivs på ett effektivt sätt. Om högutbildade studerar <SPAN class="ft24">fler kurser </SPAN>än vad de behöver på grundläggande nivå, eller om de studerar under <SPAN class="ft24">längre tid </SPAN>än nödvändigt, t.ex. på grund av bristande information eller att utbildningsinsatserna inte anpassas i tillräcklig utsträckning, utgör detta ett resursslöseri.</P>
<P class="p666 ft41"><SPAN class="ft40">29 </SPAN>Carlson, M. (2006). Med högutbildad avsågs i rapporten studerande med minst två års eftergymnasial utbildning. Rapporten bygger främst på intervjuer genomförda med studerande och personal i två kommuner.</P>
<P class="p409 ft20">168</P>
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<P class="p667 ft9">Ur ett bredare samhällsperspektiv behöver effektiviteten i de insatser som erbjuds inom vuxenutbildningen också ställas i relation till övriga insatser som samhället erbjuder högutbildade utlandsfödda. Integrationspolitiken i Sverige genomsyras av en målsättning om en snabb och effektiv etablering för personer födda utomlands. Riksdagen har också uttalat att personer som kommer till Sverige med en examen på högskolenivå och kvalificerad yrkeserfarenhet är en stor tillgång för det svenska samhället. En snabb etablering på arbetsmarknaden, särskilt inom det område som personen har utbildning för, har lyfts fram som värdefullt både för individen och för samhället.<SPAN class="ft36">30 </SPAN>Utifrån en sådan ansats blir det relevant att ställa frågan i vilken utsträckning högutbildade borde studera på grundläggande nivå inom komvux. Detta diskuteras också, men fokus ligger med utgångspunkt i uppdraget på att analysera effektiviteten i de insatser som högutbildade erbjuds inom vuxenutbildningen.</P>
<P class="p668 ft9">En annan aspekt som utredningen har uppmärksammat är att den höga andelen högutbildade på grundläggande nivå indikerar en låg andel kortutbildade jämfört med vad man kan förvänta sig. Detta diskuteras i avsnitt 4.2.2.</P>
<P class="p669 ft13"><SPAN class="ft13">5.5.3</SPAN><SPAN class="ft70">Högutbildade utlandsföddas etablering i samhället</SPAN></P>
<P class="p363 ft13">Utlandsfödda har en svagare ställning på arbetsmarknaden</P>
<P class="p83 ft10">I många sammanhang har det visats att personer födda utomlands generellt har en svagare ställning på arbetsmarknaden jämfört med personer födda i Sverige.<SPAN class="ft81">31 </SPAN>Även inom gruppen högutbildade finns skillnader mellan personer födda utomlands och i Sverige när det gäller ställningen på arbetsmarknaden. Under 2009 genomförde Statistiska centralbyrån (SCB) en enkätundersökning riktad till högutbildade födda utomlands respektive i Sverige.<SPAN class="ft81">32 </SPAN>Av under- sökningen framgick att sju av tio högutbildade utlandsfödda hade arbete som huvudsaklig sysselsättning, jämfört med nio av tio bland de svenskfödda. Arbetslösheten var också högre bland de utlandsfödda. Undersökningen visade därutöver att en lägre andel</P>
<P class="p670 ft58"><SPAN class="ft56">30</SPAN><SPAN class="ft57">Arbetsmarknadsutskottets betänkande 2007/08:AU1, rskr. 2007/08:72.</SPAN></P>
<P class="p213 ft58"><SPAN class="ft56">31</SPAN><SPAN class="ft57">Se t.ex. SCB (2009b).</SPAN></P>
<P class="p671 ft58"><SPAN class="ft56">32</SPAN><SPAN class="ft104">SCB (2009a). Med högutbildad avsågs i undersökningen personer med minst treårig högskoleutbildning. Urvalet bestod av 6 500 personer födda utanför Sverige samt 1 500 personer födda i Sverige. Svarsfrekvensen var 59 procent bland utlandsfödda och 71 procent bland svenskfödda.</SPAN></P>
<P class="p375 ft20">169</P>
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<P class="p300 ft9">av de utlandsfödda hade ett arbete som helt eller delvis överens- stämde med deras utbildning. Detta har även visats i andra sammanhang. T.ex. visade en studie från 2004 att andelen som har ett kvalificerat arbete är lägre bland utlandsfödda akademiker jämfört med svenskfödda, även efter en lång tid i landet.<SPAN class="ft36">33</SPAN></P>
<P class="p107 ft8">Flera olika faktorer har lyfts fram som förklaringar till den sämre arbetsmarknadssituationen för utlandsfödda. I SCB:s enkät- undersökning bedömde närmare hälften av de utlandsfödda att det var svårt för dem att få ett arbete som överensstämde med deras tidigare högskoleutbildning.<SPAN class="ft79">34 </SPAN>Den främsta orsaken angavs vara avsaknad av kontakter. Även språksvårigheter och ett icke svenskt namn angavs som bidragande orsaker. En majoritet av de som hade arbete bedömde att det skulle innebära fördelar om de hade haft bättre kunskaper i svenska, t.ex. när det gäller lön och karriärmöjligheter.</P>
<P class="p290 ft26">I en bilaga till Långtidsutredningen 2011<SPAN class="ft119">35</SPAN>, som utgick från svensk och internationell forskning, identifierades ett antal faktorer som påverkar utlandsföddas svaga ställning på arbetsmarknaden, bl.a. bristande språkkunskaper, avsaknad av nätverk och före- komsten av etnisk diskriminering. Rapporten lyfte fram en rad förslag på förändringar som borde genomföras för att förbättra situationen. Bl.a. framhölls vikten av flexibilitet, individanpassning och en tydlig arbetsmarknadskoppling i de åtgärder som erbjuds.</P>
<P class="p389 ft13">Samhällets insatser för högutbildade utlandsfödda</P>
<P class="p378 ft9">Målet för integrationspolitiken är lika rättigheter, skyldigheter och möjligheter för alla oavsett etnisk och kulturell bakgrund. Regeringens inriktning är att målet i första hand ska uppnås genom <SPAN class="ft24">generella insatser </SPAN>som riktar sig till hela befolkningen. De <SPAN class="ft24">riktade insatser </SPAN>som finns för utlandsfödda som grupp ska bara förekomma under den första tiden i Sverige.</P>
<P class="p91 ft9">Samhället erbjuder en rad olika insatser till utlandsfödda som invandrar till Sverige och som kan underlätta etableringen på arbetsmarknaden.<SPAN class="ft36">36</SPAN></P>
<P class="p107 ft26">Studier på grundläggande nivå i komvux är en av de generella insatser som samhället erbjuder högutbildade utlandsfödda. Det är</P>
<P class="p511 ft58"><SPAN class="ft56">33</SPAN><SPAN class="ft57">Ekberg, J., Rooth, </SPAN><NOBR>D-O.</NOBR> (2004).</P>
<P class="p304 ft58"><SPAN class="ft56">34</SPAN><SPAN class="ft57">SCB (2009a).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">35</SPAN><SPAN class="ft73">Eriksson, S. (2011).</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">36</SPAN><SPAN class="ft59">För en utförligare genomgång av insatser till nyanlända, se t.ex. SOU 2012:69.</SPAN></P>
<P class="p95 ft20">170</P>
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<P class="p60 ft9">ett sätt att tillägna sig kunskaper i svenska och ibland engelska, med möjlighet till studiefinansiering. Beroende på situation och möjlighet att ta del av andra insatser är studier på grundläggande nivå i komvux ett av de alternativ som finns för att lära sig det svenska språket. Däremot är dessa studier inget krav för att komma vidare i systemet.<SPAN class="ft36">37</SPAN></P>
<P class="p601 ft10">Vissa insatser som samhället erbjuder utlandsfödda riktas särskilt till högutbildade. På ett antal universitet och högskolor finns särskilda kompletterande högskoleutbildningar för högutbildade utlandsfödda.<SPAN class="ft81">38 </SPAN>Syftet är att underlätta för personer med avslutad utländsk högskole- utbildning att etablera sig på arbetsmarknaden. Utbildningar anordnas bl.a. för lärare, läkare och sjuksköterskor. En annan insats som finns är Korta vägen, ett samlingsnamn för arbetsmarknadsutbildningar som finansieras av Arbetsförmedlingen och genomförs i samverkan med lärosäten. I samverkan med Stockholms universitet genomförs bl.a. ett projekt som syftar till att genom kartläggning, kompletterande utbildning och praktik korta vägen till etablering på arbetsmarknaden för personer med avslutad akademisk examen.</P>
<P class="p278 ft8">Även inom kommunernas verksamhet förekommer ibland särskilda insatser riktade till högutbildade utlandsfödda. Ett exempel är några av de utbildningar som finns i svenska för yrkesutbildade (sfx), där sfi och kurser i svenska som andraspråk ingår. I Stockholms län finns i dagsläget åtta yrkeskategorier, bl.a. ingenjörer, samhällsvetare och medicinsk personal.</P>
<P class="p150 ft9">En insats av betydelse för högutbildade utlandsfödda är också möjligheten att få tidigare kunskaper och kompetens validerade. Om den tidigare utbildningen är dokumenterad finns det möjlighet att få den bedömd för studier eller arbete. Sedan den 1 januari 2013 görs bedömningar av utländsk utbildning av Universitets- och högskolerådet eller, när det gäller reglerade yrken, av behörig myndighet för det yrket. Andra möjligheter till validering ges bl.a. inom komvux (se avsnitt 6.3).</P>
<P class="p296 ft29">De insatser som riktas till högutbildade utlandsfödda har fått viss kritik. En övergripande slutsats i Riksrevisionens granskning 2011 av</P>
<P class="p286 ft74"><SPAN class="ft40">37 </SPAN>Inför studier på gymnasial nivå inom komvux uppställs inga förkunskapskrav. Den studerande ska istället ha förutsättningar att tillgodogöra sig utbildningen. För att få grundläggande behörighet till studier på högskolenivå ställs krav på kunskaper i svenska, engelska och matematik. Däremot är det inte nödvändigt med formella betyg i dessa ämnen. Ett alternativt sätt för att påvisa svenskkunskaper är exempelvis genom ett godkänt resultat på Test i svenska för universitets- och högskolestudier (TISUS) eller godkänt resultat på avslutande test vid preparandutbildning vid någon högskola.</P>
<P class="p444 ft41"><SPAN class="ft40">38 </SPAN>Förordning (2008:1101) om högskoleutbildning som kompletterar avslutad utländsk utbildning.</P>
<P class="p517 ft20">171</P>
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<P class="p630 ft10">statliga insatser för denna målgrupp var att insatserna kunde effektiviseras och förbättras.<SPAN class="ft81">39 </SPAN>Informationen till målgruppen om vilka insatser som finns att tillgå var enligt Riksrevisionen bristfällig, bl.a. på grund av bristande samverkan mellan olika aktörer. Riksrevisionen rekommenderade att regeringen skulle ta ett större samordnande ansvar för etableringen av personer med utländsk utbildning. Man ansåg också att de myndigheter som berördes borde vidta åtgärder för att påskynda etableringen, bl.a. genom tidiga informationsinsatser om möjligheter till kompletterande utbildningar och genom kortare handläggningstider vid bedömning av utländsk utbildning.</P>
<P class="p408 ft13"><SPAN class="ft13">5.5.4</SPAN><SPAN class="ft70">Högutbildades studier på grundläggande nivå</SPAN></P>
<P class="p518 ft29">Utredningen har med hjälp av Skolverket tagit fram uppgifter om de högutbildade som studerar inom komvux på grundläggande nivå och om vilka kurser de studerar.<SPAN class="ft82">40 </SPAN>Vi har även ställt frågor om högutbildade studerande vid våra kommunbesök, bl.a. i syfte att ta reda på om studerande och personal upplever det som problematiskt att hög- utbildade studerar kurser på grundläggande nivå.</P>
<P class="p95 ft13">Hur stor är gruppen högutbildade på grundläggande nivå?</P>
<P class="p80 ft26">Den officiella statistiken visar att en tredjedel av de studerande på grundläggande nivå har en högskoleutbildning sedan tidigare. Den statistik som Skolverket har tagit fram åt utredningen visar dock att det finns en stor spridning i längd på utbildningen hos de studerande som klassificeras som högskoleutbildade. Drygt 12 500 elever som läste på grundläggande nivå 2011 hade utbildning motsvarande minst en termin på eftergymnasial nivå.<SPAN class="ft119">41 </SPAN>Av dessa hade 40 procent en eftergymnasial utbildning som var två år eller</P>
<P class="p67 ft74"><SPAN class="ft56">39</SPAN><SPAN class="ft100">Riksrevisionen (2011). Granskningen omfattade bl.a. myndigheters arbete med att bedöma och pröva utländsk utbildning, kompletterande högskoleutbildningar samt länsstyrelsernas arbete med att samordna insatser för utbildning i svenska språket.</SPAN></P>
<P class="p672 ft74"><SPAN class="ft56">40</SPAN><SPAN class="ft90">Om inget annat anges är de uppgifter om statistik som utredningen hänvisar till i detta avsnitt hämtade från underlaget från Skolverket.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">41</SPAN><SPAN class="ft90">Jämfört med de uppgifter som publiceras i den officiella statistiken är andelen som har okänd utbildningsbakgrund lägre, och andelen med känd utbildningsbakgrund högre, i de uppgifter som Skolverket har tagit fram åt utredningen. Skillnaden beror enligt Skolverket på att uppgiften om utbildningsbakgrund är mer uppdaterad i bearbetningen jämfört med i den officiella statistiken. Enligt den officiella statistiken var det 11 200 elever inom komvux på grundläggande nivå som 2011 hade en utbildning motsvarande minst en termin på eftergymnasial nivå.</SPAN></P>
<P class="p90 ft20">172</P>
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<P class="p396 ft9">kortare, 53 procent hade en eftergymnasial utbildning som var tre till fyra år lång och sex procent hade en eftergymnasial utbildning som var fem år eller längre. Det fanns inga stora könsmässiga skillnader.</P>
<P class="p673 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p396 ft9">Värt att notera är också att högutbildad definieras olika i olika sammanhang. T.ex. definierar SCB högskoleutbildad som någon med minst treårig eftergymnasial utbildning (inkl. forskar- utbildning).<SPAN class="ft36">42 </SPAN>Med en sådan definition är andelen högskole- utbildade som läser på grundläggande nivå inom komvux lägre än enligt Skolverkets definition. Fyra av tio elever som har högskole- utbildning enligt Skolverkets statistik är inte högutbildade enligt SCB:s definition.</P>
<P class="p674 ft9">I detta kapitel används Skolverkets definition, dvs. efter- gymnasial utbildning motsvarande minst en termin. För att nyansera bilden görs dock ibland åtskillnad mellan eftergymnasial utbildning som är kortare än tre år och eftergymnasial utbildning som är tre år eller längre.</P>
<P class="p675 ft24">Andel av samtliga som invandrar</P>
<P class="p676 ft10">Det är främst den höga <SPAN class="ft45">andelen </SPAN>högutbildade inom komvux på grundläggande nivå som har uppmärksammats. Eftersom andelen även påverkas av hur många kortutbildade som studerar på denna nivå är informationen inte tillräcklig. För att ge perspektiv på hur</P>
<P class="p677 ft41"><SPAN class="ft40">42 </SPAN>http://www.scb.se <NOBR>(2012-04-18).</NOBR></P>
<P class="p678 ft20">173</P>
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<P class="p529 ft8">många högutbildade som studerar på grundläggande nivå inom komvux kan andelen jämföras med samtliga högutbildade utlands- födda som invandrar till Sverige varje år. Det ger en uppfattning om hur stor andel av gruppen som helhet som studerar kurser på grundläggande nivå i komvux. En sådan jämförelse visar att det är en liten del av hela gruppen med högskoleutbildning som studerar på grundläggande nivå. Under <NOBR>2006–2010</NOBR> invandrade varje år mellan 24 100 och 27 700 utlandsfödda i åldersgruppen <NOBR>16-74</NOBR> år med eftergymnasial utbildning.<SPAN class="ft79">43 </SPAN>Det kan jämföras med Skolverkets statistik som visar att drygt 6 000 personer med högskole- utbildning påbörjade studier på grundläggande nivå 2006.</P>
<P class="p312 ft9">Det är också fler högutbildade som studerar inom sfi jämfört med andelen som studerar på grundläggande nivå inom komvux. Enligt Skolverkets statistik var det drygt 34 000 elever i sfi 2011 som hade 13 års utbildning eller mer.<SPAN class="ft36">44 </SPAN>Det är väsentligt fler än de dryga 12 500 med eftergymnasial utbildning som studerade på grundläggande nivå i komvux samma år.</P>
<P class="p90 ft13">Bakgrundsuppgifter om de studerande</P>
<P class="p80 ft10">De högutbildade som studerar på grundläggande nivå inom komvux skiljer sig på flera sätt från studerande med kortare tidigare utbildning. Som tidigare nämnts är det i princip alltid studerande födda utomlands som är högutbildade. 2011 var en (1) procent av de högutbildade födda i Sverige. De högutbildade är också i genomsnitt äldre än övriga, vilket är logiskt mot bakgrund av att det tar tid att skaffa sig en eftergymnasial utbildning. Högutbildade påbörjar ofta sina studier på grundläggande nivå relativt tidigt efter att de har kommit till landet. 2011 hade över hälften (56 procent) av de högutbildade eleverna varit i landet i ett till tre år, jämfört med 40 procent av samtliga elever på grundläggande nivå. Andelen kvinnor som studerar på grundläggande nivå är dock i princip densamma oavsett utbildningsbakgrund. Totalt var 66 procent av de högutbildade eleverna kvinnor.</P>
<P class="p679 ft58"><SPAN class="ft56">43</SPAN><SPAN class="ft57">http://www.scb.se </SPAN><NOBR>(2013-01-15).</NOBR></P>
<P class="p291 ft41"><SPAN class="ft56">44</SPAN><SPAN class="ft59">Detta är rimligen jämförbart med motsvarande en termins studier på eftergymnasial nivå.</SPAN></P>
<P class="p95 ft20">174</P>
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<P class="p680 ft41"><SPAN class="ft56">1</SPAN><SPAN class="ft120">Antal högutbildade var 12 547 och det totala antalet elever var 33 975.</SPAN></P>
<P class="p681 ft41"><SPAN class="ft56">2</SPAN><SPAN class="ft120">Personer födda i Sverige samt personer där uppgift om första folkbokföringsdatum saknas.</SPAN></P>
<P class="p488 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p682 ft13">Val av kurser på grundläggande nivå</P>
<P class="p683 ft9">Enligt statistik från Skolverket läser högutbildade elever på grundläggande nivå främst språk. En stor majoritet, 81 procent, studerade svenska som andraspråk under 2011. En knapp tredjedel studerade en kurs i engelska. Förutom dessa kurser förekom det även studier i bl.a. matematik (15 procent) och samhällskunskap (12 procent).</P>
<P class="p684 ft20">175</P>
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<P class="p685 ft96"><SPAN class="ft95">1 </SPAN>En elev kan ha läst en eller flera kurser under året. Totalt antal elever med eftergymnasial utbildning var 12 547 och det totala antalet elever var 33 975.</P>
<P class="p686 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p67 ft9">Jämfört med samtliga elever på grundläggande nivå studerade de högutbildade i högre utsträckning svenska som andraspråk och i lägre utsträckning andra kurser. Skillnaden är framför allt tydlig när det gäller kursen matematik. Totalt studerade 15 procent av eleverna med eftergymnasial utbildning en kurs i matematik på grundläggande nivå 2011 jämfört med 30 procent av samtliga. Det är dock ändå anmärkningsvärt att så många högutbildade studerade en kurs i matematik på denna nivå.</P>
<P class="p687 ft41"><SPAN class="ft121">1 </SPAN>En elev kan ha läst en eller flera kurser under året.</P>
<P class="p414 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p75 ft29">Över tid har andelen högutbildade elever som studerar svenska som andraspråk på grundläggande nivå ökat något och andelen som studerar andra kurser har minskat. År 2006 var det 71 procent av de högutbildade som studerade svenska som andraspråk jämfört med 81 procent 2011. Under 2006 studerade en högre andel av de högutbildade t.ex. engelska, samhällskunskap och matematik</P>
<P class="p116 ft20">176</P>
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<P class="p60 ft9">jämfört med 2011. Sammantaget indikerar statistiken att utvecklingen gått mot en ökad renodling av de högutbildades studier på grundläggande nivå, där det i något högre grad än tidigare är fokus på det svenska språket.</P>
<P class="p484 ft24">Många studerar även inom sfi och på gymnasial nivå</P>
<P class="p121 ft29">Kurser inom komvux på grundläggande nivå utgör oftast bara en del av högutbildades utbildning inom vuxenutbildningen. Denna elevgrupp har i högre grad än samtliga elever på grundläggande nivå studerat inom sfi och studerar i högre utsträckning även på gymnasial nivå inom komvux. Av samtliga högutbildade som påbörjade studier på grundläggande nivå 2006 var det 75 procent som hade läst sfi någon gång <NOBR>2000–2006,</NOBR> och 75 procent som studerade minst en kurs på gymnasial nivå någon gång <NOBR>2006–2010.</NOBR></P>
<P class="p688 ft24">Relativt långa studietider på grundläggande nivå</P>
<P class="p689 ft10">Statistiken visar att högutbildade elever som påbörjade sina studier 2006 i genomsnitt studerade något längre tid på grundläggande nivå jämfört med samtliga elever. En förklaring kan vara att hög- utbildade oftare än andra studerade mer än en kurs. Det fanns inga större skillnader beroende på om eleven hade en eftergymnasial utbildning längre än tre år eller inte. Den genomsnittliga studie- tiden var nästan ett år (48 veckor) för högutbildade med efter- gymnasial utbildning kortare än tre år, sett över tidsperioden 2006– 2010. Den fjärdedel som studerade kortast tid på grundläggande nivå studerade i fem månader (20 veckor), medan den fjärdedel som studerade längst studerade i ett år och fyra månader (68 veckor). Bland de som inte har eftergymnasial utbildning var den genomsnittliga studietiden 43 veckor.</P>
<P class="p690 ft20">177</P>
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<P class="p691 ft124"><SPAN class="ft122">1 </SPAN>Med P<SPAN class="ft123">10 </SPAN>avses 10:e percentilen etc. Den 10:e percentilen innebär att en tiondel av gruppen har detta värde eller lägre och att övriga 90 procent har detta värde eller högre.</P>
<P class="p686 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p75 ft29">Det är svårt att uttala sig om effektiviteten i de studier som högutbildade bedriver på grundläggande nivå. Genomsnittliga studietider påverkas bl.a. av hur många kurser de studerande läser på grundläggande nivå, med vilken studietakt studierna bedrivs och hur lätt eller svårt de studerande har för att lära sig ett nytt språk. Mot bakgrund av detta blir det mycket vanskligt att dra slutsatser om effektivitet i studierna utifrån det statistiska underlaget.</P>
<P class="p692 ft13">Erfarenheter från utredningens kommunbesök m.m.</P>
<P class="p108 ft9">Under de studiebesök som utredningen har genomfört har det framkommit att situationen när det gäller högutbildade studerande varierar mycket mellan olika kommuner. Uppfattningarna går också isär mellan olika kommunföreträdare, där vissa anser att det är rimligt att högutbildade studerar inom komvux på grund- läggande nivå medan andra anser att det är problematiskt. I några kommuner som utredningen besökt var det mycket ovanligt att högutbildade studerade på grundläggande nivå inom komvux över huvud taget.</P>
<P class="p77 ft9">Företrädare för vuxenutbildningen har vid flera tillfällen fram- hållit att det finns skillnader inom gruppen högutbildade. Det har betonats att alla högutbildade inte med automatik har enkelt att lära sig ett (eller i vissa fall två) nya språk. Inte minst kan det vara svårt att läsa två nybörjarspråk samtidigt. En annan synpunkt är att akademiska examina kan motsvara väldigt olika kunskaper. Behov av kompetens i det svenska språket har i flera fall beskrivits som avgörande för att förstå varför högutbildade läser på grundläggande nivå i komvux.</P>
<P class="p169 ft20">178</P>
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<P class="p693 ft8">Utredningen har sett flera exempel på utbildningsinsatser särskilt riktade till högutbildade studerande. Vissa kommuner har infört snabbspår för högutbildade som kan omfatta sfi och kurser inom komvux på grundläggande och gymnasial nivå. Det finns också exempel på intensivkurser. I en kommun erbjöd man inom ramen för ett projekt fördjupad kartläggning och studie- och yrkesvägledning till högutbildade i syfte att korta studietiden. Dessa riktade insatser har över lag beskrivits som framgångsrika.</P>
<P class="p331 ft9">Erfarenheterna från utredningens kommunbesök är att det ibland förekommer att högutbildade studerar fler kurser än de egentligen behöver. Enligt kommunföreträdare sker detta oftast för att den studerande vill få fullt studiemedel eller vill få chans till ytterligare språkträning. Denna bild bekräftas av de studerande. Många studerande som utredningen träffat har berättat att de saknar tillfällen att träna språket utanför utbildningssituationen. Skolverket beskriver liknande erfarenheter i sin rapport om utbildning på grundläggande nivå.<SPAN class="ft36">45 </SPAN>Av utredningens kompletterande enkät framgår att svenska som andraspråk på grundläggande nivå inte erbjuds på heltid i 40 procent av kommunerna. Den lärarledda tiden i ämnet varierar också stort mellan olika kommuner (se avsnitt 5.3.5).</P>
<P class="p694 ft9">Ett annat problem som utredningen har uppmärksammat är svårigheten att individualisera undervisningen för högutbildade som studerar svenska som andraspråk i samma grupper som kortutbildade. Flera kommunföreträdare har uttryckt att det är svårt att individualisera i tillräckligt hög grad i en sådan heterogen grupp. Vissa studerande har också uttryckt att blandade grupper påverkar studietempot negativt. Några av de högutbildade studerande som utredningen har träffat skulle vilja gå snabbare fram i sina studier, medan andra anser att studietakten är lagom.</P>
<P class="p695 ft14"><SPAN class="ft13">5.5.5</SPAN><SPAN class="ft106">Utredningens bedömning avseende högutbildade som studerar på grundläggande nivå</SPAN></P>
<P class="p696 ft29"><SPAN class="ft113">Utredningens bedömning: </SPAN>Problemet med att många hög- utbildade studerar på grundläggande nivå inom den kommunala vuxenutbildningen överdrivs till viss del, delvis p.g.a. att definitionen av högutbildad är vid. Utlandsfödda högutbildade</P>
<P class="p697 ft41"><SPAN class="ft40">45 </SPAN>Skolverket (2012b).</P>
<P class="p136 ft20">179</P>
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<P class="p545 ft9">har ofta rimliga skäl att studera på grundläggande nivå då de har behov av att lära sig mer svenska. Utbildningsinsatserna skulle ändå kunna effektiviseras för en del i denna elevgrupp. Det är anmärkningsvärt att högutbildade ibland studerar matematik på grundläggande nivå.</P>
<P class="p698 ft9">Högutbildade elever gynnas, på samma sätt som andra målgrupper, av att utbildningen på grundläggande nivå blir mer flexibel och individanpassad. För vissa i denna målgrupp är det särskilt angeläget att svenska som andraspråk erbjuds som heltidsstudier och med tillräckligt många undervisningstimmar i veckan. Det är också angeläget att de studerande tidigt får relevant information om vilka övriga insatser som samhället erbjuder.</P>
<P class="p699 ft13">Till viss del överdrivs problemet</P>
<P class="p378 ft9">Den officiella statistiken visar att drygt en tredjedel av de studerande på grundläggande nivå har hög tidigare utbildning. En analys av statistiken bekräftar att det till största delen handlar om utlandsfödda som har invandrat till Sverige under de senaste åren. Frågan om högutbildade på grundläggande nivå kan därmed kopplas till den mer övergripande frågeställningen om utlands- föddas etablering i det svenska samhället.</P>
<P class="p77 ft9">Utredningen bedömer att problemet med högutbildade som studerar på grundläggande nivå inom komvux delvis överdrivs. En anledning är att definitionen av högskoleutbildning i den officiella statistiken inte överensstämmer med den allmänna uppfattningen. Högskoleutbildning definieras i statistiken som minst en termins utbildning på eftergymnasial nivå. Det finns enligt utredningen en risk att högskoleutbildning felaktigt tolkas som att personen alltid har en avslutad akademisk examen.</P>
<P class="p468 ft26">Utredningen anser också att motsättningen mellan de studerandes tidigare utbildningsnivå och nivån på de nuvarande studierna är skenbar snarare än reell. Det framgår tydligt av styrdokumenten att även högutbildade utlandsfödda utgör en målgrupp för utbildning på grundläggande nivå i komvux, framför allt med anledning av att de oftast saknar kunskaper i svenska. För den som vill fortsätta studera svenska efter sfi är utbildning på grundläggande nivå inom komvux en av de generella insatser som</P>
<P class="p700 ft20">180</P>
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<P class="p285 ft9">samhället erbjuder. Engelska som nybörjarspråk erbjuds också på den grundläggande nivån inom komvux.</P>
<P class="p279 ft9">Statistikuppgifter som utredningen tagit fram med hjälp av Skolverket indikerar att högutbildade i första hand studerar på grundläggande nivå för att lära sig språk; de studerar svenska och ibland engelska. Den i särklass vanligaste kursen som högutbildade studerade på grundläggande nivå 2011 var svenska som andraspråk. Därefter var engelska och orienteringskurser de vanligaste kurserna. Flera av de syften som finns med orienteringskurser, bl.a. att ge tillfälle till validering och att ge introduktion till ett ämnesområde, kan motivera att utlandsfödda med hög tidigare utbildning läser sådana kurser.</P>
<P class="p341 ft9">Statistiken indikerar inte att högutbildade i någon större omfattning läser onödigt många kurser. De senaste åren har det också skett en renodling av de högutbildades studier på grundläggande nivå, där det i något högre grad än tidigare är fokus på det svenska språket<SPAN class="ft125">. </SPAN>Detta anser utredningen är positivt. Under utredningens kommunbesök har det dock framkommit att högutbildade kan studera mer än de behöver. Bidragande orsaker till detta är enligt utredningens bedömning att svenska som andraspråk ibland inte erbjuds som heltidsstudier samt att antalet undervisningstimmar per vecka kan upplevas som otillräckligt av de studerande.</P>
<P class="p341 ft9">Mest anmärkningsvärt är enligt utredningen att 15 procent av de högutbildade under 2011 studerade en kurs i matematik på grund- läggande nivå. Högutbildade borde i regel inte ha behov av studier i matematik på denna nivå. En förklaring som vi har fått under våra kommunbesök är att högutbildade har behov av att lära sig den svenska terminologin. Ett alternativt sätt för studerande att lära sig terminologin är att undervisning i detta erbjuds inom ramen för kursen svenska som andraspråk eller inom ramen för en orienteringskurs.</P>
<P class="p287 ft13">Åtgärder för att effektivisera studierna</P>
<P class="p520 ft24">Högutbildade gynnas av en flexibel vuxenutbildning</P>
<P class="p306 ft26">Utredningens bedömning är att högutbildade studerande, på samma sätt som andra målgrupper, gynnas av att utbildningen på grundläggande nivå blir mer flexibel och individanpassad. Till stor</P>
<P class="p580 ft20">181</P>
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<P class="p53 ft9">del är de resonemang, bedömningar och förslag som lämnas i avsnitt 5.3 om individanpassning, samt i kapitel 6 om vägledning m.m. tillämpliga även för denna grupp. Av största vikt är att svenska som andraspråk erbjuds i tillräcklig omfattning. Högutbildade studerar i mycket hög utsträckning på grund- läggande nivå för att lära sig det svenska språket.</P>
<P class="p94 ft10">Enligt utredningen finns det inte något hinder i styrdokumenten för att kunna erbjuda vuxna med hög tidigare utbildning en effektiv utbildning inom komvux på grundläggande nivå. Vuxenutbildningens kärnvärden med individanpassning och flexibilitet ligger väl i linje med de faktorer som har lyfts fram som viktiga för att förbättra utlandsföddas etablering på arbetsmarknaden.<SPAN class="ft81">46 </SPAN>Det finns också olika exempel på insatser som riktas särskilt till högutbildade inom vuxenutbildningen, t.ex. utbildningar i svenska för yrkesutbildade (sfx) eller olika former av snabbspår.</P>
<P class="p701 ft8">Utredningen bedömer att flera av de förslag som lämnas i betänkandet i stor utsträckning gynnar högutbildade studerande. Ett förslag som kan gynna högutbildade studerande är förslaget om kommentarmaterial för orienteringskurser (avsnitt 5.3.7), då det kan användas för att ge utökad vägledning och ge tillfälle till validering av tidigare kunskaper. Uppdraget om att ta fram goda exempel på hur den individuella studieplanen kan användas (avsnitt 6.2.3) kan också ge bättre förutsättningar för en effektiv utbildning. Det kan vara särskilt viktigt för högutbildade studerande som mycket ofta även studerar t.ex. på gymnasial nivå.</P>
<P class="p702 ft10">Vissa högutbildade kommer sannolikt också att gynnas av de förslag utredningen lämnar om studiestöd. Högutbildade är som tidigare nämnts ingen homogen grupp. Enligt flera kommunföreträdare kan en del, på pappret högutbildade, behöva studera på grundläggande nivå under relativt lång tid. Det gäller inte minst de som saknar kunskaper i engelska, då engelska bara kan läsas som nybörjarspråk på grund- läggande nivå inom komvux. I nuläget har dessa personer rätt till studiestöd under maximalt 40 veckor på grundläggande nivå eftersom de har en avslutad grundskoleutbildning sedan tidigare. Med utredningens förslag ska antalet veckor fastställas med utgångspunkt i studerandes individuella utbildningsbehov.</P>
<P class="p312 ft9">Utredningens idéer om en gemensam vuxenutbildning, med kurser på olika nivåer snarare än en distinktion mellan utbildning på olika nivåer (se kapitel 11), skulle också vara fördelaktigt för</P>
<P class="p703 ft41"><SPAN class="ft40">46 </SPAN>Eriksson, S. (2011).</P>
<P class="p95 ft20">182</P>
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<P class="p60 ft9">högutbildade studerande. Dessa idéer betonar att individen ska studera på den nivå han eller hon behöver i ett ämne, och bör kunna öka möjligheterna till parallella studier på olika nivåer. Det kan också tydliggöra att studier på grundläggande nivå kan vara motiverade för högutbildade studerande, t.ex. för högutbildade som har behov av att lära sig mer svenska men som inte är redo att studera kursen på gymnasial nivå.</P>
<P class="p112 ft24">Högutbildade behöver få information om alternativa insatser</P>
<P class="p469 ft10">En relevant fråga är vilka insatser som är mest effektiva för den enskilde, utifrån han eller hennes behov och förutsättningar. Möjligheten att ta del av olika insatser påverkas bl.a. av vilken tidigare utbildning den enskilde har och om denna finns dokumenterad, var någonstans i landet han eller hon är bosatt samt av hur livssituationen i övrigt ser ut. Flera av de insatser som särskilt riktas till högutbildade utlandsfödda förutsätter att dessa har en akademisk examen.</P>
<P class="p341 ft9">Att högutbildade utlandsfödda har behov av den kompetens som ges inom komvux innebär inte med automatik att de behöver tillägna sig kunskapen där. Utredningen bedömer att det är av stor vikt att de högutbildade får information om vilka alternativa insatser som samhället erbjuder. Bl.a. Riksrevisionen har pekat på att det finns behov av en större samordning och mer information i ett tidigt skede när det gäller insatser riktade till högutbildade utlandsfödda.<SPAN class="ft36">47</SPAN></P>
<P class="p704 ft41"><SPAN class="ft40">47 </SPAN>Riksrevisionen (2011).</P>
<P class="p486 ft20">183</P>
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<P class="p705 ft111"><SPAN class="ft7">6</SPAN><SPAN class="ft110">Vägledning, individuella studieplaner och validering</SPAN></P>
<P class="p706 ft9">I utredningens uppdrag ingår all vuxenutbildning enligt skollagen när det gäller studie- och yrkesvägledning, individuella studieplaner och validering. Främst ska utredningen lämna förslag för komvux på grundläggande och på gymnasial nivå men också för sfi och särvux. Det motiveras i direktiven med att dessa insatser är viktiga inom hela vuxenutbildningen.</P>
<P class="p335 ft9">Vägledning, studieplaner och validering lyfts fram tydligare i de nya styrdokument som började tillämpas från och med den 1 juli 2012. Utredningen har i sitt arbete i huvudsak haft tillgång till uppgifter om insatser inom komvux, så som de tillhandahölls innan de nya styrdokumenten började tillämpas. Bl.a. mot bakgrund av att regleringen gällande vägledning och individuella studieplaner tidigare var tydligast för komvux är det i huvudsak för denna skol- form som vi har haft tillgång till relevant information. För sfi saknades reglering om vägledning och individuella studieplaner före den 1 juli 2012.</P>
<P class="p589 ft28"><SPAN class="ft28">6.1</SPAN><SPAN class="ft69">Studie- och yrkesvägledning</SPAN></P>
<P class="p567 ft9">Studie- och yrkesvägledningen inom komvux, särvux och sfi ska finnas tillgänglig både för studerande som redan studerar inom vuxenutbildningen och för presumtiva studerande som har för avsikt att påbörja studier.<SPAN class="ft36">1 </SPAN>Enligt direktiven ska utredningen analysera och vid behov föreslå åtgärder för att förbättra studie- och yrkesvägledningen. En del av vägledningen inom vuxen-</P>
<P class="p707 ft41"><SPAN class="ft40">1 </SPAN>Prop. 2009/10:165.</P>
<P class="p708 ft20">185</P>
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<P class="p311 ft9">utbildningen är studieekonomisk vägledning, vilket vi beskriver separat.</P>
<P class="p281 ft13"><SPAN class="ft13">6.1.1</SPAN><SPAN class="ft70">Bakgrund och utveckling</SPAN></P>
<P class="p319 ft13">Utveckling av vägledning inom vuxenutbildningen</P>
<P class="p709 ft9">Vägledning kan ses både i snäv och vid bemärkelse.<SPAN class="ft36">2 </SPAN>I den snäva bemärkelsen avses vanligen personlig vägledning, enskilt eller i grupp. Vägledning i vid bemärkelse avser all verksamhet som förbereder för framtida studie- och yrkesval. Styrdokumenten för vuxenutbildningen, liksom för ungdomsskolan, framhåller betydelsen av vägledning i vid bemärkelse.</P>
<P class="p329 ft10">Betydelsen av studie- och yrkesvägledning för vuxenstuderande har betonats under lång tid, främst när det gäller komvux. I den tidigare läroplanen för vuxenutbildning, Lvux 82, beskrevs att studie- och yrkesorienteringen (syo) skulle förbereda studerande och blivande studerande för studie- och yrkesval. Särskilt betonades vikten av att underlätta för kortutbildade och studie- ovana att studera inom komvux. En väl fungerande vägledning ansågs minska risken för studieavbrott och misslyckanden.</P>
<P class="p107 ft9">Under satsningen på Kunskapslyftet <NOBR>1997–2002</NOBR> utökades och utvecklades vägledningen för komvuxstuderande.<SPAN class="ft36">3 </SPAN>I ansökningarna till Kunskapslyftet skulle kommunerna ange hur de avsåg att utveckla vägledningsfunktionen. I många kommuner inrättades under dessa år centrala vägledningscenter, ibland samlokaliserade med andra aktörer såsom Arbetsförmedlingen.</P>
<P class="p77 ft9">I Kunskapslyftskommitténs arbete hade vägledningen också en central roll. Kommittén beskrev vägledning som en del av infrastrukturen för ett livslångt lärande. Man diskuterade en garanterad rätt till vägledning, validering och studieplaner bl.a. för att vägleda de studerande i avvägningen mellan önskemål och drömmar å ena sidan och realistiska möjligheter å andra sidan.<SPAN class="ft36">4 </SPAN>Kommittén ansåg att den vägledning som erbjöds skulle vara oberoende i förhållande till utbildningsanordnarna.</P>
<P class="p77 ft9">I slutet av 1999 tillsatte regeringen en utredning med uppdrag att föreslå mål för studie- och yrkesorienteringen i hela skol-</P>
<P class="p282 ft74"><SPAN class="ft71">2</SPAN><SPAN class="ft100">Lindh, G. (1997).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft71">3</SPAN><SPAN class="ft100">Se bl.a. Skolverket (2000).</SPAN></P>
<P class="p710 ft41"><SPAN class="ft71">4</SPAN><SPAN class="ft75">SOU 2000:28.</SPAN></P>
<P class="p431 ft20">186</P>
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<P class="p711 ft9">väsendet. Utredaren utgick från att alla ska ha tillgång till god vägledning och föreslog i sitt slutbetänkande bl.a. att kommunerna skulle ansvara för att tillhandahålla avgiftsfri och opartisk vägledning utifrån individernas behov. I de fall där det bedömdes lämpligt föreslog utredaren att en kommunal plattform skulle skapas för att främja samverkan mellan olika aktörer.<SPAN class="ft36">5</SPAN></P>
<P class="p279 ft65"><SPAN class="ft8">I regeringens proposition </SPAN>Vuxnas lärande och utvecklingen av vuxenutbildningen <SPAN class="ft8">från 2001 anges att vägledning är viktigt inför studiestarten, under studietiden och i samband med studiernas slutförande, med utgångspunkt i individens behov och studiemål.</SPAN><SPAN class="ft79">6 </SPAN><SPAN class="ft8">Man betonade betydelsen av att stödja individerna i att göra väl underbyggda studieval. I propositionen lyftes också fram att de olika aktörer som individen har kontakt med bör samverka för att ge individen ett beslutsunderlag från ett helhetsperspektiv.</SPAN></P>
<P class="p14 ft8">Regeringen återkom sedan till frågan om vägledning i departementsskrivelsen <SPAN class="ft65">Validering m.m. – fortsatt utveckling av vuxnas lärande</SPAN>.<SPAN class="ft79">7 </SPAN>Utifrån de behov av vägledning som identifierades föreslogs att kommunerna borde sträva efter att samla resurserna för vägledning för vuxna, i syfte att öka tillgängligheten. Även här betonades vikten av samverkan mellan olika aktörer.</P>
<P class="p97 ft8">De studerandes rätt till vägledning reglerades från och med 1994 främst i läroplanen för de frivilliga skolformerna (Lpf 94). I förordningen om kommunal vuxenutbildning infördes en bestämmelse om att varje elev bör erbjudas vägledning som stöd för sitt beslut om studie- och yrkesval. För sfi fanns det före den 1 juli 2012 inget uttryckligt krav på studie- och yrkesvägledning. Däremot har det länge varit tydligt att <NOBR>sfi-utbildningen</NOBR> ska anpassas efter den studerandes behov, erfarenheter och förutsättningar. Kartläggning och studieplanering är begrepp som har använts för att beskriva introduktionen till sfi.<SPAN class="ft79">8</SPAN></P>
<P class="p287 ft24">Nuvarande reglering av vägledning</P>
<P class="p277 ft9">Sedan den 1 juli 2012 har vägledningens roll förtydligats i styr- dokumenten. Bestämmelserna om studie- och yrkesvägledning har också blivit gemensamma för skolformerna inom vuxen-</P>
<P class="p316 ft74"><SPAN class="ft56">5</SPAN><SPAN class="ft73">SOU 2001:45.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">6</SPAN><SPAN class="ft73">Prop. 2000/01:72.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">7</SPAN><SPAN class="ft73">Ds. 2003:23.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">8</SPAN><SPAN class="ft59">Skolverket (2004c).</SPAN></P>
<P class="p713 ft20">187</P>
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<P class="p75 ft10">utbildningen. I skollagen finns ett krav på att elever i alla skol- former utom förskolan och förskoleklassen ska ha tillgång till personal med sådan kompetens att deras behov av vägledning inför val av framtida utbildnings- och yrkesverksamhet kan tillgodoses.</P>
<P class="p181 ft8">Det ställs även krav på vägledarnas kompetens och utbildning. I skollagen stadgas att endast de som har en utbildning avsedd för studie- och yrkesvägledning får anställas utan tidsbegränsning för sådan verksamhet. Den som inte uppfyller detta krav får anställas för studie- och yrkesvägledning för högst ett år i sänder.</P>
<P class="p107 ft8">Den vägledning som erbjuds i ett inledande skede av studierna regleras i förordningen om vuxenutbildning. Där framgår att en elev ska erbjudas studie- och yrkesvägledning i samband med upprättandet av den individuella studieplanen, vilket ska ske i nära anslutning till antagningen. I vägledningen ska ingå information om möjligheter till fortsatta studier, arbetslivets kompetens- och rekryteringsbehov samt studieekonomiska förutsättningar.</P>
<P class="p91 ft9">I Lvux12 beskrivs skolans ansvar när det gäller studie- och yrkesvägledning. Det anges att rektorn har ett särskilt ansvar för att studie- och yrkesvägledningen organiseras så att eleverna får information om och vägledning inför de olika val som vuxen- utbildningen erbjuder, samt inför val av framtida utbildning och yrke. Personalen på skolan ska också informera och vägleda eleverna inför deras val av kurser, fortsatt utbildning och yrkes- verksamhet. Vidare framhålls att vägledning kan utformas olika för olika individer.</P>
<P class="p77 ft9">I Skolverkets allmänna råd om studie- och yrkesorientering betonas att vägledning är hela skolans ansvar.<SPAN class="ft36">9 </SPAN>Studerande och presumtiva studerande inom vuxenutbildningen ska ges tillgång till information om de kurser som de behöver för att nå sitt mål med utbildningen. I de allmänna råden framhålls också vikten av att verksamhetens kvalitet regelbundet följs upp och utvärderas, att personalen kontinuerligt utvecklar sin kompetens samt att det finns en samverkan mellan utbildningsanordnare och arbetslivet. Skolverket har aviserat att man avser att publicera reviderade allmänna råd om studie- och yrkesvägledning under våren 2013.</P>
<P class="p714 ft41"><SPAN class="ft40">9 </SPAN>Skolverket (2009a).</P>
<P class="p431 ft20">188</P>
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<P class="p51 ft13">Utveckling av den studieekonomiska vägledningen</P>
<P class="p469 ft8">Studieekonomisk vägledning har diskuterats flitigt sedan <NOBR>1990-talet.</NOBR> En av huvudfrågorna har varit ansvarsfördelningen för den studie- ekonomiska vägledningen mellan å ena sidan Centrala studie- stödsnämnden (CSN) och å andra sidan studievägledare vid t.ex. vuxenutbildningen eller universitet och högskolor. I takt med ökande studerandevolymer under <NOBR>1990-talet,</NOBR> både inom högskolesektorn och inom vuxenutbildningen i samband med Kunskapslyftet, blev studieekonomisk vägledning en allt mer resurskrävande verksamhet. Ansvaret har över tid förskjutits från CSN till vägledare hos utbildningsanordnarna. Återkommande i diskussionen har varit betydelsen av en fungerande samverkan mellan CSN och vägledare hos kommuner och skolor.<SPAN class="ft79">10</SPAN></P>
<P class="p341 ft9">I samband med rekryteringsbidraget <NOBR>2003–2006</NOBR> fick kommun- erna en tydligare och mer aktiv roll i studieekonomiska frågor. Bl.a. gavs kommunerna rätt att besluta om vilka sökande som tillhörde målgruppen för bidraget. Konstruktionen syftade till att öka kommunernas förutsättningar att i anslutning till vägledning eller antagning till utbildningen också kunna ge tillförlitliga besked om de ekonomiska villkoren för studierna.<SPAN class="ft36">11 </SPAN>För att säkerställa kommunernas information till studerande med rekryteringsbidrag gavs kommunerna direktåtkomst till CSN:s register med individuella studiestödsuppgifter.<SPAN class="ft36">12</SPAN></P>
<P class="p296 ft8">Studieekonomisk vägledning till studerande inom komvux disku- terades av den Studiesociala kommittén.<SPAN class="ft79">13 </SPAN>Kommittén identifierade vägledningen som ett förbättringsområde för CSN och ansåg att komvuxstuderande skulle synliggöras tydligare i CSN:s verksamhet, t.ex. vad avser handläggningstider och kostnader. CSN anförde i sitt remissvar att studieekonomisk vägledning bör ingå som en naturlig del i den vägledning kommuner och skolor ska ge men att det ankommer på CSN att förbättra samverkan mellan myndigheten och kommuner och skolor.<SPAN class="ft79">14</SPAN></P>
<P class="p278 ft26">I och med införandet av skollagen (2010:800) uttrycks för första gången i lagstiftningen att det i studie- och yrkesvägledningen ska</P>
<P class="p480 ft74"><SPAN class="ft56">10</SPAN><SPAN class="ft73">Bl.a. Kunskapslyftskommittén tryckte på vikten av detta.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">11</SPAN><SPAN class="ft73">Prop. 2001/02:161.</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">12</SPAN><SPAN class="ft98">Direktåtkomsten avsåg uppgifter om tidigare studier, utbildningstyp, förbrukade veckor med rekryteringsbidrag samt eventuella tidigare studier med studiestöd. Kommunerna ansågs behöva denna information för att kunna lämna pålitliga besked till de sökande om deras möjligheter att få rekryteringsbidraget.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">13</SPAN><SPAN class="ft73">SOU 2009:28.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">14</SPAN><SPAN class="ft59">CSN (2009b).</SPAN></P>
<P class="p713 ft20">189</P>
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<P class="p326 ft9">ingå information om studieekonomiska förutsättningar.<SPAN class="ft36">15 </SPAN>I regeringens proposition anfördes att vägledning och information är viktigt för att den enskilde ska få den utbildning han eller hon är i behov av och att det också är viktigt att det ingår information om studiestödssystemets uppbyggnad och villkor.<SPAN class="ft36">16</SPAN></P>
<P class="p78 ft13">Vägledning för vuxenstuderande i dag</P>
<P class="p715 ft24">Uppgifter i den officiella statistiken</P>
<P class="p108 ft9">I den officiella statistiken finns vissa uppgifter om studie- och yrkesvägledning inom komvux. Läsåret 2011/12 fanns det enligt Skolverkets statistik totalt 350 studie- och yrkesvägledare inom komvux, omräknat till heltidstjänster. I snitt fanns det 0,47 studie- och yrkesvägledare (heltidstjänst) per 100 heltidsstuderande. Det innebär drygt 200 heltidsstuderande per vägledare och år. I realiteten är antalet studerande per vägledare betydligt fler då många inte studerar heltid. Det finns en stor spridning mellan olika kommungrupper<SPAN class="ft36">17 </SPAN>när det gäller tillgången till vägledare. Högst antal vägledare per 100 heltidsstuderande fanns i förortskommuner till större städer (0,71) och i varuproducerande kommuner<SPAN class="ft36">18 </SPAN>(0,71). Det i särklass lägsta antalet vägledare i förhållande till antalet studerande fanns i storstäderna – 0,16 vägledare (heltidstjänst) per 100 heltidsstuderande.</P>
<P class="p317 ft9">En majoritet av vägledarna har enligt statistiken en studie- och yrkesvägledarutbildning. Läsåret 2011/12 hade 77 procent av vägledarna inom komvux (omräknat till heltidstjänster) en sådan utbildning. Det är en något lägre andel än i gymnasieskolan (79 procent) men en högre andel än i grundskolan (67 procent). Det finns en viss spridning mellan kommungrupperna. Högst andel vägledare med <NOBR>SYV-utbildning</NOBR> fanns i förortskommuner till större städer (85 procent) och i större städer (83 procent). Lägst andel</P>
<P class="p217 ft74"><SPAN class="ft56">15</SPAN><SPAN class="ft73">2 kap. 16 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">16</SPAN><SPAN class="ft73">Prop. 2009/10:165.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">17</SPAN><SPAN class="ft73">Sveriges kommuner och landsting (SKL) delar in landets kommuner i tio kommungrupper utifrån strukturella egenskaper som befolkningsstorlek och näringslivsstruktur. Sveriges kommuner och landsting (2010).</SPAN></P>
<P class="p716 ft101"><SPAN class="ft56">18</SPAN><SPAN class="ft126">Varuproducerande kommuner definieras som en kommun där 34 procent eller mer av nattbefolkningen mellan 16 och 64 år är sysselsatta inom tillverkning och utvinning, energi och miljö samt byggverksamhet (SNI2007). Sveriges kommuner och landsting (2010).</SPAN></P>
<P class="p547 ft20">190</P>
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<P class="p717 ft8">återfanns i varuproducerande kommuner (65 procent), storstäder (68 procent) och kommuner i tätbefolkad region (68 procent).</P>
<P class="p718 ft9">För sfi finns inga uppgifter om studie- och yrkesvägledare i den nationella statistiken, vilket kan ses mot bakgrund av att det före den 1 juli 2012 inte fanns något formellt krav att tillhandahålla vägledning för <NOBR>sfi-studerande.</NOBR> Inte heller för särvux finns det uppgifter om antalet studie- och yrkesvägledare.</P>
<P class="p719 ft24">Olika organisering av vägledningsfunktionen</P>
<P class="p720 ft26">Kommunerna avgör hur studie- och yrkesvägledningen organiseras, utifrån de lokala förutsättningarna. Enligt utredningens enkät har de vuxenstuderande<SPAN class="ft119">19 </SPAN>oftast tillgång till en studie- och yrkes- vägledare på plats hos utbildningsanordnaren. 84 procent av kommunerna svarar att de studerande har tillgång till vägledare på plats hos alla eller de flesta utbildningsanordnare. Därutöver anger 11 procent att de studerande har tillgång till vägledare hos någon eller några utbildningsanordnare.</P>
<P class="p721 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p722 ft8">Inom vuxenutbildningen förekommer ibland att vägledningen organiseras centralt. Drygt en tredjedel av kommunerna anger att det finns en oberoende funktion för studie- och yrkesvägledning för vuxenstuderande i kommunen. Med oberoende avses att funktionen inte är knuten till en viss utbildningsanordnare. Ofta är det ett vägledningscentrum eller ett lärcentrum. I de flesta kommuner med en oberoende funktion fanns även tillgång till</P>
<P class="p723 ft74"><SPAN class="ft40">19 </SPAN>Eftersom enkäten i övrigt främst avser studerande på grundläggande nivå inom komvux finns en risk för att kommunföreträdare även när det gäller vägledning har besvarat frågorna utifrån denna snävare målgrupp. Erfarenheten från utredningens kommunbesök är att vägledning ofta organiseras på liknande sätt för studerande på grundläggande och gymnasial nivå inom komvux. Däremot bedöms det osäkert om svaren även avser vägledning inom sfi och särvux.</P>
<P class="p724 ft20">191</P>
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<P class="p53 ft9">vägledare på plats hos utbildningsanordnarna. Några kommuner har också beskrivit att vägledare från en central enhet kan ha i uppdrag att även befinna sig på plats hos utbildningsanordnare.</P>
<P class="p181 ft26">Utredningens enkät visar att det är betydligt vanligare med en oberoende vägledningsfunktion i större kommuner. Två tredjedelar av kommunerna med fler än 50 000 invånare har angett att det finns en oberoende vägledningsfunktion, jämfört med drygt två av tio av de kommuner som har färre än 10 000 invånare.</P>
<P class="p715 ft24">Innehåll i vägledningen</P>
<P class="p89 ft9">Studie- och yrkesvägledare kan arbeta med olika uppgifter inom vuxenutbildningen. En uppgift som ofta ligger på väglednings- funktionen är att upprätta individuella studieplaner. Av kommun- erna anger 95 procent att studieplanen kan upprättas av en vägledare. Under utredningens studiebesök har det också fram- kommit att studie- och yrkesvägledare ofta hjälper de studerande med praktiska ärenden, t.ex. med ansökan till utbildning eller med ansökan om studiemedel till CSN. Erfarenheten är att vägledare även kan arbeta med antagning och ansvara för kommunens arbete med aktiv rekrytering.</P>
<P class="p468 ft26">Enligt utredningens enkät är det vanligt att vägledningssamtalet innehåller flera olika delar. I princip samtliga kommuner anger att man i vägledningssamtal vanligtvis diskuterar vilka kurser den studerande ska läsa och den studerandes mål med studierna. Information om studieekonomi och antalet veckor med studie- medel ingår också vanligtvis i vägledningssamtalen.</P>
<P class="p725 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p88 ft20">192</P>
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<P class="p726 ft9">Nästan två tredjedelar av kommunerna anger att det görs en kartläggning eller validering av tidigare kunskaper. Det är däremot mindre vanligt att diagnostiska prov används i samband med vägledningen för att bedöma kunskapsnivån. Ett antal kommuner har i kommentar till frågan skrivit att det istället är lärare som ansvarar för diagnostiska prov, vilket beskrivs i avsnitt 6.3 om validering.</P>
<P class="p308 ft13"><SPAN class="ft13">6.1.2</SPAN><SPAN class="ft70">Problem med vägledningen</SPAN></P>
<P class="p111 ft9">I följande avsnitt beskrivs de problem som utredningen har identifierat med den studie- och yrkesvägledning som erbjuds vuxenstuderande. Vi har främst fokuserat på vägledning i snäv bemärkelse, dvs. den vägledning som enskilda erbjuds för att diskutera studie- och yrkesval. Utifrån de behov av vägledning som utredningen ser, och som beskrivs nedan, bedöms detta vara av särskild vikt.</P>
<P class="p112 ft13">Stort behov av vägledning – men olika tillgång</P>
<P class="p520 ft24">Behov av vägledning för vuxenstuderande</P>
<P class="p121 ft10">Utredningen ser ett stort behov av en väl fungerande studie- och yrkesvägledning inom vuxenutbildningen. En återkommande synpunkt från vägledare, lärare, rektorer och studerande är att det finns ett omfattande behov av vägledning hos målgruppen och att information kan behöva ges vid upprepade tillfällen. Framför allt ser vi fyra faktorer som bidrar till behovet av vägledning. Tre av dessa faktorer redogörs kort för nedan, medan den fjärde faktorn – behov av studieekonomisk vägledning – beskrivs i avsnitt 6.1.2.2.</P>
<P class="p341 ft9">En faktor som bidrar till ett stort behov av vägledning är det förhållandevis komplicerade utbildningssystemet för vuxna. Utbildningar för vuxna omfattar betydligt mer än den utbildning som regleras i skollagen, t.ex. även folkhögskoleutbildningar, utbildningar inom yrkeshögskolan och utbildningar på universitet och högskolor. Inom den formella vuxenutbildningen finns också ett utbud av olika utbildningsanordnare som har växt fram under de senaste decennierna och som bidrar till ett stort och differentierat utbud av kurser.</P>
<P class="p727 ft20">193</P>
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<P class="p353 ft9">Inom vuxenutbildningen finns också ett behov av vägledning och information för att utbildningen ska kunna anpassas efter den enskildes behov och förutsättningar. Utvecklingen inom vuxen- utbildningen har under de senaste årtiondena gått mot en allt större flexibilitet, individanpassning och efterfrågestyrning, något som förutsätter att den studerande får stöd för att finna sin egen väg genom systemet. Den vuxne ska kunna läsa de kurser eller delkurser som han eller hon har behov av för att uppnå sina mål med utbildningen. Vägledning och studieplanering blir därmed en förutsättning för att utbildningen ska bli effektiv för den studerande. För studerande med behov av stöd är det viktigt att detta uppmärksammas i ett tidigt skede för att rätt insatser ska kunna erbjudas. Vägledningen spelar också en viktig roll i att informera den studerande om vilka rättigheter och skyldigheter han eller hon har, vilket är en förutsättning för att den studerande ska kunna utöva ett inflytande över sina studier.</P>
<P class="p317 ft10">En tredje faktor som gör behovet av vägledning stort är den målgrupp som vuxenutbildningen vänder sig till, vilken kan förväntas ha ett extra stort behov av vägledning. De studerande som läser inom sfi och även den stora majoriteten av de studerande som läser inom komvux på grundläggande nivå har ett annat modersmål än svenska. Många är också relativt nyanlända i Sverige. Det är givetvis svårare att sätta sig in i både utbildningssystemet och studiefinansieringsfrågorna för den som har utländsk bakgrund och talar bristfällig svenska. Detta ställer ökade krav på vägledningen såväl när det gäller utbildningar och arbetsmarknad som när det gäller studieekonomiska förutsättningar.</P>
<P class="p728 ft24">Olika tillgång till vägledningsinsatser</P>
<P class="p89 ft9">Utredningens erfarenhet är att vägledning i regel erbjuds de studerande inom komvux. I uppföljningen av yrkesvux från hösten 2011 angav drygt 92 procent av kommunerna att de erbjöd vägledning till samtliga studerande. Vanligen erbjöds enskilda möten men det förekom även att vägledning erbjöds i grupp, på distans eller i form av uppsökande vägledning.<SPAN class="ft36">20</SPAN></P>
<P class="p91 ft9">Utredningens enkät och studiebesök, Skolinspektionens regelbundna tillsyn och rapporter från skolmyndigheterna, pekar</P>
<P class="p729 ft41"><SPAN class="ft40">20 </SPAN>Skolverket (2012d).</P>
<P class="p431 ft20">194</P>
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<P class="p730 ft9">samtidigt på att tillgången till vägledningsinsatser skiljer sig åt mellan landets kommuner. Av den nationella statistiken ges också en indikation på denna variation. Statistiken visar att antalet vägledare per heltidsstuderande varierar kraftigt mellan olika kommungrupper. Lägst andel återfinns i storstäderna. Vissa av de rektorer och vägledare som utredningen har träffat har uttryckt att vägledningens resurstilldelning över lag är tillräcklig. I andra kommuner har personalen upplevt behov av ökade resurser för att hinna med uppdraget.</P>
<P class="p331 ft9">Tillgången till vägledning kan rimligen ses mot bakgrund av de studerandes behov. Bland de studerande inom komvux på grundläggande nivå som utredningen har träffat har en del varit nöjda med den vägledning som de har fått medan andra anser att vägledningen är otillgänglig. Många efterlyser också mer information om utbildnings- och studiemedelssystemet. Skol- verkets rapport om komvux på grundläggande nivå beskriver att många studerande har lyft fram bristande tillgång på vägledning som ett problem. Enligt Skolverkets rapport vill de studerande generellt sett ha mer tid tillsammans med en vägledare.<SPAN class="ft36">21 </SPAN>Detta stöds också av Skolinspektionens iakttagelser i tillsynen. Utredningens genomgång av tillsynsbeslut från 2011 visar att Skolinspektionen i flera fall har kritiserat kommuner för att vägledning inte erbjuds i tillräcklig utsträckning inom komvux. Enligt intervjuer som Skolinspektionen gjort med studerande förkom det att köerna till vägledningen ibland var så långa att de studerande undvek att gå dit. Skolinspektionen noterade också att brist på information i flera fall lett till att studerande valt kombinationer av kurser som de sedan inte kunnat fullfölja.</P>
<P class="p731 ft41"><SPAN class="ft40">21 </SPAN>Skolverket (2012b).</P>
<P class="p708 ft20">195</P>
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<P class="p732 ft24">En del träffar inte en vägledare inför sina studier på grundläggande nivå</P>
<P class="p115 ft9">I utredningens enkät uppskattar drygt sju av tio kommuner att i princip samtliga studerande träffar en vägledare inför studier inom komvux på grundläggande nivå. Knappt två av tio anger att mer än hälften men inte samtliga träffar en vägledare, medan en av tio anger att hälften eller mindre än hälften träffar en vägledare inför studier på denna nivå. Denna bild har bekräftats under våra studiebesök. Många av de vägledare vi har träffat har beskrivit att de flesta som påbörjar studier inom komvux på grundläggande nivå kommer i kontakt med vägledningen på ett eller annat sätt.</P>
<P class="p503 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p53 ft9">Utifrån enkätresultaten och erfarenheter från studiebesöken kan utredningen konstatera att det sätt som vägledningen erbjuds på får betydelse för om de studerande träffar en vägledare eller inte. Vägledning kan erbjudas på en rad olika sätt, exempelvis genom information på kommunens webbplats eller i utskick till de studerande inför studiestart. Det har även förekommit att vägledning i grupp erbjuds som ett inslag under <NOBR>sfi-studierna</NOBR> eller att en ansökan till utbildningen i princip förutsätter att den studerande träffar en vägledare. I vissa fall har vägledare också berättat att de kontaktar studerande vars ansökningar ser ogenomtänkta ut.</P>
<P class="p312 ft9">Enligt utredningens enkätundersökning ställer 56 procent av kommunerna krav på vägledning inför studier i komvux på grund- läggande nivå. De kommuner som anger att de ställer ett krav kopplar det i flera fall till upprättandet av den individuella</P>
<P class="p571 ft20">196</P>
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<P class="p48 ft9">studieplanen. Några uttrycker att det verkligen är ett krav medan andra nämner att det är ett erbjudande, en ambition eller en praxis. Det senare indikerar att andelen som ställer ett uttalat krav överskattas. De kommuner som anger att de ställer ett krav svarar dock i betydligt högre utsträckning än andra att samtliga studerande också träffar en vägledare inför sina studier.</P>
<P class="p13 ft9">Mot bakgrund av det stora behov av vägledning som finns hos studerandegruppen inför studier inom komvux är det enligt utredningens bedömning troligt att de allra flesta skulle ha nytta av en kontakt med vägledningen inför sina studieval. Det är olyckligt om skälet till att studerande inte träffar en vägledare är att de inte vet vad funktionen kan användas till.</P>
<P class="p484 ft24">Tolk används ofta inte</P>
<P class="p306 ft9">Ett problem som utredningen har uppmärksammat är att tolk sällan används i vägledningssamtalet, även om den studerande har bristande språkkunskaper. I utredningens enkät svarade bara nio procent av kommunföreträdarna att tolk används generellt i samband med studie- och yrkesvägledning för studerande med bristande kunskaper i svenska. Två tredjedelar angav därutöver att tolk används i enstaka fall. Vår erfarenhet från studiebesök är dock att det är mycket ovanligt att tolk används inför studier i komvux, däremot verkar det vara vanligare inför studier i sfi.</P>
<P class="p14 ft8">Den vanligaste förklaringen som kommunföreträdare gett till att tolk inte används i vägledningen för komvuxstuderande är att det inte finns ett sådant behov. Både i enkäten och under utredningens studiebesök har personal beskrivit att de studerande som söker till utbildning på grundläggande nivå i komvux har, eller förväntas ha, tillräckliga språkkunskaper. Alternativ som nämns till att använda tolk är att kommunicera på engelska eller på något annat språk som både personal och den studerande behärskar, eller att den studerande tar med sig någon till samtalet som kan hjälpa till att tolka. Bara ett fåtal kommunföreträdare har nämnt brist på resurser som ett skäl till att tolk inte används.</P>
<P class="p278 ft26">Utredningens erfarenheter från studiebesök är att det ofta finns en kluven inställning till att använda tolk i vägledningssamtalet, både hos vägledarna och hos de studerande. Vägledare har åter- kommande uttryckt att behovet av tolk inte är särskilt stort. En annan invändning är att det kan vara problematiskt att använda tolk, då det blir ett ytterligare led i kommunikationen. Samtidigt</P>
<P class="p727 ft20">197</P>
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<P class="p53 ft9">har de vägledare vi träffat många gånger beskrivit att språket kan utgöra ett hinder i vägledningssamtalet och att det ibland är tveksamt om de studerande verkligen har förstått vad som sagts. Flera har nämnt att de studerande kan behöva höra informationen många gånger. På samma sätt har flera av de studerande vi träffat uttryckt att tolk inte behövs, samtidigt som många har efterlyst mer information.</P>
<P class="p107 ft8">Utredningens sammantagna bedömning är att tolk används i allt för liten utsträckning i förhållande till studerandegruppens behov. Den information som ges i vägledningssamtal om utbildnings- och studiemedelssystem är relativt komplicerad. Om den studerande inte förstår den information som ges finns det risk för felval, problem med avbrutna studier och skuldsättning. Den utveckling som eftersträvas, med att fler studerande ska kunna kombinera studier inom vuxenutbildningens olika skolformer, kommer också att ställa högre krav på att vägledningen verkligen möter de studerande på den språkliga nivå där de befinner sig. Studerande som vill kombinera studier inom sfi med studier på grundläggande nivå inom komvux har en lägre språklig nivå än de som historiskt sett har sökt sig till komvux för att få studie- och yrkesvägledning.</P>
<P class="p733 ft24">Stora förändringar understryker behov av kompetensutveckling för vägledare inom vuxenutbildningen</P>
<P class="p734 ft9">I Skolverkets allmänna råd om vägledning betonas att personalen ständigt behöver utveckla sin kompetens för att kunna erbjuda vägledning av hög kvalitet.<SPAN class="ft36">22 </SPAN>I de allmänna råden framhålls också vikten av att personal inom vuxenutbildningen har aktuella kunskaper om utbildningssystem och arbetsliv.</P>
<P class="p181 ft9">Kompetensutveckling av vägledarna är ytterst huvudmannens ansvar. I skollagen anges att huvudmannen ansvarar för att personalen vid skolenheterna ges möjligheter till kompetens- utveckling. Av läroplanen framgår att rektorn har ett särskilt ansvar för att vägledare, liksom övrig personal, får möjligheter till den kompetensutveckling de behöver för sitt arbete.</P>
<P class="p77 ft12">Utredningen ser att de stora förändringar som skett under de senaste åren inom vuxenutbildningen medför ett stort behov av fortbildning för att säkerställa kvaliteten i vägledningen.</P>
<P class="p65 ft41"><SPAN class="ft40">22 </SPAN>Skolverket (2009a).</P>
<P class="p431 ft20">198</P>
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<P class="p48 ft9">Vuxenutbildningens särart bidrar enligt utredningens bedömning också till behovet av kompetensutveckling för vägledarna.</P>
<P class="p17 ft13">Inget samlat ansvar för studieekonomisk vägledning</P>
<P class="p735 ft8">Både utvecklingen av vuxenutbildningen och den förändrade studerandegruppen som studerar inom komvux på grundläggande nivå har förändrat behoven av studieekonomisk vägledning.</P>
<P class="p14 ft8">I utredningens kontakter med vägledare i kommunerna har många pekat på att det finns en stor okunskap bland de studerande om studiefinansieringen. I kontakterna med elever har utredningen också själv kunnat se ett behov av förbättrade kunskaper om studiefinansiering i en del fall. Ett problem är att det finns flera olika möjliga ersättningsformer. Många vägledare upplever också att det är svårt att förklara olika ersättningstyper och varifrån pengarna kommer, t.ex. studiemedel (bidrag och lån) från CSN, försörjningsstöd från kommunen, etableringsersättning från Arbetsförmedlingen (utbetalas av Försäkringskassan) eller bostads- bidrag från Försäkringskassan.</P>
<P class="p278 ft8">Ett annat problem är att studiemedelssystemet som sådant fortfarande kan uppfattas som ganska komplicerat, även om det samlade studiemedelssystem som finns sedan 2001 har gjort det något lättare att hitta rätt när det gäller studiestödsfrågorna. Många elever saknar kunskaper om hur många veckor de har kvar. Problemet är särskilt påtagligt när det handlar om elever som parallellt studerar både kurser inom komvux på grundläggande och gymnasial nivå, vilket kan göra det svårt att räkna ut hur många studiemedelsveckor som förbrukas på respektive nivå.<SPAN class="ft79">23 </SPAN>Dessutom är det ofta svårt för studerande att räkna ut hur studiemedels- beloppen påverkas vid byte av kurser och avbrott.</P>
<P class="p278 ft26">Den klart vanligaste synpunkten om vägledning i studiestöds- frågor som förts fram till utredningen är att den tar mycket tid i anspråk. De flesta studie- och yrkesvägledare utredningen har haft kontakt med anser att de tar ett stort ansvar för att lösa studiemedelsfrågor. De menar också att det nya vidgade ansvaret för vägledning i studieekonomiska frågor i förordningen om</P>
<P class="p736 ft58"><SPAN class="ft40">23 </SPAN>Studiemedelstagare kan också få det högre bidraget på gymnasial nivå men ha det generella bidraget på grundläggande nivå, vilket gör bidragsbeloppet svårt att räkna ut och därmed behovet av lån svårplanerat.</P>
<P class="p713 ft20">199</P>
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<P class="p326 ft9">vuxenutbildning<SPAN class="ft36">24 </SPAN>inte får någon reell betydelse eftersom man sedan länge redan tar ett sådant ansvar. I kommunenkäten anger 94 procent av respondenterna att information om studieekonomi vanligtvis ingår i vägledningen. Vägledningen handlar i dessa fall primärt om tilldelning av studiemedel – få informerar om lån och återbetalning av lån.</P>
<P class="p180 ft9">Flera kommunföreträdare som utredningen har träffat riktar kritik mot CSN, som man tycker är dålig på att informera och vägleda i studiestödsfrågor. Några framhåller att CSN var bättre förr då man oftare fanns ute på skolorna. Nu upplever man att vägledarna får ta ett större ansvar. Några kommunföreträdare har framfört att det borde vara möjligt att gå till ett ställe för att få all information man behöver och att bättre samordning mellan t.ex. kommunerna, CSN och Arbetsförmedlingen är nödvändig.</P>
<P class="p77 ft9">Under 2010 startade CSN ett arbete för att ge vägledare och annan personal hos utbildningsanordnarna bättre förutsättningar för att vägleda de studerande.<SPAN class="ft36">25 </SPAN>Den viktigaste arbetsuppgiften har bedömts vara att hålla återkommande utbildningar och seminarier med vägledare m.fl. för att upprätthålla och höja kunskapsnivån när det gäller studiestödsfrågor. Samtidigt har myndigheten succesivt upphört med att erbjuda fysiska möten. Sedan juni 2011 finns det inte längre några öppna receptioner vid CSN:s kontor.<SPAN class="ft36">26 </SPAN>Den 1 januari 2013 upphörde även CSN:s verksamhet vid Väglednings- centrum i Malmö, där man tidigare haft personal som varit tillgänglig för personliga besök.<SPAN class="ft36">27 </SPAN>Enligt myndigheten är anledningen att man vill bemöta de studerande på ett enhetligt sätt och att man vill anpassa kostnaderna till de ekonomiska förut- sättningarna.<SPAN class="ft36">28</SPAN></P>
<P class="p737 ft74"><SPAN class="ft40">24 </SPAN>I 16 § förordningen om vuxenutbildning anges följande: ”I vägledningen ska det ingå information om möjligheter till fortsatta studier, arbetslivets kompetens- och rekryteringsbehov samt studieekonomiska förutsättningar”.</P>
<P class="p253 ft74"><SPAN class="ft56">25</SPAN><SPAN class="ft73">Arbetet har bl.a. inneburit att en rad insatser har genomförts för att förbättra samarbetet med utbildningsanordnarna, t.ex. en användarundersökning, anpassningar av CSN:s hemsida, framtagande av stödmaterial till vägledare och införandet av en telefonlinje som skolorna kan använda om de har frågor om rapportering eller frågor om studiestöd. Dessutom har det hållits gemensamma seminarier runt om i landet kring olika vägledningsfrågor och studieekonomiska frågor. CSN har också tagit fram en kommunikationsplan som ska säkerställa att CSN når ut till skolorna, oavsett geografisk placering. Planen är bl.a. tänkt att utgöra ett underlag för de lokala </SPAN><NOBR>CSN-kontoren</NOBR> när de tar fram lokala kommunikationsplaner. Olika verktyg tas också fram på CSN:s hemsida, vilka presenteras på dessa utbildningar och seminarier.</P>
<P class="p558 ft74"><SPAN class="ft56">26</SPAN><SPAN class="ft73">Det går dock att ringa till CSN och boka besökstid.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">27</SPAN><SPAN class="ft73">CSN </SPAN><NOBR>2012-11-06.</NOBR></P>
<P class="p710 ft41"><SPAN class="ft56">28</SPAN><SPAN class="ft59">Sydsvenskan </SPAN><NOBR>2012-12-19.</NOBR></P>
<P class="p431 ft20">200</P>
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<P class="p738 ft10">Utredningens samlade bedömning är att många studerande har bristande kunskaper om de ekonomiska förutsättningarna för sina studier. De har dels bristande kunskaper om studiemedelssystemet, dels bristande kunskaper om andra typer av ersättningar. Detta är ett problem eftersom de ekonomiska förutsättningarna är viktiga för att studierna ska kunna genomföras i praktiken och för att de ska kunna genomföras på ett rationellt sätt. Bristande kunskaper kan både leda till dålig studieplanering och avbrutna studier och till återkrav av studiemedel eller bostadsbidrag, samt till problem med att betala tillbaka sina studielån.</P>
<P class="p97 ft9">Flera positiva tecken kan dock samtidigt ses. Utredningen är positiv till skrivningen i förordningen om vuxenutbildning, till många kommuners arbete med studieekonomisk vägledning och till CSN:s arbete med att utbilda och informera s.k. vidare- informatörer. En del av detta arbete har fått förnyad kraft i samband med att skollagen och förordningen om vuxenutbildning började tillämpas. Trots den positiva utvecklingen bedömer utredningen att utvecklingspotentialen är stor, kanske framför allt när det gäller samordning och samverkan mellan kommuner och myndigheter kring studieekonomiska frågor.</P>
<P class="p578 ft13"><SPAN class="ft13">6.1.3</SPAN><SPAN class="ft70">Utredningens bedömning och förslag om vägledning</SPAN></P>
<P class="p520 ft13">Studie- och yrkesvägledning</P>
<P class="p526 ft9"><SPAN class="ft13">Utredningens förslag: </SPAN>Hemkommunen blir skyldig att se till att den som avser att påbörja utbildning inom kommunal vuxen- utbildning på grundläggande nivå, särskild utbildning för vuxna på grundläggande nivå och utbildning i svenska för invandrare, erbjuds studie- och yrkesvägledning.</P>
<P class="p588 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>Det bör eftersträvas att studie- och yrkesvägledningen beaktar individens hela behov av utbildning inom vuxenutbildningen. Kommunerna behöver uppmärk- samma om elever med bristande kunskaper i det svenska språket har behov av tolk i vägledningssamtalet.</P>
<P class="p616 ft29">I den statliga satsningen på fortbildning av studie- och yrkesvägledare <NOBR>2013–2016</NOBR> är det angeläget att beakta de behov som finns hos vägledare inom vuxenutbildningen. Användning av den individuella studieplanen samt kartläggning och</P>
<P class="p739 ft20">201</P>
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<P class="p740 ft9">validering av tidigare kunskaper och kompetenser är områden som bör ingå i satsningen.</P>
<P class="p741 ft24">Förtydligad skyldighet att erbjuda vägledning inför studier på grundläggande nivå och inom sfi</P>
<P class="p115 ft9">Utredningen anser att studie- och yrkesvägledningen är en kärnfunktion inom vuxenutbildningen. En flexibel och individ- ualiserad vuxenutbildning förutsätter en god tillgång till vägledning av hög kvalitet. För att de studerande ska kunna göra en realistisk studieplanering, som utgår från målet med utbildningen, är det av vikt att vägledningen bistår i denna process. Vägledningen kan enligt utredningen bidra till en mer effektiv vuxenutbildning och en ökad genomströmning, bl.a. genom att felval undviks och genom att utbildningen bättre anpassas efter den studerandes behov. En väl fungerande vägledning är därmed fördelaktig både för den studerande och för samhället.</P>
<P class="p77 ft9">Utredningen bedömer att det finns ett stort behov av vägledning för vuxenstuderande och att det finns anledning att förtydliga kravet på kommunerna. Som nämnts ska elever och presumtiva elever inom vuxenutbildningen ha tillgång till vägledning. Eleverna ska också erbjudas vägledning i samband med upprättandet av den individuella studieplanen. Utifrån vår kommunenkät och erfarenheter från studiebesök har vi dock sett att vägledning erbjuds på olika sätt och att det finns stora skillnader mellan landets kommuner om de studerande träffar en studie- och yrkesvägledare inför studierna eller inte. De studerande vi träffat har ibland också haft en mycket vag uppfattning om vad studie- och yrkesvägledning innebär.</P>
<P class="p317 ft8">Utredningen föreslår att kommunernas skyldighet att erbjuda vägledning ska förtydligas när det gäller studier på grundläggande nivå inom komvux och särvux samt inom sfi. Av skollagen ska framgå att hemkommunen är skyldig att se till att den som avser att påbörja utbildning inom dessa skolformer och på dessa nivåer erbjuds studie- och yrkesvägledning. Genom att i lag betona hemkommunens skyldighet att erbjuda vägledning understryks betydelsen av ett aktivt erbjudande till den enskilde. Det blir kommunens ansvar att säkerställa att den enskilde som avser att påbörja studier erbjuds vägledning. Det bör enligt utredningens</P>
<P class="p472 ft20">202</P>
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<P class="p49 ft9">uppfattning inte vara tillräckligt att t.ex. enbart informera om möjlighet till vägledning på kommunens webbplats.</P>
<P class="p432 ft8">Det främsta motivet till att tydligare markera hemkommunens ansvar att erbjuda vägledning till de som avser att studera på grundläggande nivå och inom sfi är att de målgrupper som utbildningarna vänder sig till kan förväntas ha ett extra stort behov av vägledning. De studerande som läser sfi och även den stora majoriteten av de studerande som läser på grundläggande nivå inom komvux har ett annat modersmål än svenska och många är relativt nyanlända till Sverige. De kan därmed inte förväntas ha en överblick över det svenska utbildningssystemet. Det är också en rättighet för individen att delta i dessa utbildningar, vilket kan motivera att ett högre krav ställs på erbjudandet av vägledning för att säkerställa att individen kan använda sig av sin rätt. Många fortsätter också sina studier på högre utbildningsnivåer, varför det blir extra viktigt med en långsiktig och realistisk studieplanering för att göra utbildningen effektiv.</P>
<P class="p742 ft9">På samma sätt som det i skollagen ställs krav på att kommunen ska bedriva ett aktivt rekryteringsarbete, anser vi att det är rimligt att förtydliga att individen även aktivt ska erbjudas vägledning. Det är olyckligt när anledningen till att studerande inte träffar en vägledare är att de inte har förstått vad vägledning innebär. Samtidigt är det viktigt att understryka den enskildes eget val. Det ska fortfarande vara möjligt att tacka nej till studie- och yrkesvägledning för den som inte vill ta del av erbjudandet. Utredningens förslag att understryka kommunens skyldighet syftar till att säkerställa att vägledning erbjuds till samtliga, samtidigt som den vuxne inte fråntas sin rätt att välja.</P>
<P class="p278 ft8">Även för många studerande på gymnasial nivå inom komvux och särvux kan behovet av vägledning vara stort. Utredningen bedömer dock att det inom denna målgrupp även finns personer som inte har behov av att träffa en vägledare inför sina studier. Det kan t.ex. handla om personer som läser en enstaka kurs för att få behörighet till högre studier. Kommunernas skyldighet att aktivt rekrytera till dessa utbildningar är inte lika stark som för de lägre utbildningsnivåerna.<SPAN class="ft79">29 </SPAN>Vi väljer därför att inte föreslå en motsvarande förändring för studerande på gymnasial nivå. Det bör</P>
<P class="p743 ft58"><SPAN class="ft40">29 </SPAN>I 20 kap. 17 § och 21 kap. 14 § skollagen framgår att kommunen ska informera om möjligheterna att studera på gymnasial nivå samt aktivt verka för att vuxna i kommunen deltar i utbildningen.</P>
<P class="p713 ft20">203</P>
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<P class="p53 ft9">dock understrykas att detta inte innebär en försvagad rätt till vägledning för studerande på gymnasial nivå.</P>
<P class="p114 ft24">Vägledning för vuxenstuderande – ett utvecklingsområde</P>
<P class="p115 ft8">De nya styrdokumenten innebär att vägledning ska erbjudas inom alla vuxenutbildningens skolformer. Utredningen anser att det är positivt för utvecklingen av vuxenutbildningen att bestämmelserna är gemensamma. Vägledningen har enligt utredningen en viktig roll i att möjliggöra en större samordning mellan skolformerna och att därmed ge de studerande bättre reella möjligheter att påbörja studierna på rätt nivå och att kombinera studier i olika skolformer. Förändringen i styrdokumenten stödjer en sådan utveckling. Det ligger också i linje med utredningens tankar kring en vuxen- utbildning där man inte skiljer mellan olika skolformer utan istället talar om kurser på de olika nivåerna (se kapitel 11).</P>
<P class="p312 ft9">Flera tidigare utredningar har pekat på behovet av en samlad och oberoende vägledningsfunktion för vuxenstuderande.<SPAN class="ft36">30 </SPAN>Krav på en oberoende funktion har framförts bl.a. mot bakgrund av att det minskar risken för att den studerande vägleds in i utbildnings- anordnarens eget utbud.</P>
<P class="p107 ft8">Utredningen bedömer att det är eftersträvansvärt med en vägledningsfunktion som har i uppdrag att vägleda inför samtliga skolformer i vuxenutbildningen. Samtidigt ser vi flera svårigheter med att från statligt håll styra hur kommunerna ska organisera sin vägledning för vuxna. Organiseringen av vägledningsfunktionen är ett kommunalt ansvar. Flera kommunföreträdare som vi har träffat har beskrivit att det finns nackdelar med att enbart ha en central funktion för vägledning, bl.a. då det kan bli svårare för den studerande att spontant ta kontakt med en vägledare. Beroende på hur kommunen organiserar sin verksamhet finns det också olika behov av en central vägledningsfunktion. Utredningen lägger mot bakgrund av detta inget förslag när det gäller en samlad väg- ledningsfunktion. Vi anser dock att det är angeläget att kommunerna säkerställer att den enskilde både får god och opartisk vägledning inför sina studier och också har tillgång till kontinuerlig vägledning under studietiden.</P>
<P class="p92 ft41"><SPAN class="ft40">30 </SPAN>Bl.a. SOU 2001:45 och SOU 2008:17.</P>
<P class="p431 ft20">204</P>
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<P class="p51 ft24">Viktigt att uppmärksamma behov av tolk</P>
<P class="p121 ft29">Behovet av vägledning kan se olika ut för olika individer. Den vägledning som ges bör givetvis anpassas efter den studerandes förståelse av utbildnings- respektive studiestödssystemet och behov av vägledning inför studierna. Det är fullt möjligt att erbjuda vägledning via telefon eller internet i de fall där detta bedöms lämpligt. I flertalet fall är utredningens bedömning dock att ett personligt möte är till nytta för den studerande. Inte minst för studerande med bristande språkkunskaper ser utredningen ett stort behov av ett personligt möte. I ett sådant möte kan det också finnas behov av tolkinsatser. Utredningen anser att det är angeläget att kommunerna verkligen säkerställer att den studerande kan ta till sig innehållet i studie- och yrkesvägledningen. Bedömningen om tolkinsatser behövs eller inte bör utgå från vilka språkkunskaper och vilken förförståelse den sökande har. Förändringen av studerandegruppen på grundläggande nivå inom komvux innebär rimligen ett ökat behov av tolkinsatser.</P>
<P class="p534 ft24">Fortbildning av studie- och yrkesvägledare</P>
<P class="p469 ft8">Regeringen har i budgetpropositionen för 2013 aviserat en satsning på fortbildning av studie- och yrkesvägledare inom grund- och gymnasieskolan samt inom vuxenutbildningen.<SPAN class="ft79">31 </SPAN>Under fyra års tid avser regeringen att avsätta sammanlagt 36 miljoner kronor främst för detta ändamål. Regeringen nämner bl.a. vägledarnas behov av kontinuerlig utveckling av sin kompetens, inte minst mot bakgrund av reformeringen av utbildningsväsendet. Mot bakgrund av det behov av fortbildning som utredningen ser anser vi att det är positivt att regeringen avsätter resurser för detta ändamål. Vi delar regeringens bedömning att de stora förändringar som skett under de senaste åren medför ett stort behov av fortbildning för att säkerställa kvaliteten i vägledningen.</P>
<P class="p474 ft29">I genomförandet av satsningen är det enligt utredningen angeläget att beakta behoven hos studie- och yrkesvägledare inom vuxenutbildningen. Förutom information och kunskaper om de nya styrdokumenten finns det två områden där vi ser ett särskilt behov av insatser inom ramen för fortbildningssatsningen. Ett sådant område är användning av den individuella studieplanen som</P>
<P class="p744 ft41"><SPAN class="ft40">31</SPAN>Prop. 2012/13:1.</P>
<P class="p713 ft20">205</P>
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<P class="p53 ft9">ett sätt att individualisera utbildningen. Ett annat område är kartläggning och validering av tidigare kunskaper och kompetenser. Det förstärkta ansvaret att ge information om studieekonomiska förutsättningar ställer därutöver ökade krav på kunskap om olika ersättningssystem. Detta bedömer vi dock bäst hanteras genom ett separat uppdrag till myndigheterna, enligt det förslag som följer av nästa avsnitt.</P>
<P class="p90 ft13">Studieekonomisk vägledning</P>
<P class="p89 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: CSN ges i uppdrag att i samverkan med Skolverket, Försäkringskassan och Arbetsförmedlingen utveckla den studieekonomiska vägledningen för elever inom kommunal vuxenutbildning vad avser olika typer av ersättningar. Samråd ska ske med Sveriges kommuner och landsting (SKL).</P>
<P class="p55 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>CSN bör överväga att även finnas fysiskt tillgänglig på strategiska platser, för att på ett direkt sätt kunna stödja både elever och studie- och yrkesvägledare när det gäller studieekonomiska frågor.</P>
<P class="p90 ft24">Utvecklingen är positiv – men mer finns att göra</P>
<P class="p115 ft9">Utredningen anser att det är positivt att kommunernas ansvar har tydliggjorts i skollagen och förordningen om vuxenutbildning när det gäller den studieekonomiska vägledningen. Studieekonomin är väsentlig för att den studerande ska kunna genomföra sina studier och för att den studerande ska kunna göra en realistisk studie- planering. Om inte de ekonomiska förutsättningarna ingår som en del av planeringen kan det i vissa fall leda till att studierna inte kan fullföljas. Enligt vår bedömning är det naturligt att det är personer de studerande möter som i första hand bistår med vägledningen, vilket i normalfallet är vägledare ute i kommunerna. Då kan studieekonomin och den övriga studieplaneringen integreras och bli en helhet. Mot bakgrund av de nya författningarna anser utredningen att kommunerna ytterligare bör intensifiera sitt arbete när det gäller studieekonomiska frågor. Ett sådant arbete kan enligt utredningens bedömning ge utdelning i form av färre studieavbrott och ökad genomströmning.</P>
<P class="p547 ft20">206</P>
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<P class="p745 ft10">CSN har inte samma möjligheter som kommunerna att möta varje studerande i en vägledningssituation. Det innebär givetvis inte att kommunerna på egen hand kan ansvara för information och vägledning i studieekonomiska frågor. Vi bedömer att den nuvarande fördelningen av uppgifter mellan kommuner och CSN i huvudsak är rimlig och kostnadseffektiv. Den studerande bör i kommunerna ges en helhetsbild av studierna och studieekonomin. CSN bör bistå kommunerna med utbildning, informationsmaterial, interaktiva lösningar på internet och genom telefonservice. Det kan handla om stöd för att förklara studiemedelsreglerna, att lämna uppgifter om antalet studiemedelsveckor eller att informera om vad ett kursbyte eller ett avbrott av en kurs leder till ekonomiskt.</P>
<P class="p746 ft9">Det finns redan ett fungerande samarbete mellan kommunerna och CSN. Enligt de synpunkter utredningen har inhämtat kan detta samarbete förbättras ytterligare. Vi förutsätter därför att det pågående arbetet fortskrider. Vikten av ett gott samarbete accentueras av den nya lagstiftningen på utbildningsområdet. Även utredningens förslag att ge kommuner och folkhögskolor inflytande över antalet studiemedelsveckor och att ge kommunerna tillgång till vissa registeruppgifter som har betydelse i väglednings- situationen (se nedan), kommer att ytterligare öka vikten av att kommuner och folkhögskolor integrerar studieekonomisk väg- ledning i studieplaneringen.</P>
<P class="p426 ft29">Mot bakgrund av de behov som finns av samverkan anser utredningen att det är en olycklig utveckling att CSN inte längre finns på plats ute i landet för att bistå i den studieekonomiska vägledningen. Utredningen anser att CSN bör överväga att finnas fysiskt tillgänglig på strategiska platser, för att kunna stödja studerande och kommunens studie- och yrkesvägledare i studie- ekonomiska frågor. En sådan fysisk närvaro i anslutning till vuxen- utbildningen, åtminstone under tider av året, behöver inte ta stora resurser i anspråk för CSN och skulle enligt vår bedömning utgöra ett värdefullt stöd både för studerade och kanske framför allt för vägledare. Behovet bedöms som särskilt uttalat när det gäller studerande på grundläggande nivå. En närvaro på strategiska platser innebär förvisso per definition att insatserna inte blir likformiga över landet. I syfte att stärka den studieekonomiska vägledningen för vuxenstuderande anser utredningen dock att det är ett viktigt komplement till övriga insatser från CSN. Genom att välja platser där många vuxenstuderande finns, vilket företrädesvis är i större städer, skulle sådana insatser komma många till gagn.</P>
<P class="p747 ft20">207</P>
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<P class="p88 ft24">Olika ersättningar – olika myndigheter</P>
<P class="p93 ft9">Ett problem för studerande inom komvux, och framför allt för studerande på den grundläggande nivån, är att olika möjliga ersättningsformer som finns tillgängliga under studietiden ligger fördelade på olika aktörer. Dessa ersättningar kan kombineras på olika sätt och det är inte helt enkelt för studerande att hålla reda på de olika regelverken eller att praktiskt veta vart man ska vända sig för att få information eller för att lämna en ansökan.</P>
<P class="p468 ft9">Genom studiebesök och den information utredningen har tagit del av under dessa, har det framträtt en bild av att varje myndighet i dag tar ansvar för den stödform som administreras av den egna myndigheten, men att de olika aktörerna bara tar ett begränsat ansvar för helheten. Detta kan ta sig uttryck i att det finns brister i kunskaperna om andra ersättningar än myndighetens egna och att det inte erbjuds gemensamma informationsmaterial eller webb- lösningar. Vägledarna i kommunerna känner sig dessutom ofta osäkra på de olika ersättningarna och deras regelverk. Sammantaget kan detta leda till att studerande kan hänvisas runt mellan olika myndigheter.</P>
<P class="p430 ft10">Utredningen föreslår att det ges ett uppdrag till CSN att i samverkan med Skolverket, Försäkringskassan och Arbetsförmedlingen, samt i samråd med Sveriges kommuner och landsting (SKL), se över formerna för och samarbetet kring den studieekonomiska vägledningen om aktuella ersättningsformer till studerande inom komvux. Frågor som bör analyseras inom ramen för ett sådant uppdrag är t.ex. utbildning av personal hos de olika aktörerna, gemensamma informationskanaler och informationsmaterial, stöd mellan myndigheterna, lokalisering av vägledningsresurser, informationsutbyte och uppsökande verksamhet.</P>
<P class="p92 ft24">Elektronisk tillgång till studiestödsuppgifter genom direktåtkomst</P>
<P class="p748 ft26"><SPAN class="ft97">Utredningens förslag</SPAN>: Kommuner och folkhögskolor ska ges möjlighet till elektronisk tillgång via direktåtkomst till individuella studiestödsuppgifter i CSN:s datasystem som behövs i väg- ledningen. Direktåtkomsten ska avse uppgifter om namn, person- nummer, samordningsnummer, antalet tilldelade veckor med studiestöd per utbildningsnivå, antalet förbrukade veckor med studiestöd per utbildningsnivå samt om de förbrukade veckorna avser studiestöd med eller utan lån. Direktåtkomsten begränsas till</P>
<P class="p749 ft20">208</P>
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<P class="p750 ft9">elever som studerar på grundläggande nivå inom kommunal vuxen- utbildning eller på grundskolenivå vid en folkhögskola.</P>
<P class="p751 ft8">Utredningen föreslår (kapitel 8) att kommuner och folkhögskolor vid behov ska yttra sig över antalet studiemedelsveckor för studerande på grundskolenivå. Utredningen har också betonat vikten av att vägledare ute i kommunerna, i enlighet med förordningens skrivning, vägleder även i studieekonomiska frågor. För att kunna ge god vägledning måste vägledarna ha tillgång till uppgifter om den studerandes möjligheter att kunna få studie- medel. Framför allt är det viktigt för vägledaren att veta hur många veckor med studiemedel och studielån en person har använt och om något beslut i frågan om antal veckor har fattats.<SPAN class="ft79">32</SPAN></P>
<P class="p752 ft9">I dag har vägledarna ingen elektronisk tillgång till individuella studiestödsuppgifter. Bestämmelserna i studiestödsdatalagen innebär att CSN inte utan de studerandes samtycke får lämna ut uppgifter om de studerande i elektronisk form till studievägledare. De ekonomiska förutsättningarna kan därför bara integreras i vägledningen om den studerande själv känner till alla relevanta uppgifter om sina studiemedel, om studievägledaren kan ta del av uppgifterna i elektronisk form med stöd av den studerandes samtycke eller om studievägledaren ringer till CSN.</P>
<P class="p752 ft10">CSN lämnade en skrivelse till regeringen under 2011 med förslag till ändringar av studiestödsdatalagen (2009:287) och studiestödsdataförordningen (2009:321).<SPAN class="ft81">33 </SPAN>I skrivelsen anger CSN att studieekonomiska förutsättningar är viktiga för att en realistisk studieplan ska kunna upprättas. CSN menar att det vore en avsevärd förbättring för studievägledningen om vägledarna ges elektronisk tillgång genom direktåtkomst till studerandes individuella förutsättningar. CSN gör också bedömningen att alternativet att studievägledare ges en rätt att ta del av uppgifterna i elektronisk form med stöd av den studerandes samtycke är svårt att hantera rent praktiskt. Det skulle förutsätta att CSN dokumenterar och följer upp att personen har lämnat sitt samtycke till utlämnandet. CSN ansåg i skrivelsen att detta skulle riskera att fördröja och försvåra studieplaneringen eftersom vägledningen ofta sker innan personen har varit i kontakt med CSN.</P>
<P class="p753 ft74"><SPAN class="ft40">32 </SPAN>Även äldre former av studiestöd är relevanta varför utredningens förslag talar om</P>
<P class="p754 ft74">”studiestöd”.</P>
<P class="p755 ft41"><SPAN class="ft40">33 </SPAN>CSN (2011b).</P>
<P class="p756 ft20">209</P>
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<P class="p353 ft9">Utredningen delar på alla väsentliga punkter den bedömning CSN gör i sin skrivelse och ställer sig bakom de förslag myndig- heten lämnar. Kommunernas och folkhögskolornas behov av att få tillgång till uppgifter på individnivå kommer dessutom att öka när de ska yttra sig över behovet av studiemedelsveckor i enlighet med utredningens förslag.</P>
<P class="p107 ft10">De uppgifter som kommunerna och folkhögskolorna bör ges tillgång till är namn, personnummer, samordningsnummer, antalet tilldelade och beslutade veckor med studiestöd per utbildningsnivå, antalet förbrukade veckor med studiestöd per utbildningsnivå samt om de förbrukade veckorna avser studiestöd med eller utan lån. Direktåtkomsten och de uppgifter som ska avses regleras i en ny bestämmelse i studiestödsdataförordningen.</P>
<P class="p107 ft8">Direktåtkomsten ska begränsas till studerande som studerar inom komvux på grundläggande nivå eller på grundskolenivå vid en folkhögskola, eftersom det är för denna studerandegrupp behovet av vägledning är störst. Det är också denna grupp som omfattas av utredningens förslag om nya principer för att avgöra antalet studiemedelsveckor. För studerande inom komvux på grund- läggande nivå eller på grundskolenivå vid en folkhögskola ska dock åtkomst ges till uppgifter om samtliga studiestöd och samtliga utbildningsnivåer. Genom den lagtekniska lösning som föreslås ingår även äldre studiestödsuppgifter i direktåtkomsten.<SPAN class="ft79">34 </SPAN>Detta är motiverat eftersom även äldre veckor med studiestöd påverkar hur många veckor den studerande kan få studiemedel.</P>
<P class="p312 ft9">Utredningen ser inget hinder för att motsvarande uppgifter ska finnas tillgängligt även för studerande på gymnasial nivå. Vi bedömer dock att det är mest prioriterat för studerande på grundskolenivå, varför vi begränsar vårt förslag till att enbart omfatta denna studerandegrupp. Detta överensstämmer även med utredningens förslag om förtydligad skyldighet för kommunerna att erbjuda vägledning till de som avser att studera inom komvux på grundläggande nivå.</P>
<P class="p77 ft9">Utredningen bedömer inte att uppgifterna är av sådant slag att de är integritetskänsliga för den enskilde. Åtkomst ska dock givetvis bara ges till personer med verkligt behov av uppgifterna. Direktåtkomst ska därför bara få förekomma sedan CSN har försäkrat sig om att handläggare i kommunerna och på folkhög-</P>
<P class="p757 ft41"><SPAN class="ft40">34 </SPAN>Den nya 13 a § som föreslås omfattas inte av den begräsning som finns i förordningens 14 §.</P>
<P class="p521 ft20">210</P>
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<P class="p48 ft9">skolorna bara kan ta del av uppgifter om personer som är aktuella för studier och studievägledning hos kommunen respektive folk- högskolan.</P>
<P class="p758 ft28"><SPAN class="ft28">6.2</SPAN><SPAN class="ft69">Den individuella studieplanen</SPAN></P>
<P class="p306 ft29">Utredningen ska enligt direktiven utveckla användningen av den individuella studieplanen inom vuxenutbildningen. I skollagen anges att varje elev inom vuxenutbildningen ska ha en individuell studieplan. Planen är en beskrivning av elevens mål med studierna och vägen dit i form av vilka kurser han eller hon ska läsa.</P>
<P class="p305 ft13"><SPAN class="ft13">6.2.1</SPAN><SPAN class="ft70">Individuella studieplaner inom vuxenutbildningen</SPAN></P>
<P class="p759 ft13">Utveckling av den individuella studieplanen inom vuxenutbildningen</P>
<P class="p118 ft8">Individuella studieplaner har länge funnits som ett verktyg inom komvux och särvux. Av Lpf 94 framgick att det för varje studerande skulle upprättas en individuell studieplan i dialog med den studerande. Studieplanen skulle sedan revideras vid olika tillfällen under utbildningen. I praktiken fick den individuella studieplanen dock sitt genomslag inom komvux i samband med Kunskapslyftet <NOBR>1997–2002.</NOBR> Inom ramen för satsningen ställdes ett uttryckligt krav på kommunerna att upprätta en studieplan för varje studerande. I utvärderingar av satsningen visades att använd- ningen av studieplanerna ökade markant under denna period.<SPAN class="ft79">35</SPAN></P>
<P class="p97 ft8">Kunskapslyftskommittén, som bl.a. lämnade förslag om utveckling av vuxenutbildningen, fäste stor vikt vid den individuella studieplanen.<SPAN class="ft79">36 </SPAN>Framför allt betonade kommittén individens nytta av en individuell studieplan. I studieplanen skulle den enskilde under sakkunnig hjälp komma fram till beslut om sina egna framtidsplaner och om hur dessa skulle kunna förverkligas. Kommittén föreslog ett förtydligande i författningarna för komvux om vad studieplanen minst borde innehålla. Kommittén ansåg att mål med studierna, mål och delmål under studiernas gång samt individuell studieuppläggning var områden som borde behandlas i</P>
<P class="p316 ft74"><SPAN class="ft56">35</SPAN><SPAN class="ft73">Återgivet i SOU 2000:28.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">36</SPAN><SPAN class="ft59">SOU 1999:39, SOU 2000:28.</SPAN></P>
<P class="p713 ft20">211</P>
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<P class="p529 ft8">en studieplan.<SPAN class="ft79">37 </SPAN>Kommittén ansåg också att den individuella studie- planen var särskilt viktig för studerande i behov av särskilt stöd och föreslog att kommunerna skulle vara skyldiga att upprätta fördjupade individuella studieplaner för denna studerandegrupp.</P>
<P class="p107 ft45"><SPAN class="ft10">I propositionen </SPAN>Vuxnas lärande och utveckling av vuxen- utbildningen <SPAN class="ft10">från 2001 uttrycktes att det fanns ett fortsatt behov av att utveckla användningen av de individuella studieplanerna. Studieplanen beskrevs som ett sätt för att få till stånd en större individanpassning och en efterfrågestyrd utbildning. Bristande samordning mellan olika förvaltningar och myndigheter pekades ut som ett angeläget utvecklingsområde. Det uttrycktes att ”ett berättigat krav som den enskilde kan ställa är att de olika aktörerna</SPAN></P>
<P class="p604 ft9">– med hänsyn till sina respektive ansvarsområden och roller – skall samverka för att ge individen ett beslutsunderlag utifrån ett helhetsperspektiv.”<SPAN class="ft36">38</SPAN></P>
<P class="p181 ft9">I propositionen berördes också individuella studieplaner inom sfi, trots att reglering saknades på området. Regeringen uttryckte att studieplanen kunde användas för att forma utbildningen efter individens förutsättningar och studiemål. I betänkandet <SPAN class="ft24">Vidare vägar och vägen vidare – svenska som andraspråk för samhälls- och arbetsliv </SPAN>föreslog <NOBR>Sfi-utredningen</NOBR> att kommunerna skulle bli skyldiga att upprätta studieplaner även för studerande i sfi.<SPAN class="ft36">39 </SPAN>Sfi- utredningen beskrev de individuella studieplanerna som en förutsättning, om än inte en garanti, för individuellt anpassade studier inom sfi. Även Skolverket hade innan dess förordat ett krav på individuella studieplaner inom sfi.<SPAN class="ft36">40 </SPAN>Det skulle dock dröja till den 1 juli 2012 innan en sådan skyldighet infördes.</P>
<P class="p290 ft29">Genom åren har det funnits en återkommande kritik mot att de individuella studieplanerna inte används enligt intentionerna. Bl.a. konstaterade Skolverket i en rapport från 2000 att det saknades individuella studieplaner i ungefär en fjärdedel av kommunerna.<SPAN class="ft82">41 </SPAN>I en rapport från 2003 konstaterade myndigheten att de upprättade studieplanerna var av varierande kvalitet och att det ofta saknades ett långsiktigt perspektiv med tydliga målsättningar.<SPAN class="ft82">42 </SPAN>Skolverket och därefter Skolinspektionen har i samband med den regelbundna</P>
<P class="p760 ft74"><SPAN class="ft56">37</SPAN><SPAN class="ft73">SOU 1999:39.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">38</SPAN><SPAN class="ft73">Prop. 2000/01:72.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">39</SPAN><SPAN class="ft73">SOU 2003:77.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">40</SPAN><SPAN class="ft73">Skolverket (2004b).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">41</SPAN><SPAN class="ft73">Skolverket (2000).</SPAN></P>
<P class="p710 ft41"><SPAN class="ft56">42</SPAN><SPAN class="ft59">Skolverket (2003).</SPAN></P>
<P class="p431 ft20">212</P>
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<P class="p49 ft9">tillsynen återkommande kritiserat kommuner för brister i arbetet med de individuella studieplanerna.</P>
<P class="p148 ft9">När det gäller användning av studieplaner inom komvux förtydligades kraven på innehåll 2003 i förordningen om kommunal vuxenutbildning. I förordningen angavs att studieplanen inom komvux skulle innehålla den enskildes utbildningsmål och verksamhetspoäng samt att den skulle upprättas i nära anslutning till intagningen.</P>
<P class="p341 ft9">I skollagen (2010:800) infördes en gemensam reglering för individuella studieplanerna i komvux, särvux och sfi. Genom lagregleringen betonas ytterligare vikten av den individuella studie- planen inom vuxenutbildningen. I motivtexten för att införa krav på individuella studieplaner även i sfi anges att det saknas skäl för att sfi ska vara undantaget samt att det är viktigt att tidigt ta ett samlat grepp om individens kunskaper, förutsättningar och mål- sättning med studierna i svenska.<SPAN class="ft36">43</SPAN></P>
<P class="p287 ft13">Nuvarande reglering av individuella studieplaner</P>
<P class="p118 ft10">Sedan den 1 juli 2012 finns vissa grundläggande bestämmelser om den individuella studieplanen i skollagen. Av skollagen framgår att det för varje elev inom vuxenutbildningen ska finnas en individuell studieplan samt att planen ska innehålla uppgifter om den enskildes utbildningsmål och planerad omfattning av studierna.</P>
<P class="p14 ft10">Den individuella studieplanen regleras ytterligare i förordningen om vuxenutbildning. Av förordningen framgår att rektorn ansvarar för att en individuell studieplan upprättas för varje elev. Vidare framgår att den individuella studieplanen ska utarbetas i samverkan med eleven och att eleven i samband med utarbetandet ska erbjudas studie- och yrkesvägledning. Planen ska upprättas i nära anslutning till antagningen och ska vid behov revideras. Av förordningen framgår också att omfattningen på studierna ska anges i studie- planen. För elever som har en gymnasieexamen som mål ska det anges vilket program inom gymnasieskolan som utbildningen huvudsakligen motsvarar. Av studieplanen ska i förekommande fall även målen för individuella kurser framgå.</P>
<P class="p761 ft41"><SPAN class="ft40">43 </SPAN>Prop. 2009/10:165.</P>
<P class="p713 ft20">213</P>
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<P class="p88 ft13">Skolverkets stödmaterial ger vägledning om användning</P>
<P class="p93 ft9">För att stödja kommunerna i arbetet med de individuella studie- planerna gav regeringen 2012 Skolverket i uppdrag att ta fram ett stödmaterial om detta. Stödmaterialet handlar om hur den individuella studieplanen kan användas som ett verktyg för att i högre grad individualisera utbildningen inom vuxenutbildningen.<SPAN class="ft36">44</SPAN></P>
<P class="p107 ft8">Skolverket har tagit fram ett exempel på hur en individuell studieplan kan se ut och vilka ytterligare uppgifter den kan innehålla, förutom de uppgifter som framgår av lag och förordning. Skolverket föreslår att uppgifter om huvudmannen, den studerande, de kurser den studerande ska läsa, eventuell revidering av studieplanen samt insatser som erbjudits inom studie- och yrkesvägledning, ska ingå. De uppgifter om den studerande som Skolverket föreslår bör ingå är bl.a. personuppgifter, information om mål med studierna, tidigare arbetslivserfarenhet och studier, validering och studiefinansiering. I det exempel som Skolverket har tagit fram finns även ett fält för eventuella bilagor. I stödmaterialet tar Skolverket också upp vilken rättslig status den individuella studieplanen har.</P>
<P class="p116 ft13">Flera syften med studieplanen</P>
<P class="p378 ft9">Det finns flera syften med den individuella studieplanen, vilket finns beskrivet i tidigare utredningar och propositioner samt i Skolverkets stödmaterial. Av styrdokumenten framgår däremot inte vilka syften studieplanen ska fylla i verksamheterna.</P>
<P class="p180 ft9">Det är i huvudsak tre parter som har beskrivits som möjliga användare av den individuella studieplanen: den studerande, huvudmannen och läraren.</P>
<P class="p107 ft29">Den studerandes behov av en individuell studieplan har särskilt betonats. Ett viktigt syfte som har beskrivits med planen är att den, genom att åskådliggöra studiegången samt målet med studierna, kan ge den studerande bättre kunskaper om vilka kurser han eller hon behöver läsa. Detta kan bidra till att den studerande blir mer motiverad och målmedveten. Den studerande kan därutöver använda studieplanen i kommunikation med utbildningsanordnaren</P>
<P class="p377 ft41"><SPAN class="ft40">44 </SPAN>Skolverket (2012a).</P>
<P class="p431 ft20">214</P>
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<P class="p385 ft9">för att utbildningen bättre ska anpassas efter hans eller hennes behov.</P>
<P class="p553 ft9">Huvudmannen för utbildningen kan också använda den individuella studieplanen. Främst har planen beskrivits som ett verktyg för att få till stånd en efterfrågestyrd vuxenutbildning. I förarbetena till skollagen beskrivs att detta kan ske genom att huvudmannen använder den individuella studieplanen som underlag i analysen av vilka utbildningar som ska genomföras samt i vilken form.<SPAN class="ft36">45 </SPAN>Genom att dokumentera vilka kurser de studerande har behov av att läsa på både kortare och längre sikt kan dessa planer användas som ett planeringsunderlag. Huvudmannen kan också använda de individuella studieplanerna i det systematiska kvalitetsarbetet, bl.a. för att följa upp i vilken utsträckning de studerande uppnår sina utbildningsmål.</P>
<P class="p694 ft29">Lärarens användning av den individuella studieplanen är inte lika tydligt uttryckt i förarbeten och andra dokument. Huvudsakligen beskrivs anpassning av utbildningen på en organisatorisk nivå, t.ex. i form av vilka kurser den studerande ska läsa. Även för läraren kan dock studieplanen användas för att anpassa undervisningen utifrån den studerandes mål med utbildningen. I Skolverkets stödmaterial om individuella studieplaner betonas att den studerande vid planering av utbildningen ges inflytande över undervisningens innehåll, arbetssätt och arbetsformer.<SPAN class="ft82">46</SPAN></P>
<P class="p762 ft13">Rutiner för individuella studieplaner i komvux enligt utredningens enkät</P>
<P class="p85 ft10">För att få en bättre bild av hur individuella studieplaner används har utredningen ställt flera frågor om detta i den kommunenkät som skickades ut våren 2012.<SPAN class="ft81">47 </SPAN>Även om frågorna avser studieplaner för studerande inom komvux på grundläggande nivå är det troligt att svaren även till stor del beskriver situationen på gymnasial nivå. Utredningens samtal med rektorer och studie- och yrkesvägledare indikerar att samma rutiner används inom hela komvux.</P>
<P class="p763 ft74"><SPAN class="ft56">45</SPAN><SPAN class="ft73">Prop. 2009/10:165.</SPAN></P>
<P class="p213 ft74"><SPAN class="ft56">46</SPAN><SPAN class="ft73">Skolverket (2012a).</SPAN></P>
<P class="p764 ft41"><SPAN class="ft56">47</SPAN><SPAN class="ft59">En utförligare beskrivning av enkätsvaren finns i bilaga 3.</SPAN></P>
<P class="p708 ft20">215</P>
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<P class="p88 ft24">Olika rutiner för studieplaner i samma kommun</P>
<P class="p115 ft8">En övergripande slutsats från utredningens enkät är att det är vanligt att det i en och samma kommun finns olika rutiner för att upprätta individuella studieplaner. Det framgår av att många kommuner har angett flera svarsalternativ för när planen upprättas och av vem. Enligt kommentarer i enkäten och utifrån erfarenheter från utredningens studiebesök finns det flera förklaringar till detta. I vissa kommuner upprättas först en översiktlig plan av en studie- och yrkesvägledare och sedan upprättas en fördjupad plan av lärare hos utbildningsanordnaren. En annan förklaring är att individuella studieplaner kan upprättas på olika sätt beroende på om den studerande träffar en studie- och yrkesvägledare eller inte. Det är något vanligare att större kommuner har flera olika rutiner för individuella studieplaner, jämfört med mindre kommuner.</P>
<P class="p116 ft24">Studieplanen upprättas ofta i samband med vägledning</P>
<P class="p80 ft10">Kommunernas svar på enkätfrågorna om när och av vem den individuella studieplanen upprättas indikerar att detta ofta sker i samband med vägledningen. I de flesta kommuner är det en studie- och yrkesvägledare som upprättar den individuella studieplanen. Studieplanen upprättas också enligt nio av tio kommuner i samband med att den studerande ansöker till utbildningen.</P>
<P class="p77 ft9">I en del kommuner förekommer det även att planen upprättas i andra sammanhang. Över fyra av tio kommunföreträdare anger att en lärare kan upprätta studieplanen. En del anger att studieplanen kan vara att likställa med ansökan till utbildningen (tio procent) eller att den studerande upprättar studieplanen på egen hand (nio procent). Dessa kommunföreträdare anger dock i de allra flesta fall även att en studie- och yrkesvägledare kan upprätta studieplanen. Andra alternativ för när den individuella studieplanen upprättas är efter antagningen, antingen innan eller efter att studierna påbörjas. I en del fall kan studieplanen upprättas innan den studerande ansöker till utbildningen.</P>
<P class="p765 ft20">216</P>
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<P class="p766 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p767 ft24">Innehållet i den individuella studieplanen</P>
<P class="p351 ft9">Enligt styrdokumenten ska den individuella studieplanen alltid innehålla information om den studerandes utbildningsmål och planerad omfattning av studierna. Även verksamhetspoäng för kursen eller kurserna ska ingå.<SPAN class="ft36">48 </SPAN>De flesta men inte alla kommuner har angett att uppgifter om detta vanligtvis ingår i den individuella studieplanen.</P>
<P class="p768 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p769 ft26">Det är vanligt att den individuella studieplanen även innehåller annan information, t.ex om tidigare studier, eventuellt stödbehov och eventuell validering. Ett mindre antal kommuner har därutöver</P>
<P class="p770 ft41"><SPAN class="ft40">48 </SPAN>Det är samma krav som gällde även innan de nya styrdokumenten började tillämpas.</P>
<P class="p708 ft20">217</P>
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<P class="p53 ft9">beskrivit ytterligare alternativ, såsom studieekonomi, yrkes- erfarenhet och information om den studerandes nuvarande situation. Erfarenheten från utredningens kommunbesök är att det i regel finns en mall i kommunen för hur den individuella studieplanen ska se ut. Det kan då finnas ett fält för övriga kommentarer, vilket kan vara en förklaring till att många kommuner har angett att t.ex. uppgifter om stödbehov kan ingå. Utifrån de samtal som utredningen har haft under kommun- besöken verkar dock studieplanerna oftast inte innehålla denna typ av information.</P>
<P class="p92 ft13">Individuella studieplaner i sfi</P>
<P class="p93 ft9">Trots att det inte fanns något krav på studieplaner inom sfi före den 1 juli 2012 förefaller det vanligt att individuella studieplaner eller ett motsvarande dokument har använts även innan de nya styrdokumenten började tillämpas. I en enkätundersökning till sfi- studerande som SCB genomförde 2008 svarade två tredjedelar att de hade en individuell planering för sina <NOBR>sfi-studier.<SPAN class="ft36">49</SPAN></NOBR><SPAN class="ft36"> </SPAN>I en enkätundersökning i Stockholm 2010 svarade 74 procent av de studerande att de hade en individuell studieplan.<SPAN class="ft36">50 </SPAN>Även under utredningens kommunbesök har det flera gånger beskrivits att individuella studieplaner användes inom sfi även före den 1 juli 2012.</P>
<P class="p312 ft9">Under utredningens kommunbesök och i kommunikation med <NOBR>Sfi-pengsutredningen</NOBR> (U2011:05) har vi fått indikationer på att den individuella studieplanen inom sfi kan upprättas av en studie- och yrkesvägledare men att det inte är lika vanligt som inom komvux. Istället förefaller det vara vanligare att lärare upprättar de individuella studieplanerna för <NOBR>sfi-studerande.</NOBR></P>
<P class="p771 ft74"><SPAN class="ft56">49</SPAN><SPAN class="ft90">SCB (2009c). I urvalet ingick 80 </SPAN><NOBR>sfi-anordnare</NOBR> och 6 000 studerande. 67 av anordnarna deltog och hos dessa svarade 58 procent av de studerande. Svaren bör enligt SCB tolkas med viss försiktighet.</P>
<P class="p772 ft58"><SPAN class="ft56">50</SPAN><SPAN class="ft104">TNS SIFO (2010). Undersökningen är genomförd av på uppdrag av Utbildnings- förvaltningen. Studerande från studieväg 2 och 3 hos åtta anordnare ingick i urvalet. Svars- frekvensen anges vara 55 procent, men ska tolkas med försiktighet.</SPAN></P>
<P class="p431 ft20">218</P>
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<P class="p51 ft13">Effekter av att använda individuella studieplaner</P>
<P class="p118 ft9">Det finns få systematiska studier av effekten av att använda individuella studieplaner inom vuxenutbildningen. Exempel finns dock på undersökningar om vilken nytta de studerande anser att de har av studieplanen. I utvärderingar av Kunskapslyftet konstateras att de studerande som fått en individuell studieplan och varit nöjda med dess utformning i högre grad än andra även har varit nöjda med studie- och yrkesvägledningen. Utvärderarna bedömer dock att detta kan ha att göra med egenskaper hos de studerande snarare än att det är en effekt av studieplanen.<SPAN class="ft36">51</SPAN></P>
<P class="p341 ft9">Liknande resultat återfinns i lokala utvärderingar. I en enkät- undersökning om effekter av komvux i Stockholm, Göteborg och Malmö 2009 uppgav fyra av tio studerande att de hade en individuell studieplan och nästan nio av tio av dessa angav att de hade haft nytta av den studieplanen. I undersökningen fann man att de som hade en individuell studieplan hade en något högre måluppfyllelse och över lag var nöjdare med sin utbildning. Man ifrågasatte dock om det enbart var en effekt av den individuella studieplanen.<SPAN class="ft36">52</SPAN></P>
<P class="p773 ft13"><SPAN class="ft13">6.2.2</SPAN><SPAN class="ft70">Brister i användningen av den individuella studieplanen</SPAN></P>
<P class="p774 ft13">En studieplan upprättas inte för samtliga</P>
<P class="p118 ft9">En förutsättning för att studieplanerna ska kunna användas enligt intentionerna är att de upprättas på ett ändamålsenligt sätt.</P>
<P class="p279 ft8">Utredningens enkät och erfarenheter från studiebesök visar att individuella studieplaner inte alltid upprättas. I utredningens enkät anger 13 procent av kommunföreträdarna att individuella studie- planer inte upprättas för samtliga studerande inom komvux på grundläggande nivå. I vissa fall handlar detta om kommuner som inte själva bedriver vuxenutbildning, men i de flesta fall är det kommuner som av olika anledningar inte har tillräckligt bra rutiner.</P>
<P class="p97 ft26">Det saknas uppgifter om hur många studerande som de facto inte har en individuell studieplan. Erfarenheten från utredningens kommunbesök är att de studerande som uttrycker att de vill ha en</P>
<P class="p775 ft74"><SPAN class="ft56">51</SPAN><SPAN class="ft73">Återgivet i SOU 2000:28.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">52</SPAN><SPAN class="ft59">Splitvision Research (2009).</SPAN></P>
<P class="p713 ft20">219</P>
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<P class="p53 ft9">individuell studieplan också får detta. Problemet är därmed sannolikt inte att studerande nekas en studieplan utan att rutinerna för att upprätta studieplaner i en del kommuner inte säkerställer att alla studerande verkligen får en plan. Skäl som anges till att studieplaner inte upprättas för samtliga studerande är tids- eller resursbrist och att ansökan kan ske via webben, utan att den studerande träffar en studie- och yrkesvägledare.</P>
<P class="p91 ft9">En annan brist som utredningen har uppmärksammat är att individuella studieplaner kan upprättas utan samverkan mellan den studerande och personal i verksamheten. I vissa kommuner likställs den studerandes ansökan till utbildning med en individuell studieplan, i syfte att uppfylla författningskravet. I utredningens enkät anger tio procent av kommunerna att ansökan kan vara att likställa med den individuella studieplanen och nio procent har svarat att den studerande kan upprätta sin studieplan på egen hand. Enligt utredningens mening fyller en sådan studieplan ingen funktion och det är dessutom tveksamt om det uppfyller förordningskravet om att studieplanen ska upprättas <SPAN class="ft24">i samverkan </SPAN>med den studerande.</P>
<P class="p312 ft9">Utredningens enkät indikerar även att det ibland finns brister i innehållet i de individuella studieplanerna. Nästan en tiondel av kommunerna har <SPAN class="ft24">inte </SPAN>angett att information om verksamhetspoäng och utbildningsmål vanligtvis ingår i en studieplan. Med tanke på kravet att dessa uppgifter ska ingå är det anmärkningsvärt att så inte alltid är fallet.</P>
<P class="p90 ft13">Studieplanen används ofta inte enligt intentionerna</P>
<P class="p93 ft9">Avgörande för att studieplanerna ska få de avsedda positiva effekterna är att de används i verksamheten. Det finns enligt utredningens uppfattning mycket som tyder på att så inte sker. Tvärtom förefaller det vanligt att varken de studerande, huvud- mannen eller lärarna använder de individuella studieplanerna. I en del kommuner som utredningen har besökt verkar individuella studieplaner upprättas framför allt för att uppfylla författnings- kravet.</P>
<P class="p77 ft9">Ett stort problem är enligt utredningens bedömning att den individuella studieplanen ofta inte fungerar som ett stöd för den studerande. Vid utredningens kommunbesök har det upprepade gånger hänt att de studerande inte känner till att de har en</P>
<P class="p699 ft20">220</P>
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<P class="p711 ft8">studieplan, samtidigt som personalen berättar att planer upprättas för samtliga. Detta tyder på att planerna inte används aktivt. Den individuella studieplanen kan t.ex. förvaras i en pärm eller i ett datasystem som den studerande inte har tillgång till. Den studerande kan också ges en kopia av studieplanen som sedan glöms bort eller förläggs. Skolverket har redovisat liknande erfarenheter av att studerande ofta är osäkra på om de har en individuell studieplan.<SPAN class="ft79">53 </SPAN>Enligt Skolverket kan de studerande ibland uppfatta studieplanen som en ansökan till utbildning, snarare än en plan för utbildningsgången. I Stockholms brukarundersökning för komvux våren 2011 uppgav 49 procent av de studerande att de hade en individuell studieplan för sina studier. Andelen varierade stort mellan olika utbildningsanordnare.<SPAN class="ft79">54</SPAN></P>
<P class="p341 ft9">Mot bakgrund av att de studerande ofta efterlyser mer information är det problematiskt att studieplanerna inte används mer aktivt. Många studerande som utredningen har träffat uttrycker en osäkerhet om vilka kurser de behöver läsa för att uppnå sina mål. Skolverket konstaterar i sin rapport att de studerande genomgående efterlyser mer information om hur utbildningssystemet för vuxna fungerar.<SPAN class="ft36">55</SPAN></P>
<P class="p97 ft8">Huvudmannens användning av den individuella studieplanen är enligt utredningens erfarenheter ofta begränsad. Detta stöds av resultatet från Skolinspektionens granskning av komvux på grundläggande nivå, där man konstaterar att uppföljning utifrån studieplanerna sällan genomförs och att det ofta inte finns system uppbyggda för detta.<SPAN class="ft79">56 </SPAN>I rapporten skrivs att ”inte sällan ger man uttryck för att planen inte behövs för uppföljning”. Vidare anges att ”detta är särskilt tydligt i de mindre verksamheterna där man menar att informationen finns i huvudet på lärarna och vägledarna och att den uppföljning som äger rum i samtal medarbetarna emellan är tillräcklig”. Utredningens kommunbesök ger liknande erfarenheter – de individuella studieplanerna används oftast inte för att planera kommunens utbud av kurser eller som en del i det systematiska kvalitetsarbetet.</P>
<P class="p474 ft9">Det är enligt utredningens erfarenhet också mindre vanligt att lärare använder de individuella studieplanerna. Lärarna kan själva</P>
<P class="p316 ft74"><SPAN class="ft56">53</SPAN><SPAN class="ft73">Skolverket (2012b).</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">54</SPAN><SPAN class="ft90">Markör Marknad och Kommunikation AB (2011). Svarsfrekvensen i undersökningen var</SPAN></P>
<P class="p310 ft74"><SPAN class="ft101">45</SPAN><SPAN class="ft73">procent.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">55</SPAN><SPAN class="ft73">Skolverket (2012b).</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">56</SPAN><SPAN class="ft59">Skolinspektionen (2012a).</SPAN></P>
<P class="p713 ft20">221</P>
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<P class="p53 ft9">göra upp en egen studieplanering för den enskilde, men använder inte den plan som upprättats enligt författningskravet. En åter- kommande reaktion när utredningen frågat om detta är att personalen hos utbildningsanordnaren inte ser studieplanen som ett verktyg för läraren. I en del kommuner har läraren inte automatiskt tillgång till de individuella studieplanerna. Skol- inspektionen har samma erfarenheter och konstaterar i sin granskning att studieplanen vanligtvis inte följer med den studerande in i klassrummet.<SPAN class="ft36">57</SPAN></P>
<P class="p90 ft13">Avsaknad av helhetsperspektiv</P>
<P class="p115 ft8">Även om intentionen är att den studerande ska ha <SPAN class="ft65">en </SPAN>individuell studieplan förekommer det att samma person har flera olika studieplaner. I utredningens enkät till kommunerna svarar närmare tre av tio kommuner att en studerande ibland kan ha fler än en individuell studieplan. En förklaring som nämns är att lärare kan upprätta fördjupade individuella studieplaner. En annan förklaring är att den studerande kan läsa hos olika utbildningsanordnare eller inom flera skolformer samtidigt. Det finns en risk för att flera individuella studieplaner skapar både förvirring och merarbete.</P>
<P class="p468 ft10">Vid utredningens studiebesök i kommuner har det framkommit att den individuella studieplanen ofta begränsas till det som den studerande läser under innevarande halvår. I de kommuner som redan före den 1 juli 2012 använde studieplaner inom sfi verkar det ovanligt att dessa innehöll en mer långsiktig utbildningsplanering eller att man byggde vidare på dessa planer om den studerande valde att fortsätta sina studier inom vuxenutbildningen. Utredningen har dock sett exempel på kommuner som använder de individuella studieplanerna mer långsiktigt.</P>
<P class="p776 ft9">Det är enligt utredningen problematiskt att studieplanerna ofta stannar vid skolformsgränserna. För att den individuella studie- planen ska ge en helhetsbild av utbildningen inom vuxen- utbildningen är det nödvändigt att studieplanen, då det är aktuellt, omfattar olika skolformer och studienivåer.</P>
<P class="p91 ft12">Det finns samtidigt en ambition hos flera kommuner att utveckla användningen av de individuella studieplanerna. Flera kommunföreträdare som utredningen träffat uttrycker att man vill</P>
<P class="p65 ft41"><SPAN class="ft40">57 </SPAN>Skolinspektionen (2012a).</P>
<P class="p431 ft20">222</P>
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<P class="p711 ft26">att utbildningsanordnare, studerande och lärare ska få tillgång till de individuella studieplanerna. Man vill också att en och samma studieplan ska kunna följa studerande från sfi och till komvux. I några fall vill man även försöka samordna med andra planer, t.ex. etableringsplaner från Arbetsförmedlingen. Andra kommunföre- trädare uttrycker dock tveksamhet kring vad de individuella studie- planerna egentligen ska användas till. En åsikt är att man hellre bör ställa krav på studieplanering än på en studieplan.</P>
<P class="p688 ft13">Bristande samordning med andra planer</P>
<P class="p118 ft10">Förutom en individuell studieplan kan den enskilde även ha andra planer. Sedan lagen om etableringsinsatser för vissa nyanlända invandrare trädde i kraft i december 2010 ska Arbetsförmedlingen upprätta en <SPAN class="ft45">etableringsplan </SPAN>för de nyanlända som omfattas av lagen. Etableringsplanen ska omfatta insatser för att underlätta och påskynda den nyanländes etablering och ska utformas tillsammans med den nyanlände och i samverkan med bl.a. berörda kommuner. Sfi eller utbildning som motsvarar sfi ska ingå för den som har rätt att delta i sådan utbildning. Arbetsförmedlingen ansvarar också för att upprätta en <SPAN class="ft45">handlingsplan </SPAN>för arbetssökande. Alla personer som skriver in sig som arbetssökande hos Arbetsförmedlingen ska ha en individuell handlingsplan, som ska upprättas i samråd med den arbetssökande senast 30 dagar efter inskrivningstillfället.<SPAN class="ft81">58</SPAN></P>
<P class="p629 ft9">Ett återkommande problem är att samordning mellan kommuner och Arbetsförmedlingen är bristfällig när det gäller en individs olika planer. Detta har uppmärksammats tidigare i många rapporter. Bl.a. uppmärksammade <NOBR>AKKA-utredningen</NOBR> i sitt slutbetänkande att det ofta finns brister i samverkan mellan kommuner och Arbetsförmedlingen.<SPAN class="ft36">59 </SPAN><NOBR>AKKA-utredningen</NOBR> såg ett behov av ökad samverkan för att effektivisera de insatser som erbjuds nyanlända. I slutbetänkandet uppmärksammades också att studier inom komvux ingick som en insats för endast sju procent av de nyanlända som i augusti 2012 hade haft en etableringsplan under längre tid än ett år.</P>
<P class="p777 ft74"><SPAN class="ft56">58</SPAN><SPAN class="ft90">Förordning (2000:628) om den arbetsmarknadspolitiska verksamheten. Detta gäller dock inte om en etableringsplan ska upprättas.</SPAN></P>
<P class="p778 ft41"><SPAN class="ft56">59</SPAN><SPAN class="ft86">Utredningen om ökat arbetskraftsdeltagande bland nyanlända utrikes födda kvinnor och anhöriginvandrare. SOU 2012:69.</SPAN></P>
<P class="p580 ft20">223</P>
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<P class="p407 ft9">Enligt utredningens kommunenkät sker en samordning mellan studieplanen och andra planer i mindre än hälften av kommunerna. Många kommuner har kommenterat sitt svar och då beskrivit att samverkan kan ske vid behov. Utifrån enkätsvaren och erfaren- heterna från våra studiebesök verkar det dock ovanligt med en etablerad rutin. I några fall har kommuner beskrivit att samordning kan ske endast om den enskilde själv tar med sig sin etableringsplan till studie- och yrkesvägledaren inom komvux. Några svårigheter som har nämnts är sekretessbestämmelser och avsaknad av ett ändamålsenligt <NOBR>IT-system.</NOBR> Flera kommuner har samtidigt uttryckt att ökad samverkan med Arbetsförmedlingen är ett utvecklings- område.</P>
<P class="p92 ft13">Analys av varför studieplaner inte används</P>
<P class="p108 ft9">Mot bakgrund av att användningen av individuella studieplaner har kritiserats under många år är det viktigt att analysera varför planerna i många kommuner inte används enligt intentionerna.</P>
<P class="p114 ft24">Skäl som kommunerna anför</P>
<P class="p108 ft9">En återkommande synpunkt under utredningens träffar med kommunföreträdare är behovet av en teknisk lösning för att upprätta och revidera individuella studieplaner digitalt. Begräns- ningar i kommunens administrativa system utgör enligt ett flertal kommunföreträdare ett betydande hinder för att använda individuella studieplaner. Det man ofta vill är att flera parter ska kunna få tillgång till den digitala studieplanen, inte bara studie- och yrkesvägledaren. Flera av de kommuner som utredningen har träffat beskriver hur man arbetar på att få <NOBR>it-systemet</NOBR> att bättre kunna hantera individuella studieplaner, men att det är tids- krävande och kostsamt.</P>
<P class="p290 ft26">Den juridiska statusen hos studieplanen har också lyfts fram som ett problem. En fråga har varit vem som egentligen äger den individuella studieplanen. I Skolverkets nya stödmaterial berörs frågan om handläggning av individuella studieplaner.<SPAN class="ft119">60 </SPAN>Det ger viss vägledning till kommunerna om hur den individuella studieplanen</P>
<P class="p54 ft41"><SPAN class="ft40">60 </SPAN>Skolverket (2012a).</P>
<P class="p431 ft20">224</P>
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<P class="p779 ft8">kan hanteras. En annan fråga är i vilken utsträckning studieplanen innebär ett förpliktigande från kommunens sida att tillhandahålla de utbildningsinsatser som beskrivs i den. Utredningen kan se att osäkerheten är en av flera bidragande faktorer till att individuella studieplaner ofta upprättas med ett mer kortsiktigt perspektiv. Utbildning inom sfi och på grundläggande nivå inom komvux och särvux är en rättighet, däremot inte utbildning på gymnasial nivå. Enligt utredningens bedömning kan en individ inte anses ha en absolut rätt att fullfölja studierna enligt sin individuella studieplan, även om det ska prioriteras vid en urvalssituation. Eftersom studieplanen ska kunna revideras vid behov kan den inte ses som ett kontrakt. Samtidigt är det naturligtvis önskvärt både för individen och för samhället om den studerande ges möjlighet att fullfölja sina studier i enlighet med den plan som gjorts upp.</P>
<P class="p629 ft12">Därutöver har flera kommunföreträdare i både enkäten och under kommunbesöken beskrivit att arbetet med de individuella studieplanerna är mycket tids- och resurskrävande.</P>
<P class="p98 ft24">Utredningens analys</P>
<P class="p111 ft9">Utredningen anser att en förklaring till att studieplanerna inte används i större utsträckning är bristen på stöd till kommunerna. Regleringen av den individuella studieplanen har förtydligats sedan Kunskapslyftets tid men kommunerna har inte fått stöd och vägledning för hur studieplanerna kan användas förrän helt nyligen i det stödmaterial som Skolverket har tagit fram. Skolverkets stödmaterial ger viss vägledning om vad en individuell studieplan kan innehålla och hur dokumentet bör handläggas. Svårigheter med <NOBR>it-system</NOBR> som inte hanterar studieplanerna kvarstår dock i många fall.</P>
<P class="p278 ft10">En annan förklaring som utredningen ser till bristande användning är att incitamenten för att använda studieplanen inte har varit tillräckligt tydliga. Syftena med den individuella studie- planen har enligt utredningen varit otydligt formulerade i förarbeten och andra dokument, där olika syften betonas i olika sammanhang. Utredningen anser att det finns ett värde i att i större utsträckning tala om syftena med studieplanen och vad som ska uppnås. Effekterna för kommunerna av att använda den individuella studieplanen har inte heller påvisats på ett systematiskt sätt. Genom att visa på effekterna av att använda individuella studieplaner ökar incitamenten för att verkligen göra det.</P>
<P class="p780 ft20">225</P>
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<P class="p407 ft9">Det är också möjligt att nyttan med individuella studieplaner är mer begränsad när vuxenutbildningen inte är flexibelt utformad. I en verksamhet där de studerande i stort sett läser enligt samma upplägg är behovet av individuella studieplaner mindre. På mot- svarande sätt innebär ett mer individualiserat upplägg att behovet av en individuell studieplan ökar. Användning av studieplaner blir därmed en viktig fråga för en mer flexibel vuxenutbildning.</P>
<P class="p781 ft13"><SPAN class="ft13">6.2.3</SPAN><SPAN class="ft70">Åtgärder för att utveckla användningen av den individuella studieplanen</SPAN></P>
<P class="p782 ft9"><SPAN class="ft13">Utredningens förslag: </SPAN>Skolverket ges i uppdrag att hitta och sprida goda exempel på hur den individuella studieplanen kan användas för att effektivisera studierna för elever inom vuxenutbildningen samt för att utveckla huvudmannens arbete med att planera och följa upp verksamheten. Samråd bör ske med Skolinspektionen och Sveriges kommuner och landsting (SKL).</P>
<P class="p698 ft9">Hemkommunen ska ansvara för att en individuell studieplan upprättas för varje elev inom vuxenutbildningen.</P>
<P class="p783 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>En fungerande teknisk lösning är i många fall en förutsättning för att studieplanerna ska kunna användas enligt intentionerna. Detta behandlas i kapitel 11 om en förstudie av en vuxenutbildningsdatabas.</P>
<P class="p784 ft13">Nyttan av studieplanerna måste tydliggöras och användningen behöver stödjas</P>
<P class="p319 ft24">Rätt använda kan studieplanerna effektivisera vuxenutbildningen</P>
<P class="p108 ft9">Utredningens uppfattning är att de individuella studieplanerna kan effektivisera vuxenutbildningen. De fåtaliga studier som har utvärderat studieplanerna tyder också på detta. Utredningen ser flera sätt som studieplanen kan bidra till en effektivare vuxen- utbildning. En studieplanering i ett tidigt skede ökar möjligheterna att lägga upp studierna på ett effektivt sätt, t.ex. genom parallella studier på olika nivåer eller i olika skolformer. Kombinationer av</P>
<P class="p220 ft20">226</P>
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<P class="p385 ft9">studier inom flera skolformer kan för vissa studerande innebära en kortare sammanlagd utbildningstid.</P>
<P class="p553 ft8">Studieplanen är också väsentlig för att ge den studerande en sammanhållen och överblickbar utbildning. Flera av de studerande som utredningen träffat har varit osäkra på vilka kurser de behöver läsa och under hur lång tid studierna sammanlagt ska pågå. Genom att tydliggöra vägen till målet får den studerande bättre kunskaper om vad utbildningen ska innehålla och sannolikt också ökad motivation. En tydlig målbild kan därmed förväntas bidra till att fler studerande uppnår sina mål med utbildningen och att genomströmningen i utbildningen ökar. Vid en ökad användning av validering och delkurser, vilket är en önskvärd utveckling, accentueras behovet av en studieplan för att ge den studerande en samlad bild av utbildningsinsatserna.</P>
<P class="p668 ft9">Även i andra sammanhang kan studieplanerna bidra till en vuxenutbildning av högre kvalitet. Enligt utredningen kan huvud- mannen för utbildningen oftare än vad som sker i dag använda studieplanerna som ett underlag i behovsanalysen av vilka utbildningar som bör erbjudas och på vilket sätt. Det kan leda till att de utbildningar som erbjuds bättre överensstämmer med de studerandes behov. En förutsättning för detta är att studieplanerna utgår från utbildningsmålen och inte begränsas till kurser under innevarande halvår. Huvudmannen bör också kunna följa upp verksamheten med hjälp av studieplanerna, som ett komplement till annan uppföljning och utvärdering. Kunskap om de studerande uppnår sina mål med utbildningen och om det sker inom den planerade tidsramen ger exempelvis viktig information som kan användas för att utveckla verksamheten. Om studieplanerna innehåller uppgifter om studiemål och studiernas långsiktiga innehåll bör de även kunna vara en god grund för kommunernas planering av kursutbud m.m.</P>
<P class="p785 ft24">Regelverket är både tillräckligt och tydligt</P>
<P class="p351 ft9">Utredningens bedömning är att det inte är brister i dagens regelverk som föranleder att den individuella studieplanen inte används tillräckligt aktivt. Studieplanen i komvux har under ett tiotal år reglerats med relativt hög detaljeringsgrad.<SPAN class="ft36">61 </SPAN>De nya</P>
<P class="p786 ft41"><SPAN class="ft40">61 </SPAN>Detta gäller både förordningen (2002:1012) om kommunal vuxenutbildning och förordningen (2011:1108) om vuxenutbildning.</P>
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<P class="p75 ft10">styrdokumenten ökar enligt utredningens bedömning möjlighet- erna att använda den individuella studieplanen som ett verktyg för att effektivisera studierna. Utredningen har tidigare argumenterat för att det är önskvärt att studie- och yrkesvägledningen i ett tidigt skede tar ett samlat grepp om den studerandes behov av utbildning inom vuxenutbildningen. En enhetlig reglering även av individuella studieplaner underlättar och tydliggör en sådan studieplanering. Enligt utredningen bör individens studieplan, i de fall där det är möjligt, omfatta hela studietiden inom vuxenutbildningen.</P>
<P class="p107 ft9">Trots att utredningen bedömer att regelverket i huvudsak är tillräckligt har vi ändå övervägt flera olika sätt att skärpa regleringen, t.ex. genom att förtydliga att en studie- och yrkes- vägledare ska upprätta studieplanen eller att understryka att den studerande ska ha <SPAN class="ft24">en </SPAN>individuell studieplan. Det är dock tveksamt om en skärpt reglering kommer att få önskad effekt. Det framgår redan av dagens regelverk att studieplanen ska upprättas i samverkan med den studerande samt att den studerande i samband med upprättandet ska erbjudas studie- och yrkesvägledning. Utredningens förslag om att kommunerna blir skyldiga att erbjuda vägledning till de som avser att studera inom komvux och särvux på grundläggande nivå samt inom sfi understryker dessutom betydelsen av att dessa målgrupper verkligen erbjuds vägledning. När det gäller krav på <SPAN class="ft24">en </SPAN>studieplan, oavsett om den studerande läser inom flera skolformer eller hos flera utbildningsanordnare, anser utredningen att det bör eftersträvas, men vi lämnar inget förslag i denna del.</P>
<P class="p423 ft9">Eftersom behoven hos de vuxenstuderande ser mycket olika ut avstår utredningen också från att lämna förslag på ytterligare innehåll i studieplanen. Det är viktigt att de krav som ställs på en studieplan medför en flexibel användning. För studerande som har behov av att komplettera en utländsk utbildning eller som har särskilda stödbehov kan den individuella studieplanen ha stor betydelse. För en vuxen som endast behöver komplettera med enstaka kurser saknas dock ofta behov av en mer detaljerad studieplan än vad som i dag föreskrivs i förordningen om vuxen- utbildning. Givetvis finns det möjlighet att lokalt fatta besluta om ytterligare innehåll i den individuella studieplanen.</P>
<P class="p788 ft20">228</P>
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<P class="p789 ft24">Användningen av studieplaner måste stimuleras på andra sätt än genom lagstiftning</P>
<P class="p286 ft9">Trots en tydlig reglering finns det en återkommande kritik mot att många kommuner inte arbetar aktivt med de individuella studie- planerna. Det kan konstateras att studieplanen i en del kommuner upprättas för att uppfylla författningskravet snarare än för att fylla de funktioner som lagstiftaren har avsett. I andra kommuner som utredningen har besökt har studieplanen använts mer aktivt av lärare och studerande. Utredningen har emellertid inte sett något exempel på en huvudman som använder studieplanerna i sitt analysarbete.</P>
<P class="p341 ft9">Utredningen ser ett flertal orsaker som försvårar användningen av studieplanerna. En orsak som har lyfts fram av flera kommun- företrädare är att kommunens <NOBR>it-system</NOBR> utgör ett hinder för att använda studieplanerna. Enligt de synpunkter utredningen har inhämtat medför studieplanerna också mycket administrativt arbete, inte minst för studie- och yrkesvägledarna. Därtill finns det en osäkerhet om planens juridiska status. Några kommunföre- trädare har också uttryckt att de inte ser nyttan med att använda den individuella studieplanen.</P>
<P class="p97 ft8">Utredningen bedömer att det framför allt är genom att stödja och underlätta kommunernas arbete med studieplanerna, samt genom att tydliggöra de positiva effekterna av att använda studie- planer, som användningen kan utvecklas. Utredningen ser därför positivt på att Skolverket har tagit fram ett stödmaterial för hur studieplanen kan användas för att i högre grad individualisera utbildningen.<SPAN class="ft79">62 </SPAN>Trots detta nya stödmaterial bedömer utredningen att det finns behov av ytterligare insatser. Mot bakgrund av de svårigheter som har beskrivits tidigare, inte minst när det gäller tekniska lösningar, finns ett behov av att lyfta fram konkreta exempel på hur kommuner har valt att hantera dessa svårigheter. Syftena med studieplanen och effekterna av att använda dessa kan också med fördel lyftas fram tydligare. Genom att påvisa positiva effekter ökar incitamentet för kommuner och utbildningsanord- nare att använda studieplanerna.</P>
<P class="p790 ft29">Utredningen föreslår att Skolverket ges i uppdrag att hitta och sprida goda exempel på hur individuella studieplaner kan användas inom vuxenutbildningen. De goda exemplen ska avse hur studieplanerna kan användas för att effektivisera utbildningen för</P>
<P class="p774 ft41"><SPAN class="ft40">62 </SPAN>Skolverket (2012a).</P>
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<P class="p53 ft9">de vuxenstuderande, t.ex. genom att underlätta studier på flera nivåer samtidigt, och för att utveckla huvudmannens arbete med att planera och följa upp verksamheten. Myndigheten bör lyfta fram och beskriva exempel från kommuner med olika förutsättningar, t.ex. när det gäller befolkningsstorlek och andelen upphandlad utbildning. Uppdraget bör genomföras i samråd med Skol- inspektionen och SKL.</P>
<P class="p107 ft8">Det finns ett stort utvecklingsbehov när det gäller <NOBR>it-system</NOBR> som stödjer en digital användning av individuella studieplaner. Utredningens bedömning är att en fungerande teknisk lösning är en förutsättning för att studieplanerna ska kunna användas enligt intentionerna. Flera olika parter, främst huvudmannen, utbild- ningsanordnaren och den studerande själv, behöver ha tillgång till studieplanen för att den ska kunna ge en sammanhållen bild av den studerandes utbildning och för att de eventuella revideringar som görs ska vara kända. Även studieplanernas användning för upp- följning av verksamheten förutsätter sannolikt ett ändamålsenligt <NOBR>it-system,</NOBR> där det är enkelt att ta ut och bearbeta de uppgifter som studieplanerna innehåller, såsom information om kurser, studie- tider och utbildningsmål. Frågan om ett <NOBR>it-system</NOBR> behandlas i kapitel 11, i avsnittet om en vuxenutbildningsdatabas.</P>
<P class="p116 ft24">Samordning är nödvändig</P>
<P class="p108 ft9">Utredningen bedömer att det i första hand är viktigt att studie- planen samordnas mellan skolformerna inom vuxenutbildningen, för de studerande som läser inom mer än en skolform. Samordning med andra planer är också eftersträvansvärd. Vid utredningens möten med kommuner och enskilda utbildningsanordnare har det framkommit att de olika aktörerna sällan tar del av varandras planer. Detta förklaras bl.a. av sekretesskäl och avsaknad av samverkan.</P>
<P class="p468 ft26">Det är viktigt att understryka betydelsen av att aktörer samverkar, så att de insatser som den enskilde tar del av hänger samman och blir så effektiva som möjligt. Enligt utredningens bedömning är det angeläget att samverkan utvecklas ytterligare mellan kommunerna och Arbetsförmedlingen kring en individs olika planer, för att dessa ska komplettera – snarare än konkurrera med – varandra. På lokal nivå ställer det krav på en ökad samverkan mellan utbildningsanordnare och Arbetsförmedlingen kring varje</P>
<P class="p92 ft20">230</P>
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<P class="p730 ft9">individs planer. Utredningen anser också att det är önskvärt att Arbetsförmedlingen på nationell nivå på olika sätt stödjer och uppmuntrar en lokal samverkan i denna fråga.</P>
<P class="p791 ft13">Hemkommunen ges ansvar för att upprätta studieplanen</P>
<P class="p85 ft9">Utredningen anser att ansvaret för att upprätta den individuella studieplanen bör åläggas den studerandes hemkommun, och inte som enligt dagens regelverk rektorn. Av skollagen bör framgå att hemkommunen ansvarar för att upprätta den individuella studieplanen. De syften som finns med studieplanen talar enligt utredningen för en förändrad ansvarsfördelning. Som tidigare nämnts är det eftersträvansvärt att studieplanen omfattar studier inom flera skolformer. Mot bakgrund av att planen ska ge en sammanhållen bild av den studerandes studiesituation är det också rimligt att studieplanen upprättas utifrån ett helhetsperspektiv. I de fall rektorn i en kommun enbart ansvarar för en av vuxen- utbildningens skolformer finns det en risk för att möjligheter till kombinationsläsning förbises. I skollagen anges att det är hemkommunen som bedömer om en sökande har rätt till, eller är behörig att delta i, utbildning inom vuxenutbildningen. I samband med en sådan bedömning är det enligt utredningen rimligt att även upprätta den individuella studieplanen.</P>
<P class="p668 ft9">Förslaget att hemkommunen ska ansvara för att upprätta den individuella studieplanen ligger också i linje med utredningens förslag om att ge hemkommunen yttranderätt när det gäller behov av studiemedelsveckor för studier på grundläggande nivå (se avsnitt 8.4.5). Hemkommunens bedömning ska enligt det förslaget ta sin utgångspunkt i den individuella studieplan som upprättas i samband med att studierna på grundläggande nivå inom komvux påbörjas. Det är då naturligt att hemkommunen både ansvarar för att upprätta den individuella studieplanen och för att i förekommande fall bedöma utbildningsbehovet, vilket ska ligga till grund för CSN:s beslut om antal studiemedelsveckor för studier på grundläggande nivå.</P>
<P class="p668 ft9">Ansvaret för att revidera den individuella studieplanen bör enligt utredningen fortsatt åligga rektorn. Det är i verksamheten som den individuella studieplanen främst används och det är där som behov av förändringar uppstår. Genom att rektorn har ett fortsatt stort ansvar för de individuella studieplanerna tydliggörs att studieplanen bör användas i utbildningssituationen.</P>
<P class="p792 ft20">231</P>
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<P class="p353 ft9">En konsekvens av att dela upp ansvaret för att å ena sidan upprätta och å andra sidan revidera studieplanen kan bli att det uppstår situationer där det är oklart vilken studieplan som gäller, t.ex. om det finns flera rektorer som har ansvar för att revidera samma studieplan. Utredningen anser att det är oundvikligt i ett system med en mycket flexibel vuxenutbildning, med olika utbildningsanordnare och skolformer, att alla situationer inte kan förutses och tas hänsyn till. Istället vill vi framhålla vikten av att de olika aktörerna strävar efter att samordna utbildningsinsatserna för den enskilde.</P>
<P class="p77 ft9">I vissa fall kan en revidering av studieplanen påverka kommunens bedömning av utbildningsbehovet på grundläggande nivå enligt utredningens förslag i avsnitt 8.4.5. Det kan t.ex. ske om utbildningsmålen ändras eller om nya stödbehov identifieras och utbildningen därför förväntas ta längre tid. Detta behöver då kommuniceras med den studerandes hemkommun för att kommunen ska kunna ta ställning till om det finns relevanta skäl för att ompröva ett tidigare yttrande till CSN om utbildnings- behovet.</P>
<P class="p408 ft28"><SPAN class="ft28">6.3</SPAN><SPAN class="ft69">Validering</SPAN></P>
<P class="p89 ft9">Validering är en kartläggning och ett erkännande av en individs kunskaper och kompetenser oavsett hur de har förvärvats. Enligt direktiven ska utredningen analysera tillgången till och kvaliteten på valideringsinsatser inom vuxenutbildningen och då främst inom komvux. Vid behov ska utredningen föreslå åtgärder för att förbättra tillgången till och kvaliteten på dessa insatser.</P>
<P class="p91 ft9">Utredningens uppdrag avser den validering som sker inom vuxenutbildningen. Vi ägnar dock också ett kort avsnitt åt bedömning av utländsk utbildning på gymnasie- och högskolenivå, då detta många gånger är relevant för de som studerar inom vuxenutbildningen. Eftersom validering är omdiskuterat och kan avse många olika insatser inleds avsnittet med en genomgång av begreppet validering.</P>
<P class="p793 ft20">232</P>
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<P class="p485 ft13"><SPAN class="ft13">6.3.1</SPAN><SPAN class="ft70">Bakgrund och reglering av validering</SPAN></P>
<P class="p520 ft13">Kort historik om validering</P>
<P class="p286 ft9">Begreppet validering introducerades i Sverige under mitten av <NOBR>1990-talet</NOBR> medan själva företeelsen att erkänna tidigare lärande och kunskaper har funnits länge. Validering är en mycket bred fråga som knyter an till flera politikområden – främst utbildning, arbets- marknad, näring och integration.</P>
<P class="p150 ft9">Genom åren har det funnits flera olika utredningar och försöks- verksamheter om validering.<SPAN class="ft36">63 </SPAN>Några återkommande frågor för de olika utredningarna har varit legitimitet för valideringen och ansvarsfördelningen mellan olika aktörer.</P>
<P class="p13 ft9">Valideringsverksamheten utvecklades i många kommuner under Kunskapslyftet <NOBR>1997–2002,</NOBR> då kommunerna fick ersättning för anordnad validering. Kunskapslyftskommittén föreslog att kommunerna skulle bli skyldiga att erbjuda alla intresserade rätt till validering.<SPAN class="ft36">64</SPAN></P>
<P class="p14 ft8">Utredningen om validering av vuxnas kunskap och kompetens<SPAN class="ft79">65 </SPAN>fick bl.a. i uppdrag att organisera och leda tre pilotprojekt i syfte att utveckla modeller och metoder för validering av utländsk yrkeskompetens på gymnasial nivå. I sitt slutbetänkande föreslog utredningen, i likhet med Kunskapslyftskommittén, en skyldighet för kommunerna att erbjuda validering.</P>
<P class="p14 ft10">I en departementsskrivelse från 2003 presenterade regeringen ett antal förslag till ställningstaganden i valideringsfrågan, bl.a. gällande definitionen av begreppet och syften med validering.<SPAN class="ft81">66 </SPAN>Validering beskrevs som en naturlig del av det flexibla lärandet och en naturlig del av vägledningen. Regeringen ansåg att utbildnings- väsendet och arbetsmarknaden borde dela ansvaret för validering.</P>
<P class="p14 ft9">Mellan 2004 och 2007 hade Valideringsdelegationen ett brett uppdrag att utveckla valideringen i Sverige och att lämna författningsförslag bl.a. om genomförande och dokumentation av validering.<SPAN class="ft36">67 </SPAN>Delegationen betonade i sin slutrapport vikten av att begreppet validering definierades i författningstext samt föreslog att en myndighet borde åläggas det övergripande ansvaret för en fortsatt utveckling av valideringen. Valideringsdelegationen</P>
<P class="p794 ft74"><SPAN class="ft56">63</SPAN><SPAN class="ft73">För en utförligare beskrivning av detta, se Valideringsdelegationen (2008).</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">64</SPAN><SPAN class="ft73">SOU 2000:28.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">65</SPAN><SPAN class="ft73">SOU 2001:78.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">66</SPAN><SPAN class="ft73">Ds 2003:23.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">67</SPAN><SPAN class="ft59">Valideringsdelegationen (2008).</SPAN></P>
<P class="p713 ft20">233</P>
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<P class="p300 ft9">presenterade ett övergripande ramverk för validering där man skiljde mellan fyra delprocesser: översiktlig kompetenskart- läggning, fördjupad kompetenskartläggning, kompetensbedömning för intyg samt kompetensbedömning för betyg, certifikat, licens m.m.<SPAN class="ft36">68</SPAN></P>
<P class="p180 ft9">Valideringsdelegationen fick även i tilläggsuppdrag att initiera och leda en pilotverksamhet avseende validering av minst 500 personers utländska yrkeskompetens.<SPAN class="ft36">69 </SPAN>Utgångspunkten skulle vara de metoder och modeller som utarbetats av företrädare för branscher och branschorganisationer i samarbete med Validerings- delegationen.</P>
<P class="p91 ft9">Sedan 2009 har Myndigheten för yrkeshögskolan uppdraget att stödja en nationell struktur för validering. Myndigheten har tolkat sitt uppdrag med en nationell struktur som att validering sker med god kvalitet och på ett för individen rättssäkert sätt.<SPAN class="ft36">70 </SPAN>Myndigheten för yrkeshögskolan har också ett övergripande ansvar för validering och ska verka samordnande i frågan.</P>
<P class="p468 ft29">Under <NOBR>2009–2011</NOBR> har Myndigheten för yrkeshögskolan ansvarat för en verksamhet för validering av utländsk yrkeskompetens för nyanlända invandrare <NOBR>(VINN-projektet).</NOBR> Arbetet har genomförts i samverkan med Arbetsförmedlingen enligt de modeller och metoder som utarbetats av centrala branschorganisationer. Totalt genomfördes 160 valideringar inom ramen för projektet. Slutrapporten visade på en hel del svårigheter, bl.a. med att validera kompetensen hos nyanlända med bristande språkkunskaper. Det rådde också brist på anpassade utbildningsinsatser för att tillvarata resultatet från valideringarna.<SPAN class="ft82">71</SPAN></P>
<P class="p795 ft9">Även internationellt har frågorna om livslångt lärande och validering rönt ett stort intresse, inte minst inom ramen för EU. Inom det europeiska samarbetet beslutades 2009 om Europeiska riktlinjer för validering.<SPAN class="ft36">72 </SPAN>I dessa riktlinjer betonas bland annat att validering ska vara frivilligt för den enskilde samt betydelsen av kvalitetssäkring av processer och metoder.</P>
<P class="p796 ft74"><SPAN class="ft56">68</SPAN><SPAN class="ft73">Valideringsdelegationen (2008).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">69</SPAN><SPAN class="ft73">Det ursprungliga uppdraget var 1 000 valideringar.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">70</SPAN><SPAN class="ft73">Myndigheten för yrkeshögskolan (2010).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">71</SPAN><SPAN class="ft73">Myndigheten för yrkeshögskolan (2012b).</SPAN></P>
<P class="p710 ft41"><SPAN class="ft56">72</SPAN><SPAN class="ft59">CEDEFOP (2009).</SPAN></P>
<P class="p431 ft20">234</P>
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<P class="p797 ft24">Definition av validering</P>
<P class="p798 ft9">Sedan 2003 finns en formell definition i Sverige för vad som avses med validering. Definitionen infördes i 2010 års skollag.</P>
<P class="p799 ft16">Med validering avses en process som innebär en strukturerad bedömning, värdering och dokumentation samt ett erkännande av kunskaper och kompetens som en person besitter oberoende av hur de förvärvats.<SPAN class="ft80">73</SPAN></P>
<P class="p85 ft8">I tidigare utredningar och skrivelser har mycket arbete ägnats åt att klargöra vilka insatser som avses med validering. En vanlig distinktion är att skilja mellan validering av reell kompetens och bedömning av utländsk utbildning. Validering av reell kompetens avser en individs faktiska kunskaper, färdigheter och förmågor. Bedömning av utländsk utbildning avser den formella dokumentationen av tidigare genomförd utbildning (slutbetyg, examensbevis o.d.) och genomförs av myndigheter och lärosäten.</P>
<P class="p331 ft9">Ett sätt att strukturera de insatser som benämns validering av reell kompetens inom vuxenutbildningen är att utgå ifrån individens syfte med valideringen. Tidigare har tre huvudsakliga syften med validering beskrivits:</P>
<P class="p800 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Att anpassa eller förkorta utbildningen för den enskilde.</SPAN></P>
<P class="p386 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Att hitta rätt nivå för utbildning.</SPAN></P>
<P class="p801 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Att dokumentera den enskildes kompetens inför anställning eller kompetensutveckling m.m.</SPAN><SPAN class="ft36">74</SPAN></P>
<P class="p802 ft9">Utifrån lagens definition av validering är det möjligt att göra en vid tolkning av begreppet validering. Även i förarbetena till den nya skollagen används en vid tolkning av begreppet, då det bl.a. beskrivs att validering kan ske som en inledande kartläggning i samband med vägledning.<SPAN class="ft36">75</SPAN></P>
<P class="p335 ft9">En snävare tolkning av validering presenteras i de nationella kriterier och riktlinjer för validering av reell kompetens som Myndigheten för yrkeshögskolan har tagit fram.<SPAN class="ft36">76 </SPAN>Enligt myndighetens kriterier och riktlinjer består validering inom ramen för den nationella strukturen för validering av kompetens-</P>
<P class="p803 ft74"><SPAN class="ft56">73</SPAN><SPAN class="ft73">20 kap. 32 §, 21 kap. 21 § samt 22 kap. 26 § skollagen.</SPAN></P>
<P class="p213 ft74"><SPAN class="ft56">74</SPAN><SPAN class="ft73">Valideringsdelegationen (2008), Ds 2003:23.</SPAN></P>
<P class="p213 ft74"><SPAN class="ft56">75</SPAN><SPAN class="ft73">Prop. 2009/10:165.</SPAN></P>
<P class="p764 ft41"><SPAN class="ft56">76</SPAN><SPAN class="ft59">Myndigheten för yrkeshögskolan (2012a).</SPAN></P>
<P class="p708 ft20">235</P>
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<P class="p53 ft9">kartläggning och kompetensbedömning. Beroende på individens förutsättningar och syftet med valideringen kan valideringen enligt Myndigheten för yrkeshögskolan resultera i ett kartläggnings- utlåtande, ett kompetensintyg eller ett kompetensbevis. Vägledning och inledande kompetenskartläggning betraktas däremot inte som validering utan som stödprocesser. I riktlinjerna ställs också krav på bl.a. metoder och dokumentation. Valideringen ska även genomföras opartiskt och avskilt från utbildnings- och arbetsgivar- intressen.</P>
<P class="p90 ft24">Aktörer som arbetar med validering av reell kompetens</P>
<P class="p89 ft9">Det finns ett antal aktörer som på olika sätt arbetar med validering av reell kompetens i Sverige. Myndigheten för yrkeshögskolan har beskrivit den nationella strukturen för validering<SPAN class="ft24">, </SPAN>se i figur 6.1 nedan.</P>
<P class="p804 ft127">Validering av reell kompetens</P>
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<P class="p79 ft41"><SPAN class="ft43">Källa</SPAN>: Urval från figur i Myndigheten för yrkeshögskolan (2012a).</P>
<P class="p32 ft20">236</P>
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<P class="p730 ft9">I den nationella strukturen för validering skiljs mellan validering inom utbildningssystemet och validering för arbetsmarknaden. Validering av reell kompetens för arbetsmarknaden sker av Arbetsförmedlingen, branschorganisationer och av behöriga myndigheter när det gäller reglerade yrken. Arbetsförmedlingen fungerar i huvudsak som beställarorganisation av validering från externa utförare. I etableringsplanen för nyanlända kan validering ingå som en del, vilket dock hittills har skett i begränsad utsträckning.<SPAN class="ft36">77</SPAN></P>
<P class="p331 ft9">Inom utbildningssystemet kan validering av reell kompetens ske inom samtliga skolformer i vuxenutbildningen. Validering för tillgodoräknande och behörighet kan också ske inom yrkeshög- skoleutbildningar och högskoleutbildningar. Det finns även möjlighet till validering inom studieförbund och på folkhögskolor.</P>
<P class="p554 ft13">Reglering av validering inom vuxenutbildningen</P>
<P class="p85 ft9">Utifrån vårt uppdrag fokuserar vi på den validering som sker inom vuxenutbildningen. Validering har varit ett centralt begrepp inom komvux sedan satsningen på Kunskapslyftet. Utgångspunkten är att vuxna många gånger har med sig kunskaper och kompetenser sedan tidigare. Genom att kartlägga och erkänna dessa kan utbildningen effektiviseras och anpassas efter individens behov och förutsättningar. Att validering används är därför viktigt både ur ett individ- och ur ett samhällsperspektiv.</P>
<P class="p331 ft9">Enligt skollagen kan en elev inom vuxenutbildningen få sin kunskap och sin kompetens validerade. Validering beskrivs som en möjlighet men är ingen generell rättighet för individen. Validering får ske inom ramen för alla kurser inom vuxenutbildningen och ska utgå från elevens behov och förutsättningar. I förordningen om vuxenutbildning anges att den som har genomgått validering ska kunna få ett intyg. Enligt förordningen behöver en elev som har genomgått validering för en del av en kurs inte delta i undervisningen när det gäller den delen av kursen. I komvux och sfi kan validering i en kurs också leda till en prövning, varefter betyg sätts. En prövning är kontrollerande och syftar till betygssättning medan validering är en utforskande process av vad eleven kan. Endast validering kan inte resultera i ett betyg från vuxen- utbildningen.</P>
<P class="p806 ft41"><SPAN class="ft40">77 </SPAN>Statskontoret (2012).</P>
<P class="p708 ft20">237</P>
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<P class="p353 ft9">Inom komvux och särvux kan validering även ske inom ramen för en orienteringskurs. Ett syfte med orienteringskurser är att ge tillfälle till validering. I orienteringskurser sätts inga betyg utan den som har genomgått kursen ska få ett intyg.</P>
<P class="p180 ft9">Därutöver kan validering ske i samband med vägledning. I vägledningen kan en kartläggning eller validering av den studerandes kunskaper ge underlag för en fortsatt studieplanering. Även här gäller att den som har genomgått validering ska kunna få ett intyg.</P>
<P class="p91 ft9">Före den 1 juli 2012 fanns ingen tydlig reglering av validering i styrdokumenten för vuxenutbildningen.</P>
<P class="p114 ft13">Bedömning av utländsk utbildning</P>
<P class="p93 ft9">Personer som invandrar till Sverige och som har en utländsk utbildning kan få den bedömd. Syftet med bedömningen kan antingen vara att söka vidare studier eller arbete. Bedömning av utländsk utbildning är en viktig del i erkännandet av tidigare lärande. Till skillnad från validering av reell kompetens utgår bedömningen från dokumenterade tidigare utbildningar, t.ex. i form av examensbevis. Bedömningen kan tydliggöra eventuella behov av att komplettera de tidigare studierna. Inte minst är det relevant för studerande med hög tidigare utbildning, vars situation utredningen särskilt analyserar (se avsnitt 5.5).</P>
<P class="p468 ft8">Ansvaret för att bedöma utländsk utbildning har tidigare delats mellan flera statliga myndigheter beroende på syftet med bedömningen och utbildningens nivå i utbildningssystemet. Främst har Högskoleverket, Verket för högskoleservice (VHS) och Myndigheten för yrkeshögskolan ansvarat för bedömningarna.</P>
<P class="p107 ft9">Sedan den 1 januari 2013 har bedömningen av utländsk utbildning samlats under den nyinrättade myndigheten Universitets- och högskolerådet. Syftet med att samla all bedöm- ning av utländsk utbildning till en myndighet var att skapa en mer sammanhängande valideringskedja samt att underlätta för individen.<SPAN class="ft36">78 </SPAN>Universitets- och högskolerådet ansvarar för bedöm- ning av utländska utbildningar på gymnasial och eftergymnasial nivå enligt vad regeringen beslutar och för tillämpningen i Sverige</P>
<P class="p283 ft41"><SPAN class="ft40">78 </SPAN>Prop. 2012/13:1.</P>
<P class="p431 ft20">238</P>
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<P class="p807 ft9">av EU:s direktiv och konventioner om erkännande av utländska utbildningar.<SPAN class="ft36">79</SPAN></P>
<P class="p432 ft26">I budgetpropositionen för 2013 anges att resurserna förstärks för bedömningsverksamheten i syfte att korta ledtiderna och att kunna möta en ökad ärendeinströmning.<SPAN class="ft119">80 </SPAN>Regeringen har även för avsikt att analysera hur bedömningsverksamheten fungerar. En del i det arbetet är att utvärdera effekten av bedömningen av utländsk examen både ur ett individ- och ett arbetsgivarperspektiv.</P>
<P class="p292 ft13"><SPAN class="ft13">6.3.2</SPAN><SPAN class="ft70">Tillgång till valideringsinsatser för vuxenstuderande</SPAN></P>
<P class="p286 ft9">Den vida definitionen av validering medför svårigheter att fastställa i vilken utsträckning de vuxenstuderande har tillgång till valideringsinsatser. Det saknas i stor utsträckning uppgifter på nationell nivå om validering inom vuxenutbildningen. En bidrag- ande orsak är sannolikt att det är svårt att systematiskt följa upp validering. Skolverket samlar dock in vissa uppgifter på nationell nivå om valideringsinsatser inom komvux, främst i samband med uppföljningen av satsningen på yrkesvux. Utredningen har också ställt frågor om validering under kommunbesöken och i den kommunenkät som skickades ut våren 2012.</P>
<P class="p287 ft13">Nationella uppgifter om tillgång till validering i komvux</P>
<P class="p118 ft9">Validering inom vuxenutbildningen har följts upp vid upprepade tillfällen sedan begreppet introducerades i Sverige under mitten av <NOBR>1990-talet.</NOBR> Exempelvis kan nämnas en kartläggning 2001, där två tredjedelar av kommunerna angav att de hade arbetat med validering inom komvux hösten 2000.<SPAN class="ft36">81 </SPAN>En enkätundersökning som valideringsdelegationen genomförde inom ramen för sitt arbete <NOBR>2004–2007</NOBR> visade att över 90 procent av kommunerna tillhandahöll validering inom ramen för komvux.<SPAN class="ft36">82</SPAN></P>
<P class="p97 ft29">På senare år har Skolverket följt upp validering i uppföljningen av yrkesvux <NOBR>2009–2013.</NOBR> <NOBR>Yrkesvux-satsningen</NOBR> omfattar yrkeskurser på gymnasial nivå inom komvux och särvux samt vissa teoretiska kurser på gymnasial nivå inom komvux. Ett villkor för att få</P>
<P class="p480 ft74"><SPAN class="ft56">79</SPAN><SPAN class="ft73">Förordning (2012:811) med instruktion för Universitets- och högskolerådet.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">80</SPAN><SPAN class="ft73">Prop. 2012/13:1.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">81</SPAN><SPAN class="ft73">SOU 2001:78.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">82</SPAN><SPAN class="ft59">Valideringsdelegationen (2008).</SPAN></P>
<P class="p713 ft20">239</P>
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<P class="p326 ft9">statsbidraget är att kommunen erbjuder möjlighet till validering.<SPAN class="ft36">83 </SPAN>Den sjätte delrapporten från Skolverket visar att nio av tio kommuner inom yrkesvux använde validering i den verksamhet som bedrevs hösten 2011.<SPAN class="ft36">84 </SPAN>Framför allt var det vanligt med validering inom omvårdnadsområdet. Totalt angav 88 procent av kommunerna att de hade genomfört validering inom omvårdnads- området. Näst vanligast var validering inom teoretiska ämnen: matematik, engelska och svenska/svenska som andraspråk. Knappt fyra av tio kommuner angav att validering hade genomförts i dessa ämnen.</P>
<P class="p77 ft9">Skolverket har i sin uppföljning skiljt mellan olika former av validering. Kommunerna har angett om, och i så fall i vilken form, validering har skett. Flest kommuner angav att validering gjordes i form av en kartläggning. Det var också vanligt med validering som ledde till förkortad studietid. Validering som ledde till en prövning och dokumentation i form av betyg förekom främst inom omvårdnadsområdet och på teoretiska kurser. Validering som dokumenterades i form av ett intyg var ovanligt förutom inom omvårdnadsområdet.</P>
<P class="p468 ft8">Skolverket samlar också in statistiska uppgifter om validering men dessa publiceras inte i den officiella statistiken. Enligt en bearbetning av statistiken som Skolverket har gjort åt utredningen är det ovanligt att validering i komvux genomförs och rapporteras in till den nationella statistiken. År 2011 var det knappt en (1) procent av kursdeltagarna som slutförde en kurs på gymnasial nivå som fick sin kompetens validerad.<SPAN class="ft79">85 </SPAN>På grundläggande nivå var andelen ännu lägre. Enligt Skolverket är uppgifterna av osäker kvalitet och underskattar förekomsten av validering. Det kan ändå noteras att den kurs där flest kursdeltagare fick sin kompetens validerad 2011 var omvårdnad på gymnasial nivå (1 338 kursdeltagare). På grundläggande nivå var det flest kursdeltagare</P>
<P class="p808 ft74"><SPAN class="ft40">83 </SPAN>Förordning om statsbidrag för yrkesinriktad och viss teoretisk vuxenutbildning på gymnasial nivå. Enligt förordningen ska kommunen erbjuda en möjlighet till strukturerad bedömning, värdering och dokumentation av en deltagares tidigare förvärvade kunskaper och kompetens. Kommunen ska även tillvarata deltagarens tidigare kunskaper och kompetenser vid planering och genomförande av utbildningen.</P>
<P class="p459 ft74"><SPAN class="ft40">84 </SPAN>Skolverket (2012d). Skolverkets enkät besvarade av totalt 269 kommuner/kommuner i samverkan.</P>
<P class="p459 ft58"><SPAN class="ft40">85 </SPAN>Validering definieras i insamlingen som att ”kursdeltagarens kompetens i kursen har validerats. Ingen prövning har gjorts. Intyg kan ha givits.” Antingen rapporteras att kompetensen har validerats eller inte. Det framgår därmed inte om den studerande har genomgått validering för en del av en kurs.</P>
<P class="p700 ft20">240</P>
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<P class="p730 ft9">som fick sin kompetens validerade i svenska som andraspråk (66 kursdeltagare).</P>
<P class="p791 ft13">Erfarenheter från utredningens kommunbesök och enkät</P>
<P class="p809 ft9">Utredningen har under sina kommunbesök frågat om hur kommunen arbetar med validering inom vuxenutbildningen. Frågan har ofta besvarats med en motfråga om vad som avses med validering. Erfarenheten från dessa besök är att validering i många fall är ett dåligt samvete i kommunerna och ett område där man upplever att man ”borde göra mer”.</P>
<P class="p331 ft9">Under de kommunbesök som utredningen har genomfört har flera olika former av validering berörts. Kommunföreträdare har framför allt beskrivit att validering sker i form av nivåtester och en inledande kartläggning av förkunskaper hos de studerande. I några kommuner genomförs nivåtester både centralt av vägledare och av lärare hos utbildningsanordnare. I andra fall kan det ske hos en av dessa.</P>
<P class="p72 ft9">Utredningens enkät bekräftar bilden av att det är relativt vanligt att nivåtester används inom komvux. I enkäten anger över åtta av tio kommuner att nivåtester kan genomföras i samband med undervisningen för att bedöma den studerandes förkunskaper. I en tredjedel av kommunerna genomför lärare alltid diagnostiska prov i samband med undervisningen. Omkring hälften av kommunerna anger att nivåtester kan genomföras i samband med vägledning och en av tio kommuner anger att diagnostiska prov alltid genomförs i detta sammanhang. Diagnostiska prov i samband med vägledningen är enligt enkäten vanligare i kommuner med fler än 50 000 invånare än i mindre kommuner.</P>
<P class="p357 ft12">Nivåtester används ungefär lika ofta i de vanligaste kurserna på grundläggande nivå. En något högre andel har dock angett att nivåtester används i engelska jämfört med övriga ämnen.</P>
<P class="p810 ft20">241</P>
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<P class="p4 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 3).</P>
<P class="p811 ft9">Validering av yrkeskunskaper används främst inom omvårdnads- området enligt de kommuner som utredningen har haft kontakt med. Det genomgående intrycket är att validering fungerar bäst inom omvårdnadsområdet. I några kommuner genomfördes även valideringar inom andra yrkesområden, t.ex. barn- och fritid och handel.</P>
<P class="p482 ft9">Andra former av validering som har diskuterats under utredningens kommunbesök är ett validerande förhållningssätt hos pedagogerna och validering inom ramen för en kurs.</P>
<P class="p812 ft13"><SPAN class="ft13">6.3.3</SPAN><SPAN class="ft70">Svårigheter med att använda validering inom vuxenutbildningen</SPAN></P>
<P class="p368 ft9">Utredningen har uppmärksammat vissa problem när det gäller användning av validering inom vuxenutbildningen. Dessa problem redovisas i följande avsnitt. En utgångspunkt har varit utredningens övergripande uppdrag att effektivisera utbildningen för de studerande.</P>
<P class="p484 ft13">Begreppet är diffust</P>
<P class="p537 ft9">Validering är ett positivt laddat begrepp. På en övergripande nivå råder konsensus om att erkännande av tidigare lärande och förvärvade kunskaper är värdefullt både för individen och för samhället. Inte minst när det gäller integrationen av nyanlända invandrare beskrivs validering ofta som ett viktigt verktyg.</P>
<P class="p484 ft20">242</P>
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<P class="p813 ft10">En återkommande synpunkt i diskussionen om validering är samtidigt att begreppet validering är diffust. Validering finns numera definierat i skollagen men fortfarande finns det en rad olika sätt att beskriva validering. Olika benämningar som förekommer är bl.a. kompetenskartläggning, kompetensbedömning och inledande kartläggning. Myndigheten för yrkeshögskolan presenterade 2012 nationella riktlinjer för validering av reell kompetens inom ramen för den nationella strukturen för validering. Enligt de riktlinjerna ska ett antal krav vara uppfyllda, bl.a. avseende kvalitetssäkring av processen. Av utredningens samtal med kommuner framkommer en vidare tolkning av begreppet validering.</P>
<P class="p297 ft9">Utredningen konstaterar att det ofta råder en osäkerhet hos företrädare för komvux om vad som är att definiera som validering. Mot bakgrund av de förväntningar som finns från statligt håll på validering är det problematiskt att begreppet ger upphov till osäkerhet. Enligt utredningens bedömning försvårar det för kommunerna i arbetet med validering när det gäller att sätta upp mål och att följa upp de valideringsinsatser som sker.</P>
<P class="p112 ft13">Resultatet från valideringen kommer inte alltid till användning</P>
<P class="p121 ft9">En återkommande synpunkt är att det ofta är svårt att tillvarata resultatet från en validering. Flera av de kommunföreträdare som utredningen har träffat har lyft fram detta som en bidragande orsak till att validering inte används i högre utsträckning.</P>
<P class="p174 ft9">I bästa fall kan en validering av tidigare kunskaper leda till att studietiden för den enskilde förkortas. Det innebär fördelar för den studerande, bl.a. genom att han eller hon snabbare kan fortsätta till andra studier eller arbetslivet. För kommunen är den främsta fördelen att utbildningsinsatsen förkortas.</P>
<P class="p14 ft10">Detta ställer dock krav på en flexibel organisering av utbild- ningen som medger att studietiden faktiskt förkortas. I samband med utredningens kommunbesök har vi sett att nivåtester ofta används för att placera den studerande på rätt nivå (grundläggande eller gymnasial) eller ibland rätt delkurs. Användningen är dock ofta begränsad till en första grov indelning. I några kommuner är det enligt företrädarna möjligt att få en kortare studietid, bland annat genom att den studerande kan fokusera på de moment som han eller hon saknar. Resultatet kan också fungera som ett underlag för läraren i undervisningen även om det inte resulterar i en</P>
<P class="p780 ft20">243</P>
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<P class="p300 ft9">förkortad studietid. I många kommuner förefaller dock inte resultatet från en validering komma till användning.</P>
<P class="p181 ft9">Ett annat problem som ofta nämns är att arbetsgivare inte accepterar intygen från validering. Validering av yrkeskunskaper används i många kommuner inom omvårdnadsområdet men är mer ovanligt inom andra branscher. För att en validering ska vara meningsfull krävs att valideringsintyget har legitimitet hos mot- tagaren, företrädesvis branschen, arbetsgivaren eller utbildnings- anordnaren. Det är också viktigt att validering används för flera olika målgrupper, både de som står långt ifrån arbetsmarknaden och de som står närmare, för att verktyget ska få legitimitet.</P>
<P class="p92 ft13">Validering kan vara kostsamt</P>
<P class="p93 ft9">Den ekonomiska kostnaden för en validering uppges också vara ett hinder enligt vissa av de kommunföreträdare som utredningen har träffat. Framför allt validering av yrkeskunskaper beskrivs som mycket kostsamt. Som exempel kan nämnas att de valideringar som genomfördes inom ramen för <NOBR>VINN-projektet</NOBR> i snitt kostade drygt 15 000 kronor per validering. Enligt Myndigheten för yrkeshögskolan berodde den relativt höga kostnaden bl.a. på administrationskostnader och på att tolk använts i merparten av valideringarna.<SPAN class="ft36">86</SPAN></P>
<P class="p92 ft13">Sporadisk uppföljning av insatserna</P>
<P class="p80 ft26">En följd av att begreppet validering kan avse flera olika insatser är att det blir svårt att följa upp de valideringsinsatser som sker. Det saknas i stor utsträckning information på nationell nivå om använd- ningen av validering inom vuxenutbildningen. Uppföljningen har skett ad hoc, vilket försvårar jämförelser över tid. Uppföljning av validering är enligt utredningens bedömning av betydelse för att synliggöra validering och därmed bidra till en ökad användning.</P>
<P class="p814 ft41"><SPAN class="ft40">86 </SPAN>Myndigheten för yrkeshögskolan (2012b).</P>
<P class="p431 ft20">244</P>
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<P class="p51 ft13">Bedömning av utländsk utbildning kan ta tid</P>
<P class="p99 ft9">Utredningens erfarenheter från kommunbesök är att studie- och yrkesvägledare inom komvux i regel informerar de studerande om möjligheten att få sin utländska utbildning bedömd. Det före- kommer också att vägledarna hjälper till med att skicka in en ansökan om bedömning. Skolinspektionen och Skolverket har i sina rapporter om komvux på grundläggande nivå också noterat att vägledarna ofta har denna funktion.<SPAN class="ft36">87</SPAN></P>
<P class="p97 ft8">I vissa fall har synpunkter framförts till utredningen om att bedömningen av utländsk utbildning kan ta lång tid, vilket kan få till följd att studerande läser kurser som de egentligen inte behöver i väntan på bedömningen. Även vissa studerande som utredningen har träffat har berättat om negativa erfarenheter av, och en frustration över, långa väntetider. Riksrevisionens granskning av Högskoleverkets handläggningstider <NOBR>2009–2010</NOBR> visade att det i genomsnitt tog 4,9 månader att få ett utlåtande om utländsk högskoleutbildning. Riksrevisionen pekade i sin granskning också på att det fanns brister i den information som de sökande fick.<SPAN class="ft79">88</SPAN></P>
<P class="p578 ft13"><SPAN class="ft13">6.3.4</SPAN><SPAN class="ft70">Utredningens bedömning om validering</SPAN></P>
<P class="p588 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>För att öka användningen av valideringsinsatser är det avgörande att resultatet från dessa insatser kan tillvaratas. Om studietiden kan förkortas finns incitament både för den studerande och för kommunen att genomföra validering.</P>
<P class="p815 ft9">Flera av de förslag som utredningen lämnar i andra avsnitt förväntas få positiva effekter för användningen av validering, bl.a. förslagen om nationella delkurser och om tydligare krav att erbjuda vägledning. Det är främst genom att tydliggöra nyttan med validering som användningen kommer att öka.</P>
<P class="p816 ft9">Därutöver är det viktigt att valideringsinsatser följs upp och synliggörs på ett systematiskt sätt. I utredningens förslag om att förbättra den nationella statistiken nämns uppföljning av validering som ett utvecklingsområde.</P>
<P class="p817 ft74"><SPAN class="ft56">87</SPAN><SPAN class="ft73">Skolverket (2012b), Skolinspektionen (2012a).</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">88</SPAN><SPAN class="ft59">Riksrevisionen (2011).</SPAN></P>
<P class="p713 ft20">245</P>
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<P class="p88 ft13">Validering av reell kompetens för att effektivisera studierna</P>
<P class="p319 ft24">Det saknas en gemensam förståelse av begreppet validering</P>
<P class="p80 ft8">Trots att validering definieras i skollagen saknas enligt vår bedömning en gemensam förståelse av begreppet. Utredningen har noterat att validering inom vuxenutbildningen i praktiken tolkas som ett flertal olika insatser. Kommunföreträdare som utredningen har träffat har beskrivit hur kommunen arbetar med validering av yrkeskompetens, främst inom omvårdnadsområdet, men också att man genomför olika former av nivåbedömningar inför studier samt att pedagogerna har ett validerande förhållningssätt i sitt arbete. Många vi har träffat har uttryckt en osäkerhet om vad validering är.</P>
<P class="p290 ft8">Utredningen bedömer att det är problematiskt att validering som begrepp ger upphov till osäkerhet. Frågan om vad som är att definiera som validering tar mycket utrymme i sammanhang där validering diskuteras. I flera tidigare utredningar har betydande möda lagts ner på att försöka klargöra begreppet. Myndigheten för yrkeshögskolan presenterade 2012 kriterier och riktlinjer för validering av reell kompetens, som ger en mer preciserad definition av vad som ska avses med validering inom den nationella strukturen.<SPAN class="ft79">89 </SPAN>Inom vuxenutbildningen används begreppet validering dock i en vidare bemärkelse. Mot bakgrund av den nyligen införda definitionen i skollagen, och det omfattande arbete som redan har lagts ner på att tydliggöra begreppet, bedömer utredningen att det inte är lämpligt för oss att ytterligare försöka precisera vad som ska avses med validering.</P>
<P class="p284 ft24">Ett skärpt krav är inte lämpligt</P>
<P class="p115 ft29">Utredningen har övervägt att förstärka individens rätt till validering inom vuxenutbildningen. En skärpning i skollagen, från att eleven <SPAN class="ft48">kan </SPAN>till att eleven <SPAN class="ft48">bör </SPAN>få sin kunskap och kompetens validerad, skulle innebära ett tydligare krav på kommunerna att verkligen tillhandahålla valideringsinsatser. I sin slutrapport föreslog Valideringsdelegationen att en motsvarande skrivning skulle införas i den dåvarande förordningen om kommunal vuxenutbildning.<SPAN class="ft82">90</SPAN></P>
<P class="p524 ft74"><SPAN class="ft56">89</SPAN><SPAN class="ft73">Myndigheten för yrkeshögskolan (2012a).</SPAN></P>
<P class="p710 ft41"><SPAN class="ft56">90</SPAN><SPAN class="ft59">Valideringsdelegationen (2008).</SPAN></P>
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<P class="p818 ft9">Utredningen ser dock flera problem med en skärpt skrivning. Ett grundläggande problem är att det fortfarande inte finns en gemensam förståelse för begreppet validering. Utifrån den vida förståelsen av begreppet är det enligt utredningen inte lämpligt att ytterligare skärpa kravet på kommunerna, då det inte skulle vara tydligt på vilket sätt de förväntades erbjuda validering.</P>
<P class="p14 ft8">Ett annat problem är kostnadseffektiviteten i ett sådant förslag. Samtidigt som valideringsinsatser på sikt rimligen medför minskade kostnader både för kommun och stat, bl.a. i form av lägre kostnader för utbildning och studiemedel, finns det en direkt kostnad för att genomföra valideringsinsatsen. Det gäller inte minst validering av yrkeskompetens. Från statligt håll behöver man prioritera var resurserna för validering av yrkeskompetens gör mest nytta. En fördel med att t.ex. Arbetsförmedlingen genomför validering av yrkeskompetenser för arbetsmarknaden är sannolikt en tydligare koppling till branschkrav och en närmare kontakt med arbetsgivare, vilket kan bidra till en ökad legitimitet för de intyg som utfärdas. Flera av de kommunföreträdare som utredningen har träffat har beskrivit att det är ett problem att arbetsgivare inte accepterar intyg från en validering inom vuxenutbildningen. Utifrån ett sådant synsätt är det enligt utredningen inte självklart att ett skärpt krav på validering inom vuxenutbildningen är det mest kostnadseffektiva alternativet. Utredningen vill samtidigt framhålla att validering av yrkeskunskaper självklart har en viktig roll även inom vuxenutbildningen. Vuxenutbildningen kan också med fördel bistå med kompletterande utbildningsinsatser för individer som har fått sina kunskaper och kompetenser validerade av andra aktörer.</P>
<P class="p819 ft29">Ett krav på validering kan också indikera att mer validering alltid är bättre. Utredningen vill betona att validering enbart är en av flera insatser inom vuxenutbildningen. Samtidigt som validering kan effektivisera utbildningen för vissa studerande finns det andra situationer där validering inte är relevant. Alla vuxna människor har kunskaper och kompetenser sedan tidigare men i en del fall kommer dessa kunskaper inte att vara relevanta för att den studerande ska uppnå sina utbildningsmål. Valideringens utformning bör enligt utredningen anpassas efter den individ som ska få sina kunskaper validerade och omfattningen av validerings- insatserna behöver avgöras från individ till individ. Utredningen bedömer att ett förtydligat krav på validering kan signalera att validering alltid bör användas, istället för att insatserna används vid</P>
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<P class="p53 ft9">de tillfällen och i den omfattning som det bedöms relevant för den studerandes utbildningsmål.</P>
<P class="p114 ft24">Validering bör leda till förkortade studietider</P>
<P class="p80 ft8">Utredningen anser att en nyckelfråga för att öka användningen av validering inom vuxenutbildningen är att resultatet från insatserna verkligen kommer till användning. Den aspekt av validering som vi vill trycka särskilt på är validering som ett sätt att förkorta studietiderna. Kommunenkäten visar att många kommuner genomför någon form av inledande kartläggning av de studerandes förkunskaper, bl.a. med hjälp av nivåtester. En sådan bedömning kan i en del kommuner leda till att den studerande kan placeras på rätt delkurs eller rätt utbildningsnivå, t.ex. genom att gå direkt från sfi till studier i svenska som andraspråk på gymnasial nivå. I flera kommuner saknas dock möjlighet att tillvarata resultatet av en validering genom att faktiskt förkorta studietiden för den studerande. Om kursstart och kursslut är lika för alla, oavsett om en studerande har kunskaper motsvarande delar av kursen, kommer en validering av de kunskaperna inte att medföra att studierna påskyndas. Detsamma gäller om man tillämpar den s.k. progressionstrappan där de olika utbildningarna och stegen alltid ska läsas i en viss förutbestämd ordning. Flera kommunföreträdare har uttryckt att en anledning till att validering inte används i högre utsträckning är just att man inte har möjlighet att förkorta studietiderna.</P>
<P class="p821 ft8">Istället för en skärpt reglering bedömer utredningen därför att det finns skäl att öka incitamenten att använda validering som en del av utbildningen. Utredningen anser att kommunernas organisering av utbildningsinsatserna är en mycket viktig fråga för att validering ska leda till effektivare studier för den studerande. Under utredningens besök har det framkommit flera exempel på kommuner som använder resultatet av en validering för att effek- tivisera studierna för den enskilde. Vi har också sett exempel på att utbildningsanordnare kan få betalt per verksamhetspoäng, oavsett om den studerande har deltagit i utbildningen eller fått sin kunskap validerad, vilket ger ett tydligt incitament för utbildnings- anordnaren att tillvarata den studerandes förkunskaper.</P>
<P class="p317 ft9">Utredningen bedömer att flera av de förslag som presenteras i betänkandet kan bidra till att valideringsinsatser i högre grad leder</P>
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<P class="p48 ft9">till en förkortad studietid. Ett sådant förslag är uppdraget till Skolverket om att inrätta nationella delkurser för kurser på grund- läggande nivå. Med ett delkurssystem tydliggörs att den studerande bara ska läsa de delkurser som han eller hon behöver. Utredningen har sett flera exempel på hur delkurser kan möjliggöra en förkortad studietid för en studerande.</P>
<P class="p601 ft10">Förslaget om en förtydligad skyldighet att erbjuda vägledning i samband med studier på grundläggande nivå inom komvux och särvux samt inom sfi förväntas också bidra till att validerings- insatser används i större utsträckning. I normalfallet ingår en kartläggning av den studerandes förkunskaper i samband med en inledande vägledning och upprättandet av en individuell studieplan. Genom att understryka betydelsen av att vägledning ges kan förkunskaper hos den enskildes uppmärksammas. Det ger också möjlighet till en noggrann nivåbestämning så att den studerande kan påbörja studierna på rätt nivå. Utredningens förslag att kommunerna ska bedöma och yttra sig över den studerandes utbildningsbehov, och att denna bedömning ska ligga till grund för antalet veckor med studiemedel på grundläggande nivå, kan också ge ökad tyngd åt kommunens arbete med att bedöma och tillvarata den studerandes förkunskaper eftersom denna bedömning får direkta konsekvenser för den studerandes rätt till studiemedel.</P>
<P class="p822 ft8">Därutöver bedömer vi att förslaget om att ge Skolverket i uppdrag att ta fram ett kommentarmaterial om orienteringskurser också kan öka användningen av validering inom vuxenutbildningen. Kommunerna skulle oftare än i dag kunna använda orienterings- kurser som ett sätt att genomföra validering och möjliggöra att resultatet tillvaratas. En fördel med att använda orienteringskurser på detta sätt är att studieplaneringen kan utgå från resultatet från valideringsinsatserna. För den studerande är det också en fördel att han eller hon kan få studiemedel under tiden som valideringen genomförs. I de fall där en mer omfattande validering genomförs kan studiemedel vara en förutsättning för att den studerande ska ha ekonomiska möjligheter att delta.</P>
<P class="p297 ft9">I några fall har utredningen fått synpunkter om att kommunen kan ha en högre kostnad för en valideringsinsats än för att låta den studerande genomgå hela utbildningen. Ur ett vidare samhälls- perspektiv och ur individens perspektiv är det dock ett slöseri med resurser att avsiktligt avstå från att validera tidigare kunskaper som är relevanta för den enskildes utbildningsmål, i de fall där detta kan medföra en förkortad studietid.</P>
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<P class="p823 ft13">Uppföljning av valideringsinsatser ger ökad kunskap och motivation</P>
<P class="p378 ft9">Det finns ingen samlad nationell bild av valideringsinsatserna inom vuxenutbildningen. Utredningen anser att det är angeläget att systematiskt följa upp och synliggöra valideringsinsatserna, dels för att öka användningen av insatserna, dels för att öka kunskapen om hur och i vilken omfattning validering används.</P>
<P class="p107 ft8">Statskontoret har nyligen fått i uppdrag att kartlägga och bedöma valideringsinsatserna för utrikes födda samt att föreslå vilken eller vilka myndigheter som bör ha huvudansvaret för att vidareutveckla arbetet med valideringsinsatser för utrikes födda.<SPAN class="ft79">91 </SPAN>Utredningen anser att det är positivt att regeringen initierar en kartläggning. Samtidigt kvarstår problemet med att validering många gånger följs upp ad hoc, vilket gör det svårt att följa utvecklingen inom området över tid. Utredningen ser också en risk med att enbart fokusera på valideringsinsatser av utrikes föddas kompetens, då det kan försvaga legitimiteten för validering. Vi vill därför understryka vikten av att valideringsinsatser används även för andra grupper än utrikes födda och nyanlända, samt att dessa insatser också följs upp och vidareutvecklas. Det är önskvärt att med avstamp i Statskontorets kartläggning initiera en åter- kommande uppföljning av valideringsinsatser. Ett sådant uppdrag kan lämpligen ges till den eller de myndigheter som ges huvud- ansvaret för vidareutveckling och genomförande av validerings- insatser för utrikes födda.</P>
<P class="p613 ft10">Validering på kurser inom vuxenutbildningen kan också följas upp på ett tydligare sätt än vad som sker i dag. Uppgifter om validering inom komvux ingår i Skolverkets nationella statistik. För varje kursdeltagare som har slutfört en kurs ska kommunerna rapportera om kursdeltagarens kompetens har validerats. I dag bedöms uppgifterna om validering dock vara underskattade och de publiceras därför inte av Skolverket. Inga uppgifter samlas heller in om validering i sfi. Utredningen bedömer att Skolverket bör se över möjligheterna att öka kvaliteten på uppgifterna om validering</P>
<P class="p661 ft74"><SPAN class="ft40">91 </SPAN>Regeringen (2012b). Kartläggningen ska omfatta deltagande i branschvalidering samt validering inom Arbetsförmedlingen och vuxenutbildningen. Inom ramen för uppdraget ska Statskontoret även kartlägga och bedöma effektiva metoder för att i ett tidigt skede validera utrikes föddas kompetens samt föreslå vilken eller vilka myndigheter som bör ha huvudansvaret för att vidareutveckla arbetet med valideringsinsatser för utrikes födda. Uppdraget ska redovisas senast den 31 maj 2013.</P>
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<P class="p48 ft9">och att låta dessa uppgifter ingå vid publicering. Detta bör därför ingå i det uppdrag som vi föreslår ska ges till Skolverket om att se över den nationella statistiken när det gäller komvux (se avsnitt 4.1.2). Uppgifter om validering inom komvux kan då bidra till en ökad kunskap om t.ex. inom vilka kurser validering sker och för vilka studerandegrupper som insatserna främst används. Det blir också möjligt att följa utvecklingen över tid.</P>
<P class="p112 ft13">Bedömningen av utländsk utbildning bör förbättras</P>
<P class="p118 ft8">Utredningen är positiv till att regeringen har vidtagit flera steg för att förbättra bedömningen av utländsk utbildning. Ett samlat ansvar för bedömning av utländsk utbildning hos i huvudsak en myndighet, det nybildade Universitets- och högskolerådet, under- lättar för de personer som ska ansöka om en bedömning att veta var de ska vända sig. I kombination med den resursförstärkning för bedömningsverksamheten som aviserades i budgetpropositionen för 2013 ges förhoppningsvis också bättre förutsättningar för en mer effektiv och rättssäker handläggning av ärendena.<SPAN class="ft79">92 </SPAN>Därutöver är det välkommet att effekten av bedömning av utländsk utbildning ska utvärderas. Eftersom Universitets- och högskolerådet är en nybildad myndighet bedömer utredningen att ytterligare förbättringsåtgärder inom detta område inte bör vidtas förrän effekterna av förändringen har kunnat utvärderas.</P>
<P class="p474 ft8">Förutom handläggningstiderna kan tidpunkten för när den enskilde skickar in sin ansökan vara av betydelse för att effektivisera studierna. Det är olyckligt om studerande läser kurser som de inte behöver i väntan på ett resultat från bedömningen av deras tidigare utbildning. Det är en situation som i normalfallet inte ska behöva uppstå. En bedömning av tidigare dokumenterad utbildning kan ofta ske redan medan den studerande läser sfi eller ännu tidigare, förutsatt att utbildningen finns dokumenterad. I vissa fall kan det vara möjligt för den studerande att få dokumentation skickad till sig från sitt tidigare hemland. Bl.a. Arbetsförmedlingen har ett ansvar att informera nyanlända invandrare om detta, i de fall de omfattas av lagen om etablerings- insatser för vissa nyanlända invandrare. Studie- och yrkesväg- ledningen inom vuxenutbildningen har också en viktig roll i att informera de studerande om möjligheterna till en bedömning av</P>
<P class="p824 ft41"><SPAN class="ft40">92 </SPAN>Prop. 2012/13:1.</P>
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<P class="p124 ft9">utländsk utbildning, något som bör göras i ett tidigt skede. Detta kan underlättas av att studie- och yrkesvägledning enligt de nya styrdokumenten även ska erbjudas studerande inom sfi.</P>
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<P class="p826 ft68"><SPAN class="ft7">7</SPAN><SPAN class="ft67">Den ekonomiska situationen för studerande i komvux</SPAN></P>
<P class="p827 ft28"><SPAN class="ft28">7.1</SPAN><SPAN class="ft69">Undersökningen</SPAN></P>
<P class="p567 ft9">Utredningen har kartlagt den ekonomiska situationen och försörj- ningen för studerande på grundläggande respektive gymnasial nivå inom komvux. Uppgifterna har inhämtats från Statistiska centralbyrån (SCB). Underlaget bygger på uppgifter om sammanlagt 193 068 studerande och avser inkomst- och studieåret 2010.</P>
<P class="p335 ft9">Den ekonomiska situationen presenteras dels genom en redovisning av inkomsterna i kronor, dels genom en redovisning av vilken typ av försörjningskällor inkomsterna kommer från.</P>
<P class="p540 ft9">Utredningens uppdrag har varit att kartlägga den ekonomiska situationen inklusive försörjningen för de studerande. Vår tolkning är att det framför allt är försörjningen under studierna som avses. Ett problem med att kartlägga inkomster och försörjning under studierna är att registeruppgifter över inkomster enbart finns att tillgå per kalenderår. En person som t.ex. studerar under en del av ett år kan ha en inkomst- och försörjningssituation under studietiden och en annan under årets övriga tid. För att i någon mån hantera detta problem har vi valt att dela in de studerande i grupper efter omfattningen på studierna. Antalet verksamhets- poäng används som mått på studiernas omfattning.</P>
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<P class="p529 ft10">Heltidsstudier motsvaras av minst 20 verksamhetspoäng per vecka. En studerande som har varit registrerad på 800 verksamhetspoäng eller mer under ett år kan därför antas ha bedrivit sina studier mestadels på heltid. En studerande som har läst kurser i intervallet <NOBR>400–799</NOBR> verksamhetspoäng kan ha studerat på deltid hela året eller t.ex. på heltid halva året och på deltid halva. Den som har varit registrerad på mindre än 400 verksamhetspoäng kan ha läst på deltid eller kan högst ha studerat på heltid i 19 veckor.</P>
<P class="p91 ft9">Uppgifterna i kapitlet redovisas dels för samtliga studerande inom komvux, dels fördelade på studerande på grundläggande respektive gymnasial nivå. De studerande anses tillhöra den utbildningsnivå där de till övervägande del har studerat under året.<SPAN class="ft36">1 </SPAN>De könsmässiga skillnaderna redovisar vi enbart för studerande med hög studieomfattning. Att vi i analysen främst använder studerande med hög studieomfattning är för att det i dessa fall är sannolikt att inkomsterna i stora drag speglar ekonomin under studietiden.</P>
<P class="p312 ft9">Generellt gäller att de inkomstuppgifter som redovisas i kapitlet i högre utsträckning är inkomster som personerna haft under studietiden när det gäller studerande som har studerat kurser på heltid större delen av året. För studerande på deltid och studerande under kort tid härrör inkomsterna med större sannolikhet från tid som inte varit studietid. Av detta följer exempelvis att studerande som har studerat på deltid eller kortare tid normalt har högre inkomster av förvärvsarbete än studerande som har studerat på heltid.</P>
<P class="p829 ft74"><SPAN class="ft40">1 </SPAN>För studerande som under året studerade både på grundläggande och på gymnasial nivå har dock summan av verksamhetspoängen på samtliga kurser medräknats i den poängsumma som anges för varje studerande. Ett mindre antal studerande (977 individer) hade lika många verksamhetspoäng på grundläggande som på gymnasial nivå under året. Dessa studerande tilldelades en utbildningsnivå, där ungefär lika många räknades till den grundläggande som till den gymnasiala nivån.</P>
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<P class="p830 ft9">Den antalsmässigt minsta gruppen är heltidsstuderande på grund- läggande nivå (2 059 individer). Gruppens sammansättning avviker inte från övriga studerande på grundläggande nivå vad avser kön, ålder, utbildningsbakgrund eller ursprung. Vi bedömer därför att resultaten i denna grupp är tillförlitliga, trots att gruppen är relativt liten.</P>
<P class="p658 ft9">Av nedanstående tabell framgår bakgrundsdata för de studerande som ingått i undersökningen. Bakgrundsuppgifterna överensstämmer med de uppgifter som redovisas i kapitel 2.</P>
<P class="p831 ft136"><SPAN class="ft135">1 </SPAN>Uppgifter om Svensk utbildningsnomenklatur (SUN) kommer från Registret över befolkningens högsta utbildning, version <NOBR>2010-01-01,</NOBR> vilket motsvarar avklarade utbildningar t.o.m. vårterminen 2009.</P>
<P class="p832 ft9">Då data avser 2010 kan det senare kan ha inträffat händelser som förändrar inkomstsituationen. En sådan förändring är att studie- medlens lånedel höjdes under 2011, vilket har påverkat ekonomin för dem som väljer att låna.</P>
<P class="p658 ft9">I kapitlet används bara en del av de data som utredningen har inhämtat från SCB. En fullständig redovisning av samtliga uppgifter finns i bilaga 5. Bl.a. återfinns i bilagan ytterligare ett inkomstbegrepp (sammanräknad inkomst inklusive kapital), en kvartilsindelning av inkomsterna och en fullständig redovisning fördelad efter kön.</P>
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<P class="p343 ft28"><SPAN class="ft28">7.2</SPAN><SPAN class="ft69">Inkomsternas storlek</SPAN></P>
<P class="p834 ft9">I detta avsnitt redogörs för de studerandes inkomster under 2010. Tre olika inkomstbegrepp används:</P>
<P class="p218 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Inkomst från förvärvsarbete och näringsverksamhet. Skatte- pliktig inkomst av företrädesvis eget arbete, anges före skatt.</SPAN></P>
<P class="p835 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Nettoinkomst. Summan av alla inkomster minus skatt.</SPAN><SPAN class="ft36">2</SPAN></P>
<P class="p836 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Disponibel inkomst per konsumtionsenhet. Summan av alla inkomster och transfereringar (t.ex. barn- och bostadsbidrag samt försörjningsstöd) minus slutlig skatt, relaterad till hushållets sammansättning.</SPAN><SPAN class="ft36">3</SPAN></P>
<P class="p281 ft13"><SPAN class="ft13">7.2.1</SPAN><SPAN class="ft70">Inkomst från förvärvsarbete och näringsverksamhet</SPAN></P>
<P class="p93 ft9">Studerande på grundläggande nivå har genomgående lägre genom- snittliga inkomster än studerande på gymnasial nivå.</P>
<P class="p837 ft74"><SPAN class="ft40">2 </SPAN>Som inkomster räknas löneinkomst, inkomst av näringsverksamhet, kapitalinkomst, arbetsmarknadsstöd, sjukpenning, sjuk- och aktivitetsersättning, föräldrapenning, studie- medel, barnbidrag, bostadsstöd och ekonomiskt bistånd.</P>
<P class="p838 ft101"><SPAN class="ft137">3 </SPAN>Exempel: För den som är ensamstående och har låg inkomst blir den disponibla inkomsten per konsumtionsenhet låg och den blir ännu lägre för den som även har barn (utan inkomster) i hushållet. För den som är sammanboende (gift eller sambo) påverkas den disponibla inkomsten per konsumtionsenhet kanske främst av partnerns inkomstnivå, men även av eventuella barn. En partner med hög inkomst ökar den disponibla inkomsten per konsumtionsenhet medan ett barn utan inkomster minskar den. När det gäller familjesammansättning fångas dock inte sambor som inte har gemensamma barn. Studerande som är sammanboende men inte har barn redovisas därmed som ensamstående, vilket gör att uppgifterna om inkomst per konsumtionsenhet ska behandlas med viss försiktighet.</P>
<P class="p547 ft20">256</P>
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<P class="p839 ft9">Mer än hälften av de som studerar på grundläggande nivå saknar helt inkomster från arbete, vilket även gäller de som studerar i låg omfattning. Att helt sakna inkomster från arbete är betydligt mer ovanligt bland dem som studerar på gymnasial nivå. Minst en fjärdedel av dem som studerar med medelhög och hög studie- omfattning saknar dock sådana inkomster även på den gymnasiala nivån (se bilaga 5).</P>
<P class="p840 ft9">Att studerande på grundläggande nivå arbetar mer sällan än andra studerandegrupper har varit känt tidigare. I en enkät- undersökning som CSN genomförde 2011 svarade 18 procent av de studerande på grundläggande nivå att de arbetade parallellt med sina studier, vilket var en betydligt lägre andel jämfört med studerande på högre utbildningsnivåer. Det absolut vanligaste skälet att avstå från arbete var enligt enkätundersökningen att man ville koncentrera sig på sina studier (47 procent). Det näst vanligaste svaret var att man gärna ville arbeta, men inte fick något arbete (36 procent). Att vilja arbeta men inte få något arbete är mycket vanligare bland studerande på grundläggande nivå än bland studerande på högre utbildningsnivåer. Av samtliga respondenter var det i undersökningen bara 12 procent som angav att den främsta orsaken till att de inte arbetade var att de inte fick något arbete.<SPAN class="ft36">4</SPAN></P>
<P class="p841 ft26">Det finns vissa inkomstskillnader mellan könen för studerande med hög studieomfattning.<SPAN class="ft119">5 </SPAN>På den gymnasiala nivån har kvinnor högre inkomster från förvärvsarbete än män. Männens inkomster utgör 89 procent av kvinnornas. När det gäller inkomster av förvärvs-</P>
<P class="p842 ft74"><SPAN class="ft40">4 </SPAN>CSN (2012b). Med samtliga respondenter avses i undersökningen studerande på grundskolenivå, gymnasial nivå och eftergymnasial nivå.</P>
<P class="p843 ft41"><SPAN class="ft40">5 </SPAN>Inkomstförhållanden för studerande med lägre studieomfattning redovisas könsfördelade i bilaga 5.</P>
<P class="p844 ft20">257</P>
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<P class="p53 ft9">arbete beror detta på att kvinnor som studerar på gymnasial nivå arbetar mer än de män som studerar på denna nivå. Detta får stöd i CSN:s undersökning om studerandes ekonomiska och sociala förhållanden, av vilken det framgår att studerande kvinnor generellt sett arbetar i betydligt större utsträckning än män som studerar.<SPAN class="ft36">6 </SPAN>På den grundläggande nivån har dock männen högre inkomster från arbete än kvinnorna.</P>
<P class="p289 ft13"><SPAN class="ft13">7.2.2</SPAN><SPAN class="ft70">Nettoinkomst</SPAN></P>
<P class="p93 ft12">Nettoinkomsten är kanske det mest relevanta inkomstmåttet i och med att det ger en bild av individernas disponibla inkomster efter skatt.</P>
<P class="p845 ft8">Jämfört med förvärvsinkomsterna är nettoinkomsterna betydligt högre, både för studerande på grundläggande och gymnasial nivå. Så är fallet trots att förvärvsinkomsterna redovisas före skatt. Detta beror på att en rad icke skattepliktiga inkomster tillkommer i nettoinkomsten, bl.a. studiemedel, barnbidrag, bostadsbidrag och försörjningsstöd (se även avsnittet om inkomstkällor). Studerande är således i hög utsträckning beroende av olika typer av bidrag för sin försörjning. Detta gäller särskilt studerande på grundläggande nivå, vars nettoinkomster bland studerande med hög studie- omfattning i genomsnitt utgör 79 procent av de gymnasie- studerandes inkomster, samtidigt som inkomsterna av förvärvs-</P>
<P class="p78 ft41"><SPAN class="ft40">6 </SPAN>CSN (2012b).</P>
<P class="p431 ft20">258</P>
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<P class="p846 ft9">arbete och näringsverksamhet bara utgör 37 procent av de gymnasiestuderandes.</P>
<P class="p847 ft9">En jämförelse med nettoinkomsterna för samtliga invånare i landet äldre än 19 år visar att vuxenstuderande har förhållandevis låga nettoinkomster. Medelnettoinkomsten för riket år 2010 var 220 916 kronor och mediannettoinkomsten 191 052 kronor.<SPAN class="ft36">7 </SPAN>Studerande inom vuxenutbildningen har således en nettoinkomst som genomsnittligt ligger ungefär 100 000 kronor under genom- snittsnivån för hela landet. Vid en jämförelse mellan vuxen- studerande och samtliga i riket är det dock relevant att beakta att de vuxenstuderande som grupp på flera sätt skiljer sig från samtliga i riket, bl.a. när det gäller åldersfördelning och andelen utlands- födda (se tabell 7.3 om bakgrundsuppgifter om de studerande som ingår i undersökningen).</P>
<P class="p848 ft9">På den grundläggande nivån är kvinnornas nettoinkomster lägre än männens, men skillnaden är mindre än när det gäller inkomsterna av förvärvsarbete. De transfereringar som ingår i begreppet nettoinkomst bidrar alltså till en könsmässig utjämning när det gäller studerande på grundläggande nivå. Motsvarande utjämning gäller inte för studerande på den gymnasiala nivån, där männens nettoinkomst utgör 87 procent av kvinnornas. Det kan jämföras med att männens genomsnittliga inkomst av förvärvs- arbete och näringsverksamhet utgör 89 procent av kvinnornas inkomst.</P>
<P class="p849 ft9">Medelnettoinkomsten i samhället i stort 2010 var 191 793 kronor för kvinnor och 251 046 kronor för män<SPAN class="ft36">8</SPAN>, dvs. kvinnornas inkomster utgör 76 procent av männens. Inkomstskillnaderna mellan könen är alltså mindre i studerandegrupperna inom vuxen- utbildningen än i befolkningen i stort.</P>
<P class="p850 ft74"><SPAN class="ft56">7</SPAN><SPAN class="ft73">http://www.scb.se </SPAN><NOBR>(2012-10-03).</NOBR></P>
<P class="p851 ft41"><SPAN class="ft56">8</SPAN><SPAN class="ft59">http://www.scb.se </SPAN><NOBR>(2012-10-03).</NOBR></P>
<P class="p852 ft20">259</P>
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<P class="p343 ft13"><SPAN class="ft13">7.2.3</SPAN><SPAN class="ft70">Disponibel inkomst per konsumtionsenhet</SPAN></P>
<P class="p93 ft9">Den disponibla inkomsten per konsumtionsenhet är summan av alla inkomster och transfereringar minus slutlig skatt, relaterad till hushållets sammansättning. Detta innebär t.ex. att studerande som lever ihop med en partner med hög inkomst hamnar i en bättre ekonomisk situation än en ensamstående studerande med samma inkomster, samt att en studerande med barn (utan inkomster) hamnar i en sämre ekonomisk situation än motsvarande person utan barn.<SPAN class="ft36">9</SPAN></P>
<P class="p853 ft8">När hänsyn tas till familjesituation och en eventuell partners inkomster ökar inkomsterna genomgående jämfört med varje persons nettoinkomst. Inkomstökningen är större för studerande med låg studieomfattning än för studerande med hög studie- omfattning och större för studerande på gymnasial nivå än för studerande på grundläggande nivå. Det innebär att inkomst- skillnaderna mellan studerandegrupperna ökar om hänsyn tas till familjesituationen och övriga inkomster i hushållet. Detta tyder på att framför allt studerande på grundläggande nivå inte bara har individuellt sett låga inkomster utan även att de många gånger har förhållandevis små ekonomiska resurser i familjen. Studerande på grundläggande nivå kan därmed sannolikt inte lika ofta som</P>
<P class="p854 ft58"><SPAN class="ft40">9 </SPAN>När det gäller familjesammansättning fångas inte sambor som inte har gemensamma barn. Studerande som är sammanboende men inte har barn redovisas därmed som ensamstående, vilket gör att uppgifterna om inkomst per konsumtionsenhet ska behandlas med viss försiktighet.</P>
<P class="p700 ft20">260</P>
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<P class="p362 ft9">studerande på gymnasial nivå få ekonomiskt stöd av sin partner under studietiden.</P>
<P class="p855 ft8">När hänsyn tas till familj och partners inkomster ändras inkomst- förhållandena mellan könen. Kvinnorna som studerar på grund- läggande nivå kommer upp i högre genomsnittliga inkomster än männen och männen på den gymnasiala nivån når genomsnittligt upp i paritet med kvinnorna på samma utbildningsnivå. På den grundläggande nivån innebär detta att studerande kvinnors partners sannolikt har högre inkomster än männens partners, alternativt att männen i större utsträckning lever i ensamhushåll.</P>
<P class="p331 ft9">Den genomsnittliga disponibla inkomsten per konsumtions- enhet i hela landet är i de allra flesta fall högre än de studerandes inkomster.</P>
<P class="p856 ft41"><SPAN class="ft43">Källa</SPAN>: SCB:s bearbetning av statistik för utredningens räkning.</P>
<P class="p362 ft12">Medelinkomsten för studerande på grundläggande nivå med hög studieomfattning ligger därmed mycket lågt i ett jämförande perspektiv. För studerande på gymnasial nivå med hög studie-</P>
<P class="p792 ft20">261</P>
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<P class="p53 ft9">omfattning ligger den genomsnittliga inkomsten något över den genomsnittliga inkomsten i riket för ensamstående kvinnor med barn, men lägre än övriga gruppers inkomster.</P>
<P class="p327 ft13"><SPAN class="ft13">7.2.4</SPAN><SPAN class="ft70">Inkomster i förhållande till utgifter</SPAN></P>
<P class="p93 ft9">I utredningens uppdrag ingår att kartlägga de studerandes ekonomiska situation. Inkomstsidan är en viktig del av ekonomin, men utgifterna har givetvis också stor betydelse. Det är inte möjligt att ta fram specifika uppgifter om vilka utgifter studerande inom komvux har. Däremot kan det vara relevant att jämföra de studerandes inkomster med befintliga kostnadsberäkningar för hushåll. Nedan följer exempel på beräknade levnadsomkostnader<SPAN class="ft36">10 </SPAN>(2011) och boendekostnader<SPAN class="ft36">11 </SPAN>(2010).</P>
<P class="p857 ft85"><SPAN class="ft56">10</SPAN><SPAN class="ft138">http://www.konsumentverket.se/privatekonomi </SPAN><NOBR>(2012-10-03).</NOBR> Beräkningarna avser inte en mycket låg standard men inte heller någon lyxnivå. I kostnadsberäkningarna förutsätts boende i hyresrätt. Kostnader för resor, hälso- och sjukvård, glasögon, semester, kalas, alkohol, tobak eller spel ingår inte. I övrigt hänvisas till www.konsumentverket.se.</P>
<P class="p858 ft41"><SPAN class="ft56">11</SPAN><SPAN class="ft59">http://www.scb.se </SPAN><NOBR>(2012-10-04).</NOBR></P>
<P class="p431 ft20">262</P>
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<P class="p859 ft10">Med utgångspunkt i de kostnader som redovisas ovan kan utgifterna summeras för olika familjekategorier. En ensamstående kvinna med ett barn har exempelvis utgifter på 12 713 kronor per månad enligt de antaganden som görs i exemplen, vilket motsvarar 152 556 kronor per år. En man som är gift eller sammanboende och har ett barn i hushållet har utgifter på 8 556 kronor i månaden förutsatt att kostnaderna för barn, boende och gemensamma hushållskostnader delas lika mellan de vuxna. Detta motsvarar kostnader på 102 672 kronor per år. De nödvändiga utgifterna varierar således mycket beroende på familjesammansättningen, där ensamstående med barn generellt kan antas ha de högsta utgifterna.</P>
<P class="p860 ft26">Vid en jämförelse med de faktiska nettoinkomsterna eller de disponibla inkomsterna per konsumtionsenhet kan det konstateras att många ensamstående studerande med barn torde ha en mycket kärv ekonomisk situation, vilket särskilt kan antas gälla studerande på grundläggande nivå. Det ska dock noteras att de faktiska inkomsterna inte är fördelade efter familjesituation, varför helt säkra slutsatser är svåra att dra om vilka studerandegrupper som har den bästa respektive sämsta ekonomiska situationen.</P>
<P class="p861 ft28"><SPAN class="ft28">7.3</SPAN><SPAN class="ft69">Inkomstkällor</SPAN></P>
<P class="p862 ft13"><SPAN class="ft13">7.3.1</SPAN><SPAN class="ft70">Typer av inkomstkällor</SPAN></P>
<P class="p863 ft9">Som tidigare beskrivits får de studerande i komvux företrädesvis sin försörjning från förvärvsarbete och från olika typer av bidrag och ersättningar. I följande avsnitt redovisas hur stor andel av de</P>
<P class="p864 ft20">263</P>
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<P class="p75 ft26">studerande som fick inkomster från olika inkomstkällor under 2010, oavsett storleken på inkomsten från respektive inkomstkälla.</P>
<P class="p78 ft13">Studiemedel</P>
<P class="p446 ft8">Studiemedel är den vanligaste inkomstkällan för studerande med medelhög eller hög studieomfattning. Av de studerande med hög studieomfattning hade 88 procent studiebidrag under 2010. Drygt hälften av de studerande på gymnasial nivå med hög studieomfatt- ning tog även studielån någon gång under året, medan andelen var lägre bland studerande på grundläggande nivå (33 procent).</P>
<P class="p77 ft9">Studerande med låg studieomfattning nyttjade i betydligt lägre utsträckning studiemedel. Det gäller framför allt på grundläggande nivå, där bara 22 procent fick studiebidrag och sex procent tog studielån. Användningen av studiemedel som inkomstkälla är en av de tydligaste skiljelinjerna mellan studerande med olika studie- omfattning.</P>
<P class="p865 ft20">264</P>
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<P class="p866 ft13">Löneinkomster</P>
<P class="p85 ft9">En annan vanlig försörjningskälla är inkomst från förvärvsarbete eller näringsverksamhet, framför allt bland studerande som läser på gymnasial nivå. Åtta av tio som studerar i låg studieomfattning på gymnasial nivå hade sådana inkomster under 2010. Även bland de som studerar i medelhög och hög studieomfattning på denna utbildningsnivå är det mycket vanligt med löneinkomster – nästan tre av fyra studerande fick inkomst av lön under 2010. På grundläggande nivå var det mindre än hälften av de studerande med en medelhög eller hög studieomfattning som fick inkomster från lön eller näring under året.</P>
<P class="p867 ft20">265</P>
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<P class="p88 ft13">Försörjningsstöd</P>
<P class="p523 ft9">Det är relativt vanligt att studerande på grundläggande nivå får försörjningsstöd.<SPAN class="ft36">12 </SPAN>Ungefär en tredjedel av de studerande på denna nivå fick försörjningsstöd under 2010. På gymnasial nivå är andelen som fick försörjningsstöd knappt hälften så stor. Noterbart är att de som studerar med högre studieomfattning något oftare får försörjningsstöd jämfört med studerande med låg studie- omfattning.</P>
<P class="p180 ft9">På den grundläggande nivån fick män med hög studieomfattning betydligt oftare än kvinnor försörjningsstöd (se tabell nedan). 46 procent av männen erhöll försörjningsstöd någon gång under 2010 jämfört med 30 procent av kvinnorna. Även på gymnasial nivå har män med hög studieomfattning oftare försörjningsstöd, men här är skillnaden mindre.</P>
<P class="p868 ft103"><SPAN class="ft139">12 </SPAN>Försörjningsstöd är ett behovsprövat bidrag som betalas ut av kommunen till personer som inte själva kan tillgodose sina behov eller få dem tillgodosedda på annat sätt. Försörjningsstödet kan bl.a. lämnas för skäliga kostnader för boende, kläder och mat.</P>
<P class="p869 ft20">266</P>
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<P class="p270 ft13">Bidrag och ersättningar till barnhushåll</P>
<P class="p83 ft9">Inkomster kopplade till hushåll med barn som utredningen har kartlagt är barnbidrag, föräldrapenning och underhållsstöd. Bostadsbidrag är också ett bidrag som ofta är relaterat till barn då det riktar sig till barnfamiljer och ungdomar mellan <NOBR>18–28</NOBR> år utan barn. Barnrelaterade inkomster är generellt vanligare bland kvinnor och bland studerande på grundläggande nivå. Över lag är det också vanligare bland studerande med hög studieomfattning.</P>
<P class="p540 ft29">Många studerande i komvux har barn, vilket framgår av att en relativt stor andel får inkomst från barnbidrag.<SPAN class="ft82">13 </SPAN>Barnbidraget betalas ut till och med det kvartal då barnet fyller 16 år.<SPAN class="ft82">14 </SPAN>Nästan hälften av de studerande på grundläggande nivå och en tredjedel av de studerande på gymnasial nivå fick barnbidrag under 2010. Framför allt på gymnasial nivå var det vanligare att studerande med hög studieomfattning fick barnbidrag utbetalt till sig. Kvinnor fick också barnbidrag betydligt oftare än män. Av studerande med hög studieomfattning var det 60 procent av kvinnorna som studerade på grundläggande nivå som fick barnbidrag under 2010.</P>
<P class="p870 ft10">Bostadsbidrag<SPAN class="ft81">15 </SPAN>var vanligare bland studerande som läste med hög studieomfattning. På grundläggande nivå var det 42 procent av de studerande med hög studieomfattning som fick bostadsbidrag jämfört med 33 procent av studerande med låg studieomfattning. Även på gymnasial nivå var skillnaden stor beroende på den studerandes studieomfattning. En fjärdedel av de studerande på gymnasial nivå med hög studieomfattning fick bostadsbidrag under 2010. Skillnaden kan troligen förklaras av att studerande med hög studieomfattning har lägre inkomster och kanske också av att en högre andel har barn (utifrån andel som har fått barnbidrag). På grundläggande nivå var det en något högre andel män än kvinnor</P>
<P class="p871 ft74"><SPAN class="ft56">13</SPAN><SPAN class="ft98">Barnbidraget är 1 050 kronor per barn. För den som har fler än ett barn tillkommer ett flerbarnstillägg. Föräldrar som har gemensamrättslig vårdnad om sitt barn kan välja vem som ska få barnbidraget. Om inget val görs betalas pengarna ut till mamman. Föräldrar som har gemensamrättslig vårdnad men inte bor ihop kan välja att dela på bidraget. Då bidraget oftast betalas ut till mamman är andelen studerande med barn sannolikt ännu högre än vad som indikeras av dessa uppgifter.</SPAN></P>
<P class="p872 ft74"><SPAN class="ft56">14</SPAN><SPAN class="ft140">I redovisningen om barnbidrag ingår inte uppgift om studiebidrag till ungdomar i gymnasieskolan under den tid detta betalas ut till omyndiga elever.</SPAN></P>
<P class="p872 ft58"><SPAN class="ft56">15</SPAN><SPAN class="ft57">Bostadsbidragets storlek beror bland annat på inkomsterna, boendekostnaderna, bostadens storlek och antalet barn. Maximalt bidrag 2012 för en person med ett barn är 3 200 kr per månad. För två barn är maximalt belopp 4 000 kronor och för tre eller flera barn är maximalt belopp 4 900 kronor.</SPAN></P>
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<P class="p300 ft9">som fick bostadsbidrag, medan det motsatta gällde för studerande på gymnasial nivå.</P>
<P class="p144 ft9">Föräldrapenning är den ersättning föräldrar får för att kunna vara hemma med sina barn.<SPAN class="ft36">16 </SPAN>Nästan en av fem studerande har fått föräldrapenning under året. Föräldrapenning är i stort sett lika vanligt oavsett studieomfattning och oavsett om studierna bedrivs på grundläggande eller gymnasial nivå. Det är vanligare att kvinnor har tagit ut föräldrapenning.</P>
<P class="p91 ft9">Underhållstöd kan betalas ut om ett barns föräldrar inte bor ihop. Den förälder som huvudsakligen har barnet boende hos sig kan få underhållsstöd utbetalt från Försäkringskassan om den andra föräldern inte betalar underhållsbidrag.<SPAN class="ft36">17 </SPAN>Det är en mycket högre andel kvinnor än män som är mottagare av underhållstöd. Bland komvuxstuderande är det vanligast att kvinnor som studerar på grundläggande nivå får underhållsstöd. Två av tio kvinnor på grundläggande nivå som studerade med hög studieomfattning fick underhållsstöd utbetalt under 2010.</P>
<P class="p290 ft26">Sammantaget fick kvinnor i betydligt högre utsträckning än män inkomst från de ersättningar som är kopplade till barn. På grundläggande nivå är skillnaderna stora oavsett den studerandes omfattning på studierna. På gymnasial nivå är skillnaden störst bland studerande som läser med hög studieomfattning.</P>
<P class="p88 ft13">Andra former av ersättningar</P>
<P class="p108 ft9">Andra inkomstkällor som de studerande i viss mån tog del av är olika former av statliga ersättningar. I utredningens kartläggning ingår ersättning vid arbetsmarknadspolitiska åtgärder, introduktions- och etableringsersättning, sjuk- eller aktivitets- ersättning samt arbetslöshetsersättning. I regel var det vanligare att studerande med låg studieomfattning tog del av dessa ersättnings- former, men det förekom även bland studerande med högre omfattning på studierna.</P>
<P class="p874 ft74"><SPAN class="ft56">16</SPAN><SPAN class="ft73">Föräldrapenning betalas ut i sammanlagt 480 dagar per barn. Vid gemensam vårdnad är 60 dagar med sjukpenningnivå reserverat för var och en av föräldrarna medan övriga dagar kan överlåtas. Även uppgifter om tillfällig föräldrapenning ingår. Tillfällig föräldrapenning kan betalas ut när ett barn under 12 år är sjukt. Vid ett barns födelse har pappan eller den andra föräldern rätt till 10 dagar med tillfällig föräldrapenning.</SPAN></P>
<P class="p875 ft58"><SPAN class="ft56">17</SPAN><SPAN class="ft57">Rätt till underhållsstöd kan även ges om den som ska betala underhållsbidrag betalar ett för lågt belopp, inte betalar i rätt tid eller inte på något annat sätt ser till att barnet får motsvarande underhåll. Formellt sett är det barnet som har rätt att få underhållsstöd.</SPAN></P>
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<P class="p876 ft9">Vanligast är ersättning vid arbetsmarknadspolitiska åtgärder<SPAN class="ft36">18</SPAN>, vilket erhölls av 19 procent av de studerande på grundläggande nivå och 16 procent av de studerande på gymnasial nivå 2010. Andelen som fick ersättning var dock lägre bland studerande med hög studieomfattning. Oavsett studieomfattning fick män i klart högre utsträckning än kvinnor ersättning vid arbetsmarknadspolitiska åtgärder.</P>
<P class="p877 ft9">Arbetslöshetsersättning<SPAN class="ft36">19 </SPAN>var vanligare bland studerande med låg studieomfattning. Av studerande med hög studieomfattning var det nio procent på gymnasial nivå och tre procent på grund- läggande nivå som fick arbetslöshetsersättning under 2010.</P>
<P class="p878 ft10">Introduktionsersättning<SPAN class="ft81">20 </SPAN>var betydligt vanligare bland studerande på grundläggande jämfört med gymnasial nivå. Oavsett studie- omfattning var det drygt en av tio studerande på grundläggande nivå som fick introduktionsersättning 2010. På gymnasial nivå var det bara drygt en (1) procent av samtliga studerande som fick introduktions- ersättning under året. Det är således relativt sett betydligt vanligare att studier på grundläggande nivå ingår i introduktionen av nyanlända. Framför allt var det män som studerade på grundläggande nivå som fick introduktionsersättning.</P>
<P class="p548 ft29">En mindre andel studerande fick sjuk- eller aktivitetsersättning<SPAN class="ft82">21 </SPAN>samt sjukpenning. Dessa ersättningar var vanligare bland studerande med låg studieomfattning. Av studerande med hög studieomfattning var det fem procent på gymnasial nivå och två procent på grundläggande nivå som fick någon av dessa ersättningar.</P>
<P class="p879 ft74"><SPAN class="ft56">18</SPAN><SPAN class="ft90">Ersättning vid arbetsmarknadspolitiska åtgärder innefattar framför allt aktivitetsstöd och utvecklingsersättning som utgår vid deltagande i arbetsmarknadspolitiska program. Ersättningens storlek bestäms bl.a. av om den sökande är under eller över 25 år samt om personen uppfyller villkoren för </SPAN><NOBR>a-kassa.</NOBR></P>
<P class="p880 ft74"><SPAN class="ft56">19</SPAN><SPAN class="ft98">Arbetslöshetsersättning kan betalas ut till den som är arbetslös och söker arbete. Den sökande ska aktivt söka arbete och vara beredd att ta ett lämpligt arbete.</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">20</SPAN><SPAN class="ft98">Fram till den 1 december 2010 ansvarade kommunerna för introduktionen av nyanlända invandrare. Introduktionsersättning betalades ut till nyanlända som följde en introduktions- plan. Sedan den 1 december 2010 har Arbetsförmedlingen det övergripande ansvaret för introduktionsinsatser. De nyanlända som följer en etableringsplan får etableringsersättning. Eftersom statistiken avser år 2010 är det främst introduktionsersättning som de studerande har erhållit.</SPAN></P>
<P class="p880 ft58"><SPAN class="ft56">21</SPAN><SPAN class="ft141">Sjukersättning kan betalas ut till personer </SPAN><NOBR>30–64</NOBR> år som troligen aldrig kommer att kunna arbeta heltid på grund av sjukdom, skada eller funktionsnedsättning. För personer <NOBR>19–29</NOBR> år som troligen inte kommer att kunna arbeta heltid på minst ett år på grund av dessa skäl kan aktivitetsersättning betalas ut.</P>
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<P class="p88 ft13">Jämförelse med riket</P>
<P class="p108 ft9">För att ge perspektiv kan det vara intressant att jämföra de studerandes inkomstkällor med inkomstkällorna i riket i stort. Vid en jämförelse mellan vuxenstuderande och samtliga i riket är det dock relevant att beakta att de vuxenstuderande som grupp på flera sätt skiljer sig från samtliga i riket, bl.a. när det gäller åldersfördelning och andelen utlandsfödda.</P>
<P class="p107 ft29">De studerandes inkomstkällor avviker markant från genom- snittet i riket. Av samtliga personer i riket i åldern <NOBR>20–64</NOBR> år var det naturligt nog en avsevärt lägre andel som fick inkomst från studie- medel under 2010 jämfört med studerande i komvux. Det var också en något högre andel som fick inkomster från förvärvsarbete, framför allt jämfört med studerande på den grundläggande nivån.</P>
<P class="p882 ft41"><SPAN class="ft43">Källa</SPAN>: SCB:s bearbetning av statistik för utredningens räkning.</P>
<P class="p570 ft9">Även när det gäller andra inkomstkällor som utredningen kartlagt finns tydliga skillnader mellan vuxenstuderande och samtliga personer <NOBR>20–64</NOBR> år i riket. Studerande i komvux fick i högre</P>
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<P class="p411 ft9">utsträckning andra typer av transfereringar, t.ex. försörjningsstöd, bostadsbidrag och ersättning vid arbetsmarknadspolitiska åtgärder. Studerande på grundläggande nivå fick också oftare barnbidrag och introduktionsersättning. Andelen som fick sjuk- eller aktivitets- ersättning var dock lägre bland de vuxenstuderande än i riket i stort och föräldrapenning togs ut av en ungefär lika stor andel inom komvux som i riket.</P>
<P class="p332 ft13"><SPAN class="ft13">7.3.2</SPAN><SPAN class="ft70">Huvudsaklig inkomstkälla</SPAN></P>
<P class="p383 ft9">Som komplement till typ av inkomstkällor presenterar vi även uppgifter om huvudsaklig inkomstkälla. Huvudsaklig inkomstkälla anger från vilken av de kartlagda inkomstkällorna som de studerande fick <SPAN class="ft24">störst </SPAN>inkomst under 2010. Detta kan antas utgöra den viktigaste inkomstkällan, men det är också tänkbart att en individ har inkomster av ungefär samma storlek från flera olika inkomstkällor. Generellt finns det stora skillnader i huvudsaklig inkomstkälla beroende på i vilken omfattning de studerande har bedrivit studier under året.</P>
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<P class="p884 ft8">För studerande med hög studieomfattning var studiemedel (studiebidrag och eventuellt studielån) den klart vanligaste huvud- sakliga inkomstkällan. Både på grundläggande och på gymnasial nivå var det nästan sex av tio av de studerande med hög studie- omfattning som hade studiemedel som huvudsaklig inkomstkälla. Näst vanligast var inkomster från förvärvsarbete. På gymnasial nivå hade en tredjedel av de studerande med hög studieomfattning förvärvsarbete som huvudsaklig inkomstkälla. På grundläggande nivå utgjorde inkomst från förvärvsarbete huvudsaklig inkomst- källa för nästan en femtedel av de studerande med hög studie- omfattning. Samtidigt var det vanligare än på gymnasial nivå att de studerande hade andra ersättningar än lön och studiemedel som huvudsaklig inkomstkälla. För drygt en av tio var ekonomiskt bistånd<SPAN class="ft79">22 </SPAN>den främsta källan till försörjning. För sju procent av dem som studerade med hög studieomfattning på grundläggande nivå utgjorde barnbidraget i kombination med bostadsbidrag den huvudsakliga inkomstkällan.<SPAN class="ft79">23</SPAN></P>
<P class="p885 ft74"><SPAN class="ft40">22 </SPAN>Ekonomiskt bistånd som huvudsaklig inkomstkälla inkluderar enligt SCB:s definition socialbidrag, äldreförsörjningsstöd och introduktionsstöd till nyanlända. I socialbidrag ingår bl.a. försörjningsstöd.</P>
<P class="p886 ft41"><SPAN class="ft40">23 </SPAN>Storleken på inkomster från barnbidrag och bostadsbidrag kan variera stort, bl.a. beroende på hur många barn som finns i hushållet.</P>
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<P class="p887 ft10">Studerande med låg studieomfattning hade främst löneinkomst som huvudsaklig inkomstkälla. Framför allt gäller det studerande på den gymnasiala nivån. Två tredjedelar (67 procent) av de studerande med låg studieomfattning på gymnasial nivå hade löne- inkomster som huvudsaklig inkomstkälla. På den grundläggande nivån var andelen 40 procent. På den grundläggande nivån var det relativt vanligt med andra former av bidrag och ersättningar. Noterbart är att ekonomiskt bistånd och olika statliga ersättningar var vanligare bland studerande med låg jämfört med hög studie- omfattning, både på grundläggande och på gymnasial nivå.</P>
<P class="p888 ft8">Kvinnor och män med hög studieomfattning har över lag samma huvudsakliga inkomstkällor. De skillnader som finns ligger i linje med vad som tidigare har beskrivits när det gäller typ av inkomster. En skillnad på grundläggande nivå är att en något högre andel män än kvinnor hade ekonomiskt bistånd respektive lön från förvärvs- arbete som huvudsaklig inkomstkälla. Kvinnorna hade i högre utsträckning än männen inkomst från studiemedel eller barn- och bostadsbidrag som huvudsaklig inkomstkälla. På gymnasial nivå var skillnaderna mellan könen mindre. Det var t.ex. lika vanligt att kvinnor som män hade studiemedel som huvudsaklig inkomstkälla på den utbildningsnivån.</P>
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<P class="p343 ft28"><SPAN class="ft28">7.4</SPAN><SPAN class="ft69">Sammanfattning</SPAN></P>
<P class="p89 ft9">Av den inkomststatistik som SCB har tagit fram åt utredningen framgår att det finns stora skillnader mellan studerande på grund- läggande och gymnasial nivå i komvux, både när det gäller inkomsternas storlek och vilken typ av inkomstkällor de studerande har. Det finns också stora skillnader beroende på i vilken omfattning de studerande har studerat under året.</P>
<P class="p289 ft13"><SPAN class="ft13">7.4.1</SPAN><SPAN class="ft70">Studerande på grundläggande nivå</SPAN></P>
<P class="p93 ft9">Studerande på grundläggande nivå i komvux har över lag låga inkomster, både jämfört med studerande på gymnasial nivå och jämfört med genomsnittet i riket. För studerande med hög studieomfattning på denna nivå var den disponibla inkomsten efter skatt i genomsnitt 102 000 kronor 2010. Jämfört med beräknade kostnader för hushåll kan man konstatera att många studerande på denna nivå, framför allt ensamstående med barn, torde ha en kärv ekonomisk situation.</P>
<P class="p468 ft8">Utredningens kartläggning visar att de studerande på grund- läggande nivå får sin inkomst från en rad olika inkomstkällor. Olika former av bidrag utgjorde en väsentlig del av försörjningen för många, då mer än hälften av dem som studerade på grundläggande nivå helt saknade inkomster från arbete. Bland studerande med hög studieomfattning hade sex av tio studiemedel som huvudsaklig inkomstkälla. Av de som studerade i låg omfattning var lön från förvärvsarbete den vanligaste huvudsakliga inkomstkällan (40 procent). Därutöver var det en relativt hög andel som fick ersättningar såsom försörjningsstöd, barnbidrag, bostadsbidrag och ersättning vid arbetsmarknadspolitiska åtgärder. Inkomst- skillnaderna mellan studerande på grundläggande och gymnasial nivå ökar när familjesituationen och en eventuell partners inkomster beaktas. Detta innebär att studerande på grundläggande nivå ofta lever i familjer med svag ekonomi, vilket kan göra det svårare för den studerande att få ekonomiskt stöd från sin familj under studietiden.</P>
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<P class="p330 ft13"><SPAN class="ft13">7.4.2</SPAN><SPAN class="ft70">Studerande på gymnasial nivå</SPAN></P>
<P class="p85 ft10">De genomsnittliga inkomsterna för dem som studerar på gymnasial nivå inom komvux är låga jämfört med de genomsnittliga inkomsterna i riket, men högre än för studerande på grundläggande nivå. För studerande med hög studieomfattning var den disponibla inkomsten efter skatt i genomsnitt 128 500 kronor 2010.</P>
<P class="p72 ft9">Även för studerande på gymnasial nivå utgjorde olika former av bidrag ofta en väsentlig del av försörjningen, men inte i lika hög utsträckning som för studerande på grundläggande nivå. En förklaring är högre löneinkomster. Oavsett studieomfattning hade en klar majoritet av de studerande på gymnasial nivå inkomst från förvärvsarbete under året. För studerande med hög studie- omfattning var studiemedel ändå den huvudsakliga inkomstkällan för sex av tio. De som läste i låg studieomfattning hade däremot oftast löneinkomster som huvudsaklig inkomstkälla.</P>
<P class="p384 ft26">Jämfört med uppskattade levnadsomkostnader indikerar utredningens kartläggning att de flesta på gymnasial nivå borde ha relativt goda möjligheter att klara sina kostnader under studietiden. Många studerande på den gymnasiala nivån förefaller även ha förutsättningar att få ekonomiskt stöd från en partner.</P>
<P class="p330 ft13"><SPAN class="ft13">7.4.3</SPAN><SPAN class="ft70">Skillnader mellan kvinnor och män</SPAN></P>
<P class="p85 ft8">Det finns vissa skillnader mellan könen när det gäller inkomsternas storlek. På den grundläggande nivån hade män högre inkomster från förvärvsarbete än kvinnor, medan det omvända förhållandet rådde för studerande på den gymnasiala nivån. Detta beror i huvudsak på hur stor andel av kvinnorna respektive männen som arbetar vid sidan av studierna. På den grundläggande nivån minskar inkomstskillnaderna mellan könen markant när olika typer av transfereringar medräknas i inkomstunderlaget, vilket delvis förklaras av att kvinnorna oftare är mottagare av barnrelaterade ersättningar. När det gäller studerande på grundläggande nivå har alltså transfereringssystemet en tydligt utjämnande effekt. På gymnasial nivå fanns inte motsvarande effekt, utan kvinnornas inkomster inklusive transfereringar var fortfarande klart högre än männens.</P>
<P class="p694 ft9">Utredningens kartläggning visar att kvinnor och män delvis använder olika inkomstkällor för sin försörjning under studietiden.</P>
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<P class="p891 ft8">Kvinnor fick i betydligt högre utsträckning än män barnrelaterade ersättningar, medan män i högre utsträckning fick introduktions- ersättning och ersättning vid arbetsmarknadspolitiska åtgärder m.m. Framför allt på grundläggande nivå var det också vanligare att männen fick försörjningsstöd. Sett till huvudsaklig inkomstkälla är skillnaderna mellan könen mindre. Kvinnor och män i komvux har i stora drag samma huvudsakliga inkomstkällor.</P>
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<P class="p4 ft7">8 Studiemedelssystemet</P>
<P class="p893 ft28"><SPAN class="ft28">8.1</SPAN><SPAN class="ft69">Bakgrund och utveckling</SPAN></P>
<P class="p894 ft13"><SPAN class="ft13">8.1.1</SPAN><SPAN class="ft70">Studiestöd – kort historik</SPAN><SPAN class="ft142">1</SPAN></P>
<P class="p111 ft9">Grunderna för dagens studiestöd lades 1965. Innan dess fanns behovsprövade studiestöd i olika former. Studiemedelssystemet bröt vid sin tillkomst mot de då gällande principerna om behovs- prövning. Systemet blev generellt och studiemedel beviljades till alla som antogs till högre utbildning. Stödet var oberoende av för- äldrarnas ekonomi och någon lämplighetsprövning gjordes inte. Studiemedel lämnades i form av bidrag och lån, med ett belopp som skulle göra heltidsstudier möjliga. Storleken på stödet kopplades till den allmänna prisutvecklingen. Lånen skulle normalt vara slut- betalda vid 50 års ålder.</P>
<P class="p548 ft10">De studiemedel som infördes på <NOBR>1960-talet</NOBR> var bara avsedda för studerande inom högre utbildning. Utvecklingen på utbildnings- området, främst utbyggnaden av vuxenutbildningen och det vidgade tillträdet till högskoleutbildning, ledde till en kraftig ökning av antalet äldre studerande och till krav på förbättrade studiefinansierings- möjligheter. En första större förändring genomfördes 1973 när äldre studerande i studiehjälpssystemet fördes över till studiemedels- systemet. Studiemedel kunde då beviljas även för andra studier än högskole- och universitetsstudier. Vuxenstuderande fick därmed samma ekonomiska förutsättningar under studietiden som studerande inom högskolan.</P>
<P class="p895 ft29">En omfattande förändring skedde sedan i mitten av <NOBR>1970-talet</NOBR> genom vuxenutbildningsreformen. Reformen innefattade bl.a. sär- skilda rekryteringsåtgärder på arbetsplatserna, rätt till ledighet från arbetet för studier samt förmånlig studiefinansiering genom det särskilda vuxenstudiestödet (svux) och korttidsstudiestödet. Svux</P>
<P class="p896 ft41"><SPAN class="ft40">1 </SPAN>Avsnittet bygger delvis på SOU 2009:28.</P>
<P class="p486 ft20">277</P>
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<P class="p53 ft9">och korttidsstudiestöd riktades i första hand till dem som tog ledigt från arbetet för att studera. Under 1984 infördes dessutom ett särskilt vuxenstudiestöd riktat till arbetslösa (svuxa).</P>
<P class="p180 ft9">År 1989 genomfördes ett antal förändringar i studiemedels- systemet. Förändringarna innebar framför allt att subventioner som låg inbyggda i lånesystemet omvandlades till ökade bidrag under studietiden. De nya reglerna innefattade bl.a. en höjd totalnivå och ett höjt studiebidrag. Även vidgade möjligheter till studiemedel vid utlandsstudier infördes. Möjligheten till barntillägg i form av lån, vilken hade funnits sedan 1965, avskaffades. En inkomstrelaterad återbetalning av studielån infördes. De olika typerna av vuxen- studiestöd kvarstod.</P>
<P class="p468 ft10">Vuxenutbildningen på grundläggande och gymnasial nivå byggdes ut under <NOBR>1990-talet,</NOBR> inte minst genom den femåriga sats- ningen Kunskapslyftet som påbörjades 1997. I samband med Kun- skapslyftet infördes ytterligare ett studiestöd – särskilt utbildnings- bidrag (ubs). Detta studiestöd bestod i sin helhet av bidrag mot- svarande ersättningen vid arbetslöshet. Ubs lämnades till personer som var minst 25 år och som var arbetslösa, eller till arbetstagare i de fall arbetsgivaren under studietiden anställde en person som var långtidsarbetslös. I huvudsak beviljades ubs bara till dem som saknade en treårig gymnasieutbildning eller motsvarande. Ubs kunde utgå i högst 360 dagar och beviljades för heltidsstudier och för deltids- studier motsvarande 25, 50, 75 eller 90 procent av heltid.</P>
<P class="p468 ft10">En omfattande reform av studiemedelssystemet genomfördes 2001. Bakgrunden till reformen var främst att systemet hade blivit svåröverskådligt. För studerande på grundläggande och gymnasial nivå fanns fyra former av studiestöd: särskilt vuxenstudiestöd, sär- skilt vuxenstudiestöd för arbetslösa, särskilt utbildningsbidrag och studiemedel. Detta ledde till att systemet och de ekonomiska förutsättningarna för studier var svåra att överblicka. De ekono- miska förhållandena kunde också variera mellan studerande på samma utbildningar, vilket upplevdes som orättvist. Dessutom för- svårades studiestödsadministrationen eftersom många studerande ansökte om flera stöd samtidigt. Ett annat skäl för reformen var att lånesystemet behövde stramas upp. Det inkomstbaserade åter- betalningssystem som gällde under <NOBR>1990-talet</NOBR> hade lett till obalans i systemet med stora kommande låneavskrivningar som följd.</P>
<P class="p317 ft29">Det studiemedelssystem som infördes 2001 och som fortfarande gäller är ett generellt system. De olika formerna av vuxenstudiestöd avskaffades efter en kortare övergångsperiod. Vissa delar från</P>
<P class="p283 ft20">278</P>
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<P class="p60 ft9">vuxenstudiestöden överfördes i stället till studiemedelssystemet. Ett sådant exempel är den högre bidragsnivå som finns inom studiemedlen.</P>
<P class="p279 ft10">Trots att ett generellt studiestödssystem infördes 2001 gjordes bedömningen att det fanns behov av ett studiestöd med starkare rekryteringseffekt för personer med kort tidigare utbildning. Av detta skäl infördes 2003 ett rekryteringsbidrag för vuxenstuderande på grundläggande och gymnasial nivå. Bidraget lämnades till personer med kort utbildning och som var, eller riskerade att bli, arbetslösa eller hade funktionsnedsättning. Kommunerna prövade vem som tillhörde målgruppen för rekryteringsbidraget och varje kommun hade sina ekonomiska ramar för bidraget. CSN skötte i övrigt administrationen av detta stöd.</P>
<P class="p296 ft8">Rekryteringsbidraget bestod i sin helhet av bidrag och hade två beloppsnivåer. Den lägre bidragsnivån motsvarade studiemedlens totalnivå (bidrag och lån). Den högre bidragsnivån var 122,5 procent av ett fullt studiemedelsbelopp. Rekryteringsbidraget kunde lämnas i högst 50 veckor och gavs för heltidsstudier eller deltidsstudier motsvarande 20, 50 eller 75 procent av heltid. Rekryteringsbidrag kunde beviljas till personer över 25 år som inte hade haft något studiestöd under de senaste fem åren.</P>
<P class="p341 ft9">Under 2004 och 2005 gjordes en tillfälligt vidgad satsning på rekryteringsbidrag för s.k. kombinationsutbildningar. Satsningen innebar att vissa yrkesgrupper, anställda inom vård, skola och omsorg, kunde få rekryteringsbidrag om de studerade parallellt med sitt ordinarie yrkesarbete. Denna typ av rekryteringsbidrag lämnades även för studier på högskolenivå. Rekryteringsbidraget avskaffades i sin helhet 2006.</P>
<P class="p13 ft9">Under 2006 genomfördes ytterligare tre förändringar av lite större betydelse. Ett tilläggsbidrag infördes inom studiemedels- systemet till studerande som har vårdnaden om barn. Tilläggs- bidraget var dels avsett att förbättra situationen för barn i ekono- miskt utsatta familjer, dels avsett att underlätta studievillkoren för studerande som har eller får barn. En annan förändring var att åldersgränserna för rätt till studiemedel respektive studielån höjdes till 54 år, vilket motiverades med att kompetensutveckling behöv- des längre upp i åldrarna. Därutöver höjdes totalbeloppet med cirka 300 kronor per månad i syfte att stärka de studerandes ekonomiska situation.</P>
<P class="p278 ft26">Studiemedlens totalbelopp höjdes även den 1 januari 2010 och den 1 juli 2011. Dessa båda höjningar motsvarade tillsammans</P>
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<P class="p300 ft9">ungefär 900 kronor mer i studiemedel per månad. Den 1 januari 2011 höjdes även det s.k. fribeloppet för inkomst. Höjningen mot- svarade cirka 30 000 kronor per år för en studerande med heltids- studiemedel under 40 veckor. Fribeloppet för den som studerar i nio månader på heltid är nu 142 400 kronor (2013).</P>
<P class="p181 ft9">Under 2009 och 2010 genomfördes en tillfällig satsning på studiemedel med en högre bidragsandel till studerande på yrkes- inriktad gymnasial vuxenutbildning (yrkesvux). Under 2011 inled- des en motsvarande satsning med högre bidrag, men denna gång riktad till studerande i åldrarna <NOBR>20–24</NOBR> år. Denna satsning på ett högre bidrag till ungdomar sträcker sig t.o.m. 2015.</P>
<P class="p77 ft9">Den 1 januari 2013 höjdes tilläggsbidraget till studerande med barn med tio procent.</P>
<P class="p897 ft13"><SPAN class="ft13">8.1.2</SPAN><SPAN class="ft70">Nuvarande studiemedelssystem</SPAN><SPAN class="ft142">2</SPAN></P>
<P class="p79 ft13">Mål för studiemedelssystemet</P>
<P class="p446 ft10">Studiestödet i form av bidrag och lån är en del av utbildnings- politiken. Studiestödet ska därmed bidra till att bl.a. målet för den samlade vuxenutbildningen kan nås (dessa mål redovisas i kapitel 2).</P>
<P class="p107 ft8">De specifika målen för studiestödet är att det ska verka rekryte- rande och därmed bidra till ett högt deltagande i utbildning. Det ska vidare utjämna skillnader mellan individer och grupper i befolk- ningen och bidra till ökad social rättvisa. Studiestödet ska ha en god effekt på samhällsekonomin över tiden.</P>
<P class="p107 ft29">Målen ska uppnås genom ett effektivt, sammanhållet, flexibelt och rättssäkert studiestödssystem som ska vara enhetligt och över- blickbart. De utbetalningar som görs från systemet ska vara riktiga, och den del av studiestödet som utgörs av lån ska återbetalas.<SPAN class="ft82">3</SPAN></P>
<P class="p88 ft13">Allmänt om studiemedel</P>
<P class="p80 ft26">Studiemedel ges till studerande som studerar på sådana utbild- ningar som godkänts för studiemedel.<SPAN class="ft119">4 </SPAN>Studiemedel beviljas under studietid och beräknas som andel av prisbasbeloppet per vecka.</P>
<P class="p898 ft74"><SPAN class="ft71">2</SPAN><SPAN class="ft100">Bestämmelserna om studiemedel finns företrädesvis i studiestödslagen och studiestöds- förordningen (2000:655).</SPAN></P>
<P class="p710 ft58"><SPAN class="ft71">3</SPAN><SPAN class="ft72">Prop. 2011/12:1.</SPAN></P>
<P class="p459 ft41"><SPAN class="ft71">4</SPAN><SPAN class="ft75">De utbildningar som ger rätt till studiemedel finns förtecknade i en bilaga till studiestöds- förordningen.</SPAN></P>
<P class="p389 ft20">280</P>
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<P class="p899 ft9">Kopplingen till prisbasbeloppet innebär att studiemedlen auto- matiskt räknas upp i takt med kostnadsutvecklingen i samhället.</P>
<P class="p718 ft9">Beloppen varierar med studiernas omfattning. Studiemedel kan beviljas med 50, 75 eller 100 procent av heltid. Studiemedlen består av en bidragsdel och en lånedel, varav lånedelen är valfri. Studie- medlen betalas ut månadsvis i förskott. Studiebidraget är skattefritt och pensionsgrundande.</P>
<P class="p900 ft13">Generellt respektive högre bidrag</P>
<P class="p901 ft9">Studiemedel kan lämnas med två olika bidragsnivåer. Den generella bidragsnivån uppgår till 31,4 procent av studiemedlens totalbelopp och den högre bidragsnivån till 73,0 procent av totalbeloppet. För dem som väljer att låna är studiemedlens totalnivå dock densamma oavsett bidragets storlek.</P>
<P class="p902 ft10">Den högre bidragsnivån kan lämnas fr.o.m. 25 års ålder och riktar sig främst till studerande på grundläggande och gymnasial nivå som inte har sådan utbildning sedan tidigare. För studier på grundskole- nivå kan det högre bidraget dock utgå även till studerande som redan har en grundskoleutbildning eller motsvarande.</P>
<P class="p490 ft8">Sedan 2011 ges högre bidrag även till ungdomar i åldern <NOBR>20–24</NOBR> år som studerar på grundläggande eller gymnasial nivå inom kom- vux eller bedriver motsvarande studier på folkhögskola. För att dessa studerande ska få det högre bidraget måste den sökande i anslutning till studiernas början vara arbetslös och inskriven i jobbgarantin för ungdomar eller jobb- och utvecklingsgarantin. Den sökande ska även ha avbrutit sin tidigare utbildning. Det högre bidraget till ungdomar ges inom ramen för en tillfällig sats- ning som avser studier längst t.o.m. 2015.</P>
<P class="p903 ft29">Medlen för det högre bidraget är begränsade och fördelade i anslagsposter: en för behörighetsgivande studier, en för repetitions- studier på grundläggande nivå och en för yngre studerande i åldern</P>
<P class="p904 ft20">281</P>
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<P class="p53 ft9"><NOBR>20–24</NOBR> år. Studiemedel med det högre bidraget beviljas så länge de avsatta medlen räcker och i den turordning ansökningarna kommer in till CSN. Studerande som har fått det högre bidraget har förtur till detta om de fortsätter sina studier.</P>
<P class="p283 ft13">Tilläggsbidrag, tilläggslån och merkostnadslån</P>
<P class="p93 ft9">Utöver de ordinarie studiemedlen kan studerande få tilläggsbidrag, tilläggslån och merkostnadslån.</P>
<P class="p180 ft9">Studerande med vårdnaden om barn kan få tilläggsbidrag. Tilläggsbidraget fastställs som del av prisbasbeloppet och beloppet beror på antalet barn. Under 2013 får den som har ett barn 146 kronor i veckan och den som har två barn får 239 kronor. Därefter ges tilläggsbidrag med ytterligare 48 kronor i veckan per barn. Om båda föräldrarna studerar med studiemedel kan tilläggsbidrag bara ges till en av dem.</P>
<P class="p107 ft8">Den som har arbetat före studierna kan få ett tilläggslån. Tilläggs- lånet är avsett att underlätta en övergång från arbete till studier. För att få tilläggslån måste den studerande ha haft en viss inkomst kalenderåret närmast före studiestarten. Den som börjar studera 2013 måste ha haft en inkomst på minst 184 675 kronor. Tilläggslån beviljas i högst 120 veckor och ges till den som har studiemedel för studier på heltid och som är minst 25 år. Tilläggs- lånet är, precis som andra studiemedelsbelopp, knutet till prisbas- beloppet. Under 2013 är tilläggslånet 440 kronor per vecka.</P>
<P class="p77 ft9">Den som har extra kostnader i samband med sina studier kan ansöka om merkostnadslån. Merkostnadslån ges bl.a. för dagliga resor eller, för den som har barn på hemorten, dubbelt boende. Merkostnadslånet beräknas individuellt och dess storlek beror på kostnaderna.</P>
<P class="p283 ft13">Studiernas omfattning</P>
<P class="p115 ft29">Studiemedel ges med belopp som motsvarar 50, 75 eller 100 pro- cent av heltid. För studerande inom komvux på grundläggande nivå används verksamhetspoäng för beräkning av studiernas omfattning. 20 verksamhetspoäng i veckan innebär att studierna bedrivs på heltid och att heltidsstudiemedel kan beviljas. Studietakten beräknas normalt genom att summan av kursernas verksamhetspoäng ställs i</P>
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<P class="p60 ft9">relation till det totala antal veckor som studierna pågår. Det inne- bär att det görs en genomsnittsberäkning av studietakten, även om studierna egentligen bedrivs med olika omfattning under skilda delar av studietiden. Undantag från genomsnittsberäkningen kan dock göras om det rör sig om klart avgränsade studieavsnitt och om den studerande begär det.</P>
<P class="p13 ft9">Om det finns särskilda skäl kan studiemedel beviljas för heltids- eller deltidsstudier, även om den studerande inte läser tillräckligt många poäng. Som särskilt skäl räknas exempelvis dyslexi eller en funktionsnedsättning som försvårar studierna och innebär att den studerande behöver lägga ner mer studietid än vanligt per verksam- hetspoäng.</P>
<P class="p484 ft13">Tid med studiemedel</P>
<P class="p286 ft9">Studiemedel kan beviljas för sammanhängande studier som pågår i minst tre veckor.</P>
<P class="p150 ft9">För varje utbildningsnivå finns en övre gräns för hur många veckor studiemedel kan ges. För studier på grundskolenivå kan studiemedel vid studier på heltid beviljas i högst 40 veckor. För studerande som saknar slutbetyg eller motsvarande från grund- skoleutbildning eller en motsvarande svensk eller utländsk utbild- ning, kan studiemedel dock beviljas i 80 veckor. Studerande som dessutom behöver färdighetsträning i t.ex. läsning och räkning kan få studiemedel i högst 100 veckor. Med färdighetsträning avses utbildning på en nivå som motsvarar årskurs 6 eller lägre i grund- skolan.</P>
<P class="p97 ft10">Studiemedel kan ges under längre tid än de normala tidsgräns- erna medger om det finns <SPAN class="ft45">synnerliga skäl</SPAN>. Begreppet synnerliga skäl innebär att studiemedel för ytterligare tid endast kan lämnas t.ex. om studietiden förlängs p.g.a. funktionshinder eller om det finns andra mycket speciella omständigheter. Prövningen är restriktiv.</P>
<P class="p14 ft29">Från och med det år då den studerande fyller 40 år kan studie- medel lämnas under längre tid än de ordinarie veckogränserna med- ger, om det finns <SPAN class="ft48">särskilda skäl</SPAN>. Särskilda skäl innebär, i förhållande till synnerliga skäl, att det ställs lägre krav på de förhållanden den studerande åberopar. Möjligheten att bevilja ytterligare studiemedel med hänsyn till särskilda skäl används bl.a. när det handlar om studerande som studerat för länge sedan och som av arbetsmark- nadsskäl behöver en kompletterande eller en helt ny utbildning.</P>
<P class="p514 ft20">283</P>
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<P class="p88 ft13">Prövning av studieresultat</P>
<P class="p93 ft9">För rätt till fortsatta studiemedel ställs krav på uppnådda studie- resultat – studierna ska ha bedrivits i normal takt. Studerande på grundläggande nivå inom komvux ska i princip klara sina kurser, men tillåts att ligga efter med sammanlagt högst 200 verksamhets- poäng. Det innebär att en studerande kan ligga efter med samman- lagt motsvarande tio veckors heltidsstudier och ändå beviljas fort- satta studiemedel. Om det finns särskilda skäl får studiemedel lämnas även om den studerande inte har bedrivit sina tidigare studier i normal takt.<SPAN class="ft36">5</SPAN></P>
<P class="p92 ft13">Åldersgränser</P>
<P class="p80 ft9">En studerande på grundläggande eller gymnasial nivå kan beviljas studiemedel fr.o.m. andra halvåret det år då han eller hon fyller 20 år.<SPAN class="ft36">6 </SPAN>Studiemedel kan beviljas t.o.m. 54 års ålder. En begränsning av rätten att låna sker emellertid mellan 45 och 54 års ålder, enligt en så kallad lånetrappa. Lånetrappan innebär ett successivt minskande antal veckor med lån med stigande ålder. Den som är 45 år kan låna i högst 220 veckor och den som är 54 år kan låna i högst 40 veckor. Studielån som erhållits tidigare ska räknas in i det högsta antal låne- veckor som kan beviljas. Lån tagna vid studier på grundskolenivå ska dock inte medräknas i det totala antalet förbrukade veckor med lån och minskar således inte heller framtida lånemöjligheter. Den som har betalat tillbaka hela sin studieskuld behandlas likadant som den som aldrig tidigare lånat, när det gäller rätten att låna efter 45 års ålder.</P>
<P class="p116 ft13">Inkomstprövning och fribelopp</P>
<P class="p905 ft29">Studiemedlen behovsprövas gentemot den studerandes egen inkomst. Som inkomst räknas inkomst av tjänst, näringsverksamhet eller kapital. Inkomster över ett så kallat fribelopp leder till att studie- medlen reduceras. Fribeloppets storlek varierar med antalet studie- medelsveckor under ett visst kalenderhalvår, ju fler veckor desto</P>
<P class="p886 ft74"><SPAN class="ft71">5</SPAN><SPAN class="ft100">Det genomfördes en skärpning av studieresultatprövningen den 1 juli 2010. Framför allt var det möjligheterna till undantag med hänsyn till särskilda skäl som stramades åt.</SPAN></P>
<P class="p906 ft101"><SPAN class="ft56">6</SPAN><SPAN class="ft143">Yngre studerande kan få studiehjälp, dvs. samma ersättning som ges till studerande i gymnasieskolan. Studiehjälpen består företrädesvis av ett studiebidrag som för närvarande är</SPAN></P>
<P class="p291 ft41"><SPAN class="ft41">1</SPAN><SPAN class="ft75">050 kronor per månad.</SPAN></P>
<P class="p95 ft20">284</P>
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<P class="p60 ft9">lägre fribelopp. Fribeloppsnivån är kopplad till prisbasbeloppet. Under 2013 är fribeloppet 71 200 kronor för den som under ett kalenderhalvår studerar på heltid under 20 veckor, vilket innebär att den som studerar på heltid under 40 veckor har ett fribelopp under hela kalenderåret som motsvarar 142 400 kronor. För den som har en inkomst som överstiger fribeloppsgränsen reduceras studie- medlen med högst 61 procent av överskjutande inkomst. Lån och bidrag minskas proportionellt.</P>
<P class="p112 ft13">Studiestöd till utländska medborgare</P>
<P class="p99 ft9">När utländska medborgare ansöker om svenska studiemedel prövas om de har s.k. grundläggande rätt till svenskt studiestöd. Pröv- ningen görs dels enligt nationella regler, dels enligt <NOBR>EU-rätten.</NOBR> För den som ges grundläggande rätt till svenskt studiestöd görs sedan en prövning av de övriga kriterier som gäller för rätt till studie- medel.</P>
<P class="p97 ft9">Den som har fått permanent uppehållstillstånd (PUT) har normalt alltid rätt till svenskt studiestöd enligt de nationella bestäm- melserna. Den som har ett tidsbegränsat uppehållstillstånd enligt så kallad uppskjuten invandringsprövning har däremot normalt inte rätt till studiestöd. Undantag från kravet på permanent uppehålls- tillstånd kan göras för den som har uppehållsrätt <SPAN class="ft24">och </SPAN>varaktig anknytning i Sverige.<SPAN class="ft36">7</SPAN></P>
<P class="p97 ft8">Den som kom till Sverige före 20 års ålder kan också få grund- läggande rätt till svenskt studiestöd om han eller hon har uppe- hållsrätt och har följt med eller senare anslutit sig till sina föräldrar som bor och arbetar i landet, har giltigt uppehållstillstånd grundat på familjeanknytning till en person som bor i Sverige, har placerats i familjehem eller på institution av en svensk myndighet eller har en särskilt utsedd vårdnadshavare enligt föräldrabalken.</P>
<P class="p601 ft29">Om det finns särskilda skäl kan en utländsk medborgare få grund- läggande rätt till studiestöd för studier i Sverige även om kravet på</P>
<P class="p907 ft85"><SPAN class="ft139">7 </SPAN>Uppehållsrätt har normalt <NOBR>EU-medborgare</NOBR> och deras familjemedlemmar (barn, gifta eller sambo). Varaktig anknytning anses normalt den ha som har bott och arbetat i Sverige på minst halvtid i minst två år. Med arbete jämställs viss annan sysselsättning, t.ex. studier i sfi eller svenska på grundskolenivå, registrering som aktivt arbetssökande vid Arbets- förmedlingen eller vård av eget barn under tio år. Den som inte uppfyller villkoret om två års arbete men som är gift eller sambo med en svensk medborgare, kan också få rätt till svenskt studiestöd. I dessa fall måste personerna ha varit sammanboende i Sverige i minst två år. Detsamma gäller den som är gift eller sambo med en medborgare från ett annat land som har rätt till svenskt studiestöd enligt de svenska reglerna.</P>
<P class="p727 ft20">285</P>
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<P class="p529 ft8">permanent uppehållstillstånd inte är uppfyllt. Ett sådant skäl är exempelvis om en person har barn och är sambo med en svensk medborgare. Ytterligare ett särskilt skäl är om Migrationsverket har bedömt att den sökande är flykting, skyddsbehövande eller om den sökande har fått uppehållstillstånd på grund av synnerligen ömmande omständigheter. Även anhöriga till flyktingar omfattas av undantagen. Den som är asylsökande har däremot inte rätt till studiestöd.</P>
<P class="p77 ft9">För den som inte kan få grundläggande rätt till svenskt studie- stöd enligt svenska bestämmelser prövas istället om han eller hon kan jämställas med en svensk medborgare enligt <NOBR>EU-rätten.<SPAN class="ft36">8</SPAN></NOBR><SPAN class="ft36"> </SPAN>I huvudsak är det tre grupper av utländska medborgare som jämställs med svenska medborgare.</P>
<P class="p908 ft9"><SPAN class="ft31"></SPAN><NOBR><SPAN class="ft33">EU-medborgare</SPAN></NOBR> som är etablerade som migrerande arbetstagare eller egenföretagare i Sverige innan de påbörjar sina studier och som fortsätter att arbeta under studierna.</P>
<P class="p836 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Anhöriga till en </SPAN><NOBR>EU-medborgare</NOBR> som är migrerande arbets- tagare eller egenföretagare i Sverige.</P>
<P class="p836 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Den som har permanent uppehållsrätt (PUR) i Sverige, vilket normalt gäller för </SPAN><NOBR>EU-medborgare</NOBR> och deras anhöriga som har vistats lagligt i Sverige i enlighet med <NOBR>EU-rätten</NOBR> och utan uppe- håll i minst fem år.</P>
<P class="p114 ft13">Återkrav av studiemedel</P>
<P class="p378 ft9">Rätten till studiemedel ska omprövas när ändrade förhållanden föranleder det. Ändrade förhållanden kan leda till att studiemedel återkrävs. Återkrav av studiemedel är förhållandevis vanligt efter- som studiemedlen betalas ut i förskott.</P>
<P class="p107 ft29">Återkrav blir aktuellt dels om den studerandes inkomst över- stiger den inkomst som lagts till grund för beräkningen av studie- medlen, dels om den studerande avbryter studierna eller minskar sin studieomfattning. I de senare fallen ska studiemedel bara åter- krävas om den studerande genom oriktiga uppgifter eller genom att inte fullgöra sin uppgifts- och anmälningsskyldighet har orsakat att studiemedel lämnats felaktigt eller med för högt belopp, samt om</P>
<P class="p116 ft41"><SPAN class="ft40">8 </SPAN>Inkluderar medborgare i <NOBR>EES-länder</NOBR> och Schweiz.</P>
<P class="p95 ft20">286</P>
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<P class="p285 ft9">han eller hon insett eller borde ha insett att de utbetalda beloppen var felaktiga.</P>
<P class="p174 ft9">Ett återkrav kan verkställas genom avdrag på kommande utbetal- ningar eller genom ett krav på återbetalning. Normalt ska ett återkrav betalas omgående, men en betalningsplan kan accepteras för den som inte har sådana möjligheter. Under 2013 är räntan på åter- kravsskulder 4,43 procent.</P>
<P class="p112 ft13">Återbetalning av lån</P>
<P class="p286 ft9">De förändringar som genom åren har gjorts i studiestödssystemet har lett till att det för närvarande finns tre parallella återbetalnings- system:</P>
<P class="p36 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Studielån tagna före 1989 (s.k. studiemedel).</SPAN></P>
<P class="p909 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Studielån tagna mellan den 1 januari 1989 och den 30 juni 2001 (s.k. studielån).</SPAN></P>
<P class="p323 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Studielån tagna efter den 30 juni 2001 (s.k. annuitetslån).</SPAN></P>
<P class="p910 ft9">Detta betänkande behandlar enbart det nuvarande annuitetslånet.</P>
<P class="p432 ft8">I nuvarande studiemedelssystem börjar återbetalningen av lånet i början av det kalenderår som infaller tidigast sex månader efter det att en låntagare senast fick studiemedel. Återbetalning sker med ett årligt belopp som baseras på skuldens storlek, räntan för året, det antal år som återbetalningen beräknas pågå samt ett så kallat uppräkningstal på två procent per år. Konstruktionen med ett upp- räkningstal leder till att årsbeloppet blir lägre under den första delen av återbetalningstiden för att sedan öka.</P>
<P class="p97 ft10">Återbetalningstiden är normalt 25 år eller det antal år som återstår tills låntagaren fyller 60 år. För den som har en liten skuld kan återbetalningstiden bli kortare eftersom årsbeloppet aldrig kan bli lägre än 15 procent av prisbasbeloppet (6 675 kronor för 2013).</P>
<P class="p14 ft10">Det finns trygghetsregler som innebär att låntagaren inte behöver betala av på sitt studielån under den tid som han eller hon får studiemedel. Andra trygghetsregler medför att det årliga belopp som ska betalas kan minskas mot prövning av inkomsten under betalningsåret – s.k. nedsättning. Låntagaren behöver betala högst fem procent av sin sammanlagda inkomst t.o.m. det år denne fyller 49 år. Om låntagaren är 50 år eller äldre behöver ett belopp mot-</P>
<P class="p911 ft20">287</P>
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<P class="p326 ft9">svarande högst sju procent av inkomsten återbetalas.<SPAN class="ft36">9 </SPAN>Inkomst- uppgifter som lämnats i samband med en minskning av årsbeloppet jämförs i efterhand med uppgifter från Skatteverket. Visar det sig att låntagaren betalat ett för lågt preliminärt belopp ska mellan- skillnaden betalas i efterhand. En tilläggsavgift på sex procent till- kommer på mellanskillnaden.</P>
<P class="p180 ft9">Studielånet löper med ränta från det första utbetalningstillfället. Räntan fastställs av regeringen och beräknas på ett genomsnitt av statens upplåningskostnad de tre senaste åren. Räntan är inte avdragsgill mot inkomst men sätts ned i motsvarande mån. Räntan är 1,3 procent under 2013.</P>
<P class="p180 ft9">Eventuellt kvarstående studielån skrivs av i början av det år som låntagaren fyller 68 år eller vid dödsfall. Avskrivning kan också göras om det finns synnerliga skäl.</P>
<P class="p94 ft29">Studielån som tagits i samband med behörighetsgivande studier framför allt på grundläggande eller gymnasial nivå inom komvux eller inom folkbildningen, skrivs av om den studerande går vidare till högskolestudier. Avskrivning görs med en sjättedel för varje 60 högskolepoäng låntagaren klarar, dock med högst hälften av de tagna lånen, inklusive ränta. Högst 180 högskolepoäng, motsvarande tre års heltidsstudier, ger grund för avskrivning. Avskrivning görs dock inte för den som haft studiemedel med den högre bidragsnivån.</P>
<P class="p912 ft13"><SPAN class="ft13">8.1.3</SPAN><SPAN class="ft70">Statistik om studiemedel till studerande på grundläggande nivå inom komvux</SPAN><SPAN class="ft142">10</SPAN></P>
<P class="p913 ft13">Studiemedelsnyttjande</P>
<P class="p115 ft9">Det förekommer olika uppgifter om hur stor andel av de studerande på grundläggande nivå inom komvux som har studie- medel. I budgetpropositionen för 2011/12 anges att 71 procent av de studerande inom komvux på grundläggande nivå hade studie-</P>
<P class="p914 ft85"><SPAN class="ft56">9</SPAN><SPAN class="ft144">För den som har fyllt 50 år ska även 20 procent av eventuell förmögenhet som överstiger 2,75 prisbasbelopp (122 375 kronor för år 2013) läggas till inkomsten. Förutsättningen för att få en minskning av årsbeloppet är att skillnaden jämfört med det årliga återbetalnings- beloppet är mer än tre procent av prisbasbeloppet (1 335 kronor för år 2013). Om låntagarens inkomst är så låg att det nya årsbeloppet understiger fem procent av prisbas- beloppet (2 225 kronor för år 2013) behövs ingen återbetalning det aktuella året.</SPAN></P>
<P class="p672 ft58"><SPAN class="ft56">10</SPAN><SPAN class="ft72">Uppgifterna om studiemedel har tagits fram av CSN för utredningens räkning. Den officiella studiestödsstatistiken omfattar studerande på grundskolenivå inom både vuxen- utbildningen och folkbildningen. Antalsuppgifterna är av detta skäl högre i den officiella statistik som avser studerande på grundskolenivå än i den redovisning som görs här och som avser komvux på grundläggande nivå.</SPAN></P>
<P class="p88 ft20">288</P>
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<P class="p489 ft9">medel under 2010. Skolverket anger att 51 procent av eleverna på grundläggande nivå hade studiemedel under 2009. <SPAN class="ft36">11 </SPAN>CSN redovisar, baserat på uppgifter från bl.a. SCB, att 45 procent av samtliga studerande vid komvux hade studiemedel under 2010.<SPAN class="ft36">12</SPAN></P>
<P class="p915 ft10">I Skolverkets officiella statistik över antalet elever på grund- läggande nivå inom komvux återfinns de elever som studerar över- vägande på grundläggande nivå. Elever som studerar på grund- läggande nivå men som läser övervägande på gymnasial nivå med- räknas inte. CSN:s statistik över antalet studiemedelstagare på grundläggande nivå omfattar samtliga studerande som har studie- medel för studier på grundläggande nivå, även om de övervägande läser på gymnasial nivå. Skolverkets och CSN:s officiella uppgifter är således inte helt jämförbara. I följande tabell redovisas därför upp- gifter över samtliga elever respektive studiemedelstagare på grund- läggande nivå, även de som studerar övervägande på gymnasial nivå.</P>
<P class="p916 ft41"><SPAN class="ft56">1</SPAN><SPAN class="ft145">Källa</SPAN>: Skolverket (2012b).</P>
<P class="p917 ft41"><SPAN class="ft56">2</SPAN><SPAN class="ft145">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p918 ft12">Som framgår av tabellen har 50 procent av det av Skolverket redo- visade antalet elever haft studiemedel, sett till det totala antalet studiemedelstagare enligt uppgifter från CSN.</P>
<P class="p682 ft13">Utbetalda belopp</P>
<P class="p901 ft9">Under 2011 betalades det ut sammanlagt 490,8 miljoner kronor i studiemedel till studerande på grundläggande nivå inom komvux. Därutöver betalades det in en beräknad pensionsavgift på 94,7 miljoner kronor.</P>
<P class="p919 ft58"><SPAN class="ft56">11</SPAN><SPAN class="ft57">Skolverket (2012b).</SPAN></P>
<P class="p920 ft41"><SPAN class="ft56">12</SPAN><SPAN class="ft59">CSN (2012c).</SPAN></P>
<P class="p921 ft20">289</P>
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<P class="p793 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p53 ft12">Fördelningen av utbetalningarna efter olika typer av studiemedels- belopp visar att den klart största delen av utbetalningarna avser studiemedlens högre bidragsnivå.</P>
<P class="p78 ft13">Studiemedelstagarna</P>
<P class="p328 ft9">Antalet studerande med studiemedel eller rekryteringsbidrag<SPAN class="ft36">13 </SPAN>på grundläggande nivå inom komvux har varierat mellan 20 200 och 23 000 åren <NOBR>2003–2011.</NOBR></P>
<P class="p922 ft41"><SPAN class="ft40">13 </SPAN>Rekryteringsbidraget fanns mellan 2003 och 2006 och lämnades även övergångsvis till ett mindre antal studerande under 2007.</P>
<P class="p389 ft20">290</P>
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<P class="p797 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p362 ft9">Antalet studiemedelstagare på grundläggande nivå var 20 200 under 2011. Antalet studerande med studiemedel eller rekryteringsbidrag på grundläggande nivå har varierat ganska lite de senaste åren, jämfört med antalet studerande med studiemedel på andra utbild- ningsnivåer.</P>
<P class="p72 ft10">Av studiemedelstagarna på grundläggande nivå inom komvux under 2011 var 70 procent kvinnor. Den kvinnliga dominansen är större bland dessa studiemedelstagare än bland studiemedelstagare på andra utbildningsnivåer. Andelarna kvinnor och män har varit i stort sett oförändrade under den senaste tioårsperioden.</P>
<P class="p335 ft9">Studiemedelstagare på grundläggande nivå är äldre än studie- medelstagare på andra nivåer. Under 2011 var 78 procent 25 år eller äldre och 34 procent av de studerande var 35 år eller äldre. Andelen studerande som är äldre än 35 år har dock minskat något de senaste åren.</P>
<P class="p925 ft20">291</P>
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<P class="p88 ft13">Studiernas omfattning</P>
<P class="p93 ft9">Andelen deltidsstuderande har ökat marginellt de senaste åren. Under 2011 studerade knappt 30 procent av studiemedelstagarna på deltid.</P>
<P class="p926 ft149"><SPAN class="ft148">1 </SPAN>En studerande kan studera med olika omfattning under olika delar av året. Summan av dem som studerar på olika omfattningsnivåer överstiger därför det totala antalet studiemedelstagare per år.</P>
<P class="p927 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p78 ft13">Högre bidrag och generellt bidrag</P>
<P class="p93 ft9">På den grundläggande nivån fick 54 procent av studiemedelstagarna studiemedel med den högre bidragsnivån under 2011. Andelen studiemedelstagare med högre bidrag har varit drygt 50 procent sedan rekryteringsbidraget upphörde 2006. De som studerar på grundläggande nivå är de studiemedelstagare som oftast får studie- medel med den högre bidragsnivån. På den gymnasiala nivån fick knappt 30 procent av studiemedelstagarna det högre bidraget under 2011.</P>
<P class="p77 ft9">Det högre bidraget har sedan det infördes 2001 alltid räckt till samtliga studerande som saknar en grundskoleutbildning. Medlen för dem som repeterar och kompletterar brukar dock inte räcka till samtliga sökande. Under 2011 var det cirka 1 800 sökande som beviljades generellt bidrag trots att de uppfyllde de formella vill- koren för högre bidrag.</P>
<P class="p90 ft13">Tilläggsbidrag, tilläggslån och merkostnadslån</P>
<P class="p518 ft26">Av de studerande på grundläggande nivå inom komvux hade 50 pro- cent tilläggsbidrag för barn under 2011. Andelen studiemedelstagare med tilläggsbidrag har minskat från 56 procent 2007 till 50 procent 2011. Minskningen hänger samman med att andelen äldre studie- medelstagare har minskat under dessa år.</P>
<P class="p95 ft20">292</P>
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<P class="p887 ft8">Det är bara ett fåtal studiemedelstagare på grundläggande nivå inom komvux som har tilläggslån eller merkostnadslån. Andelen studerande med tilläggslån motsvarar ungefär en procent av samt- liga och andelen som har merkostnadslån understiger en procent.</P>
<P class="p928 ft13">Tid med studiemedel</P>
<P class="p493 ft8">Det är svårt att ta fram uppgifter över hur länge de studerande på olika utbildningsnivåer har studiemedel. Ett skäl till detta är att många går in i och ut ur studier flera gånger. Ett sätt att ändå bilda sig en uppfattning om studiestödstiderna är att utgå från de lån- tagare som blir återbetalningsskyldiga. Låntagare som blir åter- betalningsskyldiga kan ofta antas vara färdiga med sina studier.<SPAN class="ft79">14</SPAN></P>
<P class="p929 ft9">Av samtliga studiemedelstagare studerar en fjärdedel med studie- medel i högst 40 veckor. Det är vanligare med så korta studietider vid studier på lägre nivåer. Bland studerande på eftergymnasial nivå är det naturligt nog en högre andel av studiemedelstagarna som studerar under längre tid.</P>
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<P class="p932 ft21">Antal studiemedelsveckor</P>
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<P class="p933 ft41"><SPAN class="ft43">Källa</SPAN>: CSN (2012c).</P>
<P class="p934 ft41"><SPAN class="ft40">14 </SPAN>Med anledning av att många studerande på grundskolenivå avstår från att låna blir upp- gifterna något osäkra.</P>
<P class="p495 ft20">293</P>
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<P class="p300 ft9">Av diagrammet framgår att 84 procent av dem som har studerat på grundskolenivå<SPAN class="ft36">15 </SPAN>hade studiemedel för studier på den nivån i högst 40 veckor, 13 procent hade studiemedel i mer än 40 men högst 80 veckor och tre procent hade studiemedel i mellan 80 och 100 veckor.<SPAN class="ft36">16</SPAN></P>
<P class="p935 ft9">Många studerande har studiemedel för studier på mer än en utbildningsnivå. I tabellen redovisas dels hur många veckor de studerande i genomsnitt har studiemedel på en viss utbildningsnivå, dels hur många veckor de har studiemedel sammanlagt på alla utbild- ningsnivåer.</P>
<P class="p936 ft101"><SPAN class="ft151">1 </SPAN>Vid beräkningen kan en person ha förekommit på flera utbildningsnivåer. Grundskolenivån omfattar även studerande inom folkbildningen. Utlandsstuderande är inkluderade.</P>
<P class="p686 ft41"><SPAN class="ft43">Källa</SPAN>: CSN (2012c).</P>
<P class="p937 ft29">På grundskolenivå hade låntagarna som blev återbetalningsskyldiga 2012 i genomsnitt haft studiemedel 28 veckor. Eftersom många av dessa låntagare även hade studerat på andra nivåer, företrädesvis på gymnasienivå, hade de i genomsnitt studiemedel i totalt 83 veckor. Låntagare på gymnasienivå hade i genomsnitt haft studiemedel i 44 veckor på den nivån och i 96 veckor totalt. En del av dessa låntagare har därmed även studerat på grundskole- eller eftergymnasial nivå.</P>
<P class="p938 ft74"><SPAN class="ft56">15</SPAN><SPAN class="ft100">Med studerande på grundskolenivå avses här både studerande inom komvux och studerande inom folkbildningen som blev återbetalningsskyldiga på sina studielån 2012.</SPAN></P>
<P class="p772 ft41"><SPAN class="ft56">16</SPAN><SPAN class="ft75">Som jämförelse kan nämnas att det var 57 procent av dem som hade läst på gymnasial nivå som hade studiemedel i högst 40 veckor. På eftergymnasial nivå var det 22 procent som hade studiemedel i högst 40 veckor.</SPAN></P>
<P class="p409 ft20">294</P>
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<P class="p492 ft13">Lånebenägenhet</P>
<P class="p939 ft8">Av samtliga studiemedelstagare på grundläggande nivå inom kom- vux var det bara 35 procent som valde att ta studielån under 2011. Studiemedelstagarnas benägenhet att ta lån har minskat sedan 2001, en utveckling som har gällt alla utbildningsnivåer.</P>
<P class="p929 ft9">Ju lägre nivå på utbildningen, desto mindre benägna är studie- medelstagarna att låna. De som studerar på grundläggande nivå lånar i långt mindre utsträckning än studerande på högre utbild- ningsnivåer. Av samtliga studiemedelstagare väljer knappt 70 procent att ta lånedelen.</P>
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<P class="p500 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p941 ft9">Även bland studiemedelstagarna på grundläggande nivå minskade viljan att låna under <NOBR>2000-talets</NOBR> första år. Sedan 2007 har dock låne- benägenheten varit i stort sett oförändrad. Män lånar i högre utsträckning än kvinnor.</P>
<P class="p942 ft20">295</P>
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<P class="p662 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p570 ft9">Lånebenägenheten är lägre bland dem som har det högre bidraget än bland dem med generellt bidrag. Detta beror sannolikt på att studerande med högre bidrag har större möjligheter att klara sig med bara bidraget, kanske med stöd av extrainkomster. Gapet i lånebenägenhet mellan de båda bidragsnivåerna har dock minskat de senaste åren.</P>
<P class="p90 ft13">Skuldsättning och återbetalning</P>
<P class="p80 ft8">Studerande som har studerat på grundläggande nivå har genom- snittligt en studieskuld vid återbetalningens början på drygt 61 000 kronor.<SPAN class="ft79">17 </SPAN>Detta innebär att skuldsättningen för denna grupp av låntagare är förhållandevis låg. Den genomsnittliga studieskulden för samtliga låntagare som avslutade studierna under 2011 och blev återbetalningsskyldiga på sina lån 2012 var 127 500 kronor.</P>
<P class="p107 ft9">Den förhållandevis låga skuldsättningen innebär att de flesta låntagare som tagit lån i samband med studier på grundläggande</P>
<P class="p737 ft41"><SPAN class="ft40">17 </SPAN>Avser samtliga lån de studerande tagit, dvs. även lån tagna på t.ex. gymnasial nivå. Gäller låntagare som blev återbetalningsskyldiga på sina lån under 2012 (baserat på 2 417 låntagare). CSN (2012c).</P>
<P class="p409 ft20">296</P>
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<P class="p941 ft9">nivå ska betala ett årsbelopp som motsvarar 15 procent av prisbas- beloppet, dvs. 6 675 kronor under 2013.</P>
<P class="p944 ft13">Avslag på ansökan om studiemedel</P>
<P class="p901 ft12">Under 2011 ansökte cirka 545 000 personer om studiemedel. Av dessa fick 83 000 avslag på sin ansökan (15 procent) och 28 000 fick delvis avslag och delvis bifall.</P>
<P class="p945 ft147">Gymnasienivå</P>
<P class="p946 ft147">Grundskolenivå</P>
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<P class="p948 ft41"><SPAN class="ft43">Källa</SPAN>: Utredningens bearbetning av CSN (2012c).</P>
<P class="p918 ft9">Andelen sökande som får avslag på sin ansökan om studiemedel är större bland dem som ska studera på grundskolenivå än bland dem som ska studera på andra utbildningsnivåer. Under 2011 fick 5 361 sökande, cirka 20 procent av samtliga sökande till grundskole- studier, helt avslag på sin ansökan om studiemedel. Begränsat till studerande inom komvux på grundläggande nivå fick 5 015 personer helt avslag på sin ansökan, vilket motsvarade 21 procent av de sökande.</P>
<P class="p949 ft20">297</P>
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<P class="p4 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p950 ft10">Mer än hälften av avslagsbesluten fattades med motiven att den studerande var utländsk medborgare och saknade grundläggande rätt till svenskt studiestöd eller hade bristande studieresultat. Där- efter följde att den redovisade studietakten var lägre än 50 procent av heltid samt att studiemedelsveckorna på grundskolenivå var slut.</P>
<P class="p126 ft8">Under 2011 fick drygt 300 sökande helt avslag på grund av att studiemedelsveckorna var slut, vilket motsvarar 1,4 procent av de sökande. Därutöver fick cirka 1 100 studerande delvis bifall på sin ansökan och delvis avslag eftersom studiemedelsveckorna tog slut under den tid ansökan avsåg. Detta motsvarar fyra procent av de sökande. Sammanlagt var det alltså mer än fem procent av de sökande – drygt 1 400 personer – som fick helt eller delvis avslag p.g.a. att studiemedelsveckorna var slut. Av dem som ansökte om studiemedel för studier på gymnasial nivå var det drygt två procent av de sökande som fick helt eller delvis avslag p.g.a. att studie- medelsveckorna var slut. Förhållandevis många ansökningar avslås alltså för studerande på den grundläggande nivån.</P>
<P class="p951 ft13"><SPAN class="ft13">8.1.4</SPAN><SPAN class="ft70">Studiestöd för studier på grundläggande nivå – satsningar och utvärderingar</SPAN></P>
<P class="p497 ft9">I detta avsnitt redogörs för satsningar och utvärderingar av studie- stöd riktat till studerande inom komvux på grundläggande nivå, med avseende på utredningens huvudsakliga uppdrag att förbättra förutsättningarna att fullfölja studierna och möjligheterna att betala tillbaka studieskulder. Avsikten med genomgången är att ge en översikt av utvecklingen på området, de diskussioner som har förts och de problem som har identifierats.</P>
<P class="p952 ft20">298</P>
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<P class="p110 ft13">Kunskapslyftet och rekryteringsbidraget</P>
<P class="p735 ft8">Utformningen av studiestödet för vuxenstuderande har diskuterats återkommande under de senaste årtiondena, inte minst i samband med Kunskapslyftet. Under årens lopp har det huvudsakliga intresset ofta varit riktat mot studiestödets betydelse för rekry- teringen till studier och mer sällan mot studiestödets betydelse för att de studerande ska fullfölja studierna, vilket den här utred- ningens uppdrag främst handlar om.</P>
<P class="p296 ft8">I samband med Kunskapslyftet fördes en generell diskussion om studiestödets och andra ersättningars samspel med en flexibel vuxen- utbildning. Många förordade att studiestödet borde blir mer flexibelt och att det bättre skulle anpassas till ett livslångt lärande.<SPAN class="ft79">18 </SPAN>Även en bättre samordning mellan tilldelning av utbildningsplatser och studie- stöd förordades. Vikten av ett gott samarbete och god samordning mellan kommunerna och framför allt CSN betonades.<SPAN class="ft79">19</SPAN></P>
<P class="p341 ft9">Kunskapslyftskommittén, som bl.a. hade till uppgift att följa upp kunskapslyftssatsningen, gjorde bedömningen att lågutbildade som behöver studera på grundskolenivå inte vill låna eftersom de ofta har negativa erfarenheter av skolan och tvivlar på sin egen studieförmåga.<SPAN class="ft36">20 </SPAN>Kommittén förordade därför att studerande på grundskolenivå skulle beviljas studiemedel bestående av enbart bidrag.<SPAN class="ft36">21 </SPAN>Kommittén ansåg också att man borde se över möjlig- heterna att tillåta att studierna får ta längre tid än normalt för vissa individer, om det sker inom ramen för den individuella studie- planen.<SPAN class="ft36">22</SPAN></P>
<P class="p97 ft10">I Kunskapslyftskommitténs slutbetänkande togs frågan om studiestödets betydelse för fullföljandet av studierna upp. En slut- sats kommittén drog var att studier som finansieras med statliga studiestöd fullföljs i högre grad än studier som finansieras med lön från arbete parallellt med studierna. Man konstaterade också att studier med mer arbetsmarknadsinriktade motiv fullföljs i högre utsträckning än studier av mer allmänbildande karaktär. Kom- mittén refererade även till en genomförd undersökning om orsaker till studieavbrott. Studieekonomin bedömdes vara en vanlig bidrag- ande orsak till studieavbrott, men sällan den huvudsakliga orsaken. Bland dem som angav ekonomiska skäl som orsak till ett studie-</P>
<P class="p953 ft58"><SPAN class="ft56">18</SPAN><SPAN class="ft57">SOU 1998:51.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">19</SPAN><SPAN class="ft57">SOU 1999:39.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">20</SPAN><SPAN class="ft73">SOU 1998:51.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">21</SPAN><SPAN class="ft73">SOU 2000:28.</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">22</SPAN><SPAN class="ft59">SOU 1998:51.</SPAN></P>
<P class="p486 ft20">299</P>
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<P class="p53 ft9">avbrott fann man att avbrottet ofta egentligen berodde på andra orsaker, framför allt låg tillit till den egna prestationsförmågan och låg studiemotivation.<SPAN class="ft36">23</SPAN></P>
<P class="p954 ft10">I samband med studiestödsreformen 2001 och införandet av ett rekryteringsbidrag 2002 diskuterades också studiestödets betydelse för vuxenstuderande. Då liksom tidigare var rekryteringen till studier den mest centrala frågan. I samband med införandet av rekryteringsbidraget anförde regeringen att ett förmånligt studie- stöd för vissa grupper är en nödvändighet för att dessa ska ta beslut om att investera i sitt eget lärande. Man menade också att det krävs ett snabbt beslut om hur den privatekonomiska situationen kan lösas för att dessa grupper ska ta steget in i utbildning. Ansök- ningsförfarandet under Kunskapslyftet ansågs ha varit ett hinder mot detta, med långa väntetider mellan ansökan till studier, antagning och beslut om studiestöd. Detta var en starkt bidragande orsak till att kommunerna gavs ett särskilt inflytande över beslutsfattandet för det nya rekryteringsbidraget, vilket syftade till att öka kom- munernas förutsättningar att i anslutning till vägledning eller antag- ning till utbildningen också kunna ge tillförlitliga besked om de ekonomiska villkoren för studierna.<SPAN class="ft81">24</SPAN></P>
<P class="p955 ft12">När rekryteringsbidraget sedermera avskaffades 2007 betonades likvärdigheten i studiestödssystemet och att detta måste vara enkelt och uppfattas som rättvist.<SPAN class="ft83">25</SPAN></P>
<P class="p258 ft13">Studiesociala kommittén</P>
<P class="p709 ft65"><SPAN class="ft8">I sitt betänkande </SPAN>Stärkt stöd för studier – tryggt, enkelt och flexibelt<SPAN class="ft154">26</SPAN><SPAN class="ft8">, gjorde den parlamentariskt sammansatta Studiesociala kommittén bedömningen att studiemedelssystemet fungerade relativt väl och att grundprinciperna för dagens studiemedelssystem bör ligga fast. Trots denna huvudsakliga bedömning pekade kommittén på några problem och föreslog ett antal åtgärder för studiemedel till stu- derande på grundskolenivå.</SPAN></P>
<P class="p181 ft29">Studiesociala kommittén gjorde bedömningen att studerande på grundskolenivå på många sätt skiljer sig från andra studerande med studiemedel. Kommittén tog upp att de studerande är äldre än andra studerande, oftare har barn och att de ofta har invandrat till</P>
<P class="p313 ft58"><SPAN class="ft56">23</SPAN><SPAN class="ft57">SOU 2000:28.</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">24</SPAN><SPAN class="ft57">Prop. 2001/02:161.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">25</SPAN><SPAN class="ft73">Prop. 2006/07:17.</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">26</SPAN><SPAN class="ft59">SOU 2009:28.</SPAN></P>
<P class="p95 ft20">300</P>
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<P class="p285 ft9">Sverige. Studerandegruppen bedömdes också ha en betydligt svårare ekonomisk situation än många andra studerande, t.ex. kon- staterade kommittén att en mycket stor andel av de studerande tyckte att studiemedlen var otillräckliga och att en förhållandevis stor andel även hade svårt att klara tillfälliga utgifter, dvs. den eko- nomiska sårbarheten var hög. Den ekonomiska situationen avspeg- lades också enligt kommittén i att en stor andel av de studerande fick försörjningsstöd.</P>
<P class="p14 ft10">Kommitténs bedömning var att studier på grundläggande nivå inte gav samma ekonomiska avkastning som studier på högre utbildningsnivåer, vilket även ansågs vara en orsak till att bara en minoritet av studiemedelstagarna valde att ta studiemedlens låne- del. Studiemedlen befanns också utgöra en allt för svag drivkraft för studerande med kort utbildning och stora utbildningsbehov att påbörja studier. Slutligen gjorde kommittén bedömningen att lån- tagare som hade studerat på grundskolenivå var överrepresenterade bland de låntagare som hade problem att betala tillbaka sitt lån.</P>
<P class="p297 ft9">Kommittén ansåg sammantaget att det på sikt kunde finnas skäl att överväga om studiestöd till studerande på grundskolenivå borde lämnas i form av någon annan ersättning än studiemedel, men föreslog på kort sikt förändringar inom ramen för studiemedels- systemet.</P>
<P class="p14 ft8">Kommittén föreslog bl.a. att dagens högre bidrag borde av- skaffas och ansåg i stället att det fanns starka skäl för att bidrags- nivån ska variera mellan olika utbildningsnivåer. Principen borde enligt kommittén vara att bidragsnivån ska vara högre på lägre utbildningsnivåer än på högre. Kommittén ansåg att de mest för- månliga studiemedlen skulle ges till dem som hade störst behov av utbildning och föreslog att alla studerande på grundskolenivå skulle kunna få studiemedel med 80 procent bidrag och 20 procent lån. Förslaget bedömdes ge en rad positiva effekter:</P>
<P class="p956 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">En hög bidragsnivå kompenserar för att utbildningen inte ger lika god ekonomisk avkastning som studier på högre utbild- ningsnivåer.</SPAN></P>
<P class="p909 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Den högre bidragsnivån gör det lättare att klara sig på studie- medlen under utbildningstiden, även för dem som inte vill ta lån.</SPAN></P>
<P class="p957 ft20">301</P>
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<P class="p610 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">När fler får en högre bidragsnivå behöver färre ta lån och den genomsnittliga skuldsättningen minskar, vilket även minskar återbetalningsproblemen.</SPAN></P>
<P class="p836 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">De ekonomiska förutsättningarna för studerande på grund- skolenivå blir mer lika över landet i och med att behovet av försörjningsstöd minskar.</SPAN></P>
<P class="p836 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">En högre bidragsandel utgör en stimulans att påbörja studier, vilket kommittén ansåg särskilt motiverat för dem med kortast utbildning för vilka steget till studier ofta är större.</SPAN></P>
<P class="p106 ft9">När det gällde tiden med studiemedel föreslog kommittén att alla studerande på grundskolenivå skulle ges en grundläggande rätt till studiemedel i två år. För dem som har särskilda skäl och därför behöver längre tid på sig än två år föreslogs att det ska ges en möj- lighet att få studiemedel i ytterligare högst ett år. Utbildnings- anordnaren skulle enligt förslaget i dessa fall göra en bedömning av de sökandes förkunskaper och behov. För grundskolestuderande ansåg kommittén det vara ett särskilt skäl om den studerande började sina studier på en mycket låg nivå och av den anledningen behövde längre tid på sig att läsa in samtliga kärnämnen på grund- läggande nivå eller motsvarande.</P>
<P class="p290 ft26">Bakgrunden till att kommittén föreslog en enhetlig tidsgräns med ett ökat inslag av individuell prövning var bl.a. att man ansåg att den nuvarande bedömningen av de studerandes utbildnings- bakgrund ofta är mycket svår att göra<SPAN class="ft119">27 </SPAN>samt att utbildnings- bakgrunden inte alltid svarade mot behovet av utbildning i Sverige.</P>
<P class="p958 ft13">Rapporter från CSN om studieekonomi och studieavbrott</P>
<P class="p328 ft24"><SPAN class="ft9">I rapporten </SPAN>Studiemedel till studerande på grundskolenivå<SPAN class="ft155">28 </SPAN><SPAN class="ft9">behandlar CSN frågan om studiemedlens betydelse för studie- avbrotten och fullföljandet på grundläggande nivå.</SPAN><SPAN class="ft36">29 </SPAN><SPAN class="ft9">En hypotes i</SPAN></P>
<P class="p56 ft74"><SPAN class="ft56">27</SPAN><SPAN class="ft100">Detta ansåg kommittén bl.a. mot bakgrund av att många studerande har genomfört sin utbildning utomlands och att bedömningen av den tidigare utbildningen är särskilt svår när det rör sig om utomeuropeiska utbildningar. Svårigheterna ansågs leda till att personer med relativt likartad utbildningsbakgrund kunde bedömas olika.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">28</SPAN><SPAN class="ft100">CSN (2010c). I undersökningen omfattas både studerande på grundläggande nivå inom komvux och inom folkbildningen. Studerande inom komvux utgör knappt 90 procent av dem som studerar på grundläggande nivå.</SPAN></P>
<P class="p858 ft58"><SPAN class="ft56">29</SPAN><SPAN class="ft57">Skolverket har med en mer generell ansats studerat orsakerna till studieavbrott. I rapporten</SPAN></P>
<P class="p512 ft157">Redovisning av uppdrag om avbrott i vuxenutbildningen<SPAN class="ft156">29 </SPAN><SPAN class="ft103">har Skolverket genom registerstudier försökt att förklara avbrotten. Skolverkets rapport sammanfattas i avsnitt 2.5.</SPAN></P>
<P class="p95 ft20">302</P>
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<P class="p285 ft9">CSN:s undersökning var att antalet studieavbrott är lägre bland studerande som har mer förmånliga studiemedel (den högre bidrags- nivån). Enligt CSN:s hypotes skulle studerande med det högre bidraget och lån fullfölja sina studier oftare än framför allt studerande med generellt bidrag och utan lån.</P>
<P class="p150 ft9">CSN identifierade en viss skillnad i andelen studerande som avbröt sina studier åren 2006 och 2007, då en större andel av dem som studerade med generellt bidrag än med högre bidrag avbröt studierna. Under 2008 och 2009 var däremot andelen avbrott i princip lika oavsett studiestödssituation. CSN kunde därmed inte med grund i antalet avbrott dra slutsatsen att studerande med ett mindre förmånligt studiestöd eller ett lägre totalbelopp oftare avbryter studierna än studerande med mer förmånliga stöd eller högre totalbelopp. Inte heller studier enbart av dem som repe- titionsstuderade på grundläggande nivå eller studier av studerande med respektive utan lån visade på några skillnader i andelen studerande som avbryter studierna.</P>
<P class="p629 ft9">CSN kompletterade registeruppgifterna med en enkätunder- sökning riktad till studerande på grundskolenivå.<SPAN class="ft36">30 </SPAN>Sammantaget angav 26 procent av respondenterna att de avbröt en eller flera kurser under terminen.</P>
<P class="p390 ft41"><SPAN class="ft40">30 </SPAN>Undersökningen finns redovisad i CSN (2010c).</P>
<P class="p486 ft20">303</P>
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<P class="p686 ft41"><SPAN class="ft43">Källa</SPAN>: CSN (2010c).</P>
<P class="p748 ft10">Män angav oftare än kvinnor att de avbröt sina studier. De som hade invandrat till Sverige slutförde studierna enligt sin studieplan oftare än de som inte hade invandrat. Kanske något förvånande angav de som saknade tidigare utbildning att de fullföljde studierna i högre utsträckning än övriga. Studerande med eftergymnasial utbildning angav förhållandevis ofta att de hade avbrutit sina studier.</P>
<P class="p77 ft9">Studerande med studiemedel med olika bidragsnivåer uppvisade i enkäten inte några skillnader när det gällde andelen avbrott i studierna, vilket alltså överensstämmer med den registerstudie som CSN också genomförde.</P>
<P class="p960 ft41"><SPAN class="ft43">Källa</SPAN>: CSN (2010c).</P>
<P class="p88 ft20">304</P>
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<P class="p961 ft9">De som helt eller delvis avbröt studierna angav skilda orsaker till detta. Ingen enskild avbrottsorsak kunde förklara en större andel av de relativt många avbrotten. De tre vanligaste orsakerna var dålig ekonomi,<SPAN class="ft36">31 </SPAN>familjesituationen och dålig hälsa. Ingen av dessa orsaker kunde dock enskilt förklara mer än 16 procent av avbrotten. Relativt många avbrott berodde också på att de studerande fick arbete eller på språkproblem.</P>
<P class="p14 ft10">CSN fann inga tydliga skillnader i hur många som angav dålig ekonomi som orsak till ett avbrott utifrån om de hade studiemedel med högre eller generellt bidrag eller om de hade studielån. CSN drog därför slutsatsen att det även ur detta perspektiv tycks som om studiemedlens utformning är av underordnad betydelse när det gäller möjligheterna att fullfölja studierna. Ensamstående med barn angav dock oftare än andra att ekonomin var orsak till de avbrutna studierna, vilket stödjer tidigare erfarenheter som visar att ensam- stående med barn är en ekonomiskt utsatt studerandegrupp.<SPAN class="ft81">32</SPAN></P>
<P class="p14 ft10">Förutom beloppen kan det begränsade antalet studiemedels- veckor vara en studiemedelsrelaterad orsak till studieavbrott. Av dem som fick helt avslag på sin ansökan om studiemedel hösten 2009 p.g.a. att de redan hade fått maximalt antal veckor med studie- medel var det, enligt CSN:s redan refererade rapport om studer- ande på grundskolenivå, 60 procent som valde att inte studera.<SPAN class="ft81">33 </SPAN>Av dem som delvis beviljades studiemedel och delvis fick avslag på sin ansökan p.g.a. att de använt alla sina veckor på grundskolenivån var det 12 procent som avstod från studier. De som fick delvis avslag på sin ansökan avbröt studierna något oftare än genomsnittligt.</P>
<P class="p278 ft29">Av dem som beviljas studiemedel har majoriteten en grund- skoleutbildning eller motsvarande sedan tidigare och ges därmed rätt till studiemedel i maximalt 40 veckor. Bara en liten del av de studerande ges rätt till studiemedel i 100 veckor. Andelen studerande som ges rätt till de olika veckoantalen varierar något från år till år. De senaste åren har dock fördelningen stabiliserats. Ungefär 60 pro- cent av de sökande beviljas studiemedel i maximalt 40 veckor,</P>
<P class="p711 ft101"><SPAN class="ft56">31</SPAN><SPAN class="ft158">Vad som avsågs med dålig ekonomi framgår inte av undersökningen. Orsakerna till dålig ekonomi kan vara många och både studiemedelsrelaterade och andra. Bland de studiemedels- relaterade orsakerna kan man tänka sig att studiemedelsbeloppen ansågs för låga, att man inte ville ta lån eller att man av olika orsaker inte kunde beviljas studiemedel. Orsaker vid sidan av studiemedelssystemet skulle t.ex. kunna vara att man inte har haft möjlighet att arbeta vid sidan av studierna eller att man haft för höga utgifter.</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">32</SPAN><SPAN class="ft73">Se bl.a. CSN (2009a). Det ska dock observeras att ensamstående med barn fullföljer sina studier oftare än genomsnittet, se tabell 8.7.</SPAN></P>
<P class="p962 ft101"><SPAN class="ft56">33</SPAN><SPAN class="ft158">Under hela 2009 fick cirka 1 400 sökande helt eller delvis avslag på sin ansökan om studie- medel p.g.a. att studiemedelsveckorna var slut. Merparten av dessa fick delvis avslag.</SPAN></P>
<P class="p963 ft20">305</P>
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<P class="p53 ft9">35 procent beviljas studiemedel i 80 veckor och cirka fem procent av de sökande anses behöva färdighetsträning och beviljas därför studiemedel i maximalt 100 veckor.</P>
<P class="p329 ft10">CSN konstaterade i undersökningen att de flesta som fick avslag på sin ansökan om studiemedel hade maximalt 40 studiemedels- veckor att röra sig med, dvs. de hade en grundskoleutbildning eller motsvarande sedan tidigare. Mer än hälften av dem som fick avslag på grund av veckoreglerna hösten 2009 tillhörde denna grupp. Av dem som hade förbrukat samtliga sina veckor var dock de som började sina studier på en mycket låg nivå, dvs. var i behov av färdighetsträning, klart överrepresenterade. Av samtliga avslags- beslut var det 21 procent som riktades till studerande som behövde färdighetsträning när de påbörjade sina studier, trots att dessa det året bara utgjorde sex procent av hela populationen.</P>
<P class="p312 ft9">Resultaten i CSN:s undersökning indikerar alltså att merparten av dem som inte har hunnit klart med studierna när studiemedels- veckorna tar slut är studerande som sedan tidigare har en grund- skoleutbildning eller motsvarande. För relativt många är 40 veckor ändå för lite för att inhämta de kunskaper som behövs för att gå vidare. Dessutom har många av dem med mycket kort tidigare utbildning och små förkunskaper oproportionerligt ofta svårt att hinna klart med sina studier under de 100 veckor som står till buds. En majoritet av dem som får helt avslag på sin ansökan avstår från att studera.</P>
<P class="p92 ft13">Rapport från CSN om återbetalning av studielån</P>
<P class="p905 ft45"><SPAN class="ft10">I rapporten </SPAN>Annuitetslån för studier – tio år efter studiestödsreformen <SPAN class="ft10">utvärderar CSN bl.a. situationen för låntagare som tagit lån i sam- band med studier på grundskolenivå.</SPAN><SPAN class="ft81">34 </SPAN><SPAN class="ft10">Av rapporten framgår att studerande på grundskolenivå som tar lån ofta får någon eller några studiemedelsavgifter överlämnade till Kronofogdemyndigheten. Av dem som tagit lån för grundskolestudier under ett visst år får enligt CSN:s redovisning genomgående mellan 54 och 57 procent av låntagarna senare hela eller delar av ett årsbelopp överlämnat till Kronofogdemyndigheten. Andelen låntagare med betalningsproblem är enligt CSN:s rapport mer än tio gånger så hög bland dem som tagit</SPAN></P>
<P class="p964 ft41"><SPAN class="ft40">34 </SPAN>CSN (2011a). Med studerande på grundskolenivå avses i rapporten studerande på grund- skolenivå oavsett om studierna bedrivits på grundläggande nivå inom den kommunala vuxen- utbildningen eller på folkhögskola.</P>
<P class="p409 ft20">306</P>
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<P class="p4 ft21">SOU 2013:20 Studiemedelssystemet</P>
<P class="p285 ft9">lån för grundskolestudier, jämfört med dem som tagit lån för studier på eftergymnasial nivå.</P>
<P class="p148 ft9">Låntagare med bl.a. låga inkomster kan ansöka om att få ned- sättning av sina årsbelopp. Av de återbetalningsskyldiga låntagarna med annuitetslån beviljades 18 procent nedsättning av årsbeloppet under 2011. En större andel av låntagarna med högst grundskole- studier beviljas nedsättning, jämfört med låntagare som studerat på högre nivåer.</P>
<P class="p97 ft10">Det är många låntagare som inte ansöker om nedsättning av sina årsbelopp trots att de skulle kunna få det. De flesta av dessa klarar av att betala sina avgifter enligt återbetalningsplanen. Enligt CSN var det dock drygt 13 000 låntagare som skulle kunnat få nedsätt- ning under 2008, men som inte ansökte om det, och som samtidigt hade betalningsproblem. Studerande med högst grundskolestudier är de som har den största andelen återbetalningsskyldiga låntagare som inte ansöker om nedsättning, men som enligt tillgängliga inkomstuppgifter skulle ha rätt till det. CSN konstaterar också att låntagare som läst på grundskolenivå var överrepresenterade bland dem som inte ansökte om nedsättning trots att de skulle ha kunna beviljas ett lägre årsbelopp och som också fick betalningsproblem.</P>
<P class="p965 ft66"><SPAN class="ft28">8.2</SPAN><SPAN class="ft76">Ekonomiska drivkrafter inom ramen för studiemedelssystemet</SPAN></P>
<P class="p121 ft9">I utredningens uppdrag ligger att föreslå förändringar av studie- medelssystemet som kan förbättra förutsättningarna för stu- derande att fullfölja utbildningen. I detta avsnitt diskuteras möjlig- heterna att införa eller förändra incitamenten för effektiva studier inom studiemedelssystemet. Utredningens bedömning och ställ- ningstagande kring sådana förändringar redovisas i avsnitt 8.4.9.</P>
<P class="p966 ft13"><SPAN class="ft13">8.2.1</SPAN><SPAN class="ft70">Drivkrafter för snabba och effektiva studier i dagens studiemedelssystem</SPAN></P>
<P class="p967 ft8">Två sorters ekonomiska drivkrafter finns redan inom ramen för studiemedelssystemet, dels positiva drivkrafter som uppmuntrar ett visst beteende, dels negativa som är av mer tvingande karaktär.</P>
<P class="p14 ft26">Den kanske viktigaste drivkraften är att det finns studiemedel som täcker de studerandes levnadsomkostnader och som gör det</P>
<P class="p968 ft20">307</P>
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<P class="p75 ft10">möjligt för de studerande att studera och, om de så önskar, att avstå från att arbeta parallellt med studierna.<SPAN class="ft81">35 </SPAN>Detta kan, tillsammans med de krav som finns på aktiva studier,<SPAN class="ft81">36 </SPAN>vara ett incitament för de studerande att fokusera på studierna och att fullfölja dem.<SPAN class="ft81">37 </SPAN>Även fribeloppsgränsen – gränsen för hur mycket studerande kan tjäna utan att studiemedlen reduceras – kan ses som en drivkraft att satsa på studierna i stället för att arbeta vid sidan av.</P>
<P class="p181 ft8">För rätt till fortsatta studiemedel ställs krav på uppnådda studie- resultat – studierna ska ha bedrivits i normal takt. Detta innebär att studerande som tänker fortsätta att studera med studiemedel måste prestera resultat för att ha en säkrad studiefinansiering.</P>
<P class="p301 ft8">Tidsgränsen för studiemedel uttrycks i ett maximalt antal studie- medelsveckor för studier på grundläggande nivå. Denna utgör en drivkraft att bli klar med studierna inom de veckor som medges.</P>
<P class="p107 ft29">Studielån som tagits i samband med behörighetsgivande studier på grundläggande och gymnasial nivå skrivs av om den studerande går vidare till högskolestudier.<SPAN class="ft82">38 </SPAN>Det kan möjligen anses tveksamt om bestämmelsen uppmuntrar till snabba studier på den grund- läggande nivån, men den kan ändå sägas uppmuntra en progression i utbildningsgången. Studerande som inte fullföljer den grund- läggande nivån med godkända studieresultat har knappast heller möjlighet att senare fortsätta studierna på högskolan.</P>
<P class="p969 ft13"><SPAN class="ft13">8.2.2</SPAN><SPAN class="ft70">Betydelsen av ekonomiska incitament i teorin</SPAN></P>
<P class="p80 ft26">Den ekonomiska teoribildningen om ekonomiska incitament bygger i huvudsak på att personer agerar rationellt för att maximera sin ekonomiska nytta. Utbildning ger ofta bättre utsikter på arbets- marknaden och högre lön, vilket gör utbildning attraktiv även om den som studerar måste avstå från arbetsinkomster under studie- tiden. Den studerande investerar i sin egen kunskap och pro-</P>
<P class="p914 ft101"><SPAN class="ft56">35</SPAN><SPAN class="ft143">De flesta studier av arbete parallellt med studier tyder på att det finns ett negativt samband mellan mycket arbete och goda studieresultat, även om vissa studier inte har kunnat belägga sambandet. Se t.ex. IFAU (2011); Uusitalo, R. (2010); Statens uddannelsestötte (2008). En finsk studie kunde inte belägga något samband mellan låntagande och examination, vilket kan indikera att de som arbetar vid sidan av studierna inte hade sämre studieprestationer än de som tog lån, se Asplund, R. (2009). I enkätundersökningar genomförda av CSN tycks det inte heller finnas något samband mellan arbete och studieresultat, se CSN (2010b).</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">36</SPAN><SPAN class="ft100">Den som avbryter sina studier kan inte längre uppbära studiemedel och riskerar att få ett återkrav av studiemedel som har betalats ut för tiden efter avbrottet.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">37</SPAN><SPAN class="ft100">Att förmånliga studiestöd ökar genomströmningen får stöd i vissa studier, se t.ex. Hossler, D. (2009).</SPAN></P>
<P class="p291 ft41"><SPAN class="ft56">38</SPAN><SPAN class="ft59">Det görs ingen avskrivning för t.ex. gymnasiala studier som inte ger högskolebehörighet.</SPAN></P>
<P class="p95 ft20">308</P>
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<P class="p970 ft9">duktivitet.<SPAN class="ft36">39 </SPAN>Genom arbetsmarknadens sätt att fungera finns det därför ofta ekonomiska drivkrafter att studera och att göra det snabbt och effektivt.</P>
<P class="p279 ft8">Ett studiestöd och dess utformning kan förstärka eller försvaga de ekonomiska drivkrafterna. Studiestödet gör inkomstbortfallet under studietiden mindre och ökar därmed livsinkomsten för dem som studerar. Ett generöst studiestöd gör att fler väljer att studera. Samtidigt kan ett förmånligt studiestöd fungera kvarhållande i studier i och med att det gör studierna billigare.<SPAN class="ft79">40</SPAN></P>
<P class="p14 ft10">Trots de ekonomiska fördelarna med att studera tyder forskning om studieval och studiegenomförande ganska genomgående på att ekonomiska drivkrafter har en mer begränsad betydelse för de studerandes beteende, agerande och resultat än de renodlade eko- nomiska modellerna antar. Många andra faktorer framhålls som viktiga för både studieval och studieprestation. Framför allt gäller detta de studerandes socioekonomiska bakgrund, kön, motivation och mål, förmåga och tidigare utbildningsresultat. Utöver detta har det pedagogiska upplägget betydelse, liksom andra former av stöd under studietiden.<SPAN class="ft81">41 </SPAN>Olika personer uppfattar dessutom eko- nomiska incitament på olika sätt. Ett incitament kan ha stark påverkan på en individ men svag eller ingen påverkan på en annan.<SPAN class="ft81">42 </SPAN>Generellt tycks exempelvis studerande från hem med låg utbild- ningsnivå vara mer priskänsliga och mer försiktiga när det gäller låntagande.<SPAN class="ft81">43 </SPAN>Detta kan även innebära att de är mer känsliga för ekonomiska drivkrafter.</P>
<P class="p822 ft9">Trots de nämnda begränsningarna är det från ett teoretiskt perspektiv ändå rimligt att anta att ekonomiska faktorer <SPAN class="ft24">kan </SPAN>spela viss roll, även om det givetvis inte går att begränsa de ekonomiska drivkrafterna till att enbart omfatta studiestödet. Både arbets- marknadssituationen och det allmänna ekonomiska tillståndet påverkar utbildningsval och agerande under studietiden. Utred- ningens uppdrag inom studiemedelsområdet omfattar alltså bara en liten del av de ekonomiska faktorer som påverkar möjligheterna och ambitionen att fullfölja studierna.</P>
<P class="p97 ft29">Om ekonomiska drivkrafter ska användas är det av vikt att dessa drivkrafter utformas på ett lämpligt sätt. I tiden närliggande eko- nomiska vinster kan exempelvis antas ha större betydelse för val</P>
<P class="p25 ft58"><SPAN class="ft56">39</SPAN><SPAN class="ft57">Becker, G.S. (1964).</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">40</SPAN><SPAN class="ft57">Uusitalo, R. (2010).</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">41</SPAN><SPAN class="ft73">Vossensteyn, H. (2005a).</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">42</SPAN><SPAN class="ft73">Vossensteyn, H. (2005a).</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">43</SPAN><SPAN class="ft59">Vossensteyn, H. (2005b).</SPAN></P>
<P class="p486 ft20">309</P>
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<P class="p53 ft9">och agerande än en ekonomisk fördel längre fram i tiden. Dess- utom är det viktigt att ekonomiska incitament är tydliga och enkla att förstå.<SPAN class="ft36">44</SPAN></P>
<P class="p281 ft13"><SPAN class="ft13">8.2.3</SPAN><SPAN class="ft70">Undersökningar om utfallet av ekonomiska drivkrafter</SPAN></P>
<P class="p108 ft9">Många av de studier som handlar om ett studiestöds eller studielåns betydelse för genomströmning och examensfrekvens är inte relevanta för utredningen, bl.a. på grund av att de jämför ett till- stånd med studiestöd med ett tillstånd utan studiestöd.<SPAN class="ft36">45 </SPAN>Sådana studiers relevans är liten eftersom ett avskaffande av studiemedel- systemet inte är en fråga för utredningen.</P>
<P class="p107 ft9">Det finns ett antal internationella studier som särskilt har studerat direkta ekonomiska incitament i form av en utbetalning till dem som klarar sina studier. Resultaten från dessa undersök- ningar är dock inte helt entydiga. Studierna är även gjorda i andra miljöer än inom svensk komvux och har avsett andra åldersgrupper än vuxenstuderande.<SPAN class="ft36">46 </SPAN>Vi bedömer att dessa studier är av begränsat värde för det syfte denna utredning har.</P>
<P class="p91 ft9">Under 2009 infördes på försök en bonus till studerande i sfi med syfte att de studerande snabbare ska lära sig svenska. Under en försöksverksamhet <NOBR>2009–2010</NOBR> kunde slumpvis utvalda kommuner erbjuda s.k. <NOBR>sfi-bonus</NOBR> på belopp upp till högst 12 000 kronor till studerande som klarade kursmålen inom angivna tidsgränser. Bonusen infördes senare på nationell nivå.</P>
<P class="p107 ft29">I december 2012 lämnade Institutet för arbetsmarknads- och utbildningspolitisk utvärdering (IFAU) rapporten <SPAN class="ft48">Ekonomiska drivkrafter och studieresultat – effekter av </SPAN><NOBR><SPAN class="ft48">sfi-bonus</SPAN>.<SPAN class="ft82">47</SPAN></NOBR><SPAN class="ft82"> </SPAN>Utvärderingen av <NOBR>sfi-bonusen</NOBR> visar att den fick en inte helt obetydlig effekt på</P>
<P class="p971 ft58"><SPAN class="ft56">44</SPAN><SPAN class="ft57">Vossensteyn, H. (2005a); Uusitalo, R. (2010).</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">45</SPAN><SPAN class="ft57">Se t.ex. Dowd A. (2006); Hossler, D. (2009).</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">46</SPAN><SPAN class="ft100">En studie av utbetalningar till engelska ungdomar i motsvarande gymnasieskolan visade att en ekonomisk ersättning gav mycket positiva effekter genom att antalet studieavbrott minskade (Dearden, L.[2009]). En studie av terminsvisa utbetalningar till collegestuderande i Kanada visade att en bonus fick begränsat positiva resultat på prestationerna (Angrist, J. [2010]). En undersökning av ekonomisk ersättning till elever i amerikansk grundskola visade på positiva effekter i vissa ämnen, men kunde inte påvisa några effekter i andra ämnen. (Bettinger, E. [2008]). En omfattande studie av amerikansk grundskola visade att ekonomisk ersättning gav signifikanta resultat när den gavs för lärandeinsatser, t.ex. närvaro i under- visningen eller att läsa en bok, men inga eller mycket små effekter när den gavs för studie- resultat. Detta förklarades av att många elever inte visste hur man skulle åstadkomma ett gott studieresultat eller inte klarade att genomföra studierna som planerat. (Fryer, R. [2011]).</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">47</SPAN><SPAN class="ft59">IFAU (2012a).</SPAN></P>
<P class="p95 ft20">310</P>
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<P class="p60 ft9">studieresultaten i Stockholm, men ingen påvisbar effekt i övriga delar av landet. I Stockholm beräknade IFAU att som en följd av bonusen var det tre personer av hundra som fullföljde en <NOBR>sfi-kurs</NOBR> inom tidsgränsen för bonus, som inte hade gjort det annars. Sfi- bonusen gav inga säkerställda effekter på deltagandet i utbildning, även om det fanns en tendens till ökat deltagande i Stockholm.<SPAN class="ft36">48 </SPAN>Eftersom många <NOBR>sfi-studerande</NOBR> fortsätter sina studier på grund- läggande nivå inom komvux, bör resultatet kunna ge viss kunskap om betydelsen av ekonomiska incitament även för studerande på grundläggande nivå i komvux.</P>
<P class="p341 ft9">I Norge infördes i mitten av <NOBR>2000-talet</NOBR> en kvalitetsreform i syfte att öka genomströmningen i studier. Ett syfte var att minska de studerandes arbete vid sidan av studierna. En s.k. konverterings- ordning infördes som innebär att delar av studielånen i efterhand kan omvandlas till bidrag – ju fler poäng de studerande klarar, desto större andel av lånen omvandlas till bidrag. En utvärdering som genomfördes 2007 visade att reformen inte fick de studerande att arbeta mindre men att den bidrog till en begränsad ökning av antalet avklarade poäng.<SPAN class="ft36">49</SPAN></P>
<P class="p13 ft9">I Finland infördes 2005 ett särskilt skatteavdrag för studerande som tar lån och dessutom klarar sina studier inom normaltiden för sin utbildning plus högst ett år. Avsikten med skatteavdraget var att uppmuntra de studerande att ta studielån för att på så sätt skapa bättre förutsättningar för fler att bedriva effektiva heltidsstudier. Åtgärden ledde dock inte till något ändrat beteende bland de studerande.<SPAN class="ft36">50</SPAN></P>
<P class="p97 ft26">I Sverige har kraven på studieresultat för rätt till fortsatta studiemedel ändrats vid två tillfällen de senaste åren. Dels sänktes kraven för studerande på vissa högskoleutbildningar 2007, dels skärptes kraven för samtliga studerande med studiemedel den 1 juli 2010. De sänkta kraven på studieresultat vid vissa högskole- utbildningar gav inte någon entydig effekt på studieresultaten: på vissa utbildningar där kraven ändrats blev studieresultaten bättre</P>
<P class="p972 ft74"><SPAN class="ft56">48</SPAN><SPAN class="ft73">En tänkbar förklaring att </SPAN><NOBR>sfi-bonusen</NOBR> tycks ha fått vissa effekter i Stockholm men inte i övriga landet är enligt rapporten att studerande i Stockholm gavs möjlighet att påbörja sfi- studier relativt snabbt, vilket kan ha gett ökade möjligheter att uppnå kursmålen inom den stipulerade tiden för att få en bonus.</P>
<P class="p973 ft58"><SPAN class="ft56">49</SPAN><SPAN class="ft57">Kunnskapsdepartementet (2007).</SPAN></P>
<P class="p962 ft101"><SPAN class="ft56">50</SPAN><SPAN class="ft158">Folkpensionsanstalten (2008). Inte heller den svenska fribeloppsgränsen tycks ha någon större påverkan på de studerandes arbete och inkomster. Det är t.ex. inte oproportionerligt många studiemedelstagare som har inkomster som ligger precis under fribeloppsgränsen (Uusitalo, R. [2010]). De senaste årens höjningar av fribeloppsgränsen har inte heller lett till att en större andel av de studerande har valt att arbeta vid sidan av studierna (CSN [2012c]).</SPAN></P>
<P class="p963 ft20">311</P>
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<P class="p529 ft8">och på andra sämre.<SPAN class="ft79">51 </SPAN>De skärpta kraven under 2010 påverkade inte det genomsnittligt avklarade antalet högskolepoäng. Andelen studerande med ett resultat under gränsen för en garanterad rätt till studiemedel minskade dock marginellt (med en procentenhet).<SPAN class="ft79">52</SPAN></P>
<P class="p107 ft10">Inom studielånesystemet finns det, som även redovisas ovan, olika regler som ska uppmuntra studerande att ta lån, vilket i sin tur ska göra effektiva studier möjliga. Det handlar dels om möjlig- heter till nedsättning av de årliga återbetalningsbeloppen för lån- tagare med låga inkomster, dels om möjligheter att få hela eller delar av studieskulden avskriven vid exempelvis arbetsoförmåga och dödsfall. Vuxenstuderande som fortsätter sina studier på hög- skolenivå kan få avskrivning med upp till hälften av det lån de tog på grundläggande eller gymnasial nivå. En utvärdering CSN har genomfört tyder på att dessa förmåner inom lånesystemet har mycket liten påverkan på de studerandes val att studera och ta lån.<SPAN class="ft81">53</SPAN></P>
<P class="p974 ft13"><SPAN class="ft13">8.2.4</SPAN><SPAN class="ft70">Mått på framgångsrika och fullföljda studier på grundläggande nivå</SPAN></P>
<P class="p518 ft10">Innan eventuella ekonomiska incitament inom studiemedelssystemet kan övervägas måste det, utöver sådana incitaments betydelse, diskuteras vilka beteenden och prestationer som ska uppmuntras. Att hitta lämpliga mått och att mäta prestationer är förhållandevis enkelt i programbaserade utbildningssystem med klara utbildnings- mål och givna förkunskapskrav som är lika för alla.<SPAN class="ft81">54 </SPAN>I ett sådant system kan ett fullföljande i enlighet med utbildningsplanen upp- muntras och de studerande har någorlunda likartade förut- sättningar att uppnå utbildningsmålen.</P>
<P class="p776 ft9">Inom komvux på grundläggande nivå finns ingen utbildnings- plan som gäller samtliga studerande. Studerande har olika studiemål och de planerade studierna skiljer sig mellan de studerande. Det gör det svårare att avgöra vilka prestationer som ska uppmuntras med eventuella ekonomiska fördelar. Dessutom har de studerande helt olika studieförutsättningar, vilket gör prestationer svåra att jäm- föra.</P>
<P class="p468 ft26">Det går dock att identifiera några olika mått som skulle kunna tjäna som utgångspunkter för ekonomiska incitament inom studie-</P>
<P class="p511 ft58"><SPAN class="ft56">51</SPAN><SPAN class="ft57">CSN (2010a).</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">52</SPAN><SPAN class="ft57">CSN (2012a).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">53</SPAN><SPAN class="ft73">CSN (2011a).</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">54</SPAN><SPAN class="ft59">Se t.ex. den diskussion som förs i SOU 2009:28.</SPAN></P>
<P class="p95 ft20">312</P>
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<P class="p60 ft9">medelssystemet. Att knyta incitament till de olika måtten är dock förknippat med olika för- och nackdelar, vilka diskuteras i utred- ningens bedömning i avsnitt 8.4.9 nedan.<SPAN class="ft36">55</SPAN></P>
<P class="p975 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft159">Godkända verksamhetspoäng per studievecka</SPAN></P>
<P class="p443 ft9">Ett sätt att mäta genomströmning och prestation är att utgå från antalet avklarade och godkända kurser i förhållande till den tid och omfattning den studerande har haft studiemedel. En heltids- studerande som har studerat på heltid i 20 veckor med studiemedel skulle t.ex. kunna ”belönas” om han eller hon med godkänt resultat klarar 400 verksamhetspoäng under perioden med studiemedel eller inom viss tid efter periodens slut. Ett sådant mått ger en objektiv bild av vad den studerande har klarat som kan tillämpas lika över landet.</P>
<P class="p976 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft159">Studietid</SPAN></P>
<P class="p977 ft29">Ett annat möjligt mått är de studerandes studietider. Kortare studietider kan uppmuntras i förhållande till längre. En möjlighet skulle kunna vara att använda den individuella studieplanen som ett mått för hur länge studierna bör pågå. Den som fullföljer studierna på den tid som den individuella studieplanen anger skulle i så fall premieras. Incitament knutna till ett liknande mått skulle kunna uppmuntra snabba studier och en hög genomströmning.</P>
<P class="p978 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft159">Fullföljande av påbörjade kurser</SPAN></P>
<P class="p977 ft9">Ytterligare ett möjligt mått för att bedöma studieprestationer är att utgå från studieavbrotten. Studieavbrotten ses som ett problem inom komvux och studerande som fullföljer kurser de påbörjat skulle kunna premieras i förhållande till dem som avbryter kurser.</P>
<P class="p979 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft159">Fortsatta studier på gymnasial nivå eller på någon annan högre utbildning</SPAN></P>
<P class="p977 ft29">Redan i dag premieras en övergång från studier på grundläggande och gymnasial nivå till högskolestudier. Avskrivning av lån görs för dem som klarar ett visst antal högskolepoäng. Ett liknande system kan tänkas för dem som övergår från studier på grundläggande nivå till studier på gymnasial nivå eller till andra typer av fortsätt-</P>
<P class="p110 ft41"><SPAN class="ft40">55 </SPAN>Frågan om särskilda aktivitets- eller närvarokrav diskuteras separat i kapitel 9.</P>
<P class="p486 ft20">313</P>
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<P class="p311 ft9">ningsstudier. Kravet på fortsatta studier kan kombineras med att dessa måste fullföljas med godkända resultat.</P>
<P class="p281 ft28"><SPAN class="ft28">8.3</SPAN><SPAN class="ft69">Problem inom dagens studiemedelssystem</SPAN></P>
<P class="p507 ft8">I detta avsnitt diskuteras problem som utredningen har identifierat inom dagens studiemedelssystem. Problemen avser två områden, dels problem som hindrar fullföljande och hög genomströmning, dels problem med återbetalningen av lån och återkrav. I det senare avsnittet görs en särskild analys av betalningsproblemens karaktär och dessutom diskuteras principiella överväganden kring låne- finansiering av studier på grundläggande nivå. Utredningens över- väganden och förslag finns i avsnitt 8.4, där de olika problemen även sätts in i ett större sammanhang.</P>
<P class="p980 ft13"><SPAN class="ft13">8.3.1</SPAN><SPAN class="ft70">Problem som påverkar fullföljande och genomströmning</SPAN></P>
<P class="p913 ft13">Studiemedlen stödjer inte alltid en flexibel vuxenutbildning</P>
<P class="p93 ft9">En återkommande kritik mot studiemedelssystemet är att det på ett övergripande plan inte stödjer den strävan mot flexibilitet och individanpassning som finns inom vuxenutbildningen. Denna syn- punkt har framförts av många under flera års tid, t.ex. av Kunskaps- lyftskommittén och Studiesociala kommittén.</P>
<P class="p107 ft8">I samband med utredningens besök i kommuner har liknande synpunkter framkommit. En övergripande bedömning som ganska många återkommer till är att studiemedelssystemet inte går hand i hand med den flexibilitet och de individuella lösningar som efter- strävas inom vuxenutbildningen. Det finns en viss förståelse för att så är fallet eftersom det måste finnas en likformighet i hanteringen av en ekonomisk ersättning till enskilda, men en ökad flexibilitet inom studiestödet förespråkas ändå av de flesta. Studiestödet styr enligt flera företrädare för vuxenutbildningen ofta deltagarnas utbildningsval, vilket inte anses önskvärt.</P>
<P class="p290 ft29">Dagens studiemedelssystem är i mångt och mycket utformat för att vara enkelt, lättbegripligt och rättvist. De olika studiestöd som fanns tidigare har avskaffats och olika möjligheter till skälsprövning har successivt inskränkts. Enligt utredningen har detta övervägande varit en positiv utveckling eftersom systemet har blivit mer över-</P>
<P class="p692 ft20">314</P>
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<P class="p961 ft9">skådligt, enklare att begripa och mer likformigt. Systemet tycks också fungera väl framför allt när det gäller programbaserade utbild- ningar på högskolenivå, där utbildningarna ryms inom de tidsramar som ges.</P>
<P class="p279 ft10">Studiemedelssystemets utveckling har dock gått i motsatt rikt- ning i förhållande till utvecklingen av vuxenutbildningen och i förhållande till studerandegruppen på den grundläggande nivån. Vuxenutbildningen har gått i riktning mot ökad individanpassning och flexibilitet och studerandegruppen på den grundläggande nivån har blivit allt mer heterogen bl.a. vad gäller utbildningsbakgrund och behov. Just för studerande på grundläggande nivå är det därför många gånger ett problem att studiemedelssystemet innehåller så få möjligheter till individanpassning. Detta tar sig uttryck i olika delar av studiemedelsregelverket, framför allt i bestämmelserna om maximal tid med studiemedel.</P>
<P class="p287 ft13">Kärv ekonomisk situation</P>
<P class="p121 ft9">I kapitel 7 beskriver utredningen den ekonomiska situationen och försörjningen för studerande inom komvux. Av genomgången framgår bl.a. att nettoinkomsten för heltidsstuderande på grund- läggande nivå inom komvux i genomsnitt är cirka 100 000 kronor om året. Denna inkomst ligger långt under riksgenomsnittet och torde innebära att de studerande i allmänhet, och ensamstående studerande med barn i synnerhet, har en mycket kärv ekonomisk situation. Många som studerar på grundläggande nivå saknar dess- utom en partner som kan bidra och stötta ekonomiskt.</P>
<P class="p97 ft8">Trots de låga inkomsterna avstår majoriteten av de studerande från att ta studielån. En förklaring till detta är sannolikt att de studerande är oroliga för återbetalningen av lånen, särskilt i ljuset av att många bedömer att arbetsmarknadssituationen är osäker. En annan förklaring till att många avstår från att låna är att en del kom- muner erbjuder försörjningsstöd som komplement till studie- bidraget utan att ställa krav på att de studerande ska ta studielån. Av de heltidsstuderande som får försörjningsstöd (35 procent av studerandegruppen) och har studiebidrag är det mindre än hälften som även tar lånet (se bilaga 5). Detta tyder på att många kom- muner beviljar försörjningsstöd utan att ställa krav på låntagande. I andra kommuner ställs dock krav på att de studerande tar ut låne- delen om de ska kunna få kompletterande försörjningsstöd. Detta</P>
<P class="p981 ft20">315</P>
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<P class="p300 ft9">innebär att de ekonomiska förutsättningarna varierar för studerande i olika kommuner.</P>
<P class="p181 ft9">Även om det är förhållandevis få studerande som anger att de avbryter studierna främst p.g.a. ekonomiska skäl, är det troligt att den kärva ekonomiska situationen ofta är en bidragande orsak till studieavbrott. Detta kan enligt utredningens bedömning särskilt antas gälla ensamstående studerande med barn och studerande som inte vill ta lån och som bor i kommuner som kräver låntagande för att försörjningsstöd ska kunna beviljas.</P>
<P class="p90 ft13">Antalet studiemedelsveckor kan inte anpassas till behoven</P>
<P class="p108 ft9">Drygt 300 sökande får årligen avslag på sina studiemedelsansök- ningar p.g.a. att veckorna med studiemedel på den grundläggande nivån har tagit slut, och cirka 1 100 sökande får delvis bifall och delvis avslag. Andelen som får avslag p.g.a. att veckorna tar slut är betydligt högre bland dem som ansöker om studiemedel för studier på grundläggande nivå än för studier på gymnasial eller efter- gymnasial nivå.</P>
<P class="p180 ft9">Statistiken över antalet avslag ger inte någon fullständig bild över hur många personer som skulle behöva studiemedel under längre tid. Det finns skäl att tro att fler studerande berörs av tidsgränserna eftersom det är troligt att en del avstår från att lämna in en ny ansökan om studiemedel när studiemedelsveckorna har tagit slut. Vägledare och lärare har också framfört till utredningen att det inte är helt ovanligt att studerande övergår till studier på gymnasial nivå när studiemedelsveckorna på den grundläggande nivån har tagit slut, trots att de inte är redo för studier på den nivån.</P>
<P class="p77 ft9">Utredningens erfarenheter från studiebesök och expert- och referensgruppsmöten är att de nuvarande reglerna om antal studie- medelsveckor upplevs som allt för stelbenta. Den kanske vanligaste synpunkten som över huvud taget har framförts till utredningen är att det är ett problem för många att studiemedelsveckorna inte räcker till. De som är berättigade till studiemedel i 100 veckor är överrepresenterade bland dem som får avslag och verkar därmed vara de som har störst problem att hinna med sina studier inom tidsramarna.</P>
<P class="p312 ft9">De studerandes utbildningsbakgrund anses allmänt vara en viktig faktor när behovet av utbildning ska bedömas. Andra</P>
<P class="p699 ft20">316</P>
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<P class="p606 ft9">faktorer kan dock också ha stor betydelse, t.ex. vilket språk som är den studerandes modersmål, ursprungligt utbildningsland, hur länge det var sedan utbildningen bedrevs, kulturell bakgrund, familje- situation, hälsoläge och målet med utbildningen m.m. Många kom- munföreträdare har mot denna bakgrund ifrågasatt att utbildnings- bakgrunden är den enda faktor som beaktas när antalet studie- medelsveckor fastställs, samtidigt som möjligheterna att få dispens är små. Det har särskilt lyfts fram att regelverket utgör ett problem för studerande med romskt ursprung eftersom dessa ofta har en särskilt svag utbildningstradition och en lång väg till utbildnings- målen.</P>
<P class="p297 ft9">Samtidigt som det finns behov av mer flexibla veckogränser är det viktigt att minnas att de allra flesta studerande på grund- läggande nivå klarar av att fullfölja sina studier inom ramen för de veckoantal som medges. Skolverket har angivit att den genom- snittligt planerade studietiden på den grundläggande nivån är ett år. De som studerar en kurs har en genomsnittlig planerad studietid på 41 veckor, de som läser två kurser har en genomsnittligt planerad studietid på 86 veckor och de som läser tre kurser planerar genom- snittligt att studera i 99 veckor. Ungefär hälften av de studerande läser en (1) kurs.<SPAN class="ft36">56 </SPAN>Av studiemedelstagarna har cirka 80 procent studiemedel för studier på grundläggande nivå i totalt högst 40 veckor (omräknat till heltidsstudiemedel).<SPAN class="ft36">57 </SPAN>I genomsnitt har studiemedelstagarna med lån på den grundläggande nivån studie- medel i 28 veckor på grundläggande nivå och i 83 veckor totalt.<SPAN class="ft36">58 </SPAN>För de allra flesta bör alltså antalet studiemedelsveckor inte vara något problem.</P>
<P class="p790 ft10">Utredningens sammantagna bedömning är ändå att de begräns- ningar som finns för antalet veckor med studiemedel är ett problem för många studerande, även om flertalet klarar sig väl med de veckoantal som redan erbjuds. Vi bedömer att problemet har sin grund i att de studerandes utbildningsbakgrund är den enda faktor som beaktas när antalet studiemedelsveckor fastställs, trots att många fler faktorer påverkar behovet. I kombination med små möj- ligheter att få förlängd tid med studiemedel kan detta leda till stora konsekvenser i enskilda fall, ofta med studieavbrott som följd.</P>
<P class="p982 ft58"><SPAN class="ft56">56</SPAN><SPAN class="ft57">Skolverket (2012b).</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">57</SPAN><SPAN class="ft73">Det ska observeras att en del av dessa givetvis kan ha haft önskemål om att få studiemedel under längre tid.</SPAN></P>
<P class="p299 ft41"><SPAN class="ft56">58</SPAN><SPAN class="ft59">Avser låntagare som blev återbetalningsskyldiga på sina studielån 2012.</SPAN></P>
<P class="p486 ft20">317</P>
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<P class="p983 ft13">En del studerande läser många kurser enbart i syfte att få heltidsstudiemedel</P>
<P class="p378 ft9">Vid utredningens kommunbesök och möten med vägledare, lärare och elever har reglerna för heltid och deltid framhållits som ett stort praktiskt problem med studiemedelssystemet. Problemet består i att studerande väljer heltidsstudier enbart av skälet att få heltidsstudiemedel. Även utbudet av kurser kan styras mot utbild- ningspaket på heltid. Strävan efter att få fulla studiemedel styr alltså, enligt både företrädare för kommunerna och studerande, mot heltidsstudier trots att sådana inte alltid är lämpliga eller nöd- vändiga. Ett flertal kommunföreträdare menar att problemet är särskilt stort när det gäller högutbildade studerande som egentligen bara skulle behöva studera svenska som andraspråk. Detta problem framhålls även av Skolinspektionen i rapporten <SPAN class="ft24">Grundläggande vuxenutbildning. En granskning av uppföljning och anpassning av utbildningen.</SPAN><SPAN class="ft155">59</SPAN></P>
<P class="p290 ft9">Att studerande läser fler ämnen än nödvändigt kan få olika negativa konsekvenser, t.ex. att studierna tar längre tid än nöd- vändigt, att studieskulden blir onödigt hög eller att den studerande inte klarar av sina studier. En informant uttryckte saken som att</P>
<P class="p672 ft9">”när man är på språng mellan fyra olika ämnen fixar man det ofta inte.” Dessutom kan taktiska avhopp förekomma från sådana kurser som de studerande egentligen inte har kunskapsmässiga behov av att läsa.</P>
<P class="p107 ft10">Problemet med att studerande eftersträvar heltidsstudier för att klara sin försörjning kan alltså vara en av flera orsaker som bidrar till det mycket höga antalet studieavbrott på grundläggande nivå. Det finns dock inte någon statistik som visar hur stor andel av avbrotten som har sådana orsaker. I de undersökningar om avbrott som har genomförts av CSN och Skolverket har inte problemets omfattning kunnat ringas in. Avbrott av detta skäl kan återfinnas i olika kategorier, t.ex. att ”studierna var för svåra”, ”tidsbrist” eller ”andra skäl för avbrott”. Inte heller statistiken över antalet studie- medelstagare som studerar på heltid (cirka 70 procent) respektive deltid (cirka 30 procent) säger något om hur många som studerar på heltid utan att egentligen vara i behov av att göra det.</P>
<P class="p984 ft9">Det nämnda problemet kan vara särskilt uttalat när det gäller studerande med funktionsnedsättning.<SPAN class="ft36">60 </SPAN>Den som har funktions-</P>
<P class="p985 ft58"><SPAN class="ft56">59</SPAN><SPAN class="ft57">Skolinspektionen (2012a).</SPAN></P>
<P class="p291 ft41"><SPAN class="ft56">60</SPAN><SPAN class="ft59">Se t.ex. Specialpedagogiska skolmyndigheten (2010).</SPAN></P>
<P class="p95 ft20">318</P>
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<P class="p96 ft10">nedsättning kan ofta vara i behov av en anpassad studiegång i lägre takt. I dag finns det möjlighet att bevilja studiemedel med ett högre belopp för den som p.g.a. funktionsnedsättning behöver lägga ner mer tid på studierna än antalet verksamhetspoäng motsvarar. Studiemedel beviljas dock enbart för studietid och aldrig om studieåtagandet är lägre än 50 procent av heltid. Eftersom prövningen är förhållande- vis restriktiv kan det finnas studerande med funktionsnedsättning som antingen inte kan beviljas studiemedel med ett belopp som motsvarar arbetsinsatsen eller som är registrerad på flera kurser bara för att komma upp i ett studiemedelsbelopp som motsvarar den tid som läggs ned på studierna.</P>
<P class="p986 ft13">Den som snabbt tar sig igenom sfi kan bli nekad grundläggande rätt till svenskt studiestöd</P>
<P class="p286 ft9">Vid utredningens kommunbesök har det flera gånger förts fram att det finns studerande som tar sig igenom sfi mycket snabbt och därför ofta inte har hunnit få en grundläggande rätt till svenskt studiestöd när de påbörjar studierna på grundläggande nivå. Orsaken är att de har varit i Sverige under kort tid och inte bedöms ha tillräcklig anknytning till landet enligt de regler som finns för detta.</P>
<P class="p150 ft9">Under 2011 fick cirka 1 400 utländska medborgare som ansökte om studiemedel för studier på grundläggande nivå avslag på sina ansökningar p.g.a. att de inte hade grundläggande rätt till studie- medel.</P>
<P class="p13 ft9">Att personer som snabbt tar sig igenom sfi inte får studiemedel när de ska påbörja komvux på grundläggande nivå kan vara ett problem om de studerande saknar annan försörjning i form av t.ex. ett arbete, etableringsersättning, stöd från anhöriga eller försörj- ningsstöd. I vissa fall kan det leda till att studierna och inträdet på arbetsmarknaden därmed fördröjs.</P>
<P class="p308 ft13"><SPAN class="ft13">8.3.2</SPAN><SPAN class="ft70">Problem med återbetalningen av lån och återkrav</SPAN></P>
<P class="p520 ft13">Indikationer på återbetalningsproblem</P>
<P class="p121 ft26">Det har tidigare funnits tydliga indikationer på att låntagare som studerar på grundläggande nivå och tar lån i samband med dessa studier ofta får problem med återbetalningen av lånen. Många har</P>
<P class="p602 ft20">319</P>
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<P class="p53 ft9">hamnat med krav hos Kronofogdemyndigheten och det tycks också vara många som inte tillvaratar sina rättigheter när det gäller att ansöka om nedsatt årsavgift.<SPAN class="ft36">61 </SPAN>Liknande problem har identi- fierats i andra länder. I exempelvis Norge har studerande som tagit lån i samband med studier på lägre utbildningsnivåer betydligt svårare att betala tillbaka sina lån än de som lånat för studier i högre utbildning.<SPAN class="ft36">62</SPAN></P>
<P class="p91 ft9">Utredningen har till uppgift att analysera situationen för de studerande när det gäller återbetalning av lån och återkrav och vid behov föreslå förändringar i syfte att förbättra möjligheten för lån- tagarna att betala tillbaka sina skulder. I detta avsnitt behandlar vi återbetalningssituationen när det gäller lån och återkrav, samt för en mer principiell diskussion om låntagande vid studier på grund- läggande nivå. Utredningen återkommer till bedömningar och för- slag längre fram i detta kapitel.</P>
<P class="p90 ft13">Långvariga problem för låntagare med lägst utbildning</P>
<P class="p715 ft24">Tidigare utredningar har visat på återbetalningsproblem</P>
<P class="p108 ft9">CSN har tidigare visat att mer än hälften av dem som enbart tar lån för studier på grundläggande nivå någon gång under en knapp tio- årsperiod får krav på återbetalning av lånet överlämnade till Kronofogdemyndigheten.</P>
<P class="p987 ft74"><SPAN class="ft56">61</SPAN><SPAN class="ft100">CSN (2010c) och CSN (2011a). Enligt uppgift har CSN inlett ett arbete för att förbättra återbetalningssituationen. Se Dagens Nyheter </SPAN><NOBR>2013-01-21.</NOBR></P>
<P class="p858 ft41"><SPAN class="ft56">62</SPAN><SPAN class="ft59">https://www.lanekassen.no </SPAN><NOBR>(2012-10-16).</NOBR></P>
<P class="p95 ft20">320</P>
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<P class="p988 ft101"><SPAN class="ft151">1 </SPAN>Enbart återbetalningsskyldiga låntagare med <SPAN class="ft160">annuitetslån </SPAN>ingår i redovisningen, dvs. låntagare som tagit lån fr.o.m. den 1 juli 2001. För låntagare som studerat på samma utbildningsnivå hela året anges samma nivå som både lägsta och högsta utbildningsnivå. I tabellen redovisas inte låntagare som under samma år studerat på mer udda kombinationer av utbildningsnivåer under samma år, t.ex. på grund - läggande och eftergymnasial nivå. Avser studerande som tog lån 2002.</P>
<P class="p989 ft41"><SPAN class="ft43">Källa</SPAN>: CSN (2010c).</P>
<P class="p339 ft26">Andelen låntagare med betalningsproblem minskar med stigande utbildningsnivå och för dem som enbart läst på eftergymnasial nivå är det cirka fem procent som får krav överlämnade till Kronofogde- myndigheten under samma tidsperiod.<SPAN class="ft119">63 </SPAN>Studerande på grund- läggande nivå är alltså kraftigt överrepresenterade bland de lån- tagare som får betalningsproblem.</P>
<P class="p392 ft24">Återbetalningsproblemen är ofta långvariga</P>
<P class="p111 ft9">Utredningen har med hjälp av CSN tagit fram aktuella uppgifter för att få en bild av den nuvarande situationen och för att under- söka betalningsproblemens varaktighet och orsaker.</P>
<P class="p990 ft41"><SPAN class="ft40">63 </SPAN>CSN (2010c).</P>
<P class="p486 ft20">321</P>
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<P class="p991 ft58"><SPAN class="ft121">1 </SPAN>För ett mindre antal låntagare kan kravet avse lån tagna under tiden 2001 <NOBR>–2006.</NOBR> Uppgifterna avser studerande på grundläggande nivå som har tagit lån under ett visst år, oavsett om de även läst på andra studienivåer samma år eller senare.</P>
<P class="p992 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p950 ft8">Av dem som lånade för studier på grundläggande nivå under 2006 har 37 procent någon gång fått ett återbetalningskrav överlämnat till Kronofogdemyndigheten.<SPAN class="ft79">64 </SPAN>Hela 25 procent av låntagarna hade ett återbetalningskrav hos Kronofogdemyndigheten så sent som vid årsskiftet 2011/12, vilket motsvarar 67 procent av samtliga som någon gång under perioden fått ett återbetalningskrav. Även om det finns låntagare som fått krav överlämnade så sent som under 2011 så visar detta både att det är en mycket stor andel av lån- tagarna som har betalningsproblem <SPAN class="ft65">och </SPAN>på att betalningsproblemen ofta är långvariga.</P>
<P class="p993 ft24">Låntagare som fortsätter studierna på gymnasial eller eftergymnasial nivå klarar återbetalningen av lånen bättre</P>
<P class="p994 ft29">Låntagare som har tagit lån i samband med studier på grund- läggande nivå är alltså överrepresenterade bland de låntagare som har betalningsproblem. De låntagare som vid studiestarten bedöm- des sakna en grundskoleutbildning eller motsvarande har oftare betalningsproblem än studerande som vid studiestarten bedömdes</P>
<P class="p995 ft41"><SPAN class="ft40">64 </SPAN>Andelen är lägre än i tabell 8.9 vilket beror på att i denna tabell ingår alla som läst på nivån under året, även om de också läst på högre utbildningsnivåer under samma år.</P>
<P class="p688 ft20">322</P>
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<P class="p996 ft21">SOU 2013:20 Studiemedelssystemet</P>
<P class="p899 ft9">ha en grundskoleutbildning. Skillnaderna mellan dessa båda studerandegrupper är dock relativt små.</P>
<P class="p915 ft29">Däremot är skillnaderna stora mellan låntagare som har den grund- läggande nivån som sin högsta och låntagare som har gått vidare till högre utbildningsnivåer. Studerande som efter studierna på grundläggande nivå fortsätter att studera på gymnasial respektive eftergymnasial nivå har betydligt bättre möjligheter att klara sin återbetalning. Återbetalningsproblemen är störst för de låntagare som inte fortsätter studierna efter den grundläggande nivån.</P>
<P class="p997 ft58"><SPAN class="ft121">1 </SPAN>Enbart låntagare med annuitetslån ingår i redovisningen, dvs. låntagare som tagit lån fr.o.m. den 1 juli 2001. Låntagare med en studieskuld <NOBR>2011-01-01.</NOBR> Låntagare som redan har återbetalat hela sin studieskuld ingår alltså inte.</P>
<P class="p998 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p918 ft9">Hela 47 procent av de återbetalningsskyldiga låntagare som inte hade fortsatt att studera med studiemedel efter den grundläggande nivån hade betalningsproblem vid utgången av 2010. Motsvarande andel bland dem som hade fortsatt sina studier till den efter- gymnasiala nivån var bara fem procent.<SPAN class="ft36">65 </SPAN>Störst risk att få problem att betala tillbaka sina studielån löper alltså de låntagare som inte fortsätter sina studier efter avslutade eller avbrutna studier på grundläggande nivå.</P>
<P class="p999 ft74"><SPAN class="ft40">65 </SPAN>En större andel av låntagarna som har studerat på högst grundläggande nivå har slutbetalat sina skulder än låntagarna som har studerat på högre nivåer. Detta hänger samman med att de förra har genomsnittligt lägre studieskulder. Andelen låntagare som bara läst på grundläggande nivå med krav hos Kronofogdemyndigheten är därför något överskattad jämfört med de andra utbildningsnivåerna eftersom en större andel av de kvarvarande lån- tagarna är ”dåliga betalare” samtidigt som de ”goda betalarna” redan har slutbetalat sina skulder.</P>
<P class="p1000 ft20">323</P>
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<P class="p88 ft24">Låga inkomster en viktig orsak till betalningsproblemen</P>
<P class="p115 ft29">Den främsta orsaken till de betalningsproblem låntagarna på grund- läggande nivå har är sannolikt en dålig inkomstutveckling, inte sällan till följd av att låntagarna har svårt att etablera sig på arbets- marknaden. Följande tabell visar inkomstutvecklingen för stu- derande som tog lån för studier på grundläggande nivå under 2006.</P>
<P class="p1001 ft41"><SPAN class="ft121">1 </SPAN>Medel- och medianinkomsterna redovisas för samtliga låntagare respektive för låntagare som har haft en skattepliktig inkomst under året. Inkomster före skatt.</P>
<P class="p1002 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p937 ft10">Inkomstuppgifterna visar att de genomsnittliga inkomsterna för dem som studerade på grundläggande nivå 2006 fortfarande var förhållandevis låga under 2010. En fjärdedel av låntagarna saknade helt inkomster. En del av dessa var dock fortfarande i studier.<SPAN class="ft81">66</SPAN></P>
<P class="p180 ft9">Att inkomstutvecklingen för dem som studerar på grund- läggande nivå är svag framgår också tydligt vid en jämförelse med studerande som har studerat på högre nivåer. I tabellen nedan redo- visas inkomstfördelningen för samtliga återbetalningsskyldiga lån- tagare, fördelat efter den högsta utbildningsnivå de har studerat på med studiemedel.</P>
<P class="p1003 ft41"><SPAN class="ft40">66 </SPAN>Under 2007 studerade 31 procent av låntagarna med studiemedel. Under 2010 studerade två procent av låntagarna fortfarande med studiemedel.</P>
<P class="p389 ft20">324</P>
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<P class="p1004 ft58"><SPAN class="ft121">1 </SPAN>Enbart återbetalningsskyldiga låntagare med annuitetslån ingår i redovisningen, dvs. låntagare som tagit lån fr.o.m. den 1 juli 2001. Låntagare med en studieskuld 2011 <NOBR>-01-01.</NOBR> Baseras på inkomstuppgifter för 688 000 låntagare.</P>
<P class="p1005 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p769 ft10">En mycket större andel av de låntagare som högst har studerat på grundläggande nivå återfinns i de lägsta inkomstintervallen, jämfört med dem som har studerat på högre utbildningsnivåer. Exempelvis har 59 procent av dem som har studerat på eftergymnasial nivå en inkomst som överstiger 200 000 kronor, jämfört med 11 procent av dem som har studerat på grundläggande nivå.</P>
<P class="p72 ft29">Mönstret är detsamma även om urvalet begränsas till studerande som tagit lån i samband med studier på grundläggande nivå. In- komsterna skiljer sig mellan studerande som har läst på grund- läggande nivå som sin högsta utbildningsnivå och de som har fortsatt sina studier på gymnasial eller eftergymnasial nivå.</P>
<P class="p1006 ft20">325</P>
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<P class="p1007 ft58"><SPAN class="ft121">1 </SPAN>Enbart återbetalningsskyldiga låntagare med annuitetslån ingår i redovisningen, dvs. låntagare som tagit lån fr.o.m. den 1 juli 2001. Låntagare med en studieskuld 2011 <NOBR>-01-01.</NOBR> Baseras på inkomstuppgifter för 30 608 låntagare.</P>
<P class="p992 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p1008 ft9">En betydligt större andel av de låntagare som har läst på grund- läggande nivå som sin högsta utbildningsnivå återfinns i de lägsta inkomstintervallen, jämfört med dem som har gått vidare till högre utbildningsnivåer. Andelen låntagare i högre inkomstlägen ökar alltså med utbildningsnivån även när urvalet begränsas till stu- derande som samtliga har läst på grundläggande nivå. Det kan dock noteras att låntagare som har studerat på grundläggande nivå och som sedan har gått vidare till eftergymnasiala studier, har lägre inkomster än en genomsnittlig låntagare som har eftergymnasial nivå som sin högsta utbildningsnivå (jämför tabellerna 8.13 och 8.14).<SPAN class="ft36">67</SPAN></P>
<P class="p1009 ft29">Det finns också ett tydligt samband mellan inkomst och betal- ningsproblem. Låntagare med lägre inkomster har i högre utsträck-</P>
<P class="p1010 ft58"><SPAN class="ft40">67 </SPAN>Resultaten överensstämmer relativt väl med tidigare forskningsresultat om avkastningen på utbildning för utrikes födda. Dessa visar att avkastningen på utbildning för invandrare som kommit till Sverige i vuxen ålder är något lägre än för personer födda i Sverige, men att avkastningen på ett års extra utbildning i Sverige ändå är förhållandevis god även för den invandrade gruppen. IFAU (2007).</P>
<P class="p110 ft20">326</P>
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<P class="p1011 ft9">ning krav hos Kronofogdemyndigheten än låntagare med högre inkomster.</P>
<P class="p1012 ft58"><SPAN class="ft121">1 </SPAN>Enbart låntagare med annuitetslån ingår i redovisningen, dvs. låntagare som tagit lån fr.o.m. den 1 juli 2001. Låntagare med en studieskuld <NOBR>2011-01-01.</NOBR> Låntagare som redan har återbetalat hela sin studieskuld ingår alltså inte.</P>
<P class="p1005 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p1013 ft9">Bland de låntagare som studerat på grundläggande nivå och som har årsinkomster som är lägre än 150 000 kronor är det cirka 30 pro- cent som har betalningskrav överlämnade till Kronofogde- myndigheten. Det kan jämföras med att mindre än tio procent av de låntagare som har inkomster över 300 000 kronor har sådana betalningsproblem.</P>
<P class="p554 ft24">Skuldens storlek har liten betydelse för betalningsproblemen</P>
<P class="p71 ft8">Naturligt nog har de låntagare som efter den grundläggande nivån fortsätter sina studier på gymnasial eller eftergymnasial nivå högre studieskulder än de som har den grundläggande nivån som sin högsta utbildningsnivå med studiemedel. De som har fortsatt sina</P>
<P class="p1014 ft20">327</P>
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<P class="p311 ft9">studier har oftast studerat under längre tid och har därmed också tagit mer lån.</P>
<P class="p1015 ft74"><SPAN class="ft121">1 </SPAN>Enbart låntagare med annuitetslån ingår i redovisningen, dvs. låntagare som tagit lån fr.o.m. den 1 juli 2001. Låntagare som redan har återbetalat hela sin studieskuld ingår alltså inte. Tabellen har sekretessgranskats, vilket innebär att enskilda celler med antal mindre än 3 har ersatts med " och att summeringar har justerats.</P>
<P class="p1016 ft163"><SPAN class="ft161">2 </SPAN>Saknar kapitalskuld men har en kvarstående skuld bestående av bl.a. administrativa avgifter. <SPAN class="ft162">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p300 ft9">En mycket stor andel av de låntagare som enbart har tagit lån för studier på grundläggande nivå har små skulder – cirka 90 procent har en skuld som är lägre än 50 000 kronor. Trots det är alltså dessa låntagare överrepresenterade bland dem som har betalningsproblem. Detta indikerar att skuldstorleken inte har någon stor betydelse för betalningsproblemen. Det är i stället möjligheten att betala ett års- belopp som är avgörande, dvs. inkomstens storlek i förhållande till årsbeloppets storlek.</P>
<P class="p1017 ft20">328</P>
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<P class="p110 ft24">Trygghetsreglerna borde utnyttjas av fler</P>
<P class="p121 ft10">Det kan finnas ett samband mellan låntagarnas utbildningsnivå och deras möjlighet att tillvarata sina intressen genom att använda de s.k. trygghetsregler som finns i lånesystemet. Trygghetsreglerna innebär att låntagaren behöver betala högst fem procent av sin sam- manlagda inkomst t.o.m. det år denne fyller 49 år.<SPAN class="ft81">68 </SPAN>Förutsätt- ningen för att få en minskning av årsbeloppet är att skillnaden jäm- fört med det årliga återbetalningsbeloppet är mer än tre procent av prisbasbeloppet. Om låntagarens inkomst är så låg att det nya års- beloppet blir lägre än fem procent av prisbasbeloppet behövs ingen återbetalning det aktuella året, vilket innebär att låntagare med en inkomst som understiger 44 500 kronor inte behöver betala något årsbelopp.<SPAN class="ft81">69 </SPAN>Detta innebär att en stor andel av låntagarna som studerat på grundläggande nivå kan få nedsättning av sina årsbelopp och att många som saknar inkomst kan få nedsättning till noll kronor.</P>
<P class="p1018 ft9">CSN har tidigare visat att hela 24 procent av de låntagare som högst har studerat på grundskolenivå och som har betalnings- problem skulle kunna få nedsättning av sin avgift. Bland dem som har studerat på högst gymnasienivå var det åtta procent av dem med betalningsproblem som hade kunnat få nedsättning av sin avgift.<SPAN class="ft36">70 </SPAN>Många av de låntagare som har betalningsproblem hade alltså kunnat undvika dessa om de hade ansökt om nedsättning av sina årliga avgifter.</P>
<P class="p97 ft10">Bilden förstärks av de nya uppgifter som utredningen har analyserat. De som oftast har betalningsproblem är studerande som har studerat på högst grundläggande nivå. Dessa har ofta så låga inkomster att de många gånger skulle kunna få nedsättning av sina årliga avgifter. Trots det är de överrepresenterade bland de ärenden som överlämnas till Kronofogdemyndigheten, vilket visar att många inte utnyttjar möjligheten att ansöka om nedsättning.</P>
<P class="p112 ft24">Sammanfattning om återbetalningsproblem</P>
<P class="p121 ft29">Sammanfattningsvis visar de nya uppgifterna att betalningsproblem är mycket vanliga bland dem som tagit lån för studier på grund- läggande nivå. Uppgifterna visar också att dessa betalningsproblem</P>
<P class="p25 ft58"><SPAN class="ft56">68</SPAN><SPAN class="ft57">Om låntagaren är 50 år eller äldre behöver högst sju procent av inkomsten återbetalas.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">69</SPAN><SPAN class="ft57">Gäller låntagare yngre än 50 år.</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">70</SPAN><SPAN class="ft59">Avser inkomst- och betalningsåret 2008. CSN (2011a).</SPAN></P>
<P class="p486 ft20">329</P>
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<P class="p300 ft9">ofta är långvariga. Störst är problemen för dem som inte fortsätter sina studier efter den grundläggande nivån. Dessa har inte sällan mycket låga inkomster efter studietiden och de utnyttjar ofta inte heller de möjligheter som finns att få nedsättning av de årliga avgifterna. Återbetalningssituationen ser bättre ut för låntagare på grundläggande nivå som fortsätter studierna på gymnasial och eftergymnasial nivå – dessa har högre inkomster och mer sällan betalningsproblem.</P>
<P class="p468 ft26">Återbetalningsproblemen som har analyserats här är inte enbart allvarliga ur ett studiestödsperspektiv. De kan även negativt påverka utlandsfödda låntagares möjlighet att etablera sig i Sverige. De betalningsanmärkningar som blir följden av att krav på studie- lån överlämnas till Kronofogdemyndigheten kan äventyra möjlig- heterna att skaffa bostad eller att ta lån, dvs. viktiga förutsättningar för en lyckad integrering i det svenska samhället.</P>
<P class="p692 ft13">Många avbrott ger många återkrav</P>
<P class="p108 ft9">Studiemedel kan återkrävas dels om den studerandes inkomst över- stiger den inkomst som lagts till grund för beräkningen av studie- medlen, dels om den studerande avbryter studierna eller minskar sin studieomfattning.</P>
<P class="p181 ft29">Av dem som studerar med studiemedel på grundläggande nivå inom komvux får varje år drygt 3 000 studerande ett beslut om återkrav. Det motsvarar cirka 15 procent av studiemedelstagarna.<SPAN class="ft82">71</SPAN></P>
<P class="p1019 ft41"><SPAN class="ft40">71 </SPAN>Ett återkrav kan verkställas antingen genom avräkning på kommande utbetalningar eller genom att betalningskrav. De återkrav som verkställs genom avräkning på kommande utbetalningar ingår inte i statistiken.</P>
<P class="p409 ft20">330</P>
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<P class="p1020 ft41"><SPAN class="ft56">1</SPAN><SPAN class="ft59">Nettoräknad siffra. Summan av delposterna överstiger totaluppgiften eftersom vissa individer fått mer än ett återkrav under året.</SPAN></P>
<P class="p680 ft41"><SPAN class="ft56">2</SPAN><SPAN class="ft75">Någon efterkontroll av inkomster har ännu inte genomförts.</SPAN></P>
<P class="p1021 ft41"><SPAN class="ft43">Källa</SPAN>: CSN:s bearbetning av statistik för utredningens räkning.</P>
<P class="p918 ft9">De vanligaste orsakerna till återkrav är att de studerande minskar sin studieomfattning (t.ex. avbryter kurser eller byter kurser) och att de helt avbryter sina studier.</P>
<P class="p915 ft10">Bland samtliga studerande, oavsett studienivå, som fått återkrav av studiemedel under 2011 var det 75 procent som hade slutbetalat sitt återkrav den 31 december samma år. Skillnaderna i benägenheten att betala återkrav är stora mellan de olika återkravsorsakerna. Av dem som fått återkrav på grund av anmäld inkomständring eller efterkontrollerad inkomst hade 88 procent slutbetalat sitt återkrav. Detta kan jämföras med 61 procent av dem som hade fått återkrav på grund av studieavbrott och 59 procent av dem som fått återkrav på grund av minskad studieomfattning.<SPAN class="ft81">72 </SPAN>Studerande som får åter- krav p.g.a. avbrott eller minskad studieomfattning – de vanligaste skälen för återkrav bland studerande på grundläggande nivå – är alltså de som har svårast att betala tillbaka sina återkrav.</P>
<P class="p1022 ft9">En orsak till att många studerande får återkrav är givetvis att det är vanligt att studerande på grundläggande nivå avbryter sina studier eller enskilda kurser. En annan orsak är att skolorna ofta rapporterar avbrott och ändringar sent till CSN. Av en granskning som Statskontoret gjorde 2009 framgår att många kursavbrott redovisas till CSN så sent som två månader efter att avbrottet inträffade. Orsaken till den sena rapporteringen var enligt Stats-</P>
<P class="p1023 ft41"><SPAN class="ft40">72 </SPAN>CSN (2012c).</P>
<P class="p921 ft20">331</P>
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<P class="p53 ft9">kontoret dels att CSN:s riktlinjer för rapportering var otydliga, dels att skolornas interna rutiner inte följdes av lärarna.<SPAN class="ft36">73</SPAN></P>
<P class="p1024 ft13">Allmänt om för- och nackdelar med studielån för studier på grundläggande nivå</P>
<P class="p378 ft9">Förutom den gjorda analysen av låntagarnas reella betalnings- situation är det rimligt att diskutera frågan om studielån ur ett mer principiellt perspektiv. Överväganden om lån och återkrav bör göras både med utgångspunkt i det praktiska utfallet av låne- systemet och utifrån principiella aspekter.</P>
<P class="p91 ft9">I detta avsnitt diskuteras i mer principiella ordalag för- och nackdelar med ett studielån, med särskild inriktning på studier på grundläggande nivå. När bör kostnadsdelning i form av ett låne- system finnas och finns det några särskilda överväganden att göra när det gäller studier på grundläggande nivå?</P>
<P class="p1025 ft24">Utgångspunkter för lånefinansiering av studier på grundläggande nivå<SPAN class="ft155">74</SPAN></P>
<P class="p93 ft9">Utbildning är en investering i framtida intäkter främst i form av höjd inkomst. Kostnaderna för att utbilda sig – studieavgifter, levnadsomkostnader och utebliven inkomst – uppvägs av att den som utbildar sig får högre framtida inkomster.<SPAN class="ft36">75 </SPAN>På en perfekt marknad behövs därför ingen subventionerad utbildning. Trots det är det vanligt att subventionera studier, både genom fri eller sub- ventionerad utbildning och genom studiestöd. Orsaken till dessa subventioner brukar förklaras med hjälp av s.k. externa effekter och marknadsmisslyckanden.</P>
<P class="p312 ft9">Externa effekter är positiva samhälleliga effekter av studier som den enskilde inte tar full hänsyn till i sitt val att studera. Dessa består bl.a. av att ett samhälle bestående av bättre utbildade med- borgare får högre tillväxt, minskad arbetslöshet och högre skatte- intäkter samt att den demokratiska processen fungerar bättre, att brottsligheten minskar m.m.<SPAN class="ft36">76</SPAN></P>
<P class="p524 ft58"><SPAN class="ft56">73</SPAN><SPAN class="ft57">Statskontoret (2009a).</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">74</SPAN><SPAN class="ft100">Avsnittets teoretiska resonemang bygger på Becker, G.S. (1964); Johnstone, B.D. (1986); IFAU (2010).</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">75</SPAN><SPAN class="ft57">Becker, G.S. (1964).</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">76</SPAN><SPAN class="ft59">Johnstone, B.D. (1986); IFAU (2010).</SPAN></P>
<P class="p95 ft20">332</P>
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<P class="p473 ft10">En annan grund för subventioner är att marknaden inte fungerar perfekt. Exempelvis är det svårt för varje enskild individ att veta vilken den framtida avkastningen av studier blir. Sådan brist på information kan få många att avstå från studier även om studierna genomsnittligt är lönsamma. Dessutom kan det vara svårt för många att finansiera sina studier. På en perfekt marknad skulle det erbjudas lån som kan hjälpa de studerande att omfördela inkomster över livscykeln. Det är dock långt ifrån säkert att en sådan låne- marknad skulle uppstå eller att den skulle utformas på ett sätt som dels ger lika möjligheter, dels svarar mot samhällets önskemål.<SPAN class="ft81">77</SPAN></P>
<P class="p341 ft9">Ett annat argument att subventionera utbildning är att subven- tioner kan korrigera för ett progressivt skattesystem. Ett pro- gressivt skattesystem innebär att den produktivitetsökning en utbildning innebär inte tillfaller individen i form av ökad lön. Sub- ventionerad utbildning kan vara ett sätt att korrigera för detta genom att kostnaden för utbildningen minskar.<SPAN class="ft36">78</SPAN></P>
<P class="p13 ft9">Det finns även argument för att de studerande själva ska bekosta sin utbildning eller delar av den. Det grundläggande argumentet för egenfinansiering har redogjorts för ovan, nämligen att många studerande kan förvänta sig ökade framtida intäkter. En utbildning ger oftast återbäring antingen i form av högre lön eller i minskad risk för arbetslöshet.</P>
<P class="p279 ft29">Eftersom ett förmånligt studiestöd minskar kostnaden för studierna så kan det antas att fler väljer att studera, men också att de studerande väljer att läsa längre utbildningar och att de studerar under längre tid.<SPAN class="ft82">79 </SPAN>Detta är inte enbart positivt utan kan leda till överutbildning. Andra argument till nackdel för subventioner handlar om att studerande som själva bekostar sin utbildning lägger större vikt vid att välja rätt utbildning och en utbildning av god kvalitet. Det kan också vara så att studerande som studerar med egna ekonomiska medel anstränger sig hårdare för att snabbt bli klara med sina studier, för att på så sätt hålla nere kostnaderna, samt försöker få ut ett så stort värde av studierna som möjligt genom att t.ex. eftersträva goda betyg. Det kan också vara så att de ställer högre krav på utbildningsanordnaren.</P>
<P class="p1026 ft12">Om en egen finansiering av studier verkligen leder till effek- tivare studier än om de bedrivs med ett bidrag kan sannolikt bero på hur den egna finansieringen ser ut, dvs. om den exempelvis</P>
<P class="p1027 ft58"><SPAN class="ft56">77</SPAN><SPAN class="ft57">Johnstone, B.D. (1986); IFAU (2010).</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">78</SPAN><SPAN class="ft57">Johnstone, B.D. (1986); IFAU (2010).</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">79</SPAN><SPAN class="ft59">SOU 2008:69.</SPAN></P>
<P class="p486 ft20">333</P>
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<P class="p75 ft10">utgörs av besparingar, inkomster från arbete parallellt med stu- dierna eller lån. Mot bakgrund av den ansträngda ekonomiska situation som många studerande på grundläggande nivå befinner sig i (se kapitel 7) är det troligt att ett ökat inslag av egenfinansiering snarast skulle äventyra mångas möjligheter att fullfölja studierna. Vissa studier tyder också på att en växande studieskuld under vissa omständigheter kan vara en orsak till studieavbrott.<SPAN class="ft81">80</SPAN></P>
<P class="p180 ft9">En vanlig orsak till att behålla en stor del egenfinansiering av studierna genom studielån är att statens resurser är begränsade. Genom att erbjuda studielån, som kan höjas till låg kostnad, säkras en långsiktig studiefinansiering som kan täcka normala levnads- omkostnader. Ett studiestöd som enbart består av bidrag är dyrt att höja och riskerna är därför större för att det – av statsfinansiella skäl – på sikt urholkas.<SPAN class="ft36">81</SPAN></P>
<P class="p77 ft9">Det teoretiska resonemanget om kostnadsdelning har betydelse för utformningen av studiestödet för studerande på grundläggande nivå. Den andel av kostnaderna som finansieras av staten och den del som finansieras av den studerande måste bestämmas mot bak- grund av flera olika faktorer.</P>
<P class="p908 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Avkastningen på studierna. Är avkastningen på studierna god kan det hävdas att subventionerna kan vara låga och tvärtom.</SPAN></P>
<P class="p836 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Rekryteringen till studier. Om det är troligt att många studerande i behov av utbildning (och där utbildning skulle vara privat- eller samhällsekonomiskt lönsam) skulle avstå från studier utan sub- ventioner eller lånemöjlighet, finns det goda skäl för bidrag och lån.</SPAN></P>
<P class="p218 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Andra externa effekter. Det kan finnas andra samhälleligt eller individuellt motiverade skäl att särskilt subventionera utbild- ning. Ekonomiska skäl kan då spela mindre roll.</SPAN></P>
<P class="p1028 ft9">De tre nämnda aspekterna av ett studielån diskuteras i följande tre avsnitt.</P>
<P class="p1029 ft58"><SPAN class="ft56">80</SPAN><SPAN class="ft57">Hossler, D. (2009).</SPAN></P>
<P class="p291 ft41"><SPAN class="ft56">81</SPAN><SPAN class="ft59">Se t.ex. Barr, N. (2009).</SPAN></P>
<P class="p95 ft20">334</P>
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<P class="p110 ft24">Avkastning av studier på grundläggande nivå</P>
<P class="p111 ft9">Det finns ingen studie som har undersökt avkastningen av kom- vuxstudier på grundläggande nivå. De studier som finns avser antingen komvux på gymnasial nivå eller komvux både på grund- läggande och på gymnasial nivå. I det senare fallet dominerar de studerande på gymnasial nivå eftersom de utgör en klar majoritet av samtliga studerande inom komvux.</P>
<P class="p14 ft9">Utredningen har övervägt möjligheten att göra en egen under- sökning av det ekonomiska utfallet av studier på grundläggande nivå. Möjligheten har dock förkastats eftersom värdet av en sådan undersökning är begränsat mot bakgrund av utredningens direktiv och i förhållande till att undersökningen skulle riskera att bli mycket omfattande. Utredningen vill dock framhålla att det är viktigt att utfallet av komvux på grundläggande nivå undersöks och analyseras bl.a. vad gäller inkomstutveckling och utfall på arbets- marknaden.<SPAN class="ft36">82 </SPAN>Utredningen föreslår också av den anledningen att IFAU ges i uppdrag att utvärdera effekterna av komvux på grund- läggande nivå (se kapitel 4).</P>
<P class="p278 ft8">I avsaknad av en undersökning om studerande på grundläggande nivå redovisas här några undersökningar om betydelsen av komvux i allmänhet och komvux på gymnasial nivå.</P>
<P class="p149 ft8">Det finns ett antal studier av den privata avkastningen av vuxen- studier. Dessa visar lite olika resultat både sinsemellan och mellan olika studerandegrupper. I en studie från 2003 varierar resultaten mellan negativ avkastning på drygt tre procent per studieår för svenskfödda män till en positiv avkastning på nio procent per studieår för invandrade kvinnor, jämfört med personer som inte studerat. I en studie från 2007 befanns ett års studier ge en avkast- ning på fem procent för individer som hade en tvåårig gymnasie- utbildning. Skattningarna kan jämföras med att de högskole- utbildningar som uppvisar störst avkastning ligger på ett utfall kring sex procent per studieår.<SPAN class="ft79">83 </SPAN>Genomgående tyder under- sökningarna på att vuxenstudier ger högre avkastning för kvinnor än för män och på att yrkesinriktade studier ger större avkastning än studier på teoretiska utbildningar.<SPAN class="ft79">84</SPAN></P>
<P class="p1030 ft74"><SPAN class="ft56">82</SPAN><SPAN class="ft73">Vikten av att utfall och avkastning på studier kommuniceras till studerande och möjliga studerande påtalas ofta som en mycket viktig del av rekryteringen till studier. Se bl.a. Vossensteyn, H. (2009).</SPAN></P>
<P class="p1031 ft74"><SPAN class="ft56">83</SPAN><SPAN class="ft73">Avkastningen på svensk högskoleutbildning är låg i ett internationellt perspektiv, se t.ex. Vossensteyn, H. (2009).</SPAN></P>
<P class="p973 ft41"><SPAN class="ft56">84</SPAN><SPAN class="ft59">IFAU (2010).</SPAN></P>
<P class="p486 ft20">335</P>
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<P class="p337 ft9">De flesta som studerar på grundläggande nivå är födda utom- lands. En studie av avkastningen på utbildning för utrikes födda visar att ett års extra studier i Sverige ger högre inkomst oavsett var man är född, men att avkastningen är något lägre för utrikes födda som kom till Sverige som vuxna.<SPAN class="ft36">85</SPAN></P>
<P class="p91 ft9">En mer generell iakttagelse är att både den privata och den sam- hällsekonomiska avkastningen av studier normalt avtar med stigande ålder. Det beror på att den återstående tiden i förvärvs- arbete efter utbildningen är kortare än för den som utbildar sig i unga år.<SPAN class="ft36">86</SPAN></P>
<P class="p91 ft9">Som nämnts avser ingen av studierna specifikt den grund- läggande nivån. Analyserna avser dessutom förhållanden som ligger flera år tillbaka i tiden. Detta gör att det inte går att dra några egentliga slutsatser om avkastningen av utbildningen på grund- läggande nivå. En reflektion är dock att studerande på grund- läggande nivå genomsnittligt är förhållandevis gamla och att det därför kan antas att avkastningen för de studerande är lägre än för studerande på andra utbildningsnivåer, vilka genomsnittligt är yngre. Likaså går det att spekulera i att avkastningen av grund- läggande studier är låg eftersom utbildningen inte innehåller några yrkesinriktade kurser.<SPAN class="ft36">87</SPAN></P>
<P class="p312 ft9">Även de inkomstuppgifter utredningen redovisar tyder på att den ekonomiska avkastningen av utbildning på grundläggande nivå är låg. Studerande som har gått vidare från den grundläggande nivån till gymnasial respektive eftergymnasial nivå uppvisar högre inkomster än de som enbart studerat på den grundläggande nivån. De återbetalningsproblem som låntagarna uppvisar kan också vara ett tecken på att många före detta studerande inte har fått något större ekonomiskt utbyte av sina studier på grundläggande nivå. Dessutom har utrikes födda, som utgör en stor andel av stude- randegruppen, svårare än inrikes födda att etablera sig på arbets- marknaden även vid lika utbildningsnivå.<SPAN class="ft36">88 </SPAN>Samtliga dessa faktorer talar för att avkastningen är förhållandevis låg och därmed för ett större inslag av statlig finansiering och ett mindre individuellt åtagande.</P>
<P class="p1032 ft58"><SPAN class="ft56">85</SPAN><SPAN class="ft57">IFAU (2007).</SPAN></P>
<P class="p304 ft58"><SPAN class="ft56">86</SPAN><SPAN class="ft57">IFAU (2010).</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">87</SPAN><SPAN class="ft100">Samtidigt kan det vara så att det ekonomiska utbytet rent procentuellt kan vara högt för studerandegruppen eftersom många står utanför den svenska arbetsmarknaden när de kommer till Sverige och innan och under studietiden. Även om bara en mindre andel av studerandegruppen ökar sina inkomster, eller om många ökar inkomsterna lite, kan dessa ökningar få ett procentuellt sett stort genomslag.</SPAN></P>
<P class="p304 ft41"><SPAN class="ft56">88</SPAN><SPAN class="ft59">Prop. 2011/12:1.</SPAN></P>
<P class="p95 ft20">336</P>
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<P class="p110 ft24">Rekrytering till studier</P>
<P class="p111 ft9">Storleken på studiestödet och fördelningen mellan lån och bidrag kan påverka rekryteringen till studier. Det är emellertid svårt att isolera studiestödet från andra faktorer som påverkar studieval, vilket gör rekryteringseffekter svåra att mäta. Studier av rekry- tering till utbildning visar trots svårigheterna tämligen genom- gående att ett studiestöd bidrar till ökat deltagande i utbildning, dvs. att stödet verkar rekryterande. En höjning av studiestödet ökar också efterfrågan på utbildning.<SPAN class="ft36">89</SPAN></P>
<P class="p14 ft9">Ungefär hälften av studiemedelstagarna anger att de inte eller troligen inte skulle ha påbörjat studierna utan studiestöd. Andelen är ungefär densamma för studerande på grundläggande nivå som för studerande på andra utbildningsnivåer.<SPAN class="ft36">90 </SPAN>De som studerar eller har studerat på grundläggande nivå med ett högre bidrag anger oftare än studerande med det generella bidraget att de inte skulle ha påbörjat studierna utan studiestödet. Detta tyder på att en högre bidragsnivå är mer rekryterande än en lägre.<SPAN class="ft36">91</SPAN></P>
<P class="p13 ft9">Det tycks vara så att studerande med föräldrar med kort utbild- ning är mindre villiga att ta lån än andra studerande.<SPAN class="ft36">92 </SPAN>Vissa studier tyder dock på att den ovilja som finns att låna bland dem som har kortutbildade föräldrar inte alltid i praktiken innebär att de avstår från att låna, ofta p.g.a. att de inte har några andra möjligheter till försörjning.<SPAN class="ft36">93</SPAN></P>
<P class="p97 ft10">Enkätundersökningar som CSN har genomfört tyder på att studerande som har invandrat till Sverige är förhållandevis ovilliga att ta lån. Denna ovilja tycks inte enbart hänga samman med att studerandegruppen ofta studerar på grundläggande nivå utan tycks vara giltig oavsett utbildningsnivå.<SPAN class="ft81">94 </SPAN>Även om hänsyn tas till det är dock lånebenägenheten lägre bland studerande på grundläggande nivå än bland studerande på gymnasial och eftergymnasial nivå.</P>
<P class="p97 ft10">Sammantaget finns det en svag tendens att studerande på grund- läggande nivå är något mer rekryterade av studiemedlen än andra studerande. Utan statlig finansiering finns det därmed risk för att många skulle avstå från studier. Det är sannolikt att efterfrågan på</P>
<P class="p1027 ft58"><SPAN class="ft56">89</SPAN><SPAN class="ft57">IFAU (2010).</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">90</SPAN><SPAN class="ft73">CSN (2012b). Utredningen har haft möjlighet att göra egna bearbetningar av materialet avseende studerande på grundläggande nivå.</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">91</SPAN><SPAN class="ft57">Bearbetningar av enkätmaterial som var underlag till rapporten CSN (2012b).</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">92</SPAN><SPAN class="ft73">IFAU (2010); CSN (2012b). Utredningen har haft möjlighet att göra egna bearbetningar av materialet avseende studerande på grundläggande nivå.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">93</SPAN><SPAN class="ft73">Vossensteyn, H. (2005a).</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">94</SPAN><SPAN class="ft59">CSN (2011d).</SPAN></P>
<P class="p486 ft20">337</P>
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<P class="p75 ft9">utbildning ökar om studiemedlen höjs, och tvärtom. En ökning av bidragsdelen kan i detta avseende få större effekter än en höjning av lånedelen eftersom studerande på grundläggande nivå och studerande med utländsk bakgrund ofta avstår från att låna.</P>
<P class="p283 ft24">Andra effekter av komvux på grundläggande nivå</P>
<P class="p108 ft9">Som nämndes inledningsvis finns det en rad effekter av utbildning som den studerande själv kanske inte alltid beaktar i en strikt personlig ekonomisk kalkyl. Det kan på det individuella planet röra sig om t.ex. ökat välmående och på det samhälleliga planet om minskad brottslighet eller bättre folkhälsa. När det gäller utbild- ning på grundläggande nivå kan det också handla om att göra det möjligt för människor att medverka i samhällslivet och att ta till- vara sina demokratiska rättigheter, samt att ta ansvar för sina skyldigheter.</P>
<P class="p77 ft9">Att de kunskaper som inhämtas på den grundläggande nivån är av betydelse för de studerandes möjligheter att över huvud taget kunna delta i samhällslivet är ett avgörande skäl till att komvux på grundläggande nivå är en rättighet för den som saknar de kun- skaper som normalt uppnås i grundskolan. Rätten till utbildning utvidgades i början av <NOBR>1990-talet</NOBR> till att omfatta all utbildning som motsvarar grundskolan. Dessförinnan hade studier i grundvux varit en rättighet vilket innebar utbildning upp till en nivå motsvarande årskurs 6. Motivet för att rätten utvidgades till att avse all utbild- ning motsvarande grundskolan var samhällets ökade krav på bas- färdigheter och utvecklingen mot ett mera kunskapsintensivt arbetsliv.<SPAN class="ft36">95</SPAN></P>
<P class="p290 ft10">Att det på den grundläggande nivån handlar om kunskaper som är vitala för deltagandet i samhällslivet, t.ex. grundläggande sam- hällskunskap och kunskaper i svenska språket, och att alla som saknar dessa kunskaper har rätt att delta i utbildningen, särskiljer den från all annan utbildning som ger rätt till studiemedel. Utbild- ningens grundläggande karaktär och det faktum att den har bedömts så viktig att den är rättighetsstyrd, kan sägas vara ett sär- skilt argument för ett stort samhälleligt åtagande och förhållandevis små ekonomiska insatser för de studerande. Effekterna för sam- hället i form av att de studerande kan delta i samhällslivet och på arbetsmarknaden är centrala, vilket är ett argument för en högre</P>
<P class="p57 ft41"><SPAN class="ft40">95 </SPAN>Prop. 1990/91:85.</P>
<P class="p95 ft20">338</P>
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<P class="p1033 ft9">andel bidragsfinansiering och en lägre andel egenfinansiering genom studielån.</P>
<P class="p540 ft8">En ganska vanligt förekommande åsikt bland företrädare för vuxenutbildningen är också att studiestödet för studerande på grundläggande nivå enbart borde bestå av bidrag. Detta har framförts till utredningen i samband med studiebesök i kommuner. Åsikten motiveras ofta med att man anser att det bör vara en rättig- het att skaffa sig dessa kunskaper utan att skuldsätta sig. Många anser också att en bidragsfinansiering bättre skulle överensstämma med att det finns en rätt att delta i utbildningen. En del företrädare för kommunerna har framhållit det tidigare rekryteringsbidraget eller det särskilda utbildningsbidraget (ubs) som exempel på studie- stöd som enbart har bestått av bidrag. Det kan i sammanhanget konstateras att kommuner (eller enskilda stadsdelar) i en del fall beviljar försörjningsstöd till studerande som tar ut studiemedlens bidragsdel, utan att ställa krav på att de studerande först måste ta lånedelen.<SPAN class="ft79">96</SPAN></P>
<P class="p1034 ft66"><SPAN class="ft28">8.4</SPAN><SPAN class="ft76">Utredningens bedömningar och förslag inom studiemedelsområdet</SPAN></P>
<P class="p1035 ft13"><SPAN class="ft13">8.4.1</SPAN><SPAN class="ft70">Mål och syfte med utredningens förslag inom studiemedelsområdet</SPAN></P>
<P class="p363 ft9">Utredningen ska enligt direktiven:</P>
<P class="p245 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Föreslå förändringar av studiemedelssystemet för att förbättra förutsättningarna för de studerande att fullfölja utbildningen.</SPAN></P>
<P class="p801 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Föreslå förändringar i syfte att förbättra möjligheten för de studerande att betala tillbaka sina studieskulder.</SPAN></P>
<P class="p1036 ft58"><SPAN class="ft40">96 </SPAN>Enligt svaren på utredningens kommunenkät beviljar nio procent av kommunerna mer generellt försörjningsstöd till studerande på grundläggande nivå och 65 procent anger att de beviljar försörjningsstöd efter en individuell bedömning. Av de heltidsstuderande som får försörjningsstöd (35 procent av studerandegruppen) och har studiebidrag är det mindre än hälften som även tar lånet (se bilaga 5). Detta tyder på att många kommuner beviljar försörjningsstöd utan att ställa krav på låntagande.</P>
<P class="p74 ft20">339</P>
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<P class="p343 ft13"><SPAN class="ft13">8.4.2</SPAN><SPAN class="ft70">Räckvidd för utredningens förslag</SPAN></P>
<P class="p623 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Det är rimligt att samma studie- medelsregler gäller för studerande på både grundläggande nivå inom kommunal vuxenutbildning och på motsvarande nivå inom folkbildningen. Utredningens förslag avser av detta skäl studier på grundskolenivå.<SPAN class="ft36">97</SPAN></P>
<P class="p624 ft9">Utredningens uppdrag avser i huvudsak komvux på grundläggande nivå. Studiemedelssystemet är dock inte konstruerat med utgångs- punkt i utbildnings- eller skolformer. Studiemedelssystemet tar i stället i de flesta fall sin utgångspunkt i den utbildningsnivå studierna bedrivs på. Det innebär att det i många fall råder olika förutsättningar vid studier på grundskolenivå, gymnasienivå och eftergymnasial nivå, men att förutsättningarna är desamma för studier inom olika skol- och utbildningsformer på samma utbildningsnivå.</P>
<P class="p77 ft9">Utredningen har kommit fram till att det vore både olyckligt och olämpligt om våra förslag utformas för att enbart gälla komvux på grundläggande nivå och inte motsvarande utbildning vid folk- högskolor. Det är rimligt att samma regler gäller för båda utbild- ningsformerna eftersom dessa till stor del har samma innehåll och vänder sig till samma målgrupp. Utredningens förslag avser av detta skäl – utom när det gäller frågan om aktivitetskrav – studier på grundskolenivå, med vilket avses studier inom både komvux och folkbildningen.</P>
<P class="p77 ft9">Att förslagen även avser studier på grundskolenivå på folk- högskolor innebär att kostnaderna för förslagen beräknas med utgångspunkt i samtliga studerande på grundskolenivå. Studerande med studiemedel inom komvux utgör 88 procent av samtliga studiemedelstagare på grundskolenivå.</P>
<P class="p1037 ft41"><SPAN class="ft40">97 </SPAN>Detta avser dock inte det förslag till bestämmelser om studieaktivitet och den koppling till studiemedlen som behandlas i kapitel 9.</P>
<P class="p389 ft20">340</P>
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<P class="p1038 ft13"><SPAN class="ft13">8.4.3</SPAN><SPAN class="ft70">Utredningens allmänna bedömning av studiemedlen för studier på grundläggande nivå</SPAN></P>
<P class="p588 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Studiemedelssystemet bör göras mer flexibelt för att bättre tillmötesgå de behov av individuella lösningar som finns inom den kommunala vuxenutbildningen på grundläggande nivå.</P>
<P class="p815 ft9">De begrepp som används inom vuxenutbildningen, och de bedömningar som görs där, bör så långt det är möjligt även användas inom studiemedelssystemet.</P>
<P class="p1030 ft9">Vuxenutbildningen ska vara flexibel och anpassas till de studerandes behov. Det innebär bl.a. att de studerande ska kunna bedriva studierna då de har möjlighet och att de ska kunna läsa de ämnen och moment som de har behov av.</P>
<P class="p174 ft9">Studerandegruppen på den grundläggande nivån har förändrats mycket det senaste årtiondet. Tidigare var de studerande ofta personer med en kort svensk utbildning eller med en avbruten grundskoleutbildning. Inte sällan hade studierna bedrivits för länge sedan och många påbörjade studier inom vuxenutbildningen i samband med arbetslöshet. Nu består studerandegruppen till 90 pro- cent av personer med utländsk bakgrund. Studerandegruppen är mer heterogen än tidigare vad gäller utbildningsbakgrund, förut- sättningar och behov.</P>
<P class="p278 ft10">Den flexibla vuxenutbildningen och den nya studerandegruppen ställer inte bara stora krav på utbildningsanordnarna utan också på att studiemedelssystemet går att använda på ett flexibelt sätt för att tillmötesgå de skiftande behoven.</P>
<P class="p14 ft9">Många har framfört till utredningen att dagens studiemedels- system, och uttolkningen av det, ibland är allt för stelbent. Utredningen delar denna uppfattning. Som grundläggande princip ska studiemedelssystemet vara ett stöd i de val de studerande gör och stödjande för de behov de har. Studiemedlen ska som utgångs- punkt inte vara styrande. Stelbentheten i dagens system tar sig uttryck i olika delar av studiemedelsregelverket, men framför allt i bestämmelserna om tid med studiemedel, dvs. i de maximala vecko- antal som studiemedel kan beviljas.</P>
<P class="p341 ft9">För att bättre stödja de studerande och för att fylla de behov som finns förespråkar utredningen att studiemedelssystemet ska göras mer flexibelt och möjligt att anpassa till de individuella</P>
<P class="p881 ft20">341</P>
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<P class="p891 ft8">förutsättningar som studerande på grundläggande nivå har. Detta innebär att utredningen anser det motiverat att göra vissa avsteg från de principer om enkelhet och enhetlighet som förespråkades i studiestödsreformen 2001. Avstegen bör dock göras med försiktig- het och inom ramen för ett fortsatt sammanhållet studiemedels- system. Ingen tjänar på att studiemedelssystemet som helhet bryts upp eller blir allt för komplicerat. De överväganden som görs måste också hela tiden vägas mot principerna om likformighet och rätt- visa eftersom ökade inslag av individualisering per definition ökar olikheterna mellan individer. Sådana olikheter kan bli särskild påtagliga när det rör sig om ekonomisk ersättning till enskild.</P>
<P class="p1009 ft29">Utredningen bedömer också att studiemedelssystemet bör vara följsamt i förhållande till utbildningssystemet när det gäller regler och begrepp. Det arbete som utförs hos utbildningsanordnare och de begrepp som används där bör så långt det är möjligt samordnas med reglerna och rutinerna för studiemedel. Som exempel kan nämnas att utredningen anser att de verksamhetspoäng som finns inom vuxenutbildningen även bör användas för beräkningen av studiemedel. Om det inte kan anses särskilt befogat bör parallella system, bedömningar och beräkningsgrunder undvikas.</P>
<P class="p607 ft13"><SPAN class="ft13">8.4.4</SPAN><SPAN class="ft70">Studiemedelsbelopp</SPAN></P>
<P class="p1039 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: Studiemedlens totalbelopp ska vara oför- ändrat men dagens generella och högre bidragsnivåer avskaffas. Istället ska bidragets andel av totalbeloppet kopplas till nivån på studierna.</P>
<P class="p1040 ft10">Andelen studiebidrag ska vara enhetlig för alla studiemedels- tagare på grundskolenivå och ska vid heltidsstudier vara 73,0 procent av det totala studiemedelsbeloppet, dvs. i paritet med dagens högre bidrag. Detta innebär att studiebidrag ska lämnas med 3,70 procent av prisbasbeloppet per vecka.</P>
<P class="p1041 ft9">Studerande på gymnasienivå ska få studiemedel med 50,3 procent bidrag och 49,7 procent lån fr.o.m. det kalenderår de fyller 25 år. Det innebär att studiebidrag ska lämnas med 2,55 procent av prisbasbeloppet.</P>
<P class="p1042 ft10">För studerande på gymnasienivå yngre än 25 år och för studerande på eftergymnasial nivå ska bidragsandelen vara den- samma som i dag, dvs. 31,4 procent av totalbeloppet. Studerande i åldrarna <NOBR>20–24</NOBR> år som får studiemedel med en bidragsnivå som</P>
<P class="p287 ft20">342</P>
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<P class="p1043 ft10">motsvarar 73,0 procent av studiemedelsbeloppet ska behålla denna högre bidragsnivå så länge den tillfälliga satsningen pågår.</P>
<P class="p815 ft9">Vid deltidsstudier ska beloppen beräknas i förhållande till studiernas omfattning.</P>
<P class="p615 ft9">Regeringen får, i likhet med vad som gäller i dag, föreskriva att de högre bidragsnivåerna får lämnas även för annan utbild- ning och till studerande som är yngre än 25 år, om det finns särskilda skäl.</P>
<P class="p816 ft9">De som studerar parallellt på olika utbildningsnivåer ska få studiebidrag i proportion till studieomfattningen på respektive utbildningsnivå. CSN ges möjlighet att meddela närmare före- skrifter för beräkningen av studiebidrag för den som studerar parallellt på olika utbildningsnivåer.</P>
<P class="p816 ft9">Avskrivning av lån tagna vid behörighetsgivande studier på grundläggande eller gymnasial nivå ska även fortsättningsvis kunna göras av lån som har lämnats samtidigt med ett bidrag som motsvarar 1,59 procent av prisbasbeloppet per vecka (31,4 procent av totalbeloppet). Avskrivning ska inte göras av lån som har lämnats under tid då bidrag lämnats med 2,55 pro- cent av prisbasbeloppet per vecka (50,3 procent av total- beloppet).</P>
<P class="p1044 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Det är önskvärt att ha en så stor andel bidragsfinansiering och en så liten andel lånefinansiering som möjligt vid studier på grundskolenivå. När avskrivnings- kostnaderna på några års sikt successivt minskar som en följd av utredningens förslag, bör de medel som frigörs användas till att ytterligare höja bidragsandelen för studerande på grundskole- nivå.</P>
<P class="p534 ft13">Flera skäl att införa ett enhetligt högt bidrag</P>
<P class="p286 ft9">Högre bidrag ges i dag till studerande på grundläggande nivå som bedöms sakna en grundskoleutbildning och i vissa fall till stu- derande som repeterar på grundskolenivån. Den som inte kan beviljas studiemedel med den högre bidragsnivån ges studiemedel med den generella bidragsnivån, dvs. samma bidragsnivå som bl.a. ges till högskolestuderande.<SPAN class="ft36">98</SPAN></P>
<P class="p779 ft101"><SPAN class="ft137">98 </SPAN>Det högre bidraget ges till studerande som saknar slutbetyg eller motsvarande från grund- skoleutbildning eller motsvarande svensk eller utländsk utbildning eller som repeterar eller</P>
<P class="p963 ft20">343</P>
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<P class="p407 ft10">Utredningen ser ett flertal goda skäl att frångå dagens regelverk med ett högre och ett generellt bidrag. Motiven för detta är både att förbättra låntagarnas möjligheter att betala tillbaka sina studie- skulder och att förbättra möjligheterna att fullfölja studierna. Förutom dessa två huvudsakliga syften med utredningens förslag ser vi även andra starka motiv att ändra bidragets andel av studie- medelsbeloppet, vilka vi återkommer till nedan.</P>
<P class="p90 ft24">Färre låntagare och lägre skulder minskar återbetalningsproblem</P>
<P class="p115 ft8">Mot bakgrund av utredningens uppdrag att förbättra förut- sättningarna för låntagare att betala tillbaka sina lån finns det skäl att minska de studerandes skuldsättning. Ur detta perspektiv är det också bra om en större andel av de som studerar på grundläggande nivå ges bättre möjligheter att studera utan att ta studielån. Dessa effekter anser utredningen kan åstadkommas genom att öka studie- medlens bidragsdel och minska lånedelen. Betydelsen av minskat låntagande och lägre skuldsättning beskrivs närmare nedan i av- snittet om återbetalning av studielån.</P>
<P class="p92 ft24">Högre bidrag kan eventuellt minska antalet studieavbrott</P>
<P class="p80 ft8">Utredningen har tidigare gjort bedömningen att den exakta nivån på studiemedlen eller bidragets andel av studiemedlen har begrän- sad betydelse för genomströmningen i studier. En höjd bidrags- andel kan dock bidra till att studerande ges möjligheter att klara sig på studiemedlen utan att välja till kurser bara av skälet att kunna beviljas studiemedel motsvarande heltid. Den bidragsökning utred- ningen föreslår är i kronor räknat större än en vad som ges av en ökning av studietakten med 50 procent. Om antalet studerande som ansöker till onödiga kurser minskar kan det dels leda till kortare studietider, dels minska antalet studieavbrott.</P>
<P class="p290 ft29">En höjning av bidragets andel av studiemedlen innebär också en förbättrad ekonomi för många studerande. Studerande som väljer att låna får inte ut mer pengar per månad, men den stora andel av de studerande på grundläggande nivå som inte lånar får med ett</P>
<P class="p1045 ft103">kompletterar ämnen på grundskolenivå. Högre bidrag ges fr.o.m. det år den studerande fyller 25 år. Bidraget betalas ut så länge de avsatta medlen räcker. Se även avsnitt 8.1.2.</P>
<P class="p95 ft20">344</P>
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<P class="p60 ft9">högre bidrag mer pengar att leva på. Även detta kan i någon mån öka fullföljandegraden.</P>
<P class="p17 ft24">Även andra skäl talar för ett stort samhälleligt åtagande</P>
<P class="p111 ft9">Förutom de redovisade skälen för att förbättra förutsättningarna för låntagarna att betala tillbaka sina lån och för att öka genom- strömningen och fullföljandet, ser utredningen fem andra starka skäl att öka bidragets andel av studiemedlens totalbelopp.</P>
<P class="p14 ft10">För det första anser utredningen att det är rimligt att individens kostnader för utbildning på grundläggande nivå hålls nere eftersom det kan antas att avkastningen på studier på grundläggande nivå är förhållandevis låg, särskilt när det rör sig om äldre studerande. De uppgifter utredningen redovisar över inkomstutvecklingen för studerandegruppen visar på en dålig inkomstutveckling, vilket tyder på låg ekonomisk avkastning av studierna.</P>
<P class="p14 ft9">Ett andra skäl är att en högre bidragsnivå ökar rekryteringen till studier. Ett mål för studiemedelssystemet är att studiemedlen ska verka rekryterande till studier. Kommunerna ska också verka aktivt för att nå dem som har rätt att delta. En höjd bidragsandel under- lättar detta arbete och bidrar till rekryteringsmålet.</P>
<P class="p13 ft9">För det tredje finns det en rad andra, <NOBR>icke-ekonomiska,</NOBR> effekter av utbildning på grundläggande nivå som talar för ett större inslag av statlig finansiering. Utbildning på grundläggande nivå handlar om att göra det möjligt för människor att medverka i samhällslivet och att ta tillvara sina demokratiska rättigheter, samt att ta ansvar för sina skyldigheter. Utbildningen syftar till att ge vuxna kun- skaper som är nödvändiga för att kunna delta i samhälls- och arbetslivet t.ex. grundläggande samhällskunskap och kunskaper i svenska språket. Detta är ett avgörande skäl för att komvux på grundläggande nivå är en rättighet för den som saknar de kunskaper som normalt uppnås i grundskolan. Enligt utredningens bedömning är detta även argument för ett stort samhälleligt åtagande när det gäller studiemedlen, vilket alltså talar för en högre andel bidragsfinansiering och en lägre andel egenfinansiering genom studielån.</P>
<P class="p474 ft10">Ett fjärde skäl att öka bidragsandelen och att ha en enhetlig bidragsnivå är att detta ökar likformigheten och rättvisan. I dag kan studerande i vissa kommuner få försörjningsstöd utan att behöva ta studielån, vilket inte är möjligt i andra kommuner. På många håll</P>
<P class="p506 ft20">345</P>
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<P class="p75 ft10">upphandlar också Arbetsförmedlingen utbildningar som till mycket stora delar liknar komvux på grundläggande nivå. För dessa utbildningar kan de studerande ofta beviljas aktivitetsstöd. De ekonomiska förutsättningarna beror alltså på var de studerande bor och på vilken myndighet de har kontakt med. Förslaget minskar behovet av försörjningsstöd och därmed också olikheterna mellan studerande i olika kommuner och mellan studerande som har studiemedel och aktivitetsstöd. Dessutom är de ekonomiska förut- sättningarna olika för studerande med olika utbildningsbakgrund, trots att det kan skilja mycket lite i deras förutsättningar att bedriva studier i Sverige. Likaså är det i stort sett slumpartat vilka studerande som repeterar eller kompletterar som får det högre bidraget; detta beror på när de lämnar in sin ansökan om studie- medel. Osäkerheten försvårar studieplaneringen och gör de eko- nomiska förutsättningarna för studierna osäkra.</P>
<P class="p1046 ft29">Som femte och sista skäl minskar en enhetligt högre bidragsnivå behovet av försörjningsstöd och sänker administrationskostnaderna för studiemedlen. Administrationskostnaderna minskar som en följd av att CSN inte längre behöver bedöma de sökandes utbildnings- bakgrund för att avgöra bidragsnivån.</P>
<P class="p1047 ft13">Utredningens förslag om ett enhetligt och högt bidrag till studerande på grundskolenivå</P>
<P class="p93 ft9">Utredningen föreslår att en enhetlig bidragsandel införs för samtliga studerande på grundläggande nivå. Bidragets andel bör vara 73,0 procent av studiemedlens totalbelopp, vilket innebär 1 646 kronor per vecka och 7 132 kronor per månad (2013).<SPAN class="ft36">99 </SPAN>Vid heltidsstudier innebär det att bidraget motsvarar 3,70 procent av prisbasbeloppet per vecka.</P>
<P class="p91 ft9">Ökningen av bidragsnivån innebär att studerande med dagens generella bidrag får 939 kronor mer i studiebidrag per vecka, vilket motsvarar 4 068 kronor i månaden. De som lånar minskar sitt lån- tagande med lika mycket.</P>
<P class="p181 ft29">Utredningens förslag till bidragsnivå följer av hur mycket utred- ningen har lyckats finansiera. Vår inställning är att det är önskvärt att ha en så stor andel bidragsfinansiering och en så liten andel låne- finansiering som möjligt. Det kan finnas positiva inslag i en lånedel och därmed en viss del egenfinansiering, t.ex. som ett incitament</P>
<P class="p715 ft41"><SPAN class="ft40">99 </SPAN>Månadsbeloppet är uträknat genom att veckobeloppet har multiplicerats med 4 1/3.</P>
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<P class="p60 ft9">för snabba studier och aktiva och medvetna val. Utredningen anser dock att dessa positiva inslag har en mycket begränsad betydelse som incitament.</P>
<P class="p279 ft9">Som en följd av utredningens förslag om en enhetlig bidragsnivå för studerande på grundskolenivå föreslår utredningen att även bidragsnivån för studerande på gymnasial nivå ska göras enhetlig. Utredningen föreslår att studerande som är 25 år eller äldre ska ges ett studiebidrag som motsvarar 50,3 procent av studiemedlens totalbelopp, vilket vid heltidsstudier innebär 2,55 procent av pris- basbeloppet per vecka.</P>
<P class="p14 ft9">Yngre studerande på gymnasial nivå ska även fortsättningsvis ges studiemedel med dagens bidragsnivå t.o.m. det kalenderår de fyller 24 år. Motivet att bidragsandelen även fortsatt ska vara lägre för studerande yngre än 25 år är att systemet inte ska uppmuntra till avhopp i gymnasieskolan, vilket ett högt bidrag redan fr.o.m. 20 års ålder skulle kunna göra. Utredningen föreslår inte någon förändring när det gäller den pågående tillfälliga satsningen på ett högre bidrag till ungdomar i åldern <NOBR>20–24</NOBR> år.</P>
<P class="p341 ft9">De som studerar parallellt på olika utbildningsnivåer ska få studiebidrag i proportion till studieomfattningen på respektive utbildningsnivå. CSN ges möjlighet att meddela närmare före- skrifter för beräkningen av studiebidrag för den som studerar parallellt på olika utbildningsnivåer. Vid deltidsstudier ska samtliga belopp beräknas i förhållande till studiernas omfattning.</P>
<P class="p13 ft9">Genom att införa bidragsnivåer som tar sin utgångspunkt i den nivå på vilka studierna bedrivs i stället för i de studerandes utbild- ningsbakgrund skapas ett enkelt och rättvist system. Högst bidrag ges till studerande på den lägsta studienivån och därefter minskar andelen bidrag successivt med stigande utbildningsnivå. Detta motiveras framför allt av att avkastningen på utbildning ofta ökar med utbildningsnivån och att betalningsproblemen för låntagarna minskar med stigande utbildningsnivå. Dessutom behövs ofta starkare ekonomiska incitament för att rekrytera studerande till studier på lägre nivåer.</P>
<P class="p1048 ft20">347</P>
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<P class="p1049 ft147">100%</P>
<P class="p1050 ft147">80%</P>
<P class="p1050 ft147">60%</P>
<P class="p1051 ft147">40%</P>
<P class="p1050 ft147">20%</P>
<P class="p1052 ft147">0%</P>
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<P class="p1056 ft147"><IMG src="http://data.riksdagen.se/fil/H1B320/H1B320344xi2.jpg" id="inl_img1"> Bidrag <IMG src="http://data.riksdagen.se/fil/H1B320/H1B320344xi3.jpg" id="inl_img2"> Lån</P>
<P class="p1057 ft58"><SPAN class="ft121">1 </SPAN>Den tillfälliga satsningen på ett högre bidrag till studerande i åldern <NOBR>20–24</NOBR> år är inte medtagen i diagrammet. Fördelningen för satsningen är densamma som enligt utredningens förslag fö r studerande på grundskolenivå.</P>
<P class="p1058 ft8">Utredningen ser ingen överhängande risk för att en med utbild- ningsnivån sjunkande bidragsandel skulle få kvarhållande effekter, med studerande som dröjer kvar i studier på lägre nivåer för att få ett högre bidrag. Utredningens bedömning efter bl.a. genomförda studiebesök är att de studerande strävar efter att snabbt bli klara med sina studier. Inte sällan vill de t.o.m. övergå till högre utbild- ningsnivåer snabbare än vad som är lämpligt. Det är alltså kunskap- erna och viljan att komma vidare som främst styr de studerandes val, inte den exakta bidragsandelen. Redan i dag kan vissa studerande som repeterar på grundläggande nivå dessutom ha en högre bidragsnivå på den grundläggande än på den gymnasiala nivån. Utredningen har inte fått några signaler om att detta skulle verka kvarhållande i utbildning. Förslaget att de som studerar parallellt på olika utbildningsnivåer ska få studiebidrag i proportion till studieomfattningen på respektive utbildningsnivå innebär också att det inte blir några stora marginaleffekter för studerande som successivt övergår från studier på grundläggande till studier på gymnasial nivå.</P>
<P class="p1059 ft29">I dag har regeringen möjlighet att föreskriva att dagens högre bidragsbelopp får lämnas även för annan utbildning om det finns särskilda skäl och till studerande som är yngre än 25 år som har sär-</P>
<P class="p392 ft20">348</P>
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<P class="p60 ft9">skilt behov av ett sådant stöd. Vi föreslår att detta bemyndigande att föreskriva om beloppsnivåerna ska kvarstå med endast redaktionella ändringar.</P>
<P class="p150 ft9">Utredningen ser den föreslagna höjningen av bidragsandelen som ett steg på vägen mot en ännu högre bidragsandel för studerande på grundskolenivå. Det är, mot bakgrund av de argu- ment för en höjning som redovisas ovan, önskvärt att ha en så stor andel bidragsfinansiering och en så liten andel lånefinansiering som möjligt vid studier på grundskolenivå. Vi anser att bidragsandelen kan höjas ytterligare i takt med att kostnaderna för avskrivning av lån minskar (se nedan).</P>
<P class="p112 ft13">Följdändring avseende rätten till avskrivning</P>
<P class="p286 ft9">Studielån som tagits i samband med behörighetsgivande studier på grundläggande eller gymnasial nivå inom t.ex. komvux eller inom folkbildningen skrivs till vissa delar av om den studerande går vidare till högskolestudier.<SPAN class="ft36">100</SPAN></P>
<P class="p150 ft9">I och med att utredningen föreslår ändrade bidragsnivåer för studiemedel måste reglerna för avskrivning följdändras. I dag får inte studerande med den högre bidragsnivån avskrivning om de fortsätter studierna på högskolan, denna rätt är förbehållen dem som har studerat med det generella bidraget.</P>
<P class="p13 ft9">Vi föreslår att avskrivning av lån tagna vid behörighetsgivande studier även fortsättningsvis ska kunna göras av lån som har lämnats samtidigt med generellt bidrag, dvs. bidrag med 1,59 pro- cent av prisbasbeloppet (31,4 procent av totalbeloppet). Avskriv- ning ska däremot inte göras av lån som har lämnats under tid då bidrag lämnats med 2,55 procent av prisbasbeloppet (50,3 procent av totalbeloppet) eller under tid då studerande får den högsta bidragsnivån.</P>
<P class="p97 ft29">Motivet för utredningens förslag är att avskrivningsmöjligheten bör förbehållas studerande med den lägsta bidragsnivån, som där- med behöver låna betydligt mer än övriga. Dessa riskerar att få höga studieskulder när de går vidare till högskolenivån. En möjlig- het att få delar av skulden avskriven är därför väl motiverad.</P>
<P class="p1060 ft58"><SPAN class="ft40">100 </SPAN>Avskrivning görs med en sjättedel för varje 60 högskolepoäng låntagaren klarar, dock med högst hälften av de tagna lånen, inklusive ränta. Högst 180 högskolepoäng, motsvarande tre års heltidsstudier, ger grund för avskrivning. Avskrivning görs dock inte för den som haft studiemedel med den högre bidragsnivån.</P>
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<P class="p300 ft9">Motsvarande behov finns inte för dem som har högre bidragsnivåer och därmed lägre skulder.</P>
<P class="p181 ft10">Att införa en rätt till avskrivning av lån som lämnas samtidigt som någon av de högre bidragsnivåerna skulle också medföra kost- nader som skulle kräva finansiering i form av lägre bidragsnivåer. Utredningens bedömning är att högre bidrag är att föredra framför framtida avskrivningar. Det har visat sig att avskrivnings- möjligheterna är okända för många och att det är mycket få studerande som påverkas av avskrivningsreglerna i sitt beslut att påbörja studier eller att gå vidare till högskolan.<SPAN class="ft81">101 </SPAN>Detta talar för att inte utöka avskrivningsmöjligheten utan att istället tillföra medel i tilldelningssituationen. De som studerar på eftergymnasial nivå har också en bättre inkomstutveckling än övriga och därmed bättre möjligheter att betala tillbaka sina lån. Detta gäller även dem som fortsätter från grundläggande eller gymnasial nivå till efter- gymnasial nivå (se avsnitt 8.3.2). Även detta talar för att hellre satsa på högre bidrag på de lägre nivåerna än på avskrivning för dem som går vidare till högskolestudier. En högre bidragsnivå kommer både dem till del som går vidare till högskolan och dem som inte gör det.</P>
<P class="p955 ft9">När avskrivningskostnaderna på några års sikt minskar bör de medel som frigörs enligt utredningens bedömning användas till att ytterligare höja bidragsandelen för studerande på grundläggande nivå.</P>
<P class="p327 ft13"><SPAN class="ft13">8.4.5</SPAN><SPAN class="ft70">Antal veckor med studiemedel</SPAN></P>
<P class="p651 ft10"><SPAN class="ft107">Utredningens förslag</SPAN>: För studier på grundskolenivå ska studiemedel vid studier på heltid ges under sammanlagt högst 50 veckor. Till studerande som bedöms ha större utbildningsbehov ska studiemedel kunna lämnas i högst 80 veckor. Till studerande som behöver färdighetsträning i läsning och skrivning eller har särskilda stödbehov, får studiemedel lämnas under ytterligare högst 40 veckor, dvs. i sammanlagt högst 120 veckor.</P>
<P class="p1061 ft9">Bedömningen av utbildningsbehovet ska ta sin utgångspunkt i de mål den studerande har med utbildningen, samt hans eller hennes förkunskaper och stödbehov.</P>
<P class="p546 ft26">Den sökandes hemkommun eller den folkhögskola som den sökande studerar eller avser att studera vid, ska bedöma den</P>
<P class="p147 ft41"><SPAN class="ft40">101 </SPAN>CSN (2011a).</P>
<P class="p95 ft20">350</P>
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<P class="p533 ft9">sökandes behov av utbildning på grundskolenivån och vid behov yttra sig över detta. Kommunernas och folkhögskolornas bedömning ska vara vägledande för CSN:s prövning av rätten till studiemedel.</P>
<P class="p815 ft9">CSN ges möjlighet att meddela närmare föreskrifter om bedömningen av utbildningsbehovet och kommunernas och folkhögskolornas yttranden.</P>
<P class="p526 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Skolinspektionen bör ges i uppdrag att i samverkan med CSN följa upp de bedömningar och yttranden som kommuner lämnar till CSN. CSN bör ges i upp- drag att i samverkan med Folkbildningsrådet följa upp de bedömningar och yttranden som folkhögskolor lämnar till CSN.</P>
<P class="p534 ft13">Skäl för fler veckor och en mer flexibel bedömning</P>
<P class="p118 ft9">För de flesta studerande på grundläggande nivå är tidsgränserna för antalet studiemedelsveckor inte något problem. Trots det finns det årligen minst 1 400 studerande som har behov av längre utbild- ningstider än tidsgränserna för närvarande medger.</P>
<P class="p13 ft9">Utredningens bedömning är att studiemedelssystemet måste bli mer flexibelt för att kunna tillmötesgå de behov de studerande har av försörjning under studietiden och att detta framför allt gäller antalet tillgängliga studiemedelsveckor.</P>
<P class="p279 ft8">I dag fastställs det maximala antalet veckor med studiemedel med utgångspunkt i den studerandes utbildningsbakgrund. Utred- ningen anser att det nuvarande sättet att fastställa antalet studie- medelsveckor är olämpligt. Ett skäl är att det ofta är mycket svårt att bedöma de sökandes tidigare utbildning. Eftersom merparten av de studerande har utländska utbildningar är det ofta svårt att avgöra om utbildningen motsvarar en svensk grundskoleutbildning eller inte. Lika långa utbildningar i olika länder kan t.ex. skilja sig mycket åt vad gäller innehåll och kvalitet. Det är inte heller ovanligt att studerande endast sporadiskt har studerat på en utbild- ning, t.ex. med anledning av oroligheter i landet.</P>
<P class="p278 ft8">Många studerande saknar dessutom handlingar och betyg som visar vilka utbildningar de har läst. Eftersom det ur studiemedels- synpunkt är en fördel att sakna tidigare utbildning kan det inte uteslutas att sökande undanhåller sin utbildningsbakgrund, vilket</P>
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<P class="p53 ft9">gör prövningen rättsosäker. Den som undanhåller uppgifter om sin tidigare utbildning kan göra detta utan att det i praktiken går att kontrollera.</P>
<P class="p144 ft9">Ett annat skäl att bestämmelserna enligt vår uppfattning är olämpliga är att utbildningsbakgrunden bara är en faktor av flera som påverkar behovet av utbildning i Sverige. Personer med lik- artad utbildningsbakgrund kan ha mycket skiftande behov av utbildning. Behoven kan påverkas av hur länge sedan det var den studerande gick i skolan, vilket modersmål den studerande har, vilka ämnen som ingick i utbildningen i hemlandet, behovet av stöd i undervisningen, målet med utbildningen m.m. Även personer med hög formell utbildning kan behöva tid på sig för att lära sig svenska. Detta gör utbildningsbakgrunden till ett trubbigt instrument att bedöma utbildningsbehovet.</P>
<P class="p468 ft29">Utredningen anser också att antalet studiemedelsveckor är för- hållandevis snålt tilltaget, framför allt för många av de studerande som i dag tilldelas en rätt till studiemedel i 100 veckor. Många av dessa har mycket stora utbildningsbehov, t.ex. personer som behöver grundläggande utbildning i att skriva och läsa. Ofta är 100 veckor inte tillräckligt för att läsa in svenska som andraspråk och övriga nödvändiga ämnen för att kunna ta sig vidare till gymnasiala kurser eller för att gå ut i arbetslivet. Språkkunskaperna kan fortfarande vara bristande efter 100 veckors studier, vilket minskar möjligheterna att få ett arbete. De snäva tidsgränserna kan också leda till att vissa studerande av ekonomiska skäl övergår till studier på gymnasial nivå innan de är redo för detta. Studerande som får rätt till studiemedel i 100 veckor är också kraftigt över- representerade bland dem som får avslag på sin ansökan om studie- medel p.g.a. att studiemedelsveckorna har tagit slut.</P>
<P class="p1062 ft10">Även studerande som bedöms ha en utbildning motsvarande grundskola kan ofta ha ett behov av att studera på grundläggande nivå i mer än 40 veckor. En tilldelning på 40 veckor är nästan bara tillräcklig för den som bara behöver studera <SPAN class="ft45">ett </SPAN>ämne, företrädesvis svenska som andraspråk. Så fort den studerande även, utifrån de yrkes- eller utbildningsmål han eller hon har, är i behov av att läsa engelska eller matematik, eller om förkunskaperna är bristande och behovet av stöd stort, blir tiden med studiemedel knapp. Skol- verket har t.ex. redovisat att den genomsnittligt planerade studie- tiden inom komvux på grundläggande nivå är 41 veckor för dem som ska läsa en kurs, 86 veckor för dem som planerar att studera två kurser och 99 veckor för dem som ska studera tre kurser. Även</P>
<P class="p653 ft20">352</P>
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<P class="p411 ft10">om dessa studietider inte säger något om studiernas omfattning och dessutom troligen kan kortas ned, är dagens studiemedels- gränser snäva. Mer än hälften av de studerande läser mer än en kurs.</P>
<P class="p130 ft9">För att komma till rätta med problemen med antalet studie- medelsveckor anser utredningen att antalet studiemedelsveckor måste fastställas på ett nytt sätt, som tar sin utgångspunkt i varje studerandes individuella utbildningsbehov. En sådan lösning inne- bär en tydlig individualisering av studiemedelssystemet i linje med utredningens intentioner. Antalet möjliga studiemedelsveckor måste också öka.</P>
<P class="p559 ft13">Utredningens förslag om antalet studiemedelsveckor</P>
<P class="p334 ft8">Utredningen har övervägt två alternativa konstruktioner som båda bygger på ett ökat inslag av behovsbedömning i det enskilda fallet och som båda, enligt utredningens bedömning, bättre motsvarar de utbildningsbehov som finns. Det ena alternativet är en generell till- delning av 80 studiemedelsveckor till samtliga studerande på grund- skolenivå, samtidigt som studerande med särskilda behov kan ges rätt till studiemedel i 120 veckor. Det andra alternativet är en for- satt uppdelning i tre veckonivåer med en tydlig koppling till utbildningsbehovet och med en tilldelning av fler veckor än i dags- läget – 50, 80 och 120 veckor. Båda alternativen innebär ett ökat antal studiemedelsveckor. Utredningens bedömning är att 80 veckor, knappt två års studier, täcker in det behov som finns för dem som ska läsa in stora delar av en utbildning som motsvarar års- kurserna <NOBR>7–9</NOBR> i grundskolan. Många kommer dock att klara sig även på 50 veckor. Ett års studier bedöms vara tillräckligt för dem som bara behöver läsa en kurs eller t.ex. delar av ett par kurser.</P>
<P class="p1063 ft9">Utredningens bedömning är att en uppdelning i tre veckonivåer har ett par fördelar jämfört med en uppdelning på två nivåer. En fördel är att antalet studiemedelsveckor bättre anpassas till varje individs utbildningsbehov. Antalet veckor med studiemedel kan på så sätt utgöra en bättre drivkraft för snabba studier. En annan för- del är att riskerna för ett ökat utflöde av studiemedel på ett tydligare sätt begränsas.</P>
<P class="p384 ft10">Utredningen har av nämnda skäl stannat vid att föreslå att antalet studiemedelsveckor ska begränsas till 50, 80 eller 120 veckor vid studier på heltid. Mer än 50 veckor ska ges till studerande som har större utbildningsbehov på grundskolenivån än vad som ryms</P>
<P class="p544 ft20">353</P>
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<P class="p75 ft10">inom 50 veckor. Den som har ett större utbildningsbehov på nivån ska kunna ges studiemedel i 80 veckor. Därutöver ska ytterligare 40 veckor kunna lämnas till den som är i behov av färdighetsträning eller har särskilda stödbehov. Med färdighetsträning menas att den studerande har mycket bristfälliga kunskaper i läsning, skrivning och räkning, dvs. tillämpningen är avsedd att vara densamma som i dag. Med särskilda stödbehov avses studerande som har behov av särskilda pedagogiska insatser för att kunna fullfölja sina studier, och som trots sådana insatser behöver längre tid på sig än 80 veckor. Vid studier på deltid ska studiemedel, som i dag, lämnas med högst det antal veckor som svarar mot det högsta antalet veckor vid heltidsstudier.<SPAN class="ft81">102</SPAN></P>
<P class="p1064 ft9">Bedömningen av utbildningsbehovet ska ta sin utgångspunkt i de mål med utbildningen som den enskilde har och som inom komvux finns dokumenterade i den individuella studieplanen. Att utifrån målet med utbildningen fastställa behovet av utbildningstid innebär även att hänsyn tas till den nivå den studerande befinner sig på och till de förkunskaper han eller hon har. I prövningen ska även bedömas den individuella studieförmåga personen har och det eventuellt bestående stödbehov som finns. CSN ges möjlighet att meddela närmare föreskrifter om tillämpningen.</P>
<P class="p91 ft9">Genom att ta hänsyn till de individuella utbildningsbehoven är utredningens bedömning att studiemedelssystemet på ett tydligt sätt anpassas till den individualisering och flexibilitet som ska gälla inom komvux på grundläggande nivå. Tidsgränserna anpassas till varje studerandes behov.</P>
<P class="p94 ft10">Studerande med funktionsnedsättning är en grupp som särskilt gynnas av förändringen. Studerande med funktionsnedsättning som har en grundskoleutbildning eller motsvarande kan i dag inte tilldelas fler veckor mot bakgrund av sin funktionsnedsättning. Dessa studerande tilldelas 40 veckor och är i övrigt hänvisade till att anföra synnerliga skäl. Med utredningens förslag kommer gruppen, genom en behovsbedömning, att kunna tilldelas fler studiemedels- veckor redan i samband med studiestarten. Detta kommer att ge de studerande en större ekonomisk trygghet under studietiden. Detsamma kan sägas gälla den romska studerandegruppen där de studerande ofta kan ha större utbildningsbehov.</P>
<P class="p290 ft9">Trots att bedömningen av antalet veckor bättre anpassas till varje studerandes faktiska behov i förhållande till var och ens mål</P>
<P class="p67 ft41"><SPAN class="ft40">102 </SPAN>Vilket alltså innebär att den som studerar på deltid 50 procent i 100 veckor anses ha använt 50 studiemedelsveckor.</P>
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<P class="p411 ft9">med studierna, så kan det inte uteslutas att det inträffar händelser under studietiden som gör att den studerande kan behöva studie- medel under ytterligare någon tid. Det kan handla om tillfälligt dålig hälsa, oväntade händelser inom familjen eller andra mycket speciella omständigheter som den studerande inte har kunnat råda över. Även studerande med funktionsnedsättning kan i vissa fall behöva fler veckor än vad som normalt medges, trots att hänsyn redan initialt kan tas till funktionsnedsättningen. Möjligheterna att beviljas studiemedel under längre tid än vad veckogränserna medger ska därför finnas kvar. Det innebär att studiemedel kan lämnas under fler veckor om det finns synnerliga skäl. Fr.o.m. det år då den studerande fyller 40 år kan ytterligare studiemedel ges om det finns särskilda skäl.</P>
<P class="p595 ft9">I sammanhanget ska det observeras att det maximala antalet studiemedelsveckor ska bedömas med utgångspunkt i den studerandes utbildningsbehov och förutsättningar i förhållande till de uppsatta utbildningsmålen, inte med utgångspunkt i oförutsedda händelser av tillfällig karaktär som inträffar under studietiden eller andra omvärldsfaktorer som påverkar den studerande. Självvalda studieavbrott eller låg studieaktivitet ska inte heller beaktas. En ny bedömning av antalet veckor ska alltså inte göras t.ex. i det fall en studerande avbryter en kurs och efter viss tid återkommer i studier och då måste börja om på samma kurs eller om en studerande p.g.a. oförutsedda händelser blir försenad i studierna. I dessa fall ska det, om behov uppstår, göras en prövning av synnerliga eller särskilda skäl.</P>
<P class="p593 ft13">Kommuner och folkhögskolor ska yttra sig</P>
<P class="p334 ft10">Bedömningen av utbildningsbehovet ska, utifrån varje studerandes förkunskaper och behov, göras av en kommun eller en folkhög- skola. Den sökandes hemkommun gör bedömningen för stu- derande inom komvux och folkhögskolorna gör bedömningen för studerande inom folkbildningen. Bedömningen av utbildnings- behovet ska överensstämma med den individuella studieplan som tas fram i samband med att en studerande påbörjar studier inom komvux. Folkhögskolornas bedömning ska ta sin utgångspunkt i en studieplanering som motsvarar den individuella studieplanen.</P>
<P class="p357 ft9">Hemkommunens respektive folkhögskolans bedömning ska vid behov redovisas till CSN som bedömer övriga krav och fattar</P>
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<P class="p630 ft10">beslut om studiemedel. Bedömningen ska redovisas i form av ett yttrande och är vägledande för CSN. Utredningens bedömning är att yttrandena i praktiken kommer att avgöra tilldelningen av studie- medelsveckor i de allra flesta fall eftersom det torde vara ovanligt att CSN eller Överklagandenämnden för studiestöd (ÖKS) har ett bättre underlag än utbildningsanordnarna att göra dessa bedöm- ningar. CSN eller ÖKS kan dock fatta ett annat beslut än vad som framgår av den bedömning som finns i yttrandet, t.ex. om yttrandet är uppenbart oriktigt eller om det har tillkommit nya uppgifter.</P>
<P class="p468 ft9">Genom att begära att kommuner och folkhögskolor vid behov ska yttra sig över utbildningsbehovet uppnås flera fördelar. Fler faktorer än i dag ska vägas in i bedömningen av den studerandes utbildningsbehov, vilket gör det nödvändigt att bedömningen görs av personer som står i nära kontakt med den studerande. Bara dessa har möjlighet att bedöma den studerandes faktiska förutsättningar och behov. Ansvarsfördelningen tar tillvara kommunernas och folkhögskolornas respektive CSN:s starka sidor. Utbildnings- anordnarna är bra på att bedöma den studerande och hans eller hennes individuella behov och på att göra realistiska studieplaner. CSN är bra på att effektivt hantera mer generella och enkla regler såsom att pröva ålder och antal avklarade poäng, vilket ofta kan ske maskinellt.</P>
<P class="p290 ft9">Genom att ge kommuner och folkhögskolor ett större ansvar sammankopplas också arbetet med individuella studieplaner och nivåplacering med studiemedlen och de ekonomiska förutsätt- ningarna för studierna. Studieekonomin integreras i studie- planeringen. Detta tydliggör också kommunernas och vägled- ningens ansvar även för studieekonomiska frågor och trycker på behovet av att göra noggranna nivåbestämningar i samband med studiestarten. Detta kan förväntas ge positiva effekter inte enbart genom att studiemedelsveckorna blir anpassade till studierna utan även genom att det ställer krav på individuell vägledning och nivå- bestämning, vilket kan innebära att fler studerande hamnar på rätt kurser när de påbörjar sina studier. Elevernas kunskaper om studie- medelssystemet kommer också att öka. För att förbättra förut- sättningarna för kommunernas studieekonomiska vägledning före- slår utredningen också att de genom direktåtkomst ska ges behörighet till vissa delar av CSN:s datasystem. Denna fråga behandlas i kapitel 6.</P>
<P class="p613 ft26">Normalt måste vägledning ske innan en ansökan om studie- medel lämnas in, av det enkla skälet att studieplanerna måste fast-</P>
<P class="p283 ft20">356</P>
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<P class="p830 ft9">ställas för att den studerande ska kunna veta under vilken tid och i vilken omfattning han eller hon ska studera. Det är då naturligt att kommunens eller folkhögskolans yttrande lämnas in samtidigt som studiemedelsansökan.</P>
<P class="p1065 ft8">Studerande kan dock välja att ansöka om studiemedel för en preliminär studietid redan innan vägledning eller antagning har skett. Det kan också vara så att vägledningen inleds med diagnos- tiska tester och validering för att nivåplacering och en fullständig studieplanering ska kunna göras. Detta kan t.ex. ske inom ramen för en orienteringskurs. Den studerande kan då behöva lämna in en ansökan om studiemedel med preliminära studietider för att kunna få försörjning under de inledande studierna. I dessa fall lämnas ansökan sannolikt in innan det är möjligt för kommunen eller folk- högskolan att bifoga ett yttrande med en bedömning av den studerandes utbildningsbehov. CSN kommer att kunna bevilja dessa ansökningar eftersom studietiden ryms inom det lägsta veckoantalet 50 veckor. CSN har i dessa fall inget behov av att utreda utbildningsbehovet. I det fall en kommun eller folkhögskola kommer fram till att 50 veckor är tillräckligt för en studerande finns det inte något behov av att lämna in ett yttrande. Ett yttrande ska alltså bara lämnas vid behov. I det fall en studerande ansöker om studiemedel för längre tid än 50 veckor och om ett yttrande inte har inkommit är det dock nödvändigt att CSN inhämtar ett yttrande från kommunen eller folkhögskolan. Detsamma gäller om en studerande begär ett beslut om antalet studiemedelsveckor redan innan frågan har aktualiserats. CSN bör ges möjlighet att meddela föreskrifter om yttrandehanteringen, t.ex. om yttrandenas utformning och om i vilka fall det finns ett behov av ett yttrande.</P>
<P class="p1066 ft8">Ett yttrande ska kunna lämnas in till CSN närsomhelst. När yttrandet kommer in ska CSN fatta beslut om antalet maximala studiemedelsveckor i enlighet det antal som kommunen eller folk- högskolan har bedömt, om det inte finns starka skäl som talar emot detta. Det kan bli aktuellt för kommuner och folkhögskolor att komma in med ett nytt yttrande till CSN om exempelvis utbild- ningsmålen ändras eller om nya stödbehov identifieras. Det kan också bli aktuellt för en kommun att lämna ett yttrande för en individ som flyttar mellan kommuner, förutsatt att den nya hem- kommunen gör en annan bedömning av utbildnings- eller stöd- behovet. Att det lämnas in mer än ett yttrande för samma studerande bör dock bli ovanligt eftersom det förutsätts att kom-</P>
<P class="p1067 ft20">357</P>
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<P class="p300 ft9">munerna kommer att göra välgrundade individuella studieplaner innan de lämnar ett yttrande.</P>
<P class="p180 ft9">När CSN ska ta ställning till ett nytt yttrande av kommunen eller folkhögskolan ska inte CSN kunna minska antalet redan beslutade veckor, förutom i det fall en studerande lämnat vilse- ledande uppgifter eller på annat sätt orsakat ett felaktigt beslut.</P>
<P class="p107 ft8">Bedömningen att bevilja veckor utöver tidsgränserna med hän- syn till skäl ska, precis som i dag, göras av CSN. Kommuner och utbildningsanordnare kan dock givetvis, som i dag, välja att yttra sig över en eventuell dispens och grunderna för en sådan.</P>
<P class="p180 ft9">Utredningen förutsätter att kommunernas och folkhög- skolornas yttranden kan hanteras genom att det ges elektroniska möjligheter att föra över formaliserade yttranden från kommuner och folkhögskolor till CSN. Det är viktigt att dessa rutiner stödjer en effektiv och en rättssäker hantering, såväl hos kommuner och folkhögskolor som hos CSN och ÖKS. Detta är ett skäl till att CSN bör få rätt att meddela närmare föreskrifter om hanteringen av yttrandena.</P>
<P class="p77 ft9">De äldre reglerna om antal veckor ska gälla tills de nya träder i kraft. I de fall antalet veckor enligt de nya reglerna blir mer för- delaktigt än ett tidigare beslutat veckoantal, ska de nya reglerna vinna företräde. I övriga fall kvarstår det tidigare beslutet i enlighet med normala förvaltningsrättsliga principer.</P>
<P class="p283 ft13">Likformighet, risker och uppföljning</P>
<P class="p80 ft8">En anpassning av studiemedelsregelverket till varje studerandes individuella behov innebär av naturliga skäl ett avsteg från principerna om fullständig likformighet. En studerande som har mer omfattande utbildningsmål kommer med det förslag utred- ningen lämnar att kunna få studiemedel under längre tid än en person med utbildningsmål som kräver kortare utbildningstid. En sådan utformning av reglerna är enligt utredningens bedömning nödvändig om man menar allvar med att anpassa studiemedels- systemet till utbildningssystemet och studerandegruppen, för att i förlängningen effektivisera studierna. I ett internationellt per- spektiv är inte detta heller något konstigt – det är vanligt att tiden med studiestöd är nära anpassad till utbildningslängden.<SPAN class="ft79">103 </SPAN>Med den behovsanpassning som vi föreslår är också vår bedömning att</P>
<P class="p1068 ft41"><SPAN class="ft40">103 </SPAN>CSN (2011c).</P>
<P class="p95 ft20">358</P>
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<P class="p60 ft9">studerande med liknande utbildningsmål och studieförutsättningar kommer att ges snarlika studiemedelsbeslut utifrån de pro- fessionella bedömningar som görs hos kommuner och utbildnings- anordnare.</P>
<P class="p279 ft10">Att bedöma utbildningsbehovet är en viktig uppgift, särskilt när bedömningen kommer att påverka antalet veckor med studiemedel. Det är därför av stor vikt att kommunerna i sina yttranden över utbildningsbehovet bara beaktar relevanta faktorer. Irrelevanta hänsyn, som t.ex. vilken försörjningskälla en person har, får inte påverka bedömningen. Enligt den kommunala likställighets- principen är det inte heller tillåtet att behandla kommunens med- lemmar olika om det inte finns sakliga skäl för detta.</P>
<P class="p97 ft8">Utredningens bedömning är att risken för att kommuner eller folkhögskolor kommer att ta irrelevanta hänsyn är små. Redan i dag finns i praktiken ett inslag av bedömning som utförs av utbild- ningsanordnarna, nämligen bedömningen av vilka studerande som behöver färdighetsträning och därigenom får rätt till studiemedel under 100 veckor. Det kan konstateras att utbildningsanordnarna bara bedömer att ett litet antal studerande är i behov av färdig- hetsträning. Under 2011 var det bara tre procent av de nya studie- medelstagarna på grundläggande nivå som fick rätt till studiemedel i 100 veckor efter att utbildningsanordnaren hade bedömt att de behövde färdighetsträning.<SPAN class="ft79">104 </SPAN>Det tycks alltså inte finnas några stora risker för att kommuner eller folkhögskolor kommer att överdriva de studerandes utbildningsbehov. Därmed bedömer utredningen att det inte heller finns någon överhängande risk för att förfarandet kommer att bli kostnadsdrivande. I sammanhanget kan det också framhållas att kommunerna inom rekryterings- bidraget hade en beslutsrätt som avsåg vem som kunde få bidraget. Erfarenheterna från rekryteringsbidraget tydde inte på någon fel- aktig användning av beslutsrätten.</P>
<P class="p742 ft9">De yttranden som lämnas av kommuner och folkhögskolor kommer inte att vara möjliga att överklaga eftersom det inte rör sig om beslut. CSN:s beslut om studiemedel, vilket kan inkludera ett beslut om ett visst antal veckor, kommer dock att vara möjligt att överklaga hos ÖKS.</P>
<P class="p14 ft26">För att säkerställa att kommunernas och folkhögskolornas bedömningar kommer att följa intentionerna med reformen bör Skolinspektionen ges i uppdrag att i samverkan med CSN att följa</P>
<P class="p626 ft41"><SPAN class="ft40">104 </SPAN>Enligt uppgifter utredningen har inhämtat från CSN.</P>
<P class="p486 ft20">359</P>
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<P class="p53 ft9">upp de bedömningar och yttranden som kommunerna lämnar till CSN. En sådan uppföljning bör exempelvis omfatta en jämförelse mellan yttrandena och de individuella studieplanerna och en jäm- förelse av andelen studerande i olika kommuner som erhåller de olika veckoantalen. CSN bör ges motsvarande uppdrag att i sam- verkan med Folkbildningsrådet följa upp de yttranden som lämnas av folkhögskolor.</P>
<P class="p289 ft13"><SPAN class="ft13">8.4.6</SPAN><SPAN class="ft70">Heltid och deltid</SPAN></P>
<P class="p623 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: En ny deltidsnivå införs för studier på grundskolenivå. Den nya deltidsnivån ska motsvara 25 procent av heltid. CSN ges möjlighet att meddela närmare föreskrifter om tillämpningen av den nya deltidsnivån. Som en följd av ändringen införs även en ny fribeloppsnivå för inkomst för studerande på 25 procent av heltid.</P>
<P class="p653 ft13">En ny deltidsnivå</P>
<P class="p80 ft10">Studiemedel kan i dag beviljas för studier på 50, 75 eller 100 pro- cent av heltid. Studiemedel ges följaktligen inte för studier av mindre omfattning än halvtid. Detta anser utredningen är en brist som kan försvåra ett flexibelt upplägg för exempelvis den som läser svenska eller svenska som andraspråk parallellt med ett arbete eller någon annan sysselsättning. Utredningen föreslår därför att studie- medel ska kunna ges till studerande på grundläggande nivå som studerar på minst 25 procent av heltid men mindre än halvtid. Detta ger möjligheter att studera även i lägre takt vilket borde vara intressant framför allt för den som läser svenska som andraspråk på kvällstid eller under någon dag i veckan, t.ex. i samband med del- tidsarbete eller partiell föräldraledighet.</P>
<P class="p1064 ft26">En liknande möjlighet fanns inom rekryteringsbidraget till vuxenstuderande. Rekryteringsbidrag för deltidsstudier på minst 20 procent utnyttjades av förhållandevis få studerande, men var ändå ett viktigt ekonomiskt komplement som kunde vara avgör- ande för enskilda personers möjligheter att studera. Att ge studie- medel för studier motsvarande minst 25 procent av heltid kan även vara en viktig förbättring för vissa studerande med funktions- nedsättning, som bara klarar av att studera i liten omfattning. Även</P>
<P class="p95 ft20">360</P>
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<P class="p1033 ft9">dessa kommer med utredningens förslag att kunna få studiemedel för sina studier.</P>
<P class="p540 ft10">Även studerande på andra utbildningsnivåer skulle kunna dra nytta av en möjlighet att få studiemedel på kvartsfart. Det har dock inte legat i utredningens uppdrag att föreslå förändringar för andra nivåer än den grundläggande. Förslaget avser därför enbart studier på grundläggande nivå, vilket även innebär att studieomfattningen på grundläggande nivå måste uppgå till minst 25 procent för den som läser parallellt på exempelvis grundläggande och gymnasial nivå. Den som studerar med 15 procents omfattning på grund- läggande nivå och med tio procent av heltid på gymnasial nivå kan alltså inte beviljas studiemedel. CSN ges möjlighet att meddela närmare föreskrifter om detta. Av förslaget följer också att en stu- derande som exempelvis studerar motsvarande 25 procent av heltid på grundskolenivån och motsvarande tio procent på gymnasienivån enbart kan beviljas studiemedel för studier på grundskolenivå.</P>
<P class="p668 ft9">Som en följd av att en ny deltidsnivå införs måste även bestäm- melserna om fribelopp för inkomst ändras och anpassas till den nya deltidsnivån. Studerande som läser i mindre omfattning får ett högre fribelopp.</P>
<P class="p554 ft13">Andra sätt att undvika tillval av kurser av ekonomiska skäl</P>
<P class="p383 ft9">Företrädare för vuxenutbildningen har, som redogjorts för tidigare, framfört till utredningen att studiemedelssystemets bestämmelser om studietakt är allt för rigida. Detta kan leda till att studerande ibland ansöker till fler kurser än nödvändigt bara för att nå upp till heltid och kunna få mer studiemedel.</P>
<P class="p130 ft9">Utredningen anser att det är ett problem att studerande läser kurser de inte behöver. Det förlänger studietiden, ökar skuld- sättningen och ökar sannolikt antalet studieavbrott. Problemets storlek går dock inte att bedöma.</P>
<P class="p72 ft9">Det finns olika vägar för att försöka komma till rätta med att studerande av ekonomiska skäl väljer att läsa fler kurser än lämpligt. Ett alternativ, som har förespråkats av vissa, är att göra bedömningen av studietakten mer flexibel. Detta kan uppnås genom att t.ex. låta utbildningsanordnarna bedöma studiernas</P>
<P class="p1069 ft20">361</P>
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<P class="p300 ft9">omfattning. I praktiken var det på detta sätt bedömningen gick till under perioden <NOBR>2003–den</NOBR> 1 juli 2012.<SPAN class="ft36">105</SPAN></P>
<P class="p180 ft9">Sedan den 1 juli 2012 finns det av Skolverket fastställda kurs- planer med ett visst angivet poängantal även för kurser på grundläggande nivå. Utredningen anser att det vore fel väg att gå att inte använda de nya kursplanerna som grund för beräkningen av studiemedlen. Den likformighet som uppnås med de nya kurs- planerna måste anses vara positiv. Det har inte varit en rimlig ord- ning att samma studier har kunnat ge rätt till olika studiemedels- belopp. Att frångå kursplanerna vore också detsamma som att tillåta att mer studiemedel betalas ut än vad studieinsatsen faktiskt motsvarar. I praktiken vore det att medge att studiemedel kan beviljas för tid då den studerande inte bedriver några studier. Att studiemedel ges för studietid, och bara sådan studietid som om- fattas en den kursplan som gäller för utbildningen,<SPAN class="ft36">106 </SPAN>är en grund- sten i studiemedelssystemet. Utredningen anser inte att denna princip bör frångås. Därför förordar vi andra vägar för att komma bort från problemet med att studerande läser fler kurser än nöd- vändigt.</P>
<P class="p423 ft9">En åtgärd utredningen föreslår är att höja bidragsandelen till en enhetlig och hög nivå. Detta kommer att innebära att fler deltids- studerande kan klara sig med bidragsdelen utan att välja till ytter- ligare kurser, vilket minskar behovet av att ansöka till kurser som är onödiga.</P>
<P class="p91 ft9">Utredningen trycker också på vikten av att utbildningen individualiseras och att studerande kan bedriva heltidsstudier även om de bara läser exempelvis svenska som andraspråk (se kapitel 5). Detta är viktigt både för att korta ner den kalendertid den studerande behöver studera och för att de studerande ska kunna få heltidsstudiemedel under studierna, vilket underlättar försörj- ningen.</P>
<P class="p91 ft9">En annan åtgärd utredningen föreslår är förbättrad studie- ekonomisk vägledning (se kapitel 6). Om studerande ges kun- skaper om studiemedelsreglerna och om andra möjligheter till inkomster och försörjning bör antalet studerande minska som</P>
<P class="p429 ft101"><SPAN class="ft56">105</SPAN><SPAN class="ft158">När det 2003 infördes verksamhetspoäng för all utbildning inom komvux saknades nationella bestämmelser om hur många verksamhetspoäng de olika kurserna på den grundläggande nivån skulle omfatta. CSN hade upphävt sina tidigare föreskrifter om beräkningen av studietakt, vilka innehöll en reglering av omfattningen på alla ämnen. Detta innebar att samma kurs kunde ge rätt till olika många verksamhetspoäng och att samma studier i en kommun kunde anses vara på heltid och i en annan kommun på deltid.</SPAN></P>
<P class="p291 ft41"><SPAN class="ft56">106</SPAN><SPAN class="ft59">3 kap. 5 § studiestödslagen.</SPAN></P>
<P class="p95 ft20">362</P>
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<P class="p60 ft9">registrerar sig på onödiga kurser enbart för att få studiemedel. Den som har goda kunskaper om studiemedelssystemet inser exempel- vis att fler kurser och högre studiemedelsbelopp samtidigt innebär att studiemedelsveckorna tar slut snabbare och att en eventuell studieskuld ökar. Ökade kunskaper kan också ge insikten att fri- beloppsgränsen ger goda möjligheter att arbeta parallellt med studierna. Bättre vägledning om studieekonomi bör även innebära att de studerande ges kunskaper om andra ersättningar som kan bidra till en bättre studieekonomi, t.ex. bostadsbidrag och försörj- ningsstöd.</P>
<P class="p14 ft10">När det gäller försörjningsstöd är det viktigt att framhålla att utredningen förutsätter att studie- och yrkesvägledningen inte upp- manar studerande att välja fler kurser enbart av skälet att trygga försörjningen genom heltidsstudiemedel. En rimligare ordning är att deltidsstuderande vid behov får försörjningsstöd för sådan tid då inga studier bedrivs, som ett komplement till studiemedel för deltidsstudier. Socialstyrelsen anger att socialtjänsten inte kan</P>
<P class="p1070 ft8">”kräva att någon ska påbörja studier och ta lån för att på det sättet själv tillgodose sina behov”.<SPAN class="ft79">107 </SPAN>Detta bör enligt utredningens bedömning många gånger vara giltigt även för deltidsstuderande som inte vill eller behöver läsa mer än enstaka ämnen.</P>
<P class="p279 ft10">Utredningen vill också framhålla att det redan inom ramen för dagens regelverk finns möjligheter att få studiemedel med belopp som överstiger den studietakt per vecka som bestäms av att antalet verksamhetspoäng ställt i relation till antalet studieveckor. Stu- derande som p.g.a. funktionsnedsättning behöver lägga ner mer tid på studierna än som ges av poängantalet per vecka, kan beviljas studiemedel i förhållande till hur mycket tid han eller hon i praktiken lägger ner på sina studier. För att studiemedel ska kunna beviljas på detta sätt krävs att funktionsnedsättningen är kartlagd och dokumenterad och att alla möjligheter till stödåtgärder som kan kompensera funktionsnedsättningen har satts in.</P>
<P class="p278 ft9">Den praxis som finns avser enbart studerande som har ett poängantal som överstiger tio verksamhetspoäng per vecka, dvs. som studerar på minst halvtid. En studerande som studerar med lägre takt kan inte beviljas studiemedel, även om han eller hon lägger ner exempelvis 20 timmar i veckan på sina studier.<SPAN class="ft36">108 </SPAN>Utred- ningens förslag om en ny deltidsnivå som motsvarar 25 procent av heltid undanröjer till en del detta problem.</P>
<P class="p1071 ft58"><SPAN class="ft56">107</SPAN><SPAN class="ft72">Socialstyrelsen (2003).</SPAN></P>
<P class="p299 ft41"><SPAN class="ft56">108</SPAN><SPAN class="ft75">Beslut från Överklagandenämnden för studiestöd den 9 augusti 2010.</SPAN></P>
<P class="p486 ft20">363</P>
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<P class="p353 ft9">Enligt vår bedömning, vilken grundar sig på ett stort antal studiebesök i kommuner, har vissa utbildningsanordnare och stu- derande bristande kunskaper om de möjligheter som redan finns att ta speciella hänsyn. I många fall krävs att den studerande själv uppmärksammar möjligheten och kommer in med en begäran till CSN om att få mer studiemedel än antalet verksamhetspoäng per vecka motsvarar. Det finns därför potential att öka kunskaperna om detta bland vägledare, utbildningsanordnare och studerande. CSN bör arbeta med att sprida kunskapen om de möjligheter som finns.</P>
<P class="p408 ft13"><SPAN class="ft13">8.4.7</SPAN><SPAN class="ft70">Grundläggande rätt till svenskt studiestöd</SPAN></P>
<P class="p651 ft8"><SPAN class="ft117">Utredningens bedömning</SPAN>: Det finns studerande som kan för- senas i sina studier p.g.a. att de som utländska medborgare inte ges grundläggande rätt till svenskt studiestöd när de ska påbörja studier på grundläggande nivå. Utredningen har mot denna bakgrund övervägt en kortare tidsfrist för vissa grupper.</P>
<P class="p1072 ft9">Utredningen avstår dock av olika skäl från att föreslå ändrade regler. Vi har dels funnit det svårt att definiera vilka som ska komma i fråga för en kortare tidsfrist och dels bedömt att det finns en betydande risk för att ändrade regler kan leda till att studiestöd ges till studerande som inte kommer att stanna i landet och till personer som är att betrakta som gäststuderande. Kostnaderna för studiestöd skulle då kunna öka på ett oförut- sägbart sätt. En eventuell förändring av regelverket bör göras först efter en mer omfattande översyn, något som inte ligger i utredningens uppdrag.</P>
<P class="p699 ft13">Anknytningen till landet grund för prövningen</P>
<P class="p80 ft26">Ett problem utredningen har identifierat under sina studiebesök i kommuner är att det inträffar att studerande som är utländska medborgare och som tar sig igenom sfi mycket snabbt, inte hinner få en så kallad grundläggande rätt<SPAN class="ft119">109 </SPAN>till svenskt studiestöd innan de påbörjar studierna på grundläggande nivå inom komvux. Detta är olyckligt, särskilt mot bakgrund av de insatser som görs för att</P>
<P class="p378 ft41"><SPAN class="ft40">109 </SPAN>Dvs. de särskilda villkor som gäller för utländska medborgare och som finns definierade i 1 kap. <NOBR>4-7</NOBR> §§, 2 kap. 4 § och 3 kap. 4 § studiestödslagen.</P>
<P class="p389 ft20">364</P>
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<P class="p60 ft9">snabba upp <NOBR>sfi-studierna.</NOBR> Orsaken är att de studerande i dessa fall har varit i Sverige under kort tid och därför inte bedöms ha till- räcklig anknytning till landet. Under 2011 fick cirka 1 400 utländska medborgare som ansökte om studiemedel för studier på grundläggande nivå avslag på sina ansökningar p.g.a. att de inte bedömdes ha grundläggande rätt till svenskt studiestöd.</P>
<P class="p15 ft9">De nationella reglerna om grundläggande rätt till svenskt studie- stöd bygger på principen att bara de som har tillräcklig anknytning till Sverige ska kunna få studiestöd.<SPAN class="ft36">110 </SPAN>Av detta följer också att personer som kommer till Sverige enbart i syfte att studera inte kan få svenskt studiestöd. Avsikten med att kräva en tydlig anknytning till landet är att det inte har ansetts rimligt att lämna stöd i form av studielån till personer som inte kommer att få tillstånd att stanna permanent. En investering i studiestöd till personer som inte stannar i landet har inte bedömts som försvarbar varken för det all- männa eller för den enskilde.<SPAN class="ft36">111 </SPAN>För att uppnå detta följer reglerna för tilldelning av studiestöd samma principer som Migrations- verkets prövning av rätt till permanent uppehållstillstånd för de utländska medborgare som omfattas av sådan tillståndsgivning. De nationella bestämmelserna på detta område har varit i stort sett oförändrade sedan <NOBR>1970-talet</NOBR> och motsvarande bestämmelser finns i de övriga nordiska länderna.</P>
<P class="p1073 ft13">Principer krockar</P>
<P class="p99 ft9">Ur utbildningssynvinkel är det önskvärt att personer med utländsk bakgrund snabbt lär sig svenska, så att de snabbt kan ta sig igenom utbildningar. Hinder mot ett snabbt och effektivt genomförande av utbildning bör undanröjas. Även ur ett integrationsperspektiv är det viktigt att de som kommer att stanna i landet snabbt kan integreras och komma ut på arbetsmarknaden, vilket kan påskyndas av snabba studier.</P>
<P class="p97 ft26">Samtidigt är det ur samhällsekonomisk synvinkel viktigt att personer som inte kommer att stanna i landet inte får tillgång till de generella välfärdssystemen, inklusive studiestödet. Det är också viktigt att de generella systemen inte görs tillgängliga för stu-</P>
<P class="p817 ft58"><SPAN class="ft56">110</SPAN><SPAN class="ft72">Vissa undantag förekommer i enlighet med </SPAN><NOBR>EU-rättsliga</NOBR> krav.</P>
<P class="p299 ft41"><SPAN class="ft56">111</SPAN><SPAN class="ft75">Prop. 2005/06:134.</SPAN></P>
<P class="p486 ft20">365</P>
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<P class="p529 ft10">derande från andra länder på ett sätt som kraftigt ökar kostnaderna och därigenom äventyrar studiestödssystemets fortlevnad.<SPAN class="ft81">112</SPAN></P>
<P class="p181 ft26">Principen om en snabb integrering i landet kan alltså krocka med principen att inte öppna studiestödssystemet för studerande som inte fått, och som kanske aldrig kommer att få, tillstånd att stanna permanent i landet. Det senare gäller t.ex. gäststuderande eller andra personer som befinner sig i Sverige tillfälligt.</P>
<P class="p88 ft13">Alternativ som utredningen har övervägt</P>
<P class="p378 ft9">Utredningen bedömer att de studerandegrupper som sannolikt är i störst behov av ekonomiskt stöd under studierna redan är väl till- godosedda genom de undantag som redan görs. Detta gäller fram- för allt flyktingar och deras anhöriga som redan i dag kan få studie- stöd för sina studier i ett tidigt skede efter att de har kommit till Sverige. Det gäller även personer som har barn tillsammans med en person som redan bor i Sverige.<SPAN class="ft36">113</SPAN></P>
<P class="p77 ft12">De som påbörjar studier på grundläggande nivå och som inte omedelbart kan beviljas studiemedel kan antas vara personer som tillhör någon av följande grupper.</P>
<P class="p1074 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Tredjelandsmedborgare utan permanent uppehållstillstånd och utan </SPAN><NOBR>EU-anknytning.<SPAN class="ft36">114</SPAN></NOBR></P>
<P class="p1075 ft9"><SPAN class="ft164"></SPAN><NOBR><SPAN class="ft33">EU/EES-medborgare</SPAN></NOBR> som ännu inte uppfyller villkoren om</P>
<P class="p228 ft9">permanent uppehållstillstånd eller två års arbete, alternativt</P>
<P class="p1076 ft74"><SPAN class="ft56">112</SPAN><SPAN class="ft73">Prop. 2005/06:134. Principen om tillräcklig anknytning till landet handlar om att det inte bedöms rimligt att lämna studiemedel, bidrag och lån, till personer som inte har eller kommer att få tillstånd att stanna permanent i landet. Utöver principerna om anknytning till landet finns det i utlänningslagen i vissa fall ett försörjningskrav som innebär att uppehållstillstånd endast beviljas om den person som utlänningen åberopar anknytning till kan försörja sig och har en bostad av tillräcklig storlek och standard för sig och utlänningen. Försörjningskravet gäller dock inte bl.a. svenska medborgare eller personer som har uppe- hållstillstånd som flyktingar.</SPAN></P>
<P class="p838 ft101"><SPAN class="ft56">113</SPAN><SPAN class="ft158">En person som har uppehållsrätt eller uppehållstillstånd och som sammanbor och har barn tillsammans med en svensk medborgare kan få studiestöd direkt vid ankomsten till Sverige. En person som har uppehållsrätt och som sammanbor och har barn tillsammans med en annan utländsk medborgare, som själv uppfyller villkoren för att få grundläggande rätt till studiestöd, kan få studiestöd efter ett års sammanboende i Sverige (CSNFS 2009:4).</SPAN></P>
<P class="p512 ft103"><SPAN class="ft56">114</SPAN><SPAN class="ft102">Detta omfattar troligen framförallt s.k. anhöriginvandrare som levt en kortare tid med den person i Sverige som han eller hon åberopar anknytning till och där det inte finns gemensamma barn. Det inkluderar förmodligen även studerande som är anhöriga till tredje- landsmedborgare som är arbetskraftsinvandrare. Även gäststuderande och personer med tillfälliga uppehållstillstånd som inte är bosättningsgrundande, och som därmed många gånger inte heller kommer att beviljas permanent uppehållstillstånd, omfattas.</SPAN></P>
<P class="p409 ft20">366</P>
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<P class="p1077 ft9">sammanboende och anhöriga till dessa som inte själva uppfyller samma villkor.</P>
<P class="p1078 ft9"><SPAN class="ft31"></SPAN><NOBR><SPAN class="ft32">EU/EES-medborgare</SPAN></NOBR> som inte kan ses som migrerande arbets- tagare i Sverige, exempelvis personer som kommit hit enbart för att studera eller som ännu inte har kunnat etablera sig på arbets- marknaden, och deras anhöriga.</P>
<P class="p909 ft9"><SPAN class="ft31"></SPAN><NOBR><SPAN class="ft32">EU/EES-medborgare</SPAN></NOBR> som har varit arbetstagare men som inte längre uppfyller villkoren för detta, och deras anhöriga.</P>
<P class="p909 ft9"><SPAN class="ft31"></SPAN><NOBR><SPAN class="ft32">EU/EES-medborgare</SPAN></NOBR> som inte uppfyller ovanstående villkor och som inte har beviljats permanent uppehållsrätt.</P>
<P class="p443 ft9">De som får avslag på sina ansökningar är alltså personer med olika bakgrund och som är i Sverige av varierande orsaker.</P>
<P class="p148 ft9">Utvidgade undantag med avsikten att snabbare ge rätt till studiestöd bör begränsas till personer som sannolikt kommer att stanna i Sverige. Undantagen får inte bli så omfattande att de även gäller personer som kommer till Sverige för t.ex. studier. De får inte heller vara lätta att kringgå. För att införa ett undantag som uppfyller dessa krav måste målgruppen tydligt definieras och det får inte heller finnas några risker för att tolkningen vidgas som en följd av tillämpningen av framför allt <NOBR>EU-rätten.</NOBR></P>
<P class="p97 ft8">Mot denna bakgrund är sannolikt det mest närliggande alter- nativet att införa en kortare tidsfrist i anknytningsärenden som avser familjeanknytning. Det är i dessa fall det troligen finns störst behov av att personerna snabbt kan påbörja studier för att kunna etablera sig i landet och på arbetsmarknaden. Motsvarande skäl att snabbt kunna ge studiestöd finns normalt inte för t.ex. de som arbetar och som genom sitt arbete redan är etablerade på arbets- marknaden. Dock kan behovet finnas för deras anhöriga.</P>
<P class="p341 ft9">En anhörig till en person som är bosatt i Sverige måste normalt vistas i landet i två år innan han eller hon får permanent uppe- hållstillstånd beviljat av Migrationsverket och därmed grund- läggande rätt till svenskt studiestöd. Detta gäller såväl anhöriga till svenska medborgare som till <NOBR>EU/EES-medborgare<SPAN class="ft36">115</SPAN></NOBR><SPAN class="ft36"> </SPAN>eller tredje- landsmedborgare.</P>
<P class="p14 ft9">Undantag görs dock från de generella reglerna. Migrations- verket gör i sin bedömning flera undantag, t.ex. för personer som</P>
<P class="p1079 ft41"><SPAN class="ft40">115 </SPAN><NOBR>EU-medborgare,</NOBR> medborgare i <NOBR>EES-länder</NOBR> och medborgare i Schweiz faller under samma regelverk men benämns här <NOBR>EU/EES-medborgare.</NOBR></P>
<P class="p517 ft20">367</P>
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<P class="p75 ft10">har barn med den person de åberopar anknytning till eller personer som har bott tillsammans utomlands under viss tid. Dessa kan få permanent uppehållstillstånd efter en kortare tid i landet och därmed rätt till studiestöd. Staten tar även ett särskilt ansvar för flyktingar och deras anhöriga, dels för att dessa ofta har särskilda behov, dels för att det är en nationell angelägenhet och en inter- nationell förpliktelse att ta emot flyktingar och skyddsbehövande. I vissa avseenden innebär detta en positiv särbehandling jämfört med andra invandrare. En följd av detta är att en anhörig till en flykting, liksom flyktingen själv, ges rätt till svenskt studiestöd.</P>
<P class="p77 ft9">Det kanske enklaste sättet att snabbare ge utländska med- borgare rätt till svenskt studiestöd vore att t.ex. införa en generell ettårsgräns eller liknande för samtliga personer som har tillfälliga uppehållstillstånd med grund i familjeanknytning (så kallade B- klassningar enligt 5 kap. 3 § utlänningslagen [2005:716]).<SPAN class="ft36">116</SPAN></P>
<P class="p301 ft9">Utredningen ser dock flera risker med att införa ett nytt undan- tag i vissa anknytningsärenden. Detta skulle ge vissa personer som faller under reglerna för uppskjuten invandringsprövning rätt till studiemedel. Därmed kan det inte anses säkerställt att personerna varaktigt kommer att få stanna i landet. Risken finns alltså att studie- medel, inklusive lån, kommer att ges till personer som kommer att lämna landet. Riskerna för att studielånet inte kommer att betalas tillbaka är i så fall mycket stora.</P>
<P class="p468 ft10">Dessutom finns det risk för att ett undantag skulle komma att vidgas successivt. För att undvika diskriminering skulle t.ex. bestämmelsen sannolikt behöva omfatta även nordiska medborgare och EU- och <NOBR>EES-medborgare</NOBR> som inte behöver permanent uppe- hållstillstånd. Om t.ex. en ettårsregel skulle införas i anknytnings- ärenden som avser familjeanknytning <NOBR>(B-klassningar)</NOBR> är det också troligt att krav skulle resas att även de som kvalificerar sig för permanent uppehållstillstånd genom arbete ska kunna få studie- medel efter kortare tid. Sannolikt skulle även regler och praxis behöva ses över för de som är <NOBR>EU/EES-medborgare</NOBR> (och anhöriga) och som är undantagna från kravet på permanent uppehållstillstånd på grund av att de har uppehållsrätt och därmed en möjlighet att uppfylla villkoren om varaktig anknytning via arbete eller familj.</P>
<P class="p317 ft9">Utredningen ser sammantaget en betydande risk för att ett för- slag om särskilda undantag för vissa utländska medborgare som studerar kan lösa ett förhållandevis litet problem, men samtidigt</P>
<P class="p703 ft41"><SPAN class="ft40">116 </SPAN>De som är <NOBR>B-klassade</NOBR> är inte anhöriga till tillfälliga arbetskraftsinvandrare, s.k. <NOBR>C-klassade.</NOBR></P>
<P class="p95 ft20">368</P>
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<P class="p362 ft9">skapa ett större problem och dessutom öka kostnaderna för studie- stödet på ett oförutsägbart sätt. En eventuell förändring bör göras först efter en mer omfattande översyn av bestämmelserna om rätten till studiestöd. Översynen måste noga beakta bestäm- melserna för rätten att vistas i landet. En sådan översyn ligger inte i utredningens uppdrag.</P>
<P class="p669 ft13"><SPAN class="ft13">8.4.8</SPAN><SPAN class="ft70">Återbetalning av studielån och återkrav</SPAN></P>
<P class="p1080 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Förslaget om en ökad bidragsandel och en minskad låneandel för studerande på grundläggande nivå kommer att leda till färre låntagare, lägre studieskulder och färre låntagare med betalningsproblem, samt mindre långvariga betal- ningsproblem.</P>
<P class="p1080 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: CSN ges i uppdrag att förbättra informationen till studerande som tar lån för studier på grund- skolenivå och att vidta åtgärder för att bättre informera lån- tagare om möjligheten att ansöka om nedsättning av sina års- avgifter för att på så sätt minska antalet krav som överlämnas till Kronofogdemyndigheten. Uppdraget ska genomföras i samråd med Kronofogdemyndigheten.</P>
<P class="p1081 ft13">Studielån – åtgärder för minskade betalningsproblem</P>
<P class="p363 ft24">Betalningsproblemen är påtagliga</P>
<P class="p83 ft9">En ganska liten andel – cirka 35 procent – av de som studerar med studiemedel på grundläggande nivå väljer att ta studielån. Av dem som tar studielån får dock en mycket stor andel problem med att betala tillbaka sina lån. Bland dem som enbart studerar på grund- läggande nivå är det mer än hälften som någon gång får ett krav på betalning överlämnat till Kronofogdemyndigheten. Nya siffror som utredningen tagit fram med hjälp av CSN visar dessutom att betalningsproblemen ofta är långvariga. Av dem som tog lån för studier på grundläggande nivå under 2006 hade 25 procent så sent som vid årsskiftet 2011/12 fortfarande aktuella kronofogdekrav. Störst är problemen för låntagare som inte studerar vidare på gymnasial eller eftergymnasial nivå.</P>
<P class="p787 ft20">369</P>
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<P class="p407 ft10">Utredningen bedömer att den viktigaste orsaken till betalnings- problemen är att de återbetalningsskyldiga låntagarna har mycket låga inkomster och en ansträngd ekonomisk situation. Av de upp- gifter utredningen har analyserat framgår det tydligt att det finns ett samband mellan låga inkomster och betalningsproblem. Därmed vore ökade inkomster den bästa lösningen på betalningsproblemen</P>
<P class="p672 ft9">– om arbetsmarknadssituationen förbättras skulle det med all sannolikhet kraftigt förbättra låntagarnas möjligheter att betala till- baka lånen.</P>
<P class="p180 ft9">De förslag utredningen presenterar för att effektivisera utbild- ningen och öka fullföljandet kan möjligen i någon mån bidra till att förbättra arbetsmarknadssituationen för dem som studerar eller har studerat på grundläggande nivå. Utredningens möjligheter att påverka arbetsmarknadsläget eller inkomstutvecklingen är dock högst begränsade.</P>
<P class="p283 ft24">Höjd bidragsandel minskar skuldsättningen</P>
<P class="p507 ft10">Det förslag till höjd bidragsandel och minskad låneandel för studerande på grundskolenivå som vi föreslår kommer dels att minska antalet låntagare, dels att minska låntagarnas skulder. Färre låntagare kommer att minska återbetalningsproblemen dels genom att färre personer kommer att få återbetalningsproblem och dels genom att de problem som uppstår, tack vare lägre skuldsättning, kommer att bli mer kortvariga och hanterbara. Av dem som i dag har högre bidrag väljer 31 procent att ta lån, jämfört med 39 pro- cent av dem med generellt bidrag. En minskning av lånebenägen- heten med åtta procentenheter innebär cirka 800 färre låntagare per år och utredningen beräknar att antalet låntagare med krav som kommer att överlämnas till Kronofogdemyndigheten minskar med minst 300 per år. Effekterna kan bli ännu större om genomsnittligt lägre studieskulder får fler studerande att betala sina årsavgifter. Det kan tänkas att större skulder känns mer ”hopplösa” och att betalningsviljan förbättras om skuldstorleken minskar.</P>
<P class="p1046 ft29">En följd av utredningens förslag om ett höjt bidrag är att möjlig- heten att få delar av lånet avskrivet inte blir aktuell för studerande på grundläggande nivå som fortsätter sina studier på högskolenivå. Den möjlighet som finns i dag gäller dock bara studerande som i dag har generellt bidrag. De som tidigare har kunnat få avskrivning kompenseras därför mer än väl av den höjda bidragsnivån.</P>
<P class="p116 ft20">370</P>
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<P class="p339 ft10">Återbetalningsproblemen för studerande på grundläggande nivå kommer alltså inte att öka som en följd av att avskrivningsmöj- ligheten tas bort. Studerande som fortsätter studierna på högskolan</P>
<P class="p880 ft9">– vilka är de som i dag kan få avskrivning – är också de som mest sällan har återbetalningsproblem.</P>
<P class="p17 ft24">Bättre information om återbetalning och nedsättning</P>
<P class="p286 ft9">De kunskaper studerande låntagare har om återbetalningen av studielån är ofta dåliga.<SPAN class="ft36">117 </SPAN>Den studieekonomiska vägledning som sker i kommunerna innehåller sällan information om lånet och åter- betalningsvillkoren. CSN tycks inte heller nå ut med denna information till de studerande och låntagare som har störst behov av den.</P>
<P class="p601 ft10">De bristande kunskaperna är tydliga när vi analyserar inkoms- terna hos de låntagare som har krav på studielån överlämnade till Kronofogdemyndigheten. Låntagare som inte fortsätter studierna efter den grundläggande nivån är de som oftast har återbetalnings- problem. Dessa har låga inkomster men använder sig ändå allt för sällan av de trygghetsregler som finns inom studiemedelssystemet. Sammanlagt rör det sig om flera tusen låntagare som eventuellt hade kunnat undvika indrivningsåtgärder om de i stället hade ansökt om nedsättning. Detta hade givetvis underlättat för lån- tagarna själva som hade undvikit betalningsanmärkningar och straff- avgifter. Även samhället hade tjänat på detta genom att kreditriskerna hade minskat liksom den administrativa belastningen.</P>
<P class="p278 ft9">Utredningen anser att det är alarmerande att många studerande och låntagare är okunniga om återbetalningsvillkoren och om möj- ligheterna att ansöka om nedsättning. Ytterligare åtgärder måste vidtas för att nå studerande med information om lånen och åter- betalningen och för att nå de låntagare som har problem att betala sina lån med information om möjligheterna att få nedsättning av årsavgiften. Detta gäller inte minst låntagare som bara studerat på grundläggande nivå och som har låga inkomster och små studie- skulder.</P>
<P class="p278 ft26">Redan i dag lämnas skriftlig information. Utredningens bedöm- ning är dock att det krävs aktiva insatser och uppsökande verksamhet för att nå målgruppen. Utredningen föreslår därför att CSN ges i uppdrag att analysera orsakerna till att framför allt</P>
<P class="p120 ft41"><SPAN class="ft40">117 </SPAN>CSN (2011a).</P>
<P class="p486 ft20">371</P>
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<P class="p1082 ft9">lågutbildade låntagare inte ansöker om nedsättning. I uppdraget ska ingå att förbättra informationen till studerande som tar lån för studier på grundskolenivå. Uppdraget bör särskilt riktas till studerande med betalningsproblem eller som tillhör de låntagare med störst risk att få sådana problem. Målet ska vara att minska antalet låntagare med betalningsproblem och antalet krav som överlämnas till Krono- fogdemyndigheten. Uppdraget ska genomföras i samråd med Kronofogdemyndigheten.<SPAN class="ft36">118</SPAN></P>
<P class="p468 ft9">Utredningen har inte övervägt någon generell utvidgning av möjligheterna till avskrivning av lån eller ökade möjligheter till avskrivning för vissa studerandegrupper. Det finns två skäl till detta. För det första har utredningens uppdrag varit att förbättra möjligheterna för låntagarna att betala tillbaka sina studieskulder. Det kan därmed anses tveksamt om det har varit utredningens uppdrag att öka möjligheterna att skriva av skulder. För det andra anser utredningen att en bärande princip för ett lånesystem är att skulder ska betalas tillbaka. Det ska vara klart för alla som planerar att studera med studiebidrag och studielån vilken del som bekostas av staten – bidraget – och vad den studerande själv måste bekosta – lånet. Om denna princip naggas i kanten kan förtroendet och respekten får studielånet minska, vilket enligt utredningens bedöm- ning vore en fara för betalningsmoralen och i förlängningen för hela studiemedelssystemet.</P>
<P class="p284 ft13">Återkrav</P>
<P class="p80 ft8">När det gäller betalning av återkrav är frågan om betalnings- problem svår att lösa. Detta beror på att ett återkrav avser felaktigt utbetalda studiemedel. Att avstå från att återkräva felaktigt ut- betalda studiemedel eller att införa lättnader i återbetalningen är enligt utredningens bedömning inget alternativ – felaktigt utbetalda studiemedel måste återkrävas. Motsatsen hade kunnat innebära en indirekt uppmuntran till fusk och till att hålla inne med uppgifter om ändrade förhållanden. Det förslag till ny återkravslagstiftning<SPAN class="ft79">119 </SPAN>som för närvarande bereds inom Regeringskansliet innebär också skärpta regler för när återkrav ska beslutas.</P>
<P class="p885 ft74"><SPAN class="ft56">118</SPAN><SPAN class="ft73">Enligt uppgift har CSN inlett ett arbete med den inriktning utredningen föreslår. Se Dagens Nyheter </SPAN><NOBR>2013-01-21.</NOBR></P>
<P class="p858 ft41"><SPAN class="ft56">119</SPAN><SPAN class="ft59">SOU 2009:6.</SPAN></P>
<P class="p95 ft20">372</P>
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<P class="p441 ft9">I dag ska ett krav på återbetalning normalt betalas direkt, men betalningsplaner kan godkännas av CSN efter en bedömning av den studerandes ekonomiska situation. Betalningsplanerna är nästan alltid relativt korta. Utredningens bedömning är att mer utdragna betalningsplaner skulle leda till att återbetalningsbördan ökar och till att många kommer att behöva betala tillbaka på sina återkravs- skulder under mycket lång tid. Det finns för närvarande över 36 000 återkravsskulder som är äldre än sex år, varav många avser mycket höga belopp.</P>
<P class="p341 ft9">En möjlig väg att minska antalet återkrav, utan att göra avkall på vikten av att omedelbart återkräva felaktiga utbetalningar, är att försöka få in rapporter från utbildningsanordnarna om avbrott och omfattningsändringar tidigare än i dag. Om rapporterna når CSN tidigare kan myndigheten snabbare fatta ett beslut. Då ökar möjlig- heterna att de studerande har pengar kvar att reglera återkravet eller att återkravet kan regleras genom avdrag på återstående utbetal- ningar av studiemedel. Utredningen anser att det är angeläget att skolorna alltid rapporterar studieavbrott och andra relevanta ändringar utan dröjsmål. Rapporteringen av ändrade förhållanden och frågan om närvaro- eller aktivitetskrav behandlas särskilt i kapitel 9.</P>
<P class="p278 ft10">En annan möjlighet att minska antalet återkrav och därmed åter- betalningsproblemen vore att övergå från utbetalning av studie- medel i förskott till utbetalning i efterskott. Detta hade minskat antalet felaktiga utbetalningar och antalet återkrav. De återkrav som ändå skulle beslutas skulle också i större utsträckning kunna dras av från kommande utbetalningar. Av två anledningar väljer dock utredningen att inte föreslå en övergång till utbetalning i efterskott. För det första omfattar utredningens uppdrag på studie- medelsområdet endast studier på grundskolenivå. Ett förslag som avser reglerna för utbetalning av studiemedel måste dock av nöd- vändighet omfatta hela studiemedelssystemet; det är inte lämpligt att ha olika utbetalningsregler för olika utbildningar. För det andra skulle det vara nödvändigt att kombinera en utbetalning i efterhand med möjligheter att få ut studiemedel i förskott för att täcka initiala kostnader i samband med studiestarten, t.ex. kostnader för litteratur eller boende.<SPAN class="ft81">120 </SPAN>Mot bakgrund av de studerandes eko- nomiska situation (se kapitel 7) är det troligt att studerande på grundläggande nivå skulle vara i särskilt behov av förskotts-</P>
<P class="p98 ft41"><SPAN class="ft40">120 </SPAN>Se t.ex. den bedömning som gjordes av Studiesociala kommittén (SOU 2009:28).</P>
<P class="p486 ft20">373</P>
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<P class="p53 ft9">utbetalning i samband med studiernas början. Att just studerande på grundläggande nivå är de studiemedelstagare som troligen skulle få störst problem med att påbörja studier om det införs utbetalning i efterhand, talar emot ett sådant förslag.</P>
<P class="p327 ft13"><SPAN class="ft13">8.4.9</SPAN><SPAN class="ft70">Ekonomiska drivkrafter för ökat fullföljande</SPAN></P>
<P class="p1083 ft8"><SPAN class="ft117">Utredningens bedömning</SPAN>: Studiemedelssystemet är på flera sätt utformat för att göra det möjligt för studerande att fullfölja sina studier, t.ex. genom belopp som ska täcka levnads- omkostnaderna och med krav på uppnådda studieresultat.</P>
<P class="p1072 ft10">Nya ekonomiska drivkrafter inom studiemedelssystemet kan bara förväntas få begränsad betydelse för genomströmningen. Ekonomiska drivkrafter inom studiemedelsystemet påverkar dessutom bara hälften av studerandegruppen – de som har studiemedel – och det är också svårt att hitta lämpliga mått för prestationer som bör belönas. Utredningen avstår därför från att lämna förslag på sådana nya ekonomiska drivkrafter. Utred- ningen bedömer dock att förslaget om en ökad bidragsandel kan leda till högre genomströmning. Även föreslaget att tids- gränserna inom studiemedelssystemet bättre bör anpassas till de studerandes behov av studietid kan förhindra studieavbrott och</P>
<P class="p1005 ft9">– i enskilda fall – utgöra ett stärkt incitament för snabba studier.</P>
<P class="p749 ft13">Ekonomiska drivkrafter kan förväntas ge ganska små effekter</P>
<P class="p378 ft9">Genomströmningen inom komvux på grundläggande nivå är för- hållandevis dålig. Såsom har redovisats tidigare gjorde nästan en fjärdedel av kursdeltagarna ett kursavbrott under 2010. Hela 42 procent av de studerande avbryter någon kurs. Därtill till- kommer att många sannolikt avslutar kurserna utan godkända betyg.<SPAN class="ft36">121</SPAN></P>
<P class="p468 ft29">I avsnitt 8.2 diskuteras effekter av ekonomiska drivkrafter inom studiemedelssystemet för att öka fullföljandet och genom- strömningen. Utredningens bedömning är att det, i avsaknad av helt relevanta studier, är mycket svårt att bedöma vilka effekter nya ekonomiska drivkrafter inom studiemedelssystemet skulle få. De</P>
<P class="p93 ft41"><SPAN class="ft40">121 </SPAN>Betygsstatistik saknas dock, varför det är omöjligt att veta omfattningen på problemet, se kapitel 2 och kapitel 4.</P>
<P class="p389 ft20">374</P>
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<P class="p285 ft9">flesta studierna om ekonomiska incitament avser studier inom andra utbildningsformer i andra länder. Det finns inga studier om ekonomiska drivkrafters betydelse för genomströmningen inom den svenska vuxenutbildningen. IFAU har dock utvärderat den befintliga bonusen som ges till studerande inom sfi.<SPAN class="ft36">122 </SPAN>Inte heller denna studie är direkt överförbar till studier på grundläggande nivå, även om den bör kunna ge bättre vägledning i frågan än flera av de utländska studierna.</P>
<P class="p13 ft9">Utvärderingen av <NOBR>sfi-bonusen</NOBR> visar att den fick en inte helt obetydlig effekt på studieresultaten i Stockholm, men ingen påvis- bar effekt i övriga delar av landet. I Stockholm beräknade IFAU att det som en följd av bonusen var tre personer av hundra som full- följde en <NOBR>sfi-kurs</NOBR> inom tidsgränsen för bonus, och inte hade gjort det annars. Den påvisbara effekten av bonusen var alltså ganska liten, vilket förvisso inte utesluter att även andra studerande kan ha påverkats i positiv riktning utan att för den skull uppnå kraven för att få en bonus.</P>
<P class="p1084 ft9">Det går inte att med säkerhet säga hur införandet av olika ekonomiska incitament skulle påverka de studerandes beteende eller fullföljandegraden. Generellt sett, baserat på det underlag som finns tillgängligt, gör dock utredningen bedömningen att eko- nomiska drivkrafter ger ganska små effekter. Många andra faktorer påverkar också de studerande, t.ex. förutsättningarna i form av bak- grund och förkunskaper, pedagogiska metoder, stöd i under- visningen, livssituation och familjeförhållanden.</P>
<P class="p341 ft9">En annan orsak som gör att utredningen är tveksam till att införa nya ekonomiska incitament är att dessa bara påverkar den hälft av elevgruppen som har studiemedel – övriga studerande finns inga förutsättningar att påverka genom förändringar inom ramen för studiemedelssystemet.</P>
<P class="p14 ft29">Dagens studiemedelssystem innehåller dessutom redan driv- krafter för snabba och effektiva studier. Den viktigaste av dessa torde vara att studiemedlen är möjliga att leva på och att de är indexerade i förhållande till kostnadsutvecklingen. Även inkomst- gränsen kan bidra till högre genomströmning eftersom den i någon mån förhindrar att de studerande arbetar parallellt med studierna. Dessutom finns det krav på studieresultat, ett begränsat antal studiemedelsveckor och avskrivning för studerande som tar lån och</P>
<P class="p504 ft41"><SPAN class="ft40">122 </SPAN>IFAU (2012a).</P>
<P class="p486 ft20">375</P>
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<P class="p124 ft9">fortsätter sina studier på högskolenivå. Samtliga dessa regler kan sägas uppmuntra effektiva studier.</P>
<P class="p1085 ft13">Utredningens bedömning av några möjliga åtgärder inom ramen för studiemedelssystemet</P>
<P class="p520 ft24">Åtgärder för fler avklarade verksamhetspoäng</P>
<P class="p497 ft10">Ett mått på fullföljande och genomströmning är antalet verksam- hetspoäng som klaras av med godkända resultat. En tänkbar åtgärd för att öka antalet och andelen avklarade poäng och att korta studietiderna är att <SPAN class="ft45">höja studiemedlen</SPAN>. Eftersom majoriteten av de som studerar på grundläggande nivå avstår från att låna kan en <SPAN class="ft45">höjning av bidragets andel av det totala studiemedelsbeloppet </SPAN>få en liknande effekt som ett höjt totalbelopp – det ger merparten av de studerande en högre reell inkomst. Med högre inkomst skulle fler studerande kunna fokusera helt på sina studier. Detta är särskilt troligt mot bakgrund av de mycket låga inkomster som många studerande på grundläggande nivå har (se kapitel 7). Höjda studie- medel skulle därför kunna leda till fler avklarade verksamhetspoäng per vecka. Utredningen föreslår också ett höjt bidragsbelopp.</P>
<P class="p1086 ft9">Utredningen har dock ingen övertro på att höjda bidragsbelopp kommer att leda till några stora effekter på prestationerna. Bak- grunden till detta är framför allt de uppgifter av vilka det framgår att det inte tycks finnas något samband mellan studiemedelsbelopp och andelen studerande som avbryter sina studier. Sammantaget bedömer utredningen att en höjd bidragsandel skulle kunna få positiva effekter för genomströmningen, men att detta inte är säkert.</P>
<P class="p366 ft24"><SPAN class="ft9">En </SPAN>sänkning av fribeloppsgränsen <SPAN class="ft9">skulle kunna få liknande effekter som en beloppshöjning, eftersom arbete vid sidan av studierna kan fördröja studierna. Tre faktorer talar dock emot att ett sänkt fribelopp skulle öka antalet avklarade poäng per vecka.</SPAN></P>
<P class="p322 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Sambandet mellan arbete och studieresultat är svagt.</SPAN></P>
<P class="p1087 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Studerande på grundläggande nivå arbetar förhållandevis sällan vid sidan av studierna. Förändringen skulle därmed bara påverka ett fåtal.</SPAN></P>
<P class="p1088 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Studerande tycks i mycket liten utsträckning anpassa sitt arbete till fribeloppsgränsen.</SPAN></P>
<P class="p1089 ft20">376</P>
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<P class="p339 ft10">Mot bakgrund av ovanstående är det inte sannolikt att ett sänkt fribelopp skulle få någon inverkan på det genomsnittliga antalet avklarade poäng. För den aktuella studerandegruppen kan det dessutom anses vara olämpligt att genomföra åtgärder som minskar möjligheten till arbete eftersom ett snabbt inträde på arbets- marknaden kan ses som ett särskilt mål för studerandegruppen. Att då aktivt motverka kontakter med arbetslivet är inte lämpligt.</P>
<P class="p279 ft8">Ett annat möjligt sätt att åstadkomma högre poängproduktion skulle kunna vara att <SPAN class="ft65">öka kraven på studieresultat för rätt till fortsatta studiemedel</SPAN>. Det nuvarande kravet, som innebär att det är möjligt att ligga efter med sammanlagt högst 200 verksamhetspoäng, ger ett ganska stort utrymme för att misslyckas med kurser utan att den fortsatta rätten till studiemedel påverkas. De utvärderingar som gjorts av resultatkraven för studerande på eftergymnasial nivå<SPAN class="ft79">123 </SPAN>och av den norska s.k. konverteringsordningen<SPAN class="ft79">124 </SPAN>tyder dock inte på att höjda resultatkrav påverkar prestationerna i någon större utsträckning.</P>
<P class="p548 ft9">Vidare genomfördes en skärpning av studieresultatprövningen den 1 juli 2010. Regeländringen ökade andelen sökande som får avslag p.g.a. bristande studieresultat. Under 2009/10 fick 870 personer som ansökte om studiemedel för studier på grundläggande nivå avslag och under 2010/11 fick 1 370 sökande avslag.<SPAN class="ft36">125 </SPAN>Utredningens uppfattning är att det kan vara klokt att avvakta de mer långsiktiga effekterna av skärpningen innan ytterligare ändringar av regelverket diskuteras.</P>
<P class="p341 ft24"><SPAN class="ft9">En </SPAN>ekonomisk bonus i form av en ersättning eller i form av avskrivning av lån <SPAN class="ft9">är ytterligare ett alternativ som kan ge de studerande en drivkraft att klara av fler poäng per studievecka. En sådan bonus kunde exempelvis utgå för de heltidsstuderande som klarar 20 verksamhetspoäng per vecka och i motsvarande mån för studerande som läser på deltid.</SPAN></P>
<P class="p13 ft9">En bonus kunde utgå antingen i form av ett bidrag eller i form av avskrivning av lån. Nackdelen att använda avskrivning av lån är framför allt att bara en mindre andel av de studerande väljer att låna. En bonus i form av avskrivna lån når alltså ganska få studerande och kan därmed antas få små effekter. Som har nämnts tidigare har också direkta bidrag oftast större effekter än framtida ersättningar eller framtida skuldavskrivning.</P>
<P class="p953 ft58"><SPAN class="ft56">123</SPAN><SPAN class="ft72">CSN (2010a) och CSN (2012a).</SPAN></P>
<P class="p310 ft58"><SPAN class="ft56">124</SPAN><SPAN class="ft72">Kunnskapsdepartementet (2007).</SPAN></P>
<P class="p310 ft41"><SPAN class="ft56">125</SPAN><SPAN class="ft75">CSN (2012c).</SPAN></P>
<P class="p486 ft20">377</P>
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<P class="p337 ft9">En direkt bonus har två nackdelar, dels att effekterna av den är osäkra, dels att den medför en s.k. dödviktskostnad. Dödvikts- kostnaden består i att bonusen måste utgå till dem som även utan en bonus klarar sina kurser. Om man genom ett räkneexempel antar att cirka 60 procent av dagens studiemedelstagare klarar sina studier med godkända resultat, samt att en bonus skulle uppgå till 5 000 kronor, innebär det att en bonus årligen skulle utgå till ungefär 12 500 personer utan att någon effekt skulle uppnås, till en kostnad av 62,5 miljoner kronor.<SPAN class="ft36">126 </SPAN>Kostnaden måste anses hög mot bakgrund av den stora osäkerhet som finns om effekterna på studieresultaten.</P>
<P class="p312 ft9">En annan negativ effekt av en bonus baserad på antalet avklarade verksamhetspoäng är att ett prestationsmått baserat på avklarade poäng skulle kunna uppmuntra de studerande att läsa fler kurser än de behöver. Det är redan i dag ett problem att elever läser mer än de egentligen behöver i syfte att få studiemedel på heltid. Detta riskerar att fungera kvarhållande i utbildningen i stället för att påskynda den.</P>
<P class="p77 ft9">Utredningen bedömer att en bonus i form av en direkt ersätt- ning inte är ett kostnadseffektivt sätt att använda studiemedels- systemet, utan att ett medelstillskott skulle få bättre användning om det satsas exempelvis på mer resurser i skolan.</P>
<P class="p283 ft24">Åtgärder för kortare studietider</P>
<P class="p93 ft9">Flera av de incitament som nämns i avsnittet om fler avklarade poäng skulle även kunna vara aktuella för att uppmuntra kortare studietider. Detta gäller <SPAN class="ft24">högre studiemedelsbelopp </SPAN>eller ett <SPAN class="ft24">sänkt fribelopp </SPAN>likväl som en <SPAN class="ft24">ekonomisk bonus </SPAN>för dem som blir klara med sina studier inom vissa tidsramar. En annan möjlighet kan vara att tillämpa ett system med en <SPAN class="ft24">minskande bidragsandel och en ökande lånedel </SPAN>ju längre tid studierna pågår.</P>
<P class="p77 ft9">Som har nämnts tidigare är det svårt att premiera studier utifrån ett tidsmått, mot bakgrund av den individuella karaktären på utbildningen på grundläggande nivå. En person kan ha behov av att studera i flera år samtidigt som en annan kan ha behov av att studera några veckor.</P>
<P class="p1090 ft103"><SPAN class="ft139">126 </SPAN>Ett rimligt antagande mot bakgrund av statistik som visar att 42 procent av eleverna avbryter någon kurs under ett år och med utgångspunkt från 21 000 studiemedelstagare.</P>
<P class="p95 ft20">378</P>
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<P class="p645 ft8">En möjlighet skulle kunna vara att använda den individuella studieplanen som ett mått för hur länge studierna normalt bör pågå. Det skulle sätta elevens prestation i relation till den plan och de förväntningar som finns för just honom eller henne, något som kunde uppmuntra till effektiva studier och även till att den individuella studieplanen blir en viktig del av studieplaneringen. En nackdel är dock att en sådan ordning skulle ställa mycket stora krav på den som bedömer varje studerandes behov och bedömer den planerade studietiden. En felbedömning av behoven skulle leda till att den studerande antingen gynnas eller missgynnas. Ett ekonomiskt incitament knutet till den individuella studieplanen skulle också kunna minska möjligheterna att revidera studie- planerna. Ett sådant system skulle också innebära andra svåra ställ- ningstaganden. Hur ska bedömningen exempelvis göras för en studerande som får en omfattande studieplan fastställd men där det senare, t.ex. genom validering, visar sig att studierna kan förkortas markant? Det skulle bli en grannlaga uppgift att bedöma om studierna har överensstämt med studieplanen och om exempelvis en bonus därmed ska ges.</P>
<P class="p1091 ft10">En annan svår fråga är hur en bonus skulle utformas för att upp- fattas som rättvis. Ska studerande med ett litet utbildningsbehov och en kort utbildningstid ges samma bonus som studerande med större utbildningsbehov? Ett sådant system skulle gynna studerande med goda förutsättningar. Om studerande med större utbildningsbehov skulle få en större ersättning kunde det å sin sida leda till att utbildningsbehoven överdrivs, vilket snarast riskerar att förlänga studietiderna. En bidragsandel som minskar med utbild- ningens längd skulle sannolikt också upplevas som orättvis av dem med dåliga förkunskaper och stora utbildningsbehov.</P>
<P class="p1092 ft9">Sammantaget anser utredningen att ett bonussystem kopplat till de individuella studieplanerna dels skulle kunna ge felaktiga incita- ment och uppfattas som orättvist,<SPAN class="ft36">127 </SPAN>dels skulle leda till en omfattande administration för både kommunerna och CSN.</P>
<P class="p657 ft29">Ett något enklare sätt att uppmuntra kortare studietider skulle kunna vara att <SPAN class="ft48">skärpa tidsgränserna </SPAN>för studiemedel. I dagsläget riktas det dock, vilket redogörs för ovan, skarp kritik mot tids- gränserna med innebörden att många studerande har svårt att hinna klart med sina studier under de studiemedelsveckor som står till</P>
<P class="p1093 ft41"><SPAN class="ft40">127 </SPAN>Den <NOBR>sfi-bonus</NOBR> som finns för studerande inom sfi har av vissa uppfattats som orättvis eftersom de inte tycker att alla har samma möjligheter att uppnå kraven för att få bonus. Se SOU 2011:19.</P>
<P class="p1094 ft20">379</P>
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<P class="p53 ft9">förfogande. Kritik riktas även mot att tidsgränserna inte är till- räckligt anpassade till varje studerandes behov. Den lösning utred- ningen förordar är i stället att bättre anpassa antalet studiemedels- veckor till varje individs förutsättningar och behov. Individuellt anpassade tidsgränser kan förhoppningsvis leda till att antalet till- delade veckor hamnar närmare varje studerandes behov. På så sätt får också tidsgränsen större betydelse som ett incitament för effektiva studier.</P>
<P class="p90 ft24">Åtgärder för att förhindra studieavbrott</P>
<P class="p108 ft9">Av kursdeltagarna på en kurs avbryter 24 procent studierna och drygt 40 procent av eleverna avbryter någon av de kurser de läser. Under en elevs hela studietid på den grundläggande nivån så avbryter hälften någon gång en kurs. Det finns alltså goda skäl att försöka minska antalet studieavbrott.</P>
<P class="p107 ft8">Det finns ett par svårigheter med att genom t.ex. en <SPAN class="ft65">ekonomisk bonus </SPAN>gynna dem som inte avbryter kurser eller missgynna dem som avbryter. Svårigheten med ett incitament knutet till full- följande respektive avbrott av kurser är att det kan förhindra en löpande anpassning av studierna till behoven. En studerande som initialt hamnar på fel nivå eller kurs skulle missgynnas om han eller hon avbryter sin kurs och byter till en mer passande nivå eller kurs. Likaså skulle studerande missgynnas om de avbryter en kurs för att de, t.ex. efter validering, inte behöver läsa hela kursen. Avbrott i studierna är dessutom ofta orsakade av något annat än ett helt självständigt och oberoende val. Ett avbrott kan bero på en negativ eller positiv händelse, t.ex. sjukdom, barnafödande eller en över- gång till ett arbete. Frågan är om alla orsaker till avbrott i så fall kan och bör behandlas lika? Dessa faktorer gör det svårt att använda sig av t.ex. en bonus för dem som fullföljer alla kurser.</P>
<P class="p317 ft10">Det har inte heller kunnat visas att <SPAN class="ft45">höjda studiemedel </SPAN>eller en <SPAN class="ft45">höjd bidragsandel </SPAN>påverkar andelen avbrott. Av de registerstudier som har refererats tidigare går det inte att se några tydliga samband mellan andelen avbrott och studiemedelsnivån. I en av CSN:s undersökningar angav 16 procent av dem som avbrutit minst en kurs att det huvudsakliga skälet till avbrottet hade ekonomiska orsaker. Hur stor andel av dessa ekonomiska skäl som var studie- medelsrelaterade är okänt. Andra skäl, såsom familjeskäl, dålig hälsa eller att man fick arbete, förklarar sammanlagt en betydligt</P>
<P class="p521 ft20">380</P>
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<P class="p654 ft8">större andel av avbrotten. Sammantaget tyder dessa resultat på att höjda studiemedelsbelopp bara får marginell påverkan på antalet studieavbrott, vilket också får stöd av de studiebesök utredningen har gjort i olika kommuner, där studiemedelsbeloppen inte har framförts som ett avgörande skäl till studieavbrott.</P>
<P class="p601 ft10">Studiemedel betalas ut i förskott men ges bara till den som är aktivt studerande. Det innebär att den som avbryter sina studier eller någon enskild kurs inte har rätt till studiemedel för tiden efter avbrottet. De studiemedel som har betalats ut för tiden efter ett avbrott kan återkrävas. Studiemedlen återkrävs dock inte om den studerande vid tidpunkten för utbetalningen var ovetande om att studierna senare skulle avbrytas.<SPAN class="ft81">128 </SPAN>Det innebär att den som exempel- vis avbryter studierna p.g.a. en plötslig olycka eller händelse i familjen inte blir återbetalningsskyldig, vilket eventuellt kan förefalla rimligt. Men det innebär samtidigt att en person som avbryter sina studier av taktiska skäl kan slippa ett återbetalningskrav.</P>
<P class="p1095 ft45">Återkravsbestämmelser som innebär en strikt återbetalningsskyldighet <SPAN class="ft10">skulle eventuellt kunna motverka vissa typer av taktiska avbrott.</SPAN></P>
<P class="p279 ft8">En strikt återbetalningsskyldighet vid studieavbrott föreslogs i betänkandet <SPAN class="ft65">Återkrav inom förmånssystemen – förslag till lagstift- ning.</SPAN><SPAN class="ft79">129 </SPAN>Förslaget till ny lagstiftning bereds för närvarande inom Regeringskansliet. En ny återkravslagstiftning måste avse hela studiemedelssystemet och kan inte bara införas för studier på en viss utbildningsnivå. Utredningen avstår från ett ställningstagande i frågan mot bakgrund av att nya återkravsbestämmelser måste avse hela studiemedelssystemet och mot bakgrund av att ett förslag till ny återkravslagstiftning är under beredning.</P>
<P class="p1096 ft24">Åtgärder för att påskynda en övergång till fortsatta studier på en högre nivå</P>
<P class="p306 ft29">En snabb övergång till en högre utbildningsnivå skulle kunna gynnas ekonomiskt. En sådan lösning liknar i mångt och mycket ett försök att korta utbildningstiderna. Samtliga studerande som går vidare till en högre studienivå skulle kunna premieras, obero- ende av hur länge de studerar på den grundläggande nivån. Någon form av bonus skulle antingen kunna beräknas med utgångspunkt i hur länge den studerande läser på den grundläggande nivån eller</P>
<P class="p1097 ft58"><SPAN class="ft56">128</SPAN><SPAN class="ft72">5 kap. 1 § studiestödslagen.</SPAN></P>
<P class="p299 ft41"><SPAN class="ft56">129</SPAN><SPAN class="ft75">SOU 2009:6.</SPAN></P>
<P class="p486 ft20">381</P>
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<P class="p53 ft9">kunna vara lika för alla. I båda fallen går det dock att se problem med att bonusen kunde ge upphov till felaktiga incitament eller med att bonusen skulle kunna upplevas som orättvis.</P>
<P class="p181 ft10">Ytterligare en nackdel med att premiera de som övergår till exempelvis gymnasiala studier är att de som inte har för avsikt att studera på gymnasial nivå då relativt sett missgynnas, t.ex. de som väljer att arbeta eller de som inte har behov av att studera på den gymnasiala nivån. Ett sådant system skulle också kunna ge felaktiga signaler att stanna i utbildning i stället för att övergå till arbete. En annan nackdel skulle kunna vara att studerande väljer att fortsätta sina studier på exempelvis gymnasienivån trots att de inte är i behov av sådana studier eller saknar egentlig studiemotivation.</P>
<P class="p77 ft9">Utredningens idéer om att inte längre ha kvar distinktionen mellan komvux på grundläggande respektive gymnasial nivå, utan att istället tala om kurser på olika nivåer inom en gemensam vuxen- utbildning (se kapitel 11), talar också emot incitament inom studiemedelssystemet avsedda att premiera fortsatta studier på en annan nivå. Avsikten med dessa tankar är att trycka på att kurser ska kombineras utifrån individuella behov, utan hänsyn till kursernas nivå. Det innebär att parallella studier på olika nivåer bör öka. Det är heller inte uteslutet att kurser på gymnasial nivå tidsmässigt kan föregå kurser på grundläggande nivå. Detta gör en premie för övergång till en högre nivå olämplig. I värsta fall skulle en sådan premie kunna cementera den s.k. progressionstrappan, där det krävs att en utbildningsnivå klaras av innan en annan får påbörjas.</P>
<P class="p116 ft24">Sammantagen bedömning av nya ekonomiska drivkrafter</P>
<P class="p115 ft10">Flera studier tyder på att ekonomiska drivkrafter bara kan för- väntas ha begränsad betydelse på fullföljande och genomströmning. Ekonomiska drivkrafter inom studiemedelsystemet påverkar dess- utom bara hälften av studerandegruppen – de som har studiemedel. Det är också svårt att hitta lämpliga mått för prestationer som bör belönas. Exempelvis är det inte lämpligt att använda studietid, avbrott eller fortsatta studier på en högre nivå som mått för de drivkrafter som kan tänkas.</P>
<P class="p701 ft29">Utredningen har trots vad som sagts ovan övervägt flera möjliga åtgärder. Vi har dock bedömt att dessa antingen inte skulle ge några effekter eller att de inte skulle vara kostnadseffektiva. En bonus</P>
<P class="p749 ft20">382</P>
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<P class="p60 ft9">skulle exempelvis medföra stora dödviktskostnader. Dessutom skulle många tänkbara åtgärder vara svåra att tillämpa och admini- strera.</P>
<P class="p279 ft8">Vi bedömer dock att det lämnade förslaget om en ökad bidrags- andel till studerande på grundskolenivå kan leda till högre genom- strömning. Den höjda bidragsandelen kan bidra till att studerande bättre klarar sin ekonomi och avstår från att välja till kurser de inte behöver läsa, vilket kan minska andelen studieavbrott. Förslaget att tidsgränserna inom studiemedelssystemet bättre anpassas till de studerandes behov av studietid kan dessutom dels förhindra studieavbrott av ekonomiska orsaker, dels – i enskilda fall – utgöra ett stärkt incitament för snabba studier.</P>
<P class="p1098 ft13"><SPAN class="ft13">8.4.10</SPAN><SPAN class="ft115">Ikraftträdande, övergångsbestämmelser och utvecklingskostnader</SPAN></P>
<P class="p1099 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: De nya bestämmelserna på studie- medelsområdet ska träda i kraft den 1 juli 2014. Äldre bestäm- melser gäller fortfarande för studiemedel som avser tid före ikraftträdandet.</P>
<P class="p616 ft10">En studerande som har fått studiemedel med en högre bidragsnivå och fortsätter sin utbildning får behålla det högre bidraget enligt äldre bestämmelser om han eller hon fortsätter utbildningen, dock längst t.o.m. den 31 december 2014. En studerande i åldern <NOBR>20–24</NOBR> år som har fått studiemedel med en högre bidragsnivå och som har påbörjat sin utbildning senast under 2013, får behålla det högre bidraget enligt äldre bestäm- melser vid fortsatta studier, dock längst t.o.m. den 31 december 2015. För den som övergångsvis behåller ett högre bidrag enligt de äldre bestämmelserna gäller även de äldre bestämmelserna om avskrivning i 4 kap. 22 § studiestödslagen (1999:1395).</P>
<P class="p1100 ft9">CSN tilldelas två miljoner kronor för att genomföra de för- ändringar utredningen föreslår.</P>
<P class="p1089 ft13">Ikraftträdande och övergångsbestämmelser</P>
<P class="p121 ft26">De förslag utredningen lämnar på studiestödsområdet kräver viss tid för genomförande. Framför allt är det CSN som måste göra för- ändringar av datasystem och ansökningsrutiner m.m. CSN måste</P>
<P class="p602 ft20">383</P>
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<P class="p300 ft9">även utveckla ett system för att göra studiestödsuppgifter på individnivå tillgängliga för vägledare i kommuner och på folk- högskolor, samt ett behörighetssystem för detta. Utredningen bedömer att det tidigast möjliga ikraftträdandet av förslagen på studiestödsområdet är den 1 juli 2014.</P>
<P class="p107 ft10">Utredningens förslag innebär att vissa studerande på gymnasie- nivå som är äldre än 24 år kommer att få en sänkt bidragsnivå. För att inte dessa ska drabbas oförutsett under pågående studier före- slår utredningen att de äldre bestämmelserna övergångsvis ska fortsätta att gälla för dem som har fått det högre bidraget och som fortsätter utbildningen. De äldre bestämmelserna om högre bidrag ska i dessa fall gälla längst t.o.m. den 31 december 2014.</P>
<P class="p77 ft9">Utredningen föreslår inte någon förändring när det gäller den pågående tillfälliga satsningen på ett högre bidrag till ungdomar i åldern <NOBR>20–24</NOBR> år. Dessa ska kunna få studiemedel med en högre bidragsnivå enligt dagens regler så länge satsningen pågår, dvs. längst t.o.m. den 31 december 2015.</P>
<P class="p283 ft13">Utvecklingskostnader</P>
<P class="p93 ft9">CSN har beräknat utvecklingskostnaderna för utredningens samtliga förslag på studiemedelsområdet, inklusive förslaget att ge vägledare hos kommuner och folkhögskolor direktåtkomst till vissa studiestödsuppgifter, till två miljoner kronor. Beloppet är en engångssumma och ska även inrymma kostnader för utbildning m.m. av kommunanställda och personal vid folkhögskolor. Utred- ningen föreslår att CSN tilldelas detta belopp för att genomföra reformen.</P>
<P class="p92 ft13">Alternativa ikraftträdande- och övergångsbestämmelser</P>
<P class="p93 ft9">Som framgår av kostnads- och konsekvensanalysen (kapitel 12) är utredningens förslag inom studiemedelsområdet finansierade. Full kostnadstäckning nås dock först på några års sikt. Utredningen väljer därför att även redovisa ett alternativ till ikraftträdande- och övergångsbestämmelserna.</P>
<P class="p107 ft29">Som ett alternativ till de ikraftträdande- och övergångs- bestämmelser som utredningen föreslår bedömer vi att den över- gångsbestämmelse som medger att högre bidrag lämnas enligt äldre</P>
<P class="p521 ft20">384</P>
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<P class="p60 ft9">bestämmelser till studerande äldre än 24 år (punkten 3 i de före- slagna övergångsbestämmelserna) kan utgå. Detta skulle innebära att även studerande som är mitt i en utbildning kan få bidrags- andelen sänkt. Möjligheterna att slutföra studierna äventyras dock inte eftersom en sänkt bidragsandel kan kompenseras av ökat låntagande.</P>
<P class="p13 ft9">Dessutom bedömer vi att de ändrade bestämmelserna om antal studiemedelsveckor och om en ny deltidsnivå kan träda i kraft först den 1 juli 2015. Detta alternativa ikraftträdande medför i princip full kostnadstäckning från ikraftträdandetidpunkten.</P>
<P class="p1101 ft20">385</P>
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<P class="p1102 ft68"><SPAN class="ft7">9</SPAN><SPAN class="ft67">Krav på studieaktivitet eller närvaro</SPAN></P>
<P class="p827 ft28"><SPAN class="ft28">9.1</SPAN><SPAN class="ft69">Utredningens uppdrag</SPAN></P>
<P class="p1103 ft9">Utredningen har genom tilläggsdirektiv<SPAN class="ft36">1 </SPAN>fått i uppdrag att föreslå hur aktivitets- och närvarokrav inom komvux bör utformas. Enligt direktiven ska utredningen även föreslå hur inrapporteringen av bristande studieaktivitet kan skärpas och se över möjligheten att tydligare koppla utbetalningen av studiemedel till studieaktivitet. Uppdraget avser hela komvux, dvs. både studier på grundläggande och gymnasial nivå.</P>
<P class="p130 ft9">Vår tolkning av uppdraget är att ett aktivitets- eller närvarokrav <SPAN class="ft24">ska </SPAN>föreslås, men att det föreligger en möjlighet för utredningen att överväga olika varianter på aktivitets- eller närvarokrav.</P>
<P class="p130 ft9">För att få en uppfattning om hur kommuner och enskilda utbildningsanordnare hanterar aktivitets- respektive närvarofrågor och vad de anser om behovet av ett nytt krav, har utredningen i december 2012 genomfört en kompletterande enkätundersökning riktad till landets kommuner.<SPAN class="ft36">2 </SPAN>Utredningen har även haft kontakter med kommuner och utbildningsanordnare, samt med CSN, för att inhämta uppgifter om vilka aktivitets- eller närvarokrav som ställs i praktiken och om hur uppgifter samlas in och rapporteras till CSN. Svaren i enkätundersökningen och den information som lämnats vid kontakterna med kommunföreträdare och med CSN har utgjort underlag för utredningens redovisning, bedömning och för- slag.</P>
<P class="p694 ft12">Först diskuteras nuvarande bestämmelser, rutiner och rapportering. Därefter redovisas kommunernas syn på nya aktivitetskrav. Sist lämnar utredningen ett förslag till aktivitetskrav</P>
<P class="p1104 ft74"><SPAN class="ft56">1</SPAN><SPAN class="ft73">Dir. 2012:117.</SPAN></P>
<P class="p764 ft41"><SPAN class="ft56">2</SPAN><SPAN class="ft59">Denna kompletterande enkätundersökning redovisas i sin helhet i bilaga 4.</SPAN></P>
<P class="p708 ft20">387</P>
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<P class="p53 ft9">och diskuterar en alternativ lösning med skärpt rapportering inom ramen för nuvarande regelverk. Konsekvenserna av utredningens förslag diskuteras löpande, men behandlas även i kapitel 12 <SPAN class="ft24">Kost- nads- och konsekvensanalys</SPAN>.</P>
<P class="p1105 ft66"><SPAN class="ft28">9.2</SPAN><SPAN class="ft76">Nuvarande bestämmelser, rutiner och rapportering</SPAN></P>
<P class="p760 ft13"><SPAN class="ft13">9.2.1</SPAN><SPAN class="ft70">Reglering av aktivitet och närvaro i komvux</SPAN></P>
<P class="p93 ft9">Inom komvux finns det inget krav på närvaro i undervisningen. Det finns dock flera bestämmelser som knyter an till frågan om aktivitet och närvaro.</P>
<P class="p180 ft9">Enligt förordningen om vuxenutbildning är en elev skyldig att anmäla frånvaro om han eller hon på grund av sjukdom eller av annan orsak inte kan delta i undervisningen.<SPAN class="ft36">3</SPAN></P>
<P class="p180 ft9">I förordningen regleras också förutsättningarna för att en elev inom komvux ska anses ha avbrutit sina studier. Om en elev påbörjar en kurs eller delkurs och därefter uteblir från den under mer än tre veckor i följd, utan att detta beror på sjukdom eller beviljad ledighet, ska eleven anses ha avbrutit kursen eller del- kursen. Detta benämns ibland ”treveckorsregeln”. Rektorn får besluta om undantag om det finns synnerliga skäl.<SPAN class="ft36">4 </SPAN>Sedan förord- ningen om vuxenutbildningen började tillämpas den 1 juli 2012 har kraven på elevens deltagande och studieaktivitet skärpts. Tidigare gällde att en deltagare som påbörjat en kurs och därefter uteblivit från den under mer än <SPAN class="ft24">en månad </SPAN>i följd ansågs ha avbrutit utbild- ningen.<SPAN class="ft36">5</SPAN></P>
<P class="p312 ft9">Av skollagen framgår att betyg inom vuxenutbildningen ska sättas efter avslutad kurs.<SPAN class="ft36">6 </SPAN>Om underlag för bedömning av en elevs kunskaper saknas på grund av en elevs bristande deltagande ska betyg inte sättas på kursen.<SPAN class="ft36">7 </SPAN>Förarbetena till skollagen talar om elevens deltagande, inte närvaro.<SPAN class="ft36">8</SPAN></P>
<P class="p1106 ft74"><SPAN class="ft71">3</SPAN><SPAN class="ft100">7 kap. 2§ förordningen om vuxenutbildning.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft71">4</SPAN><SPAN class="ft100">7 kap. 1 § förordningen om vuxenutbildning.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft71">5</SPAN><SPAN class="ft100">6 kap. 1 § förordningen om kommunal vuxenutbildning.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft71">6</SPAN><SPAN class="ft100">20 kap. 25 § skollagen.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft71">7</SPAN><SPAN class="ft100">20 kap. 29 § skollagen.</SPAN></P>
<P class="p710 ft41"><SPAN class="ft71">8</SPAN><SPAN class="ft75">Prop. 2009/10:165.</SPAN></P>
<P class="p431 ft20">388</P>
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<P class="p441 ft9">I Lvux12 anges att vuxenutbildningens mål är att varje elev ska ta personligt ansvar för sitt lärande och sina studieresultat och att eleven kan bedöma sina studieresultat och utvecklingsbehov i för- hållande till kraven för utbildningen.</P>
<P class="p174 ft9">Enligt skollagen har huvudmannen rätt att besluta att utbild- ningen på en kurs ska upphöra om eleven saknar förutsättningar att tillgodogöra sig innehållet i utbildningen eller annars inte gör till- fredsställande framsteg.<SPAN class="ft36">9</SPAN></P>
<P class="p572 ft13"><SPAN class="ft13">9.2.2</SPAN><SPAN class="ft70">Krav på närvaro i andra utbildningsformer</SPAN></P>
<P class="p99 ft9">Det kan vara relevant att jämföra bestämmelserna om närvaro och studieaktivitet inom vuxenutbildningen med de krav som ställs inom andra utbildningsformer.</P>
<P class="p15 ft9">Elever i grundskolan omfattas av skolplikt enligt bestämmelserna i skollagen.<SPAN class="ft36">10 </SPAN>Av detta följer ett krav på obligatorisk närvaro som innebär att en elev i grundskolan ska delta i undervisningen om eleven inte har giltigt skäl att utebli.<SPAN class="ft36">11</SPAN></P>
<P class="p14 ft8">Även för gymnasieskolans del har det införts ett närvarokrav. En elev i gymnasieskolan ska delta i den verksamhet som anordnas för att ge den avsedda utbildningen om eleven inte har giltigt skäl att utebli.<SPAN class="ft79">12 </SPAN>Bestämmelsen motiverades på följande sätt.</P>
<P class="p1107 ft116">Att utbildningen i gymnasieskolan är frivillig innebär inte att det är fri- villigt att delta i undervisningen. En elev som har börjat i gymnasie- skolan måste delta i undervisningen. Det är en förutsättning för att eleven ska kunna uppnå utbildningsmålen. Det är också en förutsätt- ning för att lärarna ska kunna planera undervisningen och göra en rätt- vis och likvärdig bedömning av elevernas kunskaper. Regeringen anser att eleverna i och med att de börjat gymnasieskolan förbundit sig att delta i all den verksamhet som ingår i utbildningen.<SPAN class="ft36">13</SPAN></P>
<P class="p711 ft29">Bestämmelser om närvaro saknas för både högskolan och yrkes- högskolan. Inom dessa utbildningsformer förekommer dock inslag av obligatorisk närvaro vid vissa moment. Det finns t.ex. inom hög- skolan möjligheter att i kursplan ange krav på närvaro eller aktivitet.<SPAN class="ft82">14</SPAN></P>
<P class="p485 ft74"><SPAN class="ft56">9</SPAN><SPAN class="ft73">20 kap 9 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">10</SPAN><SPAN class="ft73">7 kap. 2 och 10 §§ skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">11</SPAN><SPAN class="ft73">7 kap. 17 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">12</SPAN><SPAN class="ft73">15 kap. 16 § skollagen.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">13</SPAN><SPAN class="ft73">Prop. 2009/10:165.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">14</SPAN><SPAN class="ft59">6 kap. 15 § högskoleförordningen (1993:100).</SPAN></P>
<P class="p713 ft20">389</P>
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<P class="p311 ft9">Krav på obligatorisk närvaro vid vissa moment kan ingå som en övrig föreskrift i kursplanen.<SPAN class="ft36">15</SPAN></P>
<P class="p1108 ft13"><SPAN class="ft13">9.2.3</SPAN><SPAN class="ft70">Förekomsten av aktivitets- eller närvarokrav i vuxenutbildningen</SPAN></P>
<P class="p80 ft9">Utredningens erfarenheter från studiebesök och kontakter med utbildningsanordnare är att dessa ofta använder lokala aktivitets- eller närvarokrav trots att frågan inte är reglerad.<SPAN class="ft36">16 </SPAN>Flera av de utbildningsanordnare som utredningen har haft kontakt med upp- ger att närvaro är ett krav vid klassrumsundervisning och att man vid distansstudier använder olika typer av aktivitetskrav. På vissa håll förekommer en på förhand uppställd nivå för maximalt accepterad frånvaro medan andra utbildningsanordnare förutsätter närvaro vid all klassrumsundervisning.</P>
<P class="p468 ft8">Det finns även kommuner och utbildningsanordnare som inte ställer upp några särskilt definierade aktivitets- eller närvarokrav. I många av dessa kommuner tillämpas dock i praktiken ändå någon form av aktivitetskrav. Dessa krav kan t.ex. innebära att de studer- ande inte anses aktiva om de inte lämnar in sina inlämnings- uppgifter i tid eller om de inte följer en överenskommen plan.</P>
<P class="p181 ft8">För en elev som deltar i distansundervisning har utredningen sett flera olika exempel på kriterier för att kunna bedöma studie- aktiviteten. En utbildningsanordnare som utredningen haft kontakt med anger att en studerande som inte varit inne på sin <NOBR>e-plattform</NOBR> under en period på tre veckor anses ha avbrutit sina studier. Inskickade uppgifter leder dock automatiskt till bedömningen att eleven är studieaktiv. En annan utbildningsanordnare uppger att det finns på förhand bestämda avstämningstidpunkter vid vilka obligatoriska moment ska redovisas. Om den studerande är mer än tre veckor sen med inrapporteringen av en obligatorisk uppgift blir eleven avskild från kursen.</P>
<P class="p290 ft29">En kommun anger att varje studerande har en individuell studie- plan av fördjupad karaktär som är upprättad för den aktuella kursen och som är försedd med avstämningstidpunkter i form av redo- visningsdatum. Så länge den studerande följer sin plan betraktas</P>
<P class="p897 ft74"><SPAN class="ft56">15</SPAN><SPAN class="ft73">Se bl.a. Högskoleverket (2007).</SPAN></P>
<P class="p710 ft41"><SPAN class="ft56">16</SPAN><SPAN class="ft59">Studiebesöken har företrädesvis handlat om utbildning på grundläggande nivå.</SPAN></P>
<P class="p431 ft20">390</P>
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<P class="p1011 ft9">han eller hon som aktiv i studierna, och tvärtom. I detta fall är alltså bedömningen av studieaktiviteten helt individualiserad.</P>
<P class="p1109 ft13"><SPAN class="ft13">9.2.4</SPAN><SPAN class="ft70">Utbildningsanordnarnas åtgärder vid inaktivitet</SPAN></P>
<P class="p383 ft9">När en studerande uteblir från utbildningen, dvs. inte är närvarande eller anses vara inaktiv, vidtar i princip alla kommuner någon form av åtgärd. Enligt utredningens kommunenkät är det tre åtgärder som dominerar.</P>
<P class="p800 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Kontakt tas med den studerande (97 procent).</SPAN></P>
<P class="p386 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Den studerande erbjuds vägledning (78 procent).</SPAN></P>
<P class="p1110 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Den studerande erbjuds stöd (60 procent).</SPAN></P>
<P class="p1111 ft9">Förutom de vanligaste åtgärderna finns det kommuner som skriver kontrakt med de studerande om aktivitet eller närvaro. Ofta är sådana kontrakt förenade med både stödåtgärder och hot om att den studerande blir utskriven från utbildningen om frånvaron eller inaktiviteten fortsätter.</P>
<P class="p335 ft9">I 13 procent av kommunerna är det vanligt att man uppmanar den studerande att byta studieform eller studieinriktning om det visar sig att eleven inte kommer att nå de uppställda studiemålen. Studerande kan t.ex. uppmanas att byta från distansstudier till klassrumsundervisning för att kunna genomföra studierna på ett bättre sätt.</P>
<P class="p332 ft13"><SPAN class="ft13">9.2.5</SPAN><SPAN class="ft70">Studiemedelsregler</SPAN></P>
<P class="p383 ft9">Studiemedel får lämnas för varje vecka då den studerande bedriver studier på minst halvtid och bara för sådan del av studietid som omfattas av den kursplan eller motsvarande som gäller för utbild- ningen.<SPAN class="ft36">17 </SPAN>Studiemedel får betalas ut endast om det är styrkt att den studerande bedriver de studier för vilka studiemedlen har beviljats.<SPAN class="ft36">18</SPAN></P>
<P class="p330 ft74"><SPAN class="ft56">17</SPAN><SPAN class="ft73">3 kap. 5 § studiestödslagen.</SPAN></P>
<P class="p1112 ft101"><SPAN class="ft56">18</SPAN><SPAN class="ft126">3 kap. 30 § studiestödslagen. I praktiken ställs också krav på att den studerande måste vara antagen till utbildningen och registrerad på kurserna. En person som inte är antagen eller registrerad anses inte ha rätt till studiemedel även om han eller hon deltar i undervisningen.</SPAN></P>
<P class="p563 ft20">391</P>
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<P class="p353 ft9">En studerande är skyldig att anmäla sådana ändringar av studie- förhållandena som har betydelse för rätten till studiemedel eller för studiemedlens storlek.<SPAN class="ft36">19</SPAN></P>
<P class="p144 ft9">En utbildningsanordnare ska lämna uppgifter till CSN om tid och omfattning för utbildningar som ger rätt till studiemedel. För en studerande som har ansökt om eller beviljats studiemedel ska utbildningsanordnaren även lämna uppgifter om bl.a. studie- aktivitet.<SPAN class="ft36">20</SPAN></P>
<P class="p107 ft29">Enligt CSN:s föreskrifter ska utbildningsanordnarna omgående meddela om den studerande helt eller delvis avbryter sina studier.<SPAN class="ft82">21 </SPAN>CSN anger i dessa bestämmelser inte vad som ska avses med att helt eller delvis avbryta sina studier utan hänvisar frågan till skolorna. CSN anger att det bör vara varje utbildningsanordnares ansvar att utforma kriterier för vad som ska krävas för att en studerande ska anses bedriva studier. Exempelvis, anger CSN i ett allmänt råd, kan det ställas krav på närvaro vid obligatoriska moment och prov. En studerande som inte längre anses bedriva studier bör anses ha avbrutit sina studier.<SPAN class="ft82">22</SPAN></P>
<P class="p1113 ft8">I sin tolkning av begreppet ”bedriva studier” gör CSN några all- männa bedömningar som ligger till grund för ärendehanteringen.<SPAN class="ft79">23 </SPAN>Myndigheten tolkar begreppet som att det måste pågå någon form av lärande- eller studieaktivitet vid en utbildning som ger rätt till studiemedel, men att det inte behöver handla om reguljär under- visning. Att bedriva studier kan även vara att arbeta med projekt- arbeten eller självständiga arbeten, att göra praktik, att delta i obligatoriska kursövningar eller laborationer, samt att bedriva inplanerade självstudier eller liknande.</P>
<P class="p468 ft29">Den studerandes rätt till studiemedel ska omprövas, när ändrade förhållanden föranleder det, t.ex. om en studerande inte längre kan anses bedriva de studier för vilka studiemedlen har beviljats.<SPAN class="ft82">24</SPAN></P>
<P class="p1114 ft74"><SPAN class="ft56">19</SPAN><SPAN class="ft73">3 kap. 27 § studiestödslagen.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">20</SPAN><SPAN class="ft73">6 kap. 10 § studiestödsförordningen.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">21</SPAN><SPAN class="ft73">19 kap. 5 § CSNFS 2001:1.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">22</SPAN><SPAN class="ft73">Allmänt råd till 3 kap. 5 § studiestödslagen i CSNFS 2001:1.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">23</SPAN><SPAN class="ft73">Enligt </SPAN><NOBR>CSN-intern</NOBR> handbok för tillämpningen.</P>
<P class="p710 ft41"><SPAN class="ft56">24</SPAN><SPAN class="ft59">3 kap. 35 § studiestödsförordningen.</SPAN></P>
<P class="p431 ft20">392</P>
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<P class="p305 ft13"><SPAN class="ft13">9.2.6</SPAN><SPAN class="ft70">Rutiner för studiemedel</SPAN></P>
<P class="p118 ft9">En ansökan om studiemedel beviljas med utgångspunkt i den studerandes egna uppgifter. Ofta är dock studieuppgifterna som den studerande använder vid sin ansökan redan ”ifyllda” av CSN.</P>
<P class="p880 ft9">CSN hämtar uppgifterna från utbildningsanordnarna och lägger ut dem som ett förifyllt alternativ som den studerande kan välja när han eller hon ska fylla i sin ansökan på CSN:s hemsida.</P>
<P class="p149 ft10">För att den första utbetalningen ska göras krävs dels att den studerande intygar att han eller hon har påbörjat de studier för vilka studiemedel har beviljats, dels att utbildningsanordnaren har antagit den studerande till studier som motsvarar minst 50 procent av heltid. För att en andra utbetalning ska genomföras måste en kurs- registrering ha kommit in från utbildningsanordnaren. Löpande under studierna ska både den studerande och utbildnings- anordnaren rapportera in förändringar i form av studie- eller kurs- avbrott, ändrad studieomfattning eller ändrade studietider.</P>
<P class="p341 ft9">Utbildningsanordnarna kan även rapportera in bristande studie- aktivitet till CSN. I de fall sådana rapporter kommer in utreder CSN om den studerande kan anses bedriva studier eller inte. Om den studerande inte anses bedriva studier förlorar han eller hon rätten till studiemedel för den aktuella kursen.</P>
<P class="p14 ft26">Inför varje utbetalning kontrolleras att den studerande fort- farande är registrerad i tillräcklig omfattning för att studiemedlen ska fortsätta att betalas ut.<SPAN class="ft119">25 </SPAN>Efter studiernas slut gör CSN en avstämning av att den studerande varit registrerad på minst lika många verksamhetspoäng som han eller hon haft studiemedel för. Om så inte varit fallet kan ett återkrav av studiemedel aktualiseras.</P>
<P class="p1115 ft13"><SPAN class="ft13">9.2.7</SPAN><SPAN class="ft70">Rapportering till CSN</SPAN></P>
<P class="p121 ft26">Det är vanligt att utbildningsanordnarna rapporterar in avbrott till CSN. Under läsåret 2010/11 rapporterades det in ett kurs- eller studieavbrott för cirka 49 000 studiemedelstagare inom komvux vilket motsvarade 56 procent av samtliga studiemedelstagare.<SPAN class="ft119">26 </SPAN>Av utbildningsanordnarna rapporterade 251 av 257 in ett kurs- eller</P>
<P class="p286 ft74"><SPAN class="ft56">25</SPAN><SPAN class="ft73">Att det inte ställs krav på att den studerande är registrerad på samtliga kurser som han eller hon har beviljats studiemedel för beror på att kurserna ofta börjar efter varandra och att det inte går att kräva registrering på kurser som ännu inte har börjat.</SPAN></P>
<P class="p1116 ft41"><SPAN class="ft56">26</SPAN><SPAN class="ft59">Enligt uppgifter utredningen inhämtat från CSN.</SPAN></P>
<P class="p713 ft20">393</P>
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<P class="p529 ft10">studieavbrott för minst en studerande, vilket motsvarade 98 pro- cent av skolorna. De utbildningsanordnare som inte rapporterade in något avbrott hade mellan 5 och 34 studerande med studiemedel. Alltså fanns ingen större utbildningsanordnare bland dessa. Andelen rapporterade avbrott skiljde sig dock åt mellan de utbild- ningsanordnare som rapporterade avbrott. Vissa utbildnings- anordnare rapporterade bara avbrott för enstaka elever medan andra rapporterade avbrott för en större andel av eleverna.</P>
<P class="p107 ft9">Bristande studieaktivitet rapporterades däremot bara in för cirka 1 000 studerande. Inaktivitet rapporteras alltså bara i liten utsträck- ning. Anledningen till att denna möjlighet inte används är framför allt att bristande studieaktivitet inte alltid får några följder för CSN:s beslut om rätten till studiemedel och att CSN inte har upp- muntrat denna typ av anmälningar. Enligt CSN rapporterar många utbildningsanordnare inaktiva studerande först när dessa har ute- blivit från undervisningen i tre veckor, dvs. i enlighet med bestäm- melserna i förordningen om vuxenutbildning.</P>
<P class="p312 ft9">Under 2011 fick 10 200 studerande inom komvux ett återkrav p.g.a. avbrutna studier eller ändrad studieomfattning. Det mot- svarar cirka 11 procent av samtliga studiemedelstagare som läste med studiemedel på komvux.<SPAN class="ft36">27 </SPAN>I dessa uppgifter ingår inte de studie- medelstagare som fått ett återkrav av studiemedel som reglerats genom avdrag på kommande utbetalningar.</P>
<P class="p1117 ft66"><SPAN class="ft28">9.3</SPAN><SPAN class="ft76">Kommunernas syn på behovet av ett aktivitets- eller närvarokrav</SPAN></P>
<P class="p760 ft13"><SPAN class="ft13">9.3.1</SPAN><SPAN class="ft70">Ett aktivitetskrav i skolförfattningarna</SPAN></P>
<P class="p93 ft12">Många utbildningsanordnare inom vuxenutbildningen bedömer att det förekommer att studerande inte studerar aktivt trots att de är inskrivna på en kurs.</P>
<P class="p1118 ft41"><SPAN class="ft40">27 </SPAN>Enligt uppgifter utredningen inhämtat från CSN.</P>
<P class="p431 ft20">394</P>
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<P class="p1119 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 4).</P>
<P class="p1120 ft9">Knappt 30 procent av kommunerna bedömer att det är vanligt förekommande att studerande uteblir eller är inaktiva. Majoriteten av kommunerna (61 procent) anger dock att detta förekommer sällan och nio procent anger att det aldrig förekommer. Utbild- ningsanordnare och kommuner ger alltså en delvis skiftande bild av problemet med frånvaro och inaktivitet.</P>
<P class="p97 ft8">De utbildningsanordnare som bedömer att det finns bekymmer med att studerande brister i närvaro eller aktivitet ser olika typer av problem med detta. I de kontakter som utredningen har haft med utbildningsanordnare anges bl.a. att studerande som inte är studie- aktiva upptar studieplatser som borde erbjudas mer studie- motiverade elever. De som inte är aktiva kan också hamna i en negativ spiral där de slentrianmässigt förlänger sin studieplan med ytterligare en period istället för att inrikta sig på att försöka klara av missade kursmoment. En studerande som inte deltar aktivt påverkar också enligt flera utbildningsanordnare studiemotiva- tionen hos de andra eleverna i studiegruppen på ett negativt sätt.</P>
<P class="p297 ft9">Kommunerna är splittrade i frågan om det behövs skärpta närvaro- eller aktivitetskrav i de författningar som rör komvux.</P>
<P class="p820 ft20">395</P>
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<P class="p1121 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 4).</P>
<P class="p75 ft8">Drygt 40 procent av kommunerna anser att det finns behov av en skärpning av bestämmelserna om studieaktivitet i skolförfatt- ningarna. En nästan lika stor andel ser inget behov av en sådan skärpning. En ganska stor andel av kommunerna är osäkra på om det behövs en skärpning eller inte. Att många har valt alternativet</P>
<P class="p672 ft9">”vet inte” kan indikera att frågan har varit svår att besvara, t.ex. mot bakgrund av att utformningen av ett eventuellt krav inte framgick av frågan.</P>
<P class="p180 ft9">De som förespråkar skärpta bestämmelser anser att det vore lämpligt med en gradering av aktiviteten. I dag kan det upplevas som att det inte finns någon ”station på vägen” innan det beslutas att studierna har avbrutits. Några pekar också på signalvärdet av skärpta bestämmelser.</P>
<P class="p91 ft9">De som inte anser att det finns behov av ytterligare bestäm- melser i skolförfattningarna anför ofta att man redan i dag tillämpar egna aktivitets- eller närvarokrav och att dessa aldrig blivit ifråga- satta. Andra menar att aktiviteten och närvaron följer av elevernas motivation, vilken inte anses bero på bestämmelser om närvaro eller aktivitet.</P>
<P class="p361 ft20">396</P>
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<P class="p1122 ft13"><SPAN class="ft13">9.3.2</SPAN><SPAN class="ft70">En tydligare koppling mellan studieaktivitet och studiemedel</SPAN></P>
<P class="p99 ft9">När det gäller kopplingen mellan studieaktivitet och rätten till studiemedel är resultaten från utredningens kommunenkät mer entydiga än när det handlar om att införa ett aktivitetskrav i skol- författningarna.</P>
<P class="p1123 ft41"><SPAN class="ft43">Källa</SPAN>: Enkät till kommunerna om grundläggande vuxenutbildning (bilaga 4).</P>
<P class="p1124 ft26">Hela 61 procent av de svarande kommunerna förordar en tydligare koppling mellan studieaktiviteten och rätten till studiemedel. En betydligt mindre andel, 28 procent, är emot detta. De som förordar en tydligare koppling anser ofta att ekonomiska incitament kan få en positiv effekt på studieaktiviteten. De som är negativa anser att det redan finns goda möjligheter att rapportera studerande till CSN. Några anger att de inte vill bli mer inblandade i de studerandes studieekonomi än de redan är.</P>
<P class="p1125 ft20">397</P>
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<P class="p343 ft28"><SPAN class="ft28">9.4</SPAN><SPAN class="ft69">Principiella för- och nackdelar med ett nytt krav</SPAN></P>
<P class="p1126 ft13"><SPAN class="ft13">9.4.1</SPAN><SPAN class="ft70">Fördelar – aktiva studier är en förutsättning för måluppfyllelse</SPAN></P>
<P class="p378 ft9">Det huvudsakliga skälet att ha krav på närvaro eller studieaktivitet är att sådana krav kan uppmuntra närvaro eller god studieaktivitet, vilket i sin tur kan leda till god måluppfyllelse och därmed till en effektiv utbildning. Detta ligger i linje med utredningens över- gripande uppdrag om att effektivisera studierna för studerande på grundläggande nivå.</P>
<P class="p91 ft9">En del kurser kan innehålla moment som är viktiga för alla att delta i och som förutsätter närvaro. Det gäller exempelvis för yrkeskurser med stora inslag av arbetsplatsförlagt lärande. Även i andra kurser – inte minst i språkkurser – är det högst sannolikt att ökad närvaro och hög studieaktivitet medför bättre studieresultat. Ökat deltagande i undervisning och andra lärandeaktiviteter kan också förväntas minska gapet mellan studerande med goda studie- förutsättningar och studerande som har sämre förutsättningar och större stödbehov.</P>
<P class="p312 ft9">Dessa resonemang bygger på att ett aktivitets- eller närvarokrav verkligen ökar studieaktiviteten eller närvaron. Om detta vet vi för- hållandevis lite och det är svårt att bedöma vilka effekter ett krav får på det aktiva deltagandet.</P>
<P class="p180 ft9">Ett annat skäl att införa krav på aktivitet eller närvaro är att en undervisande lärare måste ha ett tillräckligt tillförlitligt underlag i form av redovisade uppgifter, resultat från prov eller annat material som grund för betygsättningen. Delar av undervisningen kan också bygga på muntlig aktivitet i form av diskussioner och interaktion mellan elev och lärare. Då krävs att eleven är närvarande och deltar i sådana moment för att läraren ska få ett komplett underlag för betygsättning.</P>
<P class="p468 ft26">För att en studerande ska kunna få det stöd han eller hon behöver måste också läraren kontinuerligt bedöma den kunskaps- mässiga utvecklingen. Om eleven ofta uteblir från undervisningen kan den kunskapsmässiga utvecklingen inte bedömas förrän vid ett avstämningstillfälle i form av ett prov eller någon annan redovis- ning. Läraren ges då inte möjlighet att avgöra om eleven är i behov av stöd i sitt lärande. Hög frånvaro eller låg aktivitet kan därmed innebära att eleven inte får det stöd i kunskapsutvecklingen som han eller hon har behov av och rätt till.</P>
<P class="p284 ft20">398</P>
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<P class="p1127 ft9">Ytterligare ett skäl att införa ett aktivitets- eller närvarokrav är att lärarens planering av lektionerna och dess innehåll påverkas negativt av att studerande inte deltar som planerat. Detta kan påverka undervisningen även för de elever som deltar på lektion- erna.</P>
<P class="p13 ft9">Även ur ett uppföljnings- och utvecklingsperspektiv finns det goda skäl att följa upp närvaron och studieaktiviteten. Genom att följa upp närvaro och aktivitet blir det möjligt att sätta in åtgärder i tid om studerande är inaktiva. Endast om utbildningsanordnarna känner till anledningen till elevernas frånvaro eller inaktivitet finns det möjlighet att vidta åtgärder som kan bidra till att eleven kommer tillbaka till utbildningen och kan slutföra den med god- känt resultat. Utbildningsanordnarna bör redan i dag följa aktivitet och närvaro, men ett aktivitets- eller närvarokrav kan eventuellt tydliggöra behovet.</P>
<P class="p1084 ft9">En mer direkt fördel av ett aktivitets- eller närvarokrav är att en tydligare författningsreglering kan medföra en mer likformig och rättssäker tillämpning än vad som är fallet i dag. I dag saknas i huvud- sak bestämmelser om studieaktivitet eller närvaro och en precisering av innebörden av begreppen kan öka likformigheten i bedöm- ningarna.</P>
<P class="p15 ft9">En fördel med att koppla ett nytt aktivitetskrav till studiemedels- systemet är att en sådan koppling innebär ett tydligt incitament för de studerande att bedriva aktiva studier. Det har visat sig att ekonomiska incitament kan få bättre effekter om de kopplas till lärandeaktiviteter, t.ex. undervisning, än till utbildningsmål, t.ex. kunskaper eller betyg.<SPAN class="ft36">28 </SPAN>Detta kan i så fall förväntas öka mål- uppfyllelsen, till gagn både för de studerande och för samhället. En annan fördel är att ett tydligare krav på aktiva studier kan bidra till att säkerställa att de som får studiemedel från samhället verkligen studerar, vilket kan förhindra felaktiga utbetalningar av studie- medel.</P>
<P class="p1128 ft41"><SPAN class="ft40">28 </SPAN>Bettinger, E. (2008).</P>
<P class="p713 ft20">399</P>
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<P class="p1129 ft13"><SPAN class="ft13">9.4.2</SPAN><SPAN class="ft70">Nackdelar – särskilda aktivitets- eller närvarokrav passar dåligt i en flexibel och målinriktad vuxenutbildning</SPAN></P>
<P class="p1130 ft9">En nackdel med ett aktivitets- eller närvarokrav är att det är mycket osäkert vad ett sådant krav leder till när det gäller de studerandes deltagande. Om deltagandet, aktiviteten eller närvaron inte ökar är ett sådant krav, och den extra administration det medför, över- flödigt.</P>
<P class="p91 ft9">I samband med införandet av skollagen (2010:800) betonades vikten av att komvux erbjuds i flexibla och individualiserade former.<SPAN class="ft36">29 </SPAN>En nackdel med ett krav på aktivitet eller närvaro är att det på ett övergripande plan står i motsättning till en flexibel och individanpassad vuxenutbildning.</P>
<P class="p107 ft10">Många studerande läser utbildningen på distans eller under andra flexibla former. Under 2011 var det enligt Skolverkets statistik 20 procent av eleverna på gymnasial nivå och fyra procent av eleverna på grundläggande nivå som läste under flexibla former. Införandet av ett aktivitets- eller närvarokrav skulle, delvis beroende på hur ett sådant krav utformas, begränsa möjligheten att erbjuda utbildningen på ett flexibelt sätt. Ett renodlat närvarokrav är över- huvudtaget svårt att föreställa sig vid distansstudier.</P>
<P class="p702 ft8">Individualiseringen av vuxenutbildningen kan också vara svår att på ett bra sätt förena med aktivitets- eller närvarokrav. Undervis- ningen inom vuxenutbildningen ska individanpassas och av läro- planen framgår att det finns olika vägar att nå målen. Undervis- ningen kan därför aldrig utformas lika för alla. Beroende på hur ett aktivitets- eller närvarokrav utformas kommer det i större eller mindre utsträckning att medföra en ökad likriktning av undervis- ningen. Obligatoriska moment i en kurs innebär exempelvis en ökad likriktning av upplägg och innehåll för de studerande, särskilt om momenten genomförs vid en förutbestämd tidpunkt. Ett närvarokrav innebär i detta avseende mer styrning än ett aktivitets- krav eftersom ett krav på närvaro innebär att de studerande ska vara på plats under på förhand bestämda tider. Ett närvaro- eller aktivitets- krav kan alltså inskränka möjligheterna att lägga upp studierna på ett helt individuellt sätt.</P>
<P class="p302 ft9">Det validerande förhållningssätt som ska prägla vuxen- utbildningen kan också vara svårt att förena med krav på aktivitet</P>
<P class="p729 ft41"><SPAN class="ft40">29 </SPAN>Prop. 2009/10:165.</P>
<P class="p431 ft20">400</P>
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<P class="p60 ft9">eller närvaro. Validering har länge betonats som en naturlig del av det flexibla lärandet. Det är kunskaperna som ska bedömas, oavsett hur de har förvärvats. Ett viktigt syfte med validering är att anpassa utbildningen eller förkorta utbildningstiderna. Även inom ramen för en kurs kan läraren bedöma en elevs faktiska kunskaper och låta honom eller henne tillgodoräkna sig dessa. Denna flexibilitet kan försvåras om det införs på förhand definierade krav på aktivitet eller närvaro inom en kurs. Det innebär att det finns risk för att ett aktivitets- eller närvarokrav kan medföra att utbildningstiden blir onödigt lång.</P>
<P class="p97 ft10">Vidare är vuxenutbildningen en frivillig utbildning för vuxna. Även om komvux ska vara likvärdig utbildningen inom grund- skolan och gymnasieskolan behöver utbildningen inte vara identisk till utformning och innehåll. I den obligatoriska skolan råder skol- plikt och det finns krav på närvaro. Även i gymnasieskolan och gymnasiesärskolan finns i dag en skyldighet att delta i under- visningen. Det är dock inte oproblematiskt att införa en liknande bestämmelse för vuxna. Vuxna har ofta tidigare erfarenheter och andra behov än ungdomar. De kan också ha en livssituation som förutsätter större flexibilitet i utbildningen. Vuxna kan även för- väntas ta ett större eget ansvar för sina studier än ungdomar.</P>
<P class="p297 ft9">Många kan också förväntas nå målen för en utbildning även utan fullständig närvaro eller ett aktivt deltagande i olika former av obligatoriska moment. Studierna är målrelaterade och studerande kan med hjälp av självstudier och handledning ändå uppnå godkänt resultat. Om studerande med goda förutsättningar att bedriva själv- studier tvingas närvara eller delta i många moment riskerar det att förlänga studietiden.</P>
<P class="p601 ft10">En fråga som måste ställas är också om det är nödvändigt att införa ett nytt aktivitetskrav. Redan i dag har utbildnings- anordnarna författningsmässiga möjligheter att agera vid bristande närvaro eller aktivitet. Med grund i den s.k. treveckorsregeln finns det goda möjligheter att ha en dialog med den studerande. Många anordnare ställer också upp vissa krav och skriver kontrakt med studerande i förhållande till den bestämmelse som redan finns om att studerande som uteblir under tre veckor anses ha avbrutit utbild- ningen. Det finns dessutom möjligheter att tidigare än efter tre veckor anmäla till CSN att en studerande inte bedriver studier eller har avbrutit sina studier. Denna anmälan görs då med utgångspunkt</P>
<P class="p1131 ft20">401</P>
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<P class="p326 ft9">i bestämmelserna i studiestödsförfattningarna.<SPAN class="ft36">30 </SPAN>Att de befintliga möjligheterna inte alltid används beror antingen på att utbildnings- anordnarna inte känner till de möjligheter som finns eller på deras ställningstaganden och rutiner. Det skulle därför kunna hävdas att det är mer befogat att skärpa kraven på CSN och utbildnings- anordnarna att bedriva ett aktivt arbete i dessa frågor än att formulera nya krav.</P>
<P class="p91 ft9">En nackdel om fler studerande får indragna studiemedel vid inaktiva studier är att detta kan öka antalet studieavbrott. Som framgår av redovisningen i kapitel 7 är studerande inom komvux på framför allt grundläggande nivå en ekonomiskt utsatt studerande- grupp. Även små belopp som dras in kan äventyra studerandes möjligheter att slutföra sina studier, vilket kan leda till att antalet avbrott ökar. Även återbetalningsproblemen kan öka eftersom fler studerande kan antas få återkrav av studiemedel. I detta samman- hang ska det noteras att en ökning av antalet återkrav strider mot utredningens uppdrag att underlätta återbetalningen av lån och återkrav.</P>
<P class="p312 ft9">En koppling mellan ett aktivitets- eller närvarokrav och studie- medlen riskerar dessutom att leda till att studerande som klarar en kurs ändå kan få återkrav av studiemedel p.g.a. att han eller hon inte varit tillräckligt närvarande eller aktiv. Detta kommer i så fall att vara svårbegripligt och kommer sannolikt att upplevas som orättvist av den som drabbas av återkravet.</P>
<P class="p91 ft9">Utöver de nämnda principiella nackdelarna med ett aktivitets- eller närvarokrav finns det problem av juridisk och administrativ karaktär till vilka vi återkommer i vår bedömning nedan.</P>
<P class="p1132 ft58"><SPAN class="ft40">30 </SPAN>Enligt 3 kap. 5 § studiestödslagen måste den studerande bedriva studier för att studiemedel ska lämnas. Enligt 6 kap. 10 § studiestödsförordningen ska läroanstalten lämna uppgifter om studieaktivitet till CSN.</P>
<P class="p431 ft20">402</P>
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<P class="p1133 ft66"><SPAN class="ft28">9.5</SPAN><SPAN class="ft76">Ett krav på aktivt deltagande som kopplas till studiemedlen</SPAN></P>
<P class="p1134 ft9"><SPAN class="ft13">Utredningens förslag</SPAN>: Ett aktivitetskrav införs i skollagen. En elev i kommunal vuxenutbildning ska delta aktivt i undervisningen. En elev som inte deltar aktivt i undervisning, är att anse som inaktiv. Ett beslut att en elev är inaktiv fattas av rektorn. Ett sådant beslut kan överklagas till Skolväsendets överklagandenämnd. I förord- ningen om vuxenutbildning ges Skolverket ett bemyndigande att meddela föreskrifter om hur en kurs kan förenas med krav på studie- aktivitet och de ytterligare föreskrifter som behövs om studieaktivitet.</P>
<P class="p454 ft26">Bestämmelser införs i studiestödsförfattningarna som anknyter till det aktivitetskrav som föreslås i skollagen. En studerande som inte är att anse som aktivt deltagande enligt skollagen ska inte heller anses bedriva studier i studiestödslagens mening. Av detta följer att inga studiemedel ska utgå för den aktuella kursen under denna tid. CSN får meddela föreskrifter om beräkningen av studie- medel för studerande som inte deltar aktivt. Beslut om studiemedel kan, som i dag, överklagas till Överklagandenämnden för studie- stöd (ÖKS).</P>
<P class="p750 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>Nackdelarna med att införa ett aktivitets- eller närvarokrav i enlighet med utredningens förslag är fler och mer tungt vägande än de möjliga fördelarna. Utredningen kan inte heller se några andra modeller för ett aktivitets- eller närvarokrav som omfattar alla studerande i kommunal vuxen- utbildning, där fördelarna kan anses överväga nackdelarna. Istället förordar utredningen att det genomförs en satsning på information om de befintliga möjligheterna för utbildningsanordnarna att anmäla till CSN att studerande med studiemedel inte bedriver studier.</P>
<P class="p436 ft13"><SPAN class="ft13">9.5.1</SPAN><SPAN class="ft70">En förklaring av utredningens förslag och bedömning</SPAN></P>
<P class="p1135 ft10">Utredningens uppdrag är att föreslå ett aktivitets- eller närvarokrav och hur ett sådant kan kopplas till studiemedelssystemet. Utredningen har prövat olika modeller för ett aktivitetskrav. Ingen av de möjligheter vi har prövat innebär dock, enligt vår bedömning,</P>
<P class="p1136 ft20">403</P>
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<P class="p1137 ft9">att fördelarna med att införa ett aktivitetskrav överväger nack- delarna. I detta avsnitt presenterar vi ändå – i enlighet med upp- draget – en modell för ett aktivitetskrav som kopplas till studie- medelssystemet. Därefter redovisar vi våra huvudsakliga invändningar mot den modell vi själva redovisar.</P>
<P class="p327 ft13"><SPAN class="ft13">9.5.2</SPAN><SPAN class="ft70">Ett aktivitetskrav är möjligt – inte ett närvarokrav</SPAN></P>
<P class="p319 ft13">Ett närvarokrav är omöjligt</P>
<P class="p108 ft9">I det fall ett aktivitets- eller närvarokrav ska införas gör utred- ningen bedömningen att endast ett aktivitetskrav är lämpligt. Ett närvarokrav bedömer vi däremot inte lämpligt, eller ens möjligt, att införa. Ett närvarokrav är dels oförenligt med distansstudier och skulle dels allt för mycket motverka ett flexibelt och individuellt upplägg av vuxenutbildningen.</P>
<P class="p283 ft13">Inaktivitet blir ett mellanting mellan aktiva studier och avbrott</P>
<P class="p115 ft10">Utredningens bedömning är att den möjlighet som finns att införa ett nytt, kompletterande krav på närvaro eller aktivitet är att införa ett mellanting mellan aktiva studier och studieavbrott. Under tid då den studerande inte deltar aktivt i undervisningen, men ännu inte kan anses ha avbrutit studierna, ska han eller hon anses vara inaktiv. Någon sanktionsmöjlighet för inaktivitet finns inte inom utbildnings- systemet utöver den nuvarande bestämmelsen om avbrott i studierna efter tre veckor. Bestämmelsen om ”aktivt deltagande” bör dock kunna ses som en signal till de studerande att de måste delta aktivt i den undervisning som anordnas. Aktivitetskravet kan också, vilket vi återkommer till nedan, kopplas till studiemedelssystemet.</P>
<P class="p92 ft13">Alternativet med en kortare tidsfrist för avbrott har förkastats</P>
<P class="p80 ft9">Ett alternativ till att införa ett helt nytt aktivitetskrav är att för- korta tiden för när studierna ska anses ha avbrutits, dvs. att ändra den nya treveckorsgräns som infördes den 1 juli 2012.<SPAN class="ft36">31 </SPAN>En sådan lösning kan inte helt anses motsvara ett aktivitetskrav, men skulle</P>
<P class="p729 ft41"><SPAN class="ft40">31 </SPAN>7 kap. 1 § förordningen om vuxenutbildning.</P>
<P class="p431 ft20">404</P>
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<P class="p60 ft9">ligga mycket nära ett sådant krav. Om tiden kortas till en vecka skulle det ge mycket litet utrymme för inaktivitet. En studerande som under en vecka uteblir från undervisningen utan att meddela sig skulle anses ha avbrutit utbildningen. En sådan ändring skulle kunna kopplas till studiemedelssystemet utan hinder eftersom en vecka är den kortaste tid som det kan beräknas ett studiemedels- belopp för. En studerande som uteblir under en vecka har därmed avbrutit utbildningen och blir då även utan studiemedel för tiden efter avbrottet.</P>
<P class="p296 ft8">Problemet med denna lösning är att en vecka är en mycket kort tid och att sanktionen – att den studerande anses ha avbrutit studierna och skrivs ut från utbildningen – inte kan anses stå i proportion till att någon uteblivit från kanske bara så lite som ett eller två lektionstillfällen eller motsvarande. Det går inte heller att säga att den som uteblir under så kort tid inte kan uppnå målen för kursen. En ”enveckasregel” skulle istället riskera att komplicera för de studerande och att förlänga studietiderna. I sammanhanget är det viktigt att erinra om att utredningens uppdrag om ett aktivitets- krav avser hela vuxenutbildningen, dvs. även den gymnasiala nivån. På den gymnasiala nivån är det inte ovanligt att studerande bedriver fritidsstudier med låg omfattning. Dessa studerande hade alltså också riskerat att skrivas ut från utbildningen efter att ha uteblivit från enstaka moment i undervisningen. Utredningen har inte funnit att detta är en lämplig lösning.</P>
<P class="p347 ft13"><SPAN class="ft13">9.5.3</SPAN><SPAN class="ft70">Ett krav på aktivt deltagande kan införas i skollagen</SPAN></P>
<P class="p391 ft13">Bestämmelser kan införas i skolförfattningarna</P>
<P class="p469 ft9">Det kan diskuteras i vilken författning ett aktivitetskrav bör regleras. Utredningens förslag innebär att det införs ett krav på aktivt del- tagande i undervisningen men att detta krav inte kopplas till någon ny sanktionsmöjlighet inom utbildningssystemet. En studerande ska dock även fortsatt anses ha avbrutit utbildningen om han eller hon uteblivit under mer än tre veckor i följd. Ett aktivitetskrav skulle därmed kunna leda till att fler studerande anses ha uteblivit från undervisningen i tre veckor och att fler därmed kommer att anses ha avbrutit sina studier. Effekter inom ramen för studie- medelssystemet är dock den tyngsta sanktionen för den som är inaktiv i sina studier.</P>
<P class="p1138 ft20">405</P>
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<P class="p337 ft9">Att den viktigaste följden av inaktivitet är indragna studiemedel skulle kunna tala för att en ny bestämmelse om studieaktivitet enbart förs in i studiestödsförfattningarna och inte i skolför- fattningarna. En sådan lösning är dock inte möjlig för utredningen att föreslå eftersom det i utredningens tilläggsdirektiv anges att utredningen ska ”föreslå hur aktivitets- och närvarokrav inom komvux på grundläggande och gymnasial nivå bör utformas”. Där- utöver ska utredningen se över möjligheten att tydligare koppla studiemedelssystemet till studieaktivitet. Direktiven talar alltså tydligt för att ett aktivitets- eller närvarokrav ska omfatta samtliga studerande.</P>
<P class="p312 ft9">Ett skäl för parallella bestämmelser i skol- och studiestöds- författningarna är också att det kan anses tveksamt att CSN i sitt regelverk har bestämmelser som påverkar skolornas möjligheter att lägga upp sina utbildningar. Ett krav som formuleras i studiestöds- regelverket tenderar inte heller att uppfattas som lika bindande av utbildningsanordnarna som krav som finns föreskrivna i skolför- fattningarna. Statskontoret har exempelvis riktat kritik mot de nuvarande reglerna som finns i studiestödsförfattningarna. Statskontoret har bl.a. föreslagit att utbildningsanordnarnas ansvar för att förse CSN med uppgifter bör förtydligas i de lagar och förordningar som styr respektive utbildningsform. Detta skulle enligt Statskontoret ge större tyngd åt uppgiftsskyldigheten än om denna enbart regleras i studiestödslagen och studiestödsförord- ningen.<SPAN class="ft36">32</SPAN></P>
<P class="p290 ft8">Ett aktivitetskrav som enbart finns i studiestödsförfattningarna kan dessutom, som i dag, se annorlunda ut än det krav som finns i skolförfattningarna. Om det inte införs en bestämmelse om aktivitet i skolförfattningarna skulle där bara finnas den nuvarande treveckorsregeln. Som beskrivs ovan anser många kommuner och utbildningsanordnare att denna regel har företräde framför en alternativ definition av studieaktivitet i studiestödsregelverket. Sådan bristande överensstämmelse mellan olika regelverk kan skapa för- virring. Med parallella bestämmelser och en hänvisning dem emellan skapas enhetlighet.</P>
<P class="p430 ft29">Utöver de nämnda skälen att låta studiestödet följa av bestämmelser i skolförfattningarna tenderar tillsynen att fungera sämre när det gäller regler i studiestödsförfattningarna som ska hanteras av utbildnings-</P>
<P class="p188 ft41"><SPAN class="ft40">32 </SPAN>Statskontoret (2009a).</P>
<P class="p431 ft20">406</P>
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<P class="p961 ft9">anordnarna. Det kan t.ex. upplevas som oklart om det är CSN eller Skolinspektionen som ska kontrollera att skolorna rapporterar i enlighet med bestämmelserna. Om reglerna finns i skolförfattningarna faller det tydligt på Skolinspektionens ansvar att följa upp skolornas bedömning och rapportering.</P>
<P class="p484 ft13">Den studerande ska aktivt delta i undervisningen</P>
<P class="p99 ft9">Det aktivitetskrav som införs i skollagen bör vara av generell karaktär. Utredningens förslag till utformning innebär att en elev i komvux ska delta aktivt i undervisningen. En elev som inte deltar aktivt i undervisning, ska anses vara inaktiv. Det är rektorn som beslutar om en elev är att anse som inaktiv. Någon närmare definition av vad som avses med att delta aktivt bör inte anges i skollagen. Istället föreslår utredningen att Skolverket får meddela föreskrifter om krav på studieaktivitet på en kurs och de ytterligare föreskrifter som behövs om studieaktivitet.</P>
<P class="p297 ft9">Eftersom utbildningen ska utformas efter varje elevs förut- sättningar och behov är det svårt att ställa upp en uttömmande nationell definition av aktivitetsbegreppet. Aktivitetskraven bör kunna definieras olika beroende på kursernas innehåll, upplägg och omfattning. I de föreskrifter som Skolverket får i uppgift att med- dela är en tänkbar möjlighet att studieaktivitet definieras genom en uppräkning av olika alternativa exempel på ett aktivt deltagande, t.ex. en redovisning av genomförda inlämningsuppgifter, del- tagande i prov, aktivitet på lärportaler eller lärplattformar, kontakt med handledare, närvaro på praktik eller närvaro vid klassrums- undervisning.</P>
<P class="p278 ft10">Med utgångspunkt i det nya aktivitetskravet i skollagen och i de föreskrifter Skolverket meddelar, ska rektorn sedan besluta om en elev är att anse som inaktiv. Utredningen bedömer att ett beslut om inaktivitet måste kunna överklagas till Skolväsendets överklagande- nämnd, trots att ett beslut om inaktivitet inte har någon verkan i förhållande till elevens studiegång. En elev kan anses vara inaktiv för att sedan återvända till studierna innan den s.k. treveckors- regeln blir tillämplig och avsluta kursen som planerat utan återverk- ningar. Beslutet om inaktivitet har i sig således ingen rättsverkan. Mot harmlösa beslut krävs i regel inte en överklagandemöjlighet. Däremot för elever som får studiemedel innebär ett sådant beslut, vilket vi återkommer till nedan, att CSN fattar ett beslut om</P>
<P class="p981 ft20">407</P>
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<P class="p75 ft9">studiemedel som baseras på beslutet om att den studerande är att anse som inaktiv. Elevens studiemedel dras in och eleven kan bli återbetalningsskyldig. I denna kontext kan inte ett beslut om inaktivitet anses som harmlöst. Behov av att kunna få beslutet prövat av en högre instans måste anses föreligga då vissa elever kan drabbas av ekonomiska återverkningar till följd av beslutet.</P>
<P class="p327 ft13"><SPAN class="ft13">9.5.4</SPAN><SPAN class="ft70">Studiemedlens koppling till aktivitetskravet</SPAN></P>
<P class="p715 ft13">Bestämmelser i studiestödsförfattningarna</P>
<P class="p446 ft8">Redan i dag finns det, vilket har redogjorts för ovan, krav på att studerande ska bedriva studier för att ha rätt till studiemedel. CSN har i allmänna råd uttalat att det är upp till utbildningsanordnarna att definiera vad som ska avses med att bedriva studier.<SPAN class="ft79">33</SPAN></P>
<P class="p107 ft9">I den mån man ytterligare vill trycka på vikten av aktiva studier har vi ovan redovisat hur ett aktivitetskrav kan införas i skollagen. Ett nytt aktivitetskrav i skollagen, där aktivitetsbegreppet definieras i Skolverkets föreskrifter, kan kopplas till studiemedels- systemet. Regler för studiemedelskonsekvenserna av inaktivitet måste då finnas i studiestödsförfattningarna. Dessa konsekvenser bör dock vara en direkt följd av en tillämpning av regler i skolför- fattningarna. Genom en sådan hänvisning från reglerna om studie- medel till de författningar som styr utbildningen, undviks olika tillämpning. Den som enligt skollagens bestämmelse inte deltar aktivt i undervisningen ska alltså inte heller anses bedriva studier i studiestödslagens mening.</P>
<P class="p116 ft13">Inaktivitet innebär en förlorad rätt till studiemedel på kursen</P>
<P class="p93 ft9">Det är inte helt enkelt att hitta lämpliga och hanterliga studie- medelsföljder av inaktivitet. I huvudsak kan man tänka sig två alternativ, antingen reducerade studiemedel för den som inte är till- räckligt aktiv, eller att rätten till studiemedel går förlorad under tid då den studerande är inaktiv.</P>
<P class="p378 ft58"><SPAN class="ft40">33 </SPAN>Trots detta är det alltså vanligt att utbildningsanordnarna rapporterar till CSN först sedan en studerande har avbrutit en eller flera kurser i enlighet med 7 kap. 1 § förordningen om vuxenutbildning. Många tycks inte känna till den möjlighet som finns att, med utgångspunkt i en tolkning av bestämmelserna i studiestödsförfattningarna, anmäla att en elev inte bedriver studier tidigare än efter tre veckor.</P>
<P class="p547 ft20">408</P>
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<P class="p1139 ft8">Mot bakgrund av att studiemedel får lämnas för <SPAN class="ft65">varje vecka då den studerande bedriver studier </SPAN>så skulle det vara motsägelsefullt om en studerande som är inaktiv ska kunna få studiemedel. Det är inte logiskt med någon form av lågaktiva studier som ger rätt till studie- medel. Att definiera olika nivåer av studieaktivitet skulle dessutom leda till mycket svåra gränsdragningar. Av detta skäl utesluter utredningen att det ska finnas olika aktivitetsnivåer. Ur studie- medelssynpunkt bör bara aktiva studier ge rätt till studiemedel – i annat fall kan den studerande inte anses bedriva sådana studier som ger rätt till studiemedel, även om han eller hon inte har skrivits ut från kursen eller delkursen.</P>
<P class="p97 ft8">En annan fråga är om aktiviteten ska bedömas sammantaget för varje studerande eller kursvis. En sammantagen bedömning för varje studerande skulle innebära att den studerande måste vara inaktiv på samtliga kurser som han eller hon läser för att studie- medlen ska påverkas, alternativt att inaktivitet på en kurs kan leda till att rätten till studiemedel även går förlorad för övriga kurser.</P>
<P class="p97 ft8">Om det krävs inaktivitet på samtliga kurser för att studiemedlen ska påverkas skulle förhållandevis få studerande få indragna studiemedel. Ett problem med en sådan lösning är att den skulle stå i strid med den kursbaserade vuxenutbildningen. Att överlåta på utbildningsanordnarna att göra en sammantagen bedömning för en studerande är inte rimligt eller möjligt bl.a. med anledning av att många studerande studerar parallellt på olika kurser, olika utbild- ningsnivåer och hos olika utbildningsanordnare. Med en sådan bestämmelse skulle CSN vara tvungen göra en sammanvägd bedömning. Vi anser dock att det inte är lämpligt att ett aktivitets- krav ska avse samtliga kurser en studerande läser, framför allt p.g.a. att ett sådant system inte överensstämmer med den kursbaserade utbildningssituationen.</P>
<P class="p474 ft29">Utredningen bedömer vidare att det är olämpligt och ogörligt att inaktivitet på en kurs ska leda till att rätten till studiemedel går förlorad även vad gäller de övriga kurser som den studerande eventuellt läser. En person som är inaktiv på en kurs kan ändå studera på t.ex. heltid eller på 75 procent av heltid på andra kurser. Att frånta en sådan studerande rätten till studiemedel för de kurser där han eller hon faktiskt studerar aktivt är inte lämpligt och ett sådant förfarande skulle även möta tydliga rättsliga svårigheter.<SPAN class="ft82">34</SPAN></P>
<P class="p735 ft101"><SPAN class="ft137">34 </SPAN>Här kan noteras att detta förfarande är det som gäller för gymnasiestuderande med studie- hjälp, där enstaka timmars upprepad frånvaro i ett ämne kan leda till att den studerande blir</P>
<P class="p1140 ft20">409</P>
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<P class="p1141 ft8">I det fall ett aktivitetskrav ska införas som påverkar rätten till studiemedel är utredningens uppfattning att detta måste ske kurs- vis och med utgångspunkt i kalendertid. En studerande som inte är aktiv i tillräcklig omfattning bör förlora rätten till studiemedel för en viss kurs under en viss tid. Denna tid måste omfatta minst en vecka, vilket är den minsta tidsenheten i studiemedelssystemet för beräkning av ett belopp. Detta innebär att rapporteringen av inaktivitet i praktiken måste göras på ungefär samma sätt som den avbrottsrapportering som sker i dag. Utbildningsanordnaren rapporterar en start för inaktivitetsperioden och en tidpunkt för när aktiva studier eventuellt återupptas. Under denna tid har den studerande inte rätt till studiemedel för den aktuella kursen. Det är viktigt att konsekvenserna i studiemedelssystemet, dvs. beräk- ningen av studiemedelsbeloppen, står i proportion till frånvaron på den aktuella kursen. Studiemedlen bör minskas med ett belopp som motsvarar frånvaron från den aktuella kursen. Utredningen föreslår att CSN får meddela föreskrifter för en sådan beräkning.</P>
<P class="p613 ft9">Att aktiviteten måste bedömas för en viss kalendertid kommer sannolikt att medföra tillämpningsproblem. Tolkningsproblem kan t.ex. uppstå om en studerande är ojämnt studieaktiv. Svåra bedömningssituationer kommer att uppstå hos såväl utbildnings- anordnarna som hos CSN. Särskilt svårt kan det vara att räkna ut vilka studiemedelsbelopp en studerande har rätt till vid kortare tider av inaktivitet på enstaka kurser. Rättstillämpningen bör dock utvecklas i praxis. Beslut om studiemedel kan överklagas till ÖKS, vilket givetvis även kommer att gälla den beräkning av studie- medelsbeloppen som följer av en rapport om inaktivitet.</P>
<P class="p1142 ft74">av med studiehjälpen i sin helhet. Skillnaden mellan studiehjälp för studerande i gymnasie- skolan och studiemedel för olika former av vuxenstudier är dock bl.a. att studiehjälp enbart ges för heltidsstudier. En studerande som inte är aktiv i ett ämne kan då med viss logik anses studera på deltid, varvid rätten till studiehjälp upphör. Vuxenutbildningen är dock en mer flexibel utbildningsform där de studerande kan läsa under olika tid och med olika studie- omfattning.</P>
<P class="p728 ft20">410</P>
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<P class="p270 ft13">Rapportering och kontroll</P>
<P class="p363 ft24">Styrkande och kontroller hanteras även fortsatt av CSN</P>
<P class="p83 ft8">Studiemedel får betalas ut endast om det är styrkt att den studerande bedriver de studier för vilka studiemedlen har beviljats. Det finns olika sätt att kontrollera studieaktiviteten och denna kan kontrolleras med olika frekvens. CSN avgör när det kan anses visat att studier bedrivs i enlighet med studiemedelsbeslutet och hur det ska gå till när studierna styrks. Hur styrkandet och dagens kontroller ser ut i praktiken har beskrivits ovan.</P>
<P class="p331 ft9">Ett förtydligat aktivitetskrav bör enligt utredningens mening inte åtföljas av några detaljerade bestämmelser om frekvensen på ett styrkande av studieaktiviteten eller på utformningen av detta styrkande. Dessa frågor bör även fortsatt överlåtas till CSN som måste väga kontroller och rutiner mot rättssäkerhetskrav och risker för felaktiga utbetalningar, under beaktande av de administrativa insatser som krävs.</P>
<P class="p559 ft24">Dagens uppgiftsskyldighet är tillräcklig</P>
<P class="p351 ft9">Uppgifter om studiemedelstagarnas studieaktivitet måste alltid komma från antingen den studerande eller från utbildnings- anordnaren. Både studerande och utbildningsanordnare har en uppgiftsskyldighet gentemot CSN. Läroanstalternas uppgifts- skyldighet till CSN omfattar studieaktivitet. Utredningen bedömer att nuvarande 6 kap. 10 § studiestödsförordningen (2000:655) är tillräcklig även vid införandet av ett nytt aktivitetskrav.</P>
<P class="p559 ft24">All inaktivitet bör rapporteras</P>
<P class="p83 ft26">De rapporter om inaktivitet som utbildningsanordnarna kommer att lämna till CSN bör omfatta även sådan inaktivitet som ger rätt till studiemedel, dvs. inaktiva studier på grund av egen eller barns sjukdom, samt vid vård av anhörig. När en utbildningsanordnare rapporterar till CSN att en studerande inte är aktivt studerande kontrollerar CSN om det finns av Försäkringskassan godkända sjukperioder eller om det har inkommit någon anmälan om vård av barn eller anhörig. I dessa fall har den studerande rätt att behålla sina studiemedel under den inaktiva perioden. Anledningen att</P>
<P class="p1143 ft20">411</P>
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<P class="p75 ft10">skolorna måste rapportera även frånvaroperioder då den studerande exempelvis är sjuk, är att det är olämpligt att ha två instanser – både utbildningsanordnaren och CSN – som bedömer rätten till studie- medel. Dessutom finns det stor risk för att studerande annars bara skulle vända sig till sin skola, och inte till Försäkringskassan eller CSN, för att anmäla sjukdom eller vård av barn och anhörig. Det skulle innebära att den studerande går miste om det sjukför- säkringsskydd som finns inom ramen för studiemedelssystemet.<SPAN class="ft81">35 </SPAN>Utredningen bedömer att det inte vore rättssäkert med en ordning där utbildningsanordnarna avstår från att rapportera in inaktivitet om den studerande är sjuk eller vårdar barn eller anhörig.</P>
<P class="p1144 ft13"><SPAN class="ft13">9.5.5</SPAN><SPAN class="ft70">En samlad beskrivning av hanteringen av inaktivitet och rapportering</SPAN></P>
<P class="p93 ft9">För att ge en bild av hur den modell för hur det aktivitetskrav som utredningen föreslår skulle fungera i praktiken presenterar vi här en översiktlig genomgång av hur det skulle kunna se ut om en studerande inte deltar aktivt i utbildningen.</P>
<P class="p181 ft8">Enligt utredningens förslag införs det en ny bestämmelse i skol- lagen om att en elev måste delta aktivt i undervisningen. Skolverket ges i uppdrag att utforma föreskrifter om detta. Skolans tolkning av Skolverkets föreskrifter bör meddelas till de studerande så att dessa får kunskap om vilka krav på aktivitet som ställs.</P>
<P class="p94 ft10">En studerande som inte aktivt deltar i undervisningen i enlighet med skolans tolkning av bestämmelserna kan, efter beslut av rektorn, anses vara inaktiv. För att rättsäkerheten ska upprätthållas och för att det ska vara möjligt för de studerande att få utbildningsanordnarens bedömning av studieaktiviteten överprövad måste frånvaron och inaktiviteten också dokumenteras av skolorna. Beslutet har ett signalvärde i förhållande till enskild, men får ingen omedelbar effekt i studiesituationen. Den studerande kan även fortsatt vara studerande på kursen och bedömas ha förutsättningar att klara målen. Om den studerande uteblir i tre veckor ska han eller hon dock, precis som i dag, anses ha avbrutit utbildningen. Den studerande kan överklaga ett beslut om inaktivitet till Skolväsendets</P>
<P class="p1145 ft103"><SPAN class="ft139">35 </SPAN>Vid egen sjukdom, vård av barn eller anhörig räknas studiemedelsveckorna bort vid en beräkning av det maximala antalet veckor och veckorna under sjuk- eller vårdperioden räknas bort när krav ställs på avklarade studieresultat. Dessutom har studerande som tar lån även rätt till avskrivning av de studielån som tas fr.o.m. den 31 sjukdagen.</P>
<P class="p521 ft20">412</P>
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<P class="p60 ft9">överklagandenämnd. Eftersom ett beslut inte har någon betydelse för elever utan studiemedel torde detta i praktiken bara bli aktuellt för de elever som har studiemedel.</P>
<P class="p432 ft9">Utbildningsanordnaren är skyldig att anmäla studerande med studiemedel som inte deltar aktivt till CSN. Detta kan utbildnings- anordnaren göra när rektorns beslut att en studerande är inaktiv har vunnit laga kraft. Av 29 kap. 11 § skollagen följer att i ärenden där beslut får överklagas enligt 28 kap. skollagen ska <NOBR>23–25</NOBR> och 30 §§ i förvaltningslagen (1986:223) tillämpas. Detta innebär att rektorns beslut att en elev är anse som inaktiv vinner laga kraft tre veckor efter det att beslutet har kommit eleven till handa.<SPAN class="ft36">36</SPAN></P>
<P class="p97 ft29">När CSN får beslutet från utbildningsanordnaren ska detta sannolikt kommuniceras med den studerande. CSN kan samtidigt pröva om studiestödet ska hållas inne eller lämnas med ett lägre belopp om det finns sannolika skäl att anta att rätten till studiestöd har upphört eller att studiestödet kommer att minskas.<SPAN class="ft82">37 </SPAN>CSN fattar sedermera ett nytt studiemedelsbeslut. I samband med detta gör CSN ingen prövning i sakfrågan om en elev ska anses aktiv eller inaktiv. CSN:s beslut innebär enbart att en ny beräkning görs av studiemedelsbeloppet utifrån rektorns beslut alternativt, om beslutet överklagats, utgången i Skolväsendets överklagandenämnd. Denna beräkning tar sin utgångspunkt i att den studerande inte anses ha bedrivit studier på en viss kurs under en viss tid och då inte heller haft rätt till studiemedel för den aktuella kursen under denna tid. Den studerande har möjlighet att överklaga ett beslut om indragna studiemedel till ÖKS. Även ett eventuellt beslut om återkrav av studiemedel kan överklagas till ÖKS. Inte heller ÖKS kommer dock att pröva frågan om inaktivitet, dvs. rektorns eller Skolväsendets överklagandenämnds beslut om inaktivitet.</P>
<P class="p1146 ft74"><SPAN class="ft56">36</SPAN><SPAN class="ft73">I skollagen finns bestämmelser om att vissa av rektorns beslut ska gälla omedelbart. Sådana beslut måste dock anses vara av en annan karaktär. Dessa avser beslut i ärenden som rör t.ex. säkerhet och hälsa. Ett beslut om inaktivitet skulle eventuellt kunna få stora konsekvenser för den enskilde. Då det inte finns någon motpart med ett skyddsintresse, så som det finns i frågor som rör säkerhet och hälsa, finns det inget som motiverar att ett beslut om inaktivitet ska gälla omedelbart.</SPAN></P>
<P class="p1116 ft41"><SPAN class="ft56">37</SPAN><SPAN class="ft59">Enligt 6 kap. 3 a § studiestödslagen.</SPAN></P>
<P class="p713 ft20">413</P>
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<P class="p1147 ft13"><SPAN class="ft13">9.5.6</SPAN><SPAN class="ft70">Nackdelarna med det lämnade förslaget överväger fördelarna</SPAN></P>
<P class="p913 ft13">Utredningen avråder från att införa ett nytt aktivitetskrav</P>
<P class="p108 ft9">Utredningen redogör i avsnitt 9.4 för både principiella för- och nackdelar med ett aktivitetskrav. Utredningens samlade bedömning är att nackdelarna överväger fördelarna. Av detta följer att utred- ningen avråder från att införa det aktivitetskrav som utredningen i enlighet med direktiven föreslår.</P>
<P class="p283 ft13">De principiella nackdelarna väger tungt</P>
<P class="p93 ft9">De principiella nackdelarna med ett aktivitetskrav som utredningen redovisar i avsnitt 9.4 är tungt vägande. Framför allt är det risken för att ett aktivitetskrav menligt kommer att påverka möjligheterna att lägga upp utbildningarna på ett individuellt och flexibelt sätt som oroar utredningen. Om dessa möjligheter inskränks finns det stora risker för att ett aktivitetskrav kommer att leda till längre studietider, inte tvärtom.<SPAN class="ft36">38</SPAN></P>
<P class="p468 ft10">Vuxna kan även förväntas ta ett större eget ansvar för sina studier än ungdomar. I detta ansvar måste även rymmas att en elev inom komvux själv kan göra en bedömning av i vilken utsträckning han eller hon t.ex. kan arbeta utan att kompromissa de studie- resultat han eller hon vill uppnå. Ett aktivitetskrav strider mot principen att det är målen med studierna som är det viktiga och att den studerande, med adekvat stöd, ansvarar för att målen nås.</P>
<P class="p935 ft9">Särskilt studerande inom komvux på grundläggande nivå är mycket ekonomiskt sårbara. Även en mindre ekonomisk försämring, t.ex. till följd av en kortare tids inaktivitet, kan menligt påverka dessa studerandes möjligheter att fullfölja studierna. Antalet studie- avbrott av ekonomiska skäl riskerar att öka.</P>
<P class="p1148 ft101"><SPAN class="ft137">38 </SPAN>Som utredningen redogör för i kapitel 7 hade 39 procent av de heltidsstuderande eleverna på grundläggande nivå och 72 procent av eleverna på gymnasial nivå inkomst av tjänst eller näringsverksamhet. För många är det alltså en förutsättning att kunna kombinera studierna med ett arbete. Om denna möjlighet inskränks genom ett aktivitetskrav finns det stora risker för att måluppfyllelsen minskar. Många studerande har goda möjligheter att uppnå studie- målen även utan att uppvisa aktivt deltagande i olika moment o.d.</P>
<P class="p547 ft20">414</P>
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<P class="p110 ft13">Rättsliga problem med utredningens förslag</P>
<P class="p286 ft9">Ett uppenbart och allvarligt problem med ett nytt aktivitetskrav som omfattar samtliga studerande i komvux är att en elev kan anses vara inaktiv enligt skollagen utan att det får några konsekvenser för deltagandet i utbildningen. Eleven fortsätter att vara elev och bedriver studier enligt skollagen eftersom den studerande inte har avbrutit studierna. Det har inte heller fattats något beslut om att studierna ska upphöra (underförstått kan ”tillfredställande fram- steg” anses göras).</P>
<P class="p14 ft9">Ett generellt aktivitets- eller närvarokrav inom vuxenutbild- ningen ligger alltså inte i linje med andra bestämmelser i skol- författningarna. Det finns därför stor risk för att det kommer att vara oklart vad inaktivitet egentligen innebär i förhållande till bestämmelsen om att den som uteblir från studierna under tre veckor anses ha avbrutit utbildningen och i förhållande till bestäm- melsen att utbildningen ska upphöra om eleven saknar förut- sättningar att tillgodogöra sig innehållet eller annars inte gör till- fredsställande framsteg. Ett aktivitetskrav för samtliga elever inom vuxenutbildningen blir ett mellanting mellan de nuvarande bestämmelserna om utbildningens upphörande och aktiva studier. Detta blir inkonsekvent och rörigt. Som vi redogör för ovan finns det dock som utredningen ser det inget annat rimligt alternativ som undviker dessa inkonsekvenser i lagstiftningen.</P>
<P class="p474 ft29">Det är också ett problem att ett beslut om inaktivitet inte får någon betydelse för hälften av de studerande. Att ha bestämmelser utan direkta sanktionsmöjligheter kan anses tveksamt. Det är också orimligt att rektorerna ska fatta beslut som inte har någon saklig verkan, samt att dessa beslut ska kunna överklagas. Utredningen ser dock inte något alternativ till att det måste fattas beslut om inaktivitet och att dessa måste vara överklagbara.</P>
<P class="p119 ft13">Administrativa problem med utredningens förslag</P>
<P class="p121 ft26">Den modell för ett aktivitetskrav som skisseras ovan får stora administrativa följder. Framför allt är det utbildningsanordnarna som kommer att få nya uppgifter med dokumentation och besluts- fattande om inaktivitet. Även Skolväsendets överklagandenämnd kommer att få in fler ärenden. Denna hantering kan anses orimlig</P>
<P class="p1149 ft20">415</P>
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<P class="p300 ft9">mot bakgrund av att ett beslut om inaktivitet för många studerande inte kommer att få någon saklig verkan.</P>
<P class="p597 ft9">Även CSN kommer att få en ökad belastning genom den komplicerade beräkning av studiemedelsbelopp som måste göras vid en rapport om att en studerande är inaktiv under en viss tid. Mot bakgrund av att besluten om inaktivitet inte föranleder en ändring av studiemedelsbeloppen förrän beslutet vunnit laga kraft, blir processen dessutom utdragen. I de flesta fall torde studiemedlen redan ha hunnit betalas ut. Antalet återkrav kommer då att öka. Genom det utdragna förfarandet finns det också stor risk för att aktivitetskraven inte kommer att få den roll som drivkraft för aktiva studier som är avsedd.</P>
<P class="p92 ft13">Utredningens sammantagna bedömning om ett aktivitetskrav</P>
<P class="p108 ft9">Utredningens sammantagna bedömning är att nackdelarna med att införa ett aktivitetskrav för samtliga studerande i komvux överväger fördelarna. Risken för minskat utrymme för individualisering, den kraftigt ökade administrativa bördan och den komplicerade lagstift- ningslösningen kan enligt utredningens bedömning inte uppvägas av den förhållandevis osäkra möjligheten att studerande blir mer aktiva i sina studier.</P>
<P class="p107 ft26">För att på ett enklare sätt uppmuntra aktiva studier förordar utredningen istället ett användande av de redan befintliga möjlig- heterna för skolorna att meddela att studerande med studiemedel inte bedriver studier i studiestödslagens mening. Vi redogör i avsnitt 9.6 nedan om möjliga åtgärder för en ökad rapportering.</P>
<P class="p318 ft28"><SPAN class="ft28">9.6</SPAN><SPAN class="ft69">Åtgärder för en skärpt inrapportering till CSN</SPAN></P>
<P class="p1150 ft9"><SPAN class="ft13">Utredningens bedömning</SPAN>: Det förekommer i dag knappast någon underrapportering av antalet studieavbrott i förhållande till den faktiska situationen. Enligt vår bedömning finns det där- med inte heller skäl att försöka skärpa inrapporteringen på denna punkt.</P>
<P class="p1151 ft9">Om det <SPAN class="ft24">inte </SPAN>införs ett nytt aktivitetskrav kan det finnas skäl att uppdra åt CSN att informera utbildningsanordnarna om de möjligheter som redan finns att rapportera att studerande inte</P>
<P class="p472 ft20">416</P>
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<P class="p1152 ft9">bedriver studier. I ett sådant uppdrag bör även ingå att verka för att all rapportering ska ske utan dröjsmål.</P>
<P class="p815 ft9">Om det införs ett nytt närvaro- eller aktivitetskrav bör Skolinspektionen och CSN ges i uppdrag att implementera och följa upp detta. Även i ett sådant uppdrag bör ingå att verka för att all rapportering ska ske utan dröjsmål.</P>
<P class="p1153 ft13"><SPAN class="ft13">9.6.1</SPAN><SPAN class="ft70">Ingen underrapportering av antalet studieavbrott</SPAN></P>
<P class="p121 ft8">Att någon form av avbrott läsåret 2011/12 rapporterades för 56 procent av de studerande med studiemedel (se ovan) tyder enligt utredningens bedömning inte på underrapportering. Skolverket redovisar i sin avbrottsstatistik att drygt 40 procent av samtliga studerande i komvux under ett år avbryter någon kurs.<SPAN class="ft79">39 </SPAN>Det är rimligt att andelen som avbryter någon kurs är högre bland studie- medelstagarna än bland samtliga studerande eftersom de som har studiemedel läser fler kurser än genomsnittligt. Dessutom är det rimligt att rapporterna till CSN är fler än antalet avbrott som redo- visas av Skolverket eftersom det enligt studiestödsregelverket är möjligt för utbildningsanordnarna att ställa upp andra kriterier för rätten till studiemedel än den treveckorsgräns som finns uppställd i förordningen om vuxenutbildning och som ligger till grund för Skolverkets uppgifter. Mot bakgrund av den otydlighet som finns i regelverket är det också troligt att många utbildningsanordnare väljer att rapportera kursavbrott istället för inaktiva studier.</P>
<P class="p1154 ft13"><SPAN class="ft13">9.6.2</SPAN><SPAN class="ft70">Det finns möjligheter till skärpt inrapportering</SPAN></P>
<P class="p774 ft9">Statskontoret redovisade i sin granskningsrapport <SPAN class="ft24">Rätt men ändå fel</SPAN></P>
<P class="p962 ft48">– en granskning av Centrala studiestödsnämndens arbete för att för- hindra felaktiga utbetalningar<SPAN class="ft165">40 </SPAN><SPAN class="ft29">att det kom in orimligt få rapporter om bristande studieaktivitet höstterminen 2007. Vår bedömning är att det finns flera skäl till att förhållandevis få rapporter om bristande studieaktivitet kommer in till CSN. En orsak är att CSN:s allmänna råd om att utbildningsanordnarna kan definiera vad som ska avses med att bedriva studier har fått dåligt genomslag.</SPAN></P>
<P class="p1097 ft74"><SPAN class="ft56">39</SPAN><SPAN class="ft73">Skolverket (2012e).</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">40</SPAN><SPAN class="ft59">Statskontoret (2009a).</SPAN></P>
<P class="p713 ft20">417</P>
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<P class="p53 ft9">CSN har inte heller marknadsfört denna möjlighet eller möjlig- heten att rapportera inaktivitet. Många utbildningsanordnare tycks göra bedömningen att en rapport till CSN måste överensstämma med ett avbrott enligt förordningen om vuxenutbildning (tre- veckorsregeln). Ett annat skäl till den låga rapporteringen är att en rapport om inaktivitet inte med säkerhet får någon effekt på studie- medlen. Sådana rapporter måste först utredas av CSN innan myn- digheten kan bedöma om den studerande har rätt till studiemedel eller inte.</P>
<P class="p91 ft9">Som ett alternativ till ett nytt aktivitetskrav skulle åtgärder kunna vidtas för att öka inrapporteringen av kurs- och studie- avbrott. Mot bakgrund av de uppgifter utredningen har inhämtat från CSN gör utredningen dock bedömningen att det i dag knappast förekommer en underrapportering av antalet studie- avbrott i förhållande till den faktiska situationen. Enligt vår bedöm- ning finns det därmed inte heller skäl att försöka öka avbrotts- rapporteringen.</P>
<P class="p702 ft8">Om det <SPAN class="ft65">inte </SPAN>införs ett nytt aktivitetskrav som kopplas till studie- medelssystemet kan det dock finnas skäl att rikta information till utbildningsanordnarna om de möjligheter som redan finns att rapportera att studerande inte bedriver studier, dvs. att detta är möjligt även innan en studerande har uteblivit från undervisningen i tre veckor. Det kan då uppdras åt CSN att genomföra sådana informationsinsatser. Rättsläget kring vad som i studiestödslagens mening är att anse som ”att bedriva studier”, är i dag något oklart. Denna fråga kommer med ökad rapportering av ”inaktivitet” att kunna klargöras i praxis, dels genom CSN:s prövning och tillämp- ning, dels genom motsvarande hantering hos ÖKS.</P>
<P class="p312 ft9">En annan viktig fråga är hur snabbt rapporterna från utbild- ningsanordnarna kommer in till CSN. Statskontoret redovisade i sin granskningsrapport att rapporteringen från utbildnings- anordnarna till CSN ofta görs så sent att utbetalningarna av studie- medel inte hinner stoppas.<SPAN class="ft36">41 </SPAN>Enligt utredningens bedömning är detta särskilt ett problem när utbildningen är utlagd på entreprenad och rapporteringen ofta sker i två steg, först från utbildnings- anordnaren till kommunen och sedan från kommunen till CSN. I ett uppdrag till CSN bör det därför ingå att verka för att all rapportering ska ske utan dröjsmål.</P>
<P class="p95 ft41"><SPAN class="ft40">41 </SPAN>Statskontoret (2009a).</P>
<P class="p431 ft20">418</P>
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<P class="p519 ft9">I det fall ett nytt aktivitetskrav införs bedömer utredningen att Skolinspektionen och CSN gemensamt bör få i uppdrag att implementera och följa upp införandet av det nya kravet på studie- aktivitet. Även i ett sådant uppdrag bör ingå att vidta åtgärder för att utbildningsanordnarna ska rapportera både avbrott och inaktivitet utan dröjsmål.</P>
<P class="p1155 ft20">419</P>
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<P class="p1156 ft68"><SPAN class="ft7">10</SPAN><SPAN class="ft166">Konsekvenser av tidsbegränsad sfi</SPAN></P>
<P class="p1157 ft28"><SPAN class="ft28">10.1</SPAN><SPAN class="ft167">Utredningen om tidsbegränsad sfi</SPAN></P>
<P class="p277 ft9">Regeringen tillsatte i december 2009 en utredning som bl.a. skulle föreslå hur en tidsbegränsning av studier inom sfi skulle kunna utformas. Utredningen om tidsbegränsad sfi (här kallad <NOBR>sfi-utred-</NOBR> ningen) lämnade i mars 2011 betänkandet <SPAN class="ft24">Tid för snabb flexibel inlärning </SPAN>(SOU 2011:19).</P>
<P class="p13 ft9">Vi har i uppdrag att ta del av de av <NOBR>sfi-utredningens</NOBR> förslag som rör komvux på grundläggande nivå. Förslagen påverkar bl.a. förutsättningarna för att de studerande ska kunna få studiemedel. Vi har även särskilt sett behov av att göra vissa skattningar av den troliga överströmning av studerande från sfi till svenska som andra- språk på grundläggande nivå, som kan antas bli följden av sfi- utredningens förslag.</P>
<P class="p601 ft8"><NOBR>Sfi-utredningen</NOBR> har föreslagit en tidsbegränsning som innebär att en nyanländ invandrare måste börja läsa inom sfi senast ett år efter första folkbokföringsdatum. Den sammanlagda studietiden får inte överstiga två år. Rätten att delta i sfi ska upphöra helt efter fyra år från den dag en person för första gången folkbokförs i en kommun. Inga undantag från bestämmelserna ska medges för exempelvis kortutbildade. Den studerande ska själv kunna bestämma studietakt och längden på eventuella studieuppehåll så länge det sker inom den angivna fyraårsperioden.</P>
<P class="p341 ft9">För att förslaget ska vara lämpligt att genomföra föreslog sfi- utredningen att andra åtgärder ska vidtas parallellt med att en tids- gräns införs, t.ex. en större individualisering av <NOBR>sfi-utbildningen,</NOBR> ökade stödinsatser, bättre dokumentation och ändrade regler för studiemedel.</P>
<P class="p14 ft9">Om en tidsbegränsning införs enligt förslaget kommer det att få konsekvenser både för komvux på grundläggande nivå och för</P>
<P class="p514 ft20">421</P>
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<P class="p53 ft9">studiemedelssystemet. I ett första avsnitt behandlas den över- strömning som kan förväntas till svenska som andraspråk på grund- läggande nivå inom komvux. I ett andra avsnitt beskrivs möjliga konsekvenser för studiemedelssystemet och för de studerandes studieekonomiska situation.</P>
<P class="p1158 ft66"><SPAN class="ft28">10.2</SPAN><SPAN class="ft168">Förslagens betydelse för komvux på grundläggande nivå</SPAN></P>
<P class="p108 ft9"><NOBR>Sfi-utredningen</NOBR> anger att en tidsbegränsad sfi leder till viss ökad efterfrågan på svenska som andraspråk inom komvux, men menar att det är svårt att uppskatta denna ökade efterfrågan.</P>
<P class="p181 ft10">Vi delar <NOBR>sfi-utredningens</NOBR> bedömning att det är svårt att skatta hur mycket efterfrågan på komvux på grundläggande nivå kommer att öka. Detta beror bl.a. på storleken på invandringen och på vilka effekter de nya reglerna om tidsbegränsad sfi kommer att få, samt på de studerandes preferenser när det gäller t.ex. studiemedel för studier i svenska. Det är troligt att förslaget om tidsbegränsning kommer att påverka de studerades beteende, däremot är det enligt vår bedömning svårt att förutse på vilket sätt (detta diskuteras i avsnittet om förslagens betydelse för studiemedelssystemet).</P>
<P class="p77 ft9">För att få en bättre uppfattning om hur stor en överströmning från sfi till svenska som andraspråk kan förväntas bli har utred- ningen utgått från statistik som har presenteras i rapporter och också efterfrågat vissa ytterligare uppgifter från Skolverket. Efter- som uppskattningen bygger på en rad antaganden bör de antals- uppgifter som redovisas tolkas med försiktighet.</P>
<P class="p289 ft13"><SPAN class="ft13">10.2.1</SPAN><SPAN class="ft115">Ökad efterfrågan på svenska som andraspråk</SPAN></P>
<P class="p93 ft12">Med <NOBR>sfi-utredningens</NOBR> förslag är det tre studerandegrupper som i större utsträckning än i dag kan efterfråga utbildning och studie- medel på grundläggande nivå inom komvux.</P>
<P class="p1074 ft9"><SPAN class="ft16">1.</SPAN><SPAN class="ft60">Studerande som påbörjar </SPAN><NOBR>sfi-studier</NOBR> mer än ett år från det att de folkbokförs. Med <NOBR>sfi-utredningens</NOBR> förslag ska dessa studerande inte ges möjlighet att studera inom sfi. De kan då tänkas efter- fråga studier i svenska som andraspråk på grundläggande nivå inom komvux.</P>
<P class="p605 ft20">422</P>
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<P class="p1159 ft9"><SPAN class="ft16">2.</SPAN><SPAN class="ft60">Studerande som i dag fortfarande studerar inom sfi mer än fyra år efter första folkbokföringsdatum. Dessa kommer inte att kunna studera inom sfi och kan därför antas söka sig till svenska som andraspråk för fortsatta studier.</SPAN></P>
<P class="p1160 ft9"><SPAN class="ft16">3.</SPAN><SPAN class="ft60">Studerande som studerar inom sfi under längre tid än två år. Dessa kommer inte att få läsa inom sfi under lika lång tid som i dag och kan därför antas söka sig till svenska som andraspråk för fortsatta studier.</SPAN></P>
<P class="p928 ft13">Studerande som påbörjar sfi efter mer än ett år</P>
<P class="p501 ft9">Studerande som påbörjar sina <NOBR>sfi-studier</NOBR> mer än ett år efter första folkbokföringsdatum kommer enligt förslaget inte att ges möj- lighet att studera i sfi.</P>
<P class="p490 ft29">Vi har med hjälp av uppgifter från Skolverket beräknat hur många studerande som kan påverkas av detta. Av cirka 39 400 personer som påbörjade studier i sfi för första gången 2011 hade nästan 9 600 varit folkbokförda i Sverige i mer än ett år när studierna påbörjades. Det motsvarar 24 procent. Andelen som dröjer med att påbörja sfi har enligt Skolverkets uppgifter till utredningen ökat de senaste åren, från 15 procent 2007 till 24 procent 2011.</P>
<P class="p1161 ft41"><SPAN class="ft43">Källa</SPAN>: Skolverkets bearbetning av statistik för utredningens räkning.</P>
<P class="p1162 ft26">Dessa studerande skulle med <NOBR>sfi-utredningens</NOBR> förslag inte kunna studera inom sfi. Det är sannolikt att många istället skulle söka sig till svenska som andraspråk inom komvux på grundläggande nivå. Utifrån 2011 års siffror skulle det innebära en överströmning av 9 400 studerande till svenska som andraspråk på grundläggande nivå, om ingen förändring sker i de studerandes beteende.</P>
<P class="p1163 ft20">423</P>
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<P class="p88 ft13">Studerande som studerar inom sfi efter fyra år</P>
<P class="p108 ft9">Studerande som studerar inom sfi efter fyra år från första folkbok- föringsdatum är en annan grupp som kan förväntas söka sig till svenska som andraspråk för fortsatta studier.</P>
<P class="p329 ft9">Utredningen har bett Skolverket att ta fram uppgifter om hur många som studerar i sfi mer än fyra år efter att de för första gången påbörjade studier i sfi. Av de cirka 33 600 som påbörjade sfi 2007 studerande knappt 5 600 fortfarande i sfi under 2011, vilket motsvarar 17 procent. Detta ger en ungefärlig uppfattning om antalet studerande som skulle behöva avskiljas från undervisningen i sfi om en tidsbegränsning införs, på grund av att de fortfarande bedriver studier fyra år efter första studiestarten.<SPAN class="ft36">1</SPAN></P>
<P class="p468 ft45"><SPAN class="ft10">I Statskontorets promemoria </SPAN>En fördjupad redovisning av studie- tider i sfi <SPAN class="ft10">analyseras studietider i sfi.</SPAN><SPAN class="ft81">2 </SPAN><SPAN class="ft10">Av de 20 408 studerande som för första gången började läsa i sfi 2003/04 var det enligt Statskontorets redovisning 1 815 som fortfarande studerade i sfi fyra år senare, vilket motsvarar nio procent. Andelen som kvarstod efter fyra år enligt Statskontorets beräkningar är därmed betydligt lägre än de uppgifter som Skolverket har tagit fram åt utredningen. Det kan troligen delvis förklaras med metodologiska skillnader men det är också möjligt att det har skett en förändring över tid, då Skolverket baserar sina beräkningar på nybörjare från 2007.</SPAN></P>
<P class="p312 ft9">Antalet studerande som övergår till studier i svenska som andra- språk inom komvux p.g.a. att de läst under allt för lång tid kan utifrån de uppgifter som Skolverket lämnat till utredningen för- väntas bli knappt 5 600, förutsatt att ingen förändring sker i de studerandes beteende. En förklaring till långa studietider är att många gör uppehåll under sina studier, vilket beskrivs vidare i nästa avsnitt.</P>
<P class="p1164 ft74"><SPAN class="ft71">1</SPAN><SPAN class="ft100">Det egentliga antalet kan vara både lägre och högre beroende på en rad faktorer. Bl.a. utgår beräkningen från tid efter studiestarten och inte efter första folkbokföringsdatum, vilket skulle innebära att antalet är underskattat. Å andra sidan ingår även studerande som har påbörjat sina studier i sfi mer än ett år efter första folkbokföringsdatum, vilka enligt för- slaget om en tidsbegränsning inte skulle ha rätt att läsa inom sfi. Beroende på när på året de studerande har påbörjat respektive avslutat sina studier kan den egentliga tiden mellan start- och slutdatum också vara både längre och kortare.</SPAN></P>
<P class="p1075 ft41"><SPAN class="ft71">2</SPAN><SPAN class="ft75">Statskontoret (2010a).</SPAN></P>
<P class="p431 ft20">424</P>
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<P class="p110 ft13">Studerande som studerar inom sfi under mer än två år</P>
<P class="p118 ft8">En tredje studerandegrupp som kan förväntas söka sig till svenska som andraspråk är de som har en sammanlagd studietid om mer än två år. Denna grupp är sannolikt överlappande med den tidigare beskrivna gruppen. En del av de som har studerat inom sfi under en utdragen tidsperiod har troligen läst mer än två år effektiv tid. Det är dock högst troligt att det även finns studerande som har läst mer än två års effektiv tid utan att det har gått mer än fyra år sedan de för första gången folkbokfördes i Sverige.</P>
<P class="p341 ft9">Utifrån befintlig statistik är det svårt att uppskatta hur många studerande som bedriver studier under längre tid än sammanlagt två år men inte finns inom sfi efter mer än fyra år. För att beräkna den sammanlagda studietiden behöver tid för studieuppehåll räknas bort. I förslaget om tidsbegränsad sfi medges möjlighet till avbrott i studierna. Studieuppehållens längd specificeras inte utan den bortre gränsen är att rätten till sfi upphör fyra år efter första folk- bokföringsdatum.</P>
<P class="p296 ft10">Eftersom statistiken visar att många studerande gör studie- uppehåll blir det av betydelse att beräkna den faktiska inskrivnings- tiden. I en rapport från Skolverket framgår att av de som påbörjade sfi för första gången 2005 var det 69 procent som hade avbrutit minst en kurs till och med 2010.<SPAN class="ft81">3 </SPAN>Studerande som både har avbrutit och slutfört kurser har i regel betydligt längre studietider i sfi jäm- fört med övriga. Statskontoret har visat att det är vanligt att studerande i sfi gör avbrott i sina studier för att sedan återvända.<SPAN class="ft81">4 </SPAN>Framför allt är det vanligt med långa uppehåll i studierna bland dem som har funnits inom sfi under fyra år eller mer. Studie- uppehåll är därmed en bidragande orsak till att många fortfarande studerar inom sfi flera år efter den första studiestarten.</P>
<P class="p1165 ft29">För att få en uppfattning om den faktiska tiden som de studerande är inskrivna i sfi är det framför allt Statskontorets bearbetningar som kan ge vägledning. Statskontoret har gjort vissa beräkningar av studietiden för studerande som påbörjade sfi 2003/04, där tid för studieuppehåll har räknats bort.<SPAN class="ft82">5 </SPAN>Beräkningarna visar att den faktiska studietiden utgör <NOBR>60–70</NOBR> procent av den totala tiden för studerande som deltar i sfi längre än tre eller fyra år. Dessa studerande</P>
<P class="p522 ft74"><SPAN class="ft56">3</SPAN><SPAN class="ft73">Skolverket (2012e).</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">4</SPAN><SPAN class="ft73">Statskontoret (2010a).</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">5</SPAN><SPAN class="ft59">Statskontoret (2010c).</SPAN></P>
<P class="p713 ft20">425</P>
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<P class="p53 ft9">har alltså gjort relativt långa studieuppehåll. Den genomsnittliga studietiden överstiger enligt Statskontorets beräkningar två år för studerande som har studerat inom sfi under tre år eller mer. Studerande som hade funnits inom sfi i mer än fyra år hade en genomsnittlig faktisk studietid på två år och åtta månader. Tiden var något kortare, två år och fem månader, för de som hade funnits inom sfi under tre till fyra år. För studerande som har funnits inom sfi under två till tre år var den genomsnittliga faktiska studietiden knappt två år.<SPAN class="ft36">6</SPAN></P>
<P class="p468 ft10">Utifrån dessa uppgifter från Statskontoret är det möjligt att göra en mycket grov skattning av andelen studerande som läser mer än två år effektiv tid men under kortare tid än fyra kalenderår. Som tidigare nämnts var genomsnittstiden i sfi två år och fem månader för studerande som kvarstod i sfi mellan tre och fyra år efter första studiestart. Om man antar att hälften av dessa hade en effektiv studietid på mer än två år innebär det att knappt 1 900 studerande, motsvarande nio procent, kan förväntas efterfråga svenska som andraspråk. Detta kan vara överskattat då studerande som gjort långa studieuppehåll kan dra ner genomsnittet. Samtidigt finns det sannolikt en del studerande i gruppen som finns inom sfi under två till tre års tid som har en effektiv studietid på mer än två år.</P>
<P class="p1064 ft26">Sedan Statskontorets beräkningar har antalet studerande inom sfi ökat. Av andelen nybörjare 2007 motsvarar nio procent drygt 3 000 studerande. Med <NOBR>sfi-utredningens</NOBR> förslag kan dessa personer inte fortsätta sina studier inom sfi. Om de vill fortsätta att studera svenska är de således hänvisade till att studera kursen svenska som andraspråk på grundläggande nivå inom komvux.</P>
<P class="p95 ft13">Sammanlagt antal som kan efterfråga svenska som andraspråk</P>
<P class="p80 ft26">Utifrån de beräkningar som har redovisats ovan är det möjligt att uppskatta det totala antalet studerande som kan förväntas efter- fråga svenska som andraspråk på grundläggande nivå om en tids- begränsning av sfi införs. Det är enligt utredningens beräkningar 9 600 studerande som inte påbörjar utbildningen i tid, 5 600 som läser under för lång tid efter första folkbokföringsdatum samt</P>
<P class="p1166 ft58"><SPAN class="ft40">6 </SPAN>Av samtliga nybörjare 2003/04 var det enligt Statskontorets uppgifter 6 439 som kvarstod i sfi efter två år, 3 747 som kvarstod efter tre år och 1 815 som kvarstod efter fyra år. Det motsvarar 32, 18 respektive nio procent av samtliga nybörjare det läsåret.</P>
<P class="p431 ft20">426</P>
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<P class="p1167 ft9">3 000 som läser mer än två år räknat i effektiv tid.<SPAN class="ft36">7 </SPAN>Förutsatt att ingen förändring sker i de studerandes beteende innebär det att uppemot 18 200 studerande kan komma att efterfråga svenska som andraspråk på en nivå som motsvarar studier inom sfi.</P>
<P class="p1168 ft29">Det är dock troligt att <NOBR>sfi-utredningens</NOBR> förslag kommer att påverka de studerandes agerande. <NOBR>Sfi-utredningen</NOBR> argumenterar för att förslaget om en tidsbegränsning kommer att öka incitamenten för de studerande att tidigt påbörja studier i sfi. De ser också att en tidsbegränsning bör leda till ökad motivation hos de studerande, eftersom det gäller att få ut så mycket som möjligt av under- visningen under den begränsade tiden. Enligt vår uppfattning är det dock svårt att förutse hur en tidsbegränsning kommer att påverka de studerandes beteende, vilket diskuteras vidare i avsnittet om för- slagens konsekvenser för studiemedelssystemet.</P>
<P class="p1169 ft9">Oavsett förändring av de studerandes beteende är det rimligt att förvänta sig en ökad tillströmning till studier på grundläggande nivå inom komvux. Om man antar att hälften av de 18 200 för-</P>
<P class="p1170 ft26">ändrar sitt studiebeteende (här kallat ”dynamisk effekt”) genom att påbörja studierna tidigare, göra färre studieuppehåll och/eller lära sig språket snabbare, alternativt väljer att inte påbörja studier i svenska som andraspråk, är det fortfarande 9 100 studerande som kan förväntas tillkomma till studier i svenska som andraspråk. Det motsvarar nästan en tredjedel av samtliga som studerade svenska som andraspråk på grundläggande nivå 2011.<SPAN class="ft119">8</SPAN></P>
<P class="p1171 ft74"><SPAN class="ft56">7</SPAN><SPAN class="ft73">Andelen som läser under mer än två år effektiv tid är underskattad, då de som läser mer än två år effektiv tid </SPAN><SPAN class="ft169">och </SPAN>finns inom sfi under mer än fyra år redovisas som att de har läst under för lång tid efter första folkbokföringsdatum.</P>
<P class="p1172 ft41"><SPAN class="ft56">8</SPAN><SPAN class="ft59">Sammanlagt var det 27 885 kursdeltagare som läste svenska som andraspråk på grund- läggande nivå 2011 enligt Skolverkets officiella statistik.</SPAN></P>
<P class="p1173 ft20">427</P>
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<P class="p891 ft163"><SPAN class="ft161">1 </SPAN>Antalet är underskattat då de som både läser mer än två år effektiv tid och finns inom sfi under mer än fyra år redovisas som att de har läst under mer än fyra år efter första folkbokföringsdatum.</P>
<P class="p1174 ft13">Beskrivning av de personer som kan förväntas efterfråga svenska som andraspråk</P>
<P class="p994 ft8">Förutom att uppskatta antalet studerande som kan efterfråga svenska som andraspråk är det relevant att försöka beskriva vilka studerandegrupper det handlar om. De studerande som kommer att efterfråga svenska som andraspråk vid en tidsbegränsning kan antas ha delvis andra behov och förutsättningar än de grupper som i dag studerar ämnet på grundläggande nivå.</P>
<P class="p126 ft8">Som vi tidigare har visat bör den största gruppen som inte får läsa sfi enligt utredningens beräkningar utgöras av personer som inte har hunnit påbörja <NOBR>sfi-studierna</NOBR> inom ett år från första folkbokföringsdatum. Enligt Skolverkets statistik till utredningen är det en ungefär lika stor andel av männen som av kvinnorna som inte påbörjar studierna inom ett år.<SPAN class="ft79">9 </SPAN>Eftersom dessa personer inte har studerat i sfi kommer de sannolikt att ha mycket varierande kunskaper i det svenska språket. Medan en del kan förväntas ha lärt sig en del svenska under sin tid i landet kommer andra i stor utsträckning att sakna grundläggande kunskaper i språket. I denna grupp finns därmed sannolikt en del personer som kommer att behöva läs- och skrivträning. Nyanlända som omfattas av lagen om etableringsinsatser för vissa nyanlända invandrare bör dock inte ingå eftersom sfi ska vara en del av etableringsplanen.</P>
<P class="p1010 ft58"><SPAN class="ft40">9 </SPAN>Av studerande som påbörjade studier i sfi 2011 var det 25 procent av männen och 23 pro- cent av kvinnorna som hade varit folkbokförda i mer än ett år när de för första gången påbörjade studier i sfi.</P>
<P class="p1175 ft20">428</P>
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<P class="p441 ft9">Studerande som läser i sfi under längre tid än fyra år efter första folkbokföringsdatum eller mer än två års sammanlagd tid är delvis överlappande grupper. Dessa studerande har påbörjat studier i sfi, varför de kan förväntas kunna en del svenska.</P>
<P class="p149 ft8">Det finns skäl att tro att vissa grupper kommer att vara över- representerade bland de som läser sfi under lång tid. <NOBR>Sfi-utred-</NOBR> ningen beskriver att många som de har haft kontakt med under studiebesök och i andra sammanhang anser att det finns behov av en längre utbildningstid än två år för vissa studerande, t.ex. för analfabeter och kortutbildade. Andra grupper som nämns är personer med funktionsnedsättning och kvinnor som har svårt att kombinera studier med familj. <NOBR>Sfi-utredningen</NOBR> konstaterar att kort- utbildade i regel behöver längre utbildningstid i sfi än två år.<SPAN class="ft79">10</SPAN></P>
<P class="p97 ft8">Detta stöds delvis av statistik från Statskontoret och Skolverket om vilka som läser inom sfi under längre tid än två år effektiv tid eller är kvar i utbildningen efter fyra kalenderår. Statistiken som Skolverket har tagit fram åt utredningen visar att 80 procent av de som fortfarande studerade inom sfi efter fyra år hade påbörjat sina studier på kurs A eller B. Nästan en tredjedel, 31 procent, hade börjat på den lägsta studievägen, studieväg 1.<SPAN class="ft79">11 </SPAN>Statskontorets belysning av de som påbörjade studier 2003/04 visar också att de som påbörjar sina studier på studieväg 1 oftare än andra läser under längre tid än fyra år.<SPAN class="ft79">12 </SPAN>Statskontoret ser också att kortutbildade är överrepresenterade bland studerande som läser under lång tid. Däremot finner de inget tydligt samband när det gäller personer som deltar i läs- och skrivinlärning.<SPAN class="ft79">13 </SPAN>I en genomgång av orsaker till långa studieuppehåll finner Statskontoret att de längsta avbrotten beror på graviditet och barnledighet eller på okända anledningar.<SPAN class="ft79">14 </SPAN>Statistiken är inte nedbruten på kön i denna redovisning men generellt är det framför allt kvinnor som avbryter studier på grund av barnledighet.</P>
<P class="p1176 ft74"><SPAN class="ft56">10</SPAN><SPAN class="ft73">SOU 2011:19.</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">11</SPAN><SPAN class="ft73">Av samtliga nybörjare 2007 var det 60 procent som påbörjade sina studier på kurs A eller B och 20 procent som påbörjade sina studier på studieväg 1 enligt Skolverkets officiella statistik.</SPAN></P>
<P class="p310 ft74"><SPAN class="ft56">12</SPAN><SPAN class="ft73">Statskontoret (2010a).</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">13</SPAN><SPAN class="ft73">En möjlig förklaring som ges i promemorian är att nyanlända flyktingar är över- representerade bland dem som genomgått läs- och skrivinlärning. Nyanlända flyktingar läser enligt Statskontorets statistik inom sfi under kortare tid än andra grupper, vilket hänförs till att ersättningssystemet för denna grupp sätter gränser för hur länge man kan förväntas delta i sfi.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">14</SPAN><SPAN class="ft59">Statskontoret (2010c).</SPAN></P>
<P class="p713 ft20">429</P>
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<P class="p343 ft13"><SPAN class="ft13">10.2.2</SPAN><SPAN class="ft115">Konsekvenser för komvux av en ökad efterfrågan</SPAN></P>
<P class="p446 ft10">En tidsbegränsad sfi kan antas medföra en överströmning av studerande enligt vad som skisserats ovan. En självklar konsekvens är att svenska som andraspråk på grundläggande nivå inom komvux behöver ha kapacitet att ta emot fler studerande. Enligt beräk- ningarna som redovisats kan det handla om en relativt stor ökning av antalet studerande som efterfrågar svenska som andraspråk.</P>
<P class="p77 ft9">En annan förändring är att komvux på grundläggande nivå kommer att få en bredare målgrupp än i dag. Sammantaget är det sannolikt att de studerandegrupper som kommer att efterfråga svenska som andraspråk på grund av att studietiden i sfi inte räckt till, i högre utsträckning än andra inom sfi kommer att vara personer med kort tidigare utbildning, personer med funktionsned- sättning och i viss mån kvinnor som har gjort studieuppehåll på grund av barnledighet.</P>
<P class="p468 ft10">I teorin blir det ingen skillnad jämfört med i dag. Grund- läggande läs- och skrivutveckling ingår i kursen svenska som andra- språk enligt kursplanen.<SPAN class="ft81">15 </SPAN>Även i den kursplan som gällde före den 1 juli 2012 ingick mål om grundläggande läs- och skrivutveckling.<SPAN class="ft81">16 </SPAN>Sedan 2007 har dock träning av grundläggande läs- och skriv- färdigheter i praktiken oftast skett inom ramen för sfi.<SPAN class="ft81">17 </SPAN>I många kommuner ses svenska som andraspråk som en fortsättning på sfi och de studerande förutsätts ha uppnått en viss språknivå innan de påbörjar studier i ämnet.<SPAN class="ft81">18 </SPAN>Lärarkompetensen för att ge grundläggande läs- och skrivträning kan därför antas finnas inom sfi snarare än inom svenska som andraspråk på grundläggande nivå.</P>
<P class="p430 ft29">Utredningens sammantagna bedömning är att en tidsbegränsning av sfi kommer att medföra en ökad efterfrågan på svenska som andraspråk. Förslagen kommer också att förstärka utvecklingen av två parallella</P>
<P class="p1130 ft74"><SPAN class="ft56">15</SPAN><SPAN class="ft73">SKOLFS 2012:18 Skolverkets föreskrifter om kursplaner för kommunal vuxenutbildning på grundläggande nivå.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">16</SPAN><SPAN class="ft98">SKOLFS 2004:25 Föreskrifter om nationella kursplaner och betygskriterier för kurser inom grundläggande vuxenutbildning.</SPAN></P>
<P class="p253 ft74"><SPAN class="ft56">17</SPAN><SPAN class="ft100">Före 2007 skedde läs- och skrivinlärning inom ramen för svenska som andraspråk på grundläggande nivå i komvux. Det innebar att de som saknade sådana färdigheter fick undervisning både i sfi och inom svenska som andraspråk på grundläggande nivå. I prop. 2005/06:148 föreslogs att det skulle bli möjligt för vuxna invandrare att förvärva läs- och skrivfärdigheter inom ramen för sfi. Det ansågs förenkla både för individen och för kom- munen att undervisningen kunde bedrivas inom en skolform.</SPAN></P>
<P class="p875 ft103"><SPAN class="ft56">18</SPAN><SPAN class="ft102">Enligt utredningens enkät ställer över hälften av kommunerna språkliga förkunskapskrav för kursen svenska som andraspråk på grundläggande nivå. I de flesta fall är det avslutad sfi kurs D eller motsvarande kunskaper som efterfrågas. I Skolinspektionen (2012a) kritiseras kommunerna för att ställa upp sådana förkunskapskrav.</SPAN></P>
<P class="p521 ft20">430</P>
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<P class="p96 ft10">system, då kommunerna i praktiken behöver erbjuda utbildning motsvarande sfi även inom komvux på grundläggande nivå. Det kommer att ställa krav på lärarkompetens och resurser för språk- inlärning från alfabetiseringsnivå även inom svenska som andraspråk. Det kan inte heller uteslutas att en del kommuner kan komma att införa en praxis för om studerande i första hand ska hänvisas till sfi eller till svenska som andraspråk på grundläggande nivå.</P>
<P class="p308 ft28"><SPAN class="ft28">10.3</SPAN><SPAN class="ft167">Förslagens betydelse för studiemedelssystemet</SPAN></P>
<P class="p1177 ft13"><SPAN class="ft13">10.3.1</SPAN><SPAN class="ft115">Två års hinder mot studiemedel för svenska som andraspråk</SPAN></P>
<P class="p118 ft8">Ett av de kompletterande förslagen till förslaget om tidsbegränsad sfi är att studier i svenska som andraspråk inom komvux på grund- läggande nivå <SPAN class="ft65">inte </SPAN>ska ge rätt till studiemedel under de två första åren för personer som har deltagit i sfi. Den som inte hunnit påbörja sfi inom ett år och som vid ett senare tillfälle ansöker om att få läsa svenska som andraspråk inom komvux ska dock inte omfattas av samma regler. Dessa studerande ska alltså ansöka om studiemedel även för svenska som andraspråk.</P>
<P class="p296 ft8">Förslaget om hinder mot studiemedel för svenska som andra- språk har två syften. <NOBR>Sfi-utredningen</NOBR> anser för det första att det är förknippat med stora nackdelar för den enskilde att behöva skuld- sätta sig för studier på låga utbildningsnivåer, vilket särskilt gäller för analfabeter som kan ha en lång sammanlagd utbildningstid. En avsikt med förslaget är därför att studerande på låga nivåer inte ska vara hänvisade till studiemedelssystemet och till låntagande.</P>
<P class="p279 ft8">En andra avsikt med förslaget är att kostnadsansvaret mellan stat och kommun inte ska påverkas av en tidsgräns för sfi. Sfi- utredningen bedömer att en tidsgräns på två år kommer att leda till viss ökad efterfrågan på svenska som andraspråk inom komvux på grundläggande nivå. Utan ändrade regler för rätt till studiemedel får dessa tillkommande studerande inom vuxenutbildningen studie- medel. Om de istället fortsätter studierna inom sfi – dvs. som i dag</P>
<P class="p1070 ft26">– kan de enligt <NOBR>sfi-utredningen</NOBR> få försörjningsstöd. Genom att hindra studerande från att få studiemedel avser <NOBR>sfi-utredningen</NOBR> att behålla kostnadsfördelningen mellan stat och kommun. Under studierna på grundläggande nivå kommer de studerande alltså att vara hänvisade till försörjningsstöd eller någon annan försörjning.</P>
<P class="p968 ft20">431</P>
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<P class="p1178 ft14"><SPAN class="ft13">10.3.2</SPAN><SPAN class="ft170">Utredningens allmänna bedömning av förslaget om hinder mot studiemedel för svenska som andraspråk</SPAN></P>
<P class="p115 ft10">Det är inte helt tydligt om <NOBR>sfi-utredningens</NOBR> förslag gäller både de som studerar sfi under två år effektiv tid och de som blir färdiga med sina <NOBR>sfi-studier</NOBR> på kortare tid. I betänkandet anges att studier i svenska som andraspråk på grundläggande nivå inte ska vara studie- medelsberättigande under de två första åren för personer som har deltagit i sfi.<SPAN class="ft81">19 </SPAN>Utifrån denna skrivning går det att anta att förslaget omfattar samtliga som har läst inom sfi, oavsett hur länge. Av betänkandet framgår dock samtidigt att en person för att omfattas av de föreslagna reglerna måste ha förbrukat sina möjligheter att studera i sfi. Det anges att det inte ska vara möjligt att avsluta sfi i förtid för att påbörja studier i svenska som andraspråk på grund- läggande nivå inom komvux.<SPAN class="ft81">20 </SPAN>Av detta kan antas att förslaget enbart ska omfatta dem som har läst inom sfi i två hela år.</P>
<P class="p312 ft9">Vi utgår från att förslaget är avsett att enbart omfatta dem som har uttömt sina möjligheter till sfi, dvs. studerande som har studerat på sfi i två år och som inte har slutfört kurs 3D. Om förslaget skulle omfatta samtliga som har studerat inom sfi skulle kostnadsfördel- ningen mellan stat och kommun ändras avsevärt, något som enligt <NOBR>sfi-utredningen</NOBR> inte är avsikten.<SPAN class="ft36">21</SPAN></P>
<P class="p1179 ft9">Vi har ett antal invändningar mot <NOBR>sfi-utredningens</NOBR> förslag.</P>
<P class="p180 ft9">För det första innebär förslaget att det blir orimligt stora eko- nomiska skillnader för studerande som slutför <NOBR>sfi-studierna</NOBR> på</P>
<P class="p971 ft74"><SPAN class="ft56">19</SPAN><SPAN class="ft73">SOU 2011:19.</SPAN></P>
<P class="p304 ft74"><SPAN class="ft56">20</SPAN><SPAN class="ft73">SOU 2011:19.</SPAN></P>
<P class="p716 ft101"><SPAN class="ft56">21</SPAN><SPAN class="ft143">Studerande som i dag övergår från sfi till att läsa svenska som andraspråk inom den komvux får studiemedel för dessa studier. Vid en begränsning av tiden i sfi kommer många av de studerande som annars skulle ha studerat inom sfi i mer än två år, att övergå till att studera svenska som andraspråk inom komvux på grundläggande nivå. Kostnaderna för för- sörjningsstöd skulle alltså minska för denna studerandegrupp och kostnaderna för studie- medel skulle öka. Med ett tvåårigt hinder mot studiemedel kommer en del av dessa studerande även fortsatt att vara i behov av försörjningsstöd, vilket kan hålla kostnadsför- delningen oförändrad. Vi bedömer dock att studiemedelskostnaderna kommer att minska något eftersom ”karensen” föreslås omfatta hela tiden i svenska som andraspråk, även den del av dessa studier som de studerande redan i dag läser inom komvux på grundläggande nivå. Om förslaget om hinder mot studiemedel skulle omfatta samtliga som har studerat sfi, även de som är klara med sfi på kortare tid än två år, skulle kostandsbalansen mellan stat och kommun ändras avsevärt. Ett sådant förslag skulle innebära att studerande som i dag övergår från försörjningsstöd till studiemedel när de övergår till komvux efter t.ex. ett års </SPAN><NOBR>sfi-studier,</NOBR> skulle hindras från att få studiemedel. Många skulle istället vara i behov av försörjningsstöd. Ett sådant förslag skulle alltså öka kostnaderna för försörjningsstöd och minska kostnaderna för studiemedel, vilket inte varit <NOBR>sfi-utredningens</NOBR> tanke. Vi bedömer därför att <NOBR>sfi-utred-</NOBR> ningen har avsett att förslaget om hinder för studiemedel enbart ska omfatta de som har läst inom sfi i två år. Det är utifrån denna tolkning som vi analyserar förslaget.</P>
<P class="p515 ft20">432</P>
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<P class="p60 ft9">kortare tid än två år och för de som läser i två år. Den som blir klar med <NOBR>sfi-studierna</NOBR> på kortare tid kan få studiemedel för sina eventuella studier i svenska som andraspråk. Den som istället studerar inom sfi i två år ska kunna få försörjningsstöd. Många kommer dessutom inte att kunna få försörjningsstöd eftersom det inte är självklart att försörjningsstöd beviljas till personer som inte står till arbetsmarknadens förfogande.</P>
<P class="p14 ft10">För det andra kan förslaget leda till felaktiga incitament, vilket kan göra studierna ineffektiva. Det kan diskuteras vilken typ av ersättning som är mest förmånlig, studiemedel eller försörjnings- stöd. Studerande med studiemedel kan å ena sidan behöva ta lån för att klara sin försörjning, vilket inte gäller dem som kan få försörj- ningsstöd. Å andra sidan är försörjningsstödet ofta ett mycket lågt belopp. För att beviljas försörjningsstöd kan det dessutom ställas krav på att man måste avyttra olika typer av tillgångar. Vilket som är att föredra kan bero på den studerandes ekonomiska situation i övrigt eller på hans eller hennes preferenser. Oavsett vilket så är det troligt att förslaget kommer att påverka de studerande. De som vill ha studiemedel kommer att vilja avsluta <NOBR>sfi-studierna</NOBR> innan två år har passerat medan de som föredrar försörjningsstöd kommer att vilja studera i två år. I båda fallen kommer andra överväganden än det utbildningsmässigt bästa att påverka utbildningsvalet, vilket vore olyckligt. <NOBR>Sfi-utredningen</NOBR> anger förvisso att det inte ska vara möjligt att avsluta <NOBR>sfi-studierna</NOBR> i förtid. Vi har dock svårt att se hur detta skulle kunna förhindras, särskilt mot bakgrund av att alla som inte har kunskaper motsvarande grundskolan har rätt att studera inom komvux på grundläggande nivå.</P>
<P class="p1180 ft10">För det tredje har vi invändningar mot att förslaget innebär att studerande på en utbildning som normalt berättigar till studie- medel, studier på grundläggande nivå inom komvux, ska ges för- sörjningsstöd. Försörjningsstödet är avsett att vara ett ekonomiskt skyddsnät för personer utan andra ekonomiska möjligheter. Att ange att vissa studerande ska beviljas försörjningsstöd i samband med annars studiestödsberättigande studier innebär i praktiken att försörjningsstödet blir en alternativ studiestödsform. Detta skulle bryta mot viktiga principer för försörjningsstödet. Dessutom varierar möjligheterna att få försörjningsstöd i samband med studier mycket mellan olika kommuner.<SPAN class="ft81">22 </SPAN>Att utforma ett system som utgår från</P>
<P class="p50 ft41"><SPAN class="ft40">22 </SPAN>Detta framkom i utredningens kommunenkät (se bilaga 3) och även i de undersökningar som genomfördes av Studiesociala kommittén (SOU 2009:28).</P>
<P class="p580 ft20">433</P>
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<P class="p75 ft10">att studerande ska leva på försörjningsstöd innebär därför samtidigt att man godtar att de ekonomiska förhållandena kommer att variera mycket beroende på i vilken kommun den studerande bor.</P>
<P class="p180 ft9">För det fjärde kommer förslaget att försvåra för studerande som studerar flera ämnen på grundläggande nivå och för studerande som kombinerar studier i svenska som andraspråk på grund- läggande nivå med kurser på gymnasial nivå. En deltidsstuderande som studerar svenska som andraspråk på 25 procent av heltid och andra ämnen motsvarande 25 procent av heltid kommer inte att kunna beviljas studiemedel.<SPAN class="ft36">23 </SPAN>Vi bedömer att detta skulle motverka flexibla och individuellt anpassade lösningar, vilket potentiellt skulle försena studierna för många studerande. Det går inte heller att utesluta att studerande väljer till onödiga kurser i syfte att få heltidsstudiemedel, något som kan öka risken för studiemiss- lyckanden- och avbrott. Förslaget är dessutom administrativt svår- hanterligt.</P>
<P class="p312 ft9">För det femte ser vi en risk för att vissa studerande får problem med att finansiera studier i andra ämnen på grundläggande nivå, till följd av att studiemedlen redan är förbrukade. De som av någon anledning inte påbörjar studier i sfi inom ett år kan behöva ta studiemedel för svenskstudier på en mycket låg nivå, vilket kan medföra att studiemedlen sedan inte räcker till för att studera fler ämnen på grundläggande nivå. Det riskerar att bli en fälla t.ex. för kvinnor som tar ut föräldraledighet.</P>
<P class="p408 ft13"><SPAN class="ft13">10.3.3</SPAN><SPAN class="ft115">Kostnadskonsekvenser för studiemedelssystemet</SPAN></P>
<P class="p319 ft13">Utgångspunkt för beräkningen</P>
<P class="p115 ft29">Ovan har vi beräknat att maximalt cirka 18 200 fler studerande skulle kunna efterfråga svenska som andraspråk på grundläggande nivå om <NOBR>sfi-utredningens</NOBR> förslag genomförs. Ett antagande vi gjorde var att <NOBR>sfi-utredningens</NOBR> förslag kommer att leda till vissa beteendeförändringar. Om hälften av de studerande ändrar sitt studiebeteende (utifrån ett antagande om dynamisk effekt) med anledning av <NOBR>sfi-utredningens</NOBR> förslag, skulle efterfrågan av svenska som andraspråk på grundläggande nivå ändå öka med 9 100</P>
<P class="p471 ft41"><SPAN class="ft40">23 </SPAN>Utredningen föreslår dock att det ska bli möjligt att studera på grundläggande nivå inom komvux med en studieomfattning på 25 procent av heltid (se kapitel 8).</P>
<P class="p521 ft20">434</P>
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<P class="p285 ft9">studerande. Hur den ökade efterfrågan fördelas mellan de olika regelförslagen från <NOBR>sfi-utredningen</NOBR> redovisas i tabell 10.2.</P>
<P class="p150 ft9">De beräkningar som följer utgår från uppgifterna i tabell 10.2. Beräkningarna avser studiemedlens bidragsdel och tar sin utgångs- punkt i det nuvarande regelverket för studiemedel och i belopps- nivåerna för 2013. Det ska observeras att våra förslag om höjda bidrag till studerande på grundskolenivå (se kapitel 8) skulle öka kostnaderna mer än vad som anges nedan.</P>
<P class="p112 ft13">Studerande som påbörjar sfi efter mer än ett år</P>
<P class="p111 ft9">Studerande som inte påbörjar sfi inom ett år efter första folk- bokföringsdatum skulle med <NOBR>sfi-utredningens</NOBR> förslag inte alls kunna studera i sfi. Dessa studerande kommer därför att behöva studera all sin svenska inom komvux. De genomsnittliga studie- tiderna i sfi används därför för att beräkna de tillkommande kostnaderna för studiemedelssystemet.</P>
<P class="p13 ft9">Den genomsnittliga inskrivningstiden (exklusive studieuppe- håll) i sfi är enligt Statskontoret 367 dagar för studerande på studieväg 1, 316 dagar för studerande på studieväg 2 och 200 dagar för studerande på studieväg 3.<SPAN class="ft36">24 </SPAN>Översatt till studiemedelstid motsvarar detta 52, 45 respektive 29 veckor.</P>
<P class="p1181 ft41"><SPAN class="ft40">24 </SPAN>Statskontoret (2009b).</P>
<P class="p713 ft20">435</P>
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<P class="p4 ft41"><SPAN class="ft43">Källa</SPAN>: Utredningens beräkningar baserade på uppgifter från Skolverket och Statskontoret.</P>
<P class="p1182 ft9">Det är okänt vilken studieomfattning de studerande läser med. Här antas att de studerande i genomsnitt skulle studera svenska som andraspråk med en studieomfattning om 75 procent av heltid. Det antas vidare att alla studerande inom studieväg 1 beviljas studie- medel med det högre bidraget, att hälften av dem på studieväg 2 ges studiemedel med högre bidrag och hälften med generellt bidrag, samt att alla inom studieväg 3 beviljas studiemedel med generellt bidrag.</P>
<P class="p538 ft26">Kostnaden för studiebidrag skulle öka med 380 miljoner kronor inklusive avgift för ålderspension om samtliga som inte kan studera inom sfi istället skulle studera svenska som andraspråk på grund- läggande nivå inom komvux, givet de antaganden som har redo- visats. Om man istället antar att hälften av de studerande skulle ändra sitt beteende och att den andra hälften skulle studera på grundläggande nivå skulle kostnaden begränsas till 192 miljoner kronor inklusive ålderspensionsavgift.</P>
<P class="p688 ft13">Studerande som studerar inom sfi efter fyra år</P>
<P class="p994 ft8">Med utgångspunkt i de uppgifter utredningen har inhämtat från Skolverket beräknar vi ovan det maximala antalet tillkommande studerande inom svenska som andraspråk till 5 600 till följd av sfi- utredningens förslag att inte tillåta studier inom sfi fyra år efter första folkbokföringsdatum. Efter dynamiska effekter räknar vi ner antalet till 2 800. Med <NOBR>sfi-utredningens</NOBR> förslag om ett tvåårigt hinder mot studiemedel för svenska som andraspråk kommer studiemedelskostnaderna inte att påverkas nämnvärt av detta. Det kan dock tänkas att vissa studerande skjuter upp sina studier i två</P>
<P class="p1089 ft20">436</P>
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<P class="p60 ft9">år p.g.a. att de inte kan försörja sig utan studiemedel under studie- tiden. Om många skjuter upp sina studier kan det på sikt innebära kostnadskonsekvenser för studiemedlen.</P>
<P class="p279 ft10">Om en tidsbegränsning införs för studier i sfi i enlighet med sfi- utredningens förslag, utan att det införs något hinder att få studie- medel, kommer kostnaderna för studiemedel emellertid att öka avsevärt. Utifrån befintlig statistik är det inte möjligt att veta hur mycket längre de studerande skulle behöva studiemedel för svenska som andraspråk jämfört med i dag. Vid ett antagande om att studie- tiden på kursen i svenska som andraspråk ökar med motsvarande tio veckor på heltid skulle kostnaden för studiebidrag dock öka med 83 miljoner kronor vid 5 600 tillkommande studiemedels- tagare, vid antagandet att hälften får studiemedel med generellt och hälften med högre bidrag. Vid antagandet om dynamiska effekter skulle kostnaden bli 41 miljoner kronor med samma antaganden.</P>
<P class="p504 ft13">Studerande som studerar inom sfi i mer än två år</P>
<P class="p118 ft10">Vi beräknar ovan att maximalt 3 000 personer årligen studerar inom sfi under längre tid än två år.<SPAN class="ft81">25 </SPAN>Med <NOBR>sfi-utredningens</NOBR> förslag kommer dessa studerande inte att kunna fortsätta sina studier inom sfi. Om de vill fortsätta att studera måste de således övergå till att studera svenska som andraspråk på grundläggande nivå. Med sfi- utredningens förslag kommer de inte att kunna få studiemedel för dessa studier. Kostnaderna för studiemedel påverkas därför inte.</P>
<P class="p97 ft26">Om en ”tvåårskarens” för rätten till studiemedel inte införs skulle dock kostnaderna att öka. Med samma antaganden som görs ovan i avsnittet om fyraårsregeln ökar kostnaderna maximalt med 45 miljoner kronor per år. Vid ett antagande om dynamiska effekter ökar kostnaderna med knappt hälften av denna summa.</P>
<P class="p1183 ft58"><SPAN class="ft40">25 </SPAN>Andelen är underskattad då de som både läser mer än två år effektiv tid och finns inom sfi under mer än fyra år redovisas som att de har läst under mer än fyra år efter första folk- bokföringsdatum.</P>
<P class="p713 ft20">437</P>
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<P class="p1184 ft13">Sammantagen bedömning av kostnadskonsekvenser inom studiemedelssystemet</P>
<P class="p734 ft9"><NOBR>Sfi-utredningens</NOBR> förslag om en tidsbegränsning av sfi kommer att öka efterfrågan på att studera svenska som andraspråk på grund- läggande nivå. Även efterfrågan på studiemedel och studiemedels- kostnaderna kommer att öka. De beräkningar vi gör sammanfattas i följande tabell. Det är viktigt att åter trycka på att flera av antagandena vi gör är osäkra.</P>
<P class="p1185 ft9">Kostnaderna för studiebidrag antas öka med mellan 192 och 380 miljoner kronor per år om ett tvåårigt hinder att få studiemedel införs i enlighet med <NOBR>sfi-utredningens</NOBR> förslag. Utan ett sådant hinder kan kostnaderna för studiebidrag antas öka med mellan 254 och 508 miljoner kronor.</P>
<P class="p687 ft20">438</P>
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<P class="p1186 ft68"><SPAN class="ft7">11</SPAN><SPAN class="ft166">Förändringar för en utvecklad vuxenutbildning</SPAN></P>
<P class="p827 ft28"><SPAN class="ft28">11.1</SPAN><SPAN class="ft167">Inledning</SPAN></P>
<P class="p83 ft10">Utredningen har haft ett förhållandevis väl definierat och avgränsat uppdrag. Under arbetets gång har vi mött frågeställningar och fått idéer som ligger i gränstrakterna för utredningens uppdrag eller helt utanför detsamma. Vi väljer därför att i detta avsnitt föra ett kort resonemang om några frågor som vi ser skulle kunna utveckla vuxenutbildningen på längre sikt. Vi avstår dock – utom i ett fall – från att föreslå några konkreta åtgärder i dessa frågor.</P>
<P class="p384 ft26">Vuxenutbildningen har på kort tid fått många nya styrdokument såsom en ny skollag, en ny förordning om vuxenutbildning, en ny läroplan och nya kursplaner. Effekterna av dessa styrdokument är det för tidigt att uttala sig om då de varit i bruk mindre än ett år. Utredningen har tidigare konstaterat att de nu gällande styr- dokumenten i allt väsentligt stödjer en flexibel vuxenutbildning med de mål och syften som regering och riksdag har beslutat om.</P>
<P class="p1187 ft28"><SPAN class="ft28">11.2</SPAN><SPAN class="ft167">Utvecklingsområden</SPAN></P>
<P class="p567 ft9">För att fortsatt stimulera utvecklingen av vuxenutbildningen, i syfte att förbättra måluppfyllelsen och ytterligare öka genom- strömningen, bedömer vi att det finns några angelägna områden som regeringen särskilt bör uppmärksamma:</P>
<P class="p800 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft171">En </SPAN>vuxenutbildning med kurser på olika nivå.</P>
<P class="p1188 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">En förenklad betygsskala i komvux på grundläggande nivå och inom sfi.</SPAN></P>
<P class="p1189 ft20">439</P>
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<P class="p318 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">Utveckling av en nationell databas för vuxenutbildning.</SPAN></P>
<P class="p835 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">En mer sammanhållen studiefinansiering.</SPAN></P>
<P class="p106 ft9">I syfte att stimulera kommunernas utvecklingsarbete för ökad kvalitet och genomströmning i utbildningen borde ett tillfälligt riktat statsbidrag – en <NOBR>”kvalitets-peng”</NOBR> – för komvux på grund- läggande nivå övervägas. Ett sådant statsbidrag skulle kunna sökas av huvudmän för insatser som bidrar till ökad kvalitet och individ- anpassning av utbildningen.</P>
<P class="p289 ft28"><SPAN class="ft28">11.3</SPAN><SPAN class="ft167">En vuxenutbildning med kurser på olika nivå</SPAN></P>
<P class="p89 ft9">Inom vuxenutbildningen finns skolformerna komvux, särvux och sfi. Inom skolformerna komvux och särvux finns utbildning på olika nivåer, grundläggande respektive gymnasial.</P>
<P class="p597 ft9">Det är mycket som är gemensamt för de olika skolformerna inom vuxenutbildningen vad gäller mål, syften och krav. Regeringen har, senast i budgetpropositionen för 2013<SPAN class="ft36">1</SPAN>, uttalat sin mening om vikten av att den enskilde individen bereds möjlighet att, vid behov och i största möjliga mån, läsa inom flera utbildningsformer sam- tidigt.</P>
<P class="p181 ft10">Utredningens erfarenhet är att studerande ofta inte ges till- räckliga möjligheter att kombinera studier inom de olika skol- formerna, vilket kan innebära en förlängd studietid och en ökad skuldsättning. Kommunerna och andra aktörer behöver aktivt verka för att vuxna elever i högre grad ska kunna kombinera studier inom flera skol- och utbildningsformer samtidigt – med utgångs- punkt från den enskilde elevens behov och förutsättningar.<SPAN class="ft81">2</SPAN></P>
<P class="p1190 ft9">Det finns även en utbredd uppfattning om att komvux på grund- läggande nivå utgör en separat skolform skild från komvux på gymnasial nivå. Även detta kan leda till att elevers möjlighet att läsa kurser samtidigt på olika nivåer minskar, att studietiden förlängs och att skuldsättningen riskerar att öka om studierna finansieras med hjälp av studiemedel.</P>
<P class="p1191 ft74"><SPAN class="ft71">1</SPAN><SPAN class="ft100">Prop. 2012/13:1.</SPAN></P>
<P class="p253 ft58"><SPAN class="ft71">2</SPAN><SPAN class="ft57">Det kan i detta sammanhang vara värt att uppmärksamma att nuvarande lagstiftning inte medger läsning av enstaka kurser vid utbildningar inom yrkeshögskolan, vilket för många säkert skulle vara önskvärt då behovet inte alltid är att genomgå en fullständig utbildning på två till tre år.</SPAN></P>
<P class="p431 ft20">440</P>
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<P class="p1192 ft10">Kommunerna ansvarar för att utbildningen utformas så att den enskildes studier inom någon av skolformerna komvux, särvux och sfi kan kombineras med studier inom vuxenutbildningens andra skol- former.<SPAN class="ft81">3 </SPAN>Även i Lvux12 framhålls att eleven bör kunna kombinera dels studier i flera skolformer inom vuxenutbildningen, dels studier med arbete. Det är alltså kommunernas ansvar att organisera verksam- heten så att det blir möjligt både schematekniskt och geografiskt att kombinera studier mellan olika nivåer inom samma skolform.</P>
<P class="p341 ft9">Kommunens ansvar gäller även i de fall där kommunen upp- handlar vuxenutbildning på entreprenad av externa utbildnings- anordnare. Det är viktigt att vid upphandlingen ställa sådana krav att kombinationen av studier på olika nivå och mellan olika skol- former inte försvåras.</P>
<P class="p14 ft9">Mot bakgrund av ovanstående problem och lagstiftarens krav på att det ska vara möjligt att kombinera studier mellan olika skol- former och nivåer, gör utredningen bedömningen att regeringen bör överväga möjligheten att samla vuxenutbildningens kurser inom <SPAN class="ft24">en </SPAN>samlad vuxenutbildning med kurser på olika nivåer.</P>
<P class="p174 ft9">En vuxenutbildning skulle troligen bidra till en förbättrad infra- struktur med en gemensam ingång, effektivare studie- och yrkes- vägledning, ökade möjligheter till validering och endast en individuell studieplan för individen genom hela studietiden. En samlad vuxen- utbildning skulle också underlätta kommunernas planering och organisation samt skapa bättre incitament för ett efterfrågestyrt kursutbud där studerande endast läser de kurser de behöver för sin fortsatta karriär.</P>
<P class="p296 ft8">Utredningen har vid sina kommunbesök och i övriga kontakter med företrädare för sfi och komvux också uppmärksammats på frågan om det är nödvändigt och funktionellt med flera olika och del- vis parallella utbildningar för vuxna i ämnet svenska. I dag erbjuds språkutbildning i form av ämnet svenska på olika nivåer, svenska som andraspråk på olika nivåer, sfi på olika nivåer samt en rad mer eller mindre formella kurser som yrkessvenska m.m. Detta skapar en viss förvirring och eftersom kurserna till viss del överlappar varandra motverkar det en god genomströmning och kan cementera uppfattningen att den studerande först måste klara av studierna på en viss nivå innan man kan påbörja nästa nivå.</P>
<P class="p278 ft29">Det kan därför vara angeläget att överväga om kurserna i svenska kan systematiseras och renodlas för att skapa en tydligare</P>
<P class="p1193 ft41"><SPAN class="ft40">3 </SPAN>1 kap. 3 § förordningen om vuxenutbildning.</P>
<P class="p713 ft20">441</P>
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<P class="p53 ft9">struktur av vilka kurser och krav som behövs för att förbereda individen för ett inträde på arbetsmarknaden eller ge behörighet till högre studier och därmed gynna integrationen.</P>
<P class="p181 ft10">Vid en sammanslagning av de olika skolformerna till en måste frågan om studiefinansiering lösas. Statskontoret pekade i en rapport från 2000<SPAN class="ft81">4 </SPAN>på problemen med stora kostnader för staten för studie- finansiering om sfi inordnas i komvux. Dessa problem torde kunna mötas med en reglering av rätten till studiemedel för kurser på vissa nivåer inom den samlade vuxenutbildningen (se även nedan om behovet av en mer samlad och enhetlig studiefinansiering).</P>
<P class="p107 ft26">Mot bakgrund av ovanstående ser utredningen det som positivt att det i tilläggsdirektiven<SPAN class="ft119">5 </SPAN>till <NOBR>Sfi-pengsutredningen</NOBR> ges ett vidgat uppdrag att se över utbildningen i svenska språket för vuxna.</P>
<P class="p1194 ft66"><SPAN class="ft28">11.4</SPAN><SPAN class="ft168">Betygsskala inom komvux på grundläggande nivå och sfi</SPAN></P>
<P class="p115 ft10">Sedan den 1 juli 2012 används en ny betygsskala inom komvux och sfi. Betygsskalan har fem godkända steg <NOBR>E–A,</NOBR> och ett underkänt steg, F. Preciserade kunskapskrav finns för tre av betygen: E, C och A. Betygssystemet är enligt utredningen relativt komplicerat. Läraren ska bedöma vilka delar av kunskapskraven eleven uppfyller och med stöd i ämnets syfte och kursens centrala innehåll, bedöma om elevens kunskaper sammantaget uppfyller kravet.</P>
<P class="p91 ft9">Betyg är i första hand ett verktyg för bedömning och mått på elevens kunskapsnivå i förhållande till uppsatta kriterier för kursen. I andra hand används betygen som instrument vid antagning till högre studier, t.ex. antagning till gymnasieskolan eller högskolan. Inom vuxenutbildningen finns inga behörighetskrav eller för- kunskapskrav vad gäller betyg och inte heller någon urvalsprocess som baseras på betyg. Rätt att delta i utbildningen på grund- läggande nivå inom komvux, och behörig att delta i utbildning på gymnasial nivå, har en vuxen som saknar kunskaperna som utbild- ningen syftar till att ge och som har förutsättningar att tillgodogöra sig utbildningen.<SPAN class="ft36">6</SPAN></P>
<P class="p1195 ft74"><SPAN class="ft71">4</SPAN><SPAN class="ft100">Statskontoret (2000).</SPAN></P>
<P class="p304 ft74"><SPAN class="ft71">5</SPAN><SPAN class="ft100">Dir. 2013:10.</SPAN></P>
<P class="p710 ft41"><SPAN class="ft71">6</SPAN><SPAN class="ft75">20 kap. 11 och 19 §§ skollagen.</SPAN></P>
<P class="p431 ft20">442</P>
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<P class="p818 ft9">Utredningen ser därför inget behov av fler betygssteg inom komvux på grundläggande nivå och sfi än ett godkänt steg och ett underkänt steg.</P>
<P class="p150 ft9">Utredningen har föreslagit att regeringen uppdrar åt Skolverket att ta fram nationellt utformade delkurser för nationella kurser inom komvux på grundläggande nivå som omfattar mer än 200 verksamhetspoäng (se avsnitt 5.3.8). En sådan indelning skulle sannolikt medföra ett större bedömnings- och dokumentations- arbete för lärarna om de studerande läser flertalet delkurser, då betyg ska sättas på varje avslutad delkurs.</P>
<P class="p150 ft9">Det finns flera argument emot en förenklad betygsskala inom komvux på grundläggande nivå och inom sfi. För det första kan det ur elevsynpunkt eventuellt finnas skäl att behålla en <NOBR>sex-gradig</NOBR> betygsskala. Att från början reducera betygsskalan till att endast utgöra den lägre delen av skalan kan möjligen innebära att eleverna upplever att förväntningarna på deras kunskapsutveckling redan från början är lågt ställda.</P>
<P class="p15 ft9">Utredningen har dock vid sina kommunbesök erfarit att det före- kommer att eleverna studerar längre tid än nödvändigt inom komvux på grundläggande nivå och inom sfi, i ambitionen att erhålla ett högre betyg. Flera betygssteg kan med andra ord få en kvarhållande effekt, vilket leder till sämre genomströmning och risk för ökad skuldsättning.</P>
<P class="p296 ft10">För det andra kan det argumenteras att betygssystemet inom komvux på grundläggande nivå bör motsvara systemet inom grund- skolan, för att vara den spegling av ungdomsskolan som kommit att prägla vuxenutbildningens styrdokument. Enligt utredningens bedömning är detta argument inte tillräckligt tungt vägande för att motivera en <NOBR>sex-gradig</NOBR> betygsskala inom en utbildning där man inte på ett tydligt sätt kan se användningen av betygssättningen.</P>
<P class="p97 ft8">Ett ytterligare argument emot ett ändrat betygssystem för komvux på grundläggande nivå är att det naturligtvis finns ett värde i att ha ett enhetligt betygssystem för alla delar av skolväsendet. Inte heller detta argument väger tillräckligt tungt för att motivera nackdelarna med att behålla en <NOBR>sex-gradig</NOBR> betygsskala där det inte är nödvändigt. Inom komvux på gymnasial nivå är det naturligtvis självklart eftersom eleverna med betyg från gymnasiala studier ska konkurrera på samma villkor som eleverna med betyg från ung- domsskolans gymnasiestudier.</P>
<P class="p296 ft29">Utredningen föreslår att regeringen överväger möjligheten att begränsa antalet betygssteg inom komvux på grundläggande nivå och inom sfi, i syfte att tydliggöra kunskapskraven för de studerande,</P>
<P class="p528 ft20">443</P>
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<P class="p311 ft9">minska lärarnas administration samt bidra till en ökad genom- strömning och minskad skuldsättning för eleverna.</P>
<P class="p281 ft28"><SPAN class="ft28">11.5</SPAN><SPAN class="ft167">Vuxdatabas</SPAN></P>
<P class="p1150 ft9"><SPAN class="ft13">Utredningens förslag: </SPAN>Skolverket ges i uppdrag att göra en för- studie av en databas för vuxenutbildningen. Samråd bör ske med Sveriges kommuner och landsting (SKL), CSN och Universitets- och högskolerådet.</P>
<P class="p661 ft8">För närvarande använder kommunerna ett antal olika <NOBR>it-system</NOBR> för olika uppgifter inom vuxenutbildningen. De flesta kommuner har ett datorbaserat system med varierade moduler beroende på vilka uppgifter det ska användas för, t.ex. elevregistrering, betygs- hantering, individuella studieplaner, statistik etc. De administrativa systemen används olika beroende på vem som lägger in och hämtar ut uppgifter, dvs. om det görs i kommunens egen regi eller om uppgifter inhämtas via externa utbildningsanordnare.</P>
<P class="p107 ft9">Det finns många problem förknippade med de olika <NOBR>it-lösning-</NOBR> arna. Ett problem är att kommunernas <NOBR>it-system</NOBR> ofta inte primärt är utvecklade för vuxenutbildningen, t.ex. vad det gäller flexibla kurstider, individuella studieplaner, statistik etc. Det är sannolikt också dyrt för kommunerna att utveckla och anpassa egna it- lösningar istället för att detta görs samlat för ett nationellt system. Även gränssnittet mellan kommuner och nationella myndigheter, t.ex. Skolverket, CSN och Arbetsförmedlingen, försvåras av att respektive myndighets <NOBR>it-system</NOBR> måste matchas mot ett antal olika system. Olika system försvårar också tillgången till studerande- uppgifter i de fall studerande flyttar mellan kommuner och hindrar beslutfattares tillgång till statistikuppgifter.</P>
<P class="p302 ft9">Skolverket ansvarar för den officiella statistiken om vuxen- utbildningen. Utredningen föreslår i kapitlet om nationell styrning och uppföljning att myndigheten ges i uppdrag att vidta åtgärder för att förbättra statistiken. Ett annat problem inom vuxenutbild- ningen är hur ofta statistik bör samlas in och analyseras. Vuxen- utbildning ska vara flexibel när det gäller tid och rum och den ska pågå kontinuerligt under hela året. Det innebär, till skillnad från t.ex. ungdomsskolan, att studerande påbörjar och avslutar sina</P>
<P class="p1196 ft20">444</P>
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<P class="p49 ft9">kurser i princip när som helst under året. I en allt mer flexibel studiemiljö bör även statistikinsamlingen anpassas.</P>
<P class="p150 ft9">Kommunernas upphandling av vuxenutbildning från externa utbildningsanordnare har ökat. Det ställer också krav på hantering av ansökningar, individuella studieplaner, intyg och betyg. I många kommuner beviljas elever en studieplats efter ansökan och vägled- ning via nätet.</P>
<P class="p601 ft9">Samtliga system bygger dock på att uppgifterna är aktuella och tillförlitliga. En stor del av arbetet med uppföljning baseras på dessa uppgifter och uppgifterna utgör underlag för statistik om verksam- heten inom vuxenutbildningen. En bristfällig insamling medför att analysen inte blir tillförlitlig vilket även flera utredningar inom vuxen- utbildningsområdet under de senaste åren pekat på.</P>
<P class="p149 ft10">En nationell databas skulle enligt utredningens bedömning kunna effektivisera vuxenutbildningen och underlätta uppföljningen av verk- samheten. Utredningen föreslår att det tas ett första steg mot en nationell vuxenutbildningsdatabas. Vi föreslår att Skolverket ges i uppdrag att göra en förstudie av en databas med <NOBR>online-registrering</NOBR> av uppgifter. Uppdraget bör genomföras i samråd med Sveriges kom- muner och landsting (SKL), CSN och Universitets- och högskolerådet.</P>
<P class="p1197 ft9">Vuxenutbildningsdatabasen bör bidra till:</P>
<P class="p1078 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Att möjliggöra en effektiv statistikinsamling av hög kvalitet, där det kan göras löpande uttag av aktuella statistikuppgifter.</SPAN></P>
<P class="p1198 ft8"><SPAN class="ft31"></SPAN><SPAN class="ft172">En mer effektiv administration, där databasen i tillämpliga delar bör vara tillgänglig för olika intressenter, t.ex. skolmyndigheter, kommuner, Arbetsförmedlingen och folkhögskolor.</SPAN></P>
<P class="p103 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">En enhetlig hantering av individuella studieplaner, betyg, intyg m.m.</SPAN></P>
<P class="p324 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">Att bättre möjliggöra uppföljning av tidigare studier.</SPAN></P>
<P class="p1199 ft16"><SPAN class="ft31"></SPAN><SPAN class="ft173">Att dimensioneringen av vuxenutbildningen kan underlättas avse- ende såväl kommunala medel som eventuella riktade statsbidrag.</SPAN></P>
<P class="p607 ft28"><SPAN class="ft28">11.6</SPAN><SPAN class="ft167">En sammanhållen studiefinansiering</SPAN></P>
<P class="p111 ft9">I tidigare kapitel betonar utredningen vikten av en individualiserad utbildning. En viktig ingrediens i en individualiserad utbildning är möjligheten att kombinera studier på olika nivåer.</P>
<P class="p601 ft29">I nuläget finns ett flertal ekonomiska ersättningar som ges för eller i samband med studier inom vuxenutbildningen. Vissa nyanlända har</P>
<P class="p727 ft20">445</P>
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<P class="p53 ft9">etableringsersättning under både studier och de övriga aktiviteter som förekommer inom ramen för ett etableringsprogram. Studier inom sfi är mycket vanliga inom ett sådant program, men även studier inom komvux förekommer.</P>
<P class="p144 ft9">Många studerande inom sfi finansierar studierna genom inkomster från arbete eller får stöd från familj eller partner, men många får också försörjningsstöd. Studiemedel ges inte för studier inom sfi.</P>
<P class="p935 ft9">Ungefär hälften av de som studerar på grundläggande nivå inom komvux får studiemedel. Många studerande inom komvux på grund- läggande nivå arbetar men många får också olika typer av bidrag, t.ex. försörjningsstöd och bostadsbidrag. Även på den gymnasiala nivån har de studerande sin försörjning från flera olika håll, t.ex. från studiemedelssystemet, eget arbete, stöd från partner eller i form av olika bidrag (se kapitel 7).</P>
<P class="p1190 ft9">Den som börjar sina studier inom sfi och fortsätter inom komvux på grundläggande och gymnasial nivå måste, om han eller hon använder de offentliga finansieringssystemen, byta ersättnings- form under utbildningens gång. Den som studerar parallellt inom t.ex. sfi och på grundläggande nivå inom komvux måste ofta kombinera olika typer av ersättningar under samma kalendertid, såvida han eller hon inte har etableringsersättning. Den som studerar parallellt på grundläggande och gymnasial nivå inom komvux kan normalt få studiemedel för dessa studier, även om studiemedels- förutsättningarna kan variera vad gäller bidragsnivå m.m. I dessa fall vägs dock nivåerna samman i ett sammanhållet studiemedels- beslut.</P>
<P class="p1200 ft9">Utöver vad som har nämnts finns det även andra former av ersättningar som kan vara aktuella, t.ex. aktivitetsstöd och komplet- terande ersättningar såsom bostadsbidrag, barnbidrag och föräldra- penning.</P>
<P class="p181 ft29">De splittrade studiefinansieringsmöjligheterna leder till en svår- överblickbar ekonomisk situation och kan leda till att studerande inte känner till alla möjliga finansieringslösningar.<SPAN class="ft82">7 </SPAN>De många ersätt- ningsformerna kan även leda till felaktiga incitament. Exempelvis kan den som studerar i sfi på halvtid och på grundläggande nivå inom komvux på 25 procent av heltid inte beviljas studiemedel. Det kan leda till att den enskilde läser mer på grundläggande nivå än vad</P>
<P class="p1201 ft41"><SPAN class="ft40">7 </SPAN>Problematiken har även uppmärksammats bl.a. i SOU 2012:69.</P>
<P class="p431 ft20">446</P>
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<P class="p1202 ft10">som är lämpligt bara för att komma upp i en studieomfattning som ger rätt till studiemedel. Olika ersättningar kan dessutom ställa krav på den enskilda individen som ur utbildningssynpunkt är olyckliga. En person som studerar med försörjningsstöd kan exempelvis tvingas avbryta studierna för att stå till arbetsmarknadens förfogande, även om det egentligen vore önskvärt att han eller hon fullföljer den påbörjade utbildningen. Utredningen anser att det är olyckligt med en splittrad studiefinansiering för en vuxenutbildning som vi vill se som sammanhållen.</P>
<P class="p296 ft10">Utredningen anser att det vore önskvärt om systemen för studie- finansiering kan samordnas så att ett huvudsakligt ersättningssystem gäller vid varje tidpunkt och helst för hela den tid en studerande befinner sig inom vuxenutbildningen. Parallella ersättningssystem bör undvikas utom såvitt avser kompletterande ersättningar för speciella behov, t.ex. bostadsbidrag eller barnbidrag. En samlad och mer enhetlig studiefinansiering för de studerande ligger också i linje med utredningens tankar om en utveckling mot en enhetlig vuxenutbildning med kurser på olika nivåer.</P>
<P class="p1203 ft9">Utredningens uppdrag avser studiemedel för studier inom komvux på grundläggande nivå. Utredningen har därför inte möj- lighet att komma med förslag som avser studiefinansieringen inom sfi eller förslag som rör andra ersättningsformer. Vi bedömer därför att möjligheten att samordna studiefinansieringen för studier inom sfi och komvux på grundläggande och gymnasial nivå bör övervägas särskilt.</P>
<P class="p14 ft26">En förändring i den riktning som utredningen förordar, med en mer samlad finansieringsform för sfi och komvux, skulle dessutom kunna få stora ekonomiska konsekvenser.<SPAN class="ft119">8 </SPAN>Även mot bakgrund av de stora ekonomiska konsekvenserna är det nödvändigt att över- väga denna fråga i särskild ordning. Utredningen ser positivt på att <NOBR>Sfi-pengsutredningen</NOBR> i tilläggsdirektiv<SPAN class="ft119">9 </SPAN>fått i uppgift att se över frågan om studiefinansiering i samband med att utredningen ska överväga ett inordnande av sfi i komvux.</P>
<P class="p1204 ft74"><SPAN class="ft56">8</SPAN><SPAN class="ft73">Det är viktigt att observera att det redan i en nära framtid, utan förändringar av studie- finansieringssystemet eller några andra regelverk, kan bli stora förändringar av kostnads- fördelningen mellan stat och kommun. Sådana förändringar av kostnadsfördelningen kan uppstå framför allt om kommunerna i högre utsträckning än vad som är fallet i dag väljer att hänvisa studerande till svenska som andraspråk inom komvux på grundläggande nivå istället för till sfi. Många fler studerande skulle på detta sätt kunna finansiera sina studier i svenska med hjälp av studiemedelssystemet.</SPAN></P>
<P class="p1116 ft41"><SPAN class="ft56">9</SPAN><SPAN class="ft59">Dir. 2013:10.</SPAN></P>
<P class="p713 ft20">447</P>
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<P class="p4 ft7">12 Kostnads- och konsekvensanalys</P>
<P class="p1205 ft10">Utredningen ska enligt <NOBR>14–16</NOBR> §§ kommittéförordningen (1998:1474) beskriva de ekonomiska och andra konsekvenser som blir följden av utredningens förslag. I utredningens direktiv anges inget utöver kommittéförordningens krav på konsekvensanalyser. Eventuella konsekvenser för CSN:s administration ska särredovisas.</P>
<P class="p15 ft9">Konsekvenserna redovisas separat för utredningens förslag inom utbildnings- respektive studiemedelsområdet. I avsnitt 12.3 beskrivs konsekvenserna av utredningens förslag till utformning av ett aktivitetskrav inom komvux.</P>
<P class="p1206 ft175"><SPAN class="ft28">12.1</SPAN><SPAN class="ft174">Kostnads- och konsekvensanalys av utredningens förslag inom utbildningsområdet</SPAN></P>
<P class="p1207 ft8"><SPAN class="ft117">Utredningens bedömning: </SPAN>Flera av förslagen inom utbild- ningsområdet avser uppdrag till myndigheter. Dessa uppdrag finansieras inom ramen för myndigheternas ordinarie budgetar.</P>
<P class="p816 ft9">Förslaget om nationella delkurser kommer att innebära minskade kostnader för kommunerna. Förslaget om förtydligad skyldighet att erbjuda studie- och yrkesvägledning förväntas inte medföra ökade kostnader för kommunerna.</P>
<P class="p1208 ft10">Utredningen gör ett antal bedömningar om hur kom- munerna i högre grad kan individualisera utbildningen för de studerande inom ramen för det befintliga regelverket. Dessa bedömningar är avsedda att visa på goda exempel och medför inga kostnader. Utredningen bedömer att kommuner som genom- för åtgärder i enlighet med de bedömningar som redovisas kan effektivisera sin utbildning och sänka sina kostnader.</P>
<P class="p1209 ft20">449</P>
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<P class="p343 ft13"><SPAN class="ft13">12.1.1</SPAN><SPAN class="ft115">Inledning</SPAN></P>
<P class="p80 ft29">Utredningen lämnar ett antal förslag inom utbildningsområdet i kapitel 3 <SPAN class="ft48">Organisation, styrning och uppföljning</SPAN>, kapitel 4 <SPAN class="ft48">Anpass- ning efter individers behov och förutsättningar </SPAN>samt kapitel 5 <SPAN class="ft48">Väg- ledning, individuella studieplaner och validering</SPAN>. Mot bakgrund av utredningens övergripande bedömning att dagens nationella regel- verk i huvudsak är tillräckligt lämnas bara ett begränsat antal författningsförslag. Utredningens förslag inom utbildningsområdet avser främst uppdrag till olika myndigheter. Förslagen syftar till att på olika sätt stödja och underlätta kommunernas arbete.</P>
<P class="p1210 ft41"><SPAN class="ft121">1 </SPAN>Detta uppdrag behandlas i avsnittet om konsekvenser på studiemedelsområdet.</P>
<P class="p1145 ft29">Utredningen gör också ett antal bedömningar, bl.a. om hur kom- munerna bättre kan individualisera utbildningen för de studerande inom ramen för det befintliga regelverket. Dessa bedömningar är avsedda att visa på goda exempel. Exempelvis bedömer utredningen att inledande nivåtester, studiehandledning på modersmålet och</P>
<P class="p571 ft20">450</P>
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<P class="p60 ft9">kontinuerlig antagning kan användas i större utsträckning. Vi anser också att kommunerna i högre grad kan samverka både inom kommunen och med andra aktörer. Utredningen bedömer att kommuner som genomför åtgärder i enlighet med de bedömningar som redovisas kan sänka sina kostnader genom effektivare utbild- ningsinsatser och en högre måluppfyllelse.</P>
<P class="p601 ft29">Nedan redovisas kostnadskonsekvenser och övriga konsekvenser av de förslag som utredningen lämnar inom utbildningsområdet.</P>
<P class="p1176 ft13"><SPAN class="ft13">12.1.2</SPAN><SPAN class="ft115">Kostnader</SPAN></P>
<P class="p391 ft13">Skolinspektionens tillsyn</P>
<P class="p286 ft9">Utredningens förslag innebär att Skolinspektionens regelbundna tillsyn ska bedrivas på både huvudmanna- och enhetsnivå när det gäller vuxenutbildningen. Redan i dag görs granskning på enhets- nivå men detta sker inte systematiskt. Enligt Skolinspektionens årsredovisning granskades 48 kommuner och 61 olika verksamheter i den regelbundna tillsynen av vuxenutbildningen 2011.<SPAN class="ft36">1 </SPAN>Det finns ingen uppgift om hur stor andel av enheterna som inte ingår i Skolinspektionens tillsyn.<SPAN class="ft36">2</SPAN></P>
<P class="p341 ft9">En förändring av tillsynsverksamheten enligt utredningens förslag medför ökade kostnader. Skolinspektionen har beräknat behovet av tillskott för tillsyn på enhetsnivå till cirka fyra miljoner kronor per år. Enligt Skolinspektionen är beräkningen dock osäker. Utredningen bedömer att tillsyn på både huvudmanna- och enhets- nivå bör finansieras genom en omfördelning av resurser mellan skolformer inom ramen för den regelbundna tillsynen. Den totala kostnaden för regelbunden tillsyn 2011 var drygt 176 miljoner kronor.<SPAN class="ft36">3 </SPAN>Av den totala kostnaden hänförs 55 procent till grund- skolan, 16 procent till gymnasieskolan och sju procent till vuxen- utbildningen. Enligt vår bedömning finns det utrymme att inom ramen för befintliga resurser utöka tillsynen i enlighet med utredningens förslag.</P>
<P class="p1211 ft74"><SPAN class="ft56">1</SPAN><SPAN class="ft73">Skolinspektionen (2012c).</SPAN></P>
<P class="p476 ft74"><SPAN class="ft56">2</SPAN><SPAN class="ft90">Enligt Skolverkets officiella statistik var det totalt 319 skolor som bedrev komvux 2011. Dessa uppgifter bör dock tolkas med stor försiktighet.</SPAN></P>
<P class="p712 ft41"><SPAN class="ft56">3</SPAN><SPAN class="ft59">Skolinspektionen (2012c).</SPAN></P>
<P class="p713 ft20">451</P>
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<P class="p88 ft13">Inrättande av nationella delkurser</P>
<P class="p446 ft9">Utredningen föreslår att Skolverket ges i uppdrag att inrätta nationella delkurser i kurser på grundläggande nivå som omfattar mer än 200 verksamhetspoäng. Vi bedömer att uppdraget kan finansieras inom myndighetens nuvarande ramar.</P>
<P class="p91 ft9">Ett system med nationella delkurser kommer enligt vår bedöm- ning att innebära minskade kostnader för kommunerna. Delkurser tydliggör att de studerande bara ska läsa de delar som de har behov av och kan bidra till kortare studietider. Utredningens förslag innebär också att kommunerna inte längre behöver inrätta egna delkurser i dessa kurser. Ytterligare en fördel är att nationella del- kurser underlättar övergången när studerande flyttar från en kommun till en annan.</P>
<P class="p92 ft13">Förtydligad skyldighet att erbjuda studie- och yrkesvägledning</P>
<P class="p80 ft8">Förslaget att hemkommunen blir skyldig att se till att studie- och yrkesvägledning erbjuds till de som avser att påbörja utbildning inom komvux och särvux på grundläggande nivå samt inom sfi bedöms inte medföra någon kostnadsökning för kommunerna. Kommunerna har redan i dag en skyldighet att erbjuda vägledning till samtliga studerande samt att aktivt verka för att nå de vuxna i kommunen som har rätt till dessa utbildningar och motivera dem att delta. Utredningens förslag understryker betydelsen av att kom- munerna verkligen erbjuder vägledning, men bör inte tolkas som ett nytt åtagande. För de kommuner som i dag inte lever upp till sina skyldigheter när det gäller vägledning och aktiv rekrytering bör förslaget ge ytterligare incitament till att utveckla detta arbete.</P>
<P class="p312 ft9">Det finns dessutom mycket som talar för att inledande väg- ledningsinsatser kan effektivisera utbildningen, bl.a. genom att öka möjligheterna till individanpassning och genom att ge tillfälle att lägga upp en realistisk och ändamålsenlig studieplanering. Färre avbrott, byten av kurser och ett ökat fullföljande har goda möj- ligheter att minska kommunernas kostnader. Genom att säkerställa att samtliga studerande erbjuds vägledning undviks också situationer där studerande av okunskap eller på grund av bristande information inte tar del av vägledning inför sina studier.</P>
<P class="p814 ft20">452</P>
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<P class="p110 ft13">Effektstudie som genomförs av IFAU</P>
<P class="p118 ft8">Utredningen föreslår att IFAU ges i uppdrag att genomföra en effektstudie av komvux på grundläggande nivå. Enligt IFAU:s årsredovisning uppgick kostnaden per prestation under 2011 till 800 000 kronor.<SPAN class="ft79">4 </SPAN>Utredningen bedömer att detta uppdrag kan finansieras genom anslaget 1:7 <SPAN class="ft65">Institutet för arbetsmarknads- och utbildningspolitisk utvärdering </SPAN>inom utgiftsområde 14 <SPAN class="ft65">Arbetsmark- nad och arbetsliv</SPAN>. Anslaget ökades med fyra miljoner kronor 2012 och regeringen har aviserat en ökning på ytterligare fyra miljoner kronor 2013 samt två miljoner kronor 2014. Sammanlagt innebär det en ökning av anslaget med tio miljoner kronor fr.o.m. 2014. Ökningarna kan ses mot bakgrund av regeringens uttalande att ett utvidgat uppdrag till IFAU är det mest ändamålsenliga alternativet för att förstärka utvärderingsfunktionen inom utbildningsområdet. Utredningen bedömer att en effektstudie ligger väl i linje med intentionerna bakom det utvidgade uppdraget till IFAU och det utökade anslaget.</P>
<P class="p1073 ft13">Förstudie av vuxenutbildningsdatabas</P>
<P class="p1212 ft9">För utveckling av vuxenutbildningen finns anslaget 1:13 <SPAN class="ft24">Utveckling av vuxenutbildning m.m. </SPAN>inom utgiftsområde 16 <SPAN class="ft24">Utbildning och universitetsforskning. </SPAN>Anslaget beräknas till nio miljoner kronor per år för 2014 och 2015 samt till tio miljoner kronor för 2016. Utred- ningen anser att delar av dessa medel bör kunna användas för att finansiera förslaget att genomföra en förstudie av en nationell vuxenutbildningsdatabas. Utredningens bedömning är att 700 000 kronor bör avsättas till ett sådant pilotprojekt. Om en vuxen- utbildningsdatabas realiseras kan det på sikt innebära stora kost- nadsbesparingar för kommunerna och för de myndigheter som har ett elektroniskt utbyte av uppgifter med kommuner gällande vuxen- utbildningen.</P>
<P class="p1213 ft41"><SPAN class="ft40">4 </SPAN>IFAU (2012b). Prestationer mäts i rapportekvivalenter.</P>
<P class="p713 ft20">453</P>
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<P class="p88 ft13">Direktåtkomst till studiestödsuppgifter</P>
<P class="p80 ft10">Förslaget att ge kommuner och folkhögskolor direktåtkomst till individuella studiestödsuppgifter i CSN:s datasystem innebär en viss minskning av de administrativa kostnaderna för kommunerna, då studie- och yrkesvägledare inte längre kommer att behöva ringa eller på andra sätt kontakta CSN för att få del av dessa uppgifter. För CSN innebär förslaget en engångskostnad för att utveckla ett system med direktåtkomst. Vi föreslår att CSN tilldelas två miljoner kronor för utvecklingen av ett sådant system och för de övriga utvecklingsinsatser myndigheten måste genomföra med anledning av utredningens förslag (detta beskrivs utförligare under avsnittet om konsekvenser av förslagen inom studiemedelsområdet).</P>
<P class="p92 ft13">Övriga förslag inom utbildningsområdet</P>
<P class="p80 ft9">Övriga förslag inom utbildningsområdet kan enligt utredningens bedömning finansieras inom ramen för nuvarande resurstilldelning. Utredningen föreslår bl.a. att Skolverket ges ett antal uppdrag, såsom att ta fram ett stödmaterial för en likvärdig bedömning och betygssättning, att ta fram ett kommentarmaterial om stöd samt att förbättra den nationella statistiken. Även CSN ges ett uppdrag att i samverkan med andra myndigheter utveckla den studieekonomiska vägledningen.</P>
<P class="p77 ft9">För kommunerna kan dessa förslag på olika sätt underlätta arbetet och därigenom bidra till kostnadsbesparingar. Exempelvis kan en ökad användning av orienteringskurser innebära att den sammanlagda studietiden för vissa studerande kan förkortas. Även en mer utvecklad användning av individuella studieplaner kan för- väntas få positiva effekter för genomströmningen och studie- tiderna.</P>
<P class="p408 ft13"><SPAN class="ft13">12.1.3</SPAN><SPAN class="ft115">Andra konsekvenser av utredningens förslag</SPAN></P>
<P class="p518 ft10">Utredningen har analyserat andra konsekvenser än ekonomiska, med utgångspunkt i de aspekter som omnämns i kommittéförordningen.</P>
<P class="p301 ft10">Utredningens samlade bedömning är att våra förslag och bedöm- ningar ökar individanpassningen av vuxenutbildningen. En effektivare och mer individanpassad utbildning inom komvux på grund- läggande nivå kommer till stor del utlandsfödda till godo, då 90</P>
<P class="p90 ft20">454</P>
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<P class="p96 ft8">procent av de studerande är utlandsfödda. Effektiva utbildnings- insatser på grundläggande nivå kan stärka utlandsföddas möjlighet till deltagande i samhälls- och arbetsliv samt effektivisera etablerings- processen. Möjligheten att nå de integrationspolitiska målen gynnas därmed av utredningens förslag. Eftersom kvinnor är i majoritet bland de studerande kommer kvalitetshöjningar inom utbildningen att gynna kvinnor i större utsträckning än män. Utredningens förslag inom utbildningsområdet bedöms också särskilt underlätta för studerande med funktionsnedsättning och andra grupper med stort behov av en individanpassad utbildning.</P>
<P class="p14 ft8">Utredningen har i sitt arbete strävat efter att inte begränsa det kommunala självstyret. Förslagen bedöms främst stödja det lokala arbetet, bl.a. genom olika stödmaterial, samtidigt som kommun- ernas handlingsfrihet kvarstår. Flera av de bedömningar och förslag som utredningen lämnar tydliggör kommunernas möjligheter att inom ramen för nuvarande regelverk individanpassa utbildningen i högre grad, exempelvis förslaget om att införa en bestämmelse om möjlighet att ge studiehandledning på modersmålet. Utredningens förslag innebär ingen förändring i ansvarsförhållandet mellan stat och kommun.</P>
<P class="p278 ft9">Datalagstiftning och frågor om personlig integritet måste givet- vis beaktas i arbetet med en ny databas för vuxenutbildningen. Utredningen förutsätter att Skolverket utreder sådana frågor inom ramen för det pilotprojekt som utredningen föreslår.</P>
<P class="p484 ft24">Konsekvenser för företag</P>
<P class="p1214 ft9">Utredningens förslag medför ingen direkt påverkan på små eller stora företag. Det är kommuner, eller i vissa fall landsting, som är huvudmän för vuxenutbildningen enligt skollagen. Företag kan dock indirekt komma att påverkas i de fall kommuner väljer att upphandla utbildningen från externa utbildningsanordnare.</P>
<P class="p14 ft29">En indikation på hur många företag som bedriver komvux ges av Skolinspektionens statistik över hur många som beviljats betygsrätt för komvux. Till och med december 2012 hade Skolinspektionen beviljat betygsrätt för komvux för omkring 30 företag, varav drygt</P>
<P class="p1215 ft20">455</P>
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<P class="p300 ft9">hälften hade tillstånd att bedriva verksamhet i mer än en kommun. Uppgiften bör dock tolkas med försiktighet.<SPAN class="ft36">5</SPAN></P>
<P class="p181 ft9">Några av utredningens förslag bedöms indirekt kunna påverka externa utbildningsanordnare. Förslaget om aktivitetskrav kan med- föra ökad administration och likaså förslaget om delkurser, då det kan tillkomma ytterligare betygssättning och rapportering.</P>
<P class="p91 ft9">Om förslagen medför ett merarbete eller inte beror till stor del på hur kommunernas upphandlingsavtal ser ut i dag och hur de utformas framöver. Utredningen förutsätter att ett eventuellt mer- arbete för externa utbildningsanordnare till följd av utredningens förslag hanteras av kommunerna inom ramen för upphandlingen samt att utbildningsanordnarna beaktar detta vid anbudsgivning. Utredningen bedömer därför att förslagen inte kommer att med- föra några administrativa kostnader för företag.</P>
<P class="p1216 ft175"><SPAN class="ft28">12.2</SPAN><SPAN class="ft174">Kostnads- och konsekvensanalys av utredningens förslag inom studiemedelsområdet</SPAN></P>
<P class="p782 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>De förslag utredningen lämnar är finansierade inom befintlig ram. Åren 2014 och 2015 krävs ett visst medelstillskott, men fr.o.m. 2016 innebär förslagen istället en större utgiftsminskning än utgiftsökning.</P>
<P class="p599 ft9">Förslagen om en höjd bidragsandel, ett behovsanpassat antal studiemedelsveckor och en ny deltidsnivå medför utgifts- ökningar. Av förslagen följer också något ökade kostnader för bostadsbidrag. Utgiftsökningarna finansieras med en ändrad bidragsandel för studerande på gymnasienivå äldre än 24 år, minskade möjligheter till avskrivning av lån, minskade avsätt- ningar för framtida kreditförluster, samt lägre administrations- kostnader för CSN. Av förslagen följer också ett minskat utflöde av försörjningsstöd till studerande.</P>
<P class="p652 ft12">CSN kommer att ha en engångskostnad på cirka två miljoner kronor för det utvecklingsarbete som krävs för att genomföra de förändringar utredningen föreslår.</P>
<P class="p854 ft58"><SPAN class="ft40">5 </SPAN>Betygsrätt är inget krav för att bedriva komvux. Det är därutöver inte givet att de som beviljats betygsrätt verkligen bedriver verksamhet. Upphandling är också betydligt vanligare på gymnasial än på grundläggande nivå inom komvux.</P>
<P class="p431 ft20">456</P>
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<P class="p305 ft13"><SPAN class="ft13">12.2.1</SPAN><SPAN class="ft115">Inledning</SPAN></P>
<P class="p118 ft8">Studiemedlen är rättighetsstyrda. Kostnaderna för studiemedel beror därmed främst på antalet studerande, men även på hur mycket studiemedel dessa i genomsnitt får. Statens räntekostnader för den totala skulden på studielån i Riksgäldskontoret påverkas av antalet låntagare, men större delen av fordran avser låntagare som studerat tidigare. De kortsiktiga kostnaderna för utlåningen är därför förhållandevis låga. Fr.o.m. 2014 ska dock även de för- väntade långsiktiga kostnaderna för utlåningen finansieras genom att förväntade förluster ska föras till ett konto i Riksgäldskontoret. Dessa långsiktigt förväntade förluster är kostnader för framtida skuldavskrivningar.</P>
<P class="p297 ft9">Beräkningarna görs på 2011 års underlag. Volymförändringar som inte kan hänföras till förslagen i betänkandet tas inte med i beräkningarna. Det innebär att kostnaderna kan bli högre eller lägre än beräknat om volymen av andra skäl ökar eller minskar. Kost- naderna beräknas med utgångspunkt i beloppen för 2013, vilka baseras på prisbasbeloppet 44 500 kronor.</P>
<P class="p150 ft9">Utredningens förslag inom studiemedelsområdet avser, utom vad gäller kravet på studieaktivitet, utbildningsnivåer, dvs. <SPAN class="ft24">grund- skolenivå </SPAN>och <SPAN class="ft24">gymnasienivå</SPAN>. Därmed avses studier inom både vuxenutbildningen och folkbildningen.</P>
<P class="p14 ft29">Beräkningarna och bedömningarna är utredningens egna. Som underlag för dessa har utredningen använt beräkningar från CSN och bearbetningar i SCB:s mikrosimuleringsmodell Fasit.<SPAN class="ft82">6 </SPAN>Utgifter för statlig ålderspensionsavgift ingår genomgående i beräkningarna.</P>
<P class="p1176 ft13"><SPAN class="ft13">12.2.2</SPAN><SPAN class="ft115">Studiemedelsbelopp</SPAN></P>
<P class="p469 ft26">Utredningens förslag innebär att studiemedlens totalbelopp ska vara oförändrat men att dagens generella och högre bidragsnivåer avskaffas. Andelen studiebidrag ska vara enhetlig för alla studie- medelstagare på grundskolenivå och ska vara 73 procent av det totala studiemedelsbeloppet, dvs. i paritet med dagens högre bidrag. Studerande på gymnasienivå ska få studiemedel med cirka</P>
<P class="p977 ft101"><SPAN class="ft137">6 </SPAN>Fasit är en mikrosimuleringsmodell med vilken man kan göra beräkningar av effekter av förändringar i <NOBR>skatte-,</NOBR> avgifts- och transfereringssystemen. Fasit gör det möjligt att beräkna den budgetmässiga kostnaden eller intäkten av en förändring. Dessutom är det möjligt att göra beräkningar av hur olika grupper kommer att påverkas av de föreslagna förändringarna.</P>
<P class="p1140 ft20">457</P>
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<P class="p53 ft9">50 procent bidrag och 50 procent lån fr.o.m. det kalenderår de fyller 25 år. För studerande på gymnasienivå yngre än 25 år och för studerande på eftergymnasial nivå ska bidragsandelen vara den- samma som i dag, dvs. drygt 31 procent av totalbeloppet.<SPAN class="ft36">7</SPAN></P>
<P class="p393 ft13">Kostnader</P>
<P class="p93 ft9">Studiebidraget är pensionsgrundande vilket innebär att total- kostnaden inklusive statlig ålderspensionsavgift (STÅP) blir 1,255 gånger bidragskostnaden. Staten svarar för hela kostnaden för ålderspensionsavgiften.</P>
<P class="p1217 ft58"><SPAN class="ft40">7 </SPAN>Studerande i åldrarna <NOBR>20–24</NOBR> år som genom en tillfällig satsning får studiemedel med en bidragsnivå som motsvarar 73 procent av studiemedelsbeloppet ska behålla denna högre bidragsnivå så länge satsningen pågår.</P>
<P class="p431 ft20">458</P>
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<P class="p1218 ft9">Utredningens förslag till justering av bidragsbeloppet är kostnads- neutralt på systemnivå; kostnaderna ökar med 163 miljoner kronor för studiebidrag till studerande på grundskolenivå och minskar med motsvarande summa för studerande på gymnasienivå. Kostnaderna för studerande på eftergymnasial nivå berörs inte av utredningens förslag.</P>
<P class="p915 ft9">Mot bakgrund av att utredningen inte föreslår ett ändrat total- belopp medför utredningens förslag ingen påverkan på låneuttaget. Bidragshöjningen för studerande på grundskolenivå beräknas minska låneuttaget på nivån med 46 miljoner kronor och bidrags- ändringen för studerande på gymnasienivå väntas öka låneuttaget med 46 miljoner kronor. Det förändrade låneuttaget minskar enligt utredningens bedömning osäkerheten i utlåningen. Det belopp som behöver avsättas för att täcka framtida avskrivningskostnader minskar därmed, vilket redovisas närmare i avsnittet om återbetalning av studielån (se nedan).</P>
<P class="p1219 ft9">Som en följd av de ändrade bidragsnivåerna påverkas även förut- sättningarna för avskrivning av studielån tagna vid behörighets- givande studier. Dessa effekter behandlas i avsnittet om åter- betalning av studielån (se nedan).</P>
<P class="p928 ft13">Bostadsbidrag och försörjningsstöd</P>
<P class="p1220 ft10">De ändringar av bidragsnivån utredningen föreslår påverkar utbetal- ningarna av försörjningsstöd och bostadsbidrag. För att kunna bedöma storleken på förändringarna har SCB på utredningens uppdrag gjort beräkningar inom ramen för mikrosimuleringsmodellen Fasit.<SPAN class="ft81">8</SPAN></P>
<P class="p717 ft101"><SPAN class="ft137">8 </SPAN>Utfallet av SCB:s bearbetningar vad gäller utflödet av studiebidrag och studielån ligger för- hållandevis väl i linje med de beräkningar utredningen har gjort baserade på underlag från</P>
<P class="p1221 ft20">459</P>
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<P class="p124 ft177"><SPAN class="ft176">1 </SPAN>Avrundningseffekt gör att kostnaderna minskar med fyra miljoner kronor och inte med tre miljoner kronor.</P>
<P class="p995 ft9">Kostnaderna för båda ersättningsformerna minskar när det gäller studerande på grundläggande nivå och ökar när det gäller studerande på gymnasial nivå. Utfallet visar att kostnaderna för försörjningsstöd minskar med fyra miljoner kronor och att kostnaderna för bostads- bidrag ökar med sex miljoner kronor.</P>
<P class="p484 ft13">Fördelningseffekter</P>
<P class="p368 ft9">De bidragsförändringar utredningen föreslår innebär en omfördel- ning av medel från studerande på gymnasial nivå till studerande på grundskolenivå. SCB har på utredningens uppdrag undersökt det fördelningsmässiga utfallet av förändringen. Beräkningen har gjorts i mikrosimuleringsmodellen Fasit. Det inkomstmått som används är ekonomisk standard.<SPAN class="ft36">9</SPAN></P>
<P class="p1222 ft74">CSN. Utfallet överensstämmer dock inte exakt. Utredningen har gjort bedömningen att de egna beräkningarna, som baserats på ett aktuellt utfall från CSN, är mer träffsäkra än de upp- gifter som är utfallet i <NOBR>Fasit-modellen</NOBR> <NOBR>(SCB-beräkningarna).</NOBR> När det gäller studiemedels- kostnaderna av utredningens förslag använder vi därför de beräkningar som baseras på de senaste studiemedelsutfallen, vilka har inhämtats från CSN. De uppgifter som redovisas om försörjningsstöd och bostadsbidrag är dock hämtade från SCB:s beräkningar, liksom fördelningseffekterna av förslagen.</P>
<P class="p1223 ft74"><SPAN class="ft40">9 </SPAN>Ekonomisk standard är ett mått på den disponibla inkomsten som justeras per konsum- tionsenhet. Disponibel inkomst är summan av inkomster minus skatt och negativa transfereringar plus skattepliktiga och skattefria transfereringar. För att kunna göra jämförelser mellan hushåll av olika storlek och sammansättning justeras den disponibla inkomsten med hänsyn till hus- hållets försörjningsbörda. Detta görs genom att man dividerar hushållets disponibla inkomst med summan av hushållets konsumtionsvikt.</P>
<P class="p122 ft20">460</P>
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<P class="p1224 ft10">Studiemedelstagare på grundskolenivå får en höjning av sin eko- nomiska standard med i genomsnitt 2 420 kronor per år. Den ekonomiska situationen förbättras mer för kvinnorna än för männen, vilket delvis beror på att kvinnor studerar under fler veckor. Studerande på gymnasienivå får i genomsnitt sänkt ekonomisk standard med 520 kronor per år. Kvinnorna får en minskning med 608 kronor och männen med 346 kronor vilket beror på att andelen kvinnor är större bland de studiemedelstagare som har högre bidrag än bland dem som har generellt bidrag. Även efter förändringen har studerande på gymnasienivå genomsnittligt en betydligt bättre ekonomisk situation än studerande på grundskolenivå.</P>
<P class="p1225 ft13">Övriga konsekvenser</P>
<P class="p1226 ft10">De ändrade bidragsandelarna ger ett höjt bidrag till cirka 10 600 studerande på grundskolenivå. Höjningen innebär en ökning av bidraget med 939 kronor i veckan, från 707 till 1 646 kronor. Ungefär 31 400 studerande på gymnasienivå får bidraget sänkt från 1 646 till 1 134 kronor i veckan, dvs. med 512 kronor. Samtidigt får cirka 25 900 studerande på gymnasienivå som är 25 år eller äldre sitt bidrag höjt från 707 till 1 134 kronor, dvs. med 427 kronor i veckan.</P>
<P class="p1227 ft10">För de studiemedelstagare som väljer att låna kommer ändringarna av bidragsnivåerna att ändra låntagandet och skuldsättningen i mot- svarande mån. Detta innebär mer lån och högre skuldsättning för dem som får sänkt bidrag och tvärtom. Effekter för skuldsättningen redo- visas nedan i avsnittet om återbetalning av studielån.</P>
<P class="p1228 ft29">Ett högre bidrag lockar något fler till studier än ett lägre bidrag, vilket innebär att efterfrågan på studieplatser kan antas öka något på grundskolenivån och antas minska något på gymnasienivån. Det</P>
<P class="p1229 ft20">461</P>
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<P class="p75 ft10">går dock inte att med säkerhet avgöra hur stor effekt på efterfrågan av studieplatser som justeringarna av bidragsbeloppen kommer att få. Det faktiska studerandeantalet beror också på hur många studie- platser kommunerna erbjuder på den gymnasiala nivån.</P>
<P class="p181 ft10">Tillsammans med utredningens förslag om antalet studiemedels- veckor innebär förändringen av bidragsnivåerna en effektivisering av CSN:s prövning och administration. Se mer om detta i avsnittet</P>
<P class="p1230 ft9">”Antal veckor med studiemedel”.</P>
<P class="p281 ft13"><SPAN class="ft13">12.2.3</SPAN><SPAN class="ft115">Antal veckor med studiemedel</SPAN></P>
<P class="p80 ft10">Utredningens förslag innebär att studiemedel för studier på grund- skolenivå ska lämnas i högst 50 veckor. Till studerande som bedöms ha större utbildningsbehov ska studiemedel kunna lämnas i högst 80 veckor. Till studerande som behöver färdighetsträning i läsning och skrivning eller har särskilda stödbehov, får studiemedel lämnas under ytterligare högst 40 veckor, dvs. i sammanlagt högst 120 veckor. Om det finns synnerliga skäl får studiemedel lämnas under längre tid än de angivna tidsgränserna medger.</P>
<P class="p702 ft29">En kommun eller en folkhögskola ska bedöma den studerandes utbildningsbehov och ska yttra sig över detta och över antalet studie- medelsveckor. Kommunernas och folkhögskolornas bedömning ska vara vägledande för CSN:s prövning av rätten till studiemedel.</P>
<P class="p78 ft13">Kostnader</P>
<P class="p93 ft9">I och med att antalet veckor ska fastställas utifrån de studerandes utbildningsbehov ändras förutsättningarna för prövningen. Det är därmed mycket svårt att beräkna kostnadsutfallet och ett antal antaganden måste göras. Förändringen av veckogränserna innebär i praktiken att antalet studiemedelsveckor kan förväntas öka för vissa studerande.</P>
<P class="p107 ft8">När antalet veckor ska fastställas med utgångspunkt i de studerandes behov kommer vissa studerande att få fler maximala studiemedelsveckor och andra färre. De som har behov av ytter- ligare studiemedelsveckor i dagens system antar vi kommer att kunna få fler veckor med utredningens förslag. Däremot finns det inte skäl att anta att andra studerande kommer att studera under längre tid än de annars skulle göra. Redan i dag är det genom-</P>
<P class="p547 ft20">462</P>
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<P class="p60 ft9">snittliga antalet studiemedelsveckor betydligt lägre än den lägsta veckogränsen, vilket tyder på att man i princip bara studerar vad man har behov av.</P>
<P class="p279 ft8">Vi antar alltså att samtliga studerande som får helt eller delvis avslag på sina ansökningar kommer att använda fler studiemedels- veckor än vad som i dag är möjligt. Under 2011 var det 1 400 sökande som fick helt eller delvis avslag. Dessutom antar vi att det tillkommer 400 studerande som i dag avstår från att söka studie- medel eftersom de vet att de inte kan beviljas stöd.</P>
<P class="p150 ft9">Vi antar vidare att var och en av de med behov av fler studie- medelsveckor i genomsnitt kommer att använda ytterligare tio veckors studiemedel vardera, jämfört med vad de har möjlighet till i dag. Det råder givetvis stor osäkerhet kring hur många veckor de studerande är i behov av, men merparten av avslagen är delvisa avslag som kan handla om enstaka studiemedelsveckor. Andra personer som får avslag kan ha större kvarvarande utbildnings- behov.</P>
<P class="p97 ft9">Antagandena innebär att sammanlagt 1 800 studerande kommer att beviljas ytterligare 18 000 veckor med studiemedel. Beräknat med utgångspunkt i den högre bidragsnivå utredningen föreslår kommer kostnaderna för studiebidrag att öka med 37 miljoner kronor per år inklusive avgift för ålderspension.</P>
<P class="p13 ft9">Att fler studerande får studiemedel under längre tid kommer att minska behovet av försörjningsstöd respektive bostadsbidrag. Dessa effekter är dock svåra att beräkna.</P>
<P class="p484 ft13">Övriga konsekvenser</P>
<P class="p1231 ft9">Utredningens förslag om antal studiemedelsveckor innebär att fler studerande kommer att kunna finansiera hela sin studietid på grund- läggande nivå med studiemedel. Detta minskar enligt utredningens bedömning antalet studieavbrott.</P>
<P class="p601 ft26">De förslag utredningen lämnar om nya bidragsnivåer och ett nytt sätt att fastställa antalet studiemedelsveckor innebär att CSN:s bedömning av tidigare utbildning upphör när det gäller rätten till studiemedel för studier på grundskolenivå och för att bedöma bidrags- nivån för studerande på gymnasial nivå. Detta innebär en avsevärd administrativ lättnad för CSN. CSN har på utredningens uppdrag beräknat den årliga besparingen till 2,7 miljoner kronor.</P>
<P class="p1232 ft20">463</P>
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<P class="p407 ft8">Förslaget om antal studiemedelsveckor innebär att en bedöm- ning ska göras av den studerandes hemkommun eller av den folk- högskola som han eller hon studerar vid. Detta gäller i de fall behoven bedöms överstiga 50 veckor. Redan i dag måste kom- munerna göra en individuell studieplan för varje studerande. Detta innebär att kommunerna gör bedömningar av de studerandes för- kunskaper och behov, samt en planering av vilka kurser han eller hon ska studera. Dessa uppgifter är också grunderna för det yttrande som ska lämnas till CSN. Merarbetet det kommer att innebära att överföra ett yttrande till CSN är därmed begränsat.</P>
<P class="p77 ft9">Ett yttrande behöver normalt bara lämnas en gång per studerande för de studerande som har ett utbildningsbehov på grundskolenivån som överstiger 50 veckor. Baserat på uppgifter för 2011 bedömer utredningen att ett yttrande varje år kommer att lämnas för cirka 3 500 studerande. Vid ett antagande om att själva överföringen av uppgifterna, inklusive övrig administration, tar ungefär en halv- timme, innebär det att överföringen av samtliga kommuners upp- gifter motsvarar en heltidstjänst.</P>
<P class="p702 ft10">Utredningen bedömer samtidigt att det förslag vi lämnar om behörighet att se uppgifter i CSN:s datasystem (se konsekvenser av förslagen på utbildningsområdet ovan) kommer att innebära en administrativ besparing för kommunerna. Vägledarna hos kommunerna kommer exempelvis inte att behöva ringa CSN eller kontakta myndig- heten på andra sätt för att få del av studiestödsuppgifter. Utredningen bedömer därmed att kommunernas insatser totalt sett kommer att vara i stort sett oförändrade. Något tillskott av medel för yttrandehanteringen är därför inte nödvändigt.</P>
<P class="p91 ft9">Utredningen bedömer inte att förslaget om yttranden kommer att medföra några administrativa kostnader för företag. Uppgiften att lämna yttranden faller på den studerandes hemkommun och inte på de utbildningsanordnare som i vissa fall anordnar utbild- ningen.</P>
<P class="p107 ft26">Utredningens förslag att kommuner och folkhögskolor ska ges direktåtkomst till vissa studiestödsuppgifter och det nya för- farandet med yttrande från kommuner och folkhögskolor, kräver ett utvecklingsarbete för överföring av dessa uppgifter mellan CSN och kommuner och folkhögskolor, för behörighetsadministration m.m. Utredningen har föreslagit att CSN ska tilldelas två miljoner kronor för detta utvecklingsarbete (se avsnitt 8.4.10.). Beloppet är en engångssumma och ska även inrymma kostnader för utbildning m.m. av kommunanställda och personal vid folkhögskolor.</P>
<P class="p88 ft20">464</P>
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<P class="p1233 ft9">Eftersom fler kvinnor än män studerar med studiemedel kommer förslaget fler kvinnor än män till del.</P>
<P class="p758 ft13"><SPAN class="ft13">12.2.4</SPAN><SPAN class="ft115">Heltid och deltid</SPAN></P>
<P class="p111 ft9">Utredningen föreslår att studiemedel för studier på grundskolenivå ska lämnas vid studier som bedrivs på heltid eller som omfattar minst 25, 50 eller 75 procent av heltid. Det innebär att det blir möjligt att få studiemedel även för studier som motsvarar 25 pro- cent av heltid.</P>
<P class="p484 ft13">Kostnader</P>
<P class="p1231 ft9">Det är svårt att veta hur många studerande som är intresserade av att ansöka om studiemedel för en studietakt som motsvarar 25 pro- cent av heltid. Det är inte känt hur många studerande på grund- skolenivå som studerar på deltid 25 procent. Även om denna antalsuppgift hade varit känd så är det omöjligt att veta om dessa studerande är intresserade av studiemedel eller inte. Det är rimligt att tro att vissa av dem som studerar på deltid 25 procent är intresserade av åtminstone bidragsdelen, men det finns sannolikt även många studerande som inte är intresserade av studiemedel eller inte kan beviljas studiemedel, t.ex. med anledning av att de arbetar och har inkomster som gör att de inte vill eller kan beviljas studiemedel.</P>
<P class="p278 ft8">Utredningen har valt att som utgångspunkt för beräkningen använda tidigare erfarenheter av studiestöd på 20 respektive 25 procent av heltid. Rekryteringsbidrag kunde beviljas för studier på deltid 20 procent och särskilt utbildningsbidrag (ubs) kunde beviljas för studier på deltid 25 procent. Av samtliga studerande med rekryteringsbidrag var det 2,2 procent som hade rekryterings- bidrag för studier på minst 20 men mindre än 50 procent av heltid. Av samtliga studerande med ubs var det 0,7 procent av mottagarna (läsåret 1998/99) som studerade på deltid 25 procent.</P>
<P class="p278 ft26">Vi antar, med utgångspunkt i erfarenheterna från rekryterings- bidraget och ubs, att fyra procent av studiemedelstagarna kommer att studera på minst 25 procent men mindre än 50 procent av hel- tid. Antagandet är i överkant vid en jämförelse med utfallet inom</P>
<P class="p1234 ft20">465</P>
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<P class="p300 ft9">de äldre stöden. Detta motiveras av att deltidsstudier har blivit något vanligare de senaste åren.</P>
<P class="p181 ft26">Det är sannolikt att införandet av en <NOBR>25-procentsnivå</NOBR> både innebär tillkommande studiemedelstagare och att en del studerande som i dag väljer att studera på 50 procent av heltid istället kommer att välja att studera med 25 procents studietakt. Vi antar att 75 pro- cent av dem som ansöker om studiemedel med 25 procent av heltid är tillkommande studiemedelstagare och att 25 procent byter omfattning från 50 till 25 procent av heltid.</P>
<P class="p1235 ft9">Med utgångspunkt i 2011 års volym så beräknar vi kostnaden för att införa en rätt till studiemedel vid studier på 25 procent av heltid till studerande på grundskolenivå till 4 miljoner kronor.</P>
<P class="p283 ft13">Övriga konsekvenser</P>
<P class="p93 ft9">Införandet av en <NOBR>25-procentsnivå</NOBR> innebär ökade möjligheter till flexibla studieupplägg. Fler studerande kommer att kunna studera parallellt med andra aktiviteter, t.ex. arbete eller föräldraledighet, utan att möta studieekonomiska hinder. Förändringen bedöms särskilt underlätta för studerande med funktionsnedsättning som kanske bara klarar att läsa med en förhållandevis låg studietakt. Bland studiemedelstagarna är andelen kvinnor högre än andelen män. Kvinnor studerar dessutom oftare på deltid än män. Förslaget om en ny deltidsnivå väntas därför komma fler kvinnor till del än män.</P>
<P class="p290 ft9">Förändringen kommer att leda till ett mindre utvecklingsarbete hos CSN när det gäller blanketter och datasystem. Detta bör dock hanteras inom myndighetens ordinarie budgetramar.</P>
<P class="p1236 ft20">466</P>
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<P class="p305 ft13"><SPAN class="ft13">12.2.5</SPAN><SPAN class="ft115">Återbetalning av studielån</SPAN></P>
<P class="p99 ft9">Studiemedlens bidragsandel ska öka för studerande på grundskole- nivå. För vissa studerande på gymnasienivå ökar bidragsandelen, för andra minskar den. Ändringar av bidragets andel av studiemedels- beloppet innebär även ändrade lånebelopp. Som en följd av bidrags- ändringarna påverkas även möjligheterna till avskrivning av studie- lån.</P>
<P class="p296 ft10">CSN ges i uppdrag att förbättra informationen till låntagare som tagit lån i samband med studier på grundskolenivå. Uppdraget gäller framför allt information om möjligheterna till nedsättning. Upp- draget ska genomföras i samråd med Kronofogdemyndigheten.</P>
<P class="p13 ft9">Ovan redogörs för de utgiftsökningar och utgiftsminskningar som följer av utredningens förslag till förändrade bidrags- och låne- andelar. I detta avsnitt behandlas konsekvenser för skuldsättning och lånekostnader.</P>
<P class="p484 ft13">Kostnader</P>
<P class="p520 ft24">Lägre kreditrisk</P>
<P class="p111 ft9">Fr.o.m. den 1 januari 2014 ska förväntade förluster av utlåningen föras till konton i Riksgäldskontoret. Konstaterade förluster för statens utlåning och åtaganden ska täckas med medel från dessa konton.<SPAN class="ft36">10</SPAN></P>
<P class="p13 ft9">Enligt utredningens bedömning kan kreditförlusterna rimligen inte fördelas lika mellan studerande på olika utbildningsnivåer. Mot bakgrund av de uppgifter om återbetalningsproblem utredningen har redovisat i kapitel 8 gör vi bedömningen att riskerna är större när det gäller utlåning till studerande på låga utbildningsnivåer än till studerande på högre nivåer.</P>
<P class="p13 ft9">Sammanlagt beräknar CSN att cirka sju procent av utlåningen är osäker och måste avsättas för att täcka framtida kreditförluster. Myndigheten gör dock inte någon beräkning fördelat på låntagare som studerat på olika nivåer.</P>
<P class="p279 ft29">Utredningen har gjort en egen försiktig skattning av riskerna. Utredningen skattar att 15 procent av utlåningen till studerande på grundskolenivå är osäker, att tio procent är osäker när det gäller lån</P>
<P class="p896 ft41"><SPAN class="ft40">10 </SPAN>6 kap. 5 § budgetlagen (2011:203).</P>
<P class="p713 ft20">467</P>
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<P class="p300 ft9">till studerande på gymnasial nivå och att fem procent är osäker när det gäller eftergymnasiala studier.</P>
<P class="p181 ft9">Utlåningen till studerande på grundskolenivå beräknas minska med 46 miljoner kronor. Utlåningen till studerande på gymnasie- nivå ökar i motsvarande mån. Sammantaget innebär därmed för- ändringarna av låneuttaget att cirka två miljoner kronor mindre kommer att behöva avsättas för att täcka framtida kreditförluster.</P>
<P class="p90 ft24">Minskade kostnader för avskrivning</P>
<P class="p734 ft9">Som en följd av de ändrade bidragsnivåerna kommer förutsätt- ningarna att få avskrivning av studielån vid behörighetsgivande studier att förändras.<SPAN class="ft36">11 </SPAN>Utredningen föreslår att avskrivnings- möjligheten ska finnas kvar för studerande som tar lån som lämnas samtidigt med den lägsta bidragsnivån, men att avskrivning i övrigt inte ska göras. Detta kommer att minska antalet låntagare som kan komma i fråga för avskrivning. Antalet låntagare som kan få avskriv- ning minskar med cirka 16 000 per år, vilket motsvarar en minskning med 35 procent.</P>
<P class="p468 ft9">Under 2011 motsvarade avskrivningarna av annuitetslån enligt 4 kap. 22 § studiestödslagen 172 miljoner kronor. Den förändring utredningen föreslår innebär att avskrivningarna efter några år kommer att minska med cirka en tredjedel. Med utgångspunkt i dagens avskrivningsnivå, vilken dock kommer att öka i takt med att det finns fler låntagare i systemet, motsvarar förändringen en minskning av avskrivningarna med cirka 60 miljoner kronor när fullt genomslag nås. Vi beräknar att utgifterna kommer att minska successivt med 20 miljoner kronor 2015, 40 miljoner kronor 2016, 50 miljoner kronor 2017 och 60 miljoner kronor 2018.</P>
<P class="p92 ft24">Uppdrag till CSN och Kronofogdemyndigheten</P>
<P class="p115 ft9">Uppdraget till CSN att i samråd med Kronofogdemyndigheten för- bättra informationen om möjligheter till nedsättning till låntagare som tagit lån bör anses ligga inom de ordinarie verksamheterna för myndigheterna och bör därför hanteras inom ordinarie budget.</P>
<P class="p284 ft41"><SPAN class="ft40">11 </SPAN>Avskrivning enligt 4 kap. 22 § studiestödslagen.</P>
<P class="p431 ft20">468</P>
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<P class="p492 ft13">Övriga konsekvenser</P>
<P class="p1237 ft8">När bidragsandelen ökar för studerande på grundskolenivå kommer lånebenägenheten att minska för den studerandegrupp som får höjt bidrag. Med utgångspunkt i dagens lånebenägenhet kommer den att minska med åtta procentenheter, vilket innebär att antalet lån- tagare på nivån kommer att minska med cirka 800 personer. Detta kommer att minska antalet låntagare som får krav på studielån överlämnade till Kronofogdemyndigheten med minst 300 per år. Antalet låntagare på gymnasienivån väntas vara oförändrat. Antalet personer som får en betalningsanmärkning kan förväntas minska, vilket såväl kan underlätta att få bostad som att ta lån. Eftersom majoriteten av de som studerar på grundläggande nivå inom komvux är utlandsfödda kan förslagen därför få positiva effekter ur integrationspolitisk synvinkel.</P>
<P class="p1238 ft9">De förändrade bidrags- och låneandelarna innebär att studie- skulderna minskar eller ökar för de studiemedelstagare som väljer att ta lån. Hur skulderna förändras beror på studietiderna. Här följer exempel för studerande på grundskolenivå respektive för studerande yngre än 25 år och äldre än 24 år som studerar på gymnasienivå. Exempel lämnas för heltidsstudietider i 40, 80 och 100 veckor och avser studerande med full lånedel. Dagens skuld- sättning används som jämförelse. Beloppen redovisas exklusive ränta.</P>
<P class="p1239 ft20">469</P>
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<P class="p75 ft9">Av exemplen i tabellerna framgår att ingen studerande på grund- skolenivå kommer att få en högre studieskuld än i dag, många kommer däremot att få lägre studieskulder. Studerande på gymnasie- nivå yngre än 25 år kommer att ha samma skuldsättning som i dag. För vissa studerande äldre än 24 år kommer skulden att bli lägre, för andra kommer den att bli högre.</P>
<P class="p91 ft9">Den genomsnittliga låntagare som studerar på grundskolenivå studerar i 28 veckor på grundskolenivå och i 55 veckor på andra utbildningsnivåer.<SPAN class="ft36">12 </SPAN>Om man antar att de övriga studierna i sin helhet bedrivs på gymnasienivå får en låntagare som är yngre än 25 år i dag en sammanlagd skuld på 128 567 kronor.<SPAN class="ft36">13 </SPAN>Med utred- ningens förslag kommer skulden för denna låntagare att bli 102 885 kronor.</P>
<P class="p94 ft10">För en studerande äldre än 24 år beror dagens skuld på om han eller hon i dag beviljas generellt eller högre bidrag. Om den studerande beviljas högre bidrag på både grundskole- och gymnasienivån blir skulden 51 240 kronor. Om den studerande får högre bidrag på grundskolenivån och generellt bidrag på gymnasienivån hamnar skulden på 102 885 kronor. För den som får generellt bidrag på båda utbildningsnivåerna blir studieskulden 128 567 kronor. Med utredningens förslag blir skulden för denna genomsnittliga lån- tagare över 24 år alltid densamma, 79 400 kronor.</P>
<P class="p1240 ft14"><SPAN class="ft13">12.2.6</SPAN><SPAN class="ft170">Sammanfattning av utgiftsökningar och utgiftsminskningar inom studiemedelsområdet</SPAN></P>
<P class="p89 ft9">I tabellen sammanfattas kostnadseffekterna av utredningens för- slag. Kostnadsuppgifterna inkluderar i förekommande fall avgifter för ålderspension. Kostnaderna beräknas på årsbasis när reformen nått fullt genomslag.</P>
<P class="p1241 ft74"><SPAN class="ft56">12</SPAN><SPAN class="ft73">Nya återbetalningsskyldiga låntagare 2012.</SPAN></P>
<P class="p672 ft41"><SPAN class="ft56">13</SPAN><SPAN class="ft86">Gäller </SPAN><SPAN class="ft43">ej </SPAN>studerande inom den tillfälliga satsningen på ett högre bidrag till studerande i åldern <NOBR>20–24</NOBR> år.</P>
<P class="p521 ft20">470</P>
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<P class="p1242 ft9">Utöver de kostnader som redovisas i tabellen ovan föreslår utred- ningen i avsnitt 8.4.10 att CSN som en engångssumma ska tilldelas två miljoner kronor för utvecklingskostnader. Denna engångs- summa framgår i tabell 12.10 nedan.</P>
<P class="p1243 ft20">471</P>
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<P class="p906 ft93"><SPAN class="ft56">1</SPAN><SPAN class="ft178">Vissa studerande kommer under andra halvåret 2014 ha kvar en högre bidragsnivå enligt övergångsregler. Detta gör att kostnaderna för bostadsbidrag bara bedöms öka marginellt.</SPAN></P>
<P class="p604 ft180"><SPAN class="ft56">2</SPAN><SPAN class="ft179">Övergångsregler innebär att kostnadsminskningen av ändrade bidragsandelar får fullt genomslag först fr.o.m. 2015.</SPAN></P>
<P class="p772 ft89"><SPAN class="ft56">3</SPAN><SPAN class="ft181">Hela minskningen uppnås efter ett antal år och beräknas vid fullt genomslag till 60 mnkr. Besparingen beräknas till 0 kronor 2014, 20 mnkr kronor 2015, 40 mnkr kronor 2016 och 50 mnkr kronor 2017 och 60 mnkr 2018.</SPAN></P>
<P class="p106 ft9">Utredningens förslag beräknas få fullt genomslag fr.o.m. 2018. Fr.o.m. 2016 är utgiftsminskningen större än utgiftsökningen. Utgifterna minskar ytterligare under 2017 och 2018. Under 2018 beräknas utgiftsminskningen till sammanlagt 232 miljoner kronor medan utgiftsökningen ligger kvar på 210 miljoner kronor, dvs. differensen är 22 miljoner kronor. I avsnitt 8.4.4 föreslår utred- ningen att de medel som successivt frigörs bör användas till att höja bidragsandelen för studerande på grundskolenivå.</P>
<P class="p1245 ft13"><SPAN class="ft13">12.2.7</SPAN><SPAN class="ft115">Kostnadsutveckling med alternativa ikraftträdande- och övergångsbestämmelser</SPAN></P>
<P class="p93 ft9">I avsnitt 8.4.10 redogör utredningen för sitt förslag till ikraft- trädande och övergångsbestämmelser. Som beskrivs ovan är för- slaget enligt utredningens uppfattning finansierat, även om full finansiering nås först på några års sikt. I detta avsnitt redovisas även ett alternativ till de ikraftträdande- och övergångsbestäm- melser som utredningen föreslår. Detta alternativ pekar på en lösning som ger full kostnadstäckning redan från genomförande- tidpunkten.</P>
<P class="p1246 ft20">472</P>
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<P class="p1247 ft26">Det alternativ utredningen redovisar till ikraftträdande och övergångsbestämmelserna innebär att det inte införs någon över- gångsbestämmelse för rätten till högre bidrag, utom vad avser den tillfälliga satsningen på ungdomar i åldern <NOBR>20–24</NOBR> år, samt att de nya bestämmelserna om antal studiemedelsveckor och en ny deltidsnivå införs först den 1 juli 2015. Av tabell 12.11 framgår utgifter och finansiering enligt det alternativ till ikraftträdande- och övergångs- bestämmelser som utredningen redovisar.</P>
<P class="p1248 ft89"><SPAN class="ft87">1 </SPAN>Hela minskningen uppnås efter ett antal år och beräknas vid fullt genomslag till 60 mnkr. Besparingen beräknas till 0 kronor 2014, 20 mnkr kronor 2015, 40 mnkr kronor 2016 och 50 mnkr kronor 2017 och 60 mnkr 2018.</P>
<P class="p921 ft20">473</P>
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<P class="p75 ft26">Med de alternativa ikraftträdande- och övergångsbestämmelserna uppnås i princip full kostnadstäckning direkt från genomförande- tidpunkten och förslagen medför ett överskott redan fr.o.m. 2015.</P>
<P class="p1249 ft175"><SPAN class="ft28">12.3</SPAN><SPAN class="ft174">Kostnads- och konsekvensanalys av utredningens förslag om aktivitetskrav</SPAN></P>
<P class="p623 ft9"><SPAN class="ft13">Utredningens bedömning: </SPAN>Ett nytt, tydligare aktivitetskrav kopplat till studiemedelssystemet kan öka fullföljandet. Möj- ligen kan ett sådant krav också minska kostnaderna för studie- medel. Ett aktivitetskrav kan dock också minska möjligheterna att erbjuda en individuellt anpassad och flexibel utbildning. De sammantagna effekterna av förslaget är därmed mycket svåra att förutse och tas därför inte med i utredningens ordinarie kostnads- beräkning.</P>
<P class="p1072 ft29">Ett aktivitetskrav kommer att öka den administrativa belast- ningen för kommuner, utbildningsanordnare, Skolväsendets över- klagandenämnd och i viss mån för CSN och ÖKS. Vid införandet av ett nytt aktivitetskrav bör kommunerna tillföras ytterligare medel.</P>
<P class="p737 ft9">Utredningen ger i kapitel 9 förslag på hur ett aktivitetskrav kan utformas och kopplas till studiemedelssystemet. En studerande som inte är aktiv i tillräcklig omfattning i en kurs förlorar rätten till studiemedel för den kursen under en viss tid.</P>
<P class="p144 ft9">Ett nytt, tydligare aktivitetskrav kopplat till studiemedels- systemet är avsett att öka det aktiva deltagandet i utbildningen och därmed att öka fullföljandet. Enligt utredningens bedömning är det dock mycket svårt att avgöra vilka beteendeförändringar förslaget kan ge hos de studerande. Detta gör det mycket svårt att beräkna några kostnadseffekter, både avseende kostnader för utbildningen och för studiemedlen. Det finns risk för att ett aktivitetskrav menligt kommer att påverka möjligheterna att lägga upp utbildningarna på ett individuellt och flexibelt sätt. Om så blir fallet riskerar utbildnings- tiderna att förlängas.</P>
<P class="p290 ft9">Förslaget om ett aktivitetskrav kan enligt utredningens bedöm- ning både leda till minskade och till ökade kostnader för studie- medel. Kostnaderna för studiemedel kommer sannolikt att minska till följd av en ökad rapportering om bristande aktivitet, där studerande inte får studiemedel för perioder av inaktivitet. Många</P>
<P class="p1250 ft20">474</P>
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<P class="p285 ft9">inaktiva studerande rapporteras dock troligen redan genom den avbrottsrapportering som sker i dag, varför det är svårt att uppskatta hur stor denna effekt blir. I den mån förslaget leder till ökad studieaktivitet kan samtidigt kostnaderna för studiemedel öka. Om en del studerande återkommer i studier, under hotet av indragna studiemedel, ökar utflödet av studiemedel. Den samman- tagna effekten på studiemedelssystemet är därför mycket svår att bedöma.</P>
<P class="p97 ft8">Förutom ändrade kostnader för studiemedel medför utred- ningens förslag ökade administrativa kostnader för kommuner, Skolväsendets överklagandenämnd och i någon mån för CSN och ÖKS. De administrativa uppgifter som ett aktivitetskrav innebär för utbildningsanordnare är främst att utifrån skollagen och Skolverkets föreskrifter uttolka vad studieaktivitet innebär i den egna verksamheten samt att dokumentera, besluta och rapportera de studerandes inaktivitet. Enligt de enkätsvar som kommit in till utredningen görs en del av detta arbete redan i dag. Omfattningen på det merarbete som ett aktivitetskrav skulle innebära påverkas till stor del av hur utbildningsanordnaren arbetar i dag samt på vilket sätt utbildningsanordnaren kommer att tolka studieaktivitets- begreppet i det fall ett tydligare aktivitetskrav införs. Det är därför inte möjligt att beräkna hur stort merarbetet skulle bli. Ett räkne- exempel om tio timmars merarbete per lärare och år skulle innebära omkring 15 miljoner kronor i ökade kostnader, utifrån att det fanns 5 300 tjänstgörande lärare inom komvux läsåret 2011/12. Utredningens bedömning är att kommunerna bör tillföras ytter- ligare administrativa medel om ett aktivitetskrav införs. Däremot anser vi att det extra arbete som uppstår hos Skolväsendets överklagandenämnd, CSN och ÖKS kan finansieras inom ordinarie resurstilldelning till myndigheterna.</P>
<P class="p1251 ft9">Utredningen bedömer att ett aktivitetskrav kommer att innebära ett visst administrativt merarbete även för de utbildningsanordnare som bedriver komvux efter upphandling av kommun. Utredningen bedömer dock att kostnaderna för detta merarbete kommer att belasta kommunerna, då ersättning för merarbetet rimligen bör ingå vid upphandling av utbildningen.</P>
<P class="p13 ft9">Eftersom utredningens uppdrag har varit att föreslå hur ett aktivitetskrav bör utformas, och då utredningen avråder från att införa detta aktivitetskrav, lämnas inget förslag till finansiering.</P>
<P class="p1252 ft20">475</P>
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<P class="p4 ft7">Författningskommentarer</P>
<P class="p1253 ft28">Förslaget till lag om ändring i skollagen (2010:800)</P>
<P class="p17 ft13">20 kap.</P>
<P class="p391 ft24">6 §</P>
<P class="p49 ft9">I paragrafen anges att kursplaner och ämnesplaner ska finnas för varje kurs på grundläggande respektive gymnasial nivå.</P>
<P class="p150 ft9"><SPAN class="ft24">Första stycket </SPAN>har ändrats genom tillägget att det på grund- läggande nivå ska finnas en kursplan även för en <SPAN class="ft24">nationellt fastställd delkurs</SPAN>. Förslaget behandlas i avsnitt 5.3.8.</P>
<P class="p51 ft42">Studieaktivitet</P>
<P class="p51 ft24">6 a §</P>
<P class="p711 ft9">I paragrafen anges att en elev ska delta aktivt i utbildningen. Vidare anges att en elev som inte deltar aktivt i undervisningen är inaktiv. Rektorn utpekas som den ansvarige att fatta detta beslut.</P>
<P class="p150 ft9"><SPAN class="ft24">Andra stycket </SPAN>innehåller ett bemyndigande för regeringen eller den myndighet regeringen bestämmer att meddela föreskrifter på området. Förslaget behandlas i avsnitt kapitel 9.</P>
<P class="p51 ft24">8 §</P>
<P class="p49 ft9">I paragrafen anges att det ska finnas en individuell studieplan för varje elev och vad planen ska innehålla.</P>
<P class="p150 ft12"><SPAN class="ft11">Första meningen </SPAN>är ny och anger att hemkommunen ska ansvara för att en individuell studieplan upprättas för varje elev. Förslaget behandlas i avsnitt 6.2.</P>
<P class="p713 ft20">477</P>
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<P class="p88 ft42">Studie- och yrkesvägledning</P>
<P class="p662 ft24">10 a §</P>
<P class="p55 ft9">I paragrafen anges att elever ska erbjudas studie- och yrkes- vägledning. Kommunen har en skyldighet erbjuda studie- och yrkesvägledning till en elev som har för avsikt att påbörja studier inom kommunal vuxenutbildning på grundläggande nivå. Förslaget behandlas i avsnitt 6.1.</P>
<P class="p57 ft24">30 §</P>
<P class="p1254 ft10">I paragrafen anges förutsättningarna för genomförandet av prövning. <SPAN class="ft45">Första stycket </SPAN>har ändrats genom tillägget att en elev ska ha</P>
<P class="p459 ft9">möjlighet att genomgå prövning i <SPAN class="ft24">nationellt fastställda delkurser</SPAN>. Förslaget behandlas i avsnitt 3.3.8.</P>
<P class="p532 ft13">21 kap.</P>
<P class="p319 ft24">8 §</P>
<P class="p55 ft9">I paragrafen anges att det ska finnas en individuell studieplan för varje elev och vad planen ska innehålla.</P>
<P class="p181 ft29"><SPAN class="ft48">Första meningen </SPAN>har ny lydelse och anger att hemkommunen ska ansvara för att en individuell studieplan upprättas för varje elev. I övrigt är paragrafen oförändrad. Förslaget behandlas i avsnitt 6.2.</P>
<P class="p1255 ft42">Studie- och yrkesvägledning</P>
<P class="p54 ft24">10 a §</P>
<P class="p757 ft9">I paragrafen anges att elever ska erbjudas studie- och yrkes- vägledning. Kommunen har en skyldighet att erbjuda studie- och yrkesvägledning till en elev som har för avsikt att påbörja studier inom särskild utbildning för vuxna på grundläggande nivå. Förslaget behandlas i avsnitt 6.1.</P>
<P class="p1256 ft20">478</P>
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<P class="p51 ft13">22 kap.</P>
<P class="p520 ft24">10 §</P>
<P class="p49 ft9">I paragrafen anges att det ska finnas en individuell studieplan för varje elev och vad planen ska innehålla.</P>
<P class="p279 ft29"><SPAN class="ft48">Första meningen </SPAN>har ny lydelse och anger att hemkommunen ska ansvara för att en individuell studieplan upprättas för varje elev. I övrigt är paragrafen oförändrad. Förslaget behandlas i avsnitt 6.2.</P>
<P class="p16 ft42">Studie- och yrkesvägledning</P>
<P class="p824 ft24">12 a §</P>
<P class="p48 ft9">I paragrafen anges att elever ska erbjudas studie- och yrkes- vägledning. Kommunen har en skyldighet erbjuda studie- och yrkesvägledning till en elev som har för avsikt att påbörja studier inom utbildning i svenska för invandrare. Förslaget behandlas i avsnitt 6.1.</P>
<P class="p484 ft13">28 kap.</P>
<P class="p391 ft24">16 §</P>
<P class="p49 ft9">Paragrafen reglerar vilka beslut av rektor som är överklagbara till Skolväsendets överklagandenämnd.</P>
<P class="p150 ft9"><SPAN class="ft24">Punkten 4 </SPAN>är ny och innebär att beslut enligt 20 kap. 6 a § om inaktivitet är överklagbara. Förslaget behandlas i avsnitt 9.5.</P>
<P class="p17 ft24">Ikraftträdande- och övergångsbestämmelser</P>
<P class="p689 ft29">Av ikraftträdande- och övergångsbestämmelserna <SPAN class="ft48">punkten 1 </SPAN>framgår att de nya bestämmelserna föreslås träda i kraft den 1 juli 2014.</P>
<P class="p1257 ft20">479</P>
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<P class="p88 ft28">Förslaget till</P>
<P class="p1230 ft28">lag om ändring i studiestödslagen (1999:1395)</P>
<P class="p114 ft13">3 kap.</P>
<P class="p715 ft24">5 §</P>
<P class="p757 ft9">I paragrafen anges vilken omfattning studierna ska ha för att studiemedel ska få lämnas.</P>
<P class="p180 ft9">Paragrafens <SPAN class="ft24">andra stycke </SPAN>är nytt och innebär att för studier på grundskolenivå får studiemedel även lämnas då den studerande bedriver studier på minst 25 procent av heltid.</P>
<P class="p180 ft9">Bemyndigandet i <SPAN class="ft24">femte stycket </SPAN>ändras så att regeringen eller den myndighet som regeringen bestämmer även får meddela närmare föreskrifter om första stycket. Förslaget behandlas i avsnitt 8.4.6 och i kapitel 9.</P>
<P class="p57 ft24">8 §</P>
<P class="p757 ft9">I paragrafen anges den tid som studiemedel får lämnas för vid studier på heltid.</P>
<P class="p144 ft9">Ändringen i <SPAN class="ft24">tredje stycket </SPAN>innebär att studiemedel vid studier på heltid på grundskolenivå får lämnas under sammanlagt högst 50 veckor. Till studerande som har större utbildningsbehov på grundskolenivå får dock studiemedel lämnas i högst 80 veckor. Till studerande som behöver färdighetsträning i läsning, skrivning och räkning eller har särskilda stödbehov får studiemedel lämnas under ytterligare högst 40 veckor.</P>
<P class="p91 ft9"><SPAN class="ft24">Fjärde stycket </SPAN>är nytt och innebär att den studerandes hemkommun eller den folkhögskola vid vilken den sökande studerar eller avser att studera vid behov ska yttra sig över den sökandes utbildningsbehov. För studerande på grundskolenivå inom kommunal vuxenutbildning ska den sökandes hemkommun vid behov yttra sig över utbildningsbehovet enligt paragrafens tredje stycke. För studerande på grundskolenivå vid en folk- högskola ska den folkhögskola vid vilken den sökande studerar eller avser att studera vid behov yttra sig.</P>
<P class="p290 ft26">Ändringen av <SPAN class="ft27">sjätte stycket </SPAN>är en följdändring av att ett nytt fjärde stycke införs. Av stycket framgår att studiemedel får lämnas</P>
<P class="p605 ft20">480</P>
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<P class="p49 ft9">under längre tid än som anges i <NOBR>första–femte</NOBR> stycket, om det finns synnerliga skäl.</P>
<P class="p150 ft9">Paragrafens <SPAN class="ft24">sjunde stycke </SPAN>är nytt och innebär att regeringen eller den myndighet regeringen bestämmer får meddela föreskrifter om bedömningen av utbildningsbehovet enligt tredje stycket och om hanteringen av yttranden enligt fjärde stycket. Förslagen behandlas i avsnitt 8.4.5.</P>
<P class="p1258 ft24">11 §</P>
<P class="p49 ft9">I paragrafen anges studiemedlens storlek som andel av prisbas- beloppet vid studier på heltid och deltid. Ändringen i <SPAN class="ft24">första stycket andra och tredje punkten </SPAN>innebär att beloppen för beräkning av studiemedlens storlek vid studier på deltid tas bort.</P>
<P class="p150 ft9">A<SPAN class="ft24">ndra stycket </SPAN>är nytt och innebär att för beräkning av studiemedel för studier på mindre än heltid hänvisas till en ny paragraf, 12 a §.</P>
<P class="p13 ft12"><SPAN class="ft11">Tredje stycket </SPAN>utgörs av paragrafens nuvarande andra stycke och är oförändrat i förhållande till detta. Förslaget behandlas i avsnitt 8.4.4.</P>
<P class="p16 ft24">12 §</P>
<P class="p1259 ft10">I paragrafen anges studiebidragets andel av studiemedlen. Paragrafens <SPAN class="ft45">första stycke </SPAN>ändras så att studiebidragets andel av</P>
<P class="p880 ft9">studiemedlen istället för att ange beloppen vid deltids- respektive heltidsstudier övergår till att ange belopp som är differentierade efter utbildningsnivå och ålder. <SPAN class="ft24">Första punkten </SPAN>avser bidrags- beloppet för studerande på eftergymnasial nivå. <SPAN class="ft24">Andra punkten </SPAN>avser bidragsbeloppet för studerande på gymnasienivå t.o.m. det kalenderår den studerande fyller 24 år. <SPAN class="ft24">Tredje punkten </SPAN>avser bidragsbeloppet för studerande på gymnasienivå fr.o.m. det kalenderår den studerande fyller 25 år. <SPAN class="ft24">Fjärde punkten </SPAN>avser bidragsbeloppet för studerande på grundskolenivå.</P>
<P class="p341 ft9"><SPAN class="ft24">Andra stycket </SPAN>är nytt och motsvarar nuvarande 3 kap. 13 § tredje stycket.</P>
<P class="p150 ft9"><SPAN class="ft24">Tredje stycket </SPAN>är nytt och innebär att för beräkning av studie- bidragets andel av studiemedlen hänvisas till en ny paragraf, 12 a §. Förslaget behandlas i avsnitt 8.4.4.</P>
<P class="p1260 ft20">481</P>
</DIV>
<DIV id="page_474">
<TABLE id="I1l111Il1llI1II1I1Il1ll11" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p88 ft24">12 a §</P>
<P class="p757 ft12">Paragrafen är ny och anger studiemedlens storlek och studie- bidragets andel av studiemedlen vid deltidsstudier. Förslaget behandlas i avsnitt 8.4.4</P>
<P class="p729 ft24">17 §</P>
<P class="p67 ft9">Paragrafen reglerar de inkomstgränser, så kallade fribelopp, som gäller för rätten till studiemedel med fullt belopp. I <SPAN class="ft24">första stycket </SPAN>införs en ny <SPAN class="ft24">fjärde punkt </SPAN>som innebär att vid studier om 20 veckor under ett kalenderhalvår ska fribeloppet svara mot 280 procent av prisbasbeloppet vid studier på minst 25 procent men mindre än 50 procent av heltid.</P>
<P class="p468 ft29">Ändringen i <SPAN class="ft48">andra stycket </SPAN>innebär att en ny <SPAN class="ft48">fjärde punkt </SPAN>införs som anger med hur mycket fribeloppets andel av prisbasbeloppet ska ökas eller minskas för varje vecka som studietiden är kortare eller längre än 20 veckor vid studier på minst 25 procent men mindre än 50 procent av heltid. Förslaget behandlas i avsnitt 8.4.6.</P>
<P class="p88 ft13">4 kap.</P>
<P class="p319 ft24">22 §</P>
<P class="p1254 ft10">Paragrafen reglerar avskrivning av lån för tidigare studier. Paragrafens <SPAN class="ft45">andra stycke </SPAN>ändras i konsekvens med ändringarna i</P>
<P class="p512 ft29">3 kap. 12 §. Ändringen innebär att avskrivning enligt paragrafens första stycke inte får ske av lån som har lämnats under tid då bidrag enligt 3 kap. 12 § p. 3 eller 4 lämnats, dvs. då studiebidrag lämnats till en studerande på gymnasienivå fr.o.m. det kalenderår den studerande fyller 25 år respektive då studiebidrag lämnats till en studerande på grundskolenivå. Övriga ändringar är endast språkliga och innebär ingen ändring i sak. Förslaget behandlas i avsnitt 8.4.4.</P>
<P class="p1261 ft20">482</P>
</DIV>
<DIV id="page_475">
<TABLE id="lI1111l1l1IlII11ll1l1lll1" cellpadding=0 cellspacing=0 class="t12"></TABLE>
<P class="p51 ft24">Ikraftträdande- och övergångsbestämmelser</P>
<P class="p505 ft10">Av ikraftträdande- och övergångsbestämmelserna <SPAN class="ft45">punkten 1 </SPAN>framgår att de nya bestämmelserna föreslås träda i kraft den 1 juli 2014.</P>
<P class="p148 ft9">Av <SPAN class="ft24">punkten 2 </SPAN>framgår att äldre bestämmelser gäller studiemedel som avser tid före ikraftträdandet.</P>
<P class="p150 ft9">Av <SPAN class="ft24">punkten 3 </SPAN>framgår att en studerande som fortsätter sin utbildning ska kunna behålla ett högre studiebidrag enligt de äldre bestämmelserna utan hinder av de nya reglerna för studiebidrag, dock längst t.o.m. 2014.</P>
<P class="p13 ft9">Av <SPAN class="ft24">punkten 4 </SPAN>framgår att den tillfälliga satsningen på ett högre bidrag till ungdomar i åldern <NOBR>20–24</NOBR> år, vilken pågår längst t.o.m. 2015, inte berörs av förslaget om ändrade bidragsandelar.</P>
<P class="p150 ft9">Av <SPAN class="ft24">punkten 5 </SPAN>framgår att lån som övergångsvis lämnas samtidigt med ett högre bidrag som lämnas enligt övergångsbestämmelserna (punkt 3 eller 4), inte ska skrivas av.</P>
<P class="p150 ft9">Ikraftträdande- och övergångsbestämmelserna behandlas i avsnitt 8.4.10.</P>
<P class="p1262 ft20">483</P>
</DIV>
<DIV id="page_476">
<P class="p4 ft7">Referenser</P>
<P class="p1263 ft9">Angrist, J., Preopoulos, P., Williams, T. (2010). <SPAN class="ft24">When opportunity knocks, who answers? New evidence on college achievement awards</SPAN>. NBER working paper, No. 16643.</P>
<P class="p1264 ft24"><SPAN class="ft9">Arbetsförmedlingen (2012). </SPAN>Etablering av vissa nyanlända – analys av genomförandet. <SPAN class="ft9">Dnr. </SPAN><NOBR><SPAN class="ft9">AF-2011/414101.</SPAN></NOBR></P>
<P class="p1265 ft29">Arbetsmarknadsutskottets betänkande 2007/08:AU1 <SPAN class="ft48">Utgifts- områdena 13 Arbetsmarknad och 14 Arbetsliv</SPAN>, rskr. 2007/08:72.</P>
<P class="p1266 ft9">Asplund, R., Abdelkarim, O., Skalli, A. (2009). <SPAN class="ft24">Student Loans and the Likelihood of Graduation: Evidence from Finnish Cohort Data</SPAN>. Higher Education in Europe, Vol. 34, No. 2.</P>
<P class="p1267 ft24"><SPAN class="ft9">Barr, N. (2009). </SPAN>Financing Higher Education: Lessons from Economic Theory and Reform in England<SPAN class="ft9">. Higher Education in Europe, Vol. 34, No. 2.</SPAN></P>
<P class="p1264 ft24"><SPAN class="ft9">Becker, G.S. (1964). </SPAN>Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education<SPAN class="ft9">. Chicago: University of Chicago Press.</SPAN></P>
<P class="p1264 ft24"><SPAN class="ft9">Bettinger, E. (2008). </SPAN>Paying to learn: the effect of financial incentives on elementary school test schores<SPAN class="ft9">. Program on Education Policy and Governance working paper </SPAN><NOBR><SPAN class="ft9">08-03.</SPAN></NOBR></P>
<P class="p1268 ft48"><SPAN class="ft29">Carlson, M. (2006). </SPAN>Högutbildade utlandsfödda i grundläggande vuxenutbildning. Praktik och policy i två kommuner. <SPAN class="ft29">Expertbilaga till Rapport Integration 2005, Norrköping: Integrationsverket.</SPAN></P>
<P class="p1269 ft24"><SPAN class="ft9">CEDEFOP (2009). </SPAN>European Guidelines on validation of non- formal and informal learning.</P>
<P class="p1264 ft24"><SPAN class="ft9">CSN (2009a). </SPAN>Studerande föräldrar i högre utbildning. Ekonomiska och sociala villkor<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">2009-2189-2255.</SPAN></NOBR></P>
<P class="p1270 ft24"><SPAN class="ft9">CSN (2009b). </SPAN>Stärkt stöd för studier – tryggt, enkelt och flexibelt (SOU 2009:28)<SPAN class="ft9">. Remissvar. Dnr. </SPAN><NOBR><SPAN class="ft9">2009-110-3246.</SPAN></NOBR></P>
<P class="p780 ft20">485</P>
</DIV>
<DIV id="page_477">
<P class="p4 ft21">Referenser SOU 2013:20</P>
<P class="p1271 ft24"><SPAN class="ft9">CSN (2010a). </SPAN>Högskolestuderandes studieresultat 2008/09<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">2010-2189-4430.</SPAN></NOBR></P>
<P class="p1272 ft24"><SPAN class="ft9">CSN (2010b). </SPAN>Studerandes ekonomiska och sociala situation 2009<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">2010-2189-2365.</SPAN></NOBR></P>
<P class="p1273 ft24"><SPAN class="ft9">CSN (2010c). </SPAN>Studiemedel till studerande på grundskolenivå<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">2010-2189-8232.</SPAN></NOBR></P>
<P class="p1273 ft24"><SPAN class="ft9">CSN (2011a). </SPAN>Annuitetslån för studier – tio år efter studiestöds- reformen<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">2010-2189-9065.</SPAN></NOBR></P>
<P class="p1274 ft48"><SPAN class="ft29">CSN (2011b). </SPAN>Förslag till ändringar i studiestödsdatalagen (2009:287) och studiestödsdataförordningen (2009:321). <SPAN class="ft29">Dnr. </SPAN><NOBR><SPAN class="ft29">2011-119-2514.</SPAN></NOBR></P>
<P class="p1275 ft24"><SPAN class="ft9">CSN (2011c). </SPAN>Svenskt studiestöd i europeiskt perspektiv<SPAN class="ft9">. Dnr. 2011- </SPAN><NOBR><SPAN class="ft9">2189-9285.</SPAN></NOBR></P>
<P class="p1273 ft24"><SPAN class="ft9">CSN (2011d). </SPAN>Vilken inverkan har studiestödet på valet mellan att studera och inte studera? En enkätundersökning hösten 2010<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">2011-2189-7979.</SPAN></NOBR></P>
<P class="p1273 ft24"><SPAN class="ft9">CSN (2012a). </SPAN>Prövning av studieresultat. En uppföljning av ändrade regler. <SPAN class="ft9">Dnr. </SPAN><NOBR><SPAN class="ft9">2012-2189-1705.</SPAN></NOBR></P>
<P class="p1272 ft24"><SPAN class="ft9">CSN (2012b). </SPAN>Studerandes ekonomiska och sociala situation 2011<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">2012-2189-1701.</SPAN></NOBR></P>
<P class="p1276 ft9">CSN (2012c). <SPAN class="ft24">Studiestödet 2011</SPAN>. Dnr. <NOBR>2010-100-9272.</NOBR></P>
<P class="p1272 ft24"><SPAN class="ft9">CSN </SPAN><NOBR><SPAN class="ft9">2012-11-06.</SPAN></NOBR><SPAN class="ft9"> </SPAN>CSN upphör med verksamhet hos Väglednings- centrum i Malmö. <SPAN class="ft9">Pressmeddelande.</SPAN></P>
<P class="p1276 ft24"><SPAN class="ft9">Dagens Nyheter </SPAN><NOBR><SPAN class="ft9">2013-01-21.</SPAN></NOBR><SPAN class="ft9"> </SPAN>Skuldsatta får hjälp på telefon.</P>
<P class="p1272 ft12">Dearden, L., Emmerson, C., Frayne, C., Meghir, C. (2009). <SPAN class="ft11">Con- ditional Cash Transfers and School Dropout Rates</SPAN>. Journal of Human Resources, nr. 4, årgång 44.</P>
<P class="p1002 ft24"><SPAN class="ft9">Dir. 2007:153. </SPAN>En studiesocial utredning<SPAN class="ft9">.</SPAN></P>
<P class="p1273 ft24"><SPAN class="ft9">Dir. 2011:81. </SPAN>Ökad valfrihet och individuell anpassning av utbild- ning i svenska för invandrare.</P>
<P class="p1272 ft24"><SPAN class="ft9">Dir. 2011:92. </SPAN>Översyn av den kommunala vuxenutbildningen på grundläggande nivå<SPAN class="ft9">.</SPAN></P>
<P class="p1273 ft24"><SPAN class="ft9">Dir. 2012:82. </SPAN>Tilläggsdirektiv till utredningen om ökad valfrihet och individuell anpassning av utbildning i svenska för invandrare (U 2011:05).</P>
<P class="p1277 ft48"><SPAN class="ft29">Dir. 2012:117. </SPAN>Tilläggsdirektiv till utredningen om översyn av den kommunala vuxenutbildningen på grundläggande nivå (U2011:92)<SPAN class="ft29">.</SPAN></P>
<P class="p1278 ft24"><SPAN class="ft9">Dir. 2012:130. </SPAN>Tilläggsdirektiv till <NOBR>Sfi-pengsutredningen</NOBR> (U 2011:05).</P>
<P class="p114 ft20">486</P>
</DIV>
<DIV id="page_478">
<TABLE id="lIII1IIllII1lllI1ll111lII" cellpadding=0 cellspacing=0 class="t12"></TABLE>
<P class="p110 ft24"><SPAN class="ft9">Dir. 2013:10. </SPAN>Tilläggsdirektiv till <NOBR>Sfi-pengsutredningen</NOBR> (U 2011:05).</P>
<P class="p1270 ft9">Dowd, A., Coury, T. (2006). <SPAN class="ft24">The Effect of Loans on the Persistence and Attainment of Community College Students</SPAN>. Research in Higher Education, Vol. 47, No. 1.</P>
<P class="p1279 ft183"><SPAN class="ft182">Ds 2003:23. </SPAN>Validering m.m. – fortsatt utveckling av vuxnas lärande. <SPAN class="ft182">Ds 2009:25. </SPAN>Den nya skollagen – för kunskap, valfrihet och trygghet. <SPAN class="ft182">Ds 2012:27. </SPAN>Utvidgad målgrupp för etableringslagen.</P>
<P class="p172 ft24"><SPAN class="ft9">Ds 2013:5. </SPAN>Permanent utvidgning av målgrupp för etableringslagen<SPAN class="ft9">.</SPAN></P>
<P class="p1280 ft47"><SPAN class="ft184">Ekberg, J., Rooth, </SPAN><NOBR><SPAN class="ft184">D-O.</SPAN></NOBR><SPAN class="ft184"> (2004). </SPAN>Yrke och utbildning på <NOBR>2000-talets</NOBR> arbetsmarknad – skillnader mellan inrikes och utrikes födda personer.</P>
<P class="p1281 ft9">Expertbilaga till Rapport Integration 2003, Norrköping: Integrationsverket.</P>
<P class="p1282 ft24"><SPAN class="ft9">Eriksson, L. (2011). </SPAN>Vuxenutbildning för personer med funktions- nedsättning. <SPAN class="ft9">Bilaga till Likvärdig utbildning för vuxna med funk- tionsnedsättning. Specialpedagogiska skolmyndigheten.</SPAN></P>
<P class="p1283 ft24"><SPAN class="ft9">Eriksson, S. (2011). </SPAN>Utrikes födda på den svenska arbetsmarknaden.</P>
<P class="p191 ft9">Bilaga 4 till Långtidsutredningen 2011.</P>
<P class="p1265 ft27"><SPAN class="ft26">Folkpensionsanstalten (2008). </SPAN>Promemoria presenterad vid sam- nordisk studiestödskonferens på Färöarna <NOBR>2008-06-10</NOBR> – 12.</P>
<P class="p1266 ft24"><SPAN class="ft9">Fryer, R. (2011). </SPAN>Financial Incentives and Student Achievement: Evidence from Randomized Trials<SPAN class="ft9">. The Quarterly Journal of Economics. No. 4, Vol. 126.</SPAN></P>
<P class="p992 ft9">Hossler, D., Ziskin, M., Gross, P.K., Kim, S., Cekic, O. (2009).</P>
<P class="p1284 ft11">Student Aid and Its Role in Encouraging Persistence<SPAN class="ft12">. Higher Education: Handbook of Theory and Research. Springer Science+Business Media B.V. 2009.</SPAN></P>
<P class="p1285 ft186">https://www.konsumentverket.se/privatekonomi <NOBR>(2012-10-03).</NOBR> https://www.lanekassen.no <NOBR>(2012-10-16).</NOBR> <SPAN class="ft185">Opsagte lån 2011.</SPAN></P>
<P class="p1286 ft9">http://www.scb.se <NOBR>(2012-01-15).</NOBR> <SPAN class="ft24">Tabell: Befolkning 16 – 74 år efter region, utbildningsnivå, ålder och kön.</SPAN></P>
<P class="p1264 ft9">http://www.scb.se <NOBR>(2012-04-18).</NOBR> <SPAN class="ft24">Tabell: Andel högutbildade i befolkningen </SPAN><NOBR><SPAN class="ft24">(25-64</SPAN></NOBR><SPAN class="ft24"> år) år 2011 fördelade efter kommun (fallande ordning).</SPAN></P>
<P class="p1264 ft9">http://www.scb.se <NOBR>(2012-10-03).</NOBR> <SPAN class="ft24">Tabell: Nettoinkomst per kommun år 2010 för kvinnor och män.</SPAN></P>
<P class="p992 ft24"><SPAN class="ft9">http://www.scb.se </SPAN><NOBR><SPAN class="ft9">(2012-10-04).</SPAN></NOBR><SPAN class="ft9"> </SPAN>Genomsnittlig årshyra per lägenhet.</P>
<P class="p911 ft20">487</P>
</DIV>
<DIV id="page_479">
<TABLE id="I11I1ll11l1Il1IlIIIIl1I11" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p1271 ft9">http://www.scb.se <NOBR>(2013-01-15).</NOBR> <SPAN class="ft24">Statistik om befolkningens utbild- ning.</SPAN></P>
<P class="p1287 ft24"><SPAN class="ft9">Högskoleverket (2007). </SPAN>Tillsynsbesöket vid Gymnastik- och idrotts- högskolan 2006<SPAN class="ft9">. Rapport 2007:37 R.</SPAN></P>
<P class="p1273 ft24"><SPAN class="ft9">IFAU (2007). </SPAN>Invandrares avkastning på utbildning i Sverige<SPAN class="ft9">. Rapport 2007:10.</SPAN></P>
<P class="p1288 ft27"><SPAN class="ft26">IFAU (2010). </SPAN>Den svenska utbildningspolitikens arbetsmarknads- effekter: vad säger forskningen? <SPAN class="ft26">Rapport 2010:13.</SPAN></P>
<P class="p1289 ft24"><SPAN class="ft9">IFAU (2011). </SPAN>Studietakten för högskolestudenter före och efter studie- medelsreformen 2001<SPAN class="ft9">. Rapport 2011:14.</SPAN></P>
<P class="p1273 ft24"><SPAN class="ft9">IFAU (2012a). </SPAN>Ekonomiska drivkrafter och studieresultat – effekter av <NOBR>sfi-bonus.</NOBR> <SPAN class="ft9">Rapport 2012:27.</SPAN></P>
<P class="p1276 ft24"><SPAN class="ft9">IFAU (2012b). </SPAN>Årsredovisning 2011.</P>
<P class="p927 ft9">Integrationsverket (2004). <SPAN class="ft24">Rapport Integration 2003.</SPAN></P>
<P class="p1274 ft27"><SPAN class="ft26">Johnstone, B.D. (1986). </SPAN>Sharing the Costs of Higher Education: Student financial assistance in the United Kingdom, the Federal Republic of Germany, France, Sweden and the United States<SPAN class="ft26">. New York: College Entrance Examination Board.</SPAN></P>
<P class="p1289 ft9">Kunnskapsdepartementet (2007). <SPAN class="ft24">Statusrapport for Kvalitets- reformen i högre utdanning. </SPAN>St. meld. Nr. 7 <NOBR>(2007-2008).</NOBR></P>
<P class="p927 ft24"><SPAN class="ft9">Lindh, G. (1997). </SPAN>Samtalet i studie- och yrkesvägledningsprocessen.</P>
<P class="p249 ft9">Stockholm: HLS.</P>
<P class="p1272 ft9">Markör Marknad och Kommunikation AB (2011). <SPAN class="ft24">Utbildnings- förvaltningen i Stockholms stad. Rapport: Vux Studerande- undersökning, våren 2011.</SPAN></P>
<P class="p1288 ft9">Myndigheten för yrkeshögskolan (2010). <SPAN class="ft24">Redovisning av uppdrag om insatser i fråga om validering. </SPAN>Dnr. Yh 2009/2102.</P>
<P class="p1273 ft9">Myndigheten för yrkeshögskolan (2012a). <SPAN class="ft24">Kriterier och riktlinjer för validering av reell kompetens. </SPAN>Dnr. YH 2012/428.</P>
<P class="p1272 ft12">Myndigheten för yrkeshögskolan (2012b). <SPAN class="ft11">Slutrapport – Validering av nyanländas yrkeskompetens </SPAN><NOBR><SPAN class="ft11">(VINN-projektet).</SPAN></NOBR><SPAN class="ft11"> </SPAN>Dnr. YH 2012:80.</P>
<P class="p1289 ft24"><SPAN class="ft9">Prop. 1967:85. </SPAN>Angående vissa åtgärder inom vuxenutbildningens område m.m.</P>
<P class="p1273 ft24"><SPAN class="ft9">Prop. 1990/91:85. </SPAN>Växa med kunskaper – om gymnasieskolan och vuxenutbildningen<SPAN class="ft9">.</SPAN></P>
<P class="p1276 ft24"><SPAN class="ft9">Prop. 1996/97:1. </SPAN>Budgetproposition för 1997.</P>
<P class="p116 ft20">488</P>
</DIV>
<DIV id="page_480">
<TABLE id="II1l1IlI1I111llIlllI1llII" cellpadding=0 cellspacing=0 class="t12"></TABLE>
<P class="p1290 ft24"><SPAN class="ft9">Prop. 2000/01:72. </SPAN>Vuxnas lärande och utvecklingen av vuxen- utbildningen<SPAN class="ft9">.</SPAN></P>
<P class="p992 ft24"><SPAN class="ft9">Prop. 2001/02:161. </SPAN>Rekryteringsbidrag vid vuxenstudier<SPAN class="ft9">.</SPAN></P>
<P class="p1291 ft24"><SPAN class="ft9">Prop. 2005/06:134. </SPAN>Anpassning av studiestödet till vissa <NOBR>EG-direktiv,</NOBR> m.m.</P>
<P class="p992 ft24"><SPAN class="ft9">Prop. 2005/06:148 </SPAN>Vissa frågor om vuxnas lärande, m.m.</P>
<P class="p1292 ft183"><SPAN class="ft182">Prop. 2006/07:17. </SPAN>Avveckling av rekryteringsbidrag till vuxenstuderande<SPAN class="ft182">. Prop. 2009/10:1. </SPAN>Budgetpropositionen för 2010<SPAN class="ft182">.</SPAN></P>
<P class="p1293 ft24"><SPAN class="ft9">Prop. 2009/10:165. </SPAN>Den nya skollagen – för kunskap, valfrihet och trygghet.</P>
<P class="p1294 ft183"><SPAN class="ft182">Prop. 2010/11:1. </SPAN>Budgetpropositionen för 2011<SPAN class="ft182">. Prop. 2011/12:1. </SPAN>Budgetpropositionen för 2012<SPAN class="ft182">. Prop. 2012/13:1. </SPAN>Budgetpropositionen för 2013.</P>
<P class="p1295 ft48"><SPAN class="ft29">Regeringen (2012a). </SPAN>Uppdrag att genomföra en attitydundersökning hos elever och lärare inom vuxenutbildningen. <SPAN class="ft29">Protokoll </SPAN><NOBR><SPAN class="ft29">2012-04-</SPAN></NOBR><SPAN class="ft29"> 26. Dnr. U2012/2622/GV och U2011/5440/GV.</SPAN></P>
<P class="p1269 ft24"><SPAN class="ft9">Regeringen (2012b). </SPAN>Uppdrag att kartlägga och bedöma validerings- insatser för utrikes födda. <SPAN class="ft9">Regeringsbeslut </SPAN><NOBR><SPAN class="ft9">2013-01-24.</SPAN></NOBR><SPAN class="ft9"> A2012/4286/IU.</SPAN></P>
<P class="p1267 ft9">Regleringsbrev för budgetåret 2012 avseende Statens Skolinspektion. Beslut <NOBR>2011-12-20.</NOBR></P>
<P class="p1264 ft9">Regleringsbrev för budgetåret 2013 avseende Statens skolverk. Beslut <NOBR>2012-12-20.</NOBR></P>
<P class="p1270 ft11"><SPAN class="ft12">Riksrevisionen (2011). </SPAN>Statliga insatser för akademiker med utländsk utbildning – förutsägbara, ändamålsenliga och effektiva? <SPAN class="ft12">RiR 2011:16.</SPAN></P>
<P class="p1269 ft11"><SPAN class="ft12">SCB (2009a). </SPAN>Arbetsmarknaden för högutbildade utrikesfödda – en jämförelse mellan personer födda i annat land än Sverige och personer födda i Sverige. <SPAN class="ft12">Temarapport 2009:4.</SPAN></P>
<P class="p1296 ft24"><SPAN class="ft9">SCB (2009b). </SPAN>Integration – utrikes födda på arbetsmarknaden.</P>
<P class="p1297 ft9">Integration rapport 2.</P>
<P class="p1270 ft24"><SPAN class="ft9">SCB (2009c). </SPAN>Tema: Utbildning. Deltagare i svenskundervisning för invandrare (sfi). <SPAN class="ft9">Temablad 2009:1.</SPAN></P>
<P class="p1264 ft24"><SPAN class="ft9">Skolinspektionen (2009). </SPAN>Ingen aning utan uppföljning – hur 20 kommuner följer upp sin vuxenutbildning<SPAN class="ft9">. Rapport 2009:4.</SPAN></P>
<P class="p1298 ft20">489</P>
</DIV>
<DIV id="page_481">
<TABLE id="I11lll1111ll1IIl1IIIl1lIl" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p1271 ft24"><SPAN class="ft9">Skolinspektionen (2012a). </SPAN>Grundläggande vuxenutbildning. En granskning av uppföljning och anpassning av utbildningen<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">403-2011:5237.</SPAN></NOBR></P>
<P class="p1273 ft24"><SPAN class="ft9">Skolinspektionen (2012b). </SPAN>Rektors ledarskap – med ansvar för den pedagogiska verksamheten. <SPAN class="ft9">Rapport 2012:1.</SPAN></P>
<P class="p927 ft24"><SPAN class="ft9">Skolinspektionen (2012c). </SPAN>Skolinspektionens årsredovisning 2011.</P>
<P class="p249 ft9">Dnr. <NOBR>10-2011:6465.</NOBR></P>
<P class="p1299 ft182">Skolverket (1997). <SPAN class="ft183">Grundläggande vuxenutbildning</SPAN>. Rapport 136. Skolverket (1998). <SPAN class="ft183">Vuxenutbildning. Tematisk rapport</SPAN>. Rapport 141. Skolverket (2000). <SPAN class="ft183">Med vuxenutbildning i fokus. </SPAN>Dnr. 2000:2528.</P>
<P class="p1300 ft24"><SPAN class="ft9">Skolverket (2003). </SPAN>En studie av grundläggande vuxenutbildning i tjugo kommuner. <SPAN class="ft9">Intern rapport, dnr. </SPAN><NOBR><SPAN class="ft9">01-2001:3630.</SPAN></NOBR></P>
<P class="p1288 ft48"><SPAN class="ft29">Skolverket (2004a). </SPAN>Förslag till hur orienteringskurser kan användas vid validering inom kommunal vuxenutbildning (regerings- uppdrag U2004/969/SV)<SPAN class="ft29">. Dnr. </SPAN><NOBR><SPAN class="ft29">01-2004:1610,</SPAN></NOBR><SPAN class="ft29"> Rapport.</SPAN></P>
<P class="p1289 ft24"><SPAN class="ft9">Skolverket (2004b). </SPAN>Individuell studieplan, individuell kurs och intyg i kommunal vuxenutbildning (proj 119003). <SPAN class="ft9">Dnr. 2003:02233.</SPAN></P>
<P class="p1276 ft24"><SPAN class="ft9">Skolverket (2004c). </SPAN>Sfi – kartläggning och studieplanering.</P>
<P class="p228 ft9">Stödmaterial.</P>
<P class="p1272 ft24"><SPAN class="ft9">Skolverket (2009a). </SPAN>Allmänna råd och kommentarer om studie- och yrkesorientering.</P>
<P class="p1276 ft24"><SPAN class="ft9">Skolverket (2009b). </SPAN>Skolverkets lägesbedömning 2009. <SPAN class="ft9">Rapport 337.</SPAN></P>
<P class="p1272 ft24"><SPAN class="ft9">Skolverket (2010a). </SPAN>Redovisning av uppdrag om utbyggnad av det befintliga datalagret Microdata Online Access (MONA) med uppgifter om vuxenstuderandes sysselsättning samt förberedelser av insamling av slutbetyg som erhålls genom vuxenutbildning. <SPAN class="ft9">Dnr. </SPAN><NOBR><SPAN class="ft9">12-2010:372.</SPAN></NOBR></P>
<P class="p1301 ft182">Skolverket (2010b). <SPAN class="ft183">Skolverkets lägesbedömning 2010. </SPAN>Rapport 350. Skolverket (2011). <SPAN class="ft183">Skolverkets lägesbedömning 2011. </SPAN>Rapport 363.</P>
<P class="p1230 ft24"><SPAN class="ft9">Skolverket (2012a). </SPAN>Individuell studieplan inom vuxenutbildningen</P>
<P class="p1302 ft65">– stöd för tillämpning inom kommunal vuxenutbildning, särskild utbildning för vuxna samt i utbildning i svenska för invandrare.</P>
<P class="p249 ft9">Stödmaterial.</P>
<P class="p1287 ft24"><SPAN class="ft9">Skolverket (2012b). </SPAN>Kommunal vuxenutbildning på grundläggande nivå. En studie av nationell statistik och kommunal praktik<SPAN class="ft9">. Rapport 372.</SPAN></P>
<P class="p699 ft20">490</P>
</DIV>
<DIV id="page_482">
<TABLE id="I11111IIl111lIl1lIlIl1l11" cellpadding=0 cellspacing=0 class="t12"></TABLE>
<P class="p1303 ft24"><SPAN class="ft9">Skolverket (2012c). </SPAN>Pedagogisk personal i skola och vuxenutbildning läsåret 2011/12<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">71-2012-33.</SPAN></NOBR></P>
<P class="p1270 ft11"><SPAN class="ft12">Skolverket (2012d). </SPAN>Redovisning av regeringsuppdrag att förbereda och genomföra insatser inom yrkesvux. <SPAN class="ft12">Sjätte delrapporten, 2012- </SPAN><NOBR><SPAN class="ft12">05-16.</SPAN></NOBR><SPAN class="ft12"> Dnr. 2008:3782.</SPAN></P>
<P class="p1269 ft24"><SPAN class="ft9">Skolverket (2012e). </SPAN>Redovisning av uppdrag om avbrott i vuxen- utbildningen<SPAN class="ft9">. Dnr. </SPAN><NOBR><SPAN class="ft9">71-2011:952.</SPAN></NOBR></P>
<P class="p1264 ft24"><SPAN class="ft9">Skolverket </SPAN><NOBR><SPAN class="ft9">2012-08-29.</SPAN></NOBR><SPAN class="ft9"> </SPAN>Var tredje i grundläggande vuxenutbildning är högskoleutbildad. <SPAN class="ft9">Pressmeddelande.</SPAN></P>
<P class="p1267 ft24"><SPAN class="ft9">Socialstyrelsen (2003). </SPAN>Ekonomiskt bistånd. Stöd för rättstillämpning och handläggning av ärenden i den kommunala socialtjänsten<SPAN class="ft9">. Artikelnr. </SPAN><NOBR><SPAN class="ft9">2003-101-2.</SPAN></NOBR></P>
<P class="p1264 ft24"><SPAN class="ft9">SOU 1948:27. </SPAN>1946 års skolkommissions betänkande med förslag till riktlinjer för det svenska skolväsendets utveckling. <SPAN class="ft9">Betänkande av 1946 års skolkommission.</SPAN></P>
<P class="p1264 ft24"><SPAN class="ft9">SOU 1998:51. </SPAN>Vuxenutbildning och livslångt lärande. Situationen inför och under första året med Kunskapslyftet<SPAN class="ft9">. Delbetänkande av Kunskapslyftskommittén.</SPAN></P>
<P class="p1267 ft24"><SPAN class="ft9">SOU 1998:131. </SPAN>CSN – en myndighet i ständig förändring<SPAN class="ft9">. Betänkande av Utredningen om översyn av CSN.</SPAN></P>
<P class="p1304 ft24"><SPAN class="ft9">SOU 1999:39. </SPAN>Vuxenutbildning för alla? Andra året med Kunskapslyftet<SPAN class="ft9">. Delbetänkande av Kunskapslyftskommittén.</SPAN></P>
<P class="p1264 ft24"><SPAN class="ft9">SOU 2000:28. </SPAN>Kunskapsbygget 2000 – det livslånga lärandet<SPAN class="ft9">. Slut- betänkande av Kunskapslyftskommittén.</SPAN></P>
<P class="p1264 ft9">SOU 2001:45. <SPAN class="ft24">karriärvägledning.se.nu. </SPAN>Betänkande av Väglednings- utredningen.</P>
<P class="p992 ft24"><SPAN class="ft9">SOU 2001:78. </SPAN>Validering av vuxnas kunskap och kompetens.</P>
<P class="p1281 ft9">Betänkande av Utredningen om validering av vuxnas kunskaper och kompetens.</P>
<P class="p1265 ft48"><SPAN class="ft29">SOU 2003:77. </SPAN>Vidare vägar och vägen vidare – svenska som andra- språk för samhälls- och arbetsliv. <SPAN class="ft29">Betänkande av </SPAN><NOBR><SPAN class="ft29">Sfi-utredningen.</SPAN></NOBR></P>
<P class="p1266 ft24"><SPAN class="ft9">SOU 2004:116. </SPAN>Skolans ledningsstruktur – om ledning och styrning i skolan<SPAN class="ft9">. Betänkande av Utredningen om skolans lednings- struktur.</SPAN></P>
<P class="p1268 ft24"><SPAN class="ft9">SOU 2008:17. </SPAN>Frivux – Valfrihet i vuxenutbildningen. <SPAN class="ft9">Betänkande av Utredningen om en fristående vuxenutbildning.</SPAN></P>
<P class="p1305 ft20">491</P>
</DIV>
<DIV id="page_483">
<TABLE id="IIIl111111l1I1111I1IIIl1I" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p1271 ft9">SOU 2008:69 <SPAN class="ft24">Att välja fritt och välja rätt. </SPAN>Bilaga till Långtids- utredningen 2008.</P>
<P class="p1272 ft24"><SPAN class="ft9">SOU 2009:6. </SPAN>Återkrav inom förmånssystemen – förslag till lag- stiftning. <SPAN class="ft9">Betänkande av Återkravsutredningen.</SPAN></P>
<P class="p1273 ft24"><SPAN class="ft9">SOU 2009:28. </SPAN>Stärkt stöd för studier – tryggt, enkelt och flexibelt<SPAN class="ft9">. Betänkande av Studiesociala kommittén.</SPAN></P>
<P class="p1306 ft24"><SPAN class="ft9">SOU: 2010:55. </SPAN>Romers rätt – en strategi för romer i Sverige. <SPAN class="ft9">Betänkande av Delegationen för romska frågor.</SPAN></P>
<P class="p1272 ft24"><SPAN class="ft9">SOU 2011:19. </SPAN>Tid för snabb flexibel inlärning<SPAN class="ft9">. Betänkande av Utredningen om tidsbegränsad sfi.</SPAN></P>
<P class="p1273 ft24"><SPAN class="ft9">SOU 2012:9. </SPAN>Förmån och fälla – nyanländas uttag av föräldra- penning<SPAN class="ft9">. Delbetänkande av Utredningen om ökat arbetskrafts- deltagande bland nyanlända utrikes födda kvinnor och anhörig- invandrare </SPAN><NOBR><SPAN class="ft9">(AKKA-utredningen).</SPAN></NOBR></P>
<P class="p1288 ft48"><SPAN class="ft29">SOU 2012:69. </SPAN>Med rätt att delta. Nyanlända kvinnor och anhörig- invandrare på arbetsmarknaden<SPAN class="ft29">. Slutbetänkande av Utredningen om ökat arbetskraftsdeltagande bland nyanlända utrikes födda kvinnor och anhöriginvandrare </SPAN><NOBR><SPAN class="ft29">(AKKA-utredningen).</SPAN></NOBR></P>
<P class="p1307 ft29">Specialpedagogiska skolmyndigheten (2010). <SPAN class="ft48">Slutrapport. Likvärdig utbildning för vuxna med funktionsnedsättning</SPAN>. ALL 2010/586.</P>
<P class="p1307 ft27"><SPAN class="ft26">Splitvision Research (2009). </SPAN>Gemensam studie angående effekter av vuxenutbildning i Göteborg, Malmö och Stockholm 2009.</P>
<P class="p1308 ft48"><SPAN class="ft29">Statens uddannelsestötte (2008). </SPAN><NOBR>SU-systemets</NOBR> betydning for studie- genomströmmningen samt en kort beskrivelse av reglerne for stötte til uddannelse i udlandet<SPAN class="ft29">. Notat 3 oktober 2008.</SPAN></P>
<P class="p1289 ft24"><SPAN class="ft9">Statskontoret (2000). </SPAN>Svenskundervisning för invandrare (sfi) – egen skolform eller del av komvux. <SPAN class="ft9">Rapport 2000:27.</SPAN></P>
<P class="p1273 ft24"><SPAN class="ft9">Statskontoret (2009a). </SPAN>Rätt men ändå fel – en granskning av Centrala studiestödsnämndens arbete för att förhindra felaktiga utbetalningar<SPAN class="ft9">. Rapport 2009:8.</SPAN></P>
<P class="p1273 ft24"><SPAN class="ft9">Statskontoret (2009b). </SPAN>Sfi – resultat, genomförande och lärar- kompetens. En utvärdering av svenska för invandrare. <SPAN class="ft9">Rapport 2009:2.</SPAN></P>
<P class="p1276 ft24"><SPAN class="ft9">Statskontoret (2010a). </SPAN>En fördjupad redovisning av studietider i sfi.</P>
<P class="p228 ft9">Promemoria. Dnr <NOBR>2008/45-5.</NOBR></P>
<P class="p1274 ft27"><SPAN class="ft26">Statskontoret (2010b). </SPAN>Ett lyft för den som vill. Utvärdering av den statliga satsningen på fortbildning till lärare<SPAN class="ft26">. Rapport 2010:12.</SPAN></P>
<P class="p547 ft20">492</P>
</DIV>
<DIV id="page_484">
<P class="p4 ft21">SOU 2013:20 Referenser</P>
<P class="p1303 ft9">Statskontoret (2010c). <SPAN class="ft24">Studieavbrott i sfi. </SPAN>Promemoria. Dnr. <NOBR>2008/45-5.</NOBR></P>
<P class="p1270 ft11"><SPAN class="ft12">Statskontoret (2012). </SPAN>Etableringen av nyanlända – En uppföljning av myndigheternas genomförande av etableringsreformen. <SPAN class="ft12">Rapport 2012:22.</SPAN></P>
<P class="p1269 ft9">Sveriges kommuner och landsting (2010). <SPAN class="ft24">Kommungruppsindelning 2011 – definitioner. </SPAN><NOBR>2010-11-30.</NOBR></P>
<P class="p1283 ft187"><SPAN class="ft9">Sydsvenskan </SPAN><NOBR><SPAN class="ft9">2012-12-19.</SPAN></NOBR><SPAN class="ft9"> </SPAN>Staten överger inte Malmö.</P>
<P class="p1270 ft11"><SPAN class="ft12">TNS SIFO (2010). </SPAN>Brukarundersökning 2010 Svenska för invandrare. En undersökning genomförd av TNS SIFO på upp- drag av Utbildningsförvaltningen.</P>
<P class="p1309 ft27"><SPAN class="ft26">Uusitalo, R. (2010). </SPAN>Vad förklarar svenska universitetsstudenters höga examensålder? <SPAN class="ft26">Bilaga 3 till Långtidsutredningen 2011.</SPAN></P>
<P class="p1296 ft24"><SPAN class="ft9">Valideringsdelegationen (2008). </SPAN>Valideringsdelegationens slutrapport</P>
<P class="p1297 ft24">– mot en nationell struktur.</P>
<P class="p1267 ft9">Vossensteyn, H. (2005a). <SPAN class="ft24">Perceptions of Student </SPAN><NOBR><SPAN class="ft24">Price-Responsiveness.</SPAN></NOBR><SPAN class="ft24"> A behavioural economics exploration of the relationsships between </SPAN><NOBR><SPAN class="ft24">socio-economic</SPAN></NOBR><SPAN class="ft24"> status, perceptions of financial incentives and student choice</SPAN>. Enschede: Center for Higher Education and Policy Studies.</P>
<P class="p1264 ft11"><SPAN class="ft12">Vossensteyn, H. (2005b). </SPAN>Student grants and access in higher education. A seven <NOBR>country-study<SPAN class="ft12">.</SPAN></NOBR><SPAN class="ft12"> Enschede: Center for Higher Education and Policy Studies.</SPAN></P>
<P class="p1269 ft11"><SPAN class="ft12">Vossensteyn, H. (2009). </SPAN>Challenges in Student Financing: State Financial Support to Students – A Worldwide Perspective<SPAN class="ft12">. Higher Education in Europe, Vol. 34, no. 2.</SPAN></P>
<P class="p98 ft13">Beslut från Skolinspektionen</P>
<P class="p1310 ft9">Beslut <NOBR>2011-10-17.</NOBR> Beslut efter tillsyn av vuxenutbildningen i Stockholm. Dnr. <NOBR>43-2010:5286.</NOBR></P>
<P class="p484 ft13">Beslut från Överklagandenämnden för studiestöd</P>
<P class="p1310 ft9">Överklagandenämnden för studiestöds beslut den 9 augusti 2010. Dnr. <NOBR>2010-02113.200.09.</NOBR></P>
<P class="p1311 ft20">493</P>
</DIV>
<DIV id="page_485">
<P class="p1312 ft21">Bilaga 1</P>
<P class="p82 ft7">Kommittédirektiv 2011:92</P>
<P class="p1313 ft66">Översyn av den kommunala vuxenutbildningen på grundläggande nivå</P>
<P class="p1314 ft9">Beslut vid regeringssammanträde den 6 oktober 2011</P>
<P class="p270 ft13">Sammanfattning</P>
<P class="p83 ft10">En särskild utredare ska se över den kommunala vuxenutbildningen på grundläggande nivå. Utredaren ska kartlägga i vilken grad utbildningen lever upp till nationellt fastställda mål och syften när det gäller anpassning efter individers behov och förutsättningar samt vid behov föreslå åtgärder för att förbättra utbildningen så att målen och syftena uppfylls.</P>
<P class="p1315 ft9">Utredaren ska även bl.a.</P>
<P class="p1316 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">analysera varför så många med hög tidigare utbildning studerar inom den kommunala vuxenutbildningen på grundläggande nivå,</SPAN></P>
<P class="p1317 ft16"><SPAN class="ft31"></SPAN><SPAN class="ft173">analysera och vid behov föreslå åtgärder för att förbättra studie- och yrkesvägledningen och utveckla användningen av den individuella studieplanen för studerande inom all vuxenutbildning,</SPAN></P>
<P class="p1318 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">kartlägga den ekonomiska situationen för studerande på grundläggande nivå,</SPAN></P>
<P class="p1319 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">analysera hur det nuvarande studiemedelssystemet fungerar för studerande på grundläggande nivå och vid behov föreslå förändringar i syfte att förbättra förutsättningarna för de studerande att fullfölja utbildningen, och</SPAN></P>
<P class="p1320 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">lämna nödvändiga författningsförslag.</SPAN></P>
<P class="p1321 ft9">Uppdraget ska redovisas senast den 2 april 2013.</P>
<P class="p1322 ft20">495</P>
</DIV>
<DIV id="page_486">
<DIV id="id_1">
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</DIV>
<DIV id="id_2">
<P class="p1323 ft13">Den kommunala vuxenutbildningen på grundläggande nivå ska bättre anpassas efter elevernas varierande behov och förutsättningar</P>
<P class="p1324 ft9">Den kommunala vuxenutbildningen på grundläggande nivå är en relativt liten men viktig del av skolväsendet. Relativt få studerar där, exempelvis fanns inom den kommunala vuxenutbildningen på gymnasial nivå 2010 nästan sex gånger fler elever än på grundläggande nivå. Utbildningen är viktig och ofta en förutsättning för att eleverna ska kunna delta i samhällslivet fullt ut eller få ett arbete. Utan fullföljd grundskoleutbildning är möjligheterna till arbete i dag små, liksom möjligheterna att studera vidare. För samhället är den kommunala vuxenutbildningen på grundläggande nivå ett viktigt verktyg i arbetet för integration och mot arbetslöshet och utanförskap.</P>
<P class="p1325 ft9">Personer kan studera inom vuxenutbildningen av en mängd orsaker. Syftet med utbildningen på grundläggande nivå är oftast att den studerande ska kunna gå vidare till studier på en högre nivå eller få tillräckliga språkkunskaper för att få ett arbete. En viktigt utgångspunkt är därför att individen inte bör delta i utbildningen på grundläggande nivå längre än nödvändigt för att kunna gå vidare, eftersom detta kan förlänga den sammanlagda studietiden och försena inträdet på arbetsmarknaden.</P>
<P class="p1326 ft113">Uppdraget att utveckla och förbättra den kommunala vuxenutbildningen på grundläggande nivå</P>
<P class="p1327 ft8">Den 1 juli 2012 börjar den nya skollagen (2010:800) tillämpas inom den kommunala vuxenutbildningen. Den nya skollagen medför krav på en förstärkt individualisering av vuxenutbildningen. Utbildningen ska i högre grad till både innehåll och form anpassas efter den enskildes behov och förutsättningar. Alla elever och de som avser att påbörja kommunal vuxenutbildning ska ha tillgång till studie- och yrkesvägledning. Andra exempel är valideringens och den individuella studieplanens förstärkta roll, som markeras genom att dessa regleras i lag och inte som i dag i förordning.</P>
<P class="p1009 ft9">Individualiseringen av den kommunala vuxenutbildningen innebär inte att den enskilde på egen hand, utan stöd, ska planera och genomföra sina studier. Den innebär att utbildningen ska anpassas efter de behov som den enskilde har och efter den</P>
<P class="p483 ft20">496</P>
</DIV>
</DIV>
<DIV id="page_487">
<TABLE id="llllII1lIIIIIlIIII11Il1I1" cellpadding=0 cellspacing=0 class="t12"></TABLE>
<P class="p60 ft9">enskildes mål, förkunskaper och situation i övrigt. En individualiserad vuxenutbildning kan innebära effektiviseringar för kommunerna genom ökad genomströmning med färre studie- avbrott och en snabbare väg för många studerande genom utbildningssystemet.</P>
<P class="p1328 ft24">Hur kan den kommunala vuxenutbildningen på grundläggande nivå utvecklas och förbättras?</P>
<P class="p121 ft8">Elever inom den kommunala vuxenutbildningen på grundläggande nivå är en mycket heterogen grupp som omfattar personer med vitt skilda utbildningsnivåer och förutsättningar. Bland eleverna finns de som av olika skäl inte har fullföljt grundskolan, analfabeter som aldrig tidigare gått i skolan och invandrare med en högskole- utbildning från det tidigare hemlandet. Alla dessa individer och grupper har olika behov och förutsättningar, vilket ställer stora krav på kommunerna att anpassa utbildningen.</P>
<P class="p97 ft9">Anpassningen kan bl.a. innebära att utbildningen erbjuds vid olika tidpunkter under både dag- och kvällstid, på hel- eller deltid samt i olika former, t.ex. som distansundervisning. För att en person som kommit till Sverige så snabbt som möjligt ska kunna etablera sig på arbetsmarknaden är möjligheten att kombinera studier i svenska som andraspråk på grundläggande nivå med utbildning på annan nivå eller med yrkespraktik angelägen. Detta kan t.ex. bli aktuellt för vissa invandrare som omfattas av etableringsreformen och som har avslutat studier inom utbildning i svenska för invandrare. För andra kan heltidsstudier i svenska som andraspråk vara lämpligast för att snabbt lära sig språket och därefter gå vidare mot nya mål inom utbildningssystemet eller arbetslivet. Utgångspunkten för hur utbildningen utformas ska alltid vara den enskildes behov och förutsättningar.</P>
<P class="p474 ft10">Det är viktigt att kommunernas organisering och styrning av vuxenutbildningen inte utgör ett hinder för möjligheten att kombinera studier på olika nivåer och i olika skolformer. För att säkerställa en verksamhet som uppnår nationellt fastställda mål och syften är rektorernas roll och möjlighet att verka som pedagogisk ledare samt lärarnas situation också viktiga. Kommunernas upp- följning och utvärdering av verksamheten är också betydelsefull. Vidare är samarbetet med andra kommunala verksamheter, t.ex. inom arbetsmarknads- och integrationsområdet liksom samarbetet</P>
<P class="p580 ft20">497</P>
</DIV>
<DIV id="page_488">
<TABLE id="l11l11lI11II11I1IlllIllll" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p300 ft9">med <NOBR>Arbets-förmedlingen</NOBR> viktigt, inte minst mot bakgrund av den nyligen genomförda etableringsreformen (prop. 2009/10:60).</P>
<P class="p180 ft9">En målgrupp som den kommunala vuxenutbildningen ofta har svårt att nå är vuxna romer utan fullföljd grundskoleutbildning. Vikten av en vuxenutbildning som anpassas efter romers behov har uppmärksammats av Delegationen för romska frågor i dess betänkande Romers rätt - en strategi för romer i Sverige (SOU 2010:55). Delegationen påpekar att det svenska skolsystemet inte har varit och inte är anpassat till romers behov och att detta tillsammans med avsaknaden av skoltradition, diskriminering och utanförskap har bidragit till att många vuxna romer saknar full- ständig grundskolekompetens. Romer utan fullföljd grundskole- utbildning är dock ingen homogen grupp utan består av individer med varierande behov och förutsättningar. Vissa kan behöva någon enstaka kurs på grundläggande nivå för att kunna gå vidare i utbildningssystemet. Andra kan ha betydligt större behov. Det kan för vissa till och med handla om att läsa in en hel grundskole- utbildning.</P>
<P class="p317 ft8">En annan grupp med ett stort behov av individ- och målgrupps- anpassad utbildning är elever med inlärningshinder orsakade av funktionsnedsättning. Vuxenutbildningen måste i högre grad än i dag göras tillgänglig för personer med funktionsnedsättning. Sverige har ratificerat Förenta nationernas internationella konvention om rättigheter för personer med funktionsnedsättning. I artikel 24 behandlas rätten till utbildning och enligt denna ska staterna säkerställa att personer med funktionsnedsättning inte utestängs från det allmänna utbildningssystemet och att de ska få tillgång till allmän högre utbildning, yrkesutbildning, vuxen- utbildning och livslångt lärande utan att diskrimineras. För att detta ska vara möjligt krävs individuella anpassningar och det är viktigt att personer med funktionsnedsättning som deltar i under- visning kan ges stöd, t.ex. i form av hjälpmedel, anpassade lärverktyg och andra anpassningar. För att alla ska ha möjlighet att delta i vuxenutbildningen krävs ofta även generella anpassningar t.ex. av den fysiska miljön.</P>
<P class="p423 ft9">Vidare är det betydelsefullt att den kommunala vuxen- utbildningen på grundläggande nivå är flexibel och på ett effektivt sätt samverkar med särskild utbildning för vuxna. För att den kommunala vuxenutbildningen ska vara så effektiv som möjligt, med bättre genomströmning och färre avbrott än i dag, är</P>
<P class="p1329 ft20">498</P>
</DIV>
<DIV id="page_489">
<TABLE id="lI1lllIlIIll1IIII1I1IlIlI" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p1330 ft9">utbildningens anpassning efter individers och målgruppers behov och förutsättningar central.</P>
<P class="p1331 ft9">Utredaren ska därför</P>
<P class="p1332 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">kartlägga i vilken grad den kommunala vuxenutbildningen på grundläggande nivå lever upp till nationellt fastställda mål och syften när det gäller anpassning efter individers behov och förutsättningar samt vid behov föreslå åtgärder för att förbättra utbildningen så att målen och syftena uppfylls,</SPAN></P>
<P class="p1332 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">analysera och vid behov föreslå åtgärder för att underlätta för individer att parallellt med studier i kommunal vuxenutbildning på grundläggande nivå samtidigt studera inom andra delar av vuxenutbildningen eller annan utbildning eller att kombinera studierna med arbete eller praktik,</SPAN></P>
<P class="p1188 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">studera kommunernas organisation och styrning av den kommunala vuxenutbildningen på grundläggande nivå,</SPAN></P>
<P class="p1188 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">undersöka hur den kommunala vuxenutbildningen på grund- läggande nivå tillgodoser behovet av stödinsatser för personer med funktionsnedsättning, hur flexibel utbildningen är och hur utbildningen samverkar med särskild utbildning för vuxna samt vid behov föreslå åtgärder för att förbättra utbildningen i dessa avseenden,</SPAN></P>
<P class="p1332 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">med utgångspunkt i betänkandet SOU 2010:55 bedöma anpass- ningen av den kommunala vuxenutbildningen på grundläggande nivå efter romers behov och förutsättningar samt vid behov föreslå åtgärder i syfte att förbättra utbildningen i detta avseende,</SPAN></P>
<P class="p1332 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">vid behov föreslå åtgärder som syftar till att bättre anpassa den kommunala vuxenutbildningen på grundläggande nivå till andra målgrupper än de ovan nämnda, där många individer saknar sådana kunskaper som normalt uppnås i grundskolan eller där många av andra skäl har ett stort behov av en anpassad utbildning, och</SPAN></P>
<P class="p1333 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">lämna nödvändiga författningsförslag.</SPAN></P>
<P class="p1334 ft20">499</P>
</DIV>
<DIV id="page_490">
<TABLE id="lI11lIIIIllIl1lIIllIlll1l" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p1335 ft24">Hur kan tillgången till och kvaliteten på studie- och yrkesvägledning och valideringsinsatser förbättras?</P>
<P class="p93 ft9">Studie- och yrkesvägledning samt validering av redan uppnådda kunskaper är verksamheter som har utvecklats under de senaste åren men som kan utvecklas ytterligare.</P>
<P class="p181 ft9">Studie- och yrkesvägledning ska vara tillgänglig för alla elever i den kommunala vuxenutbildningen och för de som avser att påbörja sådan utbildning. Det är viktigt att den enskilde ges stöd att hitta en så snabb och effektiv väg genom utbildningssystemet som möjligt. Det är också av stor betydelse att eleverna får information om de ekonomiska villkoren. Enligt Centrala studiestödsnämndens (CSN:s) rapport Studiemedel till studerande på grundskolenivå (dnr <NOBR>2010-2189-8232)</NOBR> ingår information om studieekonomi och studiemedel sällan i studie- och yrkesväg- ledningen. För studerande med dåliga svenskkunskaper kan även tillgången till tolk vara en förutsättning för att kunna ta del av studie- och yrkesvägledningen.</P>
<P class="p302 ft9">Elever inom den grundläggande vuxenutbildningen är ofta invandrare som inte bara står långt ifrån arbetsmarknaden utan som också har dåliga kunskaper om det svenska utbildnings- och studiestödssystemet. Dessutom finansieras studierna ofta med hjälp av studielån. Om en elev inte får tillräcklig studie- och yrkesvägledning eller av andra skäl, t.ex. bristfälliga svensk- kunskaper, inte kan ta del av informationen, är risken större att eleven inte hittar rätt väg genom utbildningssystemet eller inte kan överblicka konsekvenserna av studierna för den egna ekonomin. Detta kan i sin tur leda till att studierna tar längre tid, en ökad skuldsättning och i värsta fall studieavbrott.</P>
<P class="p468 ft8">Den individuella studieplanen fyller en mycket viktig funktion inom vuxenutbildningen. Det är den individuella studieplanen som utgör elevens "program". Den innehåller en beskrivning av elevens mål med studierna och vägen dit i form av vilka kurser eleven ska läsa. Den individuella studieplanen bör tas fram i samarbete med en studie- och yrkesvägledare och ska vid behov revideras (2 kap. 13 § förordning [2002:1012] om kommunal vuxenutbildning).</P>
<P class="p468 ft29">Validering är ett verktyg som används alltmer inom vuxenutbildningen. Att individers förvärvade kunskaper och kompetenser kartläggs och erkänns är av stort värde för att studierna ska bli så effektiva som möjligt. Vuxna som börjar studera inom den kommunala vuxenutbildningen har många gånger</P>
<P class="p284 ft20">500</P>
</DIV>
<DIV id="page_491">
<TABLE id="II1l1I111IIll11llIlI1II1I" cellpadding=0 cellspacing=0 class="t12"></TABLE>
<P class="p60 ft9">med sig kunskaper och kompetenser som de har förvärvat genom åren men som de saknar formella bevis på. Om en person har kunskaper och kompetenser som kan kopplas till hela eller delar av en kurs, är det av betydelse att dessa erkänns. Detta är inte minst viktigt när det gäller mottagandet av nyanlända invandrare som ofta har kunskaper och kompetenser som de förvärvat i sina tidigare hemländer.</P>
<P class="p14 ft29">Tillgången till och kvaliteten på studie- och yrkesvägledning och valideringsinsatser är liksom användningen av och kvaliteten på den individuella studieplanen viktiga för all vuxenutbildning och inte enbart för den kommunala vuxenutbildningen på grundläggande nivå. Utredaren ska därför när det gäller all vuxenutbildning enligt skollagen, men främst den kommunala vuxenutbildningen,</P>
<P class="p1336 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">analysera och vid behov föreslå åtgärder för att förbättra studie- och yrkesvägledningen,</SPAN></P>
<P class="p324 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">utveckla användningen av den individuella studieplanen,</SPAN></P>
<P class="p103 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">analysera och vid behov föreslå åtgärder för att förbättra tillgången till och kvaliteten på valideringsinsatser, och</SPAN></P>
<P class="p324 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">lämna nödvändiga författningsförslag.</SPAN></P>
<P class="p1337 ft24">Varför studerar så många med en hög tidigare utbildning inom den kommunala vuxenutbildningen på grundläggande nivå?</P>
<P class="p121 ft8">Närmare var tredje elev inom den grundläggande vuxen- utbildningen 2010 hade en högskoleutbildning. Dessutom hade drygt 10 procent av eleverna en utbildning motsvarande mer än tvåårig gymnasieskola och ytterligare drygt 15 procent en utbild- ning på gymnasienivå om högst två år. De som har en utbildning på gymnasie- eller högskolenivå, varav en stor andel är utlandsfödda, studerar oftast svenska som andraspråk eller engelska inom vuxenutbildningen. Det förekommer dock att utlandsfödda även läser andra kurser på grundläggande nivå. Det kan finnas rimliga skäl till varför högutbildade elever läser kurser på grundskolenivå. Om skälen är okunnighet om det svenska utbildningssystemet, brister i organisationen eller att eleven inte fått tillräcklig studie- och yrkesvägledning, är risken att resurser och tid för såväl den enskilde som samhället slösas bort.</P>
<P class="p1338 ft20">501</P>
</DIV>
<DIV id="page_492">
<TABLE id="l1lI1I1IIl1I1lIlIlIl1lIII" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p353 ft9">Integrationsverket har tagit fram rapporten Högutbildade utlandsfödda i grundläggande vuxenutbildning, praktik och policy i två kommuner (Intergrationsverket 2006) som behandlar hög- utbildade inom den grundläggande vuxenutbildningen. Rapporten, som bygger på intervjuer med elever och personal i Malmö och Göteborgs kommuner, förmedlar en negativ bild av hur den grundläggande vuxenutbildningen fungerar i praktiken. Rapporten pekar på flera brister, inte minst vid mottagandet av högutbildade i vuxenutbildningen. Det ska dock understrykas att rapporten är från 2006 och att intervjuerna är genomförda i endast två kommuner, varför det inte går att dra några generella slutsatser. Frågan om högutbildade inom den kommunala vuxenutbildningen på grundläggande nivå bör utredas vidare.</P>
<P class="p1339 ft9">Utredaren ska därför</P>
<P class="p1340 ft10"><SPAN class="ft31"></SPAN><SPAN class="ft188">analysera orsaker till den stora andelen elever med hög tidigare utbildning på kurser inom den kommunala vuxenutbildningen på grundläggande nivå och vid behov föreslå åtgärder i syfte att effektivisera utbildningen för denna målgrupp, och</SPAN></P>
<P class="p835 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">lämna nödvändiga författningsförslag.</SPAN></P>
<P class="p1341 ft13">Uppdraget att se över studiemedelssystemet när det gäller studerande på grundläggande nivå</P>
<P class="p378 ft9">Studiesociala kommittén har i betänkandet Stärkt stöd för studier - tryggt, enkelt och flexibelt (SOU 2009:28) uppmärksammat de särskilda omständigheter som råder för elever med studiemedel i grundläggande vuxenutbildning. De är enligt betänkandet äldre än andra studiemedelstagare, har oftare barn och har i stor utsträckning utländsk bakgrund. Vidare har de enligt betänkandet en betydligt svårare ekonomisk situation än andra elever både före, under och efter studierna.</P>
<P class="p468 ft29">Många studerande som finansierar sina studier på grundläggande nivå med studielån får senare i livet problem att betala tillbaka sina skulder. Av CSN:s rapport Studiemedel till studerande på grund- skolenivå framgår bl.a. följande. Omkring hälften av de studerande på grundläggande nivå som har finansierat sina studier med studielån hamnar vid något tillfälle hos kronofogden. Det har även visat sig att många låntagare med låga inkomster avstår från att använda sig av de trygghetsregler som finns inom studiemedels-</P>
<P class="p116 ft20">502</P>
</DIV>
<DIV id="page_493">
<TABLE id="ll1lIIlIIll1llI1l1lIl11lI" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p362 ft9">systemet. Exempelvis avstår en stor del av låntagarna som har rätt till nedsättning av sitt årsbelopp att ansöka om det. Vidare varierar andelen studerande som ansöker om studiemedel och får avslag på grund av att de har uppnått den maximala tiden med studiemedel med studienivån. En betydligt större andel av dem som studerar på grundskolenivå får avslag på sin ansökan jämfört med studerande på andra studienivåer.</P>
<P class="p72 ft9">Enligt regeringens mening finns det ett fortsatt behov av att utreda den ekonomiska situationen för studerande på grund- läggande nivå och hur försörjningen ser ut för dessa studerande samt hur studiemedelssystemet fungerar. Detta gäller inte minst då planerade reformer inom utbildning i svenska för invandrare kan komma att påverka förutsättningarna för många deltagare.</P>
<P class="p335 ft9">Utredaren ska därför, med utgångspunkt i de övriga förslag som utredaren lämnar,</P>
<P class="p1332 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">kartlägga den ekonomiska situationen inklusive försörjningen för studerande på grundläggande nivå,</SPAN></P>
<P class="p1188 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">analysera hur det nuvarande studiemedelssystemet fungerar för dessa studerande och vid behov föreslå förändringar i syfte att förbättra förutsättningarna för studerande att fullfölja utbildningen,</SPAN></P>
<P class="p1188 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">särskilt analysera situationen för de studerande när det gäller återbetalning av studielån och återkrav av studiemedel och vid behov föreslå förändringar i syfte att förbättra möjligheten för de studerande att betala tillbaka sina studieskulder, och</SPAN></P>
<P class="p1333 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft32">lämna nödvändiga författningsförslag.</SPAN></P>
<P class="p767 ft13">Konsekvensbeskrivningar</P>
<P class="p383 ft9">Om utredarens förslag påverkar kostnader eller intäkter för staten, kommuner, landsting, företag eller andra enskilda, ska en beräkning av dessa konsekvenser redovisas. Vid kostnadsökningar eller intäktsminskningar för staten, kommuner eller landsting ska utredaren föreslå en finansiering. Effekterna för den kommunala självstyrelsen ska redovisas, liksom andra konsekvenser enligt kommittéförordningen (1998:1474).</P>
<P class="p331 ft9">Eventuella konsekvenser för CSN:s administration ska sär- redovisas.</P>
<P class="p787 ft20">503</P>
</DIV>
<DIV id="page_494">
<TABLE id="l111l1l1lIIll1llll11I1l1I" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p88 ft13">Samråd och redovisning av uppdraget</P>
<P class="p80 ft9">Utredaren ska samråda med Sveriges Kommuner och Landsting samt med berörda myndigheter och andra organisationer.</P>
<P class="p181 ft8">Utredaren ska även ta del av de förslag som lämnats i betänkandet Tid för flexibel inlärning (SOU 2011:19) i de delar som rör den kommunala vuxenutbildningen på grundläggande nivå.</P>
<P class="p144 ft9">Utredaren ska också hålla sig informerad om eventuella utredningar inom studiestödsområdet.</P>
<P class="p180 ft9">Utredaren ska regelbundet rapportera till Regeringskansliet (Utbildningsdepartementet) om hur arbetet fortskrider.</P>
<P class="p249 ft9">Uppdraget ska redovisas senast den 2 april 2013.</P>
<P class="p1342 ft9">(Utbildningsdepartementet)</P>
<P class="p1343 ft20">504</P>
</DIV>
<DIV id="page_495">
<P class="p1312 ft21">Bilaga 2</P>
<P class="p82 ft7">Kommittédirektiv 2012:117</P>
<P class="p1344 ft66">Tilläggsdirektiv till utredningen om översyn av den kommunala vuxenutbildningen på grundläggande nivå (U 2011:92)</P>
<P class="p1314 ft9">Beslut vid regeringssammanträde den 22 november 2012</P>
<P class="p791 ft13">Utvidgning av uppdraget</P>
<P class="p85 ft8">Regeringen beslutade den 6 oktober 2011 kommittédirektiv om en översyn av den kommunala vuxenutbildningen på grundläggande nivå (dir. 2011:92). I uppdraget ingår bl.a. att kartlägga i vilken grad utbildningen lever upp till nationellt fastställda mål och syften samt att analysera hur det nuvarande studiemedelssystemet fungerar för studerande på grundläggande nivå.</P>
<P class="p540 ft8">Utredaren får nu i uppdrag att också föreslå hur aktivitets- och i tillämpliga fall närvarokrav inom den kommunala vuxen- utbildningen (komvux) bör utformas. Regeringen har tidigare uppmärksammat den höga avbrottsfrekvensen inom komvux. År 2011 avbröt 17 procent av kursdeltagarna sina studier. Inom vissa kurser, t.ex. matematik B och C, avbröt ca 30 procent av kurs- deltagarna sina studier. Vidare har betygsresultaten försämrats under flera år, och 2011 fick 12 procent av kursdeltagarna inte ett godkänt betyg. Sammantaget finns det skäl att vidta åtgärder för att förbättra genomströmningen inom komvux. Ett sätt att uppnå detta kan vara att ställa ökade krav på elever att aktivt delta i den undervisning som anordnas, vilket inbegriper att eleverna ska närvara vid de undervisningstillfällen som förutsätter närvaro.</P>
<P class="p694 ft9">Den egna ekonomiska situationen har en central betydelse för att den studerande ska kunna bedriva effektiva och målinriktade</P>
<P class="p1345 ft20">505</P>
</DIV>
<DIV id="page_496">
<TABLE id="llII1llIlII1I111IIl11l11I" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p300 ft9">studier. Ett väl anpassat studiemedelssystem kan bidra till ökad genomströmning i utbildningssystemet.</P>
<P class="p180 ft9">Statskontoret har i sin rapport Rätt men ändå fel - en granskning av Centrala studiestödsnämndens arbete för att förhindra felaktiga utbetalningar (rapport 2009:8) visat att många utbildningsanordnare låter bli att rapportera in bristande studie- aktivitet till Centrala studiestödsnämnden. Regeringen anser att det är viktigt att de utbetalningar som görs från studiemedelssystemet är riktiga och att studiemedel endast lämnas till studerande inom komvux som bedriver aktiva studier.</P>
<P class="p1179 ft9">Utredaren ska därför</P>
<P class="p218 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">föreslå hur aktivitets- och närvarokrav inom komvux på grundläggande och gymnasial nivå bör utformas,</SPAN></P>
<P class="p1346 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">kartlägga den ekonomiska situationen, inklusive försörjningen, för studerande inom komvux på gymnasial nivå,</SPAN></P>
<P class="p836 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">föreslå hur inrapporteringen av bristande studieaktivitet kan skärpas och se över möjligheten att tydligare koppla utbetal- ningen av studiemedel till studieaktivitet inom komvux på grundläggande och gymnasial nivå, och</SPAN></P>
<P class="p611 ft9"><SPAN class="ft31"></SPAN><SPAN class="ft33">lämna nödvändiga författningsförslag.</SPAN></P>
<P class="p1255 ft9">Uppdraget ska fortfarande redovisas senast den 2 april 2013.</P>
<P class="p1342 ft9">(Utbildningsdepartementet)</P>
<P class="p1347 ft20">506</P>
</DIV>
<DIV id="page_497">
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<P class="p1312 ft21">Bilaga 3</P>
<P class="p1348 ft68">Enkät om grundläggande vuxenutbildning i Sveriges kommuner våren 2012</P>
<P class="p1349 ft28">Om enkäten</P>
<P class="p71 ft8">I mars 2012 skickade utredningen ut en webbenkät till ansvariga för grundläggande vuxenutbildning<SPAN class="ft79">1 </SPAN>i Sveriges kommuner. Enkäten skickades till 268 respondenter, varav 12 representerade kommunalförbund eller andra nära samarbeten mellan två eller flera kommuner. Kommunerna angav på förfrågan vilken tjänsteman som skulle besvara enkäten. En majoritet av de som besvarade enkäten var rektorer. Det förekom även att bland andra skolchefer och studie- och yrkesvägledare besvarade frågorna.</P>
<P class="p384 ft9">Sammanlagt besvarade 246 respondenter enkäten, varav 11 representerade kommunalförbund eller andra nära samarbeten mellan två eller flera kommuner. Det motsvarar en svarsfrekvens på 92 procent. De 22 respondenter som inte besvarade enkäten kom från olika kommungrupper och representativiteten i enkätsvaren bedöms vara god. Frågorna har varit obligatoriska att besvara för att komma vidare i enkäten. I anslutning till de flesta frågor har det funnits möjlighet att lämna en kommentar.</P>
<P class="p331 ft9">I denna bilaga redovisas frågorna i enkäten ordagrant, liksom enkätens följebrev. Av resultatredovisningen framgår de svars- alternativ som gavs. Resultaten redovisas som andelar i procent för olika svarsalternativ. En del svar åtföljs av en kortare kommentar eller förklaring.</P>
<P class="p1350 ft103"><SPAN class="ft139">1 </SPAN>Eftersom enkäten avsåg tiden före den 1 juli 2012 användes begreppet grundläggande vuxenutbildning och inte kommunal vuxenutbildning på grundläggande nivå.</P>
<P class="p1351 ft20">507</P>
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<P class="p88 ft28">Följebrev</P>
<P class="p715 ft13">Förfrågan om kontaktperson</P>
<P class="p715 ft9">Hej!</P>
<P class="p58 ft8">Regeringen har tillsatt en utredning med uppdrag att se över den grundläggande vuxenutbildningen och föreslå förändringar för att effektivisera utbildningen. Som en del i arbetet kommer utredningen att genomföra en enkätundersökning riktad till samtliga kommuner i landet i syfte att få bättre kunskap om kommunernas arbete med den grundläggande vuxenutbildningen.</P>
<P class="p107 ft9">Enkäten kommer att skickas ut som en webbenkät och adresseras till den tjänsteman som ansvarar för vuxenutbildningen i kommunen. För att kunna skicka ut enkäten behöver vi därför följande kontaktuppgifter till ansvarig tjänsteman i Er kommun som kan hjälpa oss att besvara enkäten:</P>
<P class="p57 ft9">Namn:</P>
<P class="p1352 ft9"><NOBR>E-post:</NOBR></P>
<P class="p1352 ft9">Telefonnummer:</P>
<P class="p55 ft9">Vänligen besvara detta <NOBR>e-postmeddelande</NOBR> så snart som möjligt – gärna med vändande post.</P>
<P class="p180 ft9">Hör av er om ni har frågor eller synpunkter. För mer information om utredningen, se www.sou.gov.se/gruv.</P>
<P class="p54 ft9">Med vänlig hälsning,</P>
<P class="p662 ft9">Helena Wintgren, utredningssekreterare</P>
<P class="p114 ft13">Följebrev till enkäten</P>
<P class="p715 ft9">Till: ansvarig tjänsteman i [kommunens namn]</P>
<P class="p114 ft13">Webbenkät om grundläggande vuxenutbildning</P>
<P class="p93 ft9">Regeringen har tillsatt en utredning med uppdrag att se över den grundläggande vuxenutbildningen och föreslå förändringar för att effektivisera utbildningen. Som en del i arbetet genomför</P>
<P class="p284 ft20">508</P>
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<P class="p362 ft9">utredningen en enkätundersökning riktad till samtliga kommuner i landet i syfte att få bättre kunskap om kommunernas arbete med den grundläggande vuxenutbildningen. I webbenkäten, med länk nedan, ställs bland annat frågor om kommunens organisation av grundläggande vuxenutbildning och <NOBR>studie-och</NOBR> yrkesvägledningens roll.</P>
<P class="p335 ft9">Det är viktigt för resultatens tillförlitlighet att vi får svar från alla. Er medverkan är frivillig, men era svar är mycket värdefulla för utredningen.</P>
<P class="p129 ft9">Genom att använda länken nedan kommer du till enkäten. Efter att du har fyllt i enkäten kan du skriva ut dina svar och vid behov korrigera dessa. Om det skulle vara frågor som du inte själv kan besvara, är vi tacksamma om du rådgör med annan lämplig person i kommunen.</P>
<P class="p335 ft9">Var vänlig skicka in ditt svar så snart som möjligt, dock senast torsdagen den 12 april.</P>
<P class="p797 ft9">Stort tack för din medverkan!</P>
<P class="p1353 ft9">Geoff Erici, särskild utredare</P>
<P class="p1354 ft9">Du svarar genom att klicka på nedanstående länk: [länk till undersökningen]</P>
<P class="p797 ft9">Om du har några frågor eller synpunkter, kontakta gärna:</P>
<P class="p1355 ft29">Helena Wintgren, utredningssekreterare, <NOBR>08-405</NOBR> 35 93, helena. wintgren@education.ministry.se eller Eva Andersson, utrednings- sekreterare, 08- 405 26 35, eva.andersson@ education.ministry.se.</P>
<P class="p802 ft9">Mer information om utredningen finner du på vår hemsida: www.sou.gov.se/gruv</P>
<P class="p554 ft28">Enkät om grundläggande vuxenutbildning</P>
<P class="p1356 ft9">Frågorna avser, om inget annat anges:</P>
<P class="p1333 ft9"><SPAN class="ft189">-</SPAN><SPAN class="ft190">den grundläggande vuxenutbildningen</SPAN></P>
<P class="p1332 ft9"><SPAN class="ft189">-</SPAN><SPAN class="ft190">verksamhet som bedrivs av både kommunala och externa utbildningsanordnare</SPAN></P>
<P class="p800 ft9"><SPAN class="ft189">-</SPAN><SPAN class="ft190">förhållandena i kommunen vecka 12 år 2012</SPAN></P>
<P class="p594 ft20">509</P>
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<P class="p124 ft9">Frågorna är obligatoriska att besvara för att komma vidare i enkäten. Använd gärna kommentarsfältet om det är någonting du anser bör läggas till eller förtydligas.</P>
<P class="p478 ft8">För att få en överblick över frågorna kan du skriva ut enkäten genom att använda ikonen nedan. Observera att du då kommer att se samtliga frågor, även de <NOBR>hopp-frågor</NOBR> som automatiskt hoppas över när du fyller i enkäten på webben (beroende på dina svar).</P>
<P class="p536 ft9">För dig som besvarar enkäten för ett kommunalförbund eller motsvarande: Besvara frågorna för kommunalförbundet som en enhet. Eftersom det framför allt är enskilda kommuner som besvarar enkäten är frågornas formulering främst anpassade efter det. I enkäten används i flera frågeformuleringar begreppet ”i kommunen”, läs då ”i kommunalförbundet”. Använd gärna kommentarsfältet om det är någonting som du vill kommentera eller förtydliga.</P>
<P class="p112 ft13">Inledande frågor</P>
<P class="p1357 ft24">Finns det personer som studerar inom den <SPAN class="ft191">grundläggande </SPAN>vuxenutbildningen i kommunen vecka 12 år 2012? Frågan avser den verksamhet som kommunen är huvudman för.</P>
<P class="p1358 ft48">Ange hur många personer som studerar inom den <SPAN class="ft192">grundläggande </SPAN>vuxenutbildningen i kommunen vecka 12 år 2012.</P>
<P class="p774 ft9">Tabell där svaren redovisas i percentiler m.m.</P>
<P class="p1359 ft20">510</P>
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<P class="p1360 ft24">På vilket sätt tillhandahåller kommunen grundläggande vuxenutbildning till sina medborgare? Flera svarsalternativ kan anges.</P>
<P class="p1361 ft41">Totalt antal respondenter: 235. Kommunalförbund ingår ej.</P>
<P class="p1362 ft9">Tabell som redovisar olika svarskombinationer</P>
<P class="p1363 ft13">Ansvarsfördelning och organisation</P>
<P class="p1364 ft24">På vilken nivå i kommunen ligger det politiska ansvaret för grundläggande vuxenutbildning?</P>
<P class="p1365 ft8">Vanligast är att en barn- och utbildningsnämnd eller motsvarande har det politiska ansvaret för grundläggande vuxenutbildning. Ett fåtal kommuner har angivit annan nivå, t.ex. kommunalförbundets direktion eller ett utskott under kommunstyrelsen.</P>
<P class="p563 ft20">511</P>
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<P class="p1366 ft24">Vad av följande ligger under samma nivå/nämnd som grundläggande vuxenutbildning när det gäller politiskt ansvar? Flera svarsalternativ kan anges.</P>
<P class="p79 ft9">Tabell där svaren är uppdelade efter nivå för politiskt ansvar</P>
<P class="p1367 ft48">Finns det politiskt beslutade mål eller riktlinjer för <SPAN class="ft192">grundläggande </SPAN>vuxenutbildning i kommunen? Frågan avser övergripande dokument (t.ex. skolplan) där grundläggande vuxenutbildning nämns specifikt.</P>
<P class="p1368 ft9">Ett antal respondenter som har svarat att det inte finns politiskt beslutade mål har i kommentar angett att det finns politiskt beslutade mål men att dessa är översiktligt hållna.</P>
<P class="p1369 ft48">Vilka områden omfattar de politiskt beslutade målen eller riktlinjerna för grundläggande vuxenutbildning? Flera svarsalternativ kan anges.</P>
<P class="p1370 ft20">512</P>
</DIV>
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<P class="p1371 ft9">Andra mål för grundläggande vuxenutbildning som kommuner angett är bl.a. minskad andel med försörjningsstöd, möjlighet att fullfölja studierna och nöjdhet med utbildningen.</P>
<P class="p1372 ft24">Samverkar kommunen med andra kommuner när det gäller erbjudandet av <SPAN class="ft191">grundläggande </SPAN>vuxenutbildning?</P>
<P class="p1373 ft41"><SPAN class="ft121">1</SPAN>Kommunalförbund ingår ej.</P>
<P class="p1374 ft29">Kommunerna beskriver att samverkan med andra kommuner kan se ut på en rad olika sätt, t.ex. genom en gemensam nämnd eller ett samverkansavtal. En vanlig form av samverkan är att kommunerna låter de studerande välja att studera i en närliggande kommun.</P>
<P class="p1375 ft24">Sker samverkan med följande aktörer när det gäller den <SPAN class="ft191">grundläggande </SPAN>vuxenutbildningen?</P>
<P class="p1376 ft20">513</P>
</DIV>
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<P class="p88 ft24">Beskriv syfte och struktur för samverkan med särvux:</P>
<P class="p108 ft9">Frågan om samverkan med särvux har besvarats av de 108 kommuner som har angett att samverkan sker med särvux. Det klart vanligaste svaret är att studerande inom särvux kan kombinera sina studier med studier inom grundläggande vuxenutbildning. Ett annat vanligt svar är att grundläggande vuxenutbildning och särvux ligger nära varandra organisatoriskt.</P>
<P class="p90 ft13">Erbjudande av utbildning</P>
<P class="p1377 ft24">Finns det någon funktion/enhet i kommunen med uttalat uppdrag att söka upp och motivera personer som har rätt till grundläggande vuxenutbildning?</P>
<P class="p1378 ft9">Det vanligaste är att studie- och yrkesvägledningen, vuxen- utbildningen eller ett lär- eller vägledningscentrum ansvarar för att söka upp och motivera personer som har rätt till grundläggande vuxenutbildning.</P>
<P class="p1379 ft27">Beskriv kort på vilket sätt kommunen söker upp och motiverar dem som har rätt till grundläggande vuxenutbildning:</P>
<P class="p93 ft9">Den uppsökande verksamheten till grundläggande vuxenutbildning ute i kommunerna sker på en mängd olika sätt. I en del fall sker den uppsökande verksamheten i samverkan med andra kommuner, Arbetsförmedlingen, socialtjänsten m.fl. Den kan även ske genom annonser i lokalpress, information på kommunernas webbsida och mässor m.m. En del kommuner uppger att det främst är studerande inom sfi som får information om den grundläggande vuxen- utbildningen.</P>
<P class="p1380 ft20">514</P>
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<P class="p411 ft48">Vad av följande erbjuder kommunen när det gäller den <SPAN class="ft192">grundläggande </SPAN>vuxenutbildningen? Flera svarsalternativ kan anges.</P>
<P class="p1381 ft24">Anordnas orienteringskurser inom den <SPAN class="ft191">grundläggande </SPAN>vuxenutbildningen i kommunen?</P>
<P class="p1382 ft24">Beskriv kort syfte och innehåll för orienteringskursen/a:</P>
<P class="p351 ft9">Syftet med orienteringskurser kan bland annat vara att förbereda för studier, motivera, erbjuda extra stöd och ge extra tid för studierna. Det vanligaste svaret på innehåll är att ge grundläggande datorkunskap. Ett annat återkommande område är att ge språkstöd eller erbjuda läs- och skrivträning.</P>
<P class="p1383 ft20">515</P>
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<P class="p88 ft24">Beskriv varför orienteringskurser inte anordnas:</P>
<P class="p108 ft9">En majoritet av dem som inte anordnar orienteringskurser anger att det inte finns behov av orienteringskurser i kommunen. Andra anledningar är att det saknas elevunderlag eller resurser. Någon enstaka kommun nämner brist på tradition av att anordna denna typ av kurser.</P>
<P class="p1384 ft48">Finns det språkliga förkunskapskrav i kommunen för att delta i följande kurser inom den grundläggande vuxenutbildningen?</P>
<P class="p1385 ft24">Beskriv de språkliga förkunskapskraven för respektive kurs:</P>
<P class="p115 ft26">I svenska som andraspråk är det vanligaste förkunskapskravet att den studerande ska ha avslutat kurs 3D inom sfi. En del tillägger att det är språkliga kunskaper motsvarande denna nivå som krävs eller att undantag kan göras efter individuell bedömning. Även i andra kurser är ett vanligt förkunskapskrav att den studerande ska ha avslutat sfi, alternativt ha tillräckliga språkkunskaper.</P>
<P class="p1386 ft24">Finns det någon organiserad verksamhet där vuxenstuderande kan få hjälp av lärare utanför ordinarie undervisning (t.ex. lärstudio, studieverkstad)? Flera svarsalternativ kan anges.</P>
<P class="p1387 ft20">516</P>
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<P class="p830 ft9">Hjälp utanför ordinarie undervisningstid är vanligast i ämnena svenska, engelska och matematik. Även samhällskunskap nämns av en del kommuner.</P>
<P class="p1388 ft27">I vilken utsträckning möjliggör kommunen för de studerande att kombinera sina studier inom grundläggande vuxenutbildning med följande? T.ex. genom sätt att organisera, rekommendationer från SYV, samverkan med Af.</P>
<P class="p1389 ft9">Av kommentarerna till frågan om att möjliggöra kombinationer framgår att det har varit relativt svårt för kommunerna att besvara frågan och att den har tolkats olika. Svaren bör därför tolkas med försiktighet.</P>
<P class="p1390 ft24">Kan studerande inom den grundläggande vuxenutbildningen beviljas försörjningsstöd under studietiden?</P>
<P class="p1391 ft9">Ett antal kommuner har kommenterat att de är osäkra på svaret, ibland eftersom försörjningsstöd hanteras av en annan förvaltning eller enhet inom kommunen.</P>
<P class="p1392 ft20">517</P>
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<P class="p88 ft13">Studie- och yrkesvägledning</P>
<P class="p1393 ft48">Finns det någon oberoende funktion för studie- och yrkesvägledning för vuxenstuderande i kommunen? Med oberoende avses att funktionen inte är knuten till en viss utbildningsanordnare.</P>
<P class="p1394 ft9">Många kommuner har angett att den oberoende funktionen är ett väglednings- eller lärcentrum, alternativt en studie- och yrkes- vägledare.</P>
<P class="p1395 ft24">Har de vuxenstuderande tillgång till <NOBR>studie-och</NOBR> yrkesvägledare på plats hos utbildningsanordnaren?</P>
<P class="p1396 ft24">Finns det något uttalat krav i kommunen att alla ska träffa en studie- och yrkesvägledare <SPAN class="ft191">innan </SPAN>studier inom grundläggande vuxenutbildning påbörjas?</P>
<P class="p1378 ft9">Många kommuner har kommenterat sitt svar på frågan om det finns ett uttalat krav att träffa en studie- och yrkesvägledare inför studierna. Vissa kommuner som har svarat att det finns ett uttalat krav har i kommentarsfältet skrivit att det kan handla om en ambition eller en praxis.</P>
<P class="p90 ft20">518</P>
</DIV>
<DIV id="page_509">
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<P class="p1397 ft45">Ungefär hur stor andel av de studerande inom grundläggande vuxenutbildning träffar en studie- och yrkesvägledare <SPAN class="ft193">innan </SPAN>studierna påbörjas? Frågan avser om de studerande träffar en vägledare med anledning av att de ska påbörja studier. Uppskatta ett svar.</P>
<P class="p1398 ft11">Vad ingår vanligtvis i <NOBR>studie-och</NOBR> yrkesvägledningen för studerande inom grundläggande vuxenutbildning? Flera svarsalternativ kan anges.</P>
<P class="p1399 ft29">Andra alternativ som kommuner anger ingår i studie- och yrkes- vägledningen är bl.a. upprättande av den individuella studieplanen, motiverande samtal och hjälp i kontakt med myndigheter.</P>
<P class="p1400 ft27">Används tolk i samband med studie- och yrkesvägledning för studerande med bristande kunskaper i svenska?</P>
<P class="p1401 ft20">519</P>
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<P class="p88 ft24">Beskriv varför tolk inte används:</P>
<P class="p108 ft9">Den stora majoriteten anger att det inte har funnits behov av tolk. Man skriver bl.a. att eleverna har tillräckliga språkkunskaper för att kunna göra sig förstådda när de söker till studier inom den grundläggande vuxenutbildningen.</P>
<P class="p1402 ft48">Används nivåtester/diagnostiska prov i <SPAN class="ft192">samband med vägledningen </SPAN>för att bedöma den studerandes förkunskaper i följande ämnen?</P>
<P class="p1403 ft13">Individuella studieplaner</P>
<P class="p1404 ft24">Upprättas individuella studieplaner för samtliga studerande inom <SPAN class="ft191">grundläggande </SPAN>vuxenutbildning i kommunen?</P>
<P class="p1405 ft9">En anledning som nämns av flera kommuner till att individuella studieplaner inte upprättas för samtliga är tids- eller resursbrist. En annan anledning är att ansökan kan ske via webb eller post utan att eleven träffar en vägledare. Några kommuner anger att de inte har egen verksamhet eller att det är utbildningsanordnaren som upprättar studieplanen.</P>
<P class="p1406 ft20">520</P>
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<TABLE id="l1llIlII1lll1IIll1IIl11II" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1407 ft24">Vem upprättar den individuella studieplanen? Flera svarsalternativ kan anges</P>
<P class="p1408 ft41">Totalt antal respondenter: 239. Sju kommuner har valt alternativet "ej aktuellt att besvara frågan". Deras svar ingår inte.</P>
<P class="p1409 ft9">Ett mindre antal kommuner har angett ett ytterligare alternativ för vem som upprättar den individuella studieplanen, exempelvis rektor eller en administratör. Några kommuner beskriver att studie- och yrkesvägledaren kan upprätta en översiktlig studieplan och läraren en fördjupad studieplan.</P>
<P class="p1410 ft24">När upprättas en individuell studieplan för en studerande inom grundläggande vuxenutbildning i kommunen? Flera svarsalternativ kan anges</P>
<P class="p1411 ft41">Totalt antal respondenter: 240. Sex kommuner har valt alternativet "ej aktuellt att besvara frågan". Deras svar ingår inte.</P>
<P class="p1412 ft9">Ett mindre antal kommuner har angett ett annat alternativ för när en studieplan upprättas. I flera fall anges att studieplanen revideras kontinuerligt.</P>
<P class="p1413 ft20">521</P>
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<P class="p1414 ft24">Vad innehåller de individuella studieplanerna? Flera svarsalternativ kan anges.</P>
<P class="p1415 ft41">Totalt antal respondenter: 237. Nio kommuner har valt alternativet "ej aktuellt att besvara frågan". Deras svar ingår inte.</P>
<P class="p1416 ft9">Andra alternativ är att de individuella studieplanerna bl.a. innehåller uppgifter om studieekonomi, yrkeserfarenhet och information om den studerandes nuvarande situation.</P>
<P class="p1417 ft24">Förekommer det att en studerande har flera individuella studieplaner samtidigt?</P>
<P class="p1418 ft41"><SPAN class="ft121">1 </SPAN>22 kommuner har valt alternativet "ej aktuellt att besvara frågan". Deras svar ingår inte.</P>
<P class="p1419 ft48">Sker samordning med eventuella övriga planer som den studerande har (t.ex. etableringsplan eller handlingsplan från Af)?</P>
<P class="p232 ft41"><SPAN class="ft121">1 </SPAN>35 kommuner har valt alternativet "ej aktuellt att besvara frågan". Deras svar ingår inte.</P>
<P class="p700 ft20">522</P>
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<P class="p396 ft9">Några kommuner har i en kommentar till frågan om övriga planer skrivit att det främst sker inom sfi samt att det inte har blivit aktuellt med flera planer inom den grundläggande vuxen- utbildningen.</P>
<P class="p675 ft13">Undervisning</P>
<P class="p1420 ft48">Använder lärarna nivåtester/diagnostiska prov i <SPAN class="ft192">undervisningen </SPAN>för att bedöma den studerandes förkunskaper i följande ämnen?</P>
<P class="p1421 ft41">Totalt antal respondenter: 234. Frågan har inte besvarats av de 12 respondenter som angett att det inte fanns studerande inom den grundläggande vuxenutbildningen.</P>
<P class="p1422 ft11">Inom vilka områden har lärarna hos utbildningsanordnarna fått kompetensutveckling/fortbildning från kommunen under de senaste två åren? Flera svarsalternativ kan anges</P>
<P class="p1423 ft41">Totalt antal respondenter: 234. Frågan har inte besvarats av de 12 respondenter som angett att det inte fanns studerande inom den grundläggande vuxenutbildningen.</P>
<P class="p1424 ft20">523</P>
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<DIV id="id_2">
<P class="p1425 ft24">Finns det beslutade mål eller riktlinjer för hur kommunen arbetar med studerande i behov av extra stöd inom den <SPAN class="ft191">grundläggande </SPAN>vuxenutbildningen?</P>
<P class="p1426 ft27">Hur tillgodoser kommunen behovet av extra stöd till de studerande som behöver det? Flera svarsalternativ kan anges.</P>
<P class="p1427 ft41">Totalt antal respondenter: 225. 21 kommuner har valt alternativet "ej aktuellt att besvara frågan". Deras svar ingår inte.</P>
<P class="p688 ft13">Uppföljning och utvärdering</P>
<P class="p1428 ft24">Har <SPAN class="ft191">grundläggande </SPAN>vuxenutbildning följts upp och utvärderats på kommunal nivå under de senaste två åren?</P>
<P class="p1429 ft20">524</P>
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<TABLE id="lI1lII111ll1l1111I1IlI11l" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p1430 ft24">Vilka av följande områden har ingått i uppföljningen och utvärderingen av grundläggande vuxenutbildning under de senaste två åren? Flera svarsalternativ kan anges.</P>
<P class="p1431 ft12">Ytterligare uppföljningsområden som angetts är bl.a. nöjdhets- index, inflytande och hur många som kombinerar studier på olika nivåer.</P>
<P class="p1432 ft24">Följer kommunen upp och dokumenterar orsakerna till studieavbrott inom den grundläggande vuxenutbildningen?</P>
<P class="p1433 ft9">Kommunerna har beskrivit olika aspekter av sin uppföljning av studieavbrotten. Vissa har angett hur man kontaktar de studerande, andra hur resultatet dokumenteras eller vem som ansvarar för uppföljningen. När det gäller hur man tar reda på orsakerna nämns främst samtal med de studerande eller någon form av blankett som den studerande fyller i.</P>
<P class="p554 ft24">Hur vanligt är det att avbrottsorsaken är <SPAN class="ft191">okänd </SPAN>för kommunen?</P>
<P class="p1069 ft20">525</P>
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<P class="p1434 ft13">Avslutande frågor</P>
<P class="p1435 ft24">Planerar kommunen förändringar med anledning av de nya styrdokumenten (t.ex. skollag och förordning) när det gäller den <SPAN class="ft191">grundläggande </SPAN>vuxenutbildningen?</P>
<P class="p1436 ft24">Beskriv kort vilka förändringar som kommunen planerar med anledning av de nya styrdokumenten:</P>
<P class="p507 ft8">Kommunerna beskriver en mängd olika aspekter av det arbete som följer av de nya styrdokumenten. Ett vanligt svar är att man avser att anpassa verksamheten till de nya styrdokumenten. Andra områden som är återkommande i svaren är bl.a. uppföljning och kvalitetsarbete, ökad uppsökande verksamhet samt inrättande av delkurser. Ett antal kommuner nämner en ökad användning av individuella studieplaner och validering samt ökad möjlighet för de studerande att kombinera studier på olika nivåer. Även ökad samverkan inom vuxenutbildningen, med andra kommuner och med andra aktörer nämns som utvecklingsområden.</P>
<P class="p1437 ft20">526</P>
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<DIV id="page_517">
<P class="p1312 ft21">Bilaga 4</P>
<P class="p1438 ft111">Enkät om aktivitetskrav i komvux m.m. i Sveriges kommuner hösten 2012</P>
<P class="p1439 ft28">Om enkäten</P>
<P class="p71 ft10">Med anledning av utredningens tilläggsdirektiv (dir. 2012:117) skickade utredningen i december 2012 ut en kompletterande webbenkät till ansvariga för komvux på grundläggande nivå i Sveriges kommuner. Enkäten bestod av åtta frågor och skickades ut till 268 respondenter, varav 12 representerade kommunalförbund eller andra nära samarbeten mellan två eller flera kommuner.</P>
<P class="p72 ft8">Sammanlagt besvarade 217 respondenter enkäten, varav tio representerade kommunalförbund eller dylikt. Det motsvarar en svarsfrekvens på 81 procent. De 51 respondenter som inte besvarade enkäten kom från olika kommungrupper och representativiteten i enkätsvaren bedöms vara god. I anslutning till de flesta frågor har det funnits möjlighet att lämna en kommentar.</P>
<P class="p335 ft9">I denna bilaga redovisas frågorna i enkäten ordagrant, liksom enkätens följebrev. Av resultatredovisningen framgår de svars- alternativ som gavs. Resultaten redovisas som andelar i procent för olika svarsalternativ. En del svar åtföljs av en kortare kommentar eller förklaring.</P>
<P class="p554 ft13">Följebrev</P>
<P class="p1314 ft9">Till: ansvarig tjänsteman i [kommunens namn]</P>
<P class="p806 ft13">Kompletterande enkätfrågor</P>
<P class="p1440 ft9">Du har våren 2012 besvarat en enkät från <NOBR>GRUV-utredningen</NOBR> om kommunens arbete med vuxenutbildning på grundläggande nivå.</P>
<P class="p1441 ft20">527</P>
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<P class="p300 ft9">Med anledning av ett tilläggsuppdrag (dir. 2012:117) kommer utredningen att behöva ställa några kompletterande frågor.</P>
<P class="p180 ft9">Det är en kort enkät om sammanlagt 8 frågor. Frågorna handlar dels om att eventuellt införa ett aktivitetskrav i komvux på grundläggande och gymnasial nivå, dels om lärarledd tid i kurser på grundläggande nivå i komvux.</P>
<P class="p91 ft9">Var vänlig skicka in ditt svar så snart som möjligt, dock senast tisdagen den 18 december.</P>
<P class="p54 ft9">Stort tack för din medverkan!</P>
<P class="p1352 ft9">Geoff Erici, särskild utredare</P>
<P class="p1442 ft9">Du svarar genom att klicka på nedanstående länk: [länk till undersökningen]</P>
<P class="p58 ft8">Om du har några frågor eller synpunkter, kontakta gärna: Helena Wintgren, utredningssekreterare, <NOBR>08-405</NOBR> 35 93, helena.wintgren@ education.ministry.se eller Eva Andersson, utredningssekreterare, <NOBR>08-405</NOBR> 26 35, eva.andersson@education.ministry.se.</P>
<P class="p283 ft13">Enkätfrågor om kommunal vuxenutbildning</P>
<P class="p93 ft9">Om du vill ha en överblick över frågorna innan du börjar fylla i, klicka på utskriftsikonen nedan.</P>
<P class="p54 ft9">Använd pilen för att komma framåt i enkäten.</P>
<P class="p114 ft13">Bakgrundsfråga</P>
<P class="p1443 ft24">Är kommunen huvudman för kommunal vuxenutbildning (komvux) hösten 2012?</P>
<P class="p232 ft103"><SPAN class="ft194">1 </SPAN>De respondenter som inte är huvudman för komvux hösten 2012 har inte besvarat fler frågor i enkäten.</P>
<P class="p1444 ft20">528</P>
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<P class="p69 ft21">SOU 2013:20</P>
<P class="p270 ft13">Frågor om aktivitetskrav i komvux</P>
<P class="p1445 ft29">Frågorna avser verksamhet som kommunen är huvudman för, både grundläggande och gymnasial nivå. Frågorna avser hösten 2012.</P>
<P class="p1446 ft24">Förekommer det att studerande i komvux är inskrivna men inte studerar aktivt? (t.ex. uteblir från lärarledda tillfällen eller inte lämnar in inlämningsuppgifter).</P>
<P class="p1447 ft11">Vad gör kommunen eller utbildningsanordnaren om en studerande i komvux inte är aktiv i sina studier? Maximalt tre alternativ kan anges.</P>
<P class="p1448 ft41">Totalt antal respondenter: 184. Frågan har enbart besvarats av de respondenter som angett att det förekommer att studerande i komvux är inaktiva.</P>
<P class="p351 ft9">Ett exempel på ett övrigt alternativ som kommuner har angett är att den studerande skrivs ut om han eller hon inte är aktiv. Flera kommuner skriver i kommentarsfältet att flertalet av de listade åtgärderna kan användas vid behov.</P>
<P class="p1449 ft20">529</P>
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<DIV id="page_520">
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<P class="p1450 ft27">Ser er kommun behov av en skärpning i skolförfattningarna när det gäller krav på aktivitet för dem som studerar i komvux?</P>
<P class="p1451 ft48">Anser er kommun att det bör finnas en tydligare koppling mellan bristande studieaktivitet och utbetalning av studiemedel?</P>
<P class="p1452 ft13">Frågor om undervisningstid m.m.</P>
<P class="p319 ft9">Avser endast kurser på <SPAN class="ft195">grundläggande </SPAN>nivå i komvux.</P>
<P class="p1453 ft27">Erbjuder er kommun svenska som andraspråk på grundläggande nivå på heltid (dvs. 20 verksamhetspoäng per vecka)?</P>
<P class="p1454 ft9">En del kommuner skriver att de studerande kombinerar svenska som andraspråk med andra kurser. Flera kommuner skriver att heltidsstudier i svenska som andraspråk kan anordnas om det skulle behövas samt att få studerande efterfrågar svenska som andraspråk på heltid.</P>
<P class="p1455 ft20">530</P>
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<DIV id="page_521">
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<P class="p69 ft21">SOU 2013:20</P>
<P class="p1456 ft24">Ange den högsta studietakt med vilken svenska som andraspråk på grundläggande nivå erbjuds i er kommun. Antal verksamhetspoäng/vecka:</P>
<P class="p73 ft9">Tabell där svaren redovisas i grupper<SPAN class="ft36">1</SPAN></P>
<P class="p1457 ft85"><SPAN class="ft194">1 </SPAN>Frågan besvarades enbart av de respondenter som svarat att det inte är möjligt att läsa svenska som andraspråk på heltid. Sex av dessa respondenter har inte besvarat frågan, alternativt har besvarat frågan på ett sätt som inte har varit möjligt att tolka. I de fall där respondenten angett ett intervall har det högsta värde valts. I de fall där respondenten angett en procentsats har denna multiplicera ts med 20 verksamhetspoäng.</P>
<P class="p1458 ft24">Hur stor andel av det totala antalet verksamhetspoäng i en kurs eller delkurs läggs i regel ut som lärarledd tid i följande kurser på grundläggande nivå? Ange svaret i procent (t.ex. 100 verksamhetspoäng och 50 timmars lärarledd tid=50). Om detta varierar ange vad som är vanligast.</P>
<P class="p1459 ft9">Tabell där svaren för respektive kurs redovisas efter percentiler och medelvärde<SPAN class="ft36">1</SPAN></P>
<P class="p1460 ft58"><SPAN class="ft56">1</SPAN><SPAN class="ft57">Antal som besvarat respektive delfråga: svenska som andraspråk (172 respondenter), engelska (165 respondenter) och matematik (164 respondenter).</SPAN></P>
<P class="p1461 ft149"><SPAN class="ft56">2</SPAN><SPAN class="ft196">Detta visar att den tiondel av kommunerna som i lägst utsträckning erbjuder lärarledd tid i kursen svenska som andraspråk lägger ut 42 procent av verksamhetspoängen eller mindre i lärarledd tid.</SPAN></P>
<P class="p1462 ft149"><SPAN class="ft56">3</SPAN><SPAN class="ft197">Medelvärdena visar att det i genomsnitt erbjuds något fler undervisningstimmar per verksamhetspoäng i kursen svenska som andraspråk än i kurserna engelska och matematik.</SPAN></P>
<P class="p1463 ft20">531</P>
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<DIV id="page_522">
<DIV id="dimg1">
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<DIV id="id_2">
<P class="p4 ft9">Tabell där svaren för respektive kurs redovisas i intervall</P>
<P class="p1464 ft41"><SPAN class="ft139">1 </SPAN>Detta visar att en procent av kommunerna lägger ut mellan 0 och 24 procent av verksamhetspoängen i kursen svenska som andraspråk i lärarledd tid.</P>
<P class="p1258 ft24">Om frågan inte kan besvaras, ange kort varför:</P>
<P class="p537 ft9">En del kommuner har inte besvarat frågan om hur mycket lärarledd tid som läggs ut. Skäl som anges är bl.a. att kommunen inte själv anordnar kursen eller att det finns en stor variation i hur stor andel som läggs ut i lärarledd tid.</P>
<P class="p1465 ft20">532</P>
</DIV>
</DIV>
<DIV id="page_523">
<DIV id="dimg1">
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<P class="p1312 ft21">Bilaga 5</P>
<P class="p1466 ft68">Tabeller om den studieekonomiska situationen</P>
<P class="p1467 ft12">I denna bilaga redovisas ett detaljerat tabellunderlag om de studerandes ekonomiska situation. Uppgifterna har varit underlag till den genomgång av den studieekonomiska situationen som görs i kapitel 7. Inkomstuppgifterna är hämtade från SCB:s inkomst- register.</P>
<P class="p130 ft9">Med låg, medelhög och hög studieomfattning avses följande intervall för antal verksamhetspoäng under året.</P>
<P class="p1468 ft28">Bakgrundsdata</P>
<P class="p785 ft114">Grundläggande nivå</P>
<P class="p1469 ft20">533</P>
</DIV>
<DIV id="page_524">
<DIV id="dimg1">
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</DIV>
<TABLE id="I1I1IIlI1111ll1lIlI1IIIlI" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p78 ft114">Gymnasial nivå</P>
<P class="p1470 ft114">Grundläggande nivå</P>
<P class="p1471 ft114">Gymnasial nivå</P>
<P class="p1472 ft114">Grundläggande nivå</P>
<P class="p1473 ft20">534</P>
</DIV>
<DIV id="page_525">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320525x1.jpg" id="img1">
</DIV>
<TABLE id="IIl1Ill1Il11I1IlI11llIlll" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p767 ft114">Gymnasial nivå</P>
<P class="p1474 ft114">Grundläggande nivå</P>
<P class="p1475 ft114">Gymnasial nivå</P>
<P class="p1474 ft114">Grundläggande nivå</P>
<P class="p1476 ft20">535</P>
</DIV>
<DIV id="page_526">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320526x1.jpg" id="img1">
</DIV>
<DIV id="id_1">
<TABLE id="Il1IIlllIl1IlI1IlIl1lll11" cellpadding=0 cellspacing=0 class="t9"></TABLE>
</DIV>
<DIV id="id_2">
<P class="p4 ft114">Gymnasial nivå</P>
<P class="p1477 ft28">Inkomster</P>
<P class="p120 ft13">Inkomster av förvärvsarbete och näringsverksamhet</P>
<P class="p1478 ft13">Inkomst av förvärvsarbete och näringsverksamhet 2010, fördelat efter kön, kronor</P>
<P class="p120 ft114">Hela den kommunala vuxenutbildningen</P>
<P class="p391 ft114">Låg studieomfattning</P>
<P class="p1479 ft114">Medelhög studieomfattning</P>
<P class="p1480 ft20">536</P>
</DIV>
</DIV>
<DIV id="page_527">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320527x1.jpg" id="img1">
</DIV>
<TABLE id="llIl1llI1lIl11I11llIIllll" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1481 ft114">Hög studieomfattning</P>
<P class="p1482 ft114">Grundläggande nivå</P>
<P class="p1483 ft114">Låg studieomfattning</P>
<P class="p1484 ft20">537</P>
</DIV>
<DIV id="page_528">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320528x1.jpg" id="img1">
</DIV>
<DIV id="id_1">
<TABLE id="II1lI1IIIl11lll1lIl11IIIl" cellpadding=0 cellspacing=0 class="t9"></TABLE>
</DIV>
<DIV id="id_2">
<P class="p4 ft114">Medelhög studieomfattning</P>
<P class="p1485 ft114">Hög studieomfattning</P>
<P class="p1479 ft114">Gymnasial nivå</P>
<P class="p391 ft114">Låg studieomfattning</P>
<P class="p1486 ft20">538</P>
</DIV>
</DIV>
<DIV id="page_529">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320529x1.jpg" id="img1">
</DIV>
<TABLE id="llI1I1IIl11lllllIIII1I1II" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1487 ft114">Medelhög studieomfattning</P>
<P class="p1488 ft114">Hög studieomfattning</P>
<P class="p1489 ft20">539</P>
</DIV>
<DIV id="page_530">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320530x1.jpg" id="img1">
</DIV>
<DIV id="id_1">
<TABLE id="I1IlIIII11ll1II1Il11ll11l" cellpadding=0 cellspacing=0 class="t9"></TABLE>
</DIV>
<DIV id="id_2">
<P class="p4 ft13">Sammanräknad förvärvsinkomst inkl. kapital</P>
<P class="p1490 ft13">Sammanräknad inkomst inklusive kapital 2010, fördelat efter kön, kronor</P>
<P class="p391 ft114">Hela den kommunala vuxenutbildningen</P>
<P class="p120 ft114">Låg studieomfattning</P>
<P class="p1479 ft114">Medelhög studieomfattning</P>
<P class="p1485 ft114">Hög studieomfattning</P>
<P class="p1491 ft20">540</P>
</DIV>
</DIV>
<DIV id="page_531">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320531x1.jpg" id="img1">
</DIV>
<TABLE id="l1lIl1ll11llI1lI1lIlIl11l" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1481 ft114">Grundläggande nivå</P>
<P class="p1492 ft114">Låg studieomfattning</P>
<P class="p1488 ft114">Medelhög studieomfattning</P>
<P class="p1484 ft20">541</P>
</DIV>
<DIV id="page_532">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320532x1.jpg" id="img1">
</DIV>
<DIV id="id_1">
<TABLE id="l1lIll1Il1IIIll11lIllIlI1" cellpadding=0 cellspacing=0 class="t9"></TABLE>
</DIV>
<DIV id="id_2">
<P class="p4 ft114">Hög studieomfattning</P>
<P class="p1485 ft114">Gymnasial nivå</P>
<P class="p120 ft114">Låg studieomfattning</P>
<P class="p1485 ft114">Medelhög studieomfattning</P>
<P class="p1486 ft20">542</P>
</DIV>
</DIV>
<DIV id="page_533">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320533x1.jpg" id="img1">
</DIV>
<TABLE id="lII1l1IlII111lIllI1Ill111" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p767 ft114">Hög studieomfattning</P>
<P class="p1493 ft13">Nettoinkomst</P>
<P class="p1314 ft13">Nettoinkomst 2010, fördelat efter kön, kronor</P>
<P class="p1356 ft114">Hela den kommunala vuxenutbildningen</P>
<P class="p806 ft114">Låg studieomfattning</P>
<P class="p1494 ft20">543</P>
</DIV>
<DIV id="page_534">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320534x1.jpg" id="img1">
</DIV>
<DIV id="id_1">
<TABLE id="IlI1l1IlIl1llIllIIlI1Illl" cellpadding=0 cellspacing=0 class="t9"></TABLE>
</DIV>
<DIV id="id_2">
<P class="p4 ft114">Medelhög studieomfattning</P>
<P class="p1485 ft114">Hög studieomfattning</P>
<P class="p1495 ft198">Grundläggande nivå Låg studieomfattning</P>
<P class="p1496 ft20">544</P>
</DIV>
</DIV>
<DIV id="page_535">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320535x1.jpg" id="img1">
</DIV>
<TABLE id="lI1I1II1III11IIIIIl11I1lI" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p767 ft114">Medelhög studieomfattning</P>
<P class="p1497 ft114">Hög studieomfattning</P>
<P class="p1498 ft114">Gymnasial nivå</P>
<P class="p1314 ft114">Låg studieomfattning</P>
<P class="p1499 ft20">545</P>
</DIV>
<DIV id="page_536">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320536x1.jpg" id="img1">
</DIV>
<DIV id="id_1">
<TABLE id="Ill1111lI1I11I1l11I1IIlll" cellpadding=0 cellspacing=0 class="t9"></TABLE>
</DIV>
<DIV id="id_2">
<P class="p4 ft114">Medelhög studieomfattning</P>
<P class="p1485 ft114">Hög studieomfattning</P>
<P class="p1500 ft20">546</P>
</DIV>
</DIV>
<DIV id="page_537">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320537x1.jpg" id="img1">
</DIV>
<TABLE id="I1l111lIlI1I11l11IlIlIl1I" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p270 ft13">Disponibel inkomst per konsumtionsenhet</P>
<P class="p1501 ft13">Disponibel inkomst per konsumtionsenhet 2010, fördelat efter kön, kronor</P>
<P class="p1314 ft114">Hela den kommunala vuxenutbildningen</P>
<P class="p1356 ft114">Låg studieomfattning</P>
<P class="p1498 ft114">Medelhög studieomfattning</P>
<P class="p1497 ft114">Hög studieomfattning</P>
<P class="p1502 ft20">547</P>
</DIV>
<DIV id="page_538">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320538x1.jpg" id="img1">
</DIV>
<DIV id="id_1">
<TABLE id="llIlIl1l111ll1ll1l1l1I1l1" cellpadding=0 cellspacing=0 class="t9"></TABLE>
</DIV>
<DIV id="id_2">
<P class="p1503 ft198">Grundläggande nivå Låg studieomfattning</P>
<P class="p1480 ft114">Medelhög studieomfattning</P>
<P class="p1504 ft20">548</P>
</DIV>
</DIV>
<DIV id="page_539">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320539x1.jpg" id="img1">
</DIV>
<TABLE id="IIllI1l1lI1II1I1Il1lI1III" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p767 ft114">Hög studieomfattning</P>
<P class="p1505 ft114">Gymnasial nivå</P>
<P class="p1314 ft114">Låg studieomfattning</P>
<P class="p1498 ft114">Medelhög studieomfattning</P>
<P class="p1506 ft20">549</P>
</DIV>
<DIV id="page_540">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320540x1.jpg" id="img1">
</DIV>
<TABLE id="lI11IIlI111I1IIIll1lII11l" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p78 ft114">Hög studieomfattning</P>
<P class="p1507 ft13">Inkomstkällor</P>
<P class="p1508 ft13">Inkomstkällor 2010, antal och andel per inkomstkälla, fördelat efter kön</P>
<P class="p79 ft114">Hela den kommunala vuxenutbildningen</P>
<P class="p662 ft114">Låg studieomfattning</P>
<P class="p1509 ft20">550</P>
</DIV>
<DIV id="page_541">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320541x1.jpg" id="img1">
</DIV>
<TABLE id="I1Il1lII1I11lI1l111Ill111" cellpadding=0 cellspacing=0 class="t55"></TABLE>
<P class="p1510 ft114">Medelhög studieomfattning</P>
<P class="p1511 ft114">Hög studieomfattning</P>
<P class="p1512 ft20">551</P>
</DIV>
<DIV id="page_542">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320542x1.jpg" id="img1">
</DIV>
<TABLE id="lIII1I1IlllllIIlIl1Il1II1" cellpadding=0 cellspacing=0 class="t56"></TABLE>
<P class="p1513 ft114">Grundläggande nivå</P>
<P class="p715 ft114">Låg studieomfattning</P>
<P class="p1514 ft20">552</P>
</DIV>
<DIV id="page_543">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320543x1.jpg" id="img1">
</DIV>
<TABLE id="I11l1lI1IIll1llI1I11Ill11" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1487 ft114">Medelhög studieomfattning</P>
<P class="p1511 ft114">Hög studieomfattning</P>
<P class="p1515 ft20">553</P>
</DIV>
<DIV id="page_544">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320544x1.jpg" id="img1">
</DIV>
<TABLE id="lIlIIl1lII1l1llIIIIl1llII" cellpadding=0 cellspacing=0 class="t56"></TABLE>
<P class="p1516 ft114">Gymnasial nivå</P>
<P class="p79 ft114">Låg studieomfattning</P>
<P class="p1517 ft20">554</P>
</DIV>
<DIV id="page_545">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320545x1.jpg" id="img1">
</DIV>
<TABLE id="lI1IIlll11I11IIIllll1I1l1" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1487 ft114">Medelhög studieomfattning</P>
<P class="p1518 ft114">Hög studieomfattning</P>
<P class="p1519 ft20">555</P>
</DIV>
<DIV id="page_546">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320546x1.jpg" id="img1">
</DIV>
<TABLE id="IllIlIlIll11lIIlIIIl1l11l" cellpadding=0 cellspacing=0 class="t56"></TABLE>
<P class="p1261 ft13">Huvudsakliga inkomstkällor</P>
<P class="p1520 ft13">Huvudsakliga inkomstkällor 2010, antal och andel per inkomst- källa, fördelat efter kön</P>
<P class="p715 ft114">Hela den kommunala vuxenutbildningen</P>
<P class="p662 ft114">Låg studieomfattning</P>
<P class="p1521 ft20">556</P>
</DIV>
<DIV id="page_547">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320547x1.jpg" id="img1">
</DIV>
<TABLE id="IIlIII1I111II1I1ll1111I1I" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1487 ft114">Medelhög studieomfattning</P>
<P class="p1522 ft114">Hög studieomfattning</P>
<P class="p1523 ft20">557</P>
</DIV>
<DIV id="page_548">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320548x1.jpg" id="img1">
</DIV>
<TABLE id="lllI111IIIlI1I1111ll1lIIl" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p78 ft114">Grundläggande nivå</P>
<P class="p729 ft114">Låg studieomfattning</P>
<P class="p1524 ft114">Medelhög studieomfattning</P>
<P class="p1509 ft20">558</P>
</DIV>
<DIV id="page_549">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320549x1.jpg" id="img1">
</DIV>
<TABLE id="I1l1l1l11111lIll1111l11ll" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1487 ft114">Hög studieomfattning</P>
<P class="p1525 ft114">Gymnasial nivå</P>
<P class="p1492 ft114">Låg studieomfattning</P>
<P class="p1526 ft20">559</P>
</DIV>
<DIV id="page_550">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320550x1.jpg" id="img1">
</DIV>
<TABLE id="IllIlIlI111IIlIl11llIlI11" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p78 ft114">Medelhög studieomfattning</P>
<P class="p1527 ft41">Tabellen har sekretessgranskats, vilket innebär att enskilda celler med antal mindre än tre har ersatts med " och att ev. summeringar har justerats.</P>
<P class="p913 ft114">Hög studieomfattning</P>
<P class="p1528 ft20">560</P>
</DIV>
<DIV id="page_551">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320551x1.jpg" id="img1">
</DIV>
<TABLE id="I1III1IllIlIl1I11IIllIl1l" cellpadding=0 cellspacing=0 class="t11"></TABLE>
<P class="p270 ft13">Andel med studiebidrag som har andra inkomstkällor</P>
<P class="p1529 ft13">Inkomstkällor för studerande med studiebidrag 2010, antal och andel per inkomstkälla, fördelat efter kön</P>
<P class="p1314 ft114">Hela den kommunala vuxenutbildningen</P>
<P class="p1356 ft114">Låg studieomfattning</P>
<P class="p1530 ft114">Medelhög studieomfattning</P>
<P class="p1531 ft20">561</P>
</DIV>
<DIV id="page_552">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320552x1.jpg" id="img1">
</DIV>
<TABLE id="lll1l1ll1Ill1Il1111I111II" cellpadding=0 cellspacing=0 class="t57"></TABLE>
<P class="p1533 ft114">Hög studieomfattning</P>
<P class="p1534 ft20">562</P>
</DIV>
<DIV id="page_553">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320553x1.jpg" id="img1">
</DIV>
<TABLE id="l11IIlI1l1III1I1lI1I1llII" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1487 ft114">Grundläggande nivå</P>
<P class="p1483 ft114">Låg studieomfattning</P>
<P class="p1535 ft114">Medelhög studieomfattning</P>
<P class="p1536 ft20">563</P>
</DIV>
<DIV id="page_554">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320554x1.jpg" id="img1">
</DIV>
<TABLE id="lI1I1I1lll1I1II1I1l11lllI" cellpadding=0 cellspacing=0 class="t57"></TABLE>
<P class="p65 ft114">Hög studieomfattning</P>
<P class="p1538 ft114">Gymnasial nivå</P>
<P class="p79 ft114">Låg studieomfattning</P>
<P class="p1539 ft20">564</P>
</DIV>
<DIV id="page_555">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320555x1.jpg" id="img1">
</DIV>
<TABLE id="ll1l1IIII1I1lIIIlII1lIIIl" cellpadding=0 cellspacing=0 class="t58"></TABLE>
<P class="p1540 ft114">Medelhög studieomfattning</P>
<P class="p1541 ft20">565</P>
</DIV>
<DIV id="page_556">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320556x1.jpg" id="img1">
</DIV>
<TABLE id="lI1ll11IlII1l1IIIllIlllIl" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p78 ft114">Hög studieomfattning</P>
<P class="p1542 ft13">Andel med försörjningsstöd som har andra inkomstkällor</P>
<P class="p1543 ft13">Inkomstkällor för studerande med försörjningsstöd 2010, antal och andel per inkomstkälla, fördelat efter kön</P>
<P class="p79 ft114">Hela den kommunala vuxenutbildningen</P>
<P class="p662 ft114">Låg studieomfattning</P>
<P class="p1544 ft20">566</P>
</DIV>
<DIV id="page_557">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320557x1.jpg" id="img1">
</DIV>
<TABLE id="II11Il1lll1IIIIIlllll111l" cellpadding=0 cellspacing=0 class="t58"></TABLE>
<P class="p1545 ft114">Medelhög studieomfattning</P>
<P class="p1546 ft114">Hög studieomfattning</P>
<P class="p1547 ft20">567</P>
</DIV>
<DIV id="page_558">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320558x1.jpg" id="img1">
</DIV>
<TABLE id="IllI1lIIIl11I1I11l1l1lll1" cellpadding=0 cellspacing=0 class="t56"></TABLE>
<P class="p1548 ft114">Grundläggande nivå</P>
<P class="p662 ft114">Låg studieomfattning</P>
<P class="p1549 ft20">568</P>
</DIV>
<DIV id="page_559">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320559x1.jpg" id="img1">
</DIV>
<TABLE id="IIlIl1l1I1IlII1lll1l1IllI" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1487 ft114">Medelhög studieomfattning</P>
<P class="p1550 ft114">Hög studieomfattning</P>
<P class="p1551 ft20">569</P>
</DIV>
<DIV id="page_560">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320560x1.jpg" id="img1">
</DIV>
<TABLE id="I1Il111l1Il1IIllIl11lIlll" cellpadding=0 cellspacing=0 class="t9"></TABLE>
<P class="p78 ft114">Gymnasial nivå</P>
<P class="p715 ft114">Låg studieomfattning</P>
<P class="p1552 ft114">Medelhög studieomfattning</P>
<P class="p1553 ft20">570</P>
</DIV>
<DIV id="page_561">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320561x1.jpg" id="img1">
</DIV>
<TABLE id="l11lll1l1lIll11I1l1111Ill" cellpadding=0 cellspacing=0 class="t30"></TABLE>
<P class="p1487 ft114">Hög studieomfattning</P>
<P class="p1554 ft20">571</P>
</DIV>
<DIV id="page_562">
<DIV id="dimg1">
<IMG src="http://data.riksdagen.se/fil/H1B320/H1B320562x1.jpg" id="img1">
</DIV>
<DIV class="dclr"></DIV>
<P class="p1555 ft7">Statens offentliga utredningar 2013</P>
<P class="p1556 ft199">Kronologisk förteckning</P>
<P class="p1557 ft202"><SPAN class="ft200">1.</SPAN><SPAN class="ft201">Förändrad hantering av importmoms. Fi.</SPAN></P>
<P class="p1558 ft202"><SPAN class="ft200">2.</SPAN><SPAN class="ft201">Patientlag. S.</SPAN></P>
<P class="p1559 ft202"><SPAN class="ft200">3.</SPAN><SPAN class="ft201">Trängselskatt – delegation, sanktioner och utländska fordon. Fi.</SPAN></P>
<P class="p1558 ft202"><SPAN class="ft200">4.</SPAN><SPAN class="ft201">Tillstånd och medling. Ju.</SPAN></P>
<P class="p1558 ft202"><SPAN class="ft200">5.</SPAN><SPAN class="ft201">Djurhållning och miljön</SPAN></P>
<P class="p1560 ft202">– hantering av risker och möjligheter med stallgödsel. L.</P>
<P class="p1561 ft202"><SPAN class="ft200">6.</SPAN><SPAN class="ft201">Att förebygga och hantera finansiella kriser. Fi.</SPAN></P>
<P class="p1558 ft202"><SPAN class="ft200">7.</SPAN><SPAN class="ft201">Skärpningar i vapenlagstiftningen. Ju.</SPAN></P>
<P class="p1558 ft202"><SPAN class="ft200">8.</SPAN><SPAN class="ft201">Den svenska veteranpolitiken</SPAN></P>
<P class="p1562 ft202">Statligt bidrag till frivilliga organisationer som stödjer veteransoldater och anhöriga. Fö.</P>
<P class="p1558 ft202"><SPAN class="ft200">9.</SPAN><SPAN class="ft201">Riksbankens</SPAN></P>
<P class="p1563 ft202">finansiella oberoende och balansräkning. Fi.</P>
<P class="p1564 ft202"><SPAN class="ft200">10.</SPAN><SPAN class="ft203">Rätta byggfelen snabbt!</SPAN></P>
<P class="p1565 ft202"><SPAN class="ft202">–</SPAN><SPAN class="ft204">med effektivare förelägganden och försäkringar. S.</SPAN></P>
<P class="p1566 ft202"><SPAN class="ft200">11.</SPAN><SPAN class="ft203">Kunskapsläget på Kärnavfallsområdet 2013. Slutförvarsansökan under prövning: kompletteringskrav</SPAN></P>
<P class="p1567 ft202">och framtidsalternativ. M.</P>
<P class="p1568 ft202"><SPAN class="ft200">12.</SPAN><SPAN class="ft203">Goda affärer – en strategi för hållbar, offentlig upphandling. Fi.</SPAN></P>
<P class="p1569 ft202"><SPAN class="ft200">13.</SPAN><SPAN class="ft203">Ungdomar utanför gymnasieskolan</SPAN></P>
<P class="p1570 ft202"><SPAN class="ft202">–</SPAN><SPAN class="ft204">ett förtydligat ansvar för stat och kommun. U.</SPAN></P>
<P class="p1569 ft202"><SPAN class="ft200">14.</SPAN><SPAN class="ft203">En översyn inom Sevesoområdet</SPAN></P>
<P class="p1571 ft202"><SPAN class="ft202">–</SPAN><SPAN class="ft204">förslag till en förstärkt organisation för att förebygga och begränsa följderna av allvarliga kemikalieolyckor. Fö.</SPAN></P>
<P class="p1572 ft202"><SPAN class="ft200">15.</SPAN><SPAN class="ft203">För framtidens hälsa – en ny läkarutbildning. U.</SPAN></P>
<P class="p1569 ft202"><SPAN class="ft200">16.</SPAN><SPAN class="ft203">Effektivare konkurrenstillsyn. N.</SPAN></P>
<P class="p1569 ft202"><SPAN class="ft200">17.</SPAN><SPAN class="ft203">Brottmålsprocessen. Ju.</SPAN></P>
<P class="p1564 ft202"><SPAN class="ft200">18.</SPAN><SPAN class="ft203">Regeringsbeslut av ett statsråd – SRÄ. Fö.</SPAN></P>
<P class="p1569 ft202"><SPAN class="ft200">19.</SPAN><SPAN class="ft203">Mera glädje för pengarna. Ku.</SPAN></P>
<P class="p1573 ft202"><SPAN class="ft200">20.</SPAN><SPAN class="ft203">Kommunal vuxenutbildning på grundläggande nivå – en översyn för ökad individanpassning och effektivitet. U.</SPAN></P>
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<P class="p4 ft7">Statens offentliga utredningar 2013</P>
<P class="p774 ft199">Systematisk förteckning</P>
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<P class="p4 ft21">Justitiedepartementet</P>
<P class="p1574 ft205">Tillstånd och medling. [4] Skärpningar i vapenlagstiftningen. [7] Brottmålsprocessen. [17]</P>
<P class="p120 ft21">Försvarsdepartementet</P>
<P class="p172 ft202">Den svenska veteranpolitiken</P>
<P class="p1575 ft202">Statligt bidrag till frivilliga organisationer som stödjer veteransoldater och anhöriga. [8]</P>
<P class="p1296 ft202">En översyn inom Sevesoområdet</P>
<P class="p1576 ft202">– förslag till en förstärkt organisation för att förebygga och begränsa följderna av allvarliga kemikalieolyckor. [14]</P>
<P class="p1296 ft202">Regeringsbeslut av ett statsråd – SRÄ. [18]</P>
<P class="p744 ft21">Socialdepartementet</P>
<P class="p1296 ft202">Patientlag. [2]</P>
<P class="p172 ft202">Rätta byggfelen snabbt!</P>
<P class="p1577 ft202">– med effektivare förelägganden och försäkringar. [10]</P>
<P class="p910 ft21">Finansdepartementet</P>
<P class="p172 ft202">Förändrad hantering av importmoms. [1]</P>
<P class="p1578 ft202">Trängselskatt – delegation, sanktioner och utländska fordon. [3]</P>
<P class="p1579 ft202">Att förebygga och hantera finansiella kriser. [6]</P>
<P class="p1580 ft202">Riksbankens finansiella oberoende och balansräkning. [9]</P>
<P class="p1581 ft202">Goda affärer – en strategi för hållbar, offentlig upphandling. [12]</P>
<P class="p744 ft21">Utbildningsdepartementet</P>
<P class="p1296 ft202">Ungdomar utanför gymnasieskolan</P>
<P class="p1582 ft202">– ett förtydligat ansvar för stat och kommun. [13]</P>
<P class="p1583 ft202">För framtidens hälsa – en ny läkarutbildning. [15]</P>
<P class="p1584 ft202">Kommunal vuxenutbildning på grundläggande nivå – en översyn för ökad individanpassning och effektivitet. [20]</P>
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<P class="p4 ft21">Landsbygdsdepartementet</P>
<P class="p172 ft202">Djurhållning och miljön</P>
<P class="p1585 ft202">– hantering av risker och möjligheter med stallgödsel. [5]</P>
<P class="p910 ft21">Miljödepartementet</P>
<P class="p1586 ft202">Kunskapsläget på Kärnavfallsområdet 2013. Slutförvarsansökan under prövning: kompletteringskrav och framtidsalternativ. [11]</P>
<P class="p910 ft21">Näringsdepartementet</P>
<P class="p172 ft202">Effektivare konkurrenstillsyn. [16]</P>
<P class="p910 ft21">Kulturdepartementet</P>
<P class="p172 ft202">Mera glädje för pengarna. [19]</P>
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H1B320SOU_2013__20.pdf8810456pdfKommunal vuxenutbildning på grundläggande nivå, - en översyn för ökad individanpassning och effektivitethttps://data.riksdagen.se/fil/DAA02CEE-6134-405C-A90C-DC8F6FE9AD08