@oriro/orirocli 0.1.9 → 0.1.11

package/skills/education/edu-curriculum/SKILL.md

@@ -1,87 +1,87 @@
----
-watermark: ORIRO
-disable-model-invocation: true
-name: edu-curriculum
-provider: ORIRO.ai
-copyright: Copyright (c) 2026 ORIRO.ai
-description: >
-
-
-  Curriculum and instructional design — learning objectives, assessment design, teaching strategies, and course development.
-
-
-  Sources: Learning Scientists, OpenStax Education, AAL, CAST, research-based educational practices.
----
-
-# Curriculum and Instructional Design
-
-## Backward design (Wiggins & McTighe — Understanding by Design)
-
-Design curriculum starting from the end:
-**Stage 1:** What should students understand and be able to do? (Desired results)
-**Stage 2:** What evidence will show they've achieved it? (Assessment evidence)
-**Stage 3:** What learning experiences will get them there? (Learning plan)
-
-Why backward? Ensures instruction aligns with actual goals, not just coverage.
-
-## Bloom's Taxonomy (revised)
-
-Hierarchy of cognitive complexity. Design assessments and activities at appropriate levels.
-
-1. **Remember:** Recall facts. Test: "List the steps."
-2. **Understand:** Explain concepts. Test: "Summarize in your own words."
-3. **Apply:** Use knowledge in new situations. Test: "Solve this problem."
-4. **Analyze:** Break down into components, find patterns. Test: "Compare these approaches."
-5. **Evaluate:** Make judgments. Test: "Which approach is better and why?"
-6. **Create:** Produce new work. Test: "Design a solution to this problem."
-   Most education focuses on 1-2. Move learners toward 3-6 for deep learning.
-
-## Writing learning objectives
-
-**Format:** "Students will be able to [verb from Bloom's taxonomy] [specific content] [conditions if any] [to what standard]."
-**Use action verbs:** Define, describe, calculate, compare, create, evaluate, design. (Not: "understand" or "appreciate" — not observable/measurable.)
-**One objective = one behavior.** Not "understand and apply and evaluate."
-
-**Example:**
-Weak: "Students will understand the water cycle."
-Strong: "Students will be able to draw and label the four stages of the water cycle and explain how energy drives each transition."
-
-## Instructional strategies
-
-### Direct instruction (explicit teaching)
-
-Effective for well-defined skills and knowledge.
-I do → We do → You do (gradual release of responsibility).
-Works best when: Clear correct answers exist, learners are novices, efficient transfer needed.
-
-### Problem-based learning (PBL)
-
-Students investigate a complex, real-world problem.
-High transfer potential. Requires more time. Needs scaffolding to work with novices.
-
-### Cooperative learning
-
-Students work in structured small groups. Research-supported with proper structure.
-Requires: Individual accountability, positive interdependence, group processing.
-Without structure, groups enable social loafing rather than learning.
-
-### Flipped classroom
-
-Students access content (videos, readings) before class.
-Class time: Application, discussion, problem-solving, feedback.
-Frees instructional time for higher-order activities.
-
-## Assessment design
-
-**Formative vs. summative:**
-Formative: During learning. Feedback to adjust instruction. Low/no stakes.
-Summative: After learning. Judge achievement. High stakes.
-The ratio should be 80%+ formative. Most systems do the opposite.
-
-**Authentic assessment:** Tasks that reflect real-world application of skills.
-Not: "Define photosynthesis." Rather: "Explain to a 10-year-old why plants need sunlight."
-
-**Rubrics:** Explicit criteria for quality. Increases consistency, fairness, and feedback quality.
-Holistic rubric: Overall impression. Analytical rubric: Rate each criterion separately. More useful for feedback.
-
-Sources: Wiggins & McTighe "Understanding by Design" (principles), Bloom's Taxonomy revised (Anderson & Krathwohl), Learning Scientists, John Hattie "Visible Learning" (principles — effect sizes), ASCD curriculum design resources
+---
+watermark: ORIRO
+disable-model-invocation: true
+name: edu-curriculum
+provider: ORIRO.ai
+copyright: Copyright (c) 2026 ORIRO.ai
+description: >
+
+
+  Curriculum and instructional design — learning objectives, assessment design, teaching strategies, and course development.
+
+
+  Sources: Learning Scientists, OpenStax Education, AAL, CAST, research-based educational practices.
+---
+
+# Curriculum and Instructional Design
+
+## Backward design (Wiggins & McTighe — Understanding by Design)
+
+Design curriculum starting from the end:
+**Stage 1:** What should students understand and be able to do? (Desired results)
+**Stage 2:** What evidence will show they've achieved it? (Assessment evidence)
+**Stage 3:** What learning experiences will get them there? (Learning plan)
+
+Why backward? Ensures instruction aligns with actual goals, not just coverage.
+
+## Bloom's Taxonomy (revised)
+
+Hierarchy of cognitive complexity. Design assessments and activities at appropriate levels.
+
+1. **Remember:** Recall facts. Test: "List the steps."
+2. **Understand:** Explain concepts. Test: "Summarize in your own words."
+3. **Apply:** Use knowledge in new situations. Test: "Solve this problem."
+4. **Analyze:** Break down into components, find patterns. Test: "Compare these approaches."
+5. **Evaluate:** Make judgments. Test: "Which approach is better and why?"
+6. **Create:** Produce new work. Test: "Design a solution to this problem."
+   Most education focuses on 1-2. Move learners toward 3-6 for deep learning.
+
+## Writing learning objectives
+
+**Format:** "Students will be able to [verb from Bloom's taxonomy] [specific content] [conditions if any] [to what standard]."
+**Use action verbs:** Define, describe, calculate, compare, create, evaluate, design. (Not: "understand" or "appreciate" — not observable/measurable.)
+**One objective = one behavior.** Not "understand and apply and evaluate."
+
+**Example:**
+Weak: "Students will understand the water cycle."
+Strong: "Students will be able to draw and label the four stages of the water cycle and explain how energy drives each transition."
+
+## Instructional strategies
+
+### Direct instruction (explicit teaching)
+
+Effective for well-defined skills and knowledge.
+I do → We do → You do (gradual release of responsibility).
+Works best when: Clear correct answers exist, learners are novices, efficient transfer needed.
+
+### Problem-based learning (PBL)
+
+Students investigate a complex, real-world problem.
+High transfer potential. Requires more time. Needs scaffolding to work with novices.
+
+### Cooperative learning
+
+Students work in structured small groups. Research-supported with proper structure.
+Requires: Individual accountability, positive interdependence, group processing.
+Without structure, groups enable social loafing rather than learning.
+
+### Flipped classroom
+
+Students access content (videos, readings) before class.
+Class time: Application, discussion, problem-solving, feedback.
+Frees instructional time for higher-order activities.
+
+## Assessment design
+
+**Formative vs. summative:**
+Formative: During learning. Feedback to adjust instruction. Low/no stakes.
+Summative: After learning. Judge achievement. High stakes.
+The ratio should be 80%+ formative. Most systems do the opposite.
+
+**Authentic assessment:** Tasks that reflect real-world application of skills.
+Not: "Define photosynthesis." Rather: "Explain to a 10-year-old why plants need sunlight."
+
+**Rubrics:** Explicit criteria for quality. Increases consistency, fairness, and feedback quality.
+Holistic rubric: Overall impression. Analytical rubric: Rate each criterion separately. More useful for feedback.
+
+Sources: Wiggins & McTighe "Understanding by Design" (principles), Bloom's Taxonomy revised (Anderson & Krathwohl), Learning Scientists, John Hattie "Visible Learning" (principles — effect sizes), ASCD curriculum design resources

package/skills/education/edu-ed-tech/LICENSE

@@ -1,21 +1,21 @@
-MIT License
-
-Copyright (c) 2026 ORIRO.ai
-
-Permission is hereby granted, free of charge, to any person obtaining a copy
-of this software and associated documentation files (the "Software"), to deal
-in the Software without restriction, including without limitation the rights
-to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
-copies of the Software, and to permit persons to whom the Software is
-furnished to do so, subject to the following conditions:
-
-The above copyright notice and this permission notice shall be included in all
-copies or substantial portions of the Software.
-
-THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
-IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
-FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
-AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
-LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
-OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
-SOFTWARE.
+MIT License
+
+Copyright (c) 2026 ORIRO.ai
+
+Permission is hereby granted, free of charge, to any person obtaining a copy
+of this software and associated documentation files (the "Software"), to deal
+in the Software without restriction, including without limitation the rights
+to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
+copies of the Software, and to permit persons to whom the Software is
+furnished to do so, subject to the following conditions:
+
+The above copyright notice and this permission notice shall be included in all
+copies or substantial portions of the Software.
+
+THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
+IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
+FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
+AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
+LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
+OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
+SOFTWARE.

package/skills/education/edu-ed-tech/SKILL.md

@@ -1,73 +1,73 @@
----
-watermark: ORIRO
-disable-model-invocation: true
-name: edu-ed-tech
-provider: ORIRO.ai
-copyright: Copyright (c) 2026 ORIRO.ai
-description: >
-
-
-
-
-  Educational technology — digital learning tools, online course design, blended learning, and technology integration in education.
-  Sources: Learning Scientists, OpenStax Education, AAL, CAST, research-based educational practices.
----
-
-# Educational Technology
-
-## Technology integration frameworks
-
-### SAMR model (Puentedura)
-
-How technology changes instructional tasks:
-**S — Substitution:** Technology replaces traditional tool. Same task. (Typing instead of handwriting.)
-**A — Augmentation:** Technology replaces tool with functional improvement. (Spell-check, digital submission.)
-**M — Modification:** Technology significantly redesigns the task. (Real-time feedback on writing, collaborative editing.)
-**R — Redefinition:** Technology creates new tasks previously impossible. (Students publish work to global audience, connect with experts worldwide.)
-Aim for modification and redefinition — not just digital substitution.
-
-### TPACK (Technological Pedagogical Content Knowledge)
-
-Effective ed-tech requires intersection of three knowledge types:
-Content knowledge + Pedagogical knowledge + Technological knowledge.
-Technology without pedagogy = shiny distraction. Pedagogy without the right technology = missed opportunity.
-
-## Learning management systems (LMS)
-
-Canvas, Moodle (open source), Google Classroom (free), Blackboard, Schoology.
-Core functions: Content delivery, assignment submission, gradebook, communication, assessments.
-Best practice: Use the LMS for what it does well; don't try to make it do everything.
-
-## Online course design principles
-
-**Presence:**
-Teaching presence: Clear organization, direct instruction, feedback.
-Social presence: Community, interaction, belonging.
-Cognitive presence: Inquiry, reflection, sense-making.
-All three necessary for quality online learning.
-
-**Chunking for online:** 5-15 minute video segments. 5-7 key points per page. Break long readings into modules.
-**Interactive elements every 10-15 minutes:** Quick check, reflection prompt, practice problem.
-**Discussion design:** Not "post once, reply twice." Pose meaningful questions with intellectual tension. Require evidence.
-
-## Accessibility in digital learning
-
-**WCAG 2.1 guidelines (Web Content Accessibility Guidelines):**
-Perceivable: Alt text for images, captions for video, sufficient color contrast.
-Operable: Keyboard navigation, no seizure-inducing content.
-Understandable: Clear language, consistent navigation.
-Robust: Compatible with assistive technologies.
-
-**Practical steps:**
-Caption all videos (YouTube auto-captioning is not sufficient for formal courses — proofread).
-PDFs must be accessible (tagged, proper reading order).
-Color alone shouldn't convey meaning (for color-blind users).
-Font size ≥ 12pt; line spacing ≥ 1.5.
-
-## AI in education
-
-**Legitimate uses:** Grammar feedback, brainstorming, research starting points, differentiated practice generation, explaining concepts multiple ways, feedback on drafts.
-**Where human judgment still essential:** Evaluating quality of thinking, assessing authentic understanding, mentorship, motivation.
-**Academic integrity:** Policies must be updated; detection tools are unreliable. Better: design assessments that require personal insight, process artifacts, or in-person verification.
-
-Sources: CAST UDL (cast.org), ISTE standards (iste.org — free summaries), SAMR by Puentedura (hippasus.com), Quality Matters rubric (qualitymatters.org — free research), WCAG 2.1 (w3.org/WAI — free)
+---
+watermark: ORIRO
+disable-model-invocation: true
+name: edu-ed-tech
+provider: ORIRO.ai
+copyright: Copyright (c) 2026 ORIRO.ai
+description: >
+
+
+
+
+  Educational technology — digital learning tools, online course design, blended learning, and technology integration in education.
+  Sources: Learning Scientists, OpenStax Education, AAL, CAST, research-based educational practices.
+---
+
+# Educational Technology
+
+## Technology integration frameworks
+
+### SAMR model (Puentedura)
+
+How technology changes instructional tasks:
+**S — Substitution:** Technology replaces traditional tool. Same task. (Typing instead of handwriting.)
+**A — Augmentation:** Technology replaces tool with functional improvement. (Spell-check, digital submission.)
+**M — Modification:** Technology significantly redesigns the task. (Real-time feedback on writing, collaborative editing.)
+**R — Redefinition:** Technology creates new tasks previously impossible. (Students publish work to global audience, connect with experts worldwide.)
+Aim for modification and redefinition — not just digital substitution.
+
+### TPACK (Technological Pedagogical Content Knowledge)
+
+Effective ed-tech requires intersection of three knowledge types:
+Content knowledge + Pedagogical knowledge + Technological knowledge.
+Technology without pedagogy = shiny distraction. Pedagogy without the right technology = missed opportunity.
+
+## Learning management systems (LMS)
+
+Canvas, Moodle (open source), Google Classroom (free), Blackboard, Schoology.
+Core functions: Content delivery, assignment submission, gradebook, communication, assessments.
+Best practice: Use the LMS for what it does well; don't try to make it do everything.
+
+## Online course design principles
+
+**Presence:**
+Teaching presence: Clear organization, direct instruction, feedback.
+Social presence: Community, interaction, belonging.
+Cognitive presence: Inquiry, reflection, sense-making.
+All three necessary for quality online learning.
+
+**Chunking for online:** 5-15 minute video segments. 5-7 key points per page. Break long readings into modules.
+**Interactive elements every 10-15 minutes:** Quick check, reflection prompt, practice problem.
+**Discussion design:** Not "post once, reply twice." Pose meaningful questions with intellectual tension. Require evidence.
+
+## Accessibility in digital learning
+
+**WCAG 2.1 guidelines (Web Content Accessibility Guidelines):**
+Perceivable: Alt text for images, captions for video, sufficient color contrast.
+Operable: Keyboard navigation, no seizure-inducing content.
+Understandable: Clear language, consistent navigation.
+Robust: Compatible with assistive technologies.
+
+**Practical steps:**
+Caption all videos (YouTube auto-captioning is not sufficient for formal courses — proofread).
+PDFs must be accessible (tagged, proper reading order).
+Color alone shouldn't convey meaning (for color-blind users).
+Font size ≥ 12pt; line spacing ≥ 1.5.
+
+## AI in education
+
+**Legitimate uses:** Grammar feedback, brainstorming, research starting points, differentiated practice generation, explaining concepts multiple ways, feedback on drafts.
+**Where human judgment still essential:** Evaluating quality of thinking, assessing authentic understanding, mentorship, motivation.
+**Academic integrity:** Policies must be updated; detection tools are unreliable. Better: design assessments that require personal insight, process artifacts, or in-person verification.
+
+Sources: CAST UDL (cast.org), ISTE standards (iste.org — free summaries), SAMR by Puentedura (hippasus.com), Quality Matters rubric (qualitymatters.org — free research), WCAG 2.1 (w3.org/WAI — free)

package/skills/education/edu-france/LICENSE

@@ -1,21 +1,21 @@
-MIT License
-
-Copyright (c) 2026 ORIRO.ai
-
-Permission is hereby granted, free of charge, to any person obtaining a copy
-of this software and associated documentation files (the "Software"), to deal
-in the Software without restriction, including without limitation the rights
-to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
-copies of the Software, and to permit persons to whom the Software is
-furnished to do so, subject to the following conditions:
-
-The above copyright notice and this permission notice shall be included in all
-copies or substantial portions of the Software.
-
-THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
-IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
-FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
-AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
-LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
-OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
-SOFTWARE.
+MIT License
+
+Copyright (c) 2026 ORIRO.ai
+
+Permission is hereby granted, free of charge, to any person obtaining a copy
+of this software and associated documentation files (the "Software"), to deal
+in the Software without restriction, including without limitation the rights
+to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
+copies of the Software, and to permit persons to whom the Software is
+furnished to do so, subject to the following conditions:
+
+The above copyright notice and this permission notice shall be included in all
+copies or substantial portions of the Software.
+
+THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
+IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
+FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
+AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
+LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
+OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
+SOFTWARE.

package/skills/education/edu-france/SKILL.md

@@ -1,42 +1,42 @@
----
-watermark: ORIRO
-disable-model-invocation: true
-name: edu-france
-provider: ORIRO.ai
-copyright: Copyright (c) 2026 ORIRO.ai
-description: >
-  French education — Baccalauréat, Grandes Écoles, and French university system.
----
-
-# French Education System
-
-## Structure
-
-Ecole maternelle (3-6) → Ecole primaire (6-11) → Collège (11-15) → Lycée (15-18) → Université/Grandes Ecoles.
-
-## Baccalauréat
-
-General Bac: 3 specialties chosen at age 16. Final exams at age 18.
-**Filières:** Scientifique, Économique et Social, Littéraire.
-**Grades:** 0-20. 10 = pass. 16+ = Bien. 18+ = Très Bien.
-
-## Grandes Écoles
-
-Elite institutions above standard universities.
-**Classes Préparatoires (CPGE):** 2 years of intensive study post-Bac before Grandes Ecoles entry exam.
-Taupe (math/physics): For Ecole Polytechnique, Centrale, Mines. Most demanding in France.
-Khagne (literature): For Ecole Normale Supérieure.
-HEC, Sciences Po, ESSEC: Business and political science elite schools.
-
-## University system (LMD)
-
-Licence (3 years) → Master (2 years) → Doctorat (3+ years).
-**Parcoursup:** National university application platform.
-Selective universities (IUT, BUT, BTS): More vocational, competitive entry.
-
-## DALF/DELF (French language certification)
-
-DELF: A1-B2 for general French. DALF: C1-C2 advanced.
-Recognized globally for French language proficiency.
-
-Sources: Education Nationale France (education.gouv.fr — free), Campus France (free guides)
+---
+watermark: ORIRO
+disable-model-invocation: true
+name: edu-france
+provider: ORIRO.ai
+copyright: Copyright (c) 2026 ORIRO.ai
+description: >
+  French education — Baccalauréat, Grandes Écoles, and French university system.
+---
+
+# French Education System
+
+## Structure
+
+Ecole maternelle (3-6) → Ecole primaire (6-11) → Collège (11-15) → Lycée (15-18) → Université/Grandes Ecoles.
+
+## Baccalauréat
+
+General Bac: 3 specialties chosen at age 16. Final exams at age 18.
+**Filières:** Scientifique, Économique et Social, Littéraire.
+**Grades:** 0-20. 10 = pass. 16+ = Bien. 18+ = Très Bien.
+
+## Grandes Écoles
+
+Elite institutions above standard universities.
+**Classes Préparatoires (CPGE):** 2 years of intensive study post-Bac before Grandes Ecoles entry exam.
+Taupe (math/physics): For Ecole Polytechnique, Centrale, Mines. Most demanding in France.
+Khagne (literature): For Ecole Normale Supérieure.
+HEC, Sciences Po, ESSEC: Business and political science elite schools.
+
+## University system (LMD)
+
+Licence (3 years) → Master (2 years) → Doctorat (3+ years).
+**Parcoursup:** National university application platform.
+Selective universities (IUT, BUT, BTS): More vocational, competitive entry.
+
+## DALF/DELF (French language certification)
+
+DELF: A1-B2 for general French. DALF: C1-C2 advanced.
+Recognized globally for French language proficiency.
+
+Sources: Education Nationale France (education.gouv.fr — free), Campus France (free guides)

package/skills/education/edu-germany/LICENSE

@@ -1,21 +1,21 @@
-MIT License
-
-Copyright (c) 2026 ORIRO.ai
-
-Permission is hereby granted, free of charge, to any person obtaining a copy
-of this software and associated documentation files (the "Software"), to deal
-in the Software without restriction, including without limitation the rights
-to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
-copies of the Software, and to permit persons to whom the Software is
-furnished to do so, subject to the following conditions:
-
-The above copyright notice and this permission notice shall be included in all
-copies or substantial portions of the Software.
-
-THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
-IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
-FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
-AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
-LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
-OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
-SOFTWARE.
+MIT License
+
+Copyright (c) 2026 ORIRO.ai
+
+Permission is hereby granted, free of charge, to any person obtaining a copy
+of this software and associated documentation files (the "Software"), to deal
+in the Software without restriction, including without limitation the rights
+to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
+copies of the Software, and to permit persons to whom the Software is
+furnished to do so, subject to the following conditions:
+
+The above copyright notice and this permission notice shall be included in all
+copies or substantial portions of the Software.
+
+THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
+IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
+FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
+AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
+LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
+OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
+SOFTWARE.

package/skills/education/edu-germany/SKILL.md

@@ -1,46 +1,46 @@
----
-watermark: ORIRO
-disable-model-invocation: true
-name: edu-germany
-provider: ORIRO.ai
-copyright: Copyright (c) 2026 ORIRO.ai
-description: >
-  German education — Abitur, TU9 universities, and application through uni-assist.
----
-
-# German Education System
-
-## School structure
-
-Grundschule (Primary, 4-6 years) → Secondary split:
-**Gymnasium:** Academic track. Leads to Abitur. University preparation.
-**Realschule:** Practical track.
-**Hauptschule:** Vocational track.
-**Gesamtschule:** Comprehensive school with all tracks.
-
-## Abitur
-
-Final exam after 12-13 years of schooling (varies by state).
-Grades: 1.0 (best) to 4.0 (minimum pass). 1.0-1.5 = excellent.
-**Abitur average (Numerus Clausus - NC):** Many university programs require minimum Abitur grade.
-Medicine: NC ~1.0-1.2. Law: ~1.5. Engineering: 2.0-2.5.
-
-## German universities
-
-Germany: Tuition-free at public universities (just ~€300 semester administrative fee).
-**TU9 Alliance:** 9 leading technical universities: TU Munich, RWTH Aachen, TU Berlin, KIT, etc.
-**Excellence Initiative:** Elite cluster research universities.
-LMU Munich and TU Munich ranked globally.
-
-## Application
-
-**uni-assist:** Central application service for international students.
-**DAAD:** German Academic Exchange Service. Scholarships for international students.
-TestDaF or DSH: German language proficiency required. B2/C1 level minimum.
-
-## Vocational education (Berufsausbildung)
-
-Dual system: Learn in company + attend Berufsschule 2 days/week.
-Highly respected. 50%+ of Germans complete vocational training.
-
-Sources: DAAD (daad.de — free), Hochschulstart (hochschulstart.de — free)
+---
+watermark: ORIRO
+disable-model-invocation: true
+name: edu-germany
+provider: ORIRO.ai
+copyright: Copyright (c) 2026 ORIRO.ai
+description: >
+  German education — Abitur, TU9 universities, and application through uni-assist.
+---
+
+# German Education System
+
+## School structure
+
+Grundschule (Primary, 4-6 years) → Secondary split:
+**Gymnasium:** Academic track. Leads to Abitur. University preparation.
+**Realschule:** Practical track.
+**Hauptschule:** Vocational track.
+**Gesamtschule:** Comprehensive school with all tracks.
+
+## Abitur
+
+Final exam after 12-13 years of schooling (varies by state).
+Grades: 1.0 (best) to 4.0 (minimum pass). 1.0-1.5 = excellent.
+**Abitur average (Numerus Clausus - NC):** Many university programs require minimum Abitur grade.
+Medicine: NC ~1.0-1.2. Law: ~1.5. Engineering: 2.0-2.5.
+
+## German universities
+
+Germany: Tuition-free at public universities (just ~€300 semester administrative fee).
+**TU9 Alliance:** 9 leading technical universities: TU Munich, RWTH Aachen, TU Berlin, KIT, etc.
+**Excellence Initiative:** Elite cluster research universities.
+LMU Munich and TU Munich ranked globally.
+
+## Application
+
+**uni-assist:** Central application service for international students.
+**DAAD:** German Academic Exchange Service. Scholarships for international students.
+TestDaF or DSH: German language proficiency required. B2/C1 level minimum.
+
+## Vocational education (Berufsausbildung)
+
+Dual system: Learn in company + attend Berufsschule 2 days/week.
+Highly respected. 50%+ of Germans complete vocational training.
+
+Sources: DAAD (daad.de — free), Hochschulstart (hochschulstart.de — free)