Madam Chair, for me, this was part of a suite of programs. Nine billion dollars had been allocated for students, recognizing that they were also impacted by the pandemic.
When it came to this exact program, for me, a priority was ensuring that students who need assistance the most get it. I was concerned about official languages and making sure that the program was available for both francophones as well as anglophones. I wanted to ensure that youth and students in rural and remote areas also had access to it, and I wanted to ensure that under-represented communities had access to it. That's why I wanted to ensure that we were collecting disaggregated data. It was to understand where it was going, so that as we went through the contribution agreement checks and balances were in place.
The way contribution agreements work is that we have to be able to deliver the scope and scale and timeline of the program, so this is information we would be continually receiving before we opened up any opportunities to expand it to the second cohort. Those were some of the checks and balances we put in place—