atepeq/tico19 huggingface dataset:
Furthermore, those who are allowed to wash their hands after such a contemplation are less likely to engage in other "cleansing" compensatory actions, such as volunteering.
Ekirala, abo abakkirizibwa okunaaba mu ngalo oluvannyuma lw’okulowooza bwe batyo emikisa mitono nti bayinza obutaddamu kwenyingira mu bikolwa bya “kweyonja” gamba ng’obwannakyewa.
Religions prescribe hand washing for both hygienic and symbolic purposes.Symbolic hand washing, using water but no soap to wash hands, is a part of ritual hand washing featured in many religions, including Bahá'í Faith, Hinduism, tevilah and netilat yadayim in Judaism, Lavabo in Christianity, and Wudhu in Islam.Religions also prescribe hygienic hand washing, especially after certain actions.
Enzikiriza zikubiriza abantu okunaaba mu ngalo olw’okweyonja ate era ng’akabonero. Okunaaba mu ngalo ng’akabonero, kwe kugamba okukozesa amazzi omutali ssabbuuni okunaaba mu ngalo, kimu ku nnono z’okunaaba mu ngalo ekikolebwa mu nzikiriza eziwerako, omuli eya Bahai, Abahindu, tevilah ne netilat yadayim mu nzikiriza y’Abayudaaya, Lavabo mu Bagoberezi ba Kristo, ne Wudhu mu Basiraamu. Enzikiriza era zikubiriza okunaaba mu ngalo naddala oluvannyuma lw’ebikolwa ebimu.
Hinduism, Judaism and Islam mandate washing of hands after using the toilet.
Enzikiriza y’Abahindu, ey’Ekiyudaaya n’ey’Ekisiraamu zikubiriza okunaaba mu ngalo ng’omuntu avudde mu kaabuyonjo.
And, Hinduism, Buddhism, Sikhism, Judaism and Islam mandate washing of hands before and after every meal.
Era, Abahindu, Babudda, Abasiiki, Abayudaaya n’Abasiraamu bakubiriza okunaaba mu ngalo ng’omuntu tannalya ate ne bw’aba amaze okulya.
Impact of the 2019–20 coronavirus pandemic on education
Engeri nawookeera wa coronavirus owa 2019–20 gy’akosezzaamu ebyenjigiriza
The 2019–20 coronavirus pandemic has affected educational systems worldwide, leading to the widespread closures of schools and universities.
Nawookeera wa coronavirus owa 2019–20 akosezza ebitongole by’ebyenjigiriza mu nsi yonna era nga kino kiviiriddeko amasomero ne yunivaasite okuggalwa.
As of 8 April 2020, approximately 1.716 billion learners have been affected due to school closures in response to COVID-19.
Nga 8 Ogwokuna 2020 we lwatuukira, abayizi abakunukkiriza mu kawumbi 1.716 baali bakoseddwa olw’okuggala amasomero olw’okwewala COVID-19.
According to UNESCO monitoring, 188 countries have implemented nationwide closures and 5 have implemented local closures, impacting about 99.4% of the world's student population.
Okusinziira ku bulondoozi bw’Ekitongole kya UNESCO, amawanga 188 gaggala amasomero gonna ate amawanga 5 go gaggala mu bitundu bimu na bimu, kino ne kikosa ebitundu nga 99.4% eby’abayizi mu nsi yonna.
On 23 March 2020, Cambridge International Examinations (CIE) released a statement announcing the cancellation of Cambridge IGCSE, Cambridge O Level, Cambridge International AS &amp; A Level, Cambridge AICE Diploma, and Cambridge Pre-U examinations for the May/June 2020 series across all countries.
Nga 23 Ogwokusatu 2020, Ekitongole ky’Ebigezo ekya Cambridge International Examinations (CIE) kyalangiririra nga kisazaamu ebigezo bya Cambridge IGCSE, Cambridge O Level, Cambridge International AS &amp; A Level, Cambridge AICE Diploma, ne Cambridge Pre-U examinations eby’Ogwokutaanu/Ogwomukaaga 2020 mu nsi zonna.
International Baccalaureate exams have also been cancelled.School closures impact not only students, teachers, and families, but have far-reaching economic and societal consequences.
Ebigezo bya International Baccalaureate nabyo byasazibwamu. Okuggala amasomero tekukosa bayizi bokka, na basomesa na maka naye kukosa n’ebyenfuna wamu n’ebitundu abantu mwe babeera.
School closures in response to COVID-19 have shed light on various social and economic issues, including student debt, digital learning, food insecurity, and homelessness, as well as access to childcare, health care, housing, internet, and disability services.
Okuggala amasomero olw’okuziyiza COVID-19 kitangaazizza ebintu bingi ebikwata ku bantu n’ebyenfuna omwo nga mwe muli ebbanja eri abaana, okusomera ku kompyuta, ebyokwerinda ku byemmere, n’obutabeera na wa kubeera, wamu n’okubulwa okulabirirwa, ennyumba, yintaneeti, n’obuweereza eri abalina obulemu.
The impact was more severe for disadvantaged children and their families, causing interrupted learning, compromised nutrition, childcare problems, and consequent economic cost to families who could not work.In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education.
Okukosebwa kuno kubadde kwa maanyi ku baana abali mu bwetaavu wamu n’amaka mwe bava, ne kireetera okutaataagana mu byokusoma, endya embi, obuzibu mu kulabirira abaana n’amaka okukosebwa mu byensimbi naddala abo ababadde tebakola. Olw’okuggalawo kw’amasomero, UNESCO yasemba enteekateeka y’okusomera ewaka ne app okusomerwa amasomero n’abasomesa bye basobola okukozesa okutuuka ku baana wamu n’okukendeeza ku kutaataagana mu byenjigiriza.
Efforts to stem the spread of COVID-19 through non-pharmaceutical interventions and preventive measures such as social-distancing and self-isolation have prompted the widespread closure of primary, secondary, and tertiary schooling in over 100 countries.Previous outbreaks of infectious diseases have prompted widespread school closings around the world, with varying levels of effectiveness.
Kaweefube w’okusaasaanya COVID-19 ataliimu kukozesa ddagala n’obukodyo bw’okutangira gamba nga okwewa amabanga n’okweyawula kireeseewo okuggala amasomero ga pulayimale, sekendule, n’amatendekero aga waggulu mu mawanga agasukka mu 100. Okubalukawo kw’endwadde ezisiigibwa okw’emabegako kwatanula okuggalwa kw’amasomero mu nsi yonna naye ng’ebibala ebivaamu tebifaanagana.
Mathematical modelling has shown that transmission of an outbreak may be delayed by closing schools.
Okunoonyereza okwesigamiziddwa ku bibalo kulaze nti okusaasaana kw’obulwadde kuyinza okukendeera ng’amasomero gaggaddwawo.
However, effectiveness depends on the contacts children maintain outside of school.
Wabula, kino okukola obulungi, kisinziira ku bantu abayizi be bakwatagana nabo ebweru w’amasomero.
School closures may be effective when enacted promptly.
Eky’okuggalawo amasomero kisobola okukola obulungi bwe gaba nga gaggaddwawo mu budde.
If school closures occur late relative to an outbreak, they are less effective and may not have any impact at all.
Okuggalawo kw’amasomero bwe kukolebwa ekikeerezi okusinziira ku kubalukawo kw’obulwadde, tekikola bulungi era kiyinza obutagasizaako ddala.
Additionally, in some cases, the reopening of schools after a period of closure has resulted in increased infection rates.
Mu ngeir y’emu, mu mbeera ezimu, okuggulawo kw’amasomero oluvannyuma lw’okuggalwawo okumala ebbanga kuvuddemu okweyongera kw’obulwadde.
As closures tend to occur concurrently with other interventions such as public gathering bans, it can be difficult to measure the specific impact of school closures.During the 1918-1919 influenza pandemic in the United States, school closures and public gathering bans were associated with lower total mortality rates.
Olw’okuba okuggalawo kutera okubeererawo olumu n’ebikolebwa ebirala okuziyiza okusaasaana kw’obulwadde gamba ng’enkuŋŋaana, kisobola okubeera ekizibu okupima okukosebwa kwennnyini okuva ku kuggala amasomero. Mu nawookeera wa ssenyiga eyaliwo mu 1918-1919 mu America, okuggalawo kw’amasomero n’okuyimiriza enkuŋŋaana byakwanyizibwa n’okufa okutono.
Cities that implemented such interventions earlier had greater delays in reaching peak mortality rates.
Ebibuga ebyakola ku bukodyo obw’engeri eyo mu kusooka byalwawo okutuuka ku ntikko y’okufa okw’amaanyi.
Schools closed for a median duration of 4 weeks according to a study of 43 US cities' response to the Spanish Flu.
Amasomero gaggalawo okumala ebbanga nga lya wiiki 4 okusinziira ku kunoonyereza kw’omu America okw’omu bibuga 43 nga Spanish Flu abaluseewo.
School closures were shown to reduce morbidity from the Asian flu by 90% during the 1957–58 outbreak, and up to 50% in controlling influenza in the US, 2004–2008.Multiple countries successfully slowed the spread of infection through school closures during the 2009 H1N1 Flu pandemic.
Okuggalawo amasomero kwalagibwa nga kukendeeza ku kusiigibwa ssenyiga ayitibwa Asian flu okutuuka ku bitundu 90% mu kiseera ky’okubalukawo kw’obulwadde mu 1957–58, n’okutuuka ku bitundu 50% mu kulwanyisa ssenyiga mu Amerika, 2004–2008. Amawanga mangi gaakendeeza ku kusaasaanya obulwadde nga gayitira mu kuggala amasomero mu kiseera kya nawookeera wa ssenyiga 2009 H1N1.
School closures in the city of Oita, Japan, were found to have successfully decreased the number of infected students at the peak of infection; however closing schools was not found to have significantly decreased the total number of infected students.
Okuggala amasomero mu kibuga kya Oita, Japan, kwazuulibwa nga kwakendeereza ddala omuwendo gw’abayizi abakwatibwa obulwadde mu kiseera we bwatumbiirira; wabula okuggala amasomero tekwazuulibwa kuba nga kwakendeeza omuwendo gw’abayizi abakwatibwa obulwadde.
Mandatory school closures and other social distancing measures were associated with a 29% to 37% reduction in influenza transmission rates.
Okuggalawo amasomero okw’obuwaze n’enkola endala ez’okwewa amabanga zaali zeekwanya ku kigero ekiri wakati w’ebitundu 29% okutuuka ku 37% mu kukendeeza okusaasaanya ssenyiga.
Early school closures in the United States delayed the peak of the 2009 H1N1 Flu pandemic.
Okuggalawo amasomero amangu mu America kwalwisaawo nawookeera wa 2009 H1N1 Flu okutuuka ku ntikko.
Despite the overall success of closing schools, a study of school closures in Michigan found that "district level reactive school closures were ineffective."During the swine flu outbreak in 2009 in the UK, in an article titled "Closure of schools during an influenza pandemic" published in the Lancet Infectious Diseases, a group of epidemiologists endorsed the closure of schools in order to interrupt the course of the infection, slow further spread and buy time to research and produce a vaccine.
Wadde ng’okuggalawo amasomero kyali kya buwanguzi, okunoonyereza okukwata ku kuggalawo amasomero mu Michigan kwazuula nti "okuggalawo amasomero okwakolebwa ng’obulwadde bumaze okusaasaana tekwavaamu kalungi." Mu kiseera ky’okubalukawo kwa ssenyiga mu 2009 mu UK, mu kiwandiiko ekyafulumirako omutwe "Okuggalawo amasomero mu kiseera kya nawookeera wa ssenyiga"; ekiwandiiko ekyo kyafulumira mu Lancet Infectious Diseases, ekibinja ky’abanoonyereza ku ndwadde baasemba okuggalawo kw’amasomero nga baluubirira okutaataaganya okusaasaana kw’obulwadde n’okufuna ekiseera okunoonyereza wamu n’okukola eddagala erigema.
Having studied previous influenza pandemics including the 1918 flu pandemic, the influenza pandemic of 1957 and the 1968 flu pandemic, they reported on the economic and workforce effect school closure would have, particularly with a large percentage of doctors and nurses being women, of whom half had children under the age of 16.
Oluvannyuma lw’okwekkaanya nawookeera wa ssenyiga eyaliwo emabegako omwo nga mwe muli n’owa 1918, nawookeera wa ssenyiga owa 1957 n’oyo owa 1968, baayogera ku kukosa okuggala amasomero kwe kulina ku byenfuna n’abakozi naddala olw’okuba nti omuwendo gw’abasawo ne bannansi abasing obungi bakyala ate ng’ekitundu kimu kyakubiri ku bo balina abaana abali wansi w’emyaka 16.
They also looked at the dynamics of the spread of influenza in France during French school holidays and noted that cases of flu dropped when schools closed and re-emerged when they re-opened.
Baatunuulira n’engeri ssenyiga oyo gy’asaasaanamu mu Bufalansa mu kiseera ky’oluwummula lw’amasomero ga Bufalansa ne bazuula nti omuwendo gw’abalwadde ba ssenyiga gwakendeera ng’amasomero gaggaddewo ate ne guddamu okulinnya nga gagguddewo.
They noted that when teachers in Israel went on strike during the flu season of 1999–2000, visits to doctors and the number of respiratory infections dropped by more than a fifth and more than two fifths respectively.
Baakiraba nti abasomesa mu Israel bwe beekalakaasa mu kiseera kya ssenyiga mu 1999–2000, enkyala eri abasawo n’omuwendo gw’obulwadde bw’omussizo gwakka okusukka ebitundu kimu kyakutaanu n’okusinga ku bitundu bibiri byakutaanu mu nsengeka eyo.
For schools and childcare facilities, the U.S. Centers for Disease Control and Prevention recommends short-term closure to clean or disinfect if an infected person has been in a school building regardless of community spread.
Ku masomero n’ebifo ebirabirira abaana, Ekitongole kya U.S. Centers for Disease Control and Prevention kisemba okuggalawo okumala ebbanga ettono olw’okusobozesa okuyonja oba okutta obuwuka bwe kiba nti waliwo omunntu omulwadde abadde mu kizimbe ky’essomero ne bwe kiba nga mu kitundu obulwadde tebunnatuuka.
When there is minimal to moderate community transmission, social distancing strategies can be implemented such as cancelling field trips, assemblies, and other large gatherings such as physical education or choir classes or meals in a cafeteria, increasing the space between desks, staggering arrival and dismissal times, limiting nonessential visitors, and using a separate health office location for children with flu-like symptoms.
Bwe kiba nti waliwo okusaasaana kw’obulwadde kutono oba kusaamusaamu, obukodyo bw’okwewa amabanga busobola okukozesebwa, gamba nga okusazaamu okulambula, enkuŋŋaana, n’okusisinkana okulala okw’abantu abangi gamba ng’okukola dduyiro oba ebibiina bya kkwaya oba okuliira awamu, okwongera amabanga okuva ku buli ntebe, abayizi obutatuukiramu kumu n’obutabateera kumu, okukendeeza ku bagenyi abagenda ku ssomero, n’okukozesa woofiisi y’ebyobulamu ey’enjawulo ku baana abeeyolekerako obubonero obulinga obwa ssenyiga.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
Obulwadde bwe buba busaasaanidde ekimala mu kitundu, ng’oggyeeko obukodyo bw’okwewa amabanga, okuggalawo amasomero okumala akaseera kisaana ne kitunulwamu.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Nga 26 Janwali, China yayisa enkola z’okulwanyisa okubalukawo kwa COVID-19 omwali okwongezaayo ebijaguzo bya Spring Festival holiday.
Universities and schools around the country closed.
Yunivaasite n’amasomero mu ggwanga lyonna byaggalwa.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Nga 23 Ogwokubiri, Minisitule y’Ebyobulamu mu Iran yalangirira okuggalawo yunivaasite, amatendero aga waggulu n’amasomero mu bibuga ne mu bitundu ebiwerako.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Nga 3 Ogwokusatu, UNESCO yafulumya omuwendo gw’amasomero agaggaddwa mu nsi yonna n’abayizi abakoseddwa.
It reported that 13 countries had enacted preventive measures including the temporary closure of schools and universities, impacting 290.5 million students around the world.
Kyategeezebwa nti amawanga 13 gaali gataddewo enkola ezitangira okusaasaana kw’obulwadde omwo nga mwe muli okuggalawo amasomero ne yunivaasite okw’ekiseera, kino ne kikosa abayizi obukadde 290.5 mu nsi yonna.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
Okufaananako n’ekyo, UNESCO yakubira amawanga omulanga okuwagira abayizi abakoseddwa wamu n’amaka gaabwe wamu n’okuvujjirira enteekateeka z’okusomera ewaka/ewala.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Nga 4 Ogwokusatu, gavumenti ya Italy yalangirira okuggalawo amasomero ne yunivaasite mu ggwanga lyonna kubanga Italy yali ewezezza abafu 100.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Bwe yakola bw’etyo, Italy n’efuuka emu ku mawanga 22 ku ssemazinga ssatu eyalangirira oba eyaggala amasomero.
On 5 March, the majority of learners affected by COVID-19 emergency measures were located in China, with 233 million learners affected, followed by Japan at 16.5 million and Iran at 14.5 million.
Nga 5 Ogwokusatu, abayinzi abasing obungi abaakosebwa enkola z’okwewala COVID-19 ez’amangu baali mu China, ewaali abayizi obukadde 233 abaakosebwa, okwo ne kuddako Japan n’obukadde 16.5 ne Iran obukadde 14.5.
By 10 March, one in five students worldwide was "staying away from school due to the COVID-19 crisis" while another one in four was barred from higher education institutions.
Nga 10 Ogwokusatu, omuyizi omu ku bayizi bataanu mu nsi yonna "teyali mu ssomero olw’obunkenke bwa COVID-19" so ng’ate omulala omu ku bana yali tagenda mu ttendekero erya waggulu.
On 13 March, governments in 49 countries announced or implemented school closures, including 39 countries which closed schools nationwide and 22 countries with localised school closures.
Nga 13 Ogwokusatu, gavumenti mu mawanga 49 zaalangirira oba zaggala amasomero, omwo nga mwe muli amawanga 39 agaggala amasomero mu ggwanga lyonna ate n’amawanga 22 agaggala mu bitundu bimu na bimu.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Nga 16 Ogwokusatu, omuwendo guno gweyongera okuva ku mawanga 49 okutuuka ku 73 okusinziira ku UNESCO.
By 19 March, 50% of students worldwide were affected by school closures, corresponding to nationwide closures in 102 countries and local closures in 11 countries affecting 850 million children and youth.
Nga 19 Ogwokusatu, ebitundu 50% eby’abayizi mu nsi yonna baakosebwa okuggalwa kw’amasomero, omuwendo guno ne gukwatagana n’okuggalwa mu mawanga 102 n’okuggalwa mu bitundu bimu na bimu mu mawanga 11 era abayizi n’abavubuka obukadde 850 ne bakosebwa.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Nga 20 Ogwokusatu abayizi abasukka ebitundu 70% mu nsi yonna baali bakoseddwa okuggalwa kw’amasomero, ng’amasomero 124 gaggaddwa okwetooloola eggwanga.
On 23 March, all Nigerian school were found to have been closed down by Nigerian government, markets as well as companies were closed down and children were forbidden by parents to step out of their homes.
Nga 23 Ogwokusatu, amasomero gonna ag’omu Nigeria gaasangibwa nga gaggaddwa gavumenti ya Nigeria, obutale n’amakampuni nabyo byaggalwa n’abaana bazadde baabwe baabagaana okuva ewaka.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Nga 26 Ogwokusatu, amasomero gonna ag’omu New Zealand ne yunivaasite zaggalwa okwetooloola eggwanga eryo.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Gavumenti yateekawo oluwummula lwa wiiki bbiri, kisobozese amasomero okwawula abaana ng’emu ku nkola y’okweyawula amangu ddala nga bwe kisoboka.
Universities have closed for one week, but resumed with online teaching afterwards.
Yunivaasite zaggalwa okumala wiiki emu naye oluvannyuma ne zidda ku kusomeseza ku yintaneeti.
Other school services remain open, but teaching is restricted to distant learning.
Obuweereza obulala obw’amasomero bwasigala butambula naye okusomesa kwakugirwa ku kusomera ku yintaneeti.
By 27 March, nearly 90 percent of the world's student population was out of class.
Nga 27 Ogwokusatu, abayizi kumpi ebitundu by’abayizi 90 ku kikumi mu nsi yonna baali tebasoma.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Ebitundu ebyasigaza amasomero nga maggule mwalimu Taiwan, Singapore, Australia, Sweden, n’amawanga agamu mu America.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Nga 29 Ogwokusatu, abaana abasukka akawumbi 1.5 n’abayizi abalala baakosebwa olw’okuggala amasomero mu ggwanga lyonna.
Others were disrupted by localized closures.
Abalala baataataaganyizibwa lwa kuggalawo mu bitundu ebimu.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
We bwatuukira Ogwokuna nga 6, empummula zaayongezebwayo mu masomero gonna ag’e Turkmenistan.
An order signed by the Ministry of Education as a preventative measure aims to prevent the spread of respiratory diseases in connection with the WHO coronavirus pandemic.
Ekiragiro ekyateekebwako omukono Ministule y’Ebyenjirigiza ng’engeri y’okuziyiza kiruubirira okuziyiza endwadde z’okussa nga kikolaganira wamu ne kaweefube wa WHO mu kulwanyisa coronavirus.
10 countries have localised schools closures, UNESCO estimates 473,933,356 learners are potentially at risk (pre-primary to upper-secondary education) and 77,938,904 learners are potentially at risk in tertiary education.
Amawanga 10 gaggala amasomero mu bitundu byago eby’enjawulo, UNESCO eteebereza nti abayizi 473,933,356 balabika nga bali mu bulabe (okuva ku nasale okutuuka ku siniya) n’abayizi 77,938,904 mu matendekero aga waggulu nabo balabika okuba mu buzibu.
Note: Figures correspond to total number of learners enrolled at pre-primary, primary, lower-secondary, and upper-secondary levels of education [ISCED levels 0 to 3], as well as at tertiary education levels [ISCED levels 5 to 8] who could be affected should localised closures become countrywide.
Weetegereze: Emiwendo egyo gikwatagana n’omuwendo gw’abayizi abasoma mu nasale, pulayimale, sekendule eya wansi ne sekendule eya waggulu [emitendera gya ISCED okuva ku 0 okutuka ku 3], wamu n’amatendekero aga waggulu [emitendera ISCED okuva ku 5 okutuka ku 8] abayinza okukosebwa singa okuggala amasomero kubuna eggwanga lyonna.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Emiwendo egyo egy’abayizi abali mu masomero gyesigamiziddwa ku bibalo bya UNESCO Institute of Statistics ebyakasembyeyo.
School closures in response to the COVID-19 pandemic have shed a light on numerous issues affecting access to education, as well as broader socio-economic issues.
Okuggala amasomero olw’okulwanyisa nawookeera wa COVID-19 kwolese ensonga ez’enjawulo ezikosa ebyenjigiriza wamu n’ensonga endala ez’ebyenfuna n’embeera z’abantu.
As of March 12, more than 370 million children and youth are not attending school because of temporary or indefinite country wide school closures mandated by governments in an attempt to slow the spread of COVID-19.
Nga 12 Ogwokusatu, abaana n’abavubuka abasukka mu bukadde 370 tebasoma olw’okuggalawo amasomero okw’ekiseera oba okutaliiko kiseera mu ggwanga mu kaweefube w’okukendeeza ku mbiro z’okusaasaana kwa COVID-19.
As of 29 March, nearly 90% of the world's learners were impacted by closures.Even when school closures are temporary, it carries high social and economic costs.
Nga 29 Ogwokusatu, abayizi kumpi ebitundu 90% mu nsi yonna baakosebwa olw’okuggalawo. Newankubadde ng’okuggalawo kw’amasomero kwa kiseera, kukosa abantu mu mbeera eza bulijjo ne mu byenfuna.
The disruptions they cause affect people across communities, but their impact is more severe for disadvantaged children and their families including interrupted learning, compromised nutrition, childcare problems and consequent economic cost to families who cannot work.
Okutaataaganya okwo kukosa abantu mu bitundu byabwe, naye okukosebwa okwo kwa maanyi nnyo ku baana abali mu bwetaavu wamu n’amaka mwe bava omwo nga mwe muli okutaataaganya okusoma, endya embi, obuzibu mu ndabirira y’abaana n’okukosa amaka agatasobola kukola mu byenfuna.
Working parents are more likely to miss work when schools close in order to take care of their children, incurring wage loss in many instances and negatively impacting productivity.
Abazadde abakola balabika okuba nga tebasobola kukola amasomero bwe gaggalwa kubanga baba balina okulabirira abaana baabwe, olwo ne bafiirwa emisaala mu ngeri ez’enjawulo ate n’enkola n’ekosebwa.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Okuggala amasomero mu bitundu ebimu kikaluubiriza amasomero kubanga abazadde n’aboobuyinza bakyusa abaana ne babazza mu masomero amaggule.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Abakyala batera nnyo okutwala ettundutundu ly’abajjanjabi ddene era bwebatyo tebatera kukola olw’obuvunaanyizibwa bw’okulabirira abaana bwe baba balina okukola amasomero nga gaggaddwa.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Kino kitegeeza nti abasawo bangi tebali mu bifo gye basinga okwetaagibwa mu kiseera kya kazigizigi mu byobulamu.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Ekizibu ky’obutaba na tekinologiya oba yintaneeti edduka, ate nga yeesigika kisobola okuziyiza abayizi mu bitundu eby’ebyalo n’abo abava mu maka ag’abaana abateesobola.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Obutasobola kufuna tekinologiya oba yintaneeti ennungi muziziko gwa maanyi mu kuyiga, naddala eri abaana abava mu maka agateesobola.
In response to school closures caused by COVID-19, UNESCO recommends the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education.To aid in slowing the transmission of COVID-19, hundreds of libraries have temporarily closed.
Olw’ekizibu ky’okuggala amasomero olwa COVID-19, UNESCO esemba enteekateeka z’okusomera ewala ne app z’okusomerako amasomero n’abasomesa bye basobola okukozesa okusomesa abaana nga tebali nabo n’okukendeeza ku kutaataaganya ebyenjigiriza. Era olw’okwagala okukendeeza ku nsaasaanya ya COVID-19, ebifo ebisomerwamu ebitabo nkumu na nkumu byaggalwa.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Mu America, ebibuga ebinene ebiwerako byalangirira nti biggaddewo ebifo omusomerwa ebitabo, omuli, Los Angeles, San Francisco, Seattle, ne New York, era nga kino kyakosa ebifo 221 ebisomerwamu ebitabo.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Eri abayizi abatalina yintaneeti waka, kino kyongera okukalubya obusobozi by’okuyigira ewala.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Okuggala amasomero kwakaluubiriza abazadde n’abalabirira abaana okukola omulimu gw’okubalabirira ate n’okubasobozesa okwenyigira mu nteekateeka y’okusomera ewala ng’abaana tebali ku ssomero.
In the absence of alternative options, working parents often leave children alone when schools close and this can lead to risky behaviours, including increased influence of peer pressure and substance abuse.
Olw’obubulwa bw’ekyokukola, abazadde abakola batera okuleka abaana baabwe ewaka ng’amasomero gaggaddwa, olwo bo ne bagenda okukola naye kino kibaleetera okufuna empisa embi omuli bannaabwe okubasigamu empisa embi ate n’okutandika okukozesa ebiragala.
Many children worldwide rely on free or discounted meals at schools.
Abaana bangi mu nsi yonna beesigamye ku mmere ey’obwereere oba etagula ssente nnyingi ku ssomero.
When schools close, nutrition is compromised.Nutrition plays a critical role in cognitive development and academic performance for children.In Washington State, around 45% of the states 1.1 million students enrolled in traditional public and charter schools qualify for subsidised school meals.
Amasomero bwe gaggalawo, n’endya ennungi esalikako. Endya ennungi ya mugaso nnyo mu nkulaakulana y’obwongo ne mu kukola kw’abayizi mu by’okuyiga. Mu Washington, ebitundu ebiwera nga 45% be bayizi nga akakadde 1.1 abali mu masomero ga gavumenti n’ag’obwannannyini baweebwa emmere ku ssente ensaamusaamu mu masomero.
At least 520,000 students and their families may be affected by food insecurity as a result of school closures.School lunch programmes are the second-biggest anti-hunger initiative in the United States after food stamps.
Abayizi waakiri 520,000 n’amaka mwe bava bayinza okukosebwa olw’emmere entono nga kiva ku kuggalawo masomero. Enteekateeka y’ekyemisana ky’essomero ye kaweefube akwata ekifo ekyokubiri mu kulwanyisa enjala mu America.
Every year, nearly 30 million children rely on schools to provide free or low-cost meals including breakfast, lunch, snacks, and even dinner.In Alabama, where state-wide school closures as of 18 March have affected over 720,000 students, the state Superintendent announced that staff in schools disproportionately affected by poverty would create meal distribution networks to provide food for students who rely on school lunches.
Buli mwaka, abaana kumpi ng’obukadde 30 beesigama ku masomero okufuna emmere ey’obwereere oba ey’essente entonotono omwo nga mwe muli ekyenkya, ekyemisana, obumpwakimpwaki n’ekyeggulo. Mu Alabama, okuggala amasomero gye kwakoseza abayizi abwera 720,000 olwa 18 Ogwokusatu we lwatuukira, Aboobuyinza mu kitundu ekyo baalangirira nti abakozi mu masomero abakoseddwa obwavu bajja kukola obujegere bw’okubunyisa emmere mu bayizi abeesigama ku kyemisana ky’essomero.
School closures negatively impact student learning outcomes.
Okuggala amasomero kukosa ensoma y’abayizi.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Okugenda ku ssomero kuyamba mu kuyiga ebyamakulu era amasomero bwe gaggalawo, abaana n’abavubuka basubwa emikisa gy’okukula mu byobwongo.
The disadvantages are disproportionate for under-privileged learners who tend to have fewer educational opportunities beyond school.Student drop-out rates tend to increase as an effect of school closures due to the challenge of ensuring all students return to school once school closures ends.
Abasinga okukosebwa beebo abateesobola abatera okubeera n’emikisa emitono egy’okusoma nga bavudde ku ssomero. Ebigero by’abayizi abava mu masomero bitera okweyongera nga kiva ku kuggala amasomero nga kiva ku kusoomooza kw’okulaba nti abayizi bonna baddayo ku ssomero ng’ekiseera ekyokugaggulawo kituuse.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Okusinga ennyo kino kikola ku kuggalawo okw’ekiseera ekiwanvu ennyo. Amasomero bifo bya nkizo omukolerwa ebintu eby’enjawulo wamu n’abantu okutabaganiramu.
When schools are closed, many children and youth miss out of on social contact that is essential to learning and development.When schools close parents are often asked to facilitate the learning of children at home and can struggle to perform this task.
Amasomero bwe gaba amaggale, abaana bangi basubwa okutabagana ne bannaabwe, okutabagana okwo kukulu nnyo mu kuyiga n’okukula kwabwe. Amasomero bwe gaggalwa, abazadde basabibwa okuyambako abaana baabwe mu byokuyiga ewaka era bakaluubirirwa okukola omulimu ogwo.
This is especially true for parents with limited education and resources.
Kino kisinga kukaluubirira abazadde abataasoma kimala n’abatalina bya kukozesa bimala.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Okukosebwa okuyinza okuva mu kuggala amasomemero n’okwesigama ku kusomera ewaka tekwogerwako mu mateeka ga gavumenti ez’ebitundu mu kiseera kino.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Okusoma okutongole — bw’ogeraageranya n’okwo okutali kutongole — kutera kutegeeza masomero, kolegi oba yunivaasite oba amatendekero.
A 1974 report by the World Bank defined formal education as the following:Formal education: the hierarchically structured, chronologically graded ‘education system’, running from primary school through the university and including, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training.The majority of data collected on the number of students and learners impacted by COVID-19 has been calculated based on the closure of formal education systems.
Alipoota ya World Bank eya 1974 yannyonnyola okusoma okutongole mu ngeri eno: Okusoma okutongole: enteekateeka y’omuyungiro gw’ebyenjigiriza etegekeddwa mu ngeri y’okuddiriŋŋana, ng’ova ku ddaala erimu n’odda ku ddaala eddala, nga kuva ku pulayimale okutuuka ku yunivaasite omwo nga mwe muli n’okusoma okw’awamu, pulagulaamu ez’enjawulo n’amatendekero ag’obutendeke obw’enjawulo n’obukugu obw’enjawulo. Obubaka obusinga okukuŋŋaanyizibwa ku muwendo gw’abayizi abakoseddwa COVID-19 gubalibwa okusinziira ku matendekero agaggaddwa.
The UNESCO Institute for Statistics provides figures on students impacted by COVID-19 corresponding to the number of learners enrolled at pre-primary, primary, lower-secondary, and upper-secondary levels of education [ISCED levels 0 to 3], as well as at tertiary education levels [ISCED levels 5 to 8].
Ekitongole kya UNESCO Eky’Ebibalo (UNESCO Institute for Statistics) kiwa ebibalo ebikwata ku bayizi abakoseddwa COVID-19 nga gukwatagana n’omuwendo gw’abayizi abali mu nnasale, pulayimale, sekendule eya wansi, sekendule eya waggulu [emitendera ISCED 0 okutuuka ku 3], wamu n’amatendekero aga waggulu [emitendera ISCED 5 okutuuka ku 8].
Early childhood educational programmes are usually designed for children below the age of 3 and may refer to preschools, nursery schools, kindergartens, and some day care programmes.
Enteekateeka za nnasale (Early childhood educational programmes) zitera kutegekerwa abaana abataweza myaka 3 era nga amasomero ago gasobola okwogerwako nga preschools, nursery schools, kindergartens, n’amalala googerwako ng’amasomero agalabibira abaana emisana (day care programmes).
While many primary and secondary schools have closed around the world due to COVID-19, measures impacting early childhood educational programmes have varied.
Weewaawo amasomero ga pulayimale ne sekendule mangi mu nsi gaggaddewo olwa COVID-19, enkola ezikosezza amasomero ga nnasale za njawulo.
In some countries and territories, preschools and day cares are considered necessary services and have not closed in tandem with broader school closure measures.In the United States, the Washington State Department of Children, Youth, and Families encouraged child care and early learning centres to stay open.
Mu mawanga agamu ne mu bitundu ebimu, nnasale n’amasomero agalabirira abaana emisana gatwalibwa ng’obuweereza obuteekwa okubaawo era go tegaggalawo lumu n’ago amalala. Mu America, Ekitongole ekikola ku nsonga z’abaana n’amaka (Washington State Department of Children, Youth, and Families) kyakubiriza ebifo ebirabirira abaana ne nnasale okusigala nga biggule.
Some school districts may offer alternative child care options, prioritising the children of first responders and healthcare workers.
Distrikiti z’amasomero ezimu ziyinza okuteekawo enteekateeka z’okulabirira abaana ez’enjawulo nga zikulembeza abaana b’abo abadduukirira abantu wamu n’ababasawo.
The governor of Maryland mandated that specific child care services remain open for the children of emergency personnel while Washington State and California have left it to the discretion of care providers.
Gavana wa Maryland yalagira nti wabeewo ebifo by’obuweereza bw’abaana ebisigala nga biggule okufa ku baana b’abo abadduukirira so ng’ate Washington State ne California bo baakirekera abo bennyini abakola ku kulabirira abaana okusalawo.
California Governor Gavin Newsom explained his state's position, saying “We need our child care facilities, our daycare centers, to operate to absorb the impact of these school closures.”
Gavana wa California, Gavin Newsom yannyonnyola okusalawo kw’Ekitundu kye bwe yagamba nti, “Twetaaga obuweereza bw’abaana baffe, ebifo ebirabirirwamu abaana bikole era bituyambe mu kukosebwa kw’okuggala amasomero.”
Colorado has encouraged the development of "tool kits" for parents to use at home to emulate the lessons children would have received in their early learning programmes.In Japan, Prime Minister Shinzo Abe closed all schools throughout the country until April 8, however, children's daycare facilities were excluded.
Ekitundu ky’e Colorado kikubiriza okukozesa “ebyokuzannyisa” ebifaananako n’ebyo abaana bye bandibadde nabyo ku ssomero mu nteekateeka yaabwe ey’okuyiga okusookerwako. Yo mu Japan, Ssaabaminisita, Shinzo Abe yaggala amasomero gonna mu ggwanga okutuusa nga 8 Ogwokuna, wabula byo ebifo ebirabirirwamu abaana tebyaggalwa.
In early March, five adults associated with a nursing facility for preschool children in Kobe tested positive for coronavirus.
Mu Gwokusatu nga gutandika, abantu abakulu bataanu abakolera mu masomero ga nnasale mu Kobe baazuulibwa nga balina coronavirus.
After testing over one hundred children at the facility, a preschool student was found to be carrying the virus.
Oluvannyuma lw’okukebera abaana kikumi mu kifo ekyo, omwana omu owa nnasale yazuulibwa ng’alina akawuka ako.
Primary or elementary education typically consists of the first four to seven years of formal education.
Omutendera gwa pulayimale oba okusoma okusookerwako kutera kubeera kwa myaka okuva ku ena okutuuka ku myaka musanvu mu kusoma okutongole.
The International Baccalaureate Organization (IBO) canceled the examinations for its Diploma Programme and Career-related Programme candidates scheduled between 30 April and 22 May 2020, reportedly affecting more than 200,000 students worldwide.
Ekitongole kya International Baccalaureate Organization (IBO) kyasazaamu ebigezo bya Dipulooma n’abo Abaluubirizi b’emisomo egy’enjawulo ebyali bitegekeddwa wakati wa 30 Ogwokuna ne 22 Ogwokutaanu 2020, era nga kigambibwa nti abayizi abaakosebwa mu nsi yonna olw’enteekateeka eno baali 200,000.
The IBO stated that it would award candidates their diplomas or certificates based on "their coursework" and "the established assessment expertise, rigor, and quality control already built into the programme."
Ekitongole kya IBO kyagamba nti kijja kuwa abaluubirizi dipulooma zaabwe oba satifikeeti okusinziira ku “mirimu” gye baakola “wamu n’obumanyirivu bw’okwekenneenya enkola y’abayizi, obukakali bw’enkola yaabwe, n’okufa ku mutindo okuli mu nteekateeka y’emisomo egyo.”
Tertiary education, also known as higher education, refers to the non-compulsory educational levels that follow completion of secondary school or high school.
Okusoma okwa waggulu, kitegeeza okusoma okutali kwa buwaze okulimu okumaliriza sekendule oba siniya eya waggulu (haaya).
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training.
Okusoma okwa waggulu kutera okutwalibwa okubaamu ebyenjigiriza eby’eddaala erya wansi (undergraduate) n’erya waggulu (postgraduate), wamu n’okutendekebwa mu byemikono.
Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
Abantu kinnoomu abamaliriza okusoma kw’amatendekero aga waggulu batera okufuna satifikeeti, dipulooma oba ddiguli.
Undergraduate education is education conducted after secondary education and prior to post-graduate education, for which the learner is typically awarded a bachelor's degree.
Ddiguli esookerwako omuntu agisoma ng’amazeeko emisomo gya sekendule naye nga tannagenda ku ddiguli yaakubiri, era mu misomo egyo omuyizi mw’aweerwa ddiguli esookerwako.
Students enrolled in higher education programmes at colleges, universities, and community colleges are often refereed to in countries such as United States as "college students."The closure of colleges and universities has widespread implications for students, faculty, administrators, and the institutions themselves.
Abayizi abeewandiisa okubakana n’emisomo egya waggulu mu kolegi, yunivaasite ne kolegi ez’omu bitundu batera okwogerwako mu mawanga ag’enjawulo nga America nga "abayizi ba kolegi." Okuggalawo kwa kolegi ne yunivaasite kwakosa nnyo abayizi, abasomesa baabwe, abakulembeze b’amatendero ago n’amatendero ago gennyini.
Colleges and universities across the United States have been called upon to issue refunds to students for the cost of tuition and room and board.
Kolegi ne yunivaasite mu America bisabiddwa okudddiza abayizi ssente zaabwe ez’ebisale n’ebisulo bye baali bamaze okusasula.
In the United States of America, Colleges and universities operate as "mini-cities" which generate significant revenue for cities, states, and regions.
Mu America, kolegi ne yunivaasite zikola “ng’ebibuga ebitonotono” era nga ziviiramu ddala omusolo gw’amawanga oba ebitundu mwe ziba.
For example, Princeton University contributed $1.58 billion USD to the New Jersey economy and students spent about $60 million in off-campus spending.
Okugeza, Princeton University yawaayo akawumbi ka doola 1.58 eri New Jersey era abayizi ne basaasaanya obukadde bwa doola 60 nga tebali ku ssomero.
College and university closures have a domino effect on economies with far-reaching implications.According to Linda Bilmes of the Harvard Kennedy School, "local hotels, restaurants, cafes, shops, car rental agencies and other local businesses obtain a significant share of annual revenue from graduation week and college reunions...
Okuggala kolegi ne yunivaasite kulina bingi bye kutuusa ku byenfuna era n’ebiva mu kino biwerera ddala. Okusinziira ku Linda Bilmes owa Harvard Kennedy School, "wooteeri z’omu bitundu, ebifo ebiriirwamu, ebitunda kaawa, amaduuka, amakampuni agapangisa emmotoka ne bizinensi endala gafuna ssente nnyini mu wiiki ebeeramu amatikkira n’okutabagabana kw’abayizi...
these communities will suffer a lot of economic damage if the colleges remain closed at that time."Small towns which rely on college students to support the local economy and provide labour to local businesses are especially impacted by school closures and the exodus of students from campus.
abantu abo bajja kufiirwa nnyo mu byenfuna byabwe singa kolegi zisigala nga nzigale mu kiseera ekyo eky’amatikkira.” Obutawuni obutono obwesigama ku bayizi ba kolegi okufuna abakozi ku mirimu gy’omu kitundu bwe businze okukosebwa olw’okuggala kw’amasomero n’okuva kw’abayizi mu bitundu ebyo."
In Ithaca, New York, Cornell University students spent at least $4 million a week in Tompkins county.
Mu Ithaca, New York, abayizi ba Cornell University baasaasaanya waakiri obukadde bwa doola 4 mu wiiki mu ssaza ly’e Tompkins.
In the wake of Cornell's decision to keep students home following spring break and transition to virtual instruction, the Mayor of Ithaca called for "immediate and forceful federal action — we will see a horrific economic impact as a result of Cornell University closing."
Yunivaasite ya Cornell bwe yasalawo okusindika abaana ewaka oluvannyuma lw’oluwummula lwa Spring, n’okuseetuka okudda ku kusomera ku yintaneeti, Meeya wa Ithaca yasaba wabeewo "ekikolebwa gavumenti y’omu kitundu eky’amangu ate nga kiyamba – tugenda kulaba okukosebwa mu byenfuna kwa maanyi olw’okuggalawo kwa Cornell University."
UNESCO is sharing 10 recommendations during this period:
UNESCO erina ebintu 10 by’esemba mu kiseera kino:
Examine the readiness and choose the most relevant tools: Decide on the use high-technology and low-technology solutions based on the reliability of local power supplies, internet connectivity, and digital skills of teachers and students.
Okwekaliriza obweteefuteefu n’okulonda ebikozesebwa ebisinga okutuukirawo: Okusalawo ku nkozesa ya tekinologiya owa waggulu n’atali wa waggulu okusinziira ku bwesigike bw’amasannyalaze mu kitundu, yintaneeti mu kitundu, n’obumanyi bw’abayizi n’abasomesa ku bya kompyuta.
This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.
Kino kizingiramu okutabaganya enkola ez’enjawulo ez’okusomera ku kompyuta, amasomo aga viidiyo, MOOCs, wamu n’okuweereza ku leediyo ne ttivvi.
Ensure inclusion of the distance learning programmes: Implement measures to ensure that students including those with disabilities or from low-income backgrounds have access to distance learning programmes, if only a limited number of them have access to digital devices.
Okukakasa nti buli omu afiibwako mu nteekateeka y’okusomera ewaka: Okukozesa enkola ezifaayo ne ku bayizi abalina obulemu oba abatali bulungi mu byenfuna nabo ne baba nga baganyulwa mu nteeekateeka z’okusomera ewaka, bwe kiba nti abatono ku bo balina ebyuma bye basobola okukozesa okusoma bwe batyo.
Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
Okugezaako okuweereza ebyuma ebyo mu maka g’abayizi mu kifo ky’okubikuumira mu bisenge omubeera kompyuta era abayizi abo ne bayambibwako okuweebwa yintaneeti, naye kino kikolebwa nga kya kiseera.
Protect data privacy and data security: Assess data security when uploading data or educational resources to web spaces, as well as when sharing them with other organisations or individuals.
Okukuuma obubaka nga bukisiddwa era n’okufaayo ku byokwerinda: Okwekaliriza ebyokwerinda ku bubaka nga buwanikibwa oba ng’ebyokuyiga biwanikibwa ku yintaneeti ne mu kiseera ky’okubigabana n’ebibiina ebirala oba abantu kinnoomu.
Ensure that the use of applications and platforms does not violate students’ data privacy.
Okukakasa nti okukozesa app n’emikutu emirala tekikosa twekisize ku bubaka bw’abayizi.
Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other.
Okussa ku mwanjo engeri y’okumulungula okusoomooza kw’ebirowoozo ng’okusomesa tekunnatandika: Okukuŋŋaanya ebikozesebwa ebiriwo okukwanaganya amasomero, abazadde, abasomesa n’abayizi.
Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.
Okutondawo ebitundu okukakasa nti waliwo okutabagana kw’abantu okutatadde, okusobozesa enkola z’okulabirira abantu n’okumulungula okusoomooza kw’ebirowoozo okuyinza okubaawo ng’abayizi baawuddwa ku bannaabwe.
Plan the study schedule of the distance learning programmes: Organise discussions with stakeholders to examine the possible duration of school closures and decide whether the distance learning programme should focus on teaching new knowledge or enhance students’ knowledge of prior lessons.
Okuteekateeka enzirukanya y’okusomera ewaka: Okuteekateeka okukubaganya ebirowoozo n’abakwatibwako okumanya ebbanga okuggalawo amasomero lye kunaatwala era n’okusalawo oba ng’enteekateeka y’okusomera ewaka eneemalira ku kusomesa magezi mapya oba kunyweza ebyo abayizi bye baasomesebwa edda.
Plan the schedule depending on the situation of the affected zones, level of studies, needs of students needs, and availability of parents.
Okuteekateeka entereeza okusinziira ku mbeera y’ekitundu ekikoseddwa, eddaala abayizi kwe bali, obwetaavu bw’abayizi n’okumanya oba ng’abazadde weebali oba tebaliiwo.
Choose the appropriate learning methodologies based on the status of school closures and home-based quarantines.
Okulonda obukodyo bw’okuyiga obutuukira ku bigenda okusomesebwa ng’osinziira ku mbeera y’okuggala amasomero n’embeera ya kalantiini mu maka.
Avoid learning methodologies that require face-to-face communication.
Okwewala obukodyo bw’okuyiga obwetaagisa okulabagana maaso ku maaso.
Provide support to teachers and parents on the use of digital tools: Organise brief training or orientation sessions for teachers and parents as well, if monitoring and facilitation are needed.
Okuwa abasomesa n’abazadde obuwagizi ku ngeri y’okukozesa ebikozesebwa mu kusoma ku kompyuta: Okuteekateeka okutendekebwa okumpimpi oba okumanyiiza abasomesa n’abazadde ku ebyo ebigenda okukolebwa, bwe kiba nga wanaabaawo okulondoola okuneetaagisa mu nteekateeka eyo.
Help teachers to prepare the basic settings such as solutions to the use of internet data if they are required to provide live streaming of lessons.
Okuyamba abasomesa okutegeka n’okwekakasa ebyo ebisookerwako gamba ng’engeri y’okukozesa data bwe baba nga beetaaga okuweereza amasomo obutereevu.