atepeq/tico19 huggingface dataset:
Building hand washing stations can be a part of hand washing promotion campaigns that are carried out in order to reduce diseases and child mortality.
Iddoo dhiqannaa harkaa mijeessuu fi beeksisa dhiqannaa harkaa hojjachuun dhukkuba hir’isuu fi du’a daa’immanii hir’isuuf fayyada.
Global Hand washing Day is another example of an awareness-raising campaign that is trying to achieve behavior change.As a result of the 2019-20 coronavirus pandemic, UNICEF promoted the adoption of a handwashing emoji.
Guyyaan Harka Dhiqannaa Addunyaa fakkeenya isa biraa duula beekumsa namni qabu guddisuu uumuu, isa jijjiirraa amalaa fichisiisuuf yaala jirudha. Weerara vaayirasii koroonaa bara 2019-20 irraa kan ka’e, Yuuniiseef (UNISEF) mallattoo harka dhiqannaa agarsiistu fudhachuu isaa ifa taasise.
Few studies have considered the overall cost effectiveness of hand washing in developing countries in relationship to DALYs averted.
Akka tilmaama qorannoowwan muraasaatti bu’a qabeessummaan harka dhiqannaa biyyoota guddachaaa jiran keessatti hariiroo DALYs haqe.
However, one review suggests that promoting hand washing with soap is significantly more cost-effective than other water and sanitation interventions.
Haa ta’u malee, gamaggamni tokko akka jedhutti baasiin beeksisa saamunaan harka dhiqachuu giddugaleessaan kan bishaanii fi saanitaayizerii biro ni caala.
The importance of hand washing for human health – particularly for people in vulnerable circumstances like mothers who had just given birth or wounded soldiers in hospitals – was first recognized in the mid 19th century by two pioneers of hand hygiene: the Hungarian physician Ignaz Semmelweis who worked in Vienna, Austria and Florence Nightingale, the English "founder of modern nursing". 
Bu’aan harka dhiqachuun fayyaa namootaatiif—keessumaa namoota haala saaxilamaa keessa jiran, kanneen akka deessuutii fi loltuu madaa’aa hospitaala keessaatiif qabu yeroo jalqabaatiif jaarraa 19ffaa giddugaleessa keessa angafoota qulqullina qaamaa lamaan qalbeeffatame: ogeessa fayyaa lammii biyya Hangarii Ignaatsi Semelvaayis, isa Viyeenaa, Oostiriyaa keessaa hojjetaa turee fi Filoorensi Naayitiingeel, isa lammii Ingilizii “hundeessaa narsii hammayyummaa” ta’edha.
At that time most people still believed that infections were caused by foul odors called miasmas.
Yeroo sanatti namoonni hedduun amma iyyuu dhukkuboonni fooliiwwan badaa ‘miasma’wwan jedhamaniin dhufu jedhanii amanu turan.
In the 1980s, foodborne outbreaks and healthcare-associated infections led the United States Centers for Disease Control and Prevention to more actively promote hand hygiene as an important way to prevent the spread of infection.
1980moota keessa, dhibeewwan nyaatarraa ka’anii fi faalamoonni kunuunsa fayyaa waliin walqabatan Wiirtuuwwan To’annaa fi Ittisa Dhibee Yuunaayitid Isteetsi akka mala ittisa babal’ina faalamaa barbaachisaatti akka isaan caalaatti dammaqinaan qulqullina qaamaa babal’isan taasise.
The outbreak of swine flu in 2009 and the COVID-19 pandemic in 2020 led to increased awareness in many countries of the importance of washing hands with soap to protect oneself from such infectious diseases.
Qakkeen booyyee bara 2009 keessa ka’eefi weerarri COVID-19 bara 2020 namoonni biyyoota hedduu keessaa bu’aa harka saamuunaadhaan dhiqachuun dhukkuboota daddarboo akkanaa irraa of eeggachuuf qabu irratti hubannoon isaan qaban akka dabalu taasise.
For example, posters with "correct hand washing techniques" were hung up next to hand washing sinks in public toilets and in the toilets of office buildings and airports in Germany. 
Fakkeenyaaf, akeekkachiifni “tooftaalee harka sirriitti dhiqachuu” jedhu Jarmanitti iddoowwan harka dhiqannaa mana fincaanii ummataa fi mana fincaanii gamoo waajjiraa akkasumas buufata xiyyaara keessa ka’amee jira.
The phrase "washing one's hands of" something, means declaring one's unwillingness to take responsibility for the thing or share complicity in it. 
Gaaleen wayittii “harka ofii dhiqachuu” jedhu, itti gaafatamummaa waan sanii fudhachuu dhiisuu yookaan itti hirmaachuutti walii galuu dhiisuu ofii beeksisuu jechuudha.
It originates from the bible passage in Matthew where Pontius Pilate washed his hands of the decision to crucify Jesus Christ, but has become a phrase with a much wider usage in some English communities.
Kun kutaa Macaafa Qulqulluu wangeela Maatiwoos keessaa, isa Phoonxoos Philaaxoos murtoo Yesuus Kiristoosiin ajjeesuu irraa harka isaa dhiqate irraa madde; haa ta’u malee, hawaasota Ingilizii tokko tokko keessatti gaalee itti fayyadama kana caalaa bal’aa qabu ta’ee jira.
In Shakespeare's Macbeth, Lady Macbeth begins to compulsively wash her hands in an attempt to cleanse an imagined stain, representing her guilty conscience regarding crimes she had committed and induced her husband to commit.
Maakbees Sheekispiir keessatti, Aadde Maakbees xurii sammuu keessatti yaadde, isa yakka isheen ofii raawwattee abbaan manaa ishees akka inni raawwatu taasiste ilaalchisee sammuu ishee ceepha’u qulqulleessuuf yaaluutti akka dha’ichaatti harka ishii dhiqachuu eegalti.
It has also been found that people, after having recalled or contemplated unethical acts, tend to wash hands more often than others, and tend to value hand washing equipment more.
Namoonni, gochawwan duudhaadhaan ala ta’an erga yaadatanii yookaan yaadanii booda, harka isaanii warra kaan caalaa irra deddeebi’anii dhiqachuu fi meeshaalee harka dhiqannaatiif caalaatti gatii kennuu malu.
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. 
Dabalataan, warreen hordoffii akkasii booda harka isaanii akka dhiqatan hayyamameef gochoota qulqullina kanneen akka tola ooltummaa keessatti hedduu hin hirmaatan.
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.
Adeemsi harka dhiqannaa amantiin ajajamu qulqullinaafis fakkeenyummafis fayyada. Harka saamunaa malee dhiqachuun amantiiwwan hedduu kanneen akka Bahaa’ii Feeyiz, Hinduu’izim, Teevilaa fi Netilat yadayim Judiizim, Kiristaana keessatti Lavabo, fi Islaama keessatti Wudhu, beekamaadha. Amantiileenis harka akka dhiqannu, keessattu erga waan tokko hojjannen booda harka keenya akka dhiqannu ajaju.
Hinduism, Judaism and Islam mandate washing of hands after using the toilet.
Hinduyiizimii, Juudaayizimii fi Islaamummaa keessatti mana fincaanii dhaquun booda harka dhiqachuun dirqama.
And, Hinduism, Buddhism, Sikhism, Judaism and Islam mandate washing of hands before and after every meal.
Hinduuyiizimii, Budiizimii, Siikiizimii, Juudaayizimii fi Islaamummaa keessatti nyaata duraa fi booda harka dhiqachuun dirqama.
Impact of the 2019–20 coronavirus pandemic on education
Dhiibbaa weerarri koronaavaayiresii addunyaa 2019-20 barnoota irratti qabu
The 2019–20 coronavirus pandemic has affected educational systems worldwide, leading to the widespread closures of schools and universities.
Bara 2019–20 itti weerarri vaayirasiin sirna barnootaa guutuu addunyaa hube, kunis gara cufamuu manneen barnootaa fi yuunivarsiitiileetti ce’e.
As of 8 April 2020, approximately 1.716 billion learners have been affected due to school closures in response to COVID-19.
Akka Ebla 8, 2020 tti, tilmaamaan barattoonni biiliyoona 1.716 COVID-19 ilaalchisee cufamuu mana barnootaatiin dhiibbaan irra gaheera.
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.
Akka hordoffii UNESCO’tti, biyyoonnoo 188 cufiinsa guutuu addunyaa hojiirra oolchan akkasumas 5 cufama naannoo hojiirra oolchan, baay’inna barattoota addunyaa %99.4 hube.
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.
Bitootessa gaafa 23 2020, Qormaatawwan Addunyaalessaa Cambridge (CIE) ibsa haqamuu Cambridge IGCSE, Cambridge Sadarkaa O, Sadarkaalee A fi AS Addunyaalessaa Cambridge, Dippiloomaa AICE Cambridge, fi Qormaatawwan Yuuniversiitiin duraa Cambridge kan Caamsaa/Waxabajjii 2020 biyyoota hunda keessattii ibsu baaseera.
International Baccalaureate exams have also been cancelled.School closures impact not only students, teachers, and families, but have far-reaching economic and societal consequences.
Qorumsi namoota digirii jalqabaa fudhataniif kennamus haqame. Manneen barnootaa cufamuun barattoota, barsiisotaa, fi maatii barattootaa qofa miti kan miidhe, garuu miidhaa diinagdee fi hawaasummaas qaba.
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.
COVID-19 ilaalchisee cufamuun mana barumsaa dhimmoota hawaasaafi diinagdee hedduu ifaa godheera, liqaa barataa, barnoota dijitaalaa, hanqina wabii nyaataa fi iddo jireenyaa dhabuu, akkasumas kunuunsa daa’imaa, kunuunsa fayyaa, mana, intarneetii, fi tajaajiloota hanqina qaamaa argachuu dabalatee.
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.
Dhiibbichi ijoollee miidhamaniifi maatiiwwan isaaniif caalaatti hamaa ture, barnoota addaan cite, nyaata madaalamaa dhabuu, rakkoowwan kunuunsa daa’imaa akkasumas maatiiwwan hojjechuu hin dandeenyeef baasii diinagdee walitti aane geessisuun. Cufamuu mana barumsaa ilaalchisee, UNESCO’n faayidaa sagantaawwan barnoota fagoo akkasumas fayyadamoota barnootaa banoo fi hujeeffannoowwan kan manneen barnootaa fi barsiisonni barattoota fageenya irratti qaqqabuuf akkasumas goolamuu barnootaa daangessuuf fayyadaman yaada kenneera.
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.
Carraaqqiiwwan tatamsa’ina COVID-19 hundeen buqqisuuf giddu seentummaa qorichaan alattii fi maloota ittisaa kanneen akka gargar fageenya hawaasaa fi adda of baasuu cufamuu manneen barnoota sadarkaa jalqabaa, lammaffaa fi sadaffaaf biyyoota 100 olii keessattiif sababa ta’eera. Weerarri dhukkuboota daddarboo asiin duraallee, sadarkaa hojiirra oolmaa adda addaatiin cufaatii manneen barnoota addunyaarra jiraniif sababa ta’aniiru.
Mathematical modelling has shown that transmission of an outbreak may be delayed by closing schools.
Fakkeenyi herregaa akka agarsiisetti tatamsa’inni weerarichaa cufamuu manneen barnootaatiin hir’achuu mala.
However, effectiveness depends on the contacts children maintain outside of school.
Haa ta’u malee, bu’a qabeessummaan isaa tuttuqqaa ijoolleen mana barnootaatiin alatti gootu irratti hundaa’a.
School closures may be effective when enacted promptly.
Cufaatiin manneen barnootaa ajajaan gaafa raawwatamu bu’a qabeessa ta’uu malu.
If school closures occur late relative to an outbreak, they are less effective and may not have any impact at all.
Utuu cufaatiin mana barumsaa weerarichaan walqabatu barfateera ta’ee, bu’aa gadaanaa kan qabaatuu fi walumaa galatti dhiibbaa homaatuu qabaachuu dhiisuu mala.
Additionally, in some cases, the reopening of schools after a period of closure has resulted in increased infection rates.
Dabalataan, keezota muraasa keessatti, manneen barnootaa erga cufamanii booda banamuun hamma dhibeef saaxilamuu dabale.
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.
Akkuma cufaatileen giddu seentummaa akka uggura walitti qabama hawaasaa waliin walfaana ta’uu malu, miidhaa cufaatii manneen barnootaa adda baasanii safaruun cimuu danda’a. wayita weerara addunyaa infiluweenzaa 1918-1919 Yuunaayitid Isteetsi keessattii, cufaatiin manneen barumsaa fi uggurri walitti qabama hawaasaa hamma du’aatii gadi buusuu keessatti qooda qabaatee ture.
Cities that implemented such interventions earlier had greater delays in reaching peak mortality rates.
Magaalotni giddu seentummaa kanneen dafanii fudhatan hamma du’aa olaanaa galmeessisuuf barfatanii turan.
Schools closed for a median duration of 4 weeks according to a study of 43 US cities' response to the Spanish Flu.
Manneen barnootaa turmaata giddu-galeessaa akkaataa qorannoo deebii magaalaawwan US 43 Spanish Flu’f torbanoota 4’f cufaman.
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.
Cufaatiin manneen barnootaa fayya-maleessuummaa sababa ‘Asian flu’ wayita weera 1957-58, 90%n fi US keessatti 2004-2008 tti infiluweenzaa to’achuuf 50% akka hir’atu taasiseera. Wayita weerara addunyaa ‘H1N1 Flu ‘ 2009 biyyoonni baayyeen manneen barnootaa cufuudhaan tatamsa’ina dhibechaa milkaa’inaan hir’isaniiru.
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.
Cufamuun mana barumsaa magaalaa Oita, Jaappaan lakkoofsa barattoota hubamanii sadarkaa hubamuu olaanaarra jiran milkaa’inaan xiqqeessuun isaa argameera; ta’us manneen barnootaa cufuun guutummaa lakkoofsa barattoota hubamanii haalaan xiqqeessuu hin dandeenye.
Mandatory school closures and other social distancing measures were associated with a 29% to 37% reduction in influenza transmission rates.
Dirqamni cufamuu manneen barnootaa fi adda fageenyi hawaasaa 29% hanga 37%’tiin hir’achuu hamma tatamsa’ina infuluweenzaa wajjiin wal qabata.
Early school closures in the United States delayed the peak of the 2009 H1N1 Flu pandemic.
Yeroon cufamuun mana barnootaa Yunaayitid Isteets keessatti olka’iinsi weerara addunyaawaa infiluweenzaa 2009 H1N1 akka turu godheera.
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. 
Milkaa’ina cufamuu barnootaatiin cinaatti, qorannoon cufamuu mana barnootaa Michigaan akka argatetti, “cufamuun manneen barnootaa gara aanaa jiranii bu’a qabeessaa miti.” Yeroo weerara infuluweenzaa bara 2009 UK’ttii barreeffama “cufamuu manneen barnootaa yeroo weerara infuluweenzaa” jedhu kan dhukkuba daddarbaa keessa maxxanfame, gareen Eppideemolojii dhibee ittisuuf, tatamsa’ina caalmaa hir’isuuf akkasumas qorannoo gaggeessuu fi talaallii oomishuuf yeroo argatan cufamuu manneen barnootaa deeggaran.
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.
Weerara infuluweenzaa duraaa weerara infuluweenzaa bara 1918 dabalatee, weerara infuluweenzaa bara 1957 fi weerara infuluweenzaa bara 1968 qorachuun, dhiibbaa diinagdee fi humna hojii cufamuun manneen barnootaa qabaachuu malu, keessattuu parsantiin guddaan doktorootaa fi narsootaa dubartoota ta’uun, kanneen ijoollee umrii 16 gadii qaban.
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.
Wayita kabaja ayyaanota mana barumsaa Fireench akkaataa uumama baballina infiluweenzaa kan ilaalanii fi ta’iileen ‘flu’ yemmuu manneen barnootaa cufamanitti kan gadi bu’anii fi gaafa deebi’anii banaman immoo deebi’ee mullate.
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.
Barsiisonni Israa’el kan hubaman yeroo waqtii infuluweenzaa bara 1999–2000 akka ta’e hubatan, doktoroota daawwachuunii akkasumas lakkoofsi dhibee qaama hargansuu shanaffaa oliin gadi bu’ee fi walduraa duubaan lama shanaffaa caala.
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.
Meeshaalee manneen barnootaa fi kunuunsa daa’imaaf, Wiirtuuwwan U.S To’annoof Ittisa Dhukkubaaf (U.S. Centers for Disease Control and Prevention) cufamuu yeroo gabaabaa qulqulleessuuf yookaan namni hubame faffaca’insa hawaasaa malee yoo gamoo mana barumsaa keessa tureera ta’e baakteeriyaa dhukkuba fidan ajjeesuun qulqulleessuuf.
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.
Yemmuu daddarbiinsi hawaasa keessaa xinnoodhaa haga giddu galeessaattii jiraatutti, tooftaaleen gargar fageenya hawaasaa warreen akka imalawwan dirreetti taasifaman, walga’iilee haquu fi walitti qabamawwan gurguddoo akka barnoota jabeenya qaamaa ykn barnoota gareenii ykn sooratawwan kaafteeriyaa keessatti, fageenya taa’umsawwan gidduu dabaluu, yeroo galumsaa fi ba’umsaa sirnaan mijeessuun, daawwattoota hin barbaachifne daangessuu, fi daa’imman mallattoolee flu fakkaatan qabaniif bakka waajjira fayyaa adda ba’e fayyadamuun hojiirra oolchuun ni danda’ama.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
Gaafa daddarbiinsi hammaan guddaa ta’e hawaasa naannoo keessa jiraatu, tarsiimoowwan walirraa fageenyaa hawaasummaatti dabalataan, haqamuun mana barnootaa yeroon isaa dheerate tilmaama keessa galuu mala.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Amajjii 26, Chaayinaan tarkaanfilee weerara COVID-19 ittisan kan vaayirasicha too’achuuf dheerachuu ayyaana Bonaa dabalatu qopheessan.
Universities and schools around the country closed.
Yuuniversiitiileen fi manneen barnootaa biyyattii ni cufaman.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Gurraandhala 23 tti, Ministeerri Fayyaa Iraan cufamuu yunivarsiitiiwwanii, dhaabbilee barnootaa olaanoo akkasumas manneen barnootaa magaalotaa fi koonyaawwan baay’ee beeksiseera.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Bitootessa 3, UNESCO’n lakkoofsa manneen barnootaa cufamanii fi barattoota miidhamanii yeroo jalqabaatiif gadi dhiise.
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.
Cufaatii yeroo manneen barnootaa fi Yuuniversiitilee, addunyaarratti barattoota miiliyoona 290.5 miidhe dabalatee, biyyoonni 13 tarkaanfilee ittisaa akka jalqaba gabaafameera.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
Akka deebiitti, UNESCO’n barattootaa fi maatiiwwan miidhaman akka gargaaranii fi sagantaalee barnoota fageenyaa hunda galeessa ta’an ariifachiisuuf biyyootaaf waamicha taasiseera.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Bitootessa 4, akkumas Xaaliyaanitti namoonni du’an 100 gahaniin mootummaan Xaaliyaanii guutuu biyyaatti cufamuu manneen barnootaa fi yuunivarsiitiilee hundaa ajaje.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Kana gochuudhaan, Xaaliyaaniin biyyoota 22 ardiilee sadi keessaa cufama manneen barnootaa hojiirra oolchan keessaa tokko taate.
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.
Bitootessa 5, barattoonni tarkaanfii muddamaa COVID-19 qabaman hedduun Chaayinaa keessatti argamu, barattoonni miiliyoonni 233 qabaman, itti aansuun Jaappaan miiliyoona 16.5 fi Iraan miiliyoona 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. 
Bitootessa 10, barattoonni guutuu addunyaa “sababa qaala’iinsa COVID-19’tiin mana barnotaa irraa fagaataa jiru” yeroo afur keessaa tokko immoo dhabbilee barnoota olaanoo irraa daangeffaman.
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.
Bitootessa 13 tti, mootummoonni biyyoota 49 keessaa cufamuu mana barnootaa beeksisaniiru yookaan hojiirra oolchaniiru, biyyoota 39 kanneen akka biyyaatti manneen barnootaa cufaniifi biyyoota 22 iddoowwan xiqqootti mana barumsaa cufan dabalatee.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Akka UNESCO tti Bitootessa 16tti, ragaan kun biyyoota 49 irraa gara 73 tti guddateera.
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.
Bitootessa gaafa 19, cufaatii guutuu biyyaattii biyyoota 102 keessattii fi cufaatii naannoomattii biyyoota 11 keesatti daa’immanii fi dargaggoota miiliyoona 850 miidhuusaatiin, 50% n baratttootaa addunyaa cufaatii manneen barnootaatiin miidhamaniiru.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Bitootessa 20’tti, barattoonni addunyaa 70% ol ta’an cufamaan walqabatee hubaman, cufamuu manneen barnoota 124 guutuu biyyaa wajjiin.
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.
Bitootessa gaafa 23, manneen barnootaa Naayijeeriyaa hundi Mootummaa Naayijeeriyaatiin cufamanii, iddoowwan gabaa akkasumas kaampaanonnis kan cufamanii fi daa’imman mana isaaniitii akka hin baane maatiiwwan isaaniitiin ittifamaniiru.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Bitootessa 26, Niwuuziilaanditti manneen barnootaa fi yuunivarsiitiileen guutuu biyyaatti cufaman.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Mootummaan ayyaana torban lamaa dirqisiise, manneen barnootaa hanga danda’ameen barnoota fagoo akka kennan dandeessisuuf.
Universities have closed for one week, but resumed with online teaching afterwards.
Yuuniversiitileen torbee tokkoof cufamanii turan, garuu isaan booda barsiisa toora internaataan itti fufaniiru.
Other school services remain open, but teaching is restricted to distant learning.
Tajaajiloonni mana barumsaa biroon banamanii turu, garuu barsiisni barnoota fageenyaatti kan daanga’edha.
By 27 March, nearly 90 percent of the world's student population was out of class.
Bitootessa gaafa 27, baayyinaan barattoota addunyaa dhibbeentaa 90 tti kan siqan dareedhaa ala ta’aniiru.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Naannoleen manneen barnoota banamanii hafan kaninni dabalatu Taayiwaan, Singaapoor, Awsutraaliyaa, Iswiidin fi Bulchiinsota U.S. muraasa.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Bitootesa gaafa 29, daa’imman biiliyoona 1.5 olii fi barattoonni biroon cufaatii manneen barnootaa guutuu biyyaatiin miidhamanii turan.
Others were disrupted by localized closures.
Kanneen biroo cufamuu naannootiin jeeqaman.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
Hanga Ebla 6’tti, manneen barnoota Turkimeenistaan hundattu ayyaanonni itti fufanii turan.
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.
Ajajni Ministeera Barnootaatiin akka tarkaanfii ittisaatti mallattaa’e weerara vaayirasii koroonaa Dhaabbata Fayyaa Addunyaa (WHO) wajjiin ta’uun tatamsa’ina dhukkuboota qaama hargansuu ittisuuf kan kaayyefateedha.
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.
Biyyoonni 10 cufamuu manneen barnootaa fudhatan, Barattoonni 473,933,356 ta’an rakkoo guddaa irra akka jiran (barnoota gadaanaa hanga olaanaatti) UNESCO tilmaame akkasumas barattoonni barnoota olaanoo 77,938,904 rakkoo keessa jiru.
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.
Yaada: Fakkiiwwan ida’ama lakkoofsa barattoota barnoota sadarkaa gadaanaa, giddugaleessa, sadarkaa lammaffaa, fi olaanaatti hirmaatan [ISCED sadarkaa 0 hanga 3], akkasumas sadarkaa barnoota olaanoo [ISCED sadarkaa 5 hanga 8] hubaman cufamuu guutuu biyyaa gara naannoo isaaniitti fiduu qabu.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Lakkoofsonni galmee odeeffannoo Dhaabbata Istaatistiksii UNESCO haaraa irratti hundaa’u.
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.
Weerara COVID-19 f akka deebiitti manneen barnootaa cufamuun dhimmoota hedduu argannaa barumsaa miidhanii fi akkasumas dhimmoota hawaas-diinagdee ballaaf ifa kan ta’edha.
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.
Akka Bitootessa 12’tti, sababa tatamsa’ina COVID-19 hir’isuuf mootummoonni manneen barnootaa yeroof yookaan guutumatti cufaniif daa’immanii fi dargaggoonni miiliyoona 370 caalan ta’an barnoota hordofaa hin jiran.
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.
Hanga Bitootessa 29tti, barattoonni addunyaa 90% jedhamuun hamma danda’amuun cufaatiidhaan dhiibbaan irra gaheera. Yeroo cufamuun mana barumsaa yeroodhaaf ta’ettillee, inni baasiiwwan hawaasummaafi diinagdee olaanaa baata.
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.
Tasgabbii dhabiinsi isaan sababa ta’aniif kun namoota hawaasa keessaa irraan dhiibbaa kan geessisudha, garuu daa’imman hanqinaalee qabanii fi maatiiwwan isaaniif barnoota jejjeeqame, hir’ina soorataa, rakkoolee oolmaa daa’immanii fi gatiiwwan diinagdee maatiiwwan hojjechuu hin dandeenyetti dhufu dabalatee dhiibbaa jabaa geessisuu mala.
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.
Maatiiwwan hojjetan wayita manneen barnootaa cufamanitti daa’immaan isaanii kunuunsuuf jecha hojii hafuun wantoota baayyeen galii akka dhaban fi oomishtummaa isaaniirratti dhiibbaa hin taane qabaata.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Cufaatiin manneen barnootaa naannawaan sababa maatiiwwan fi qondaaltonni barattoota gara manneen barnootaa banamootti erganiif manneen barnootaatti ba’aa ta’eera.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Dubartoonni yeroo hunda hojjattoota tajajila fayyaa harka caalmaa qooddatu akkasumas yeroo hunda sababa cufamuu mana barnootaatiin daa’imman isaanii kunuunsuuf hojiirratti hin argaman.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Kana jechuun ogeeyyonni fayyaa hedduun yeroo balaa kanatti meeshaa caalaatti barbaadan kan argan miti.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Hanqinni gahiinsa teknolojii yookaan gahiinsa interneetii saffisaa, amansiisaa barattoota iddoowwan baadiyyaa fi maatiiwwan humna hin qabne keessaa dhorkuu danda’a.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Hanqinni argannaa teknoloojii fi quunnamtii interneetaa gaarii, keessattuu barattoota maatii rakkatoo irraa ta’aniif barnoota itti fufuuf gufuu ta’eera,
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.
Cufamuu mana barumsaa COVID-19’n gahe ilaalchisee, UNESCO’n faayidaa sagantaawwan barnoota fagoo akkasumas fayyadamoota barnootaa banoo fi hujeeffannoowwan kan manneen barnootaa fi barsiisonni barattoota fageenya irratti qaqqabuuf fi goolamuu barnootaa daangessuuf fayyadaman yaada kenneera. Faffaca’insa COVID-19 hir’isuu gargaaruuf, manneen kitaabaa dhibbaan lakkaa’aman yeroodhaaf cufamaniiru.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Yuunaayitis Isteetitti, magaalonni gurguddoon hedduun manneen kitaaba ummataa cufan, Loos Anjeles, Saan Firaansiiskoo, Siyaatil, fi Niwuu Yoorki dabalatee manneen kitaabaa 221 cufaan.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Barattoota intarneetii manatti hin qabneef, kun rakkina barnoota fagoo wajjiin deemuu ol guddisa.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Manneen barnootaa cufamuun maatii fi kunuunsitoota oolmaa daa’immanii dhiheessan fi yeroo ijoolleen mana barnootaatiin ala ta’an barnoota fagoo hogganan nuffisiisee jira.
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.
Filannoowwan biroon dhibuu isaaniitiin, maatiiwwan hojjetanii bulan wayita manni barumsaa cufamanitti daa’imman qophaatti kan dhiisanii fi kunimmoo dhiibbaa hiriyaa fi wantoota hin malleefiitti fayyadamuu dabalatee, amaloota rakkisoo hordofsiisuu danda’a.
Many children worldwide rely on free or discounted meals at schools.
Ijoolleen guutuu addunyaa hedduun nyaata mana barnootaa kan bilisaa yookaan gatiin hir’ate irratti hirkatu.
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.
Yeroo manneen barnootaa cufaman, sooranni addaan cite. Sooranni guddina sammuu fi barnootaa daa’immanii keessatti gahee olaanaa qaba. Kutaa Waashingitan keessatti barattoota miliyoona 1.1 keessaa %45 dhiheessa nyaata mana barnootaa fi kan aadaa hawaasaa keessatti hirmaatan.
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.
Sababa cufamuu manneen barnootaatiif yoo xiqqaate barattootaa fi maatiin 520,000 hanqinni nyaataa muudate. Yuunaayitid Isteetitti sagantaa irbaata mana baruumsaa warraaqsa farra-beelaa guddicha lammaffaadha.
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.
Waggaa waggaan, daa’imoonni miiliyoona 30 jechuun hamma danda’amuun manneen barnootaa nyaata bilisaa yookaan gatii gadi aanaa ciree, laaqana, qacanii, fi irbaatallee dabalachuun dhiyeessan irratti hirkatu. Alaabaamaa keessatti, iddoo cufamuun mana barnootaa akka guutummaa biyyaa Bitootessa 18 tii barattoota 720,000 irra dhiibbaa geessiseen, to’ataa olaanaan mootummichaa hojjetaan manneen barnootaa haala madaalamaa hin taaneen hiyyummaan dhiibbaan irra gahe keessaa mantagoowwan raabsa nyaataa barattoota laaqanoota mana barumsaa irratti hirkataniif nyaata dhiyeessuuf uumuu danda’uu beeksise.
School closures negatively impact student learning outcomes.
Cufaatiin mana barumsaa faayidaalee barachuu barattootaa irratti miidhaa hin taane ni qabaata.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Manneen barnootaa keessa ta’uun barnoota barbaachisoo kan kennuu fi manneen barnootaa wayita cufaman, daa’immanii fi dargaggootni caraa guddinaa fi misoomaa ni dhabu.
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.
Miidhaawwan barattoota carraa xiqqaa qaban kanneen carraawwan barnootaa xiqqaa qabaniif mana barnootaan alatti kan wal hin madaalle. Hammi barattoonni mana barumsaa gadhiisanii ba’an akka miidhaa cufamuu mana barumsaa sababa rakkoo yeroo cufamuun mana barumsaa xumuramutti barattoonni hundi mana barnootaatti deebi’uu isaanii mirkaneessuutiin dabaluu jalqabeera.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Kuni immoo cufaatiilee yeroo dheeraatiif dhugaadha. Manneen barnoota sochiilee hawaasummaa fi walitti dhufeenya namaaf giddu galadha.
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.
Yeroo manneen barnootaa cufaman, hedduun daa’immanii fi dargaggootaa walqunnamtii hawaasaatiin ala waan ta’aniif barnootaa fi guddinaaf murteessaadha. Yeroo manneen barnootaa cufaman maatiin barnoota ijoollee manattii akka mijeessanii fi akka hojjatan qabsaa’uu gaafatamu.
This is especially true for parents with limited education and resources.
Kun keessattuu maatii barnootaa fi qabeenya muraasa qabaniif dhuugaadha.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Dhiibbaaleen jajjaboon cufaatii manneen barnootaa fi hirkannaan barnoota fagoorrattii yeroo kanatti tumaalee seera federaalaatiin hin furamne.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Barnooti sirnaawaa — fallaa barnoota seeraan alaa yookaan sirnaawaa hin taaneen — manneen barnootaa, koolleejjota, yunivarsiitiiwwan fi dhaabbilee leenjii agarsiisa.
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.
Gabaasi Baankii Addunyaatiin (World Bank) 1974 barnoota sirnaawaa akka armaan gadiitti hiike: Barnoota sirnaawaa: gulantaan kan caaseffame, ‘sirna barnootaa’ akka duraaf aanteetti sadarkeeffamu, barumsa mana barnootaa sadarkaa tokkoffaa hanga yuunivarsiitiitti adeemsifamu akkasumas dabalachuun, qu’annoo barnoota waliigalaatti dabalataan, sagantaawwan ogummaa addaa garaagaraa fi jaarmayaalee leenjii tekinikaa yeroo-guutuuf fi ogummaan ta’e. Harki caalaan deetaa baay’ina barattootaafi warra baratan irratti sassaabamee COVID-19’n dhiibbaan irra gahu cufamuu sirnoota barnoota sirnaawaa irratti hundaa’uun shallagame.
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].
Dhabbanni UNESCO Istaatistiksii gabatee barattoota COVID-19’n miidhamanii kanneen sadarkaa barnoota gadi aannaa, giddu galeessaa, sadarkaa lammaffaa fi sadarkaa olaanoo keessatti hirmaatan [sadarkaa ISCED 0 to 3], akkasumas kanneen akka sadarkaa barnoota sadaffaa [sadarkaa ISCED 5 to 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.
Sagantaaleen barnoota daa’immanii duraa yeroo baayyee daa’imman umrii 3 gadiitiif kan qophaa’uu fi barnoota idileen duraa, mana barumsaa daa’imman xixinnoo, oolmaawwan daa’immanii fi sagantaalee eegumsa guyyaa muraasa kan ibsudha.
While many primary and secondary schools have closed around the world due to COVID-19, measures impacting early childhood educational programmes have varied.
Yeroo manneen barnootaa sadarkaa tokkoffaa fi lammaffaa sababa COVID-19’tiif guutuu addunyaatti cufamanitti, tarkaanfileen sagantaa barnoota daa’immanii huban garaagarummaa qabu.
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.
Biyyootaafi daangaawwan muraasa keessatti, oolmaawwan daa’immanii fi iddoowwan kunuunsa daa’imaa akka tajaajiloota barbaachisootti ilaalamu akkasumas tarkaanfiiwwan cufamuu mana barumsaa bal’aa waliin walduraa duubaan hin cufamne. Yunaayitid Isteetis keessatti, Muummeen Ijoollee, Dargaggootaafi Maatiiwwanii Mootummaa Waashingtan wiirtuuwwan kunuunsa daa’imaafi barnoota duraa akka isaan banamanii turan jajjabeesse.
Some school districts may offer alternative child care options, prioritising the children of first responders and healthcare workers.
Kutaaleen mana barumsaa muraasni, daa’imman deebi-kennitoota jalqabaa fi hojjettoota fayyaaf dursa kennuudhaan, filannoowwan kunuunsa daa’immanii dhiyeessuutii mala.
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.
Yeroo kutaan Waashingitan fi Kaalifoorniyaa tajaajiltootaaf dhiisanitti mootummaan Meeriilaand namoota muddamaatiif oolmaan daa’immanii addaa akka jiraatu dirqamsiisa.
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.”
Hogganaan Kaalifoorniyaa Gaaviin Niwuusam kallattii naannoo isaanii, “miidhaa cufamuu manneen barnootaa kanatti madaquuf dhiheessa oolmaa daa’immanii, giddugala kunuunsaa barbaanna” jechuun ibsan.
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. 
Koloraadoon adeemsa “meeshaalee” maatiin barnoota ijoolleen fudhatan sagantaa barnoota isaanii keessatti jalqaba fudhatan manatti itti fayyadaman jajjabeesse. Ministeerri muummee Jaappaan Shiinzoo Aabeen manneen barnootaa guutuu biyyaa keessa jiran hanga Ebla 8’tti cufan, garuu, oolmaa daa’immanii hin hammatu.
In early March, five adults associated with a nursing facility for preschool children in Kobe tested positive for coronavirus.
Bitootessa gara jalqabaatti, ga’eessonni shan kan Kobe tajaajila yaalaa daa’imman barnoota idileen duraa waliin walqabatan bu’aan qorannoo isaanii poosetiiva ta’e.
After testing over one hundred children at the facility, a preschool student was found to be carrying the virus.
Buufatichatti erga daa’imman dhibba tokkoo ol qoratanii booda, barattoonni mana barnootaatiin alaa vaayirasicha akka qabaatanii argaman.
Primary or elementary education typically consists of the first four to seven years of formal education.
Barnoonni sadarkaa duraa ykn elementerii barnoota idilee waggaa afurii hanga torbaatti jiran kan hammatudha.
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.
Dhaabbanni Baakaalooreetii Addunyaa (IBO) n qorumsawwan kaadhimamtoota Sagantaa Dippiloomaa fi Sagantaalee Hojiin walqabatanii gidduu Eebla 30 fi Caamsaa 22, 2020tti wayitiin bayeefii ture haquun, addunyaarraa barattoota 200,000tti siqan irratti miidhuu fiduunsaa gabaafameera.
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." 
IBO’n kaadhimamtoota “gosa hojii isaanii” fi “ tilmaama dandeettii hojjatame, cimina, fi too’annaa qulqullinaa saganticha keessatti ijaaramee jiru” irratti hundaa’uu diploomaa yookaan waraqaa ragaa akka badhaasu hime.
Tertiary education, also known as higher education, refers to the non-compulsory educational levels that follow completion of secondary school or high school.
Barnoonni sadarkaa sadaffaa, Barnoota sadarkaa olaanaa jedhamuun beekamu, sadarkaa barnootaa dirqama hin taane kan mana barumsaa sadarkaa lammaffaa ykn mana barumsaa olaanaa xumuruun booda dhufudha.
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training.
Barnoonni olaanoon barnoota digirii jalqabaa fi digirii sadaffaa of keessatti hammata, akkasumas barnoota dandeettii hojii fi leenjii of keessatti hammata.
Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
Namoonni barnoota sadarkaa olaanoo xumuran walumaagalatti waraqaa raga, dippiloomaa, yookaan digirii fudhatu.
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.
Barnoonni digirii duraa barumsa barnoota sadarkaa lammaffaa boodaafi barnoota digirii lammaffaa dura adeemsifama, kan baraataan addatti digirii jalqabaa ittiin argatu.
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. 
Barattoonni sagantaa barnoota olaanoo kolleejjii, yuunivarsiitii, fi kolleejjii hawaasaatti hordofan biyyoota akka Yuunaayitid Isteetitti “barattoota kolleejjii” jedhamu. Cufamuun kolleejjii fi yuunivarsiitii babal’ate barattoota, kutaa barnootaa, hoggansaa, fi dhaabbilee mataa isaaniitiif murteessaadha.
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.
Kolleejjii fi Yuunivarsiitiileen Yuunaayitid Isteet keessa jiraniif kafaltii barnootaa, kan kutaa fi miseensaa akka irra deebiin ramadamu waamichi dhihaate.
In the United States of America, Colleges and universities operate as "mini-cities" which generate significant revenue for cities, states, and regions. 
Yuunaayitid Isteet oof Ameerikaatti, Kolleejjii fi Yuunivarsiitiileen akka “magaala xiqqootti” hojjatu, kunis magaalota, kutaalee, fi naannoleef galii murteessaa maddisiisa.
For example, Princeton University contributed $1.58 billion USD to the New Jersey economy and students spent about $60 million in off-campus spending.
Fakkeenyaaf, Yuunivarsiitiin Piriinsitan diinagdee Niwuu Jeersiitiif doolaara Ameerikaa biiliyoona 1.58 gumaache akkasumas barattoonni baasii kaampaasiin alaatiin doolaara miiliyoona 60 baasan.
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... 
Kolleejjii fi yuunivarsiitiileen cufamuun ilaalcha qixaan bira gahuutiin diinagdee irratti miidhaa qaba. Akka Liindaa Biilmees mana barnoota Haarvaaerd Kennediitti, “hoteelonni naannoo, manneen nyaataa, manneen nyaata fi dugaatii, dukkaanota, dhaabbilee konkolaataa kireessanii fi daldalli naannoo kanneen biroo galii waggaa torban eebbaa fi banamuu kolleejjii keessatti qooda olaanaa qaba.
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. 
Hawaasni kunneen kolleejjonni yeroo sanatti cufamanii utuu turanii miidhaawwan diinagdee hedduuf ni saaxilamu. “Magaalonni xixinnoon diinagdee hawaasa naannoo deeggaruu fi daldalawwan naannoof humna dhiyeessuuf barattoota kolleejjii irratti hundaa’an cufaatii manneen barnootaatii fi barattoonni kaampaasii keessaa baafamuun addatti miidhamaniiru.