atepeq/tico19 huggingface dataset:
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.
Ku ya 23 Werurwe 2020, Urwego rwa CIE rwatangaje ko ruhagaritse ibizamini by’Icyongereza bya Cambridge IGCSE, Cambridge O Level, Cambridge International AS &amp; A Level, Cambridge AICE Diploma, na Cambridge Pre-U byagombaga gukorwa muri Gicurasi/Kamena 2020 mu bihugu byose.
International Baccalaureate exams have also been cancelled.School closures impact not only students, teachers, and families, but have far-reaching economic and societal consequences.
Ibizamini bya International Baccalaureate na byo byarahagaritswe. Ifungwa ry’amashuri ntiryagize ingaruka gusa ku banyeshuri, abarimu n’imiryango, ahubwo ryanagize ingaruka ku bukungu n’imibereho.
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.
Ifungwa ry’amashuri mu rwego rwo kurwanya COVID-19 ryagaragaje ibibazo by’imibereho n’ubukungu, harimo inguzanyo zihabwa abanyeshuri, kwiga hakoreshejwe ikoranabuhanga, kutabona ibiribwa bihagije no kubura aho abantu baba ndetse no kubasha kwita ku bana, ubuvuzi, amacumbi, interineti na serivisi zigenewe abafite ubumuga.
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.
Ingaruka zishobora gukomera ku bana n’imiryango yabo ikennye, bagahura n’ibibazo byo guhagarika kwigai, imirire mibi, ibibazo byo kurera abana n’ingaruka z’ubukungu ku miryango idashobora gukora. Mu guhangana n’ibibazo by’ifungwa ry’amashuri, UNESCO isaba ko hakoreshwa gahunda zo kwiga hakoreshejwe iyakure no gufungura porogaramu n’imbuga byo kwigiraho amashuri n’abarimu bakoresha mu kugera ku banyeshuri hakoreshejwe ikoranabuhanga no kugabanya ibyatera inkomyi mu burezi.
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.
Ibikorwa byo gukumira ikwirakwira rya COVID-19 hakoreshejwe ingamba zo kurwanya ubwandu hadakoreshejwe imiti nko kwirinda kwegerana no kwishyira mu kato byatumye mu bice byinshi hafungwa amashuri abanza, ayisumbuye n’amashuri makuru mu bihugu birenga 100. Ibyorezo by’indwara byabayeho mbere na byo byatumye amashuri afungwa ku isi, ariko umusaruro bitanga ugenda utandukana.
Mathematical modelling has shown that transmission of an outbreak may be delayed by closing schools.
Ibipimo bishingiye ku mibare byagaragaje ko ikwirakwira ry’icyorezo rishobora gutinzwa n’ifungwa ry’amashuri.
However, effectiveness depends on the contacts children maintain outside of school.
Ariko, gutanga umusaruro biterwa n’abo abanyeshuri bahura na bo batari ku ishuri.
School closures may be effective when enacted promptly.
Ifungwa ry’amashuri rishobora gutanga umusaruro igihe bikozwe ako kanya.
If school closures occur late relative to an outbreak, they are less effective and may not have any impact at all.
Iyo amashuri afunzwe nyuma icyorezo cyaramaze kwaduka, bitanga umusaruro muke kandi binashobora no kutagira icyo bidahindura na gato.
Additionally, in some cases, the reopening of schools after a period of closure has resulted in increased infection rates.
Kandi, rimwe na rimwe kongera gufungura amashuri amaze igihe afunzwe byagiye byongera umubare w’abandura.
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.
Ifungwa ry’amashuri rigomba kujyana n’ibindi bikorwa nko kubuza abantu guterana, bishobora kuba bikomeye kumenya impinduka ifungwa ry’amashuri ryazanye. Mu cyorezo cyo mu 1918-1919 cyateye Amerika, ifungwa ry’amashuri no kubuza abantu guterana byatumye igiteranyo cy’abapfa kigabanuka.
Cities that implemented such interventions earlier had greater delays in reaching peak mortality rates.
Imijyi yashyize mu bikorwa izo ngamba mbere yagiye itinda kugera ku mubare munini w’abapfa.
Schools closed for a median duration of 4 weeks according to a study of 43 US cities' response to the Spanish Flu.
Amashuri yafunzwe mu gihe cy’ibyumweru 4 hakurikijwe ubushakashatsi bwakozwe ku mijyi 43 y’Amerika mu kurwanya icyorezo cy’ibicurane byo muri Esipanye.
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.
Ifungwa ry’amashuri ryerekanye ko ryagabanyije impfu mu bicurane byo muri Aziya ho 90% mu cyorezo cyateye mu 1957–58, no kugeza kuri 50% mu kurwanya ibicurane muri Amerika mu 2004–2008. Ibihugu byinshi byabashije kugabanya ikwirakwira ry’ubwandu binyuze mu gufunga amashuri mu cyorezo cya 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.
Ifungwa ry’amashuri mu mujyi wa Oita, mu Buyapani, ryagaragaje ko ryatanze umusaruro mu kugabanya umubare w’abanyeshuri banduye igihe abantu banduraga ari benshi; ariko, ifungwa ry’amashuri ryagaragaye ko ritagize icyo rihindura kigaragara ku giteranyo cy’umubare w’abanyeshuri banduye.
Mandatory school closures and other social distancing measures were associated with a 29% to 37% reduction in influenza transmission rates.
Ifungwa ry’amashuri ritegetswe n’izindi ngamba zo kwirinda kwegerana byagize uruhare mu igabanuka ryo kuva kuri 29% kugeza kuri 37% by’imibare y’ikwirakwira ry’ibicurane.
Early school closures in the United States delayed the peak of the 2009 H1N1 Flu pandemic.
Gufunga amashuri hakiri kare muri Amerika byatindije ubwiyongere bukabije bw’icyorezo cy’ibicurane cya 2009 H1N1.
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.
Nubwo gufunga amashuri byagiye bitanga umusaruro, ubushakashatsi ku ifungwa ry’amashuri muri Michigan ryasanze “gufunga amashuri ku rwego rw’akarere bitarigeze bitanga umusaruro”. Mu gihe cy’icyorezo cy’ibicurane by’ibiguruka cyo mu 2009 mu Bwongereza, umutwe w’inkuru "Ifungwa ry’amashuri mu gihe cy’icyorezo cy’ibicurane" yatangajwe mu kinyamakuru cya Lancet Infectious Diseases, itsinda ry’impuguke mu by’ibyorezo ryemeje ko gufunga amashuri mu kwirinda ikwirakwira ry’icyorezo, birushaho kugabanya ikwirakwira ryacyo bikanatanga umwanya wo gushakisha no gukora urukingo.
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.
Kuba harakozwe ubushakashatsi ku cyorezo cy’ibicurane byateye harimo icyorezo cy’ibicurane cyo mu 1918, icyorezo cy’ibicurane cyo mu 1957 n’icyorezo cyo mu 1968, bwatangaje ko ifungwa ry’amashuri ryagize ingaruka ku bukungu n’abakozi; by’umwihariko, ijanisha rinini ry’abaganga n’abaforomo b’abagore bari bafite abana batarengeje imyaka 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.
Hanarebwe uko icyorezo gikwirakwira mu Bufaransa mu kiruhuko cy’amashuri mu Bufaransa maze hatangazwa ko umubare w’abarwaye ibicurane wagabanutse amashuri afunzwe maze wongera kwiyongera amashuri afunguye.
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.
Hatangajwe ko ubwo abarimu bo muri Isiraheli bajyaga mu myigaragambyo mu gihe cy’icyorezo cy’ibicurane cyo mu 1999–2000, abajyaga kwa muganga n’umubare w’ubwandu bw’indwara zo mu buhumekero wagabanutseho kimwe cya gatanu na bibiri bya gatanu.
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.
Ikigo cya CDC gisaba ko amashuri n’amarerero bifungwa by’igihe gito cyangwa hagaterwamo umuti wica udukoko igihe habonetse umuntu wanduye ku ishuri hatitawe ku kuba umuntu yakwanduza mugenzi we.
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.
Nubwo haba hari umubare muto cyangwa munini wo kwanduzanya hagati y’abantu, ingamba zo kwirinda kwegerana zishobora gukurikizwa hahagarikwa ingendoshuri n’amateraniro y’abantu benshi nk’imyitozo ngororamubiri cyangwa amasomo yo kuririmba muri korari cyangwa gufatira amafunguro muri kantine, kongera umwanya hagati y’intebe n’indi, gusiga umwanya hari uwinjiye cyangwa usohotse, kureka ibyo gusura bitari ngombwa no gukoresha ivuriro riri ahandi ku bana bagaragaza ibimenyetso bimeze nk’iby’ibicurane.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
Igihe hari kwanduzanya cyane hagati y’abantu, usibye ingamba zo kwirinda kwegerana, hashobora gusabwa ko amashuri akomeza gufungwa.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Ku ya 26 Mutarama, Ubushinwa bwatanze amabwiriza yo gukumira icyorezo cya COVID-19 harimo no kongera igihe cy’ikiruhuko cy’Iserukiramuco rya Spring Festival mu kurwanya icyorezo.
Universities and schools around the country closed.
Kaminuza n’amashuri mu gihugu yarafunzwe.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Ku wa 23 Gashyantare, Minisitiri w’ubuzima wa Irani yatangaje ko kaminuza, amashuri makuru, amashuri abanza n’ayisumbuye bifunzwe mu mijyi myinshi no mu ntara nyinshi.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Ku ya 3 Werurwe, UNESCO yasohoye imibare ya mbere yo ku rwego rw’isi ku ifungwa ry’amashuri n’abanyeshuri byagizeho ingaruka.
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.
Hatangajwe ko ibihugu 13 byashyizeho ingamba zo kurwanya icyorezo harimo gufunga by’agateganyo amashuri na kaminuza, bigira ingaruka ku banyeshuri miriyoni 290,5 ku isi.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
Bityo, UNESCO isaba ibihugu gufasha abanyeshuri n’imiryango bagezweho n’ingaruka no koroshya uburyo bugera kuri benshi ntawuhejwe bwa gahunda zo kwiga hakoreshejwe iyakure.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Ku ya 4 Werurwe, Leta y’Ubutaliyani yategetse ko amashuri yose na kaminuza zose bifungwa mu gihugu aho mu Butaliyani hari hamaze gupfa abantu 100.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Bityo, Ubutaliyani buba kimwe mu bihugu 22 byo ku migabane itatu byatangaje cyangwa byafunze amashuri.
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.
Ku ya 5 Werurwe, umubare munini w’abanyeshuri wagizweho n’ingaruka z’ingamba zo kurwanya icyorezo cya COVID-19 bari baherereye mu Bushinwa, aho miriyoni 233 z’abanyeshuri bagizweho ingaruka, bukurikirwa n’Ubuyapani bufite miriyoni 16,5 na Irani ifite miriyoni14,5.
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.
Kugeza ku ya 10 Werurwe, umwe mu banyeshuri batanu ku isi "ntiyageraga ku ishuri kubera icyorezo cya COVID-19" mu gihe umwe muri bane yabujijwe kutagera mu mashuri makuru.
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.
Ku ya 13 Werurwe, leta zo mu bihugu 49 zatangaje cyangwa zashyize mu bikorwa ingamba zo gufunga amashuri, harimo ibihugu 39 byafunze amashuri mu gihugu hose naho ibihugu 22 bifunga amashuri mu duce tumwe na tumwe.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Kugeza ku ya 16 Werurwe, iyi mibare yariyongeye iva ku bihugu 49 igera ku bihugu 73 hakurikijwe ibyatangajwe na 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.
Kugeza ku ya 19 Werurwe, 50% by’abanyeshuri bo ku isi bagizweho ingaruka n’ifungwa ry’amashuri, bijyanye n’ifungwa ry’amashuri mu bihugu 102 no gufunga amashuri mu bice bimwe na bimwe mu bihugu 11 byakomeje kugira ingaruka kuri miriyoni 850 z’abana n’urubyiruko.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Kugeza ku ya 20 Werurwe, abanyeshuri barenga 70% ku isi bagizweho ingaruka n’ifungwa ry’amashuri, aho mu bihugu 124 amashuri yafunzwe ku rwego rw’igihugu.
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.
Ku ya 23 Werurwe, amashuri yose yo muri Nijeriya yafunzwe na leta ya Nijeriya, amasoko n’amasosiyete birafungwa n’abana babuzwa n’ababyeyi babo kuva mu rugo.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Ku ya 26 Werurwe, amashuri yose na kaminuza zose byo muri Nuveli Zelande byarafunzwe ku rwego rw’igihugu.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Leta yategetse ko hajyaho ikiruhuko cy’ibyumweru bibiri, bituma amashuri ahindura akoresha uburyo bw’iyakure.
Universities have closed for one week, but resumed with online teaching afterwards.
Kaminuza zafunzwe icyumweru kimwe, ariko ziza gusubukura amasomo hakoreshejwe iyakure.
Other school services remain open, but teaching is restricted to distant learning.
Izindi serivisi z’ishuri zakomeje gufungura, ariko kwigisha bikomeza gukorwa hakoreshejwe iyakure.
By 27 March, nearly 90 percent of the world's student population was out of class.
Kugeza ku ya 27 Werurwe, hafi 90 ku ijana by’abanyeshuri bo ku isi ntibari bakiga.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Uturere dufite amashuri agifunguye harimo Tayiwani, Singapuru, Ositaraliya, Suwede na zimwe muri leta zo muri Amerika.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Kugeza ku ya 29 Werurwe, abana n’abandi banyeshuri barenga miriyari 1,5 bagizweho ingaruka n’ifungwa ry’amashuri mu guhugu.
Others were disrupted by localized closures.
Abandi bagirwaho ingaruka n’ifungwa ry’amashuri mu bice bimwe na bimwe.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
Kugeza ku ya 6 Mata, ibiruhuko byarongerewe ku mashuri yisumbuye yose yo muri Turikimenisitani.
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.
Itegeko ryashizweho umukono na Minisitiri w’uburezi mu kurwanya icyorezo rigamije gukumira ikwirakwira ry’indwara z’ubuhumekero zifite aho zihuriye n’icyorezo cya koronavirusi cyatangajwe na OMS.
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.
Ibihugu 10 byagiye bifunga amashuri mu bice bimwe na bimwe, UNESCO itangaza ko abanyeshuri 473 933 356 bafite ibyago ari abo mu mashuri y’incuke kugeza mu cyiciro cya kabiri cy’amashuri yisumbuye, naho abanyeshuri 77 938 904 bafite ibyago ni abo mu mashuri makuru na za kaminuza.
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.
Icyitonderwa: Iyo mibare ihuye n’igiteranyo cy’abanyeshuri biyandikishije mu mashuri y’incuke, amashuri abanza, icyiciro cya mbere cy’amashuri yisumbuye, icyiciro cya kabiri cy’amashuri yisumbuye [ibipimo bya ISCED kuva kuri 0 kugera kuri 3], n’abo mu mashuri makuru na za kaminuza [ibipimo bya ISCED kuva kuri 5 kugeza kuri 8] bashobora kugirwaho ingaruka n’ifungwa ry’amashuri ubu rikorwa hose mu gihugu.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Imibare y’abiyandikishije ishingiye ku makuru y’Ikigo cy’ibarurishamibare cya UNESCO.
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.
Ifungwa ry’amashuri ryakozwe mu rwego rwo kurwanya icyorezo cya COVID-19 ryagaragaje ibibazo bigira ingaruka ku kubona uburezi n’ibibazo bikomeye by’imibereho n’ubukungu.
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.
Kugeza ku ya 12 Werurwe, abana n’urubyiruko barenga miriyoni 370 ntibajya ku ishuri kubera ifungwa ry’igihe gito cyangwa rya burundu ry’amashuri ku rwego rw’igihugu ritegetswe na leta mu kugabanya ikwirakwira ry’icyorezo cya 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.
Kugeza ku ya 29 Werurwe, hafi 90% by’abanyeshuri bo ku isi bagizweho ingaruka n’ifungwa ry’amashuri. Nubwo amashuri yafunzwe by’igihe gito, byagize ingaruka zikomeye ku mibereho n’ubukungu.
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.
Iryo fungwa ryagize ingaruka ku bantu mu bice bitandukanye, ariko ingaruka zirushaho gukomera ku bana n’imiryango yabo ikennye harimo ihagarikwa ry’amasomo, imirire mibi, kurera abana n’ibibazo by’ubukungu ku miryango idakora.
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.
Birashoboka cyane ko ababyeyi bakora basibaakazi igihe amashuri afunze kugira ngo bite ku bana babo, bakanabura umushahara bitewe n’impamvu zitandukanye bikanagira ingaruka mbi ku musaruro wabo.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Ifungwa ry’amashuri mu bice bimwe na bimwe ryashyize umutwaro ku mashuri kuko ababyeyi n’abayobozi bohereje abana ku mashuri agifunguye.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Akenshi abagore ni bo bagize umubare munini w’abakora mu nzego z’ubuvuzi kandi akenshi ntibashobora kujya ku kazi kubera inshingano zo kurera abana bitewe n’ifungwa ry’amashuri.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Bivuze ko abaganga benshi batari mu bigo bakoramo aho bakenewe cyane muri iki gihe cy’icyorezo.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Kutagera ku ikoranabuhanga cyangwa kubona interineti yihuta, idacika byabuza abanyeshuri bo mu byaro banaturuka mu miryango ikennye kuba bakurikirana amasomo hakoreshejwe iyakure.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Kutabona ikoranabuhanga cyangwa interineti imeze neza ni imbogamizi ku gukomeza kwiga; by’umwihariko, ku banyeshuri baturuka mu miryango ikennye.
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.
Mu ifungwa ry’amashuri ritewe n’icyorezo cya COVID-19, UNESCO isaba ko hakoreshwa gahunda zo kwiga hakoreshejwe iyakure no gufungura porogaramu n’imbuga by’uburezi amashuri n’abarimu bashobora gukoresha mu kugera ku banyeshuri hakoreshejwe iyakure no kugabanya ihungabana ry’uburezi. Mu gufasha kugabanya icyorezo cya COVID-19, amagana y’amasomero yarafunze by’agateganyo.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Muri Amerika, imijyi myinshi ikomeye yatangaje ko ifunze amasomero, harimo Los Angeles, San Francisco, Seattle na New York City, bigira ingaruka mu masomero 221.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Ku banyeshuri badafite interineti mu rugo, byongereye ingorane zo gukomeza kwiga hakoreshejwe iyakure.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Ifungwa ry’amashuri riteza ibibazo ababyeyi n’abarera abana mu rwego rwo kubarera no gucunga uko biga hakoreshejwe iyakure mu gihe abana batari ku ishuri.
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.
Mu gihe nta yandi mahitamo ahari, akenshi ababyeyi bakora basiga abana bonyine igihe amashuri afunze kandi bishobora gutuma bagira imyitwarire mibi, harimo kwiyongera mu guhozwa ku gitutu n’urungano no gukoresha ibiyobyabwenge.
Many children worldwide rely on free or discounted meals at schools.
Abana benshi ku isi bagendera ku biribwa byo ku ishuri bitangirwa ubuntu cyangwa bya make.
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.
Iyo amashuri afunze, imirire irahungabana. Imirire igira uruhare rukomeye mu mikurire y’ubwonko n’imitsindire y’abana mu mashuri. Muri leta ya Washington, hafi 45% by’abanyeshuri miriyoni 1,1 bo muri iyo leta biyandikishije mu mashuri ya leta asanzwe n’amashuri yigenga bahabwa ibiribwa bitangirwa ku ishuri.
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.
Byibuze abanyeshuri 520 000 n’imiryango yabo bashobora kugirwaho ingaruka no kutihaza mu biribwa bitewe n’ifungwa ry’amashuri. Gahunda yo gutanga amafunguro ya saa sita ku mashuri ni yo gahunda ya kabiri nini mu kurwanya inzara muri Amerika nyuma ya gahunda y’amakarita y’ibiryo.
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.
Buri mwaka, abana hafi miriyoni 30 bagendera ku mashuri kubera ko atanga ibiribwa by’ubuntu cyangwa ku mafaranga make harimo ibya amafunguro ya mugitondo, saa sita, amafunguro yoroheje n’ibya nimugoroba. Muri Alabama, ahafunzwe amashuri yose muri leta tariki ya 18 Werurwe byagize ingaruka ku banyeshuri 720 000, umuyobozi mukuru ushinzwe amashuri muri leta yatangaje ko abakozi bakora mu mashuri bagerwaho ingaruka z’ubukene zitandukanye bafashwa hakanashyirwaho uburyo bwo kugemurira ibiribwa abanyeshuri bagendera ku biribwa bitangirwa ku mashuri.
School closures negatively impact student learning outcomes.
Ifungwa ry’amashuri ryagize ingaruka mbi ku musaruro w’imyigire y’abanyeshuri.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Imyigire itanga ubumenyi bw’ibanze rero iyo amashuri afunze, abana n’urubyiruko bavutswa amahirwe y’imikurire no kunguka ubwenge.
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.
Ingaruka ziratandukanye ku banyeshuri bafite ibibazo harimo no kugira amahirwe make yo kubona uburezi batari ku ishuri. Imibare y’abava mu ishuri ishobora kwiyongera kubera ingaruka z’ifungwa ry’amashuri bitewe n’imbogamizi zo gukora ku buryo abanyeshuri bose basubira ku ishuri ifungwa ry’amashuri rirangiye.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Ibi ni ukuri koko bitewe no gukomeza gufunga amashuri. Amashuri ni yo mapfundo y’ibikorwa by’imibereho no kungurana ibitekerezo.
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.
Iyo amashuri afunzwe, abana benshi n’urubyiruko babura amahirwe yo gushyikirana bikaba ari ingenzi mu myigire n’imikurire y’ubwonko. Iyo amashuri afunzwe akenshi ababyeyi basaba gufashwa mu myigire y’abana mu rugo no guhangana no gukora aka kazi.
This is especially true for parents with limited education and resources.
By’umwihariko, ni byo koko kuba ababyeyi bafite ubushozi buke n’ibyo bifashisha bike.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Ibibazo by’ingaruka zo gufunga amashuri no kwishingira kwiga hakoreshejwe iyakure ntibikemurwa n’ingamba za leta muri iki gihe.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Uburezi buzwi (butandukanye n’uburezi butazwi cyangwa uburezi butemewe) bushaka kwibanda ku mashuri, koleje, kaminuza n’ibigo by’imyuga.
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.
Raporo yo mu 1974 ya Banki y’isi yasobanuye uburezi bwo mu mashuri nk’uburyo bukurikira: uburyo bunoze bukurikirana buva ku cyiciro kimwe bujya ku kindi hatangwa amanota mu ‘myigishirize’, kuva mu mashuri abanza kugera muri kaminuza kandi harimo n’amasomo rusange, porogaramu z’amasomo yihariye n’ibigo by’amashuri bitanga amasomo ya tekiniki n’imyuga. Amakuru menshi yakusanyijwe ku banyeshuri bagizweho ingaruka na COVID-19 yabazwe hashingiwe ku ifungwa ry’amashuri.
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].
Ikigo cy’ibarurishamibare cya UNESCO gitanga imibare ku banyeshuri bagizweho ingaruka na COVID-19 ijyanye n’umubare w’abanyeshuri biyandikishije mu mashuri y’incuke, amashuri abanza, icyiciro cya mbere cy’amashuri yisumbuye, icyiciro cya kabiri cy’amashuri yisumbuye [ibipimo bya ISCED kuva kuri 0 kugera kuri 3], n’abo mu mashuri makuru na za kaminuza [ibipimo bya ISCED kuva kuri 3 kugeza kuri 5], ndetse n’abiga mu mashuri makuru na za kaminuza [ibipimo bya ISCED kuva kuri 5 kugeza 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.
Gahunda z’imbonezamikurure akenshi ziba zigenewe abana batagejeje imyaka 3 kandi zishobora kuba zijyanye n’amashuri y’inshuke n’amarerero.
While many primary and secondary schools have closed around the world due to COVID-19, measures impacting early childhood educational programmes have varied.
Mu gihe amashuri menshi abanza n’ayisumbuye yafunzwe ku isi bitewe na COVID-19, hafashwe ingamba zitandukanye zigira ingaruka kuri gahunda y’uburezi bw’abana bakiri bato.
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 bihugu n’uturere tumwe na tumwe, amashuri y’incuke n’amarerero bifatwa nka serivisi z’ibanze kandi zitagomba gufungwa mu gihe cyo gufunga amashuri yose. Muri Amerika, Ishami rya Washington rishinzwe abana, urubyiruko n’imiryango risaba ko amarerero n’ibigo mbonezamikurire byakomeza gufungura.
Some school districts may offer alternative child care options, prioritising the children of first responders and healthcare workers.
Amwe mu mafasi y’ishuri ashobora gutanga ubundi buryo bwo kurera abana, hashyirwa imbere abana b’abakozi bahanganye n’icyorezo n’abakora mu nzego z’ubuvuzi.
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.
Guverineri wa Maryland yatanze itegeko ryihariye risaba ko serivisi zo kurera abana zikomeza gufungurwa ku bana n’abakora muri serivisi z’ubutabazi mu gihe leta ya Washington na California yabirekeye mu maboko y’ubushishozi bw’abatanga serivisi z’ubuvuzi.
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.”
Guverineri wa California, Gavin Newsom, yasobanuye imimerere ya leta ayoboye, agira ati: “Turifuza ko ibigo birera abana, amarerero, bikomeza gukora kugira ngo bigabanye ingaruka z’ifungwa ry’amashuri”.
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.
Colorado yasabye ikorwa ry' "ibikoresho byifashishwa" bigenewe ababyeyi bakoresha mu rugo kugira ngo bigane amasomo abana babo bakabaye babonera muri gahunda z’imbonezamikurire. Mu Buyapani, Minisitiri w’Intebe, Shinzo Abe, yafunze amashuri mu gihugu hose kugeza ku ya 8 Mata; ariko, amarerero yo ntiyafunzwe.
In early March, five adults associated with a nursing facility for preschool children in Kobe tested positive for coronavirus.
Mu ntangiriro za Werurwe, abantu bakuru batanu bakora mu marerero mu mashuri y’incuke muri Kobe barapimwe basanga bafite koronavirusi.
After testing over one hundred children at the facility, a preschool student was found to be carrying the virus.
Nyuma yo gupima abana barenga ijana muri icyo kigo, umunyeshuri wiga mu ishuri ry’incuke basanze afite virusi.
Primary or elementary education typically consists of the first four to seven years of formal education.
Amashuri abanza cyangwa y’incuke atangwamo uburezi bw’imyaka ine bubanziriza imyaka irindwi y’amashuri abanza.
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.
Umuryango wa IBO wahagaritse ibizamini by’abashaka impamyabumenyi n’abiga porogaramu zijyanye no gushakisha akazi byari biteganyijwe kuba ku ya 30 Mata no ku ya 22 Gicurasi 2020, bivugwa ko byagize ingaruka ku banyeshuri barenga 200 000 ku isi.
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."
Umuryango wa IBO watangaje ko uzaha abanyeshuri impamyabumenyi cyangwa impamyabushobozi zabo hashingiwe ku "mikoro y’amasomo" n’"imyitozo, imyigire n’ubumenyi basanzwe bafite muri porogaramu y’amasomo."
Tertiary education, also known as higher education, refers to the non-compulsory educational levels that follow completion of secondary school or high school.
Amashuri makuru na za kaminuza, binitwa amashuri makuru, bivuga icyiciro cy’uburezi kitari itegeko ujyamo ari uko urangije amashuri yisumbuye cyangwa koleje.
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training.
Ubusanzwe, amashuri makuru na za kaminuza birimo uburezi bw’icyiciro cya kabiri n’icya gatatu cya kaminuza ndetse n’uburezi bw’imyuga n’amahugurwa.
Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
Akenshi, abarangiza amashuri makuru na za kaminuza bahabwa impamyabushobozi, impamyabumenyi cyangwa icyemezo cy’ishuri.
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.
Amashuri y’icyiciro cya kabiri cya kaminuza uyiga urangije amashuri yisumbuye mbere yo kujya mu cyiciro cya gatatu cya kaminuza, aho uwiga akenshi ahabwa impamyabumenyi y’icyiciro cya kabiri cya kaminuza.
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.
Abanyeshuri biyandikishije muri porogaramu z’amashuri makuru muri koleje, kaminuza n’icyiciro cya mbere cya kaminuza akenshi mu bihugu nk’Amerika bitwa "abiga muri koleje." Ifungwa rya koleje na kaminuza byagize ingaruka nini ku banyeshuri, amashami ya kaminuza, abayobozi n’ibigo by’amashuri n’ibigo by’amashuri ubwabyo.
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.
Koleje na kaminuza muri Amerika byagiye byasabwe gusubiza abanyeshuri amafaranga y’ishuri, ayishuwe ku byumba n’ayishyuwe n’abiga bacumbika ku ishuri.
In the United States of America, Colleges and universities operate as "mini-cities" which generate significant revenue for cities, states, and regions.
Muri Leta Zunze Ubumwe z’Amerika, koleje na kaminuza bikora nk’"imijyi mito" aho byinjiriza amafaranga menshi imijyi, leta n’uturere.
For example, Princeton University contributed $1.58 billion USD to the New Jersey economy and students spent about $60 million in off-campus spending.
Urugero, kaminuza ya Princeton yinjije miriyari $1,58 mu bukungu bwa New Jersey kandi n’abanyeshuri bakoresha hafi miriyoni $60 mu mafaranga bakoresheje batari kuri kaminuza.
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...
Ifungwa rya koleje na za kaminuza bigira ingaruka z’uruhererekane ku bukungu kandi zikomeye. Hakurikijwe ibivugwa na Linda Bilmes wo mu Ishuri rya Harvard Kennedy, “hoteri z’imbere mu gihugu, resitora, aho bacururiza icyayi n’ikawa, amaduka, ibigo bikodesha imodoka n’ibindi bigo by’ubucuruzi by’imbere mu gihugu byinjiza amafaranga buri mwaka aturutse ku birori byo gusoza amashuri n’ibyo kongera kubonana kw’abize muri koleje...
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.
abo bakora ibyo bikorwa bazagira igihombo gikomeye koleje nizikomeza gufunga”. Imijyi mito igendera ku banyeshuri bo muri koleje kugira ngo zifashe ubukungu bwayo no guha akazi ibikorwa by’ubucuruzi byo muri ako gace by’umwihariko bazagirwaho ingaruka n’ifungwa ry’amashuri no kuba abanyeshuri batakiba muri kaminuza.
In Ithaca, New York, Cornell University students spent at least $4 million a week in Tompkins county.
Muri Ithaca, New York, abanyeshuri ba Kaminuza ya Cornell bakoresheje byibuze miriyoni 4 z’amadorari mu cyumweru mu ntara ya 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."
Nyuma y’icyemezo cya Kaminuza ya Cornell cyo kugumisha abanyeshuri mu rugo mu kiruhuko cyo mu Itumba no guhindura amasomo agatangwa hakoreshejwe iyakure, Meya wa Ithaca yasabye ko “igihugu cyagira icyo gikora kandi gikomeye mu maguru mashya, naho ubundi hazabaho ingaruka zikomeye ku bukungu bitewe no gufunga Kaminuza ya Cornell”.
UNESCO is sharing 10 recommendations during this period:
UNESCO iratanga inama 10 zo kwifashisha muri iki gihe cy’icyorezo:
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.
Gusuzuma uko kwitegura guhangana n’icyorezo bihagaze no guhitamo ibyo ukoresha bya ngombwa: Gufata icyemezo maze ugakoresha ikoranabuhanga ryo mu rwego rwo hejuru n’iryo mu rwego rwo hasi hakurikijwe ubushobozi bw’abatanga serivisi mu gace runaka, interineti n’ubumenyi mu by’ikoranabuhanga bw’abarimu n’abanyeshuri.
This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.
Bishobora kuba ari imbuga zo kwigiraho, videwo z’amasomo, amasomo yo kuri interineti (MOOC), no gutangaza amasomo hifashishijwe radiyo na televiziyo.
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.
Guharanira ko izo gahunda zo kwiga hakoreshejwe iyakure zidaheza: Gushyiraho ingamba zo gukora ku buryo abanyeshuri harimo n’abafite ubumuga cyangwa abakomoka mu miryango ikennye babona gahunda yo kwiga hakoreshejwe iyakure, niba umubare muto muri bo ari wo ushobora kubona ibikoresho by’ikoranabuhanga.
Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
Gushyiraho uburyo bwo kuvana ibyo bikoresho mu mashuri yabugenewe nka mudasobwa maze bigahabwa imiryango kugira ngo biyifashe kubona interineti by’igihe gito.
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.
Kurinda ubuzima bwite bw’amakuru n’umutekano w’amakuru: Kubona umutekano w’amakuru igihe uri kohereza amakuru cyangwa uri kohereza amasomo ku mbuga, ndetse n’igihe uri kubisangiza ibigo cyangwa abantu ku giti cyabo.
Ensure that the use of applications and platforms does not violate students’ data privacy.
Guharanira ko ikoreshwa rya porogaramu n’imbuga bitabangamira ubuzima bwite bw’abanyeshuri.
Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other.
Gushyira imbere uburyo bwo gukemura imbogamizi z’ubuzima bwo mu mutwe n’imyitwarire mbere yo gutangira kwigisha: Gukoresha ibikoresho bihari byifashishwa mu koroshya imikoranire hagati y’amashuri, ababyeyi, abarimu n’abanyeshuri.
Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.
Gushyiraho amatsinda afasha mu gutuma abantu bashyikirana ku buryo buhoraho, gushyiraho amatsinda yo gufashanya no gukemura imbogamizi z’ubuzima bwo mu mutwe n’imyitwarire abanyeshuri bashobora kugira igihe bari bonyine.
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.
Gutegura gahunda zo kwiga hakoreshejwe iyakure: Gutegura ibiganiro n’abafatanyabikorwa mu gusuzuma igihe amashuri ashobora gukomeza gufunga no kwemeza niba gahunda zo kwiga hakoreshejwe iyakure zakwibanda ku kwigisha amasomo mashya cyangwa gusubira mu masomo abanyeshuri bari barize.
Plan the schedule depending on the situation of the affected zones, level of studies, needs of students needs, and availability of parents.
Gushyiraho gahunda hakurikijwe uko ibintu byifashe mu bice byugarijwe n’icyorezo, urwego rw’amasomo, ibyo abanyeshuri bakeneye n’imibonekere y’ababyeyi.
Choose the appropriate learning methodologies based on the status of school closures and home-based quarantines.
Guhitamo uburyo bwo kwiga buboneye hashingiwe ku mimerere yo gufunga amashuri n’akato ko mu rugo.
Avoid learning methodologies that require face-to-face communication.
Kwirinda uburyo bwo kwiga busaba ko abantu babonana imbonankubone.
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.
Guha ubufasha abarimu n’ababyeyi ku ikoreshwa ry’ibikoresho by’’ikoranabuhanga: Gutegura amahugurwa magufi cyangwa amasomo yo gusobanurira abarimu n’ababyeyi, niba ikurikiranabikorwa n’ubufasha bikenewe.
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.
Gufasha abarimu gutegura imikorere y’ibanze nko gukoresha interineti niba ari ngombwa kugira ngo batange amasomo ako kanya hakoreshejwe ikoranabuhanga.
Blend appropriate approaches and limit the number of applications and platforms: Blend tools or media that are available for most students, both for synchronous communication and lessons, and for asynchronous learning.
Guhuza uburyo buboneye no kugabanya umubare wa porogaramu n’imbuga: Guhuza ibikoresho cyangwa imiyoboro ihari ku banyeshuri benshi, yaba mu guhuza uburyo bwo guhanahana amakuru n’amasomo ako kanya no kwiga bitari ako kanya.
Avoid overloading students and parents by asking them to download and test too many applications or platforms.
Kwirinda kunaniza abanyeshuri n’ababyeyi ubasaba gukurura no kugerageza porogaramu cyangwa imbuga nyinshi.
Develop distance learning rules and monitor students’ learning process: Define the rules with parents and students on distance learning.
Gushyiraho amabwiriza agenga kwiga hakoreshejwe iyakure no gukurikirana imyigire y’abanyeshuri: Gusobanurira ababyeyi n’abanyeshuri amabwiriza agenga kwiga hakoreshejwe iyakure.
Design formative questions, tests, or exercises to monitor closely students’ learning process.
Gutegura ibibazo, isuzumabumenyi cyangwa imyitozo mu gukurikiranira hafi imyigire y’abanyeshuri.
Try to use tools to support submission of students’ feedback and avoid overloading parents by requesting them to scan and send students’ feedback
Kugerageza gukoresha ibikoresho bifasha abanyeshuri gutanga ibitekerezo no kwirinda kunaniza ababyeyi ubasaba ko basikana bakanohereza ibitekerezo by’abanyeshuri
Define the duration of distance learning units based on students’ self-regulation skills: Keep a coherent timing according to the level of the students’ self-regulation and metacognitive abilities especially for livestreaming classes.
Gusobanura igihe amasomo yo kwiga hakoreshejwe iyakure amara hashingiwe ku bumenyi bw’umunyeshuri bwo kwigenzura: Gukomeza gushyiraho igihe kidahinduka hakurikijwe urugero rw’abanyeshuri rwo kwigenzura n’ubushobozi bw’ubwenge bwabo, cyane cyane mu masomo atangwa ako kanya hakoreshejwe ikoranabuhanga.
Preferably, the unit for primary school students should not be more than 20 minutes, and no longer than 40 minutes for secondary school students.
Ibyiza ni uko amasomo y’abanyeshuri bo mu mashuri abanza atagomba kurenza iminota 20, no kutarenza iminota 40 ku banyeshuri biga mu mashuri yisumbuye.
Create communities and enhance connection: Create communities of teachers, parents, and school managers to address sense of loneliness or helplessness, facilitate sharing of experience and discussion on coping strategies when facing learning difficulties.
Gushyiraho amatsinda no kurushaho gukorana: Gushyiraho amatsinda y’abarimu, ababyeyi n’abayobozi b’amashuri yo gukemura ibibazo byo kumva umuntu ari wenyine cyangwa ntawe umufasha, koroshya uburyo bwo guhana ubumenyi no kungurana ku ngamba zo guhangana n’ingorane mu kwiga.
290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response, UNESCO.
Abanyeshuri miriyoni 290 ntibiga kubera COVID-19: UNESCO yatanze imibare ya mbere ku isi yose isaba ko hafatwa ingamba zo kuyirwanya, UNESCO.