atepeq/tico19 huggingface dataset:
The New England Journal of Medicine reports that a lack of hand-washing remains at unacceptable levels in most medical environments, with large numbers of doctors and nurses routinely forgetting to wash their hands before touching patients, thus transmitting microorganisms.
Wargesyka New England ee Caafimaadka ayaa laga qoray in faraxal la'aanta aan laga ogolayn badanaa meelaha caafimaadka, taas oo tiro badan oo dhakhtaro iyo kaaliyayaal caafimaad ahi ay iloobaan inay si joogto ah u dhaqaan gacmahooda kahor inta ayna taaban bukaanka, markaa ay gudbiyaan cayayaanada.
One study showed that proper hand-washing and other simple procedures can decrease the rate of catheter-related bloodstream infections by 66 percent.The World Health Organization has published a sheet demonstrating standard hand-washing and hand-rubbing in health-care sectors.
Daraasad ayaa muujinaysa in gacmo maydhiga munaasabka ah iyo nidaamyada kale ee fudud ay yareeyaan xadiga caabuqa dhiiga ee kaadida u mara boqokiiba 66. Hay'ada Caafimaadka Adduunku waxa ay baahisay in waraaqo ay ku qoran yahay heerka gacmo maydhiga iyo gacmo isku xoqa ee waaxda daryeelka caafimaad.
The draft guidance of hand hygiene by the organization can also be found at its website for public comment.
Tilmaamaha qabyada ah ee nadaafada gacmaha ee hay'ada waxaa laga heli karaa websaytka si ay shacabku uga faaloodaan.
A relevant review was conducted by Whitby et al.
Naqdinta ku munaasabka ah waxaa weeyey Whitby et al.
Commercial devices can measure and validate hand hygiene, if demonstration of regulatory compliance is required.
Aalado la iibiyo ayaa lagu cabiri karaan oo lagu xaqiijinta karaa nadaafada gacmaha, hadii loo baahdo in lasoo bandhigo u hogaansanka shuruudaha.
The World Health Organization has "Five Moments" for washing hands:
Hay'ada Caafimaadka Adduunka waxa ay leedahay "Shan Wakhti" oo gacmaha la maydho:
after exposure to blood/body fluids
kadib marka la taabto dhiig/dheecaanka jidhka
before an aseptic task, and
kahor inta aanad inta aan la qaban shaqo wasakh keeneysa, iyo
after patient care.The addition of antiseptic chemicals to soap ("medicated" or "antimicrobial" soaps) confers killing action to a hand-washing agent.
kadib marka bukaanka loo adeego.Sidoo kale kiimikada saabuunta disha jeermiska ("saabuunta dawo lagu daray" ama "cayayaanka laysa") ficilka dilida cayayaanka marka gacmaha lagu dhaqo.
Such killing action may be desired prior to performing surgery or in settings in which antibiotic-resistant organisms are highly prevalent.To 'scrub' one's hands for a surgical operation, it is necessary to have a tap that can be turned on and off without touching it with the hands, some chlorhexidine or iodine wash, sterile towels for drying the hands after washing, and a sterile brush for scrubbing and another sterile instrument for cleaning under the fingernails.
Ficilka noocaas ah ee dilidu waxaa loo baahan karaan kahor inta aan la samaynin qaliin ama meesha aadka looga dilo cayaayaan caabuqa keena.Waa in lagu xoqaa 'halka' gacan ee wax lagu qalayo, hadii loo baahdo in tuubada iyada oo aan la taaban is furi karta oo isna xiri karta, xoogaa chlorheidine ama iodine ayaa lagu dhaqi, towaal nadiif ah si loogu qalajiyo gacmaha kadib dhaqida, iyo burush nadiif ah oo lagu xoqo iyo agab kale oo la nadiifiyay oo lagu nadiiyo cidiyaha hoostooda.
All jewelry should be removed.
Dhamaan waxa la isku qurxiyo waa in la iska saaraa.
This procedure requires washing the hands and forearms up to the elbow, usually 2–6 minutes.
Nidaamkani wuxuu u baahan yahay in ladhaqo gacmaha iyo gacanta inta hore illaa xusulka, inta badan 2-6 daqiiqadood.
Long scrub-times (10 minutes) are not necessary.
Mudada dheer oo la isku xoqo (10 daqiiqo) looma baahna.
When rinsing, water on the forearms must be prevented from running back to the hands.
Markii la biyo raacinaayo, biyaha gacmaha dhudhuka waa in laga hortago intaysan dib ugu dhicin gacmaha.
After hand-washing is completed, the hands are dried with a sterile cloth and a surgical gown is donned.
Kadib marka la dhameeyo maydhista gacmaha, gacmaha waa in lagu nadiifiyaa more nadiif ah iyo waa in marada qaliinka la xidhaa.
To reduce the spread of germs, it is better to wash the hands or use a hand antiseptic before and after tending to a sick person.
Si loo yareeyo faafitaanka jeermiska, waxaa wanaagsan in la dhaqo gacmaha ama la isticmaalo jeermis ka dilaha gacmaha kahor iyo kadib marka loo adeegayo qofka xanuunsanaya.
For control of staphylococcal infections in hospitals, it has been found that the greatest benefit from hand-cleansing came from the first 20% of washing, and that very little additional benefit was gained when hand cleansing frequency was increased beyond 35%.
Si loo xakameeyo caabuqa staphylococcal ee isbitaalka, waxaa la ogaaday faa'dada ugu badan ee gacmo dhaqida inay ka timaado dhaqida hore boqol kiibo 20%, oo waxaa laga dheefaa wax yar marka dhaqida joogtada ahi ay ka badato boqol kiiba 35%.
Washing with plain soap results in more than triple the rate of bacterial infectious disease transmitted to food as compared to washing with antibacterial soap.Comparing hand-rubbing with alcohol-based solution with hand washing with antibacterial soap for a median time of 30 seconds each showed that the alcohol hand-rubbing reduced bacterial contamination 26% more than the antibacterial soap.
Ku dhaqida saabuunta caadiga ahi waxa ay sadex jibaar gaarsiisaa kala qaadida xanuunada caabuqa bakteeriyada ee cuntada marka loo eego ku dhaqida sabuunta jeermiska disha. Marka la barbar dhigo gacmo ku masixida aalkolada iyo gacmo ku dhaqida saabuunta bakteeriyada disha ee wakhti dhaxaad ah ilaa 30 ilbiriqsi mid walba waxaa lagu arkay in aalkolada lagu masaxo gacmuhu ay bakteeriyada hoos u dhigaan boqol kiiba 26% marka loo eego saabuunta jeermiska disha.
But soap and water is more effective than alcohol-based hand rubs for reducing H1N1 influenza A virus and Clostridium difficile spores from hands.Interventions to improve hand hygiene in healthcare settings can involve education for staff on hand washing, increasing the availability of alcohol-based hand rub, and written and verbal reminders to staff.
Laakiin saabuunta iyo biyaha ayaa ka waxtar badan alkohoosha gacmaha lagu masaxo yaraynta H1N1 hargabka A fayruska ah iyo Clostridium hoos u dhiciisa gacmaha. Wax ka qabadka nadaafada gacmaha ee bahdhismeedka daryeelka caafimaad waxa ku jiri kara barista shaqaalaha gacmo maydhiga, kordhinta helitaanka alkohoosha gacmaha lagu masaxo, iyo qoraalka iyo hadalka xasuusinta shaqaalaha.
There is a need for more research into which of these interventions are most effective in different healthcare settings.
Waxaa loo baahan yahay daraasad dheeraad ah oo lagu sameeyo kuwan ka ugu haboon habdhismeedka daryeelka caafimaadka ee kala duwan.
In developing countries, hand washing with soap is recognized as a cost-effective, essential tool for achieving good health, and even good nutrition.
Dalalka soo koraya, gacmo ku maydhashada saabuunta ayaa loo yaqaan inay tahay ka ugu jaban, oo ah shay daruuri ah oo lagu gaadho caafimaad wanaagsan, iyo xataa nafaqada wanaagsan.
However, a lack of reliable water supply, soap or hand washing facilities in people's homes, at schools and at the workplace make it a challenge to achieve universal hand washing behaviors.
Laakiin, maadaama oo ay ku yar yihiin biyuhu, saabuun iyo ama xarumaha farxalku ee guryaha dadka, dugsiyada iyo goobaha shaqada waxaa ku adag in laga dhabeeyo habdhaqanka farxalka ee caalamiga ah.
For example, in most of rural Africa hand washing taps close to every private or public toilet are scarce, even though cheap options exist to build hand washing stations.
Tusaale ahaan, badanaa miyiga Afrika waxaa ku yar tuubooyinka lagu farxalanayo ee gaar loo leeyahay ama suuliyaasha shacabka ku garab yaala way yar yihiin, in kasta oo ay tahay ikhtiyaarka ugu jaban ee jira in la dhiso meelo lagu farxasho.
However, low hand washing rates rather can also be the result of engrained habits rather than due to a lack of soap or water.
Laakiin, farxal yaraantu waa habdhaqan laga dhaxlay saabuun iyo biyo la'aanta ka jirta.
The promotion and advocacy of hand washing with soap can influence policy decisions, raise awareness about the benefits of hand washing and lead to long-term behavior change of the population.
Wacyi gelinta iyo u ololeynta farxadka iyada oo saabuun la isticmaalayo waxa ay saamayn kartaa go'aamada xeerka, waxa ay abuuri kartaa wacyi gelin ku saabsan faa'dada farxalka oo waxa ay keeni kartaa is badal habdhaqanka ah oo mudada dheer ah oo shacabka ah.
For this to work effectively, monitoring and evaluation are necessary.
Si tan si wax ku ool ah loo gaadho, waxaa loo baahan yahay kormeer iyo qiimayn.
A systematic review of 70 studies found that community-based approaches are effective at increasing hand washing in LMICs, while social marketing campaigns are less effective.One example for hand washing promotion in schools is the "Three Star Approach" by UNICEF that encourages schools to take simple, inexpensive steps to ensure that students wash their hands with soap, among other hygienic requirements.
Qiimayn lagu sameeyay 70 daraasadood ayaa lagu ogaaday in qaababka bulshada ku salaysan uu wax ku ool yahay kordhinta farxalka ee LMICs, halka ololaha ka dhaadhicinta bulshadu aanu waxtar badan lahayn. Hal tusaale oo wacyi gelinta farxalka ah ee dugsiyadu waa "Qaabka Sadexda Xidigood" ee UNICEF kaas oo ay ku dhiiri gelinayso dugsiyada inay qaadaan talaabooyin fudud, talaabooyin aan qaali ahayn si loo xaqiijiyo in ardaydu ay ku farxashaan saabuun, iyo sidoo kale shuruudo kale oo nadaafada ah.
When minimum standards are achieved, schools can move from one to ultimately three stars.
Marka heerka ugu yar la gaadho, dugsidu waxa ay meesha ka saarayaa sadexda xidigood ee ugu sareeya.
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.
Samaynta meelo lagu farxasho waxa ay qayb ka noqon karaan ololaha wacyi gelinta farxalka ee la qaadayo si loo yareeyo xanuunada iyo dhimashada ilmaha.
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.
Maalinta Caalamiga ah ee Farxalka waxaa weeye tusaale kale oo lagu samaynayo wacyi gelin taas oo lagu doonayo in lagu badalo habdhaqanka. Safmarka coronavirus 2019-20 dartiis, UNICEF waxa ay wadaa olole lagula qabsanayo farxalka.
Few studies have considered the overall cost effectiveness of hand washing in developing countries in relationship to DALYs averted.
Dhawr daraasadood ayaa lagu eegey qaab jaban oo farxalka dalalka soo koraya looga sameeyo oo la xidhiidha DALYs dabelkeeda.
However, one review suggests that promoting hand washing with soap is significantly more cost-effective than other water and sanitation interventions.
Si kastaba ha noqotee, hal mid oo kamid ah kuwa lagu taliyay ee dhiirrigelinta gacmo-dhaqashada saabuunku ay aad uga qiimo badan tahay waxtarka ka badan waxqabadyada kale ee biyaha iyo fayadhowrka.
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".
Muhiimiyada uu farxalku u leeyahay caafimaadka bila aadamka – gaar ahaan dadka ku jira xaalada nugul sida hooyada iminka dhashay ama askarta dhaawactay ee ku jira isbitaalada – ayaa markii ugu horeesay la aqoonsaday bartamihii qarnigii 19-aad oo waxaa aqoonsaday laba hogaamiye oo nadaafada gacmaha ah: Dhakhtarka Hangari u dhashay ee Ignaz Semmelweis oo ka shaqayn jiray Vienna, Awstariya iyo Florence Nightingale, oo Ingiriis ahaan "aas aasihii kaaliyaha caafimaadka casriga ah".
At that time most people still believed that infections were caused by foul odors called miasmas.
Waqtigaas badanaa dadku waxa ay aaminsanayaayeen in caabuqa uu keeno urta loo yaqaan miasmas.
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.
1980yaadkii, caabuq ka dhashay cuntada iyo daryeelka caafimaadka caabuq la xidhiidha ayaa keeney in Xarunta Xakamaynta iyo Kahortaga Xanuunada Maraykanka inay si firfircoon u bilawdo wacyi gelinta nadaafada gacmaha taas oo markaa ah qaab muhiim ah oo lagaga hortago faafitaanka caabuqa.
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.
Safmarkii hargabkii swine ee 2009-kii iyo safmarka COVID-19 ee 2020-ga ayaa kordhiyay wacyi gelinta dalal badan oo ah muhiimiyada ku faraxalashada sabuunta si markaa la iskaga ilaaliyo xanuunada.
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.
Tusaale ahaan, waraaqo ku saabsan "farsamada saxda ah ee farxalka" ayaa lagu soo dhajiyay farxalka agtiisa meelaha suuliyada dadka ka dhaxeeya iyo suuliyada dhismayaasha xafiisyada iyo madaarada Jermalka.
The phrase "washing one's hands of" something, means declaring one's unwillingness to take responsibility for the thing or share complicity in it.
Kalmada "dhaq mid gacamihiis" ee wax, waxay ka timid in uu qof diido masuuliyad kor u ridashada wax ama wadaagista kaas.
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.
Waxa ay ka timid baybalka weedha ku taal ee Matthew taas oo Pontius Pilate uu iska maydhay gacmahiisa wixii go'aan ah ee lagu dilayay Ciise Misiixi, laakiin waxa uu noqday kalmad balaadhan oo si wayn loo isticmaalo bulshooyinka qaar Ingiriiska.
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.
Shakespeare Macbeth, Lady Macbeth waxa ay bilawday inay si qasab ah gacmaheeda u dhaqdo si iskuday ah si ay u nadiifiso wasakhda mala awaalka ah,iyada oo matalaysa damiirkeedii dambiga ahaa ee ku saabsan dambiyada ay gashay isla markaana ay ninkeeda u horseeday inuu sameeyo.
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.
Waxaa sidoo kale la ogaaday in dadka, kadib marka ay xasuustaan ama ay sameeyaan ficil damiirka u daran, inay badanaa maydhaan gacmaha si kasii badan intii hore, oo waxa ay isku dayaan inay qiimeeyaan agabka lagu farxasho intii hore wax ka badan.
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.
Intaa waxaa sii dheer, kuwa loo oggol yahay inay gacmahooda dhaqaan ka dib markii laga fiirsado sidaas oo kale uma badna inay ku lug yeeshaan falal kale oo "nadiifin" ah, ficilkaasi, sida ikhtiyaarka.
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.
Diimaha ayaa qeexa falxalka iyo nadaafada hab ku dayasho leh. Calaamada farxalka, iyada oo la isticmaalayao biyo aan saabuun lahayn si loogu farxalo waxaa kamid ah farxalka ku jira diimo badan, oo ay kamid yihiin Baha'i Diinta ah, Hinduusimka, tevilah iyo netilah yadayim ee Judaidm-ka, Lavabo ee Kiristanka iyo Wudhu ee Islaamka. Diimaha ayaa sidoo kale u qora farxalka, gaar ahaan ficilada qaar la sameeyo.
Hinduism, Judaism and Islam mandate washing of hands after using the toilet.
Hinduism, Judaism, iyo Islaamka ayaa waajibiya in la faraxasho marka suuliga laga soo baxo.
And, Hinduism, Buddhism, Sikhism, Judaism and Islam mandate washing of hands before and after every meal.
Iyo, Hinduuga, Buddhsm, Sikhim, Yahuudda iyo Islaamka ayaa waajibiya faraxalka kahor iyo cuntada.
Impact of the 2019–20 coronavirus pandemic on education
Safmarka 2019-20 coronavirus ayaa saamayn ku yeeshay nidaamka waxbarasho ee caalamka oo dhan, taas oo markaa horseeday in ay baahdo xidhitaanka dugsiyada iyo jaamacaduhu.
The 2019–20 coronavirus pandemic has affected educational systems worldwide, leading to the widespread closures of schools and universities.
Laga bilaabo 8 Abriil 2020, celcelis aahan 1.716 bilyan oo arday ah ayuu saameeyay xidhitaanka dugsiga taas oo lagaga jawaabayo COVID-19.
As of 8 April 2020, approximately 1.716 billion learners have been affected due to school closures in response to COVID-19.
Sida lagu sheegey la socodka UNESCO, 188 dal ayaa dhaqan geliyay amarka joogitaanka guriga iyo 5 ayaa dhaqan geliyay xidhitaanka deegaanka, taas oo saamaysay 99.4% ardayda caalamka.
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.
Maarso 23 2020, Shaybaadhka Caalamiga ah ee Cambridge (CIE) waxa ay soo saareen bayaan ay ku dhawaaqayaan joojinta Cambridge IGCSE, Cambridge O Level,Cambridge International AS & A Level, Dhibloomada Cambridge ee AICE, iyo shaybaadhka Pre-U ee Cambridge ee Maajo/Juun 2020 taxanada dhamaan dalalka.
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.
Xafiiska Imtixaanaadka ee Qaran waxa uu sidoo kale wuu joojiyay. Xidhitaanka dugsiga kaliya muu saamaynin ardayda, macalimiinta, iyo qoysaska, laakiin waxa uu leeyahay saamayn ka wayn oo dhaqaale iyo bulsho.
International Baccalaureate exams have also been cancelled.School closures impact not only students, teachers, and families, but have far-reaching economic and societal consequences.
Xidhitaanka dugsiyada oo lagaga jawaabayo COVID-19 waxa uu soo saaray arrimo kale oo bulsho iyo dhaqaale oo kale, oo ay ku jiraan daynta ardayda, waxbarashada dhijitaalka ah, amaanka cuntada, iyo bilaa guri nimo, iyo sidoo kale helitaanka daryeelka ilmaha, daryeelka caafimaad, guryaynta, interternak iyo adeegyada laxaad la'aanta.
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.
Saamaynteedu aad ayay u saamaysay qoysaska iyo caruurta laga sadbursaday, taas oo keentay khalkhal waxbarashada, waxyeelo nafaqada ah, mushkilado daryeelka ilmaha ah, iyo raad dhaqaale oo qoysaska ah kuwaas oo aan shaqayn karin. Iyada oo laga jawaabayo xidhitaanka dugsiga, UNESCO waxa ay ku talinaysaa isticmaalka waxbarashada la dhigayo iyada oo aan la isla joogin iyo in la furto barnaamijyada waxbarashada iyo madalaha dugsiyada iyo macalinku ay u isticmaali karaan waxbarashada iyada oo aan la wada joogin iyo in la xadido khalkhalka waxbarashada.
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.
Dadaalka loogu jiro in la sameeyo qaab wax looga qabanayo faafitaanka COVID-19 oo aan ahayn dawo iyo talaabooyinka kahortaga sida kala fogaanshaha dadka iyo is aysoleet garaynta waxa ay keentay in baahsan loo xidho dugsiyada hoose, sare iyo farsamo wax ka badan 100 dal. Caabuqyada hore ee safmarka ahaa waxay horseedeen xidhitaanka waxbarashada ee caalamka oo dhan, heerar kala duwan oo saamayn ah.
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.
Qaab xisaabeed ayaa muujiyay in faafitaanka safmarka uu markaa dib u dhigi karo xidhitaanka dugsiyada.
Mathematical modelling has shown that transmission of an outbreak may be delayed by closing schools.
Laakiin, saamayntu waxay ku xidhan tahay xidhiidhka ay banaanka dugsiga ku leeyahay caruurta.
However, effectiveness depends on the contacts children maintain outside of school.
Xidhitaanka dugsigu waxa uu wax ku ool yahay marka dhakhso loogu dhaqmo.
School closures may be effective when enacted promptly.
Hadii xidhitaanka dugsigu uu yimaado wakhti danbe marka safmarku soo baxo, waxa yaraanaysa waxtarka ama wax samaayn ah ma yeelan karo.
If school closures occur late relative to an outbreak, they are less effective and may not have any impact at all.
Sidoo kale, mararka qaar, dib u furida dugsiyada kadib marka la xidho dugsiga mudo kadib waxa uu kordhinayaa xadiga caabuqa.
Additionally, in some cases, the reopening of schools after a period of closure has resulted in increased infection rates.
Maadaama oo xidhitaanku uu barbar socdo waxyaabo kale sida mamnuucida isku imaatinka dadka, waxaa adag in la qiyaaso saamaynta gaarka ah ee dugsigu leeyahay. Intii lagu jiray safmarkii hargabka 1918-1919 ee Maraykanka, dugsiyada waa la xidhay oo waxaa la mamnuucay isku imaatinka dadka taas oo la xidhiidhay yaraynta tirada xadiga dhimashada.
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.
Magaalooyinka dhaqan geliyay wax ka qabadkan hore waxa dib u dhacday inay gaadhaan heerka ugu sareeya ee dhimasho.
Cities that implemented such interventions earlier had greater delays in reaching peak mortality rates.
Xidhitaanka dugsiyada ee mudo dhexe oo ah 4 todobaad sida ay muujinayso daraasda 43 magaalo oo Maraykanka ah taas oo lagaga jawaabayay Hargabkii Isbaanishka.
Schools closed for a median duration of 4 weeks according to a study of 43 US cities' response to the Spanish Flu.
Xidhitaanka dugsiyada waxa ay muujiyeen inay hoos u dhigeen isku gudbinta hargabka Aasiya 90% safmarkii intii u dhaxaysay 1957-58, iyo 50% xakamaynta hargabka Maraykanka, 2004-2008. Dalal badan ayaa ku guulaystay inay yareeyaan faafitaanka caabuqa markii ay xidheen dugsiyada 2009 H1N1 Hargabkii ahaa.
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.
Xidhitaanka dugsiga ee magaalada Oita, Jabaan, waxa la ogaaday inuu horseeday in lagu guulaysto yaraynta tirada ardayda ee qaaday wakhtigii uu ugu badnaa caabuqu; laakiin xidhitaanka dugsiyada waxaa la ogaaday in aanu saamayn wayn ku yeelan dhimista tirada guud ee dadka qaadaya.
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.
Xidhitaanka dugsiga ee waajibka ah iyo talaabooyinka kala fogaanshaha dadka waxay la xidhiidhaan yaraynta 29% ilaa 37% xadiga isku gudbinta hargabka.
Mandatory school closures and other social distancing measures were associated with a 29% to 37% reduction in influenza transmission rates.
Xidhitaanka dugsiga ee hore ee Maraykanka wakhtigii uu ugu badnaa safmarka 2009 H1N1 Hargabka ah.
Early school closures in the United States delayed the peak of the 2009 H1N1 Flu pandemic.
Marka laga tuugo guusha guud ee xidhitaanka dugsigu keeney, waxbarashada xidhitaanka dugsiga ee Michigan waxaa la ogaaday inay "xidhitaanka dugsiga ee jawaabta heer degmo inayna waxba tarin." Intii lagu jiray hargabka iswayn 2009 ee Ingiriiska, maqaal uu magiciisu ahaa "Xidhitaanka dugsiga wakhtiga safmarka hargabka" oo ay qoreen Xanuunada Faafa ee Lancet, koox khubaro xanuunada faafa ah ayaa amaanay xidhitaanka dugsiyada si loo yareeyo caabuqa, oo yareeyo faafitaanka oo wakhtina loogu helo daraasada iyo soo saarka talaalka.
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.
Maadaama oo la daraasadeedayay safmarka hargabka ee hore oo ay ku jiraan safmarkii hargabkii 1918, safmarka hargabkii 1957 iyo safmarkii hargabka 1968, waxa ay ka warameen saamaynta dhaqaale iyo shaqaalaha ee xidhitaanka dugsiga, gaar ahaan maadaama oo ay tiro badan boqoliiba yihiin dhakhtaartiirta iyo kaaliyayaasha caafimaadku dumar, kuwaa soo kala badh ay leeyihiin caruur ka yar 16 jir.
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.
Waxa ay sidoo kale eegeyaan qaabka uu u faafo hargabku Faransiiska intii lagu jiray safaxa dugsiyada ee Faransiiska oo waxa ay arkeen in kiisaska xanuunku uu hoos u dhacay markii la xidhay dugsiyada oo uu dibna usoo noqday markii dib loo furay.
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.
Waxa ay arkeen in marka macalimiinta Israaiil ay mudahadaraadeed xiligii hargabka ee 1999-2000, tirada dadka ee dhakhaatiirta ugu tagaya xanuunada hawo mareenka ayaa hoos ugu dhacday kala badh iyo libi laab.
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.
Xarumaha dugsiyada iyo daryeelka ilmaha, Xarunta Kahortaga iyo Xakamaynta Xanuunada Maraykanku waxa ay ku talisay in xidhitaanka mudada gaaban ah ama jeermis ka dilida hadii qof xanuunka qabaa uu soo galo dhisma dugsiga iyada oo aan loo eegeynin hadii uu faafiyay iyo in kale.
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.
Marka uu jiro qaabka ugu yar ee faafitaanka bulshada dhaxdeexa, khidada kala fogaanshaha ayaa la dhaqan gelin karaan sida in la joojiyo safarada waxbarashada, isku imaatinada, iyo inay dad badan isku yimaadaan sida waxbarashda ama fasalada alamiitada ama cuntada maqaaxida, korodhka masaafada u dhaxaysa miisaska, habaynta wakhtiga la imanaya iyo wakhtiga laga baxayo, xadidaada booqashada aan loo baahnayn, iyo isticmaalida xafiisyo gaar ah oo caruurta qaba calaamado sida hargabka ah oo kale.
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.
Marka ay jirto isku gudbin aad u wayn oo bulshad deegaanka ah, marka laga tago khidada kala fogaanshaha dadka, waxaa macquul ah in la kordhiyo mudada uu xidhan yahay dugsigu.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
Janaayo 26, Jayna waxay soo saartaa talaabooyin lagu xakamaynayo faafitaanka COVID-19 taas oo lagu kordhinayo mudada Fasaxa Dayrta si loo xakameeyo faafitaanka.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Jaamacadaha iyo dugsiyada ee dalka oo dhan ayaa la xidhay.
Universities and schools around the country closed.
Febraayo 23, Wasiirka Iran ee Caafimadka ayaa ku dhawaaqay xidhitaanka jaamacadaha, hay'adaha waxbarashada sare iyo dugsiyada dhawr magaalo iyo degmooyin.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Maarso 3, UNESCO waxa ay soo saartay tiradii ugu horeeyay ee caalamka ee dugsiyada iyo jaacamada uu saameeyay.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Waxaa la sheegey in 13 dal ay marka hore ka sii hortageen taas oo ay ku jirto xidhitaanka dugsiyada iyo jaamacadaha, taas oo saamaysay 290.5 milyan oo arday caalamka oo dhan.
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.
Taas jawaabteeda, UNESCO waxa ay ugu baaqday inay dalalku dhaqan geliyaan waxbarashada iyada oo aan la joogin la isku dhigi karo si ay ardayda iyo qoysasku u helaan.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
Maarso 4, dawlada Talyaaniga ayaa soo saartay amar in la wada xidho dhamaan dugsiyada iyo jaamacadaha dalka oo ah maadaama oo Talyaaniga markaa tirada dadka dhintay ay gaadheen 100.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Markii ay sidaa sameeyeen, Talyaanigu waxa uu noqday dalkii 22 aad ee sadexda qaaradood ee ku dhawaaqa ama markaa dhaqan geliya xidhitaanka dugsiyada.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Maarso 5, badanaa ardayda uu sameeyay talaabooyinka COVID-19 ee xaalada degdegu waxa ay ku sugnaayeen Jayna, taas oo 233 milyan oo arday ah uu sameeyay, waxaana ku xigtay Jabaan oo 16.5 arday ah iyo Iiraan oo ah 14.5 milyan oo arday
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.
Maarso 10, mid kamid ah shan arday caalamka oo dhan "ayaa guriga u joogay COVID-19 dartiis" halka mid kamid ah afartii ardayna uu sii dhigan kari waayay waxbarashada sare.
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.
Maarso 13, dawladaha 49 dal ayaa ku dhawaaqay ama dhaqan geliyay xidhitaanka dugsiyada, waxaana kamid ah 39 dal oo xidhay dugsiyada dalka oo dhan iyo 22 dal oo xidhay dugsiyada deegaamo.
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.
Maarso 16, waxaa tiradaasi inta ay kasoo kacday 49 gaadhay 73 dal sida ay sheegtey UNESCO.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Maarso 19, 50% ardayda caalamka oo dhan ayuu sameeyay xidhitaanka dugsigu, taas oo u dhiganta in 102 dal ay xidheen oo 11 dalna ay deegaanku xidheen taas oo saamaysay 850 milyan oo caruur iyo dhalinyaro ah.
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.
Maarso 20, wax ka badan 70% ardayda caalamka ayuu sameeyay xidhitaanku, taas oo 124 dal ay xidheen dugsiyada.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Maarso 23, dhamaan dugsiyada Nayjeeriya ayay xidhay dawlada Nayjeeriyi, sidoo kale suuqaqa ayaa la xidhay oo caruurtana waxa ay waalidku ka mamnuuceen inay fiyaarada soo dhaafaan.
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.
Maarso 26, dhamaan dugsiyada Niyuuslan iyo jaamacadaha ayaa la xidhay dalka oo dhan.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Dawladu waxay kusoo rogtay laba todobaad oo safar ah, taas oo ardayda u sahlaysa inay u gudbaan waxbarashada iyada oo guriga la joogo sidii ugu dhakhsaha badnayd.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Jaamacadaha waxaa la xidhay mudo hal todobaad ah, laakiin waxay intaa wixii ka danbeeya lagu sii waday waxbarashada online ahaan.
Universities have closed for one week, but resumed with online teaching afterwards.
Adeegyada kale ee dugsiyada ayaa shaqaynayay, laakiin waxbarashada waxaa lagu koobay in guriga lagu dhigto.
Other school services remain open, but teaching is restricted to distant learning.
Maarso 27, ku dhawaad 90 ardayda caalamku waxba may dhiganaynin.
By 27 March, nearly 90 percent of the world's student population was out of class.
Deegaanada ay weli dugsiyadu u furnaayeen waxaa kamid ah Taywaan, Singaaboor, Awstaraaliya, Iswiidhan iyo meelo kamid ah Maraykanka.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Maarso 29, wax ka badan 1.5 bilyan caruur ah iyo arday kale ayuu sameeyay xidhitaanka dugsiyada ee dalka oo dhami.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Kuwa kale waxaa khalkhaliyay dugsiyada deegaankooda oo xidhan.
Others were disrupted by localized closures.
Ilaa Abriil 6, waxaa la kordhiyay mudada ay xidhan yihiin dhamaan dugsiyada sare ee Kurkamistan.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
Amar uu saxeexay Wasiirka Caafimaadka oo ahayd talaabo kahortag ah oo lagu doonayay in lagaga hortago faafitaanka xanuunka neefsiga oo markaa la xidhiidha safmarka coronavirus ee WHO.
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.
Dalal ah 10 ayaa deegaamo kaliya xidhay dugsiyadooda, UNECSO waxay ku qiyaastaa in 473,933,356 arday inay khatar ugu jirtaan (dugsiya hoose ilaa waxbarashada sare) iyo in 77,938,904 ardayna inay khatar ugu jiraan waxbarashada deegaanka.
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.
Fiiro gaar ah: Tirada wadarta ah ee ardayda dhigta dugiyada hoose, xanaanada caruurta, dugsiga sare ee hoose, iyo dugsiyada sare ee sare ee heerarka waxbarashada [ISCED heerarka ah 0 ilaa 3], iyo sidoo kale heerarka waxbarashada deegaanka [ISCED heerarka ah 5 ilaa 8] kuwaas oo deegaan ahaan saamayn usoo gaadhay xidhitaanku waxa ay noqon karaan dalka oo dhan.
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.
Tirada is qoraysa oo ku salaysan macluumaadka Tirakoobka Hay'ada UNESCO.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Xidhitaanka dugsiyada ee uu keenay safmarka COVID-19 waxa ay iftiimiyeen arrimo badan oo waxbarashada sidii loo heli lahaa ah, iyo sidoo kale arrimo balaadhan oo dhaqan dhaqaal ah.
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.
Maarso 12, wax ka badan 370 caruur ah iyo dhalinyaro ah ayaan tegin waxbarashada maadaama oo uu si kumeel gaadh ah ama aan la garaynin wakhtiga dib loo furiyo loo xidhay dugsiyada dalka oo dhan taas oo ay dawladu amartay si loo yareeyo faafitaanka COVID-19.
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.
Maarso 29, ku dhawaad 90% ardayda caalamka ayuu saameeyay xidhitaanka dugsigu. Inkasta oo xidhitaanka dugsigu uu yahay wax kumeel gaadh ah, waxa uu ku kacay kharash badan oo bulsho iyo dhaqaale.
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.
Khalkhalka uu keeney xidhitaanka dugsiga ee bulshada oo dhan waxa uu sameeyay dadka, laakiin saamaynteedu waxa uu aad ugu darnaa caruurta iyo qoysaska laga sadbursaday oo ay ku jiraan khalkhalka waxbarashada, khalkhal nafaqada ah, mushkilad daryeelka ilmaha ah iyo dhaqaale burbur badan qoysaska aan shaqayn karin.
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.
Waalidka shaqeeya waxa ay u badan tahay inuu shaqada ka joogi doono marka dugsiga la xidho si uu u hayo caruurtiisa, oo markaa waxay ku waayaan mushaharka in badan oo waxsoo saarkiisa ayuu saameeyaa.
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.
Xidhitaanka dugsiga ee deegaanka waxa uu culayskii waxbarashada saaray waalidka oo masuuliyiintuna waxay u wareejiyeen caruurta dugsiyada furan.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Dumarka ayaa badanaa ah tirada ugu badan ee shaqaalaha daryeelka caafimaadka oo badanaana ma tegi karaan shaqada maadaama oo ay haystaan caruur dugsigii laga xidhay.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Tani waxa ay ka dhigan tahay in xirfadlayaal badan oo caafimaad ayna iman xarumaha looga baahan yahay inta ay socoto mushkilada caafimaad.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Maadaama oo aan la heleynin teknooloojiyada ama aanu jirin internetka xawaare sareeya, oo lagu kalsoon yahay waxa uu ka baajiyay ardayda deegaamada magaalooyinka ee kasoo jeeda qoysaska laga sadbursaday.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Bilaa teknooloojiyada ama internet wanaagsan waxa uu caqabad ku noqdan sii socodka waxbarashada, gaar ahaan ardayda qoysaska saboolka ah.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Xidhitaanka dugsiyada ee uu keeney COVID-19, UNECSO waxay ku talisay in loo wareego waxbarashada guriga dhaxdiisa iyo in la furo barnaamijyo waxbarasho iyo madalo ay dugsiyada iyo macalimiintu ay ku bari karaan ardayda wax iyaga oo aan meel wada joogin oo markaa lagu yareeyo khalkhalka waxbarashada. Si loo kaalmeeyo yaraynta faafitaanka COVID-19, boqolaal laybareeri ayaa la si kumeel gaadh ah loo xidhay.
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.
Maraykanka, badanaa magaalooyinka waawayn waxay ku dhawaaqeen xidhitaanka laybareeriyada, waxaana ku jira Los Angeles, San Francisco, Seattle, iyo Magaalada New York, taas oo saamaysay 221 laybareeri.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Ardayda aan guriga ku haysan internet, tani waxa ay ku kordhisay mushkilada ah inay la socon karaan waxbarashada iyada oo gurigooda jooga.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Xidhitaanka dugsiyada ayaa culays saaray waalidka iyo koriyayaasha ah inay hayaan caruurtooda oo ay maamulaan waxbarashada guriga lagu dhigayo inta ay caruurtoodu ka joogaan dugsiga.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Maadaama oo ayna jirin ikhtiyaar kale, waalidka shaqeeyaa waxay caruurtooda ka tagaan iyada oo kaligood ah markii dugsiga la xidhay taasina waxay horseedi kartaa habdhaqan khatar ah, oo ay ku jirto korodhka saamaynta cadaadiska lodkood iyo balwado.
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.
Caruur badan oo caalamka oo dhan ah ayaa ku tiirsan cuno bilaash ah ama qiimo jaban oo dugsiyada laga siiyo.
Many children worldwide rely on free or discounted meals at schools.
Markii la xidhay dugsiyada, nafaqadooda ayaa dhaawacantay. Nafaqada ayaa kaalin mug leh ka qaadaya hormarka garashada iyo hormarka waxbarashada ee caruurta. Gobolka Washington, ilaa 45% gobolka 1.1 arday ee uu leeyahay ee dhigata dugsiyada shacabka iyo kuwa jaartarka waxa ay u qalmaan kaabista cuntada dugsiga.
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.
Ugu yaraan 520,000 oo arday ah iyo qoysaskooda ayuu saamayn karaa amaanka cuntadu taas oo uu keeney xidhitaanka dugsigu. Barnaamijyada cuntada dugsiga ayaa ah barnaamijka labaad ee la dagaalanka gaajada Maraykanka ee ku xiga food stamps.
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.
Sanad kasta, ku dhawaad 30 milyan oo caruur ah ayaa ku tiirsan cuntada bilaashka ah ama qiimaha jaban ee la siiyo oo ay ku jiraan qureec, qado, nususaace, iyo xataa cashada. Alabama, oo gobolka oo dhan la xidhay 18 Maarso waxa uu saameeyay wax ka badan 720,000 arday, oo Maamulka gobolku waxa uu bayaamiyay in shaqaalaha dugsiga uu sidoo kale saameeyay saboolnimada inay abuuraan dalab lagu qaybinayo oo dalka oo dhan ah cuntada oo lagu siinayo ardayda ku tiirsan qadooyinka dugsiga.
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.
Xidhitaanka dugsigu waxa uu saamayn xun ku yeeshay natiijada waxbarashada ardayga.
School closures negatively impact student learning outcomes.
Dugsigu waxa ay bixiyaan daruuriyaadka waxbarashada oo marka la xidho, caruurta iyo dhalinyarta waxaa laga qaaday fursadii ay ku kori lahaayeen ee ay ku hormari lahaayeen.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Ardayda saboolka ahi waa kuwa hadii ayna helin waxbarasho ay yar tahay fursadaha ay haystaan ee hormar. Xadiga ardayda inay iska daayaan waxbarashada ayaa kordahaya marka la xidho dugsiga maadaama oo ay adag tahay in la xaqiijiyo in dhamaan ardaydu ay kusoo noqoto dugsiga marka la dib loo furo.
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.
Tani waxa ay kusii badan tahay meelaha marka hore lasii xidhay. Dugsiyadu waxa ay ahaayeen meel xarun ah hawlaha bulshada iyo isdhaxgalka bilaa aadanka.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Marka la xidho dugsiga, caruur iyo dhalinyaro badan ayaa lahayn cid ay wada xidhiidhaan taas oo markaa daruuri u ah waxbarashada iyo hormarka. Marka la xidho dugsiga waalidka ayaa badanaa laga dalbadaa inay u fududeeyaan caruurta waxbarashada guriga oo waxaa ku adkaan kara inay taas sameeyaan.
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.
Taasi waxa ay kusii badan tahay waalidka aqoontooda iyo khayraadka ay haystaan uu yar yahay.
This is especially true for parents with limited education and resources.
Saamaynta uu keeni karo xidhitaanka dugsiga iyo isku halaynta waxbarashada guriga kama hadlaan shuruucda federalka ee xeerarka wakhtigani.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Waxbarashada rasmiga ah - taas oo kasoo horjeeda waxbarashada aan rasmiga ahayn ama bilaa waxbarashada rasmiga ah - waxaa looga jeedaa badanaa dugsiyada, kuuliyadaha, jaamacadaha, iyo hay'adaha waxbaraasho.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Warbixin 1974 uu soo saarka Bangiga Adduunku ayaa lagu sheegey waxbarashada rasmiga ah inay tagay mid raacda: Waxbarashada Rasmiga ah: qaab kala sareeya, sida ay u kala horeeyaan fasaladu 'nidaamka waxbarasho', kaas oo kasoo bilaabma dugsiga hoose ilaa jaamacada oo ay ku jiraan, sidoo kale wax dhigashada waxbarashada guud, waxbarasho kala duwan oo gaar ah barnaamijyo ah iyo hay'adaha tobobarka farmaso iyo xirfadeed ee laba gelin. Badanaa macluumaadka laga uruuriyay tirada ardayda ee uu saameeyay COVID-19 waxaa lagu xisaabiyay xidhitaanka nidaamka waxbarashada rasmiga ah.