atepeq/tico19 huggingface dataset:
Schools closed for a median duration of 4 weeks according to a study of 43 US cities' response to the Spanish Flu.
Shule ambazo zilifungwa kwa muda wastani wa wiki 4 kulingana na uchunguzi ya mwitikio wa miji 43 Marekano kwa Homa ya mafua ya Uhispania.
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.
Kufungwa kwa shule zilionyeshwa kupunguza kuwepo kwa ugonjwa kutoka homa ya mafua ya Asia kwa 90% katika mkurupuko wa 1957-58, na hadi 50% katika udhibiti wa homa ya mafua Marekani, 2004-2008. Nchi nyingi zimefanikiwa kupunguza kuenea kwa maambukizi kupitia shule kufungwa katika janga la Homa ya mafua ya H1N1 ya 2009.
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.
Kufungwa kwa shule katika mji wa Oita, Japan zilipatikana kufanikiwa kupunguza nambari ya wanafunzi walioambukizwa katika kilele cha maambukizi; hata hivyo kufungwa kwa shule ilipatikana kupunguza pakubwa nambari ya jumla ya wanafunzi walioambukizwa.
Mandatory school closures and other social distancing measures were associated with a 29% to 37% reduction in influenza transmission rates.
Kufungwa kwa shule kwa lazima na hatua zingine za kutotangamana kwa watu zilihusishwa na upungufu wa 29% hadi 37% katika viwango vya uambukizaji wa homa ya mafua.
Early school closures in the United States delayed the peak of the 2009 H1N1 Flu pandemic.
Kufungwa kwa shule mapema Marekani ilichelewesha kilele cha janga la Homa ya mafua ya H1N1 ya 2009.
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.
Licha ya mafanikio kwa ujumla ya kufungwa kwa shule, uchunguzi wa kufungwa kwa shule huko Michigan ilipata kuwa "kufungwa kwa shule katika kiwango cha wilaya hazikuwa na ufanisi."Katika mkurupuko wa homa ya mafua ya nguruwe mnamo 2009 huko UK, katika nakala iliyo na mada "Kufungwa kwa shule katika janga la homa ya mafua" iliyochapishwa katika Magonjwa ya Kuambukizwa ya Lancet, kikundi cha wanasayansi wanaochunguza magonjwa katika idadi ya watu waliidhinisha kufungwa kwa shule ili kukatiza mkondo wa maambukizi, kupunguza kuenea zaidi na kupata muda wa kufanya utafiti na kutengeneza chanjo.
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.
Kwa kuchunguza janga la homa ya mafua ya hapo awali ikiwemo janga la homa ya mafua ya 1918, janga la homa ya mafua ya 1957 na janga la mafua ya 1968, waliripoti kuhusu athari ya kiuchumi na kikazi ambayo kufungwa kwa shule ingesababisha, hasa na asilimia kubwa ya madaktari na wauguzi kuwa wanawake, ambao nusu kati yao walikuwa na watoto chini ya miaka 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.
Walichunguza pia mienendo ya kusambazwa kwa homa ya mafua Ufaransa katika likizo ya shule ya Ufaransa na kusema kuwa visa vya homa ya mafua zilipunguwa wakati shule zilifungwa na kuzuka tena wakati walifungua tena.
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.
Walisema kuwa wakati walimu huko Israeli walikuwa na mgomo wakati wa msimu wa homa ya mafua ya 1999-2000, kutembelea madaktari na nambari ya maambukizi ya kupumua ilipunguka kwa zaidi ya humusi na zaidi ya humusi mbili mtawalia.
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.
Kwa shule na vifaa vya kuwatunza watoto, Kituo cha Udhibiti na Uzuiaji wa Magonjwa cha Marekani inapendekeza kufungwa kwa muda kupangusa au kusafisha kwa dawa ikiwa mtu aliyeambukizwa amekuwa katika jengo shuleni bila kuzingatia kuenea katika jamii.
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.
Wakati kuna usambazaji wa kiwango cha chini hadi ya wastani katika jamii, mifumo ya kutotangamana kwa watu huweza kutekelezwa kama vile kukatiza safari za elimu shuleni, mikutano, na mikusanyiko mengine kubwa kama vile vipindi vya michezo au masomo ya kwaya au maakuli katika mikahawa, kuongeza nafasi kati ya madawati, kulegeza wakati wa kufika na kuondoka, kupunguza wageni wasihitajika, na kutumia eneo tofauti ya ofisi ya afya ya watoto walio na dalili kama ya homa ya mafua.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
Wakati kuna usambazaji mkubwa katika jamii yao, pamoja na mikakati ya kutotangamana na watu, kufungwa kwa shule kwa muda mrefu huweza kuchukuliwa.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Tarehe 26 Januari, Uchina ilianzisha hatua za kudhibiti mkurupuko wa COVID-19 ambayo ilijumuisha kuongeza likizo ya Tamasha ya Masika kudhibiti mkurupuko.
Universities and schools around the country closed.
Vyuo vikuu na shule kote nchini zilifungwa.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Tarehe 23 Februari, Wizara ya Afya ya Irani ilitangaza kufungwa kwa vyuo vikuu, taasisi za masomo ya juu na shule katika miji na mikoa kadhaa.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Tarehe 3 Machi, UNESCO ilitoa nambari za kimataifa za kwanza kuhusu kufungwa kwa shule na wanafunzi walioathirika.
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.
Iliripoti kuwa nchi 13 zilikuwa zimeweka hatua za kuzuia ugonjwa ikiwemo kufungwa kwa muda kwa shule na vyuo vikuu, iliyoathiri wanafunzi milioni 290.5 kote duniani.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
kwa itikio, UNESCO ilihimiza nchi kusaidia wanafunzi walioathirika na familia na kuwezesha masomo inayojumuisha wote kupitia programu za kimtandao.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Tarehe 4 Machi, serikali ya Italia iliagiza kufungwa kabisa kwa shule na vyuo vikuu vyote kote nchini wakati Italia ilirekodi vifo 100.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Kwa kufanya hivyo, Italia ilikuwa mojawapo wa nchi 22 katika bara tatu ambazo zilikuwa zimetekeleza kufungwa kwa shule.
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.
Tarehe 5 Machi, wengi wa wanafunzi walioathirika na hatua za dharura ya COVID-19 walikuwa Uchina, na wanafunzi milioni 233 walioathirika, ikifuatwa na Japan na milioni 16.5 na Irani na milioni 14.5.
By 10 March, one in five students worldwide was "staying away from school due to the COVID-19 crisis" while another one in four was barred from higher education institutions.
Kufikia 10 machi, moja kati ya wanafunzi watano ulimwenguni walikuwa "hawako shuleni kwa sababu ya hali ya hatari ya COVID-19" ilhali wengine moja kati ya wanne walizuiliwa katika taasisi za elimu ya ngazi ya juu.
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.
Tarehe 13 Machi, serikali katika nchi 49 zilitangaza au kutekeleza kufungwa kwa shule, zikiwemo nchi 39 zilizofunga shule kote nchini na nchi 22 zilizofunga shule katika maeneo mengine.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Kufikia 16 Machi, nambari hii iliongezeka kutoka nchi 49 hadi 73 kulingana 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.
Kufikia 19 Machi, 50% ya wanafunzi ulimwenguni waliathiriwa na kufungwa kwa shule, inayofanana na kufungwa kwa shule katika nchi 102 na kufungwa katika maeneo mengine katika nchi 11 na kuathiri watoto na vijana milioni 850.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Kufikia 20 Machi, zaidi ya 70% ya wanafunzi duniani waliathiriwa na kufungwa, na kufungwa kwa shule 124 kote nchini.
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.
Tarehe 23 Machi, shule zote Nigeria zilikuwa zimefungwa na serikali ya Nigeria, masoko na kampuni vilevile zilifungwa na watoto walikatazwa na wazazi kutoka nje ya nyumba zao.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Tarehe 26 Machi, shule na vyuo vikuu zote New Zealand zimefungwa kote nchini.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Serikali imeagiza likizo ya wiki mbili, na kuruhusu shule kubadilisha jinsi ya kufunza hadi kufunza mtandaoni haraka iwezekanavyo.
Universities have closed for one week, but resumed with online teaching afterwards.
Vyuo vikuu vimefungwa kwa wiki moja, lakini ikaendelea na masomo mtandaoni baadaye.
Other school services remain open, but teaching is restricted to distant learning.
Huduma zingine za shule zitafunguliwa, lakini mafunzo imewekewa vikwazo na kufanywa kupitia njia za kimtandao.
By 27 March, nearly 90 percent of the world's student population was out of class.
Kufikia tarehe 27 Machi, karibu 90 ya idadi ya wanafunzi kote ulimwenguni haikuwa darasani.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Maeneo ambapo bado shule zimesalia kufunguliwa ni pamoja na Taiwan, Singapore, Australia, Uswidi na baadhi ya majimbo nchini Marekani.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Kufikia tarehe 29 Machi, zaidi ya watoto bilioni 1.5 na wanafunzi wengine waliathirika na kufungwa kwa shule kote nchini.
Others were disrupted by localized closures.
Wengine waliathirika kutokana na kufungwa kwa maeneo ya ndani.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
Kufikia tarehe 6 Aprili, muda wa likizo ulisongezwa katika shule zote za upili nchini Turkmenistani.
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.
Agizo lilitiwa sahihi na Wizara ya Elimu kama hatua ya kuzuia lililenga kuzuia kuenea kwa magonjwa ya pumu kuhusiana na janga kubwa la virusi vya korona la WHO.
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.
Nchi 10 zimefunga shule zao za ndani, UNESCO inakadiria kuwa wanafunzi 473,933,356 wana uwezekano wa kuwa hatarini (chekechea hadi ngazi ya pili ya shule za upili) na wanafunzi 77,938,904 wako hatarini katika Vyuo vya mafunzo Anuai.
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.
Kidokezo: Takwimu zinaoana na idadi ya jumla ya wanafunzi waliojisajili katika viwango vya chekechea, shule ya msingi, viwango vya chini ya shule ya upili, viwango vya juu vya shule ya upili [ISCED viwango 0 hadi 3], na vilevile viwango vya masom anuwai [ISCED viwango vya 5 hadi 8] ambao huenda wakaathirika endapo shule zote zikafungwa kote nchini.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Takwimu za usajili kwa mujibu wa data za hivi punde kutoka Taasisi ya Takwimu ya 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.
Kufungwa kwa shule kufuatia janga kubwa la COVID-19 kumemulika masula mengi yanayoathiri ufikiaji wa elimu pamoja na masuala pana ya kijamii na kiuchumi.
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.
Kufikia tarehe 12 Machi, zaidi ya watoto na vijana milioni 370 hawaendi shuleni kwa sababu ya hatua za muda mfupi au za muda usiojulikana wa nchini nzima zilizowekwa na serikali katika jaribio la kupunguza kuenea kwa COVID-19.
As of 29 March, nearly 90% of the world's learners were impacted by closures.Even when school closures are temporary, it carries high social and economic costs.
Kufikia tarehe 29 Machi, takriban 90% ya wanafunzi kote ulimwenguni waliathirika na kufungwa kwa shule.Hata ikiwa shule zinafungwa kwa muda, inakuja na gharama ya juu za kijamii na kiuchumi.
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.
Usumbufu unaosababishwa unaathiri watu katika jamii mbalimbali, lakini athari zake ni kali mno kwa watoto kutoka familia zisizojiweza na familia zao ikiwa ni pamoja na kuvurugwa kwa masomo, kutatizwa kwa lishe, matatizo ya utunzi wa watoto na gharama zinazoziandama familia zisizoweka kufanya kazi.
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.
Wazazi wanaofanya kazi wana uwezekano mkubwa kwa kukos kufika kazini shule zinapofungwa ili kuwatunza watoto wao, hivyo kupata hasara ya mapato katika hali nyingi na kuathiri vibaya tija.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Kufungwa kwa shule mitaani kunaweka mzigo shuleni kwa vile wazazi na maafisa wanawaelekeza watoto katika shule zilizofunguliwa.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Wanawake mara nyingi wanawakilisha idadi kubwa ya wafanyakazi wa matibabu na mara nyingi hawawezi kufika kazini kwa sababu ya wajibu wa kutunza watoto kutokana na kufungwa kwa shule.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Hii inamaanisha kwamba wataalamu wengi wa matababu hawapo katika vituo ambapo wanahitajika zaidi wakati wa mgogoro wa afya.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Ukosefu wa uwezo wa kufikia tekonolojia au huduma ya intaneti ya kasi na inayotegemeka kunaweza kuwazuia watoto kutoka maeneo ya mashinani na wale kutoka familia zisizojiweza.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Ukosefu wa uwezo wa kufikia teknoloia au muunganisho mzuri wa intaneti ni kikwazo dhidi ya kuendelea kwa masomo, hasa kwa wanafunzi kutoka familia zisizojiweza.
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.
Kama mwitikio wa kufungwa kwa shule kutokana na COVID-19, UNESCO inapendekeza matumizi ya mipango ya masomo ya mbali na programu wazi za kielimu na majukwaa ambayo shule na waalimu wanaweza kutumia kufikia wanafunzi walio mbali na kupunguza kuvugwa kwa elimu.Ili kusaidia kupungua kwa maenezi ya COVID-19, mamia ya maktaba yamefungwa kwa muda.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Nchini Marekani, miji ingi mikuu ilitangaza kufungwa kwa maktaba ya umma, ikiwa ni pamoja na Los Angeles, San Francisco, Seattle na Jiji la New York huku maktaba 221 ikiathirika.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Kwa wanafunzi wasio na intaneti nyumbani, hili linazidisha ugumu wa kuendelea kufuatilia mafunzo ya mbali.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Kufungwa kwa shule kunaweza mzigo kwa wazazi na walezi kutoa huduma ya kutunza watoto na kusimamia masomo ya mbali huku watoto wakiwa nje ya shule.
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.
Kusipokuwepo chaguo mbadala, wazazi wanaofanya kazi mara nyingi huwaacha watoto pekee yao shule zinapofungwa na hii inaweza kusababisha mienendo hatari, ikiwa ni pamoja na kuongezeka kwa shinikizo la wanarika na matumizi ya dawa za kulevya.
Many children worldwide rely on free or discounted meals at schools.
Watoto wengi kote ulimwenguni wanategemea mlo zilizopunguzwa bei shuleni.
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.
Shule zinapofungwa, lishe huingiliwa.Lishe huchukua nafasi muhimu katika maendeleo kiutambuzi na matokeo ya kiakademia kwa watoto.Katika Jimbo la Washington, karibu 45% ya idadi ya milioni 1.1 ya wanafunzi walijisajili kupokea mlo unaotolewa na shule za umma za jadi na shule za kipekee.
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.
Angalau wanafunzi 520,000 na familia zao wanaweza kuathirika na ukosefu wa chakula cha kutosha kutokana na kufungwa kwa shule.Mipango ya chakula shuleni ni mpango wa pili kwa ukubwa baada ya ule wa msaada wa chakula katika kupambana na njaa nchini Marekani.
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.
Kila mwaka, takriban watoto milioni 30 wanategemea shule kutoa chakula cha bure au cha bei nafuu ikiwa ni pamoja na kiamsha kinywa, chamcha, vitafunwa na hata chajio.Kule Alabama, amabpo kufungwa kwa shule kote nchini huko kulikoanza mnamo tarehe 18 Machi kumeathiri zaidi ya wanafunzi 720,000, Mratibu wa serikali alitangaza kwamba wafanyakazi katika shule ambao wameathriki vibaya na umaskini watatumika kuweka mitandao ya usambazaji wa vyakula ili kutoka chakula kwa wanafunzi wanaotegemea mlo za shule.
School closures negatively impact student learning outcomes.
Kufungwa kwa shule kunaathiri vibaya matokeo ya masomo ya wanafunzi.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Shule zinatoa mafunzo muhimu na shule zinapofungwa, watoto na vijana wanakosa fursa za kukua na maendeleo.
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.
Madhara hayalingani kwa wanafunzi kutoka jamii zisizojiweza ambao wanafursa finyu za kielimu kando na shule.Idadi ya wanafunzi wanaoacha shule inaonekana kuongezeka kutokana na kufungwa kwa shule kwa sababu ya changamoto ya kuhakikisha kwmaba wanafunzi wote wamerejelea masomo pindi shule zikifunguliwa.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Hii hususan ni ukweli kati hali za kufungwa kwa utaratibu fulani.Shule ni vitovu vya shughuli za kijamii na miingiliano ya binadamu.
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.
Shule zinapofungwa, watoto wengine na vijana wanakosa mtagusano wa kijamii ambao ni muhimu katika mafunzo na maendeleo.Shule zinapofungwa, wazazi huulizwa mara kwa mara kuwezesha watoto kusoma nyumbani na wanaweza kutatizika kufanya jukumu hili.
This is especially true for parents with limited education and resources.
Hii hususan ni ukweli kuhusu wazazi walio na uwezo wa chini wa elimu na rasilimali.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Athari zinazowezekana za kufungwa kwa shule na kutegemewa kwa masomo ya mbali hazijaangaziwa katika utungaji wa sheria ya shirikisho wakati huu.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Elimu rasmi — tofauti na elimu isiyo rasmi — huelekea kurejelea shule, vyuo, vyuo vikuu na taasisi za mafunzo.
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.
Ripoti ya mwaka 1974 ya World Bank ilifafanua elimu rasmi kuwa yafuatayo:Elimu rasmi: mfumo wa elimu weny utaratibu uliopangwa, kimuda na ulio na viwango, unaoanza katika ngazi ya shule ya msingi hadi katika chuo kikuu, pamoja na masomo ya kawaida ya kiakademia, mipango anuwai maalum na taasisi kwa ajili ya mafunzo ya muda mzima ya kiufundi na kitaaluma.Idadi kubwa ya data iliyokusanywa ya idadi ya wanafunzi na wasomaji walioathirika na COVID-19 imehesabiwa kulingana na kufungwa kwa mifumo rasmi ya shule.
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].
Taasisi ya Takwimu ya UNESCO hutoa takwimu kuhusu idadi ya wanafunzi walioathirika na COVID-19 inayooana na idadi ya wanafunzi walio katika chekechea, shule ya msingi, kiwango cha chini ya shule ya upili na kiwango cha juu cha shule ya upili [ISCED viwango 0 hadi 3], pamoja na viwango vya masomo katika vyuo vya mafunzo anuwali [ISCED viwango 5 hadi 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.
Masomo ya kiwango cha chekechea kwa kawaida huundwa kwa ajili ya watoto wenye umri wa chini ya miaka 3 yanaweza kurejelea masomo yote ya viwango vya chekechea na mipango fulani ya kutunza watoto nyakati za mchana.
While many primary and secondary schools have closed around the world due to COVID-19, measures impacting early childhood educational programmes have varied.
Ingawa shule nyingi za msingi na sekondati zikiwa zimefunwa kote ulimwenguni kutokana na COVID-19, hatua zinazoathiri mipango ya masomo ya chekechea zimekuwa tofauti.
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.
Katika baadhi ya nchi na himaya, shule za chekechea na huduma za utunzaji watoto mchana zinazingatiwa kuwa huduma muhimu na hazijafungwa kulingana na hatua pana za kufunga shule.Nchini Marekani, Idara ya Kitaifa ya Watoto, Vijana na Familia ya Washington ilihimiza huduma za utunzaji wa watoto na vituo vya masomo ya awali kusalia kufunguliwa.
Some school districts may offer alternative child care options, prioritising the children of first responders and healthcare workers.
Baadhi ya wilaya za shule zinaweza kutoa chaguo mbadala ya kutunza watoto, zikiwapa kipaumbele watoto wa wahudumu walio katika mstari wa mbele na wafanyakazi wa matibabu.
The governor of Maryland mandated that specific child care services remain open for the children of emergency personnel while Washington State and California have left it to the discretion of care providers.
Gavana wa jimbo la Marylanda alitoa kibali kwamba huduma mahususi za kutunza watoto zisalie kufunguliwa kwa ajili ya watoto wa wafanyakazi wa dharura huku jimbo la Washington na California yaliwa yameacha uamuzi huo kufanywa na watoa huduma wa kutunza watoto.
California Governor Gavin Newsom explained his state's position, saying “We need our child care facilities, our daycare centers, to operate to absorb the impact of these school closures.”
Gavana wa California, Gavin Newsom alieleza msimamo wa jimbo lake, akisema “Tunataka vituo vya kutunza watoto, vituo vya kutunza watoto nyakati za mchana kuendelea kufanya kazi ili kusheheni athari ya kufungwa kwa shule hizi.”
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 imehimiza kuundwa kwa "kifurushi cha zana" kwa wazazi kutumia nyumbani kutoa masomo yanayofanana na yale ambayo wanafunzi wangepokea katika mipango yao ya masomo ya awali.Nchini Japani, Waziri Mkuu Shinzo Abe alifunga shule zote kote nchini hadi tarehe 8 Aprili, hata hivyo, vituo vya utunzaji wa watoto wakati wa mchana havikujumuishwa.
In early March, five adults associated with a nursing facility for preschool children in Kobe tested positive for coronavirus.
Mapema mwezi Machi, watu watano wazima wanaohusisha na kituo cha kutunza watoto kule Kobe walipatikana na virusi vya korona.
After testing over one hundred children at the facility, a preschool student was found to be carrying the virus.
Baada ya kupima zaidi ya watoto mia moja katika kituo hicho, mwanafunzi wa chekechea alipatikana kuwa na virusi.
Primary or elementary education typically consists of the first four to seven years of formal education.
Masomo ya msingi kwa kawaida hujumuisha miaka ya kwanza minne au saba ya elimu rasmi.
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.
Shirika la International Baccalaureate Organization (IBO) ilikatisha mitihani kwa ajili ya Mipango yake ya Diploma na wanafunzi wa mipango inayohusiana na Taaluma iliyoratibiwa kati ya tarehe 30 Aprili na tarehe 22 Mei 2020, inaripotiwa kuwa iliathiri zaidi ya wanafunzi 200,000 kote ulimwenguni.
The IBO stated that it would award candidates their diplomas or certificates based on "their coursework" and "the established assessment expertise, rigor, and quality control already built into the programme."
IBO ilitaja kwamba ingewapa wanafunzi alama katika diploma zao au vyeti kulingana na "kazi walizofanya darasani" na "utaalamu wa kutahtmini, kazi kuntu na udhibiti wa ubora ambao tayari ulikuwa umekuzwa katika mpango huo."
Tertiary education, also known as higher education, refers to the non-compulsory educational levels that follow completion of secondary school or high school.
Elimu ya juu, ambayo pia hujulikana kama elimu ya ngazi ya juu, inamaanisha viwango vya elimu ambavyo si za lazima zinazofuata kukamilisha masomo ya sekondari au shule ya upili.
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training.
Elimu ya juu kwa kawaida inajumuisha elimu ya shahada la kwanza na masomo ya shahada ya uzamili na uzamivu, pamoja na elimu na mafunzo ya kiufundi.
Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
Watu wanaokamilisha elimu ya juu kwa kawaida hupata vyeti, stashahada, au shahada ya kitaaluma.
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.
Elimu ya shahada ni elimu inayoendeshwa baada ya elimu ya shule ya upili na kabla ya elimu za uzamifu, ambapo wanafunzi wanafuzu kwa shahada ya kwanza.
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.
Wanafunzi waliosajiliwa katika mipango ya masomo ya juu katika vyuo, vyuo vikuu na vyuo vya jumuiya mara nyingi hurejelewa kuwa "wanafunzi wa vyuo" katika mataifa kama vile Marekani. Kufungwa kwa vyuo, vyuo vikuu kumesababisha athari kubwa kwa wanafunzi, kitivo, wasimamizi na taasisi zenyewe.
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.
Vyuo na vyuo vikuu kote nchini Marekani vimeagizwa kurejesha pesa za wanafunzi zinazogharamia ada za masomo na chumba na bodi.
In the United States of America, Colleges and universities operate as "mini-cities" which generate significant revenue for cities, states, and regions.
Nchini Marekani, Vyuo na Vyuo vikuu vinaendesha shughuli kama "miji midogo" inayozalisha kiasi cha haja cha mapato kwa miji, nchini na maeneo.
For example, Princeton University contributed $1.58 billion USD to the New Jersey economy and students spent about $60 million in off-campus spending.
Kwa mfano, Chuo Kikuu cha Princeton kilichangia dola bilioni $1.58 kwenye uchumi wa New Jersey na wanafunzi walitumia takriban dola bilioni $60 katika matumizi ya nje ya bewa.
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...
Kufungwa kwa vyuo na vyuo vikuu kuna athari hasi kwenye uchumi na madhari ya kina kipana.Kwa mujibu wa Linda Bilmes wa Harvard Kennedy School, "hoteli za mtaani, mikahawa, kafe, maduka, mashirika ya kukodisha magari na biashara za ndani hupokea mgao wa kiasi kikubwa wa mapato kutokana na shughuli za mahafali na mikutano ya wanafunzi chuoni...
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.
jamii hizi zitaathirika sana kiuchumi ikiwa taasisi zitabaki zimefungwa wakati huo: "Miji midogo zinazotegemea wanafunzi wa taasisi kusaidia uchumi wa mitaa na kufanya kazi katika biashara mitaani zimeathirika hasa na kufungwa kwa shule na kusafiri kwa wanafunzi kutoka vyuoni.
In Ithaca, New York, Cornell University students spent at least $4 million a week in Tompkins county.
Huko Ithaca, New York, wanafunzi wa Chuo Kikuu cha Cornell walitumia angalau $4 milioni kwa wiki katika jimbo la 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."
Kufuatia uamuzi wa Cornell kutuma wanafunzi nyumbani baada ya likizo ya masika na kutumia mafunzo kutumia njia za kimtandao, Meya wa Ithaca aliitisha "hatua la shirikisho la haraka na kali_tutaona athari mbaya ya kiuchumi kwa sababu ya kufunga Chuo Kikuu cha Cornell."
UNESCO is sharing 10 recommendations during this period:
UNESCO inatuma mapendekezo 10 katika muda huu:
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.
Tathmini hali ya kuwa tayari na chagua vifaa vifaavyo zaidi: Amua utumizi wa suluhisho za kiteknologia ya hali ya juu na ya chini kulingana na uthabiti wa umeme mitaani, muungano wa mtandao, na ustadi wa mambo ya kidijitali ya walimu na wanafunzi.
This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.
Hii huweza kuwa jukwaa za kujifunza kupitia njia za mtandaoni, mafunzo ya video, MOOC, hadi usambazaji kupitia redio na televisheni.
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.
Hakikisha kujumuishwa kwa programu za kujifunza kupitia mtandao: Tekeleza hatua kuhakikisha kuwa wanafunzi wakiwemo wale walio na ulemavu au kutoka sehemu zenye mapato duni wana ufikivu wa programu za kujifunza kupitia mtandao, ikiwa ni wachache tu kati yao wana ufikivu kwa vifaa vya kidijitali.
Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
Fikiria kutumia vidude hivyo kwa muda kutoka maabara ya kompyuta hadi familia na wasaidie kuunganishwa na mtandao.
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.
Linda ufaragha wa data na usalama wa data: Tathmini usalama wa data unapopakua data au rasilimali ya elimu katika jukwaa za mtandaoni, vilevile unapozisambaza na mashirika mengine au watu binafsi.
Ensure that the use of applications and platforms does not violate students’ data privacy.
Hakikisha kuwa matumizi ya programu na jukwaa tofauti haikiuki ufaragha wa data ya wanafunzi.
Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other.
Tanguliza suluhisho kutatua changamoto za kisaikolojia kabla ya kufunza: Tumia vifaa vinavyopatikana kuunganisha shule, wazazi, walimu, na wanafunzi na kila mmoja.
Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.
Unda jamii kuhakikisha kutangamana kwa watu mara kwa mara, wezesha hatua za huduma za kijamii, na tatua changamoto zozote za kisaikolojia zinazowezekana ambazo wanafunzi huweza kupata wanapotengwa.
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.
Panga ratiba ya masomo ya programu za kupitia njia za kimtandao: Panga majadiliano na washikadau kuchunguza muda inayowezekana shule zitafungwa na kuamua ikiwa programu za kupitia njia za kimtandao inafaa kuangazia kufunza maarifa mpya au kuimarisha maarifa ya wanafunzi ya vipindi vilivyopita.
Plan the schedule depending on the situation of the affected zones, level of studies, needs of students needs, and availability of parents.
Panga ratiba kulingana na hali ya maeneo yaliyoathirika, kiwango cha masomo, mahitaji ya wanafunzi, na kupatikana kwa wazazi.
Choose the appropriate learning methodologies based on the status of school closures and home-based quarantines.
Chagua mbinu za mafunzo inayostahili kulingana na hali ya shule kufungwa na karantini za kukaa nyumbani.
Avoid learning methodologies that require face-to-face communication.
Epuka mbinu zinazohitaji mawasiliano ya uso kwa uso.
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.
Toa msaada kwa walimu na wazazi katika utumizi wa vifaa vya kidijitali: Panga mafunzo fupi au vipindi vya maelekeo ya walimu na wazazi pia, ikiwa ufuatiliaji na usaidizi unahitajika.
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.
Saidia walimu kutayarisha mipangilio msingi kama vile suluhisho kwa utumizi wa data ya mtandao ikiwa inahitajika kutoa mafunzo ya moja kwa moja kupitia njia za kimtandao.
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.
Changanya mbinu zifaazo na dhibiti nambari ya programu na jukwaa tofauti: Changanya vifaa au midia zinazopatikana kwa wanafunzi wengi, kwa mawasiliano sawa na mafunzo, na kwa mafunzo inayotofautiana.
Avoid overloading students and parents by asking them to download and test too many applications or platforms.
Epuka na kuwashughulisha sana wanafunzi na wazazi kwa kuwauliza kupakua na kujaribu programu nyingi sana au jukwaa tofauti.
Develop distance learning rules and monitor students’ learning process: Define the rules with parents and students on distance learning.
Unda sheria za mafunzo kupitia njia za kimtandao na fuatilia utaratibu wa wanafunzi kujifunza: Fafanua sheria na wazazi na wanafunzi kuhusu masomo kupitia njia za kimtandao.
Design formative questions, tests, or exercises to monitor closely students’ learning process.
Unda maswali ya ufahamu, majaribio, au mazoezi kufuatilia karibu utaratibu wa wanafunzi kujifunza.
Try to use tools to support submission of students’ feedback and avoid overloading parents by requesting them to scan and send students’ feedback
Jaribu kutumia vifaa kusaidia uwasilishaji wa maoni na epuka kuwashughulisha wazazi sana kwa kuwaomba kupiga picha na kutuma kazi za wanafunzi.
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.
Fafanua muda wa vipindi vya masomo kupitia njia za kimtandao kulingana na uwezo wa wanafunzi kujisimamia wenyewe: Weka muda unaofaa kulingana na kiwango cha wanafunzi kujisimamia na uwezo wa utambuzi hasa kwa mafunzo kupitia njia za kimtandao ya moja kwa moja.
Preferably, the unit for primary school students should not be more than 20 minutes, and no longer than 40 minutes for secondary school students.
Ikiwezekana, kipindi cha wanafunzi wa shule ya msingi haifai kuwa zaidi ya dakika 20, na si zaidi ya dakika 40 kwa wanafunzi wa shule ya upili.
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.
Tunga jamii na kuimarisha uhusiano: Tunga jamii ya walimu, wazazi, na wasimamizi wa shule kushughulikia hali ya upweke na kutojiweza, wezesha kutoa kwa visa na kuzungumza kuhusu mbinu za kuvumilia unapopata matatizo ya kujifunza.
290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response, UNESCO.
Wanafunzi milioni 290 hawako shuleni kutokana na COVID-19: UNESCO yatoa nambari za kimataifa za kwanza na kuanzisha mwitikio, UNESCO.
Workplace hazard controls for COVID-19
Vidhibiti vya hatari kazini ya COVID-19
Workplace hazard controls for COVID-19 are the application of occupational safety and health methodologies for hazard controls to the prevention of coronavirus disease 2019 (COVID-19).
Vidhibiti vya hatari kazini vya COVID-19 ni matumizi ya mbinu za usalama kazini na afya ya kudhibiti hatari katika kuzuia ugonjwa wa virusi vya korona 2019 (COVID-19).
The proper hazard controls in the workplace depend on the worksite and job task, based on a risk assessment of sources of exposure, disease severity in the community, and risk factors of individual workers who may be vulnerable to contracting COVID-19.
Vidhibiti vinavyofaa vya hatari kazini hulingana na sehemu ya kazi na kazi unaotekelezwa, inayofuata utathmini wa hatari ya chanzo cha kuwemo hatarini, kiwango cha ugonjwa katika jamii, na sababu za hatari ya wafanyakazi ambao huenda wanaweza kuambukizwa COVID-19.
According to the U.S. Occupational Safety and Health Administration (OSHA), lower exposure risk jobs have minimal occupational contact with the public and other coworkers, for which basic infection prevention measures are recommended, including hand washing, encouraging workers to stay home if they are sick, respiratory etiquette, and maintaining routine cleaning and disinfecting of the work environment.
Kwa mujibu wa Utawala wa Usalama wa Kikazi na Afya ya Marekani (OSHA), kazi za kuwemo hatarini chache zina kutangamana na watu kikazi mara chache na umma na wafanyakazi wengine, na hatua msingi za kuzuia maambukizi zinapendekezwa, ikiwa ni pamoja na kuosha mikono, kuhimiza wafanyakazi kukaa nyumbani ikiwa ni wagonjwa, adabu ya kupumua, na kudumisha usafi wa utaratibu na kusafisha kwa dawa mandhari ya kazi.
Medium exposure risk jobs include those that require frequent or close contact with people who are not known or suspected with COVID-19, but may be infected due to ongoing community transmission or international travel.
Kazi za kuwemo hatarini kwa kiwango cha wastani ni pamoja na zile zinazohitaji kutangamana mara kwa mara au karibu na watu ambao hawajulikani au kushukiwa kuwa na COVID-19, lakini huwezekana wameambukizwa kutokana na usambazaji unaoendelea wa jamii au usafiri wa kimataifa.
This includes workers who have contact with the general public such as in schools, high-population-density work environments, and some high-volume retail settings.
Hii inajumuisha wafanyakazi ambao hutangamana na umma kwa ujumla kama vile shuleni, mandhari ya kazi yenye idadi ya watu wengi, na sehemu kadhaa ya biashara rejareja yenye watu wengi.
Hazard controls for this group, in addition to basic infection prevention measures, include ventilation using high-efficiency air filters, sneeze guards, and having personal protective equipment available in case a person with COVID-19 is encountered.
Vidhibiti vya hatari kwa kikundi hiki, zaidi ya hatua msingi za kuzuia maambukizi, inajumuisha uingizaji hewa kwa kutumia chujio ya hewa ya hali ya juu, vizuizi vya kupiga chafya, na kuwa na vifaa vya kujikinga kibinafsi kupatikana ikiwa mtu aliye na COVID-19 hupatikana.
OSHA considers healthcare and mortuary workers exposed to known or suspected person with COVID-19 to be at high exposure risk, which increases to very high exposure risk if workers perform aerosol-generating procedures on, or collect or handle specimens from, known or suspected person with COVID-19.
OSHA inachukulia wafanyakazi wa afya na wa vyumba vya kuhifadhia maiti kuwemo hatarini na watu wanaojulikana au kushukiwa kuwa na COVID-19 kuwa katika hatari kubwa ya kuwemo hatarini, ambayo inaongezeka kuwa hatarini zaidi ikiwa wafanyakazi hufanya utaratibu zinazotoa erosoli katika, au kukusanya na kushughulikia violezo, vinavyojulikana au kushukiwa kutoka kwa mtu aliye na COVID-19.
Hazard controls appropriate for these workers include engineering controls such as negative pressure ventilation rooms, and personal protective equipment appropriate to the job task.
Udhibiti wa hatari zinazofaa wafanyakazi hawa hujumuisha udhibiti za uhandisi kama vile vyumba vilivyo na hewa iliyo kiwango cha chini na mazingira, na vifaa vya kujikinga kibinafsi vinavyofaa kazi inayofanywa.
COVID-19 outbreaks can have several effects within the workplace.
Mikurupuko ya COVID-19 inaweza kuwa na madhara nyingi katika maeneo ya kazi.
Workers may be absent from work due to becoming sick, needing to care for others, or from fear of possible exposure.
Wafanyakazi huweza kukosa kazi kutokana na kuwa wagonjwa, kuhitaji kutunza wengine, au kwa woga wa kuweza kuwa hatarini.
Patterns of commerce may change, both in terms of what goods are demanded, and the means of acquiring these goods (such as shopping at off-peak hours or through delivery or drive-through services).
Mitindo ya biashara huweza kubadilika, katika aina ya bidhaa zinazohitajika, na njia za kupata bidhaa hizo (kama vile kununua bidhaa nyakati ambapo hakuna watu wengi au kupitia upelekaji au huduma za kupitia ukiwa garini).
Lastly, shipments of items from geographic areas severely affected by COVID-19 may be interrupted.An infectious disease preparedness and response plan can be used to guide protective actions.
Mwisho, usafirishaji wa bidhaa kutoka maeneo zilizoathirika vibaya na COVID-19 huweza kukatizwa.Mipango ya matayarisho na mwitikio wa ugonjwa wa kuambukizwa huweza kutumiwa kuongoza hatua za ulinzi.
Plans address the levels of risk associated with various worksites and job tasks, including sources of exposure, risk factors arising from home and community settings, and risk factors of individual workers such as old age or chronic medical conditions.
Mipango hushughulikia viwango vya hatari vinavyohusiana na sehemu za kazi tofauti na kazi zinazofanywa, ikijumuisha sababu za kuwa hatarini, hali ya uwezekano wa kuathiriwa kutokana na sehemu za nyumbani na jamii, na hali ya hatari ya wafanyakazi binafsi kama vile uzee au hali za kimatibabu sugu.