atepeq/tico19 huggingface dataset:
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.
Ukuqubuka kwe-swine flu ngo-2009 kanye nobhubhane lwe-COVID-19 ngo-2020 kuholele ekuqapheni okuphakeme emazweni amaningi mayelana nokubaluleka kokuhlanza izandla ngensipho ukuze umuntu azivikele kulolu hlobo lwezifo ezithathelanayo.
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.
Ngokwesibonelo, amaphosta anombhalo othi "inqubo efanele yokuhlanza izandla" aphanyekwa phezulu eduze kukasinki wokuhlanza izandla ezindlini zangasese zomphakathi nasezindlini zangasese kumabhilidi amahhovisi nasezikhumulweni zezindiza e-Germany.
The phrase "washing one's hands of" something, means declaring one's unwillingness to take responsibility for the thing or share complicity in it.
Isisho esithi "ukuhlanza izandla zakho" kokuthile, kusho ukucacisa ungafuni kothile ukuthatha umthwalo wemfanelo kokuthile noma ukuhileleka kuyo.
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.
Umsuka wayo yingxenye yeBhayibheli ekuMathewu lapho uPontiyu Pilatu ezihlanza izandla ekwenzeni isinqumo sokubethela uJesu Krestu, kodwa sesiphenduke isisho esisebenza kabanzi kweminye imiphakathi yamaNgisi.
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.
Ku-Macbeth ka-Shakespeare, Intokazi u-Macbeth iqala sakuphoqa ngokuzihlanza izandla izama ukuzicoca ukungcola okucabangwayo, okumelela unembeza onecala ngokuphathelene namacala ayewenzile futhi wanxenxela umyeni wakhe ukuba awenze.
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.
Kuphinde kwatholakala ukuthi abantu, ngemuva kokukhumbula noma kokucabanga ngezenzo ezingafanele, bavamile ukuhlanza izandla zobo izikhathi eziningana kunabanye, futhi bavamile ukwazisa ukubaluleka kwezinto zokuhlanza izandla kakhudlwana.
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.
Ngaphezu kwalokho, lapho abavunyelwe ukuhlanza izandla zabo ngemuva kwalokho aba mancane amathuba abo okuhlanganyela kokuzisola ezenzweni "zokuhlanza", njengokuvoluntiya.
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.
Inkolo ikhuthaza ukuhlanza izandla ngakho kokubili injongo yenhlanzeko nomfuziselo. Umfuziselo ekuhlanzeni izandla, usebenzisa amanzi kodwa ngaphandle kwensipho ukuze uhlanze izandla, kuyingxenye yenqubo yokuhlanza izandla ekhona kweziningi izinkolo, kuhlanganise i-Bahá'í Faith, i-Hinduism, i-tevilah ne-netilat yadayim ku-Judaism, i-Lavabo ku-Christianity, ne-Wudhu ku-Islam. Izinkolo ziphinde zikhuthaze ukuhlanza izandla, ikakhulukazi ngemuva kwezenzo ezithile.
Hinduism, Judaism and Islam mandate washing of hands after using the toilet.
I-Hinduism, i-Judaism ne-Islam iphoqa ukuhlanzwa kwezandla ngemuva kokusebenzisa indlu yangasese.
And, Hinduism, Buddhism, Sikhism, Judaism and Islam mandate washing of hands before and after every meal.
Futhi, i-Hinduism, i-Buddhism, i-Sikhism, i-Judaism ne-Islam iphoqa ukuhlanza izandla ngaphambi nangemuva kokudla.
Impact of the 2019–20 coronavirus pandemic on education
Umphumela wobhubhane lwe-coronavirus ka-2019–20 kwezemfundo
The 2019–20 coronavirus pandemic has affected educational systems worldwide, leading to the widespread closures of schools and universities.
Ubhubhane lwe-coronavirus ka-2019–20 luthinte izinqubo kwezemfundo umhlaba wonke, okuholele ekuvalweni okwandile kwezikole namanyuvesi.
As of 8 April 2020, approximately 1.716 billion learners have been affected due to school closures in response to COVID-19.
Kusukela ngo-8 April 2020, cishe izinkulungwane zezigidi ezingu- 1.716 zabafundi ziye zathinteka ngenxa yokuvalwa kwezikole njengendlela yokusabela ku-COVID-19.
According to UNESCO monitoring, 188 countries have implemented nationwide closures and 5 have implemented local closures, impacting about 99.4% of the world's student population.
Ngokusho kokuqapha kuka-UNESCO, amazwe angu-188 aqalise ukuvala kwezwe lonke futhi angu-5 aqalise ukuvala kwasendaweni, okuthinta okungenani u-99.4% wenani labafundi umhlaba wonke.
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.
Ngo-23 March 2020, i-Cambridge International Examinations (CIE) yakhipha ukwazisa okumemezela ukukhansela i-Cambridge IGCSE, i-Cambridge O Level, i-Cambridge International AS & A Level, i-Cambridge AICE Diploma, ne-Cambridge Pre-U examinations yohlelo luka-May/June 2020 kuwo onke amazwe.
International Baccalaureate exams have also been cancelled.School closures impact not only students, teachers, and families, but have far-reaching economic and societal consequences.
Ama-International Baccalaureate exams nawo akhanseliwe. Ukuvalwa kwezikole akuthinti abafundi kuphela, othisha, nemikhaya, kodwa kunemiphumela efika kude kwezomnotho nenhlalakahle.
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.
Ukuvalwa kwezikole ngenxa ye-COVID-19 kuveze ukukhanya ezinkingeni ezihlukile kwezokuhlala nezomnotho, okuhlanganisa isikweletu sabafundi, ukufunda ngenqubo edijithali, ukungalondeki kokudla, ukungabi nakhaya, kanjalo nokufinyelela inhlalakahle yabantwana, ezezempilo, ezokuhlala, i-inthanethi, nemisebenzi yabakhubazekile.
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.
Umphumela waba nzima ezinganeni nemikhaya yazo engamile kahle kwezomnotho, kwadala ukuphazamisa ukufunda, kwalulaza ukondleka, izinkinga zokunakekela abantwana, nemiphumela yezindleko zomnotho emikhayeni engakwazanga ukusebenza. Isabela ekuvalweni kwezikole, i-UNESCO ikhuthaze ukusebenziswa kwezinqubo zokufundela emakhaya nokuvulwa kwama-applications ezemfundo nama-platforms izikole nothisha abangakusebenzisa ukufinyelela abafundi bekude futhi kukhawulwe ukuphazamiswa kwezemfundo.
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.
Imizamo yokumisa ukusabalala kwe COVID-19 ngokusebenzisa izindlela zokungenela ngaphandle kwemithi nezinyathelo zokuvikela njengokuzihlukanisa ngokuhlala nokuzivalela ziholele ukuvalwa kwamabanga aphansi, amabanga aphakeme, nezikole zemfundo ephakeme emazweni angaphezulu kuka 100. Ukukubuka kwesikhathi esidlule kwezifo ezithelelanayo kwaqalisa ukuvalwa kwezikole okwandile emhlabeni wonke, kuye ngokushiyana kwemiphumela.
Mathematical modelling has shown that transmission of an outbreak may be delayed by closing schools.
Isifanekiso sezibalo sibosa ukuthi ukudliliselana kokuqubuka kugase kwenziwe kuphuze ngokuvala izikole.
However, effectiveness depends on the contacts children maintain outside of school.
Kodwa, ukuphumelela kuncika kulabo izingane eziqhubeka zithintana nabo ngaphandle kwesikole.
School closures may be effective when enacted promptly.
Ukuvala izikole kungase kuphumelele uma kwenziwe ngokushesha.
If school closures occur late relative to an outbreak, they are less effective and may not have any impact at all.
Uma izikole zivala sekuphuzile ngokuqhathaniswa nokuqubuka, akubi nomphumela omuhle futhi kungase kungaphi namphumela nhlobo.
Additionally, in some cases, the reopening of schools after a period of closure has resulted in increased infection rates.
Ngaphezulu kwalokho, kwezinye izimo, ukuvula izikole ngemuva kwenkathi yokuvala kuphumelele ekuphakameni kwamazinga okutheleleka.
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.
Njengoba ukuvalwa kuvame ukwenzeka kuhambisana nezinye izindlela zokungenelela njengokuvalwa kokuhlangana emphakathini, kungase kube nzima ukulinganisa umphumela oqondile wokuvala izikole. Phakathi nobhubhane lwe-influenza ka-1918-1919 e-United States, ukuvalwa kwezikole nokuvalwa kokubuthana komphakathi kwahlobaniswa namazinga aphansi okufa.
Cities that implemented such interventions earlier had greater delays in reaching peak mortality rates.
Amadolobha aqalise ukungenelela okunjalo kusenesikhathi aba nokuphuza okukhulu kokufinyelela amazinga okufa aphakeme.
Schools closed for a median duration of 4 weeks according to a study of 43 US cities' response to the Spanish Flu.
Izikole zavala isikhashana samaviki angu-4 ngokusho kocwaningo lwamadolobha angu-43 ase-US ayesabela ku-Spanish Flu.
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.
Ukuvala kwezikole kwabonisa kwehlisa ukuqothula kwe-Asian flu ngo-90% phakathi nokuqubuka kuka-1957–58, futhi ku-50% ekulawuleni i-influenzae-US, 2004–2008. Amazwe amaningi akwazile ukunensisa ngempumelelo ukusabalala kokutheleleka ngokuvala izikole phakathi nobhubhane lango-2009 lwe-H1N1 Flu.
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.
Ukuvalwa kwezikole edolobheni lase-Oita, e-Japan, kwatholakala kuphumelele ekunciphiseni ngempumelelo isibalo sabafundi abathelelekile ekuphakameni kwesifo; kodwa ukuvala izikole akuzange kutholakale kunciphisa ngezinga elikhulu ingqikithi yesibalo sabafundi abathelelekile.
Mandatory school closures and other social distancing measures were associated with a 29% to 37% reduction in influenza transmission rates.
Ukuvala izikole okuyimpoqo nezinye izinyathelo zokuhlukanisa ngokuhlala zahlobaniswa no-29% kuya ku-37% wokwehla kwezinga lokudluliselana nge-influenza.
Early school closures in the United States delayed the peak of the 2009 H1N1 Flu pandemic.
Ukuvala izikole kusenesikhathi e-United States kwabangela ukuphuza kokuphakama kobhubhane lango-2009 lwe-H1N1 Flu.
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.
Yize kunempumelelo ekuvaleni izikole, ucwaningo lokuvala izikole e-Michigan lwathola ukuthi "ukuvalwa kwezikole ezingeni lezifunda akunayo impumelelo. "Phakathi nokuqubuka kwe-swine flu ka-2009 e-UK, ephepheni elibhalwe ukuthi "Ukuvala izikole phakathi nobhubhane lwe-influenza" olwanyatheliswa i-Lancet Infectious Diseases, iqembu lama-epidemiologists lavumela ukuvalwa kwezikole ukuze kuphazamiswe inkambo yesifo, ukunensisa ukusabalala okuqhubekayo bese kuthenga isikhathi sokucwaninga futhi kwakhiwe ikhambi.
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.
Bekwazile ukufunda ngaphambili kuma-influenza pandemics ahlanganisa i-1918 flu pandemic, i-influenza pandemic ka-1957 kanye ne-1968 flu pandemic, bafaka umbiko womthelela ukuvalwa kwezikole okuzoba nawo kwezomnotho nabasebenzi, ikakhulukazi njengoba iphesenti enkulu yodokotela nabahlengikazi kungabesimame, abanye babo abanabantwana abangaphansi kweminyaka engu-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.
Baphinde babuka amandla okusabalala kwe-influenza e-France phakathi namaholidi eskole e-France baqaphela ukuthi izibonelo zomkhuhlane zehla lapho izikole zivaliwe futhi zavuka kabusha lapho zivulwa.
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.
Baqaphela ukuthi lapho othisha e-Israel benesiteleka phakathi nenkathi yonyaka yomkhuhlane ka-1999–2000, ukuvakashela kodokotela kanyenye nesibalo sezifo zokuphefumula sehla ngezingxenye eziyisihlanu nangaphezulu kwezingxenye ezimbili zesihlanu ngayinye.
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.
Mayelana nezikole nezindawo zokunakekela izingane, i-U.S. Centers for Disease Control and Prevention ikhuthaza ukuvala isikhashana ukuze kuhlanzwe futhi kuqedwe amagciwane uma umuntu othelelekile ebe khona esakhiweni sesikole kungakhathaliseki ukuthi ukusabalala emphakathini kunjani.
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.
Lapho kukhona ukudluliselana okuphansi kuye kusivivi emphakathini, amasu okuhlukana ngokuhlala angaqaliswa njengokukhanselwa ama-field trips, imihlangano, neminye imibuthwana emikhulu njengezemfundo zezemvelo noma amaklasi amakwaya noma ukudla ema-cafeteria, kwandiswa isikhala phakathi kwamadeski, ukufika ngezigamu nezikhathi zokugoduka, kube nomkhawulo kwabavakashai abangabalulekile, nokusebenzisa ihhovisi elihlukile ngendawo lokusebenziswa izingane ezinezimpawu ezifana nezomkhuhlane.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
Uma kunokudluliselana okuqaphelekayo emphakathini wendawo, ngaphezulu kwamasu okuhlala ngokuhlukanisa, ukunweba inkathi yokuvalwa kwezikole kungacatshangelwa.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Ngo-26 January, i-China yaqalisa izinyathelo zokuvalela ukuqubuka kwe-COVID-19 okwahlanganisa ukunweba iholidi le-Spring Festival ukuze kuvalelwe ukuqubuka.
Universities and schools around the country closed.
Amanyuvesi nezikole ezweni lonke kwavalwa.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Ngo-23 February, i-Iran's Ministry of Health yamemezela ukuvalwa kwamanyuvesi, izikhungo zemfundo ephakeme emadolobheni amaningi nezifundazwe.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Ngo-3 March, i-UNESCO yakhipha izibalo zokuqala zomhlaba zezikole ezithintekile nabafundi.
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.
Yabika ukuthi amazwe angu-13 ayemise izinyathelo zokuvikela okuhlanganisa ukuvala isikhashana kwezikole namanyuvesi, okwathinta izigidi zabafundi ezingu-290.5 emhlabeni wonke.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
Isabela, i-UNESCO yabiza amazwe ukuthi asekele abafundi abathintekile nemikhaya futhi kuqaliswe kabanzi izinhlelo zokufunda ekhaya zabo bonke.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Ngo-4 March,uhulumeni wase-Italy wakhipha isiqondiso sokuvalwa kwazo zonke izikole namanyuvesi ezweni lonke lapho i-Italy ifinyelela isibalo sokufa kwabangu-100.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Ngokwenza njalo, i-Italy yaba elinye lamazwe angu-22 kumazwekazi amathathu ayememezele futhi aqalisa ukuvala izikole.
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.
Ngo-5 March, iningi labafundi abathintwe izinyathelo zesimo esiphuthumayo se-COVID-19 babese-China, lapho izigidi zabafundi abangu-233 zathinteka, kulandele i-Japan nezigidi ezingu-16.5 ne-Iran ngezigidi ezingu-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.
Ngo-10 March, oyedwa kubafudi abayisihlanu emhlabeni wonke ube-"qhela kude nesikole ngexizathu senkinga ye-COVID-19" lapho oyedwa kwabane wayevimbelwe ezikhungweni zemfundweni ephakeme.
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.
Ngo-13 March, ohulumeni bamazwe angu-49 bamemezela noma baqalisa ukuvalwa kwezikole, kuhlanganisa amazwe angu-39 avala izikole izwe lonke namazwe angu-22 anezikole zendawo ezivaliwe.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Ngo-16 March, lesisibalo saphakama sisuka emazweni angu-49 kuye kwangu-73 ngokusho kuka-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.
Ngo-19 March, u-50% wabafundi emhlabeni wonke wathintwa ukuvalwa kwezikole, okuhambelana nokuvala ezweni lonke emazweni angu-102 nokuvala kwendawo emazweni angu-11 okuthinta izigidi ezingu-850 zabantwana nabasha.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Kusukela ngo-20 March, ngaphezu kuka-70% wabafundi emhlabeni bathinteka ukuvalwa, ngokuvalwa kwezikole izwelonke okungu-124.
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.
Ngo-23 March, zonke izikole zase-Nigeria kwatholakala ukuthi zavalwa uhulumeni wase-Nigeria, izimakethe kanjalo nezinkampani zavalwa futhi izingane zanqatshelwa ngabazali ukuphumela ngaphandle kwamakhaya.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Ngo-26 March, zonke izikole namanyuvesi e-New Zealand kuvaliwe izwe lonke.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Uhulumeni waphoqa iholidi lamaviki amabili, evumela izikole ukuthi zishintshele kuhlobo lokufunda ekhaya ngokushesha ngangokunokwenzeka.
Universities have closed for one week, but resumed with online teaching afterwards.
Amanyuvesi avalwe iviki elilodwa, kodwa aqhubeka ngokufundisa ngenqubo ya-online kamuva.
Other school services remain open, but teaching is restricted to distant learning.
Eminye imisebenzi yesikole iqhubekile ivuluwe, kodwa ukufundisa kukhawulwe ekufundiseni ukude.
By 27 March, nearly 90 percent of the world's student population was out of class.
Ngo-27 March, cishe amaphesenti angu-90 enani labafundi emhlabeni ubungekho eklasini.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Izindawo eziqhubekile zinezikole ezivuliwe zihlanganisa i-Taiwan, i-Singapore, i-Australia, i-Sweden, nezinye izifundazwe zase-U.S.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Ngo-29 March, izingane nabanye abafundi abangaphezulu kwezinkulungwane zezigidi ezingu-1.5 bathinteka lapho kuvalwa izikole izwe lonke.
Others were disrupted by localized closures.
Ezinye zaphazamiswa ukuvalwa kwasendaweni.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
Kuze kube ngu-April 6, amaholidi andiswa kuzo zonke izikole zamabanga aphakeme e-Turkmenistan.
An order signed by the Ministry of Education as a preventative measure aims to prevent the spread of respiratory diseases in connection with the WHO coronavirus pandemic.
Uhlelo lwe-Ministry of Education oluyisinyathelo sokuvikela luhlele ukuvikela ukusabalala kwezifo zokuphefumula ngokuhambelana nobhubhane lwe-coronavirus ye-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.
Amazwe angu-10 anokuvalwa kwezikole kwendawo, i-UNESCO ilinganisela ukuthi abafundi abangu-473,933,356 bangaba sengozini (imfundo eyisisekelo-amabanga aphansi kuye kumabanga aphakeme) futhi abafundi abangu-77,938,904 basethubeni lengozi emfundweni yezinga eliphezulu.
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.
Inothi: Izibalo zilingana nengqikithi yesibalo sabafundi ababhalisiwe, emabangeni emfundo eyisisekelo, amabanga aphansi, namabanga aphakeme [ISCED amabanga-0 kuya ku-3], kanjalo namabanga emfundo yezinga eliphezulu [ISCED amabanga-5 kuya ku-8] abangase bathinteke uma ukuvalwa ngezindawo kuba okwezwe lonke.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Izibalo zokubhalisa zisuselwe kudatha yakamuva ye-UNESCO Institute of Statistics.
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.
Ukuvala izikole ngenxa yokusabela kubhubhane le-COVID-19 kukhanyise izinkinga ezimbalwa ezithinta ukufinyelela imfundo, kanjalo nezinkinga ezibanzi zenhlalo-mnotho.
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.
Kusukela ngo-March 12, izingane nabasha abangaphezulu kwezigidi ezingu-370 abayi esikoleni ngesizathu sesikhashana noma esingaziwa sokuvalwa kwezikole izwe lonke okuphoqwe ohulumeni bezama ukunensisa ukusabalala kwe-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.
Kusekela ngo-29 March, cishe u-90% wabafundi emhlabeni bathintekile ukuvalwa kwezikole. Ngisho noma ukuvalwa kwezikole kuyisikhashana, kubizela izindleko eziphakeme kwezokuhlala nezomnotho.
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.
Ukuphazamisa ezikubangelayo kuthinta abantu kuyo yonke imiphakathi, kodwa ukuthinta kwakho kuba nzima nakakhulu kubantwana abaswele nemikhaya yabo kuhlanganise ukufunda okuphazamisiwe, ukondleka okululaziwe, izinkinga zokunakekela abantwana nemiphumela yezindleko zomnotho emikhayeni engakwazi ukusebenza.
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.
Abazali abasebenzayo kuyenzeka nakakhulu ukuthi bangayi emsebenzini uma izikole zivaliwe ukuze banakekele izingane zabo, kanjalo balahlekelwe umholo futhi izikhathi eziningi futhi kuthinte kabi ukukhiziqa.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Ukuvala izikole endaweni kuthwesa umthwalo ezikolweni njengoba abazali nezisebenzi ziqondisa izingane kulezo zikole ezivuliwe.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Abesimame bavame ukwenza ingxenye enkulu yezisebenzi zezempilo futhi ngokuvamile abakwazi ukuya emsebenzini ngenxa yokubizela kokunakekela abantwana okuba umphumela wokuvalwa kwezikole.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Lokhu kusho ukuthi izisebenzi eziningi zezokwelapha azikho ezindaweni zazo lapho zidingeka khona kakhulu phakathi nenkinga yezempilo.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Ukuntula amandla okufinyelela ezobuchwepheshe noma ukufinyelela ngokushesha, i-inthanethi ethembekile kungavimbela abafundi basemaphandleni nalawo avela emikhayeni entulayo.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Ukuntula ukwazi ukufinyelela ezobuchwepheshe noma uxhumano okuhle lwe-inthanethi inkinga ekuqhubekeni kokwazi ukufunda, ikakhulukazi kubafundi abavela emikhayeni entulayo.
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.
Isabela ekuvaleni izikole okubangelwe i-COVID-19, i-UNESCO ikhuthaza ukusebenziswa kwezinqubo zokufunda ekhaya nokuvulwa kwama-applications emfundo nama-platforms izikole nothisha abangakusebenzisa ukufinyelela abafundi bekude futhi kukhawulwe ukuphazamiseka kwezemfundo. Ukusekela ekunensiseni ukudluliselana nge-COVID-19, amakhulu emitapo yezincwadi avalile isikhashana..
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
E-United States, amadolobha amakhulu amaningi amemezela ukuvalwa kwemitapo yolwazi yomphakathi, kuhlanganise i-Los Angeles, i-San Francisco, i-Seattle, ne-New York City, okuthinta imitapo lowazi engu-221.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Kubafundi abangenayo i-inthanethi emakhaya, lokhu kukhuphula ubunzima bokuhambisana nokufunda ekhaya.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Ukuvalwa kwezikole kubeka umthwalo kubazali nabaqaphi wokuhlinzekela ukunakekela abantwana bese benakekela ufunda ekhaya ngesikhathi izingane zengekho esikoleni.
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.
Ngenxa yokuswela okunye abangakwenza, abazali abasebenzayo babamile ukushiya izingane zodwa uma izikole zivala futhi lokhu kungaholela ekuziphatheni okuyingozi, okuhlanganisa ithonya lontanga nokusebenzisa kabi imilaliso.
Many children worldwide rely on free or discounted meals at schools.
Izingane eziningi emhlabeni wonke zithembele ekudleni kwamahhala noma kwesaphulelo ezikoleni.
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.
Lapho izikole zivala, ukondleka kuyalulazeka. Ukondleka kudlala indima ebalulekile ekwakhekeni ukucabanga nokuphumelela ekufundeni kwezingane. E-Washington State, cishe u-45% wabafundi abayizigidi ezingu-1.1 ababhalise ezikoleni zomphakathi noma izikole ze-charter bayakufanelekela ukuxhaswa ngokudla kwesikole.
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.
Okungenani abadundi abangu-520,000 nemikhaya yabo bangase bathintwe ukungaqiniseki kokudla ngenxa yokuvalwa kwezikole. Izinhlelo zokudla kwesikole isinyathelo sesibili esikhulusokulwa nendlala e-United States ngemuba kwezitembu zokudla.
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.
Njalo ngonyaka, cishe izigidi ezingu-30 zabantwana zithembela ezikolweni ukuthi zihlinzekele ukudla kwamahhala noma kwenani eliphansi okuhlanganisa okwasekuseni, okwasemini, okokuhlafuna, ngisho nokwakusihlwa. E-Alabama, lapho ukuvalwa kezikole isifundazwe sonke kwaqala khona ngo-18 March kuthinte abafundi abangaphezulu kuka-720,000, Unsumpa wesifundazwe wamemezela ukuthi izisebenzi zesikole ezithintwe ngendlela engafani ubumpofu zizoqalisa amanethiwekhi okudlulisela ukudla ukuze kuhlinzekelwe abafundi abathembela ekudleni kwesikole.
School closures negatively impact student learning outcomes.
Ukuvalwa kwezikole kuyithinta kabi imiphumela yomfundi.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Ukufunda kuhlinzekela ngemfundo ebalulekile futhi uma izikole zivala, abafundi nabasha baphucwa amathuba okukhula nokuthuthuka.
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.
Izikhinyabezi azilingani kubafundi abantulayo abavame ukuba namathuba ambalwa okufunda ngaphandle kwesikole. Izinga lokuyeka isikole livame ukuphakama njengomthelela wokuvalwa kwezikole ngenxa yezinselele zokuqinisekisa ukuthi bonke abafundi babuyela esikoleni lapho ukuvalwa kwezikole kuphela.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Lokhu kuyiqiniso nakakhulu kulokho kuvalelwa okuvikelwe. Izikole ziyindawo yemisebenzi yenhlalo nokuhlangana nabanye abantu.
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.
Lapho izikole zivaliwe, abantwana abaningi nabasha bazophuthelwa ukuthintana kwenhlalo okuyinto ebalulekile ekufundeni nasekuthuthukeni. Lapho izikole zivala abazali bavamile ukucelwa balandelele ukufunda kwabantwana emakhaya futhi bangase bazabalaze ekwenzeni lomsebenzi.
This is especially true for parents with limited education and resources.
Lokhu kuyiqiniso kakhulu kubazali abanemfundo elinganiselwe nezinsiza.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Imiphumela yokuvalwa kwezikole nokuthembela ekufundeni ekhaya akukadingidwa kuma-federal acts of legislation okwamanje.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Imfundo ehleliwe — ngokungafani nemfundo engahleliwe noma i-non-formal education — ngokuvamile ibhekisele ezikoleni, amakolishi, amanyuvesi nezikhungo zokuqeqesha.
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.
Umbiko ka-1974 we-World Bank wachaza imfundo ehleliwe ngendlela elandelayo: Imfundo ehleliwe: ubumbano ngokwenziwe kahle, oluhlelwe ngamabanga okulandelana kwezikhathi ‘uhlelo lwemfundo’, esuka esikoleni samabanga aphansi kudlulele enyuvesi futhi kuhlanganise, ngaphezulu kwezifundo ezivamile zemfundo, izinhlelo ezihlukile zenqubo ekhethekile yezikhungo zesikhathi esigcwele eziqeqeshela ubuchwepheshe. Idatha eningi eqoqwa esibalweni sabafundi abathintwe i-COVID-19 ibalwe ngokusekelwe ekuvalweni kwezinhlelo zemfundo ehleliwe.
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].
I-UNESCO Institute for Statistics ihlinzekela ngezibalo zabafundi abathintwe i-COVID-19 ezihambelana nezibalo zabafundi ababhalisele imfundo emabangeni esisekelo, amabanga aphansi, amabanga aphakeme, [ISCED amabanga-0 kuya ku-3], kanjalo namabanga emfundo yezinga eliphezulu [ISCED amabanga-5 kuya ku-8].
Early childhood educational programmes are usually designed for children below the age of 3 and may refer to preschools, nursery schools, kindergartens, and some day care programmes.
Izinhlelo zemfundo zeminyaka ephansi yobuntwana ngokuvamile aklanyelwe abantwana abaneminyaka engaphansi kwengu-3 futhi ingase ibhekisele ezikolweni zenkulisa, isikole sezingane, enkulisa, nezinye izinhlelo zokunakekela emini.
While many primary and secondary schools have closed around the world due to COVID-19, measures impacting early childhood educational programmes have varied.
Yize izikole eziningi zamabanaga aphanzi namabanga aphakeme zivalile emhlabeni wonke ngenxa ye-COVID-19, izinyathelo ezithinta izinhlelo zemfundo ethinta ubuntwana obuphansi zihlukile.
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.
Kumanye amazwe nezindawo, isikole sokuqala nezinkulisa zibhekwa njengemisebenzi ebalulekile futhi akuvalwanga njengoba kwenzekile ngezinyathelo ezibanzi zokuvala izikole. E-United States, i-Washington State Department of Children, Abasha, Nemikhaya bakhuthaze izinkulisa nezikhungo zokufunda kungakaphuzi ukuthi zahlale zivuliwe.
Some school districts may offer alternative child care options, prioritising the children of first responders and healthcare workers.
Ezinye izifunda zezikole zingase ziphakamise izindlela ezihlukile zokunakekela abantwana, ukubeka kuqala izingane zabasabeli bokuqala nezisebenzi zokunakekela ezempilo.
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.
UNdunankulu wase-Maryland waphoqa ukuthi imisebenzi ethile yezinkulisa iqhubeke itholakala kubantwana bezisebenzi zesimo esiphuthumayo laphi i-Washington State yona ne-California ikushiyele ekuzinqumeleni kwabahlinzekeli bokunakekela.
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.”
Undunakulu wase-California u-Governor Gavin Newsom wachaza ukukhetha kwesifundazwe sakhe, wathi “Siyazidinga izindawo zethu zokunakekela abantwana, izinkulisa zethu, ukuthi zisebenze ukuze zimunce ukugadla kwalokhu kuvalwa kwezikole.”
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.
I-Colorado ikhuthaze ukwakhiwa kwama-"tool kits" abazali abangawasebenzisa ekhaya ukuze benzise izifundo abantwana okungabe bayazithola ezikhathini zokuqala zohlelo lokufunda. E-Japan, u-Prime Minister u-Shinzo Abe wavala zonke izikole kulo lonke izwe kwaze kaba ngu-April 8, kodwa, izindawo zenkulisa zazingafakiwe.
In early March, five adults associated with a nursing facility for preschool children in Kobe tested positive for coronavirus.
Ekuqaleni kuka-March, abakhulile abayisihlanu abahlobene nendawo yabahlengikazi besikole sokuqala sabantwana e-Kobe bahlola baqinsekelwa i-coronavirus.
After testing over one hundred children at the facility, a preschool student was found to be carrying the virus.
Ngemuva kokuhlola izingane eziphezulu kwekhulu kuleyondawo, umfundi wesikole sokuqala watholakala engumgcini wegciwane.
Primary or elementary education typically consists of the first four to seven years of formal education.
Imfundo yamabanga aphansi noma ayisisekelo ngokuvamile enza iminyaka yokuqala emine kuye kweyisikhombisa yemfundo esemthethweni.
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.
I-The International Baccalaureate Organization (IBO) yakhansela ukuvivinya kwayo kwe-Diploma Programme ne-Career-related Programme abafundi abahlelwe phakathi no-30 April no-22 May 2020, ngokombiko okuthinta abafundi abangaphezulu kuka-200,000 umhlaba wonke.
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."
I-IBO yasho ukuthi izoklomelisa abakhethiwe amadiploma noma izitifiketi ngokusekelwe "emsebenzini wokufundisa wabo" kanye "nesivivinyo sokuhlola esimisiwe, ukucophelela, nesimo sokulawula esakhelwe kakade ohlelweni."
Tertiary education, also known as higher education, refers to the non-compulsory educational levels that follow completion of secondary school or high school.
Imfundo yase-tertiary, ebuye yaziwe ngokuthi imfundo ephakeme, ibhekisele kumazinga okufunda angaphoqiwe alandela ukuphetha isikole samabanga aphakeme noma i-high school.
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training.
Imfundo yase-tertiary ngokuvamile ithathwa njengehlanganisa imfundo ye-undergraduate ne-postgraduate, kanjalo nemfundo nokuqeqeshwa kwe-vocational.
Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
Labo abaphothula imfundo yase-tertiary ngokuvamile bathola izitifiketi, amadiploma, noma amadigri ezifundo.
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.
Imfundo ye-undergraduate imfundo eqhutshwa ngemuva kwemfundo yebanga eliphakeme futhi ngaphambi kwemfundo ye-post-graduate, lapho umfundi ngokuvamile eklomeliswa i-bachelor's degree.
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.
Abafundi ababhalisele izinhlelo zemfundo ephakeme kumakolishi, amanyuvesi, namakolishi omphakathi ngokuvamile abizwa ngokuthi "abafundi basekolishi" emazweni afana ne-United States. Ukuvalwa kwamakolishi namnyuvesi kunomthelela obanzi kubafundi, abaphathi bomkhakha, nezikhungo uqobo lwazo.
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.
Amakolishi namanyuvesi kulo lonke elase-United States aye acelwa ukuba abuyisele emuva izimali kubafundi zezindleko zokufunda nendlu, nokuhlala.
In the United States of America, Colleges and universities operate as "mini-cities" which generate significant revenue for cities, states, and regions.
E-United States of America, amakolishi namanyuvesi asebenza njengama-"dolobha amancane" akhiqiza inkokhelo eqaphelekayo kumadolobha, izifunda, nezifundazwe.
For example, Princeton University contributed $1.58 billion USD to the New Jersey economy and students spent about $60 million in off-campus spending.
Ngokwesibonelo, i-Princeton University yathelela ngo-$1.58 billion USD kumnotho we-New Jersey futhi abafundi bachitha cishe u-$60 million wokuthenga ngaphandle kwekhempasi.
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...
Ukuvalwa kwamakolishi namanyuvesi kuba nomphumela wamadomino kwezomnotho nemthelela ehamba ibanga elide. Ngokusho kuka-Linda Bilmes we-Harvard Kennedy School, "amahhotela endawo, izindawo zokudlela, amakhafe, izitolo, abaqashisa ngezimoto namanye amabhizinisi endawo athola ingxenye ethile yomholo wonyaka ovela ngeviki le-graduation nokuhlangana futhi kwasekolishi...
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.
le miphakathi izohlushwa ukulimala okukhulu kwezomnotho uma lamakolishi eqhubeka evaliwe kulenkathi. "Amadolobha amancane athembela kubafundi basekoloshi ukuthi basekele umnotho wendawo futhi basebenzele amabhizinisi endawo athinteke ngokukhethekile ukuvalwa kwezikole nokuhamba kwabafundi ekhempasi.
In Ithaca, New York, Cornell University students spent at least $4 million a week in Tompkins county.
E-Ithaca, e-New York, abafundi base-Cornell University students basebenzisa okungenani izigidi ezingu-$4 ngeviki e-Tompkins county.
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."
Ekulandeleni kwesinqumo se-Cornell sokugcina abafundi emakhaya ngemuva kwekhefu lentwasahlobo bese bedlulela ekufundeni ngenqubo e-virtual, iMeya yase-Ithaca yabizeka "isinyathelo se-federal esisheshayo nesinamandla — sizobona imiphumela yomnotho emibi ngenxa yokuvala kwe-Cornell University."
UNESCO is sharing 10 recommendations during this period:
I-UNESCO yabelana ngezikhuthazo ezingu-10 phakathi nalenkathi:
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.
Hlola ukuzimisela bese ukhetha amathuluzi owadinga kakhulu: Yenza isinqumo ngokusebenzisa ezobuchwepheshe eziphakeme nezobuchwepheshe eziphansi kuye ngama-solutions ancike ekuthembekeni kukagesi wendawo, uxhumano lwe-inthanethi, namakhon oothisha nabafundi kweze-digital.
This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.
Lokhu kungahamba ibanga lama-digital learning platforms ahlanganisiwe, ukufundiswa ngamavidiyo, ama-MOOCs, kuye ekusakazeni ngomsakazo nama-TV.
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.
Qinisekisa ukuthi akekho obandlululwayo kuma-distance learning programmes: Qalisa izinyathelo eziqinisekisa ukuthi abafundi kuhlanganise labo abakhubazekile noma abavela emakhaya antulayo bayakwazi ukufinyelela ama-distance learning programmes, uma kuyisibalo esincane kuphela esingakwazi ukufinyelela anadivayisi edijithali.
Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
Cabangela ukuhlukanisa isikhashana amadivayisi akumalebhu e-computer aye emakhaya bese niyisekela ngoxhumano lwe-inthanethi.
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.
Vikela ubumfihlo bedatha nokuvikeleka kwedatha: Hlola ukuvikeleka kwedatha lapho ulayisha idatha noma izinsiza zezemfundo ezikhaleni zewebhu, nalapho futhi uma wabelana ngayo nezinye izinhlangano noma abantu.
Ensure that the use of applications and platforms does not violate students’ data privacy.
Qiniseka ukuthi ukusebenza kwama-applications nama-platforms akulimazi ubumfihlo bedatha yomfundi.
Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other.
Beka phambili izixazululo zokubhekana nezinselele ezi-psychosocial ngaphambi kokufundisa: Hlanganisa amathuluzi atholakayo ukuze uxhumane nezikole, nabazali, nabafundisi, futhi nabafundi omunye nomunye.
Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.
Yakha imiphakathi ukuze uqinisekise ukuxhumana kwabantu, vumela izinyathelo zokunakekela kwenhlalo, futhi ubhekane nezinselele ezi-psychosocial abafundi abangase babhekane bazo lapho behlukanisiwe.