natgillin/translations-raw huggingface dataset:
Schools closed for a median duration of 4 weeks according to a study of 43 US cities' response to the Spanish Flu.
Sekolah ditutup selama tempoh purata 4 minggu menurut satu kajian mengenai respons 43 bandar A.S. terhadap Flu Sepanyol.
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.
Penutupan sekolah didapati dapat mengurangkan morbiditi daripada selesema Asia sebanyak 90% semasa wabak 1957–58, dan sehingga 50% dalam mengawal influenza di A.S., 2004-2008. Beberapa negara berjaya melambatkan penyebaran jangkitan melalui penutupan sekolah semasa pandemik Selesema H1N1 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.
Penutupan sekolah di bandar Oita, Jepun, didapati berjaya mengurangkan jumlah pelajar yang dijangkiti pada puncak jangkitan; namun penutupan sekolah tidak didapati secara ketara mengurangkan jumlah pelajar yang dijangkiti.
Mandatory school closures and other social distancing measures were associated with a 29% to 37% reduction in influenza transmission rates.
Penutupan wajib sekolah dan langkah tindakan jarak sosial lain dikaitkan dengan penurunan kadar penularan influenza sebanyak 29% hingga 37%.
Early school closures in the United States delayed the peak of the 2009 H1N1 Flu pandemic.
Penutupan awal sekolah di Amerika Syarikat menunda puncak pandemik Selesema H1N1 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.
Walaupun terdapat kejayaan secara keseluruhan dalam penutupan sekolah, satu kajian tentang penutupan sekolah di Michigan mendapati bahawa "penutupan sekolah reaktif tahap daerah tidak berkesan." Semasa wabak selesema babi pada tahun 2009 di UK, dalam satu artikel bertajuk "Penutupan sekolah semasa pandemik influenza" yang diterbitkan dalam Lancet Infectious Diseases, satu kumpulan pakar epidemiologi menyokong penutupan sekolah untuk menghentikan perjalanan jangkitan, melambatkan lagi penyebarannya dan memberi masa untuk menyelidik dan mengeluarkan vaksin.
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.
Setelah mempelajari pandemik influenza sebelumnya termasuk pandemik selesema 1918, pandemik influenza 1957 dan pandemik selesema 1968, mereka melaporkan tentang kesan ekonomi dan tenaga kerja pada penutupan sekolah, terutamanya dengan peratusan besar doktor dan jururawat adalah wanita, yang daripada ini separuhnya mempunyai anak di bawah umur 16 tahun.
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.
Mereka juga melihat dinamika penyebaran influenza di Perancis semasa cuti sekolah Perancis dan mendapati bahawa kes-kes selesema menurun apabila sekolah ditutup dan kembali apabila sekolah dibuka semula.
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.
Mereka mendapati bahawa ketika guru di Israel melakukan mogok semasa musim selesema 1999-2000, lawatan ke doktor dan jumlah jangkitan pernafasan masing-masing turun lebih daripada satu perlima dan lebih daripada dua perlima.
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.
Bagi sekolah dan kemudahan penjagaan anak, Pusat Kawalan dan Pencegahan Penyakit A.S. menyarankan penutupan jangka pendek untuk membersih atau membasmi kuman jika terdapat orang yang dijangkiti di bangunan sekolah tanpa mengira penyebaran komuniti.
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.
Apabila terdapat penularan komuniti yang minimum sehingga sederhana, strategi jarak sosial dapat dilaksanakan seperti membatalkan lawatan lapangan, perhimpunan dan perjumpaan besar lain seperti pendidikan jasmani atau kelas koir atau makan di kafetaria, menambah ruang antara meja, masa kedatangan dan balik yang dibuat secara bertingkat, mengehadkan pelawat tidak penting, dan menggunakan lokasi pejabat kesihatan yang berasingan untuk kanak-kanak dengan simptom seperti selesema.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
Selain strategi jarak sosial, penghentian sekolah lanjutan mungkin dipertimbangkan apabila terdapatnya banyak penyebaran dalam komuniti setempat.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Pada 26 Januari, China melaksanakan langkah untuk mengekang wabak COVID-19 termasuk melanjutkan cuti Pesta Musim Bunga untuk mengekang wabak.
Universities and schools around the country closed.
Universiti dan sekolah ditutup di seluruh negara.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Pada 23 Februari, Kementerian Kesihatan Iran mengumumkan universiti, institusi pendidikan tinggi dan sekolah di beberapa bandar dan wilayah ditutup.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Pada 3 Mac, UNESCO pertama kali mengeluarkan jumlah penutupan sekolah dan pelajar yang terkesan di seluruh dunia.
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.
Terdapat laporan bahawa 13 negara telah membuat langkah pencegahan termasuk penutupan sementara sekolah dan universiti, yang menjejaskan 290.5 juta pelajar di seluruh dunia.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
UNESCO dalam reaksinya meminta negara-negara untuk membantu pelajar dan keluarga yang terjejas dan memudahkan program pembelajaran jarak jauh termasuk yang berskala besar.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Pada 4 Mac, kerajaan Itali mengarahkan penutupan penuh semua sekolah dan universiti di seluruh negara apabila kematian mencecah 100 orang di Itali.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Dengan penutupan itu, Itali menjadi salah satu daripada 22 negara di tiga benua yang mengumumkan atau melaksanakan penutupan sekolah.
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.
Pada 5 Mac, majoriti pelajar yang terjejas dengan langkah kecemasan COVID-19 terletak di China, dengan pelajar yang terjejas sebanyak 233 juta, diikuti oleh Jepun pada 16.5 juta dan Iran pada 14.5 juta.
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.
Pada 10 Mac, satu daripada lima pelajar "tidak pergi ke sekolah kerana krisis COVID-19" sementara satu dalam empat lagi dilarang dalam institusi pendidikan tinggi di seluruh dunia.
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.
Pada 13 Mac, kerajaan-kerajaan di 49 negara mengumumkan atau melaksanakan penutupan sekolah, termasuk 39 negara melaksanakan penutupan sekolah di seluruh negara dan 22 negara dengan penutupan sekolah di sesetengah tempat.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Pada 16 Mac, menurut UNESCO angka ini meningkat daripada 49 kepada 73 negara.
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.
Pada 19 Mac, 50% pelajar di seluruh dunia terjejas dengan penutupan sekolah, bersamaan dengan penutupan seluruh negara di 102 negara dan penutupan setempat di 11 negara dengan 850 juta kanak-kanak dan remaja terjejas.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Pada 20 Mac, lebih 70% pelajar di dunia terkesan oleh penutupan, dengan 124 penutupan sekolah di seluruh negara.
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.
Pada 23 Mac, kerajaan Nigeria menutup semua sekolah, pasar dan syarikat dan kanak-kanak dilarang oleh ibu bapa untuk melangkah keluar daripada rumah mereka.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Pada 26 Mac, semua sekolah dan universiti telah ditutup di seluruh negara New Zealand.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Kerajaan mengenakan cuti wajib dua minggu, dan membenarkan sekolah beralih kepada bentuk pengajaran jarak jauh secepat mungkin.
Universities have closed for one week, but resumed with online teaching afterwards.
Universiti ditutup selama seminggu tetapi selepas itu disambung semula menggunakan pengajaran dalam talian.
Other school services remain open, but teaching is restricted to distant learning.
Perkhidmatan lain sekolah kekal dibuka, namun pengajaran terhad kepada pembelajaran jarak jauh.
By 27 March, nearly 90 percent of the world's student population was out of class.
Pada 27 Mac, hampir 90 peratus populasi pelajar dunia tidak pergi kelas.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Sekolah kekal dibuka di tempat-tempat seperti Taiwan, Singapura, Australia, Sweden dan beberapa negeri di A.S.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Pada 29 Mac, lebih daripada 1.5 bilion kanak-kanak dan pelajar lain terjejas dengan penutupan sekolah yang menyeluruh.
Others were disrupted by localized closures.
Mereka yang lain terganggu oleh penutupan secara setempat.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
Sehingga 6 April, cuti dilanjutkan di semua sekolah menengah di 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.
Menteri Pendidikan menandatangani satu arahan langkah pencegahan bertujuan mencegah penyebaran penyakit pernafasan berkaitan dengan pandemik koronavirus 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.
Sebanyak 10 negara melaksanakan penutupan sekolah secara setempat, UNESCO menganggarkan 473,933,356 pelajar berpotensi mendapat risiko (pendidikan prarendah hingga menengah atas) dan 77,938,904 pelajar berpotensi mendapat risiko dalam pendidikan tertiari.
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.
Nota: Angka-angka ini bersamaan dengan jumlah pelajar yang mendaftar dalam pendidikan tahap prarendah, rendah, menengah rendah dan menengah atas [ISCED tahap 0 hingga 3], juga tahap pendidikan tertiari [ISCED tahap 5 hingga 8] yang mungkin terjejas sekiranya penutupan secara setempat dilaksanakan untuk seluruh negara.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Angka pendaftaran berdasarkan data terkini daripada Institut Statistik 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.
Penutupan sekolah sebagai respons terhadap pandemik COVID-19 mendedahkan banyak isu yang mempengaruhi akses kepada pendidikan, dan sosioekonomi yang lebih luas.
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.
Sehingga 12 Mac, lebih daripada 370 juta kanak-kanak dan remaja tidak menghadiri sekolah kerana penutupan sekolah seluruh negara yang dibuat sementara atau sehingga masa yang ditentukan seperti yang diarahkan kerajaan dalam usaha melambatkan penyebaran 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.
Pada 29 Mac, penutupan menjejaskan hampir 90% pelajar dunia. Walaupun penutupan sekolah bersifat sementara, ia menanggung kos sosial dan ekonomi yang tinggi.
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.
Gangguan ini menjejaskan orang di seluruh komuniti-komuniti, dan impaknya lebih parah kepada kanak-kanak yang kurang bernasib baik dan keluarga mereka termasuk mengganggu pembelajaran, mengganggu pemakanan, masalah penjagaan anak dan kos ekonomi seterusnya kepada keluarga yang tidak dapat bekerja.
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.
Ibu bapa yang bekerja lebih berkemungkinan tidak dapat bekerja apabila sekolah ditutup demi menjaga anak mereka, menyebabkan kehilangan gaji dalam banyak keadaan dan memberi kesan negatif kepada produktiviti.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Penutupan sekolah secara setempat membebankan sekolah kerana ibu bapa dan pegawai mengarahkan kanak-kanak ke sekolah yang dibuka.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Wanita selalunya mewakili sebahagian besar pekerja penjagaan kesihatan dan sering tidak dapat pergi kerja kerana tanggungjawab penjagaan anak disebabkan penutupan sekolah.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Ini bermakna bahawa banyak profesional perubatan tidak berada di tempat yang mereka paling diperlukan semasa krisis kesihatan.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Kekurangan akses kepada teknologi atau akses kepada internet yang pantas dan boleh diharap dapat menghalang pelajar di kawasan luar bandar dan daripada keluarga yang kurang bernasib baik.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Kekurangan akses kepada teknologi atau sambungan internet yang baik adalah halangan untuk meneruskan pembelajaran, terutama bagi pelajar daripada keluarga yang kurang bernasib baik.
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.
Sebagai respons terhadap penutupan sekolah yang disebabkan oleh COVID-19, UNESCO mengesyorkan penggunaan program pembelajaran jarak jauh dan aplikasi dan platform pendidikan terbuka yang boleh digunakan oleh sekolah dan guru untuk mencapai pelajar dari jauh dan membatasi gangguan pendidikan. Bagi membantu melambatkan penyebaran COVID-19, ratusan perpustakaan ditutup buat sementara waktu.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Di Amerika Syarikat, banyak bandar besar mengumumkan penutupan perpustakaan awam termasuk Los Angeles, San Francisco, Seattle dan New York City, yang menjejaskan 221 perpustakaan.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Perkara ini menambah kesukaran kepada pelajar tanpa internet di rumah untuk mengikuti pembelajaran jarak jauh.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Penutupan sekolah memberi tekanan kepada ibu bapa dan penjaga untuk menyediakan penjagaan anak dan menguruskan pembelajaran jarak jauh semasa anak-anak tidak berada di sekolah.
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.
Tanpa pilihan alternatif, ibu bapa bekerja seringkali meninggalkan anak-anak sendirian ketika sekolah tutup dan ini membawa kepada tingkah laku berisiko termasuk peningkatan tekanan rakan sebaya dan penyalahgunaan bahan.
Many children worldwide rely on free or discounted meals at schools.
Kebanyakan kanak-kanak di seluruh dunia bergantung pada makanan percuma atau berdiskaun di sekolah.
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.
Apabila sekolah tutup, nutrisi terjejas. Nutrisi memainkan peranan kritikal dalam pembangunan kognitif dan prestasi akademik untuk kanak-kanak. Di Negeri Washington, lebih kurang 45% daripada 1.1 juta pelajar di negeri itu yang mendaftar dalam sekolah awam tradisional dan piagam layak untuk makanan sekolah yang disubsidi.
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.
Sekurang-kurangnya 520,000 pelajar dan keluarga mereka mungkin terjejas dengan ketakjaminan makanan akibat penutupan sekolah. Program makan tengah hari sekolah adalah inisiatif antikelaparan kedua terbesar di Amerika Syarikat selepas setem makanan.
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.
Setiap tahun, hampir 30 juta kanak-kanak bergantung pada sekolah untuk menyediakan makanan percuma atau kos rendah termasuk sarapan, makan tengah hari, snek malahan makan malam. Di Alabama, penutupan sekolah di seluruh negeri yang dibuat pada 18 Mac telah menjejaskan lebih 720,000 pelajar, Superintenden negeri mengumumkan bahawa kakitangan di sekolah yang terjejas secara tidak seimbang akan membuat rangkaian pengedaran makanan untuk menyediakan makanan kepada pelajar yang bergantung pada makan tengah hari sekolah.
School closures negatively impact student learning outcomes.
Penutupan sekolah memberi kesan negatif kepada hasil pembelajaran pelajar.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Persekolahan memberikan pembelajaran penting dan apabila sekolah ditutup, kanak-kanak dan remaja kehilangan peluang pertumbuhan dan perkembangan.
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.
Kekurangan ini tidak sekata untuk pelajar kurang bernasib baik yang cenderung kurang mendapat peluang pendidikan di luar sekolah. Kadar keciciran pelajar cenderung untuk meningkat kesan daripada penutupan sekolah kerana cabaran memastikan semua pelajar kembali ke sekolah sebaik sahaja penutupan sekolah berakhir.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Perkara ini terjadi terutamanya dengan penutupan yang berpanjangan. Sekolah merupakan hab aktiviti sosial dan interaksi manusia.
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.
Apabila sekolah ditutup, ramai kanak-kanak dan remaja tidak dapat melakukan kontak sosial yang penting untuk pembelajaran dan pembangunan. Apabila sekolah tutup, ibu bapa sering ditanya untuk memudahkan pembelajaran kanak-kanak di rumah dan menghadapi kesukaran untuk melakukan tugas itu.
This is especially true for parents with limited education and resources.
Perkara ini benar terutamanya untuk ibu bapa dengan pendidikan dan sumber yang terhad.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Potensi impak penutupan sekolah dan kebergantungan pada pembelajaran jarak jauh tidak ditangani dalam akta persekutuan pada masa ini.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Pendidikan formal — tidak seperti pendidikan tidak formal atau bukan formal — cenderung merujuk kepada sekolah, kolej, universiti dan institusi latihan.