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INSTITUTO SUPERIOR DE CIÊNCIAS E EDUCAÇÃO DISTÂNCIA

Education science Department

Human Recourse Curse

How COvid -19 pandemic is affecting Education in Inhambane`s province

Name: Juvenaldo Albino Mubai

Xaixai, June, 2021

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INSTITUTO SUPERIOR DE CIÊNCIAS E EDUCAÇÃO DISTÂNCIA

Education science Department

Human Recourse Curse

How Covid -19 pandemic is affecting Education Inhamban`s province

Work of English to be submitted in Education Science Depa

Recourse

Name: Juvenaldo Albino Mubai

Xaixai, June, 2021

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Índex
Introduction....................................................................................................................................4
What is Covid 19....................................................................................................................................5
COVID-19 in Mozambique.....................................................................................................................5
Symptoms of COVID-19.........................................................................................................................5
How to Protect Yourself from COVID-19...............................................................................................6
Impact of the COVID-19 pandemic on education in Inhambane`s Province........................................6
The role of parents in education during this pandemic........................................................................7
Use of technology by teachers and students........................................................................................7
How prepared are ours schools?...........................................................................................................8
Conclusion.......................................................................................................................................9
References...........................................................................................................................................10

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Introduction

The present work comes with the scope of the curricular activities of the English module that
fits into the Portuguese curse. there will also be a study on the impact of Covid 19 on the lives
of Mozambican.

The COVID-19 pandemic is placing countries around the world under unprecedented strain.
In Mozambique -where people are still struggling to recover from the devastation wrought by
Cyclones Idai and Kenneth in 2019-drought has hit large swathes of the country, and violence
in Cabo Delgado has displaced tens of thousands of people- urgent action is required to
contain the virus and the consequences of measures taken to contain it.

This work following this structure: introduction, development and conclusion

The introduction shows the initial idea related with the work, from the topic to be developed,
the objective to be achieved when producing the work and the methodology.

In the development, a detailed report of made of the content that guides the work and finally
the conclusion with the finally idea and the gains in relations to the work performed.

It will also include relation thinking’s of some authors with a new to bringing important
aspects to the development of the theme.

The present work for an easy understanding is divided into chapters, titles and subtitles and
the parts important for a good perception are put in bold or italics

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What is Covid 19
Coronaviruses are a large family of viruses that are known to cause illness ranging from the
common cold to more severe diseases such as Severe Acute Respiratory syndrome (SARS)
and Middle East Respiratory Syndrome (MERS).

COVID-19 is a new strain of coronavirus that has not been previously identified in humans.
The COVID-19 is the cause of an outbreak of respiratory illness first detected in Wuhan,
Hubei province, China.

COVID-19 in Mozambique
The first case of COVID-19 was reported in Mozambique on 22 March 2020. As of 26 May,
Mozambique had 194 confirmed cases of COVID-19, of which 168 were locally transmitted.
The country’s capital, Maputo, and the province of Cabo Delgado are currently the epicentres
of the outbreak in Mozambique, with Pemba and Afungi registering more than 50 percent of
the overall cases. Other provinces affected are Manica, Inhambane, Gaza, Tete and Sofala.
Following Cyclones Idai and Kenneth in 2019, over 100,000 people are still displaced in 76
sites across six provinces. In Cabo Delgado, over 162,000 people have been affected by
insecurity, most of whom are living in overcrowded conditions in host communities.
Displaced people living in camps, camp like settings, resettlement sites or host communities,
are all at heightened risk as their right to information, access to healthcare, hygiene, protection
services and livelihoods are constrained.
Prior to COVID-19, multiple disease outbreaks—including cholera and malaria—were
already stretching Mozambique’s weak health systems and 94 health centres were damaged
during the cyclones. IDPs in Cabo Delgado face significant challenges to accessing primary
health care. Critical services—such as sexual and reproductive healthcare, immunization
activities and continuity of care for HIV, tuberculosis, malaria and cholera—are expected to
be disrupted as resources shift to the COVID-19 response, potentially increasing maternal and
infant deaths.

Symptoms of COVID-19
Reported illnesses have ranged from mild symptoms to severe illness and death for confirmed
coronavirus disease 2019 (COVID-19) cases.
Symptoms may appear 2-14 days after exposure: Cough, Fever, Headache, New loss of taste
or smell, Repeated shaking with chills, Sore throat, shortness of breath, Muscle pain.
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 How to Protect Yourself from COVID-19
The symptoms that are currently being seen with COVID-19 are cough, fever, headache, new
loss of taste or smell, repeated shaking with chills, sore throat, shortness of breath, and muscle
pain. To help prevent the spread of germs, you should:
 Multiple times a day, wash your hands often with soap and water for at least 20 seconds,
especially after going to the bathroom, before eating, and after blowing your nose, coughing,
or sneezing.
 Avoid close contact with people who are sick.
 Avoid touching your eyes, nose, and mouth with unwashed hands.
 Clean and disinfect frequently touched objects and surfaces.
 Use an alcohol-based hand sanitizer with at least 60% alcohol if you have symptoms of
acute respiratory illness.
 Stay home from work or school until you are free of fever, signs of a fever, and any other
symptoms for at least 24 hours and without the use of fever-reducing or other symptom-
altering medications.
 Seek medical attention if you have reason to believe you have been exposed to coronavirus
or influenza. Call your healthcare provider before visiting a healthcare facility.

Impact of the COVID-19 pandemic on education in

Inhambane`s Province
COVID-19 is changing the face of education. Educators and students across the country are
working to accommodate socially distanced and virtual school while also supporting their
student’s fears and concerns.

Going to school is the best public policy tool available to raise skills. While school time can
be fun and can raise social skills and social awareness, from an economic point of view the
primary point of being in school is that it increases a child’s ability. Even a relatively short
time in school does this; even a relatively short period of missed school will have
consequences for skill growth.

From the onset of the pandemic, teachers were immediately tasked with implementing online
classes without sufficient guidance, training, or resources. Teachers across the globe were
largely unprepared to support this continuity of learning. They were forced to adapt to new

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teaching methodologies overnight. This highlighted the need to give teachers training in basic
digital skills and alternative methods of education delivery.

The role of parents in education during this

pandemic
The Covid-19 pandemic has shaken up families all over the world. As homes function
simultaneously as school, office and living space, parents are finding themselves in a bind.
Even though parents now have more time for their children, the pressure to juggle multiple
roles is stressful and they are unable to devote time to parenting.

The parents’ role is of paramount importance in this new process and while the schooling may
be for your children, this is also an opportunity for you to learn new skills that can assist you
even after the children have returned to school.
Two heads are better than one…
First, parents, be sure to change the way you refer to the process of learning. It should not be
school work or any type of work since we already associate work with fatigue and low gains.
Instead, alter your perspective by referring to it as more open-ended terms like class time,
learning hour, brain power hour or something else that you made up that sounds more fun.
After that is done, you now have a different perspective and will show interest in the class and
the child.

Use of technology by teachers and students

The COVID-19 pandemic is prompting many schools and universities to abruptly and
comprehensively adopt online learning, remote work, and other activities to help contain the
spread of the virus.

The use of technology and the availability of digital information has had an impact on the way
people interact and learn is nothing new – indeed, research studies indicate that a high
proportion of undergraduates find the traditional form of lecture uninspiring, preferring
practical group.Many of the emergent themes that appear from the interviews have synergies
with other research into the impact of Covid-19.

These include the following: Virtual classroom management, Relationship-building between

the academic and the student., Pedagogy: while participants discuss implementing online
pedagogies, they appear to be moving their existing pedagogies and resources from a face-to-
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face learning environment to a digital environment, Online appreciation for teachers and
educator. As students continued to struggle to learn from home, across the world, there was an
outpouring of parents’ gratitude for teachers, their skills, and their invaluable role in student
well-being. Traditionally, the teacher’s role in the student’s life was rarely recognized. The
pandemic forced society at large to recognize that schools and teachers play an important role
in the student’s academic life, helping them form bonds with their peers, build confidence and
help them fulfill hopes and dreams

How prepared are ours schools?

To prevent the COVID-19, there are a number of safety steps schools had to do.

 Face masks - All adults and all children over age 2 years and all adults should
wear face masks that cover the nose and mouth to help stop the spread of the virus.
When they fit well and are worn correctly and consistently, face masks are effective
and safe to wear for long periods of time such as during the school day.
 Physical distancing - Based on the latest evidence, younger students should remain
at least 2 feet apart from each while also wearing face masks at school. However,
middle and high school students in areas with high rates of COVID-19 infections
should stay at least 6 feet apart--especially if they aren't able to stay in small groups
throughout the school day. Teachers and staff also should remain 6 feet apart from
students and each other, limit in-person meetings, and avoid areas such as staff
lounges.
 Classroom routines. To help limit student interaction outside the classroom, schools
should consider:

 Having teachers move between classrooms, if possible, rather than having students fill
the hallways during passing periods. Block schedules (fewer classes in a given day
and electives in shorter time periods) can help limit cross-over of students and
teachers.
 Allowing students to eat lunches at their desks or in small groups outdoors instead of
in crowded lunchrooms. Because of the need to remove face masks while eating,
students should be six feet apart during lunch.

 Testing & temperature checks - Testing only shows whether a person is infected at
that specific moment in time and may not be useful in preventing outbreaks in school
communities. In addition, testing all students in a school for active COVID 19
infection may not be possible for many schools. Taking students' temperatures at
school may not be feasible. However, families should monitor students' health and
keep them home if they have a fever of 37 degrees any signs of illness.

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Conclusion

Coming to the end of the present work, it can be said that, the Covid 19 is destroying the life
of Mozambican. The COVID-19 pandemic is prompting many schools and universities to
abruptly and comprehensively adopt online learning, remote work, and other activities to help
contain the spread of the virus.

beyond the immediate public health crisis, COVID-19 has plunged the global economy into
crisis, with the informal economy -and particularly women- hard-hit. In countries such as
Mozambique, where 9 out of 10 workers are employed in the informal economy, the
consequences could be devastating.
Prior to COVID-19, an estimated 2 million people were projected to be facing severe food
insecurity across Mozambique. Households have not yet recovered from the devastation
caused by Cyclones Idai and Kenneth that affected over 770,000 hectares of staple crops. Low
income urban populations and small-holder rural farmers and fisherman are particularly
vulnerable to heightened food insecurity.
On the work itself as a significant gain insofar as it is possible to apply the knowledge
acquired in practice, considering that the survey and description of the content itself had a
greater focus on the analysis of the impacts caused by Covid 19 on the lives of Mozambican
has a way to adapt to the final objective of the training.
From this work it is possible to affirm that it brought a very significant gain and that it had a
positive effect on the professional career, thus guaranteeing that work of gender is welcome.

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References
Andersen, S C, and H S Nielsen (2019), "Learning from Performance Information",
Journal of Public Administration Research and Theory.

Bjorklund, A and K Salvanes (2011), “Education and Family Background:

Mechanisms and Policies”, in E Hanushek, S Machin and L Woessmann (eds),
Handbook of the Economics of Education, Vol. 3.

Burgess, S and E Greaves (2013), “Test Scores, Subjective Assessment, and

Stereotyping of Ethnic Minorities”, Journal of Labor Economics 31(3): 535–576.

Carlsson, M, G B Dahl, B Öckert and D Rooth (2015), “The Effect of Schooling on

Cognitive Skills”, Review of Economics and Statistics 97(3): 533–547.

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