atepeq/tico19 huggingface dataset:
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.
Ko to cuuɗi jaangirde fu maɓɓi, ekkitol do maɓɓolji jaangirde ha Michigan sappini yo'o "maɓɓolji jaangirde ha nder distrik maray naffuda." Ha wakati nyau ndamba gaduru ha 2009 ha Lesɗe Inglisiya, wodi batakkewol feere je hoore man "Closure of schools during an influenza pandemic" je wurti ha nder Lancet Infectious Diseases, geeɓe aandooɓe nyau je ɗon raɓɓa hasdi maɓɓolji jaangirde ngam darnugo yahde nyau ndu, ɗaayina, e heɓɓa wakati ngam wurtinugo baatal.
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.
Ngam ɓe jaangi nyauji ndamba je sallingobe nyauji ndambe 1918, nyau ndamba 1957 be nyau ndamba 1968, ɓe matini do ko maɓɓolji jaangirde footi mara bana saɗirma do siggorde ceede mala jonde ummatore, ɓurna bo'o be limtol lekkitoɓe be sukloɓe do jam ɓaandu je woni rewɓe, je reeta maɓɓe ɗon mari ɓikkon je maray duɓɓi 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.
Fahin bo'o, ɓe lari yahde sankittol ndamba ha Faraansa ha wakati siwtare jaangirdeji maɓɓe e fammi yo'o nyauɓe ndamba usti ha yakke jaangirdeji maɓɓi e ɓesdi ha yakke je jaangirdeji maɓɓitti.
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.
Ɓe fammi yo'o ha yakke je jaanginoɓe turti ha akati ndamba ha 1999-2000, ngilli ha lekkitoɓe be limgal nyauji pofɗe usti be ɓuri reeta be ɗiɗi nder joowey.
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.
Ko larni jaangirdeji be wakkereji suklugo do ɓikkon, Ɗowirɗe Aynol e Lartol Jam Ɓaandu Lesɗe America feeli maɓɓol ha nder wakkati seeɗa tan ngam laɓɓugo mala laɓɓinugo to wodi nyaudo no ha nder wakkere jaangirde bila larugo sankittol nyau ha cakka ummatore.
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.
To wodi dabare sallinol seeɗa ha deydey, dabareji dayol be ummatore footi naffa bana darnugo wurtol jaangirde ha ngilli, moftude, be kawtirdeji maungel bana ekkitolji espor, gimmol mala nyammugo ha suudu nyaɗe, ɓesdugo baabe ha kunde koroomje lartugo wakati yottugo be je hottugo, darnugo ngilli meere-meere, be neldugo jaangoɓe je bana mari ndamba ha suudu lekki feere.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
To wodi sallinol kanduɗum ha cakka ummatore, ɓesdugo do dabareji dayol ummatore, darnolji jaangirde ha nder wakati juttungel sey lartotto.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Ha 26 Zaanviye, Cayna wurtini dabareji ngam darnugo nyau COVID-19 je larni yarɓugo julde Spring Festival ha ɓawo ngam darnugo nyau ndu.
Universities and schools around the country closed.
Jam'iareji be jaangirdeji ha nder tarde ndu maɓɓakke.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Ha 23 Feviriye, Arduɗo Jam ɓaandu Iran matini maɓɓol jam'iareji, jaangirdeji maungel be jaangirdeji ha nder lamordeji ɗuɗɗum.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Ha 3 Maars, UNESCO wurtini arandere limgal jaangirdeji je ɗon maɓɓi be ɓikkon je ɗon memmi.
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.
Matinama yo'o lesɗe 13 hoosi dabareji aynol bana maɓɓolji jaangirde be jam'iareji nder wakati seeɗa, ko memmi jaangoɓe milionji 290.5 ha nder duniyaru.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
Bana jabbuye, UNESCO ewni lesɗe ngam wallugo jaangoɓe be caalaje je ɗon memmi e hasda ngam jaahargalji ekkitol daayinde.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Ha 4 Maars, ngomna Italy hasdi maɓɓolji jaangirdeji be jam'iareji fu ha do lesdi Italy bana yimɓe 100 maynama ngam nyau ndu.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Gal dabare ndu, Italy lati lesɗe 22 ha do hawtirde lesdi tati je matini mala hasdi ngam maɓɓugo jaangirdeji.
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.
Ha 5 Maars, ɓurna jaangoɓe je dabareji jaawal COVID-19 memmi ɓe wondi no ha Cayna, jaangoɓe milionji 233 memmotto, tokkiti be Japan be milionji 16.5 e Iran be milionji 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.
Ha 10 Maars, gooto nder jaangoɓe joowey woni "dayiɗum be jaangirde ngam nyau COVID-19" ha wakati feere gooto nder jaangoɓe nay fartakke ha jaangirdeji je maungel.
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.
Ha 13 Maars, ngomna'en ha nder lesɗe 49 matini mala hasdi maɓɓolji jaangirde, be lesɗe 39 je maɓɓi jaangirde ha do lesdi maɓɓe fu e lesɗe 22 darni jaangirde ha wakkere feere tan.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Ha 16 Maars, limgal ngel ummi diga lesɗe 49 ha 73 ha matinol 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.
Ha 19 Maars, 50% jaangoɓe memmotto ngam maɓɓolji jaangirde, je waɗi limgal man ha nder duniyaru fu ha lesɗe 102 be darnolji 11 ha wakkereji feere, ko memmi ɓikkon be sukaɓe milionji 850.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Ha 20 Maars, ɓuri 70% jaangoɓe ha nder duniyaru memmotto be maɓɓolji, be maɓɓolji 124 ha nder lesɗe fu.
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.
Ha 23 Maars, ngomna Nigeriya maɓɓi jaangirdeji fu ha do lesdi maɗa, lumoji be cuuɗi maungel bo'o maɓɓakke e baabiraɓe haɗɗi ɓikkon maɓɓe wurtugo ha yaasi.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Ha 26 Maars, jaangirdeji be jam'ireji New Zealand fu maɓɓakke ha do lesdi man fu.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Ngomna hasdi asawereji ɗiɗi ngam wondugo ha saare, ngam heɓɓa jaangirdeji salla ha dabareji jaangirde dayindi bana ko wowa.
Universities have closed for one week, but resumed with online teaching afterwards.
Jam'iareji maɓɓakke nder asawere gooto, amma fuɗɗiti be jaangirde do internati ha ɓawo man.
Other school services remain open, but teaching is restricted to distant learning.
Kuɗe jaangirdeji lati maɓɓitama, amma jaangirde joɗɗi do je dayindi go.
By 27 March, nearly 90 percent of the world's student population was out of class.
Ha 27 Maars, ɓadi 90% hawtirde ummatore jaangoɓe ha duniyaru wurtakke suudu jaangirde.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Wakkereji be jaangirdeji je wonotto maɓɓitama ha Taiwan, Singapore, Australia, Sweden e feere'en ha Lesɗe America.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Ha 29 Maars, ɓuri ɓikkon miliarji 1.5 be jaangoɓe feere memmotto ngam maɓɓolji jaangirdeji ha do lesdi fu.
Others were disrupted by localized closures.
Feere'en darnotto ngam maɓɓolji nder wakkere nde.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
Ha 6 Aviiril, siwtare ɓesdotto ha nder jaangirdeji diɗaɓool fu ha 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.
Umrore feere je Arduɗo Jaangirde waɗi jungo do man bana dabare aynol yiɗi darnugo sankittol nyauji pofɗe be nyau koronaviriis 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.
Lesɗe 10 maɓɓi suudu jaangirde ha wakkereji feere, UNESCO matini yo'o footi jaangoɓe 473 933 356 maran larulaji (diga jaarne ha jaangirde ɗiɗaɓre) be jaangooɓe 77 938 904 footi mara larulaji ha jaangirde tataɓool.
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.
Mandol: Limgal larni hawtirde jaangoɓe je windama ha jaarne, aranool, ɗiɗaɓool les, be ɗiɗaɓool do [ISCED yaɓɓorde 0 ha 3], bana ha yaɓɓorde jaangirde tataɓool [ISCED yaɓɓorde 5 ha 8] je footi memmotto to maɓɓolji hoosi lesdi fu.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Limgal nastukki do ragare matinolji Institute of Statistics 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.
Maɓɓolji jaangideji ngam jabbuye ha COVID-19 ngewti do kujeji jur je saklatta nastirde ha dabare jaangirde, be larulaji ummatore be je siggorde ceede.
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.
Ha 12 Maars, ɓuri ɓikkon be sukkaɓe milionji 370 wala yahugo ha suudu jaangirde ngam ngomna'en wangini umrore do darnol jaangirdeji ha nder lesdi ha nder wakati seeɗa mala deydey ngam ɗaayinugo sankittol 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.
Ha 29 Maars, ɓadi 90% jaangoɓe duniyaru memmotto ngam maɓɓol. Ko to ɓe darni jaangirdeji ndu nder wakati seeɗa tan, ɗon ngada majjinol ceede jur ha nder ummatore be siggorde.
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.
Darnolji je ɓe wadi ɗon memma yimɓe ha nder ummatore, amma kuɗe man latan caɗɗum ha ɓikkon be caalaje je maray dabare feere bana ekkitol, nyamɗe je kalluɗum, saɗirmaji ɓikkon be majjol ceede je ɗon tokki ha caalaje je footay huwa sam.
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.
Baabiraɓe je ɗon huwa ɓurna yahatta kugal to jaangirdeji maɓɓi ngam suklugo do ɓikkon maɓɓe, ko ɗon waɗa ceede lewru maɓɓe ustan ha nder wakkere jur e ko ɗon memma marde maɓɓe.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Maɓɓolji jaangirde ha wakkereji feere tan ndu ɗon hokka doongal ha baabiraɓe be arduɓe neldan ɓikkon ha jaangirdeji je ɗon maɓɓiti.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Rewɓe ɓurna fu on suklatta do nyauɓe ha cuuɗi jam ɓaandu e ha yakke feere footay wonda ha kugal ngam suklugo do ɓikkon maɓɓe je ɗon saare ngam jaangirdeji ɗon maɓɓi.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Ndu yiɗi wi'ugo yo'o huwooɓe ngam jam ɓaandu wonday ha wakkereji kugal je ɓe ɓuri marugo haaje maɓɓe ha ton.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Dabare je wala ngam keɓɓugo nastirde ha teknik mala ha internati je ɗon yaawa footi haɗɗa jaangoɓe ha kawyeji e je caalaje maɓɓe ɗon laffi.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Dabare je wala ngam keɓɓugo nastirde ha teknik mala internati je boɗɗe lati haɗɗol nder ekkitol, ɓurna bo'o ha jaangoɓe je ummi caalaje je ɗon laffi masitin.
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.
Bana jabbuye ha maɓɓolji jaangirde ngam COVID-19 , UNESCO feeli dabare jaahargalji jaangirde dayindi e applikasioji be baabe ekkitolji je jaangirdeji be jaanginoɓe footi huwida do ndu ngam memmugo jaangoɓe dayindi e usta darnol ekkitol. Ngam wallugo nder ɗaayinugo sallinol COVID-19, cuuɗi ekkitolji temere do temere maɓɓakke tawon.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Ha nder Lesɗe America, berniji maungel jur matini maɓɓugo cuuɗi ekkitol ummatore, bana Los Angeles, San Francisco, Seattle, be New York City, memmi cuuɗi ekkitol 221.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Ha jaangoɓe je maray internati ha saare, ndu ɓesdi saɗirma tokkitugo be ekkitol gal internati.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Maɓɓolji jaangirde watti doongal do baabiraɓe be fadooɓe ngam suklugo do ɓikkon e waɗa dabare heɓɓa ɓikkon jokkita ekkitol do hawo bana ɓe wala ha suudu jaangirde fahin.
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.
To wala dabareji feere, baabiraɓe je ɗon huwa ɓurna acca ɓikkon feere maɓɓe ha saare to bana jaangirde maɓɓakke e ndu footi yarna ha gikkuji kalluɗum, bana raɓɓol gikku sobiraaɓe be hoosugo wikkere.
Many children worldwide rely on free or discounted meals at schools.
Ɓikkon ɗuɗɗum ha nder duniyaru fu ɗon limma do dabare nyamɓe meere mala je kooyɗum ha jaangirde.
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.
To jaangirdeji maɓɓi, nyamɗe wonan caɗɗum. Nyamdu lati kanduɗum ha nder yahde ekkitol e aandal ɓikkon. Ha Lesdi Washington, deydey 45% milionre 1.1 jaangoɓe lesɗe je ɗon windi ha nder jaangirde ngomna mala feere mari jarfuye heɓɓugo nyamɗe je ɗon buuti ha jaangirde.
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.
Pettum man jaangoɓe 520 000 be caalaje maɓɓe footi yara bone ngam heɓɓugo nyamdu ngam maɓɓolji jaangirde. Jaahargalji nyamdu ha jaangirde lati bana ɗiɗaɓool dabare je ɗon haɓɓa ngam weelo ha Lesɗe America ha ɓawo batakkeji nyamdu.
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.
Ha nder hittande fu, ɓadi ɓikkon milionji 30 ɗon ndeni do jaangirde ngam soddugo nyamdu kooɗum bana nyamdu fajiri, naange, je jiba, be je kikiɗe fu. Ha Alabama je ɓe maɓɓi jaangirdeji ha nder wakkere ndu diga 18 Maars memmi jaangoɓe 720000, Superintendent lesdi matini yo'o huwooɓe ha jaangirdeji je laffere ɗon memma ɓe sey ngaɗa dabare keɓɓugo baabe hokkugo nyamdu ha jaangoɓe je ɗon no mari tammunde maɓɓe do nyamdu jaangirde.
School closures negatively impact student learning outcomes.
Maɓɓol jaangirde ɗon memma sappinolji ekkitol jaangowo.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Yahugo ha suudu jaangirde ɗon hokka aandal kaanduɗum ha jaangowo e to jaangirde maɓɓi, ɓikkon be sukkaɓe maray sa'aji mawnol be aandal.
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.
Larulaji ɗuɗɗuni jaangooɓe je maray sa'a bana feere'en je bana tammi heɓɓugo aandal bana je o heɓɓatta no ha suudu jaangirde. Limtol jaangoɓe je accan jaangirde ɗon ɓesda ngam maɓɓolji jaangirdeji ngam saɗirma emmugo ha jaangoɓe fu lora suudu jaangirde to maɓɓitama fahin.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Ndu lati gonga to ɓe juttini maɓɓolji ndu.Jaangirdeji lati bana cakkare kuɗe ummatore be wondugo oya be oya.
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.
To jaangirdeji ɗon maɓɓi, ɓikkon be sukkaɓe ɗuɗɗum footay ngida be ummatore, kanjuum je woni no kanduɗum nder ekkitol e aandal. To jaangirdeji maɓɓakke ɓe ɗon emma baabiraɓe emmotto ngam wallugo ɓingel be ekkitol ha saare e footi haɓda ngam waɗɗugo ndu.
This is especially true for parents with limited education and resources.
Ndu woni gonga ha baabiraɓe je jaangay jur mala je ɗon laffi.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Saɗirmaji je maɓɓinolji jaangirde e ekkitolji gal internati ndu limtay ha nder umrore lesdi ha wakati nde.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Jaangirde je aandin, je hawtaw je jaangirde feere mala je aandaka, ɗon larni suudu jaangirdeji, collegeji, jam'iareji be jaangirdeji ekkitol.
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.
Batakkewol feere je 1974 gal Siggorde Ceede Duniyaru limti jaangirde je ɗon aandi bana: Jaangirde je ɗon aandi: dabare jaangirde je ɗon yaha be yaɓɓorde e be wakati, fuɗɗan diga jaandirde aranool ha jam'iare be, hawti be kanjuum ekkitolji aandal feere-feere, jaahargalji feerejo be jaangirdeji je larni kujeji makanaki be kugal. Ɓurna matinolji je moftama do limgal jaangoɓe be ekkitoɓe je COVID-19 memmi larni maɓɓol jaahargalji jaangirde je ɗon aandi.
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].
UNESCO Institute for Statistics ɗon hokka limgal jaangoɓe je COVID-19 memmi je lati limgal jaangoɓe je inde maɓɓe ɗon windi ha jaangirde temma je jaarne, aranool, ɗiɗaɓool les, ɗiɗaɓol do [ISCED yaɓɓorde 0 ha 3], be tataɓool [ISCED yaɓɓorde 5 ha 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.
Jaahargalji ɓikkon pamarron wondi ngam ɓikkon je maray duɓɓi tati e footi ewna ndu hiddeko jaangirde, jaarne, kindergartens be jaahargalji suklare ha balɗe feere.
While many primary and secondary schools have closed around the world due to COVID-19, measures impacting early childhood educational programmes have varied.
Ha wakati je jaangirdeji aranool be ɗiɗaɓool maɓɓakke ha nder duniyaru ngam COVID-19, dabareji je memmotto jaahargalji ɓikkon pamarron saanji.
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.
Ha nder lesɗe feere be wakkereji, hiddeko jaangirde be balɗe suklare lati bana kanduɗum e ɗon maɓɓiti ha jonta be dabareji jaangirde mawngel ɗon maɓɓi. Ha Lesɗe America, Geeɓe lesdi Washington ngam Ɓikkon, Sukkaɓe be Caalaje ɗon yardi suklugo do ɓingel be wakkereji ndu ɗon maɓɓitti.
Some school districts may offer alternative child care options, prioritising the children of first responders and healthcare workers.
Distrikji jaangirde feere footi hokka dabareji feere, e ɗon hokka arandere sa'a ha ɓe'en je ɗon haɓɓa ngam jam ɓaandu yimɓe be huwooɓe cuuɗi lekki.
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.
Ngomna Maryland matini yo'o kuɗe suklare do ɓikkon wonan maɓɓittama ngam ɓikkon yimɓe je ɗon huwa ha suudu jam ɓaandu ha wakati man Lesdi Washington be California accini ndu ha nder jaahargal sukloɓe do jam ɓaandu.
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.”
Ngomna California Gavin Newsom ngewti do ko lesdi mako ɗon waɗa, be wi'ugo "Min ngiɗi wakkereji suklare do ɓikkon amin, wakkereji balɗe, ngam huwida ngam ustugo saɗirma je maɓɓol jaangirdeji amin".
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 sembintini wurtinugo "tool kits" ngam baabiraɓe je huwida be man ha saare je foondata ekkitolji je ɓikkon maɓɓe jaɓɓan no ha nder jaahargalji ekkitol maɓɓe.
In early March, five adults associated with a nursing facility for preschool children in Kobe tested positive for coronavirus.
Ha fuɗɗam Maars, mawɓe joowey je ɗon no sukla do ɓikkon ha jaangirde jaarne ha Kobe larti ɗon mari nyau koronaviriis.
After testing over one hundred children at the facility, a preschool student was found to be carrying the virus.
Ha ɓawo lartol do ɓikkon temere ha wakkere ndu, gooto cakka jaangoɓe hiddeko jaangirde tawama larti viriis man.
Primary or elementary education typically consists of the first four to seven years of formal education.
Jaangirde arandere mala je aranool ɗon larni ɓikkon je ɗon mari duɓɓi nay ha joowey e ɗiɗi jaangirde je ɗon aandi.
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.
The International Baccalaureate Organization (IBO) darni bindi fu je larnatta jaahargalji daɗi-daɗa Diploma Programme be Career-related Programme je sallan no ha kunde 30 Aviiril be 22 Me 2020, je matinama memmi ɓuri jaangoɓe 200 000 ha nder duniyaru.
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 wi'i yo'o o hokka ɗereji mala sappinolji yahde yeeso ekkitoɓe maɓɓe do "ekkitol maɓɓe" be "lartol aandal je wondi, kugal, be dabare aynol je ɗon ha nder jaahargal."
Tertiary education, also known as higher education, refers to the non-compulsory educational levels that follow completion of secondary school or high school.
Tataɓool jaangirde, je ewnotto bo'o jaangirde je manga, larni ta'irde jaangirde je wonday dole je tokkata timminorde jaangirde ɗiɗaɓool mala jaangirde manga.
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training.
Jaangirde tataɓool lati bana jaangirde undergraduate be postgraduate, be jaangirde kugal be ekkitol.
Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
Yimɓe je timmini jaangirde je tataɓre ɓurna fu keɓɓan ɗereji, batakkeji mala sappinolji yahde.
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.
Jaangirde undergraduate woni jaangirde je tokkatta jaangirde ɗiɗaɓre e hiddeko jaangirde post-graduate, je ha timminorde man jaangowo ɗon heɓɓa 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.
Jaangoɓe je ɗon windi ha jaahargalji collegeji, jam'iareji, be collegeji ummatore ɗon ewnama ha lesɗe bana Lesɗe America bana "jaangoɓe oollege". Maɓɓolji colleji be jam'iare memmi jaangoɓe jur, geeɓe jaangirde, arduɓe, be cuuɗi feere.
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.
Collegeji be jam'iare ha Lesɗe America ewnotto ngam hokkugo ceede ha jaangoɓe ngam ceede jaangirde be je suudu be kuje windugo.
In the United States of America, Colleges and universities operate as "mini-cities" which generate significant revenue for cities, states, and regions.
Ha Lesɗe America, collegeji be jam'iareji ɗon huwa bana "berniji pamarron" je ɗon wartira risku ha berniji, lesɗe, be wakkereji.
For example, Princeton University contributed $1.58 billion USD to the New Jersey economy and students spent about $60 million in off-campus spending.
Bana sappinol, Princeton University ɓesdini miliarji 1.58$ ha siggorde New Jersey e jaangoɓe majjini milionji 60$ ha yaasi jaangirde.
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...
Maɓɓolji jam'iare ɗon memma siggorde ceede be saɗirmaji ɗuɗɗum. Ha Linda Bilmes je Harvard Kennedy School, "hotelji wakkere, cuuɗi nyamɗe, Kafeji, cuuɗi sippol, geeɓe haaya mootaji be kujeji feere-feere ɗon wartira kujeji kanduɗum ha nder risku hittande gal asawere wurtol jaangirde be hawtirolji college...
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.
Ummatoreji ndu yaran bone masitin ngam nastirde risku to collegeji wonan maɓɓi ha wakati nde. "Berniji pamarron ɗon limma do jaangirde college ngam wallugo risku wakkere e ɗon hokka kugal ha cuuɗi sippol je ɗon tardi memmotto gal maɓɓolji jaangirde e wurtol jaangoɓe do wakkere jaangirde.
In Ithaca, New York, Cornell University students spent at least $4 million a week in Tompkins county.
Ha Ithaca, New York, jaangoɓe Cornell University majjini milionji 4$ ha nder asawere ha lamorde 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."
Ha hasduye Cornell ngam siggugo jaangoɓe ha saare ha ɓawo siwtare spring be sallinol ha ekkitolji be do internati, Marɗo lesdi Ithaca ewni ngam "dabare jaawal be dole lesdi, e mattan saɗirmaji ɗuɗɗum ngam maɓɓol Cornell University."
UNESCO is sharing 10 recommendations during this period:
UNESCO ɗon senda feeloji 10 ha wakati nnde:
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.
Lartu ko je ɗon taski timmi e suɓɓu je ɓuri naffugo: Hasdu ngam dabareji je ɓuri mala je lessi naffugo do amana do yite, jokkitol internati, be aandalji jaanginoɓe be jaangoɓe ngam internati.
This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.
Ndu footi salla gal baabe ekkitolji, jaangirde be vidiyo, MOOC, ngewte gal radiyo be tele.
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.
Nastinol dabare jaahargalji ekkitol dayindi: Waɗugo dabareji ngam heɓɓa jaangoɓe be ɓe'en je ɗon mari nyau diga danyinki mala je wurti caalaje je ɗon tampi mari dabare nastirde ha jaahargalji ekkitol dayindi, to footi ɓe'en feere footi mara dabare heɓɓugo nastirde ha ordoji internati.
Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
Lartugo sankitolji ordoji bana computer labs ha caalaje e walla ɓe jokkitol internati ha nder wakati seeɗa.
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.
Fadugo amana matinolji be jam matinolji: Lartugo jam matinolji ha yakke nastinol matinolji mala dabareji ekkitol ha do hawo, be sendugo ndu be geeɓeji feere mala be yimɓe feere.
Ensure that the use of applications and platforms does not violate students’ data privacy.
Waɗugo yo'o huwidol be applikasionji be daldalji memmata amana matinolji jaangowo.
Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other.
Hokkugo mangu ha dabareji nattinugo larulaji hakkilo: moftugo kujeji je ɗon wondi ngam jokkugo jaangirdeji, baabiraɓe, jaanginoɓe, be jaangoɓe oya be oya.
Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.
Wurtinugo ummatoji ngam wanginugo dabareji feere-feere ha kunde yimɓe, waɗugo dabareji suklugo do ummatore, e willugo saɗirmaji feere je footi memma hakkilo jaangoɓe to ɓe ɗon joɗɗi feere maɓɓe.
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.
Waɗugo jaahargalji ngam dabareji ekkitol nayinde: ngewta be mawɓe ngam lartugo neeɓol maɓɓolji jaangirde je footi waɗa be hasdugo to jaahargal ekkitol dayinde wondan do jaanginugo kujeji keese mala lartugo ko ɓe jaangi timmi ha nder suudu jaangirde.
Plan the schedule depending on the situation of the affected zones, level of studies, needs of students needs, and availability of parents.
Waɗugo jaahargal do jonde wakkere nde, ta'irde jaangirdeji, haajeji jaangoɓe, be wondugo baabiraɓe.
Choose the appropriate learning methodologies based on the status of school closures and home-based quarantines.
Suɓɓugo dabareji jaangirdeji kanduɗum do maɓɓolji jaangirde e do wondugo ha seera ha saare bo'o.
Avoid learning methodologies that require face-to-face communication.
Luttugo dabareji ekkitol je ɗon emma ngewte je gite nder gite.
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.
Hokkugo wallende ha jaanginoɓe ba baabiraɓe do kujeji kugal be internati: taskugo geeɓeji ekkitol mala feelore ngam jaanginoɓe be baabiraɓe fu, to aynol be wallende naffan.
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.
Wallugo jaangoɓe taskugo wakkere aranool bana dabareji huwugo be internati to ɓe emmotto waɗugo jaangirde gal wondugo ha yeeso jaangoɓe nder ordo.
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.
Hawtugo dabareji kanduɗum e darna limgal applikasionji e daaldal: Hawtugo kujeji mala dabareji je ɗon ngondi ha ɓurna jaangoɓe fu, ɗiɗi fu ngam ha ngewte be ekkitolji yahida boɗɗum, be jaangirde je ɗon feere.
Avoid overloading students and parents by asking them to download and test too many applications or platforms.
Accugo hebbinugo applikasionji mala daaldal ha jaangoɓe be baabiraɓe gal emmugo ɓe hoosugo e waɗɗugo kujeji jur.
Develop distance learning rules and monitor students’ learning process: Define the rules with parents and students on distance learning.
Wurtinugo tawretaji jaangirde dayindi be fadugo laahal jaangirde jaangowo: sappinugo tawretaji do jaangirde dayinki ha baabiraɓe be jaangoɓe.
Design formative questions, tests, or exercises to monitor closely students’ learning process.
Dida emmolji, lartolji, kuɗe ekkitol ngam fadugo laahal ekkitol jaangoɓe.
Try to use tools to support submission of students’ feedback and avoid overloading parents by requesting them to scan and send students’ feedback
Foondugo huwugo be kujeji ngam wallugo jaangowo ngewta be moɗon e accugo emmugo baabiraɓe gal emmugo ɓe ngam hoosa foto e nelda ngewte jaangoɓe be hoore maɓɓe.
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.
Hokkugo wakati ekkitol dayindi do dabare wondugo aandalji jaangoɓe: Wurtinugo jaahargal je ɗon yahida be yaɓɓorde jaangirde be dabareji aandal feere-feere ɓurna fu je jaangirdeji je gite be gite do ordo.
Preferably, the unit for primary school students should not be more than 20 minutes, and no longer than 40 minutes for secondary school students.
Ndikka yo'o, ekkitol jaangoɓe jaangirde aranool ta ɓura minti 20, e ta ɓura minti 40 je jaangoɓe jaangirde ɗiɗaɓool.
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.
Wurtinugo ummatoreji e haɓda ngam ngidol: wanginugo ummatoreji jaanginoɓe, baabiraɓe, be arduɓe jaangirde ngam tato ɓe wona feere maɓɓe mala bila wallende, latina saanjol aandal be ngewte kooyɗum do dabareji wurtol to wodi saɗirmaji nder ekkitol.
290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response, UNESCO.
Jaangoɓe milionji 290 ha yaasi jaangirde ngam COVID-19: UNESCO wurtini aranool limgal duniyaru e hawti jabbuye, UNESCO.
Workplace hazard controls for COVID-19
Aynolji sababu ha wakkere kugal ngam 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).
Aynolji sababu ha wakkere kugal ngam COVID-19 lati dabareji huwidugo do wakkere e jam ɓaandu ngam aynolji nyau koronaviriis 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.
Aynolji sababu ha wakkere kugal ɗon saanja be wakkere kugal be irin kugal man, do lartol sababu wondugo, nyaɗugo nyau ha nder ummatore, be kujeji je footi saɗɗina huwooɓe je footi raɓɓa 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.
U.S. Occupational Safety and Health Administration (OSHA) wi'i yo'o, irin kuɗe petpetel maray sababuji jur ngam hoosatta baabe jur be ummatore mala be huwooɓe feere, je dabareji aynol nyau aranool feelama, bana lallugo juɗe, sembintinugo huwooɓe joɗɗa ha saare to ɓe nyauɗo, laɓɓinugo lawol pofɗe, be laɓɓugo e laɓɓinugo baabe kugal.
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.
Kuɗe je sababu naangugo nyau deydey larni ɓe'en je ɗon ngida be je on aanda mala bana ɗon roondi nyau COVID-19, amma je footi raɓɓa nyau ndu ngam sallinol ummatore je jonta mala gal jaahangal ha lesdi feere.
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.
Ndu larni huwoɓe je mari dabare footugo be ummatore bana ha jaangirde, wakkere kugal je yimɓe ɗon jur, wakkeriji je kujeji sippitol jur ɗon mofti ha ton.
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.
Aynolji sababu geeɓe ndu, ha ɓesdugo ha dabareji aynol nyau je aranool, wodi hendu gal ordoji je ɗon haɗɗa gilɗiji salla, leepol je suddata ɓislol, be marugo limse fadol hoore mum je ɗon woni to on ɗon ngida be goɗɗo je ɗon mari COVID-19.
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 ɗon limma huwooɓe do jam ɓaandu be huwooɓe do mayɓe bana hoore maɓɓe ɗon sappini mala goɗɗo je footi mara COVID-19 lati bana mari sababu maungel, ko ɗon ɓesdina ha sababu je tuuli to huwooɓe ɗon ngaɗa laahalji je ɗon wurtina aerosol do, malla ɗon mofta, mala ɗon memma lekkuji, goɗɗo je ɗon mari mala je footi mara 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.
Aynolji sababu je kanduɗum ngam irin huwooɓe ngu larni aynolji injiiniya'en bana cuuɗi je hendu ɗo boɗɗe, be kujeji sudol je ɗon yahida be kugal ngel.
COVID-19 outbreaks can have several effects within the workplace.
Nyauji COVID-19 footi mara sababuji jur ha nder wakkere kugal.
Workers may be absent from work due to becoming sick, needing to care for others, or from fear of possible exposure.
Huwooɓe footi wondatta ha kugal ngam ɓe raɓɓi nyau, ngam ɓe yiɗi suklugo do yimɓe feere, mala ngam hulol naangugo nyau.
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).
Sappinolji fillu footi saanja, ɗiɗi fu do ko larni kujeji je ɓe ɗon emma, be dabareji keɓɓugo kujeji ndu (bana soddugo ha wakati je kuje saɗɗay jur, mala gal yimɓe je wartirata ndu ha saare mala ha sallooɓe be moota.
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.
Ha timminol, yarɓol kujeji diga wakkereji je COVID-19 ɗon memma be sembe footi darnotto. Jaahargal taskaram mala jabbuye ngam nyau footi naffa ngam fadugo kuɗe.
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.
Jaahargalji ɗon usta yahdeji sababu je yahidatta be wakkereji kugal fu be irin kuɗe man, bana hoore je ɗon sappini, kujeji je footi ɓesda sababuji ha saare ha cakka ummatore, be kujeji je footi ɓesda sababuji yimɓe je huwatta feere maɓɓe bana newugo mala nyau feere je ɗon tokkita.
They also outline controls necessary to address those risks, and contingency plans for situations that may arise as a result of outbreaks.
Ɓe wurtini bo'o aynolji ngam ustugo irin sababuji, be jaahargalji wattugo ha seera ngam ko footi ummina bana sappinol nyauji.
Infectious disease preparedness and response plans may be subject to national or subnational recommendations.
Taskaram be jaahargalji jabbuye ngam nyau je ɗon raɓɓa footi nasta nder feeloji lesdi mala lammorde.
Objectives for response to an outbreak include reducing transmission among staff, protecting people who are at higher risk for adverse health complications, maintaining business operations, and minimizing adverse effects on other entities in their supply chains.
Dabareji ngam jabbuye ha nyau ndu larni aynol sallinol ha huwooɓe, yimɓe je ɗon sukla do yimɓe feere je ɗon mari sababuji ngam nyaɗugo nyauji feere, tokkitindirol fillu, be ustugo sababuji feere ha wakkere feere ha nder yahde maɓɓe.
The disease severity in the community where the business is located affects the responses taken.
Nyaɗugo nyau ha nder ummatore je fillu ɗon wondi ɗon memma dabareji je hoosama.
The hierarchy of hazard controls is a framework widely used in occupational safety and health to group hazard controls by effectiveness.
Yaɓɓordeji aynol sababuji lati dabare je ɗon huwida ha wakkereji jam e jam ɓaandu ngam wurtinugo aynolji be geeɓe man e be naffuda man.
Where COVID-19 hazards cannot be eliminated, the most effective controls are engineering controls, followed by administrative controls, and lastly personal protective equipment.
Ha wakkere je footay itta sababuji COVID-19, aynolji kanduɗum lati aynollji injiiniya'en, tokkiti be aynol kugal, e ha ragare man kuje sudugo.
Engineering controls involve isolating employees from work-related hazards without relying on worker behavior, and can be the most cost-effective solution to implement.
Aynolji injiiniya larni wattugo huwooɓe ha seera be sababuji je larni kugal bila larugo gikku huwoowo, e footi wona dabare je ɓuri naffugo.
Administrative controls are changes in work policy or procedures that require action by the worker or employer.
Aynolji kugal lati saanjolji nder siyasa kugal mala laahalji je yiɗi hakkilo huwoowo mala jagorɗo.
Personal protective equipment (PPE) is considered less effective than engineering and administrative controls, but can help prevent some exposures.
Kujeji fadol ɓaandu (PPE) lati bana maray sembe do aynolji injiiniya'en be kugal, amma footi naffa ngam aynugo ha wakkere feere.
All types of PPE must be selected based upon the hazard to the worker, properly fitted as applicable (e.g., respirators), consistently and properly worn, regularly inspected, maintained, and replaced, as necessary, and properly removed, cleaned, and stored or disposed of to avoid contamination.
Kala PPE fu sey suɓɓa ndu do sababu ha huwoowo, je ɗon larti kanduɗum (bana ordoji fuffugo), ɗon ɓorni be lawol e tumtum, lartama, laɓɓi, e saanja to wodi naffuda be wakati, itta be lawol, lalla, siga mala sakkina ngam tato raɓɓa.
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.
Ha U.S. Occupational Safety and Health Administration (OSHA), kuɗe je wala sappinolji jur maray ngidol jur be ummatore mala be huwooɓe feere.
Basic infection prevention measures recommended for all workplaces include frequent and thorough hand washing, encouraging workers to stay home if they are sick, respiratory etiquette including covering coughs and sneezes, providing tissues and trash receptacles, preparing for telecommuting or staggered shifts if needed, discouraging workers from using others' tools and equipment, and maintaining routine cleaning and disinfecting of the work environment.
Dabareji aynol nyau je aranool je feelama ha wakkere kugal fu larni lallugo juɗe boɗɗum e ha wakati fu, sembintinugo huwooɓe ngam wondugo ha saare to ɓe ɗon nyauɗo, laɓɓinugo lawol pofɗe gal suddugo sondaru be ɓislol, hokkugo leepolji be tassawo sakkinugo cuddi, taskugo ngam saanjol baabe jonde mala eggol to wodi haaje man, mbarugo jokke ha huwooɓe tato ɓe huwida be kuje mala ordo yimɓe feere, be laɓɓugo e laɓɓinugo wakkere kugal.
Prompt identification and isolation of potentially infectious individuals is a critical step in protecting workers, customers, visitors, and others at a worksite.
Maandugo law e wattugo ha seera yimɓe je bana mari nyau lati yaɓɓorde kanduɗum nder fadol huwooɓe, soddooɓe, ngilloɓe, be feere'en ha wakkere kugal.