atepeq/tico19 huggingface dataset:
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.
Mpo na kokanga biteyelo na ntina ya COVID-19, UNESCO alobi basalela baprograme ya koyekola na mosika mpe bafungola ba-application mpe bisika oyo biteyelo na balakisi bakoki kosalela mpo koteya na mosika mpe kosala ete bato mingi te bakata koyekola. Mpo na kosalisa mpo COVID-19 epanzana mingi, bakangi babiblioteke mosusu mpo na ntango moke.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Na États-Unis, bingumba mingi ya minene elobaki bakangi babiblioteke na ndakisa Los Angeles, San Francisco, Seattle, mpe New York City; bakangi babiblioteke 221.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Mpo na bayekoli bazangi internet na ndako, yango ezomatisa mokakatano ya kolanda koyekola na mosika.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Kokanga biteyelo etya kilo mingi na baboti mpe babateli mpo babatela bana mpe kokoba koyekola na mosika ntango bana bazokende kelasi te.
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.
Soki makoki mosusu eza te, mbala mingi baboti oyo basalaka batikaka bana bango moko ntango biteyelo ekangaka mpe yango ekoki kosala ete bana bakoma na bizaleli mabe, ata mpe baninga mabe mpe kosalela bilangwiseli.
Many children worldwide rely on free or discounted meals at schools.
Bana mingi na mokili mobimba balyaka biloko ya ofele oyo bapesaka na biteyelo.
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.
Soki biteyelo ekangami, bana wana balyaka na mpasi. Kolya ezalaka ntina mingi na bokoli ya bana mpe mayele na bango na kelasi. Na etuka ya Washington, pene ya bato 45%, elingi koloba bayekoli 1,1 milio bamikotisa na bakelasi ya traditionnel mpe biteyelo mosusu mpo na kozwa mwa bilei.
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.
Pene ya bayekoli 520 000 na mabota na bango bakoki kokoma na mokakatano y bilei mpo biteyelo ekangami. Baprograme ya kolya ya midi ya biteyelo eza mwango ya monene ya mibale na États-Unis oyo esalisaka na kobundisa nzala.
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.
Mbula nyonso, pene ya bamilio 30 ya bana balyaka mingimingi bilei ya ofele to ya ntalo moke oyo biteyelo epesaki mpo na ntongo, midi, mboka mpe butu. Na Alabama, esika kokanga biteyelo na etuka mobimba na mokolo ya 18 sanza ya misato epesi mokakatano na bayekoli koleka 720 000, mokengeli ya etuka alobaki ete bana oyo basalaka na biteyelo oyo baza na mokakatano makasi mpo na bobola bakosala bibongiseli mpo na kopesa bilei na bayekoli oyo bilei ya midi eutaka na biteyelo.
School closures negatively impact student learning outcomes.
Kokangama ya biteyelo eza na bopusi mabe na résultat ya bana kelasi oyo yango ememeli mokakatano.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Biteyelo epesaka mateya ya ntina mpe soki ekangami, bana na bilenge bazangaka mabaku ya kokola malamu.
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.
Makama eza mingi mpo na bayekoli oyo baza na mpasi, oyo bazalaka na mabaku mingi te ya kotanga nsima ya eteyelo. Kokangama ya biteyelo esalaka ete motango ya bana balingi kelasi ekita mpo na bampasi ya kosalisa bana nyonso bazonga na kelasi soki efungwami lisusu.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Eza soli mingimingi mpo na bokangi ya ntango molai. Biteyelo eza bisika ya makambo ya bomoi mpe ya bokutani na bato mosusu.
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.
Soki biteyelo ekangami, bana mpe bilenge mingi bazangaka libaku ya kokutana na bato mosusu oyo eza ntina mpo na mayele na bango ya koyekola mpe bokoli na bango. Soki biteyelo ekangami mbala mingi basengaki baboti basalisa na koteya bana na ndako kasi ezalaka mpasi mpo basala yango.
This is especially true for parents with limited education and resources.
Eza solo mingimingi mpo na baboti oyo batanga mingi te mpe baza na bozwi mingi te.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Bampasi ya kokangama ya biteyelo mpe ya koyekola na mosika, mibeko ya leta elobeli yango te kino sikoyo.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Boyekoli ya formel — soki tokesenisi yango na boyekoli ya informel to oyo eza formel te — mbala mingi ezali biteyelo, ba collège, ba iniversite mpe bisika bateyaka bato.
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.
Na 1974 rapore ya Work Bank elobaki ete boyekoli formel ezali: Boyekoli formel: esika ebongisami malamu, bakelasi oyo ‘bamataka,’ banda na primaire kino na iniversite mpe, longola boyekoli ya ba academie, eza na baprograme mingi ya ntina oyo epesaka mateya ya technique mpe ya professionnel. Bansango ya bana kelasi mpe ya bayekoli mingi oyo tozwi, baoyo bakutani na mokakatano mpo na COVID-19, to calculer yango na kotala bokangami ya biteyelo ya formel.
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].
Institut de stastique UNESCO epesi motango ya bayekoli oyo bakutani na mokakatano mpo na COVID-19 na kolanda motango ya bayekoli oyo bakomisa bankombo na maternelle, primaire, secondaire ya nse, mpe secondaire ya likolo [banivo SCED 0 kino na 3], mpe eteyelo ya tertiaire [banivo SCED 5 kino na 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.
Biteyelo ya ebandeli mpo na bana, basala yango mingi mpo na bana oyo bakokisi nanu te mibu 3 te mpe bakoki kobenga yango maternelle, gardienne mpe baprograme mosusu ya kobatela bana.
While many primary and secondary schools have closed around the world due to COVID-19, measures impacting early childhood educational programmes have varied.
Ata biteyelo mingi ya primaire mpe ya secondaire ekangami na mokili mobimba mpo na COVID-19, mibeko oyo etye bipekiseli na baprograme ya bana mike ekeseni.
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.
Na mikili mpe bisika mosusu, biteyelo ya maternelle mpe ya kobatela bana bamonaka yango misala ya ntina mpe bakangi yango te mpo na mibeko ya kokanga bakelasi oyo bazwi. Na États-Unis, ministere ya bana, bilenge mpe mabota ya etuka ya Washington, elobaki ete bakanga te bisika ya kobatela bana mpe bacentre ya koyekola.
Some school districts may offer alternative child care options, prioritising the children of first responders and healthcare workers.
Biteyelo mosusu ya etuka ekoki kopesa makanisi mosusu mpo na libateli ya bana, kotya na esika ya liboso bana ya minganga mpe ba infirmier.
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.
Guverneur ya Maryland alobaki ete misala ya kobatela bana esengeli kokoba mpo na bana ya bato oyo bazosalisa, kasi etuka ya Washington mpe ya Californie, minganga na ba infirmier bazwa ekateli bango moko.
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.”
Guverneur ya Californie Gavin Newsom alimbolaki ekateli na ye, alobaki “Toza na mposa ya bisika na biso ya kobatela bana, ba centre ya kobatela bana, esala mpo bopusi ya kokanga biteyelo eza mingi te.”
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 elendisaki kosala “bisaleli” mpo baboti baselela yango na ndako mpo na komekola mateya oyo balingaki kozwa na baprograme ya koyekola na maternelle. Na Japon, premier ministre Shinzo Abe akangaki biteyelo nyonso na mboka mobimba kino na mokolo ya 8 sanza ya minei, kasi akangaki te bisika babatelaka bana.
In early March, five adults associated with a nursing facility for preschool children in Kobe tested positive for coronavirus.
Na ebandeli ya sanza ya misato, mikolo mitano oyo basalaka na bisika oyo babatelaka bana ya maternelle na Kobe, bakangaki bango maladi ya coronavirisi.
After testing over one hundred children at the facility, a preschool student was found to be carrying the virus.
Nsima ya kosalisa bana nkama moko ya esika wana ekzame, bazwaki mwana moko ya maternelle maladi wana.
Primary or elementary education typically consists of the first four to seven years of formal education.
Biteyelo ya primaire to ya elementaire ezali kelasi ya liboso kino ya minei na bakelasi nsambo ya biteyelo ya formel.
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.
International Baccalaureate Organization (IBO) elobaki bakosala te ba-ekzame mpo na programe na yango ya kozwa maplome mpe ya kosalisa na kozwa misala oyo esengelaki kosalema kati na mokolo ya 30 sanza ya minei kino na mokolo ya 22 sanza ya mitano 2020, epesi mokakatano na bayekoli kolela 200 000 na mokili mobimba.
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 alobaki ete ekopesa bakandida maplome na bango to ba certificat na kotalela “banoti na bango ya kelasi” mpe “botaleli ya mayele, makasi, qualité oyo bazalaki na yango deja na programe.”
Tertiary education, also known as higher education, refers to the non-compulsory educational levels that follow completion of secondary school or high school.
Biteyelo ya tertiaire, oyo eyebani neti biteyelo ya likolo, eza biteyelo ya obligatoire te oyo basalaka nsima ya kosilisa eteyelo ya secondaire to ya likolo.
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training.
Biteyelo ya tertiaire etalelaka mpe cycle ya liboso mpe cycle ya misato, ata mpe mateya mpe formation professionnel.
Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
Mbala mingi bato oyo basilisi eteyelo ya tertiaire bazwaka certificat, diplome to degree académique.
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.
Eteyelo ya cycle ya liboso eza mateya oyo bazwaka nsima ya eteyelo ya secondiare mpe ya liboso ya cycle ya misato, mpo na bayekoli bapesaka bango diplome ya licence.
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.
Bana ya kelasi oyo bakomisami na baprograme ya biteyelo ya likolo ya ba collège, iniversite, mpe ba collège mosusu, babengaka bango mbala mingi na mikili neti États-Unis “bayekoli ya collège.” Bokangami ya ba collège mpe ba iniversite eza na bopusi makasi mpo na bayekoli, faculté, bakonzi, mpe bibongiseli yango moko.
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.
Ba collège mpe ba iniversite na États-Unis bazolobela likambo ya kosenga mosolo na bana kelasi mpo na mbongo ya kelasi, bandako mpe bateyi.
In the United States of America, Colleges and universities operate as "mini-cities" which generate significant revenue for cities, states, and regions.
Na États-Unis ya Amerika, ba collège na ba iniversite esalaka neti “bingumba ya mike” oyo ememelaka bingumba, bituka mpe bamboka mbongo mingi.
For example, Princeton University contributed $1.58 billion USD to the New Jersey economy and students spent about $60 million in off-campus spending.
Na ndakisa, iniversite Princeton epesaka mbongo 1,58 miliard ya badolare na etuka ya New Jersey mpe bana ya kelasi bafutaka mbongo pene ya bamilio 60$ mpo na kelasi na bango.
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...
Kokanga ba collège mpe ba iniversite eza mpe na bopusi na nkita ya mboka. Na kotalela eteyelo Linda Bilmes of the Harvard Kennedy, "ba hotel, ba restaurant, malewa, baboutique, ba agence oyo edefisaka mituka mpe mimbongo mosusu ezwaka mbongo mingi na mposo ya kopesa maplome ya makita ya ba collège...
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.
nkita ya bisika oyo ekonyokwamaka makasi soki ba collège efungwami te na ntango wana. "Bingumba ya mike oyo bazalaka na mposa ya lisalisi ya bana kelasi ya ba collège mpo na nkita na yango mpe kopesa mosala na bato ya mombongo ya mboka ndenge bana mingi ya kelasi bazolongwa na ba campus.
In Ithaca, New York, Cornell University students spent at least $4 million a week in Tompkins county.
Na Ithaca, na New York, bana ya kelasi ya iniversite ya Cornell babimisaka mbongo pene ya milio 4$ na mposo moko na 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."
Nsima ya ekateli ya Cornell ya kotika bana kelasi na ndako nsima ya kopema ya printemps mpe babanda koyekola na internet, maire ya Ithaca asengaki "bazwa ekateli ya noki mpe ya makasi mpo na etuka — tokozala na mpasi monene ya mbongo ndenge Cornell akangi iniversite."
UNESCO is sharing 10 recommendations during this period:
UNESCO epesi batoli 10 na eleko oyo:
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.
Botalela komibongisa mpe bopona bisaleli ya malamu koleka: Pona kosala technologie ya makasi mpe ba technologie ya mosolo mingi te esimbami na bokasi ya courant ya mboka, connection ya internet, mpe mayele ya kosalela internet ya balakisi mpe ya bana kelasi.
This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.
Ekoki kozala na kati ya bibongiseli ya koyekola na intenet, mateya na bavideo, MOOCs, to kolekisa baprograme na baradio to ba 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.
Kokitisa baprograme ya koyekola na mosika: Kosalela mayele mpo na kosalisa bana ya kelasi ata mpe bibosono to baoyo bauti na mabota ya bobola mpo bazwa likoki ya kokola na baprograme ya koyekola na internet, soki moke mpamba na kati na bango baza na ba appareil digital.
Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
Kotalela mayele ya ntango moko ya kolongola ba-application wana na ba-ordinatere komema yango na maboko mpe kosalisa bango na likambo ya internet.
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.
Kobatela bansango ya sekele mpe libateli ya bansango: Kotalela libateli ya bansango to mateya na internet, mpe ntango ozopesa yango na bibongiseli to mpe na bato.
Ensure that the use of applications and platforms does not violate students’ data privacy.
Bosala nyonso mpo kosalela ba-application mpe bisika mosusu ebuka te mobeko ya kobatela bansango ya bana kelasi.
Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other.
Kotya likebi mingi mpo na kobongisa makambo ya physchosocial liboso ya mateya: Basangisa bisaleli boza na yango mpo na kosangisa biteyelo, baboti, balakisi, mpe bana kelasi bango na bango.
Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.
Bosala bituluku mpo na kosalisa bato na kozala na boyokani mbala na mbala, kosalisa na kosalisana, mpe kosilisa mikakatano ya psychosocial oyo bana kelasi bakoki kozala na yango soki baza bango moko.
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.
Bobongisa baprograme ya manaka ya koyekola na mosika: Bongisa masolo elongo na basangani mpo na kotalela eleko ya bokangami mpe bozwa ekateli soki baprograme ya koyekola na mosika esengeli kolobela mingi technologie ya sika to kokolisa mayele ya bana na mateya ya kala.
Plan the schedule depending on the situation of the affected zones, level of studies, needs of students needs, and availability of parents.
Bongisa manaka na kotalela bisika oyo maladi eza mingi, nivo ya boyekoli ya bana, mposa ya bana mpe mposa ya baboti.
Choose the appropriate learning methodologies based on the status of school closures and home-based quarantines.
Bopona bametode ebongi ya koteya oyo esimbami na ndenge bakangaki eteyelo mpe quarantaine na ndako.
Avoid learning methodologies that require face-to-face communication.
Bosalela te bametode ya koteya oyo esengaki kosolola miso na miso.
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.
Bosalisa balakisi na baboti na kosalela ba-apareyi electronique: Bobongisa formation ya mokuse to oyo ezolakisa balakisi na baboti ndenge ya kosalela yango, soki baza na mposa ya lisalisi.
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.
Bosalisa balakisi na kobongisa bisika ebongi na ndakisa ndenge ya kosalela bansango na internet soki basengli kopesa mateya na nzela ya live streaming.
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.
Bosangisa bametode ebongi mpe bosalela te ba-application mingi mpenza: Bosangisa bisaleli mpe media oyo bana kelasi mingi baza na yango, mpo na masolo ya elongo to mateya, mpe masolo ya elongo te.
Avoid overloading students and parents by asking them to download and test too many applications or platforms.
Balembissa te bana ya kelasi na baboti na kosengaka bango bazwa mpe bameka ba-application mingi koleka.
Develop distance learning rules and monitor students’ learning process: Define the rules with parents and students on distance learning.
Batya mibeko ezolobela koyekola na mosika mpe botala ndenge bana kelasi bazokola: Bolimbolela baboti na bana mibeko etali koyekola na mosika.
Design formative questions, tests, or exercises to monitor closely students’ learning process.
Bobongisa mituna, ba-ekzame, mpe bangalasisi ebongi mpo na kolandela bokoli ya bana kelasi.
Try to use tools to support submission of students’ feedback and avoid overloading parents by requesting them to scan and send students’ feedback
Bomeka kosalela bisaleli mpo na kosalisa bana kelasi bapesa bakomantere mpe bopesa te baboti mosala mingi na kosengaka bango ba scanner bakomantere ya bana mpe batinda yango
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.
Bopona ngonga oyo mateya ekozwa na kotalela mayele ya koyekola ya bana kelasi: Bozala na ngonga ebongi na kotalela makoki ya bana ya kokanga makambo mpe ya koyekola mingimingi na bakelasi ya live streaming.
Preferably, the unit for primary school students should not be more than 20 minutes, and no longer than 40 minutes for secondary school students.
Ekozala malamu, liteya mokomoko ya bana kelasi ya primaire elekisa te minita 20, mpe ya bana kelasi ya secondaire elekisa te miniti 40.
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.
Bosala bituluku mpe bosalisa bango na kosolola: Bosala bituluku ya balakisi, baboti, mpe bakambi ya eteyelo mpo na kobundisa mayoki ya kozala yo moko to ya kozanga elikya, bosalisa bango na kobeta masolo mpe kolobela mayele ya kolonga mikakatano ya koyekola soki bakutani na yango.
290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response, UNESCO.
Bana kelasi bamilio 290 bazokende kelasi te mpo na COVID-19: UNESCO ebimisaki motango ya liboso mpe esengaki tokanga maboko te, UNESCO.
Workplace hazard controls for COVID-19
Biloko ya komibatela na makama na mosala 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).
Biloko ya komibatela na mosala mpo na COVID-19 eza kosalela mayele etali libateli mpe kolongono ya nzoto mpo na kokanga nzela ete maladi ya coronavirisi 2019 (COVID-19) epanzana te.
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.
Lolenge ya malamu ya komibatela na mosala etaleli esika mosala esalemaka mpe mosala yango, etaleli makama ya komitika na makambo ya makama, ndenge maladi ekoti esika bofandi, mpe makama oyo bato ya mosala bakoki kozala na risque ya kozwa maladi ya 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.
Na kotalela ministre ya libateli mpe santé ya États-Unis (OSHA), mosala eza na makama moke eza mosala oyo esengaka kokutana na bato mosusu mpe baninga ya mosala mingi te, oyo esengaka kosalela mayele ya ntina ya libateli, na ndakisa kosokola maboko, kolendisa bato ya mosala na kotikala na ndako soki bazobela, babelaka maladi ya mpema, mpe kozala na ezaleli ya kotya bopeto mpe ya kopetola esika ya mosala.
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.
Mosala ya likama ya katikati eza misala oyo esengaka kokutana mbala mingi to na pembeni na bato oyo oyebi to baoyo bakoki kozala na COVID-19, kasi bakoki kozala na maladi mpo bakutanaka na bato mingi to basalaka mibembo na mikili mingi.
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.
Yango etali bato ya mosala oyo bakutanaka na bato mingi na ndakisa na biteyelo, na bisika ya mosala oyo bato bazalaka mingi, mpe na bisika mosusu oyo bato bazalaka mingi.
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.
Komibatela na makama na etuluku oyo, longola makambo bato nyonso basalaka mpo na komibatela na maladi, esengeli kosalela ventillateur oyo eza na bafiltre ya makasi mpenza, komibatela liboso ya kosala itche, mpe kozala na bisaleli ya komibatela soki okutani na moto oyo aza na maladi ya 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 etalelaka minganga mpe bato basalaka na morgue ete baza bato oyo bayebani to likoki ezali bakutana na moto aza na COVID-19 baza na likama ya monene, mpe esalaka ete bato oyo basalaka misala ya aerosol to basimbaka to bazwaka ba échantillon, ya bato oyo baza na COVID-19 to baoyo bakoki kozala na yango.
Hazard controls appropriate for these workers include engineering controls such as negative pressure ventilation rooms, and personal protective equipment appropriate to the job task.
Komibatela malamu na makama mpo na bato yo basalaka misala oyo ekoki kozala komibatela na bandako oyo eza na mopepe ya mabe ya ventillateur, mpe kozala na bilamba ya malamu ya libateli mpo na mosala wana.
COVID-19 outbreaks can have several effects within the workplace.
Kobima ya COVID-19 ekoki kozala na makama mingi na esika ya mosala.
Workers may be absent from work due to becoming sick, needing to care for others, or from fear of possible exposure.
Bato ya mosala bakoki kozala te na mosala mpo bazobela, bazobatela bato mosusu, to bazobanga mbala mosusu bakokutana na moko aza na maladi wana.
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).
Lolenge ya kosala mombongo ekoki kobongwana, ekoki kozala na biloko bato bazoluka kosomba, mpe ndenge ya kozwa biloko yango (na ndakisa kosomba na ntango bato baza mingi to na nzela ya misala ya livraison à domicile).
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.
Ya nsuka, bakoki kopekisa kokende kotika biloko na bisika oyo maladi ya COVID-19 eza mingi. Komibongisa na maladi ekoki kosalisa na koyeba nini tokosala mpo na komibatela.
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.
Baplan ezolobela nivo ya likama oyo eza na bisika ya mosala mpe misala, ata mpe bato oyo okokutana na bango, makambo ezosala makama ekoma mingi na ndako mpe bisika mosusu, mpe makama oyo bato ya mosala na ndakisa mibange to bato oyo baza na maladi esilaka te baza na yango.
They also outline controls necessary to address those risks, and contingency plans for situations that may arise as a result of outbreaks.
Ezolobela mpe ndenge ya kolandela mpo na kobongisa makama wana, mpe lolenge ya kobongisa makambo oyo ekoki kobima mpo na maladi oyo.
Infectious disease preparedness and response plans may be subject to national or subnational recommendations.
Komibongisa na maladi mabe mpe makambo ya kosala mpo na kobundisa yango ekosalema na kolanda mibeko ya ekolo to ya mboka.
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.
Lolenge malamu ya kobundisa yango etali makambo mpo na maladi oyo etali na ndakisa kokitisa ndenge ekoki kopanzana kati ya bato ya mosala, kobatela bato oyo baza na likama monene mpo baza na maladi ya kala, kokoba kosala mosala, mpe kosala makambo mpo ebebisa te mosala ya bakompani mosusu oyo basalaka elongo na bino.
The disease severity in the community where the business is located affects the responses taken.
Makambo bokosala ekotalela ndenge oyo maladi yango ekoti na bongo na bino.
The hierarchy of hazard controls is a framework widely used in occupational safety and health to group hazard controls by effectiveness.
Koyeba ndenge moto na moto akosala makambo mpo na komibatela na makama eza mwango endimami mpo na kobatela bato ya mosala mpe kolongono ya nzoto ya bato mingi na kotalela bokasi na yango.
Where COVID-19 hazards cannot be eliminated, the most effective controls are engineering controls, followed by administrative controls, and lastly personal protective equipment.
Bisika bakoki kolongola te makama ya COVID-19, lolenge ya malamu koleka ya kobundisa yango eza kotalelaka ba mashine, nsima kotalela ya bakonzi, mpe na nsuka kopesa moto na moko bisaleli ebongi mpo na komibatela.
Engineering controls involve isolating employees from work-related hazards without relying on worker behavior, and can be the most cost-effective solution to implement.
Kotalela ba mashine elakisi kotya bato ya mosala mosika na makama ya mosala kozanga kobebisa bizaleli malamu ya mosala, mpe ekoki kozala lolenge ya malamu ya kosala makambo.
Administrative controls are changes in work policy or procedures that require action by the worker or employer.
Botaleli ya bakonzi ezali kobongola lolenge ya kosala mosala oyo ezosenga patron to moto ya mosala abongola ndenge na ye ya kosala.
Personal protective equipment (PPE) is considered less effective than engineering and administrative controls, but can help prevent some exposures.
Bisaleli ya komibatela (PPE) eza makasi mingi te soki tokokanisi yango na botaleli ya ba mashine to ya bakonzi, kasi ekoki kosalisa na kokima makama mosusu.
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.
Bosengeli kopona lolenge nyonso ya PPE na kotalela makama oyo eza mpo na moto ya mosala, soki ebongi mpenza (na ndakisa biloko esalisaka na kopema), kolata yango malamu mpe ntango nyonso, kobatela yango, mpe kotya ya sika, soki esengami, mpe kolongola yango malamu, kosokola yango, kobongisa to kobwaka yango mpo emema maladi te.
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.
Na kotalela ministere ya libateli mpe kolongono ya nzoto (OSHA), makama ya moke na mosala eza oyo esengaka kokutana na bato mingi te mpe baninga ya mosala mingi te.
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.
Lolenge ya malamu ya komibatela mpo maladi epanzana te na mosala oyo endimami eza kosokola maboko mbala na mbala, kolendisa bato ya mosala na kotikala na ndako soki bazobela, soki babelaka maladi ya mpema, kozipa monoko to zolo soki bakosoli to basali itche, kozala bilamba ya kopangusa mpe esika ya kobwaka yango, kobongisa bisaleli ya kosolola na mosika to mosusu soki eza ntina kopekisa bato ya mosala basalela bisaleli ya bato mosusu, mpe kobatela bizaleli ya kotya bopeto mpe kopetola esika ya mosala.
Prompt identification and isolation of potentially infectious individuals is a critical step in protecting workers, customers, visitors, and others at a worksite.
Koyeba noki bato oyo bakoki kozala na maladi mpe kotya bango mosika na basusu eza lolenge ya malamu mingi ya kobatela bato ya mosala, basombi, bapaya, mpe bato mosusu na esika ya mosala.
The U.S. Centers for Disease Control and Prevention (CDC) recommends that employees who have symptoms of acute respiratory illness are to stay home until they are free of fever, signs of a fever, and any other symptoms for at least 24 hours without the use of fever-reducing or other symptom-altering medicines, and that sick leave policies are flexible, permit employees to stay home to care for a sick family member, and that employees are aware of these policies.
Ba centre ya kobundisa maladi mabe mpe kobatela bato na yango (CDC) ya États-Unis ezolendisa ete bato ya mosala oyo baza na bilembo ya maladi ya makasi ya mpema batikala na ndako kino fievre, bilembo ya fievre, mpe bilembo mosusu ekosila ata na bangonga 24 kozanga kosala nkisi ya kokitisa fievre to nkisi mosusu mpo na bilembo mosusu, mpe batya mibeko malamu mpo na congé ya malamu, kopesa bato ya mosala nzela ya kotikala na ndako mpo na kobatela bato ya libota oyo bazobela, mpe ete bato ya mosala basengeli koyeba mibeko wana.
According to OSHA, medium exposure risk jobs include those that require frequent or close contact within six feet (1.8 m) of people who are not known or suspected COVID-19 patients, but may be infected with SARS-CoV-2 due to ongoing community transmission around the business location, or because the individual has recent international travel to a location with widespread COVID-19 transmission.
Na kotalela OSHA, likama ya katikati na mosala etali makambo neti bato oyo bakutanaka na bato mingi to bazalaka pene ya bametre 1,8 ya bato oyo baza na COVID-19 to oyo bazokanisa bakoki kozala na yango, kasi bakoki kozwa SARS-CoV-2 mpo maladi yango ezopanza mingi na esika bofandi na esika ya mosala, to mpo bato basalaki mobembo kala te na mikili mosusu esika COVID-19 ezopanzana mingi.
These include workers who have contact with the general public such as in schools, high-population-density work environments, and some high-volume retail settings.Engineering controls for this and higher risk groups include installing high-efficiency air filters, increasing ventilation rates, installing physical barriers such as clear plastic sneeze guards, and installing a drive-through window for customer service.Administrative controls for this and higher risk groups include encouraging sick workers to stay at home, replacing face-to-face meetings with virtual communications, establishing staggered shifts, discontinuing nonessential travel to locations with ongoing COVID-19 outbreaks, developing emergency communications plans including a forum for answering workers’ concerns, providing workers with up-to-date education and training on COVID-19 risk factors and protective behaviors, training workers who need to use protecting clothing and equipment how to use it, providing resources and a work environment that promotes personal hygiene, requiring regular hand washing, limiting customers' and the public's access to the worksite, and posting signage about hand washing and other COVID-19 protective measures.Depending on the work task, workers with at least medium exposure risk may need to wear personal protective equipment including some combination of gloves, a gown, a face shield or face mask, or goggles.
Etali bato ya mosala oyo bakutanaka na bato ya ndenge na ndenge na ndakisa na biteyelo, na esika ya mosala oyo bato bazalaka mingi mpenza, mpe na bisika mosusu ya bato mingi. Kobatela ya ba mashine mpo na bato ya boye esengaka kotya bafiltre ya makasi ya mopepe, kosala ete ba ventilateur ebaluka makasi, kotya biloko ekabolaka bato neti biloko oyo elekisaka te mopepe ya itche, mpe kotya madesu na fenetre mpo na baoyo bazoyamba bakiliya. Libateli ya bakonzi mpo na bituluku ya likama mingi ezosenga kolendisa bato ya mosala oyo bazobela batikala na ndako, kosala makita na internet na esika ya kozala na esika moko, kotya mibeko mpo na kolongola mibembo ezangi ntina na bisika oyo COVID-19 ezali, kosala mayele ya kosolola ata mpe ba forume mpo na kolandela mikakatano ya bato ya mosala, kopesa bato ya mosala bansango ya sika mpe formation ebongi mpo na makama ya COVID-19 mpe makambo ya kosala mpo na komibatela, kopesa formation na bato ya mosala oyo basengeli kosalela bilamba ya komibatela mpe koyebisa bango ndenge ya kosalela yango, kopesa bango bisaleli mpe basala na esika oyo eza peto, ezosenga kosokola maboko mbala na mbala, kosala ete bakiliya na bato mosusu bakotaka mingi te na esika ya mosala, mpe kotya bilembo ya kosokola maboko mpe bibongiseli mosusu ya komibatela na COVID-19. Na kotalela mosala bazosala, bato ya mosala oyo baza na likama ya katikati basengeli kolata bilamba na bango ya komibatela na ndakisa bagan, blouse, masque ya elongi, to maneti ya komibatela.
Workers in this risk group rarely require use of respirators.
Bato ya mosala oyo baza na etuluku oyo, esengaka mpenza te basalela biloko esalisaka na kopema.
If a person becomes sick on an airplane, proper controls to protect workers and other passengers include separating the sick person from others by a distance of 6 feet, designating one crew member to serve the sick person, and offering a face mask to the sick person or asking the sick person to cover their mouth and nose with tissues when coughing or sneezing.
Soki moto moko abeli na avion, lolenge ya malamu ya kobatela bato ya mosala mpe bato mosusu ezali kokabola ye na bato mosusu na distance ya 6 pied, kopona moto moko ya equipage mpo akipe moto wana ya maladi, mpe kopesa masque ya elongi to kosenga moto wana ya maladi azipa monoko na zolo na ye na elamba ntango azokosola to azosala itche.
Cabin crew should wear disposable medical gloves when tending to a sick traveler or touching body fluids or potentially contaminated surfaces, and possibly additional personal protective equipment if the sick traveler has fever, persistent cough, or difficulty breathing.
Bato ya mosala oyo baza na cabine basengeli kolata bagan ntango bazosalisa moto azosala mobembo oyo azobela to kosimba mai ya nzoto to esika nyonso oyo ekoki kopesa bango maladi, mpe komibatela mingi lisusu soki moto yango ya maladi azobela fievre, kosukosu oyo ezosila te, to azopema na mpasi.
Gloves and other disposable items should be disposed of in a biohazard bag, and contaminated surfaces should be cleaned and disinfected afterwards.For commercial shipping, including cruise ships and other passenger vessels, hazard controls include postponing travel when sick, and self-isolating and informing the onboard medical center immediately if one develops a fever or other symptoms while on board.
Bagan mpe biloko mosusu oyo babwaka nsima ya kosalela esengeli kobwakama na esika ebongi, mpe bosengeli kopetola mpe kolongola mikrobe na bisika oyo ezwi mikrobe. Mpo na maswa ya mombongo, ata mpe bato de croisière mpe bato mosusu oyo baza nakati, komibatela elimboli koboya kosala mobembo soki ozobela, mpe komifandela mpe koyebisa minganga oyo baza nakati mbala moko soki moto moko oyo aza na kati aza na fievre to bilembo ya maladi mosusu.
Ideally, medical follow-up should occur in the isolated person's cabin.For schools and childcare facilities, CDC recommends short-term closure to clean or disinfect if an infected person has been in a school building regardless of community spread.
Eza malamu kolandela santé ya moto wana ya maladi na esika oyo batye ye. Mpo na biteyelo to bisika ya kobatela bana, CDC ezosenga kokanga esika wana na ntango moke mpo na kopetola to kolongola mikrobe soki moto moko ya maladi azalaki na lopango ya eteyelo ezala maladi epanzani mingi to te esika bofandi.
When there is minimal to moderate community transmission, social distancing strategies can be implemented such as canceling 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.
Soki bokono ezopanza mingi mpenza te na kati ya bato, bokoki kosalela mayele ya kopekisa bato bakutana na ndakisa kopekisa mibembo, mayangani, mpe makita mosusu ya minene na ndakisa education physique to korale na biteyelo to kolya na restaurant, ata mpe distance ezokabola babiro, kozelazela na ntango ya koya to ya kokende, koboya bavisite ezangi ntina, mpe kosalela babiro ya minganga ekeseni mpo na bana oyo bazali na bilembo ya grippe.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.For law enforcement personnel performing daily routine activities, the immediate health risk is considered low by CDC.
Soki maladi epanzani mingi esika bofandi, longola mayele ya koyebisa bato bamifandela, bokoki kokanga biteyelo mpo na ntango ya mwa molai. Mpo na bapolisi oyo bazosala mosala na bango bo momeseno, CDC elobi ete likama na bango eza na nivo ya se.
Law enforcement officials who must make contact with individuals confirmed or suspected to have COVID-19 are recommended to follow the same guidelines as emergency medical technicians, including proper personal protective equipment.
Bakonzi ya bapolisi oyo basengeli kokutana na bato oyo baza na COVID-19 to oyo bakoki kozala na yango, esengeli batosa mibeko ya ndenge moko na oyo minganga batosaka, ata mpe kolata bisaleli malamu mpo na komibatela.
If close contact occurs during apprehension, workers should clean and disinfect their duty belt and gear prior to reuse using a household cleaning spray or wipe, and follow standard operating procedures for the containment and disposal of used PPE and for containing and laundering clothes.
Soki bosimba moto ntango bozokanga ye, bato wana basengeli kopetola mpe kolongola mikrobe na nkamba na bango ya mosala mpe na bisaleli na bango liboso ya kosalela yango, bakosala yango na lisalisi ya aspirateur mpe kolanda mibeko etali komibatela mpe kobwaka biloko oyo PPE epesi mpe ya kobatela mpe kosokola bilamba.
OSHA considers certain healthcare and mortuary workers to be at high or very high categories of exposure risk.
OSHA etalelaka bato mosusu oyo basalaka mosala ya monganga mpe oyo basalaka na morgue ete baza na likama makasi to baza na kati ya bato oyo baza na likama makasi.
High exposure risk jobs include healthcare delivery, support, laboratory, and medical transport workers who are exposed to known or suspected COVID-19 patients.
Misala ya likama makasi eza na ndakisa kobotisa, kosalisa, laboratoire, mpe bato oyo bamema bato ya maladi oyo baza na COVID-19 to bakoki kozala na yango.
These become very high exposure risk if workers perform aerosol-generating procedures on, or collect or handle specimens from, known or suspected COVID-19 patients.
Bakomaka na likama makasi soki bazosala misala ya aerosol, to bazozwa to bazosalela ba échantillon euti na bato oyo baza na COVID-19 to bakoki kozala na yango.
Aerosol-generating procedures include intubation, cough induction procedures, bronchoscopies, some dental procedures and exams, or invasive specimen collection.
Misala ya aerosol eza misala neti intubation, kosalisa kosukosu, bronchoscopie, to misala to ba ekzame mosusu ya mino, to kozwa ba écahntillon.
High exposure risk mortuary jobs include workers involved in preparing the bodies of people who had known or suspected cases of COVID-19 at the time of their death; these become very high exposure risk if they perform an autopsy.Additional engineering controls for these risk groups include isolation rooms for patients with known or suspected COVID-19, including when aerosol-generating procedures are performed.
Likama makasi ya misala ya morgue etali bato oyo basalaka mosala ya kobongisa bibembe ya bato oyo bakufaki na COVID-19 na ntango bakufi to oyo bato oyo bakanisi ete bazalaki na yango; bazalaka na likama makasi soki basali ekzame na nsima mpo na koyeba soki bakufaki na maladi nini. Likama mosusu mpo na bango eza soki bazosalisa bato oyo baza na COVID-19 to oyo bakanisi baza na yango na bashambre na bango, ata mpe ntango bazosala misala ya aerosol.
Specialized negative pressure ventilation may be appropriate in some healthcare and mortuary settings.
Kotinda mwa mopepe ya ventilateur ekoki kozala malamu na balopitalo mosusu mpe na ba morgue.
Specimens should be handled with Biosafety Level 3 precautions.
Esengeli kosalela ba échantillon na kolanda nivo ya libateli ya bio 3.