en	TEACHING TOMORROW’S TEACHERS A Report to Huw Lewis, AM, Minister for Education and Skills JOHN FURLONG ITT Adviser to the Welsh Government March, 2015 Options for the future of initial teacher education in Wales TEACHING TOMORROW’S TEACHERS A Report to Huw Lewis, AM, Minister for Education and Skills JOHN FURLONG ITT Adviser to the Welsh Government March, 2015 Options for the future of initial teacher education in Wales
cy	ADDYSGU ATHRAWON YFORY Adroddiad i Huw Lewis, AC, Y Gweinidog Addysg a Sgiliau JOHN FURLONG Cynghorydd HCA Llywodraeth Cymru Mawrth, 2015 Opsiynau ynglyn â dyfodol addysg gychwynnol athrawon yng Nghymru ADDYSGU ATHRAWON YFORY Adroddiad i Huw Lewis, AC, Y Gweinidog Addysg a Sgiliau JOHN FURLONG Cynghorydd HCA Llywodraeth Cymru Mawrth, 2015 Opsiynau ynglyn â dyfodol addysg gychwynnol athrawon yng Nghymru

en	UNIVERSITY OF OXFORD
cy	PRIFYSGOL RHYDYCHEN

en	DEPARTMENT OF EDUCATION 15 Norham Gardens, Oxford OX2 6PY
cy	YR ADRAN ADDYSG 15 Norham Gardens, Rhydychen OX2 6PY

en	From: Emeritus Professor John Furlong March 2015
cy	Oddi wrth: Yr Athro Emeritws John Furlong Mawrth 2015

en	Dear Minister,
cy	Annwyl Weinidog,

en	In his 2013 review of Teacher Training in Wales, Professor Ralph Tabberer suggested that the Welsh Government appoint an ITT Adviser in order to help raise standards within the sector.
cy	Yn ei adolygiad o Hyfforddiant Athrawon yng Nghymru yn 2013, awgrymodd yr Athro Ralph Tabberer y dylai Llywodraeth Cymru benodi cynghorydd HCA er mwyn helpu i godi safonau yn y sector.

en	In March 2014 you asked me to take on that role for two years – an invitation that I readily accepted.
cy	Ym mis Mawrth 2014 gofynasoch i mi ymgymryd â’r rôl am ddwy flynedd – sef gwahoddiad a dderbyniais yn eiddgar.

en	During the course of the last year I have tried to build on Professor Tabberer’s Report by gathering a range of evidence about the current strengths and weaknesses of teacher education and training in Wales.
cy	Yn ystod y flwyddyn ddiwethaf rwyf wedi ceisio adeiladu ar adroddiad yr Athro Tabberer drwy gasglu ystod o dystiolaeth am gryfderau a gwendidau cyfredol addysg a hyfforddiant athrawon yng Nghymru.

en	I have talked to senior colleagues in each of the three ITT Centres, to regional Consortia, to schools and representatives of all of the national bodies that have a stake in current provision.
cy	Rwyf wedi siarad â chydweithwyr uwch ym mhob un o’r tair Canolfan HCA, â Chonsortia rhanbarthol, ag ysgolion ac â chynrychiolwyr yr holl gyrff cenedlaethol sydd â chyfran yn y ddarpariaeth gyfredol.

en	I have also drawn extensively on evidence of what constitutes high quality teacher education and training in other parts of the UK and internationally.
cy	Rwyf hefyd wedi pwyso’n drwm ar dystiolaeth ynglyn â’r hyn sy’n creu addysg a hyfforddiant o safon i athrawon mewn rhannau eraill o’r Deyrnas Unedig ac yn rhyngwladol.

en	Finally, in looking to the future, I have talked in detail to Professor Graham Donaldson about the implications of his recent Review of Curriculum and Assessment for the future of initial teacher education and training in Wales.
cy	Yn olaf, wrth edrych tua’r dyfodol, rwyf wedi siarad yn fanwl â’r Athro Graham Donaldson am oblygiadau ei Adolygiad diweddar yntau o’r Cwricwlwm ac Asesu ar gyfer dyfodol addysg a hyfforddiant cychwynnol athrawon yng Nghymru.

en	As a result of this work I am now in a position to bring forward a preliminary report for you to consider.
cy	O ganlyniad i’r gwaith hwn, rwyf mewn sefyllfa erbyn hyn i gynnig adroddiad rhagarweiniol er mwyn ichi gael ei ystyried.

en	The report is in two parts, each of which focuses on the need for change in the current system.
cy	Mae i’r adroddiad ddwy ran, bob un yn canolbwyntio ar yr angen am newid yn y system gyfredol.

en	In part one I set out what I see as the main challenges facing the initial teacher education sector – the reasons for change.
cy	Yn rhan un rwy’n nodi’r prif heriau sydd yn fy marn i yn wynebu’r sector addysg gychwynnol athrawon – y rhesymau dros newid.

en	In part two, I set out a range of different options that the Welsh Government might take in order to raise the quality of provision.
cy	Yn rhan dau rwy’n cynnig amryw o opsiynau y gallai Llywodraeth Cymru eu cymryd er mwyn gwella ansawdd y ddarpariaeth.

en	In each case I make recommendations as to what I personally think might be the most appropriate option to take.
cy	Ym mhob achos rwy’n gwneud argymhellion o ran y camau mwyaf priodol i’w cymryd yn fy marn bersonol i.

en	Clearly though it is for you and the Welsh Government itself to decide which, if any, of the options I have outlined are most appropriate.
cy	Er hynny, mae’n amlwg mai mater i chithau ac i Lywodraeth Cymru ei hunan yw penderfynu pa rai o’r opsiynau a amlinellwyd sydd fwyaf priodol.

en	Once you and your officials have had a chance to consider my report and decided on which options to pursue, I will be willing to begin work with colleagues both within the Government and beyond in order to help bring about the changes that are needed.
cy	Ar ôl i chi a’ch swyddogion gael cyfle i ystyried yr adroddiad a phenderfynu pa opsiynau y dylech fynd ar eu hôl, fe fyddaf finnau’n fodlon dechrau gweithio gyda chydweithwyr yn y Llywodraeth a’r tu allan iddi er mwyn helpu i greu’r newidiadau angenrheidiol.

en	If the Government, national agencies, schools and higher education work together on an agreed plan, then I am sure that in the not too distant future, Wales can have a teacher education and training sector of which it can be proud; one that can help deliver the high aspirations that you and your Government have for the children and young people of Wales.
cy	Os bydd y Llywodraeth, asiantaethau cenedlaethol, ysgolion ac addysg uwch yn gweithio gyda’i gilydd ar gynllun cytûn, yna rwy’n siwr y gwelwn ni yng Nghymru, cyn rhy hir, sector addysg a hyfforddiant athrawon i ymfalchïo ynddo; un a all helpu i wireddu’r dyheadau mawr sydd gennych chi a’ch Llywodraeth ar gyfer plant a phobl ifanc Cymru.

en	Yours sincerely,
cy	Yn gywir,

en	Professor John Furlong
cy	Yr Athro John Furlong

en	ITT Adviser to the Welsh Government
cy	Cynghorydd HCA Llywodraeth Cymru

en	Acknowledgements
cy	Cydnabyddiaeth

en	A wide range of individuals and organizations have helped in the development of this report.
cy	Mae ystod eang o unigolion a sefydliadau wedi helpu i ddatblygu’r adroddiad hwn.

en	I would like to thank the senior colleagues in the teacher education and training sector, senior university staff, colleagues in the regional Consortia as well as heads and other senior teachers in Wales who willingly gave their time to talk to me during the last year.
cy	Hoffwn ddiolch i’r cydweithwyr uwch yn y sector addysg a hyfforddiant athrawon, staff uwch prifysgolion, cydweithwyr yn y Consortia rhanbarthol a phenaethiaid ac uwchathrawon eraill yng Nghymru a roddodd eu hamser yn llawen i siarad â mi yn ystod y flwyddyn ddiwethaf.

en	I am also appreciative of the time given by colleagues in the various national bodies that have a stake in teacher education – Estyn, HEFCW, GTCW, UCET Cymru.
cy	Rwy’n gwerthfawrogi hefyd yr amser a roddodd cydweithwyr yn y gwahanol gyrff cenedlaethol sydd â chyfran mewn addysg athrawon – Estyn, CCAUC, CyngACC, UCET Cymru.

en	I would particularly like to thank the ITT team in the Welsh Government who, while scrupulously observing my independence, have been both efficient and helpful in supporting my endeavours.
cy	Hoffwn roi diolch yn arbennig i dîm HCA Llywodraeth Cymru sydd, er eu bod wedi parchu fy annibyniaeth yn llwyr, wedi bod yn effeithlon ac yn barod iawn eu cymorth imi yn fy ngwaith.

en	Finally, I would like to acknowledge colleagues from across the UK, Ireland and beyond (Patricia Broadfoot, John Coolahan, Richard Daugherty, Graham Donaldson, Joe Hallgarten, Hazel Hagger, Nick Johnson, Gordon Kirk, Áine Lawlor, Ian Menter, Pamela Munn, James Noble Rogers, Pasi Sahlberg and Geoff Whitty) who have engaged with my ideas as they have developed over the last 12 months.
cy	Yn olaf, hoffwn gydnabod cydweithwyr ledled y Deyrnas Unedig, yn Iwerddon a’r tu hwnt (Patricia Broadfoot, John Coolahan, Graham Donaldson, Richard Daugherty, Joe Hallgarten, Hazel Hagger, Nick Johnson, Gordon Kirk, Áine Lawlor, Ian Menter, Pamela Munn, James Noble Rogers, Pasi Sahlberg a Geoff Whitty) sydd wedi ymwneud â’m syniadau i wrth i’r rheiny ddatblygu dros y 12 mis diwethaf.

en	During that time, in addition to working in Wales, I have had the privilege of working with colleagues on the BERA-RSA Inquiry into the role of research in teacher education and the Northern Ireland Government’s review of the infrastructure for initial teacher education.
cy	Yn ystod y cyfnod hwnnw, yn ogystal â gweithio yng Nghymru, rwyf wedi cael y fraint o weithio gyda chydweithwyr ar Ymchwiliad BERA-RSA i rôl ymchwil mewn addysg i athrawon ac ar adolygiad Llywodraeth Gogledd Iwerddon o seilwaith addysg gychwynnol athrawon.

en	Although the analysis and proposals contained in this report are my responsibility and mine alone, they have benefited substantially from the input of all of these different colleagues in their development. Teaching Tomorrow’s Teachers
cy	Fy nghyfrifoldeb i yn unig yw’r dadansoddiad a’r cynigion a welir yn yr adroddiad hwn, ond maen nhw wedi elwa’n sylweddol drwy gyfraniad yr holl wahanol gydweithwyr hyn wrth gael eu datblygu.

en	Contents
cy	Cynnwys

en	A Initial Teacher Education in Wales – the case for change
cy	A. Addysg gychwynnol athrawon yng Nghymru – yr achos o blaid newid

en	1. Teacher Education in Wales – reasons for change 5
cy	1. Addysg athrawon yng Nghymru – rhesymau dros newid 5

en	2. What does the international research evidence tells us about 8 high quality initial teacher education?
cy	2. Beth mae tystiolaeth yr ymchwil ryngwladol yn ei ddweud wrthon ni am addysg gychwynnol athrawon o safon? 8

en	3. How is current provision in Wales organised? 9
cy	3. Sut mae’r ddarpariaeth gyfredol yng Nghymru wedi’i threfnu? 9

en	4. What are the strengths and weaknesses of current provision when 10 benchmarked against the international evidence?
cy	4. Beth yw cryfderau a gwendidau’r ddarpariaeth gyfredol o’i meincnodi yn erbyn y dystiolaeth ryngwladol? 10

en	5. The National level 11
cy	5. Y lefel genedlaethol 11

en	6. The Institutional level 14
cy	6. Lefel y sefydliad 14

en	7. The programme level 16
cy	7. Lefel y rhaglen 17

en	B. Initial Teacher Education in Wales – options for change 20
cy	8. Casgliad 20

en	Introduction 21
cy	B. Addysg gychwynnol athrawon yng Nghymru – opsiynau ar gyfer newid 21

en	9. Options for future accreditation of initial teacher education programmes 22
cy	9. Opsiynau ynglyn ag achredu rhaglenni addysg gychwynnol athrawon yn y dyfodol 23

en	10. Options for a future accreditation body 25
cy	10. Opsiynau ynglyn â chorff achredu yn y dyfodol 26

en	11. Estyn’s future role 27
cy	11. Rôl Estyn yn y dyfodol 28

en	12. Options for the future of the primary BA (Hons) QTS degree (the BEd) 28
cy	12. Opsiynau ynglyn â dyfodol y radd BA Cynradd (Anrh) SAC (y BEd) 30

en	13. Options for raising the quality of entry to the profession 30
cy	13. Opsiynau ynglyn â gwella ansawdd dechreuwyr yn y proffesiwn 33

en	14. Options for the future of professionally oriented research capacity 32
cy	14. Opsiynau ynglyn â dyfodol capasiti ymchwil sy’n ymwneud â’r proffesiwn 35

en	15. University providers 34
cy	15. Darparwyr prifysgol 38

en	16. Conclusion 38
cy	16. Casgliad 42

en	List of recommendations 39
cy	Rhestr argymhellion 43

en	References 40 Contents
cy	Cyfeiriadau 44 Cynnwys

en	SECTION
cy	ADRAN

en	A Initial Teacher Education in Wales – the case for change
cy	A Addysg gychwynnol athrawon yng Nghymru – yr achos o blaid newid

en	1. Teacher Education in Wales – reasons for change Initial teacher education1 in Wales needs to change and for two quite different reasons.
cy	1. Addysg athrawon yng Nghymru – rhesymau dros newid Mae angen i addysg gychwynnol athrawon1 yng Nghymru newid am ddau reswm pur wahanol.

en	Firstly, it needs to change because despite some strengths in current provision there is a widespread consensus that overall it is not of sufficient high quality to serve the needs of Wales either now or in the future.
cy	Yn gyntaf, mae angen iddi newid am fod yna gonsensws eang nad yw hi, er gwaethaf rhai cryfderau yn y ddarpariaeth gyfredol, yn ddigon uchel ei safon i ateb anghenion Cymru nawr nac yn y dyfodol.

en	Professor Ralph Tabberer in his recent report on initial teacher education put the problem quite baldly:
cy	Yn ei adroddiad diweddar ar addysg gychwynnol athrawon mynegodd yr Athro Ralph Tabberer y broblem yn foel fel hyn:

en	The current quality of ITT in Wales is adequate and no better.
cy	Digonol yw safon HCA yng Nghymru ar hyn o bryd, a dim gwell.

en	This judgement does not solely come from the findings of Estyn…...
cy	Ni ddaw’r farn hon o gasgliadau Estyn yn unig, sydd bron â bod wedi cyflawni deuparth rhaglen o archwilio’r tair Canolfan HCA newydd yng Nghymru.

en	This assessment is largely shared by providers, officials and leading stakeholders.
cy	Mae darparwyr, swyddogion a rhanddeiliaid blaenllaw yn rhannu’r asesiad hwn.

en	(Tabberer 2013: para 36)
cy	(Tabberer 2013: para 36)

en	In her Annual Report for 2012-3, Estyn’s Chief Inspector of Education and Training in Wales expressed similar sentiments when she stated:
cy	Yn ei Hadroddiad Blynyddol ar gyfer 2012-3, mynegodd Prif Arolygydd Addysg a Hyfforddiant Estyn farn debyg pan ddywedodd:

en	We have not been recruiting enough trainee teachers with the best qualifications and we need more consistency in the quality of what is provided for them in initial teacher education and training in order to give them the best start to their teaching career
cy	Nid ydym wedi bod yn recriwtio digon o athrawon dan hyfforddiant â’r cymwysterau gorau, ac mae angen mwy o gysondeb arnom o ran ansawdd yr hyn a ddarperir ar eu cyfer mewn addysg a hyfforddiant cychwynnol i athrawon, er mwyn rhoi’r cychwyn gorau iddynt yn eu gyrfa addysgu.

en	(Estyn 2013: 41).
cy	(Estyn 2013: 41).

en	In April 2014, the OECD, while acknowledging a will to reform, noted that further improvements were required.
cy	Ym mis Ebrill 2014, nododd yr OECD fod angen rhagor o welliannau, er eu bod yn cydnabod bod yna awydd i ddiwygio.

en	Particularly important, they argued, was the need to attract and increase the quality of new entrants to the teaching profession and raise the standard of provision on offer to make it more attractive to prospective candidates.
cy	Roedden nhw’n dadlau ei bod yn arbennig o bwysig denu dechreuwyr newydd yn y proffesiwn addysgu, gwella ansawdd y dechreuwyr hynny a chodi safon y ddarpariaeth a oedd yn cael ei chynnig er mwyn ei gwneud yn fwy deniadol i ddarpar ymgeiswyr.

en	Building ‘professional capital and collective responsibility’ (p66) throughout the system, they argued, was one of the four priority areas that the Welsh Government urgently needed to address.
cy	Dadleuwyd (t 66) mai adeiladu cyfalaf proffesiynol a chydgyfrifoldeb drwy’r system i gyd oedd un o’r pedair blaenoriaeth yr oedd angen i Lywodraeth Cymru roi sylw iddyn nhw ar fyrder.

en	The quality of provision therefore does need to improve.
cy	Gan hynny, mae angen i ansawdd y ddarpariaeth wella.

en	But there is a second and perhaps even more important reason that reform is needed and that is to do with the changing nature of schooling in the 21st century.
cy	Ond mae yna reswm arall, a hwnnw‘n bwysicach byth o bosibl, fod angen diwygiadau, ac mae hwn yn ymwneud â’r newid yn natur addysg ysgolion yn yr 21ain ganrif.

en	In our 2006 report on ‘Initial Teacher Training Provision in Wales’, I and my colleagues (Furlong et al 2006) pointed to the many challenges facing the future of the teaching profession in Wales.
cy	Yn ein hadroddiad ni yn 2006 ynghylch ‘Darpariaeth Hyfforddiant Cychwynnol Athrawon yng Nghymru’, cyfeiriodd fy nghydweithwyr a mi (Furlong et al 2006) at y nifer fawr o heriau a oedd yn wynebu dyfodol y proffesiwn addysgu yng Nghymru.

en	One of the biggest we suggested was that the ‘teachers of tomorrow’ will have to respond to the changing nature of knowledge in society.
cy	Awgrymwyd mai un o’r heriau mwyaf oedd y byddai rhaid i ‘athrawon yfory’ ymateb i’r newid yn natur gwybodaeth yn y gymdeithas.

en	In a world of rapid change, teachers will not only need to be experts in teaching something (history, chemistry or mathematics), they will also need to be experts in teaching their students to ‘learn how to learn’.
cy	Mewn byd sy’n newid yn gyflym, bydd angen nid yn unig i athrawon fod yn arbenigwyr ar addysgu rhywbeth (hanes, cemeg neu fathemateg), ond hefyd iddyn nhw fod yn arbenigwyr o ran addysgu eu myfyrwyr i ‘ddysgu sut i ddysgu’.

en	This, we argued, must be one of the key outcomes of students’ learning in the 21st century.
cy	Roedden ni’n dadlau bod rhaid i hyn fod yn un o’r deilliannau dysgu allweddol i fyfyrwyr yr 21ain ganrif.

en	It is a challenge that has been taken up by a growing number of countries around the world and it is a challenge that has major implications for both the form and content of initial teacher education.
cy	Dyma her sydd wedi’i chodi gan nifer cynyddol o wledydd ledled y byd ac un sy’n creu goblygiadau mawr o ran ffurf a chynnwys addysg gychwynnol athrawon.

en	In 2006, we also pointed to a range of other important factors affecting teaching: demographic changes which are resulting in an increasingly diverse society in Wales; the changing employment structures in schools where there is a growing emphasis on collaboration with other professionals working with young people; the fact that parents are becoming increasingly ‘discriminating consumers’ with increasing expectations of schools’ achievements, information and consultation; and the growing recognition of the importance of evidence informed practice which is raising the level of debate about effective practice.
cy	Yn 2006, cyfeiriodd fy nghydweithwyr a mi hefyd at ffactorau pwysig eraill a oedd yn effeithio ar addysgu: newidiadau demograffig sy’n arwain at gymdeithas fwyfwy amrywiol yng Nghymru; y newid yn strwythurau cyflogi’r ysgolion lle gwelir pwyslais cynyddol ar gydweithredu â gweithwyr proffesiynol eraill sy’n gweithio gyda phobl ifanc; y ffaith bod rhieni’n mynd yn ddefnyddwyr mwyfwy craff sydd â disgwyliadau cynyddol ynglyn â champau’r ysgolion, eu gwybodaeth a’u prosesau ymgynghori; a’r gydnabyddiaeth gynyddol ynglyn ag ymarfer ar sail tystiolaeth sy’n codi lefel y drafodaeth ar arferion effeithiol.

en	All of these challenges, we argued, were likely to be added to the constant demand from parents, from Government and from others in the community to raise educational standards further.
cy	Dadleuwyd bod yr holl heriau hyn yn debyg o gael eu hychwanegu at y galw cyson o du rhieni, y Llywodraeth ac aelodau eraill o’r gymuned am godi safonau addysg ymhellach.

en	If Wales was to achieve the school system that it needs and wants in the future, then it seemed clear to us that the teaching profession needs to provide a lead.
cy	Pe bai Cymru am sicrhau’r system ysgolion yr oedd arni ei hangen a’i heisiau yn y dyfodol, yna roedd yn ymddangos yn glir i ni fod angen i’r proffesiwn addysgu roi arweiniad.

en	Wales, needs a new form of professionalism amongst its teachers.
cy	Mae ar Gymru angen math newydd o broffesiynoldeb ymysg ei hathrawon.

en	It needs teachers who:
cy	Mae arni angen athrawon:

en	• have high expectations of and a commitment to the achievement of all pupils; • take responsibility for innovation; • relish change and help to lead it; • are able to take a sharper focus on the needs of individual learners, including helping them in ‘learning how to learn’; • accept and respond to demands for their accountability; • take personal and collective responsibility for professional development; • are able to evaluate and use different sorts of evidence relevant to the improvement of practice; • are willing to work collaboratively with other teachers and other professionals both day to day and in the development of their practice; • are willing and able to work in ways that draw on best practice from across the UK and internationally.
cy	• sydd â disgwyliadau uchel o ran cyrhaeddiad eu holl ddisgyblion ac ymroddiad iddo; • sy’n cymryd cyfrifoldeb dros arloesi; • sy’n mwynhau newid ac yn helpu i’w arwain; • sy’n gallu canolbwyntio’n fwy miniog ar anghenion dysgwyr unigol, gan gynnwys eu cynorthwyo i ‘ddysgu sut i ddysgu‘; • sy’n derbyn galwadau iddyn nhw fod yn atebol, ac sy’n ymateb i’r galwadau hynny; • sy’n ysgwyddo cyfrifoldeb personol a chydgyfrifoldeb dros ddatblygu proffesiynol; • sy’n gallu gwerthuso a defnyddio gwahanol fathau o dystiolaeth sy’n berthnasol i welliannau mewn arferion; • sy’n fodlon gweithio mewn cydweithrediad ag athrawon eraill a gweithwyr proffesiynol eraill o ddydd i ddydd ac wrth ddatblygu eu harferion; • sy’n fodlon ac yn abl i weithio mewn ffyrdd sy’n elwa ar yr arferion gorau ar draws y Deyrnas Unedig ac yn rhyngwladol.

en	None of the challenges we identified in 2006 has lessened in the intervening years; indeed in many ways the pressures on the profession have increased.
cy	Nid yw’r un o’r heriau a welsom yn 2006 wedi lleihau yn y blynyddoedd wedyn; yn wir mewn llawer o ffyrdd mae’r pwysau ar y proffesiwn wedi cynyddu.

en	What has changed in the last months though is that the Welsh Government’s review of the curriculum and assessment, led by Professor Graham Donaldson (Donaldson 2015), has now placed many of these issues at the very top of the policy agenda.
cy	Yr hyn sydd wedi newid yn y misoedd diwethaf yw bod adolygiad Llywodraeth Cymru o’r cwricwlwm ac asesu, o dan arweiniad yr Athro Graham Donaldson (Donaldson 2015), bellach wedi codi llawer o’r materion hyn i frig yr agenda polisi.

en	The Donaldson proposals suggest a new vision for both curriculum and assessment.
cy	Mae cynigion Donaldson yn awgrymu gweledigaeth newydd ar gyfer y cwricwlwm ac asesu.

en	Rather than transmitting established bodies of knowledge, the Review argues that the aims of the curriculum should be fourfold.
cy	Yn hytrach na throsglwyddo stôr o wybodaeth sydd wedi ennill ei phlwyf, mae’r Adolygiad yn dadlau y dylai’r Cwricwlwm ganolbwyntio ar bedwar nod.

en	It should aim to create: ambitious, capable learners who are ready to learn throughout their lives; enterprising, creative contributors who are ready to play a full part in life and work; ethical, informed citizens who are ready to be citizens of Wales and the world; healthy confident individuals who are ready to lead fulfilling lives as valued members of society.
cy	Dylai anelu at greu: dysgwyr uchelgeisiol, galluog sydd yn barod i ddysgu drwy gydol eu hoes; cyfranwyr mentrus, creadigol sydd yn barod i chwarae eu rhan yn llawn yn eu bywyd a’u gwaith; dinasyddion egwyddorol, gwybodus sydd yn barod i fod yn ddinasyddion i Gymru a’r byd; unigolion iach, hyderus sydd yn barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas.

en	As a result, instead of being based on traditional subjects, the Review recommends that the curriculum is organised in terms of 6 key ‘areas of learning and experience’ (expressive arts; health and wellbeing; humanities; languages, literacy and communication; mathematics Teaching Tomorrow’s Teachers and numeracy; and science and technology) with teachers themselves having much greater freedom in the selection of material appropriate for their learners’ needs.
cy	O ganlyniad, yn lle cael ei seilio ar bynciau traddodiadol, mae’r Adolygiad yn argymell y dylai’r cwricwlwm gael ei drefnu ar sail chwe ‘Maes Dysgu a Phrofiad’ allweddol (celfyddydau mynegiannol; iechyd a llesiant; dyniaethau; ieithoedd, llenyddiaeth a chyfathrebu; mathemateg a rhifedd; a gwyddoniaeth a thechnoleg) ac y dylai’r athrawon eu hunain gael llawer mwy o ryddid wrth ddewis deunyddiau sy’n briodol at anghenion eu dysgwyr.

en	The review also proposes that all teachers should have responsibility for literacy, numeracy and digital competence, that there should be an increased focus on the use of the Welsh language in all schools, and that there should be a much greater emphasis on teacher led assessment than at present.
cy	Mae’r Adolygiad hefyd yn cynnig y dylai pob athro ac athrawes fod yn gyfrifol am lythrennedd, rhifedd a chymhwysedd digidol, y dylid canolbwyntio’n fwy ar ddefnyddio’r Gymraeg ym mhob ysgol, ac y dylai llawer mwy o bwyslais gael ei roi ar asesiadau o dan arweiniad athrawon nag a geir ar hyn o bryd.

en	As the Review notes, these proposals will have major implications for the teaching force.
cy	Fel y mae’r Adolygiad yn nodi, bydd i’r cynigion hyn oblygiadau pwysig i’r gweithlu addysgu.

en	Greater control over the curriculum will demand ‘much more than the implementation of a pre-determined repertoire of methods and requires high quality teachers with a sound understanding of the ‘why’ and ‘how’ of teaching as well as the ‘what’.’
cy	Bydd mwy o reolaeth dros y cwricwlwm yn gofyn ‘llawer mwy na gweithredu repertoire o ddulliau sydd wedi’i bennu ymlaen llaw ac yn galw am athrawon o ansawdd uchel sydd â dealltwriaeth drylwyr o ddulliau addysgu a’r rhesymau drostynt yn ogystal â chynnwys yr addysgu’.

en	(Donaldson 2015: 58).
cy	(Donaldson 2015: 58).

en	The assessment proposals will require ‘a deep and secure understanding of the curriculum and of the roles of both formative and summative assessment together with the skills associated with designing and interpreting the wide range of techniques that good assessment demands’ (p69).
cy	Bydd y cynigion ynglyn ag asesu yn gofyn ‘dealltwriaeth sicr a manwl o’r cwricwlwm ac o’r cyfraniad gan asesu ffurfiannol a chyfunol ynghyd â’r sgiliau sy’n gysylltiedig â chynllunio a dehongli’r amrywiaeth fawr o dechnegau sydd eu hangen ar gyfer asesu da’ (t 69).

en	There will also be major implications as a result of the increased focus on digital literacy and the Welsh language.
cy	Bydd goblygiadau pwysig yn deillio hefyd o’r ffocws cynyddol ar lythrennedd digidol a’r Gymraeg.

en	In short, the Donaldson Review proposals have significant implications for the form and content of teacher education – both initial teacher education and continuing professional development (CPD).
cy	Yn fyr, bydd cynigion Adolygiad Donaldson yn dod â goblygiadau arwyddocaol o ran ffurf a chynnwys addysg athrawon – sef addysg gychwynnol athrawon a datblygu proffesiynol parhaus (DPP).

en	The primary focus of this report is on the first of these – initial teacher education (ITE) – but as will become clear in later sections of this report, there are vitally important links to CPD as well.2 What is needed in Wales are forms of ITE and CPD that will allow and encourage the achievement of a new kind of teacher professionalism of the sort proposed by Donaldson; one that is appropriate for the challenges of 21st century schooling.
cy	Y cyntaf o’r ddau hyn yw prif ffocws yr adroddiad hwn – addysg gychwynnol athrawon (AGA) – ond fel y gwelir yn glir mewn adrannau eraill yn nes ymlaen yn yr adroddiad, ceir cysylltiadau hanfodol bwysig â DPP hefyd.2 Yr hyn y mae ei angen yng Nghymru yw mathau o AGA a DPP a fydd yn caniatáu ac yn hybu math newydd o broffesiynoldeb ymysg athrawon, o’r math sydd wedi’i gynnig gan Donaldson; sef un sy’n briodol ar gyfer heriau addysg ysgolion yr 21ain ganrif.

en	2. What does the international research evidence tells us about high quality initial teacher education?
cy	2. Beth mae tystiolaeth yr ymchwil ryngwladol yn ei ddweud wrthon ni am addysg gychwynnol athrawon o safon?

en	What does high quality initial teacher education actually look like and how does current provision in Wales measure up?
cy	Sut beth yw addysg gychwynnol athrawon o safon a sut mae’r ddarpariaeth gyfredol yng Nghymru yn cymharu â hyn?

en	In order the answer the first of these questions it is instructive to look at the international research evidence.
cy	I ateb y cyntaf o’r ddau gwestiwn hyn, dadlennol yw edrych ar y dystiolaeth yn yr ymchwil ryngwladol.

en	Last year, the British Educational Research Association (BERA), working in collaboration with the Royal Society of Arts (RSA), produced a review of the international research evidence on high quality teacher education (BERA-RSA 2014).
cy	Y llynedd, lluniodd Cymdeithas Ymchwil Addysg Prydain (BERA), gan weithio mewn cydweithrediad â Chymdeithas Frenhinol y Celfyddydau (RSA), adolygiad o’r dystiolaeth yn yr ymchwil ryngwladol ar addysg athrawon o safon (BERA-RSA 2014).

en	The Inquiry commissioned 7 teams of researchers to review international evidence on a range of different dimensions of teacher education; it also led a national call for evidence and held a range of consultative meetings across the UK.
cy	Comisiynodd yr Ymchwiliad saith tîm o ymchwilwyr i adolygu’r dystiolaeth ryngwladol ar amryw o ddimensiynau gwahanol ar addysg athrawon; arweiniodd alwad genedlaethol am dystiolaeth hefyd a chynnal cyfres o gyfarfodydd ymgynghori ledled y Deyrnas Unedig.

en	As a result of their inquiry, BERA-RSA argue that there is robust evidence to suggest that high quality initial teacher education has the following five core features.
cy	O ganlyniad i’w hymchwiliad, mae BERA-RSA yn dadlau bod yna dystiolaeth gadarn i awgrymu bod gan addysg gychwynnol athrawon o safon y pum nodwedd graidd a ganlyn.

en	The best programmes internationally:
cy	Mae’r rhaglenni gorau yn rhyngwladol:

en	• ensure that ITE programmes attract the best and most suitable candidates into the teaching profession; • offer academic awards that are competitive, practice-focused and built on relevant educational research; • develop strong links between theory and practice, in a way that helps students to understand and explore the interconnectedness of educational theories and classroom practices; • establish strong links between initial teacher education and continuing professional development of teachers in schools; • ensure that all of the above principles are underpinned by a clear understanding of evidence about how student teachers learn to teach and that courses themselves are the constant subject of research and development.
cy	• yn sicrhau bod rhaglenni AGA yn denu’r ymgeiswyr gorau a mwyaf addas i’r proffesiwn addysgu; • yn cynnig dyfarniadau academaidd sy’n gystadleuol, sy’n canolbwyntio ar ymarfer ac sydd wedi’u hadeiladu ar ymchwil addysgol berthnasol; • yn meithrin cysylltiadau cryf rhwng theori ac ymarfer, mewn ffordd sy’n helpu’r myfyrwyr i ddeall ac i ystyried y cysylltiadau rhwng theorïau addysg ac arferion yr ystafell ddosbarth; • yn sefydlu cysylltiadau cryf rhwng addysg gychwynnol athrawon a datblygu proffesiynol parhaus athrawon mewn ysgolion; • yn sicrhau bod yr holl egwyddorion uchod yn cael eu seilio ar ddealltwriaeth glir o dystiolaeth am sut mae darpar athrawon yn dysgu addysgu a bod y cyrsiau eu hunain yn destun gwaith ymchwilio a datblygu drwy’r amser.

en	This would suggest that in order to be of the highest quality, initial teacher education needs its universities to provide strong, research led courses; it needs a school system that is willing to take responsibility and provide leadership in key parts of all programmes; and it needs to ensure that both university and school components are carefully integrated with each other.
cy	Er mwyn iddi gyrraedd y safon orau, mae hyn yn awgrymu bod ar addysg gychwynnol athrawon angen i’w phrifysgolion ddarparu cyrsiau cryf, sydd wedi’u seilio ar ymchwil; bod arni angen system ysgolion sy’n fodlon cymryd cyfrifoldeb a rhoi arweiniad yn rhannau allweddol yr holl raglenni; a bod angen iddi sicrhau bod y gydran yn y brifysgol a’r gydran yn yr ysol wedi’u hintegreiddio’n ofalus â’i gilydd.

en	The BERA-RSA findings also have vitally important implications for the statutory ‘Standards for Newly Qualified Teachers’ that underpin provision.
cy	Mae i ganfyddiadau BERARSA oblygiadau hollbwysig hefyd o ran y safonau statudol, ‘Safonau Athrawon Newydd Gymhwyso’ sy’n sail i’r ddarpariaeth.

en	3. How is current provision in Wales organised?
cy	3. Sut mae’r ddarpariaeth gyfredol yng Nghymru wedi’i threfnu?

en	As a result of the organisational changes introduced following the 2006 review, initial teacher education in Wales is now provided through three collaborative university Centres – the North and Mid Wales Centre led by Bangor and Aberystwyth Universities, the South East Wales Centre led by Cardiff Metropolitan University and the University of South Wales, and the South West Wales Centre led by University of Wales Trinity St David.
cy	O ganlyniad i’r newidiadau yn y drefniadaeth a gyflwynwyd yn sgil adolygiad 2006, mae addysg gychwynnol athrawon yng Nghymru yn cael ei darparu erbyn hyn drwy dair canolfan brifysgol gydweithredol – Canolfan y Gogledd a’r Canolbarth o dan arweiniad prifysgolion Bangor ac Aberystwyth, Canolfan y De-ddwyrain o dan arweiniad Prifysgol Metropolitan Caerdydd a Phrifysgol De Cymru, a Chanolfan y De-orllewin o dan arweiniad Prifysgol Cymru Y Drindod Dewi Sant.

en	A large majority of the provision is university led but this is complemented by two small employment based programmes – the Graduate Teacher Programme and Teach First, though both of these pro- grammes have strong links to the university sector as well.
cy	Mae’r rhan fwyaf o’r ddarpariaeth yn cael ei harwain gan y prifysgolion ond cydategir hyn gan ddwy raglen fach sydd wedi’u seilio ar gyflogaeth – y Rhaglen Athrawon Graddedig a Teach First, er bod gan y ddwy raglen hyn gysylltiadau cryf â sector y prifysgolion hefyd.

en	Three quarters of university led provision is designated for the postgraduate PGCE route, one quarter for the undergraduate route.
cy	Mae tri chwarter y ddarpariaeth o dan arweiniad y prifysgolion wedi’i ddynodi ar gyfer y llwybr TAR ôl-raddedig, a chwarter ar gyfer y llwybr israddedig.

en	Both primary and secondary provision is available in each of the three university Centres; all three Centres also offer the same range of secondary ‘priority subjects’ though there is some variation in the other secondary subjects offered by each Centre.
cy	Mae darpariaeth gynradd ac uwchradd ar gael ym mhob un o’r tair canolfan brifysgol; mae pob un o’r tair canolfan hefyd yn cynnig yr un amrediad o ‘bynciau blaenoriaeth’ uwchradd er bod rhywfaint o amrywio o ran y pynciau uwchradd eraill a gynigir ym mhob canolfan.

en	Welsh medium provision is available in all three Centres across Wales for both primary and secondary programmes.
cy	Mae darpariaeth cyfrwng Cymraeg ar gael ym mhob un o’r tair canolfan ar gyfer rhaglenni cynradd ac uwchradd.

en	There is, additionally, specific Welsh Government assistance for trainees who need extra support to raise their confidence in their ability to teach effectively through the medium of Welsh.
cy	Ar ben hynny, ceir cymorth penodol gan Lywodraeth Cymru i fyfyrwyr y mae arnyn nhw angen cymorth ychwanegol i godi eu hyder i addysgu’n effeithiol drwy gyfrwng y Gymraeg.

en	Details of initial teacher education provision across Wales are set out in Table 1 below:
cy	Mae manylion y ddarpariaeth addysg gychwynnol athrawon ar draws Cymru i’w gweld yn Nhabl 1 isod:

en	Table 1: Initial Teacher Education numbers in Wales (2014/5) by Centre, Phase, Route and Subject
cy	Tabl 1: Niferoedd Addysg Gychwynnol Athrawon yng Nghymru (2014/5) fesul Canolfan, Cyfnod, Llwybr a Phwnc

en	Secondary University led provision UG Secondary North and Mid Wales 141 South East Wales 812 South West Wales 0 UG Secondary total 95 PGCE Secondary North and Mid Wales 2433 South East Wales 2704 South West Wales 2725 PGCE Secondary total 785 Total Secondary – University led 880 Employment based provision Teach First 50 Graduate Teacher Programme 30 Total Secondary 960
cy	Pynciau â blaenoriaeth plws: Celf, Bioleg a Gwyddorau Integredig, Astudiaethau Busnes, Dylunio a Thechnoleg, Saesneg, Daearyddiaeth, Hanes, Addysg Grefyddol Uwchradd Darpariaeth o dan arweiniad y prifysgolion Uwchradd Israddedig Y Gogledd a’r Canolbarth 141 Y De-ddwyrain 812 Y De-orllewin 0 Cyfanswm Uwchradd Israddedig 95 Uwchradd TAR Y Gogledd a’r Canolbarth 2433 Y De-ddwyrain 2704 Y De-orllewin 2725 Cyfanswm Uwchradd TAR 785 Cyfanswm Uwchradd – o dan arweiniad y prifysgolion 880 Darpariaeth ar sail cyflogaeth Teach First 50 Y Rhaglen Athrawon Graddedig 30 Cyfanswm Uwchradd 960

en	Primary University led provision UG Primary North and Mid Wales 83 South East Wales 104 South West Wales 113 UG Primary total 300 PGCE Primary North and Mid Wales 174 South East Wales 123 South West Wales 153 PGCE Primary total 450 Total Primary – University led 750 Employment based provision Graduate Teacher Programme 30 Total primary 780 Total ITE 1740
cy	Cynradd Darpariaeth o dan arweiniad y prifysgolion Cynradd Israddedig Y Gogledd a’r Canolbarth 83 Y De-ddwyrain 104 Y De-orllewin 113 Cyfanswm Cynradd Israddedig 300 Cynradd TAR Y Gogledd a’r Canolbarth 174 Y De-ddwyrain 123 Y De-orllewin 153 Cyfanswm Cynradd TAR 450 Cyfanswm Cynradd – o dan arweiniad y prifysgolion 750 Darpariaeth ar sail cyflogaeth Y Rhaglen Athrawon Graddedig 30 Cyfanswm cynradd 780 Cyfanswm AGA 1740

en	Priority subjects: Maths, Chemistry and Physics, Modern Languages, Welsh, Information Technology
cy	Pynciau â blaenoriaeth: Mathemateg, Cemeg a Ffiseg, Ieithoedd Modern, Cymraeg, Technoleg Gwybodaeth

en	1. Design and Technology 2.
cy	1. Dylunio a Thechnoleg 2.

en	Maths, science, D&T, Welsh, Music 3.
cy	Mathemateg, Gwyddoniaeth, Dylunio a Thechnoleg, Cymraeg, Cerddoriaeth 3.

en	Priority subjects plus: Art, Biology and Integrated Sciences, Drama, English, Geography, History, Music, Physical Education, Religious Education, Outdoor Activities 4.
cy	Pynciau â blaenoriaeth plws: Celf, Bioleg a Gwyddorau Integredig, Drama, Saesneg, Daearyddiaeth, Hanes, Cerddoriaeth, Addysg Gorfforol, Addysg Grefyddol, Gweithgareddau Awyr Agored 4.

en	Priority subjects plus: Art, Biology and Integrated Sciences, Design and Technology, Drama, English, History, Music, Physical Education 5.
cy	Pynciau â blaenoriaeth plws: Celf, Bioleg a Gwyddorau Integredig, Dylunio a Thechnoleg, Drama, Saesneg, Hanes, Cerddoriaeth, Addysg Gorfforol 5.

en	Priority subjects plus: Art, Biology and Integrated S cienceBusiness Studies, Design and Technology, English, Geography, History, Religious Education How is current provision in Wales organised?
cy	Pynciau â blaenoriaeth plws: Celf, Bioleg a Gwyddorau Integredig, Astudiaethau Busnes, Dylunio a Thechnoleg, Saesneg, Daearyddiaeth, Hanes, Addysg Grefyddol

en	4. What are the strengths and weaknesses of current provision when benchmarked against the international evidence?
cy	4. Beth yw cryfderau a gwendidau’r ddarpariaeth gyfredol o’i meincnodi yn erbyn y dystiolaeth ryngwladol?

en	As has already been noted, there is a broad consensus across Wales that in relation to current requirements, initial teacher education is not as strong as it should be.
cy	Fel y nodwyd eisoes, ceir consensws eang ledled Cymru nad yw addysg gychwynnol athrawon mor gryf ag y dylai fod, o’i chymharu â’r gofynion cyfredol.

en	But there is also evidence, that those current requirements in key respects fall well short of what the international evidence suggests is best practice.
cy	Ond mae yna dystiolaeth hefyd fod agweddau allweddol ar y gofynion cyfredol hyn ymhell o gyrraedd y nod o ran yr arferion gorau a awgrymir gan y dystiolaeth ryngwladol.

en	They also fall well short of what will be required if the recommendations of the Donaldson Review of Curriculum and Assessment are accepted by the Welsh Government.
cy	Maen nhw ymhell o gyrraedd y nod hefyd o ran yr hyn a fydd yn angenrheidiol os caiff argymhellion Adolygiad Donaldson o’r Cwricwlwm ac Asesu eu derbyn gan Lywodraeth Cymru.

en	From published evidence and from meetings held with a wide range of stakeholders across Wales in the last year, it is clear that there are currently weaknesses in provision at a variety of different levels: the National level, the Institutional level and the Programme level.
cy	Ar sail y dystiolaeth sydd wedi’i chyhoeddi a chyfarfodydd ag ystod eang o randdeiliaid ledled Cymru yn ystod y flwyddyn ddiwethaf, mae’n glir bod yna wendidau yn y ddarpariaeth ar hyn o bryd ar amryw o lefelau gwahanol: ar y lefel genedlaethol, ar lefel y sefydliad ac ar lefel y rhaglen.

en	Each of these is discussed below.
cy	Trafodir pob un isod.

en	5. The National level 5.1 The need for more effective coordination and leadership There is a widespread view held across the higher education sector that initial teacher education is not currently well led at the national level.
cy	5. Y lefel genedlaethol 5.1 Yr angen am gydlynedd ac arweinyddiaeth fwy effeithiol Bernir yn eang ar draws y sector addysg uwch nad yw addysg gychwynnol athrawon yn cael ei harwain yn dda ar y lefel genedlaethol ar hyn o bryd.

en	During institutional visits, higher education colleagues gave many examples of a lack of communication, problems with confused messages, and the fact that innovations often take place in the school sector which are not always linked systematically to the work of initial teacher education.
cy	Yn ystod ymweliadau â sefydliadau, rhoddodd cydweithwyr mewn addysg uwch lawer o enghreifftiau o ddiffyg cyfathrebu, problemau ynglyn â negeseuon carbwl, a’r ffaith bod gwaith arloesi yn aml yn digwydd yn y sector ysgolion heb gysylltiad systemataidd â gwaith addysg gychwynnol athrawon.

en	Not all of these criticisms can be substantiated and there is now evidence that national bodies are making an increased effort to ensure that teacher education Centres are fully informed of relevant policy developments and that where appropriate, teacher educators themselves are able to contribute to policy development.
cy	Does dim modd cadarnhau pob un o’r beirniadaethau hyn ac erbyn hyn mae yna dystiolaeth bod cyrff cenedlaethol yn gwneud mwy o ymdrech i sicrhau bod y canolfannau addysg athrawon yn cael gwybod yn llawn am ddatblygiadau polisi perthnasol a bod addysgwyr athrawon eu hunain yn gallu cyfrannu at ddatblygiadau polisi lle bo’n briodol.

en	However, the problem runs deeper than mere communication.
cy	Er hynny, mae’r broblem yn ddyfnach na chyfathrebu’n unig.

en	What these criticisms reveal is that at present it is unclear who or what body is charged with providing leadership of the sector.
cy	Yr hyn y mae’r beirniadaethau hyn yn ei ddatgelu yw nad yw’n glir ar hyn o bryd pwy neu ba gorff sy’n gyfrifol am roi arweinyddiaeth i’r sector.

en	Both HEFCW and the Department for Education and Skills have important administrative roles which they would appear to undertake appropriately, and the current Teacher Education Liaison Group,3 when it works well, is able to channel information between the different stakeholders represented on it.
cy	Mae gan CCAUC a’r Adran Addysg a Sgiliau rolau gweinyddol pwysig y mae’n ymddangos eu bod yn eu cyflawni’n briodol, ac mae’r Grwp Cyswllt Addysg Athrawon cyfredol,3 pan fo’n gweithio’n dda, yn gallu sianelu gwybodaeth rhwng y gwanhaol randdeiliaid a gynrychiolir arno.

en	However, coordination and communication, even when they work well (which is not always the case) are very different from strategic leadership.
cy	Er hynny, mae cydlynu a chyfathrebu, hyd yn oed pan fôn nhw’n gweithio’n dda (nad yw bob amser yn wir) yn bur wahanol i arweinyddiaeth strategol.

en	In England, the National College for Teaching and Leadership provides that leadership for the sector, while in Scotland the General Teaching Council for Scotland takes on that role.
cy	Yn Lloegr, mae’r Coleg Cenedlaethol Addysgu ac Arwain yn rhoi’r arweinyddiaeth honno i’r sector, ac yn yr Alban mae Cyngor Addysgu Cyffredinol yr Alban yn ysgwyddo’r un rôl.

en	In Wales at present there is a vacuum both in terms of institutional leadership and in terms of a strong cadre of individuals willing and able to take on national leadership roles.
cy	Yng Nghymru ar hyn o bryd mae yna wagle o ran arweinyddiaeth sefydliadol ac o ran carfan gref o unigolion sy’n fodlon ac yn abl i ymgymryd â rolau arwain cenedlaethol.

en	Without effective leadership there will be little chance of the sector responding to the many challenges posed by the recommendations of the Donaldson Review.
cy	Heb arweinyddiaeth effeithiol, fydd dim llawer o obaith y gall y sector ymateb i’r nifer fawr o heriau a godir gan yr argymhellion yn Adolygiad Donaldson.

en	And without effective leadership there is little opportunity for the sector benchmark its current work nationally and internationally and to become a self-improving system.
cy	A heb arweinyddiaeth effeithiol does dim llawer o gyfle i’r sector feincnodi ei waith cyfredol yn genedlaethol ac yn rhyngwladol a dod yn system sy’n ei gwella’i hun.

en	Given the current lack of leadership of the sector it is perhaps not surprising that the quality of the programmes is not as strong as it should be.
cy	O gofio’r diffyg arweinyddiaeth yn y sector ar hyn o bryd, efallai nad yw’n syndod nad yw ansawdd y rhaglenni mor gryf ag y dylai fod.

en	5.2 Estyn Inspections. The periodic inspections of providers by Estyn play a key role in the assurance and ideally the enhancement of the quality of initial teacher education provision in Wales.
cy	5.2 Arolygiadau Estyn Mae arolygiadau Estyn o waith y darparwyr o dro i dro yn chwarae rhan allweddol o ran sicrhau, ac yn ddelfrydol o ran gwella, ansawdd y ddarpariaeth addysg gychwynnol athrawon yng Nghymru.

en	In principle, there is widespread support for the system.
cy	O ran egwyddor, mae yna gefnogaeth eang i’r system.

en	However, there is considerable disquiet amongst many stakeholders about the current capacity of Estyn to undertake its inspections in a timely manner.
cy	Serch hynny, ceir cryn anfodlonrwydd ymysg llawer o’r rhanddeiliaid ynglyn â gallu Estyn ar hyn o bryd i ymgymryd yn brydlon â’u harolygiadau.

en	At present only two of the three Centres have been inspected within the normal timeframe of 6 years.
cy	Ar hyn o bryd, dim ond dwy o’r tair canolfan sydd wedi’u harolygu o fewn y cyfnod amser arferol o chwe blynedd.

en	As a result of other demands on Estyn, the third Centre (the North and Mid Wales) has not yet been fully inspected.4 Clearly that is not an effective or appropriate way of monitoring or managing quality.
cy	O ganlyniad i alwadau eraill ar Estyn, mae’r ganolfan arall (Canolfan y Gogledd a’r Canolbarth) heb gael arolygiad llawn eto.4 Mae’n eglur nad yw hynny’n ffordd effeithiol na phriodol o fonitro nac o reoli ansawdd.

en	Moreover, some stakeholders have questioned whether the current inspection process, with its strong emphasis on public accountability, is as effective as it might be in contributing to the enhancement of quality.
cy	Ar ben hynny, mae rhai rhanddeiliaid wedi amau a yw’r broses arolygu bresennol, a’i phwyslais cryf ar atebolrwydd cyhoeddus, mor effeithiol ag y dylai fod o ran cyfrannu at wella ansawdd.

en	5.3 Standards for Qualified Teacher Status The Standards for Qualified Teacher Status (QTS) issued and periodically updated by the Welsh Government play a crucial role in the management of teacher education in Wales.
cy	5.3 Safonau Statws Athro Cymwysedig Mae’r Safonau Statws Athro Cymwysedig (SAC) sy’n cael eu cyhoeddi a’u diweddaru o dro i dro gan Lywodraeth Cymru yn chwarae rhan hollbwysig wrth reoli addysg athrawon yng Nghymru.

en	Standards for initial teacher education were originally introduced in Wales in the mid-1990s by the Westminster Government prior to devolution and although they have been updated since introduction, they have not been fundamentally reconceptualised.
cy	Cafodd safonau ynglyn ag addysg gychwynnol athrawon eu cyflwyno yng Nghymru yn wreiddiol yng nghanol y 1990au gan Lywodraeth San Steffan cyn datganoli ac er eu bod wedi’u diweddaru ers cael eu cyflwyno, does dim newid sylfaenol wedi bod o safbwynt y cysyniad.

en	As a result, the current QTS Standards in Wales, as in England, remain conceptualised as a set of behaviourally based ‘competences’: things that newly qualified teachers ‘must know and do’.
cy	O ganlyniad, o ran eu cysyniad, mae safonau cyfredol SAC yng Nghymru, fel yn Lloegr, yn dal yn set o ‘gymwyseddau’ sydd wedi’u seilio ar ymddygiad: pethau y mae’n rhaid i athrawon sydd newydd gymhwyso ‘eu gwybod a’u gwneud’.

en	For the Foundation Phase for example, trainees must ‘know and understand the Framework for Children’s Learning for 3 to 7-year-olds in Wales’; all teachers must ‘set challenging teaching and learning objectives which are relevant to all learners in their classes’; and they must ‘make appropriate use of a range of monitoring and assessment strategies to evaluate learners’ progress towards planned learning objectives, and use this information to improve their own planning and teaching’.
cy	Ar gyfer y Cyfnod Sylfaen, er enghraifft, rhaid i’r myfyrwyr fod ‘yn gwybod ac yn deall y Fframwaith ar gyfer Dysgu Plant 3 i 7 oed yng Nghymru’; rhaid i bob athro ac athrawes ‘osod amcanion addysgu a dysgu ymestynnol sy’n berthnasol i bob dysgwr yn eu dosbarthiadau’; a ‘gwneud defnydd priodol o ystod o strategaethau monitro ac asesu i werthuso cynnydd dysgwyr tuag at amcanion dysgu a gynlluniwyd, ac yn defnyddio’r wybodaeth hon i wella eu cynllunio a’u haddysgu eu hunain’.

en	There are a number of difficulties with standards conceptualised in this manner.
cy	Ceir nifer o anawsterau ynglyn â safonau sydd wedi’u seilio ar gysyniadau o’r fath.

en	For example in contrast to similar standards in use in other parts of the UK and internationally,5 the current standards in Wales do not conceptualise teacher learning in a developmental way.
cy	Er enghraifft, mewn cyferbyniad â safonau tebyg mewn rhannau eraill o’r Deyrnas Unedig ac yn rhyngwladol,5 nid yw’r safonau cyfredol yng Nghymru yn cyfleu gwaith dysgu athrawon mewn modd datblygiadol.

en	There are no formal links to the Practicing Teacher Standards (Welsh Government 2011); newly qualified teachers are simply expected to be fully practically competent on point of entry to the profession.
cy	Does dim cysylltiadau ffurfiol â Safonau Ymarferwyr Addysg (Llywodraeth Cymru 2011); y cyfan a ddisgwylir oddi wrth athrawon sydd newydd gymhwyso yw eu bod yn gwbl ymarferol gymwys wrth ddechrau yn y proffesiwn.

en	One consequence of this is that the Standards give little emphasis to the contribution of initial teacher education to teachers’ long term professional development.
cy	Un o ganlyniadau hyn yw nad yw’r Safonau’n rhoi fawr ddim pwyslais ar gyfraniad addysg gychwynnol athrawon at ddatblygiad proffesiynol athrawon yn y tymor hir.

en	The Welsh Standards also place much less emphasis on ‘knowing and understanding’ than those of other countries.
cy	Mae Safonau Cymru hefyd yn rhoi llawer llai o bwyslais ar ‘wybod a deall’ na safonau gwledydd eraill.

en	Because of the dominant focus on what newly qualified teachers must be able ‘to do’ at their end of their programmes, there is virtually no explicit recognition of the role of research or critical reflection in teachers’ professional learning.
cy	Am eu bod yn canolbwyntio’n bennaf ar yr hyn y mae’n rhaid i athrawon newydd gymhwyso allu ei ‘wneud’ ar ddiwedd eu rhaglenni, does prin ddim cydnabyddiaeth bendant i rôl ymchwil na myfyrdod beirniadol yng ngwaith dysgu proffesiynol athrawon.

en	As a consequence, newly qualified teachers are not conceptualised nor is there a requirement that they are prepared to be active professionals, with their own judgements to make and with their own responsibilities as leaders of children’s learning.
cy	O ganlyniad, does dim cysyniad o athrawon newydd gymhwyso fel gweithwyr proffesiynol gweithredol, a does dim disgwyl iddyn nhw fod yn weithwyr proffesiynol gweithredol o’r fath, yn arddel eu barn eu hunain ac yn ysgwyddo’r cyfrifoldebau eu hunain fel arweinwyr gwaith dysgu’r plant.

en	It is hard to overstate the impact of this overly narrow conception of teacher standards on the provision of initial teacher education in Wales.
cy	Mae’n anodd gor-ddweud effaith y cysyniad cul hwn o safonau athrawon ar ddarpariaeth addysg gychwynnol athrawon yng Nghymru.

en	They form the basis on which Estyn inspections are undertaken.
cy	Dyma sylfaen arolygiadau Estyn.

en	And as Estyn reports themselves become the basis for accreditation and re-accreditation of programmes by HEFCW, a programme’s ability to ‘deliver’ high quality as defined by the Standards is exceptionally important.
cy	A chan mai adroddiadau Estyn yw’r sylfaen y bydd CCAUC yn achredu ac ailachredu rhaglenni arni, mae gallu rhaglen i ‘gyflawni’ safon uchel yn unol â diffiniad y Safonau yn eithriadol o bwysig.

en	Given the significance of the Standards, it is perhaps not surprising that in many cases they have become a de facto curriculum in many teacher education programmes.
cy	O gofio arwyddocâd y Safonau, efallai nad yw’n syndod eu bod mewn llawer o achosion wedi mynd yn gwricwlwm de facto mewn llawer o raglenni addysg athrawon.

en	As Professor Tabberer commented in his Report, in most cases he could establish no rationale for the design of many programmes beyond the requirements of the Standards themselves.
cy	Fel y dywedodd yr Athro Tabberer yn ei Adroddiad, ran amlaf ni allai weld rhesymeg dros ddyluniad llawer o raglenni heblaw gofynion y Safonau eu hunain.

en	Standards have also indirectly influenced who universities recruit to teach on their teacher education programmes and how they develop them.
cy	Mae’r Safonau wedi dylanwadu’n anuniongyrchol hefyd ar bwy sy’n cael ei recriwtio gan y prifysgolion i addysgu ar eu rhaglenni addysg athrawon a sut maen nhw’n eu datblygu.

en	If universities are to be assessed, and only assessed, on the extent to which they are able to prepare student teachers for the practical, day to day realities of the classroom, then the best staff to recruit are those who themselves have only very recently left the classroom.
cy	Os yw’r prifysgolion am gael eu hasesu, a dim ond eu hasesu, ar sail i ba raddau y gallan nhw baratoi myfyrwyr ar gyfer realiti ymarferol beunyddiol yr ystafell ddosbarth, yna y staff gorau i’w recriwtio yw’r rhai sydd eu hunain newydd ymadael â’r ystafell ddosbarth.

en	Moreover, given that there is no reference whatsoever in the Standards to research or the need to develop student teachers as critical consumers of or participants in research, there is little requirement on the part of universities to help their staff develop as research active university lecturers.
cy	Ar ben hynny, o gofio nad oes cyfeiriad o gwbl yn y Safonau at ymchwil nac at yr angen i ddatblygu darpar athrawon fel defnyddwyr beirniadol ymchwil nac fel cyfranogwyr ynddi, does fawr o angen i’r prifysgolion helpu eu staff i ddatblygu fel darlithwyr prifysgol sy’n weithgar mewn ymchwil.

en	Again, in other jurisdictions, standards set out a very different vision for the contribution of universities.
cy	Unwaith eto, mewn awdurdodaethau eraill, mae safonau’n gosod gweledigaeth wahanol iawn ar gyfer cyfraniad y prifysgolion.

en	But as has already been noted, change is on its way.
cy	Ond fel y nodwyd eisoes, mae newid yn yr arfaeth.

en	The conception of the teacher’s role implicit in the current Standards is fundamentally different from that imagined in the Donaldson Review.
cy	Mae cysyniad rôl yr athro sy’n ymhlyg yn y Safonau cyfredol yn sylfaenol wahanol i’r hyn sydd wedi’i ddychmygu yn Adolygiad Donaldson.

en	Here teachers are seen as active professionals with major responsibilities for key aspects of the design as well as the implementation of curriculum and assessment.
cy	Yno mae athrawon yn cael eu gweld fel gweithwyr proffesiynol gweithredol sydd â chyfrifoldebau o bwys dros agweddau allweddol ar ddylunio’r cwricwlwm a’r asesu, yn ogystal â rhoi’r rheiny ar waith.

en	As the Donaldson Review itself argues, ‘The high degree of prescription and detail in the national curriculum, allied to increasingly powerful accountability mechanisms, has tended to create a culture within which the creative role of the school has become diminished and the professional contribution of the workforce underdeveloped.’
cy	Fel y mae Adolygiad Donaldson ei hun yn dadlau, ‘Mae’r rhagnodi a manylu helaeth sydd yn y cwricwlwm cenedlaethol, ynghyd â mecanweithiau atebolrwydd sy’n gynyddol bwerus, wedi tueddu i greu diwylliant lle y mae rôl greadigol yr ysgol wedi’i lleihau a chyfraniad proffesiynol y gweithlu wedi’i danddatblygu.’

en	(Donaldson 2015: 9).
cy	(Donaldson 2015: 9).

en	If the recommendations of the curriculum and assessment review are accepted by the Welsh Government, then that will change.
cy	Os caiff argymhellion yr adolygiad o’r cwricwlwm ac asesu eu derbyn gan Lywodraeth Cymru, yna bydd hynny’n newid.

en	The Donaldson Review necessitates a fundamental re-conceptualisation of all of the teaching Standards in Wales- from the Standards for Qualified Teacher Status right through to the Standards for Head Teachers.
cy	Mae Adolygiad Donaldson yn mynnu cysyniadau sylfaenol newydd ar gyfer holl Safonau addysgu Cymru – o’r Safonau Statws Athro Cymwysedig drwodd i’r Safonau ar gyfer Penaethiaid.

en	6. The Institutional level 6.1 Estyn’s evidence about the quality of provision Reference has already been made to the fact that overall, Estyn has raised questions about the quality of current provision in Wales.
cy	6. Lefel y sefydliad 6.1 Tystiolaeth Estyn ynglyn ag ansawdd y ddarpariaeth Cyfeiriwyd eisoes at y ffaith bod Estyn, drwyddi draw, wedi codi cwestiynau am ansawdd y ddarpariaeth gyfredol yng Nghymru.

en	Such concerns are further elaborated in the individual inspections of the South West Wales and South East Wales Centres that have been carried out to date.
cy	Ymhelaethwyd ar y pryderon hyn yn yr arolygiadau unigol ar Ganolfan y De-orllewin a Chanolfan y De-ddwyrain sydd wedi’u cynnal hyd yn hyn.

en	For example the last full inspection of provision at the South West Centre for Teacher Education in 2012 assessed current performance as ‘adequate’ while ‘prospects for improvement’ were judged to be ‘good’.
cy	Er enghraifft, dywedodd yr arolygiad llawn olaf yng Nghanolfan Addysg Athrawon y De-orllewin yn 2012 mai ‘digonol’ oedd y perfformiad cyfredol a bod y ‘rhagolygon ar gyfer gwella’ yn ‘dda’.

en	More recently a monitoring report for this Centre has concluded that most recommendations have now been addressed.
cy	Yn fwy diweddar, daeth adroddiad monitro ar y ganolfan hon i’r casgliad bod y mwyafrif o’r argymhellion wedi cael sylw erbyn hyn.

en	In 2013, current provision at the South East Wales Centre for Teacher Education was judged to be ‘adequate’, while prospects for improvement were judged to be ‘unsatisfactory’.
cy	Yn 2013, barnwyd bod darpariaeth gyfredol Canolfan Addysg Athrawon y De-ddwyrain yn ‘ddigonol’, ond bod y rhagolygon ar gyfer gwella yn ‘anfoddhaol’.

en	In September 2014, a monitoring review of this Centre reported significant progress in relation to the recommendations made by Estyn but the report itself has yet to be published.
cy	Ym mis Medi 2014, nododd adroddiad monitro ar y ganolfan hon gynnydd arwyddocaol o ran argymhellion Estyn ond nid yw’r adroddiad ei hun wedi’i gyhoeddi eto.

en	As has already been noted, no inspection of the North and Mid Wales Centre for Teacher Education has yet been completed, though one is currently being undertaken.
cy	Fel y nodwyd eisoes, does dim arolygiad wedi’i gwblhau eto o Ganolfan Addysg Athrawon y Gogledd a’r Canolbarth, er bod un yn cael ei gynnal ar hyn o bryd.

en	6.2 Centre collaboration Following the 2006 Review, six existing providers were required to come together into three Centres each based on collaborations between two neighbouring universities.
cy	6.2 Cydweithredu rhwng y canolfannau Yn sgil Adolygiad 2006, bu’n ofynnol i chwe darparwr a oedd yn bodoli bryd hynny ddod at ei gilydd yn dair canolfan, bob un wedi’i seilio ar gydweithredu rhwng dwy brifysgol gyfagos.

en	Since that time, two of those universities (Trinity College Carmarthen and Swansea Metropolitan) have themselves amalgamated to form the University of Wales, Trinity St David so that there are currently five universities involved in the three Centres.
cy	Ers hynny, mae dwy o’r prifysgolion hynny (Coleg y Drindod, Caerfyrddin a Phrifysgol Fetropolitan Abertawe) wedi uno i ffurfio Prifysgol Cymru Y Drindod Dewi Sant fel bod pum prifysgol bellach yn cymryd rhan yn y tair canolfan.

en	One of the main rationales for the development of the Centres was to ensure that there remained sufficient capacity within the higher education sector at a time when student numbers in teacher education had to be substantially cut.6 During the reconfiguration process, universities’ numbers were protected so that they could develop new ‘non QTS’ courses, thereby ensuring that their faculties and departments of Education remained financially viable.
cy	Un o’r prif resymau dros ddatblygu’r canolfannau oedd sicrhau bod digon o gapasiti ar gael o hyd yn y sector addysg uwch ar adeg pan oedd rhaid i niferoedd y myfyrwyr mewn addysg athrawon gael eu torri’n sylweddol.6 Yn ystod y broses ad-drefnu, cafodd niferoedd y prifysgolion eu gwarchod er mwyn iddyn nhw ddatblygu cyrsiau newydd nad oedden nhw’n gysylltiedig ag SAC, gan sicrhau felly fod eu cyfadrannau a’u hadrannau addysg yn parhau’n hyfyw o safbwynt ariannol.

en	One very positive outcome of reconfiguration is that in all cases Education faculties across the sector have indeed managed to diversify and now offer a range of other courses.7 As a result, ITE has remained part of a financially viable system even though it has itself been significantly reduced in size.
cy	Un canlyniad cadarnhaol yn sgil ad-drefnu yw bod yr holl gyfadrannau addysg ar draws y sector wedi llwyddo i arallgyfeirio a’u bod bellach yn cynnig ystod o gyrsiau eraill.7 O ganlyniad, mae AGA wedi parhau’n rhan o system sy’n hyfyw yn ariannol er ei bod hithau wedi lleihau’n sylweddol o ran maint.

en	What has been less successful however, has been the operation of the Centres themselves.
cy	Rhywbeth sydd wedi bod yn llai llwyddiannus, fodd bynnag, yw rhedeg y canolfannau eu hunain.

en	There is extensive evidence, both from Estyn and from senior stakeholders across the system that effective collaboration has been much more challenging that was originally anticipated.
cy	Mae yna dystiolaeth helaeth, gan Estyn a chan randdeiliaid uwch ar draws y system, fod cydweithredu effeithiol wedi bod yn llawer mwy o her nag a ragwelwyd i ddechrau.

en	Different universities, necessarily have different processes and procedures for staffing, for course management, for quality assurance, for financial accounting and many other things as well.
cy	Mae gan wahanol brifysgolion wahanol brosesau, o reidrwydd, a gwahanol weithdrefnau ar gyfer staffio, rheoli cyrsiau, sicrhau ansawdd, cyfrifon ariannol a llawer o bethau eraill hefyd.

en	Despite some reported advantages of collaboration, (for example, sending a more coherent message to partner schools), bringing universities together into an effective management strategy for an individual Centre has in every case proved time consuming and sometimes impossible.
cy	Er bod rhai manteision wedi’u crybwyll yn sgil cydweithredu, (er enghraifft, anfon neges fwy cydlynol at yr ysgolion sy’n bartneriaid i’r prifysgolion), mae dod â’r prifysgolion at ei gilydd mewn strategaeth reoli effeithiol i ganolfan unigol bob tro wedi llyncu amser ac weithiau wedi bod yn amhosibl.

en	Perhaps a more direct challenge to the Centre concept is to ask, what, if they worked well, would Centres add to the quality and coherence of provision.
cy	Her fwy uniongyrchol, o bosibl, i gysyniad y canolfannau fyddai gofyn: pe baen nhw’n gweithio’n dda, beth fyddai’r canolfannau’n ei ychwanegu at ansawdd a chydlynedd y ddarpariaeth.

en	Only a few colleagues within the sector seem willing or able to answer that question positively.
cy	Ychydig yn unig o gydweithwyr yn y sector sydd fel petaen nhw’n fodlon neu’n abl i ateb y cwestiwn hwn yn gadarnhaol.

en	Despite the considerable achievements that have been made in managing the substantial reduction in ITE numbers since 2006, it now seems sensible to re-visit the Centre concept and ask whether it is the most effective way of managing provision in the future.
cy	Er gwaethaf y cyraeddiadau sylweddol sydd wedi’u cyflawni wrth reoli’r gostyngiad sylweddol mewn niferoedd mewn AGA ers 2006, mae’n ymddangos bellach ei bod yn ddoeth edrych eto ar gysyniad y canolfannau a gofyn ai dyma’r ffordd fwyaf effeithiol o reoli’r ddarpariaeth yn y dyfodol.

en	6.3 University leadership and support Universities in Wales remain central to the provision of initial teacher education.
cy	6.3 Arweinyddiaeth a chymorth y prifysgolion Mae’r prifysgolion yng Nghymru yn dal yn ganolog i ddarpariaeth addysg gychwynnol athrawon.

en	Unlike England or some states in the USA, there seems little appetite to move away from university led provision.
cy	Yn wahanol i Loegr neu rai o daleithiau’r Unol Daleithiau, nid yw’n ymddangos bod fawr o awydd symud i ffwrdd oddi wrth ddarpariaeth sy’n cael ei harwain gan y prifysgolion.

en	Employment based routes (GTP and Teach First), though important in their own ways, remain very small compared with the numbers enrolled in university led courses.
cy	Er eu bod yn bwysig yn eu ffyrdd eu hunain, bach iawn o hyd yw’r llwybrau sydd wedi’u seilio ar gyflogaeth (GTP a Teach First), o’u cymharu â’r niferoedd sy’n ymrestru ar gyrsiau o dan arweiniad y prifysgolion.

en	In some ways this is unsurprising.
cy	Mewn rhai ffyrdd, does dim syndod yn hyn.

en	Wales’ universities have a very strong tradition of engagement in teacher education.8 However, the fact that teacher education remains very much a university led process in Wales does not necessarily mean that the sector has been well served by contemporary universities.
cy	Mae gan brifysgolion Cymru draddodiad cryf iawn o ymwneud ag addysg athrawon.8 Serch hynny, nid yw’r ffaith bod addysg athrawon yn dal yn broses sydd i raddau helaeth o dan arweiniad y prifysgolion yng Nghymru yn golygu o reidrwydd bod y sector wedi cael gwasanaeth da gan y prifysgolion cyfoes.

en	On a number of key indices, teacher educators themselves seem less well supported than their colleagues in other disciplines and in other parts of the UK.
cy	O ran nifer o fynegeion allweddol, mae addysgwyr yr athrawon eu hunain fel petaen nhw’n cael llawer llai o gymorth na’u cydweithwyr mewn disgyblaethau eraill ac mewn rhannau eraill o’r Deyrnas Unedig.

en	In looking at current faculties and departments of Education in Wales, three features stand out as key indicators of quality of university support.
cy	O edrych ar gyfadrannau ac adrannau addysg cyfredol Cymru, mae tair nodwedd yn dod i’r amlwg fel dangosyddion allweddol ynglyn ag ansawdd cymorth y prifysgolion.

en	The first is the fact that in 2014, no single academic from any of the teacher education Centres was returned for the Research Excellence Framework (REF).
cy	Y gyntaf yw’r ffaith na chafodd yr un academydd o unrhyw un o’r canolfannau addysg athrawon ei gofnodi yn 2014 ar gyfer y Fframwaith Rhagoriaeth Ymchwil (REF).

en	REF/Research Assessment Exercise (RAE) returns for education in Wales have declined dramatically over the last three assessment periods (See Furlong and White 2001) and in the recent round, only Cardiff, which has only a very modest engagement with initial teacher education, was entered.
cy	Mae cofnodion yr REF a’r Ymarfer Asesu Ymchwil (RAE) ar gyfer addysg yng Nghymru wedi dirywio’n ddirfawr dros y tri chyfnod asesu diwethaf (gweler Furlong a White 2001) ac yn y cylch diweddar, dim ond Caerdydd, sy’n ymwneud ag addysg gychwynnol athrawon ar raddfa bur ddi-nod, a gofnodwyd.

en	While entry to the REF is not the only indicator of research activity, it is a vitally important benchmark.
cy	Nid cymryd rhan yn yr REF yw’r unig ddangosydd ar gyfer gweithgarwch ymchwil, ond mae’n feincnod hanfodol bwysig.

en	On this bench mark Wales has the lowest profile of any of the four home nations of the UK and by a very long way.
cy	Ar sail y meincnod hwn, Cymru sydd â’r proffil isaf o blith y pedair gwlad yn y Deyrnas Unedig ac mae’n llusgo’n bell ar ôl y lleill.

en	A second indicator is the number of staff employed on teaching only contracts within universities providing initial teacher education.
cy	Dangosydd arall yw nifer y staff a gyflogir ar gontractau addysgu yn unig yn y brifysgolion sy’n darparu addysg gychwynnol athrawon.

en	Contracts differ quite substantially across different universities.
cy	Mae’r contractau’n amrywio’n bur sylweddol ar draws y gwahanol brifysgolion.

en	However, in Bangor for example, only 6 of 39 FTE staff are on teaching and research contracts.9 In Aberystwyth there are 7 full time and 34 part time staff; of those 41 staff, 31 were on teaching only contracts.
cy	Er hynny, ym Mangor er enghraifft, dim ond chwech o blith 39 o staff cyfartal ag amser-llawn sydd ar gontract addysgu ac ymchwilio.9 Yn Aberystwyth ceir saith o staff amser-llawn a 34 o staff rhan-amser; o’r 41 o staff hyn, contract addysgu yn unig oedd gan 31.

en	While there are more robust staffing models in the other two Centres, outputs in terms of research remains very low.
cy	Er bod gan y ddwy ganolfan arall fodelau staffio mwy cadarn, isel iawn yw’r allbwn o hyd yn nhermau ymchwil.

en	A third indicator of effective investment might be numbers of staff with doctorates.
cy	Trydydd dangosydd ynglyn â buddsoddi effeithiol fyddai niferoedd y staff sydd â doethuriaeth.

en	These too are low; in Cardiff Metropolitan for example, despite the established staffing structure only 25% of academic staff teaching in Education have doctorates; amongst former Newport staff the number is 10% and in the South West Wales Centre, the figure is 14%.
cy	Isel yw’r rhain hefyd; ym Mhrifysgol Metropolitan Caerdydd er enghraifft, er gwaethaf y strwythur staffio cydnabyddedig dim ond 25% o’r staff academaidd yn yr adran Addysg sydd â doethuriaeth; ymysg cyn-staff Casnewydd, y ffigur yw 10% ac yng Nghanolfan y De-orllewin, y ffigur yw 14%.

en	What these figures collectively indicate is a substantial underinvestment and support for staffing by universities in their education departments and faculties.
cy	Yr hyn y mae’r ffigurau hyn gyda’i gilydd yn ei ddangos yw diffyg buddsoddiad a diffyg cymorth sylweddol gan y prifysgolion i’r staff yn eu hadrannau a’u cyfadrannau addysg.

en	A key challenge for the future therefore is how the universities can be encouraged to remedy this long term lack of investment in what is such a strategically important sector in Wales as a whole.
cy	Un her allweddol at y dyfodol, felly, yw sut y gall y prifysgolion gael eu hannog i gywiro’r diffyg buddsoddiad hirdymor hwn mewn sector sydd mor bwysig yn strategol yng Nghymru yn ei chyfanrwydd.

en	7. The Programme level In considering weaknesses at the programme level it is instructive to return to the five principles of high quality provision identified by the BERA-RSA (2014) Inquiry in their extensive reviews of the international research literature.
cy	7. Lefel y rhaglen Wrth ystyried gwendidau ar lefel y rhaglen, dadlennol yw troi’n ôl at bum egwyddor darpariaeth o safon a nodwyd gan Ymchwiliad BERA-RSA (2014) yn eu hadolygiadau helaeth ar y llenyddiaeth ymchwil ryngwladol.

en	To what extent does current provision match up to these criteria?
cy	I ba raddau mae’r ddarpariaeth gyfredol yn cymharu’n ffafriol â’r meini prawf hyn?

en	7.1 Ensure that ITE programmes attract the best and most suitable candidates to teacher education programmes Estyn (2012-3), the Tabberer Report (2013) and particularly the OECD (2014) all raise questions as to whether current ITE provision is attracting the highest quality candidates.
cy	7.1 Sicrhau bod rhaglenni AGA yn denu’r ymgeiswyr gorau a mwyaf addas i raglenni addysg athrawon Mae Estyn (2012–3), Adroddiad Tabberer (2013) ac yn arbennig yr OECD (2014) i gyd yn codi cwestiynau a yw’r ddarpariaeth gyfredol mewn AGA yn denu ymgeiswyr o’r radd uchaf.

en	While Teach First is making a welcome contribution to raising the quality, the numbers involved remain small.
cy	Er bod Teach First yn gwneud cyfraniad derbyniol at wella’r ansawdd, mae’r niferoedd yn dal yn fach.

en	More generally, it is evident that there are different challenges in terms of raising quality for different routes into teaching.
cy	Yn fwy cyffredinol, mae’n amlwg bod yna heriau gwahanol o ran gwella’r ansawdd ar gyfer y gwahanol lwybrau i mewn i addysgu.

en	With the PGCE the difficulty is to how raise entry standards in a market driven system where universities’ income is dependent on filling places and where students can easily move to England for their courses.
cy	Yr anhawster o ran y TAR yw sut i godi safonau mynediad mewn system sy’n cael ei sbarduno gan y farchnad, lle mae incwm prifysgolion yn dibynnu ar lenwi lleoedd a lle mae’n hawdd i fyfyrwyr symud i Loegr i ddilyn eu cyrsiau.

en	Able candidates, who might otherwise be committed to undertaking their teacher education in Wales, can easily opt for courses elsewhere in the UK if there are incentives to do so or if entry standards are lower.
cy	Mae’n hawdd i ymgeiswyr galluog, a allai fel arall fod wedi ymrwymo i ddilyn eu haddysg athrawon yng Nghymru, ddewis cyrsiau mewn mannau eraill yn y Deyrnas Unedig os oes cymhellion i wneud hynny neu os yw’r safonau mynediad yn is.

en	Evidence from UCET Cymru highlights the fact that financial incentives offered to students (which include scholarships offered by leading subject associations such as the Institute of Physics) are in some cases more generous in England than in Wales.10 This, course leaders suggest, is having a negative impact on their ability to recruit the highest quality candidates.
cy	Mae tystiolaeth UCET Cymru yn amlygu’r ffaith bod y cymhellion ariannol a gynigir i fyfyrwyr (sy’n cynnwys ysgoloriaethau a gynigir gan gymdeithasau pynciau blaenllaw fel y Sefydliad Ffiseg) yn fwy hael weithiau yn Lloegr nag yng Nghymru.10 Mae arweinwyr cyrsiau’n awgrymu bod hyn yn amharu ar eu gallu i recriwtio ymgeiswyr o’r radd flaenaf.

en	There are also differences from England in relation to entry requirements.
cy	Mae yna wahaniaethau rhwng Cymru a Lloegr hefyd o ran gofynion mynediad.

en	In Wales all candidates are expected to have at least a ‘B’ at GCSE in Maths and English; primary candidates are also expected to have at least level ‘C’ in Science.
cy	Yng Nghymru disgwylir bod gan bob ymgeisydd o leiaf ‘B’ mewn TGAU mewn Mathemateg a Saesneg; disgwylir bod gan ymgeiswyr cynradd radd ‘C’ o leiaf mewn Gwyddoniaeth hefyd.

en	Currently in England those requirements are lower.
cy	Mae’r gofynion hyn yn is yn Lloegr ar hyn o bryd.

en	While few would dispute that the Welsh requirements are highly desirable, some colleagues within the sector suggest that the fact that this requirement is different from England means that again some otherwise very able students are lost to teacher education in Wales.
cy	Ychydig yn unig a fyddai’n dadlau nad yw’r gofynion Cymreig yn ddymunol iawn, ond mae rhai cydweithwyr yn y sector yn awgrymu unwaith eto fod y ffaith bod y gofynion yn wahanol yn golygu bod rhai myfyrwyr galluog iawn yn cael eu colli o addysg athrawon yng Nghymru.

en	There are also concerns at the undergraduate level where the quality of entrants is not as high as that of many other comparable professional programmes.11 And there are questions as to whether the current three year undergraduate route is the most appropriate vehicle for attracting and producing the highest quality primary school teachers.
cy	Ceir pryderon hefyd ar y lefel israddedig lle nad yw ansawdd yr ymgeiswyr mor uchel ag ansawdd llawer o raglenni proffesiynol tebyg.11 Ceir cwestiynau hefyd ai’r llwybr israddedig tair-blynedd cyfredol yw’r cyfrwng mwyaf priodol ar gyfer denu a chynhyrchu athrawon cynradd o’r radd flaenaf.

en	Courses in the Republic of Ireland are in the process of moving from three to four years with a view to raising their quality.
cy	Mae cyrsiau Gweriniaeth Iwerddon wrthi’n symud o dair blynedd i bedair, gyda golwg ar wella’u hansawdd.

en	In Scotland and Northern Ireland, both of which attract much higher quality entrants, the degree is already four years in duration.
cy	Yn yr Alban a Gogledd Iwerddon hefyd, ill dwy yn denu ymgeiswyr o ansawdd lawer gwell, mae’r radd eisoes yn para am bedair blynedd.

en	As a consequence of the Donaldson Report in Scotland (Donaldson 2011), undergraduate education degrees in their traditional form are currently being phased out, with undergraduate education courses being more fully integrated into other university based disciplines.
cy	O ganlyniad i Adroddiad Donaldson yn yr Alban (Donaldson 2011), mae graddau addysg israddedig yn eu ffurf draddodiadol yn dirwyn i ben, ac mae cyrsiau addysg israddedig yn cael eu hintegreiddio’n llawnach mewn disgyblaethau eraill yn y brifysgol.

en	This is likely to raise the quality of intake further as well as place more emphasis on the personal and professional education of future primary school teachers.
cy	Mae hyn yn debyg o wella ansawdd y mewnlifiad eto yn ogystal â rhoi mwy o bwyslais ar addysg bersonol a phroffesiynol athrawon ysgol gynradd y dyfodol.

en	7.2 Offer academic awards that are competitive, practice-focused and built on relevant educational research As the Tabberer Report notes, there is clear evidence in Wales that courses are strongly practice focused and this is an important strength of the current system.
cy	7.2 Cynnig dyfarniadau academaidd sy’n gystadleuol, sy’n canolbwyntio ar ymarfer ac sy’n cael eu hadeiladu ar sail ymchwil addysgol berthnasol Fel y nodir yn Adroddiad Tabberer, ceir tystiolaeth glir yng Nghymru fod y cyrsiau’n canolbwyntio’n gryf ar ymarfer ac mae hyn yn gryfder pwysig yn y system gyfredol.

en	However, there is much less evidence that they are always built on relevant educational research.
cy	Er hynny, ceir llawer iawn llai o dystiolaeth eu bod bob amser yn cael eu hadeiladu ar sail ymchwil addysgol berthnasol.

en	As the BERA-RSA Report makes clear, there are multiple ways in which research should inform teacher education programmes: in the knowledge that underpins the content, in the design of programmes and in preparing student teachers to be both critical consumers of as well as participants in research.
cy	Fel y mae Adroddiad BERA-RSA yn egluro, dylai ymchwil lywio rhaglenni addysg athrawon mewn sawl ffordd: yn yr wybodaeth sy’n sail i’r cynnwys, wrth ddylunio rhaglenni ac wrth baratoi darpar athrawon i fod yn ddefnyddwyr beirniadol ar ymchwil yn ogystal ag yn gyfranogwyr mewn ymchwil.

en	Given that research is not explicitly referenced in any form in the current ‘Standards’ and given the lack of a robust research culture within teacher education in Wales at present, it is hard to see how these features of high quality teacher education can currently be in place.
cy	O gofio nad oes cyfeiriad pendant o unrhyw fath at ymchwil yn y ‘Safonau’ cyfredol ac o gofio’r diffyg diwylliant ymchwil cadarn mewn addysg athrawon yng Nghymru ar hyn o bryd, mae’n anodd gweld sut gall y nodweddion hyn ar addysg athrawon o safon fod yn eu lle ar hyn o bryd.

en	7.3 Develop strong links between theory and practice, in a way that helps students to understand and explore the interconnectedness of educational theories and classroom practices There is strong evidence internationally that this principle is central to ensuring high quality teacher education.
cy	7.3 Datblygu cysylltiadau cryf rhwng theori ac ymarfer, mewn ffordd sy’n helpu’r myfyrwyr i ddeall ac ystyried y cysylltiadau rhwng theorïau addysg ac arferion yr ystafell ddosbarth Ceir tystiolaeth gref yn rhyngwladol fod yr egwyddor hon yn ganolog o ran sicrhau addysg athrawon o safon.

en	As both the recent report on teacher education in Northern Ireland (DEL 2014) and the BERA-RSA Inquiry make clear, this involves the development of some form of ‘clinical practice’ in schools.
cy	Fel yr eglurir gan yr adroddiad diweddar ar addysg athrawon yng Ngogledd Iwerddon (DEL 2014) ac Ymchwiliad BERA-RSA, mae hyn yn golygu datblygu rhyw fath o ‘ymarfer clinigol’ yn yr ysgolion.

en	In clinical practice models of teacher education, the schools themselves play a leading role in key aspects of the training offered.
cy	Mewn modelau addysg athrawon sy’n defnyddio ymarfer clinigol, mae’r ysgolion eu hunain yn chwarae rhan flaenllaw mewn agweddau allweddol ar yr hyfforddiant a gynigir.

en	They provide careful mentoring with a staged development of students’ teaching experiences.
cy	Maen nhw’n mentora’n ofalus ac yn datblygu profiadau addysgu’r myfyrwyr yn raddol.

en	In addition however, such programmes also provide student teachers with routine opportunities to link their developing practical school experience with other forms of professional knowledge – with research, with theory and with knowledge of practice in other contexts.
cy	Ond yn ychwanegol, mae’r rhaglenni hyn yn rhoi cyfleoedd fel rhan o’r drefn i’r darpar athrawon gyplysu’r profiad ymarferol y maen nhw’n ei ddatblygu yn yr ysgol â mathau eraill o wybodaeth broffesiynol – sef ag ymchwil, â theori ac â gwybodaeth o ymarfer mewn cyd-destunau eraill.

en	It is the bringing together of these different forms of professional knowledge that encourages students to reflect, analyse and challenge what they are learning in their practical work.
cy	Drwy ddod â’r mathau gwahanol hyn o wybodaeth broffesiynol at ei gilydd y mae’r myfyrwyr yn cael eu hannog i fyfyrio, dadansoddi a herio’r hyn y maen nhw’n ei ddysgu yn eu gwaith ymarferol.

en	But if schools and universities are to work closely on the development of clinical practice models, then this demands a very different conception of ‘partnership’ from the one that is currently in place in most of Wales.
cy	Ond os bwriedir i’r ysgolion a’r prifysgolion gydweithio’n agos i ddatblygu modelau ymarfer clinigol, yna mae hynny’n galw am gysyniad gwahanol iawn o ‘bartneriaeth’ i’r model sydd i’w weld yn y rhan fwyaf o Gymru ar hyn o bryd.

en	At present it seems that most schools have only a small role in professional education, often with very small numbers of students.
cy	Mae’n ymddangos ar hyn o bryd mai rhan fach yn unig sydd gan yr ysgolion mewn addysg broffesiynol, a hynny â nifer fach iawn o fyfyrwyr yn aml.

en	Teacher education is undertaken primarily on a voluntary basis – an ‘add on’ to schools’ normal work.
cy	Ar sail wirfoddol yn bennaf yr ymgymerir ag addysg athrawon – fel ychwanegiad at waith arferol yr ysgolion.

en	Internationally however, there is strong evidence that in the most effective systems, universities work with much smaller numbers of schools which take larger numbers of students.
cy	Yn rhyngwladol, fodd bynnag, mae yna dystiolaeth gref bod y prifysgolion yn y systemau mwyaf effeithiol yn cydweithio â niferoedd llawer llai o ysgolion, sy’n derbyn niferoedd llawer mwy o fyfyrwyr.

en	Moreover, schools themselves are encouraged to take leading responsibility in key aspects of the training programme. The Programme level
cy	Ar ben hynny, mae’r ysgolion eu hunain yn cael eu hannog i gymryd y prif gyfrifoldeb dros agweddau allweddol ar y rhaglen hyfforddi.

en	One particular difficulty in encouraging schools to work in closer partnership with universities on a regular basis is that it is indeed voluntary.
cy	Un anhawster penodol wrth annog ysgolion i weithio mewn partneriaeth agosach â phrifysgolion yn rheolaidd yw mai partneriaeth wirfoddol yw hon.

en	As a result, it is widely reported that few schools are willing to make long term commitments, often withdrawing, sometimes at the last minute, particularly if they are facing an Estyn inspection.
cy	Gan hynny, clywir yn aml mai ychydig yn unig o ysgolion sy’n fodlon rhoi ymrwymiad dros gyfnod hir, gan dynnu’n ôl, weithiau ar y funud olaf, yn enwedig os oes arolygiad gan Estyn yn eu hwynebu.

en	What is needed therefore is the contribution of schools to initial teacher education to be much more publically recognised.
cy	Yr hyn y mae ei angen, felly, yw i gyfraniad ysgolion at addysg gychwynnol athrawon gael ei gydnabod yn llawer mwy cyhoeddus.

en	Making a systematic and sustained contribution to teacher education should be one way of demonstrating that a school is a good school, or is aspiring to be good.
cy	Dylai cyfraniad systemataidd a chyson at addysg athrawon fod yn un ffordd o ddangos bod ysgol yn ysgol dda, neu’n ymdrechu i fod yn un dda.

en	7.4 Establish strong links between initial teacher education and continuing professional development of teachers in schools The Masters in Educational Practice (MEP) has been a significant development in Wales in providing an important link between initial teacher education and early professional development.
cy	7.4 Sefydlu cysylltiadau cryf rhwng addysg gychwynnol athrawon a datblygu proffesiynol parhaus i athrawon yn yr ysgolion Mae’r radd Meistr mewn Ymarfer Addysgol (MYA) wedi bod yn ddatblygiad arwyddocaol yng Nghymru o ran cynnig cysylltiad pwysig rhwng addysg gychwynnol athrawon a datblygu proffesiynol cynnar.

en	Now the proposed new masters degree framework and the New Deal more generally, have the potential to ensure that teachers’ professional learning can be supported in a systematic way throughout their careers.
cy	Bellach mae gan fframwaith y radd meistr newydd arfaethedig a’r Fargen Newydd yn fwy cyffredinol y potensial i sicrhau y gall gwaith dysgu proffesiynol athrawon gael ei gefnogi mewn modd systemataidd gydol eu gyrfa.

en	However, while these are very positive developments there are currently no systematic links between those with responsibility for CPD, the new Consortia, and Wales’ teacher education Centres in universities.
cy	Serch hynny, er bod y rhain yn ddatblygiadau cadarnhaol iawn, does dim cysylltiad systemataidd ar hyn o bryd rhwng y rhai sy’n gyfrifol am DPP, y Consortia newydd, a chanolfannau addysg athrawon Cymru yn y prifysgolion.

en	Staff in university faculties and in departments of Education are a major resource for the more sustained development of the teaching force in Wales and at present that resource is significantly underutilised.
cy	Mae’r staff yng nghyfadrannau’r prifysgolion ac yn yr adrannau addysg yn adnodd pwysig er mwyn datblygu’r gweithlu addysgu yng Nghymru mewn ffordd fwy cynaliadwy ac ar hyn o bryd mae cryn le i ddefnyddio rhagor ar yr adnodd.

en	This may be the product of the lack of any systematic coordination and leadership of the sector as a whole.
cy	Efallai fod hyn yn deillio o ddiffyg cydlynu systemataidd a diffyg arweinyddiaeth yn y sector yn ei gyfanrwydd.

en	7.5 Ensure that all of the above principles are underpinned by a clear understanding of evidence about how student teachers learn to teach and that courses themselves are the constant subject of research and development As both the BERA-RSA and Northern Ireland (DEL 2014) reports make clear, much is known about the principles of effective professional learning both in initial teacher education and within CPD.
cy	7.5 Sicrhau bod yr holl egwyddorion uchod wedi’u seilio ar ddealltwriaeth glir o dystiolaeth am sut mae darpar athrawon yn dysgu addysgu a bod y cyrsiau eu hunain yn destun gwaith ymchwilio a datblygu drwy’r amser Fel yr eglurir yn adroddiadau BERA-RSA a Gogledd Iwerddon (DEL 2014), mae llawer yn hysbys am egwyddorion gwaith dysgu proffesiynol effeithiol a hynny mewn addysg gychwynnol i athrawon ac mewn DPP.

en	The most effective forms of provision draw on this knowledge in the design and implementation of their programmes and subject their own work to ongoing research in order to develop it further.
cy	Mae’r mathau mwyaf effeithiol o ddarpariaeth yn defnyddio’r wybodaeth hon wrth ddylunio’u rhaglenni ac wrth roi’r rhaglenni hynny ar waith, ac maen nhw’n gwneud gwaith ymchwil barhaus ynglyn â’u gwaith eu hunain, er mwyn ei ddatblygu ymhellach.

en	At present, however, as the Tabberer Report makes clear, there is little evidence that provision is based on such an approach.
cy	Serch hynny, fel yr eglurir yn Adroddiad Tabberer, does dim llawer o dystiolaeth ar hyn o bryd fod y ddarpariaeth wedi’i seilio ar ymagwedd o’r fath.

en	This may in part be attributable to the current narrowly conceived set of ‘Standards’ that, with Estyn inspections, govern the system.
cy	Efallai fod hyn i’w briodoli’n rhannol i’r set gyfredol o ‘Safonau’ cul eu cysyniad sydd, ar y cyd ag arolygiadau Estyn, yn llywodraethu’r system.

en	While Estyn inspections are very important, there is much more to university led professional education than is captured in an inspection process.
cy	Er bod arolygiadau Estyn yn bwysig iawn, mae yna lawer mwy mewn addysg broffesiynol o dan arweiniad y prifysgolion nag a welir mewn proses arolygu.

en	It is also true that the best courses are themselves the subject of on-going research and review.
cy	Mae’n wir hefyd fod y cyrsiau gorau eu hunain yn destun gwaith ymchwilio ac adolygu parhaus.

en	While there is now evidence that providers are developing and sharing more forms of data in order to monitor their work, this is not necessarily the same thing as taking a research based approach where there is a clear link to literature on professional education, as well as links to excellent practice elsewhere. Teaching Tomorrow’s Teachers
cy	Er bod yna dystiolaeth bellach bod darparwyr yn datblygu ac yn rhannu rhagor o fathau o ddata i fonitro’u gwaith, nid yw hynny yr un fath o reidrwydd ag arddel ymagwedd sydd wedi’i seilio ar ymchwil lle ceir cysylltiad clir â llenyddiaeth ar addysg broffesiynol, yn ogystal â chysylltiadau ag arferion rhagorol mewn mannau eraill.

en	8 Conclusion If Wales is to meet the challenges of educating its children effectively for the 21st century then high quality initial teacher education has a vitally important part to play.
cy	8. Casgliad Os bwriedir i Gymru ateb her addysgu ei phlant yn effeithiol ar gyfer yr 21ain ganrif, yna mae gan addysg gychwynnol athrawon o safon ran hanfodol bwysig i’w chwarae.

en	What is clear from the foregoing discussion is that on a wide range of different measures the present system is not fulfilling its role effectively.
cy	Yr hyn sy’n glir ar sail y drafodaeth uchod yw nad yw’r system bresennol yn cyflawni ei gwaith yn effeithiol, a hynny ar ystod eang o fesurau gwahanol.

en	There is evidence that it is falling well short of what we know is best practice in other parts of the UK and internationally.
cy	Mae yna dystiolaeth ei bod yn syrthio’n brin iawn o’r arferion gorau sy’n hysbys mewn rhannau eraill o’r Deyrnas Unedig ac yn rhyngwladol.

en	Moreover, the changes to curriculum and assessment being advocated by the Donaldson Review will significantly raise the bar in terms of what we expect of our teachers.
cy	Ar ben hynny, bydd y newidiadau yn y cwricwlwm ac mewn asesu sy’n cael eu harddel gan Adolygiad Donaldson yn codi’r safon yn sylweddol o ran yr hyn yr ydyn ni’n ei ddisgwyl oddi wrth ein hathrawon.

en	In the future, Wales will need a different type of teacher professional; one who has significantly more responsibility, one who understands the ‘why’ and the ‘how’ of teaching as well as the ‘what’.
cy	Yn y dyfodol, bydd ar Gymru angen math gwahanol o athro ac athrawes broffesiynol; un sy’n ysgwyddo cryn dipyn yn fwy o gyfrifoldeb, un sy’n deall dulliau addysgu a’r rhesymau drostyn nhw yn ogystal â chynnwys yr addysgu.

en	These aspirations have major implications for both initial teacher education and CPD.
cy	Mae i’r dyheadau hyn oblygiadau pwysig ar gyfer addysg gychwynnol athrawon ac ar gyfer DPP.

en	The case for change is therefore undeniable.
cy	Mae’r achos o blaid newid felly yn ddiymwad.

en	Changes are needed at all three levels of the initial teacher education system – the national level, the institutional level and the programme level.
cy	Mae angen newid ar bob un o’r tair lefel yn y system addysg gychwynnol athrawon – y lefel genedlaethol, lefel y sefydliad a lefel y rhaglen.

en	Much of the responsibility for the changes that are needed will lie beyond the direct purview of the Welsh Government.
cy	Bydd llawer o’r cyfrifoldeb dros y newidiadau angenrheidiol y tu allan i faes uniongyrchol Llywodraeth Cymru.

en	It is the universities both at their central and programme levels and practices in schools that need to change.
cy	Yn y prifysgolion, ar eu lefel ganolog ac ar lefel eu rhaglenni, ac yn arferion yr ysgolion y mae angen gweld newid.

en	What Government can do, however, is to set up the appropriate structures that will encourage and support the changes that are needed.
cy	Ond yr hyn y gall Llywodraeth Cymru ei wneud yw sefydlu’r strwythurau priodol a fydd yn ategu’r newidiadau angenrheidiol.

en	It is these structural changes that are the focus of options outlined in the next part of this Report.
cy	Y newidiadau strwythurol hyn sydd o dan sylw yn yr opsiynau a amlinellir yn rhan nesaf yr Adroddiad hwn.

en	Conclusion
cy	Casgliad

en	SECTION B Initial Teacher Education in Wales – options for change SECTION B Initial Teacher Education in Wales – options for change Teaching Tomorrow’s Teachers
cy	ADRAN B Addysg gychwynnol athrawon yng Nghymru – opsiynau ar gyfer newid Adran B 21

en	Introduction
cy	Cyflwyniad

en	The options for change in the structures governing initial teacher education in Wales take a number of different forms.
cy	Mae i’r opsiynau ynglyn â newid y strwythurau sy’n llywodraethu addysg gychwynnol athrawon yng Nghymru sawl ffurf wahanol.

en	The two most significant changes concern firstly the re-drafting of the ‘Standards’ for qualified teacher status.
cy	Mae’r ddau newid mwyaf arwyddocaol yn ymwneud ag ailddrafftio’r ‘Safonau’ ynglyn â statws athro cymwysedig.

en	As has already been noted, these Standards have a vitally important role to play in the shaping of provision.
cy	Fel y nodwyd eisoes, mae gan y Safonau hyn ran hanfodol bwysig i’w chwarae wrth lunio’r ddarpariaeth.

en	The second and related recommendation is that the Welsh Government revises its accreditation procedures for teacher education providers.
cy	Yr ail argymhelliad, sy’n gysylltiedig â hyn, yw y dylai Llywodraeth Cymru ddiwygio’i gweithdrefnau ynglyn ag achredu darparwyr addysg athrawon.

en	In combination with a new and more appropriate set of Standards, re-accreditation will allow the opportunity to consider a range of different factors that are important in raising the quality of provision, including the content of courses, the contribution of schools, the quality of providers and, indirectly, the leadership of the system overall.
cy	Ar y cyd â set newydd a mwy priodol o Safonau, bydd ailachredu yn caniatáu cyfle i ystyried ystod o ffactorau gwahanol sy’n bwysig o ran gwella ansawdd y ddarpariaeth, gan gynnwys cynnwys y cyrsiau, cyfraniad yr ysgolion, ansawdd y darparwyr ac, yn anuniongyrchol, arweinyddiaeth y system drwyddi draw.

en	However, re-accreditation also raises a number of other key questions such as: what should the accreditation process cover; which body should undertake the accreditation process; how many institutions should be accredited for the provision of initial teacher education; and how would re-accreditation affect the future role of Estyn?
cy	Serch hynny, mae ailachredu hefyd yn codi nifer o gwestiynau allweddol eraill megis: pa beth y dylai’r broses achredu ei gynnwys; pa gorff a ddylai gynnal y broses achredu; sawl sefydliad a ddylai gael eu hachredu i ddarparu addysg gychwynnol athrawon; a sut byddai ailachredu’n effeithio ar rôl Estyn yn y dyfodol?

en	In addition to these two key measures, there are further specific options that need to be considered in relation to: entry requirements and financial incentives for student teachers; the future of the undergraduate route into teaching – the BA (QTS) degree; research capacity; and the links between initial teacher education and further professional development.
cy	Ar ben y ddau fesur allweddol hyn, mae yna opsiynau penodol eraill y mae angen eu hystyried o ran y canlynol: gofynion mynediad a chymhellion ariannol i ddarpar athrawon; dyfodol y llwybr israddedig i mewn i addysgu – y radd BA (SAC); capasiti ymchwil; a’r cysylltiadau rhwng addysg gychwynnol athrawon a datblygu proffesiynol pellach.

en	In each case the options set out below need to be evaluated in terms of their potential contribution to raising the quality of the system, their value for money and their ‘achievability’.
cy	Ym mhob achos mae angen i’r opsiynau isod gael eu cloriannu yn nhermau eu cyfraniad posibl at wella ansawdd y system, eu gwerth am arian a pha mor ‘gyflawnadwy’ ydyn nhw.

en	Introduction 9. Options for future accreditation of initial teacher education programmes At present, under Regulation 7 of the School Teachers Qualifications (Wales) Regulations 2012, all providers of initial teacher education in Wales are required to seek accreditation from HEFCW.
cy	9. Opsiynau ynglyn ag achredu rhaglenni addysg gychwynnol athrawon yn y dyfodol Ar hyn o bryd, o dan Reoliad 7 o Reoliadau Cymwysterau Athrawon Ysgol (Cymru) 2012, mae’n ofynnol i holl ddarparwyr addysg gychwynnol athrawon yng Nghymru geisio achrediad gan CCAUC.

en	The accreditation process has a number of different dimensions.
cy	Mae i’r broses achredu nifer o ddimensiynau gwahanol.

en	The broad framework is established by Criteria set out by Welsh Ministers from time to time.
cy	Mae’r fframwaith bras yn cael ei sefydlu drwy gyfrwng meini prawf a nodir gan Weinidogion Cymru o dro i dro.

en	These criteria briefly cover a range of different issues such as entry requirements, partnership with schools and quality assurance.
cy	Mae’r meini prawf hyn yn ymdrin yn fyr ag ystod o faterion gwahanol megis gofynion mynediad, partneriaethau ag ysgolion a sicrhau ansawdd.

en	On the content of programmes, there is an explicit reference to the need for providers to ‘Design the content, structure and delivery of training to enable trainees to demonstrate that they have met the QTS Standards.’12 The primary evidence used by HEFCW in assessing whether providers have indeed met the specified Criteria are Estyn’s periodic inspection reports of providers.
cy	O ran cynnwys y rhaglenni, ceir cyfeiriad pendant at yr angen i’r darparwyr ‘gynllunio cynnwys, strwythur a darpariaeth hyfforddiant i alluogi hyfforddeion i ddangos bod ganddynt Safonau SAC’.12 Y brif dystiolaeth a ddefnyddir gan CCAUC wrth asesu a yw’r darparwyr wedi bodloni’r meini prawf penodedig mewn gwirionedd yw adroddiadau Estyn ar eu harolygiadau o’r darparwyr o dro i dro.

en	Here too the QTS standards have a central role.
cy	Yma hefyd mae gan y safonau SAC ran ganolog i’w chwarae.

en	In other words, in the current accreditation arrangements, the QTS Standards play a central, if not defining role.
cy	Mewn geiriau eraill, yn y trefniadau achredu cyfredol, mae Safonau SAC yn chware rôl ganolog, os nad y rôl ddiffiniol.

en	As was noted in 5.3, the current QTS Standards in Wales, like those of England, are conceptualised primarily as a set of competences.
cy	Fel y nodwyd yn 5.3, mae Safonau SAC presennol Cymru, fel safonau Lloegr, yn cael eu cyfleu’n bennaf fel set o gymwyseddau.

en	As the Handbook of Guidance on the QTS Standards states, ‘The QTS Standards are outcome statements which set out what trainees must know, understand and be able to do at the end of an ITT course or employment based programme to gain QTS’.
cy	Fel y nodir yn y Llawlyfr Canllawiau ar Safonau SAC, ‘Datganiadau o ganlyniadau yw’r Safonau SAC sy’n nodi’r hyn y mae’n rhaid i hyfforddeion ei wybod, ei ddeall a gallu ei wneud ar ddiwedd cwrs HCA er mwyn ennill SAC’.

en	And in the majority of cases, what it is specified they should ‘know and do’, relates to a range of government specified directives and advisory documents.
cy	Ac mae’r hyn y pennir ran amlaf y dylen nhw ‘ei wybod a’i wneud’ yn ymwneud ag ystod o gyfarwyddydau a dogfennau cynghori sydd wedi’u pennu gan y llywodraeth.

en	As was also noted, it is significant that the Standards are conceptualised as a set of ‘stand alone’ competences.
cy	Fel y nodwyd hefyd, mae’n arwyddocaol bod cysyniad y Safonau wedi’i gyfleu fel set o gymwyseddau sy’n sefyll ar eu pen eu hunain.

en	Unlike those of Scotland or the Republic of Ireland,13 they are not conceptualised as part of lifelong professional development.
cy	Yn wahanol i safonau’r Alban neu Weriniaeth Iwerddon,13 does dim cysyniad ynddyn nhw i awgrymu eu bod yn rhan o ddatblygu proffesiynol gydol oes.

en	Given that the Standards for Newly Qualified Teachers in Wales are so narrowly competency based and given that they are not clearly linked to teachers’ future professional learning, it raises questions as to whether, in their current form, they are actually appropriate as the primary driver for institutional accreditation.
cy	O gofio bod y Safonau ar gyfer Athrawon Newydd Gymhwyso yng Nghymru wedi’u seilio ar gymwyseddau mewn modd mor gul ac o gofio nad oes cysylltiad eglur rhyngddyn nhw a gwaith dysgu proffesiynol athrawon yn y dyfodol, mae hyn yn codi’r cwestiwn a ydyn nhw, yn eu ffurf gyfredol, yn briodol mewn gwirionedd fel y prif sbardun o ran achredu sefydliadau.

en	Certainly when considered in relation to the vision of teacher professionalism foreshadowed by the Donaldson Review (2015) or compared with practice in other jurisdictions, they seem overly restricted.
cy	Yn sicr o’u hystyried mewn perthynas â’r weledigaeth o broffesiynoldeb athrawon a ragwelir gan Adolygiad Donaldson (2015) neu o’u cymharu â’r arferion mewn awdurdodaethau eraill, maen nhw’n ymddangos yn rhy gyfyng.

en	In Scotland for example, the General Teaching Council for Scotland (GTCS) Standards for Initial Registration (GTCS 2012), which are also used in accreditation processes, explicitly recognise that teaching is a complex professional activity, demanding high levels skills, knowledge and professional judgments all of which need to be developed throughout teachers’ professional careers.
cy	Yn yr AIban er enghraifft, mae Safonau Cofrestru Cychwynnol Cyngor Addysgu Cyffredinol yr Alban (GTCS 2012), sydd hefyd yn cael eu defnyddio mewn prosesau achredu, yn cydnabod yn bendant fod addysgu’n weithgaredd proffesiynol cymhleth, sy’n galw am sgiliau, gwybodaeth a barn broffesiynol ar lefel uchel, y mae’n rhaid i bob un ohonyn nhw gael eu meithrin drwy gydol gyrfa broffesiynol yr athrawon.

en	There is also a strong emphasis on knowledge and understanding derived from multiple sources such as research and theory, as well as covering what students should ‘know and do’.
cy	Ceir pwyslais cryf hefyd ar wybodaeth a dealltwriaeth sy’n deillio o sawl ffynhonnell megis ymchwil a theori, yn ogystal ag ymdrin â’r hyn y dylai myfyrwyr ei ‘wybod a’i wneud’.

en	Standards are conceptualised as developmental: there is an explicit and clear link between the Standards student teachers need to have acquired at the end of their training and those needed at the end of their probationary period, when they apply for full registration with the GTCS.14 In broad terms therefore, the Standards for Initial Registration Scotland set out a developmental curriculum for the university, as well as the school contribution to initial teacher education.
cy	Cysyniad datblygiadol sydd i’r Safonau hyn: ceir cysylltiad pendant a chlir rhwng y Safonau y mae angen i ddarpar athrawon fod wedi’u sicrhau erbyn diwedd eu hyfforddiant a’r rhai y mae eu hangen ar ddiwedd eu cyfnod prawf, pan fyddan nhw’n ymgeisio am gofrestru’n llawn gyda’r GTCS.14 Yn fras felly, mae Safonau’r Alban ar gyfer Cofrestru Cychwynnol yn nodi cwricwlwm datblygiadol ar gyfer cyfraniad y brifysgol, yn ogystal â chyfraniad yr ysgol, at addysg gychwynnol athrawon.

en	It is these Standards that are then used as a basis for institutional accreditation.
cy	Y safonau hyn sy’n cael eu defnyddio wedyn yn sail ar gyfer achredu sefydliadau.

en	In the Republic of Ireland the accreditation process goes further.
cy	Yng Ngweriniaeth Iwerddon, mae’r broses achredu’n mynd ymhellach.

en	The Teaching Council’s Criteria and Guidelines for Programme Providers (Teaching Council 2011) not only outlines, in broad terms, a content for courses, it also sets out criteria for assessing the quality of providers themselves.
cy	Mae Meini Prawf a Chanllawiau’r Cyngor Addysgu i Ddarparwyr Rhaglenni (Y Cyngor Addysgu 2011) nid yn unig yn rhoi amlinelliad bras o gynnwys cyrsiau, mae hefyd yn nodi meini prawf ar gyfer asesu ansawdd y darparwyr eu hunain.

en	These include minimum requirements for staff.
cy	Mae’r rhain yn cynnwys gofynion ynglyn â’r staff.

en	For example, all university staff must be research active; they should hold qualifications at least one level higher than those they are teaching; student staff ratios on teacher education programmes should be no more than 15:1.
cy	Er enghraifft, rhaid i’r holl staff yn y prifysgolion fod yn weithredol mewn ymchwil; dylai fod ganddyn nhw gymwysterau sydd o leiaf un lefel un uwch na’r rhai y maen nhw’n eu haddysgu; ni ddylai cymarebau staff:myfyrwyr ar raglenni addysg athrawon fod yn fwy na 1:15.

en	What evidence from other countries suggests is that there is considerable potential to address some of the current deficiencies in teacher education provision in Wales, if the accreditation procedures and the underlying QTS standards were themselves revised.
cy	Yr hyn sy’n cael ei awgrymu yn y dystiolaeth o wledydd eraill yw bod cryn botensial i fynd i’r afael â rhai o ddiffygion presennol y ddarpariaeth addysg athrawon yng Nghymru, pe bai’r gweithdrefnau achredu a’r safonau SAC sy’n sail iddyn nhw yn cael eu diwygio.

en	This then leads to a range of possible options:
cy	Mae hyn yn arwain wedyn at ystod o opsiynau posibl:

en	Option 9.1 Status quo.
cy	Opsiwn 9.1 Y status quo.

en	Re-accreditation using Estyn inspection information against the current Standards
cy	Ailachredu gan ddefnyddio gwybodaeth o arolygiadau Estyn o’i chymharu â’r Safonau cyfredol

en	If the Government agrees that re-accreditation is necessary, then the quickest way to undertake that process would be by using existing procedures.
cy	Os bydd y Llywodraeth yn cytuno bod angen ailachredu, yna y ffordd gyflymaf i wneud hynny fyddai defnyddio’r gweithdrefnau presennol.

en	However, this would be unlikely to ensure good practice as defined by the international literature; Wales’s accreditation procedures have not done so in the past and therefore seem unlikely to do so in the future.
cy	Er hynny, nid yw’n debyg y byddai hynny’n sicrhau arferion da fel y mae’r rheiny wedi’u diffinio yn y llenyddiaeth ryngwladol; nid yw gweithdrefnau achredu Cymru wedi gwneud hynny yn y gorffennol ac mae’n ymddangos yn debyg felly na fydden nhw’n gwneud hynny yn y dyfodol.

en	Option 9.2 Re-accreditation with a revised set of developmental standards including a broadly specified curriculum as in Scotland
cy	Opsiwn 9.2 Ailachredu â set ddiwygiedig o safonau datblygiadol, gan gynnwys cwricwlwm wedi’i bennu’n fras, fel yn yr Alban

en	Certainly including some reference to a broadly specified curriculum to be covered in both universities and schools would be a valuable development; indeed it would be essential if the aspirations of the Donaldson Review (2015) are to be achieved.
cy	Mae’n sicr y byddai rhyw gyfeiriad at gwricwlwm bras i’w drin a’i drafod yn y prifysgolion ac yn yr ysgolion yn ddatblygiad gwerthfawr; yn wir byddai’n hanfodol os bwriedir gwireddu dyheadau Adolygiad Donaldson (2015).

en	Such an approach would recognise and value the distinctive but complementary contribution of both contexts for professional education.
cy	Byddai ymagwedd o’r fath yn cydnabod ac yn gwerthfawrogi cyfraniad gwahanol ond cydategol y ddau gyd-destun ar gyfer addysg broffesiynol.

en	It would also be an advantage if the standards underpinning the accreditation process were conceptualised as developmental, with clear links to probation and early professional development.
cy	Byddai’n fanteisiol hefyd pe bai’r safonau sy’n sail i’r broses asesu’n cael eu seilio ar gysyniad datblygiadol, gyda chysylltiadau clir â’r cyfnod prawf a datblygu proffesiynol cynnar.

en	Initial teacher education would then link more appropriately with Wales’ proposed new Masters programme than is possible at present.
cy	Wedyn ceid cysylltiad mwy priodol rhwng addysg gychwynnol athrawon a’r rhaglen Meistr newydd arfaethedig yng Nghymru nag sy’n bosibl ar hyn o bryd.

en	A developmental set of standards would also encourage greater collaboration than at present between different providers – universities, Consortia and Masters’ providers such as the Masters in Educational Practice (MEP).
cy	Byddai set ddatblygiadol o safonau hefyd yn hybu mwy o gydweithredu nag ar hyn o bryd rhwng darparwyr gwahanol – prifysgolion, Consortia a darparwyr graddau Meistr megis y radd Meistr mewn Ymarfer Addysgol (MYA).

en	Option 9.3 Re-accreditation as in 9.2 but with revised criteria, including minimum standards for providers, as in the Republic of Ireland.
cy	Opsiwn 9.3 Ailachredu fel yn 9.2 ond â meini prawf diwygiedig, gan gynnwys safonau gofynnol i ddarparwyr, fel yng Ngweriniaeth Iwerddon

en	Given that one of the key weaknesses of current provision outlined in Section A has been the lack of investment by universities in their departments and faculties of education, then specifying a set of minimum standards for providers could have an important part to play in raising quality.
cy	O gofio mai diffyg buddsoddiad y prifysgolion yn eu hadrannau a’u cyfadrannau addysg yw un o’r prif wendidau yn y ddarpariaeth gyfredol a amlinellwyd yn Adran A, yna fe allai pennu set o safonau gofynnol i ddarparwyr chwarae rhan bwysig wrth wella ansawdd.

en	Only if teacher education attracts high quality staff with the appropriate professional and academic qualifications and only if, once they are in post, they are given the right support by their universities in terms of their employment contracts and the opportunities to develop as active researchers themselves, can we expect the system to improve.
cy	Dim ond os bydd addysg athrawon yn denu staff o safon a chanddyn nhw’r cymwysterau proffesiynol ac academaidd priodol a dim ond, ar ôl eu penodi, os cân nhw’r cymorth cywir gan eu prifysgolion o ran eu contractau cyflogaeth a’r cyfleoedd i ddatblygu fel ymchwilwyr gweithredol eu hunain, y gallwn ddisgwyl gweld y system yn gwella.

en	Option 9.4 Re-accreditation as in 9.3 but with a revised set of standards, including minimum standards for partnerships with schools
cy	Opsiwn 9.4 Ailachredu fel yn 9.3 ond â set ddiwygiedig o safonau, gan gynnwys safonau gofynnol ar gyfer partneriaethau ag ysgolion

en	One of the major weaknesses with the majority of teacher education both in the UK and the Republic of Ireland is that the contribution of schools has, except in a small number of instances, remained underdeveloped.
cy	Un o wendidau mawr y rhan fwyaf o’r addysg athrawon yn y Deyrnas Unedig ac yng Ngweriniaeth Iwerddon yw bod cyfraniad yr ysgolion heb ei ddatblygu’n ddigonol, ac eithrio mewn nifer fach o achosion.

en	As the BERA-RSA (2014) inquiry made clear, the development of ‘research informed clinical practice’ is the hallmark of the very best teacher education pro- grammes internationally.
cy	Fel yr eglurodd Ymchwiliad BERA-RSA (2014), datblygu ‘ymarfer clinigol sydd wedi’i lywio gan ymchwil’ yw prif nodwedd y rhaglenni addysg athrawon gorau un yn rhyngwladol.

en	However, it demands a very different form of ‘partnership’ from that currently in place in most of Wales.
cy	Serch hynny, mae hyn yn galw am fath gwahanol iawn o ‘bartneriaeth’ i’r un a welir yn y rhan fwyaf o Gymru ar hyn o bryd.

en	Schools themselves have to have a leading role in key parts of programmes, in that they have to take a whole school approach to professional education and they have to work in close collaboration with their university partners.
cy	Mae’n rhaid i’r ysgolion eu hunain gael rhan flaenllaw i’w chwarae mewn rhannau allweddol o’r rhaglenni, yn yr ystyr bod rhaid iddyn nhw arddel ymagwedd ysgol-gyfan at addysg broffesiynol a bod rhaid iddyn nhw weithio mewn cydweithrediad agos â’u partneriaid yn y brifysgol.

en	In addition, programmes have to develop systematic ways of integrating what student teachers learn in school, with other forms of professional knowledge that they acquire through their universities.
cy	Hefyd, mae’n rhaid i raglenni ddatblygu ffyrdd systemataidd o integreiddio’r hyn y mae’r darpar athrawon yn ei ddysgu yn yr ysgol â’r mathau eraill o wybodaeth broffesiynol y maen nhw’n eu codi drwy eu prifysgolion.

en	Although most accreditation criteria, including those in Wales, specify in broad terms that teacher education programmes must be based on the principles of partnerships with schools, too often that aspiration is not realised in practice.
cy	Er bod y mwyafrif o feini prawf achredu, gan gynnwys meini prawf Cymru, yn pennu’n fras fod rhaid i raglenni addysg athrawon gael eu seilio ar egwyddorion partneriaeth ag ysgolion, yn rhy aml nid yw’r dyhead yn cael ei wireddu’n ymarferol.

en	A revised set of accreditation criteria which focus in detail on the nature of university/ school partnerships and which give schools leading responsibilities in key aspects of ITE programmes, could give Wales the opportunity to devise more consistent and effective practice than currently happens elsewhere in the UK.
cy	Gallai set ddiwygiedig o feini prawf achredu a fyddai’n canolbwyntio’n fanwl ar natur y bartneriaeth rhwng prifysgolion ac ysgolion ac a fyddai’n rhoi’r prif gyfrifoldeb dros agweddau allweddol ar raglenni AGA i’r ysgolion, roi cyfle i Gymru ddyfeisio arferion mwy cyson ac effeithiol nag sy’n digwydd ar hyn o bryd mewn mannau eraill yn y Deyrnas Unedig.

en	RECOMMENDATION 1.
cy	ARGYMHELLIAD 1.

en	That the Welsh Government, as a matter of priority, revises the Standards for Newly Qualified Teachers in line with the principles specified in Option 9.4
cy	Y dylai Llywodraeth Cymru ddiwygio’r Safonau ar gyfer Athrawon Newydd Gymhwyso yn unol â’r egwyddorion a bennwyd yn Opsiwn 9.4, a hynny fel mater o flaenoriaeth

en	RECOMMENDATION 2.
cy	ARGYMHELLIAD 2.

en	That the Welsh Government establishes a revised accreditation process for providers of initial teacher education as described in Option 9.4
cy	Y dylai Llywodraeth Cymru sefydlu proses achredu ddiwygiedig i ddarparwyr addysg gychwynnol athrawon fel y’i disgrifiwyd yn Opsiwn 9.4

en	Teaching Tomorrow’s Teachers 10. Options for a future accreditation body Accreditation of initial teacher education providers is undertaken on behalf of the Welsh Government by the Higher Education Funding Council for Wales (HEFCW).
cy	10. Opsiynau ynglyn â chorff achrededig yn y dyfodol Cyngor Cyllido Addysg Uwch Cymru (CCAUC) sy’n achredu darparwyr addysg gychwynnol athrawon ar ran Llywodraeth Cymru.

en	At present, accreditation is a ‘one off’ process – once providers have been approved, they remain accredited unless evidence is provided by Estyn that a particular provider is no longer compliant.
cy	Ar hyn o bryd, proses ‘untro’ yw achredu – pan fydd darparwyr wedi’u hachredu, maen nhw’n cadw’r achrediad oni bai bod Estyn yn dangos tystiolaeth nad yw darparwr penodol yn cydymffurfio â’r gofynion mwyach.

en	In those circumstances, there are established procedures for addressing ‘non-compliance’ including the potential withdrawal of accreditation.
cy	O dan yr amgylchiadau hynny, mae yna weithdrefnau gosod i fynd i’r afael â ‘diffyg cydymffurfio’, gan gynnwys y posibilrwydd o dynnu’r achrediad yn ôl.

en	As was noted above, the current procedures are primarily paper based.
cy	Fel y nodwyd uchod, gweithdrefnau ar bapur yn bennaf yw’r gweithdrefnau cyfredol.

en	Potential new providers are required to submit a 15 page proposal outlining provision under a set of standard headings such as ‘recruitment of trainees’, ‘quality assurance and compliance’ and ‘financial management’.
cy	Mae’n ofynnol i ddarparwr posibl newydd gyflwyno cynnig 15-tudalen yn amlinellu’r ddarpariaeth o dan set o benawdau safonol megis ‘recriwtio hyfforddeion’, ‘sicrhau ansawdd a chydymffurfio’ a ‘rheolaeth ariannol’.

en	The proposal is then reviewed by an accreditation panel, chaired by a member of HEFCW Council.
cy	Mae’r cynnig yn cael ei adolygu wedyn gan banel achredu, o dan gadeiryddiaeth aelod o Gyngor CCAUC.

en	Panel members are selected on the basis of having appropriate expertise.
cy	Mae aelodau paneli’n cael eu dewis ar y sail bod ganddyn nhw arbenigedd priodol.

en	There are a number of distinctive features to note about current procedures.
cy	Mae sawl nodwedd benodol i’w nodi ynglyn â’r gweithdrefnau cyfredol.

en	Firstly, it is relatively ‘light touch’; unless there is strong evidence from Estyn that a particular provider is non-compliant, accreditation remains in place.
cy	Yn gyntaf, mae’n drefn gymharol ‘ysgafn’; oni bai bod yna dystiolaeth gref oddi wrth Estyn nad yw darparwr penodol yn cydymffurfio, mae’r achrediad yn parhau.

en	Secondly, it is undertaken by the Higher Education Funding Council itself, rather than by a body with specialist expertise in teacher education.
cy	Yn ail, mae’r achredu’n cael ei wneud gan y Cyngor Cyllido Addysg Uwch ei hun, yn hytrach na chan gorff sydd ag arbenigedd penodol mewn addysg athrawon.

en	As a result, continuing accreditation is highly dependent on the professional judgements made by Estyn and Estyn alone.
cy	O ganlyniad, mae parhau ag achrediad yn dibynnu’n fawr ar farn broffesiynol Estyn ac Estyn yn unig.

en	Finally, neither practicing teacher educators, nor the teaching profession has any formal representation in the process, though of course individuals may be part of the Review Panel.
cy	Yn olaf, does dim cynrychiolaeth ffurfiol yn y broses i addysgwyr athrawon presennol, nac i’r proffesiwn addysgu, er y gall unigolion fod yn rhan o’r Panel Adolygu, wrth gwrs.

en	If the Welsh Government agrees to establish a more robust set of accreditation processes of the kind outlined above, then the accreditation of providers will inevitably be a more demanding task than at present.
cy	Os bydd Llywodraeth Cymru’n cytuno i sefydlu set fwy cadarn o brosesau achredu o’r math a amlinellwyd uchod, yna mae’n anochel y bydd proses achredu darparwyr yn dasg fwy ymestynnol nag ar hyn o bryd.

en	Developing and maintaining a new and more detailed set of criteria will be time consuming.
cy	Bydd datblygu a chynnal set newydd a manylach o feini prawf yn llyncu amser.

en	In addition, if, as in other jurisdictions, re-accreditation takes place on a periodic basis (say every five or six years) and if, as in many other professional fields, it is to involve more than a paper exercise (perhaps including site visits and/or panel meetings) then again it will be substantially more demanding process than at present.
cy	Hefyd, os bydd yr ailachredu’n digwydd, fel mewn awdurdodaethau eraill, bob hyn a hyn (bob pump neu chwe blynedd, dyweder) ac os bwriedir iddo gynnwys, fel mewn llawer o feysydd proffesiynol eraill, mwy nag ymarferiad ar bapur (gan gynnwys o bosibl ymweliadau â safleoedd a/neu gyfarfodydd panel) yna unwaith eto bydd yn broses gryn dipyn yn fwy ymestynnol nag ar hyn o bryd.

en	Inevitably, then, some re-consideration of the accreditation processes and particularly the accreditation body will be necessary.
cy	Mae’n anochel wedyn y bydd angen ailystyried rhywfaint o’r broses achredu ac yn arbennig y corff achredu.

en	Again, there are a number of options. However, in choosing between those options it is important to recognise that in other jurisdictions, the accreditation bodies have been combined with lead organisations in the professional field itself.
cy	Unwaith eto, ceir sawl opsiwn ond wrth ddewis rhyngddyn nhw mae’n bwysig cydnabod bod y cyrff achredu mewn awdurdodaethau eraill wedi’u cyfuno â sefydliadau blaenllaw eraill yn y maes proffesiynol ei hun.

en	As was noted in Part A of this report, one of the difficulties at present in Wales is that there is no lead body in the field of initial teacher education; coordination at national level is therefore often problematic.
cy	Fel y nodwyd yn Rhan A o’r adroddiad hwn, un o’r anawsterau presennol yng Nghymru yw nad oes corff arweiniol ym maes addysg gychwynnol athrawon; gan hynny mae cydlynu ar y lefel genedlaethol yn aml yn peri problem.

en	In selecting an appropriate accreditation body, the government should therefore consider whether it might, over time, take on this broader strategic leadership role as well. Options for a future accreditation body
cy	Wrth ddewis corff achredu priodol, fe ddylai’r llywodraeth ystyried, felly, a allai’r corff hwnnw fynd ati dros amser i ysgwyddo’r rôl arwain strategol ehangach hon hefyd.

en	Option 10.1 HEFCW continues to act as the accreditation body
cy	Opsiwn 10.1 CCAUC yn parhau i weithredu fel y corff achredu

en	While there would obviously be advantages in continuity if HEFCW itself were to take on a new and expanded role in the accreditation process, it would not be able to do so within its current resources.
cy	Mae’n amlwg y byddai yna fanteision o ran parhad pe bai CCAUC ei hun yn ymgymryd â rôl ehangach newydd yn y broses achredu, ond ni fyddai’n gallu gwneud hynny o fewn yr adnoddau cyfredol sydd ganddo.

en	Those resources could be expanded, but it remains questionable as to whether a generic organisation such as HEFCW, with many different national responsibilities, should also become the lead body in a very specific professional field such as initial teacher education.
cy	Gallai’r adnoddau hynny gael eu hymestyn, ond mae’n dal yn amheus a ddylai sefydliad generig fel CCAUC, sydd â llawer o gyfrifoldebau cenedlaethol gwahanol, fynd yn gorff arweiniol hefyd mewn maes proffesiynol penodol iawn megis addysg gychwynnol athrawon.

en	Option 10.2 The Welsh Government itself acts as the accreditation body
cy	Opsiwn 10.2 Llywodraeth Cymru ei hun yn gweithredu fel y corff achredu

en	There would be some advantages if the accreditation process were taken over by the Welsh Government itself.
cy	Fe fyddai rhai manteision pe bai’r broses achredu yn cael ei chyflawni gan Lywodraeth Cymru ei hun.

en	In resource terms, it could be more efficient; coordination at a policy level would in principle be easier to achieve.
cy	O ran adnoddau, gallai fod yn fwy effeithlon; o ran egwyddor byddai’n haws sicrhau bod yna gydlynu ar y lefel polisi.

en	However, such a model would perhaps make teacher education too close to government.
cy	Serch hynny, efallai y byddai model o’r fath yn dod ag addysg athrawon yn rhy agos at y llywodraeth.

en	It may, as in England, come to be seen as a politicised process and Government itself might be seen as directly responsible for any future weaknesses in provision.
cy	Fel yn Lloegr, fe allai gael ei gweld fel proses wleidyddol ac fe ellid barnu bod y Llywodraeth ei hun yn uniongyrchol gyfrifol am unrhyw wendidau yn y ddarpariaeth yn y dyfodol.

en	Option 10.3 Establish a new and independent ‘Teacher Education Accreditation Board’
cy	Opsiwn 10.3 Sefydlu ‘Bwrdd Achredu Addysg Athrawon’ newydd ac annibynnol

en	Again, this would have some key advantages.
cy	Unwaith eto, byddai hyn yn dod â rhai manteision allweddol.

en	The Board could include representation from a wide range of stake holders (the teaching profession, higher education, parents organisations, Estyn and HEFCW); as such it would be at an appropriate ‘arm’s length’ from Government.
cy	Gallai’r Bwrdd gynnwys cynrychiolwyr o blith ystod eang o randdeiliaid (y proffesiwn addysgu, addysg uwch, mudiadau rhieni, Estyn a CCAUC); gan hynny fe fyddai’n gweithio mewn modd priodol ‘hyd braich’ o’r Llywodraeth.

en	With appropriate membership, such a Board would also be well placed to take on a leadership role of teacher education as a whole.
cy	Ar sail aelodaeth briodol, byddai Bwrdd o’r fath mewn sefyllfa dda hefyd i ymgymryd â rôl arwain ar gyfer addysg athrawon yn ei chyfanrwydd.

en	The disadvantage of this option is that it would inevitably be more expensive than other options presented.
cy	Anfantais yr opsiwn hwn yw y byddai’n anochel yn fwy costus na’r opsiynau eraill sydd wedi’u cynnig.

en	It would also be yet one more body for Government and Higher Education to engage with; in some respects it might therefore make coordination of the sector more not less difficult.
cy	Byddai hefyd yn un corff ychwanegol arall eto i’r Llywodraeth ac Addysg Uwch ymwneud ag ef; mewn rhai pethau felly fe allai olygu bod gwaith cydlynu’r sector yn anos ac nid yn haws.

en	Option 10.4 Establish a ‘Teacher Education Accreditation Board’ within the Education Workforce Council for Wales
cy	Opsiwn 10.4 Sefydlu ‘Bwrdd Achredu Addysg Athrawon’ o fewn Cyngor y Gweithlu Addysg

en	This is the option that has been adopted in Scotland and the Republic of Ireland, where it appears to work well.
cy	Dyma’r opsiwn sydd wedi’i fabwysiadu yn yr Alban ac yng Ngweriniaeth Iwerddon, lle mae’n ymddangos ei fod yn gweithio’n dda.

en	As a sub-committee of the Council, the Board could include a range of stakeholders, including representation from the teaching profession itself.
cy	Fel is-bwyllgor i’r Cyngor, gallai’r Bwrdd gynnwys amrywiaeth o randdeiliaid, gan gynnwys cynrychiolwyr o’r proffesiwn addysgu ei hun.

en	It would also be well placed to provide leadership and coordination for teacher education on a national level, while at the same time being at arm’s length from Government.
cy	Byddai mewn safle da hefyd y roi arweinyddiaeth a chydlynedd ar gyfer addysg athrawon ar y lefel genedlaethol, a sefyll hyd braich i ffwrdd o’r Llywodraeth yr un pryd.

en	In taking responsibility for the accreditation of providers of teacher education, the Council would also be bringing itself in line with the role of many other professional bodies; it would also send a strong message about the teaching profession itself taking a lead role in its own professional education.
cy	Wrth gymryd cyfrifoldeb dros achredu darparwyr addysg athrawon, byddai’r Cyngor hefyd yn ei gysoni ei hun â rôl llawer o gyrff proffesiynol eraill; byddai hefyd yn anfon neges gref bod y proffesiwn addysgu ei hun yn chwarae rhan flaenllaw yn ei addysg broffesiynol ei hun.

en	RECOMMENDATION 3: That the Welsh Government establishes a ‘Teacher Education Accreditation Board’ within the Education Workforce Council for Wales – option 10.4
cy	ARGYMHELLIAD 3: Y dylai Llywodraeth Cymru sefydlu ‘Bwrdd Achredu Addysg Athrawon’ o fewn Cyngor y Gweithlu Addysg – opsiwn 10.4

en	 11. Estyn’s future role Estyn currently has a major impact on initial teacher education in Wales in two distinct ways.
cy	11. Rôl Estyn yn y dyfodol Mae Estyn yn creu effaith fawr ar addysg gychwynnol athrawon yng Nghymru mewn dwy ffordd wahanol ar hyn o bryd.

en	Firstly it has a direct impact through the inspection of provision; secondly it has an indirect impact through its inspection of schools.
cy	Yn gyntaf mae’n creu effaith uniongyrchol drwy arolygu’r ddarpariaeth; yn ail mae’n creu effaith anuniongyrchol drwy arolygu ysgolion.

en	If, as is recommended above, a revised re-accreditation process for initial teacher education is established in Wales, then this will inevitably raise questions about the future of Estyn’s role in the inspection of the sector.
cy	Os caiff proses ailachredu ddiwygiedig ar gyfer addysg gychwynnol athrawon ei sefydlu yng Nghymru, yn unol â’r argymhelliad uchod, yna mae’n anochel y bydd hyn yn codi cwestiynau am rôl Estyn yn y dyfodol o ran arolygu’r sector.

en	At present Estyn plays a crucial role in the monitoring of quality against the specified Standards.
cy	Ar hyn o bryd mae Estyn yn chwarae rhan hanfodol wrth fonitro ansawdd o’i chymharu â’r Safonau penodedig.

en	However, in many other professions where robust accreditation procedures are in place, statutory inspection of the type provided by Estyn is not normally seen as necessary.
cy	Ond, mewn llawer o broffesiynau eraill lle ceir gweithdrefnau achredu cadarn, nid yw arolygiadau statudol o’r math a ddarperir gan Estyn yn cael eu hystyried yn angenrheidiol fel rheol.

en	Indeed, it might be argued that if Estyn were to continue inspecting initial teacher education in its current way, it would potentially undermine the authority of the professional body itself to regulate its own training and registration processes.
cy	Yn wir, pe bai Estyn yn parhau i arolygu addysg gychwynnol athrawon yn ei ffordd bresennol, fe ellid dadlau y gallai hynny danseilio awdurdod y corff proffesiynol ei hun i reoleiddio’i brosesau hyfforddi a chofrestru ei hun.

en	Potentially there are a number of options for Estyn’s future role within initial teacher education.
cy	Ceir sawl opsiwn posibl o ran rôl Estyn yn y dyfodol mewn addysg gychwynnol athrawon.

en	They might, for example continue as at present, monitoring quality against a revised set of standards.
cy	Er enghraifft, fe allen nhw barhau fel ar hyn o bryd, gan fonitro ansawdd o’i chymharu â set ddiwygiedig o safonau.

en	Alternatively, they might take on a more quality enhancement role: focusing more specifically on the quality of newly qualified teachers; undertaking thematic reviews on topics such as literacy and numeracy across ITE sector.
cy	Fel arall, fe allen nhw ymgymryd â mwy o rôl gwella ansawdd; canolbwyntio’n fwy penodol ar ansawdd athrawon sydd newydd gymhwyso; cynnal adolygiadau thematig ar bynciau fel llythrennedd a rhifedd ar draws y sector AGA.

en	No specific recommendations are made at this point as to the future role of Estyn as an inspector of initial teacher education.
cy	Does dim argymhellion penodol yn cael eu gwneud ar hyn o bryd ynghylch rôl Estyn yn y dyfodol fel arolygydd addysg gychwynnol athrawon.

en	Nevertheless, it is clear that this issue will have to be addressed once a revised accreditation process is fully in place.
cy	Serch hynny, mae’n eglur y bydd rhaid mynd i’r afael â’r mater hwn pan fydd proses achredu ddiwygiedig wedi’i sefydlu’n llawn.

en	But Estyn is also significant for initial teacher education in an indirect way, through its inspection of schools.
cy	Ond mae Estyn yn arwyddocaol hefyd ar gyfer addysg gychwynnol athrawon mewn modd anuniongyrchol, drwy arolygu ysgolion.

en	Recommendation 9.4 above envisages a considerably strengthened role for schools in the future provision of ITE in Wales; this will be a key factor in raising the quality of that provision.
cy	Mae argymhelliad 9.4 uchod yn rhag-weld rôl gryn dipyn yn gryfach i’r ysgolion yn narpariaeth AGA yng Nghymru yn y dyfodol; bydd hyn yn ffactor allweddol i godi safon y ddarpariaeth.

en	However, as was noted in 7.3 above, at present, most schools in Wales have only a modest role in initial teacher education.
cy	Er hynny, fel y nodwyd yn 7.3 uchod, ar hyn o bryd, rhan fach yn unig sy’n cael ei chwarae mewn addysg gychwynnol athrawon gan y mwyafrif o ysgolion Cymru.

en	Schools it seems are often reluctant to make long term, substantial commitments; their role in initial teacher education is seen as voluntary and largely unrecognised by the educational system, including Estyn.
cy	Mae’n ymddangos eu bod yn aml yn anfodlon gwneud ymrwymiad sylweddol at y tymor hir; gwelir eu rôl mewn addysg gychwynnol athrawon fel un wirfoddol nad yw’n cael ei chydnabod i raddau helaeth gan y system addysg, gan gynnwys Estyn.

en	Indeed it is widely reported that some schools are reluctant to take students on placements at all if they are facing an Estyn inspection.
cy	Yn wir, clywir yn helaeth fod rhai ysgolion yn anfodlon derbyn myfyrwyr ar leoliad o gwbl os ydyn nhw’n wynebu arolygiad gan Estyn.

en	Given the significance of Estyn in the life of Wales’ schools, ensuring that the inspection process explicitly values schools’ contribution to initial teacher education seems vital.
cy	O gofio arwyddocâd Estyn ym mywyd ysgolion Cymru, mae’n ymddangos ei bod yn hollbwysig sicrhau bod y broses arolygu’n mynd ati’n bendant i werthfawrogi cyfraniad yr ysgolion at addysg gychwynnol athrawon.

en	Doing so would be one way of making schools’ contribution more valued and more secure.
cy	Byddai gwneud hynny’n un ffordd i sicrhau bod cyfraniad yr ysgolion yn cael ei werthfawrogi’n well a’i fod yn fwy sicr.

en	This could be achieved relatively easily if some explicit reference to schools’ contribution to ITE were included in Estyn’s ‘Guidance for Inspection’.
cy	Byddai’n gymharol hawdd cyflawni hyn pe ceid cyfeiriad pendant at gyfraniad yr ysgolion at AGA yng ‘Nghanllawiau Arolygu’ Estyn.

en	RECOMMENDATION 4: That the role of Estyn within initial teacher education be reviewed once a revised accreditation process is fully in place.
cy	ARGYMHELLIAD 4: Y dylai rôl Estyn mewn addysg gychwynnol athrawon gael ei hadolygu pan fydd proses achredu ddiwygiedig wedi’i sefydlu’n llawn

en	RECOMMENDATION 5: That Estyn’s ‘Guidance for Inspection’ for schools be revised to include specific recognition of the contribution of a school to initial teacher education.
cy	ARGYMHELLIAD 5: Y dylai ‘Canllawiau Arolygu’ Estyn ar gyfer ysgolion gael eu diwygio i gynnwys cydnabyddiaeth bendant i gyfraniad ysgol at addysg gychwynnol athrawon

en	Estyn’s future role
cy	Rôl Estyn yn y dyfodol

en	12. Options for the future of the primary BA (Hons) QTS degree (the BEd) Many teacher education systems around the world continue to offer both undergraduate and postgraduate routes into teaching.
cy	12. Opsiynau ynglyn â dyfodol y radd BA Cynradd (Anrh) SAC (y BEd) Mae llawer o systemau addysg athrawon ledled y byd yn dal i gynnig llwybrau israddedig ac ôl-raddedig i mewn i addysgu.

en	Originally developed from the post war Teacher’s Certificate, between the 1970 and the 1990s, the BEd degree became the main route into teaching with the postgraduate PGCE as a minority route.
cy	Cafodd y radd BEd ei datblygu’n wreiddiol ar sail Tystysgrif Athrawon y cyfnod ar ôl y rhyfel, rhwng 1970 a’r 1990au, a daeth yn brif lwybr i mewn i addysgu gyda’r TAR ôl-raddedig yn llwybr i’r lleiafrif.

en	Over the last 30 years, that position has reversed and in Wales, as across the UK, the numbers entering by the undergraduate route have been reduced substantially.
cy	Dros y 30 mlynedd diwethaf, mae’r sefyllfa wedi’i throi ar ei phen ac yng Nghymru, yr un modd ag ar draws y Deyrnas Unedig, gwelwyd gostyngiad sylweddol yn y niferoedd sy’n dilyn y llwybr israddedig.

en	However in primary education and in key shortage secondary areas such as technology, the undergraduate route still has an important, if much reduced part to play in teacher supply.
cy	Er hynny, mewn addysg gynradd ac mewn meysydd uwchradd allweddol lle ceir prinderau, megis technoleg, mae’r llwybr israddedig yn dal yn chwarae rhan bwysig o ran y cyflenwad athrawon, hyd yn oed os yw’r rhan honno wedi lleihau’n sylweddol.

en	However, Wales differs in one key respect from practice elsewhere in the UK and Ireland in that the Primary BA (Hons) QTS degree is only available as a 3 year programme.
cy	Er hynny, mae Cymru’n wahanol i’r arferion mewn rhannau eraill o’r Deyrnas Unedig ac Iwerddon mewn un ffordd allweddol, yn yr ystyr mai fel rhaglen tair-blynedd yn unig y mae’r radd BA Cynradd (Anrh) SAC ar gael.

en	In England there are both three and four year programmes; in Scotland, Northern Ireland and the Republic of Ireland, all undergraduate routes into teaching are of four years duration.
cy	Yn Lloegr ceir rhaglenni tair-blynedd a rhaglenni pedair-blynedd; yn yr Alban, Gogledd Iwerddon a Gweriniaeth Iwerddon, mae pob llwybr israddedig i mewn i addysg yn para pedair blynedd.

en	The fact that those taking the undergraduate route into primary teaching in effect have one year less higher education than those following consecutive routes (undergraduate qualification + PGCE), is or should be a cause for concern in Wales.
cy	Mae’r ffaith bod gan y rhai sy’n dilyn y llwybr israddedig i mewn i addysgu cynradd flwyddyn yn llai o addysg uwch i bob pwrpas na’r rhai sy’n dilyn llwybrau olynol (cymhwyster israddedig + TAR) yn achos pryder yng Nghymru, neu fe ddylai fod.

en	In three short years, undergraduate students have to be provided with personal and professional education, as well as practical training and experience in schools.
cy	Mewn cwta tair blynedd, mae’n rhaid i fyfyrwyr israddedig gael addysg bersonol a phroffesiynol, yn ogystal â hyfforddiant a phrofiad ymarferol mewn ysgolion.

en	This is highly challenging both for students themselves and also for those responsible for designing and teaching the programmes.
cy	Mae hyn yn gryn her i’r myfyrwyr eu hunain ac i’r rhai sy’n gyfrifol am ddylunio ac addysgu’r rhaglenni.

en	It is likely to be even more challenging if the recommendations of the Donalson Inquiry are fully accepted.
cy	Mae’n debyg o fod yn fwy o her byth os caiff argymhellion Adroddiad Donaldson eu derbyn yn llawn.

en	Inevitably the short timescale currently available means that undergraduate programmes are open to questions about their quality.
cy	Mae’n anochel bod yr amser byr sydd ar gael ar hyn o bryd yn golygu bod rhaglenni i israddedigion yn agored i gwestiynau ynghylch eu hansawdd.

en	There are also questions about the quality of their student intake.
cy	Mae yna gwestiynau hefyd am ansawdd y myfyrwyr yn y mewnlifiad.

en	As has already been noted, in Wales, the quality of intake to primary BA (Hons) QTS degrees is variable but is overall lower than many other comparable degrees; in some cases entry levels to education degrees without QTS are higher than those with it.
cy	Fel y nodwyd eisoes, yng Nghymru, mae ansawdd y mewnlifiad i raddau BA Cynradd (Anrh) SAC yn amrywio ond mae’n is yn gyffredinol na llawer o raddau tebyg; mewn rhai achosion, mae’r lefelau mynediad i raddau addysg sydd heb SAC yn uwch na graddau sy’n cynnwys y statws hwnnw.

en	Recently, the Donaldson Review (2011) of teacher education in Scotland has raised the question as to whether, even when the programmes are of four years duration, undergraduate education degrees are appropriately structured.
cy	Yn ddiweddar, mae Adolygiad Donaldson (2011) o addysg athrawon yn yr Alban wedi codi’r cwestiwn a yw strwythur graddau addysg israddedig yn briodol, hyd yn oed pan fo’r rhaglenni’n para pedair blynedd.

en	Donaldson argues that Education undergraduates, taught exclusively by Education faculties, have not fully benefited from being integrated into universities.
cy	Mae Donaldson yn dadlau nad yw israddedigion Addysg, sy’n cael eu haddysgu gan gyfadrannau Addysg yn unig, wedi manteisio i’r eithaf ar gael eu hintegreiddio mewn prifysgolion.

en	The result, he argues, is that students’ personal education is not developed as fully as it might be.
cy	Y canlyniad, meddai, yw nad yw addysg bersonol y myfyrwyr yn cael ei datblygu gymaint ag y gallai.

en	‘Initial teacher education has already undergone significant change over the last decade….Mergers between former colleges of education and universities were designed to help raise the status of the profession and to allow future teachers to benefit from the wider academic and research culture of a university.
cy	‘Initial teacher education has already undergone significant change over the last decade …. Mergers between former colleges of education and universities were designed to help raise the status of the profession and to allow future teachers to benefit from the wider academic and research culture of a university.

en	Those aims have at best been only partially achieved and there remains considerable scope to improve the synergies between dedicated teacher education schools and the wider university.
cy	Those aims have at best been only partially achieved and there remains considerable scope to improve the synergies between dedicated teacher education schools and the wider university.

en	Undergraduate teacher education students should engage with staff and their peers in other facilities much more directly as part of their social and intellectual development.
cy	Undergraduate teacher education students should engage with staff and their peers in other facilities much more directly as part of their social and intellectual development.

en	In particular, opportunities should be created for joint study with colleagues in cognate professions such as social work.
cy	In particular, opportunities should be created for joint study with colleagues in cognate professions such as social work.

en	The values and intellectual challenges which underpin academic study should extend their scholarship and take them beyond an inclination, however understandable, to want narrow training of immediate and direct relevance to life in the classroom’ (Donaldson (2011:6).
cy	The values and intellectual challenges which underpin academic study should extend their scholarship and take them beyond an inclination, however understandable, to want narrow training of immediate and direct relevance to life in the classroom’ Donaldson (2011:6).

en	As a result of these recommendations, the BEd degree in Scotland is currently being phased out by all universities and being replaced by education degrees where students spend the equivalent of two years studying alongside students from other disciplines in their university.
cy	O ganlyniad i’r argymhellion hyn, mae’r radd BEd yn yr Alban yn cael ei dirwyn i ben ym mhob prifysgol ac yn cael ei disodli gan raddau addysg lle mae’r myfyrwyr yn treulio cyfnod sy’n cyfateb i ddwy flynedd yn astudio ochr yn ochr â myfyrwyr eraill o ddisgyblaethau eraill yn y brifysgol.

en	Wales therefore faces a number of options for the future development of its undergraduate route into primary school teaching.
cy	Mae Cymru felly yn wynebu nifer o opsiynau o ran datblygu ei llwybr israddedig i mewn i addysgu yn yr ysgol gynradd yn y dyfodol.

en	Option 12.1 Status quo – the BA (Hons) QTS degree remains as it is
cy	Opsiwn 12.1 Y status quo – gradd BA (Anrh) SAC yn aros fel y mae

en	Clearly this would be the most straightforward option.
cy	Mae’n eglur mai dyna fyddai’r opsiwn lleiaf trafferthus.

en	However, given that there remain serious questions about the quality of the three year route when compared with programmes elsewhere in the UK, and given that there are questions about the quality of intake when compared with rising entry requirements in so many other subjects, some action does need to be taken.
cy	Er hynny, o gofio bod amheuon difrifol yn parhau ynglyn ag ansawdd y llwybr tair-blynedd o’i gymharu â rhaglenni mewn mannau eraill yn y Deyrnas Unedig, ac o gofio bod yna gwestiynau ynghylch ansawdd y mewnlifiad o’i gymharu â’r cynnydd yn y gofynion mynediad mwn cynifer o bynciau eraill, mae angen i gamau gael eu cymryd.

en	One of the key findings from international evidence is that the most successful programmes strive constantly to raise both the quality of intake and of provision.
cy	Un o’r canfyddiadau allweddol yn y dystiolaeth ryngwladol yw bod y rhaglenni mwyaf llwyddiannus yn ymdrechu’n gyson i wella ansawdd y mewnlifiad ac ansawdd y ddarpariaeth.

en	In these circumstances, it would seem that the current three year programme is no longer fit for purpose as a major entry route for primary school teachers in Wales.
cy	O dan yr amgylchiadau hyn, mae’n ymddangos nad yw’r rhaglen tair-blynedd yn addas at ei diben mwyach fel llwybr cychwynnol pwysig i athrawon ysgolion cynradd yng Nghymru.

en	Option 12.2.
cy	Opsiwn 12.2.

en	Extend the existing BA Education to four years
cy	Ymestyn y BA Addysg presennol i bedair blynedd

en	Extending the BA Education degree to four years would have significant advantages.
cy	Byddai ymestyn y radd BA Addysg i bedair blynedd yn dod â manteision arwyddocaol.

en	Four year courses elsewhere in the UK generally attract higher quality students than three year courses; they also allow for greater attention to subject study and they allow an important element of advanced study – including subject specialist expertise.
cy	Yn gyffredinol, mae cyrsiau pedair-blynedd mewn mannau eraill yn y Deyrnas Unedig yn denu myfyrwyr o ansawdd well na chyrsiau tair-blynedd; maen nhw hefyd yn caniatáu i fwy o sylw gael ei roi i astudio’r pwnc ac elfen bwysig o astudiaethau uwch – gan gynnwys arbenigo ar bynciau penodol.

en	In all of these ways, the addition of a fourth year in Wales would contribute significantly to raising the quality of primary school teachers.
cy	Yn yr holl ffyrdd hyn, byddai ychwanegu pedwaredd flwyddyn yng Nghymru yn gyfraniad arwyddocaol at wella ansawdd athrawon ysgolion cynradd.

en	Option 12.3 Extend the degree to four years and base 50% of students’ time in main subject departments
cy	Opsiwn 12.3 Ymestyn y radd i bedair blynedd a seilio 50% o amser y myfyrwyr yn adrannau’r prif bynciau

en	This option follows the Scottish example.
cy	Mae’r opsiwn hwn yn dilyn esiampl yr Alban.

en	In comparison with Option 12.2, it places a greater emphasis on students’ personal rather than their professional education.
cy	O’i gymharu ag Opsiwn 12.2, mae’n gosod mwy o bwyslais ar addysg bersonol y myfyrwyr yn hytrach na’u haddysg broffesiynol.

en	However, with two full years available, students’ professional education is still stronger than in the consecutive route.
cy	Er hynny, gan fod dwy flynedd llawn ar gael, mae addysg broffesiynol y myfyrwyr yn Opsiynau ynglyn â dyfodol y radd BA Cynradd (Anrh) SAC (y BEd)

en	Increasing the amount of time devoted to personal education is based on the assumption that this will have significant benefits in terms of raising quality, both of the intake and of the educational experiences offered to prospective primary school teachers.
cy	dal yn gryfach nag yn y llwybr olynol. Mae cynyddu’r amser a neilltuir ar gyfer addysg bersonol wedi’i seilio ar y rhagdybiaeth y bydd hyn yn dod â manteision arwyddocaol o ran gwella ansawdd, sef ansawdd y mewnlifiad ac ansawdd y profiadau addysgol a gynigir i ddarpar athrawon ysgolion cynradd.

en	RECOMMENDATION 6: That the Primary BA (Hons) QTS in its current form be phased out and replaced by a four year degree with 50% of students’ time spent in main subject departments – option 12.3. Options for raising the quality of entry the profession
cy	ARGYMHELLIAD 6: Y dylai’r BA Cynradd (Anrh) SAC yn ei ffurf bresennol gael ei dirwyn i ben a’i disodli gan radd bedair-blynedd a 50% o amser y myfyrwyr yn cael ei dreulio yn adrannau’r prif bynciau – opsiwn 12.3

en	13. Options for raising the quality of entry to the profession As was noted in section A of this Report, increasing the quality of human capital amongst new entrants to the teaching profession is widely regarded as just as important as raising the quality of provision itself.
cy	13. Opsiynau ynglyn â gwella ansawdd dechreuwyr yn y proffesiwn Fel y nodwyd yn Adran A o’r Adroddiad hwn, bernir yn eang fod gwella ansawdd y cyfalaf dynol ymhlith dechreuwyr newydd yn y proffesiwn addysgu yr un mor bwysig â gwella ansawdd y ddarpariaeth ei hun.

en	Indeed, in many ways the two go hand in hand: developing higher quality courses is one way of attracting higher quality candidates into the profession.
cy	Yn wir, ar lawer ystyr mae’r ddau yn mynd law yn llaw: mae datblygu cyrsiau o ansawdd well yn un ffordd o ddenu ymgeiswyr o ansawdd well i’r proffesiwn.

en	But raising the quality of applicants is not easy, especially in a market driven higher education sector where students have choice of where to study and where universities are themselves financially penalised if they fail to recruit their target numbers.
cy	Ond nid peth hawdd yw gwella ansawdd yr ymgeiswyr, yn enwedig mewn sector addysg uwch sy’n cael ei lywio gan y farchnad lle mae gan y myfyrwyr ddewis o ran ble i astudio a lle mae’r prifysgolion eu hunain yn cael eu cosbi’n ariannol os ydyn nhw’n methu recriwtio’u niferoedd targed.

en	In terms of types of provision, Teach First have a good track record of attracting high quality entrants into their programme.
cy	O ran y mathau o ddarpariaeth, mae gan Teach First hanes da o ddenu ymgeiswyr o safon i’w rhaglen.

en	However, its numbers in Wales are small and unless there are plans significantly to expand the scheme its impact on the overall quality of recruitment will remain marginal.
cy	Er hynny, isel yw eu niferoedd yng Nghymru ac oni bai bod yna gynlluniau i ehangu’n sylweddol ar y cynllun, bydd ei effaith ar ansawdd gyffredinol y rhai sy’n cael eu recriwtio yn dal yn ymylol.

en	Potentially more significant would be a revised and extended primary BA (QTS) degree described in Section 12 above.
cy	Rhywbeth a allai fod yn fwy arwyddocaol yw’r radd BA Cynradd (SAC) ddiwygiedig ac estynedig sydd wedi’i disgrifio yn Adran 12 uchod.

en	As in Scotland, a re-launched four year joint degree should attract higher quality candidates.
cy	Fel yn yr Alban, dylai ail-lansio gradd gyfun bedair-blynedd ddenu ymgeiswyr o ansawdd well.

en	But raising quality does not only involve types of provision; financial incentives and entry requirements are also important.
cy	Ond mae gwella ansawdd yn cynnwys mwy na’r mathau o ddarpariaeth: mae cymhellion ariannol a gofynion mynediad yn bwysig hefyd.

en	In section 7.1 above it was noted that at present the financial incentives offered to ITE candidates are in some cases more generous in England than in Wales.
cy	Yn adran 7.1 uchod nodwyd bod y cymhellion ariannol a gynigir ar hyn o bryd i ymgeiswyr AGA yn fwy hael mewn rhai achosion yn Lloegr nag yng Nghymru.

en	As a result, programme leaders report that some of their best applicants in the end choose to leave Wales to undertake their training.
cy	O ganlyniad, mae arweinwyr rhaglenni’n dweud bod rhai o’u hymgeiswyr gorau yn y diwedd yn dewis ymadael â Chymru i hyfforddi.

en	Many will then opt to take up a teaching post in England as well.
cy	Bydd llawer wedyn yn dewis cymryd swydd addysgu yn Lloegr hefyd.

en	Providing financial incentives to the most able teacher education candidates is expensive and involves hard choices.
cy	Mae darparu cymhellion ariannol i’r ymgeiswyr gorau mewn addysg athrawon yn ddrud ac mae’n golygu gwneud dewisiadau anodd.

en	To date, the Welsh Government would appear to have done its best, within the resources available, to match most of what England offers.15 And there is evidence that to date, numbers of candidates with good levels of qualifications are holding up, despite the differences in incentives.
cy	Hyd yn hyn, mae’n ymddangos bod Llywodraeth Cymru wedi gwneud ei gorau o fewn yr adnoddau sydd ar gael i gynnig cymhellion sydd gystal â’r rhan fwyaf o gynigion Lloegr.15 Ac mae yna dystiolaeth bod niferoedd yr ymgeiswyr sydd â lefel cymwysterau dda yn parhau ar hyn o bryd, er gwaethaf y gwahaniaethau yn y cymhellion.

en	However, given the need to recruit the very best candidates in Wales, it is essential that the Welsh Government continues to monitor closely the impact of differential incentives on recruitment.
cy	Er hynny, o gofio bod angen recriwtio’r ymgeiswyr gorau un yng Nghymru, mae’n hanfodol bod Llywodraeth Cymru’n parhau i gadw llygad barcut ar effaith cymhellion gwahanol ar recriwtio.

en	If, in the future, the current good levels of recruitment are shown to falter, then further investment in incentives may become essential.
cy	Os gwelir yn y dyfodol fod y lefelau recriwtio da presennol yn methu, yna fe all fod yn rhaid buddsoddi mwy yn y cymhellion.

en	As was also noted in 7.1 above there are currently some disparities in terms of entry requirements between Wales and England.
cy	Fel y nodwyd hefyd yn 7.1 uchod, ceir anghysondebau ar hyn o bryd o ran y gofynion mynediad yng Nghymru a Lloegr.

en	All prospective candidates in Wales are required to have a ‘B’ at GCSE in English and Mathematics; in addition, primary candidates need to have a ‘C’ in science.
cy	Mae’n ofynnol bod gan bob darpar ymgeisydd yng Nghymru radd ‘B’ mewn TGAU mewn Saesneg a Mathemateg; yn ychwanegol, mae ar ymgeiswyr cynradd angen gradd ‘C’ mewn gwyddoniaeth.

en	As a result, some course leaders report that otherwise able candidates without these particular grades choose to study in England where the entry requirements are currently lower.
cy	O ganlyniad, mae rhai arweinwyr cyrsiau’n dweud bod ymgeiswyr sydd fel arall yn alluog ond sydd heb y graddau penodol hyn yn dewis astudio yn Lloegr lle mae’r gofynion mynediad yn is ar hyn o bryd.

en	However, few could argue that prospective teachers of any subject do not need good levels of numeracy and literacy and all primary school teachers need to be minimally competent in science – a subject which they will have to teach.
cy	Serch hynny, ychydig yn unig a allai ddadlau nad oes ar ddarpar athrawon unrhyw bwnc angen lefelau da mewn rhifedd a llythrennedd ac mae ar bob athro ac athrawes mewn ysgolion cynradd angen rhyw gymhwysedd gofynnol mewn gwyddoniaeth – sef pwnc y bydd yn rhaid iddyn nhw i gyd ei addysgu.

en	Indeed if the recommendations of the Donalsdon Review (2015) are accepted, then all teachers will be responsible for literacy, numeracy and digital competence.
cy	Yn wir, os caiff argymhellion Adolygiad Donaldson (2015) eu derbyn, yna bydd pob athro ac athrawes yn gyfrifol am lythrennedd, rhifedd a chymhwysed ddigidol.

en	Although the Welsh Government should perhaps monitor the impact of its current requirements on recruitment, in these circumstances it is hard to see how any future lowering of entry standards could be either desirable or justifiable.
cy	Er y dylai Llywodraeth Cymru gadw llygad o bosibl ar effaith ei gofynion cyfredol ynglyn â recriwtio, o dan yr amgylchiadau hyn mae’n anodd gweld sut y gallai gostyngiad yn y safonau mynediad yn y dyfodol fod yn ddymunol na chael ei gyfiawnhau.

en	RECOMMENDATION 7: That the Welsh Government monitors closely the impact of financial incentives on recruitment, particularly taking into account different funding levels in comparison with those available in England.
cy	ARGYMHELLIAD 7: Y dylai Llywodraeth Cymru gadw llygad barcut ar effaith cymhellion ariannol ar recriwtio, gan ystyried yn benodol lefelau ariannu gwahanol o’u cymharu â’r rhai sydd ar gael yn Lloegr

en	As was noted in Section A , there are multiple ways in which research should inform teacher education programmes: in the knowledge that underpins the content, in the design of programmes and in preparing student teachers to be both critical consumers of as well as participants in research.
cy	Fel y nodwyd yn Adran A , dylai ymchwil lywio rhaglenni addysg athrawon mewn sawl ffordd: yn yr wybodaeth sy’n sail i’r cynnwys, wrth ddylunio rhaglenni ac wrth baratoi darpar athrawon i fod yn ddefnyddwyr beirniadol ar ymchwil yn ogystal ag yn gyfranogwyr mewn ymchwil.

en	Developing and sustaining research capacity within the teacher education system is therefore essential, both for the content and for the process of teacher education itself.
cy	Gan hynny, mae datblygu a chynnal capasiti ymchwil yn y system addysg athrawon yn hanfodol, ar gyfer y cynnwys ac ar gyfer proses addysg athrawon ei hun.

en	Having a robust research community is also vitally important for the educational system in broader terms.
cy	Mae cymuned ymchwil gadarn yn hanfodol bwysig hefyd i’r system addysg mewn ystyr ehangach.

en	Research capacity is a critical part of what all educational systems need if they are to be self- improving.
cy	Mae capasiti ymchwil yn rhan holl-bwysig o’r hyn y mae ar bob system addysg ei angen os ydyn nhw am eu gwella eu hunain.

en	However, as was also noted in Section A, at present, research capacity in teacher education university faculties in Wales is at an extremely low ebb.
cy	Ond, fel y nodwyd hefyd yn Adran A, ar hyn o bryd mae capasiti ymchwil cyfadrannau addysg athrawon ym mhrifysgolion Cymru yn eithriadol o wan.

en	The fact that in the current REF no teacher education faculty in Wales returned a single member of staff should be a major concern for Wales.
cy	Dylai’r ffaith na chafodd yr un aelod o staff cyfadrannau addysg Cymru ei gofnodi yn yr REF cyfredol fod yn destun pryder mawr i Gymru.

en	Over the last two years, HEFCW in collaboration with the Economic and Social Research Council (ESRC) has made an important investment in the development of research capacity through the establishment of Wiserd16 Education led from Cardiff University. This is a
cy	Dros y ddwy flynedd diwethaf, mae CCAUC ar y cyd â’r Cyngor Ymchwil Economaidd a Chymdeithasol (ESRC) wedi gwneud buddsoddiad pwysig i ddatblygu’r capasiti ymchwil drwy sefydlu Addysg Wiserd16 o dan arweiniad Prifysgol Caerdydd.

en	networked initiative with Wiserd Education staff working collaboratively with education colleagues from across Wales’ university sector with the specific aim of increasing educational research capacity in Wales.
cy	Menter rwydweithiol yw hon ac mae staff Addysg Wiserd yn gweithio mewn cydweithrediad â chydweithwyr mewn addysg ledled sector prifysgolion Cymru gan anelu’n benodol at gynyddu capasiti ymchwil addysgol Cymru.

en	A range of different educational data sets have been established and there are opportunities for ‘residencies’ in Cardiff.
cy	Mae amrediad o setiau data addysgol wedi’u sefydlu a cheir cyfleoedd am gyfnodau preswyl yng Nghaerdydd.

en	This is allowing for a number of joint projects to be developed across Wales – projects that have practical value and value as a vehicle for research capacity development, including capacity in quantitative methods.
cy	Mae hyn yn caniatáu i nifer o brosiectau ar y cyd gael eu datblygu ledled Cymru – sef prosiectau sydd o werth yn ymarferol ac fel cyfrwng i ddatblygu capasiti ymchwil, gan gynnwys capasiti mewn dulliau ansoddol.

en	Much can be learned from the Wiserd Education initiative.
cy	Gallwn ddysgu llawer ar sail menter Addysg Wiserd.

en	However, given the task it faces, it is relatively small and is only focused on one particular largely social scientific form of educational research.
cy	Er hynny, o gofio’r dasg y mae’n ei hwynebu, mae’n fenter gymharol fach ac ar un rhan benodol o ymchwil addysgol y mae’n canolbwyntio, a honno’n seiliedig yn bennaf ar y gwyddorau cymdeithasol.

en	In addition to the type of research capacity being fostered by Wiserd Education there is an urgent need in Wales for capacity in pedagogical research; a need that will become even more pressing if the recommendations of the Donaldson Review (2015) are accepted.
cy	Yn ychwanegol at y math o gapasiti ymchwil sy’n cael ei feithrin gan Addysg Wiserd, mae angen dybryd yng Nghymru am gapasiti mewn ymchwil bedagogaidd; sef angen a fydd yn fwy dybryd byth os caiff argymhellion Adolygiad Donaldson (2015) eu derbyn.

en	Developing research on teaching, learning, and assessment, especially from a subject perspective (or indeed in relation to Donaldson’s six ‘Areas of Learning and Experience’), would be particularly valuable in supporting teacher education.
cy	Byddai datblygu ymchwil ar addysgu, dysgu, ac asesu, yn enwedig o safbwynt y pynciau (neu yn wir o safbwynt chwe ‘Maes Dysgu a Phrofiad’ Donaldson), yn arbennig o werthfawr o ran ategu addysg athrawon.

en	Again, across Wales, pedagogical research, even in key areas such as Welsh language teaching or mathematics, is currently at a very low ebb.
cy	Unwaith eto, ledled Cymru, mae ymchwil bedagogaidd, hyd yn oed mewn meysydd allweddol fel addysgu Cymraeg neu fathemateg, yn wan iawn ar hyn o bryd.

en	There are at least three options for the future development of such research capacity in Wales.
cy	Mae o leiaf tri opsiwn ynglyn â datblygu capasiti ymchwil o’r fath yng Nghymru yn y dyfodol.

en	Option 14.1 Status quo.
cy	Opsiwn 14.1 Y status quo.

en	Allow the strengthened institutions to develop their own research cultures.
cy	Caniatáu i’r sefydliadau wedi’u cryfhau ddatblygu eu diwylliannau ymchwil eu hunain

en	If the earlier proposals for the re-accreditation of teacher education are adopted, especially those outlined in Option 9.4 which suggests establishing a minimum set of standards for providers of teacher education, then there is already a possibility that educational research capacity in Wales will improve.
cy	Os caiff y cynigion cynharach ynglyn ag ailachredu addysg athrawon eu mabwysiadu, yn enwedig felly y rhai a amlinellwyd yn Opsiwn 9.4 sy’n awgrymu sefydlu set ofynnol o safonau ar gyfer darparwyr addysg athrawon, yna mae eisoes yn bosibl y bydd capasiti ymchwil addysgol Cymru’n gwella.

en	It might also improve if there was more concentration of teacher education provision, with a smaller number of universities involved.
cy	Fe allai wella hefyd pe bai’r ddarpariaeth addysg athrawon yn cael ei chrynhoi, gan gynnwys llai o brifysgolion.

en	A reformed system would certainly set up the possibility for improvement but it would not guarantee it.
cy	Byddai system ddiwygiedig yn sicr yn creu’r posibilrwydd o welliant, ond nid yn ei warantu.

en	Over the last 15 years, universities across Wales have allowed educational research capacity to wither.
cy	Dros y 15 mlynedd diwethaf, mae prifysgolion ledled Cymru wedi caniatáu i gapasiti ymchwil addysgol edwino.

en	Turning around that situation may therefore demand more direct intervention.
cy	I weddnewid y sefyllfa, felly, mae’n bosibl y bydd angen ymyrryd yn fwy uniongyrchol.

en	Option 14.2 Extend Wiserd Education to include a pedagogical dimension
cy	Opsiwn 14.2 Ehangu Addysg Wiserd i gynnwys dimensiwn pedagogaidd

en	The Wiserd Education model does provide a useful model of how research capacity can be fostered.
cy	Mae model Addysg Wiserd yn fodel buddiol o sut y gall capasiti ymchwil gael ei feithrin.

en	It could therefore be extended by the addition of a second dimension to its work covering pedagogical research in key subject areas.
cy	Gan hynny, fe allai gael ei ymestyn drwy ychwanegu ail ddimensiwn i’w waith, i ymwneud ag ymchwil bedagogaidd mewn pynciau allweddol.

en	This would have the effect of establishing a national centre for applied educational research in Wales.
cy	Effaith hynny fyddai sefydlu canolfan genedlaethol ar gyfer ymchwil addysgol yng Nghymru.

en	Given that Cardiff University already has an international reputation as a major centre of high quality social scientific research in education, there would be a strong chance that a new pedagogical dimension in their work would be of the highest quality.
cy	O gofio bod gan Brifysgol Caerdydd enw da yn rhyngwladol yn barod fel canolfan bwysig o ran ymchwil yn y gwyddorau cymdeithasol ynglyn ag addysg, mae yna obaith cryf y byddai dimensiwn pedagogaidd newydd yn eu gwaith yn cyrraedd y radd uchaf.

en	With appropriately managed funding it could also be tailored specifically to the needs of Wales.
cy	Gyda chyllid o dan reolaeth briodol, gallai gael ei deilwra’n unswydd hefyd at anghenion Cymru.

en	Such a model would have significant advantages.
cy	Byddai i fodel o’r fath fanteision arwyddocaol.

en	However, even if it were networked on the lines of the existing Wiserd Education programme, it would only have a limited direct impact on teacher educators across Wales.
cy	Er hynny, hyd yn oed pe bai’n cael ei rwydweithio yn yr un modd â rhaglen bresennol Addysg Wiserd, effaith uniongyrchol gyfyngedig a gâi ar addysgwyr athrawon ar draws Cymru.

en	Most of that capacity would inevitably be based in Cardiff University itself, which is not at present a major provider of initial teacher education.
cy	Mae’n anochel y byddai’r rhan fwyaf o’r capasiti hwn wedi’i lleol ym Mhrifysgol Caerdydd ei hun, nad yw ar hyn o bryd yn ddarparwr mawr mewn addysg gychwynnol athrawon.

en	Option 14.3 In addition to extending Wiserd Education, link it to a network of five centres of pedagogical excellence across Wales
cy	Opsiwn 14.3 Yn ychwanegol at ehangu Addysg Wiserd, ei chysylltu â rhwydwaith o bum canolfan ragoriaeth bedagogaidd ar draws Cymru

en	A final option would build on Option 14.2 but in addition establish up to five centres of pedagogical excellence across Wales.
cy	Un opsiwn olaf fyddai adeiladu ar Opsiwn 14.2 ond sefydlu hefyd hyd at bum canolfan ragoriaeth bedagogaidd ar draws Cymru.

en	Universities could bid to establish a pedagogical centre in one of a range of subjects seen as essential for Wales – for example in Welsh language teaching, Mathematics, foundation phase teaching and teaching socially disadvantaged children.
cy	Gallai prifysgolion cynnig am sefydlu canolfan bedagogaidd mewn ystod o bynciau y bernir eu bod yn hanfodol i Gymru – er enghraifft addysgu’r Gymraeg, Mathemateg, addysgu’r cyfnod sylfaen ac addysgu plant sydd o dan anfantais gymdeithasol.

en	Funding might be for five years in the first instance with universities themselves providing matched funding.
cy	Gallai’r cyllid redeg am bum mlynedd i ddechrau a gallai’r prifysgolion eu hunain ddarparu arian cyfatebol.

en	The five centres, each with strong links to the provision of teacher education, should be networked and linked to a pedagogical research centre at Cardiff university, where there should be funding to establish a Chair in pedagogical research.
cy	Dylai’r pum canolfan, bob un a chanddi gysylltiadau cryf â darparu addysg athrawon, gael eu rhwydweithio a’u cysylltu â chanolfan ymchwil bedagogaidd ym Mhrifysgol Caerdydd, lle dylid cael cyllid i sefydlu Cadair mewn ymchwil bedagogaidd.

en	This approach would serve the national need to increase research capacity in key areas of teaching in Wales.
cy	Byddai mynd ati fel hyn yn ateb yr angen cenedlaethol i gynyddu’r capasiti ymchwil mewn meysydd allweddol mewn addysgu yng Nghymru.

en	The distributed centres, networked and supported from Cardiff would also stimulate active research cultures amongst teacher education providers across the country.
cy	Byddai’r canolfannau unigol, a gâi eu rhwydweithio a’u cefnogi o Gaerdydd, hefyd yn ysgogi diwylliannau ymchwil gweithredol ymysg darparwyr addysg athrawon ledled Cymru.

en	RECOMMENDATION 8: That Wiserd Education be extended to include a pedagogical dimension linked to a network of five centres of pedagogical excellence across Wales, Option 14.3
cy	ARGYMHELLIAD 8: Y dylai Addysg Wiserd gael ei hymestyn i gynnwys dimensiwn pedagogaidd wedi’i gysylltu â rhwydwaith o bum canolfan ragoriaeth bedagogaidd ledled Cymru, Opsiwn 14.3

en	15. University providers A final set of options concerns the number of university providers.
cy	15. Darparwyr prifysgol Mae un set olaf o opsiynau’n ymwneud â nifer y prifysgolion sy’n ddarparwyr.

en	Here we must ask what the optimum number of providers is, if Wales is to achieve a significant and necessary rise in the quality of provision.
cy	Yn hyn o beth mae’n rhaid inni ofyn beth yw’r nifer gorau o ddarparwyr, os bwriedir i Gymru sicrhau cynnydd arwyddocaol ac angenrheidiol yn ansawdd y ddarpariaeth.

en	At present there are three Centres accredited for the provision of initial teacher education in Wales: five universities contribute to those Centres.
cy	Ar hyn o bryd mae tair canolfan wedi’u hachredu i ddarparu addysg gychwynnol athrawon yng Nghymru.

en	They are the South West Wales Centre for Teacher Education (University of Wales, Trinity St David); the South East Wales Centre for Teacher Education (Cardiff Metropolitan and South Wales universities); and the North and Mid Wales Centre for Teacher Education (Aberystwyth and Bangor universities).
cy	Mae pump o brifysgolion yn cyfrannu at y canolfannau hyn, sef Canolfan Addysg Athrawon y De-orllewin (Prifysgol Cymru Y Drindod Dewi Sant); Canolfan Addysg Athrawon y De-ddwyrain (Prifysgol Metropolitan Caerdydd a Phrifysgol De Cymru); a Chanolfan Addysg Athrawon y Gogledd a’r Canolbarth (Prifysgolion Aberystwyth a Bangor).

en	Future provision might be based on one of three different options.
cy	Gallai’r ddarpariaeth yn y dyfodol gael ei seilio ar un o dri opsiwn.

en	In each case it is appropriate to consider the potential of each option for raising the quality of provision, and the financial costs and political challenges involved.
cy	Ym mhob achos mae’n briodol ystyried y potensial sydd gan bob opsiwn i wella ansawdd y ddarpariaeth, a’r costau ariannol a’r heriau gwleidyddol o dan sylw.

en	Option 15.1 – 5 University Centres
cy	Opsiwn 15.1 – Pum canolfan brifysgol

en	As has already been noted, one of the major challenges facing the initial teacher education sector at the time of my earlier review (Furlong et al 2006) was that there was a significant over capacity in the production of teachers as well as duplication of programmes.
cy	Fel y nodwyd eisoes, un o’r heriau mawr a oedd yn wynebu’r sector addysg gychwynnol athrawon adeg fy adolygiad blaenorol (Furlong et al 2006) oedd bod cryn dipyn yn ormod o gapasiti o ran cynhyrchu athrawon yn ogystal ag o ran dyblygu rhaglenni.

en	Today, as a result of reforms overseen by HEFCW, each of the five contributing universities now offers a distinctive range of programmes.
cy	Heddiw, o ganlyniad i ddiwygiadau a oruchwyliwyd gan CCAUC, mae pob un o’r pum prifysgol sy’n gwneud cyfraniad yn cynnig ystod wahanol o raglenni.

en	There is also an appropriate range of bilingual provision across Wales as a whole.
cy	Ceir ystod briodol o ddarpariaeth ddwyieithog ar draws Cymru hefyd.

en	Moreover, most faculties of education have diversified their provision so that they remain economically viable even though their teacher education numbers have been substantially reduced.
cy	Ar ben hynny, mae’r mwyafrif o’r cyfadrannau wedi arallgyfeirio’u darpariaeth fel eu bod yn parhau’n hyfyw o safbwynt economaidd er bod eu niferoedd mewn addysg athrawon wedi’u lleihau’n sylweddol.

en	Given the changes that have been achieved, it would therefore now in principle be possible to allow each of the existing universities to continue to offer its current range of provision as individual accredited providers.
cy	O gofio’r newidiadau sydd wedi’u cyflawni, o ran egwyddor byddai erbyn hyn yn bosibl caniatáu i bob un o’r prifysgolion presennol barhau i gynnig eu hystod gyfredol o ddarpariaeth fel darparwyr achrededig unigol.

en	Potential for raising the quality of provision
cy	Potensial i wella ansawdd y ddarpariaeth

en	Allowing all five universities to continue their current provision would have the benefit of ensuring continuity in a system that has only recently undergone major reform.
cy	Mantais caniatáu i bob un o’r pum prifysgol barhau â’u darpariaeth bresennol fyddai sicrhau parhad mewn system sydd newydd weld diwygiadau mawr.

en	In the short term it would be unlikely to have either a positive or negative impact on quality.
cy	Yn y tymor byr, mae’n annhebyg y ceid effaith gadarnhaol nac effaith negyddol ar ansawdd.

en	However, it would perhaps weaken the potential for further development.
cy	Ond, efallai y byddai’n gwanhau’r potensial ar gyfer rhagor o ddatblygu.

en	In at least two of the Universities, the amount of teacher education provision is relatively small.
cy	Mewn dwy o’r prifysgolion o leiaf, cymharol fach yw maint y ddarpariaeth ar gyfer addysg athrawon.

en	In addition, the fact that programmes are differentially distributed means that there is perhaps less potential for the development of research capacity and expertise in the future.
cy	Hefyd, mae’r ffaith bod y rhaglenni wedi’u dosbarthu’n wahanol yn golygu bod yna lai o botensial o bosibl i ddatblygu capasiti ac arbenigedd ymchwil yn y dyfodol.

en	It also needs to be recognised that raising the quality of provision across five institutions could be significantly more challenging for the Welsh Government and any agencies that it appoints to have oversight of the sector, than raising it across a smaller number of institutions. Teaching Tomorrow’s Teachers
cy	Mae angen cydnabod hefyd y gallai gwella ansawdd y ddarpariaeth ar draws pum sefydliad fod gryn dipyn yn anos i Lywodraeth Cymru ac i unrhyw asiantaethau y byddai’n eu penodi i oruchwylio’r sector, na gwella ansawdd y ddarpariaeth ar draws llai o sefydliadau.

en	Financial costs
cy	Costau ariannol

en	As there would be no change to provision, there would be little cost in terms of reconfiguration.
cy	Gan na fyddai’r ddarpariaeth yn newid, ychydig yn unig o gostau a geid o ran ad-drefnu.

en	However, there would be greater costs in staffing 5 centres rather than a smaller number.
cy	Er hynny, fe fyddai’n costio mwy i staffio pum canolfan yn hytrach na nifer is.

en	There would also be higher costs at national level in terms of administration and inspection.
cy	Ceid costau uwch hefyd ar y lefel genedlaethol, o ran gweinyddu ac arolygu.

en	Political challenges
cy	Heriau gwleidyddol

en	These would presumably be lower than any of the competing options.
cy	Rhagdybir y byddai’r rhain yn llai nag unrhyw un o’r opsiynau eraill.

en	Option 15.2 – A single university centre
cy	Opsiwn 15.2 – Un ganolfan brifysgol

en	At the other end of the scale, it would be possible for Wales to develop a single national centre for teacher education.
cy	Ym mhen arall y raddfa, fe fyddai’n bosibl i Gymru ddatblygu un ganolfan genedlaethol ar gyfer addysg athrawon.

en	In some ways this represents an attractive option for the future development of the field.
cy	Mewn rhai ffyrdd mae hyn yn opsiwn deniadol o ran datblygu’r maes at y dyfodol.

en	In absolute terms, the numbers of students involved at around 1600 pa is not large compared with some other providers in the UK.
cy	Yn nhermau absoliwt, nid yw niferoedd y myfyrwyr, sef rhyw 1600 y flwyddyn, yn fawr o’u cymharu â rhai darparwyr eraill yn y Deyrnas Unedig.

en	A concentration of provision would allow for the development of a high quality Welsh Institute of Teacher Education on the lines of that has developed in Singapore.
cy	Byddai crynhoi’r ddarpariaeth yn caniatáu i Sefydliad Addysg Athrawon o safon gael ei ddatblygu yn yr un modd â’r hyn sydd wedi digwydd yn Singapore.

en	Such an Institute might also become a national centre for advanced CPD and research, potentially making it a major contributor to raising the quality of education across Wales.
cy	Gallai sefydliad o’r fath ddod yn ganolfan genedlaethol hefyd ar gyfer DPP uwch ac ymchwil, sy’n golygu y gallai wneud cyfraniad mawr at wella ansawdd addysg ledled Cymru.

en	Given the geography of Wales, the Institute would need to work with a number of regional bodies across the country.
cy	O gofio daearyddiaeth Cymru, byddai angen i’r sefydliad gydweithio â nifer o gyrff rhanbarthol ledled y wlad.

en	A group of say 20 ‘Training Schools’ which were themselves given additional staffing to undertake their work on teacher education could act as local hubs, linked to a network of other schools in their region.
cy	Gallai grwp o, dyweder, 20 o ‘Ysgolion Hyfforddi’ a fyddai eu hunain yn cael rhagor o staff i wneud eu gwaith ar addysg athrawon fod yn ganolfannau lleol, wedi’u cysylltu â rhwydwaith o ysgolion eraill yn eu hardal.

en	Such a system would allow for the linking of schools from across Wales with the very best international practice in terms of professional education and research.
cy	Byddai system o’r fath yn caniatáu i ysgolion ledled Cymru gael eu cysylltu â’r arferion rhyngwladol gorau un o ran addysg ac ymchwil broffesiynol.

en	Potential for raising the quality of provision
cy	Potensial i wella ansawdd y ddarpariaeth

en	The potential for achieving high quality provision with this option would be strong; a single institution would in principle be more easily managed by the Welsh Government and its various agencies than multiple universities.
cy	Byddai’r potensial ar gyfer sicrhau darpariaeth o safon yn sgil yr opsiwn hwn yn gryf; o ran egwyddor byddai’n haws i Lywodraeth Cymru a’i gwahanol asiantaethau reoli un sefydliad na nifer o brifysgolion.

en	A disadvantage of this option is that there would be little or no competition in the system.
cy	Un anfantais o dan yr opsiwn hwn yw na fyddai fawr ddim cystadleuaeth yn y system.

en	Financial costs
cy	Costau ariannol

en	The single centre model would clearly offer considerable savings in terms of the rationalisation of provision.
cy	Mae’n eglur y byddai’r model un ganolfan yn cynnig arbedion sylweddol o ran rhesymoli’r ddarpariaeth.

en	There would however be some significant transition costs in the ‘decommissioning’ of the majority of existing providers.
cy	Er hynny, mae’n bosibl y byddai rhywfaint o gostau pontio wrth ‘ddatgomisiynu’ y mwyafrif o’r darparwyr presennol.

en	There would also be ongoing new costs in supporting a national network of ‘Training Schools’ or other partners.
cy	Ceid costau parhaus newydd hefyd wrth gynnal rhwydwaith cenedlaethol o ‘Ysgolion Hyfforddi’ neu bartneriaid eraill.

en	There might also be some ongoing costs if it was considered necessary to support existing universities maintain other educational provision, such as masters courses and other forms of advanced CPD.
cy	Efallai y ceid rhywfaint o gostau parhaus hefyd pe bernid bod angen helpu’r prifysgolion presennol i gynnal darpariaeth addysgol arall, megis cyrsiau gradd meistr a mathau eraill o DPP uwch.

en	Political challenges
cy	Heriau gwleidyddol

en	Although in many ways attractive, the single centre model would be the most difficult to achieve politically.
cy	Er ei fod yn ddeniadol mewn llawer o ffyrdd, y model un ganolfan fyddai’r un anoddaf i’w gyflawni o safbwynt gwleidyddol.

en	It is likely that there would be very considerable opposition from those institutions that were not selected as the main provider.
cy	Mae’n debyg y ceid gwrthwynebiad sylweddol

en	There could also be considerable regional opposition from bodies outside the university sector.
cy	iawn o du’r sefydliadau na fydden nhw’n cael eu dewis yn brif ddarparwr.

en	Despite the proposal to develop University providers
cy	Gellid gweld gwrthwynebiad rhanbarthol sylweddol hefyd o du cyrff y tu allan i sector y prifysgolion.

en	a network of funded Training Schools, many regions across Wales might consider themselves to be substantially disadvantaged by this option.
cy	Er gwaethaf y cynnig i ddatblygu rhwydwaith o Ysgolion Hyfforddi wedi’u hariannu, gallai llawer o ardaloedd Cymru deimlo bod yr opsiwn hwn yn peri anfantais sylweddol iddyn nhw.

en	Option 15.3 – 3 University Centres
cy	Opsiwn 15.3 – Tair canolfan brifysgol

en	An alternative would be to competitively re-accredit teacher education from three regional universities.
cy	Un dewis arall fyddai ailachredu addysg athrawon mewn tair prifysgol ranbarthol, ar sail gystadleuol.

en	As at present, these should perhaps be located in the North and Mid Wales, the South West and the South East Wales.
cy	Fel ar hyn o bryd, efallai y dylai’r rhain gael eu lleoli yn y Gogledd a’r Canolbarth, y De-orllewin a’r De-ddwyrain.

en	Collectively however they would need to ensure that they provided appropriate national coverage.
cy	Ond gyda’i gilydd byddai angen iddyn nhw sicrhau eu bod yn cynnig rhychwant cenedlaethol priodol.

en	Such an approach would allow the current distribution of provision to continue while at the same time allowing for further consolidation.
cy	Byddai mynd ati fel hyn yn caniatáu i ddosbarthiad cyfredol y ddarpariaeth barhau ac ar yr un pryd yn caniatáu ar gyfer rhagor o grynhoi.

en	In addition, the removal of the need for collaboration across universities would allow for the development of three strong centres based in three institutions, without the need for joint planning and joint accountability.
cy	Yn ychwanegol, byddai dileu’r angen am gydweithredu ar draws prifysgolion yn caniatáu i dair canolfan gref gael eu datblygu mewn tri sefydliad, heb fod angen cydgynllunio a chydatebolrwydd.

en	Three centres, each offering broadly similar provision would also allow more straightforward marketing of courses to prospective students.
cy	Byddai tair canolfan, bob un yn cynnig darpariaeth weddol debyg, yn caniatáu i gyrsiau gael eu marchnata i’r myfyrwyr mewn ffordd symlach.

en	When compared with the five centre model, the primary difference between the three university Centres would be their location rather than the range of courses offered.
cy	O’i gymharu â’r model pum canolfan, y prif wahaniaeth rhwng y tair canolfan brifysgol fyddai eu lleoliad, yn hytrach na’r amrediad o gyrsiau a gâi eu cynnig.

en	Potential for raising the quality of provision
cy	Potensial i wella ansawdd y ddarpariaeth

en	The consolidation of provision into three centres would potentially allow for greater quality when compared with the five centre model.
cy	Gallai crynhoi’r ddarpariaeth mewn tair canolfan ganiatáu ansawdd well o’i chymharu â’r model pum canolfan.

en	A smaller number of institutions could be more effectively monitored by national bodies; the greater concentration of provision would also potentially increase the level of expertise in each institution.
cy	Gallai nifer is o sefydliadau gael eu monitro’n fwy effeithiol gan y cyrff cenedlaethol; gallai crynhoi’r ddarpariaeth yn fwy hefyd gynyddu lefel yr arbenigedd ym mhob sefydliad.

en	Financial costs
cy	Costau ariannol

en	A three centre model would involve some important costs in terms of transition.
cy	Byddai model tair canolfan yn cynnwys rhai costau pwysig o ran y pontio.

en	Those institutions not selected as future providers for teacher education might need some support in order to ensure that other related provision (non QTS courses, Masters and Doctoral programmes) remained viable.
cy	Efallai y bydd ar y sefydliadau hynny na fyddan nhw’n cael eu dewis yn ddarparwyr addysg athrawon yn y dyfodol angen rhywfaint o gymorth er mwyn sicrhau bod y ddarpariaeth berthynol arall (cyrsiau heb SAC, rhaglenni Meistr a Doethuriaethau) yn parhau’n hyfyw.

en	There might also be some short term costs for the relocation of experienced staff or for redundancies.
cy	Efallai y ceid costau byrdymor hefyd wrth adleoli staff profiadol neu ddiddymu swyddi.

en	At the same time however there might be some reduced costs as a result of the rationalisation of provision.
cy	Ond ar yr un pryd mae’n bosibl y ceid gostyngiad mewn rhai costau drwy resymoli’r ddarpariaeth.

en	Political challenges
cy	Heriau gwleidyddol

en	There would be likely to be some significant opposition from those institutions and their associated schools and local authorities that were ‘de-selected’ as providers of initial teacher education.
cy	Mae’n debyg y ceid gwrthwynebiad arwyddocaol o du’r sefydliadau hynny, a’u hysgolion a’u hawdurdodau lleol perthynol, na fydden nhw’n cael eu dewis yn ddarparwyr addysg gychwynnol athrawon.

en	Choosing between the three options
cy	Dewis rhwng y tri opsiwn

en	As has been made clear, there are advantages and disadvantages in each of the above options.
cy	Fel yr eglurwyd, mae gan bob un o’r opsiynau uchod fanteision ac anfanteision.

en	However, deciding which option would offer the best chance for significantly enhancing the quality of provision is extremely difficult.
cy	Er hynny, eithriadol o anodd yw penderfynu pa opsiwn a fyddai’n cynnig y gobaith gorau o wella ansawdd y ddarpariaeth.

en	Much would turn on the quality of the ‘vision’ put forward a particular university – whether it was the only provider, one of 3 or one of 5.
cy	Byddai llawer yn dibynnu ar ansawdd y ‘weledigaeth’ y byddai prifysgol benodol yn ei chynnig – boed yn unig ddarparydd, yn un o blith tri neu’n un o blith pump.

en	Making that decision in the abstract is extremely challenging.
cy	Mae’n eithriadol o anodd gwneud y penderfyniad hwnnw ar sail haniaethol.

en	In these circumstances, perhaps the best way forward would be to link the final decision about numbers of providers to the re-accreditation process outlined above.
cy	O dan yr amgylchiadau hyn, efallai mai’r ffordd orau ymlaen fyddai cyplysu’r penderfyniad terfynol am nifer y darparwyr â’r broses ailachredu a amlinellwyd uchod.

en	Potential university providers, (and they may not necessarily be limited to current providers) could then be required to put forward a bid for future provision, outlining how they saw themselves in relation to the sector as a whole – as one of one, three or five providers.
cy	Wedyn gellid ei gwneud yn ofynnol i’r prifysgolion a allai fod yn ddarparwyr (ac mae’n bosibl na fyddai’r rhain yn gyfyngedig i’r darparwyr cyfredol) wneud cynnig am y ddarpariaeth yn y dyfodol, gan amlinellu sut y bydden nhw’n eu gweld eu hunain mewn perthynas â’r sector yn ei grynswth – fel un darparwr yn unig, fel un o blith tri neu fel un o blith pump.

en	This would allow the Teacher Education Accreditation Board to make an informed judgement about the numbers of providers, based on the quality of specific bids.
cy	Byddai hynny’n caniatáu i’r Bwrdd Achredu Addysg Athrawon ffurfio barn wybodus am nifer y darparwyr, ar sail ansawdd y cynigion penodol.

en	RECOMMENDATION 9: That the Welsh Government agrees to resolve future provision of initial teacher education through a process of competitive tendering with the Teacher Education Accreditation Board making the final decision as to how many universities should become accredited providers.
cy	ARGYMHELLIAD 9: Y dylai Llywodraeth Cymru gytuno i ddatrys darpariaeth addysg gychwynnol athrawon yn y dyfodol drwy broses o dendro cystadleuol ac mai’r Bwrdd Achredu Addysg Athrawon a ddylai wneud y penderfyniad terfynol ar sawl prifysgol a ddylai ddod yn ddarparwyr achrededig

en	University providers 16. Conclusion Teacher education in Wales is today at a critical turning point.
cy	16. Casgliad Mae addysg athrawon yng Nghymru heddiw wedi cyrraedd trobwynt tyngedfennol.

en	When I and my colleagues prepared our initial report in 2006, the quality of the system was not a major issue.
cy	Pan oeddwn i a’m cydweithwyr yn paratoi’n hadroddiad cychwynnol yn 2006, doedd ansawdd y system ddim yn bwnc llosg.

en	Certainly there were improvements that could be made particularly in relation to the contribution of schools, but the system was not in crisis.
cy	Yn sicr roedd yna welliannau a allai gael eu gwneud, yn enwedig o ran cyfraniad yr ysgolion, ond doedd y system ddim mewn argyfwng.

en	The real challenge at that time was in the size and distribution of capacity.
cy	Y wir her ar y pryd oedd maint a dosbarthiad y capasiti.

en	That problem has, in the intervening years, largely been resolved.
cy	Yn y blynyddoedd sydd wedi mynd heibio mae’r broblem honno wedi’i datrys i raddau helaeth.

en	But at the same time, there is evidence that the quality of the system has deteriorated.
cy	Ond ar yr un pryd mae yna dystiolaeth bod ansawdd y system wedi dirywio.

en	The difficulties experienced in establishing high quality Centres, the weaknesses in provision identified by successive Estyn reports, the lack of any effective link between initial teacher education and CPD and the collapse of research capacity are all serious causes for concern.
cy	Mae’r anawsterau a gafwyd wrth sefydlu canolfannau o safon, y gwendidau yn y ddarpariaeth a nodwyd mewn sawl adroddiad gan Estyn, y diffyg cysylltiad effeithiol rhwng addysg gychwynnol athrawon a DPP a chwalfa’r capasiti ymchwil i gyd yn peri pryder difrifol.

en	Even more significant is the fact that as it is currently conceptualised, initial teacher education in Wales is not appropriate for developing the teachers it needs for its schools either today or tomorrow.
cy	Mwy arwyddocaol byth yw’r ffaith nad yw cysyniad presennol addysg gychwynnol athrawon yng Nghymru yn briodol ar gyfer datblygu’r athrawon y mae ar Gymru eu hangen heddiw ac yfory.

en	If the teaching profession itself is to make its proper contribution to the raising of standards in our schools in the way that has been set out in the Donaldson Review (2015) then what is needed is a form of initial teacher education that is expansive rather than restricted, one that gives teachers themselves the skills, knowledge and dispositions to lead the changes that are needed.
cy	Os yw’r proffesiwn addysgu ei hun am wneud ei briod gyfraniad at godi safonau yn ein hysgolion yn y modd sydd wedi’i nodi yn Adolygiad Donaldson (2015), yna yr hyn y mae ei angen yw math o addysg gychwynnol athrawon sy’n eang ac nid yn gyfyngedig, sy’n rhoi i’r athrawon eu hunain y sgiliau, yr wybodaeth a’r awydd i arwain y newidiadau angenrheidiol.

en	At present, that form of initial teacher education is not available in Wales.
cy	Ar hyn o bryd, nid yw’r math hwnnw o addysg gychwynnol athrawon ar gael yng Nghymru.

en	Fortunately for Wales, it does still have a large number of individuals and institutions that remain highly committed to the provision of good quality initial teacher education.
cy	Mae’n ffodus bod gan Gymru nifer fawr o unigolion a sefydliadau o hyd sy’n dal yn ymroddgar iawn i ddarparu addysg gychwynnol athrawon o safon.

en	There are institutions with generations of experience; there are individuals with very high quality skills and great enthusiasm.
cy	Mae yna sefydliadau sydd â chenedlaethau o brofiad; mae yna unigolion sydd â sgiliau o safon a brwdfrydedd mawr.

en	What has been missing in recent years is a stable and high quality system in which these institutions and individuals can flourish.
cy	Yr hyn sydd wedi bod ar goll yn y blynyddoedd diwethaf yw system sefydlog o safon, lle gall y sefydliadau a’r unigolion hyn ffynnu.

en	Once it is clear which of the above options the Welsh Government wishes to adopt, then I am sure that the sector will seize the opportunities they provide, working together to give Wales the quality of teacher education that it needs for the future. Teaching Tomorrow’s Teachers
cy	Pan fydd yn eglur pa rai o’r opsiynau uchod yr hoffai Llywodraeth Cymru eu mabwysiadu, rwy’n siwr y bydd y sector yn gafael yn y cyfleoedd a gynigir, gan gydweithio i roi i Gymru yr ansawdd mewn addysg athrawon y mae arni ei hangen at y dyfodol.

en	List of recommendations
cy	Rhestr argymhellion

en	Recommendation 1.
cy	Argymhelliad 1.

en	That the Welsh Government, as a matter of priority, revises the Standards for Newly Qualified Teachers in line with the principles specified in Option 9.4
cy	Y dylai Llywodraeth Cymru ddiwygio’r Safonau ar gyfer Athrawon Newydd Gymhwyso yn unol â’r egwyddorion a bennwyd yn Opsiwn 9.4, a hynny fel mater o flaenoriaeth

en	Recommendation 2.
cy	Argymhelliad 2.

en	That the Welsh Government establishes a revised accreditation process for providers of initial teacher education as described in Option 9.4
cy	Y dylai Llywodraeth Cymru sefydlu proses achredu ddiwygiedig i ddarparwyr addysg gychwynnol athrawon fel y’i disgrifiwyd yn Opsiwn 9.4

en	Recommendation 3: That the Welsh Government establishes a ‘Teacher Education Accreditation Board’ within the Education Workforce Council for Wales
cy	Argymhelliad 3: Y dylai Llywodraeth Cymru sefydlu ‘Bwrdd Achredu Addysg Athrawon’ o fewn Cyngor y Gweithlu Addysg

en	Recommendation 4: That the role of Estyn within initial teacher education be reviewed once a revised accreditation process is fully in place
cy	Argymhelliad 4: Y dylai rôl Estyn mewn addysg gychwynnol athrawon gael ei hadolygu pan fydd proses achredu ddiwygiedig wedi’i sefydlu’n llawn

en	Recommendation 5: That Estyn’s ‘Guidance for Inspection’ for schools be revised to include specific recognition of the contribution of a school to initial teacher education
cy	Argymhelliad 5: Y dylai ‘Canllawiau Arolygu’ Estyn ar gyfer ysgolion gael eu diwygio i gynnwys cydnabyddiaeth bendant i gyfraniad ysgol at addysg gychwynnol athrawon

en	Recommendation 6: That the Primary BA (Hons) QTS in its current form be phased out and replaced by a four year degree with 50% of students’ time spent in main subject departments
cy	Argymhelliad 6: Y dylai’r BA Cynradd (Anrh) SAC yn ei ffurf bresennol gael ei dirwyn i ben a’i disodli gan radd bedair-blynedd a 50% o amser y myfyrwyr yn cael ei dreulio yn adrannau’r prif bynciau

en	Recommendation 7: That the Welsh Government monitors closely the impact of financial incentives on recruitment, particularly taking into account different funding levels in comparison with those available in England.
cy	Argymhelliad 7: Y dylai Llywodraeth Cymru gadw llygad barcut ar effaith cymhellion ariannol ar recriwtio, gan ystyried yn benodol lefelau ariannu gwahanol o’u cymharu â’r rhai sydd ar gael yn Lloegr

en	Recommendation 8: That Wiserd Education be extended to include a pedagogical dimension linked to a network of five centres of pedagogical excellence across Wales.
cy	Argymhelliad 8: Y dylai Addysg Wiserd gael ei hymestyn i gynnwys dimensiwn pedagogaidd wedi’i gysylltu â rhwydwaith o bum canolfan ragoriaeth bedagogaidd ledled Cymru

en	Recommendation 9: That the Welsh Government agrees to resolve future provision of initial teacher education through a process of competitive tendering with the Teacher Education Accreditation Board making the final decision as to how many universities should become accredited providers.
cy	Argymhelliad 9: Y dylai Llywodraeth Cymru gytuno i ddatrys darpariaeth addysg gychwynnol athrawon yn y dyfodol drwy broses o dendro cystadleuol ac mai’r Bwrdd Achredu Addysg Athrawon a ddylai wneud y penderfyniad terfynol ar sawl prifysgol a ddylai ddod yn ddarparwyr achrededig

en	List of recommendations
cy	Rhestr argymhellion

en	References
cy	Cyfeiriadau

en	BERA-RSA (2014) Research and the Teaching Profession; building the capacity for a self-improving education system.
cy	BERA-RSA (2014) Research and the Teaching Profession; building the capacity for a self- improving education system.

en	Final report of the BERA-RSA Inquiry into the role of research in teacher education.
cy	Final report of the BERA-RSA Inquiry into the role of research in teacher education.

en	London: BERA
cy	Llundain: BERA

en	Carter, A (2015) Carter Review of Initial Teacher Training.
cy	Carter, A (2015) Carter Review of Initial Teacher Training.

en	London: Department of Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/399957/ Carter_Review.pdf
cy	London: Department of Education. www.gov.uk/government/uploads/system/uploads/attachment_data/file/399957/ Carter_Review.pdf

en	DEL (2014) Aspiring to Excellence.
cy	DEL (2014) Aspiring to Excellence.

en	Final report of the international review panel on the structure of initial teacher education in Northern Ireland.
cy	Final report of the international review panel on the structure of initial teacher education in Northern Ireland.

en	Belfast: Department for Employment and Learning
cy	Belfast: Yr Adran Cyflogaeth a Dysgu

en	Donaldson, G. (2011) Teaching Scotland’s Future.
cy	Donaldson, G. (2011) Teaching Scotland’s Future.

en	Report of a review of teacher education in Scotland.
cy	Report of a review of teacher education in Scotland.

en	Edinburgh: The Scottish Government
cy	Caeredin: Llywodraeth yr Alban

en	Donaldson, G (2015) The Donaldson Review of Curriculum and Assessment.
cy	Donaldson, G (2015) Dyfodol Llwyddiannus: Adolygiad Annibynnol o’r Cwricwlwm a’r Trefniadau Asesu yng Nghymru.

en	Cardiff: The Welsh Government
cy	Caerdydd: Llywodraeth Cymru

en	Estyn (2013) Annual Report of HM Chief Inspector of Education and Training in Wales 2013-14.Cardiff: Estyn
cy	Estyn (2013) Adroddiad Blynyddol Prif Arolygydd Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru 2013-14.

en	Furlong, J. and White, P. (2001) Educational Research Capacity in Wales; a review.
cy	Caerdydd: Estyn Furlong, J. a White, P. (2001) Educational Research Capacity in Wales; a review.

en	Cardiff: Cardiff University School of Social Sciences
cy	Caerdydd: Ysgol Gwyddorau Cymdeithasol Prifysgol Caerdydd

en	Furlong, J., Hagger, H. Butcher, C. and Howson, J. (2006) Review of Initial Teacher Training Provision in Wales; A report to the Welsh Assembly Government (the Furlong Report).
cy	Furlong, J., Hagger, H. Butcher, C. a Howson, J. (2006) Adolygiad o’r Ddarpariaeth Hyfforddiant Cychwynnol Athrawon yng Nghymru (adroddiad Furlong).

en	Oxford: University of Oxford Department of Education
cy	Rhydychen: Adran Addysg Prifysgol Rhydychen

en	GTCS (2012) The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland Edingurgh: GTCS http://www.gtcs.org.uk/standards/ standards.aspx
cy	GTCS (2012) The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland Caeredin: GTCS http://www.gtcs.org.uk/standards/ standards.aspx

en	OECD (2014) Improving Schools in Wales; An OECD perspective.
cy	OECD (2014) Improving Schools in Wales; An OECD perspective.

en	Paris: OECD
cy	Paris: OECD

en	Sahlberg, P, Furlong, J. & Munn, P (2012) Report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland: review conducted on behalf of the Department of Education and Skills, Dublin: Higher Education Authority of Ireland
cy	Sahlberg, P, Furlong, J. a Munn, P (2012) Report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland: review conducted on behalf of the Department of Education and Skills, Dulyn: Awdurdod Addysg Uwch Iwerddon

en	Tabberer R. (2013) A Review of Initial Teacher Training in Wales.
cy	Tabberer R. (2013) Adolygiad o Hyfforddiant Cychywnnol Athrawon yng Nghymru.

en	Cardiff: Welsh Government
cy	Caerdydd: Llywodraeth Cymru