en-gb	Contents
cy-gb	Contents

en-gb	Ministerial Foreword 
cy-gb	Rhagair y Gweinidog 

en-gb	2
cy-gb	2

en-gb	Introduction 
cy-gb	Cyflwyniad 

en-gb	4
cy-gb	4

en-gb	Digital employment, digital skills, and the future of learning 
cy-gb	Cyflogaeth ddigidol, sgiliau digidol, a dyfodol dysgu  

en-gb	The post-16 sector in Wales 
cy-gb	Y sector ôl-16 yng Nghymru 

en-gb	7
cy-gb	7

en-gb	The need for change 
cy-gb	Yr angen am newid  

en-gb	8
cy-gb	8

en-gb	The Digital 2030 Ecosystem 
cy-gb	Yr Ecosystem Ddigidol 2030 

en-gb	9
cy-gb	9

en-gb	The Wellbeing of Future Generations (Wales) Act 2015 
cy-gb	Deddf Llesiant Cenedlaethau’r Dyfodol (Cymru) 2015 

en-gb	11
cy-gb	11

en-gb	Introducing the Digital 2030 framework 
cy-gb	Cyflwyno fframwaith Digidol 2030 

en-gb	13
cy-gb	13

en-gb	Vision and Aims
cy-gb	Gweledigaeth ac Amcanion

en-gb	16
cy-gb	16

en-gb	Key stakeholders 
cy-gb	Rhanddeiliaid allweddol  

en-gb	17
cy-gb	17

en-gb	Objectives 
cy-gb	Amcanion 

en-gb	20
cy-gb	20

en-gb	1
cy-gb	1

en-gb	Leadership and management  
cy-gb	Arweinyddiaeth a rheolaeth  

en-gb	21
cy-gb	21

en-gb	2
cy-gb	2

en-gb	Curriculum delivery and assessment
cy-gb	Cyflwyno ac asesu’r cwricwlwm 

en-gb	22
cy-gb	22

en-gb	3
cy-gb	3

en-gb	Widening participation and learning support 
cy-gb	Ehangu cyfranogiad a chymorth dysgu 

en-gb	23
cy-gb	23

en-gb	4
cy-gb	4

en-gb	Employer and community engagement 
cy-gb	Ymgysylltu â chyflogwyr a chymunedau 

en-gb	25
cy-gb	25

en-gb	5
cy-gb	5

en-gb	Staff development 
cy-gb	Datblygu staff 

en-gb	26
cy-gb	26

en-gb	6
cy-gb	6

en-gb	Enterprise systems and infrastructure 
cy-gb	Systemau a seilwaith menter  

en-gb	28
cy-gb	28

en-gb	Implementation
cy-gb	Gweithredu

en-gb	29
cy-gb	29

en-gb	The initial period: 
cy-gb	Y cyfnod cychwynnol: 

en-gb	2019-2021 
cy-gb	2019-2021 

en-gb	Monitoring progress and assessing impact 
cy-gb	Monitro cynnydd ac asesu effaith 

en-gb	31
cy-gb	31

en-gb	Ministerial Foreword
cy-gb	Rhagair y Gweinidog

en-gb	During the last 30 years, since the invention of the world wide web, our world has changed dramatically; 
cy-gb	Yn ystod y 30 mlynedd diwethaf, ers dyfeisio’r we fyd-eang, mae ein byd wedi newid yn ddramatig; 

en-gb	and continues to change at a rapid rate. 
cy-gb	ac yn parhau i newid yn gyflym. 

en-gb	‘Digital’ has become increasingly central to our everyday lives; 
cy-gb	Mae ‘digidol’ wedi dod yn gynyddol ganolog i’n bywydau bob dydd; 

en-gb	to the ways we interact and communicate with each other; 
cy-gb	i’r ffyrdd rydym yn rhyngweithio ac yn cyfathrebu â’n gilydd; 

en-gb	to the type of work we do and how we do it. 
cy-gb	i’r math o waith a wnawn a sut rydym yn ei wneud. 

en-gb	The Welsh Governmentcommissioned Review of Digital Innovation , led by Professor Phil Brown, has been undertaking a broad assessment of how advancements in digital technology will impact on the future of work and the economy in Wales.  
cy-gb	Mae’r Adolygiad o Arloesi Digidol  a gomisiynwyd gan Lywodraeth Cymru, dan arweiniad yr Athro Phil Brown, wedi bod yn cynnal asesiad eang o sut bydd datblygiadau mewn technoleg ddigidol yn effeithio ar ddyfodol gwaith a’r economi yng Nghymru.

en-gb	Our Economic Action Plan highlights the importance of businesses adapting to the opportunities and the challenges presented by new technologies in order to grow the Welsh economy and pursue our aim of prosperity for all. 
cy-gb	Mae ein Cynllun Gweithredu ar yr Economi yn tynnu sylw at bwysigrwydd busnesau yn addasu i’r cyfleoedd a’r heriau a gyflwynir gan dechnolegau newydd er mwyn tyfu economi Cymru a dilyn ein nod o sicrhau ffyniant i bawb. 

en-gb	We can’t predict exactly how technology will evolve over the next decade, but we can equip our post-16 learners (most of whom will be members of our current or our future workforce) with the confidence and capability they will need to use digital tools in their work and their everyday lives.  
cy-gb	Ni allwn ragweld yn union sut bydd technoleg yn esblygu dros y degawd nesaf, ond gallwn roi’r hyder a’r gallu y bydd eu hangen ar ein dysgwyr ôl-16 (y bydd y rhan fwyaf ohonynt yn aelodau o’n gweithlu presennol neu ein gweithlu yn y dyfodol) i ddefnyddio offer digidol yn eu gwaith a’u bywydau bob dydd.

en-gb	Meanwhile, the education landscape in Wales is also changing, on a scale that we only see once in a generation.  
cy-gb	Yn y cyfamser, mae tirwedd addysg Cymru hefyd yn newid ar raddfa na welwn ond unwaith mewn cenhedlaeth. 

en-gb	In schools, through Our National Mission  we are transforming the curriculum to equip our children and young people with the right skills for a changing world. 
cy-gb	Mewn ysgolion, trwy Cenhadaeth Ein Cenedl  rydym yn trawsnewid y cwricwlwm i roi’r sgiliau cywir i’n plant a’n pobl ifanc ar gyfer byd sy’n newid. 

en-gb	In post-compulsory education and training (PCET), we are taking forward legislation to establish a new Commission responsible for regulating the post-compulsory sector and securing coherent, high-quality academic and vocational learning pathways. 
cy-gb	Mewn addysg a hyfforddiant ôl-orfodol (AHO), rydym yn bwrw ymlaen â deddfwriaeth i sefydlu Comisiwn newydd sy’n gyfrifol am reoleiddio’r sector ôl-orfodol a sicrhau llwybrau dysgu academaidd a galwedigaethol cydlynol, o ansawdd uchel. 

en-gb	The pace of change has never been faster, nor the opportunities greater.
cy-gb	Ni welwyd cyfnod gyda newidiadau ar gyflymder o’r fath o’r blaen,  na’r cyfleoedd yn fwy.

en-gb	Throughout this period of transformation,
cy-gb	Trwy gydol y cyfnod hwn o drawsnewid, 

en-gb	  Our National Mission  for education in Wales is to raise standards and ensure that learners of all ages, abilities and backgrounds are equipped with the skills they need to succeed in their work and throughout their lives. 
cy-gb	Cenhadaeth Ein Cenedl  ar gyfer addysg yng Nghymru yw codi safonau a sicrhau bod dysgwyr o bob oed, gallu a chefndir yn meddu ar y sgiliau sydd eu hangen arnynt i lwyddo yn eu gwaith a gydol eu bywydau. 

en-gb	Digital skills, and the confidence to use them appropriately, are already established as part of the suite of essential skills. 
cy-gb	Mae sgiliau digidol, a’r hyder i’w defnyddio’n briodol, eisoes wedi’u sefydlu fel rhan o’r gyfres o sgiliau hanfodol. 

en-gb	The Digital Competence Framework (DCF) has already been made available to schools as the first element of our curriculum reforms, supporting the emphasis on digital competence as a crosscurricular responsibility. 
cy-gb	Mae’r Fframwaith Cymhwysedd Digidol (DCF) eisoes ar gael i ysgolion fel elfen gyntaf ein diwygiadau cwricwlwm, gan gefnogi’r pwyslais ar gymhwysedd digidol fel cyfrifoldeb trawsgwricwlaidd. 

en-gb	We anticipate that these skills will become even more important in the future.  
cy-gb	Rydym yn rhagweld y bydd y sgiliau hyn yn cynyddu yn eu pwysigrwydd yn y dyfodol.

en-gb	For many young people, further education institutions, work-based learning and adult learning providers offer an important stage in their transition from the compulsory learning environment into more independent learning; 
cy-gb	I lawer o bobl ifanc, mae sefydliadau addysg bellach, darparwyr dysgu yn y gwaith a darparwyr dysgu oedolion yn cynnig cam pwysig wrth iddynt drosglwyddo o’r amgylchedd dysgu gorfodol i ddysgu mwy annibynnol; 

en-gb	preparing themselves for the world of work, or to pursue higher level study.  
cy-gb	paratoi eu hunain ar gyfer y byd gwaith, neu ddilyn astudiaeth lefel uwch. 

en-gb	Post-16 provision also offers opportunities for individuals to engage (or re-engage) with learning throughout their lives; 
cy-gb	Mae darpariaeth ôl-16 hefyd yn cynnig cyfleoedd i unigolion ymgysylltu (neu ail-ymgysylltu) â dysgu gydol eu bywydau; 

en-gb	to pursue new interests, to upskill and progress in their current career path, or to re-train and change direction.  
cy-gb	i ddilyn diddordebau newydd, i uwchsgilio a symud ymlaen ar hyd eu llwybr gyrfa presennol, neu i ailhyfforddi a newid cyfeiriad. 

en-gb	Digital skills are increasingly important to ensure that learners can make the most of these opportunities, developing their critical inquiry, communication and technical skills.
cy-gb	Mae sgiliau digidol yn gynyddol bwysig i sicrhau y gall dysgwyr wneud y gorau o’r cyfleoedd hyn, gan ddatblygu eu sgiliau ymholi beirniadol, cyfathrebu a thechnegol.

en-gb	2
cy-gb	2

en-gb	To help support the PCET sector, we have developed Digital 2030 as a strategic framework to set out our shared vision, aims and objectives for post-16 digital learning during the next decade.  
cy-gb	Er mwyn helpu i gefnogi’r sector AHO, rydym wedi datblygu Digidol 2030 fel fframwaith strategol i nodi ein gweledigaeth, ein nodau a’n hamcanion ar gyfer dysgu digidol ôl-16 yn ystod y degawd nesaf. 

en-gb	We chose the year 2030 as our horizon for two reasons: 
cy-gb	Fe wnaethom ni ddewis y flwyddyn 2030 fel ein gorwel am ddau reswm: 

en-gb	to align with the ‘Towards 2030’ Hazelkorn Review which set the direction for the PCET reforms; 
cy-gb	i gyd-fynd ag Adolygiad Hazelkorn ‘Tuag at 2030’ a osododd y cyfeiriad ar gyfer diwygiadau AHO; 

en-gb	and as a period of time which is long enough to work towards an ambitious vision, but close enough to ensure a sense of pace and urgency.
cy-gb	ac fel cyfnod o amser sy’n ddigon hir i weithio tuag at weledigaeth uchelgeisiol, ond sy’n ddigon agos i sicrhau ymdeimlad o gyflymder a brys.

en-gb	Digital 2030 is an initiative which came from the post-16 sector, through CollegesWales, and this framework has been developed in close collaboration with stakeholders, leaders and staff from across the sector.  
cy-gb	Mae Digidol 2030 yn fenter a ddaeth o’r sector ôl-16, trwy ColegauCymru, ac mae’r fframwaith hwn wedi’i ddatblygu mewn cydweithrediad agos â rhanddeiliaid, arweinwyr a staff o bob rhan o’r sector. 

en-gb	We thank you all for your support and enthusiasm.  
cy-gb	Diolchwn i chi i gyd am eich cefnogaeth a’ch brwdfrydedd. 

en-gb	Ongoing commitment and support from senior leaders will be crucial to ensure the widespread adoption of the Digital 2030 approach throughout all parts of each organisation. 
cy-gb	Bydd ymrwymiad a chefnogaeth barhaus gan uwch arweinwyr yn hanfodol er mwyn sicrhau bod y dull Digidol 2030 yn cael ei fabwysiadu’n eang ym mhob rhan o bob sefydliad. 

en-gb	We also thank Jisc, who led the initial drafting of the vision, aims and objectives, and will remain a strategic delivery partner for this important agenda.  
cy-gb	Diolchwn hefyd i Jisc, a fu’n arwain y gwaith o ddrafftio’r weledigaeth, y nodau a’r amcanion cychwynnol, a bydd yn parhau i fod yn bartner cyflawni strategol ar gyfer yr agenda bwysig hon.

en-gb	3
cy-gb	3

en-gb	We have started to identify a number of national priorities and actions in this document, but we will rely on continued dialogue with the sector and other stakeholders to make sure we get our priorities right and respond to developments that may occur during the framework’s lifetime.
cy-gb	Rydym wedi dechrau nodi nifer o flaenoriaethau a chamau gweithredu cenedlaethol yn y ddogfen hon, ond byddwn yn dibynnu ar ddeialog barhaus gyda’r sector a rhanddeiliaid eraill i sicrhau ein bod yn gosod ein blaenoriaethau’n gywir ac yn ymateb i ddatblygiadau a all ddigwydd yn ystod oes y fframwaith.

en-gb	Together, we have started to define our aspirations for the sector in Wales and for our learners.  
cy-gb	Gyda’n gilydd, rydym wedi dechrau diffinio ein dyheadau ar gyfer y sector yng Nghymru ac ar gyfer ein dysgwyr. 

en-gb	We will need to continue to work together to get the right foundations in place, so that we can explore all of the incredible opportunities digital technology has to offer.
cy-gb	Bydd angen i ni barhau i weithio gyda’n gilydd i gael y sylfeini cywir yn eu lle, er mwyn i ni allu archwilio’r holl gyfleoedd anhygoel sydd gan dechnoleg ddigidol i’w cynnig.

en-gb	Kirsty Williams AM
cy-gb	Kirsty Williams AC

en-gb	Minister for Education
cy-gb	Y Gweinidog Addysg

en-gb	Ken Skates AM
cy-gb	Ken Skates AC

en-gb	Minister for Economy and Transport
cy-gb	Gweinidog yr Economi a Thrafnidiaeth

en-gb	Introduction
cy-gb	Cyflwyniad

en-gb	Digital employment, digital skills, 
cy-gb	Cyflogaeth ddigidol, sgiliau digidol,  

en-gb	and the future of learning
cy-gb	a dyfodol dysgu

en-gb	“Wales must be ready for the future. 
cy-gb	“Mae’n rhaid i Gymru fod yn barod at y dyfodol. 

en-gb	As a nation we will prepare today to meet the skills requirements of the future so we can harness the full potential of emerging technological developments. 
cy-gb	Byddwn yn paratoi fel cenedl heddiw i fodloni gofynion sgiliau yfory, er mwyn gallu manteisio’n llawn ar ddatblygiadau technolegol. 

en-gb	Wales is a dynamic and innovative nation, already at the forefront of new technologies and committed to staying there.” 
cy-gb	Mae Cymru’n genedl ddeinamig ac arloesol, sydd eisoes ar flaen y gad o ran technolegau newydd, ac wedi ymrwymo i aros yno” 

en-gb	 Employability Plan (2018), Welsh Government; 
cy-gb	 Cynllun Cyflogadwyedd (2018), Llywodraeth Cymru; 

en-gb	https://beta.gov.wales/sites/default/files/publications/2018-04/employability-plan.pdf
cy-gb	https://llyw.cymru/sites/default/files/publications/2018-04/Cynllun-cyflogadwyedd.pdf 2 

en-gb	The future workplace is expected to see increased usage of digital tools and technologies. 
cy-gb	Disgwylir i’r gweithle yn y dyfodol weld defnydd cynyddol o offer digidol a thechnolegau. 

en-gb	Today’s learners (tomorrow’s employees) will need digital skills and experiences of technology in order to use and develop these and other yet-to-beinvented technologies. 
cy-gb	Bydd dysgwyr heddiw (gweithwyr yfory) angen sgiliau a phrofiadau digidol o dechnoleg er mwyn defnyddio a datblygu’r rhain a thechnolegau eraill sydd eto i’w dyfeisio. 

en-gb	As the Welsh Government’s Employability Plan notes, “people are likely to work longer throughout their lifetime, and to change jobs and industries multiple times.”  
cy-gb	Mae Cynllun Cyflogadwyedd Llywodraeth Cymru yn nodi bod “pobl yn debygol o weithio’n hirach drwy gydol eu hoes, a newid swyddi a diwydiannau sawl gwaith.” 

en-gb	Adaptability and flexibility will be important attributes. 
cy-gb	Bydd y gallu i addasu a hyblygrwydd yn nodweddion pwysig.

en-gb	The unique abilities and specialised skillsets of human beings will also still be required in future occupations, “adding human value to the machines” . 
cy-gb	Bydd dal angen y galluoedd unigryw a’r setiau o sgiliau arbenigol sydd gan bobl mewn swyddi yn y dyfodol gan ychwanegu gwerth dynol at y peiriannau 2 .   

en-gb	Experiences offering personal interaction and face-to-face contact may also become more highly regarded and prized in a more automated world.  
cy-gb	Mae’n bosibl bydd profiadau sy’n cynnig rhyngweithio personol a chyswllt wyneb-ynwyneb yn cael eu gwerthfawrogi mwy a’u trysori mewn byd mwy awtomataidd.

en-gb	The NESTA funded 2017 study “The future of skills: 
cy-gb	Mae’r astudiaeth a ariannwyd gan NESTA yn 2017 “The future of skills: 

en-gb	employment in 2030”  considers how employment is likely to change, and the implication for skills requirements.  
cy-gb	employment  in 2030” 3  yn ystyried sut mae cyflogaeth yn debygol o newid, a’r goblygiadau ar gyfer gofynion sgiliau. 

en-gb	Whilst some occupations may not see much change, others are expected to see increased amounts of automation and use of machine learning, which will change the nature of jobs for human employees. 
cy-gb	Er na fydd rhai galwedigaethau’n gweld llawer o newid, disgwylir i eraill weld mwy o awtomeiddio a defnydd o ddysgu gan beiriant, a fydd yn newid natur swyddi i bobl.

en-gb	This study also suggests that “the future workforce will need broad based knowledge…” in areas such as language, history, philosophy, administration and management “…in addition to the more specialised features that will be needed for specific occupations.”
cy-gb	Mae’r astudiaeth hefyd yn awgrymu “the future workforce will need broad based knowledge…”  mewn meysydd fel iaith, hanes, athroniaeth, gweinyddu a rheoli  “…in addition to the more specialised features that will be needed for specific occupations.”

en-gb	These changes have far-reaching implications for the post-16 learning and skills sector.  
cy-gb	Mae gan y newidiadau hyn oblygiadau pellgyrhaeddol i’r sector dysgu a sgiliau ôl-16. 

en-gb	Jisc suggests that: 
cy-gb	Mae Jisc yn awgrymu:

en-gb	“The technological changes in the workplace mean that education will have to change too, to take advantage of the possibilities of technology for education and to provide a workforce capable of exploiting rapidly evolving technologies.” 
cy-gb	“The technological changes in the workplace mean that education will have to change too, to take advantage of the possibilities of technology for education and to provide a workforce capable of exploiting rapidly evolving technologies.” 

en-gb	and that “students expect an education experience that reflects the way they live, communicate and learn…” 
cy-gb	and that “students expect an education experience that reflects the way they live, communicate and learn…” 

en-gb	Member stories: 
cy-gb	Member stories: 

en-gb	moving towards Education 4.0 . 
cy-gb	moving towards Education 4.0 . 

en-gb	Blog post by Sarah Davies, Jisc, 15 January 2019.   https://www.jisc.ac.uk/blog/member-stories-towards-higher-education-40-15-jan-2019 
cy-gb	Nodyn Blog gan Sarah Davies, Jisc, 15 Ionawr 2019. https://www.jisc.ac.uk/blog/member-stories-towards-higher-education-40-15-jan-2019 

en-gb	“For me, the future is not about one specific device. We don’t know what will be the current technology in another fouryears].” 
cy-gb	“For me, the future is not about one specific device. We don’t know what will be the current technology in another four  years].” 

en-gb	6
cy-gb	6

en-gb	Teacher, education blogger and Guardian Teacher Network adviser Matt Britland (writing in 2013)
cy-gb	Athro, blogiwr addysg ac ymgynghorydd Rhwydwaith  Athrawon y Guardian Matt Britland yn ysgrifennu yn 2013)

en-gb	Research by Jisc has identified that 64% of FE students agreed that they were more independent in their learning when digital was used. 
cy-gb	Mae ymchwil gan Jisc wedi nodi bod 64% o fyfyrwyr AB yn cytuno eu bod yn fwy annibynnol yn eu dysgu wrth ddefnyddio dulliau digidol. 

en-gb	A further 57% agreed that digital approaches helped them to fit learning into their life. 
cy-gb	Roedd 57% arall yn cytuno bod dulliau digidol yn eu helpu i ffitio dysgu i mewn i’w bywyd. 

en-gb	 Findings from Jisc’s Digital Experience Insights survey 2018 http://repository.jisc.ac.uk/6967/1/Digital_experience_insights_survey_2018.pdf 
cy-gb	 Canfyddiadau o Digital Experience Insights survey 2018 gan Jisc http://repository.jisc.ac.uk/6967/1/Digital_experience_insights_survey_2018.pdf 6 

en-gb	 Blog post What is the future of technology in education  by Matt Britland, 19 June 2013  https://www.theguardian.com/teacher-network/teacher-blog/2013/jun/19/technology-future-education-cloud-social-learning  Accessed 20 December 2018 
cy-gb	Blog What is the future of technology in education  gan Matt Britland, 19 Mehefin 2013 https://www.theguardian.com/teacher-network/teacher- blog/2013/jun/19/technology-future-education-cloud-social-learning Fel ar 20 Rhagfyr 2018

en-gb	Digital tools and technologies will clearly have a role to play, and have many benefits, though given the rapid pace of technological change, it is difficult to predict which technologies will be used, and how they will be used, in ten years’ time.
cy-gb	Yn amlwg bydd gan offer a thechnolegau digidol rôl i’w chwarae, ac mae ganddynt lawer o fanteision, er oherwydd cyflymder newidiadau technolegol, mae’n anodd rhagweld pa dechnolegau fydd ar waith, a sut cânt eu defnyddio, ymhen deng mlynedd.

en-gb	A number of efforts  have been made to predict how digital tools and technologies will be used in future learning environments. 
cy-gb	Gwnaed nifer o ymdrechion  i ragfynegi sut bydd offer a thechnolegau digidol yn cael eu defnyddio mewn amgylcheddau dysgu yn y dyfodol. 

en-gb	Without focusing on specific tools and technologies (which could become outdated, or may not yet exist), common themes include:
cy-gb	Heb ganolbwyntio ar offer a thechnolegau penodol (a allai ddod yn hen ffasiwn, neu efallai nad ydynt yn bodoli eto), mae themâu cyffredin yn cynnwys:

en-gb	 Including the Jisc blog post What does the FE college of the future look like?  by Paul McKean, 20 November 2018  https://www.jisc.ac.uk/blog/what-does-the-fe-college-of-the-future-look-like-20-nov-2018 and The Guardian Education blog post  
cy-gb	 Gan gynnwys y nodyn yn blog Jisc What does the FE college of the future look like?  gan Paul McKean, 20 Tachwedd 2018 https://www.jisc.ac.uk/blog/ what-does-the-fe-college-of-the-future-look-like-20-nov-2018 a’r nodyn yn The Guardian Education blog 

en-gb	Wider access to learning and participation in learning activities, so that learners are not restricted by their physical location and have greater flexibility to learn in a time and place that suits their preferences and availability around home and work commitments.
cy-gb	Mynediad ehangach at ddysgu a chyfranogiad mewn gweithgareddau dysgu, fel nad yw dysgwyr yn cael eu cyfyngu gan eu lleoliad corfforol a’u bod yn cael mwy o hyblygrwydd i ddysgu mewn amser a lle sy’n gweddu i’w dewisiadau a phryd maen nhw ar gael o amgylch ymrwymiadau cartref a gwaith.

en-gb	Increased personalisation, allowing learners to customise digital tools and devices and select options which suit their own learning styles and personal preferences (which may include the use of built in settings options, selecting learning materials in different formats, or using additional accessibility tools).
cy-gb	Mwy o bersonoli, gan ganiatáu i ddysgwyr addasu offer a dyfeisiau digidol at eu defnydd eu hunain a dewis opsiynau sy’n addas ar gyfer eu harddulliau dysgu eu hunain a’u dewisiadau personol (a all gynnwys y defnydd o opsiynau ar gyfer gosodiadau cynwysedig, dewis deunyddiau dysgu mewn fformatau gwahanol, neu ddefnyddio offer hygyrchedd ychwanegol).

en-gb	More immersive and interactive learning experiences, including using virtual scenarios or experiences to prepare learners for real-life situations.
cy-gb	Profiadau dysgu gyda mwy o drochi a rhyngweithio, gan gynnwys defnyddio sefyllfaoedd neu brofiadau rhithwir i baratoi dysgwyr ar gyfer sefyllfaoedd bywyd go iawn.

en-gb	Encouraging independent learning and progress tracking so that learners can take increased ownership of their learning journey, and can access material which will help them to meet core targets, and/or material that will stretch and challenge them. 
cy-gb	Annog dysgu annibynnol a thracio cynnydd fel y gall dysgwyr gymryd mwy o berchnogaeth ar eu taith ddysgu, a medru cael gafael ar ddeunydd a fydd yn eu helpu i gyrraedd targedau craidd, a/neu ddeunydd a fydd yn eu hymestyn a’u herio.

en-gb	Offering opportunities for learners to develop additional skills alongside formal qualifications, such as encouraging collaborative working skills; 
cy-gb	Cynnig cyfleoedd i ddysgwyr ddatblygu sgiliau ychwanegol ochr yn ochr â chymwysterau ffurfiol, fel annog sgiliau cydweithio; 

en-gb	and fostering a more social approach to learning.
cy-gb	a meithrin ymagwedd fwy cymdeithasol at ddysgu.

en-gb	The use of digital tools and technologies to reduce the administrative burden for teaching and learner support staff, so that they can spend more ‘quality time’ with learners and provide more targeted and personalised support to improve learner wellbeing and learning outcomes.
cy-gb	Defnyddio offer a thechnolegau digidol i leihau’r baich gweinyddol ar staff addysgu a chefnogi dysgwyr, fel y gallant dreulio mwy o ‘amser o ansawdd’ gyda dysgwyr a darparu cymorth wedi’i dargedu’n fwy personol i wella lles dysgwyr a chanlyniadau dysgu.

en-gb	Although the learning environment may change, and the tools, technologies and platforms used to support teaching and learning will evolve, the role of teaching and learning professionals remains a central one. 
cy-gb	Er ei bod yn bosibl y bydd yr amgylchedd dysgu’n newid, gyda’r offer, technolegau a phlatfformau a ddefnyddir i gefnogi addysgu a dysgu yn esblygu, bydd rôl gweithwyr addysgu a dysgu proffesiynol yn parhau i fod yn un canolog. 

en-gb	Blended learning, with a mixture of digitally enabled learning and more ‘traditional’ face-to-face experience with a learning professional, is likely to be the way forward.  
cy-gb	Mae’n debyg mai dysgu cyfunol, gyda chymysgedd o ddysgu wedi’i alluogi’n ddigidol a phrofiad mwy “traddodiadol” wyneb yn wyneb â gweithiwr dysgu proffesiynol, yw’r ffordd ymlaen.

en-gb	Digital technology will change the roles of learning professionals, and require them to develop new skills, and will also (when used effectively) enable new approaches and enhance the learning experience.
cy-gb	Bydd technoleg ddigidol yn newid rolau gweithwyr dysgu professiynol, ac yn ei gwneud yn ofynnol iddynt ddatblygu sgiliau newydd, a byddant hefyd (o’u defynyddio’n effeithiol) yn rhoi dulliau newydd ar waith ac yn gwella’r profiad 

en-gb	The post-16 sector in Wales
cy-gb	Y sector ôl-16 yng Nghymru

en-gb	What is ‘post-16’ learning in Wales?
cy-gb	Beth yw dysgu ‘ôl-16’ yng Nghymru?

en-gb	In this document, we have used the term ‘post-16 learning’ to encompass:
cy-gb	Yn y ddogfen hon, rydym wedi defnyddio’r term ‘dysgu ôl-16’ i gwmpasu:

en-gb	Further education (FE)
cy-gb	Addysg bellach (AB)

en-gb	Work-based learning (WBL), including apprenticeships and employability programmes •  Adult and community learning (AL)
cy-gb	Dysgu seiliedig ar waith (DSW), gan gynnwys prentisiaethau a rhaglenni cyflogadwyedd •  Dysgu oedolion a dysgu cymunedol (DO)

en-gb	Research commissioned by key sector stakeholders (including CollegesWales and the National Training Federation Wales (NTfW)) shows that post-16 learning makes a substantial contribution towards the economy and has other societal benefits; 
cy-gb	Mae ymchwil a gomisiynwyd gan randdeiliaid sector allweddol (gan gynnwys ColegauCymru a Ffederasiwn Hyfforddiant Cenedlaethol Cymru (NTfW)) yn dangos bod dysgu ôl-16 yn gwneud cyfraniad sylweddol tuag at yr economi ac mae ganddo fanteision cymdeithasol eraill; 

en-gb	as well as benefits for the individual learners. 
cy-gb	yn ogystal â manteision i’r dysgwyr unigol.

en-gb	8 Statistics for AY2017/18 taken from:  
cy-gb	8 Ystadegau ar gyfer AY2017/18 wedi’u cymryd o: 

en-gb	7 https://gov.wales/docs/statistics/2019/190221-further-education-work-based-learning-community-learning-2017-18-en.pdf
cy-gb	https://llyw.cymru/sites/default/files/statistics-and-research/2019-02/addysg-bellach- 7 dysgu-seiliedig-ar-waith-a-dysgu-cymunedol-2017-18.pdf

en-gb	The need for change
cy-gb	Yr angen am newid

en-gb	The impetus to develop Digital 2030 came from the UK Government’s Further Education Learning Technology Action Group (FELTAG).  
cy-gb	Daeth yr ysgogiad i ddatblygu Digidol 2030 o Grŵp Gweithredu Technoleg Dysgu Addysg Bellach Llywodraeth y DU (FELTAG). 

en-gb	The group was tasked with making practical recommendations aimed at ensuring the effective use of digital technology in learning, teaching and assessment in further education and skills. 
cy-gb	Rhoddwyd y gorchwyl i’r grŵp o gyflwyno argymhellion ymarferol gyda’r nod o sicrhau defnydd effeithiol o dechnoleg ddigidol mewn dysgu, addysgu ac asesu mewn addysg bellach a sgiliau. 

en-gb	FELTAG’s final report , published in 2014, identified significant opportunities to use technology to improve access to education, use flexible delivery methods, support learners, and enhance the efficiency and effectiveness of learning. 
cy-gb	Nododd adroddiad terfynol FELTAG , a gyhoeddwyd yn 2014, gyfleoedd sylweddol i ddefnyddio technoleg i wella mynediad at addysg, defnyddio dulliau cyflwyno hyblyg, cefnogi dysgwyr, a gwella effeithlonrwydd ac effeithiolrwydd dysgu. 

en-gb	However, it also found that:
cy-gb	Fodd bynnag, canfu hefyd:

en-gb	 http://feltag.org.uk/wp-content/uploads/2012/01/FELTAG-REPORT-FINAL.pdf
cy-gb	 http://feltag.org.uk/wp-content/uploads/2012/01/FELTAG-REPORT-FINAL.pdf

en-gb	“There is increasing confidence and capability in the FE sector in using digital learning technology. 
cy-gb	“There is increasing confidence and capability in the FE sector in using digital learning technology. 

en-gb	What we lack is the means to share these ideas and developments across the sector… All the findings point towards the need for a new approach, one that balances an ambitious top-down vision with a radically more collaborative bottomup responsibility for innovation.”
cy-gb	What we lack is the means to share these ideas and developments across the sector… All the findings point towards the need for a new approach, one that balances an ambitious top-down vision with a radically more collaborative bottomup responsibility for innovation.”

en-gb	In thinking about a distinct strategic approach to post-16 digital learning in Wales, we have aimed to achieve this balance between ‘top-down vision’ and ‘bottom-up responsibility’. 
cy-gb	Wrth feddwl am ddull strategol penodol o ddysgu digidol ôl-16 yng Nghymru, rydym wedi ceisio cyflawni’r cydbwysedd hwn rhwng ‘gweledigaeth o’r brig i lawr’ a ‘chyfrifoldeb o’r gwaelod i fyny’. 

en-gb	Learning providers have been involved and provided their views and input throughout the development of this framework.
cy-gb	Mae darparwyr dysgu wedi cymryd rhan ac wedi rhoi eu barn a’u mewnbwn trwy gydol y broses o ddatblygu’r fframwaith hwn.

en-gb	Learning providers have told us that, although time has elapsed since FELTAG completed its work, in many ways the situation has not changed.  
cy-gb	Mae darparwyr dysgu wedi dweud wrthym, er bod amser wedi mynd heibio ers i FELTAG gwblhau ei waith, nid yw’r sefyllfa wedi newid ar lawer ystyr. 

en-gb	There are many individual examples of excellent and innovative practice within the sector, including lecturers and tutors who are ‘digital pioneers’, embracing the use of digital technology to enhance learners’ experiences. 
cy-gb	Mae llawer o enghreifftiau unigol o arfer rhagorol ac arloesol yn y sector, gan gynnwys darlithwyr a thiwtoriaid sy’n ‘arloeswyr digidol’, sy’n cofleidio defnyddio technoleg ddigidol i wella profiadau dysgwyr. 

en-gb	However, this approach is not consistent across the post-16 system, and there is no single, agreed vision for how digital technology should be used in post-16 learning.
cy-gb	Fodd bynnag, nid yw’r dull hwn yn gyson ar draws y system ôl-16, ac nid oes un weledigaeth gytûn ar gyfer sut dylid defnyddio technoleg ddigidol ym maes dysgu ôl-16.

en-gb	Since the FELTAG report was published, the need for a coherent vision for post-16 digital learning has become more pressing.  
cy-gb	Ers cyhoeddi’r adroddiad FELTAG, mae’r angen am weledigaeth gydlynol ar gyfer dysgu digidol ôl-16 wedi dod yn bwysicach.

en-gb	The Digital 2030 Ecosystem diagram (on page 9) illustrates the strategic and policy context in which this framework has been developed. 
cy-gb	Mae diagram Ecosystem Ddigidol 2030 (ar dudalen 9) yn dangos y cyd-destun strategol a pholisi y datblygwyd y fframwaith hwn ynddo. 

en-gb	A brief outline of some key policies relating to Digital 2030 is provided in the interactive version of this framework.
cy-gb	Darperir amlinelliad byr o rai polisïau allweddol yn ymwneud â Digidol 2030 yn fersiwn ryngweithiol y fframwaith hwn.

en-gb	Wellbeing of Future Generations 
cy-gb	Llesiant Cenedlaethau’r Dyfodol

en-gb	Digital 2030 will be implemented in accordance with the Wellbeing of Future Generations (Wales) Act 2015 five principles of working:
cy-gb	Gweithredir Digidol 2030 yn unol â phum egwyddor gweithio Deddf Llesiant Cenedlaethau’r Dyfodol (Cymru) 2015:

en-gb	taking a long-term  approach to achieving our aims, acknowledging that learners and learning providers are approaching this topic from different starting points, and will have different strengths, expertise and experiences
cy-gb	cymryd ymagwedd hirdymor  tuag at gyflawni ein nodau, gan gydnabod bod dysgwyr a  darparwyr dysgu yn mynd i’r afael â’r pwnc hwn o wahanol fannau cychwyn, a bydd ganddynt gryfderau, arbenigeddau a phrofiadau gwahanol

en-gb	appreciating that the effective use of digital tools and technologies offers opportunities to increase accessibility and flexibility for all (not just for users with recognised disabilities), and can provide relevant data to inform learning provider efforts to prevent  learner ‘drop-out’ and offer appropriate support
cy-gb	sylweddoli bod defnydd effeithiol o offer digidol a thechnolegau yn cynnig cyfleoedd i gynyddu hygyrchedd a hyblygrwydd i bawb (nid yn unig i ddefnyddwyr ag anableddau cydnabyddedig), a gallant ddarparu data perthnasol i lywio ymdrechion darparwyr dysgu i atal  dysgwyr rhag ‘gadael’ a chynnig cefnogaeth briodol

en-gb	increasing integration  with input on identified national priorities and actions from learning providers, key stakeholders and the Welsh Government
cy-gb	integreiddio  cynyddol gyda mewnbwn ar flaenoriaethau a chamau gweithredu cenedlaethol oddi wrth ddarparwyr dysgu, rhanddeiliaid allweddol a Llywodraeth Cymru

en-gb	encouraging collaboration  within the post16 sector to share good practice, experience and expertise, and to develop collaborative approaches and solutions 
cy-gb	annog cydweithredu  yn y sector ôl-16 i rannu arfer da, profiad ac arbenigedd, a datblygu dulliau ac atebion cydweithredol

en-gb	promoting the involvement  of learning provider staff and learners in designing, implementing, evaluating and reviewing the use of digital technology to support continual improvement 
cy-gb	hyrwyddo cyfranogiad  staff a dysgwyr darparwyr dysgu o ran cynllunio, gweithredu, gwerthuso ac adolygu’r defnydd o dechnoleg ddigidol i gefnogi gwelliant parhaus

en-gb	Digital 2030 supports all of the seven wellbeing goals, and the following wellbeing objectives :
cy-gb	Mae Digidol 2030 yn cefnogi pob un o’r saith nod llesiant, a’r amcanion llesiant canlynol :

en-gb	 Wellbeing objectives taken from Prosperity for All: 
cy-gb	 Amcanion llesiant wedi’u cymryd o Ffyniant i bawb - y strategaeth genedlaethol: 

en-gb	the national strategy – wellbeing statement (Welsh Government; 2017)
cy-gb	datganiad llesiant  (Llywodraeth Cymru; 2017)

en-gb	Support people and business to drive prosperity
cy-gb	Cefnogi pobl a busnesau i ysgogi ffyniant

en-gb	Drive sustainable growth and combat climate change
cy-gb	Ysgogi twf cynaliadwy a mynd i’r afael â’r newid yn yr hinsawdd

en-gb	Promote good health and wellbeing for everyone
cy-gb	Hyrwyddo iechyd da a llesiant i bawb

en-gb	Build healthier communities and better environments
cy-gb	Creu cymunedau mwy iach ac amgylcheddau gwell

en-gb	Support young people to make the most of their potential
cy-gb	Helpu pobl ifanc i wneud y mwyaf o’u potensial

en-gb	Build ambition and encourage learning for life
cy-gb	Datblygu uchelgais ac annog dysgu i fyw

en-gb	Equip everyone with the right skills for a changing world
cy-gb	Sicrhau bod gan bawb y sgiliau cywir ar gyfer byd sy’n newid

en-gb	Build resilient communities, culture and language
cy-gb	Datblygu cymunedau, diwylliant ac iaith sy’n gydnerth

en-gb	Deliver modern and connected infrastructure
cy-gb	Darparu seilwaith modern a chysylltiedig

en-gb	“[we want to see] learners and staff being confident digital citizens who are able to interact and collaborate digitally as technologies change and develop.”
cy-gb	“[rydym am weld] dysgwyr a staff yn ddinasyddion digidol hyderus sy’n gallu rhyngweithio a chydweithio’n ddigidol wrth i dechnolegau newid a datblygu.”

en-gb	FE institution
cy-gb	Sefydliad AB

en-gb	Introducing the Digital 2030 framework
cy-gb	Cyflwyno fframwaith Digidol 2030

en-gb	This strategic framework has been developed collaboratively by the Welsh Government, Jisc, and the post-16 sector, starting with an initial Welsh Government funded seminar hosted by Colleges Wales in March 2017 (which explored the feasibility of developing a digital strategy for further education in Wales).  
cy-gb	Datblygwyd y fframwaith strategol hwn ar y cyd gan Lywodraeth Cymru, Jisc, a’r sector ôl-16, gan ddechrau gyda seminar cychwynnol a ariannwyd gan Lywodraeth Cymru a gynhaliwyd gan Golegau Cymru ym mis Mawrth 2017 (a oedd yn archwilio dichonoldeb datblygu strategaeth ddigidol ar gyfer addysg bellach yng Nghymru).

en-gb	Input from learning provider staff at different levels and in different work areas within individual organisations has been important in establishing the overarching shared vision, aims and objectives that form the core of the framework.  
cy-gb	Mae mewnbwn gan staff darparwyr dysgu ar wahanol lefelau ac mewn gwahanol feysydd gwaith o fewn sefydliadau unigol wedi bod yn bwysig wrth sefydlu’r weledigaeth, y nodau a’r amcanion cyffredinol a rennir sy’n ffurfio craidd y fframwaith.

en-gb	The framework is clear that the use of digital technology is not an end in itself; 
cy-gb	Mae’r fframwaith yn glir nad yw defnyddio technoleg ddigidol yn ddiben ynddo’i hun; 

en-gb	technology needs to be used appropriately to support existing values and priorities, and to enhance learning experiences.  
cy-gb	mae angen defnyddio technoleg yn briodol i gefnogi gwerthoedd a blaenoriaethau presennol, ac i wella profiadau dysgu. 

en-gb	We are aware that individual providers delivering further education, work based learning and adult learning programmes will be approaching this framework from different starting points and in the context of different learner needs.  
cy-gb	Rydym yn ymwybodol y bydd darparwyr unigol sy’n cyflwyno rhaglenni addysg bellach, dysgu seiliedig ar waith a dysgu oedolion yn mynd at y fframwaith hwn o wahanol fannau cychwyn ac yng nghyd-destun anghenion dysgwyr gwahanol. 

en-gb	For these reasons, Digital 2030 is designed to be flexible, non-prescriptive, and can be customised and re-purposed by individual providers.  
cy-gb	Am y rhesymau hyn, mae Digidol 2030 wedi’i gynllunio i fod yn hyblyg, heb fod yn rhagnodol, a gall darparwyr unigol ei addasu a’i ail-lunio.

en-gb	This document is part of a package of material which will be developed as part of the Digital 2030 framework.  
cy-gb	Mae’r ddogfen hon yn rhan o becyn o ddeunydd a ddatblygir fel rhan o fframwaith Digidol 2030. 

en-gb	This package will be added to over time, in line with themes and priorities identified for the years leading up to 2030.
cy-gb	Ychwanegir at y pecyn hwn dros amser, yn unol â themâu a blaenoriaethau a nodir ar gyfer y blynyddoedd sy’n arwain at 2030.

en-gb	The initial package includes:
cy-gb	Mae’r pecyn cychwynnol yn cynnwys:

en-gb	an introductory video and poster
cy-gb	fideo rhagarweiniol a phoster

en-gb	an interactive online version of the framework, which also signposts additional information and support available to learning providers
cy-gb	fersiwn ar-lein rhyngweithiol o’r fframwaith, sydd hefyd yn cyfeirio gwybodaeth a chymorth ychwanegol sydd ar gael i ddarparwyr dysgu

en-gb	implementation guidance for post-16 learning providers
cy-gb	canllawiau gweithredu ar gyfer darparwyr dysgu ôl-16

en-gb	The framework is intended to:
cy-gb	Bwriad y fframwaith yw:

en-gb	articulate a clear, shared vision for our approach to digital learning in the post16 education and training sector in Wales, encouraging collaboration and sharing good practice;
cy-gb	Cyfleu gweledigaeth glir, gyffredin ar gyfer ein hymagwedd at ddysgu digidol yn y sector addysg a hyfforddiant ôl-16 yng Nghymru, gan annog cydweithredu a rhannu arfer da;

en-gb	identify current and future development priorities, expectations, and areas for development that can be addressed at provider, regional and national levels;
cy-gb	Nodi blaenoriaethau datblygu, disgwyliadau, a meysydd i’w datblygu ar hyn o bryd ac yn y dyfodol y gellir mynd i’r afael â nhw ar lefel darparwr, yn rhanbarthol ac yn genedlaethol;

en-gb	help to prioritise future investment of time and resources, nationally by the Welsh Government, strategically by key stakeholders and for individual learning providers; 
cy-gb	Helpu i flaenoriaethu buddsoddiad amser ac adnoddau yn y dyfodol, yn genedlaethol gan Lywodraeth Cymru, yn strategol gan randdeiliaid allweddol ac ar gyfer darparwyr dysgu unigol; 

en-gb	and
cy-gb	a

en-gb	highlight a need to increase the continuity of learning experiences and transition from compulsory to post-compulsory learning provision.
cy-gb	Tynnu sylw at yr angen i gynyddu parhad profiadau dysgu a throsglwyddo o ddarpariaeth ddysgu orfodol i addysg ôl-orfodol.

en-gb	“…we believe in Digital Innovation and the positive impact good use of technology can have on individuals in all walks of life, employers and the Welsh economy.”
cy-gb	“…rydym yn credu mewn Arloesi Digidol a’r effaith gadarnhaol y gall defnydd da o dechnoleg ei chael ar unigolion ym mhob cefndir, ar gyflogwyr ac ar economi Cymru.”

en-gb	WBL provider
cy-gb	Darparwr DSW

en-gb	Aims
cy-gb	Nodau

en-gb	The eight aims are intended to set an overall strategic direction for the post-16 sector as a whole to work towards by 2030. 
cy-gb	Bwriedir i’r wyth nod bennu cyfeiriad strategol cyffredinol y bydd modd i’r sector ôl-16 yn ei gyfanrwydd weithio tuag ato erbyn 2030. 

en-gb	These aims are based on a holistic view of the digital support required for the whole learner journey; 
cy-gb	Mae’r nodau hyn yn seiliedig ar farn gyfannol o’r cymorth digidol sydd ei angen ar gyfer taith y dysgwr; 

en-gb	including elements of leadership, business processes, security, and infrastructure that need to be in place to enable effective digital delivery.    
cy-gb	gan gynnwys elfennau o arweinyddiaeth, prosesau busnes, diogelwch, a seilwaith sydd angen bod yn eu lle er mwyn hwyluso darpariaeth ddigidol effeithiol.    

en-gb	Objectives and Actions
cy-gb	Amcanion a Chamau Gweithredu

en-gb	The six objectives provide a more detailed and practical breakdown of what needs to be put in place in order to reach the aims. 
cy-gb	Mae’r chwe amcan yn darparu dadansoddiad mwy manwl ac ymarferol o’r hyn sydd  angen ei roi ar waith er mwyn cyrraedd y nodau. 

en-gb	These objectives are structured to reflect the operational or functional areas within learning providers, in line with the outcome of sector workshops facilitated by Jisc.
cy-gb	Mae’r amcanion wedi’u strwythuro i adlewyrchu’r meysydd gweithredol neu swyddogaethol o fewn darparwyr dysgu, yn unol â chanlyniad gweithdai sector a hwyluswyd gan Jisc.

en-gb	To achieve these aims and objectives, actions will be required at a ‘national’ level (co-ordinated by the Welsh Government and/or by key stakeholders), ‘collaborative’ actions by learning providers, and actions at an ‘organisational’ level (co-ordinated by individual learning providers).  
cy-gb	Er mwyn cyflawni’r nodau a’r amcanion hyn, bydd angen gweithredu ar lefel ‘genedlaethol’ (wedi’i gydlynu gan Lywodraeth Cymru a/neu gan randdeiliaid allweddol), gweithredoedd ‘cydweithredol’ gan ddarparwyr dysgu, a chamau gweithredu ar lefel ‘sefydliadol’ (wedi’u cydlynu gan ddarparwyr dysgu unigol).

en-gb	Initial national actions for 2019 to 2021, and the proposed medium to longer term approach towards 2030, are set out in the implementation section.
cy-gb	Mae camau gweithredu cenedlaethol perthnasol ar gyfer 2019 i 2021, a’r ymagwedd arfaethedig yn y tymor canol i’r tymor hwy tuag at 2030, wedi’u nodi yn yr adran weithredu.

en-gb	14
cy-gb	14

en-gb	“The vision is ambitious and emphasises the importance of digital skills to the workforce at present and into the future”
cy-gb	“Mae’r weledigaeth yn uchelgeisiol ac yn pwyleisio pwysigrwydd sgiliau digidol i’r gweithlu ar hyn o bryd ac i’r dyfodol.”

en-gb	FE institution
cy-gb	Sefydliad AB

en-gb	Vision and aims
cy-gb	Gweledigaeth ac Amcanion

en-gb	Clear, nationally agreed standards for digital skills are in place to enable learners and staff to meet industry, private and public sector requirements, building on the digital competences developed during compulsory schooling
cy-gb	Safonau clir y cytunwyd arnynt yn genedlaethol ar gyfer sgiliau digidol yn eu lle i alluogi dysgwyr a staff i fodloni gofynion y diwydiant, y sector preifat a’r sector cyhoeddus, gan adeiladu ar y cymwyseddau digidol a ddatblygwyd yn ystod addysg orfodol

en-gb	Learning is enhanced through the use of technology, wherever it is appropriate and beneficial to the learner
cy-gb	Mae dysgu yn cael ei gyfoethogi trwy ddefnyddio technoleg, lle bynnag y mae’n briodol ac yn fuddiol i’r dysgwr

en-gb	The coherence and accessibility of digital learning is increased through a range of curriculum delivery methods that are appropriate to learner and employer needs, and offer learning opportunities in both the Welsh and English languages
cy-gb	Cynyddir cydlyniad a hygyrchedd dysgu digidol drwy amrywiaeth o ddulliau cyflwyno’r cwricwlwm sy’n briodol i anghenion dysgwyr a chyflogwyr, ac sy’n cynnig cyfleoedd dysgu yn y Gymraeg a’r Saesneg

en-gb	A safe and secure teaching and learning experience is enabled and managed for all learners and staff through provision of appropriate virtual and physical environments
cy-gb	Mae profiad addysgu a dysgu diogel a sicr yn cael ei roi ar waith a’i reoli ar gyfer yr holl ddysgwyr a staff trwy ddarparu amgylcheddau rhithwir a ffisegol priodol

en-gb	The benefits of digital technology, and possible barriers to their achievement, are understood by all staff including senior leaders
cy-gb	Mae’r holl staff, gan gynnwys uwch arweinwyr, yn deall manteision technoleg ddigidol, a rhwystrau posibl i’w cyflawni

en-gb	Continual improvement of the learner experience and business processes is supported through effective and innovative use of digital technology 
cy-gb	Darperir cefnogaeth ar gyfer gwella’n barhaus profiad y dysgwr a phrosesau busnes trwy ddefnydd effeithiol ac arloesol o dechnoleg ddigidol

en-gb	“The aims capture all elements to deliver an effective digital strategy…”WBL provider“Structured aims that are clear and provide direction on the digital agenda in Wales.”FE institution“The aims provide a clear direction for organisations which can be communicated to staff and learners alike.”
cy-gb	“Mae’r amcanion yn cipio pob elfen i gyflwyno strategaeth ddigidol effeithiol...”Darparwr DSW“Nodau strwythuredig sy’n glir ac yn rhoi cyfeiriad ar yr agenda ddigidol yng Nghymru.”Sefydliad AB“Mae’r nodau’n darparu cyfeiriad clir i sefydliadau y gellir eu cyfleu i staff a dysgwyr fel ei gilydd.”

en-gb	AL providerKey stakeholders
cy-gb	Darparwr DO16Rhanddeiliaid allweddol

en-gb	The chart below identifies key stakeholders who will be involved in achieving these aims and delivering the objectives, at a national and provider level. 
cy-gb	Mae’r siart isod yn nodi’r rhanddeiliaid allweddol a fydd yn rhan o’r gwaith o gyflawni’r nodau a’r amcanion, ar lefel genedlaethol ac ar lefel darparwyr. 

en-gb	17
cy-gb	17

en-gb	“It is important for organisations to have a clear vision for use of digital technology and a mechanism for implementing that vision.”
cy-gb	“Mae’n bwysig bod gan sefydliadau weledigaeth glir ynghylch defnyddio technoleg ddigidol ynghyd â mecanwaith i roi’r weledigaeth honno a’r waith.”

en-gb	FE institution
cy-gb	Sefydliad addysg bellach

en-gb	Objectives
cy-gb	Amcanion

en-gb	We recognise that many post-16 learning providers have already embraced digital learning, and some have structured plans or policies in place.  
cy-gb	Rydym yn cydnabod bod llawer o ddarparwyr dysgu ôl-16 eisoes wedi croesawu dysgu digidol, ac mae cynlluniau strwythuredig a pholisïau ar waith gan rai ohonynt. 

en-gb	Each learning provider will need to consider how their existing arrangements fit in with this framework, and identify their own individual starting points, needs and priorities.
cy-gb	Bydd angen i bob darparwr dysgu ystyried sut mae ei drefniadau presennol yn cyd-fynd â’r fframwaith hwn, a bydd angen iddynt nodi eu mannau cychwyn, eu hanghenion a’u blaenoriaethau unigol.

en-gb	These objectives are intended for use by learning providers in shaping, delivering and reviewing their own digital development plans. 
cy-gb	Bwriedir i’r amcanion hyn gael eu defnyddio gan ddarparwyr dysgu wrth lunio, cyflawni ac adolygu eu cynlluniau datblygu digidol eu hunain. 

en-gb	We encourage each learning provider to ensure that relevant objectives and priorities are incorporated into their organisational planning, in a way that is relevant, appropriate and practical for their own organisation.
cy-gb	Rydym yn annog pob darparwr dysgu i sicrhau bod amcanion a blaenoriaethau perthnasol yn cael eu cynnwys mewn gwaith cynllunio sefydliadol, mewn ffordd sy’n berthnasol, yn briodol ac yn ymarferol i’w sefydliad. 

en-gb	The objectives are structured to reflect the operational or functional areas within learning providers, in line with Jisc’s objective building workshops. 
cy-gb	Mae’r amcanion wedi’u strwythuro i adlewyrchu’r meysydd gweithredol neu swyddogaethol o fewn darparwyr dysgu, yn unol â gweithdai llunio amcanion Jisc. 

en-gb	Grouping the objectives into operational areas should assist learning providers to allocate practical responsibility for particular objectives within their organisations.  
cy-gb	Dylai grwpio’r amcanion yn ôl meysydd gweithredol helpu darparwyr dysgu i bennu cyfrifoldeb ymarferol am amcanion penodol o fewn eu sefydliadau. 

en-gb	It is, however, essential that the learning provider as a whole co-ordinates its activities, enables collaboration between staff working in different functional areas within the organisation, and ensures shared ownership of this framework. 
cy-gb	Fodd bynnag, mae’n hanfodol bod y darparwr dysgu yn ei gyfanrwydd yn cydgysylltu ei weithgareddau, yn galluogi cydweithredu rhwng staff sy’n gweithio mewn gwahanol feysydd swyddogaethol yn y sefydliad ac yn sicrhau cydberchenogaeth o’r fframwaith hwn.

en-gb	More information to support individual learning providers in addressing and implementing Digital 2030 is included in the separate online interactive guide and implementation guidance.
cy-gb	Mae rhagor o wybodaeth i gynorthwyo darparwyr dysgu unigol wrth fynd i’r afael â Digidol 2030, a’i roi ar waith, wedi’i chynnwys yn y canllaw rhyngweithiol a’r canllawiau gweithredu ar wahân sydd ar gael ar-lein.

en-gb	20
cy-gb	20

en-gb	1.1   Senior leaders have a clear vision and commitment to using digital technologies and digital channels to enhance learning and skills. 
cy-gb	1.1  Mae gan uwch-arweinwyr weledigaeth glir ac ymrwymiad i ddefnyddio technolegau digidol a sianeli digidol i wella dysgu a sgiliau. 

en-gb	1.2   Inclusivity, digital skills, and the use of technology and digital resources are included in core organisational policies.  
cy-gb	1.2   Mae cynwysoldeb, sgiliau digidol a’r defnydd o dechnoleg ac adnoddau digidol wedi’u cynnwys mewn polisïau sefydliadol craidd. 

en-gb	Policies are understood by staff and learners, and demonstrate clear lines of accountability for compliance with legal, security, safeguarding, accessibility and data protection requirements.
cy-gb	Mae staff a dysgwyr yn deall polisïau, ac maent yn dangos llinellau atebolrwydd clir o ran cydymffurfiaeth â gofynion cyfreithiol, diogelwch, diogelu, hygyrchedd a diogelu data. 

en-gb	1.3   Senior leaders and managers foster a culture of collaboration (within the organisation, and with other partners), enabling the effective use of expertise and resources to manage and improve the use of technology. 
cy-gb	1.3   Mae uwch-arweinwyr a rheolwyr yn meithrin diwylliant o gydweithredu (o fewn y sefydliad a chyda phartneriaid eraill), sy’n galluogi defnydd effeithiol o arbenigedd ac adnoddau i reoli a gwella’r defnydd o dechnoleg. 

en-gb	1.4   The appropriate use of digital technologies assists the organisation to evaluate and enhance the learner experience and related business processes (such as learner admissions, data management and reporting).
cy-gb	1.4   Mae defnydd priodol o dechnolegau digidol yn helpu’r sefydliad i werthuso a gwella profiadau dysgwyr a phrosesau busnes cysylltiedig (megis derbyn dysgwyr, rheoli data ac adrodd).

en-gb	Leadership and management
cy-gb	Arweinyddiaeth a rheolaeth

en-gb	1.5   Staff, learners and partners are empowered to take ownership of their use of digital technologies and encouraged to develop their digital skills within a positive, supportive organisational culture.
cy-gb	1.5   Mae staff, dysgwyr a phartneriaid wedi’u grymuso i dderbyn perchenogaeth o’u defnydd o dechnolegau digidol ac maent yn cael eu hannog i ddatblygu eu sgiliau digidol mewn diwylliant sefydliadol cadarnhaol a chefnogol.

en-gb	1.6   Appropriate processes, networks and channels are in place to facilitate and support the sharing of good practice relating to digital technologies and digital skills. 
cy-gb	1.6   Mae prosesau, rhwydweithiau a sianeli priodol ar waith i hwyluso a chefnogi’r gwaith o rannu arferion da o ran technolegau digidol a sgiliau digidol. 

en-gb	2.1  All learners achieve a level of digital skills appropriate to their learning programme and individual goals.
cy-gb	2.1   Mae’r holl ddysgwyr yn cyrraedd lefel o sgiliau digidol sy’n briodol i’w rhaglen ddysgu a’u nodau unigol.

en-gb	2.2   A diagnostic approach is used to assess learners’ digital skills, and as a baseline to measure their progress and outcomes.
cy-gb	2.2   Defnyddir dull diagnostig i asesu sgiliau digidol dysgwyr ac fel llinell sylfaen i fesur eu cynnydd a’u deilliannau.

en-gb	2.3   Appropriate digital technologies are used to enhance learning delivery, support assessment, and help staff respond to learners’ individual preferences, attitudes and abilities. 
cy-gb	2.3   Defnyddir technolegau digidol priodol i wella dulliau darparu dysgu, cefnogi asesiadau a helpu staff i ymateb i ddewisiadau, agweddau a galluoedd unigol dysgwyr. 

en-gb	2.4   Inclusive tools, technologies and systems are used appropriately to engage, support, stretch and challenge learners. 
cy-gb	2.4   Defnyddir offer, technolegau a systemau cynhwysol yn briodol i gefnogi, ymestyn a herio dysgwyr, ac ymgysylltu â nhw. 

en-gb	Curriculum delivery and assessment
cy-gb	Cyflwyno ac asesu’r cwricwlwm

en-gb	2.5  Staff are empowered to explore experimental and innovative approaches to digital learning, to evaluate and reflect on the outcomes, and to share good practice and lessons learnt.
cy-gb	2.5   Mae staff wedi’u grymuso i archwilio dulliau arbrofol ac arloesol o ran dysgu digidol, i werthuso a myfyrio ynghylch y deilliannau ac i rannu arferion da a’r gwersi a ddysgwyd. 

en-gb	2.6   Providers enable effective, accessible and inclusive teaching, learning, assessment and support through co-ordination of virtual and physical learning spaces. 
cy-gb	2.6   Mae darparwyr yn galluogi addysgu, dysgu, asesu a chymorth effeithiol, hygyrch a chynhwysol drwy gydgysylltu mannau dysgu rhithwir a ffisegol. 

en-gb	22
cy-gb	22

en-gb	Curriculum delivery and assessment Widening parcipaon and learning support
cy-gb	Curriculum delivery and assessment Ehangu cyfranogiad a chymorth dysgu

en-gb	3.1   Learners of all backgrounds and abilities can maximise their potential through the use of digital technology to increase flexibility and support independent learning.
cy-gb	3.1   Gall dysgwyr o bob cefndir a gallu gyflawni hyd eithaf eu potensial drwy ddefnyddio technoleg ddigidol i gynyddu hyblygrwydd a chefnogi dysgu annibynnol.

en-gb	3.2   Digital learning techniques, resources and diagnostic methods are used creatively to help overcome barriers to learner participation and success.
cy-gb	3.2   Defnyddir technegau dysgu digidol, adnoddau a dulliau diagnostig mewn ffordd greadigol i helpu i oresgyn rhwystrau i gyfranogiad a llwyddiant dysgwyr.

en-gb	3.3  Potential new learning platforms, tools and resources are assessed to ensure their accessibility and ease of use, taking into consideration bilingual needs. 
cy-gb	3.3   Mae platfformau dysgu, offer ac adnoddau newydd posibl yn cael eu hasesu i sicrhau eu bod yn hygyrch ac yn hawdd eu defnyddio, gan roi ystyriaeth i anghenion dwyieithog.

en-gb	3.4   Partnership working, including with specialist organisations, is used to support digital inclusion, accessibility and learner wellbeing.
cy-gb	3.4   Mae gweithio mewn partneriaeth, gan gynnwys gweithio gyda sefydliadau arbenigol, yn cael ei ddefnyddio i gefnogi cynhwysiant digidol, hygyrchedd a llesiant dysgwyr.

en-gb	3.5   Guidance and support is available to help staff to understand their responsibilities in using technology to widen access and support learners, taking account of online safety considerations and ensuring compliance with accessibility standards.
cy-gb	3.5   Mae arweiniad a chymorth ar gael i helpu staff i ddeall eu cyfrifoldebau o ran defnyddio technoleg i ehangu mynediad a chefnogi dysgwyr, gan roi ystyriaeth i ddiogelwch ar-lein a sicrhau cydymffurfiaeth â safonau hygyrchedd.

en-gb	3.6   Learners are supported in meeting their goals through the collection and analysis of information on their characteristics, attendance, progress and outcomes.
cy-gb	3.6   Mae dysgwyr yn cael eu cefnogi i gyflawni eu nodau drwy gasglu a dadansoddi gwybodaeth am eu priodoleddau, eu presenoldeb, eu cynnydd a’u deilliannau.

en-gb	Curriculum delivery and assessmentcommunity engagement Employer and
cy-gb	Curriculum delivery and assessment Ymgysylltu â chyflogwyr a chymunedau

en-gb	4.1   Learning providers maintain their awareness of relevant industry practices, and of current and emerging digital skills requirements, through consultation and partnerships with employers and communities.
cy-gb	4.1   Mae darparwyr dysgu yn cynnal eu hymwybyddiaeth ynghylch arferion perthnasol y diwydiant ac ynghylch y gofynion presennol o ran sgiliau digidol a’r rheiny sy’n dod i’r amlwg, drwy ymgynghori a drwy bartneriaethau â chyflogwyr a chymunedau. 

en-gb	4.2   Digitally-enabled learning delivery is designed to reflect industry practices and an awareness of current and emerging requirements for digital skills in the workplace.
cy-gb	4.2   Mae darpariaeth ddysgu sydd wedi’i galluogi’n ddigidol wedi’i chynllunio i adlewyrchu arferion y diwydiant ac ymwybyddiaeth ynghylch y gofynion presennol o ran sgiliau digidol yn y gweithle a’r rheiny sy’n dod i’r amlwg. 

en-gb	4.3   Learners are actively involved in evaluating the effectiveness of digital learning, and in designing and implementing improvements. 
cy-gb	4.3   Mae dysgwyr yn chwarae rhan weithredol wrth werthuso effeithiolrwydd dysgu digidol ac wrth gynllunio a gweithredu gwelliannau. 

en-gb	4.4   Learners understand the opportunities and risks associated with the use of technology, including online safety, responsible use of social media and online reputation management.  
cy-gb	4.4   Mae dysgwyr yn deall y cyfleoedd a’r risgiau sy’n gysylltiedig â defnyddio technoleg, gan gynnwys diogelwch ar-lein, defnydd cyfrifol o’r cyfryngau cymdeithasol a rheoli enw da ar-lein. 

en-gb	4.5   Learning providers consider relevant opportunities for learners to use, improve, and gain confidence in using Welsh language skills when designing and implementing new digital technologies.
cy-gb	4.5   Mae darparwyr dysgu yn ystyried cyfleoedd perthnasol i ddysgwyr ddefnyddio, gwella a magu hyder wrth ddefnyddio sgiliau Cymraeg wrth gynllunio a gweithredu technolegau digidol newydd.

en-gb	5.1   All staff have a clear understanding of their individual responsibilities for digital learning, wellbeing and online safety. 
cy-gb	5.1   Mae gan yr holl staff ddealltwriaeth glir o’u cyfrifoldebau unigol o ran dysgu digidol, llesiant a diogelwch ar-lein.  

en-gb	5.2   Access to appropriate professional learning opportunities develop staff confidence in the use of digital delivery techniques, and ability to identify suitable technologies, tools and devices to support their work.
cy-gb	5.2   Mae mynediad at gyfleoedd dysgu proffesiynol priodol yn datblygu hyder staff wrth ddefnyddio technegau cyflawni digidol, ynghyd â’u gallu i nodi technolegau, offer a dyfeisiau addas i gefnogi eu gwaith.

en-gb	5.3   Teaching staff are able to ensure that their use of learning technologies adds value to learners’ experiences through reflective practice. 
cy-gb	5.3   Mae staff addysgu yn gallu sicrhau bod eu defnydd o dechnolegau dysgu yn ychwanegu gwerth at brofiadau dysgwyr drwy ymarfer myfyriol. 

en-gb	Curriculum delivery and assessment
cy-gb	Curriculm delivery and assessment

en-gb	Staff development
cy-gb	Datblygu staff

en-gb	5.4   Staff enhance and update their digital competence through active participation in communities of practice, events and networks, both within and beyond their own organisation.
cy-gb	5.4   Mae staff yn gwella ac yn diweddaru eu cymhwysedd digidol drwy gymryd rhan weithredol mewn cymunedau maes, digwyddiadau a rhwydweithiau yn eu sefydliad eu hunain a thu hwnt.

en-gb	5.5   Digital innovators or ‘champions’ support the dissemination of best practice through coaching and mentoring colleagues.
cy-gb	5.5   Mae arloeswyr neu ‘hyrwyddwyr’ digidol yn cefnogi’r gwaith o ledaenu’r arferion gorau drwy hyfforddi a mentora cydweithwyr. 

en-gb	Curriculum delivery and assessment Staff developmentand infrastructure Enterprise systems 
cy-gb	Curriculum delivery and assessment Staff development Systemau a seilwaith menter

en-gb	6.1   Learner experiences are enhanced through high quality, engaging and accessible digital platforms, tools and services.
cy-gb	6.1   Mae profiadau dysgwyr yn cael eu cyfoethogi drwy blatfformau, offer a gwasanaethau digidol difyr a hygyrch o safon uchel.

en-gb	6.2   A safe, secure and resilient digital experience is provided for all learners and staff, complying with legal obligations and relevant standards (including accessibility). 
cy-gb	6.2   Mae profiad digidol diogel a chadarn yn cael ei ddarparu i’r holl ddysgwyr a staff, gan gydymffurfio â rhwymedigaethau cyfreithiol a’r safonau perthnasol (gan gynnwys hygyrchedd). 

en-gb	6.3   Administration and reporting activities are supported effectively by digital technology so that teaching staff are able to focus on learners’ needs. 
cy-gb	6.3   Mae gweithgareddau gweinyddu ac adrodd yn cael eu cefnogi’n effeithiol gan dechnoleg ddigidol fel bod staff addysgu yn gallu canolbwyntio ar anghenion dysgwyr.

en-gb	6.4   Collaboration with other organisations on digital technologies is encouraged to share information and expertise, avoid duplication, create efficiency savings, and address gaps in provision.
cy-gb	6.4   Anogir cydweithredu â sefydliadau eraill ynghylch technolegau digidol er mwyn rhannu gwybodaeth ac arbenigedd, osgoi dyblygu, creu arbedion effeithlonrwydd a mynd i’r afael â bylchau yn y ddarpariaeth.

en-gb	6.5   Financial investments in introducing and updating digital technologies are made as part of a strategic, planned approach to enhance learner support, skills and employability.
cy-gb	6.5   Gwneir buddsoddiadau ariannol o ran cyflwyno a diweddaru technolegau digidol fel rhan o ddull strategol a chynlluniedig o wella cymorth i ddysgwyr, sgiliau a chyflogadwyedd.

en-gb	6.6   Decisions on new digital systems and tools are informed by consultation with staff, learners and other users, and evaluated post-implementation to ensure that user needs are being met.
cy-gb	6.6   Mae penderfyniadau ynghylch systemau ac offer digidol newydd yn cael eu llywio gan weithgareddau ymgynghori â staff, dysgwyr a defnyddwyr eraill, a’u gwerthuso ar ôl eu gweithredu i sicrhau bod anghenion defnyddwyr yn cael eu diwallu.

en-gb	Implementation
cy-gb	Gweithredu

en-gb	The implementation of Digital 2030 will, of course, be influenced by a number of factors, including the availability of funding; 
cy-gb	Bydd nifer o ffactorau yn dylanwadu ar weithredu Digidol 2030 wrth gwrs, gan gynnwys y cyllid sydd ar gael; 

en-gb	qualification and curriculum changes; 
cy-gb	newidiadau mewn cymwysterau a chwricwlwm; 

en-gb	and the proposed post-compulsory education and training (PCET) reforms.  
cy-gb	a’r diwygiadau addysg a hyfforddiant ôl-orfodol (AHO) arfaethedig.

en-gb	A number of priorities have already been identified from learning provider feedback on the framework.  
cy-gb	Mae nifer o flaenoriaethau eisoes wedi’u nodi yn dilyn adborth darparwyr dysgu ar y fframwaith. 

en-gb	Given the swift pace of technological change, it is important that our national action plan can be responsive, reacting to changes and new priorities that may be identified during the ten year lifetime of this framework.
cy-gb	O ystyried pa mor gyflym mae technoleg yn newid, mae’n bwysig sicrhau bod modd i’n cynllun gweithredu cenedlaethol fod yn ymatebol, gan ymateb i newidiadau a blaenoriaethau newydd a fydd o bosibl yn cael eu pennu yn ystod  oes deng mlynedd y fframwaith hwn.

en-gb	National actions to be undertaken during 20192021 have been identified below.  
cy-gb	Nodwyd camau gweithredu cenedlaethol i’w cyflawni yn ystod 2019-2021 isod. 

en-gb	The outcomes from these initial actions, and evidence gathering activity during this period, will inform future planning.
cy-gb	Bydd canlyniadau’r camau cychwynnol hyn, a gweithgaredd casglu tystiolaeth yn ystod y cyfnod hwn, yn llywio cynllunio yn y dyfodol.

en-gb	The initial period: 
cy-gb	Y cyfnod cychwynnol: 

en-gb	2019-2021
cy-gb	2019-2021

en-gb	FE institutions, WBL providers and AL providers are asked to:
cy-gb	Gofynnir i sefydliadau AB, darparwyr DSW a darparwyr DO:

en-gb	ensure that there is a clear commitment from senior leaders to using digital technology effectively, safely and inclusively to support teaching and learning in Welsh, English and bilingually;
cy-gb	Sicrhau bod ymrwymiad clir gan uwch arweinwyr i ddefnyddio technoleg ddigidol yn effeithiol, yn ddiogel ac yn gynhwysol i gefnogi addysgu a dysgu yn Gymraeg, Saesneg ac yn ddwyieithog;

en-gb	communicate the Digital 2030 vision to relevant individuals within the learning provider organisation (including staff, managers, governors and learners);
cy-gb	Cyfleu gweledigaeth Digidol 2030 i unigolion perthnasol o fewn sefydliad y darparwr dysgu (gan gynnwys staff, rheolwyr, llywodraethwyr a dysgwyr);

en-gb	establish clear responsibilities for implementation within the provider and regular internal monitoring, reporting and evaluation arrangements;
cy-gb	Sefydlu cyfrifoldebau clir o fewn y darparwr ar gyfer gweithredu a threfniadau monitro, adrodd a gwerthuso mewnol rheolaidd;

en-gb	review any existing strategies or policies to reflect the Digital 2030 vision, aims and objectives; 
cy-gb	Adolygu unrhyw strategaethau neu bolisïau presennol i adlewyrchu gweledigaeth, nodau ac amcanion Digidol 2030; 

en-gb	or (if learning providers do not have existing strategies in place) consider using this framework as a basis for developing new digital learning strategies;
cy-gb	neu (os nad oes gan  ddarparwyr dysgu strategaethau sy’n bodoli eisoes) ystyried defnyddio’r fframwaith hwn fel sail ar gyfer datblygu strategaethau dysgu digidol newydd;

en-gb	•  ensure that each organisation identifies its own starting point in relation to the framework, and agrees its own internal priorities.
cy-gb	•  Sicrhau bod pob sefydliad yn nodi ei fan cychwyn ei hun mewn perthynas â’r fframwaith, ac yn cytuno ar ei flaenoriaethau mewnol ei hun.

en-gb	Most learning providers have already begun these processes, and many are already well advanced.  
cy-gb	Mae’r rhan fwyaf o ddarparwyr dysgu eisoes wedi dechrau’r prosesau hyn, ac mae llawer eisoes wedi cymryd camau breision ymlaen. 

en-gb	We do not intend to establish regular arrangements for monitoring the inclusion of Digital 2030 in providers’ own documentation, but may ask to see relevant documentation (or a sample of documentation from selected providers) as part of monitoring and reporting activities at key points.
cy-gb	Nid ydym yn bwriadu sefydlu trefniadau rheolaidd ar gyfer monitro cynnwys Digidol 2030 yn nogfennau’r darparwyr eu hunain, ond efallai y byddwn yn gofyn am weld dogfennau perthnasol (neu sampl o ddogfennaeth gan ddarparwyr dethol) fel rhan o weithgareddau monitro ac adrodd ar bwyntiau allweddol.

en-gb	The following national actions will be undertaken during this initial two year period.
cy-gb	Cynhelir y camau cenedlaethol canlynol yn ystod y cyfnod cychwynnol o ddwy flynedd.

en-gb	National action:
cy-gb	Gweithredu cenedlaethol:

en-gb	Communicating about Digital 2030
cy-gb	Cyfathrebu am Ddigidol 2030

en-gb	Implementation guidance is provided as part of the Digital 2030 framework.  
cy-gb	Darperir canllawiau gweithredu fel rhan o’r fframwaith Digidol 2030. 

en-gb	The introductory video will be made available for use by stakeholders and internal use by nominated Digital 2030 leads within learning provider organisations.  
cy-gb	Bydd y fideo rhagarweiniol ar gael i’w ddefnyddio gan randdeiliaid ac at ddefnydd mewnol trwy arweinwyr Digidol 2030 enwebedig o fewn sefydliadau darparwyr dysgu.

en-gb	A virtual network for Digital 2030 leads will be created on the Hwb platform (see page 30).
cy-gb	Bydd rhwydwaith rhithwir ar gyfer arweinwyr Digidol 2030 yn cael ei greu ar blatfform Hwb (gweler tudalen 30).

en-gb	Working with Regional Skills Partnerships to communicate with employers regarding Digital 2030 and to assist providers in increasing their awareness of current and emerging skills requirements from employers.
cy-gb	Gweithio gyda Phartneriaethau Sgiliau Rhanbarthol i gyfathrebu â chyflogwyr ynghylch Digidol 2030 a chynorthwyo darparwyr i gynyddu eu hymwybyddiaeth o ofynion sgiliau cyfredol gan gyflogwyr a rhai sy’n dod i’r amlwg.

en-gb	Hwb 
cy-gb	Hwb 

en-gb	hwb.gov.wales
cy-gb	hwb.llyw.cymru

en-gb	Hwb is a Welsh Government funded    bilingual platform hosting a national    collection of tools and resources to support   education in Wales.  
cy-gb	Mae Hwb yn blatfform dwyieithog a ariennir   gan Lywodraeth Cymru sy’n cynnal casgliad   cenedlaethol o offer ac adnoddau i gefnogi   addysg yng Nghymru. 

en-gb	A number of published   resources on Hwb can be accessed without   an account, but registered users receive   access to additional tools and content.  
cy-gb	Gellir cyrchu nifer o   adnoddau cyhoeddedig ar Hwb heb gyfrif,   ond mae defnyddwyr cofrestredig yn cael   mynediad at offer a chynnwys ychwanegol.   

en-gb	Hwb   can be used at any time, and from range of   web-enabled devices.
cy-gb	Gellir defnyddio Hwb ar unrhyw adeg, ac o   amrywiaeth o ddyfeisiau y gellir eu    gweithredu ar y we. 

en-gb	We are developing a new area of Hwb dedicated to the post-16 sector, with topics, resources and communities of practice that are directly relevant to the sector.  
cy-gb	Rydym yn datblygu adran newydd o Hwb   sy’n unswydd ar gyfer y sector ôl-16, gyda   phynciau, adnoddau a chymunedau ymarfer   sy’n uniongyrchol berthnasol i’r sector.

en-gb	National action:  
cy-gb	Gweithredu cenedlaethol:  

en-gb	Encouraging collaboration, networking and good practice sharing
cy-gb	Annog cydweithio, rhwydweithio a rhannu arferion da

en-gb	The Welsh Government is extending access to the Hwb platform for post-16 learning provider staff.  
cy-gb	Mae Llywodraeth Cymru yn ymestyn mynediad i blatfform Hwb ar gyfer staff darparwyr dysgu ôl-16. 

en-gb	A phased rollout programme commenced in April 2019.  
cy-gb	Dechreuodd rhaglen gyflwyno fesul cam ym mis Ebrill 2019. 

en-gb	The Hwb platform offers features to support professional networking and virtual communities of practice; 
cy-gb	Mae platfform Hwb yn cynnig nodweddion i gefnogi rhwydweithio proffesiynol a chymunedau ymarfer rhithwir; 

en-gb	and the sharing of good practice and resources.  
cy-gb	a rhannu arfer da ac adnoddau. 

en-gb	We want it to be used by learning providers to share information and ideas, around Digital 2030 and a wide range of other topics. 
cy-gb	Rydym am iddo gael ei ddefnyddio gan ddarparwyr dysgu i rannu gwybodaeth a syniadau, o gwmpas Digidol 2030 ac ystod eang o bynciau eraill. 

en-gb	National action: 
cy-gb	Gweithredu cenedlaethol:

en-gb	Digital learning resources
cy-gb	Adnoddau dysgu digidol

en-gb	Post-16 learning provider staff will be able to access digital learning resources on the Hwb platform as a result of this rollout programme.  
cy-gb	Bydd staff darparwyr dysgu ôl-16 yn gallu cael gafael ar adnoddau dysgu digidol ar blatfform Hwb o ganlyniad i’r rhaglen gyflwyno hon. 

en-gb	Activities designed to share good practice regarding the creation of digital learning resources, and to highlight relevant considerations (such as accessibility, designing resources for different learning styles etc) will be supported by the Welsh Government. 
cy-gb	Bydd gweithgareddau a gynlluniwyd i rannu arfer da o ran creu adnoddau dysgu digidol, ac i dynnu sylw at ystyriaethau perthnasol (fel hygyrchedd, dylunio adnoddau ar gyfer gwahanol arddulliau dysgu ac ati) yn cael eu cefnogi gan Lywodraeth Cymru.

en-gb	National action:  
cy-gb	Gweithredu cenedlaethol:  

en-gb	Standards
cy-gb	Safonau

en-gb	During consultation on Digital 2030, learning providers told us that Aim 1 poses a significant challenge, and that clear, up-to-date digital standards for staff and learners are needed.  
cy-gb	Yn ystod yr ymgynghoriad ar Digidol 2030, dywedodd darparwyr dysgu wrthym fod Nod 1 yn her sylweddol, a bod angen safonau digidol clir, cyfoes ar gyfer staff a dysgwyr. 

en-gb	This is a priority area which we will be considering, with the steering group and Jisc, during 2019-20, with a view to setting up a workstream to develop digital standards.
cy-gb	Mae hwn yn faes blaenoriaeth y byddwn yn ei ystyried, gyda’r grŵp llywio a Jisc, yn ystod 2019-20, gyda’r bwriad o sefydlu ffrwd waith i ddatblygu safonau digidol.

en-gb	National action:  
cy-gb	Gweithredu cenedlaethol:  

en-gb	Professional learning and staff skills
cy-gb	Dysgu proffesiynol a sgiliau staff

en-gb	We are undertaking a scoping study to inform the development of a post-16 professional learning strategy, including initial practitioner qualifications and ongoing professional development.  
cy-gb	Rydym yn cynnal astudiaeth gwmpasu i lywio datblygiad strategaeth dysgu proffesiynol ôl-16, gan gynnwys cymwysterau cychwynnol ymarferwyr a datblygiad proffesiynol parhaus. 

en-gb	Digital skills is one of the key themes being explored in this study, which will report during 2019.  
cy-gb	Mae sgiliau digidol yn un o’r themâu allweddol sy’n cael eu harchwilio yn yr astudiaeth hon, a fydd yn adrodd yn ystod 2019. 

en-gb	We anticipate that the study’s outcomes will include recommendations on reforming the PGCE (Further Education) and other practitioner qualifications, and that this will involve a specific focus on digital skills and pedagogy.
cy-gb	Rydym yn rhagweld y bydd canlyniadau’r astudiaeth yn cynnwys argymhellion ar ddiwygio’r cymwysterau TAR (Addysg Bellach) a chymwysterau ymarferwyr eraill, ac y bydd hyn yn cynnwys ffocws penodol ar sgiliau digidol ac addysgeg.

en-gb	Prioritising Welsh Government funding and support: 
cy-gb	Blaenoriaethu cyllid a chefnogaeth Llywodraeth Cymru: 

en-gb	Jisc
cy-gb	Jisc

en-gb	The Welsh Government provides annual grant funding to Jisc, to support the post-16 sector in Wales.  
cy-gb	Mae Llywodraeth Cymru yn darparu cyllid grant blynyddol i Jisc, i gefnogi’r sector ôl-16 yng Nghymru. 

en-gb	During this period, we intend that Jisc’s support for the post-16 sector will become more closely aligned to the implementation of the framework.  
cy-gb	Yn ystod y cyfnod hwn, bwriadwn y bydd cefnogaeth Jisc i’r sector ôl-16 yn cyd-fynd yn agosach â gweithredu’r fframwaith.

en-gb	Monitoring progress and assessing impact 
cy-gb	Monitro cynnydd ac asesu effaith 

en-gb	The Digital 2030 Steering Group will continue to advise on the development of this framework, and to monitor its implementation.  
cy-gb	Bydd Grŵp Llywio Digidol 2030 yn parhau i gynghori ar ddatblygiad y fframwaith hwn, ac i fonitro ei weithrediad. 

en-gb	The Steering Group will also support communication between the Welsh Government and learning providers, and will help to enable effective interactions between stakeholders.  
cy-gb	Bydd y Grŵp Llywio hefyd yn cefnogi cyfathrebu rhwng Llywodraeth Cymru a darparwyr dysgu, a bydd yn helpu i alluogi rhyngweithiadau effeithiol rhwng rhanddeiliaid.

en-gb	An early piece of work will be to identify which existing information is available that could be used to measure progress towards the Digital 2030 aims, so that any gaps can be identified and addressed.
cy-gb	Darn cynnar o waith fydd nodi pa wybodaeth sydd ar gael ar hyn o bryd y gellid ei defnyddio i fesur cynnydd tuag at nodau Digidol 2030, fel y gellir adnabod ac ymdrin ag unrhyw fylchau.

en-gb	We will work with Jisc to identify this key data and to establish a baseline against which future progress can be measured.  
cy-gb	Byddwn yn gweithio gyda Jisc i nodi’r data allweddol hwn ac i sefydlu gwaelodlin y gellir mesur cynnydd yn y dyfodol yn ei erbyn.

en-gb	31
cy-gb	31

en-gb	We are anticipating undertaking a mid-term review to evaluate the progress that has been made towards the Digital 2030 aims, and to consider refreshing the content of the framework to ensure that it still reflects our aspirations for post-16 digital learning.
cy-gb	Rydym yn rhagweld cynnal adolygiad canol tymor i werthuso’r cynnydd a wnaed tuag at nodau Digidol 2030, ac i ystyried adnewyddu cynnwys y fframwaith i sicrhau ei fod yn dal i adlewyrchu ein dyheadau ar gyfer dysgu digidol ôl-16.

en-gb	We welcome feedback, questions and suggestions on all aspects of Digital 2030.  
cy-gb	Rydym yn croesawu adborth, cwestiynau ac awgrymiadau ar bob agwedd ar Ddigidol 2030. 

en-gb	Please send these to post16quality@gov.wales .
cy-gb	Anfonwch e-bost at post16quality@llyw.cymru .