Translate the text from English to Welsh.



 
Delivering an education system that is a source of national pride and public confidence is a key part of Our National Mission. To achieve this, governing bodies play a fundamental role as the first line of the accountability for their schools and communities providing the necessary challenge and support for headteachers to lead their schools effectively. 


In November 2016, a consultation on proposals intended to revise and simplify the school governance and staffing regulatory framework was launched. The consultation proposed appointing governors according to their skills, giving governing bodies the flexibility to make their own decisions about their constitution and the membership to meet the particular needs of their school. There was a very high response rate to the consultation, with over 400 replies to a complex document, which asked more than 80 questions. The analysis of the consultation replies has confirmed a high degree of support for some of the key proposals. For instance, there was a strong consensus for skills\-based governing bodies, although there were concerns that this was not adequately defined.


There was support to change regulations around the composition of governing bodies, but there no clear consensus on what this might be. I asked officials to test these findings with stakeholders and to resolve them, but it is clear that there is little agreement for a way forward. Given the constraints already upon the legislative programme, and the time such a process can take, I am unconvinced that further legislation is the answer. Instead, I want to use Government time and resources to take immediate action.


Firstly, I have asked my officials to support local authorities in conjunction with their regional consortia to ensure all governing bodies are fully up\-to\-date on curriculum reform. We will complement the local authorities’ own statutory requirements to support governors to carry out their roles by providing information on the coming changes. I have also asked my officials to produce a termly bulletin for governing bodies on the latest progress in delivering Our National Mission. 


Secondly, I have asked my officials to ensure that the National Approach to Professional Learning includes resources aimed at school governors. We will be producing digital resources later this year for that very purpose and I will be making a further announcement on those resources in due course. 


Thirdly, I am pleased to draw attention to the work that the Welsh Higher Education sector are doing to support school governance. The Higher Education Funding Council Wales (HEFCW) are funding the Open University (OU) in Wales, Cardiff University and Wrexham Glyndŵr University are working collaboratively to support governors through sharing ideas, best practice and opportunities for collaboration. This is, in part, a response to my challenge to the HE sector on civic engagement and to work more closely with schools. They are keen to work with the Education Consortia, Association of Directors of Education in Wales (ADEW) and relevant Regional Skills and Reaching Wider Partnerships. 


The OU in Wales will work with partners, including local authorities, to create a programme of learning relevant to the needs of school governors in Wales. This will be available online on OpenLearn and the bilingual OpenLearn Cymru platforms. School governors will be able to access this programme at any time or place, adding a flexible resource to existing mandatory training support offered by local authorities.


Cardiff University will also be developing a school governors’ recruitment scheme which aims to increase the number of university staff volunteering to serve as school governors.


Meanwhile, Wrexham Glyndwr University is to pilot a short course, ‘Introduction to Systems Leadership’ module, with a number of Governors and key school leaders across North Wales by Summer 2019\.  The programme is unique in its design – it has been co\-created by organisations from across the public, private and third sectors to ensure that it addresses the opportunities and challenges that a whole\-system approach can bring to tackling complex issues.


Finally, I believe that there is a wealth of talent in Wales that would be willing to give their time and support in governing bodies. Organisations such as CBI, HEIs and Parentkind have offered their help to attract such talent. I have asked officials to work with these organisations to support local and regional governor recruitment campaigns. 


A copy of the consultation summary document is available on the Welsh Government’s website:


https://gov.wales/consolidation\-and\-revision\-school\-governance\-regulatory\-framework\-wales







Translation:


 
Mae cyflwyno system addysg sy’n destun hyder a balchder cenedlaethol yn rhan allweddol o Genhadaeth ein Cenedl. I gyflawni hynny, mae cyrff llywodraethu'n chwarae rôl hanfodol fel llinell gyntaf atebolrwydd i'w hysgolion a'u cymunedau; gan roi'r her a'r cymorth sydd eu hangen ar benaethiaid i arwain eu hysgolion yn effeithiol. 


Ym mis Tachwedd 2016, cafodd ymgynghoriad ei lansio ar gynigion a oedd i fod i adolygu a symleiddio fframwaith rheoleiddio llywodraethu a staffio ysgolion. Roedd yr ymgynghoriad wedi cynnig penodi llywodraethwyr yn ôl eu sgiliau, gan roi'r hyblygrwydd i gyrff llywodraethu wneud penderfyniadau eu hunain am eu cyfansoddiad a'u haelodaeth i ddiwallu anghenion penodol eu hysgolion. Cafwyd cyfradd ymateb uchel iawn i'r ymgynghoriad, gyda dros 400 o ymatebion i ddogfen gymhleth a oedd yn gofyn mwy na 80 o gwestiynau. Mae'r dadansoddiad o'r ymatebion i'r ymgynghoriad wedi cadarnhau lefel uchel o gefnogaeth i rai o'r cynigion allweddol. Er enghraifft, bu consensws cadarn o blaid cyrff llywodraethu sy'n seiliedig ar sgiliau. Ond roedd pryderon ynghylch y ffaith nad oedd hynny wedi'u diffinio'n ddigonol.


Derbyniwyd cefnogaeth i newid rheoliadau sy'n ymwneud â chyfansoddiad cyrff llywodraethu, ond nid oes unrhyw gonsensws clir o ran sut y gellid newid eu cyfansoddiad. Gofynnais i'm swyddogion gynnal trafodaethau â rhanddeiliaid i archwilio'r canfyddiadau hynny a'u datrys, ond mae'n amlwg nad ydynt wedi cytuno ar ffordd ymlaen. O ystyried y cyfyngiadau sydd eisoes wedi'u rhoi ar y rhaglen ddeddfwriaethol, a'r amser y gall proses o'r fath ei gymryd, nid wyf o'r farn mai deddfwriaeth ychwanegol yw'r ateb. Yn lle hynny, rwy am ddefnyddio amser ac adnoddau'r Llywodraeth i gymryd camau ar unwaith.


Yn gyntaf, rwy wedi gofyn i'm swyddogion gefnogi awdurdodau lleol ar y cyd â'u consortia rhanbarthol i sicrhau bod pob corff llywodraethu yn meddu ar yr wybodaeth ddiweddaraf ar waith diwygio'r cwricwlwm. Byddwn yn ategu gofynion statudol awdurdodau lleol i gefnogi llywodraethwyr i ymgymryd â'u rolau drwy ddarparu gwybodaeth ar y newidiadau sy'n dod. Rwy hefyd wedi gofyn i'm swyddogion gynhyrchu bwletin tymhorol ar gyfer cyrff llywodraethu ar y cynnydd diweddaraf wrth gyflwyno Cenhadaeth ein Cenedl. 


Yn ail, rwy wedi gofyn i'm swyddogion sicrhau bod y Dull Cenedlaethol o Ddysgu Proffesiynol yn cynnwys adnoddau sydd wedi'u hanelu at lywodraethwyr ysgolion. Byddwn yn cynhyrchu adnoddau digidol yn nes ymlaen eleni at y diben penodol hwnnw, a byddaf yn gwneud cyhoeddiad arall ar yr adnoddau hynny maes o law. 


Yn drydydd, rwy'n falch i roi sylw i'r gwaith y mae'r sector Addysg Uwch yng Nghymru yn ei wneud i gefnogi llywodraethu ysgolion. Mae Cyngor Cyllido Addysg Uwch Cymru (CCAUC) yn rhoi cymorth ariannol i'r Brifysgol Agored yng Nghymru. Ac mae Prifysgol Caerdydd a Phrifysgol Glyndŵr Wrecsam  yn gweithio ar y cyd i gefnogi llywodraethwyr drwy rannu syniadau, arferion gorau a chyfleoedd i gydweithio. Mae hynny, yn rhannol, yn ymateb i'r her a roddais i'r sector Addysg Uwch mewn perthynas â meithrin cysylltiadau dinesig a chydweithio'n agosach ag ysgolion. Maent yn awyddus i gydweithio â'r Consortia Addysg, Cymdeithas Cyfarwyddwyr Addysg Cymru (CCAC) a Phartneriaethau perthnasol fel Sgiliau Rhanbarthol ac Ymgyraedd yn Ehangach. 


Bydd y Brifysgol Agored yng Nghymru'n cydweithio â phartneriaid, gan gynnwys awdurdodau lleol, i greu rhaglen dysgu sy'n berthnasol i anghenion llywodraethwyr yng Nghymru. Bydd honno ar gael ar\-lein ar blatfform OpenLearn a phlatfform OpenLearn Cymru dwyieithog. Gall llywodraethwyr ysgolion ddefnyddio'r rhaglen honno ar unrhyw adeg ac yn unrhyw le, sy'n ychwanegu adnodd hyblyg at y cymorth hyfforddi gorfodol sydd ar gael a gynigir gan awdurdodau lleol.


Bydd Prifysgol Caerdydd hefyd yn datblygu cynllun i recriwtio llywodraethwyr i ysgolion sy'n anelu at gynyddu nifer y staff mewn prifysgolion sy'n gwirfoddoli i wasanaethu fel llywodraethwyr ysgolion.


Yn y cyfamser, bydd Prifysgol Glyndŵr Wrecsam yn treialu cwrs byr, sef modiwl 'Cyflwyniad i Arweinyddiaeth Systemau', ar nifer o lywodraethwyr ac arweinwyr allweddol mewn ysgolion ar draws Gogledd Cymru erbyn haf 2019\.  Mae'r rhaglen yn un unigryw o ran ei chynllun – cafodd ei chreu ar y cyd gan sefydliadau ar draws y sectorau cyhoeddus, preifat a'r trydydd sector i sicrhau ei bod yn ymdrin â'r cyfleoedd a'r heriau y mae dull system gyfan yn eu hamlygu wrth fynd i'r afael â materion cymhleth. 


Yn olaf, rwy o'r farn bod digonedd o dalent yng Nghymru a fyddai'n fodlon rhoi o'u hamser a chynnig eu cefnogaeth i gyrff llywodraethu. Mae sefydliadau fel Cydffederaswin Diwydiant Prydain, Sefydliadau Addysg Uwch a Parentkind wedi cynnig eu help i ddenu talent o'r fath. Rwy wedi gofyn i'm swyddogion gydweithio â'r sefydliadau hynny i gefnogi ymgyrchoedd i recriwtio llywodraethwyr lleol a rhanbarthol. 


Ceir copi o grynodeb o'r ymgynghoriad ar wefan Llywodraeth Cymru:


**https://llyw.cymru/diwygio\-chydgrynhoir\-fframwaith\-rheoleiddio\-llywodraethu\-ysgolion\-yng\-nghymru**