Translate the text from English to Welsh.



 
### Introduction


Diolch yn fawr Dylan.


Many thanks to Yr Athrofa for hosting this evening’s event as part of your seminar programme.


You are making a significant contribution to the current and future success of education in Wales.


Not only by training our future teachers and leaders, but by encouraging debate and discussion in how we move forward together. We truly need more of that.


It’s great to be here at Tramshed Tech.


Its mission to promote collaboration within the tech and creative industries \- supporting a co\-working community \- is also one that I want to see flourish in education.


### Context


My – and the Government’s – driving purpose in education reform is that we raise standards for all and reduce the attainment gap.


We don’t write off anyone, or anywhere.


High expectations –with the right support, at the right time – for all students, schools and settings.


But that doesn’t mean that we don’t recognise differences.


Within a thriving and equitable public service education system, we must deepen collaboration and co\-operation.


Successful co\-operation which delivers for learners, teachers and the sector is one that brings different experiences, communities and missions together.


So, this evening, I want to share with you some thoughts on the Welsh Way.


How we partner equity with excellence, within a renewed commitment to public service education.


* How we must work harder not to leave anyone behind.
* How we can continue to promote different ways of school organisation and improvement.
* How we must, across our system, recognise differentiation as a positive \- with equal but different contributions to the national mission.


### Culture


Andres Schleicher of the OECD says that “student achievements should reflect their abilities and efforts, not their personal circumstances.”


I couldn’t agree more.


It’s why in opposition I worked with Government to secure the Pupil Development Grant.


And why now in Government I have expanded and extended it.


But it’s not just about an extra £93 million a year \- £400 million since 2012 \- essential as that is.


It’s about culture.


In Estonia and Japan, the most disadvantaged 20% of students do as well as the average student in the rest of the OECD.


And they perform better than the most advantaged students in 20 other OECD economies.


According to Andres, the answer is uncomplicated. He says that:


“They set high and universal expectations for all students.


They keep an unwavering focus on great teaching.


They target resources on struggling students and schools.


And they stick with coherent, long\-term strategies.”


Those of you here who are familiar with our national action plan will hopefully recognise those objectives now also drive Wales’s reforms.


### Tough decisions and no\-one left behind


Having a relentless focus on standards, great teaching and high expectations for all, does mean taking some tough decisions.


And we’ve made plenty of those recently.


Correct calls that challenge examples of lower expectations and writing off cohorts of students.


We’ve moved away from the practice of GCSE early entry, which meant many students banking a C grade when they could have achieved so much more.


We’ve moved away from whole cohorts – particularly those from more disadvantaged backgrounds \- studying for BTEC Science, and we now have nearly 70% of schools entering learners for all three science GCSEs.  Yes this had an effect on the most recent results \- but it’s also the right thing to do.


We’ve addressed the oversight of failing to stretch our more able – from whatever background – by investing £3m in a new programme, building on the Seren network.


As the educationalist and author of Cleverlands, Lucy Crehan has said:


“The most successful education systems around the world are those that aim to hold all children to higher standards.”


Through our work with the OECD, and with others through the Atlantic Rim Collaboratory, we are in the international mainstream.


It is England that is an outlier: its infatuation with grammar schools for example.


Quite simply, they are making a conscious decision to write off a significant proportion of pupils.


In fact, Lucy Crehan goes further and says that the whole rationale for grammar schools is to:


“Offer a refuge for those poor children that do have academic potential, by letting them leave the others behind.”


Some might say ‘that’s life’ \- that we need to pick winners and losers at 11 years of age.


That is not the culture that I will allow to take hold in Wales.


By believing in a non\-selective comprehensive system, I admit that we are setting ourselves a challenge.


But it is a challenge with a moral conviction.


As a small country, we can’t leave anyone behind.


We just can’t afford to leave anyone behind.


And being small means we should, and can, address this.


### Mixed Economy Summary


In setting high expectations for all, we recognise that learners and providers need different levels of support.


We may not spend most of our time and energy discussing structures, as happens across the border – but that doesn’t mean we prescribe the same solution for all. Quite the opposite.


A progressive comprehensive system is a system that suits each and every learner’s needs and requirements in their education journey.


We recognise there will be local and regional differences.


And within a connected, collaborative and self\-improving system that is strength not a weakness.


Welsh medium, English medium and bilingual schools;


Large urban comprehensives and federated rural schools;


School based sixth forms, FE colleges and training providers;


An increasing number of through schools; and


Research\-intensive universities and more locally\-focused employer\-engaged institutions.


### Sixth forms and TERCW


Before moving on, I want to focus briefly on sixth forms and our technical consultation on post\-compulsory education and training to be published next week.


I can confirm that we are proposing that sixth form provision will be in the remit of our new tertiary education and research commission.


As a believer in a mixed economy of post\-16 provision, let me be clear that I am, always have and always will be, a supporter of sixth forms.


However we need greater coherence, and a stronger national and regional strategic approach to improve outcomes for learners.


Giving the Commission a remit for sixth form provision enables a strategic view of tertiary education, focused on promoting and facilitating collaboration between providers and reducing duplication and competition.


I would expect the Commission to work with local authorities regional consortia and others to enhance the quality of provision and outcomes for sixth form and FE learners.


This is a natural next step in our commitment to improve learner outcomes, ensure parity of esteem and deliver a ‘level playing field’ in how we measure post\-16 performance.


On coming into office and seeing the summer 2016 results, I was concerned that – as a system – we had not paid enough attention to A Level performance.


We have been working hard, with the sector, to introduce a new set of consistent measures.


These will all be in place by early next year and will give us, learners, the sector and employers a much more rounded picture, with a focus on:


* Learner achievement: measuring completion and achievement
* Value added: the progress made by a learner relative to that of learners with similar starting points; and
* Destinations: what and where a learner moves onto.


And these will be published at the national and provider level, to help inform learner choice.


This will ensure consistency and coherence, whilst recognising progress and performance across settings which have different missions, localities and context.


It’s essential that learners are given the information, advice and support they need to choose the right post\-16 options.


We do learners no favours by encouraging them to study courses where they have little or no chance of success.


In particular, I do not want to see a situation where A levels are simply a default option, where many learners drop out at the end of their AS level studies, and even more leave without achieving three good grades.


### Performance measures


Similarly, I want to share some new thinking on how we better recognise a mixed economy approach within an equitable and excellent public service system.


Our journey towards a new curriculum sets new challenges and opportunities for teachers.


More autonomy;


A better mix of subject skills and knowledge,


Assessment that drives improvement for all learners;


Real and rigorous self\-evaluation;


And the delivery of the critical thinking skills that our economy and society needs.


We need an accountability system that will better measure this, focused on progress and the added\-value each school brings.


Our current system too often masks how many children are left behind.


* A focus on the C/D boundary to the exclusion of everything else.
* No incentives to stretch those who could achieve much more.
* How the progress and performance of pupils from disadvantaged backgrounds is often hidden.
* And unintended consequences of subject choice and narrowing of the curriculum.


Having already tested new ideas with the profession, and international experts, we will soon announce new measures which will address each of these points, ensuring that every learner counts.


And I predict – and won’t apologise \- that we will see some surprises as we go forward.


Many of our better performing schools will continue to be beacons.


In some of those schools, I know that pupils on free school meals outperform their peers, with 70% plus gaining at least 5 good GCSEs.


But I’m afraid that in others – often thought of as very good schools – we see an attainment gap of more than 50%.


I’m afraid that just isn’t good enough, and our new measures will ensure that this is no longer hidden.


It will also better demonstrate that many of those schools with a high proportion of disadvantaged pupils are actually outperforming other schools.


They are achieving this by delivering considerable added value, ensuring significant progress for a majority of learners.


I am also keen – in addition to an expectation that all secondary schools demonstrate success in literacy, numeracy and science – that we provide increased local discretion on other subject indicators.


So whilst it’s right that we are committed to those core subjects that are the building blocks of being an engaged citizen, we should also have a system that better reflects individual schools’ own broad curriculum set within their local context.


### Higher Education


Turning to higher education, we will also soon be setting out how Wales can lead the way in how we measure system and provider performance.


I am keen that we recognise that our institutions – excellent as they all are – drive prosperity, knowledge and civic impact in different ways.


Therefore, across a series of high level domains, we should be able to measure those equal but different contributions.


These are likely to include equity of access and value added for the learner, but also economic impact and research and innovation.


We will take this forward in conjunction with our response to the technical consultation, following the conclusion of the Weingarten Review.


Our higher education sector is beginning to lead the way in delivering on its civic responsibilities, particularly on fair work and fair wages.


It also delivers on research excellence, international links and the best possible student experience.


So, whilst a clear separation between teaching and research is now a fundamental to England’s policy and funding structures, we will maintain the benefits of national and institutional links between research, innovation and teaching.


“Linking teaching and research to societal needs and opportunities”, as set out by Professor John Goddard – an expert on the civic mission of universities – is crucial to a thriving and modern sector.


I was pleased – with cross government agreement \- to take forward the Diamond recommendation of protecting QR funding \- a vital source of income that supports our institutions’ impact, reputation and overall performance.


This, rightly, is managed by HEFCW until our new Commission is up and running.


But I would then expect to see national co\-ordination that is even more strategic and dynamic, further strengthened by the recommendations from the forthcoming Reid Review.


I recognise that because of Brexit and changes in the English and UK research landscape, we will need to work together as a sector to win new battles and make the case for funding from new sources.


Over time, I can see a situation where FE colleges could also be part of this picture and draw down future innovation funding that may be available.


I mention this to demonstrate that although we will need to better recognise different missions and strengths, everyone and every institution can contribute to increased innovation and research.


### Conclusion


In conclusion, I hope I have been able to set out how we are taking steps to raise standards for all and reduce the attainment gap within an excellent public service education system that is a source of national pride.


Our shared commitment to an education system that works for everyone, everywhere, means we must keep working harder to support the most disadvantaged.


Through targeted resources, more intelligent accountability measures, a focus on leadership and setting high expectations for all, we are well on our way to proving that a modern and equitable system can deliver for all.


All teachers, schools, colleges and universities are contributing to this national mission.


A mission with a clear national purpose, but that empowers teachers, head\-teachers and institutions to recognise their own local context and the progress of each and every learner.


No\-one’s background should determine their future.


We each share high expectations for every single student, school and our system.


We can prove that equity and excellence go hand in hand.


Together, we are delivering the most exciting and ambitious education reforms anywhere in the world.


Thank You – Diolch yn Fawr.







Translation:


 
### Introduction


Diolch yn fawr Dylan.


Llawer o ddiolch i’r Athrofa am gynnal y digwyddiad hwn fel rhan o raglen eich seminar.


Rydych chi’n gwneud cyfraniad aruthrol i lwyddiant addysg yng Nghymru, heddiw ac yfory.


Nid yn unig trwy hyfforddi ein hathrawon ac arweinwyr y dyfodol, ond trwy annog trafodaethau ar sut i symud ymlaen gyda’n gilydd. Mae angen llawer mwy o hynny.


Mae’n braf bod yma yn Tramshed Tech.


Mae’r weledigaeth o hyrwyddo cydweithredu â’r diwydiannau technolegol a chreadigol – cefnogi cymuned sy’n cydweithio – hefyd yn rhywbeth yr hoffwn ei weld yn ffynnu ym myd addysg.


### Y Cyd\-destun


Fy mhrif nod a’m sbardun innau – a’r Llywodraeth – wrth ddiwygio addysg yw codi safonau i bawb a lleihau’r bwlch cyrhaeddiad.


Dydyn ni ddim am ddiystyru neb nac unlle.


Disgwyliadau uchel – gyda’r cymorth iawn ar yr adeg iawn – i bob myfyriwr, ysgol a lleoliad.


Ond dyw hynny ddim yn golygu nad ydyn ni’n cydnabod gwahaniaethau.


Gyda system addysg gwasanaeth cyhoeddus ffyniannus a chyfartal, rhaid i ni gydweithio a chydweithredu fwyfwy.


Cydweithredu llwyddiannus sy’n cyflawni dros ddysgwyr, athrawon a’r sector yw un o’r pethau sy’n dod â phrofiadau, cymunedau a chenadaethau gwahanol at ei gilydd.


Felly, heno, hoffwn rannu rhywfaint o syniadau ar y Ffordd Gymreig.


Sut rydyn ni’n paru cyfartaledd a rhagoriaeth, o fewn ymrwymiad newydd i addysg gwasanaeth cyhoeddus.


* Sut mae’n rhaid i ni weithio’n galetach er mwyn peidio â gadael neb ar ôl.
* Sut gallwn ni barhau i hyrwyddo’r ffyrdd gwahanol o drefnu a gwella ysgolion.
* Sut mae’n rhaid i ni, ledled ein system, gydnabod gwahaniaethau fel rhywbeth cadarnhaol \- gyda chyfraniadau cyfartal ond gwahanol at y genhadaeth genedlaethol.


### Diwylliant


Yn ôl Andres Schleicher o’r OECD “dylai llwyddiannau myfyrwyr adlewyrchu eu galluoedd a’u hymdrechion, nid eu hamgylchiadau personol.”


A gwir bob gair.


Dyna pam y gwnes i, mewn gwrthblaid, weithio gyda’r Llywodraeth i sicrhau’r Grant Datblygu Disgyblion.


A dyna pam fy mod i nawr, mewn Llywodraeth, wedi ehangu ac ymestyn hynny.


Ond mae’n golygu llawer mwy na £93 miliwn ychwanegol y flwyddyn \- £400 miliwn ers 2012 – er mod hanfodol yw hynny.


Mae’n ymwneud â diwylliant.


Yn Estonia a Japan, mae’r 20% o’r myfyrwyr mwyaf difreintiedig yn gwneud cystal â’r myfyriwr cyfartalog yng ngweddill yr OECD.


Ac maen nhw’n cyflawni’n well na’r myfyrwyr mwyaf breintiedig mewn 20 o economïau eraill yr OECD.


Mae’r ateb yn syml meddai Andres. Mae’n dweud:


“They set high and universal expectations for all students.


They keep an unwavering focus on great teaching.


They target resources on struggling students and schools.


And they stick with coherent, long\-term strategies.”


Bydd y rhai ohonoch sy’n gyfarwydd â’n cynllun gweithredu cenedlaethol, gobeithio, yn sylwi bod yr amcanion hyn yn llywio diwygiadau yng Nghymru hefyd.


### Penderfyniadau Anodd A Gadael Neb Ar ÔL


Mae canolbwyntio’n ddi\-ildio ar safonau, addysgu gwych a disgwyliadau uchel i bawb yn golygu bod angen gwneud rhai penderfyniadau anodd.


Ac rydyn ni wedi gwneud digon o rheiny’n ddiweddar.


Camau cywir sy’n herio enghreifftiau o ddisgwyliadau is a diystyru cohortau o fyfyrwyr.


Rydyn ni wedi symud oddi wrth yr arfer o gofrestru’n gynnar ar gyfer arholiadau TGAU, a olygai bod llawer o fyfyrwyr yn bancio gradd C lle gallant fod wedi cyflawni llawer mwy.


Rydyn ni wedi symud oddi wrth gohortau cyfan – yn enwedig rhai o gefndiroedd mwy difreintiedig – yn astudio ar gyfer BTEC Gwyddoniaeth, i sefyllfa bellach lle mae bron i 70% o ysgolion yn cofrestru dysgwyr ar gyfer y tri phwnc gwyddoniaeth TGAU. Ydy, mae hyn wedi cael effaith ar y canlyniadau diweddaraf – ond dyma’r peth iawn i’w wneud hefyd.


Rydyn ni wedi mynd i’r afael â’r amryfusedd o fethu ag ymestyn rhai o’n disgyblion mwy galluog \- o ba bynnag gefndir \- trwy fuddsoddi £3 miliwn mewn rhaglen newydd, gan adeiladu ar rwydwaith Seren.


Ys dywed yr addysgwraig ac awdur Cleverlands, Lucy Crehan:


“The most successful education systems around the world are those that aim to hold all children to higher standards.”


Trwy ein gwaith gyda’r OECD, ac eraill ledled yr Atlantic Rim Collaboratory, rydyn ni’n rhan o’r brif ffrwd ryngwladol.


Lloegr yw’r eithriad: gyda’i hobsesiwn ag ysgolion gramadeg er enghraifft.


Yn syml, maen nhw’n gwneud penderfyniad penodol i ddiystyru cyfran sylweddol o ddisgyblion.


Yn wir, mae Lucy Crehan yn mynd ymhellach gan ddweud mai sail resymegol ysgol gramadeg yw:


“Offer a refuge for those poor children that do have academic potential, by letting them leave the others behind.”


Efallai bod rhai’n dweud ‘fel ’na mae bywyd’ – bod angen i ni ddewis enillwyr a chollwyr yn 11 oed.


Nid dyna’r diwylliant y byddaf yn caniatáu iddi fagu gwreiddiau yng Nghymru.


Trwy gredu mewn system gyfun annetholus, dw i’n cyfaddef ein bod ni’n gosod her i ni’n hunain.


Ond mae’n her gydag argyhoeddiad moesol.


Fel gwlad fach, allwn ni ddim gadael unrhyw un ar ôl.


Allwn ni ddim fforddio gadael neb ar ôl.


Ac mae bod yn fach yn golygu y dylem, ac y gallem, fynd i’r afael â hyn.


### Crynodeb Economi Cymysg


Wrth osod disgwyliadau uchel ar bawb, rydyn ni’n cydnabod bod dysgwyr a darparwyr angen lefelau gwahanol o gymorth.


Efallai nad ydyn ni’n treulio’r rhan fwyaf o’n hamser a’n hegni yn trafod strwythurau, fel sy’n digwydd dros y ffin – ond dyw hynny ddim yn golygu ein bod ni’n pennu’r un ateb i bawb. I’r gwrthwyneb yn wir.


Mae system gyfun flaengar yn golygu system sy’n addas i bawb ac anghenion a gofynion pob dysgwr ar eu taith addysg.


Rydyn ni’n cydnabod y bydd gwahaniaethau lleol a rhanbarthol.


Ac o fewn system gysylltiedig, gydweithredol sy’n hunanwella, cryfder nid gwendid yw hynny.


Ysgolion cyfrwng Cymraeg, cyfrwng Saesneg a dwyieithog.


Ysgolion cyfun mawr trefol ac ysgolion ffederal gwledig.


Chweched dosbarth mewn ysgolion, colegau addysg bellach a darparwyr hyfforddiant;


Nifer cynyddol o ysgolion gydol oes; a


Prifysgolion ymchwil ddwys a sefydliadau mwy lleol sy’n ymgysylltu â chyflogwyr.


### Chweched Dosbarth A Tercw


Cyn symud ymlaen, hoffwn ganolbwyntio am eiliad ar y chweched dosbarth a’n hymgynghoriad technegol ar addysg  a hyfforddiant ôl\-orfodol a gaiff ei gyhoeddi wythnos nesaf.


Gallaf gadarnhau ein bod ni’n cynnig bod y ddarpariaeth chweched dosbarth yn rhan o gylch gwaith ein comisiwn addysg ac ymchwil trydyddol newydd.


Fel rhywun sy’n credu mewn economi gymysg o ddarpariaeth ôl\-16, gadewch i mi fod yn glir – dw i yn, wastad wedi, ac mi fydda i’n gefnogol o’r chweched dosbarth.


Fodd bynnag, rydyn ni angen mwy o gydlynu, dull strategol cenedlaethol a rhanbarthol cryfach i wella canlyniadau i ddysgwyr.


Trwy sicrhau bod y ddarpariaeth chweched dosbarth yn rhan o gylch gwaith y Comisiwn, mae hynny’n galluogi golwg strategol o addysg drydyddol, gyda phwyslais ar hyrwyddo a hwyluso cydweithredu rhwng darparwyr a lleihau achosion o ailadrodd a chystadleuaeth.


Byddwn yn disgwyl i’r Comisiwn weithio gydag awdurdodau lleol a’r consortia rhanbarthol ac eraill i wella ansawdd y ddarpariaeth a’r canlyniadau i ddysgwyr chweched dosbarth ac Addysg Bellach.


Mae’n gam nesaf naturiol yn ein hymrwymiad i wella canlyniadau i ddysgwyr, sicrhau’r un parch i bawb a thrin pawb yn yr un ffordd o ran sut rydyn ni’n mesur perfformiad ôl\-16\.


Wrth ddod i’m swydd a gweld canlyniadau haf 2016, roeddwn i’n poeni nad oeddem ni – fel system – wedi talu digon o sylw i berfformiad Safon Uwch.


Rydyn ni wedi bod yn gweithio’n galed gyda’r sector i gyflwyno set newydd o fesurau cyson.


Bydd popeth mewn lle erbyn dechrau’r flwyddyn nesaf ac yn rhoi darlun llawer mwy cyflawn i ni, dysgwyr, y sector a chyflogwyr, gyda phwyslais ar:


* Cyflawniad y dysgwr: mesur gwaith cwblhau a chyflawni
* Ychwanegu gwerth: hynt a chynnydd y dysgwr o gymharu â dysgwyr â mannau cychwyn tebyg;
* Cyrchfannau: beth a ble mae’r dysgwr yn symud ymlaen ato.


A bydd y rhain yn cael eu cyhoeddi ar lefel genedlaethol a lefel darparwr, er mwyn helpu i lywio dewis y dysgwr.


Bydd hyn yn sicrhau cysondeb a chydlyniant, wrth gydnabod cynnydd a chyflawniad ar draws lleoliadau sydd â chenadaethau, ardaloedd a chyd\-destun gwahanol.


Mae’n hollbwysig bod dysgwyr yn cael y cyngor, y wybodaeth a’r cymorth sydd eu hangen arnyn nhw i wneud y dewisiadau ôl\-16 cywir.


Dydyn ni ddim yn gwneud unrhyw ffafr â’n dysgwyr trwy eu hannog nhw i astudio cyrsiau lle nad oes ganddyn nhw fawr o obaith o lwyddo, os o gwbl.


Yn enwedig, dw i ddim eisiau gweld sefyllfa lle mae cyrsiau Safon Uwch yn ddewis diofyn yn unig, lle mae llawer o ddysgwyr yn gadael ar ddiwedd eu hastudiaethau UG, a mwy fyth yn gadael heb gyflawni tair gradd dda.


### Mesurau Perfformiad


Yn yr un modd, hoffwn rannu ambell syniad newydd ar sut rydyn ni’n cydnabod dull economi gymysg well o fewn system gwasanaeth cyhoeddus gwych a chyfartal.


Mae ein taith tuag at gwricwlwm newydd yn gosod heriau a chyfleoedd newydd i athrawon.


Mwy o annibyniaeth;


Cymysgedd gwell o sgiliau a gwybodaeth am bynciau;


Asesiad sy’n llywio gwelliannau i bob dysgwr;


Hunanwerthusiad go iawn a thrylwyr;


A chyflwyno’r sgiliau meddwl beirniadol sydd eu hangen ar ein heconomi ac ar gymdeithas.


Rydym angen system atebolrwydd a fydd yn mesur hyn yn well, yn canolbwyntio ar ganlyniadau a’r gwerth ychwanegol a gyflwynir gan bob ysgol.


Mae ein system bresennol yn aml yn cuddio faint o blant sy’n cael eu gadael ar ôl.


* Pwyslais ar y ffin C/D sy’n anwybyddu popeth arall.
* Dim cymhelliant i ymestyn y rhai hynny a allai gyflawni llawer mwy.
* Sut mae cynnydd a pherfformiad disgyblion o gefndiroedd difreintiedig o’r golwg yn aml.
* A goblygiadau anfwriadol dewisiadau pwnc a lleihau’r cwricwlwm.


Ar ôl profi’r syniadau newydd eisoes gyda’r proffesiwn, a gydag arbenigwyr rhyngwladol, byddwn yn cyhoeddi mesurau newydd yn fuan a fydd yn mynd i’r afael â’r pwyntiau hyn, gan sicrhau bod pob dysgwr yn cyfri.


A dw i’n rhagweld – a ddim yn ymddiheuro am hyn – y byddwn ni’n gweld ambell syrpreis wrth symud ymlaen.


Bydd llawer o’n hysgolion sy’n perfformio orau yn dal i fod yn sefydliadau disglair.


Mewn rhai o’r ysgolion hynny, dw i’n gwybod bod disgyblion sy’n cael prydau ysgol am ddim yn perfformio’n well na’u cyfoedion, gyda 70% a mwy yn cael o leiaf 5 TGAU da.


Ond mewn ysgolion eraill – sy’n cael eu hystyried yn ysgolion da iawn – rydyn ni’n gweld bwlch cyrhaeddiad o dros 50% yn anffodus.


Dyw hynny ddim digon da, a bydd ein mesurau newydd yn sicrhau nad yw hyn o’r golwg mwyach.


Bydd hefyd yn ffordd well o ddangos bod llawer o’r ysgolion â  chyfran uwch o ddisgyblion difreintiedig yn cyflawni’n well nag ysgolion eraill.


Maen nhw’n sicrhau hyn trwy ddarparu cryn dipyn o werth ychwanegol, gan sicrhau cynnydd sylweddol i’r rhan fwyaf o ddysgwyr.


Hefyd, dw i’n awyddus \- yn ogystal â’r disgwyliad bod pob ysgol uwchradd yn dangos llwyddiant mewn llythrennedd, rhifedd a gwyddoniaeth \- ein bod ni’n caniatáu mwy o ddewisiadau lleol ar ddangosyddion pwnc eraill.


Felly, er ei bod hi’n iawn ein bod ni’n ymrwymo i’r pynciau craidd hyn sy’n sail i fod yn ddinesydd brwd, dylem fod hefyd â system sy’n adlewyrchu’n well gwricwlwm eang yr ysgolion eu hunain o fewn eu cyd\-destun lleol.


### Addysg Uwch


Gan droi at addysg uwch, byddwn hefyd yn cyflwyno’r modd y gall Cymru arwain y ffordd o ran sut rydyn ni’n mesur system a pherfformiad darparwyr.


Dw i’n awyddus ein bod ni’n cydnabod bod ein sefydliadau – er mor wych ydyn nhw – yn llywio ffyniant, gwybodaeth ac effaith sifig mewn ffyrdd gwahanol.


Felly, ar draws cyfres o barthau lefel uchel, dylem fod yn gallu mesur y cyfraniadau cyfartal ond gwahanol hynny.


Mae’r rhain yn debygol o gynnwys mynediad cyfartal a gwerth ychwanegol i’r dysgwr, ond hefyd yr effaith economaidd ac ymchwil ac arloesi.


Byddwn yn symud hyn ymlaen mewn cydweithrediad â’n hymateb i’r ymgynghoriad technegol, ar ôl i Adolygiad Weingarten ddod i ben.


Mae ein sector addysg uwch yn dechrau arwain y ffordd o ran cyflawni ei gyfrifoldebau sifig, yn enwedig ar waith teg a chyflogau teg.


Mae hefyd yn cyflawni o ran rhagoriaeth ymchwil, cysylltiadau rhyngwladol a’r profiad gorau posib i fyfyrwyr.


Felly, er bod gwahaniaeth clir rhwng addysgu ac ymchwil yn rhan hanfodol o bolisi a strwythurau cyllid Lloegr bellach, byddwn yn parhau â manteision cysylltiadau cenedlaethol a sefydliadol rhwng ymchwil, arloesi ac addysgu.


Mae cysylltu addysgu ac ymchwil ag anghenion a chyfleoedd cymdeithasol, fel y nodwyd gan yr Athro John Goddard – arbenigwr ar genhadaeth sifig prifysgolion – yn hollbwysig i sector modern a ffyniannus.


Roeddwn i’n falch – gyda chytundeb trawslywodraethol – i fwrw ymlaen ag argymhellion Diamond o ddiogelu cyllid QR – ffynhonnell incwm hanfodol sy’n cefnogi effaith, enw da a pherfformiad cyffredinol ein sefydliadau.


Mae hyn, wrth reswm, yn cael ei reoli gan CCAUC hyd nes y daw’r Comisiwn newydd i rym.


Ond wedyn, byddwn yn disgwyl gweld cydlyniant cenedlaethol sydd hyd yn oed yn fwy deinamig a strategol, wedi’i gryfhau ymhellach gan argymhellion Adolygiad Reid sydd i’w gyhoeddi.


Rwy’n cydnabod oherwydd Brexit a’r newidiadau i’r maes ymchwil yn Lloegr a’r DU, y bydd angen i ni gydweithio fel sector i ennill brwydrau newydd a dadlau’r achos dros gyllid o ffynonellau newydd.


Dros amser, gallaf weld sefyllfa lle gall colegau addysg bellach fod yn rhan o’r darlun hwn hefyd ac elwa ar gyllid arloesol a all fod ar gael yn y dyfodol.


Rwy’n  sôn am hyn er mwyn pwysleisio, er y bydd angen i ni gydnabod cenadaethau a chryfderau gwahanol yn well, y gall pob un a phob sefydliad gyfrannu at fwy o ymchwil ac arloesi.


### Casgliad


Wrth gloi, gobeithio fy mod i wedi gallu esbonio sut rydym ni’n cymryd camau i godi safonau i bawb a lleihau’r bwlch cyrhaeddiad o fewn system addysg gwasanaeth cyhoeddus ragorol sy’n destun balchder cenedlaethol.


Mae ein cyd\-ymrwymiad i system addysg sy’n gweithio i bawb, ym mhob man, yn golygu bod rhaid inni ddal ati i weithio’n galetach i gefnogi’r rhai dan yr anfantais fwyaf.


Trwy dargedu adnoddau, mesurau atebolrwydd mwy deallus, pwyslais ar arweiniad a gosod disgwyliadau uchel i bawb, rydym ar fin profi bod system fodern a chyfartal yn gallu cyflawni dros bawb.


Mae pob athro, ysgol, coleg a phrifysgol yn cyfrannu at y genhadaeth genedlaethol hon.


Cenhadaeth â nod cenedlaethol clir, ond un sy’n grymuso athrawon, penaethiaid a sefydliadau i gydnabod eu cyd\-destun lleol eu hunain a chynnydd pob dysgwr.


Ni ddylai cefndir unrhyw un benderfynu ar ei ddyfodol.


Rydym yn rhannu disgwyliadau uchel ar gyfer pob myfyriwr, ysgol a’n system ni.


Gallwn brofi bod cydraddoldeb a rhagoriaeth yn mynd law yn llaw.


Gyda’n gilydd, rydym yn cyflawni un o’r diwygiadau addysg mwyaf cyffrous ac uchelgeisiol unrhyw le yn y byd.


Diolch yn fawr.