techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: On the content of programmes, there is an explicit reference to the need for providers to 'Design the content, structure and delivery of training to enable trainees to demonstrate that they have met the QTS Standards.'12 The primary evidence used by HEFCW in assessing whether providers have indeed met the specified Criteria are Estyn's periodic inspection reports of providers.
Welsh: O ran cynnwys y rhaglenni, ceir cyfeiriad pendant at yr angen i'r darparwyr 'gynllunio cynnwys, strwythur a darpariaeth hyfforddiant i alluogi hyfforddeion i ddangos bod ganddynt Safonau SAC'.12 Y brif dystiolaeth a ddefnyddir gan CCAUC wrth asesu a yw'r darparwyr wedi bodloni'r meini prawf penodedig mewn gwirionedd yw adroddiadau Estyn ar eu harolygiadau o'r darparwyr o dro i dro.
English: Here too the QTS standards have a central role.
Welsh: Yma hefyd mae gan y safonau SAC ran ganolog i'w chwarae.
English: In other words, in the current accreditation arrangements, the QTS Standards play a central, if not defining role.
Welsh: Mewn geiriau eraill, yn y trefniadau achredu cyfredol, mae Safonau SAC yn chware rôl ganolog, os nad y rôl ddiffiniol.
English: As was noted in 5.3, the current QTS Standards in Wales, like those of England, are conceptualised primarily as a set of competences.
Welsh: Fel y nodwyd yn 5.3, mae Safonau SAC presennol Cymru, fel safonau Lloegr, yn cael eu cyfleu'n bennaf fel set o gymwyseddau.
English: As the Handbook of Guidance on the QTS Standards states, 'The QTS Standards are outcome statements which set out what trainees must know, understand and be able to do at the end of an ITT course or employment based programme to gain QTS'.
Welsh: Fel y nodir yn y Llawlyfr Canllawiau ar Safonau SAC, 'Datganiadau o ganlyniadau yw'r Safonau SAC sy'n nodi'r hyn y mae'n rhaid i hyfforddeion ei wybod, ei ddeall a gallu ei wneud ar ddiwedd cwrs HCA er mwyn ennill SAC'.
English: And in the majority of cases, what it is specified they should 'know and do', relates to a range of government specified directives and advisory documents.
Welsh: Ac mae'r hyn y pennir ran amlaf y dylen nhw 'ei wybod a'i wneud' yn ymwneud ag ystod o gyfarwyddydau a dogfennau cynghori sydd wedi'u pennu gan y llywodraeth.
English: As was also noted, it is significant that the Standards are conceptualised as a set of 'stand alone' competences.
Welsh: Fel y nodwyd hefyd, mae'n arwyddocaol bod cysyniad y Safonau wedi'i gyfleu fel set o gymwyseddau sy'n sefyll ar eu pen eu hunain.
English: Unlike those of Scotland or the Republic of Ireland,13 they are not conceptualised as part of lifelong professional development.
Welsh: Yn wahanol i safonau'r Alban neu Weriniaeth Iwerddon,13 does dim cysyniad ynddyn nhw i awgrymu eu bod yn rhan o ddatblygu proffesiynol gydol oes.
English: Given that the Standards for Newly Qualified Teachers in Wales are so narrowly competency based and given that they are not clearly linked to teachers' future professional learning, it raises questions as to whether, in their current form, they are actually appropriate as the primary driver for institutional accreditation.
Welsh: O gofio bod y Safonau ar gyfer Athrawon Newydd Gymhwyso yng Nghymru wedi'u seilio ar gymwyseddau mewn modd mor gul ac o gofio nad oes cysylltiad eglur rhyngddyn nhw a gwaith dysgu proffesiynol athrawon yn y dyfodol, mae hyn yn codi'r cwestiwn a ydyn nhw, yn eu ffurf gyfredol, yn briodol mewn gwirionedd fel y prif sbardun o ran achredu sefydliadau.
English: Certainly when considered in relation to the vision of teacher professionalism foreshadowed by the Donaldson Review (2015) or compared with practice in other jurisdictions, they seem overly restricted.
Welsh: Yn sicr o'u hystyried mewn perthynas â'r weledigaeth o broffesiynoldeb athrawon a ragwelir gan Adolygiad Donaldson (2015) neu o'u cymharu â'r arferion mewn awdurdodaethau eraill, maen nhw'n ymddangos yn rhy gyfyng.
English: In Scotland for example, the General Teaching Council for Scotland (GTCS) Standards for Initial Registration (GTCS 2012), which are also used in accreditation processes, explicitly recognise that teaching is a complex professional activity, demanding high levels skills, knowledge and professional judgments all of which need to be developed throughout teachers' professional careers.
Welsh: Yn yr AIban er enghraifft, mae Safonau Cofrestru Cychwynnol Cyngor Addysgu Cyffredinol yr Alban (GTCS 2012), sydd hefyd yn cael eu defnyddio mewn prosesau achredu, yn cydnabod yn bendant fod addysgu'n weithgaredd proffesiynol cymhleth, sy'n galw am sgiliau, gwybodaeth a barn broffesiynol ar lefel uchel, y mae'n rhaid i bob un ohonyn nhw gael eu meithrin drwy gydol gyrfa broffesiynol yr athrawon.
English: There is also a strong emphasis on knowledge and understanding derived from multiple sources such as research and theory, as well as covering what students should 'know and do'.
Welsh: Ceir pwyslais cryf hefyd ar wybodaeth a dealltwriaeth sy'n deillio o sawl ffynhonnell megis ymchwil a theori, yn ogystal ag ymdrin â'r hyn y dylai myfyrwyr ei 'wybod a'i wneud'.
English: Standards are conceptualised as developmental: there is an explicit and clear link between the Standards student teachers need to have acquired at the end of their training and those needed at the end of their probationary period, when they apply for full registration with the GTCS.14 In broad terms therefore, the Standards for Initial Registration Scotland set out a developmental curriculum for the university, as well as the school contribution to initial teacher education.
Welsh: Cysyniad datblygiadol sydd i'r Safonau hyn: ceir cysylltiad pendant a chlir rhwng y Safonau y mae angen i ddarpar athrawon fod wedi'u sicrhau erbyn diwedd eu hyfforddiant a'r rhai y mae eu hangen ar ddiwedd eu cyfnod prawf, pan fyddan nhw'n ymgeisio am gofrestru'n llawn gyda'r GTCS.14 Yn fras felly, mae Safonau'r Alban ar gyfer Cofrestru Cychwynnol yn nodi cwricwlwm datblygiadol ar gyfer cyfraniad y brifysgol, yn ogystal â chyfraniad yr ysgol, at addysg gychwynnol athrawon.
English: It is these Standards that are then used as a basis for institutional accreditation.
Welsh: Y safonau hyn sy'n cael eu defnyddio wedyn yn sail ar gyfer achredu sefydliadau.
English: In the Republic of Ireland the accreditation process goes further.
Welsh: Yng Ngweriniaeth Iwerddon, mae'r broses achredu'n mynd ymhellach.
English: The Teaching Council's Criteria and Guidelines for Programme Providers (Teaching Council 2011) not only outlines, in broad terms, a content for courses, it also sets out criteria for assessing the quality of providers themselves.
Welsh: Mae Meini Prawf a Chanllawiau'r Cyngor Addysgu i Ddarparwyr Rhaglenni (Y Cyngor Addysgu 2011) nid yn unig yn rhoi amlinelliad bras o gynnwys cyrsiau, mae hefyd yn nodi meini prawf ar gyfer asesu ansawdd y darparwyr eu hunain.
English: These include minimum requirements for staff.
Welsh: Mae'r rhain yn cynnwys gofynion ynglyn â'r staff.
English: For example, all university staff must be research active; they should hold qualifications at least one level higher than those they are teaching; student staff ratios on teacher education programmes should be no more than 15:1.
Welsh: Er enghraifft, rhaid i'r holl staff yn y prifysgolion fod yn weithredol mewn ymchwil; dylai fod ganddyn nhw gymwysterau sydd o leiaf un lefel un uwch na'r rhai y maen nhw'n eu haddysgu; ni ddylai cymarebau staff:myfyrwyr ar raglenni addysg athrawon fod yn fwy na 1:15.
English: What evidence from other countries suggests is that there is considerable potential to address some of the current deficiencies in teacher education provision in Wales, if the accreditation procedures and the underlying QTS standards were themselves revised.
Welsh: Yr hyn sy'n cael ei awgrymu yn y dystiolaeth o wledydd eraill yw bod cryn botensial i fynd i'r afael â rhai o ddiffygion presennol y ddarpariaeth addysg athrawon yng Nghymru, pe bai'r gweithdrefnau achredu a'r safonau SAC sy'n sail iddyn nhw yn cael eu diwygio.
English: This then leads to a range of possible options:
Welsh: Mae hyn yn arwain wedyn at ystod o opsiynau posibl:
English: Re-accreditation using Estyn inspection information against the current Standards
Welsh: Ailachredu gan ddefnyddio gwybodaeth o arolygiadau Estyn o'i chymharu â'r Safonau cyfredol
English: If the Government agrees that re-accreditation is necessary, then the quickest way to undertake that process would be by using existing procedures.
Welsh: Os bydd y Llywodraeth yn cytuno bod angen ailachredu, yna y ffordd gyflymaf i wneud hynny fyddai defnyddio'r gweithdrefnau presennol.
English: However, this would be unlikely to ensure good practice as defined by the international literature; Wales's accreditation procedures have not done so in the past and therefore seem unlikely to do so in the future.
Welsh: Er hynny, nid yw'n debyg y byddai hynny'n sicrhau arferion da fel y mae'r rheiny wedi'u diffinio yn y llenyddiaeth ryngwladol; nid yw gweithdrefnau achredu Cymru wedi gwneud hynny yn y gorffennol ac mae'n ymddangos yn debyg felly na fydden nhw'n gwneud hynny yn y dyfodol.
English: Option 9.2 Re-accreditation with a revised set of developmental standards including a broadly specified curriculum as in Scotland
Welsh: Opsiwn 9.2 Ailachredu â set ddiwygiedig o safonau datblygiadol, gan gynnwys cwricwlwm wedi'i bennu'n fras, fel yn yr Alban
English: Certainly including some reference to a broadly specified curriculum to be covered in both universities and schools would be a valuable development; indeed it would be essential if the aspirations of the Donaldson Review (2015) are to be achieved.
Welsh: Mae'n sicr y byddai rhyw gyfeiriad at gwricwlwm bras i'w drin a'i drafod yn y prifysgolion ac yn yr ysgolion yn ddatblygiad gwerthfawr; yn wir byddai'n hanfodol os bwriedir gwireddu dyheadau Adolygiad Donaldson (2015).
English: Such an approach would recognise and value the distinctive but complementary contribution of both contexts for professional education.
Welsh: Byddai ymagwedd o'r fath yn cydnabod ac yn gwerthfawrogi cyfraniad gwahanol ond cydategol y ddau gyd-destun ar gyfer addysg broffesiynol.
English: It would also be an advantage if the standards underpinning the accreditation process were conceptualised as developmental, with clear links to probation and early professional development.
Welsh: Byddai'n fanteisiol hefyd pe bai'r safonau sy'n sail i'r broses asesu'n cael eu seilio ar gysyniad datblygiadol, gyda chysylltiadau clir â'r cyfnod prawf a datblygu proffesiynol cynnar.
English: Initial teacher education would then link more appropriately with Wales' proposed new Masters programme than is possible at present.
Welsh: Wedyn ceid cysylltiad mwy priodol rhwng addysg gychwynnol athrawon a'r rhaglen Meistr newydd arfaethedig yng Nghymru nag sy'n bosibl ar hyn o bryd.
English: A developmental set of standards would also encourage greater collaboration than at present between different providers - universities, Consortia and Masters' providers such as the Masters in Educational Practice (MEP).
Welsh: Byddai set ddatblygiadol o safonau hefyd yn hybu mwy o gydweithredu nag ar hyn o bryd rhwng darparwyr gwahanol - prifysgolion, Consortia a darparwyr graddau Meistr megis y radd Meistr mewn Ymarfer Addysgol (MYA).
English: Option 9.3 Re-accreditation as in 9.2 but with revised criteria, including minimum standards for providers, as in the Republic of Ireland.
Welsh: Opsiwn 9.3 Ailachredu fel yn 9.2 ond â meini prawf diwygiedig, gan gynnwys safonau gofynnol i ddarparwyr, fel yng Ngweriniaeth Iwerddon
English: Given that one of the key weaknesses of current provision outlined in Section A has been the lack of investment by universities in their departments and faculties of education, then specifying a set of minimum standards for providers could have an important part to play in raising quality.
Welsh: O gofio mai diffyg buddsoddiad y prifysgolion yn eu hadrannau a'u cyfadrannau addysg yw un o'r prif wendidau yn y ddarpariaeth gyfredol a amlinellwyd yn Adran A, yna fe allai pennu set o safonau gofynnol i ddarparwyr chwarae rhan bwysig wrth wella ansawdd.
English: Only if teacher education attracts high quality staff with the appropriate professional and academic qualifications and only if, once they are in post, they are given the right support by their universities in terms of their employment contracts and the opportunities to develop as active researchers themselves, can we expect the system to improve.
Welsh: Dim ond os bydd addysg athrawon yn denu staff o safon a chanddyn nhw'r cymwysterau proffesiynol ac academaidd priodol a dim ond, ar ôl eu penodi, os cân nhw'r cymorth cywir gan eu prifysgolion o ran eu contractau cyflogaeth a'r cyfleoedd i ddatblygu fel ymchwilwyr gweithredol eu hunain, y gallwn ddisgwyl gweld y system yn gwella.
English: Option 9.4 Re-accreditation as in 9.3 but with a revised set of standards, including minimum standards for partnerships with schools
Welsh: Opsiwn 9.4 Ailachredu fel yn 9.3 ond â set ddiwygiedig o safonau, gan gynnwys safonau gofynnol ar gyfer partneriaethau ag ysgolion
English: One of the major weaknesses with the majority of teacher education both in the UK and the Republic of Ireland is that the contribution of schools has, except in a small number of instances, remained underdeveloped.
Welsh: Un o wendidau mawr y rhan fwyaf o'r addysg athrawon yn y Deyrnas Unedig ac yng Ngweriniaeth Iwerddon yw bod cyfraniad yr ysgolion heb ei ddatblygu'n ddigonol, ac eithrio mewn nifer fach o achosion.
English: As the BERA-RSA (2014) inquiry made clear, the development of 'research informed clinical practice' is the hallmark of the very best teacher education pro- grammes internationally.
Welsh: Fel yr eglurodd Ymchwiliad BERA-RSA (2014), datblygu 'ymarfer clinigol sydd wedi'i lywio gan ymchwil' yw prif nodwedd y rhaglenni addysg athrawon gorau un yn rhyngwladol.
English: However, it demands a very different form of 'partnership' from that currently in place in most of Wales.
Welsh: Serch hynny, mae hyn yn galw am fath gwahanol iawn o 'bartneriaeth' i'r un a welir yn y rhan fwyaf o Gymru ar hyn o bryd.
English: Schools themselves have to have a leading role in key parts of programmes, in that they have to take a whole school approach to professional education and they have to work in close collaboration with their university partners.
Welsh: Mae'n rhaid i'r ysgolion eu hunain gael rhan flaenllaw i'w chwarae mewn rhannau allweddol o'r rhaglenni, yn yr ystyr bod rhaid iddyn nhw arddel ymagwedd ysgol-gyfan at addysg broffesiynol a bod rhaid iddyn nhw weithio mewn cydweithrediad agos â'u partneriaid yn y brifysgol.
English: In addition, programmes have to develop systematic ways of integrating what student teachers learn in school, with other forms of professional knowledge that they acquire through their universities.
Welsh: Hefyd, mae'n rhaid i raglenni ddatblygu ffyrdd systemataidd o integreiddio'r hyn y mae'r darpar athrawon yn ei ddysgu yn yr ysgol â'r mathau eraill o wybodaeth broffesiynol y maen nhw'n eu codi drwy eu prifysgolion.
English: Although most accreditation criteria, including those in Wales, specify in broad terms that teacher education programmes must be based on the principles of partnerships with schools, too often that aspiration is not realised in practice.
Welsh: Er bod y mwyafrif o feini prawf achredu, gan gynnwys meini prawf Cymru, yn pennu'n fras fod rhaid i raglenni addysg athrawon gael eu seilio ar egwyddorion partneriaeth ag ysgolion, yn rhy aml nid yw'r dyhead yn cael ei wireddu'n ymarferol.
English: A revised set of accreditation criteria which focus in detail on the nature of university/ school partnerships and which give schools leading responsibilities in key aspects of ITE programmes, could give Wales the opportunity to devise more consistent and effective practice than currently happens elsewhere in the UK.
Welsh: Gallai set ddiwygiedig o feini prawf achredu a fyddai'n canolbwyntio'n fanwl ar natur y bartneriaeth rhwng prifysgolion ac ysgolion ac a fyddai'n rhoi'r prif gyfrifoldeb dros agweddau allweddol ar raglenni AGA i'r ysgolion, roi cyfle i Gymru ddyfeisio arferion mwy cyson ac effeithiol nag sy'n digwydd ar hyn o bryd mewn mannau eraill yn y Deyrnas Unedig.
English: That the Welsh Government, as a matter of priority, revises the Standards for Newly Qualified Teachers in line with the principles specified in Option 9.4
Welsh: Y dylai Llywodraeth Cymru ddiwygio'r Safonau ar gyfer Athrawon Newydd Gymhwyso yn unol â'r egwyddorion a bennwyd yn Opsiwn 9.4, a hynny fel mater o flaenoriaeth
English: That the Welsh Government establishes a revised accreditation process for providers of initial teacher education as described in Option 9.4
Welsh: Y dylai Llywodraeth Cymru sefydlu proses achredu ddiwygiedig i ddarparwyr addysg gychwynnol athrawon fel y'i disgrifiwyd yn Opsiwn 9.4
English: Teaching Tomorrow's Teachers 10. Options for a future accreditation body Accreditation of initial teacher education providers is undertaken on behalf of the Welsh Government by the Higher Education Funding Council for Wales (HEFCW).
Welsh: 10. Opsiynau ynglyn â chorff achrededig yn y dyfodol Cyngor Cyllido Addysg Uwch Cymru (CCAUC) sy'n achredu darparwyr addysg gychwynnol athrawon ar ran Llywodraeth Cymru.
English: At present, accreditation is a 'one off' process - once providers have been approved, they remain accredited unless evidence is provided by Estyn that a particular provider is no longer compliant.
Welsh: Ar hyn o bryd, proses 'untro' yw achredu - pan fydd darparwyr wedi'u hachredu, maen nhw'n cadw'r achrediad oni bai bod Estyn yn dangos tystiolaeth nad yw darparwr penodol yn cydymffurfio â'r gofynion mwyach.
English: In those circumstances, there are established procedures for addressing 'non-compliance' including the potential withdrawal of accreditation.
Welsh: O dan yr amgylchiadau hynny, mae yna weithdrefnau gosod i fynd i'r afael â 'diffyg cydymffurfio', gan gynnwys y posibilrwydd o dynnu'r achrediad yn ôl.
English: As was noted above, the current procedures are primarily paper based.
Welsh: Fel y nodwyd uchod, gweithdrefnau ar bapur yn bennaf yw'r gweithdrefnau cyfredol.
English: Potential new providers are required to submit a 15 page proposal outlining provision under a set of standard headings such as 'recruitment of trainees', 'quality assurance and compliance' and 'financial management'.
Welsh: Mae'n ofynnol i ddarparwr posibl newydd gyflwyno cynnig 15-tudalen yn amlinellu'r ddarpariaeth o dan set o benawdau safonol megis 'recriwtio hyfforddeion', 'sicrhau ansawdd a chydymffurfio' a 'rheolaeth ariannol'.
English: The proposal is then reviewed by an accreditation panel, chaired by a member of HEFCW Council.
Welsh: Mae'r cynnig yn cael ei adolygu wedyn gan banel achredu, o dan gadeiryddiaeth aelod o Gyngor CCAUC.
English: Panel members are selected on the basis of having appropriate expertise.
Welsh: Mae aelodau paneli'n cael eu dewis ar y sail bod ganddyn nhw arbenigedd priodol.
English: There are a number of distinctive features to note about current procedures.
Welsh: Mae sawl nodwedd benodol i'w nodi ynglyn â'r gweithdrefnau cyfredol.
English: Firstly, it is relatively 'light touch'; unless there is strong evidence from Estyn that a particular provider is non-compliant, accreditation remains in place.
Welsh: Yn gyntaf, mae'n drefn gymharol 'ysgafn'; oni bai bod yna dystiolaeth gref oddi wrth Estyn nad yw darparwr penodol yn cydymffurfio, mae'r achrediad yn parhau.
English: Secondly, it is undertaken by the Higher Education Funding Council itself, rather than by a body with specialist expertise in teacher education.
Welsh: Yn ail, mae'r achredu'n cael ei wneud gan y Cyngor Cyllido Addysg Uwch ei hun, yn hytrach na chan gorff sydd ag arbenigedd penodol mewn addysg athrawon.
English: As a result, continuing accreditation is highly dependent on the professional judgements made by Estyn and Estyn alone.
Welsh: O ganlyniad, mae parhau ag achrediad yn dibynnu'n fawr ar farn broffesiynol Estyn ac Estyn yn unig.
English: Finally, neither practicing teacher educators, nor the teaching profession has any formal representation in the process, though of course individuals may be part of the Review Panel.
Welsh: Yn olaf, does dim cynrychiolaeth ffurfiol yn y broses i addysgwyr athrawon presennol, nac i'r proffesiwn addysgu, er y gall unigolion fod yn rhan o'r Panel Adolygu, wrth gwrs.
English: If the Welsh Government agrees to establish a more robust set of accreditation processes of the kind outlined above, then the accreditation of providers will inevitably be a more demanding task than at present.
Welsh: Os bydd Llywodraeth Cymru'n cytuno i sefydlu set fwy cadarn o brosesau achredu o'r math a amlinellwyd uchod, yna mae'n anochel y bydd proses achredu darparwyr yn dasg fwy ymestynnol nag ar hyn o bryd.
English: Developing and maintaining a new and more detailed set of criteria will be time consuming.
Welsh: Bydd datblygu a chynnal set newydd a manylach o feini prawf yn llyncu amser.
English: In addition, if, as in other jurisdictions, re-accreditation takes place on a periodic basis (say every five or six years) and if, as in many other professional fields, it is to involve more than a paper exercise (perhaps including site visits and/or panel meetings) then again it will be substantially more demanding process than at present.
Welsh: Hefyd, os bydd yr ailachredu'n digwydd, fel mewn awdurdodaethau eraill, bob hyn a hyn (bob pump neu chwe blynedd, dyweder) ac os bwriedir iddo gynnwys, fel mewn llawer o feysydd proffesiynol eraill, mwy nag ymarferiad ar bapur (gan gynnwys o bosibl ymweliadau â safleoedd a/neu gyfarfodydd panel) yna unwaith eto bydd yn broses gryn dipyn yn fwy ymestynnol nag ar hyn o bryd.
English: Inevitably, then, some re-consideration of the accreditation processes and particularly the accreditation body will be necessary.
Welsh: Mae'n anochel wedyn y bydd angen ailystyried rhywfaint o'r broses achredu ac yn arbennig y corff achredu.
English: Again, there are a number of options. However, in choosing between those options it is important to recognise that in other jurisdictions, the accreditation bodies have been combined with lead organisations in the professional field itself.
Welsh: Unwaith eto, ceir sawl opsiwn ond wrth ddewis rhyngddyn nhw mae'n bwysig cydnabod bod y cyrff achredu mewn awdurdodaethau eraill wedi'u cyfuno â sefydliadau blaenllaw eraill yn y maes proffesiynol ei hun.
English: As was noted in Part A of this report, one of the difficulties at present in Wales is that there is no lead body in the field of initial teacher education; coordination at national level is therefore often problematic.
Welsh: Fel y nodwyd yn Rhan A o'r adroddiad hwn, un o'r anawsterau presennol yng Nghymru yw nad oes corff arweiniol ym maes addysg gychwynnol athrawon; gan hynny mae cydlynu ar y lefel genedlaethol yn aml yn peri problem.
English: In selecting an appropriate accreditation body, the government should therefore consider whether it might, over time, take on this broader strategic leadership role as well. Options for a future accreditation body
Welsh: Wrth ddewis corff achredu priodol, fe ddylai'r llywodraeth ystyried, felly, a allai'r corff hwnnw fynd ati dros amser i ysgwyddo'r rôl arwain strategol ehangach hon hefyd.
English: Option 10.1 HEFCW continues to act as the accreditation body
Welsh: Opsiwn 10.1 CCAUC yn parhau i weithredu fel y corff achredu
English: While there would obviously be advantages in continuity if HEFCW itself were to take on a new and expanded role in the accreditation process, it would not be able to do so within its current resources.
Welsh: Mae'n amlwg y byddai yna fanteision o ran parhad pe bai CCAUC ei hun yn ymgymryd â rôl ehangach newydd yn y broses achredu, ond ni fyddai'n gallu gwneud hynny o fewn yr adnoddau cyfredol sydd ganddo.