techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: But raising the quality of applicants is not easy, especially in a market driven higher education sector where students have choice of where to study and where universities are themselves financially penalised if they fail to recruit their target numbers.
Welsh: Ond nid peth hawdd yw gwella ansawdd yr ymgeiswyr, yn enwedig mewn sector addysg uwch sy'n cael ei lywio gan y farchnad lle mae gan y myfyrwyr ddewis o ran ble i astudio a lle mae'r prifysgolion eu hunain yn cael eu cosbi'n ariannol os ydyn nhw'n methu recriwtio'u niferoedd targed.
English: In terms of types of provision, Teach First have a good track record of attracting high quality entrants into their programme.
Welsh: O ran y mathau o ddarpariaeth, mae gan Teach First hanes da o ddenu ymgeiswyr o safon i'w rhaglen.
English: However, its numbers in Wales are small and unless there are plans significantly to expand the scheme its impact on the overall quality of recruitment will remain marginal.
Welsh: Er hynny, isel yw eu niferoedd yng Nghymru ac oni bai bod yna gynlluniau i ehangu'n sylweddol ar y cynllun, bydd ei effaith ar ansawdd gyffredinol y rhai sy'n cael eu recriwtio yn dal yn ymylol.
English: Potentially more significant would be a revised and extended primary BA (QTS) degree described in Section 12 above.
Welsh: Rhywbeth a allai fod yn fwy arwyddocaol yw'r radd BA Cynradd (SAC) ddiwygiedig ac estynedig sydd wedi'i disgrifio yn Adran 12 uchod.
English: As in Scotland, a re-launched four year joint degree should attract higher quality candidates.
Welsh: Fel yn yr Alban, dylai ail-lansio gradd gyfun bedair-blynedd ddenu ymgeiswyr o ansawdd well.
English: But raising quality does not only involve types of provision; financial incentives and entry requirements are also important.
Welsh: Ond mae gwella ansawdd yn cynnwys mwy na'r mathau o ddarpariaeth: mae cymhellion ariannol a gofynion mynediad yn bwysig hefyd.
English: In section 7.1 above it was noted that at present the financial incentives offered to ITE candidates are in some cases more generous in England than in Wales.
Welsh: Yn adran 7.1 uchod nodwyd bod y cymhellion ariannol a gynigir ar hyn o bryd i ymgeiswyr AGA yn fwy hael mewn rhai achosion yn Lloegr nag yng Nghymru.
English: As a result, programme leaders report that some of their best applicants in the end choose to leave Wales to undertake their training.
Welsh: O ganlyniad, mae arweinwyr rhaglenni'n dweud bod rhai o'u hymgeiswyr gorau yn y diwedd yn dewis ymadael â Chymru i hyfforddi.
English: Many will then opt to take up a teaching post in England as well.
Welsh: Bydd llawer wedyn yn dewis cymryd swydd addysgu yn Lloegr hefyd.
English: Providing financial incentives to the most able teacher education candidates is expensive and involves hard choices.
Welsh: Mae darparu cymhellion ariannol i'r ymgeiswyr gorau mewn addysg athrawon yn ddrud ac mae'n golygu gwneud dewisiadau anodd.
English: To date, the Welsh Government would appear to have done its best, within the resources available, to match most of what England offers.15 And there is evidence that to date, numbers of candidates with good levels of qualifications are holding up, despite the differences in incentives.
Welsh: Hyd yn hyn, mae'n ymddangos bod Llywodraeth Cymru wedi gwneud ei gorau o fewn yr adnoddau sydd ar gael i gynnig cymhellion sydd gystal â'r rhan fwyaf o gynigion Lloegr.15 Ac mae yna dystiolaeth bod niferoedd yr ymgeiswyr sydd â lefel cymwysterau dda yn parhau ar hyn o bryd, er gwaethaf y gwahaniaethau yn y cymhellion.
English: However, given the need to recruit the very best candidates in Wales, it is essential that the Welsh Government continues to monitor closely the impact of differential incentives on recruitment.
Welsh: Er hynny, o gofio bod angen recriwtio'r ymgeiswyr gorau un yng Nghymru, mae'n hanfodol bod Llywodraeth Cymru'n parhau i gadw llygad barcut ar effaith cymhellion gwahanol ar recriwtio.
English: If, in the future, the current good levels of recruitment are shown to falter, then further investment in incentives may become essential.
Welsh: Os gwelir yn y dyfodol fod y lefelau recriwtio da presennol yn methu, yna fe all fod yn rhaid buddsoddi mwy yn y cymhellion.
English: As was also noted in 7.1 above there are currently some disparities in terms of entry requirements between Wales and England.
Welsh: Fel y nodwyd hefyd yn 7.1 uchod, ceir anghysondebau ar hyn o bryd o ran y gofynion mynediad yng Nghymru a Lloegr.
English: All prospective candidates in Wales are required to have a 'B' at GCSE in English and Mathematics; in addition, primary candidates need to have a 'C' in science.
Welsh: Mae'n ofynnol bod gan bob darpar ymgeisydd yng Nghymru radd 'B' mewn TGAU mewn Saesneg a Mathemateg; yn ychwanegol, mae ar ymgeiswyr cynradd angen gradd 'C' mewn gwyddoniaeth.
English: As a result, some course leaders report that otherwise able candidates without these particular grades choose to study in England where the entry requirements are currently lower.
Welsh: O ganlyniad, mae rhai arweinwyr cyrsiau'n dweud bod ymgeiswyr sydd fel arall yn alluog ond sydd heb y graddau penodol hyn yn dewis astudio yn Lloegr lle mae'r gofynion mynediad yn is ar hyn o bryd.
English: However, few could argue that prospective teachers of any subject do not need good levels of numeracy and literacy and all primary school teachers need to be minimally competent in science - a subject which they will have to teach.
Welsh: Serch hynny, ychydig yn unig a allai ddadlau nad oes ar ddarpar athrawon unrhyw bwnc angen lefelau da mewn rhifedd a llythrennedd ac mae ar bob athro ac athrawes mewn ysgolion cynradd angen rhyw gymhwysedd gofynnol mewn gwyddoniaeth - sef pwnc y bydd yn rhaid iddyn nhw i gyd ei addysgu.
English: Indeed if the recommendations of the Donalsdon Review (2015) are accepted, then all teachers will be responsible for literacy, numeracy and digital competence.
Welsh: Yn wir, os caiff argymhellion Adolygiad Donaldson (2015) eu derbyn, yna bydd pob athro ac athrawes yn gyfrifol am lythrennedd, rhifedd a chymhwysed ddigidol.
English: Although the Welsh Government should perhaps monitor the impact of its current requirements on recruitment, in these circumstances it is hard to see how any future lowering of entry standards could be either desirable or justifiable.
Welsh: Er y dylai Llywodraeth Cymru gadw llygad o bosibl ar effaith ei gofynion cyfredol ynglyn â recriwtio, o dan yr amgylchiadau hyn mae'n anodd gweld sut y gallai gostyngiad yn y safonau mynediad yn y dyfodol fod yn ddymunol na chael ei gyfiawnhau.
English: RECOMMENDATION 7: That the Welsh Government monitors closely the impact of financial incentives on recruitment, particularly taking into account different funding levels in comparison with those available in England.
Welsh: ARGYMHELLIAD 7: Y dylai Llywodraeth Cymru gadw llygad barcut ar effaith cymhellion ariannol ar recriwtio, gan ystyried yn benodol lefelau ariannu gwahanol o'u cymharu â'r rhai sydd ar gael yn Lloegr
English: As was noted in Section A , there are multiple ways in which research should inform teacher education programmes: in the knowledge that underpins the content, in the design of programmes and in preparing student teachers to be both critical consumers of as well as participants in research.
Welsh: Fel y nodwyd yn Adran A , dylai ymchwil lywio rhaglenni addysg athrawon mewn sawl ffordd: yn yr wybodaeth sy'n sail i'r cynnwys, wrth ddylunio rhaglenni ac wrth baratoi darpar athrawon i fod yn ddefnyddwyr beirniadol ar ymchwil yn ogystal ag yn gyfranogwyr mewn ymchwil.
English: Developing and sustaining research capacity within the teacher education system is therefore essential, both for the content and for the process of teacher education itself.
Welsh: Gan hynny, mae datblygu a chynnal capasiti ymchwil yn y system addysg athrawon yn hanfodol, ar gyfer y cynnwys ac ar gyfer proses addysg athrawon ei hun.
English: Having a robust research community is also vitally important for the educational system in broader terms.
Welsh: Mae cymuned ymchwil gadarn yn hanfodol bwysig hefyd i'r system addysg mewn ystyr ehangach.
English: Research capacity is a critical part of what all educational systems need if they are to be self- improving.
Welsh: Mae capasiti ymchwil yn rhan holl-bwysig o'r hyn y mae ar bob system addysg ei angen os ydyn nhw am eu gwella eu hunain.
English: However, as was also noted in Section A, at present, research capacity in teacher education university faculties in Wales is at an extremely low ebb.
Welsh: Ond, fel y nodwyd hefyd yn Adran A, ar hyn o bryd mae capasiti ymchwil cyfadrannau addysg athrawon ym mhrifysgolion Cymru yn eithriadol o wan.
English: The fact that in the current REF no teacher education faculty in Wales returned a single member of staff should be a major concern for Wales.
Welsh: Dylai'r ffaith na chafodd yr un aelod o staff cyfadrannau addysg Cymru ei gofnodi yn yr REF cyfredol fod yn destun pryder mawr i Gymru.
English: Over the last two years, HEFCW in collaboration with the Economic and Social Research Council (ESRC) has made an important investment in the development of research capacity through the establishment of Wiserd16 Education led from Cardiff University. This is a
Welsh: Dros y ddwy flynedd diwethaf, mae CCAUC ar y cyd â'r Cyngor Ymchwil Economaidd a Chymdeithasol (ESRC) wedi gwneud buddsoddiad pwysig i ddatblygu'r capasiti ymchwil drwy sefydlu Addysg Wiserd16 o dan arweiniad Prifysgol Caerdydd.
English: networked initiative with Wiserd Education staff working collaboratively with education colleagues from across Wales' university sector with the specific aim of increasing educational research capacity in Wales.
Welsh: Menter rwydweithiol yw hon ac mae staff Addysg Wiserd yn gweithio mewn cydweithrediad â chydweithwyr mewn addysg ledled sector prifysgolion Cymru gan anelu'n benodol at gynyddu capasiti ymchwil addysgol Cymru.
English: A range of different educational data sets have been established and there are opportunities for 'residencies' in Cardiff.
Welsh: Mae amrediad o setiau data addysgol wedi'u sefydlu a cheir cyfleoedd am gyfnodau preswyl yng Nghaerdydd.
English: This is allowing for a number of joint projects to be developed across Wales - projects that have practical value and value as a vehicle for research capacity development, including capacity in quantitative methods.
Welsh: Mae hyn yn caniatáu i nifer o brosiectau ar y cyd gael eu datblygu ledled Cymru - sef prosiectau sydd o werth yn ymarferol ac fel cyfrwng i ddatblygu capasiti ymchwil, gan gynnwys capasiti mewn dulliau ansoddol.
English: Much can be learned from the Wiserd Education initiative.
Welsh: Gallwn ddysgu llawer ar sail menter Addysg Wiserd.
English: However, given the task it faces, it is relatively small and is only focused on one particular largely social scientific form of educational research.
Welsh: Er hynny, o gofio'r dasg y mae'n ei hwynebu, mae'n fenter gymharol fach ac ar un rhan benodol o ymchwil addysgol y mae'n canolbwyntio, a honno'n seiliedig yn bennaf ar y gwyddorau cymdeithasol.
English: In addition to the type of research capacity being fostered by Wiserd Education there is an urgent need in Wales for capacity in pedagogical research; a need that will become even more pressing if the recommendations of the Donaldson Review (2015) are accepted.
Welsh: Yn ychwanegol at y math o gapasiti ymchwil sy'n cael ei feithrin gan Addysg Wiserd, mae angen dybryd yng Nghymru am gapasiti mewn ymchwil bedagogaidd; sef angen a fydd yn fwy dybryd byth os caiff argymhellion Adolygiad Donaldson (2015) eu derbyn.
English: Developing research on teaching, learning, and assessment, especially from a subject perspective (or indeed in relation to Donaldson's six 'Areas of Learning and Experience'), would be particularly valuable in supporting teacher education.
Welsh: Byddai datblygu ymchwil ar addysgu, dysgu, ac asesu, yn enwedig o safbwynt y pynciau (neu yn wir o safbwynt chwe 'Maes Dysgu a Phrofiad' Donaldson), yn arbennig o werthfawr o ran ategu addysg athrawon.
English: Again, across Wales, pedagogical research, even in key areas such as Welsh language teaching or mathematics, is currently at a very low ebb.
Welsh: Unwaith eto, ledled Cymru, mae ymchwil bedagogaidd, hyd yn oed mewn meysydd allweddol fel addysgu Cymraeg neu fathemateg, yn wan iawn ar hyn o bryd.
English: There are at least three options for the future development of such research capacity in Wales.
Welsh: Mae o leiaf tri opsiwn ynglyn â datblygu capasiti ymchwil o'r fath yng Nghymru yn y dyfodol.
English: Allow the strengthened institutions to develop their own research cultures.
Welsh: Caniatáu i'r sefydliadau wedi'u cryfhau ddatblygu eu diwylliannau ymchwil eu hunain
English: If the earlier proposals for the re-accreditation of teacher education are adopted, especially those outlined in Option 9.4 which suggests establishing a minimum set of standards for providers of teacher education, then there is already a possibility that educational research capacity in Wales will improve.
Welsh: Os caiff y cynigion cynharach ynglyn ag ailachredu addysg athrawon eu mabwysiadu, yn enwedig felly y rhai a amlinellwyd yn Opsiwn 9.4 sy'n awgrymu sefydlu set ofynnol o safonau ar gyfer darparwyr addysg athrawon, yna mae eisoes yn bosibl y bydd capasiti ymchwil addysgol Cymru'n gwella.
English: It might also improve if there was more concentration of teacher education provision, with a smaller number of universities involved.
Welsh: Fe allai wella hefyd pe bai'r ddarpariaeth addysg athrawon yn cael ei chrynhoi, gan gynnwys llai o brifysgolion.
English: A reformed system would certainly set up the possibility for improvement but it would not guarantee it.
Welsh: Byddai system ddiwygiedig yn sicr yn creu'r posibilrwydd o welliant, ond nid yn ei warantu.
English: Over the last 15 years, universities across Wales have allowed educational research capacity to wither.
Welsh: Dros y 15 mlynedd diwethaf, mae prifysgolion ledled Cymru wedi caniatáu i gapasiti ymchwil addysgol edwino.
English: Turning around that situation may therefore demand more direct intervention.
Welsh: I weddnewid y sefyllfa, felly, mae'n bosibl y bydd angen ymyrryd yn fwy uniongyrchol.
English: Option 14.2 Extend Wiserd Education to include a pedagogical dimension
Welsh: Opsiwn 14.2 Ehangu Addysg Wiserd i gynnwys dimensiwn pedagogaidd
English: The Wiserd Education model does provide a useful model of how research capacity can be fostered.
Welsh: Mae model Addysg Wiserd yn fodel buddiol o sut y gall capasiti ymchwil gael ei feithrin.
English: It could therefore be extended by the addition of a second dimension to its work covering pedagogical research in key subject areas.
Welsh: Gan hynny, fe allai gael ei ymestyn drwy ychwanegu ail ddimensiwn i'w waith, i ymwneud ag ymchwil bedagogaidd mewn pynciau allweddol.
English: This would have the effect of establishing a national centre for applied educational research in Wales.
Welsh: Effaith hynny fyddai sefydlu canolfan genedlaethol ar gyfer ymchwil addysgol yng Nghymru.
English: Given that Cardiff University already has an international reputation as a major centre of high quality social scientific research in education, there would be a strong chance that a new pedagogical dimension in their work would be of the highest quality.
Welsh: O gofio bod gan Brifysgol Caerdydd enw da yn rhyngwladol yn barod fel canolfan bwysig o ran ymchwil yn y gwyddorau cymdeithasol ynglyn ag addysg, mae yna obaith cryf y byddai dimensiwn pedagogaidd newydd yn eu gwaith yn cyrraedd y radd uchaf.
English: With appropriately managed funding it could also be tailored specifically to the needs of Wales.
Welsh: Gyda chyllid o dan reolaeth briodol, gallai gael ei deilwra'n unswydd hefyd at anghenion Cymru.
English: Such a model would have significant advantages.
Welsh: Byddai i fodel o'r fath fanteision arwyddocaol.
English: However, even if it were networked on the lines of the existing Wiserd Education programme, it would only have a limited direct impact on teacher educators across Wales.
Welsh: Er hynny, hyd yn oed pe bai'n cael ei rwydweithio yn yr un modd â rhaglen bresennol Addysg Wiserd, effaith uniongyrchol gyfyngedig a gâi ar addysgwyr athrawon ar draws Cymru.
English: Most of that capacity would inevitably be based in Cardiff University itself, which is not at present a major provider of initial teacher education.
Welsh: Mae'n anochel y byddai'r rhan fwyaf o'r capasiti hwn wedi'i lleol ym Mhrifysgol Caerdydd ei hun, nad yw ar hyn o bryd yn ddarparwr mawr mewn addysg gychwynnol athrawon.
English: Option 14.3 In addition to extending Wiserd Education, link it to a network of five centres of pedagogical excellence across Wales
Welsh: Opsiwn 14.3 Yn ychwanegol at ehangu Addysg Wiserd, ei chysylltu â rhwydwaith o bum canolfan ragoriaeth bedagogaidd ar draws Cymru
English: A final option would build on Option 14.2 but in addition establish up to five centres of pedagogical excellence across Wales.
Welsh: Un opsiwn olaf fyddai adeiladu ar Opsiwn 14.2 ond sefydlu hefyd hyd at bum canolfan ragoriaeth bedagogaidd ar draws Cymru.
English: Universities could bid to establish a pedagogical centre in one of a range of subjects seen as essential for Wales - for example in Welsh language teaching, Mathematics, foundation phase teaching and teaching socially disadvantaged children.
Welsh: Gallai prifysgolion cynnig am sefydlu canolfan bedagogaidd mewn ystod o bynciau y bernir eu bod yn hanfodol i Gymru - er enghraifft addysgu'r Gymraeg, Mathemateg, addysgu'r cyfnod sylfaen ac addysgu plant sydd o dan anfantais gymdeithasol.
English: Funding might be for five years in the first instance with universities themselves providing matched funding.
Welsh: Gallai'r cyllid redeg am bum mlynedd i ddechrau a gallai'r prifysgolion eu hunain ddarparu arian cyfatebol.
English: The five centres, each with strong links to the provision of teacher education, should be networked and linked to a pedagogical research centre at Cardiff university, where there should be funding to establish a Chair in pedagogical research.
Welsh: Dylai'r pum canolfan, bob un a chanddi gysylltiadau cryf â darparu addysg athrawon, gael eu rhwydweithio a'u cysylltu â chanolfan ymchwil bedagogaidd ym Mhrifysgol Caerdydd, lle dylid cael cyllid i sefydlu Cadair mewn ymchwil bedagogaidd.
English: This approach would serve the national need to increase research capacity in key areas of teaching in Wales.
Welsh: Byddai mynd ati fel hyn yn ateb yr angen cenedlaethol i gynyddu'r capasiti ymchwil mewn meysydd allweddol mewn addysgu yng Nghymru.
English: The distributed centres, networked and supported from Cardiff would also stimulate active research cultures amongst teacher education providers across the country.
Welsh: Byddai'r canolfannau unigol, a gâi eu rhwydweithio a'u cefnogi o Gaerdydd, hefyd yn ysgogi diwylliannau ymchwil gweithredol ymysg darparwyr addysg athrawon ledled Cymru.
English: RECOMMENDATION 8: That Wiserd Education be extended to include a pedagogical dimension linked to a network of five centres of pedagogical excellence across Wales, Option 14.3
Welsh: ARGYMHELLIAD 8: Y dylai Addysg Wiserd gael ei hymestyn i gynnwys dimensiwn pedagogaidd wedi'i gysylltu â rhwydwaith o bum canolfan ragoriaeth bedagogaidd ledled Cymru, Opsiwn 14.3
English: 15. University providers A final set of options concerns the number of university providers.
Welsh: 15. Darparwyr prifysgol Mae un set olaf o opsiynau'n ymwneud â nifer y prifysgolion sy'n ddarparwyr.
English: Here we must ask what the optimum number of providers is, if Wales is to achieve a significant and necessary rise in the quality of provision.
Welsh: Yn hyn o beth mae'n rhaid inni ofyn beth yw'r nifer gorau o ddarparwyr, os bwriedir i Gymru sicrhau cynnydd arwyddocaol ac angenrheidiol yn ansawdd y ddarpariaeth.
English: At present there are three Centres accredited for the provision of initial teacher education in Wales: five universities contribute to those Centres.
Welsh: Ar hyn o bryd mae tair canolfan wedi'u hachredu i ddarparu addysg gychwynnol athrawon yng Nghymru.
English: They are the South West Wales Centre for Teacher Education (University of Wales, Trinity St David); the South East Wales Centre for Teacher Education (Cardiff Metropolitan and South Wales universities); and the North and Mid Wales Centre for Teacher Education (Aberystwyth and Bangor universities).
Welsh: Mae pump o brifysgolion yn cyfrannu at y canolfannau hyn, sef Canolfan Addysg Athrawon y De-orllewin (Prifysgol Cymru Y Drindod Dewi Sant); Canolfan Addysg Athrawon y De-ddwyrain (Prifysgol Metropolitan Caerdydd a Phrifysgol De Cymru); a Chanolfan Addysg Athrawon y Gogledd a'r Canolbarth (Prifysgolion Aberystwyth a Bangor).
English: Future provision might be based on one of three different options.
Welsh: Gallai'r ddarpariaeth yn y dyfodol gael ei seilio ar un o dri opsiwn.
English: In each case it is appropriate to consider the potential of each option for raising the quality of provision, and the financial costs and political challenges involved.
Welsh: Ym mhob achos mae'n briodol ystyried y potensial sydd gan bob opsiwn i wella ansawdd y ddarpariaeth, a'r costau ariannol a'r heriau gwleidyddol o dan sylw.
English: Option 15.1 - 5 University Centres
Welsh: Opsiwn 15.1 - Pum canolfan brifysgol
English: As has already been noted, one of the major challenges facing the initial teacher education sector at the time of my earlier review (Furlong et al 2006) was that there was a significant over capacity in the production of teachers as well as duplication of programmes.
Welsh: Fel y nodwyd eisoes, un o'r heriau mawr a oedd yn wynebu'r sector addysg gychwynnol athrawon adeg fy adolygiad blaenorol (Furlong et al 2006) oedd bod cryn dipyn yn ormod o gapasiti o ran cynhyrchu athrawon yn ogystal ag o ran dyblygu rhaglenni.
English: Today, as a result of reforms overseen by HEFCW, each of the five contributing universities now offers a distinctive range of programmes.
Welsh: Heddiw, o ganlyniad i ddiwygiadau a oruchwyliwyd gan CCAUC, mae pob un o'r pum prifysgol sy'n gwneud cyfraniad yn cynnig ystod wahanol o raglenni.
English: There is also an appropriate range of bilingual provision across Wales as a whole.
Welsh: Ceir ystod briodol o ddarpariaeth ddwyieithog ar draws Cymru hefyd.
English: Moreover, most faculties of education have diversified their provision so that they remain economically viable even though their teacher education numbers have been substantially reduced.
Welsh: Ar ben hynny, mae'r mwyafrif o'r cyfadrannau wedi arallgyfeirio'u darpariaeth fel eu bod yn parhau'n hyfyw o safbwynt economaidd er bod eu niferoedd mewn addysg athrawon wedi'u lleihau'n sylweddol.
English: Given the changes that have been achieved, it would therefore now in principle be possible to allow each of the existing universities to continue to offer its current range of provision as individual accredited providers.
Welsh: O gofio'r newidiadau sydd wedi'u cyflawni, o ran egwyddor byddai erbyn hyn yn bosibl caniatáu i bob un o'r prifysgolion presennol barhau i gynnig eu hystod gyfredol o ddarpariaeth fel darparwyr achrededig unigol.
English: Potential for raising the quality of provision
Welsh: Potensial i wella ansawdd y ddarpariaeth
English: Allowing all five universities to continue their current provision would have the benefit of ensuring continuity in a system that has only recently undergone major reform.
Welsh: Mantais caniatáu i bob un o'r pum prifysgol barhau â'u darpariaeth bresennol fyddai sicrhau parhad mewn system sydd newydd weld diwygiadau mawr.
English: In the short term it would be unlikely to have either a positive or negative impact on quality.
Welsh: Yn y tymor byr, mae'n annhebyg y ceid effaith gadarnhaol nac effaith negyddol ar ansawdd.
English: However, it would perhaps weaken the potential for further development.
Welsh: Ond, efallai y byddai'n gwanhau'r potensial ar gyfer rhagor o ddatblygu.
English: In at least two of the Universities, the amount of teacher education provision is relatively small.
Welsh: Mewn dwy o'r prifysgolion o leiaf, cymharol fach yw maint y ddarpariaeth ar gyfer addysg athrawon.