techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Finally, in looking to the future, I have talked in detail to Professor Graham Donaldson about the implications of his recent Review of Curriculum and Assessment for the future of initial teacher education and training in Wales.
Welsh: Yn olaf, wrth edrych tua'r dyfodol, rwyf wedi siarad yn fanwl â'r Athro Graham Donaldson am oblygiadau ei Adolygiad diweddar yntau o'r Cwricwlwm ac Asesu ar gyfer dyfodol addysg a hyfforddiant cychwynnol athrawon yng Nghymru.
English: As a result of this work I am now in a position to bring forward a preliminary report for you to consider.
Welsh: O ganlyniad i'r gwaith hwn, rwyf mewn sefyllfa erbyn hyn i gynnig adroddiad rhagarweiniol er mwyn ichi gael ei ystyried.
English: The report is in two parts, each of which focuses on the need for change in the current system.
Welsh: Mae i'r adroddiad ddwy ran, bob un yn canolbwyntio ar yr angen am newid yn y system gyfredol.
English: In part one I set out what I see as the main challenges facing the initial teacher education sector - the reasons for change.
Welsh: Yn rhan un rwy'n nodi'r prif heriau sydd yn fy marn i yn wynebu'r sector addysg gychwynnol athrawon - y rhesymau dros newid.
English: In part two, I set out a range of different options that the Welsh Government might take in order to raise the quality of provision.
Welsh: Yn rhan dau rwy'n cynnig amryw o opsiynau y gallai Llywodraeth Cymru eu cymryd er mwyn gwella ansawdd y ddarpariaeth.
English: In each case I make recommendations as to what I personally think might be the most appropriate option to take.
Welsh: Ym mhob achos rwy'n gwneud argymhellion o ran y camau mwyaf priodol i'w cymryd yn fy marn bersonol i.
English: Clearly though it is for you and the Welsh Government itself to decide which, if any, of the options I have outlined are most appropriate.
Welsh: Er hynny, mae'n amlwg mai mater i chithau ac i Lywodraeth Cymru ei hunan yw penderfynu pa rai o'r opsiynau a amlinellwyd sydd fwyaf priodol.
English: Once you and your officials have had a chance to consider my report and decided on which options to pursue, I will be willing to begin work with colleagues both within the Government and beyond in order to help bring about the changes that are needed.
Welsh: Ar ôl i chi a'ch swyddogion gael cyfle i ystyried yr adroddiad a phenderfynu pa opsiynau y dylech fynd ar eu hôl, fe fyddaf finnau'n fodlon dechrau gweithio gyda chydweithwyr yn y Llywodraeth a'r tu allan iddi er mwyn helpu i greu'r newidiadau angenrheidiol.
English: If the Government, national agencies, schools and higher education work together on an agreed plan, then I am sure that in the not too distant future, Wales can have a teacher education and training sector of which it can be proud; one that can help deliver the high aspirations that you and your Government have for the children and young people of Wales.
Welsh: Os bydd y Llywodraeth, asiantaethau cenedlaethol, ysgolion ac addysg uwch yn gweithio gyda'i gilydd ar gynllun cytûn, yna rwy'n siwr y gwelwn ni yng Nghymru, cyn rhy hir, sector addysg a hyfforddiant athrawon i ymfalchïo ynddo; un a all helpu i wireddu'r dyheadau mawr sydd gennych chi a'ch Llywodraeth ar gyfer plant a phobl ifanc Cymru.
English: Yours sincerely,
Welsh: Yn gywir,
English: ITT Adviser to the Welsh Government
Welsh: Cynghorydd HCA Llywodraeth Cymru
English: Acknowledgements
Welsh: Cydnabyddiaeth
English: A wide range of individuals and organizations have helped in the development of this report.
Welsh: Mae ystod eang o unigolion a sefydliadau wedi helpu i ddatblygu'r adroddiad hwn.
English: I would like to thank the senior colleagues in the teacher education and training sector, senior university staff, colleagues in the regional Consortia as well as heads and other senior teachers in Wales who willingly gave their time to talk to me during the last year.
Welsh: Hoffwn ddiolch i'r cydweithwyr uwch yn y sector addysg a hyfforddiant athrawon, staff uwch prifysgolion, cydweithwyr yn y Consortia rhanbarthol a phenaethiaid ac uwchathrawon eraill yng Nghymru a roddodd eu hamser yn llawen i siarad â mi yn ystod y flwyddyn ddiwethaf.
English: I am also appreciative of the time given by colleagues in the various national bodies that have a stake in teacher education - Estyn, HEFCW, GTCW, UCET Cymru.
Welsh: Rwy'n gwerthfawrogi hefyd yr amser a roddodd cydweithwyr yn y gwahanol gyrff cenedlaethol sydd â chyfran mewn addysg athrawon - Estyn, CCAUC, CyngACC, UCET Cymru.
English: I would particularly like to thank the ITT team in the Welsh Government who, while scrupulously observing my independence, have been both efficient and helpful in supporting my endeavours.
Welsh: Hoffwn roi diolch yn arbennig i dîm HCA Llywodraeth Cymru sydd, er eu bod wedi parchu fy annibyniaeth yn llwyr, wedi bod yn effeithlon ac yn barod iawn eu cymorth imi yn fy ngwaith.
English: Finally, I would like to acknowledge colleagues from across the UK, Ireland and beyond (Patricia Broadfoot, John Coolahan, Richard Daugherty, Graham Donaldson, Joe Hallgarten, Hazel Hagger, Nick Johnson, Gordon Kirk, Áine Lawlor, Ian Menter, Pamela Munn, James Noble Rogers, Pasi Sahlberg and Geoff Whitty) who have engaged with my ideas as they have developed over the last 12 months.
Welsh: Yn olaf, hoffwn gydnabod cydweithwyr ledled y Deyrnas Unedig, yn Iwerddon a'r tu hwnt (Patricia Broadfoot, John Coolahan, Graham Donaldson, Richard Daugherty, Joe Hallgarten, Hazel Hagger, Nick Johnson, Gordon Kirk, Áine Lawlor, Ian Menter, Pamela Munn, James Noble Rogers, Pasi Sahlberg a Geoff Whitty) sydd wedi ymwneud â'm syniadau i wrth i'r rheiny ddatblygu dros y 12 mis diwethaf.
English: During that time, in addition to working in Wales, I have had the privilege of working with colleagues on the BERA-RSA Inquiry into the role of research in teacher education and the Northern Ireland Government's review of the infrastructure for initial teacher education.
Welsh: Yn ystod y cyfnod hwnnw, yn ogystal â gweithio yng Nghymru, rwyf wedi cael y fraint o weithio gyda chydweithwyr ar Ymchwiliad BERA-RSA i rôl ymchwil mewn addysg i athrawon ac ar adolygiad Llywodraeth Gogledd Iwerddon o seilwaith addysg gychwynnol athrawon.
English: Although the analysis and proposals contained in this report are my responsibility and mine alone, they have benefited substantially from the input of all of these different colleagues in their development. Teaching Tomorrow's Teachers
Welsh: Fy nghyfrifoldeb i yn unig yw'r dadansoddiad a'r cynigion a welir yn yr adroddiad hwn, ond maen nhw wedi elwa'n sylweddol drwy gyfraniad yr holl wahanol gydweithwyr hyn wrth gael eu datblygu.
English: A Initial Teacher Education in Wales - the case for change
Welsh: A. Addysg gychwynnol athrawon yng Nghymru - yr achos o blaid newid
English: 1. Teacher Education in Wales - reasons for change 5
Welsh: 1. Addysg athrawon yng Nghymru - rhesymau dros newid 5
English: 2. What does the international research evidence tells us about 8 high quality initial teacher education?
Welsh: 2. Beth mae tystiolaeth yr ymchwil ryngwladol yn ei ddweud wrthon ni am addysg gychwynnol athrawon o safon? 8
English: 3. How is current provision in Wales organised? 9
Welsh: 3. Sut mae'r ddarpariaeth gyfredol yng Nghymru wedi'i threfnu? 9
English: 4. What are the strengths and weaknesses of current provision when 10 benchmarked against the international evidence?
Welsh: 4. Beth yw cryfderau a gwendidau'r ddarpariaeth gyfredol o'i meincnodi yn erbyn y dystiolaeth ryngwladol? 10
English: 5. The National level 11
Welsh: 5. Y lefel genedlaethol 11
English: 6. The Institutional level 14
Welsh: 6. Lefel y sefydliad 14
English: B. Initial Teacher Education in Wales - options for change 20
Welsh: 8. Casgliad 20
English: Introduction 21
Welsh: B. Addysg gychwynnol athrawon yng Nghymru - opsiynau ar gyfer newid 21
English: 9. Options for future accreditation of initial teacher education programmes 22
Welsh: 9. Opsiynau ynglyn ag achredu rhaglenni addysg gychwynnol athrawon yn y dyfodol 23
English: 10. Options for a future accreditation body 25
Welsh: 10. Opsiynau ynglyn â chorff achredu yn y dyfodol 26
English: 12. Options for the future of the primary BA (Hons) QTS degree (the BEd) 28
Welsh: 12. Opsiynau ynglyn â dyfodol y radd BA Cynradd (Anrh) SAC (y BEd) 30
English: 13. Options for raising the quality of entry to the profession 30
Welsh: 13. Opsiynau ynglyn â gwella ansawdd dechreuwyr yn y proffesiwn 33
English: 14. Options for the future of professionally oriented research capacity 32
Welsh: 14. Opsiynau ynglyn â dyfodol capasiti ymchwil sy'n ymwneud â'r proffesiwn 35
English: List of recommendations 39
Welsh: Rhestr argymhellion 43
English: References 40 Contents
Welsh: Cyfeiriadau 44 Cynnwys
English: A Initial Teacher Education in Wales - the case for change
Welsh: A Addysg gychwynnol athrawon yng Nghymru - yr achos o blaid newid
English: 1. Teacher Education in Wales - reasons for change Initial teacher education1 in Wales needs to change and for two quite different reasons.
Welsh: 1. Addysg athrawon yng Nghymru - rhesymau dros newid Mae angen i addysg gychwynnol athrawon1 yng Nghymru newid am ddau reswm pur wahanol.
English: Firstly, it needs to change because despite some strengths in current provision there is a widespread consensus that overall it is not of sufficient high quality to serve the needs of Wales either now or in the future.
Welsh: Yn gyntaf, mae angen iddi newid am fod yna gonsensws eang nad yw hi, er gwaethaf rhai cryfderau yn y ddarpariaeth gyfredol, yn ddigon uchel ei safon i ateb anghenion Cymru nawr nac yn y dyfodol.
English: Professor Ralph Tabberer in his recent report on initial teacher education put the problem quite baldly:
Welsh: Yn ei adroddiad diweddar ar addysg gychwynnol athrawon mynegodd yr Athro Ralph Tabberer y broblem yn foel fel hyn:
English: The current quality of ITT in Wales is adequate and no better.
Welsh: Digonol yw safon HCA yng Nghymru ar hyn o bryd, a dim gwell.
English: This judgement does not solely come from the findings of Estyn
Welsh: Ni ddaw'r farn hon o gasgliadau Estyn yn unig, sydd bron â bod wedi cyflawni deuparth rhaglen o archwilio'r tair Canolfan HCA newydd yng Nghymru.
English: This assessment is largely shared by providers, officials and leading stakeholders.
Welsh: Mae darparwyr, swyddogion a rhanddeiliaid blaenllaw yn rhannu'r asesiad hwn.
English: In her Annual Report for 2012-3, Estyn's Chief Inspector of Education and Training in Wales expressed similar sentiments when she stated:
Welsh: Yn ei Hadroddiad Blynyddol ar gyfer 2012-3, mynegodd Prif Arolygydd Addysg a Hyfforddiant Estyn farn debyg pan ddywedodd:
English: We have not been recruiting enough trainee teachers with the best qualifications and we need more consistency in the quality of what is provided for them in initial teacher education and training in order to give them the best start to their teaching career
Welsh: Nid ydym wedi bod yn recriwtio digon o athrawon dan hyfforddiant â'r cymwysterau gorau, ac mae angen mwy o gysondeb arnom o ran ansawdd yr hyn a ddarperir ar eu cyfer mewn addysg a hyfforddiant cychwynnol i athrawon, er mwyn rhoi'r cychwyn gorau iddynt yn eu gyrfa addysgu.
English: In April 2014, the OECD, while acknowledging a will to reform, noted that further improvements were required.
Welsh: Ym mis Ebrill 2014, nododd yr OECD fod angen rhagor o welliannau, er eu bod yn cydnabod bod yna awydd i ddiwygio.
English: Particularly important, they argued, was the need to attract and increase the quality of new entrants to the teaching profession and raise the standard of provision on offer to make it more attractive to prospective candidates.
Welsh: Roedden nhw'n dadlau ei bod yn arbennig o bwysig denu dechreuwyr newydd yn y proffesiwn addysgu, gwella ansawdd y dechreuwyr hynny a chodi safon y ddarpariaeth a oedd yn cael ei chynnig er mwyn ei gwneud yn fwy deniadol i ddarpar ymgeiswyr.
English: Building 'professional capital and collective responsibility' (p66) throughout the system, they argued, was one of the four priority areas that the Welsh Government urgently needed to address.
Welsh: Dadleuwyd (t 66) mai adeiladu cyfalaf proffesiynol a chydgyfrifoldeb drwy'r system i gyd oedd un o'r pedair blaenoriaeth yr oedd angen i Lywodraeth Cymru roi sylw iddyn nhw ar fyrder.
English: The quality of provision therefore does need to improve.
Welsh: Gan hynny, mae angen i ansawdd y ddarpariaeth wella.
English: But there is a second and perhaps even more important reason that reform is needed and that is to do with the changing nature of schooling in the 21st century.
Welsh: Ond mae yna reswm arall, a hwnnw'n bwysicach byth o bosibl, fod angen diwygiadau, ac mae hwn yn ymwneud â'r newid yn natur addysg ysgolion yn yr 21ain ganrif.
English: In our 2006 report on 'Initial Teacher Training Provision in Wales', I and my colleagues (Furlong et al 2006) pointed to the many challenges facing the future of the teaching profession in Wales.
Welsh: Yn ein hadroddiad ni yn 2006 ynghylch 'Darpariaeth Hyfforddiant Cychwynnol Athrawon yng Nghymru', cyfeiriodd fy nghydweithwyr a mi (Furlong et al 2006) at y nifer fawr o heriau a oedd yn wynebu dyfodol y proffesiwn addysgu yng Nghymru.
English: One of the biggest we suggested was that the 'teachers of tomorrow' will have to respond to the changing nature of knowledge in society.
Welsh: Awgrymwyd mai un o'r heriau mwyaf oedd y byddai rhaid i 'athrawon yfory' ymateb i'r newid yn natur gwybodaeth yn y gymdeithas.
English: In a world of rapid change, teachers will not only need to be experts in teaching something (history, chemistry or mathematics), they will also need to be experts in teaching their students to 'learn how to learn'.
Welsh: Mewn byd sy'n newid yn gyflym, bydd angen nid yn unig i athrawon fod yn arbenigwyr ar addysgu rhywbeth (hanes, cemeg neu fathemateg), ond hefyd iddyn nhw fod yn arbenigwyr o ran addysgu eu myfyrwyr i 'ddysgu sut i ddysgu'.
English: This, we argued, must be one of the key outcomes of students' learning in the 21st century.
Welsh: Roedden ni'n dadlau bod rhaid i hyn fod yn un o'r deilliannau dysgu allweddol i fyfyrwyr yr 21ain ganrif.
English: It is a challenge that has been taken up by a growing number of countries around the world and it is a challenge that has major implications for both the form and content of initial teacher education.
Welsh: Dyma her sydd wedi'i chodi gan nifer cynyddol o wledydd ledled y byd ac un sy'n creu goblygiadau mawr o ran ffurf a chynnwys addysg gychwynnol athrawon.
English: In 2006, we also pointed to a range of other important factors affecting teaching: demographic changes which are resulting in an increasingly diverse society in Wales; the changing employment structures in schools where there is a growing emphasis on collaboration with other professionals working with young people; the fact that parents are becoming increasingly 'discriminating consumers' with increasing expectations of schools' achievements, information and consultation; and the growing recognition of the importance of evidence informed practice which is raising the level of debate about effective practice.
Welsh: Yn 2006, cyfeiriodd fy nghydweithwyr a mi hefyd at ffactorau pwysig eraill a oedd yn effeithio ar addysgu: newidiadau demograffig sy'n arwain at gymdeithas fwyfwy amrywiol yng Nghymru; y newid yn strwythurau cyflogi'r ysgolion lle gwelir pwyslais cynyddol ar gydweithredu â gweithwyr proffesiynol eraill sy'n gweithio gyda phobl ifanc; y ffaith bod rhieni'n mynd yn ddefnyddwyr mwyfwy craff sydd â disgwyliadau cynyddol ynglyn â champau'r ysgolion, eu gwybodaeth a'u prosesau ymgynghori; a'r gydnabyddiaeth gynyddol ynglyn ag ymarfer ar sail tystiolaeth sy'n codi lefel y drafodaeth ar arferion effeithiol.
English: All of these challenges, we argued, were likely to be added to the constant demand from parents, from Government and from others in the community to raise educational standards further.
Welsh: Dadleuwyd bod yr holl heriau hyn yn debyg o gael eu hychwanegu at y galw cyson o du rhieni, y Llywodraeth ac aelodau eraill o'r gymuned am godi safonau addysg ymhellach.
English: If Wales was to achieve the school system that it needs and wants in the future, then it seemed clear to us that the teaching profession needs to provide a lead.
Welsh: Pe bai Cymru am sicrhau'r system ysgolion yr oedd arni ei hangen a'i heisiau yn y dyfodol, yna roedd yn ymddangos yn glir i ni fod angen i'r proffesiwn addysgu roi arweiniad.
English: Wales, needs a new form of professionalism amongst its teachers.
Welsh: Mae ar Gymru angen math newydd o broffesiynoldeb ymysg ei hathrawon.
English: It needs teachers who:
Welsh: Mae arni angen athrawon:
English: • have high expectations of and a commitment to the achievement of all pupils; • take responsibility for innovation; • relish change and help to lead it; • are able to take a sharper focus on the needs of individual learners, including helping them in 'learning how to learn'; • accept and respond to demands for their accountability; • take personal and collective responsibility for professional development; • are able to evaluate and use different sorts of evidence relevant to the improvement of practice; • are willing to work collaboratively with other teachers and other professionals both day to day and in the development of their practice; • are willing and able to work in ways that draw on best practice from across the UK and internationally.
Welsh: • sydd â disgwyliadau uchel o ran cyrhaeddiad eu holl ddisgyblion ac ymroddiad iddo; • sy'n cymryd cyfrifoldeb dros arloesi; • sy'n mwynhau newid ac yn helpu i'w arwain; • sy'n gallu canolbwyntio'n fwy miniog ar anghenion dysgwyr unigol, gan gynnwys eu cynorthwyo i 'ddysgu sut i ddysgu'; • sy'n derbyn galwadau iddyn nhw fod yn atebol, ac sy'n ymateb i'r galwadau hynny; • sy'n ysgwyddo cyfrifoldeb personol a chydgyfrifoldeb dros ddatblygu proffesiynol; • sy'n gallu gwerthuso a defnyddio gwahanol fathau o dystiolaeth sy'n berthnasol i welliannau mewn arferion; • sy'n fodlon gweithio mewn cydweithrediad ag athrawon eraill a gweithwyr proffesiynol eraill o ddydd i ddydd ac wrth ddatblygu eu harferion; • sy'n fodlon ac yn abl i weithio mewn ffyrdd sy'n elwa ar yr arferion gorau ar draws y Deyrnas Unedig ac yn rhyngwladol.
English: None of the challenges we identified in 2006 has lessened in the intervening years; indeed in many ways the pressures on the profession have increased.
Welsh: Nid yw'r un o'r heriau a welsom yn 2006 wedi lleihau yn y blynyddoedd wedyn; yn wir mewn llawer o ffyrdd mae'r pwysau ar y proffesiwn wedi cynyddu.
English: What has changed in the last months though is that the Welsh Government's review of the curriculum and assessment, led by Professor Graham Donaldson (Donaldson 2015), has now placed many of these issues at the very top of the policy agenda.
Welsh: Yr hyn sydd wedi newid yn y misoedd diwethaf yw bod adolygiad Llywodraeth Cymru o'r cwricwlwm ac asesu, o dan arweiniad yr Athro Graham Donaldson (Donaldson 2015), bellach wedi codi llawer o'r materion hyn i frig yr agenda polisi.
English: The Donaldson proposals suggest a new vision for both curriculum and assessment.
Welsh: Mae cynigion Donaldson yn awgrymu gweledigaeth newydd ar gyfer y cwricwlwm ac asesu.
English: Rather than transmitting established bodies of knowledge, the Review argues that the aims of the curriculum should be fourfold.
Welsh: Yn hytrach na throsglwyddo stôr o wybodaeth sydd wedi ennill ei phlwyf, mae'r Adolygiad yn dadlau y dylai'r Cwricwlwm ganolbwyntio ar bedwar nod.
English: It should aim to create: ambitious, capable learners who are ready to learn throughout their lives; enterprising, creative contributors who are ready to play a full part in life and work; ethical, informed citizens who are ready to be citizens of Wales and the world; healthy confident individuals who are ready to lead fulfilling lives as valued members of society.
Welsh: Dylai anelu at greu: dysgwyr uchelgeisiol, galluog sydd yn barod i ddysgu drwy gydol eu hoes; cyfranwyr mentrus, creadigol sydd yn barod i chwarae eu rhan yn llawn yn eu bywyd a'u gwaith; dinasyddion egwyddorol, gwybodus sydd yn barod i fod yn ddinasyddion i Gymru a'r byd; unigolion iach, hyderus sydd yn barod i fyw bywyd gan wireddu eu dyheadau fel aelodau gwerthfawr o gymdeithas.
English: As a result, instead of being based on traditional subjects, the Review recommends that the curriculum is organised in terms of 6 key 'areas of learning and experience' (expressive arts; health and wellbeing; humanities; languages, literacy and communication; mathematics Teaching Tomorrow's Teachers and numeracy; and science and technology) with teachers themselves having much greater freedom in the selection of material appropriate for their learners' needs.
Welsh: O ganlyniad, yn lle cael ei seilio ar bynciau traddodiadol, mae'r Adolygiad yn argymell y dylai'r cwricwlwm gael ei drefnu ar sail chwe 'Maes Dysgu a Phrofiad' allweddol (celfyddydau mynegiannol; iechyd a llesiant; dyniaethau; ieithoedd, llenyddiaeth a chyfathrebu; mathemateg a rhifedd; a gwyddoniaeth a thechnoleg) ac y dylai'r athrawon eu hunain gael llawer mwy o ryddid wrth ddewis deunyddiau sy'n briodol at anghenion eu dysgwyr.
English: The review also proposes that all teachers should have responsibility for literacy, numeracy and digital competence, that there should be an increased focus on the use of the Welsh language in all schools, and that there should be a much greater emphasis on teacher led assessment than at present.
Welsh: Mae'r Adolygiad hefyd yn cynnig y dylai pob athro ac athrawes fod yn gyfrifol am lythrennedd, rhifedd a chymhwysedd digidol, y dylid canolbwyntio'n fwy ar ddefnyddio'r Gymraeg ym mhob ysgol, ac y dylai llawer mwy o bwyslais gael ei roi ar asesiadau o dan arweiniad athrawon nag a geir ar hyn o bryd.
English: As the Review notes, these proposals will have major implications for the teaching force.
Welsh: Fel y mae'r Adolygiad yn nodi, bydd i'r cynigion hyn oblygiadau pwysig i'r gweithlu addysgu.
English: Greater control over the curriculum will demand 'much more than the implementation of a pre-determined repertoire of methods and requires high quality teachers with a sound understanding of the 'why' and 'how' of teaching as well as the 'what'.'
Welsh: Bydd mwy o reolaeth dros y cwricwlwm yn gofyn 'llawer mwy na gweithredu repertoire o ddulliau sydd wedi'i bennu ymlaen llaw ac yn galw am athrawon o ansawdd uchel sydd â dealltwriaeth drylwyr o ddulliau addysgu a'r rhesymau drostynt yn ogystal â chynnwys yr addysgu'.
English: The assessment proposals will require 'a deep and secure understanding of the curriculum and of the roles of both formative and summative assessment together with the skills associated with designing and interpreting the wide range of techniques that good assessment demands' (p69).
Welsh: Bydd y cynigion ynglyn ag asesu yn gofyn 'dealltwriaeth sicr a manwl o'r cwricwlwm ac o'r cyfraniad gan asesu ffurfiannol a chyfunol ynghyd â'r sgiliau sy'n gysylltiedig â chynllunio a dehongli'r amrywiaeth fawr o dechnegau sydd eu hangen ar gyfer asesu da' (t 69).
English: There will also be major implications as a result of the increased focus on digital literacy and the Welsh language.
Welsh: Bydd goblygiadau pwysig yn deillio hefyd o'r ffocws cynyddol ar lythrennedd digidol a'r Gymraeg.
English: In short, the Donaldson Review proposals have significant implications for the form and content of teacher education - both initial teacher education and continuing professional development (CPD).
Welsh: Yn fyr, bydd cynigion Adolygiad Donaldson yn dod â goblygiadau arwyddocaol o ran ffurf a chynnwys addysg athrawon - sef addysg gychwynnol athrawon a datblygu proffesiynol parhaus (DPP).