techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Those resources could be expanded, but it remains questionable as to whether a generic organisation such as HEFCW, with many different national responsibilities, should also become the lead body in a very specific professional field such as initial teacher education.
Welsh: Gallai'r adnoddau hynny gael eu hymestyn, ond mae'n dal yn amheus a ddylai sefydliad generig fel CCAUC, sydd â llawer o gyfrifoldebau cenedlaethol gwahanol, fynd yn gorff arweiniol hefyd mewn maes proffesiynol penodol iawn megis addysg gychwynnol athrawon.
English: Option 10.2 The Welsh Government itself acts as the accreditation body
Welsh: Opsiwn 10.2 Llywodraeth Cymru ei hun yn gweithredu fel y corff achredu
English: There would be some advantages if the accreditation process were taken over by the Welsh Government itself.
Welsh: Fe fyddai rhai manteision pe bai'r broses achredu yn cael ei chyflawni gan Lywodraeth Cymru ei hun.
English: In resource terms, it could be more efficient; coordination at a policy level would in principle be easier to achieve.
Welsh: O ran adnoddau, gallai fod yn fwy effeithlon; o ran egwyddor byddai'n haws sicrhau bod yna gydlynu ar y lefel polisi.
English: However, such a model would perhaps make teacher education too close to government.
Welsh: Serch hynny, efallai y byddai model o'r fath yn dod ag addysg athrawon yn rhy agos at y llywodraeth.
English: It may, as in England, come to be seen as a politicised process and Government itself might be seen as directly responsible for any future weaknesses in provision.
Welsh: Fel yn Lloegr, fe allai gael ei gweld fel proses wleidyddol ac fe ellid barnu bod y Llywodraeth ei hun yn uniongyrchol gyfrifol am unrhyw wendidau yn y ddarpariaeth yn y dyfodol.
English: Option 10.3 Establish a new and independent 'Teacher Education Accreditation Board'
Welsh: Opsiwn 10.3 Sefydlu 'Bwrdd Achredu Addysg Athrawon' newydd ac annibynnol
English: Again, this would have some key advantages.
Welsh: Unwaith eto, byddai hyn yn dod â rhai manteision allweddol.
English: The Board could include representation from a wide range of stake holders (the teaching profession, higher education, parents organisations, Estyn and HEFCW); as such it would be at an appropriate 'arm's length' from Government.
Welsh: Gallai'r Bwrdd gynnwys cynrychiolwyr o blith ystod eang o randdeiliaid (y proffesiwn addysgu, addysg uwch, mudiadau rhieni, Estyn a CCAUC); gan hynny fe fyddai'n gweithio mewn modd priodol 'hyd braich' o'r Llywodraeth.
English: With appropriate membership, such a Board would also be well placed to take on a leadership role of teacher education as a whole.
Welsh: Ar sail aelodaeth briodol, byddai Bwrdd o'r fath mewn sefyllfa dda hefyd i ymgymryd â rôl arwain ar gyfer addysg athrawon yn ei chyfanrwydd.
English: The disadvantage of this option is that it would inevitably be more expensive than other options presented.
Welsh: Anfantais yr opsiwn hwn yw y byddai'n anochel yn fwy costus na'r opsiynau eraill sydd wedi'u cynnig.
English: It would also be yet one more body for Government and Higher Education to engage with; in some respects it might therefore make coordination of the sector more not less difficult.
Welsh: Byddai hefyd yn un corff ychwanegol arall eto i'r Llywodraeth ac Addysg Uwch ymwneud ag ef; mewn rhai pethau felly fe allai olygu bod gwaith cydlynu'r sector yn anos ac nid yn haws.
English: Option 10.4 Establish a 'Teacher Education Accreditation Board' within the Education Workforce Council for Wales
Welsh: Opsiwn 10.4 Sefydlu 'Bwrdd Achredu Addysg Athrawon' o fewn Cyngor y Gweithlu Addysg
English: This is the option that has been adopted in Scotland and the Republic of Ireland, where it appears to work well.
Welsh: Dyma'r opsiwn sydd wedi'i fabwysiadu yn yr Alban ac yng Ngweriniaeth Iwerddon, lle mae'n ymddangos ei fod yn gweithio'n dda.
English: As a sub-committee of the Council, the Board could include a range of stakeholders, including representation from the teaching profession itself.
Welsh: Fel is-bwyllgor i'r Cyngor, gallai'r Bwrdd gynnwys amrywiaeth o randdeiliaid, gan gynnwys cynrychiolwyr o'r proffesiwn addysgu ei hun.
English: It would also be well placed to provide leadership and coordination for teacher education on a national level, while at the same time being at arm's length from Government.
Welsh: Byddai mewn safle da hefyd y roi arweinyddiaeth a chydlynedd ar gyfer addysg athrawon ar y lefel genedlaethol, a sefyll hyd braich i ffwrdd o'r Llywodraeth yr un pryd.
English: In taking responsibility for the accreditation of providers of teacher education, the Council would also be bringing itself in line with the role of many other professional bodies; it would also send a strong message about the teaching profession itself taking a lead role in its own professional education.
Welsh: Wrth gymryd cyfrifoldeb dros achredu darparwyr addysg athrawon, byddai'r Cyngor hefyd yn ei gysoni ei hun â rôl llawer o gyrff proffesiynol eraill; byddai hefyd yn anfon neges gref bod y proffesiwn addysgu ei hun yn chwarae rhan flaenllaw yn ei addysg broffesiynol ei hun.
English: RECOMMENDATION 3: That the Welsh Government establishes a 'Teacher Education Accreditation Board' within the Education Workforce Council for Wales - option 10.4
Welsh: ARGYMHELLIAD 3: Y dylai Llywodraeth Cymru sefydlu 'Bwrdd Achredu Addysg Athrawon' o fewn Cyngor y Gweithlu Addysg - opsiwn 10.4
English: 11. Estyn's future role Estyn currently has a major impact on initial teacher education in Wales in two distinct ways.
Welsh: 11. Rôl Estyn yn y dyfodol Mae Estyn yn creu effaith fawr ar addysg gychwynnol athrawon yng Nghymru mewn dwy ffordd wahanol ar hyn o bryd.
English: Firstly it has a direct impact through the inspection of provision; secondly it has an indirect impact through its inspection of schools.
Welsh: Yn gyntaf mae'n creu effaith uniongyrchol drwy arolygu'r ddarpariaeth; yn ail mae'n creu effaith anuniongyrchol drwy arolygu ysgolion.
English: If, as is recommended above, a revised re-accreditation process for initial teacher education is established in Wales, then this will inevitably raise questions about the future of Estyn's role in the inspection of the sector.
Welsh: Os caiff proses ailachredu ddiwygiedig ar gyfer addysg gychwynnol athrawon ei sefydlu yng Nghymru, yn unol â'r argymhelliad uchod, yna mae'n anochel y bydd hyn yn codi cwestiynau am rôl Estyn yn y dyfodol o ran arolygu'r sector.
English: At present Estyn plays a crucial role in the monitoring of quality against the specified Standards.
Welsh: Ar hyn o bryd mae Estyn yn chwarae rhan hanfodol wrth fonitro ansawdd o'i chymharu â'r Safonau penodedig.
English: However, in many other professions where robust accreditation procedures are in place, statutory inspection of the type provided by Estyn is not normally seen as necessary.
Welsh: Ond, mewn llawer o broffesiynau eraill lle ceir gweithdrefnau achredu cadarn, nid yw arolygiadau statudol o'r math a ddarperir gan Estyn yn cael eu hystyried yn angenrheidiol fel rheol.
English: Indeed, it might be argued that if Estyn were to continue inspecting initial teacher education in its current way, it would potentially undermine the authority of the professional body itself to regulate its own training and registration processes.
Welsh: Yn wir, pe bai Estyn yn parhau i arolygu addysg gychwynnol athrawon yn ei ffordd bresennol, fe ellid dadlau y gallai hynny danseilio awdurdod y corff proffesiynol ei hun i reoleiddio'i brosesau hyfforddi a chofrestru ei hun.
English: Potentially there are a number of options for Estyn's future role within initial teacher education.
Welsh: Ceir sawl opsiwn posibl o ran rôl Estyn yn y dyfodol mewn addysg gychwynnol athrawon.
English: They might, for example continue as at present, monitoring quality against a revised set of standards.
Welsh: Er enghraifft, fe allen nhw barhau fel ar hyn o bryd, gan fonitro ansawdd o'i chymharu â set ddiwygiedig o safonau.
English: Alternatively, they might take on a more quality enhancement role: focusing more specifically on the quality of newly qualified teachers; undertaking thematic reviews on topics such as literacy and numeracy across ITE sector.
Welsh: Fel arall, fe allen nhw ymgymryd â mwy o rôl gwella ansawdd; canolbwyntio'n fwy penodol ar ansawdd athrawon sydd newydd gymhwyso; cynnal adolygiadau thematig ar bynciau fel llythrennedd a rhifedd ar draws y sector AGA.
English: No specific recommendations are made at this point as to the future role of Estyn as an inspector of initial teacher education.
Welsh: Does dim argymhellion penodol yn cael eu gwneud ar hyn o bryd ynghylch rôl Estyn yn y dyfodol fel arolygydd addysg gychwynnol athrawon.
English: Nevertheless, it is clear that this issue will have to be addressed once a revised accreditation process is fully in place.
Welsh: Serch hynny, mae'n eglur y bydd rhaid mynd i'r afael â'r mater hwn pan fydd proses achredu ddiwygiedig wedi'i sefydlu'n llawn.
English: But Estyn is also significant for initial teacher education in an indirect way, through its inspection of schools.
Welsh: Ond mae Estyn yn arwyddocaol hefyd ar gyfer addysg gychwynnol athrawon mewn modd anuniongyrchol, drwy arolygu ysgolion.
English: Recommendation 9.4 above envisages a considerably strengthened role for schools in the future provision of ITE in Wales; this will be a key factor in raising the quality of that provision.
Welsh: Mae argymhelliad 9.4 uchod yn rhag-weld rôl gryn dipyn yn gryfach i'r ysgolion yn narpariaeth AGA yng Nghymru yn y dyfodol; bydd hyn yn ffactor allweddol i godi safon y ddarpariaeth.
English: However, as was noted in 7.3 above, at present, most schools in Wales have only a modest role in initial teacher education.
Welsh: Er hynny, fel y nodwyd yn 7.3 uchod, ar hyn o bryd, rhan fach yn unig sy'n cael ei chwarae mewn addysg gychwynnol athrawon gan y mwyafrif o ysgolion Cymru.
English: Schools it seems are often reluctant to make long term, substantial commitments; their role in initial teacher education is seen as voluntary and largely unrecognised by the educational system, including Estyn.
Welsh: Mae'n ymddangos eu bod yn aml yn anfodlon gwneud ymrwymiad sylweddol at y tymor hir; gwelir eu rôl mewn addysg gychwynnol athrawon fel un wirfoddol nad yw'n cael ei chydnabod i raddau helaeth gan y system addysg, gan gynnwys Estyn.
English: Indeed it is widely reported that some schools are reluctant to take students on placements at all if they are facing an Estyn inspection.
Welsh: Yn wir, clywir yn helaeth fod rhai ysgolion yn anfodlon derbyn myfyrwyr ar leoliad o gwbl os ydyn nhw'n wynebu arolygiad gan Estyn.
English: Given the significance of Estyn in the life of Wales' schools, ensuring that the inspection process explicitly values schools' contribution to initial teacher education seems vital.
Welsh: O gofio arwyddocâd Estyn ym mywyd ysgolion Cymru, mae'n ymddangos ei bod yn hollbwysig sicrhau bod y broses arolygu'n mynd ati'n bendant i werthfawrogi cyfraniad yr ysgolion at addysg gychwynnol athrawon.
English: Doing so would be one way of making schools' contribution more valued and more secure.
Welsh: Byddai gwneud hynny'n un ffordd i sicrhau bod cyfraniad yr ysgolion yn cael ei werthfawrogi'n well a'i fod yn fwy sicr.
English: This could be achieved relatively easily if some explicit reference to schools' contribution to ITE were included in Estyn's 'Guidance for Inspection'.
Welsh: Byddai'n gymharol hawdd cyflawni hyn pe ceid cyfeiriad pendant at gyfraniad yr ysgolion at AGA yng 'Nghanllawiau Arolygu' Estyn.
English: RECOMMENDATION 4: That the role of Estyn within initial teacher education be reviewed once a revised accreditation process is fully in place.
Welsh: ARGYMHELLIAD 4: Y dylai rôl Estyn mewn addysg gychwynnol athrawon gael ei hadolygu pan fydd proses achredu ddiwygiedig wedi'i sefydlu'n llawn
English: RECOMMENDATION 5: That Estyn's 'Guidance for Inspection' for schools be revised to include specific recognition of the contribution of a school to initial teacher education.
Welsh: ARGYMHELLIAD 5: Y dylai 'Canllawiau Arolygu' Estyn ar gyfer ysgolion gael eu diwygio i gynnwys cydnabyddiaeth bendant i gyfraniad ysgol at addysg gychwynnol athrawon
English: 12. Options for the future of the primary BA (Hons) QTS degree (the BEd) Many teacher education systems around the world continue to offer both undergraduate and postgraduate routes into teaching.
Welsh: 12. Opsiynau ynglyn â dyfodol y radd BA Cynradd (Anrh) SAC (y BEd) Mae llawer o systemau addysg athrawon ledled y byd yn dal i gynnig llwybrau israddedig ac ôl-raddedig i mewn i addysgu.
English: Originally developed from the post war Teacher's Certificate, between the 1970 and the 1990s, the BEd degree became the main route into teaching with the postgraduate PGCE as a minority route.
Welsh: Cafodd y radd BEd ei datblygu'n wreiddiol ar sail Tystysgrif Athrawon y cyfnod ar ôl y rhyfel, rhwng 1970 a'r 1990au, a daeth yn brif lwybr i mewn i addysgu gyda'r TAR ôl-raddedig yn llwybr i'r lleiafrif.
English: Over the last 30 years, that position has reversed and in Wales, as across the UK, the numbers entering by the undergraduate route have been reduced substantially.
Welsh: Dros y 30 mlynedd diwethaf, mae'r sefyllfa wedi'i throi ar ei phen ac yng Nghymru, yr un modd ag ar draws y Deyrnas Unedig, gwelwyd gostyngiad sylweddol yn y niferoedd sy'n dilyn y llwybr israddedig.
English: However in primary education and in key shortage secondary areas such as technology, the undergraduate route still has an important, if much reduced part to play in teacher supply.
Welsh: Er hynny, mewn addysg gynradd ac mewn meysydd uwchradd allweddol lle ceir prinderau, megis technoleg, mae'r llwybr israddedig yn dal yn chwarae rhan bwysig o ran y cyflenwad athrawon, hyd yn oed os yw'r rhan honno wedi lleihau'n sylweddol.
English: However, Wales differs in one key respect from practice elsewhere in the UK and Ireland in that the Primary BA (Hons) QTS degree is only available as a 3 year programme.
Welsh: Er hynny, mae Cymru'n wahanol i'r arferion mewn rhannau eraill o'r Deyrnas Unedig ac Iwerddon mewn un ffordd allweddol, yn yr ystyr mai fel rhaglen tair-blynedd yn unig y mae'r radd BA Cynradd (Anrh) SAC ar gael.
English: In England there are both three and four year programmes; in Scotland, Northern Ireland and the Republic of Ireland, all undergraduate routes into teaching are of four years duration.
Welsh: Yn Lloegr ceir rhaglenni tair-blynedd a rhaglenni pedair-blynedd; yn yr Alban, Gogledd Iwerddon a Gweriniaeth Iwerddon, mae pob llwybr israddedig i mewn i addysg yn para pedair blynedd.
English: The fact that those taking the undergraduate route into primary teaching in effect have one year less higher education than those following consecutive routes (undergraduate qualification + PGCE), is or should be a cause for concern in Wales.
Welsh: Mae'r ffaith bod gan y rhai sy'n dilyn y llwybr israddedig i mewn i addysgu cynradd flwyddyn yn llai o addysg uwch i bob pwrpas na'r rhai sy'n dilyn llwybrau olynol (cymhwyster israddedig + TAR) yn achos pryder yng Nghymru, neu fe ddylai fod.
English: In three short years, undergraduate students have to be provided with personal and professional education, as well as practical training and experience in schools.
Welsh: Mewn cwta tair blynedd, mae'n rhaid i fyfyrwyr israddedig gael addysg bersonol a phroffesiynol, yn ogystal â hyfforddiant a phrofiad ymarferol mewn ysgolion.
English: This is highly challenging both for students themselves and also for those responsible for designing and teaching the programmes.
Welsh: Mae hyn yn gryn her i'r myfyrwyr eu hunain ac i'r rhai sy'n gyfrifol am ddylunio ac addysgu'r rhaglenni.
English: It is likely to be even more challenging if the recommendations of the Donalson Inquiry are fully accepted.
Welsh: Mae'n debyg o fod yn fwy o her byth os caiff argymhellion Adroddiad Donaldson eu derbyn yn llawn.
English: Inevitably the short timescale currently available means that undergraduate programmes are open to questions about their quality.
Welsh: Mae'n anochel bod yr amser byr sydd ar gael ar hyn o bryd yn golygu bod rhaglenni i israddedigion yn agored i gwestiynau ynghylch eu hansawdd.
English: There are also questions about the quality of their student intake.
Welsh: Mae yna gwestiynau hefyd am ansawdd y myfyrwyr yn y mewnlifiad.
English: As has already been noted, in Wales, the quality of intake to primary BA (Hons) QTS degrees is variable but is overall lower than many other comparable degrees; in some cases entry levels to education degrees without QTS are higher than those with it.
Welsh: Fel y nodwyd eisoes, yng Nghymru, mae ansawdd y mewnlifiad i raddau BA Cynradd (Anrh) SAC yn amrywio ond mae'n is yn gyffredinol na llawer o raddau tebyg; mewn rhai achosion, mae'r lefelau mynediad i raddau addysg sydd heb SAC yn uwch na graddau sy'n cynnwys y statws hwnnw.
English: Recently, the Donaldson Review (2011) of teacher education in Scotland has raised the question as to whether, even when the programmes are of four years duration, undergraduate education degrees are appropriately structured.
Welsh: Yn ddiweddar, mae Adolygiad Donaldson (2011) o addysg athrawon yn yr Alban wedi codi'r cwestiwn a yw strwythur graddau addysg israddedig yn briodol, hyd yn oed pan fo'r rhaglenni'n para pedair blynedd.
English: Donaldson argues that Education undergraduates, taught exclusively by Education faculties, have not fully benefited from being integrated into universities.
Welsh: Mae Donaldson yn dadlau nad yw israddedigion Addysg, sy'n cael eu haddysgu gan gyfadrannau Addysg yn unig, wedi manteisio i'r eithaf ar gael eu hintegreiddio mewn prifysgolion.
English: The result, he argues, is that students' personal education is not developed as fully as it might be.
Welsh: Y canlyniad, meddai, yw nad yw addysg bersonol y myfyrwyr yn cael ei datblygu gymaint ag y gallai.
English: As a result of these recommendations, the BEd degree in Scotland is currently being phased out by all universities and being replaced by education degrees where students spend the equivalent of two years studying alongside students from other disciplines in their university.
Welsh: O ganlyniad i'r argymhellion hyn, mae'r radd BEd yn yr Alban yn cael ei dirwyn i ben ym mhob prifysgol ac yn cael ei disodli gan raddau addysg lle mae'r myfyrwyr yn treulio cyfnod sy'n cyfateb i ddwy flynedd yn astudio ochr yn ochr â myfyrwyr eraill o ddisgyblaethau eraill yn y brifysgol.
English: Wales therefore faces a number of options for the future development of its undergraduate route into primary school teaching.
Welsh: Mae Cymru felly yn wynebu nifer o opsiynau o ran datblygu ei llwybr israddedig i mewn i addysgu yn yr ysgol gynradd yn y dyfodol.
English: Option 12.1 Status quo - the BA (Hons) QTS degree remains as it is
Welsh: Opsiwn 12.1 Y status quo - gradd BA (Anrh) SAC yn aros fel y mae
English: Clearly this would be the most straightforward option.
Welsh: Mae'n eglur mai dyna fyddai'r opsiwn lleiaf trafferthus.
English: However, given that there remain serious questions about the quality of the three year route when compared with programmes elsewhere in the UK, and given that there are questions about the quality of intake when compared with rising entry requirements in so many other subjects, some action does need to be taken.
Welsh: Er hynny, o gofio bod amheuon difrifol yn parhau ynglyn ag ansawdd y llwybr tair-blynedd o'i gymharu â rhaglenni mewn mannau eraill yn y Deyrnas Unedig, ac o gofio bod yna gwestiynau ynghylch ansawdd y mewnlifiad o'i gymharu â'r cynnydd yn y gofynion mynediad mwn cynifer o bynciau eraill, mae angen i gamau gael eu cymryd.
English: One of the key findings from international evidence is that the most successful programmes strive constantly to raise both the quality of intake and of provision.
Welsh: Un o'r canfyddiadau allweddol yn y dystiolaeth ryngwladol yw bod y rhaglenni mwyaf llwyddiannus yn ymdrechu'n gyson i wella ansawdd y mewnlifiad ac ansawdd y ddarpariaeth.
English: In these circumstances, it would seem that the current three year programme is no longer fit for purpose as a major entry route for primary school teachers in Wales.
Welsh: O dan yr amgylchiadau hyn, mae'n ymddangos nad yw'r rhaglen tair-blynedd yn addas at ei diben mwyach fel llwybr cychwynnol pwysig i athrawon ysgolion cynradd yng Nghymru.
English: Extend the existing BA Education to four years
Welsh: Ymestyn y BA Addysg presennol i bedair blynedd
English: Extending the BA Education degree to four years would have significant advantages.
Welsh: Byddai ymestyn y radd BA Addysg i bedair blynedd yn dod â manteision arwyddocaol.
English: Four year courses elsewhere in the UK generally attract higher quality students than three year courses; they also allow for greater attention to subject study and they allow an important element of advanced study - including subject specialist expertise.
Welsh: Yn gyffredinol, mae cyrsiau pedair-blynedd mewn mannau eraill yn y Deyrnas Unedig yn denu myfyrwyr o ansawdd well na chyrsiau tair-blynedd; maen nhw hefyd yn caniatáu i fwy o sylw gael ei roi i astudio'r pwnc ac elfen bwysig o astudiaethau uwch - gan gynnwys arbenigo ar bynciau penodol.
English: In all of these ways, the addition of a fourth year in Wales would contribute significantly to raising the quality of primary school teachers.
Welsh: Yn yr holl ffyrdd hyn, byddai ychwanegu pedwaredd flwyddyn yng Nghymru yn gyfraniad arwyddocaol at wella ansawdd athrawon ysgolion cynradd.
English: Option 12.3 Extend the degree to four years and base 50% of students' time in main subject departments
Welsh: Opsiwn 12.3 Ymestyn y radd i bedair blynedd a seilio 50% o amser y myfyrwyr yn adrannau'r prif bynciau
English: This option follows the Scottish example.
Welsh: Mae'r opsiwn hwn yn dilyn esiampl yr Alban.
English: In comparison with Option 12.2, it places a greater emphasis on students' personal rather than their professional education.
Welsh: O'i gymharu ag Opsiwn 12.2, mae'n gosod mwy o bwyslais ar addysg bersonol y myfyrwyr yn hytrach na'u haddysg broffesiynol.
English: However, with two full years available, students' professional education is still stronger than in the consecutive route.
Welsh: Er hynny, gan fod dwy flynedd llawn ar gael, mae addysg broffesiynol y myfyrwyr yn Opsiynau ynglyn â dyfodol y radd BA Cynradd (Anrh) SAC (y BEd)
English: Increasing the amount of time devoted to personal education is based on the assumption that this will have significant benefits in terms of raising quality, both of the intake and of the educational experiences offered to prospective primary school teachers.
Welsh: dal yn gryfach nag yn y llwybr olynol. Mae cynyddu'r amser a neilltuir ar gyfer addysg bersonol wedi'i seilio ar y rhagdybiaeth y bydd hyn yn dod â manteision arwyddocaol o ran gwella ansawdd, sef ansawdd y mewnlifiad ac ansawdd y profiadau addysgol a gynigir i ddarpar athrawon ysgolion cynradd.
English: RECOMMENDATION 6: That the Primary BA (Hons) QTS in its current form be phased out and replaced by a four year degree with 50% of students' time spent in main subject departments - option 12.3. Options for raising the quality of entry the profession
Welsh: ARGYMHELLIAD 6: Y dylai'r BA Cynradd (Anrh) SAC yn ei ffurf bresennol gael ei dirwyn i ben a'i disodli gan radd bedair-blynedd a 50% o amser y myfyrwyr yn cael ei dreulio yn adrannau'r prif bynciau - opsiwn 12.3
English: 13. Options for raising the quality of entry to the profession As was noted in section A of this Report, increasing the quality of human capital amongst new entrants to the teaching profession is widely regarded as just as important as raising the quality of provision itself.
Welsh: 13. Opsiynau ynglyn â gwella ansawdd dechreuwyr yn y proffesiwn Fel y nodwyd yn Adran A o'r Adroddiad hwn, bernir yn eang fod gwella ansawdd y cyfalaf dynol ymhlith dechreuwyr newydd yn y proffesiwn addysgu yr un mor bwysig â gwella ansawdd y ddarpariaeth ei hun.
English: Indeed, in many ways the two go hand in hand: developing higher quality courses is one way of attracting higher quality candidates into the profession.
Welsh: Yn wir, ar lawer ystyr mae'r ddau yn mynd law yn llaw: mae datblygu cyrsiau o ansawdd well yn un ffordd o ddenu ymgeiswyr o ansawdd well i'r proffesiwn.