techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: One consequence of this is that the Standards give little emphasis to the contribution of initial teacher education to teachers' long term professional development.
Welsh: Un o ganlyniadau hyn yw nad yw'r Safonau'n rhoi fawr ddim pwyslais ar gyfraniad addysg gychwynnol athrawon at ddatblygiad proffesiynol athrawon yn y tymor hir.
English: The Welsh Standards also place much less emphasis on 'knowing and understanding' than those of other countries.
Welsh: Mae Safonau Cymru hefyd yn rhoi llawer llai o bwyslais ar 'wybod a deall' na safonau gwledydd eraill.
English: Because of the dominant focus on what newly qualified teachers must be able 'to do' at their end of their programmes, there is virtually no explicit recognition of the role of research or critical reflection in teachers' professional learning.
Welsh: Am eu bod yn canolbwyntio'n bennaf ar yr hyn y mae'n rhaid i athrawon newydd gymhwyso allu ei 'wneud' ar ddiwedd eu rhaglenni, does prin ddim cydnabyddiaeth bendant i rôl ymchwil na myfyrdod beirniadol yng ngwaith dysgu proffesiynol athrawon.
English: As a consequence, newly qualified teachers are not conceptualised nor is there a requirement that they are prepared to be active professionals, with their own judgements to make and with their own responsibilities as leaders of children's learning.
Welsh: O ganlyniad, does dim cysyniad o athrawon newydd gymhwyso fel gweithwyr proffesiynol gweithredol, a does dim disgwyl iddyn nhw fod yn weithwyr proffesiynol gweithredol o'r fath, yn arddel eu barn eu hunain ac yn ysgwyddo'r cyfrifoldebau eu hunain fel arweinwyr gwaith dysgu'r plant.
English: It is hard to overstate the impact of this overly narrow conception of teacher standards on the provision of initial teacher education in Wales.
Welsh: Mae'n anodd gor-ddweud effaith y cysyniad cul hwn o safonau athrawon ar ddarpariaeth addysg gychwynnol athrawon yng Nghymru.
English: They form the basis on which Estyn inspections are undertaken.
Welsh: Dyma sylfaen arolygiadau Estyn.
English: And as Estyn reports themselves become the basis for accreditation and re-accreditation of programmes by HEFCW, a programme's ability to 'deliver' high quality as defined by the Standards is exceptionally important.
Welsh: A chan mai adroddiadau Estyn yw'r sylfaen y bydd CCAUC yn achredu ac ailachredu rhaglenni arni, mae gallu rhaglen i 'gyflawni' safon uchel yn unol â diffiniad y Safonau yn eithriadol o bwysig.
English: Given the significance of the Standards, it is perhaps not surprising that in many cases they have become a de facto curriculum in many teacher education programmes.
Welsh: O gofio arwyddocâd y Safonau, efallai nad yw'n syndod eu bod mewn llawer o achosion wedi mynd yn gwricwlwm de facto mewn llawer o raglenni addysg athrawon.
English: As Professor Tabberer commented in his Report, in most cases he could establish no rationale for the design of many programmes beyond the requirements of the Standards themselves.
Welsh: Fel y dywedodd yr Athro Tabberer yn ei Adroddiad, ran amlaf ni allai weld rhesymeg dros ddyluniad llawer o raglenni heblaw gofynion y Safonau eu hunain.
English: Standards have also indirectly influenced who universities recruit to teach on their teacher education programmes and how they develop them.
Welsh: Mae'r Safonau wedi dylanwadu'n anuniongyrchol hefyd ar bwy sy'n cael ei recriwtio gan y prifysgolion i addysgu ar eu rhaglenni addysg athrawon a sut maen nhw'n eu datblygu.
English: If universities are to be assessed, and only assessed, on the extent to which they are able to prepare student teachers for the practical, day to day realities of the classroom, then the best staff to recruit are those who themselves have only very recently left the classroom.
Welsh: Os yw'r prifysgolion am gael eu hasesu, a dim ond eu hasesu, ar sail i ba raddau y gallan nhw baratoi myfyrwyr ar gyfer realiti ymarferol beunyddiol yr ystafell ddosbarth, yna y staff gorau i'w recriwtio yw'r rhai sydd eu hunain newydd ymadael â'r ystafell ddosbarth.
English: Moreover, given that there is no reference whatsoever in the Standards to research or the need to develop student teachers as critical consumers of or participants in research, there is little requirement on the part of universities to help their staff develop as research active university lecturers.
Welsh: Ar ben hynny, o gofio nad oes cyfeiriad o gwbl yn y Safonau at ymchwil nac at yr angen i ddatblygu darpar athrawon fel defnyddwyr beirniadol ymchwil nac fel cyfranogwyr ynddi, does fawr o angen i'r prifysgolion helpu eu staff i ddatblygu fel darlithwyr prifysgol sy'n weithgar mewn ymchwil.
English: Again, in other jurisdictions, standards set out a very different vision for the contribution of universities.
Welsh: Unwaith eto, mewn awdurdodaethau eraill, mae safonau'n gosod gweledigaeth wahanol iawn ar gyfer cyfraniad y prifysgolion.
English: But as has already been noted, change is on its way.
Welsh: Ond fel y nodwyd eisoes, mae newid yn yr arfaeth.
English: The conception of the teacher's role implicit in the current Standards is fundamentally different from that imagined in the Donaldson Review.
Welsh: Mae cysyniad rôl yr athro sy'n ymhlyg yn y Safonau cyfredol yn sylfaenol wahanol i'r hyn sydd wedi'i ddychmygu yn Adolygiad Donaldson.
English: Here teachers are seen as active professionals with major responsibilities for key aspects of the design as well as the implementation of curriculum and assessment.
Welsh: Yno mae athrawon yn cael eu gweld fel gweithwyr proffesiynol gweithredol sydd â chyfrifoldebau o bwys dros agweddau allweddol ar ddylunio'r cwricwlwm a'r asesu, yn ogystal â rhoi'r rheiny ar waith.
English: As the Donaldson Review itself argues, 'The high degree of prescription and detail in the national curriculum, allied to increasingly powerful accountability mechanisms, has tended to create a culture within which the creative role of the school has become diminished and the professional contribution of the workforce underdeveloped.'
Welsh: Fel y mae Adolygiad Donaldson ei hun yn dadlau, 'Mae'r rhagnodi a manylu helaeth sydd yn y cwricwlwm cenedlaethol, ynghyd â mecanweithiau atebolrwydd sy'n gynyddol bwerus, wedi tueddu i greu diwylliant lle y mae rôl greadigol yr ysgol wedi'i lleihau a chyfraniad proffesiynol y gweithlu wedi'i danddatblygu.'
English: If the recommendations of the curriculum and assessment review are accepted by the Welsh Government, then that will change.
Welsh: Os caiff argymhellion yr adolygiad o'r cwricwlwm ac asesu eu derbyn gan Lywodraeth Cymru, yna bydd hynny'n newid.
English: The Donaldson Review necessitates a fundamental re-conceptualisation of all of the teaching Standards in Wales- from the Standards for Qualified Teacher Status right through to the Standards for Head Teachers.
Welsh: Mae Adolygiad Donaldson yn mynnu cysyniadau sylfaenol newydd ar gyfer holl Safonau addysgu Cymru - o'r Safonau Statws Athro Cymwysedig drwodd i'r Safonau ar gyfer Penaethiaid.
English: 6. The Institutional level 6.1 Estyn's evidence about the quality of provision Reference has already been made to the fact that overall, Estyn has raised questions about the quality of current provision in Wales.
Welsh: 6. Lefel y sefydliad 6.1 Tystiolaeth Estyn ynglyn ag ansawdd y ddarpariaeth Cyfeiriwyd eisoes at y ffaith bod Estyn, drwyddi draw, wedi codi cwestiynau am ansawdd y ddarpariaeth gyfredol yng Nghymru.
English: Such concerns are further elaborated in the individual inspections of the South West Wales and South East Wales Centres that have been carried out to date.
Welsh: Ymhelaethwyd ar y pryderon hyn yn yr arolygiadau unigol ar Ganolfan y De-orllewin a Chanolfan y De-ddwyrain sydd wedi'u cynnal hyd yn hyn.
English: For example the last full inspection of provision at the South West Centre for Teacher Education in 2012 assessed current performance as 'adequate' while 'prospects for improvement' were judged to be 'good'.
Welsh: Er enghraifft, dywedodd yr arolygiad llawn olaf yng Nghanolfan Addysg Athrawon y De-orllewin yn 2012 mai 'digonol' oedd y perfformiad cyfredol a bod y 'rhagolygon ar gyfer gwella' yn 'dda'.
English: More recently a monitoring report for this Centre has concluded that most recommendations have now been addressed.
Welsh: Yn fwy diweddar, daeth adroddiad monitro ar y ganolfan hon i'r casgliad bod y mwyafrif o'r argymhellion wedi cael sylw erbyn hyn.
English: In 2013, current provision at the South East Wales Centre for Teacher Education was judged to be 'adequate', while prospects for improvement were judged to be 'unsatisfactory'.
Welsh: Yn 2013, barnwyd bod darpariaeth gyfredol Canolfan Addysg Athrawon y De-ddwyrain yn 'ddigonol', ond bod y rhagolygon ar gyfer gwella yn 'anfoddhaol'.
English: In September 2014, a monitoring review of this Centre reported significant progress in relation to the recommendations made by Estyn but the report itself has yet to be published.
Welsh: Ym mis Medi 2014, nododd adroddiad monitro ar y ganolfan hon gynnydd arwyddocaol o ran argymhellion Estyn ond nid yw'r adroddiad ei hun wedi'i gyhoeddi eto.
English: As has already been noted, no inspection of the North and Mid Wales Centre for Teacher Education has yet been completed, though one is currently being undertaken.
Welsh: Fel y nodwyd eisoes, does dim arolygiad wedi'i gwblhau eto o Ganolfan Addysg Athrawon y Gogledd a'r Canolbarth, er bod un yn cael ei gynnal ar hyn o bryd.
English: 6.2 Centre collaboration Following the 2006 Review, six existing providers were required to come together into three Centres each based on collaborations between two neighbouring universities.
Welsh: 6.2 Cydweithredu rhwng y canolfannau Yn sgil Adolygiad 2006, bu'n ofynnol i chwe darparwr a oedd yn bodoli bryd hynny ddod at ei gilydd yn dair canolfan, bob un wedi'i seilio ar gydweithredu rhwng dwy brifysgol gyfagos.
English: Since that time, two of those universities (Trinity College Carmarthen and Swansea Metropolitan) have themselves amalgamated to form the University of Wales, Trinity St David so that there are currently five universities involved in the three Centres.
Welsh: Ers hynny, mae dwy o'r prifysgolion hynny (Coleg y Drindod, Caerfyrddin a Phrifysgol Fetropolitan Abertawe) wedi uno i ffurfio Prifysgol Cymru Y Drindod Dewi Sant fel bod pum prifysgol bellach yn cymryd rhan yn y tair canolfan.
English: One of the main rationales for the development of the Centres was to ensure that there remained sufficient capacity within the higher education sector at a time when student numbers in teacher education had to be substantially cut.6 During the reconfiguration process, universities' numbers were protected so that they could develop new 'non QTS' courses, thereby ensuring that their faculties and departments of Education remained financially viable.
Welsh: Un o'r prif resymau dros ddatblygu'r canolfannau oedd sicrhau bod digon o gapasiti ar gael o hyd yn y sector addysg uwch ar adeg pan oedd rhaid i niferoedd y myfyrwyr mewn addysg athrawon gael eu torri'n sylweddol.6 Yn ystod y broses ad-drefnu, cafodd niferoedd y prifysgolion eu gwarchod er mwyn iddyn nhw ddatblygu cyrsiau newydd nad oedden nhw'n gysylltiedig ag SAC, gan sicrhau felly fod eu cyfadrannau a'u hadrannau addysg yn parhau'n hyfyw o safbwynt ariannol.
English: One very positive outcome of reconfiguration is that in all cases Education faculties across the sector have indeed managed to diversify and now offer a range of other courses.7 As a result, ITE has remained part of a financially viable system even though it has itself been significantly reduced in size.
Welsh: Un canlyniad cadarnhaol yn sgil ad-drefnu yw bod yr holl gyfadrannau addysg ar draws y sector wedi llwyddo i arallgyfeirio a'u bod bellach yn cynnig ystod o gyrsiau eraill.7 O ganlyniad, mae AGA wedi parhau'n rhan o system sy'n hyfyw yn ariannol er ei bod hithau wedi lleihau'n sylweddol o ran maint.
English: What has been less successful however, has been the operation of the Centres themselves.
Welsh: Rhywbeth sydd wedi bod yn llai llwyddiannus, fodd bynnag, yw rhedeg y canolfannau eu hunain.
English: There is extensive evidence, both from Estyn and from senior stakeholders across the system that effective collaboration has been much more challenging that was originally anticipated.
Welsh: Mae yna dystiolaeth helaeth, gan Estyn a chan randdeiliaid uwch ar draws y system, fod cydweithredu effeithiol wedi bod yn llawer mwy o her nag a ragwelwyd i ddechrau.
English: Different universities, necessarily have different processes and procedures for staffing, for course management, for quality assurance, for financial accounting and many other things as well.
Welsh: Mae gan wahanol brifysgolion wahanol brosesau, o reidrwydd, a gwahanol weithdrefnau ar gyfer staffio, rheoli cyrsiau, sicrhau ansawdd, cyfrifon ariannol a llawer o bethau eraill hefyd.
English: Despite some reported advantages of collaboration, (for example, sending a more coherent message to partner schools), bringing universities together into an effective management strategy for an individual Centre has in every case proved time consuming and sometimes impossible.
Welsh: Er bod rhai manteision wedi'u crybwyll yn sgil cydweithredu, (er enghraifft, anfon neges fwy cydlynol at yr ysgolion sy'n bartneriaid i'r prifysgolion), mae dod â'r prifysgolion at ei gilydd mewn strategaeth reoli effeithiol i ganolfan unigol bob tro wedi llyncu amser ac weithiau wedi bod yn amhosibl.
English: Perhaps a more direct challenge to the Centre concept is to ask, what, if they worked well, would Centres add to the quality and coherence of provision.
Welsh: Her fwy uniongyrchol, o bosibl, i gysyniad y canolfannau fyddai gofyn: pe baen nhw'n gweithio'n dda, beth fyddai'r canolfannau'n ei ychwanegu at ansawdd a chydlynedd y ddarpariaeth.
English: Only a few colleagues within the sector seem willing or able to answer that question positively.
Welsh: Ychydig yn unig o gydweithwyr yn y sector sydd fel petaen nhw'n fodlon neu'n abl i ateb y cwestiwn hwn yn gadarnhaol.
English: Despite the considerable achievements that have been made in managing the substantial reduction in ITE numbers since 2006, it now seems sensible to re-visit the Centre concept and ask whether it is the most effective way of managing provision in the future.
Welsh: Er gwaethaf y cyraeddiadau sylweddol sydd wedi'u cyflawni wrth reoli'r gostyngiad sylweddol mewn niferoedd mewn AGA ers 2006, mae'n ymddangos bellach ei bod yn ddoeth edrych eto ar gysyniad y canolfannau a gofyn ai dyma'r ffordd fwyaf effeithiol o reoli'r ddarpariaeth yn y dyfodol.
English: 6.3 University leadership and support Universities in Wales remain central to the provision of initial teacher education.
Welsh: 6.3 Arweinyddiaeth a chymorth y prifysgolion Mae'r prifysgolion yng Nghymru yn dal yn ganolog i ddarpariaeth addysg gychwynnol athrawon.
English: Unlike England or some states in the USA, there seems little appetite to move away from university led provision.
Welsh: Yn wahanol i Loegr neu rai o daleithiau'r Unol Daleithiau, nid yw'n ymddangos bod fawr o awydd symud i ffwrdd oddi wrth ddarpariaeth sy'n cael ei harwain gan y prifysgolion.
English: Employment based routes (GTP and Teach First), though important in their own ways, remain very small compared with the numbers enrolled in university led courses.
Welsh: Er eu bod yn bwysig yn eu ffyrdd eu hunain, bach iawn o hyd yw'r llwybrau sydd wedi'u seilio ar gyflogaeth (GTP a Teach First), o'u cymharu â'r niferoedd sy'n ymrestru ar gyrsiau o dan arweiniad y prifysgolion.
English: In some ways this is unsurprising.
Welsh: Mewn rhai ffyrdd, does dim syndod yn hyn.
English: Wales' universities have a very strong tradition of engagement in teacher education.8 However, the fact that teacher education remains very much a university led process in Wales does not necessarily mean that the sector has been well served by contemporary universities.
Welsh: Mae gan brifysgolion Cymru draddodiad cryf iawn o ymwneud ag addysg athrawon.8 Serch hynny, nid yw'r ffaith bod addysg athrawon yn dal yn broses sydd i raddau helaeth o dan arweiniad y prifysgolion yng Nghymru yn golygu o reidrwydd bod y sector wedi cael gwasanaeth da gan y prifysgolion cyfoes.
English: On a number of key indices, teacher educators themselves seem less well supported than their colleagues in other disciplines and in other parts of the UK.
Welsh: O ran nifer o fynegeion allweddol, mae addysgwyr yr athrawon eu hunain fel petaen nhw'n cael llawer llai o gymorth na'u cydweithwyr mewn disgyblaethau eraill ac mewn rhannau eraill o'r Deyrnas Unedig.
English: In looking at current faculties and departments of Education in Wales, three features stand out as key indicators of quality of university support.
Welsh: O edrych ar gyfadrannau ac adrannau addysg cyfredol Cymru, mae tair nodwedd yn dod i'r amlwg fel dangosyddion allweddol ynglyn ag ansawdd cymorth y prifysgolion.
English: The first is the fact that in 2014, no single academic from any of the teacher education Centres was returned for the Research Excellence Framework (REF).
Welsh: Y gyntaf yw'r ffaith na chafodd yr un academydd o unrhyw un o'r canolfannau addysg athrawon ei gofnodi yn 2014 ar gyfer y Fframwaith Rhagoriaeth Ymchwil (REF).
English: REF/Research Assessment Exercise (RAE) returns for education in Wales have declined dramatically over the last three assessment periods (See Furlong and White 2001) and in the recent round, only Cardiff, which has only a very modest engagement with initial teacher education, was entered.
Welsh: Mae cofnodion yr REF a'r Ymarfer Asesu Ymchwil (RAE) ar gyfer addysg yng Nghymru wedi dirywio'n ddirfawr dros y tri chyfnod asesu diwethaf (gweler Furlong a White 2001) ac yn y cylch diweddar, dim ond Caerdydd, sy'n ymwneud ag addysg gychwynnol athrawon ar raddfa bur ddi-nod, a gofnodwyd.
English: While entry to the REF is not the only indicator of research activity, it is a vitally important benchmark.
Welsh: Nid cymryd rhan yn yr REF yw'r unig ddangosydd ar gyfer gweithgarwch ymchwil, ond mae'n feincnod hanfodol bwysig.
English: On this bench mark Wales has the lowest profile of any of the four home nations of the UK and by a very long way.
Welsh: Ar sail y meincnod hwn, Cymru sydd â'r proffil isaf o blith y pedair gwlad yn y Deyrnas Unedig ac mae'n llusgo'n bell ar ôl y lleill.
English: A second indicator is the number of staff employed on teaching only contracts within universities providing initial teacher education.
Welsh: Dangosydd arall yw nifer y staff a gyflogir ar gontractau addysgu yn unig yn y brifysgolion sy'n darparu addysg gychwynnol athrawon.
English: Contracts differ quite substantially across different universities.
Welsh: Mae'r contractau'n amrywio'n bur sylweddol ar draws y gwahanol brifysgolion.
English: However, in Bangor for example, only 6 of 39 FTE staff are on teaching and research contracts.9 In Aberystwyth there are 7 full time and 34 part time staff; of those 41 staff, 31 were on teaching only contracts.
Welsh: Er hynny, ym Mangor er enghraifft, dim ond chwech o blith 39 o staff cyfartal ag amser-llawn sydd ar gontract addysgu ac ymchwilio.9 Yn Aberystwyth ceir saith o staff amser-llawn a 34 o staff rhan-amser; o'r 41 o staff hyn, contract addysgu yn unig oedd gan 31.
English: While there are more robust staffing models in the other two Centres, outputs in terms of research remains very low.
Welsh: Er bod gan y ddwy ganolfan arall fodelau staffio mwy cadarn, isel iawn yw'r allbwn o hyd yn nhermau ymchwil.
English: A third indicator of effective investment might be numbers of staff with doctorates.
Welsh: Trydydd dangosydd ynglyn â buddsoddi effeithiol fyddai niferoedd y staff sydd â doethuriaeth.
English: These too are low; in Cardiff Metropolitan for example, despite the established staffing structure only 25% of academic staff teaching in Education have doctorates; amongst former Newport staff the number is 10% and in the South West Wales Centre, the figure is 14%.
Welsh: Isel yw'r rhain hefyd; ym Mhrifysgol Metropolitan Caerdydd er enghraifft, er gwaethaf y strwythur staffio cydnabyddedig dim ond 25% o'r staff academaidd yn yr adran Addysg sydd â doethuriaeth; ymysg cyn-staff Casnewydd, y ffigur yw 10% ac yng Nghanolfan y De-orllewin, y ffigur yw 14%.
English: What these figures collectively indicate is a substantial underinvestment and support for staffing by universities in their education departments and faculties.
Welsh: Yr hyn y mae'r ffigurau hyn gyda'i gilydd yn ei ddangos yw diffyg buddsoddiad a diffyg cymorth sylweddol gan y prifysgolion i'r staff yn eu hadrannau a'u cyfadrannau addysg.
English: A key challenge for the future therefore is how the universities can be encouraged to remedy this long term lack of investment in what is such a strategically important sector in Wales as a whole.
Welsh: Un her allweddol at y dyfodol, felly, yw sut y gall y prifysgolion gael eu hannog i gywiro'r diffyg buddsoddiad hirdymor hwn mewn sector sydd mor bwysig yn strategol yng Nghymru yn ei chyfanrwydd.
English: 7. The Programme level In considering weaknesses at the programme level it is instructive to return to the five principles of high quality provision identified by the BERA-RSA (2014) Inquiry in their extensive reviews of the international research literature.
Welsh: 7. Lefel y rhaglen Wrth ystyried gwendidau ar lefel y rhaglen, dadlennol yw troi'n ôl at bum egwyddor darpariaeth o safon a nodwyd gan Ymchwiliad BERA-RSA (2014) yn eu hadolygiadau helaeth ar y llenyddiaeth ymchwil ryngwladol.
English: To what extent does current provision match up to these criteria?
Welsh: I ba raddau mae'r ddarpariaeth gyfredol yn cymharu'n ffafriol â'r meini prawf hyn?
English: 7.1 Ensure that ITE programmes attract the best and most suitable candidates to teacher education programmes Estyn (2012-3), the Tabberer Report (2013) and particularly the OECD (2014) all raise questions as to whether current ITE provision is attracting the highest quality candidates.
Welsh: 7.1 Sicrhau bod rhaglenni AGA yn denu'r ymgeiswyr gorau a mwyaf addas i raglenni addysg athrawon Mae Estyn (2012-3), Adroddiad Tabberer (2013) ac yn arbennig yr OECD (2014) i gyd yn codi cwestiynau a yw'r ddarpariaeth gyfredol mewn AGA yn denu ymgeiswyr o'r radd uchaf.
English: While Teach First is making a welcome contribution to raising the quality, the numbers involved remain small.
Welsh: Er bod Teach First yn gwneud cyfraniad derbyniol at wella'r ansawdd, mae'r niferoedd yn dal yn fach.
English: More generally, it is evident that there are different challenges in terms of raising quality for different routes into teaching.
Welsh: Yn fwy cyffredinol, mae'n amlwg bod yna heriau gwahanol o ran gwella'r ansawdd ar gyfer y gwahanol lwybrau i mewn i addysgu.
English: With the PGCE the difficulty is to how raise entry standards in a market driven system where universities' income is dependent on filling places and where students can easily move to England for their courses.
Welsh: Yr anhawster o ran y TAR yw sut i godi safonau mynediad mewn system sy'n cael ei sbarduno gan y farchnad, lle mae incwm prifysgolion yn dibynnu ar lenwi lleoedd a lle mae'n hawdd i fyfyrwyr symud i Loegr i ddilyn eu cyrsiau.
English: Able candidates, who might otherwise be committed to undertaking their teacher education in Wales, can easily opt for courses elsewhere in the UK if there are incentives to do so or if entry standards are lower.
Welsh: Mae'n hawdd i ymgeiswyr galluog, a allai fel arall fod wedi ymrwymo i ddilyn eu haddysg athrawon yng Nghymru, ddewis cyrsiau mewn mannau eraill yn y Deyrnas Unedig os oes cymhellion i wneud hynny neu os yw'r safonau mynediad yn is.
English: Evidence from UCET Cymru highlights the fact that financial incentives offered to students (which include scholarships offered by leading subject associations such as the Institute of Physics) are in some cases more generous in England than in Wales.10 This, course leaders suggest, is having a negative impact on their ability to recruit the highest quality candidates.
Welsh: Mae tystiolaeth UCET Cymru yn amlygu'r ffaith bod y cymhellion ariannol a gynigir i fyfyrwyr (sy'n cynnwys ysgoloriaethau a gynigir gan gymdeithasau pynciau blaenllaw fel y Sefydliad Ffiseg) yn fwy hael weithiau yn Lloegr nag yng Nghymru.10 Mae arweinwyr cyrsiau'n awgrymu bod hyn yn amharu ar eu gallu i recriwtio ymgeiswyr o'r radd flaenaf.