techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: In addition, the fact that programmes are differentially distributed means that there is perhaps less potential for the development of research capacity and expertise in the future.
Welsh: Hefyd, mae'r ffaith bod y rhaglenni wedi'u dosbarthu'n wahanol yn golygu bod yna lai o botensial o bosibl i ddatblygu capasiti ac arbenigedd ymchwil yn y dyfodol.
English: It also needs to be recognised that raising the quality of provision across five institutions could be significantly more challenging for the Welsh Government and any agencies that it appoints to have oversight of the sector, than raising it across a smaller number of institutions. Teaching Tomorrow's Teachers
Welsh: Mae angen cydnabod hefyd y gallai gwella ansawdd y ddarpariaeth ar draws pum sefydliad fod gryn dipyn yn anos i Lywodraeth Cymru ac i unrhyw asiantaethau y byddai'n eu penodi i oruchwylio'r sector, na gwella ansawdd y ddarpariaeth ar draws llai o sefydliadau.
English: Financial costs
Welsh: Costau ariannol
English: As there would be no change to provision, there would be little cost in terms of reconfiguration.
Welsh: Gan na fyddai'r ddarpariaeth yn newid, ychydig yn unig o gostau a geid o ran ad-drefnu.
English: However, there would be greater costs in staffing 5 centres rather than a smaller number.
Welsh: Er hynny, fe fyddai'n costio mwy i staffio pum canolfan yn hytrach na nifer is.
English: There would also be higher costs at national level in terms of administration and inspection.
Welsh: Ceid costau uwch hefyd ar y lefel genedlaethol, o ran gweinyddu ac arolygu.
English: These would presumably be lower than any of the competing options.
Welsh: Rhagdybir y byddai'r rhain yn llai nag unrhyw un o'r opsiynau eraill.
English: Option 15.2 - A single university centre
Welsh: Opsiwn 15.2 - Un ganolfan brifysgol
English: At the other end of the scale, it would be possible for Wales to develop a single national centre for teacher education.
Welsh: Ym mhen arall y raddfa, fe fyddai'n bosibl i Gymru ddatblygu un ganolfan genedlaethol ar gyfer addysg athrawon.
English: In some ways this represents an attractive option for the future development of the field.
Welsh: Mewn rhai ffyrdd mae hyn yn opsiwn deniadol o ran datblygu'r maes at y dyfodol.
English: In absolute terms, the numbers of students involved at around 1600 pa is not large compared with some other providers in the UK.
Welsh: Yn nhermau absoliwt, nid yw niferoedd y myfyrwyr, sef rhyw 1600 y flwyddyn, yn fawr o'u cymharu â rhai darparwyr eraill yn y Deyrnas Unedig.
English: A concentration of provision would allow for the development of a high quality Welsh Institute of Teacher Education on the lines of that has developed in Singapore.
Welsh: Byddai crynhoi'r ddarpariaeth yn caniatáu i Sefydliad Addysg Athrawon o safon gael ei ddatblygu yn yr un modd â'r hyn sydd wedi digwydd yn Singapore.
English: Such an Institute might also become a national centre for advanced CPD and research, potentially making it a major contributor to raising the quality of education across Wales.
Welsh: Gallai sefydliad o'r fath ddod yn ganolfan genedlaethol hefyd ar gyfer DPP uwch ac ymchwil, sy'n golygu y gallai wneud cyfraniad mawr at wella ansawdd addysg ledled Cymru.
English: Given the geography of Wales, the Institute would need to work with a number of regional bodies across the country.
Welsh: O gofio daearyddiaeth Cymru, byddai angen i'r sefydliad gydweithio â nifer o gyrff rhanbarthol ledled y wlad.
English: A group of say 20 'Training Schools' which were themselves given additional staffing to undertake their work on teacher education could act as local hubs, linked to a network of other schools in their region.
Welsh: Gallai grwp o, dyweder, 20 o 'Ysgolion Hyfforddi' a fyddai eu hunain yn cael rhagor o staff i wneud eu gwaith ar addysg athrawon fod yn ganolfannau lleol, wedi'u cysylltu â rhwydwaith o ysgolion eraill yn eu hardal.
English: Such a system would allow for the linking of schools from across Wales with the very best international practice in terms of professional education and research.
Welsh: Byddai system o'r fath yn caniatáu i ysgolion ledled Cymru gael eu cysylltu â'r arferion rhyngwladol gorau un o ran addysg ac ymchwil broffesiynol.
English: The potential for achieving high quality provision with this option would be strong; a single institution would in principle be more easily managed by the Welsh Government and its various agencies than multiple universities.
Welsh: Byddai'r potensial ar gyfer sicrhau darpariaeth o safon yn sgil yr opsiwn hwn yn gryf; o ran egwyddor byddai'n haws i Lywodraeth Cymru a'i gwahanol asiantaethau reoli un sefydliad na nifer o brifysgolion.
English: A disadvantage of this option is that there would be little or no competition in the system.
Welsh: Un anfantais o dan yr opsiwn hwn yw na fyddai fawr ddim cystadleuaeth yn y system.
English: The single centre model would clearly offer considerable savings in terms of the rationalisation of provision.
Welsh: Mae'n eglur y byddai'r model un ganolfan yn cynnig arbedion sylweddol o ran rhesymoli'r ddarpariaeth.
English: There would however be some significant transition costs in the 'decommissioning' of the majority of existing providers.
Welsh: Er hynny, mae'n bosibl y byddai rhywfaint o gostau pontio wrth 'ddatgomisiynu' y mwyafrif o'r darparwyr presennol.
English: There would also be ongoing new costs in supporting a national network of 'Training Schools' or other partners.
Welsh: Ceid costau parhaus newydd hefyd wrth gynnal rhwydwaith cenedlaethol o 'Ysgolion Hyfforddi' neu bartneriaid eraill.
English: There might also be some ongoing costs if it was considered necessary to support existing universities maintain other educational provision, such as masters courses and other forms of advanced CPD.
Welsh: Efallai y ceid rhywfaint o gostau parhaus hefyd pe bernid bod angen helpu'r prifysgolion presennol i gynnal darpariaeth addysgol arall, megis cyrsiau gradd meistr a mathau eraill o DPP uwch.
English: Although in many ways attractive, the single centre model would be the most difficult to achieve politically.
Welsh: Er ei fod yn ddeniadol mewn llawer o ffyrdd, y model un ganolfan fyddai'r un anoddaf i'w gyflawni o safbwynt gwleidyddol.
English: It is likely that there would be very considerable opposition from those institutions that were not selected as the main provider.
Welsh: Mae'n debyg y ceid gwrthwynebiad sylweddol
English: There could also be considerable regional opposition from bodies outside the university sector.
Welsh: iawn o du'r sefydliadau na fydden nhw'n cael eu dewis yn brif ddarparwr.
English: Despite the proposal to develop University providers
Welsh: Gellid gweld gwrthwynebiad rhanbarthol sylweddol hefyd o du cyrff y tu allan i sector y prifysgolion.
English: a network of funded Training Schools, many regions across Wales might consider themselves to be substantially disadvantaged by this option.
Welsh: Er gwaethaf y cynnig i ddatblygu rhwydwaith o Ysgolion Hyfforddi wedi'u hariannu, gallai llawer o ardaloedd Cymru deimlo bod yr opsiwn hwn yn peri anfantais sylweddol iddyn nhw.
English: Option 15.3 - 3 University Centres
Welsh: Opsiwn 15.3 - Tair canolfan brifysgol
English: An alternative would be to competitively re-accredit teacher education from three regional universities.
Welsh: Un dewis arall fyddai ailachredu addysg athrawon mewn tair prifysgol ranbarthol, ar sail gystadleuol.
English: As at present, these should perhaps be located in the North and Mid Wales, the South West and the South East Wales.
Welsh: Fel ar hyn o bryd, efallai y dylai'r rhain gael eu lleoli yn y Gogledd a'r Canolbarth, y De-orllewin a'r De-ddwyrain.
English: Collectively however they would need to ensure that they provided appropriate national coverage.
Welsh: Ond gyda'i gilydd byddai angen iddyn nhw sicrhau eu bod yn cynnig rhychwant cenedlaethol priodol.
English: Such an approach would allow the current distribution of provision to continue while at the same time allowing for further consolidation.
Welsh: Byddai mynd ati fel hyn yn caniatáu i ddosbarthiad cyfredol y ddarpariaeth barhau ac ar yr un pryd yn caniatáu ar gyfer rhagor o grynhoi.
English: In addition, the removal of the need for collaboration across universities would allow for the development of three strong centres based in three institutions, without the need for joint planning and joint accountability.
Welsh: Yn ychwanegol, byddai dileu'r angen am gydweithredu ar draws prifysgolion yn caniatáu i dair canolfan gref gael eu datblygu mewn tri sefydliad, heb fod angen cydgynllunio a chydatebolrwydd.
English: Three centres, each offering broadly similar provision would also allow more straightforward marketing of courses to prospective students.
Welsh: Byddai tair canolfan, bob un yn cynnig darpariaeth weddol debyg, yn caniatáu i gyrsiau gael eu marchnata i'r myfyrwyr mewn ffordd symlach.
English: When compared with the five centre model, the primary difference between the three university Centres would be their location rather than the range of courses offered.
Welsh: O'i gymharu â'r model pum canolfan, y prif wahaniaeth rhwng y tair canolfan brifysgol fyddai eu lleoliad, yn hytrach na'r amrediad o gyrsiau a gâi eu cynnig.
English: The consolidation of provision into three centres would potentially allow for greater quality when compared with the five centre model.
Welsh: Gallai crynhoi'r ddarpariaeth mewn tair canolfan ganiatáu ansawdd well o'i chymharu â'r model pum canolfan.
English: A smaller number of institutions could be more effectively monitored by national bodies; the greater concentration of provision would also potentially increase the level of expertise in each institution.
Welsh: Gallai nifer is o sefydliadau gael eu monitro'n fwy effeithiol gan y cyrff cenedlaethol; gallai crynhoi'r ddarpariaeth yn fwy hefyd gynyddu lefel yr arbenigedd ym mhob sefydliad.
English: A three centre model would involve some important costs in terms of transition.
Welsh: Byddai model tair canolfan yn cynnwys rhai costau pwysig o ran y pontio.
English: Those institutions not selected as future providers for teacher education might need some support in order to ensure that other related provision (non QTS courses, Masters and Doctoral programmes) remained viable.
Welsh: Efallai y bydd ar y sefydliadau hynny na fyddan nhw'n cael eu dewis yn ddarparwyr addysg athrawon yn y dyfodol angen rhywfaint o gymorth er mwyn sicrhau bod y ddarpariaeth berthynol arall (cyrsiau heb SAC, rhaglenni Meistr a Doethuriaethau) yn parhau'n hyfyw.
English: There might also be some short term costs for the relocation of experienced staff or for redundancies.
Welsh: Efallai y ceid costau byrdymor hefyd wrth adleoli staff profiadol neu ddiddymu swyddi.
English: At the same time however there might be some reduced costs as a result of the rationalisation of provision.
Welsh: Ond ar yr un pryd mae'n bosibl y ceid gostyngiad mewn rhai costau drwy resymoli'r ddarpariaeth.
English: There would be likely to be some significant opposition from those institutions and their associated schools and local authorities that were 'de-selected' as providers of initial teacher education.
Welsh: Mae'n debyg y ceid gwrthwynebiad arwyddocaol o du'r sefydliadau hynny, a'u hysgolion a'u hawdurdodau lleol perthynol, na fydden nhw'n cael eu dewis yn ddarparwyr addysg gychwynnol athrawon.
English: Choosing between the three options
Welsh: Dewis rhwng y tri opsiwn
English: As has been made clear, there are advantages and disadvantages in each of the above options.
Welsh: Fel yr eglurwyd, mae gan bob un o'r opsiynau uchod fanteision ac anfanteision.
English: However, deciding which option would offer the best chance for significantly enhancing the quality of provision is extremely difficult.
Welsh: Er hynny, eithriadol o anodd yw penderfynu pa opsiwn a fyddai'n cynnig y gobaith gorau o wella ansawdd y ddarpariaeth.
English: Much would turn on the quality of the 'vision' put forward a particular university - whether it was the only provider, one of 3 or one of 5.
Welsh: Byddai llawer yn dibynnu ar ansawdd y 'weledigaeth' y byddai prifysgol benodol yn ei chynnig - boed yn unig ddarparydd, yn un o blith tri neu'n un o blith pump.
English: Making that decision in the abstract is extremely challenging.
Welsh: Mae'n eithriadol o anodd gwneud y penderfyniad hwnnw ar sail haniaethol.
English: In these circumstances, perhaps the best way forward would be to link the final decision about numbers of providers to the re-accreditation process outlined above.
Welsh: O dan yr amgylchiadau hyn, efallai mai'r ffordd orau ymlaen fyddai cyplysu'r penderfyniad terfynol am nifer y darparwyr â'r broses ailachredu a amlinellwyd uchod.
English: Potential university providers, (and they may not necessarily be limited to current providers) could then be required to put forward a bid for future provision, outlining how they saw themselves in relation to the sector as a whole - as one of one, three or five providers.
Welsh: Wedyn gellid ei gwneud yn ofynnol i'r prifysgolion a allai fod yn ddarparwyr (ac mae'n bosibl na fyddai'r rhain yn gyfyngedig i'r darparwyr cyfredol) wneud cynnig am y ddarpariaeth yn y dyfodol, gan amlinellu sut y bydden nhw'n eu gweld eu hunain mewn perthynas â'r sector yn ei grynswth - fel un darparwr yn unig, fel un o blith tri neu fel un o blith pump.
English: This would allow the Teacher Education Accreditation Board to make an informed judgement about the numbers of providers, based on the quality of specific bids.
Welsh: Byddai hynny'n caniatáu i'r Bwrdd Achredu Addysg Athrawon ffurfio barn wybodus am nifer y darparwyr, ar sail ansawdd y cynigion penodol.
English: RECOMMENDATION 9: That the Welsh Government agrees to resolve future provision of initial teacher education through a process of competitive tendering with the Teacher Education Accreditation Board making the final decision as to how many universities should become accredited providers.
Welsh: ARGYMHELLIAD 9: Y dylai Llywodraeth Cymru gytuno i ddatrys darpariaeth addysg gychwynnol athrawon yn y dyfodol drwy broses o dendro cystadleuol ac mai'r Bwrdd Achredu Addysg Athrawon a ddylai wneud y penderfyniad terfynol ar sawl prifysgol a ddylai ddod yn ddarparwyr achrededig
English: University providers 16. Conclusion Teacher education in Wales is today at a critical turning point.
Welsh: 16. Casgliad Mae addysg athrawon yng Nghymru heddiw wedi cyrraedd trobwynt tyngedfennol.
English: When I and my colleagues prepared our initial report in 2006, the quality of the system was not a major issue.
Welsh: Pan oeddwn i a'm cydweithwyr yn paratoi'n hadroddiad cychwynnol yn 2006, doedd ansawdd y system ddim yn bwnc llosg.
English: Certainly there were improvements that could be made particularly in relation to the contribution of schools, but the system was not in crisis.
Welsh: Yn sicr roedd yna welliannau a allai gael eu gwneud, yn enwedig o ran cyfraniad yr ysgolion, ond doedd y system ddim mewn argyfwng.
English: The real challenge at that time was in the size and distribution of capacity.
Welsh: Y wir her ar y pryd oedd maint a dosbarthiad y capasiti.
English: That problem has, in the intervening years, largely been resolved.
Welsh: Yn y blynyddoedd sydd wedi mynd heibio mae'r broblem honno wedi'i datrys i raddau helaeth.
English: But at the same time, there is evidence that the quality of the system has deteriorated.
Welsh: Ond ar yr un pryd mae yna dystiolaeth bod ansawdd y system wedi dirywio.
English: The difficulties experienced in establishing high quality Centres, the weaknesses in provision identified by successive Estyn reports, the lack of any effective link between initial teacher education and CPD and the collapse of research capacity are all serious causes for concern.
Welsh: Mae'r anawsterau a gafwyd wrth sefydlu canolfannau o safon, y gwendidau yn y ddarpariaeth a nodwyd mewn sawl adroddiad gan Estyn, y diffyg cysylltiad effeithiol rhwng addysg gychwynnol athrawon a DPP a chwalfa'r capasiti ymchwil i gyd yn peri pryder difrifol.
English: Even more significant is the fact that as it is currently conceptualised, initial teacher education in Wales is not appropriate for developing the teachers it needs for its schools either today or tomorrow.
Welsh: Mwy arwyddocaol byth yw'r ffaith nad yw cysyniad presennol addysg gychwynnol athrawon yng Nghymru yn briodol ar gyfer datblygu'r athrawon y mae ar Gymru eu hangen heddiw ac yfory.
English: If the teaching profession itself is to make its proper contribution to the raising of standards in our schools in the way that has been set out in the Donaldson Review (2015) then what is needed is a form of initial teacher education that is expansive rather than restricted, one that gives teachers themselves the skills, knowledge and dispositions to lead the changes that are needed.
Welsh: Os yw'r proffesiwn addysgu ei hun am wneud ei briod gyfraniad at godi safonau yn ein hysgolion yn y modd sydd wedi'i nodi yn Adolygiad Donaldson (2015), yna yr hyn y mae ei angen yw math o addysg gychwynnol athrawon sy'n eang ac nid yn gyfyngedig, sy'n rhoi i'r athrawon eu hunain y sgiliau, yr wybodaeth a'r awydd i arwain y newidiadau angenrheidiol.
English: At present, that form of initial teacher education is not available in Wales.
Welsh: Ar hyn o bryd, nid yw'r math hwnnw o addysg gychwynnol athrawon ar gael yng Nghymru.
English: Fortunately for Wales, it does still have a large number of individuals and institutions that remain highly committed to the provision of good quality initial teacher education.
Welsh: Mae'n ffodus bod gan Gymru nifer fawr o unigolion a sefydliadau o hyd sy'n dal yn ymroddgar iawn i ddarparu addysg gychwynnol athrawon o safon.
English: There are institutions with generations of experience; there are individuals with very high quality skills and great enthusiasm.
Welsh: Mae yna sefydliadau sydd â chenedlaethau o brofiad; mae yna unigolion sydd â sgiliau o safon a brwdfrydedd mawr.
English: What has been missing in recent years is a stable and high quality system in which these institutions and individuals can flourish.
Welsh: Yr hyn sydd wedi bod ar goll yn y blynyddoedd diwethaf yw system sefydlog o safon, lle gall y sefydliadau a'r unigolion hyn ffynnu.
English: Once it is clear which of the above options the Welsh Government wishes to adopt, then I am sure that the sector will seize the opportunities they provide, working together to give Wales the quality of teacher education that it needs for the future. Teaching Tomorrow's Teachers
Welsh: Pan fydd yn eglur pa rai o'r opsiynau uchod yr hoffai Llywodraeth Cymru eu mabwysiadu, rwy'n siwr y bydd y sector yn gafael yn y cyfleoedd a gynigir, gan gydweithio i roi i Gymru yr ansawdd mewn addysg athrawon y mae arni ei hangen at y dyfodol.
English: List of recommendations
Welsh: Rhestr argymhellion
English: Recommendation 3: That the Welsh Government establishes a 'Teacher Education Accreditation Board' within the Education Workforce Council for Wales
Welsh: Argymhelliad 3: Y dylai Llywodraeth Cymru sefydlu 'Bwrdd Achredu Addysg Athrawon' o fewn Cyngor y Gweithlu Addysg
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: 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
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
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: Recommendation 8: That Wiserd Education be extended to include a pedagogical dimension linked to a network of five centres of pedagogical excellence across Wales.
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
English: Recommendation 9: That the Welsh Government agrees to resolve future provision of initial teacher education through a process of competitive tendering with the Teacher Education Accreditation Board making the final decision as to how many universities should become accredited providers.
Welsh: Argymhelliad 9: Y dylai Llywodraeth Cymru gytuno i ddatrys darpariaeth addysg gychwynnol athrawon yn y dyfodol drwy broses o dendro cystadleuol ac mai'r Bwrdd Achredu Addysg Athrawon a ddylai wneud y penderfyniad terfynol ar sawl prifysgol a ddylai ddod yn ddarparwyr achrededig
English: Belfast: Department for Employment and Learning
Welsh: Belfast: Yr Adran Cyflogaeth a Dysgu
English: Edinburgh: The Scottish Government
Welsh: Caeredin: Llywodraeth yr Alban
English: Donaldson, G (2015) The Donaldson Review of Curriculum and Assessment.
Welsh: Donaldson, G (2015) Dyfodol Llwyddiannus: Adolygiad Annibynnol o'r Cwricwlwm a'r Trefniadau Asesu yng Nghymru.
English: Cardiff: The Welsh Government
Welsh: Caerdydd: Llywodraeth Cymru
English: Estyn (2013) Annual Report of HM Chief Inspector of Education and Training in Wales 2013-14.Cardiff: Estyn
Welsh: Estyn (2013) Adroddiad Blynyddol Prif Arolygydd Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru 2013-14.
English: Cardiff: Cardiff University School of Social Sciences
Welsh: Caerdydd: Ysgol Gwyddorau Cymdeithasol Prifysgol Caerdydd
English: Furlong, J., Hagger, H. Butcher, C. and Howson, J. (2006) Review of Initial Teacher Training Provision in Wales; A report to the Welsh Assembly Government (the Furlong Report).
Welsh: Furlong, J., Hagger, H. Butcher, C. a Howson, J. (2006) Adolygiad o'r Ddarpariaeth Hyfforddiant Cychwynnol Athrawon yng Nghymru (adroddiad Furlong).
English: Oxford: University of Oxford Department of Education
Welsh: Rhydychen: Adran Addysg Prifysgol Rhydychen
English: Tabberer R. (2013) A Review of Initial Teacher Training in Wales.
Welsh: Tabberer R. (2013) Adolygiad o Hyfforddiant Cychywnnol Athrawon yng Nghymru.
English: Cardiff: Welsh Government
Welsh: Caerdydd: Llywodraeth Cymru
English: These notes refer to the Environment (Wales) Act 2016 (anaw 3) which received Royal Assent on 21 March 2016
Welsh: Mae'r nodiadau hyn yn cyfeirio at Ddeddf yr Amgylchedd (Cymru) 2016 (dccc 3) a gafodd y Cydsyniad Brenhinol ar 21 Mawrth 2016
English: These Explanatory Notes are for the Environment (Wales) Act 2016 which were passed by the National Assembly for Wales on 2 February .2016 and received Royal Assent on 21 March 2016.
Welsh: Mae'r Nodiadau Esboniadol hyn yn ymwneud â Deddf yr Amgylchedd (Cymru) 2016 a basiwyd gan Gynulliad Cenedlaethol Cymru ar 2 Chwefror.2016 ac a gafodd y Cydsyniad Brenhinol ar 21 Mawrth.2016.
English: They have been prepared by the Department for Natural Resources of the Welsh Government to assist the reader.
Welsh: Fe'u lluniwyd gan Adran Cyfoeth Naturiol Llywodraeth Cymru er mwyn cynorthwyo'r darllenydd.
English: The Explanatory Notes should be read in conjunction with the Act.
Welsh: Dylid darllen y Nodiadau Esboniadol ar y cyd â'r Ddeddf.
English: Where an individual section of the Act does not require any explanation or comment, none is given.
Welsh: Os ymddengys nad oes angen rhoi esboniad neu sylw ar adran unigol o'r Ddeddf, nis rhoddir.