techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: There are also differences from England in relation to entry requirements.
Welsh: Mae yna wahaniaethau rhwng Cymru a Lloegr hefyd o ran gofynion mynediad.
English: In Wales all candidates are expected to have at least a 'B' at GCSE in Maths and English; primary candidates are also expected to have at least level 'C' in Science.
Welsh: Yng Nghymru disgwylir bod gan bob ymgeisydd o leiaf 'B' mewn TGAU mewn Mathemateg a Saesneg; disgwylir bod gan ymgeiswyr cynradd radd 'C' o leiaf mewn Gwyddoniaeth hefyd.
English: Currently in England those requirements are lower.
Welsh: Mae'r gofynion hyn yn is yn Lloegr ar hyn o bryd.
English: While few would dispute that the Welsh requirements are highly desirable, some colleagues within the sector suggest that the fact that this requirement is different from England means that again some otherwise very able students are lost to teacher education in Wales.
Welsh: Ychydig yn unig a fyddai'n dadlau nad yw'r gofynion Cymreig yn ddymunol iawn, ond mae rhai cydweithwyr yn y sector yn awgrymu unwaith eto fod y ffaith bod y gofynion yn wahanol yn golygu bod rhai myfyrwyr galluog iawn yn cael eu colli o addysg athrawon yng Nghymru.
English: There are also concerns at the undergraduate level where the quality of entrants is not as high as that of many other comparable professional programmes.11 And there are questions as to whether the current three year undergraduate route is the most appropriate vehicle for attracting and producing the highest quality primary school teachers.
Welsh: Ceir pryderon hefyd ar y lefel israddedig lle nad yw ansawdd yr ymgeiswyr mor uchel ag ansawdd llawer o raglenni proffesiynol tebyg.11 Ceir cwestiynau hefyd ai'r llwybr israddedig tair-blynedd cyfredol yw'r cyfrwng mwyaf priodol ar gyfer denu a chynhyrchu athrawon cynradd o'r radd flaenaf.
English: Courses in the Republic of Ireland are in the process of moving from three to four years with a view to raising their quality.
Welsh: Mae cyrsiau Gweriniaeth Iwerddon wrthi'n symud o dair blynedd i bedair, gyda golwg ar wella'u hansawdd.
English: In Scotland and Northern Ireland, both of which attract much higher quality entrants, the degree is already four years in duration.
Welsh: Yn yr Alban a Gogledd Iwerddon hefyd, ill dwy yn denu ymgeiswyr o ansawdd lawer gwell, mae'r radd eisoes yn para am bedair blynedd.
English: As a consequence of the Donaldson Report in Scotland (Donaldson 2011), undergraduate education degrees in their traditional form are currently being phased out, with undergraduate education courses being more fully integrated into other university based disciplines.
Welsh: O ganlyniad i Adroddiad Donaldson yn yr Alban (Donaldson 2011), mae graddau addysg israddedig yn eu ffurf draddodiadol yn dirwyn i ben, ac mae cyrsiau addysg israddedig yn cael eu hintegreiddio'n llawnach mewn disgyblaethau eraill yn y brifysgol.
English: This is likely to raise the quality of intake further as well as place more emphasis on the personal and professional education of future primary school teachers.
Welsh: Mae hyn yn debyg o wella ansawdd y mewnlifiad eto yn ogystal â rhoi mwy o bwyslais ar addysg bersonol a phroffesiynol athrawon ysgol gynradd y dyfodol.
English: 7.2 Offer academic awards that are competitive, practice-focused and built on relevant educational research As the Tabberer Report notes, there is clear evidence in Wales that courses are strongly practice focused and this is an important strength of the current system.
Welsh: 7.2 Cynnig dyfarniadau academaidd sy'n gystadleuol, sy'n canolbwyntio ar ymarfer ac sy'n cael eu hadeiladu ar sail ymchwil addysgol berthnasol Fel y nodir yn Adroddiad Tabberer, ceir tystiolaeth glir yng Nghymru fod y cyrsiau'n canolbwyntio'n gryf ar ymarfer ac mae hyn yn gryfder pwysig yn y system gyfredol.
English: However, there is much less evidence that they are always built on relevant educational research.
Welsh: Er hynny, ceir llawer iawn llai o dystiolaeth eu bod bob amser yn cael eu hadeiladu ar sail ymchwil addysgol berthnasol.
English: As the BERA-RSA Report makes clear, there are multiple ways in which research should inform teacher education programmes: in the knowledge that underpins the content, in the design of programmes and in preparing student teachers to be both critical consumers of as well as participants in research.
Welsh: Fel y mae Adroddiad BERA-RSA yn egluro, dylai ymchwil lywio rhaglenni addysg athrawon mewn sawl ffordd: yn yr wybodaeth sy'n sail i'r cynnwys, wrth ddylunio rhaglenni ac wrth baratoi darpar athrawon i fod yn ddefnyddwyr beirniadol ar ymchwil yn ogystal ag yn gyfranogwyr mewn ymchwil.
English: Given that research is not explicitly referenced in any form in the current 'Standards' and given the lack of a robust research culture within teacher education in Wales at present, it is hard to see how these features of high quality teacher education can currently be in place.
Welsh: O gofio nad oes cyfeiriad pendant o unrhyw fath at ymchwil yn y 'Safonau' cyfredol ac o gofio'r diffyg diwylliant ymchwil cadarn mewn addysg athrawon yng Nghymru ar hyn o bryd, mae'n anodd gweld sut gall y nodweddion hyn ar addysg athrawon o safon fod yn eu lle ar hyn o bryd.
English: 7.3 Develop strong links between theory and practice, in a way that helps students to understand and explore the interconnectedness of educational theories and classroom practices There is strong evidence internationally that this principle is central to ensuring high quality teacher education.
Welsh: 7.3 Datblygu cysylltiadau cryf rhwng theori ac ymarfer, mewn ffordd sy'n helpu'r myfyrwyr i ddeall ac ystyried y cysylltiadau rhwng theorïau addysg ac arferion yr ystafell ddosbarth Ceir tystiolaeth gref yn rhyngwladol fod yr egwyddor hon yn ganolog o ran sicrhau addysg athrawon o safon.
English: As both the recent report on teacher education in Northern Ireland (DEL 2014) and the BERA-RSA Inquiry make clear, this involves the development of some form of 'clinical practice' in schools.
Welsh: Fel yr eglurir gan yr adroddiad diweddar ar addysg athrawon yng Ngogledd Iwerddon (DEL 2014) ac Ymchwiliad BERA-RSA, mae hyn yn golygu datblygu rhyw fath o 'ymarfer clinigol' yn yr ysgolion.
English: In clinical practice models of teacher education, the schools themselves play a leading role in key aspects of the training offered.
Welsh: Mewn modelau addysg athrawon sy'n defnyddio ymarfer clinigol, mae'r ysgolion eu hunain yn chwarae rhan flaenllaw mewn agweddau allweddol ar yr hyfforddiant a gynigir.
English: They provide careful mentoring with a staged development of students' teaching experiences.
Welsh: Maen nhw'n mentora'n ofalus ac yn datblygu profiadau addysgu'r myfyrwyr yn raddol.
English: In addition however, such programmes also provide student teachers with routine opportunities to link their developing practical school experience with other forms of professional knowledge - with research, with theory and with knowledge of practice in other contexts.
Welsh: Ond yn ychwanegol, mae'r rhaglenni hyn yn rhoi cyfleoedd fel rhan o'r drefn i'r darpar athrawon gyplysu'r profiad ymarferol y maen nhw'n ei ddatblygu yn yr ysgol â mathau eraill o wybodaeth broffesiynol - sef ag ymchwil, â theori ac â gwybodaeth o ymarfer mewn cyd-destunau eraill.
English: It is the bringing together of these different forms of professional knowledge that encourages students to reflect, analyse and challenge what they are learning in their practical work.
Welsh: Drwy ddod â'r mathau gwahanol hyn o wybodaeth broffesiynol at ei gilydd y mae'r myfyrwyr yn cael eu hannog i fyfyrio, dadansoddi a herio'r hyn y maen nhw'n ei ddysgu yn eu gwaith ymarferol.
English: But if schools and universities are to work closely on the development of clinical practice models, then this demands a very different conception of 'partnership' from the one that is currently in place in most of Wales.
Welsh: Ond os bwriedir i'r ysgolion a'r prifysgolion gydweithio'n agos i ddatblygu modelau ymarfer clinigol, yna mae hynny'n galw am gysyniad gwahanol iawn o 'bartneriaeth' i'r model sydd i'w weld yn y rhan fwyaf o Gymru ar hyn o bryd.
English: At present it seems that most schools have only a small role in professional education, often with very small numbers of students.
Welsh: Mae'n ymddangos ar hyn o bryd mai rhan fach yn unig sydd gan yr ysgolion mewn addysg broffesiynol, a hynny â nifer fach iawn o fyfyrwyr yn aml.
English: Teacher education is undertaken primarily on a voluntary basis - an 'add on' to schools' normal work.
Welsh: Ar sail wirfoddol yn bennaf yr ymgymerir ag addysg athrawon - fel ychwanegiad at waith arferol yr ysgolion.
English: Internationally however, there is strong evidence that in the most effective systems, universities work with much smaller numbers of schools which take larger numbers of students.
Welsh: Yn rhyngwladol, fodd bynnag, mae yna dystiolaeth gref bod y prifysgolion yn y systemau mwyaf effeithiol yn cydweithio â niferoedd llawer llai o ysgolion, sy'n derbyn niferoedd llawer mwy o fyfyrwyr.
English: Moreover, schools themselves are encouraged to take leading responsibility in key aspects of the training programme. The Programme level
Welsh: Ar ben hynny, mae'r ysgolion eu hunain yn cael eu hannog i gymryd y prif gyfrifoldeb dros agweddau allweddol ar y rhaglen hyfforddi.
English: One particular difficulty in encouraging schools to work in closer partnership with universities on a regular basis is that it is indeed voluntary.
Welsh: Un anhawster penodol wrth annog ysgolion i weithio mewn partneriaeth agosach â phrifysgolion yn rheolaidd yw mai partneriaeth wirfoddol yw hon.
English: As a result, it is widely reported that few schools are willing to make long term commitments, often withdrawing, sometimes at the last minute, particularly if they are facing an Estyn inspection.
Welsh: Gan hynny, clywir yn aml mai ychydig yn unig o ysgolion sy'n fodlon rhoi ymrwymiad dros gyfnod hir, gan dynnu'n ôl, weithiau ar y funud olaf, yn enwedig os oes arolygiad gan Estyn yn eu hwynebu.
English: What is needed therefore is the contribution of schools to initial teacher education to be much more publically recognised.
Welsh: Yr hyn y mae ei angen, felly, yw i gyfraniad ysgolion at addysg gychwynnol athrawon gael ei gydnabod yn llawer mwy cyhoeddus.
English: Making a systematic and sustained contribution to teacher education should be one way of demonstrating that a school is a good school, or is aspiring to be good.
Welsh: Dylai cyfraniad systemataidd a chyson at addysg athrawon fod yn un ffordd o ddangos bod ysgol yn ysgol dda, neu'n ymdrechu i fod yn un dda.
English: 7.4 Establish strong links between initial teacher education and continuing professional development of teachers in schools The Masters in Educational Practice (MEP) has been a significant development in Wales in providing an important link between initial teacher education and early professional development.
Welsh: 7.4 Sefydlu cysylltiadau cryf rhwng addysg gychwynnol athrawon a datblygu proffesiynol parhaus i athrawon yn yr ysgolion Mae'r radd Meistr mewn Ymarfer Addysgol (MYA) wedi bod yn ddatblygiad arwyddocaol yng Nghymru o ran cynnig cysylltiad pwysig rhwng addysg gychwynnol athrawon a datblygu proffesiynol cynnar.
English: Now the proposed new masters degree framework and the New Deal more generally, have the potential to ensure that teachers' professional learning can be supported in a systematic way throughout their careers.
Welsh: Bellach mae gan fframwaith y radd meistr newydd arfaethedig a'r Fargen Newydd yn fwy cyffredinol y potensial i sicrhau y gall gwaith dysgu proffesiynol athrawon gael ei gefnogi mewn modd systemataidd gydol eu gyrfa.
English: However, while these are very positive developments there are currently no systematic links between those with responsibility for CPD, the new Consortia, and Wales' teacher education Centres in universities.
Welsh: Serch hynny, er bod y rhain yn ddatblygiadau cadarnhaol iawn, does dim cysylltiad systemataidd ar hyn o bryd rhwng y rhai sy'n gyfrifol am DPP, y Consortia newydd, a chanolfannau addysg athrawon Cymru yn y prifysgolion.
English: Staff in university faculties and in departments of Education are a major resource for the more sustained development of the teaching force in Wales and at present that resource is significantly underutilised.
Welsh: Mae'r staff yng nghyfadrannau'r prifysgolion ac yn yr adrannau addysg yn adnodd pwysig er mwyn datblygu'r gweithlu addysgu yng Nghymru mewn ffordd fwy cynaliadwy ac ar hyn o bryd mae cryn le i ddefnyddio rhagor ar yr adnodd.
English: This may be the product of the lack of any systematic coordination and leadership of the sector as a whole.
Welsh: Efallai fod hyn yn deillio o ddiffyg cydlynu systemataidd a diffyg arweinyddiaeth yn y sector yn ei gyfanrwydd.
English: 7.5 Ensure that all of the above principles are underpinned by a clear understanding of evidence about how student teachers learn to teach and that courses themselves are the constant subject of research and development As both the BERA-RSA and Northern Ireland (DEL 2014) reports make clear, much is known about the principles of effective professional learning both in initial teacher education and within CPD.
Welsh: 7.5 Sicrhau bod yr holl egwyddorion uchod wedi'u seilio ar ddealltwriaeth glir o dystiolaeth am sut mae darpar athrawon yn dysgu addysgu a bod y cyrsiau eu hunain yn destun gwaith ymchwilio a datblygu drwy'r amser Fel yr eglurir yn adroddiadau BERA-RSA a Gogledd Iwerddon (DEL 2014), mae llawer yn hysbys am egwyddorion gwaith dysgu proffesiynol effeithiol a hynny mewn addysg gychwynnol i athrawon ac mewn DPP.
English: The most effective forms of provision draw on this knowledge in the design and implementation of their programmes and subject their own work to ongoing research in order to develop it further.
Welsh: Mae'r mathau mwyaf effeithiol o ddarpariaeth yn defnyddio'r wybodaeth hon wrth ddylunio'u rhaglenni ac wrth roi'r rhaglenni hynny ar waith, ac maen nhw'n gwneud gwaith ymchwil barhaus ynglyn â'u gwaith eu hunain, er mwyn ei ddatblygu ymhellach.
English: At present, however, as the Tabberer Report makes clear, there is little evidence that provision is based on such an approach.
Welsh: Serch hynny, fel yr eglurir yn Adroddiad Tabberer, does dim llawer o dystiolaeth ar hyn o bryd fod y ddarpariaeth wedi'i seilio ar ymagwedd o'r fath.
English: This may in part be attributable to the current narrowly conceived set of 'Standards' that, with Estyn inspections, govern the system.
Welsh: Efallai fod hyn i'w briodoli'n rhannol i'r set gyfredol o 'Safonau' cul eu cysyniad sydd, ar y cyd ag arolygiadau Estyn, yn llywodraethu'r system.
English: While Estyn inspections are very important, there is much more to university led professional education than is captured in an inspection process.
Welsh: Er bod arolygiadau Estyn yn bwysig iawn, mae yna lawer mwy mewn addysg broffesiynol o dan arweiniad y prifysgolion nag a welir mewn proses arolygu.
English: It is also true that the best courses are themselves the subject of on-going research and review.
Welsh: Mae'n wir hefyd fod y cyrsiau gorau eu hunain yn destun gwaith ymchwilio ac adolygu parhaus.
English: While there is now evidence that providers are developing and sharing more forms of data in order to monitor their work, this is not necessarily the same thing as taking a research based approach where there is a clear link to literature on professional education, as well as links to excellent practice elsewhere. Teaching Tomorrow's Teachers
Welsh: Er bod yna dystiolaeth bellach bod darparwyr yn datblygu ac yn rhannu rhagor o fathau o ddata i fonitro'u gwaith, nid yw hynny yr un fath o reidrwydd ag arddel ymagwedd sydd wedi'i seilio ar ymchwil lle ceir cysylltiad clir â llenyddiaeth ar addysg broffesiynol, yn ogystal â chysylltiadau ag arferion rhagorol mewn mannau eraill.
English: 8 Conclusion If Wales is to meet the challenges of educating its children effectively for the 21st century then high quality initial teacher education has a vitally important part to play.
Welsh: 8. Casgliad Os bwriedir i Gymru ateb her addysgu ei phlant yn effeithiol ar gyfer yr 21ain ganrif, yna mae gan addysg gychwynnol athrawon o safon ran hanfodol bwysig i'w chwarae.
English: What is clear from the foregoing discussion is that on a wide range of different measures the present system is not fulfilling its role effectively.
Welsh: Yr hyn sy'n glir ar sail y drafodaeth uchod yw nad yw'r system bresennol yn cyflawni ei gwaith yn effeithiol, a hynny ar ystod eang o fesurau gwahanol.
English: There is evidence that it is falling well short of what we know is best practice in other parts of the UK and internationally.
Welsh: Mae yna dystiolaeth ei bod yn syrthio'n brin iawn o'r arferion gorau sy'n hysbys mewn rhannau eraill o'r Deyrnas Unedig ac yn rhyngwladol.
English: Moreover, the changes to curriculum and assessment being advocated by the Donaldson Review will significantly raise the bar in terms of what we expect of our teachers.
Welsh: Ar ben hynny, bydd y newidiadau yn y cwricwlwm ac mewn asesu sy'n cael eu harddel gan Adolygiad Donaldson yn codi'r safon yn sylweddol o ran yr hyn yr ydyn ni'n ei ddisgwyl oddi wrth ein hathrawon.
English: In the future, Wales will need a different type of teacher professional; one who has significantly more responsibility, one who understands the 'why' and the 'how' of teaching as well as the 'what'.
Welsh: Yn y dyfodol, bydd ar Gymru angen math gwahanol o athro ac athrawes broffesiynol; un sy'n ysgwyddo cryn dipyn yn fwy o gyfrifoldeb, un sy'n deall dulliau addysgu a'r rhesymau drostyn nhw yn ogystal â chynnwys yr addysgu.
English: These aspirations have major implications for both initial teacher education and CPD.
Welsh: Mae i'r dyheadau hyn oblygiadau pwysig ar gyfer addysg gychwynnol athrawon ac ar gyfer DPP.
English: The case for change is therefore undeniable.
Welsh: Mae'r achos o blaid newid felly yn ddiymwad.
English: Changes are needed at all three levels of the initial teacher education system - the national level, the institutional level and the programme level.
Welsh: Mae angen newid ar bob un o'r tair lefel yn y system addysg gychwynnol athrawon - y lefel genedlaethol, lefel y sefydliad a lefel y rhaglen.
English: Much of the responsibility for the changes that are needed will lie beyond the direct purview of the Welsh Government.
Welsh: Bydd llawer o'r cyfrifoldeb dros y newidiadau angenrheidiol y tu allan i faes uniongyrchol Llywodraeth Cymru.
English: It is the universities both at their central and programme levels and practices in schools that need to change.
Welsh: Yn y prifysgolion, ar eu lefel ganolog ac ar lefel eu rhaglenni, ac yn arferion yr ysgolion y mae angen gweld newid.
English: What Government can do, however, is to set up the appropriate structures that will encourage and support the changes that are needed.
Welsh: Ond yr hyn y gall Llywodraeth Cymru ei wneud yw sefydlu'r strwythurau priodol a fydd yn ategu'r newidiadau angenrheidiol.
English: It is these structural changes that are the focus of options outlined in the next part of this Report.
Welsh: Y newidiadau strwythurol hyn sydd o dan sylw yn yr opsiynau a amlinellir yn rhan nesaf yr Adroddiad hwn.
English: SECTION B Initial Teacher Education in Wales - options for change SECTION B Initial Teacher Education in Wales - options for change Teaching Tomorrow's Teachers
Welsh: ADRAN B Addysg gychwynnol athrawon yng Nghymru - opsiynau ar gyfer newid Adran B 21
English: The options for change in the structures governing initial teacher education in Wales take a number of different forms.
Welsh: Mae i'r opsiynau ynglyn â newid y strwythurau sy'n llywodraethu addysg gychwynnol athrawon yng Nghymru sawl ffurf wahanol.
English: The two most significant changes concern firstly the re-drafting of the 'Standards' for qualified teacher status.
Welsh: Mae'r ddau newid mwyaf arwyddocaol yn ymwneud ag ailddrafftio'r 'Safonau' ynglyn â statws athro cymwysedig.
English: As has already been noted, these Standards have a vitally important role to play in the shaping of provision.
Welsh: Fel y nodwyd eisoes, mae gan y Safonau hyn ran hanfodol bwysig i'w chwarae wrth lunio'r ddarpariaeth.
English: The second and related recommendation is that the Welsh Government revises its accreditation procedures for teacher education providers.
Welsh: Yr ail argymhelliad, sy'n gysylltiedig â hyn, yw y dylai Llywodraeth Cymru ddiwygio'i gweithdrefnau ynglyn ag achredu darparwyr addysg athrawon.
English: In combination with a new and more appropriate set of Standards, re-accreditation will allow the opportunity to consider a range of different factors that are important in raising the quality of provision, including the content of courses, the contribution of schools, the quality of providers and, indirectly, the leadership of the system overall.
Welsh: Ar y cyd â set newydd a mwy priodol o Safonau, bydd ailachredu yn caniatáu cyfle i ystyried ystod o ffactorau gwahanol sy'n bwysig o ran gwella ansawdd y ddarpariaeth, gan gynnwys cynnwys y cyrsiau, cyfraniad yr ysgolion, ansawdd y darparwyr ac, yn anuniongyrchol, arweinyddiaeth y system drwyddi draw.
English: However, re-accreditation also raises a number of other key questions such as: what should the accreditation process cover; which body should undertake the accreditation process; how many institutions should be accredited for the provision of initial teacher education; and how would re-accreditation affect the future role of Estyn?
Welsh: Serch hynny, mae ailachredu hefyd yn codi nifer o gwestiynau allweddol eraill megis: pa beth y dylai'r broses achredu ei gynnwys; pa gorff a ddylai gynnal y broses achredu; sawl sefydliad a ddylai gael eu hachredu i ddarparu addysg gychwynnol athrawon; a sut byddai ailachredu'n effeithio ar rôl Estyn yn y dyfodol?
English: In addition to these two key measures, there are further specific options that need to be considered in relation to: entry requirements and financial incentives for student teachers; the future of the undergraduate route into teaching - the BA (QTS) degree; research capacity; and the links between initial teacher education and further professional development.
Welsh: Ar ben y ddau fesur allweddol hyn, mae yna opsiynau penodol eraill y mae angen eu hystyried o ran y canlynol: gofynion mynediad a chymhellion ariannol i ddarpar athrawon; dyfodol y llwybr israddedig i mewn i addysgu - y radd BA (SAC); capasiti ymchwil; a'r cysylltiadau rhwng addysg gychwynnol athrawon a datblygu proffesiynol pellach.
English: In each case the options set out below need to be evaluated in terms of their potential contribution to raising the quality of the system, their value for money and their 'achievability'.
Welsh: Ym mhob achos mae angen i'r opsiynau isod gael eu cloriannu yn nhermau eu cyfraniad posibl at wella ansawdd y system, eu gwerth am arian a pha mor 'gyflawnadwy' ydyn nhw.
English: Introduction 9. Options for future accreditation of initial teacher education programmes At present, under Regulation 7 of the School Teachers Qualifications (Wales) Regulations 2012, all providers of initial teacher education in Wales are required to seek accreditation from HEFCW.
Welsh: 9. Opsiynau ynglyn ag achredu rhaglenni addysg gychwynnol athrawon yn y dyfodol Ar hyn o bryd, o dan Reoliad 7 o Reoliadau Cymwysterau Athrawon Ysgol (Cymru) 2012, mae'n ofynnol i holl ddarparwyr addysg gychwynnol athrawon yng Nghymru geisio achrediad gan CCAUC.
English: The accreditation process has a number of different dimensions.
Welsh: Mae i'r broses achredu nifer o ddimensiynau gwahanol.
English: The broad framework is established by Criteria set out by Welsh Ministers from time to time.
Welsh: Mae'r fframwaith bras yn cael ei sefydlu drwy gyfrwng meini prawf a nodir gan Weinidogion Cymru o dro i dro.
English: These criteria briefly cover a range of different issues such as entry requirements, partnership with schools and quality assurance.
Welsh: Mae'r meini prawf hyn yn ymdrin yn fyr ag ystod o faterion gwahanol megis gofynion mynediad, partneriaethau ag ysgolion a sicrhau ansawdd.