{"id":14189,"date":"2022-01-10T15:33:56","date_gmt":"2022-01-10T15:33:56","guid":{"rendered":"https:\/\/wcpporguk.cf.ac.uk\/report\/adferiad-ym-maes-addysg-ymateb-i-bandemig-y-coronafeirws\/"},"modified":"2026-04-07T11:59:50","modified_gmt":"2026-04-07T11:59:50","slug":"adferiad-ym-maes-addysg-ymateb-i-bandemig-y-coronafeirws","status":"publish","type":"report","link":"https:\/\/wcpp.org.uk\/cy\/report\/adferiad-ym-maes-addysg-ymateb-i-bandemig-y-coronafeirws\/","title":{"rendered":"Adferiad ym maes addysg: Ymateb i bandemig y Coronafeirws"},"content":{"rendered":"\n<p>Mae cau ysgolion o ganlyniad i\u2019r Coronafeirws wedi tarfu\u2019n sylweddol ar ddysgu plant a phobl ifanc mewn ysgolion a cholegau yng Nghymru, fel mewn mannau eraill. Yn y flwyddyn rhwng mis Mawrth 2020 a mis Ebrill 2021, collwyd hyd at <a href=\"https:\/\/cep.lse.ac.uk\/_new\/publications\/abstract.asp?index=8228\">124 o ddiwrnodau ystafell ddosbarth fesul disgybl yng Nghymru.<\/a> Mae effaith y tarfu hwn ar gyrhaeddiad addysgol wedi bod yn arbennig o ddifrifol i ddysgwyr difreintiedig a\u2019r rhai sy\u2019n agored i niwed. Yn y tymor hwy, yn ogystal ag ehangu anghydraddoldebau, mae'r Sefydliad Astudiaethau Cyllid yn rhybuddio y bydd colli hanner blwyddyn o addysg (fel sy'n wir am y mwyafrif o blant), heb ymyriadau adferol i\u2019w helpu i ddal i fyny, yn arwain at blant ysgol yn colli allan ar gyfartaledd o <a href=\"https:\/\/www.ifs.org.uk\/publications\/15291\">\u00a340,000 mewn enillion oes<\/a>.<\/p>\n\n\n\n<p>Mae Llywodraeth Cymru wedi ymateb drwy neilltuo dros \u00a3150 miliwn o gyllid ar gyfer blwyddyn ariannol 2021 i 2022 drwy'r <a href=\"https:\/\/gov.wales\/renew-and-reform-supporting-learners-wellbeing-and-progression-html\">rhaglen Adnewyddu a Diwygio<\/a>. Mae hyn yn cynnwys \u00a335.8 miliwn i barhau \u00e2'r gefnogaeth a mentora pwrpasol i ddysgwyr drwy'r rhaglen Recriwtio, Adfer a Chodi Safonau, gan gadw'r 1,800 o staff cyfwerth ag amser llawn a recriwtiwyd ym mlwyddyn academaidd 2020 i 2021, a chadw\u2019r ffocws ar gymorth wedi\u2019i dargedu ar gyfer y dysgwyr mwyaf agored i niwed a difreintiedig. Mae Llywodraeth Cymru hefyd yn gwneud buddsoddiadau ychwanegol yn yr adferiad addysg, fel y \u00a315 miliwn a neilltuwyd ar gyfer technoleg mewn addysg yn 2021\/22.<\/p>\n\n\n\n<p>Bydd llwyddiant ymdrechion i sicrhau adferiad ym maes addysg yn cael ei effeithio gan, ymhlith pethau eraill, y ffordd y mae ysgolion yn:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Adeiladu ar brofiadau dysgu o bell a dysgu cyfunol ac o bosibl yn eu datblygu;<\/li>\n\n\n\n<li>Darparu 'cymorth dal i fyny' fel y'i gelwir, a'u dulliau a'u modelau ar gyfer gwneud hynny;<\/li>\n\n\n\n<li>Cynllunio a chyflwyno datblygiad proffesiynol i athrawon.<\/li>\n<\/ul>\n\n\n\n<p>Rydym ni yng Nghanolfan Polisi Cyhoeddus Cymru a\u2019n partneriaid wedi bod yn gweithio gyda Llywodraeth Cymru i sicrhau bod ei hymdrechion i helpu'r system addysg i ymateb i'r heriau sy\u2019n gysylltiedig \u00e2 phandemig y Coronafeirws mewn ysgolion yn cael eu llywio gan y dystiolaeth ac arbenigedd gorau sydd ar gael. Roedd y cam cyntaf o'r gwaith hwn yn cynnwys llunio nodyn briffio cychwynnol yn crynhoi canfyddiadau\u2019r cipolwg cychwynnol ar dystiolaeth ynghylch yr ymateb addysg rhyngwladol i bandemig y coronafeirws, a\u2019r goblygiadau posibl i Gymru. Yna, datblygwyd tri briff polisi pellach yn ymwneud \u00e2'r pynciau a restrir uchod (h.y. addysgu a dysgu cyfunol; ymyriadau dal i fyny; a datblygiad proffesiynol athrawon).<\/p>\n\n\n\n<p>Ar gyfer ail gam yr ymchwil hon, cynhaliodd Canolfan Polisi Cyhoeddus Cymru gyfres o weithdai cyfranogol gydag arweinwyr ysgolion ac ystod o arweinwyr haen ganol, fel consortia rhanbarthol ac arweinwyr addysg awdurdodau lleol. Diben y gweithdai oedd:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>rhannu canfyddiadau'r sesiynau briffio polisi;<\/li>\n\n\n\n<li>rhannu syniadau, profiadau ac enghreifftiau sy'n seiliedig ar ymarfer a all ddod \u00e2'r dystiolaeth 'yn fyw';<\/li>\n\n\n\n<li>datblygu syniadau yngl\u0177n \u00e2 gweithredu; ac<\/li>\n\n\n\n<li>archwilio sut y gellid teilwra ein hargymhellion ar gyfer cynulleidfaoedd penodol a sut y gallent ryngweithio \u00e2 pholis\u00efau ac arferion presennol ac arfaethedig.<\/li>\n<\/ul>\n\n\n\n<p>Y gweithdai oedd pwynt hanner ffordd y prosiect, ac ar \u00f4l hynny gwnaethom ddiwygio'r tri phrif briff yn seiliedig ar ymchwil newydd a syniadau a rannwyd yn ystod y gweithdai, ac yna creu allbynnau dilynol. Roedd yr allbynnau dilynol yn cynnwys adnoddau ymarferol ar bob un o'r tri phwnc sy'n defnyddio'r syniadau yn seiliedig ar ymarfer o'r gweithdy, ynghyd \u00e2'r canfyddiadau a amlinellwyd yn y briffiau polisi. Nod yr adnoddau hyn yw helpu addysgwyr yng Nghymru i roi'r canfyddiadau tystiolaeth a amlinellir yn y sesiynau briffio ar waith drwy amlinellu set ddefnyddiol o awgrymiadau ar gyfer athrawon ac arweinwyr.<\/p>\n\n\n\n<p>Yn ogystal ag allbynnau ysgrifenedig y prosiect, mae\u2019r cyflwyniadau a wnaed ar bob un o\u2019r tri phwnc briffio yn ystod y gweithdai ar gael hefyd. Bydd holl allbynnau'r prosiect hefyd ar gael ar restr chwarae Hwb.<\/p>\n\n\n\n<p>Gallwch hefyd glywed Becki Bawler a Harry Fletcher-Wood yn siarad \u00e2 Manon Roberts ar ein <a href=\"https:\/\/anchor.fm\/wcpp\/episodes\/Episode-10-Education-recovery-from-the-Coronavirus-pandemic-e16mvkq\">podlediad PEP Talk<\/a> am yr heriau i\u2019r system addysg yng Nghymru o ganlyniad i bandemig y Coronafeirws. Maent yn cynnig cipolwg ar sut y gallai Llywodraeth Cymru a'r system addysg ehangach geisio ymateb; gan ganolbwyntio'n benodol ar addysgu a dysgu cyfunol, a datblygiad proffesiynol athrawon.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mae cau ysgolion o ganlyniad i\u2019r Coronafeirws wedi tarfu\u2019n sylweddol ar ddysgu plant a phobl ifanc mewn ysgolion a cholegau yng Nghymru, fel mewn mannau eraill. Yn y flwyddyn rhwng mis Mawrth 2020 a mis Ebrill 2021, collwyd hyd at 124 o ddiwrnodau ystafell ddosbarth fesul disgybl yng Nghymru. Mae effaith y tarfu hwn ar [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":9990,"template":"","categories":[18],"tags":[136],"research-and-impact":[],"class_list":["post-14189","report","type-report","status-publish","has-post-thumbnail","hentry","category-taclo-anghydraddoldebau","tag-anghydraddoldebau-addysg"],"meta_box":{"project":"","lead_author":"","authors":[],"image":[{"width":744,"height":418,"file":"teenage-students-struggling-with-online-learning2-4.jpg","filesize":327458,"sizes":{"medium":{"file":"teenage-students-struggling-with-online-learning2-4-744x301.jpg","width":744,"height":301,"mime-type":"image\/jpeg","filesize":33869,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4-744x301.jpg"},"large":{"file":"teenage-students-struggling-with-online-learning2-4-1200x485.jpg","width":1200,"height":485,"mime-type":"image\/jpeg","filesize":69661,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4-1200x485.jpg"},"thumbnail":{"file":"teenage-students-struggling-with-online-learning2-4-744x418.jpg","width":744,"height":418,"mime-type":"image\/jpeg","filesize":43707,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4-744x418.jpg"},"medium_large":{"file":"teenage-students-struggling-with-online-learning2-4-768x310.jpg","width":768,"height":310,"mime-type":"image\/jpeg","filesize":35513,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4-768x310.jpg"},"1536x1536":{"file":"teenage-students-struggling-with-online-learning2-4-1536x621.jpg","width":1536,"height":621,"mime-type":"image\/jpeg","filesize":101792,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4-1536x621.jpg"},"2048x2048":{"file":"teenage-students-struggling-with-online-learning2-4-2048x828.jpg","width":2048,"height":828,"mime-type":"image\/jpeg","filesize":167510,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4-2048x828.jpg"},"reykjavik-intro":{"file":"teenage-students-struggling-with-online-learning2-4-1920x855.jpg","width":1920,"height":855,"mime-type":"image\/jpeg","filesize":185375,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4-1920x855.jpg"}},"image_meta":{"aperture":"0","credit":"","camera":"","caption":"","created_timestamp":"0","copyright":"","focal_length":"0","iso":"0","shutter_speed":"0","title":"","orientation":"0","keywords":[]},"ID":"14181","name":"teenage-students-struggling-with-online-learning2-4.jpg","path":"\/infotree\/sites\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4.jpg","url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4-744x418.jpg","full_url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teenage-students-struggling-with-online-learning2-4.jpg","title":"teenage-students-struggling-with-online-learning2-4.jpg","caption":"","description":"","alt":"","srcset":false}],"files":[{"file":["14191"],"publication_type":"Report","title_for_display":"Ymyriadau Dal i Fyny - 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