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Cyfeiriadau'r Dyfodol Ar Gyfer Addysg Uwch Yng Nghymru

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Cyfeiriadau'r Dyfodol Ar Gyfer Addysg Uwch Yng Nghymru Cyfeiriadau’r Dyfodol ar gyfer Addysg Uwch yng Nghymru: Dysgu ar gyfer Cyflogaeth Cynnwys 5. Cydnabyddiaethau 6. Cyflwyniad 7. Adran 1: Dysgu Dilys 8. Dyfarniad BSc Seicoleg Gymhwysol (astudiaeth achos G8) 9. Rhaglen Mynediad Meddygaeth i Raddedigion: Cyfleoedd Dysgu yn y Lleoliad Clinigol (LOCS) (astudiaeth achos S1) 11. GBS Chwaraeon (astudiaeth achos G6) 12. Gwella Cyflogadwyedd: astudiaeth achos o ddysgu seiliedig ar waith fel offeryn dysgu cyflenwol (astudiaeth achos CM11) 15. Datblygu cymunedau hyfforddi trwy rygbi a phêl-droed (astudiaeth achos G7) 17. Hyrwyddo cyflogadwyedd a rhyngwladoliaeth ar gyfer myfyrwyr Ieithoedd Tramor Modern: prosiect cydweithredol rhwng Prifys- gol Caerdydd ac Ysgol Gyfun Cil-y-Coed (astudiaeth achos C7) 20. Cefnogi Clybiau Cyfrifiadur i Ferched (astudiaeth achos SM9) 21. Gwasanaethau Cwnsela Cymunedol (astudiaeth achos SM11) 23. Modiwl Gwirfoddoli Myfyrwyr Ysgol Chwaraeon (astudiaeth achos CM6) 26. Gweithio gyda rhieni: athrawon dan hyfforddiant a’r gymuned (astudiaeth achos N4) 27. Menter Datrys Problemau: Llys Ynadon Aberystwyth (astudiaeth achos A4) 29. Dylunio byw (astudiaeth achos CM12) 31. Pleserau Anhysbys (astudiaeth achos SM2) 33. Prosiect Seiliedig ar Gynhyrchu (astudiaeth achos SM10) 35. Adran 2: Ymwybyddiaeth Gyrfaoedd a sgiliau ymgeisio 36. BA (Anrh) Cyflogadwyedd Addysg Casnewydd (astudiaeth achos N5) 37. Cynllun Datblygu Personol mewn Ymarfer Busnes (astudiaeth achos N7) 40. Cynllunio datblygu personol (PDP) myfyrwyr israddedig (astudiaeth achos A6) 41. Rhoi cyflogadwyedd ar y map: defnyddio dysgu ac asesu ar-lein i hyrwyddo datblygu proffesiynol (astudiaeth achos CM5) 43. Gweithgaredd asesu ar gyfer myfyrwyr y flwyddyn olaf yn yr Adran Chwaraeon a Gwyddor Ymarfer Corff (astudiaeth achos A1) 44. Marchnata, Hyrwyddo ac Arddangos (Cyfadran Celf a Dylunio, Prifysgol Fetropolitan Abertawe) (astudiaeth achos SM5) 46. Cefnogaeth i ymgeisio ar gyfer amser i ffwrdd o astudio acade- maidd a Rhaglen Bartneriaeth y Brifysgol (mewn partneriaeth â’r ICAEW) (astudiaeth achos C8) 49. Cynllun Blwyddyn Mewn Cyflogaeth (YES) (astudiaeth achos A5) 51. Dyfarniad Caerdydd (astudiaeth achos C1) 53. Dyfarniad Cyflogadwyedd Bangor (BEA) (astudiaeth achos B1) 55. Glam Edge:cyflogadwyedd ym Mhrifysgol Morgannwg (astudiaeth achos G10) 3 57. Adran 3: Datblygu priodoleddau graddedigion 121. Adran 6: Adnoddau i gefnogi cyflogadwyedd 58. CIRIC: Canolfan Ymchwil ac Arloesedd Diwydiannau Creadigol 122. Modiwlau addysg gyrfaoedd rhyngweithiol e-ddysgu (Cyfadran Celf a Dylunio, Prifysgol Fetropolitan Abertawe) (astudiaeth achos A7) (astudiaeth achos SM7) 124. Eich e-fodiwl Gyrfa – cyflwyno ymwybyddiaeth cyflogadwyedd 60. Adlewyrchu ar Waith Cyngor Cyfreithiol (astudiaeth achos G5) a dysgu sgiliau datblygiad gyrfa ar-lein ym Mhrifysgol Fetropolitan 61. Dyfarniad Datblygu Proffesiynol Lleoliad Gwaith GO Wales Caerdydd (astudiaeth achos CM10) (astudiaeth achos A8) 126. Adnodd cyflogadwyedd ar-lein (astudiaeth achos C3) 64. Asesiad gwahanol ar gyfer cyflogadwyedd y Clasuron 128. GradSpace: cefnogi pontio a dysgu gydol oes graddedigion (astudiaeth achos TSD1) Prifysgol Fetropolitan Caerdydd (astudiaeth achos CM7) 66. Cynllun Datblygu Cymwyseddau (astudiaeth achos C6) 131. SOHCS Gwefan Cyflogaeth Ffisiotherapi (astudiaeth achos C5) 69. Gwerthusiad o’r ‘Archwiliad Clinigol Strwythuredig Gwrthrychol’ 133. Rhwydwaith Brwd am Fwyd Ar-lein Prifysgol Fetropolitan Caer- (OSCE) ar gyfer asesu sgiliau clinigol myfyriwr-ddeietegydd dydd (astudiaeth achos CM8) (astudiaeth achos CM3) 136. Fideogynadledda ar y we i hyrwyddo cyfleoedd dysgu hyblyg 71. Cefnogi rheolwyr yfory (astudiaeth achos N3) mewn Technoleg Ddeintyddol (astudiaeth achos CM9) 73. Deallusrwydd seiliedig ar y galon (astudiaeth achos SM12) 138. Tripiau maes Olympaidd (astudiaeth achos SM4) 75. Technocamps (astudiaeth achos S2) 140. Partneriaeth Ddysgu Ranbarthol i Dde Orllewin Cymru 77. Datblygu sgiliau myfyrio beirniadol mewn addysg Busnes i (astudiaeth achos RLP1) raddedigion (astudiaeth achos CM1) 79. Tystysgrif Cyflogadwyedd yn yr Ysgol Hanes, Archaeoleg a Chrefydd (astudiaeth achos C4) 143. Llyfryddiaeth 81. Clybiau cyfrifadur i ysgolion (astudiaeth achos N6) 83. Adran 4: Datblygu arweinyddiaeth a menter 84. Asesiad cyflwyno neges sylw prosiect (astudiaeth achos A2) 86. Cyflwyno neges sylw ar gyfer cyllid: asesiadau gr ˆwp mewn Gwyd- dor Chwaraeon ac Ymarfer Corff (astudiaeth achos A3) 87. Cysyniadau trothwy a dull astudiaeth achos mewn Busnes a Rheoli (astudiaeth achos CM2) 89. Astudiaethau Proffesiynol (Cyfadran Celf a Dylunio, SMU) (astudiaeth achos SM3) 91. Rhaglen Datblygu Myfyrwyr Prifysgol Caerdydd (astudiaeth achos C9) 93. Rhaglen arweinwyr y dyfodol (astudiaeth achos G9) 95. Byddwch yn fentrus (astudiaeth achos GU1) 97. Menter SMUDGE sialens BBC Plant Mewn Angen (astudiaeth achos SM1) 99. Gwneud effaith (astudiaeth achos G4) 101. Syniadau Disglair (astudiaeth achos N1) 103. Sbardun Menter Gymdeithasol (astudiaeth achos B2) 105. Adran 5: Ehangu rhwydweithiau proffesiynol 106. G ˆwyl Ddylunio Caerdydd (astudiaeth achos CM13) 109. Arddangosiad ymarfer ac arloesedd ym Mhrifysgol Fetropolitan Cydnabyddiaethau Caerdydd (UWIC) (astudiaeth achos CM4) 111. Ymgynghoriaeth Sefydliadol (astudiaeth achos SM8) Hoffai Colleen Connor ddiolch i’r Academi Addysg Uwch am eu cymorth, yn 112. Prosiect Allanol (Cyfadran Celf a Dylunio, SMU) enwedig Helena Lim, Rachel Thomas a Howard Colley. Mae aelodau’r maes gwaith (astudiaeth achos SM6) wedi gwneud cyfraniad amhrisiadwy i’r trafodaethau ar Ddysgu ar gyfer Cyflogaeth 114. Brîff Byw: Identica (astudiaeth achos N2) a hyrwyddo’r thema o fewn eu sefydliadau eu hunain. Rydym hefyd yn diolch iddynt 116. Gr ˆwp prosiect Recriwtio, Cadw a Chyflogi (astudiaeth achos C2) am eu hymdrechion o ran casglu amrywiaeth wych o astudiaethau achos. Yn olaf, 118. BA/BSc Diwydiannau Creadigol (astudiaeth achos G3) rhaid diolch i bawb a gyfranodd ar yr astudiaethau achos sydd wedi rhoi eu hamser 119. Academi Proffesiynol Network75: galluogi cyflogadwyedd yn hael ac wedi rhannu eu profiadau. (astudiaeth achos G2) 4 5 Cyflwyniad Adran 1: Dysgu Dilys Mae’r maes gwaith Cyfieiriadau’r Dyfodol ‘Dysgu ar gyfer Cyflogaeth’ wedu rhannu Tra bod nodweddion dysgu dilys wedi cael ey trafod yn y llenyddiaeth gwybodaeth ar y nifer o ffyrdd y mae sefydliadau yng Nghymru yn galluogi i (Reeves, Herrington ac Oliver, 2002), mae Rule (2006) yn gweld dysgu dilys raddedigion gaffael priodoleddau cyflogadwyedd ac mae’r astudiaethau achos yn y fel mewngapsiwleiddio problemau’r byd gwirioneddol; sgiliau ymholi a meddwl cyhoeddiad hwn yn enghreifftio’r amrywiaeth eang o weithgareddau sy’n cyfrannu penagored; sgwrsio rhwng cymuned o ddysgwyr; a dysgu hunangyfeiriedig. Mae at yr amcan hwn. gweithgareddau dilys yn berthnasol yn y byd gwirioneddol ac yn cydfynd yn agos â thasgau pobl broffesiynol yn ymarferol – yn hytrach na bod yn amherthnasol Mae’r syniad o gyflogadwydd wedi cael ei drafod gan aelodau’r maes gwaith ac yn eu cyd-destun. Darparu myfyrwyr â chyfleoedd dysgu sy’n ‘ddilys’ ac sydd felly mae’n glir ei fod yn agored i ddehongliad, ond mae’r astudiaethau achos a gasglwyd yn gwella eu capasiti i weithredu ym myd gwaith yw nod llawer o’r ymarferion yn gyffredinol yn cydymffurfio i ddiffiniad a dderbynnir yn eang (Yorke, 2006, yn yr astudiaethau achos a dderbyniwyd. Felly, er enghraifft, ceir ymgymryd p. 8), sy’n dweud mai cyflawniad y “sgiliau, dealltwriaeth a phriodoleddau sy’n â ‘gweithgareddau sy’n nodweddiadol o’r swydd’ a datrys ‘problemau’r byd gwneud unigolyn yn fwy tebygol o ddiogelu cyflogaeth a bod yn llwyddiannus yn gwirioneddol’ eu hamlygu fel ffocws y modiwlau hynny a ddarperir ar gyfer eu galwedigaethau sy’n fanteisiol iddynt hwy eu hunain, i’r gweithlu, y gymuned a’r myfyrwyr Seicoleg yn astudiaeth G8. economi” yw cyflogadwyedd graddedigion. Mae’r astudiaethau achos yn yr adran hon yn arddangos yn glir yr amrywiaeth o Mae’r maes gwaith yn derbyn rhyw 70 astudiaeth achos o’r sector addysg uwch. ffyrdd y gellir cyflawni dilysrwydd, a manteision dull gwaith fel hyn o ran paratoi Mae rhai yn fwy manwl nag eraill, ond mae gan bob un bwynt cyswllt ag enw myfyrwyr ar gyfer cyflogaeth. Mae rhai o’r profiadau dysgu dilys hyn yn digwydd ar gyfer unrhyw un sy’n dymuno cael rhagor o wybodaeth am fenter benodol. mewn cyd-destun gwaith fel rhan o gyfle lleoliad. Mae dysgu ar leoliad fel hyn mewn Mae’r achosion yn darparu tystiolaeth sylweddol o arfer da sy’n digwydd o fewn cyd-destun clinigol yn hanfodol i fenter LOCS (astudiaeth S1). Mae’r “...sesiynau sefydliadau yng Nghymru a’r ffyrdd amrywiol y mae staff prifysgol yn brwydro â dysgu trwy brofiad byr, hunangyfeiriedig hyn...” yn caniatáu i fyfyrwyr meddygol ‘Dysgu ar gyfer Cyfloageth’. i ymgysylltu’n uniongyrchol â’u cwrs a dysgu’n uniongyrchol gan feddygon wrth iddynt weithio. Fodd bynnag mae’r astudiaethau hyn yn cynrychioli dechrau’r posibiliadau yn unig, ac o drafodaethau’r maes gwaith mae’n glir mai sampl yn unig ydynt o’r amrywiaeth o Mae nifer o’r mentrau lleoliad hyn fanteisiol i’r gymuned hefyd. Mae’r rhain yn ymarferion Dysgu ar gyfer Cyflogaeth sy’n bodoli o fewn y sector addysg uwch yng cynnwys y rheiny lle bo angen i fyfyrwyr gyflenwi sesiynau chwaraeon mewn Nghymru. ysgolion a chlybiau lleol (astudiaeth G6), Academi Pêl-fasged Prifysgol Fetropolitan Caerdydd a graddau sylfaen Rygbi a Phêl-droed Morgannwg sy’n darparu Mae nifer o’r achosion yn dangos tebygrwyddau o ran dull gweithio ac mae rhai yn hyfforddiant i blant lleol (astudiaeth CM11 a G7), menter ar gyfer myfyrwyr enghreifftio mentrau
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