Adolygiad o safonau ac ansawdd y ddarpariaeth ar gyfer peirianneg mewn

colegau addysg bellach a darparwyr dysgu yn y gwaith yng Nghymru

A review of standards and the quality of provision for engineering in further

education colleges and work-based learning providers in Wales

• In 2008, the engineering industry accounted for 13% of the total GVA.

• It employs around 80,000 people in 5,000 establishments. About 91% of these employ < 50 people with < 20% females.

• About 10% of the workforce is between 16 and 24 years of age.

Cefndir Background

• Yn 2008, roedd y diwydiant peirianneg yn cyfrif am 13% o’r holl werth ychwanegol crynswth.

• Mae’n cyflogi tua 80,000 o bobl mewn 5,000 o sefydliadau. Mae tua 91% o’r rhain yn cyflogi < 50 o bobl gydag < 20% yn fenywod.

• Mae tua 10% o’r gweithlu rhwng 16 a 24 oed.

• Net requirement of over 12,000 jobs in the next few years in skilled, multi-skilled, managerial and professional/technical areas.

• Many providers have developed their expertise and facilities so they are able to offer higher apprenticeships particularly in the newer technologies.

• The range of engineering disciplines offered by providers is very wide.

Cefndir Background

• Gofyniad net o dros 12,000 o swyddi yn y blynyddoedd nesaf mewn meysydd medrus, aml-fedr, rheolaethol a phroffesiynol/technegol.

• Mae llawer o ddarparwyr wedi datblygu eu harbenigedd a’u cyfleusterau er mwyn iddynt allu cynnig prentisiaethau uwch yn enwedig yn y technolegau newyddach.

• Mae ystod y disgyblaethau peirianneg a gynigir gan ddarparwyr yn eang iawn.

Prif ganfyddiadau Main findings

• In further education (FE) and work-based learning (WBL), there are many examples of good and sometimes excellent practice.

• Learner success rates are close to the average for all learning areas in FE (ranked joint 11/20) and better in WBL (ranked 3/11)

• The quality of teaching and learning in observed classes is generally good and sometimes excellent. Learners study in good accommodation and mostly have enough materials.

• Mewn addysg bellach (AB) a dysgu yn y gwaith (DYYG), mae llawer o enghreifftiau o arfer dda ac weithiau arfer ragorol.

• Mae cyfraddau llwyddo dysgwyr yn agos at y cyfartaledd ar gyfer yr holl feysydd dysgu mewn AB (yn yr 11eg safle o 20) ac yn well mewn DYYG (yn y 3ydd safle o 11)

• Mae ansawdd yr addysgu a’r dysgu mewn dosbarthiadau a arsylwyd yn dda ar y cyfan ac weithiau’n rhagorol. Mae dysgwyr yn astudio mewn adeiladau da ac mae gan y rhan fwyaf ohonynt ddigon o ddeunyddiau ar y cyfan.

• The majority of learners progress onto higher level programmes, gain apprenticeships or gain employment of an engineering nature. The proportion who leave programmes to unknown destinations is too high (FE 30%, WBL 21%).

• The curriculum offered by providers mainly reflects a balance between the aspirations of learners and local and regional industry needs.

• Mae mwyafrif y dysgwyr yn symud ymlaen i raglenni lefel uwch, yn ennill prentisiaethau neu’n cael swydd yn ymwneud â pheirianneg. Mae’r gyfran sy’n gadael rhaglenni i gyrchfannau anhysbys yn rhy uchel (AB 30%, DYYG 21%).

• Yn gyffredinol, mae’r cwricwlwm a gynigir gan ddarparwyr peirianneg yn adlewyrchu cydbwysedd rhwng dyheadau dysgwyr ac anghenion diwydiant lleol a rhanbarthol.

Prif ganfyddiadau Main findings

• Gall dysgwyr fynd ymlaen i ddilyn rhaglenni AU arbenigol trwy drefniadau rhyddfraint gyda phrifysgolion. Fodd bynnag, mae llawer o’r trefniadau hyn yn rhy fiwrocrataidd a chyfyngol.

• Mae darparwyr wedi ymestyn eu rhaglenni i gynnwys Cymhwyster Bagloriaeth Cymru, Llwybrau at Brentisiaethau a phrif raglenni dysgu sy’n gwella cyfleoedd dysgwyr a chysylltiadau darparwyr gydag ysgolion.

• Learners are able to progress onto specialist HE programmes through franchise arrangements with universities. However, many of these arrangements are overly bureaucratic and restrictive.

• Providers have extended their programmes to include the WBQ, PtA and principal learning programmes improving learners opportunities and providers’ links with schools.

Prif ganfyddiadau Main findings

• Providers have started programmes that embrace the newer technologies. However, the extent of this involvement is too small.

• Not enough FE and WBL providers challenge learners to take part in national skills competitions and Wales remains under-represented in the UK team for the Skills Olympics.

Prif ganfyddiadau Main findings • Mae darparwyr wedi dechrau

rhaglenni sy’n ymgorffori’r technolegau newyddach. Fodd bynnag, mae graddau’r ymglymiad hwn yn rhy fach.

• Nid oes digon o ddarparwyr AB a DYYG yn herio dysgwyr i gymryd rhan mewn cystadlaethau medrau cenedlaethol, ac nid oes cynrychiolaeth ddigonol o Gymru o hyd yn nhîm y DU ar gyfer y Gemau Olympaidd Medrau.

• Learners benefit from staff contributions in industry, particularly when they are able to see the practical application of the latest technologies. With 5% of enrolment, FE engineering contributes around 23% of external business. The equivalent figures for WBL is 16% contributing 44% of external business.

Prif ganfyddiadau Main findings • Mae dysgwyr yn elwa ar

gyfraniadau staff mewn diwydiant, yn enwedig pan fyddant yn gallu gweld y technolegau diweddaraf yn cael eu defnyddio yn ymarferol. Gyda chyfradd ymrestru o 5%, mae peirianneg AB yn cyfrannu tua 23% o fusnes allanol. Y ffigurau cyfatebol ar gyfer DYYG yw 16% yn cyfrannu 44% o fusnes allanol.

• Learner express a strong degree of satisfaction particularly the practical sessions. They have lower satisfaction with theory sessions particularly the mathematics and science. Learners underestimate the importance of these subjects in engineering.

• Not all providers are able to attract enough school leavers with the right skills into engineering. Too often engineering is seen by schools as an option for the less able male pupils.

Prif ganfyddiadau Main findings • Mae dysgwyr yn mynegi

boddhad mawr, yn arbennig â’r sesiynau ymarferol. Maent yn mynegi llai o foddhad â sesiynau theori, yn enwedig mathemateg a gwyddoniaeth. Mae dysgwyr yn tanamcangyfrif pwysigrwydd y pynciau hyn mewn peirianneg.

• Ni all pob darparwr ddenu digon o ymadawyr ysgol sydd â’r medrau cywir i beirianneg. Yn rhy aml, mae ysgolion yn ystyried peirianneg yn opsiwn ar gyfer y disgyblion gwrywaidd llai abl.

• Despite various projects, such as Women into Science and Engineering (WISE), female learners account for less than 10% of learners.

• Links between providers and industry are a particular strength. However, providers are mindful of competition to retain high quality staff.

Prif ganfyddiadau Main findings • Er bod prosiectau amrywiol, fel

Menywod i Wyddoniaeth a Pheirianneg (WISE), mae dysgwyr benywaidd yn cyfrif am lai na 10% o ddysgwyr.

• Mae cysylltiadau rhwng darparwyr a diwydiant yn gryfder arbennig. Fodd bynnag, mae darparwyr yn ystyriol o gystadleuaeth i gadw staff o safon uchel.

Argymhellion Recommendations

FE colleges and WBL providers should:

• improve the rate at which learners complete and attain their qualifications;

• monitor more closely the destinations of all learners when they leave their programmes;

Dylai colegau AB a darparwyr DYYG:

• wella’r gyfradd y mae dysgwyr yn cwblhau ac yn ennill eu cymwysterau arni;

• monitro’n agosach gyrchfannau’r holl ddysgwyr pan fyddant yn gadael eu rhaglenni;

• improve partnership arrangements with schools so that all pupils can:

have better access to information on education, training and career opportunities in engineering; and

understand that to succeed in engineering, pupils need numeracy, literacy and physical science skills at an appropriate level ;

Argymhellion Recommendations• gwella trefniadau partneriaeth

gydag ysgolion er mwyn i bob disgybl allu:

manteisio’n well ar wybodaeth am gyfleoedd addysg, hyfforddiant a gyrfaoedd mewn peirianneg; a

deall bod angen medrau rhifedd, llythrennedd a’r gwyddorau ffisegol ar ddisgyblion ar lefel briodol;

• continue to develop the curriculum to ensure that all learners, including females, who are interested in engineering-based careers can enter programmes at a level that are most appropriate for them;

• develop strategies to enable a quicker, more appropriate response to the needs of industry for bespoke training and employer- led consultancy; and

• encourage more learners to enter regional and national competitions of their engineering skills and improve the Welsh representation in the UK team for the Skills Olympics.

Argymhellion Recommendations

• parhau i ddatblygu’r cwricwlwm i sicrhau bod yr holl ddysgwyr, gan gynnwys menywod, sydd â diddordeb mewn gyrfaoedd yn seiliedig ar beirianneg, yn gallu dilyn rhaglenni ar lefel sydd fwyaf priodol ar eu cyfer;

• datblygu strategaethau er mwyn gallu cael ymateb cyflymach a mwy priodol i anghenion diwydiant ar gyfer hyfforddiant pwrpasol ac ymgynghoriaeth wedi’i harwain gan y cyflogwr; ac

• annog mwy o ddysgwyr i fanteisio ar eu medrau peirianneg mewn cystadlaethau rhanbarthol a chenedlaethol a gwella cynrychiolaeth Cymru yn nhîm y DU ar gyfer y Gemau Olympaidd Medrau.

Dylai Llywodraeth Cymru:• adolygu trefniadau i alluogi

colegau a darparwyr eraill i gynnig HNC(D) mewn meysydd arbenigol heb fod angen gwneud trefniadau rhyddfraint gyda’r sector prifysgolion; ac

• ystyried cynnwys y mentrau a’r prosiectau amrywiol sy’n seiliedig ar beirianneg ledled Cymru o fewn strategaeth addysg a hyfforddiant peirianneg genedlaethol i Gymru, y gall y diwydiant peirianneg a’r holl randdeiliaid eraill ei chefnogi.

The Welsh Government should:• review arrangements to allow

colleges and other providers to offer HNC(D) in specialist areas without the need to enter franchise arrangements with the university sector; and

• consider subsuming the various Wales-wide engineering-based initiates and projects within an overall national engineering education and training strategy for Wales, which can be supported the engineering industry and all other stakeholders.

Argymhellion Recommendations

Arfer orau Best practice

Deeside College have developed a long-standing and very effective partnership with a major manufacturer in the aerospace sector and their supply chain.

College engineering staff are permanently located within the plant to provide assessing, essential skills and technical certificate support.

The college and employer has developed their apprentice training and now include higher engineering apprenticeships and adult apprenticeships.

Mae Coleg Glannau Dyfrdwy wedi datblygu partneriaeth hirsefydledig ac effeithiol iawn gyda phrif weithgynhyrchiwr yn y sector awyrofod a’u cadwyn gyflenwi.

Mae staff peirianneg y coleg wedi’u lleoli’n barhaol ar y safle i ddarparu cymorth o ran asesu, medrau hanfodol a’r dystysgrif dechnegol.

Mae’r coleg a’r cyflogwr wedi datblygu eu hyfforddiant i brentisiaid ac mae bellach yn cynnwys prentisiaethau peirianneg uwch a phrentisiaethau i oedolion.

The college now has a very effective curriculum offer for learners and all employers.

The pathways to apprenticeship programme has been very successful with a success rate of around 95% with around a third progressing onto fulltime education and the other two thirds gained employment and/or modern apprenticeships.

This success has required the college to encourage around 25 new employers to the scheme every year.

Arfer orau Best practiceMae gan y coleg gwricwlwm effeithiol iawn i’w gynnig i ddysgwyr a’r holl gyflogwyr erbyn hyn.

Mae’r rhaglen llwybrau i brentisiaeth wedi bod yn llwyddiannus iawn, gyda chyfradd lwyddo o ryw 95%, gyda rhyw draean ohonynt yn mynd ymlaen i addysg amser llawn a’r ddwy ran o dair arall yn cael swydd a/neu’n dilyn prentisiaethau modern.

Mae’r llwyddiant hwn wedi golygu bod gofyn i’r coleg annog tua 25 o gyflogwyr newydd i ymuno â’r cynllun bob blwyddyn.

10 cwestiwn i ddarparwyr 10 questions for providers

• How can our learners and employers benefit from expanding our HNC(D) programmes?

• How can we and our employers, contribute to a national engineering education and training strategy for Wales?

• How can we improve the rate at which our learners complete and attain their qualifications?

• Sut gall ein dysgwyr a’n cyflogwyr elwa ar ehangu ein rhaglenni HNC(D)?

• Sut gallwn ni a’n cyflogwyr gyfrannu at strategaeth addysg a hyfforddiant peirianneg genedlaethol i Gymru?

• Sut gallwn ni wella’r gyfradd y mae ein dysgwyr yn cwblhau ac yn ennill eu cymwysterau arni?

• How do we improve our monitoring of the destinations of all our learners when they leave their programme?

• How can we improve our partnerships with schools to better inform all pupils?

• How can we further develop the literacy, numeracy and physical science skills of our learners so that they can progress their engineering qualifications further?

10 cwestiwn i ddarparwyr 10 questions for providers• Sut ydym ni’n gwella’r ffordd yr ydym yn monitro cyrchfannau pob un o’n dysgwyr pan fyddant yn gadael eu rhaglen?

• Sut gallwn ni wella ein partneriaethau gydag ysgolion i roi gwybodaeth well i bob disgybl?

• Sut gallwn ni ddatblygu medrau llythrennedd, rhifedd a gwyddorau ffisegol ein dysgwyr ymhellach er mwyn iddynt allu datblygu eu cymwysterau peirianneg ymhellach?

• How can we encourage more females, to enter engineering programmes and careers?

• How can we further develop the curriculum for all learners so that they can enter engineering programmes at an appropriate level?

• How can we enable a quicker and more appropriate response to the needs of industry?

• How can we encourage more learners to enter competitions to show their engineering skills?

10 cwestiwn i ddarparwyr 10 questions for providers

• Sut gallwn ni annog mwy o fenywod i ddilyn rhaglenni a gyrfaoedd mewn peirianneg?• Sut gallwn ni ddatblygu’r cwricwlwm ymhellach ar gyfer yr holl ddysgwyr er mwyn iddynt allu dilyn rhaglenni peirianneg ar lefel briodol?• Sut gallwn ni alluogi ymateb cyflymach a mwy priodol i anghenion diwydiant?

• Sut gallwn ni annog mwy o ddysgwyr i gymryd rhan mewn cystadlaethau i ddangos eu medrau peirianneg?

http://www.estyn.gov.uk/download/publication/264919.2/adolygiad-o-safonau-ac-ansawdd-y-ddarpariaeth-ar-gyfer-peirianneg-mewn-colegau-addyg-bellach-a-darparwyr-dysgu-yn-y-gwaith-yng-nghymru-ionawr-2013/

http://www.estyn.gov.uk/download/publication/264891.9/a-review-of-standards-and-the-quality-of-provision-for-engineering-in-further-education-colleges-and-work-based-learning-providers-in-wales-january-2013/

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