{"id":3930,"date":"2023-09-08T15:16:04","date_gmt":"2023-09-08T14:16:04","guid":{"rendered":"https:\/\/devnorthwales.wpengine.com\/?p=3930"},"modified":"2023-09-08T15:16:04","modified_gmt":"2023-09-08T14:16:04","slug":"pontio-ffiniau-byd-eang-addysgu-mewn-cyd-destunau-rhyngwladol","status":"publish","type":"post","link":"https:\/\/online.wrexham.ac.uk\/cy\/pontio-ffiniau-byd-eang-addysgu-mewn-cyd-destunau-rhyngwladol\/","title":{"rendered":"Pontio ffiniau byd-eang: addysgu mewn cyd-destunau rhyngwladol"},"content":{"rendered":"<h2><strong>Addysg ar draws y byd<\/strong><\/h2>\n<p>Mae pob gwlad yn y byd wedi datblygu rhyw fath o system addysg, gan ddysgu sgiliau perthnasol a gwybodaeth academaidd i blant ochr yn ochr \u00e2 normau diwylliannol a chymdeithasol.<\/p>\n<p>Fodd bynnag, mae\u2019r amgylcheddau dysgu hyn \u2013 a\u2019r ffyrdd y c\u00e2nt eu trefnu a\u2019u gweithredu \u2013 yn amrywio\u2019n ddramatig mewn nifer o ffyrdd allweddol. Er enghraifft:<\/p>\n<ul>\n<li>y swm a\u2019r math o arian ac adnoddau sy\u2019n cefnogi systemau addysg<\/li>\n<li>polisi addysg, gan gynnwys sut mae addysg yn cael ei threfnu a\u2019i gweinyddu<\/li>\n<li>dosbarthu, a mynediad at, addysg<\/li>\n<li>cysyniadau addysgeg<\/li>\n<li>y gwerth a roddir ar addysg, a\u2019r amser a neilltuir i addysgu a dysgu<\/li>\n<li>nodau a cherrig milltir addysgol.<\/li>\n<\/ul>\n<p>Yn naturiol, mae llawer o hyn wedi\u2019i wreiddio\u2019n ddwfn yn y gwahaniaeth o ran cyfoeth rhwng gwahanol wledydd. Tra bod gwledydd sydd \u00e2 chynnyrch domestig gros uwch (GDP) yn gallu sianelu mwy o arian i addysg, mae gwledydd incwm is sy\u2019n ei chael yn anodd darparu amwynderau sylfaenol yn aml yn brin o systemau addysg cadarn ac efallai na fyddant yn darparu addysg ffurfiol.<\/p>\n<p>Y canlyniad? Anghydraddoldeb addysgol byd-eang. Mae <a href=\"https:\/\/sdgs.un.org\/2030agenda\">Agenda 2030 y Cenhedloedd Unedig ar gyfer Datblygu Cynaliadwy<\/a> yn cynnwys Nod Datblygu Cynaliadwy 4, sy\u2019n ceisio \u2018sicrhau addysg gynhwysol a theg o safon a hyrwyddo cyfleoedd dysgu gydol oes i bawb\u2019. Er bod gwahaniaeth rhwng yr hyn y mae gwledydd yn ei ddarparu o ran addysg, mae hyn yn cynnig cyfoeth o brofiadau, o ddysgu a safbwyntiau rhyngwladol i&#8217;r rhai mewn addysg athrawon.<\/p>\n<h2><strong>Beth yw addysg ryngwladol?<\/strong><\/h2>\n<p>Mae&#8217;r Fagloriaeth Ryngwladol (IB) yn diffinio addysg ryngwladol fel &#8216;dull cynhwysfawr o ymdrin ag addysg sy&#8217;n fwriadol yn paratoi myfyrwyr i fod yn gyfranogwyr gweithredol ac ymgysylltiol mewn byd rhyng-gysylltiedig.&#8217;<\/p>\n<p>Ymddengys bod addysg ryngwladol yn duedd gynyddol. Yn \u00f4l <a href=\"https:\/\/iscresearch.com\/data\/\">ISC Research<\/a>, o fis Ionawr 2023 ymlaen, roedd yna:<\/p>\n<ul>\n<li>13,912 o ysgolion rhyngwladol \u2013 cynnydd o 51% dros gyfnod o 10 mlynedd<\/li>\n<li>6.51 miliwn o fyfyrwyr wedi cofrestru fel myfyrwyr rhyngwladol \u2013 cynnydd o 53% dros gyfnod o 10 mlynedd<\/li>\n<li>626,76 o staff yn gweithio mewn ysgolion rhyngwladol \u2013 cynnydd o 59% dros gyfnod o 10 mlynedd<\/li>\n<li>$56.2 biliwn wedi\u2019i dalu mewn ffioedd ysgol rhyngwladol \u2013 cynnydd o 66% dros gyfnod o 10 mlynedd.<\/li>\n<\/ul>\n<p>Mae addysg \u2013 o\u2019i hystyried drwy lens ryngwladol \u2013 yn ystyried y persbectif byd-eang, gan gwmpasu diwylliannau amrywiol, grwpiau ethnig, crefyddau, ieithoedd, profiadau a dulliau addysgeg. Yn ogystal ag ehangu&#8217;r profiad academaidd, ar gyfer addysgwyr a dysgwyr fel ei gilydd, ei nod yw sefydlu amgylchedd dysgu amlddiwylliannol.<\/p>\n<h2><strong>Beth yw manteision addysgu mewn cyd-destun rhyngwladol?<\/strong><\/h2>\n<p>Mae ein byd cynyddol gydgysylltiedig yn golygu bod ffiniau\u2019n fwy annelwig, gan arwain at ddatblygiadau cadarnhaol ar gyfer ein systemau addysg. Mae sefydliadau addysg uwch yn croesawu mwy o fyfyrwyr rhyngwladol, mae unigolion yn cofrestru fel athrawon Saesneg mewn gwledydd eraill, mae athrawon ac academyddion yn ymgysylltu ag ysgolion, colegau a phrifysgolion partner ledled y byd \u2013 ar draws llinellau addysgu, rhannu gwybodaeth a phrosiectau ymchwil \u2013 ac mae microcosm ystafell ddosbarth gynradd yn aml yn cynnwys plant o gyfoeth o gefndiroedd, crefyddau, ethnigrwydd, diwylliannau a chredoau.<\/p>\n<p>Mae hyn yn dod \u00e2 llu o fanteision sy\u2019n cyfoethogi\u2019r profiad dysgu. Dyma lond llaw o enghreifftiau:<\/p>\n<ul>\n<li><strong> Mwy o ymwybyddiaeth fyd-eang.<\/strong> Os ydynt am addasu i\u2019n cymdeithas amlddiwylliannol a byd-eang, a ffynnu ynddi, mae angen i fyfyrwyr ddatblygu ymwybyddiaeth fyd-eang. Mae dysgu am ddiwylliannau a safbwyntiau gwahanol nid yn unig yn helpu i gynyddu ymwybyddiaeth, ond mae hefyd yn helpu myfyrwyr i ddeall a gwerthfawrogi eu cefndiroedd amrywiol eu hunain a rhai pobl eraill. Rhaid dysgu pobl ifanc i ymgysylltu ar draws ffiniau diwylliannol, gwleidyddol, cymdeithasol, economaidd, technolegol a daearyddol. Mae datblygu eu gwybodaeth fyd-eang ac, yn ei dro, eu helpu i feithrin perthnasoedd byd-eang yn hanfodol.<\/li>\n<li><strong> Datblygu ymarferwyr myfyriol.<\/strong> Mae ymarfer myfyriol yn elfen graidd o ddatblygiad proffesiynol a rhagoriaeth addysgol. Gall addysgwyr sydd am wella eu dealltwriaeth a&#8217;u darpariaeth addysgeg yn barhaus ddefnyddio mewnwelediadau ymchwil gweithredol, cyfleoedd hyfforddi, rhaglenni cyfnewid, datblygiadau technolegol, sesiynau hyfforddi, profiadau byd-eang, a fforymau ar-lein i werthuso eu dulliau eu hunain a darganfod sut mae addysg yn llwyddo mewn gwahanol gyd-destunau a demograffeg.<\/li>\n<li><strong> Dulliau addysgu ac arferion addysgol amrywiol.<\/strong> Y dyddiau hyn, rydym yn deall bod dysgwyr, o bob oed, yn cael eu haddysgu mewn pob math o wahanol ffyrdd. Gall ymwybyddiaeth a chynnwys strategaethau addysgu arloesol, diddorol a gwahanol ymestyn profiadau dysgu. Er bod yn rhaid i athrawon mewn ysgolion prif ffrwd, yn y DU, ddilyn y cwricwlwm cenedlaethol, mae gweithgareddau addysgu newydd a dod i gysylltiad ag amrywiaeth o ddulliau yn gallu creu maes llafur mwy diddorol a chyflawn ac, o bosibl, canlyniadau gwell i fyfyrwyr. Hefyd, gall ganiat\u00e1u i addysgwyr ddewis y rhannau gorau o wahanol systemau addysg.<\/li>\n<\/ul>\n<h2><strong>Sut mae gwledydd gwahanol yn mynd i&#8217;r afael ag addysg?<\/strong><\/h2>\n<p>Mae addysg gymharol yn fframwaith ymchwil gwyddorau cymdeithasol sy&#8217;n archwilio tebygrwydd a gwahaniaethau rhwng arferion addysgu, polis\u00efau addysgol, lefelau cyrhaeddiad &#8211; a phob math o agweddau sy&#8217;n gysylltiedig ag addysg &#8211; rhwng systemau mewn gwahanol wledydd.<\/p>\n<p>Er bod nifer o astudiaethau achos ymchwil addysgol a chyd-destunau i ddewis ohonynt, beth am gymryd trawstoriad eang o <a href=\"https:\/\/worldpopulationreview.com\/country-rankings\/education-rankings-by-country\">Restr Addysg yn \u00f4l Gwlad 2023<\/a> Adolygiad Poblogaeth y Byd . Er mwyn rhoi cyd-destun, mae\u2019r DU yn 2il o blith 28 o wledydd:<\/p>\n<p>Yn <strong>Seland Newydd<\/strong> (11fed allan o 78), mae\u2019r rhan fwyaf o blant yn dechrau yn yr ysgol yn bump neu chwech oed \u2013 yn hwyrach nag yn y DU. Ar gyfartaledd, mae maint dosbarthiadau\u2019n llai, gyda chymhareb is rhwng myfyrwyr ac athrawon, sy\u2019n golygu bod plant yn cael mwy o sylw a chefnogaeth unigol ac yn gallu datblygu perthynas well \u00e2\u2019u hathrawon. Rhoddir mwy o bwyslais ar archwilio harddwch naturiol y wlad a\u2019r awyr agored, drwy dripiau addysgol a theithiau profiad; mae hyn yn annog ffocws ar <strong>gynaliadwyedd, diwylliant lleol a chymuned.<\/strong><\/p>\n<p>Mae gan <strong>Dde Affrica<\/strong> (33ain allan o 78) system addysg sydd, yn \u00f4l <a href=\"https:\/\/www.amnesty.org\/en\/latest\/news\/2020\/02\/south-africa-broken-and-unequal-education-perpetuating-poverty-and-inequality\/\">Amnest Rhyngwladol<\/a>, \u2018wedi\u2019i nodweddu gan seilwaith gwan, ystafelloedd dosbarth gorlawn, canlyniadau addysgol cymharol wael, ac anghydraddoldeb parhaus\u2019. Mae canlyniadau gwleidyddol, cymdeithasol ac economaidd apartheid yn dal i ddylanwadu o ran ansawdd addysg a mynediad at addysg i lawer o fyfyrwyr yn Ne Affrica. Er enghraifft, ni all dros dri chwarter y plant naw oed ddarllen i ganfod ystyr. Mae materion sy\u2019n ymwneud \u00e2\u2019r llywodraeth a llunwyr polisi yn rhan annatod o ganlyniadau addysgol gwael.<\/p>\n<p>Er bod <strong>Yr Iorddonen<\/strong> (58ain allan o 78) yn llwyddo yn rhai o\u2019i nodau addysgol \u2013 fel mynediad at addysg gynradd, lle mae <a href=\"https:\/\/www.unicef.org\/jordan\/education\">97% o blant yn yr ysgol<\/a> \u2013 nid yw cynnydd wedi effeithio ar blant yn gyfartal. Mae plant o gefndiroedd economaidd-gymdeithasol isel, y rheini sydd ag anableddau a\u2019r rheini sy\u2019n gysylltiedig \u00e2 llafur plant mewn mwy o berygl o adael y system addysg. Yn gyffredinol, mae cyfleoedd dysgu a datblygu cynnar yn digwydd yn amgylchedd y cartref, gyda niferoedd isel o blant yn mynychu sefydliadau lefel meithrin.<\/p>\n<h2><strong>Datblygwch eich dealltwriaeth o addysg drwy gyd-destunau rhyngwladol<\/strong><\/h2>\n<p>Hoffech chi fynd \u00e2\u2019ch astudiaethau addysgol \u2013 ac ymarfer \u2013 i\u2019r lefel nesaf?<\/p>\n<p>Os ydych chi\u2019n awyddus i wella bywydau dysgwyr drwy eich arferion addysgol, dewiswch raglen <a href=\"https:\/\/online.wrexham.ac.uk\/ma-education\/\">Addysg MA<\/a> ar-lein Ysgol Rheolaeth Gogledd Cymru.<\/p>\n<p>Byddwch yn dysgu sut i atgyfnerthu eich profiad addysgol ymarferol gyda\u2019r offer, y technegau a\u2019r theori berthnasol sydd eu hangen i ragori. Byddwch yn datblygu fel ymarferydd myfyriol, ar gwrs hyblyg sydd wedi\u2019i gynllunio i\u2019ch helpu i symud ymlaen i rolau arwain uwch yn y sector addysg. Bydd eich astudiaethau\u2019n cwmpasu: ymarfer cynhwysol; cynllunio, asesu ac adborth; addysgeg feirniadol; mentora a hyfforddi; technoleg dysgu; prosesau dysgu, damcaniaethau ac athroniaethau, a llawer mwy.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Addysg ar draws y byd Mae pob gwlad yn y byd wedi datblygu rhyw fath o system addysg, gan ddysgu sgiliau perthnasol a gwybodaeth academaidd i blant ochr yn ochr \u00e2 normau diwylliannol a chymdeithasol. Fodd bynnag, mae\u2019r amgylcheddau dysgu hyn \u2013 a\u2019r ffyrdd y c\u00e2nt eu trefnu a\u2019u gweithredu \u2013 yn amrywio\u2019n ddramatig mewn &hellip; <a href=\"https:\/\/online.wrexham.ac.uk\/cy\/pontio-ffiniau-byd-eang-addysgu-mewn-cyd-destunau-rhyngwladol\/\">Continued<\/a><\/p>\n","protected":false},"author":16,"featured_media":3933,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_daim_seo_power":"","_daim_enable_ail":"","footnotes":""},"categories":[5,32,33],"tags":[],"class_list":["post-3930","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles","category-education","category-psychology-cy"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Pontio ffiniau byd-eang: addysgu mewn cyd-destunau rhyngwladol - Ysgol Reolaeth Gogledd Cymru<\/title>\n<meta name=\"description\" content=\"International learning environments \u2013 and the ways in which they are organised and operated \u2013 vary dramatically in a number of key ways.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/online.wrexham.ac.uk\/cy\/pontio-ffiniau-byd-eang-addysgu-mewn-cyd-destunau-rhyngwladol\/\" \/>\n<meta property=\"og:locale\" content=\"cy_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Pontio ffiniau byd-eang: addysgu mewn cyd-destunau rhyngwladol - 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