Pwyntiau Allweddol

Myfyrwyr

• Mae cyfran y myfyrwyr ag anabledd wedi cynyddu bob blwyddyn rhwng 2016/17 a 2022/23. Mae’r gyfran wedi cynyddu o 13% yn 2016/17 i 17% yn 2022/23.
• Mae cyfran y myfyrwyr o gefndir ethnig leiafrifol wedi cynyddu ym mhob blwyddyn rhwng 2016/17 a 2022/23. Mae’r gyfran wedi cynyddu o 10% yn 2016/17 i 14% yn 2022/23.
• Mae’r mwyafrif o fyfyrwyr yn fenywaidd. Mae maint y mwyafrif hwn wedi cynyddu o 55% yn 2016/17 i 57% yn 2022/23.

Staff

• Fe gynyddodd cyfran y staff ag anabledd bob blwyddyn rhwng 2016/17 a 2022/23. Ar gyfer staff academaidd fe gynyddodd y gyfran o 4% i 7% ac ar gyfer staff anacademaidd fe gynyddodd y gyfran o 6% i 10%.
• Mae cyfran y staff o gefndir ethnig leiafrifol wedi cynyddu bob blwyddyn rhwng 2016/17 a 2022/23. Ar gyfer staff academaidd fe gynyddodd y gyfran o 11% i 17% ac ar gyfer staff anacademaidd fe gynyddodd y gyfran o 4% i 6%.
• Mae’r mwyafrif o staff academaidd yn wrywaidd, er bod maint y mwyafrif hwn wedi lleihau ychydig o 53% yn 2016/17 i 52% yn 2022/23. Roedd y mwyafrif o’r staff anacademaidd yn y cyfnod hwn yn fenywaidd. 62% yw maint y mwyafrif hwn yn 2022/23, sydd yr un fath ag yn 2016/17.

Gwybodaeth am y fethodoleg

Ffynonellau Data

Daw’r data ar gyfer y datganiad hwn o gofnodion Myfyrwyr a Staff yr Asiantaeth Ystadegau Addysg Uwch (HESA) a gesglir gan Jisc.

Yn 2022/23 fe gasglwyd data myfyrwyr gyda’r casgliad data diwygiedig a gyflawnwyd gan y rhaglen Dyfodol Data. Cynhaliodd Jisc asesiad cynhwysfawr o ansawdd y set ddata hon ac fe fanylir ar hwn yn eu hadroddiad ansawdd data myfyrwyr 2022/23. Mae crynodeb o’r broses o gasglu data Myfyrwyr ar gyfer 2022/23 sy’n cwmpasu graddfeydd amser, rheolau busnes a dilysu a phrosesau gwirio wedi’i gynnwys ar wefan HESA. Mae gwybodaeth am ddata myfyrwyr ar gyfer y blynyddoedd cynharach i’w chael ar wefan HESA.

Ceir crynodeb o’r broses o gasglu data Staff a rheolau ansawdd cysylltiedig ar dudalen casglu data staff HESA.

Cwmpas – Myfyrwyr

Mae’r ystadegau’n cynnwys myfyrwyr sy’n rhan o boblogaeth gofrestru safonol addysg uwch HESA. Ceir rhagor o wybodaeth am y boblogaeth hon yn y diffiniadau myfyrwyr ar wefan HESA.

Mae pob defnydd o ‘myfyrwyr’ yn y bwletin hwn yn cyfeirio at ‘gofrestriadau myfyrwyr’. Cyfrif o bob cofrestriad ar gyfer cwrs yw hyn. Mewn achosion prin lle mae myfyriwr wedi cofrestru mewn dau gwrs gwahanol yn yr un flwyddyn, byddai’r myfyriwr hwnnw’n cael ei gyfrif ddwywaith.

Cwmpas – Staff

Mae’r ystadegau hyn yn cynnwys staff sydd ym mhoblogaeth contractau staff HESA, sy’n cynnwys yr unigolion hynny sydd ag un neu fwy nag un contract (nad ydynt yn annodweddiadol) sy’n weithredol ar 1 Rhagfyr yn y cyfnod adrodd HESA perthnasol. Staff ar gontract annodweddiadol yw’r aelodau hynny o staff y mae eu contractau’n cynnwys trefniadau gweithio nad ydynt yn barhaol, yn cynnwys perthnasoedd cyflogaeth cymhleth a/neu’n cynnwys gwaith i ffwrdd o oruchwyliaeth y darparwr gwaith arferol.

Y ffigyrau cyfwerth â pherson llawn (FPE) yw’r holl ffigyrau ar staff. Gall unigolion fod â mwy nag un contract gyda darparwr a gall pob contract gynnwys mwy nag un gweithgaredd. Mewn dadansoddiadau mae cyfrifau staff wedi cael eu rhannu ymhlith y gweithgareddau yn gymesur â’r ffigwr cyfwerth ag amser llawn a ddatganwyd ar gyfer pob gweithgaredd. Cyfrifau FPE yw canlyniad hyn.

Ceir rhagor o wybodaeth am y boblogaeth hon yn y diffiniadau staff ar wefan HESA.

Strategaeth Dalgrynnu

Mae’r data a gyflwynir yn yr adroddiad hwn yn dilyn egwyddorion Methodoleg Talgrynnu Safonol HESA. Mae’r strategaeth wedi’i bwriadu i atal gwybodaeth bersonol am unrhyw unigolyn rhag cael ei datgelu.

Mae hyn yn golygu:

• Bod cyfrifau myfyrwyr a staff wedi’u talgrynnu i luosrif agosaf 5.
• Bod canrannau wedi’u cyfrifo yn seiliedig ar y cyfrifau heb eu talgrynnu a heb gynnwys gwerthoedd anhysbys. Ni chyhoeddir canrannau os mai ffracsiynau o grŵp bach o bobl (llai na 22.5) ydynt.
• Defnyddir y fethodoleg dalgrynnu hon ar gyfer cyfansymiau hefyd. O ganlyniad, efallai na fydd swm y rhifau ym mhob rhes neu golofn yn cyfateb yn union i’r cyfanswm a ddangosir.

Gwybodaeth am ansawdd

Datganiad cydymffurfio â’r Cod Ymarfer ar gyfer Ystadegau

Rheoleiddir ein hymarfer ystadegol gan y Swyddfa Rheoleiddio Ystadegau (OSR). Mae OSR yn pennu’r safonau o ran dibynadwyedd, ansawdd a gwerth yn y Cod Ymarfer ar gyfer Ystadegau y dylai holl gynhyrchwyr ystadegau swyddogol ymlynu wrtho.

Mae ein holl ystadegau’n cael eu cynhyrchu a’u cyhoeddi yn unol â nifer o ddatganiadau a phrotocolau i wella dibynadwyedd, ansawdd a gwerth. Nodir y rhain yn Natganiad Cydymffurfio Medr â’r Cod Ymarfer ar gyfer Ystadegau.

Mae’r ystadegau swyddogol hyn yn dangos y safonau a ddisgwylir o ran dibynadwyedd, ansawdd a gwerth yn y ffyrdd canlynol.

Dibynadwyedd

Mae’r ystadegau hyn wedi cael eu cyhoeddi yn unol â Datganiad Cydymffurfio Medr a’r polisi ar weld ystadegau swyddogol cyn eu rhyddhau.

Ansawdd a Gwerth

Mae’r adran hon yn darparu crynodeb o wybodaeth am y datganiad ystadegol hwn yn erbyn pum dimensiwn ansawdd: Perthnasedd, Cywirdeb, Amseroldeb a Phrydlondeb, Hygyrchedd ac Eglurder, a Chymharedd a Chydlyniad. Mae’r rhain hefyd yn cwmpasu’r agweddau ar y conglfaen Gwerth yn y Cod Ymarfer ar gyfer Ystadegau.

1. Perthnasedd
   Mae’r data yn yr adroddiad hwn yn rhoi trosolwg o rai o nodweddion cydraddoldeb myfyrwyr a staff yn y sector addysg uwch yng Nghymru. Gellir defnyddio hyn i adnabod pa mor effeithiol yw polisïau penodol sy’n ymwneud â nodweddion cydraddoldeb mewn addysg uwch, neu i adnabod a yw’r rhai â nodweddion penodol heb gynrychiolaeth ddigonol mewn addysg uwch.
   
2. Cywirdeb
   Cyfrifiadau yn hytrach nag arolygon yw data myfyrwyr a staff HESA, a chan hynny nid oes anghywirdeb oherwydd amcangyfrif. Fodd bynnag, gall gwallau yn y data a gyflwynwyd effeithio ar gywirdeb y data. Caiff hyn ei liniaru â set gynhwysfawr o wiriadau ansawdd, lle cyflwynir ymholiadau i ddarparwyr ynghylch materion posibl er mwyn gallu cael esboniad addas ar gyfer y data, neu gywiro’r data os oes angen.
   Y ffactor arall sy’n effeithio ar gywirdeb yw lle cofnodwyd nodweddion personol fel gwerthoedd anhysbys. Yn ystod y broses casglu data cyflwynir ymholiadau i ddarparwyr AU ynghylch lefelau uchel o werthoedd anhysbys i leihau hyn i’r eithaf lle y bo’n bosibl. Caiff niferoedd y myfyrwyr a staff a gofnodwyd â gwerthoedd anhysbys eu cynnwys yn y daenlen a’r dangosfwrdd PowerBI fel bod graddfa’r rhain yn eglur i ddefnyddwyr.
   
3. Amseroldeb a phrydlondeb
   Mae’r data yn y datganiad hwn yn cyfeirio at ddata myfyrwyr a staff hyd at flwyddyn academaidd 2022/23. Gan bod casgliadau data myfyrwyr a staff HESA yn gasgliadau ôl-weithredol ceir oediad rhwng y flwyddyn academaidd a’r adeg pan ellir trefnu bod y data ar gael. Roedd yr oediad hwn yn fwy estynedig ar gyfer y cyhoeddiad hwn o ganlyniad i ddau ffactor:
   * Oedi cyn casglu data myfyrwyr o ganlyniad i roi’r rhaglen Dyfodol Data ar waith. Y canlyniad oedd bod data ar gael yn hwyrach nag arfer.
   * Sefydlu Medr. Cyn y datganiad hwn, roedd yr ystadegau hyn yn cael eu cyhoeddi gan CCAUC. Yn wahanol i CCAUC, mae Medr yn gynhyrchydd Ystadegau Swyddogol ac fe wnaeth sefydlu prosesau priodol ar gyfer hyn, yn ogystal â sefydlu Medr yn gyffredinol, gyfrannu at yr angen am fwy o amser i gynhyrchu’r dadansoddiad hwn.
   Ni fydd yr ail o’r ffactorau hyn yn effeithio ar fersiynau o’r datganiad hwn yn y dyfodol, a bydd yr oedi a oedd yn gysylltiedig â’r rhaglen Dyfodol Data’n lleihau wrth i’r broses casglu data newydd ymsefydlu’n fwy.
   
4. Hygyrchedd ac eglurder
   Cyhoeddwyd rhag blaen fod y datganiad ystadegol hwn ar ddod a hynny ar galendr datganiadau ystadegol Llywodraeth Cymru.
   I gyd-fynd â’r adroddiad hwn ceir dangosfwrdd PowerBI a thaenlen y ceir mynediad atynt ill dau ar wefan Medr.
   
5. Cymharedd a chydlyniad
   Gan bod casgliadau data myfyrwyr a staff HESA yn gasgliadau data ledled y DU gyfan, gellir cymharu’r ystadegau hyn â dadansoddiad tebyg o ddata cydraddoldeb ar gyfer darparwyr Addysg Uwch ledled y DU sydd ar gael ar wefan Data Agored HESA.

Cyflwyniad

Mae’r cyhoeddiad hwn yn darparu gwybodaeth am staff a gyflogir mewn sefydliadau addysg uwch yng Nghymru fel y’i casglwyd yng Nghofnod Staff yr Asiantaeth Ystadegau Addysg Uwch (HESA). Cyhoeddwyd fersiynau blaenorol o’r gyfres hon gan Lywodraeth Cymru, ac fe’u gwelir ar wefan Llywodraeth Cymru.

Prif bwyntiau

• Yn gyffredinol, bu cynnydd o 4% yn nifer y staff ym mhrifysgolion Cymru, o 21,815 yn 2022/23 i 22,635 yn 2023/24.
• Roedd niferoedd y staff yn uwch yn 2023/24 nag yr oeddent yn 2022/23 ym Mhrifysgol Caerdydd (10%), Prifysgol Wrecsam (9%), Prifysgol Cymru Y Drindod Dewi Sant (9%), Prifysgol Metropolitan Caerdydd (5%) a Phrifysgol De Cymru (4%).
• Roedd niferoedd y staff yn is yn 2023/24 nag yr oeddent yn 2022/23 ym Mhrifysgol Abertawe (1%), Prifysgol Aberystwyth (4%) a Phrifysgol Bangor (8%).
• Prifysgol Caerdydd oedd yn cyflogi’r nifer fwyaf o staff (7,760) ac yna Prifysgol Abertawe (3,825).
• Prifysgol Wrecsam oedd y brifysgol leiaf o ran niferoedd staff, gan gyflogi 585 o aelodau staff yn 2023/24.
• Mae staff wedi’u rhannu’n gyfartal rhwng contractau academaidd ac anacademaidd ar draws y sector, gyda’r naill a’r llall i gyfrif am 50% o’r holl staff.
• Roedd 60% o gontractau academaidd yn llawnamser a 74% o gontractau anacademaidd yn llawnamser.
• O’r rhai ar gontractau anacademaidd roedd 5,130 (45%) mewn galwedigaethau proffesiynol neu dechnegol, roedd 3,745 (33%) mewn galwedigaethau gweinyddol ac ysgrifenyddol, roedd 1,055 (9%) yn rheolwyr, cyfarwyddwyr neu uwch swyddogion a 735 (7%) mewn galwedigaethau elfennol. Daw’r diffiniadau ar gyfer y grwpiau galwedigaethol hyn o’r naw Prif Grŵp yn Nosbarthiad Galwedigaethol Safonol (SOC) 2020.
• Roedd 56% o staff ar draws y sector yn fenywod. Fodd bynnag, nid oedd staff benywaidd ond i gyfrif am 49% o gontractau academaidd. Roedd deuparth yr holl staff rhan-amser yn fenywod (65%).
• Dywedodd 9% o’r staff addysgu academaidd eu bod yn gallu addysgu drwy’r Gymraeg ac, o’r rheiny, roedd hi’n hysbys bod 46% ohonynt yn addysgu yn Gymraeg.

Cyfrifir niferoedd staff drwy ddefnyddio’r hyn sydd gyfwerth â pherson llawn ar 1 Rhagfyr yn y flwyddyn adrodd. Ni chaiff staff ar gontractau annodweddiadol eu cynnwys. Staff annodweddiadol yw’r aelodau hynny o staff y mae eu contractau’n cynnwys trefniadau gweithio nad ydynt yn barhaol, yn cynnwys perthnasoedd cyflogaeth cymhleth a/neu’n cynnwys gwaith i ffwrdd o oruchwyliaeth y darparwr gwaith arferol.

Data

Mae’r data ar gael ar StatsCymru a Data Agored HESA.

Gwybodaeth am ansawdd a methodoleg

Mae’r ffigurau’n seiliedig ar Gofnod Staff yr Asiantaeth Ystadegau Addysg Uwch (HESA). Ar gyfer sefydliadau Cymreig mae angen cyflwyno data cofnod staff ar gyfer yr holl staff academaidd, ac ar gyfer staff anacademaidd os nad yw’r contract yn annodweddiadol. Nid oes angen dychwelyd data ychwaith ar gyfer staff asiantaeth, staff hunangyflogedig, contractau anrhydeddus lle nad yw’r contract yn cael ei ystyried yn gontract cyflogaeth a staff nad ydynt yn cael eu cyflogi gan y SAU, ond gan gwmni sydd wedi’i gyfuno â chyfrifon y SAU.

Caiff cyfrifon staff annodweddiadol cyfwerth â pherson llawn (CPLl) eu cyfrifo ar sail gweithgareddau contract a oedd yn weithredol ar 1 Rhagfyr yn y cyfnod adrodd. Caiff cyfrifiadau CPLl staff annodweddiadol eu cyfrifo ar sail yr unigolion nad oes ganddynt ond contractau annodweddiadol nad oeddent yn weithredol yn ystod y cyfnod adrodd.

Ceir rhagor o wybodaeth am y diffiniadau a ddefnyddir yn www.hesa.ac.uk/support/definitions/staff.

Datganiad Cydymffurfiaeth â’r Cod Ymarfer ar gyfer Ystadegau

Caiff ein harferion ystadegol eu rheoleiddio gan y Swyddfa Rheoleiddio Ystadegau (OSR). Mae’r OSR yn gosod y safonau ar gyfer dibynadwyedd, ansawdd a gwerth yn y Cod Ymarfer Ystadegau y dylai holl gynhyrchwyr ystadegau swyddogol gadw atynt.

Caiff ein holl ystadegau eu cynhyrchu a’u cyhoeddi yn unol â’n Datganiad Cydymffurfiaeth â’r Cod Ymarfer ar gyfer Ystadegau a pholisïau ystadegol eraill.

Mae’r ystadegau swyddogol hyn yn dangos y safonau a ddisgwylir o ran dibynadwyedd, ansawdd a gwerth cyhoeddus yn y ffyrdd canlynol.

Dibynadwyedd

Bydd cydymffurfiaeth ystadegwyr proffesiynol â’r Cod Ymarfer Ystadegau yn fodd i sicrhau hyn. Caiff dyddiadau rhyddhau eu cyhoeddi ymlaen llaw, a chedwir at brotocolau’n gysylltiedig â chyfrinachedd data.

Ansawdd

Daw’r data o Gofnod Staff HESA sy’n casglu data gan ddarparwyr addysg uwch ledled y DU. Pan gyflwynir y data, cânt eu gwirio yn erbyn rheolau ansawdd amrywiol, a chynhelir gwiriadau ansawdd pellach gan ddadansoddwyr sy’n cynhyrchu dadansoddiadau.

Gwerth

Mae’r ystadegau hyn yn rhoi gwybodaeth am y staff sy’n gweithio mewn sefydliadau addysg uwch yng Nghymru.

Cyswllt

E-bost: [email protected]

Introduction

1. This publication provides guidance to the internal auditors of higher education institutions (HEIs) and further education institutions (FEIs) funded by Medr for higher education provision referred to throughout as higher education providers (HEPs) to use for their annual internal audit of the internal controls relating to the systems and processes in place to produce higher education (HE) data returns, and requests a copy of this internal audit report for each HEP.  Both HEFCW and Medr are referenced throughout this publication depending on historic or current data and processes.

2. Previously, external audits were commissioned by HEFCW so that HEPs were externally audited at least once every four years. 2021/22 was the last year of the contract HEFCW had with external auditors to do this and so in Medr we are continuing with the interim process used last year in place of external audits until the audit process is reviewed.

3. For 2025 the process will involve members of the Medr Statistics team meeting with data contacts at each HEP, to cover items such as previous audit findings, Data Futures implementation and review, and data quality. As part of this interim process, Medr will continue to rely on the annual assurance provided to HEPs and their Audit Committees by their internal auditors about the systems and processes used to produce data returns. Relying on the internal audits will maintain an adequate level of annual assurance in respect of HEPs’ data returns.

4. The internal audit will provide an opinion as to the adequacy and effectiveness of the controls in place to manage the risks relating to the accuracy of data submitted by the HEP to the Higher Education Statistics Agency (HESA), Medr and Welsh Government (WG), including data used in calculations for the following funding streams:

• Teaching funding (currently comprising per capita and premium funding and part-time (PT) undergraduate (UG) credit-based funding);
• Research funding comprising Quality research (QR) funding and Postgraduate research (PGR) training funding;
• Research Wales Innovation Funding (RWIF);
• Medr’s part-time undergraduate fee waiver scheme;
• Well-being and mental health funding;
• Race access and success funding;
• Targeted employability support funding;
• Wales Research Environment and Culture (WREC) funding;
• Capital funding.

and the data used to monitor the following funding streams:

• Medr’s part-time undergraduate fee waiver scheme;
• PGT Master’s bursaries allocations;
• Medr funded Degree Apprenticeship scheme allocations.

5. The internal audit should also provide assurance over the controls in place to ensure the accuracy of data used in the monitoring of performance, including key performance indicators such as the National Measures, and if applicable, data included by HEPs as part of the fee and access plan reporting requirements.

6. The Data Futures programme was implemented for the 2022/23 HESA student record. There were difficulties with the return caused by delays to the functionality of the HESA Data Platform, late software updates, late supply of data quality rules by Jisc and other issues in its implementation year.  In light of this, for the 2024 audit scope we didn’t recommend that auditors examine the implementation of the new record for 2022/23 in depth, or the systems and process relating to the 2022/23 return, but rather provide opinions on the controls in place to manage risks relating to the record going forward including plans to review and/or improve processes, documentation and data quality moving into the 2023/24 return. Difficulties were also experienced in returning the 2023/24 student record and this may mean that providers have not been able to fully implement new processes and procedures for their systems and auditors should take these difficulties into account when setting out their programmes of work for 2025. We would expect auditors to include in the scope any updates applied to systems and processes, and to risk registers, after review of both the 2022/23 and 2023/24 student data returns.

7. This document provides guidance to the internal auditors about the nature of the controls that their audit should address, to assess whether the systems and processes are adequate to provide accurate data returns and data to use in funding and monitoring and also to ensure that internal audits taking place across the sector are carried out on a consistent basis.

8. If the internal audit report’s overall conclusion, or the conclusions relating to the adequacy of the design of the methods of control and the application of those controls, provides a negative opinion (e.g. limited or no assurance, unsatisfactory or inadequate controls) and/or the report includes a significant number of recommendations, Medr should be notified as soon as the opinion has been agreed. Medr will then conduct their own assessment of the issue and/or commission their own external audit as appropriate. This external audit would consider the accuracy of data for the current period and also consider the findings of the internal auditor and aim to assess the extent of potential errors in the data returns and data used for funding and monitoring for prior periods up to the last external audit. The findings of this external audit may result in adjustments to funding and further action may be taken if HEPs are found to be not compliant with their fee and access plans, the supply-side code of practice for data collections or the financial management code.

Scope of the Audit

9. The way in which internal audit work and controls testing is carried out at each HEP will depend on the systems and controls in place and how information is shared within the HEP. However, it is expected that the internal audit work will cover the elements highlighted in this document. Where previous internal audit work has found that the systems and controls in place are satisfactory, it may be considered appropriate by the HEP’s Audit Committee for subsequent audits to only cover areas of risk. In particular, due to the increased risks associated with the implementation of the HESA Data Futures programme in 2022/23 and into 2023/24 collection, we would expect to see this area of work included in the scope, (See also paragraph 62).

10. Auditors should ascertain the processes by which data returns and monitoring information are compiled and document them to the extent necessary to enable an evaluation to be made of the adequacy of the existing controls used by the HEP to ensure that they produce accurate data returns and appropriately compile monitoring data. Examples of the controls that the audit would normally be expected to assess are set out for all the current funding streams, data returns and other areas of audit in the sections below. Many of the controls are common to the data returns for all areas of audit. However, not all of the areas of audit apply to all HEPs, and auditors should refer to the relevant paragraphs.

11. Auditors should note that there are some areas where HEPs may have to return estimates, where information is not known at the time of return or information is not available in the required form. Estimates can be made using methods suggested by HEFCW/Medr in its guidance, or if appropriate, HEPs can use their own methods. Where estimates have been made, auditors should review the methods used to calculate them, confirm that they are properly documented, reasonable, consistently applied and tested for reliability.

12. If a HEP is in the process of merging or has recently merged with one or more other HEPs, the auditor should ascertain if procedures have been put in place to integrate their data systems or otherwise ensure that returns for the whole merged HEP can be made.

13. In planning the audit, the Auditor should consider the findings and conclusions of the latest external and/or internal audit reports relating to systems and data returns for the HEP and any follow up reports and correspondence with management to assess the extent of implementation of the reports’ recommendations. It is expected that the audit reports will make reference to and comment upon the extent that recommendations made by auditors in the previous internal or external audit reports have been effectively implemented.

14. Additionally any data issues or errors notified either directly to Medr by the provider, or identified and communicated by HEFCW/Medr, should be referenced in the report together with any action taken to ensure that data systems and processes have been amended where appropriate to mitigate against any such errors in future. As explained in paragraph 6, there were difficulties with the implementation of the Data Futures programme. This led to multiple errors being flagged and tolerated in the HESA student record issue management system (IMS) in both 2022/23 and 2023/24. We are not expecting auditors to review these errors, but would recommend any review for the HESA student record for the 2023/24 return focus instead on providers’ plans to review these errors and any action they might take to improve systems and processes moving into future HESA student record returns.

15. It is recommended that internal audit staff with some experience of the HE sector and associated data returns are involved in the visits to HEPs undertaken as part of the review and that auditors are sufficiently briefed on the guidance contained within this publication prior to carrying out the audit. In addition, auditors should make themselves aware of the UK-wide issues experienced with the implementation of Data Futures in 2022/23 and the issues experienced for the 2023/24 return. Advice and clarification relating to the guidance in this publication can be obtained from Medr via [email protected], and Medr staff are available to meet with internal audit staff if required.

16. All HEFCW/Medr publications described below are available via the relevant links in this publication or can be obtained from Medr directly via [email protected].

Funding Methodology and Data Requirements

17. HEFCW circular W24/13HE HEFCW’s Funding Allocations 2024/25 describes the overall funding distribution for academic year 2024/25 including:

• PGR and QR funding (pages 6&7)
• RWIF (page 7)
• Teaching funding (pages 8 to 11)

W24/13HE also includes funding which is further described in the following publications:

• Well-being and health strategy funding (Medr/2024/07)
• Part-time undergraduate fee waiver scheme (W24/15HE)
• Race equality in higher education allocations (Medr/2024/03)
• Targeted employability support for students (W23/15HE)

18. HEFCW circular W23/27HE Higher Education Data Requirements 2023/24 informs HE providers of the 2022/23 data used to calculate funding allocations and used for monitoring purposes, as well as student eligibility criteria for:

• Per capita funding (Annex A para 18)
• Access and retention premium (Annex A para 20)
• Disability premium (Annex A para 34)
• Welsh medium premium (Annex A para 36)
• Expensive subjects premium (Annex A para 41)
• Higher cost subjects premium (Annex A para 46)
• Part-time undergraduate fee waiver scheme (W24/15HE)
• Race equality in higher education allocations (Medr/2024/03)
• Targeted employability support for students (W23/15HE)

19. Medr publication Medr/2024/01 Higher Education Data Requirements 2024/25 informs HE providers of the data used to calculate funding allocations and used for monitoring purposes using 2023/24 HESA student record data.

20. Due to the implementation of HESA Data Futures, auditors should note the caveats included for 2022/23 and 2023/24 data, given the new nature of the data return, in paragraphs 3 and 4 of Medr/2024/01, and our expectations about audit of the systems and processes for the 2023/24 HESA student data return described in paragraphs 6 and 14 of this publication.

21. Annex A of this publication contains an outline of the methodology used to calculate the formula driven elements of credit based funding for teaching, RWIF, PGR training funding and QR funding.

22. Annex B contains the criteria for inclusion of data in the allocations of per capita, premium, PGR training funding, race equality funding, well-being and health funding and targeted employability support funding.

23. Annex C contains the eligibility criteria for data used in the calculation of the National Measures.

24. Annex D contains documentation supplied to HEPs to support Fee and Access Plan sign off.

25. Annex E contains a summary of recommendations from previous internal audits.

Teaching funding

26. 2024/25 teaching funding comprises:

• Funding allocated through the credit based teaching funding method for part-time undergraduate taught provision;
• Per capita funding for full-time and part-time taught provision;
• Expensive subjects premium funding for full-time undergraduate provision;
• Higher cost subjects premium for full-time undergraduate provision;
• Access and retention premium funding for part-time undergraduate provision;
• Disability premium for all modes and levels of study;
• Welsh medium premium for part-time undergraduate provision and full-time undergraduate provision that qualifies for expensive subjects premium or higher cost subjects premium funding.

27. Funding allocated for part-time undergraduate provision through the credit based teaching funding method for 2024/25 was based on 2022/23 End of Year Monitoring of Higher Education Enrolments (EYM) credit value data extracted through the HESA Information Reporting Interface Service (IRIS) process. HEFCW circular W23/26HE details the 2022/23 EYM extraction process and mappings.

28. Adjustments to credit based teaching funding are normally calculated using EYM data extracted during the HESA IRIS process. The 2022/23 adjustment process has taken place and the data extracted is described in the 2022/23 EYM circular W23/26HE. The latest data extraction is described in the 2023/24 EYM publication Medr/2024/00 though the adjustments for 2023/24 have not yet been calculated.

29. Testing of the systems and processes used to generate figures returned on the Higher Education Students Early Statistics (HESES) survey and EYM data returned on the HESA student record and extracted via HESA IRIS should aim to answer the following questions:

• Is the latest HEFCW/Medr guidance being utilised and adhered to, in particular, have changes from the previous HESES surveys been noted and appropriately implemented?
• Are data on the records system validated (e.g. a comparison of a sample of enrolment forms with data on the system)?
• Is the method of extraction of data used to make a return to the HESES survey documented?
• Is there an adequate audit trail to confirm that the method of data extraction for the surveys is being applied as documented?
• Are details of any manual amendments to data extracted from the system for the HESES survey, or to EYM data extracted via HESA IRIS, documented, with justification and/or appropriate authorisation of the changes?
• Is a copy kept of the data taken from the system to make the return to the HESES survey?
• Is the final return to the HESES survey checked against data on the system prior to submission and is there adequate evidence of this checking process?
• Is the EYM data extraction provided through the HESA IRIS system checked against data on the HEP’s internal system and is there evidence of this checking process prior to the data verifications being signed off?
• Is the verification approved and signed off by an appropriate person?
• Are the staff resources available, taking into consideration experience and expertise, adequate to ensure that the HESES survey returns are accurately prepared and the EYM extraction from the HESA IRIS system is thoroughly checked?
• Is the documentation of the system and staff resource sufficient to ensure that accurate data returns could be prepared even in the absence of some key staff?
• Is there a risk register in place and are the risks relating to the compilation of accurate data returns, and related controls to manage these risks, adequately assessed and documented together with details of planned action to be taken, where relevant, to strengthen the existing controls?
• Where errors were identified in HESES/EYM returns or sign-offs, by HEFCW/Medr or the HEP, have processes been implemented to address these data errors and to mitigate against errors in future returns and sign-offs?
• Are HESES survey returns scrutinised before submission by suitably experienced members of staff other than those compiling the return?
• Are EYM data extracted as part of the HESA IRIS system scrutinised before verification by suitably experienced members of staff other than those that compiled the HESA return?
• Is a summary report of the data returned presented to the HEP’s senior management team (e.g. the total numbers of credits and students by mode and level with comparisons to prior years and/or other returns)?
• Is there a suitable process in place to ensure that staff who provide information (e.g. in departments) and staff compiling the return liaise as necessary to ensure that the most up to date information available relating to the survey period is included in the return?
• Is there evidence that validation and credibility checks are completed before returning or signing off data (e.g. scrutinising the credibility checks provided by HEFCW/Medr on the Excel spreadsheets; comparing EYM/HESES data against HESES returns made earlier in the academic year or in the previous academic year; use of control totals)?
• Has the Explanations worksheet in the EYM workbook been completed where year on year differences require explanations?
• Are there procedures for determining the fundability status of students and are checks made on fundability status (e.g. for students located outside Wales); and have the fundability rules contained in HESES been accounted for in the determination?
• Is the method for assigning Higher Education Classification of Subjects (HECoS) codes to modules and hence categorising credits into Academic Subject Categories (ASCs) documented and reasonable (for any data relating to 2019/20 onwards)?
• Is there an adequate audit trail to confirm that the method for categorising credits into ASCs is being applied as documented?
• Are processes used by HEPs to calculate estimates (e.g. non-completion rates) reasonable and documented, and is their reliability tested?
• Do processes ensure that evidence of enrolment and attendance available is complete and retained as part of the audit trail (e.g. enrolment forms, online enrolment records, module choice forms)?
• Are franchised out students correctly identified as such on the system, and recorded as such on the returns, and not, for example, as distance learning students (where distance learning students are those that are students of the reporting HEP, where staff employed by the reporting HEP are responsible for providing all teaching or supervision, but who are located away from the reporting HEP and are not part of a franchising arrangement with another HEP or organisation)?
• Are arrangements with franchise partners documented and are there controls in place to ensure that only the franchisor returns the provision?
• From 2024/25 HESES onwards, are degree apprentices on the Medr funded degree apprenticeship scheme recorded correctly both for enrolments and associated assumed completed credit values.
• If the HEP has recently been formed from a merger are the data systems in place sufficiently integrated to enable the HEP to make returns for the whole HEP and manage the process of validating and verifying data?

30. For 2024/25 funding, per capita and premium funding is based on data taken from the 2022/23 HESA student record (coding manuals and guidance are available on the HESA website – www.hesa.ac.uk). In looking at the above questions, in any in analysis of student data, it is not expected that auditors will look in depth at systems and processes related to 2022/23 HESA student record data, as described in paragraphs 6 and 14, but that any in depth testing carried out would be on the systems and processes for 2022/23 data used for 2024/25 funding.

31. HESES data is not used in allocation of 2024/25 teaching funding, however it is required to monitor student recruitment and to provide to the Welsh Government for student and, up to 2023/24 HESES, Initial Teacher Education (ITE) planning. Additionally, from 2024/25 onwards, HESES data is used in allocation of in-year funding for degree apprentices on the Medr funded degree apprenticeship scheme. Testing will be similar to that of the systems and processes of the EYM extractions and as described in paragraph 29.

Data Requirements

32. The fields and criteria used to extract data from the records for 2024/25 funding and monitoring of funding are detailed in the HEFCW Higher Education Data Requirements circular W23/27HE The HESA student record data used in 2024/25 funding and monitoring of funding in the main is 2022/23 data which was the first record collected since the implementation of HESA Data Futures.

33. In looking at the scope of the audit, in any in analysis of student data and the associated systems and processes, including the suggested testing below, it is expected that auditors will look at 2023/24 HESA student record data submission, using guidance included in paragraphs 6 and 14.

34. Testing of the systems and processes used to make these returns should aim to answer the following questions:

HESA student record:

• Do the controls include quality checks on individualised data prior to submission to HESA, in particular for data fields used in funding (e.g. checks that home postcodes have been correctly transcribed; HECoS codes are correctly assigned; fundability status is correct; year of student is correct; those in receipt of disabled students’ allowance (DSA) are recorded as such)?
• Where errors were identified in prior returns, by HEFCW/Medr, HESA or the HEP, through audit, in Medr/HEFCW data quality meetings or otherwise, particularly those which led to reductions in funding, have processes been implemented to address these data errors and to mitigate against errors in future returns?
• Have any issues that have been raised via the HESA Issue Management System (IMS) and any associated targets applied been collated and considered to make improvements in future data submissions?
• Where errors have been identified in prior returns, are the relevant data checked prior to final submission of data to HESA to confirm that the error has not reoccurred?
• Is there evidence that the web reports and IRIS output, produced by the HESA data returns system after committing data, are scrutinised, and that any resulting issues are addressed?
• Has a review of the implementation of HESA Data Futures been carried out and any updates to systems or processes been actioned along with any associated changes to risk registers?
• Is a copy kept of the final data submitted to HESA?
• Is the method used to calculate the proportion of a module taught through the medium of Welsh documented, reasonable and consistently applied?
• Are any manual amendments made by HEFCW/Medr to exclude Welsh medium modules checked to confirm they have been correctly excluded?
• Are any changes made to include additional information requested, or manual amendments made to the Degree Apprenticeship monitoring extracts, checked to confirm they are accurate and adjusted totals are correct?
• Are any manual amendments made by the provider to the monitoring returns output from IRIS for the part-time fee waiver and PGT Master’s bursaries documented and scrutinised before sign-off?
• Are the staff resources available, taking into consideration experience and expertise, adequate to ensure that the data returns are accurately prepared?
• Is the documentation of the system and processes and the staff resource sufficient to ensure that accurate data returns could be prepared even in the absence of some key staff?
• Is there a risk register in place and are the risks relating to the compilation of accurate data returns, and related controls to manage these risks, adequately assessed and documented together with details of planned action to be taken, where relevant, to strengthen the existing controls?
• Are returns scrutinised before submission by suitably experienced members of staff other than those compiling the return?
• Is a summary report of the data submitted to HESA presented to the HEP’s senior management team (e.g. numbers of students by mode and level and/or course and subject with comparisons to prior years and/or other returns)?
• Are the HEFCW/Medr confirmation and verification reports checked against data submitted to HESA to ensure that the HEFCW/Medr reports are accurate according to HEFCW/Medr criteria?
• Where, in addition to their directly funded provision, the FEI franchises provision in, are there controls in place to ensure that only the franchisor returns the provision to HESA?
• If the HEP has recently been formed from a merger are the data systems in place sufficiently integrated to enable the HEP to make a HESA student record return for the whole HEP?

National Measures

35. The systems and processes used to return data used in the monitoring of National Measures for 2017/18 and onwards, for HEIs, are within the scope of the audit for the following set of measures:

• Widening access;
• Participation;
• Retention;
• Part-time;
• Welsh medium;
• Student mobility;
• Continuing Professional Development;
• Total HE-BCI income per full-time equivalent (FTE) of academic staff;
• Spin off activity;
• Start – up activity (graduate);
• Research Staff;
• PGR students;
• PhDs awarded;Research income;
• EU/Overseas students;
• EU/Overseas staff;
• Transnational Education.

36. A subset of the National Measures are included in the scope of the audit for FEIs:

• Widening Access;
• Participation;
• Retention;
• Part-time;
• Welsh medium.

37. HESA UK performance indicator (PI) data, which are derived from HESA student record data, were used in the calculation of the participation and retention National Measures. HESA previously produced PIs on behalf of all the HE funding and regulatory bodies of the UK and announced that 2022 would be the last year that PIs would be published and indicators will be reviewed for migration into Official statistics or Open data. However at the present time there are no updates to the UK PIs used to monitor participation and retention. This means that 2020/21 academic year data were the last used to produce PIs in their current form. More information about the UK performance indicators can be found on the HESA website. While we are unable to update the retention measure for 2021/22 and 2022/23, we have been able to update the participation measure for both 2021/22 and 2022/23. HESA kindly provided us with the 2021/22 data calculated using the UKPI methodology as a one-off, and we have calculated 2022/23 using a methodology which follows HESA’s participation methodology as closely as possible.

38. The fields and criteria used to extract the data used in monitoring these measures are detailed in the Higher Education Data Requirements circular (HEFCW circular W23/27HE). Testing of systems and processes used to return data that are used in funding will cover most of the testing appropriate for HESA data used in monitoring National Measures. In any testing of the HESA student record, auditors should take note of the guidance in previous paragraphs relating to the 2023/24 HESA student record, particularly in paragraphs 6 and 14. In addition to the points in paragraph 34, testing should aim to answer the following questions:

HESA student record:

• Do the controls include quality checks on individualised data prior to submission to HESA, in particular for data fields used in monitoring (e.g. checks that the student’s mobility experience data is correct)?
• Is there evidence that for National Measures data extracts contained in the IRIS output produced by the HESA data returns system after committing data, is scrutinised, and that any resulting issues are addressed?

HESA Higher Education Business and Community Interaction (HEBCI) survey:

• Are HEBCI survey definitions and guidelines utilised and adhered to?
• Are validation and credibility checks carried out before returning data (e.g. comparisons with previous year’s data)?
• Are the methods and processes used to collate and extract data documented?
• Is there an adequate audit trail to confirm that data extraction methods are being applied as documented?
• Are the staff resources available, taking into consideration experience and expertise, adequate to ensure that the data returns are accurately prepared?
• Is the documentation of the systems and processes and the staff resource sufficient to ensure that data returns could be prepared even in the absence of some key staff?
• Is there a risk register in place and are the risks relating to the compilation of data returns, and related controls to manage these risks, adequately assessed and documented together with details of planned action to be taken, where relevant, to strengthen the existing controls?
• Are returns scrutinised before submission by suitably experienced members of staff other than those compiling the return?
• Is a summary report of the data returned presented to the HEP’s senior management team (e.g. the items of data used in Corporate Strategy targets with comparisons to prior years and/or other returns)?
• Is there a suitable process in place to ensure that staff who provide information (e.g. in departments) and staff compiling the return liaise as necessary to ensure that the most up to date information available relating to the survey period is included in the return?
• Are processes used to calculate estimates reasonable and documented, and is their reliability tested?
• If the HEP has recently been formed from a merger are the systems in place sufficiently integrated to enable the HEP to make a HEBCI survey return for the whole HEP?
• Do the controls include a reconciliation of the total amount of income recorded on the HE-BCI survey from collaborative research, consultancy, contract research, continuing professional development, facilities and equipment related services, intellectual property and regeneration and development returned with the audited accounts to ensure consistency?

HESA finance record:

• Are definitions and guidelines utilised and adhered to?
• Are validation and credibility checks carried out before returning data (e.g. comparisons with previous year’s data)?
• Are the methods and processes used to collate and extract data documented?
• Is there an adequate audit trail to confirm that data extraction methods are being applied as documented?
• Is a copy kept of the final data submitted?
• Are the staff resources available, taking into consideration experience and expertise, adequate to ensure that the data returns are accurately prepared?
• Is the documentation of the systems and processes and the staff resource sufficient to ensure that data returns could be prepared even in the absence of some key staff?
• Is there a risk register in place and are the risks relating to the compilation of data returns, and related controls to manage these risks, adequately assessed and documented together with details of planned action to be taken, where relevant, to strengthen the existing controls?
• Are returns scrutinised before submission by suitably experienced members of staff other than those compiling the return?
• Is a summary report of the data returned presented to the HEP’s senior management team (e.g. the items of data used in Corporate Strategy targets with comparisons to prior years and/or other returns)?
• Is there a suitable process in place to ensure that staff who provide information (e.g. in departments) and staff compiling the return liaise as necessary to ensure that the most up to date information available relating to the survey period is included in the return?
• Do controls include a reconciliation of the returned Research income values with the audited accounts to ensure consistency?

HESA Staff record

• Are quality checks carried out on individualised data for data fields used in National Measures (e.g. nationality, academic employment function)?
• Where errors were identified in prior returns, by Medr/HEFCW, HESA or the HEP, through audit or otherwise, have processes been implemented to address these data errors?
• Where errors have previously been identified in data used in National Measures, are the data checked prior to final submission of data to HESA to confirm that the error has not reoccurred?

HESA Aggregate Offshore Record

• Are quality checks carried out on headcount data used in the Transnational Education National Measure?

PGR and QR Funding

39. More information about the funding methodology for both the PGR training funding allocation and the QR funding allocation, which were revised in 2022/23, can be found in circular W22/24HE.

40. PGR training funding for 2024/25 was allocated using data about eligible, fundable student FTEs in REF 2021 units of assessment (UoAs) which qualified for QR funding taken from the 2022/23 HESA student record. Students eligible to be included in the calculation of PGR funding are those in REF 2021 units of assessment (UoAs) that were included in the QR funding model for 2022/23.

41. The fields and criteria used to extract the data from the record for 2023/24 funding are detailed in the Higher Education Data Requirements circular Medr/2024/01. In any testing of the HESA student record, auditors should take note of the guidance in previous paragraphs relating to the 2023/24 HESA student record, particularly in paragraphs 6 and 14. In addition to the points in paragraph 29, testing should aim to answer the following questions:

HESA student record:

• Are quality checks carried out on individualised data for data fields used in calculating PGR funding (e.g. fundability status is correct; UoA is correct; student FTE is correct; postcode and domicile are correct)?
• Are the Medr confirmation reports checked against data submitted to HESA to ensure the Medr reports are accurate according to Medr criteria?
• Where errors were identified in prior returns, by Medr, HESA or the HEP, through audit or otherwise, particularly those which led to reductions in PGR funding, have processes been implemented to address these data errors and to mitigate against errors in future returns?
• Where errors have previously been identified in PGR data, are the PGR data checked prior to final submission of data to HESA to confirm that the error has not reoccurred?

42. Following the implementation of the new funding methodology for QR funding allocations for 2022/23, all input data were frozen. Therefore data used to calculate 2024/25 QR funding remain the same as those used to calculate 2022/23 QR funding. Data used to calculate 2022/23 QR funding were taken from REF 2021, and from the 2018/19, 2019/20 and 2020/21 HESA finance record . The REF 2021 is not included in the scope of the audit.

43. Checks on the systems and processes used to return data relating to the student finance data from the particular years used in the QR funding allocation are included in the scope, only where they have not been included in previous audits and this is considered to be an area of risk. The questions these checks should aim to answer are outlined in the section above.

Research Wales Innovation Fund (RWIF)

44. This funding stream is calculated using data from the HE providers HESA HEBCI survey and from their HESA staff, student and finance records.

45. The details of this process can be found in HEFCW circular W23/12HE and the allocations for 2024/25 are outlined in HEFCW circular W24/13HE. Testing should aim to answer the following questions (in addition to those listed for other funding streams above):

HESA student record (Open University in Wales only):

• Do the controls include quality checks on data prior to submission, in particular for the data fields used for RWIF (e.g. that student FTE is returned correctly)?

HESA Higher Education Business and Community Interaction (HEBCI) survey:

• See the HEBCI questions in paragraph 38.
• Do the HEBCI values signed off during the RWIF verification frequently differ from those values submitted to HESA?

HESA finance record:

• See the HESA finance record questions in paragraph 38.

HESA Staff record

• Are quality checks carried out on data for data fields used in this return (e.g. that academic Staff FTE is returned correctly)?

Data returned on fee and access plans and fee and access plan monitoring returns

46. Fee and Access Plans covering two years were submitted in 2024. The approved plans covered the 2025/26 and 2026/27 academic years.

47. Fee and Access Plans were returned in line with guidance included in HEFCW circular W24/07HE Fee and Access Plan guidance. Data required for HEI submissions were limited to total numbers of students forecasted for study at each of the institutions’ location of study. Detailed guidance for this can be found in paragraphs 157 to 165 in HEFCW circular W22/19HE. In addition to this, FEIs were required to submit information on total fee income to be received and financial information. Guidance for this can be found in W22/19HE in paragraphs 155-156 and 166-173 respectively.

48. Institutions were invited to provide applications for Fee and Access Plan variations in March 2024 further to an increase in tuition fee limits made by Welsh Government in February. As part of that process, institutions were required to submit a tracked change version of their original Plan, alongside a variation request form. In submitting the variation, governing bodies of those institutions were confirming that they:
i) were compliant with CMA requirements and have taken appropriate legal advice;
ii) had consulted students on the variation;
iii) involved student representatives in the approval process;
iv) would continue to invest their agreed proportion of tuition fee income with no reduction to the proportion of investment to promote equality of opportunity; and
v) had involved partner providers where fee levels are being varied at courses delivered under franchise arrangements.

49. Fee and Access Plan monitoring is incorporated into the annual assurance return process. Institutions’ governing bodies are required to sign off the following statements in relation to Fee and Access Plans:

• No regulated course fees have exceeded the applicable fee limits, as set out in the 2023/24 Fee and Access Plans.
• The institution has assurances in relation to the management of the provision of fee information across all recognised sources of the institution’s marketing.
• The institution has taken all reasonable steps to comply with the general requirements of the 2023/24 Fee and Access Plans.
• The institution to provide documentation to support Fee and Access Plan sign off.
• The institution has taken all reasonable steps to maintain previous levels of investment, including maintaining:
  • the splits between investment to support equality of opportunity and promoting higher education,
  • investment to support the Reaching Wider partnership and student support investment.

50. The documentation produced internally that enables the governing body to sign off its annual assurance statement must be submitted alongside the annual assurance return. These documents enable us to understand the basis on which the governing body was able to sign off the Fee and Access Plan related statements of the annual assurance return. In addition to this, we also require documentation to be submitted to evidence how institutions evaluate the effectiveness of investment to deliver on Fee and Access Plan objectives. Auditors should familiarise themselves with the data required to enable the governing body to sign off this part of the statement and to inform the evaluation of the effectiveness of the Fee and Access Plan. Guidance to inform institutions is provided at Annex D.

Other HESA data

51. Other HESA data not covered in the previous paragraphs that are also under the scope of the audit include data returned on the HESA finance record, aggregate offshore record, Estates Management record, HEBCI survey and data returned on the HESA Unistats record.

52. Testing of systems and processes used to return data that are used in National Measures and RWIF funding (see relevant sections above) will cover most of the testing appropriate for HESA HEBCI survey data and HESA finance record data.

53. The Unistats dataset contains information about courses. Included in the scope of an audit of Unistats data are course related data and accommodation cost data. Testing should aim to answer the following questions:

• Have eligible courses been returned on the Unistats dataset and are the data for those courses accurate?
• Where data have been estimated, have estimates been made on a reasonable basis and documented?

54. The following funding streams were also allocated:

• Higher Education Research Capital (HERC) Funding 2024/25 (W24/14HE)
• Capital Funding 2024-25 (W24/12HE)

The audit of systems and processes used in other funding streams is sufficient to also provide assurance for the funding streams listed in this paragraph.

HESA Data Futures Programme

55. Data Futures is Jisc’s transformation programme for collecting student data, and was implemented for the 2022/23 HESA student record collection.

56. The 2022/23 and 2023/24 collections were an annual collection using the Data Futures data model. The 2024/25 collection will continue to be an annual collection.

57. Auditors should familiarise themselves with the programme and the requirements for the new record from 2022/23 and into 2023/24. We recommend that any review of the 2023/24 HESA student record should follow the guidance as described in paragraph 6, given the continuing difficulties that providers encountered in returning the record. We would expect auditors to provide opinions on the controls in place to manage risks relating to the record going forward including plans to review and/or improve processes, documentation and data quality using lessons learnt from the return of both 2022/23 and 2023/24 data, moving into the 2024/25 return, even if those processes or plans are not yet in place.

58. Testing should aim to answer the following questions:

• Did the HEP have sufficient resource, in terms of both finance and suitably skilled staff in making the 2023/24 return?
• Were senior management aware of any issues that their provider encountered for the 2023/24 return?
• Is there a plan in place to review any data quality issues, targets set resulting from IMS queries, or to put in place any lessons learnt from the 2022/23 and 2023/24 returns, to improve future returns?

Interpretation and Guidance

59. Auditors should familiarise themselves with the latest, at the time of audit, HESES, EYM, HESA guidance (including for the HEBCI survey and finance record), data requirements circular and where available, the fee and access plan process and guidance. Some of the publications may be updated after publication of this publication and auditors should pay particular attention to any changes made to the data collected that imply changes to the way in which systems and processes work and assess whether HEPs have made or intend to make appropriate adjustments.

60. Any further clarification relating to the guidance for making HESES, EYM, HESA returns or extracting EYM data from the HESA student record via the IRIS system or relating to fee and access plan guidance can be obtained from Medr via [email protected].

Open University in Wales

61. Medr has responsibility for some funding relating to teaching and RWIF at the Open University (OU) in Wales. Teaching and RWIF funding allocated to the OU in Wales is calculated using the same funding methodology as other HEIs. As in previous years the systems and processes used to compile data returns to HESA and Medr that are used in the calculation of teaching and RWIF funding are included in the scope of the internal audit. In addition, the OU in Wales is included in the National Measures and so the systems and processes used for monitoring these are included in the scope of the audit. The OU in Wales does not currently receive PGR or QR funding from Medr and as the OU are not a Medr regulated institution, do not submit a fee and access plan.

Reporting

62. The annual internal audit plan should include a review of the controls in place to manage the risks relating to the submission of accurate data returns and where appropriate, data returned in and used to monitor the FAPs.

63. This review should include an assessment of the adequacy of the controls documented in paragraphs 29 to 58 above as relevant. However, the precise scope of the internal audit work completed will be determined by each HEP’s assessment of the risks relating to their HEP’s data return and it is expected that the internal audit work will focus on the higher risk aspects of the systems and processes, for example, issues identified in previous audits, or aspects not covered in previous audits. It is expected that the scope would address any data issues or errors found by the HEP or HEFCW/Medr in terms of processes in place to correct the errors and to mitigate against any future errors. In assessing the risks, we would expect the HESA student record return for 2023/24 to be an area of risk, however, providers should take account of the guidance provided in paragraphs 6 and 14 in relation to the 2023/24 record when determining the scope of the audit work.

64. The timing of the internal audit work should be arranged so that the internal audit report can be completed and presented to the HEP’s Audit Committee before a copy of the report is sent by the HEP to Medr by 27 June 2025.

65. Where the Audit Committee’s internal audit plan includes only very limited work in relation to data systems and processes, because there is perceived to be low risk in this area, an institutional representative should contact Medr to inform us why this area is considered low risk and how annual assurance can be obtained in these circumstances. The representative should contact Medr at the point that their Audit Committee finalises their audit plan if this is the case. Similarly, if there are any changes to the cyclical nature of the plan or timing of committees that mean that an audit report will not be available by the deadline of 27 June 2025, a representative should contact Medr to discuss.

66. The internal audit report should include:

• A description of the objectives of the audit and the risks and controls included within the scope of the audit;
• Details of the audit work completed;
• Details of issues identified during the audit and the recommendations made to address these;
• Details of processes put in place to correct the errors and to mitigate against any future errors of any data issues or errors found by the HEP or HEFCW/Medr;
• A consideration of the recommendations made in previous audit reports and the extent to which these have been effectively implemented;
• Management’s responses to the report’s recommendations and the agreed timescales for their implementation;
• Details of any disagreements or recommendations which were not accepted by management;
• A clear conclusion and overall opinion as to the adequacy and effectiveness of the controls in place to manage the risks relating to the accuracy of the data returns included within the scope of the audit.

67. If the internal audit report’s overall conclusion, or the conclusions relating to the adequacy of the design of the system of control and the application of those controls, provides a negative opinion (e.g. limited or no assurance, unsatisfactory or inadequate controls) details of the significant exceptions giving rise to this opinion should be provided in the report. In these circumstances the HEP’s Audit Committee and Medr should be informed of the relevant issues as soon as possible.

68. The HEP’s Audit Committee should include reference in its annual report to the reports and assurances that it has received during the year in respect of the controls in place to manage the quality of data returns made by the HEP for funding or monitoring purposes and the controls relating to data returned in and used to monitor the fee and access plans.

69. An electronic copy of the audit report and any associated correspondence should be sent by the HEP to [email protected] no later than 27 June 2025. Note that we do not require a paper copy to be sent to us.

70. Details of the internal audit work and reports completed since the last external audit of higher education data should be retained and if required be made available to any external auditors as advised by Medr. The Medr Audit Service may also wish to review these reports and related papers during their periodic visits to the HEP.

Further information

71. Further guidance and information is available from Rachael Clifford or Hannah Falvey ([email protected]).

Heddiw mae Medr wedi croesawu ei gyngor cyntaf gan y Coleg Cymraeg Cenedlaethol ynghylch ei ddyletswyddau o ran y Gymraeg, gan adlewyrchu ein huchelgeisiau cyffredin i annog y galw am addysg drydyddol wedi’i darparu drwy gyfrwng y Gymraeg, a chyfranogiad yn hynny.  

Cyhoeddwyd y cyngor gan y Coleg, yn dilyn dynodiad y Coleg i gynghori Medr, ynghylch ei ddyletswydd i hyrwyddo addysg drydyddol drwy gyfrwng y Gymraeg, ac mae’r Bwrdd wedi rhoi ystyriaeth fanwl iddo.

Mae cyngor y Coleg yn nodi’r camau y dylai Medr a’r sector addysg drydyddol eu cymryd i gefnogi uchelgeisiau Llywodraeth Cymru ar gyfer y Gymraeg a nodau Cymraeg 2050. Mae hyn yn cynnwys argymhelliad canolog y dylai Medr ddatblygu Cynllun Cenedlaethol ar gyfer y Gymraeg ar draws y sector addysg drydyddol, y mae Bwrdd Medr wedi cytuno arno.

Bydd Cynllun Strategol Medr yn cael ei gyflwyno i weinidogion Cymru ym mis Rhagfyr 2024. Mae cyngor y Coleg, ynghyd â gwaith ymgysylltu ar draws y sector addysg drydyddol, wedi chwarae rhan hollbwysig wrth siapio’r ffordd y bydd Medr yn ymateb i’w ddyletswyddau strategol o ran y Gymraeg.

Yn ôl Simon Pirotte OBE, Prif Weithredwr Medr: “Mae’r berthynas â’r Coleg Cymraeg Cenedlaethol yn hollbwysig i Medr. Rydym yn unedig yn ein dyhead i weld y Gymraeg yn ffynnu yng Nghymru, ac wedi ymrwymo i sicrhau bod y sector addysg drydyddol yn chwarae ei ran i wireddu gweledigaeth am filiwn o siaradwyr yng Nghymru erbyn 2050. Mae’r cyngor a gawsom yn nodi dechrau cyfnod newydd pwysig o gydweithio, gan adeiladu ar y seiliau cadarnhaol a osodwyd gennym eisoes. Bydd Cynllun Cenedlaethol yn sbardun hanfodol i alluogi mwy o ddysgwyr i feithrin, cynnal a defnyddio’u sgiliau Cymraeg.”

Bydd Medr yn parhau i roi ystyriaeth lawn i gyngor y Coleg wrth weithredu ei Gynllun Strategol 2025-2030 mewn partneriaeth â’r holl randdeiliaid. 

Introduction

1. This publication requests higher education institutions and further education institutions with higher education provision (known collectively as higher education (HE) providers) that are funded directly by Medr for HE provision to return aggregated student data to enable Medr to:
a). Have early indications of the number of students in the academic year 2024/25;
b). Monitor recruitment of full-time (FT) undergraduate (UG) and postgraduate certificate in education (PGCE) students covered by the fee and access plans;
c). Fund and monitor degree apprenticeship provision under the Medr degree apprenticeship scheme.

Note that this request does not include the six new subscribers to the Higher Education Statistics Agency (HESA) who have specifically designated HE course provision.

Main changes for 2024/25

2. The main changes made since the HESES 2023 survey are:
a). The survey dates are earlier than the 2023/24 survey and are more in line with previous surveys;
b). Tables 2a to 2c are no longer collected. Consequently, the table labelled Table 3 in 2023/24 is now labelled Table 2;
c). The maximum fee limits for full-time undergraduate and PGCE courses have been updated. See Annex F;
d). Annex K (previously labelled Annex J) has been updated to reflect the mapping that is being used in the extraction of data for end of year monitoring for 2023/24;
e). An additional table is being requested, Table 3, which collects information relating to degree apprenticeships. The information collected will be used to calculate funding for and monitor degree apprenticeship provision funded under the Medr scheme. The inclusion of this table was consulted upon in Medr publication, Medr/2024/02: Higher Education Students Early Statistics – consultation on changes for 2024/25 collection of Degree Apprenticeship in-year data. There was support to use the HESES survey to collect this information. Annex I gives guidance relating to the return of degree apprenticeship data. Other annexes have been updated to reflect the inclusion of this new table and relabelled where appropriate. The responses and outcomes of the consultation can be found in Annex O.

Survey data

3. HE providers that are directly funded by Medr for their HE provision are requested to return numbers of HE students on Tables 1 and 2. These are students registered on prescribed HE courses leading to recognised HE qualifications (see Annex B). HE providers that have degree apprenticeships funded under the Medr scheme (previously the HEFCW scheme) are requested to return numbers of students and credit values related to those apprenticeships on Table 3.

Contents

4. This circular provides:
a). Guidance and definitions for the various categories used to classify students;
b). Rules for counting registrations;
c). Rules for counting credit values for degree apprenticeships; 
d). Details of the criteria we will use to extract data from the HESA student record for end of year monitoring and to get information collected on previous HESES surveys;
e). Copies of the survey tables which will be distributed in Excel workbooks for providers to complete and return.

5. The contents of the annexes are as follows:

Annex		Page number
Annex A	Summary guide to the HESES 2024/25 survey	5
Annex B	Definition of a recognised HE qualification	14
Annex C	Distance learning, campuses, subsidiaries, franchises and other collaborative arrangements	15
Annex D	Definition of residential and funding status	22
Annex E	Definition of ASCs	26
Annex F	Definition of mode of study	28
Annex G	Definition of level of study	31
Annex H	Rules for counting registrations	33
Annex I	Guidance for the return of degree apprenticeship data	42
Annex J	Table and column descriptions	48
Annex K	HESA/HESES mappings and end of year monitoring data extraction criteria	51
Annex L	Workbook notes	61
Annex M	Validation checks	63
Annex N	Usage of data by Medr	64
Annex O	Outcomes of degree apprenticeship consultation	65
Annex P	Funding status reference grid	69
Annex Q	Sample copies of tables for completion by all providers directly funded by Medr for HE provision	71

Return of data

6. Providers are required to notify Medr of student registrations for the whole year, apart from on Table 3, which collects student registrations for the whole year for continuing students, student registrations between 1 August 2024 and 1 November 2024 inclusive for new entrants, plus associated credit value data for entrants on or after 1 August 2022.

7. The completed degree apprenticeship table (Table 3) should be returned by email to Andrea Thomas at [email protected] no later than 18 December 2024. Completed workbooks for the whole survey, should be returned by email to Andrea Thomas at [email protected] no later than 30 January 2025.

8. Providers that do not have degree apprenticeship provision funded under the Medr scheme are not required to return Table 3 by 18 December 2024.

9. Providers are encouraged to begin to prepare their returns well before the return date so that only final adjustments need to be made before dispatch of the completed returns.

10. It is important that the whole survey return is made on time so that early indications of numbers of students for 2024/25 are available, and to ensure that Medr has sufficient time to complete the checking process prior to sending out verifications for sign off.

11. We request that providers let us know as soon as possible, and before the return dates of 18 December 2024 for degree apprenticeships information or 30 January 2025 for the whole survey, if they envisage that they will have difficulty returning the required information or if they will have difficulty meeting the timetable given in paragraph 12. This includes ensuring that the authorised signatory, or the alternative authorised signatory, is available to sign off the verifications by the due dates. Medr reserves the right to enter its own estimates of student registrations and credit values for providers which fail to return the survey or sign off the data on time, or where data are considered to be of insufficient quality.

12. When data are returned, we carry out a validation and credibility checking process. Once any subsequent queries have been resolved, data are sent out to authorised signatories at providers for verification. The process will follow the timetable outlined below.

Table 3:

18 December 2024	Return deadline
10 January 2025	Verifications sent to providers
24 January 2025	Verifications return deadline

All HESES tables:

30 January 2025	Return deadline
13 February 2025	Verifications sent to providers
5 March 2025	Verifications return deadline

13. In the event of a deadline being missed without prior agreement, we will contact the HESES data contact and/or authorised signatory to request an explanation. If a deadline is missed by more than three working days, without prior agreement, we will email the head of the provider, reminding them that Medr reserves the right to enter its own estimates of student registrations for providers which fail to return the survey on time and indicating that Medr intends to do this if immediate action is not taken. Failure to return the data or verification report within two working days of the email will result in a letter from the Chief Executive of Medr to the head of the provider stating the figures that will be used in place of the provider’s own data.

14. Signed verifications should be returned by emailing them to Andrea Thomas at [email protected]. Prior to returning the signed verifications to Medr, providers must have undertaken sufficient checks to be satisfied that the returned data are accurate. Data anomalies queried by Medr must have been corrected or, if genuine, must have an associated explanation. Any changes that are made to the verification before signing and returning, that are not already made to the Excel format, should also be submitted in an Excel format.

15. Each subsequent deadline should be met regardless of any delay in meeting the preceding deadline.

16. Data extracted and signed off as part of the 2023/24 Information Reporting Interface Service (IRIS) process^[1] when providers make a submission to HESA, will be used in funding allocations. Providers should note that the data extractions at IRIS may need to be supplemented with additional data extractions once the methods for teaching funding for 2025/26 are finalised. If this is the case, we will contact providers about the sign off process for any additional data needed, not already signed off as part of the IRIS data extraction process. Further details are provided in the 2023/24 EYM publication and the data requirements publication for 2024/25.

17. Providers are reminded that data returned to Medr on the HESES survey, including methods used to calculate any estimates included in the returned figures, may be subject to an external audit carried out by Medr or by contractors working on Medr’s behalf. The systems and processes used to generate HESES data are in the scope of providers’ internal audits.

Future developments

18. The Statistics and Data area of the Medr website provides information about data collection. If providers have suggestions of anything additional they would like to see included, they should contact Medr at [email protected].

Further information

19. Any queries should be directed to Andrea Thomas ([email protected]).

^[1] Medr website: Data and analysis

Amgylchedd a Diwylliant Ymchwil Cymru

1. Mae datblygu a chynaliadwyedd diwylliannau ac amgylcheddau ymchwil iach mewn prifysgolion yn ganolog i gefnogi ymchwil ragorol. Mae cyrff cyllido ymchwil yn y DU yn cefnogi diwylliannau cadarnhaol trwy ystod eang o weithgareddau meithrin capasiti a gwella, ochr yn ochr â pheilota asesiad o Bobl, Diwylliant a’r Amgylchedd o fewn Fframwaith Rhagoriaeth Ymchwil 2029.

2. Rydym yn uchelgeisiol ar gyfer ein sector ymchwil yng Nghymru. Mae arnom eisiau i Gymru fod yn adnabyddus fel lle gwych i gynnal ymchwil a honno’n ymchwil sydd, trwy gydweithio, yn sicrhau manteision cymdeithasol, economaidd a diwylliannol.

3. Ni allwn wneud hyn heb gefnogi’r gweithlu amrywiol sy’n cyfrannu at ymchwil. Mae arnom eisiau hybu amgylcheddau ymchwil sy’n cefnogi uniondeb, amrywiaeth, cynwysoldeb, llesiant a pharch, gan ddenu a chadw pobl ddawnus o Gymru, y DU a phob rhan o’r byd.

4. Yn 2023 fe gychwynnodd CCAUC Gronfa WREC gan gydnabod yr angen i wella gweithgareddau diwylliant ymchwil a oedd eisoes ar y gweill mewn prifysgolion, a oedd yn cael eu cefnogi â dyraniadau cyllid QR. Mae Medr wedi adolygu ffurflenni monitro WREC a gafwyd gan brifysgolion ym mis Gorffennaf 2024 sy’n dynodi bod y gronfa wedi cael ei gwerthfawrogi ac wedi cyfrannu at weithgareddau newydd neu well. Rydym yn cynnig parhau i gefnogi’r cyllid tan 2027/28 yn amodol ar gyllidebau yn y dyfodol.

5. Bydd y cyllid hwn yn rhoi cymorth pwrpasol i wella diwylliannau ac amgylcheddau ymchwil. Fodd bynnag, mae Medr yn disgwyl y dylai diwylliant iach gael ei drin fel rhan annatod o weithgarwch ymchwil ac arloesi a chael ei gefnogi’n strategol trwy gyllid ymchwil ac arloesi craidd hefyd.

6. Dyrennir cyllid o £200,000 i brifysgolion Cymru i gefnogi prosiectau, rhaglenni a gweithgareddau sy’n cyfrannu’n weithredol at gefnogi neu ddatblygu diwylliannau ac amgylcheddau ymchwil cadarnhaol ac iach.

7. Mae Medr yn disgwyl i’r cyllid ddangos cynnydd a gwelliant mewn gweithgarwch sy’n gysylltiedig â diwylliant ymchwil. Gellid defnyddio’r cyllid hwn i estyn prosiectau presennol, a hefyd ar gyfer gweithgareddau a seilwaith newydd.

8. Ar gyfer yr ail flwyddyn hon o gyllid, byddem yn annog sefydliadau i ystyried sut y byddant yn mesur ac yn gwerthuso effeithiau eu gweithgareddau diwylliant ymchwil. Y rheswm dros hyn yw er mwyn sicrhau bod y gweithgareddau’n gwneud newidiadau pendant i ddiwylliant ymchwil neu’n esgor ar wersi ynglŷn â’r hyn sy’n gweithio. Rydym yn cydnabod ei bod yn bosibl bod y gweithgareddau gwella hyn yn dal yn y cyfnod cynnar o ran eu datblygiad; felly, yn y flwyddyn academaidd hon mae gennym ddiddordeb mewn sut y mae sefydliadau’n rhoi gweithgareddau gwerthuso cyfnod cynnar ar waith.

9. Wrth benderfynu sut i ddefnyddio dyraniadau, dylai sefydliadau gyfeirio at y tair thema a amlinellir yn y tabl isod. Mae’r rhain yn seiliedig ar themâu a ddatblygwyd trwy ymgysylltu â sectorau ymchwil Cymru a’r DU. Nid yw hon yn rhestr gynhwysfawr ac anogir sefydliadau i ddefnyddio’r cyllid yn hyblyg gan roi cyfrif am eu blaenoriaethau strategol, ac egwyddorion ehangach sy’n ymwneud â gwella diwylliannau ac amgylcheddau ymchwil.

Themâu	Is-feysydd a allai gyd-fynd â hynny
Creu Diwylliant/ Diwylliannau Ymchwil Cadarnhaol	* Gwobrwyo a chydnabod ymddygiadau cadarnhaol * Nodi sut y mae diwylliant ymchwil cadarnhaol yn edrych gan gynnwys llesiant * Gwerthfawrogi gweithgarwch ymchwil amrywiol * Datblygu gyrfa ymchwilwyr a phroffesiynau cysylltiedig * Datblygu fframweithiau diwylliant ymchwil * Gwella seilwaith a chapasiti i roi cymorth i ennill mwy o grantiau ymchwil * Mynd i’r afael â bwlio ac aflonyddu * Colegoldeb a pherthyn * Gwerthfawrogi’r ystod lawn o brofiadau, sgiliau a chyfraniadau gan bawb sy’n cyfrannu at ymchwil
Ymgorffori Cydraddoldeb, Amrywiaeth a Chynhwysiant (EDI)	* Deall ac ymdrin â rhwystrau i gynhwysiant ar gyfer ymgeiswyr o grwpiau heb gynrychiolaeth ddigonol yn y cyflenwad o dalent ymchwil gyda golwg ar sicrhau bod yr amgylchedd ymchwil yn hygyrch, yn gynhwysol ac yn deg i bawb * Cydnabod cyfraniadau gan yr holl staff * Gwella mynediad at ymchwil, a chyfranogiad ynddi, gan grwpiau heb gynrychiolaeth ddigonol
Ymchwil Gyfrifol	* Uniondeb, bod yn agored a moeseg * Gwella ymddygiad ac atgynyrchioldeb ymchwil * Asesu a diwygio ymchwil * Cydweithio a chynnull sefydliadau i rannu arfer * Atgynyrchioldeb metrigau

10. Mae Medr yn disgwyl i gyllid WREC gael ei ddefnyddio i fynd i’r afael â rhwystrau i gynhwysiant grwpiau heb gynrychiolaeth ddigonol yn y cyflenwad o dalent ymchwil ac i ddatblygu amgylchedd ymchwil cefnogol a chynhwysol, sy’n gwerthfawrogi cyfraniad staff academaidd, staff sy’n galluogi ymchwil ac yn rhoi cymorth, a staff gwasanaethau proffesiynol. Mae hyn yn cynnwys, ymhlith eraill, technegwyr, archifwyr, a pheirianwyr meddalwedd.

11. Mae Medr yn rhoi anogaeth i ddefnyddio’r Gymraeg mewn ymchwil i fynd ati’n llawn i feithrin amgylchedd cyfoethog a chynhwysol sy’n adlewyrchu treftadaeth ddiwylliannol Cymru, gan gyfoethogi’r gymuned ymchwil.

Rhannu gwersi ac arferion da

12. Mae Medr yn cydnabod pwysigrwydd cydweithio ar draws y sector i ddatblygu diwylliannau ymchwil cadarnhaol a rôl sefydliadau fel Rhwydwaith Arloesi Cymru (WIN), Cymdeithas Ddysgedig Cymru, a Prifysgolion Cymru. Rydym wedi darparu £50,000 ar gyfer Blwyddyn Ariannol 2024-25 i WIN i roi cymorth i rannu arferion da ar draws sefydliadau addysgol yng Nghymru. Rydym hefyd yn gweithio mewn partneriaeth gyda Chymdeithas Ddysgedig Cymru i barhau i gynorthwyo cymunedau amrywiol i weithredu newid. Anogir prifysgolion cymwys yn gryf i gydweithio ac adeiladu ar weithgareddau presennol sy’n cefnogi diwylliannau ymchwil cadarnhaol er enghraifft: Rhaglen Datblygu Ymchwilwyr – Cymdeithasddysgedidg. Rydym yn croesawu syniadau ac adborth ar gyfleoedd pellach i gefnogi dysgu ar y cyd a chydweithio.

Dyraniadau Sefydliadol

13. Mae’r dull a ddefnyddir i ddyrannu cyllid ar gyfer 2024/25 yn seiliedig ar ddata staff a myfyrwyr HESA 2022/23:
* Nifer y cyflogeion CagALl ar gontractau ymchwil-yn-unig yn y sefydliad addysg uwch
* Nifer y cyflogeion CagALl ar gontractau addysgu ac ymchwil yn y sefydliad addysg uwch
* Nifer y myfyrwyr ymchwil ôl-radd yn y sefydliad addysg uwch

14. Mae isafswm o £5k wedi cael ei gynnwys i sicrhau bod yr holl brifysgolion yn cael dyraniad y gellir ei ddefnyddio i wella eu diwylliannau ac amgylcheddau ymchwil. Mae data HESA a ddefnyddiwyd wedi cael ei ddilysu gan brifysgolion.

Sefydliad	CagALl Contractau Ymchwil	CagALl Contractau Addysgu ac Ymchwil	CagALl Myfyrwyr PGR	Cyfanswm	Dyraniad
Prifysgol De Cymru	70	716	226	1012	£20,042
Prifysgol Aberystwyth	118	287	257	1012	£13,120
Prifysgol Bangor	224	261	610	1095	£21,683
Prifysgol Caerdydd	909	1312	1604	3825	£75,722
Prifysgol Cymru Y Drindod Dewi Sant	38	343	448	830	£16,442
Prifysgol Abertawe	438	549	676	1663	£32,994
Prifysgol Metropolitan Caerdydd	27	559	171	757	£14,996
Prifysgol Wrecsam	3	184	49	236	£5,000
Cyfanswm	1,827	4,213	4,041	10,080	£200,000

15. Defnyddiwyd y dull hwn gan CCAUC ar gyfer dyraniadau yn 2023/24 ac fe’i cefnogwyd yn fras gan sefydliadau yn yr ymgynghoriad ym mis Rhagfyr 2023. Mae Medr yn nodi nad yw’r fethodoleg ar gyfer dyrannu cyllid WREC yn cynnwys staff sy’n cefnogi ymchwil, megis rhai o’r gymuned dechnegol, a staff gwasanaethau proffesiynol, yn benodol. Mae Medr yn cydnabod cyfraniadau hollbwysig yr aelodau hyn o staff i ddiwylliannau ymchwil a’r amgylchedd ymchwil.

Trefniadau Monitro Cronfa WREC

16. Bydd dyraniadau sefydliadol ar gyfer Blwyddyn Academaidd 2024/25 yn cael eu gwneud ym mis Tachwedd 2024. Mae Medr yn disgwyl sicrwydd ynghylch y prosiectau a’r gweithgareddau a gyflawnir trwy’r gronfa hon. Dylai dyraniadau gael eu gwario’n llawn ym Mlwyddyn Academaidd 2024/25.

17. Dylai sefydliadau gwblhau’r ffurflen fonitro ar gyfer cyllid WREC yn Atodiad A erbyn 26 Medi 2025:
* Rhan 1 – Cyd-destun Strategol: dylai hyn ddynodi cyd-destun strategol diwylliant ymchwil yn eich sefydliad.
* Rhan 2 – Meysydd Thematig: dylai hyn ddynodi sut y mae’r gweithgareddau/prosiectau’n
cyd-fynd â’r meysydd thematig yn yr adran Cyllid Wrec sefydliadol o’r cyhoeddiad hwn, a pha un: 1 a fyddai gweithgareddau wedi digwydd heb y cyllid, 2. a ddigwyddodd gweithgareddau trwy ddarparu cyllid WREC yn unig, neu 3. a allai gweithgareddau fod wedi digwydd heb y cyllid, ond i raddau llai helaeth.
* Rhan 3 – Gwerthusiad: dylai hyn egluro sut yr ydych yn bwriadu mesur effeithiolrwydd y prosiectau/gweithgareddau.
* Rhan 4– Cadarnhad: cadarnhewch fod y cyllid WREC wedi cael ei wario yn unol â’r wybodaeth a amlinellir yn y cyhoeddiad hwn.

18. Bydd gwybodaeth a gyflwynir gan sefydliadau yn eu hadroddiadau’n sail i dystiolaeth i ategu penderfyniadau ynghylch cyllidebau a chymorth ar gyfer diwylliant ymchwil a’r amgylchedd ymchwil ledled Cymru yn y dyfodol.

Rhagor o Wybodaeth

19. I gael rhagor o wybodaeth, cysylltwch â Hayley Moss [email protected].

Asesiad Effaith

20. Rydym wedi cynnal asesiad effaith i helpu i ddiogelu rhag gwahaniaethu a hybu cydraddoldeb. Rydym yn rhagweld effaith gadarnhaol ar hil, rhyw, anabledd, oedran, crefydd a chred. Fe wnaethom hefyd ystyried effaith y polisi hwn ar y Gymraeg, darpariaeth Gymraeg o fewn y sector AU yng Nghymru, nodweddion economaidd-gymdeithasol ac effeithiau posibl tuag at y nodau yn Neddf Llesiant Cenedlaethau’r Dyfodol (Cymru) 2015.

21. Rydym yn croesawu cyflwyno adroddiadau monitro yn Gymraeg.

Cyflwyniad

1. Mae’r cyhoeddiad hwn yn darparu canllawiau a thempledi monitro Medr ar gyfer dyrannu cyllid o £2m i brifysgolion i weithredu strategaethau llesiant ac iechyd ar gyfer 2024/25 (prifysgolion yn unig) ac ar gyfer dyrannu £2m ychwanegol yn 2024/25 i lesiant ac iechyd, gan gynnwys cymorth ariannol ychwanegol i fyfyrwyr addysg uwch (prifysgolion a cholegau a gyllidir yn uniongyrchol).

2. Mae’r cyhoeddiad hwn yn adeiladu ar ganllawiau a gyhoeddwyd yn flaenorol gan CCAUC, i ategu nod Medr i sicrhau proses bontio esmwyth ar gyfer darparwyr a dysgwyr yn y lle cyntaf, wrth i Medr ysgwyddo’i ddyletswyddau a chyfrifoldebau newydd. Nes bod y system gofrestru newydd ar gyfer darparwyr addysg uwch yn cael ei rhoi ar waith, mae Medr wedi etifeddu pwerau CCAUC ar gyfer cyllido a rheoleiddio addysg uwch.

Dyletswyddau a chyfrifoldebau Medr

3. Daeth Medr, y Comisiwn Addysg Drydyddol ac Ymchwil, yn weithredol ar 1 Awst 2024 ar ôl diddymu Cyngor Cyllido Addysg Uwch Cymru (CCAUC) ar 31 Gorffennaf 2024.

4. Mae dyletswydd strategol ar Medr i hybu cyfle cyfartal mewn addysg drydyddol a bydd yn cyflwyno amod cofrestru sy’n gysylltiedig â lles staff  a myfyrwyr/dysgwyr.  Mae’r Bil Addysg Drydyddol ac Ymchwil (Cymru): Memorandwm Esboniadol yn nodi: “Bydd yr amodau cychwynnol a pharhaus yn ymwneud â chefnogaeth ar gyfer a hyrwyddo lles myfyrwyr a staff yn cyflwyno gofynion rheoleiddiol newydd i ddarparwyr y rhagwelwyd y byddent yn cwmpasu materion fel iechyd meddwl, llesiant a diogelwch dysgwyr a staff yn y darparwr. Bydd yn ofynnol i’r Comisiwn nodi a chyhoeddi gofynion y mae’n rhaid i ddarparwyr cofrestredig eu bodloni o ran eu trefniadau mewn perthynas â’r amodau cychwynnol a pharhaus. O ran lles myfyrwyr a staff, rhagwelir y byddai’r ‘trefniadau’ yn cynnwys polisïau, gweithdrefnau a gwasanaethau cymorth ar gyfer llesiant a diogelwch myfyrwyr a staff. Yn y cyd-destun hwn, mae ‘llesiant’ yn golygu llesiant emosiynol ac iechyd meddwl ac mae ‘diogelwch’ yn golygu rhyddid rhag niwed gan gynnwys aflonyddu, camymddwyn, trais (gan gynnwys trais rhywiol), a throseddau casineb.

5. Yn 2024, cyhoeddodd Gweinidogion Cymru eu datganiad o flaenoriaethau strategol ar gyfer addysg drydyddol ac ymchwil ac arloesi sy’n cynnwys blaenoriaeth i Medr greu fframwaith cyffredin ar gyfer cymorth gydag iechyd meddwl a llesiant ar draws addysg drydyddol.

6. Mae’n ofynnol i Medr baratoi cynllun strategol sy’n nodi sut y bydd yn mynd i’r afael â’r blaenoriaethau a sut y bydd yn cyflawni’r dyletswyddau strategol a roddwyd iddo dan Ddeddf Addysg Drydyddol ac Ymchwil (Cymru) 2022.

7. Ym mis Medi 2024, cyhoeddodd Medr ymgynghoriad ynghylch ei Gynllun Strategol. Rhaid cyflwyno’r fersiwn derfynol o’r cynllun i Weinidogion Cymru i’w chymeradwyo erbyn 15 Rhagfyr 2024. Mae dyletswydd ar y Comisiwn i gyhoeddi ei gynllun cymeradwy a chymryd pob cam rhesymol i’w roi ar waith.

8. Mae’r Cynllun Strategol drafft yn cynnwys ymrwymiad sefydlu i Medr ddatblygu fframwaith cyffredin ar gyfer iechyd meddwl a llesiant erbyn 1 Awst 2026, a hwnnw’n cadarnhau cyfle cyfartal ac yn cael ei gryfhau gan amodau rheoleiddiol i gefnogi lles staff a dysgwyr.

9. Wrth ddatblygu a diwygio eu strategaethau llesiant ac iechyd, eu dulliau prifysgol sy’n fwy diogel rhag hunanladdiad a’u polisïau llesiant, rydym yn disgwyl i brifysgolion ystyried y cyhoeddiadau, a’r datblygiadau polisi a chyllid canlynol a, lle y bo’n briodol, cynnwys camau gweithredu cysylltiedig yn eu cynlluniau gweithredu ar gyfer 2024/25.

Diweddariad ar bolisi, cyllid ac ymchwil ym maes llesiant ac iechyd, gan gynnwys iechyd meddwl, mewn prifysgolion a’n disgwyliadau ni sy’n codi ohonynt

10. Ym mis Chwefror 2024, fe ymgynghorodd Llywodraeth Cymru ynghylch ei strategaeth ddrafft iechyd meddwl a llesiant meddyliol.

11. Ym mis Gorffennaf 2024, fe gyhoeddodd Universities UK ei adroddiad Enabling Student Health and Success: Tackling supply and demand for drugs and improving harm reduction.

12. Yn 2024/25 mae Medr yn parhau i gyllido:
a). y prosiect datblygu model gwasanaeth iechyd meddwl myfyrwyr.  Mae Medr yn darparu cyllid ychwanegol yn 2024/25 i roi cymorth i ddatblygu datrysiad storio data, parhau i gyflwyno’r mynegai difrifoldeb ac archwilio a datblygu protocolau rhannu gwybodaeth.
b). Myf Cymru i ddarparu adnoddau a rhwydwaith ymarferwyr llesiant
myfyrwyr cyfrwng Cymraeg.
c). y rhaglen genedlaethol Student Space gyda deunyddiau llesiant myfyrwyr ar-lein ar gael yn Gymraeg.

Ystyriaethau i gydraddoldeb a chroestoriadedd ehangach mewn perthynas â llesiant ac iechyd, gan gynnwys iechyd meddwl

13. Fe gyhoeddodd Pwyllgor Iechyd a Gofal Cymdeithasol Senedd Cymru ei adroddiad Cysylltu’r dotiau: mynd i’r afael ag anghydraddoldebau iechyd meddwl yng Nghymru gyda 27 o argymhellion. Ym mis Chwefror 2023 fe gyhoeddodd Llywodraeth Cymru ei hymateb i’r adroddiad.

14. Dylai prifysgolion ystyried argymhellion yr adroddiad wrth ddatblygu eu dulliau llesiant ac iechyd/iechyd meddwl gan gynnwys:
i). Fframwaith
Cymru sy’n Ystyriol o Drawma a
fydd yn elfen allweddol o ymgais Llywodraeth Cymru i wneud Cymru’n genedl sy’n
ystyriol o drawma.
ii).  Fframwaith cenedlaethol ar gyfer presgripsiynu cymdeithasol gan Lywodraeth Cymru.

15. Ym mis Mawrth 2023, fe gyhoeddodd CCAUC gylchlythyr W23/06HE: Addysg uwch ddiogel a chynhwysol: cefnogi addysg cydraddoldeb ac amrywiaeth. Roedd y cylchlythyr yn nodi camau gweithredu penodol yr oedd Llywodraeth Cymru a/neu CCAUC yn disgwyl i brifysgolion a cholegau a reoleiddir eu cymryd ac yn tynnu sylw at:
* Cynllun Gweithredu LHDTC+ Cymru Llywodraeth Cymru;
* Strategaeth trais yn erbyn menywod, cam-drin domestig a thrais rhywiol 2022 – 2026 a Trais yn erbyn menywod, cam-drin domestig a thrais rhywiol: cynllun gweithredu lefel uchel y glasbrint gan Lywodraeth Cymru;
* Cynllun Gweithredu Cymru Wrth-hiliol Llywodraeth Cymru
* Datblygiadau polisi hil, mynediad a llwyddiant CCAUC; a
* Datblygiadau polisi llesiant ac iechyd, gan gynnwys iechyd meddwl, CCAUC.

16. Yn ystod 2023/24, fe gyhoeddodd TASO yr adroddiadau canlynol:
* What works to tackle mental health inequalities in higher education;
* Student wellbeing over time: analysing Student Academic Experience Survey data for undergraduates and taught postgraduates;
* Student mental health in 2023: Who is struggling and how the situation is changing.

17. Canfu’r adroddiad gan TASO ar lesiant myfyrwyr dros amser dystiolaeth i awgrymu bod y grwpiau canlynol o fyfyrwyr yn wynebu mwy o risg o iechyd meddwl gwael:
* Myfyrwyr o aelwydydd â statws economaidd isel;
* Myfyrwyr o gefndiroedd Du, Asiaidd ac Ethnig Leiafrifol;
* Myfyrwyr hŷn;
* Myfyrwyr sy’n lesbiaidd, hoyw, deurywiol, trawsryweddol, cwiar/cwestiynu neu sydd â hunaniaethau rhywiol eraill (LHDTC+); a
* Myfyrwyr sydd â phrofiad o fod mewn gofal.

18. Ym mis Gorffennaf 2024, fe gyhoeddodd y Comisiwn Cydraddoldeb a Hawliau Dynol (CCHD) nodyn cyngor ar gyfer y sector addysg uwch a gododd o achos cyfreithiol Prifysgol Bryste yn erbyn Abrahart. Rhaid i brifysgolion ystyried yr wybodaeth a ddarperir yn y nodyn, yn enwedig mewn perthynas â sut y mae cydymffurfio â’r gyfraith yn edrych bellach yn nhyb y CCHD yn seiliedig ar ganfyddiadau’r llys.

19. Ym mis Medi 2024, fe gyhoeddodd y rhaglen Student Space adnoddau ar-lein ar ymgodymu â bywyd prifysgol fel myfyriwr Du. Fe grëwyd y cynnwys ar y cyd gan arbenigwyr â phrofiad personol a grŵp llywio o Fyfyrwyr Duon.

20. Wrth ddatblygu a diwygio eu strategaethau llesiant ac iechyd, eu dulliau prifysgol fwy diogel rhag hunanladdiad a’u polisïau llesiant, rhaid i brifysgolion ystyried cydraddoldeb a chroestoriadedd, cynnal asesiadau o’r effaith ar gydraddoldeb a, lle y bo’n briodol, cynnwys camau gweithredu cysylltiedig yn eu cynlluniau gweithredu ar gyfer 2024/25.

Cyllid strategaethau a chynlluniau gweithredu strategaethau llesiant ac iechyd 2023/24 (£2m, prifysgolion yn unig)

21. Rydym yn disgwyl i gynlluniau gweithredu yn 2024/25 barhau i ddefnyddio ‘dull prifysgol gyfan’, gan gefnogi ac ymdrin ag anghenion staff a myfyrwyr ac ystyried pob agwedd ar fywyd prifysgol, gan gynnwys byw a bywyd gwaith. Lle mae prifysgolion yn dewis cyllido gweithgarwch a gwasanaethau llesiant ac iechyd, gan gynnwys iechyd meddwl, â chyllid nas darperir gan Medr, cynhwyswch y gweithgareddau a’r gwasanaethau hyn a ffynonellau’r cyllid yn y cynlluniau os gwelwch yn dda.

22. Dylai prifysgolion roi ystyriaeth hefyd i gefnogi pontio, dilyniant a llwyddiant ar gyfer ymgeiswyr a myfyrwyr, fel y mae hyn yn berthnasol i lesiant ac iechyd, gan gynnwys iechyd meddwl, gan weithio mewn partneriaeth gydag ysgolion, colegau a phartneriaid allanol eraill.

23. Dylai cynlluniau gweithredu 2024/25 ystyried dyraniadau cyllid y brifysgol ar gyfer 2024/25 (£2m o gyllid strategaeth a £2m o gyllid caledi) ac unrhyw adnoddau ychwanegol a ddarperir o ffynonellau heblaw Medr a chynnwys:
i). amcanion/bwriadau’r strategaeth llesiant ac iechyd, gan gynnwys iechyd meddwl, sy’n cael eu blaenoriaethu yn 2024/25;
ii). gweithgareddau, gwasanaethau, hyfforddiant, ac adnoddau, yn erbyn yr
amcanion/y bwriadau, gan gynnwys dyddiadau i nodi erbyn pryd y bydd
gweithgareddau, gwasanaethau ac adnoddau newydd neu sy’n parhau yn cael eu
sefydlu a/neu eu cwblhau;
iii). gweithgareddau, gwasanaethau, hyfforddiant ac adnoddau a ddarperir yn
ddwyieithog a/neu ar wahân yn Gymraeg;
iv). gweithgareddau, gwasanaethau, hyfforddiant ac adnoddau gan gynnwys myfyrwyr mewn sefydliadau breiniol/partner;
v). gweithgareddau, gwasanaethau, hyfforddiant ac adnoddau ar gyfer myfyrwyr
ôl-radd;
vi). gweithgareddau, gwasanaethau, hyfforddiant ac adnoddau ar gyfer myfyrwyr
rhyngwladol;
vii). gweithgareddau, gwasanaethau, hyfforddiant ac adnoddau i sicrhau
llesiant ac iechyd staff a myfyrwyr, gan gynnwys iechyd yr effeithiwyd arno gan
aflonyddu, casineb a chamymddwyn a thrais rhywiol, ni waeth beth fo hunaniaeth
yr unigolyn;
viii). gweithgareddau, gwasanaethau, hyfforddiant ac adnoddau a ddarperir yn
benodol ar gyfer, neu ddarparu gwybodaeth am gefnogi, staff a myfyrwyr â
nodweddion gwarchodedig;
ix). gweithgareddau, gwasanaethau, hyfforddiant ac adnoddau sy’n ystyried canfyddiadau ac argymhellion hunanasesiad Stepchange: prifysgolion sy’n iach yn feddyliol Universities UK (UUK);
x). camau gweithredu y gellir eu hadnabod yn glir i fynd i’r afael â bylchau, blaenoriaethau neu argymhellion a adnabuwyd o ganlyniad i adolygiad y brifysgol gan ddefnyddio offeryn hunanasesu UUK;
xi). cadarnhad sut y bydd cynnydd yn erbyn y cynllun gweithredu’n cael ei
fonitro a’i fesur;
xii). eglurhad sut y mae ystod gynrychioliadol o fyfyrwyr, staff a phartïon â
buddiant wedi cael eu cynnwys wrth ddatblygu’r cynllun;
xiii). eglurhad sut y mae canfyddiadau asesiad o’r effeithiau wedi goleuo’r
amcanion/bwriadau a fydd yn cael eu cyflawni, a’r gweithgareddau a’r
gwasanaethau a fydd yn cael eu darparu;
xiv). eglurhad sut y bwriedir cyflwyno adroddiadau ar fonitro ac adolygu’r cynllun gweithredu i, a thrwy, strwythurau llywodraethu’r brifysgol.

24. Hefyd, rydym yn disgwyl i gynlluniau gweithredu ystyried cydraddoldeb a chroestoriadedd trwy ddefnyddio asesiadau o’r effeithiau ar gydraddoldeb gan gynnwys, ymhlith eraill, y grwpiau canlynol o fyfyrwyr:
* Myfyrwyr anabl a myfyrwyr â chyflyrau iechyd hirdymor
* Myfyrwyr rhyngwladol
* Myfyrwyr LHDTC+
* Myfyrwyr ôl-radd
* Myfyrwyr o gefndiroedd DU, Asiaidd ac Ethnig Leiafrifol
* Myfyrwyr o gefndir economaidd-gymdeithasol is
* Myfyrwyr â chyfrifoldebau gofalu / sy’n dychwelyd ar ôl egwyl o fod mewn addysg
* Myfyrwyr sydd â phrofiad o fod mewn gofal.

Cyllid llesiant ac iechyd ychwanegol i gefnogi caledi myfyrwyr yn 2024/25 (£2m, prifysgolion a darparwyr addysg bellach sy’n darparu addysg uwch)

25. Rydym yn annog prifysgolion a cholegau yn gryf, gan weithio gyda’u Hundebau Myfyrwyr neu gorff cyfatebol, i adeiladu ar fesurau i fynd i’r afael â’r codiadau parhaus mewn costau byw sy’n effeithio ar lesiant ac iechyd, gan gynnwys iechyd meddwl ac iechyd corfforol. Dylid ystyried yr holl fyfyrwyr, gan gynnwys myfyrwyr ôl-radd a rhyngwladol, ar gyfer cymorth, yn amodol ar angen.

26. Rhaid i brifysgolion a cholegau sicrhau bod cymorth ariannol i fyfyrwyr yn cael ei oleuo gan asesiadau o’r effaith ar gydraddoldeb.

27. Gall cymorth ariannol gynnwys:
i). cynyddu a/neu estyn argaeledd, a’r meini prawf ar gyfer, cymorth ‘caledi’ neu gymorth ariannol arall i’r myfyrwyr sydd fwyaf mewn angen;
ii). sicrhau bod ymgeiswyr posibl a myfyrwyr agored i niwed yn cael eu cefnogi â gwybodaeth, cyngor a chyllid, fel y bo’n briodol, gan gynnwys y rhai sydd â phrofiad o fod mewn gofal, gofalwyr, y rhai sy’n profi trais, cam-drin domestig, trais rhywiol, a cheiswyr lloches a ffoaduriaid;
iii). sicrhau bod ymgeiswyr posibl a myfyrwyr â nodweddion gwarchodedig, gan gynnwys y rhai o gefndiroedd economaidd-gymdeithasol is, yn ymwybodol o’r holl gymorth, gwybodaeth a chyngor ariannol sydd ar gael ac yn berthnasol iddynt;
iv). sicrhau bod yr holl wybodaeth, cyngor a gwasanaethau ariannol ar gael ac yn hygyrch yn Gymraeg;
v). cynnwys myfyrwyr sydd â phrofiad o heriau ariannol mewn gwaith i ddatblygu ac adolygu gwasanaethau cymorth ariannol;
vi). darparu gweithgareddau, adnoddau, gwasanaethau a/neu gynhyrchion cynhwysol am gost isel neu am ddim i gefnogi ymgeiswyr posibl a myfyrwyr sy’n profi pwysau ariannol, gan gynnwys lle gall hyn effeithio ar lesiant, iechyd, iechyd meddwl, ymdeimlad o berthyn neu unigrwydd, profiad myfyrwyr, eu cadw a’u llwyddiant.

28. Er y gall cymorth a gweithgareddau ‘untro’ fod o fudd i fyfyrwyr cyfredol yn bennaf, gallai peth darpariaeth gefnogi darpariaeth llesiant, iechyd ac iechyd meddwl yn y tymor hwy. Gallai cynaliadwyedd tymor hwy gynnwys darparu gwybodaeth ac adnoddau ar y we.

Dylai prifysgolion ddefnyddio’r cyllid hwn i:
* roi cymorth ariannol i fyfyrwyr addysg uwch, trwy estyn cyllid neu adnoddau eraill ar gyfer y rhai sy’n profi pwysau ariannol, sy’n effeithio ar eu profiad fel myfyrwyr, eu llesiant, eu hiechyd, eu cadw a’u llwyddiant;
* adolygu, a defnyddio gwefannau i hyrwyddo, gwasanaethau sylfaenol i gefnogi llesiant ac iechyd, gan gynnwys iechyd meddwl, ymgeiswyr a myfyrwyr;
* gweithio gydag undebau i gefnogi iechyd meddwl a llesiant staff, gan gynnwys fel y maent yn rhoi cymorth effeithiol i fyfyrwyr fel rhan o ddull sefydliad cyfan o ymdrin â llesiant ac iechyd;
* hyrwyddo a darparu hyfforddiant hygyrch i staff ar iechyd meddwl; a
* darparu hyfforddiant iechyd meddwl yn Gymraeg i staff a myfyrwyr.

Dylai colegau a gyllidir yn uniongyrchol ddefnyddio’r cyllid hwn i:
* wella a hyrwyddo gwasanaethau cyngor a gwybodaeth ariannol i fyfyrwyr addysg uwch;
* rhoi cymorth ariannol i fyfyrwyr addysg uwch trwy estyn cyllid caledi neu adnoddau eraill i gefnogi’r rhai sy’n profi pwysau ariannol;
* cefnogi ymgeiswyr posibl ac ymgeiswyr sy’n pontio i mewn i ddarpariaeth addysg uwch, yn ogystal â myfyrwyr presennol;
* mesurau i helpu i fynd i’r afael ag effeithiau’r codiadau mewn costau byw ar fyfyrwyr addysg uwch o bob oed a’r rhai sy’n pontio i mewn i addysg uwch;
* estyn, gwella neu ddarparu cymhorthdal ar gyfer cynhyrchion urddas mislif a hylendid personol a/neu wasanaethau golchi dillad i fyfyrwyr;
* cydweithio gydag Undebau Myfyrwyr neu gyrff cyfatebol i sicrhau bod y cymorth a roddir yn diwallu anghenion myfyrwyr addysg uwch; a hefyd
* cynnwys myfyrwyr sydd â phrofiad o heriau ariannol yn y broses o adolygu’r cymorth a roddir.

Dyraniadau cyllid prifysgolion a cholegau a gyllidir yn uniongyrchol

Prifysgolion

29. Bydd cyllid ar gyfer cynlluniau gweithredu strategaethau Llesiant ac iechyd, gan gynnwys iechyd meddwl, yn 2024/25 yn cael ei ddyrannu mewn un taliad, ar sail cyfrifon pennau myfyrwyr, fel a nodir yn Atodiad A.

30. Bydd y cyllid llesiant ac iechyd ychwanegol i gefnogi caledi myfyrwyr yn 2024/25 yn cael ei ddyrannu mewn un taliad, ar sail cyfrifon pennau myfyrwyr, fel a nodir yn Atodiad B.

31. Yn 2024/25 byddwn yn dyrannu cyllid Atodiad A ac Atodiad B mewn taliad un gyfran ym mis Rhagfyr 2024 yn amodol ar:
i). cyflwyno adroddiadau monitro llesiant ac iechyd gan gynnwys iechyd meddwl 2023/24 gan gynnwys cadarnhau defnydd boddhaol o gyllid 2023/24.

32. Cyflwyno cynlluniau gweithredu strategaethau Llesiant ac iechyd, gan gynnwys iechyd meddwl, 2024/25 (gweler y templed a ddarperir yn Atodiad C ac Atodiad C1). Y dyddiad cyflwyno ar gyfer yr adroddiadau hyn yw dydd Gwener 31 Ionawr 2025.

33. Rydym yn disgwyl i brifysgolion reoli eu dyraniadau ar gyfer 2024/25 a’u gwario’n llawn yn ystod y flwyddyn.

34. Byddwn yn adhawlio unrhyw danwariant heb ei neilltuo ar ddiwedd 2024/25, oni bai bod amgylchiadau eithriadol, a byddwn yn adhawlio cyllid/dal cyllid yn ôl yn y dyfodol lle cyflwynir adroddiadau anfoddhaol neu gyfyngedig yn erbyn ein gofynion monitro.

Colegau a gyllidir yn uniongyrchol

35. Bydd y cyllid llesiant ac iechyd ychwanegol i gefnogi caledi myfyrwyr yn 2024/25 yn cael ei ddyrannu mewn un taliad, ar sail cyfrifon pennau myfyrwyr, fel a nodir yn Atodiad B.

36. Yn 2024/25 byddwn yn dyrannu cyllid Atodiad B mewn taliad un gyfran ym mis Rhagfyr 2024 yn amodol ar:
* gyflwyno adroddiadau monitro cyllid llesiant ac iechyd ychwanegol i gefnogi caledi myfyrwyr yn 2023/24 gan gynnwys cadarnhau defnydd boddhaol o gyllid 2023/24.

37. Cynllun gweithredu cyllid llesiant ac iechyd ychwanegol i gefnogi caledi myfyrwyr 2024/25 (gweler y templed a ddarperir yn Atodiad D). Y dyddiad cyflwyno ar gyfer yr adroddiadau hyn yw dydd Gwener 31 Ionawr 2025.

38. Rydym yn disgwyl i golegau a gyllidir yn uniongyrchol reoli eu dyraniadau ar gyfer 2024/25 a’u gwario’n llawn yn ystod y flwyddyn.

39. Byddwn yn adhawlio unrhyw danwariant heb ei neilltuo ar ddiwedd 2024/25, oni bai bod amgylchiadau eithriadol, a byddwn yn adhawlio cyllid/dal cyllid yn ôl yn y dyfodol lle cyflwynir adroddiadau anfoddhaol neu gyfyngedig yn erbyn ein gofynion monitro.

Gofynion monitro prifysgolion a cholegau a gyllidir yn uniongyrchol

40. Byddwn yn monitro’r modd y caiff y cyllid hwn ei wario a’i ddefnyddio. Gellir defnyddio ein gwaith monitro i oleuo ein hadroddiadau i Lywodraeth Cymru neu i rannu arfer diddorol.

University monitoring

41. Rydym yn cyfuno’r broses o fonitro’r cyllid blynyddol o £2m ar gyfer cynlluniau gweithredu strategaethau â’r broses o fonitro’r £2m ychwanegol ar gyfer caledi. Darperir templed monitro cyfunol prifysgolion ar gyfer y ddau ddyraniad yn Atodiad E ac Atodiad E1 wrth y cyhoeddiad hwn. (Gweler yr amserlen isod ar gyfer dyddiadau cyflwyno.)

42. Mae monitro cyfunol wedi’i fwriadu i leihau’r baich sy’n gysylltiedig ag adrodd yn erbyn dyraniadau llesiant ac iechyd ac mae’n cydnabod y bydd cynlluniau gweithredu’r prifysgolion yn llywio’r modd y cynllunnir ac y defnyddir y cyllid yn ei holl agweddau.

Monitro gan golegau a gyllidir yn uniongyrchol

43.Ar gyfer colegau mae templed monitro ac astudiaethau achos wedi’i gynnwys yn Atodiad F ac atodiad F1. (Gweler yr amserlen isod ar gyfer dyddiadau cyflwyno.)

Amserlen

44. Mae Tabl 1 dros y dudalen yn nodi’r dyddiadau cyflwyno ac adrodd ar gyfer
prifysgolion a cholegau a gyllidir yn uniongyrchol.

Tabl 1

Gofynion cyflwyno ac adrodd	Dyddiad cyflwyno
Cynllun gweithredu 2024/25 wedi’i gwblhau gan brifysgolion ar gyfer strategaethau Llesiant ac iechyd, gan gynnwys iechyd meddwl	Dydd Gwener 31 Ionawr 2025
Cynllun gweithredu 2024/25 wedi’u gwblhau gan golegau a gyllidir yn uniongyrchol ar gyfer cyllid llesiant ac iechyd ychwanegol i gefnogi caledi myfyrwyr	Dydd Gwener 31 Ionawr 2025
Templed adroddiad monitro 2024/25 wedi’i gwblhau gan brifysgolion a cholegau a gyllidir yn uniongyrchol	Dydd Gwener 26 Medi 2025

Rhagor o wybodaeth / ymatebion

45. I gael rhagor o wybodaeth cysylltwch â Ryan Stokes ([email protected]).

46. Dylid cyflwyno ymatebion i Ryan Stokes ([email protected]).

Asesu effaith ein polisïau

47. Rydym wedi diweddaru ein hasesiad effaith parhaus i ystyried cydraddoldeb, amrywiaeth a chynhwysiant. Fe wnaethom hefyd ystyried effaith polisïau ar y Gymraeg, a darpariaeth Gymraeg yn y sector AU yng Nghymru ac effeithiau posibl tuag at y nodau yn Neddf Llesiant Cenedlaethau’r Dyfodol (Cymru) 2015 gan gynnwys ein Hamcanion Llesiant.

48. Mae canfyddiadau ein hasesiad o’r effaith yn cynnwys:
* adnabod effeithiau cadarnhaol tebygol ar y nodweddion gwarchodedig canlynol: oedran, anabledd, ailbennu rhywedd, beichiogrwydd a mamolaeth, hil, crefydd neu gred, rhyw, a chyfeiriadedd rhywiol. Nid adnabuwyd unrhyw effeithiau negyddol;
* cadarnhau bod y cyllid yn cefnogi pump o’r saith nod llesiant ac yn ystyried y pum ffordd o weithio;
* nodi bod y canllawiau a’r gweithgarwch monitro mewn perthynas â’r cyllid yn ceisio cael effaith gadarnhaol ar y Gymraeg.

Rhoi’r Adolygiad o Gwmnïau Deillio Ar Waith: Rhestr o’r prifysgolion sydd wedi mabwysiadu’r polisïau arfer gorau

Rhestr yw hon o’r darparwyr addysg uwch yn y DU sydd wedi mynd ati’n wirfoddol i fabwysiadu’r polisïau arfer gorau ar gyfer telerau bargeinion cwmnïau deillio a amlygwyd yn yr Adolygiad Annibynnol o Gwmnïau Deillio ym mis Tachwedd 2023.

Lluniwyd y rhestr gan Adran yr Economi yng Ngogledd Iwerddon, Medr, Research England a Chyngor Cyllido’r Alban, yn seiliedig ar wybodaeth a gyflwynwyd gan sefydliadau.

Bydd y rhestr gyfunol hon yn cael ei diweddaru o bryd i’w gilydd; mae’r isod yn cynnwys darparwyr addysg uwch sydd wedi cadarnhau eu bod wedi mabwysiadu’r polisïau erbyn 1 Tachwedd 2024.

Cymru

Sefydliad / Dolen i’r datganiad mabwysiadu/polisïau
Prifysgol Caerdydd
Prifysgol Abertawe

Lloegr

Sefydliad / Dolen i’r datganiad mabwysiadu/polisïau
Coleg Brenhinol Holloway, Prifysgol Llundain
Coleg Cerddoriaeth Brenhinol Gogledd Lloegr
Coleg Prifysgol Llundain
Coleg y Brenin Llundain
Coleg Ymerodrol Llundain
Prifysgol Birmingham
Prifysgol Brookes Rhydychen
Prifysgol Brunel Llundain
Prifysgol Bryste
Prifysgol Caer Efrog
Prifysgol Caergrawnt
Prifysgol Caerwysg
Prifysgol Caerhirfryn
Prifysgol Caint
Prifysgol Canol Sir Gaerhirfryn
Prifysgol Cranfield
Prifysgol De Montfort
Prifysgol Durham
Prifysgol Fetropolitan Manceinion
Prifysgol Gorllewin Lloegr
Prifysgol Keele
Prifysgol Lerpwl
Prifysgol Lincoln
Prifysgol Loughborough
Prifysgol Manceinion
Prifysgol Newcastle
Prifysgol Northymbria
Prifysgol Nottingham
Prifysgol Nottingham Trent
Prifysgol Reading
Prifysgol Rhydychen
Prifysgol Salford
Prifysgol Sheffield
Prifysgol Southampton
Prifysgol Sunderland
Prifysgol Swydd Bedford
Prifysgol Swydd Sussex
Prifysgol Warwig
Prifysgol Westminster
Prifysgol y Celfyddydau, Llundain
Y Brifysgol Agored
Y Frenhines Mary, Prifysgol Llundain
Y Sefydliad Ymchwil Canser
Ysgol Economeg a Gwyddor Wleidyddol Llundain

Yr Alban

Sefydliad / Dolen i’r datganiad mabwysiadu/polisïau
Prifysgol Aberdeen
Prifysgol Caeredin
Prifysgol Glasgow

Pwrpas

1. Mae’r papur hwn yn amlinellu newidiadau a gynigir i’r modd yr ymdrinnir â throsglwyddiadau cwrs yn y mesurau cyflawniad, ac yn gofyn am adborth.

2. Anelir i weithredu’r newidiadau ar gyfer cylch perfformiad 2023/24.

Y cefndir

3. Yn 2022/23 gweithredwyd system i ymdrin â throsglwyddiadau lefel rhaglen, yn dilyn ymgynghoriad. Dywedasom y byddem wedyn yn gweithredu dull ar gyfer trosglwyddiadau cwrs drwy ddefnyddio rheolau tebyg yn 2023/24.

4. Mewn cylchoedd blaenorol, mae cwrs y trosglwyddwyd ohono yn cael ei drin fel achos o dynnu’n ôl yn y mesurau. Ein nod yw trin trosglwyddiadau fel canlyniad niwtral (eu hepgor o’r mesurau) os yw’r trosglwyddiad yn bodloni cyfres o amodau.

Y rheolau a gynigir (gweler y diagram llif yn Atodiad A)

5. Byddai trosglwyddiad cwrs yn cael ei drin fel canlyniad niwtral yn yr achosion a ganlyn:
* Pe bai’r cwrs yn cael ei restru fel trosglwyddiad (LA31 = ‘4’)
* A phe bai gan y dysgwr gwrs arall na wnaeth arwain at drosglwyddo:
a). Gyda’r un darparydd
b). A ddechreuodd ar ôl i’r gweithgaredd blaenorol ddod i ben
(i), Neu o fewn 7 diwrnod cyn y diwedd, ar yr amod bod hynny’n dal i fod ar ôl y dyddiad dechrau
c). Yn yr un flwyddyn academaidd
(i), Neu os oedd yn weithgaredd â’r un cyfeirnod (LA06) yn y flwyddyn academaidd ganlynol
d). A ddechreuodd o fewn 21 diwrnod ar ôl i’r gweithgaredd gwreiddiol ddod i ben
(i), Neu o fewn 126 diwrnod (18 wythnos) os oedd yn drosglwyddiad i’r un cyfeirnod yn y flwyddyn academaidd ganlynol
e). A oedd ar yr un lefel neu’n uwch
(i), Oni ddigwyddodd y trosglwyddiad o fewn 8 wythnos i’r gweithgaredd gwreiddiol
(ii), Ni chaniateir trosglwyddo o U2 i UG
(iii), Mae’r lefelau cymhwyster yn seiliedig ar set ddata Cymwysterau yng Nghymru os yw ar gael, ac yn LA22 fel arall. Os nad oes lefel ddiffiniedig i’r gweithgaredd newydd, rhaid i’r gweithgaredd gwreiddiol hefyd fod heb lefel ddiffiniedig
(iv), Ar gyfer cyrsiau aml-lefel, rhoddir y dehongliad mwyaf hael (y lefel isaf ar gyfer y gweithgaredd gwreiddiol, a’r lefel uchaf ar gyfer y gweithgaredd newydd)
Ac os oedd modd asesu’r gweithgaredd gwreiddiol, rhaid bod modd asesu’r gweithgaredd newydd hefyd
(v), Oni ddigwyddodd y trosglwyddiad o fewn 8 wythnos i’r gweithgaredd gwreiddiol
f). Ac os oedd y gweithgaredd gwreiddiol yn “brif” weithgaredd (LA47 = ’05’) rhaid i’r gweithgaredd newydd fod yn brif weithgaredd hefyd.
(i), Oni ddigwyddodd y trosglwyddiad o fewn 8 wythnos i’r gweithgaredd gwreiddiol
g). Ac os oedd y gweithgaredd gwreiddiol yn weithgaredd penodol (nad yw LA06 yn dechrau â ‘L’) rhaid i’r gweithgaredd newydd hefyd fod yn benodol
h). Ni cheir ond trosglwyddo o un gweithgaredd i’r gweithgaredd newydd hwn

6. Os bydd dysgwr yn trosglwyddo rhwng rhaglenni, bydd yr holl gyrsiau a restrir fel trosglwyddiadau o fewn y rhaglen honno’n cael eu trin fel canlyniadau niwtral, os ydynt yn bodloni’r amodau uchod ai peidio. Rhaid i’r trosglwyddiad rhaglenni fodloni’r rheolau ar gyfer trosglwyddo rhwng rhaglenni.

7. Os trosglwyddwyd o gwrs Safon Uwch yn yr ail flwyddyn, nid yw ond yn ganlyniad niwtral ar gyfer y mesurau 2 flynedd (cwblhau U2 a chanlyniadau gradd). Byddai’n cyfrif fel peidio parhau o UG i U2.

8. Byddai trosglwyddiadau cwrs hefyd yn cael eu trin yn niwtral wrth gyfrifo’r gyfradd lwyddo ar gyfer mesurau rhaglenni galwedigaethol, ar yr amod eu bod yn bodloni’r rheolau uchod. Cyn hynny, byddai’r holl drosglwyddiadau cwrs yn cael eu trin yn niwtral yng nghyfradd lwyddo’r rhaglen.

9. Os cofnodwyd bod dysgwr yn cyflawni’r un gweithgaredd amryw o weithiau o fewn blwyddyn gyda darparydd, y gweithgaredd â’r dyddiad diweddu olaf a gymerir. Bydd fersiynau blaenorol o’r gweithgaredd yn cael eu tynnu o’r mesurau, os oeddent wedi’u rhestru fel trosglwyddiadau ai peidio.

10. Bydd trosglwyddiadau cwrs a gaiff eu trin fel canlyniadau niwtral yn cael eu monitro, yn yr un modd â throsglwyddiadau rhaglen.

Effaith y newidiadau

11. Cyfrifwyd effaith y newidiadau hyn ar fesurau 2022/23. Cyfrifwyd y rhain i ddangos effaith. Er cyflymder fe’u cyfrifwyd drwy ddefnyddio data colegau.

Tabl 1a: Effaith y dull trosglwyddo newydd ar fesurau cyrsiau galwedigaethol AB, 2022/23

Dull trosglwyddo	Cyfradd y dysgwyr sy’n gadael yn gynnar	Cyfradd cwblhau	Cyfradd llwyddo
Gwreiddiol	9%	88%	75%
Newydd	7%	88%	76%

Tabl 1b: Effaith y dull trosglwyddo newydd ar fesurau cyrsiau Safon Uwch AB, 2022/23

Dull trosglwyddo	Cyfradd y dysgwyr sy’n gadael yn gynnar	Cyfradd cwblhau Safon UG	Cyfradd cadw myfyrwyr ar ôl UG	Cyfradd cwblhau Safon A2
Gwreiddiol	13%	84%	73%	92%
Newydd	10%	84%	73%	93%

Dull trosglwyddo	A*	A* i A	A* i B	A* i C	A* i D	A* i E
Original	8%	24%	48%	70%	83%	89%
Newydd	8%	25%	48%	70%	84%	90%

Tabl 1c: Effaith y dull trosglwyddo newydd ar fesurau rhaglenni galwedigaethol AB, 2022/23

Dull trosglwyddo	Cyfradd y dysgwyr sy’n gadael yn gynnar	Cyfradd cwblhau	Cafradd llwyddo
Gwreiddiol	11%	86%	78%
Newydd	11%	86%	78%

12. Yn yr achosion lle nad oedd y gweithgaredd trosglwyddo yn bodloni’r rheolau, cofnodwyd y rheswm pam [Tabl 2].

13. Ar wahân i “heb ganfod cwrs”, sylwch fod y rhesymau hyn fwy na thebyg wedi’u gorgyfrif.

Tabl 2: Rheswm pam y gwrthodwyd targed trosglwyddo posibl ar gyfer trosglwyddiadau gweithgaredd na ellid eu dilysu, mesurau AB, 2022/23
Nodyn [c]: Ataliwyd gwerthoedd dan 5 i ddiogelu cyfrinachedd.

Math o fesuriad	Heb ganfod cwrs i drosglwyddo iddo	Ni chwblhawyd y troslwyddo o fewn 21 diwrnod	Yr un cwrs yn y flwyddyn ganlynol: Ni wnaeth ddigwydd o fewn 126 diwrnod	Dechreuodd y gweithgaredd cyn i’r gweithgaredd gweiddiol ddod I ben	Tros-glwyddo o gym-weyster penodol i gym-hwyster cyffredinol	Defnyddiwyd gweithgaredd hwn eisoes i ddilysu trosglwyddiad gwahanol
Cwrs galwedig-aethol	1,110	2,540	280	570	450	180
Rhaglen alwedig-aethol	295	980	0	310	140	80
Safon Uwch	0	5	[c]	10	[c]	0

Math o fesuriad	Heb drosglwyddo i’r un lefel neu i lefel uwch	Trosglwyddo o’r prif gategori / categori craidd i gategori nad yw’n brif gategori / categori craidd	Heb drosglwyddo i’r un lefel asesu neu i lefel asesu uwch	Trosglwyddwyd i flwyddyn academaidd arall	Popeth
Cwrs galwedig-aethol	85	30	10	[c]	5,265
Rhaglen alwedig-aethol	40	15	5	0	1,890
Safon Uwch	5	0	0	0	25

Cwestiynau’r ymgynghoriad

14. Gan ystyried y cynigion uchod:

C1	A ddylid derbyn trosglwyddiadau i weithgaredd â chyfeirnod gwahanol yn y flwyddyn academaidd ganlynol? (Ar yr amod bod y trosglwyddiad wedi digwydd cyn pen 21 diwrnod ar ôl i’r gweithgaredd gwreiddiol ddod i ben)
C2	Caniateir trosglwyddiadau i’r un cwrs yn y flwyddyn academaidd ganlynol fel bo modd cofnodi cyrsiau 1.5+ mlynedd mewn rhaglenni dwy flynedd. Gosodwyd y rheol bod yn rhaid cwblhau’r trosglwyddiadau hyn o fewn 18 wythnos i ganiatáu ar gyfer gwyliau’r haf. Ai 18 wythnos yw’r hyd cywir o amser?
C3	A oes adegau lle gallai gweithgaredd newydd ddechrau cyn i’r gweithgaredd gwreiddiol ddod i ben? A yw 7 diwrnod o ras yn gyfnod digonol ar gyfer hyn?
C4	A oes adegau lle gallai dysgwyr drosglwyddo’n rhesymol o weithgaredd y gellir ei asesu i weithgaredd na ellir ei asesu?
C5	A oes adegau lle gallai dysgwr drosglwyddo’n rhesymol o brif weithgaredd i weithgaredd arall nad yw’n brif weithgaredd?
C6	A oes adegau lle gallai dysgwr drosglwyddo’n rhesymol o weithgaredd penodol i weithgaredd cyffredinol?
C7	A oes adegau le gallai dysgwr drosglwyddo o amryw o weithgareddau i un weithgaredd?
C8	Sut y dylid ymdrin â throsglwyddiadau dilys ar ail flwyddyn cwrs Safon Uwch?
C9	Oes gennych chi unrhyw sylwadau eraill ynghylch y rheolau a gynigir?

Ymatebion a’r camau nesaf

15. Rydym yn gofyn am ymatebion i’r ymgynghoriad hwn erbyn 29 Tachwedd 2024. Dylid anfon eich ymateb i [email protected].

16. Cyn gynted ag y bydd yr ymatebion yn dod i law, byddwn yn eu hystyried ymhellach ac yn rhannu’r canllawiau terfynol erbyn mis Rhagfyr.

Rhagor o wybodaeth

17. Dylid anfon unrhyw ymholiadau i [email protected].