techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: We move to the next item, which is the motion under Standing Order 17.42 (vi) to exclude the public from the remainder of this meeting. Is everyone in agreement? Everyone agrees, so we will go into private session.
Welsh: Wel, mi symudwn ni i mewn i'r eitem nesaf, felly, a chynnig o dan Reol Sefydlog 17.42 (vi) i benderfynu gwahardd y cyhoedd o weddill y cyfarfod yma. Pawb yn cytuno? Pawb yn cytuno, felly mi awn ni i sesiwn breifat.
English: The first item on our agenda this afternoon is questions to the Minister for Education, and the first question is from Mick Antoniw.
Welsh: Yr eitem gyntaf ar ein hagenda ni y prynhawn yma yw'r cwestiynau i'r Gweinidog Addysg, ac mae'r cwestiwn cyntaf gan Mick Antoniw.
English: Equity of provision for all learners constitutes a major priority for this Government. I strongly encourage schools to ensure that inclusivity and equity are at the forefront of all decision making when it comes to any activities that could lead to additional costs for families.
Welsh: Mae darpariaeth deg ar gyfer pob dysgwr yn un o brif flaenoriaethau'r Llywodraeth hon. Rwy'n annog ysgolion yn gryf i sicrhau bod cynwysoldeb a thegwch yn llywio pob penderfyniad a wneir ynglŷn ag unrhyw weithgareddau a allai arwain at gostau ychwanegol i deuluoedd.
English: Minister, thank you for that answer. I know the efforts that have been taken to ensure that there is inclusivity. But, of course, there is the growing concern, arising from the Musicians' Union report, about the accessibility of music lessons, the issues that arise now in terms of the affordability of children being able to attend external trips - arts, culture, and so on. And, of course, there's one new one, which we seem to have inherited from America, and that is the development of school proms, where the cost seems to be not only rising, but it appears to be a competition between parents - some having limousines, and so on, going to schools. And it does raise this concern more broadly, when put within the context of all the other things, that there is a growing issue with regard to those who may or may not be able to afford to participate in some of these. And I wonder if this is an area, Minister, where you could indicate whether you'd be prepared to undertake further research and analysis, to assess what the scale of this is, and how it might be tackled.
Welsh: Weinidog, diolch am eich ateb. Rwy'n ymwybodol o'r ymdrechion a wnaed i sicrhau cynwysoldeb. Ond wrth gwrs, ceir pryder cynyddol, sy'n deillio o adroddiad Undeb y Cerddorion, ynglŷn â hygyrchedd gwersi cerddoriaeth, y materion sy'n codi bellach o ran fforddiadwyedd i blant allu mynychu tripiau allanol - celfyddydau, diwylliant ac yn y blaen. Ac wrth gwrs, mae un newydd rydym wedi'i etifeddu o America, yn ôl pob tebyg, sef datblygiad promiau ysgol, lle ymddengys nid yn unig fod y gost yn codi, ond ymddengys ei bod yn gystadleuaeth rhwng rhieni - gyda rhai'n trefnu limwsinau, ac ati, i fynd i ysgolion. Ac mae hyn yn creu pryder mwy cyffredinol, yng nghyd-destun yr holl bethau eraill, fod problem gynyddol o ran y rhai a all neu na allant fforddio cymryd rhan mewn rhai o'r gweithgareddau hyn. A tybed a yw hwn yn faes, Weinidog, lle gallech nodi a fyddech yn barod i wneud rhagor o ymchwil a dadansoddi, er mwyn asesu beth yw maint y broblem, a sut y gellid mynd i'r afael â hi.
English: I am familiar with the phenomenon that is the prom, and it's a world away from the senior school discos I'm sure we all attended. The cost of the school day is an issue that I'm very interested in. I am fully aware of the significant impact it can have on some children, often from groups that would benefit most from those extra-curricular and out-of-school activities. I have asked Children in Wales to produce resources for schools, to encourage the consideration of the impact of additional costs on families, and the first series of guides will be available by September and will cover a range of specific issues. Of course, additional to that, we will be investing more than £5.1 million in the pupil development grant access fund this year, to help parents with the costs associated with the school day, including school uniform, and kit and equipment, as well as spending a record amount on PDG in itself to support the education of some of our most disadvantaged children.
Welsh: Rwy'n gyfarwydd â ffenomenon y prom, ac mae'n wahanol iawn i'r disgos ysgol fawr a fynychwyd gan bawb ohonom, rwy'n siŵr. Mae cost y diwrnod ysgol yn fater y mae gennyf gryn ddiddordeb ynddo. Rwy'n ymwybodol iawn o'r effaith sylweddol y gall ei chael ar rai plant, yn aml o'r grwpiau a fyddai'n elwa fwyaf o weithgareddau allgyrsiol a'r tu allan i'r ysgol. Rwyf wedi gofyn i Plant yng Nghymru gynhyrchu adnoddau ar gyfer ysgolion, i'w hannog i ystyried effaith costau ychwanegol ar deuluoedd, a bydd y gyfres gyntaf o ganllawiau ar gael erbyn mis Medi, ac yn canolbwyntio ar ystod o faterion penodol. Wrth gwrs, yn ychwanegol at hynny, byddwn yn buddsoddi mwy na £5.1 miliwn eleni yng nghronfa mynediad y grant datblygu disgyblion, i helpu rhieni gyda'r costau sy'n gysylltiedig â'r diwrnod ysgol, gan gynnwys gwisg ysgol, a dillad ac offer addysg gorfforol, yn ogystal â gwario mwy nag erioed ar y grant datblygu disgyblion ei hun i gefnogi addysg rhai o'n plant mwyaf difreintiedig.
English: Can I concur with some of the points that have been made by Mick Antoniw? The issue of mental health in schools has been one that's been rising up the agenda, and I think there's growing evidence that extra-curricular activities in school are beneficial, in many cases, to pupils' mental health. But, of course, the costs that Mick Antoniw talked about - the associated costs - can also have a negative effect, so those two need to be balanced. In terms of the wider mental health issue, what are you doing in terms of making sure that pupils do have advocacy available to them at the earliest opportunity, and that they're aware of where to go if there are issues of not being able to attend extra-curricular activities and of feeling excluded?
Welsh: A gaf fi gytuno â rhai o'r pwyntiau a wnaed gan Mick Antoniw? Mae mater iechyd meddwl mewn ysgolion wedi bod yn un sy'n codi'n uwch ar yr agenda, a chredaf fod tystiolaeth gynyddol fod gweithgareddau allgyrsiol yn yr ysgol yn fuddiol, mewn llawer o achosion, i iechyd meddwl disgyblion. Ond wrth gwrs, gall y costau y soniodd Mick Antoniw amdanynt - y costau cysylltiedig - gael effaith negyddol hefyd, felly mae angen cydbwyso'r ddau beth. Mewn perthynas â'r broblem iechyd meddwl ehangach, beth a wnewch i sicrhau bod eiriolaeth ar gael i ddisgyblion o'r cychwyn cyntaf, a'u bod yn gwybod ble i fynd os ydynt yn wynebu problemau o ran methu mynychu gweithgareddau allgyrsiol, a theimlo wedi'u heithrio?
English: Thank you for that. You're correct - the opportunity to participate in a wide range of activities can have a very positive effect on mental health and well-being for our children, and an inability, or a worry that you won't be able to do that can have the opposite effect. And that's why, as I said, we have commissioned Children in Wales to produce these resources and guides for schools, so that they can be cognisant of that when they are making decisions. With regard to general health and well-being in school, you'll be aware that both I and the Minister for Health and Social Services continue to work with a wide range of stakeholders to ensure the successful implementation of the recommendations of the Children, Young People and Education Committee's 'Mind over Matter' report. And some of these issues were, indeed, discussed at this week's meeting.
Welsh: Diolch. Rydych yn llygad eich lle - gall y cyfle i gymryd rhan mewn ystod eang o weithgareddau effeithio'n gadarnhaol iawn ar iechyd meddwl a lles ein plant, a gall anallu, neu bryder na fyddwch yn gallu gwneud hynny gael effaith i'r gwrthwyneb. Ac fel y dywedais, dyna pam ein bod wedi comisiynu Plant yng Nghymru i gynhyrchu'r adnoddau a'r canllawiau hyn ar gyfer ysgolion, fel y gallant fod yn ymwybodol o hynny wrth wneud penderfyniadau. O ran iechyd a lles cyffredinol yn yr ysgol, fe fyddwch yn gwybod fy mod i a'r Gweinidog Iechyd a Gwasanaethau Cymdeithasol yn parhau i weithio gydag ystod eang o randdeiliaid i sicrhau bod argymhellion adroddiad 'Cadernid Meddwl' y Pwyllgor Plant, Pobl Ifanc ac Addysg yn cael eu rhoi ar waith yn llwyddiannus. Ac yn wir, trafodwyd rhai o'r materion hyn yn y cyfarfod yr wythnos hon.
English: The Welsh Government, regional consortia and local authorities are collectively supporting schools in the south Wales Valleys - and, indeed, throughout the whole of Wales - to improve educational outcomes, in line with the priorities in 'Our national mission'.
Welsh: Mae Llywodraeth Cymru, consortia rhanbarthol ac awdurdodau lleol ar y cyd yn cynorthwyo ysgolion yng Nghymoedd de Cymru - a ledled Cymru gyfan yn wir - i wella canlyniadau addysgol, yn unol â'r blaenoriaethau yn 'Cenhadaeth ein Cenedl'.
English: Thank you, Minister. As we know, the life opportunities of people living in areas like Merthyr Tydfil and Rhymney are determined by many factors, but especially their educational and training opportunities. The Learning and Work Institute Cymru has recently published a youth opportunity index, showing that young people in my constituency, and across the south Wales Valleys, have the least access to opportunities. For too many young people, it remains the place of their birth which determines their opportunities and outcomes in life, and not their own abilities. What further action can you take as education Minister to help end this unfairness?
Welsh: Diolch, Weinidog. Fel y gwyddom, caiff cyfleoedd bywyd pobl sy'n byw mewn ardaloedd fel Merthyr Tudful a Rhymni eu pennu gan lawer o ffactorau, ond yn enwedig eu cyfleoedd addysgol a hyfforddiant. Yn ddiweddar, mae Sefydliad Dysgu a Gwaith Cymru wedi cyhoeddi mynegai cyfle ieuenctid, sy'n dangos mai pobl ifanc yn fy etholaeth, a ledled Cymoedd de Cymru, sydd â'r lleiaf o fynediad at gyfleoedd. I ormod o bobl ifanc, eu man geni sy'n pennu eu cyfleoedd a'u canlyniadau mewn bywyd o hyd, yn hytrach na'u galluoedd eu hunain. Pa gamau pellach y gallwch eu cymryd fel Gweinidog addysg i helpu i ddod â'r annhegwch hwn i ben?
English: Minister, you cannot improve educational outcome without providing the necessary number of teaching staff required by the schools. Recent figures show a shortfall of 40 per cent in reaching your own target for new secondary school trainee teachers. You have also missed your target for primary school trainee teachers for the third year running. Minister, what action are you taking to address the crisis in teacher recruitment in Wales, please?
Welsh: Weinidog, ni allwch wella canlyniadau addysgol heb ddarparu'r nifer angenrheidiol o staff addysgu sydd eu hangen ar yr ysgolion. Mae ffigurau diweddar yn dangos diffyg o 40 y cant rhag gallu cyrraedd eich targed eich hun ar gyfer athrawon dan hyfforddiant newydd mewn ysgolion uwchradd. Rydych hefyd wedi methu cyrraedd eich targed ar gyfer athrawon dan hyfforddiant mewn ysgolion cynradd am y drydedd flwyddyn yn olynol. Weinidog, pa gamau a gymerwch i fynd i'r afael â'r argyfwng recriwtio athrawon yng Nghymru, os gwelwch yn dda?
English: Teacher recruitment is challenging not just within Wales, but, actually, it's an international issue. The statistics that the Member refers to relate to the academic year 2017-18, and, since then, we have undertaken a major reform across initial teacher education. And whilst we have missed our targets with regard to full-time recruits to these programmes, applications to our graduate teacher programme for a route to qualification as a teacher is oversubscribed.
Welsh: Mae recriwtio athrawon yn heriol, nid yn unig yng Nghymru, ond mewn gwirionedd, mae'n broblem ryngwladol. Mae'r ystadegau y cyfeiria'r Aelod atynt yn ymwneud â blwyddyn academaidd 2017-18, ac ers hynny, rydym wedi diwygio addysg gychwynnol i athrawon yn sylweddol. Ac er ein bod wedi methu cyrraedd ein targedau recriwtio gweithwyr amser llawn i'r rhaglenni hyn, rydym wedi cael mwy o geisiadau i'n rhaglen athrawon graddedig am lwybr i gymhwyso fel athro na'r nifer o leoedd sydd ar gael.
English: You are aware of my concerns about your over-reliance on supply teaching firms. These firms usually charge schools exorbitant rates for providing teacher cover and only pass a small proportion of that on to the teacher commissioned. Now, I know we've discussed this before, but the question also needs considering from the point of view of providing teacher continuity for pupils. Of course, there'll be times when supply teachers are required, but I've received anecdotal evidence that supply teacher agencies pay no mind to ensuring that the teachers that are on their books stay the course during a specific teacher absence. A supply teacher recently contacted me to say that these consultants do not care about continuity of cover at all so long as they get their commission. Minister, are you aware of this issue and the consequences, and can you please tell us what you intend to do to remedy it?
Welsh: Rydych yn gwybod am fy mhryderon ynglŷn â'ch gorddibyniaeth ar gwmnïau athrawon cyflenwi. Mae'r cwmnïau hyn fel arfer yn codi prisiau afresymol ar ysgolion am ddarparu athrawon, a chyfran fach o hynny'n unig sy'n cael ei drosglwyddo ganddynt i'r athro a gomisiynwyd. Nawr, gwn ein bod wedi trafod hyn o'r blaen, ond mae angen ystyried y cwestiwn hefyd o safbwynt darparu parhad i ddisgyblion o ran athrawon. Wrth gwrs, bydd yna adegau pan fydd angen athrawon cyflenwi, ond rwyf wedi derbyn tystiolaeth anecdotaidd nad yw'r asiantaethau athrawon cyflenwi yn ystyried sicrhau bod yr athrawon sydd ar eu llyfrau yn aros am gyfnod llawn absenoldeb athro penodol. Cysylltodd athro cyflenwi â mi yn ddiweddar i ddweud nad yw'r ymgynghorwyr hyn yn poeni am barhad yn y ddarpariaeth gyflenwi o gwbl, cyn belled â'u bod yn cael eu comisiwn. Weinidog, a ydych yn ymwybodol o'r broblem hon, a'r canlyniadau, ac a allwch ddweud wrthym beth y bwriadwch ei wneud i unioni hyn?
English: Well, as the Member will be aware, we have a reform programme with regard to the practices of supply teacher agencies. The new framework will be on stream before the start of the new academic year, which will provide for minimum rates of pay for those staff employed by those agencies, better employment rights, guaranteed access to training. The Member makes a very good point with regard to continuity. Continuity of supply staff in schools is beneficial not only to those individual members of staff, but, crucially, to the pupils that they teach. And this is one of the benefits that we have been able to quantify as a result of our cluster supply model that we have constituted over the last two years, and we will continue to do what we can to ensure that, when supply is needed - and the Member is right; from time to time, it is needed - those that are providing that are well trained, well qualified and supported, and are able to deliver impactful lessons to students.
Welsh: Wel, fel y gŵyr yr Aelod, mae gennym raglen ddiwygio ar gyfer ymdrin ag arferion asiantaethau athrawon cyflenwi. Bydd y fframwaith newydd ar waith cyn dechrau'r flwyddyn academaidd newydd, a bydd yn darparu ar gyfer isafswm cyfraddau cyflog ar gyfer y staff a gyflogir gan yr asiantaethau hynny, hawliau cyflogaeth gwell, mynediad gwarantedig at hyfforddiant. Mae'r Aelod yn gwneud pwynt da iawn ynglŷn â pharhad. Mae parhad staff cyflenwi mewn ysgolion yn fuddiol, nid yn unig i'r aelodau unigol o staff, ond yn hollbwysig, i'r disgyblion y maent yn eu haddysgu. A dyma un o'r manteision rydym wedi gallu ei feintioli o ganlyniad i'r model cyflenwi clystyrau rydym wedi'i ddatblygu dros y ddwy flynedd ddiwethaf, a byddwn yn parhau i wneud yr hyn a allwn i sicrhau, pan fydd angen darpariaeth gyflenwi - ac mae'r Aelod yn llygad ei lle; o bryd i'w gilydd, mae angen gwneud hynny - fod y rhai sy'n ei darparu wedi'u hyfforddi'n dda, fod ganddynt gymwysterau da a'u bod yn cael eu cefnogi, a'u bod yn gallu darparu gwersi effeithiol i fyfyrwyr.
English: Diolch, Llywydd. Good afternoon, Minister. I see that you're going to be meeting your Scottish and UK Government higher education ministerial colleagues shortly - you may have already done it, I don't know - to discuss Brexit and the findings of the Augar review. The issue, of course, of funding post-16 education is devolved, but the systems in all these nations support competition between institutions across the UK, and with 40 per cent of Welsh university students already studying in England, with far less traffic coming the other way, I just wondered what your initial thoughts were on the review's findings on Welsh universities and colleges, were they to be implemented in England.
Welsh: Diolch, Lywydd. Prynhawn da, Weinidog. Rwy'n gweld y byddwch yn cyfarfod â'ch cyd-Weinidogion addysg uwch yn yr Alban a Llywodraeth y DU cyn bo hir - efallai eich bod eisoes wedi gwneud hynny, nid wyf yn gwybod - i drafod Brexit a chanfyddiadau adolygiad Augar. Mae mater ariannu addysg ôl-16 wedi'i ddatganoli, wrth gwrs, ond mae'r systemau yn yr holl wledydd hyn yn cefnogi cystadleuaeth rhwng sefydliadau ledled y DU, a chyda 40 y cant o fyfyrwyr prifysgol o Gymru eisoes yn astudio yn Lloegr, gyda llai o draffig o lawer yn dod y ffordd arall, tybed beth oedd eich meddyliau cyntaf ynglŷn â chanfyddiadau'r adolygiad ynghylch prifysgolion a cholegau Cymru, pe baent yn cael eu rhoi ar waith yn Lloegr.
English: Just to clarify for the Member, I meet regularly with my counterparts in Scotland and England. We have set up regular quadrilateral meetings at my request. And, despite assurances that were given to me at the last meeting by Minister Skidmore, it is disappointing that his civil servants did not feel able to properly brief my civil servants ahead of the publication of the Augar report, which is disappointing. I am, of course, aware of the contents of the report, and, in my letter to The Times earlier this week, I was very clear that any proposal for reform in England will inform but will not dictate the choices made by the Welsh Government. I am proud that Wales will continue to have the fairest, the most progressive and the most sustainable student support system in the UK, even if the Augar recommendations are implemented fully in England. But, given the chaos in the Government in England, who knows?
Welsh: Er mwyn egluro i'r Aelod, rwy'n cyfarfod yn rheolaidd â fy swyddogion cyfatebol yn yr Alban a Lloegr. Rydym wedi trefnu cyfarfodydd pedairochrog rheolaidd ar fy nghais. Ac er y sicrwydd a gefais yn y cyfarfod diwethaf gan y Gweinidog Skidmore, mae'n drueni nad oedd ei weision sifil yn teimlo y gallent friffio fy ngweision sifil yn iawn cyn cyhoeddi adroddiad Augar, sy'n siomedig. Rwy'n ymwybodol, wrth gwrs, o gynnwys yr adroddiad, ac yn fy llythyr i The Times yn gynharach yr wythnos hon, dywedais yn glir iawn y bydd unrhyw gynnig i ddiwygio yn Lloegr yn llywio'r dewisiadau a wneir gan Lywodraeth Cymru, ond nid yn eu pennu. Rwy'n falch y bydd Cymru yn parhau i fod â'r system decaf, fwyaf blaengar a mwyaf cynaliadwy i fyfyrwyr yn y DU, hyd yn oed os caiff argymhellion Augar eu rhoi ar waith llawn yn Lloegr. Ond o ystyried yr anhrefn yn y Llywodraeth yn Lloegr, pwy a ŵyr?
English: What a warm answer. I wasn't suggesting for a second that we should be following England's lead in this. I just wondered what the impact or what you thought the impact would be on Welsh universities of this particular review, and I don't think I've learned any more from this. One thing that Augar does say, though, in his review is that there are already differences between the nations' funding systems, so further divergence shouldn't be a problem. One of the areas where there isn't any divergence, as far as I can tell, is that the terms of repayment for student loans, even though the loans themselves are different here, especially in the way that maintenance costs are covered and subsidised - . If there is no divergence at the moment, and whether we agree or not on Augar's particular proposals, one thing he is trying to address is this question of the number of loans that are effectively written off or not paid off in full over time, and I'm just wondering what your current thinking is on this problem - how it can be addressed in a way that doesn't adversely impact upon university income or deter attendance.
Welsh: Am ateb gwresog. Nid oeddwn yn awgrymu am eiliad y dylem fod yn dilyn arweiniad Lloegr yn hyn o beth. Meddwl yr oeddwn tybed beth fyddai effaith, neu beth gredwch chi fyddai effaith yr adolygiad penodol hwn ar brifysgolion Cymru, ac nid wyf yn credu fy mod wedi dysgu mwy o hyn. Un peth y mae Augar yn ei ddweud yn ei adolygiad, fodd bynnag, yw bod gwahaniaethau i'w cael eisoes rhwng systemau ariannu'r gwledydd, felly ni ddylai gwahaniaethau pellach fod yn broblem. Un o'r meysydd lle na cheir unrhyw wahaniaeth, hyd y gwelaf, yw bod telerau ad-dalu benthyciadau myfyrwyr, er bod y benthyciadau eu hunain yn wahanol yma, yn enwedig o ran y ffordd y caiff costau cynhaliaeth eu cynnwys a'u sybsideiddio - . Os nad oes gwahaniaeth ar hyn o bryd, a ph'un a ydym yn cytuno ai peidio ar gynigion penodol Augar, un peth y mae'n ceisio mynd i'r afael ag ef yw'r cwestiwn ynghylch nifer y benthyciadau sy'n cael eu dileu i bob pwrpas neu nad ydynt yn cael eu talu'n llawn dros amser, a tybed beth yw eich barn ynglŷn â'r broblem hon ar hyn o bryd - sut y gellir mynd i'r afael â hi mewn ffordd nad yw'n cael effaith andwyol ar incwm prifysgolion nac yn atal pobl rhag mynd iddynt.
English: Well, the Member asks me what impact the Augar report, if it was to be implemented, would have on the Welsh higher education system. I would refer her to the comments that have been made by Cardiff University, and, indeed, University Wales, as the representative body of HE in our nation, who have issued briefs outlining their concerns at the content of the report, and their concerns about the financial impact of the recommendations are not a surprise, I'm sure, to any of us. Now, given the financial implications for Wales and the other devolved administrations, we have consistently and constantly reminded the UK Government of the potential of those implications or any amendments they decide to implement, and I will continue to do so whilst they are considering their formal response to Augar.
Welsh: Wel, mae'r Aelod yn gofyn i mi pa effaith y byddai adroddiad Augar, pe bai'n cael ei roi ar waith, yn ei chael ar system addysg uwch Cymru. Buaswn yn ei chyfeirio at y sylwadau a wnaed gan Brifysgol Caerdydd, ac yn wir, Prifysgol Cymru, fel corff cynrychioliadol AU yn ein gwlad, sydd wedi cyhoeddi briffiau yn amlinellu eu pryderon ynghylch cynnwys yr adroddiad, ac rwy'n siŵr nad yw eu pryderon ynghylch effaith ariannol yr argymhellion yn syndod i unrhyw un ohonom. Nawr, o gofio'r goblygiadau ariannol i Gymru a'r gweinyddiaethau datganoledig eraill, rydym wedi atgoffa Llywodraeth y DU yn gyson ac yn barhaus o botensial y goblygiadau hynny neu unrhyw newidiadau y maent yn penderfynu eu rhoi ar waith, a byddaf yn parhau i wneud hynny tra byddant yn ystyried eu hymateb ffurfiol i Augar.