techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: One of the major frustrations that I hear expressed by teachers, parents and schools is the shortage of devices in classrooms - the number of tablets or laptops that are available for pupils to use. I know from personal experience that many schools are now reliant on the voluntary efforts of parents and PTAs in raising funds to buy tablets and laptops. Now, that, of course, would account to having to rely, in our day, on voluntary contributions for paper and biros. Is that acceptable?
Welsh: Un o'r rhwystredigaethau mawr rydw i'n ei glywed gan athrawon, rhieni, ac ysgolion yw diffyg faint o ddyfeisiau sydd mewn ystafelloedd dosbarth - faint o dabledi neu faint o liniaduron sydd ar gael i ddisgyblion i'w defnyddio. Ac, wrth gwrs, rwy'n gwybod o brofiad personol fod nifer o ysgolion yn dibynnu nawr ar ymdrechion gwirfoddol rhieni, cymdeithasau rhieni, er enghraifft, i godi arian i brynu tabledi a gliniaduron digonol. Nawr, mae hynny, wrth gwrs, yn ein dyddiau ni, yn cyfateb i orfod dibynnu ar arian yn cael ei godi'n wirfoddol i brynu papur a beiros flynyddoedd yn ôl. A ydy hynny'n dderbyniol?
English: Thank you, Darren. Our national mission is to raise standards of education for our young people across the nation. We are developing new evaluation and improvement arrangements, which will further support school improvement, and I will update Members on those arrangements in the coming weeks.
Welsh: Diolch, Darren. Ein cenhadaeth genedlaethol yw codi safonau addysg i'n pobl ifanc ledled y wlad. Rydym yn datblygu trefniadau gwerthuso a gwella newydd, a fydd yn cefnogi gwelliant ysgolion ymhellach, a byddaf yn rhoi'r wybodaeth ddiweddaraf i'r Aelodau ynglŷn â'r trefniadau hynny yn ystod yr wythnosau nesaf.
English: Minister, you will no doubt have seen the report in the Western Mail on Monday, where there were comments from quite a number of headteachers and teaching unions expressing a great deal of concern about the pressure that they are under. It described people being exhausted, stressed, unable to switch off, and some headteachers turning to drink as a result of the pressure that your Government is putting on schools at the moment, not just in terms of the reform agenda that is currently under way, but also in terms of finances. And, of course, we know that there is a funding gap per pupil between England and Wales. That's culminating in headteachers taking prolonged periods of absence. The report suggested that, over a three-year period, around eight years and 10 months had been lost, at least, in headteacher absences across Wales, and 108 headteachers had been off for more than six weeks. This is a concerning backdrop at a time when your Government is seeking to improve school standards. So, what are you doing to reduce the pressure on headteachers, particularly given the shortage of applications that are coming in for new headship posts when they become vacant?
Welsh: Weinidog, heb os, byddwch wedi gweld yr adroddiad yn y Western Mail ddydd Llun, a oedd yn cynnwys sylwadau gan nifer fawr o benaethiaid ac undebau addysgu yn mynegi cryn bryder ynghylch y pwysau sydd arnynt. Dywedai fod pobl wedi ymlâdd, o dan straen, yn methu ag ymlacio, a rhai penaethiaid yn troi at alcohol o ganlyniad i'r pwysau y mae eich Llywodraeth yn ei roi ar ysgolion ar hyn o bryd, nid yn unig o ran yr agenda ddiwygio sydd ar waith ar hyn o bryd, ond hefyd o ran cyllid. Ac wrth gwrs, gwyddom fod bwlch cyllido fesul disgybl yn bodoli rhwng Cymru a Lloegr. Mae hynny'n arwain at benaethiaid ar gyfnodau hir o absenoldeb. Awgrymai'r adroddiad, dros gyfnod o dair blynedd, fod oddeutu wyth mlynedd a 10 mis wedi'u colli, o leiaf, mewn absenoldebau penaethiaid ledled Cymru, ac roedd 108 o benaethiaid wedi bod yn absennol am fwy na chwe wythnos. Mae hyn yn achos pryder mewn cyfnod pan fo'ch Llywodraeth yn ceisio gwella safonau ysgolion. Felly, beth rydych yn ei wneud i leihau'r pwysau ar benaethiaid, yn enwedig o ystyried prinder y ceisiadau am swyddi penaethiaid newydd pan fyddant yn dod yn wag?
English: Minister, would you agree with me that we should recognise and celebrate excellent standards of education in Wales, such as those provided by St Julian's Primary School in my constituency, which had an Estyn inspection in October of last year that assessed them as having excellence right across the board? It's a just-under 700 pupil primary school. It's a pioneer school in terms of digital competency and professional learning. I'd very much like to pay tribute to the staff, the school governors, the parents and the children, and I'm sure you'd like to do the same.
Welsh: Weinidog, a fyddech yn cytuno â mi y dylem gydnabod a dathlu safonau addysg rhagorol yng Nghymru, megis rhai Ysgol Gynradd Sant Julian yn fy etholaeth, a gafodd arolygiad gan Estyn ym mis Hydref y llynedd a asesodd eu bod yn rhagorol ym mhob categori? Mae'n ysgol gynradd ag ychydig o dan 700 o ddisgyblion. Mae'n ysgol arloesi o ran cymhwysedd digidol a dysgu proffesiynol. Hoffwn dalu teyrnged i'r staff, llywodraethwyr yr ysgol, y rhieni a'r plant, ac rwy'n siŵr yr hoffech chi wneud yr un peth.
English: John, you're absolutely right - we need to challenge underperformance where we find it in the Welsh education system, but we also need to recognise and celebrate success where we find it in the Welsh education system. Too often, we are ready to talk our teaching processionals and their efforts down. St Julian's Primary School - a school that I've had the privilege to visit to see the work that they are doing in terms of digital competency - is a fantastic school that does a wonderful, wonderful job for the children who attend. I would like to join you in paying tribute to the work of the headteacher and the team at St Julian's. Of course, I look forward to joining them, because, if they've been given 'excellent' by Estyn, they will be at the Estyn annual awards dinner and I will have a chance to congratulate them personally, which I will look forward to doing.
Welsh: John, rydych yn llygad eich lle - mae angen inni herio tangyflawniad pan y'i gwelwn yn y system addysg yng Nghymru, ond mae angen inni hefyd gydnabod a dathlu llwyddiant pan y'i gwelwn yn y system addysg yng Nghymru. Yn rhy aml, rydym yn barod i ladd ar ein gweithwyr addysgu proffesiynol a'u hymdrechion. Mae Ysgol Gynradd Sant Julian - ysgol rwyf wedi cael y fraint o ymweld â hi er mwyn gweld y gwaith a wnânt o ran cymhwysedd digidol - yn ysgol wych sy'n gwneud gwaith ardderchog ar gyfer y plant hynny sy'n ei mynychu. Hoffwn ymuno â chi i dalu teyrnged i waith y pennaeth a'r tîm yn ysgol Sant Julian. Wrth gwrs, edrychaf ymlaen at ymuno â hwy, oherwydd, os ydynt wedi cael dyfarniad 'rhagorol' gan Estyn, byddant yng nghinio gwobrau blynyddol Estyn, a chaf gyfle i'w llongyfarch wyneb yn wyneb, ac edrychaf ymlaen at wneud hynny.
English: A chance now for party spokespeople to ask questions. The Conservative spokesperson. Suzy Davies.
Welsh: Cyfle nawr i lefarwyr y pleidiau ofyn cwestiynau. Llefarydd y Ceidwadwyr, Suzy Davies.
English: Diolch yn fawr, Llywydd. I'm sure you're expecting me to return to the Western Mail report today, Minister, which I do. Darren Millar mentioned that school leaders are feeling exhausted and under threat and particularly 'unable to cope with impossible demands set from on high by a range of bureaucratic people'. After citing funding, which you probably would expect, and retention and recruitment problems, those headteachers added that the - and I'm quoting from them - 'the best education systems do not recruit talent and then constrain them with top-down policy or an overly centralisedschool leadership.' And, of course, as leader of the Welsh Liberal Democrats in the past, you will have agreed with the manifesto in 2016, which stated that, 'Teachers deliver the best results when they are given flexibility and support, not smothered by bureaucracy. We will provide more freedom for teachers and greater flexibility to our schools.' The National Academy for Educational Leadership - can you explain who is shaping and driving that to avoid any concerns that this too is about impossible demands set from on high by a range of bureaucratic people?
Welsh: Diolch yn fawr, Lywydd. Rwy'n siŵr eich bod yn disgwyl imi ddychwelyd at yr adroddiad yn y Western Mail heddiw, Weinidog, ac rwyf am wneud hynny. Soniodd Darren Millar fod arweinwyr ysgolion yn teimlo wedi ymlâdd ac o dan fygythiad ac yn fwyaf arbennig yn methu ymdopi â gofynion amhosibl a bennir oddi fry gan amrywiaeth o bobl fiwrocrataidd. Ar ôl nodi cyllid, a byddech yn disgwyl hynny, mae'n debyg, a phroblemau recriwtio a chadw staff, ychwanegodd y penaethiaid hyn - ac rwy'n eu dyfynnu - nad yw'r systemau addysg gorau yn recriwtio talent ac yn cyfyngu arnynt wedyn gyda pholisi o'r brig i'r bôn neu gydag arweinyddiaeth ysgolion wedi'i gor-ganoli. Ac wrth gwrs, fel arweinydd Democratiaid Rhyddfrydol Cymru yn y gorffennol, byddwch wedi cytuno gyda'r maniffesto yn 2016, a ddywedai, 'Mae athrawon yn cyflawni'r canlyniadau gorau pan gânt hyblygrwydd a chefnogaeth, nid eu llethu gan fiwrocratiaeth. Byddwn yn darparu mwy o ryddid i athrawon a mwy o hyblygrwydd i'n hysgolion.' Yr Academi Genedlaethol Arweinyddiaeth Addysgol - a allwch egluro pwy sy'n ei llunio ac yn ei llywio er mwyn osgoi unrhyw bryderon fod hyn hefyd yn ymwneud â gofynion amhosibl a bennir oddi fry gan amrywiaeth o bobl fiwrocrataidd?
English: My views have not changed since that manifesto was written. That's why we are reforming the curriculum, to move away from the tick-box expectations that we currently require our schools to undertake. That's why we are investing in support for self-evaluation for schools, so they themselves become the best judge of their own performance, because I believe that they are best placed then to understand where they are and how they can improve. That's why we're investing in class sizes, so that those teachers have the time that they need to spend with individual children, and that's why, indeed, we're investing in a National Academy for Educational Leadership to support our headteachers with the training and continuing professional learning so that they can be the very best they can be. I see no difference in that approach from what I would have taken if I was still sitting on that side of the Chamber. What we know is that, if we can build capacity within our own education system, that's the best way to deliver the national mission.
Welsh: Nid yw fy marn wedi newid ers i'r maniffesto gael ei ysgrifennu. Dyna pam rydym yn diwygio'r cwricwlwm, i ymbellhau oddi wrth y disgwyliadau ticio blychau rydym yn gofyn i'n hysgolion eu cyflawni ar hyn o bryd. Dyna pam rydym yn buddsoddi mewn cymorth hunanarfarnu ar gyfer ysgolion, fel mai hwy eu hunain a fydd orau am farnu eu perfformiad eu hunain, gan y credaf eu bod yn y sefyllfa orau wedyn i ddeall lle maent arni a sut y gallant wella. Dyna pam rydym yn buddsoddi mewn meintiau dosbarthiadau, er mwyn sicrhau bod gan yr athrawon hynny yr amser sydd ei angen arnynt i'w dreulio gyda phlant unigol, a dyna'n wir pam ein bod yn buddsoddi mewn Academi Genedlaethol Arweinyddiaeth Addysgol i gefnogi ein penaethiaid gyda'r hyfforddiant a'r dysgu proffesiynol parhaus fel y gallant fod y gorau y gallant fod. Ni welaf unrhyw wahaniaeth rhwng yr ymagwedd honno a'r ymagwedd a fyddai gennyf pe bawn yn dal i eistedd ar yr ochr honno i'r Siambr. Yr hyn a wyddom yw, os gallwn adeiladu capasiti o fewn ein system addysg ein hunain, dyna'r ffordd orau o gyflawni'r genhadaeth genedlaethol.
English: Well, I'm thinking that this should be an area of concern for you, then, because if the WLGA doesn't seem to understand what a teacher-designed system is going to look like, how on earth are they going to be able to help distribute the money that you're giving them now, through this ring-fenced system, to help encourage teachers to learn how to deliver a system that they themselves have designed but that the WLGA doesn't understand. Can we just move on now to the education improvement grant that you've decided to cut by 10 per cent this year? One of the key aims, of course, of the education improvement grant was to address learners' barriers to learning and to improve inclusion, which I'm sure we would all appreciate. In areas with high levels of Welsh language education, such as Gwynedd, it is entirely reasonable to foresee that one of the those barriers to education could be a lack of Welsh language skills for people moving into the area. When you took the decision to cut the education improvement grant, I wonder if you could explain to me what assessment was carried out to see what effect that decision would have on providers who were helping people moving to the area to improve their Welsh language skills in order to access their education. And also, on the United Nations Convention on the Rights of the Child and the rights of those children to an education, in making the cuts and in moving this service, I suspect that there's going to be a problem in evidencing the fact that children's right to an education is being properly observed. Thank you.
Welsh: Wel, credaf y dylai hyn fod yn achos pryder i chi, felly, oherwydd os nad ymddengys bod CLlLC yn deall sut y bydd system a gynlluniwyd gan athrawon yn edrych, sut ar y ddaear y gallant helpu i ddosbarthu'r arian rydych yn ei roi iddynt yn awr, drwy'r system a glustnodwyd, i helpu i annog athrawon i ddysgu sut i ddarparu system a luniwyd ganddynt hwy eu hunain ond nad yw CLlLC yn ei deall. A gawn ni symud ymlaen at y grant gwella addysg rydych wedi penderfynu ei leihau 10 y cant eleni? Un o brif nodau'r grant gwella addysg, wrth gwrs, oedd mynd i'r afael â rhwystrau dysgu i ddysgwyr a gwella cynhwysiant, ac rwy'n siŵr y byddai pob un ohonom yn gwerthfawrogi hynny. Mewn ardaloedd â lefelau uchel o addysg Gymraeg, fel Gwynedd, mae'n gwbl resymol rhagweld y gallai diffyg sgiliau Cymraeg fod yn un o'r rhwystrau hynny i addysg ar gyfer pobl sy'n symud i'r ardal. Pan wnaethoch y penderfyniad i dorri'r grant gwella addysg, tybed a allwch egluro i mi pa asesiad a gynhaliwyd i weld pa effaith y byddai'r penderfyniad hwnnw'n ei chael ar ddarparwyr a oedd yn helpu pobl sy'n symud i'r ardal i wella eu sgiliau yn y Gymraeg er mwyn cael mynediad at eu haddysg. A hefyd, o ran Confensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn a hawliau'r plant hynny i addysg, wrth wneud y toriadau hyn ac wrth symud y gwasanaeth hwn, rwy'n tybio y bydd yn creu problem o ran gallu dangos tystiolaeth fod hawl plant i addysg yn cael ei pharchu'n briodol. Diolch.
English: Presiding Officer, If I could correct the Member correct the Member, it is not the WLGA or local authorities that will decide how the professional learning moneys are spent. The moneys will be made available via a grant via individual local authorities. It is schools for themselves and headteachers themselves that will decide how their allocation for professional learning will be spent. It's not the WLGA or individual local authorities, although the money goes via that particular route. It is those headteachers and those individual schools who are best placed to understand the professional learning needs of their staff so that they can realise the curriculum. Tough choices, Presiding Officer, have to be made around budgets; these have been well rehearsed in the education committee. There is a balance to be struck between what money is made available to local authorities, which is of course where schools receive most of their funding from, and what grants are held centrally from Government. As I said, difficult decisions have to be made, but I am confident in the ability of both the authority in Gwynedd and the regional consortia and those that are committed to giving children the opportunity to learn Welsh language skills should they arrive in that county and that they will be able to do so successfully, and these issues have not been raised with me by Gwynedd.
Welsh: Lywydd, os caf gywiro'r Aelod, nid CLlLC neu'r awdurdodau lleol a fydd yn penderfynu sut y bydd yr arian dysgu proffesiynol yn cael ei wario. Bydd yr arian ar gael drwy grant drwy awdurdodau lleol unigol. Yr ysgolion eu hunain a'r penaethiaid eu hunain a fydd yn penderfynu sut y gwerir eu dyraniad ar gyfer dysgu proffesiynol. Nid CLlLC neu awdurdodau lleol unigol fydd yn gwneud hynny, er y bydd yr arian yn cael ei ddarparu drwy'r llwybr penodol hwnnw. Y penaethiaid hynny a'r ysgolion unigol hynny sydd yn y sefyllfa orau i ddeall anghenion dysgu proffesiynol eu staff fel y gallant wireddu'r cwricwlwm. Mae'n rhaid gwneud dewisiadau anodd ynglŷn â chyllidebau, Lywydd; mae'r rhain wedi eu hailadrodd sawl tro yn y pwyllgor addysg. Mae angen sicrhau cydbwysedd rhwng faint o arian a ryddheir i awdurdodau lleol, sef lle y caiff ysgolion y rhan fwyaf o'u cyllid, wrth gwrs, a pha grantiau a ddelir yn ganolog gan y Llywodraeth. Fel y dywedais, mae'n rhaid gwneud penderfyniadau anodd, ond mae gennyf hyder yng ngallu'r awdurdod yng Ngwynedd a'r consortia rhanbarthol a'r rheini sydd wedi ymrwymo i roi cyfle i blant ddysgu sgiliau iaith Gymraeg os byddant yn dod i'r sir honno, ac y byddant yn gallu gwneud hynny'n llwyddiannus, ac nid yw Gwynedd wedi codi'r materion hyn gyda mi.
English: Whilst Plaid Cymru has been supportive of some of the changes that you've made in relation to schools, when it comes to post-16 education, some of the people that I've talked to have said that they believe that the Government have taken their eye off the ball. Even the former Minister - I'm not sure of the title at the time - said that further education was not given a priority. Do you agree with that statement? Do you think that the Welsh Government have taken their eye off the ball?
Welsh: Er bod Plaid Cymru wedi bod yn gefnogol i rai o'r newidiadau rydych wedi'u gwneud mewn perthynas ag ysgolion, o ran addysg ôl-16, mae rhai o'r bobl rwyf wedi siarad â hwy wedi dweud eu bod yn credu bod y Llywodraeth wedi bod yn esgeulus. Mae hyd yn oed y cyn-Weinidog - nid wyf yn siŵr o'r teitl ar y pryd - wedi dweud na roddwyd blaenoriaeth i addysg bellach. A ydych yn cytuno gyda'r datganiad hwnnw? A ydych yn credu bod Llywodraeth Cymru wedi bod yn esgeulus?
English: Well, I am delighted to have now assumed responsibility for FE in the recent change to Cabinet responsibilities and I look forward to working really closely with ColegauCymru to ensure that FE, which is one of the stars of Welsh education in the provision that it provides, both in terms of traditional A-level courses or vocational courses or adult returner courses - it's a real strength within our system and I look forward very much to working alongside them. I'm very glad that, prior to Christmas, we were able to assist them with additional resources around issues with regard to pay for people who work so successfully in that sector.
Welsh: Wel, rwy'n falch iawn fy mod bellach yn gyfrifol am addysg bellach wedi'r newid diweddar i gyfrifoldebau'r Cabinet ac edrychaf ymlaen at weithio'n agos iawn gyda ColegauCymru i sicrhau bod addysg bellach, un o drysorau addysg Cymru o ran y ddarpariaeth y mae'n ei chynnig, o ran cyrsiau Safon Uwch traddodiadol neu gyrsiau galwedigaethol neu gyrsiau i oedolion sy'n dychwelyd i addysg - mae'n gryfder gwirioneddol yn ein system ac edrychaf ymlaen yn fawr iawn at weithio ochr yn ochr â hwy. Rwy'n falch iawn ein bod, cyn y Nadolig, wedi gallu eu cynorthwyo gydag adnoddau ychwanegol mewn perthynas â materion yn ymwneud â chyflogau i bobl sy'n gweithio mor llwyddiannus yn y sector hwnnw.
English: Thank you for the reply. I appreciate elements of this is new, but, obviously, higher education isn't new. We've seen major pressures in the college sector, strikes averted at the eleventh hour, but that doesn't take away from the fact that workload pressure is still a reality. We need to see progress on Hazelkorn and on FE legislation. Where is that in the round? There are major governance issues in higher education. We've seen the vice-chancellor of Bangor having left the post recently, and serious financial difficulties there and in Cardiff with £21 million of cutbacks. If the eye hasn't been taken off the ball, what are you doing to try and alleviate some of these issues that I've just outlined here today?
Welsh: Diolch am eich ateb. Rwy'n derbyn bod elfennau o hyn yn newydd, ond yn amlwg, nid yw addysg uwch yn newydd. Rydym wedi gweld pwysau sylweddol yn y sector colegau, gyda streiciau'n cael eu hosgoi ar y funud olaf, ond nid yw hynny'n tynnu dim oddi wrth y ffaith bod pwysau llwyth gwaith yn dal i fodoli. Mae angen inni weld cynnydd ar Hazelkorn ac ar ddeddfwriaeth addysg bellach. Lle mae hynny yn y darlun mawr? Ceir problemau llywodraethu sylweddol ym maes addysg uwch. Rydym wedi gweld is-ganghellor Bangor yn gadael ei swydd yn ddiweddar, a'r anawsterau ariannol difrifol yno ac yng Nghaerdydd gyda £21 miliwn o doriadau. Os nad ydych wedi bod yn esgeulus, beth rydych yn ei wneud i geisio lliniaru rhai o'r materion hyn rwyf newydd eu hamlinellu yma heddiw?
English: Well, of course, higher education institutions are autonomous bodies and they are responsible for how they run themselves and their financial viability. What we're doing about it is implementing the findings of the Diamond review, which will see us move to a much more sustainable way of funding HE in the future.
Welsh: Wel, wrth gwrs, mae sefydliadau addysg uwch yn gyrff annibynnol ac maent yn gyfrifol am y modd y maent yn rhedeg eu hunain a'u hyfywedd ariannol. Yr hyn rydym yn ei wneud am y peth yw rhoi canfyddiadau adolygiad Diamond ar waith, a fydd yn ein harwain at ddull llawer mwy cynaliadwy o ariannu addysg uwch yn y dyfodol.
English: Only this morning, at the economic development committee, we spent a great deal of time - I spent a great deal of time - being told of the importance of universities remaining autonomous institutions, without interference from the Government. There is an ongoing internal investigation being carried out by Swansea University, and it would be completely - completely - inappropriate for me to comment on the substance of that whilst that investigation is ongoing. HEFCW are in touch with Swansea University and carrying out an overview to satisfy themselves that things are being done properly, but it would be completely inappropriate for me, in this setting, to comment on an ongoing internal disciplinary investigation of an autonomous institution.
Welsh: Y bore yma, yn y pwyllgor datblygu economaidd, treuliasom gryn dipyn o amser - fe dreuliais gryn dipyn o amser - yn gwrando ar ba mor bwysig yw hi fod prifysgolion yn parhau'n sefydliadau annibynnol, heb ymyrraeth gan y Llywodraeth. Mae Prifysgol Abertawe yn cynnal ymchwiliad mewnol ar hyn o bryd, a byddai'n gwbl - yn gwbl - amhriodol imi wneud sylwadau ar hynny tra bo'r ymchwiliad yn mynd rhagddo. Mae CCAUC mewn cysylltiad â Phrifysgol Abertawe ac yn cynnal trosolwg i fodloni eu hunain fod pethau'n cael eu gwneud yn gywir, ond byddai'n gwbl amhriodol i mi, yn y lle hwn, roi sylwadau ar ymchwiliad disgyblu mewnol sydd ar y gweill mewn sefydliad annibynnol.
English: Thank you, Presiding Officer. The children's commissioner and anti-bullying charities have called for statutory recording of all bullying incidents. The Welsh Government said in 2017 that it was reviewing the policy. Have you finished the review yet? If not, why has it been taking so long?
Welsh: Diolch, Lywydd. Mae'r comisiynydd plant ac elusennau gwrthfwlio wedi galw am gofnodi pob achos o fwlio yn statudol. Yn 2017, dywedodd Llywodraeth Cymru ei bod yn adolygu'r polisi. A ydych wedi gorffen yr adolygiad eto? Os nad ydych, pam ei bod wedi cymryd cymaint o amser?
English: We are currently carrying out and in the middle of - I'm surprised the Member isn't aware - we are currently in the middle of a public consultation on future anti-bullying strategies in Welsh education. That consultation is ongoing at this moment.
Welsh: Ar hyn o bryd, rydym wrthi'n cynnal - rwy'n synnu nad yw'r Aelod yn gwybod - rydym wrthi'n cynnal ymgynghoriad cyhoeddus ar strategaethau gwrthfwlio ar gyfer y dyfodol yn y maes addysg yng Nghymru. Mae'r ymgynghoriad hwnnw'n mynd rhagddo ar hyn o bryd.