techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I would say that we need to be careful in looking at this - are we looking at the Welsh bac or the skills challenge certificate? Because that's where the skills will be that the employer will want. The Welsh bac is a kind of umbrella over all these additional qualifications. The skills the employers are looking for are the skills challenge certificate.
Welsh: Buaswn i'n dweud mai angen bod yn ofalus fel rŷm ni'n edrych ar hyn - a ydym ni'n edrych ar y fagloriaeth ynteu'r dystysgrif her sgiliau? Achos fanna mae'r sgiliau mae'r cyflogwr yn mynd i fod eu heisiau. Mae'r fagloriaeth fath â'r ymbarél, onid ydy, dros yr holl gymwysterau ychwanegol hefyd. Y sgiliau, hwyrach, mae'r cyflogwr yn mynd ar eu hôl ydy'r dystysgrif her.
English: I would imagine that skills are important: the skills of good communication, application of number and so on, IT, digital competence - everything they learn through the skills challenge certificate. That's what's important.
Welsh: Buaswn i'n meddwl bod sgiliau'n bwysig, bod y disgybl yn gallu cyfathrebu'n dda, defnydd o rif ac yn y blaen, pob peth - technoleg gwybodaeth, cymhwysedd digidol, bob peth maen nhw'n datblygu trwy'r dystysgrif her. Hynny sy'n bwysig.
English: I would think so, yes.
Welsh: Buaswn i'n meddwl, ie.
English: Inconsistency can occur within universities too, and it can vary from subject to subject and department to department. So, while some departments will accept it and welcome it, another department will reject it and won't take it into consideration. So, there is great inconsistency.
Welsh: Mae anghysondeb yn gallu bod tu fewn i brifysgolion hefyd, ac mae'n gallu amrywio o adran i adran a phwnc i bwnc. Felly, mi fydd un adran ac un pwnc yn derbyn y fagloriaeth a'i chroesawu hi, ac adran arall yn ei gwrthod hi neu ddim yn ei chymryd hi i ystyriaeth. Mae'r anghysondeb yn fawr iawn.
English: I'm not sure whether it's an issue of communication and understanding, or more to do with the nature of the skills and that the nature of the skills is more relevant, perhaps, to some subjects and some pathways than others.
Welsh: Nid wyf yn gwybod ai mater o gyfathrebu yw hi a dealltwriaeth, neu a ydy'n ymwneud mwy â natur y sgiliau a bod natur y sgiliau yn fwy perthnasol, efallai, i rai pynciau a llwybrau nag eraill.
English: From personal experience, I've seen examples where universities have given an offer of three A-levels or a second option where they give three A-levels at slightly lower grades and they'll accept the bac in addition to that -
Welsh: O brofiad personol, rydw i wedi gweld enghreifftiau lle mae prifysgolion wedi rhoi cynnig tair lefel A neu ail opsiwn lle maen nhw'n rhoi tair lefel A hwyrach â graddau ychydig bach yn is ac yn derbyn y fagloriaeth yn ychwanegol -
English: I have seen that, too.
Welsh: Rwyf wedi gweld hynny hefyd.
English: - together and accept pupils. So, they have the offer beforehand, so they've understood the content of the bac and see it as something positive, and not -
Welsh: - ar y cyd ac yn derbyn disgyblion. Felly, maen nhw'n cael y cynnig ymlaen llaw, so maen nhw wedi deall cynnwys y fagloriaeth ac yn ei gweld fel rhywbeth positif, nid fel rhyw fath o -
English: Together.
Welsh: Gyda'i gilydd.
English: Yes, and give those different options, where other universities have accepted it as an A-level. So, it's difficult to know.
Welsh: Ie, ac yn rhoi'r gwahanol opsiynau, lle mae yna brifysgolion eraill sydd wedi ei derbyn fel lefel A. Wedyn, mae'n anodd gwybod.
English: Yes, I understand that. Thank you very much, anyway.
Welsh: Na, na, rwy'n deall hynny. Diolch yn fawr, beth bynnag.
English: Yes. That is, in a way, we're talking about the skills challenge certificate, and not the wider baccalaureate. It's a very different qualification to A-levels or BTECs or anything else, and, in a way, asking whether it's as rigorous as the others is coming at it from the wrong direction, because it's not an issue of learning information. The emphasis is very different, isn't it? It's about giving more freedom to the individual and creating more rounded individuals who make decisions about which direction they want to go in in terms of projects and so forth, and developing skills - there's more emphasis on developing skills. So, while we need some kind of parity in terms of respect and status, it's never going to be the same; fundamentally, it's a different animal.
Welsh: Ie. Hynny yw, mewn ffordd, fan hyn rŷm ni'n siarad am y dystysgrif her sgiliau, onid ydym ni, ac nid y fagloriaeth ehangach. Mae hi'n gymhwyster hollol wahanol i lefel A, neu BTEC neu unrhyw beth arall, ac, mewn ffordd, mae gofyn a ydy hi mor rigorous â'r lleill bron yn dod at y peth o gyfeiriad anghywir, oherwydd nid yw'n fater o ddysgu gwybodaeth. Mae'r pwyslais yn hollol wahanol, onid yw e? Mae e ynglŷn â rhoi mwy o ryddid i'r unigolyn a chreu unigolion mwy crwn ac maen nhw'n gwneud penderfyniadau ynglŷn ag i ba gyfeiriad maen nhw eisiau mynd ar gyfer y prosiect, a datblygu sgiliau - mae lot mwy o bwyslais ar ddatblygu sgiliau. Felly, tra bod angen rhyw fath o gyfatebolrwydd o ran parch a statws, nid yw hi byth yn mynd i fod yr un fath; mae hi, yn ei hanfod, yn rhywbeth - mae'n greadur hollol wahanol.
English: I would imagine that it all comes back to how it's presented within schools, and how much time is allocated to it. Some schools allocate a specific time on the timetable each week, where it's taught well, there is co-ordination and there's a direction to it, whereas others try to stuff it into registration time or collapse the timetable for a day or two to try to do it in an artificial way, rather than it developing naturally and then the children see it as a kind of strength in themselves and develop the skills. So, it comes back to how it's presented.
Welsh: Buaswn i'n meddwl ei fod i gyd yn dod yn ôl at sut mae'n cael ei chyflwyno o fewn yr ysgol a faint o amser sy'n cael ei roi iddi hi. Mae rhai ysgolion yn rhoi amser penodol ar yr amserlen bob wythnos lle mae hi'n cael ei dysgu'n dda, mae yna gydlynu ac mae yna gyfeiriad iddi hi, lle mae yna rai eraill wedyn sy'n trio ei stwffio hi i mewn i amser cofrestru'r bore neu 'collapse-io' amserlen am ddiwrnod neu ddau i drio'i gwneud hi mewn ffordd artiffisial yn hytrach bod y peth yn datblygu'n naturiol, a bod plant wedyn yn ei gweld hi fel cryfder ynddyn nhw ac yn datblygu sgiliau. Mae e i gyd yn dod nôl at sut mae'n cael ei chyflwyno.
English: Yes, I just wanted to drill deeper into this inconsistency that you're talking about across schools, and the fact that it depends on the leadership to a great extent, in terms of whether it cascades down. That's true generally in the sphere of education, isn't it? Do you think that those schools who do engage with the Welsh bac are successful schools in other areas as well? Is the school leadership strong around the rest of the curriculum?
Welsh: Ie, roeddwn i jest eisiau mynd tipyn bach yn ddyfnach i mewn i'r anghysondeb yma rydych chi'n sôn amdano fo ar draws ysgolion a'r ffaith ei fod yn dibynnu ar yr arweinyddiaeth i raddau helaeth, os ydy o'n rhaeadru i lawr. Mae hynny'n wir yn gyffredinol yn y byd addysg, beth bynnag. A ydych chi'n gweld bod yr ysgolion hynny sydd yn ' engage -o' efo'r fagloriaeth yn ysgolion llwyddiannus mewn meysydd eraill hefyd? A ydy'r arweinyddiaeth yna'n gref o gwmpas gweddill y cwricwlwm hefyd?
English: What's difficult, I think, as some people have already said, is that some pupils don't appreciate the skills that they have developed until further on, so what they learn in key stage 4 perhaps doesn't bear fruit properly until they get to post 16, and they see the value of and they use those skills again.
Welsh: Beth sy'n anodd, rydw i'n meddwl, ydy, fel mae rhai pobl wedi dweud yn barod, nid ydy rhai disgyblion yn gwerthfawrogi'r sgiliau maen nhw wedi eu datblygu tan ymhellach ymlaen, so mae beth maen nhw'n ei ddysgu yng nghyfnod allweddol 4 hwyrach ddim yn dwyn ffrwyth go iawn tan maen nhw'n cyrraedd ôl-16 ac maen nhw'n gweld ei werth o, ac maen nhw'n defnyddio'r sgiliau yna unwaith eto.
English: But I'm pursuing the leadership - the school leaders. Are they good school leaders across the school? Does Estyn praise those schools who are good with the bac generally, anyway? I think that's a very fair question to ask - but maybe you can't answer it - as I do think it's important.
Welsh: Ond mynd ar ôl yr arweinwyr ydw i, rŵan - yr arweinwyr yn yr ysgol. A ydyn nhw'n arweinwyr da ar draws yr ysgol? A ydy Estyn yn canmol yr ysgolion hynny sydd yn dda efo'r bac yn gyffredinol, beth bynnag, felly? Rydw i'n meddwl bod hwnnw'n gwestiwn digon teg i'w ofyn - ond efallai nad ydych gallu ei ateb o - achos rydw i'n meddwl ei fod o'n bwysig.
English: No, I agree.
Welsh: Na, rwy'n cytuno.
English: Because it is so different, I don't think that those skills that are developed in the skills challenge currently, as GCSEs and A-levels are at the moment - . I don't think that those skills are necessarily developed in other areas. Currently, I think that it is in the skills challenge that they sit. And in looking to the future, if there were some reform of other qualifications - GCSE and A-level - as a result of the new curriculum, for example, then you would imagine more of the skills that are currently developed as part of skills challenge Wales coming into these other qualifications. I think that there are quite interesting questions to be asked at the moment regarding how the new curriculum will bridge into key stage 4 and qualifications, and perhaps it's worth us starting to think about skills challenge Wales as something that is already better matched with the new curriculum that's on its way, as something that could facilitate that process of bridging from where we are now in terms of the curriculum and qualifications to where we want to be within five years.
Welsh: Oherwydd ei bod hi mor wahanol, nid wyf yn credu efallai fod y sgiliau sy'n cael eu meithrin yn her sgiliau Cymru ar hyn o bryd, fel mae TGAU ar hyn o bryd a safon uwch ar hyn o bryd - . Nid wyf i'n credu bod y sgiliau yna o reidrwydd yn cael eu meithrin mewn llefydd eraill. Felly, ar hyn o bryd, rwy'n credu mai yn yr her sgiliau maen nhw'n eistedd. Hynny yw, wrth edrych i'r dyfodol, a phetai yna ddiwygio'r cymwysterau eraill - TGAU a safon uwch - efallai yn sgil y cwricwlwm newydd, er enghraifft, mi fyddai rhywun yn gallu dychmygu mwy o'r sgiliau sy'n cael eu datblygu ar hyn o bryd yn her sgiliau Cymru yn dod mewn i'r cymwysterau eraill. Rydw i'n credu bod yna gwestiynau eithaf diddorol i'w gofyn ar hyn o bryd ynghylch sut mae'r cwricwlwm newydd yn mynd i bontio mewn i gyfnod allweddol 4 a chymwysterau, ac efallai ei fod yn werth inni fod yn meddwl am her sgiliau Cymru fel rhywbeth sydd eisoes yn fwy cydnaws â'r cwricwlwm newydd sydd ar ei ffordd, ac fel rhywbeth fyddai'n gallu hwyluso'r broses yna o bontio o le'r ydym ni nawr o ran cwricwlwm a chymwysterau i le rydym ni eisiau bod ymhen pum mlynedd.
English: I do think that they are, because there's no pressure to learn content for skills challenge Wales as much, it gives that freedom to develop skills, and also more freedom for individuals to decide their own journey. So, it gives a little more space and opportunities, which perhaps aren't as possible when you're learning a curriculum that's full of content and you have to go through everything that's connected with a specific subject.
Welsh: Rydw i'n credu eu bod nhw, oherwydd bod yna ddim pwysau i ddysgu cynnwys ar gyfer her sgiliau Cymru gymaint, mae'n rhoi'r rhyddid yna ar gyfer datblygu sgiliau, a hefyd mwy o ryddid i'r unigolion i benderfynu ar eu trywydd eu hun. Mae e jest yn rhoi tipyn bach yn fwy o ofod a chyfleoedd sydd ddim wir yn bosib pan ŷch chi'n dysgu cwricwlwm llawn cynnwys ac mae'n rhaid ichi fynd drwy bopeth sydd ynghlwm wrth bwnc penodol.
English: Sorry, I've changed to English immediately. It does vary from university to university, from course to course. I've even had a situation where they say that they accept the Welsh bac, but have never had to make that decision because the students have reached the expected grade via their A-levels. They've never had to make that decision. But, in terms of Liverpool universities and so forth in the north, they also accept the Welsh bac.
Welsh: Sori, rydw i wedi newid i'r Saesneg yn syth. Mae'n amrywio o brifysgol i brifysgol, o gwrs i gwrs. Rydw i hyd yn oed wedi cael sefyllfa lle maen nhw'n dweud eu bod nhw'n derbyn y fagloriaeth, ond erioed wedi gorfod gwneud y penderfyniad hwnnw achos bod y disgyblion wedi cyrraedd y disgwyliadau efo'u lefel A. Nid ydyn nhw erioed wedi gorfod gwneud y penderfyniad. Ond, o ran prifysgolion Lerpwl ac yn y blaen yn y gogledd, maen nhw hefyd yn derbyn y fagloriaeth.
English: I'd like to ask Rebecca why you say that the bac should be mandatory, despite the fact - I'm just going to the evidence here:
Welsh: Rwyf i eisiau gofyn i Rebecca pam ydych chi'n dweud y dylai'r fagloriaeth fod yn orfodol, er y ffaith bod - rwyf i jest yn mynd i'r dystiolaeth yma:
English: Yes, so, our concern is the inconsistency, in a way. I think that one of the places where the inconsistency derives from is the fact that the Welsh Government say that they want and expect it to be universally adopted, but then do nothing to promote that. Pupils do go across the border, that's one aspect of this, but it happens within Wales as well. There are schools who do it on a compulsory basis, post 16, and schools that don't. And there are further education institutions who, on the whole, don't do it on a compulsory basis, but because of the funding situation as well, post 16, it is a battle for post-16 students. Everyone wants them, and everyone is doing everything they can to attract those students, whether they're in sixth forms or in FEIs. And the Welsh bac is used in that battle. It's a weapon in that battle.
Welsh: Ie, wel, yr hyn sy'n ein poeni ni yw'r anghysondeb mewn ffordd. Ac rwy'n credu mai un o'r llefydd lle mae'r anghysondeb yn tarddu yw'r ffaith bod Llywodraeth Cymru yn dweud eu bod nhw eisiau ac yn disgwyl iddi hi gael ei mabwysiadu'n gyffredinol - yr universal adoption yma, ond yn gwneud dim i hyrwyddo hynny wir. Hynny yw, mae disgyblion yn mynd dros y ffin yn un agwedd ohoni, ond mae'n digwydd o fewn Cymru hefyd. Felly, mae yna ysgolion sydd yn ei gwneud hi'n orfodol, ôl-16, ac ysgolion sydd ddim. Mae yna golegau addysg bellach sydd, ar y cyfan, ddim yn ei wneud e'n orfodol. Ac, wedyn, oherwydd y sefyllfa ariannu hefyd, ôl-16, hynny yw, mae'n frwydr am fyfyrwyr ôl-16; mae pawb eisiau nhw, ac mae pawb yn gwneud popeth y gallan nhw i gael y disgyblion yna atyn nhw, boed yn ddosbarthiadau chwech, neu'n golegau addysg bellach. Ac mae'r fagloriaeth yn cael ei defnyddio yn y frwydr. Mae hi'n arf yn y frwydr.
English: Negatively, or in a positive way?
Welsh: Yn negyddol, yntau mewn ffordd bositif?
English: Well, they say, 'Come to us, you don't have to do the Welsh bac or you can choose to do it if you want, but you don't have to do it.' And it is a recruitment tool. It's complex, isn't it, because everything we've discussed already, in terms of whether students see its value or not, and whether they see its value in the moment when they are making their choices, plays into that battle as well. But we do know that that is happening. And I don't know why, but, generally, Welsh-medium secondary schools have been very keen and been in favour of the Welsh bac, and, on the whole, have adopted it and made it compulsory. And the concern at present is that nearby English-medium schools attract those pupils by saying, 'It's not compulsory, come to us', or the colleges, and we're losing Welsh-medium pupils because of that.
Welsh: Drwy ddweud, 'Dewch atom ni, does dim rhaid i chi wneud y fagloriaeth neu cewch chi ddewis; cewch chi ei gwneud hi os ŷch chi'n moyn, ond does dim rhaid i chi ei gwneud hi.' Ac mae'n mynd yn arf recriwtio. Wrth gwrs, mae'n gymhleth, onid yw e, achos mae'r holl bethau rydym ni wedi'u trafod yn barod ynglŷn ag a yw myfyrwyr yn gweld ei gwerth hi neu beidio, ac ydyn nhw'n gweld ei gwerth hi yn y foment yna pan maen nhw'n gwneud eu dewisiadau, yn chwarae mewn i'r frwydr yna hefyd. Ond rydym ni'n gwybod bod hynny'n digwydd. Ac, nid wyf i'n gwybod pam, ond yn gyffredinol, mae ysgolion uwchradd cyfrwng Cymraeg wedi bod yn frwd iawn o blaid y fagloriaeth ac, ar y cyfan, yn ei mabwysiadu hi ac yn ei gwneud hi'n orfodol. A'r pryder ar hyn o bryd yw bod yna ysgolion cyfrwng Saesneg cyfagos sydd yn denu'r disgyblion hynny drwy ddweud, 'Nid yw hi'n orfodol, dewch atom ni', neu'r colegau, ac rydym ni'n colli disgyblion o addysg cyfrwng Cymraeg oherwydd hynny hefyd -
English: Yes, totally unintended. But it is happening, and it is a great concern for our members, in terms of losing numbers within their schools, of course, from a selfish perspective, so to speak, but also, from the perspective of losing Welsh-medium pupils, and the implications of that, in terms of the individuals, but also the Welsh Government's policy, and the million Welsh speakers in 2050. So, that's the backdrop for our position. If the Government says that they want this to be universally adopted, well, they have to do something about that, and not just let every institution make that choice without any kind of sanction or incentive. One disappointment is that the new performance measures have been published for the post-16 sector and for the first time they are consistent between FEIs and sixth forms. There are advantages to that, of course, in terms of research and statistics, but there's nothing in the performance measures that's going to incentivise any institutions to do the Welsh bac. So, there is a role for the Welsh bac, but they're going to measure the attainment among those who've registered to do the Welsh bac. There's nothing there that measures how many of that entire cohort are doing the Welsh bac. So, there's a golden opportunity that's been missed there not to make it compulsory, but to put incentives in place for institutions to promote the Welsh bac and encourage pupils to do it.
Welsh: Hollol unitended ydy, hollol anfwriadol. Ond mae e'n digwydd, ac mae'n fater o bryder mawr i'n haelodau ni o ran colli niferoedd o fewn eu hysgolion, wrth gwrs, o safbwynt hunanol, gallech chi ddweud, ond hefyd, o safbwynt colli disgyblion o addysg cyfrwng Cymraeg, hynny yw, a goblygiadau hynny o ran yr unigolion, ond polisi Llywodraeth Cymru hefyd, a'r filiwn o siaradwyr erbyn 2050. Felly, dyna'r cefndir i'n safbwynt ni. Os yw'r Llywodraeth yn dweud eu bod nhw eisiau i hon gael ei mabwysiadu'n gyffredinol, mae'n rhaid gwneud rhywbeth am hynny, a pheidio â gadael i bob un sefydliad unigol wneud y dewis heb unrhyw fath o naill ai gosb neu gymhelliad. Un siomedigaeth yw bod y mesurau perfformiad newydd wedi cael eu cyhoeddi ar gyfer y sector ôl-16 ac, am y tro cyntaf, maen nhw'n gyson rhwng colegau addysg bellach a dosbarthiadau chwech. Mae yna fanteision i hynny, wrth gwrs, o ran ymchwil ac ystadegau, ond nid oes yna ddim byd yn y mesurau perfformiad newydd yna sydd yn mynd i gymell unrhyw sefydliad i wneud y fagloriaeth. Felly, mae yna rôl i'r fagloriaeth, ond maen nhw'n mynd i fesur y cyflawniad o blith y rhai sydd wedi cofrestru i wneud y fagloriaeth. Nid oes yna ddim byd yna sydd yn mesur faint o'r cohort cyfan sydd yn gwneud y fagloriaeth. Felly, mae yna gyfle euraidd fanna wedi'i golli i nid ei wneud e'n orfodol, ond rhoi cymhellion i sefydliadau i hyrwyddo'r fagloriaeth ac annog disgyblion i'w wneud.
English: I think that there are geographical patterns. I don't have statistics. Research would have to be done in that area and perhaps that will be done by Qualifications Wales, but I think there are patterns. In general, I think that north Wales is more likely to make it compulsory but there are pockets -
Welsh: Rwy'n credu bod yna batrymau daearyddol. Nid oes gen i ystadegau. Bydd rhaid gwneud ymchwil fanna ac efallai y bydd Cymwysterau Cymru yn ei wneud, ond rwy'n credu bod yna. Rwy'n credu'n gyffredinol fod y gogledd yn fwy tebygol o'i wneud e'n orfodol ond mae yna bocedi -
English: I'm looking for why that is as well.
Welsh: Rwy'n chwilio 'pam' hefyd o dan hynny.
English: Well, I'm not sure why - leadership perhaps, consortia; I'm not sure. But it is worth looking into it in more detail.
Welsh: Nid ydw i'n siŵr pam - arweinyddiaeth efallai, consortia; nid ydw i'n siŵr iawn. Mae'n werth edrych i mewn iddo fe'n fwy, rwy'n credu.
English: I think we are a long way from that and there's a possibility that we'll go backwards, because those schools that have been promoting it are now perhaps, as a result of losing pupils to those schools who don't, not making it compulsory when it had been compulsory thus far. So, I think things could slip backwards.
Welsh: Rwy'n credu ein bod ni'n bell iawn o hynny ac mae posibilrwydd y byddem ni'n mynd am yn ôl, rwy'n credu, oherwydd mae'r ysgolion sydd wedi bod yn ei hyrwyddo fe, nawr, oherwydd eu bod nhw'n colli disgyblion i ysgolion sydd ddim, efallai yn ei wneud e ddim yn orfodol ble mae e wedi bod yn orfodol hyd yma. Felly, mi allai pethau lithro am yn ôl.
English: Yes, I'd agree with that.
Welsh: Ie, buaswn i'n cytuno.
English: It's difficult when schools are facing regular cuts and then a lack of funding leads to inconsistency in terms of funding the bac from school to school. Even training - do schools have money to send people on training? They can't send the whole team on training, and then, perhaps, there will be one person who'll go and have to cascade information back. It's not quite the same as going there yourself and having the training yourself, which then makes it difficult. And also staff turnover - the staff change from year to year. We need that regular training, which becomes expensive, and it's money that could be used to fund resources et cetera within school for presenting the baccalaureate. So, it's very difficult for management teams to achieve that balance.
Welsh: Mae'n anodd iawn pan fydd ysgolion yn wynebu toriadau cyson ac wedyn mae diffyg arian yn arwain at anghysondeb wrth ariannu'r fagloriaeth o ysgol i ysgol. Hyd yn oed hyfforddiant - a oes gan ysgolion bres i yrru pobl ar hyfforddiant ac yn y blaen? Allan nhw ddim gyrru'r tîm cyfan ar hyfforddiant, a hwyrach fod yna un person yn mynd, ac wedyn yn gorfod rhaeadru gwybodaeth yn ôl. Nid ydy o cweit yr un fath â mynd yno eich hun a chael yr hyfforddiant, sy'n ei wneud o'n anodd wedyn. A hefyd mae'r staff yn newid o flwyddyn i flwyddyn. Mae angen yr hyfforddiant cyson, sy'n mynd yn ddrud, ac mae'n bres a fuasai'n gallu cael ei ddefnyddio i ariannu adnoddau ac yn y blaen o fewn yr ysgol ar gyfer cyflwyno'r fagloriaeth. Felly, mae'n anodd iawn i dimau rheoli gael y cydbwysedd.
English: In the best scenarios, the management team would sit down with co-ordinators and ask, 'Who do you want to present the Welsh bac?' That's the ideal world. I know it doesn't happen everywhere, but I've been fortunate as a co-ordinator to have had that situation. But it's not possible every year to have a staff stably in place and there is change. And that then becomes a challenge in itself, trying to train someone new on an annual basis to present something that they've never presented before, and to ensure that they're comfortable before they stand in front of a class. It's difficult.
Welsh: Buaswn i'n dweud, yn y sefyllfaoedd gorau, mae'r tîm rheoli'n eistedd i lawr hefo cydlynwyr ac yn gofyn, 'Pwy ydych chi eisiau i gyflwyno'r fagloriaeth?' Hwnnw ydy'r byd delfrydol. Rydw i'n gwybod nad ydy o'n digwydd ym mhob man, ond rydw i wedi bod yn ffodus, fel cydlynydd - rydw i wedi cael y sefyllfa yna. Ond nid ydy o'n bosibl bob blwyddyn i gael staff sefydlog, ac mae yna newid. Ac mae hynny wedyn yn mynd yn her ynddi'i hun, yn trio hyfforddi rhywun o'r newydd yn flynyddol i gyflwyno rhywbeth nad ydyn nhw erioed wedi ei gyflwyno o'r blaen, a thrio sicrhau wedyn eu bod nhw'n gyfforddus cyn eu bod nhw'n sefyll o flaen dosbarth. Mae'n anodd.