English: Thank you, Minister, for that statement. I'd like to endorse your tribute to Aled Roberts. I attended the British-Irish Parliamentary Assembly with Sam Kurtz over the past few days, and I have to say that there were so many heartfelt tributes across the two islands - people who had met Aled when he'd given evidence before them in 2019 and who admire what we do here in Wales. But, specifically, he himself had made a huge impression on them and it encouraged other Governments to consider how they could take action and how they could emulate some of the excellent things that he was leading, and it was good to see that recognised. In terms of this report, it's interesting to look back at 2020-21, and some of the challenges come through in this report. But, certainly, the next report is the one that will give us an overview in terms of the impact of the pandemic on the Welsh language. Certainly, I'm a huge fan of infographics, and there are wonderful stories being told in the inforgraphics on the plan, in terms of the numbers involved with online learning in terms of learning Welsh. We know of the numbers using Duolingo, and that desire is there for some people, having more time at home, to become involved with the language, and that's to be welcomed. But at the other extreme, you have those challenges with young learners. I know that in the area that I represent, in Rhondda Cynon Taf, where it is a huge challenge, in terms of the target to reach a million Welsh speakers, we see the impact of the pandemic already, with parents making that difficult choice to remove their children from Welsh-medium education because they saw that, perhaps, they'd fallen behind, they were concerned about their development and so on. At the moment, not all councils consistently measure why an individual leaves Welsh-medium education and what the reasons for that are. In the past, we've discussed the need to understand that better so that we can know how we can intervene. I think that one of the major challenges for us, in terms of having an ambitious target, is to understand why, if you've made that choice of Welsh-medium education, you don't continue with that pathway. We need to understand that, I think. Certainly, it's all quite anecdotal at the moment. There are a number of inconsistencies that I've also discussed with you in the past, in terms of access to Welsh-medium education. It's one thing to have a right, but the idea of access is extremely important. If you can't also access breakfast clubs or after-school clubs, if that Welsh-medium school isn't within walking distance and if your parents or carers don't have a car to take you to that school, then there are significant challenges. That's one of the things with the twenty-first century school model and the new campuses. Yes, there are huge investments, but there are still problems in terms of consistency of access. The same is true in terms of immersion and additional learning needs. There isn't equality at the moment. And yes, I agree with you: yes, we could form a recitation group stating that the Welsh language belongs to everyone. That's something that everyone seemed to be nodding to in terms of Eisteddfod T and Amgen and so on and so forth. But it is something that we need to say, and say in English, and mean too. It's one thing that it belongs to everyone, but everyone needs to have a real right to become engaged with the language in the way of their choice. I endorse Sam Kurtz's points in terms of the announcement made by Qualifications Wales on the two different qualifications - I welcome it. There are so many things in the agreement between the Welsh Government and Plaid Cymru that will work towards the target of 1 million Welsh speakers, but this idea of a continuum is so hugely important, and one of the things that I would like to know is - . I share the concerns in terms of this rebranding. I did welcome seeing that Qualifications Wales had stated that the second qualification was for English-medium schools, but there will still be two qualifications in existence. So, does the Minister believe that the changes announced in the recent announcement on GCSEs will help to achieve the aim of one continuum for learning and assessment? If two separate qualifications are put in place, then we must show the overlap between the two and remove this glass ceiling and allow pupils to reach the higher level whatever the linguistic context of the school. Another huge challenge is in terms of recruitment for the education workforce. We saw Mudiad Ysgolion Meithrin telling us that, despite the successes that they are having, there are huge challenges facing them in terms of accessing enough staff, and this is also true of ALN and so on. So, what exactly is the new ambition in terms of the education workforce? How many additional teachers do we need for the Welsh-medium sector and by when, if we are to meet the targets of Cymraeg 2050? Why wait until the Welsh language education Act when a 10-year plan is being prepared at the moment?
Welsh: Diolch, Weinidog, am y datganiad. Hoffwn innau ategu eich teyrnged i Aled Roberts. Mi fynychais y British-Irish Parliamentary Assembly gyda Sam Kurtz dros y dyddiau diwethaf yma, ac mae'n rhaid i mi ddweud yr oedd yna cymaint o deyrngedau twymgalon ar draws y ddwy ynys hyn - pobl oedd wedi gweld Aled pan oedd yn rhoi tystiolaeth ger eu bron nhw yn 2019 ac a oedd yn edmygu'n aruthrol yr hyn dŷn ni'n ei wneud yng Nghymru. Ond, yn benodol, mi oedd o ei hun wedi creu argraff ryfeddol ac wedi ysgogi Llywodraethau eraill i ystyried sut y medran nhw weithredu a sut y medran nhw efelychu rhai o'r pethau gwych yr oedd o ar flaen y gad yn eu harwain yn y fan yna, ac mi oedd hi'n braf gweld hynny yn cael ei gydnabod yno. O ran yr adroddiad yma, mae'n ddifyr, onid ydy hi, edrych yn ôl ar 2020-21? Mae rhai o'r heriau yn dod drosodd yn yr adroddiad hwn, ond yn sicr dwi'n meddwl mai'r adroddiad nesaf fydd yn rhoi'r trosolwg i ni o ran effaith y pandemig yn wirioneddol, felly, o ran y Gymraeg. Yn sicr, dwi'n ffan fawr o infographics, ac mae yna straeon gwych i'w dweud yn yr infographics sy'n cyd-fynd â'r cynllun, o ran y niferoedd yn ymwneud â gwersi ar-lein o ran dysgu Cymraeg - dŷn ni'n gwybod am y niferoedd sydd eisiau trio ar Duolingo ac ati, ac mae'r awydd yna gan rai pobl, efo mwy o amser gartref ac ati, i ymwneud â'r iaith i'w groesawu. Ond y pegwn arall ydy'r heriau hynny efo addysgwyr ifanc. Dwi'n gwybod yn yr ardal dwi'n ei chynrychioli, Rhondda Cynon Taf, lle mae'n her aruthrol o ran y targedau i gyrraedd y filiwn o siaradwyr beth bynnag, ein bod ni'n gweld effaith y pandemig yn barod, efo'r rhieni yn gwneud y dewis anodd i gymryd eu plant allan o addysg Gymraeg oherwydd eu bod nhw'n gweld eu bod nhw gormod ar ei hôl hi, eu bod nhw'n poeni am eu datblygiad nhw ac ati. Ar hyn o bryd, dydy pob cyngor ddim yn mesur yn gyson pam fod rhywun yn gadael addysg Gymraeg a beth ydy'r rhesymau dros hynny. Dŷn ni wedi trafod yn y gorffennol yr angen i ddeall hynny yn well er mwyn gwybod sut dŷn ni'n gallu ymyrryd, a dwi'n meddwl mai un o'r heriau mawr i ni, o ran cael targed uchelgeisiol, ydy deall pam, os ydych chi wedi gwneud y dewis yna o ran addysg Gymraeg, nad ydych chi'n parhau gyda'r trywydd hwnnw. Mae'n rhaid inni ddeall hynny, dwi'n meddwl. Yn sicr, mae o i gyd yn eithaf anecdotaidd ar hyn o bryd, ond mae yna nifer o anghysondebau eraill dwi hefyd wedi'u trafod efo chi yn y gorffennol o ran mynediad at addysg Gymraeg. Mae'n un peth cael hawl, ond mae'r syniad o fynediad yn eithriadol o bwysig. Wedyn, os nad ydych chi hefyd yn gallu cael mynediad i glybiau brecwast neu glybiau ar ôl ysgol ac ati, os nad ydy'r ysgol Gymraeg honno o fewn pellter cerdded ac os nad oes gan eich rhieni chi neu ofalwyr car i fynd â chi i'r ysgol, yna mae yna heriau gwirioneddol. Dyna un o'r pethau efo'r model unfed ganrif ar hugain, efo campws. Ydy, mae yna fuddsoddiad aruthrol, ond mae'n dal i fod problem enfawr o ran cael y cysondeb ar y mynediad hwnnw. Mae'r un peth yn wir o ran trochi ac anghenion dysgu ychwanegol. Dydy o ddim yn gydradd ar y funud. Ac ydy, dwi'n cytuno efo chi; efallai buaswn ni'n gallu ffurfio parti llefaru o ran 'Mae'r iaith Gymraeg yn perthyn i bawb'. Mae hwnna'n rhywbeth roedd lot o bobl yn nodio arno fo - Eisteddfod T ac Amgen ac ati. Ond mae o'n rhywbeth dŷn ni angen bod yn ei ddweud, ac yn dweud yn Saesneg, ond yn ei olygu hefyd. Mae'n un peth bod hi'n perthyn i bawb, ond mae angen bod yna hawl gwirioneddol gan bawb i ymwneud â'r iaith yn y ffordd maen nhw'n dewis gwneud. Dwi'n ategu pwyntiau Sam Kurtz o ran y cyhoeddiad a gafwyd gan Cymwysterau Cymru ynglŷn â'r ddau gymhwyster gwahanol - croesawu'n fawr. Mae yna gymaint o bethau yn y cytundeb rhwng Llywodraeth Cymru a Phlaid Cymru fydd yn mynd tuag at y targed o filiwn o siaradwyr, ond mae'r syniad o gontinwwm mor eithriadol o bwysig, ac un o'r pethau byddwn i yn hoffi gwybod o ran - . Dwi'n rhannu'r pryderon o ran yr ailfrandio yma. Roeddwn i yn croesawu gweld bod Cymwysterau Cymru wedi rhoi yn bendant mai ar gyfer ysgolion Saesneg oedd y cymhwyster arall, ond dal i fod - mae yna ddau gymhwyster yn mynd i fodoli. Felly, ydy'r Gweinidog yn credu bydd y newidiadau a grybwyllwyd yn y cyhoeddiad diweddar ynghylch TGAU Cymraeg yn debygol o helpu i gyflawni'r nod o greu un continwwm dysgu ac asesu? Os penderfynir ar ddau arholiad, mae'n rhaid dangos y gorgyffwrdd rhwng y naill a'r llall, a chael gwared ar y nenfwd cyrhaeddiad a chaniatáu i ddisgyblion gyrraedd lefel cyrhaeddiad uwch beth bynnag yw cyd-destun ieithyddol yr ysgol. Her arall aruthrol yw o ran recriwtio at y gweithlu addysg. Mi welsom ni Mudiad Ysgolion Meithrin yn sôn, er gwaethaf y llwyddiannau maen nhw'n eu cael, fod yna heriau aruthrol o ran cael digon o staff, ac mae hyn yn rhywbeth o ran anghenion dysgu ychwanegol ac ati. Felly, beth yn union yw'r uchelgais newydd o ran gweithlu addysg? Faint yn ychwanegol o athrawon sydd angen ar gyfer y sector Cymraeg, ac erbyn pryd, i gwrdd â thargedau Cymraeg 2050? Pam aros tan y Ddeddf addysg Gymraeg cyn pennu uchelgais, pan yw cynllun 10 mlynedd yn cael ei baratoi ar hyn o bryd?