English: The previous questioner asked particularly about the timescale of the technical consultation. I'm just interested in your confirmation, maybe, that you still intend for this legislation to have completed its journey through this Assembly by the end of this Assembly, and maybe you could map out some key milestones for us on that journey if that's possible, just so that we have that broad timetable a bit more clearly in our minds, because there are a number of hares running here, really. You mentioned a number of reviews: the technical consultation itself, of course; the Reid review, which will feed into this; the Weingarten review, as well. I'd be interested in hearing how you think all of these can actually come together and be aligned effectively to ensure that all of these are taken into full consideration. I've raised with you before the sixth-form question, and it was in the White Paper, and rightly so. You say that the majority of respondents were in favour of including sixth forms under the proposed system, although some made a pitch, if you like, to phase them in at a later date. I'm just wondering if you could tell us what more information or what further discussions you need to come to a decision around that and how that could potentially affect the timetable. Would that require legislation later on? Or would you incorporate that into your proposed legislation for something that will be brought in at a later point? Because, clearly, many of us are hoping that this will be a coherent and comprehensive reform of the sector. There's a danger that if we start hiving certain bits off that it becomes piecemeal. I understand the difficulties around that particular issue, but I'd just like to hear a bit more about your thinking in that respect. You did mention adult community learning - or you namechecked it - at the beginning of your statement. There's not much more and, clearly, we've heard one or two things in your last response. Clearly, the decline in part-time adult provision is very worrying, and adult community learning, some people feel, is very much on its knees at the moment. So, the sector is telling me that it can't wait for these changes, although there was very little, actually, in the White Paper on adult community learning. There is a risk that we end up talking too much about sixth-form colleges, universities - we need to talk about them, of course, but I think we need to get the balance right. So, I'd just be interested in hearing a bit more about how we can really incorporate the sector's voice into the discussions from now on, and not fall into the trap of paying lip service - I think that is the second time that phrase has been used - and how that voice will be heard within the commission's role, because we come back to this parity-of-esteem principle that we're all pursuing, and it'd be good to have greater clarity, again, on that. You touched on the extension of the role of the Coleg Cymraeg Cenedlaethol. I would reiterate that we need to make sure that the role isn't eroded in any way, that it retains its existing responsibility, its enhanced responsibility and its distinct role within the new landscape. Maybe you could acknowledge - or will you acknowledge - that additional responsibilities have to mean additional resources as well, albeit we're in a very difficult time, I know, in that respect. But one, one would expect, would have to follow the other. On that point, it probably is too early to start talking about budgets and all that kind of thing for the proposed new body, but I remember well, when discussions were being had around the establishment of Natural Resources Wales, that one of the reasons being put forward was that it would create an efficiency of savings. I'm not sure whether that is part of your consideration or to what extent that might be driving some of what is playing out now. I'd be interested to hear whether you envisage some sort of projected efficiency saving from the new arrangement - or is that not part of your consideration at all? It'd be interesting to know, actually, at what point you think that might become clearer. We've touched on addressing the barriers to post-compulsory education and training, and the cuts that have had a disproportionate effect on a number of groups. I presume that the outcome agreements that you mention in the statement would maybe look to address some of those in terms of ensuring that maybe some people with care-giving responsibilities, or those requiring particular kinds of support, are offered that. You say that it's a driving principle for your student support reforms in terms of addressing some of these barriers, and I'm just looking for confirmation that that will be embedded into the commission's remit.
Welsh: Gofynnodd yr holwr blaenorol yn benodol am amserlen yr ymgynghoriad technegol. Mae gennyf ddiddordeb yn eich cadarnhad, efallai, ei bod yn dal yn fwriad gennych y bydd y ddeddfwriaeth hon wedi cwblhau ei thaith drwy'r Cynulliad hwn erbyn diwedd y Cynulliad hwn. Efallai y gallech nodi rhai cerrig milltir allweddol i ni ar y daith honno os oes modd, fel y gallwn gael yr amserlen fras honno ychydig yn fwy eglur yn ein meddyliau, gan fod yna nifer o gychod yn y dŵr yma, mewn gwirionedd. Roeddech chi'n sôn am nifer o adolygiadau: yr ymgynghoriad technegol ei hunan, wrth gwrs; adolygiad Reid, a fydd yn bwydo i mewn i hwnnw; ac adolygiad Weingarten, hefyd. Byddai gennyf ddiddordeb mewn clywed sut yr ydych chi'n credu y bydd y rhain i gyd yn dod at ei gilydd mewn gwirionedd ac yn cyd-fynd â'i gilydd yn effeithiol i sicrhau y byddant i gyd yn cael eu hystyried yn llawn. Rwyf i wedi codi'r cwestiwn am y chweched dosbarth gyda chi o'r blaen, ac roedd yn y Papur Gwyn, ac yn gwbl briodol felly. Rydych chi'n dweud bod y rhan fwyaf o'r ymatebwyr o blaid cynnwys y chweched dosbarth yn y system arfaethedig, er bod rhai wedi dadlau'r achos, os mynnwch chi, dros ei gyflwyno'n ddiweddarach gam wrth gam. Tybed a fyddai modd ichi ddweud wrthym pa wybodaeth neu drafodaethau sydd eu hangen arnoch chi eto ar gyfer dod i benderfyniad a sut y gallai hynny o bosibl effeithio ar yr amserlen. A fyddai hynny'n gofyn am ddeddfwriaeth yn ddiweddarach? Neu a fyddech chi'n ymgorffori hynny yn eich deddfwriaeth arfaethedig ar gyfer rhywbeth sydd yn mynd i gael ei gyflwyno'n ddiweddarach? Oherwydd, yn amlwg, mae llawer ohonom yn gobeithio y bydd hwn yn ddiwygio cydlynol a chynhwysfawr o ran y sector. Os byddwn yn dechrau dosrannu darnau ohono y perygl yw y bydd yn dameidiog. Rwy'n deall yr anawsterau ynglŷn â'r mater penodol hwnnw, ond hoffwn i glywed ychydig rhagor am eich syniadau chi i'r perwyl hwn. Roeddech chi'n sôn am ddysgu oedolion yn y gymuned - clywsom ei enw gennych chi - ar ddechrau eich datganiad. Nid oes llawer mwy i'w gael ac, yn amlwg, rydym clywed un neu ddau o bethau gennych yn eich ymateb diwethaf. Yn amlwg, mae'r gostyngiad mewn darpariaeth addysg ran-amser i oedolion yn peri pryder mawr, ac mae rhai pobl yn teimlo bod dysgu cymunedol i oedolion ar ei liniau i raddau helaeth iawn ar hyn o bryd. Felly, mae'r sector yn dweud wrthyf i na all aros am y newidiadau hyn, er mai ychydig iawn oedd, mewn gwirionedd, yn y Papur Gwyn am addysg i oedolion yn y gymuned. Mae 'na berygl y byddwn yn sôn gormod am golegau chweched dosbarth, prifysgolion - mae angen inni eu trafod nhw, wrth gwrs, ond rwyf i o'r farn fod angen inni gael y cydbwysedd iawn. Felly, byddai gennyf i ddiddordeb mewn clywed ychydig yn fwy am sut y gallwn mewn gwirionedd ymgorffori llais y sector yn y trafodaethau o hyn ymlaen, a pheidio â syrthio i fagl gwefus-wasanaeth - credaf mai dyna'r ail dro y defnyddiwyd yr ymadrodd hwnnw - a sut y bydd y llais hwnnw yn cael ei glywed yn swyddogaeth y comisiwn, gan ein bod yn dod yn ôl at yr egwyddor hon o barch cydradd yr ydym ni i gyd yn ei geisio, a byddai'n dda o beth cael mwy o eglurder, eto, ar hynny. Roeddech chi'n cyffwrdd ag ymestyn swyddogaeth y Coleg Cymraeg Cenedlaethol. Hoffwn ailadrodd bod angen inni wneud yn siŵr nad yw'r swyddogaeth hon yn cael ei herydu mewn unrhyw ffordd, a'i bod yn cadw ei chyfrifoldeb presennol, ei chyfrifoldeb ychwanegol a'i swyddogaeth unigryw yn y dirwedd newydd. Efallai y gallech chi gydnabod - neu a fyddech chi'n cydnabod - bod yn rhaid i gyfrifoldebau ychwanegol olygu adnoddau ychwanegol hefyd, er ein bod mewn cyfnod anodd iawn yn hynny o beth. Ond byddai rhywun yn disgwyl fod yn rhaid i un ddilyn y llall. Ar y pwynt hwnnw, mae'n debyg ei bod yn rhy gynnar inni ddechrau siarad am gyllidebau a phethau o'r fath ar gyfer y corff newydd arfaethedig. Ond cofiaf yn iawn, pan gafwyd trafodaethau am sefydlu Cyfoeth Naturiol Cymru, mai un o'r rhesymau a gyflwynwyd oedd y byddai'n creu arbedion effeithlonrwydd. Nid wyf i'n siŵr a yw hynny'n rhan o'ch ystyriaeth chi neu i ba raddau y gallai fod yn tywys peth o'r hyn sy'n cael ei chwarae i'r diwedd nawr. Byddai gennyf ddiddordeb mewn clywed a ydych chi'n rhagweld unrhyw fath o arbedion effeithlonrwydd arfaethedig yn sgil y trefniant newydd - neu efallai nad yw hynny'n rhan o'ch ystyriaeth o gwbl? Byddai'n ddiddorol cael gwybod, mewn gwirionedd, ar ba bwynt y credwch chi y daw hynny'n fwy eglur. Rydym wedi crybwyll mynd i'r afael â'r rhwystrau i addysg ôl-orfodol a hyfforddiant, a'r toriadau sydd wedi cael effaith anghymesur ar nifer o grwpiau. Rwy'n tybio y byddai'r cytundebau canlyniad yr ydych yn sôn amdanyn nhw yn y datganiad yn bwriadu mynd i'r afael â rhai o'r rheini i sicrhau y bydd pobl â chyfrifoldebau gofal, neu'r rheini sydd angen mathau penodol o gymorth, yn cael cynnig hynny. Rydych chi'n dweud ei bod yn egwyddor ysgogol ar gyfer eich diwygiadau cymorth i fyfyrwyr i fynd i'r afael â rhai o'r rhwystrau hyn, a dim ond ceisio cadarnhad yr wyf i y bydd yn rhan annatod o gylch gwaith y comisiwn.