English: Capacity is a huge problem, of course. The capacity at present isn't adequate in terms of what's being offered, and that's the problem that we have. So, I am clear in my view that we need some sort of transformation in how Welsh is taught within English-medium schools, or the truth is that we may as well throw that target within 'Cymraeg 2050' to one side, because we have no hope whatsoever of achieving it. And that makes the challenge in terms of workforce training even greater, but, in my view, we shouldn't avoid trying to deliver against that challenge, if it's at all possible. We have drawn up some stats as to how many additional teachers will be required if the Government is to deliver, but there are all sorts of things here. There are questions arising in terms of what kind of training is provided in terms of Welsh-language skills for all teachers undergoing training. It's not simply a matter of training those teachers who are able to teach through the medium of Welsh, but what about those others - what are they are going to do in terms of their Welsh-language skills? Those students will have had 12 years of Welsh language education, but when they get to college, we do nothing to build on those skills and their ability to contribute towards our targets. We were over 300 teachers short in 2019-20, so we're not even reaching those targets at the moment - that's the point I'm trying to make - without some of transformation; I think we were 461 short in terms of secondary schools. So, the scale of the challenge is shocking, but the truth is that we won't do anything if all we do is continue to discuss the scale of the challenge for many years.
Welsh: Mae capasiti yn broblem enfawr, wrth gwrs. Dydy'r capasiti ddim yn ddigonol ar hyn o bryd ar gyfer beth sy'n cael ei gynnig. Dyna'r broblem sydd gennym ni. Felly, dwi'n glir fy marn bod yn rhaid inni gael rhyw fath o chwyldro ynglŷn â sut mae'r Gymraeg yn cael ei haddysgu o fewn ysgolion cyfrwng Saesneg, neu'r gwir amdani yw waeth inni daflu'r targed o fewn 'Cymraeg 2050' i'r ochr, achos does yna ddim gobaith mul inni gyrraedd y targed. Mae hynny yn gwneud yr her o ran hyfforddi'r gweithlu'n fwy, ond, yn fy marn i, dylwn ni ddim osgoi ceisio cyrraedd yr her yna, os ydy o'n bosib. Rydym ni wedi creu rhyw fath o ystadegau ynglŷn â faint o athrawon ychwanegol fydd eu hangen os ydy'r Llywodraeth am wireddu. Ond mae yna bob math o bethau yma. Mae yna gwestiynau'n codi o ran pa fath o hyfforddiant sy'n cael ei rhoi o ran y Gymraeg i'r athrawon i gyd sy'n cael eu hyfforddi. Nid jest mater o hyfforddi athrawon sydd yn medru addysgu drwy gyfrwng y Gymraeg ydy o, ond beth am y rhai hynny sydd ar ôl - beth maen nhw'n mynd i'w wneud o ran eu sgiliau Cymraeg? Mae'r myfyrwyr yna wedi derbyn 12 mlynedd o addysg Gymraeg, ac eto, pan fyddan nhw'n cyrraedd coleg, dŷn ni'n gwneud dim i adeiladu ar yr addysg yna a'u gallu nhw i gyfrannu tuag at ein ffigurau ni. Roedden ni dros 300 o athrawon yn brin yn 2019-20, felly dydyn ni ddim hyd yn oed yn cyrraedd y nod ar hyn o bryd - dyna'r pwynt dwi'n trio'i wneud - heb unrhyw fath o chwyldro; dwi'n meddwl ein bod ni'n 461 yn brin o ran ysgolion uwchradd. Felly, mae maint yr her yn syfrdanol, ond y gwir amdani ydy dydyn ni ddim yn mynd i wneud unrhyw beth os y cwbl dŷn ni'n ei wneud ydy sôn am faint yr her am nifer o flynyddoedd.