techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Cabinet Secretary, on a slightly different tack, but still in the mainstream of this question, encouraging enterprise in schools, amongst the pupils, in particular, I think is a marvellous thing to do. I've many times previously called for social enterprises to be encouraged - I think each secondary school ought to have at least one - and why not use the model of co-operatives? What better way of organising that sort of enterprise?
Welsh: Ysgrifennydd y Cabinet, ar drywydd ychydig yn wahanol, ond yn dal yn ganolog i'r cwestiwn hwn, rwy'n credu bod annog menter mewn ysgolion, ymysg y disgyblion yn arbennig, yn beth gwych i'w wneud. Rwyf wedi galw sawl gwaith am annog mentrau cymdeithasol - credaf y dylai pob ysgol uwchradd gael o leiaf un - a pham ddim defnyddio'r model cydweithredol? Pa ffordd well o drefnu'r math hwnnw o fenter?
English: Thank you, David. The revised Welsh baccalaureate highlights the importance of developing the essential skills and presents opportunities for the co-operative and mutual sector to engage, through the enterprise and employability challenges, and the community challenges. Organisations are therefore being encouraged to develop or become involved in the delivery of those challenges, within individual schools, and, obviously, entrepreneurship forms one of those challenges. I am continually looking at ways in which we can encourage those types of skills to be embedded within the curriculum, because they're really important skills for our children to learn and utilise in the world of work.
Welsh: Diolch, David. Mae'r Fagloriaeth Gymreig ddiwygiedig yn amlygu pwysigrwydd datblygu'r sgiliau hanfodol ac yn cynnig cyfleoedd i'r sector cydweithredol a chydfuddiannol gymryd rhan, drwy'r heriau menter a chyflogadwyedd, a'r heriau cymunedol. Mae sefydliadau, felly, yn cael eu hannog i ddatblygu neu ddod yn rhan o'r broses o gyflwyno'r heriau hynny, o fewn ysgolion unigol, ac yn amlwg, mae entrepreneuriaeth yn un o'r heriau hynny. Rwy'n barhaol yn edrych am ffyrdd y gallwn annog ymgorffori'r mathau hynny o sgiliau yn y cwricwlwm, am eu bod yn sgiliau pwysig iawn i'n plant eu dysgu a'u defnyddio ym myd gwaith.
English: I think we all recognise that access to work experience is incredibly important for young people, and not just any work experience, but decent, valuable experience that is not reliant on perhaps what's easiest or who you know. Thinking back to my own work experience, I actually went to the 'Flintshire Chronicle', where you can find an article by Hannah Blythyn, aged 15, headlined, 'Don't criticise what you don't understand: Having a Go at Politicians'. [Laughter.] That article was actually looking at how young people are stereotyped and need to be listened to, and I am now in a position to do something about it. At a recent event with students at Coleg Cambria in Northop, we talked about access to work, and work experience and things were discussed. And one of the things that they came up with was, alongside your traditional work experience, to look for things that have more taster-type sessions, where people can go into workplaces and experience the different options out there, post 16, to help them influence their decisions for their further education, apprenticeships and training. Does the Cabinet Secretary agree with me that that would be a good idea, with the young people's idea, to do that, and what steps can be taken to make that happen?
Welsh: Rwy'n credu ein bod i gyd yn cydnabod bod mynediad at brofiad gwaith yn hynod o bwysig i bobl ifanc, ac nid unrhyw brofiad gwaith, ond profiad gwerth chweil a gwerthfawr, nad yw'n dibynnu ar beth sydd hawsaf neu bwy rydych yn ei adnabod o bosibl. Wrth gofio fy mhrofiad gwaith fy hun, euthum i'r 'Flintshire Chronicle', lle y gallwch ddod o hyd i erthygl gan Hannah Blythyn, 15 oed, gyda'r pennawd, 'Don't criticise what you don't understand: Having a Go at Politicians'. [Chwerthin.] Roedd yr erthygl honno'n edrych mewn gwirionedd ar sut y mae pobl ifanc yn cael eu stereoteipio a bod angen gwrando arnynt, ac rwyf bellach mewn sefyllfa i wneud rhywbeth am hynny. Mewn digwyddiad diweddar gyda myfyrwyr yng Ngholeg Cambria yn Llaneurgain, buom yn siarad am fynediad at waith, a phrofiad gwaith a thrafodwyd pethau. Ac un o'r pethau a grybwyllwyd ganddynt, ochr yn ochr â'ch profiad gwaith traddodiadol, oedd edrych am bethau sydd â mwy o sesiynau blasu, lle y gall pobl fynd i weithleoedd a phrofi'r opsiynau gwahanol sydd ar gael, yn 16 oed a hŷn, i helpu i ddylanwadu ar eu penderfyniadau ynglŷn â'u haddysg bellach, prentisiaethau a hyfforddiant. A yw Ysgrifennydd y Cabinet yn cytuno â mi y byddai hynny'n syniad da, gyda syniad y bobl ifanc, i wneud hynny, a pha gamau y gellir eu cymryd er mwyn gwneud i hynny ddigwydd?
English: I think what's absolutely crucial is that we take into consideration what young people themselves will find useful. And I'm sure all of us will be aware of situations where people have found themselves perhaps doing the photocopying for a week, and that isn't necessarily the most useful or stimulating or inspiring kind of placement. So, we do have to focus on the quality of those placements, and we have to listen to young people about what they find will be most useful for them, and that might indeed be shorter, taster sessions, that avail them of a variety of opportunities to look at a variety of careers. And we do often need to do that earlier on in a pupil's life, because, sometimes, the choices that they're making at GCSE level could be potentially cutting short, or cutting off, future careers options. I would like to commend the work, for instance, of Powys County Council, who earlier this year organised a county-wide careers fair that brought together employment from across the county, both in the public and the private sector, to show young people the wide variety of careers that are available in the county of Powys, and to talk to them about how they can make educational choices that will allow them to take advantage of that. And it's those kinds of innovative schemes that are being put on by some local authorities that should be applauded, and, again, we need to make sure that that is replicated as good practice across the nation.
Welsh: Rwy'n credu mai'r hyn sy'n hollbwysig yw ein bod yn ystyried beth fydd pobl ifanc eu hunain yn ei weld yn ddefnyddiol. Rwy'n siŵr y bydd pob un ohonom yn ymwybodol o sefyllfaoedd lle mae pobl efallai wedi bod yn gwneud y gwaith llungopïo am wythnos, ac nid dyna'r math mwyaf defnyddiol neu ysgogol neu ysbrydoledig o leoliad o reidrwydd. Felly, rhaid i ni ganolbwyntio ar ansawdd y lleoliadau hynny, ac mae'n rhaid i ni wrando ar bobl ifanc ynglŷn â'r hyn y maent yn ei ystyried yn fwyaf defnyddiol iddynt hwy, ac efallai'n wir mai sesiynau blasu byrrach fydd hynny, i gynnig amrywiaeth o gyfleoedd iddynt edrych ar amrywiaeth o yrfaoedd. Ac yn aml mae angen i ni wneud hynny'n gynharach ym mywyd disgybl, oherwydd weithiau, mae'n bosibl y gall y dewisiadau y maent yn eu gwneud ar lefel TGAU leihau, neu gau'r drws yn llwyr ar opsiynau gyrfaoedd yn y dyfodol. Hoffwn ganmol gwaith Cyngor Sir Powys, er enghraifft, a drefnodd ffair yrfaoedd yn gynharach eleni ar draws y sir, i ddod â sefydliadau cyflogaeth o bob rhan o'r sir at ei gilydd, yn y sector cyhoeddus a'r sector preifat, i ddangos i bobl ifanc yr amrywiaeth eang o yrfaoedd sydd ar gael yn sir Powys, ac i siarad â hwy ynglŷn â sut y gallant wneud dewisiadau addysgol a fydd yn eu galluogi i fanteisio ar hynny. A dylid cymeradwyo'r mathau hynny o gynlluniau arloesol sy'n cael eu rhoi ar waith gan rai awdurdodau lleol, ac unwaith eto, mae angen i ni wneud yn siŵr fod hynny'n cael ei ailadrodd fel arfer da ar draws y wlad.
English: Diolch, Llywydd. I'm sure, Cabinet Secretary, that you'll have seen the figures from NUT Cymru published this week, showing that, in the four years since 2012, 0.25 million teaching days were lost to stress-related illness in Wales. You'll also be aware, I'm sure, that college lecturers in Wales are striking tomorrow, with their union warning that a heavy workload is ruining their lives and pushing them to the brink. And, of course, we've well trailed in this Chamber the Education Workforce Council's recent workforce survey, which showed that a third of schoolteachers and a quarter of FE lecturers tell us that they intend to leave their respected professions in the next three years. Now, when you agreed your 10 education priorities with the First Minister on entering Government, shouldn't you at the very least have included an eleventh, which is the well-being of the workforce, because, without that, you're not going to achieve any of the 10?
Welsh: Diolch, Llywydd. Ysgrifennydd y Cabinet, rwy'n siŵr eich bod wedi gweld y ffigurau gan NUT Cymru a gyhoeddwyd yr wythnos hon, sy'n dangos bod 0.25 miliwn o ddiwrnodau addysgu yn y pedair blynedd ers 2012 wedi'u colli o ganlyniad i salwch sy'n gysylltiedig â straen yng Nghymru. Byddwch hefyd yn ymwybodol, rwy'n siŵr, fod darlithwyr coleg yng Nghymru yn mynd ar streic yfory, gyda'u hundeb yn rhybuddio bod llwyth gwaith trwm yn difetha eu bywydau ac yn eu gwthio i ymyl y dibyn. Wrth gwrs, rydym wedi rhoi llawer o sylw yn y Siambr hon i arolwg gweithlu diweddar Cyngor y Gweithlu Addysg, a oedd yn dangos bod traean o athrawon ysgol a chwarter o ddarlithwyr addysg bellach yn dweud wrthym eu bod yn bwriadu gadael eu proffesiynau uchel eu parch yn y tair blynedd nesaf. Nawr, wrth i chi gytuno ar eich 10 blaenoriaeth addysg gyda'r Prif Weinidog pan aethoch yn rhan o'r Llywodraeth, oni ddylech o leiaf fod wedi cynnwys unfed ar ddeg, sef lles y gweithlu, oherwydd heb hynny, nid ydych yn mynd i gyflawni unrhyw un o'r 10?
English: Well, Llyr, as we rehearsed in the committee this morning, one of my priorities is to ensure that we have an excellent and outstanding workforce in all aspects of education, and workload concerns are very real. They vary greatly across the education workforce; they're not just confined to teachers in schools, as you have recognised. Different issues and priorities arise depending on a variety of factors, including what phase of education somebody might find themselves teaching in; a rurality where, perhaps, teachers are teaching a class with a variety of age groups, requiring significant differentiation, which can be difficult to do; deprivation; subject area; and their role. What's important is we try to do something about that. The first ever teacher survey that we've done has provided us with a wealth of opportunity to try and understand some of these very real concerns from the chalkface, and we continue to analyse those data. Detailed discussions are taking place with the education workforce unions on policy in early development, and we continue to work in partnership with those unions to try and address the concerns to a variety of work streams within the Government.
Welsh: Wel, Llyr, fel y clywsom yn y pwyllgor y bore yma, un o fy mlaenoriaethau yw sicrhau bod gennym weithlu ardderchog a rhagorol ym mhob agwedd ar addysg, ac mae pryderon baich gwaith yn real iawn. Maent yn amrywio'n fawr ar draws y gweithlu addysg; nid ydynt wedi'u cyfyngu i athrawon mewn ysgolion yn unig, fel rydych wedi'i gydnabod. Mae materion a blaenoriaethau gwahanol yn codi yn dibynnu ar amrywiaeth o ffactorau, gan gynnwys ym mha gyfnod addysg y mae rhywun yn addysgu; natur wledig lle mae athrawon efallai yn addysgu dosbarth gydag amrywiaeth o grwpiau oedran, sy'n galw am wahaniaethu sylweddol, ac sy'n gallu bod yn anodd ei wneud; amddifadedd; maes pwnc; a'u rôl. Yr hyn sy'n bwysig yw ein bod yn ceisio gwneud rhywbeth am hynny. Mae'r arolwg athrawon cyntaf i ni ei wneud erioed wedi rhoi llawer iawn o gyfle i geisio deall rhai o'r pryderon gwirioneddol hyn o'r ystafell ddosbarth, ac rydym yn parhau i ddadansoddi'r data. Mae trafodaethau manwl ar y gweill gydag undebau'r gweithlu addysg ar gamau cynnar y polisi, ac rydym yn parhau i weithio mewn partneriaeth gyda'r undebau hynny i geisio mynd i'r afael â'r pryderon i amrywiaeth o ffrydiau gwaith o fewn y Llywodraeth.
English: Thank you for your answer, but I think it's clear to everyone that the statistics tell a clear story that we have a workforce that's on its knees in terms of struggling to cope with the work that confronts them. Now, the loss of so many teaching days clearly has a number of impacts, least of all on the individual who's off work. It disrupts the education of the children, schools' finances, of course, when you have to bring in supply teachers - and I saw that Cardiff alone has spent £12 million on supply teachers in this academic year only - and, of course, on the remaining staff, there's an impact there because they have to carry an additional burden invariably. Now, a year ago this month, you established the ministerial supply model taskforce. You published the report back in February, but we've heard nothing since, really. Now, given that our education system is so reliant on supply teaching, when will we see definitive action from your Government on this front?
Welsh: Diolch i chi am eich ateb, ond rwy'n credu ei bod yn amlwg i bawb fod yr ystadegau'n adrodd stori glir fod gennym weithlu sydd ar ei liniau o ran brwydro i ymdopi â'r gwaith sy'n eu hwynebu. Nawr, mae'n amlwg fod colli cymaint o ddyddiau addysgu yn arwain at nifer o effeithiau, nid yn lleiaf ar yr unigolyn sy'n absennol o'r gwaith. Mae'n tarfu ar addysg y plant, cyllid ysgolion, wrth gwrs, pan fo'n rhaid i chi gyflogi athrawon cyflenwi - a gwelais fod Caerdydd yn unig wedi gwario £12 miliwn ar athrawon cyflenwi yn y flwyddyn academaidd hon yn unig - ac wrth gwrs, ar weddill y staff, mae effaith arnynt hwy am eu bod yn gorfod cario baich ychwanegol yn anochel. Nawr, flwyddyn yn ôl i'r mis hwn, fe sefydlwyd tasglu gweinidogol y model cyflenwi gennych. Cyhoeddwyd yr adroddiad yn ôl ym mis Chwefror, ond nid ydym wedi clywed unrhyw beth ers hynny mewn gwirionedd. Nawr, o gofio bod ein system addysg mor ddibynnol ar athrawon cyflenwi, pryd y byddwn yn gweld camau pendant gan eich Llywodraeth yn hyn o beth?
English: Well, Llyr, I don't disagree with your analysis of the impact of days lost to teaching. The issue is what to do about it. As I said in my first answer to you, we have a variety of work streams looking to try and avoid that problem in the first place - i.e. not to be reliant on supply teachers, but, actually, to keep teachers well, resilient and in front of our children in the classroom. I, in conjunction with my Cabinet colleague for health, are looking at plans for what we can to do support resilience and support the mental health of teachers by giving them tools to address their own issues around stress management and workload management, as well as being able to teach those then on to the children. With regard to the task and finish group on the supply workforce, I have to say I was somewhat disappointed with the conclusions of that report. If we had hoped that the task and finish group would come up with a silver bullet to solve this problem, then I'm afraid the report has not been able to do that. We continue to discuss ways in which we can work not to diminish but to limit the reliance on supply teaching, and that is tied up with our work on policy development following the devolution of teachers' pay and conditions.
Welsh: Wel, Llyr, nid wyf yn anghytuno â'ch dadansoddiad o effaith y diwrnodau addysgu a gollwyd. Y cwestiwn yw beth i'w wneud am y peth. Fel y dywedais yn fy ateb cyntaf i chi, mae gennym amrywiaeth o ffrydiau gwaith yn ceisio osgoi'r broblem honno yn y lle cyntaf - h.y. peidio â bod yn ddibynnol ar athrawon cyflenwi mewn gwirionedd, ond cadw athrawon yn iach, yn wydn ac o flaen ein plant yn y dosbarth. Rwyf fi, gyda fy nghyd-Aelod o'r Cabinet dros iechyd, yn edrych ar gynlluniau ar gyfer yr hyn y gallwn ei wneud i gefnogi gwydnwch a chefnogi iechyd meddwl athrawon drwy roi arfau iddynt fynd i'r afael â'u problemau eu hunain o ran rheoli straen a rheoli llwyth gwaith, yn ogystal â gallu dysgu'r rheini i'r plant wedyn. O ran y grŵp gorchwyl a gorffen ar y gweithlu cyflenwi, rhaid i mi ddweud fy mod yn siomedig braidd â chasgliadau'r adroddiad hwnnw. Pe baem wedi gobeithio y byddai'r grŵp gorchwyl a gorffen wedi dod o hyd i un ateb i ddatrys y broblem hon, yna mae gennyf ofn nad yw'r adroddiad wedi gallu gwneud hynny. Rydym yn parhau i drafod ffyrdd y gallwn weithio, nid i leihau, ond i gyfyngu ar y ddibyniaeth ar athrawon cyflenwi, ac mae hynny'n cysylltu â'n gwaith ar ddatblygu polisi yn dilyn datganoli cyflogau ac amodau gwaith athrawon.
English: But it's four months since you told me that you were looking to move on this agenda, and given, again, the data and the statistics that we have, clearly, time is of the essence. So, I won't press you further on that today, but, clearly, there's a message there that needs to be listened to. Can I just change direction a little bit for my final question? It'll become clear, Presiding Officer, why I'm directing my question to the Cabinet Secretary and not the Minister in a moment. It's about the additional learning needs Bill. The Minister told us that £10 million of the £20 million budget he has for financing the additional learning needs transformation programme comes from the £100 million that you agreed with the First Minister for raising school standards. He told us that at Stage 1 scrutiny of the Bill. Now that it has become evident, of course, that the cost of the additional learning needs legislation is substantially higher - up to £13 million more expensive - than was originally anticipated over the projected period, could you tell us whether you expect a further sum to be vired from the £100 million for school standards, and, if that does happen, what impact do you think that'll have on that particular budget?
Welsh: Ond mae pedwar mis ers i chi ddweud wrthyf eich bod yn ceisio camu ymlaen gyda'r agenda hon, ac o ystyried, unwaith eto, y data a'r ystadegau sydd gennym, yn amlwg, mae amser yn brin. Felly, nid wyf am bwyso arnoch ymhellach ynglŷn â hynny heddiw, ond yn amlwg, mae neges yno y mae angen gwrando arni. A gaf fi newid cyfeiriad ychydig bach ar gyfer fy nghwestiwn olaf? Bydd yn dod yn glir, Llywydd, pam rwy'n cyfeirio fy nghwestiwn at Ysgrifennydd y Cabinet ac nid at y Gweinidog mewn munud. Mae'n ymwneud â'r Bil anghenion dysgu ychwanegol. Dywedodd y Gweinidog wrthym fod £10 miliwn o'r gyllideb £20 miliwn sydd ganddo ar gyfer ariannu'r rhaglen trawsnewid anghenion dysgu ychwanegol yn dod o'r £100 miliwn y daethoch i gytundeb â'r Prif Weinidog yn ei gylch ar gyfer codi safonau ysgolion. Dywedodd hynny wrthym yn ystod proses graffu Cyfnod 1 y Bil. Gan ei bod wedi dod yn amlwg yn awr, wrth gwrs, fod cost y ddeddfwriaeth anghenion dysgu ychwanegol yn sylweddol uwch - hyd at £13 miliwn yn fwy drud - nag a ragwelwyd yn wreiddiol yn ystod y cyfnod arfaethedig, a allech ddweud wrthym a ydych yn disgwyl swm pellach i gael ei gyfeirio o'r £100 miliwn ar gyfer safonau ysgolion, ac os yw hynny'n digwydd, pa effaith a gaiff hynny ar y gyllideb benodol honno yn eich barn chi?
English: Let us be absolutely clear: in radically reforming the way in which we support children with additional learning needs, that is integral to our national mission of raising standards in Welsh schools and closing the attainment gap. The performance of those children is crucial if we are to see the changes in Welsh education that we need. Now, undoubtedly, there is a resource implication for ensuring that those children - and that legislation is implemented successfully, and we will continue to have discussions both within the education department on how that piece of legislation is funded, and discussions across Government. But I'm absolutely clear that we cannot divorce the education of our children with additional learning needs from our national mission to raise standards for all.
Welsh: Gadewch inni fod yn hollol glir: wrth ddiwygio'n llwyr y ffordd rydym yn cynorthwyo plant ag anghenion dysgu ychwanegol, mae hynny'n rhan annatod o'n cenhadaeth genedlaethol i godi safonau mewn ysgolion yng Nghymru a chau'r bwlch cyrhaeddiad. Mae perfformiad y plant hynny'n allweddol os ydym am weld y newidiadau sydd eu hangen arnom mewn addysg yng Nghymru. Nawr, yn ddi-os, ceir goblygiadau o ran adnoddau i sicrhau bod y plant hynny - a bod y ddeddfwriaeth honno'n cael ei gweithredu'n llwyddiannus, a byddwn yn parhau i gael trafodaethau yn yr adran addysg ynglŷn â sut yr ariennir y ddeddfwriaeth, a thrafodaethau ar draws y Llywodraeth. Ond rwy'n hollol bendant na allwn ysgaru addysg ein plant sydd ag anghenion dysgu ychwanegol oddi wrth ein cenhadaeth genedlaethol i godi safonau i bawb.
English: Diolch, Llywydd. Cabinet Secretary, on Friday, the day after the general election, there was a piece of news that suggested that your Government is cutting £28 million-worth of funding from the Higher Education Funding Council for Wales, which is obviously going to have a significant impact on Welsh universities. Why did you decide to bury bad news on that day, and how can you defend those cuts?
Welsh: Diolch, Llywydd. Ysgrifennydd y Cabinet, ddydd Gwener, y diwrnod ar ôl yr etholiad cyffredinol, roedd yna eitem newyddion a oedd yn awgrymu bod eich Llywodraeth yn torri gwerth £28 miliwn oddi ar gyllid Cyngor Cyllido Addysg Uwch Cymru, sy'n amlwg yn mynd i effeithio'n sylweddol ar brifysgolion Cymru. Pam y penderfynasoch gladdu newyddion drwg ar y diwrnod hwnnw, a sut y gallwch amddiffyn y toriadau hynny?
English: The Higher Education Funding Council for Wales made that announcement. As Darren Millar would well know as the spokesperson for his party, HEFCW is an arm's-length body and the delivery of that particular announcement was nothing to do with me.
Welsh: Cyngor Cyllido Addysg Uwch Cymru a wnaeth y cyhoeddiad hwnnw. Fel y byddai Darren Millar yn gwybod yn iawn fel llefarydd ar ran ei blaid, mae CCAUC yn gorff hyd braich ac nid oedd gennyf ddim i'w wneud â chyflwyno'r cyhoeddiad penodol hwnnw.
English: You didn't answer my question, which was: how can you defend - how can you defend - the cuts that HEFCW is now having to deliver, because of the lack of funding from the Welsh Government, to Welsh universities? We know already that Bangor University, Aberystwyth University, Trinity Saint David, and the University of South Wales have all warned that they're going to have to make significant cuts to their workforce and restrict courses. How can you defend the cuts that you are now imposing upon our Welsh universities?
Welsh: Nid ydych wedi ateb fy nghwestiwn, sef: sut y gallwch amddiffyn - sut y gallwch amddiffyn - y toriadau y mae CCAUC yn awr yn gorfod eu cyflawni i brifysgolion Cymru oherwydd diffyg cyllid gan Lywodraeth Cymru? Rydym yn gwybod eisoes fod Prifysgol Bangor, Prifysgol Aberystwyth, y Drindod Dewi Sant, a Phrifysgol De Cymru i gyd wedi rhybuddio eu bod yn mynd i orfod gwneud toriadau sylweddol i'w gweithlu a chyfyngu ar gyrsiau. Sut y gallwch amddiffyn y toriadau rydych yn awr yn eu gorfodi ar ein prifysgolion yng Nghymru?