English: Thank you, Suzy, for those questions. You're absolutely right: the efforts of local government staff should not go unmentioned. I meet on a weekly basis with the leadership of the WLGA, both the leader and the education lead, and we keep in close contact to ensure that we are working in close harmony together. So, I have assurance about the performance of local authorities and they have an opportunity to be able to feed back from the ground the challenges and the opportunities that present themselves at this difficult time. And I have been overwhelmed by the speed and the agility with which they have been able to respond to this crisis. If you can imagine, they were told on a Wednesday afternoon that schools would close for a statutory purpose two days later. But they were all able to ensure that the children of critical workers and vulnerable children could be cared for in re-purposed schools by the Monday. And that just demonstrates the tremendous efforts that have gone on on the ground to respond to the crisis. With regard to further education, it's right: we have been in a position to be able to provide some assurance on funding. Although, of course, some of the elements and the requirements of that funding are very difficult to fulfil at this time. But, again, further education colleges have moved swiftly to be able to continue to provide support for students online where that is appropriate. And they have been particularly keen to look at the pastoral care elements of their work, keeping in close contact with those students for whom perhaps studying remotely is a real challenge, and I'm grateful for their efforts in that regard. With regard to mental health support, you will be aware that, in the budget allocation for this year, we were able to award £2 million to support further education colleges and mental health initiatives. That money is still available to colleges and they are looking to deploy support for mental health in a variety of ways, although, of course, traditional in-person counselling sessions at colleges are no longer suitable, but they are looking at innovative ways of utilising that resource that is available to them. With regard to vocational qualifications, I acknowledge that it has taken some time to be able to provide clarity to vocational learners not in the way that we were able to do so for perhaps our GCSE and A2 level students. This is partly because the awarding bodies are not simply within Wales; we are dealing with awarding bodies that work on a UK-wide basis and we need to work collaboratively with them not to disadvantage any Welsh students. As I told the committee yesterday, those students who, as part of their apprenticeship or their work-based learning, are undertaking essential skills qualifications, which forms part of the vast, vast majority of apprenticeship programmes, those students will be awarded a grade. For those students who are taking the vocational qualifications with regard to childcare, which are Wales-only qualifications, they too will be awarded a grade. I know that there has been particular stress around some of our access courses. So, these are usually more mature students, often parents themselves, that are undertaking access to healthcare courses as a precursor to going on to study at a degree level, usually for courses around nursing and midwifery. And I know that that has been a particular challenge, and it has now been agreed that those students do not have to complete all their assignments - they too will be treated the same way, and will be given a grade, allowing them to move on, hopefully, to the courses that they'd hoped to do in September, without any further stress. Apprenticeships are a challenge, especially where those students have not been able to complete the work-based element of their course, because maybe they have been furloughed or maybe because their company or their employer is no longer operating, and we continue to work through the practicalities of how we can support those students. And you'll be aware that yesterday we talked about those specific students for whom technical competence is a really important part of their course. So, if we think about plumbing and gas fitting - clearly, to be registered as a competent practitioner in that regard, there are practical examinations and assessments that need to be carried out. Again, we're working with CollegesWales to understand - if at any point we are able to relax some of the lockdown measures and some students are able to return to learning, those particular students would probably be one of the first set of students in the further education sector we would want to try and accommodate so that they could complete their qualification, otherwise we may be in a position where they will have to pause that element of that qualification, and we're in early discussions with colleges about how they could attend to those students if their students weren't able to do that until later on, and perhaps into the next academic year.
Welsh: Diolch, Suzy, am y cwestiynau yna. Rydych chi'n hollol iawn: ni ddylai ymdrechion staff llywodraeth leol gael eu hanwybyddu. Rwy'n cyfarfod yn wythnosol ag arweinwyr Cymdeithas Llywodraeth Leol Cymru, yr arweinydd a'r pennaeth addysg, ac rydym yn cadw mewn cysylltiad agos i sicrhau ein bod yn gweithio mewn cytgord agos â'n gilydd. Felly, mae gennyf sicrwydd ynghylch perfformiad awdurdodau lleol ac mae ganddyn nhw gyfle i roi adborth o lawr gwlad am yr heriau a'r cyfleoedd sy'n amlygu eu hunain yn y cyfnod anodd hwn. Ac rwyf wedi cael fy syfrdanu gan y ffordd y maen nhw wedi ymateb i'r argyfwng hwn mor gyflym ac ystwyth. Dychmygwch os gallwch chi, dywedwyd wrthyn nhw ar brynhawn dydd Mercher y byddai ysgolion yn cau oherwydd diben statudol ddeuddydd yn ddiweddarach. Ond roedden nhw i gyd yn gallu sicrhau y gallai plant gweithwyr critigol a phlant sy'n agored i niwed gael gofal mewn ysgolion a addaswyd at ddibenion gwahanol erbyn y dydd Llun. Ac mae hynny'n dangos yr ymdrechion aruthrol a fu ar lawr gwlad i ymateb i'r argyfwng. O ran addysg bellach, rydych chi'n gywir: rydym ni wedi bod mewn sefyllfa i allu rhoi rhywfaint o sicrwydd ynghylch cyllid. Er, wrth gwrs, mae rhai o elfennau a gofynion y cyllid hwnnw yn anodd iawn eu cyflawni ar hyn o bryd. Ond, unwaith eto, mae colegau addysg bellach wedi gweithredu'n gyflym i barhau i ddarparu cymorth i fyfyrwyr ar-lein lle bo hynny'n briodol. Ac maen nhw wedi bod yn arbennig o awyddus i edrych ar elfennau gofal bugeiliol eu gwaith, gan gadw mewn cysylltiad agos â'r myfyrwyr hynny y mae astudio o bell efallai'n her wirioneddol, ac rwy'n ddiolchgar am eu hymdrechion yn hynny o beth. O ran cymorth iechyd meddwl, byddwch yn ymwybodol, yn y dyraniad cyllideb ar gyfer eleni, ein bod wedi gallu dyfarnu £2 miliwn i gefnogi colegau addysg bellach a mentrau iechyd meddwl. Mae'r arian hwnnw ar gael o hyd i golegau ac maen nhw'n awyddus i ddarparu cymorth ar gyfer iechyd meddwl mewn amrywiaeth o ffyrdd, er nad yw sesiynau cwnsela wyneb yn wyneb mewn colegau yn addas mwyach, ond maen nhw'n edrych ar ffyrdd arloesol o ddefnyddio'r adnodd hwnnw sydd ar gael iddyn nhw. O ran cymwysterau galwedigaethol, rwy'n cydnabod ei bod wedi cymryd peth amser i allu rhoi eglurder i ddysgwyr galwedigaethol, nid yn y ffordd yr oeddem yn gallu gwneud hynny ar gyfer ein myfyrwyr TGAU ac A2 efallai. Mae hyn yn rhannol gan nad yw'r cyrff dyfarnu yng Nghymru yn unig; rydym yn ymwneud â chyrff dyfarnu sy'n gweithio ar sail y DU gyfan ac mae angen i ni weithio ar y cyd â nhw i sicrhau nad yw myfyrwyr o Gymru o dan anfantais. Fel y dywedais wrth y pwyllgor ddoe, y myfyrwyr hynny sydd, fel rhan o'u prentisiaeth neu eu dysgu seiliedig ar waith, yn ymgymryd â chymwysterau sgiliau hanfodol, sy'n rhan o fwyafrif helaeth, y rhaglenni prentisiaethau, bydd y myfyrwyr hynny'n ennill gradd. I'r myfyrwyr hynny sy'n dilyn y cymwysterau galwedigaethol o ran gofal plant, sy'n gymwysterau i Gymru'n unig, byddant hwythau hefyd yn ennill gradd. Gwn fod rhai o'n cyrsiau mynediad wedi achosi straen arbennig. Mae'r rhain fel arfer yn fyfyrwyr mwy aeddfed, rhieni eu hunain yn aml, sy'n dilyn cyrsiau gofal iechyd fel rhagflaenydd cyn mynd ymlaen i astudio ar lefel gradd, fel arfer ar gyfer cyrsiau sy'n ymwneud â nyrsio a bydwreigiaeth. A gwn y bu hynny yn her arbennig, a chytunwyd bellach nad oes rhaid i'r myfyrwyr hynny gwblhau eu holl aseiniadau - byddant hwythau hefyd yn cael eu trin yn yr un modd, a byddant yn cael gradd, gan eu galluogi nhw i symud ymlaen, gobeithio, i'r cyrsiau yr oedden nhw'n gobeithio eu gwneud ym mis Medi, heb unrhyw straen pellach. Mae prentisiaethau yn her, yn enwedig i'r myfyrwyr hynny nad ydynt wedi gallu cwblhau'r elfen seiliedig ar waith o'u cwrs, oherwydd efallai eu bod wedi cael eu rhoi ar ffyrlo neu efallai am nad yw eu cwmni neu eu cyflogwr yn gweithredu mwyach, ac rydym yn parhau i weithio drwy'r agweddau ymarferol ar sut y gallwn ni gefnogi'r myfyrwyr hynny. A byddwch yn ymwybodol ein bod wedi sôn ddoe am y myfyrwyr penodol hynny y mae cymhwysedd technegol yn rhan bwysig iawn o'u cwrs. Felly, os ystyriwn ni blymio a gosod nwy - yn amlwg, er mwyn cofrestru fel ymarferwr cymwys ceir arholiadau ymarferol ac asesiadau y mae angen eu cynnal. Unwaith eto, rydym yn gweithio gyda ColegauCymru i weld - a allwn ni lacio rhai o'r cyfyngiadau symud ar unrhyw adeg fel y gall rhai myfyrwyr ddychwelyd i ddysgu, mae'n debyg mai'r myfyrwyr penodol hynny fyddai un o'r cyfresi cyntaf o fyfyrwyr yn y sector addysg bellach y byddem yn dymuno darparu ar eu cyfer er mwyn iddyn nhw allu cwblhau eu cymhwyster, fel arall, efallai y byddwn mewn sefyllfa lle bydd yn rhaid iddyn nhw ohirio'r elfen honno o'r cymhwyster hwnnw, ac rydym yn cynnal trafodaethau cynnar gyda cholegau ynghylch sut y gallent roi sylw i'r myfyrwyr hynny petai'r myfyrwyr yn methu gwneud hynny tan yn ddiweddarach, a hynny efallai yn mynd i'r flwyddyn academaidd nesaf.