techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I completely agree with Alun's question. Is a right really right when it's so easily frustrated by the ability of a local authority to say 'no' to transport? And I'm not just talking about post-16 transport, although, obviously, that's a very current issue in Neath Port Talbot in my own region. You alluded to this - I wanted to ask you: do you think the time has come for the Learner Travel (Wales) Measure 2008 to be replaced and for provision for free transport to the nearest Welsh-medium education to be included as a right, and that the issue of student transport is brought under the education portfolio, not the economy portfolio?
Welsh: Rwy'n cytuno'n llwyr â chwestiwn Alun. A yw'n hawl, mewn gwirionedd, pan fo gallu awdurdod lleol i ddweud 'na' i gludiant yn ei rhwystro mor hawdd? Ac nid wyf yn sôn am gludiant ôl-16 yn unig, er, yn amlwg, mae honno'n broblem ar hyn o bryd yng Nghastell-nedd Port Talbot yn fy rhanbarth i. Rydych chi wedi cyfeirio at hyn - roeddwn eisiau gofyn i chi: a ydych yn credu bod yr amser wedi dod i ddisodli Mesur Teithio gan Ddysgwyr (Cymru) 2008 a sicrhau bod darpariaeth ar gyfer cludiant am ddim i'r addysg cyfrwng Cymraeg agosaf yn cael ei chynnwys fel hawl, yn ogystal â sicrhau bod mater cludiant myfyrwyr yn cael ei gynnwys yn y portffolio addysg, yn hytrach na phortffolio'r economi?
English: Well, Presiding Officer, I should declare an interest. My own family had to appeal a transport decision for my own children's ability to access their Welsh-medium education, along with another group of Powys parents. So, I am very familiar with some of the issues that parents find when trying to make that very positive choice. And I think it's particularly important that we address these issues if we want to encourage more people to make that choice. Because unless they can see easy access but also a broad continuum throughout all stages of learning for Welsh medium, many parents, especially those from non-Welsh-speaking households, might not make the first step on that journey, and I want more parents to be able to do that. As I said, there are ongoing discussions between myself, the Minister, and the Minister for Economy and Transport about the learner travel Measure. Whether there's time at this point to completely review that piece of legislation, which, of course, means that nobody is entitled to post-16 travel regardless of language of tuition - those discussions are ongoing, because I recognise that there are specific issues related to the Welsh medium that potentially are putting parents and pupils at a disadvantage.
Welsh: Wel, Lywydd, dylwn ddatgan buddiant. Bu'n rhaid i fy nheulu fy hun apelio yn erbyn penderfyniad cludiant yn ymwneud â gallu fy mhlant i gael mynediad at eu haddysg cyfrwng Cymraeg, ynghyd â grŵp arall o rieni ym Mhowys. Felly, rwy'n gyfarwydd iawn â rhai o'r problemau y mae rhieni'n eu hwynebu wrth geisio gwneud y dewis cadarnhaol iawn hwnnw. Ac rwy'n credu ei bod yn arbennig o bwysig ein bod yn mynd i'r afael â'r materion hyn os ydym eisiau annog mwy o bobl i wneud y dewis hwnnw. Oherwydd, os nad oes mynediad hawdd at addysg cyfrwng Cymraeg, na chontinwwm eang drwy bob cam dysgu, mae'n bosibl na fydd llawer o rieni, yn enwedig rhieni o gartrefi di-Gymraeg, yn cymryd y cam cyntaf ar y daith honno, ac rwyf eisiau galluogi mwy o rieni i wneud hynny. Fel y dywedais, mae trafodaethau ar y gweill rhyngof i, y Gweinidog, a Gweinidog yr Economi a Thrafnidiaeth mewn perthynas â'r Mesur teithio gan ddysgwyr. Nid wyf yn gwybod a oes amser ar hyn o bryd i adolygu'r darn hwnnw o ddeddfwriaeth yn llwyr, sydd, wrth gwrs, yn golygu nad oes gan neb yr hawl i deithio ôl-16 ni waeth beth fo iaith y dysgu - mae'r trafodaethau hynny'n parhau, oherwydd rwy'n cydnabod bod problemau penodol yn gysylltiedig ag addysg cyfrwng Cymraeg sydd, o bosibl, yn rhoi rhieni a disgyblion o dan anfantais.
English: The first five-year phase of the twenty-first century schools and education programme will see £87 million invested in the rebuild and refurbishment of schools in Carmarthenshire. A further £129.5 million has been earmarked for the second phase of the programme from April 2019, subject, of course, to the usual process of business cases being dealt with.
Welsh: Yn ystod pum mlynedd gyntaf y rhaglen addysg ac ysgolion yr unfed ganrif ar hugain, bydd £87 miliwn wedi cael ei fuddsoddi yn y gwaith o ailadeiladu ac ailwampio ysgolion yn Sir Gaerfyrddin. Mae £129.5 miliwn arall wedi'i glustnodi ar gyfer ail gam y rhaglen o fis Ebrill 2019, yn amodol, wrth gwrs, ar y broses arferol o ymdrin ag achosion busnes.
English: I'm grateful to the Minister for her reply. I'd like to suggest, Minister, this afternoon - to offer you the opportunity to congratulate the governors, the local authority, staff and school pupils at Pontyberem school, which has had substantial investment from the twenty-first century schools fund and is going to be reopened on Monday. I know that you've received an invitation and, unfortunately, you're not able to be with us that day, but I think you will - and I hope that you will - acknowledge that it's been a really effective piece of work that's made really good use of existing estate, that we don't always have to build from scratch - even though sometimes we might want to - but we don't always need to build from scratch to make real difference to the environment in which our teachers are working in and in which our pupils are learning. I hope you will also join me in congratulating Carmarthenshire in being really proactive in making sure that they make the best use of those resources that are available. And, most of all, I hope that you'll wish the parents and pupils and all of us a really happy day on Monday, because it certainly is something to celebrate.
Welsh: Rwy'n ddiolchgar i'r Gweinidog am ei hateb. Hoffwn awgrymu, Weinidog, y prynhawn yma - hoffwn gynnig y cyfle i chi longyfarch y llywodraethwyr, yr awdurdod lleol, y staff a'r disgyblion yn ysgol Pontyberem, sydd wedi cael buddsoddiad sylweddol o gronfa ysgolion yr unfed ganrif ar hugain ac a fydd yn ailagor ddydd Llun. Gwn eich bod wedi cael gwahoddiad ac yn anffodus, nid ydych yn gallu bod yno gyda ni y diwrnod hwnnw, ond credaf y byddwch - ac rwy'n gobeithio y byddwch - yn cydnabod ei fod wedi bod yn waith gwirioneddol effeithiol ac wedi gwneud defnydd gwirioneddol dda o'r ystâd bresennol, ac nid oes yn rhaid i ni adeiladu o'r newydd bob amser - er ein bod yn dymuno gwneud hynny weithiau - ond nid oes angen i ni adeiladu o'r newydd bob tro i wneud gwahaniaeth gwirioneddol i'r amgylchedd y mae ein hathrawon yn gweithio ynddo ac y mae ein disgyblion yn dysgu ynddo. Rwy'n gobeithio y byddwch hefyd yn ymuno â mi i longyfarch Sir Gaerfyrddin am fod yn rhagweithiol iawn yn gwneud yn siŵr eu bod yn gwneud y defnydd gorau o'r adnoddau hynny sydd ar gael. Ac yn bennaf oll, rwy'n gobeithio y byddwch yn dymuno diwrnod hapus iawn i'r rhieni a'r disgyblion ac i bob un ohonom ddydd Llun, oherwydd mae'n sicr yn rhywbeth i'w ddathlu.
English: Well, can I thank the Member for bringing to the attention of the whole Assembly the official opening of Ysgol Ponyberem next week? I'm very disappointed that I'm not able to attend. One of the most wonderful aspects of being the Minister for Education is to be able to travel the length and breadth of the nation opening new buildings, whether that be a complete new build or very, very successful refurbishments or extensions on the existing school estate. I'm sure the Member would share my ambition that children and those who educate and work with them deserve to do that important work in buildings that are fit for purpose and allow them to make the most of those opportunities. Although sometimes, perhaps, from time from time, relations between Welsh Government and local government can get a bit feisty, the strong partnership working between local authorities across Wales and the Welsh Government has made this capital investment programme, I think, one of the most successful capital programmes that the Welsh Government has enjoyed, because of that close partnership working between us and our local authorities. I commend all of those who are working really, really hard to get these buildings up and open and I hope they have a wonderful, wonderful day.
Welsh: Wel, a gaf fi ddiolch i'r Aelod am dynnu sylw'r Cynulliad cyfan at agoriad swyddogol Ysgol Pontyberem yr wythnos nesaf? Rwy'n siomedig iawn na fyddaf yn gallu bod yn bresennol. Un o'r agweddau mwyaf rhyfeddol ar fod yn Weinidog addysg yw gallu teithio ar hyd a lled y wlad yn agor adeiladau newydd, boed hwnnw'n adeilad cyfan gwbl newydd neu'n adeilad wedi'i adnewyddu neu'n estyniad llwyddiannus iawn ar ystâd bresennol yr ysgol. Rwy'n siŵr y byddai'r Aelod yn rhannu fy uchelgais fod plant a'r rheini sy'n eu haddysgu ac yn gweithio gyda hwy yn haeddu gwneud y gwaith pwysig hwnnw mewn adeiladau sy'n addas at y diben ac sy'n caniatáu iddynt fanteisio i'r eithaf ar y cyfleoedd hynny. Er y gall y berthynas rhwng Llywodraeth Cymru a llywodraeth leol fod braidd yn gynhennus o bryd i'w gilydd o bosibl, mae'r gwaith partneriaeth cryf rhwng awdurdodau lleol ledled Cymru a Llywodraeth Cymru wedi sicrhau bod y rhaglen buddsoddi cyfalaf hon, rwy'n credu, yn un o'r rhaglenni cyfalaf mwyaf llwyddiannus y mae Llywodraeth Cymru wedi'u mwynhau, oherwydd y cydweithio agos hwnnw rhyngom ni a'n hawdurdodau lleol. Rwy'n cymeradwyo pawb sy'n gweithio'n wirioneddol galed i godi ac agor yr adeiladau hyn, ac rwy'n gobeithio y cânt ddiwrnod bendigedig.
English: Minister, the mutual investment model that finances most of the twenty-first century schools programme in Carmarthenshire and throughout the rest of Wales is a really welcome evolution from the old-fashioned PFI, but, of course, with all of these issues, there's always a balance to be had between loss of control and being able to be fiscally exposed. Now, the mutual investment model does have a fiscal exposure for the Government and for local authorities and I just wanted to understand a little bit more clearly what your opportunity and risk evaluation process is to ensure that things such as the lack of ability to profit-cap or cost overruns, project overruns, and, of course, the higher rate of borrowing - how that impacts the twenty-first century schools programme.
Welsh: Weinidog, mae'r model buddsoddi cydfuddiannol sy'n ariannu'r rhan fwyaf o raglen ysgolion yr unfed ganrif ar hugain yn Sir Gaerfyrddin a gweddill Cymru yn esblygiad a groesewir yn fawr o'r mentrau cyllid preifat hen ffasiwn, ond wrth gwrs, gyda'r holl faterion hyn, mae angen sicrhau cydbwysedd bob amser rhwng colli rheolaeth a gallu cynnal amlygiad ariannol. Nawr, mae gan y model buddsoddi cydfuddiannol amlygiad ariannol ar gyfer y Llywodraeth ac awdurdodau lleol ac roeddwn eisiau deall ychydig yn gliriach beth yw eich proses werthuso cyfle a risg er mwyn sicrhau bod pethau fel anallu i gapio elw neu orwariant, gorwariant prosiectau, ac wrth gwrs, y gyfradd fenthyca uwch - sut y mae hynny'n effeithio ar raglen ysgolion yr unfed ganrif ar hugain.
English: Well, Angela, you're right; the MIM - the mutual investment model - does give us the opportunity as a Government, working alongside partners, to be able to lever in an additional £500 million-worth of resource into the programme, which allows us to complete even more refurbishment and new-build projects. That needs to be managed very carefully, and local authorities and FE colleges that are involved in that process need to be supported with the skills alongside the skills that they would have in-house. We're currently working as a Government with our partners to develop a model that will provide that support, which in turn itself will try and safeguard individual councils or colleges from the problems that you've just identified. And I'd be very happy to update Members when a final decision around that has been made, which is imminent.
Welsh: Wel, Angela, rydych yn llygad eich lle: mae'r model buddsoddi cydfuddiannol yn rhoi cyfle i ni fel Llywodraeth, gan weithio gyda phartneriaid, ddenu gwerth £500 miliwn o adnoddau ychwanegol i'r rhaglen, sy'n ein galluogi i gwblhau mwy fyth o waith adnewyddu a phrosiectau adeiladu o'r newydd. Mae angen rheoli hwnnw'n ofalus iawn, ac mae angen sgiliau i gefnogi awdurdodau lleol a cholegau addysg bellach sy'n rhan o'r broses honno ochr yn ochr â'r sgiliau a fyddai ganddynt yn fewnol. Ar hyn o bryd, fel Llywodraeth rydym yn gweithio gyda'n partneriaid i ddatblygu model a fydd yn darparu'r gefnogaeth honno, a fydd yn ei dro yn ceisio diogelu cynghorau unigol neu golegau rhag y problemau rydych newydd eu nodi. A buaswn yn hapus iawn i roi'r wybodaeth ddiweddaraf i'r Aelodau pan fydd penderfyniad terfynol wedi ei wneud mewn perthynas â hynny, ac mae hynny ar fin digwydd.
English: Thank you, Joyce. We continue to provide financial and regulatory support to the sector through HEFCW, which, together with our student support reforms, will create a stronger, more sustainable HE sector across the nation.
Welsh: Diolch i chi, Joyce. Rydym yn parhau i ddarparu cymorth ariannol a rheoleiddiol i'r sector drwy CCAUC, a fydd, ynghyd â'n diwygiadau cymorth i fyfyrwyr, yn creu sector addysg uwch cryfach, mwy cynaliadwy ledled y wlad.
English: Thank you for that answer, but last week, there was a worrying report in the media concerning the future of the Lampeter campus of the University of Wales Trinity Saint David, and in recent years there has been a decline in the number of departments, staff and students at that particular campus. Understandably, both the students and the local residents, and the businesses that depend on that university, are really concerned about the economic viability and the effects that will have on the wider community. They're especially concerned about the announcement by the university that they're looking to make a £6.5 million cut and 100 job cuts across their three campuses, which does include Carmarthen, Swansea and Lampeter. Can I ask, Minister, if you've had any discussions whatsoever with the university regarding the future of the Lampeter campus and the University of Wales Trinity Saint David?
Welsh: Diolch i chi am yr ateb hwnnw, ond yr wythnos diwethaf, roedd yna adroddiad a oedd yn peri pryder yn y cyfryngau ynghylch dyfodol campws Llanbedr Pont Steffan Prifysgol Cymru y Drindod Dewi Sant, ac yn ystod y blynyddoedd diwethaf mae gostyngiad wedi bod yn nifer yr adrannau, y staff a'r myfyrwyr ar y campws penodol hwnnw. Yn ddealladwy, mae'r myfyrwyr a'r trigolion lleol, a'r busnesau sy'n dibynnu ar y brifysgol honno, yn bryderus iawn am yr hyfywedd economaidd a'r effeithiau y bydd hynny'n eu cael ar y gymuned ehangach. Maent yn arbennig o bryderus am gyhoeddiad y brifysgol eu bod yn bwriadu gwneud toriad o £6.5 miliwn a 100 o swyddi ar draws eu tri champws, sy'n cynnwys Caerfyrddin, Abertawe a Llanbedr Pont Steffan. A gaf fi ofyn, Weinidog, a ydych wedi cael unrhyw drafodaethau o gwbl gyda'r brifysgol ynghylch dyfodol campws Llanbedr Pont Steffan a Phrifysgol Cymru y Drindod Dewi Sant?
English: Thank you, Joyce. I spoke to the vice-chancellor of that institution last week and received a categorical assurance on the future of educational provision at the Lampeter campus from him.
Welsh: Diolch i chi, Joyce. Siaradais ag is-ganghellor y sefydliad hwnnw yr wythnos diwethaf a rhoddodd sicrwydd pendant ynghylch dyfodol darpariaeth addysgol ar gampws Llanbedr Pont Steffan.
English: Minister, I'm sure you'll agree with me that partnerships between higher education authorities and businesses are critical to ensure that the next generation have the knowledge and right skill sets to enter the workforce, which I'm sure will be very different in 10 years' time, given the adoption of automation and artificial intelligence. Naturally, these changes will require workers everywhere to deepen their existing skill sets or even acquire new ones. With this in mind, what is the Welsh Government doing to support higher education institutions to work with employers to make sure the workforce of the future has the necessary skills and knowledge to actually enter the workplace?
Welsh: Weinidog, rwy'n siŵr y byddwch yn cytuno â mi fod partneriaethau rhwng busnesau ac awdurdodau addysg uwch yn hanfodol er mwyn sicrhau bod gan y genhedlaeth nesaf wybodaeth a sgiliau cywir i ymuno â'r gweithlu, a fydd, rwy'n siŵr, yn wahanol iawn mewn 10 mlynedd, o ystyried datblygiad awtomeiddio a deallusrwydd artiffisial. Yn naturiol, bydd y newidiadau hyn yn ei gwneud yn ofynnol i weithwyr ym mhobman hogi eu sgiliau presennol neu gaffael rhai newydd hyd yn oed. Gyda hyn mewn golwg, beth y mae Llywodraeth Cymru yn ei wneud i gynorthwyo sefydliadau addysg uwch i weithio gyda chyflogwyr er mwyn sicrhau bod gweithlu'r dyfodol yn meddu ar y sgiliau a'r wybodaeth angenrheidiol i fynd i mewn i'r gweithle?
English: If I can give the Member a concrete example of how we're doing just that, and that is our degree apprenticeship programme. That degree apprenticeship programme sees individuals based in the company for the vast majority of their time but undertaking some part-time study. That's not the same as thinking that those students just do a normal degree on a part-time basis; the programme that has been developed by the university has been done deliberately in partnership with those businesses that employ the student. We've just heard a question about Trinity. I've been very fortunate to see for myself some of those involved in the Trinity Saint David digital degree apprenticeship programme - a young woman who decided to go down that route at 18 rather than the more traditional undergraduate programme. And we hope to extend the number of professions that are covered by degree apprenticeships later on this year, focusing especially on digital, engineering and other STEM subjects, thus allowing businesses and universities to work together to deliver a curriculum that truly meets the needs of individuals but also the wider economy.
Welsh: Os caf roi un enghraifft bendant i'r Aelod o'r ffordd rydym yn gwneud yn union hynny, ein rhaglen brentisiaeth gradd yw honno. Mae'r rhaglen brentisiaeth gradd yn golygu bod unigolion yn gweithio yn y cwmni am y mwyafrif helaeth o'u hamser ond yn ymgymryd â rhywfaint o astudio rhan-amser. Nid yw hynny yr un fath â meddwl bod y myfyrwyr hynny'n gwneud gradd arferol ar sail ran-amser; mae'r rhaglen a ddatblygwyd gan y brifysgol wedi'i chreu yn fwriadol mewn partneriaeth â'r busnesau sy'n cyflogi'r myfyriwr. Rydym newydd glywed cwestiwn am y Drindod. Rwyf wedi bod yn ffodus iawn i weld rhai o'r bobl sy'n rhan o raglen brentisiaeth gradd ddigidol y Drindod Dewi Sant drosof fy hun - menyw ifanc a benderfynodd ddilyn y llwybr hwnnw yn 18 oed yn hytrach na'r rhaglen israddedig fwy traddodiadol. Ac rydym yn gobeithio cynyddu nifer y proffesiynau a gwmpesir gan brentisiaethau gradd yn ddiweddarach eleni, gan ganolbwyntio'n benodol ar bynciau digidol, peirianneg a phynciau STEM eraill, gan ganiatáu i fusnesau a phrifysgolion gydweithio i gyflwyno cwricwlwm sy'n llwyr ddiwallu anghenion unigolion yn ogystal â'r economi ehangach.
English: Thank you, Mark. Welsh Government provides funding to local authorities, Careers Wales, and further education institutions to deliver services that support pupils with additional learning needs entering into post-16 education. Furthermore, our ambitious ALN reforms will deliver improved collaborative assessment, planning and monitoring of support provided to all learners with an ALN.
Welsh: Diolch, Mark. Mae Llywodraeth Cymru yn rhoi cyllid i awdurdodau lleol, Gyrfa Cymru a sefydliadau addysg bellach i ddarparu gwasanaethau sy'n cynorthwyo disgyblion ag anghenion dysgu ychwanegol sy'n dechrau addysg ôl-16. At hynny, bydd ein diwygiadau ADY uchelgeisiol yn arwain at gynllunio, monitro ac asesu cydweithredol gwell o'r cymorth a roddir i bob dysgwr ag angen dysgu ychwanegol.
English: Thank you. After the Welsh Government announced in the last Assembly that placements to specialist colleges for students with learning difficulties and learning disabilities would normally now be for two years rather than three, I visited Derwen College in Gobowen just across the border, which takes students from England and Wales. The Welsh Government at the time responded by stating that this was flexible; it would consider individual cases according to individual circumstances and needs, and the college showed me that the third year was critical, because that's when they provide the direct work experience in partnership with employers locally. I've now been contacted by a Flintshire mum, whose son attends the college on a two-year placement, who, in a review meeting, has been told that students from England can still have three-year placements, but students from Wales only two, and the flexibility that was previously available has not been made available to her. What is your current position to enable or ensure that students who need that third year in Wales can access funding for it through the appropriate processes, or is it simply now a blanket 'no'?
Welsh: Diolch. Ar ôl i Lywodraeth Cymru gyhoeddi yn y Cynulliad diwethaf y byddai lleoliadau mewn colegau arbenigol ar gyfer myfyrwyr ag anawsterau dysgu ac anableddau dysgu fel arfer yn para dwy flynedd yn awr yn hytrach na thair, ymwelais â Choleg Derwen yn Gobowen ychydig dros y ffin, sy'n derbyn myfyrwyr o Gymru a Lloegr. Ymatebodd Llywodraeth Cymru ar y pryd drwy ddweud bod hyn yn hyblyg; byddai'n ystyried achosion unigol yn ôl amgylchiadau ac anghenion unigol, a dangosodd y coleg i mi fod y drydedd flwyddyn yn dyngedfennol, oherwydd dyna pryd y maent yn darparu'r profiad gwaith uniongyrchol mewn partneriaeth â chyflogwyr yn lleol. Mae mam o Sir y Fflint wedi cysylltu â mi yn awr, ac mae ei mab yn mynychu'r coleg ar leoliad dwy flynedd, ac mewn cyfarfod adolygu, cafodd wybod y gall myfyrwyr o Loegr gael lleoliadau tair blynedd o hyd, ond dwy yn unig i fyfyrwyr o Gymru, ac nid yw'r hyblygrwydd a oedd ar gael yn flaenorol ar gael iddi yn awr. Beth yw'r sefyllfa ar hyn o bryd mewn perthynas â galluogi neu sicrhau bod myfyrwyr sydd angen y drydedd flwyddyn honno yng Nghymru yn gallu cael cyllid ar ei chyfer drwy'r prosesau priodol, neu ai 'na' yw'r ateb i bawb bellach?
English: No, it's not at all a blanket 'no'. We would expect the majority of placements to last for two years, however, all these placements come to me, as Minister, for sign-off and I know that I have signed off, for this financial year, a number of three-year placements, because that three-year placement has been designated and decided is the most appropriate length of study for an individual student. And from time to time, we have requests that are brought forward to extend a two-year placement to a third year if that's in the best interest of the learners. So, there is absolute flexibility still in place within Wales, and the nature, whether it's two years or three years, or whether a two-year needs to extend into a third year is a matter of an individual's assessment, and there is no blanket policy of saying only two years.
Welsh: Na, nid 'na' yw'r ateb i bawb o gwbl. Byddem yn disgwyl i'r rhan fwyaf o leoliadau bara dwy flynedd, ond mae disgwyl i mi, fel Gweinidog, gymeradwyo'r lleoliadau hyn, a gwn fy mod wedi cymeradwyo nifer o leoliadau tair blynedd ar gyfer y flwyddyn ariannol hon, am fod y lleoliadau tair blynedd hynny wedi'u dynodi a bod penderfyniad wedi'i wneud mai dyna yw'r cyfnod astudio mwyaf priodol ar gyfer myfyriwr unigol. Ac o bryd i'w gilydd, mae ceisiadau'n cael eu cyflwyno i ymestyn lleoliad dwy flynedd yn dair blynedd os yw hynny er budd gorau'r dysgwyr. Felly, mae yna hyblygrwydd llwyr o hyd yng Nghymru, ac mae natur y lleoliad, boed yn ddwy flynedd neu'n dair blynedd, neu p'un a oes angen ymestyn dwy flynedd yn dair blynedd, yn ddibynnol ar asesiad unigolyn, ac nid oes polisi cyffredinol o ddwy flynedd yn unig.