English: Thank you for that set of questions. It is important that we prioritise those who will go on to be our teachers in our bilingual and Welsh-medium schools. That's why Welsh is a priority subject for incentives, attracting the highest level of incentives to go on to a PGCE. We're also announcing today, as you have referenced, a new scheme, which will be a payment on the successful completion of qualified teacher status, with a second payment made to those graduates on the successful completion of their induction year within a Welsh school. So, this is not money upfront. This is about incentivising people to actually finish their course and go on to actually teach in a school. So, this is not just about payment through the course; this is about incentivising people then to actually get into our classrooms. You made a very important point about how we can move people from the QTS scheme onto permanent positions. What we do know is that QTS, newly qualified teachers, do make up a significant part of our supply teaching load, and therefore it's really important to get them onto a successful trajectory for the start of their teaching career and, hopefully, that experience going into schools gives them the best possible chance of securing permanent employment in the school, should that be what they want to do. This idea of progression, actually, is really important. That's one of the downsides of the Northern Ireland model. Many people in this Chamber have talked about the Northern Ireland model. One of the downsides of that model is that there is no clear way for people to get off the supply register into permanent teaching positions. We don't want teachers who want a permanent position to be stuck within one system. Local authorities have applied for the funding. The funding has been allocated on the strength of their bids with regard to impact, sustainability and the quality of what they were proposing. Sixteen bids were received from local authorities, and 15 have been deemed to be successful, and those local authorities have all been informed of the intention of the Welsh Government to make grant available to them. Michelle asks about the perception of initial teacher education in Wales, and you're not wrong. Our provision in the past perhaps has not been as good as we would want it to be, and that was outlined in Professor John Furlong's report, and that is why we are reforming ITE provision in Wales as we speak. I want people to come to Wales, not just because we offer financial incentives, but they will come to our universities to train to be a teacher because they know what they will have is a first-class education system themselves and they will have the best possible academic underpinning to launch them on a successful career. And that's why we are reforming the way in which we do initial teacher education as we move forward. We've had strong expressions of interest from a wide variety of institutions - not just the usual suspects that have done this in the past - and those expressions of interest and bids are being looked at with a very critical eye the moment. The process of allocating and accrediting those courses will not be for me, and my message is very, very clear: unless they are high quality, they will not be commissioned, because we want our future teachers to be educated themselves to the very highest standards. We've got our Discover Teaching campaign; we're working with our universities, as I said, to expose their undergraduate body to the possibility of teaching; we have our incentives; we are taking action on workload; and we are taking action on leadership. I want Wales to be the place to be a teacher. There is no one magic bullet to that. It is the totality of our reforms that will make it happen for us.
Welsh: Diolch am y gyfres yna o gwestiynau. Mae'n bwysig ein bod ni'n blaenoriaethu'r rhai a fydd yn mynd ymlaen i fod yn athrawon yn ein hysgolion dwyieithog a'n hysgolion cyfrwng Cymraeg. Dyna pam mae'r Gymraeg yn bwnc blaenoriaeth ar gyfer cymhellion, ac y priodolir iddo'r cymhellion uchaf i astudio ar gyfer TAR. Rydym ni hefyd yn cyhoeddi cynllun newydd heddiw, fel yr ydych wedi cyfeirio ato, a fydd yn daliad ar ôl llwyddo i ennill statws athro cymwysedig, gydag ail daliad i'r graddedigion hynny ar ôl cwblhau eu blwyddyn sefydlu yn llwyddiannus mewn ysgol Gymraeg. Felly, nid arian ymlaen llaw yw hwn. Mae hyn yn ymwneud mewn gwirionedd â chymell pobl i orffen eu cwrs a mynd ymlaen i ddysgu mewn ysgol. Felly, nid yw hyn yn ymwneud yn unig â thalu drwy gyfrwng cwrs; mae hyn yn ymwneud â chymell pobl mewn difrif i fentro i'n hystafelloedd dosbarth. Fe wnaethoch chi bwynt pwysig iawn ynghylch sut y gallwn ni symud pobl o'r cynllun SAC i swyddi parhaol. Yr hyn yr ydym yn ei wybod yw bod SAC, athrawon newydd gymhwyso, yn ffurfio rhan sylweddol o'n hathrawon cyflenwi, ac felly mae'n wirioneddol bwysig eu rhoi ar lwybr llwyddiannus ar gyfer dechrau eu gyrfa addysgu, a gobeithio y bydd y profiad hwnnw o fynd i ysgolion yn rhoi'r cyfle gorau posibl iddyn nhw sicrhau gwaith parhaol yn yr ysgol, os mai dyna yw eu dymuniad. Mae'r syniad hwn o ddilyniant, mewn gwirionedd, yn bwysig iawn. Dyna un o ddiffygion model Gogledd Iwerddon. Mae llawer o bobl yn y Siambr hon wedi sôn am fodel Gogledd Iwerddon. Un o ddiffygion y model hwnnw yw nad oes ffordd glir i bobl adael y gofrestr gyflenwi a symud i swyddi addysgu parhaol. Does arnom ni ddim eisiau i athrawon sydd eisiau swydd barhaol fod yn gaeth i un system. Mae awdurdodau lleol wedi gwneud cais am yr arian. Mae'r arian wedi ei ddyrannu yn seiliedig ar gryfder eu ceisiadau o ran effaith, cynaliadwyedd ac ansawdd yr hyn a gynigiwyd ganddynt. Derbyniwyd un ar bymtheg o geisiadau gan awdurdodau lleol, ac ystyriwyd bod 15 yn llwyddiannus, ac mae'r holl awdurdodau lleol hynny wedi cael gwybod am fwriad Llywodraeth Cymru i roi grant iddynt. Mae Michelle yn gofyn am amgyffred pobl o addysg gychwynnol athrawon yng Nghymru, ac nid ydych chi'n anghywir. Efallai nad yw ein darpariaeth yn y gorffennol wedi bod cystal ag y buasem yn dymuno iddo fod, ac fe gafodd hynny ei amlinellu yn adroddiad yr Athro John Furlong, a dyna pam yr ydym ni'n diwygio'r ddarpariaeth Addysg Gychwynnol Athrawon yng Nghymru ar hyn o bryd. Rwyf eisiau i bobl ddod i Gymru, nid dim ond oherwydd ein bod ni'n cynnig cymhellion ariannol, ond byddant yn dod i'n prifysgolion i hyfforddi i fod yn athrawon oherwydd eu bod yn gwybod beth fydd ar gael iddyn nhw mewn system addysg o'r radd flaenaf ac y bydd ganddyn nhw'r sylfaen academaidd gorau posib i'w cychwyn ar yrfa lwyddiannus. A dyna pam yr ydym ni'n diwygio'r ffordd yr ydym ni'n cyflwyno addysg gychwynnol athrawon wrth i ni symud ymlaen. Mae amrywiaeth eang o sefydliadau wedi mynegi diddordeb mawr yn hyn - nid dim ond y sefydliadau arferol hynny sydd wedi gwneud hynny yn y gorffennol - ac rydym ni wrthi ar hyn o bryd yn bwrw golwg beirniadol iawn dros y datganiadau hynny o ddiddordeb a'r cynigion. Nid proses ar fy nghyfer i fydd dyrannu ac achredu'r cyrsiau hynny, ac mae fy neges yn hollol, hollol glir: oni bai eu bod o ansawdd uchel, ni chânt eu comisiynu, oherwydd ein bod eisiau i athrawon y dyfodol fod wedi eu haddysgu i'r safonau uchaf posib. Mae gennym ni ein hymgyrch Darganfod Addysgu; rydym ni'n gweithio gyda'n prifysgolion, fel y dywedais i, i wneud eu myfyrwyr israddedig yn ymwybodol o'r posibilrwydd o addysgu; mae gennym ni ein cymhellion; rydym ni'r mynd i'r afael â'r llwyth gwaith; ac rydym ni'n mynd i'r afael ag arweinyddiaeth. Rwyf eisiau i Gymru fod y lle gorau i fod yn athro. Nid oes unrhyw ffordd hud unigol o wneud hynny. Cyfanrwydd ein diwygiadau fydd yn gwneud i hynny ddigwydd.