techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Just to say that it's clear that the way that we are moving forward here in Wales with the new categorisation is similar to what's happening in other European countries. So, we've moved away from that model of describing what happens on the ground to a model where there is an expectation on schools to do something specific, so I would think that the accountability and monitoring is going to be easier, if anything.
Welsh: Jest i ddweud bod o'n amlwg bod y ffordd rydym ni'n symud yma yng Nghymru efo'r categoreiddio newydd yn debycach i beth sy'n digwydd mewn gwledydd Ewropeaidd eraill. Felly, rydym ni wedi symud i ffwrdd o'r model o ddisgrifio beth sy'n digwydd ar lawr gwlad at fodel lle mae yna ddisgwyl ar yr ysgolion i wneud rhywbeth penodol, ac felly buaswn i'n meddwl bod yr atebolrwydd a'r monitro yn mynd i fod yn haws.
English: Great, thank you, Enlli. Carolyn, are you happy for us to move on?
Welsh: Grêt, diolch. Diolch, Enlli. Carolyn, ydych chi'n hapus i ni symud ymlaen?
English: In that context, of course, there are different models that can be incorporated into these language categories. The content and language integrated learning model is something that we haven't examined a great deal in Wales, but there is an opportunity for some children to be able to continue to have some subjects through the medium of Welsh. There is another model that we've started here in Wales, a translingual model, but we haven't incorporated this effectively in our education systems. What this allows is the teaching of a child through the medium of their strongest language, while also giving them the experience of another language in order to enrich their experience. So, there is something else that we can do in the English-medium education sector to ensure that children have more of a language continuum.
Welsh: Yn y cyd-destun yna, wrth gwrs, mae yna wahanol fodelau sydd yn gallu cael eu hymgorffori o fewn y categorïau iaith yma. Felly, mae'r model CLIL yn rhywbeth dydyn ni ddim wedi bod yn archwilio yn ormodol yng nghyd-destun Cymru, ond mae cyfle i rai plant fedru parhau i gael rhai pynciau trwy gyfrwng y Gymraeg. Mae'r model trawsieithu yn rhywbeth rydyn ni wedi cychwyn yma yng Nghymru, ond dydyn ni ddim wedi ymgorffori trawsieithu'n glir iawn yn ein systemau addysg. Beth mae trawsieithu'n caniatáu i rywun wneud ydy addysgu plentyn trwy'r iaith sydd gryfaf iddyn nhw, ond hefyd roi profiad o iaith arall i gyfoethogi, ac yn y blaen. Felly, mae yna bethau y medrwn ni wneud yn y sector addysg cyfrwng Saesneg er mwyn sicrhau bod y plant yn cael mwy o barhad ieithyddol.
English: Thanks for that, Enlli. Is there anything else to add to that? In terms of continuity as part of the WESPs, is that a robust feature? Clive.
Welsh: Diolch am hynna, Enlli. Oes unrhyw un arall eisiau dod i mewn ar hynna, hefyd? O ran dilyniant fel rhan o'r WESPs, ydy hynny'n ddigon cadarn? Clive.
English: On the whole, continuity from Welsh-medium education to Welsh secondary schools in the east is robust. So, I don't think that continuity is the issue, to be honest with you. A high percentage of children do tend to transfer from Welsh-medium primary to Welsh-medium secondary in those areas.
Welsh: At ei gilydd, mae dilyniant o ysgolion cyfrwng Cymraeg i ysgolion uwchradd Cymraeg yn y dwyrain, fel petai, yn gadarn iawn. Felly, dwi ddim yn credu mai dilyniant yw'r issue, i fod yn onest gyda chi. Mae canran uchel o blant yn dueddol o drosglwyddo o'r cynradd i'r uwchradd cyfrwng Cymraeg yn yr ardaloedd hynny.
English: Thanks for that. Unless someone else wants to come in -
Welsh: Diolch am hynna. Oni bai bod rhywun arall eisiau dod i mewn -
English: - we will move on finally to Hefin David. Now, I know that some points regarding the workforce have been made already, but we'll look at this now in more detail. Hefin.
Welsh: - fe wnawn ni symud ymlaen yn olaf at Hefin David. Dwi'n gwybod bod rhai pwyntiau am y gweithlu wedi cael eu gwneud yn barod, ac felly byddwn ni nawr yn edrych ar hyn mewn mwy o ddyfnder. Hefin.
English: Before anyone comes in, I know that Arwyn has to leave in two minutes. Enlli, do you mind if we go to Arwyn first? Is that okay? Arwyn.
Welsh: Cyn i unrhyw un ddod mewn, dwi'n gwybod, Arwyn, eich bod chi angen gadael ymhen dwy funud. Enlli, ydych chi'n meindio os ydyn ni'n jest mynd at Arwyn yn gyntaf? Ydy hynny'n ocê?
English: Thanks, Chair. As regards long-term plans, we need these people in schools tomorrow, and we're talking about medium and long-term planning here. To endorse the points that we were making earlier, it's easy for us to think that there are sufficient numbers of teachers in the Welsh-medium sector, but the Welsh-medium sector is under pressure as well, particularly in the secondary sector. So, there is a real need to promote and market, to look at making the sector more attractive. It's possible that we have to look at financial bursaries to attract students into these areas. It's possible that the worst place we could get to is that we strengthen the accountability around the plans, around the schools, the authorities and ourselves, and so forth, but that we don't have the workforce to truly be able to get this work done. We can argue about legislation, we can argue about definitions, but if we don't have the people to do this - . That's the main factor in this area that we really need to invest in as we go forward.
Welsh: Diolch, Cadeirydd. Dwi'n meddwl, o ran cynllunio tymor hir, rydyn ni angen y bobl yma yn yr ysgolion fory nesaf, ac rydyn ni'n sôn am gynllunio tymor canol a thymor hir yn fan hyn. I ategu'r pwyntiau roeddem ni'n gwneud yn gynharach, mae'n hawdd i ni feddwl bod yna ddigon o athrawon yn y sector cyfrwng Cymraeg, ond mae'r sector cyfrwng Cymraeg hefyd dan bwysau, yn enwedig yn yr uwchradd. Felly, mae gwirioneddol angen marchnata, mae gwirioneddol angen edrych ar wneud y sector yn fwy deniadol, mae'n bosibl y bydd yn rhaid i ni edrych ar fwrsariaeth ariannol i ddenu myfyrwyr i mewn i'r agweddau yma. Mae'n bosibl mai'r lle gwaethaf y gallem ni gyrraedd ydy ein bod ni'n cryfhau'r atebolrwydd o gwmpas y cynlluniau, o gwmpas yr ysgolion, yr awdurdodau, a ninnau, ac yn y blaen, ond nad oes gennym ni'r gweithlu i fedru'n wirioneddol rhoi'r gwaith yma ar waith. Medrwn ni ddadlau am ddeddfwriaeth, medrwn ni ddadlau am ddiffiniadau, ond os nad ydy'r bobl gennym ni i'w wneud - . Hwnnw, mae'n debyg, ydy'r prif ffactor yn y maes yma, sydd angen i ni wirioneddol fuddsoddi ynddo fo wrth i ni fynd yn ein blaenau.
English: The way that we train teachers currently is a balance between the academics in universities and teachers in the classroom. So, there has been progress in that context, where trainees have the benefit of elements being taught by teachers on the ground. So, that gives us greater scope, but, no, we don't have enough, and there is a need to attract more people to the profession within universities as well.
Welsh: Y ffordd rydyn ni'n hyfforddi athrawon ar hyn o bryd ydy balans rhwng yr academyddion o fewn y prifysgolion ac athrawon ar lawr dosbarth. Felly, mae yna gynnydd yn hynny o beth, o ran bod yr hyfforddeion yn cael y fantais o gael elfennau wedi eu haddysgu gan athrawon sydd allan yna. Felly, mae hynny'n rhoi mwy o sgôp, ond, na, does gennym ni ddim digon, ac mae angen denu mwy o bobl i mewn i'r proffesiwn o fewn y prifysgolion hefyd.
English: Yes, but it's also vital that the trainees who do speak Welsh hear from specialists who don't speak Welsh about the things that they are expert in. But, the issue that students receive their education through the medium of Welsh or can undertake their assessments through the medium of Welsh is a slightly different issue. So, there are ways around it.
Welsh: Ie, ond hefyd dwi'n meddwl ei bod hi'n allweddol bod hyfforddeion sydd yn siarad Cymraeg yn clywed gan arbenigwyr sydd ddim yn siarad Cymraeg am y pethau maen nhw'n arbenigo ynddyn nhw. Ond, mae'r mater bod y myfyrwyr eu hunain yn cael eu haddysg drwy gyfrwng y Gymraeg neu'n cael gwneud eu hasesiadau ac yn y blaen drwy gyfrwng y Gymraeg yn fater sydd bach yn wahanol. Felly, mae yna ffyrdd o'i gwmpas o.
English: In my view, perhaps integrating elements of the sabbatical training could be part of the initial teacher training, and could create more speakers on their journey to become teachers, and that it is a qualification available to anyone who wants to teach in Wales - that they can have that opportunity as part of their initial teacher training.
Welsh: Yn fy marn i, efallai byddai integreiddio elfennau o hyfforddiant y cynllun sabothol fel rhan o hyfforddiant cychwynnol athrawon yn help i greu mwy o siaradwyr ar eu taith i fod yn athrawon, a'i fod e'n gymhwyster sydd ar gael i unrhyw un sydd am ddysgu yng Nghymru - eu bod nhw'n gallu cael y cyfle yna fel rhan o'u hyfforddiant cychwynnol.
English: Just on that point that Hefin raised, one thing that I've heard from the Coleg Cymraeg Cenedlaethol - . We know that there is a particular shortage in terms of the teachers who are able to teach science and mathematics through the medium of Welsh, and we know that even in Welsh-medium schools, those subjects aren't taught through the medium of Welsh in terms of A-level. So, I'd like to know whether Enlli or someone else feels that that issue needs to be solved if we truly want to have more teachers who can then study the subject at degree level, and then train to be teachers.
Welsh: A gaf i jest ddod mewn ar y pwynt yna roedd Hefin wedi ei godi? Un peth dwi wedi clywed gan y Coleg Cymraeg Cenedlaethol - . Rŷm ni'n gwybod bod yna brinder arbennig o ran athrawon sy'n medru dysgu gwyddorau a mathemateg drwy gyfrwng y Gymraeg, ac, wrth gwrs, rŷm ni'n gwybod hyd yn oed mewn nifer fawr o ysgolion cyfrwng Cymraeg dyw'r pynciau yna ddim yn cael eu dysgu drwy gyfrwng y Gymraeg o ran Safon Uwch. Felly, beth hoffwn i wybod yw a yw Enlli neu rywun arall yn teimlo bod hynny angen cael ei ddatrys os ydym ni'n wirioneddol eisiau mwy o athrawon sy'n medru wedyn gafael ar y pynciau yma i lefel cwrs gradd, ac wedyn hyfforddi i fod yn athrawon.
English: If I could respond there, the danger also sometimes is that we silo languages. Perhaps there's a teacher who may not be confident teaching through the medium of Welsh, and would prefer teaching through the medium of English in science subjects. But, perhaps there are ways of teaching bilingually so that pupils feel confident in discussing the subject in either language and could make that choice, or could pick up on the Welsh language when there is a shortage of Welsh speakers. So, I think we need to look at ensuring that if we are teaching through the medium of English to students or children who can speak Welsh, that they have the confidence to speak Welsh alongside English, in the same way that when they're being taught through the medium of Welsh, that they also feel confident to be able to discuss the subject in English, so that they have that language option then.
Welsh: Os caf i ymateb ar hynna, y perygl hefyd weithiau ydy ein bod ni'n 'seilo-io' ieithoedd. Efallai bod yna athro fyddai'n gallu, efallai ddim yn hyderus iawn, addysgu drwy gyfrwng y Gymraeg ac yn ffafrio addysgu gwyddorau drwy gyfrwng y Saesneg. Ond efallai bod yna ffyrdd o ddysgu'n ddwyieithog fel bod y disgyblion, o leiaf, yn teimlo'n hyderus yn gallu trafod y pwnc yn y naill iaith neu'r llall ac yn gallu gwneud y dewis yna, neu'n gallu pigo i fyny ar y Gymraeg pan mae yna brinder ar gyfer y Gymraeg. Felly, dwi'n meddwl bod eisiau edrych ar sicrhau, os ydym ni yn addysgu drwy gyfrwng y Saesneg i fyfyrwyr neu ddisgyblion sy'n gallu siarad Cymraeg, eu bod nhw'n cael eu hybu i ddatblygu eu Cymraeg yn gyfochrog â'r Saesneg, ac yr un fath y ffordd arall - pan maen nhw'n cael eu haddysgu drwy gyfrwng y Gymraeg, eu bod nhw hefyd yn teimlo'n hyderus i fod yn gallu trafod eu pwnc yn Saesneg fel bod y dewis iaith yna ar gael iddyn nhw wedyn.
English: Again, we do tend to think in silos in linguistic terms, don't we? When somebody studies through the medium of Welsh in a university in any subject, they're likely to spend a lot of time reading material in English because it isn't available in Welsh. So, the same thing is true. If somebody has expertise and is able to discuss their expertise in front of their students, they can still study through the medium of Welsh, but they can draw benefit from hearing that individual teaching them through the medium of any other language. So, I think we need to have that linguistic flexibility for us to benefit from those experiences without putting barriers in front of students to study through the medium of Welsh, and to develop their Welsh language skills in the same way.
Welsh: Eto, dwi'n meddwl ein bod ni'n dueddol o feddwl mewn seilos, onid ydym, yn ieithyddol? Pan fo rhywun yn astudio drwy gyfrwng y Gymraeg yn y brifysgol, unrhyw bwnc, y tebyg ydy eu bod nhw'n mynd i ddarllen lot yn Saesneg achos does yna ddim digon wedi cael ei ysgrifennu yn y pynciau yna yn Gymraeg. Felly, yr un egwyddor ydy o. Os oes yna rywun efo arbenigedd sy'n gallu sefyll o flaen y myfyrwyr a thrafod yr arbenigedd yna efo nhw, maen nhw dal yn gallu astudio drwy gyfrwng y Gymraeg, ond eu bod nhw'n clywed ac yn cael buddiannau o glywed yr unigolyn yna yn trafod efo nhw. Felly, mae yna dipyn bach o hyblygrwydd angen digwydd hefyd - hyblygrwydd ieithyddol - er mwyn i ni fedru elwa o'r profiadau yna tra hefyd yn peidio â llesteirio ar y cyfle i'r myfyrwyr yna fedru parhau i astudio drwy gyfrwng y Gymraeg a datblygu eu sgiliau Cymraeg nhw yn yr un ffordd.
English: I was just going to say if we're calling them specialist teachers, perhaps there is an argument for given them that higher salary.
Welsh: Roeddwn i'n jest yn mynd i ddweud, os ydyn ni'n galw nhw'n athrawon arbenigol, yna efallai bod yna le i fedru rhoi'r cyflog uwch yna.
English: Okay. Hefin, are you happy for us to finish now? Yes. Great. I know we've gone a little over time, but we really appreciate the fact that you have given that additional time to us. A transcript of what you've said will be sent to you for you to check for factual accuracy, and I'm sure there'll be some things that we'd like to follow up with you in writing. But thank you very much for your time, and we look forward to continuing with this work on the inquiry. And thank you to Sioned and Buffy for being with us also. As a committee, now we'll move on to papers to note. But, to the witnesses, thank you very much.
Welsh: Ocê. Hefin, ydych chi'n hapus i ni orffen gyda hwnna? Ie. Grêt. Dwi'n gwybod roedden ni wedi mynd ychydig drosodd gyda'r amser; rydyn ni wir yn gwerthfawrogi'r ffaith eich bod chi wedi rhoi'r amser ychwanegol yna i ni. Bydd transgript o'r hyn rydych chi wedi'i ddweud yn cael ei ddanfon atoch chi i chi wirio, a dwi'n siŵr efallai bydd yna rai pethau byddwn ni eisiau dilyn lan gyda chi mewn ysgrifen. Ond diolch yn fawr iawn am eich amser; rŷn ni wir yn ei werthfawrogi fe, a dŷn ni'n edrych ymlaen at gario ymlaen gyda'r gwaith pwysig yma ar yr ymchwiliad. Diolch eto i Sioned a Buffy am fod gyda ni hefyd. Diolch yn fawr iawn. Byddwn ni fel pwyllgor yn symud ymlaen at nodi papurau nawr. Felly, i'r tystion, diolch yn fawr iawn. Thank you so much.
English: We'll move on straight away to item 3, namely papers to note. Item 3.1 is a letter from Julia Lopez from the UK Government to us regarding the young audiences content fund. Item 3.2, additional information from StreetGames. Item 3.3, a letter from the Minister for Economy to the Llywydd regarding the Northern Ireland protocol Bill, and item 3.4 is a letter to the Minister for Education and Welsh Language on the trademarking of Welsh words; that was a letter that we sent to the Minister. Do Members have any comments on these papers publicly? Heledd.
Welsh: Gwnawn ni symud yn syth at eitem 3, sef papurau i'w nodi. Eitem 3.1, llythyr gan Julia Lopez o Lywodraeth y Deyrnas Unedig atom ni ynghylch y gronfa cynnwys cynulleidfaoedd ifanc. Eitem 3.2, gwybodaeth ychwanegol gan StreetGames. Eitem 3.3, llythyr gan Weinidog yr Economi at y Llywydd am y Bil protocol Gogledd Iwerddon, ac eitem 3.4, llythyr at Weinidog y Gymraeg ac Addysg ynghylch rhoi nod masnach ar eiriau Cymraeg; roedd hwnna'n llythyr roedden ni wedi danfon at y Gweinidog. Oes gan unrhyw un unrhyw beth maen nhw eisiau dweud am y rhain yn gyhoeddus? Heledd.
English: If I may. Just on the letter from Julia Lopez. I'm pleased that she's responded positively to the evidence, but I think, clearly, it still is a cause of concern that that consultation hasn't come to an end, and that that hasn't been solved. And we heard clearly from S4C what the benefits of this fund were, and what the risk of not having the fund is. So, I would ask whether we could have this as a live issue to keep a watching brief over it, because we have raised questions with the Deputy Minister before to see whether there are ways that the Welsh Government can look at the programmes and Welsh-medium content for children and young people specifically too.
Welsh: Os caf i. Dim ond ar y llythyr gan Julia Lopez. Dwi'n falch ei bod hi wedi ymateb yn gadarnhaol o ran y dystiolaeth, ond dwi'n meddwl, yn amlwg, ei bod hi'n dal yn destun pryder bod yr ymgynghoriad hwnnw heb ddod i ben, a bod hynna heb gael ei ddatrys, a ninnau wedi clywed yn glir gan S4C beth oedd buddion y gronfa hon, a beth ydy'r risg heb gael y gronfa hon. Felly, buaswn i'n gofyn: ydyn ni'n gallu cadw hwn fel mater byw i ni edrych arno fo? Oherwydd, wrth gwrs, rydyn ni wedi codi efo'r Dirprwy Weinidog yn flaenorol hefyd os oes yna ffyrdd y gall Llywodraeth Cymru hefyd edrych yn arbennig o ran rhaglenni a chynnwys Cymraeg i blant a phobl ifanc yn benodol hefyd.
English: I don't see anyone disagreeing with that. Certainly, as a committee, we will keep a watching brief on that. Great. Thank you. Do any Members have anything else to say on the record on anything else, on any of the papers? No.
Welsh: Ie, absolutely. Dwi ddim yn gweld unrhyw un yn anghytuno. Yn sicr, byddwn ni fel pwyllgor yn cadw watching brief ar hwnna. Grêt. Diolch. Oes gan unrhyw Aelodau unrhyw beth arall maen nhw eisiau'i ddweud ar y record am unrhyw un o'r llythyron? Dwi ddim yn gweld bod.
English: If Members are content, I propose, under Standing Order 17.42, to resolve to exclude the public from the remainder of the meeting. Are Members content to agree the motion? Right. We'll continue now in private. I'll wait to hear that we are in private session.
Welsh: Felly, os yw'r Aelodau yn fodlon, rwy'n cynnig, o dan Reol Sefydlog 17.42, i benderfynu gwahardd y cyhoedd o weddill y cyfarfod. Ydy'r Aelodau yn fodlon derbyn hynny? Reit. Gwnawn ni barhau yn breifat. Mi wnaf aros i glywed ein bod ni yn breifat.
English: Thank you very much. It's really interesting to listen to you and we've had really comprehensive answers already. So, just to take this a step further on some of the matters that have already been raised, on the point that you were raising there about bringing in the third sector to work side by side with the health service, et cetera, how close are we to being able to say that we're creating a society that supports people with their well-being and mental health? Is that something that we're going to be aiming for - creating this wider community that will support people?
Welsh: Diolch yn fawr iawn. Mae'n ddifyr iawn gwrando arnoch chi ac rydyn ni wedi cael atebion cynhwysfawr iawn yn barod. Felly, jest i fynd cam ymhellach ar gwpl o'r materion sydd wedi cael eu codi'n barod, ar y pwynt yr oeddech chi'n ei wneud, rŵan, ynglŷn â dod â'r trydydd sector i mewn i weithio ochr yn ochr â gwasanaethau iechyd, ac ati, pa mor agos ydyn ni at allu dweud ein bod ni'n creu cymdeithas sydd yn cefnogi pobl efo llesiant ac iechyd meddwl? Ydy hynny'n rhywbeth y dylem ni fod yn anelu amdano fo - creu'r gymuned ehangach yna sy'n cefnogi pobl?
English: Welcome to this Plenary session. Before we begin, I want to set out a few points. This meeting will be held in a hybrid format, with some Members in the Senedd Chamber and others joining by video-conference. All Members participating in proceedings of the Senedd, wherever they may be, will be treated equally. A Plenary meeting held using video-conference, in accordance with the Standing Orders of the Welsh Parliament, constitutes Senedd proceedings for the purposes of the Government of Wales Act 2006. Some of the provisions of Standing Order 34 will apply for today's meeting, and these are noted on your agenda.
Welsh: Croeso, bawb, i'r Cyfarfod Llawn. Cyn i ni ddechrau, dwi angen nodi ychydig o bwyntiau. Cynhelir y cyfarfod hwn ar ffurf hybrid, gyda rhai Aelodau yn y Siambr ac eraill yn ymuno drwy gyswllt fideo. Bydd yr holl Aelodau sy'n cymryd rhan yn nhrafodion y Senedd, ble bynnag y bônt, yn cael eu trin yn gyfartal. Mae Cyfarfod Llawn a gynhelir drwy gynhadledd fideo, yn unol â Rheolau Sefydlog Senedd Cymru, yn gyfystyr â thrafodion y Senedd at ddibenion Deddf Llywodraeth Cymru 2006. Bydd rhai o ddarpariaethau Rheol Sefydlog 34 yn gymwys ar gyfer y cyfarfod yma, ac mae'r rheini wedi'u nodi ar eich agenda chi.
English: The first item this afternoon is questions to the Minister for Social Justice, and the first question is to be answered by the Deputy Minister for Social Partnership and to be asked by Peredur Owen Griffiths.
Welsh: Yr eitem gyntaf y prynhawn yma yw'r cwestiynau i'r Gweinidog Cyfiawnder Cymdeithasol, ac mae'r cwestiwn cyntaf i'w ateb gan y Dirprwy Weinidog Partneriaeth Gymdeithasol ac i'w ofyn gan Peredur Owen Griffiths.
English: The impact of the cost-of-living crisis on the third sector and its workforce was discussed at the most recent meeting of the third sector partnership council. In addition, we are committed to and continuing to work in social partnership and use our wider levers to promote fair pay in the third sector.
Welsh: Trafodwyd effaith yr argyfwng costau byw ar y trydydd sector a'i weithlu yng nghyfarfod diweddaraf cyngor partneriaeth y trydydd sector. Yn ogystal, rydym wedi ymrwymo i weithio mewn partneriaeth gymdeithasol ac yn parhau i wneud hynny, ac rydym yn defnyddio ein hysgogiadau ehangach i hyrwyddo cyflogau teg yn y trydydd sector.
English: One of the problems the sector is currently having is funding fair pay settlements that reflect rises in the cost of living. This is particularly the case with organisations that have contracts with multiple public sector providers that are adopting different approaches to contract uplifts. One organisation I am aware of has contracts across many local authorities, with roughly a third giving contract uplifts, a third refusing and a third yet to decide. This puts the organisation in an impossible position of having to be fair to all staff whilst not being able to fund fair pay. Will the Welsh Government take a lead in ensuring consistent policy on contract uplifts and ensure the sector can continue to keep its valuable staff and help the most vulnerable in our society?
Welsh: Un o'r problemau y mae'r sector yn eu hwynebu ar hyn o bryd yw ariannu setliadau cyflogau teg sy'n adlewyrchu'r cynnydd mewn costau byw. Mae hyn yn arbennig o wir gyda sefydliadau sydd â chontractau gyda sawl darparwr sector cyhoeddus sy'n gwneud pethau gwahanol o ran cynyddu contractau. Mae gan un sefydliad rwy'n ymwybodol ohono gontractau ar draws llawer o awdurdodau lleol, gydag oddeutu traean yn cynyddu contractau, traean yn gwrthod a thraean eto i benderfynu. Mae hyn yn rhoi'r sefydliad mewn sefyllfa amhosibl o orfod bod yn deg â'r holl staff heb allu ariannu cyflogau teg. A wnaiff Llywodraeth Cymru arwain y gwaith o sicrhau polisi cyson ar gynyddu contractau a sicrhau y gall y sector barhau i gadw ei staff gwerthfawr a helpu'r rhai mwyaf agored i niwed yn ein cymdeithas?