techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: The Member will be aware that the planning of Welsh-medium provision falls to my colleague, the Minister with responsibility for the language, who is currently considering how best we can ensure that the Welsh in education plans that have come forward are adequate and are ambitious. We understand that if we're to meet the Welsh Government's target of an additional 1 million Welsh-speakers then education has a crucial role to play in that. I know, from my own family's experience, where the language was lost in my generation and the generation of my husband, that the ability to attend a Welsh-medium primary school has brought the language back to my family, and I am incredibly proud to see children whose parents are English being able to speak to their parents in English and speak to their 'mam-gu's and their 'tad-cu's in Welsh in the same conversation. That's why we are absolutely committed to ensure that local authorities are as ambitious as we are for Welsh-medium education in Wales.
Welsh: Bydd yr Aelod yn ymwybodol fod y broses o gynllunio darpariaeth cyfrwng Cymraeg yn rhan o gylch gwaith fy nghyd-Aelod, y Gweinidog sydd â chyfrifoldeb dros yr iaith, ac sydd ar hyn o bryd yn ystyried y ffordd orau o sicrhau bod y cynlluniau Cymraeg mewn addysg a gyflwynwyd yn ddigonol ac yn uchelgeisiol. Rydym yn deall bod gan addysg rôl allweddol i'w chwarae os ydym yn mynd i gyrraedd targed Llywodraeth Cymru o 1 filiwn ychwanegol o siaradwyr Cymraeg. O brofiad fy nheulu fy hun, lle y cafodd yr iaith ei cholli yn fy nghenhedlaeth i a chenhedlaeth fy ngŵr, gwn fod y gallu i fynychu ysgol gynradd cyfrwng Cymraeg wedi dod â'r iaith yn ôl i fy nheulu, ac rwy'n hynod o falch o weld plant y mae eu rhieni'n siarad Saesneg yn gallu siarad â'u rhieni yn Saesneg a siarad â'u mam-gu a'u tad-cu yn Gymraeg yn yr un sgwrs. Dyna pam rydym wedi ymrwymo'n llwyr i sicrhau bod awdurdodau lleol yr un mor uchelgeisiol â ninnau dros addysg cyfrwng Cymraeg yng Nghymru.
English: Thank you, Hefin. I expect teachers to exercise their professional judgement in ensuring planning, preparation and assessment time is used effectively to support their teaching. Arrangements should be designed to allow teachers to use their judgement based on their needs and the needs of the school and their learners.
Welsh: Diolch i chi, Hefin. Rwy'n disgwyl i athrawon arfer eu barn broffesiynol wrth sicrhau bod amser cynllunio, paratoi ac asesu yn cael ei ddefnyddio'n effeithiol i gefnogi eu haddysgu. Dylid cynllunio trefniadau i alluogi athrawon i ddefnyddio eu crebwyll yn seiliedig ar eu hanghenion ac anghenion yr ysgol a'u dysgwyr.
English: It's good to hear that the Cabinet Secretary supports that flexibility. At the Children, Young People and Education Committee last week, the NUT said that PPA is a big issue in primary schools in particular. It was Neil Foden of NUT Cymru who said that schools were freeing teachers for the required 10 per cent of their teaching time and releasing them from their workloads, which is to be welcomed and a good thing. However, he also said that many schools are achieving this by using staff without qualified teacher status, such as classroom assistants or higher-level teaching assistants. This can mean - and this is what he said - that pupils are not being taught by a qualified teacher for the equivalent of one month in an academic year. We need to find a solution to this if that is the case. So, where there is a need, perhaps, to reduce teaching capacity in some schools, wouldn't it be more appropriate to use that teaching capacity to cover PPA, perhaps as a floating teacher with responsibility for covering PPA, or find other creative solutions to this particular problem?
Welsh: Mae'n dda clywed bod Ysgrifennydd y Cabinet yn cefnogi'r hyblygrwydd hwnnw. Yn y Pwyllgor Plant, Pobl Ifanc ac Addysg yr wythnos diwethaf, dywedodd Undeb Cenedlaethol yr Athrawon fod CPA yn broblem fawr mewn ysgolion cynradd yn benodol. Neil Foden o NUT Cymru a ddywedodd fod ysgolion yn rhyddhau athrawon ar gyfer y 10 y cant gofynnol o'u hamser addysgu ac yn eu rhyddhau o'u llwyth gwaith, sydd i'w groesawu ac yn beth da. Fodd bynnag, dywedodd hefyd fod llawer o ysgolion yn cyflawni hyn drwy ddefnyddio staff heb statws athro cymwysedig, megis cynorthwywyr dosbarth neu gynorthwywyr addysgu lefel uwch. Gall hyn olygu - a dyma beth a ddywedodd - nad yw disgyblion yn cael eu haddysgu gan athro cymwysedig am yr hyn sy'n cyfateb i un mis mewn blwyddyn academaidd. Mae angen i ni ddod o hyd i ateb i hyn os yw hynny'n wir. Felly, lle y bo angen lleihau capasiti addysgu mewn rhai ysgolion o bosibl, oni fuasai'n fwy priodol defnyddio'r capasiti addysgu hwnnw i gyflenwi dros CPA, fel athro fel y bo'r angen, efallai, gyda chyfrifoldeb am gyflenwi dros CPA, neu ddod o hyd i atebion creadigol eraill i'r broblem hon?
English: Thank you, Hefin. If I can be absolutely clear, because I believe the regulations governing who can teach in Wales are clear: only qualified teachers - those with QTS - can undertake specific work, i.e. teach. That is a very different situation that we have in Wales than you would see across the border, and a differentiation that I am very pleased about. Schools can employ a suitably qualified floating teacher. Like you, I recognise that there are benefits to continuity and quality assurance from having floating teachers who are employed either in a single school or, perhaps, in a cluster of schools to provide cover for absent teachers or to ensure that those teachers have the PPA time that they need. I would see that as good practice. Ultimately, staffing structures, however, are a matter for individual schools, governing bodies and the LEA.
Welsh: Diolch i chi, Hefin. Os caf fod yn gwbl glir, oherwydd rwy'n credu bod y rheoliadau sy'n llywodraethu pwy sy'n cael addysgu yng Nghymru yn glir: athrawon cymwys yn unig - rhai sydd â statws athro cymwysedig - sy'n cael gwneud gwaith penodol, h.y. addysgu. Mae gennym sefyllfa wahanol iawn yma yng Nghymru i'r hyn a welech dros y ffin, ac mae'n wahaniaeth rwy'n falch iawn ohono. Gall ysgolion gyflogi athro fel y bo'r angen gyda chymwysterau addas. Fel chi, rwy'n cydnabod bod yna fanteision i barhad a sicrwydd ansawdd o gael athrawon fel y bo'r angen sy'n cael eu cyflogi naill ai mewn un ysgol, neu mewn clwstwr o ysgolion, efallai, i gyflenwi dros athrawon absennol neu i sicrhau bod yr athrawon hynny'n cael yr amser CPA sydd ei angen arnynt. Buaswn yn ystyried hynny'n arfer da. Yn y pen draw, fodd bynnag, mater i ysgolion unigol, cyrff llywodraethu a'r AALl yw strwythurau staffio.
English: Cabinet Secretary, as the chair of two governing bodies, I often think that teachers have a similar working lifestyle to us. They need to do a lot of preparation. They have to do a lot of work in the evening and in what people refer to constantly as the holidays. But, sometimes, you need to have that protected time - when we are in the office environment but when they are in the school - so that they have access to colleagues and sources of advice, and so that they can plan. It's really important that there is that 10 per cent or so of time protected for them.
Welsh: Ysgrifennydd y Cabinet, fel cadeirydd dau gorff llywodraethu, rwy'n aml yn meddwl bod gan athrawon ffordd o weithio sy'n debyg i'n ffordd ni o weithio. Mae angen iddynt wneud llawer o waith paratoi. Mae'n rhaid iddynt wneud llawer o waith gyda'r nos ac yn ystod yr hyn y mae pobl yn cyfeirio ato'n gyson fel gwyliau. Ond weithiau, mae angen i chi gael amser wedi'i neilltuo - pan fyddwn ni yn y swyddfa, ond pan fyddant hwy yn yr ysgol - er mwyn iddynt allu cael gafael ar gydweithwyr a ffynonellau cyngor, ac er mwyn iddynt allu cynllunio. Mae'n wirioneddol bwysig fod 10 y cant o'r amser yn cael ei neilltuo ar eu cyfer.
English: I agree with you absolutely. We have a commitment to allow that time to be made available. Members will be aware that I recently visited Finland, which is a nation that is constantly held up as the bastion of great education. One of the things that they are trying to do in Finland to improve their education is to ensure that there is PPA time in school for their teachers. They recognise that teachers currently don't have the opportunity to sit down together to discuss individual pupils or to plan and to look to see how they can take their schools forward. So, PPA is an important aspect. We have looked at ways in which we could increase PPA. You would know that an independent report - independent of Government - recently talked about a shortened school week that would then allow a single day for PPA. It was not welcomed with much enthusiasm by members of your own benches, I must say, but we need to look at creative ways to ensure that teachers do indeed have that PPA time.
Welsh: Rwy'n cytuno'n llwyr â chi. Mae gennym ymrwymiad i ganiatàu i'r amser hwnnw gael ei roi. Bydd yr Aelodau'n gwybod fy mod wedi ymweld â'r Ffindir yn ddiweddar, cenedl sy'n cael ei hystyried yn gyson yn gadarnle addysg wych. Un o'r pethau y maent yn ceisio ei wneud yn y Ffindir i wella eu haddysg yw sicrhau bod amser CPA ar gael yn yr ysgol i'w hathrawon. Maent yn cydnabod nad yw athrawon yn cael cyfle ar hyn o bryd i eistedd gyda'i gilydd i drafod disgyblion unigol neu i gynllunio ac i edrych i weld sut y gallant ddatblygu eu hysgolion. Felly, mae CPA yn elfen bwysig. Rydym wedi edrych ar ffyrdd y gallem gynyddu CPA. Fe fyddwch yn gwybod bod adroddiad annibynnol - annibynnol ar y Llywodraeth - wedi sôn yn ddiweddar am wythnos ysgol fyrrach a fyddai wedyn yn caniatáu un diwrnod ar gyfer CPA. Ni chafodd ei groesawu â llawer o frwdfrydedd gan Aelodau ar eich meinciau chi, rhaid i mi ddweud, ond mae angen inni edrych ar ffyrdd creadigol o sicrhau bod athrawon yn cael yr amser CPA hwn.
English: Thank you, Hefin. I announced my intention last week to consult on setting up a new strategic authority to oversee post-compulsory education and training. This would promote collaboration, remove barriers to progression and create seamless learning pathways across all elements of post-compulsory education and training, including further and higher education.
Welsh: Diolch i chi, Hefin. Cyhoeddais fy mwriad yr wythnos diwethaf i ymgynghori ar sefydlu awdurdod strategol newydd i oruchwylio addysg a hyfforddiant ôl-orfodol. Buasai hyn yn hybu cydweithio, yn dileu rhwystrau i gynnydd ac yn creu llwybrau dysgu di-dor ar draws pob elfen o addysg a hyfforddiant ôl-orfodol, gan gynnwys addysg bellach ac uwch.
English: I welcome that statement and the measures that she has just identified in response to the Hazelkorn review. In her evidence to the Children, Young People and Education Committee on 10 November, she stated that, in the more immediate future - before that further consultation takes place - when she submits her annual remit letter, there'll be an expectation that, of the money that has been going to the Higher Education Funding Council for Wales, part of that is used to enhance the relationship between FE and HE. She said she'd include that in the remit letter. At the same meeting, the Minister for Lifelong Learning and Welsh Language said he doesn't want to see a boundary between FE and HE. How, specifically, will the Cabinet Secretary ensure, in her next remit letter, which is due very soon, that that's the case?
Welsh: Rwy'n croesawu'r datganiad hwnnw a'r mesurau y mae hi newydd eu nodi mewn ymateb i adolygiad Hazelkorn. Yn ei thystiolaeth i'r Pwyllgor Plant, Pobl Ifanc ac Addysg ar 10 Tachwedd, dywedodd y bydd disgwyl yn y dyfodol mwy uniongyrchol - cyn i'r ymgynghori pellach hwnnw ddigwydd - pan fydd yn cyflwyno ei llythyr cylch gwaith blynyddol, y bydd rhan o'r arian sydd wedi bod yn mynd i Gyngor Cyllido Addysg Uwch Cymru yn cael ei ddefnyddio i wella'r berthynas rhwng addysg bellach ac addysg uwch. Dywedodd y byddai'n cynnwys hynny yn y llythyr cylch gwaith. Yn yr un cyfarfod, dywedodd Gweinidog y Gymraeg a Dysgu Gydol Oes nad yw am weld ffin rhwng addysg bellach ac addysg uwch. Sut, yn benodol, y bydd Ysgrifennydd y Cabinet yn sicrhau, yn ei llythyr cylch gwaith nesaf, sydd i ddod yn fuan iawn, fod hynny'n mynd i ddigwydd?
English: Thank you for that. This desire on behalf of Welsh Ministers has already been expressed to HEFCW in an additional remit letter that went out earlier this autumn, and future remit letters would seek to build upon this. I am struck by how important these opportunities are. Again, this morning, with Dawn Bowden, I was in Merthyr Tydfil college. We met students there this morning who were undertaking the first two years of their course at the campus in Merthyr and who will then go on to study at the University of South Wales to complete their degrees. Many of their students who study A-levels, for instance, then move on to progress to study at a higher level within the same institution, and what's been crucial for raising aspiration levels in that community, which has had a very difficult time, is that close linkage between the FE college and the HE institution. I will continue, as we work towards the single tertiary education authority, to express my desire, and how important I believe it is, to HEFCW in my regular meetings with both the chairman and the chief executive, and my officials will be monitoring what evidence there is from HEFCW to see that the spirit of the remit letter has indeed been fulfilled.
Welsh: Diolch i chi am hynny. Mae'r awydd ar ran Gweinidogion Cymru eisoes wedi ei fynegi i CCAUC mewn llythyr cylch gwaith ychwanegol a aeth allan yn gynharach yr hydref hwn, a buasai llythyrau cylch gwaith yn y dyfodol yn ceisio adeiladu ar hyn. Mae'n syndod i mi pa mor bwysig yw'r cyfleoedd hyn. Unwaith eto, y bore yma, gyda Dawn Bowden, roeddwn yng ngholeg Merthyr Tudful. Cyfarfuom â myfyrwyr yno y bore yma a oedd yn gwneud y ddwy flynedd gyntaf o'u cwrs ar y campws ym Merthyr Tudful ac yn mynd ymlaen wedyn i astudio ym Mhrifysgol De Cymru i gwblhau eu graddau. Mae llawer o'u myfyrwyr sy'n astudio Safon Uwch, er enghraifft, yn camu ymlaen wedyn i astudio ar lefel uwch yn yr un sefydliad, a'r hyn sydd wedi bod yn hanfodol i godi lefelau uchelgais yn y gymuned honno, sydd wedi cael amser anodd iawn, yw'r cysylltiad agos hwn rhwng y coleg addysg bellach a'r sefydliad addysg uwch. Wrth i ni weithio tuag at un awdurdod addysg drydyddol, byddaf yn parhau i fynegi fy awydd, a pha mor bwysig ydyw yn fy marn i, i CCAUC yn fy nghyfarfodydd rheolaidd gyda'r cadeirydd a'r prif weithredwr, a bydd fy swyddogion yn monitro unrhyw dystiolaeth a geir gan CCAUC i weld bod ysbryd y llythyr cylch gwaith wedi cael ei gyflawni mewn gwirionedd.
English: Cabinet Secretary, the issue of student tuition fees and funding arrangements for higher education has occupied considerable attention. However, further education occupies an equally if not more important role in terms of providing skills for local economies and their learners, and deserves equal attention. Does the Cabinet Secretary agree that a continued decrease in funding for lower-level skills will place in jeopardy the ability to provide the fundamental learning that supports our communities in Wales?
Welsh: Ysgrifennydd y Cabinet, mae mater ffioedd dysgu myfyrwyr a threfniadau ariannu addysg uwch wedi mynnu cryn sylw. Fodd bynnag, mae gan addysg bellach ran yr un mor bwysig os nad yn bwysicach o ran darparu sgiliau i economïau lleol a'u dysgwyr, ac yn haeddu sylw cyfartal. A yw Ysgrifennydd y Cabinet yn cytuno y bydd gostyngiad parhaus yn y cyllid ar gyfer sgiliau lefel is yn peryglu'r gallu i ddarparu'r dysgu sylfaenol sy'n cynnal ein cymunedau yng Nghymru?
English: Thank you for that. I don't regard any element of the sector to be more important than any other, and I expressed that quite clearly in my statement on Hazelkorn last week. The purpose of the new tertiary education authority will be partly to ensure we can have that parity of esteem between the different forms of study, and the resources that will help drive not just the life chances of the individuals who are studying, but will drive the economy of Wales forward, will be fundamental to their work as they commission programmes of study, work-based learning and skills provision.
Welsh: Diolch i chi am hynny. Nid wyf yn ystyried bod unrhyw elfen o'r sector yn bwysicach nag unrhyw un o'r lleill, a mynegais hynny'n eithaf clir yn fy natganiad ar Hazelkorn yr wythnos diwethaf. Pwrpas yr awdurdod addysg drydyddol newydd yn rhannol fydd sicrhau y gallwn gael parch cydradd rhwng y gwahanol fathau o astudio, a bydd yr adnoddau a fydd yn helpu i yrru nid yn unig cyfleoedd bywyd yr unigolion sy'n astudio, ond a fydd hefyd yn hybu economi Cymru, yn sylfaenol i'w gwaith wrth iddynt gomisiynu rhaglenni astudio, dysgu seiliedig ar waith a'r ddarpariaeth sgiliau.
English: According to the latest data for January 2016, there are 8,804 pupils aged 5 attending a Welsh-medium school. This therefore represents a quarter of all pupils aged 5.
Welsh: Yn ôl y data diweddaraf ar gyfer Ionawr 2016, mae 8,804 o ddisgyblion 5 oed yn mynychu ysgol cyfrwng Cymraeg. Mae hyn felly yn chwarter yr holl ddisgyblion 5 oed.
English: Can I thank the Minister for that response? As someone who has been learning Welsh for many years, I know how difficult it is to learn as an adult. The Minister has said there are 8,804 five-year-olds in Welsh-medium schools currently, which equates, assuming a life expectancy of 85 years, to something in the order of 850,000 or so - perhaps slightly under - Welsh speakers in 2097. That is, unless more five-year-olds commence Welsh-medium education over future years. Does the Minister recognise these numbers, and can he indicate how the Government intends to increase these numbers so that by 2097 we reach 1 million?
Welsh: Hoffwn ddiolch i'r Gweinidog am yr ymateb hwnnw. Fel rhywun sydd wedi bod yn dysgu Cymraeg ers blynyddoedd lawer, rwy'n gwybod pa mor anodd yw hi i ddysgu fel oedolyn. Mae'r Gweinidog wedi dweud bod yna 8,804 o blant pum mlwydd oed mewn ysgolion cyfrwng Cymraeg ar hyn o bryd, sy'n cyfateb, gan ragdybio disgwyliad oes o 85 mlynedd, i rywbeth tebyg i 850,000 o siaradwyr Cymraeg - ychydig bach yn llai o bosibl - o siaradwyr Cymraeg yn 2097. Hynny yw, oni bai bod mwy o blant pum mlwydd oed yn dechrau mewn addysg cyfrwng Cymraeg dros y blynyddoedd i ddod. A yw'r Gweinidog yn cydnabod y rhifau hyn, ac a all ddweud sut y mae'r Llywodraeth yn bwriadu cynyddu'r niferoedd hyn, fel ein bod yn cyrraedd 1 filiwn erbyn 2097?
English: Presiding Officer, I have learned to my cost never to challenge Mike Hedges on his numbers. I did so once and I'll never do it again. I recognise both the numbers he quotes and the broader point behind that. Can I say this? I am considering at the moment the Welsh in education strategic plans. We have not received all of them yet from local authorities, and I will make a statement on the way forward when I have received all of those completed plans. However, I will say that I am disappointed by the lack of ambition that has been demonstrated by some to date. The ambition that Mike Hedges clearly describes is one that this Government is absolutely committed to, and that means that, when we do look at our strategic plans for the future of Welsh-medium education, we will do so with a view to achieving the target of 1 million speakers. That does mean a significant increase in the number of pupils attending Welsh-medium education and that means a significant increase in the provision of Welsh-medium education. When I'm in a position to do so, I will make that statement to this Chamber.
Welsh: Lywydd, rwyf wedi dysgu drwy brofiad i beidio byth â herio Mike Hedges ar ei rifau. Gwneuthum hynny unwaith ac ni fyddaf yn gwneud hynny eto. Rwy'n cydnabod y rhifau y mae'n eu dyfynnu a'r pwynt ehangach wrth wraidd hynny. A gaf fi ddweud hyn? Ar hyn o bryd, rwy'n ystyried y cynlluniau strategol Cymraeg mewn addysg. Nid yw pob un wedi dod i law eto gan awdurdodau lleol, a byddaf yn gwneud datganiad ar y ffordd ymlaen pan fyddaf wedi cael pob un o'r cynlluniau hynny wedi'u cwblhau. Fodd bynnag, rwyf am ddweud fy mod yn siomedig gan y diffyg uchelgais a ddangoswyd hyd yma. Mae'r uchelgais y mae Mike Hedges yn ei ddisgrifio'n eglur yn un y mae'r Llywodraeth hon yn gwbl ymrwymedig iddi, ac mae hynny'n golygu, pan fyddwn yn edrych ar ein cynlluniau strategol ar gyfer dyfodol addysg cyfrwng Cymraeg, y byddwn yn gwneud hynny gyda'r bwriad o gyrraedd y targed o 1 filiwn o siaradwyr. Mae hynny'n golygu cynnydd sylweddol yn nifer y disgyblion sy'n mynychu addysg cyfrwng Cymraeg ac mae hynny'n golygu cynnydd sylweddol yn y ddarpariaeth o addysg cyfrwng Cymraeg. Pan fyddaf mewn sefyllfa i wneud hynny, byddaf yn gwneud y datganiad hwnnw i'r Siambr.
English: Minister, I've been pleased with the robust tone that you've expressed in respect of the Welsh in education strategic plans, which are being developed by local authorities across Wales. You and I both share the ambition to drive up the number of Welsh speakers here in Wales, but we will never achieve that ambition unless there are sufficient Welsh-speaking teachers in our classrooms. We have a huge problem at the moment, which is beginning to develop, and is going on developing, with a massive reduction in the number of people coming through into the teaching profession who are proficient in the Welsh language and able to teach through the medium of Welsh. What action are you taking, along with the Cabinet Secretary, to entice people into the profession who are going to be able to deliver this magnificent ambition that we all share for Wales?
Welsh: Weinidog, roeddwn yn fodlon gyda'ch tôn gadarn mewn perthynas â'r cynlluniau strategol Cymraeg mewn addysg, sy'n cael eu datblygu gan awdurdodau lleol ledled Cymru. Rydych chi a minnau'n rhannu'r uchelgais i gynyddu nifer y siaradwyr Cymraeg yma yng Nghymru, ond ni fyddwn byth yn cyflawni'r uchelgais hwnnw oni bai bod digon o athrawon Cymraeg eu hiaith yn ein hystafelloedd dosbarth. Mae gennym broblem enfawr ar hyn o bryd, sy'n dechrau datblygu, ac yn mynd i barhau i ddatblygu, gyda gostyngiad enfawr yn nifer y bobl sy'n dod i'r proffesiwn addysgu sy'n hyfedr yn y Gymraeg ac yn gallu addysgu drwy gyfrwng y Gymraeg. Pa gamau sydd ar y gweill gennych, gydag Ysgrifennydd y Cabinet, i ddenu pobl i'r proffesiwn sy'n mynd i allu cyflawni'r uchelgais godidog yr ydym i gyd yn ei rannu ar gyfer Cymru?