English: I was in a meeting with some veterans yesterday and they mentioned to me the fact that, when they come out of the armed forces, quite often their transferrable skills are not recognised, so they may have specific skills in engineering and such, but it's not recognised if they need to go into an entirely different work landscape, and they end up on benefits, or they end up homeless, actually, because they haven't really found a place that they can go to try and change that reality for themselves, and to get a job in something that would suit them. But they're not being told how they can transfer those skills. I'm wondering what work you can do through the adult education sector to help those veterans to realise their potential so that they're not in those vulnerable positions. My final question was - you will be aware of the Augar review and the fact that they're doing this learning through life concept, and you will be responding to that, I know. You've mentioned earlier the personal learning accounts. I just wanted to understand whether that was the same thing, or whether it was something that you're working in conjunction with the UK Government on, because I've had conversations with the Open University especially who are very interested in the expansion of that type of thing, where, if you're working in a position and you've managed to do quite well but you haven't got a degree, or another person is in a position where they want to do extra qualifications and they can't get financial support to do that, how are we facilitating their ability to do that when they're in full-time work and when they need that support. So, anything that you've got to add to what you said to the previous question from Mohammad Asghar would be very helpful, thank you.
Welsh: Roeddwn i mewn cyfarfod gyda rhai cyn-filwyr ddoe ac roedden nhw'n sôn wrthyf am y ffaith, pan fyddan nhw'n gadael y lluoedd arfog, na chydnabyddir eu sgiliau trosglwyddadwy yn eithaf aml, felly efallai fod ganddyn nhw sgiliau penodol mewn peirianneg ac ati, ond ni chaiff hynny ei gydnabod os oes angen iddyn nhw fynd i dirwedd waith gwbl wahanol, ac maen nhw yn y diwedd yn byw ar fudd-daliadau, neu'n ddigartref, mewn gwirionedd, gan nad ydyn nhw wedi dod o hyd i rywle lle y gallant fynd iddo i geisio newid y realiti hwnnw dros eu hunain, a chael swydd mewn rhyw faes a fyddai'n gweddu iddyn nhw. Ond dydyn nhw ddim yn cael gwybod sut y gallant drosglwyddo'r sgiliau hynny. Tybed pa waith y gallwch chi ei wneud drwy'r sector addysg i oedolion i helpu'r cyn-filwyr hynny i wireddu eu potensial fel nad ydyn nhw yn y sefyllfaoedd agored i niwed hynny. Fy nghwestiwn olaf oedd - byddwch chi'n ymwybodol o adolygiad Augar a'r ffaith eu bod yn dilyn y cysyniad hwn o ddysgu drwy fywyd, a byddwch chi'n ymateb i hynny, rwy'n gwybod. Fe wnaethoch chi sôn yn gynharach am y cyfrifon dysgu personol. Roeddwn i eisiau deall ai'r un peth oedd hynny, neu a oedd yn rhywbeth yr ydych chi'n gweithio ar y cyd â Llywodraeth y DU arno, oherwydd rwyf wedi cael sgyrsiau gyda'r Brifysgol Agored yn enwedig sydd â diddordeb mawr yn y gwaith o ehangu'r math hwnnw o beth, pryd, os ydych chi'n gweithio mewn swydd a'ch bod wedi llwyddo i wneud yn eithaf da ond nad oes gennych radd, neu os oes unigolyn arall mewn sefyllfa lle mae eisiau ennill cymwysterau ychwanegol ac na all gael cymorth ariannol i wneud hynny, sut ydym ni'n hwyluso'u gallu i wneud hynny pan fyddan nhw mewn gwaith amser llawn a phan fydd angen y cymorth hwnnw arnyn nhw. Felly, byddai unrhyw beth sydd gennych chi i'w ychwanegu at eich ymateb i'r cwestiwn blaenorol gan Mohammad Asghar yn ddefnyddiol iawn, diolch.