English: Well, you're exactly right in that. And as I did with Samuel Kurtz, I would invite the Member, if she has any particular steps to suggest that aren't contained within the plan, I'd be more than happy to listen to them. There are two main points in the Member's questions. First of all is the role of local authorities in ensuring that progress in made in terms of their responsibilities to provide for Welsh-medium education, and the second is an analysis of what's happened in the past that has meant that we've not reached our targets. And I think both of those are complex issues. In terms of the first, the intention underpinning the publication of the data and this plan, as well as the strategic plans, is that we have joint ownership with the broader sector and local authorities for not just meeting the current demand, but also generating demand for Welsh-medium education, and being proactive in ensuring that the staff are available to meet that demand that will, hopefully, have been generated. So, that element is a new element; it's an important one, I think. The WESPs are, generally speaking, ambitious. I'm currently looking at some elements of those at the moment. But every local authority has taken up the challenge that we've set for them in terms of increasing the numbers receiving education through the medium of Welsh in their area, so that is a step forward. And that of course means a pattern of investment in school buildings and estates that allows that to happen - that is, that there is balance across the portfolio so that Welsh-medium education gets the same attention as English-medium education in order to ensure that the challenge set out by the Member is met. She's right: we shouldn't see a situation where there is a lack of balance in investment in the way that she suggests can exist from time to time. In terms of challenges to date, I think there is more to be learnt in terms of encouraging people to look at a career in teaching through the medium of Welsh at an earlier stage. There is more work that can be done and that is in the plan in order to ensure that access to A-level Welsh is easier. Some aspects around the funding of that are possible; there are aspects around providing that when the numbers aren't particularly large in a particular school in terms of the work we can do with e-sgol and so on. There a few other things that are more creative, perhaps, because the challenge is more apparent. So, one of the things you will have seen in the plan is the intention to work with the Coleg Cymraeg Cenedlaethol to create links with students who have perhaps left Wales who are Welsh speaking and are considering a career in education and encouraging them to return here to teach through the medium of Welsh - so, things that I would suggest are bold and creative. There have been challenges in terms of the route to qualification. There are proposals in the plan in terms of expanding part-time provision in terms of teacher training and training whilst in employment, and looking again at the GCSE qualifications required in order to qualify here in Wales and bringing them into line with every other part of the UK. So, if you go to any school, you will often hear headteachers saying, 'Well, why does someone need a B in maths to teach Welsh or French?' So, that discussion is ongoing and a review of that would be timely too. And the final point is - and it's the point made by UCAC that I think you referred to, and I do thank them and others for their contributions to this plan - that the pressures on the sector are broader than just the Welsh-medium education sector, but there might be an additional challenge in that sector. We're looking at a number of things here. One is the role of bursaries in supporting people in teaching through the medium of Welsh. What are the opportunities to attract people back to teaching who have left the profession? We are looking at creative ways of doing that. I've also asked the body advising us on teachers' pay and conditions to look at the specific challenge to Welsh-medium education in some parts of Wales to see if there is a case to reflect that in the kind of advice that they provide us in terms of terms and conditions more generally. So, we would ask them to provide that advice to us.
Welsh: Wel, ie, dyna'n union fydd mesur llwyddiant. Ac fel y gwnes i wahodd Samuel Kurtz, os oes gan yr Aelod gamau penodol i'w hawgrymu sydd ddim yn y cynllun, byddwn i, wrth gwrs, yn barod i'w clywed nhw. Mae dau brif bwynt, dwi'n credu, yn y cwestiwn wnaeth yr Aelod ei ofyn. Hynny yw, y peth cyntaf yw rôl awdurdodau lleol a sicrwydd bod cynnydd yn digwydd o ran eu cyfrifoldebau nhw i ddarparu ar gyfer addysg Gymraeg, a'r llall yw'r dadansoddiad o beth sydd wedi digwydd yn y gorffennol sydd wedi golygu dŷn ni ddim wedi gallu cyrraedd y targedau. Rwy'n credu bod y ddau yn gwestiynau cymhleth. O ran y cyntaf, bwriad cyhoeddi'r data a'r cynlluniau yma, ynghyd â'r cynlluniau strategol, yw bod cydberchnogaeth rhyngom ni a'r sector ehangach a'r awdurdodau lleol o'r cyfrifoldeb penodol i nid jest diwallu'r angen sydd yn bodoli, ond, wrth gwrs, i gynyddu'r galw am addysg Gymraeg hefyd, a bod yn rhagweithiol wrth sicrhau bod y staff ar gael i allu cyrraedd y galw hwnnw sydd wedi cael ei greu a'i ysgogi. Felly, mae'r elfen honno yn elfen newydd; mae'n elfen bwysig, rwy'n credu. Mae'r cynlluniau strategol yn rhai uchelgeisiol ar y cyfan. Rwyf wrthi yn edrych ar rai elfennau o reini ar hyn o bryd. Ond mae pob awdurdod lleol wedi derbyn yr her rŷn ni wedi'i gosod iddyn nhw o ran cynnydd o ran y nifer sydd yn cael addysg drwy gyfrwng y Gymraeg yn eu hardal nhw, felly mae hynny'n gam ymlaen. Ac mae hynny wrth gwrs yn golygu patrwm o fuddsoddi yn ystâd ac adeiladau ysgol sydd yn caniatáu i hynny ddigwydd - hynny yw, bod cydbwysedd ar draws y portffolio fel bod addysg cyfrwng Cymraeg yn cael yr un sylw ag addysg cyfrwng Saesneg er mwyn sicrhau bod yr her mae'r Aelod yn ei gosod yn cael ei hateb. Mae'n iawn: ddylen ni ddim gweld sefyllfa lle mae diffyg cydbwysedd, os hoffech chi, mewn buddsoddiad yn y ffordd mae hi'n awgrymu sydd yn gallu bodoli o bryd i'w gilydd. O ran yr heriau sydd wedi digwydd mor belled, rwy'n credu bod mwy i ddysgu o allu ceisio gwneud mwy i ysgogi pobl i edrych ar yrfa dysgu drwy gyfrwng y Gymraeg yn gynharach. Mae mwy o waith y gallwn ni ei wneud ac sydd yn y cynllun o ran sicrhau bod mynediad at lefel A yn y Gymraeg yn haws. Hynny yw, mae elfennau o ran ariannu hynny'n bosib; mae elfennau o ran darparu hynny pan nad oes niferoedd mawr mewn un ysgol, o ran y gwaith gallwn ni ei wneud gydag e-sgol ac ati. Mae ambell beth efallai sydd yn fwy creadigol oherwydd bod yr her yn amlycach, os hoffech chi. Felly, un o'r pethau byddwch chi wedi'i gweld yn y cynllun yw'r bwriad i weithio gyda'r Coleg Cymraeg Cenedlaethol i greu cysylltiadau gyda myfyrwyr efallai sydd wedi gadael Cymru sy'n medru'r Gymraeg sydd yn meddwl am ddysgu a'u hannog nhw i ddod yn ôl i ddysgu drwy gyfrwng y Gymraeg yma yng Nghymru - felly pethau sydd, byddwn i'n awgrymu, yn greadigol ac yn arloesol yn y ffordd honno. Mae heriau wedi bod, dwi'n credu, o ran y llwybr i gymhwyso. Felly, mae cynigion yn y cynllun o ran ehangu'r ddarpariaeth ran-amser o ran hyfforddi a hyfforddi tra'n gyflogedig, a hefyd edrych eto ar y cymwysterau TGAU sydd eu hangen er mwyn cymhwyso yma yng Nghymru a'u cysoni nhw, os hoffech chi, gyda phob rhan arall o'r Deyrnas Gyfunol. Felly, os ewch chi i unrhyw ysgol, byddwch chi'n clywed penaethiaid yn aml yn dweud, 'Pam fod angen B arnaf mewn mathemateg i ddysgu Ffrangeg neu i ddysgu'r Gymraeg?' Felly, mae trafodaeth a review o hynny yn amserol hefyd. A'r pwynt diwethaf - a dyma'r pwynt roedd UCAC yn ei wneud, rwy'n credu ichi gyfeirio ato fe, a diolch iddyn nhw ac eraill am eu cyfraniad i'r cynllun hwn, wrth gwrs, hefyd - yw bod y pwysau ar y sector, wrth gwrs, yn ehangach na'r sector addysg Gymraeg, ond efallai bod her ychwanegol, wrth gwrs, yn y cyd-destun hwn. Rŷn ni'n edrych ar amryw o bethau yn y maes hwn. Un yw beth yw rôl bwrsariaethau i allu cynnal pobl yn dysgu drwy'r Gymraeg. Beth yw'r cyfle inni allu denu pobl yn ôl i ddysgu sydd wedi gadael y proffesiwn? Rŷn ni'n edrych ar ffyrdd creadigol o wneud hynny. Dwi wedi gofyn hefyd i'r corff sy'n ein cynghori ni ar delerau, tâl ac amodau'r proffesiwn i edrych ar yr her benodol i addysg cyfrwng Cymraeg mewn rhannau o Gymru i weld a oes achos i adlewyrchu hynny yn y math o gyngor maen nhw'n ei roi i ni o ran telerau a thermau'n fwy cyffredinol. Felly, byddwn ni'n gofyn iddyn nhw roi'r cyngor hwnnw i mi maes o law.