English: I'll contribute in Welsh. You'll be aware that section 91 and 92 are the relevant sections, and the Minister discussed those before you a few weeks ago. Those are the ones that provide the framework and the mechanism for funding lifelong learning. We believe those are very promising. There are some questions, I think, but they're not questions where we come to them from opposing them, but perhaps there's a need to think whether they are the best way forward. This difference between reasonable and proper facilities that is on the face of the Bill - there is a question perhaps as to whether that, using the wording that Louise used, freezes in some idea that there are different kinds of lifelong learning that deserve more priority than others. There is a question regarding that. But, then there's a broader question, I think, because the Bill as it is currently refers to lifelong learning that leads to level 1, 2 and 3 qualifications, which makes sense, I think, on the face of it, but we also recognise that the Bill is primary legislation and it'll be a primary Act. There is a question then: do we freeze in that criteria on the face of the Bill? Is it relevant therefore to say on the face of the Bill that how lifelong learning is provided is a criterion that should be on the face of the Bill as well? But, what is on the face of the Bill and what the Minister has said so far is promising. We know that what the Government intends to do is going to be fed into by work from the Wales Centre for Public Policy. We fed into that work, so we're looking forward to seeing what the output of that will be. But, currently, it's too difficult, I think, to know the finer details of how lifelong learning is going to be delivered, because we don't have the details in front of us on the face of the Bill.
Welsh: Fe wnaf i gyfrannu yn Gymraeg. Byddwch chi'n ymwybodol mai adran 91 ac adran 92 yw'r adrannau perthnasol, a bu'r Gweinidog yn trafod y rheini o'ch blaen chi cwpwl o wythnosau yn ôl. Rheini yw'r rhai sydd yn darparu'r fframwaith yma, y mecanwaith ar gyfer cyllido dysgu gydol oes. Dŷn ni'n credu bod y rheini'n addawol iawn. Mae yna rai cwestiynau, dwi'n meddwl, ond dŷn nhw ddim yn gwestiynau lle ni'n dod atyn nhw o ran rŷn ni'n gwrthwynebu, ond mae eisiau efallai meddwl am ai hwn yw'r ffordd orau. Mae'r gwahaniaeth yma rhwng adnoddau rhesymol ac adnoddau cywir sydd ar wyneb y Bil - mae yna gwestiwn efallai a yw hwnna, gan ddefnyddio'r geiriad roedd Louise yn defnyddio, yn rhewi mewn rhyw syniad bod mathau gwahanol o ddysgu gydol oes yn haeddu mwy o flaenoriaeth na mathau eraill. Mae yna gwestiwn ynglŷn â hwnna. Ond, wedyn mae yna gwestiwn ehangach, dwi'n meddwl, achos mae'r Bil fel y mae e ar hyn o bryd yn cyfeirio at ddysgu gydol oes sy'n arwain at gymwysterau lefel 1, 2 a 3, sydd yn gwneud synnwyr, dwi'n meddwl, ar wyneb y peth, ond dŷn ni hefyd yn cydnabod mai deddfwriaeth gynradd yw'r Bil hwn ac fel Deddf gynradd y bydd hi. Mae yna gwestiwn wedyn: a ydyn ni'n rhewi mewn y criteria hynny ar wyneb y Bil? Ydy e'n berthnasol felly i ddweud ar wyneb y Bil fod sut mae dysgu gydol oes yn cael ei gyflenwi yn griterion ddylai fod ar wyneb y Bil hefyd? Ond, mae'r hyn sydd ar wyneb y Bil a'r hyn mae'r Gweinidog wedi dweud hyd yn hyn yn addawol. Rydyn ni'n gwybod bod yr hyn mae'r Llywodraeth yn bwriadu ei wneud yn mynd i gael ei fwydo i mewn iddo fe gan waith y ganolfan polisi cyhoeddus. Fe wnaethom ni fwydo mewn i'r gwaith hwnnw, so ni'n edrych ymlaen at weld beth fydd allbwn hwnna. Ond, ar hyn o bryd, mae'n rhy anodd, dwi'n meddwl, i wybod mân fanylion sut mae dysgu gydol oes yn mynd i ddigwydd, gan fod y manylion ddim o'n blaen ni ar wyneb y Bil.