techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: No, I do not. Estyn, the independent inspectorate, decides on their own programme of inspection regimes and, as an independent inspectorate, free of Government interference, it is up to them to set out how best they should inspect schools.
Welsh: Nac ydw. Mae Estyn, yr arolygiaeth annibynnol, yn penderfynu ar eu rhaglen eu hunain o gyfundrefnau arolygu, ac fel arolygiaeth annibynnol, sy'n rhydd o unrhyw ymyrraeth gan y Llywodraeth, eu penderfyniad hwy yw nodi'r ffordd orau i fynd ati i arolygu ysgolion.
English: Thank you for that answer. I note that Estyn doesn't look at school drop-out rates or the opinions of parents, missing potential indicators of a problem at the school. If a parent removes a child because of a problem with the school, it could be over concerns about poor teaching or something that they'd already tried to resolve with the school. It could, of course, also be because they've simply moved house. Therefore, parents who take the step of removing their child through specific issues should really be asked why and the reason they're moving the child on so that problems can be flagged up. So, don't you think that Estyn should include that in their report?
Welsh: Diolch am eich ateb. Nodaf nad yw Estyn yn edrych ar gyfraddau gadael ysgolion nac ar farn rhieni, gan fethu arwyddion posibl o broblem yn yr ysgol. Os yw rhiant yn tynnu plentyn o'r ysgol oherwydd problem gyda'r ysgol, gallai hynny fod o ganlyniad i bryderon ynglŷn ag addysgu gwael neu oherwydd rhywbeth roeddent eisoes wedi ceisio'i ddatrys gyda'r ysgol. Hefyd, gallai fod yn syml am eu bod wedi symud tŷ, wrth gwrs. Felly, dylid gofyn i rieni sy'n cymryd y cam o dynnu plentyn o'r ysgol o ganlyniad i faterion penodol pam eu bod yn symud y plentyn fel y gellir tynnu sylw at broblemau. Felly, onid ydych yn credu y dylai Estyn gynnwys hynny yn eu hadroddiad?
English: Let's be clear: Estyn take very seriously and consider in their reports of schools issues around attendance. We know that high levels of and regular attendance are the best things a parent can do to enhance and help their children's education progress. As to reasons why children maybe move school, I do not believe that that is a strategic issue that we need Estyn to be looking at. If parents have concerns about standards in a school, there are a variety of ways in which those concerns can be addressed, primarily through the chair of the governing body of each individual school, and, if they're not satisfied with that, the local education authority.
Welsh: Gadewch i ni fod yn glir: mae Estyn o ddifrif ynglŷn â materion ysgol sy'n ymwneud â phresenoldeb ac maent yn eu hystyried yn eu hadroddiadau. Gwyddom mai lefelau uchel o bresenoldeb, a phresenoldeb rheolaidd, yw'r pethau gorau y gall rhiant eu gwneud i wella a chefnogi cynnydd addysgol eu plant. O ran y rhesymau posibl pam fod plant yn symud ysgol, nid wyf yn credu bod hwnnw'n fater strategol rydym angen i Estyn edrych arno. Os oes gan rieni bryderon ynglŷn â safonau mewn ysgol, mae amrywiaeth o ffyrdd y gellir mynd i'r afael â'r pryderon hynny, yn bennaf drwy gadeiryddion cyrff llywodraethu pob ysgol unigol, ac os nad ydynt yn fodlon â hynny, drwy'r awdurdod addysg lleol.
English: Okay, thank you for that. As you're aware, there are too many schools in the amber and red categories. Should there be a mechanism that makes it easier than it currently is for children attending a school assessed as amber or red to switch to a school that isn't failing?
Welsh: Iawn, diolch am hynny. Fel y gwyddoch, mae gormod o ysgolion yn y categorïau oren a choch. A ddylid sicrhau mecanwaith sy'n ei gwneud yn haws nag yw hi ar hyn o bryd i blant sy'n mynychu ysgol yr aseswyd ei bod yn y categori oren neu goch newid i ysgol nad yw'n methu?
English: Let me be absolutely clear: if a school finds itself in an amber or red category, that is not an indication that the school is failing. The categorisation system has been introduced to identify levels of support that that school needs to improve, and whilst I am working towards a situation where no school in Wales is amber or red, the Member should acknowledge that the number of schools that find themselves in the green or yellow categories is going up. I commend the teachers and the headteachers of those schools, who are driving standards forward. The Member should be very clear in her role as an education spokesperson for her party what the value and the purpose of the categorisation is, and you grossly mischaracterised it in your question today.
Welsh: Gadewch i mi fod yn gwbl glir: os yw ysgol yn cael ei rhoi mewn categori oren neu goch, nid yw hynny'n arwydd fod yr ysgol yn methu. Cyflwynwyd y system gategoreiddio i nodi lefelau o gefnogaeth y mae angen i'r ysgol honno eu gwella, ac er fy mod yn gweithio tuag at sefyllfa lle nad oes unrhyw ysgol yng Nghymru yn y categori oren neu goch, dylai'r Aelod gydnabod bod nifer yr ysgolion sy'n cael eu rhoi yn y categorïau gwyrdd neu felyn yn cynyddu. Rwy'n cymeradwyo athrawon a phenaethiaid yr ysgolion hynny sy'n codi'r safonau. Dylai'r Aelod fod yn glir iawn, yn ei rôl fel llefarydd addysg ei phlaid, beth yw gwerth a diben categoreiddio, ac fe'i camfynegwyd gennych yn llwyr yn eich cwestiwn heddiw.
English: Diolch, Llywydd. Cabinet Secretary, pupils across Wales, of course, over the last week or so have been sitting their national literacy and numeracy tests, and evidence shows us that high-stakes standardised tests narrow the curriculum and have a negative impact on creativity in the classroom, and, subsequently, that risks children being taught to the test and the objective becomes not about improving the education of the children, but about improving their capacity to pass tests. That, of course, is in complete conflict with the curriculum proposals put forward by the Donaldson review that are being pursued. So, can I ask: do we really need some crude and blunt testing regime to tell us what teachers, through their assessments, already know?
Welsh: Diolch, Llywydd. Ysgrifennydd y Cabinet, mae disgyblion ledled Cymru, wrth gwrs, dros yr wythnos ddiwethaf wedi bod yn sefyll eu profion llythrennedd a rhifedd cenedlaethol, ac mae tystiolaeth yn dangos i ni fod profion safonedig arbenigol yn culhau'r cwricwlwm ac yn effeithio'n negyddol ar greadigrwydd yn yr ystafell ddosbarth, gan arwain at y perygl o addysgu plant ar gyfer y prawf, ac nad yw'r amcan yn y pen draw yn ymwneud â gwella addysg y plant, ond yn hytrach â gwella eu gallu i lwyddo mewn profion. Mae hynny, wrth gwrs, yn gwrthdaro'n llwyr â'r argymhellion a gyflwynwyd gan adolygiad Donaldson ar gyfer y cwricwlwm ac sy'n cael eu rhoi ar waith. Felly, a gaf fi ofyn: a oes gwir angen system brofi fras ac anghynnil arnom i ddweud wrthym yr hyn y mae athrawon, drwy eu hasesiadau, yn ei wybod eisoes?
English: Can I thank the Member for his questions regarding standardised testing? Let me be absolutely clear what the purpose of those assessments is about, because that's their main purpose. It is to provide another way of assessing where a child is in their education - an independent way of doing that. And I think that provides reassurance and an important source of information for teachers, headteachers and, crucially, for parents, too. It provides the building blocks for those conversations with your child's teacher about how best your child can be supported to reach their full potential. However, I've acknowledged that, in many ways, the assessments are crude, and that's why last week I announced a multimillion-pound investment into the development of online adaptive testing, which will give us an even better way of assessing where a child is in their education.
Welsh: A gaf fi ddiolch i'r Aelod am ei gwestiynau ynghylch profion safonedig? Gadewch i mi fod yn gwbl glir ynglŷn â diben yr asesiadau hynny, gan mai dyna yw eu prif ddiben. Mae'n darparu ffordd arall o asesu lle mae plentyn arni yn ei addysg - ffordd annibynnol o wneud hynny. A chredaf fod hynny'n darparu sicrwydd a ffynhonnell bwysig o wybodaeth i athrawon, i benaethiaid, ac yn hanfodol, i rieni hefyd. Mae'n darparu'r cerrig sylfaen ar gyfer y sgyrsiau hynny gydag athro eich plentyn ynglŷn â'r ffordd orau o gynorthwyo eich plentyn i gyrraedd ei lawn botensial. Fodd bynnag, rwyf wedi cydnabod bod yr asesiadau hyn, mewn nifer o ffyrdd, yn rhai bras, a dyna pam y cyhoeddais fuddsoddiad gwerth miliynau o bunnoedd yr wythnos diwethaf i ddatblygu profion ymaddasol ar-lein, a fydd yn rhoi ffordd hyd yn oed yn well o asesu lle mae plentyn arni yn ei addysg.
English: Yes, and if you are pursuing tests then, clearly, as I said in response to your announcement, anything that helps to reduce the workload of teachers - for example, through online testing - would be welcome, as long as we guard against a 'computer says yes or computer says no' culture emerging. In relation to workload pressures on the workforce, you will also be aware that the Education Workforce Council published a survey recently that highlighted some of the most common areas impacting on teachers' ability to effectively manage their workload, with over three quarters of the workforce citing administration and paperwork, and nearly half saying that they were struggling to fit curriculum content into the available teaching hours. Nearly 90 per cent of survey respondents said that they were unable to manage workload within agreed working hours. And there's evidence from the Organisation for Economic Co-operation and Development as well that teachers in Wales work much harder and longer hours than teachers in other nations. That's clearly impacting on the quality of teaching in Wales and certainly having an impact as well on recruitment and retention, and creating a number of difficulties in that respect. So, with teachers' pay and conditions being devolved, isn't it time to revisit the national agreement, particularly in relation to workload, to help avoid in teaching the kind of crisis that we've seen in recent years in health?
Welsh: Ie, ac os ydych yn mynd ar drywydd profion, yn amlwg, fel y dywedais mewn ymateb i'ch cyhoeddiad, byddai unrhyw beth sy'n helpu i leihau llwyth gwaith athrawon - er enghraifft, drwy brofion ar-lein - yn rhywbeth i'w groesawu, cyhyd â'n bod yn gwylio rhag datblygu diwylliant 'cyfrifiadur yn dweud ie neu gyfrifiadur yn dweud na'. Mewn perthynas â phwysau llwyth gwaith ar y gweithlu, fe fyddwch hefyd yn gwybod bod Cyngor y Gweithlu Addysg wedi cyhoeddi arolwg yn ddiweddar a oedd yn amlygu rhai o'r meysydd mwyaf cyffredin sy'n effeithio ar allu athrawon i reoli eu llwyth gwaith yn effeithiol, gyda mwy na thri chwarter y gweithlu yn crybwyll gweinyddu a gwaith papur, a bron i hanner yn dweud eu bod yn ei chael hi'n anodd ffitio cynnwys y cwricwlwm i mewn i'r oriau addysgu sydd ar gael. Dywedodd bron i 90 y cant o ymatebwyr yr arolwg nad oeddent yn gallu rheoli eu llwyth gwaith o fewn yr oriau gwaith y cytunwyd arnynt. Ac mae tystiolaeth hefyd gan y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd fod athrawon yng Nghymru yn gweithio oriau llawer anoddach a hirach nag athrawon mewn gwledydd eraill. Mae hynny'n amlwg yn effeithio ar ansawdd yr addysgu yng Nghymru, ac yn sicr yn effeithio hefyd ar recriwtio a chadw staff, ac yn creu nifer o anawsterau yn y cyswllt hwnnw. Felly, gyda chyflog ac amodau athrawon yn cael eu datganoli, onid yw'n bryd edrych eto ar y cytundeb cenedlaethol, yn enwedig mewn perthynas â llwyth gwaith, i gynorthwyo'r byd addysg i osgoi'r math o argyfwng a welsom dros y blynyddoedd diwethaf ym maes iechyd?
English: In your own words, you're looking at a number of issues, but in the meantime you're hurtling full pelt towards the curriculum reforms that many of us have warned are storing up problems, because the capacity isn't within the system as it stands for the teachers to absorb the huge reforms that are ahead. And I called previously on you to step back from introducing the curriculum according to the current timetable, so that we can make sure we do it correctly and that it's not a case of doing it quickly. NUT Cymru, of course, has added their voice to those calls as well now. So, I'm asking you will you listen to the profession. Will you listen to those working at the coalface who are telling us that getting all the reforms in place for the new curriculum to be ready to be introduced in, what, 12, 16 months' time, is now unrealistic? Or are you intent on ploughing on regardless?
Welsh: Yn eich geiriau eich hun, rydych yn edrych ar nifer o faterion, ond yn y cyfamser rydych yn rhuthro tuag at y diwygiadau i'r cwricwlwm y mae llawer ohonom wedi rhybuddio eu bod yn cronni problemau, gan nad oes capasiti yn y system fel y mae ar hyn o bryd i'r athrawon ymdopi â'r diwygiadau enfawr sydd ar y gweill. A gelwais arnoch eisoes i ymatal rhag cyflwyno'r cwricwlwm yn ôl yr amserlen bresennol, er mwyn inni allu sicrhau ein bod yn ei wneud yn gywir yn hytrach na cheisio'i wneud yn gyflym. Mae NUT Cymru, wrth gwrs, wedi ychwanegu eu llais at y galwadau hynny bellach. Felly, rwy'n gofyn i chi a wnewch chi wrando ar y proffesiwn? A wnewch chi wrando ar y rheini sy'n gweithio yn y rheng flaen sy'n dweud wrthym nad yw rhoi'r holl ddiwygiadau ar waith er mwyn sicrhau bod y cwricwlwm newydd yn barod i'w gyflwyno mewn, beth, 12, 16 mis, yn realistig bellach? Neu a ydych yn benderfynol o fwrw ymlaen doed a ddelo?
English: What I will do is listen to those at the coalface who are developing this curriculum. The idea that this curriculum is being developed solely by Welsh Government and will be imposed upon the teaching profession is not how the system is being developed at the moment. Our pioneer school networks, our teachers, our learning professionals are at the heart of this process. You're absolutely right, we need - I need - to be secure that the teaching profession is in a place to be able to use this exciting new curriculum, and I will be guided by the professionals who are dealing with, not only the area of learning experience, but are dealing with the professional learning aspects of the curriculum as we go forward. And if they have concerns, I will take those on board.
Welsh: Yr hyn y byddaf yn ei wneud yw gwrando ar y rheini yn y rheng flaen sy'n datblygu'r cwricwlwm hwn. Mae'r syniad fod y cwricwlwm yn cael ei ddatblygu gan Lywodraeth Cymru yn unig ac y bydd yn cael ei orfodi ar y proffesiwn addysgu yn wahanol i'r ffordd y mae'r system yn cael ei datblygu ar hyn o bryd. Mae ein rhwydweithiau ysgolion arloesi, ein hathrawon a'n gweithwyr addysg proffesiynol yn ganolog i'r broses hon. Rydych yn hollol gywir, mae'n rhaid i ni - mae'n rhaid i mi - fod yn sicr fod y proffesiwn addysgu mewn sefyllfa i allu defnyddio'r cwricwlwm newydd cyffrous hwn, a byddaf yn cael fy arwain gan y gweithwyr proffesiynol sy'n ymdrin nid yn unig â maes profiad dysgu ond hefyd ag agweddau dysgu proffesiynol ar y cwricwlwm wrth inni symud ymlaen. Ac os oes ganddynt bryderon, byddaf yn eu hystyried.
English: Diolch, Llywydd. Cabinet Secretary, attention has already been drawn to the fact that we're heading towards a recruitment crisis in our teaching profession and, of course, this was highlighted by the Education Workforce Council's survey, which found that more than one in three teachers intends to leave the profession within the next three years. What specifically are you doing to plug the gap if those one in three do actually leave the profession?
Welsh: Diolch, Llywydd. Ysgrifennydd y Cabinet, tynnwyd sylw eisoes at y ffaith ein bod yn wynebu argyfwng recriwtio yn ein proffesiwn addysgu, ac wrth gwrs, amlygwyd hyn gan arolwg Cyngor y Gweithlu Addysg, a ganfu fod mwy nag un o bob tri athro yn bwriadu gadael y proffesiwn yn y tair blynedd nesaf. Beth yn benodol rydych chi'n ei wneud i gau'r bwlch os bydd yr un o bob tri hynny'n gadael y proffesiwn mewn gwirionedd?
English: Thank you, Darren. The first-ever teaching survey has given us a wealth of information, not just for statistics, but also qualitative and data as well, and we're studying that at the moment. We need to ensure that we create an education system in Wales that retains our best talent within our system, but also recruits into that system our very best and brightest individuals. Therefore, as you know, we are currently reforming our initial teacher education provision and we are looking at new ways in which we can attract career changers into the teaching profession, as well as addressing issues like workload, which Llyr Gruffydd has just talked about, so that people who are already teachers feel motivated to stay within the classroom. I'm pleased to say that the recruitment figures into this year's ITE is out-performing what we did last year and is actually better than England.
Welsh: Diolch, Darren. Mae'r arolwg addysgu cyntaf erioed wedi rhoi cyfoeth o wybodaeth inni, nid yn unig ar gyfer ystadegau, ond gwybodaeth ansoddol a data hefyd, ac rydym wrthi'n ei astudio. Mae angen i ni sicrhau ein bod yn creu system addysg yng Nghymru sy'n cadw ein talent gorau yn ein system, ond sydd hefyd yn recriwtio ein hunigolion gorau a mwyaf disglair i mewn i'r system honno. Felly, fel y gwyddoch, rydym wrthi'n diwygio ein darpariaeth addysg gychwynnol i athrawon, ac rydym yn edrych ar ffyrdd newydd o ddenu rhai sy'n newid gyrfa at y proffesiwn addysgu, yn ogystal â mynd i'r afael â materion fel llwyth gwaith, y soniodd Llyr Gruffydd amdanynt, er mwyn i bobl sydd eisoes yn athrawon deimlo cymhelliant i aros yn yr ystafell ddosbarth. Rwy'n falch o ddweud bod y ffigurau recriwtio i addysg gychwynnol i athrawon eleni yn well na'r hyn a welsom y llynedd ac yn well na Lloegr mewn gwirionedd.
English: There's just been a huge recruitment drive for new nurses in the Welsh NHS with a lot of money and a lot of promotional work that has been done in many different ways across social media, the printed media and other media at large. Why are we not seeing a similar effort to recruit the teachers that the Welsh schooling system needs, so that we've got sufficient Welsh-medium teachers and sufficient STEM subject teachers for the future? Because, otherwise, we're going to continue to slip down the OECD's PISA scale in the way that we have over the past 10 years.
Welsh: Cafwyd ymgyrch recriwtio enfawr yn ddiweddar ar gyfer nyrsys newydd yn y GIG yng Nghymru, gyda llawer o arian a llawer o waith hyrwyddo yn cael ei wneud mewn nifer o ffyrdd gwahanol ar draws y cyfryngau cymdeithasol, y cyfryngau print a chyfryngau eraill yn gyffredinol. Pam nad ydym yn gweld ymdrech debyg i recriwtio'r athrawon sydd eu hangen ar y system addysg yng Nghymru, er mwyn sicrhau bod digon o athrawon cyfrwng Cymraeg ac athrawon pynciau STEM gennym ar gyfer y dyfodol? Oherwydd, fel arall, rydym yn mynd i barhau i lithro i lawr graddfa PISA y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd fel rydym wedi'i wneud dros y 10 mlynedd diwethaf.
English: I would just reiterate to the Member, again: our recruitment figure for people who are entering into courses this September is better than it was last year and out-performs the recruitment into ITE provision in England. But, of course, there is always more for us to do. The Member will be aware that the four regional consortia working together have been producing a recruitment campaign to attract those people who perhaps have had enough of the English education system to demonstrate to them that they can come and work in a supportive environment here in Wales, and we are seeing results as a result of that recruitment campaign. But if the Member has new ideas about how we can recruit more teachers, I'm always open to them.
Welsh: Hoffwn ailadrodd i'r Aelod, unwaith eto: mae ein ffigur recriwtio ar gyfer pobl sy'n dechrau cyrsiau ym mis Medi eleni yn well na'r llynedd, ac yn well na recriwtio i ddarpariaeth addysg gychwynnol i athrawon yn Lloegr. Ond wrth gwrs, mae mwy y gallwn ei wneud bob amser. Bydd yr Aelod yn ymwybodol fod y pedwar consortiwm rhanbarthol, gan weithio gyda'i gilydd, wedi bod yn cynhyrchu ymgyrch recriwtio i ddenu'r bobl sydd o bosibl wedi cael digon ar system addysg Lloegr er mwyn dangos iddynt y gallant ddod i weithio mewn amgylchedd cefnogol yma yng Nghymru, ac rydym yn gweld canlyniadau o ganlyniad i'r ymgyrch recriwtio honno. Ond os oes gan yr Aelod syniadau newydd ynglŷn â sut y gallwn recriwtio mwy o athrawon, rwyf bob amser yn barod i wrando.
English: I'll give you one idea, Minister, and in fact we suggested one in the past that, fortunately, you've actually listened to and taken up. One was in respect of improving the bursaries available to attract new people into the profession, and the second is to remove some of the ridiculous barriers that overseas-trained teachers currently face here if they want to come and work in Wales. It is ridiculous that overseas-qualified teachers in Australia, Canada, the United States and New Zealand can go and work in other parts of the United Kingdom without having to do adaptation courses, and yet they cannot come to Wales and work, including deputy heads and headteachers. That is an unacceptable barrier to recruitment here in Wales, and could help to stem the tide of people slipping away from the profession as a result of the poor reputation of the Welsh education system.
Welsh: Rhoddaf un syniad i chi, Gweinidog, ac yn wir, rydym wedi awgrymu un yn y gorffennol, ac rydych wedi gwrando arno, yn ffodus, a'i roi ar waith. Roedd un yn ymwneud â gwella'r bwrsariaethau sydd ar gael i ddenu pobl newydd i'r proffesiwn, ac mae'r ail yn ymwneud â chael gwared â rhai o'r rhwystrau gwarthus y mae athrawon a hyfforddwyd dramor yn eu hwynebu yma ar hyn o bryd os ydynt yn dymuno dod i weithio yng Nghymru. Mae'n warthus fod athrawon sydd wedi cymhwyso dramor yn Awstralia, Canada, yr Unol Daleithiau a Seland Newydd yn gallu gweithio mewn rhannau eraill o'r Deyrnas Unedig heb orfod cwblhau cyrsiau ymaddasu, ac eto ni allant ddod i Gymru i weithio, gan gynnwys dirprwy benaethiaid a phenaethiaid. Mae hynny'n rhwystr annerbyniol i recriwtio yma yng Nghymru, a gallai helpu i atal y llu o bobl sy'n ymbellhau oddi wrth y proffesiwn o ganlyniad i enw drwg y system addysg yng Nghymru.
English: Well, Darren, you do raise a serious point. I don't want to turn away any talent from Wales, and if somebody has something to contribute to the Welsh education system, then I want them to be able to do that. My officials are currently reviewing the rules around what qualifications are necessary to teach in a school in Wales. Let me be absolutely clear: the rules that are currently in place were as a result of a previous Government's consultation, where there was a very clear consensus about the necessity for the rules that we have in place at the moment. But I have to say, Presiding Officer, I will take no lessons from a Tory Assembly Member when I have to listen to the rhetoric of his party leader on immigration. This is a member of a party that spends all its time denigrating people who want to come and contribute to this country.
Welsh: Wel, Darren, rydych yn codi mater difrifol. Nid wyf yn dymuno troi unrhyw dalent ymaith o Gymru, ac os oes gan unrhyw un rywbeth i'w gyfrannu at y system addysg yng Nghymru, rwy'n awyddus iddynt allu gwneud hynny. Mae fy swyddogion wrthi'n adolygu'r rheolau ynglŷn â pha gymwysterau sy'n angenrheidiol ar gyfer addysgu mewn ysgol yng Nghymru. Gadewch i mi fod yn gwbl glir: mae'r rheolau sydd ar waith ar hyn o bryd yn deillio o ymgynghoriad Llywodraeth flaenorol, lle roedd consensws clir iawn ynglŷn â'r angen am y rheolau sydd ar waith gennym ar hyn o bryd. Ond mae'n rhaid i mi ddweud, Llywydd, na fyddaf yn gwrando ar unrhyw bregeth gan Aelod Cynulliad Torïaidd pan fo'n rhaid i mi wrando ar rethreg arweinydd ei blaid ar fewnfudo. Dyma aelod o blaid sy'n treulio'i holl amser yn pardduo pobl sy'n dymuno dod i gyfrannu yn y wlad hon.