techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Yes, but if we then times that by 22, that gives us a national picture. And then the second point, briefly: budgets in deficit. Why is that such a problem? If it's a temporary issue, it can mean that a school can transition through a difficult period where there is perhaps a reduction in the number of pupils, but then can recover after the situation rights itself. So, you talk about budgets in deficit, but why is that necessarily a problem?
Welsh: Ia, ond os ydym ni'n dweud times 22, mae'r darlun efallai'n glir. Yr ail bwynt, yn sydyn: budgets mewn deficit. Pam fod hynny'n gymaint o broblem? Os ydy o'n rhywbeth dros dro, mae o'n gallu golygu bod ysgol yn gallu pontio cyfnod anodd lle mae gostyngiad, efallai, mewn nifer y plant, ond wedyn yn gallu dod yn ôl i fod yn iawn ar ôl i'r sefyllfa unioni ei hun. Dŷch chi'n sôn am budgets mewn deficit, ond pam fod hynny'n broblem?
English: I take it that you're all going to agree that the general quantum of money that's available for education, that that is a problem in the first instance. We don't have to go and follow that track, because we need more in the education pot to begin with. But then what's your opinion about the way in which that budget is then distributed by the Welsh Government through local authorities to schools? Is the money getting lost during that process? What are the advantages of the money going straight to the schools and what are the disadvantages of direct funding?
Welsh: Dwi'n cymryd eich bod chi i gyd yn mynd i gytuno bod y quantum cyffredinol o arian sydd ar gael ar gyfer addysg, bod hwnnw'n broblem yn y lle cyntaf. Dwi ddim yn credu - . Does dim angen inni fynd ar ôl yr agwedd yna, efallai - hynny yw, mae angen mwy yn y pot addysg yn y lle cyntaf. Ond wedyn, beth ydy eich barn chi ynglŷn â'r ffordd mae'r cyllid yna wedyn yn cael ei ddosbarthu gan Lywodraeth Cymru drwy'r awdurdodau lleol i ysgolion? Oes yna arian yn mynd ar goll yn ystod y broses yna? Beth ydy manteision i'r arian efallai fynd yn syth i'r ysgolion? Beth ydy anfanteision gwneud hynny?
English: Just to turn, therefore, to another aspect of this - and we've touched upon it already - do you think there's an appropriate balance between the money that's being included in the local government settlement that's been unhypothecated and the hypothecated targeted grants aligned to specific Welsh Government priorities? Is that balance wrong? I think you think that those specific grants can be a problem at times.
Welsh: Jest i droi, felly, at agwedd arall o hyn - dŷn ni wedi cyffwrdd arno fo'n barod - ydych chi'n meddwl bod yna gydbwysedd priodol rhwng yr arian sy'n cael ei gynnwys yn y setliad heb ei neilltuo ac wedyn y grantiau sydd wedi cael eu neilltuo yn benodol ar gyfer blaenoriaethau Llywodraeth Cymru? Ydy'r balans yna yn anghywir? Dwi'n meddwl eich bod chi'n meddwl bod y grantiau penodol yma'n gallu bod yn broblem ar adegau.
English: May I just check? Do we have interpretation available? I just wanted to check. Thank you. Well, the situation is of great concern at the moment. It's a concern the length and breadth of Wales, and we'll discuss the impact of that during this session, of course, in terms of the fact that class sizes are increasing; there are huge pressures on teachers; the need, as I'm sure we'll discuss over the next hour, to respond to the needs arising from ALN, the new curriculum and reaching the target of 1 million Welsh speakers. All of that is a cause of concern. But, in addition to that, I would like to emphasise at the very outset the cloud hanging over us in terms of the threat to jobs. That is a year-round threat at the moment, and also, the undermining of the working conditions of teachers in terms of the additional responsibilities placed upon them, and also, that what are statutory rights are being eroded daily in our schools.
Welsh: Allaf i jest wirio? A oes cyfieithu? Mae yna. Jest eisiau gwirio oeddwn i. Diolch. Wel, mae'r sefyllfa yn anferthol ar hyn o bryd. Mae o'n bryder drwy Gymru gyfan, ac mae'r effaith hwnnw, dwi'n siŵr byddwn ni'n trafod yn ystod y sesiwn yma - byddwn ni'n trafod yr effaith o ran y ffaith bod y dosbarthiadau yn cynyddu; y pwysau gwaith aruthrol ar athrawon; yr angen i ni, fel byddwn ni'n trafod, dwi'n siŵr, yn ystod yr awr, i ymateb i'r gofynion sydd yna, yr adolygiadau o ran anghenion dysgu ychwanegol, y cwricwlwm newydd a chyrraedd y targed 1 miliwn o siaradwyr. Mae hwnna i gyd yn creu pryder. Ond, ar ben hyn, buaswn i'n meddwl ein bod ni eisiau pwysleisio ar y cychwyn cyntaf y cwmwl sydd yna o fygythiad, bygythiad i swyddi. Mae'r bygythiad yna rownd y flwyddyn erbyn hyn, ond hefyd y tanseilio amodau gwaith athrawon o ran y disgwyliadau sydd arnyn nhw - y disgwyliadau ychwanegol sydd arnyn nhw - ac hefyd, bod yr hyn sydd yn hawliau statudol yn cael ei erydu yn ddyddiol mewn ysgolion.
English: You mentioned there that the numbers of pupils possibly aren't decreasing to the extent that they have, but it also varies a great deal across the country. So, are we talking about cuts because of less money, or are we talking about cuts because of less money and because the numbers of pupils are decreasing in some areas? Is that a fair question to ask?
Welsh: Roeddech chi'n sôn yn fanna ynglŷn ag efallai nad ydy niferoedd disgyblion ddim yn gostwng i'r graddau y maen nhw wedi gwneud, ond mae'n siŵr bod y darlun yna yn amrywio ar draws y wlad. Felly, ydyn ni'n sôn am doriadau oherwydd llai o arian, neu ydyn ni'n sôn am doriadau oherwydd llai o arian ac oherwydd bod niferoedd disgyblion yn gostwng mewn rhai ardaloedd? Ydy hwnna'n gwestiwn teg i'w ofyn?
English: I think it's exceptionally important that we recognise that this is a national problem rather than a regional problem in certain areas. All three of us have worked as union officials for many years and have worked in education for many years too. I've visited every county in Wales and I've discussed, as a union rep and as a general secretary - I've attended meetings - and one thing that we have to take into account is the long-term implications of this. There are implications in terms of delivering the national mission for education, but there are also other issues. What are the long-term implications of ill health on the workforce and the erosion of the working conditions of teachers, which will bring conflict between individuals and the authorities and the threat of tribunals? I see more and more parents challenging schools in various areas because of the deficiencies that exist within those schools and that does have financial implications too, never mind the implications in terms of workload and morale within the profession.
Welsh: Dwi'n credu ei fod yn eithriadol o bwysig ein bod ni'n sylweddoli ei fod o'n broblem genedlaethol, a dyw hi ddim yn broblem ranbarthol, rhai ardaloedd. Mae'r tri ohonon ni wedi gweithio fel swyddogion undeb am flynyddoedd maith ac wedi gweithio yn y byd addysg am flynyddoedd maith hefyd. Dwi wedi ymweld â phob sir yng Nghymru a thrafod, fel undeb, fel ysgrifennydd cyffredinol - dwi wedi bod mewn cyfarfodydd - a dwi'n meddwl mai un peth mae'n rhaid inni fod yn ei ystyried hefyd yw beth ydy'r oblygiadau tymor hir. Mae yna oblygiadau o ran cyrraedd y weledigaeth genedlaethol ar gyfer addysg, ond mae yna faterion eraill hefyd - toriechyd. Beth yw oblygiadau tymor hir toriechyd ar y gweithlu ac erydu amodau gwaith athrawon, sydd yn dod i wrthdaro rhwng awdurdod ac unigolion a'r bygythiad o dribiwnlysoedd? Dwi'n gweld mwy a mwy o rieni yn herian, mewn gwahanol feysydd - herian ysgolion ynglŷn â'r diffygion sydd yna yn yr ysgolion ac mae hwnna'n golygu oblygiadau ariannol, heb sôn am yr oblygiadau ar lwyth gwaith a morâl y proffesiwn.
English: Well, that's the risk. If you look at the threats in terms of funding, then you are looking at larger classes, and larger classes mean less opportunity to work with pupils, but also an increase in workload in terms of assessment, planning and all that day-to-day activity of the teachers. If you look at the secondary sector, the range of subjects that teachers are having to teach - they're having to teach more and more subjects, with less expertise. And, in doing that, you have the problem in terms of there being fewer subjects available within schools, which has an impact on the opportunities for pupils. I mentioned this earlier, the erosion of working conditions - headteachers are taking more and more responsibilities. The planning, preparation and assessment time - the PPA time - is crucial for teachers to plan, prepare and assess. But, once again, we are hearing of more and more schools losing that time and going back and cutting into the statutory working conditions that are in place for them. With the devolution of pay and conditions, the year, the time, when we'll be discussing working conditions will be crucial.
Welsh: Wel, dyna'r perig. Os dŷch chi'n edrych ar beth ydy'r bygythiad o ran cyllido, mi ydych chi'n edrych ar ddosbarthiadau mwy, ac mae dosbarthiadau mwy yn golygu llai o gyfle i weithio efo disgyblion, ond hefyd cynnydd yn y gwaith o ran pwysau gwaith o ran asesu, cynllunio - yr holl waith dydd i ddydd yr athro. Dŷch chi'n edrych, yn yr uwchradd, ar yr ystod o bynciau - athrawon yn gorfod dysgu mwy a mwy o bynciau ac, wrth gwrs, llai o arbenigedd. Ac o wneud hynny hefyd, mae gennych chi'r broblem o ran llai o bynciau - mae'r ysgol yn gallu cynnig llai o bynciau, sy'n cael effaith unwaith eto ar y cyfleon i ddisgyblion. Dŷn ni'n gweld beth roeddwn i'n sôn amdano yn gynharach, ynglŷn ag erydu amodau gwaith: penaethiaid yn cymryd mwy a mwy o gyfrifoldebau. Yr amser cynllunio, paratoi ac asesu - yr amser CPA - yw amser allweddol i athro i gynllunio, i baratoi ac i asesu. Ond, unwaith eto, dŷn ni'n clywed am fwy a fwy o ysgolion yn colli'r amser yna ac yn mynd yn ôl, mewn ffordd, i dorri ar draws yr amodau gwaith sydd yn statudol ar eu cyfer nhw. Wrth gwrs, efo datganoli cyflogau ac amodau gwaith, mi fydd y flwyddyn, yr amser, pan fyddwn ni'n trafod yr amodau gwaith yn allweddol.
English: I was at a conference before Christmas, speaking about the health and well-being of teachers. At that meeting, someone suggested that perhaps teachers don't want to see change. One thing I can say: if there's one profession that's responded to the challenge of change, then that is the teaching profession - it's been change after change and responding to challenge after challenge. We've done two pieces of research: one on workload and one on the desire to remain within the profession. The figures were quite startling. But, when it came to commitment to the profession and workload, we didn't get a single teacher who didn't believe that planning and assessment were important and that the fundamental role of the teacher is crucial. That was the view across the board, but conditions don't let them do that, and then it comes to a matter of finding a balance. We had people who had left the profession, people who wanted to leave the profession, and people who didn't see other opportunities - because you have to think of people in rural areas where there aren't any other options available in terms of work. There are areas where the population is sparse or villages are a long way apart; the upshot of that - and I return to this again; I'm beginning to sound like a stuck record - is an impact on morale and on health, and there are implications to that, and they are funding implications too.
Welsh: Roeddwn i mewn cynhadledd cyn y Nadolig yn siarad ynglŷn â lles a iechyd athrawon. Yn y cyfarfod hwnnw, roedd rhywun wedi awgrymu efallai nad yw athrawon yn dymuno gweld newid. Beth allaf i ei ddweud ydy: os oes un proffesiwn sydd wedi ymateb i her newidiadau, athrawon, y proffesiwn dysgu, ydy hwnnw - newid ar ôl newid ac ymateb i her. Dŷn ni wedi gwneud dau ymchwil: un ynglŷn â llwyth gwaith a'r llall ynglŷn â dymuno bod yn y proffesiwn. Mi oedd y ffigurau yn ein sobri ni. Ond hefyd, pan fo'n dod i ymrwymiad i'r proffesiwn a'r llwyth gwaith, chawsom ni ddim un athro nad oedd yn credu bod cynllunio, bod asesu, yn bwysig, bod rôl sylfaenol athro yn allweddol. Dyna oedd y farn yn llwyr yna, ond mae'r amodau yn mynnu eu bod nhw'n methu, ac wedyn mae'n dod i gydbwysedd wedyn. Yr hyn a gawsom ni oedd pobl a oedd wedi gadael y proffesiwn, pobl a oedd yn dymuno gadael y proffesiwn, pobl a oedd ddim yn gweld cyfleoedd eraill - achos mae'n rhaid i chi feddwl am bobl mewn ardaloedd yng nghefn gwlad lle does yna ddim opsiynau gwaith eraill. Mae ardaloedd lle nad oes yna ddim llawer o boblogaeth neu lle mae pentrefi ymhell wrth ei gilydd; mae pobl yn gaeth yna, a phendraw hwnna ydy - yn mynd yn ôl eto at y dôn gron i mi mewn rhyw ystyr - yr effaith ar forâl ac ar iechyd, ac mae goblygiadau hwnnw hefyd yn oblygiadau cyllidol.
English: In addition to what David said, what was frustrating too was the hard work that had to be done in order to ensure that Westminster realised that we needed to transfer specific funding for that pay rise, and that was exceptionally difficult work. We worked very closely with Ben Lake MP on that, and we're seeing, at the moment, that he too is now writing to the Treasury on the pension increase, where there was a consultation on the pension increase, and the document was for England only. And we know that that's one element that's going to be devolved.
Welsh: I ategu beth mae David yn ei ddweud, yr hyn oedd yn rhwystredig hefyd oedd y gwaith caled roedd yn rhaid ei wneud i sicrhau bod San Steffan yn sylweddoli bod angen trosglwyddo arian penodol ar gyfer y codiad cyflog. Roedd hwnna'n waith eithriadol o anodd. Gweithion ni'n agos iawn gyda Ben Lake Aelod Seneddol ar hynny, a dyma ni'n gweld ar hyn o bryd bod yntau hefyd yn ysgrifennu i'r Trysorlys ynglŷn â'r codiadau pensiwn lle'r oedd ymgynghoriad ar y codiad pensiwn yn rhywbeth lle'r oedd y ddogfen ar gyfer Lloegr yn unig, lle dŷn ni'n gwybod dyna un elfen sydd yn mynd i gael ei ddatganoli.
English: We are working in collaboration and we are challenging our authorities about funding. I think we're coming to the second theme that arises from this discussion, which is transparency, and that's a huge problem. When we look at the relationship between Westminster and the Welsh Government, and then when we look at the local authorities and the consortia, to the school level - and what's going to be beneficial to our members and to the pupils - I think that's a huge piece of work that needs to be addressed urgently.
Welsh: Dŷn ni'n cydweithio â'n gilydd ac yn herio'n awdurdodau ynglŷn â chyllido. Dwi'n meddwl ein bod ni'n dod, efallai, at ail thema fyddai'n codi o'r drafodaeth yma, sef tryloywder. Mae hwnna'n broblem anferthol. Pan ydyn ni'n edrych ar y berthynas rhwng San Steffan a Llywodraeth Cymru, pan ydyn ni'n edrych wedyn ar yr awdurdodau, consortia, i lefel ysgol - ac i'r hyn sy'n mynd i fod yn llesol i'n haelodau ac yn llesol i'r disgyblion - dwi'n meddwl bod hwnna'n waith anferthol mae'n rhaid ei wneud ar fyrder.
English: Well, we'll have more specific questions on that. Is that right? Thank you.
Welsh: Wel, cawn ni gwestiynau manwl ar hynny, felly. Ydy hwnna'n reit? Diolch.
English: Tim mentioned fairness there and what constitutes fairness, and we're officials who do go to schools, as you've heard; we speak to headteachers and we are present at staffing processes. And there was a meeting recently where a member of the governing board was an exceptionally successful businessman, and he said, 'We could never operate this way' about his own business. And, it's very difficult to forward plan for education. We've had a number of heads who are members of UCAC getting in touch recently and telling us about an invitation to apply for grants of funding that's remaining in different pots, and once again, the grants system is still complex. And also, in responding at the last moment, that's not a matter of planning, but just trying to take advantage of the little money that's remaining, and that isn't a healthy situation in terms of planning for all of the initiatives and plans that are in place for the next few years.
Welsh: Roedd Tim yn sôn am y tegwch fanna a beth ydy tegwch, a dŷn ni'n swyddogion sydd yn mynd i ysgolion, fel dŷch chi wedi clywed; dŷn ni yn siarad gyda phenaethiaid, dŷn ni mewn prosesau staffio. Roeddwn i mewn cyfarfod yn ddiweddar lle'r oedd aelod o'r corff llywodraethol yn ddyn busnes eithriadol o lwyddiannus ac roedd o - [ Anhyglyw.] - yn dweud, 'Byddwn i byth yn gallu gweithredu fel hyn o ran fy musnes fy hunan.' Ac, mae'n anodd iawn blaengynllunio, neu gynllunio ymlaen ar gyfer addysg. Dŷn ni wedi cael nifer o benaethiaid sy'n aelodau UCAC yn cysylltu yn ddiweddar yma'n sôn am wahoddiad i wneud ceisiadau am grantiau o arian sydd ar ôl mewn gwahanol botiau, ac unwaith eto, mae'r systemau grantiau dal yn gymhleth. A hefyd, wrth ymateb y funud olaf, dim mater o gynllunio ydy hwnna, ond ceisio cymryd mantais o'r ychydig arian sydd ar ôl, a dyw hwnna ddim yn iach ar gyfer cynllunio i'r holl flaengareddau, yr holl gynlluniau, yr holl fentrau sydd yna yn y blynyddoedd nesaf yma.
English: Just to pick up on a couple of things that have already been said, you, David, mentioned two reports that you have undertaken in terms of changes that should be made to the formula. What's happened to those recommendations? Why haven't they come forward, do you believe?
Welsh: Jest pigo i fyny ar gwpl o bethau sydd wedi cael eu dweud cyn belled. Roeddech chi, David, yn sôn am ddau adroddiad dŷch chi wedi gwneud ynglŷn â newidiadau ddylai ddigwydd i'r fformiwla. Beth sydd wedi digwydd i'r argymhellion yna? Pam nad ydy'r rheina wedi dod ymlaen, dŷch chi'n credu?
English: And as a union that's campaigned for an independent education system for Wales since 1940, we have to look at the vision and how the local authorities are working together towards that vision. David mentioned the support staff in schools and the classroom assistants, and you also have to think about the kinds of services that the local authorities provide. Although they're exceptionally valuable, people are losing faith, not because of individuals, but because the services have been spread so thinly. If you look at the support for additional learning needs, for example, there is less of that. I was at a meeting, as I said, yesterday with members who were talking about the lack of availability of support in that area - human resources. When I started with the union 15 years ago, the human resources teams had expertise. Now, they are people who do transition work between education and more corporate activities, and they can't deal with the pressures upon them. What happens then is that schools start to lose faith and go to other agencies, and we are seeing funding lost from the bigger picture - funding in terms of supply work, for example, where the supply used to happen internally. Now, millions are being lost there, and also schools going to independent services and independent lawyers to seek advice. Certainly, that's not a healthy situation, as we've already heard with our neighbours. That's created an exceptionally unacceptable situation over the border.
Welsh: Ac fel undeb sydd wedi ymgyrchu dros gyfundrefn addysg annibynnol i Gymru ers 1940, mae'n rhaid inni edrych ar beth ydy'r weledigaeth, a sut mae'r awdurdodau yn gweithio gyda'i gilydd tuag at y weledigaeth yna. Roedd David yn sôn am gymorthyddion mewn ysgolion a'r staff ategol sydd mewn ysgolion; mae meddwl hefyd am y math o wasanaeth y mae'r awdurdodau - er eu bod nhw'n eithriadol o werthfawr, mae yna golli ffydd yn digwydd, ac nid achos unigolion, ond achos bod y gwasanaeth wedi cael ei deneuo cymaint. Dŷch chi'n edrych ar y gefnogaeth i anghenion dysgu ychwanegol, mae yna lai a llai ohoni. Roeddwn i mewn cyfarfod, fel oeddwn i'n dweud, ddoe efo aelodau a oedd yn sôn am ddiffyg argaeledd y gefnogaeth yna - adnoddau dynol. Pan ddechreuais i efo'r undeb 15 mlynedd yn ôl, roedd y timau adnoddau dynol gydag arbenigedd. Erbyn hyn, maen nhw'n bobl sydd yn gwneud gwaith pontio, gwaith addysg a gwaith corfforaethol, ac yn methu dod i ben efo'r pwysau gwaith sydd arnyn nhw. A beth sy'n digwydd wedyn ydy bod yna ysgolion yn colli ffydd ac ysgolion yn mynd at asiantaethau eraill, ac rydym ni yn gweld arian yn mynd allan o'r pictiwr - arian, er enghraifft, gwaith cyflenwi, lle ers talwm roedd y cyflenwi yn digwydd yn fewnol. Mae yna filiynau yn mynd allan ffordd yna, a hefyd ysgolion yn mynd at wasanaeth annibynnol a chyfreithwyr annibynnol i gael cyngor oddi wrth yr awdurdod. Yn bendant, dydy hynny ddim yn iach, fel rydym ni wedi clywed yn barod gan ein cymdogion. Mae hynna wedi creu sefyllfa eithriadol o annerbyniol.
English: And I think we need to insist on that. Also, we've discussed with local authorities, and some authorities have held discussions and good ones at that, in terms of the formulae that exist within the counties, and there are others who are more dubious about them, and although we have asked several times for a discussion, they're not ready to discuss. But if we don't discuss now, I don't know when we'll have the opportunity, and the discussion should be about staffing, about the initiatives, and also as we ensure themes that are general to every county, we still have what's local to us, such as geography, transport and language. All of those have to be part of the discussion.
Welsh: A dwi'n meddwl bod angen inni fynnu hynny. Rydym ni wedi trafod efo'r awdurdodau lleol, ac mae rhai awdurdodau wedi cynnal trafodaethau da, dwi'n meddwl, ynglŷn â'r fformwlâu sydd yna o fewn y siroedd, ac mae rhai eraill sy'n betrusgar ac, er ein bod ni wedi galw sawl gwaith am drafodaeth, sydd ddim yn barod i'w drafod. Ond os nad ydyn ni'n trafod nawr, dwi ddim yn gwybod pryd ydyn ni'n mynd i drafod, ac felly mae'r rhaid i'r drafodaeth yna fod ynglŷn â staffio, ynglŷn â blaengareddau, a hefyd wrth sicrhau themâu sy'n gyffredin i bob un sir, mae gennym ni dal yr hyn sy'n lleol - daearyddiaeth, trafnidiaeth, iaith. Mae'r rheini i gyd sy'n bethau sydd yn gorfod bod yn rhan o'r drafodaeth.
English: And Tim mentioned the transition period, and how important it is, but it's just as important that, during that period, and beyond that period, we have the monitoring and the challenge and the scrutiny that would happen for the future, because we would have to realise that we can't just do something and leave it alone. That's been the mistake of the past. We have to do something; we have to make changes, but we also then have to be willing to keep a very close eye on those changes, and to make appropriate adaptations as we move on.
Welsh: Ac wrth i Tim sôn am y cyfnod trosglwyddo, a pha mor bwysig ydy'r cyfnod trosglwyddo, ond yr un mor bwysig yn y cyfnod yna, a thu hwnt, ydy'r monitro a'r herio a'r craffu fyddai'n digwydd i'r dyfodol, achos byddai'n rhaid inni sylweddoli na allwn ni wneud rhywbeth â'i adael o. Dyna sydd wedi bod yn gamgymeriad yn y gorffennol. Mae'n rhaid inni wneud rhywbeth; mae'n rhaid inni wneud newidiadau, ond mae'n rhaid ein bod ni hefyd yn barod wedyn i gadw llygad barcud arnyn nhw, a gwneud newidiadau addas wrth fynd ymlaen, felly.