techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Bethan, you're right: vocational qualifications are particularly challenging. The landscape for those qualifications is much more complicated than for general qualifications, not least because many of them are not regulated by our own qualifications body. The Member will be aware that, as we emerged out of lockdown last year, the learners of whom she speaks were prioritised by their local colleges to be able to return, if students felt able to do so, to allow them to complete those practical assessments so that they could gain their qualifications and their professional accreditation for those particular roles, and we will work closely with Colegau, and financial resources were made available to assist in that process. We were also able to, in some instances, extend provision into the new academic year, and, again, financial resources were made available to assist colleagues in that regard. And we are keen to continue to have conversations with our further education principals as to what can be done to safeguard the progression of those students taking vocational qualifications and seeking professional accreditation.
Welsh: Bethan, rydych yn iawn: mae cymwysterau galwedigaethol yn arbennig o heriol. Mae'r dirwedd ar gyfer y cymwysterau hynny'n llawer mwy cymhleth nag ar gyfer cymwysterau cyffredinol, yn bennaf am nad yw llawer ohonynt yn cael eu rheoleiddio gan ein corff cymwysterau ein hunain. Bydd yr Aelod yn ymwybodol, wedi i ni godi'r cyfyngiadau symud y llynedd, fod y dysgwyr y mae'n cyfeirio atynt wedi cael blaenoriaeth gan eu colegau lleol i allu dychwelyd, pe bai myfyrwyr yn teimlo y gallent wneud hynny, i ganiatáu iddynt gwblhau asesiadau ymarferol fel y gallent ennill eu cymwysterau a'u hachrediad proffesiynol ar gyfer y rolau penodol hynny, a byddwn yn gweithio'n agos gyda Colegau, a sicrhawyd bod adnoddau ariannol ar gael i gynorthwyo gyda'r broses honno. Hefyd, mewn rhai achosion, roeddem yn gallu ymestyn y ddarpariaeth i'r flwyddyn academaidd newydd, ac unwaith eto, roedd adnoddau ariannol ar gael i gynorthwyo cydweithwyr yn hynny o beth. Ac rydym yn awyddus i barhau i gael sgyrsiau gyda'n penaethiaid addysg bellach ynglŷn â'r hyn y gellir ei wneud i ddiogelu dilyniant i fyfyrwyr sy'n cyflawni cymwysterau galwedigaethol ac sy'n ceisio achrediad proffesiynol.
English: Okay, thank you very much for that reply and for your congratulations; I do appreciate that. It's interesting that you say that the money has come to the institutions. What I'm hearing is that, because of students being unable to go back potentially until February - some of them think that they may not be able to go back until even later than that - it will stall their ability to be able to complete their degree in this academic term and, then, obviously for new starters it'll be even more difficult. But you seem to be suggesting that they've had the support that they need. I'm hearing differently, and so would you be able to then clarify what discussions you've had with representative bodies to ensure that they feel that they have enough money? And if they don't feel that they have enough support, would you commit to a long-term education recovery plan for the sector? Because, of course, it doesn't just affect the individuals, but it affects the economic fruition and prosperity of our nation if we simply don't see these people graduating.
Welsh: Iawn, diolch yn fawr am yr ateb hwnnw ac am eich cyfarchion; rwy'n gwerthfawrogi hynny. Mae'n ddiddorol eich bod yn dweud bod yr arian wedi dod i'r sefydliadau. Oherwydd na all myfyrwyr fynd yn ôl nes mis Chwefror o bosibl - mae rhai ohonynt yn credu efallai na fyddant yn gallu mynd yn ôl nes yn hwyrach na hynny hyd yn oed - yr hyn rwy'n ei glywed yw y bydd yn arafu eu gallu i gwblhau eu gradd yn y tymor academaidd hwn ac yna, yn amlwg, bydd yn anos byth i ddechreuwyr newydd. Ond mae'n ymddangos eich bod yn awgrymu eu bod wedi cael y gefnogaeth sydd ei hangen arnynt. Rwy'n clywed yn wahanol, ac felly a fyddech yn gallu egluro pa drafodaethau rydych wedi'u cael gyda chyrff cynrychiadol i sicrhau eu bod yn teimlo bod ganddynt ddigon o arian? Ac os nad ydynt yn teimlo eu bod yn cael digon o gefnogaeth, a wnewch chi ymrwymo i gynllun adfer addysg hirdymor ar gyfer y sector? Oherwydd, wrth gwrs, mae'n effeithio ar fwy na'r unigolion, mae'n effeithio ar ffyniant economaidd ein cenedl os na welwn y bobl hyn yn graddio.
English: Well, you're absolutely right: the ability for those individuals to progress is really important, and that's why we prioritised those learners last year. Because of the ongoing disruption, learners who find themselves in this year's cohort, again, will have to have additional support. So, we prioritised those students last year, and we're keen to continue to have conversations to prioritise those students this year, and to work with the colleges to understand what they need to allow those practical assessments of people's skills to go forward. Whilst colleges are closed for face-to-face teaching for the majority of their students, there is an exception where assessments - important external assessments - have to be carried out. Those are still able to be done within colleges and I know colleges are working hard to accommodate students in that regard. But with regard to a longer term plan, and as was referenced by the finance Minister earlier, whilst additional resources are being made available for education in the new financial year, the impact of COVID-19 on students' learning is going to be felt for many, many years. We've made good progress this year in recruiting additional staff, but we're not going to catch up from this pandemic in any one single academic year, and we do indeed need to have ongoing investment and a plan for catch-up.
Welsh: Wel, rydych yn llygad eich lle: mae'n bwysig iawn fod yr unigolion hynny'n gallu symud ymlaen, a dyna pam y gwnaethom flaenoriaethu'r dysgwyr hynny y llynedd. Oherwydd yr aflonyddwch parhaus, unwaith eto bydd yn rhaid i ddysgwyr sydd yng ngharfan eleni gael cymorth ychwanegol. Felly, gwnaethom flaenoriaethu'r myfyrwyr hynny y llynedd, ac rydym yn awyddus i barhau i gael sgyrsiau i flaenoriaethu'r myfyrwyr hynny eleni, ac i weithio gyda'r colegau i ddeall beth sydd ei angen arnynt i ganiatáu i asesiadau ymarferol o sgiliau pobl fynd rhagddynt. Er bod colegau ar gau ar gyfer addysgu wyneb yn wyneb i'r rhan fwyaf o'u myfyrwyr, mae eithriad lle mae'n rhaid cynnal asesiadau allanol pwysig. Mae'n bosibl cynnal y rheini mewn colegau o hyd a gwn fod colegau'n gweithio'n galed i ddarparu ar gyfer myfyrwyr yn hynny o beth. Ond o ran cynllun mwy hirdymor, ac fel y nododd y Gweinidog cyllid yn gynharach, tra bod adnoddau ychwanegol ar gael ar gyfer addysg yn y flwyddyn ariannol newydd, bydd effaith COVID-19 ar ddysgu myfyrwyr yn cael ei theimlo am flynyddoedd lawer. Rydym wedi gwneud cynnydd da eleni o ran recriwtio staff ychwanegol, ond ni fyddwn yn gallu dal i fyny yn sgil y pandemig hwn mewn un flwyddyn academaidd, ac yn wir mae angen i ni gael buddsoddiad parhaus a chynllun ar gyfer dal i fyny.
English: Thank you, and I'm glad that you recognise that the plan for catch-up is going to be much, much longer than one academic year, and I concur with that. My final question is with regard to university rent rebates and I've got lots of support for those who have been taking part in strikes across the country in relation to not wanting to pay their rent if they're not able to go to their university accommodation. We've seen today that Cardiff University have said that they will pay back the rent if you are not able to go. Yesterday, Aberystwyth students campaigned hard to ensure that that university made a decision to give a rent rebate. Do you think it's fair that students should have to pay rent for accommodation that they are not in? And if you don't think it's fair, how will you support universities that want to give that rebate - i.e. will you give them more financial support to do so? And have you looked at what's happening in the private sector? I know it's much more complex, but are there any rent rebate possibilities there for students who may be in the private rented sector, who equally deserve to have that rebate, because, of course, they simply are following Welsh Government guidance to stay at home at the moment?
Welsh: Diolch, ac rwy'n falch eich bod yn cydnabod y bydd y cynllun ar gyfer dal i fyny yn llawer hwy nag un flwyddyn academaidd, ac rwy'n cytuno â hynny. Mae fy nghwestiwn olaf yn ymwneud ag ad-daliadau rhent prifysgolion ac mae gennyf lawer o gefnogaeth i'r rhai sydd wedi bod yn cymryd rhan mewn streiciau ledled y wlad am nad ydynt eisiau talu eu rhent os nad ydynt yn gallu mynd i'w llety prifysgol. Rydym wedi gweld heddiw fod Prifysgol Caerdydd wedi dweud y byddant yn ad-dalu'r rhent os na allwch fynd. Ddoe, ymgyrchodd myfyrwyr Aberystwyth yn galed i sicrhau bod y brifysgol honno'n gwneud penderfyniad i roi ad-daliad rhent. A ydych yn credu ei bod yn deg fod myfyrwyr yn gorfod talu rhent am lety nad ydynt yn byw ynddo? Ac os nad ydych yn credu ei fod yn deg, sut y byddwch yn cefnogi prifysgolion sydd eisiau rhoi'r ad-daliad hwnnw - h.y. a wnewch chi roi mwy o gymorth ariannol iddynt wneud hynny? Ac a ydych wedi edrych ar yr hyn sy'n digwydd yn y sector preifat? Rwy'n gwybod ei fod yn llawer mwy cymhleth, ond a oes unrhyw bosibiliadau ar gyfer ad-daliad rhent yno i fyfyrwyr a allai fod yn y sector rhentu preifat, sydd hefyd yn haeddu cael yr ad-daliad hwnnw, oherwydd, wrth gwrs, maent yn dilyn canllawiau Llywodraeth Cymru i aros gartref ar hyn o bryd?
English: I have every sympathy for those students who are abiding by Welsh Government rules and are not travelling to universities at this time to occupy accommodation that they have paid for or are due to pay for as a result of ongoing restrictions. Last year, all of our universities looked to provide rebates or refunds and we welcome that and I welcome the actions by a number of Welsh institutions at this time to do the same. I am in close discussion with the Higher Education Funding Council for Wales, universities and, only this afternoon, with the National Union of Students Cymru, to see what more Welsh Government can do to assist with regard to rent and, indeed, general financial hardship that students may be facing at this time, and I hope to make an announcement shortly.
Welsh: Mae gennyf bob cydymdeimlad â myfyrwyr sy'n cadw at reolau Llywodraeth Cymru ac sydd ddim yn teithio i brifysgolion ar hyn o bryd i fyw mewn llety y maent wedi talu amdano neu y maent i fod i dalu amdano o ganlyniad i gyfyngiadau parhaus. Y llynedd, roedd pob un o'n prifysgolion yn bwriadu darparu ad-daliadau ac rydym yn croesawu hynny ac rwy'n croesawu'r camau a gymerwyd gan nifer o sefydliadau yng Nghymru ar yr adeg hon i wneud yr un peth. Rwy'n cynnal trafodaethau agos gyda Chyngor Cyllido Addysg Uwch Cymru, prifysgolion, a chydag Undeb Cenedlaethol Myfyrwyr Cymru y prynhawn yma, i weld beth arall y gall Llywodraeth Cymru ei wneud i helpu o ran rhent, a chaledi ariannol cyffredinol yn wir y gallai myfyrwyr fod yn ei wynebu ar hyn o bryd, ac rwy'n gobeithio gwneud cyhoeddiad cyn bo hir.
English: Thank you, Dirprwy Lywydd. Thank you for those answers to Bethan Sayed as well, Minister - that was very helpful. I just want to begin with schools closing. Obviously, we've been told repeatedly that schools themselves are very low-risk environments, even though this variant itself is more highly infectious than the previous version. The most recent technical advisory cell report points out again that it's behaviours around schools being the place where the transmission risk is, rather than in schools themselves. But that's not new intelligence. Other Members of the Senedd and I were talking about this with our health boards back in the autumn. So, while I'm absolutely not disputing your immediate decision to close schools, just two things on school closures: do you think it would have been useful to have had a very visible campaign targeting older pupils, students and their families to explain that their behaviours connected to a school or college - and I think those are the words - are the reason for closing schools? And what steps are open to you now to protect staff and children from that outside influence short of closing schools? The test and trace solution you spoke of before Christmas doesn't seem to have hit the mark. We haven't heard much about testing since either. You've probably heard as well there's a real inconsistency in the offer for key worker children in the school hubs, which actually are open, which isn't helping to make the argument for closing schools.
Welsh: Diolch, Ddirprwy Lywydd. Diolch ichi am yr atebion hynny i Bethan Sayed hefyd, Weinidog - roedd hynny'n ddefnyddiol iawn. Hoffwn ddechrau gydag ysgolion yn cau. Yn amlwg, dywedwyd wrthym dro ar ôl tro fod ysgolion eu hunain yn amgylcheddau risg isel iawn, er bod yr amrywiolyn hwn yn fwy heintus na'r fersiwn flaenorol. Mae adroddiad diweddaraf y gell cyngor technegol yn nodi eto mai ymddygiad o amgylch ysgolion sy'n creu risg o drosglwyddo, yn hytrach nag o fewn yr ysgolion eu hunain. Ond nid yw honno'n wybodaeth newydd. Roedd Aelodau eraill o'r Senedd a minnau'n sôn am hyn gyda'n byrddau iechyd yn ôl yn yr hydref. Felly, er nad wyf yn anghytuno o gwbl â'ch penderfyniad uniongyrchol i gau ysgolion, hoffwn ofyn dau beth mewn perthynas â chau ysgolion: a ydych yn credu y byddai wedi bod yn ddefnyddiol cael ymgyrch weladwy iawn yn targedu disgyblion hŷn, myfyrwyr a'u teuluoedd i egluro mai eu hymddygiad yn gysylltiedig ag ysgol neu goleg - a chredaf mai dyna'r geiriau - yw'r rheswm dros gau ysgolion? A pha gamau sy'n agored i chi nawr i ddiogelu staff a phlant rhag y dylanwad allanol hwnnw heb fynd i gau ysgolion? Nid yw'n ymddangos bod y profi ac olrhain y sonioch chi amdano cyn y Nadolig wedi cyrraedd y nod. Nid ydym wedi clywed llawer am brofi ers hynny chwaith. Mae'n debyg eich bod wedi clywed hefyd fod anghysondeb gwirioneddol yn y cynnig i blant gweithwyr allweddol fynychu hybiau ysgol, sydd ar agor, ac nid yw hynny'n helpu'r ddadl dros gau ysgolion.
English: Okay, well, I look forward to seeing some activity on that testing piece; as I said, it had gone a bit quiet. Minister, you'll obviously know that I'm supportive of creating a discrete group of school staff for priority vaccinations after the four groups most affected by mortality risk have been fully treated. The current suggestions for phase 2 devised by the JIVC are primarily based on age. Bearing in mind the long-term implications for the continued loss of learning - and the worries about this are repeatedly captured in these assertions that schools must be the last to close and the first to open - I'm curious to find out what your personal position is on this. Do you think I should be getting my vaccine before any member of school staff just because I'm older than they are?
Welsh: Iawn, wel, rwy'n edrych ymlaen at weld rhywfaint o weithgarwch mewn perthynas â'r profi hwnnw; fel y dywedais, roedd wedi mynd ychydig yn dawel. Weinidog, yn amlwg fe fyddwch yn gwybod fy mod yn cefnogi'r syniad o flaenoriaethu brechiadau i grŵp ar wahân o staff ysgol ar ôl i'r pedwar grŵp sy'n cael eu heffeithio fwyaf gan risg marwolaeth gael eu trin yn llawn. Mae'r awgrymiadau presennol ar gyfer cam 2 a ddyfeisiwyd gan y Cyd-bwyllgor ar Imiwneiddio a Brechu yn seiliedig yn bennaf ar oedran. O gofio'r goblygiadau hirdymor yn sgil parhau i golli dysgu - ac mae'r pryderon ynglŷn â hyn yn cael eu cyfleu dro ar ôl tro yn yr honiadau mai ysgolion ddylai fod yr olaf i gau a'r cyntaf i agor - rwy'n chwilfrydig i ddarganfod beth yw eich safbwynt personol ar hyn. A ydych yn credu y dylwn fod yn cael fy mrechlyn cyn unrhyw aelod o staff ysgolion oherwydd fy mod yn hŷn na hwy?
English: Suzy, I fully stand behind the work of the JCVI in how it has identified who is most at risk of serious harm or death as a result of contracting COVID-19. Members of staff, both in school and those who support education in other roles, will receive their vaccination in line with their relative risk of harm. Many of the teachers that I speak to speak of not only their worry about themselves but actually their worry about taking the virus home to a potentially vulnerable member of their family. If we disrupt the vaccination programme, potentially that member of the family might wait a bit longer. Other teachers talk of their concern about children potentially taking the virus home to vulnerable members of their family and their community, and, again, the overall programme is designed to deliver as much safeguarding from harm as possible. The quickest way we can vaccinate our teachers is to move through the JCVI guidance as quickly as possible, and Welsh Government and health boards are moving every possible mountain to make that happen. As, then, we decide who should be vaccinated next, nothing would give me greater pleasure than to find education staff and, indeed, other front-line workers prioritised, and I know that evidence will be submitted to the JCVI as they make further decisions on the further roll-out of the programme. But, clearly, I am very keen to see our education workforce vaccinated as quickly as possible.
Welsh: Suzy, rwy'n cefnogi gwaith y Cyd-bwyllgor ar Imiwneiddio a Brechu yn llwyr o ran sut y mae wedi nodi pwy sydd fwyaf tebygol o wynebu niwed difrifol neu farwolaeth o ganlyniad i ddal COVID-19. Bydd aelodau o staff, yn yr ysgol a'r rhai sy'n cefnogi addysg mewn rolau eraill, yn cael eu brechu yn unol â'u risg gymharol o niwed. Mae llawer o'r athrawon rwy'n siarad â hwy nid yn unig yn poeni am eu hunain ond yn poeni am fynd â'r feirws adref at aelod o'u teulu a allai fod yn agored i niwed. Os byddwn yn tarfu ar y rhaglen frechu, efallai y bydd yr aelod hwnnw o'r teulu yn aros ychydig yn hwy. Mae athrawon eraill yn sôn am eu pryder y gallai plant fod yn mynd â'r feirws adref i aelodau o'u teuluoedd a'u cymuned sy'n agored i niwed, ac unwaith eto, mae'r rhaglen gyffredinol wedi'i chynllunio i sicrhau cymaint o ddiogelwch rhag niwed â phosibl. Y ffordd gyflymaf o frechu ein hathrawon yw dilyn canllawiau'r Cyd-bwyllgor ar Imiwneiddio a Brechu cyn gynted â phosibl, ac mae Llywodraeth Cymru a byrddau iechyd yn symud pob mynydd posibl i wneud i hynny ddigwydd. Felly, wrth i ni benderfynu pwy ddylai gael eu brechu nesaf, ni fyddai dim yn rhoi mwy o bleser imi na blaenoriaethu staff addysg, a gweithwyr rheng flaen eraill yn wir, a gwn y bydd tystiolaeth yn cael ei chyflwyno i'r Cyd-bwyllgor ar Imiwneiddio a Brechu wrth iddynt wneud penderfyniadau pellach ar gyflwyno'r rhaglen ymhellach. Ond yn amlwg, rwy'n awyddus iawn i weld staff ein gweithlu addysg yn cael eu brechu cyn gynted â phosibl.
English: Okay, well, thank you for that. I messed up those initials initially, there, as well. Okay, well, you're 'very keen'; I'll take that as a positive statement, then. I'd just like to go back, if I can, to this consistency about the quality and quantity of online teaching. I know we've rehearsed a fair bit of it today, but I wonder if you could tell us what's happened so far to that £29 million that was provided for 600 new teachers and 300 teaching assistants to help with maintaining and catching up on learning, particularly as we've just heard there's another £12 million on its way. We accept that the COVID recovery in education is long term, so I'd be wary about rushing to spend quite a lot of money in one go because it's available if it's not going on staff, but if it isn't going on staff but is still being used to support standards, can you tell us how it's being used? I'd be very interested to know if any of this is going to the consortia, for example, because it's their job to maintain standards, and, indeed, whether there are discussions, which we heard a little bit earlier, about even using it to subsidise the cost of broadband for those families who are struggling with getting enough access to broadband, just to provide things like dongles and Wi-Fi extenders, or simply just buying them extra data.
Welsh: Iawn, wel, diolch am hynny. Fe wnes lanast o'r blaenlythrennau hynny i ddechrau hefyd. Iawn, wel, rydych yn 'awyddus iawn'; fe gymeraf hynny fel datganiad cadarnhaol, felly. Hoffwn fynd yn ôl, os caf, at gysondeb ansawdd a maint yr addysgu ar-lein. Rwy'n gwybod ein bod wedi siarad amdano gryn dipyn heddiw, ond tybed a allech ddweud wrthym beth sydd wedi digwydd hyd yn hyn i'r £29 miliwn a ddarparwyd ar gyfer 600 o athrawon newydd a 300 o gynorthwywyr addysgu i helpu i gynnal a dal i fyny ar ddysgu, yn enwedig gan ein bod newydd glywed bod £12 miliwn arall ar ei ffordd. Rydym yn derbyn bod adferiad COVID ym maes addysg yn hirdymor, felly byddwn yn wyliadwrus ynghylch rhuthro i wario cryn dipyn o arian ar unwaith, oherwydd ei fod ar gael, os nad yw'n mynd ar staff, ond os nad yw'n mynd ar staff ond ei fod yn dal i gael ei ddefnyddio i gefnogi safonau, a allwch chi ddweud wrthym sut y mae'n cael ei ddefnyddio? Byddai gennyf ddiddordeb mawr mewn gwybod a oes rhywfaint o hwn yn mynd i'r consortia, er enghraifft, oherwydd eu gwaith hwy yw cynnal safonau, ac yn wir, a oes trafodaethau, a chlywsom rywfaint am hyn yn gynharach, ynghylch ei ddefnyddio i gynnig cymhorthdal at gost band eang i deuluoedd sy'n ei chael yn anodd cael digon o fynediad at fand eang, er mwyn darparu pethau fel donglau ac estynyddion Wi-Fi, neu brynu data ychwanegol iddynt.
English: Thank you, Suzy. I can report substantial progress on the utilisation of the £29 million, which has indeed led to recruitment, to the targets that we'd set ourselves. Additional resources that are not being spent on staff are being spent in a variety of ways, including indeed to support the regional school improvement services to provide ongoing professional learning, so that teachers can improve their skills and improve their level of confidence, as well as providing additional resources so that teachers have ready-made teaching materials and support materials that they can utilise when they're delivering blended learning. So, that additional resource is being used in a variety of ways to support the distance learning effort.
Welsh: Diolch, Suzy. Gallaf adrodd am gynnydd sylweddol yn sgil y defnydd o'r £29 miliwn, sydd yn wir wedi arwain at recriwtio, yn erbyn y targedau roeddem wedi'u gosod i'n hunain. Gwerir adnoddau ychwanegol nad ydynt yn cael eu gwario ar staff mewn amryw o ffyrdd, gan gynnwys cefnogi'r gwasanaethau gwella ysgolion rhanbarthol i ddarparu dysgu proffesiynol parhaus, fel y gall athrawon wella eu sgiliau a gwella lefel eu hyder, yn ogystal â darparu adnoddau ychwanegol fel bod gan athrawon ddeunyddiau addysgu parod a deunyddiau cymorth y gallant eu defnyddio pan fyddant yn darparu dysgu cyfunol. Felly, mae'r adnodd ychwanegol hwnnw'n cael ei ddefnyddio mewn amrywiaeth o ffyrdd i gefnogi'r ymdrech dysgu o bell.