English: Yes, I agree. There are two things. One thing in Alun's question is the cause and effect in terms of what is considered a successful scheme or not. At the moment, the relationship between central Government and local government about what counts as success and that accountability - . If you move successfully along this path, in a way - it's very difficult to find the right word - what is the reward? Is there an additional contribution to the authorities that do go further along this journey? That's on the authority level. Down to the school level, it's quite clear - and I agree entirely with Clive - the shift in terms of schools where less Welsh is spoken, that's where movement needs to happen. As regions and partnerships together, we've come to the view that we need to provide a national professional offer between us, where we can identify best practice, be it in Monmouthshire or Anglesey, wherever it is, that we come together then and create that national programme. That would support those schools that have some linguistic capacity within them to make that shift, and we can share the practice and the resources together across Wales to facilitate that shift. The challenge that Hayden has outlined isn't just a challenge for schools where there are only very few Welsh speakers amongst staff, it's becoming more of a challenge for Welsh-medium schools as well because of a lack of teachers undertaking Welsh as a first language courses. So, we need to look at this workforce element. Once again, we may need to encourage young people to study educational courses through the medium of Welsh, because it appears that if you look - and Hayden has more detail on this than I have - at the secondary sector in terms of Welsh as a subject, that's a challenge too. So, there is a role for us to come together regionally to provide that professional support to schools, but we also need to market the sphere of Welsh-medium education to our children and young people who are coming through the system too.
Welsh: Dwi'n cytuno. Mae yna ddau beth. Un peth am gwestiwn Alun ydy'r achos a'r effaith o beth sy'n cael ei gyfrif yn gynllun llwyddiannus ai peidio. Ar hyn o bryd, dydy'r berthynas rhwng Llywodraeth ganolog a llywodraeth leol am beth sydd yn cyfrif yn llwyddiannus a'r dal i gyfrif yna - . Os ydych chi'n symud yn llwyddiannus ar hyd y llwybr yma, mewn ffordd, beth ydy'r - mae'n anodd iawn defnyddio'r geiriau - beth ydy'r wobr? A oes yna gyfraniad ychwanegol i'r awdurdodau yna sydd yn mynd ymhellach ar hyd y daith yna? Mae hynna ar lefel yr awdurdod. I lawr i lefel yr ysgolion, mae'n eithaf clir - a dwi'n cytuno'n llwyr efo Clive - mae'r symudiad o ysgolion lle mae yna lai o Gymraeg yn cael ei siarad, fanna mae'r symudiad angen ei wneud. Fel rhanbarthau a phartneriaethau efo'i gilydd, rydyn ni wedi dod i'r farn bod angen inni gynnig cynnig proffesiynol cenedlaethol rhyngom ni, lle rydyn ni'n gallu adnabod yr arferion gorau, os ydy o'n sir Fynwy, sir Fôn neu lle bynnag ydy o, ein bod ni'n dod at ein gilydd ac yn creu rhaglen genedlaethol. Byddai hynny, mae'n debyg, yn cefnogi'r ysgolion yna sydd efo peth gallu ieithyddol oddi mewn i wneud y symudiad, a'n bod ni'n gallu rhannu'r arferion a'r adnoddau ymhlith ein gilydd ar draws Cymru i wneud y symudiad yna. Mae'r her y mae Hayden wedi'i nodi nid yn unig yn her i ysgolion lle mae yna ddim ond ychydig o siaradwyr Cymraeg ymhlith y staff, mae'n dod yn fwyfwy o her i ysgolion cyfrwng Cymraeg hefyd yn ogystal oherwydd y prinder o athrawon sydd yn mynychu cyrsiau iaith gyntaf. Felly, mae elfen y gweithlu - . Unwaith eto, efallai bod angen edrych ar annog pobl ifanc i fynd i mewn i ddilyn cyrsiau addysg trwy gyfrwng y Gymraeg, oherwydd mae'n debyg pe bai chi'n edrych - mae Hayden efo mwy o fanylion nag sydd gen i - ar yr uwchradd ar lefel pynciol y Gymraeg, mae hwnna'n her. Felly, mae yna le i ddod yn dorfol at ein gilydd yn rhanbarthol i roi'r cynnig proffesiynol i rai ysgolion, ond hefyd mae angen marchnata'r byd addysg cyfrwng Cymraeg ar gyfer ein plant a'n pobl ifanc ni sy'n dod drwy'r system hefyd.