English: Huw, you raise a fundamentally important point that we can have the best structure and the best strategic planning of these opportunities, but unless we successfully engage with young people, potential students and learners of all kinds, and the people who influence their choices, then we won't realise the full benefit of this. We're all guilty of it. Our children, often, are the prisoners of our own experience. So, if mum and dad did it a certain way, whatever way that is, if mum and dad did it that way, that's the way you think it should be done. Sometimes it's difficult to break free of your own experience and, sometimes, your own prejudices about how children should move forward. My Cabinet colleague the Minister for Lifelong Learning and Welsh Language is actively engaged in discussions with Careers Wales about making sure that children and students have access to the very best possible careers advice that gives them the widest possible range of choices and opportunities, whatever that is, and is based purely not on advantages for individual institutions, but on the advantages for and the needs of that particular student. If we need to do more research, and we need to do more work on this, then I'm sure the Minister has heard you, and we're not frightened to do that. I must say, I already go to prize-givings where there are celebrations of a wide variety of achievements of all kinds, whether those be academic or social - the child that has contributed to the school through their caring for other students, through their commitment to trying to be helpful to the school, as well as people who have taken different courses. So, I see that out there, but it is patchy and it is not commonplace, and we need to make it so. But I also come across young people who are making very positive decisions. I know of one young man - his mum is a friend of mine - who this summer had the choice between an engineering degree at a Welsh university or an apprenticeship with a engineering company, and he has gone for the apprenticeship, because he is savvy enough to know that, eventually, that company will pay for his degree for him, and he wants to learn on the job. That's a very positive choice for him. So, we need to make sure that other students have those opportunities and have the ability to make choices that are best for them. I will continue to work with the Minister for Lifelong Learning and the Welsh Language to ensure that we have a system of advice and guidance that will make the most of the structural changes that we're making.
Welsh: Huw, rydych chi'n codi pwynt hanfodol bwysig ein bod yn gallu cael y strwythur gorau a'r cynllunio strategol gorau ar gyfer y cyfleoedd hyn, ond oni bai ein bod yn ymgysylltu'n llwyddiannus â phobl ifanc, darpar fyfyrwyr a dysgwyr o bob math, a'r bobl sy'n dylanwadu ar eu dewisiadau, ni fyddwn yn sylweddoli budd llawn hyn. Rydym ni i gyd yn euog o hyn. Mae ein plant, yn aml, yn garcharorion i'n profiad ein hunain. Felly, os yw mam a dad wedi ei wneud mewn ffordd arbennig, pa ffordd bynnag yw honno, os yw mam a dad wedi ei wneud yn y ffordd honno, dyna'r ffordd yr ydych chi'n credu y dylid ei wneud. Weithiau mae'n anodd torri'n rhydd o'ch profiad eich hun ac, weithiau, eich rhagfarnau eich hun ynghylch sut y dylai plant symud ymlaen. Mae fy nghydweithiwr yn y Cabinet, Gweinidog y Gymraeg a Dysgu Gydol Oes, yn cymryd rhan weithredol mewn trafodaethau â Gyrfa Cymru ynglŷn â gwneud yn siŵr bod plant a myfyrwyr yn cael y cyngor gyrfaoedd gorau posibl sy'n rhoi'r ystod ehangaf posibl o ddewisiadau a chyfleoedd iddyn nhw, beth bynnag fyddai hynny, a'i fod wedi'i seilio'n llwyr, nid ar fanteision i sefydliadau unigol, ond ar y manteision i'r myfyriwr penodol hwnnw, a'i anghenion. Os bydd angen i ni wneud mwy o ymchwil, ac mae angen i ni wneud mwy o waith ar hyn, yna rwy'n siwr bod y Gweinidog wedi eich clywed chi, ac nid oes ofn arnom wneud hynny. Mae'n rhaid i mi ddweud, rwyf eisoes yn mynd i seremonïau gwobrwyo lle caiff amrywiaeth eang o gyflawniadau o bob math ei dathlu, boed hynny'n academaidd neu'n gymdeithasol - y plentyn sydd wedi cyfrannu at yr ysgol trwy ofalu am fyfyrwyr eraill, drwy eu hymrwymiad i geisio bod o gymorth i'r ysgol, yn ogystal â phobl sydd wedi dilyn cyrsiau gwahanol. Felly, rwy'n gweld hynny allan yna, ond mae'n dameidiog ac nid yw'n gyffredin, ac mae angen i ni ei wneud yn gyffredin. Ond rwyf hefyd yn cyfarfod â phobl ifanc sy'n gwneud penderfyniadau cadarnhaol iawn. Gwn am un dyn ifanc - mae ei fam yn ffrind i mi - a gafodd y dewis dros yr haf rhwng gradd peirianneg mewn prifysgol yng Nghymru neu brentisiaeth gyda chwmni peirianneg, ac mae ef wedi dewis y brentisiaeth, oherwydd ei fod yn ddigon call i wybod, yn y pen draw, y bydd y cwmni hwnnw yn talu am ei radd ar ei ran, ac mae e'n dymuno dysgu yn y swydd. Mae hwnnw'n ddewis cadarnhaol iawn iddo. Felly, mae angen i ni wneud yn siŵr bod myfyrwyr eraill yn cael y cyfleoedd hynny a bod ganddyn nhw'r gallu i wneud y dewisiadau sydd orau ar eu cyfer nhw. Byddaf yn parhau i weithio gyda Gweinidog y Gymraeg ac Addysg Gydol Oes i sicrhau bod gennym system o gyngor ac arweiniad a fydd yn gwneud y mwyaf o'r newidiadau strwythurol yr ydym yn eu gwneud.