English: Thank you, Altaf Hussain, for that really important question. We need to equip our learners. Whether they choose to lead on to careers in STEM subjects or not, we need to equip all our learners to face a future of rapid technological and economic change, and digital skills and the kind of adaptability and creativity that go with some of those, alongside the knowledge itself, are absolutely crucial requirements for our young people. The new Curriculum for Wales, of course, has that as a central part of the offer, whether that's through the areas of learning experience or the specific focus on STEM careers in particular. And it's also important, by the way, to address questions of inequality. There's still a gender bias in terms of access to STEM subjects and some of the stereotypes that go along with choosing STEM subjects. So, we talked a little bit in the earlier question with Natasha Asghar about how reforming our qualifications can encourage more people to take up STEM subjects, and that's a really important part of this. But, in addition to that, we provide significant funding to a range of initiatives aimed both at primary and secondary students, by the way. It's really important that we start that work in primary, whether it's the funding that we provide to Techniquest and Explore, for example, which encourages engagement from primary school kids, in particular, but also the funding we provide for things like the Engineering Education Scheme Wales, to Technocamps, which provide coding in schools right across Wales, the further maths support programme that we fund through Swansea University, the Stimulating Physics Network programme through the Institute of Physics. There's a range of ways in which we are encouraging young people to move into STEM subjects, and I agree with the person I think he was speaking to that there is a very bright future for young people in Wales in these sectors in Wales, and we as a Government are committed to ensuring that we support schools to do that.
Welsh: Diolch am y cwestiwn hynod bwysig hwnnw, Altaf Hussain. Mae angen inni arfogi ein dysgwyr. Boed yn dewis dilyn trywydd gyrfaoedd mewn pynciau STEM neu beidio, mae angen inni arfogi ein holl ddysgwyr i wynebu dyfodol o newid technolegol ac economaidd cyflym, ac mae sgiliau digidol a'r math o hyblygrwydd a chreadigrwydd sy'n mynd gyda rhai o'r rheini, ochr yn ochr â'r wybodaeth ei hun, yn ofynion cwbl hanfodol i'n pobl ifanc. Mae hynny'n rhan ganolog, wrth gwrs, o arlwy'r Cwricwlwm newydd i Gymru, boed hynny drwy feysydd dysgu a phrofiad neu'r ffocws penodol ar yrfaoedd STEM yn enwedig. Gyda llaw, mae hefyd yn bwysig mynd i'r afael â chwestiynau sy'n ymwneud ag anghydraddoldeb. Mae yna ragfarn ar sail rhywedd o hyd mewn perthynas â mynediad at bynciau STEM a rhai o'r stereoteipiau sy'n mynd ochr yn ochr â dewis pynciau STEM. Felly, fe wnaethom siarad ychydig yn y cwestiwn cynharach gyda Natasha Asghar ynglŷn â sut y gallai diwygio ein cymwysterau annog mwy o bobl i ddilyn pynciau STEM, ac mae hynny'n rhan bwysig iawn o hyn. Ond yn ogystal â hynny, rydym yn darparu cyllid sylweddol i amrywiaeth o fentrau sydd wedi'u hanelu at ddisgyblion cynradd ac uwchradd, gyda llaw. Mae'n bwysig iawn ein bod yn dechrau ar y gwaith hwnnw yn yr ysgolion cynradd, boed yn gyllid a ddarparwn i Techniquest ac Explore, er enghraifft, sy'n annog plant ysgolion cynradd yn enwedig i gymryd rhan, ond hefyd y cyllid a ddarparwn ar gyfer pethau fel Cynllun Addysg Beirianneg Cymru, i Technocamps, sy'n darparu codio mewn ysgolion ledled Cymru, y rhaglen gymorth mathemateg bellach rydym yn ei hariannu drwy Brifysgol Abertawe, y rhaglen Rhwydwaith Ysgogi Ffiseg drwy'r Sefydliad Ffiseg. Mae yna amrywiaeth o ffyrdd rydym yn annog pobl ifanc i astudio pynciau STEM, ac rwy'n cytuno â'r person y siaradodd ag ef, rwy'n credu, fod yna ddyfodol disglair iawn i bobl ifanc Cymru yn y sectorau hyn yng Nghymru, ac rydym ni fel Llywodraeth wedi ymrwymo i sicrhau ein bod yn cefnogi ysgolion i wneud hynny.