English: Thank you very much, Deputy Presiding Officer, and I'd like to also thank Lynne for bringing forward this debate today. I do recognise the case that Lynne has made very powerfully this afternoon with regard to the compulsory education age. I think it's important, of course, to emphasise the Government's commitment, as you already have recognised, Lynne, to genuine lifelong learning and the cultural well-being and economic benefits this brings to individuals and society at large. Of course, the Welsh Government has committed to explore a new Welsh right to lifelong learning. We recognise, and this has been set out by the Learning and Work Institute Wales, that adult learning helps develop a sense of self, improves personal health and tackles social isolation, and Suzy has commented on that just now. It is important that we learn about how this can be delivered, so Welsh Government officials recently attended a seminar at the DOVE workshop in Banwen on how we take forward that right to lifelong learning. That was a particular focus on the role of adult education and empowering citizens, and a strong connection was made to the purposes of the new school curriculum, which you, of course, have mentioned. Clearly, that should drive a new purpose in terms of empowering our young citizens. I think we'd all agree that enabling ethical, informed, ambitious and healthy learners could be the purposes for a whole education system and not just stop at 16. So, I wanted to underline those points about learning from cradle to grave, of continuing education and its economic and social benefits, before coming back to the issue of raising the age of compulsory education. As you pointed out, we don't have a policy of compulsory education after 16 years of age, but it doesn't mean that we don't provide for our young people after that age - far from it. We are ambitious in our agenda to reform the post-16 strategic funding and planning context through our post-compulsory education and training proposals, including a new commission for tertiary education and research. Our national mission mustn't stop at the school gates. In keeping with our strategy for the school system, our aim is to promote better quality, challenge poor performance, celebrate and share good practice, and raise standards across the board. We want a system that motivates people so that they want to remain in education and training. The Welsh Government is yet to see any conclusive evidence that compulsion is a better approach than encouragement when it comes to progression from 16, and I recall these discussions when I was formerly education Minister. At that time we were introducing and driving forward the 14-19 learning pathways policy, and it is pleasing to see that that has made an important, positive impact. All young people at post 16 are offered a minimum of 30 choices, which includes at least five vocational choices, and, by enabling learners to follow courses that they see as being relevant to their needs, interests and aspirations, we believe this will help them to develop those skills that are necessary for progressing into higher education or high-skilled employment. But learning and training is not just about gaining skills and qualifications, as, obviously, you've made so clear, and it has to be about the whole person. The education system must help children and young people to address their needs, but also enable them to be well rounded and compassionate in their own way.
Welsh: Diolch yn fawr iawn, Ddirprwy Lywydd, a hoffwn ddiolch hefyd i Lynne am gyflwyno'r ddadl hon heddiw. Rwy'n cydnabod yr achos a wnaeth Lynne yn rymus iawn y prynhawn yma ynglŷn â'r oedran addysg gorfodol. Rwy'n credu ei bod yn bwysig pwysleisio ymrwymiad y Llywodraeth wrth gwrs, fel rydych eisoes wedi cydnabod, Lynne, i ddysgu gydol oes go iawn a'r lles diwylliannol a'r manteision economaidd a ddaw yn sgil hyn i unigolion a chymdeithas yn gyffredinol. Wrth gwrs, mae Llywodraeth Cymru wedi ymrwymo i archwilio hawl Gymreig newydd i ddysgu gydol oes. Rydym yn cydnabod, ac mae hyn wedi'i nodi gan Sefydliad Dysgu a Gwaith Cymru, fod dysgu i oedolion yn helpu i ddatblygu synnwyr o hunan, yn gwella iechyd personol ac yn mynd i'r afael ag unigedd cymdeithasol, ac mae Suzy wedi gwneud sylwadau ar hynny yn awr. Mae'n bwysig inni ddysgu sut y gellir cyflawni hyn, felly mynychodd swyddogion Llywodraeth Cymru seminar yn ddiweddar yng ngweithdy DOVE ym Manwen ynglŷn â sut i fwrw ymlaen â'r hawl honno i ddysgu gydol oes. Roedd yn rhoi ffocws penodol ar rôl addysg oedolion a grymuso dinasyddion, a gwnaethpwyd cysylltiad cryf â dibenion y cwricwlwm ysgol newydd y sonioch chi amdano wrth gwrs. Yn amlwg, dylai hwnnw gymell diben newydd o ran grymuso ein dinasyddion ifanc. Rwy'n credu y byddem i gyd yn cytuno y gallai galluogi dysgwyr moesegol, gwybodus, uchelgeisiol ac iach fod yn ddibenion ar gyfer system addysg gyfan heb ddod i ben yn 16 oed. Felly, roeddwn am danlinellu'r pwyntiau hynny am ddysgu o'r crud i'r bedd, am addysg barhaus a'i manteision economaidd a chymdeithasol, cyn dod yn ôl at fater codi oedran addysg orfodol. Fel y nodoch chi, nid oes gennym bolisi o addysg orfodol ar ôl 16 oed, ond nid yw'n golygu nad ydym yn darparu ar gyfer ein pobl ifanc ar ôl yr oedran hwnnw - i'r gwrthwyneb. Rydym yn uchelgeisiol yn ein hagenda i ddiwygio'r cyd-destun ariannu a chynllunio strategol ôl-16 drwy ein cynigion addysg a hyfforddiant ôl-orfodol, gan gynnwys comisiwn newydd ar gyfer addysg ac ymchwil drydyddol. Ni ddylai ein cenhadaeth genedlaethol ddod i ben wrth gatiau'r ysgol. Yn unol â'n strategaeth ar gyfer y system ysgolion, ein nod yw hyrwyddo gwell ansawdd, herio perfformiad gwael, dathlu a rhannu arferion da, a chodi safonau yn gyffredinol. Mae arnom eisiau system sy'n cymell pobl fel eu bod yn awyddus i aros mewn addysg a hyfforddiant. Hyd yma, nid yw Llywodraeth Cymru wedi gweld unrhyw dystiolaeth bendant fod gorfodaeth yn ddull gwell nag anogaeth o ran symud ymlaen o 16 oed, a chofiaf y trafodaethau hyn pan oeddwn yn Weinidog addysg gynt. Bryd hynny, roeddem yn cyflwyno ac yn gyrru'r polisi llwybrau dysgu 14-19 yn ei flaen, ac mae'n dda gweld bod hynny wedi gwneud argraff bwysig a chadarnhaol. Mae pob person ifanc ôl-16 yn cael cynnig 30 o ddewisiadau fan lleiaf, sy'n cynnwys o leiaf bum dewis galwedigaethol, a thrwy alluogi dysgwyr i ddilyn cyrsiau y maent yn gweld eu bod yn berthnasol i'w hanghenion, eu diddordebau a'u dyheadau, credwn y bydd hyn yn eu helpu i ddatblygu'r sgiliau sy'n angenrheidiol ar gyfer symud ymlaen i addysg uwch neu gyflogaeth sgiliau uwch. Ond nid mater o ennill sgiliau a chymwysterau yn unig yw dysgu a hyfforddi, fel y gwnaethoch chi'n glir iawn, a rhaid iddo ymwneud â'r person cyfan. Rhaid i'r system addysg helpu plant a phobl ifanc i ddiwallu eu hanghenion, a hefyd eu galluogi i fod yn unigolion cyflawn a thosturiol yn eu ffordd eu hunain.