techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: If I may start there, Chair, clearly, we outline the impact of the pandemic in our evidence. It's similar to the impact on the provision of any course, particularly vocational courses, and the Welsh language is all wrapped up in those broader challenges of moving from face-to-face learning to online learning, particularly in the more technical courses. I also think it's important that we understand, as in all areas of policy, that all COVID has done is to shine a light on some of the challenges that we already faced. COVID has highlighted those, rather than creating new challenges. So, I do think it's important for us to note the challenges of COVID, but we were facing challenges before March 2020, and it's important that we accept that and don't use COVID as an excuse and that we get to the real root of the challenge and look at that as if we were in a pre-COVID period.
Welsh: Os caf i, efallai, Gadeirydd, yn amlwg, yn ein tystiolaeth rŷn ni wedi nodi effaith y pandemig. Mae'n debyg iawn i'r effaith ar ddarpariaeth unrhyw gyrsiau, yn enwedig cyrsiau galwedigaethol, ac mae'r Gymraeg yn cael ei 'wrap-o' i fyny i mewn i'r her ehangach honno o symud o ddysgu wyneb wrth wyneb i ddysgu ar-lein, yn enwedig mewn meysydd technegol. Ond rwyf i yn credu hefyd ei bod hi'n bwysig inni sylweddoli, fel ym mhob elfen o bolisi, mai dyna i gyd mae COVID wedi ei wneud yw goleuo rhai o'r heriau oedd gyda ni yn barod. Amlygu hynny y mae COVID wedi ei wneud yn hytrach nag efallai greu heriau newydd. Felly, dwi yn credu ei bod hi'n bwysig inni nodi her COVID, ond roedd yr heriau a'r problemau gyda ni cyn mis Mawrth 2020, ac mae'n bwysig ein bod ni'n derbyn hynny ac efallai nad ydyn ni'n defnyddio COVID fel esgus a'n bod ni'n mynd i wir wraidd yr her ac yn nodi hynny fel pe baem ni'n dal yn y cyfnod cyn COVID.
English: I think I'd echo what Iestyn's just said. The pandemic has highlighted how vulnerable some of our systems and plans are, and we've all taken those for granted for many years, and the pandemic and its impact have enabled us to shine a light on that. I think there's also an element of an existential crisis on a personal level, where individuals have been rethinking some fundamentals about their own lives and where they're going in terms of their future, where they're going in terms of their careers, and, of course, that's had an impact on every industry. To return to Iestyn's point on the lack of empirical data, I think that is an issue. Certainly, accessing figures on how many people are taking apprenticeships or any qualifications in Welsh-medium childcare is a challenge, but that's not a new challenge, and it's something that we need to address in order to understand the breadth of the work that needs to be done, and also to understand how meaningful that provision is. That's to say, it's fine for someone to improve their Welsh language skills; we all want to see that and we're all on a language continuum, but there's a very particular skill set needed in order to work through the medium of Welsh in a cylch meithrin. So, who are those individuals within our FE system who have those skills, whatever the language of their qualifications? So, yes, I agree that the pandemic has highlighted challenges that already existed in the system.
Welsh: Dwi'n meddwl byddwn i'n ategu beth mae Iestyn wedi dweud. Mae'r pandemig wedi dangos pa mor fregus ydy rhai o'r systemau, cynlluniau a gweithdrefnau rydyn ni i gyd wedi eu cymryd mor ganiataol, ac mae'r pandemig a'i sgil-effeithiau wedi ein galluogi ni i weld hynny yn fwy eglur. Dwi'n meddwl bod yna elfen hefyd efallai o greisis existential ar lefel bersonol, lle mae unigolion wedi bod yn ailfeddwl pethau go sylweddol a sylfaenol ynglŷn â'u bywydau: lle maen nhw'n mynd o ran y dyfodol, lle maen nhw'n mynd o ran gyrfa ac ati, ac wrth gwrs mae hynny wedi effeithio ar bob diwydiant fel ei gilydd. A mynd yn ôl at bwynt wnaeth Iestyn ynglŷn â diffyg data empirig, dwi'n meddwl bod hynny yn wir. Yn sicr, mae trio cael gafael ar faint o bobl sydd yn astudio prentisiaeth neu unrhyw gymhwyster ym maes gofal plant trwy gyfrwng y Gymraeg yn her, ond dydy honno chwaith ddim yn her newydd ac mae'n rhywbeth y bydden ni'n hoffi mynd i'r afael â fo er mwyn deall hyd a lled y gwaith sydd angen ei wneud yn well a hefyd deall pa mor ystyrlon ydy'r ddarpariaeth honno. Hynny yw, mae'n iawn i rywun fod yn gwella eu sgiliau Cymraeg; rydyn ni i gyd eisiau gweld cynnydd ac rydyn ni i gyd ar gontinwwm iaith, ond mae yna skill set penodol iawn sydd ei angen er mwyn gallu gweithio mewn cylch meithrin drwy gyfrwng y Gymraeg. Felly, pwy ydy'r unigolion yna o fewn ein system addysg bellach ni sydd yn meddu ar y sgiliau hynny, beth bynnag ydy iaith eu cymhwyster nhw, mewn gwirionedd? Felly, ie, dwi'n cytuno bod y pandemig wedi tynnu sylw at heriau a oedd eisoes yn y system mewn gwirionedd.
English: I will come to Mabon first, so that we hear from him, and then Ioan. Mabon.
Welsh: Gwnaf i ddod at Mabon yn gyntaf nawr, fel ein bod yn clywed gan Mabon, a wedyn gwnaf i ddod at Ioan. Mabon.
English: One thing that's certainly been highlighted throughout the pandemic, and since the pandemic too, in terms of students, is tackling the problem, or perhaps the crisis, in mental health facing students in Wales. I think that was something that was being dealt with whilst the pandemic was at its height, but, since restrictions have been lifted, I do feel that the mental health issue has gone under the radar perhaps, and is something that could be advertised, particularly in terms of the Welsh-medium counselling services available to students and also the mental health support available through the medium of Welsh. I think that is certainly something that we could look at in further detail, and certainly the work that we're doing within the students union is to look into that more and to ensure that students are aware of the rights that they have in terms of Welsh-medium mental health services
Welsh: Un peth yn bendant sydd wedi, efallai, amlygu dros y pandemig, ac ers y pandemig hefyd o ran myfyrwyr, efallai, yw mynd i'r afael â'r broblem, neu'r creisis efallai, iechyd meddwl sydd yn wynebu ein myfyrwyr yng Nghymru. Rwyf i'n credu yr oedd e'n bendant yn rhywbeth oedd yn cael ei ddelio ag ef tra oedd y pandemig efallai ar ei gryfaf, ond, ers i'r cyfyngiadau godi, rwy'n teimlo fel bod y ddarpariaeth efallai wedi mynd o dan y radar ychydig, a rhywbeth efallai a fyddai yn gallu cael ei hysbysebu o ran - yn enwedig gyda'r gwasanaeth cwnsela sydd ar gael drwy gyfrwng y Gymraeg i fyfyrwyr a hefyd y gefnogaeth iechyd meddwl sydd ar gael drwy gyfrwng y Gymraeg hefyd. Rwy'n credu bod hwnna yn sicr yn sgôp lle gallen ni edrych yn fwy i mewn i'r peth efallai. Yn sicr, y gwaith rŷn ni'n ei wneud o fewn undeb y myfyrwyr yw yn bendant i edrych i mewn i hynny mwy efallai, a sicrhau bod y myfyrwyr yn ymwybodol, efallai, o'r hawliau sydd gyda nhw o ran iechyd meddwl cyfrwng Cymraeg.
English: If I could echo what Mabon said, that's crucially important, and we need to ensure that those services are maintained and expanded too, and that's a priority. It's staggering, and it's a tribute to students, lecturers and trainers, how many activities have been able to continue in alternative ways through the pandemic, in that initial response and as we've come through that. One area where I do think we have some concern is that personal contact is so important in encouraging students to study through the medium of Welsh and giving them the confidence to do so, and one thing that's been lost, perhaps, over the past two years is that opportunity to have those one-to-one sessions at the beginning of an academic year, as a student starts their course. Now, it's difficult to say at the moment what the impact of that will be, and we hope that it won't be a significant problem, but it is a risk, and we won't know exactly what the situation is until the official data is available in due time. But that's perhaps one of the main challenges. But, as Iestyn said, I think, we also need to continue to tackle some of the significant structural challenges that existed prior to the pandemic.
Welsh: Gaf i jest ategu beth mae Mabon wedi ei ddweud? Mae hynny'n allweddol bwysig, a bod y gwasanaethau yna yn cael eu cynnal hefyd a'u hehangu yn flaenoriaeth. Mae e'n rhyfeddol, ac mae e'n deyrnged i fyfyrwyr, darlithwyr, hyfforddwyr, cymaint o weithgareddau sydd wedi gallu parhau mewn ffyrdd amgen yng nghanol yr argyfwng, wrth ymateb ar y dechrau fanna ac wedyn dod trwy hynny. Un maes, fodd bynnag, lle rwy'n credu bod gen i rhywfaint o gonsỳrn ydy bod cyswllt personol yn dal i fod mor bwysig o ran annog myfyrwyr i astudio trwy gyfrwng y Gymraeg a rhoi'r hyder iddyn nhw wneud hynny. Un peth sydd wedi ei golli, o bosib, dros y ddwy flynedd diwethaf, yw'r cyfle yna i gael y sesiynau un i un ac yn blaen ar ddechrau blwyddyn wrth i fyfyrwyr ddechrau ar eu cwrs. Nawr, mae'n anodd dweud ar hyn o bryd beth yw impact hynny, a dŷn ni'n gobeithio nad ydy hi'n mynd i fod yn broblem sylweddol, ond mae e'n risg, a dŷn ni ddim yn mynd i wybod yn union beth yw'r sefyllfa tan fod y data swyddogol ar gael maes o law. Ond efallai mai dyna un o'r prif heriau. Ond, fel dywedodd Iestyn, dwi'n credu, mae angen inni hefyd barhau i fynd i'r afael â rhai o'r heriau sylweddol strwythurol yna oedd yn bodoli cyn y cyfnod yma.
English: Thank you. Can I ask one thing? You mentioned challenges in terms of skills in the workforce. Do you think that the recent announcement on late immersion will be sufficient in terms of helping with that, or - ? Do you think that it will have a positive impact in terms of supporting that?
Welsh: Diolch. Gaf i ofyn un peth? Rydych chi wedi sôn ynglŷn â'r heriau o ran sgiliau a'r gweithlu dipyn. Ydych chi'n meddwl bydd y cyhoeddiad diweddar yma ynglŷn â throchi hwyr yn ddigonol o ran helpu efo hynny, neu fydd o'n gyfraniad - ? Ydych chi'n meddwl y bydd yn cael effaith cadarnhaol o ran cefnogi hynny?
English: Late immersion is certainly important, but, to a certain extent, if I could wear my Mudiad Meithrin hat, it is easier and cheaper to immerse children at an early age, because we know that children acquire languages easier the younger they are. That's not to say that we don't need those late immersion plans for those children who haven't been able to be immersed during early years, but I do think we have a great deal to learn in terms of what happens in early years, and I would like to see that those plans learn lessons from the approaches and methodologies in place within the early years sector and, indeed, what we do in partnership with the National Centre for Learning Welsh, with programmes such as Clwb Cwtsh, for example. But I agree that it will make a difference, but it is easier if we can capture those children at an earlier age. But there's an important role for it for any children who missed out early on to be immersed in the Welsh language.
Welsh: Mae trochi hwyr yn bwysig, ond, i raddau, os caf i wisgo het sefydliadol Mudiad Meithrin, mae'n haws ac yn rhatach i drochi plant pan fyddan nhw'n ifanc iawn, iawn, oherwydd rydyn ni'n gwybod bod plant yn caffael iaith, ac ieithoedd mewn gwirionedd, mewn ffyrdd haws po ifancaf ydyn nhw. Dydy hynny ddim i ddweud does dim angen y cynlluniau trochi hwyr yna ar gyfer unrhyw blant sydd heb allu manteisio ar gael eu trochi yn ystod y blynyddoedd cynnar. Dwi'n meddwl bod gennym ni lawer i'w ddysgu o'r hyn sy'n digwydd yn y blynyddoedd cynnar, ac mi fyddwn i'n hoffi gweld bod y cynlluniau yna'n dysgu oddi ar y dulliau a'r methodolegau sydd ar waith o fewn y sector blynyddoedd cynnar ac, yn wir, yr hyn rydyn ni'n ei wneud drwy bartneriaeth efo'r Ganolfan Dysgu Cymraeg Genedlaethol, gyda chynlluniau dysgu iaith fel Clwb Cwtsh, er enghraifft. Ond dwi'n cytuno ei fod o'n mynd i wneud gwahaniaeth, ond mae hi'n haws os fedrwn ni ddal y plant pan ydyn nhw'n iau, ond bod yna rôl bwysig iddo fo ar gyfer unrhyw blant sydd wedi methu, am ba bynnag ag unrhyw reswm, â chael eu trochi yn Gymraeg pan oedden nhw'n iau.
English: Just to echo what's already been said. All of these things contribute, of course, but we need to transform the education sector in terms of its planning, and workforce development in all contexts is crucial to that.
Welsh: Dim ond i ategu beth sydd wedi cael ei ddweud. Mae'r pethau yma i gyd yn cyfrannu, onid ydyn nhw, ond mae angen trawsnewid y sector addysg o ran sut mae'n cael ei gynllunio, ac mae datblygu gweithlu yn ei holl cyd-destunau, yn allweddol i hynny.
English: Okay. Great. Heledd, we will have to move on shortly, but is there anything else you wanted to add?
Welsh: Iawn. Grêt. Heledd, bydd yn rhaid inni symud ymlaen mewn dwy funud, ond a oedd rhywbeth yn ychwanegol roeddech chi eisiau ei ofyn?
English: No, that's fine. Thank you.
Welsh: Na, mae hynny'n iawn. Diolch.
English: Thank you. Could I start where Ioan finished? Ioan mentioned transformation and, of course, the reason for launching the target of a million Welsh speakers in the Welsh Government's strategy was to lead to a transformation - a transformation in how Government thinks and acts; a cultural transformation too in the way that we all think. And I wanted to ask each and every one of you how Government priorities have shaped or changed or have led your work. Or I could ask: has it had any impact on you as institutions at all?
Welsh: Diolch. Gaf i ddechrau lle mae Ioan wedi bennu? Roedd Ioan wedi sôn amboutu trawsnewid, ac wrth gwrs hanner y rheswm, neu y rheswm, am lansio'r targed o filiwn yn strategaeth Llywodraeth Cymru oedd i arwain at trawsnewid - trawsnewid sut mae'r Llywodraeth yn meddwl ac yn gweithredu; trawsnewid diwylliannol hefyd yn y ffordd rydyn ni i gyd yn meddwl. Ac roeddwn i eisiau gofyn i bob un ohonoch chi sut mae blaenoriaethau'r Llywodraeth wedi siapio, neu wedi newid, neu wedi arwain eich gwaith chi. Neu a yw e wedi cael unrhyw impact arnoch chi fel sefydliadau o gwbl?
English: Yes. Thank you very much. Alun, I'm sure, will remember that a review of the Coleg Cymraeg Cenedlaethol and the work of the coleg happened simultaneously with the launch of the million Welsh speakers strategy, and I believe that the decision to expand the work of the college to further education and apprenticeships is directly related to that policy. Because this is the sector - . As Iestyn has said, this is the sector where there hasn't been national planning in a meaningful way - with some exceptions, it's never been the case - and so providing opportunities for learners in those sectors will be crucial. And as I said, that's one of our priorities for the next period. The other thing that I would say, to return to the education workforce and the whole area of teacher training, is there is a recruitment challenge - I would acknowledge that - but there is also a challenge in ensuring that people who train to be teachers in the statutory sectors in Wales all receive Welsh language skills training, so that this becomes a core part, in time, of the profession in Wales, and, along with that, there should be a workforce strategy for the post-16 sector too.
Welsh: Ie. Diolch yn fawr. Bydd Alun yn cofio, mae'n siŵr, fod adolygiad o'r Coleg Cymraeg Cenedlaethol a gwaith y coleg wedi digwydd ar yr un pryd â lansio'r strategaeth miliwn o siaradwyr, a buasem ni'n gweld bod y penderfyniad i ehangu gwaith y coleg i'r sector addysg bellach a phrentisiaethau'n gysylltiedig yn uniongyrchol gyda'r polisi hwnnw. Oherwydd dyma'r sector - . Fel mae Iestyn wedi'i ddweud, dyma'r sector lle nad oes yna gynllunio cenedlaethol pwrpasol wedi bod - gyda rhai eithriadau - erioed mewn gwirionedd, ac felly mae rhoi cyfleoedd i ddysgwyr yn y sectorau hynny'n mynd i fod yn allweddol. Ac fel y dywedais i, dyna un o'n blaenoriaethu ni ar gyfer y cyfnod nesaf. Yr ail beth y byddwn i'n ei ddweud, wedyn, ydy'r gweithlu addysg - i ddod nôl at hynny eto - a'r holl faes hyfforddi athrawon, mae yna her o ran recriwtio, byddwn i'n cydnabod hynny, ond mae yna her hefyd o ran sicrhau bod pobl sy'n hyfforddi i fod yn athrawon yn y sector statudol yng Nghymru, eu bod nhw i gyd yn derbyn hyfforddiant sgiliau iaith Gymraeg, fel bod hwn yn dod yn rhan greiddiol ymhen amser o'r proffesiwn yng Nghymru, ac, ochr yn ochr â hynny, bod yna strategaeth gweithlu ar gyfer y sector ôl-16 hefyd.
English: Yes. I would say that the target has been very positive, Alun, and whoever decided that we should have such a challenging target, it was a very good idea. Also, the fact that we have -
Welsh: Ie. Byddwn i'n dweud, yn wir, mae'r targed wedi bod yn beth bositif, Alun, a phwy bynnag a wnaeth benderfynu y dylen ni gael targed felly, mor heriol, roedd e'n syniad da. Hefyd, mae'r ffaith bod gyda ni -
English: I just wanted to say within students unions, I think one thing that's certain is that the Welsh language is always a priority and it's a priority within universities, too. We're in regular communication with the senior management team at Bangor University, and I think in terms of Welsh language standards in the university, and I think that certainly emerges from the 2050 strategy for a million Welsh speakers, and it is certainly something that the senior management team refers to regularly, and it is something that we as a union support, of course. And I think one thing that we are looking into, as Iestyn mentioned there: perhaps clog dancing and strict-metre poetry won't increase the number of Welsh speakers, but one thing that we are looking into is seeking to ensure that more students coming into Wales do learn the language. It's certainly something that we're working on in Bangor, and it's different projects that we're looking at where we partner Welsh-speaking students with students who want to learn the language or understand more about Welsh culture, and then they can meet very informally in order to learn more about the language. And it's certainly something that we can look into for the future.
Welsh: Rôn i jest eisiau dweud o ran undebau myfyrwyr, dwi'n credu bod un peth yn sicr, yw bod y Gymraeg wastad yn flaenoriaeth ac mae'n flaenoriaeth o fewn prifysgolion hefyd, buaswn i'n dweud. Dŷn ni mewn cyfathrebiad cyson gydag uwch dîm y brifysgol ym Mangor, a dwi'n credu o ran safonau'r Gymraeg yn y brifysgol, dwi'n credu bod hwnna'n sicr yn deillio o strategaeth 2050 ar gyfer miliwn o siaradwyr Cymraeg, ac mae e'n bendant yn rhywbeth mae'r uwch dîm yn cyfeirio ato'n gyson, ac mae'n rhywbeth dŷn ni fel undeb yn cefnogi, wrth gwrs. A dwi'n credu, un peth hefyd dŷn ni'n edrych i mewn iddo, fel oedd Iestyn yn cyfeirio ato yn fanna: efallai nad yw clocsio a chynganeddu yn mynd i gynyddu nifer y siaradwyr Cymraeg, ond dwi'n credu un peth yn sicr dŷn ni'n edrych i mewn iddo yw ceisio gweld bod mwy o'r myfyrwyr sy'n dod mewn i Gymru yn dysgu'r iaith. Mae e'n bendant yn rhywbeth dŷn ni'n gweithio gyda ym Mangor, yn bendant, yw rhywbeth dŷn ni'n edrych mewn iddo o ran prosiectau gwahanol lle dŷn ni yn partneru myfyrwyr Cymraeg gyda myfyrwyr sydd eisiau dysgu'r Gymraeg, neu eisiau gwybod mwy am ddiwylliant y Gymraeg, a'u bod nhw'n cyfarfod dros rywbeth anffurfiol iawn, er mwyn gwybod mwy am y Gymraeg, mewn ffordd. Ac mae e'n sicr yn rhywbeth y gallwn ni edrych i mewn iddo, yn sicr, dwi'n credu.
English: Thank you for that. So, if the target itself has changed the mindset and has changed how you think about your work, then do you think that the Government's work programme in the current Senedd, which runs up to 2026, is sufficient in terms of meeting these targets, and is sufficient in terms of laying the kinds of foundations that we will need if we are serious about achieving these objectives?
Welsh: Ocê. Diolch am hynny. So, os yw'r targed ei hun wedi sbarduno'r ffordd o feddwl, a sut ydych chi'n meddwl amboutu'ch gwaith chi, ydych chi'n meddwl bod rhaglen waith y Llywodraeth yn y Senedd bresennol, hyd at 2026, yn ddigonol i gyrraedd y targedau, ac yn ddigonol i osod y fath o sylfaen fydd angen os ydyn ni o ddifri amboutu cwrdd â'r amcanion?
English: If I could ask for as brief an answer as possible to that, please, because we are short of time. I think Ioan indicated.
Welsh: Os gallaf i ofyn am atebion mor gryno â phosibl, plis, i hynna, achos dŷn ni'n fyr o amser; roedd Ioan wedi dweud ei fod e eisiau dod mewn fan hyn.
English: Yes, I think the programme is ambitious, and what will be crucial will be to what extent the aspirations underpinning the programme are delivered. If I give you one quick example: Iestyn's already referred to the new tertiary commission that'll be established. This will be a huge body with responsibilities in the post-16 sector. The draft Bill places responsibility on this commission to measure demand and to respond to demand for Welsh-medium provision. I would argue that that needs to be strengthened substantially and that the commission should be encouraging demand. And in the context of the commission, this commission has the potential to take on major powers, to reorganise sixth-form provision, for example. We need to ensure that it can't do that in relation to the Welsh language without full consultation on the impact of any changes on local provision. This is a very sensitive and complex area, and the situation is different in different parts of Wales. But those are the kinds of specific things that need to be done in order to ensure that the aspirations underpinning the programme for the Welsh language are delivered.
Welsh: Ie, dwi'n credu bod y rhaglen yn un uchelgeisiol, a'r hyn fydd yn allweddol yw i ba raddau mae'r dyheadau a'r bwriadau sydd tu ôl i'r rhaglen yn cael eu gwireddu. Jest un enghraifft yn sydyn: mae Iestyn wedi cyfeirio at y comisiwn trydyddol newydd fydd yn cael ei sefydlu; mae hwn yn mynd i fod yn gorff enfawr gyda chyfrifoldebau yn y sector ôl-16. Mae'r Bil drafft yn gosod cyfrifoldeb ar y comisiwn yma i fesur y galw ac i ymateb i'r galw am ddarpariaeth cyfrwng Gymraeg. Buaswn i'n dadlau bod angen cryfhau hynny'n sylweddol ac y dylai'r comisiwn fod yn sbarduno galw. Ac hefyd yng nghyd-destun y comisiwn, mae gan y comisiwn yma botensial i bwerau sylweddol iawn, pwerau er enghraifft i ad-drefnu darpariaeth chweched dosbarth. Mae angen sicrhau nad ydy e'n gallu gwneud hynny mewn cydberthynas â'r Gymraeg heb ymgynghori'n llawn ar impact unrhyw newidiadau ar y ddarpariaeth yn lleol. Mae hwn yn faes sensitif a chymhleth, y gwahanol sefyllfaoedd mewn gwahanol rannau o Gymru. Ond dyna'r math o bethau penodol sydd angen eu gwneud i sicrhau bod y dyheadau tu ôl i'r rhaglen o ran y Gymraeg yn cael eu gwireddu.