English: I will start by focusing on this point on the barriers that exist in terms of the education workforce taking advantage of CPD opportunities. We know, and we have heard time and time again in the evidence that the committee took, that we need to create the time and we need to create the space within the teacher timetable to train and to share experiences and to look more objectively at their own work by going to listen to lessons in other schools. The ATL union - or the NEU as it is now - referred in its evidence to the workload crisis and, as we heard from the Chair, that was reflected in the survey that was issued by the committee on this very issue. Many of them - 78 per cent, in fact - said that the main reason that they didn't take advantage of training opportunities was because of workload issues. That is no surprise when we see that almost 90 per cent of the workforce in another survey stated that they didn't succeed in managing their workload within the designated working hours. On average, teachers work 50.7 hours per week, and part-time teachers work 35.8 hours per week. Estyn told us that teachers in Wales work far harder and longer hours than teachers in any other nations, and that in turn leads to difficulties, with 52,000 teaching days lost because of illness caused by stress in 2015, as compared to only 21,000 back in 2009. So, the message is crystal clear in that regard. Estyn has also said, of course, that if we are to give more focus on training and development then that means that we need to place less focus on other things, such as administration and bureaucracy. Given the contracting capacity, which is driven by reducing budgets and problems in recruitment and retention of teachers too, then finding that space and that time to leave the classroom for CPD and training is far more challenging and is a lot less likely to happen. And, as has already been mentioned, there are comments in the press today in terms of the funding of schools - well, in the evidence, we also heard that getting the funds to pay for cover in the classroom to release teachers to attend training was also challenging. Now, the failure to meet targets in terms of teacher training is an area that the report focuses on, and I know that it's an area that the Government is very aware of. But, while people see a sector and workforce that is under stress, as it is at present, then it is no surprise, is it, that there is a recruitment problem. Yes, we can offer better financial incentives, and I know that the Government would recognise itself that that isn't necessarily the solution in and of itself. We could perhaps deal with this condition of having to have a specific grade in GCSE maths before entering teaching. There's a dilemma there. I'm also uncomfortable with that; we can look at that, but, again, that, in and of itself, will not provide the solution, because the fundamental problem will persist. Until we see a reduction in this workload - the long working hours and the pressure, much of it driven by assessment - until we tackle those crucial issues, then the next generation will vote with their feet and the recruitment targets will continue to be missed, and, unfortunately, we will still lose good teachers who will leave the profession early. But there is an opportunity with the devolution of teachers' pay and conditions for us to do more to tackle some of these issues, particularly the conditions side of things. Now, I understand, and am sensitive to, the nervousness that exists in terms of varying pay on a regional basis. I understand the nervousness about that, and I myself and Plaid Cymru still say that we need to provide a premium to teachers and teaching assistants who are highly qualified. I think we can do that in any case in order to attract and retain the best. But, in terms of conditions, I think there is an opportunity now to look at how much time is available for teachers to train and to review this balance between teaching time, preparation time, CPD time and so on. There's no getting away from the fact that if we need to create that additional space to carry out the training then we will need additional capacity and we will need additional resources to go along with that. Now, the Welsh Government has rejected or accepted in principle most of the recommendations. If you don't agree with the recommendations then listen to the central message of the report, namely the concerns about the capacity within the system as a whole, the workload of teachers, and, of course, the fact that reducing budgets makes that a lot worse.
Welsh: Gwnaf i gychwyn drwy ganolbwyntio ychydig ar y pwynt yma ynglŷn â'r rhwystrau sydd yna i'r gweithlu addysg i beidio â manteisio ar gyfleoedd datblygu proffesiynol. Rŷm ni'n gwybod ac rŷm ni wedi'i glywed dro ar ôl tro yn y pwyllgor yn y dystiolaeth a dderbyniom ni bod angen creu'r amser, bod angen creu mwy o wagle o fewn amserlen athrawon i allu hyfforddi, i allu dysgu, i allu rhannu profiadau, i gael cyfle i edrych yn fwy gwrthrychol ar eu gwaith eu hunain drwy fynd i wrando ar wersi mewn ysgolion eraill. Mi wnaeth yr ATL ar y pryd - yr NEU erbyn hyn, wrth gwrs, yr undeb - yn ei thystiolaeth gyfeirio at y creisis llwyth gwaith. Fel rŷm ni wedi clywed gan y Cadeirydd, roedd hynny'n cael ei adlewyrchu yn yr holiadur a gafodd ei wneud gan y pwyllgor ar y mater yma. Roedd nifer ohonyn nhw yn dweud y prif reswm - 78 y cant yn dweud mai'r prif reswm nid oedden nhw yn manteisio ar gyfleoedd hyfforddi oedd oherwydd y baich gwaith. Nid yw hynny, wrth gwrs, yn syndod pan ŷm ni'n gweld bod bron i 90 y cant o'r gweithlu mewn arolwg arall yn dweud nad ydyn nhw'n llwyddo i reoli eu baich gwaith oddi mewn i oriau gwaith. Ar gyfartaledd, mae athrawon yn gweithio 50.7 awr yr wythnos, ac athrawon rhan amser yn gweithio 35.8 awr yr wythnos. Roedd Estyn yn dweud wrthym ni fod athrawon yng Nghymru'n gweithio llawer caletach ac oriau hirach nag unrhyw athrawon mewn cenhedloedd eraill, a hynny yn ei dro, wedyn, yn cyfrannu, wrth gwrs, at drafferthion, gyda 52,000 o ddyddiau dysgu yn cael eu colli oherwydd salwch yn sgil stres yn 2015, o'i gymharu â dim ond 21,000 o ddyddiau nôl yn 2009. Felly, mae'r neges yn gwbl glir yn hynny o beth. Roedd Estyn hefyd yn dweud, wrth gwrs, os ydym ni am roi fwy o ffocws ar ddysgu ac ar hyfforddi yna mae hynny'n golygu bod yn rhaid rhoi llai o ffocws ar bethau eraill, megis gweinyddu a biwrocratiaeth. Nawr, gyda capasiti yn contractio, a hynny'n cael ei yrru, wrth gwrs, gan gyllidebau yn lleihau, diffygion recriwtio a chadw athrawon hefyd, yna mae ffeindio'r gwagle a'r amser yna i adael yr ystafell ddosbarth ar gyfer datblygu proffesiynol a hyfforddi yn llawer mwy heriol ac yn dipyn llai tebygol o ddigwydd. Ac fel y cyfeiriwyd ato yn gynharach, roedd sylwadau yn y wasg heddiw ynglŷn â chyflwr ariannu ysgolion - wel, yn y dystiolaeth, roeddem ni'n clywed hefyd bod cael y pres i dalu am gyfr yn yr ystafell ddosbarth i ryddhau athrawon i fynd i gael hyfforddiant, bod hynny hefyd yn her. Mae'r methiannau hefyd i gwrdd â thargedau ymarfer dysgu yn faes mae'r adroddiad yn ffocysu arno fe, ac yn faes rydw i'n gwybod bod y Llywodraeth yn ymwybodol ohono fe. Ond, wrth gwrs, tra bod pobl yn gweld sector a gweithlu dan straen fel ag y mae hi ar hyn o bryd, yna pa ryfedd sydd yna fod yna drafferth recriwtio? Gallwn, gallwn ni gynnig gwell incentives ariannol, ac rydw i'n gwybod bydd y Llywodraeth yn cydnabod ei hunan nad dyna'r ateb o'i hunan. Mi allwn ni ddelio, efallai, â'r amod yma o orfod cael gradd benodol mewn TGAU mathemateg cyn mynd i ddysgu, ac mae yna ddilema fanna. Rwyf hefyd yn anghyfforddus gyda hi; gallwn edrych ar hynny, ond ni fydd hwnnw yn ei hun hefyd yn ateb, achos mi fydd y broblem sylfaenol yn aros. Tan inni weld lleihau'r baich gwaith yma - yr oriau hir, y pwysau, a llawer o hyn yn cael ei yrru, wrth gwrs, gan y gyfundrefn asesu, arolygu a mesur perfformiad - yna tan inni daclo'r hanfodion yna, fydd y genhedlaeth nesaf yn pleidleisio gyda'u traed ac mi fydd targedau recriwtio yn dal i gael eu methu, byddwn ni yn dal ysywaeth i golli athrawon da fydd yn gadael y proffesiwn cyn amser. Ond mae yna gyfle, wrth gwrs, gyda datganoli tâl ac amodau athrawon, inni wneud mwy i daclo rhai o'r materion yma, yn enwedig yr elfen amodau gwaith, yn fy marn i. Rydw i'n deall ac yn sensitif i'r nerfusrwydd yma sydd gan rai o ran amrywio cyflogau, ac rwy'n deall y nerfusrwydd o gwmpas hynny, ac rydw i a Phlaid Cymru hefyd yn dal i ddweud, wrth gwrs, bod angen cynnig premiwm i athrawon a chynorthwyon dosbarth sydd â sgiliau a chymwysterau uchel. Rydw i'n meddwl gallwn ni wneud hynny beth bynnag er mwyn helpu denu a chadw'r goreuon. Ond, o ran yr amodau, rydw i yn teimlo bod yna gyfle'n dod nawr inni edrych ar faint o amser sydd ar gael i athrawon i fedru hyfforddi ac ailedrych ar y cydbwysedd yma rhwng amser dysgu, amser paratoi, amser datblygu proffesiynol ac yn y blaen. Nid oes dianc o'r ffaith os oes angen creu'r gwagle ychwanegol yma, y space ychwanegol yma, i wneud yr hyfforddi yna mi fydd angen capasiti ychwanegol ac mi fydd angen adnoddau ychwanegol i fynd gydag e. Mae Llywodraeth Cymru wedi gwrthod neu dderbyn mewn egwyddor y rhan fwyaf o'r argymhellion. Os nad ydych chi'n cyd-fynd â'r argymhellion yna gwrandewch ar y neges ganolog yn yr adroddiad, sef gofidiau ynglŷn â chapasiti'r system yn ei chyfanrwydd, llwyth gwaith yr athrawon, ac, wrth gwrs, y ffaith bod torri cyllidebau'n gwneud hynny'n lawer gwaeth.