English: We welcome the Welsh Government's generally good response to our report, though of course we are disappointed that it chose to reject some of our recommendations. The Enterprise, Innovation and Skills Committee's inquiry into apprenticeship delivery in Wales showed that there is now a consensus across both industry and the education sectors that apprenticeships have, for far too long, been a neglected element of our skills enhancement process. We are of course now reaping the results of this neglect in the emergence of a dearth of suitably qualified personnel required at all levels in both our business and public sectors. It is gratifying to note, however, that the education providers, both at further education and higher education levels, are now embracing this vital part of our economic base, and there really does appear to be a sea-change emphasis on making qualifications more applicable to business needs. In order to alleviate this imbalance between the needs of the business and public sector and a suitably skilled workforce, there must be a greater emphasis on work-based skills enhancement, and an expansion of technical facilities in our colleges that are more aligned to the needs of the workplace. The evidence the committee gathered does suggest there is a strong apprenticeship base in Wales, but there are glaring deficiencies in some areas, particularly with regard to apprenticeships for the disabled, which figures show are much worse in Wales than in England. This must be an area of high priority for all those involved in the delivery of apprenticeships. We also found that Welsh-language based apprenticeships are not adequately provided for, where it appears that there is a distinct lack of suitably qualified teaching staff in Welsh-language apprenticeship frameworks. One vitally important area where our inquiry has indicated deficiencies was in the provision of adequate information and pathways in our schools with regard to apprenticeship opportunities. It is now incumbent on all agencies, schools, colleagues and FE establishments to promote the pathways to vocational skills as an alternative to academic qualifications. Allied to this must be a greater involvement of business with the educational sector. Our inquiry did indicate the Welsh Government is putting policies in place to address these issues. In order to ensure that we had the relevant numbers taking the apprenticeship route, it is absolutely vital that all agencies involved embark on a strategy to ensure that there is an equality of esteem between vocational and academic achievement. However, as the National Union of Students point out, there can be no equality of esteem between vocational and academic qualifications without equality of funding. This must be addressed as a priority by the Welsh Government. In conclusion, the partnership between education and business is crucial to make sure we have the correct skills base to drive the Welsh economy forward in the twenty-first century.
Welsh: Rydym yn croesawu ymateb da Llywodraeth Cymru ar y cyfan i'n hadroddiad, er ein bod yn siomedig wrth gwrs ei bod wedi dewis gwrthod rhai o'n hargymhellion. Roedd ymchwiliad y Pwyllgor Menter, Arloesedd a Sgiliau i'r modd y darparwn brentisiaethau yng Nghymru yn dangos bod consensws bellach ar draws y sector diwydiant a'r sector addysg fod prentisiaethau, ers llawer gormod o amser, wedi bod yn elfen a esgeuluswyd o'n proses wella sgiliau. Wrth gwrs, rydym bellach yn wynebu canlyniadau'r esgeulustod yn y prinder o weithwyr â chymwysterau addas sydd eu hangen ar bob lefel yn ein sector busnes a'r sector cyhoeddus. Mae'n braf nodi, fodd bynnag, fod darparwyr addysg, ar lefel addysg bellach ac addysg uwch, bellach yn croesawu'r rhan hanfodol hon o'n sylfaen economaidd, ac mewn gwirionedd mae'n ymddangos bod newid pwyslais mawr ar sicrhau bod cymwysterau'n fwy perthnasol i anghenion busnes. Er mwyn lliniaru'r anghydbwysedd hwn rhwng anghenion busnes a'r sector cyhoeddus a gweithlu medrus addas, rhaid cael mwy o bwyslais ar wella sgiliau seiliedig ar waith, ac ehangu'r cyfleusterau technegol yn ein colegau fel eu bod yn cyd-fynd yn well ag anghenion y gweithle. Mae'r dystiolaeth a gasglodd y pwyllgor yn awgrymu bod yna sylfaen gref o brentisiaethau yng Nghymru, ond ceir diffygion amlwg mewn rhai meysydd, yn enwedig o ran prentisiaethau ar gyfer pobl anabl, sy'n dangos ffigurau gwaeth o lawer yng Nghymru nag yn Lloegr. Rhaid i hwn fod yn faes blaenoriaeth uchel i bawb sy'n ymwneud â darparu prentisiaethau. Gwelsom hefyd na cheir darpariaeth ddigonol o brentisiaethau iaith Gymraeg, lle yr ymddengys bod prinder staff addysgu â'r cymwysterau addas yn y fframweithiau prentisiaethau cyfrwng Cymraeg. Un maes hanfodol bwysig lle y nodwyd diffygion gan ein hymchwiliad oedd y ddarpariaeth o wybodaeth a llwybrau digonol yn ein hysgolion mewn perthynas â chyfleoedd prentisiaeth. Bellach, mae'n ddyletswydd ar yr holl asiantaethau, ysgolion, cydweithwyr a sefydliadau addysg bellach i hyrwyddo'r llwybrau i sgiliau galwedigaethol fel dewis amgen yn lle cymwysterau academaidd. Yn gysylltiedig â hyn rhaid sicrhau mwy o ymwneud rhwng busnesau a'r sector addysgol. Nododd ein hymchwiliad fod Llywodraeth Cymru yn rhoi polisïau ar waith i fynd i'r afael â'r materion hyn. Er mwyn sicrhau bod gennym y niferoedd perthnasol yn dilyn llwybr prentisiaeth, mae'n gwbl hanfodol fod yr holl asiantaethau cysylltiedig yn cychwyn ar strategaeth i sicrhau bod parch cydradd rhwng cyflawniad galwedigaethol ac academaidd. Fodd bynnag, fel y mae Undeb Cenedlaethol y Myfyrwyr yn nodi, ni ellir sicrhau parch cydradd rhwng cymwysterau galwedigaethol ac academaidd heb gyllid cydradd. Rhaid i Lywodraeth Cymru roi sylw i hyn fel mater o flaenoriaeth. I gloi, mae'r bartneriaeth rhwng addysg a busnes yn hanfodol i sicrhau bod gennym y sylfaen sgiliau gywir i yrru economi Cymru yn ei blaen yn yr unfed ganrif ar hugain.