English: I will try to respond to both simultaneously. I think Mick's question is a very fair question in terms of the balance between legislative tools and the more strategic, operational tools. In the past, I have been strongly in favour of strategies and approaches like that, and I've had those discussions with colleagues in other organisations. But I've now come to the conclusion that those alone are not effective. I think there is plenty of evidence from the Welsh language education strategy and all the evaluation reports that have taken place of that that shows that the targets aren't being achieved. The WESPs - although there is some statutory basis to them, they haven't worked effectively. Every time we see new policy developments in education, which is my area, of course - additional learning needs, learner travel, we are now looking at restructuring the post-16 sector, the learning and skills Measure at the turn of the millennium - every single time, civil servants say, 'No, we don't need clauses to secure the rights to this or that through the medium of Welsh; that is to be taken for granted - those rights are already in place', and we always have to rehearse the same arguments. Therefore, I have come to the conclusion that we need that combination of strategy and action plans, but we also need legislation to go hand in hand with that, and that we're careful about the nature of that legislation, that we legislate in those areas that will have the greatest impact on the ground on a practical level, and which makes the best use of legislative time, which is very squeezed at the moment.
Welsh: Fe allaf drio ymateb i'r ddau ar yr un pryd. Rwy'n credu bod cwestiwn Mick yn un teg iawn ynglŷn â'r cydbwysedd rhwng teclynnau deddfwriaethol a rhai mwy gweithredol, strategol. Yn y gorffennol, rydw i wedi bod yn gryf o blaid strategaethau a dulliau fel yna, ac wedi cael y trafodaethau hynny gyda chydweithwyr mewn mudiadau eraill. Ond rydw i wedi dod i'r casgliad erbyn hyn nad yw'r rheini ar eu pennau eu hunain yn effeithiol. Rydw i'n credu bod yna ddigon o dystiolaeth o'r strategaeth addysg cyfrwng Cymraeg a'r holl adroddiadau gwerthuso a fu ar honno sy'n dangos: 'Methu cyrraedd y targedau. Methu cyrraedd y targedau.' Mae cynlluniau strategol y Gymraeg mewn addysg nawr - er bod yna ryw sail statudol iddyn nhw, nid ydyn nhw wedi gweithio'n effeithiol. Pob tro rŷm ni'n mynd drwy ddatblygiadau polisi newydd ym myd addysg, sef fy myd i - anghenion dysgu ychwanegol, teithio i ddysgwyr, rŷm ni nawr yn edrych ar adrefnu'r sector ôl-16, roedd Mesur dysgu a sgiliau nôl ar droad y mileniwm - pob un tro, mae'r gweision sifil yn dweud, 'Na, nid oes angen cymalau i sicrhau hawliau i gael hyn a'r llall trwy gyfrwng y Gymraeg; mae hynny'n cael ei gymryd yn ganiataol - mae'r hawliau yna'r barod', a bob tro mae'n rhaid mynd drwy'r un dadleuon a'r un dadleuon. Felly, rydw i wedi dod i'r casgliad bod angen y cyfuniad o strategaethau a chynllunio gweithredu, ond bod angen deddfwriaeth i fynd law yn llaw, a'n bod ni'n ofalus ynglŷn a natur y ddeddfwriaeth, ein bod ni'n deddfu yn y meysydd sydd yn mynd i wneud y mwyaf o wahaniaeth ar lawr gwlad yn ymarferol ac sydd yn gwneud y defnydd gorau o amser deddfwriaethol, sydd yn eithriadol o brin ar hyn o bryd.