techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I think, Alun, that's a question perhaps where it's unfair for us to say that the local authorities should be monitoring; it's the local authority's WESP, so should the local authority be monitoring it? But, if I'm buying into it, I'd be more than willing to contribute to the monitoring, if it was a WESP for an authority including its partnerships. As Angharad said, there is a WESP steering group that includes, in some areas, members of further education organisations in Wales; in other areas, they don't include members from those further education organisations. So, I would suggest that one of the monitoring groups is the WESP monitoring group, as Angharad said, including multiple agencies. So, monitored internally by the authority and any partners who are part of the WESP monitoring group. At the end of the day, if the Welsh Government is asking for the documents, the likelihood is that the final responsibility is on the local authorities to monitor whether they're comfortable with the progress against the targets.
Welsh: Dwi'n meddwl, Alun, bod hynny'n gwestiwn efallai lle mae o'n annheg i fi ddweud mai awdurdodau dylai fonitro; WESP yr awdurdod ydy o, felly ai'r awdurdod dylai fonitro? Ond os ydw i'n prynu i mewn iddo fo, buaswn i'n fwy na pharod i gyfrannu at y monitro os ydy hi'n dod yn WESP sydd ar gyfer awdurdod yn cynnwys ei bartneriaethau. Fel mae Angharad yn dweud, mae yna WESP steering group sy'n cynnwys mewn rhai ardaloedd aelodau o sefydliadau addysg bellach Cymru; mewn ardaloedd eraill, dydyn nhw ddim yn cynnwys aelodau o'r sefydliadau addysg bellach. Buaswn i'n awgrymu, felly, mai un o'r grwpiau monitro ydy un o grwpiau monitro'r WESP, fel roedd Angharad yn ei ddweud, sydd yn cynnwys amryw o asiantaethau. Felly, cael ei fonitro'n fewnol gan yr awdurdod ac unrhyw bartneriaid sydd yn rhan o'r grwpiau monitro'r WESPs. Ar ddiwedd y dydd, os mai Llywodraeth Cymru sy'n gofyn am y dogfennau, mae'n debyg bod yna gyfrifoldeb terfynol - bod yr awdurdodau lleol yn monitro a ydyn nhw'n gyfforddus efo'r cynnydd yn erbyn y targedau.
English: If you're looking at education and the quality of education, then it is down to Estyn, but it depends what you're monitoring in the WESP, because they don't just talk about quality, they talk about the range of provision available.
Welsh: Os ydych chi'n edrych ar addysg ac ansawdd y ddarpariaeth, Estyn ydy o, ond mae'n dibynnu beth rydych chi eisiau monitro yn y WESPs, achos dydy'r WESPs ddim jest yn sôn am yr ansawdd, maen nhw'n sôn am yr ystod.
English: Schools draw up the pupil level annual school census report every year, and that gathers a great deal of information for those in statutory education. One of the things that should be considered is whether it would be possible to use the data gathering system in schools to measure the progress made by local authorities against the targets that they've set out in their WESPs.
Welsh: Mae'r ysgolion yn gwneud yr adroddiad PLASC bob blwyddyn beth bynnag, sydd yn casglu llawer iawn o wybodaeth ar gyfer plant oed ysgol statudol. Un o'r pethau o bosib i ystyried ydy a fyddai'n bosib defnyddio'r system sydd mewn lle eisoes ar gyfer casglu data o'r ysgolion i fesur cynnydd yr awdurdodau lleol yn erbyn y targedau maen nhw wedi gosod iddyn nhw eu hunain yn y WESPs.
English: Thank you for that, Angharad. I'm going to go back to Hefin. We've got 15 minutes left. We've got two Members who haven't come in at all, so if we can be as brief as possible before we get to the last two, please. Hefin.
Welsh: Diolch am hwnna, Angharad. Dwi am fynd nôl at Hefin. Mae gyda ni chwarter awr ar ôl. Mae gyda ni ddau Aelod sydd ddim wedi dod mewn o gwbl eto, felly os ydyn ni'n gallu bod mor gryno â ni'n gallu bod cyn i ni gyrraedd y ddau olaf, plîs. Hefin.
English: [ Inaudible.] Are the 10-year WESPs making sufficient links with other strategic education policies, for example the revised school improvement framework or the new Curriculum for Wales?
Welsh: [ Anghlywadwy. ] A yw'r cynlluniau strategol 10 mlynedd yn gwneud cysylltiadau digonol â pholisïau strategol eraill, er enghraifft fframwaith gwella ysgolion neu'r cwricwlwm newydd i Gymru?
English: Who would like to come in on this? Dafydd?
Welsh: Oes unrhyw un eisiau dod mewn ar hyn? Dafydd?
English: Sorry, Hefin. There's a problem here where I'm tending to say 'the jury is out' in response to all the questions. At the moment we don't know, because the new plans are new, and it's almost a strange time to be looking at them in that context. But if you're asking what should be happening, then they certainly should reference these various different strategies, because what I tend to see in the education system, because I'm a school governor too, is that there are all sorts of things happening here that are very exciting, and everyone puts a great deal of energy into the curriculum there, and then, elsewhere, there are people working on sustainable communities for learning, then other people are working on Welsh-medium education, and they never talk to each other. I may be overstating that slightly perhaps, but there is a cultural challenge to bring people together there, to ensure that people - . Because what we want is local authorities across Wales, the whole education department, to take ownership of the WESP, from the director of education down, and that's a challenge, I think, and something - [ Interruption.] I don't think it's happening everywhere at the moment.
Welsh: Sori, Hefin. Mae yna broblem fan hyn lle dwi'n dweud i bob cwestiwn - neu dwi ddim yn dweud i bob cwestiwn, ond dwi yn dueddol o ddweud - ' the jury's out '. Dwi'n credu ar hyn o bryd dŷn ni ddim yn gwybod, achos mae'r cynlluniau newydd yn eithaf newydd, ac felly mae e bron yn amser od i fod yn edrych arnyn nhw yn y cyd-destun hwnnw. Os ŷch chi'n gofyn beth ddylai fod yn digwydd, fe ddylen nhw yn sicr fod yn 'reference-o' y gwahanol strategaethau yma, achos beth dwi'n dueddol o weld yn y system addysg, achos dwi'n lywodraethwr ysgol hefyd, yw bod yna bob math o bethau'n digwydd fan hyn sy'n gyffrous iawn, ac mae pawb yn rhoi lot o egni mewn i'r cwricwlwm fan hyn, wedyn, rhywle arall, mae yna bobl yn gweithio ar sustainable communities for learning fan hyn, wedyn rhywle arall mae yna bobl yn gweithio ar Welsh-medium education fan hyn, a dŷn nhw byth yn siarad gyda'i gilydd, a dwi'n credu mae hynny - . Dwi'n gor-ddweud ychydig, efallai, ond mae yna her diwylliant, cultural, fanna i dynnu pobl at ei gilydd i wneud yn siŵr bod pobl yn, fod pobl - . Beth rŷn ni eisiau yw awdurdodau lleol ar draws Cymru, yr adran addysg i gyd, i fod yn berchen ar y WESP, o'r cyfarwyddwr addysg i lawr, ac mae hwnna'n her, dwi'n credu, ac yn rhywbeth - [ Torri ar draws.] Dwi ddim yn credu ei fod e'n digwydd ym mhob man.
English: Okay. I can't see that anybody else wants to come in. Angharad.
Welsh: Ocê. Dwi ddim yn gweld bod unrhyw un arall eisiau dod mewn. Angharad.
English: I think that one of the things that needs to be emphasised is that there is a need for all the strategies to weave into it. One of the things that's a little bit odd is that we want to increase the number of children who go through the Welsh-medium education system to meet the targets and the requirements of 'Cymraeg 2050', but, in producing the guidance on categorisation of schools according to Welsh-medium provision, that was non-statutory guidance, which is a little bit confusing. Because what you need to ensure is that parents, and children as they get older, understand what will be the linguistic result for them in an easy and consistent manner across schools and across Wales in terms of what their ability will be and their proficiency will be in the Welsh language when they leave this sort of education provision. And, currently, the way that people refer to Welsh-medium education and bilingual education isn't very easy to understand for families unless they ask questions. There is a need to bring everybody around the table with a set of definitions that are used consistently, and then to ensure that every strategy and every curriculum development emphasises the need for everything to be considered in one place, rather than having many things and statutory guidance being created that are not being considered in the WESPs as a core part of the definitions.
Welsh: Dwi'n credu mai un o'r pethau mae angen eu pwysleisio ydy'r ffaith bod angen i'r holl strategaethau gydblethu i mewn iddo fe. Un o'r pethau sydd yn bach yn od ydy ein bod ni eisiau cynyddu nifer y plant sy'n mynd drwy'r system addysg Gymraeg i ateb y gofynion a chyrraedd targedau 'Cymraeg 2050' beth bynnag, ond, wedyn, wrth gyhoeddi'r canllawiau ar gategoreiddio ysgolion yn ôl darpariaeth cyfrwng Cymraeg, mi oedden nhw'n ganllawiau anstatudol, sydd braidd yn ddryslyd. Achos beth sydd angen ei sicrhau ydy bod rhieni, a phlant wrth bod nhw'n mynd yn hŷn, yn deall beth fydd y canlyniad ieithyddol iddyn nhw mewn ffordd sydd yn hawdd ac yn gyson ar draws ysgolion ac ar draws Cymru o ran beth fydd eu gallu nhw yn y Gymraeg wrth iddyn nhw adael y math yna o ddarpariaeth addysg. Ac, ar hyn o bryd, dyw'r ffordd mae pobl yn cyfeirio at addysg Gymraeg ac addysg ddwyieithog ddim yn hawdd iawn i deuluoedd ei ddeall os nad ydyn nhw'n gofyn cwestiynau. Dwi'n credu bod angen dod â pawb rownd y bwrdd â set o ddiffiniadau sy'n cael eu defnyddio'n gyson, a wedyn sicrhau bod pob strategaeth sydd yn mynd, pob datblygiad cwricwlwm, yn pwysleisio'r ffaith bod angen i bopeth gael ei ystyried mewn un lle, yn hytrach na bod lot o bethau a chanllawiau statudol yn cael eu creu sydd ddim yn cael ei ystyried yn y WESP fel rhan graidd o'r diffiniadau hefyd.
English: Thank you, Angharad. I'm very sorry; we'll have to move on. We'll move on now to Tom Giffard.
Welsh: Diolch, Angharad. Mae'n flin gen i; bydd yn rhaid inni symud ymlaen. Gwnawn ni symud ymlaen at Tom Giffard.
English: Thank you, Chair. Perhaps I could start by mentioning English-medium education, and what's your assessment of the current framework, and how that develops a Welsh learner and skills in Welsh in the English-medium sector, and what can local authorities do to improve that.
Welsh: Diolch, Cadeirydd. Allaf i ddechrau gan sôn am addysg gyfrwng Saesneg, a beth yw eich asesiad chi o'r fframwaith bresennol, a sut mae honno'n datblygu'r dysgwr Cymraeg, a dysgu Cymraeg, yn addysg gyfrwng Saesneg, a beth gall awdurdodau lleol ei wneud i gwella hi?
English: I'm pleased that you've asked that question, because there is a very significant challenge in the English-medium sector. People do say that, of the million speakers, hundreds of thousands of them will come from English-medium schools, because we're going to transform our education system, and people will come from the English-medium sector being fluent Welsh speakers. Well, we have a distance to travel in that regard. It's going to be difficult. I do think it means that we have to think very carefully about teacher training for the English-medium sector. Because, if you asked me to introduce Serbo-Croat to children in a comprehensive, I couldn't do it, because I'm not a speaker of the language. But, at the moment, there's this assumption that we can ask teachers, most of whom don't speak Welsh, to introduce the Welsh language to children in English-medium schools and then, all of a sudden, you're going to have a number of fluent Welsh speakers coming from those schools. We need to raise the level of skills amongst the workforce in the English-medium schools if we're to succeed. Because it's not just in - . My mother taught Welsh in an English-medium school, and they had some success, but, if people are to be confident in speaking Welsh, then it has to be something that's in the Welsh lessons, but also in the maths lessons, the biology lessons, the history lessons. It has to be part of the school's culture, and I think there is a major challenge in the workforce there to make progress.
Welsh: Dwi'n falch iawn eich bod chi wedi gofyn y cwestiwn yna achos mae yna her sylweddol iawn yn y sector cyfrwng Saesneg. Mae pobl yn dweud, o'r miliwn o siaradwyr, fod cannoedd ar filoedd ohonyn nhw yn mynd i ddod o ysgolion cyfrwng Saesneg, achos dŷn ni'n mynd i newid ein system addysg, ac mae pobl yn mynd i ddod o'r ysgolion Saesneg yna yn rhugl. Dwi'n credu bod gyda ni bellter i fynd. Mae'n mynd i fod yn anodd. Dwi'n credu ei fod e'n golygu ein bod ni'n gorfod meddwl yn ofalus iawn am hyfforddi athrawon ar gyfer y sector cyfrwng Saesneg. Hynny yw, petaech chi'n gofyn i fi gyflwyno Serbo-Croateg i blant mewn ysgol cyfun, fyddwn i ddim yn gallu ei wneud e, achos dydw i ddim yn siarad Serbo-Croateg. Ond, ar hyn o bryd, mae rhyw assumption ein bod ni'n gallu gofyn i athrawon, y rhan fwyaf ohonyn nhw ddim yn siarad Cymraeg, i gyflwyno'r Gymraeg i blant mewn ysgolion cyfrwng Saesneg ac wedyn, yn sydyn, mae yna nifer o blant rhugl yn mynd i ddod o'r ysgolion yna. Hynny yw, mae angen codi lefel y sgiliau ymysg y gweithlu yn yr ysgolion Saesneg os ŷn ni am lwyddo. Achos nid jest yn y - . Roedd fy mam i yn dysgu Cymraeg mewn ysgol Saesneg, ac roedden nhw'n cael rhywfaint o lwyddiant, ond, er mwyn i bobl fod yn hyderus yn siarad Cymraeg, mae'n gorfod bod yn rhywbeth sydd yn y gwersi Cymraeg, ond hefyd yn y gwersi maths, yn y gwersi bywydeg, yn y gwersi hanes. Mae'n gorfod bod yn rhan o culture yr ysgol, yntefe, ac rwy'n credu bod yna her mawr yn y workforce yn fanna er mwyn symud ymlaen.
English: But just to return to that, what's the solution to that? Because it's not just a matter of skills, it's confidence too. How can we give the staff confidence to work through the medium of Welsh?
Welsh: Ond jest i fynd nôl, beth yw'r ateb i hwnna? Oherwydd nid ond sgiliau yw e - fel oeddech chi wedi sôn amdano, mae'n hyder hefyd. Sut ŷn ni'n cael y staff hefyd i gael yr hyder i wneud pethau'n Gymraeg?
English: There are two things, and if the chief executive of the National Centre for Learning Welsh was with us, as was expected before she moved on to other things, she would have talked about the Cymraeg Gwaith programme, the sabbatical programme. There are initiatives there, but they do need to be expanded. We also need to consider whether we follow some of the examples of the Basque Country, where there is support for students who speak Spanish to improve their Basque language skills before starting teacher training. Although they're going to teach in an English-medium school, if they have confidence in their Welsh language skills, if they've developed them for three months, six months, or 12 months even, before starting initial teacher training, then there's an opportunity there to - . Because there's only so much you can do as the course is progressing, and that needs to be improved too, but, for some, there is an opportunity to say, 'Look, we are developing a bilingual education system, where everyone has an opportunity to develop Welsh language skills; we have the curriculum in place.' That's how I would like to see us develop.
Welsh: Mae yna ddau beth, a phetai prif weithredwr y ganolfan gyda ni heddiw fel a fwriadwyd cyn iddi symud ymlaen at bethau amgen, byddai hi wedi sôn am nifer o'r cynlluniau: Cymraeg Gwaith i ddatblygu hyder pobl, y cynllun sabothol. Mae yna fentrau yn fanna, ond mae'n rhaid eu hehangu nhw'n fawr iawn. Mae angen hefyd ystyried a ydyn ni'n dilyn rhywfaint o esiampl Gwlad y Basg, lle mae yna gefnogaeth i fyfyrwyr sydd efallai'n siarad Sbaeneg i wella a gloywi eu sgiliau Basgeg nhw cyn cychwyn ar y cwrs hyfforddi athrawon. Er eu bod nhw'n mynd i ddysgu mewn ysgol Saesneg, os oes gyda nhw hyder yn eu sgiliau Cymraeg, os ydyn nhw wedi eu datblygu am dair mis, neu chwe mis, neu hyd yn oed 12 mis, cyn cychwyn y cwrs hyfforddi athrawon, mae yna gyfle yn fanna wedyn i wirioneddol - . Achos hyn a hyn mae modd gwneud yng nghanol y cwrs, ac mae angen gwella hwnna hefyd, ond, i rai, mae yna siawns i ddweud wrth y bobol yma, 'Edrychwch, rŷn ni'n datblygu system addysg ddwyieithog, lle mae pawb yn cael cyfle i ddatblygu sgiliau Cymraeg; mae'r cwricwlwm yna.' Felly, dyna'r ffordd y buaswn i'n awyddus i'n gweld ni'n datblygu.
English: Everybody wants to come in. Okay. I think Angharad raised her hand first. Angharad.
Welsh: Mae pawb eisiau dod i mewn. Ocê. Rwyf i'n meddwl roedd Angharad wedi rhoi ei llaw i fyny yn gyntaf. Angharad.
English: I think one of the challenges that we need to address in terms of the English-medium sector is the fact that we need to upskill the staff if, as the curriculum notes, we want to increase the usage of Welsh and introduce it in a natural way in the curriculum from the early years onwards. There is a need to ensure that every member of staff who works across the English-medium sector has the opportunity to develop those skills. There are a number of courses that exist or have been established over the last few years either by the centre or other agencies previously that can be of use, but perhaps there's a need to extend the sabbatical scheme so that some of the teachers in that sector can develop their skills and confidence to teach through the medium of Welsh.
Welsh: Rwy'n ffeinidio mai un o'r heriau sydd angen inni ddelio hefo fo o ran y sector Saesneg ydy'r ffaith ein bod ni angen uwchsgilio'r staff os ydyn ni, fel mae'r cwricwlwm yn nodi, eisiau cynyddu faint o Gymraeg sy'n cael ei chyflwyno mewn ffordd naturiol i'r plant ar draws y cwricwlwm o flynyddoedd cynnar ymlaen. Mae angen sicrhau bod gan bob aelod o staff sydd yn gweithio ar draws y sector Saesneg y cyfle i ddatblygu'r sgiliau yna. Mae yna amryw o gyrsiau sydd yn bodoli neu wedi cael eu datblygu dros y blynyddoedd diwethaf gan y ganolfan a gan asiantaethau eraill cynt hefyd all fod o ddefnydd, tra bod angen, o bosib, ystyried ehangu defnydd y cyfnod sabothol i rai o'r athrawon yna yn y sector yna i allu datblygu'r sgiliau a'r hyder i gyflwyno'r Gymraeg.
English: Just to echo everything that's already been said, but perhaps the first step, rather than expecting everyone who can't speak Welsh to upsklll, is that they should certainly raise awareness of the Welsh language and its importance in education and in the Welsh economy and the opportunities provided by the language. Now, that can be shared with any pupil, be that pupil Welsh speaking or non-Welsh speaking. Raising the awareness of non-Welsh-speaking teachers of the importance of the language is an important first step until we can actually achieve that panacea of getting everyone teaching through the medium of Welsh.
Welsh: Jest ategu pob dim sydd wedi cael ei ddweud yn gynharach, ond efallai'r cam cyntaf, yn hytrach na disgwyl i bob person sydd ddim yn gallu'r iaith i uwchsgilio'r iaith, ydy eu bod nhw yn sicr yn codi ymwybyddiaeth am yr iaith Gymraeg a'i phwysigrwydd mewn addysg ac yn yr economi yng Nghymru a'r cyfleon mae'r iaith yn eu cynnig. Mi ellir rhannu hynny efo unrhyw ddisgybl, boed o'n ddi-Gymraeg neu yn Gymraeg. Mae codi ymwybyddiaeth athrawon di-Gymraeg o bwysigrwydd yr iaith yn gam cyntaf tan nes ydym ni'n gallu sortio'r her a'r panasea o gael pawb yn gallu dysgu drwy gyfrwng y Gymraeg.
English: Okay. A second question: part of the process of developing provision in the English-medium sector is that schools move along the language continuum, so they're going from English medium to bilingual, then bilingual to Welsh medium. Is that happening and what evidence do you have that local authorities are doing that in the WESPs, and, if not, what needs to change to ensure that that does happen?
Welsh: Ocê. Ail gwestiwn: rhan o'r broses o ddatblygu darpariaeth yn y sector cyfrwng Saesneg yw bod ysgolion yn symud yn ôl continwwm, fel eu bod nhw'n mynd o gyfrwng Saesneg i ddwyieithog ac wedyn o ddwyieithog i gyfrwng Cymraeg. Ydy hwnna'n digwydd a pha dystiolaeth sydd gennych chi fod awdurdodau lleol yn gwneud hwnna yn y WESPs ac, os dŷn nhw ddim, beth all newid i sicrhau bod hwnna'n digwydd?
English: It's a major policy question. If we had hours, I'm sure we could have a seminar on this - [ Laughter. ]
Welsh: Mae hwnna'n gwestiwn polisi mawr iawn. Os oedd gyda ni rhai oriau, rwy'n siŵr y bydden ni'n gallu cael seminar ar y cwestiwn yna - [ Chwerthin. ]
English: If we can get the answer as succinct as possible.
Welsh: Os ŷn ni'n gallu cael yr ateb mor gryno â phosib.
English: But the succinct answer is that it's happening at the moment in some areas where the Welsh language is a strong community language. It isn't happening broadly, although there are plans to do that in some other areas. But, in order to move along the continuum, the framework has to be right, and the accreditation framework of teacher training centres, for example, that the Government is currently looking at - . How much attention will be given to the Welsh language in the English-medium sector in the accreditation framework and in the work of the accreditation boards that will happen over the next year? So, there is an opportunity to have those conversations now.
Welsh: Ond yr ateb cryno yw bod hi'n digwydd ar hyn o bryd mewn rhai mannau lle mae'r Gymraeg yn iaith gymunedol gref. Dyw e ddim yn digwydd yn eang iawn, er bod yna gynlluniau i wneud hynny mewn rhai mannau eraill. Ond, er mwyn gallu symud ar hyd y continwwm, mae'n rhaid i'r fframwaith fod yn gywir, ac mae'n rhaid i fframwaith achredu y canolfannau hyfforddi athrawon, er enghraifft, y mae'r Llywodraeth yn edrych arno ar hyn o bryd - . Faint o sylw fydd i'r Gymraeg yn yr ochr cyfrwng Saesneg yn y fframwaith achredu a gwaith y bwrdd achredu fydd yn digwydd yn ystod y flwyddyn nesaf nawr? Felly, mae yna gyfle i gael y sgyrsiau yna nawr.
English: By the way, if you want to give us any more information and detail in writing, we would appreciate that. You're welcome to write to us, because we know this is an extensive area. But, if there's something brief you want to say now, you're more than welcome to. No, you're happy to write. Great. Fantastic. We'll finally move on, finally, to Buffy Williams.
Welsh: Gyda llaw, os oes mwy o fanylder rydych chi eisiau anfon atom ni yn ysgrifenedig, byddai hynny'n rhywbeth y byddem ni'n gwerthfawrogi'n fawr iawn. Croeso i chi ysgrifennu atom ni, achos rydyn ni'n gwybod bod hwn yn bwnc helaeth. Ond, os oes unrhyw beth cryno rydych chi eisiau ei ddweud nawr, mae croeso i chi wneud. Na, rydych chi'n hapus i ysgrifennu. Ocê, gret. Ocê, ffantastig. Fe wnawn ni symud, yn olaf, at Buffy Williams.