English: I thank the Member for her questions and for the welcome that she's given to the Bill, and the questions that deal with very important areas, many of them having been raised, as she mentioned, by stakeholders during the process - the extended process of consulting since the draft Bill was introduced. In terms of the learner voice, I think that there is new emphasis in the Bill on that in the wake of what we've heard from stakeholders. So, from my perspective, the learner journey, and ensuring that that's a smooth one through the system, is vital to this, and the focus is on the learner - that's the main focus of the commission in terms of how the Bill is structured. That's vital, I think. The engagement code and the learner protection code, those two elements are very important in terms of giving a voice on the one hand, but also providing safety and security for the learner in circumstances, maybe, if a course comes to an end or the learner wants to move between courses, and the detail that can be provided in those codes can provide a lot of support and security for learners in that context. We've looked at what's happening over the border and the code that we have here is much more broad ranging than that. I also think that the representation on the board of the commission is important in terms of the learner voice. That's at the core of the new system. But the Bill has been introduced and there will be an extended period now of scrutiny and further conversations with stakeholders, and I'm very happy to hear more if learners and their representatives have ideas about how we can strengthen the approaches that the Member raised today. I agree entirely on the subject of academic freedom. That's on the face of the Bill as a requirement. There are also restrictions on what the Government can do in terms of requirements of the commission, that have at their core the idea of academic freedom as well. So, there's more than one example in the Bill where that is on the face of the Bill. The Member asked about how the Bill will expand the freedom of institutions to co-operate, which is a different version of academic freedom. I think that the Bill allows that at its core. That is, at present we have a funding system that relies on boundaries. That is, higher education is funded by the Government - further education by the Government and higher education by HEFCW, so that creates inconsistencies in the system, which isn't strategic and doesn't allow those links and that co-operation and collaboration that I know the Member wants to see. So, in moving away from that to have a transparent funding system that is based on a strategy, I think that's going to allow our institutions to collaborate in a variety of creative ways. The Member raised an important point about higher education corporations. And we thought, as we designed this part of the Bill, how to proceed with this question - to be honest, there was a discussion about the best way to go on this. Ultimately, we stuck to what's already in the law. There are minor technical changes stemming from the fact that there's a commission, that there's a new body, but the substance of this hasn't changed. The reason for that is that we need some kind of backstop under some circumstances - it's in some sort of emergency scenario that that might arise, of course. But there is a risk that, if the powers don't exist, the institution would not be in a position to ask the Government to intervene, but also that we would need a parliamentary Act in order to change the situation. So, it's just a practical matter. But, again, I'm happy to hear if people think that that needs to be strengthened, the ways of ensuring that. Public law, of course, applies here, so there would be significant restrictions that would arise in that context anyway. But, as I said, I'd be happy to hear further suggestions. In terms of the Welsh language, the point that the Member makes is vital. It's a discussion that I've had with CollegesWales, higher education colleges and our universities, and I think this is an important opportunity to ensure a contribution from the sector towards the aim that we all share. There's a different relationship that people have with the Welsh language after they leave school, I think. The dynamics may be a little different, so I think we have an opportunity here, and in a variety of ways I think that the Bill does make a contribution towards that. On the face of the Bill, it is a duty that the commission drives demand for post-16 education through the medium of Welsh, but I think there are a variety of ways that that can happen. The explanatory memorandum, quite a part of that is given over to explaining what kinds of things the commission could do, but I'd be happy to discuss that in more detail with the committee, for example, if that's of interest because I think that there's a lot that we can do in that context. In terms of qualifications, Qualifications Wales is looking at what we can do differently in terms of vocational qualifications, for example, through the medium of Welsh. There is a great deficit in that context. Some have already been created that are 'made in Wales' as it were, but there is further work that we have to do on that, I think, with Qualifications Wales.
Welsh: Diolch i'r Aelod am ei chwestiynau ac am y croeso y mae hi wedi ei roi i'r Bil, a'r cwestiynau sydd yn delio â meysydd tra phwysig, a llawer ohonyn nhw wedi eu codi, fel y gwnaeth hi sôn, gan randdeiliaid yn y broses - proses estynedig, efallai, o ymgynghori ers cyflwyno'r Bil drafft. O ran llais y dysgwr, rwy'n credu bod pwyslais newydd yn y Bil ar hynny yn sgil beth ŷn ni wedi'i glywed gan randdeiliaid. Felly, o'm safbwynt i, mae siwrnai'r dysgwr, a sicrhau bod hynny'n un esmwyth drwy'r system, yn gwbl greiddiol i hyn, ac mae'r ffocws ar y dysgwr - dyna brif ffocws y comisiwn yn y ffordd y mae'r Bil wedi ei strwythuro. Mae hynny wir yn bwysig, rwy'n credu. Mae'r engagement code, mae'r learner protection code, mae'r ddwy elfen honno'n bwysig iawn o ran rhoi llais ar un llaw, ond hefyd rhoi diogelwch i'r dysgwr mewn amgylchiadau lle efallai bod cwrs yn dod i ben, neu bod y dysgwr eisiau symud rhwng cyrsiau, ac mae'r manylder sydd yn gallu dod yn y codau hynny yn mynd i roi lot o gefnogaeth a lot o ddiogelwch i ddysgwyr yn y cyd-destun hwnnw. Rŷn ni wedi edrych ar beth sy'n digwydd dros y ffin, ac mae'r cod sydd gyda ni mewn golwg fan hyn yn llawer amgen yn y cyd-destun hwnnw. Ac rwyf hefyd yn credu bod y gynrychiolaeth ar fwrdd y comisiwn yn bwysig o ran llais y dysgwr, wrth galon y system newydd. Ond mae'r Bil wedi cael ei gyflwyno, bydd cyfnod estynedig nawr o graffu a siarad ymhellach â rhanddeiliaid, ac rwy'n hapus iawn i glywed ymhellach os oes gan ddysgwyr a'u cynrychiolwyr syniadau am sut y gallwn ni gryfhau yn y ffordd y mae'r Aelod yn ei godi heddiw. Rwy'n cytuno'n llwyr â'r cwestiwn o ryddid academaidd. Mae hynny'n awr ar wyneb y Bil, fel bod hynny'n ofyniad. Mae hefyd gyfyngiadau ar beth y gall y Llywodraeth ei wneud o ran gofynion wrth y comisiwn; wrth eu gwraidd nhw mae'r syniad o ryddid academaidd hefyd. Felly, mae mwy nag un enghraifft yn y Bil lle mae hynny ar wyneb y Bil. Roedd yr Aelod yn gofyn am sut y gwnaiff y Bil ehangu rhyddid sefydliadau i allu gweithio gyda'i gilydd, sydd efallai yn fersiwn gwahanol o ryddid academaidd, hynny yw. Rwy'n credu bod y Bil yn caniatáu hynny wrth ei wraidd. Hynny yw, ar hyn o bryd, mae gennym ni system o ariannu sy'n dibynnu ar ffiniau. Hynny yw, mae addysg uwch yn cael ei hariannu gan y Llywodraeth - addysg bellach gan y Llywodraeth, addysg uwch gan HEFCW, ac wedyn mae hynny'n creu anghysondebau yn y system, sydd, a dweud y gwir, ddim yn strategol a ddim yn caniatáu'r cysylltiadau a'r cydweithredu rwy'n gwybod bod yr Aelod eisiau eu gweld. Felly, wrth symud oddi wrth hynny, i gael system dryloyw o ariannu, sy'n seiliedig ar strategaeth, rwy'n credu bod hynny'n mynd i ganiatáu i'n sefydliadau ni i gydweithio mewn amryw ffyrdd creadigol iawn. Fe wnaeth yr Aelod godi pwynt pwysig ynglŷn â chorfforaethau addysg uwch. Fe wnaethom ni feddwl, wrth ein bod ni'n dylunio'r rhan yma yn y Bil, pa ffordd i fynd â'r cwestiwn hwn - a dweud y gwir, roedd trafodaeth ynglŷn â beth oedd y ffordd iawn i fynd. Yn y pen draw, fe wnaethom ni gadw at yr hyn sydd yn y gyfraith eisoes. Mae newidiadau technegol mân ar yr ymylon, sydd yn deillio o'r ffaith bod comisiwn, bod corff newydd, ond dyw sylwedd y peth ddim wedi newid. Y rheswm am hynny yw bod angen rhyw fath o backstop mewn rhai amgylchiadau - mewn rhyw fath o senario argyfyngus y byddai e'n codi, wrth gwrs. Ond mae risg, os nad yw'r pwerau'n bodoli, efallai'r na fyddai'r sefydliad mewn sefyllfa i ofyn i'r Llywodraeth ymyrryd, ond hefyd bod angen Deddf seneddol er mwyn newid y sefyllfa. Felly, jest cwestiwn ymarferol yw e. Ond eto, rwy'n hapus i glywed os ydy pobl yn credu bod angen cryfhau hynny, cryfhau'r ffyrdd o sicrhau hynny. Mae cyfraith gyhoeddus, wrth gwrs, yn berthnasol fan hyn, felly byddai cyfyngiadau sylweddol iawn yn codi yn y cyd-destun hwnnw beth bynnag. Ond fel rwy'n ei ddweud, rwy'n hapus i glywed am awgrymiadau pellach. O ran y Gymraeg, mae'r pwynt y mae'r Aelod yn ei wneud yn hollbwysig. Mae'n drafodaeth rwyf wedi ei chael gyda ColegauCymru, colegau addysg uwch a'n prifysgolion ni, ac mae cyfle pwysig gyda ni, rwy'n credu, er mwyn sicrhau cyfraniad y sector tuag at y nod rŷn ni i gyd yn ei rannu. Mae perthynas wahanol gan bobl gyda'r Gymraeg ar ôl gadael ysgol, rwy'n credu. Mae'r dynamics efallai ychydig yn wahanol, felly mae cyfle gyda ni, ac mewn amryw o ffyrdd rwy'n credu bod y Bil yn cyfrannu tuag at hwnnw. Ar wyneb y Bil, mae'n ddyletswydd gan y comisiwn i yrru'r galw am addysg ôl-16 yn Gymraeg, ond hefyd mae amryw o ffyrdd mae hynny'n gallu digwydd. Y memorandwm esboniadol, mae eithaf rhan o hwnna yn esbonio pa fathau o bethau byddai'r comisiwn yn gallu eu gwneud, ond byddwn yn hapus i drafod hwnna mewn manylder gyda'r pwyllgor, er enghraifft, os ydy hynny o ddiddordeb, achos rwy'n credu bod lot gallwn ni ei wneud yn y rhan hon. O ran cymwysterau, mae Cymwysterau Cymru, wrth gwrs, wrthi yn edrych ar beth gallwn ni ei wneud yn amgen o ran cymwysterau galwedigaethol, er enghraifft, yn y Gymraeg. Mae diffyg mawr yn hynny o beth. Mae rhai eisoes wedi eu creu sydd yn ' made in Wales ' fel petai, ond mae gwaith pellach gyda ni i'w wneud yn hynny o beth, rwy'n credu, gyda Cymwysterau Cymru.