techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I would agree with everything that's been said. Certainly, it's put the Welsh language at the top of the agenda for us as a college. It is something that every member of staff has to take seriously, and I think that's important. But the experience that I've had from the feedback of staff is that I'm not quite sure how much consultation there's been with the further education sector before the standards were drawn up. In a number of examples, they aren't truly appropriate to an FE college. Perhaps they are more geared towards the work of higher education and universities, and I think that we are trying to interpret those and implement them in our institution when they aren't necessarily appropriate in many ways. For example, things such as personal tutors - as a college, we don't provide a personal tutor, but we now have to insist that if somebody wants a Welsh-speaking personal tutor, they're able to have one. That's not really appropriate for us, so it's difficult to implement that. I would say that that's an important thing to note.
Welsh: Fe fuaswn i'n cytuno efo popeth sydd wedi cael ei ddweud. Yn sicr, mae wedi dod â'r Gymraeg i flaen yr agenda i ni fel coleg. Mae'n rhywbeth mae pob aelod o staff nawr yn gorfod ei gymryd o ddifrif, ac mae hynny'n bwysig, rydw i'n meddwl. Ond y profiad rydw i wedi'i gael o adborth gan staff yw nid wyf yn siŵr faint o ymgynghori sydd wedi cael ei wneud gyda'r sector addysg bellach cyn llunio'r safonau yma. Mewn lot o enghreifftiau, nid ydyn nhw really yn gweddu i golegau addysg bellach. Efallai eu bod nhw fwy yn ymwneud â gwaith prifysgolion ac addysg uwch, ac rydw i'n credu ein bod ni'n trio dehongli y rheini a'u gosod nhw ar ein sefydliad ni pan nad ydyn nhw really yn addas mewn llawer o ffyrdd. Er enghraifft, pethau fel tiwtor personol - nid ydym ni fel coleg yn rhoi tiwtor personol, ond mae'n rhaid inni fynnu bod rhywun, os ydyn nhw eisiau tiwtor personol yn Gymraeg, yn gallu cael un yn Gymraeg. Nid ydyn nhw really yn gweddu ar ein cyfer ni, felly mae'n anodd gweithredu hynny. Buaswn i'n dweud bod hynny'n bwysig i'w nodi.
English: Okay. We'll continue with the questions on that now with Dai Lloyd. There are further questions on this.
Welsh: Ocê. Fe wnawn ni barhau gyda'r cwestiynau hynny, efallai, gyda Dai Lloyd. Mae cwestiynau pellach ar hyn.
English: Thank you very much, Chair. Thank you very much for attending today and for the written evidence that we've received beforehand. Now, to continue along the lines of the 2011 Measure, and I understand that it's early days - I accept that it's only been six months and so on - you've mentioned there the positive characteristics of the Measure - for example, raising the profile of the language and awareness amongst your colleges. First of all, are there any other positive characteristics that you can think of, even though the time that this Measure has been in force has been short? But also, are there any less positive characteristics of this 2011 Measure that you have seen on your way?
Welsh: Diolch yn fawr, Cadeirydd. Diolch yn fawr am eich presenoldeb a hefyd am y dystiolaeth ysgrifenedig rydym ni wedi'i derbyn ymlaen llaw. Nawr, yn dal i fynd ar ôl Mesur 2011, ac rydw i'n derbyn, wrth gwrs, ei bod hi'n ddyddiau cynnar - chwe mis o weithredu ac ati, ac ati - rydych chi wedi sôn yn gadarnhaol yn fanna am agweddau positif o'r Mesur yma - codi proffil yr iaith, er enghraifft, ac ymwybyddiaeth ymysg eich colegau. Y cwestiwn cyntaf ydy: a oes yna unrhyw agweddau cadarnhaol eraill y gallwch chi feddwl amdanyn nhw, er bod yr amser y mae'r Mesur yma wedi bod yn weithredol wedi bod yn brin? Ond hefyd, a oes yna agweddau llai cadarnhaol, efallai, o'r Mesur 2011 yma rydych chi wedi'u darganfod ar eich llwybrau?
English: I think one of the problems that we've had in FE colleges, mainly, is the complexity of the whole process, and it has been a process, I think - a long, drawn-out, laborious process at times. I think that many of the standards are complex, difficult to interpret, and although we've had support sessions provided to us by the commissioner, often they would say, 'Well, these are the standards and these are the regulations', rather than what we, perhaps, needed, practically, which is, 'This is an example of good practice and this is how you can go about things in implementing the standards.' I think that's the biggest negative. I don't know if you'd agree, Lois.
Welsh: Rydw i'n meddwl mai un o'r problemau rydym ni wedi eu cael mewn colegau addysg bellach, yn bennaf, ydy cymhlethdod yr holl broses, a phroses y mae hi wedi bod, rydw i'n meddwl, onid e? Proses hir a llafurus weithiau. Rydw i'n meddwl bod llawer iawn o'r safonau yn gymhleth, yn anodd eu dehongli, ac er ein bod ni wedi cael sesiynau cefnogaeth gan y comisiynydd, yn aml roedd y sesiynau yn dweud, 'Wel, dyma beth ydy'r safonau a dyma beth ydy rheoleiddio', yn hytrach na beth y byddem ni, efallai, wedi gallu gwneud efo fo, yn ymarferol, sef, 'Dyma enghraifft o arfer da a dyma sut y gallwch chi fynd o'i chwmpas hi.' Rydw i'n meddwl mai dyna'r peth mwyaf negyddol. Nid wyf yn gwybod os wyt ti'n teimlo hynny hefyd, Lois.
English: Certainly. I feel that, quite often, the standards don't go after what has a real impact on the public and on our learners. Quite often, they address issues that are more on the periphery, perhaps, which don't have an impact on their experiences, rather than things that would really get them to consider using the language and encourage them to use the language in their day-to-day lives.
Welsh: Yn sicr. Rydw i'n teimlo, yn aml iawn, nad yw'r safonau yn mynd ar ôl yr hyn sy'n cael gwir effaith ar y cyhoedd ac ar ein dysgwyr ni. Yn aml, maen nhw'n mynd i'r afael â phethau, efallai, mwy ymylol, sydd ddim yn effeithio ar eu profiadau nhw, yn hytrach na phethau y byddai wir yn gwneud iddyn nhw ystyried defnyddio'r iaith a'u hannog nhw i ddefnyddio'r iaith yn eu bywydau.
English: May I just say, I feel that - ? There was a campaign, 'My language rights', a recent campaign, and I think that that has had a positive impact on our students, because there was a video, there were all sorts of material that we could distribute to students, and that promoted the issues. As a result of that, we were able to send the video out to every Welsh-speaking student and say, 'Well, these are your rights. These are the things that you can - ' and 'Get in touch with us', and we've had a very positive response to that. But what we need as colleges, I think, is more of that - more promotion.
Welsh: A gaf i jest ddweud, rydw i'n teimlo - ? Roedd yna ymgyrch, 'Mae gen i hawl', yr ymgyrch ddiweddar, ac rydw i'n teimlo bod honno wedi cael effaith gadarnhaol ar ein myfyrwyr ni, achos roedd yna fideo, roedd yna bob math o gynhyrchion roeddem ni'n gallu eu rhoi allan i'r myfyrwyr, ac roedd hynny'n hybu ac yn hyrwyddo. Ac o ganlyniad i hynny, roeddem ni'n gallu gyrru'r fideo allan i bob myfyriwr sy'n siarad Cymraeg a dweud, 'Dyma'ch hawliau chi. Dyma beth rydych chi'n gallu - ' a 'Cysylltwch efo ni', ac rydym ni wedi cael ymateb da iawn o hynny. Ond beth ydym ni ei angen fel colegau, rydw i'n meddwl, ydy mwy o hynny - mwy o hybu, mwy o hyrwyddo.
English: And how we help our staff to interpret the complexity of the standards, because they are very complex. There are many things that do come under the remit of the standards, but there are a lot that are outside that. How do we convey that message to our staff, let alone the public and our students? It's very complex, and it's difficult to convey.
Welsh: A sut rydym ni'n helpu ein staff ni i ddehongli cymhlethdod y safonau, achos maen nhw'n gymhleth iawn. Mae yna lot o bethau sydd yn dod o dan gylch gwaith y safonau, ond mae yna lot o bethau sydd y tu allan i hynny. Sut ydym ni'n cyfleu'r neges honno i'n staff ni, heb sôn am i'r cyhoedd ac i'r myfyrwyr? Mae'n gymhleth iawn, ac mae'n anodd ei gyfleu.
English: That's very interesting. We could have philosophised further on this, but I know time is restricted, so I'll stop there.
Welsh: Diddorol iawn. Fe allem ni athronyddu am sbel, ond rwy'n sylweddoli cyfyngiadau amser, felly fe wnaf stopio fan yna.
English: I'll respond in Welsh. There is an element of truth in that. There is an element of a lack of communication, to a certain extent, as to the purpose and objectives of the standards - what the standards are seeking to deliver. But, I do feel, however, in the public discourse that there's been, that there's been an overemphasis on the gap between promotion and standards. For me, the standards are a tool for promotion, because they do provide a clear set of requirements for institutions. They take us from the world of discretion and subjective interpretation, which puts pressure on university staff to think, 'Should we do this, can we get away with not doing this, is it too expensive?' If there is a statutory requirement, then it takes away that discretion and ambiguity, and everyone knows where they stand. It's not a matter of pleasing a Welsh speaker or meeting some personal request by an indiviudal. Instead, what happens is we comply with the statutory requirements placed upon us, and that's it. The staff, to be fair to them, at my university - that's the kind of response I hear. If I say, 'Listen, someone has sent you an e-mail in Welsh and you've responded in English' - they say, 'Oh, that's not right, the standard requires a response through the medium of Welsh.' They respond positively to that. I don't want to overemphasise this. I understand the point on the lack of promotion and there's more work to be done in terms of that, but I do think that the standards are making a difference.
Welsh: Fe wnaf i ateb yn Gymraeg. Mae yna elfen o wir yn hynny. Mae yna elfen o ddiffyg cyfathrebu, i raddau, ynglŷn â phwrpas ac amcanion y safonau - beth mae'r safonau'n ceisio ei gyflawni, felly. Ond, rydw i'n teimlo, serch hynny, yn y drafodaeth gyhoeddus sydd wedi bod, fod yna elfen o orbwysleisio'r bwlch rhwng hyrwyddo a safonau. I mi, mae'r safonau yn arf i hyrwyddo, oherwydd eu bod nhw yn rhoi set o ofynion clir ar sefydliad. Maent yn mynd â ni o fyd disgresiwn a dehongliad goddrychol, sy'n rhoi pwysau wedyn ar staff prifysgol i feddwl, 'A ddylem ni wneud hyn, a allwn ni osgoi gwneud hyn neu beidio, a ydy o'n costio gormod?' Os oes yna ofyniad statudol yna mae'n cael gwared ar amwysedd a disgresiwn ac mae pawb yn deall lle maen nhw'n sefyll. Nid yw'n fater o blesio rhywun sy'n siarad Cymraeg neu ddiwallu rhyw gais personol. Yn hytrach, yr unig beth sy'n digwydd ydy rydym ni'n cydymffurfio â'r gofynion statudol, a dyna fo ar ei ben. Mae'r staff, chwarae teg iddyn nhw, yn fy mhrifysgol i - dyna'r math o ymateb rydw i'n ei dderbyn. Os ydw i'n dweud, 'Gwrandewch, mae rhywun wedi anfon e-bost i chi yn Gymraeg ac rydych chi wedi ateb yn Saesneg' - 'O,dyw hynny ddim yn iawn, mae'r safon yn gofyn am ymateb yn Gymraeg.' Maen nhw'n ymateb mewn ffordd gadarnhaol fel yna, felly rydw i'n credu - . Rydw i'n gyndyn o orbwysleisio. Rydw i'n deall y pwynt ynglŷn â'r diffyg hyrwyddo ac mae yna fwy o waith i'w wneud o ran hynny, ond rydw i'n credu bod y safonau yn gwneud gwahaniaeth.
English: Even though I agree that the standards promote and that regulation is a means of promotion, I think at the moment that isn't sufficient. I think we need much more than that. To an extent, I agree, but I think -
Welsh: Er fy mod i'n cytuno bod y safonau yn hybu a bod rheoleiddio'n fodd o hybu a hyrwyddo, rydw i'n meddwl ar y funud nad yw hynny'n ddigon. Rydw i'n meddwl ein bod ni angen llawer mwy na hynny. I raddau, rwy'n cytuno, ond rydw i'n meddwl -
English: Within that framework, you can then promote, in the sense that you support people to comply with the requirements. In a way, you're telling them, 'We're here to enable you to fulfil your duties towards the language.' Promotion is then for a purpose. Otherwise, without statutory requirements, there's a danger it will become something that's voluntary, ambiguous, optional, and that has problems. So, that's what I would say. There is a need for more promotion, I accept that, but that is a different point, I think.
Welsh: O fewn y fframwaith hwnnw, gallwch chi wedyn hyrwyddo, yn yr ystyr eich bod chi'n cefnogi pobl i gydymffurfio â'r gofynion. Rydych chi mewn ffordd yn dweud wrthyn nhw, 'Rydym ni yma i'ch galluogi chi i gyflawni eich dyletswyddau tuag at yr iaith.' Mae'r hyrwyddo i bwrpas wedyn. Fel arall, mae peryg i hyrwyddo heb ofynion statudol fynd yn rhywbeth gwirfoddol, amwys, opsiynol, ac mae gan hynny broblemau. Felly, dyna fuaswn i'n ei ddweud. Mae angen mwy o hyrwyddo, mi ydw i'n derbyn hynny, ond mae hynny'n bwynt gwahanol, rydw i'n meddwl.
English: I also think that there are a number of agencies, many people involved with promotion, a number of organisations are involved with promotion, but the way it's done is not co-ordinated at the moment. I do feel that people such as Coleg Cymraeg Cenedlaethol do some excellent work in marketing and promoting higher education through the medium of Welsh, Mudiad Meithrin, the National Centre for Learning Welsh. But, to a certain extent, people are working in silos. Nobody's drawing it together. I think, perhaps, along with this regulation, which is very important and crucial for us all, we do need some sort of system that draws all of these strands together. Yesterday, I attended a meeting at Flintshire County Council - it was a meeting of the Welsh in education strategy forum, including representatives of the council, Mudiad Meithrin and the mentrau - and one of the main things that were expressed was that there was nobody co-ordinating the marketing and selling the Welsh language as an important skill, both in education and in the workplace. I think that's gone missing somewhere. I think there's been too much emphasis on regulation. That is also important, but I do think that we need to make progress now; we need to move forward.
Welsh: Rydw i'n meddwl hefyd fod yna nifer o asiantaethau, nifer o bobl yn hyrwyddo, nifer o fudiadau yn hyrwyddo a hybu, ond nid yw'r modd y mae'n cael ei wneud yn cael ei gydlynu ar y funud. Rydw i'n teimlo bod pobl fel y Coleg Cymraeg Cenedlaethol yn gwneud gwaith arbennig yn marchnata ac yn hybu addysg uwch drwy gyfrwng y Gymraeg, y Mudiad Meithrin, a'r Ganolfan Dysgu Cymraeg Cenedlaethol. Ond mae pawb yn gweithio, i raddau, ar wahân. Nid oes neb yn tynnu'r holl beth at ei gilydd. Rydw i'n meddwl efallai, ochr yn ochr efo'r rheoleiddio yma sy'n bwysig iawn ac yn hanfodol inni i gyd, fod angen rhyw fath o system sy'n dod â phob dim at ei gilydd. Ddoe roeddwn i'n eistedd mewn cyfarfod yng Nghyngor Sir y Fflint - cyfarfod fforwm strategaeth y Gymraeg mewn addysg, sef y cynrychiolwyr o'r cyngor, mudiad a'r mentrau iaith, ac un o'r prif bethau yr oedd pawb yn ei deimlo oedd bod yna neb yn cydlynu'r marchnata ac yn gwerthu'r Gymraeg fel sgil pwysig ym myd addysg ac yn y gweithle. Rydw i'n meddwl bod hwnnw ar goll yn rhywle. Rydw i'n meddwl bod yna ormod o bwyslais efallai wedi bod ar y rheoleiddio yma. Mae hynny'n bwysig hefyd, ond rydw i'n meddwl ein bod ni angen symud ymlaen rŵan. Rydw i'n meddwl ein bod ni angen mynd i -
English: I would argue that I don't think there's been too much emphasis on regulation, but I think there is a need for the power of the legislation to move the agenda forward. But I do think that there is a gap in terms of the promotion. Certainly, there is a need to co-ordinate that.
Welsh: Buaswn i'n dadlau nad wyf i'n meddwl bod yna ormod o bwyslais wedi bod ar y rheoleiddio, ond efallai bod angen grym y ddeddfwriaeth i symud yr agenda ymlaen. Ond rydw i yn credu bod yna fwlch o ran yr hybu a'r hyrwyddo yn sicr. Mae yna angen cydlynu yna.
English: I'm sure that if we asked our students whether they know what the standards are, they probably wouldn't know, but if they were asked what their rights were, they would understand that. Perhaps we need to work on marketing the Welsh language to them, particularly in the areas that we work in.
Welsh: Rydw i'n siŵr, petasem ni'n gofyn i'n myfyrwyr ni, 'A ydych yn gwybod beth yw'r safonau?', efallai na fuasen nhw'n gwybod, ond pe baech chi'n gofyn iddyn nhw beth yw eu hawliau nhw, efallai eu bod nhw'n deall hynny. Efallai bod yna angen inni weithio ar farchnata'r iaith Gymraeg iddyn nhw, yn arbennig mewn ardaloedd fel rydym ni'n gweithio ynddyn nhw.
English: But we all do it individually at the moment, but there is a need, perhaps, for us all to do the same work. Perhaps there is a need for more co-ordination and more support for that co-ordination.
Welsh: Rydym ni i gyd yn ei wneud yn unigol yn ein sefydliadau nawr, ond mae angen efallai inni i gyd wneud yr un gwaith. Efallai bod angen mwy o gydlynu a mwy o gymorth i wneud y cydlynu hynny.
English: Does anyone else want to say something?
Welsh: A oes unrhyw un arall eisiau dweud rhywbeth?
English: No, I would agree that it has been separated in two, and feel that it's an opportunity now to bring both together and to work closer, and to have an influence perhaps and to co-ordinate and have an impact. There are a number of organisations that promote the Welsh language working separately to each other, and working perhaps in some silos. It's time now to bring everything together in order to have an impact, and better value for money, because there is duplication of work happening, I think.
Welsh: Na, byddwn i'n cytuno bod y peth wedi cael ei rannu'n ddau, ac rydw i'n teimlo ei bod hi'n gyfle rŵan i ddod â'r ddau at ei gilydd a gweithio'n agosach, a chael dylanwad efallai a chydlynu a chael effaith. Mae yna lot o fudiadau sy'n hyrwyddo'r iaith Gymraeg yn gweithio ar wahân i'w gilydd, efallai yn gweithio mewn rhyw silos. Mae'n hen bryd tynnu pob dim at ei gilydd er mwyn cael effaith, a gwell gwerth am arian hefyd, achos mae yna ddyblygu gwaith yn digwydd hefyd rydw i'n meddwl.
English: I would agree.
Welsh: Cytuno.
English: To a certain extent, I agree with you. I think there have been unrealistic expectations of the commissioner's role, and I think that was part of the build-up in terms of the creation of the post and the expectations. And I think that 'a champion for the Welsh language' is a title with some sort of curse attached to it, a sort of Greek curse on the person. There's no such thing as a Welsh language champion. You need a whole host or regiment of champions to promote the Welsh language in various different ways, and in the various domains within society. That was part of the problem. I agree there is a need - . I think what we need is a clearer remit, and a more specific remit for the commissioner. Rather than feeling that he or she has to promote the Welsh language in all aspects, which is clearly impossible, there should be a more clearly set out remit - the commissioner can promote in these ways, perhaps promoting good practice at a corporate level, promoting good practice within institutions that are captured under standards. There should be that linkage. But I do accept that we do need a clearer definition of the functions of the commissioner, and what the commissioner can do and what the duties of Government are.
Welsh: I ryw raddau, rydw i'n cytuno efo chi. Rwy'n credu bod yna ddisgwyliadau afrealistig wedi bod o swydd y comisiynydd, ac rydw i'n meddwl bod hynny'n rhan o'r build-up fuodd o ran creu y swydd a'r disgwyliadau. Rydw i'n meddwl bod y teitl 'pencampwr y Gymraeg' yn felltith o'r dechrau, fel rhyw felltith Roegaidd ar y person, achos nid oes sut beth â phencampwr y Gymraeg. Mae eisiau lleng o bencampwyr. Mae eisiau catrawd o bencampwyr i hyrwyddo'r Gymraeg mewn gwahanol amrywiol ffyrdd a pharthau o fewn cymdeithas. Felly, roedd hynny'n rhan o'r broblem. Rydw i'n cytuno bod angen - . Beth sydd angen ydy cylch gorchwyl mwy clir a phenodol i'r comisiynydd. Yn hytrach nag ei bod hi'n teimlo bod yn rhaid iddi hi - neu fo, pwy bynnag fydd y comisiynydd - hyrwyddo'r Gymraeg yn ei holl agweddau, sydd yn amhosib, bod yna gylch gorchwyl mwy clir - wel, gall y comisiynydd hyrwyddo yn y ffordd yma: efallai hyrwyddo arfer da corfforaethol, efallai hyrwyddo arfer da o weithredu o ran sefydliadau sy'n dod o dan adain safonau'r Gymraeg, bod yna gyswllt fel yna. Ond rydw i'n derbyn bod angen diffiniad cliriach o swyddogaeth y comisiynydd, a beth all y comisiynydd ei wneud a beth yw dyletswydd Llywodraeth, ac yn y blaen.
English: Thank you for that. We need to move on, but if you have further comments, you are welcome to write to us. David Melding.
Welsh: Diolch am hynny. Mae'n rhaid inni symud ymlaen. Os oes unrhyw sylwadau pellach ar hynny, croeso ichi ysgrifennu atom ni yn sicr. David Melding.
English: I think that's fair. I think we feel that they're very complex. It would be good to simplify them. We don't want to get rid of them, it's important that they're still there, but perhaps there is a need to simplify them and group them into situations where we could understand them better, where they'd be easier to interpret and easier to work with. Many of them are repetitive, with just something small changing in each one of them. I don't know how you feel, Lois.
Welsh: Rydw i'n meddwl bod hynny'n deg. Rydw i'n meddwl ein bod ni'n teimlo eu bod nhw'n hynod o gymhleth. Buasai'n braf i'w symleiddio nhw. Nid ydym ni eisiau cael gwared arnyn nhw, mae'n bwysig eu bod nhw'n dal yno, ond bod efallai angen eu symleiddio nhw a'u grwpio nhw i mewn i sefyllfaoedd lle buasem ni'n gallu eu deall nhw'n well a buasen nhw'n haws i'w dehongli ac yn haws gweithio efo nhw. Mae yna lot ohonyn nhw'n ailadroddus, ond jest bod rhywbeth bach yn newid ym mhob un. Nid wyf yn gwybod, Lois, sut rwyt ti'n teimlo.
English: I feel that the problem isn't necessarily the standard itself, but the interpretation of the standards and all of the documentation on interpretation. When you read those, you see, 'Well, in reality, it only relates to this, that and the other'. It's not clear to the user what exactly their rights are under the standards. So, I would say that it's not necessarily the standards that are the problem, but the whole interpretation that underpins them, which restricts people's rights.
Welsh: Rwy'n teimlo efallai taw nad y broblem yw'r safon yn ei hun, ond dehongli'r safonau sydd yn dod gydag e a'r holl ddogfennaeth ar ddehongli'r safonau. Os wyt ti'n darllen y rheini wedyn, rwyt ti'n gweld, 'O, mewn gwirionedd, mae e ddim ond yn berthnasol os wyt ti'n gwneud hyn, hyn, hyn a hyn'. Nid yw'n glir i'r defnyddwyr beth yn union yw eu hawliau nhw o dan y safonau. Felly, buaswn i'n dweud efallai nad y safonau eu hunain yw'r broblem, ond yr holl ddehongli y tu ôl i hynny, sy'n cyfyngu beth yw hawliau pobl.
English: I think over time, perhaps we'll be more familiar with the standards - we'll be more familiar with them because there are 160 of them; there are many of them and it's quite complex. When somebody's working internally with staff and we all have these massive spreadsheets, the meetings to go through them all take ages. Over a period of time, we'll be more familiar with them and will be able to say, 'Well, that's standard such and such'. Despite that, I still feel that they're too complex and that there is still a need to simplify them. To an extent, we've all done that ourselves within our own organisations - we've had to simplify them so that staff can understand them and students can understand them.
Welsh: Rydw i'n meddwl, dros amser, efallai fyddwn ni'n fwy cyfarwydd efo'r safonau - yn fwy cyfarwydd, achos mae yna 160 ohonyn nhw; mae yna lawer iawn ohonyn nhw ac mae o'n reit gymhleth. Pan fydd yna rywun yn gweithio'n fewnol efo staff yn fewnol ac rŷm ni i gyd â'r taenlennu anferthol yma, mae'r cyfarfodydd i fynd trwy bob un yn cymryd oriau. Dros gyfnod o amser, byddwn ni'n fwy cyfarwydd a gallwn ni ddweud, 'O, safon y peth a'r peth ydy hwn'. Serch hynny, rydw i'n dal i deimlo eu bod nhw'n dal i fod yn rhy gymhleth, mae'n dal i fod angen eu symleiddio nhw. I raddau, rydym ni i gyd wedi gwneud hynny ein hunain o fewn ein sefydliadau ein hunain - wedi gorfod eu symleiddio nhw er mwyn i staff eu deall nhw ac er mwyn i'r myfyrwyr eu deall nhw.