techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I think there's a culture that can exist in schools where - . If I give you some examples of the kinds of things that happen in schools - when someone takes an interest in career development through taking responsibility, there are informal discussions that take place where a person is pushed to think, 'Well, can you genuinely do this work? Is it within your ability, because you're doing it part-time, or because you have taken a career break, to be able to do that work?' And I think we need to change that discussion: there are people with expertise, and we need to have a discussion - there are people with expertise, and we need to have that discussion that looks at people's different expertise as a way forward. There are people who, in the evidence that we gave, in discussing this particular issue, have had to give back their responsibilities - they've decided that the school doesn't facilitate the opportunities for people to take responsibility for teaching and learning. And, of course, there are big financial implications to that, because if there is school reorganisation, then pay is safeguarded for three years, but if someone is put in a situation where they think, 'Well, I can't do that work', then there is no safeguarding of pay. So, there is a career development impact, there's an emotional impact in terms of someone developing their career, but there is that financial impact too.
Welsh: Rydw i'n meddwl bod yna ddiwylliant yn gallu bod mewn ysgolion lle - . Os rhoddaf ychydig o enghreifftiau o'r math o bethau sy'n digwydd mewn ysgolion gan ein haelodau ni - pan mae rhywun yn cymryd diddordeb mewn datblygu eu gyrfa trwy gymryd cyfrifoldeb, mae yna drafodaethau anffurfiol weithiau'n digwydd lle mae yna wthio person i feddwl, 'Wel, a ydych chi wir yn gallu gwneud y gwaith yma? A ydy o o fewn eich gallu chi, oherwydd eich bod chi'n ei wneud o'n rhan-amser, neu achos eich bod chi wedi cymryd toriad gyrfa, i allu ymwneud â'r gwaith? Ac rydw i'n meddwl bod eisiau newid y drafodaeth yna - mae yna bobl efo arbenigedd, ac mae'n rhaid cael trafodaeth sy'n edrych ar arbenigedd pobl fel ffordd ymlaen yn fanna. Mae yna bobl sydd hefyd, yn y dystiolaeth gwnaethom ni ei rhoi, wrth drafod hynny, wedi gorfod rhoi eu cyfrifoldebau yn ôl - wedi penderfynu bod yr ysgol ddim yn hwyluso y cyfleoedd i bobl gymryd y cyfrifoldeb addysgu a dysgu. Ac, wrth gwrs, mae yna oblygiadau ariannol mawr i hynny, achos os oes ad-drefnu'n digwydd mewn ysgol, mae'r cyflogau yn cael eu diogelu am dair blynedd, ond os ydy rhywun yn cael ei osod mewn sefyllfa lle maen nhw'n teimlo, 'Nid ydw i'n gallu ymgymryd â'r gwaith', nid oes yna ddiogelu cyflog hefyd, felly mae yna impact datblygiad gyrfa, mae yna impact emosiynol o ran bod rhywun yn datblygu gyrfa, ond mae yna impact ariannol hefyd.
English: Just before going into questions about the law, I just wanted to ask whether there was any difference between the way staff within the education system are treated. For example, you mentioned earlier about classroom assistants: are the attitudes of some schools or authorities different for different sectors of staff?
Welsh: Jest cyn mynd i gwestiynau ynglŷn â'r gyfraith, roeddwn i jest eisiau gofyn a oedd unrhyw wahaniaeth rhwng sut mae staff o fewn y system addysg yn cael eu trin. Er enghraifft, roeddech chi'n sôn yn gynharach am gynorthwywyr dosbarth: a ydy agweddau rhai ysgolion neu awdurdodau addysg yn wahanol i sectorau gwahanol o staff?
English: If you could provide us with the report, or a link to the report when it is published -
Welsh: Os medrwch chi roi'r adroddiad, neu linc i'r adroddiad, pan ddaw e -
English: I will, certainly.
Welsh: Fe wnaf i, yn bendant.
English: - that would be great.
Welsh: - byddai hynny'n grêt.
English: There is a meeting in three weeks that I will be attending. I'll be the only one representing Wales unless the Welsh Government is there, and it is extremely important. I'm going there specifically to discuss the issue with other unions on how we apply this, and how we go on to change the culture that exists at the moment.
Welsh: Mae yna gyfarfod mewn tair wythnos y byddaf i'n mynd iddo fo. Fi ydy'r unig gynrychiolydd sy'n mynd o Gymru heblaw bod Llywodraeth Cymru yna, ac mae'n eithriadol o bwysig. Rydw i'n mynd yna yn benodol, rydw i'n meddwl, er mwyn cael cnoi cil yr undebau eraill am fel rydym ni'n cymhwyso hyn, a thrio mynd ati i newid y diwylliant sydd yna ar hyn o bryd.
English: Just in terms of Unison as well, could you answer the question with regard to whether you think it is more to do with a culture or a lack of awareness of the law, or a combination of the two things - what do you believe is at the root of this problem?
Welsh: Jest o ran Unsain hefyd, os ydych chi'n gallu ateb y cwestiwn o ran a ydych chi'n credu ei bod yn fwy i'w ymwneud â diwylliant, neu ddiffyg ymwybyddiaeth o'r gyfraith, neu dipyn bach o'r ddwy beth - beth ydych chi'n credu sydd wrth wraidd y broblem yma?
English: So, just more generally than with regard to classroom assistants, what do you believe can be done in terms of changing culture and poor practices by employers? I recognise the work that you're doing at a Westminster level, but is there anything else that could change what happens within your particular sectors?
Welsh: So, jest yn fwy cyffredinol na chynorthwywyr dosbarth, beth ydych chi'n credu sydd yn gallu cael ei wneud o ran newid diwylliant arferion gwael gan gyflogwyr? Rydw i'n cydnabod y gwaith yr ydych chi'n ei wneud ar lefel San Steffan, ond a oes yna unrhyw beth arall ydych chi'n credu y byddai'n gallu newid yr hyn sydd yn digwydd o fewn eich sectorau chi yn benodol?
English: I think, in terms of the response that we gave to the consultation, we looked at this specifically together, and we're talking about training for governing bodies. In education, governing bodies make big decisions regarding redundancies, pay and employment, and they are in the hands of lay members of society, and we acknowledge their work and important role and the time that they give, but I think we need to look at training not only for governing bodies, but also for school leaders, and look at the regulations and improve the information and the understanding hand in hand with a change of culture. As we talk about the devolution of pay and conditions, we have to really look and take advantage of that in terms of the well-being of our teachers and look at how we can create something that is national for Wales, but also looks after the workforce in every part of Wales and in every situation.
Welsh: Rydw i'n meddwl, o ran yr ymateb y gwnaethom ni ei wneud i'r ymgynghoriad, gwnaethom ni edrych ar hwn yn benodol efo'n gilydd, a rydym ni'n sôn am hyfforddiant i'r cylch llywodraethol. Mewn byd addysg, mae'r cylch llywodraethol yn gwneud penderfyniadau mawr ynglŷn â chyflogau, diswyddo, penodi, ac maen nhw yn nwylo aelodau lleyg o'r gymdeithas, ac rydym ni'n cydnabod y gwaith a rôl eithriadol o bwysig sydd gyda nhw a'r amser maen nhw'n ei rhoi, ond rydw i'n meddwl bod yn rhaid i ni wirioneddol edrych ar hyfforddiant nid yn unig i'r cylch llywodraethu, ond i arweinwyr yr ysgol, ac edrych ar y rheoliadau, ac wedyn gwella'r wybodaeth a dealltwriaeth law yn llaw efo newid diwylliant. Wrth i ni sôn am ddatganoli cyflogau ac amodau gwaith, mae'n rhaid inni wirioneddol manteisio ar hynny er lles ein haelodau ni o ran athrawon, ac edrych ar sut mae creu rhywbeth sydd yn genedlaethol i Gymru, ond hefyd yn edrych ar ôl y gweithlu ym mhob cwr o Gymru a phob amgylchiad.
English: Okay. Just in terms of the final question from me, it's not with regard to the staff, but do you recognise that there are parents who are on poor contracts themselves who come into the schools who face their own challenges? How do schools deal with a situation where they see perhaps that there are problems with parents juggling their particular situations and their requirements as parents? I know it's not the role of a school to be social workers, but I do know that they do end up being social workers by proxy sometimes. So, how can they support parents who are going through these situations?
Welsh: Ocê. Jest o ran - mae'n y cwestiwn olaf gen i, ddim am y staff, ond a ydych chi'n cydnabod rhieni sydd efallai â chontractau gwael eu hunain sydd yn dod i mewn i'r ysgol sydd yn cael sialensi eu hunain? Sut mae'r ysgol yn ymdrin â sefyllfa lle maen nhw'n gweld efallai bod yna broblemau gyda nhw yn jyglo'r hyn sydd yn ofynnol iddyn nhw fel rheini? Rwy'n gwybod nad rôl yr ysgol yw bod yn weithwyr cymdeithasol, ond rwy'n gwybod eu bod nhw'n diweddu lan yn bod yn weithwyr cymdeithasol proxy weithiau. Ond sut maen nhw'n gallu helpu rhieni sydd yn mynd trwy'r sefyllfa yma hefyd?
English: I'll start, therefore. Well, strangely enough, I was in a secondary school yesterday and I was looking at job descriptions and conditions of staff in the school, and what I was seeing was that teachers were really aware of this. I recognised that some were coming to the breakfast club on a voluntary basis because children were vulnerable and parents perhaps needed a chat, needed to work with the school. My feelings were going in two directions. There's no doubt about the commitment of school staff - the assistants, all the school staff, teachers and heads; the commitment is massive. Therefore, that is to be admired and to be praised. But I also realised that it did undermine their conditions of work because people work extremely hard at the moment. The workload is enormous. Wherever I go, I have a daily call many times a day from people who are finding things difficult because of the workload. But I'm also aware that they add to this work because they are aware - . The commitment's to pupils, but, by giving that commitment to pupils, it's to the families and to the communities as a whole. So, we need to look at that, I think, and appreciate it and see how we can do it in a sustainable way without it undermining the expectations that are on teachers, given all that accountability that is coming from all directions.
Welsh: Gwnaf i ddechrau, felly. Wel, yn rhyfedd iawn, roeddwn i mewn ysgol uwchradd ddoe diwethaf, ac roeddwn i edrych ar ddisgrifiad swydd ac amodau gwaith aelodau o staff yn yr ysgol, a beth roeddwn i'n gweld oedd bod athrawon yn gwbl ymwybodol o'r hyn. Roeddwn i'n sylweddoli bod hyn a hyn yn dod ar gyfer y clwb brecwast yn gwbl wirfoddol, achos bod y disgyblion yn rhai bregus, a bod rhieni angen, efallai, sgwrs, angen cydweithio efo'r ysgol. Roedd fy nheimladau i yn mynd dwy ffordd: (1) nid oes dwywaith am ymrwymiad staff ysgol - y cymorthyddion, holl staff yr ysgol, gan gynnwys athrawon a benaethiaid; mae'r ymrwymiad yn anferthol. Felly, mae hynny i'w edmygu a'i glodfori. Ond eto roeddwn i'n sylweddoli hefyd bod hynny'n tanseilio'u hamodau gwaith nhw achos mae pobl yn gweithio'n eithriadol o galed ar y funud. Mae llwyth gwaith yn anferthol. Lle bynnag rydw i'n mynd, rydw i'n cael galwad beunyddiol, sawl gwaith y diwrnod, ynglŷn â phobl sy'n ei chael hi'n anodd oherwydd y llwyth gwaith. Ond rydw i'n ymwybodol hefyd maen nhw'n ychwanegu at y gwaith yma dim ond achos eu bod nhw'n ymwybodol - . Mae'r ymrwymiad i ddisgyblion, ac, wrth roi ymrwymiad i'r disgyblion, mae o i'r teuluoedd ac i'r cymunedau cyfan. Mae'n rhaid inni edrych ar hynny, rydw i'n meddwl, a'i werthfawrogi o a hefyd gweld sut mae ei wneud o'n gynaliadwy heb iddo danseilio'r disgwyliadau sydd ar athrawon, o ystyried yr holl atebolrwydd sy'n dod o bob cyfeiriad.
English: Well, it is the responsibility of all schools to ensure equality for all in terms of professional development, and, in doing so, we're talking about people who are in the post full time, or people who are away because of illness, people who have specific needs, someone who is on maternity leave. There is a requirement to monitor this, and it is the responsibility of the head. But, when we come to funding, when I respond to consultations, schools are asking for responses, I always refer to the impact of the workload and the impact of equality, and I don't think that any school can say comfortably that they know how to deal with those issues. They'll respond, and I appreciate that, but I realise in putting forward my comments that the most important thing for me is that I have placed it there as something that they have to consider, and that they have to be challenged on in the process, and beyond.
Welsh: Wel, mae o'n gyfrifoldeb pob ysgol i sicrhau cydraddoldeb i bawb o ran datblygiad proffesiynol, ac, wrth ddweud hynny, rydym ni'n sôn am bobl sydd yn y swydd drwy'r amser, neu bobl sydd i ffwrdd oherwydd salwch, pobl sydd ag anghenion penodol, rhywun sydd i ffwrdd ar famolaeth. Mae gofyn monitro, ac mae o'n gyfrifoldeb y pennaeth. Ond rydw i'n meddwl, yn aml iawn, pan fyddem ni'n dod i gyllido, pan fyddaf i'n ymateb i ymgynghoriadau, mae ysgolion yn gofyn am sylwadau. rydw i bob amser yn cyfeirio at impact llwyth gwaith a hefyd impact cydraddoldeb, ac nid ydw i'n meddwl bod yr un ysgol hyd yn hyn yn gallu dweud yn gyfforddus eu bod nhw'n gwybod sut mae delio â hynny. Fe wnawn nhw ymateb, ac rydw i'n gwerthfawrogi, ond rydw i'n sylweddoli wrth ei gyflwyno fo yn fy sylwadau mai'r peth pwysicaf i mi ydy fy mod i wedi ei roi o yna fel rhywbeth mae'n rhaid iddyn nhw fod yn troi ato fo, ac mae'n rhaid iddyn nhw gael ei herian arno fo yn ystod y broses, a thu hwnt i'r broses.
English: Yes, it's a discussion and, as we've heard in this meeting already, the devolution of pay and conditions provides a real opportunity for us all to look at ensuring the most purposeful workplace for the workforce.
Welsh: Wel, ydy, mae'n drafodaeth ac, fel rydym ni wedi cael clywed yn y cyfarfod yma'n barod, mae datganoli cyflogau ac amodau gwaith yn creu cyfle gwirioneddol i bawb ohonom ni fod yn edrych ar sicrhau y gweithle mwyaf pwrpasol ar gyfer y gweithlu.
English: I want to touch on one thing regarding people who work on their own, because it is an issue in education as well. While we're talking about schools that are part of a local authority - the majority - we have a large number of teachers and members of the union who do supply work, and when we look at supply work, we've seen that change greatly over the last few years, with our concern about agencies. I know that a discussion on this happens quite regularly here, and it's a discussion that needs to be moved forward with because we'll be seeing money flowing out of the sector, but also the lack of rights - lack of rights in terms of maternity, sickness, pensions and general work conditions. We have to address that, and we have to address it very quickly. The union's conference was held last Friday and Saturday, and it was an issue that was discussed at length in the conference as something that we do need to discuss, and ensure that every teacher, in terms of our members in the workforce, is treated equally, and that the conditions allow that.
Welsh: Rydw i am gyffwrdd ag un peth ynglŷn â phobl sy'n gweithio ar eu pennau eu hunain, achos mae o yn fater yn addysg hefyd. Pan rydym ni'n sôn am ysgolion sy'n rhan o awdurdodau lleol - y niferoedd llethol - mae gennym ni nifer fawr o athrawon ac aelodau sydd gennym ni o'r undeb sydd yn gwneud gwaith cyflenwi, a phan rydym ni'n edrych ar waith cyflenwi, rydym ni wedi gweld y newid yna yn syfrdanol dros y blynyddoedd diwethaf yma, gydag ein pryder ni am asiantaethau. Rydw i'n gwybod ei bod hi'n drafodaeth sy'n digwydd yma'n gyson, ac mae'n drafodaeth y mae'n rhaid symud ymlaen efo hi achos mi fyddwn ni'n gweld arian yn llifo allan o'r sector, ond hefyd y diffyg hawliau - diffyg hawliau o ran mamolaeth, salwch, pensiynau a'r amodau gwaith cyffredinol. Mae'n rhaid inni fynd i'r afael efo hynny, ac y mae'n rhaid inni fynd i'r afael efo fo yn sydyn iawn. Roedd cynhadledd yr undeb ddydd Gwener a dydd Sadwrn diwethaf, ac roedd yn fater a oedd yn cael ei drafod yn helaeth yn y gynhadledd fel rhywbeth y mae'n rhaid inni fod yn ei drafod, a sicrhau - wyddoch chi - fod pob athro, o ran ein haelodau ni yn y gweithlu, yn cael ei drin yn gydradd, a bod yr amodau yn caniatáu hynny.
English: I was just going to say that it's not an area that I have spent a great deal of time on, but the one thing that did strike me was - in the same way as with shared parental leave - how do we have that discussion. How can that discussion take place? Once again, I think that we've said it time and time again in this meeting: whatever the regulations are, whatever the pathways are in terms of rights and the law, how can we have that culture change? How can we have that confident discussion within the workforce? That's the challenge for us.
Welsh: Roeddwn i'n mynd i ddweud, nid yw'n faes rydw i wedi gallu treulio llawer o amser arno fo. Yr un peth a oedd yn fy nharo i oedd - yn yr un modd efo gofal rhieni a oedd yn cael ei rannu - sut y mae cael y drafodaeth honno. Sut mae'r drafodaeth honno yn gallu digwydd? Unwaith eto, rwy'n meddwl ein bod wedi ei ddweud drosodd a throsodd yn y cyfarfod yma: beth bynnag ydy'r rheoliadau, beth bynnag ydy'r llwybrau sydd yn cael eu dilyn o ran hawliau a'r gyfraith, sut y mae cael y newid diwylliant? Sut mae cael y drafodaeth hyderus honno yn y gweithlu? Dyna fydd yr her i ni.
English: It's not a discussion -
Welsh: Nid ydy hi'n drafodaeth -
English: - that I've been having.
Welsh: Na, ddim unrhyw drafodaeth rydw i wedi bod ynddi hi.
English: It's not an area that I'm involved in. I don't feel that it would be right for me to speak about an area that I'm not involved in, specifically. I don't want to mislead you.
Welsh: Nid ydy o'n faes rydw i'n ymwneud efo fo. Ni fyddwn i'n teimlo ei fod o'n iawn i fi siarad am faes nad ydw i'n ymwneud efo fo'n benodol, felly - rhag ofn fy mod i'n camarwain.
English: We share information, yes, with our members, but there are a number of things at the moment where we're working jointly in terms of working conditions in general. I think our response to the consultation was discussing what the expectations are, what the rights are, for the teaching schools side of things, where there is more and more of a need to raise awareness and to shatter myths about the things that do scare schools and concern schools. I think we have a job of work to do together as employers and unions on that. I think, if we want to change the culture, we have to work jointly, and recently, haven't we, we've been working together on things like the workload of teachers. A lot of work has been done recently, including the consortia, the local authorities and ourselves, where we look at what the rights are and how we can shatter some of the myths that are of concern to the employer and also concern employees.
Welsh: Rydym ni'n rhannu gwybodaeth, ydym, efo'n haelodau ni, ond mae yna sawl peth ar y funud lle'r ydym ni'n gweithio ar y cyd ynglŷn ag amodau gwaith yn gyffredinol. Rydw i'n meddwl yn ein hymateb ni i'r ymgynghoriad un peth rydym ni wedi bod yn sôn amdano fo o ran beth ydy'r disgwyliadau, beth ydy'r hawliau, ydy'r ochr addysgu ysgolion, lle mae angen mwy a mwy o godi ymwybyddiaeth a chwalu mythau ynglŷn ag elfennau - y pethau sydd yn codi ofn ar ysgolion, y pethau sy'n pryderu'r ysgolion. Rydw i'n meddwl bod gennym ni job o waith i'w wneud gyda'n gilydd fel cyflogwyr ac undebau ar hynny. Rydw i'n meddwl os ydym ni ishio newid diwylliant, mae'n rhaid inni fod yn cydweithio, ac rydym ni wedi bod yn ddiweddar, onid ydym, ynglŷn â phethau fel llwyth gwaith athrawon. Mae yna lot o waith wedi cael ei wneud yn ddiweddar, gan gynnwys y consortia, yr awdurdodau lleol a ninnau, lle'r ydym ni yn edrych ar beth ydy hawliau a sut mae chwalu rhai o'r mythau sydd yn pryderu'r cyflogwr ac yn pryderu'r cyflogai hefyd.
English: I'm not aware - .
Welsh: Nid wyf i'n ymwybodol -
English: Do you mean gathering the information or the availability of that information?
Welsh: A ydych chi'n meddwl casglu'r wybodaeth neu argaeledd y wybodaeth?
English: Well, it's important that we do get that information and that it's consistent, because in terms of teachers, we're talking about ensuring that the requirements of the workforce are met. We have to look at the workforce. If we're planning the workforce, then the more information that we have, the better. It's something that is developing now in terms of teachers in Wales, but that information does need to be available and that availability does need to be ensured in all aspects of this, especially with the devolution of pay and conditions. We do need to be planning specifically for the workforce in Wales, so we need that Welsh information and that that information is available readily.
Welsh: Wel, mae'n bwysig ein bod ni yn ei gael o a'i fod yn gyson, achos rydym ni yn sôn, o ran athrawon, ynglŷn â sicrhau anghenion y gweithlu. Mae'n rhaid inni fod yn edrych ar y gweithlu. Os ydym ni'n cynllunio'r gweithlu, y mwyaf o wybodaeth sydd gennym ni, y gorau'n y byd fydd hi. Mae'n rhywbeth, rydw i'n meddwl, sydd yn datblygu nawr o ran athrawon yng Nghymru, ac mae angen i wybodaeth fod ar gael a bod yr argaeledd yna ym mhob agwedd, yn enwedig gyda datganoli cyflogau ac amodau gwaith. Mae'n rhaid ein bod ni'n cynllunio'n benodol ar gyfer y gweithlu yng Nghymru, ac felly rydym ni angen y wybodaeth yna a bod y wybodaeth yna ar gael ac ar gael yn hylaw.
English: I'm not familiar with that portal, so it's difficult for me to make specific comments on it, in case I - . But it is something that I will certainly be looking at after this meeting.
Welsh: Nid wyf i'n gyfarwydd â'r portal yna, felly mae'n anodd imi wneud sylw penodol, rhag ofn fy mod i'n - . Ond bydd o'n rhywbeth, yn bendant, y bydd yn rhaid inni droi ato fo ar ôl y cyfarfod heddiw.
English: Looking at the national picture, we also need to look at it with regard to specific areas, because we have to look - . We have an opportunity, with the devolution of pay and conditions, to look at the teaching workforce nationally. But we also must be looking at it at a regional level as well. If you look at the processes that we're going through with redundancies, you're looking at the opportunities to have access to alternative posts, when you look at opportunities to relocate teachers to other posts. That's very difficult when you live in rural areas where there are no posts and you lose your job. What are the implications of that? There are ramifications with regard to your career development, but there are also implications with regard to your family life, because you may have to travel far and wide. We've come across teachers who have to travel and hour and a half and more to their schools every day in order to maintain those posts. So, if we do have that information, we need to look at it at a national level, but we should also be able to analyse it and that should be a flexible system, so that we can analyse it for the benefit of the workforce.
Welsh: O edrych arno fo'n genedlaethol, mae'n rhaid inni edrych arno fo o ran ardaloedd penodol hefyd, achos mae'n rhaid inni edrych - . Mae gennym ni gyfle efo datganoli cyflogau ac amodau gwaith i edrych ar y gweithlu athrawon yn genedlaethol, ond mae'n rhaid inni fod yn edrych arno fo ar lefel ranbarthol hefyd. Os ydych chi'n edrych ar y prosesau rydym ni'n mynd drwyddyn nhw efo diswyddiadau diddiwedd, rydych chi'n edrych ar y cyfleoedd i gael mynediad at swyddi amgen, pan rydych chi'n edrych ar y cyfleoedd i adleoli athrawon i swyddi eraill. Mae hynny'n eithriadol o anodd, pan rydych chi'n byw mewn ardaloedd gwledig lle nad oes yna swyddi ac rydych chi'n colli'ch swydd. Beth ydy goblygiadau hynny? Mae goblygiadau o ran eich datblygiad gyrfa chi, ond mae yna oblygiadau o ran eich bywyd teuluol, achos, yn sydyn, efallai eich bod chi'n gorfodi teithio ymhell, bell. Rydym ni'n dod ar draws athrawon sy'n teithio awr a hanner a mwy i'w hysgolion bob dydd er mwyn cynnal swyddi. Felly, os oes gwybodaeth yn dod, mae'n rhaid inni edrych arno fo ar lefel genedlaethol, fel ein bod ni'n gallu ei ddadansoddi fo - ei fod o'n un hyfyw ond ei fod yn hyblyg hefyd er mwyn ei ddadansoddi fo er lles y gweithlu.