English: Thank you, Minister, for your statement. You've responded to a number of questions that Llyr Gruffydd has already put down in terms of the timetable. But, can I just ask you this? One of the things that you mentioned in the statement was the importance of alternative routes into teaching. I've heard what you've just heard in response to Llyr Gruffydd about the opportunities that might be afforded to people who are out there, who are potential teachers, but can you tell us what you're actually doing as a Government to explore opportunities that might be there with people who currently have careers in the public sector, private sector, business and industry who might make great teachers and could be a fantastic asset to the teaching profession here in Wales, in order to ensure that they can have access to come into the classroom if a career change might be appropriate for them? We know that there has been some pressure in some parts of Wales on having sufficient numbers of teachers, particularly in the STEM subjects and in terms of having teachers who can teach through the medium of Welsh. I wonder what specific action you are taking in order to try and recruit into those specific subjects. One of the things that you haven't mentioned either are the opportunities that there may be for overseas-trained teachers to come into the Welsh system. At present, as I understand it, anybody in the European Economic Area who's a qualified teacher in any of those countries that form part of the EEA can come here and make a relatively swift transition to qualified teacher status. But, of course, there are many other education systems, many of which are more similar perhaps to ours than those in some parts of the EEA - Australia, Canada and some of the other systems around the world with similar standards to ours - who do not automatically receive qualified teacher status, even though many of those teachers have had many years dedicated to the teaching profession. I wonder, Minister, what consideration you and the Welsh Government are giving to those particular individuals, in order to remove what may be unnecessary barriers to them being able to come and work here in Wales in our schools. I also note that there was no specific reference to continuing professional development for teachers. You've made some references to this in previous statements that you've made, particularly in terms of the passport scheme that is out there and that people are able to take advantage of. But, in terms of mandating training for our teachers to ensure that they do continue to develop their skills so that we've got a highly skilled workforce out there, I just wonder whether you could tell us what further progress is being made in terms of CPD for our teaching staff. Again, I heard your response in terms of the leadership academy. I'm pleased that things are progressing with that. We know that the quality of leadership in our schools very often determines how good a school is and how well a school and children in those schools, and, indeed, the staff in those schools, actually perform. Again, I just wonder if you could point to some practical examples of where you think that best practice that you've said you've identified actually is, and how you expect the consortia to assist in rolling out that best practice to the schools in the areas for which they are responsible. Thank you.
Welsh: Diolch, Weinidog, am eich datganiad. Rydych chi wedi ymateb i nifer o gwestiynau y mae Llyr Gruffydd eisoes wedi'u gofyn ynglŷn â'r amserlen. Ond, a gaf i ofyn hyn i chi? Un o'r pethau y gwnaethoch chi sôn amdanynt yn y datganiad oedd pwysigrwydd llwybrau gwahanol i addysgu. Rwyf i wedi clywed yr hyn yr ydych chi newydd ei glywed wrth ateb Llyr Gruffydd ynglŷn â'r cyfleoedd y gellid eu rhoi i'r bobl sydd allan yna, a allai fod yn athrawon, ond a allwch chi ddweud wrthym beth yr ydych chi'n ei wneud, mewn gwirionedd, fel Llywodraeth, i archwilio cyfleoedd a allai fod ar gael i bobl sydd ar hyn o bryd mewn gyrfaoedd yn y sector cyhoeddus, y sector preifat, busnes a diwydiant a allai fod yn athrawon gwych ac a allai fod yn gaffaeliad arbennig i'r proffesiwn addysgu yma yng Nghymru, er mwyn sicrhau y gallant ddod i mewn i'r ystafell ddosbarth pe bai newid gyrfa yn briodol iddynt? Rydym yn gwybod y bu rhywfaint o bwysau mewn rhai rhannau o Gymru ar gael digon o athrawon, yn enwedig yn y pynciau gwyddoniaeth, technoleg, peirianneg a mathemateg (STEM) ac o ran cael athrawon sy'n gallu addysgu drwy gyfrwng y Gymraeg. Tybed pa gamau penodol yr ydych yn eu cymryd i geisio recriwtio i'r pynciau penodol hynny. Un o'r pethau nad ydych wedi sôn amdanynt ychwaith yw'r cyfleoedd a all fod i athrawon a hyfforddwyd dramor i ddod i mewn i system Cymru. Ar hyn o bryd, yn ôl yr hyn a ddeallaf, mae unrhyw un yn yr Ardal Economaidd Ewropeaidd sy'n athro cymwys yn unrhyw un o'r gwledydd hynny sy'n ffurfio rhan o'r AEE yn gallu dod yma a phontio yn gymharol gyflym i statws athro cymwysedig. Ond, wrth gwrs, mae llawer o systemau addysg eraill, a llawer ohonynt yn debycach efallai i'n system ni na'r rhai mewn rhannau o'r AEE - Awstralia, Canada a rhai o'r systemau eraill o gwmpas y byd sydd â safonau tebyg i'n rhai ni - nad ydynt yn cael statws athro cymwysedig yn awtomatig, er bod llawer o'r athrawon hynny wedi ymroi blynyddoedd lawer i'r proffesiwn addysgu. Tybed, Weinidog, pa ystyriaeth yr ydych chi a Llywodraeth Cymru yn ei rhoi i'r unigolion penodol hynny, er mwyn cael gwared ar rwystrau a allai fod yn ddiangen rhag iddynt hwy allu dod i weithio yma yng Nghymru yn ein hysgolion. Nodaf hefyd nad oedd cyfeiriad penodol at ddatblygiad proffesiynol parhaus i athrawon. Rydych wedi cyfeirio rhywfaint at hyn mewn datganiadau blaenorol yr ydych wedi'u gwneud, yn enwedig o ran y cynllun pasbort sydd ar gael i bobl allu manteisio arno. Ond, o ran gorchymyn hyfforddiant i'n hathrawon i sicrhau eu bod yn parhau i ddatblygu eu sgiliau fel bod gennym weithlu medrus iawn, tybed a allech chi ddweud wrthym pa gynnydd pellach sy'n cael ei wneud o ran datblygiad proffesiynol parhaus ein staff addysgu. Unwaith eto, clywais eich ateb ynglŷn â'r academi arweinyddiaeth. Rwy'n falch bod pethau'n symud ymlaen gyda hynny. Rydym yn gwybod mai ansawdd yr arweinyddiaeth yn ein hysgolion yn aml iawn sy'n pennu pa mor dda yw ysgol a pha mor dda y mae ysgol a phlant yn yr ysgolion hynny, ac, yn wir, y staff yn yr ysgolion hynny, yn perfformio mewn gwirionedd. Unwaith eto, tybed a allech chi dynnu sylw at rai enghreifftiau ymarferol o ble yn union y mae'r arfer gorau yr ydych wedi dweud eich bod wedi'i weld, a sut yr ydych yn disgwyl i'r consortia gynorthwyo i gyflwyno'r arfer gorau hwnnw i'r ysgolion yn y meysydd y maent yn gyfrifol amdanynt. Diolch.