techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: It is 55 years since the then Prime Minister, Harold Wilson, warned that, if the country was to prosper, a new Britain would need to be forged in the white heat of a scientific revolution. That was Mr Wilson. Today, technological changes are so fast that skills are changing faster than formal educators can keep up with them. By the time a curriculum is crafted and approved by the various bodies and students finally graduate, their digital skills may not have kept pace with the technology. How will the Minister ensure that the educational institutions in Wales keep up with the pace of change in this world?
Welsh: Mae 55 mlynedd wedi bod ers i Brif Weinidog y DU ar y pryd, Harold Wilson, rybuddio, er mwyn i'r wlad ffynnu, y byddai angen creu Prydain newydd yng ngwres gwynias chwyldro gwyddonol. Mr Wilson a ddywedodd hynny. Heddiw, mae newidiadau technolegol yn digwydd mor gyflym fel bod sgiliau'n newid yn gynt nag y gall addysgwyr ffurfiol ddal i fyny â hwy. Erbyn i gwricwlwm gael ei lunio a'i gymeradwyo gan y cyrff amrywiol ac erbyn i fyfyrwyr raddio yn y pen draw, efallai na fydd eu sgiliau digidol wedi dal i fyny â'r dechnoleg. Sut y bydd y Gweinidog yn sicrhau bod sefydliadau addysgol yng Nghymru yn dal i fyny â chyflymder newid yn y byd hwn?
English: Thank you. You're absolutely right; it really is time for us to rethink that phrase 'the white heat of technology' and to adapt it to a new age. You're right; if we thought that was going quickly, I think the next phase is going to be even quicker. So, you're absolutely right; we need to have a much more flexible response to the changes that are going to be taking place. So, already, the digital skills that we're teaching our children will be out of date in a few years' time. That's why, first of all, we need to make sure that the people we have in, for example, our further education colleges, are up to speed, up to date, and that they have the right kind of technology and kit within their schools, and we're helping to fund some of that. But also that we underline the importance of lifelong learning, because unless we all start to take lifelong learning seriously, then I think we're going to get into trouble as a nation in terms of how we position ourselves for the future economy.
Welsh: Diolch. Rydych yn llygad eich lle; mae'n bryd inni ailystyried yr ymadrodd 'gwres gwynias technoleg' a'i addasu ar gyfer oes newydd. Rydych yn iawn; os oeddem yn credu bod hynny'n digwydd yn gyflym, credaf y bydd y cyfnod nesaf hyd yn oed yn gyflymach. Felly, rydych yn llygad eich lle; mae angen inni gael ymateb llawer mwy hyblyg i'r newidiadau a fydd yn digwydd. Felly, yn barod, bydd y sgiliau digidol rydym yn eu dysgu i'n plant wedi dyddio ymhen ychydig flynyddoedd. Dyna pam, yn gyntaf oll, y mae angen inni sicrhau bod y bobl sydd gennym, er enghraifft, yn ein colegau addysg bellach, yn ymwybodol o'r wybodaeth gyfredol, y wybodaeth ddiweddaraf, a bod ganddynt y math iawn o dechnoleg ac offer yn eu hysgolion, ac rydym yn helpu i ariannu peth o hynny. Ond hefyd, mae angen inni bwysleisio pwysigrwydd dysgu gydol oes, oherwydd oni bai bod pob un ohonom yn dechrau bod o ddifrif ynghylch dysgu gydol oes, credaf y byddwn mewn trafferth fel cenedl o ran sut rydym yn paratoi ar gyfer economi'r dyfodol.
English: Llyr, what I accept, because of continuing austerity, is that education is having to work in an atmosphere of restricted budgets. I acknowledge that and that's why I'm taking every opportunity that I can to get as much money to the front line as I can.
Welsh: Llyr, yr hyn rwy'n ei dderbyn, o ganlyniad i gyni parhaus, yw bod addysg yn gorfod gweithio mewn awyrgylch o gyllidebau cyfyngedig. Rwy'n cydnabod hynny a dyna pam rwy'n manteisio ar bob cyfle i ddarparu cymaint o arian ag y gallaf i'r rheng flaen.
English: Well, I didn't expect you not to recognise as much, to be honest, but the front line is now saying quite clearly that there is a crisis and that we have reached that crisis point. It's leading to increased class sizes, which I know is something that you don't wish to see. It's led to an over-reliance on teaching assistants, who very often aren't properly paid. It's having a detrimental impact on the curriculum, with reduced contact hours, teachers having to teach a broader range of subjects, and some subjects indeed just disappearing altogether. I'm just wondering whether you have in your mind a minimum level of per-pupil funding in Wales that is necessary to make sure that each child receives a decent education. I'm not going to ask you what it is, but I'm sure you do have, or least I hope that the Government has, some sort of idea of where the line is that we mustn't dip under at all costs. Indeed, at its national conference in November, NAHT Cymru said that school leaders simply don't know if there's enough money in the school system anymore and they called for a national audit of school budgets. I'm wondering whether you would consider undertaking such an audit.
Welsh: Wel, nid oeddwn yn disgwyl ichi beidio â chydnabod hynny, a dweud y gwir, ond mae'r rheng flaen yn dweud yn hollol glir bellach fod yna argyfwng a'n bod wedi cyrraedd y pwynt hwnnw o argyfwng. Mae'n arwain at ddosbarthiadau mwy o faint, a gwn fod hynny'n rhywbeth nad ydych yn dymuno'i weld. Mae wedi arwain at orddibyniaeth ar gynorthwywyr addysgu, nad ydynt, yn aml iawn, yn cael eu talu'n briodol. Mae'n cael effaith andwyol ar y cwricwlwm, gyda llai o oriau cyswllt, athrawon yn gorfod dysgu amrywiaeth ehangach o bynciau, a rhai pynciau, yn wir, yn diflannu'n gyfan gwbl. Tybed a ydych yn ystyried lefel sylfaenol o gyllid fesul disgybl yng Nghymru sy'n angenrheidiol er mwyn sicrhau bod pob plentyn yn derbyn addysg dda. Nid wyf am ofyn i chi beth yw'r lefel honno, ond rwy'n siŵr fod gennych, neu o leiaf rwy'n gobeithio bod gan y Llywodraeth ryw fath o syniad o ble mae'r llinell na ddylem fynd oddi tani ar unrhyw gyfrif. Yn wir, yn eu cynhadledd genedlaethol ym mis Tachwedd, dywedodd Cymdeithas Genedlaethol Prifathrawon Cymru nad yw arweinwyr ysgolion yn gwybod a oes digon o arian yn y system ysgolion mwyach ac roeddent yn galw am archwiliad cenedlaethol o gyllidebau ysgolion. Tybed a fyddech yn ystyried cynnal archwiliad o'r fath.
English: I am aware that it is the policy of NAHT to have a national funding formula. At this stage, I don't believe that that's appropriate. We have a diverse education system in Wales, whether that is delivering education in a very small rural school where the costs, obviously, are higher, or delivering education to a highly deprived community, where we know we need to put additional resources in to support those children. We have, as a Government, tried our very best in the recent budget funding rounds to protect local government spend, because that's where most schools get their resources from, through the revenue support grant. On top of that, I as the education Minister have increased the amount of money going into the pupil development grant, despite the difficult circumstances we find ourselves in. We have also identified money to assist with the reduction of class sizes in those areas where we know it'll make the biggest difference. All local authorities have seen the benefit of that investment.
Welsh: Rwy'n ymwybodol mai polisi Cymdeithas Genedlaethol y Prifathrawon yw cael fformiwla ariannu genedlaethol. Ar hyn o bryd, ni chredaf fod hynny'n briodol. Mae gennym system addysg amrywiol yng Nghymru, boed hynny'n ddarparu addysg mewn ysgol wledig fach iawn lle mae'r costau, yn amlwg, yn uwch, neu'n ddarparu addysg i gymuned ddifreintiedig iawn, lle y gwyddom fod angen inni ddarparu adnoddau ychwanegol er mwyn cefnogi'r plant hynny. Rydym ni, fel Llywodraeth, wedi ceisio ein gorau glas yn rowndiau cyllido'r cyllidebau diweddar i amddiffyn gwariant llywodraeth leol, gan mai dyna ble mae'r rhan fwyaf o ysgolion yn cael eu hadnoddau, drwy'r grant cynnal refeniw. Yn ychwanegol at hynny, rwyf fi, fel y Gweinidog addysg, wedi cynyddu'r swm o arian sy'n mynd i mewn i'r grant datblygu disgyblion, er gwaethaf ein hamgylchiadau anodd. Rydym hefyd wedi nodi arian i gynorthwyo'r broses o leihau maint dosbarthiadau yn yr ardaloedd lle y gwyddom y bydd hynny'n gwneud y gwahaniaeth mwyaf. Mae pob awdurdod lleol wedi elwa o'r buddsoddiad hwnnw.
English: But the funding picture is a rather discombobulated one, isn't it, when you look at, for example, the way the Government funds education. Some money goes to consortia and some money goes to local authorities - some of that goes to local authorities through the RSG, some of it goes to local authorities through grants, some goes straight to schools and, of course, we have 22 local authorities in Wales, which, basically, means 22 different formulas and, potentially, a postcode lottery in terms of how much funding is spent on each child depending on where they live. The reality, of course, is that the education budget has dropped this year. We've seen reports recently as well of sixth-form funding dropping by a fifth in the last six years, and even today reports of £4 million being drained out of education towards the apprenticeship levy. So, do you not believe that it is time to at least bring everybody together - all of the stakeholders: the councils, the consortia, the teachers, parents and pupils - just to look again at how Welsh schools are funded?
Welsh: Ond mae'r darlun o ran cyllido yn un dryslyd iawn, onid yw, pan edrychwch, er enghraifft, ar sut y mae'r Llywodraeth yn ariannu addysg. Mae peth arian yn mynd i gonsortia ac mae peth arian yn mynd i awdurdodau lleol - mae peth ohono'n mynd i awdurdodau lleol drwy'r grant cynnal refeniw, mae peth ohono'n mynd i awdurdodau lleol drwy grantiau, mae peth yn mynd yn syth i ysgolion, ac wrth gwrs, mae gennym 22 o awdurdodau lleol yng Nghymru, sydd, yn y bôn, yn golygu 22 o fformiwlâu gwahanol, ac o bosibl, loteri cod post o ran faint o arian sy'n cael ei wario ar bob plentyn yn dibynnu ar ble maent yn byw. Y gwir, wrth gwrs, yw bod y gyllideb addysg wedi gostwng eleni. Rydym wedi gweld adroddiadau diweddar hefyd sy'n dweud bod cyllid chweched dosbarth wedi gostwng un rhan o bump dros y chwe blynedd diwethaf, a hyd yn oed heddiw, ceir adroddiadau o £4 miliwn yn cael ei seiffno o addysg a thuag at yr ardoll brentisiaethau. Felly, onid ydych yn credu ei bod hi'n bryd dod â phawb at ei gilydd, o leiaf - yr holl randdeiliaid: y cynghorau, y consortia, yr athrawon, y rhieni a'r disgyblion - er mwyn edrych eto ar sut y mae ysgolion Cymru yn cael eu hariannu?
English: Well, Llyr, you're right; there are a number of ways in which individual schools are funded. I continue to believe that local authorities are best placed to be able to identify need in their own local area and respond accordingly. I was very grateful to receive assurances from Debbie Wilcox, leader of the Welsh Local Government Association, that local authorities would continue to prioritise funding in education. Where we have concerns that maybe money isn't getting to the front line, officials are involved in those discussions with regional consortia and individual local education authorities. As I've said previously, if people have concerns about the way in which notional education spend is calculated for the RSG, both I and the Cabinet Secretary for local government have said that we are happy to look at that data. But there is an understanding between us and Welsh local government that that will not be imposed upon them. They have to come to the table to ask that of us, but we stand ready to work with them if they feel now's the time to update the data with regard to calculations for education in the RSG.
Welsh: Wel, Llyr, rydych yn gywir; mae ysgolion unigol yn cael eu hariannu mewn sawl ffordd. Rwy'n parhau i gredu mai awdurdodau lleol sydd yn y sefyllfa orau i nodi angen yn eu hardal leol ac i ymateb yn unol â hynny. Roeddwn yn ddiolchgar iawn i dderbyn sicrwydd gan Debbie Wilcox, arweinydd Cymdeithas Llywodraeth Leol Cymru, y byddai awdurdodau lleol yn parhau i flaenoriaethu cyllid mewn addysg. Lle rydym yn pryderu efallai nad yw'r arian hwnnw'n cyrraedd y rheng flaen, mae swyddogion yn rhan o'r trafodaethau hynny gyda chonsortia rhanbarthol ac awdurdodau addysg lleol unigol. Fel rwyf wedi'i ddweud o'r blaen, os oes gan bobl bryderon ynghylch y ffordd y caiff gwariant tybiannol addysg ei gyfrifo ar gyfer y grant cynnal refeniw, mae Ysgrifennydd y Cabinet dros lywodraeth leol a minnau wedi dweud ein bod yn fwy na pharod i edrych ar y data hwnnw. Ond mae dealltwriaeth rhyngom ni a llywodraeth leol yng Nghymru na fydd hynny'n cael ei orfodi arnynt. Mae'n rhaid iddynt ddod at y bwrdd i ofyn hynny i ni, ond rydym yn barod i weithio gyda hwy os ydynt yn teimlo mai nawr yw'r amser i ddiweddaru'r data o ran cyfrifiadau ar gyfer addysg yn y grant cynnal refeniw.
English: Thank you, Presiding Officer. Cabinet Secretary, as you have overall responsibility for the education system in Wales, it's ultimately your responsibility to ensure that public funds are applied properly to the benefit of children and young people in Wales. How do you monitor how educational budgets are being used by local authorities, schools and consortia?
Welsh: Diolch, Lywydd. Ysgrifennydd y Cabinet, gan mai chi sydd â chyfrifoldeb cyffredinol am y system addysg yng Nghymru, eich cyfrifoldeb chi, yn y pen draw, yw sicrhau bod arian cyhoeddus yn cael ei ddefnyddio'n briodol er budd plant a phobl ifanc yng Nghymru. Sut rydych yn monitro'r modd y mae cyllidebau addysgol yn cael eu defnyddio gan awdurdodau lleol, ysgolion a chonsortia?
English: I would refer you to the answer I gave to Llyr Huws Gruffydd. We have in-depth conversations with individual local authorities, with the WLGA and with the regional consortia. If we are unclear that the funding is being allocated in a way that is satisfactory to us, then officials work with that organisation to provide clarity and we act accordingly.
Welsh: Fe'ch cyfeiriaf at yr ateb a roddais i Llyr Huws Gruffydd. Rydym yn cael trafodaethau manwl gydag awdurdodau lleol unigol, gyda CLlLC a chyda'r consortia rhanbarthol. Os nad ydym argyhoeddedig fod yr arian yn cael ei ddyrannu mewn ffordd sy'n foddhaol i ni, bydd swyddogion yn gweithio gyda'r sefydliad hwnnw i ddarparu eglurder ac rydym yn gweithredu'n unol â hynny.
English: Thank you for that answer, Cabinet Secretary. You'll perhaps be aware that the BBC reported today that approximately £4 million is being taken out of school budgets to pay for local authorities' apprenticeship levies to the UK Government. They're also reporting that while some councils are paying this levy out of the overall budget, 13 of them are paying it out of the school budgets. Amongst councils that are paying it out of the overall budget, their educational budget may well be affected unless the council has ring-fenced it. I know that the apprenticeship levy is a UK tax, and that you and the Welsh Government have absolutely no control over it, but can you tell us what impact that paying that apprenticeship levy is having on school budgets and the staff levels of schools?
Welsh: Diolch am eich ateb, Ysgrifennydd y Cabinet. Efallai eich bod yn ymwybodol fod y BBC wedi adrodd heddiw fod oddeutu £4 miliwn yn cael ei dynnu o gyllidebau ysgolion er mwyn talu am ardollau prentisiaethau awdurdodau lleol i Lywodraeth y DU. Maent hefyd yn adrodd, er bod rhai cynghorau yn talu'r ardoll hon o'r gyllideb gyffredinol, fod 13 ohonynt yn ei thalu allan o'r gyllideb ysgolion. Ymhlith y cynghorau sy'n ei thalu allan o'r gyllideb gyffredinol, mae'n bosibl yr effeithir ar eu cyllideb addysgol oni bai bod y cyngor wedi'i chlustnodi. Gwn mai treth y DU yw'r ardoll brentisiaethau, ac nad oes gennych chi a Llywodraeth Cymru reolaeth drosti o gwbl, ond a allwch ddweud wrthym pa effaith y mae talu'r ardoll brentisiaethau yn ei chael ar gyllidebau ysgolion a lefelau staff ysgolion?
English: The Member is right; the apprenticeship levy is not something that we have control over at the Welsh Government. We have raised, as a Government, our concerns with Westminster on how the apprenticeship levy is working. Officials meet regularly to raise concerns with the Department for Education on issues linked to apprenticeships, and we understand that officials in the Department for Education - [ Interruption. ]
Welsh: Mae'r Aelod yn llygad ei lle; nid yw'r ardoll brentisiaethau yn rhywbeth y mae gennym reolaeth arni yn Llywodraeth Cymru. Rydym wedi codi ein pryderon, fel Llywodraeth, gyda San Steffan, o ran sut y mae'r ardoll brentisiaethau yn gweithio. Mae swyddogion yn cyfarfod yn rheolaidd i godi pryderon gyda'r Adran Addysg ar faterion sy'n ymwneud â phrentisiaethau, a deallwn fod swyddogion yn yr Adran Addysg - [ Torri ar draws.]
English: We don't need a supporting act from Darren Millar to the Minister.
Welsh: Nid oes arnom angen act gefnogi gan Darren Millar i'r Gweinidog.
English: We understand that officials in the Department for Education are currently reviewing the operation of the apprenticeship levy and - [ Interruption.]
Welsh: Deallwn fod swyddogion yn yr Adran Addysg wrthi'n adolygu gweithrediad yr ardoll brentisiaethau ac - [ Torri ar draws.]
English: Sorry, Cabinet Secretary, but we now we have one of your fellow Cabinet Secretaries joining in, so let's stop it and allow the Cabinet Secretary to continue.
Welsh: Mae'n ddrwg gennyf, Ysgrifennydd y Cabinet, ond bellach mae gennym un o'ch cyd-Ysgrifenyddion y Cabinet yn ymuno, felly gadewch i ni roi'r gorau iddi a gadael i Ysgrifennydd y Cabinet barhau.
English: As I was trying to say, Presiding Officer, we are in dialogue with the Department for Education at Westminster regarding the operation of the apprenticeship levy. We have an urgent need to minimise the levy's impact on the apprenticeship programme in Wales. I understand why it is so frustrating that schools find themselves in this position, and that's why we need this programme to be reformed.
Welsh: Fel roeddwn yn ceisio'i ddweud, Lywydd, rydym yn cynnal trafodaethau gyda'r Adran Addysg yn San Steffan ynghylch gweithrediad yr ardoll brentisiaethau. Mae gwir angen sicrhau bod effaith yr ardoll ar y rhaglen brentisiaethau yng Nghymru cyn lleied â phosibl. Rwy'n deall pam ei bod hi mor rhwystredig fod ysgolion yn y sefyllfa hon, a dyna pam fod angen i'r rhaglen hon gael ei diwygio.
English: Cabinet Secretary, I'm very glad to hear that you're having conversations with Westminster about the impact of the apprentcieship levy. The additional learning needs Bill has introduced a presumption in favour of pupils with ALN being placed in mainstream schools. This is a move I wholeheartedly applaud. I grew up in an era when people with additional learning needs and disability were effectively segregated from the rest of the population. I really couldn't be happier that it's been consigned to the dustbin now. But at a time when there are increasing burdens on schools - school budgets being hit, as you've described - ALN provision is now in danger of being detrimentally affected, and I'm already hearing reports from constituents that support staff for children and young people with additional learning needs are being cut. However, Wales gets a payback from the UK Government from the apprenticeship levy. So, what discussions have you had with the Cabinet Secretary for Finance with regard to compensating local authorities and schools for the losses they've sustained because of the levy, such as refunding the levy paid, so that at least the schools don't lose out?
Welsh: Ysgrifennydd y Cabinet, rwy'n falch iawn o glywed eich bod yn cael trafodaethau gyda San Steffan ynglŷn ag effaith yr ardoll brentisiaethau. Mae'r Bil anghenion dysgu ychwanegol wedi cyflwyno rhagdybiaeth o blaid rhoi disgyblion sydd ag ADY mewn ysgolion prif ffrwd. Mae hwn yn gam rwy'n ei gymeradwyo'n fawr. Cefais fy magu mewn cyfnod pan oedd pobl ag anghenion dysgu ychwanegol ac anableddau wedi'u cadw ar wahân, i bob pwrpas, i weddill y boblogaeth. Ni allwn fod yn falchach fod hynny bellach yn y bin. Ond ar adeg pan fo beichiau cynyddol ar ysgolion - cyllidebau ysgolion yn cael eu taro, fel y disgrifiwyd gennych - mae darpariaeth ADY bellach mewn perygl o gael ei heffeithio'n andwyol, ac rwyf eisoes yn clywed adroddiadau gan etholwyr fod staff cymorth ar gyfer plant a phobl ifanc ag anghenion dysgu ychwanegol yn cael eu torri. Fodd bynnag, mae Cymru'n cael ad-daliad gan Lywodraeth y DU o'r ardoll brentisiaethau. Felly, pa drafodaethau a gawsoch gydag Ysgrifennydd y Cabinet dros Gyllid ynglŷn â digolledu awdurdodau lleol ac ysgolion am y colledion y maent wedi'u hwynebu oherwydd yr ardoll, megis ad-dalu'r ardoll a dalwyd, fel nad yw ysgolion ar eu colled o leiaf?
English: I can assure the Member that I have numerous conversations with the Cabinet Secretary for Finance over my priorities for investment in Welsh education. With regard to special educational needs, I welcome the support of the UKIP Member for our policy of transformation in this area of schools. If we are to raise standards and close the attainment gap, we cannot do that without supporting all of our students who have additional learning needs, and that's why we've allocated £20 million to implement the new legislation that this Assembly recently passed.
Welsh: Gallaf roi sicrwydd i'r Aelod fy mod yn cael llawer o sgyrsiau gydag Ysgrifennydd y Cabinet dros Gyllid ynglŷn â fy mhrif flaenoriaethau ar gyfer buddsoddi mewn addysg yng Nghymru. O ran anghenion addysgol arbennig, rwy'n croesawu cefnogaeth Aelod UKIP i'n polisi o drawsnewid yn y maes hwn mewn ysgolion. Os ydym am godi safonau a chau'r bwlch cyrhaeddiad, ni allwn wneud hynny heb gefnogi pob un o'n myfyrwyr sydd ag anghenion dysgu ychwanegol, a dyna pam rydym wedi dyrannu £20 miliwn er mwyn rhoi'r ddeddfwriaeth newydd a gyflwynwyd gan y Cynulliad hwn yn ddiweddar ar waith.
English: The Welsh Government, regional consortia and local authorities are collectively supporting schools in Montgomeryshire and, indeed, throughout the whole of Wales, to improve educational standards, in line with the priorities as set out in 'Our national mission'.
Welsh: Mae Llywodraeth Cymru, consortia rhanbarthol ac awdurdodau lleol ar y cyd yn cefnogi ysgolion yn Sir Drefaldwyn, ac yn wir, ledled Cymru gyfan, er mwyn gwella safonau addysgol, yn unol â'r blaenoriaethau a nodir yn 'Cenhadaeth ein Cenedl'.