English: Thank you very much, Minister, for grasping the nettle, because I think it's really important for the well-being, not just of learners, but also of teachers to have some certainty about how we're going to move forward on this important matter, because otherwise the poor old teachers are absolutely agonising over how they're going to get their students through this when they may have to quarantine a particular cohort of students for a couple of weeks, or even for a second period. So, I think this is a really helpful announcement. Equity is an aspiration but, frankly, in this situation, it's really difficult to see how we're going to achieve equity, because it depends on the rigour with which senior management teams are running their schools to ensure that we are containing any outbreak that a student or a teacher brings in from the community to the minimum amount of teachers, and it also depends on our personal circumstances. We're not teachers. We might be able to make a good fist at A-level politics, but unless our name's Dai Lloyd, we're not going to be able to teach our students biology. I'd be absolutely lost. So, I think we have to understand that if pupils aren't in school they're probably not going to be learning to the standard that they would be if they were in school. So, for a start, we have to make it perfectly acceptable for a student to want to redo a year, because if they've missed huge quantities of learning and haven't been able to get the A-levels that they want in order to go on to the next level say, for example, university, they need to be able to have a second chance at being able to demonstrate that they have that level of competency. But, equally, we can't just be passporting students through just because we want to be kind to them if they don't actually have the grounding required to follow higher education, and universities are quite right to emphasise that point. So, I strongly support this idea of a stakeholder group of a design and delivery advisory group who are going to help you decide on the rigour with which we are going to ensure that standards in Caernarfon, Caersws and Cardiff are going to be the same to ensure that people get particular qualifications. But, as you say, the rigour of this process is going to enable universities, with confidence, to be certain they can offer places to people, because they are very used to accepting different qualifications, because university education is one of our most successful exports and they're obviously assessing people who have -
Welsh: Diolch yn fawr iawn, Gweinidog, am fynd i'r afael â'r broblem, oherwydd rwy'n credu ei bod hi'n llesol iawn, nid yn unig i ddysgwyr, ond hefyd i athrawon gael rhywfaint o sicrwydd ynghylch sut y byddwn yn gweithredu ar y mater pwysig hwn, oherwydd fel arall mae'r hen athrawon druan yn poeni'n fawr am sut y byddant yn tywys myfyrwyr drwy hyn i gyd pan fydd yn rhaid iddyn nhw ynysu carfan benodol o fyfyrwyr am ychydig wythnosau, neu hyd yn oed am ail gyfnod. Felly, rwy'n credu bod hwn yn gyhoeddiad defnyddiol iawn. Mae tegwch yn ddyhead ond, a dweud y gwir, yn y sefyllfa hon, mae'n anodd iawn gweld sut y byddwn yn sicrhau tegwch, oherwydd mae'n dibynnu ar ba mor drylwyr y mae uwch dimau rheoli yn rhedeg eu hysgolion i sicrhau ein bod yn cyfyngu unrhyw achosion o'r haint y mae myfyriwr neu athro yn eu trosglwyddo o'r gymuned i gyn lleied o athrawon â phosib, ac mae hefyd yn dibynnu ar ein hamgylchiadau personol. Nid athrawon ydym ni. Efallai y gallem ni gael hwyl pur dda ar wleidyddiaeth Safon Uwch, ond oni bai mai Dai Lloyd yw ein henw ni, ni fyddem yn gallu dysgu bioleg i'n myfyrwyr. Byddem ar goll yn llwyr. Felly, rwy'n credu bod yn rhaid i ni ddeall, os nad yw disgyblion yn yr ysgol, mae'n debyg na fyddant yn dysgu i'r safon â phe baen nhw yn yr ysgol. Felly, i ddechrau, mae'n rhaid i ni ei gwneud hi'n gwbl dderbyniol i fyfyrwyr fod eisiau ail-wneud blwyddyn, oherwydd os ydyn nhw wedi colli llawer iawn o ddysgu ac nad ydynt nhw wedi gallu cael y graddau Safon Uwch sydd eu heisiau arnyn nhw er mwyn mynd ymlaen i'r cam nesaf, dyweder, er enghraifft, prifysgol, mae angen iddyn nhw gael ail gyfle er mwyn dangos bod ganddyn nhw y cymhwysedd hwnnw. Ond, yn yr un modd, ni allwn ni fod yn rhoi graddau i fyfyrwyr o ran caredigrwydd yn unig os nad oes ganddyn nhw'r sylfaen sydd ei hangen i ddilyn cwrs addysg uwch, ac mae prifysgolion yn llygad eu lle i bwysleisio hynny. Felly, rwy'n cefnogi'n gryf y syniad hwn o grŵp o randdeiliaid, o grŵp cynghori dylunio a darparu a wnaiff eich helpu i benderfynu pa mor drylwyr fyddwn ni o ran sicrhau y bydd safonau yng Nghaernarfon, Caersws a Chaerdydd yr un fath i sicrhau y caiff bobl gymwysterau penodol. Ond, fel y dywedwch chi, bydd trylwyredd y broses hon yn galluogi prifysgolion, i fod yn ffyddiog eu bod yn sicr y gallan nhw gynnig lleoedd i bobl, oherwydd maen nhw wedi hen arfer â derbyn cymwysterau gwahanol, oherwydd addysg prifysgol yw un o'n hallforion mwyaf llwyddiannus ac mae'n amlwg eu bod yn asesu pobl sydd -