techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Minister. I'll just repeat: by contrast, in England, there were noticeable increases in French and Spanish from 2019-20, and that, since records began, Spanish has increased to 100,000 plus. It's completely different to our numbers, which are declining. Also, we have seen the modern foreign language teachers numbers in German and French decline by 14 per cent and 15 per cent respectively over the last five, six years. Is one of the causes of the Global Futures programme failing the lack of teachers coming forward, and, if so, what steps are you doing to rectify that, please, particularly, as you said, because the new curriculum presents us with so many opportunities, as does, potentially, changing the school day? So, we need to have these teachers in place so people are able to have those modern language opportunities if they desire, going forward. Thank you.
Welsh: Diolch, Weinidog. Rwyf am ailadrodd: mewn cyferbyniad, yn Lloegr, cafwyd cynnydd amlwg mewn Ffrangeg a Sbaeneg o 2019-20, ac ers dechrau cadw cofnodion, mae Sbaeneg wedi cynyddu i 100,000 a mwy. Mae'n hollol wahanol i'n niferoedd ni, sy'n gostwng. Hefyd, rydym wedi gweld niferoedd athrawon ieithoedd tramor modern mewn Almaeneg a Ffrangeg yn gostwng 14 y cant a 15 y cant yn y drefn honno dros y pum, chwe blynedd diwethaf. Ai un o'r rhesymau pam fod y rhaglen Dyfodol Byd-eang yn methu yw prinder athrawon, ac, os felly, pa gamau yr ydych yn eu cymryd i unioni hynny, os gwelwch yn dda, yn benodol, fel y dywedoch chi, am fod y cwricwlwm newydd yn rhoi cynifer o gyfleoedd i ni, fel y mae newid y diwrnod ysgol o bosibl? Felly, mae angen inni gael yr athrawon hyn ar waith fel y gall pobl fanteisio ar y cyfleoedd hynny ym maes ieithoedd modern os dymunant, wrth symud ymlaen. Diolch.
English: I agree with the challenge that the Member describes in terms of recruitment. We have, of course, got an incentive scheme to encourage teachers into subjects such as some of the ones that she's referred to, which have been challenging in terms of recruitment in the past. And actually, those schemes do in fact lead to beneficial outcomes. I do think that it's a mix of challenges, really. One of the aspects of our education reform that I think may have a bearing on how this could look different in the future is the internationalisation of the education system generally in Wales through the Taith programme, which, although probably the focus has been on higher education, also benefits further education, schools as well, and youth services. So, I think there's a very exciting opportunity as part of that to raise the profile in our schools, alongside the new curriculum, of the importance of modern foreign languages, as well as the teaching of Welsh, of course.
Welsh: Rwy'n cytuno â'r her y mae'r Aelod yn ei disgrifio o ran recriwtio. Wrth gwrs, mae gennym gynllun cymhelliant i annog athrawon i bynciau fel y rhai y cyfeirir atynt, sydd wedi bod yn heriol o ran recriwtio yn y gorffennol. Ac mewn gwirionedd, mae'r cynlluniau hynny'n arwain at ganlyniadau buddiol. Rwy'n credu bod cymysgedd o heriau, mewn gwirionedd. Un o'r agweddau ar ddiwygio addysg a allai effeithio ar sut y gallai hyn edrych yn wahanol yn y dyfodol yw rhyngwladoli'r system addysg yn gyffredinol yng Nghymru drwy'r rhaglen Taith, sydd, er bod y ffocws wedi bod ar addysg uwch, hefyd o fudd i addysg bellach, ysgolion hefyd, a gwasanaethau ieuenctid. Felly, rwy'n credu bod cyfle cyffrous iawn yn rhan o hynny i godi proffil pwysigrwydd ieithoedd tramor modern yn ein hysgolion, ochr yn ochr â'r cwricwlwm newydd, yn ogystal ag addysgu'r Gymraeg, wrth gwrs.
English: Thank you, Minister. Now moving to a more sobering subject, but an important one to address today, Minister, the situation in Ukraine is heartbreaking, and certainly not something I'm sure any of us thought we'd ever see again in Europe. It was made clear yesterday that we all want to see Wales as a refuge for Ukrainian refugees fleeing the conflict. In order to accommodate the children and give them the education they need and deserve when they are here, we need to be prepared. Minister, with a general lack of teachers across Wales, and a large number of schools oversubscribed, what steps are you taking to ensure that we are able to welcome these children into our Welsh education system with open arms?
Welsh: Diolch, Weinidog. Nawr, gan symud i bwnc mwy sobreiddiol, ond un pwysig i fynd i'r afael ag ef heddiw, Weinidog, mae'r sefyllfa yn Wcráin yn dorcalonnus, ac yn sicr nid yw'n rhywbeth yr oedd unrhyw un ohonom yn meddwl y byddem byth yn ei weld eto yn Ewrop, rwy'n siŵr. Fe'i gwnaed yn glir ddoe ein bod ni i gyd eisiau gweld Cymru fel lloches i ffoaduriaid Wcráin sy'n dianc rhag y gwrthdaro. Er mwyn darparu ar gyfer y plant a darparu'r addysg y maent ei hangen ac yn ei haeddu pan fyddant yma, mae angen inni fod yn barod. Weinidog, gyda phrinder athrawon cyffredinol ledled Cymru, a nifer fawr o ysgolion yn llawn, pa gamau yr ydych yn eu cymryd i sicrhau ein bod yn gallu croesawu'r plant hyn i'n system addysg yng Nghymru gyda breichiau agored?
English: Well, I dispute the point that the Member makes in terms of the general lack of teachers in our system. I don't think that's a remotely fair reflection of the situation that we are in, but I would associate myself with the sentiment in her question about how important it is for us in Wales to be able to extend our welcome to those leaving and fleeing Ukraine. And the Member will have heard the points that the First Minister made yesterday in the Chamber in relation to our ambitions as a nation in relation to that, and you may also have heard the comments that there are discussions with local government partners in relation to how we can work together to make sure that we are best placed to welcome those who may move here - and we hope that they do - and that will be part of those discussions.
Welsh: Wel, rwy'n anghytuno â'r pwynt y mae'r Aelod yn ei wneud ynghylch prinder cyffredinol o athrawon yn ein system. Nid wyf yn credu bod hwnnw'n adlewyrchiad teg o'r sefyllfa yr ydym ynddi o bell ffordd, ond byddwn yn cytuno â'r teimlad yn ei chwestiwn ynghylch pa mor bwysig yw hi ein bod ni yng Nghymru yn gallu estyn ein croeso i'r rhai sy'n gadael ac yn ffoi o Wcráin. A bydd yr Aelod wedi clywed y pwyntiau a wnaeth y Prif Weinidog ddoe yn y Siambr mewn perthynas â'n huchelgeisiau fel cenedl yn y cyd-destun hwnnw, ac efallai eich bod hefyd wedi clywed bod trafodaethau gyda phartneriaid llywodraeth leol ynglŷn â sut y gallwn gydweithio i sicrhau ein bod yn y sefyllfa orau i groesawu'r rhai a allai symud yma - ac rydym yn gobeithio y byddant yn gwneud hynny - a bydd hynny'n rhan o'r trafodaethau hynny.
English: Thank you, Llywydd, and I'd like to declare an interest that my husband works for Swansea University.
Welsh: Diolch, Llywydd, a hoffwn ddatgan diddordeb bod fy ngŵr yn gweithio i Brifysgol Abertawe.
English: Diolch, Weinidog. Qualifications Wales was established in August 2015, and is an independent regulatory body set up to ensure that qualifications are effective for meeting the reasonable needs of learners in Wales and to promote public confidence in qualifications and the Welsh qualifications system. Qualifications Wales must produce an annual report detailing how it has exercised its functions. However, there is no legal requirement for Qualifications Wales to be reviewed independently after a set time frame. The current arrangements do not allow for regular independent review to ensure that the body is working in the best interests of the education sector and has the appropriate powers to fulfil its purpose, especially when we think now of the substantial changes currently being made to qualifications and GCSEs that we've seen recently. In England, Ofqual employs a standards advisory board, made up of independent assessment specialists, to review research and make recommendations on maintaining standards. Similarly, the Scottish Qualifications Authority Act 2002 ensured that an advisory council was established as a part of the SQA. This council provides consistent advice to SQA and Scottish Ministers and allows for incidental or supplementary provision as Scottish Ministers think fit. So, I'd be interested to hear whether the Minister agrees it would be beneficial for Qualifications Wales to follow these examples of statutory governance structures and to be regularly and independently reviewed to help meet the core aims of the body. Diolch.
Welsh: Diolch, Weinidog. Sefydlwyd Cymwysterau Cymru ym mis Awst 2015, ac mae'n gorff rheoleiddio annibynnol a sefydlwyd i sicrhau bod cymwysterau'n effeithiol ar gyfer diwallu anghenion rhesymol dysgwyr yng Nghymru ac i hyrwyddo hyder y cyhoedd mewn cymwysterau a system gymwysterau Cymru. Rhaid i Cymwysterau Cymru lunio adroddiad blynyddol sy'n nodi sut y mae wedi arfer ei swyddogaethau. Fodd bynnag, nid oes gofyniad cyfreithiol i Cymwysterau Cymru gael ei adolygu'n annibynnol ar ôl cyfnod penodol o amser. Nid yw'r trefniadau presennol yn caniatáu adolygiad annibynnol rheolaidd i sicrhau bod y corff yn gweithio er lles gorau'r sector addysg a bod ganddo'r pwerau priodol i gyflawni ei ddiben, yn enwedig pan fyddwn yn meddwl yn awr am y newidiadau sylweddol sy'n cael eu gwneud ar hyn o bryd i gymwysterau a TGAU fel y gwelsom yn ddiweddar. Yn Lloegr, mae Ofqual yn defnyddio bwrdd cynghori ar safonau, sy'n cynnwys arbenigwyr asesu annibynnol, i adolygu ymchwil a gwneud argymhellion ar gynnal safonau. Yn yr un modd, sicrhaodd Deddf Awdurdod Cymwysterau'r Alban 2002 fod cyngor ymgynghorol yn cael ei sefydlu fel rhan o Awdurdod Cymwysterau'r Alban. Mae'r cyngor hwn yn rhoi cyngor cyson i Awdurdod Cymwysterau'r Alban a Gweinidogion yr Alban ac yn caniatáu darpariaeth gysylltiedig neu atodol fel y gwêl Gweinidogion yr Alban yn dda. Felly, byddai'n dda gennyf glywed a yw'r Gweinidog yn cytuno y byddai'n fuddiol i Cymwysterau Cymru ddilyn yr enghreifftiau hyn o strwythurau llywodraethu statudol a chael eu hadolygu'n rheolaidd ac yn annibynnol i helpu i gyflawni nodau craidd y corff. Diolch.
English: Well, I will need to remind myself in a different context of the statutory underpinning of some of the points that the Member raises in her question and some of the particular questions of detail around governance that she refers to, and I'm very happy to do that. But what I would say at the moment is that there is a very significant programme of reform under way in relation to qualifications in Wales, where I know, in the discussions that we've had in the co-operation agreement, we have a common ambition that there is an ambitious and radical set of reforms to our qualifications in Wales to reflect the new curriculum, but also to reflect the changing landscape in the vocational qualification world, for example. And there are a number of opportunities that we all have at this point in time to engage with Qualifications Wales to help shape some of that, so that the work that they undertake on our behalf commonly best reflects the needs of learners in Wales. So, I would encourage anybody with an interest in how those qualifications work in the real world and the benefit they bring to our learners to engage. There's a real opportunity for us all to do that now.
Welsh: Wel, bydd angen imi atgoffa fy hun mewn cyd-destun gwahanol o sylfaen statudol rhai o'r pwyntiau y mae'r Aelod yn eu codi yn ei chwestiwn a rhai o'r cwestiynau penodol ynghylch y manylion llywodraethu y mae'n cyfeirio atynt, ac rwy'n hapus iawn i wneud hynny. Ond yr hyn y byddwn yn ei ddweud ar hyn o bryd yw bod rhaglen ddiwygio sylweddol iawn ar y gweill mewn perthynas â chymwysterau yng Nghymru, lle rwy'n gwybod, yn y trafodaethau a gawsom yn y cytundeb cydweithio, fod gennym uchelgais gyffredin i gael cyfres uchelgeisiol a radical o ddiwygiadau i'n cymwysterau yng Nghymru i adlewyrchu'r cwricwlwm newydd, ond hefyd i adlewyrchu'r dirwedd newidiol yn y byd cymwysterau galwedigaethol, er enghraifft. Ac mae gan bob un ohonom nifer o gyfleoedd ar hyn o bryd i ymgysylltu â Cymwysterau Cymru i helpu i lunio rhywfaint o hynny, fel bod y gwaith y maent yn ei wneud ar ein rhan yn adlewyrchu anghenion dysgwyr yng Nghymru yn y ffordd orau sy'n bosibl. Felly, byddwn yn annog unrhyw un sydd â diddordeb yn y ffordd y mae'r cymwysterau hynny'n gweithio yn y byd go iawn a'r budd y maent yn ei ddarparu i'n dysgwyr i ymgysylltu. Mae cyfle gwirioneddol i ni i gyd wneud hynny yn awr.
English: From our meeting in December, you will, I know, be aware that we can't legally prevent schools from collecting and using biometric data. However, as a consequence of the discussions and the issues that the Member helped us understand better, officials are currently revising the guidance for schools and local authorities to ensure that where data is collected and used, it is done in the appropriate way.
Welsh: O'n cyfarfod ym mis Rhagfyr, rwy'n gwybod y byddwch yn ymwybodol na allwn atal ysgolion yn gyfreithiol rhag casglu a defnyddio data biometrig. Fodd bynnag, o ganlyniad i'r trafodaethau a'r materion y mae'r Aelod wedi ein helpu i'w deall yn well, mae swyddogion wrthi'n adolygu'r canllawiau i ysgolion ac awdurdodau lleol er mwyn sicrhau, pan gaiff data ei gasglu a'i ddefnyddio, ei fod yn cael ei wneud yn y ffordd briodol.
English: Thank you. In March 2020, the European Data Protection Board imposed a fine on a Polish school for using biometric data, or fingerprints, for 680 children in the school canteen in exchange for their school meals. Whilst it was noted that the school had received written consent from parents, the board stressed that biometric data was not essential for lunchtime practices. They could not carry out means that do interfere with children's privacy. Minister, you can imagine my horror when it was brought to my attention that these same practices are taking place in schools across Bridgend and Porthcawl and all over Wales. Even more worryingly, the use of biometric data is being sold to schools and parents by unscrupulous companies as a safer option. Minister, I cannot emphasise this enough: it is not safe or proportionate. Passwords and PIN codes can be reset. Once your biometric data is compromised, it is compromised for life. It stops the children, for the rest of their lives, being able to use their fingerprint for security reasons. We're also teaching our children and normalising them using their bodies in exchange for meals as part of a transaction in our schools everywhere. I believe this topic needs a debate of its own, but, in the meantime, will the Minister ensure that data protection is a priority for this Government and ensure that, at the very least, children do not fall victim to data breaches as emerging technologies enter our schools?
Welsh: Diolch. Ym mis Mawrth 2020, gosododd Bwrdd Diogelu Data Ewrop ddirwy ar ysgol Bwylaidd am ddefnyddio data biometrig, neu olion bysedd, ar gyfer 680 o blant yn ffreutur yr ysgol yn gyfnewid am eu prydau ysgol. Er y nodwyd bod yr ysgol wedi cael caniatâd ysgrifenedig gan rieni, pwysleisiodd y bwrdd nad oedd data biometrig yn hanfodol ar gyfer arferion amser cinio. Ni chaent ddefnyddio dulliau sy'n ymyrryd â phreifatrwydd plant. Weinidog, gallwch ddychmygu fy arswyd pan gefais wybod bod yr un arferion hyn yn digwydd mewn ysgolion ledled Pen-y-bont ar Ogwr a Phorthcawl a ledled Cymru. Yn fwy pryderus fyth, mae'r defnydd o ddata biometrig yn cael ei werthu i ysgolion a rhieni gan gwmnïau diegwyddor fel opsiwn mwy diogel. Weinidog, ni allaf bwysleisio hyn ddigon: nid yw'n ddiogel nac yn gymesur. Gellir ailosod cyfrineiriau a chodau PIN. Pan fydd eich data biometrig wedi ei beryglu, mae wedi ei beryglu am oes. Mae'n atal y plant, am weddill eu hoes, rhag gallu defnyddio eu holion bysedd am resymau diogelwch. Rydym hefyd yn addysgu ein plant ac yn normaleiddio'r arfer o ddefnyddio eu cyrff yn gyfnewid am brydau bwyd fel rhan o drafodiad yn ein hysgolion ym mhobman. Credaf fod angen dadl ei hun ar y pwnc hwn, ond yn y cyfamser, a wnaiff y Gweinidog sicrhau bod diogelu data yn flaenoriaeth i'r Llywodraeth hon a sicrhau, fan lleiaf, nad yw plant yn dioddef yn sgil tramgwyddau data wrth i dechnolegau sy'n dod i'r amlwg gyrraedd ein hysgolion?
English: Minister, I've seen the benefit of biometric data in schools, as a local authority councillor. It was introduced to help reduce the stigma around free school meals. When everyone is using the same queue and the same payment system, it does reduce the potential for bullying and harassment. However, some parents and children and rightly worried and concerned about the use of the biometric data and where their details are being stored and whether they are very secure. So, Minister, will you take this opportunity to reassure parents and concerned individuals about the risks of data breaches following the installation of biometric devices, and can you confirm whether there have been any data breaches in schools or colleges across Wales? Diolch, Llywydd.
Welsh: Weinidog, rwyf wedi gweld budd data biometrig mewn ysgolion, fel cynghorydd awdurdod lleol. Fe'i cyflwynwyd i helpu i leihau'r stigma ynghylch prydau ysgol am ddim. Pan fo pawb yn defnyddio'r un ciw a'r un system dalu, mae'n lleihau'r perygl o fwlio ac aflonyddu. Fodd bynnag, mae rhai rhieni a phlant yn poeni, ac yn poeni'n briodol, ynglŷn â'r defnydd o'r data biometrig a lle mae eu manylion yn cael eu storio ac a ydynt yn ddiogel. Felly, Weinidog, a wnewch chi achub ar y cyfle hwn i dawelu meddwl rhieni ac unigolion pryderus ynghylch risg tramgwyddau data yn dilyn gosod dyfeisiau biometrig, ac a allwch chi gadarnhau a fu unrhyw achosion o dramgwyddau data mewn ysgolion neu golegau ledled Cymru? Diolch, Lywydd.
English: I thank James Evans for that question. I refer him to the answer I gave to Sarah Murphy a moment ago in relation to that. I'm not aware of any schools or colleges in Wales using the newer biometric technology such as facial recognition systems, for example, but I will reassure him, as I did with Sarah Murphy, that the guidance will set out for schools and parents and carers, but also for learners, the framework of rights and their entitlements in relation to this. Also, in an area where the technology is often changing very rapidly, we will undertake to keep that proactively under review as new technologies emerge.
Welsh: Diolch i James Evans am y cwestiwn hwnnw. Fe'i cyfeiriaf at yr ateb a roddais i Sarah Murphy eiliad yn ôl mewn perthynas â hynny. Nid wyf yn ymwybodol o unrhyw ysgolion neu golegau yng Nghymru sy'n defnyddio'r dechnoleg fiometrig fwy newydd megis systemau adnabod wynebau, er enghraifft, ond rwy'n ei sicrhau, fel y gwneuthum gyda Sarah Murphy, y bydd y canllawiau'n nodi ar gyfer ysgolion a rhieni a gofalwyr, ond hefyd ar gyfer dysgwyr, y fframwaith hawliau a'u hawliau mewn perthynas â hyn. Hefyd, mewn maes lle mae'r dechnoleg yn aml yn newid yn gyflym iawn, byddwn yn ymrwymo i adolygu hynny'n rhagweithiol wrth i dechnolegau newydd ddod i'r amlwg.
English: Our generous student support package and the NHS Wales bursary scheme enables students in these fields, along with our institutional investment in high-cost subjects, including medicine and dentistry. We are committed to establishing the north Wales medical school, which will complement existing high-quality medical education in Wales.
Welsh: Mae ein pecyn cymorth hael i fyfyrwyr a chynllun bwrsariaeth GIG Cymru yn galluogi myfyrwyr yn y meysydd hyn, ynghyd â'n buddsoddiad sefydliadol mewn pynciau cost uchel, gan gynnwys meddygaeth a deintyddiaeth. Rydym wedi ymrwymo i sefydlu ysgol feddygol gogledd Cymru, a fydd yn ategu'r addysg feddygol o ansawdd uchel sy'n bodoli eisoes yng Nghymru.
English: I'm grateful to the Minister for that answer. The coronavirus pandemic has shown us all just how important and key social workers are, and if we are to encourage people into the social work profession I think we need a parity of bursary with the NHS bursary you mentioned. People who look to go through this training are often older and they're often from a very diverse background. I had the pleasure of meeting a few of those this afternoon, and they really do need this bursary. Minister, you'll be aware of a petition currently going through the Senedd committee's process, and that calls for removing all barriers to entering the profession and it calls for a parity of the bursary and a parity of esteem in that offer. Can you commit to that parity of bursary and, if so, when?
Welsh: Rwy'n ddiolchgar i'r Gweinidog am yr ateb hwnnw. Mae'r pandemig coronafeirws wedi dangos i bawb ohonom pa mor bwysig ac allweddol yw gweithwyr cymdeithasol, ac os ydym am annog pobl i ymuno â'r proffesiwn gwaith cymdeithasol, rwy'n credu bod angen bwrsariaeth sy'n gydradd â bwrsariaeth y GIG y sonioch chi amdani. Mae pobl sydd am ymgymryd â'r hyfforddiant hwn yn aml yn hŷn ac maent yn aml o gefndir amrywiol iawn. Cefais y pleser o gwrdd ag ychydig o'r rheini y prynhawn yma, ac mae gwir angen y fwrsariaeth hon arnynt. Weinidog, fe fyddwch yn ymwybodol o ddeiseb sy'n mynd drwy broses pwyllgor y Senedd ar hyn o bryd, ac mae honno'n galw am ddileu'r holl rwystrau sy'n atal unigolion rhag cael mynediad at y proffesiwn ac mae'n galw am gydraddoldeb i'r fwrsariaeth a pharch cyfartal yn y cynnig hwnnw. A wnewch chi ymrwymo i sicrhau cydraddoldeb i'r fwrsariaeth ac os felly, pryd?
English: Well, as the Member says, social work students are unable to access the NHS bursary, but they can access the social work bursary through Social Care Wales, and that provides them with funding towards the cost of their living and tuition fees. Obviously, I'm aware of the representations, including those to which the Member refers, that the bursary funding doesn't provide the same level of funding as its NHS counterpart, and we are currently reviewing and assessing our options with respect to the funding of social work training. From 2022-23, all postgraduate social work students in receipt of the bursary will now be able to access the reduced student finance loan, which closes a loophole that has prevented them from receiving that kind of loan prior to now.
Welsh: Wel, fel y dywed yr Aelod, nid yw myfyrwyr gwaith cymdeithasol yn gallu cael mynediad at fwrsariaeth y GIG, ond gallant gael mynediad at y fwrsariaeth gwaith cymdeithasol drwy Gofal Cymdeithasol Cymru, ac mae hwnnw'n rhoi cyllid iddynt tuag at gost eu ffioedd byw a dysgu. Yn amlwg, rwy'n ymwybodol o'r sylwadau, gan gynnwys y rhai y mae'r Aelod yn cyfeirio atynt, nad yw'r cyllid bwrsariaeth yn darparu'r un lefel o gyllid â bwrsariaeth gyfatebol y GIG, ac rydym wrthi'n adolygu ac yn asesu ein hopsiynau mewn perthynas ag ariannu hyfforddiant gwaith cymdeithasol. O 2022-23, bydd pob myfyriwr gwaith cymdeithasol ôl-raddedig sy'n derbyn y fwrsariaeth yn gallu cael benthyciad cyllid myfyrwyr ar gyfradd is, sy'n cau bwlch sydd wedi eu hatal rhag cael y math hwnnw o fenthyciad cyn hyn.
English: Minister, we need to do all we can to encourage more young people to consider studying for a career in health and social care in Wales, particularly in north Wales, as you mentioned before, to prevent this brain drain that we often talk about. No amount of money will solve the crisis facing health and social care. It's not a shortage of funds causing our growing waiting lists; it's a shortage of people. So, what steps are you taking to encourage more people into STEM subjects? And what discussions have you had with Welsh universities regarding steps they can take to make it easier for Welsh students to study in this field?
Welsh: Weinidog, mae angen inni wneud popeth yn ein gallu i annog mwy o bobl ifanc i ystyried astudio ar gyfer gyrfa ym maes iechyd a gofal cymdeithasol yng Nghymru, yn enwedig yn y gogledd, fel y sonioch chi o'r blaen, i atal y draen dawn y soniwn amdano'n aml. Ni fydd unrhyw swm o arian yn datrys yr argyfwng sy'n wynebu iechyd a gofal cymdeithasol. Nid prinder arian sy'n achosi ein rhestrau aros cynyddol ond prinder pobl. Felly, pa gamau a gymerwch i annog mwy o bobl i astudio pynciau STEM? A pha drafodaethau a gawsoch gyda phrifysgolion Cymru ynghylch y camau y gallant eu cymryd i'w gwneud yn haws i fyfyrwyr o Gymru astudio yn y maes hwn?