techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Well, thank you for your gratitude expressed to the staff of the Commission, the staff of the political groups - everybody who has had to adapt their way of working - as well as the Members themselves, of course. I'm sitting here in Tŷ Hywel, the Senedd, today. I'm quite a lonely figure here - not many staff present. I'm here chairing and conducting the vote, and I look forward to welcoming you all back to make it a more vibrant atmosphere here, although I think we've achieved a great deal in being able to hold both the options of the Senedd in its Zoom form, as it's meeting today, and also its hybrid form, to enable us to reflect the reality of the regulations within which we are working. There will be most definitely lessons to be learned and ways that we will do our work in different ways into the future. Both our committees and our Plenary will look at those lessons and that of our experience of using digital technology and virtual technology to enable us to work, not just in Cardiff Bay, but in every location in Wales. It will be a matter for the next Senedd and the Business Committee in advising that next Senedd how those new practices may well be adopted, but I think it's true to say that we have learned many lessons during this very difficult year that we've all experienced, and some of them will stand us in good stead for the future.
Welsh: Wel, diolch i chi am ddiolch i staff y Comisiwn, staff y grwpiau gwleidyddol - pawb sydd wedi gorfod addasu eu ffordd o weithio - yn ogystal â'r Aelodau eu hunain, wrth gwrs. Rwy'n eistedd yma yn Nhŷ Hywel, y Senedd, heddiw. Rwy'n ffigwr eithaf unig yma - nid oes llawer o staff yn bresennol. Rwyf yma'n cadeirio ac yn cynnal y bleidlais, ac edrychaf ymlaen at groesawu pob un ohonoch yn ôl i wneud yr awyrgylch yn fwy bywiog yma, er fy mod yn credu ein bod wedi cyflawni llawer wrth allu cynnal dau opsiwn y Senedd ar ei ffurf Zoom, fel y mae'n cyfarfod heddiw, a hefyd ar ei ffurf hybrid, i'n galluogi i adlewyrchu realiti'r rheoliadau rydym yn gweithio oddi mewn iddynt. Yn bendant, bydd gwersi i'w dysgu a ffyrdd y byddwn yn gwneud ein gwaith mewn gwahanol ffyrdd yn y dyfodol. Bydd ein pwyllgorau a'n Cyfarfod Llawn yn edrych ar y gwersi hynny a'n profiad o ddefnyddio technoleg ddigidol a thechnoleg rithwir i'n galluogi i weithio, nid yn unig ym Mae Caerdydd, ond ym mhob lleoliad yng Nghymru. Mater i'r Senedd nesaf a'r Pwyllgor Busnes wrth gynghori'r Senedd nesaf honno fydd sut y gellir mabwysiadu'r arferion newydd hynny, ond credaf ei bod yn deg dweud ein bod wedi dysgu nifer o wersi yn ystod y flwyddyn anodd hon y mae pob un ohonom wedi byw drwyddi, a bydd rhai ohonynt o fudd i ni ar gyfer y dyfodol.
English: I think my question leads on nicely from my colleague Mandy Jones's question. I would like to endorse her grateful thanks to all our staff. I think it's been remarkable how everyone has adapted so well.
Welsh: Credaf fod fy nghwestiwn yn arwain ymlaen yn dwt o gwestiwn fy nghyd-Aelod Mandy Jones. Hoffwn ategu ei diolch i'n holl staff. Credaf fod y ffordd y mae pawb wedi addasu cystal wedi bod yn rhyfeddol.
English: The pandemic has led to a dramatic change in the way the Commission delivers its engagement work. Where possible, we've moved activities online. This has meant establishing virtual tours, virtual engagement sessions, explaining the work of the Senedd, and moving our sessions for schools and youth groups also. Virtual seminars and tours were delivered to a more diverse audience than ever before, and we have noticed that the demographic of those who have engaged with our virtual offers are more representative of all sectors of society than was previously the case when we achieved face-to-face engagement. We are learning lessons in terms of best practice in order to continue after the pandemic to reach those who are more marginalised and disengaged with our national Senedd.
Welsh: Mae'r pandemig wedi arwain at newid trawiadol yn y modd y mae'r Comisiwn yn cyflawni ei waith ymgysylltu. Pan fo modd, rydym wedi symud gweithgareddau ar-lein. Mae hyn wedi golygu datblygu teithiau rhithwir, sesiynau ymgysylltu rhithwir, yn egluro gwaith y Senedd, a chyflwyno sesiynau rhithwir i ysgolion a grwpiau ieuenctid hefyd. Cyflwynwyd seminarau a theithiau rhithwir i gynulleidfa fwy amrywiol nag erioed o'r blaen, ac rydym wedi sylwi bod demograffeg y rhai sydd wedi ymgysylltu â'n sesiynau rhithwir yn fwy cynrychioliadol o bob sector yn y gymdeithas nag yr oedd pan oeddem yn ymgysylltu wyneb yn wyneb. Rydym yn dysgu gwersi ac yn mabwysiadu arfer gorau er mwyn medru parhau ar ôl y pandemig i gyrraedd y rheini sydd ar y cyrion neu sydd â llai o ymwneud â'n Senedd genedlaethol ni.
English: Diolch, Llywydd. I have been making some enquiries about the Commission's expenditure on engagement teams. Now, in 2019-20, £1.3 million was spent on staff for the visitor engagement, the customer relations, the visitor experience, and four other engagement teams that currently exist within the structure of the Senedd. Now, despite the pandemic, the forecast expenditure in November for 2020-21 - following year - was yet again £1.3 million. Now, looking at the details of the figures, I'm amazed that the actual expenditure in 2020-21 on the visitor experience team has increased, the visitor engagement team has increased, and the community engagement team has increased by £17,000, and finally, the education and young engagement team by £36,000. Now, nobody appreciates more than me that some of these staff have been seconded. But I would be grateful if you could explain why the expenditure has increased on some engagement teams, especially given that the offer now has shifted completely from physical to virtual, and whether perhaps, going forward for the next Senedd term, you might look to restructure the actual seven engagement teams, to bring in some savings, hopefully. Thank you.
Welsh: Diolch, Lywydd. Rwyf wedi bod yn gwneud rhai ymholiadau am wariant y Comisiwn ar dimau ymgysylltu. Nawr, yn 2019-20, gwariwyd £1.3 miliwn ar staff ar gyfer ymgysylltu ag ymwelwyr, cysylltiadau â chwsmeriaid, profiad ymwelwyr, a phedwar tîm ymgysylltu arall sy'n bodoli ar hyn o bryd o fewn strwythur y Senedd. Nawr, er gwaethaf y pandemig, roedd y gwariant a ragwelwyd ym mis Tachwedd ar gyfer 2020-21 - y flwyddyn ganlynol - yn £1.3 miliwn unwaith eto. Nawr, o edrych ar fanylion y ffigurau, rwy'n rhyfeddu bod gwariant gwirioneddol yn 2020-21 ar y tîm profiad ymwelwyr wedi cynyddu, gwariant ar y tîm ymgysylltu ag ymwelwyr wedi cynyddu, a bod gwariant ar y tîm ymgysylltu â'r gymuned wedi cynyddu £17,000, ac yn olaf, fod gwariant ar y tîm addysg ac ymgysylltu â phobl ifanc wedi cynyddu £36,000. Nawr, rwy'n deall yn iawn fod rhai o'r aelodau staff wedi'u secondio. Ond byddwn yn ddiolchgar pe gallech egluro pam y mae'r gwariant wedi cynyddu ar rai timau ymgysylltu, yn enwedig o gofio bod y cynnig bellach wedi symud yn gyfan gwbl o fod yn ffisegol i fod yn rhithwir, ac wrth symud ymlaen at dymor nesaf y Senedd, tybed a allech ystyried ailstrwythuro'r saith tîm ymgysylltu, er mwyn sicrhau rhai arbedion, gobeithio. Diolch.
English: Item 4 is topical questions, of which none have been accepted this week.
Welsh: Eitem 4 yw'r cwestiynau amserol, ac ni dderbyniwyd unrhyw gwestiynau yr wythnos hon.
English: Therefore, item 5 is the 90-second statements. Helen Mary Jones.
Welsh: Felly, eitem 5 yw'r datganiadau 90 eiliad. Helen Mary Jones.
English: Thank you. Item 6 on the agenda is a debate on the petitions concerning access to facilities for sport and physical activity during lockdowns, and I call on the Chair of the committee to move the motion, Janet Finch-Saunders.
Welsh: Diolch. Eitem 6 ar yr agenda yw dadl ar y deisebau sy'n ymwneud â mynediad at gyfleusterau chwaraeon a gweithgarwch corfforol yn ystod cyfyngiadau symud, a galwaf ar Gadeirydd y pwyllgor i wneud y cynnig, Janet Finch-Saunders.
English: Can I now call the Minister for Culture, Sport and Tourism, Dafydd Elis-Thomas?
Welsh: A gaf fi alw yn awr ar Dafydd Elis-Thomas, y Gweinidog Diwylliant, Chwaraeon a Thwristiaeth?
English: I now call on the committee Chair to reply to the debate - Janet Finch-Saunders.
Welsh: Dwi'n galw nawr ar Gadeirydd y pwyllgor i ymateb i'r ddadl - Janet Finch-Saunders.
English: The proposal is to note the petitions. Does any Member object? Are there any objections? No. I see no objections, and therefore the motion is agreed in accordance with Standing Order 12.36.
Welsh: Y cynnig, felly, yw i nodi'r deisebau. A oes unrhyw Aelod yn gwrthwynebu hynny? Unrhyw wrthwynebiad? Na. Dwi ddim yn gweld na chlywed gwrthwynebiad, ac felly mae'r cynnig wedi ei dderbyn yn unol â Rheol Sefydlog 12.36.
English: Item 7 is postponed.
Welsh: Mae eitem 7 wedi ei ohirio.
English: There are no votes this afternoon.
Welsh: Does dim pleidleisiau heddiw o dan y cyfnod pleidleisio.
English: Which brings us immediately to the short debate. I call on Mark Reckless to speak to the topic that he has chosen. Mark Reckless.
Welsh: Sy'n mynd â ni'n syth at y ddadl fer. Dwi'n galw ar Mark Reckless nawr i gyflwyno'r ddadl fer yn ei enw ef. Mark Reckless.
English: Can I check if I can be heard?
Welsh: A gaf fi wneud yn siŵr eich bod yn fy nghlywed?
English: Yes, you can. You can carry on.
Welsh: Gallwn, fe allwn. Gallwch barhau.
English: Thank you. Constitutional matters cease to be esoteric when they come to determine whether your mother or your grandfather receives a live-saving vaccination. Welsh Ministers may not want to sprint or compete, but the speed with which we vaccinate and the fact that we are lagging the rest of the UK in Wales inevitably reflects on devolution. Many in Wales may only last year have become aware of how exorbitant Welsh Ministers' powers are, but on lockdown they generally stem from the Public Health (Control of Disease) Act 1984. The reference to Welsh Ministers reflects our position since the Government of Wales Act 2006.
Welsh: Diolch. Mae materion cyfansoddiadol yn peidio â bod yn esoterig pan fyddant yn penderfynu ai eich mam neu eich tad-cu sy'n cael brechiad a fydd yn achub eu bywydau. Efallai nad yw Gweinidogion Cymru am sbrintio na chystadlu, ond mae'n anochel fod cyflymder brechu a'r ffaith ein bod yn llusgo ar ôl gweddill y DU yng Nghymru yn adlewyrchiad ar ddatganoli. Efallai mai dim ond y llynedd y daeth llawer o bobl yng Nghymru yn ymwybodol o ba mor ormodol yw pwerau Gweinidogion Cymru, ond ar y cyfyngiadau symud, maent yn deillio'n gyffredinol o Ddeddf Iechyd y Cyhoedd (Rheoli Clefydau) 1984. Mae'r cyfeiriad at Weinidogion Cymru yn adlewyrchu ein sefyllfa ers Deddf Llywodraeth Cymru 2006.
English: I thank the Counsel General, and that concludes that debate and brings our proceedings to a close. Good afternoon.
Welsh: Diolch i'r Cwnsler Cyffredinol. Dyna ddiwedd y ddadl yna a diwedd ar ein trafodion ni am y dydd heddiw. Prynhawn da.
English: I'd like to discuss the situation as it currently stands. You've said, Meilyr, that you believe that the system is in a better place now as compared to the previous period for that remote learning. We know that there are new guidelines that have been published by the Government around this. I don't know whether you've had a look at them, and do you welcome these guidelines?
Welsh: Hoffwn i drafod y sefyllfa fel y mae hi ar hyn o bryd. Rydych chi wedi dweud, Meilyr, eich bod chi'n credu bod y system mewn lle gwell rŵan nag yr oedd hi yn y cyfnod cynt ar gyfer dysgu o bell. Rydym ni'n gwybod bod yna ganllawiau newydd wedi cael eu cyhoeddi ddoe gan y Llywodraeth o gwmpas hyn. Ydych chi wedi cael cyfle i sbïo arnyn nhw, ac ydych chi'n croesawu'r rhain?
English: Yes, I do welcome the new guidance and guidelines. They are very sensible and they get to grips with some of the issues that a number of people were unhappy with. So, as you said, they came out yesterday and they are very positive. As I said, we do believe that the system is in a better place than it was. There was insufficient live learning available remotely previously back in the spring, but things have improved. The reason that I say that is that there is no doubt, I don't think, that digital skills of staff, children and families have improved a great deal since that early period. Additionally, staff have received a great deal of training to enable them to familiarise themselves with the new software - perhaps software that was new to them. Children in the period when they were back in schools have received training in how to use these kinds of software, and how to cope with remote learning and independent learning. So, there are a number of reasons why we believe that the situation is likely to be better now, and the very early evidence that we have suggests that it is indeed better - that there is far wider provision of live lessons and recorded lessons and so on available.
Welsh: Ydw, dwi yn croesawu'r canllawiau newydd. Maen nhw'n synhwyrol iawn ac yn mynd i'r afael gyda rhai o'r pethau oedd nifer fawr o bobl yn anhapus â nhw. Felly, fel ro'ch chi'n ei ddweud, ddoe ddaeth y rheina allan, ac maen nhw yn gaffaeliad. Fel ro'n i'n ei ddweud, dŷn ni yn teimlo bod y system mewn gwell lle nawr nag oedd hi. Doedd yna ddim digon o addysgu byw o bell yn ôl yn y gwanwyn, ond mae pethau wedi gwella. Y rheswm dwi'n dweud hynny ydy does dim amheuaeth, dwi'n meddwl, gan unrhyw un bod sgiliau digidol staff, plant a theuluoedd wedi gwella yn aruthrol ers y cyfnod cynnar hynny. Yn ogystal, mae staff wedi cael llawer o hyfforddiant mewn swydd i'w helpu nhw i gyfarwyddo gyda'r feddalwedd newydd. Efallai meddalwedd oedd yn newydd iddyn nhw. Mae plant yn y cyfnod ro'n nhw yn ôl yn yr ysgol wedi cael hyfforddiant ar sut i ddefnyddio y math yma o feddalwedd, a hefyd sut i ymdopi gyda dysgu o bell a dysgu annibynnol. Felly, mae yna nifer o resymau dŷn ni'n credu bod y sefyllfa yn debygol o fod yn well nawr, ac mae'r dystiolaeth gynnar, gynnar sydd gyda ni yn awgrymu ei bod hi - fod yna ddarpariaeth llawer ehangach o wersi byw ac o wersi wedi'u recordio ac yn y blaen ar gael.
English: Thank you very much for that, and it will be interesting to see what the response is to these new guidelines. But certainly, they were very much needed. But it's likely that we're going to continue with this variety and the inconsistency from school to school, and certainly, in terms of the attainment gap, you mentioned at the beginning that that is one of the major challenges of the system, because it's connected very often with the digital gap and a lack of support in the home and so on. How much of a concern is it to you that this return to remote learning is going to widen that attainment gap? And what can we be doing about it?
Welsh: Diolch ichi am hynny, ac mi fydd hi'n ddiddorol gweld beth ydy'r ymateb i'r canllawiau newydd yma. Yn sicr, mi oedd eu hangen nhw. Ond, mae'n debyg mi rydym ni'n mynd i barhau efo'r amrywiaeth a'r anghysondeb o ysgol i ysgol, ac yn sicr, o ran y bwlch cyrhaeddiad, rydych wedi sôn ar y cychwyn bod hwnna'n un o heriau mawr y system oherwydd ei fod o'n gysylltiedig yn aml iawn efo'r bwlch digidol a diffyg cefnogaeth yn y cartref ac yn y blaen. Faint o bryder ydy o i chi bod dychwelyd i ddysgu o bell yn mynd i ddyfnhau'r bwlch cyrhaeddiad? A beth fedrwn ni fod yn ei wneud amdano fo?
English: Well, it is a concern, and certainly, in terms of the availability of the equipment and the availability of the internet connection and families' ability to use the related equipment, it's vital that the system as a whole ensures that families in deprived areas receive the equipment that they need. When we're talking about the quality of education and how we need more live lessons, if you don't have the equipment there or if you don't have the ability to access sufficiently good-quality internet connection, or if you can't use the equipment, then you're not going to be able to start on that educational journey. So, it's vital to ensure that families in deprived areas receive what they need to enable that remote learning. And, of course, it's even more difficult if you have a number of children in a single family, and that is a concern, and that's something that all levels of the educational system need to ensure that they engage with.
Welsh: Mae e'n ofid, ac yn sicr, o ran argaeledd yr offer ac argaeledd y rhyngrwyd a gallu teuluoedd i ddefnyddio'r offer hynny, mae e'n hanfodol bod y system at ei gilydd yn gwneud yn siŵr bod teuluoedd difreintiedig yn cael yr offer angenrheidiol. Does dim ots beth rŷn ni'n siarad am, ansawdd yr addysgu a sut rŷn ni angen mwy o wersi byw ac yn y blaen; os dyw'r offer ddim yno, neu does gyda chi ddim y gallu i gael rhyngrwyd o safon digon uchel, neu os dŷch chi ddim yn medru defnyddio'r offer, dŷch chi ddim yn medru cychwyn ar y daith yna. Felly, mae'n hollol hanfodol i wneud yn siŵr bod teuluoedd difreintiedig yn cael beth sydd ei angen arnyn nhw i ddysgu o bell. Ac, wrth gwrs, mae e hyd yn oed yn fwy anodd os oes gyda chi nifer o blant yn y teulu. Felly, mae hwnna yn ofid, ac mae hwnna'n rhywbeth mae'n rhaid i bob lefel yn y system addysg sicrhau ei fod e ar gael.
English: Do you believe that there is a need for those who are being left behind, because they don't have the digital equipment, should they too be part of these hubs in schools?
Welsh: A ydych chi'n meddwl bod angen i'r rheini sydd yn cael eu gadael ar ôl, oherwydd bod gynnon nhw ddim yr offer digidol, a ddylen nhw hefyd fod yn rhan o'r hybiau yn yr ysgolion?
English: Well, I do think that that is possible at the moment. Families and vulnerable pupils can access those hubs. There is also some freedom from school leaders to make those decisions on a local basis. So, to some extent, I would support that. But, of course, there is a danger, in terms of public health, if there are too many children going to schools; that's why schools are being closed at the moment. So, the response is to ensure that the families do have the equipment in the first place.
Welsh: Wel, dwi'n credu bod hynny'n bosibilrwydd ar hyn o bryd. Hynny yw, mae teuluoedd difreintiedig, disgyblion bregus, maen nhw yn medru mynd yno. Maen nhw hefyd yn cael rhywfaint o ryddid gan arweinwyr i wneud y penderfyniadau yna'n lleol. Felly, i ryw raddau, byddwn i'n cefnogi hynny. Ond, wrth gwrs, mae yna beryg, wrth gwrs, o ran iechyd cyhoeddus os oes yna ormod o blant yn mynd i'r ysgol, achos dyna pam mae'r ysgolion yn cael eu cau, fel petai, ar hyn o bryd. Felly, yr ateb ydy sicrhau bod gan y teuluoedd yr offer hynny.
English: Do you see, from the early work that you are starting to do now, that there is a connection between the schools that traditionally have been underperforming and the digital gap? Is there a link between the remote learning, rather than a digital gap, perhaps, but that the remote learning isn't working as effectively as it could in those schools that you've identified as those that are at-risk schools?
Welsh: A ydych chi'n gweld, o'r gwaith cynnar rydych chi'n cychwyn gwneud rŵan, bod yna gysylltiad rhwng yr ysgolion sydd yn draddodiadol wedi bod yn tanberfformio a'r bwlch digidol? Oes yna gysylltiad rhwng bod y dysgu o bell yn hytrach na'r bwlch digidol, efallai, ond bod y dysgu o bell ddim yn gweithio mor effeithiol yn yr ysgolion hynny rydych chi wedi eu hadnabod fel y rhai sydd yn ysgolion o dan risg?
English: Well, I don't think there is that link, truth be told. The evidence isn't conclusive on that, but when we started, with the onset of the pandemic, we expected to see those schools that were underperfoming in the past, that those would be the schools that wouldn't be able to cope with a new situation. But the picture is more complex than that. I wouldn't say that there is a direct correlation between those two things. We've seen some schools and some authorities, perhaps, that were underperforming in the past that have coped very well with the situation. So, it is a different challenge, and it's brought the best out of some schools and perhaps other schools haven't done as well. The situation is very complex.
Welsh: Dwi ddim yn credu ei fod e, i ddweud y gwir. Mae'r dystiolaeth tipyn bach yn ansicr o ran hyn, ond dwi'n credu, pan ddechreuon ni, adeg y pandemig yn cychwyn, roedden ni'n disgwyl i weld yr ysgolion oedd yn tangyflawni yn y gorffennol, taw nhw fuasai'r ysgolion fyddai ddim yn medru ymdopi gyda sefyllfa newydd. Ond mae'r darlun yn fwy cymhleth na hynny; buaswn i ddim yn dweud bod yna gyfatebiaeth un-wrth-un rhwng y ddau beth yna. Dŷn ni wedi gweld rhai ysgolion a rhai awdurdodau efallai oedd yn tangyflawni yn y gorffennol wedi ymdopi yn dda iawn gyda'r sefyllfa yma. Mae hi'n her wahanol, ac mae e wedi dod â'r gorau allan o rai ysgolion ac efallai ddim cystal o ysgolion eraill. Mae'r sefyllfa'n gymhleth.
English: Thank you. And finally from me in this particular section: how effectively have local authorities and consortia collaborated with schools to ensure continuity of learning whilst the remote learning provision is offered?
Welsh: Diolch. Yn olaf gen i yn yr adran fach yma: pa mor effeithiol ydy'r awdurdodau lleol a chonsortia wedi cydweithio efo'r ysgolion i sicrhau parhad cyson tra bod y cynnig addysg o bell yn digwydd?
English: Well, as I mentioned a little earlier, this was a specific question that the Minister asked us to focus on, through the remit letter, and that is published tomorrow. It's Jassa who was responsible for co-ordinating that work. I'll ask her to go into the details.
Welsh: Wel, fel y gwnes i sôn ychydig ynghynt, roedd hwn yn gwestiwn penodol gwnaeth y Gweinidog ofyn inni wneud, trwy'r llythyr gorchwyl, ac mae hwnna'n cael ei gyhoeddi yfory. Jassa oedd yn gyfrifol am gydgordio'r gwaith yna. Gwnaf i ofyn iddi hi i fynd i'r manylion.
English: Thank you very much. That's very interesting, and I believe that we should be looking in greater depth at what has happened, because that gives a different picture, perhaps, to what one would expect. Thanks, Lynne.
Welsh: Diolch yn fawr iawn. Mae hwnna'n ddiddorol iawn, a dwi'n credu y dylen ni fod yn edrych yn fwy dwfn ynglŷn â beth yn union sydd wedi digwydd, achos mae hwnna'n rhoi darlun gwahanol, efallai, i beth fyddai rhywun yn ei ddisgwyl. Diolch, Lynne.
English: Thank you very much. The nature of what you're presenting to us this morning is quite positive. You've emphasised that children and young people are resilient and you've mentioned some of the positive issues that are coming through as a result of the pandemic. But, and there's a major 'but' here, isn't there? Could you briefly tell us what you think the long-term impact of the pandemic will be on the education of children and young people in Wales? If we hadn't had the pandemic, would there be a need for a major piece of work to catch up? Is it realistic to think now that we do need a period of focusing on the education of our children in order to do that catch-up work?
Welsh: Diolch yn fawr. Mae naws yr hyn rydych chi'n ei gyflwyno i ni y bore yma yn eithaf cadarnhaol, yn eithaf positif. Hynny yw, rydych chi wedi pwysleisio bod plant a pobl ifanc yn wydn ac rydych chi wedi sôn hefyd am rai o'r materion cadarnhaol sydd yn dod trwodd yn sgil y pandemig. Ond, mae yna 'ond' mawr, onid oes? Fedrwch chi yn gryno ddweud wrthym ni beth rydych chi'n meddwl fydd effeithiau tymor hir y pandemig ar addysg plant a phobl ifanc yng Nghymru? Hynny yw, pe na baem ni wedi cael y pandemig, a fyddai angen gwaith mawr dal i fyny, ynteu ydy hi'n realistig i feddwl rŵan fod angen cyfnod o ganolbwyntio ar addysg ein plant ni a gwneud y gwaith dal i fyny?
English: I apologise for being positive -
Welsh: Dwi'n ymddiheuro am fod yn bositif -
English: No, you don't need to apologise.
Welsh: Na, does dim eisiau ymddiheuro.
English: So, don't you think, therefore, that there is a need -
Welsh: Dydych chi ddim yn meddwl, felly, fod angen -