English: Cabinet Secretary, maybe I could bother you a little more. I wish you'd said in your statement what you said in the questions, because I do think you genuinely get the problem. I was slightly depressed that the statement puts a gloss on where we're at, and it seems to me that if we've got any chance of addressing the scale of change we need to carry out, it needs to start with an honest analysis of where things are at. You quoted the Estyn report, which said that, in two thirds of primary schools, there are important shortcomings in standards of ICT that should be a wake-up call to all of us. My frustration goes across all departments in the way that we are embracing digital. But in terms of education, I don't think that listing a litany of useful initiatives we are undertaking really does cut it, given the scale of the challenge that does face us. I genuinely am alarmed that we are way behind where we should be. You mentioned that there are 473 code clubs. I'd be interested to know how many pupils are going through those code clubs. I would be particularly interested to know how many pupils on free school meals are going through those code clubs. Let's not kid ourselves: the amount of people we're engaging with is trivial, given the challenges that we are facing as a society, and I'd much rather the Welsh Government started its statement by saying that, and be honest about where we're at, rather than trying to pretend all was well. The other findings in the Estyn report are that teachers lack knowledge and confidence. You mentioned that Hwb is a tool on it - a DCF mapping tool - but given the fact that schools are not auditing their digital competence already, they're hardly likely to start using a mapping tool on Hwb. It was also said in the Estyn report that schools lack a clear vision about ICT from senior leaders. That is a profound and damning indictment of the state of our school leadership. If they haven't got the skills and the knowledge and the confidence, they're not about to suddenly start doing this. The items you addressed are some way in the future, and they are going to take a long time to trickle down through all of our schools. That's what we should all be confronting. As it happens, I agree with you on Hwb+. I think Llyr Gruffydd is wrong on that. I think the feedback I'm getting from the profession was that that had lost its way and a new approach needs to be taken. But I do implore you, Cabinet Secretary, to be honest with us all about where we're really at, and what really needs to change, and the pace and scale at which it needs to do so.
Welsh: Ysgrifennydd y Cabinet, efallai y gallwn i boeni ychydig yn fwy arnoch chi. Petai chi ond wedi dweud yn eich datganiad yr hyn y gwnaethoch chi ei ddweud yn y cwestiynau, oherwydd rwy'n credu eich bod yn deall y broblem mewn gwirionedd. Roeddwn yn ddigalon braidd bod y datganiad yn rhoi sglein ar y sefyllfa yr ydym ni ynddi, ac mae'n ymddangos i mi os oes gennym ni unrhyw obaith o fynd i'r afael â maint y newid y mae angen inni ei gyflawni, mae angen dechrau gyda dadansoddiad onest o'r sefyllfa sydd ohoni. Fe wnaethoch chi ddyfynnu adroddiad Estyn, a ddywedodd, mewn dwy ran o dair o ysgolion cynradd, bod diffygion arwyddocaol yn safonau TGCh a ddylai fod yn ysgytwad inni i gyd. Rwy'n rhwystredig gyda phob adran o ran sut yr ydym ni'n cofleidio technoleg ddigidol. Ond o ran addysg, nid wyf yn credu bod rhestru llwyth o fentrau defnyddiol yr ydym ni'n eu cynnal yn gwneud y tro mewn gwirionedd, o ystyried maint yr her sy'n ein hwynebu. Rwyf yn wirioneddol synnu ein bod ymhell ar ei hôl hi o ran lle y dylem ni fod. Fe wnaethoch chi sôn bod yna 473 o glybiau cod. Byddai gennyf ddiddordeb gwybod faint o ddisgyblion sy'n mynychu'r clybiau cod hynny. Byddai gennyf ddiddordeb arbennig mewn gwybod faint o ddisgyblion prydau ysgol am ddim sy'n mynychu'r clybiau cod hynny. Gadewch inni beidio â thwyllo ein hunain: mae faint o bobl rydym ni'n ymgysylltu â nhw yn ddibwys, o ystyried yr heriau sy'n ein hwynebu fel cymdeithas, a byddai'n llawer gwell gennyf petai Llywodraeth Cymru wedi dechrau ei datganiad drwy ddweud hynny, a bod yn onest ynghylch y sefyllfa, yn hytrach na cheisio esgus bod popeth yn iawn. Y canfyddiadau eraill yn adroddiad Estyn yw bod diffyg gwybodaeth a hyder gan athrawon. Fe wnaethoch chi sôn bod offeryn yn bodoli ar Hwb - offeryn mapio ar gyfer y fframwaith cymhwysedd digidol - ond o ystyried y ffaith nad yw ysgolion yn archwilio eu cymhwysedd digidol eisoes, maen nhw'n annhebygol o ddechrau defnyddio offeryn mapio ar Hwb. Dywedwyd hefyd yn yr adroddiad Estyn fod diffyg gweledigaeth glir am TGCh gan uwch arweinwyr ysgolion. Mae hynny'n gyhuddiad damniol a dwys o gyflwr ein harweinyddiaeth mewn ysgolion. Os nad oes ganddyn nhw'r sgiliau a'r wybodaeth a'r hyder, dydyn nhw ddim yn sydyn iawn yn mynd i ddechrau gwneud hyn. Mae'r eitemau y gwnaethoch chi gyfeirio atyn nhw beth ffordd yn y dyfodol, ac maen nhw'n mynd i gymryd amser hir i dreiddio drwy ein hysgolion i gyd. Dyna beth ddylai pob un ohonom ni fod yn ei wynebu. Fel mae'n digwydd, rwy'n cytuno â chi ynglŷn â Hwb+. Rwy'n credu bod Llyr Gruffydd yn anghywir ynglŷn â hynny. Rwy'n credu mai'r adborth yr wyf i'n ei gael gan y proffesiwn oedd bod hwnnw wedi colli ei ffordd a bod angen dull gweithredu newydd. Ond rwyf yn erfyn arnoch chi, Ysgrifennydd y Cabinet, i fod yn onest gyda ni ynglŷn â lle'r ydym ni arni mewn gwirionedd, a beth sydd angen newid mewn gwirionedd, a pha mor gyflym ac i ba raddau y mae angen i hynny ddigwydd.