English: Thank you very much, Deputy Presiding Officer. I know I've got very limited time, so I just want to refer, if I can, to the Cabinet Secretary's comments. I heard what you had to say, and I acknowledge that some work is going on in the Welsh Government to try to address this problem. I'm pleased that you at least acknowledge that we have a problem, even if you don't acknowledge that it's a crisis. What baffles me is that when you were in opposition you took forward a comprehensive piece of legislation on nurse staffing levels, which required a national workforce plan and effort. Why are you rejecting a national workforce plan for our education system, for our schools? Why are you saying that you don't want to work with the EWC to develop one? Because that's what you're doing by trying to vote down our motion today. It just doesn't make any sense. You say that the quality of teaching is what matters, and you're not prepared to dumb down on the quality and have unqualified teachers in our classrooms, and yet that's precisely what we've got. We've got people who aren't qualified to deliver English lessons, and yet 20 per cent of our English lessons have people who are teaching those lessons who are not qualified in English as their specific subject. Seventeen per cent in maths; 27 per cent in religious education; and 23 per cent of teachers who are in Welsh lessons aren't qualified to deliver in Welsh. So, the reality is that what you're saying is supporting a system that continues to have people who are not qualified to deliver those specific subjects in those areas. So, listen to some common sense, let's have a national education workforce plan, let's make sure that you work with all of the stakeholders to develop it, let's look at these new routes into the teaching profession for learning support workes, for people in further education and people who are qualified by experience. Let's take some examples internationally, both good, bad and indifferent, in part of that learning process, and make sure that we have an education workforce that is fit for the future.
Welsh: Diolch yn fawr iawn, Ddirprwy Lywydd. Gwn nad oes gennyf lawer o amser, felly hoffwn gyfeirio'n unig, os caf, at sylwadau Ysgrifennydd y Cabinet. Clywais yr hyn a oedd gennych i'w ddweud, ac rwy'n cydnabod bod rhywfaint o waith yn digwydd yn Llywodraeth Cymru ar geisio mynd i'r afael â'r broblem hon. Rwy'n falch eich bod o leiaf yn cydnabod bod gennym broblem, hyd yn oed os nad ydych yn cydnabod ei fod yn argyfwng. Yr hyn sy'n peri penbleth i mi yw pan oeddech yn yr wrthblaid, fe wnaethoch ddatblygu darn cynhwysfawr o ddeddfwriaeth ar lefelau staff nyrsio, gwaith a alwai am gynllun gweithlu ac ymdrech genedlaethol. Pam y gwrthodwch gynllun gweithlu cenedlaethol ar gyfer ein system addysg, ar gyfer ein hysgolion? Pam y dywedwch nad ydych eisiau gweithio gyda Chyngor y Gweithlu Addysg ar ddatblygu un? Oherwydd dyna a wnewch drwy wrthod ein cynnig heddiw. Nid yw'n gwneud unrhyw synnwyr. Rydych yn dweud mai ansawdd yr addysgu yw'r hyn sy'n bwysig, ac nad ydych yn barod i ostwng yr ansawdd a chael athrawon heb gymhwyso yn ein hystafelloedd dosbarth, ac eto dyna'n union sydd gennym. Mae gennym bobl nad ydynt yn gymwys i gyflwyno gwersi Saesneg, ac eto mae 20 y cant o'n gwersi Saesneg yn cael eu dysgu gan bobl sydd heb gymhwyster i ddysgu Saesneg fel eu pwnc penodol. Mae'n 17 y cant mewn mathemateg; mae'n 27 y cant mewn addysg grefyddol; ac nid yw 23 y cant o'r athrawon sydd mewn gwersi Cymraeg yn gymwys i ddarparu gwersi Cymraeg. Felly, y realiti yw bod yr hyn rydych yn ei ddweud yn cefnogi system sy'n parhau i fod â phobl nad ydynt yn gymwys i gyflwyno'r pynciau penodol hynny yn y meysydd hynny. Felly, gwrandewch ar synnwyr cyffredin, gadewch inni gael cynllun gweithlu addysg cenedlaethol, gadewch inni wneud yn siŵr eich bod yn gweithio gyda'r holl randdeiliaid i'w ddatblygu, gadewch inni edrych ar y llwybrau newydd hyn i mewn i'r proffesiwn addysgu ar gyfer gweithwyr cymorth dysgu, i bobl mewn addysg bellach a phobl sy'n gymwys drwy brofiad. Gadewch i ni edrych ar rai enghreifftiau rhyngwladol da, gwael a chymedrol yn rhan o'r broses ddysgu honno, a gwneud yn siŵr fod gennym weithlu addysg sy'n addas ar gyfer y dyfodol.