techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: You said - this was before your last sentence, and correct me if I'm wrong - you gave the example of Newport as somewhere where it could be done, and that it doesn't exist everywhere. You then said, in the contexts of policy or legislation - . That suggests to me that you want to see more legislation to ensure that local authorities operate in a way that's more general across the country. So, you're talking, in a way, about nationalising education.
Welsh: Roeddet ti wedi dweud bod - roedd hyn cyn y frawddeg olaf, a chywira fi os ydw i'n cael hyn yn rong - mi wnest ti roi'r enghraifft o Gasnewydd fel yr hyn sy'n gallu cael ei wneud, ac roeddet ti'n dweud nad yw hynny'n bodoli ym mhob man. Wedyn ddywedaist ti, yn y cyd-destun polisi neu ddeddfwriaeth - . Mae hynny'n awgrymu i mi eich bod chi eisiau gweld mwy o ddeddfwriaeth i fynnu bod awdurdodau lleol yn gweithredu mewn ffordd sy'n fwy cyffredin ar draws y wlad. Felly, dŷch chi'n sôn, mewn ffordd, am genedlaetholi addysg.
English: I'm not here to talk on behalf of the Welsh Government, of course, Alun.
Welsh: Dwi ddim yma i siarad ar ran Llywodraeth Cymru, wrth gwrs, Alun.
English: No, I'm not suggesting that you are. But I have an interest in what you think in saying that.
Welsh: Dydw i ddim yn awgrymu eich bod chi. Ond, mae gen i ddiddordeb mewn beth dŷch chi'n meddwl drwy ddweud hynny.
English: What I think is - . My understanding of the Welsh Government's intention is that it's their intention to set a more robust framework for Welsh-medium education nationally. I welcome that. We are doing it in terms of the curriculum. There are a number of ways that we legislate. We've been doing it on sex and relationship education. Of course, there are national Acts. I welcome that, and I think, for the reasons we've noted, there is a need for that for the Welsh language.
Welsh: Beth dwi'n meddwl yw - . Fy nealltwriaeth i o fwriad Llywodraeth Cymru yw ei bwriad nhw o osod ffrâm fwy cadarn ar gyfer addysg Gymraeg yn genedlaethol. Dwi'n croesawu hynny. Rŷm ni'n gwneud hynny o ran y cwricwlwm. Hynny yw, mae yna nifer o ffyrdd heddiw rŷm ni'n deddfu. Rŷn ni wedi bod yn ei wneud e ar addysg sy'n ymwneud â rhyw a pherthnasau. Hynny, yw, mae yna Ddeddfau cenedlaethol. Dwi'n croesawu hynny, a dwi'n credu, am y rhesymau rŷn ni wedi eu nodi, bod angen hynny ar y Gymraeg.
English: So, you want to see more robust legislation to ensure that local authorities have less of an opportunity, really, to move in a different direction, but you say that you want them to follow the policy of Welsh Government and for that to be a requirement.
Welsh: So, dŷch chi eisiau gweld mwy o ddeddfwriaeth fwy cadarn i sicrhau bod awdurdodau lleol yn cael llai o gyfle, rili, i symud mewn cyfeiriad gwahanol, ond dŷch chi eisiau iddyn nhw ddilyn polisi Llywodraeth Cymru, a chael eu gorfodi i ddilyn y polisi.
English: To follow the framework of the policy, yes.
Welsh: I ddilyn y ffrâm polisi, ydw.
English: Thank you. Aled wants to come in on this too.
Welsh: Diolch. Mae Aled eisiau dod i mewn ar hyn hefyd.
English: I think, also, that you need to consider strengthening the WESPs as they stand, and that the education and care workforce don't just look at that statutory education and post-statutory education. There are a number of professional workers who are involved with those children and young people during that whole period, and one of the greatest challenges in terms of Welsh-medium provision for children and families who have additional learning needs, or any other need, is to ensure that there is that collaboration across education, early years and health as well, because a number of the specialist professionals who support schools, colleges and universities, or whatever they are, to help those children and families throughout their educational journey, aren't employed by the education sector; they're employed by the health boards, and there is a recruitment challenge there as well. We need to highlight that as one of the reasons, perhaps, why families with children who have additional learning needs don't choose Welsh-medium education, because the specialist provision isn't necessarily available in their local area and provided by Welsh-medium staff and in Welsh-medium settings - just because that provision doesn't exist more generally.
Welsh: Dwi'n credu hefyd bod angen ystyried cryfhau, rywsut, y CSCAu ar hyn o bryd, a bod y gweithlu addysg a gofal blynyddoedd cynnar ddim jest yn edrych ar y cyfnodau yna o addysg statudol, cyn ac ôl-statudol. Mae yna amryw o weithwyr proffesiynol sy'n ymwneud â'r plant a'r bobl ifanc yna ar hyd y cyfnod yna, ac un o'r heriau mawr ydy o ran sicrhau darpariaeth cyfrwng Cymraeg i unrhyw blant a theuluoedd sydd ag anghenion dysgu ychwanegol, neu unrhyw anghenion penodol, yw bod angen sicrhau bod yna gydweithio ar draws addysg, blynyddoedd cynnar ac iechyd hefyd, achos mae nifer o'r gweithwyr proffesiynol arbenigol sy'n dod i mewn i gefnogi ysgolion, colegau a phrifysgolion - beth bynnag ydyn nhw - i helpu'r plant a'r teuluoedd yma ar hyd y daith, ddim yn gyflogedig gan y sector addysg; maen nhw'n gyflogedig gan y byrddau iechyd, ac mae yna her recriwtio yn fanna hefyd. Mae angen inni amlygu hynny fel un o'r rhesymau, o bosib, pam mae rhai teuluoedd sydd â phlant ag anghenion dysgu ychwanegol ddim yn dewis trywydd addysg cyfrwng Cymraeg, achos dydy darpariaethau arbenigol ddim ar gael o reidrwydd yn eu hardal leol gyda staff ac mewn lleoliadau cyfrwng Cymraeg - dim ond oherwydd bod y ddarpariaeth yna ddim yn bodoli'n gyffredinol.
English: Thank you, Chair. I wanted to return to that point that we've already touched upon in terms of accountability arrangements. It relates, perhaps, to putting things on a statutory basis, but also to the current system. How should Welsh Government ensure accountability? How can they support organisations in securing that? I don't know if you have any view on that.
Welsh: Diolch, Gadeirydd. Dwi eisiau mynd yn ôl dipyn bach ar y pwynt yna rŷn ni wedi cyffwrdd arno fe o ran trefniadau atebolrwydd. Mae'n ymwneud, efallai, â rhoi pethau ar sail statudol, ond hefyd efallai o fewn y drefn sydd ohoni ar hyn o bryd. Sut dylai Llywodraeth Cymru sicrhau atebolrwydd? Sut gallan nhw gefnogi cyrff i sicrhau hynny? Dwi ddim yn gwybod os oes gyda chi unrhyw farn ar hynny.
English: On the one hand, there is a framework today, which means that the plans are submitted to the Government and the Government decides whether they're satisfactory or not. I do think that there's a challenge in that sort of thing, because a point arises where local government perhaps changes things a little, and then the Government has to decide whether to accept them or reject them, and that is nearly a nuclear option. So, finding a way of ensuring that they're within this framework is quite important, I would suggest, and it follows a number of the comments that we've already been discussing. I don't think we've reached that point yet. It's worth remembering, of course, we've had quite a significant reform of the WESPs recently, and they're only now being implemented, and so there is an element where we're waiting to see. Despite the fact that we are impatient at times, we are waiting to see how that is going to work out. But there is an opportunity there.
Welsh: Ar un wedd, mae yna ffrâm heddiw, sef bod y cynlluniau'n cael eu cyflwyno i'r Llywodraeth ac mae'r Llywodraeth yn penderfynu a ydyn nhw'n dderbyniol ai peidio. Dwi yn credu bod yna her, wrth gwrs, gyda phethau fel yna, achos mae yna bwynt yn dod lle mae llywodraeth leol efallai yn newid pethau ychydig, ac wedyn mae'n rhaid i'r Llywodraeth naill ai benderfynu eu derbyn nhw neu eu gwrthod nhw, ac mae hwnna bron yn opsiwn niwclear. Felly, mae ffeindio ffordd o sicrhau eu bod nhw oddi fewn i'r ffrâm yma yn un eithaf pwysig, byddwn i'n awgrymu, ac mae'n dilyn nifer o'r sylwadau rŷn ni eisoes wedi bod yn eu trafod. Dwi ddim yn credu ein bod ni wedi cyrraedd y fanna eto. Mae'n werth cofio, wrth gwrs, ein bod ni wedi cael diwygiad pur sylweddol i'r WESPs yn lled ddiweddar, a dim ond nawr maen nhw'n weithredol, ac felly mae yna elfen lle rŷn ni yn aros i weld. Er gwaethaf y ffaith ein bod ni yn ddiamynedd weithiau, rŷn ni yn aros i weld sut mae hynny'n mynd i weithio mas. Ond mae yna gyfle yn y fanna.
English: In terms of, perhaps, the variation, and something that can solve that variation, and maybe the lack of ambition, and the successes in some areas - it's that uneven landscape, isn't it?
Welsh: O ran, efallai, yr amrywiaeth, a rhywbeth sy'n gallu mynd at ddatrys yr amrywiaeth, ac efallai y diffyg uchelgais, a'r llwyddiannau mewn rai llefydd - y tirlun anwastad yna, am wn i, yntefe?
English: Yes, there are two things, aren't there? Firstly, the framework needs to be robust and I think that it would be an opportunity to put that on a statutory basis. The second element; we've touched on a number of things here in terms of post-statutory education that should be included everywhere, and they're not at the moment. And the third is what is the pattern in terms of reporting publicly and transparently on progress against these targets. As we know, in many policy areas what we're likely to see is that some local authorities will make significant progress and others won't. And so, how apparent will that be to you, to us, and to the public?
Welsh: Ie, mae yna ddau beth, onid oes? Yn gyntaf, mae angen i'r ffrâm fod yn gadarn iawn a buaswn i'n meddwl ei fod e'n gyfle i roi hynny ar sail statudol. Yr ail elfen, wedyn; rŷn ni wedi cyffwrdd sawl elfen yn fan hyn o ran addysg ôl-statudol ac ati a ddylai fod yna ym mhob man, a dyw e ddim yna ym mhob man. Ac wedyn efallai'r trydydd yw beth yw'r patrwm o ran adrodd cyhoeddus a thryloyw ar y cynnydd yn erbyn y targedau yna. Fel rŷn ni'n gwybod mewn nifer o feysydd polisi, yr hyn rŷn ni'n debygol o weld yw y bydd rhai awdurdodau lleol yn gwneud cynnydd pwrpasol a sylweddol a fydd eraill ddim. Ac felly, pa mor amlwg fydd hynny i chi, i ni, ac i'r cyhoedd?
English: Thank you, Dafydd. Does anyone else want to come in on this? No.
Welsh: Diolch, Dafydd. Oes rhywun arall eisiau dod i mewn ar hyn? Na.
English: One other question then, more general in a way, regarding the nature of the WESPs. We've seen them in their new form, and as you've mentioned Dafydd, a number have welcomed the fact that there's been some sort of step change, or that it's in the process of happening. The Minister mentioned that the plans to grow Welsh-medium education in the next 10 years are as ambitious as they could be. Do you agree with that?
Welsh: Un cwestiwn bach arall, te, mwy cyffredinol mewn ffordd, ynglŷn â natur y cynlluniau. Rŷn ni wedi eu gweld nhw ar eu newydd wedd, ac fel rŷch chi wedi sôn, Dafydd, mae yna groeso gan nifer, dwi'n meddwl, bod yna ryw fath o step change wedi digwydd, neu yn y broses o ddigwydd. Fe wnaeth y Gweinidog sôn bod y cynlluniau i dyfu addysg cyfrwng Cymraeg o fewn y 10 mlynedd nesaf mor uchelgeisiol ag y gallent fod. Ydych chi yn cytuno gyda hynny?
English: It's a very good question, Sioned, if I may say so. On one level, I do agree, because the kind of shift anticipated in the WESPs is significant. With the exception of our colleagues in the Basque Country, and perhaps the Catalans and the Israelis, there are few nations in the history of the world who have managed to make that change with a language that's relatively low in terms of its usage. The only element I would say that is at present in need of serious consideration is the workforce planning that runs along with the WESPs. The workforce plan that has been published by the Welsh Government, the 10-year workforce plan, looks at a phased approach. But the WESPs and the million Welsh speakers plan calls for a shift from something like 250 teachers being trained per year to 600 being trained. So, I am not certain that a phased approach will take us from 250, as it has been for five years and more, to 600. With the WESPs and all of the planning, that is the area, if you like, where there is a specific challenge.
Welsh: Mae'n gwestiwn da iawn, Sioned, os caf i ddweud. Ar un lefel, dwi yn cytuno, oherwydd mae'r fath o symudiad sydd yn cael ei ragweld yn y WESPs yn un sylweddol. Ac eithrio ein ffrindiau yng Ngwlad y Basg ac efallai'r Catalaniaid ac efallai'r Israeliaid, prin iawn o wledydd yn hanes y byd sydd wedi llwyddo i wneud y newid hynny gydag iaith sy'n gymharol isel ei defnydd. Yr unig elfen fyddwn i'n dweud nawr sydd yn fy marn i angen ei hystyried yn ofalus yw'r cynllun gweithlu sy'n mynd gyda'r WESPs. Mae'r cynllun gweithlu sydd wedi ei gyhoeddi gan Lywodraeth Cymru erbyn hyn, y cynllun gweithlu 10 mlynedd, yn edrych at approach cam wrth gam. Ond mae'r WESPs a'r cynllun miliwn o siaradwyr yn galw am symud o rywbeth fel 250 o athrawon yn cael eu hyfforddi bob blwyddyn i 600. Felly, dwi ddim yn sicr bod cynllun cam wrth gam yn mynd â ni o 250, fel mae e wedi bod ers pum mlynedd a mwy, i 600. Dyna yw'r man, os liciwn ni, gyda'r WESPs a'r holl gynllunio, lle mae yna her benodol.
English: Thank you. Did somebody else want to come in? Angharad.
Welsh: Diolch. Oedd rhywun arall eisiau dod i mewn? Angharad.
English: I think one of the things with regard to the targets is that we would all like to see higher targets being set. One of the challenges is to set targets that are ambitious but also realistic in this area. As Dafydd has mentioned, one of the challenges alongside that is specific targets for staffing and recruiting the workforce and workforce retention across the sectors. You also need to consider the capacity to develop, the capacity of the schools that we have already, and the post- and pre-statutory education provision as well, and ensuring that there is a clear education route for parents that goes from the very first day, in terms of the care of that child, to the time that that child will finish his or her education, whether they're 16 or 18 or at the end of university. The parents need to have confidence that when they choose Welsh-medium care or education, it's possible for that child to receive the care and education of the best possible standard in Welsh at a local level until the end of their time in the education sector.
Welsh: Rwy'n credu un o'r pethau gyda'r targedau yw y byddwn ni i gyd yn hoffi gweld targedau uwch yn cael eu gosod. Un o'r heriau yw gosod targedau sydd yn uchelgeisiol ond hefyd yn realistig yn y maes. Fel mae Dafydd yn sôn, un o'r heriau ochr yn ochr â hwnna ydy targedau penodol ar gyfer staffio a recriwtio gweithlu a chynnal a chadw gweithlu ar draws y sectorau. Mae angen ystyried hefyd capasiti datblygu, capasiti'r ysgolion sydd gyda ni yn barod, a darpariaethau addysg cyn ac ôl-statudol hefyd, a sicrhau bod yna lwybr addysg amlwg i rieni sydd yn mynd o'r cychwyn cyntaf, y diwrnod cyntaf yna a gofal i'r plentyn yna, hyd yr amser bydd y plentyn yna yn gorffen ei addysg, boed hynny yn 16 neu'n 18 neu ar ddiwedd y brifysgol. Mae'n rhaid bod y rhieni yn ffyddiog, o'r eiliad eu bod nhw'n dewis addysg a gofal cyfrwng Cymraeg i'r plentyn yna, ei fod e'n bosib i'r plentyn yna dderbyn yr addysg a gofal o'r ansawdd orau posibl yn Gymraeg yn lleol hyd ddiwedd eu cyfnod nhw yn y sector addysg.
English: Thank you. Is the 10-year cycle appropriate in terms of ensuring that local authorities are appropriately monitored?
Welsh: Diolch. A yw'r cylch 10 mlynedd yn ddigonol o ran sicrhau bod yr awdurdodau lleol yn cael eu monitro'n briodol?
English: Who'd like to take that question first? I see a number of smiles. Aled?
Welsh: Pwy sydd eisiau mynd ar ôl hwnna yn gyntaf? Mae nifer o bobl yn gwenu. Aled?
English: Just briefly, there's no problem with a 10-year plan. That is, it makes sense to have a plan that looks into the future, because it takes time to build a school; it takes time to attract children to a school. The trick is at what point is it monitored, and clearly and robustly monitored. To me, it feels as if it should be happening, certainly, every three years. There is time for things to happen, but the trick is to make sure that the monitoring is sensible. Having a plan for 10 years is not intrinsically a problem, I don't think.
Welsh: Jyst yn fyr, does dim problem gyda chynllun 10 mlynedd. Hynny yw, mae'n gall i gael cynllun sy'n edrych i'r tymor hir achos mae'n cymryd amser i adeiladu ysgol; mae'n cymryd amser i ddenu plant i ysgol. Y gamp yw ar ba bwynt mae'n cael ei fonitro a'i fonitro'n glir ac yn robust, yntefe? I fi, mae'n teimlo fel dylai hynny fod yn digwydd yn sicr bob tair blynedd. Hynny yw, mae yna amser yn digwydd i bethau, ond y gamp yw gwneud yn siŵr bod y monitro'n gall. Dyw cael cynllun ar gyfer 10 mlynedd ddim intrinsically yn broblem, dwi ddim yn credu.
English: Thank you, Dafydd. Angharad, did you want to come in too?
Welsh: Diolch, Dafydd. Angharad, oeddech chi eisiau dod mewn hefyd?
English: Thank you. I agree - I don't think that the length of the 10-year plan is the issue, to be honest, in terms of being able to plan and forward planning. Ten years is much better than the old system of reviewing and rewriting plans on a three-year cycle. But three years didn't provide enough time to monitor and implement and see what the difference was before having to start the process from the beginning all over again. There was no looking forward to that medium-term future because the three-year cycle was too short. Again, I agree with Dafydd that it's the need to consider how we monitor these developments against the targets over the 10 years that is important: that having the targets over 10 years gives local authorities and partnerships an opportunity to plan, to develop and increase numbers over that term, but there is a need to show and monitor the progress often against those targets and look and sit down and review whether that progress has been made against the targets and see if there is a need to change or include other interventions to reach those targets over a period of time.
Welsh: Dwi'n cytuno - dwi'n credu mai nid hyd y cynllun 10 mlynedd yw'r peth, a bod yn onest, o ran gallu cynllunio a blaengynllunio. Mae 10 mlynedd yn llawer gwell na'r hen system o ailysgrifennu ac adolygu'r cynlluniau ar gylch o dair blynedd. Doedd y tair blynedd ddim yn rhoi digon o amser i fonitro a gweithredu a gweld beth oedd y gwahaniaeth cyn gorfod cychwyn ar y broses i gyd o'r cychwyn eto. Doedd yna ddim edrych ymlaen i'r dyfodol canol digonol yn digwydd achos roedd y cylch tair blynedd yn lot rhy fyr. Eto, dwi'n cytuno gyda Dafydd mai ystyried sut i fonitro'r datblygiadau yn erbyn y targedau dros y 10 mlynedd sydd yn bwysig: bod cael y targedau ar draws 10 mlynedd yn rhoi cyfle i awdurdodau lleol a phartneriaid gynllunio i ddatblygu a chynyddu'r niferoedd dros y tymor yma, ond bod angen dangos a monitro'r cynnydd yn gyson yn erbyn y targedau yna ac eistedd i lawr ac adolygu i weld a ydy'r cynnydd yna wedi digwydd ac a oes angen newid neu wneud ychwanegiadau ac ymyrraethau ychwanegol i allu cyrraedd y targedau yna dros y cyfnod.
English: So, five-yearly monitoring is fine.
Welsh: Felly, mae monitro dros bum mlynedd yn iawn.
English: I would say three to five years, in order to look at the progress made and what they need to do to continue to achieve the targets set, or whether the target needs to be extended because they're already close to it.
Welsh: Buaswn i'n dweud tair i bum mlynedd, i edrych yn ôl at lle maen nhw wedi cyrraedd a gweld beth sydd angen iddyn nhw ei wneud i gyrraedd y targed oedd wedi cael ei osod ar y cychwyn, neu a oes angen ymestyn y targed achos eu bod nhw'n agos ato fe'n barod.
English: I think Aled wanted to come in on that point, too.
Welsh: Mae Aled eisiau dod i mewn ar y pwynt yna hefyd.
English: If I could come back, I think that we need to monitor annually. As education institutions, we have annual evaluations, and if we're talking about education, I think annual monitoring is important, because if I was waiting for three years to monitor the quality of my college, I would have problems. If I hadn't identified the problem in the first year and it's left for three, I would say that the problem will have got much worse. So, I would suggest that we need annual monitoring. I would agree with what Dafydd and Angharad said: the plan could be for five or 10 years, but the monitoring has to be annual.
Welsh: Os caf i ddod yn ôl, buaswn i'n dweud bod angen monitro yn flynyddol. Fel sefydliadau addysg, rydyn ni'n paratoi adroddiadau hunanarfarnu yn flynyddol, ac os ydyn ni'n sôn am addysg yn y fan yma, dwi'n meddwl bod monitro'n flynyddol yn bwysig, achos pe bawn i'n aros am dair blynedd i fonitro ansawdd fy ngholeg, buasai gen i broblemau. Os nad ydw i wedi ffeindio bod yna broblem ansawdd yn y flwyddyn gyntaf a fy mod i'n ei adael am dair, mae'r broblem yn mynd yn waeth. Felly, buaswn i'n awgrymu bod angen monitro yn flynyddol. Rwy'n cytuno efo beth mae Angharad a Dafydd yn ei ddweud: efallai bod y cynllun yn gynllun pump i 10 mlynedd, ond mae'r monitro, yn fy marn i, yn gorfod bod yn rhywbeth blynyddol.
English: Alun wants to come in at this point.
Welsh: Mae Alun eisiau dod i mewn ar y pwynt yma.
English: In your answers, you've all spoken about monitoring, and I'd like to know who is monitoring and what are they monitoring.
Welsh: Mae pob un ohonoch, yn eich atebion, wedi sôn am fonitro, a liciwn i wybod pwy sy'n monitro a beth ydyn nhw'n monitro.
English: Dafydd.
Welsh: Dafydd.
English: The Welsh Government, the targets set in the WESPs, and then publishing the progress according to local authority. Thinking of bins and recycling, for example, we see every year, or every few years, progress made in local authorities on recycling. I'd be very pleased to see their progress, or not, as appropriate, on the WESPs.
Welsh: Llywodraeth Cymru, y targedau a osodir yn y WESPs, ac wedyn yn cyhoeddi'r cynnydd fesul awdurdod lleol. Os meddyliwn ni am fins ac ailgylchu, rŷn ni'n gweld pob blwyddyn, neu bob ychydig flynyddoedd, cynnydd yr awdurdodau lleol ar ailgylchu. Buaswn i'n falch iawn i weld eu cynnydd nhw, neu beidio, fel mae'n briodol, ar y WESPs.
English: Did anyone else have anything to add?
Welsh: Oedd unrhyw un arall eisiau ychwanegu at hynny?
English: I want everyone to answer this question, because they've said that there is monitoring, and I want to know who they're talking about.
Welsh: Dwi eisiau pob un i ateb, achos maen nhw wedi dweud bod yna fonitro i gael, a dwi eisiau gwybod pwy maen nhw'n sôn amdano pan maen nhw'n sôn amdano fe.
English: There is monitoring happening. There are meetings taking place, there are fora, there are local WESP committees, there are Welsh in education fora in some local authorities, which monitor progress on specific points. But I agree with Dafydd that what we need to do is to have some system that requires local authorities to draw up a regular formal report to outline in simple terms to the public and to partners where exactly they're at, drawing all of that work that happens behind the scenes together and making it public.
Welsh: Dwi'n credu bod yna fonitro'n digwydd. Mae cyfarfodydd yn digwydd, mae yna fforymau, naill ai mae yna bwyllgorau WESP yn lleol, mae yna fforymau Cymraeg mewn ambell i awdurdod lleol sydd yn eistedd ac yn monitro'r cynnydd ar ambell i bwynt penodol. Dwi'n cytuno gyda Dafydd mai beth rydyn ni angen ei wneud ydy gweld rhyw system sy'n gofyn i'r awdurdodau lleol greu adroddiad ffurfiol yn rheolaidd i ddangos mewn ffordd syml i'r cyhoedd ac i bartneriaid ble yn union maen nhw arni, yn tynnu'r holl waith yna sydd wedi digwydd tu ôl i'r llenni a'i wneud yn fwy cyhoeddus.
English: I would like Aled to answer the question. He said that there is a need for monitoring, so who is doing that monitoring and what are they monitoring?
Welsh: Dwi eisiau i Aled ateb y cwestiwn. Mae e wedi dweud bod angen monitro, so Aled, pwy sy'n monitro a beth maen nhw'n monitro?