English: Thank you, Deputy Presiding Officer. Well, that was interesting. Minister, you were so affronted that I had to skip back and reread our motion because I thought that perhaps we had put in it things that I had missed. But, no, I don't see anything there that says that we do not think that higher education and further education institutions haven't stepped up to the plate. I mean, we do - they've been outstanding, they have delivered an enormous amount for our students over the last few months. You seem to think that we were basically tabling this entire debate to have a serious pop at them and to say that everything is pretty bad. Yes, I think our motion says, 'Well done, Welsh Government, for giving money.' We absolutely welcome that, are delighted to see it, and think that it's going to make a difference. But, I think the real point is that Suzy Davies caught you on the hop, and she caught you on the hop because you thought it would be about that, and actually it's about our students - it's about the young men and women, girls and boys throughout Wales who've been caught with this pandemic and have struggled and suffered so much. I want to pay absolute tribute to Caroline Jones. I thought that her contribution was outstanding because, Caroline, you got right into the nub of it, the nub of what these young people are going through. They're living through a time that they never expected. Their education's been disrupted, and, as you rightly said, education is more than just about the books or the numbers; it's about that whole learning experience, that whole social experience, having your sharp edges rubbed off you, learning how to interact with other people, how to live with people. And we know that mental health has been a really major issue for a lot of our students. Some of the ones who are perhaps less robust have found it very difficult, and even those who pride themselves on being pretty tough have found the whole thing very, very distressful. The ones who've moved from A-levels to go into university or further education of some form or other, in particular, they've sort of had a double whammy of it, if you like. And I think that we mustn't underestimate that mental health impact, and that's why Suzy tabled this debate on behalf of the Welsh Conservatives that was very much focused from the students' point of view. Now, I don't disagree, Minister, with much of what you said about the whole of the FE sector and the higher education sector - their ambition, your ambition, where you're trying to go. And, you know, I want to pick up on one of the points that David Melding made: Cardiff University constantly amazes me with their research and development; they are utterly fantastic. And in the medical sector, they have come out with extraordinary - extraordinary - advances that we need to celebrate. And in order to do that, they need the money - of course they do - they need the stability and they need to know that they are sustainable going into the future. But I don't think there's anything wrong with the Welsh Conservatives gently reminding you and some of the institutions within Wales that they've got an awful lot of money, some of them, squirrelled away in their pockets, and we're in a crisis. You know, you haven't got an endless pocket of money, the UK Government doesn't have an endless pocket of money and our poor students certainly don't, so those institutions that do have money, now is the time to start deploying it, now is the time to start reinforcing some of those courses, sustaining some of the teaching staff and making sure that we are fit to exit this coronavirus pandemic with a strong sector and with a strong student workforce. David Rowlands, you also picked up an exceptionally good point that I thought was lost in the mix, about the fact that vocational courses are going to be one of the big areas that get hit. I've talked to a number of students in my constituency who are on such vocational courses, and it's very difficult for them; they can't go out and do the fieldwork, they can't go out and work in certain types of business. It's very difficult for them to get the things that they need in order to be able to move forward and I think that we shouldn't forget that at all, and realise that, for those individuals, it's going to elongate their entire education process and not give it the richness and the depth that many of us were fortunate enough to have. All we've asked is that our students should be spoken to and talked to about the financial elements and other associated costs of being able to do their courses. We've certainly talked to them, Minister, and they are really concerned. We have many, many students who can't do online learning because they don't have the digital infrastructure at home, or they don't live in a convenient part of Wales that has a great digital infrastructure. Over 15 per cent of the students that were in the survey were very clear that they don't have the IT at home, and that's a lot of students who are unable to access online learning. Some students just simply can't cope with that kind of process. And that's what the whole point of this debate was about - that was what we were trying to encourage you to look at and encourage you to put into the mix when you think your way forward and about where you're going to go. So, our three quick asks: we want you to ensure that the fees reflect the impact that the coronavirus is having on them and their courses; we want you to ensure that students are given every support, funding availability and encouragement to access learning, whether it's through live streaming, other online methods of teaching, or, wherever possible, in person. I mean, I was written to by one student in my patch who is doing archaeology and he's going to have real difficulty in going on an archaeological dig from over the internet - good luck to him, poor soul. And finally, we do want you to address the concerns of students, employers and further and higher education providers in relation to that narrowing of the syllabus that we talked about, of courses that contribute towards the entry requirements for colleges and universities. This is what this is about. Ultimately, our No. 1 priority shouldn't be about preserving the big institutions ad infinitum; it's about growing our youth, it's about protecting the young people of Wales, it's about giving them that education, helping them develop into robust citizens who can do the jobs of their dreams, can become robust adults, can hold down jobs and can have a good life going forward. We owe it to them, because, do you know what, it's called 'their future' - we must support it.
Welsh: Diolch, Ddirprwy Lywydd. Wel, roedd hynny'n ddiddorol. Weinidog, cawsoch eich sarhau i'r fath raddau nes i mi orfod troi'n ôl i ailddarllen ein cynnig gan fy mod yn meddwl efallai ein bod wedi rhoi pethau ynddo roeddwn wedi'u methu. Ond na, nid wyf yn gweld dim yno sy'n dweud nad ydym yn credu nad yw sefydliadau addysg uwch ac addysg bellach wedi ysgwyddo eu cyfrifoldebau. Hynny yw, rydym yn credu hynny - maent wedi bod yn rhagorol, maent wedi darparu llawer iawn i'n myfyrwyr dros y misoedd diwethaf. Ymddengys eich bod yn meddwl ein bod yn cyflwyno'r holl ddadl hon yn y bôn er mwyn eu beirniadu ac i ddweud bod popeth yn wael iawn. Ydw, rwy'n credu bod ein cynnig yn dweud, 'Da iawn chi, Lywodraeth Cymru, am roi arian.' Rydym yn croesawu hynny'n llwyr, yn falch iawn o'i weld, ac yn meddwl ei fod yn mynd i wneud gwahaniaeth. Ond rwy'n credu mai'r gwir bwynt yw bod Suzy Davies wedi'ch dal chi am eich bod yn meddwl y byddai'n ymwneud â hynny, ac mewn gwirionedd mae'n ymwneud â'n myfyrwyr - mae'n ymwneud â'r dynion a'r menywod ifanc, merched a bechgyn ledled Cymru sydd wedi cael eu dal gan y pandemig hwn ac wedi ei chael hi'n anodd ac wedi dioddef cymaint. Hoffwn roi teyrnged i Caroline Jones. Roeddwn yn meddwl bod ei chyfraniad yn rhagorol oherwydd, Caroline, roeddech yn iawn ynglŷn â'i hanfod, hanfod yr hyn y mae'r bobl ifanc hyn yn mynd drwyddo. Maent yn byw drwy gyfnod nad oeddent erioed wedi'i ddisgwyl. Tarfwyd ar eu haddysg, ac fel y dywedoch chi'n gywir, mae addysg yn ymwneud â mwy na'r llyfrau neu'r niferoedd yn unig; mae'n ymwneud â'r profiad dysgu cyfan, y profiad cymdeithasol cyfan, cael eich ymylon garwaf wedi'u llyfnhau, dysgu sut i ryngweithio â phobl eraill, sut i fyw gyda phobl. A gwyddom fod iechyd meddwl wedi bod yn fater pwysig iawn i lawer o'n myfyrwyr. Mae rhai o'r bobl sydd efallai'n llai gwydn wedi ei chael hi'n anodd iawn, ac mae hyd yn oed y rhai sy'n ymfalchïo mewn bod yn eithaf gwydn wedi profi gofid mawr. Mae'r rhai sydd wedi symud o Safon Uwch i fynd i brifysgol neu addysg bellach ar ryw ffurf neu'i gilydd, yn arbennig, wedi cael ergyd ddwbl, os mynnwch. A chredaf na ddylem danbrisio'r effaith honno ar iechyd meddwl, a dyna pam y cyflwynodd Suzy y ddadl hon ar ran y Ceidwadwyr Cymreig gan ganolbwyntio'n fawr ar safbwynt y myfyrwyr. Nawr, Weinidog, nid wyf yn anghytuno â llawer o'r hyn a ddywedoch chi am y sector addysg bellach a'r sector addysg uwch - eu huchelgais, eich uchelgais chi, o ran ble rydych yn ceisio mynd. Ac rwyf am fynd ar ôl un o'r pwyntiau a wnaeth David Melding: mae Prifysgol Caerdydd yn fy syfrdanu'n gyson gyda'u gwaith ymchwil a datblygu; maent yn hollol wych. Ac yn y sector meddygol, maent wedi cyflawni datblygiadau eithriadol - eithriadol - y mae angen inni eu dathlu. Ac er mwyn gwneud hynny, maent angen yr arian - wrth gwrs eu bod - maent angen sefydlogrwydd ac maent angen gwybod eu bod yn gynaliadwy wrth wynebu'r dyfodol. Ond nid wyf yn meddwl bod unrhyw beth o'i le ar y Ceidwadwyr Cymreig yn eich atgoffa chi a rhai o'r sefydliadau yng Nghymru yn garedig fod ganddynt lawer iawn o arian, rai ohonynt, wedi'i gadw yn eu pocedi, ac rydym mewn argyfwng. Wyddoch chi, nid oes gennych boced ddiwaelod o arian, nid oes gan Lywodraeth y DU boced ddiwaelod o arian ac yn sicr nid oes gan ein myfyrwyr tlawd bocedi o'r fath, felly i'r sefydliadau sydd ag arian, dyma'r amser i ddechrau ei ddefnyddio, dyma'r amser i ddechrau atgyfnerthu rhai o'r cyrsiau, cynnal rhai o'r staff addysgu a sicrhau ein bod yn gallu troi cefn ar y pandemig coronafeirws gyda sector cryf a chyda gweithlu myfyrwyr cryf. David Rowlands, fe wnaethoch chithau hefyd bwynt eithriadol o dda a gollwyd yn y gymysgedd yn fy marn i, ynglŷn â'r ffaith y bydd cyrsiau galwedigaethol yn un o'r meysydd mawr sy'n cael eu taro. Rwyf wedi siarad â nifer o fyfyrwyr yn fy etholaeth sydd ar gyrsiau galwedigaethol o'r fath, ac mae'n anodd iawn iddynt; ni allant fynd allan a gwneud y gwaith maes, ni allant fynd allan a gweithio mewn rhai mathau o fusnesau. Mae'n anodd iawn iddynt gael y pethau sydd eu hangen arnynt er mwyn gallu symud ymlaen a chredaf na ddylem anghofio hynny o gwbl, a sylweddoli, i'r unigolion hynny, ei fod yn mynd i ymestyn hyd eu holl broses addysgol heb roi'r cyfoeth a'r dyfnder roedd llawer ohonom yn ddigon ffodus i'w gael. Y cyfan rydym wedi gofyn amdano yw y dylid siarad â'n myfyrwyr a siarad â hwy am yr elfennau ariannol a chostau cysylltiedig eraill sydd ynghlwm wrth allu dilyn eu cyrsiau. Rydym ni'n sicr wedi siarad â hwy, Weinidog, ac maent yn pryderu'n fawr. Mae gennym lawer iawn o fyfyrwyr nad ydynt yn gallu dysgu ar-lein am nad oes ganddynt y seilwaith digidol gartref, neu am nad ydynt yn byw mewn rhan gyfleus o Gymru sydd â seilwaith digidol gwych. Roedd dros 15 y cant o'r myfyrwyr yn yr arolwg yn dweud yn glir iawn nad oes ganddynt ddarpariaeth TG yn y cartref, ac mae hynny'n llawer o fyfyrwyr nad ydynt yn gallu dysgu ar-lein. Ni all rhai myfyrwyr ymdopi â phroses o'r fath. A dyna oedd holl bwynt y ddadl hon - dyna'r hyn y ceisiem eich annog i edrych arno a'ch annog i'w roi yn y gymysgedd pan fyddwch yn meddwl am y ffordd ymlaen ac i ble rydych chi'n mynd. Felly, gofynnwn yn gyflym am dri pheth: rydym am i chi sicrhau bod y ffioedd yn adlewyrchu'r effaith y mae'r coronafeirws yn ei chael arnynt hwy a'u cyrsiau; rydym am i chi sicrhau bod myfyrwyr yn cael pob cymorth, y cyllid sydd ar gael ac anogaeth i gael mynediad at ddysgu, boed hynny drwy ffrydio byw, dulliau eraill o addysgu ar-lein, neu wyneb yn wyneb lle bynnag y bo modd. Hynny yw, ysgrifennodd un myfyriwr yn fy ardal sy'n gwneud archaeoleg ataf ac mae'n mynd i gael anhawster gwirioneddol i fynychu cloddiad archeolegol dros y rhyngrwyd - pob lwc iddo, druan. Ac yn olaf, rydym am i chi fynd i'r afael â phryderon myfyrwyr, cyflogwyr a darparwyr addysg bellach ac addysg uwch mewn perthynas â lleihau maes llafur rhai cyrsiau sy'n cyfrannu at y gofynion mynediad ar gyfer colegau a phrifysgolion fel y soniasom. Ymwneud â hynny y mae hyn. Yn y pen draw, ni ddylai ein blaenoriaeth gyntaf ymwneud â chadw'r sefydliadau mawr yn ddiddiwedd; mae'n ymwneud â thyfu ein pobl ifanc, mae'n ymwneud â diogelu pobl ifanc Cymru, mae'n ymwneud â rhoi'r addysg honno iddynt, eu helpu i ddatblygu'n ddinasyddion gwydn sy'n gallu gwneud swyddi eu breuddwydion, dod yn oedolion gwydn a chynnal swyddi a chael bywyd da yn y dyfodol. Mae arnom hynny iddynt, oherwydd eu dyfodol hwy ydyw - rhaid inni ei gefnogi.