techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I think that one of the things that needs to be considered here is that this is different across the 22 local authorities. In some authorities, we as an organisation have sat around the table with that local authority. Some good examples are coming from the north, in counties in the north-west, where they've sat down from the planning stages, development stages, they've created education working groups looking at particular parts of the WESPs when implementing them to make the developments. There are examples in other counties, in other areas, where people do gather around the table, and they do discuss what the school development programmes are, and we can work backwards from that to see where we need to enhance the provision of cylchoedd meithrin and Welsh language childcare on the ground, to generate the demand for the Welsh-medium education. In other areas, those conversations happen after the authority has made its decisions, and things aren't as easy to link in then, because we don't always know what the developmental priorities that they have are, and we would have needed to put things in place earlier. So, it does vary. If you want more information on that, then perhaps you would need to ask that question to those working on the ground in the 22 local authorities to get an overview of it.
Welsh: Rwy'n credu mai un o'r pethau y mae angen ei ystyried yn hyn ydy bod hyn yn wahanol ar draws y 22 awdurdod lleol. Mewn rhai awdurdodau, rydyn ni fel mudiad wedi eistedd o gwmpas y bwrdd gyda'r awdurdod lleol yna. Mae enghreifftiau da yn dod o'r gogledd, yn siroedd y gogledd orllewin, lle maen nhw wedi eistedd lawr o'r pwynt cynllunio, datblygu, maen nhw wedi creu grwpiau gwaith ar addysg sy'n edrych ar ddarnau penodol o'r WESPs wrth eu rhoi nhw ar waith i wneud y datblygiadau. Mae yna enghreifftiau mewn siroedd eraill hefyd, mewn ardaloedd eraill, lle mae pobl yn eistedd lawr o gwmpas y bwrdd, maen nhw'n trafod beth ydy'r cynlluniau datblygu ysgolion, ac rydyn ni'n gallu gweithio am yn ôl o ran ble mae angen sefydlu a chynyddu capasiti cylchoedd meithrin a gofal Cymraeg ar lawr gwlad i greu'r galw ar gyfer yr addysg Gymraeg. Mewn llefydd eraill, mae'r sgyrsiau yna'n digwydd ar ôl i'r sir wneud y penderfyniadau, a dyw pethau ddim mor hawdd i lincio mewn at ei gilydd, achos dydyn ni ddim bob tro yn gwybod beth ydy'r blaenoriaethau datblygiadol sydd gyda nhw, a'n bod ni wedi bod angen rhoi pethau ar waith yn gynharach. So, mae yn amrywio. Os ydych chi eisiau mwy o wybodaeth ar hynny, o bosib mae hynny'n golygu gofyn i cwestiwn yna i bobl sydd yn gweithio ar lawr gwlad yn y 22 awdurdod lleol i gael trosolwg o hynny.
English: Yes, 'varying' is the answer, I would say, Buffy. Some authorities work very closely with further education colleges. There's one college in south-west Wales whose Welsh-medium education plan is now part of the WESP, because they have been integral part of developing the WESP. I'm head of a college where we've got totally different experiences across three authorities. We're not even on one of the WESP monitoring committees in one authority and they haven't consulted with us at all; another authority has consulted with us extensively and we've provided a wording for the WESP; and another one has consulted us and ignored what we've said. So, the experiences across the sector vary within an organisation and within settings. But, certainly, I think there is room for improvement on the consultation, and not just consultation, but the joint working and the joint preparation, if we want to see a continuum from from statutory education to post-compulsory education.
Welsh: Ie, 'amrywiol', dwi'n meddwl, ydy'r ateb buaswn i'n rhoi i hwnna, Buffy. Mae yna rai awdurdodau'n gweithio'n agos iawn efo colegau addysg bellach. Mae yna un coleg yn ne-orllewin Cymru y mae eu cynllun addysg Gymraeg nhw rŵan yn rhan o'r WESP, oherwydd eu bod nhw wedi bod yn rhan annatod o ddatblygu'r WESP. Dwi'n bennaeth ar goleg lle mae gyda ni brofiadau hollol wahanol ar draws tri awdurdod. Dydyn ni ddim hyd yn oed ar un o bwyllgorau monitro'r WESP mewn un awdurdod a dydyn nhw ddim wedi ymgynghori efo ni o gwbl; mae awdurdod arall wedi ymgynghori'n sylweddol efo ni ac rydyn ni wedi rhoi geiriad ar gyfer y WESP; ac mae yna un arall wedi ymgynghori efo ni ac wedi anwybyddu beth rydym ni wedi ei ddweud. Felly, mae'r profiadau ar draws y sector yn amrywio o fewn sefydliad ac o fewn lleoliadau. Ond, yn sicr, dwi'n meddwl bod yna le i wella ar yr ymgynghori, ond ddim jest ymgynghori, y cydweithio a'r cyd-baratoi, os ydyn ni o ddifrif eisiau gweld dilyniant o addysg statudol i addysg ôl-orfodol.
English: Thank you for that. Angharad, if you could be as brief as possible. And I do apologise, I know that this is a massive subject, again. But, we will ask you to write to us with more detail. Angharad.
Welsh: Ocê. Diolch am hynna. Angharad, os gallech chi fod mor gryno â phosib. Ac mae'n flin gen i, dwi'n gwybod bod hwn yn bwnc rili mawr eto. Byddwn ni'n gofyn i chi ysgrifennu atom ni gyda mwy o fanylder. Angharad.
English: One of the things to note too is that we need to consider, if there's a plan to significantly increase the numbers available to work through the medium of Welsh in one area of the care sector, then there's a knock-on effect on other parts of the sector. So, if we attract people to work as teachers in schools, and that's seen as a relatively high-status position, that then removes people who may have trained to work in the childcare sector, or the post-statutory sector, where salaries and working conditions aren't necessarily at the same level.
Welsh: Dwi'n credu un o'r pethau i'w nodi hefyd ydy bod angen ystyried, os oes cynllun i ddatblygu a chynyddu nifer yn sylweddol mewn un adran o'r gweithlu gofal addysg drwy gyfrwng y Gymraeg, mae yna knock-on effect ar gyfer ehangder y sector yn yr adrannau sydd naill ochr i hynny hefyd. So, os ydyn ni'n atynnu pobl i weithio fel athrawon yn yr ysgolion, sydd yn cael ei gweld fel swydd statws uchel, mae hynny wedyn yn tynnu pobl, o bosib, fyddai wedi hyfforddi i fod yn gweithio yn y sector gofal plant neu ôl-statudol lle mae'r cytundebau gwaith a'r cyflogau ddim o reidrwydd i'r un lefel.
English: Fantastic. I do apologise, but time has defeated us this morning, but that's been very interesting and useful indeed. We will certainly write to you to ask for more details on some of the issues that we hadn't touched upon, but we are very grateful to you for your evidence this morning. There will be a transcript sent to you so that you can check that, but, for now, thank you very much. Members, we will now take a very short break until 11:55 - we'll return at 11:55. Thank you.
Welsh: Ffantastig. Mae'n flin gen i i bawb bod amser wedi'n trechu ni'r bore yma, ond mae hwnna i gyd wedi bod yn rili ddefnyddiol. Byddwn ni yn ysgrifennu atoch chi i ofyn am fwy o fanylder ar rai o'r pynciau doedden ni ddim wedi cael cyfle i'w cyrraedd, ond dŷn ni'n ddiolchgar iawn i chi am y dystiolaeth y bore yma. Bydd transgript o'r hyn sydd wedi cael ei ddweud yn cael ei anfon atoch chi i'w wirio hefyd, ond, am nawr, diolch yn fawr iawn am hynna. Aelodau, byddwn ni nawr yn cymryd egwyl fer iawn tan 11:55. Diolch.
English: Welcome back to this session of the committee. We move straight to item 6. We're continuing with our inquiry into Welsh in education strategic plans. In our sessions this morning and into this afternoon, we have evidence sessions with Welsh-medium early years, post-16 and adult learner provision. And this session is with local authorities now - I apologise, I am reading the wrong thing in the brief. Sioned Williams has to leave the meeting shortly, so we'll move to her questions after introducing the witnesses. May I ask Darren Price to introduce himself for the record, please?
Welsh: Croeso nôl i'r sesiwn yma o'r pwyllgor. Dŷn ni'n symud yn syth at eitem 6. Dŷn ni'n cario ymlaen gyda'n hymchwiliad i mewn i gynlluniau strategol Cymraeg mewn addysg. Yn ein sesiynau y bore yma ac yn mynd i mewn i'r prynhawn yma, bydd sesiynau tystiolaeth gyda blynyddoedd cynnar cyfrwng Cymraeg, darpariaeth ôl-16 ac oedolion sy'n dysgwyr. Awdurdodau lleol fydd y sesiwn yma nawr - mae'n flin gen i, dwi'n darllen y peth rong yn y briff. Mae Sioned Williams yn mynd i orfod ein gadael ni'n fuan. Felly, fe wnawn ni symud, ar ôl i ni gyflwyno'r tystion, yn syth at ei chwestiwn hi. Gaf i ofyn i Darren Price gyflwyno ei hunan ar gyfer y record, plîs?
English: Yes, thank you, Chair. I'm Darren Price, Welsh language spokesperson for the Welsh Local Government Association.
Welsh: Yn sicr. Diolch, Cadeirydd. Darren Price, llefarydd ar yr iaith Gymraeg ar ran Cymdeithas Llywodraeth Leol Cymru. Diolch.
English: Thank you, Darren. I'll ask Meinir to introduce herself next.
Welsh: Diolch, Darren. Gwnaf i ofyn i Meinir nesaf, plîs.
English: Thank you, Chair. Good afternoon. I wanted to ask at the beginning if local authorities agree with the statement made by the Minister for Education and Welsh Language that plans to grow Welsh-medium education over the next 10 years are as ambitious as they can be? If you don't agree, could you explain why you don't agree with that?
Welsh: Diolch yn fawr, Cadeirydd, a phrynhawn da. Eisiau holi oeddwn i i ddechrau: ydy awdurdodau lleol yn cytuno gyda datganiad Gweinidog y Gymraeg ac Addysg bod cynlluniau i dyfu addysg cyfrwng Cymraeg dros y 10 mlynedd nesaf mor uchelgeisiol ac y gallant fod? Os nad ŷch chi'n cytuno, allech chi esbonio pam nad ŷch chi'n cytuno?
English: What I'll ask you to do is to indicate if you want to come in at any point. We have no witnesses in the room, so we'll be looking at the screen. Who'd like to go first? Meinir.
Welsh: Beth dwi'n mynd i ofyn i chi wneud fan hyn, os dŷch chi eisiau dod i mewn ar bwnc, os gallech chi jest codi llaw. Does dim tystion gyda ni yn yr ystafell, felly byddwn ni ond yn edrych arnoch chi ar y sgrin. Pwy sydd eisiau mynd yn gyntaf ar hyn? Meinir.
English: Thank you very much. I think we can speak on behalf of individual local authorities in terms of our own, but as a group of WESPs, each of them will have their own context and their own ambition related to that context. So, naturally, I wouldn't expect to see the same ambition across the board, because that ambition will have to be set out within the growth in that particular authority. But one of the things that's been of benefit to us this year through this process is to see the Government setting those targets for us in a number of the outcomes. So, to a certain extent, when these plans are agreed and presented, then that relates to whether we are meeting or otherwise some of the targets set out for us by the Government in some of the outcomes. Now, it's another matter as to whether, for the future, we would need a broader range of targets set by Government, because it's only in certain areas that those targets were set for this year. For example, Welsh-medium education for children at seven years of age and five years of age. So, can that be expanded to ensure greater ambition? That's something to be considered, I'm sure.
Welsh: Diolch yn fawr. Dwi'n credu ein bod ni'n gallu siarad, wrth gwrs, ar ran awdurdodau lleol unigol, o ran ein cynlluniau ni, ond yn sicr o ran casgliad o gynlluniau strategol Cymraeg mewn addysg, mae pob un ohonyn nhw'n mynd i fod yn perthyn i'w gyd-destun, a'u huchelgais nhw yn perthyn i'w cyd-destun. Felly, yn naturiol, fyddwn i ddim yn disgwyl gweld uchelgais sydd yn edrych yr un peth oherwydd bod yr uchelgais yna'n mynd i fod oddi fewn i'r twf oddi fewn i'r cyngor hwnnw. Ond yn sicr, un o'r pethau sydd wedi bod yn fantais i ni eleni drwy'r broses hon yw gweld y Llywodraeth yn gosod y targedau hynny droston ni mewn nifer o'r deilliannau. Felly, i ryw raddau, pan mae'r cynlluniau yma'n cael eu cytuno a'u cyflwyno, mae hynny'n ymwneud ag ateb ai peidio'r targedau y mae'r Llywodraeth wedi'u gosod i ni mewn rhai o'r deilliannau. Nawr, mater arall yw a fyddai angen, i'r dyfodol, sicrhau rychwant ehangach o dargedau ble mae'r Llywodraeth yn eu gosod nhw. Mewn rhai meysydd, gosodwyd y targedau yna eleni, er enghraifft, addysg i blant saith oed drwy gyfrwng y Gymraeg, pump oed trwy gyfrwng Gymraeg; a oes modd ehangu ar hynny i sicrhau mwy o uchelgais posibl eto? Mae'n rhywbeth i'w ystyried, rwy'n siŵr.
English: Darren, do you want to come in on this?
Welsh: Darren, ydych chi eisiau dod i mewn ar hyn?
English: Certainly. I think Meinir has spoken about this. The context is different from council to council, and we would expect, perhaps, the targets to reflect that. To provide you with some sort of context, at the moment here in Carmarthenshire, we're providing Welsh-medium education to about 58 per cent of year 1 pupils. Compare that, say, to Newport, which is closer to about 5 per cent. There is a great difference in that context, and so that is an important factor as we're talking about these targets. But, of course, the aim in general is to move every county along that journey. And as Meinir mentioned, I think councils in general are happy with the fact that the targets are realistic, and of course the fact that they are specific is of great help, because then you can track progress over the next 10 years. Thank you.
Welsh: Yn sicr. Rwy'n credu bod Meinir wedi sôn yn fras fanna, mae'r cyd-destun, wrth gwrs, yn wahanol o gyngor i gyngor. Byddwn ni'n disgwyl, efallai, i'r targedau adlewyrchu hynny. I roi bach o gyd-destun, er enghraifft, ar y moment, rŷn ni yn sir Gâr yn darparu addysg gyfrwng Gymraeg i ryw 58 y cant o ddisgyblion blwyddyn 1. Wel, cymharwch hwnna gyda, dywedwch, Casnewydd, sy'n agosach at ryw 5 y cant. Mae yna wahaniaeth mawr yn y cyd-destun hynny, ac felly mae hwnna'n ffactor pwysig wrth i ni sôn am y targedau yma. Ond, wrth gwrs, y nod yn gyffredinol yw symud pob sir, onid e, ar hyd y daith. Ac fel yr oedd Meinir yn sôn, rwy'n credu bod cynghorau yn gyffredinol yn hapus gyda'r ffaith bod y targedau yn realistig, ac wrth gwrs mae'r ffaith eu bod nhw'n benodol yn help mawr gan fod modd, wedyn, i dracio'r cynnydd dros y 10 mlynedd nesaf. Diolch.
English: Thank you. Clearly, you note therefore that there is variation for different reasons. Clearly, some of them relate to geography, political will, perhaps, resources, and so forth. Therefore, in general, what do you feel are the areas of concern for you in terms of if there is a lack of ambition? Does it relate to the factors that I have outlined, or is there something else at work here, and is there a way of addressing that variation?
Welsh: Diolch. Rŷch chi'n amlwg yn nodi, felly, bod yna amrywiaeth am wahanol resymau. Yn amlwg, mae rhai ohonyn nhw'n bethau sy'n ymwneud â daearyddiaeth, sy'n ymwneud ag ewyllus gwleidyddol, hwyrach, sy'n ymwneud ag adnoddau, ac yn y blaen. Felly, beth yn gyffredinol ŷch chi'n teimlo yw'r testunau pryder i chi o ran os oes yna ddiffyg uchelgais? Ydyw e'n ymwneud â ffactorau fel dwi wedi rhestru, neu oes yna rywbeth arall ar waith fan hyn, ac oes yna ryw fodd y gellid mynd i'r afael â'r amrywiaeth yna?
English: Thank you. Darren, did you want to come in here?
Welsh: Diolch. Darren, oeddech chi eisiau dod i mewn?
English: Yes, certainly. I think it's important to note also, we've been talking about the local context, but also the linguistic geography of these counties is different. Their history is different, and I think there is good practice in some areas where they're promoting and marketing, perhaps, the advantages of the Welsh language, and the fact that this is a skill, that this does open doors culturally, in addition to the workplace, of course, on a professional level. I think that that is central to the future and the success of these plans, and I think that there is a role for Government at a national level to ensure that that message is promoted across the country. And then, that will feed the demand for Welsh-medium education across Wales - that is important, I think. Secondly, Meinir mentioned categorisation; I agree that the new system is a good thing. Locally, as an example in Carmarthenshire, at the moment, we are working with councils across Wales to agree with schools on the current categories. But also, as part of that process, we're discussing with schools what the challenge category is. That is, where we would like to see them in 10 years' time, what's realistic in thinking of the pressure and of developing the workforce and the [ Inaudible.] side, of course. Therefore, the potential is there, I think, to have discussions with the new categorisation system to think not just of where we are now, but on behalf of every school, what that challenge category is in 10 years. Thank you.
Welsh: Ie, yn sicr. Rwy'n credu ei bod hi'n bwysig nodi hefyd, rŷm ni'n sôn am y cyd-destun lleol, wrth gwrs, ac mae daearyddiaeth ieithyddol y siroedd yma'n wahanol iawn. Mae eu hanes nhw yn wahanol iawn, ac rwy'n credu bod yna arfer da, efallai, yn rhai ardaloedd lle maen nhw'n hyrwyddo a marchnata manteision y Gymraeg, a'r ffaith bod hyn yn sgil, bod hyn yn agor drysau, efallai, yn ddiwylliannol, yn ychwanegol i'r byd gwaith, wrth gwrs, ar lefel broffesiynol. Rwy'n credu bod hwnna'n ganolog i lwyddiant y cynlluniau yma, ac rwy'n credu bod yna rôl gan y Llywodraeth ar lefel genedlaethol fan hyn i sicrhau bod y neges yna'n cael ei hyrwyddo ar draws y wlad. Ac mi fydd hynny wedyn, wrth gwrs, yn bwydo'r galw am addysg Gymraeg ar draws Cymru - mae hwnna'n rhywbeth pwysig, rwy'n credu. Ar yr ail beth yr oedd Meinir yn sôn am ynglŷn â chategoreiddio, rwy'n cytuno bod y system newydd yna yn dda o beth. Yn lleol, wrth gwrs, yr esiampl yn sir Gâr yw rŷm ni wrthi ar y foment gyda'r cynghorau ar draws Cymru i gytuno gydag ysgolion ar y categori cyfredol. Ond, wrth gwrs, rŷm ni hefyd fel rhan o'r broses yna yn trafod gyda'r ysgolion beth yw'r categori her. Hynny yw, ble rŷm ni'n credu liciem ni weld chi mewn 10 mlynedd, a beth sy'n realistig wrth feddwl am y pwysau ynglŷn â'r gweithlu a datblygu'r gweithlu, a'r ochr [ Anghlywadwy.] wrth gwrs. Felly, mae'r potensial yna, rwy'n credu, i gael trafodaethau nawr gyda'r system newydd categoreiddio i feddwl dim jest ble rŷm ni'n awr, ond ar ran bob ysgol, beth yw'r categori her yna ymhen 10 mlynedd. Diolch.
English: Thank you very much. Good afternoon. I wanted to ask - you have given some initial responses to this question - but could you tell us whether you think that the current legislative framework in terms of the WESP provides the most effective model to deliver against the Cymraeg 2050 targets?
Welsh: Diolch yn fawr iawn. Prynhawn da i chi i gyd. Eisiau holi oeddwn i - dŷch chi wedi dechrau ar hyn yn rhai o'ch ymatebion cychwynnol - ond allwch chi ymhelaethu ar a ydych chi'n credu bod y fframwaith ddeddfwriaethol a'r polisi presennol o ran y WESP yn darparu'r model mwyaf effeithiol i gyflawni targedau Cymraeg 2050?
English: The framework is more robust than it has been, and we welcome those improvements to the framework, and we welcome the range of targets provided to us against some outcomes that secured that ambition. And I also think that it would be fair to note that we feel that there has been a strengthening in support for local authorities in drawing up the WESPs, and that's come from Government itself. As a framework, in terms of the seven outcomes, then it's possible that some need more attention than others in certain local authorities. For example, for us locally, the outcomes relate to GCSE and A-level, and those are perhaps more important to us than some other aspects. But perhaps the framework does provide the same outcomes for everyone, and there perhaps is a realisation that providing weighting for some of these outcomes, or focusing more on some outcomes, is more necessary in certain parts of the country than others.
Welsh: Mae'r fframwaith yn dynnach na beth mae e wedi bod, ac rŷn ni'n croesawu, efallai, y gwelliannau hynny i'r fframweithiau, ac yn croesawu y rhychwant targedau a roddwyd i ni, i rai deilliannau a oedd, fel roeddwn i'n dweud, yn sicrhau yr uchelgais hynny. A dwi'n credu hefyd byddai fe'n deg i nodi ein bod ni'n teimlo bod yna gryfhau wedi bod yn y gefnogaeth i awdurdodau lleol wrth lunio'u CSGAu, oddi wrth timoedd yn y Llywodraeth. Mae hynny'n sicr wedi ei gryfhau. Fel fframwaith, o ran y saith deilliant, mae e'n bosib bod rhai deilliannau angen mwy o sylw na'i gilydd mewn rhai awdurdodau. Er enghraifft, yma i ni yn lleol, mae'r deilliannau yn ymwneud â TGAU a lefel A, a chynnydd yn y fan honno yn bethau efallai sydd mwy o bwys i ni na rhai materion eraill oddi fewn i'r deilliannau. Ond efallai bod y fframwaith, wrth gwrs, yn rhoi'r union un deilliannau i bawb, ble efallai bod sylweddoliad bod pwysoli, os liciwch chi, rhai o'r deilliannau yma, neu mwy o ffocws dwys o ran rhai o'r deilliannau yma, yn fwy angenrheidiol mewn rhai llefydd nag eraill.
English: Certainly. I think the important element with the new system is the fact that these plans happen over a period of 10 years, and that is a positive thing, I think. It provides more time and more opportunity for authorities to overcome some of the challenges. Of course, we were talking about staffing and budgeting - both those issues are central to this discussion, I think. That is something that feeds through in every element of the WESPs, and therefore that is a good thing. The risk, perhaps, is that, because they are 10-year targets, there is slippage, so to speak, and in my view, it's important that that monitoring on a national level is consistent and regular. Because, clearly, the progress isn't going to be linear; that's how it is presented quite often, from council to council, but the reality is, as we know, it will be stepped, and there will be specific intervention in one year that will deliver significant progress, and in another year, it won't quite be the same. So, that continuous monitoring and regular monitoring is going to be vital, as the plan develops. Thank you.
Welsh: Ie, yn sicr, a dwi'n credu yr elfen bwysig gyda'r system newydd yw bod y cynllunio yma yn cymryd lle dros gyfnod o ddeng mlynedd, ac mae hwnna'n beth positif, dwi'n credu. Mae e'n rhoi mwy a amser a mwy o gyfle, efallai, i awdurdodau oresgyn rhai o'r heriau, fel yr oeddem ni'n sôn am staffio a chyllideb - mae'r ddau beth yna'n ganolog i'r drafodaeth yma, dwi'n credu. Mae hwnna'n rhywbeth sy'n bwydo trwyddo ym mhob elfen o'r CSCAau, ac felly mae hwnna'n beth da. Y risg, efallai, yw, o achos eu bod nhw'n dargedau 10 mlynedd, fod yna slippage, fel petai, ac felly, o'm barn i, dwi'n credu ei bod hi'n bwysig bod y monitro yna ar lefel genedlaethol yn gyson ac yn rheolaidd. Achos, yn amlwg, dyw'r cynnydd ddim yn mynd i fod yn linear; dyna fel mae e'n cael ei gyflwyno yn aml, wrth gwrs, o gyngor i gyngor, ond y realiti yw, fel rŷn ni'n gwybod, step fydd hi, a bydd yna ymyrraeth benodol mewn ambell i flwyddyn fydd yn delifro cynnydd sylweddol, ac wedyn mewn blwyddyn arall, efallai ddim cweit. Felly, mae'r monitro parhaol yma, ac yn rheolaidd, yn mynd i fod yn hollbwysig wrth i'r cynllun ddatblygu. Diolch.
English: If I could just ask you further in terms of the monitoring, do you think that there needs to be a stronger legislative foundation, if the monitoring demonstrates that the targets aren't being delivered, as the plan is implemented over 10 years?
Welsh: Gaf i jest holi'n bellach, felly, o ran y monitro? Ydych chi'n meddwl bod angen sail ddeddfwriaethol gryfach os ydy'r monitro'n dangos bod y targedau ddim yn cael eu cyflawni wrth i'r cynllun gael ei weithredu dros y 10 mlynedd hynny?
English: Meinir wants to come in at this point. Could we unmute Meinir, please?
Welsh: Mae Meinir eisiau dod i mewn ar hyn. Ydyn ni'n gallu dadfiwtio Meinir, plîs? Diolch.