techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you very much. I'm looking to Members - are there any additional questions that you'd like to ask? I'm looking at you, Hefin, over in Nelson. Are you content? Okay. Thank you very much. Thank you for your time this morning, Efa. I do appreciate your willingness to answer our questions in full and to have a discussion with us. And we will discuss the session in private, and then we will write to the Minister. And I am very grateful to you for your time. If there is anything you want to add before I draw the session to a close, you're welcome to do so.
Welsh: Diolch yn fawr iawn i chi. Dwi'n edrych ar Aelodau - a oes gennych chi unrhyw gwestiynau ychwanegol? Dwi'n edrych arnat ti, Hefin, draw yn Nelson. Ydych chi'n fodlon? Ocê. Diolch yn fawr. Diolch am eich amser, Efa, y bore yma. Dwi'n gwerthfawrogi dy barodrwydd i ateb cwestiynau'n llawn ac i gynnal y drafodaeth yma gyda ni. Mi fyddwn ni'n trafod y sesiwn, wrth gwrs, yn breifat, ac wedyn yn ysgrifennu at y Gweinidog. A dwi'n ddiolchgar iawn i chi am hynny. Oes rhywbeth rydych chi eisiau ei ychwanegu cyn fy mod i'n dod â'r sesiwn i ben?
English: No, I'm just delighted that you are taking such a great interest in the Welsh language, and all the best with all the important work that you do.
Welsh: Na, jest dwi'n falch iawn eich bod chi'n cymryd cymaint o ddiddordeb yn y Gymraeg, a phob hwyl i chi gyda'r holl waith pwysig rydych chi'n ei wneud.
English: Therefore, I would ask Members if you're content that, under Standing Order 17.42, we resolve to exclude the public from the next item, item 4, and items 7 and 8 of the meeting today? Are you content with that? I see that Members are content, and therefore we will move into private session.
Welsh: Os felly, licen i ofyn i'r Aelodau, a ydych chi'n fodlon, o dan Reol Sefydlog 17.42, i wahardd y cyhoedd o'r eitem nesaf, sef eitem 4, ac wedyn 7 ac 8 y cyfarfod heddiw? Ydych chi'n fodlon â hynny? Rwy'n gweld bod Aelodau yn fodlon, ac felly mi fyddwn ni'n symud mewn i sesiwn breifat.
English: Good morning. Welcome back to this session of the committee this morning. We move straight into item 5, but, before we do so, I'd like to thank Alun Davies for chairing the committee this morning, and I'd also like to welcome Sioned Williams and Buffy Williams to the meeting. We are holding this meeting as a joint committee, or joint inquiry, with the Children, Young People, and Education Committee. This is an inquiry into the Welsh in education strategic plans, and this is an evidence session with Welsh-medium early years, post-16 and adult learner provision. So, I'll ask, in this session, the witnesses to introduce themselves for the record. I'll go to Dafydd first.
Welsh: Bore da. Croeso nôl i'r sesiwn yma o'r pwyllgor y bore yma. Dŷn ni'n symud yn syth at eitem 5, ond, cyn inni wneud hwnna, buaswn i'n hoffi diolch i Alun Davies am gadeirio'r pwyllgor y bore yma, a buaswn i hefyd yn hoffi croesawu Sioned Williams a Buffy Williams. Dŷn ni yn cynnal cyfarfod ar y cyd, neu ymchwiliad ar y cyd, gyda'r Pwyllgor Plant, Pobl Ifanc ac Addysg. Mae'r ymchwiliad yma i mewn i gynlluniau strategol Cymraeg mewn addysg. Dŷn ni'n edrych ar sesiwn dystiolaeth bore yma gyda'r blynyddoedd cynnar cyfrwng Cymraeg, darpariaeth ôl-16 ac oedolion sy'n ddysgwyr. Felly, gwnaf i ofyn, yn y sesiwn yma, i'r tystion gyflwyno eu hunain ar gyfer y record. Gwnaf i fynd at Dafydd yn gyntaf.
English: Thank you, Dafydd. I'll ask Aled, on the screen, to introduce himself.
Welsh: Diolch, Dafydd. Gwnaf i ofyn i Aled, ar y sgrin, i gyflwyno'i hunan.
English: Thank you. It's great to have you all with us this morning. May I ask first of all, as we go straight into questions: have local authorities received the WESPs framework, and has there been a culture change as a result? Everybody doesn't have to answer every question, but if you want to respond, I'll see you on your screen, and you're welcome to raise your hand if you want to answer a question. And I don't see anyone. Dafydd, would you like to go first?
Welsh: Diolch. Mae'n hyfryd i'ch cael chi i gyd gyda ni'r bore yma. Gaf i ofyn yn gyntaf - gwnawn ni fynd yn syth at gwestiynau - ydy awdurdodau lleol wedi derbyn y fframwaith WESPs, ac a oes yna unrhyw newid mewn diwylliant wedi digwydd fel canlyniad? Nawr, does dim rhaid i bawb ateb pob cwestiwn, gyda llaw. Os dŷch chi eisiau ateb, gwnaf i edrych arnoch chi ar eich sgrin - croeso ichi roi eich llaw i fyny os dŷch chi eisiau ateb unrhyw un o'r cwestiynau. A dwi ddim yn gweld unrhyw un. Dafydd, ydych chi eisiau mynd yn gyntaf?
English: Well, it's a very good question Well, it's a very good question. How do you change culture within local authorities in general? Never mind the context of the WESPs, that's a challenge. It takes an all-encompassing strategy from Government, and to date there are signs of progress. I understand that the WESPs, in their new format, are far better planned and progressive than previous WESPs. I think the question for you and for us working in this area is: what happens when the WESP hits up against other priorities in a local authority when there are ambitious plans set out, perhaps by a Minister or a member of the cabinet, and then that the general framework, in ensuring that there are appropriate resources in place, that there is an appropriate workforce to staff these schools - is all of that in place? I think it's fair to say that the jury's out at the moment on that question. I haven't seen that change of culture within local authorities as of yet.
Welsh: Wel, hynny yw, mae'n gwestiwn da iawn. Sut mae newid diwylliant awdurdodau lleol yn gyffredinol? Heb sôn am yng nghyd-destun y WESPs, mae hynny'n her. Mae e'n cymryd strategaeth gyfannol sylweddol gan y Llywodraeth, a hyd yn hyn mae yna arwyddion o gynnydd. Dwi'n deall bod y WESPs, ar eu ffurf newydd, yn llawer mwy cynlluniedig ac yn symud ymlaen na'r rhai blaenorol. Y cwestiwn, dwi'n credu, i chi ac i ni sy'n gweithio yn y maes yw: beth sy'n digwydd pan fo WESP yn bwrw lan yn erbyn blaenoriaethau eraill gan gyngor lleol pan fo yna gynlluniau eithaf uchelgeisiol wedi eu nodi neu wedi eu datgan, efallai gan Weinidog neu gan aelod o'r cabinet, ac wedyn bod y ffrâm gyffredinol honno, o ran sicrhau bod yna adnoddau priodol mewn lleol, fod yna weithlu addas i staffio'r ysgolion yma - ydy hynny i gyd mewn lle? Dwi'n credu ei bod hi'n deg dweud, ' the jury's out ' ar hyn o bryd ar y cwestiwn yna. Hynny yw, dwi ddim wedi gweld y newid diwylliant yna mewn awdurdodau lleol eto.
English: Okay. I think Alun Davies wanted to come in at this point, and then I'll go to Angharad. Alun.
Welsh: Ocê. Dwi'n meddwl bod Alun Davies eisiau dod i mewn ar hyn, ac wedyn mi wnaf i fynd at Angharad. Ond, Alun.
English: Dafydd, you ask more interesting questions than we're asking. So, what is the answer to your own question? You say 'the jury's out' - fair enough. There's a reason why you've said that, clearly. What is the reason, and what do you think the jury's going to find when it returns?
Welsh: Dafydd, dych chi'n gofyn cwestiynau mwy diddorol nag ydyn ni'n eu gofyn. So, beth ydy'r ateb i'ch cwestiwn chi? Rydych chi'n dweud ' the jury's out' - digon teg. Mae yna reswm pam rwyt ti wedi dweud hynny, mae'n amlwg. Beth yw'r rheswm, a beth rwyt ti'n meddwl mae'r jury yn mynd i ffeindio pan fydd yn dychwelyd?
English: If we look very specifically at WESPs, I think what we'll find is that there are local authorities that will make progress in the next period. I'm looking into some sort of crystal ball now, so don't hold me to this. But if you're asking me to look into that crystal ball, I think, in three to five years' time, the workforce challenges will become more prominent. If we really are talking about adding 5 per cent to 10 per cent to the numbers in Welsh-medium schools, you need the staff and teachers to do that, and, at the moment, the number of teachers being trained in Wales is flatlining, in terms of educating through the medium of Welsh. We need growth there, and, therefore, the jury is out. And what I would like to see is a whole-Government approach to tackling these issues, including the workforce and, in due time, progression from the nursery sector into schools, and I'm sure Angharad will have a comment on that, but also that continuity from schools to the post-16 sector, and that's the work we're doing with Aled and colleagues on that. So, yes.
Welsh: Os rŷn ni'n edrych yn benodol iawn ar WESPs, dwi'n credu beth welwn ni yw bod yna gynghorau lleol sy'n mynd i wneud cam ymlaen yn ystod y cyfnod nesaf. Dwi'n edrych i mewn i ryw fath belen grisial nawr, felly peidiwch â fy nal i. Ond os ŷch chi'n gofyn i fi edrych i'r belen grisial yna, dwi'n credu, ymhen tair i bum mlynedd, fe fydd yna heriau. Bydd yr heriau gweithlu yn dod yn amlycach. Os ydyn ni wir yn sôn am ychwanegu 5 y cant i 10 y cant i'r niferoedd sydd mewn ysgolion Cymraeg, mae angen staff ac athrawon i wneud hynny ac, ar hyn o bryd, mae nifer yr athrawon sy'n cael eu hyfforddi yng Nghymru yn fflat, i addysgu drwy gyfrwng y Gymraeg. Mae angen twf sylweddol yn fanna, ac felly dwi'n credu ' the jury's out '. Yr hyn y byddwn i'n dymuno ei weld yw agwedd Llywodraeth-gyfan i daclo'r pethau yma, gan gynnwys y gweithlu ac, wrth gwrs, maes o law, gan gynnwys dilyniant o'r sector meithrin i ysgolion, ac mae'n siŵr bydd gan Angharad sylw ar hynny, ond, yn yr un modd, dilyniant o'r sector ysgolion i'r sector ôl-16, a dyna'r gwaith dyn ni'n gweithio gydag Aled a chyfeillion arno ar hynny. So, ie.
English: I think the point that Angharad made is important in terms of how one looks at lifelong learning and looks at the age range that the WESP covers. It covers statutory education, and, as Dafydd mentioned, the post-16 contributes to that, and there is reference in some of the WEPSs towards what local authorities are looking at in school, but there isn't much reference in the WESPs, in our area anyway, as to the role and contribution of the FE sector in that. And as Angharad has said, I think we need to look at the linguistic journey from four to 18 rather than from four to 16. And apprenticeships become part of that too. I also think that the challenge facing the primary, secondary, and post-16 sector is to get Welsh-medium staff to provide education, and, as Dafydd and Angharad mentioned there, we've been very fortunate as a sector to buy into the Cymraeg Gwaith programme that's been in place since 2017. So, the committee may need to consider whether that could be put on more robust foundations, or more permanent foundations for the longer term, so that post-16 Welsh-medium education could be planned as part of the WESPs in collaboration with the local consortia.
Welsh: Dwi'n meddwl bod y pwynt roedd Angharad yn gwneud yn fanna'n bwysig hefyd, o ran sut mae rhywun yn edrych ar ddysgu gydol oes, ac yn edrych ar yr ystod oedran. Mae'r WESPs yn statudol yn edrych ar yr oedran addysg statudol, ond, fel mae Dafydd wedi cyfeirio ato fo, mae'r ôl-16 yn cyfrannu i hynny yn sicr, ac mae yna gyfeiriad yn rhai o'r WESPs tuag at beth mae awdurdodau yn edrych arno fo yn yr ysgolion, ond dim llawer o gyfeiriad yn y WESPs, yn ein hardal ni beth bynnag, o beth ydy rôl a chyfraniad y sector addysg bellach i hynny. Ac fel mae Angharad yn dweud, dwi'n meddwl bod angen i ni edrych ar y daith ieithyddol o bedair i 18 yn hytrach nag o bedair i 16. Ac mae prentisiaethau a ballu yn dod o rhan o hynny hefyd. Dwi'n meddwl hefyd mai'r her sydd yn wynebu'r sector gynradd, uwchradd, ac ôl-16 ydy cael staff Cymraeg i ddarparu, ac, fel roedd Dafydd ac Angharad yn nodi yn fanna, dŷn ni fel sector wedi bod yn ffodus iawn i allu prynu mewn i'r cynllun Cymraeg Gwaith, sydd wedi cael ei redeg ers 2017, ac efallai fod y pwyllgor angen edrych ac ystyried oes modd rhoid hwnna ar ryw fath o seiliau mwy cadarn a mwy parhaol i'r hir dymor, fel bod addysg ôl-16 trwy gyfrwng y Gymraeg yn gallu cael ei gynllunio fel rhan o'r WESP mewn perthynas efo consortia lleol.
English: Thank you to you all for that. A number of subjects that you've touched upon are things that we'll be looking at in more detail in our questions. We'll move on to Heledd Fychan.
Welsh: Diolch i chi i gyd am hynna. Mae nifer o'r pynciau dŷch chi wedi cyffwrdd arnyn nhw yn mynd i fod yn bethau y byddwn ni'n edrych mewn mwy o fanylder arnyn nhw yn ein cwestiynau. Fe wnawn ni symud ymlaen at Heledd Fychan.
English: Thank you, Chair. Good morning and thank you for joining us today. You've touched on this in your first response, but I wanted to ask specifically whether you believe that the current legislative and policy framework of the WESPs provides that effective model to deliver the Cymraeg 2050 targets.
Welsh: Diolch, Gadeirydd. Bore da. Diolch am ymuno efo ni heddiw. Dŷch chi wedi cyffwrdd ar hyn yn eich ymateb cyntaf, ond rôn i eisiau gofyn yn benodol os dŷch chi'n credu bod fframwaith deddfwriaethol a pholisi presennol y cynlluniau strategol Cymraeg mewn addysg yn darparu'r model mwyaf effeithiol i gyflawni targedau Cymraeg 2050.
English: If I'm being entirely honest, Heledd, I don't think it does. The framework states that local authorities should consult with the FE sector, but there is no requirement to do so. And we have examples as CollegesWales where there are some local authorities that do communicate and consult very effectively on the WESPs, and there are examples where there is no consultation at all. So, I do think that we need to look at what the framework is and what the expectations are, so that there's a statute that says that all providers must be included, from early years to secondary, including post-16 and, indeed, universities, because if we look at the continuum in reaching a million Welsh speakers by 2050, then we have to consider all sectors in education. We work very closely with the coleg Cymraeg to ensure that there is FE and HE provision provided through the medium of Welsh in specific sectors, but that isn't captured in the WESPs because it only looks at the statutory age up to 16 and in schools post 16, rather than the whole post-16 provision.
Welsh: Petaswn i'n bod yn gwbl onest, Heledd, dwi ddim yn meddwl ei fod o. Mae'r fframwaith yn dweud y dylai awdurdodau ymgynghori efo'r sector addysg bellach, ond dydy o ddim yn gosod gorfodaeth. A mae gynnon ni enghreifftiau fel ColegauCymru lle mae yna rai esiamplau lle mae yna awdurdodau lleol yn cyfathrebu ac yn ymgynghori yn dda iawn ar y WESPs, ac mae yna enghreifftiau lle nad oes yna ddim ymgynghori o gwbl yn digwydd. Felly, dwi'n meddwl bod angen edrych ar beth ydy'r fframwaith a beth ydy'r disgwyliad, fel bod yna statud yn dweud bod rhaid cynnwys yr holl ddarparwyr, gan gynnwys o'r meithrin i'r uwchradd, i'r ôl-16, a hefyd brifysgolion, achos os ydyn ni'n edrych ar y continwwm o gyrraedd y miliwn erbyn 2050, dwi'n meddwl bod rhaid i ni edrych ar bob sector yn y sector addysg. Dŷn ni'n gweithio'n agos efo'r coleg Cymraeg i sicrhau bod yna ddarpariaeth uwchradd, darpariaeth addysg bellach ac addysg uwch yn cael ei darparu drwy gyfrwng y Gymraeg mewn sectorau penodol, ond dydy hynny ddim yn cael ei ddal mewn WESPs oherwydd ei fod o ddim ond yn edrych ar oedran statudol hyd at 16 ac mewn ysgolion ôl-16, yn hytrach na'r holl ddarpariaeth ôl-16.
English: Aled's answer and the question is very relevant to the Government's intention to introduce a Welsh language Act in the next few years. It is quite clear - and to echo what Aled was saying there - that there is a need for a lifelong plan for education in order to move forward, and that that is on a statutory basis. Therefore, I would hope that that is part of the Government's planning in moving towards a Welsh language Act, as well as concentrating very clearly on those challenges in terms of the workforce.
Welsh: Wrth gwrs, mae ateb Aled a'r cwestiwn yn berthnasol iawn i fwriad y Llywodraeth i gyflwyno Deddf addysg Gymraeg yn ystod y blynyddoedd nesaf. Mae e'n bur amlwg - ac i borthi yr hyn roedd Aled yn dweud yn fanna - fod angen cyllun gydol oes ar gyfer addysg er mwyn symud ymlaen, a bod hynny ar sail statudol. Felly, buaswn i'n gobeithio bod hynny'n rhan o gynllunio Llywodraeth Cymru wrth symud tuag at Ddeddf addysg Gymraeg, yn ogystal â chanolbwyntio'n glir iawn ar yr heriau yna o ran y gweithlu.
English: Thank you. To echo what's already been said, one of the challenges we have, although there is now a target in the new WESPs that refers specifically to early years, is the fact that there is a perception that there is a difference between the pre-school care and education sectors. And the point that we're making as an organisation, and as Cwlwm in general, is the fact that those children don't differentiate between the care and the education that they receive before they get into the statutory education system. And as there is no specific plan in place - . We have the Set Up and Succeed scheme, which is funded through us through the Welsh Government, which aims to increase the number of cylchoedd meithrin over the next few years, and the challenge is to ensure that local authorities see that as part of developing the WESPs and that they feed that in, so that it's not just seen as something that's part of the care sector, rather than being the early years education that's part of the sector too.
Welsh: Diolch. Dwi'n credu, i ategu beth sydd wedi cael ei ddweud yn barod, un o'r heriau sydd gyda ni, er bod yna darged yn y CSCAau newydd sy'n cyfeirio'n benodol at y blynyddoedd cynnar nad oedd yna ynghynt, yw'r ffaith bod yna ganfyddiad bod yna wahaniaeth rhwng y sector gofal cyn-ysgol ac addysg cyn-ysgol. A'r pwynt dŷn ni'n trio ei wneud fel mudiad, ac fel mudiadau gofal plant Cwlwm yn gyffredinol, ydy'r ffaith, pan fydd plant yna, dydyn nhw ddim yn gwahaniaethu rhwng y gofal a'r addysg maen nhw'n cael cyn cyrraedd y system addysg statudol. A gan nad oes yna gynllun penodol o ran cynyddu'r - . Mae'r cynllun SAS, sydd yn cael ei ariannu drwon ni gan Lywodraeth Cymru, yn anelu i gynyddu nifer y cylchoedd meithrin ar lawr gwlad dros y blynyddoedd nesaf, a'r her ydy sicrhau bod yr awdurdodau lleol yn gweld hynny yn rhan o ddatblygu'r CSCAau ac yn bwydo hynny i mewn, ac nad yw jest yn cael ei weld fel rhywbeth fydd yn rhan o'r sector gofal, nid yr addysg gynnar yna sy'n rhan o'r sector hefyd.
English: If I could ask, therefore, Angharad, could you further expand on that? What would you like to see, specifically, the Government doing to ensure that? Clearly, in terms of the WESPs currently, it varies from authority to authority.
Welsh: Ia. Os caf i ofyn, felly, Angharad, a fedrwch chi ymhelaethu ymhellach ar hynny? Beth fyddech chi'n hoffi gweld, yn benodol, y Llywodraeth yn gwneud i sicrhau hynny? Yn amlwg, o ran y cynlluniau strategol Cymraeg mewn addysg ar y funud, mae'n amrywio o awdurdod lleol i awdurdod lleol hefyd.
English: I think, Heledd, that one of the points that needs to be made is that you need to consider the early years specifically and the care that they receive before entering education. At the moment, formal education begins at three years of age. So, the whole system before that age is captured in the care sector, which is overseen by CIW, not by Estyn. What I would like to see is that all of that should come together, and that the availability of care through the medium of Welsh is considered as part of the WESP planning, with particular consideration then given to the early years in moving forward to the Welsh education Bill too. As Aled mentioned earlier, this is all one continuum in terms of the linguistic development of the child. Also, families don't differentiate between education and care in the early years. The difference on paper at the moment between the two kinds of provision doesn't truly exist for families.
Welsh: Dwi'n credu, Heledd, mai un o'r pwyntiau y mae angen ei wneud yw bod angen ystyried y blynyddoedd cynnar yn benodol a'r gofal maen nhw'n cael cyn cyrraedd y byd addysg. Ar hyn o bryd, mae addysg led ffurfiol, ar bapur, yn cychwyn gyda'r arian addysg tair oed. Felly, mae'r holl addysg a'r holl gyfundrefn cyn tair oed, cyn y tymor ar ôl pen-blwydd y plentyn yn dair oed, yn dod o dan y sector a'r gofynion gofal, sy'n cael ei arolygu gan AGC, yn hytrach nag Estyn. Dwi'n credu mai beth buaswn i'n hoffi gweld yw bod y gwaith yna'n dod at ei gilydd, a bod yr anghenion o ran datblygu gofal ac argaeledd gofal cyfrwng Cymraeg yn cael eu hystyried fel rhan o gynllunio'r CSCAau, gan roi ystyriaeth benodol i'r blynyddoedd cynnar, wedyn, wrth symud ymlaen at y Bil addysg Gymraeg arfaethedig hefyd. Mae'n rhaid gweld yr holl beth, fel yr oedd Aled yn sôn ynghynt - . Un continwwm ydy'r holl beth o ran datblygiad iaith y plentyn. Hefyd, dydy teuluoedd ddim yn gwahaniaethu rhwng addysg a gofal yn y blynyddoedd cynnar. Dydy'r gwahaniaeth ar hyn o bryd sydd ar bapur rhwng y ddau fath o ddarpariaeth ddim wir yn bodoli ar lawr gwlad i'r teuluoedd yna.
English: Thank you, Angharad, for expanding on that. May I go on to another question to the three of you, please - just an opportunity for you to talk to us about what additional measures, if any, you think could be used to improve or amend the current framework, whether they be legislative or policy measures, to ensure that the ambitions and targets of Cymraeg 2050 are delivered locally?
Welsh: Diolch, Angharad, am ymhelaethu efo hynny. A gaf i fynd ymlaen at gwestian arall i'r tri ohonoch chi, os gwelwch yn dda - sef cyfle i chi sôn wrthym ni am ba fesurau ychwanegol, os o gwbl, dŷch chi'n meddwl y gellid eu defnyddio i wella neu ddiwygio'r fframwaith presennol, boed yn rhai deddfwriaethol neu'n rhai polisi, i sicrhau bod uchelgeisiau a thargedau Cymraeg 2050 yn cael eu cyflawni'n lleol?
English: Well, we've already referred to lifelong education planning, and, therefore, the WESPs need to deal with the pre-statutory and post-statutory sectors, and to bring those together. As Aled has mentioned, it needs to happen in every local authority. There is a notable example in Newport, 'of all places', where they have been planning very effectively with the local tertiary college and with local schools. So, it can be done, but it's not being done everywhere, and that needs to be considered in the legislative context. The one interesting thing that I'll throw out there for a second, in terms of whether it's policy or whether it's legislation, is how you can tackle the workforce challenges. We know that there are challenges in the nursery sector, in colleges, and particularly in schools. So, does that require legislative intervention, or is it a matter of developing more strategic policy in order to achieve objectives in that area?
Welsh: Wel, dwi'n credu ein bod ni wedi cyfeirio'n barod at yr angen i gynllunio gydol oes, ac felly mae angen i gynlluniau'r Gymraeg mewn addysg ymwneud â'r cyfnod cyn-statudol a'r cyfnod ôl-statudol, a thynnu'r rheini at ei gilydd. Fel mae Aled wedi cyfeirio'n benodol iawn, mae angen i hynny ddigwydd ym mhob awdurdod lleol. Mae yna enghraifft nodedig, mewn gwirionedd, yng Nghasnewydd, 'o bobman', lle maen nhw wedi bod yn cynllunio'n effeithiol iawn gyda'r coleg trydyddol lleol a'r ysgolion lleol. Felly mae'n bosibl i'w wneud, ond nid ym mhobman, ac felly mae angen ystyried hynny yn y cyd-destun deddfwriaethol. Yr un diddorol wnaf i daflu allan yna am eiliad, o ran a ydy hwn yn bolisi neu'n ddeddfwriaeth, yw sut mae modd taclo'r heriau o ran y gweithlu. Rŷm ni'n gwybod bod her gweithlu ar yr ochr feithrin, yn y colegau, ac yn enwedig yn yr ysgolion. A ydy hynny angen cyfrifoldebau deddfwriaethol, neu a yw'n fater o ddatblygu polisi mwy strategol i fynd â'r maen i'r wal yn yr achos hynny?
English: I think Alun wants to come in at this point.
Welsh: Dwi'n meddwl bod Alun eisiau dod i mewn ar hyn.
English: I'm sorry to have to say this, Dafydd, but you've said something interesting.
Welsh: Mae'n flin gen i ddweud hyn, Dafydd, ond rwyt ti wedi dweud rhywbeth diddorol.
English: For once, is it?
Welsh: Am unwaith, ie?