techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Well, thank you, Jayne, and thank you for bringing to the attention of the entire Chamber the availability of that resource, and, hopefully, I can have a closer look at it after questions finish. We are working to improve knowledge and awareness of autism amongst not just children, but also all of our professional groups, including those working in education, health and local authority services, as part of our ALN transformation programme. That's included the publication of a guide for practitioners. That guide details effective interventions for learners with autism in education settings. And we are continuing to roll out and develop our learning with autism scheme, with programmes aimed at early years, primary, secondary and FE. That does include the publication and the working up of bilingual resource packages for all of those settings, so that enables us, as I said, to help raise awareness, and I'm sure the book that you've highlighted and Moli the cow will be a useful addition to those resources that schools need to be able to address these important differences that exist within a classroom.
Welsh: Wel, diolch, Jayne, a diolch am ddwyn sylw'r Siambr gyfan at argaeledd yr adnodd hwnnw, a gobeithiaf allu cael gwell golwg arno ar ôl i'r cwestiynau ddod i ben. Rydym yn gweithio i wella gwybodaeth ac ymwybyddiaeth o awtistiaeth nid yn unig ymhlith plant, ond hefyd ymhlith ein holl grwpiau proffesiynol, gan gynnwys y rheini sy'n gweithio yng ngwasanaethau awdurdodau lleol, addysg ac iechyd, fel rhan o'n rhaglen drawsnewid anghenion dysgu ychwanegol. Mae hynny wedi cynnwys cyhoeddi canllawiau i addysgwyr. Mae'r canllawiau hynny'n manylu ar ymyriadau effeithiol ar gyfer dysgwyr ag awtistiaeth mewn lleoliadau addysg. Ac rydym yn parhau i gyflwyno a datblygu ein cynllun dysgu gydag awtistiaeth, gyda rhaglenni wedi'u hanelu at y blynyddoedd cynnar, cynradd, uwchradd ac addysg bellach. Mae hynny'n cynnwys cyhoeddi a pharatoi pecynnau adnoddau dwyieithog ar gyfer yr holl leoliadau hynny, felly mae hynny'n ein galluogi, fel y dywedais, i helpu i godi ymwybyddiaeth, ac rwy'n siŵr y bydd y llyfr y sonioch chi amdano a Moli'r fuwch yn ychwanegiad defnyddiol at yr adnoddau y bydd eu hangen ar ysgolion i allu mynd i'r afael â'r gwahaniaethau pwysig hyn sy'n bodoli mewn ystafell ddosbarth.
English: Minister, sport plays an important part in supporting children with autism and their families. However, children with autism are often misunderstood and can find socialising and communication challenging in their communities and in their surroundings. The lack of autism awareness among other children can therefore lead to autistic people being isolated or bullied. Minister, what guidelines has the Welsh Government issued to ensure that our schools take a proactive approach to raising autism awareness to promote greater understanding and tolerance of autism in our classrooms? Thank you.
Welsh: Weinidog, mae chwaraeon yn chwarae rhan bwysig yn cefnogi plant ag awtistiaeth a'u teuluoedd. Fodd bynnag, mae plant ag awtistiaeth yn aml yn cael eu camddeall a gallant ei chael hi'n anodd cymdeithasu a chyfathrebu yn eu cymunedau ac yn eu hamgylchedd. O'r herwydd, gall diffyg ymwybyddiaeth o awtistiaeth ymhlith plant eraill arwain at ynysu neu fwlio pobl awtistig. Weinidog, pa ganllawiau y mae Llywodraeth Cymru wedi'u cyhoeddi i sicrhau bod ein hysgolion yn mynd ati'n rhagweithiol i godi ymwybyddiaeth o awtistiaeth er mwyn hyrwyddo gwell goddefgarwch a dealltwriaeth o awtistiaeth yn ein hystafelloedd dosbarth? Diolch.
English: As I said in answer to Jayne Bryant, we have a pan-Wales programme of raising the autism awareness of the practitioners that are working with children. That includes, as I said, producing guides and training material for them, as well as producing resources that can be used in schools, and, of course, our new curriculum gives us the opportunity, in a variety of ways, but primarily through our health and well-being area of learning and experience, where we can proactively explore difference of all kinds with our children and ensure that they are understanding, empathetic, respectful and knowledgeable about the very diverse communities that they will be growing in and that they will become, hopefully, an ethical, informed citizen of when they leave our school system.
Welsh: Fel y dywedais yn fy ateb i Jayne Bryant, mae gennym raglen Cymru gyfan ar waith i wella ymwybyddiaeth o awtistiaeth ymhlith addysgwyr sy'n gweithio gyda phlant. Mae hynny'n cynnwys, fel y dywedais, cynhyrchu canllawiau a deunydd hyfforddi ar eu cyfer, yn ogystal â chynhyrchu adnoddau y gellir eu defnyddio mewn ysgolion, ac wrth gwrs, mae ein cwricwlwm newydd yn rhoi cyfle i ni, mewn amryw o ffyrdd, ond yn bennaf drwy ein maes dysgu a phrofiad iechyd a lles, lle gallwn fynd ati'n rhagweithiol i archwilio gwahaniaethau o bob math gyda'n plant a sicrhau eu bod yn deall, yn empathetig, yn barchus ac yn wybodus am y cymunedau amrywiol iawn y byddant yn tyfu i fyny ynddynt ac y byddant, gobeithio, yn dod yn ddinasyddion moesegol, gwybodus ynddynt pan fyddant yn gadael ein system ysgolion.
English: Student recruitment, as I said earlier, is a matter for individual institutions. However, it is my understanding that universities treat Welsh and English GCSEs equally, although individual courses may have specific entry requirements.
Welsh: Mater i sefydliadau unigol yw recriwtio myfyrwyr, fel y dywedais yn gynharach. Fodd bynnag, deallaf fod prifysgolion yn trin TGAU Cymraeg a Saesneg yn gyfartal, er y gallai fod gofynion mynediad penodol ar gyfer cyrsiau unigol.
English: You're right that it's a matter for universities, the detail, but there are important issues of principle here. There's more than one case that's been drawn to my attention. In this specific case, the latest one, a provisional medical student has found out that she won't be accepted on a course because she doesn't have a B grade in English GCSE - she has a C; she has a B in her first language, Welsh. Now, the Welsh Language Commissioner has told us there are a variety of other courses where the entry requirements ask for a C in Welsh or English. We would ask for an explanation as to why you need a B in English specifically, and why a B in Welsh wouldn't be sufficient. He makes the point that this is especially true given the need for more primary care workers who have Welsh language skills. The Coleg Cymraeg told me that in their opinion, Welsh and English should be treated equally in terms of this requirement and they'd be conveying that to the university. Do you agree with the principle that the languages should be treated equally in Wales for a course that provides for public services in Wales?
Welsh: Rydych chi'n iawn mai mater i brifysgolion ydy manylion, ond mae yna faterion o egwyddor pwysig yn fan hyn. Mae yna fwy nag un achos tebyg wedi cael ei dynnu at fy sylw i. Yn yr achos penodol yma, yr un diweddaraf, mae darpar fyfyriwr meddygaeth wedi cael gwybod na all hi gael ei derbyn ar y cwrs am nad oes ganddi hi radd B mewn Saesneg TGAU - C sydd ganddi hi; mae B ganddi hi yn ei hiaith gyntaf hi, sef Cymraeg. Rŵan, mae Comisiynydd y Gymraeg wedi dweud wrthym ni fod yna amryw gyrsiau eraill lle mae'r gofynion mynediad yn gofyn am C mewn Cymraeg neu Saesneg. 'Mi fyddwn ni'n gofyn am eglurhad pam fod angen B yn Saesneg yn benodol, a pham na fyddai B yn y Gymraeg yn ddigonol am y rhesymau hyn hefyd.' Mae'n gwneud y pwynt bod hyn yn arbennig o wir o ystyried yr angen sy'n bodoli am ragor o weithwyr gofal sylfaenol sydd â sgiliau yn y Gymraeg. Fe ddywedodd y Coleg Cymraeg wrthyf i, ym marn y coleg, dylid trin y Gymraeg a'r Saesneg yn gyfartal o ran y gofyniad yna, a byddan nhw'n mynegi hyn i'r brifysgol. Ydych chi'n cytuno efo'r egwyddor honno, y dylai'r ddwy iaith gael eu trin yn gyfartal yng Nghymru ar gyfer cwrs sy'n darparu ar gyfer y gwasanaethau cyhoeddus yng Nghymru?
English: Of course, I believe that the ability to be able to practice medicine bilingually through the medium of both English and Welsh would put someone in very great stead for being an excellent practitioner, but as I said in answer to the question, universities themselves are responsible for setting individual grade requirements for the courses. They do that, often, in a way to ensure that the right students are placed on those courses with the right abilities to be able to be successful and to thrive. That individual case I am happy to look at, but as I said, it is for individual institutions to make a decision on the individual requirements that they require of students to be able to be successful on that course, but the principle of a Welsh first language GCSE or an English GCSE being compatible is one that I agree with and one that we use as a compatible performance measure in the Welsh Government's own evaluation system.
Welsh: Wrth gwrs, credaf y byddai'r gallu i allu ymarfer meddygaeth yn ddwyieithog drwy gyfrwng y Saesneg a'r Gymraeg yn rhoi rhywun mewn lle gwych iawn i fod yn ymarferydd rhagorol, ond fel y dywedais wrth ateb y cwestiwn, y prifysgolion eu hunain sy'n gyfrifol am bennu'r gofynion unigol o ran graddau ar gyfer y cyrsiau. Maent yn gwneud hynny, yn aml, mewn ffordd i sicrhau bod y myfyrwyr iawn yn cael eu rhoi ar y cyrsiau hynny, myfyrwyr â'r galluoedd iawn i allu llwyddo a ffynnu. Rwy'n fwy na pharod i edrych ar yr achos unigol hwnnw, ond fel y dywedais, mater i sefydliadau unigol yw gwneud penderfyniad ynglŷn â'r gofynion penodol er mwyn i fyfyrwyr allu llwyddo ar y cwrs hwnnw, ond mae'r egwyddor fod TGAU Cymraeg iaith gyntaf neu TGAU Saesneg yn gydnaws â'i gilydd yn un y cytunaf â hi ac yn un rydym yn ei defnyddio fel mesur perfformiad cydnaws yn system werthuso Llywodraeth Cymru.
English: As the higher education admissions guide issued by Qualifications Wales states, the reformed GCSEs in Wales retain the grading scale A* to G. No precise comparison can be made between the current alphabetical grading scale and the revised numerical scale in England. Of course, Wales also has two maths GCSEs, mathematics and numeracy, and England only one, risking the creation of complications and confusion when clearly we need understanding of comparability. If and when, therefore, universities fail to understand how to compare effectively so that equal achievement is recognised equally, what action does the Welsh Government take directly to overcome any misunderstandings or misconceptions in any universities in Wales, England or elsewhere who may be getting it wrong?
Welsh: Fel y dywed y canllaw derbyniadau addysg uwch a gyhoeddwyd gan Cymwysterau Cymru, mae'r TGAU diwygiedig yng Nghymru yn cadw'r raddfa raddio A* i G. Ni ellir gwneud cymhariaeth fanwl rhwng y raddfa raddio gyfredol sy'n mynd yn ôl trefn yr wyddor a'r raddfa rifol ddiwygiedig yn Lloegr. Wrth gwrs, mae gan Gymru ddwy TGAU mathemateg hefyd, mathemateg a rhifedd, ac un yn unig sydd gan Loegr, ac mae posibilrwydd wrth gwrs y gall hynny greu cymhlethdodau a dryswch pan fo angen i ni allu eu cymharu. Os a phan, felly, y bydd prifysgolion yn methu deall sut i gymharu'n effeithiol fel bod cyflawniad cyfartal yn cael ei gydnabod yn gyfartal, pa gamau uniongyrchol y mae Llywodraeth Cymru yn eu cymryd i oresgyn unrhyw gamddealltwriaeth neu gamdybiaethau mewn unrhyw brifysgolion yng Nghymru, Lloegr neu unrhyw le arall a allai fod yn camddeall pethau?
English: The first thing to say, Mark, is that our GCSEs and A-levels and our suite of qualifications are absolutely of the same rigour as those across the border. The decision by the English Government to change their grading arrangements is rightly a matter for them, but Qualifications Wales has been quite clear in their advice that the letter grading system is one that is well understood by universities and employers, and perhaps in terms of educating universities as to qualifications, maybe it is the numbering system that they need additional information on. However, because there is a divergence in the qualification system and we want to ensure the portability of our qualifications system for our children and young people, for instance, Qualifications Wales has a dedicated employee who works with the higher education sector across the UK to ensure that there is a full understanding of the raft of qualifications that Welsh children sit, their value and their rigour, and I'm grateful for the work that Qualifications Wales do in this regard.
Welsh: Y peth cyntaf i'w ddweud, Mark, yw bod ein TGAU a'n Safon Uwch a'n cyfres o gymwysterau yr un mor drylwyr â'r rheini dros y ffin. Mae penderfyniad Llywodraeth Lloegr i newid eu trefniadau graddio, yn fater iddynt hwy, ac mae hynny'n gwbl briodol, ond mae Cymwysterau Cymru wedi rhoi cyngor clir fod y system raddio yn ôl llythrennau yn un y mae prifysgolion a chyflogwyr yn ei deall yn dda, ac efallai o ran addysgu prifysgolion ynglŷn â chymwysterau, efallai mai ar y system rifol y mae angen gwybodaeth ychwanegol arnynt. Fodd bynnag, gan fod gwahaniaeth yn y system gymwysterau a'n bod yn awyddus i sicrhau cludadwyedd ein system gymwysterau ar gyfer ein plant a'n pobl ifanc, er enghraifft, mae gan Gymwysterau Cymru weithiwr penodedig sy'n gweithio gyda'r sector addysg uwch ledled y DU i sicrhau bod ganddynt ddealltwriaeth lawn o'r llu o gymwysterau y mae plant Cymru yn astudio ar eu cyfer, a'u gwerth a'u trylwyredd, ac rwy'n ddiolchgar am y gwaith y mae Cymwysterau Cymru yn ei wneud yn hyn o beth.
English: The Reid review recommendations were accepted in principle by the Welsh Government in 2018 and, since that time, I have been taking forward actions in support of these recommendations with Ministers and officials from across the Government.
Welsh: Derbyniwyd argymhellion adolygiad Reid mewn egwyddor gan Lywodraeth Cymru yn 2018, ac ers hynny, rwyf wedi bod yn bwrw ymlaen â chamau i gefnogi'r argymhellion hyn gyda Gweinidogion a swyddogion o bob rhan o'r Llywodraeth.
English: In the evidence that the Minister gave to the Children, Young People and Education Committee last week, she made a clear budgetary commitment to meeting £15 million of spending towards implementing in particular recommendation 2 of the Reid review. But the Reid review recommendation 2 was an additional £30 million a year to incentivise researchers to win greater funding from business and from outside Wales. I've no doubt that the Minister is committed to meeting in principle the recommendations of the Reid review, but the figure that she has outlined is £15 million short. And what she said in response to questioning was that the Welsh Government is funding this research in a variety of different reviews almost Byzantine in their complexity. The money is out there somewhere, but it's very complex to audit it beyond the £15 million she's committed. Yet, the third recommendation of the Reid review is a single overarching brand for its research and innovation funding to increase visibility and coherence. So, with that in mind, can she provide a more detailed explanation of where the money will come from? And if she can't do that today, will she commit to providing that explanation as quickly as possible and, if possible, make a statement to the Chamber around that, and work with her ministerial colleagues to deliver the coherence that the Reid review has recommended?
Welsh: Yn y dystiolaeth a roddodd y Gweinidog i'r Pwyllgor Plant, Pobl Ifanc ac Addysg yr wythnos diwethaf, gwnaeth ymrwymiad cyllidebol clir i sicrhau £15 miliwn o wariant ar gyfer gweithredu, yn benodol, argymhelliad 2 yn adolygiad Reid. Ond roedd argymhelliad 2 yn adolygiad Reid yn argymell £30 miliwn y flwyddyn yn ychwanegol i gymell ymchwilwyr i sicrhau mwy o gyllid gan fusnesau ac o'r tu allan i Gymru. Nid oes gennyf unrhyw amheuaeth fod y Gweinidog wedi ymrwymo i gyflawni argymhellion adolygiad Reid mewn egwyddor, ond mae'r ffigur a amlinellwyd ganddi £15 miliwn yn brin. A'r hyn a ddywedodd mewn ymateb i gwestiynau oedd bod Llywodraeth Cymru yn ariannu'r ymchwil mewn amrywiaeth o wahanol adolygiadau sydd bron yn Fysantaidd o ran eu cymhlethdod. Mae'r arian allan yno yn rhywle, ond mae'n gymhleth iawn ei archwilio y tu hwnt i'r £15 miliwn a ymrwymwyd ganddi. Serch hynny, mae trydydd argymhelliad adolygiad Reid yn argymell un brand trosfwaol ar gyfer ei gyllid ymchwil ac arloesi i gynyddu gwelededd a chysondeb. Felly, gyda hynny mewn golwg, a all esbonio'n fanylach o ble y daw'r arian? Ac os na all wneud hynny heddiw, a wnaiff hi ymrwymo i ddarparu esboniad cyn gynted â phosibl, ac os oes modd, gwneud datganiad i'r Siambr ynglŷn â hynny, a gweithio gyda'i chyd-Weinidogion i sicrhau'r cysondeb a argymhellwyd gan adolygiad Reid?
English: Thank you. Carmarthenshire has seen £87 million invested in their school estate through the first wave of the twenty-first century schools and colleges programme. A further £112 million for rebuild and refurbishment of Carmarthenshire's school estate is proposed for the second wave of the programme, funding of which began in April of last year.
Welsh: Diolch. Mae £87 miliwn wedi'i fuddsoddi yn ystâd ysgolion Sir Gaerfyrddin drwy don gyntaf rhaglen ysgolion a cholegau'r unfed ganrif ar hugain. Cynigir £112 miliwn yn ychwanegol i ailadeiladu ac adnewyddu ystâd ysgolion Sir Gaerfyrddin yn ystod ail don y rhaglen, a dechreuodd y cyllid ar gyfer y don honno ym mis Ebrill y llynedd.
English: I am grateful to the Minister for that update. The Minister will not be surprised to hear me asking her again about progress on delivering Ysgol Gymraeg Dewi Sant in Llanelli. I was very grateful when, before Christmas, the First Minister undertook to have some cross-Cabinet discussions about the particular issues around planning for that school, and I wonder if the Minister is able to tell me today whether those conversations have taken place and when the parents, the staff, but most importantly of all, the pupils, can expect to hear that building on the new school will start.
Welsh: Diolch i'r Gweinidog am y diweddariad hwnnw. Ni fydd y Gweinidog yn synnu fy nghlywed yn ei holi eto am y cynnydd a wnaed ar ddarparu Ysgol Gymraeg Dewi Sant yn Llanelli. Roeddwn yn ddiolchgar iawn pan ymrwymodd y Prif Weinidog, cyn y Nadolig, i gael trafodaethau traws-Gabinet am y materion penodol sy'n codi mewn perthynas â chynllunio ar gyfer yr ysgol honno, a tybed a all y Gweinidog ddweud wrthyf heddiw a yw'r sgyrsiau hynny wedi digwydd a phryd y gall y rhieni, y staff, ond yn bwysicaf oll, y disgyblion, ddisgwyl clywed y bydd y gwaith o adeiladu'r ysgol newydd yn dechrau.
English: Well, as the Member will be aware, the outline business case for the replacement of that particular school was approved in 2017. However, since that time, that proposal has become subject to a wide-ranging discussion around planning issues, which the Member will be aware of. The planning decision branch of the Welsh Government is currently contemplating the request of a call-in, but I have to inform the Member that the request cannot be considered in its full way until Carmarthenshire council prepares its own officer's report and submits this to the committee meeting. Officials are currently awaiting that report, and then will make recommendations to the Minister for Housing and Local Government upon its receipt. Any influence she can bring to that process is very welcome.
Welsh: Wel, fel y gŵyr yr Aelod, cymeradwywyd yr achos busnes amlinellol ar gyfer adeiladu'r ysgol newydd honno yn 2017. Fodd bynnag, yn y cyfamser, mae'r cynnig hwnnw wedi dod yn destun cryn drafodaeth o ran materion cynllunio y bydd yr Aelod yn ymwybodol ohonynt. Ar hyn o bryd, mae'r adran o Lywodraeth Cymru sy'n gyfrifol am wneud penderfyniadau cynllunio yn ystyried cais i'w alw i mewn, ond mae'n rhaid i mi roi gwybod i'r Aelod na ellir ystyried y cais yn llawn hyd nes bod cyngor Sir Gaerfyrddin yn paratoi adroddiad ei swyddogion ei hun ac yn ei gyflwyno i'r pwyllgor. Ar hyn o bryd, mae swyddogion yn aros am yr adroddiad hwnnw, a byddant yn gwneud argymhellion i'r Gweinidog Tai a Llywodraeth Leol ar ôl ei dderbyn. Mae unrhyw ddylanwad y gallai hi ei gael ar y broses honno i'w groesawu.
English: Minister, I wonder if you could tell or confirm to us what formal arrangements you have in place for monitoring and evaluating the value for money of the twenty-first century schools programme deliveries, whether it's Carmarthenshire or throughout Wales.
Welsh: Weinidog, tybed a allech ddweud neu gadarnhau wrthym pa drefniadau ffurfiol sydd gennych ar waith ar gyfer monitro a gwerthuso gwerth am arian mewn perthynas â chyflawniadau rhaglen ysgolion yr unfed ganrif ar hugain, boed hynny yn Sir Gaerfyrddin neu ledled Cymru.
English: Absolutely. Given the considerable amount of public money that is being spent on the programme, both money from within Welsh Government, but also capital money that local government themselves put into the project, then there is an evaluation process. That helped inform the second wave of funding, and we continue to work with our local authority partners to deliver the best value for money possible. I'm very pleased to say, because of very close management of the fund in the first band, we were able to deliver more projects than had been initially anticipated at the beginning of the project. But close attention to value for money is an important part of the robust process that is overseen independently of the Government when approvals are taken. So, it's a multilayered approach, and recommendations are made to Ministers by an independent panel.
Welsh: Yn sicr. O ystyried y swm sylweddol o arian cyhoeddus sy'n cael ei wario ar y rhaglen, sy'n cynnwys arian gan Lywodraeth Cymru, ond hefyd arian cyfalaf y mae llywodraeth leol eu hunain yn ei roi i'r prosiect, ac yna fe geir proses werthuso. Mae hynny wedi bod o gymorth wrth lywio'r ail don o gyllid, ac rydym yn parhau i weithio gyda'n partneriaid yn yr awdurdodau lleol i gyflawni'r gwerth gorau posibl am arian. Gan i'r gronfa gael ei rheoli'n dda iawn yn y band cyntaf, rwy'n falch iawn o ddweud ein bod wedi gallu cyflawni mwy o brosiectau nag a ragwelwyd ar ddechrau'r prosiect. Ond mae rhoi sylw manwl i werth am arian yn rhan bwysig o'r broses drylwyr sy'n cael ei goruchwylio yn annibynnol ar y Llywodraeth pan roddir cymeradwyaeth. Felly, mae'n ddull amlhaenog, a gwneir argymhellion i Weinidogion gan banel annibynnol.
English: The leading education economist Luke Sibieta is taking forward an analysis of how total spending and spending on different categories varies across schools in specific circumstances in Wales. The terms of reference for this work have been published, and it is intended that this work will be completed before the summer recess.
Welsh: Mae'r economegydd addysg blaenllaw Luke Sibieta yn bwrw ymlaen â dadansoddiad o sut y mae cyfanswm y gwariant a gwariant ar gategorïau gwahanol yn amrywio rhwng ysgolion o dan amgylchiadau penodol yng Nghymru. Mae'r cylch gorchwyl ar gyfer y gwaith hwn wedi'i gyhoeddi, a'r bwriad yw y bydd y gwaith wedi'i gwblhau cyn toriad yr haf.