techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Diolch, Llywydd. Cabinet Secretary, it's taken four years to embed the Hwb+ virtual learning platform and get more than 80 per cent of schools using the platform. All schools have been trained to use it after a great deal of time, effort and money. So, can you explain to us why you believe it's the best use of public funds to abandon that project now?
Welsh: Diolch, Lywydd. Ysgrifennydd y Cabinet, mae wedi cymryd pedair blynedd i gyflwyno platfform rhith-ddysgu Hwb+ a sicrhau bod dros 80 y cant o ysgolion yn defnyddio'r platfform. Mae pob ysgol wedi cael eu hyfforddi i'w ddefnyddio ar ôl cryn dipyn o amser, ymdrech ac arian. Felly, a allwch egluro i ni pam eich bod o'r farn mai rhoi'r gorau i'r prosiect hwnnw bellach yw'r defnydd gorau o arian cyhoeddus?
English: What's really important, Llyr, is that we learn from the experience of practitioners who use this online resource. There are certain sections of the project that have been very successful. High amounts of usage and feedback from practitioners and students say that it's very valuable. However, there have been aspects of the platform that have been less well used, and, as we update our offer on Hwb, it's necessary to reflect on the feedback from practitioners and develop a set of services available to schools online that are helpful to them, especially the interface, making it easy to use those resources.
Welsh: Yr hyn sy'n wirioneddol bwysig, Llyr, yw ein bod yn dysgu o brofiad ymarferwyr sy'n defnyddio'r adnodd ar-lein hwn. Mae rhai rhannau o'r prosiect wedi bod yn llwyddiannus iawn. Mae lefelau uchel o ddefnydd ac adborth gan addysgwyr a myfyrwyr yn dweud ei fod yn werthfawr iawn. Fodd bynnag, nid yw rhai agweddau ar y platfform wedi cael cymaint o ddefnydd, ac wrth i ni ddiweddaru ein cynnig ar Hwb, mae angen ystyried yr adborth gan addysgwyr a datblygu cyfres o wasanaethau sydd ar gael i ysgolion ar-lein ac sy'n ddefnyddiol iddynt, yn enwedig y rhyngwyneb, i sicrhau bod yr adnoddau hynny'n hawdd i'w defnyddio.
English: But it's no small undertaking, is it, to move from one particular type of provision to another? You stated in June, 'From the outset - and I quote, - 'we have been clear that being digitally competent is one of the fundamental pillars of a modern education'. Nobody would doubt that. 'That is why digital competence was identified as the third cross-curricular responsibility, alongside literacy and numeracy'. We have a situation where the consortia have advised schools that the tools in Hwb+ are necessary for the Government's new curriculum and digital competence framework. Given the scale of this project, your intended change will mean, no doubt, a year or two of disruption. So, can you tell us how you will ensure that changing this platform at this key time will actually enhance learning rather than put an extra burden on teachers who will have to start over again, be retrained and familiarise themselves with a new platform at a time when many people are saying that they're still becoming familiar with the current set of tools?
Welsh: Ond nid ar chwarae bach y mae symud o un math penodol o ddarpariaeth i un arall, nage? Fe ddywedoch ym mis Mehefin, 'O'r cychwyn - ac rwy'n dyfynnu, - 'rydym wedi bod yn glir bod cymhwysedd digidol yn un o bileri sylfaenol addysg fodern'. Ni fyddai neb yn amau hynny. 'Dyna pam y nodwyd cymhwysedd digidol fel y trydydd cyfrifoldeb trawsgwricwlaidd, ochr yn ochr â llythrennedd a rhifedd'. Mae gennym sefyllfa lle mae'r consortia wedi cynghori ysgolion fod yr offer yn Hwb+ yn angenrheidiol ar gyfer cwricwlwm newydd a fframwaith cymhwysedd digidol y Llywodraeth. O ystyried maint y prosiect hwn, bydd y newid a fwriedir gennych yn arwain, heb os, at flwyddyn neu ddwy o darfu. Felly, a allwch ddweud wrthym sut y byddwch yn sicrhau bod newid y platfform hwn ar yr adeg allweddol hon yn gwella dysgu yn hytrach nag arwain at faich ychwanegol ar athrawon a fydd yn gorfod dechrau eto, ailhyfforddi ac ymgyfarwyddo â phlatfform newydd, ar adeg pan fo llawer o bobl yn dweud eu bod yn dal i ymgyfarwyddo â'r set gyfredol o offer?
English: I think it's really important for Members to be clear that we are not ending the Hwb project. We are looking to refresh a particular part of that programme, Hwb+, which is a part of the programme that has not seen particularly high levels of usage, and the feedback from practitioners has been that it has not been particularly useful. Hwb in the round will stay and we will be looking, working with large software companies, to find a more useful interface. But the Member is absolutely right to draw our attention to the importance of digital skills in the new curriculum. It is absolutely essential that our young people leave education in Wales being literate, being numerate and being digitally competent. That goes beyond simply being able to use a computer, but it's about being able to interrogate information that they may find online, it's about being safe online and safe using social media, and crucially, as part of our 'Cracking the code' and extension into coding clubs, it's about understanding how computers and information technology works, because it is those people who can design apps, design websites and design programmes - . That has a massive potential economic benefit to those students and young people.
Welsh: Credaf ei bod yn wirioneddol bwysig fod yr Aelodau'n ymwybodol nad ydym yn dirwyn prosiect Hwb i ben. Rydym yn bwriadu adnewyddu rhan benodol o'r rhaglen honno, Hwb+, sy'n rhan o'r rhaglen nad yw wedi gweld lefelau uchel iawn o ddefnydd, ac mae'r adborth gan addysgwyr yn dynodi nad yw wedi bod yn arbennig o ddefnyddiol. Bydd Hwb yn gyffredinol yn parhau, a byddwn yn gweithio gyda chwmnïau meddalwedd mawr i geisio darparu rhyngwyneb mwy defnyddiol. Ond mae'r Aelod yn llygad ei le i dynnu ein sylw at bwysigrwydd sgiliau digidol yn y cwricwlwm newydd. Mae'n gwbl hanfodol fod ein pobl ifanc yn gadael addysg yng Nghymru yn llythrennog, yn rhifog ac yn meddu ar gymhwysedd digidol. Mae hynny'n golygu mwy na gallu defnyddio cyfrifiadur yn unig, mae'n ymwneud â gallu ymchwilio i wybodaeth a welant ar-lein, mae'n ymwneud â bod yn ddiogel ar-lein ac yn ddiogel wrth ddefnyddio cyfryngau cymdeithasol, ac yn hollbwysig, fel rhan o'n cynllun 'Cracio'r Cod' a'i ymestyn i glybiau codio, mae'n ymwneud â deall sut y mae cyfrifiaduron a thechnoleg gwybodaeth yn gweithio, gan mai'r bobl sy'n gallu dylunio apiau, dylunio gwefannau a dylunio rhaglenni - . Gall hynny arwain at fudd economaidd sylweddol i'r myfyrwyr a'r bobl ifanc hynny.
English: I find it interesting that you say that feedback from practitioners has been less than positive, because the Government's own evaluation of the implementation of the Learning in Digital Wales Programme in October last year reported positive feedback from schools on Hwb+ and concluded that, 'Abandoning the project would severely disappoint and alienate teachers, who are enthusiastic about further take-up of digital learning and have invested their considerable time and effort setting up Hwb Plus school sites and promoting it to colleagues at their school.' You yourself have lauded Hwb+ as being a finalist in the Microsoft global education partner of the year this year, so that's positive feedback in my book. Where you get the negative feedback from, I'd be interested in understanding. But also we need some clarity, I think, about the level of investment that's been invested by the Government in this. You recently gave the cost of the Hwb project on the basis of the contract for the Hwb platform as being £2.53 million. That's inconsistent with a Government answer in 2015, which said that the supplier contract value to provide Hwb+ - the all-Wales learning platform - to all schools in Wales is near £4.5 million. There's a disparity there. So, can you tell us what has been the total cost of the project? Can you also tell us what additional cost will there now be resulting from your decision to make these changes?
Welsh: Credaf ei bod yn ddiddorol eich bod yn dweud bod yr adborth gan addysgwyr wedi bod yn llai na chadarnhaol, gan fod gwerthusiad y Llywodraeth ei hun o weithrediad y Rhaglen Dysgu yn y Gymru Ddigidol ym mis Hydref y llynedd wedi nodi adborth cadarnhaol gan ysgolion mewn perthynas â Hwb+ ac wedi dod i'r casgliad, 'Byddai cefnu ar y prosiect yn siomi'n ddwys ac yn dieithrio'r athrawon sy'n frwd dros ddefnydd pellach o ddysgu digidol ac sydd wedi buddsoddi amser ac ymdrech helaeth i sefydlu gwefannau ysgol Hwb+ a'u hyrwyddo i'w cydweithwyr yn eu hysgol.' Rydych wedi canmol Hwb+ am gyrraedd y rownd derfynol i gael ei enwi'n bartner addysg byd-eang y flwyddyn Microsoft eleni, felly mae hynny'n adborth cadarnhaol yn fy marn i. Hoffwn wybod o ble rydych yn cael yr adborth negyddol. Ond credaf hefyd fod arnom angen rhywfaint o eglurder ynghylch lefel y buddsoddiad a fuddsoddwyd gan y Llywodraeth yn hyn. Yn ddiweddar, fe ddywedoch chi fod cost y prosiect Hwb ar sail y contract ar gyfer y platfform Hwb yn £2.53 miliwn. Mae hynny'n anghyson ag ateb y Llywodraeth yn 2015, a ddywedai fod gwerth y contract cyflenwi i ddarparu Hwb+ - llwyfan dysgu Cymru gyfan - i bob ysgol yng Nghymru oddeutu £4.5 miliwn. Mae yna anghysondeb. Felly, a allwch ddweud wrthym beth oedd cyfanswm cost y prosiect? A allwch ddweud wrthym hefyd pa gost ychwanegol a fydd yn deillio yn awr o'ch penderfyniad i wneud y newidiadau hyn?
English: As I said, Llyr, it is absolutely crucial, because, I have to say, you're giving the impression that Hwb itself is coming to an end, and that is not the case. We are changing a very small part of it because the contract is coming to an end and there are no options within that contract to renew. I have decided, on the basis of public value for money, to pursue this project in a different way. Those figures that the Members asked for - I will write to him and put a copy in the library. FootnoteLink
Welsh: Fel y dywedais, Llyr, mae'n gwbl hanfodol, oherwydd, mae'n rhaid i mi ddweud, rydych yn rhoi'r argraff fod Hwb ei hun yn dod i ben, ac nid yw hynny'n wir. Rydym yn newid rhan fechan iawn ohono am fod y contract yn dod i ben ac nid oes unrhyw opsiynau i adnewyddu yn y contract hwnnw. Ar sail gwerth cyhoeddus am arian, rwyf wedi penderfynu bwrw ymlaen â'r prosiect hwn mewn ffordd wahanol. Y ffigurau y gofynnodd yr Aelod amdanynt - byddaf yn ysgrifennu ato ac yn rhoi copi yn y llyfrgell. FootnoteLink
English: Diolch, Llywydd. Cabinet Secretary, fewer Welsh students than ever before are going on to top Russell Group universities. We know that the figures from Oxbridge suggest that just 2 per cent were offered places last year that were Welsh domiciled. What action are you taking as a Welsh Government to address this challenge and to make sure that more of our brightest kids get on in the world and get to these top universities?
Welsh: Diolch, Lywydd. Ysgrifennydd y Cabinet, mae llai o fyfyrwyr o Gymru nag erioed o'r blaen yn mynd i brifysgolion Grŵp Russell. Gwyddom fod y ffigurau o Rydychen a Chaergrawnt yn awgrymu mai 2 y cant yn unig o'r rhai y cynigiwyd lleoedd iddynt y llynedd a oedd yn byw yng Nghymru. Pa gamau rydych yn eu cymryd fel Llywodraeth Cymru i fynd i'r afael â'r her hon ac i sicrhau bod mwy o'n plant mwyaf disglair yn llwyddo ac yn mynd i'r prifysgolion gorau hyn?
English: I'm sure, Presiding Officer, the Member is very well aware of the Government's investment in the Seren network. I would refer the Member to data that I told the Chamber not so long ago about with regard to the closing-off date when students have to take individual entrance exams for Oxford university, for a number of medical schools and veterinary schools - applications are up.
Welsh: Rwy'n siŵr, Lywydd, fod yr Aelod yn ymwybodol iawn o fuddsoddiad y Llywodraeth yn rhwydwaith Seren. Cyfeiriaf yr Aelod at ddata y soniais amdano wrth y Siambr heb fod yn hir yn ôl mewn perthynas â'r dyddiad cau pan fo'n rhaid i fyfyrwyr sefyll arholiadau mynediad unigol i brifysgol Rhydychen, nifer o ysgolion meddygol ac ysgolion milfeddygol - mae nifer y ceisiadau yn uwch.
English: It's not just about applications, though, is it? It's about how many places are actually offered to students from Wales. Can you tell us how many students who are part of the Seren network were actually offered places at Russell Group universities in recent years?
Welsh: Nid yw'n ymwneud â cheisiadau yn unig, fodd bynnag, nag ydyw? Mae'n ymwneud â faint o leoedd a gynigir i fyfyrwyr o Gymru. A allwch ddweud wrthym faint o fyfyrwyr sy'n rhan o rwydwaith Seren a gafodd gynnig lleoedd ym mhrifysgolion Grŵp Russell yn y blynyddoedd diwethaf?
English: With all due respect, if we have got limited numbers of people applying to go to those universities, we can't hope to raise the number that are offered and hopefully go on to accept a place. What's really important to me is that Welsh students' aspirations are raised so they feel confident enough to make those applications to Oxford, to Cambridge, to medical schools, to veterinary schools. I will write to the Member because I do not have the exact figures to hand. Given his - very rightly so - commitment to making sure that ministerial answers are absolutely correct, I will write to the Member with the absolute figures.
Welsh: Gyda phob parch, os mai nifer cyfyngedig o bobl sydd gennym yn gwneud ceisiadau i fynd i'r prifysgolion hynny, ni allwn obeithio codi'r nifer sy'n cael cynnig lle, ac yn ei dderbyn, gobeithio. Yr hyn sy'n bwysig iawn i mi yw codi dyheadau myfyrwyr Cymru fel eu bod yn teimlo'n ddigon hyderus i wneud y ceisiadau hynny i Rydychen, Caergrawnt, i ysgolion meddygol, i ysgolion milfeddygol. Byddaf yn ysgrifennu at yr Aelod gan nad yw'r union ffigurau gennyf wrth law. O ystyried ei ymrwymiad - hollol deg - i sicrhau bod atebion gweinidogol yn hollol gywir, byddaf yn ysgrifennu at yr Aelod gyda'r ffigurau pendant.
English: Well, you already have responded to questions on this matter, and of course you're not able to provide the information because the Welsh Government doesn't actually record it, which is pretty astonishing given that you're making significant investment in the Seren network and we want people to be able to succeed. But if you're not tracking the success or otherwise of the Seren network in terms of the numbers of young people being offered the opportunity to take up places at top universities, how can we be confident that this isn't yet another complete waste of taxpayers' money, because you've not been able to show value for money for it?
Welsh: Wel, rydych eisoes wedi ymateb i gwestiynau ar y mater hwn, ac wrth gwrs, nid ydych yn gallu darparu'r wybodaeth gan nad yw Llywodraeth Cymru yn ei chofnodi, sy'n eithaf syfrdanol o gofio eich bod yn gwneud cryn fuddsoddiad yn rhwydwaith Seren ac rydym yn awyddus i bobl allu llwyddo. Ond os nad ydych yn olrhain llwyddiant neu ddiffyg llwyddiant rhwydwaith Seren o ran nifer y bobl ifanc sy'n cael cynnig lleoedd yn y prifysgolion gorau, sut y gallwn fod yn ffyddiog nad yw hon yn enghraifft arall o wastraffu arian trethdalwyr, gan nad ydych wedi llwyddo i ddangos gwerth am arian ar ei gyfer?
English: As I said, we keep very close eye on the number of applications that students are making to universities. I'm well aware of the questions that the Conservative group have tabled; it was 61 individual questions on this particular topic in one day. I'm grateful to the Conservatives for taking such and interest in this programme and I will endeavour to ensure that the data that Darren Millar wants is given to him.
Welsh: Fel y dywedais, rydym yn cadw llygad barcud ar nifer y ceisiadau y mae myfyrwyr yn eu gwneud i brifysgolion. Rwy'n ymwybodol iawn o'r cwestiynau a ofynnwyd gan y grŵp Ceidwadol; 61 cwestiwn unigol ar y pwnc penodol hwn mewn un diwrnod. Rwy'n ddiolchgar i'r Ceidwadwyr am ddangos y fath ddiddordeb yn y rhaglen hon a byddaf yn ceisio sicrhau bod Darren Millar yn cael y data y mae'n awyddus i'w gael.
English: Thank you, Presiding Officer. Can the Cabinet Secretary tell me the details of any additional educational provision that is made for the looked-after children in Wales, please?
Welsh: Diolch, Lywydd. A all Ysgrifennydd y Cabinet roi manylion unrhyw ddarpariaeth addysgol ychwanegol a wneir ar gyfer plant sy'n derbyn gofal yng Nghymru i mi, os gwelwch yn dda?
English: I thank Michelle for the question. I'm sure the Member is aware that looked-after children are subject to the pupil development grant. There are additional resources that are made available to support the education of looked-after children, and looked-after children who wish to attend university will be entitled to the full package of student support under the Diamond proposals.
Welsh: Diolch i Michelle am ei chwestiwn. Rwy'n siŵr fod yr Aelod yn ymwybodol fod plant sy'n derbyn gofal yn gymwys ar gyfer y grant datblygu disgyblion. Mae adnoddau ychwanegol ar gael i gefnogi addysg plant sy'n derbyn gofal, a bydd gan blant sy'n derbyn gofal ac sy'n dymuno mynychu'r brifysgol hawl i'r pecyn llawn o gymorth i fyfyrwyr o dan gynigion Diamond.
English: Okay, thank you, Cabinet Secretary, for that answer. The reason that I ask is that the announcement that you made back in May and what you've just said - there's not very much in there about any details of how extra support for this group would actually manifest itself. Although you've announced positive actions in the past, have you actually considered making additional teaching hours available to looked-after children? It's a sector that the charity Children in Wales says are still having poorer educational outcomes than their non-care counterparts. If you have considered it, have you committed to ring-fencing funding for schools, or indeed other establishments, to offer looked-after children some additional extra learning time, either face to face or in a group?
Welsh: Iawn, diolch am eich ateb, Ysgrifennydd y Cabinet. Y rheswm y gofynnaf yw bod y cyhoeddiad a wnaethoch ym mis Mai a'r hyn rydych newydd ei ddweud - nid yw'n cynnwys llawer o fanylion ynglŷn â sut y byddai cymorth ychwanegol ar gyfer y grŵp hwn yn cael ei weithredu mewn gwirionedd. Er eich bod wedi cyhoeddi camau cadarnhaol yn y gorffennol, a ydych wedi ystyried sicrhau bod oriau addysgu ychwanegol ar gael i blant sy'n derbyn gofal? Dywed yr elusen Plant yng Nghymru fod y sector yn dal i weld canlyniadau addysgol gwaeth na'u cymheiriaid nad ydynt yn derbyn gofal. Os ydych wedi ystyried hyn, a ydych wedi ymrwymo i glustnodi cyllid ar gyfer ysgolion, neu sefydliadau eraill yn wir, i ddarparu ychydig o amser dysgu ychwanegol i blant sy'n derbyn gofal, naill ai wyneb yn wyneb neu mewn grŵp?
English: Well, Michelle, let's be absolutely clear: children who are care experienced at present do not achieve the qualifications in the numbers that I would like for them to do so. There has been significant progress in recent years with the number of looked-after children leaving school with five good GCSEs, but we have a significant way to go to ensure that all those children reach their potential. The Member asks about ring-fenced resources. The pupil development grant is ring-fenced. It is a set amount of money that is passed to the regional consortia to support schools in a variety of techniques - whatever is best for those children in those particular schools. The Welsh Government is also working across departments, with my colleague Huw Irranca-Davies, to fund the adverse childhood experiences hub and ACEs network. We know that many looked-after children, by the fact that they are in care, have suffered adverse childhood experiences, which can negatively impact on their education. The ACEs hub is there to support schools to look at a variety of interventions that can best support those children who are care experienced.
Welsh: Wel, Michelle, gadewch i mi ddweud yn berffaith glir, nid yw plant sy'n cael profiad o ofal, ar hyn o bryd, yn cyflawni'r cymwysterau yn y niferoedd yr hoffwn eu gweld yn ei wneud. Cafwyd cynnydd sylweddol dros y blynyddoedd diwethaf gyda nifer y plant sy'n derbyn gofal sy'n gadael yr ysgol gyda phum TGAU da, ond mae gennym gryn dipyn o ffordd i fynd i sicrhau bod y plant hynny'n cyflawni eu potensial. Gofynna'r Aelod ynglŷn â chlustnodi adnoddau. Mae'r grant datblygu disgyblion wedi'i glustnodi. Mae'n swm penodol o arian a ddarperir i'r consortia rhanbarthol i gynorthwyo ysgolion gydag amrywiaeth o dechnegau - beth bynnag sydd orau ar gyfer y plant hynny yn yr ysgolion arbennig hynny. Mae Llywodraeth Cymru hefyd yn gweithio ar draws adrannau, gyda fy nghyd-Aelod, Huw Irranca-Davies, i ariannu ffocws profiadau niweidiol yn ystod plentyndod a rhwydwaith profiadau niweidiol yn ystod plentyndod. Gwyddom fod llawer o blant sy'n derbyn gofal, oherwydd y ffaith eu bod yn derbyn gofal, wedi dioddef profiadau niweidiol yn ystod plentyndod a all effeithio'n negyddol ar eu haddysg. Mae'r ffocws profiadau niweidiol yn ystod plentyndod yn cynorthwyo ysgolion i edrych ar amrywiaeth o ymyriadau i gynorthwyo'r plant hynny sy'n derbyn gofal yn y ffordd orau.
English: The reason I'm asking about this is that children who have been put in local authority care are already disadvantaged because of all those ACEs that you spoke about - that will have had an impact on their education. They're going into care, which has an impact on their education. What the state can do is give them additional schooling to actually give them a leg up - schooling that wouldn't actually be particularly expensive per child to offer. I was just wondering whether you're prepared to look at that option of, perhaps, offering a summer school arrangement to looked-after children, whose education is being disadvantaged by the ACEs that they've suffered.
Welsh: Y rheswm rwy'n holi ynglŷn â hyn yw am fod plant sydd yng ngofal yr awdurdod lleol o dan anfantais yn barod oherwydd yr holl brofiadau niweidiol yn ystod plentyndod y soniwch amdanynt - bydd hynny wedi cael effaith ar eu haddysg. Maent yn cael eu rhoi mewn gofal, sy'n effeithio ar eu haddysg. Yr hyn y gall y wladwriaeth ei wneud yw rhoi addysg ychwanegol iddynt er mwyn rhoi hwb iddynt - addysg na fyddai'n arbennig o ddrud i'w chynnig ar sail bob plentyn unigol mewn gwirionedd. Tybed a ydych yn barod i ystyried yr opsiwn hwnnw o gynnig trefniant ysgol haf i blant sy'n derbyn gofal o bosibl, gan fod eu haddysg yn dioddef o ganlyniad i'r profiadau niweidiol y maent wedi eu cael.