techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I don't think that we need to legislate to have one single register. But the specific question that I had - I'm not entirely sure how relevant this is - is the question of deciding on equivalence when someone has trained in another country. Is that relevant in this regard, or once somebody has been registered with the GMC and they've come from another nation to work in the UK, then there's no additional problem then in terms of the performers list?
Welsh: Achos nid wyf yn meddwl ein bod ni angen deddfu ar bethau felly i gael un rhestr. Y cwestiwn penodol oedd gen i - nid wyf yn siŵr iawn pa mor berthnasol ydy o - oedd y cwestiwn o benderfynu ar equivalence pan mae rhywun wedi hyfforddi mewn gwlad arall. A ydy hynny yn berthnasol yn y fan hyn, ynteu unwaith mae rhywun yn cael cofrestru efo'r GMC ac yn cael dod o wlad arall i weithio ym Mhrydain, yna nid oes yna broblem ychwanegol wedyn o ran y performers list?
English: I think perhaps my Welsh isn't professionally good enough to answer this, and so I'll change to English.
Welsh: Rwy'n meddwl efallai nad yw fy Nghymraeg i yn ddigon da yn broffesiynol i ateb hwn yn y Gymraeg, so mi wna i newid i'r Saesneg.
English: Is there anything you'd like to say to close, Malcolm?
Welsh: A oes rhywbeth rwyt ti eisiau ei ddweud i orffen, Malcolm?
English: Great. Thank you very much for your evidence and your attendance today. You will receive a transcript of the proceedings just to check for accuracy. So, we will break for five minutes until the final session. Thank you very much, Malcolm.
Welsh: Grêt. Diolch yn fawr iawn i ti. Diolch am y dystiolaeth a diolch am dy bresenoldeb. Byddi di'n derbyn trawsgrifiad o'r trafodaethau jest i wirio ei fod yn ffeithiol gywir. Ond dyna ni, so gwnawn ni dorri am bum munud rŵan cyn y sesiwn diwethaf. Diolch yn fawr i ti, Malcolm.
English: Welcome back everyone to the latest session of the Health, Social Care and Sport Committee here in the National Assembly for Wales. By now, we've reached item 6, which is a continuation of our one-day inquiry into the all-Wales medical performers list. This is the fourth evidence session on this subject and the final evidence session. Before us, are representatives of the health boards and the NHS Wales Shared Services Partnership. Welcome to you all. So, individually, I'd like to welcome Liam Taylor, deputy medical director at Aneurin Bevan university health board - welcome - Dr Richard Quirke from Cwm Taf university health board, Dr Mark Walker, deputy medical director at Betsi Cadwaladr university health board, Sandra Preece, all Wales contracts manager, and Catherine Reed, contracts support manager. Welcome to you all. We've received all the background papers for this session, and the Members have read them in detail. We'll go straight into questions, if we may. We expect this session to last half an hour. Caroline Jones, first.
Welsh: Croeso nôl i bawb i'r sesiwn ddiweddaraf o'r Pwyllgor Iechyd, Gofal Cymdeithasol a Chwaraeon yma yng Nghynulliad Cenedlaethol Cymru. Erbyn rŵan, rydym ni wedi cyrraedd eitem 6 a pharhad o'n hymchwiliad undydd i restr cyflawnwyr meddygol Cymru gyfan. Hwn ydy sesiwn dystiolaeth rhif 4 ar y pwnc yma a'r sesiwn dystiolaeth olaf. O'n blaenau, y mae cynrychiolwyr o fyrddau iechyd a Chyd-bartneriaeth Gwasanaethau Gwasanaeth Iechyd Cymru. Croeso i chi i gyd. Yn unigol felly, a allaf i groesawu Liam Taylor, dirprwy gyfarwyddwr meddygol bwrdd iechyd prifysgol Aneurin Bevan - croeso - Dr Richard Quirke, bwrdd iechyd prifysgol Cwm Taf, Dr Mark Walker, cyfarwyddwr meddygol bwrdd iechyd prifysgol Betsi Cadwaladr, Sandra Preece, rheolwr contractau Cymru gyfan, a hefyd Catherine Reed, rheolwr cefnogi contractau. Croeso i chi i gyd. Rydym ni wedi derbyn yr holl bapurau cefndirol. Mae Aelodau wedi'u darllen nhw i gyd mewn manylder amlwg. Fe awn ni'n syth i mewn i gwestiynau, gyda'ch caniatâd. Buaswn i'n disgwyl i'r sesiwn yma bara rhyw hanner awr. Felly, Caroline Jones yn gyntaf.
English: Thank you very much for your evidence this morning, and thank you for your attendance. You will receive a transcript of today's meeting to check for factual accuracy. And with that much of an introduction, thank you very much - that's the end of that session. Thank you very much.
Welsh: Felly, diolch yn fawr iawn ichi am eich tystiolaeth. Diolch yn fawr iawn ichi hefyd am eich presenoldeb, ac fe allaf ddatgan y byddwch chi'n derbyn trawsgrifiad o'r cyfarfod yma i gadarnhau ei fod o'n ffeithiol gywir. Ond gyda chymaint â hynny o ragymadrodd, diolch yn fawr iawn ichi - dyna ddiwedd y sesiwn yna. Diolch yn fawr ichi.
English: For my fellow committee members, we're moving now to item 7 and a motion under Standing Order 17.42 to resolve to exclude the public from the remainder of the meeting and the beginning of the meeting on 15 March. Does everyone agree? Everyone agrees. We will now go into private session.
Welsh: Ac i'm cyd-Aelodau, symud ymlaen i eitem 7 a chynnig o dan Reol Sefydlog 17.42 i benderfynu gwahardd y cyhoedd o weddill y cyfarfod yma a dechrau'r cyfarfod ar 15 Mawrth. Pawb yn cytuno? Pawb yn cytuno. Fe awn ni'n breifat, felly, i drafod.
English: The first item on our agenda is questions to the Cabinet Secretary for Education, and the first question, Nick Ramsay.
Welsh: Yr eitem gyntaf ar ein hagenda ni yw'r cwestiynau i Ysgrifennydd y Cabinet dros Addysg, a'r cwestiwn cyntaf, Nick Ramsay.
English: Of course. Categorisation provides a clear picture of how well schools are doing and the level of support they need to do even better. This year, Monmouthshire has seen an increase in the primary schools in the green category, which is a testament to the hard work of the staff at the schools and is something to be celebrated.
Welsh: Wrth gwrs. Mae categoreiddio'n darparu darlun clir o berfformiad ysgolion a lefel y gefnogaeth sydd ei hangen arnynt er mwyn gwneud hyd yn oed yn well. Eleni, bu cynnydd yn Sir Fynwy o ran yr ysgolion cynradd yn y categori gwyrdd, sy'n dyst i waith caled staff yr ysgolion ac mae'n rhywbeth y dylid ei ddathlu.
English: Thank you, Cabinet Secretary. You've clearly got the same figures there in front of you that I've also seen. There has been, as you said, a steady improvement in categorisation in Monmouthshire, going from just three green schools five years ago to 13 today. This progress is a credit to the work of teachers and headteachers, and pupils, and also of course the local authority and the regional consortia involved, which has offered considerable support over the last number of years to headteachers, in offering challenge and sharing best practice. How are you working with the Education Achievement Service, and other consortia, to ensure that the sharing of best practice does happen between consortia as well as internally?
Welsh: Diolch, Ysgrifennydd y Cabinet. Yn amlwg, mae gennych yr un ffigurau o'ch blaen â'r rhai rwyf innau wedi'u gweld. Fel y dywedoch, bu cynnydd cyson o ran categoreiddio yn Sir Fynwy, o dair ysgol werdd yn unig bum mlynedd yn ôl i 13 heddiw. Mae'r cynnydd hwn yn dyst i waith athrawon a phenaethiaid, a disgyblion, yn ogystal â'r awdurdod lleol a'r consortia rhanbarthol, wrth gwrs, sydd wedi rhoi cryn dipyn o gefnogaeth i benaethiaid dros y blynyddoedd diwethaf, o ran cynnig her a rhannu arferion gorau. Sut rydych yn gweithio gyda'r Gwasanaeth Cyflawni Addysg, a chonsortia eraill, i sicrhau bod yr arferion gorau yn cael eu rhannu rhwng y consortia yn ogystal ag yn fewnol?
English: Well, I'm glad that we've got the same figures; it would not have been a very positive start if we had a different set of categorisation data between us. You're absolutely right, Nick, to identify that school improvement is a joint endeavour, between the staff and the leadership of individual schools, the local education authority. And I would like to pay tribute to Councillor Fox, I believe, at Monmouthshire council - sometimes, he and I have had some cross words about the performance of Monmouthshire, but this categorisation demonstrates that progress is being made - and also the regional consortia. It is important that regional consortia work together to learn from each other so that there is a consistent set of approaches to school improvement across the nation.
Welsh: Wel, rwy'n falch fod yr un ffigurau gennym; ni fyddai wedi bod yn ddechrau cadarnhaol iawn pe bai gennym wahanol setiau o ddata categoreiddio. Rydych yn llygad eich lle, Nick, yn nodi bod gwella ysgolion yn ymdrech gyfunol, rhwng staff ac arweinyddiaeth ysgolion unigol, yr awdurdod addysg lleol. A hoffwn dalu teyrnged i'r Cynghorydd Fox, rwy'n credu, yng nghyngor Sir Fynwy - o bryd i'w gilydd, mae ef a minnau wedi cweryla ynghylch perfformiad Sir Fynwy, ond mae'r categoreiddio hwn yn dangos cynnydd - a'r consortia rhanbarthol hefyd. Mae'n bwysig fod y consortia rhanbarthol yn gweithio gyda'i gilydd i ddysgu oddi wrth ei gilydd er mwyn sicrhau set gyson o ddulliau o wella ysgolion ledled y wlad.
English: Thank you, David. We're working closely with Universities Wales, the British Council Wales and the Higher Education Funding Council for Wales, through the Global Wales partnership, to build collaborative opportunities and support increased promotional activity, such as the delivery of the Study in Wales brand in key markets.
Welsh: Diolch, David. Rydym yn cydweithio'n agos â Prifysgolion Cymru, British Council Cymru a Chyngor Cyllido Addysg Uwch Cymru, drwy bartneriaeth Cymru Fyd-eang, i greu cyfleoedd cydweithredol a chefnogi rhagor o weithgarwch hyrwyddo, megis cyflwyno brand Astudio yng Nghymru mewn marchnadoedd allweddol.
English: Cabinet Secretary, students from overseas are worth more than £151 million to the economy of Cardiff alone. You may have seen a new study by the Higher Education Policy Institute that shows the benefits of international students are up to 10 times greater than the cost. So, for places like Cardiff, and other university cities and towns around Wales, this is a really, really important source of income, but, more importantly, the prestige we get and the future benefit from highly skilled people having had such a welcoming and attractive experience in Wales in higher education. So, what will you be doing to ensure that, as Brexit proceeds, we remain a key place, and a most welcoming one, for foreign students?
Welsh: Ysgrifennydd y Cabinet, mae myfyrwyr o dramor yn werth mwy na £151 miliwn i economi Caerdydd yn unig. Efallai eich bod wedi gweld astudiaeth newydd gan y Sefydliad Polisi Addysg Uwch sy'n dangos bod buddion myfyrwyr rhyngwladol hyd at 10 gwaith yn fwy na'r gost. Felly, ar gyfer lleoedd fel Caerdydd, a dinasoedd a threfi prifysgolion eraill ledled Cymru, mae hon yn ffynhonnell wirioneddol bwysig o incwm, ond yn bwysicach na hynny, y bri a gawn a'r buddion yn y dyfodol o ganlyniad i'r ffaith bod pobl hynod fedrus wedi cael profiad mor groesawgar a deniadol mewn addysg uwch yng Nghymru. Felly, beth y byddwch yn ei wneud i sicrhau, wrth i broses Brexit fynd rhagddi, ein bod yn parhau i fod yn lle allweddol a chroesawgar iawn i fyfyrwyr tramor?
English: Thank you, David. I couldn't agree more with the analysis that you just gave of the importance of international students and, indeed, international staff who come to study and work at our universities. And I've been clear that students from the European Union, and beyond, remain very welcome in Wales and will continue to be very welcome in Wales. I have good news for the Chamber: UCAS data on full-time undergraduate acceptances for the 2017-18 academic year has shown that providers in Wales have had an increase in acceptances from the EU despite uncertainty relating to Brexit, and the highest number of acceptances on record from outside the EU. What's absolutely crucial to me is that we continue to press the case with the United Kingdom Government that international students should not form part of any immigration statistics that may come forward. As we heard yesterday from the Cabinet Secretary for health, whilst I believe those within the Department for Education understand this, and believe this, there is a battle to be won with the Home Office.
Welsh: Diolch, David. Cytunaf yn llwyr â'ch dadansoddiad o bwysigrwydd myfyrwyr rhyngwladol, ac yn wir, staff rhyngwladol a ddaw i astudio ac i weithio yn ein prifysgolion. Ac rwyf wedi dweud yn glir fod croeso cynnes i fyfyrwyr o'r Undeb Ewropeaidd, a thu hwnt, yng Nghymru ac y byddant yn parhau i gael croeso cynnes yng Nghymru. Mae gennyf newyddion da i'r Siambr: mae data UCAS ar israddedigion a dderbynnir yn llawn amser ar gyfer blwyddyn academaidd 2017-18 wedi dangos bod darparwyr yng Nghymru wedi gweld cynnydd yn nifer y derbyniadau o'r UE er gwaethaf ansicrwydd mewn perthynas â Brexit, a'r nifer uchaf o dderbyniadau erioed o'r tu allan i'r UE. Yr hyn sy'n hollbwysig i mi yw ein bod yn parhau i bwysleisio wrth Lywodraeth y Deyrnas Unedig na ddylid cynnwys myfyrwyr rhyngwladol mewn unrhyw ystadegau mewnfudo a allai gael eu cyflwyno. Fel y clywsom ddoe gan Ysgrifennydd y Cabinet dros iechyd, er fy mod yn credu bod y rheini yn yr Adran Addysg yn deall hyn, ac yn credu hyn, mae brwydr i'w hennill gyda'r Swyddfa Gartref.
English: Thank you, Presiding Officer, and good afternoon, Cabinet Secretary. The report into the future of the sex and relationships education curriculum in Wales says that, at the moment, the success of SRE too often rests on the interests and enthusiasm of individual teachers or school leaders with SRE/personal and social education responsibilities. In this area, knowledge itself isn't an indicator of success. An unplanned teen pregnancy isn't necessarily caused by a lack of information or understanding, and a child or young person may be fully aware that abuse is being inflicted upon them but not able to do anything to stop it. How are you measuring the success of current SRE, and how will you measure success in the future?
Welsh: Diolch, Lywydd, a phrynhawn da, Ysgrifennydd y Cabinet. Dywed yr adroddiad ar ddyfodol y cwricwlwm addysg rhyw a chydberthynas yng Nghymru, ar hyn o bryd, fod llwyddiant addysg rhyw a chydberthynas yn dibynnu'n rhy aml ar ddiddordebau a brwdfrydedd athrawon unigol neu arweinwyr ysgolion â chyfrifoldebau addysg rhyw a chydberthynas/addysg bersonol a chymdeithasol. Yn y maes hwn, nid yw gwybodaeth ynddi'i hun yn ddangosydd llwyddiant. Nid yw beichiogrwydd anfwriadol ymysg pobl ifanc yn eu harddegau o reidrwydd yn deillio o ddiffyg gwybodaeth neu ddealltwriaeth, a gall plentyn neu berson ifanc fod yn gwbl ymwybodol eu bod yn cael eu cam-drin heb allu gwneud unrhyw beth i atal hynny. Sut rydych yn mesur llwyddiant addysg rhyw a chydberthynas ar hyn o bryd, a sut y byddwch yn mesur llwyddiant yn y dyfodol?
English: Thank you for that question. On coming into office, I was concerned that current SRE provision is not as good as it should be, and listening to children and young people, as I travel around schools in Wales, they have been very clear with me that the current SRE provision often doesn't meet their individual needs. That's why I commissioned Professor Emma Renold of Cardiff University, who is an international expert in these matters, to compile an independent report. That report has now been given to me. We are considering the recommendations of how we can improve current provision of SRE and how we can ensure that our new curriculum meets the needs of children and young people.
Welsh: Diolch am eich cwestiwn. Pan ddeuthum i'r swydd, roeddwn yn bryderus nad yw darpariaeth addysg rhyw a chydberthynas cystal ag y dylai fod, ac wrth wrando ar blant a phobl ifanc, wrth imi deithio o gwmpas ysgolion Cymru, maent wedi dweud yn glir iawn wrthyf nad yw darpariaeth bresennol addysg rhyw a chydberthynas, yn aml, yn diwallu eu hanghenion unigol. Dyna pam y comisiynais yr Athro Emma Renold o Brifysgol Caerdydd, sy'n arbenigwr rhyngwladol ar y materion hyn, i lunio adroddiad annibynnol. Rwyf wedi derbyn yr adroddiad hwnnw bellach. Rydym yn ystyried yr argymhellion ynglŷn â sut y gallwn wella darpariaeth bresennol addysg rhyw a chydberthynas a sut y gallwn sicrhau bod ein cwricwlwm newydd yn diwallu anghenion plant a phobl ifanc.
English: Thank you for that answer, Cabinet Secretary. In the same report, it says that, even before school, children receive messages about gender, sexuality and relationships from a wide variety of sources, for example advertising, books, social media, television and family members, et cetera. I'd say that a majority of these are either under the control of parents or can be under the control of parents, particularly those parents of preschool children. Surely, it's the parents' right to bring up their child in accordance with their values and beliefs? So, I'd just like to ask the Cabinet Secretary whether parents will continue to have the right to opt their child out of SRE if they feel that that SRE curriculum isn't appropriate for their child?
Welsh: Diolch am eich ateb, Ysgrifennydd y Cabinet. Yn yr un adroddiad, dywed fod plant, hyd yn oed cyn oedran ysgol, yn derbyn negeseuon ynghylch rhywedd, rhywioldeb a pherthnasoedd o amrywiaeth eang o ffynonellau, er enghraifft hysbysebion, llyfrau, cyfryngau cymdeithasol, teledu ac aelodau o'r teulu, ac ati. Buaswn yn dweud bod y rhan fwyaf o'r rhain naill ai o dan reolaeth rhieni neu y gallant fod o dan reolaeth rhieni, yn enwedig rhieni plant dan oed ysgol. Does bosibl nad oes gan rieni'r hawl i fagu eu plentyn yn unol â'u gwerthoedd a'u credoau eu hunain? Felly, hoffwn ofyn i Ysgrifennydd y Cabinet a fydd hawl gan rieni o hyd i eithrio eu plentyn o addysg rhyw a chydberthynas os ydynt yn teimlo nad yw'r cwricwlwm addysg rhyw a chydberthynas yn addas ar gyfer eu plentyn hwy?
English: Well, of course, parents have rights and responsibilities, but, sometimes, the issues that you're talking about are beyond a parent's control. I remember only too well, when my own children were very small, going into a very well-known high street retailer to find in that shop the dressing up costumes for doctors were in the boys' toy section and the dressing up section for girls had a nurse's costume. These, sometimes, are beyond parental control. With regard to the role and the compulsory nature of sex and relationship education going forward, I have received a very clear recommendation from Emma Renold. The report that's she's developed for me is under consideration, and I hope it won't be too long before I come to this Chamber with my full response to that report, outlining how we intend to improve relationship and sexuality education for all our children and young people in Wales.
Welsh: Wel, wrth gwrs, mae gan rieni hawliau a chyfrifoldebau, ond weithiau, mae'r materion y soniwch amdanynt y tu hwnt i reolaeth y rhiant. Pan oedd fy mhlant yn fach iawn, rwy'n cofio mynd i siop adnabyddus iawn ar y stryd fawr a gweld, yn y siop, fod y gwisgoedd ar gyfer gwisgo i fyny fel meddygon yn yr adran deganau bechgyn a'r adran wisgo i fyny ar gyfer merched yn cynnwys gwisg nyrs. Mae'r pethau hyn, weithiau, y tu hwnt i reolaeth rhieni. O ran rôl a natur orfodol addysg rhyw a chydberthynas yn y dyfodol, rwyf wedi derbyn argymhelliad clir iawn gan Emma Renold. Mae'r adroddiad a ddatblygwyd ganddi ar fy nghyfer yn cael ei ystyried, a gobeithiaf allu dod i'r Siambr hon cyn bo hir gyda fy ymateb llawn i'r adroddiad hwnnw, gan amlinellu sut rydym yn bwriadu gwella addysg cydberthynas a rhywioldeb ar gyfer ein holl blant a phobl ifanc yng Nghymru.
English: Thank you for that answer, Cabinet Secretary. Parents, particularly of preschool children, are understandably going to be concerned about what the content of the SRE curriculum is going to be. There are going to be parents who, for religious reasons and various other reasons, may find the content of the curriculum unpalatable. So, I suppose my final question has two parts to it really. How much input are parents going to have into the new curriculum and if a parent - . Sorry, that's my question: how much input are parents going to have into that curriculum? I'm still uncomfortable with this thing - that you don't want to say whether parents are going to have the right to opt their child out, because the ultimate ability for a parent to opt their child out of a part of the curriculum that they don't like is to withdraw their child from the school and home school the child. That's going to have a detrimental effect, particularly on women, who are going to be left looking after the child when, otherwise, they could have been in schools. So, how are you going to get round that?
Welsh: Diolch am eich ateb, Ysgrifennydd y Cabinet. Mae'n ddealladwy y bydd rhieni, yn enwedig rhieni plant dan oed ysgol, yn bryderus ynglŷn â beth fydd cynnwys y cwricwlwm addysg rhyw a chydberthynas. Efallai y bydd rhai rhieni, am resymau crefyddol a gwahanol resymau eraill, o'r farn fod y cwricwlwm yn annymunol. Felly, mae'n debyg fod dau ran i fy nghwestiwn olaf. Faint o fewnbwn fydd gan rieni i'r cwricwlwm newydd ac a yw rhiant - . Mae'n ddrwg gennyf, dyna fy nghwestiwn: faint o fewnbwn fydd gan rieni i'r cwricwlwm hwnnw? Rwy'n dal yn anghyfforddus ynglŷn â hyn - nad ydych am ddweud a fydd hawl gan rieni i eithrio eu plentyn, oherwydd yn y pen draw, gall rhieni eithrio eu plentyn o ran o'r cwricwlwm nad ydynt yn eu hoffi drwy dynnu eu plentyn o'r ysgol ac addysgu eu plentyn gartref. Bydd hynny'n cael effaith andwyol, yn enwedig ar fenywod, a fydd yn gorfod gofalu am y plentyn, pan allent, fel arall, fod mewn ysgolion. Felly, sut rydych yn mynd i fynd i'r afael â hynny?
English: I don't want to pre-empt the final discussions and decisions that I will make with regard to that report. And I have given a commitment here this afternoon, Michelle, that, having done that, I will come back to the Chamber with a full statement on how we intend to develop policy in this area. I have to say, we don't allow parents to take their children out of maths lessons, or English language lessons, and what I hear from children and young people is that they feel this is a really important aspect of their education, which we need to get right for them. Of course, that has to be delivered in an age-appropriate way and in a way that is accessible even to our youngest children. And I don't believe there's a child too young to start to talk about relationships, being safe, consent and what that means.
Welsh: Nid wyf yn awyddus i achub y blaen ar y trafodaethau terfynol a'r penderfyniadau y byddaf yn eu gwneud mewn perthynas â'r adroddiad hwnnw. Ac rwyf wedi rhoi ymrwymiad yma y prynhawn yma, Michelle, y byddaf, ar ôl gwneud hynny, yn dychwelyd i'r Siambr â datganiad llawn ar sut rydym yn bwriadu datblygu polisi yn y maes hwn. Mae'n rhaid imi ddweud, nid ydym yn caniatáu i rieni i dynnu eu plant allan o wersi mathemateg neu wersi Saesneg, ac yn ôl yr hyn a glywaf gan blant a phobl ifanc, maent yn teimlo bod hon yn agwedd bwysig iawn ar eu haddysg, ac mae angen inni sicrhau ei bod yn iawn ar eu cyfer. Wrth gwrs, mae'n rhaid cyflawni hynny mewn ffordd sy'n addas i oedran ac mewn ffordd sy'n hygyrch, hyd yn oed i'n plant ieuengaf. Ac nid wyf yn credu bod unrhyw blentyn yn rhy ifanc i ddechrau siarad am gydberthynas, bod yn ddiogel, cydsyniad a beth yw ystyr hynny.