English: Thank you very much, Deputy Presiding Officer, and I think it's been an excellent debate with much common ground, despite the somewhat churlish remarks of the Conservative spokesperson in opening the debate. I trust he'll take the opportunity in his winding up to perhaps reflect further on the tone with which he opened the debate. Certainly, the debate has risen far beyond the expectations that were raised by us through listening to his speech this afternoon. But I'm pleased that there's been a great deal of consensus across the Chamber. There's been a consensus on the place of further education, both in education and in wider society; on parity of esteem, which was first raised by Llyr Gruffydd in his remarks, but emphasised by Members on all sides of the Chamber; and also a recognition that there are significant challenges facing the sector, and this sector is already living up to and meeting those challenges. Let me say this: coming into office as a Minister for this sector, one thing that has struck me more than anything else is the sheer diversity, not simply of provision, but of delivery, of organisation, and the way that this sector is very agile - fleet of foot - in meeting needs, in looking at needs, in understanding what employers need; understanding how we deliver education in different ways, in different parts of the country; not imposing uniformity, but ensuring that we do have consistency of excellence across all parts of Wales. And I think that is something that we really should celebrate. Let me say this, in terms of moving the debate forward: I was very taken by the remarks that Jeremy Miles made about his experience in the Netherlands, which reflected very much David Melding's remarks on Germany, as well. I was actually in Germany two weeks ago looking at different forms of provision, and I think there are some very real debates that we need to have about this. I fully accept the points that were made by Hefin David in his conclusion that we do need to look at removing some of the borders and the barriers that exist at present between further and higher education provision. But we need also, not simply to do that; we need to look at removing some of those barriers that exist between further education and school provision as well. So I think we do need to be a bit more radical in our thinking there, and we do need to be a bit more radical in looking at how we deliver the excellence of education that is tailored to the needs of the individual student, pupil or learner - however you wish to describe individuals. We need to look at how we then deliver it. I am instinctively not in favour of a uniform approach, but I -
Welsh: Diolch yn fawr iawn, Ddirprwy Lywydd, ac rwy'n credu ei bod wedi bod yn ddadl ardderchog gyda llawer o dir cyffredin, er gwaethaf sylwadau braidd yn surbwch llefarydd y Ceidwadwyr wrth agor y ddadl. Hyderaf y bydd yn manteisio ar y cyfle wrth gloi i fyfyrio ymhellach efallai ar ei dôn wrth agor y ddadl. Yn sicr, mae'r ddadl wedi codi ymhell y tu hwnt i'r disgwyliadau a oedd gennym wrth wrando ar ei araith y prynhawn yma. Ond rwy'n falch fod llawer iawn o gonsensws wedi bod ar draws y Siambr. Cafwyd consensws ar safle addysg bellach, mewn addysg ac yn y gymdeithas ehangach; ar barch cydradd, a nodwyd gyntaf gan Llyr Gruffydd yn ei sylwadau, ond a gafodd ei bwysleisio gan Aelodau ar bob ochr i'r Siambr; a hefyd cydnabyddiaeth fod yna heriau sylweddol yn wynebu'r sector, ac mae'r sector eisoes yn wynebu ac yn goresgyn yr heriau hynny. Gadewch i mi ddweud hyn: wrth ddod i swydd fel Gweinidog dros y sector hwn, un peth sydd wedi fy nharo yn fwy na dim byd arall yw'r amrywiaeth pur, nid yn unig o ran y ddarpariaeth, ond o ran y dull o gyflawni, o drefnu, a'r ffordd y mae'r sector hwn yn ystwyth iawn - yn chwim ei droed - yn ateb anghenion, yn edrych ar anghenion, yn deall yr hyn y mae cyflogwyr ei angen; deall sut rydym yn darparu addysg mewn gwahanol ffyrdd, mewn gwahanol rannau o'r wlad; nid gosod unffurfiaeth, ond sicrhau bod gennym ragoriaeth gyson ar draws pob rhan o Gymru. Ac rwy'n credu bod hynny'n rhywbeth y dylem ei ddathlu mewn gwirionedd. Gadewch i mi ddweud hyn, er mwyn symud y ddadl yn ei blaen: gwnaeth y sylwadau a wnaeth Jeremy Miles am ei brofiad yn yr Iseldiroedd argraff fawr arnaf, ac i raddau helaeth, roeddent yn adlewyrchu sylwadau David Melding am yr Almaen hefyd. Roeddwn yn yr Almaen bythefnos yn ôl mewn gwirionedd yn edrych ar wahanol fathau o ddarpariaeth, ac rwy'n credu bod yna drafodaethau go iawn sydd angen inni eu cael ynglŷn â hyn. Rwy'n derbyn yn llwyr y pwyntiau a wnaeth Hefin David wrth gloi fod angen inni edrych ar gael gwared ar rai o'r ffiniau a'r rhwystrau sy'n bodoli ar hyn o bryd rhwng darpariaeth addysg bellach ac addysg uwch. Ond mae angen gwneud mwy na hynny hefyd; mae angen inni edrych ar gael gwared ar rai o'r rhwystrau hynny sy'n bodoli rhwng addysg bellach a'r ddarpariaeth ysgol yn ogystal. Felly, rwy'n meddwl bod angen inni fod ychydig yn fwy radical yn ein ffordd o feddwl yn hynny o beth, ac mae angen inni fod ychydig yn fwy radical wrth edrych ar y ffordd yr ydym yn cyflawni rhagoriaeth addysg sydd wedi'i theilwra i anghenion y myfyriwr, y disgybl neu'r dysgwr unigol - pa ffordd bynnag y dymunwch ddisgrifio unigolion. Mae angen inni edrych wedyn ar sut rydym yn ei gyflwyno. Nid wyf yn reddfol o blaid ymagwedd unffurf, ond rwy'n -