techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Minister, in this forthcoming financial year, all of the secondary schools in Pembrokeshire are projecting deficit budgets, and the Pembrokeshire association of secondary headteachers has made it clear that this will result in reducing the number of teaching staff, reducing the breadth of the curriculum offered, and a need to increase the number of pupils in classes to enable fewer teachers to deliver to the curriculum. As a large part of the funding for schools comes from the unhypothecated funding local authorities receive from the Welsh Government in the local government settlement, it's vitally important therefore that any money that is passed on to local authorities is used for the purpose it's given and reaches front-line services. Given the importance of ensuring any and all additional funding reaches front-line services in Pembrokeshire - and, indeed, throughout Wales - can you tell us how the Welsh Government is ensuring that any funding for education that's passed on to local authorities is used for that specific purpose?
Welsh: Weinidog, yn y flwyddyn ariannol sydd i ddod, mae pob un o ysgolion uwchradd Sir Benfro yn rhagamcanu diffyg yn eu cyllidebau, ac mae cymdeithas penaethiaid uwchradd Sir Benfro wedi dweud yn glir y bydd hyn yn arwain at leihau nifer y staff addysgu, lleihau ehangder y cwricwlwm a gynigir, ac angen i gynyddu nifer y disgyblion mewn dosbarthiadau er mwyn galluogi llai o athrawon i addysgu'n unol â'r cwricwlwm. Gan fod rhan fawr o'r cyllid ar gyfer ysgolion yn dod o'r cyllid heb ei neilltuo y mae awdurdodau lleol yn ei gael gan Lywodraeth Cymru yn y setliad llywodraeth leol, mae'n hanfodol felly fod unrhyw arian a drosglwyddir i awdurdodau lleol yn cael ei ddefnyddio at y diben a nodir ar ei gyfer ac yn cyrraedd gwasanaethau rheng flaen. O ystyried pwysigrwydd sicrhau bod unrhyw arian ychwanegol a'r holl arian ychwanegol yn cyrraedd gwasanaethau rheng flaen yn Sir Benfro - ac yn wir, ledled Cymru - a allwch ddweud wrthym sut y mae Llywodraeth Cymru yn sicrhau bod unrhyw gyllid ar gyfer addysg sy'n cael ei drosglwyddo i awdurdodau lleol yn cael ei ddefnyddio at y diben penodol hwnnw?
English: Well, the Member is absolutely right to identify the way in which the vast majority of resources that fund our schools is a matter for local authorities. I recently met with the finance distribution sub-group to discuss these issues, as well as the directors of education and the education portfolios, across the 22 local authorities, about my desire to see as much money as possible getting to the front line to support individual schools' budgets. We, of course, have a role to play in that, which is why we announced yesterday an additional £12.8 million, available in-year to help to support the cost of the teachers' pay rise this year. And our expectation is that all that money will go directly to front-line school budgets.
Welsh: Wel, mae'r Aelod yn llygad ei le yn nodi'r ffordd y mae'r mwyafrif llethol o'r adnoddau sy'n ariannu ein hysgolion yn fater i awdurdodau lleol. Yn ddiweddar, cyfarfûm â'r is-grŵp dosbarthu cyllid i drafod y materion hyn, yn ogystal â'r cyfarwyddwyr addysg a'r portffolios addysg, ar draws y 22 awdurdod lleol, ynglŷn â fy awydd i weld cymaint o arian â phosibl yn cyrraedd y rheng flaen er mwyn cefnogi cyllidebau ysgolion unigol. Mae gennym ran i'w chwarae yn hyn wrth gwrs, a dyna pam y cyhoeddasom £12.8 miliwn yn ychwanegol ddoe, a fydd ar gael yn ystod y flwyddyn i gynorthwyo gyda chost codiad cyflog athrawon eleni. A'n disgwyliad yw y bydd yr holl arian hwnnw'n mynd yn uniongyrchol i gyllidebau rheng flaen ysgolion.
English: Diolch. Minister, the £2 million your Government announced earlier this year for mental health initiatives in university was much needed and welcomed. And you told me in July that this funding was to develop a whole-school approach that would support staff as well as students. But, at the same time, I believe you gave ColegauCymru just £175,000 for the same purpose, with regard to implementing this in further education colleges, despite there being more students in further education than higher education in Wales. How are you ensuring that students who are accessing further education are able to get the same level of support with regard to this particular mental health initiative?
Welsh: Diolch. Weinidog, mawr oedd yr angen am y £2 filiwn a gyhoeddodd eich Llywodraeth yn gynharach eleni ar gyfer mentrau iechyd meddwl mewn prifysgolion, a mawr oedd y croeso iddo. Ac fe ddywedoch wrthyf ym mis Gorffennaf mai bwriad y cyllid hwn oedd datblygu dull ysgol gyfan a fyddai'n cefnogi staff yn ogystal â myfyrwyr. Ond ar yr un pryd, credaf mai £175,000 yn unig a roesoch i ColegauCymru at yr un diben, o ran rhoi hyn ar waith mewn colegau addysg bellach, er bod mwy o fyfyrwyr mewn addysg bellach nag mewn addysg uwch yng Nghymru. Sut rydych yn sicrhau y gall myfyrwyr sy'n ymgymryd ag addysg bellach gael yr un lefel o gefnogaeth mewn perthynas â'r fenter iechyd meddwl benodol hon?
English: The Member is absolutely right - what we're trying to develop in Welsh Government is a whole-system approach to well-being and mental health. In answer to the first questions, you've heard about work we are undertaking in schools. But, obviously, we need to continue that support as individuals make their journey through the education system. Despite constraints on the budget, I am pleased that we were able to make an allocation, both to the Higher Education Funding Council for Wales and to ColegauCymru. Last week, I met with members of ColegauCymru to discuss the need for ongoing support for mental health for FE students, and those discussions also are taking place within Government.
Welsh: Mae'r Aelod yn llygad ei lle - yr hyn rydym yn ceisio'i ddatblygu yn Llywodraeth Cymru yw dull system gyfan o ymdrin â lles ac iechyd meddwl. Yn yr atebion i'r cwestiynau cyntaf, clywsoch am y gwaith a wnawn mewn ysgolion. Ond yn amlwg, mae angen i ni barhau â'r gefnogaeth honno wrth i unigolion gyflawni eu taith drwy'r system addysg. Er y cyfyngiadau ar y gyllideb, rwy'n falch ein bod wedi gallu sicrhau dyraniad, i Gyngor Cyllido Addysg Uwch Cymru ac i ColegauCymru. Yr wythnos diwethaf, cyfarfûm ag aelodau o ColegauCymru i drafod yr angen am gefnogaeth barhaus i fyfyrwyr addysg bellach mewn perthynas ag iechyd meddwl, ac mae'r trafodaethau hynny hefyd yn mynd rhagddynt yn y Llywodraeth.
English: Okay, and thank you for that update. When you do have more information, it would be useful to share that, because, of course, I know that the same challenges face FE students and their staff, as they do in HE. Obviously, one of the reasons universities put forward or campaigned for money for mental health initiatives was due to the work that the National Union of Students did in part of that process, working with the Government on it. And I believe student unions are integral to the life of a university. I'm a former sabbatical officer myself at Aberystwyth University, so I know and I saw and I implemented those particular policies. But many in FE are still not experiencing that student voice or are not able to access that student voice as much as their higher education peers. And while we are going to be reducing the vote to 16 - we agree on this - they will need to have access to student support services just as people who are in higher education do. So, could you tell me a bit more about what you potentially could do to ensure that there is more parity of esteem where there can be an enhancement of the student voice in further education institutions?
Welsh: Iawn, a diolch am y diweddariad hwnnw. Pan fydd gennych fwy o wybodaeth, byddai'n ddefnyddiol ei rhannu, oherwydd wrth gwrs, gwn fod myfyrwyr addysg bellach a'u staff yn wynebu'r un heriau â myfyrwyr a staff addysg uwch. Yn amlwg, un o'r rhesymau pam fod prifysgolion wedi ymgeisio neu ymgyrchu am arian ar gyfer mentrau iechyd meddwl oedd y gwaith a wnaeth Undeb Cenedlaethol y Myfyrwyr yn rhan o'r broses honno, gan weithio gyda'r Llywodraeth. A chredaf fod undebau myfyrwyr yn rhan annatod o fywyd prifysgol. Rwy'n gyn-swyddog sabothol fy hun ym Mhrifysgol Aberystwyth, felly rwy'n gyfarwydd â'r polisïau penodol hynny ac wedi eu gweld a'u rhoi ar waith. Ond mae llawer o fyfyrwyr addysg bellach yn dal i deimlo nad oes llais ganddynt fel myfyrwyr, neu nad yw llais y myfyriwr mor hygyrch iddynt ag i'w cyfoedion mewn addysg uwch. Ac er y byddwn yn gostwng yr oedran pleidleisio i 16 - rydym yn cytuno ar hyn - bydd angen iddynt gael mynediad at wasanaethau cymorth i fyfyrwyr yn union yn yr un modd â'r rheini mewn addysg uwch. Felly, a allwch ddweud mwy wrthyf ynglŷn â'r hyn y gallech ei wneud o bosibl i sicrhau parch mwy cydradd lle gellir gwella llais y myfyriwr mewn sefydliadau addysg bellach?
English: Student voice is important at all levels of education, and what we seek to do is increase the ability for students to shape their institutions, whether that be at schools, universities or FE. I'm not so pessimistic as the Member is about the contribution that the NUS members are making to our FE. I was recently at the Graig campus at Coleg Sir Gâr in Llanelli, where we had a very productive meeting with the members of the students' union there, who are very much working in partnership with the senior management team of that college to address matters of concern to the student body in that college, and where, for instance, a very effective campaign on mental health and well-being and a very effective campaign on period poverty and period dignity within the entirety of the campuses that make up that college - . Clearly, we will want to take the opportunity of the post-compulsory education and training Bill to reinforce the importance of student voice in all aspects of post-compulsory education and training.
Welsh: Mae llais y myfyriwr yn bwysig ar bob lefel o addysg, a'r hyn rydym yn ceisio ei wneud yw cynyddu'r gallu i fyfyrwyr lywio eu sefydliadau, boed hynny mewn ysgolion, prifysgolion neu addysg bellach. Nid wyf mor besimistaidd â'r Aelod ynghylch cyfraniad aelodau Undeb Cenedlaethol y Myfyrwyr i'n haddysg bellach. Yn ddiweddar, roeddwn ar gampws y Graig yng Ngholeg Sir Gâr yn Llanelli, lle cawsom gyfarfod cynhyrchiol iawn gydag aelodau undeb y myfyrwyr yno, sy'n gweithio mewn partneriaeth ag uwch dîm rheoli'r coleg hwnnw i fynd i'r afael â materion sy'n peri pryder i'r corff myfyrwyr yn y coleg hwnnw, a lle, er enghraifft, y bu ymgyrch effeithiol iawn ar iechyd meddwl a lles ac ymgyrch effeithiol iawn ar dlodi mislif ac urddas mislif ar holl gampysau'r coleg hwnnw - . Yn amlwg, byddwn yn awyddus i fanteisio ar gyfle'r Bil addysg a hyfforddiant ôl-orfodol i atgyfnerthu pwysigrwydd llais y myfyriwr ym mhob agwedd ar addysg a hyfforddiant ôl-orfodol.
English: I have indeed seen the report. It's an important piece of work, although it is very depressing reading. Once again we have to remind ourselves that Wales is not immune from issues of racism. More than simply seeing the report, I met with the Equality and Human Rights Commission recently, ahead of its publication, to have an early discussion with them about their expectations of what more Welsh Government can do. This morning, I found myself at Cardiff University and took the opportunity of meeting with representatives of HEFCW and the vast majority of Welsh vice-chancellors, who were also at the same meeting to raise this report, and I can assure the Member, and indeed all Members here, that I, Universities Wales and the Higher Education Funding Council for Wales will want to consider very carefully the recommendations of this report and will want to act on them. One way in which I can do that is including reference in my next remit letter of my expectations on universities and HEFCW to address this point, which I intend to do.
Welsh: Yn wir, rwyf wedi gweld yr adroddiad. Mae'n waith pwysig, er ei fod yn ddeunydd darllen digalon iawn. Unwaith eto, mae'n rhaid inni atgoffa'n hunain nad yw Cymru yn ddiogel rhag problemau hiliaeth. Yn ogystal â darllen yr adroddiad, cyfarfûm â'r Comisiwn Cydraddoldeb a Hawliau Dynol yn ddiweddar, cyn iddo gael ei gyhoeddi, i gael trafodaeth gynnar gyda hwy ynglŷn â'u disgwyliadau o ran beth arall y gall Llywodraeth Cymru ei wneud. Y bore yma, roeddwn ym Mhrifysgol Caerdydd, a manteisiais ar y cyfle i gyfarfod â chynrychiolwyr CCAUC a'r rhan fwyaf o is-gangellorion Cymru, a oedd hefyd yn yr un cyfarfod i drafod yr adroddiad hwn, a gallaf roi sicrwydd i'r Aelod, ac yn wir i'r holl Aelodau yma, y bydd Prifysgolion Cymru, Cyngor Cyllido Addysg Uwch Cymru a minnau yn awyddus i ystyried argymhellion yr adroddiad hwn yn ofalus iawn ac eisiau gweithredu arnynt. Un ffordd y gallaf wneud hynny yw cyfeirio yn fy llythyr cylch gwaith nesaf at fy nisgwyliadau y bydd y prifysgolion a CCAUC yn mynd i'r afael â'r pwynt hwn, ac rwy'n bwriadu gwneud hynny.
English: Thank you, Madam Presiding Officer. Minister, last year, an independent panel claimed that the issue of teachers' workloads would only be addressed by looking at the wider structure of schooling. They pointed out that the way our schools work - their routines, patterns and systems - have more or less been unchanged since schooling for every child began in Victorian times. Minister, have you seen this report, and what is your response to its call for a commission to be set up to look at whether changing the system of school days, terms and holidays would lead to changes that would relieve the pressure on teaching staff?
Welsh: Diolch, Lywydd. Weinidog, y llynedd, honnodd panel annibynnol na fyddai mater llwyth gwaith athrawon ond yn cael sylw drwy edrych ar strwythur ehangach addysg ysgol. Tynnwyd sylw at y ffaith nad yw'r ffordd y mae ein hysgolion yn gweithio - eu harferion, eu patrymau a'u systemau - wedi newid o gwbl, fwy neu lai, ers dechrau rhoi addysg ysgol i bob plentyn yn oes Fictoria. Weinidog, a ydych wedi gweld yr adroddiad hwn, a beth yw eich ymateb i'w alwad i sefydlu comisiwn i ystyried a fyddai newid y system o ran dyddiau, tymhorau a gwyliau ysgolion yn arwain at newidiadau a fyddai'n lleddfu'r pwysau ar staff addysgu?
English: I have to say, Presiding Officer, it would be helpful if the Member could keep up. That commission was established several months ago under the chairmanship of Mick Waters. It includes headteachers from Wales and school governors from Wales as well as independent experts outside the Welsh education system.
Welsh: Mae'n rhaid imi ddweud, Lywydd, y byddai'n ddefnyddiol pe gallai'r Aelod ddal i fyny. Sefydlwyd y comisiwn hwnnw sawl mis yn ôl o dan gadeiryddiaeth Mick Waters. Mae'n cynnwys penaethiaid o Gymru a llywodraethwyr ysgolion o Gymru yn ogystal ag arbenigwyr annibynnol o'r tu allan i system addysg Cymru.
English: The National Foundation for Educational Research says that there is an unmet demand from secondary teachers or secondary school teachers wanting to reduce or alter their hours. They estimate that one in six teachers would like to reduce their hours and urge secondary school leaders to do more to accommodate teachers who want to work part-time or flexibly. Minister, can I ask what representations you have received on this matter and what guidance you have issued to schools with regard to part-time and flexible working, the lack of which is an important factor in some teachers leaving the profession in Wales?
Welsh: Dywed y Sefydliad Cenedlaethol er Ymchwil i Addysg fod galw nad yw'n cael ei ddiwallu gan athrawon uwchradd neu athrawon ysgolion uwchradd sy'n awyddus i gwtogi neu newid eu horiau. Maent yn amcangyfrif yr hoffai un o bob chwe athro gwtogi eu horiau ac maent yn annog arweinwyr ysgolion uwchradd i wneud mwy i ddarparu ar gyfer athrawon sy'n awyddus i weithio'n rhan-amser neu'n hyblyg. Weinidog, a gaf fi ofyn pa sylwadau rydych wedi'u cael ar y mater hwn a pha ganllawiau a roesoch i ysgolion mewn perthynas â gweithio'n rhan-amser ac yn hyblyg, gan fod diffyg y math hwnnw o weithio yn ffactor pwysig ym mhenderfyniad rhai athrawon i adael y proffesiwn yng Nghymru?
English: I've not received any representation from the teaching unions about the specifics that the Member mentions around part-time and flexible working, although workload issues in general are a standing item on the agenda every time I meet with the teaching unions. The flexibility that the Member just highlighted is indeed one of the things that the re-imagining the school day commission is actively looking at and to see whether there is a real appetite for change in this regard.
Welsh: Nid wyf wedi cael unrhyw sylwadau gan undebau'r athrawon am y manylion penodol y mae'r Aelod yn eu crybwyll ynghylch gweithio'n rhan-amser ac yn hyblyg, er bod materion llwyth gwaith yn gyffredinol yn eitem sefydlog ar yr agenda bob tro y byddaf yn cyfarfod ag undebau'r athrawon. Mae'r hyblygrwydd a nodwyd gan yr Aelod yn wir yn un o'r pethau y mae'r comisiwn i ailfeddwl y diwrnod ysgol yn eu hystyried ac i weld a oes awydd gwirioneddol am newid yn hyn o beth.
English: Thank you. Data from the annual school census shows that there has been a 7.5 per cent cut to primary-school support staff since 2014 and 2015. There are more than 1,000 fewer standard teaching assistants and 300 special needs support staff working in Welsh primary schools compared to four years ago. Last week, Wales Online reported that the headteachers were calling on the Welsh Government to provide more cash directly to schools, as the cuts have reached unsustainable levels and schools are at breaking point. Minister, when will you take action to address the crisis in school funding in Wales? As I just read this morning, the real-term funding cuts from 2010 to 2018 are nearly an 8 per cent reduction in funding for primary schools, which is totally not giving the service to schools and the teachers at the same time.
Welsh: Diolch. Mae data o'r cyfrifiad ysgolion blynyddol yn dangos bod toriad o 7.5 y cant wedi bod i staff cymorth ysgolion cynradd ers 2014 a 2015. Mae dros 1,000 yn llai o gynorthwywyr addysgu safonol a 300 yn llai o staff cymorth anghenion arbennig yn gweithio yn ysgolion cynradd Cymru o gymharu â phedair blynedd yn ôl. Yr wythnos diwethaf, adroddodd Wales Online fod y penaethiaid yn galw ar Lywodraeth Cymru i ddarparu mwy o arian yn uniongyrchol i ysgolion, gan fod y toriadau wedi cyrraedd lefelau anghynaliadwy ac mae ysgolion ar ben eu tennyn. Weinidog, pryd y byddwch yn gweithredu i fynd i'r afael â'r argyfwng cyllid ysgolion yng Nghymru? Fel rwyf newydd ei ddarllen y bore yma, mae'r toriadau cyllid mewn termau real rhwng 2010 a 2018 yn ostyngiad o bron i 8 y cant mewn cyllid i ysgolion cynradd, ac yn sicr, nid yw hynny'n rhoi'r gwasanaeth i ysgolion a'r athrawon ar yr un pryd.
English: My ability to respond positively to those issues, of course, would be helped immensely if we were to see an end to austerity originating out of the Member's own party and their Government in Westminster. Later on this afternoon, we will be able to have an extended debate on the work of the Children, Young People and Education Committee around the issue of school funding. I am determined, in the constraints of the money available to this Welsh Government, to do all I can to get as much money to the front line as possible.
Welsh: Byddai fy ngallu i ymateb yn gadarnhaol i'r materion hynny, wrth gwrs, yn cael cryn dipyn o gymorth pe bai'r cyni sy'n tarddu o blaid yr Aelod ei hun a'u Llywodraeth yn San Steffan yn dod i ben. Yn ddiweddarach y prynhawn yma, byddwn yn cael dadl estynedig ar waith y Pwyllgor Plant, Pobl Ifanc ac Addysg ynghylch mater cyllid ysgolion. Yn wyneb y cyfyngiadau ar yr arian sydd ar gael i Lywodraeth Cymru, rwy'n benderfynol o wneud popeth a allaf i sicrhau bod cymaint o arian â phosibl yn cyrraedd y rheng flaen.
English: According to the Institute for Fiscal Studies analysis, spending per pupil in Wales is just below £6,000 on average. However, this varies considerably between local authorities, reflecting differences in deprivation and sparsity, as well as choices made by individual local authorities in line with their responsibilities for setting school budgets.
Welsh: Yn ôl dadansoddiad y Sefydliad Astudiaethau Cyllid, mae gwariant fesul disgybl yng Nghymru ychydig o dan £6,000 ar gyfartaledd. Fodd bynnag, mae hyn yn amrywio'n sylweddol rhwng awdurdodau lleol, gan adlewyrchu gwahaniaethau o ran amddifadedd a theneurwydd poblogaeth, yn ogystal â dewisiadau a wneir gan awdurdodau lleol unigol yn unol â'u cyfrifoldebau dros osod cyllidebau ysgolion.
English: Minister, in the last 10 years, pupil spending per pupil has fallen £500, which is almost 10 per cent. Schools are really struggling financially. They're in a position where they're going to have to be laying staff off. So, as the Minister for Education in Wales, with that backdrop and with that crisis in funding, how can you justify your Government's position and what are you going to do about the problem?
Welsh: Weinidog, dros y 10 mlynedd diwethaf, mae gwariant y pen ar ddisgyblion wedi gostwng £500, sef bron i 10 y cant. Mae ysgolion yn ei chael hi'n anodd iawn yn ariannol. Maent mewn sefyllfa lle bydd yn rhaid iddynt ddiswyddo staff. Felly, fel y Gweinidog Addysg yng Nghymru, gyda'r cefndir hwnnw a'r argyfwng hwnnw o ran cyllid, sut y gallwch gyfiawnhau safbwynt eich Llywodraeth a beth a wnewch ynglŷn â'r broblem?
English: As I have just explained to Mohammad Asghar, later on this afternoon we will have an opportunity to debate the findings of the CYPE report. I don't want to pre-empt that debate, but the Member will be aware that I've accepted all the recommendations of that report, including its main recommendation, which is to establish an independent review into education funding in Wales, examining the role of the Welsh Government, the middle tier, the local authorities, who have the main responsibility for funding schools, and how we can ensure that we know that enough funding is getting into our education system and that, in the way in which that money is spent, it is used adequately.
Welsh: Fel rwyf newydd egluro wrth Mohammad Asghar, yn ddiweddarach y prynhawn yma, byddwn yn cael cyfle i drafod canfyddiadau adroddiad y Pwyllgor Plant, Pobl Ifanc ac Addysg. Nid wyf am achub y blaen ar y ddadl honno, ond bydd yr Aelod yn ymwybodol fy mod wedi derbyn holl argymhellion yr adroddiad hwnnw, gan gynnwys ei brif argymhelliad, sef sefydlu adolygiad annibynnol i gyllid addysg yng Nghymru, gan archwilio rôl Llywodraeth Cymru, yr haen ganol, yr awdurdodau lleol, sydd â'r prif gyfrifoldeb am ariannu ysgolion, a sut y gallwn sicrhau ein bod yn gwybod bod digon o arian yn dod i mewn i'n system addysg a'i fod, o ran y ffordd y gwerir yr arian hwnnw, yn cael ei ddefnyddio'n briodol.