English: Good afternoon. Thank you very much. There are six headings that I have. Mary has talked about several of them. We agree with everything that has already been said with regard to the need to include fair work and social partnership, so I will not expand on that. In terms of a lack of representation on the board - Mary referred to that too - we support the points entirely, but we would only add about the status of associate membership - that's the status given to the union representatives and learners. So, it is not clear what the size and nature of their influence would be, so they don't have a vote, and we're also concerned that it's only one place that is guaranteed for learners right across all the sectors that are encompassed in this. I agree again entirely with the point in terms of sixth forms and the powers of the commission to re-organise. The title that is given to the section in the Bill, namely 'rationalisation', doesn't do anything to alleviate the concerns of those who see an agenda here to close school sixth forms and move the provision into the FE sector. An important point here is to note the importance of sixth forms for Welsh-medium provision. It's only in sixth forms in Welsh-medium schools that we can immerse pupils in the language and teach in a Welsh-medium environment, as well as having that Welsh-medium provision, and those two things are different. So, the additional points to those made by Mary; there are two others. One with regard to the Welsh language and to endorse the comments made by the Welsh Language Commissioner, namely that the wording 'every reasonable step' is insufficient with regard to the Bill and that 'meeting reasonable demand' is also wording that is now dated in other contexts, and we really need that more proactive approach here from the commission to the promotion of Welsh-medium provision. We would also like to see the formalisation of the role of the Coleg Cymraeg Cenedlaethol to some extent on the face of the Bill, but not in any way that would limit their freedom to operate, but a guarantee, for example, that they would have a seat on the commission's board would perhaps be one way forward, but there are other possible ways too. And finally, I'd like to mention the ambiguity, I perceive, in referring to governing bodies. It's very clear who the governing body of an FE institution or an HE institution is, but with regard to schools, I don't think that it's always clear on whom the responsibility lies and who is accountable - is it the governing body of an individual school or a local authority? And I think the Bill has to be entirely clear in that regard, or there will be confusion caused. Thank you very much.
Welsh: Prynhawn da. Diolch yn fawr. Mae chwe phennawd gen i. Mae Mary wedi sôn am sawl un. Rŷn ni'n cytuno'n llwyr gyda phopeth sydd wedi cael ei ddweud ynghylch yr angen i gynnwys partneriaeth gymdeithasol a gwaith teg, felly, gwnaf i ddim ymhelaethu ar hynny. O ran diffyg cynrychiolaeth ar y bwrdd - mae Mary wedi cyfeirio ato hefyd - rŷn ni'n cefnogi'r pwyntiau'n llwyr, byddem ni ond yn ychwanegu mai statws aelodau cyswllt yn unig sydd gan y cynrychiolwyr undebol a'r dysgwyr. Felly, dyw e ddim yn glir beth fyddai maint a natur eu dylanwad nhw, felly, does ganddyn nhw ddim pleidlais, ac mae pryder gennym ni hefyd mai dim ond un lle sy'n cael ei warantu ar gyfer dysgwyr reit ar draws yr holl sectorau sy'n cael eu cwmpasu. Dwi'n cytuno eto yn llwyr gyda'r pwynt ynglŷn â dosbarthiadau chwech a phwerau'r comisiwn i adrefnu. Mae'r teitl sy'n cael ei roi ar yr adran yn y Bil, sef 'rhesymoli', ' rationalisation ', ddim yn gwneud unrhyw beth i dawelu pryderon y sawl sydd yn gweld agenda fan hyn i gau dosbarthiadau chwech a symud y ddarpariaeth i'r sector addysg bellach. Pwynt pwysig fan hyn i'w nodi yw pwysigrwydd dosbarthiadau chwech ar gyfer darpariaeth gyfrwng Cymraeg. Dim ond mewn dosbarthiadau chwech mewn ysgolion cyfrwng Cymraeg mae modd ymdrochi yn yr iaith a dysgu mewn awyrgylch cyfrwng Cymraeg, yn ogystal â chael darpariaeth gyfrwng Cymraeg, sydd yn beth gwahanol. Felly, pwyntiau sydd yn ychwanegol i'r rhai y mae Mary wedi'u gwneud. Dau bwynt arall. Un ynghylch y Gymraeg ac i ategu'r sylwadau sydd wedi cael eu gwneud gan Gomisiynydd y Gymraeg, sef bod yr ieithwedd 'pob cam rhesymol' yn annigonol, wir, yng nghyd-destun y Bil a bod 'ateb y galw rhesymol' hefyd yn ieithwedd sydd wedi dyddio mewn cyd-destunau eraill, a bod wir angen ymagwedd fwy rhagweithiol fan hyn gan y comisiwn tuag at hybu a hyrwyddo darpariaeth gyfrwng Cymraeg. Byddem ni hefyd yn hoffi gweld ffurfioli rhywfaint ar rôl y Coleg Cymraeg Cenedlaethol ar wyneb y Bil, ond nid mewn unrhyw ffordd a fyddai'n cyfyngu ar eu rhyddid nhw i weithredu, ond byddai gwarant, er enghraifft, bod yna sedd iddyn nhw ar fwrdd y comisiwn efallai'n un ffordd ymlaen, ond mae yna ffyrdd eraill posib. A'r un olaf liciwn i ei grybwyll nawr yw'r amwysedd, dwi'n gweld, wrth gyfeirio at gyrff llywodraethu. Mae'n glir iawn pwy yw corff llywodraethu sefydliad addysg bellach neu sefydliad addysg uwch, ond mewn perthynas ag ysgolion, dwi ddim yn credu ei bod hi wastad yn glir ar bwy mae'r cyfrifoldeb a phwy sy'n atebol - ai corff llywodraethu ysgol unigol neu awdurdod lleol? A dwi'n credu bod yn rhaid i'r Bil fod yn gwbl glir ynghylch hynny neu mi fydd yna ddryswch. Diolch yn fawr iawn.