techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I thank Joyce Watson for those comments. This is a culmination of years of work. I don't think we should underestimate the number of years we've tried to work with snare users to reduce harm and improve welfare. But, as you say, snares are indiscriminate with regard to the animals they capture. They can capture badgers, they can capture otters, dogs, cats, and they are inherently inhumane for both the target and the non-target species. So, I do think it is right that we include them in this Bill.
Welsh: Diolch i Joyce Watson am y sylwadau yna. Mae hyn yn benllanw blynyddoedd o waith. Dydw i ddim yn credu y dylem ni danbrisio nifer y blynyddoedd yr ydym ni wedi ceisio gweithio gyda defnyddwyr maglau i leihau niwed a gwella lles. Ond, fel y dywedwch chi, mae maglau yn bethau diwahân o ran yr anifeiliaid y maen nhw'n eu dal. Gallant ddal moch daear, gallant ddal dyfrgwn, cŵn, cathod, ac maen nhw'n gynhenid annynol o ran y rhywogaethau sy'n cael eu targedu ac nad ydyn nhw'n cael eu targedu. Felly, rwy'n credu ei bod yn iawn ein bod yn eu cynnwys yn y Bil hwn.
English: Item 9 is postponed until 4 October, and that brings today's proceedings to a close.
Welsh: Mae eitem 9 wedi ei ohirio tan 4 Hydref, ac felly dyna ddiwedd ar ein gwaith ni heddiw.
English: Thank you very much, and good morning, everyone. Welcome to the first meeting of the Culture, Communications, Welsh Language, Sport and International Relations Committee of this autumn term. Joining us today is Sioned Williams, from the Children, Young People and Education Committee, as we are undertaking joint work with regard to scrutiny of the Welsh in education strategic plans, as part of this inquiry. So, a very warm welcome to you, Sioned. May I ask Members initially whether they have any declarations of interest to make? No, I see that there are none. If anything should arise, you can mention any interests during the session.
Welsh: Diolch yn fawr iawn, a bore da i chi i gyd. Croeso i gyfarfod cyntaf y Pwyllgor Diwylliant, Cyfathrebu, y Gymraeg, Chwaraeon a Chysylltiadau Rhyngwladol yn nhymor yr hydref. Yn ymuno â ni heddiw mae Sioned Williams, o'r Pwyllgor Plant, Pobl Ifanc ac Addysg, gan ein bod ni'n gwneud gwaith ar y cyd o ran craffu ar y cynlluniau strategol Cymraeg mewn addysg fel rhan o'n hymchwiliad. Felly, croeso mawr, Sioned, atom ni. Gaf i ofyn i Aelodau i ddechrau, a oes yna unrhyw fuddiannau i'w datgan heddiw? Na. Yn amlwg, os oes yna rywbeth yn codi, mi fedrwch chi wastad sôn am fuddiannau hefyd wrth i'r sesiwn fynd rhagddi.
English: May I also welcome our witnesses to us this morning? A very warm welcome to you, and thank you very much to you for joining us, and thank you to those of you who have submitted written evidence ahead of time - it's very beneficial to us. May I ask you to introduce yourselves, please? If I can start with Ioan, who is in the room.
Welsh: Fel arall, gaf i groesawu ein tystion atom ni y bore yma? Diolch o galon i chi am ymuno efo ni, a diolch hefyd i'r rhai ohonoch sydd wedi cyflwyno tystiolaeth ymlaen llaw, sy'n fuddiol iawn i ni. Gaf i ofyn i chi i gyflwyno eich hunain, os gwelwch chi'n dda? Os caf i ddechrau efo Ioan, sydd yn yr ystafell.
English: Thank you very much. And if I could go to the screen - Siôn.
Welsh: Diolch yn fawr iawn. A gaf i fynd, rŵan, at y sgrin, os gwelwch yn dda? Siôn.
English: Thank you very much. And finally - .
Welsh: Diolch yn fawr iawn. Ac yn olaf - .
English: Thank you very much to you, and thank you for joining us, as I said. We will now go straight to questions from Members, and we're starting this morning with a question from Alun Davies.
Welsh: Diolch o galon i chi, a diolch am ymuno, fel y gwnes i sôn. Rydyn ni rŵan yn mynd yn syth at y cwestiynau, ac rydyn ni'n dechrau'r bore yma efo cwestiwn gan Alun Davies.
English: Thank you very much. Now, the WESPs are the main way we have, the framework we have, for developing Welsh-medium education. Do they work?
Welsh: Diolch i chi. Nawr, WESPs ydy'r prif ffordd sydd gyda ni o ddatblygu addysg drwy gyfrwng y Gymraeg - dyna'r fframwaith sydd gyda ni. Ydyn nhw'n gweithio?
English: I'll start, perhaps. Yes, on the whole, and they are certainly an improvement on what we had in the past. Of course, there are questions arising from the WESPs, and there are questions arising, from our point of view, in terms of the drafts that we've seen. We are aware that the Government has been working with the authorities to refine the plans and to improve them. But there is no doubt that we need a more certain structure, a clearer structure, to give guidance to schools and teachers, and we are looking forward in that regard to seeing what the content of the White Paper in the spring will be, with regard to the Welsh education Bill. There are weaknesses in the drafts that we have seen - a lack of treatment of data, a lack of treatment of data on a local level, a deficiency in terms of mapping. There are questions arising in terms of the ambition of authorities. And it's clear that there are specific issues in terms of developing the provision in our English-medium schools, and getting to grips with qualifications fully. But, on the whole, this way of acting is an improvement as compared to the previous situation.
Welsh: Fe wnaf i gychwyn, efallai. Ydyn, ar y cyfan, ac maen nhw'n sicr yn welliant ar yr hyn a fu. Wrth gwrs, mae yna sawl cwestiwn yn codi o'r WESPs, ac mae yna sawl cwestiwn yn codi gennym ni o ran y drafftiau rydyn ni wedi eu gweld. Yn amlwg, dwi'n ymwybodol bod y Llywodraeth wedi bod yn cydweithio efo'r awdurdodau i'w mireinio nhw ac i'w gwella nhw. Ond does yna ddim dwywaith bod angen strwythur mwy pendant, mwy clir, sydd am roi arweiniad i ysgolion, rhoi arweiniad i athrawon, ac rydym ni'n edrych ymlaen yn hynny o beth i weld beth fydd cynnwys y Papur Gwyn yn y gwanwyn o ran Deddf addysg Gymraeg. Mae yna wendidau, o'r drafftiau rydyn ni wedi eu gweld - diffyg ymdriniaeth o ddata, diffyg ymdriniaeth o ddata ar lefel leol, diffyg wedyn o ran mapio. Mae yna gwestiynau'n codi o ran uchelgais yr awdurdodau. Ac mae'n amlwg bod yna issues penodol o ran datblygu'r ddarpariaeth o fewn ysgolion cyfrwng Saesneg ac ymrafael â chymwysterau yn llawn. Ond, ar y cyfan, mae'r modd yma o weithredu yn welliant mawr ar yr hyn a fu yn y gorffennol.
English: Yes. Without rehearsing the comments that have already been made, which I agree with, we know that there are three aspects in response to this question: the WESPs themselves vary in quality, which gives you a range of unique problems. But you also have schools, or rather almost every school, beginning the journey from a different place, depending on where they are at that particular point. And the third aspect, of course, is the support and human resources that are required to help the school deliver the WESP, to develop their journey as they implement the WESP. For example, the peripatetic teachers who would go around schools supporting the Welsh language - because of cuts to grants in 2015, there has been a decline around the country in that provision. And of course, that was of great assistance to schools in delivering the requirements of the WESP within the authority. So, generally speaking, as Ioan has said, they do work and they are making progress. But, as you will have already noted, there is variation in the quality, and in the pace that schools undertake the journey, but I think that's because of the three reasons that I've just outlined there.
Welsh: Ie. Heb ailadrodd y sylwadau dwi'n eu hategu, sydd wedi cael eu dweud yn barod, felly, rydyn ni'n gweld bod yna dair agwedd, mewn ffordd, i'r ateb: mae gennych chi, yn amlwg, amrywiaeth yn safon y WESPs eu hun, sydd yn creu amrediad o broblemau unigryw gwahanol. Ac mae gennych chi hefyd ysgolion, neu mae bron bob ysgol, allwch chi ei ddweud, yn cychwyn ar y daith yna o lefydd gwahanol, yn dibynnu ar lle maen nhw yn barod, felly. A'r drydedd agwedd, wrth gwrs, hefyd, ydy y gefnogaeth neu'r adnoddau dynol sydd eu hangen i fedru cyflwyno, neu helpu'r ysgol i gyflwyno, y WESP, datblygu'r daith wrth weithredu'r WESP yna. Er enghraifft, yr athrawon bro, yr athrawon oedd yn mynd rownd ysgolion yn cefnogi'r Gymraeg, felly - oherwydd y toriadau i'r grantiau yn 2015, mae yna ddirywiad wedi bod o gwmpas y wlad yn yr arlwy yna. Ac mi oedd hwnna, wrth gwrs, yn help mawr i ysgolion fedru delifro gofynion y WESP yn yr awdurdod. Felly, yn gyffredinol, fel mae Ioan wedi'i ddweud, maen nhw yn gweithio, maen nhw yn datblygu ymlaen. Ond, fel mae'r corff yma eisoes wedi sylwi, mae yna amrywiaeth yn y safon, a'r cyflymder ame ysgolion, efallai, ar y daith, ond dwi'n meddwl bod hynny oherwydd, efallai, y tri rheswm dwi wedi tynnu'ch sylw chi atyn nhw yn fanna felly.
English: Thank you. Alun.
Welsh: Diolch ichi. Alun.
English: Thank you for those responses. I'm surprised at your responses, to be honest. From my experience, I'm not sure whether they are working. You've all talked about the varied quality of the WESPs. That suggests to me that there is a problem. There shouldn't be that variation across the country. And I remember, as the Minister, sending some back because they weren't good enough, and the Government shouldn't be in that situation. I don't think that there's enough collaboration between authorities. If you look at Blaenau Gwent for example, we have a new school opening in Tredegar, a primary school, but where is the collaboration to ensure that there is a new path to a secondary school? And from my experience, perhaps - . Mr Jones, you say that they are better than what was previously in place, but I would hope for more than that if we're going to reach that target of a million Welsh speakers in this country. So, may I ask you to go back to your responses and tell us where the strengths are with regard to the WESPs, and what the weaknesses are?
Welsh: Diolch ichi am hynny. Dwi'n synnu at eich atebion, i fod yn hollol onest â chi. O'm profiad i, dwi ddim yn siŵr eu bod nhw yn gweithio. Rydych chi i gyd wedi sôn amboutu amrywiaeth yn safon y WESPs. Mae hynny'n awgrymu i fi fod yna broblem. Dylai ddim fod amrywiaeth ar draws y wlad. A dwi'n cofio, fel Gweinidog, yn gyrru rhai nôl achos doedden nhw ddim yn ddigon da, a ddylai'r Llywodraeth ddim fod mewn sefyllfa o wneud hynny. Dwi hefyd ddim yn credu bod yna ddigon o gydweithio rhwng awdurdodau. Os ydych chi'n edrych ar Flaenau Gwent, er enghraifft, mae gyda ni ysgol newydd yn agor yn Nhredegar, ysgol gynradd, ond ble mae'r cydweithio i sicrhau bod yna lwybr newydd ar gyfer ysgol uwchradd? Ac o'm profiad i, efallai - . Mr Jones, rydych chi'n dweud eu bod nhw'n well na beth oedd yn eu lle; buaswn i'n gobeithio am fwy na hynny os ydyn ni'n mynd i gyrraedd y targed o filiwn o siaradwyr yn y wlad yma. So, gaf i ofyn ichi fynd nôl at eich atebion chi a dweud ble mae cryfder y WESPs a beth yw gwendidau y WESPs, fel maen nhw?
English: Right. Okay. I have to say that there's close collaboration with the local authorities and there is a clear desire to succeed and to move Welsh-medium education specifically forward.
Welsh: Reit. Ocê. Mae'n rhaid ifi ddweud, rydyn ni'n cydweithio'n agos â'r awdurdodau ar lefel leol, ac mae yna ysbryd amlwg yna i lwyddo ac i symud addysg Gymraeg yn benodol yn ei blaen.
English: But we know that's not the case everywhere.
Welsh: Ond rydyn ni'n gwybod dydy hynny ddim yn wir ym mhobman.
English: We're aware that that's not the case everywhere. We're also aware that we've only seen drafts, to all intents and purposes, and I'm not sure what discussions are ongoing with the Government. And we do have a situation, of course, where - . We can't criticise what has happened. I understand that the Minister has accepted all of these WESPs -
Welsh: Rydyn ni'n ymwybodol nad ydy'n wir ym mhobman. Rydyn ni hefyd yn ymwybodol mai dim ond drafftiau rydyn ni wedi'u gweld, i bob pwrpas, a dwi ddim yn siŵr beth ydy'r trafodaethau sy'n digwydd hefo'r Llywodraeth wedi hynny. Ac mae gennyn ni sefyllfa, wrth gwrs, lle - . Allwn ni ddim beirniadu yr hyn sydd wedi digwydd. Dwi'n deall bod y Gweinidog wedi derbyn pob un o'r WESPs yma -
English: Yes, by now.
Welsh: Erbyn hyn, ie.
English: - so I assume that they are clear on the ambitions and the mapping. Now, you asked me about the weaknesses. Well, generally speaking, there are weaknesses in terms of the nature of the data presented. Very often - or rather in some authorities, perhaps - there is an emphasis on what they hope to deliver. The planning isn't sufficiently clear in that regard. There is a lack of data and mapping at a local level. You mentioned Blaenau Gwent there. I'm not that familiar with Blaenau Gwent, I'm afraid. I've played rugby there a number of times -
Welsh: - felly dwi'n cymryd eu bod nhw yn edrych i weld bod yr uchelgais a'r mapio yna'n glir. Rydych chi'n gofyn i mi am wendidau. Yn gyffredinol, mae yna wendidau o ran natur y data sy'n cael eu cyflwyno ynddyn nhw. Yn aml iawn - neu mewn rhai awdurdodau, er enghraifft - mae yna bwyslais ar yr hyn maen nhw'n gobeithio ei wneud. Dydy'r cynllunio ddim digon clir yn hynny o beth. Mae yna ddiffyg data a diffyg mapio ar lefel lleol. Rydych chi wedi sôn am Flaenau Gwent yn fanna. Dydw i ddim yn adnabod Blaenau Gwent cystal â hynny, mae gen i ofn. Dwi wedi chwarae rygbi yna sawl gwaith, ond -
English: I hope you lost.
Welsh: Gobeithio eich bod chi wedi colli.
English: [ Laughter.] But what we have is a situation within counties where there are different schools, and, at a local level, that mapping isn't happening in relation to the WESPs, and that is a concern because there are major weaknesses in some areas from one county to another. So, we need to refine that, most certainly. Now, some WESPs are not sufficiently ambitious. There are some that refer to the most challenging targets, and then you have a situation where there is no detailed forward planning taking place in order to target those highest targets. I also see some geographical deficiencies. There is a problem in terms of changing attitudes towards the WESPs. I'll generalise in referring to the west of Wales and saying there is no focus on expanding qualifications through the medium of Welsh. In the east, there is a tendency to think, 'We are providing Welsh-medium education. We're opening a new Welsh-medium school', but, from what we've seen within a number of authorities, they've ignored the need to develop the Welsh language within the English-medium sector. As Eithne has already mentioned, that's where we'll reach a million Welsh speakers. If you're asking me personally, I would ask whether the requirements of the WESPs and what the Government wants to see are radical enough. I don't see the targets being sufficient to reach a million Welsh speakers. It's not sufficient. We need to -
Welsh: [ Chwerthin.] Ond beth sydd gennym ni ydy'r sefyllfa yma lle, o fewn siroedd, mae yna ysgolion amrywiol, ac, ar lefel lleol, dydy'r mapio yna ddim yn digwydd o ran y WESPs, ac mae hynny'n bryder oherwydd mae yna wendidau mawr mewn rhai ardaloedd o sir i sir. Felly, mae angen mireinio hynny, yn sicr. Mae rhai WESPs, dydyn nhw ddim yn ddigon uchelgeisiol. Mae yna rai lle maen nhw'n cyfeirio at y targedau mwyaf heriol, ac mae gennych chi sefyllfa wedyn lle does yna ddim blaengynllunio manwl iawn yn digwydd er mwyn targedu'r targedau uchaf. Dwi yn gweld gwendidau mawr yn ddaearyddol hefyd. Mae yna wendidau mawr o ran symud agweddau ar y WESPs ymlaen. Fe wnaf i gyffredinoli gan ddweud, yn y gorllewin, does yna ddim ystyriaeth lawn yn cael ei roi o ehangu'r ddarpariaeth o ran cymwysterau yn y Gymraeg. Yn y dwyrain, rydyn ni wedi sôn amdano fo eisoes: mae yna dueddiad i feddwl, 'Rydyn ni'n darparu addysg Gymraeg. Rydyn ni'n agor ysgol newydd cyfrwng Cymraeg', ac mae yna anwybyddu wedi bod, o'r hyn rydyn ni wedi'i weld mewn sawl awdurdod, o'r angen i ddatblygu'r Gymraeg o fewn y sector cyfrwng Saesneg. Fel mae Eithne eisoes wedi sôn, dyna lle rydyn ni am gyrraedd y filiwn o siaradwyr. Mae yna gwestiwn yna wedyn, os ydych chi'n gofyn i mi yn bersonol, ydy gofynion y Llywodraeth a gofynion y WESPs yn ddigon radical. Dwi ddim yn gweld bod yr hyn sydd gennym ni, os sôn am dargedau ydyn ni, yn mynd i fod yn ddigon i gael miliwn o siaradwyr. Dydy o ddim yn ddigon. Mae'n rhaid -
English: So, the WESPs don't work, then. If they're supposed to be a means of enabling us to reach that target of a million Welsh speakers, and you tell us that they're not radical enough - and I wouldn't disagree with that, by the way - but, if that is your view, then it's clear to me that the WESPs aren't fit for purpose.
Welsh: Wel, dyw'r WESPs ddim yn gweithio, then. Os ydyn nhw'n ffordd o gyrraedd, o'n galluogi ni i gyrraedd, y targed o filiwn o siaradwyr, ac rydych chi'n dweud dydyn nhw ddim yn ddigon radical - a fuaswn i ddim yn anghytuno gyda hynny, gyda llaw - ond, os dyna yw eich barn chi, mae'n amlwg i mi dyw'r WESPs ddim yn ffit.
English: Well, there are two sides to this, of course: there is the political side - and we have to be very cautious in that regard. I believe that you are of the same view as me on many aspects of this. The problem is that we're talking about the local authority level here. There is one authority that I'm aware of in the south-west that maps every individual school, and they're starting to discuss the pathway in 10 years' time. That authority is fortunate, perhaps, that they have a workforce that is Welsh-speaking and they can make that progress, but, if we are to deliver a million Welsh speakers, then the leadership has to come from the centre. The Government has to plan at a national level. That's a different question, I suppose, to how the local authorities are responding. Workforce planning is a huge concern of ours. There are deficiencies at the moment. There are gaps in the provision. There are some Welsh-medium subjects that are deficient. The availability of Welsh-speaking teachers is also an issue -
Welsh: Mae yna ddau ogwydd i hyn, wrth gwrs: mae'r ochr wleidyddol - ac mae angen inni fod yn ofalus iawn o sut rydyn ni'n troedio yn hyn. Rydych chi, dwi'n credu, o'r un farn â ni am sawl agwedd o hyn. Y broblem ydy rydyn ni'n sôn am lefel awdurdod lleol. Mae yna un awdurdod, dwi'n ymwybodol, yn y de-orllewin, sy'n mapio pob ysgol yn unigol, ac maen nhw'n dechrau trafod y llwybr ymhen 10 mlynedd. Efallai fod yr awdurdod yna'n ffodus bod yna weithlu yna sy'n medru'r Gymraeg ac yn gallu symud ymlaen, ond, inni gyflawni miliwn o siaradwyr, mae'n rhaid i'r arweiniad ddod yn ganolog. Mae'n rhaid i'r Llywodraeth gynllunio ar lefel cenedlaethol. Felly, mae hwnnw'n gwestiwn gwahanol, dwi'n meddwl, i sut mae'r awdurdodau'n ymateb. Hynny ydy, mae cynllunio'r gweithlu'n bryder mawr i ni. Mae yna wendidau ar hyn o bryd. Mae yna gaps yn y ddarpariaeth. Mae yna rai pynciau cyfrwng Cymraeg yn enwedig yn ddiffygiol. Mae athrawon Cymraeg yn issue mawr -
English: Yes, I understand that.
Welsh: Ie, dwi'n deall hynny.
English: I appreciate that this is a very important point, but I want to hear from other witnesses, and we have a range of questions to ask. But thank you very much. It was very important to discuss that. May I ask whether there are any other points the witnesses would want to make? Siôn.
Welsh: Dwi'n gwerthfawrogi bod hwn yn bwynt pwysig iawn, ond dwi eisiau clywed gan dystion eraill, ac mae gennym ni amryw o gwestiynau. Ond diolch yn fawr iawn. Roedd hwnna'n bwysig i fynd ar ei ôl. Gaf i ofyn a oedd yna unrhyw bwyntiau ychwanegol roedd unrhyw un eisiau eu hychwanegu o'r tystion? Siôn.
English: Well, two things. If the view is that the WESPs aren't working, there are two aspects to that: either that the WESPs themselves are deficient, as the drafts that are reaching the Government would suggest, or that the infrastructure within the authorities, or indeed the schools, required to deliver the WESPs, is also deficient. So, we need to meet those two problems. One issue that the committee might want to consider is the fact that the local management of schools means that you have school governors and they control the context in terms of what the school adopts and so on. So, if there is a slowness of pace, if you will, in the development or the speed at which the WESPs are developed that is insufficient to meet the target, perhaps we need to look at refining how these demands from the authorities can be adopted by the schools without being filtered, if you will, through the governing body. Now, I'm not generalising there - we have anecdotal evidence that that can be a barrier for these WESPs being adopted and delivered appropriately.
Welsh: Dau beth, mewn ffordd. Hynny ydy, os mai'r farn yw dyw'r WESPs ddim yn gweithio, mae yna ddau agwedd iddo fo: un ai bod y WESPs eu hunain yn ddiffygiol, fel mae'r drafftiau sy'n cyrraedd y Llywodraeth yn awgrymu eu bod nhw, neu fod yr isadeiledd yn yr awdurdod ar gyfer delifro beth mae'r WESPs, neu'r isadeiledd yn yr ysgol, ei angen i ddelifro'r WESPs hefyd yn ddiffygiol. Felly, mae angen cyfarch y ddwy broblem yna. Un o'r problemau sydd gennych chi efallai fuasai'r pwyllgor angen ei hystyried ydy bod gennych chi'r ffaith bod LMS yn golygu bod gennych chi lywodraethwyr mewn ysgolion ac, wrth gwrs, mai nhw sy'n teyrnasu yng nghyd-destun beth mae'r ysgol yn ei fabwysiadu i'w wneud ac yn y blaen. Felly, os oes yna ryw fath o arafwch, ddywedwn ni, yn natblygiad neu'r cyflymder mae'r WESPs yn cael ei ddatblygu sydd ddim yn ddigonol i fedru cyrraedd y targed, efallai fydd yn rhaid edrych ar fireinio sut mae y gorchymyn neu'r gorchmynion yma gan yr awdurdodau yn gallu cael eu mabwysiadu gan yr ysgolion heb orfod cael eu hidlo, os liciwch chi, drwy'r corff llywodraethol. Rŵan, dwi ddim yn cyffredinoli yn y fan yna - mae gennym ni anecdotau bod hynny'n gallu bod yn barrier i'r WESPs yma'n cael ei fabwysiadu a'i ddelifro'n addas.
English: Thank you very much. Alun, do you have a further quick question?
Welsh: Diolch yn fawr iawn. Alun, oes gennych chi gwestiwn cryno i gloi?
English: Just a quick question. It sounds to me that the three of you have said that we need to nationalise the WESPs and more detailed planning centrally.
Welsh: Jest un ychwanegol. Mae'n swnio i fi, ac mae'r tri ohonoch chi wedi dweud, fod angen inni genedlaetholi'r WESPs a chynllunio yn fwy manwl o'r canol.
English: I wouldn't disagree with that. I think perhaps we do need to also be a little more radical in the provision in the foundation phase throughout Wales.
Welsh: Fuaswn i ddim yn anghytuno efo hynny. Mae'n bosib bod angen cyflwyno syniadau ychydig mwy radical hefyd o ran darpariaeth yn y cyfnod sylfaen, drwy Gymru, ymhob ysgol.
English: But that can't happen at a local level.
Welsh: Ond all hynny ddim digwydd ar lefel lleol.
English: Yes, if you want to get rid of that wide range of provision across the nation, if you want to ensure that there are adequate resources and infrastructure, perhaps you do need to centralise.
Welsh: Ie, os ydych chi eisiau cael gwared o'r amrediad eang sydd yn y wlad, os ydych chi eisiau sicrhau bod yna isadeiledd addas neu adnoddau addas, efallai fydd yn rhaid ichi ganoli.
English: Thank you. May we move on to questions from Tom Giffard?
Welsh: Diolch yn fawr iawn. Gawn ni symud ymlaen, felly, at gwestiynau gan Tom Giffard?