techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Darren, let's be clear: education as a whole in Wales faces a very difficult time given the constraints of the budget that the Welsh Government has available to it, and very difficult decisions have to be made. But I'm sure, having taken such a great interest in the press notice, you will have read the words of David Blaney, the chief executive, who has explained that these cuts are a result of the fact that an additional £20 million, which I was able to find in-year for HEFCW, will not be available next year. Part of that money is being used to try and put our universities in a better position going forward. And another part of the cut relates to the fact that we have removed the money for the Coleg Cenedlaethol out of HEFCW and we are funding that work directly as a Welsh Government, and that also appears in the fact that there is less money available in HEFCW. Let's also be clear: the money available via HEFCW to Welsh universities is a very small proportion of the money available to Welsh HEIs; I understand it is less than 10 per cent of their overall budgets.
Welsh: Darren, gadewch i ni fod yn glir: mae addysg yn ei gyfanrwydd yng Nghymru yn wynebu cyfnod anodd iawn o ystyried y cyfyngiadau ar y gyllideb sydd ar gael i Lywodraeth Cymru, ac mae'n rhaid gwneud penderfyniadau anodd iawn. Ond rwy'n siŵr, ar ôl dangos y fath diddordeb yn y datganiad i'r wasg, y byddwch wedi darllen geiriau David Blaney, y prif weithredwr, sydd wedi egluro bod y toriadau hyn yn deillio o'r ffaith na fydd £20 miliwn yn ychwanegol, £20 miliwn roeddwn wedi gallu dod o hyd iddo yn ystod y flwyddyn ar gyfer CCAUC, ar gael y flwyddyn nesaf. Mae rhan o'r arian hwnnw'n cael ei defnyddio i geisio rhoi ein prifysgolion mewn gwell sefyllfa wrth symud ymlaen. Ac mae rhan arall o'r toriad yn ymwneud â'r ffaith ein bod wedi symud yr arian ar gyfer y Coleg Cenedlaethol o CCAUC, ac rydym yn ariannu'r gwaith hwnnw'n uniongyrchol fel Llywodraeth Cymru, ac mae hynny hefyd i'w weld yn y ffaith fod llai o arian ar gael gan CCAUC. Gadewch i ni hefyd fod yn glir: cyfran fach iawn o'r arian sydd ar gael i sefydliadau addysg uwch yng Nghymru yw'r arian sydd ar gael drwy CCAUC i brifysgolion Cymru; rwy'n deall ei fod yn llai na 10 y cant o gyfanswm eu cyllidebau.
English: Well, I'm not surprised it's very small, and it's going to get a darn sight smaller, isn't it, while you keep underfunding our Welsh university sector and the Higher Education funding Council for Wales. The reality is that this is going to widen the funding gap between Welsh universities and universities over the border in England, which is going to make it more difficult for them to recruit students, which is going to widen the funding gap, therefore, even further and have a huge impact on research and training. And I have to say, I'm astonished by your volte-face, given the fact that you were championing extra resources going into HEFCW only last year when you were in opposition. Your tone has completely changed, you've clearly adopted the Labour line on our Welsh universities, and I would urge you again to look at the resources within your departmental budget to see what additional resources you can make available to help close this funding gap, which has widened under Welsh Labour-led administrations and looks set to widen even further as a result of you sitting around the Cabinet table.
Welsh: Wel, nid wyf yn synnu ei fod yn fach iawn, ac mae'n mynd i fod yn llai byth, onid yw, tra byddwch yn parhau i danariannu ein sector prifysgolion yng Nghymru a Chyngor Cyllido Addysg Uwch Cymru. Y realiti yw bod hyn yn mynd i ledu'r bwlch cyllido rhwng prifysgolion Cymru a phrifysgolion dros y ffin yn Lloegr, sy'n mynd i'w gwneud yn fwy anodd iddynt recriwtio myfyrwyr, gan ledu'r bwlch cyllido ymhellach eto felly, ac effeithio'n helaeth ar ymchwil a hyfforddiant. Ac mae'n rhaid i mi ddweud, rwyf wedi fy synnu gan eich tro pedol, o ystyried eich bod yn hyrwyddo adnoddau ychwanegol i CCAUC y llynedd pan oeddech yn wrthblaid. Mae eich tiwn wedi newid yn llwyr, rydych yn amlwg wedi mabwysiadu safbwynt Llafur ynglŷn â'n prifysgolion yng Nghymru, a byddwn yn eich annog unwaith eto i edrych ar yr adnoddau yn eich cyllideb adrannol i weld pa adnoddau ychwanegol y gallwch eu darparu i helpu i gau'r bwlch cyllido hwn, sydd wedi lledu o dan weinyddiaethau Llafur Cymru ac sydd i'w weld yn debygol o ledu hyd yn oed ymhellach o ganlyniad i'ch gwneud yn aelod o'r Cabinet.
English: Darren, let's be absolutely clear what I was able to do on coming into Government: it was to find the additional £20 million that had been taken out of the budget whilst I was in opposition, and we've been able to make that money available to higher education. But, seriously, I will take no lectures from a Conservative politician with regard to the funding of higher education. You have, in England, thrown that sector to the market, and it is the market that is driving HE provision in England. That will not happen in Wales, and we will use the opportunity of our radical reforms under the Diamond proposals to move our HE funding onto a more sustainable footing. That is a system that is being looked on with envy by other people, such as Scotland.
Welsh: Darren, gadewch i ni fod yn gwbl glir ynglŷn â'r hyn y llwyddais i'w wneud wrth ddod yn rhan o'r Llywodraeth: daethpwyd o hyd i'r £20 miliwn ychwanegol a dynnwyd o'r gyllideb pan oeddwn yn yr wrthblaid, ac rydym wedi gallu darparu'r arian hwnnw i addysg uwch. Ond o ddifrif, nid wyf am dderbyn unrhyw bregeth gan wleidydd Ceidwadol ar gyllido addysg uwch. Yn Lloegr, rydych wedi taflu'r sector hwnnw i'r farchnad, a'r farchnad sy'n gyrru darpariaeth addysg uwch yn Lloegr. Ni fydd hynny'n digwydd yng Nghymru, a byddwn yn manteisio ar gyfle ein diwygiadau radical o dan argymhellion Diamond i roi ein cyllid addysg uwch ar sylfaen fwy cynaliadwy. Mae honno'n system y mae pobl eraill, megis yr Alban, yn edrych arni gydag eiddigedd.
English: Thank you, Presiding Officer. Can the Cabinet Secretary tell us how many primary schools feed into high schools that are in the red or amber category and how many primaries in the red and amber categories feed into high schools that are in the yellow or green categories?
Welsh: Diolch, Llywydd. A all Ysgrifennydd y Cabinet ddweud wrthym faint o ysgolion cynradd sy'n bwydo i mewn i ysgolion uwchradd yn y categori coch neu oren a faint o ysgolion cynradd yn y categorïau coch ac oren sy'n bwydo i mewn i ysgolion uwchradd yn y categori melyn neu wyrdd?
English: Presiding Officer, I try to prepare for these sessions, but I have to admit that, for the first time since I've stood at this dispatch box, I will have to write to the Member with those specific details. But what I can tell the Member happily is that the number of schools that find themselves in a red category, whether that be secondary or primary, is going down - and that is to be celebrated.
Welsh: Llywydd, rwy'n ceisio paratoi ar gyfer y sesiynau hyn, ond mae'n rhaid i mi gyfaddef, am y tro cyntaf ers imi sefyll yn y fan hon, y bydd yn rhaid imi ysgrifennu at yr Aelod gyda'r manylion penodol hynny. Ond yr hyn y gallaf ei ddweud wrth yr Aelod yn hapus yw bod nifer yr ysgolion sy'n cael eu rhoi yn y categori coch, boed yn ysgolion uwchradd neu gynradd, yn disgyn - ac mae hynny'n rhywbeth i'w ddathlu.
English: Okay. Thank you for that answer, Cabinet Secretary. Schools in the amber category will receive up to 15 days' support, with those in the red category receiving up to 25 days' support. There's no mention of additional resources in the guidance given to parents and schools - the additional resources being for the purposes of employing more teachers and to provide additional and upgraded facilities. Are you content that 25 days' support is enough to take a school out of the red category, and what sort of work is going to be done with schools during those 25 days?
Welsh: Iawn. Diolch am yr ateb hwnnw, Ysgrifennydd y Cabinet. Bydd ysgolion yn y categori oren yn cael hyd at 15 diwrnod o gymorth, gyda'r rhai yn y categori coch yn cael hyd at 25 diwrnod o gymorth. Nid oes unrhyw sôn am adnoddau ychwanegol yn y canllawiau a roddir i rieni ac ysgolion - yr adnoddau ychwanegol at ddibenion cyflogi mwy o athrawon a darparu cyfleusterau ychwanegol ac wedi'u huwchraddio. A ydych yn fodlon fod 25 diwrnod o gymorth yn ddigon i dynnu ysgol o'r categori coch, a pha fath o waith sy'n mynd i gael ei wneud gydag ysgolion yn ystod y 25 diwrnod?
English: The work that goes on to help schools on their improvement journey is tailor-made to the individual circumstances of each school. The Member asked the question, 'Can we be confident that that level of support is sufficient to move a school forward?' The answer to that is 'yes', and the reason I can say that is because I have visited schools that, just a short four years ago, were in the red category and, year on year, have moved up the categorisation system and now find themselves as green schools. Now, some schools' school improvement journey will take longer and they will need more sustained levels of support. The whole point behind our categorisation system is that, by working collectively with the consortia and the individual schools, we can identify shortcomings, we can identify what needs to be done, and the support will be put in place to make those improvements.
Welsh: Mae'r gwaith sy'n cael ei wneud i helpu ysgolion ar eu taith wella wedi'i deilwra ar gyfer amgylchiadau unigol pob ysgol. Gofynnodd yr Aelod y cwestiwn, 'A allwn fod yn hyderus fod y lefel o gymorth yn ddigonol i symud ysgol yn ei blaen?' Yr ateb i hynny yw 'gallwn', a'r rheswm y gallaf ddweud hynny yw fy mod wedi ymweld ag ysgolion a oedd, bedair blynedd fer yn ôl, yn y categori coch, a flwyddyn ar ôl blwyddyn, maent wedi codi drwy'r system gategoreiddio a bellach yn ysgolion gwyrdd. Nawr, bydd taith wella rhai ysgolion yn cymryd mwy o amser a bydd angen lefelau mwy parhaus o gefnogaeth. Holl bwynt ein system gategoreiddio yw ein bod, drwy weithio ar y cyd â'r consortia a'r ysgolion unigol, yn gallu nodi diffygion, gallwn nodi'r hyn sydd angen ei wneud, a bydd y gefnogaeth yn cael ei rhoi ar waith i wneud y gwelliannau hynny.
English: Thank you for that answer, Cabinet Secretary. Schools will clearly benefit from the kind of advice and support you're talking about, and I realise that improving schools is an ongoing process, which is why the lack of concrete support reflected in the guidance on the school classification system concerns me. However, there are young people who will have spent their education in either an amber or red classified school whilst you're taking the softly softly approach to school improvement. What are you going to do to improve the life chances of young people who have been failed by the Welsh education system?
Welsh: Diolch am yr ateb hwnnw, Ysgrifennydd y Cabinet. Bydd ysgolion yn amlwg yn elwa o'r math o gyngor a chymorth rydych yn sôn amdanynt, ac rwy'n sylweddoli bod gwella ysgolion yn broses barhaus, a dyna pam fy mod yn pryderu am y diffyg cymorth pendant a adlewyrchir yn y canllawiau ar y system gategoreiddio ysgolion. Fodd bynnag, bydd rhai pobl ifanc wedi treulio eu haddysg naill ai mewn ysgol categori oren neu goch wrth i chi fynd ati i wella ysgolion gan bwyll bach. Beth a wnewch i wella cyfleoedd bywyd pobl ifanc y mae'r system addysg yng Nghymru wedi gwneud cam â hwy?
English: I certainly am not taking a softly softly approach, but I can tell you what will not work is simply me stamping my foot here in this Chamber. School improvement is a collective endeavour that is the responsibility of individual school leaders, the staff within those schools, the governing bodies, local education authorities, the regional consortia, and, indeed, this Welsh Government. I have high expectations of our education system. I have high expectations of our school leaders. They are in no doubt of that. But I also know that I need to put in place measures to help those schools make those improvements, and that's what I will continue to do.
Welsh: Yn sicr, nid wyf yn mynd ati gan bwyll bach, ond gallaf ddweud wrthych mai'r hyn na fydd yn gweithio yw i mi stampio'r llawr yma yn y Siambr hon. Mae gwella ysgolion yn ymdrech ar y cyd sy'n gyfrifoldeb i arweinwyr ysgolion unigol, y staff yn yr ysgolion hynny, y cyrff llywodraethu, awdurdodau addysg lleol, y consortia rhanbarthol, ac yn wir, y Llywodraeth hon. Rwy'n disgwyl llawer iawn gan ein system addysg. Rwy'n disgwyl llawer iawn gan ein harweinwyr ysgol. Nid oes ganddynt unrhyw amheuaeth ynglŷn â hynny. Ond rwyf hefyd yn gwybod bod angen i mi roi mesurau ar waith i helpu'r ysgolion hynny i wneud y gwelliannau, a dyna rwy'n mynd i barhau i'w wneud.
English: Thank you, Lynne. I have set out our national mission to improve education attainment through a programme of education reforms. These include the development of a new curriculum and assessment reform, improved initial teacher education, teachers' professional development and building leadership capacity, and, crucially, reducing the attainment gap for our poorer children.
Welsh: Diolch, Lynne. Rwyf wedi nodi ein cenhadaeth genedlaethol i wella cyrhaeddiad addysgol drwy raglen o ddiwygiadau addysg. Mae'r rhain yn cynnwys datblygu cwricwlwm newydd a diwygio asesu, gwell addysg gychwynnol i athrawon, datblygiad proffesiynol athrawon ac adeiladu gallu arweinyddiaeth, ac yn hollbwysig, lleihau'r bwlch cyrhaeddiad ar gyfer ein plant tlotach.
English: Thank you, Cabinet Secretary. I very much welcome your assurances in committee this morning that the renamed pupil deprivation grant will continue to be targeted at pupils on free school meals and also thank you for your kind words about Woodlands school in my constituency. It is undoubtedly the case that there is really excellent practice in the use of the PDG in Wales, and I recently visited Garnteg Primary School, where they are making outstanding use of the PDG to promote emotional resilience and mental well-being amongst their pupils. What assurances can you offer that you will continue to prioritise funding for the PDG, and also that you will stringently monitor the use of the PDG to ensure that is does benefit the pupils that it is intended to?
Welsh: Diolch, Ysgrifennydd y Cabinet. Rwy'n croesawu'n fawr eich sicrwydd yn y pwyllgor y bore yma y bydd y grant amddifadedd disgyblion a ailenwyd yn parhau i gael ei dargedu at ddisgyblion sy'n cael prydau ysgol am ddim a hefyd, diolch i chi am eich geiriau caredig am ysgol Woodlands yn fy etholaeth. Nid oes amheuaeth fod yna arfer rhagorol i'w weld yn y defnydd o'r grant amddifadedd disgyblion yng Nghymru, ac ymwelais yn ddiweddar ag Ysgol Gynradd Garnteg, lle maent yn gwneud defnydd rhagorol o'r grant amddifadedd disgyblion i hyrwyddo gwydnwch emosiynol a lles meddyliol ymysg eu disgyblion. Pa sicrwydd y gallwch ei gynnig y byddwch yn parhau i flaenoriaethu cyllid ar gyfer y grant amddifadedd disgyblion, a hefyd y byddwch yn monitro'n llym y defnydd o'r grant amddifadedd disgyblion er mwyn sicrhau ei fod o fudd i'r disgyblion y bwriedir iddo eu cynorthwyo?
English: Thank you. I know that some people have concerns about changing the name of the pupil deprivation grant to 'pupil development grant', but let me be clear: the reason for doing so is because I do not want to focus on the barriers that children face to their learning. I want to focus on their ability and having high expectations and ambitions for those children. The PDG will continue to focus on the learning needs of those who are on free school meals, but we're also extending that to children who are looked-after, and also extending it to children who find themselves in education other than at school, who are some of our most vulnerable learners. This year, the Welsh Government will spend £93 million via the PDG, and there is excellent practice going on out there that is truly transforming the life chances of our young people. I was delighted to visit Woodlands primary school with you to see at first hand the work they do, and equally delighted to recently visit Blaenymaes Primary School with Mike Hedges AM, a school that has high levels of free school meal pupils, and to note that, in their recent Estyn report, they received an 'excellent' categorisation for well-being. The pupil deprivation grant is something that I championed whilst I was in opposition and I am delighted to have the opportunity to expand now that I am in Government.
Welsh: Diolch. Gwn fod rhai pobl yn poeni ynglŷn â newid enw'r grant amddifadedd disgyblion i 'grant datblygu disgyblion', ond gadewch i mi fod yn glir: y rheswm dros wneud hynny yw oherwydd nad wyf am ganolbwyntio ar y rhwystrau y mae plant yn eu hwynebu yn eu dysgu. Rwyf am ganolbwyntio ar eu gallu a bod â disgwyliadau ac uchelgeisiau uchel ar gyfer y plant hynny. Bydd y grant datblygu disgyblion yn parhau i ganolbwyntio ar anghenion dysgu'r rhai sy'n cael prydau ysgol am ddim, ond rydym hefyd yn ei ymestyn i gynnwys plant sy'n derbyn gofal, a hefyd yn ei ymestyn i gynnwys plant mewn addysg heblaw yn yr ysgol, sy'n rhai o'n dysgwyr mwyaf agored i niwed. Eleni, bydd Llywodraeth Cymru yn gwario £93 miliwn drwy gyfrwng y grant datblygu disgyblion, ac mae ymarfer rhagorol yn digwydd ar lawr gwlad sydd o ddifrif yn trawsnewid cyfleoedd bywyd ein pobl ifanc. Roeddwn wrth fy modd yn ymweld ag ysgol gynradd Woodlands gyda chi i weld drosof fy hun y gwaith y maent yn ei wneud, a'r un mor falch o ymweld yn ddiweddar ag Ysgol Gynradd Blaenymaes gyda Mike Hedges AC, ysgol sydd â lefelau uchel o ddisgyblion yn cael prydau ysgol am ddim, ac i nodi, yn eu hadroddiad Estyn yn ddiweddar, eu bod wedi cael safon 'ardderchog' ar gyfer llesiant. Mae'r grant amddifadedd disgyblion yn rhywbeth roeddwn yn ei hyrwyddo pan oeddwn yn yr wrthblaid ac rwyf wrth fy modd yn cael cyfle i'w ymestyn gan fy mod bellach yn aelod o'r Llywodraeth.
English: It's just over four months, actually, since Members from all sides of the Senedd backed my legislative proposals to receive age-appropriate lifesaving skills as part of their education - as learners, not as Assembly Members. I was pleased, Cabinet Secretary, that actually you were one of the Assembly Members in the previous Assembly who supported my statement of opinion on broadly the same proposals. As the Government's preferred route at this stage is to encourage voluntary uptake, I wonder if you would either write to me, if you can't - . Oh, if you would write to me, actually, because I suspect you might not be able to update me today, firstly on how many schools and colleges in Wales have installed defibrillators since February, and how many more schools and colleges are now providing this kind of training to learners, and how frequently any given cohort of those children and young people receive refresher training. Thank you.
Welsh: Mae ychydig dros bedwar mis, mewn gwirionedd, ers i Aelodau o bob ochr i'r Senedd gefnogi fy nghynigion deddfwriaethol i gael sgiliau achub bywyd priodol i oedran yn rhan o'u haddysg - fel dysgwyr, nid fel Aelodau'r Cynulliad. Roeddwn yn falch, Ysgrifennydd y Cabinet, eich bod chi mewn gwirionedd ymhlith yr Aelodau Cynulliad yn y Cynulliad blaenorol a gefnogodd fy natganiad barn ar yr un cynigion yn fras. Gan mai'r llwybr y mae'r Llywodraeth yn ei ffafrio ar hyn o bryd yw annog defnydd gwirfoddol, tybed a allech ysgrifennu ataf os na allwch - . O, os gallwch ysgrifennu ataf, a dweud y gwir, oherwydd rwy'n amau efallai na fyddwch yn gallu rhoi'r wybodaeth ddiweddaraf i mi heddiw, yn gyntaf ynglŷn â faint o ysgolion a cholegau yng Nghymru sydd wedi gosod diffibrilwyr ers mis Chwefror, a faint yn fwy o ysgolion a cholegau sydd bellach yn darparu hyfforddiant o'r fath i ddysgwyr, a pha mor aml y mae unrhyw gohort penodol o'r plant a'r bobl ifanc hynny'n cael hyfforddiant diweddaru. Diolch.
English: Thank you, Suzy. I do think lifesaving skills are crucially important to young people, and I have a particular interest in looking at the availability of defibrillators in both primary and secondary schools. And I have asked officials, actually, to do a mapping exercise for me, to find out how many of our schools currently have those facilities and where there are gaps and what opportunities there may be, working with the voluntary sector, to address that. As always, in Wales, these statistics are not centrally held, and so it is taking a little bit of time to find out who has got what, but I am very interested to find that out and to see what we can do to ensure that there is universal coverage. With regard to the place of lifesaving skills in the curriculum, you'll be aware that one of the areas of learning and experience is health and well-being. The work on the areas of learning and experience is coming to a conclusion, before we do a deep dive into the granular nature of what will be taught, and these issues have been part of the discussions in the areas of learning and experience.
Welsh: Diolch yn fawr, Suzy. Rwy'n meddwl bod sgiliau achub bywyd yn hanfodol bwysig i bobl ifanc ac mae gennyf ddiddordeb arbennig mewn edrych ar argaeledd diffibrilwyr mewn ysgolion cynradd ac uwchradd. Ac rwyf wedi gofyn i swyddogion, mewn gwirionedd, i gynnal ymarfer mapio ar fy rhan i ddarganfod faint o'n hysgolion sydd â'r cyfleusterau hynny ar hyn o bryd a lle mae bylchau a pha gyfleoedd y gallai fod, gan weithio gyda'r sector gwirfoddol, i fynd i'r afael â hynny. Fel bob amser, yng Nghymru, nid yw'r ystadegau hyn yn cael eu cadw'n ganolog, ac felly mae'n cymryd peth amser i ganfod pwy sydd â beth, ond byddai'n dda iawn gennyf wybod hynny a gweld beth y gallwn ei wneud i sicrhau bod y ddarpariaeth ar gael i bawb. Gyda golwg ar le sgiliau achub bywyd yn y cwricwlwm, fe fyddwch yn ymwybodol mai un o'r meysydd dysgu a phrofiad yw iechyd a lles. Mae'r gwaith ar y meysydd dysgu a phrofiad yn dod i ben, cyn i ni balu'n ddyfnach i natur fanwl yr hyn a fydd yn cael ei addysgu, ac mae'r materion hyn wedi bod yn rhan o'r trafodaethau yn y meysydd dysgu a phrofiad.
English: Thank you, Oscar. Our aim is to build capacity and reduce excessive workload, leading to improved standards through reducing bureaucracy, improved policy delivery and better ways of working. There is no single solution to this complex issue, and it requires a multiple-stream approach, incorporating a number of separate work streams, which Welsh Government is currently undertaking.
Welsh: Diolch i chi, Oscar. Ein nod yw meithrin capasiti a lleihau llwyth gwaith gormodol, gan arwain at wella safonau drwy leihau biwrocratiaeth, cyflawni polisi'n well a ffyrdd gwell o weithio. Nid un ateb sydd i'r mater cymhleth hwn, ac mae'n galw am ymagwedd aml-ffrwd, gan ymgorffori nifer o ffrydiau gwaith unigol, a dyna y mae Llywodraeth Cymru yn ei wneud ar hyn o bryd.
English: Thank you for the reply, Minister, but the facts are that official figures reveal that there were 275 fewer teachers employed in Wales in 2016, compared to the previous year. Also, there were 446 fewer teaching assistants. A survey by the Education Workforce Council found that more than 88 per cent of teachers said they did not think that they could handle the workload in agreed hours, and that more than a third planned to quit the profession within the next three years, and I think that's a striking figure, Cabinet Secretary. Is it not the case that the policies you are pursuing have created a teaching profession that is overworked and disillusioned in Wales?
Welsh: Diolch am yr ateb, Gweinidog, ond y ffeithiau yw bod y ffigurau swyddogol yn dangos bod yna 275 yn llai o athrawon wedi'u cyflogi yng Nghymru yn 2016, o gymharu â'r flwyddyn flaenorol. Hefyd, roedd 446 yn llai o gynorthwywyr addysgu. Canfu arolwg gan Gyngor y Gweithlu Addysg fod mwy na 88 y cant o athrawon yn dweud nad oeddent yn meddwl y gallent ymdopi â'r llwyth gwaith yn ystod yr oriau cytunedig, a bod mwy na thraean yn bwriadu rhoi'r gorau i'r proffesiwn o fewn y tair blynedd nesaf, ac rwy'n credu bod hwnnw'n ffigur syfrdanol, Ysgrifennydd y Cabinet. Onid yw'n wir fod y polisïau rydych yn mynd ar eu trywydd wedi creu proffesiwn addysgu sy'n cael ei orweithio ac wedi'i ddadrithio yng Nghymru?