English: I think, first of all, it's quite early to decide on the impact of the 2011 Measure. It's true to say that the process of introducing standards is one that's taken more time than many people would have anticipated, but it has meant that institutions and organisations have had to address workforce planning and have had to pay greater attention to the requirements of the Welsh language within their organisations. In terms of the universities and our work within FE as well, we do see that some progress has been made in terms of how the Welsh language is taken into account in terms of administration and services within colleges and universities. The 'My language rights' campaign has given quite a boost to the concept that students do have a right to present their work through the medium of Welsh, and also have the right to receive assessment through the medium of Welsh, and also that institutions have to give attention to the Welsh language when they re-evaluate their provision. So, some important forward steps have been taken. I would agree that there is also scope to amend the current legislation, but the legislation is only one part of the framework, of course. As has already been said, the Cymraeg 2050 strategy is extremely ambitious, and there is some concern that giving too much emphasis to these issues will detract from some of the other priorities. There is a need for legislation in terms of Welsh-medium education, for example, and in relation to putting the WESPs on a statutory basis. I understand that there are plans to strengthen those significantly. There will then be implications for the whole structure of teacher training and workforce development in education. And so, I feel, despite the importance of having this structure of standards and getting that right, there are also a number of other steps that need to be taken relatively soon if ambitious targets are going to be reached in 10, 15 years.
Welsh: Rwy'n credu, yn y lle cyntaf, mae'n eithaf cynnar i farnu beth yw effaith deddfwriaeth 2011. Mae'n wir fod y broses o gyflwyno'r safonau wedi bod yn un sydd wedi cymryd mwy o amser nag y byddai llawer o bobl wed rhagweld, ond mae e wedi golygu bod sefydliadau wedi gorfod rhoi sylw i gynllunio'r gweithlu ac wedi gorfod rhoi mwy o sylw i anghenion y Gymraeg oddi mewn i'w sefydliadau nhw. O ran y prifysgolion, a nawr ein gwaith ni fel sefydliad yn y sector addysg bellach hefyd, rŷm ni yn gweld bod yna gamau ymlaen wedi bod o ran sut mae'r Gymraeg yn cael ei hystyried o ran gweinyddiaeth ac o ran gwasanaethau yn y colegau a'r prifysgolion. Mae'r ymgyrch 'Mae gen i hawl' hefyd wedi rhoi cryn dipyn o hwb i'r cysyniad bod gan myfyrwyr yr hawl i gyflwyno'u gwaith yn y Gymraeg, a hefyd yr hawl i gael eu hasesu yn y Gymraeg, a hefyd bod rhaid i sefydliadau roi sylw i'r Gymraeg os ydyn nhw'n ailddilysu eu darpariaeth. Felly, mae yna gamau pwysig ymlaen wedi digwydd. Fe fyddwn i'n cytuno bod yna le hefyd i ddiwygio rhywfaint ar y ddeddfwriaeth bresennol, ond un rhan yn unig, wrth gwrs, o'r fframwaith yw deddfwriaeth. Fel sydd wedi cael ei ddweud yn barod, mae strategaeth iaith 2050 yn hynod uchelgeisiol, ac mae yna rywfaint o bryder bod rhoi gormod o sylw i'r materion yma yn mynd i dynnu oddi ar rai o'r blaenoriaethau eraill. Mae yna angen am ddeddfwriaeth mewn perthynas ag addysg Gymraeg, er enghraifft, mewn perthynas â rhoi sail statudol i'r cynlluniau addysg sirol. Rwy'n deall bod yna gynlluniau ar y gweill i gryfhau'r rheini yn sylweddol. Mae yna oblygiadau, wedyn, i holl strwythur hyfforddi athrawon a datblygu gweithlu ym maes addysg. Ac felly, rwy'n credu, er mor bwysig yw cael strwythur y safonau ac ati yn iawn, mae yna hefyd nifer o gamau eraill sydd angen eu cymryd yn gymharol fuan os oes yna dargedau uchelgeisiol yn mynd i gael eu cyrraedd mewn 10, 15 mlynedd.