techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Llywydd. I move the motion. The Curriculum and Assessment (Wales) Act 2021, passed by the Senedd in March of last year, provides for the establishment of a new legislative framework to support arrangements under the Curriculum for Wales. The regulations before you today seek to make minor technical amendments to a range of primary legislation, which are required as a result of the commencement of the 2021 Act. They are part of a broader package of subordinate legislation developed to give full impact to the Act and to provide clarity and consistency across primary legislation that the Act impacts.
Welsh: Diolch, Llywydd. Rwy'n symud y cynnig. Mae Deddf Cwricwlwm ac Asesu (Cymru) 2021, a basiwyd gan y Senedd ym mis Mawrth y llynedd, yn darparu ar gyfer sefydlu fframwaith deddfwriaethol newydd a diwygiedig i gefnogi gweithredu trefniadau o dan y Cwricwlwm i Gymru. Mae'r rheoliadau sydd o'ch blaen chi heddiw yn ceisio gwneud mân ddiwygiadau technegol i amrywiaeth o ddeddfwriaeth sylfaenol, sy'n ofynnol o ganlyniad i gychwyn Deddf 2021. Maent yn rhan o becyn ehangach o is-ddeddfwriaeth a ddatblygwyd i roi effaith lawn i'r Ddeddf a darparu eglurder a chysondeb ar draws deddfwriaeth sylfaenol lle mae'r Ddeddf yn effeithio arni.
English: Amendments include changes to the Education Act 1997 to ensure provision of careers education and information for all children of compulsory school age across schools and settings, including pupil referral units and further education institutions. Careers and work-related experience is a cross-cutting theme running through the Curriculum for Wales framework. These amendments secure this provision, ensuring consistency, as far as is possible, in the delivery of developmentally appropriate learning. The regulations replace terminology associated with the current national curriculum, with terminology aligned with the 2021 Act. The intention is to phase in the changes in line with the ongoing implementation of the 2021 Act across year groups. These regulations, although relatively minor in nature, are necessary to ensure a consistent approach to handling and terminology throughout primary legislation, and, as such, I commend them to Members.
Welsh: Mae'r diwygiadau'n cynnwys newidiadau i Ddeddf Addysg 1997 i sicrhau y darperir addysg a gwybodaeth gyrfaoedd i bob plentyn o oedran ysgol gorfodol ar draws ysgolion a lleoliadau, gan gynnwys unedau cyfeirio disgyblion a sefydliadau addysg bellach. Mae gyrfaoedd a phrofiad sy'n gysylltiedig â gwaith yn thema drawsbynciol sy'n rhedeg drwy fframwaith Cwricwlwm i Gymru. Mae'r gwelliannau hyn yn sicrhau'r ddarpariaeth hon, gan sicrhau cysondeb, cyn belled ag y bo modd, wrth ddarparu dysgu sy'n briodol yn ddatblygiadol. Mae'r rheoliadau'n disodli'r derminoleg sy'n gysylltiedig â'r cwricwlwm cenedlaethol presennol, gyda therminoleg yn cyd-fynd â Deddf 2021. Y bwriad yw cyflwyno'r newidiadau fesul cam yn unol â'r broses barhaus o weithredu Deddf 2021 ar draws grwpiau blwyddyn. Mae'r rheoliadau hyn, er eu bod yn gymharol fân eu natur, yn angenrheidiol er mwyn sicrhau dull cyson o drin a therminoleg drwy gydol deddfwriaeth sylfaenol, ac, fel y cyfryw, fe'u cymeradwyaf i'r Aelodau.
English: I have no speakers to this motion, and I assume that the Minister doesn't wish to reply to himself. So, the proposal is to agree the motion. Does any Member object? There are no objections, therefore the motion is agreed in accordance with Standing Order 12.36.
Welsh: Does gyda fi ddim siaradwyr ar y cynnig yma, ac felly dwi'n cymryd bod y Gweinidog ddim eisiau ymateb iddo fe ei hunan. Felly, y cwestiwn yw: a ddylid derbyn y cynnig. A oes unrhyw Aelod yn gwrthwynebu? Dim gwrthwynebiad, felly mae'r cynnig wedi ei dderbyn yn unol â Rheol Sefydlog 12.36.
English: The final item this afternoon is the debate on Stage 4 of the Tertiary Education and Research (Wales) Bill. I call on the Minister for Education and the Welsh Language once again to move the motion. Jeremy Miles.
Welsh: Yr eitem olaf y prynhawn yma yw'r ddadl ar Gyfnod 4 y Bil Addysg Drydyddol ac Ymchwil (Cymru). Dwi'n galw ar Weinidog y Gymraeg ac Addysg unwaith eto i wneud y cynnig yma. Jeremy Miles.
English: Thank you, Llywydd. I move the motion. I wish to start by thanking the Chairs and members of the Children, Young People, and Education Committee, the Legislation, Justice and Constitution Committee and the Finance Committee, as well as other Members who have contributed to the scrutiny of the Tertiary Education and Research (Wales) Bill. I'm also grateful to all stakeholders who contributed to the various consultations that steered the Bill, provided evidence to the scrutiny process and who continue to engage through the strategy and implementation board.
Welsh: Diolch, Llywydd. Rwy'n gwneud y cynnig. Rwyf am ddechrau drwy ddiolch i Gadeiryddion ac aelodau'r Pwyllgor Plant, Pobl Ifanc ac Addysg, y Pwyllgor Deddfwriaeth, Cyfiawnder a'r Cyfansoddiad a'r Pwyllgor Cyllid, yn ogystal â'r Aelodau eraill sydd wedi cyfrannu at y gwaith o graffu ar Fil Addysg Drydyddol ac Ymchwil (Cymru). Rwyf hefyd yn ddiolchgar i'r holl randdeiliaid a wnaeth gyfrannu i'r gwahanol ymgynghoriadau a lywiodd y Bil, yn cyfrannu tystiolaeth i'r broses graffu ac sy'n parhau i ymgysylltu drwy'r bwrdd strategaeth a gweithredu.
English: The Bill we have before us today has been strengthened as a result of stakeholder input, Senedd scrutiny and effective cross-party working. I hope Members will feel that it represents our common vision for the future of tertiary education. The recommendations and comments from committees, particularly CYPE under the leadership of Jayne Bryant, helped me identify areas where the Bill could be further refined, including in relation to matters such as learner welfare, the role of the coleg Cymraeg and strengthening trade union collaboration.
Welsh: Mae'r Bil sydd ger ein bron heddiw wedi'i gryfhau o ganlyniad i sylwadau gan randdeiliaid, craffu'r Senedd a gweithio trawsbleidiol effeithiol. Gobeithio y bydd yr Aelodau'n teimlo ei fod yn cynrychioli ein gweledigaeth gyffredin ar gyfer dyfodol addysg drydyddol. Fe wnaeth yr argymhellion a'r sylwadau gan bwyllgorau, yn enwedig y Pwyllgor Plant, Pobl Ifanc ac Addysg o dan arweiniad Jayne Bryant, fy helpu i adnabod meysydd lle gellid mireinio'r Bil ymhellach, gan gynnwys mewn cysylltiad â materion fel lles dysgwyr, swyddogaeth y Coleg Cymraeg a chryfhau cydweithio rhwng undebau llafur.
English: Thank you to everyone who worked with us in the spirit of partnership to deliver this important Bill.
Welsh: Diolch yn fawr i bawb a wnaeth weithio gyda ni mewn ysbryd o bartneriaeth i ddelifro'r Bil pwysig hwn.
English: Thank you for taking the intervention, Minister. Last week, I intervened about the provisions regarding higher education institutions and the provisions that could force amalgamations of those institutions with the provisions that are contained in the Bill. Could you give an assurance that only in exceptional circumstances that those provisions would be enacted by the Minister, and that it is a case that these higher education institutions we have here in Wales are independent bodies and should continue to enjoy that independence, and that provisions in this Bill are not a Trojan horse to force amalgamations of the university sector?
Welsh: Diolch am dderbyn yr ymyriad, Gweinidog. Yr wythnos diwethaf, ymyrrais ynghylch y darpariaethau o ran sefydliadau addysg uwch a'r darpariaethau a allai orfodi cyfuno'r sefydliadau hynny â'r darpariaethau sydd yn y Bil. A wnewch chi roi sicrwydd mai dim ond mewn amgylchiadau eithriadol y byddai'r darpariaethau hynny'n cael eu deddfu gan y Gweinidog, a bod y sefydliadau addysg uwch hyn sydd gennym ni yma yng Nghymru yn gyrff annibynnol ac y dylen nhw barhau i fwynhau'r annibyniaeth honno, ac nad yw darpariaethau yn y Bil hwn yn fodd dirgel i orfodi cyfuno'r sector prifysgolion?
English: Well, the Member will recall the assurance I gave to the Chamber at Stage 3. The Bill, as he knows, includes provision for institutional autonomy, and I gave the commitment then, which I'm happy to repeat, that those powers could only ever be used in exceptional circumstances. As I previously said, Llywydd, this change is long overdue, and I intend to maintain momentum and progress with the implementation of this Bill while continuing to work collaboratively to deliver for learners and communities across Wales. We're on the threshold of a new era for post-16 education, ready to grasp the opportunities of this century in the interest of our learners and the needs of our economy, our communities and the nation, and I urge all Members to support the Bill.
Welsh: Wel, bydd yr Aelod yn cofio'r sicrwydd a roddais i'r Siambr yng Nghyfnod 3. Mae'r Bil, fel y gŵyr, yn cynnwys darpariaeth ar gyfer ymreolaeth sefydliadol, a rhoddais yr ymrwymiad bryd hynny, yr wyf yn fodlon ei ailadrodd, mai dim ond mewn amgylchiadau eithriadol y gellid defnyddio'r pwerau hynny. Fel y dywedais o'r blaen, Llywydd, mae'n hen bryd gwneud y newid hwn, a bwriadaf gynnal momentwm a chynnydd o ran gweithredu'r Bil hwn gan barhau i gydweithio i gyflawni ar gyfer dysgwyr a chymunedau ledled Cymru. Rydym ar drothwy cyfnod newydd ar gyfer addysg ôl-16, yn barod i fanteisio ar gyfleoedd y ganrif hon er budd ein dysgwyr ac anghenion ein heconomi, ein cymunedau a'r genedl, ac anogaf bob Aelod i gefnogi'r Bil.
English: The Minister to reply to those comments.
Welsh: Y Gweinidog i ymateb i'r sylwadau.
English: May I just say, in conclusion, Llywydd, 'thank you' to Sioned Williams and Laura Anne Jones for their co-operation as the Bill travelled through the Senedd? It's been good to work with them on a number of constructive amendments, and also to have agreement from two parties in terms of the strategic duties for the sector in future. It's important, in bringing forward amendments or changes that we hope will be in place for decades, that we have agreement across parties wherever possible, and we've succeeded in that to a certain extent, so I'd like to thank them again for their co-operation.
Welsh: Gaf i jest dweud, wrth gloi, Llywydd, diolch i Sioned Williams a Laura Anne Jones am eu cydweithrediad wrth i'r Bil fynd drwy'r Senedd? Mae wedi bod yn braf cael cydweithio gyda nhw ar amryw o welliannau adeiladol, a hefyd cael cytundeb gan y ddwy blaid i'r hyn oedd yn ddyletswyddau strategol ar gyfer y sector yn y dyfodol. Mae'n bwysig, wrth gyflwyno diwygiadau rŷn ni'n gobeithio bydd gyda ni am ddegawdau, ein bod ni'n cael cytundeb ar draws pleidiau orau ag y gallwn ni, ac rŷn ni wedi llwyddo gwneud hynny ar yr achlysur hwn, ac felly diolch yn fawr iddyn nhw eto am eu cydweithrediad.
English: In accordance with Standing Order 26.50C, a recorded vote must be taken on Stage 4 motions, so we will take a short break now to prepare for that vote.
Welsh: Yn unol â Rheol Sefydlog 26.50C, rhaid cynnal pleidlais wedi'i chofnodi ar gynigion Cyfnod 4, felly mi wnawn ni gymryd toriad byr nawr ar gyfer paratoi ar gyfer y bleidlais hynny.
English: That brings us to voting time. The only vote this afternoon is on Stage 4 of the Tertiary Education and Research (Wales) Bill. I call for a vote on the motion tabled in the name of Jeremy Miles. Open the vote. Close the vote. In favour 50, no abstentions and none against. And therefore the motion is agreed.
Welsh: Dyma ni'n cyrraedd y cyfnod pleidleisio, felly. Yr unig bleidlais y prynhawn yma yw'r bleidlais ar Gyfnod 4 y Bil Addysg Drydyddol ac Ymchwil (Cymru). Dwi'n galw am bleidlais ar y cynnig a gyflwynwyd yn enw Jeremy Miles. Agor y bleidlais. Cau'r bleidlais. O blaid 50, neb yn ymatal, neb yn erbyn. Ac felly mae'r cynnig wedi ei gymeradwyo.
English: And that brings today's proceedings to a close.
Welsh: A dyna ni ddiwedd ar ein gwaith ni am y dydd heddiw.
English: Welcome to this meeting of the Children, Young People, and Education Committee today. Good morning.
Welsh: Croeso i gyfarfod y Pwyllgor Plant, Pobl Ifanc ac Addysg heddiw. Bore da.
English: Thank you very much, Chair, and thank you, Minister, for being with us this morning. May I start just by asking, regarding the point you've just made, I would have great interest, and I'm sure the rest of the committee would, in what recommendations you disagree with in Meilyr Rowlands's report, and why?
Welsh: Diolch yn fawr iawn, Gadeirydd, a diolch, Weinidog, am fod efo ni y bore yma. Gaf i ddechrau jest drwy ofyn, efo'r pwynt rydych chi newydd ei wneud, byddai gen i ddiddordeb mawr - a, dwi'n siŵr, gweddill y pwyllgor - o ran pa rai o'r argymhellion rydych chi'n anghytuno efo nhw o adroddiad Meilyr Rowlands, a pham?
English: That is very beneficial. Thank you, Minister. One recommendation from Meilyr Rowlands was that there should be an exploration of the need for a strategic approach to digital teaching and learning to meet the needs of those who can't be present in schools, or who are not present. In your view, what are the barriers to offering blended learning to pupils?
Welsh: Mae hynny'n fuddiol iawn. Diolch, Weinidog. Un argymhelliad gan Meilyr Rowlands oedd y dylid archwilio'r angen am ddull strategol o addysgu a dysgu digidol i fynd i'r afael ag anghenion y rhai nad ydynt neu na allant fod yn bresennol mewn ysgolion. Yn eich barn chi, beth ydy'r rhwystrau i gynnig dysgu cyfunol i ddisgyblion?
English: Thank you, Minister. If we stay with Meilyr Rowlands's report for a minute, his report suggested that the existing guidelines of the Welsh Government were sufficient, but that there was a need to restate them. But, clearly, you are undertaking a comprehensive review of all the policies relating to pupil attendance. Can you provide us with more detail regarding your proposals to review the guidance and policies of Welsh Government in relation to attendance in schools? Does this incorporate the work that was ongoing before the pandemic?
Welsh: Diolch, Weinidog. Os gwnawn ni aros efo adroddiad Meilyr Rowlands am funud, mi awgrymodd adroddiad Meilyr Rowlands hefyd fod canllawiau cyfredol Llywodraeth Cymru yn ddigonol, ond bod angen eu hailddatgan. Ond, yn amlwg, rydych chi yn cynnal adolygiad cynhwysfawr o'r holl bolisïau sy'n ymwneud â phresenoldeb disgyblion. A allwch chi roi rhagor o wybodaeth i ni am eich cynigion i adolygu canllawiau a pholisïau Llywodraeth Cymru mewn perthynas â phresenoldeb mewn ysgolion? Ydy hyn yn ymgorffori'r gwaith a gafodd ei wneud cyn y pandemig?
English: The general impression from Meilyr Rowlands's report was that generally the range of policy interventions were in the right place, on the whole. There were some specific questions in terms of persistent absence. We are, of course, looking at that. But the policy landscape, on the whole, provides what is needed and, where focus was needed, to ensure that good practice is shared, and that schools are supported to be able to make those connections and links with families. That's the general impression. It goes into more detail than that, of course. But, despite that, there is certainly a case that we need to look again at the all-Wales framework for attendance. So, part of that is about sharing best practice, part of it is looking at the FPNs, and, together with that, the work that I've been discussing with the children's commissioner for some weeks now, work to reform the advice and guidance on exclusions. That guidance is around three years old now, it predates COVID, so we need to look at that again to see whether the interventions in terms of well-being, welfare and monitoring, and the right guidance, are in the right place. Ken Skates spoke earlier about the trauma experience, and we'll be looking at the guidance in terms of rights and in terms a trauma-informed approach, to ensure that the guidance is in the right place. But, as I said earlier, we need to look at all of these things together to ensure that they have the impact that we want them to have.
Welsh: Yr argraff fras, byddwn i'n dweud, o adroddiad Meilyr Rowlands oedd yn gyffredinol bod yr ystod o ymyriadau polisi yn y man iawn ar y cyfan. Roedd ambell gwestiwn penodol ynglŷn â persistent absence, er enghraifft. Rydyn ni, wrth gwrs, yn edrych ar hynny. Ond, roedd y dirwedd polisi ar y cyfan yn darparu'r hyn roedd ei angen, a lle roedd angen y ffocws oedd sicrhau bod yr arfer da yn cael ei rannu a bod ysgolion yn cael eu cefnogi i allu gwneud y cysylltiadau hynny gyda theuluoedd. Dyna'r argraff fras. Mae mwy o fanylder na hynny, wrth gwrs. Ond, er hynny, rwy'n credu, yn sicr, bod angen edrych eto ar y fframwaith Cymru gyfan ar gyfer presenoldeb. Felly, bydd rhan o hwnnw ynghlwm â rhannu arfer gorau, rhan ohono fe'n edrych ar yr FPNs, a wedyn, ar y cyd â hynny, gwaith rwyf wedi bod yn trafod gyda'r comisiynydd plant ers rhai wythnosau erbyn hyn, gwaith i ddiwygio'r cyngor a'r canllawiau ar exclusions. Mae'r rheini'n rhyw dair blwydd oed erbyn hyn, cyn cyfnod COVID, felly mae'n rhaid edrych ar hwnnw eto i weld a ydy'r ymyriadau o ran llesiant ac o ran monitro, a'r canllawiau iawn, yn eu lle. Roedd Ken Skates yn sôn yn gynharach am y trawma, a byddwn ni'n edrych ar y canllawiau yma o safbwynt hawliau ac o safbwynt trauma-informed approach i sicrhau bod y canllawiau yn y man iawn. Ond, fel roeddwn i'n dweud yn gynharach, maen rhaid edrych ar y pethau yma ar y cyd i sicrhau eu bod nhw'n cael yr effaith rydyn ni eisiau ei weld.
English: Thank you. You've also said, Minister, that you will be reviewing the definition of persistent absenteeism. What is the purpose of having a national definition of persistent absenteeism, and what do you hope the outcome of reviewing the definition would be?
Welsh: Diolch ichi. Rydych chi hefyd wedi dweud, Weinidog, y byddwch chi'n adolygu'r diffiniad o absenoldeb parhaus. Beth ydy pwrpas cael diffiniad cenedlaethol o absenoldeb cyson, a beth ydych chi'n gobeithio fyddai canlyniad adolygu'r diffiniad?
English: It's a threshold, if you will. I think I'm right in saying that, at present, we have the highest threshold in terms of attendance expectations before the range of further interventions come into play. So, in terms of the educational welfare service and so on, they don't usually have a prominent role until we reach that threshold of being absent for 20 per cent of the time. In the current context, we need to look at that again, certainly. I would suspect that the threshold needs to be lower than 20 per cent. That's my hypothesis going into this review. But, certainly, it is timely to look at this again. What that would mean, of course, is that the lens in terms of which pupils, which young people, need further support is perhaps used earlier in that absence journey than it currently is. I think that is sensible.
Welsh: Mae e'n drothwy, os hoffwch chi. Rwy'n credu fy mod i'n iawn i ddweud mai, ar hyn o bryd, gyda ni mae'r trothwy uchaf o ran disgwyliadau presenoldeb cyn bod yr ystod o ymyriadau pellach yna yn dod mewn i weithrediad. Felly, o ran y gwasanaeth llesiant addysgiadol ac ati, dydyn nhw ddim fel arfer yn cael rôl flaenllaw tan ein bod ni'n cyrraedd y trothwy o fod yn absennol am 20 y cant o'r amser. Yn y cyd-destun presennol, mae'n sicr bod angen edrych ar hwnnw eto. Byddwn i'n credu bod angen i'r trothwy hynny fod yn is na 20 y cant. Dyna fy hypothesis i yn mynd mewn i'r adolygiad. Ond, mae'n sicr yn amserol i edrych ar hwnnw eto. Beth fyddai hynny'n ei olygu, wrth gwrs, yw bod y lens o ba ddisgyblion, pa bobl ifanc, sydd angen cefnogaeth bellach efallai yn cael ei ddefnyddio'n gynharach yn y llwybr o fod yn absennol nag yw e ar hyn o bryd. Rwy'n credu bod hynny'n amlwg yn synhwyrol.
English: Thank you. Clearly, Minister, there are many changes facing the education world in Wales, as we have already heard this morning, for example, the new curriculum. Do you see that all the things we're trying to solve, such as persistent attendance, are part of that reform as one package, rather than separate issues? Clearly, in developing the new curriculum, international examples were considered. In terms of developing policies and reviewing attendance, is there work being done on looking at international comparisons as we look at best practice, to try to solve some of the challenges and problems that we face?
Welsh: Diolch. Yn amlwg, Weinidog, mae yna lu o newidiadau yn dod o ran addysg yng Nghymru, fel rydyn ni wedi clywed eisoes y bore yma, megis efo'r cwricwlwm newydd. Ydych chi'n gweld bod yr holl bethau rydyn ni'n trio eu datrys, megis presenoldeb cyson, yn rhan o'r diwygio hwnnw fel un pecyn, yn hytrach na phethau ar wahân? Yn amlwg, wrth ddatblygu'r cwricwlwm newydd, mi edrychwyd ar enghreifftiau rhyngwladol hefyd. O ran datblygu polisïau ac adolygu presenoldeb, oes yna waith yn cael ei wneud i edrych ar gymariaethau rhyngwladol wrth inni edrych ar yr arfer gorau, er mwyn trio datrys rhai o'r heriau a'r problemau rydyn ni'n eu hwynebu?
English: There are two very important points there. The first point is that, in terms of legislation and scrutiny and creating policy, there is a temptation to look at these things separately. But, in school life, you experience these things all at the same time, and that can be challenging, and it's important that we continue to keep an eye on that. But, the opportunity is that we use these reforms to respond to more than one challenge. So, if you look at the context of the curriculum, I am confident, particularly from discussion with school leaders who are enthusiastic about the new curriculum, that it is an opportunity, as I mentioned briefly at the beginning, to re-engage some pupils in school life. The intention of the new curriculum is to provide a bespoke pathway for the learner, and that's going to give us an opportunity to re-engage with some of those who found school and school attendance a challenge. So, it's looking at the whole picture. There are reforms to ALN; again, that means that there is a bespoke pathway for an individual, and that's also likely to enable us to be more successful in encouraging people back. But we do have to look at all of this together. There was a question earlier on; if you're not at school, you're not going to be able to take advantage of this wider offer, and that's why it's so important.
Welsh: Mae dau bwynt pwysig iawn yn fanna, rwy'n credu. Y pwynt cyntaf yw, o ran deddfu a chraffu a'r broses o ddylunio polisi, mae temtasiwn ambell waith i edrych ar y pethau yma ar wahân. Ond, ym mywyd yr ysgol, rydych chi'n profi'r pethau yma ar y cyd, onid ydych chi, ac mae hynny'n gallu bod yn heriol, wrth gwrs, ac mae'n bwysig ein bod ni wastad yn cadw llygad ar hynny. Ond, y cyfle yw ein bod ni'n defnyddio'r diwygiadau yma i ateb mwy nag un her. Felly, os edrychwch chi ar gyd-destun y cwricwlwm, rwy'n gwbl ffyddiog, yn sicr o drafod gyda phenaethiaid sydd yn frwdfrydig dros y cwricwlwm newydd, ei fod yn gyfle, fel y gwnes i sôn yn fras ar y cychwyn, i allu ailgydio dychymyg rhai disgyblion mewn bywyd ysgol. Holl bwrpas y cwricwlwm newydd yw llwybr bespoke, os hoffwch chi, i'r dysgwr, ac mae hynny'n mynd i roi cyfle i allu ailgydio dychymyg y rheini sydd efallai wedi ffeindio bod yr ysgol yn her. Mae hynny'n rhan bwysig o edrych ar y darlun cyfan. O ran diwygiadau anghenion ychwanegol, eto, mae hwnnw'n golygu bod cynllun unigol, pwrpasol i'r unigolyn, ac mae hwnnw yn debygol eto o'n galluogi ni i fod yn fwy llwyddiannus i annog pobl nôl. Ond mae'n rhaid edrych ar bopeth ar y cyd. Fel y cwestiwn yn gynharach, os nad ydych chi yn yr ysgol, dŷch chi ddim yn mynd i allu manteisio ar y cynnig ehangach yma, felly dyna pam mae e mor bwysig.