English: I thank the Member for her questions and the constructive way in which she has engaged with the statement, and I think it's an indication of the support across the Chamber for initiatives in relation to making sure that adults can return to education at any point in life. She identifies some important potential barriers to people making the decision to do that. I think, in a way, the most profound barrier is that most people don't think of themselves as adult learners and aren't aware of the opportunity, the implications and the support available in order to do that. It's important for people to have the opportunity to reskill and acquire new skills, but I think it's also important for people to have the opportunity to return to education, as it were, in its own terms, for its own purposes, not solely related to the employment opportunities that sometimes it can bring. She asked finally about the investment in digital, and I mentioned some of the specific investment that we've made very recently in relation to that. But that poses a question of accessibility as well, doesn't it? Not everybody is going to be reached by enhancing the digital offer, and that's absolutely understood, though it is an important way of mapping, clarifying and making accessible and navigable the existing provision that is there, which is very significant. What we've discovered, and it's been clear for some time, is that there is a need for greater co-ordination, so that there is a better consistency of approach across Wales, maximising the opportunity for learners to be able to know what's there and to become involved easily. But, in addition to that, some of it, as she was saying in her question, is about the confidence to return to learning. Not everybody is ready to re-engage at the level of starting a qualification, or doing a degree, for example. There are many who are probably a little earlier on the re-engagement journey. So, some of the investment we've put in most recently over the last year, two years, has been to support the expansion of what we are calling 'hook and taster' courses, which are those early points of re-engagement with, perhaps, the skills of learning, to be in a setting where you can start to recall the skills of being a learner. So, I think there's a need to adopt a number of different approaches, which I hope my statement was outlining earlier. On the question of financial support, which is very important - again, a number of the investments that I referred to in my statement directly support access to skills training; personal learning accounts are a very good example of that. And I would just say that I'm really proud of the fact that the expansion of part-time higher education has been so significant and successful in Wales, and that has been directly as a consequence, I think, of that we have not just the most progressive student finance support of any part of the UK in Wales, but that it also treats part-time students in the same way as it does full-time students, and I think that's been behind quite a significant increase in the numbers of students.
Welsh: Diolch i'r Aelod am ei chwestiynau a'r ffordd adeiladol y mae hi wedi ymgysylltu â'r datganiad, ac rwy'n credu ei fod yn arwydd o'r gefnogaeth ar draws y Siambr ar gyfer mentrau mewn cysylltiad â sicrhau y gall oedolion ddychwelyd i addysg ar unrhyw adeg mewn bywyd. Mae hi'n nodi rhai rhwystrau posib pwysig i bobl sy'n gwneud y penderfyniad i wneud hynny. Rwy'n credu, mewn ffordd, y rhwystr mwyaf dwys yw nad yw'r rhan fwyaf o bobl yn meddwl am eu hunain fel dysgwyr sy'n oedolion ac nid ydynt yn ymwybodol o'r cyfle, y goblygiadau a'r gefnogaeth sydd ar gael er mwyn gwneud hynny. Mae'n bwysig i bobl gael y cyfle i ailsgilio a meithrin sgiliau newydd, ond rwy'n credu ei bod hi hefyd yn bwysig i bobl gael y cyfle i ddychwelyd i addysg, fel petai, ar eu telerau eu hunain, at eu dibenion eu hunain, nid dim ond yn gysylltiedig â'r cyfleoedd cyflogaeth y gall arwain atynt weithiau. Gofynnodd hi yn olaf am y buddsoddiad mewn digidol, a soniais am rywfaint o'r buddsoddiad penodol yr ydym wedi'i wneud yn ddiweddar iawn mewn cysylltiad â hynny. Ond mae hynny'n gwestiwn o hygyrchedd hefyd, yn tydi? Nid yw pawb yn mynd i gael eu cyrraedd trwy wella'r cynnig digidol, ac mae hynny'n cael ei ddeall yn llwyr, er ei bod yn ffordd bwysig o fapio, egluro a gwneud y ddarpariaeth bresennol sydd ar gael yn hygyrch a bod modd ei dilyn, sy'n arwyddocaol iawn. Yr hyn yr ydym wedi ei ddarganfod, ac mae wedi bod yn glir ers cryn amser, yw bod angen mwy o gydlynu, fel bod gwell cysondeb o ran dull ledled Cymru, gan wneud y mwyaf o'r cyfle i ddysgwyr allu gwybod beth sydd yno a chymryd rhan yn hawdd. Ond, yn ogystal â hynny, mae peth o hynny, fel roedd hi'n dweud yn ei chwestiwn, yn ymwneud â'r hyder i ddychwelyd at ddysgu. Nid yw pawb yn barod i ail-gydio ar lefel dechrau cymhwyster, neu wneud gradd, er enghraifft. Mae yna lawer sydd, mae'n debyg, ychydig yn gynharach ar y daith ail-gydio. Felly, mae rhywfaint o'r buddsoddiad yr ydym ni wedi'i roi yn fwyaf diweddar dros y flwyddyn ddiwethaf, ddwy flynedd, wedi bod i gefnogi ehangu'r hyn rydyn ni'n ei alw'n gyrsiau 'bachu a blasu', sef yr adegau cynnar hynny o ailgydio, efallai, yn y sgiliau dysgu, i fod mewn lleoliad lle gallwch chi ddechrau cofio'r sgiliau o fod yn ddysgwr. Felly, rwy'n credu bod angen mabwysiadu nifer o ddulliau gwahanol, ac rwy'n gobeithio bod fy natganiad wedi amlinellu hynny'n gynharach. Ar y cwestiwn o gefnogaeth ariannol, sy'n bwysig iawn - eto, mae nifer o'r buddsoddiadau y cyfeiriais atyn nhw yn fy natganiad yn uniongyrchol yn cefnogi mynediad at hyfforddiant sgiliau; mae cyfrifon dysgu personol yn enghraifft dda iawn o hynny. Ac fe fyddwn i'n dweud fy mod i'n wirioneddol falch o'r ffaith bod ehangu addysg uwch rhan-amser wedi bod mor sylweddol a llwyddiannus yng Nghymru, ac mae hynny wedi bod yn uniongyrchol, rwy'n credu, oherwydd bod gennym, yng Nghymru, y gefnogaeth cyllid myfyrwyr mwyaf blaengar o unrhyw ran o'r DU, ond ei fod hefyd yn trin myfyrwyr rhan amser yn yr un modd ag y mae'n trin myfyrwyr llawn amser, ac rwy'n credu bod hynny wedi bod y tu ôl i gynnydd eithaf sylweddol yn niferoedd y myfyrwyr.