English: Well, some of you will be aware that I'm quite fond of data and research. [ Laughter. ] And, in starting this work, one of the things I was very keen to do was see what the evidence base was. So, we commissioned a piece of work to discuss with further education and apprenticeship students to see what their attitudes were towards learning in Welsh and skills. It might come back to your point, David - there was a part of my mind that said, 'Do students go to FE colleges because they want to step out of Welsh-medium education, to go against the school, if you like?' Actually, when I was speaking to students, that's not what the situation was. They saw more freedom in further education colleges, more vocational subjects that appealed to them. The question they always asked us was, 'Is this going to help me get a better job? What is this link between jobs and this BTEC public services course? Is this going to help me to do stuff in Welsh here in order to get a job in the police?' Or 'Is doing a BTEC in health and social care in Cardiff and Vale College going to help me in applying to do a nursing course in Cardiff?' That is, whatever it is. So, it's quite instrumental in terms of the students. That's what the evidence showed, that they wanted to hear what the facts were, and they were quite sceptical of facts that were presented by the Government, and so they wanted to hear from employers or from people who had got jobs because they'd been studying - either studying in part through the medium of Welsh or developing some Welsh skills. So, employability, from our research - no surprise - is really important to students.
Welsh: Wel, bydd rhai ohonoch chi'n gwybod fy mod i'n eithaf hoff o ddata ac o ymchwil. [ Chwerthin, ] Ac, wrth ddechrau ar y gwaith yma, un o'r pethau roeddwn i'n awyddus iawn i'w gweld oedd beth oedd y dystiolaeth, beth oedd yr evidence base. So, gwnaethon ni gomisiynu darn o waith i fynd i drafod gyda myfyrwyr addysg bellach a phrentisiaethau i weld beth oedd eu hagweddau nhw tuag at ddysgu yn Gymraeg a sgiliau. Efallai roedd e'n dod nôl i'ch pwynt chi, David, hefyd, sef roedd yna ddarn yn fy meddwl i, 'Ydy myfyrwyr yn mynd i FE college achos roedden nhw eisiau camu mas o addysg Gymraeg - mynd yn erbyn yr ysgol, os liciwch chi?' Actually, pan oeddwn i'n trafod gyda'r myfyrwyr, nid dyna oedd y sefyllfa. Roedden nhw'n gweld mwy o ryddid yn y coleg addysg bellach, roedd yna bynciau galwedigaethol oedd yn apelio atyn nhw. A'r cwestiwn roedden nhw'n ei ofyn inni bob tro oedd, 'Ydy hwn yn mynd i helpu fi i gael job gwell? Beth yw'r linc yma gyda jobs i'r cwrs BTEC public services yma? Ydy hwn yn mynd i fod o help i fi wneud stwff yn Gymraeg fan hyn er mwyn cael job yn yr heddlu?' Neu, 'Ydy gwneud BTEC health and social care yng Ngholeg Caerdydd a'r Fro yn mynd i helpu fi wrth wneud cais i wneud gradd nyrsio yng Nghaerdydd?' Hynny yw, beth bynnag yw e. Ac felly mae e'n eithaf instrumental - hynny yw, o ran y myfyrwyr. Beth oedd dystiolaeth yn dangos oedd eu bod nhw eisiau clywed beth yw'r ffeithiau, ac maen nhw'n eithaf sgeptical o'r ffeithiau sy'n cael eu cyflwyno gan y Llywodraeth ac felly maen nhw eisiau clywed gan gyflogwyr, neu gan bobl sydd wedi cael jobs achos eu bod nhw wedi bod yn astudio - naill ai astudio rhyw faint yn Gymraeg neu ddatblygu rhywfaint o sgiliau. So, mae'r cyflogadwyedd yna, o'n hymchwil ni - no surprises - yn rili bwysig i fyfyrwyr.