techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: In spite of those great steps, the children's commissioner has been critical that the voices of children haven't been heard enough in the development of the new curriculum. I hosted an event last week at the Pierhead building on Tuesday with Caerphilly Youth Forum, where they submitted a petition that said that they wanted to make sure that 'curriculum for life' lessons were compulsory in the new curriculum. They feel the current curriculum is failing to provide them with the life skills that they need. The Children's Society have also recommended that child well-being be a central part of the new curriculum, and the general feeling among those people I spoke to is that still more could be done to involve children's voices in the development of the curriculum. Therefore, what progress is she making?
Welsh: Er gwaethaf y camau mawr hynny, mae'r comisiynydd plant wedi bod yn feirniadol nad yw lleisiau plant wedi cael eu clywed yn ddigonol wrth ddatblygu'r cwricwlwm newydd. Cynhaliais ddigwyddiad yr wythnos diwethaf yn adeilad y Pierhead ddydd Mawrth gyda Fforwm Ieuenctid Caerffili, lle cyflwynwyd deiseb ganddynt a ddywedai eu bod yn awyddus i sicrhau bod gwersi 'cwricwlwm am oes' yn orfodol yn y cwricwlwm newydd. Maent yn teimlo nad yw'r cwricwlwm presennol yn darparu'r sgiliau bywyd sydd eu hangen arnynt. Mae Cymdeithas y Plant hefyd wedi argymell bod lles y plentyn yn rhan ganolog o'r cwricwlwm newydd, a'r teimlad cyffredinol ymhlith y bobl y siaradais â hwy yw y gellid gwneud mwy eto i gynnwys lleisiau plant yn y broses o ddatblygu'r cwricwlwm. Felly, pa gynnydd y mae hi'n ei wneud?
English: Absolutely. I would absolutely agree with the Member that this is a process that will need to continue. The strategic stakeholder group representing children and young people has been set up specifically to take account of the views of children and young people in the reform journey, and that includes additional learning needs children, young carers, elective home education - so there are lots and lots of voices that can feed into that process. The overall aim of that group is to strengthen how we communicate and engage with children and young people to help us identify what is the best way we can actually do that and make it meaningful for everybody involved. In addition, we've been working with colleagues from the new youth Parliament, because again, I believe that is another useful forum that we can use to inform our feedback during the curriculum design process. I look forward to working with the 60 newly elected members to engage them in that.
Welsh: Yn sicr. Buaswn yn cytuno'n llwyr gyda'r Aelod fod hon yn broses y bydd angen iddi barhau. Mae'r grŵp rhanddeiliaid strategol sy'n cynrychioli plant a phobl ifanc wedi'i sefydlu'n benodol i ystyried barn plant a phobl ifanc yn ystod y daith ddiwygio, ac mae hynny'n cynnwys plant ag anghenion dysgu ychwanegol, gofalwyr ifanc, addysg ddewisol yn y cartref - felly mae llawer iawn o leisiau yn gallu bwydo i mewn i'r broses honno. Nod cyffredinol y grŵp hwnnw yw cryfhau'r modd y cyfathrebwn ac yr ymgysylltwn â phlant a phobl ifanc i'n helpu i nodi'r ffordd orau y gallwn wneud hynny a sicrhau bod hynny'n ystyrlon ar gyfer pawb sy'n rhan o'r broses. Yn ychwanegol at hynny, rydym wedi bod yn gweithio gyda chymheiriaid o'r Senedd ieuenctid newydd, oherwydd unwaith eto, credaf fod hwnnw'n fforwm defnyddiol arall y gallwn ei ddefnyddio i lywio ein hadborth yn ystod y broses o lunio'r cwricwlwm. Edrychaf ymlaen at weithio gyda'r 60 aelod etholedig newydd i'w cynnwys yn y broses honno.
English: Further to the development of the new curriculum, the Minister will be aware of the criticism from the Welsh Local Government Association and the Association of Directors of Education in Wales, in which they said the curriculum's development was 'generic, poorly defined and weak on knowledge and skills development'. She came to the Children, Young People and Education Committee on 10 January and said that ADEW had not attended a consultation meeting on the development of the new curriculum to express these concerns directly since 2017. With that in mind, what progress has she made in rebuilding relationships with ADEW, and has she had any further meetings to address those concerns?
Welsh: Yn ychwanegol at y broses o ddatblygu'r cwricwlwm newydd, bydd y Gweinidog yn ymwybodol o'r feirniadaeth gan Gymdeithas Llywodraeth Leol Cymru a Chymdeithas Cyfarwyddwyr Addysg Cymru, lle roeddent yn dweud bod datblygiad y cwricwlwm yn generig, wedi'i ddiffinio'n wael ac yn wan o ran gwybodaeth a datblygu sgiliau. Daeth at y Pwyllgor Plant, Pobl Ifanc ac Addysg ar 10 Ionawr a dywedodd nad oedd Cymdeithas Cyfarwyddwyr Addysg Cymru wedi mynychu cyfarfod ymgynghori ar y broses o ddatblygu'r cwricwlwm newydd i fynegi'r pryderon hyn yn uniongyrchol ers 2017. Gyda hynny mewn golwg, pa gynnydd a wnaed ganddi ar ailadeiladu cysylltiadau gyda Chymdeithas Cyfarwyddwyr Addysg Cymru, ac a yw hi wedi cael unrhyw gyfarfodydd pellach i fynd i'r afael â'r pryderon hynny?
English: As I said, what was disappointing about that is that not only had the opportunity not been taken by ADEW to contribute their concerns during formal stakeholder meetings, but I meet regularly with the leadership of the WLGA and, indeed, ADEW, and none of those concerns had been expressed to me. I'm aware that those concerns have not been expressed to the previous Cabinet Secretary for local government either. So, it was disappointing to see the evidence that had been given to CYPE. I'm pleased to say that, at the most recent stakeholder board, both the WLGA and ADEW were represented.
Welsh: Fel y dywedais, yr hyn oedd yn siomedig am hynny yw nid yn unig fod Cymdeithas Cyfarwyddwyr Addysg Cymru heb fanteisio ar y cyfle i fynegi eu pryderon yn ystod cyfarfodydd ffurfiol y rhanddeiliaid, ond rwy'n cyfarfod yn rheolaidd ag arweinwyr Cymdeithas Llywodraeth Leol Cymru, ac yn wir, Cymdeithas Cyfarwyddwyr Addysg Cymru, ac ni fynegwyd unrhyw un o'r pryderon hynny wrthyf. Rwy'n ymwybodol na fynegwyd y pryderon hynny wrth Ysgrifennydd y Cabinet blaenorol dros lywodraeth leol ychwaith. Felly, roedd yn siomedig gweld y dystiolaeth a roddwyd i'r Pwyllgor Plant, Pobl Ifanc ac Addysg. Rwy'n falch o ddweud bod CLlLC a CCAC wedi eu cynrychioli yn y cyfarfod diweddaraf o fwrdd y rhanddeiliaid.
English: Minister, I was encouraged to hear about some of the direct consultation mechanisms you are using to get the views of young people on the curriculum and its development, and I applaud what you've done there. I would like to hear whether anything's been done with the school councils, because they're in a very good place to do some really deep deliberative work where they actually take control of the process and consult with their members - the pupils in those schools - and then feed through to the Welsh Government their views, rather than be part of a very controlled, narrow, specific process of a number of questions, for instance.
Welsh: Weinidog, roedd yn galonogol clywed am rai o'r mecanweithiau ymgynghori uniongyrchol rydych yn eu defnyddio i wrando ar farn pobl ifanc ar y cwricwlwm a'r broses o'i ddatblygu, a chymeradwyaf yr hyn rydych wedi'i wneud yn hynny o beth. Hoffwn wybod a wnaethpwyd unrhyw beth gyda'r cynghorau ysgol, gan eu bod mewn sefyllfa dda iawn i wneud gwaith ystyried manwl lle maent yn rheoli'r broses ac yn ymgynghori â'u haelodau - y disgyblion yn yr ysgolion hynny - wedyn yn bwydo'u barn drwodd i Lywodraeth Cymru, yn hytrach na bod yn rhan o broses reoledig, gul, benodol o nifer o gwestiynau, er enghraifft.
English: And that's exactly what the strategic stakeholder group for children and young people will be doing to look at the most effective ways and meaningful ways that we can engage with that group. I'm also interested in ensuring that children who are in education provision not in school also have an opportunity to feed in. So, for instance, we'll also be exploring with our youth service colleagues about how people who engage with and use the youth services, who perhaps sometimes aren't in formal school education, can also feed in. We want to hear from all children - as many children and young people as we can - in a variety of settings so that their voices can be heard.
Welsh: A dyna'n union y bydd y grŵp rhanddeiliaid strategol ar gyfer plant a phobl ifanc yn ei wneud i edrych ar y ffyrdd mwyaf effeithiol ac ystyrlon y gallwn ymgysylltu â'r grŵp hwnnw. Mae gennyf ddiddordeb hefyd mewn sicrhau bod plant sydd mewn darpariaeth addysg y tu allan i'r ysgol hefyd yn cael cyfle i gyfrannu. Felly, er enghraifft, gyda'n cydweithwyr yn y gwasanaeth ieuenctid, byddwn hefyd yn archwilio sut y gellir sicrhau cyfraniad gan bobl sy'n ymgysylltu â'r gwasanaethau ieuenctid ac yn eu defnyddio er nad ydynt mewn addysg ffurfiol mewn ysgolion o bosibl. Rydym am glywed gan bob plentyn - cynifer o blant a phobl ifanc ag y gallwn - mewn amrywiaeth o leoliadau fel y gellir clywed eu lleisiau.
English: Minister, it does seem ironic that we spend a lot of time in this Chamber talking about listening more to young people, and, indeed, as you've just mentioned in your previous answer, the establishment of a Youth Parliament, which we all welcome and want to see developed to its fullest extent. You mentioned that you think the Youth Parliament would be a vehicle for greater involving pupils' and young people's thoughts on the curriculum and wider issues. I wonder if you could elaborate a little bit more on how you'd envisage that might happen in practice in terms of developing the curriculum.
Welsh: Weinidog, mae'n eironig ein bod yn treulio llawer o amser yn y Siambr hon yn sôn am wrando mwy ar bobl ifanc, ac yn wir, fel rydych newydd ei grybwyll yn eich ateb blaenorol, sefydlu Senedd Ieuenctid, rhywbeth y mae pob un ohonom yn ei groesawu ac yn awyddus i'w weld yn cael ei ddatblygu i'r eithaf. Fe sonioch eich bod yn credu y byddai'r Senedd Ieuenctid yn ffordd o sicrhau bod syniadau disgyblion a phobl ifanc ynglŷn â'r cwricwlwm a materion ehangach yn chwarae mwy o ran. Tybed a allwch ymhelaethu ychydig mwy ynglŷn â sut y byddech yn rhagweld y gallai hynny ddigwydd yn ymarferol mewn perthynas â datblygu'r cwricwlwm.
English: Well, I think the Youth Parliament is an exciting new vehicle that we can feed into our work. The introductory meeting of the full Youth Parliament, I understand, will be during the February half term, where each of the 60 Members, I think, has a certain allotted amount of time to discuss issues that are important to them. I hope some of them will choose to talk about the curriculum. It's not for me to dictate to those Members what they spend their time doing; it is for them to decide what they spend their time doing. But the offer is open and I would be very keen to engage with them on the issue of the curriculum. It might not be for the whole Youth Parliament to do that, but there may be a particular group of young people who are interested in the Youth Parliament who want to engage on this issue and my door is open to that engagement should they wish to pursue it.
Welsh: Wel, credaf fod y Senedd Ieuenctid yn gyfrwng newydd cyffrous y gallwn ei fwydo i mewn i'n gwaith. Deallaf y bydd cyfarfod rhagarweiniol y Senedd Ieuenctid lawn yn cael ei gynnal yn ystod hanner tymor mis Chwefror, lle bydd cyfnod penodol o amser, rwy'n credu, wedi'i neilltuo i bob un o'r 60 Aelod drafod materion sy'n bwysig iddynt. Rwy'n gobeithio y bydd rhai ohonynt yn dewis siarad am y cwricwlwm. Nid fy lle i yw dweud wrth yr Aelodau beth y dylent dreulio'u hamser yn ei wneud; eu cyfrifoldeb hwy yw penderfynu beth y maent yn treulio'u hamser yn ei wneud. Ond mae'r cynnig yn agored a buaswn yn awyddus iawn i ymgysylltu â hwy ar fater y cwricwlwm. Efallai na fydd y Senedd Ieuenctid gyfan yn gwneud hynny, ond efallai y bydd grŵp penodol o bobl ifanc sydd â diddordeb yn y Senedd Ieuenctid yn awyddus i ymgysylltu ar y mater hwn ac mae fy nrws ar agor i ymgysylltu â hwy os ydynt yn dymuno gwneud hynny.
English: Thank you, Dawn. We're committed to ensuring adults across Wales have access to the essential skills they need to thrive in our society and economy. In Merthyr and Rhymney we directly fund the local authority, college and Adult Learning Wales to deliver a range of provision for adults in the region.
Welsh: Diolch, Dawn. Rydym wedi ymrwymo i sicrhau bod mynediad gan oedolion ledled Cymru at y sgiliau hanfodol sydd eu hangen arnynt i ffynnu yn ein cymdeithas a'n heconomi. Ym Merthyr Tudful a Rhymni, rydym yn ariannu'r awdurdod lleol, y coleg ac Addysg Oedolion Cymru yn uniongyrchol i ddarparu ystod o ddarpariaeth ar gyfer oedolion yn y rhanbarth.
English: Thank you for that answer, Minister. I'm always impressed by the contribution adult education makes to the quality of life in my constituency and I know that you visited a class at Canolfan Soar on Monday, so you'll have seen that first-hand. There's no doubt that adult education brings valuable opportunities for learning but it's also great in delivering other Government priorities - friendship to overcome problems of loneliness and isolation, benefits to mental health, as well as keeping people active and healthy. Can I ask you, therefore, what further action the Welsh Government could take across portfolios to strengthen adult education services in our communities, not just as a mechanism to deliver education but also to deliver our well-being objectives?
Welsh: Diolch am eich ateb, Weinidog. Rwyf bob amser yn edmygu'r cyfraniad y mae addysg oedolion yn ei wneud i ansawdd bywyd yn fy etholaeth a gwn eich bod wedi ymweld â dosbarth yng Nghanolfan Soar ddydd Llun, felly byddwch wedi gweld hynny â'ch llygaid eich hun. Nid oes unrhyw amheuaeth fod addysg oedolion yn cynnig cyfleoedd gwerthfawr i ddysgu, ond mae hefyd yn wych am gyflawni blaenoriaethau eraill y Llywodraeth - cyfeillgarwch i oresgyn problemau unigrwydd ac arwahanrwydd, manteision iechyd meddwl, yn ogystal â chadw pobl yn egnïol ac yn iach. A gaf i ofyn i chi, felly, pa gamau gweithredu eraill y gallai Llywodraeth Cymru eu rhoi ar waith ar draws y portffolios i gryfhau gwasanaethau addysg oedolion yn ein cymunedau, nid fel mecanwaith i ddarparu addysg yn unig, ond hefyd i gyflawni ein hamcanion lles?
English: Well, Dawn, you're absolutely right. On Monday morning, I had the opportunity to visit Canolfan Soar to meet the history group that were studying the impact of immigration on the history of Merthyr. The participants of the group were telling me that not only did it help them address issues of loneliness, it gave them a reason to leave their house, it helped them to continue to engage intellectually in a wide range of subjects, which they felt improved their physical health as well as their mental health, and actually had enabled them to make connections with other individuals to pursue other activities, not just learning - so, new friendship circles that led to them undertaking other activities, which was incredibly valuable. Of course, all of this was happening, I think, in a way that was accessible and affordable, so nobody was put off from participating because of costs associated, and I think that's really important. You'll be aware that the previous Minister commissioned a review into the future of Adult Learning Wales. I'm considering my options as a result of that review, but can I reassure you, as I said in answer to Oscar earlier, that I believe that everyone has a right to lifelong learning and I'm looking at innovative and new ways in which we can make that right a reality?
Welsh: Wel, Dawn, rydych yn llygad eich lle. Fore Llun, cefais gyfle i ymweld â Chanolfan Soar i gyfarfod â'r grŵp hanes a oedd yn astudio effaith mewnfudo ar hanes Merthyr Tudful. Dywedodd cyfranogwyr y grŵp wrthyf ei fod nid yn unig yn gymorth iddynt fynd i'r afael â materion unigrwydd, roedd hefyd yn rhoi reswm iddynt adael y tŷ, roedd yn gymorth iddynt barhau i ymgysylltu'n ddeallusol ag amrywiaeth eang o bynciau, ac roeddent yn teimlo bod hynny'n gwella'u hiechyd corfforol yn ogystal â'u hiechyd meddwl, ac mewn gwirionedd, roedd wedi eu galluogi i wneud cysylltiadau ag unigolion eraill i fynd ar drywydd gweithgareddau eraill, nid dysgu yn unig - felly, cylchoedd newydd o gyfeillion sydd wedi arwain at fwrw iddi ar weithgareddau eraill, a oedd yn hynod o werthfawr. Wrth gwrs, roedd hyn oll yn digwydd mewn ffordd a oedd yn hygyrch ac yn fforddiadwy, felly nid oedd unrhyw un yn cael eu hatal rhag cymryd rhan oherwydd costau cysylltiedig, a chredaf fod hynny'n wirioneddol bwysig. Fe fyddwch yn gwybod bod y Gweinidog blaenorol wedi comisiynu adolygiad o ddyfodol Addysg Oedolion Cymru. Rwy'n ystyried fy opsiynau o ganlyniad i'r adolygiad hwnnw, ond a gaf fi roi sicrwydd i chi, fel y dywedais mewn ateb i Oscar yn gynharach, fy mod yn credu bod gan bawb hawl i addysg gydol oes ac rwy'n edrych ar ffyrdd arloesol a newydd o wireddu'r hawl honno?
English: One issue that's been raised with me is that the courses that Merthyr college offer and are available to adult learners generally require full-time attendance and attendance in the daytime as well as in the evening. I just wonder - given the commitments that many adults will have for caring and employment, would the Minister agree with me that it would be desirable if Merthyr, and indeed other colleges, were better able to offer part-time courses that adults could attend in the evening to get these qualifications?
Welsh: Un mater a ddaeth i fy sylw yw bod y cyrsiau a gynigir gan goleg Merthyr Tudful ac sydd ar gael i oedolion sy'n ddysgwyr yn galw at ei gilydd am bresenoldeb amser llawn a phresenoldeb yn ystod y dydd yn ogystal â gyda'r nos. O ystyried yr ymrwymiadau y bydd gan lawer o oedolion o ran gofalu a chyflogaeth, tybed a fyddai'r Gweinidog yn cytuno â mi y byddai'n wych pe bai gan goleg Merthyr Tudful, a cholegau eraill yn wir, fwy o allu i gynnig cyrsiau rhan-amser y gallai oedolion eu mynychu gyda'r nos i gael y cymwysterau hyn?
English: The Member makes a very fair point. We need to have a variety of ways and a variety of settings that individuals can engage, and I will be discussing with colleagues in FE about what more they can do to support part-time provision, making sure it is accessible to all of those who would wish to participate in it, and I look forward to, as I said, finding new and innovative ways in which we can increase the opportunities for part-time learning, so that as many people as want to have the opportunity to take that up. I think it's good for the individual, it's good for society and, ultimately, that will be good for our economy.
Welsh: Mae'r Aelod yn gwneud pwynt teg iawn. Mae angen inni gael amrywiaeth o ffyrdd ac amrywiaeth o leoliadau i unigolion allu cymryd rhan, a byddaf yn cynnal trafodaethau gyda chymheiriaid ym maes addysg bellach ynglŷn â beth arall y gallant ei wneud i gefnogi darpariaeth ran-amser, gan sicrhau ei bod yn hygyrch i bawb sy'n dymuno cymryd rhan, ac edrychaf ymlaen, fel y dywedais, at ddod o hyd i ffyrdd newydd ac arloesol o gynyddu'r cyfleoedd ar gyfer dysgu rhan-amser, er mwyn sicrhau bod cymaint o bobl ag sy'n awyddus i wneud hynny yn cael cyfle i wneud hynny. Credaf fod hynny'n dda i'r unigolyn, yn dda i gymdeithas, ac yn y pen draw, bydd hynny'n dda i'n heconomi.
English: Thank you, Dawn. The curriculum is being designed for all learners. Underpinning the development work is a belief that someone's ability to benefit from education should not be determined ever by what their background is or where they live. This priority has been an important consideration in developing the new curriculum.
Welsh: Diolch, Dawn. Mae'r cwricwlwm yn cael ei gynllunio ar gyfer pob dysgwr. Yn sail i'r gwaith datblygu, ceir cred na ddylai cefndir rhywun neu ble maent yn byw effeithio ar eu gallu i elwa o addysg. Mae'r flaenoriaeth hon wedi bod yn ystyriaeth bwysig wrth ddatblygu'r cwricwlwm newydd.
English: Thank you for that, Minister, and you'll know that, for many children in Wales, it is the support offered by their school that is the key to transforming their life opportunities and shaping their lives generally and developing their self-confidence. Would you therefore agree that, as we develop and implement the new curriculum, and as we think about the funding of our school services into the future, then tackling disadvantage must remain a core priority of education policies of this Government? And can you give me some practical examples of how this can be done?
Welsh: Diolch, Weinidog, a byddwch yn gwybod, i lawer o blant yng Nghymru, fod y cymorth a gynigir gan eu hysgolion yn allweddol er mwyn trawsnewid eu cyfleoedd bywyd a rhoi siâp i'w bywydau yn gyffredinol a datblygu eu hunanhyder. A fyddech yn cytuno, felly, wrth inni ddatblygu'r cwricwlwm newydd a'i roi ar waith, ac wrth inni feddwl am gyllido ein gwasanaethau ysgol yn y dyfodol, fod angen sicrhau bod mynd i'r afael ag anfantais yn parhau i fod yn flaenoriaeth greiddiol i bolisïau addysg y Llywodraeth hon? Ac a allwch roi rhai enghreifftiau ymarferol i mi o sut y gellir gwneud hynny?
English: Well, Dawn, you're right that the curriculum will need to be supported by the school's wider support offers; it cannot be the curriculum alone that can tackle these issues. Issues such as inequality and disadvantage go beyond the scope of the curriculum, and must be considered more widely by individual schools, by individual local authorities, and, indeed, the Welsh Government itself. Breaking that cycle of poverty and disadvantage is a long-term commitment, and I've been very clear about my personal commitment to the pupil development grant for the remainder of this Assembly term, and look to increase other opportunities, for instance such as PDG Access, which look to address issues around the cost of the school day and how that can impact upon parents. With regard to PDG, we're investing an unprecedented amount - over £190 million in 2018-19 and 2019-20 - to support the education of children from our most disadvantaged communities.
Welsh: Wel, Dawn, rydych yn llygad eich lle y bydd angen i'r cwricwlwm gael ei gefnogi gan gynigion cymorth ehangach yr ysgol; ni all y cwricwlwm fynd i'r afael â'r materion hyn ar ei ben ei hun. Mae materion megis anghydraddoldeb ac anfantais yn mynd y tu hwnt i gwmpas y cwricwlwm, ac mae'n rhaid i ysgolion unigol, awdurdodau lleol unigol, ac yn wir, Llywodraeth Cymru, eu hystyried yn ehangach. Mae torri'r cylch hwnnw o dlodi ac anfantais yn ymrwymiad hirdymor, ac rwyf wedi datgan yn glir fy ymrwymiad personol i'r grant datblygu disgyblion ar gyfer gweddill tymor y Cynulliad hwn, a cheisio cynyddu cyfleoedd eraill, megis Grant Datblygu Disgyblion - Mynediad, sy'n ceisio mynd i'r afael â materion yn ymwneud â chost y diwrnod ysgol a sut y gall effeithio ar rieni. O ran y grant datblygu disgyblion, rydym yn buddsoddi swm digynsail - dros £190 miliwn yn 2018-19 a 2019-20 - i gefnogi addysg plant yn ein cymunedau mwyaf difreintiedig.