techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Nick, for that question. My officials have weekly conversations with the trade unions, discussing a wide range of issues and, clearly, the well-being of school and support staff features strongly. The Welsh Government has had very positive feedback from the services that the Education Support charity has been able to put in place this year, and we will continue to reflect on what more we can do to support the profession throughout the pandemic, and the period following. With regard to recruitment, what I can say, Nick, is that we have seen this year very strong recruitment to our initial teacher education programmes. I think the spotlight that has been put on the importance of education, and the crucial role that educators play in the life of children and young people and, indeed, supporting communities, has inspired very many people to think about a career in teaching, and I'm very pleased to see that.
Welsh: Diolch am y cwestiwn hwnnw, Nick. Mae fy swyddogion yn cael sgyrsiau wythnosol gyda'r undebau llafur i drafod ystod eang o faterion ac yn amlwg, mae llesiant staff ysgol a staff cymorth yn codi'n aml. Mae Llywodraeth Cymru wedi cael adborth cadarnhaol iawn gan y gwasanaethau y mae'r elusen Cymorth Addysg wedi gallu eu rhoi ar waith eleni, a byddwn yn parhau i ystyried beth arall y gallwn ei wneud i gefnogi'r proffesiwn drwy gydol y pandemig, a'r cyfnod sy'n dilyn. O ran recriwtio, yr hyn y gallaf ei ddweud, Nick, yw ein bod wedi gweld recriwtio cryf iawn eleni i'n rhaglenni addysg gychwynnol i athrawon. Rwy'n credu bod y sbotolau sydd wedi bod ar bwysigrwydd addysg, a'r rôl hollbwysig y mae addysgwyr yn ei chwarae ym mywyd plant a phobl ifanc, ac yn cefnogi cymunedau yn wir, wedi ysbrydoli llawer iawn o bobl i feddwl am yrfa mewn addysgu, ac rwy'n falch iawn o weld hynny.
English: Governing bodies have an essential role in improving school performance. Local authorities provide direct support to governors through their governor support services. Under Welsh language standards, all information, advice and guidance provided by the Welsh Government to local authorities is provided bilingually. Local authorities are under the same standard duties.
Welsh: Mae gan gyrff llywodraethu ran hanfodol i'w chwarae yn gwella perfformiad ysgolion. Mae awdurdodau lleol yn darparu cymorth uniongyrchol i lywodraethwyr drwy eu gwasanaethau cymorth i lywodraethwyr. O dan safonau'r Gymraeg, darperir yr holl wybodaeth, y cyngor a'r arweiniad a ddarperir gan Lywodraeth Cymru i awdurdodau lleol yn ddwyieithog. Mae awdurdodau lleol yn ddarostyngedig i'r un ddyletswydd o dan y safonau.
English: I'm a governor here in Denbighshire and as is required and reasonable for me to do, as with everyone else, I need a DBS check every now and again to ensure that I am a fit and proper person to be a governor. Now, I was invited for a DBS check recently and it was undertaken online, but if I want to do that through the medium of Welsh I have to ask for a paper form. Although I am a Welsh speaker, a governor in a Welsh-medium school where the governing body holds all of its meetings and administration through the medium of Welsh, I have to settle for a second-rate process. Now, there is discrimination on a linguistic basis here and I understand, too, that online applications usually take less than a week to process, but if done on paper it can take a month to six weeks. So, do you think that this kind of discrimination on the basis of language is acceptable, and if you don't, then my question is what will you and the Government do to try and put that right?
Welsh: Dwi'n lywodraethwr fan hyn yn Sir Ddinbych, ac fel sy'n ofynnol ac yn rhesymol, wrth gwrs, i mi wneud, fel pawb arall, mae angen DBS check bob hyn a hyn, i sicrhau fy mod i'n berson addas a chymwys i fod yn lywodraethwr. Nawr, mi ges i wahoddiad i wneud DBS check yn ddiweddar ar lein, ond os ydw i am wneud hynny drwy gyfrwng y Gymraeg, mae'n rhaid i fi ofyn am ffurflen bapur. Er fy mod i'n siaradwr Cymraeg, yn lywodraethwr ar ysgol gyfrwng Gymraeg â'r corff llywodraethol yn cynnal ei holl gyfarfodydd a'i gweinyddiaeth drwy gyfrwng y Gymraeg hefyd, mae'n rhaid i fi setlo am broses israddol. Nawr, mae yna wahaniaethu ar sawl ieithyddol yn fan hyn, a dwi'n deall hefyd bod ceisiadau ar lein fel arfer yn cymryd llai nag wythnos i'w prosesu, ond os ydw i'n gorfod gwneud cais ar bapur mae'n gallu cymryd o leiaf mis i chwe wythnos. Felly, ydych chi'n meddwl bod y math yma o wahaniaethu ar sail iaith yn dderbyniol, ac os nad ŷch chi, yna'r cwestiwn i fi, wrth gwrs, yw beth ŷch chi a'r Llywodraeth yn ei wneud er mwyn ceisio cywiro hynny?
English: Well, firstly, Llyr, can I thank you for serving as a governor? They are important roles and I would encourage everybody that is interested in education to think about how they can help our children and young people by doing what you do and serving in the role of governor. Clearly, the situation that you have just described is not acceptable. I'm grateful to you for bringing it to my attention, and I shall raise it with the necessary authorities to ensure that there is equality in the service that is offered to people who have taken the time and trouble to put themselves forward to undertake this important role. Diolch yn fawr.
Welsh: Wel, yn gyntaf, Llyr, a gaf fi ddiolch i chi am wasanaethu fel llywodraethwr? Maent yn rolau pwysig a byddwn yn annog pawb sydd â diddordeb mewn addysg i feddwl sut y gallant helpu ein plant a'n pobl ifanc drwy wneud yr hyn a wnewch chi a gwasanaethu yn rôl llywodraethwr. Yn amlwg, nid yw'r sefyllfa rydych newydd ei disgrifio yn dderbyniol. Rwy'n ddiolchgar i chi am dynnu fy sylw at y mater, a byddaf yn ei godi gyda'r awdurdodau angenrheidiol i sicrhau bod cydraddoldeb yn y gwasanaeth a gynigir i bobl sydd wedi rhoi amser ac ymdrech i gynnig eu hunain ar gyfer y rôl bwysig hon. Diolch yn fawr.
English: Minister, I'm pleased to hear that you have thanked everyone who has given of their time and skills to become governors in our schools, and their jobs are about to become more burdensome under the new curriculum, and more similar to the role of trustees or non-executive directors of businesses or charities. Certainly, their relationships with local communities will have to be more open, too, because of the curriculum. How will you ensure that governors receive all the training they need, and what measures are you putting in place to help learners and their families to hold governors to account?
Welsh: Weinidog, rwy'n falch o glywed eich bod chi wedi bod yn rhoi diolch i bawb sydd wedi rhoi o'u hamser a'u sgiliau i fod yn llywodraethwyr yn ein hysgolion, ac mae eu swyddi ar fin dod yn fwy beichus o dan y cwricwlwm newydd, a hyd yn oed yn fwy tebyg i roles ymddiriedolwyr neu gyfarwyddwyr anweithredol elusennau neu fusnesau. Yn sicr, bydd yn rhaid i'w perthynas gyda chymunedau lleol ddod yn fwy agored hefyd oherwydd y cwricwlwm. Sut ydych chi'n sicrhau y bydd llywodraethwyr yn cael yr holl hyfforddiant sydd ei angen arnynt, a pha fesurau ydych chi'n eu cynnig i helpu dysgwyr a'u teuluoedd i ddwyn llywodraethwyr i gyfrif?
English: Well, thank you for that, Suzy. Can I assure you that that training is already being delivered? For instance, even in the midst of the pandemic, GwE, our regional support service in north Wales, is already delivering a comprehensive programme of governor training in anticipation not only of curriculum reform but also ALN reform, and that is a programme of work that is being replicated across Wales. It is absolutely important that governors have the skills necessary to provide that supportive challenge to headteachers and to be able to play a full part in developing new curricula within their schools. You're right; this gives us a new opportunity to be able to explain to parents in the roll-out of the new curriculum the important role that governors will have and how parents themselves can influence that process, and indeed to encourage other parents to take up roles as governors, not just in the slot that is reserved for parents, but actually looking at ways in which they too can contribute, either to their own children's school or to other schools in their area.
Welsh: Wel, diolch am hynny, Suzy. A gaf fi eich sicrhau bod yr hyfforddiant hwnnw eisoes yn cael ei ddarparu? Er enghraifft, hyd yn oed ynghanol y pandemig, mae GwE, ein gwasanaeth cymorth rhanbarthol yng ngogledd Cymru, eisoes yn darparu rhaglen gynhwysfawr o hyfforddiant i lywodraethwyr cyn diwygio nid yn unig y cwricwlwm, ond anghenion dysgu ychwanegol hefyd, ac mae honno'n rhaglen waith sy'n cael ei hailadrodd ledled Cymru. Mae'n hollbwysig fod gan lywodraethwyr y sgiliau angenrheidiol i ddarparu'r her gefnogol honno i benaethiaid ac i allu chwarae rhan lawn wrth ddatblygu cwricwla newydd yn eu hysgolion. Rydych yn iawn; mae hyn yn rhoi cyfle newydd inni allu esbonio i rieni wrth gyflwyno'r cwricwlwm newydd y rôl bwysig a fydd gan lywodraethwyr a sut y gall rhieni eu hunain ddylanwadu ar y broses honno, ac yn wir annog rhieni eraill i ymgymryd â rolau llywodraethwyr, nid yn unig yn y slot a gedwir ar gyfer rhieni, ond gan edrych ar ffyrdd y gallant hwythau hefyd gyfrannu mewn gwirionedd, naill ai yn ysgol eu plant eu hunain neu mewn ysgolion eraill yn eu hardal.
English: We now turn to spokesperson's questions, and the first up this afternoon is the Conservative spokesperson, Suzy Davies.
Welsh: Trown yn awr at gwestiynau'r llefarwyr, a'r cyntaf y prynhawn yma yw llefarydd y Ceidwadwyr, Suzy Davies.
English: Thank you very much, Dirprwy Lywydd. Well, here we are, Minister - our last spokesperson session together. Dirprwy Lywydd, I hope we will get a chance - . I mean, I'm going to get a chance to thank other Members in this portfolio next week, but I hope you will allow me just a few words at the end for the Minister when we get to my third question. But I'll start with asking about this, which is that the Education Workforce Council has confirmed that registrations with them are down by 1,000 on last year. Many Members have been contacted by supply teachers, saying how difficult it's been for them to get work this year, yet your Recruit, Recover and Raise Standards programme has apparently found 1,800 new members of staff to help deliver on its intention. That's twice as many as you'd budgeted for, and especially impressive considering you've only spent £17 million this year of the £20 million you'd earmarked for this. If the number of registered staff has dropped, who are these 1,800 new members of staff, and how can you afford them for £17 million? Why is it only in the last 10 days that you've been able to reverse the position of providing only half the catch-up money for Welsh pupils that their peers in other parts of the UK have benefited from throughout the year?
Welsh: Diolch yn fawr iawn, Ddirprwy Lywydd. Wel, dyma ni, Weinidog - ein sesiwn lefarwyr ddiwethaf gyda'n gilydd. Ddirprwy Lywydd, gobeithio y cawn gyfle - . Rwy'n credu y byddaf yn cael cyfle i ddiolch i Aelodau eraill yn y portffolio hwn yr wythnos nesaf, ond rwy'n gobeithio y byddwch yn caniatáu imi ddweud ychydig eiriau wrth y Gweinidog ar y diwedd pan ddof at fy nhrydydd cwestiwn. Ond rwyf am ddechrau drwy ofyn ynglŷn â hyn, sef bod Cyngor y Gweithlu Addysg wedi cadarnhau bod cofrestriadau gyda hwy wedi gostwng 1,000 ers y llynedd. Mae athrawon cyflenwi wedi cysylltu â llawer o'r Aelodau i ddweud pa mor anodd y bu iddynt ddod o hyd i waith eleni, ac eto mae'n debyg bod eich rhaglen Recriwtio, Adfer a Chodi Safonau wedi dod o hyd i 1,800 o aelodau staff newydd i helpu i gyflawni ei bwriad. Mae hynny'n ddwywaith cymaint â'r nifer y gwnaethoch gyllidebu ar eu cyfer, ac yn arbennig o drawiadol o ystyried mai dim ond £17 miliwn rydych chi wedi'i wario eleni o'r £20 miliwn a glustnodwyd gennych ar gyfer hyn. Os yw nifer y staff cofrestredig wedi gostwng, pwy yw'r 1,800 aelod newydd o staff, a sut y gallwch eu fforddio am £17 miliwn? Pam mai dim ond yn ystod y 10 diwrnod diwethaf y llwyddoch chi i wrthdroi'r sefyllfa o ddarparu dim ond hanner yr arian dal i fyny i ddisgyblion Cymru y mae eu cyfoedion mewn rhannau eraill o'r DU wedi elwa arno drwy gydol y flwyddyn?
English: Thank you for that answer. So, what we're talking about here, then, is 1,800 equivalents of teachers, rather than new members of staff. I'm grateful for the clarification. But there's still no doubt at all that we need more teachers, and so I was pleased to have it confirmed that teachers from anywhere in the world will be permitted to apply to teach in Wales now. Newly qualified teachers will need particular support - I know we're going to have new ones, but they will need new support, of course, because of limited classroom experience, and all teachers will need to find time to acquire the knowledge and skills to design and teach the new curriculum. None of the NQT targets, apart from physical education, I think, have been met, and they still won't be, despite the new interest shown in teaching careers during COVID that you alluded to earlier. Do you think that might be because the degree, or the degree plus a PGCE, and of course now the Master's option route to teaching, is squeezing out talent, because the process is too long and too expensive, and maybe still values theory over life experience a bit much? And is part of potential applicants' worry that, despite the shortages that we've just been speaking about, schools won't have enough money to employ them and pay them properly?
Welsh: Diolch am yr ateb hwnnw. Felly, yr hyn rydym yn sôn amdano yma yw 1,800 o rai cyfwerth ag athrawon, yn hytrach nag aelodau newydd o staff. Rwy'n ddiolchgar am yr eglurhad. Ond nid oes amheuaeth o gwbl o hyd fod angen mwy o athrawon arnom, ac felly roeddwn yn falch o'i gael wedi'i gadarnhau y bydd athrawon o unrhyw le yn y byd yn cael gwneud cais i addysgu yng Nghymru yn awr. Bydd angen cymorth penodol ar athrawon newydd gymhwyso - rwy'n gwybod y byddwn yn cael rhai newydd, ond bydd angen cymorth newydd arnynt, wrth gwrs, oherwydd profiad ystafell ddosbarth cyfyngedig, a bydd angen i bob athro ddod o hyd i amser i gaffael gwybodaeth a sgiliau ar gyfer cynllunio ac addysgu'r cwricwlwm newydd. Nid oes yr un o'r targedau ANG, ar wahân i addysg gorfforol, rwy'n credu, wedi'u cyrraedd, ac ni chânt eu cyrraedd, er gwaethaf y diddordeb newydd a ddangoswyd mewn gyrfaoedd addysgu yn ystod COVID y cyfeirioch chi ato'n gynharach. A ydych yn credu efallai mai'r rheswm am hynny yw oherwydd bod y radd, neu'r radd ynghyd â TAR, ac opsiwn y llwybr Meistr i addysgu bellach wrth gwrs, yn gwthio talent allan, am fod y broses yn rhy hir ac yn rhy ddrud, ac efallai'n dal i roi pwyslais ar theori yn hytrach na phrofiad bywyd i ryw raddau? Ac er gwaethaf y prinder rydym newydd fod yn siarad amdano, rhan o bryder ymgeiswyr posibl yw na fydd gan ysgolion ddigon o arian i'w cyflogi a'u talu'n briodol?
English: Well, Suzy, I'm grateful for your acknowledgement that the Welsh Government has introduced new secondary legislation that allows teachers from across the world to enter into a process, with our Education Workforce Council, to be accredited to teach in this country. I believe those first applicants are already in process, including a new would-be maths teacher who qualified in the United States, who is very keen to take up a role here in one of our secondary schools in the capital. With regard to ITE, we have reformed initial teacher education to ensure that it gives our teachers the best possible start in a professional career. And we have recognised that the more traditional routes perhaps were putting off those people that had something very valuable to offer our children and young people, but the traditional routes were not appropriate to them. And that's why we've worked with our partners in the Open University, for instance, to develop a distance learning part-time route to qualified teacher status. That makes it much easier, especially in areas of Wales where you and I live, where, actually, accessing a university on a full-time basis is really challenging. And I'm delighted to say that we have seen good and strong recruitment to that part-time distance learning route that is now offered by the Open University.
Welsh: Wel, Suzy, rwy'n ddiolchgar am eich cydnabyddiaeth fod Llywodraeth Cymru wedi cyflwyno is-ddeddfwriaeth newydd sy'n caniatáu i athrawon o bob cwr o'r byd ddechrau proses, gyda'n Cyngor Gweithlu Addysg, i gael eu hachredu i addysgu yn y wlad hon. Rwy'n credu bod yr ymgeiswyr cyntaf eisoes wedi dechrau'r broses, gan gynnwys darpar athro mathemateg newydd a oedd wedi cymhwyso yn yr Unol Daleithiau, sy'n awyddus iawn i ymgymryd â rôl yma yn un o'n hysgolion uwchradd yn y brifddinas. Mewn perthynas ag addysg gychwynnol i athrawon, rydym wedi ei diwygio i sicrhau ei bod yn rhoi'r dechrau gorau posibl i'n hathrawon mewn gyrfa broffesiynol. Ac rydym wedi cydnabod efallai fod y llwybrau mwy traddodiadol yn methu denu'r bobl a oedd â rhywbeth gwerthfawr iawn i'w gynnig i'n plant a'n pobl ifanc ond nad oedd y llwybrau traddodiadol yn briodol iddynt. A dyna pam ein bod wedi gweithio gyda'n partneriaid yn y Brifysgol Agored, er enghraifft, i ddatblygu llwybr dysgu o bell rhan-amser i statws athro cymwysedig. Mae hynny'n ei gwneud yn llawer haws, yn enwedig yn yr ardaloedd o Gymru lle rydych chi a fi'n byw, lle mae cael mynediad at brifysgol ar sail amser llawn yn heriol iawn mewn gwirionedd. Ac rwy'n falch iawn o ddweud ein bod wedi gweld recriwtio da a chryf i'r llwybr dysgu o bell rhan-amser sydd bellach yn cael ei gynnig gan y Brifysgol Agored.
English: Well, Suzy, can I just say thank you very much for your kind words, and thank you for forgiving me? I do remember a certain public meeting in the Strand Hall in Builth Wells - although the subject that day was health - when I suspect that I was particularly mean, not that anybody in the Chamber would ever remember me being mean or sharp or difficult with people, but - . So, I thank you for that. You're right; it is an absolute dream job for me to become the education Minister, and I suspect an unexpected surprise to everybody, including myself. It's been a joy over the last five years. And I am sorry that you weren't here last week, because, if you had been, you would have heard me say that the Bill that we got to vote on last week was a better Bill for the scrutiny and the legislative process. And I was honoured to present it, not just as the Minister, but as a parliamentarian. And I agree with you, Suzy: there is something particularly interesting to have crossed the aisle, having served a very long apprenticeship on the opposition benches. And all I would say to anybody that finds themselves on the opposition benches and then maybe, or maybe not, might be lucky enough to find themselves in a position of Government is that it's a lot harder than it looks, and it's not as easy as you suggest that it might be when you're sitting on those opposition benches.
Welsh: Wel, Suzy, a gaf fi ddweud diolch yn fawr am eich geiriau caredig, a diolch ichi am faddau i mi? Cofiaf gyfarfod cyhoeddus penodol yn Neuadd y Strand yn Llanfair-ym-Muallt - er mai iechyd oedd y pwnc y diwrnod hwnnw - pan gredaf fy mod wedi bod yn arbennig o gas, nid y byddai neb yn y Siambr byth yn fy nghofio'n bod yn gas neu'n finiog neu'n anodd gyda phobl, ond - . Felly, diolch ichi am hynny. Rydych chi'n iawn; fy swydd ddelfrydol oedd dod yn Weinidog addysg, ac rwy'n tybio bod hynny'n syndod annisgwyl i bawb, gan gynnwys i mi fy hun. Mae wedi bod yn bleser dros y pum mlynedd diwethaf. Ac mae'n ddrwg gennyf nad oeddech yma yr wythnos diwethaf, oherwydd, pe baech chi wedi bod, byddech wedi fy nghlywed yn dweud bod y Bil y gwnaethom bleidleisio arno yr wythnos diwethaf yn Fil gwell oherwydd y gwaith craffu a'r broses ddeddfwriaethol. Ac roedd yn anrhydedd cael ei gyflwyno, nid yn unig fel Gweinidog, ond fel seneddwr. Ac rwy'n cytuno, Suzy: mae rhywbeth arbennig o ddiddorol am fod wedi croesi'r llawr, ar ôl treulio prentisiaeth hir iawn ar feinciau'r gwrthbleidiau. A'r cyfan y byddwn yn ei ddweud wrth unrhyw un sydd ar feinciau'r gwrthbleidiau ac yna efallai, neu efallai ddim, yn ddigon ffodus i fod mewn Llywodraeth yw ei fod yn llawer anoddach nag y mae'n edrych, ac nid yw mor hawdd ag yr awgrymwch y gallai fod pan fyddwch yn eistedd ar feinciau'r gwrthbleidiau.
English: Thank you, Deputy Presiding Officer. One of the issues that is of concern to the majority of teachers is the workload that they are having to deal with in addition to the work that they are trained to do, namely to educate and to lead. According to some, the additional burden, the daily bureaucracy, has got worse over the past five years. What's your response to that claim?
Welsh: Diolch, Dirprwy Lywydd. Un o'r materion sy'n pryderu'r mwyafrif o athrawon ydy'r baich gwaith maen nhw'n gorfod delio ag o ar ben y gwaith maen nhw wedi'u hyfforddi i'w wneud, sef addysgu ac arwain addysgu. Yn ôl rhai, mae'r baich gwaith ychwanegol yma, y biwrocratiaeth dyddiol, wedi gwaethygu dros y bum mlynedd diwethaf. Beth ydy'ch ymateb chi i'r honiad hwnnw?
English: I recognise that we ask an awful lot of our teaching professionals. And now, more than ever, we need to attach even greater weight and greater pace to the managing workload and reducing bureaucracy group. That group is still working, despite the challenges of the pandemic, to identify the pressures facing teachers and implement new solutions. The workload charter has now been published, with the workload and well-being page on Hwb currently in development. The education support charity that I also spoke of earlier is producing a well-being toolkit on Hwb, which will contain a greater range of resources and practical advice, to be published in April, and the Welsh Government continues to work with our partners in regional consortia, in individual local education authorities, and, indeed, with Estyn, to ensure that the demands placed on schools from outside organisations are manageable, proportionate and add value to outcomes for children.
Welsh: Rwy'n cydnabod ein bod yn gofyn llawer iawn gan ein haddysgwyr proffesiynol. Ac yn awr yn fwy nag erioed, mae angen inni gyflymu a rhoi mwy fyth o bwyslais ar waith y grŵp rheoli llwyth gwaith a lleihau biwrocratiaeth. Mae'r grŵp hwnnw'n dal i weithio, er gwaethaf heriau'r pandemig, ar nodi'r pwysau sy'n wynebu athrawon a gweithredu atebion newydd. Mae'r siarter llwyth gwaith bellach wedi'i chyhoeddi, gyda'r dudalen llwyth gwaith a llesiant ar Hwb yn cael ei datblygu ar hyn o bryd. Mae'r elusen cymorth addysg y siaradais amdani'n gynharach hefyd yn cynhyrchu pecyn cymorth llesiant ar Hwb, a fydd yn cynnwys ystod ehangach o adnoddau a chyngor ymarferol, i'w gyhoeddi ym mis Ebrill, ac mae Llywodraeth Cymru yn parhau i weithio gyda'n partneriaid yn y consortia rhanbarthol, mewn awdurdodau addysg lleol unigol, ac yn wir, gydag Estyn, i sicrhau bod y galwadau ar ysgolion gan sefydliadau allanol yn ymarferol, yn gymesur ac yn ychwanegu gwerth at ganlyniadau i blant.