English: This might take a while. You've got teachers there who have actually really bought into the principle. They've done their continuous professional development in order to make sure that they're in a position to develop and deliver a bac in a way that relates to the pupils as well, and they've looked at the community in which they work to see how they can use the freedom of how to populate the bac to get this right. This is exactly what the new curriculum could look like, but, as we heard, we had evidence from students in other schools, who were basically being told what to study: 'Just do a little bit extra than what you did at post 16, add bits of work you've already done.' That is not how the bac should work. So, if you'll bear with me, Dirprwy Lywydd, we've heard some of this: not enough time, duplicating work done in earlier years, reducing time for other studies, marking seems not commensurate with effort needed - this is the voice of pupils and students. And it's not that they don't value the skills, but it's that the process of achieving them can be inefficient, disproportionate, inconsistent and unappreciated by employers and, in some cases, further education and higher education. I just want to finish, if I may, Dirprwy Lywydd, on the Government's ambivalence on whether the bac should be compulsory. The committee sought clarity, but perhaps you can confirm, Minister, that you agree that you cannot make this compulsory post 16. I see now that colleges are getting more money to deliver it - teachers tell me it's more expensive to deliver than A-levels - so that's good. But that leaves colleges whose students don't want to take this at something of a financial disadvantage now, doesn't it? At least for the two years where students have just embarked on a programme where they haven't chosen the bac. I want to make this final point. If money is being used as an incentive for students to take this as an additional, rather than an alternative qualification, this may call into question the prioritisation of students' mental well-being, and, as you know, Minister, our committee's had plenty to say about that.
Welsh: Gallai hyn gymryd amser. Mae gennych athrawon yno sy'n gefnogol iawn i'r egwyddor. Maent wedi gwneud eu datblygiad proffesiynol parhaus er mwyn gwneud yn siŵr eu bod mewn sefyllfa i ddatblygu a chyflwyno bagloriaeth mewn ffordd sy'n berthnasol i'r disgyblion hefyd, ac maent wedi edrych ar y gymuned lle maent yn gweithio i weld sut y gallant ddefnyddio'r rhyddid i gymhwyso'r fagloriaeth er mwyn cael hyn yn iawn. Dyma'n union sut y gallai'r cwricwlwm newydd fod, ond fel y clywsom, cawsom dystiolaeth gan fyfyrwyr mewn ysgolion eraill, a oedd yn cael gwybod beth i'w astudio yn y bôn: 'Gwnewch ychydig bach yn ychwanegol i'r hyn a wnaethoch ar y lefel ôl-16 dyna i gyd, ychwanegwch ddarnau o waith rydych eisoes wedi'i wneud.' Nid dyna sut y dylai'r fagloriaeth weithio. Felly, os byddwch yn amyneddgar â mi, Ddirprwy Lywydd, rydym wedi clywed rhywfaint o hyn: dim digon o amser, dyblygu gwaith a wnaed mewn blynyddoedd cynharach, lleihau amser ar gyfer astudiaethau eraill, ymddengys nad yw marcio'n gymesur â'r ymdrech sydd ei hangen - dyma lais disgyblion a myfyrwyr. Ac nid yw'n fater o fethu gwerthfawrogi'r sgiliau, ond yn hytrach, mae'r broses o'u cyflawni'n gallu bod yn aneffeithlon, yn anghymesur, yn anghyson a heb ei gwerthfawrogi gan gyflogwyr ac mewn rhai achosion, gan addysg bellach ac addysg uwch. Hoffwn orffen, os caf, Ddirprwy Lywydd, gydag ansicrwydd y Llywodraeth ynglŷn ag a ddylai'r fagloriaeth fod yn orfodol. Chwiliai'r pwyllgor am eglurder, ond efallai y gallwch gadarnhau, Weinidog, eich bod yn cytuno na allwch ei wneud yn orfodol ar lefel ôl-16. Gwelaf yn awr fod colegau'n cael mwy o arian i'w darparu - mae athrawon yn dweud wrthyf ei bod yn ddrutach i'w darparu na safon uwch - felly mae hynny'n beth da. Ond mae hynny'n rhoi'r colegau nad yw eu myfyrwyr am wneud hyn dan rywfaint o anfantais ariannol erbyn hyn, onid yw? O leiaf ar gyfer y ddwy flynedd lle mae'r myfyrwyr newydd gychwyn ar raglen lle nad ydynt wedi dewis y fagloriaeth. Rwyf am wneud y pwynt olaf hwn. Os yw arian yn cael ei ddefnyddio fel cymhelliad i fyfyrwyr wneud y cymhwyster hwn fel cymhwyster ychwanegol, yn hytrach na chymhwyster amgen, gall hyn greu amheuaeth ynglŷn â'r ffordd y caiff lles meddyliol myfyrwyr ei flaenoriaethu, ac fel y gwyddoch, Weinidog, mae ein pwyllgor wedi bod â digon i'w ddweud am hynny.