techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I just wanted to ask in terms of data: is there more data gathering and consistency in terms of why pupils are leaving Welsh-medium education at whatever point? Because, one of the challenges that has emerged when I've scrutinised this issue in the past is that there has been a lack of consistency in terms of asking why there have been changes in the data gathering and taking for granted that, perhaps, families have moved to other areas but not that assurance or certainty, and that it's up to headteachers to know where to feed that information in. Do we have that understanding in order to understand the importance of the investment in immersion and whether it's an issue in terms of that being able to make a difference and raise confidence among families and pupils in terms of the language?
Welsh: Roeddwn i jest eisiau gofyn o ran y data: oes yna, felly, fwy o gasglu data a chysondeb o ran pam bod disgyblion efallai yn gadael addysg Gymraeg ar ba bynnag pwynt? Oherwydd, un o'r heriau sydd wedi bod pan dwi wedi craffu ar hyn yn y gorffennol yw bod - [ Anghlywadwy.] - cysondeb o ran gofyn pam bod yna newid neu gasglu'r data yna, a'i gymryd yn ganiataol, efallai, ei fod o oherwydd bod teulu wedi symud i ardal arall, ond dim y sicrwydd hynny a'i bod o i fyny i brif athrawon wybod ond ddim yn gwybod lle i fwydo'r wybodaeth yna nôl. Ydy o'n rhywbeth mae gennym ni ddealltwriaeth ohono er mwyn deall wedyn pwysigrwydd y buddsoddiad mewn trochi ac ati, os ydy hynny'n gallu gwneud gwahaniaeth a chodi hyder teulu neu ddisgybl o ran yr iaith?
English: Yes, certainly, we do have those discussions, but as the Minister has already said, the situation of each local authority is different and although there are around five to 10 reasons why people do leave, those reasons do vary from community to community and from local authority to local authority. So, when we see similar patterns emerging, we as officials can twin some local authorities, and so on, and see how we can tackle some of those issues. But what we need are ongoing conversations. And of course, the education fora are also available to highlight some of these things.
Welsh: Ydyn, yn sicr, rydyn ni'n cael y trafodaethau yna, ond fel mae'r Gweinidog eisoes wedi ei ddweud, mae sefyllfa pob awdurdod lleol yn wahanol ac er bod yna efallai rhyw bump i 10 o resymau pam mae pobl yn gadael, mae'r rhesymau yna yn amrywio o gymuned i gymuned ac o awdurdod lleol i awdurdod lleol. Ac felly, pan rydyn ni'n gweld patrymau tebyg, fedrwn ni fel swyddogion efeillio rhai awdurdodau lleol ac yn y blaen a gweld sut rydyn ni'n mynd i'r afael â rhai o'r pethau. Ond, beth rydyn ni ei hangen ydy sgyrsiau parhaus. Ac wrth gwrs, mae'r fforymau addysg hefyd ar gael i amlygu rhai o'r pethau yma.
English: So, that data is being gathered now in terms of every pupil - we are collecting that data, are we?
Welsh: Wedyn, mae'r data yna yn cael ei gasglu rŵan o ran bob disgybl - rydyn ni yn casglu'r data yna, ydyn ni?
English: Well, the PLASC data are available for each student, so, we know - we are looking at continuity between education phases and so on.
Welsh: Wel, mae data PLASC, onid ydy, fesul disgybl, felly rydyn ni'n gwybod - rydyn ni'n edrych ar ddilyniant rhwng cyfnodau addysg ac yn y blaen.
English: Well, that's a fair question, I think. As I said previously, every authority has accepted the challenge, if you like, and in terms of the ranges of progress, they're ambitious. So, I think that's a good sign of commitment generally, and I think that's true of every authority. But what I have been doing for the first time is having political meetings with leaders in every county. We haven't finished those yet - we're going through that now; we're going through the list, if you like, at the moment. And what that means, with council leaders and directors of education, is that it gives me an opportunity to re-emphasise my expectations in terms of the WESPs. At present, I don't have any reason to think that local authorities won't respond positively to the things that they've agreed to do in the WESPs. They're 10-year plans, of course, for the first time, so, certainly, things will happen in the meantime that will change the context and will bring challenges. But, as you know, I monitor those consistently and I request an annual progress report, so there are opportunities in the wake of that to be able to ensure that the ambition and the political commitment are in place and that we maintain the momentum, if you like, that we have at present.
Welsh: Wel, mae hwnnw'n gwestiwn teg, rwy'n credu. Fel roeddwn yn ei ddweud yn gynharach, mae pob un awdurdod wedi derbyn yr her, os hoffech chi, ac, o ran y ranges, mae'r ystod o gynnydd yn uchelgeisiol. Felly, mae hynny'n arwydd da, rwy'n credu, o ymrwymiad yn gyffredinol, ac mae hynny'n wir am bob un awdurdod. Ond beth rwy wedi bod yn ei wneud am y tro cyntaf, rili, yw cynnal cyfarfodydd gwleidyddol gydag arweinwyr ym mhob sir. Wrth gwrs, dŷn ni ddim wedi cwblhau hynny eto - rŷn ni'n mynd trwy'r rhestr, os hoffech chi, ar hyn o bryd. A beth mae hynny'n ei olygu, gydag arweinwyr cynghorau a chyfarwyddwyr addysg, yw ei fod yn rhoi cyfle i mi ail-bwysleisio fy nisgwyliadau i o ran y cynlluniau. Does gyda fi, ar hyn o bryd, dim unrhyw reswm i feddwl na fydd awdurdodau yn ymateb yn gadarnhaol i'r pethau y maen nhw wedi cytuno i'w wneud yn y cynlluniau. Maen nhw'n gynlluniau 10 mlynedd, wrth gwrs, am y tro cyntaf, felly, yn sicr, bydd pethau'n digwydd yn y cyfamser sydd yn mynd i fod yn newid y cyd-destun efallai ac yn gwneud pethau'n heriol. Fel rŷch chi'n gwybod, rwy'n monitro'r rhain yn gyson ac yn gofyn am adroddiad blynyddol ar gynnydd, felly mae cyfleoedd yn sgil hynny i allu cadw sicrhau bod yr uchelgais a'r ymrwymiad gwleidyddol yn eu lle a'n bod yn cynnal y momentwm, os hoffech chi, sydd gyda ni ar hyn o bryd.
English: Thank you, Chair. Good morning, Minister.
Welsh: Diolch, Cadeirydd. Bore da, Gweinidog.
English: When we asked for evidence, Dyfodol i'r Iaith came in and they said that they wanted to see, in the 10-year WESP cycle, targeting and monitoring in the short, medium and long term as well. What assessment have you made of that, and do you think that the WESPs, in the 10-year cycle, are going to do what you want them to do?
Welsh: Pan oedden ni'n gofyn am dystiolaeth, fe wnaeth Dyfodol i'r Iaith dod i mewn a dywedon nhw eu bod nhw yn moyn gweld, yn y system, cycle 10 mlynedd y WESP, targedau a mwy o fonitro yn y tymor byr, y tymor canolig a'r tymor hir hefyd. Pa asesiad ŷch chi wedi'i wneud o hwnna, ac a ydych chi'n meddwl bod y WESPs, yn y cycle 10 mlynedd, yn gwneud beth rŷch chi'n moyn iddyn nhw ei wneud?
English: Yes, I think they do. As I said, annual monitoring does take place on the basis of the progress reports that will be published by local authorities. I'll be keeping a weather eye on those to ensure that progress is taking place. So, that happens on an annual basis. There's also an opportunity to look again at the plans if things aren't on track - to formulate a new strategic plan, if the current plan isn't adequate. But also, as you'll know, local authorities are preparing their five-year operational plans for the first half of the plans, which will hopefully be submitted before the end of the year, and that also puts more meat on the bone in terms of the detail of what will be provided within the wider plan that we have. So, I think that balance is a very important one to strike. But also, one of the issues that I have been discussing with leaders is that the strategic plans are one of the policy frameworks that are central to education policy in every county, and that we need to look at that at the same level as local authority plans for wider investment in the education estate. And I will want to see progress with regard to the WESPs happening as part of the process of looking at wider capital investment in every county.
Welsh: Ydw, dwi'n credu eu bod nhw. Fel rwy'n ei ddweud, mae monitro blynyddol yn digwydd ar sail yr adroddiadau cynnydd wrth awdurdodau. Felly, byddwn ni'n cadw llygad manwl ar hynny i sicrhau bod cynnydd yn digwydd. Felly, mae hynny'n rhywbeth blynyddol. Mae cyfle hefyd ail edrych ar y planiau, os nad yw pethau ar drac, os hoffech chi - i greu cynllun strategol newydd, os nad yw'r un presennol yn ddigonol. Ond hefyd, fel rŷch chi'n gwybod, mae awdurdodau ar hyn o bryd yn paratoi cynlluniau gweithredu pum mlynedd am yr hanner cyntaf o'r cynllun, a fydd yn cael eu cyflwyno, gobeithio, cyn diwedd y flwyddyn, ac mae hynny hefyd yn rhoi mwy o gig ar yr asgwrn wedyn ynglŷn â manylder beth sy'n cael ei ddarparu o fewn y cynllun ehangach sydd gyda ni. Felly, rwy'n credu bod y balans hwnnw yn un pwysig. Ond hefyd, un o'r pethau rwyf wedi bod yn ei drafod gydag arweinwyr yw bod y cynlluniau strategol yn un o'r fframweithiau polisi sy'n ganolog i addysg ym mhob sir - hynny yw, bod edrych ar hwnnw yn gyfystyr â chynlluniau'r awdurdod, er enghraifft, i fuddsoddi'n ehangach yn yr ystâd addysg. A byddaf eisiau gweld cynnydd yn y WESPs yn digwydd fel rhan o'r broses o edrych ar fuddsoddiad cyfalaf ehangach ym mhob sir hefyd.
English: Thank you very much. The five-year operational plan isn't a statutory one. This is a process that has been introduced in order to put more meat on the bone, as the Minister has said, for the 10-year plans, and to provide assurance to the Minister and Welsh Government officials that that prioritisation is taking place, and that action is being taken from year to year. So, this is more of an internal process for local authorities, but to be done in collaboration with their education fora. The expectation is that the operational plans are co-designed with their education fora, and then, obviously, put before their cabinet for approval before being submitted to the Welsh Government. But that's part of the process of collaboration and strengthens our ability to assess and monitor progress along the journey of the 10-year period.
Welsh: Diolch yn fawr iawn. Na, dyw'r cynllun gweithredu pum mlynedd ddim yn statudol. Mae hwn yn broses sydd wedi cael ei gyflwyno er mwyn rhoi mwy o gig ar yr asgwrn, fel mae'r Gweinidog eisoes wedi'i ddweud, ar y cynlluniau 10 mlynedd, ac i roi sicrwydd i'r Gweinidog ac i swyddogion Llywodraeth Cymru fod y blaenoriaethu yna yn digwydd, a bod y gweithredu yna yn digwydd o flwyddyn i flwyddyn. Felly, mae hwn yn fwy o broses fewnol i'r awdurdodau lleol, ond i'w wneud mewn cydweithrediad llwyr gyda'i fforymau addysg hefyd. Hynny yw, y disgwyliad yw bod y cynlluniau gweithredu yn cael eu cyd-gynllunio gyda'u fforymau addysg, ac yn amlwg eu cyflwyno gerbron eu cabinet i gael cymeradwyaeth cyn cyflwyno i Lywodraeth Cymru. Ond mae hwn yn rhan o'r broses o gydweithio ac yn cryfhau'n gallu i asesu a monitro'r cynnydd ar hyd y trywydd - ar hyd cyfnod y 10 mlynedd.
English: Thanks for that. Back to Tom. Sorry for that.
Welsh: Diolch am hynny. Nôl at Tom. Sori am hynny.
English: All right? Thank you for that, Tom. We'll move on to Sioned Williams.
Welsh: Iawn? Ocê. Diolch am hwnna, Tom. Fe wnawn ni symud ymlaen at Sioned Williams.
English: Thank you, Chair, and good morning, Minister. Tom and Delyth, truth be told, have talked in detail there about the monitoring and assessment process. And in one of your earlier responses, you said that you feel by now that the WESPs as amended do accept the target that has been set in terms of policy by the Welsh Government and that you are content that they understand the level of challenge. So, clearly, the monitoring and assessment process is vital to ensure that they do achieve this promise and what they say they accept in their plans. We're now talking about the implementation plans for the first five years of the plans and that that is monitored on an annual basis. But, from what I understood from what Siwan said, that is going to be done by local authorities. Is that the case?
Welsh: Diolch, Cadeirydd, a bore da, Gweinidog. Mae Tom a Delyth mewn gwirionedd wedi sôn yn eithaf helaeth fanna ynglŷn â'r broses monitro ac asesu. Ac fe wnaethoch chi sôn yn gynharach, yn un o'ch hatebion cynharach chi, eich bod chi'n teimlo erbyn hyn fod y CSCAau wedi'u diwygio yn derbyn y nod sy'n cael ei osod o ran polisi gan Lywodraeth Cymru a'ch bod chi'n fodlon eu bod nhw yn deall lefel yr her. Felly, yn amlwg, mae'r broses monitro ac asesu'n gwbl allweddol i wneud yn siŵr eu bod nhw'n cyflawni ar yr addewid yma a'r hyn maen nhw'n dweud eu bod nhw'n derbyn yn y cynlluniau. Rŷn ni nawr yn siarad am y cynlluniau gweithredu ar gyfer pum mlynedd cyntaf y cynlluniau a bod hynny'n cael eu monitro yn flynyddol. Felly, o beth rwy'n ei ddeall o beth ddywedodd Siwan, mae hwnna'n mynd i ddigwydd drwy gam awdurdod lleol. Ydw i'n iawn?
English: What element?
Welsh: Pa elfen?
English: That element of annual monitoring.
Welsh: Yr elfen o'r monitro blynyddol yna.
English: No, we'll see those as well. The documentation will be presented - they'll go to local cabinets anyway, but we'd expect to see those as well. They will be public documents, basically.
Welsh: Na, byddwn ni'n gweld y rheini hefyd. Bydd y dogfennau hynny'n rhai fydd yn cael eu cyflwyno - byddan nhw'n mynd i'r cabinets lleol, wrth gwrs, beth bynnag, ond byddwn ni'n disgwyl gweld y rheini hefyd. Byddan nhw'n ddogfennau cyhoeddus, basically.
English: Right. And then what is the next step if those don't achieve the aims in your view?
Welsh: Reit. A wedyn beth yw'r cam os nad yw'r rheini yn cyrraedd y nod yn eich tyb chi?
English: Well, there will be discussions with the local authorities to ensure that more progress is made in the plan. If that doesn't happen, there will be a requirement from me to present a new plan. If that doesn't happen, we can't force local authorities to do that. That's what I referred to earlier in the earlier question from Tom Giffard. But that will be an important element of my considerations in terms of investing more widely. That will be taken into consideration in terms of the council's broader investment plans.
Welsh: Wel, byddai trafodaethau'n digwydd gyda chynghorau lleol i sicrhau bod mwy o gynnydd yn digwydd yn y cynllun. Os nad ydy hynny'n digwydd, mae gofyniad gennyf i i gyflwyno cynllun newydd. Os nad ydy hynny'n digwydd, does gennyf fi ddim gallu i allu gorfodi awdurdodau i wneud hynny. Dyna beth roeddwn i'n cyfeirio ato gynnau yn y cwestiwn gan Tom Giffard. Ond bydd hwnna yn elfen bwysig yn fy ystyriaethau i o ran buddsoddi yn ehangach. Bydd hwnna'n cael ei gymryd mewn i ystyriaeth yng nghynlluniau buddsoddi ehangach y cyngor.
English: Right. So, in order to make these WESPs and to achieve greater progress and to ensure that that happens, you clearly can use those decisions that you have on other programmes to encourage and incentivise. But are there any other steps that you could take?
Welsh: Iawn. Felly, er mwyn gwneud y CSCAau yma a gwneud y cynnydd yn fwy a sicrhau hynny, rŷch chi yn amlwg yn gallu defnyddio eich penderfyniadau o ran rhaglenni eraill i gymell. Oes yna rywbeth arall fyddai'n bosib?
English: At present, that's the statutory structure, but, as I said earlier, one of the opportunities that we're discussing with some of your colleagues is what we can do to ensure that there are more statutory powers in this context.
Welsh: Ar hyn o bryd, dyna'r strwythur statudol, ond, fel roeddwn i'n dweud yn gynharach, un o'r cyfleoedd rŷn ni'n eu trafod gyda rhai o'ch cydweithwyr chi yw beth gallwn ni wneud i sicrhau bod mwy o bwerau a chryfder statudol ynghlwm fan hyn.
English: Thank you. You've said in your written response to us, and I've heard you say this time and time again in the Chamber, that the Welsh language belongs to all of us, and I think, therefore, that one of the things that are vital is that we all share the responsibility too for the future of the Welsh language. So, how are you going to intervene when education plans are irresponsible towards the future of the Welsh language with regard to it being a community language, but also in terms of Welsh-medium education? We've had evidence, and you, of course, are aware of legal challenges in this direction. So, what more can be done in terms of the things that aren't specifically related to the WESPs?
Welsh: Diolch. Rydych chi wedi dweud yn eich ymateb ysgrifenedig inni, ac rwyf i wedi eich clywed chi yn dweud droeon yn y Siambr, fod y Gymraeg yn perthyn inni i gyd, a hefyd, felly, beth rwyf i'n meddwl sy'n gwbl allweddol, fod cyfrifoldeb arnon ni i gyd am ddyfodol y Gymraeg. Felly, sut ydych chi'n mynd i ymyrryd pan fo cynlluniau addysg yn anghyfrifol tuag at ddyfodol y Gymraeg o ran bod yn iaith gymunedol, ond hefyd o ran addysg Gymraeg? Dŷn ni wedi cael tystiolaeth, ac wrth gwrs rŷch chi yn ymwybodol o heriau cyfreithiol sydd wedi bod yn hyn o beth. Felly, beth mwy gellid ei wneud o ran pethau sydd ddim yn benodol yn ymwneud â'r CSCAau?
English: What do you have in mind?
Welsh: Beth sydd gyda chi mewn golwg?
English: Well, I was thinking about developments in terms of English-medium education, or any developments that would have an impact on the future of the Welsh language in a community or in terms of Welsh-medium education in a community. You've talked about infrastructure, haven't you?
Welsh: Wel, meddwl roeddwn i ynglŷn â datblygiadau o ran addysg cyfrwng Saesneg, neu unrhyw ddatblygiadau fyddai'n cael effaith ar ddyfodol y Gymraeg mewn cymuned neu o ran addysg Gymraeg mewn cymuned. Rŷch chi wedi sôn tipyn bach am seilwaith, onid ydych chi?
English: A legal structure is involved in that already, of course. As you look at education development plans generally, as you know in another context, there is a responsibility on local authorities to take the impact that they will have, or the possible impact, on Welsh-medium education into consideration in developing plans. And if local authorities don't do that, as they should do, there is a risk that the plans that they have will face a legal barrier in terms of them progressing. So, that structure already exists in terms of judicial challenge and so on.
Welsh: Mae strwythur gyfreithiol yn perthyn i hynny yn barod, wrth gwrs. Wrth i chi edrych ar gynlluniau datblygu addysg yn gyffredinol, fel rŷch chi'n gwybod mewn cyd-destun arall, mae cyfrifoldebau ar awdurdodau lleol i gymryd yr effaith mae'r rheini yn ei gael neu'r effaith bosib arfaethedig bydd y rheini'n cael ar addysg Gymraeg i mewn i ystyriaeth wrth ddatblygu cynlluniau. Os nad yw awdurdodau yn gwneud hynny, fel dylen nhw fod yn ei wneud, mae risg wedyn i'r cynlluniau sydd ganddyn nhw, fod rhwystr iddyn nhw yn gyfreithiol rhag mynd yn eu blaen. Felly, mae'r strwythur honno yno eisoes drwy her barnwriaethol ac ati.
English: But, clearly, we have seen cases where that has happened. Is there anything that could be done in terms of monitoring by the Government to ensure that it doesn't reach that step?
Welsh: Ond, yn amlwg, rŷn ni wedi gweld achosion lle mae hynny wedi digwydd. Oes yna rywbeth gallai fod o ran monitro'r Llywodraeth er mwyn sicrhau dyw e ddim yn cyrraedd y cam yna?
English: Well, that already happens. That's part of the monitoring that's happening in the wake of the WESPs anyway. That is an element; that isn't limited to building new schools or moving along the continuum. There are other elements in the WESPs that allow that monitoring to happen. But the legal structure is very clear at present, I would say, in terms of the responsibilities on local authorities to ensure that there is no detrimental impact on the Welsh language in developing plans.
Welsh: Wel, mae hynny'n digwydd eisoes. Mae hynny yn digwydd beth bynnag ac mae hynny'n rhan o'r monitro bydd yn digwydd yn sgil y cynlluniau strategol beth bynnag. Mae hynny'n elfen; dyw hynny ddim wedi cael ei gyfyngu i adeiladu ysgolion newydd na symud ar y continwwm. Mae elfennau eraill sydd yn y cynlluniau sy'n caniatáu'r monitro hwnnw i ddigwydd. Ond mae'r strwythur gyfreithiol yn glir iawn, fe fyddwn i'n dweud, ar hyn o bryd o ran y cyfrifoldebau sydd ar awdurdodau i sicrhau nad oes effaith andwyol ar y Gymraeg wrth eu bod nhw'n datblygu cynlluniau.
English: You don't feel that there is a more effective way that the Government could safeguard that.
Welsh: Dydych chi ddim yn teimlo bod yna ffordd fwy effeithiol y gallai'r Llywodraeth ofalu ar ôl hynny.
English: If the committee has any specific comments to make on that, I'd be very interested to see those in the context of the new Bill. We have an opportunity, if you have specific recommendations to make on that, I'd be interested to hear them.
Welsh: Os oes unrhyw sylwadau penodol gan y pwyllgor i'w gwneud yn y cyd-destun hwnnw, byddai diddordeb mawr gyda fi i weld hynny yng nghyd-destun y Bil newydd. Mae cyfle gennym ni, os oes gennych chi argymhellion penodol i'w gwneud yn hynny o beth, a byddai gen i ddiddordeb i glywed beth fydden nhw.
English: Okay, thank you. We've heard several witnesses talking about the advantages of having a national system to monitor progress, understanding of course that there will be variation, as you said, that every local authority is starting from a different position and is in a different situation. But, they said that having a national system would be advantageous, and we have had a response from local authorities and Cymdeithas yr Iaith, for example, that giving that role to Estyn could be advantageous. Could I have your view on that, please?
Welsh: Iawn, diolch. Rydyn ni wedi cael sawl tyst yn sôn am fanteision cael system genedlaethol i fonitro cynnydd, gan wrth gwrs ddeall bod yna amrywiadau, fel gwnaethoch chi sôn, a bod pob awdurdod yn dechrau o fan gwahanol ac mewn sefyllfa wahanol. Ond, roedden nhw'n sôn y byddai cael rhyw system genedlaethol yn fanteisiol, ac rydyn ni wedi cael awgrym gan awdurdodau lleol a Chymdeithas yr Iaith, er enghraifft, y byddai efallai rhoi'r rôl yna i Estyn yn fanteisiol. Allaf i gael eich barn chi ar hynny?
English: We have a national structure to monitor those. We have a national framework. We've been discussing some of the elements that we have in terms of agreeing these plans with local authorities. I think it's very important that we don't lose that local connection. Certainly, we have options to strengthen what can be done around powers to ensure that there is accountability in the system. We're discussing that in another context. But, I wouldn't want to see that local link lost between provision and what is needed in terms of local planning. That local element is very important. It's a fundamental part of our system. I think that we need to ensure that.
Welsh: Mae gennym ni strwythur genedlaethol i fonitro'r rhain. Mae gennym ni fframwaith genedlaethol. Rydyn ni wedi bod yn trafod rhai o'r elfennau sydd gennym ni i gytuno'r cynlluniau yma gydag awdurdodau lleol. Rwy'n credu ei fod wir yn bwysig ein bod ni ddim yn colli'r cysylltiad lleol. Mae'n sicr bod opsiynau gennym ni er mwyn cryfhau beth gellid ei wneud o ran pwerau i sicrhau bod atebolrwydd yn y system. Rydyn ni'n trafod y rheini mewn cyd-destun arall. Ond, byddwn i ddim eisiau gweld colli'r cysylltiad lleol rhwng darpariaeth a'r hyn sydd ei angen o ran cynllunio'n lleol. Mae'r elfen leol yna'n bwysig iawn. Mae'n rhan elfennol o'n system ni. Rwy'n credu bod angen sicrhau hynny.
English: Thank you. I think that they were responding to the variation that there has been in the past. So, having some kind of single national framework would help in terms of consistency.
Welsh: Diolch. Dwi'n meddwl mai ymateb oedden nhw i'r amrywiadau sydd wedi bod yn y gorffennol. Felly, byddai cael rhyw fath o un fframwaith genedlaethol yn help o ran cysondeb.