techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I have heard you say here today how well the coleg Cymraeg is doing in the work that they're doing, and I agree, and I've met with them to discuss that work. But, when the Minister for the Welsh language attended our committee, the Culture, Welsh Language and Communications Committee, very recently, we raised the issue with her that there was nothing in the draft budget to enhance that budget. The coleg Cymraeg has asked for £800,000 in addition this year, and then further future allocations in order to deliver this laudable work in our FE institutions. So, what do you say to them on that, and do you intend to listen to them and make changes to the budget when it comes to that stage?
Welsh: Dwi wedi clywed yma heddiw y ffaith eich bod chi'n dweud pa mor dda mae'r coleg Cymraeg yn ei wneud yn y gwaith maen nhw'n ei wneud, a dwi'n cytuno ac wedi cwrdd â nhw i drafod y gwaith hynny. Ond, pan ddaeth y Gweinidog iaith Gymraeg i'n pwyllgor ni, y Pwyllgor Diwylliant, y Gymraeg a Chyfathrebu, yn ddiweddar, fe wnaethon ni godi'r mater gyda hi nad oedd dim byd yn y gyllideb ddrafft er mwyn ehangu ar y gyllideb hynny. Mae'r Coleg Cymraeg wedi gofyn am £800,000 o arian yn ychwanegol y flwyddyn yma, ac wedyn mwy o ddyraniadau yn y dyfodol er mwyn gallu cyflawni'r gwaith clodwiw yma yn ein sefydliadau addysg bellach. Beth ydych chi'n dweud wrthyn nhw ynglŷn â hynny, ac ydych chi'n bwriadu gwrando arnyn nhw i newid y gyllideb pan ddaw at y cyfnod hwnnw?
English: I can confirm that discussions have been ongoing between the Welsh language division, the further education and apprenticeship division and finance officials to further explore what more we can do to support the important work of the coleg.
Welsh: Gallaf gadarnhau bod trafodaethau wedi bod yn mynd rhagddynt rhwng yr is-adran iaith Gymraeg, yr is-adran addysg bellach a phrentisiaethau a swyddogion cyllid i archwilio ymhellach beth arall y gallwn ei wneud i gefnogi gwaith pwysig y coleg.
English: As I said earlier, the disruption to schools has had a significant impact on learners' progression, health and well-being and confidence. It has affected some more than others - particularly those that are in the examination cohorts, the early years, and those that are disadvantaged in some way. We are working with our partners to develop a sustainable and resilient approach to promoting learning as we emerge from this pandemic.
Welsh: Fel y dywedais yn gynharach, mae'r tarfu ar ysgolion wedi effeithio'n sylweddol ar gynnydd, iechyd a llesiant a hyder dysgwyr. Mae wedi effeithio ar rai yn fwy nag eraill - yn enwedig y rheini sydd yn y carfannau arholiadau, y blynyddoedd cynnar, a'r rhai sydd dan anfantais mewn rhyw ffordd. Rydym yn gweithio gyda'n partneriaid i ddatblygu dull cynaliadwy a gwydn o hyrwyddo dysgu wrth inni ddod allan o'r pandemig hwn.
English: Thank you, Minister, for that frank and honest answer. As you've touched on in that answer, home schooling and associated issues have presented a number of challenges for families during the pandemic. Whilst many schools have seen an increase in the number of pupils attending hub provision, the overwhelming majority of children are still at home, and a large number are struggling, particularly where parents are balancing home schooling with homeworking and other issues. Whilst I welcome the £9.4 million announced by the mental health and well-being Minister last week, can you confirm that we will see a ramping up of counselling and emotional support for children and young people in our schools, and indeed their families as well, and that this will be an urgent priority of the Government during the current budget process and beyond that, so that these families can get the support that they need as we come out of the pandemic?
Welsh: Diolch am yr ateb diamwys a gonest hwnnw. Fel rydych wedi crybwyll yn eich ateb, mae addysgu gartref a materion cysylltiedig wedi cyflwyno nifer o heriau i deuluoedd yn ystod y pandemig. Er bod llawer o ysgolion wedi gweld cynnydd yn nifer y disgyblion sy'n mynychu darpariaeth hybiau, mae mwyafrif llethol y plant yn dal i fod gartref, ac mae nifer fawr yn ei chael hi'n anodd, yn enwedig lle mae rhieni'n cydbwyso addysgu gartref â gweithio gartref a phethau eraill. Er fy mod yn croesawu'r £9.4 miliwn a gyhoeddwyd gan y Gweinidog iechyd meddwl a llesiant yr wythnos diwethaf, a allwch gadarnhau y gwelwn gynnydd mewn cwnsela a chefnogaeth emosiynol i blant a phobl ifanc yn ein hysgolion, a'u teuluoedd hefyd yn wir, ac y bydd hon yn flaenoriaeth frys i'r Llywodraeth yn ystod proses bresennol y gyllideb a thu hwnt i hynny, fel y gall y teuluoedd hyn gael y gefnogaeth sydd ei hangen arnynt wrth inni ddod allan o'r pandemig?
English: Thank you, Nick, for your recognition of the real challenges that families have been facing at this time. I don't think anybody has not found home schooling or supporting remote learning at home particularly challenging. I'll hold my hands up myself; it is really, really difficult to do, and if you are working yourself, then it is particularly challenging. I want to say thank you to parents across Wales who have been working to support their children throughout this time. They've done a sterling job, and I know sometimes that has come at the expense of their own well-being. I'm very grateful to them. Going forward, as part of our recovery programme, we need to address both the issue of interrupted learning from a content point of view, but we also need to ensure that our children's emotional health and well-being needs are also addressed, so that they're in a position to learn. Sometimes, the discussion around recovery is all about cramming in more opportunities for more lessons. But as Yeats is sometimes said to have said, education is not about pouring more into the pail, it is about lighting fires. Our approach to recovery will be about supporting learners to re-engage and to relight that fire as well as addressing the issues of content that they may have missed.
Welsh: Diolch, Nick, am eich cydnabyddiaeth o'r heriau gwirioneddol y mae teuluoedd wedi bod yn eu hwynebu ar yr adeg hon. Rwy'n credu bod pawb yn teimlo bod addysgu gartref a chefnogi dysgu o bell gartref yn hynod o heriol. Rwy'n cyfaddef hynny fy hun; mae'n anodd iawn ei wneud, ac os ydych chi eich hun yn gweithio, mae'n arbennig o heriol. Hoffwn ddiolch i rieni ledled Cymru sydd wedi bod yn gweithio i gefnogi eu plant drwy gydol y cyfnod hwn. Maent wedi gwneud gwaith rhagorol, ac rwy'n gwybod weithiau fod hynny wedi digwydd ar draul eu llesiant eu hunain. Rwy'n ddiolchgar iawn iddynt. Wrth symud ymlaen, fel rhan o'n rhaglen adfer, mae angen inni fynd i'r afael â mater y tarfu a fu ar ddysgu o safbwynt cynnwys, ond mae angen inni hefyd sicrhau yr eir i'r afael ag anghenion iechyd a llesiant emosiynol ein plant hefyd, fel eu bod mewn sefyllfa i ddysgu. Weithiau, mae'r drafodaeth ynghylch adferiad yn ymwneud â phentyrru mwy o gyfleoedd i gael rhagor o wersi. Ond fel y dywedir weithiau fod Yeats wedi dweud, nid mater o arllwys rhagor i mewn i'r bwced yw addysg, ond mater o gynnau tanau. Bydd ein dull o adfer yn ymwneud â chefnogi dysgwyr i ailymgysylltu ac ailgynnau'r tân hwnnw yn ogystal â mynd i'r afael â chynnwys y gallent fod wedi'i golli.
English: Demand for Welsh-medium education in South Wales East remains high. Our investment in five new Welsh-medium primaries and several childcare and school extensions in this region will further support this upward trend. This is encouraging news, I think, as local authorities head towards the publication of their new Welsh in education strategic plans, with individual targets aligned with the Welsh Government's overall aims of 'Cymraeg 2050'.
Welsh: Mae'r galw am addysg cyfrwng Cymraeg yn Nwyrain De Cymru yn parhau i fod yn uchel. Bydd ein buddsoddiad mewn pump o ysgolion cynradd cyfrwng Cymraeg newydd a nifer o estyniadau i sefydliadau gofal plant ac ysgolion yn y rhanbarth hwn yn rhoi hwb pellach i'r duedd gynyddol hon. Rwy'n credu bod hyn yn newyddion calonogol wrth i awdurdodau lleol anelu at gyhoeddi eu cynlluniau strategol Cymraeg mewn addysg newydd, gyda thargedau unigol i gyd-fynd â nodau cyffredinol 'Cymraeg 2050' Llywodraeth Cymru.
English: Thank you. At the moment, at the moment, Minister, there is only Welsh-medium school in Blaenau Gwent, and travel there is a barrier, particularly for younger children. Obviously, parents don't want to put three-year-olds on two different buses to go to a school which is two valleys away. And local campaigners have been concerned for many years about the reduction in the number of children from the county attending Welsh-medium schools; that is until now: the council in Blaenau Gwent has proposed the construction of a new Welsh school, opening the first classrooms in 2023. Would you, first of all, Minister, join with me in congratulating campaigners such as Meryl Darkins and Ann Bellis, and also ensure that you will support the council in order to ensure that the school does open on time? In the meantime, Minister, could you speak to the Minister for transport to see whether there is any means of improving the transport situation for the children in the meantime, before that school opens? And this is my last point, I promise, Deputy Presiding Officer: I understand that this is a matter for the council, but you helped to put momentum behind Welsh-medium education in Merthyr last year when you provided grant funding. Places like Blaenau Gwent and Merthyr are so central to the target of a million Welsh speakers, so Government support would be truly beneficial here. Thank you.
Welsh: Ar hyn o bryd, Weinidog, dim ond un ysgol Gymraeg sydd ym Mlaenau Gwent, ac mae teithio yno yn rhwystr, yn enwedig ar gyfer plant iau. Wrth reswm, dyw rhieni ddim eisiau rhoi plant tair mlwydd oed ar ddau fws gwahanol i fynd i ysgol sydd ddau gwm i ffwrdd. Mae ymgyrchwyr lleol wedi pryderu ers blynyddoedd am ostyngiad yn y nifer o blant o'r sir sy'n mynychu ysgolion Cymraeg; hynny ydy, tan nawr. Mae'r cyngor ym Mlaenau Gwent wedi cynnig adeiladu ysgol newydd ar safle Ffordd y Siartwyr, gan agor y dosbarthiadau cyntaf yn 2023. A fyddech chi yn gyntaf, plis, Weinidog, yn ymuno gyda fi i longyfarch yr ymgyrchwyr, megis Meryl Darkins ac Ann Bellis, a hefyd yn sicrhau y byddwch chi'n cefnogi'r cyngor er mwyn gwneud yn siŵr y bydd yr ysgol yn agor ar amser? Yn y cyfamser, Weinidog, a fyddech chi'n gallu siarad gyda'r Gweinidog dros drafnidiaeth i weld os oes yna unrhyw fodd i wella'r sefyllfa drafnidiaeth ar gyfer y plant yn y cyfamser, cyn bod yr ysgol yn agor? Ac i gau - a dwi'n addo, Dirprwy Lywydd, mae hyn i gau - dwi'n deall bod hyn oll yn fater i'r cyngor, ond gwnaethoch chi helpu i roi momentwm y tu ôl i addysg Gymraeg ym Merthyr llynedd, pan oeddech chi wedi cynnig arian grant; mae llefydd fel Blaenau Gwent a Merthyr mor ganolog i'r targed o filiwn o siaradwyr, felly byddai cefnogaeth y Llywodraeth wir yn fuddiol yma. Diolch.
English: Thank you, Delyth. Welsh Government are supporting Blaenau Gwent with the development of the school that you have just referenced with a grant of £5.8 million. That grant has been awarded to address the very real logistical and travel problems that you have identified, and that has meant that families who would previously have chosen Welsh-medium education have not done so, because of the long distances involved. Therefore, it is very important that this need has been recognised, and with the help of that £5.8 million from Welsh Government, we will see a new Welsh-medium primary school in the Tredegar-Sirhowy area. It's much needed, much longed-for, and as you said, people have been campaigning for that. The local authority have also identified the need to improve their marketing and promotion strategy in relation to Welsh-medium education to sit alongside the development of that school. My only regret is that I will not be the Minister who gets the privilege and the pleasure of opening it and welcoming children to that new establishment.
Welsh: Diolch, Delyth. Mae Llywodraeth Cymru yn cefnogi Blaenau Gwent i ddatblygu'r ysgol rydych newydd gyfeirio ati gyda grant o £5.8 miliwn. Dyfarnwyd y grant hwnnw i fynd i'r afael â'r problemau logistaidd a theithio real iawn rydych wedi'u nodi, ac mae hynny wedi golygu nad yw teuluoedd a fyddai wedi dewis addysg cyfrwng Cymraeg o'r blaen wedi gwneud hynny oherwydd y pellteroedd teithio cysylltiedig. Felly, mae'n bwysig iawn fod yr angen hwn wedi'i gydnabod, a thrwy gymorth y £5.8 miliwn gan Lywodraeth Cymru, byddwn yn gweld ysgol gynradd Gymraeg newydd yn ardal Tredegar-Sirhywi. Mae'n fawr ei hangen, a llawer o alw amdani, ac fel y dywedoch chi, mae pobl wedi bod yn ymgyrchu dros hynny. Mae'r awdurdod lleol hefyd wedi nodi'r angen i wella ei strategaeth farchnata a hyrwyddo mewn perthynas ag addysg cyfrwng Cymraeg i gyd-fynd â datblygiad yr ysgol honno. Fy unig ofid yw nad fi fydd y Gweinidog sy'n cael y fraint a'r pleser o'i hagor a chroesawu plant i'r sefydliad newydd hwnnw.
English: Minister, six months ago the Welsh language commissioner expressed concern about the decline in the number of newly qualified teachers able to teach Welsh, and said it could undermine your Government's ambition to have a million speakers of the language in 30 years' time. I'm just wondering what you've been doing to address this.
Welsh: Weinidog, chwe mis yn ôl mynegodd comisiynydd y Gymraeg bryder am y gostyngiad yn nifer yr athrawon newydd gymhwyso sy'n gallu addysgu Cymraeg, a dywedodd y gallai danseilio uchelgais eich Llywodraeth i gael miliwn o siaradwyr yr iaith ymhen 30 mlynedd. Tybed beth rydych chi wedi bod yn ei wneud i fynd i'r afael â hyn.
English: You're absolutely right. To achieve the target in 2050 we do need to recruit more teachers who are able to teach in our Welsh-medium schools and in our bilingual schools, and we also need to equip our teachers working in English-medium schools to deliver high-quality Welsh lessons. We have set targets for ITE providers to recruit to the initial teacher education programmes, and we have established, although the pandemic has slightly impacted on it, a new conversion programme for teachers who have previously qualified to teach through the medium of Welsh in the primary sector, where we sometimes, in certain parts of Wales, have an oversupply, to allow them to convert quickly to be able to teach through the medium of Welsh in the secondary sector. We have seen significant demand for that professional learning programme, which I believe will help us to address some of the issues identified by the commissioner.
Welsh: Rydych chi'n llygad eich lle. Er mwyn cyrraedd y targed yn 2050 mae angen inni recriwtio mwy o athrawon sy'n gallu addysgu yn ein hysgolion cyfrwng Cymraeg ac yn ein hysgolion dwyieithog, ac mae angen inni hefyd arfogi ein hathrawon sy'n gweithio mewn ysgolion cyfrwng Saesneg i gyflwyno gwersi Cymraeg o ansawdd uchel. Rydym wedi gosod targedau i ddarparwyr addysg gychwynnol athrawon recriwtio i'r rhaglenni addysg athrawon cychwynnol, ac er bod y pandemig wedi effeithio ychydig arni, rydym wedi sefydlu rhaglen gyfnewid newydd ar gyfer athrawon sydd wedi cymhwyso'n flaenorol i addysgu drwy gyfrwng y Gymraeg yn y sector cynradd, lle mae gennym orgyflenwad weithiau mewn rhai rhannau o Gymru, i'w galluogi i gyfnewid yn gyflym i allu addysgu drwy gyfrwng y Gymraeg yn y sector uwchradd. Rydym wedi gweld galw sylweddol am y rhaglen dysgu proffesiynol honno, a chredaf y bydd yn ein helpu i fynd i'r afael â rhai o'r materion a nodwyd gan y comisiynydd.
English: Thank you, David. The Curriculum for Wales's fundamental purposes include learners becoming ethical, informed citizens of Wales and the world. Our guidance is clear that embedding the United Nations Convention on the Rights of the Child in learning and teaching is key to the vision for every school's curriculum, so that learners can learn about, through and for human rights.
Welsh: Diolch, David. Mae dibenion sylfaenol Cwricwlwm i Gymru yn cynnwys dysgwyr i fod yn ddinasyddion moesegol, gwybodus yng Nghymru a'r byd. Mae ein canllawiau'n glir fod ymgorffori Confensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn mewn dysgu ac addysgu yn allweddol i'r weledigaeth ar gyfer cwricwlwm pob ysgol, fel y gall dysgwyr ddysgu am, drwy ac ar gyfer hawliau dynol.
English: Thank you, Minister, and I commend that priority. I wonder if you could also advise us whether the Welsh Government contributed to the UK Government's response to UNESCO's seventh consultation on education for international understanding? I realise this is very specific, so if you would be prepared to write to me with that information, and perhaps give some details of the response, because I think this is a key area given the new climate in the United Kingdom now that we've left the European Union, and the additional global demands of climate change and the pandemic make this a really important area for education.
Welsh: Diolch, Weinidog, ac rwy'n cymeradwyo'r flaenoriaeth honno. Tybed a allech hefyd ddweud a gyfrannodd Llywodraeth Cymru at ymateb Llywodraeth y DU i seithfed ymgynghoriad UNESCO ar addysg er dealltwriaeth ryngwladol? Rwy'n sylweddoli bod hyn yn benodol iawn, felly os ydych yn barod i ysgrifennu ataf gyda'r wybodaeth honno, a rhoi rhai manylion am yr ymateb efallai, oherwydd credaf fod hwn yn faes allweddol o ystyried yr hinsawdd newydd yn y Deyrnas Unedig gan ein bod bellach wedi gadael yr Undeb Ewropeaidd, ac mae gofynion byd-eang ychwanegol newid hinsawdd a'r pandemig yn gwneud hwn yn faes gwirioneddol bwysig ar gyfer addysg.
English: David, I couldn't agree with you more and I will indeed write to you. FootnoteLink As I said in my original answer, guidance for our new curriculum for schools includes a section on learning about human rights, so that's understanding human rights and the sources of those rights; learning through human rights, which is the development of values, attitudes and behaviours that reflect human rights values; and learning for human rights, and that's the motivation of social action and empowerment of active citizenship to advance respect and the rights for all. This approach was developed in collaboration with the office of the Children's Commissioner for Wales, and we work with a range of stakeholders to provide really inspiring and supportive curriculum material on specific subjects to be able to develop teachers to do this well. Most recently, I was delighted to reference the work of Remembering Srebrenica Wales, who have worked with us to develop a new challenge for our Welsh Baccalaureate programme, and using the terrible tragedy and crime of Srebrenica as a vehicle for understanding and learning. And I'm very grateful for partner organisations such as those who are willing to work alongside us to provide these very valuable and necessary opportunities for children and young people.
Welsh: David, rwy'n cytuno'n llwyr â chi ac fe fyddaf yn ysgrifennu atoch, yn wir. FootnoteLink Fel y dywedais yn fy ateb gwreiddiol, mae canllawiau ar gyfer ein cwricwlwm newydd i ysgolion yn cynnwys adran ar ddysgu am hawliau dynol, felly deall hawliau dynol a ffynonellau'r hawliau hynny; dysgu drwy hawliau dynol, sef datblygu gwerthoedd, agweddau ac ymddygiadau sy'n adlewyrchu gwerthoedd hawliau dynol; a dysgu ar gyfer hawliau dynol, sef cymhelliant gweithredu cymdeithasol a grymuso dinasyddiaeth weithredol i hyrwyddo parch a hawliau i bawb. Datblygwyd y dull hwn mewn cydweithrediad â swyddfa Comisiynydd Plant Cymru, ac rydym yn gweithio gydag ystod o randdeiliaid i ddarparu deunydd cwricwlwm ysbrydoledig a chefnogol iawn ar bynciau penodol er mwyn gallu datblygu athrawon i wneud hyn yn dda. Yn fwyaf diweddar, roedd yn bleser mawr gennyf gyfeirio at waith Cofio Srebrenica Cymru, sydd wedi gweithio gyda ni i ddatblygu her newydd ar gyfer ein rhaglen Bagloriaeth Cymru, a defnyddio trychineb a throsedd ofnadwy Srebrenica fel cyfrwng ar gyfer deall a dysgu. Ac rwy'n ddiolchgar iawn am sefydliadau partner fel y rhai sy'n barod i weithio ochr yn ochr â ni i ddarparu'r cyfleoedd gwerthfawr ac angenrheidiol iawn hyn i blant a phobl ifanc.
English: Thank you, Huw. There are currently a range of measures to support learning, including extensive professional learning, significant investment in devices and connectivity, and £29 million for the accelerating learning programme. I am considering further actions to address the pandemic's impact on learners' education, health and well-being, and I will publish a learning recovery plan shortly.
Welsh: Diolch, Huw. Ar hyn o bryd mae amrywiaeth o fesurau i gefnogi dysgu, gan gynnwys dysgu proffesiynol helaeth, buddsoddiad sylweddol mewn dyfeisiau a chysylltedd, a £29 miliwn ar gyfer y rhaglen ddysgu carlam. Rwy'n ystyried camau pellach i fynd i'r afael ag effaith y pandemig ar addysg, iechyd a llesiant dysgwyr, a byddaf yn cyhoeddi cynllun adfer dysgu cyn bo hir.
English: Minister, I'm glad to hear that, and I know you'll join with me in applauding those teachers, headteachers, all of the people who've actually made huge efforts over the last year to continue teaching in some form or another, and to provide that welfare support and pastoral support as well through our education system. But I know that I'm having teachers in my own area saying to me now that whilst they are concerned about the welfare, not simply welfare in terms of the pandemic and teaching staff, but also having some down time, they do want to make use of the available time we have, particularly towards the summer, in terms of getting that catch-up provision for some of our pupils who really, really need it. So, Minister, I just wonder, how are discussions going with the various teaching unions to see whether they are flexible, and to actually work with Government and work with local schools, with the focus being on the education and the pastoral care of our students and helping them to catch up?
Welsh: Weinidog, rwy'n falch o glywed hynny, a gwn y byddwch yn ymuno â mi i ganmol yr athrawon, y penaethiaid, yr holl bobl sydd wedi gwneud ymdrechion enfawr dros y flwyddyn ddiwethaf i barhau i addysgu ar ryw ffurf neu'i gilydd, ac i ddarparu cymorth lles a chymorth bugeiliol hefyd drwy ein system addysg. Ond rwy'n gwybod fy mod yn cael athrawon yn fy ardal fy hun yn dweud wrthyf yn awr, er eu bod yn pryderu am les, nid yn unig lles mewn perthynas â'r pandemig a staff addysgu, ond o ran cael toriad hefyd, maent am ddefnyddio'r amser sydd ar gael i ni, yn enwedig tuag at yr haf, i gael darpariaeth dal i fyny ar gyfer rhai o'n disgyblion sydd ei hangen yn ddybryd iawn. Felly, Weinidog, tybed sut y mae trafodaethau'n mynd gyda'r gwahanol undebau athrawon i weld a ydynt yn hyblyg, ac i weithio gyda'r Llywodraeth mewn gwirionedd a gweithio gydag ysgolion lleol, gyda'r ffocws ar addysg a gofal bugeiliol ein myfyrwyr a'u helpu i ddal i fyny?