techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: And this is exactly the issue we have around our extractive economy. Research shows that 51 per cent of Welsh milk is processed beyond our borders, and a review of the beef sector in Wales found that 72 per cent of Welsh cattle were slaughtered outside Wales. To fix this, we need to localise supply chains, so we need ambitious targets for local procurement. Just imagine the joint economic and environmental benefits if 75 per cent of food procured in Wales was sought from local suppliers. This would not only add value in terms of the quality of that food, but also mitigate the negative impact of the environmental climate change effect as well. So, it's time that we worked together across the Chamber to make this vision a reality for Wales, so I'm happy to support the debate. Diolch yn fawr iawn.
Welsh: A dyma'r union broblem sydd gennym gyda'n heconomi echdynnol. Mae ymchwil yn dangos bod 51 y cant o laeth Cymru'n cael ei brosesu y tu hwnt i'n ffiniau, a chanfu adolygiad o'r sector cig eidion yng Nghymru fod 72 y cant o wartheg Cymru yn cael eu lladd y tu allan i Gymru. Er mwyn datrys hyn, mae angen inni leoleiddio cadwyni cyflenwi, felly mae arnom angen targedau uchelgeisiol ar gyfer caffael lleol. Dychmygwch y manteision economaidd ac amgylcheddol cyfunol pe bai 75 y cant o'r bwyd a gaffaelir yng Nghymru wedi'i brynu gan gyflenwyr lleol. Byddai hyn nid yn unig yn ychwanegu gwerth o ran ansawdd y bwyd hwnnw, ond hefyd yn lliniaru effeithiau negyddol yr effaith newid hinsawdd amgylcheddol hefyd. Felly, mae'n bryd inni weithio gyda'n gilydd ar draws y Siambr i wireddu'r weledigaeth hon i Gymru, felly rwy'n hapus i gefnogi'r ddadl. Diolch yn fawr iawn.
English: Good morning. I'd like to welcome Members to this first meeting of the autumn term of the Children, Young People and Education Committee.
Welsh: Bore da. Hoffwn groesawu Aelodau i gyfarfod cyntaf tymor yr hydref o'r Pwyllgor Plant, Pobl Ifanc ac Addysg.
English: Good morning, all. Thank you for the opportunity to give evidence this morning.
Welsh: Bore da, bawb. Diolch am y cyfle i roi tystiolaeth yma y bore yma.
English: Thank you very much, Chair, and good morning. If I could return to the point on safety within schools, and note that the carbon dioxide monitors are getting to schools now, but what are schools to do if the carbon dioxide monitors do find that there needs to be air purification? There are schools that simply can't open their windows, for example. And wouldn't it be better to spend that £3 million that you've allocated for the ozone machines, which are very contentious, to assist with other methods of ventilation, focusing on the aspect of building ventilation, rather than their disinfection?
Welsh: Diolch yn fawr, Gadeirydd, a bore da. Gan fynd yn ôl at y pwynt ynglŷn â diogelwch o fewn yr ysgolion, a nodi bod y peiriannau carbon deuocsid yn cyrraedd ysgolion erbyn hyn, beth mae ysgolion i fod i'w wneud os ydy'r peiriannau carbon deuocsid yn canfod bod angen puro'r aer? Mae yna ysgolion sy'n methu agor eu ffenestri, er enghraifft. Ac oni fyddai hi'n well gwario'r £3 miliwn yma rydych chi wedi ei glustnodi ar gyfer y peiriannau osôn - sydd yn beiriannau dadleuol - i helpu efo dulliau eraill o lanhau'r aer, a chanolbwyntio ar agwedd awyru yr adeiladau, yn hytrach na'r ochr ddiheintio?
English: Well, there are two parts to that question. In terms of the first, the carbon dioxide monitors don't remove the need for an effective ventilation policy. It assists you in the classroom to know when further steps need to be taken. I expect that every school and every education establishment will have carried out a risk assessment already in this area, in terms of their classrooms, and so on, and have looked at what obstacles would stand in the way of increased ventilation if that were required. So, I expect that work to have already happened on the ground. We do have some experience of this. Anglesey, for example, is already using some of these monitors in its schools, and that has shown what can happen. On the ground, it can be something as simple as opening a window. But the process of risk assessment is supposed to demonstrate where further steps are necessary. And we then need to ensure that local authorities work with schools to respond to those needs. But in terms of the broader point you made, work is already ongoing with SAGE and here in Wales to evaluate the value of other air purification methods, not just the ozone machines. So, we'll see what emerges from that process too. Just to reassure you, no decision will be taken in terms of expenditure on ozone machines until we've received that TAG response, and the procurement process will start at that point, if it does start.
Welsh: Wel, mae dwy ran i'r cwestiwn hwnnw. O ran y rhan gyntaf, hynny yw, dyw'r peiriannau sydd yn monitro, wrth gwrs, ddim yn gwneud i ffwrdd â'r galw i gael polisi awyru sydd yn effeithiol. Felly, mae e'n eich cynorthwyo chi yn yr ystafell ddosbarth i wybod a oes angen cymryd camau pellach. Rwy'n disgwyl bod pob ysgol a phob sefydliad addysgiadol wedi gwneud asesiad risg eisoes ynglŷn â hyn, ynglŷn â'u mannau dysgu, ac yn edrych ar ba rwystau a fyddai yna i ehangu ar awyru pe bai angen gwneud hynny. Felly, rwy'n disgwyl bod y gwaith hynny wedi digwydd eisoes ar lawr gwlad. Mae rhyw brofiad gyda ni o hyn. Mae Ynys Môn eisoes yn defnyddio rhai o'r peiriannau yma yn eu hysgolion, ac mae hynny'n dangos rhai o'r pethau sy'n gallu digwydd. Felly, ar lawr gwlad, yn aml mae'n gallu bod yn rhywbeth syml fel jest agor ffenest. Ond mae'r broses o asesu risg yma i fod i ddangos lle, efallai, mae angen camau pellach, ac mae angen sicrhau wedyn fod awdurdodau lleol yn gweithio gydag ysgolion i ateb hynny. Ond o ran y pwynt ehangach roeddech chi'n ei wneud, mae gwaith yn digwydd eisoes gyda SAGE ac yma yng Nghymru i gloriannu gwerth peiriannau awyru a phuro awyr eraill, yn hytrach na dim ond y peiriannau osôn. Felly, fe gawn ni weld beth ddaw o'r broses honno hefyd. Jest i'ch sicrhau chi, fydd dim penderfyniadau'n cael eu cymryd o ran gwariant ar beiriannau osôn tan ein bod ni wedi cael yr ymateb oddi wrth TAG, a bydd y broses gaffael yn dechrau bryd hynny, os hynny.
English: So, you are suggesting, perhaps, that we do need to allocate funding to assist schools in dealing with the risk of inadequate ventilation. Because, at the moment, there is no funding available to them to make those improvements and my suggestion is that you use some of the money allocated for the ozone machines in that way, which could be more effective.
Welsh: Felly, rydych chi'n rhyw led awgrymu efallai fod angen clustnodi arian ar gyfer helpu ysgolion i ddelio efo'r risg o aer ddim yn symud o gwmpas yn ddigonol. Achos, ar hyn o bryd, does yna ddim arian ar gael iddyn nhw wneud y gwelliannau hynny a fy awgrym i ydy defnyddio peth o'r arian sydd wedi ei glustnodi ar gyfer y peiriannau osôn yn y ffordd yna - gall fod yn fwy effeithiol.
English: Well, just to be clear, plans should already be in place to ensure that classrooms are ventilated, so that's the starting point. But a fund has been put in place. If it's not spent on ozone machines, then it will be available for spending elsewhere in this context.
Welsh: Wel, jest i fod yn glir, dylai fod cynlluniau eisoes ar waith i sicrhau bod mannau dysgu yn cael eu hawyru, felly dyna'r man cychwyn. Ond mae cronfa o arian wedi'i datgan. Os na chaiff ei wario ar beiriannau osôn, wrth gwrs bydd ar gael i'w wario ar bethau eraill yn y cyd-destun hwn.
English: I'm sure that's news that schools would welcome in terms of accessing funding to fix windows that can't be opened, for example. Just one further point from me, Chair, before we move on. I'm pleased that you can use Scottish data to see what patterns are emerging and that there is some evidence at least that positive cases in schools are falling there, but the situation is very serious in Wales at the moment. Do you have any contingency plans in case we do have to close schools once again, and I'm thinking particularly about remote learning? There was some delay in getting laptops out to children and young people during the first lockdown. Are there contingency plans in place just in case - and nobody wants to see this happening, but can we just ensure that children can continue to access their education remotely if necessary?
Welsh: Dwi'n siŵr y byddai hynny'n newyddion y byddai ysgolion yn ei groesawu o ran cael arian i fedru trwsio ffenestri sydd ddim yn gallu cael eu hagor, er enghraifft. Jest pwynt arall sydd gen i rŵan, Gadeirydd, cyn symud ymlaen. Dwi'n falch eich bod chi'n gallu defnyddio data o'r Alban i weld beth sydd yn digwydd a bod yna rywfaint o dystiolaeth, beth bynnag, bod achosion positif mewn ysgolion yn gostwng yn fanna, ond mae'r sefyllfa'n ddifrifol yng Nghymru ar hyn o bryd, onid ydy? A oes gennych chi gynlluniau wrth gefn rhag ofn y byddwn ni yn gorfod cau ysgolion unwaith eto, ac rwy'n meddwl yn enwedig ynglŷn â dysgu o bell? Mi oedd yna arafwch yn cael laptops allan i bobl ifanc a phlant yn ystod y cloi cyntaf. Oes yna gynlluniau wrth gefn rhag ofn - ac nid oes neb ohonom ni eisiau gweld hyn yn digwydd, ond i wneud yn siŵr bod y plant yn gallu parhau i gyrchu eu haddysg o bell os oes angen?
English: Can you give the committee an assurance that every child in Wales who has to remain home for whatever reason in relation to COVID - that every single child will be able to continue with his or her education virtually?
Welsh: Fedrwch chi roi sicrwydd i'r pwyllgor bod pob un plentyn yng Nghymru sydd yn gorfod aros adref am wahanol resymau oherwydd sefyllfa COVID - bod pob un plentyn yn mynd i fedru cario ymlaen efo'i addysg mewn ffordd rithiol?
English: Well, what we know from our recent discussions with local authorities so that we can understand the challenges and barriers to access and the investment that we've made is that what's in place in the system now, or is in the pipeline over the next few weeks before the end of the year - that that will be sufficient to meet the needs of schools and learners across Wales.
Welsh: Wel, yr hyn rŷm ni'n gwybod o'n trafodaethau diweddar gydag awdurdodau lleol, fel ein bod ni'n deall y rhwystredigaethau a'r sialensau i fynediad a'r buddsoddiad rŷm ni wedi'i wneud, yw bod yr hyn sydd yn y system eisoes, neu ar y ffordd yn yr wythnosau nesaf cyn diwedd y flwyddyn - bod hynny'n ddigonol i ddiwallu anghenion ysgolion a dysgwyr ar draws Cymru.
English: Thank you, Chair. Could you explain how you are monitoring the progress of those GCSE and A-level cohorts that were impacted by examination changes in 2020 and 2021? There are five cohorts that have now been impacted. And clearly everyone wants to know how you are keeping track of those particular cohorts of pupils who have had to change entirely the way they've approached their education.
Welsh: Diolch, Cadeirydd. A wnewch chi esbonio sut ydych chi'n monitro cynnydd y carfannau TGAU a Safon Uwch a gafodd eu heffeithio gan y newidiadau yn y trefniadau arholi yn 2020 a 2021? Mae yna bum carfan wedi cael eu heffeithio erbyn hyn, onid oes? Ac, yn amlwg, mae pawb eisiau gwybod sut ydych chi'n cadw trac ar y cohorts arbennig yma sydd wedi gorfod newid yn llwyr y ffordd y maen nhw wedi cael eu haddysg.
English: Thank you very much. In terms of the cohort of pupils from disadvantaged areas, are they going to be given a particular focus in this monitoring? Because we know that the attainment gap is widening, unfortunately, in this particular cohort.
Welsh: Diolch yn fawr. Ydy'r garfan o ddisgyblion sydd yn dod o gefndiroedd difreintiedig yn mynd i gael ffocws arbennig yn y cynlluniau monitro yma? Achos rydyn ni'n gwybod bod y bwlch cyrhaeddiad yn gwaethygu, yn anffodus, yn y cohort yma.
English: Most certainly, yes, that is one of the things that we will measure.
Welsh: Ydyn, yn sicr. Dyna un o'r pethau y byddwn ni'n mesur.
English: Can you tell us when we can expect to see the publication of the action plan that you promised in 'Renew and reform'? Forgive me, it may have been published in the last few days, but I don't think I've seen the more detailed action plan on post-16 recovery.
Welsh: A fedrwch chi sôn wrthym ni pa bryd rydyn ni'n disgwyl cyhoeddi'r cynllun gweithredu y gwnaethoch chi addo yn 'Adnewyddu a diwygio'? Maddeuwch i mi, efallai ei fod o wedi cael ei gyhoeddi yn y dyddiau diwethaf yma, ond dwi ddim yn credu fy mod i wedi gweld y cynllun gweithredu manylach ar adferiad ôl-16.
English: It hasn't been published yet, but I made a commitment to do it during the autumn term and that's on track, so it will be published in the next few weeks. At the moment, there is a rapid review ongoing along with the sector to evaluate the kinds of interventions that are most likely to be effective, so we're part of that process. We have a project team that's been working on this over the summer, too. Some things are already happening, of course, before we publish the document in terms of one-to-one support, and so on, and digital support. But we intend to publish the fuller plan during the autumn term, as I pledged.
Welsh: Dyw e ddim wedi ei gyhoeddi eto, ond gwnes i ymrwymiad i wneud hynny yn ystod tymor yr hydref. Rŷn ni ar drac i wneud hynny, felly bydd yn cael ei gyhoeddi yn yr wythnosau nesaf. Ar hyn o bryd, mae rhyw fath o rapid review yn digwydd ynghyd â'r sector i gloriannu'r math o ymyraethau sydd yn fwyaf tebygol o fod yn effeithiol, os hoffwch chi, fel ein bod ni'n rhan o'r broses honno. Mae tîm prosiect wedi bod yn gweithio ar hyn dros yr haf hefyd. Mae rhai o'r pethau eisoes yn digwydd cyn ein bod ni'n ei gyhoeddi fe, ynglŷn â chefnogaeth un wrth un, ac ati, a chefnogaeth ddigidol hefyd. Ond, rydyn ni'n bwriadu cyhoeddi'r cynllun llawnach yn ystod tymor yr hydref, fel y gwnes i addo.
English: And how does this plan link to the £33 million that has already been provided, and the offer of support to all full-time pupils between 16 and 19 years of age in sixth forms and colleges? In a way, it would have been a good idea to have had the plan before announcing that expenditure.
Welsh: Sut mae'r cynllun yma yn plethu i'r arian, y £33 miliwn, sydd wedi cael ei roi yn barod, a'r cynnig o gymorth i bob dysgwr amser llawn rhwng 16 ac 19 oed sydd mewn chweched dosbarth a cholegau? Mewn ffordd, mi fuasai wedi bod yn syniad cael y cynllun cyn cyhoeddi'r gwariant mawr.
English: Some were saying that they wanted the money so that they could spend it in the ways that they wanted to in order to support pupils, so all of these things are in the balance, in a way. So, the funding's already been allocated; that's the first thing to say. It's already being spent on the ground. What we're doing with the broader work I was describing is looking at the alternative things that we can do so that these bodies can invest on an evidence base. As you know, in HE and FE there's a great deal more diversity than there is in the school system, so there are far more things happening at an institutional level, if you like. The kinds of things we're looking at, just to give you a flavour perhaps, is whether we can link up mentors and people in specific sectors in one institution with learners in other institutions, so that we can be a little bit more flexible in responding to particular needs in post-16 in dealing with COVID. So, it's practical steps such as that.
Welsh: Roedd rhai yn dweud eu bod nhw'n moyn yr arian fel eu bod nhw'n gallu ei wario fe yn y ffyrdd roedden nhw'n moyn i gefnogi eu dysgwyr, felly mae'r pethau yma i'w cloriannu, onid ŷn nhw? Felly, mae'r arian eisoes wedi'i ddyrannu; dyna'r peth cyntaf i'w ddweud. Mae eisoes yn cael ei wario ar lawr gwlad. Beth rŷm ni'n ei wneud gyda'r gwaith ehangach roeddwn i'n ei ddisgrifio nawr yw edrych ar y pethau amgen y gallwn ni eu gwneud fel bod y cyrff yma'n gallu buddsoddi gyda'r sail honno o dystiolaeth. Fel rŷch chi'n gwybod, y system addysg uwch ac addysg bellach, mae lot mwy o amrywiaeth ynddi nag sydd yn y system ysgol, felly mae lot mwy o bethau yn digwydd ar lefel sefydliadol, os hoffwch chi. Y math o bethau rŷm ni'n edrych arnynt, jest i roi rhyw fath o gyd-destun efallai i chi, yw ydyn ni'n gallu cysylltu mentors a phobl sydd mewn byd gwaith penodol mewn un sefydliad gyda dysgwyr mewn sefydliadau eraill, fel bod y system yn gallu bod ychydig yn fwy hyblyg i ymateb i anghenion penodol yn yr ôl-16 i ddelio â COVID. Felly, pethau ymarferol felly.
English: Are you confident that this £33 million has been used effectively and efficiently?
Welsh: Ydych chi'n hyderus bod y £33 miliwn yma wedi cael ei ddefnyddio mewn ffordd effeithiol?
English: It hasn't all been used yet. We will evaluate all of that. The whole renew and reform programme is a process of assessment, and then we share information with the system so that people can learn lessons from that.
Welsh: Wel, dyw e ddim i gyd wedi'i ddefnyddio eto, felly byddwn ni yn cloriannu hynny. Mae'r holl gynllun renew and reform, mae proses o gloriannu beth sy'n digwydd, asesu fe, a'n bod ni'n rhannu'r wybodaeth gyda'r system fel bod pobl yn gallu dysgu oddi wrtho fe.
English: If I could just come in on the issue of lifelong learning. We're aware that there is an LCM that has been drawn to the attention of the Senedd in light of a UK Government Bill on skills and post-16 education. I'm aware that there could be a problem arising in terms of the Welsh Government's lifelong learning policies if this particular Bill is passed. There is a risk that Welsh Government work could be undermined in the area of lifelong learning. Do you share that concern?
Welsh: A gaf i jest ddod i mewn ar y pwnc dysgu gydol oes? Rydyn ni'n ymwybodol bod LCM yn dod i sylw'r Senedd yn sgil Mesur gan Lywodraeth y Deyrnas Unedig ynglŷn â sgiliau ac addysg ôl-16. Dwi'n ymwybodol y gall fod problem yn codi o ran polisïau dysgu gydol oes Llywodraeth Cymru os ydy'r Mesur yma yn cael ei basio. Hynny yw, mae yna beryg tanseilio gwaith Llywodraeth Cymru o ran y maes dysgu gydol oes. A ydych chi'n rhannu'r consérn yna?
English: Advice will be provided on the LCM once the discussions with the Westminster Government have been concluded. But, it's certain that some of the changes proposed in England under this Bill will have an impact here in Wales. What we have been doing - . Well, it's Qualifications Wales that have been doing this work, but they have been looking at the impact to ensure that, if - . Just to give you some context, some qualifications are provided across the UK. So, if there are changes happening from the qualifications providers in England, there's a risk that people studying for those qualifications in Wales could lose out. That's the fundamental risk that we are talking about here. There has been a significant piece of work undertaken to ensure either that 'made in Wales' qualifications are created, or that other qualifications are commissioned. In the most recent conversation that I had with Qualifications Wales on this issue, I believe that they said that they didn't believe there would be a risk in the most popular areas in Wales in terms of those qualifications. But, it's certainly true to say that these changes will have an impact. There are a number of things proposed in the Bill that we will have to consider as part of our legislation here in Wales. Those elements aren't entirely clear at the moment, as is occasionally the case with these things. So, we will need to keep an eye on this, certainly.
Welsh: Bydd cyngor yn dod yn ei flaen ynglŷn â'r LCM pan fydd y trafodaethau gyda'r Llywodraeth yn San Steffan wedi gorffen, os hoffwch chi. Mae'n sicr bod rhai o'r newidiadau sy'n digwydd yn Lloegr o dan y Ddeddf arfaethedig yn mynd i gael impact yma yng Nghymru. Beth rŷn ni wedi bod yn ei wneud yw gweithio gyda - . Wel, mae Cymwysterau Cymru wedi bod yn gwneud y gwaith o edrych ar yr impact i sicrhau, os yw'r newidiadau - . Jest i roi cyd-destun, wrth gwrs, mae rhai o'r cymwysterau yma yn cael eu cynnig ar draws y Deyrnas Gyfunol. Felly, os oes newidiadau'n digwydd gan y bobl sy'n darparu'r cymwysterau hynny yn Lloegr, mae risg bod pobl sy'n cymryd y cymwysterau yng Nghymru yn colli allan. Dyna'r risg sylfaenol fan hyn. Mae darn o waith sylweddol wedi bod yn digwydd i sicrhau naill ai bod cymwysterau 'made in Wales', os hoffwch chi, yn cael eu creu, neu fod cymwysterau eraill yn cael eu comisiynu. Yn y sgwrs mwyaf diweddar a gefais i gyda Cymwysterau Cymru ar y testun hwnnw, o gof, roedden nhw'n dweud eu bod nhw ddim yn darogan risg yn y meysydd mwyaf poblogaidd yma yng Nghymru, o ran y cymwysterau hynny. Ond, mae'n sicr bod y newidiadau yn mynd i gael effaith. Mae amryw o bethau sydd efallai yn mynd i ddod yn y Mesur. Bydd yn rhaid inni edrych ar y Ddeddf rŷn ni'n ei chyflwyno yma yng Nghymru yn y cyd-destun hwnnw. Dyw'r elfennau hynny ddim yn gwbl eglur ar hyn o bryd, fel sydd efallai yn digwydd o bryd i'w gilydd. Felly, mae angen cadw llygad ar y maes yma yn sicr.
English: Thank you very much. If I could just ask you to look at clause 14 in the LCM, which perhaps would have implications in terms of lifelong learning, as well as the sections that you have identified.
Welsh: Diolch yn fawr. A jest gofyn i chi edrych ar gymal 14 yn yr LCM, sydd efallai efo goblygiadau o ran dysgu gydol oes, yn ogystal â'r rhannau rydych chi'n sôn amdanyn nhw. Diolch.
English: I don't have it in front of me at the moment, but I will certainly have a look at that.
Welsh: Dyw e ddim o'm blaen i ar hyn o bryd, ond mi wna i yn sicr edrych ar y cymal.
English: Thank you very much, Chair, and good afternoon, everyone. There are a couple of areas that the committee want me to look at. But a few questions first, with regard to mental health, if I may. The first of those - I know that this committee has looked at the importance of reintroducing face-to-face appointments rather than virtual appointments - how important is it that mental health patients now can expect to see someone face to face? Many of them are vulnerable because of the nature of the mental health problems that they're facing. Should there be an expectation that these appointments can happen face to face?
Welsh: Diolch yn fawr iawn, Cadeirydd, a phrynhawn da, bawb. Mae yna gwpl o feysydd mae'r pwyllgor eisiau i mi edrych arnyn nhw. Cwpl o gwestiynau'n gyntaf, os caf i, ynglŷn ag iechyd meddwl. Y cyntaf o'r rheini - dwi'n gwybod bod y pwyllgor yma wedi edrych ar bwysigrwydd ailgyflwyno apwyntiadau wyneb yn wyneb yn hytrach na rhithiol - pa mor bwysig ydy hi bod cleifion iechyd meddwl rŵan yn gallu disgwyl gweld rhywun wyneb yn wyneb, llawer ohonyn nhw'n fregus oherwydd natur y problemau iechyd y maen nhw'n eu hwynebu? A ddylai'r disgwyliad fod y bod apwyntiadau'n gallu digwydd wyneb yn wyneb?