By all means you ask the others I had.
Okay. You have referred to training already. The committee's got two concerns, really. One is about preparedness in ITE to teach the Welsh bac, so I don't know if you want to expand on how teachers are being skilled up at that level to deliver the Welsh bac effectively.
In the accreditation process, which has not been without its pain, and some significant decisions made in that regard, the criteria for the ITE programmes note that, and I'm going to quote it: 'Teachers should be able to help children and young people to make links across their learning, bringing together different aspects to examine, for example, important topics such as citizenship, enterprise, financial capability and sustainability.' So, the prime driver for our ITE reforms, obviously, is the preparedness for 'Successful Futures', but in preparing our teachers to be in a position to successfully deliver that, those are also the pedagogical principles and that shift in pedagogy that we see aligned to the Welsh baccalaureate. So, it is actually a part of the accreditation process that the curriculum that the new ITE providers will have to deliver—ensuring that teachers have those skills and have that confidence to be able to deliver their teaching in a way that, as I said, ensures that we successfully deliver on Donaldson, but also on the same pedagogical principles that are needed for the successful delivery of the Welsh bac.
In the pre-Donaldson period, then, bearing in mind what you've just said, do you expect to see a surge in improvement on how the baccalaureate is taken up by those schools that are currently less keen on it?