There's lots of innovative practice. So, for instance, up in Wrexham, if a student has gone into the college to do A-levels, then they may decide to do those A-levels through the medium of English. But if they were previously in a Welsh-medium school, they are actively encouraged—indeed, persuaded—to do their Welsh baccalaureate through the medium of Welsh. So, they may be doing their A-levels in English, but if they've come from a Welsh-medium school, the college proactively seeks them out and makes sure that there is provision for them to do their Welsh bac qualification through the medium of Welsh, or, for instance, they are working very hard to form tutor groups. So, the tutor group—you might be doing your qualifications in English, but your tutor group will be a Welsh-medium tutor group, so that you are placed with other students who have come from Welsh-medium schools, and your tutor does all that tutor work through the medium of Welsh. So, there are other ways in which we can continue to help support children's linguistic ability, even if they have made a decision not to formally study their A-levels, for instance, or a course, through the medium of Welsh, and we're constantly looking at new ways. I think one particular aspect of the market—if we call it that word—that we're interested in are those students who've been to Welsh-medium schools, but at 16, perhaps, as I say, decide to go to a college. So, for instance, here in Cardiff, looking at childcare, and the opportunity—you know, there's a sector where we know we need a Welsh-medium workforce.
Yes, definitely.
So, again, it's trying to target those children, and track them from a previous Welsh-medium education into a college, capturing their language skills, and finding ways in which they can use them. Merthyr college—there's a Welsh-medium champion in Merthyr college actively looking for children who have come from a Welsh-medium background, and they are allocated roles as Welsh-medium champions within the college, to promote. So, there are lots of innovative ways, especially in the FE sector, that they're looking to keep children's linguistic skills relevant, and they're using them, even if they make that decision to switch the language of their tuition.
Well, that's encouraging to hear. My question was about community learning, where it's essentially older people who perhaps are coming back to education in a way that wasn't as formal as it was before, if I can put it like that—so we don't lose sight of them as well. I've still got an abiding worry that there's a cohort in the middle here of people who we might lose, and maybe pass on bad attitudes towards the Welsh language to their children, despite the fact that those children now have huge opportunities to absorb Welsh language skills and make the most of them.