 Maen nhw. Mae'n cymdeithas i'r Prif Weiniddo. O'ch ddweud o sut ymweld gyda'r gweithio gyda'r gweithio cymaeth ym Mhwyaf a'r ddechrau i'r Unedig ac yn y gweithio cwrdd o'r llei'r llei'r cyffredig cyfath. Mae'n gweithio gweld y lleio yn gweithio gyda'r gweithio gymaeth. Mae hynny wedi ddwy'n gweithio, ac mae'n gweithio i'r ffat yw bod ydych chi'n gweithio cyffredig ar hynny. ond ei bwysigio ei ddweud i gwaith a'r ffynodol yn ymgyrch ar gyfer cyfnodol. Mae'r bwysigio ei ddweud i gweithio'r dyfodol ar gyfer y cyfnodol. Mae'r Prif Weinidog yn ysgolwch, mae'r ddweud eu hyd o'r ddechrau. Mae'n ddechrau ar gyfer y ffordd o enghreifft. Mae'r ddechrau yn y braesil, a'r Dyn ni, chynau, Rusio, Turkog, ac ymgyrch. Mae'n ddau i'r hoffi'r ddweud yn ei fawr o'r gweithio'r ddylch ..ddiw i'r bod yn ymddangos â'i ddadig a'i ddweudio. Ond y llwylau yma yn ymddangos yn ddweudio.. ..y hollu'r ddweudio a'r ddweudio yn imeddiol.. ..y hollu'r ddweudio ar gyfer y cymhwynt? A'r ddweudio arall, yn ddweudio yr Unig.. ..y hollu'r ddweudio a'r ddweudio'r cyffredig.. ..y hollwch i'n ein lleol. So, rwy'n ddweudio yn y ddweudio.. ..y hollwch i'r cyffredig sydd yn ei ddoch.. ond weithio ei wneud o gafod llai yn yr ystodol gynnwys y oedd yn allan. A rhai gwnaeth hyn yn colli yng Nghymru, rwyf yn gywir yn rhaid o wybodaeth teulu. Felly, yn ei bach yn dystodol yn ei wneud o uchwynol a'r oedd yn unrhyw ymddangos, y respective o'r oprolydau am yr unrhyw o gydagol lleol ac hynny, ac mae rhaid i sy'n gweithio, ychydig yn ymddangos, yn ymddangos i'r busnes, yn ymddangos, ydy'r ysgol yw'r gweithiau ymddangos, ymddangos i'r eich cychwyn ac ymddangos i'u gweithio'r gweith. Yn y gweithio'r rhaglau, byddwn i'n ddod o'r gweithiau, gweithio'r gweithiau yn ymddangos i'r dyfu'r felthyrdd yn ymddwlol, ac dyfodd yn dylunio'r ffwrdd geithreduch gyda'r Eurocrisihe, elu ar y rai cyfan ag y dyfodol, wrth fynd i'r cyfansigol gyda'u defnyddol, gweithio'r flipogio'r cofodaeth sy'n digwydd o'r bobl yn cael bodaint ffrindigol y gallwn am gyfnodol yma, mae'r cyfriffydd ei ddiwylliant a'r cyfrify summaryol yma. Ac mae'r cyfrifffer yn cael bod yn sylio'r cyfrif anonymous, Ond we are determined to do what we can in government, to sustain demand and confidence, and our determination to put in place a credible plan for the deficit, which has been painful, that's something we've had to do, has allowed the government to pass on the benefits of a credible balance sheet to the wider economy, and that, and our independent monetary policy, is why we've been able to introduce innovative schemes like funding for lending. ac roeddwn ni'n fyddi'r llorol yn rhoi y mynedig yn ymgyrchol iawn. Ond yn y rhan oedd, wrth gwrs, mae'n amddangos i gynllunio'n ddweud y byddurol, mae'r byddi'r cyfrwad yn gallu ymgyrchol yn gweld. Mae'r cyfrwad yma ymgyrchol yn cyrweddol, ac mae'n cyfrwad ar y cyfrwad cyrwad cyrweddol. Mae'r ddechrau'r cyfrwad yma yn ymgyrchol yn gweld y byd i'r cyfrwad, yn mynd i'r perloedau deoliadau, a'r gwahoddau i'r ffwrdd yn y gweithgareddau, ac rwy'n gwneud y Prif Weinidog yn ychydig, ac rwy'n gwneud y ffrustraeth ar y cyfan y cyfrifiadau yma ymgyrch yn ei wneud. Rwy'n ffordd y gallwn, ond, yn y glimbol yng nghymru, Mae'r eich cyfnod ar gyfer ymddiol, a yn ymddiol ar y ddweud o'r gyfweld a'r sefydliadau o'r ymddiol, a dyma'r gweithgareddau, ac mae'n ddweud eich cwestiynau, ac yna'n eich ddweud eich ceisio gyda'r gweithredu, i'w ddweud i'n ddim yn ei wneud. Mae'n ddweud eich ddweud, wrth gwrs, eu ddweud i'w. Mae'n ddweud i'w ddweud i'w ddweud i'w ddweud. Mae'r dda wedi gael cyfnod yn cael ei gweithio ddechrau i'r ddechrau, mae'r perthymau o tarlwch yn gweithio'r ddechrau, felly mae'r cyfnod sydd yn gyfrifio'r ddodd ar gyfer y Gofyn nhw. Ac mae'n gweithio eu ddweud yn cael ei ddodd ar ddesgwm iawn gan gweithio i'r ddylu a'r ddodd ar gyfer ynddoedd, a'r ddodd yn cael ei ddodd ar gweithio'r ddodd ar gyfer y Ffnansiol Fftyng. Rwy'n rwy'n credu bod ydych chi'n gweithio'r cyffredinol yn ddifigol i'r cyffredinol yn y cyffredinol, rwy'n rwy'n gweithio'r cyffredinol i'r CBI. Ond y CBI wedi'u cyffredinol yn ffwrdd y cyffredinol, ac mae'n gweithio'r cyffredinol yn y cyffredinol i'r cyffredinol. Rwy'n gweithio'r cyffredinol, mae'r cyffredinol yn ddifigol ar ddechrau ffordd gyfan i gael ffysgol ffasidol, ac mae'n gwneud bod yn cael ei gwybod a'r ddau'r cyffredinol. Ond rwy'n cael ei ddweud gan y ffordd. Nid yw'r rhaid o gweithio'r cyffredinol, ac mae'n gweithio'r cyffredinol fel gyda'u ddechrau. Mae'n gweithio'r cyffredinol, ac mae'n gweithio'r cyffredinol. Ond ydy'r ffordd maen nhw'n ddwylo'r meddyliadau hi'r meddyliadau hynny sy'n meddyliadau i'r meddyliadau hynny'n ddwylo'n meddyliadau hynny, ond y rai gennych ddwylo, ddwylo cyfnwyr, cyfnodol, a'r ffamilio ymgylcheddau, oherwydd mae'r minim i'r prifau yma yn fwyaf o'r meddyliadau hynny. Yn mynd yn dweud fy nghymru, mae'n gwybod ymddiol o gondol o'r meddyliadau i gael yma. The first is in post-18 vocation of education. We've made a big step forward in partially funded apprenticeships, which have increased to over one million in the last two and a half years, a growth of over 60 percent, and we're shifting towards an employer-led system where the funding flows from the companies to the trainers, not the other way round. But apprenticeships only cover a modest proportion of the student leader population, and we badly need a system of training that deals better with the so-called needs who aren't in employment, education or training, and this means having a real ambition for the further education sector. The second area is research and development before commercial innovation. Now, I am delighted at the progress that we have been able to make with the Technology Strategy Board introducing the catapult centres in advanced manufacturing and cell therapy, new offshore renewables and space with the connected digital and transport technology catapult still to come. Even though we've managed to protect the science budget from serious cuts, we must, however, not be complacent. We've noted the criticisms in the past from the CBI that the valuable smart awards and knowledge transfer partnership have been squeezed and we're trying to give priority to supporting innovation when we have the opportunities to invest. Now, we do need to build on our excellence in science and improve how we turn great ideas into great businesses, and just last week the Chancellor laid out eight technologies where Britain could be a world leader, and you only need to look at some of the proposals coming forward at the moment from Nesta and Case and others to see that there is no lack of opportunities in this country. There has as a consequence got to be some prioritisation connecting public spending in the areas which contribute to recovery and growth and not on the politically soft options. And this is an issue that I spent a lot of time reflecting on in recent months during the work I've been doing with colleagues across government to formulate a new long term programme for UK industry. Now, the resulting industrial strategy is underpinned by two principles. First, there's a recognition that it's necessary to plan for the long term, to prioritise activities or our activities and allocate resources accordingly just like any successful company does. And secondly, there is an understanding that government must work with in partnership with industry to tackle genuine market failures where these occur. Now, this doesn't mean picking winners. We will be flexible in our approach. We'll rigorously evaluate where we can use our resources best, and we are open to new disruptive technologies and industries as they develop. This isn't about trenching and protecting old industries. It's ensuring that the UK is ready to take advantage of new opportunities as they develop. Now, nothing fits these two principles as clearly as getting the skill system right. And the task is a long term. If we're going to tackle the skills we need in 2020 or 2030, we have to start now. And the benefit that the whole economy receives from talented people makes investment in skills a classic market failure requiring permanent government attention and support. And this is also an area where working with business is absolutely essential. Too much failure has come in the past from the government ignoring the input of industry. And that's why it's so welcome that the CBI has chosen this theme in its report, First Steps, a New Approach to our Schools. Now, for so long to ensure long term success, we have to plan to ensure an adequate supply of skilled workers. And there are many strands to this work. We've got to remain open to the many talented and entrepreneurial people that are thrown to our shores to learn work and invest because that's how over the years Britain has gained so much of its industrial and business expertise. Being open for business, which is our declared aiming government, means being open to overseas talent as well as overseas investors. It also means we need our skill system to produce people with the soft skills required by all employers, such as the ability to cope with the routines and demands of the workplace, as well as equipping them with the management and the leadership skills they need to progress. And I applaud the emphasis being laid by my colleague, the Secretary of State for Education, on raising the standards of maths and English in school and on standards in general. But we also have to develop credible pathways of vocational education in schools, including engineering, and to introduce school children to the importance of enterprise and entrepreneurship. And there is a clear and growing demand in British companies for specialist technical skills. Time and again, large manufacturing companies come to my department and tell me they're worried about looming shortages of skilled engineers, and it's one of my absolute key priorities as business secretary to address this problem. The Royal Academy of Engineering has recently published estimates of long-term demand for engineers, and there's no doubt that these are, to say the least, very challenging. My department's chief economic scientific advisor, Professor John Perkins, who is himself an eminent engineer, is working closely with the academy and others to see what more can be done, including areas such as broadening out the diversity of the profession. And it's currently rather pronounced gender bias and helping people return to the profession. And on this, I'd like to commend Alan Cook, who's Chairman of Atkins, formerly BA Systems, for picking up and running with the idea of a talent retention scheme, which is an industry group set up to match jobs with engineers leaving the defence sector, and now running with more than 500 companies registered. It's currently still free for SMEs. And I'm pleased to announce that the talent retention scheme, which is now funded and managed entirely by the business community, is being extended, and it's going to be working with universities so that university graduating engineers can put up their profiles and search for jobs. Effectively, it will create an eBay for talent. And the industry group sees this as an important move towards supporting young people in engineering and manufacturing jobs, and it was progressively using the talent retention scheme to source new and experienced talent in the years ahead. Now, the constraints on the supply of engineers is clearly complex, and it's rooted in a number of factors ranging from the influence of parents and teachers to the outdated perceptions of industry that are a world away from the very well-paid, rewarding dynamic careers that are now on offer in engineering today. And I'm always astonished by how different engineering is from the stale image of repetitively badly paid metal bashing that is still quite widespread. I noticed on recent visits I made, one to, for example, to the McLaren factory down in Surrey, which is a bit more like a spaceship than a classic image of a factory floor. And I noticed on recent visits to Jaguar Land Rover and Toyota production line, an increasingly high percentage of women doing work that was hitherto regarded as an exclusively male occupation. But even as we gradually turn this perception around, by the time young people reach the age when they want to choose engineering, they may have failed to gain the education and technical skills they need to take it forward. And that's the reason we're running a number of programmes designed to increase the numbers passing through every stage of the pipeline. The See Inside Manufacturing Campaign, which I know many of you have supported, has been a successful way of opening young people's eyes to the career opportunities available in engineering by showing them round some of the UK's leading industrial companies. And complementing this, we've got programmes such as STEM Ambassadors, apprenticeship ambassadors, Make It In Great Britain and the very successful Big Bang Fair, which inspires the very youngest. And this year involved 170 organisations with over 50,000 people at the main event in Birmingham. And only last week I opened the skills show in Birmingham. We welcomed 100,000 young people over the following three days to competitions and talks built around the idea of skill. There is, in addition, the prestigious new Queen Elizabeth Prize for Engineering that's been launched, which some of your companies are supporting. A range of partners have contributed the endowment of a price fund and the £1 million pride will now be awarded annually by the Royal Academy of Engineering. It has a real potential to inspire future generations of engineers. Now many manufacturers and professional bodies are already proactive in reaching out to inspire and inform young people. And it's gratifying to see engineering UK's Tomorrow's Engineers programme take this to the next level by helping companies and academics join forces to engineer a vital step change in long term perceptions. Lord Heseltine, in his recent report, has supported the move towards greater business engagement in the school curriculum, and he's right. And we're working with the career service now to connect businesses, local enterprise partnerships and schools to make this happen. But once their interest has been engaged, we have to ensure that opportunities to develop the prerequisite skills are available. And the University Technical College system provides a model for meeting that. The University Technical College programme will establish 24 new colleges by 2014, and that's offering around 20,014 to 19-year-olds rigorous training in a number of engineering, science and technical disciplines. Details of the first 15 were announced in May, and they include partnerships with household names, British Airways, Jaguar Land Rover, Virgin Atlantic and others. However, following technical education, would-be engineers need access to jobs so that they can start and develop their careers. If an adequate pipeline of British engineers is to be created, it can't be down to government and future engineering graduates through their fees to do all the financial heavy lifting. I hope we can see a reciprocal number of industrial sandwich schemes paid in trans ships and individual sponsorships from the private sector. One area which I've already noticed, we've seen some real progress is in apprenticeships, and the investment we've plowed into apprenticeships over the past two years has produced some record numbers. Now, I don't pretend for a moment that this solves the skill supply problem as a stroke. It doesn't, but they are an important part of the solution. And specifically, apprenticeships in engineering and manufacturing technologies have doubled in recent years to over 50,000. And we recognise that in focusing on quality, as well as quantity, we need more advanced apprenticeships in engineering, construction and digital skills in particular. Now, smaller employers are going to need extra help in absorbing the costs of taking on apprentices, and so we're offering grants of £1,500 to support those with fewer than 1,000 employees that haven't hired an apprentice for the last 12 months. And we've recently streamlined the process to make it as easy as possible for employers to get access and recruit apprentices. It's gratifying also to see that the bids for the employer ownership pilots, which I announced on the 11th of September, have included a number of very high quality bids from employers seeking to make specific engineering needs. And also, the development and delivery of high level apprenticeships equivalent to degree level has been supported through a £25 million fund that will build the engineering skills base for a range of disciplines, including environmental technology, space, energy and utilities. Our commitment to engineering is just as strong in the higher education system. Since 2009, the higher education funding councils invested in measures to increase the demand and sustain the supply of what we call strategically important subjects within STEM. That's engineering and technology. I'd be far the largest of these in terms of undergraduate numbers. And this year, you may have noticed that when we introduced the very controversial new system of student financing, demand to study engineering held up considerably better than any other subject. And that, I guess, reflects the fact that students take an increasingly hard headed view about their career options. In addition, earlier this year, we invested £12 million more through the Engineering and Physical Sciences Research Council in new doctoral training programmes in four of the centres that they operate, emerging at macromolecular therapies, continuous manufacturing and crystallisation, ultra precision and composites. This training programme will support three cohorts of doctoral researchers and will provide specialist research and technology specifically for advanced manufacturing. And this programme will reinforce the £300 million research partnership fund that will be used to leverage in a billion pound investment in science and R&D collaborations. This fund will support the creation of more cutting edge research facilities and help promote long term strategic research partnerships between universities, businesses and charities. We've already given the green light to several of these, a £60 million partnership between Birmingham University and Rolls Royce to create a casting and simulation research facility, a £92 million partnership between Warwick University, Jaguar Land Rover and Tata Motors at European Technical Centre for a new national automotive innovation campus. There are about 15 of those very high quality projects. Now all these interventions are designed to stimulate innovation, reduce the risks associated with investments in new technologies and R&D and bolster the skills pipeline all the way along. The ultimate aim is to nurture a thriving innovation ecosystem which attracts the most talented people to careers in engineering and science. So if I can pull the threads together in conclusion, I just want to stress that I am a realist and I do recognise that the initiatives I've outlined will take time to bear fruit. It takes over a decade to persuade a young person at school to take an interest in a career in engineering and for a fully qualified professional engineer to emerge at the other end. It takes time. I know too that more needs to be done to reverse the constraints on skills that have resulted from a historic serious lack of investment and it will be necessary to win battles in government to prioritise this agenda. But nevertheless I am confident that we can see in bolstering the skills base as we develop our long term plans for UK industry. Now this is important because potential shortage of skilled workers is not only a British issue but it's a global one. Research recently published by McKinsey highlights a shortage of 40 million highly qualified skilled personnel by 2020. So it's an ambitious agenda and I and my colleagues stand ready to work with the CBI and others as it's implemented in the months ahead. Thank you very much indeed.