For the moment, it is clear that the new educational law of the Basque Government, if it came into force, will be harmful to the Basque people. It is clear that the Basque law will not be exported from the autonomous community to the entire Basque Country and that there will be no own educational models as long as Spain and France decide on our educational, public or private system.

It is clear that education is at the crossroads, in the need for change, rather than better outcomes. Although very different improvements are needed, I will look at the Basque. Thus:

1. Not to this education law! To renew Law 1/1993 of the Basque Public School. Why? Because the Basque public school does not need a law imposing the 3L model, which is on the path of the universal immersion model, but a renewed law that allows it to adapt to the new times. With the adaptation of the law, to promote the autonomy of the centers to be able, to make the public network the center of experiments with public money, to ensure new means to teach Basque classes (pedagogical, methodological, workers...).

2. Bewildering! Less bad for the public, the public left. The new law mentioned above should guarantee the autonomy of the centres. What for? For, among other things, to allow the ikastolas to go to the public (in Catalonia it is regulated by decree): the stability of teachers would allow the teaching to continue to paralyse. In other words, the current model would be maintained (of course). Thus, teaching in Euskera would become more widespread, but more important, there would be no ideological support for the concerted school… outside of classism/faith.

3. Schools, not just. To make a diagnosis and a prospective proposal based on official data. In these cases, in addition to clarifying and sometimes denying official reading of official data, a comprehensive approach must be taken. Maintain the immersion model and propose new methodologies in line with the socio-linguistic environment and always designed to encourage use. Given that this is not enough, it is necessary to carry out a general out-of-school leisure approach so that the language can also be extended outside school by municipalities. And, above all, changing the perspective: we cannot ignore only the Euskaldunization of the educational system.

That the decision taken at the crossing is not known as the crossroads.