I work in a “public” or publicly owned Basque. We suspect that, lately, some are looking for the depletion of this network. That is why the jobs of many retired teachers are depreciated. We are a non-network arising from an old conflict situation. Because, as Joseba Arrangi acknowledged at ETB, "public Euskaltegis were created in the 1980s to eliminate the monopoly of Euskaltegis to AEK and HB". However, I believe that a public Euskaltegis network is necessary, as it could not be otherwise. Administrations must guarantee the right of adults to learn Euskera, for which a network of own ownership is essential.

That said, I am not proud to be in a public Euskaltegi. Firstly, because our network, like that of the centres led by Bildarratz, is limited to three countries. We are therefore slaves to that division that has been imposed on us, and although the teachers want to give it another vision, the borders are obvious.

On the other hand, as in many public schools, methodological documents are often in a bookshelf, without real weight. In Euskaltegis, the Curriculum and Linguistic Projects in Public Schools are taken into account according to their cloister and, often, certain professors. In public schools today Eki, tomorrow they use the books of the Ibaizabal and past Santillana, according to the criteria of the faculty. In our case, on many occasions, each teacher can choose the communicative method or a more structural or traditional way.

As it happens in public schools, in our school students also speak Spanish often leaving the Basque Country, in the downtown lanes and sometimes within the class. We know that it is not in our hands to influence all the contexts of the students, that we are limited to raising their level of use, but I think we can do more, ask for more resources and demand structural changes.

That is why, for other reasons, I do not understand why I have to claim that I am proud of myself to ask for better conditions. Other networks share many problems with us, but I am glad that their conditions have improved in recent times. I know that not all students could enter the “public network”, and the work they do is fundamental for this country to be used someday.

Yes, I would not accept that Euskera should be used to extend a religion, and that is what happens in the lessons taught. Nor in education would they accept that benefit distribution schools receive subsidies. In both cases we have something to improve, but at the moment we have no cause for pride.