Surely the budget increase for education will go to 0-3 cycles. But here too, the trilliers have studied the play well: LOMLOE will eliminate the differentiating routes established by LOMCE, particularly in secondary schools, but the much more subtle segregation and privatisation mechanisms will continue to be implemented in cycle 0-3. "Public administrations are encouraged to progressively develop a sufficient number of places in the first cycle and are required to establish pacts to ensure that the second cycle is free of charge". In fact, although in the CAPV 50% of public children's school posts remain deserted, private haurreskolas or private children's schools attached to concerted centres continue to feed large amounts of public money (EUR 27M). In this way, the foundations of the terrible fraud that occurs during the period of admission of students are also laid. LOMLOE, as it stands, will not prevent the 0-3 year privatisation wave.

The first cycle of Early Childhood Education, so important for the development of students and social cohesion, would deserve a much more detailed treatment, shielding the public 0-3 and guaranteeing decent working conditions for their workers.

Another privatisation and segregation mechanism directly related to the previous paragraph, which goes unnoticed, is that of the “authorized” classrooms of the private concerted centers. These classrooms are excluded from the educational planning that the Administration performs for the admission of students and are totally private. In some private concerted centres, it is used to accommodate pupils who have been left out of the Administration ' s plans for such centres, but with changes in concerts it moves from private classrooms to concerted classrooms. It is registration B that is justified by the administrations. In this sense, the LOMLOE allows students who are not admitted to the regular admission process to enroll in the "authorized" classrooms of the concerted center. Therefore, it is no good to remove the idea of the “social demand” contained in the LOMCE, for practical purposes, if the concerted centres continue to register outside what is planned by the administration. The trileros game, once again, to privatize and segregate.

But that's not the end of this game of trillions. Many of the educational enterprises that are being set up are cooperatives. The families that flee the public and want to find a "refuge" in the private, the centers in crisis and that transform themselves into cooperatives, the great foundations of an elitist nature... the formula of the cooperative company, today, is the Trojan horse for public education. LOE prioritised cooperatives in providing educational concerts, but LOMLOE goes further and adds: "... its specificity will be recognized." The social character of cooperativism in the productive world is indisputable, while in the field of education, this so-called social nature of cooperatives raises many doubts. Therefore, they do not deserve any recognition or favourable treatment from the public administration.

LOMLOE, like all educational laws, seems to be committed to equity and public education. But in reality, privatizing machines don't stop, they get stronger. The consequences it may have for education systems with large percentages of privatisation (Navarre and, above all, in the Autonomous Community of the Basque Country) can be serious. Experience has taught us that the "coexistence" between the private school and the public school implies the deterioration of the school, the precariousness of the working conditions of the workers and the increase of segregation.

The union STEILAS calls on the governments of Navarre and the Basque Country to take steps towards a system of their own aimed at a public school in the centre of the Basque Country, guaranteeing decent working conditions for workers, overcoming situations of segregation and breaking down the routes of privatization.