The teacher pact, launched in 2023 to compensate for additional voluntary missions, is at a turning point. The funds allocated to it have already been reduced by two-thirds, and the budgetary decisions in the 2026 finance bill place the scheme in a zone of uncertainty. Between budget disengagement, declining participation on the ground, and replacement options, the scenarios diverge according to the stakeholders consulted.
Measured disengagement: what DEPP note 26.28 reveals
Even before the political decisions of 2026, the pact was losing ground in institutions. DEPP information note 26.28 indicates that at the start of the 2025 school year, 27% of secondary school teachers participated in the scheme, which is three points lower than in 2024.
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This decline is not trivial. It reflects a structural problem: the proposed missions (short-term replacements, academic support, educational projects) struggle to fit into already busy schedules.
The CGAAER report on agricultural education confirms this fragility. The pact has accompanied ambitious goals set by the legislator for 2030. Its questioning would create an operational void in a sector where human resources are already limited.
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The debates surrounding the renewal of the teacher pact in 2026 therefore revolve around very different realities depending on the sectors.
The pact under pressure: increasingly heavy administrative oversight
The Ministry of National Education has initiated a tightening of oversight. Management staff must now precisely justify the hours worked under the pact.
The paradox is real. The pact was designed to simplify access to paid missions, with a logic of trust towards institutions. Increased control risks bureaucratizing the scheme and discouraging the last volunteers.
Budget scenarios for the teacher pact in 2026
Three trajectories are emerging from the ongoing decisions and signals sent by the ministry.
- Gradual phasing out and redeployment towards HSA. The funds for the pact, already cut by two-thirds, would be absorbed by the classic mechanism of annual additional hours. This option has the advantage of relying on an existing administrative framework, but it would abandon missions not related to direct teaching (project support, tutoring).
- Targeted maintenance on a few priority missions. Short-term replacements, which remain the main weak point of the school system, could justify the survival of a streamlined version of the pact. This scenario assumes refocusing the scheme on two or three missions instead of the current ten proposed.
- Replacement by targeted bonuses and complementary social protection. Since May 1, 2026, teachers benefit from complementary health coverage funded by the state. This advancement, combined with potential bonuses linked to working in difficult areas, could provide an alternative to the additional missions logic of the pact.
The available data do not allow for a definitive choice between these scenarios. The 2026 finance bill generally stabilizes the funds for the school education mission, but this stability masks internal reallocations between expenditure items.
Agricultural education: a unique case
Technical agricultural education illustrates the concrete risks of an uncompensated removal. The CGAAER report emphasizes that the pact finances missions directly linked to the legislative objectives for 2030: increasing the number of learners, promoting agro-ecological and climatic transitions, and renewing generations in agriculture.
Removing the pact in these institutions without a substitution mechanism would amount to withdrawing funding for missions enshrined in law. The flash mission commissioned by the Ministry of Agriculture poses the question bluntly: what would be the risks associated with questioning the scheme for technical agricultural education?
Field feedback varies on this point. Some institutions have integrated the pact’s missions into their regular operations and would struggle to absorb their disappearance. Others have never managed to mobilize enough volunteers and are already functioning without these funds.
Attractiveness of the teaching profession: the real issue behind the decisions
The question of teachers’ overall remuneration remains the determining factor for the attractiveness of the profession, and the pact has never constituted more than a partial response to this problem.
The senatorial report on the PLF 2026 states it clearly: despite the revaluation efforts of recent years, teachers’ salaries remain insufficient compared to other comparable countries. The pact, with its logic of voluntary missions, has not changed this structural reality.
School education is no longer the largest budget item of the state, now surpassed by the Defense mission. This symbolic shift weighs heavily in the decisions. The margins for maneuvering to simultaneously finance a general salary increase and a scheme for additional missions are shrinking year by year.
The teacher pact as it was designed in 2023 seems to be coming to the end of its cycle. Its identical renewal appears unlikely given the budgetary trajectory and the measured decline in participation. The form that replacement schemes will take will determine, for the coming years, the ability of the school system to retain and mobilize its teachers.