A teacher working in a rural college in Manche does not view the pact the same way as a colleague working in a Parisian high school. The proposed missions, their volume, and their remuneration vary according to the academy, the size of the institution, and local needs. It is within this gap that a significant part of the debate around the system for 2025 takes place.
Half-missions and flexibility: what changes concretely for the 2025 school year
Until now, the teacher pact operated through blocks of complete missions. A primary school teacher who wanted to get involved had to accept a fixed hourly volume, which was sometimes difficult to fit into an already busy schedule. The texts published in the Official Journal at the beginning of September introduce the possibility of subscribing to half-missions, which changes the game for the first degree.
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In practice, one can now commit to a reduced volume of short-term replacement or academic support without mobilizing an entire weekly slot. For school principals who are already juggling release time and administrative tasks, this breakdown offers real maneuverability.
The other notable adjustment concerns the alignment of allowances between the first and second degrees. Primary school teachers had previously received a lower amount for comparable missions. The new amounts of the ISAE partially correct this gap, although feedback varies on the exact level of compensation according to the academies. To keep up with the latest developments regarding the renewal of the teacher pact, official publications remain the most reliable source.
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Teacher pact and territorial inequalities: the gap between rural and urban academies
The budget allocated to the pact has increased since its launch. On paper, more missions are funded. In reality, the distribution of missions depends on locally identified needs, and that is where the problem lies.
In a dense urban academy, institutions have enough students and staff to offer a wide range of missions: replacement, support in need-based groups, educational projects. A motivated teacher can accumulate several commitments and significantly increase their remuneration.
In a rural college with four or five classes, the available missions can be counted on one hand. Short-term replacement, for example, assumes that a colleague is absent, which happens less frequently in a small institution. Enhanced academic support requires groups of students that are sufficiently large to justify the system.
A mechanism that reproduces existing imbalances
It is observed that well-endowed academies mechanically capture more pact missions. This is not a question of bad faith from the rectorates, but a structural effect. The more a territory concentrates institutions, the more it generates eligible needs.
For teachers in rural areas or isolated priority education, the pact then becomes a theoretically accessible but concretely limited system. The senatorial report on the school teaching mission already pointed out the need for better management of the distribution of funds, without any territorial corrections being announced at this stage.
Union criticisms and real adherence to the teacher pact
The SNALC, SNES-FSU, and several other organizations have never hidden their opposition to the very principle of the pact. Their main argument can be summed up in one sentence: we are asking teachers to work more instead of revaluing the base salary.
The hashtag #NonAuPacteEnseignant launched at the end of 2023 illustrated this divide. The ministry, for its part, has highlighted an adherence rate that it deems satisfactory, while inspectors have denounced what they described as a lack of loyalty from the education system in presenting the figures.
On the ground, the reality is more nuanced. Some colleagues sign because the additional remuneration meets an immediate financial need. Others refuse out of conviction or lack of time. Situations also vary by discipline: a mathematics teacher in a stressed college will find support missions more easily than an arts teacher.
What the adherence figures do not reveal
- The number of signatories does not reflect the volume of hours actually worked, as some missions remain partially completed due to lack of material conditions.
- Contract teachers, who represent an increasing share of the workforce, do not always have access to the same missions as tenured teachers.
- The administrative burden related to monitoring the pact (validation, declaration, payment) weighs on school management without specific compensation.
Short-term replacement and priority missions in 2025
The replacement of absent teachers remains the most visible point of friction for families and teams. The pact was partly designed to address this issue by encouraging teachers present in the institution to take on substitute hours.
Feedback after two years of operation shows that short-term replacement works better in the second degree than in the first. In middle or high school, a teacher from a related discipline can take charge of a group for a few hours. In primary school, replacing an absent colleague requires managing an entire class for the day, which often exceeds the scope of a half-mission.
For the 2025 school year, regulatory texts also expand the scope of missions eligible for pedagogical innovation projects and support for students with special needs. These additions respond to a request made by the SNPDEN, which called for greater flexibility in defining covered activities.
The teacher pact enters its third year with real technical adjustments, particularly regarding the flexibility of commitments and the harmonization of allowances. The issue of territorial inequalities, however, remains open. As long as the distribution of missions follows the density of institutions rather than a compensation mechanism, teachers in under-resourced areas will continue to perceive the system as an instrument designed for others.