The teacher pact, implemented at the start of the 2023 school year, was based on a simple principle: to offer willing teachers additional paid missions, such as short-term replacements or tutoring support. Two years later, the draft finance bill for 2026 brings this system back to the forefront. The Ministry of National Education has not yet decided between renewal, transformation, or abolition.
Private agricultural education: a field where the teacher pact has already disappeared
Before looking at what is being prepared on Rue de Grenelle, a concrete case deserves attention. In private agricultural education, the teacher pact did not wait until 2026 to stop. Professional organizations in this sector acknowledged the end of the system as early as the end of the 2023-2024 school year, without extension.
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This precedent is rarely mentioned in analyses focused on the National Education system. It shows that the abrupt exit from the pact is a scenario already tested in certain segments. Private agricultural institutions have shifted to other levers: conventional bonuses, modulation of working hours. Daily operations have not been paralyzed, but the teachers involved have lost a source of additional income.
To understand in detail the scenarios for the end of the teacher pact 2026 as they are studied at the ministry, it is essential to keep this reality in mind: the debate is not purely theoretical; some sectors are already experiencing the post-pact phase.
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Reconditioning bonuses: the scenario of budgetary transformation
Why talk about “reconditioning” rather than abolition? Because the most developed hypothesis at the ministry does not involve eliminating the financial envelopes of the pact. It aims to redistribute these funds within another compensation framework, targeting a smaller number of missions.
Specifically, the famous “bricks” of the pact (these mission units that each teacher could accumulate) would be replaced by targeted allowances. Short-term replacements, for example, could be maintained in a different form, while other missions deemed less priority would disappear.
What this scenario changes for teachers
A teacher who accumulated several bricks would see their additional income decrease. Not because the total amount necessarily drops, but because the number of eligible missions would be reduced. Secondary school teachers, who had massively adopted short-term replacements, would be the first affected.
In primary education, the situation differs. Primary school teachers had mobilized the pact less, often due to a lack of missions suited to their context. For them, reconditioning could even open new possibilities if the allowances are rethought around specific needs in primary education.
Increase in the index point: a factor that relativizes the loss
One element often goes under the radar when discussing the end of the pact. The revaluation of the public service index point alters the overall balance of teachers’ remuneration. After a notable increase in 2023, the index point has been set at 4.92 euros gross per month since January 2026.
You may wonder what this has to do with the pact? Here it is: when the base salary increases, the relative weight of an allowance like the pact decreases in the total income. The financial loss related to the end of the pact is partially offset by the index revaluation. Partially, not totally.
For a teacher who only accumulated a single brick, the difference may be modest. For those who accumulated several, the compensation remains insufficient. The calculation varies according to seniority, grade, and number of missions performed.
Critiques from the Court of Auditors: why the pact lacks reliable data
The report from the Court of Auditors highlights a fundamental problem that weighs heavily in budgetary decisions. The available data on the teacher pact is incomplete. It is difficult to know precisely:
- How many teachers actually receive the supplement related to the pact, and in what proportions according to the academies
- What measurable impact the system has had on short-term replacements, a mission that largely justified its creation
- If the tutoring missions funded by the pact produced different results from those already existing before 2023
This numerical opacity complicates any serious evaluation. A system whose effectiveness cannot be measured becomes vulnerable during budgetary negotiations, especially in a context where school education is no longer the state’s primary budget item.
A management problem, not just a budget issue
The question goes beyond mere financial considerations. The pact relied on local management, academy by academy, institution by institution. This decentralization has produced considerable disparities. Some heads of institutions have been able to mobilize teachers, while others have found themselves with underutilized envelopes.
The ministry is considering tightening this management, regardless of the form that the successor to the pact will take. The goal would be to move from an à la carte system to a more standardized framework, with usable monitoring indicators.
Back to school 2026: what remains to be decided for educational teams
Several decisions remain pending just weeks before the start of the school year. The timeline for budgetary negotiations creates uncertainty that weighs on institutions.
- Do the ongoing mission contracts automatically expire, or is an administrative act of termination required?
- Will teachers who integrated the pact’s supplement into their personal budget be supported by a transitional measure?
- Will short-term replacement missions, if they lose their “pact” framework, be resumed under another system or abandoned?
No scenario resembles a return to the functioning of before 2023. The compensation landscape for teachers has been altered by three years of the pact, and local management habits have changed as well. Going back would require recreating mechanisms that no longer exist.
The upcoming weeks of budgetary discussion in Parliament will determine whether the start of the 2026 school year will occur with a transformed system or with a void that each academy will have to fill in its own way. For teachers, the issue remains the same as it has been from the beginning: to know whether voluntary engagement in additional missions will continue to be financially recognized, and in what form.