The bilateral with Anne Genetet took place around the five main themes desired by the CFDT: the budget, the “shock of knowledge”, working conditions, social dialogue, control of private establishments under contract.
Staff suffer from deterioration in quality of life and working conditions
For the two CFDT education federations, the bilateral with Anne Genetet is an opportunity to present our critical analyzes and our demands about the budget, the “clash of knowledge”, working conditions, social dialogue, control private establishments under contract.
Budget: no to the planer
The excessive reduction of teaching positions led to the establishment of a social alert by an inter-union association. For the CFDT, the demographic decline should be an opportunity to improve the working conditions of staff and the learning of students, notably through the “more teacher than class” system, to improve the conditions of inclusion for staff and students. For us, cuts to operations with unreimbursed travel expenses for certain staff (PsyEN, IPR, nurse, etc.) are unacceptable. This creates undone work and puts staff in distress because they can no longer carry out their missions. We insist on the budget of the communities which also worry us, concerning the halted building renovation and cultural expenditure. Teachers’ discomfort necessarily has repercussions on students. The CFDT reiterated its request for a multi-year program of jobs and the unconditional upgrading of National Education personnel.
No to the “Clash of knowledge”
The CFDT reiterates its opposition to the clash of knowledge and points out the enormous work that this generates, without it being recognized. Regarding national assessments, removing APC hours is not appropriate. The CM2 assessments are emblematic. In fact, teachers do not correct but enter students’ dictations and responses with spelling errors, which is unacceptable work for A-level managers and amounts to stripping teachers of their professional expertise. The CFDT also insists on the fact that the level groups are in contradiction with the inclusive school, because there is an under-representation of students in certain groups.
Working conditions: a lot of burnout
The CFDT Education, Training, Public Research informs the Minister of the increasing number of SST files which are being reported, particularly affecting teachers suffering from the difficult implementation of inclusive schools. We alerted the minister to the fact that the “pact” contributes to the intensification of work and the increase in the budget for the “pact” underlines that this PLF will further worsen working conditions. We also alerted to the deployment of RenoiRH and Op@ale IT applications. The CFDT denounces the cuts of several million euros in continuing training, with repercussions on working conditions such as evening video sessions without possible recovery, the difficulty of work for trainers, the concern about recovering working hours. courses if we follow training or if we train.
Social dialogue: for real negotiations
The CFDT is calling for more time for real negotiations and not meetings where unions are invited only to be informed. We deplore the method of previous ministers which consisted of first informing the press. We have transmitted points of demand to the minister, in particular the request made, through the petition cards, to increase from 15 to 30 euros the fixed contribution of the State employer to the PSC contribution of agents to compensate for the delay in the implementation implementation of the agreements (find the petition online).
Our two federations also asked:
- the implementation of EVARS programs and the protection of personnel while pressure from reactionary, traditionalist and far-right groups is increasing,
- the establishment of monthly situation updates concerning the security of establishments,
- the implementation of the N’Diaye plan on social diversity by including the teams.
The Fep-CFDT recalls that social dialogue with the DAF has enabled progress regarding delegated teachers and mobility, although it is still necessary for private sector teachers to be able to register for all competitions. The Fep requests that private sector union organizations be convened by the ministry at the same rate as those in the public sector.
For increased control of private establishments under contract
The Fep-CFDT recalls the ministry’s desire since January to put in place the control plan for establishments under contract, to verify the proper implementation of programs, the application of the values of the republic, and the proper use of public funds. The Fep demands that it be continued and generalized. This should make it possible to definitively put an end to abuses like that of Pau. It is urgent for our two CFDT federations to work on social diversity in the private as well as in the public sector, specifying that the question of IPS is not just a territorial question.
The minister’s words: No response to the questions asked
Anne Genetet presents herself as a person who wants to take the time to speak in a society that is changing quickly. For her, everything we do for education prepares for the future. Reforms are only seen over the long term, outside of political time. She wants to highlight all local actions. She says she wants to work on three areas: A demanding school that allows the level of students to be raised; a well-being school serving academic success; a school that listens to the field, with the “last meter” method, that what we put in place goes to the end. The CFDT highlighted the risk of contradiction: to leave room for local initiatives, the ministerial level must not decide everything.
Concerning the budget, the minister considers that there is no change because there would have been more losses if we had strictly followed the demographic declines. For her, it is also a question of land use planning over which she has no control.
Concerning the “shock of knowledge”, she wishes to maintain the reforms and particularly the national evaluations which seem to her to be a good tool. There will indeed be a new DNB for the 2026 session, for which she wants to restore value to numerical notes, not seeming to have docimology studies in mind.
She remains deaf to the deterioration of working conditions, particularly those concerning the entry of standardized assessments and particularly dictations and responses written by students by colleagues in Primary. The CFDT Education Formation Recherche Publiques and the FEP-CFDT recalled the additional work for school teachers in connection with these evaluations, work which is not sufficiently recognized.
She wishes to ratify the reform of initial training for the next school year. She says she is working with the Minister of Higher Education and Research so that the future school teacher license allows students to leave the course without starting from scratch, or to enter the course in the 2nd or 3rd year. She sees no problem with financing. We reminded him that it is already too late to install a new license at the start of the 2025 school year in terms of working conditions for university staff and the opening of Parcoursup.
Concerning social dialogue, it wishes to consult first with the trade union organizations before making arbitrations and undertakes to communicate with the media afterwards.
Concerning private education, she says she refuses the educational war and advocates freedom of choice, knowing that choosing private is not necessarily a criticism of the public according to her. At our request for more frequent and rigorous controls of establishments under association contract with the State with sanctions in problematic situations, it seems to want to be in support rather than in control. She wants to relaunch work on social diversity. She remains doubtful about the uniform and prefers local initiatives to a generalization: she considers that there are other means to restore the authority of teachers and emphasizes that for children and adolescents the uniform risks offending their self-esteem, their desire for expression.
To conclude, the minister recalls that the ministry has constraints, particularly budgetary ones, and that we must therefore trust the creativity of teachers. She also trusts the parliamentary debate to reduce budget cuts in National Education. She therefore does not commit to amendments that the government would table to improve the PLF for education, and seems to hold the line of doing better with less while neglecting the impact on staff working conditions.
This cannot satisfy the CFDT.
