Early childhood practitioners are professionals who may belong to the local civil service (departmental level) when working in public nurseries, or are private-sector professionals (without civil servant status) when working in private facilities.

School teachers are members of the civil service. Their professional status is therefore subject to civil service legislation.

The preamble to the 1946 Constitution, which remains in force under the 1958 Constitution, stipulates that "the organisation of free, secular public education at all levels is a duty of the State". The State retains responsibility for public education: "as such, it is responsible for the recruitment, training and management of staff. It is responsible for their remuneration and educational expenses. It determines educational guidelines and curricula". Public education at school level is administered by the Ministry of National Education, Higher Education and Research.

There is no national planning for early childhood care, whether in collective facilities or in the home.

For pre-primary, primary and secondary education, the number of positions available each year in the various recruitment competitions is set annually by ministerial decree. However, these decisions by the executive branch are part of the budget of the Ministry of National Education, which is discussed and voted on each year by Parliament. 

Access to the teaching profession is by competitive examination, the terms and conditions of which are set by the State.

• Competition for the Recruitment of School Teachers: decree of 19 April 2013 laying down the procedures for organising the external competition, the special external competition, the second internal competition, the second special internal competition and the third competition for the recruitment of school teachers.
• CAPES competitive examination: decree of 19 April 2013 establishing the sections and organisational procedures for the Secondary School Teaching Certificate examinations.
• CAPET examination: decree of 19 April 2013 establishing the sections and organisational procedures for the Technical Education Teaching Certificate examinations.
• CAPLP competition: decree of 19 April 2013 establishing the sections and organisational procedures for the Certificate of Aptitude for Teaching in Vocational Secondary Schools examinations.
• CAPEPS competitive examination: decree of 19 April 2013 establishing the sections and organisational procedures for the Certificate of Aptitude for Teaching Physical Education and Sports examinations.
• Competitive examination for teaching certification: Decree No. 72-580 of 4 July 1972 amended relating to the special status of secondary school teachers.

Successful completion of one of the national competitive examinations entitles the candidate to access the corresponding teaching position. There are two types: 

• primary school teachers, who work in nursery schools and primary schools, where they provide a wide range of teaching; 
• Secondary school teachers, who teach in middle schools and high schools, where they teach a single subject (one subject per teacher). Several different competitive examinations provide access to the secondary school teaching profession.

Only students enrolled in the second year of a master's degree or candidates who already hold a master's degree may apply for external competitions for the recruitment of teachers. To be appointed as trainee civil servants, successful candidates must provide proof that they hold a master's degree.

After passing the competitive examination and being assigned to an academy, trainee civil servants receive initial statutory training. This training is tailored to the profile of the trainee teacher or CPE and the type of master's degree obtained.

In view of the trainee's academic background and initial professional experience, the first year of training focuses on professional practice in schools or educational establishments, where they receive appropriate mentoring.

Trainees who hold a master's degree in a specific subject work part-time in a school or educational establishment. Their year of training is characterised by alternating periods of professional practice with responsibility and training based in particular on one or more teaching units from the master's degree in teaching, education and training (MEEF).

The training programme for trainees who do not hold a MEEF master's degree includes training in secularism and the values of the Republic, the schooling of pupils with special educational needs 4 and gender equality.

Early childhood practitioners are professionals who may belong to the local civil service (departmental level) when working in public nurseries, or are private-sector professionals (without civil servant status) when working in private facilities.

Teachers in the public primary and secondary education system are civil servants. Consequently, they are subject to the general regulations governing the rights and obligations of civil servants (Civil Service Regulations). Teachers in private schools under contract are not civil servants, but are contractual employees of the civil service.

Pre-primary and primary school teachers

In primary education, substitute teachers may be called upon as soon as a teacher is absent for half a day. These teachers are attached to a school and assigned either to a departmental substitute teaching brigade or to a localised intervention zone (ZIL).

Teaching staff assigned to brigades are responsible for covering long periods of leave (training courses, maternity or adoption leave, long-term sick leave, etc.); staff assigned to localised intervention areas (within departments), organised around a group of schools, cover shorter periods of leave.

There are two types of substitutes in primary education:

• substitute teachers working in localised intervention zones (ZIL), who are assigned to short-term replacements (less than fifteen days) within a radius not exceeding 20 km; these mobile teachers are placed at the disposal of the national education inspector in their district
• substitutes working as part of the "departmental brigades" (BD), who are required to travel throughout the department for substitutions of varying lengths.

However, the number of ZILs has decreased because many departments have pooled their resources within replacement zones covering several constituencies. The most experienced substitutes may also be called upon to substitute in specialised classes or establishments (classes for inclusive education, adapted general and vocational education sections, etc.), particularly those who hold the Certificate of Professional Aptitude for Specialised Assistance, Adapted Education and the Schooling of Students with Disabilities (CAPASH).

Secondary school teachers

In secondary education, substitute teachers are referred to as "substitute teachers in the area" (TZR).

For long-term absences, replacements are TZRs, but also permanent and fixed-term contract staff, which helps maintain a high level of efficiency.

Short-term absences (less than 15 days) are covered by a specific scheme, managed by the head teacher, which provides for the use of teachers from the school, paid overtime, to carry out short-term replacements.

In each school, a protocol must define, in particular, the procedures for mobilising teachers for short-term replacements, in accordance with their qualifications, within the limit of 5 additional hours per week and 60 hours per school year. The head teacher must first seek the agreement of teachers to participate in this scheme, even if he or she has the option of appointing a teacher in the absence of volunteers. This scheme is primarily intended to cover foreseeable absences, such as those related to continuing professional development courses, preparation for or sitting a competitive examination or exam, or participation in an examination board. Permanent and contract staff at the school participating in the scheme are entitled to actual overtime.

Secondary school teachers

In secondary education, substitute teachers are referred to as "substitute teachers in the replacement zone" (TZR).

For long-term absences, replacements are TZRs, but also permanent and fixed-term contract staff, which helps maintain a high level of efficiency.

Short-term absences (less than 15 days) are covered by a specific scheme, managed by the head teacher, which provides for the use of teachers from the school, paid overtime, to carry out short-term replacements.

In each school, a protocol must define, in particular, the procedures for mobilising teachers for short-term replacements, in accordance with their qualifications, within the limit of 5 additional hours per week and 60 hours per school year. The head teacher must first seek the agreement of teachers to participate in this scheme, even if he or she has the option of appointing a teacher in the absence of volunteers. This scheme is primarily intended to cover foreseeable absences, such as those related to continuing professional development courses, preparation for or sitting a competitive examination or exam, or participation in an examination board. Permanent and contract staff at the school participating in the scheme are entitled to actual overtime.

In France, the basic statutory salary for teachers is set by the State in the same way for all teachers in the public service and in private education under contract. Private education not under contract sets its own teachers' salaries.

The salaries of pre-primary, primary and secondary school teachers are based on an index scale. This basic remuneration increases periodically as teachers move up the scale within a grade. These changes in scale occur at varying speeds depending on the teacher's merit and participation in continuing professional development activities. 

The average number of years a tenured teacher must work to reach the maximum statutory salary is estimated at 35 years for teachers in pre-primary to upper secondary education.

In pre-primary and primary education, the minimum and maximum salaries shown in the table are those of the statutory salary for a school teacher and include the Indemnité de Suivi et d'Accompagnement des Élèves (ISAE), an annual allowance of €400, established by the Decree No. 2013-790 of 30 August 2013For secondary education, the minimum and maximum salaries shown correspond to the statutory salary of a certified teacher and include the Student Monitoring and Guidance Allowance (ISOE), established by the Decree No. 93-55 of 15 January 1993, with the amounts set by the decree of 15 January 1993. 

Teachers may also receive allowances depending on their situation (not included in the amounts shown in the table). For example, teachers who are primary school headteachers receive a specific allowance. Other allowances exist:

• Head teacher allowance;
• REP or REP+ allowance (teachers in priority education areas);
• Teaching allowance for teaching students with special needs;
• Annual Overtime Allowance (HSA);
• Trainee teacher tutoring allowance;
• etc.

Sources :  (1) Eurydice, Teachers’ and school heads’ salaries and allowances in Europe –2023/2024 , 2025.

(2) Statistical benchmarks and references 2025, sheet 9.15, table 2, p. 359

For further information on career progression in the above-mentioned levels of education, please refer to to the website of the Ministry of Education.

Early childhood care

In the case of professions in private collective structures, working hours and leave periods are defined in a national collective agreementFor both public and private sector employees working in collective childcare facilities, the standard working week is set at 35 hours (or 151.67 hours per month). The number of days of leave is calculated on the basis of a 5-day working week.

In the case of childminders who provide childcare in their own homes, they are not subject to the legal working week of 35 hours. Maximum daily, weekly and annual working hours are imposed. Public holidays worked and weekly rest periods are specified in the contract. The duration of childcare specified in the collective agreement is 45 hours per week. Daily childcare is provided according to the following rules:

• the usual length of the reception day is 9 hours
• Daily childcare begins at the time specified in the contract and ends when the child leaves with one of their parents.
• Childminders are entitled to a minimum of 11 consecutive hours of rest each day and may not be employed for more than 6 consecutive days.

The employer may not require the childminder to work more than 48 hours per week without their written consent. This 48-hour limit is calculated as an average over a period of four months. With the childminder's consent, it may be calculated over a period of 12 months, up to a maximum of 2,250 hours per year.

Pre-primary and primary school teachers

The service of primary school teaching staff is determined by the Decree No. 2008-775 of 30 July 2008 and is organised into 24 hours of teaching per week for all pupils and 108 hours per year, carried out under the responsibility of the national education inspector in charge of the district in which the teachers concerned work. The 108 hours of service per year are divided as follows: 

• 36 hours devoted to complementary educational activities organised as part of the school project, in small groups of pupils, to help pupils experiencing learning difficulties, to provide assistance with personal work or for an activity planned as part of the school project;
• 48 hours devoted to working in teaching teams, liaising with parents, and developing and monitoring personalised education plans for pupils with disabilities;
• 18 hours devoted to continuing professional development, at least half of which is spent on teaching activities;
• 6 hours of participation in compulsory school councils.

Part-time work is possible at rates of 50%, 60%, 70% or 80%. However, these rates may be adjusted to achieve a weekly schedule comprising a whole number of half-days in the first degree corresponding to the chosen working time rate. Part-time work may be carried out on an annual basis, subject to the interests of the service.

Secondary school teachers

Le Decree No. 2014-240 of 20 August 2014 sets the maximum weekly working hours that secondary school teaching staff are required to work without additional remuneration, namely: 

• Certified teachers: 15 hours;
• Certified teachers of physical education and sports: 17 hours;
• Certified teachers, teaching assistants and vocational school teachers: 18 hours;
• Physical education and sports teachers, physical education and sports lecturers and physical education and sports teaching assistants: 20 hours;
• Teachers working with pupils with special needs: 21 hours. 

In secondary school, one class period lasts 55 minutes. 

The maximum service may be adjusted in certain specific cases: reduced in cases of large class sizes or teaching in certain classes, or increased in cases of small class sizes.

In the interests of the service, one additional hour per week may be imposed. In this case, teachers receive financial compensation. In addition, secondary school teachers participate in various councils and meetings devoted to monitoring and assessing pupils. These meetings are not subject to regulated quantification.

Part-time work is possible at rates of 50%, 60%, 70% or 80%. However, these rates may be adjusted to achieve a weekly working time comprising a whole number of hours in the second degree corresponding to the chosen working time rate. Part-time work may be carried out on an annual basis, subject to the interests of the service. 

Like all civil servants, teachers belong to specific corps. There are six corps of teaching staff for which recruitment is carried out: primary school teachers, certified teachers, physical education and sports teachers, vocational secondary school teachers, secondary school teachers with advanced qualifications, and senior lecturers. 

Career advancement within the corps is reflected in promotion to a higher rank and, where applicable, promotion to a higher grade.

The rate of progression is unique and linear. It will now take 26 years to reach the final step of the normal grade, in line with other Category A civil servants.

There are three different classes:

1. Standard class;
2. Out of class;
3. Exceptional class.

Each teacher is entitled to three career meetings to take stock of their career path in a thorough and objective manner. Career acceleration and faster promotion prospects enable professional achievements and commitment to be recognised and rewarded.

The exceptional class is primarily accessible to teaching staff who have worked in priority education or held special assignments or responsibilities for at least eight years.

Teachers are required to update and expand their knowledge throughout their professional lives. Continuing professional development and internal promotion enable teachers who wish to do so to progress in their profession or change roles within the National Education System.

Thus, a school teacher can become: 

4. school headteacher; 
5. master trainer; 
6. school psychologist; 
7. special needs teacher (ASH); 
8. National Education Inspector (IEN); 
9. secondary school teacher by passing an internal competitive examination; 
10. teaching abroad; 
11. etc. 

Secondment, temporary assignment or availability also allow you to work in a different job for a few years.

Through competitive examinations or registration on the eligibility list, teaching staff have the opportunity to join two inspection bodies: the National Education Inspectorate for primary school teachers and certified teachers, and the Regional Education Inspectorate for secondary school teachers. They may also become head teachers (or deputy head teachers in secondary schools by sitting a competitive examination to join the management corps).

In addition, after three years of teaching, school teachers can also register on the list of eligible candidates for the position of headteacher, to perform this role in a pre-primary or primary school. Headteachers do not constitute a specific body of civil servants. They belong to the body of school teachers and are appointed to a position. They are responsible for the organisation and running of the school and act as a point of contact for local authorities, parents, the business community and cultural and sports associations. Teachers wishing to change careers can apply for secondment to work in other ministries or local authorities, or in research organisations under the ministry's jurisdiction. 

Finally, two Decrees No. 2005-959 et 2005-960 of 9 August 2005 taken pursuant to Article 77 of the Act No. 2003-775 of 21 August 2003 pension reforms introduced the second career procedure for teachers. This allows teachers with at least fifteen years of teaching service to request a secondment to government departments, local authorities and public administrative institutions. During the secondment, which is set at one year, the employee undergoes training to adapt to the new role. At the end of this year, if the seconded employee so requests, the host administration will decide either to integrate them immediately, to reinstate them in their original position, or to maintain their secondment for an additional year in their current position or in a new position within the same administration, local authority or institution. 

Each year, teachers who wish to change their assignment have the opportunity to register for a national or regional transfer in order to obtain their transfer.

The movement of primary and secondary school teaching staff, education staff and educational psychologists in the national education system is divided into two phases.

For primary school teachers, there is an inter-departmental phase allowing teachers to change departments, followed by an intra-departmental phase for teachers who are to receive their first assignment in the department or who are returning to a post after a period of secondment, availability or long-term leave, and for those who wish to change assignment within their department. Primary school teachers who have lost their posts following a period of parental leave must also participate in the intra-departmental transfer process.

Academy inspectors and academic directors of national education services make changes to the departments of primary school teaching staff, on the recommendation of the Minister for National Education and under the responsibility of the rectors.

For secondary education, an inter-academic phase is organised, followed by an intra-academic phase. Staff participate in the transfer process to request a transfer, obtain their first assignment, or return to a secondary education assignment (reinstatement).

The Ministry is responsible for appointing staff transferring between academies, appointing new permanent staff within academies, and assigning senior lecturers. Local education authorities decide on the initial and new assignments of staff appointed within their academy.

Given their large volume, the examination of transfer requests from primary school teachers and secondary school staff in the context of inter- and intra-departmental transfers and inter- and intra-academic transfers is based on scales that allow for the fair ranking of applications.

In addition to the priorities set out in Article 60 of Law No. 84-16 of 11 January 1984, as amended, the scales for the movement of primary and secondary school staff also reflect those of the Decree of 25 April 2018 on the assignment priorities of members of certain bodies mentioned in Article 10 of Law No. 84-16 of 11 January 1984:

• staff affected by school zoning measures;
• officers seeking reconciliation with the holder of joint parental authority in the interests of the child;
• officers working in a territory or area experiencing particular recruitment difficulties;
• staff members submitting the same transfer request each year, length of time the request has been pending;
• agents with proven experience and professional background.

Early childhood care

In the case of professions in private collective structures, the grounds for dismissal and associated measures are defined in a national collective agreementIn the case of public bodies, employees are civil servants in the local civil service and are governed by this status.

In the case of home-based childminders, parents may decide to withdraw their child from the registered childminder they employ and thus terminate their employment contract. This withdrawal of the child has the same effect as dismissal but is subject to specific rules. The rules, compensation and notice periods depend on the type of employment contractIn the case of a permanent contract, the notice period begins on the day the registered letter notifying the termination of the employment contract is first presented. The minimum notice period depends on the childminder's length of service: 15 days for less than one year with the family, one month for more than one year. The decision to terminate the contract must be notified by registered letter with acknowledgement of receipt, without any prior interview being required. It is not mandatory to give reasons for removing the child.

School education

According to Article L553-1 of the Civil Service CodeA civil servant may be dismissed in the following cases:

• For abandoning one's post;
• After the interested party refused three positions offered for his reinstatement at the end of a period of availability;
• For professional incompetence.

For early childhood professionals working in private collective structures, the national collective agreement sets out the conditions for entitlement to pension rights through legal and contractual provisions.

Teachers and local government employees working in early childhood education benefit from the same pension scheme as all civil servants.

Teachers are eligible to receive a retirement pension from the age of 62. Category A teachers may, if they wish, continue working until the age of 67, particularly those who, upon reaching the age of 60, do not yet have the 42 years of service required to obtain the full rate.