On the set of Jeudi en Prime (RTBF), Valérie Glatigny recalled the stakes surrounding the choices made by the Wallonia-Brussels Federation government. Protests, concerns and criticism: the reforms in education are sparking reactions, and we hear that emotion. But for the minister, the debate must start from a simple fact, one too often avoided: “today, one in five teachers is paid through borrowing.”
A figure that sums up the issue on its own: without budgetary recovery, there will be no more room to invest in education, and there is a real risk for salary payments in the medium term.
Behind the decisions taken lies the same rationale: preventing the situation from deteriorating to the point of threatening the very functioning of the education system. Valérie Glatigny stands by a choice that is not the easiest politically, but one she considers essential: acting now to safeguard what matters tomorrow.
“It's not pleasant to make savings, and it isn't for anyone,” she admits. But doing nothing would mean accepting a spiral where debt interest spirals out of control. Already this year, 340 million euros are going to the banks, not to our schools. We must get public finances under control today so we can reinvest in education down the line.
In this context, the minister stresses an essential point: the choices made were guided by a constant priority: preserving the quality of education. There is no question of reducing pupil supervision or cutting back on learning content, on the contrary, we are investing 25 million in personalised support for pupils!
The issue of the two additional periods in upper secondary school is at the heart of the criticism. Here too, the minister stands firm. Yes, it is an effort asked of teachers, but it is part of a broader set of measures aimed at protecting the system as a whole.
Faced with figures suggesting alleged job losses, Valérie Glatigny calls for putting things into perspective. Yes, the reform changes the organisation, but no, it does not mean redundancies. Even with the measure, our schools will continue to need more teachers in upper secondary, particularly due to numerous natural departures (retirement or early retirement, for example) or the extended teacher training, as a result of which almost no new graduates will emerge in 2026-2027.
And above all, we remain open to dialogue, since following discussions with the unions, temporary teachers will be protected. As such, a tenured teacher will not be able to take a temporary teacher's place in order to obtain a full workload.
Bringing back stability at the start of careers, where the system discourages
Beyond the budgetary measures, the interview also highlights another central issue: the attractiveness of the profession. Today, too many young teachers leave the profession quickly, due to a lack of stability. It is estimated that one in three teachers leaves the profession within the first five years of teaching.
This is precisely what the CDIE project (permanent contract for teachers) aims to correct. Offering a stable framework from the outset, with a steady workload, and avoiding scattered hours without a full schedule, as well as ensuring teachers are paid every month of the year rather than just 10 out of 12 months. This is meant to restore predictability at the start of careers, for example to pay a flat's rental deposit.
Reaffirming what school must be
The interview also provided an opportunity to reaffirm a broader vision of education. With the neutrality decree, the government intends to guarantee a space where everyone can learn free from identity-based, religious, philosophical or political pressure.
An important signal, as some teachers today hesitate to address certain content that is nonetheless part of the curriculum. We are receiving increasing reports of knowledge being contested, which has led some teachers to self-censor. It is unacceptable for parts of the curriculum not to be covered, such as the Holocaust, Darwin's theory of evolution, gender equality, and so on.
Preparing pupils to understand today's world
The introduction of artificial intelligence into learning is part of the ambition to prepare pupils for a world where digital technology already structures knowledge, professions and access to information.
As Valérie Glatigny recalled, two periods will be specifically devoted to digital technology in the 1st and 2nd year of secondary school, with particular focus on artificial intelligence.
The challenge goes well beyond technical mastery. It is about giving pupils the keys to understand how these tools work: how algorithms function, the reliability of content, bias, and the manipulation of information.
In a context where artificial intelligence is profoundly transforming how we do things, schools have an essential role to play: training young people who are able to use these technologies, but also to question them and develop their critical thinking.
Find the full interview with Valérie Glatigny here: https://www.rtbf.be/article/jeudi-en-prime-malgre-la-grogne-des-enseignants-la-ministre-glatigny-maintient-le-cap-de-ses-reformes-11707625