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Partly elaborated by nonprofits organizations in the education sector and the educational network of local authorities, the French reform of paces in elementary schools not only recognizes non profit’ knowledge and expertise, but also creates a new workspace for them within the school institution. Locally declined in a strongly contrasted way, the reform’s implementation multiplies workers contracts but makes them precarious at the same time: workers may be public or private, permanent, temporary or volunteers. Therefore the reform probably reveals less of a power redistribution from State to nonprofits and local authorities than a new mesh of governmentality and public work which largely blurs the frontiers between public and private at the core of the public service.