Teachers in the Federal Capital Territory (FCT), Abuja, have initiated an indefinite strike, disrupting ongoing first-term exams for primary school pupils. The strike, which began on December 2, 2024, was called in response to the failure of area councils to implement the ₦70,000 minimum wage, a policy approved by the federal government. This action has once again highlighted the growing tension surrounding labor issues in the region, as students have already faced significant disruptions due to previous work stoppages.
The strike follows a 14-day industrial action that occurred from September 18 to October 7, 2024, which saw schools closed for nearly three weeks. Teachers have expressed their dissatisfaction with the non-payment of the newly approved minimum wage and other allowances. Comrade Ameh Baba, Chairman of the Nigeria Union of Teachers (NUT) in the Kubwa chapter, emphasized that the Nigeria Labour Congress (NLC) had set a December 1 deadline for states to comply with the new wage structure. With the area councils failing to meet this deadline, the union had no choice but to enforce the strike.
Baba further explained that while FCT Minister Nyesom Wike had approved the new wage and facilitated its inclusion in November salaries for some workers, teachers under the Universal Basic Education Commission (UBEC) had not received the adjustment. Additionally, primary school teachers in the FCT are still awaiting payment of a ₦40,000 peculiar allowance and a ₦35,000 wage award, both of which have been outstanding for up to a year. These ongoing delays have forced the union to continue the strike until the issues are fully addressed.
The strike has disrupted the academic calendar, leaving pupils to cope with prolonged interruptions in their education. Teachers in the FCT are calling for immediate resolution to these issues, stressing that the delays have taken a toll on both educators and students. The strike highlights the precarious state of public education in the FCT, where unresolved labor disputes have become a frequent obstacle to academic progress.
