Public primary school teachers in the Federal Capital Territory (FCT) have officially ended their prolonged industrial action, which lasted for over three months, following the partial payment of their outstanding entitlements. The teachers’ union, under the FCT chapter of the Nigeria Union of Teachers (NUT), confirmed this development in a communique released in Abuja on Tuesday, July 8, 2025.

According to the union, teachers across all FCT primary schools are expected to resume academic duties from Wednesday, July 9, 2025. The strike, which began on March 24, 2025, stemmed from long-standing grievances, particularly over the non-payment of the ₦70,000 national minimum wage, accrued salary arrears, promotion delays, and poor welfare conditions.

The resumption of work followed the intervention of FCT Minister Nyesom Wike, who, despite not having direct statutory responsibility for primary education funding, played a key role in mediating the crisis and unlocking much-needed funds to meet the teachers’ demands.

The Genesis of the Strike: Three Months of Classroom Silence

The industrial action, launched in late March, reflected growing discontent among public primary school teachers who felt increasingly sidelined in the implementation of recent wage reforms. While teachers in secondary schools had begun receiving the new national minimum wage and related arrears, their colleagues in the primary education sector were excluded. This disparity was seen as a gross injustice by the affected teachers.

Additionally, many primary school teachers had not received their due promotions, and several had complained about years of stagnation. Others cited poor teaching environments, lack of instructional materials, and administrative neglect from the local authorities tasked with managing the primary education sector.

For over 100 days, classrooms in the FCT’s public primary schools remained empty. Pupils were forced to stay home or seek alternative schooling options, while parents voiced concerns over learning disruptions and the long-term academic implications for their children.

Wike Steps In: ₦16 Billion Lifeline to Ease the Crisis

In a significant move that changed the tide of the standoff, Minister Nyesom Wike, in collaboration with stakeholders, engineered a ₦16 billion financial intervention to address the teachers’ concerns. Although funding for primary education falls under the purview of the six FCT Area Councils, Wike acknowledged the financial limitations faced by the councils and decided to intervene.

On July 3, Wike convened a high-level meeting that brought together critical stakeholders, including:

• The House Committee on FCT

• The House Committee on Area Councils and Ancillary Matters

• The FCT Head of Service

• The FCT Permanent Secretary (Treasury)

• Executives of the Nigeria Union of Teachers

During the meeting, the minister revealed that the Area Councils had been unable to meet their salary obligations due to dwindling Internally Generated Revenue (IGR) and low federal allocations. As a result, Wike approved the release of 10% of the IGR from the six Area Councils for a six-month period, totaling ₦16 billion.

This intervention was earmarked specifically to clear portions of the teachers’ salary arrears and outstanding minimum wage payments. By July 8, teachers received their June 2025 salaries along with five months’ worth of arrears under the new wage structure.

Teachers’ Union Accepts Offer, Calls Off Strike

Following the disbursement of funds, the State Wing Executive Council (SWEC) of the NUT held an emergency meeting on July 4 to evaluate the outcome of the mediation and the payment received. After what the union described as thorough deliberations, it was agreed that the strike would be temporarily suspended to allow academic activities to resume.

In a joint statement signed by NUT Chairman Abdullahi Shafas, Secretary Margaret Jethro, and Publicity Secretary Ibukun Adekeye, the union confirmed that teachers would return to classrooms beginning Wednesday, July 9.

While appreciating the intervention by the FCT Minister, the union emphasized that the suspension of the strike was conditional, pending the complete settlement of all outstanding entitlements. They also expressed confidence in the newly constituted Special Committee, which has been tasked with auditing the full backlog of entitlements and recommending a sustainable funding framework within two weeks.

Previous Efforts and Unresolved Tensions

Prior to the ₦16 billion disbursement, the minister had earlier approved a ₦4.1 billion allocation to the six Area Councils in a bid to address the wage issue. That amount was also meant to settle new minimum wage obligations and arrears. However, delays in implementation and poor coordination resulted in little to no impact, thereby prolonging the industrial action.

Wike, at that time, warned the Area Councils to apply the funds judiciously, urging them to prioritize wage obligations and avoid bureaucratic bottlenecks. His direct intervention with the ₦16 billion allocation was seen as a more decisive and impactful move, leading to real outcomes.

Despite this progress, many observers note that unless systemic reforms are made, wage disputes between primary school teachers and the Area Councils will likely recur.

The Bigger Picture: An Unbalanced Education Structure

The FCT’s primary education crisis underscores broader systemic challenges affecting Nigeria’s public education system. Constitutionally, primary education is the responsibility of local governments (or Area Councils in the FCT). However, with limited financial autonomy, poor revenue collection mechanisms, and overdependence on federal allocations, these councils often struggle to meet even basic salary obligations.

The recent strike exposed the vulnerability of the system, where essential education workers could go unpaid for months due to unclear administrative responsibilities and funding shortfalls. It also raised questions about the sustainability of Nigeria’s federal structure as it pertains to education delivery.

Looking Ahead: Sustaining Gains, Preventing Relapse

For the FCT education sector to stabilize and flourish, there must be a concerted effort from all tiers of government. The Special Committee inaugurated by Minister Wike offers a promising pathway toward long-term solutions, but its success depends on transparency, accountability, and effective implementation.

The government must go beyond temporary bailouts and adopt structural reforms to improve how primary education is funded and managed. There is also a need for a legal review to address the imbalance in responsibility between the federal government and local authorities, particularly in critical areas like wage payments.

Furthermore, the NUT has urged that promotions, allowances, and other entitlements not yet addressed must be incorporated into ongoing negotiations to prevent further unrest. The union insists that continued dialogue with relevant authorities will be essential to maintaining peace and stability in the sector.

Conclusion: A Victory, But Not the End

While the resolution of the FCT primary school teachers’ strike is a welcome development, it is by no means a final solution. The underlying issues that caused the strike — from inadequate funding to administrative confusion and wage disparities — remain very much alive.

Nonetheless, the teachers’ return to the classroom provides thousands of pupils with a chance to continue their education, and offers a temporary reprieve for parents and school administrators.

Minister Nyesom Wike’s swift intervention is widely credited with averting a deeper crisis. However, sustained success will require not just intervention, but reform, commitment, and consistent action to ensure that education, the foundation of national development, is not continually disrupted by neglect.

As schools reopen, all eyes will be on the Special Committee’s recommendations and the government’s willingness to act on them swiftly and comprehensively. Only then can the FCT – and by extension, Nigeria – begin to build a truly resilient and equitable education system.