Dual Unionism In Nigerian Secondary Schools: Challenges And Solutions

By Richardson Ogwezzy, Ph.D

Unionism has played an important role in protecting teachers’ welfare and defending the educational system in Nigeria. However, the existence of both the Academic Staff Union of Secondary Schools (ASUSS) and the Nigeria Union of Teachers (NUT) in secondary schools has created a situation many people now describe as dual unionism. Instead of strengthening teachers’ struggles, the presence of two unions in the same system has, in many states, led to confusion among teachers.

For many years, NUT was fully in charge of both primary and secondary school teachers in Nigeria. With time, however many secondary school teachers began to feel that their professional challenges were different from those of primary school teachers. They believed that secondary school teachers needed a union that would focus directly on their own welfare, promotion, workload and academic structure. This led to the emergence of ASUSS, which began to push for autonomy and separate representation for secondary school teachers.

Although the idea was introduced with good intentions, dual unionism has created some serious challenges in many states. While a handful of the states have accepted the autonomy of ASUSS, others are still facing legal battles and disagreements between both unions. The dues paid by teachers for union collective welfare and growth are often used to fund cases. In some schools, teachers who should work together as colleagues now operate with suspicion and unhealthy rivalry because of union differences.

A further complication is the continued existence of overlapping loyalties among some teachers, many of whom maintain varying degrees of attachment of both unions. This reality can blur lines of representation, reveal institutional vulnerabilities and weaken the collective voice needed to address critical issues affecting teachers. In the long run, a more coherent and clearly defined union structure may contribute to greater organizational effectiveness and stronger advocacy for the teaching profession. The overlapping loyalties among teachers mean that ASUSS may sometimes expect NUT to intervene on certain issues and NUT may also assume ASUSS will step in, thereby creating gaps in responsibility, weakening collective action and revealing the structural ambiguity within both unions. This situation is similar to the Ukwani adage which says, “A goat owned by two people often sleeps outside uncared for,” implying that when responsibility is shared without clear accountability, neglect is likely to occur. This weakens the struggle for teachers’ welfare and delays promotions and working conditions.

Another challenge is the competition between the two unions. Instead of working together for the benefit of teachers, both unions sometimes struggle for recognition, influence and control. At times, when one union wants to negotiate with the government, the other may not fully support it because of the leadership interests or political considerations. This division weakens teachers’ collective voice and gives governments opportunities to ignore or delay their demands.

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Dual unionism would have served Nigerian secondary schools better if both unions were strong at the grassroots. When one union agitates, the other should match it. Teachers should benefit. For instance, petrol is now about N1,500 per litre, yet over 96% of Nigerian teachers either drive, ride motor cycle or take transport to school. Only a few live in school compounds or trek to school because of proximity. Transports now take significant amounts of their pay. But with two “fighters” in the ring, none is speaking for them on this hike. If unions demand a wage adjustment to match the current cost, is that wrong? Multiple unions mean nothing if teachers’ money is still drained by commuting cost.

In Nigeria, teachers are classified as essential workers alongside health workers and other essential service providers. However, while many essential workers benefits from improved remuneration, special allowances, hazard benefits or other incentives associated with their status, teachers often argue that their role compensation and welfare packages do not adequately reflect their essential role in national development. Consequently, unions such as the ASUSS and the NUT advocate for teachers to receive treatment, recognition and benefits comparable to those enjoyed by other essential workers. Their position is that if teachers are expected to perform the responsibility of essential workers, they should also receive the corresponding welfare and professional support. Whether this demand is justified or not, remains a subject of public and policy debate. ASUSS and NUT are expected to continue speaking up for teachers and pushing for better welfare and improved salaries. They should work towards ensuring that teachers receive the same level of recognition and benefits enjoyed by other essential workers. They are duty-bound to advocate for fair treatment, better working conditions and rewards that reflect the important role teachers play in society as essential workers.

Many teachers also believe that some union leaders benefit from the continued crisis. According to this view, the struggle over autonomy has gradually become more about leadership influence and organizational control than the real welfare of teachers. This has left many young teachers frustrated, especially when there is little improvement in their working conditions despite years of union conflict.

The effects of dual unionism are serious. Teachers become divided, school environments become tense and educational progress suffers. Energy that should be used to improve education is often wasted on rivalry and internal disagreements. In the end, students and the entire educational system are indirectly affected.

Recent events in Oyo State have also reminded many teachers of the important role unions can play when urgent issues arise. Following the reported abduction of teachers and students by bandits in some schools in the state, the Nigeria Union of Teachers (NUT) responded by drawing attention to the growing insecurity facing schools and teachers. While the incident was painful and disturbing, the response showed that educational union can still rise to defend the interests and safety of their members when circumstances demand it. To many observers, such actions reflect a renewed sense of responsibility and concern for the welfare of teachers and students. The incident also serves as a reminder that security challenges do not recognize union boundaries. Whether ASUSS or NUT, teachers face the same risk and share the same concerns. This makes cooperation between both unions not only desirable but necessary, especially on issues relating to safety, welfare, and the protection of the educational system. In addition, ASUSS demonstrated profound concern by organizing a one-day intensive prayer programme, seeking divine intervention for the safe release of the abducted teachers and students in Oyo State.

The prolonged legal contestations surrounding the autonomy of the Academic Union of Secondary School (ASUSS) have continued to generate diverse interpretations among labour stakeholders, education practitioners and legal observers. Despite years of litigation and judicial interventions, the matter remains a recurring source of controversy, with many believing that the legal process has not produced a sufficiently conclusive framework capable of addressing the underlying concerns of all parties. Consequently, substantial amounts of time, institutional energy and financial resources have been expended on legal proceedings that might otherwise have been channeled towards strengthening teachers’ welfare, professional advancement and educational development.
Against this backdrop, there is a compelling need for the National Assembly to undertake a comprehensive review of the Trade Union Act and related labour legislation. Such a review should seek to provide a clearer statutory framework regarding the jurisdiction, responsibilities and operational boundaries of teachers’ unions. By doing so, unnecessary disputes over representation can be minimized, institutional stability can be enhanced and teachers’ unions can devote their collective efforts to promoting the welfare, professional interests and overall development of the teaching profession in Nigeria.

Dr.Richardson Ogwezzy is a teacher at Girls’ Secondary school, Kwale.