Teachers’ Strike Stalls Third Term Learning in Oyam, Puts Candidates at Risk
Oyam, Uganda | A nationwide strike declared by the Uganda National Teachers’ Union (UNATU) has disrupted the reopening of schools for the third term in Oyam District, with many learners missing out on lessons at a crucial stage of the academic calendar. The strike, which began on 15 September 2025, is part of UNATU’s demand for salary enhancements for categories of teachers excluded from previous government pay rises. In Oyam, a survey across schools showed that while premises were open and headteachers were present, most classrooms in government schools remained empty. Teachers were absent, and learner turnout was significantly low. Headteachers expressed concern that prolonged industrial action would gravely affect pupils and students, particularly those preparing for national examinations and those depending on third term performance for promotion to the next class. Morris Otim, headteacher of Anyeke Primary School, said the third term is vital because it determines learners’ readiness for the next academic level. At Awelobuturyo Primary School, headteacher Scovia Adea stressed that the timing of the strike was inappropriate, given that this is the promotional term. At Iceme Girls’ Secondary School, headteacher Joyce Moria Dayo noted that the teachers’ union should have prioritised dialogue with the government instead of calling for a strike that disrupts learning. The situation, however, varied across different schools, Iceme and Akotcwe Primary Schools reported normal teaching, while Awio Primary School was fully closed by mid-afternoon. At Oyam Junior School, headteacher Morris Otyia confirmed that lessons were continuing as learners had returned in good numbers. District Education Officer (DEO) David Adea said initial assessments showed that many teachers had reported to their duty stations, but attendance among learners was still low. Education officials warn that if the government and UNATU fail to resolve the standoff quickly, the disruption could deepen learning gaps and compromise students’ academic progress. Source