The study focused on answering the research question :What is the impact of community protests on the academic performance of learners in the African context?

Africa’s history is marked by periods of civil unrest, often driven by political

instability, economic in equality, and social  grievances (Awo fadeju & Adepoju, 2019).

 Some of the protests range from peaceful demonstrations to violent clashes,

and their causes – are multi faceted. For example, in countries like South Africa service delivery protests often stern from demands for better public services,

including education, housing and health care (de Wet, 2016). These protests

highlight the frustration of communities over unfulfilled promises and inadequate government performance.

In Nigeria, political corruption, economic disparity and ethnic tension have fueled

significant unrest. (Adumo, & Ab dul gudir, 2017). The Boko Haram insurgency in the north eastern part of the country, has had devastating impacts on local communities and their access to education. Similarly post-election violence in

Kenya in 2007 – 2008 led to widespread disruptions, as ethnic divisions and

political disputes escalated into violent conflicts, affecting numerous schools      and

displacing thousands of learners. (Kariuki, 2010). 

Sudan provides another example, where protests over economic conditions and

demands for political change have repeatedly led to clashes between civilians

and security forces. The ongoing conflict in regions such as Darfur has further

compounded the challenges, creating an environment of fear and instability that

severely disrupted educational activities. (World Bank, 2016). Understanding these underlying factors is crucial for contextualising the impact on education.

Additionally, the frequency and intensity of protests vary across the African continent, influenced by local political dynamics, economic conditions, and

social structures. The diverse nature of these protests requires tailored responses

to address the specific challenge faced by different communities. (Dmede, t Odiba, 2010)..           

The study is underpinned by the Experiential Learning Theory of Kolb (2013).

 Kolbs theory explains that concrete experience reflective observation, abstract

 conceptualisation and active experimentation form a four-stage process or cycle

transformed into effective learning. Kolb’s learning requires the acquisition of  abstract concepts that can then be applied flexibility in a wide range of situations.

The experiential theory proposed by Kolb takes a more holistic approach and

emphasizes how experiences, including cognition, environmental factors, and

emotions, influence the learning process. In this learning process, discourse is,

resolved thro ugh the transformation of new information and the grasping or

accommodation into existing scheme (Kolb, 1984). Learning when viewed,

experientially, is more focused on the process than the products, highlighting

the development of meta-cognitive skills critical to life learning (Baker, 2012)).

This theory advocate for good teaching and learning taking place in a positive

environment to learning. So for teaching and learning to take place, learners must

have classes in a stable environment. In other words, for acceptable academic

throughput rates and the development needs, teaching must take place in safe school. This is a clear indication that teaching need not to be disturbed by protests

or civil unrest, as children have the right to attend school in safe and harmonious

learning environment. So any form of unrest will upset the process of teaching and

learning.

This research employed a qualitative research approach, embedded in a case study design, as it will assist to explore in-depth results of processes caused by community protests and unrest. To ensure that the researcher could access participants’ subjective experiences and interpretations of their experiences amidst, protests and unrest, an interpretive descriptive approach seeks and describes the experiences of participants (Thorne, 2016) and to show case aspect of participants’ experiences and to give meaning to their experiences. Hunt (2009) indicated that though individual participants’ experiences may differ, identifying common themes and pattern was considered. Creswell (2014) noted that qualitative research is an approach for explaining and understanding the meaning individuals or groups ascribe to a social or human problem. In this study he researches the qualitative research is used to comprehend how individuals perceive their surroundings during times of civil unrest and protests and the impact on academic performance of learners. The study was conducted in South Africa, Nigeria and Kenya. The researcher was assisted by past master’s students living in Nigeria and Kenya to set up TEAMS meetings with schools in the respective countries. The study comprised a qualitative exploration of the impact of civil unrests and protests on the academic performance of learners. The study employed generic qualitative research approach the approach supports this article as it facilitates an in-depth investigation into the impact of civil unrest on the academic performance of learners. The interpretive approach is concerned with understanding the world as it is from subjective experiences of participants. Thus through interviews and observations, the researcher is able to understand the subjective experiences of individuals. Participants were chosen using purposeful sampling. Purposeful sampling is seen as selecting participants based on their experiences and knowledge: Six schools (focus was on School Management Team members) were selected from areas in Kenya (Nairobi), Nigeria (Ubuja) and South Africa. Primary and Secondary School Management Team (SMT) members were included. The qualitative approach aimed to delve deeper into the nuanced experiences and perspectives of those effected by community protests. The interviews were semi- structured, face-to-face, via virtual platforms such as TEAMS, depending on the participants preferences and availability. In the sampling method, participants were selected to represent urban and rural areas, and different socio-economic backgrounds. The qualitative data analysis (interview transcripts) was analysed using thematic analysis, identifying key themes and patterns across the data.

The research highlights the profound and multifaceted impact of community protests on the academic performance of learners in Africa. The findings underscore the importance of addressing the root causes of unrest and implementing comprehensive strategies to support learners and educators. Education is a critical component of societal stability and development, and safeguarding it during times of civil unrest paramount. The research also highlights the urgent need for comprehensive and targeted policy inter- ventions to address the impact of community protests on the academic performance of learners in Africa. By adopting a proactive and holistic approach, it is possible to safeguard the educational progress of learners, ensure the continuity of learning and promote long-term educational and socio-economic development in regions prone to civil unrest.

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