The performance of most South African schools fluctuates from time to time. These fluctuation trends are as a result of the micro-evolutionary mechanistic changes that consistently take place throughout the country. Some schools in the urban areas perform extremely well, but some perform poorly despite the available resources that the school have. For example some of these schools have laboratories that are highly functional and also well structured for experimental as well as practical work which enhances skills in learners and also intensifies the existing theoretical knowledge that the learners have, whereas in schools geographically featured in remote areas or should I say rural schools, these resources are scarce. Privileged learners in these schools (urban) do not utilize these resources appropriately. Most learners in rural areas come from very disadvantaged homes and go to disadvantaged schools. However, the performance in some of these schools is satisfactory. Some learners academically excel irrespective of the harsh conditions they have to encounter on a daily basis. These Excellencies are facilitated by educators, parents/guardians or community members who act as “steering” in the learning environment. Educators in these schools sympathize with their learners and thus dedicate themselves in everything they do which effectively enhance as well make active the mindset of learners irrespective of their spectral backgrounds. We often hear of these educators who play such critical roles in learner’s academic life in newspapers, community radio stations and also on televisions. Some of the work of these educators may not be globally recognized but the outcomes are truly appreciated in the South African context. Distinction between resilience and excellence
The restoration from form unfavourable conditions due to environmental factors is referred to as resilience. Generally resilience according to Akhurst and Sader, 2012 is “the process of...
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