The University of Pretoria provide a mentor for every five principals. Most of our mentors are experienced and successful former principals. We belief, that only a person who knows and has the experience of how to manage a school successfully can be a good mentor. A blind person will not be able to lead another blind. It is so that the success of the ACE: School leadership programme depends on the mentors.

The modules we offer in the programme are structured in such a way that we emphasise the successful management of the six managerial areas in a school namely, the management of the curriculum or the management of learner; the management of human resources, the management of physical resources; the management of financial resources; the management of school administration and the management of school community relationships.

The most visible changes at the schools we visited during the second year of the programme are the following:

• A clean disciplined school environment. Special attention was given to the cleaning and maintenance of the school building, school furniture and the school grounds. One of the schools bought wood to repair dilapidated chairs and tables for the learners. All learners in the school have a chair to sit on and table to write on. Many schools make use of parents from their parent community to help to plant vegetables on the school grounds. They used the vegetables from the garden to feed their learners and in many cases they can even sell vegetables to the community for their school fund. At one school the principal with the help of a sponsor drilled a borehole and put in an irrigation system to water the vegetable garden and the flower beds. They also sell chickens and eggs to the community to strengthen their school fund.
• All schools have a vision and mission statement. Principals put in a lot of effort to develop a practical administrative filing system. All school make use of a ring file to develop their school policies. They have well planned terms and year programmes and it was clear that a new spirit of cooperation and support was busy to develop between the principal, the senior management team and the staff. They conduct regular senior management, staff and departmental meetings
• It was also clear from the five schools that we visited that the programme has also a positive influence on classroom teaching. At one of the school the Grade 6 educator gave as a lesson to show how she integrated the vegetable garden with the curriculum. We visited many classes it was clear that quality teaching is a high priority
• Although it is not possible to change the poor facilities and the poor socio-economic circumstances of the communities with a programme the programme changed the attitude of the principals. They suddenly realise that you cannot wait for the government or the education department to do something to improve the circumstances at the school. They learn to use what they have to the benefit of their learners and the community.