By Wezi Tjaronda WINDHOEK Some 750 000 teaching and learning textbooks from Grades 1 to 3 have been distributed to schools since the start of the Basic Education Programme (BEP) Upgrading African Languages Project (Afrila) in October 2000, which has improved the textbook learner ratio. The project aimed at improving literacy and numeracy in learners in the mother tongue and also to promote the acquisition of English as a second language before English becomes the medium of instruction from Grade 4 onwards. It is believed that the language spoken at home by a learner is an important prerequisite to success in learning. The project has developed new teaching and learning materials in six target languages, namely, Kukwangali, Rumanyo, Thimbukushu, Otjiherero, Silozi and Khoekhoegowab, but also in Oshindonga and Oshikwanyama for grades 1 to 3. Last month, the Afrila project launched literacy, mathematics and environmental studies textbooks for grades 1 to 3 in six target languages. The textbooks are based on the revised lower primary curriculum and the new subject syllabus, to contribute to the strengthening of mother tongue education in the foundation phase. Launching the books, Undersecretary for Formal Education in the Ministry of Education, Alfred Ilukena, said language was the most important tool for thinking, a means of communication and one of the most important aspects of identity. “A high level of communication in one’s language is a prerequisite in a knowledge-based society,” he said. Ilukena said learners also learnt best through their mother tongues in the formative years of schooling and would master English if they have mastered their mother tongue first. “The purpose of the lower primary phase is to lay a foundation for learning throughout the formal education system. If the foundation which is laid in these four years is good, the learners will be well prepared to continue learning,” he said, adding that this would also enable children to develop self-confidence and self-worth through personal and social development during this phase. The Afrila project coordinator, Andreas Schott, who also bade farewell since the project has come to an end, said the project supported the ministry and NIED to implement the Language Policy for Schools to improve the quality of mother tongue education in the lower primary phase. The project has made available over 350 publications. “This in itself should alone increase the effectiveness of teaching in the lower primary classroom combined with a learner-centred pedagogy in which the textbooks are the basis as the guiding pedagogical paradigm,” said Schott. However, he recommended that an impact study be conducted to determine how the materials have improved the performance of the learners and also that the ministry should incorporate necessary activities for mother tongue education in the lower primary phase into ETSIP planning through a second language policy and a feasible textbook policy. The project was financed by the German Technical Cooperation (GTZ).