Infusion or confusion: A meta–analysis of Environmental Education in the 21st century curriculum of Botswana

Abstract

The purpose of this article is to examine the integration of environmental education (EE) in the secondary school curriculum of Botswana. In order to achieve effective environmental literacy, EE needs to be integrated into all aspects of students’ learning experience. The article draws on a variety of qualitative meta-analyses of Botswana government documents and journal articles, published between 2002 and 2012. Although EE is integrated primarily in social studies and science subjects, the findings suggested that it is in a state of confusion due to ineffective professional development of teachers and neglect of educational authorities. Teachers at the secondary level rarely include EE because students are not tested on it. The study suggested that teachers’ values towards EE, subject flexibility, integration and child-centred learning should be enhanced as strategies for halting the confusion of its infusion into the curriculum