Abstract
Nearly at the end of the Decade of Education for Sustainable Development (ESD), there has been considerable discussion regarding the role of environmental education inESD at a policy level, yet in Botswana Environmental Education which was introduced by the 1994 Revised National Policy on Education is still taught in carrier subjects namely Science and Environmental science. In this article, drawing on interviews and focus group discussions with teachers and learners respectively,I argue that limiting the implementation of Environmental Education through Science with the exclusion of other subjects, contradicts the ESD initiative of educational practice that should result in the enhancement of human well-being, conceived in terms of the expansion of teachers’ and learners’ agency,capacities and participation in resolving the contextual social and ecological challenges that they daily face. I conclude that incorporating all subjects as the basis for teaching Environmental Education,the ESD agenda, for transforming the social ecological challenges that Botswana faces through a broad based curriculum and pedagogy that is holistic will be realised
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