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Summary
The paper gives a critical review of the present state of environmental education in the formal sector of education in Uganda. Pre‐colonial traditional environmental education has been largely marginalised by changes in society and land use associated with colonial and post‐colonial developments. The formal curriculum has been inadequate in many ways for meeting local needs. Secondly, the formal curriculum is largely disciplinary, factual, descriptive and academic, without being dialectical and analytical. A better approach to formal environmental education should be based on a multidisciplinary foundation that embraces the biophysical environment, people, culture, politics and socio‐economic systems. It should occur as a holistic approach to education, as well as the environment.
