The connection between garden-based learning (GBL) and basic education at one level is easy and straightforward. It appears that any effort to combine garden work with basic learning should be logical and natural. But, as one digs deeper into the connection, particularly at a practical level, the union becomes more complicated. As you consider the multiple and sometimes contradictory expectations under which educators in all parts of the world must operate, it is quickly seen that to implement a GBL effort requires skill, resourcefulness, resources and persistence. Complicating the situation further is the question: “What constitutes garden-based learning?" One of the challenges of this study was defining the discipline or even the practice of GBL. There is, in fact, no single definition. In this study, GBL is defined by the practitioners, and this document hopefully serves as a tool to move all of us towards a better understanding of GBL and its potential contributions to basic education. Despite the challenges, the effort to connect GBL and basic education is well worth the effort. This document will review the theoretical/conceptual background of GBL as it seeks to provide insights into its role and effectiveness in education globally. There is no defined discipline of GBL but rather a collection of philosophies and practices that draw from a variety of fields. Much of the information presented here was collected from the industrialized world where research and communication are most accessible. However, with a look into some significant GBL programmes in developing economies, coupled with a review of its historical role, GBL appears to offer an effective strategy for basic education and sustainable development in any socio-economic setting.
