Empowering rural society through non-formal environmental education: An empirical study of environment and forest development community projects in Ethiopia

Abstract

The study examined how non-formal Environmental Education (EE) is used in interventions aimed at empowering rural society in Ethiopia. The study focused on a relatively less explored area of how non-formal EE in the form of project-based learning was used to equip the community with skills and knowledge. Using qualitative data collection methods and thematic analysis as an analytical strategy, the study produced evidence of the importance of community programs for out-of-school youth and adults in the acquisition of fundamental skills and knowledge. Green campaigns were found to be essential to sustain the lives of rural communities. As demonstrated in the study, community projects designed to enhance learning are in sync with the relevant theory of project-based learning. Assisted by relevant conceptualization, the organization which motivated this study, develops insights for knowledge management for further implementation strategies. Its main objective is to empower poor communities and their institutions by ensuring environmental security and livelihoods. As crucial stakeholders, communities received knowledge and technical skills through experience sharing, training, and workshops. The findings also indicated that most of the members of the project community were illiterate prior to participating in the project activities demonstrating that they needed to acquire basic knowledge and skills to act. Many community members became part of the project due to the mobilization and awareness-creation campaign by the local development organization. However, there have been several roadblocks to the implementation of community projects. But most importantly, the study shows that the skills and knowledge imparted through EE were important for implementing community projects, helping to improve community participation in raising environmental quality, thus improving environmental performance, farming methods, and livelihood situations. We suggest that project-based learning could be used as a tool for community empowerment initiatives aimed at responding to and improving environmental and livelihood challenges.