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

This study examined non-formal Environmental Education (EE) is employed in interventions aimed at empow-ering 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 and how it was used to equip the community with skills and knowledge. Using qualitative data collection methods and thematic analysis was employed as an analytical strategy, the study produced evidence of the importance of community programs to out-of-school youths and adults in the acquisition of fundamental skills and knowledge. Greening campaigns were found to be essential in sustaining the lives of the rural communities. As demonstrated in the study, community projects aimed at enhancing learning are in sync with 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 major focus is on empowering 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. Findings further indicated that most of the project community members were illiterate prior to their engagement in the project activities, which demonstrated that they needed to acquire basic knowledge and skills enact agency. Many community members became part of the project because of the mobilization and awareness creation campaign by the local development organization. However, there have been several road-blocks to the implementation of the community projects. But most importantly the study shows, skills and knowledge imparted through EE were important to implement community projects, helping to enhance com-munity participation in raising environmental quality, thereby improving environmental performance, farming methods, and livelihood situations. We suggest project-based learning be used as a tool for community empowerment initiatives aimed at responding to environmental problems.