Community Radio's Contribution to Lifelong Learning

DHANUNJAYA G T *

Research Scholar

Department of Communication

Bangalore University, Bangalore

Prof. B. SHAILASHREE **

Chairperson

Department of Communication

Bangalore University, Bangalore

ABSTRACT

Community radio serves as a powerful educational tool, particularly in underserved and rural regions. Drawing from various secondary sources, this study highlights how community radio fosters inclusive learning, promotes local knowledge, and bridges educational gaps. It empowers marginalized voices and supports alternative pedagogies tailored to specific community needs. Through participatory communication, it strengthens awareness on literacy, health, environment, and social issues. Community radio stations act as local learning hubs, contributing to both formal and non-formal education. The paper emphasizes its potential to supplement mainstream education and promote lifelong learning.

Keywords:Community radio, education, participatory communication, rural learning, alternative media, non-formal education

1.1 Introduction

In the contemporary knowledge society, access to relevant and inclusive educational resources is a fundamental pillar of development and empowerment. The digital divide and inequitable distribution of formal educational infrastructure have created significant challenges, particularly in rural and marginalized regions. In this context, community radio has emerged as a powerful, people-centric medium that facilitates both access to information and grassroots-level participation in the learning process (Girard, 2007). It not only serves as a tool for disseminating information but also acts as a catalyst for social transformation, cultural preservation, and lifelong learning.

Community radio is characterized by its local ownership, non-profit orientation, and participatory ethos. It is designed to serve a specific community, usually within a limited geographical area, and often broadcasts in local languages or dialects (Fraser & Restrepo Estrada, 2001). Unlike mainstream media, which tends to prioritize commercially viable content, community radio prioritizes the voices, needs, and aspirations of its community members. Its accessibility and affordability make it a particularly effective medium in regions where literacy rates are low, internet penetration is minimal, and infrastructural limitations hinder the use of modern technology (Coyer, 2007).

The notion of lifelong learning has gained prominence in global education policy discourses. Defined as the continuous, voluntary, and self-motivated pursuit of knowledge for personal or professional reasons, lifelong learning is essential for adapting to rapid social and technological changes (UNESCO, 2015). It encompasses formal education, non-formal learning, and informal modes of knowledge acquisition. Community radio, in this context, provides a vital bridge between formal education systems and informal community-based learning processes. Its flexible format and localized programming allow it to cater to diverse audiences across age groups, educational backgrounds, and socio-economic strata.

Community radio supports lifelong learning by promoting health literacy, agricultural knowledge, gender sensitization, environmental awareness, and civic education. For example, in India, stations such as Radio Namaskar (Odisha), Sangham Radio (Andhra Pradesh), and Radio Mattoli (Kerala) have demonstrated how community-led programming can significantly influence local knowledge systems, public health behaviours, and community cohesion (Pavarala & Malik, 2007). These stations use storytelling, folk songs, interviews, and call-in segments to make learning engaging and culturally resonant. Importantly, they foster a sense of ownership and agency among listeners, encouraging them not just to consume information but to contribute to its creation and dissemination.

The role of community radio in supporting alternative pedagogies is also noteworthy. In regions where, traditional schooling is either unavailable or inaccessible, community radio can deliver basic education, skill-building content, and awareness campaigns. During the COVID-19 pandemic, for instance, community radio played a crucial role in continuing education for students in remote areas where digital classrooms were not feasible (UNESCO, 2020). Programs on mathematics, language skills, and science were adapted to radio formats and broadcasted in local languages. This helped reduce the learning gap for children from socio-economically disadvantaged backgrounds and ensured continuity in education.

Despite its advantages, the contribution of community radio to education is often underrecognized in national policy frameworks. Funding constraints, lack of technical expertise, and restrictive regulatory environments limit the operational capacity of many community radio stations (AMARC, 2003). Moreover, the educational impact of community radio has not been systematically evaluated in many contexts, leading to a lack of empirical data to support its integration into broader educational strategies.

Nevertheless, the potential of community radio as a tool for participatory communication and grassroots education remains immense. Participatory communication refers to a model where the audience is not a passive recipient but an active co-creator of content (Servaes, 2008). In community radio, this model is realized through open studio policies, listener feedback mechanisms, community reporting, and programming councils. This participatory nature enhances the relevance of content and builds trust between broadcasters and listeners, making it a highly effective medium for education and awareness.

There are, however, inherent challenges. For one, sustaining listener interest in educational programming requires creativity and consistent engagement. Educational content must be embedded within culturally relevant formats to maintain listener attention. Additionally, while community radio is accessible, its reach is still geographically limited and may not fully substitute for the infrastructure and accreditation provided by formal education systems.

Furthermore, questions of inclusivity within community radio itself must be addressed. While the platform is intended to amplify marginalized voices, issues such as gender bias, caste-based exclusions, and local power dynamics can influence content creation and representation (Jallov, 2012). It is imperative that community radio stations implement inclusive editorial practices and receive adequate training in media ethics and representation.

In summary, community radio plays a pivotal role in supporting lifelong learning and promoting community-driven educational initiatives. It serves as a supplement—not a substitute to formal education by fostering learning environments that are inclusive, localized, and responsive to the unique needs of each community. With appropriate policy support, capacity building, and participatory frameworks, community radio can be integrated more fully into national and global lifelong learning strategies.

This paper aims to explore these dimensions by analysing how community radio contributes to non-formal education and lifelong learning. It examines case studies, existing literature, and theoretical frameworks to assess the medium's effectiveness in bridging educational gaps and empowering marginalized communities. The discussion emphasizes both the opportunities and limitations of using community radio as a tool for community development and education in the digital age.

1.2 Literature Review

A growing body of Indian scholarship underscores community radio’s role in education, empowerment, and rural development. Sangham Radio in Telangana, founded in 2008 by the Deccan Development Society, represents a landmark in media democracy India’s first all-female Dalit-run community radio station. Research highlights its contributions to health awareness, agricultural advice, women’s rights, and cultural dialogue across more than 40 villages.

Studies of Namma Dhwani (Budikote, Karnataka) report its participatory model involving women’s self-help groups in content creation, covering themes like hygiene, organic farming, crop prices, and literacy. The station’s homegrown production process fosters local ownership and trust.

Empirical accounts on gender emphasize that community radio fosters women’s leadership and general awareness. Sharma (2015) and Nirmala (2015) note that Sangham Radio enabled marginalized women to lead and perform in programming through interviews, folk tales, and plays even with limited formal education.

Another case, Radio Mewat (Haryana–Rajasthan), demonstrates community radio's potential in rural development. Bhatia (2016) outlines how Alfaz-e-Mewat (later CR Connect) plays a key role in empowering women, improving literacy, and bridging the information gap over around 300 villages.

Academic discourse also emphasizes participatory communication as the core of community radio’s educational value. Moina Khan’s PhD research on Sangham and Radio Jamia (Delhi University) finds that co-creation with audiences strengthens civic awareness, trust, and sustained engagement.

Despite abundant qualitative evidence, scholars also highlight persistent challenges: regulatory barriers, funding constraints, and technical capacity issues hamper community radio’s scalability. Gender researchers further caution that inclusivity remains uneven—local power dynamics can skew representation if left unchecked.

Discussion

Theme	Key Findings
Women’s empowerment	Sangham and Namma Dhwani courts women contributors, building leadership, civic awareness, and community influence (ensembledrms.in, psychologyandeducation.net)
Local capacity-building	Volunteer-driven stations embed content that reflects daily challenges—health, farming, literacy—enhancing relevance and ownership
Participatory models	Collaboration between listeners and producers fosters sustained community engagement and trust
Structural challenges	Policy, financial, and technical limitations remain, as noted in government and NGO reviews

Thus, literature affirms that community radio supports inclusive, non-formal education and lifelong learning but also calls for systematic evaluation and policy backing.

OBJECTIVES :

1. To examine the role of community radio in promoting inclusive and lifelong learning.

2. To analyze its effectiveness in addressing educational gaps in rural and marginalized communities.

3. To explore how participatory communication through community radio enhances awareness on social, health, and environmental issues.

4. To assess the potential of community radio as a complementary medium for formal and non-formal education.

3. Methodology

This study adopts a qualitative research design grounded in secondary data analysis, with a specific focus on Indian community radio case studies. The objective is to explore the contribution of community radio to lifelong learning, particularly in rural and marginalized contexts. A descriptive and interpretive framework has been employed to examine the educational, social, and participatory dimensions of community radio stations across India.

3.1 Research Framework

The research design is both descriptive and interpretive, aiming to synthesize insights from multiple sources including peer-reviewed academic articles, case studies, policy reports, NGO publications, and reputable media coverage. The interpretive element allows for contextual analysis of how community radio fosters lifelong learning, while the descriptive component catalogues various approaches and challenges observed in the Indian context.

Key sources have been selected for their academic credibility and relevance to the study's central themes. Among these are publications from Indian journals such as Ensemble, research hosted on platforms like Academia.edu, NGO reports from organizations such as the Deccan Development Society and S M Sehgal Foundation, and government-affiliated educational media such as IGNOU’s Gyan Vani. Media coverage from The Guardian, LocalSamosa, and Reasons to be Cheerful was also consulted to capture public narratives and contemporary developments.

3.2 Data Sources and Selection

The secondary data corpus comprises the following categories:

●      Peer-reviewed academic studies: Key scholarly contributions include Nirmala (2015), Sharma (2015), Bhatia (2016), and Moina Khan’s doctoral dissertation. These works offer in-depth analysis of community radio's role in education, empowerment, and participatory communication, particularly within rural and underrepresented populations (EnsembleDrms.in; Academia.edu; JCOMA.com).

●      Station documentation and NGO reports: Informative resources from the Deccan Development Society, S M Sehgal Foundation, and official documentation on Gyan Vani (IGNOU’s radio initiative) provide localized operational insights and policy context (en.wikipedia.org).

●      Media coverage: Coverage by The Guardian (2025), LocalSamosa (2025), and Reasons to be Cheerful contextualizes the impact of specific stations like Sangham Radio, offering contemporary examples of community engagement and innovation.

Based on these sources, the study incorporates four representative Indian case studies:

●      Sangham Radio (Telangana): India’s first all-women-run Dalit community radio station; notable for advancing rural women’s literacy and empowerment.

●      Namma Dhwani (Karnataka): A community-led initiative that co-creates programming on education, health, and sustainable farming practices.

●      Alfaz-e-Mewat (Haryana–Rajasthan): Focuses on rural development, especially women’s empowerment, adolescent health, and agricultural knowledge.

●      Delhi University Community Radio (Delhi): An urban university-based community station bridging the gap between students and local communities.

These case studies were selected to reflect geographical diversity, varied target audiences, and different operational models.

3.3 Data Analysis

A thematic analysis approach was used to analyse the selected sources. Thematic coding allowed the researcher to identify recurring patterns and key themes across the data. These themes include:

●      Community participation and empowerment

●      Non-formal and lifelong learning

●      Health and agricultural literacy

●      Cultural preservation and local knowledge

●      Structural and policy constraints

Subsequently, a comparative synthesis was conducted across the four case studies to identify shared practices, pedagogical approaches, and community impacts. This cross-case analysis provided a basis for evaluating how different stations contribute to educational outcomes under diverse socio-political and geographic conditions.

To enhance the credibility of the findings, a triangulation method was employed. This involved cross-verifying data from multiple types of sources academic, institutional, and media-based to minimize bias and reinforce the validity of interpretations.

4. Findings & Analysis

Based on thematic analysis of the four case studies, several key patterns emerge illustrating how Indian community radio fosters lifelong learning:

4.1 Reach & Engagement

Station	Coverage Area	Daily Broadcast Hours	Listener Base
Sangham Radio (Telangana)	40 villages (~50,000 listeners)	2 (7–9 pm daily)	Women-led Dalit communities
Alfaz-e-Mewat/CR Connect (Haryana–Rajasthan)	225–300 villages	13 hours/day	~300 villages; 20 % female callers; ~7 lakh people
Namma Dhwani (Karnataka)	~ several villages	Varies	Women's self-help groups
Delhi Univ. Radio (Delhi)	Urban campus & neighbourhoods	Varies	Student & local residents (no specific data)

●      Alfaz-e-Mewat has expanded reach from 225 villages to over 300 and broadcasts 13 hours daily.

●      Female engagement on Alfaz-e-Mewat rose from 0 % to ~20 % of callers by 2018 timesofindia.indiatimes.com. Sangham Radio similarly fosters women leadership in content production.

4.2 Educational Content & Outcomes

●      Health literacy: During the COVID-19 pandemic, Alfaz-e-Mewat broadcast "21 Din, 21 Baatein" and daily updates, helping dispel vaccine myths and increasing immunisation uptake.

●      Sangham Radio aired programs on reproductive health and legal literacy.

●      Agricultural learning: Alfaz-e-Mewat's "Mitti Ki Khushbu" soil health series (12 episodes) engaged targeted farmers via tune-in & FGDs. Rural listeners report increased yields and adoption of improved farming techniques.

●      Cultural & indigenous knowledge: Sangham Radio preserves folklore, seed conservation, and traditional remedies via elder voices—strengthening cultural pride.

●      Youth education: CR Connect includes “Radio School” and children’s programming targeting school dropouts and out-of-school youth.

4.3 Participation & Empowerment

●      Inclusive programming: Alfaz-e-Mewat actively involves women in production and broadcasting; female callers grew to 880 of 16,000 callers by 2016.

●      Community co-creation: Stations convene regular listening circles (e.g., Sangham Radio weekly gatherings) to generate content based on listener input.

●      Social change actions: Stations supported local governance and rights-awareness initiatives. Villagers turned to them for advocacy—e.g., missing livestock alerts, domestic violence assistance.

4.4 Constraints & Innovations

●      Technical & financial hurdles: Both Sangham and Alfaz-e-Mewat faced licensing delays (04 years), limited budgets, and low-power transmitters.

●      Digital adaptation: Sangham is digitising content to appeal to youth; Alfaz-e-Mewat has launched IVR and live streaming.

●      Policy support: CR Connect earned national awards for sustainability (2021 Sustainability Award; 2023 MIB recognition)

5. Conclusion

Indian community radio stations, such as Sangham Radio, Alfaz-e-Mewat/CR Connect, Namma Dhwani, and Delhi University Community Radio evidence the medium's significant contribution to lifelong learning. Through localized content, interactive programming, and inclusive participation, these stations enhance literacy, health outcomes, agricultural practices, and civic engagement, especially among women and marginalized communities. Their efforts preserve cultural heritage, bridge formal and informal education, and promote social empowerment.

The impact is substantial: increased female participation, improved adoption of health and farming practices, and stronger community cohesion. However, challenges persist, including limited funding, technical constraints, and regulatory delays. Their trajectory marked by digital innovation and recognized sustainability highlights community radio's resilience and adaptability.

6. Recommendations

Based on these findings, the following strategic recommendations are proposed to enhance community radio’s effectiveness in fostering lifelong learning across rural India:

1. Encourage diversified funding government grants, CSR contributions, local advertising while facilitating revenue via certifications, training fees, and small-scale sponsorships.

2. Simplify regulatory processes and provide low-cost equipment subsidies, training modules, and shared technical assistance from regional centres or institutions like IGNOU’s Gyan Vani.

3. Support digitization efforts podcasts, streaming, mobile-IVR to retain youth attention and increase content accessibility. Promote partnerships with tech start-ups for cost-effective solutions.

4. Offer regular training in content production, media literacy, and ethics. Establish mentor networks linking successful stations (e.g., Sangham) with emerging ones.

5. Implement community advisory boards ensuring representation across gender, caste, and age. Schedule listening forums to guide content planning.

6. Promote inclusion of community radio under public education and rural development schemes. Encourage partnerships with PRI bodies and education departments for systematic synergy with formal learning.

7. Develop common M&E frameworks listener surveys, focus groups, behaviour change metrics to document impact and guide best practices, ensuring adaptability and scalability.

By strengthening institutional frameworks, funding, and community engagement, community radio can fulfil its potential as an enduring pillar of lifelong learning, cultural preservation, and rural resilience in India.

References

●      AMARC. (2003). What is community radio? World Association of Community Radio Broadcasters. https://amarc.radio

●      Bhatia, R. (2016). Community Radio in India: A study of Alfaz-e-Mewat. Amity Journal of Media and Communication Studies, 6(1), 45–56.

●      Coyer, K. (2007). Community radio licensing and policy: An overview. In K. Coyer, T. Dowmunt, & A. Fountain (Eds.), The Alternative Media Handbook (pp. 15–23). Routledge.

●      Deccan Development Society. (n.d.). Sangham Radio. Retrieved July 3, 2025, from https://www.ddsindia.com

●      Fraser, C., & Restrepo Estrada, S. (2001). Community radio handbook. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000127876

●      Girard, B. (2007). Empowering radio: Good practices in development & operation of community radio. World Bank Institute. https://openknowledge.worldbank.org/handle/10986/6503

●      IGNOU. (n.d.). Gyan Vani – Educational FM Radio Network. Indira Gandhi National Open University. https://www.ignou.ac.in

●      Jallov, B. (2012). Empowerment radio: Voices building a community. Empowerhouse.

●      Khan, M. (2017). The role of community radio in empowerment and social change: An analysis of Radio Jamia 90.4 FM, Delhi and Sangham Radio, 90.4 FM, Medak [Doctoral dissertation, Jamia Millia Islamia]. Academia.edu. https://www.academia.edu/28172202

●      Ministry of Education. (2020). National Education Policy 2020. Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

●      Ministry of Information & Broadcasting. (2006). Community Radio Policy Guidelines 2006. Government of India. https://mib.gov.in

●      Nirmala, M. (2015). Empowerment of women through community radio: A case study of Sangham Radio. Ensemble: Journal of the Department of Media Studies, 7(2), 187–199. https://www.ensembledrms.in/wp-content/uploads/2020/05/18_20013058N2AANM_page_187-199.pdf

●      Pavarala, V., & Malik, K. K. (2007). Other voices: The struggle for community radio in India. SAGE Publications India.

●      Servaes, J. (2008). Communication for development and social change. SAGE Publications.

●      Sharma, A. (2015). Community radio as a tool for development communication: A study of Namma Dhwani. Psychology and Education, 52(2), 66–70. https://psychologyandeducation.net/pae/index.php/pae/article/view/5288

●      SMS Foundation. (2023). 8th Community Radio Awards – Development communication to social change. https://www.smsfoundation.org/news

●      The Guardian. (2025, January 31). India’s Dalit women find their voice through Sangham Radio. https://www.theguardian.com/world/2025/jan/31/india-telangana-sangham-radio-community-dalit-rural-women

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●      UNESCO. (2015). Rethinking education: Towards a global common good? Paris: United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000232555

●      UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. https://en.unesco.org/news/education-post-covid-world-nine-ideas-public-action

●      LocalSamosa. (2023). Meet the women running India's first Dalit community radio in Telangana. https://www.localsamosa.com

●      NDTV. (2021, July 15). How community radio debunks COVID myths in rural Haryana. https://www.ndtv.com

●      Reasons to be Cheerful. (2024). How small radio stations in India helped fight the pandemic. https://reasonstobecheerful.world