Empowering Rural Communities Through Community Radio Training Programmmes:A Case Study Of Banasthali

International Journal of Communication and Media Studies (IJCMS) ISSN (P):2250-0014; ISSN (E): Applied Vol. 10, Issue 3, Jun 2020, 1–12 Š TJPRC Pvt. Ltd.

EMPOWERING RURAL COMMUNITIES THROUGH COMMUNITY RADIO TRAINING PROGRAMMMES: A CASE STUDY OF BANASTHALI COMMUNITY FM RADIO STATION LOKESH SHARMA1, Dr. HITENDRA SINGH RATHORE2 & Dr. GIRIJA SHANKER SHARMA3 1

Associate Professor, Department of Journalism & Mass communication, Banasthali Vidyapith, Rajasthan India 2 3

Associate Professor, Department of Sociology, Banasthali Vidyapith, Rajasthan India

Head, Department of Mass Communication, Dr. B.R. Ambedkar University, Agra, UP India

ABSTRACT Community Radio is one of the genres of community-oriented democratic media that has been at the center of research and policy development across the world for the last few decades. The civil society organizations have been striving to develop community radio for facilitating more people-centered development and as a means for empowerment at the grassroots (Pavarala & Malik, 2007). According to the Indian Government 2018 report, 215 community FM radio stations are operational in the country while hundreds more are being expected in near future. But how the effectiveness the effectiveness of Banasthali Community FM radio station, hereafter referred as Radio Banasthali (90.4FM), in empowering the village volunteers through skill development process and generating employment opportunities for the participants coming from underprivileged and marginalized groups of communities it serves. In that, it attempts to identify the key indicators that can be regarded as the areas that according to listeners have helped to amplify their skill development and employment opportunities. The Banasthali Community FM radio station, operating at the frequency of 90.4 MHz is situated in the campus of Banasthali Vidyapith (Deemed University) and covers more than 50 villages of

Original Article

and importance of a community radio can be established? With this question at the centre, this paper attempts to explore

Tonk district in Rajasthan. The radio station has been operational since 2005, has been hailed a great success among civil society and community members, for introducing novel community oriented training and development programs which makes it particularly important for the study. The study employs personal interviews for the purpose of investigation and to answer the research questions.

KEYWORDS: Communication, Community radio, Empowerment, Skill development & Training

Received: Mar 08, 2020; Accepted: Mar 28, 2020; Published: Apr 16, 2020; Paper Id.: IJCMSJUN20201 1. INTRODUCTION Today, several channels of mass communication are available to laymen ranging from traditional to the new one.

The mass communication channels have undergone many changes and whenever a new channel evolves it seems a threat to the older one but despite all challenges most of the channels are growing either rapidly or gradually. Radio has been one of the most popular medium in all ages of mass media. Community Radio has strengthened the medium in the field of development communication. Several communication studies have proved the contribution of community based media in community development. Dagron (2001) emphasized the potential of a community radio in terms of engaging the downtrodden communities of the society and told one of the best medium to reach the marginalized communities. According to Tabing (2002), a community radio station is operated in the community, for the community, about the community and by the community.

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The power of community radio lies in its ability to be a voice for everyone, including the marginalized and impoverished, offering a channel to speak for those who don’t have anywhere else where they will be heard (Jallov 2012, p. 20). In community media, the producers of information and messages belong to local communities and represent local concerns through continuous engagement and participation. ‘Participation’ and ‘empowerment’ are correlated concepts and discussed simultaneously in the context of a community radio. Jallov (2012) defines empowerment as processes and action which generate the self-confidence, power and insight needed for persons and communities to take control of their own lives (p. 23). Some scholars emphasize local ownership and participation which is crucial for community radio to justify its role in empowering communities. The current study proposes an investigation of role of community radio in empowerment beyond the idea of ownership and participation.

An empowered community is the key indicator of developed society. Empowerment of individuals and communities lead to a developed nation. Empowerment is interpreted as a process, which is made of slight and subtle changes and involves four different dimensions: consciousness and self‐confidence; access to information, networks of people, economic resources and skills; improvement of power position within households and community; engagement for the empowerment of others (Mayoux, 2005; Rowlands, 1997).

1.1 Community Radio in India In India, till mid-1990s, All India Radio (AIR), the one and only public service broadcaster had been playing a vital role in disseminating relevant information to the people in the remotest parts of the country. However, it could not succeed in bringing the local communities into the process of development and consequently necessity of other alternative medium of radio broadcasting was realized. The comment of Supreme Court of India “airwaves are public property” ruled in historical judgment of February 1995, opened the doors of private and community broadcasting in India. This propelled the community radio movement in country and recognizing the potential of the medium of radio for the betterment of the community. In 2002, the Ministry of Information & Broadcasting announced a policy for granting Community Radio licenses to educational institutions. In 2003, the Government further opened it to educational institutions both at the school and college levels. The country's first Community Radio Station started in February 2004 at Anna University, Chennai.

The representatives of NGOs, civil societies and voluntary organizations questioned the policy and demanded to open it for other stakeholders. In November, 2006, Government of India amended the policy and included NGOs, civil societies and voluntary organizations to grant permission for setting up CR stations. Today, in India, as per Ministry of Information & Broadcasting, Government of India 214 community radio stations are operational in the country.

1.2 Brief Introduction of Banasthali Community FM Radio Station The journey of community radio service in Rajasthan state of India began in January, 2005 when first community radio station of the state started at Banasthali Vidyapith (a deemed university for women) in Tonk district. The licensed community radio station that has been on 90.4 MHz on FM band and reaches 40 villages around the university campus.

The radio station is known as RADIO BANASTHALI and broadcasts radio programs for 12 hours daily currently and focuses on topics of entertainment, education, health, nutrition, environment, agriculture, depicting folk, art, culture rural and community development. The target audience of radio station includes campus community and rural communities both. Sixty percent programmmes of the CRS targets village community of more than 40 villages around the campus within the coverage area of 8.5 km radius. Rests of the programmes are targeted to campus community of Banasthali Vidyapith. The Vidyapith is a fully residential university wherein 16000 students and 1500 staff members reside in 850 Impact Factor (JCC): 3.6252

NAAS Rating: 2.52

Empowering Rural Communities Through Community Radio Training Programmmes: A Case Study Of Banasthali Community Fm Radio Station

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acre campus. (Source: www.banasthali.org)

2. REVIEW OF LITERATURE As such, no specific study has been conducted on the proposed topic however other relevant literature has been reviewed to decide the research topic. A review of worldwide studies pertaining to community radio and its potential in development is significant for the understanding of community radio practices and its role in development communication. Traber (1985) studied the forms of alternative media and classified it in two categories i.e. 'advocacy media' and 'grassroots media'. He noted that the advocacy media represents alternative social factors including, 'the poor, the oppressed, and the marginalized. According to Traber, the professionals are limited to the extent of enabling 'ordinary people to produce their own media. He further argues when the work of media production is given to ordinary people they can become reporters, writers and editors. According to Dagron (2001), radio is an 'ideal medium for change'. Tabing (2002) noted 'the community can be territorial or geographical, a township, village, district or island and can also be a group of people with common interests, who are not necessarily living in one defined territory'. He found that community radio may be owned and managed by one group or by combined groups. Atton (2002) presented his study about the use of alternative media to preserve and promote the culture of their communities. He noted that alternative media channels as a vehicle of participatory democracy, plays a vital role in community development. Community media commonly includes radio; television; print; and computer networks, but the nature and purpose, regardless of the medium, carries shared characteristics. The roots of community radio lie in the evolution of alternative media. Howley (2005) talks about the democratic potential of alternative media which enhance democracy and citizenship. He found that alternative media provide platforms for the marginalized groups who are excluded by the mainstream media.

Pavarala and Malik (2007) studied the community radio projects (a) Alternative for India Development (AID) project in Daltonganj (Jharkhand); (b) Kutch Mahila Vikas Sangathan (KMVS) project in Bhuj (Gujarat); (c) VOICES project in Budhikote (Karnataka); and (d) Deccan Development Society (DDS) project in Pastapur (Andhra Pradesh) as case studies and authored the book titled Other Voices: The struggle for community radio in India. The researchers found Community Radio as the third type of radio, an alternative to the State radio and commercial radio in India. They found it as the voice of the marginalized groups, an instrument of their empowerment and a non-profit mechanism managed by them. He also observed that in the message development process for community radio, it can become a training ground for rural people to participate in other development activities which add a new dimension to traditional roles of a development communicator, that of catalyst, initiator, facilitator, negotiator or mediator. Dutta & Ray (2009) found that more powerful broadcast groups overlook the interests and concerns of local audience while community radio caters their interests. Rennie (2006 p. 189) relates empowerment with the community media and pointed out that in the case of community media, empowerment can be understood as encouraging creativity and imagination, breaking individual’s isolation, opening social spaces for dialogue and participation, redefining shared social languages and symbols, and demystifying mass media.

3. RESEARCH PROBLEM The findings of relevant studies prove the role of community radio in community development but do not point out the involvement of rural communities in day-to-day operation of a community radio station. Existing studies have not covered the Rajasthan (India) as an area of study and have not considered educational institutes as a model of the community radio.

These studies do not discuss the aspect of skill development in empowering the local communities.

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4. RESEARCH QUESTIONS How community radio training programmes encourage the volunteers to participate in radio programmes? And how the regular participation of volunteers leads to skill development and empowerment? These questions were the driving force behind the study.

5. RESEARCH OBJECTIVES The sole objective of the study was 

To analyze and evaluate the role of community radio training programmes in empowering rural communities.

6. RESEARCH METHODOLOGY Every research leads a systematic and logical planning to explore it further. The research was planned as an exploratory research which is qualitative in nature. Rajasthan state of India was selected as the area of study. Case study method was used as the main method of data collection. To understand real life phenomenon, case study method must be used (Yin 2012: 18).

6.1 Selection of Case Patton (2002) believes that qualitative inquiry should typically focus on relatively, small sample - even 1 case can be enough. The Banasthali community FM radio station was chosen as the ‘case’ by purposive sampling for the study.

Banasthali community radio station is surrounded by the villages and rural communities could be considered as target group for the study.

Figure 1: Geographical Area of Study

Impact Factor (JCC): 3.6252

NAAS Rating: 2.52

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Table 1: List of Villages in the Coverage area of Radio Station (Source:www.banasthali.org) Sl. No. Village Population S. No. Village Population 1 Banasthali 5481 26 Datwas 4247 2 Govindpura 172 27 Ghilai 7280 3 Jagatpura 481 28 Churiya 355 4 Badpura 548 29 Jagulapura 187 5 Sunari 714 30 Badghusaya 396 6 Trilokpura 143 31 Sunara 1184 7 Bakikva 780 32 Lodeda 525 8 Aliyabad 689 33 Bidoli 734 9 Chorpura 396 34 Palai 1298 10 Khandewat 1552 35 Basda 430 11 Badramjipura 216 36 Jajhapura 401 12 Rampura 136 37 Hingotiya 825 13 Surajpura 339 38 Kananpura 152 14 Faturapuriya 497 39 Devpura 496 15 Newai 22889 40 Manoharpura 924 16 Kachariya 524 41 Jodhpuria 508 17 Jasingpura 394 42 Karnosar 1058 18 Baavti 609 43 Chainpura 946

6.2 Materials and Methods Six sources namely, “documents, archival records, interviews, direct observation, participant-observation, and physical artifacts” can be used for data collection in case study research (Yin 2009: 98). In-depth interview schedule method was used for primary data collection, wherein the researcher has conducted in depth interviews with the radio volunteers of rural communities. The interviews were supplemented by the field notes and observation. There are no specific rules for the sample size in qualitative research interviews. Qualitative sample size may best be determined by the time allotted, resources available, and study objectives (Patton, 1990). Creswell (1998) recommends 5 to 25 and Morse (1994) suggests at least six so the researcher has taken sample of 10 volunteers (as interviewee). Secondary data was collected through the reports, press releases, articles and other relevant published materials. The study was conducted in October 2018.

6.3 Data Collection and Analysis 6.3.1 Published Material Following published material was also used for the background study.

Figure 2 Anita Sain of village Jujharpura (A Village Youth Volunteer) “This is FM radio Banasthali on 90.4 MHz” with these magical words a whole new world has opened up for nineteen year www.tjprc.org

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old Anita Sain, a local girl from Jujharpura village undergoing training in radio programme production at the Banasthali Vidyapith in Niwai block in Tonk district in Rajasthan.“My world has completely changed after coming here for this training- earlier I used to be afraid to even speak out in public but now I feel confident to express my feelings and thoughts.”

Anita is one of village youth volunteers who has completed the Five day training Workshop on Radio Programme Production for Village Youth Volunteers organized by Banasthali Vidyapith and UNICEF from 26 February to 2 March 2007 under the Community Radio project being implemented in Tonk district. (Sources: www.unicef.org, March 17, 2007) Articles published in Newspapers 1 The Hindu on Sunday, July 29, 2007 ‘Aapno Radio’ for Banasthali Special Correspondent JAIPUR: A live phone-in programme at “Aapno Radio” – an FM community radio station – will start at Banasthali Vidyapeeth, an all-women’s university, at Niwai in Tonk district of Rajasthan this coming Monday. The community radio has been functioning on the university campus since January 2005 under a pilot project in collaboration with UNICEF. The transmission, reaching nearly 50 villages in the radius of 15 km, focuses on education, health, environment, agriculture and rural and community development. UNICEF’s Country Representative in India Cecilio Adorna will inaugurate the live phone-in programme at Gyan Mandir Auditorium in Banasthali Vidyapeeth. UNICEF Project Officer Shikha Wadhwa said here on Saturday that the radio’s transmission time was being extended from three hours to six hours daily to cater to information needs of the rural communities. Ms. Wadhwa pointed out that Aapno Radio had been highlighting local issues and problems.

(Source: The Hindu/Sunday, July 29, 2007) 2 Dainik Bhaskar on 16th May 2008.

Source: Dainik Bhaskar/dated/may 16, 2008

Impact Factor (JCC): 3.6252

NAAS Rating: 2.52

Empowering Rural Communities Through Community Radio Training Programmmes: A Case Study Of Banasthali Community Fm Radio Station

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6.3.2 Workshops and Training Programmes The radio station has conducted several community radio sensitization workshops, hands on practice workshops and training programmes in collaboration with national, international organizations like UNICEF, DST, CEMCA and local NGOs. Total eight community radio training programmes are conducted in last ten years in which more than 200 volunteers from the local community has been trained. (See Table 2 below) Table 2: List of Community Radio Workshops (Source: Annual Report-2018, Banasthali Vidyapith) Sl. No. 1 2 3 4 5 6 7 8

Date of Workshop 26 February-2 March 2007 20-24 March 2007 25-30 Oct, 2010 1-2 May, 2013 17-18 November, 2014 28-30 December, 2015 4-5 Nov 2015 7-8 December, 2017

Supported by UNICEF, Jaipur UNICEF, Jaipur DST and CEMCA Save the Children, Jaipur Save the Children, Jaipur Save the Children, Jaipur Save the Children, Jaipur UNICEF & BBC Media

No. of Participants 35 26 29 27 20 25 19 31

6.3.3 In-Depth Interviews Semi-structured face-to-face interviews with the volunteers were conducted to achieve the objective. Semi-structured interviews are conducted with a set of predetermined open-ended questions which allows other questions emerging from the dialogue between interviewer and interviewee/s (DiCocco-Bloom and Crabtree, 2006: 315). Therefore, before going out to conduct these interviews, I had already prepared a question guide for each of the key informants. Six radio volunteers of surrounding villages were interviewed at length to understand the role of community radio training programmes in their skill development and empowerment.(see table 3 below) Table 3: List of Volunteers who Participated in Interviews Sr.No.

1.

2.

Name/Village

Maya Sharma/ Banasthali

Sonu Kumawat/ Banasthali

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Association with the radio station

Community radio volunteer

Sound technician

Types of questions asked

Responses

About learning of workshops, training programmes, about participation in programme productions, about skill development of self expression skills, self confidence, about financial independence etc.

 Radio has played major role in my life which gives self-confidence on any issues while facing the intellectuals.  Radio can be a powerful voice of the voiceless in the village only when community radio will be heard by many, if it talks the language of the local people in the local idiom.

About learning of workshops, training programmes, about participation in programme productions, about skill development of sound recording editing and mixing etc.

 I have been part of total 5 workshops held in Radio Banasthali.  After joining Radio Banasthali, I have seen an optimistic development in me but on the top of that there is a significant positive development in my eloquence.  This radio station teaches me constantly, be it through some technical work or by some interesting stories editor@tjprc.org

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Table 3: List of Volunteers who Participated in Interviews Sr.No.

3.

4.

5.

Name/Village

Sita Gurjar/ Hirapura

Dharamraj Arya/ Miyarampur

Ranglal Maali/ Chikana

Impact Factor (JCC): 3.6252

Association with the radio station

Types of questions asked

Community anchor

About learning of workshops, training programmes, about participation in programme productions, about skill development of creativity, presentation, self expression skills, self confidence, about financial independence etc.

Transmission operator

About learning of workshops, training programmes, about participation in programme productions, about skill development of sound recording, editing, mixing and transmission etc.

Community radio volunteer

About learning of workshops, training programmes, about participation in programme productions, about skill development of self expression skills, self confidence, about financial independence etc.

Responses

broadcasted in radio programmes.  I enjoyed working with the radio station and learned how to produce programmes.  After learning all essentialities of radio like anchoring, recording and all I finally joined on 1 January 2012 as a community volunteer.  I fearlessly do all radio live programmes and all this work here has boosted my confidence and gave motivation to work more.  Through the workshop I learned that how radio Banasthali works for the community and how we can also serve the community by becoming community volunteer at Radio Banasthali and give our services.  I work as transmission operator at Radio Banasthali, along with this work, I am able to provide my services in anchoring, recording, editing and mixing as well.  Radio Banasthali plays an important role in educating people about entrepreneurship, career guidance to students and also importance of sports in one’s life.  Radio Banasthali is one such great platform which informs people in such an effective and simple way that people are influenced by it and indulge in practices meant for community development.  Radio Banasthali brought self confidence in me and slowly I started doing some shows for Radio Banasthali.  I would like to give this message to all that I was just 8th pass until I joined Radio Banasthali and then I joined my school back and completed my schooling.  Today I am so confident that I can stand on a stage and speak in front of thousand people. What all I have learnt is because of Radio Banasthali and its staff.

NAAS Rating: 2.52

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Table 3: List of Volunteers who Participated in Interviews Sr.No.

6.

Name/Village

Kajor Gurjar/ Motuka

Association with the radio station

Community radio volunteer

Types of questions asked

Responses

About learning of workshops, training programmes, about participation in programme productions, about skill development of self expression skills, self confidence, about financial independence etc.

 Continuous participation in radio programmes has boosted my confidence of self expression and public speaking. When I joined the radio station in 2007 I was just 10th pass supposed to drop but later I decide to continue my studies and today I have done my graduation with an addition course.  I have learned and practiced the radio production skills of anchoring, recording, editing and mixing at radio station. Today radio station has given me an identity in my village; people identify me as a radio reporter. Through radio I could spread news in the society and now when I talk about improvement in the society, people listen to me and they give importance to what I talk.

7. FINDINGS AND DISCUSSIONS I observed the establishment of the community radio station at Banasthali University created a new passion among the members of local community. The community members were passionate to see and observe how it functions. The training programmes organized by the station propelled this passion and allowed the members to explore it. The conversations with the participants at length allowed me to understand how these members started their journey as a volunteer and how today they working as a staff member. Involvement of community members in the CRS is beyond listening, they are involved in programme production and day-to-day management. The responses of the respondents reveal the participatory communication approach of community radio lead to the process of empowerment through radio production skill development. Capacity building programmes like sensitization workshops, community radio production and presentation skill training workshops encourage the volunteers to participate in programme production. Continuous engagement with the CRS develops self-expression and presentation skills among the volunteers. Development of technical skills is also an important finding of the study which reveals how the volunteers are made employable in the community media sector.

8. CONCLUSIONS Linkage between participatory communication process and skill development process of community a radio can be understood through the following figure (See Figure 2). The figure shows that raising awareness through dissemination of information and imparting knowledge is a one way communication between radio station and the community. In such communication physical participation of participants is not required. On the other hand, the community participation www.tjprc.org

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reveals a two way communication which requires physical participation. The physical participation of participants in community radio station lead to the development of production & presentation skills and ultimately it leads to the empowerment.

Information/Knowledge Community Participation

Community

Community Radio Station Communication /Presentation skills

Community Empowerment

Skill Development Production/ Technical skills

Figure 2: Explaining the Linkage Between Participatory Communication and Skill Development Process of a CR REFERENCES 1.

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