Table of Contents
Greener Journal of Journalism, Advertisement and Mass Communication
Vol. 2(1), pp. 44-56, January, 2026
Copyright ©2026, Creative Commons Attribution 4.0 International.
Journal DOI: 10.15580/gjjamc
Journal website: https://gjjamc.gjournals.org
1 Information Officer: Department of Alternative Learning and Adult Education, Zanzibar
Email: abduvuaik@gmail.com
2Academician, Department of Journalism and Mass Communication, St. Augustine University of Tanzania Email: matumaini2010@hotmail.com
Type: Research
Full Text: PDF, PHP, HTML, EPUB, MP3
DOI: 10.15580/gjjamc.2026.1.012426017
Accepted: 25/01/2026
Published: 31/01/2026
Abdu Makame Vuai
E-mail: bapropsk@gmail.com
Keywords: Community Radio, Adult Education, Educational programme, Literacy, Zanzibar
Community radio plays a vital role in disseminating educational information to underserved populations, particularly where access to formal learning opportunities is limited (Fraser & Estrada, 2001; Myers, 2011). In Zanzibar, Tumbatu FM is the only community radio station serving North ‘A’ District, and it is mandated to provide educational, cultural, and developmental content aimed at enhancing community well-being. One of its flagship initiatives, Mwamko wa Jamii, is a weekly programme designed to address adult education themes such as literacy, agriculture, health, and entrepreneurship. Globally, experiences from countries such as Ghana, Ethiopia, and Bangladesh demonstrate that community radio can serve as a practical tool for adult learning, delivering literacy, numeracy, and functional knowledge to populations often excluded from formal education (Abell, 2010; Bayable, 2020; Khan, 2017). By using local languages and culturally relevant content, stations like Tumbatu FM not only support formal and informal education but also strengthen social cohesion, community identity, and empowerment (Fraser & Estrada, 2002; Gumucio-Dagron, 2001).
Despite the potential of community radio, limited empirical evidence exists regarding how widely Tumbatu FM’s educational content is utilized and how effective it is in meeting the learning needs of adults in North ‘A’ District. Adult education in Zanzibar faces challenges such as low enrollment, high dropout rates, and limited opportunities for skill development, especially among women and rural populations (Saadat, 1998; Stites & Semali, 1991). Tumbatu FM addresses some of these challenges by offering programming that integrates functional literacy with practical life skills, including health education, civic engagement, and entrepreneurship. Its participatory approach allows listeners to contribute ideas, share experiences, and engage in discussions that reinforce learning, ensuring that educational content is not only accessible but also relevant to the everyday lives of adults (Sanusi et al., 2021; Fraser & Estrada, 2002; Al-hassan et al., 2011). By combining radio-based instruction with local cultural context, Tumbatu FM exemplifies how community media can bridge gaps in adult education, reaching learners who might otherwise be excluded from formal schooling.
Beyond literacy and skills development, community radio serves as a platform for civic engagement, social transformation, and empowerment by giving marginalized populations a voice in development processes (Gasana & Habamenshi, 2023; Buckley et al., 2008). Initiatives by the Department of Alternative Learning and Adult Education (DALAE), supported by radio education, rural libraries, and publications, highlight the potential of media-driven adult education to improve social capital and community participation (Saadat, 1998; Fraser & Estrada, 2002). In this context, Tumbatu FM illustrates how locally relevant, participatory, and culturally sensitive programming can become a catalyst for lifelong learning, adult empowerment, and sustainable community development. The station enables adults to acquire literacy and life skills while simultaneously fostering engagement in social, economic, and civic life, providing evidence that community radio is a critical tool for promoting education in marginalized and underserved communities (Sanusi et al., 2021; Gumucio-Dagron, 2001; Fraser & Estrada, 2002).
Statement of the Problem
Despite the recognised importance of community radio as an accessible medium for promoting adult learning, the extent to which Tumbatu FM fulfils this mandate in North ‘A’ District remains unclear. Although the station airs Mwamko wa Jamii, a programme intended to enhance literacy, health awareness, and livelihood skills, anecdotal evidence suggests that many adult learners and instructors are either unaware of the programme or do not engage with it consistently. Weak signal coverage, limited programme airtime, and insufficient promotion further constrain listeners’ ability to benefit from available educational content. As a result, a significant proportion of adults in rural communities may be missing opportunities to acquire foundational competencies and practical knowledge needed for socio-economic advancement.
Moreover, little scholarly work has systematically examined whether Tumbatu FM’s educational content aligns with adult learning principles or effectively addresses the diverse needs of its target audience. Existing literature on Zanzibar’s adult education sector primarily highlights past literacy campaigns but provides limited insight into the contemporary role of community radio in supporting lifelong learning. Without empirical evidence on utilisation patterns and the programme’s perceived effectiveness, policymakers, educators, and broadcasters lack essential information for improving radio-based interventions. This gap underscores the need for an in-depth assessment of how Tumbatu FM contributes to adult education in North ‘A’ District and the factors that enhance or hinder its impact.
The findings of this study are presented and discussed according to the three specific research objectives. These objectives were i)to examine the number of educational programmes at Tumbatu FM, ii) to find out the current utilization rates of Tumbatu FM on adult education programme.
Theoretical Framework
This study was grounded in Media Effects Theory, which explains how different forms of media influence individuals’ cognitive, emotional, and behavioral responses. The theory suggests that exposure to media content depending on its structure, frequency, and relevance can shape how individuals think, feel, and act. In the context of adult education, community radio serves as both an information source and a learning stimulus. It can enhance adults’ motivation to learn, shift attitudes toward literacy, and provide instructional support through repeated exposure to educational messages. According to scholars such as DeFleur and Dennis (1998), media can reduce information gaps and support behavioral change when messages are culturally relevant and accessible. Therefore, Tumbatu FM has the potential to influence adult learners’ engagement by delivering programmes that simplify complex topics, promote awareness, and encourage positive learning habits.
The second theoretical foundation for this study is Adult Learning Theory, grounded in Malcolm Knowles’ concept of andragogy. This theory argues that adult learners differ from children in several fundamental ways: they are self-directed, bring rich experiences into the learning process, and are primarily motivated by knowledge that is practical, relevant, and immediately applicable. Adult learners value autonomy, participation, and problem-solving approaches. When educational content resonates with their real-life circumstances, they are more likely to internalize and apply it. Tumbatu FM’s community-based programming reflects these principles by addressing local concerns, incorporating lived experiences, and presenting knowledge in accessible formats tailored to adult listeners. Programmes that discuss agriculture, health, social issues, and literacy skills align directly with andragogic principles, making the radio station a suitable platform for promoting adult education and lifelong learning in Zanzibar.
Empirical Review
Community radio is widely recognized as a critical medium for promoting lifelong learning, especially among populations that lack access to formal educational systems. Scholars argue that community radio is effective because it operates within the cultural, linguistic, and social context of local communities, enabling meaningful learning experiences that resonate with people’s daily lives (DeFleur & Dennis, 1998; Gumucio-Dagron, 2001). Unlike commercial or national broadcasting, community radio stations prioritize local needs and participation, making them valuable tools for extending education to marginalized groups.
Research shows that community radio supports lifelong learning in multiple ways. For example, Msangi (2020) found that radio programmes in rural Tanzania significantly improved farmers’ adoption of modern agricultural practices, while Akers et al. (2024) noted that well-structured radio content enhances health literacy among adults with limited access to health services. Similarly, Dagron (2001) argues that community radio empowers individuals by providing knowledge that can be directly applied to improve household welfare, income generation, and community development. Through interactive formats such as call-in sessions, interviews, and discussion forums, community radio nurtures continuous learning, critical thinking, and informed decision-making-key elements of lifelong learning.
Overall, the literature underscores that community radio is not merely an information channel; it is a participatory educational platform that supports adults in acquiring new skills, navigating socio-economic challenges, and remaining engaged in learning throughout life.
Community radio
Across Africa, community radio has evolved into an essential medium for development, literacy improvement, and civic participation. With many rural communities still lacking reliable internet access, radio remains the most accessible and trusted source of information. Studies conducted in different African contexts highlight the significant contributions of community radio to adult education, social development, and local governance.
For instance, Sanusi et al. (2021) reported that community radio in Lagos effectively improved adult literacy outcomes by offering structured learning segments on reading, writing, and numeracy. In Ghana, Naaikuur and Dombo (2021) demonstrated that community radio stations foster civic engagement by providing platforms for public dialogue and enhancing community participation in decision-making processes. Similarly, Itaza (2019) found that radio initiatives in Uganda increased youth empowerment by offering programmes on entrepreneurship, leadership, and life skills.
Despite these successes, several challenges persist. Many stations operate with limited airtime dedicated to educational programmes, constraining their potential impact. Poor signal coverage, inadequate funding, and shortages of trained radio personnel further hinder their effectiveness. Moreover, community members are often not fully involved in designing or evaluating radio content, resulting in programmes that may not fully meet local learning needs. Nonetheless, the African experience consistently demonstrates that when adequately supported, community radio significantly strengthens adult education and community development.
Community Radio and Adult Education in Zanzibar
In Zanzibar, the role of media in adult education has historical roots, particularly during the 1970s and 1980s when literacy campaigns relied heavily on radio broadcasts to reach rural communities (Saadat, 1998). Radio was instrumental in disseminating literacy lessons, health messages, and civic education to adults who could not attend formal classes. Stites and Semali (1991) similarly highlight how the integration of radio in adult literacy programmes helped reinforce reading and writing skills while supporting community mobilization.
Despite this legacy, contemporary research on the role of community radio in Zanzibar’s adult education landscape remains limited. Tumbatu FM represents one of the few stations explicitly catering to local educational needs, yet its operations and impact have not been extensively studied. Existing literature suggests that while community radio holds strong potential for enhancing literacy, upgrading life skills, and promoting community development, there is a need for empirical evidence to determine how effectively current programmes align with adult learning principles.
The present study contributes to filling this knowledge gap by providing new field-based evidence on how Tumbatu FM is utilized by adult learners and how effective its content is in promoting adult education within North ‘A’ District. It highlights emerging opportunities, structural limitations, and areas for improvement firing insights that are essential for policy planning, community engagement, and strengthening the broader adult education system in Zanzibar.
The study employed a mixed-methods case study design, combining both quantitative and qualitative approaches to gain a comprehensive understanding of how Tumbatu FM supports adult education in North ‘A’ District. The quantitative component measured awareness, utilization, and perceptions of effectiveness among adult learners, while the qualitative component provided deeper insights into participants’ experiences, motivations, and contextual factors influencing radio use. The case study design was chosen because it allows for an in-depth exploration of a single community radio station within its real-life setting, making it particularly suitable for examining the dynamics of radio-based adult learning in Zanzibar. A total of 64 participants were purposively and conveniently sampled to capture diverse perspectives from adult learners, instructors, district adult education coordinators, and radio broadcasters. Adult learners constituted the largest group as primary beneficiaries of radio-based learning, while instructors and coordinators offered professional perspectives on programme usefulness, and broadcasters contributed insights into programme development and operational challenges.
Data were collected through questionnaires administered to adult learners and instructors, semi-structured interviews with radio broadcasters and district coordinators, and document reviews of programme schedules and broadcast scripts, ensuring triangulation and rich, credible information. Quantitative data were analysed using Stata to generate descriptive statistics such as frequencies and percentages, while qualitative data underwent thematic content analysis to identify patterns and meanings from interview narratives. Ethical considerations were strictly observed, with all participants providing informed consent, and confidentiality, anonymity, and voluntary participation maintained throughout the study. This methodology provided a robust framework for understanding both the reach and impact of Tumbatu FM’s educational programming on adult learners in the district.
Number and types of educational programmes in Tumbatu FM.
This objective sought to obtain respondents’ views on the number and nature of programmes aired by Tumbatu FM that provide educational content, particularly for adult learners. To address this objective, the researcher reviewed a number of station’s programme schedules and identified programmes featuring educational components in Tumbatu FM. In addition, research asked the respondents about their awareness and exposure to these programmes.
Figure 1: Awareness of the education programme on Tumbatu FM
(Source: Research Data, 2025)
Figure 1: shows that 37 respondents (58%) reported that they never listened to the radio, 7 respondents (11%) indicated that they listened to the community radio only once a week, while 20 respondents (31%) reported listening to the station every day. This suggests that only a small proportion of listeners follow the educational programmes regularly, while the majority do not engage with the station frequently enough to benefit from its content.
One Tumbatu FM staff member explained that:
“… the station offers multiple programmes, including those with educational content, which can help people in the district manage their daily activities. Such programmes provide information that enables listeners to protect themselves against dangers and challenges such as diseases, as well as to acquire life skills, especially after completing literacy classes.”
(Respondent 5, Kinyasini literacy class, 10/08/2025).
This implies that Tumbatu FM plays an important role in equipping community members with practical knowledge and life skills that support their wellbeing, safety, and continued learning beyond formal literacy classes.
Educational content in Tumbatu FM Radio
The educational content is aired through the Mwamko wa Jamii program that is aired once a week on Wednesday at 5:00 PM. The researcher listened to five previous episodes of the programs which focused on the importance of education for children and youth. The programme emphasized the need for children and youth enrolled and registered in primary schools and adult education classes respectively. It also addressed crosscutting issues relevant to the communities in the region.
One female respondent confirmed that the programme provides adult education content to educate and help literacy learners in North ‘A’ district especially women who are the majority of adult education classes. She stated:
… Frankly speaking, the Mwamko wa Jamii program we listen to on every Wednesday in the morning so the programme helps us as adult education learners in different sectors such literacy, agricultures, health, and entrepreneurship. The radio also gives us entertainment to listen to qasda on every Friday…
This implies that the Mwamko wa Jamii programme is valued by adult learners and provides useful information across multiple sectors, while also offering entertainment that keeps listeners engaged.
The respondents further added that most people of North ‘A’ district receive education information through Tumbatu FM Radio. Most of them, particularly women, reported using information obtained through the Mwamko wa Jamii program to make them understand, helping them to gain skills that they did not have. This eventually led them to reduce ignorance and poverty, as some are able to acquire new jobs.
The findings of this current study correspond with those of Youngman (2018) in the United States, who demonstrated the economic importance of adult education in promoting both national and individual development. The study showed that without improving workers’ skill levels, countries risk lagging behind in global competition, as labour markets increasingly favour individuals with higher qualifications and basic digital skills, many of which are taught in adult education programmes.
The respondents of this current study also emphasized the importance of adult education programmes delivered through radio in improving socio-economic situations and encouraging dropouts and illiterate adults to join classes.
One instructor however, expressed a contradicting view, stating:
…I am a teacher by profession and through this radio, I cannot learn more through the Mwamko wa Jamii programme. The programme mostly prepares and airs the content related to health and agriculture once a week and it has not helped me improve in my teaching career …
(Respondent 2, Kinyasini literacy centre, 14/08/2025)
This indicates that the programme’s content does not adequately address the diverse learning needs of adult listeners, especially professionals such as teachers, suggesting that Mwamko wa Jamii may need to broaden its educational focus to better support different groups within the community.
Another adult learner noted that she learned a great deal through the programme, which encouraged her to enrol and attend adult education classes. She reported that she learned a lot through an education program aired by Tumbatu FM Radio, that enabled us to enroll and attend adult education classes. The views indicated that the program has helped her to read and write, and know numeracy skills that was not a case before she embarked on this radio program. She further indicated that the radio program had adequate help in equipped economic skills such as how to grow vegetables and farm chicken in livelihood. She added that the adult education program provides education on different fields in general by informing people the importance of attending literacy classes, participating in adult education issues like vocational training and modern agriculture. Largely to read, write and numeral in good ways.
Furthermore, the programme provides information that helps people to understand their health, prevention against infectious diseases such as malaria, cholera, TB, HIV virus and others. It indicated that the content of the program is very important as it equips people with vital life skills. According to the respondents, the Mwamko wa Jamii program also helps students completing their final year of education to apply the knowledge for their economic wellbeing.
The Ministry of Education and Vocational Training launched the program under the Department of Alternative Learning and Adult Education campaign to increase the level of literacy in society. The producer of the Mwamko wa Jamii program is one of respondents who said that the program is intended to raise awareness, promote adult education and literacy. In addition, the program intended to provide information in various issues concerning adult education where audiences have the chance to participate through calling in and sending messages on the live program.
One adult education coordinator emphasized that the media provide an important communication platform for addressing public concerns. Through Tumbatu FM, audiences can ask questions, express their views, provide opinions on adult education issues, and receive feedback during and after the broadcast. The station’s educational initiatives, particularly those focused on literacy, appear to have had a stronger impact than other types of programmes offered by the station.
Adult Education on Radio Tumbatu FM
Findings show that there is only one educational programme aired by Tumbatu FM as respondents release in figure below.
As noted earlier, the key educational programme aired by Tumbatu FM is “Mwamko wa Jamii”, broadcast every Wednesday at 5:00 p.m. The programme covers a variety of themes including adult education, formal education, health, agriculture, fisheries, and other community concerns. However, the findings show that only one main educational programme focusing on adult education is aired by the station, as reflected in Table 1.
Table 1: Knowledge of Adult Education Programme on Tumbatu FM
The results in Table 1 indicate that the majority of respondents (69%) were not aware of the adult education programme broadcast by Tumbatu FM. When asked whether they were satisfied with the timing of Mwamko wa Jamii, only 20 respondents (31%) agreed that the time was appropriate, while 44 respondents (69%) reported that they did not know or were not aware of the programme. This suggests that awareness of the adult education programme is very low, and Tumbatu FM needs to improve both the promotion and scheduling of “Mwamko wa Jamii” to ensure it reaches and engages a wider audience.
Tumbatu Radio Programmes Encourage Education
Many community radio programmes aim to remove barriers to education. Tumbatu Radio broadcasts content aimed at challenging traditional beliefs or practices that prevent girls from continuing their studies. Besides focusing on children, the programmes are designed to encourage adults to join literacy classes or vocational training programs. In this way, the station contributes to reducing illiteracy and empowering community members with practical skills.
Figure 2: How TCR programme Encourage Education
About 20, (31%) of the respondents felt that TCR programmes did not sufficiently encourage education, arguing that the station provided more entertainment than educational content. Only 10 respondents equal to 16% said that the programmes encouraged education to a great extent, while 4 (6%) respondents said the programmes do encourage education issues in the district, while 30 (47%) respondents said they did well in encouraging education. This implies that although nearly half of the respondents believe Tumbatu Radio encourages education, a significant portion of listeners feel that the station still provides more entertainment than educational content. This suggests that the station needs to strengthen and expand its educational programmes to better support learning within the community.
Find out the current utilization rates of Tumbatu FM on adult education programmes
The second objective sought to determine the extent to which people currently utilize Tumbatu FM, particularly programmes related to adult education. To address this objective, the researcher examined both accessibility and availability of Tumbatu FMsignal and its programmes.
Figure 3: Accessibility and Availability of Tumbatu FM to community
Figure 3 above indicates that 70% of the respondents’ poor signal reception and limited access to the station. Only 27% indicated that they received the station clearly, while 3% of the respondents reported being unsure or never tuned the radio station. This shows that most listeners face challenges in accessing Tumbatu FM due to weak signal strength, which limits the station’s reach and reduces its overall effectiveness in serving the community.
One respondent from Tumbatu Island stated that he regularly tuned in to Tumbatu FM, his favorite community radio station. He has dedicated to listening to Mwamko wa Jamii program (Community Awakening) a program that highlights key community issues including education, health, agricultures and engages listeners in live discussions.
However, some respondents reported frequent broadcasting due to technical challenges, power and adverse weather conditions. They recommended that community leaders, district authorities and the government provide additional financial, technical and capacity building support to improve the quality and reliability of Tumbatu FM’s services.
Tumbatu Radio in Empowerment Youth and Adults
A growing body of research shows that participation in community radio can have positive developmental effects on young people. Dagron and Tufte (2006) argue that community radio functions as an alternative educational system that builds civic awareness and communication skills among youth. Buckley (2011) notes that community radio can provide the networks and social capital necessary for young people to transition successfully into adulthood through inclusive participation. Similarly, Jallov (2012) maintains that local radio greatly empowers rural youth by encouraging self-expression, information sharing, and public debate.
The concept of empowerment implies that power is shared among more members of society, enabling individuals to influence decisions affecting their lives (Nair & White, 1993). Information plays a central role in this process by making people more aware of their options and capabilities. Parents and children in this study reported feeling more confident and better able to study, work, and farm as a result of the information they receive from Tumbatu FM.
Respondents indicated that they were better equipped to combat poverty and illiteracy due to the knowledge gained from community radio and subsequent discussions. Broadcasting in the Tumbatu dialect was seen as especially important because it enabled both adults and children to understand and act on the information provided. Respondents noted that they were able to engage more actively.
Because of the information they get from community radio and the conversations they have in the TCR, respondents claimed to be well-equipped with the skills needed to combat poverty and illiteracy. They are more equipped to lessen issues among adults and children thanks to this knowledge.
When community radio transmits in the original tongue (the Tumbatu dialect), it gives listeners information and possible answers. It is enabling adults and children to solve difficulties. For instance, the respondents claimed to be involved in economic and cross-cutting concerns.
There have been claims that radio stations may influence people’s thoughts on gender roles. According to Mhagama (2015), the fact that more and more women are now working in small businesses is a sign of progress because of the availability of information through community radio. People are more aware and motivated to change as a result of this, and community radio stations in some ways validate this change. It demonstrates how, rather than just relying on men to manage their families, adult women are now bridging the gender gap by making equal contributions.
According to one responder, women have lately become more interested and active in community development initiatives as a result of the information that community radio has given them. They acquired information and abilities for a variety of topics, including taking part in and casting a ballot in elections. The participants credit the efforts of the community radio stations with bringing about these beneficial improvements in the areas.
Respondents said that community radios’ content showed a strong emphasis on sharing locally relevant information and resources for the community, especially the youth generation, in relation to the role-playing in the stations’ role-playing in society and opportunities for young people to interact with them.
Figure 4: Community Radio Empower women and youth
(Source: Researcher Data, 2025)
The findings presented in Figure 4 show that 46 respondents (72%) agreed that Tumbatu FM contributes to community development at a high level through its programme content, while 11 respondents (17%) perceived its contribution as low. The remaining 7 respondents (11%) were unsure or felt that the radio station did not empower the community. This implies that most listeners believe Tumbatu FM strongly supports community development, although some feel its impact is limited or inconsistent.
In addition, community radio offers women and young people an opportunity to speak about issues that matter to them. They can share their experiences, opinions, and challenges, helping others understand their needs and rights. This process contributes to changes in attitudes and behaviours, and builds confidence among marginalized groups.
These results are consistent with the findings of Gasana et al. (2023), who concluded that the primary social impact of community radio is giving a voice to the underprivileged and disenfranchised. The presence of community radio itself is viewed as a positive force that provides local populations with space for alternative perspectives and local experiences.
The findings of this study reveal that Tumbatu FM plays a crucial role in promoting adult education and community development in North ‘A’ District, despite several challenges. The station broadcasts one main educational programme, Mwamko wa Jamii, which airs weekly and covers themes such as adult education, literacy, health, agriculture, entrepreneurship, and community development issues. Respondents reported that the programme equips listeners, particularly women and other adult learners, with practical life skills, literacy, numeracy, and economic knowledge, enabling them to engage in productive activities and improve their livelihoods. Many listeners indicated that the radio content encouraged enrolment in adult education classes and fostered awareness about the importance of continued learning. However, awareness of the programme was relatively low, with 69% of respondents unfamiliar with it, and only 31% finding the broadcast time convenient. Some participants, including professional instructors, expressed that the programme’s content is limited, focusing primarily on health and agriculture, and does not fully address the diverse learning needs of all adult learners. Additionally, technical challenges such as weak signal reception and irregular broadcasting due to power and weather constraints further limit the station’s reach and effectiveness.
Despite these limitations, Tumbatu FM significantly contributes to community empowerment, especially for women and youth. The findings show that 72% of respondents perceive the station as having a high impact on community development, providing relevant information in the local Tumbatu dialect, which enhances understanding and practical application. Listeners reported increased confidence, skills, and participation in economic, social, and civic activities as a result of the radio programmes. The station has also helped challenge traditional gender norms by encouraging women’s active involvement in small businesses and community initiatives, thereby bridging gender gaps. Furthermore, Tumbatu FM serves as a platform for community members to voice their opinions, ask questions, and participate in discussions, which promotes social inclusion, civic engagement, and empowerment among marginalized groups. These findings align with previous studies emphasizing the role of community radio in amplifying local voices, fostering participation, and supporting development (Fraser & Estrada, 2001; Myers, 2011; Gasana et al., 2023).
Tumbatu FM demonstrates substantial potential as a tool for enhancing adult education and empowering community members in North ‘A’ District. Its educational programme, Mwamko wa Jamii, provides valuable information on literacy, health, agriculture, and livelihoods, contributing to improved socio-economic conditions and civic engagement. The station’s role in giving marginalized populations a platform to express themselves and access vital information underscores its importance in promoting inclusive development and lifelong learning. However, limited programme variety, low awareness, and technical challenges hinder the station from fully realizing its potential in adult education.
It is therefore recommended that Tumbatu FM expand its educational programming to cover a broader range of topics that meet the diverse needs of adult learners, including professional development content for instructors and vocational skills for adults. The station should also strengthen promotional efforts to increase awareness of existing programmes and consider rescheduling broadcasts for greater accessibility. Additionally, technical and infrastructural support from the government and community stakeholders is essential to improve signal quality and programme reliability. By addressing these gaps, Tumbatu FM can enhance its reach, effectiveness, and contribution to adult education, community empowerment, and sustainable development in North ‘A’ District.
At the government and district levels, authorities should consider providing both financial and technical support to facilitate the expansion of signal coverage across the district. Incorporating community radio into national and district adult education policies would help institutionalize its role in literacy and lifelong learning. Furthermore, the government should support regular capacity-building initiatives to equip media practitioners with the skills needed for effective educational broadcasting.
For adult education stakeholders, closer collaboration with Tumbatu FM is crucial. Stakeholders should co-develop content that aligns with adult education curricula and ensures accuracy and relevance. Subject experts can be engaged as programme guests to enrich discussions and provide professional guidance. Sensitization campaigns targeting communities would also help increase awareness of the programme and encourage broader participation among adult learners.
Finally, the study recommends several areas for future research. Scholars should investigate how community radio can be integrated with digital platforms to enhance interactive learning for adults. Comparative studies involving different community radio stations in Zanzibar and beyond would help identify best practices and inform policy improvements. Longitudinal research is also recommended to assess the long-term impact of community radio programmes on literacy development, socio-economic empowerment, and community participation.
Abell, H. C, (2010). Farm radio forum Project-Ghana, 1964-65. (Eric ed016-151)
Al-hassan, S., Andani, A., & Abdul-Malik, A. (2011) The Role of community radio in livelihood improvement: The case of Simli radio. The journal of field actions Vol. 5.
Aker, Jenny C., Christopher Ksoll and Travis J. Lybbert. October 2012. “Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger.” American Economic Journal: Applied Economics. Vol 4(4): 94–120.
Aker, J. C., Sawyer, M., & Berry, J. (2024). Making sense of the shapes: What do we know about literacy learning in adulthood? Economics of Education Review, 100, 102537.
Alamprese, J., Charles M., Cristofer, P., and Deborah, K. (2011) “Effects of a structured decoding curriculum on adult literacy learners’ reading development.” Journal of Research on Educational Effectiveness, 4:2, 154–172.
AMARC-Europe (1994). One Europe – Many voices. Democracy and access to communication. AMARC-Europe Pan-European Conference of Community Radio Broadcasters.
AMARC (1981) “Community Radio Handbook,” Canada.
Banda, F. (2003). Community radio broadcasting in Zambia: A policy perspective. Unpublished PhD Thesis submitted at the University of South Africa.
Belete, S. (2020). The adult education system building approach (ALESBA). Toolkit for implementation: Introduction to the approroach and toolkit. Bonn: DVV International. Retrieved 6 April 2022.
Bates, B. J. (1990). Information as an economic good: A reevaluation of theoretical approaches. Mediation, information, and communication. Information and behavior, 3, 379-394.
Bayable, D. (2020). The Role of Community Radio for Integrated and Sustainable Development in Ethiopia: A Critical Review on the Holistic Approach.
Bessette, G. (Ed.). (2006). People, Land and Water. London: International Development Research Centre (IDRC).
Bosch, T. (2014). Community radio. The handbook of development communication and social change, 426-438.
Borah, P. (2016). Media effects theory. The international encyclopedia of political communication, 2016, 1-12.
Buckley, S., Duer, K., Mendel, T., & O Siochru, S. (2008). Broadcasting, voice, and accountability: A public interest approach to policy, law, and regulation. Washington, DC: World Bank.
Buckley, S. (2008). Community broadcasting: Good practice in Policy, Law and Regulation” paper prepared for UNESCO for World Freedom Day.
Education for All (EFA) Report for Tanzania Mainland. (2014). Ministry of education and vocational training.
Fraser, C. & Estrada, S. R. (2002). Community Radio for Change and Development. Local/Global Encounters. 1011-6370 (200212) 45:4; 69–73; 030175.
Fraser, C. & Estrada, S. R. (2001). Community radio handbook (pp. 13-23). Paris: UNESCO.
Fombad, M. C., & Jiyane, G. V. (2019). The role of community radios in information dissemination to rural women in South Africa. Journal of Librarianship and Information Science, 51(1), 47-58. https://doi.org/10.1177/0961000616668960
Dagron, A. G. (2001). Making waves: stories of participatory communication for social change. New York, NY: Rockefeller Foundation
DeFleur, M., & Dennis, E. (1998). Powerful effects: Media influences on society and culture. Understanding Mass Communication, 6, 480-489.
Dominick, J.R. (2002). The Dynamics of Mass Communication: Media in the Digital Age. Boston, McGraw Hill.
Gillham, B. (2008). Developing a questionnaire. London, UK: Continuum International Publishing Group Ltd.
Girard, B. (1992). A passion for radio. Montreal: Black Rose Books Ltd, 1992.
Giri, A. P. (1990). A study of the problems and prospects of the school broadcast programmes.
Gumucio-Dagron, A. (2001). Making waves, stories of participatory communication for social change. New York: The Rockefeller Foundation.
Haworth, M. and Hopkins, S. (2009) On the air; Educational radio, its history and effect on literacy and educational technology implementation. Preuzeto, 18,2017
Heisel, M. A. (1997). Adult education in Tanzania. International Social Work, 22(3) 38-46
Holford, J., Pepka, B., Sharon, C., Gunter, H., and Iva, S. (2023), Lifelong learning, young adults and the challenges of disadvantage in Europe, Palgrave Studies in Adult Education and Lifelong Learning, https://doi.org/10.1007/978-3-031-14109-6_13
Howley, K. (2010). Understanding community media. Thousand Oaks: Sage.
Itaza, D. (2019). Assessing the Impact of Community Radio on Youth Empowerment: A Case Study of Kagadi Kibaale Community Radio in Kagadi District (Doctoral Dissertation, Makerere University).
Jallov B & Lwanga-Ntale C (2007). Impact assessment of East African Community Media Project 2000-2006: Report from Orkonerei Radio Service (ORS) in Tanzania and selected communities, SIDA. Stockholm
Jape (2023). Assessing the impact of community radio on disseminating information and fostering youth development in Zanzibar. International Journal of Novel Research in Interdisciplinary Studies Vol. 10, Issue 5, pp: (1-13), www.noveltyjournals.com
Jarvis, P. (2005). Adult education and the state: Towards a politics of adult education. Routledge.
Kapoor, A. and Chandran, P. (2020), “Communicating the sustainable development goals: a toolkit for community radio”, UNESCO, Jagdamba Printers.
Karim, S. and Islam, M. M. (2013). Use of media in open and distance learning: A study of Their Use a Bangladesh Open University. Retrieved from http://digital.lib.ou.ac.lk/bitstream/701300122/1189/1Use%2
Katunzi, A. Assessment of the Community’s Participation in Orkonerei Radio Service FM. Communication and Agricultural Development, 445.
Kearsley, G. (2010). Andragogy (M.Knowles). The theory into practice database. Retrieved from http://tip.psychology.org
Khan, S. U. (2010). Role of community radio in rural development. Global Media Journal: Indian Edition.
Khan, A. (2017) Role of community radio for community development in Bangladesh, The International Technology Management Review, Vol. 6 (2017), No. 3, 94-102.
King, G. (2017). History of Struggle: The Global Story of Community Broadcasting Practices, or a Brief History of Community Radio. Westminster Papers in Communication and Culture, 12(2), 18–36, DOI: https://doi.org/10.16997/wpcc.227
Knowles, M. S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5(3), 9-20.
Knowles, M. S. (1984). Theory of andragogy. A Critique. International Journal of Lifelong.
Kombo D. K. and Tromp D. L (2014) Proposal and thesis writing; An Introduction, 14th Edition Paulines Publications Africa.
Kothari C. R. (2014) Research Methodology; methods and techniques, New Age International (p) Limited.
Kowalski, T. J. (1988). The organization and planning of adult education. SUNY Press.
Tisdell, E. J., & Taylor, E. W. (2000). Adult education philosophy informs practice. Adult learning, 11(2), 6-10.
Lama, S. (2012). Community radio for ODL in KKHSOU, Assam State, India. Asian Journal of Distance Education, 10(1), 4-9.
Lange, C. M., & Sletten, S. J. (2002, February). Alternative education: A brief history and research synthesis. For full text: http://www. nasdse. org/forum. htm..
Lee, T. (2013). Globalization and cultural imperialism. In Handbook of Communication and Globalization (pp. 325-338). Wiley-Blackwell.
Lenglet, F. and McAnany, E. G. (1977). Rural Adult Education and the Role of Mass Media: A Comparative Analysis of Four Projects.
Lekoko, R. N. (2020). Community learning centres as podia for technology enhanced ubiquitous learning: A Botswana case. In S. Waller, L. Waller, V. Mpofu & M. Kurebwa (Eds), Education at the intersec tion of globalization and technology (pp. 193–202). London: IntechOpen. https://doi.org/10.5772/ intechopen.94045
Lewis, P. M. & Booth, J. (1989). The invisible medium: Public, commercial and community radio. London: MacMillan.
Mulinda, L. (2014). The effectiveness of Community Radio Stations in bridging the information gap in Rural Communities: The case of Radio Chikuni in Monze District of Zambia (Doctoral dissertation, University of Zambia).
McKay, B. (2009). Using community radio in Ghana to facilitate community participation in natural resource management. Ecquid Novi African Journalism Studies, 30(1): 73–93.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. The New Update on Adult Learning Theory.
Merriam, S. B. and Brockett, R. G. (1997) The Profession and practice of adult education. San Francisco
Mhagama, P. M. (2015). Community radio as a tool for development: A case study of community radio stations in Malawi (Doctoral dissertation, University of Leicester).
Mpehongwa, G. (2024). Assessment of Community Radio Social Impact in Tanzania. International Journal of Communication and Public Relation, 9(3), 34–47. https://doi.org/10.47604/ijcpr.2496
Mrutu, E. (2008). Community radio in Africa-Case Study: Tanzania (Master’s thesis).
Msangi, N. H. (2020). The Contribution of Radio in Promoting Agricultural Activities in Rural Tanzania: A Case of Radio Nyemo FM in Dodoma Rural District (Doctoral dissertation, The Open University of Tanzania).
Mtinde, L., Bonin, M. H., Maphiri, N. and Nyamaku, K. (1998). What is community radio?: A resource guide. Panos Southern Africa: AMARC Africa.
Mulauzi, F. & Sitali, W. (2010). Using information and communication technologies (ICT) to provide information to fight poverty, diseases and ignorance among rural women in Zambia. Zambia Library Association Journal, 25(1), 5-18.
Muswede, T. (2015) Approaches to xenophobia interventions in Africa: Common narratives through community radio in South Africa. Journal for Transdisciplinary Research in Southern Africa 11(4): 220–231.
Myers, M. (2008). Radio and Development in Africa: A Concept Paper, Ottawa: International Development Research Centre.
Myers, M. (2011). Voices from villages: Community Radio in the Developing World. Washington DC: Center for International Media Assistance.
Naaikuur, L. and Dombo, S.D. (2021), “Media and governance: promoting local governance through community radio in Northern Ghana”, Journal of Development and Communication Studies, Vol. 8 No.1, pp. 144-163.
Nair, K.S. and White, S. (1993). Perspectives on development communication. New Delhi: SAGE Publications.
Nafukho, F. M. (2019). Developing community-learning centers for sustainable development: A case of Makueni County in Kenya. PPT presented on 23 September at the Institute of Adult Education, Dar es Salaam
Ndirangu, F. I. (2014). The contribution of community radio in promoting good governance through public participation in Murang’a County: a case study of Kangema Ranet Fm (Doctoral dissertation, University of Nairobi).
Onyenemezu, C. E., & Olumati, E. S. (2014). Educational media and technology: A panacea for effective teaching and learning among trainee adult educators in University of Port Harcourt.
Panos. (2005). The broadcasting landscape: Malawi. Lusaka: Panos.
Patti, M. Valkenburg & Jochen, P. (2013). The differential susceptibility to media effects model. Journal of Communication ISSN 0021-9916. doi:10.1111/jcom.12024
Peter, D. & Enock, M. (2018) Community Media for Kenya (CM4K) and the Sustainable Development Goals: A review of milestones and opportunities. International Journal of Scientific Research and Innovative Technology. ISSN: 2313-3759 Vol. 5 No. 3.
Polak, L. & Green, J. (2015). Using Joint Interviews to Add Analytic Value. Qualitative Health Research.
Rinks, J. W. (2002). Higher education in radio 1922-1934, J. Radio Stud., 9.303
Rogers, J. L., Skinner, D. J. & Zechman, S. L. (2016). The role of the media in disseminating insider-trading news. Review of Accounting Studies, 21(3), 711-739.
Rogers, A. (1999). Improving the quality of adult literacy programmes in developing countries: The `real literacies’ approach. International Journal of Educational Development 19 (3): 219–34.
Rwegoshora, H. M. M. (2006). A Guide to Social Science Research. Mkuki na Nyota Publisher, Daes Salaam, pp. 288
Sabatini, J. P., Jane S, Steven, H. & Hollis, S. S. (2011. “Relative effectiveness of reading intervention programs for adults with low literacy.” Journal of Research on Educational Effectiveness 4: 2: 118–133.
Sawyer, M., Jenny. C., and James, B. (2023). Making sense of the shape; What do we know about literacy learning in adulthood?. Center for Global Development.
Saadat, A. H. (1998). Adult literacy in Zanzibar. Paper Presented at the Africa Regional Literacy Forum. Dakar.
Sanusi, B. O., Talabi, F. O., Adelabu, O. T., & Alade, M. (2021). Educational radio broadcasting and its effectiveness on adult literacy in Lagos. SAGE Open, 11(2), 21582440211016374.
Sharma, R. C. (2002). Interactive radio counselling in distance education. University News, 40(10), 8-11.
Stites, R. and Semali, L. (1991). Adult literacy for social equality or economic growth? Changing agendas for mass literacy in China and Tanzania. Corporative Education Review, 35(1), 44-75
Solervicens, M. & Plaugher Z. (2007. AMARC community radio social impact assessment.
Removing barriers increasing effectiveness.
Sundén, R. (2002). Adult education in Tanzania. Folk Development Education and Democracy in a Development Perspective, 65.
Tabing, L. (2002). How to do community radio? A primer for community radio operators. New Delhi: UNESCO.
Tamassia, C., Lennon, M., Yamamoto, K., & Kirsch, I. (2007). Adult Education in America: A First Look at Results from the Adult Education Program and Learner Surveys. Educational Testing Service.
Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J. A. (2017). Twenty-first-century skills of alternative learning system learners. Sage Open, 7(3), 2158244017726116.
UNESCO. (2015). Galuh II no 5. KebayoranBaru Jakarta Indonesia: DKI Jakarta 12110. Webster, S. (1985). Educational research; Competence for Analysis and Applications, 6th Edition, Macmillan.
Valkenburg, P. M., & Peter, J. (2013). The differential susceptibility to media effects model. Journal of communication, 63(2), 221-243.
Valkenburg, P.M. & Oliver, M. B. (2019). Media effects: An overview. In J. Bryant, A. Raney, & M. B. Oliver. Media effects: Advances in Theory and Research, 4th edition (pp. 16-35) New York: Routledge
Von Kotze, A. (2019). A popular education approach at community learning centres (CLCs). Cape Town: Popular Education Programme/DVV International. Retrieved 13 April 2022
Veiga-Branco, A. (2018). The adult learning theory–andragogy. Psycho-educational and social intervention program for parents, 7-17.
Wabwire, J. (2013). The role of community radio in development of the rural poor. New Media and mass communication, 10(1), 40-47.
Wegner, I. F (2013). Current radio research in universities. Journal of Applied Psychology. 23. 192-206
Wilkins, K. G., Tufte, T. and Obregon, R. (2014). The Handbook of development communication and social change, First Edition. John Wiley & Sons
Young, E. L (2007). Public radio in the seventies. Educational Broadcasting Review, 4, 47-52
Gasana, S., & Habamenshi, V. (2023). The Role of Community Radio in Promoting Community Participation in Local Governance in Rwanda: A Case study of PAXPRESS Community debates. American Journal of Humanities and Social Sciences Research (AJHSSR) e-ISSN, 2378, 703X.
Vuai, AM; Matumaini, J (2026). The Contribution of Community Radio to Enhancing and Promoting Adult Education in North ‘A’, Zanzibar: A Case Study of Tumbatu FM. Greener Journal of Journalism, Advertisement and Mass Communication, 2(1): 44-56, https://doi.org/10.15580/gjjamc.2026.1.012426017.
Download [535.74 KB]
Your email address will not be published. Required fields are marked *
Comment *
Name *
Email *
Website
Save my name, email, and website in this browser for the next time I comment.
Post Comment
