Education has been fundamentally influenced by the consequences of the Covid-19 pandemic worldwide. Collective solutions were emerged driven by ICT companies while part of our world had no chance to join and solve social, educational, health problems with these tools. Even the transnational bodies focused on using of ICT tools in education during lockdown as it would be a key element of all nation in the 21st century. According to UNICEF, school closure left nearly 826 million students (50%) out of school in the early phase of the pandemic (UNESCO, 2020). Poverty, regional conflicts, famine are some of the key elements that affect people’s chance to attend school even in those state where education system is available. Community development and education are in profound uncertainty of these times but the pandemic also creates opportunity as never before to explore new solutions for challenges  (Westoby & Harris, 2020). Covid-19 pandemic and general rules such as the lockdown made situation more difficult. The paper has a focus on that part of the world who has limited access to ICT, therefore, choose another way for providing education with educational technology tools like radio, TV and mobile phone. Some parts of Africa, South-East Asia and South-America switched from formal education to innovative approaches that use local communication channels for education. Community radio has been used extensively as an educational tool in developing countries since the 1970’s (Nwaerondu & Thompson, 1987) (Africa Educational Trust, 2019). The revival of radio in education was the consequence of the pandemic and put emphasis on local specifications (Education Development Center, 2020). The paper is based on sporadic available literature review on radio in education during Covid-19 pandemic worldwide and also case studies were collected from the members of two organisations: AMARC and CMFE. AMARC is an international non-governmental organization serving the community radio movement, with almost 4000 members and associations in 150 countries. CMFE is an international non-profit association founded to strengthen the participation of the “Third Media Sector” in European discussion and decision making processes, and has more than 100 members (from national community media organisations to individuals) from 25 European countries. Case studies from Bangladesh (BNNRC, 2020), Indonesia (Prahmana, Hartanto, Kusumaningtyas, & Muchlas, 2021), Bolivia and Sierra Leone has several similarities how to ensure engaging radio lessons and provide access to education in rural areas.

The findings:

-        radio and television are good alternative of ICT when online learning is impossible (UNESCO, 2020)

-        hindering elements: missing educational content in audio-visual formats, difficulties of producing such content in short time, absence of partnerships and collaboration between the education and media specialists

-        pragmatic guides are available from transnational organisations to help decision making process and projects implementation e.g. Education Radio Knowledge Pack, Education TV Knowledge Pack from the Worldbank (Zacharia, 2020) and Interactive Audio Instruction Repurposing Toolkit (Education Development Center, 2020)

-        to increase awareness about the educational radio programs during pandemic, several communications campaign used non ICT tools such as newspapers, advertisements and even announcements through community loudspeakers

-        partnership between local actors (volunteers, civil society, religious groups ) are essential in order to long term commitment with spread awareness, provide sources and for practical reasons e.g. sharing the broadcast schedules

Recommendation: more community media centres should be created in different communities to encourage group listening where learners can be supervised (Sanusi, Talabi, Adelabu, & Alade, 2021) as learning solely unassisted has not the same efficiency.

The paper is based on sporadic available literature review and case studies on radio in education during Covid-19 pandemic worldwide. The database of ERIC (an online library of education research sponsored by the Institute of Education Sciences of the U.S. Department of Education: eric.ed.gov) was accessed on 2021. December and more than 100 papers listed with the keywords ‘community radio education covid’. Only full text and peer reviewed papers were selected with the publication date of 2020 and 2021. Assessing selected papers will continue during spring of 2022. Next to this method, case studies were collected from the members of two organisations: AMARC and CMFE. AMARC is an international non-governmental organization serving the community radio movement, with almost 4000 members and associations in 150 countries. CMFE is an international non-profit association founded to strengthen the participation of the “Third Media Sector” in European discussion and decision making processes, and has more than 100 members (from national community media organisations to individuals) from 25 European countries. All the members were asked to fill a Qualtrics questionnaire on providing education to their community during pandemic and describe their supportive activities.

Existing local communication technology can help us find solutions that needed to meet United Nation’s Sustainable Development Goal 4: ensuring inclusive and equitable quality education for all, even in time of pandemic or other emergencies. The findings: - radio and television are good alternative of ICT when online learning is impossible (UNESCO, 2020) - hindering elements: missing educational content in audio-visual formats, difficulties of producing such content in short time, absence of partnerships and collaboration between the education and media specialists - pragmatic guides are available from transnational organisations to help decision making process and projects implementation e.g. Education Radio Knowledge Pack, Education TV Knowledge Pack from the Worldbank (Zacharia, 2020) and Interactive Audio Instruction Repurposing Toolkit (Education Development Center, 2020) - to increase awareness about the educational radio programs during pandemic, several communications campaign used non ICT tools such as newspapers, advertisements and even announcements through community loudspeakers - partnership between local actors - volunteers, civil society, religious groups (Velics & Doliwa, 2015) - are essential in order to long term commitment with spread awareness, provide sources and for practical reasons e.g. sharing the broadcast schedules Recommendation: more community media centres should be created in different communities to encourage group listening where learners can be supervised (Sanusi, Talabi, Adelabu, & Alade, 2021) as learning solely unassisted has not the same efficiency.

Africa Educational Trust. (2019). Final Evaluation Report: Evaluation of Africa Educational Trust's Speak Up II in South Sudan. London: AET International. Accessed on: 2022. 01. 13., Link: https://africaeducationaltrust.org/wp-content/uploads/2014/10/Speak-Up-II-Final-Evaluation.pdf BNNRC. (2020. 03. 23). COVID-19: How Community Radios Broadcasting Coronavirus Education. Accessed on: 2022. 01. 16., Bagladesh NGOs Network for Radio and Communication. Link: https://bnnrc.net/covid-19/ Education Development Center. (2020. 04. 28). Learning at Home in Times of Crisis Using Radio: Interactive Audio Instruction Repurposing Toolkit. Accessed on: 2022. 01. 13., Inter-agency Network for Education in Emergencies web site link: https://inee.org/resources/learning-home-times-crisis-using-radio-interactive-audio-instruction-repurposing-toolkit Nwaerondu, N. G., & Thompson, G. (1987). The Use of Educational Radio in Developing Countries: Lessons from the Past. Journal of Distance Education, 2(2), 43-54. Accessed on: 2022. 01. 13., Link: http://web.worldbank.org/archive/website00236B/WEB/RAD_01.HTM Prahmana, R. C., Hartanto, D., Kusumaningtyas, D. A., & Muchlas, R. M. (2021. July). Community radio-based blended learning model: A promising learning model in remote area during pandemic era. Heliyon, 7(7). doi:10.1016/j.heliyon.2021.e07511 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), 1-8. doi:10.1177/21582440211016374 UNESCO. (2020. 06. 02.). Learning through radio and television in the time of COVID-19. Accessed on: 2022. 01. 13., UNESCO web site link: https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19 Velics, G., & Doliwa, U. (2015). Voice of the Church: A Debate about Religious Radio Stations as Community Broadcasters. Media and Communication, 3(4). doi:10.17645/mac.v3i4.344 Westoby, P., & Harris, V. (2020. 07. 08.). Community development 'yet to come' during and post COVID-19 pandemic: from Derrida to Zuboff. Community Development Journal, 55(4), 553-569. doi:10.1093/cdj/bsaa026 Zacharia, S. (2020). EduRadio - Knowledge Pack. WorldBank. Accessed on: 2022. 01. 13., link: https://pubdocs.worldbank.org/en/351561596545287034/EduRadio-KnowledgePack-WorldBank