Training Needs Assessment

Please answer the questions based on your current knowledge, experience and classroom practice. There are no consequences for identifying an area in which you need further support. Your responses will help the project team adapt training to the needs of participating teachers and the contexts in which they work.

Section A. Respondent profile

A1. Province/region Khyber Pakhtunkhwa (KP) Gilgit-Baltistan (GB) Balochistan

A2. District Lower Kohistan Mohmand Swat Diamer Gupis-Yasin Loralai

A3. Current role Teacher Head Teacher

A4. Gender (optional) Female Male Prefer not to say

A5. Grades primarily taught or supported Grades 1-3 Grades 4-5 Grades 6-8 Head Teacher/administrative role across grades Other

A6. Years of professional experience 0-2 years 3-5 years 6-10 years 11 years or more

Section B. Previous exposure and training

B1. Have you previously received training on Education for Sustainable Development (ESD)? Yes No Not sure

B2. Have you previously received training on Global Citizenship Education (GCED)? Yes No Not sure

B3. Have you received training on cultural heritage education or the use of local and indigenous knowledge in teaching? Yes No Not sure

B4. Have you used radio or audio lessons to support classroom teaching? Regularly Sometimes Never

B5. Which areas would you most like to strengthen through this training? Select up to three.

Select up to 3.

ESD GCED Cultural heritage and indigenous knowledge Inquiry-based learning Experiential and activity-based learning Gender-responsive pedagogy Integration of radio lessons Other

Section C. Knowledge and applied understanding

This section assesses your understanding of key concepts and your ability to select appropriate teaching approaches in practical situations. Select one answer for each question.

C1. Which approach best reflects Education for Sustainable Development? Teaching environmental facts without connecting them to daily life Connecting environmental, social and economic issues with informed decisions and practical action Focusing only on textbook definitions Asking learners to memorize sustainability-related terms

C2. A teacher wants learners to understand a local environmental problem. Which activity is most appropriate? Ask learners to copy a definition from the textbook Explain the problem without involving learners Ask learners to investigate the issue, discuss possible causes and suggest practical solutions Ask learners to memorize a list of environmental problems

C3. Which statement best describes Global Citizenship Education? Learning only about other countries Promoting respect for diversity, rights, responsibilities and constructive participation in society Teaching learners to avoid discussing differences Focusing exclusively on national history

C4. Which classroom activity best supports GCED? Asking learners to memorize definitions of citizenship Discouraging discussion when learners hold different views Facilitating a respectful discussion of a community issue from different perspectives Allowing only high-performing learners to contribute

C5. Which is the most appropriate understanding of cultural heritage? Only historical buildings and archaeological sites Only objects displayed in museums Both tangible heritage and intangible heritage, including traditions, stories, crafts and local knowledge Only cultural practices found in textbooks

C6. A teacher wants to use indigenous knowledge in a lesson. What is the most appropriate first step? Assume all traditional practices are equally suitable for every learning objective Consult relevant knowledge holders and connect appropriate local knowledge to the learning objective Use local stories without considering their relevance Avoid local knowledge because it is not part of formal education

C7. Which approach best represents inquiry-based learning? Learners investigate a question, examine evidence and develop explanations Learners copy notes provided by the teacher The teacher gives all answers before learners explore a topic Learners memorize information without asking questions

C8. Which sequence best supports experiential learning? Lecture, dictation and memorization Experience an activity, reflect on it, connect it to learning and consider its application Complete a written test before any learning activity Observe an activity without discussion or follow-up

C9. What is a gender-responsive classroom practice? Assigning leadership roles only to boys Giving the same task without considering barriers to participation Encouraging equitable participation and responding to barriers that may affect learners differently Asking girls to observe while boys conduct practical activities

C10. After playing a radio lesson, what should a teacher ideally do? End the lesson immediately Replay the lesson without any learning objective Facilitate a discussion or practical activity linked to the lesson objective and check what learners understood Ask learners only to memorize the radio programme title

Section D. Reported pedagogical practices

This section explores how frequently you use selected approaches in your teaching or school-based educational support. Select one response for each statement.

How often do you do the following?

	1Not yet	2Rarely	3Sometimes	4Often	5Consistently
D1. I use open-ended questions to encourage learners to think and explain their ideas.
D2. I connect classroom learning with local examples and real-life issues.
D3. I use observation, practical exercises or hands-on activities where appropriate.
D4. I encourage respectful discussion among learners with different views and backgrounds.
D5. I promote the meaningful participation of girls and boys and respond to barriers to participation.
D6. I provide opportunities for learners to reflect on what they have experienced or learned.
D7. I adapt lessons to explore relevant local sustainability issues.
D8. I connect relevant cultural heritage examples with curriculum content.
D9. I encourage learners to investigate questions rather than rely only on recall.
D10. I use evidence of learners understanding to adjust subsequent teaching.

Section E. Confidence to apply learning

These statements assess your perceived confidence in applying selected approaches. Choose the response that best reflects your own experience.

How confident are you that you can...

	1Not confident	2Slightly confident	3Moderately confident	4Confident	5Very confident
E1. Design an inquiry-based classroom activity?
E2. Design an experiential activity using locally available resources?
E3. Integrate an appropriate local cultural heritage example into a lesson?
E4. Facilitate a respectful classroom discussion related to GCED?
E5. Apply strategies that promote gender-responsive participation?
E6. Adapt a lesson to address a relevant local sustainability issue?
E7. Integrate a radio lesson with a curriculum objective and follow-up activity?

Section F. Integration of radio lessons

This section examines how you prepare learners, use audio content during instruction and reinforce learning afterwards.

F-Q1. Before this questionnaire, had you heard about the UNESCO Radio Lessons? Yes No Not sure / cannot remember

F-Q2. Have you ever listened to or accessed any UNESCO Radio Lesson? Yes No Not sure / cannot remember

F-Q3. How familiar are you with the content and purpose of the UNESCO Radio Lessons? Not familiar at all Slightly familiar Somewhat familiar Familiar Very familiar

F-Q4. Have you ever used a UNESCO Radio Lesson or related audio learning content with learners? Yes No Not sure / cannot remember

How often do you do the following when using UNESCO Radio lessons?

	1Not yet	2Rarely	3Sometimes	4Often	5Consistently
F1. I identify the learning objective before using a UNESCO Radio lesson.
F2. I prepare learners for listening by introducing the topic or a guiding question.
F3. I use appropriate strategies to maintain learners attention and participation during listening.
F4. I facilitate a discussion, reflection or practical activity after the radio lesson.
F5. I connect the radio content with the curriculum and other classroom learning activities.
F6. I check learners understanding after the UNESCO Radio lesson.

F7. What is the main challenge you face when using UNESCO Radio lessons? Select one. Limited access to equipment, electricity or suitable listening arrangements Insufficient time within the timetable Difficulty preparing learners before listening Difficulty maintaining learner attention or participation Difficulty linking radio content to curriculum objectives Limited follow-up activities or assessment ideas Other Not applicable; I have not used radio lessons

F8. What support would help you integrate UNESCO Radio lessons more effectively? Select up to three.

Select up to 3.

Sample lesson plans linked to radio content Practical follow-up activity ideas Demonstrations and micro-teaching Teaching aids and learning materials Guidance on equipment or technical arrangements Peer learning and sharing of classroom experiences Other

Section G. Training priorities and contextual needs

G1. Which areas should receive the greatest emphasis during training? Select up to three.

Select up to 3.

Education for Sustainable Development Global Citizenship Education Cultural heritage and indigenous knowledge Inquiry-based learning Experiential and activity-based learning Gender-responsive pedagogy Radio lesson integration School-based sustainability practices Youth engagement and community awareness

G2. Which learning approaches would help you most during training? Select up to three.

Select up to 3.

Demonstrations by trainers Guided practical exercises Group work and problem-solving Local case studies Micro-teaching and peer feedback Coaching or follow-up support Peer learning and experience-sharing Other

G3. Identify one local environmental, social or cultural issue that could be used as a classroom learning example.

G4. What is one teaching approach you would most like to feel more confident applying after the training?

G5. What is the main practical barrier that could prevent you from applying new learning in your school?

Section H. Optional contextual comments

These questions provide additional context for training customization. They are not scored. You may leave them blank.

H1. Are there local traditions, crafts, stories, practices or indigenous knowledge systems that could be appropriately integrated into classroom learning?

H2. What local sustainability or community issues could be explored through school activities?

H3. Are there any specific barriers affecting the use of radio lessons in your school?

H4. What additional support would help you apply the training in your school?