Bridging the Divide: A Comparative Analysis of Matriculation and O-Level English Curricula in Pakistan

Abstract

This paper investigates the differences between national Matriculation curriculum and the Cambridge O-Level curriculum to determine the differences in teaching English at the secondary education level. Using analysis of curriculum documents, semi structured teacher interviews and extensive student surveys, the analysis measures the breadth of content coverage, methods used in instruction and the modes used in assessment by the two systems. The outcomes demonstrate that, unlike the Matriculation curriculum, including mostly rote memorization and grammatical correctness, the O-Level structure prefigures communicative competence, higher-level critical thinking, and creative articulation. However, structural inequalities and socio-economic inequalities still mediate access to high-quality education as well as the results of education. In light of these results, the article presents evidence-based policy suggestions that can support curriculum change, strategic alignment, and redesigning of assessment and narrow the divide between the two systems to promote national English proficiency.