INTEGRATING NEEDS ANALYSIS INTO ENGLISH SYLLABUS DESIGN: A COMPARATIVE STUDY OF GOVERNMENT AND PRIVATE HIGH SCHOOLS IN PAKISTAN

Abstract

Teaching of the English language in Pakistan is at the heart of academic success and socio-economic mobility, but syllabus planning in both government and private secondary schools regularly fails to take systematic needs analysis into account. This research examines how far learners' needs are taken into account when developing English syllabuses and cross-comparisons between the two school systems. As a framework, Brown's (1995) Needs Analysis Model guided the research, which used a mixed-methods approach. Information were gathered from 120 students, 20 teachers, and 10 institutional representatives using structured questionnaires. Quantitative information was analyzed using descriptive statistics and t-tests, while qualitative answers were thematically analyzed. The findings indicate that private schools had better marks in syllabus relevance (M = 3.4) than government schools (M = 2.6), but both sectors indicated minimal alignment with learners' communicative and academic demands. There was limited teacher participation in planning syllabi, especially in government schools (10%), and institutional review mechanisms were devoid of systematic needs assessment. These results indicate that the lack of needs analysis continues to create inequalities, with private schools using imported yet culturally inappropriate syllabi, and government schools being limited by static, examination-oriented curricula. The research concludes with a recommendation of institutionalized cycles of needs analysis, increased teacher engagement, and context-sensitive reforms to establish more equitable and efficient English instruction in Pakistan.