Analyzing Institutional and Socioeconomic factor influencing to Quality Education in University of Balochistan, Quetta

Abstract

This study takes a look at the institutional and socio-economic issues affecting the achievement of quality education in the context of Sustainable Development Goal 4 (SDG 4) in the University of Balochistan, Quetta. The research uses a mixed methods design methodology whereby education is seen as a key pillar of sustainable development; data are gathered in a quantitative way through a structured questionnaire and data in a qualitative manner through interview and focus group discussions. The respondents consisted of 100 respondents (faculty) who were selected in the University of Balochistan to explore the institutional and socioeconomic determinants of a quality education in an empirical way. The results show that poor school facilities and limited use of technology, lack of funding and overall instructional problems are important factors that adversely impact student learning (Hanushek, 2003; World Bank, 2019). As per the main information, 67% of respondents said they lacked resources in their departments, 44% lack rooms, and 52% lack awareness of SDG-4 among universities' authorities. In addition, students' access, participation, and academic outcomes are influenced by socioeconomic factors such as family income and parent education as well as gender norm (Sirin, 2005; Ahmad & Khan, 2012). The empirical results indicate that 62% of the respondents mentioned the economic problems of students and 63% mentioned the insufficient budget allocation in the institutions. In addition, it points out that factors specific to each student, like motivation, peer interaction, and facilities for learning are important (Tinto, 1993). The results of statistical analysis (correlation and regression) indicate that the relationship between the statistical level of institutional resources, digital facilities and administrative support to quality education is very positive and significantly positive (R² = 0.688). This research can be concluded that for SDG 4 to be realized complete policy changes, strengthening institutional mechanisms, and developing inclusive education strategies for underdeveloped areas such as Balochistan are required.