Evaluation of educational quality in Peru: a comparative analysis of infrastructure, equipment and teaching (2019–2023)

Purpose – This study aims to analyse and compare Peruvian students’ evaluations of the educational quality in basic and higher education in 2019-2023, taking into account three key factors: infrastructure, equipment and teaching. Design/methodology/approach – The research uses a quantitative and descriptive methodology. Secondary data from the National Household Survey with samples of 29, 354 responses in 2019 and 26, 829 responses in 2023 are used. Descriptive analysis (frequencies and percentages), bivariate analysis (mean test) and multivariate analysis (ordinal logistic regression with categorical predictors) were performed. Findings – The results indicate an increase in negative evaluations of educational infrastructure and equipment. Multivariate analysis reveals the existence of systematic educational inequalities: students in basic education, public institutions, less urbanised and rural areas and remote regions such as the southern highlands and the jungle are more likely to provide negative evaluations. Practical implications – The research highlights the necessity for diversified educational policies that prioritise the enhancement of infrastructure and equipment in the most disadvantaged regions. The results obtained can serve as a guide for the allocation of resources and the implementation of improvement programmes in the Peruvian education system. Originality/value – The research provides a comparative approach to students’ evaluations of educational quality in two different contexts (pre- and post-pandemic) and integrates demographic, geographic, economic and academic variables using a nationally representative survey in Peru. It also deepens the understanding of structural inequalities in the Peruvian education system to give evidence of the differential impact of the COVID-19 pandemic in educational contexts.