Transition of quality assurance in engineering in Peru to an results-based approach of international convergence

Abstract

In Peru, university quality assurance is moving from a compliance-focused approach to a results-oriented one after the approval of the Accreditation Model for University Higher Education Study Programs (CONEAU, 2025). This study analyzes the degree of normative convergence of the model with international engineering accreditation frameworks and identifies structural gaps that limit the demonstration of substantial equivalence in training terms. A qualitative approach of comparative documentary and normative analysis was used, using a correspondence matrix to map dimensions of the national model with international references and derive a taxonomy of gaps. The findings show that the 2025 Model incorporates indicators and means of verification, defines differentiated periods of accreditation validity and reinforces evidence-based management; in addition, it integrates University Social Responsibility as an assessable axis. However, six structural gaps are identified: (i) disconnection between data and decisions, (ii) tension between virtuality and experimental practices, (iii) teaching capacities for results-based evaluation, (iv) industry-curriculum feedback, (v) operationalization of sustainability and sociotechnical competencies, and (vi) terminological precision to support substantial equivalence. Overall, the results suggest that regulatory convergence is significant, but insufficient without strengthening systems for assessment, traceability and governance of quality assurance, especially in a context where distance learning can cover all loans under regulated conditions.