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DEFICIENCIES IN THE OLD BUILDINGS OF THE
EDUCATIONAL INSTITUTIONS IN THE DISTRICT OF
COMAS
Edgar Enrique Aroni Geldres
Federico Villarreal National University EUPG-UNFV, Lima, (Peru).
E-mail: 2020005075@unfv.edu.pe
ORCID: https://orcid.org/0000-0001-7928-3637
Doris Esenarro
Federico Villarreal National University EUPG-UNFV, Lima, (Peru).
E-mail: desenarro@unfv.edu.pe
ORCID: https://orcid.org/0000-0002-7186-9614
Karina Hinojosa
Federico Villarreal National University-UNFV, Lima, (Peru).
E-mail: khinojosa@unfv.edu.pe
ORCID: https://orcid.org/0000-0003-1237-9110
Nelly Mendez Gutierrez
Federico Villarreal National University-UNFV, Lima, (Peru).
E-mail: nmendez@unfv.edu.pe
ORCID: https://orcid.org/0000-0001-5524-6081
Recepción:
26/02/2021
Aceptación:
02/04/2021
Publicación:
07/05/2021
Citación sugerida:
Aroni, E. E., Esenarro, D., Hinojosa, K., y Mendez, N. (2021). Deciencies in the old buildings of the
educational institutions in the district of Comas. 3C Tecnología. Glosas de innovación aplicadas a la pyme,
Edición Especial, (mayo 2021), 163-175. https://doi.org/10.17993/3ctecno.2021.specialissue7.163-175
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ABSTRACT
The present research aims to analyze the deciencies in the old buildings of the educational
institutions of the Comas district; the government has put its interest in reducing the gap in
the educational infrastructure in a complementary way in which preventive and corrective
maintenance actions are carried out, while school construction follows a cumbersome path.
This delays the investment required in schools and universities. The methodology is based
on the percentage variations of the schools by levels; for this, a sample of educational
institutions was considered, based on critical components such as basic infrastructure,
essential services, and advanced infrastructure, deciencies in basic infrastructure were
analyzed, verifying that this is a signicant indicator that heralds quality and safety. Hence,
it is crucial to work on the replacement of educational infrastructure. The results showed
that, in the period 2017-2020, the percentage variation was 7.5% for initial education;
meanwhile, for primary education, it was 3.61%, and for secondary education, the
percentage variation was 7.14%.
KEYWORDS
Deciencies, Old buildings, Basic infrastructure, Essential services, Advanced infrastructure.
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1. INTRODUCTION
A signicant step forward in improving educational infrastructure in Peru was the approval
of the National Educational Infrastructure Plan (PNIE) to 2025 (Minedu, 2017). As a result,
a series of educational infrastructure works have been carried out nationwide, in line with
the identication of the problem established by the National Educational Infrastructure
Census (execution period: October 2013 - March 2014), i.e., the imperative need for
reinforcement and rehabilitation of educational infrastructure (51.0%) and replacement
of infrastructure (demolition) (25.0%), and, to a lesser extent, maintenance (non-structural)
(15.0%). Only 9% of the educational institutions did not require intervention (Ministry of
Education, 2014). The data are alarming and give an x-ray of the state in which educational
institutions operate, contravening physical quality precepts as a basic aspect of the quality
of education (Parasuraman, Zeithaml & Berry, 1985).
In this framework, the PNIE to 2025 has two critical columns on which public investment
is destined; the rst refers to the existing infrastructure gap and the second one to the
additional investment needs (Minedu, 2019). Although the eorts to reduce the current
educational infrastructure gap are laudable, in the geographic area of UGEL 04, especially
in the district of Comas, there are deciencies in the old constructions of educational
institutions, which implies the need to improve the aesthetic quality and infrastructure
conditions of academic environments.
Population growth in Metropolitan Lima has meant the emergence of new housing
spaces in the city. In northern Lima, one of the districts that grew was Comas. Human
settlements sprang up, and their inhabitants needed schools and colleges. This action
implied the construction of educational infrastructure. However, this brought two further
problems. The rst one referred to the physical and legal clearing of the land occupied by
the educational premises and the empirical criteria used in the construction of classrooms
without adequate planning. A signicant advance to this problem was the Guide for the
Design of Educational Spaces (Ministry of Education, 2015).
Although the state has put its interest in reducing the educational infrastructure gap, they
complementarily perform preventive and corrective maintenance actions. At the same
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time, the construction of schools follows a cumbersome path. This delays the investment
required in schools and colleges.
The study's objective was to analyze the deciencies in the old constructions of educational
institutions in the district of Comas, based on the percentage variations in the period
2017-2020; likewise, for the specic objectives: basic infrastructure, essential services, and
advanced infrastructure.
2. METHOD
A quantitative study was carried out using historical information, which implied going back
in time by observing events that had taken place previously. Hence, it corresponds to a
retrospective study (Alto, Lopez & Benavente, 2013) with a non-experimental design at a
descriptive level (Hernandez, Fernandez & Baptista, 2014).
Likewise, the study population consisted of 97 public educational institutions built in the
Comas district, corresponding to the Regular Basic Education levels. Of this population,
50.5% were at the pre-school level, 32.0% at the primary level, and 17.5% at the secondary
level (Sanchez & Reyes, 2015).
Thus, the selected sample was non-probabilistic by convenience because it focused only
on educational institutions with old buildings (25 years or more) in the district of Comas,
using the criteria of the current state of walls, roofs, and oors, obtaining a sample of
79 educational institutions. Additionally, content analysis and documentary analysis were
considered.
In order to evaluate the deciencies in the old constructions of the educational institutions
in the district of Comas, the defects were quantied by means of reports extrapolated
from the oce of educational infrastructure, based on a card in which three dimensions
were considered: basic infrastructure, essential services and infrastructure described by 15
indicators. The card was subjected to KR 20 reliability, obtaining a coecient of 0.720
higher than the established 0.700.
As for the procedure, a historical sequence was elaborated between the years 2017 and
2020 inclusive. The data were analyzed descriptively using the Excel tool.
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3. RESULTS
Below are the results obtained from the studied variable old constructions of educational
institutions, described from its components: basic infrastructure, essential services, and
advanced infrastructure:
As presented in Table 1, the percentage values refer to the proportion of colleges and
schools that constitute old constructions, nding for the period 2017-2018, a percentage
variation of 2.50%, corresponding to the initial education level; likewise, another variation
of 2.41% was found at the primary level, nally, the nding of a variation of 2.38% that
corresponded to the secondary level (Ministry of Education, 2020).
Concerning the 2018-2019 period, a percentage variation of 2.43% was found for the
initial education level, while for the primary education level, it was -1.18%; on the other
hand, in the secondary education level, the variation was 2.33%.
On the other hand, regarding the 2019-2020 period, a percentage variation of 2.38%
was found for the initial education level. The percentage variation was 2.38%, and, at the
secondary education level, it was 2.2%.
Finally, in the period 2017-2020, the percentage variation was 7.5% for initial education;
while, for primary education, this was 3.61% and, for secondary education, the percentage
variation was 7.14%.
Table 1. Percentage of deciencies in old buildings, by levels of regular basic education.
EBR levels
Old buildings
2017 2018 2019 2020
Initial 80 % 82 % 84 % 86 %
Elementary 83 % 85 % 84 % 86 %
Secondary 84 % 86 % 88 % 90 %
Source: own elaboration.
Concerning the essential infrastructure component with its indicators for walls, roofs, and
oors, the following results were obtained:
Table 2. Percentage of the basic infrastructure of old buildings by levels of regular primary education.
EBR levels
Old buildings
2017 2018 2019 2020
Initial 85 % 87 % 88 % 89 %
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Elementary 86 % 88 % 89 % 91 %
Secondary 87 % 88 % 90 % 92 %
Source: own elaboration.
In Table 2, the percentage values refer to the proportion of schools and schools, regarding
walls, roofs, and oors, nding for the period 2017-2018, a percentage variation of 2.35%,
corresponding to the initial education level; in the same way, another variation of 2.33%
was found in the primary level, nally, the nding of a variation of 1.15% that corresponded
to the secondary level (Campana et al., 2014).
In the 2018-2019 period, the percentage variation obtained was 1.15% for initial education,
while for the primary education level, it was 1.14%, and the percentage variation for the
secondary education level was 2.27%.
In the 2019-2020 period, the percentage variation achieved was 1.14% at the initial
education level. Meanwhile, the percentage variation was 2.25% for the primary education
level and, for the secondary education level, the percentage variation was 2.22% for
secondary education level.
Finally, to point out that the percentage variation for the period 2017-2020 was 4.71%
for initial education, while for primary education, it was 5.81%. Finally, for the primary
education level, the percentage value was 5.75%.
The following results were obtained for the essential building services component, composed
of the indicators electricity, water, drainage, good toilets, and bad toilets:
Table 3. Percentage of essential services of old constructions, by levels of regular primary education.
EBR levels
Old buildings
2017 2018 2019 2020
Initial 82 % 86 % 89 % 90 %
Elementary 84 % 87 % 90 % 91 %
Secondary 86 % 88 % 92 % 93 %
Source: own elaboration.
In Table 3, the percentage values allude to the proportion of schools and colleges, regarding
electricity, water, drainage, good toilets, and bad toilets, nding for the period 2017-2018,
a percentage variation of 2.38%, corresponding to the initial education level; in the same
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way, another variation of 3.57% was found in the primary level, nally, the nding of a
variation of 2.33% that corresponded to the secondary level (Palacio, 2018).
In the 2018-2019 period, the percentage variation obtained was 3.45% for initial education,
while for the primary education level, it was 3.33%, and the percentage variation for the
secondary education level was 4.55%.
In the 2019-2020 period, the percentage variation achieved was 1.12% at the initial
education level. Meanwhile, the percentage variation was 1.11% for the primary education
level and, for the secondary education level, the percentage variation was 1.09% for
secondary education level.
Finally, to point out that the percentage variation for the period 2017-2020 was 9.56%
for initial education, while for primary education, it was 8.33%. Finally, for the primary
education level, the percentage value was 8.14%.
Concerning the advanced infrastructure component composed of its indicators library,
laboratory, workshops, teachers, administrative, computer and internet, the following result
was obtained:
Table 4. Percentage of the advanced infrastructure of old buildings by the level of regular primary education.
EBR levels
Old buildings
2017 2018 2019 2020
Initial 72 % 74 % 76 % 78 %
Elementary 78 % 80 % 82 % 84 %
Secondary 80 % 82 % 84 % 86 %
Source: own elaboration.
In Table 4, the percentage values allude to the proportion of colleges and schools, regarding
library, laboratory, workshops, teachers, administrative, computer and internet, nding
for the period 2017-2018, a percentage variation of 2.78%, corresponding to the initial
education level; in the same way, another variation of 2.56% was found in the primary
level, nally, the nding of a variation of 2.50% that corresponded to the secondary level.
In the 2018-2019 period, the percentage variation obtained was 2.70% for initial education,
while for the primary education level, it was 2.50%, and the percentage variation for the
secondary education level was 2.44%.
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In the 2019-2020 period, the percentage variation achieved was 2.63% at the initial
education level. Meanwhile, the percentage variation was 2.44% for the primary education
level and, for the secondary education level, the percentage variation was 2.38%.
Finally, to point out that the percentage variation for the period 2017-2020 was 8.33%
for initial education, while for primary education, it was 7.50%. Finally, for the primary
education level, the percentage value was 7.50%.
The objective of the study was to analyze the deciencies in the old constructions of the
educational institutions of the district of Comas, based on the percentage variations in the
period 2017-2020; for this purpose, a sample of educational institutions was considered,
based on critical components such as basic infrastructure, essential services, and advanced
infrastructure.
4. DISCUSSION
These components have been considered by the Ministry of Education, based on the
PNIE 2025, which has become a tool to implement the educational infrastructure policy;
however, the infrastructure gap has been increasing year by year as a result of population
growth and the lack of capacity to channel state resources and direct it to the investment of
infrastructure projects, constituting a substantial problem faced by educational institutions
in the jurisdiction of Comas. Although the eorts of the governing bodies are monumental,
as, in the case of the allocation of 50 million soles for the construction of 5 schools, it
is insucient, it barely represents 6.32% of the 79 schools that require infrastructure
replacement; this means that at an average rate of 5 schools per year in 10 years the horizon
of 50 schools will be covered. This is a stark reality, considering the increase in the school
population year by year. The results found are in line (Campana et al., 2014) when they
argue that what governments have done is to focus on strengthening agship schools, but
they have not concentrated on closing infrastructure gaps. They found a sustained increase
in the levels of public investment in education, but without any positive impact; on the
contrary, he notes the increase in the infrastructure gap.
The rst specic objective, which focused on analyzing the deciencies in old buildings’
basic infrastructure, conrms that educational institutions have been gradually conrming
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year by year the deterioration of their basic infrastructure. So this nding is similar when
he veried that an educational institution in Chorrillos was on the verge of collapse
(Palacios, 2018). Gradually, the classrooms have been succumbing to the passage of time
and putting schoolchildren’s lives at risk. These results corroborate, on the other hand,
the deterioration of the physical quality, that is, the perceptions that parents have about
the educational institution where their children study, nding it to be adverse. This reality
is located in the district of Comas, and that is why the improvement of the educational
service is required, as Rodrigo (2019) argues when addressing the progress of the academic
service through the design of the infrastructure, in this case, of primary and secondary
education, emphasizing quality and safety.
The second specic objective focused on analyzing the essential services in the basic
infrastructure of old buildings: electricity, water, drainage, full toilets, and excellent or
bad toilets. The result reveals percentage variations that remain stationary over time but
show severe limitations in essential services, especially water and drainage. This reality’s
harshness only further deteriorates the quality of life of schoolchildren, thus aecting
their right to quality education. Education is an essential asset in people’s lives because,
in the long term, it guarantees quality professionals; therefore, attention must be paid to
educational infrastructure because there is a signicant relationship between educational
infrastructure and student performance.
The third specic objective focused on advanced infrastructure, based on indicators such
as a library, laboratory, workshops, teachers, administrative, computer, and internet. The
result found for this component also conrms the percentage variations to the detriment
of a better educational and human development of schoolchildren. Therefore, this line of
denials ensures the existing weaknesses in educational infrastructure, which extends to the
area of human development, the undermining of the right to education, and a growing
deterioration of academic quality, which goes hand in hand with educational infrastructure.
For this reason, the PNIE to 2025 will have a basis if the advanced infrastructure is
improved, as a result of viable strategic actions that ensure the primary conditions of safety
and functionality in the existing educational infrastructure.
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5. CONCLUSIONS
The deciencies in the old constructions of the educational institutions of the district
of Comas were analyzed, whose reection is the percentage variations found between
2017-2020, reveal that maintenance does not mitigate or strengthen the educational
infrastructure, but are palliatives that are worsening over time pressured by the academic
coverage.
Deciencies in basic infrastructure were analyzed, conrming that this is a signicant
indicator that foreshadows the quality and safety that both parents and students need to
have a quality education, so it is essential to replace educational infrastructure.
Deciencies in essential services were analyzed, conrming that this is a signicant
indicator that must be addressed if we seek to promote the right to quality education.
Deciencies in advanced infrastructure were analyzed, conrming that this is a signicant
indicator that must be addressed if the right to quality education is promoted.
The limitations of the study may lie in the instrument designed to collect data from the
structured reports in the area of Educational Infrastructure, so it is suggested that a
robust mechanism be designed to measure in its actual dimension the level of educational
infrastructure, carrying out a pilot study that includes several educational institutions in
Metropolitan Lima, to validate it later and serve as a reference to collect data for eldwork.
As a future perspective, it would be essential to focus on recently built schools to determine,
through a longitudinal study with other educational institutions that only benet from
maintenance items, the eect of the perceptions produced by the design of an educational
infrastructure academic performance of students.
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