Closure of universities in Peru reveals flaws in educational quality and institutional management.

The university licensing process in Peru, driven by the National Superintendence of University Higher Education (SUNEDU), has been a topic of great relevance in the country's educational landscape. Since the implementation of this mechanism in 2015, SUNEDU has evaluated nearly 150 higher education institutions, aiming to ensure they meet the Basic Quality Conditions (CBC) necessary to operate legally. However, almost 50% of these institutions have failed to obtain the corresponding authorization, leading to a series of administrative closures in the sector. The main purpose of this licensing process has been to improve educational quality in Peru, an objective that is becoming increasingly urgent in light of the growing demand for quality higher education. As the 2024-2025 period approaches, five recognized universities are on the list of those that, after receiving a refusal for licensing from SUNEDU, will cease their activities. The situation is alarming and reflects the need for structural change in the country's higher education system. Among the affected universities are several that, despite their recognition, have failed to meet the established requirements. SUNEDU has detailed the reasons why these institutions did not achieve licensing, which range from inconsistencies in resource allocation to a lack of adequate infrastructure to ensure a safe and conducive learning environment. One of the most notable cases is that of the University of Sciences and Humanities, which presented multiple versions regarding the number of enrolled students, raising doubts about the veracity of its administrative management. This lack of clarity is critical, as it not only affects the institution's credibility but also jeopardizes the rights of students who trust in receiving a quality education. Additionally, deficiencies were reported in the availability of psycho-pedagogical and sports services, highlighting inadequate management in the comprehensive care of students. SUNEDU has emphasized that the sustainability of these services is fundamental for the well-being of the student community, and non-compliance in this regard has been a determining factor in the refusal of licensing. The problem is not limited to administrative and service management. The involved universities have also failed to ensure the safety of their facilities. In particular, serious deficiencies in infrastructure were identified, such as the lack of adequate safety protocols in laboratories and workshops, which poses a latent risk to the health and safety of students. Another critical aspect has been the failure to present a system for managing solid and hazardous liquid waste, raising serious questions about these universities' commitment to the environment and public health. These failures reveal a lack of planning and responsibility in the operation of these institutions. On the other hand, the affected universities have been criticized for not having clear and well-structured study plans, which limits the educational quality they can offer. SUNEDU has emphasized that meeting academic objectives, as well as providing educational offerings that respond to labor market needs, are essential criteria for obtaining licensing. It is important to highlight that, although these five universities did not manage to obtain licensing, a significant number of institutions did, demonstrating that it is possible to meet the required standards. The commitment of the universities that have successfully licensed to continuous improvement and educational quality serves as a model for those that still have the opportunity to address their shortcomings. SUNEDU has established a mechanism for those university projects and universities with denied licenses, providing the possibility of reintegrating into the quality higher education system. However, this will require a joint effort and a serious and committed approach toward improving their management and educational quality. The closure of universities is a matter of profound social impact, as it affects not only students and their families but also the community at large and the country's development. Higher education is a fundamental pillar for the growth and training of competent professionals who contribute to Peru's development. The responsibility now lies with educational institutions to take the path toward the improvement and quality that society demands and deserves.