Comparative and Quantitative Analysis of Vulnerability in Emergency Situations in Schools for Children Under 13 Years of Age Pre and Post-Pandemic In PERU

Comparative and Quantitative Analysis of Vulnerability in Emergency Situations in Schools for Children Under 13 Years of Age Pre and Post-Pandemic In PERU
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© 2024 by IJETT Journal
Volume-72 Issue-5
Year of Publication : 2024
Author : Gina León-Untiveros, Clara Garcia-Lino, Iris Rosales-Pariona, José León-Untiveros, Ana Huamani-Huaracca, Sebastián Ramos-Cosi, Alicia Alva-Mantari
DOI : 10.14445/22315381/IJETT-V72I5P125

How to Cite?

Gina León-Untiveros, Clara Garcia-Lino, Iris Rosales-Pariona, José León-Untiveros, Ana Huamani-Huaracca, Sebastián Ramos-Cosi, Alicia Alva-Mantari, "Comparative and Quantitative Analysis of Vulnerability in Emergency Situations in Schools for Children Under 13 Years of Age Pre and Post-Pandemic In PERU," International Journal of Engineering Trends and Technology, vol. 72, no. 5, pp. 243-251, 2024. Crossref, https://doi.org/10.14445/22315381/IJETT-V72I5P125

Abstract
Faced with the problem of educational vulnerability in Peru, where more than 50% of schools have infrastructural deficiencies and 1 in 4 students have experienced school accidents, the research highlights the lack of risk plans in 33% of primary schools and the scarce presence of personnel trained in first aid. Our methodology is based on the use of geographic information systems and statistical programs, using data from the Ministry of Education of Peru and QGIS to interpret filtered and processed information through thematic maps. It is evident that 41.39% of the districts face vulnerabilities in early education, 39.06% in primary and 13% in secondary. There has been a worrying increase in vulnerability, assessed through the student-teacher ratio, from 62.47% to 91.56% in preschool and from 56.85% to 88.2% in primary since 2018. In conclusion, the unequal distribution of vulnerability between rural and urban areas is highlighted, showing that 74.41% of vulnerable schools are located in urban areas. These findings highlight the urgent need to address disparities and develop specific strategies to improve equity and resilience in the Peruvian education system.

Keywords
Vulnerability, Schools, Emergency, Students, Geographic Information System.

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