Abstract:

The objective was to pose a set of problems faced by educational institutions, especially higher education, both in the teaching and research processes, but mainly in the Institutional Evaluation processes, understood as the evaluation of the curriculum offered by the institutions of higher education. In the early 1990s, the search for educational quality generated the creation of various organizations at the national and international level, precisely to evaluate the quality of programs at the higher education and also at the graduate level. In Mexico, since early 1990s, the creation of the National Evaluation System began, and organizations such as the Accreditation Council for Higher Education (COPAES), and the Center for the Evaluation of Higher Education (CENEVAL) were created. The former certifies the quality accreditors organisms offered at a higher level; and the second has various programs to certify the quality of knowledge of students and graduates. Also the National Council for Science and Technology (CONACTY) has various programs that accredit postgraduate programs, certify researchers and support the development of the training of new researchers.

In this context, with institutional evaluation programs, planned over a long period of time and improved over several years, the health and economic crisis caused by the pandemic of the Covid19 virus was faced and continues to be faced. The situation was out of control, academic and administrative, therefore, a theoretical review, a survey and a diagnostic study were carried out to identify the main challenges faced by high school and higher degree students. The sample was random and the survey was carried out electronically with a fivequestion questionnaire. The challenges they face are diverse, including economic, physical and mental health, family and social organization. It was concluded that the challenges are deep and long-term. Higher education institutions will see the need to make substantial organizational changes, mixed cutting-edge educational models, which must be permanent; therefore, the institutional evaluation already faces the need to change categories and indicators in the processes of accreditation of programs and study plans.

Keywords:

Educational quality, challenges, institutional assessment.