We model the measurement of the quality of education in the electrical engineering program of a private university located in Lima city taking into account collected data between 2015 and 2017. In essence we have defined a mathematical formulation based entirely in scores of students in up to five core courses including basic and applied sciences. Basically we have parameterized the model that incorporates information of the student's performance as well as the identification of the fifth superior and fourth superior of the class. This concrete information serves to define rates that subsequently enters into a full parameterization of the model by adding extra variables which to some extent would enclose information about the tangible compromise of the institution to maintain the number of students belonging to the fifth superior permanently over the time of duration of the program. Clearly the inclusion of these additional variables into the model is perceived as the necessity to add crucial information about the continuous improvement that makes the institution to keep an acceptable QoE in time. As discussed in the paper, the so-called parameterization done in the model is in concordance with the current indicators of quality in high education that demands a permanent progressive evolution of the engineering programs in particular that of the electrical engineering because the fast growth of technologies and their application in a modern society where the university-student interaction is a must for a continuous improvement of the self-sustained development of the societies in Latin American cities like Lima.