SDG 5 – GENDER EQUALITY

Achieve gender equality and empower all women and girls

5.3 – Student access measures

5.3.2 – Policy for Women Applications and Entry

¼¯ÃÀÂé¶¹ provides women’s access schemes and has a policy that ensures fair treatment regarding women’s applications, acceptance and participation at the university. ¼¯ÃÀÂé¶¹ publishes an annual Undergraduate Admission Requirements Booklet for each academic session, serving as a comprehensive guide for prospective applicants. This booklet outlines clear, inclusive policies for all student admissions, specifically emphasizing equitable access and opportunities for women. By providing transparent admission criteria and guidelines, ¼¯ÃÀÂé¶¹ demonstrates its commitment to fostering a diverse and inclusive academic environment, supporting fair access to higher education for all applicants. This initiative underscores ¼¯ÃÀÂ鶹’s dedication to reducing inequalities and promoting equal entry opportunities in line with sustainable development goals.

Undergraduate Admission Requirements Booklet ¼¯ÃÀÂé¶¹ Academic Session 2024/2025
Link:

The image above displays the front cover of the Undergraduate Admission Requirements Booklet ¼¯ÃÀÂé¶¹
Academic Session 2024/2025
  • Policy Created:Ìý2023
  • Policy Review: 2024

In 2024, ¼¯ÃÀÂé¶¹ recorded 20,679 total applications, with 13,872 from female students, marking a notable increase of over 15% compared to 2023. The proportion of female applicants rose to 67.08%, reflecting growing interest among women in pursuing academic programs at ¼¯ÃÀÂé¶¹. Out of 6,181 total students accepted, 4,059 were female, translating to a 65.67% female acceptance rate, a steady level that aligns with previous years.

The data demonstrates ¼¯ÃÀÂé¶¹’s strong commitment to gender inclusivity and equitable access to higher education. From 2022 to 2024, the proportion of female applicants and accepted students consistently represented more than 60% of total applications and admissions, indicating a sustained trend of women’s active participation in higher education.

The table below shows the women’s admission applications and acceptance rate for the year 2022-2024.

Table: Women’s Admission Applications and Acceptance Rate (2022–2024)

YearTotal Student ApplicationsTotal Female Student  ApplicationsPercentage of Female Student  ApplicationTotal Student AcceptedTotal Female Student AcceptedPercentage of Female Student  Accepted
202214872904060.79%6244412166.00%
2023179581111061.87%6021393165.29%
202420,67913,87267.08%6181405965.67%

In 2024, ¼¯ÃÀÂé¶¹ recorded 20,739 total enrolled students, of which 14,031 were female, representing 67.66% of the total student population. This marks a notable increase from 63.87% in 2022 and reinforces the university’s success in maintaining gender balance in enrollment. The upward trend highlights women’s growing representation and leadership in academia, aligning with ¼¯ÃÀÂ鶹’s mission to foster diversity, inclusivity and empowerment through education.

The data reflects ¼¯ÃÀÂé¶¹’s strong commitment to gender equality and inclusive access to higher education. Over the three-year period, the percentage of female student enrollment consistently exceeded 63%, showing a steady rise in women’s participation across all academic programs.

Table: Yearly Female Student Enrollment in ¼¯ÃÀÂé¶¹ (2022-2024)

YearTotal Number of StudentsTotal Number of Female StudentsPercentage of Female Students
2022196551255463.87%
2023203411386768.17%
2024207391403167.66%

Bar Chart: Yearly Growth of Female Student Enrollment in ¼¯ÃÀÂé¶¹ (2023–2024)

The bar chart illustrates the steady growth of female student enrollment at ¼¯ÃÀÂé¶¹ between 2022 and 2024. The number of female students increased from 12,554 in 2022 to 13,867 in 2023 and further to 14,031 in 2024, reflecting a consistent upward trend. This growth highlights ¼¯ÃÀÂ鶹’s ongoing success in promoting gender equality and inclusive access to higher education, aligning with SDG 5 (Gender Equality). The positive trajectory demonstrates the university’s commitment to empowering women through academic opportunities and fostering a balanced, diverse learning environment.