The report below demonstrates that Universiti Sains Malaysia (USM) has implemented a systematic tracking mechanism to monitor women's application, acceptance, and entry rates into academic programs. This indicator is essential for evaluating progress toward gender equality and inclusivity, as it directly aligns with the United Nations Sustainable Development Goal (SDG) 5: Achieve Gender Equality and Empower All Women and Girls. By maintaining accurate gender-disaggregated data, USM enhances its institutional accountability and contributes to improved SDG performance rankings, demonstrating the university’s commitment to fostering equitable access and opportunities for women in higher education.

Table 1 illustrates the trend in student participation from 2015 to 2024, categorised by gender. The data provides a longitudinal view of enrolment patterns, highlighting variations in the participation rates of male and female students across the ten-year period.

Table 1: Number of Student’s Participation in 2024

The data reveals a consistent pattern in which the number of female students surpasses that of male students throughout the ten-year period. Between 2015 and 2023, both male and female student participation showed an overall upward trajectory, indicating progressive growth in student involvement. However, a slight decline was observed in 2024 for both groups.

Despite this decline, the proportion of female students remained consistently higher, accounting for approximately 59.7% to 61.5% of the total student population each year. This steady dominance of female participation underscores the continued engagement and representation of women in the institution’s academic and co-curricular activities. Meanwhile, male student participation exhibited gradual improvement over the years, although still comparatively lower than that of females.

In summary, while total student participation generally increased from 2015 to 2023, the slight downturn in 2024 needs further analysis to determine underlying causes, such as post-pandemic effects, programme restructuring, or changes in student recruitment patterns. Nevertheless, the data clearly reflects sustained gender inclusivity and the institution’s success in maintaining a high level of female participation across the observed period.

Table 2 displays the number of undergraduate students at Universiti Sains Malaysia (USM) for 2024, including data on applications, intakes, and graduations. This table higlights the overall student progression pathway, capturing key aspects of the university’s enrolment trends, academic progression, and graduation performance. The data is a crucial indicator for monitoring institutional performance and aligns with the university’s commitment to inclusive education and gender-balanced participation. 

Table 2: Number of Undergraduate Students (Application, Intake, and Graduation) in 2024

The data demonstrates a strong demand for undergraduate programmes, with a significantly higher number of applications compared to actual intakes, indicating USM’s continued reputation as a competitive and desirable institution for higher education. The intake figures reveal a balanced representation between male and female students, though female students slightly outnumber their male counterparts, consistent with the trend observed in previous years.

Graduation data further highlights the positive academic performance and retention of students, with female students maintaining higher graduation rates than males. This suggests strong academic persistence and completion among women, contributing to USM’s progress in advancing gender equality within higher education. The steady transition from application to intake and graduation demonstrates the university’s effective admission management and student support mechanisms.

Overall, the data indicates that while USM continues to attract a large applicant pool, maintaining selectivity ensures quality enrolment outcomes. The higher female participation and graduation rates not only reflect gender inclusivity but also strengthen USM’s performance in SDG monitoring, particularly in promoting equitable access, retention, and success in tertiary education.

Table 3 presents data on the number of postgraduate students at Universiti Sains Malaysia (USM) in 2024, encompassing applications, intakes, and graduations. The table provides a clear overview of postgraduate student progression, reflecting trends in enrolment demand, admission rates, and academic completion. This information is crucial for evaluating USM’s performance in fostering advanced academic participation and research capacity that emphasize access to lifelong learning and equitable opportunities for women and men in higher education.

Table 3: Number of Postgraduate Students (Application, Intake, and Graduation) in 2024

The data indicates a strong and sustained interest in postgraduate studies at USM, as reflected in the high number of applications received in 2024. However, the number of students admitted (intake) is comparatively lower, demonstrating the university’s selective admission process aimed at maintaining high academic standards. Female applicants continue to represent a significant proportion of the total, reflecting the university’s consistent progress in promoting gender-balanced access to postgraduate education. Graduation data reveal that female students continue to excel in completion rates, mirroring trends observed at the undergraduate level. The higher proportion of female graduates highlights their strong academic persistence and contribution to the university’s research output. Meanwhile, male student participation, though slightly lower, remains stable across the stages of application, intake, and graduation.

Overall, the data suggest that USM continues to uphold its position as a leading institution for postgraduate education, attracting a diverse pool of candidates while maintaining rigorous academic quality. The consistent representation and performance of female postgraduate students reinforce the university’s commitment to advancing gender equality and excellence in higher education.