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| SDG5: Gender Equality | ||||||||
| Type | Metric and indicator reference | Metric / Indicator |
Value (for continuous data) |
Yes/No | Evidence1 | Public (Yes/No) | Evidence2 | Public (Yes/No) |
| Metric | 5.2 | Proportion of graduates with teaching qualification | ||||||
| Indicator | 5.2.1 | Proportion of women first-generation | ||||||
| Number of women starting a degree | ||||||||
| Number of first-generation women starting a degree | ||||||||
| Metric | 5.3 | Student access measures | ||||||
| Indicator | 5.3.1 |
Tracking access measures Systematically measure and track women’s application rate, acceptance or entry |
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| Indicator | 5.3.2 |
Policy for women applications and entry Have a policy (e.g. an Access and Participation plan) addressing women’s applications, acceptance, entry, and participation at the university. |
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| Indicator | 5.3.3 |
Women’s access schemes Provide women’s access schemes, including mentoring, scholarships, or other provision |
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| Mentoring | ||||||||
| Scholarship | ||||||||
| Other targeted support | ||||||||
| Indicator | 5.3.4 |
Women’s application in underrepresented subjects Encourage applications by women in subjects where they are underrepresented. Through university outreach or through collaboration with other universities, community groups, government or NGOs in regional or national campaigns. |
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| through university outreach | ||||||||
| through collaboration with other universities and/or community groups and/or government and/or NGOs in regional or national campaigns | ||||||||
| Metric | 5.4 | Proportion of senior female academics | ||||||
| Indicator | 5.4.1 | Proportion of senior female academics | ||||||
| Number of senior academic staff | ||||||||
| Number of female senior academic staff | ||||||||
| Metric | 5.5 | Proportion of women receiving degrees | ||||||
| Indicator | 5.5.1 | Proportion of female degrees awarded | ||||||
| Number of graduates: Total | ||||||||
| Number of graduates by subject area (STEM, Medicine, Arts & Humanities / Social Sciences): Total | ||||||||
| Number of graduates: STEM | ||||||||
| Number of graduates: Medicine | ||||||||
| Number of graduates: Arts & Humanities / Social Sciences | ||||||||
| Number of female graduates by subject area (STEM, Medicine, Arts & Humanities / Social Sciences): Total | ||||||||
| Number of female graduates: STEM | ||||||||
| Number of female graduates: Medicine | ||||||||
| Number of female graduates: Arts & Humanities / Social Sciences | ||||||||
| Metric | 5.6 | Women’s progress measures | ||||||
| Indicator | 5.6.1 |
Policy of non-discrimination against women Have a policy of non-discrimination against women |
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| Indicator | 5.6.2 |
Non-discrimination policies for transgender Have a policy of non-discrimination for transgender people. |
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| Indicator | 5.6.3 |
Maternity and paternity policies Have maternity and paternity policies that support women’s participation. |
Yes | https://m.mu.edu.sa/ar/centers-and-institutes/social-responsibility-observatory/69676 | ||||
| Indicator | 5.6.4 |
Childcare facilities for students Have accessible childcare facilities for students which allow recent mothers to attend university courses. |
No | |||||
| Free | No | |||||||
|
Paid |
No | |||||||
| Indicator | 5.6.5 |
Childcare facilities for staff and faculty Have childcare facilities for staff and faculty |
No | |||||
| Free | No | |||||||
|
Paid |
No | |||||||
| Indicator | 5.6.6 |
Women’s mentoring schemes Have women’s mentoring schemes, in which at least 10% of female students participate. |
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| Indicator | 5.6.7 |
Track women’s graduation rate Have measurement or tracking of women’s likelihood of graduating compared to men’s, and schemes in place to close any gap. |
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| Indicator | 5.6.8 |
Policies protecting those reporting discrimination Have a policy that protects those reporting discrimination from educational or employment disadvantage |
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| Indicator | 5.6.9 | Does your university as a body have a paternity policy that support women's participation by ensuring that non-gestational parents can participate in childcare duties? |
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