It has long been debated as to whether higher education (HE) is a site of social mobility that promotes meritocracy or social reproduction that creates and exacerbates inequalities in societies. In this paper, I will argue that HE, even when democratised and provided free to everyone, reproduces inequalities unless coupled with an inclusive sectoral design, an expansion of funding, and a wider strategy to reduce socio-economic inequalities. To do so, I studied the case of Syria, which has always claimed to have a meritocratic HE system that is designed to achieve equality in society by providing free HE for all since the 1970s. I analysed the database of the Ministry of Higher Education (MoHE) for 15 academic years from 2001 to 2015. This database included data on students' access and graduation rate divided by the type of education (public, private, higher institutes, and technical institutes), level of education (undergraduate and postgraduate), gender (male and female), city, faculty, and specialisations. This analysis unpacked four types of inequalities, namely education type-based inequalities, specialisation-based inequalities, city-based inequalities, and gender-based inequalities. Finally, I show how gender dynamics and roles are changing in the HE sector as a result of the Syrian conflict.