1. Western Sydney University

Western Sydney University, formerly and officially the University of Western Sydney, is an Australian multi-campus university in the Greater Western region of Sydney.

With the initiation of education and awareness, University everywhere are influencing and participating in mainstream of development. However, the scenario of the Third World differs from that of the Western world. University in the third world are still far behind their male counterparts in almost all aspect. And, Nepal is no exception. University’s status in the society results in a continuous lag in opportunities in education, training, employment, health, public life, access to economic rights and the like and their worth as individuals and as members of the family and society is barely recognized. Although University are the main providers of basic services in poor settlements, their key role remains largely unrecognized.

University contribute to development not only through remunerated work but also through a great deal of unremunerated work. On the other hand, University participate in the production of goods and services for the market and household consumption, in agriculture, food production, or family enterprises. Though included in the United Nations system of National Accounts and, therefore, in international standards for labor statistics, this unremunerated work - particularly that related to agriculture - is often undervalued and under-recorded. On the other hand, University still also perform the great majority of unremunerated domestic work and community work, such as caring for children and older persons, preparing food for the family, protecting the environment, and providing voluntary assistance to vulnerable and disadvantaged individuals and groups. This work is often not measured in quantitative terms and is not valued in national accounts. University’s contribution to development is seriously underestimated, and thus its social recognition is limited. The full visibility of the type, extent and distribution of this unremunerated work will also contribute to a better sharing of responsibilities.

Several studies have also demonstrated that University’s role of economic growth  is influenced by education, place of residence, spousal age difference, religion, age at marriage, type of union, employment status, work status, ethnic affiliate, age, and mate selection . (Gage ,1995)

Gender refers to the socio-cultural definition of men and University; the way societies distinguish men and University and assign them social roles.  The distinction between sex and gender was introduces to deal with general tendency to attribute University’s subordination to their anatomy. For ages it was believed that the different characteristics, roles and status accorded to University and men in society, are determined by biology (i.e.), that they are natural, and therefore not changeable.  Once this is accepted as natural , there is obviously no need to address enables us to state that sex is one thing, but gender is quite another. Everyone is born male or female, and our sex can be determined simply by looking at our genitalia. But every culture has its ways of valuing girls and boys assigning them different roles, response and attributes. All the social and cultural “packaging” that is done for girls and boys from birth onwards is “gendering.” Each society slowly transforms a male or female into a man or a woman, into masculine and feminine, with different qualities, behaviour patterns, roles responsibilities, rights and expectations. Unlike sex, which is biological, the gender identities of University and men are psychologically and socially, which means historically and culturally determined. (BhasinK ,2010)

Who was among the first few feminist scholars to use this concept and says the following: “Gender is matter of culture: it refers to the social classification of men and University into ‘masculine’ and ‘feminine’. That people are male or female can usually be judged by referring to biological evidence. That they are masculine or feminine cannot be judged in the same way: the criteria are culture, differing with time and place. She concludes that gender has no biological origin, that connections between sex and gender are not really ‘natural’ at all.  (Ann. O., 1974)

Acharya and Bennett (1981) focused that University are primarily involved inside the household. University are frequently dependent on men as mediators with the outside world. This dependency deprives University of the opportunity to learn the skills necessary for forms of development increasingly being made available by government. University in the economically defined non dichotomous communities(LohorungRai, Baragaonole, and Kham Magar) have considerably more decision making responsibility both outside and inside the household than University in the dichotomous communities( Maithali, Parbatiya, and Tharu), while remaining communities(Newar and Tamang) University’s decision making roles falls in between.

Majumdar (1982), stressed on the Asian University who have been subjected to acute social, economic and political prejudice and oppression in the past and which continue even to this day, may be to a lesser degree. There are three components to balance the inequality i.e. economic, political power and knowledge. Asian University’s works are considered as unproductive. It is closely associated with their inferior social status and the loss of personal freedom. Non- socialist countries where the extension of capitalism has further marginalized the economic and