Work, age and gender

Option B shows two barriers operating together: safety concerns related to being a girl and travel costs linked to a low-income family. Together, these restrict access to skill training, so it reflects the combined effect of gender and class. In option A, resources reduce the barrier, while C and D describe equal treatment or opportunity. Exam tip: identify whether two social factors jointly limit or enable access to work-related opportunities.

Fair division is based on ability and availability. In exams write ability-based not gender-based.

Very early work can affect education and future livelihood. In exams write girls education.

In informal work protection and benefits are often limited. In exams write social security.

Not every useful work is paid but it has social value. In exams write the difference between paid and unpaid work.

With age, physical capacity, reaction time, experience, vision or hearing, and the way risks are understood may vary. Safety training may therefore need to be age-appropriate; for example, younger or less experienced workers may need clearer demonstrations of rules, while older workers may benefit from precautions related to ergonomics or physical limitations. Option B is incorrect because a single method may not meet every group’s needs. Exam tip: Link age-appropriate safety training to differences in ability and risk exposure.

Choice based on interest and ability breaks stereotypes. In exams connect career choice with gender equality.

Flexible working hours help people organise employment around family needs. Care leave and the sharing of domestic work and caregiving among all genders reduce the unequal burden on women and increase men’s participation in family life. Therefore, option D improves work-family balance for all genders. Placing care only on women or excluding men from family roles increases inequality instead. Exam tip: link work-family balance with flexibility, care leave, and shared responsibility.

A gender-equal skill-training programme provides a safe environment, equal access, convenient timings, support services, and a choice of varied career skills for all genders. A non-stereotyped curriculum does not restrict girls to stitching or boys to technical work. Options B, C, and D are discriminatory because they limit participation or career choices. Exam tip: Remember the key features of inclusion—safety, equal access, flexible timing, and non-stereotyped choices.

An inclusive view frees work from gender and age stereotypes. In exams write equal opportunity and dignity.

Household labour often remains invisible because it is unpaid. In exams treat unpaid work as real work.

Giving roles according to ability and health is age appropriate. In exams connect age friendly work with safety.

Learning diverse skills frees work from gender limits. In exams consider life skills necessary for everyone.

Linking care only with women is a gender stereotype. In exams understand care work as gender neutral.

Fair evaluation is based on performance and quality. In exams connect evaluation with merit.

Safe internship supports learning and career awareness. In exams connect adolescent work with safety.

Skills safety and market access increase women's earning capacity. In exams connect empowerment with enabling support.

Intergenerational cooperation combines experience and new technology. In exams connect it with mutual learning.

Restricting application by gender without a valid reason is bias. In exams connect job access with equality.

New skills can be learned at any age. In exams connect lifelong learning with age inclusion.