My Future (Getting a Job)

  • The types of opportunities or options for taking care of a family available to girls/women are often dictated by gender norms in the community. Explore with the girls the idea that working as a woman does not mean you are a bad mother or not taking care of your family, but rather, you are supporting your family so that your children will have better opportunities
  • Come prepared with nationally relevant role models who are in non-traditional jobs as examples
  • Make sure that the options or ways that you can take care of your family during the game are locally relevant to the community

Skill cards (one set for every 3-4 participants)

Time Required: 
One Hour
  • Explore how a job or career can help us take care of ourselves, our families and communities as we grow into adults
  • Understand the importance of thinking about the skills we might need to better take care of our families in the future


This session helps participants explore different types of career or job options in their communities and how having a job or career can help them take care of themselves and/or their families in the future. Participants will also explore the different types of skills they might need and where they could learn those skills to get a job. 


  1. Create groups, with 3 – 4 participants per group. Ask each group to sit in a circle.
  2. Each group has 10 minutes to create a list of the different types of jobs or activities that people do to support themselves and their families in their community.
  3. After 10 minutes, ask each group to read out their list. Write the jobs on a flip chart, careful to write each job or activity only once.

Part 1

  1. Assign each group a different job and hand out one set of skill card to each group. Explain that the groups will have 15 minutes to discuss which skills are the most important for their particular job based on the job card in front of them. They must come up with a total of 8 skills they feel are most important and discuss why they chose those skills. If there are skills they feel are missing, they can add them to the skills cards.
  2. After 15 minutes, each group must present their 8 skills and why they chose those skills to the larger group.


Alternative Activity: Have each group draw a person that represents their group’s job and incorporate the 8 skills in the drawing somehow.


Part 2

  1. Lastly the groups should take the 8 skill cards and discuss where they can learn or develop those skills. Encourage groups to think about all the situations and activities in their lives where they most likely could or would develop these skills. Below are some examples if participants are having a hard time. Encourage the groups to be as specific as possible with real examples in their communities. 
  2. After 10 – 15 minutes, call the groups back together and ask them to share their discussions on where they can learn or develop 1 or 2 of the skills they discussed.
Skill: Empathy

We learn empathy through our sports team. When we play in a match and lose a game, we understand what it feels like to lose. In the future, if we play another match and win, we understand how the other team that loses feels because we went through the same situation and had the same feelings. 




Source: Women Win’s Leadership and Economic Empowerment Pathways Toolkit

Discussion Questions: 


  • How did it feel like to hear about all the types of options you have when you grow up? Were you surprised that there were so many?
  • Is there a difference in the types of options that boys or men have and the types of options girls or women have? Why or why not?
    • Example: Sometimes, people in the community tell us that certain options are only appropriate for men and others are only appropriate for women.
    • Example: This is usually because of norms and opinions and not because men and women have different abilities or are born being able to do different things.
    • Example: Men are often told they must ‘provide’ for their family with the money they make, so they are pressured to work hard and long in order to pay for everything.
  • Do you think it is important for both men and women to have the ability to make money and provide for their families? Why or why not?
  • What are resources or skills that might help you choose the option that is best for you and your family?
    • Example: Being able to read and write well.
    • Example: Giving presentations in front of other people.
    • Example: Learning how to work on a team.
    • Example: Knowing maths.
    • Example: Knowing how to use a computer.
    • Example: Taking action and not waiting for things to happen to us.
  • What are some important qualities that allow us to have many options for taking care of our families?
    • Example: Being honest.
    • Example: Hardworking.
    • Example: Resilient.
    • Example: Self-confident.
  • Are running a household or engaging in subsistence farming important in terms of taking care of our families, even if it is not paid work?
    • Example: Yes, both are very important and essential, even though we sometimes think that the only person supporting the family is the one who makes money.
    • Example: In many parts of the world, women are the majority of those running households and doing subsistence farming in order to take care of their families, which is very hard work and contributes greatly to the success of communities.
  • Why should we start thinking about taking care of your family or community now?
    • Example: To have a successful future, we have to think ahead. We can start developing the skills we need and gathering the resources we need now in order to be ready for opportunities later.
    • Example: We can start gathering information on the type of training we might need or the type of skills we might need through education in order to get a job we are interested in or choose an option that will satisfy us and allow us to take care of our families.