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  • Work and Social Protection

    Welcome to this introductory course on the theme of  « Work and Social Protection ».

    In this course, we will reflect on one of the major problems of our societies, on issues of injustice and vulnerability, on social risks such as poverty, unemployment, illness...

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    Collection of
    Survey Results
    Survey on Work
    & Social Protection

  • The aims of this course

    By the end of this course, students will be able to:

    - Identify the social risks that threaten each of us, and the mechanisms for coverage and protection.

    - Assess how well protected individuals around them are from these social risks, and how vulnerable they are to others.

    - Define social protection and its importance and show the links between social risks and the social mobilisations that drive citizens to protest and demand rights.

    This course includes: 

    1- An interactive video showing Charlie Chaplin in a demonstration, allowing students to understand the link between social protection needs and social movements.

    2- A survey to explore the forms of risk and protection provided by the State.

    Engaging students

    To motivate students and stimulate their thinking about the importance of social protections, play Charlie Chaplin's Modern Times on your projector or computer. 

    Then engage the class in a discussion based on the following questions:

    • Why do you think the workers are demonstrating? What are they demanding?
    • Why is Charlie being arrested? What does this show? 

    Channel their answers in order to link the discontent of the unemployed with the need to demonstrate, and to discuss police repression and how the lack of social protection leads to social tension and unrest.

    3- Activities enabling students to name social risks and rights.

    4- Synthesis work allowing students to identify the most important protections and vulnerabilities in their environment, based on the survey they can carry out together.

    The teacher can help the pupils to pool the results of their exploration work (the survey sheets) by listing the major risks in their environment.

    Try to get everyone to talk and write down the different answers in the corner of the board. 

    Go further and get them to think about the role of the State as well as the role of trade unions. 

    • Workers have demands. What about the State? What should it do?
    • Why did workers need to come together and create trade unions, orders and professional groups?

  • Survey and Questionnaire
    In order to become more familiar with the different types of social risks, it is advisable that pupils (individually or collectively) carry out a survey (each with 5 adults in their environment) using a questionnaire. 
    Please note that, before handing out the questionnaire, you should make sure that the pupils have read and understood the instructions.
    1- You must select 5 adults from your entourage, and ask them to fill in the questionnaire with you.
    These 5 people constitute your sample.
    These people can be chosen from your circle of acquaintances (family, friends, teachers, etc.), your convenience sample. Or they can be chosen at random from the street (the first person you meet), your random sample. 
    2- Download the attached questionnaire and print it in several copies.

    For each person interviewed, you should fill in a form with a number, not the name of the interviewee. 

    It is important to preserve the confidentiality and anonymity of the respondents, who do not necessarily wish to share personal information with third parties.
    3- Be sure to complete the introductory cap, which explains to respondents the purpose of your questionnaire, its use, respect for confidentiality, and their consent to help you with this survey. 

    Complete the introductory cap in your own words, to explain the importance of this work and the framework in which it is being conducted.

    4- When you fill in the 5 forms, you must scan them in a single document that you will upload on the website, in the following section dedicated to this purpose.

    This document will be used at the end of this course to make an analysis of the social protections in Lebanon.

  • After conducting their survey, it is time for students to gain a better understanding of the concept of social protection.

    Ask them to go to the E-Learn section of the unit entitled "Work and Social Protection" on and complete the activities. 

  • Now that the students have completed the E-Learn section and have become familiar with the concepts of social risks and social protection, it is time for them to analyse their survey and write a short report.

    I. Survey

    Divide the students into groups of 4 or 5 and ask them to group the results of their survey according to the  attached template "Grouping of survey results".

    Then do the same with the whole class.

    If you have the possibility to use a projector, project the document. Otherwise distribute it to each group and ask them to choose a secretary who will take note of the final results. 

    Together with the students, count the number of answers to each question. 

    Find the similarities and highlight the differences between the different samples. 

    II. Report

    Now ask the students, in groups, to write a mini-report based on their investigation. To help them, ask them to answer the following questions: 

    - Who did you interview? Description of the population surveyed. (Number of people interviewed, age, how many men, how many women) 

    - What do you notice? What are the majority results? 

    - Are some people more stable in their jobs and income than others?

    - Are there people who enjoy more social rights than others?

    - Is the Lebanese state a Welfare State that intervenes to reduce social inequalities, or is it closer to a Police State model?

    - In your opinion, do social mobilisations and demonstrations improve the management of collective risks?


    We note that... 

  • Ask students to answer the questions on the attached evaluation sheet to assess their participation in this course. 

    (Print out evaluation sheets and hand them out). 

    It is important to remind students that

    - they are free to evaluate their participation.

    - the evaluation is anonymous. It is a way of marking privately one's contribution to the course.

    - It is as important to us as it is to them, as we are interested in their feedback.

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