Welcome to CENFACS’ Online Diary!
12 November 2025
Post No. 430
The Week’s Contents
• Festive Income Booster – In Focus for 2025 Edition: Festive Alternative Income Sources – How to turn your skills and hobbies into an active alternative income source
• Tacking Climate Protection and Stake for African Children at the Implementation Level with Full Implementation Sub-phase (Phase 3.4): COP30 and Green Industry Skills Development
• Coming This 19 November 2025: The 16th Edition of the Women and Children FIRST Development Day with an Emphasis on Restoration Skills to Handle a Crisis with No End in Sight
… And much more!
Key Messages
• Festive Income Booster – In Focus for 2025 Edition: Festive Alternative Income Sources –How to turn your skills and hobbies into an active alternative income source
In this 2025 Edition of CENFACS’ Festive Income Booster (FIB), we are continuing our work with the community on alternative systems, economies and models since alternative solutions appear to be in fashion the processes of poverty reduction and sustainable development.
Among these alternative solutions is a Festive Alternative Income Source (FAIS). A FAIS is a seasonal side hustle that leverages the increased demand for holiday-related goods and services during the Christmas season and other holidays. These opportunities often align with seasonal needs and interests, providing a temporary but worthy way to supplement your income.
However, there could be misunderstanding in what constitutes FAIS or simply alternative source of income. To avoid this misunderstanding, ‘lawinsider.com’ (1) explains that
“Alternative source of income means lawful, verifiable income derived from sources other than wages, salaries, or other compensation for employment. It includes but it is not limited to moneys derived from Social Security benefits, other retirement programmes, supplemental security, income, unemployment benefit, child support, etc.”
There is another explanation which comes from theories surrounding alternative income sources. These theories focus on diversification, the gig economy, and the need to achieve financial independence. Among these theories are the modern portfolio theory and diversified income, the gig economy and flexible labour, and FIRE (Financial Independence, Retire Early) theory. All these theories provide some justification to create alternative income streams.
Festive alternative income sources, which are numerous, include creative and craft-based incomes of all kinds (like self handmade festive products), service-based income (such as holiday home decorating, event services, gift wrapping services, etc,). These activities not only provide an extra income during the festive season but also allow people to express their creativity and contribute to the holiday spirit.
Because FAIS are designed to provide an extra income during the festive season, those who undertake these activities need to have some metrics to check if a particular chosen source is generating income they need or not. It means they can check the strengths of their income generation model via key performance metrics for FAIS, such as financial metrics (return on investment), operational metrics (like budget adherence), and brand metrics (such as brand awareness).
The 2025 Edition of CENFACS’ FIB as a resource provides some methodology and techniques on how to create a festive alternative income source that meets your need or the need of CENFACS‘ users and beneficiaries of reducing poverty, particularly but not exclusively income poverty, during the festive period and in the next year.
We have given key highlights about this Edition under the Main Development section of this post.
• Tacking Climate Protection and Stake for African Children at the Implementation (TCPSACI) Level with Full Implementation Sub-phase (Phase 3.4): COP30 and Green Industry Skills Development
Like every follower of climate change talks, we are following COP30, which kicked off in Belém, Brazil. The slogan for this follow-up is: Belém Do Better for Children!
• • Belém Do Better for Children!
This slogan will help us in our efforts to safeguard the planet from damaging effects of climate change. It will as well assist in meeting the needs of our climate stakeholders (that is African children) who are adversely impacted by and have an interest in climate action.
While we are following COP30, we are as well looking into Green Industry Skills Development and how COP30 will approach these skills as they are critical for transitioning away from fossil to clean energy in orderly manner. Green Industry Skills are part of The Month of the Economics of Education and Skill Formation (Skills Development Month) 2025 within CENFACS. Perhaps the easy way to deal with these skills is to explain them and to place them in the context of COP30.
• • Explaining Green Industry Skills
Green Industry Skills are the knowledge, abilities, and attitudes needed to create a sustainable and resource-efficient economy. They encompass a range of technical, soft, and cross-sectoral competencies.
Examples of technical and sector-specific skills are renewable energy installation, waste and resource management, sustainable agriculture, sustainable transport, green building construction and operational management.
Examples of soft and cross-sectoral skills include adaptability, communication, collaboration, critical and analytical thinking, environmental awareness and knowledge, and sustainability reporting and management.
These skills are part of COP30 as they are crucial in achieving the climate goal.
• • Placement Green Industry Skills in the Context of COP30
COP30 is set to address the critical need for green industry skills as part of the climate action agenda. The event is focusing on the importance of affordable and orderly transition, which is essential for reshaping economic and social systems to operate within planetary boundaries. This transition will require a shift to a carbon-neutral, resource-efficient economy, which will create both winners and losers. To ensure broad support and minimise resistance, this transformation needs to be fair and equitable. The role of green industry skills development in the above-mentioned shift will be examined during COP30, in particular by The Climate Classroom at COP30 (2).
Those who would like to join our slogan of Belém Do Better for Children! or to share their views on COP30 and Green Industry Skills Development, they can communicate with CENFACS.
To enquire and/or support CENFACS’ TCPSACI and its sub-phase 3.4, please contact CENFACS.
• Coming This 19 November 2025:
The 16th Edition of the Women and Children FIRST Development Day with an Emphasis on Restoration Skills to Handle a Crisis with No End in Sight
This year, our Development Day will still be about skills that can be learnt and developed in order to reduce poverty and enhance sustainable development. It will be about Women, Children and Restoration Skills for Handling a Crisis with No End in Sight. The skills we would like to learn and develop in this 16th Edition are those that we will help us to restore lives and things – Restoration Skills.
Restoration Skills to Handle a Crisis with No End in Sight, which will make up our Development Day 0n 19 November 2025, will be those that people can learn and develop in order to freshly start or manage Autumn 2025.
• • Handling a Crisis with No End in Sight
A crisis with no end in sight refers to a dire situation where help, support, or a solution is not available or forthcoming. It describes a severe, ongoing situation where the path to resolution is unclear or obstructed.
Examples of this type of crisis include the following:
σ Humanitarian crisis in the Great Lakes of Africa, particularly in the eastern part of the Democratic Republic of Congo where the victims receive inadequate aid and where international aid was cut;
σ Protracted conflicts (like in South Sudan) and the long-term effects of recurring natural disasters (like drought in East Africa)
σ A severe situation where there is insufficient international funding or media attention causing people to more suffer in the shadow
Etc.
These types of crises or “no end in sight” crises highlight a state of prolonged emergency that lacks a visible resolution and often involves systemic failures, complex challenges or ongoing conflicts. They can be handled by Restoration Skills.
• • What Are Restoration Skills?
Restoration Skills will include technical abilities for physical restoration, interpersonal skills, and cognitive and emotional skills.
Every day, women and children respond to crises and risks they face. Because the nature of crises and risks is changing, there could be a need to find restoration skills to handle a crisis with no ned in sight. The 16th Edition of the Women & Children FIRST Development Day will concentrate on these skills. Among these skills (Restoration Skills), we can mention the following three ones:
technological knowledge (tech-knowledge), craftsmanship, and attention to detail (meticulousness).
We shall focus on these Restoration Skills (that is, tech-knowledge, craftsmanship and meticulousness) in the context of handling a protracted humanitarian crisis with no end in sight.
• • Restoration Skills in the Context of Handling a Protracted Humanitarian Crisis with No End in Sight
Restoration Skills can be used to deal with protracted humanitarian crisis. What is a protracted crisis?
According to ‘humanitaariancoalition.ca’ (3),
“Protracted crises refer to situation in which a significant portion of a population is facing a heightened risk of death, disease, and breakdown of their livelihoods”.
The following countries are currently experiencing protracted crises in Africa, characterised by recurrent natural disasters, conflict and breakdown of livelihoods: the Democratic Republic of Congo, Burkina Faso, Cameroon, South Sudan, Chad, Mali, Sudan, etc.
In a protracted humanitarian crisis, restoration skills will shift from immediate emergency relief to developing long-term sustainable resilience within affected communities. This approach, known as the humanitarian-development-peace nexus, focuses on empowering local people and systems to manage shocks and build a stable future rather than relying solely on external aid.
Restoration Skills will include
σ Building community resilience and capacity: Fostering local ownership, investing in essential infrastructure, supporting sustainable livelihoods, and integrating humanitarian and development;
σ Restoring psychological well-being: Providing psychological first aid, establishing peer support networks, ensuring flexible mental health services;
σ Rebuilding social cohesion: Facilitating inclusive community engagement, strengthening social networks, empowering local leadership;
σ Promoting innovation and adaptability: Leveraging technology and data, adopting innovative funding models, and scaling successful models.
In short, Restoration Skills can help move from aid-dependent model to one that strengthens a community’s own ability to withstand and recover from shocks. They can help address mental health aspects to help people cope and move forward. They can restore social cohesion where conflict and prolonged displacement teared apart the social fabric of communities in conflict. They can finally result in continuous adaptation and innovation.
• • Women’s Restoration Skills in the Context of Handling a Protracted Humanitarian Crisis with No End in Sight
Women’s involvement can encompass both tangible recovery efforts and the rebuilding of communities’ social and emotional resilience. Rather than being passive victims, women are among the first responders and bring essential skills to disaster preparedness and recovery in various aspects of restoration (that is, physical, psychosocial, cultural and decision-making processes).
Regarding physical and economic restoration, women directly contribute to rebuilding infrastructure, restoring livelihoods, and securing financial future.
Concerning psychosocial restoration, women can help restore the mental and emotional well-being of a community after a traumatic event.
As to cultural heritage and identity, women are the custodians of cultural heritage and identity during and after crisis.
With respect to leadership and decision-making, women leaders usually support all the stages of crisis management.
• • The 16th Development Day as a Fresh Opportunity
The 16th Development Day will provide an occasion to exchange ideas and celebrate our capacity of restorers in technical knowledge, craftsmanship and meticulousness to handle a crisis with no end in sight.
The 16th Edition of our Development Day will provide a window of opportunities to share and celebrate the Wins in terms of Restoration. It will also offer a chance to Improve or Develop our Restoration Skills. Of course, one day of development may not be enough to respond to all the very difficult problems women and children face; but it could be an extra step or turning point for some of them.
• • Celebrating the Wins while Developing Skills
On the Development Day, we are going to celebrate those wins or successes in terms of restoration achievements and outcomes. However, where we failed or fell short to realise our plans, meet our goals and targets, the Development Day can give us the new opportunity or mental/moral resources/strengths to think and acknowledge the losses/failures so that we can improve in the future. In this respect, it is also the day of Restoration Skills Development.
• • Working in Hybrid Fashion on the Development Day
How will the Development Day be organised?
The Development Day will be organised in two parts: Thinking and Celebration.
We will be working in hybrid fashion by splitting the two aspects of this year’s Development Day, which are: Thinking and Celebration.
• • • Thinking part
Since we are going to work in hybrid fashion, the participants to the Thinking part can remotely (from their home or work or anywhere else) think and share their thoughts on the Day using their Restoration Skills.
For example, Development Day Thinkers can share with other participants their thoughts and life/work experiences about tech-knowledge, craftsmanship and meticulousness in face of volatile situation.
• • • Celebratory part
Potential Development Day Celebrators could group themselves in a small health and safety secure working space (let say a group made up of 2 to 10 people including children) to share and recognise the value of poverty reduction and sustainable development amongst women and children. They can make up a Healthy, Safe and Secure Development Day Small Group (HSSDDSG).
• • • • What is a Healthy, Safe and Secure Development Day Small Group (HSSDDSG)?
A HSSDDSG is a number of two to ten adults including children gathered in a healthy, safe and secure space to share their poverty reduction and sustainable development experiences and wins in an informal and unstructured way.
For example, one can plan a HSSDDSG as follows:
a) Set a clear and simple goal of a HSSDDSG (e.g., meetup to discuss our life restoration experiences)
b) Create a session of diverse restoration skills development on the Development Day
c) Include collaborative opportunities between participants
d) Share experiences, resources and support each other
e) Evaluate and gather feedback from each participant
f) Safely conclude their HSSDDSG.
Like in a discussion focus group, the group can systematically collect important information shared for impact monitoring and evaluation, learning and development purposes. The group can as well seize the outputs or outcomes achieved. Finally, the group can report to the community their experience of taking part in a HSSDDSG.
• • Have Queries or Enquiries for the Development Day 2025
The above are the main items that will feature this year’s Development Day. For any queries or enquiries about them, please do not to hesitate to contact CENFACS.
At the end of this Main Development section of this post, we have appended a timeline of CENFACS Development Day milestones.
Wishing you a SUCCESSFUL, HEALTHY, SAFE AND SECURE Development Day 2025!
Extra Messages
• Autumn Matching Organisation-Investor via Sustainable Educational System (SES) Project – Activity 3 (12 to 18/11/2025): Matching Organisation-Impact Investor via Charity Market Analysis versus Project Execution and Implementation
• Economic Thinking Skills or Economics Skills Development – In Focus from Monday 10/11/2025: Ability to Conduct and Interpret Economic Analysis
• Skills to Integrate Generative AI into Household Data Storytelling and Communication – AI Integration 2 from Wednesday 12/11/2025: Collaborative Content Co-creation
• Autumn Matching Organisation-Investor via Sustainable Educational System (SES) Project – Activity 3 (12 to 18/11/2025): Matching Organisation-Impact Investor via Charity Market Analysis versus Project Execution and Implementation
Both Africa-based Sister Charitable Organisation (ASCO) and Not-for-profit (N-f-p) Impact Investor scored enough points in the Second Activity of the Matching Organisation-Investor via Sustainable Educational System (SES) Project. They would like to continue their talks and move to the third round of negotiations, which is Activity 3.
This third round of talks consists of agreeing on Charity Market Analysis (CMA) from ASCO’s e-Learning Business Plan (eLBP) of ASCO’s Sustainable Educational System (SES) Project on one hand and on the N-f-p Impact Investor’s Project Execution and Implementation (PEI) on the other hand. Both the CMA and PEI will be informative and comprehensive in order to expect any progress in the matching talks.
Both ASCO and N-f-p Impact Investor would like to reach an agreement through CMA and PEI. To reach an agreement, each side of this Activity 3 needs to clarify what they are offering in the negotiation to meet the matching terms and conditions.
If this Activity 3 is successful, they will move to the next activity – Activity 4. Where the two (i.e., investee and investor) need support, CENFACS will work with each party to fill the gap.
To explain what is going to happen in this Activity 3, we have organised our notes around the following headings:
σ What Is Charity Market Analysis?
σ What Is Project Execution and What Is Implementation?
σ Match Points for ASCO
σ Match Points for N-f-p Impact Investor
σ Reaching an Agreement on the Contents of Activity 3
σ The Match or Fit Test Service.
Let us look at each of these headings.
• • What Is Charity Market Analysis?
Charity market analysis is market research applicable to charities. According to coursera.org’ (4),
” A market analysis evaluates the viability of a business idea with a certain market…It examines factors like market size, competitors. pricing, and customers. It includes both quantitative data, such as the actual size of the market you want to serve, prices consumers are willing to pay, and qualitative data, such as consumers’ values, desires, and buying motives”.
The website ‘coursera.com’ adds that
“A market analysis is a detailed assessment of your business’ target market, which lets you project the success you can expect when you introduce your brand and its products to consumers”.
Although this definition refers to businesses, it can be applied to charities while considering the specifics of charities in terms of their not-for-profit mission. In this respect, charity market analysis will be a detailed assessment of charity’s target market in terms of project beneficiaries and users, competitors, service delivery and other elements. In the case of ASCO’s Sustainable Educational System (SES) Project, this analysis will focus on those who will benefit from SES Project.
So, the market analysis will help ASCO to understand its position in the market, the needs of its beneficiaries, and the perceptions of its supporters. It will provide insights into the competitive landscape, SES Project effectiveness, and strategic decision-making, enabling ASCO to make a difference of the world to the educationally needy in Africa.
• • What Is Project Execution and What Is Implementation?
Project execution and project implementation will be explained from their difference as given by ‘thisvsthat.io’ (5). According the latter,
“Project execution and project implementation are both crucial phases in the project management process, but they have distinct differences. Project execution involves carrying out the project plan and completing the tasks outlined in the project scope. It focuses on managing resources, monitoring progress, and ensuring that the project stays on track. On the other hand, project implementation involves putting the project plan into action and making sure that all the necessary steps are taken to achieve the project’s objectives. It involves coordinating activities, communicating with stakeholders, and addressing any issues that may arise doing the project. While project execution is more about doing the work, project implementation is about making sure the work is done effectively and efficiently”.
With the knowledge of this difference in mind, n-f-p impact investor will check if this difference is clear in ASCO’s SES Project.
• • Match Points for ASCO
ASCO needs to demonstrate that it has properly collected, analysed and interpreted information about its target markets and potential project beneficiaries. The results of this market analysis or research will provide understanding about the priorities that the n-f-p impact investor is looking for.
N-f-p impact investor may want to find out who will be ASCO project beneficiaries and their changing needs. He/she would like to know the following:
σ If there are any other donors and supporters who would like to give
σ Whether or not ASCO’s SES Project fits in the wider sector in Africa
σ Whether or not ASCO will consider partnerships with others.
In its approach to market analysis or research, ASCO needs to respond to the above-mentioned points from the n-f-p impact investor’s enquiries and/or queries about ASCO’s market analysis.
• • Match Points for N-f-p Impact Investor
Concerning the SES Project Execution, N-f-p impact investor would like to understand ASCO’s planned work to be carried out in order to achieve the SES Project‘s objectives. He/she wants to know if in this execution ASCO will require flexibility to address unexpected challenges while maintaining alignment with the SES Project goals. He/she is also keen to be reassured about the SES Project progress tracking and performance monitoring and evaluation plans. In project management parlance, he/she would like to find out if ASCO will have tools, key performance indicators, status reports, and the SES Project Manager to monitor whether tasks will be proceeding or not according to plan. Finally, he/she will ask if there are deviations or bottlenecks, how ASCO is going to address them.
Regarding the SES Project Implementation, the n-f-p impact investor will check the process of putting the SES Project plan into action. In particular, he/she may want to know the focus of SES Project implementation in terms of translating project plan into tangible actions. He/she will look at ASCO’s plan for coordinating activities, communicating with stakeholders, and addressing any issues that may arise doing the SES Project.
ASCO’s has to demonstrate that its analysis or research about the e-learning market in Africa is in line with the n-f-p impact investor’s approach to project execution and implementation. That ASCO has done all of these tasks in order to reach an agreement.
• • Reaching an Agreement on the Contents of Activity 3
The two sides (ASCO and the n-f-p impact investor) of the matching process need to reach an agreement on the contents of ASCO’s charity market analysis and n-f-p impact investor’s project execution and implementation. If there is a disagreement between ASCO and n-f-p impact investor, this could open up the possibility for a match/fit test. The match/fit test can be carried out to try to help the two sides of the matching process. The match/fit test can also be undertaken if there is a disagreement on any of aspects of the SES Project.
• • The Match or Fit Test Service
As part of the match or fit test, the contents of ASCO’s CMA must be matched with n-f-p impact investor’s view on PEI.
The match test (or matched sampling) will help to increase the accuracy and statistical efficiency of the study of the SES Project by carefully selecting subjects for comparison. The purpose here will be to increase the statistical efficiency of the study on SES Project by controlling for confounding variables when forming a sample.
The fit test will assist in determining how well the observed sample data matches a specified theoretical distribution. The fit test will check if the data collected fits a model or an assumed population distribution. So, the purpose of the fit test is to validate or invalidate the statistical model by checking if the sample data follows an expected distribution.
The match can be perfect or close (that is, when every unit is paired with an equivalent unit) in order to reach an agreement. If there is a huge or glaring difference between the two (i.e., between what the investor’s approach to project execution and implementation and what ASCO is saying about its charity market analysis, between what the investor would like the charity market analysis to indicate and what ASCO’s charity market analysis is really saying), the probability or chance of having an agreement at this third round of negotiations could be null or uncertain.
• • Impact Advice to ASCO and Guidance to n-f-p Impact Investor
Where there could be a disagreement, CENFACS can impact advise ASCO to improve the contents of its charity market analysis. CENFACS can as well guide n-f-p impact investors with impact to work out their expectations in terms of project execution and implementation to a format that can be agreeable by potential ASCOs.
CENFACS’ impact advice for ASCOs and guidance on impact investing for n-f-p impact investor, which are impartial, will help each of them (i.e., investee and investor) to make informed decisions and to reduce or avoid the likelihood of any significant losses or misunderstandings or mismatches.
• • The Rule of the Matching Game
The rule of the game is the more impact investors are attracted by ASCOs’ charity market analysis the better for ASCOs. It means that ASCO’s process must pass the attractiveness test (that is, the evaluation of market’s appeal). Likewise, the more ASCOs can successfully respond to impact investors’ level of enquiries and queries about the SES Project the better for investors. In this respect, the matching game needs to be a win-win one to benefit both players (i.e., investee and investor).
The above is the third Activity of the Matching Organisation-Investor via SES Project.
Those potential organisations seeking investment to set up a SES Project and n-f-p educational investors looking for organisations that are interested in their giving, they can contact CENFACS to arrange the match or fit test for them. They can have their fit test carried out by CENFACS’ Hub for Testing Hypotheses.
• • CENFACS’ Hub for Testing Hypotheses
The Hub can help to use analysis tools to test assumptions and determine how likely something is within a given standard of accuracy. The Hub can assist to
√ clean, merge and prepare micro-data sources for testing, modelling and analysis
√ conduct data management and administration
√ carry out regression analysis, estimate and test hypotheses
√ interpret and analyse patterns or trends or insights in data or results.
For any queries and/or enquiries about this third stage/activity of Matching Organisation-Investor via SES Project, please do not hesitate to contact CENFACS.
• Economic Thinking Skills or Economics Skills Development – In Focus from Monday 10/11/2025: Ability to Conduct and Interpret Economic Analysis
To approach this second skill – that is, the Ability to Conduct and Interpret Economic Analysis – we are going proceed with the following:
σ To explain the meaning of economic analysis and of the ability to conduct and interpret economic analysis;
σ To provide economics skills that household economic analysts can use or need to know;
σ To highlight the areas where CENFACS can work with the community members to develop their economics skills;
σ To summarise the Economic Education Month Activity of the Week.
Let us look at each of these items.
• • What Is Economic Analysis?
There are many approaches to economic analysis. One of them comes from ‘marketbusinessnews.com’ (6) which states that
“Economic analysis involves assessing or examining topics or issues from an economist’s perspective. Economic analysis is the study of economic systems. It may also be a study of a production process or an industry. The analysis aims to determine how effectively the economy or something within it is operating… Economists say that economic analysis is a systematic approach to finding out what the optimum use of scarce resource is”.
Without being economists or economic analysts, households can economically analyse how their household economy or other economies (like the local and national economies) function, even thought their economic analysis will be not professional. They can as well interpret economic data. But, they need to have the ability to do so.
• • What Is the Capacity to Interpret Economic Analysis?
The capacity to interpret economic analysis involves understanding and applying various economic indicators and models to make informed decisions. This includes recognising the different types of economic indicators, such as leading, lagging, and coincident indicators, and understanding how they can be used to predict future economic activity and confirm trends.
For instance, the website ‘rosenbergresearch.com’ (7) explains how to interpret economic indicators (which are data points that reveal the health and trajectory of an economy). Among these indicators is unemployment rate. If one considers the unemployment rate, it is known that a high unemployment rate often reflects economic distress while low unemployment suggests a healthy economy.
Analysts are also aware of the challenges in economic data interpretation, such as delays in data collection and publication, and how these can impact the accuracy of their analyses.
So, households, if they have the capacity or acquire economics skills, can analyse and interpret economic data.
• • Household Economic Analysts’ Economics Skills
Household economic analysts can be capable of interpreting data, forecasting trends and providing insights that inform policy and household decisions. There are hard and soft skills for household economic analysts. To simply the matter, let us limit ourselves to the following skills:
σ Skills to understand economic theories and principles: Can help them interpret market labour and other markets, predict economic outcomes, and provide strategic recommendations;
σ Skills to conduct quantitative analysis: Include to understand numbers and statistics;
σ Skills in policy analysis and evaluation: Contribute to understand the socioeconomic impacts of legislation, evaluate policy effectiveness, and forecast the outcomes of policy changes;
σ Communication and reporting skills: Help communicate complex economic concepts in a clear and concise manner;
σ Technological proficiency skills: Enable to deal with data analysis tools;
σ Strategic thinking and problem-solving skills: Assist in identifying key economic issues and develop creative solutions.
Many of the above-mentioned skills are being used by households in everyday life without these households realise that they are economic thinking or economic skills. For instance, households with children strategically think how they can fund the further education of their children.
There are households whose members possess these economics skills and can easily analyse and interpret economic data. There are others who need some capacity in economic knowledge and skills to do it. For the latter ones, they can work with CENFACS to improve their Ability to Conduct and Interpret Economic Analysis.
• • CENFACS Working with the Community Members on the Ability to Conduct and Interpret Economic Analysis
Together with our community members, we can work to empower them to
σ Understand basic economic theories and principles
σ Conduct essential quantitative analysis of the economic data that run their households
σ Analyse and evaluate economic policies that affect their life
σ Improve their economic reporting and communication skills
σ Build their capacity in economic data analytics and analysis
σ Ameliorate the way they solve their economic problems
σ Create sustainable strategies for their economic problems.
In short, the above-listed economic thinking skills or abilities include general analytical skills to conduct economic and statistical analysis.
• • Economic Education Month Activity of the Week: Use of Online Calculators
The activity is about using the tools provided by financial institutions (like banks and building societies) to help people understand how economic changes (such as changes in interest rate, energy price, exchange rate, etc.) affect their personal finances.
In order to carry out this activity, it is better to understand the meaning of online calculators.
• • • What Are Online Calculators from Financial Institutions?
Online calculators from financial institutions are interactive tools that help consumers understand their financial options, plan for the future, and manage their money. They provide quick estimates and visualisations of complex calculations related to loans, savings, and retirement; encouraging better financial decision-making.
Examples of these calculators include calculators for affordability, repayment, overpayment, savings, inflation, pension, retirement, etc. matters.
These tools are designed to inform borrowers, savers, retirees, etc like household members about their financial matters.
Those who may be interested in this activity can go online and use online calculators provided by financial institutions, and find out how they work, in particular if these calculators have been useful for their needs. They can share their digital experiences on using online calculators with CENFACS.
Those who have any enquiries and or queries about the Ability to Conduct and Interpret Economic Analysis and or Economic Thinking or Economics Skills Development, they can communicate with CENFACS.
• Skills to Integrate Generative AI into Household Data Storytelling and Communication – AI Integration 2 from Wednesday 12/11/2025: Collaborative Content Co-creation
This second note or AI Integration of the month is about Collaborative Content Co-creation for Households. To approach it, we are going to proceed with the following:
σ Explain what Collaborative Content Co-creation for Households is
σ Provide the Data Skills to Co-create Collaborative Content Using AI that households need
σ Summarise CENFACS’ Work with the Community Members on Data Skills to Co-create Collaborative Content Using AI
σ Provide the AI Integration Activity for the End of this Week.
Let us uncover each of these items.
• • What Is Collaborative Content Co-creation for Households (CCC4Hs)?
Collaborative Content Co-creation (CCC) is an approach that includes AI as a creative co-author to help with the storytelling process. CCC4Hs is the process of family/household members working together to produce content, often using technology. This approach can involve multiple generations and fosters stronger family/household bonds through a shared creative process, in contrast to simply consuming media together. The content for households is about creating shared memories and strengthening family identity but no making money.
Examples of content co-creation includes family digital storytelling, family film projects, family organisers and chore apps, shared hobby content, online challenges, etc.
So, co-creating family content helps strengthen family bonds, boost creativity and communications, create lasting memories, develop valuable skills, etc.
As the above definitions and examples show, this second AI integration comes along with skills. People can learn these skills to better integrate AI into their data storytelling and communication as well as co-create collaborative content.
• • Data Skills to Co-create Collaborative Content Using AI
Among the skills, we can mention the following ones:
σ Skills to use technology to co-create content
σ Skills to share creative processes
σ Skills for creating shared memories
σ Skills to effectively communicate the contents of your cocreation
etc.
The above-mentioned skills can help co-create contents within a family/household.
There are those members of our community who possess these skills. Those who do not have them can work with CENFACS to acquire or improve them.
• • Working with the Community Members on Data Skill to Co-create Collaborative Content Using AI
CENFACS can work with those who need help and support on data skills to co-create collaborative content using generative AI so that they can effectively tell and communicate their stories.
Since Skills to Integrate Generative AI into Household Data Storytelling and Communication make up our Data and Insight Advocacy and Skills Project, we can conduct with them basic data and insights analytics using the tools of poverty reduction we have in our box.
Where our capacity is limited in comparison to their demand or specific needs, we can signpost or refer them to relevant data insight and analytics services or organisations that are available on the market and can be accessible to them.
For those members of our community who will be interested in Skills to Integrate Generative AI into Household Data Storytelling and Communication, they can contact CENFACS. CENFACS can work with them to enhance their Data Storytelling and Communication Skills Using Generative AI.
• • AI Integration Activity for the End of the Week: Use AI to Create Interactive and Personalised Dashboards for Your Household as Part of Christmas Preparations
As part of Christmas preparations, you can co-create interactive and personalised dashboards. Instead of having static reports, this activity uses AI to create dynamic dashboards that allow you and your family members to have a conversational experience with data.
Indeed, interactive dashboards are dynamic, visual displays that allow users to explore and manipulate data to gain insights; while personalised dashboards adapt to show data that is most relevant to an individual user’s needs.
Interactive and personalised dashboards for households are digital interfaces that consolidate and present data about a home in a dynamic, user-friendly, and customisable way. Instead of displaying a static, one-size-fits-all view, these dashboards allow residents to actively explore, filter, and analyse information to gain insights about their daily lives and make data-driven decisions. A household dashboard helps residents track and manage their personal and home-related metrics.
Those who have any queries about this homework, they can submit their queries to CENFACS.
To get any further insight into Skills Development Month (and Data Skills Development of the Month) at CENFACS, please continue to read our weekly posts.
Message in French (Message en français)
• Activité/Tâche 11 de l’Année et du Projet de Restauration (« R ») : Fournir aux Personnes l’Éducation et les Compétences Nécessaires pour Gérer les Travaux de Restauration
Notre Année et Projet de Restauration (« R ») ont progressé jusqu’à l’Activité/Tâche 11, qui est « Former les personnes avec l’éducation et les compétences pour gérer les travaux de restauration ». Pour entreprendre cette tâche, expliquons ces deux façons de former les personnes à gérer les travaux de restauration.
• • Former les personnes avec l’éducation pour gérer les travaux de restauration
L’éducation peut favoriser le développement de compétences et de connaissances essentielles aux efforts de restauration écologique, telles que les pratiques durables d’utilisation des terres et la conservation de la biodiversité.
Par exemple, le projet de restauration de CENFACS peut constituer une opportunité éducative pour ceux ou celles qui souhaitent acquérir une expérience pratique des compétences éducatives impliquées dans le travail de restauration et interagir avec la communauté. Ainsi, le projet de restauration actuel de CENFACS contribue à sensibiliser aux enjeux et pratiques durables ainsi qu’à l’importance de la gestion environnementale.
• • Fournir aux personnes des compétences pour gérer les travaux de restauration
Le développement des compétences peut garantir que, pour faire face aux défis de la restauration, les personnes doivent posséder les compétences, techniques, technologies et connaissances appropriées. Elles doivent avoir des capacités techniques pour gérer les outils de restauration, une compréhension scientifique, des compétences en résolution de problèmes, une communication efficace et des connaissances.
Ainsi, la formation continue et le développement, ainsi que le renforcement des compétences, sont essentiels pour la restauration de la vie et des choses.
• • Soutien à cette activité/tâche
Ceux ou celles qui souhaitent poursuivre cette activité/tâche par eux-mêmes peuvent y aller.
Ceux ou celles qui souhaitent faire partie d’un groupe de travail contribuant à la réalisation de cette activité/tâche peuvent en informer CENFACS.
Ce qui précède concerne l’Activité/Tâche 11 de l’Année/Projet de Restauration (R).
Ceux ou celles qui souhaitent la réaliser peuvent y aller.
Pour ceux ou celles qui ont besoin d’un peu d’aide avant de se lancer dans cette activité/tâche, ils/elles peuvent s’adresser à CENFACS.
Pour contacter le CENFACS, il est nécessaire de planifier à l’avance ou de se préparer concernant les points qu’ils/elles souhaitent aborder.
Pour toute autre question ou demande de renseignements sur le projet « R » et la dévotion de cette année, veuillez également contacter CENFACS.
Main Development
• Festive Income Booster – In Focus for 2025 Edition: Festive Alternative Income Sources –How to turn your skills and hobbies into an active alternative income source
The following makes the contents for the 2025 Edition of Festive Income Booster (FIB):
∝ What the 2025 FIB resource is about
∝ Who the 2025 FIB resource is for
∝ Key terms
∝ Key theories
∝ Formula for a Festive Alternative Income Source
∝ Setting up your Alternative Income Project
∝ Goals for Alternative Income Source
∝ Main highlights
∝ Key performance metrics for Festive Alternative Income Sources
∝ Monitoring and evaluating your project to create an alternative income source
∝ Resources and services to help people find alternative income sources
∝ What other highlights the 2025 FIB resource covers
∝ What’s more?
∝ How to access this resource.
Let us now highlight these contents.
• • What the 2025 FIB Resource Is about
It is about helping beneficiaries to…
√ Get user-friendly tools to create income
√ Access the support they need to better prepare their year-end celebrations
√ Become more resilient to stresses linked to income shortfall
√ Dissipate financial imbalances within household system of managing incomes
√ Better plan risks and threats linked to income creation
√ Achieve independence from traditional income sources
√ Find income to face the increase in the costs of essential spending linked to the festive season, and costs of living crisis caused by monetary or price instability
√ Take control of their financial health and well-being
√ Become aware of their income limits or constraints
√ Gain stability and growth by cultivating multiple and varied revenue streams
√ Establish income report by the end of 2025
√ Understand that creating an alternative income could have a positive intergenerational effect on poverty reduction
Etc.
• • Who the 2025 FIB Resource Is for
Festive Income Boost is primarily and specifically designed for Multi-dimensionally Income Poor Children, Young People and Families (MIPCYPFs) and it is meant to support them throughout the entire festive season and beyond. Amongst them are:
√ Incapacitated and incapable MIPCYPFs because of lack of income or insufficient income
√ Those without peace of mind and with income stress levels above average
√ Those failing to meet their life-sustaining basic needs because of income lack or insufficient
√ The unable to plan and save for the future
√ The unprepared for the future and unexpected events
√ Those without income generation skills and judgement
√ The unable to detect and prevent income crisis
√ Those experiencing deteriorating income situations
√ Those without household cohesion and connection because of lack of knowledge and skills to find alternative income sources
√ Those looking to improve their financial well-being and happiness via alternative income
√ Those who need to build or develop the skills to create alternative incomes
√ Those working with low income or income poor households
Etc.
The 2025 Edition of Festive Income Boost is also a guide on alternative income sources which targets individuals seeking greater financial security, independence, and wealth creation by diversifying beyond a single paycheck. The guide’s additional target audience includes:
σ Individuals/members of the CENFACS Community seeking more financial security
√ Those at risk of job loss
√ People with unexpected expenses
√ Individuals planning retirement
σ People who want more financial independence
√ Those looking to quit a 9-to-5 job
√ CENFACS Community poor entrepreneurs and small business owners
√ CENFACS Community members with low income
σ Individuals looking for a different lifestyle
√ CENFACS Community members who are digital nomads and remote workers.
All these above-mentioned beneficiaries can find some answers from this year’s edition of FIB to their problem of underlying income poverty in order to create alternative income streams.
• • Key Terms
There are three key concepts or terms to help the users of the 2025 FIB resource.
These key concepts are: income, alternative income source and festive alternative income source. Let us briefly explain these terms.
(a) Income
The word ‘income’ can be explained in many ways. The definition in which we are interested is the one relating to individuals and households income. From this perspective, Market Business News (8) explains that
“Income refers to money – cash or cash-equivalents – coming in either for work done, interest or profit from capital invested, or rent from a property or land that is let. When it comes from work, it is referred to as either a wage or a salary”.
Market Business News also adds that
“For individuals and households, however, it is the sum of all the wages, salaries, profits, interest payments, rents and other forms of earnings received – in every case, over a specific period”.
The 2025 Edition of FIB is mostly about alternative forms of earnings or ways of boosting your income or ways of earning extra income for MIPCYPFs. This is because we are working on the assumption that the latter are not in a position to increase their salaries or earn profits or rents from a property since they are poor. They can however explore ways of creating alternative income streams.
(b) Alternative Income Source
The definition retains here comes from ‘lawinsider.com’ (op. cit.) which explains that
“Alternative source of income means lawful, verifiable income derived from sources other than wages, salaries, or other compensation for employment. It includes but it is not limited to moneys derived from Social Security benefits, other retirement programmes, supplemental security, income, unemployment benefit, child support, etc.”
Referring to this perspective, the alternative income sources that the 2025 Edition of FIB would consider would be those that are lawful and verifiable.
(c) Festive Alternative Income Source
A festive alternative income source is a seasonal side hustle that leverages the increased demand for holiday-related goods and services during the Christmas season and other holidays. These opportunities often align with seasonal needs and interests, providing a temporary but profitable way to supplement your income.
There are many festive alternative income sources, depending on one’s skills and interests. They can range from creative and craft-based ventures to specialised services for the busy holiday season.
As ‘britwealth.com’ (9) puts it,
“The range of alternative income streams available to UK residents is vast. It is crucial to carefully consider your skills, interests, available time, and risk tolerance when choosing which options to pursue”.
• • Key Theories
The theories surrounding alternative income sources focus on diversification, the gig economy, and achieving financial independence. Rather than depending solely on a traditional salary, these theories suggest that individuals and businesses can gain stability and growth by cultivating multiple, varied revenue streams.
Among these theories, we can mention the following ones:
# Modern portfolio theory and diversified income, which originates from the economist Harry Markowitz, posits that an investor can maximise their expected return for a given level of risk by holding a combination of assets rather than just one;
# The gig economy and flexible labour model: It is characterised by the use of digital platforms to connect freelancers and independent contractors with short-term project-based work;
# FIRE (Financial Independence, Retire Early) theory: It proposes that financial independence is achieved when passive income from investments exceeds your living expenses, freeing you from dependency on traditional job for survival.
The propositions of these theories will be referred to when working with the beneficiaries on festive alternative income streams.
• • Formula for a Festive Alternative Income Source
The formula for generating an alternative income source can vary based on individual interests and market conditions. However, a common approach involves identifying a skill or expertise, finding a platform or platformer to match it, and leveraging that platform to create a sustainable income.
To create an alternative income source, one can take the following steps:
identify their bills, choose a platform, create a value, build a network, and monetise their value.
By adopting these steps, one can create an alternative income source that aligns with one’s skills and interests, providing a steady stream of income without the need for constant active involvement.
• • Setting up your Alternative Income Project
Knowing what FAIS are, one may to turn their ideas, skills and hobbies into an income-generating activity. They could decide to set up their alternative income project. What is an Alternative Income Project (AIP)?
• • • Basic Understanding of AIP
An AIP is a venture or set of activities designed to generate income outside of traditional, full-time job. It typically requires an initial investment of time, money, or both, but with the potential to provide long-term earnings with minimal ongoing effort. This is often referred to as passive income, and it can help you diversify your finances, build wealth, and create more financial freedom. There are many types of AIP.
• • • Types of AIP
Alternative income projects could be about
~ investment income (for instance, divided stocks and funds, high-yield savings accounts and certificates of deposit bonds);
~ real estate income (e.g., rental properties, real estate investment trusts, short-term rentals, renting out other assets);
~ business and creative income (such as online courses or e-books, digital designs or print-on-demand, blogging or you Tube Channel, affiliate marketing, and royalties).
The above types of AIP can enable those who undertake them to generate income they need. But, before choosing a particular source of alternative income, they need to know the goals of their alternative income source.
• • Goals for Alternative Income Source
The primary goal of pursuing festive alternative income sources is to offset the increased expenses associated with the holiday season and improve financial stability. This reduces reliance on credit or existing savings to cover costs for gifts, decorations, food and other related expenses.
The key goals for generating AIS during the festive season include preventing holiday debt, building a financial cushion, enjoying the holidays without stress, funding holiday experiences, growing savings and investments, developing new skills, funding meaningful gifts and experiences.
Briefly speaking, the main goal for AIS centres on building financial security, reducing risk, and creating long-term wealth, often with the aim of achieving greater financial freedom.
• • Main Highlights
As the focus for this year’s edition is on Festive Alternative Income Sources, the resource includes the following items:
∝ Tools to create your Festive Alternative Income Source (FAIS)
∝ How to take control of the way of creating your FAIS through better goals planning
∝ How to create FAIS income to cover basic festive expenses
∝ How to apply key performance metrics for FAIS
∝ How to monitor and evaluate your project to create festive alternative income
∝ How to generate enough income from FAIS
∝ How to invest in order to create FAIS
∝ How to use end-of-the-year earning opportunities and openings to realise your goal for FAIS
∝ How to earn and save money to finance your alternative income project
∝ How to find online and offline opportunities to create FAIS
∝ How to successfully remake your income dream during the festive season
∝ Tips and hints to make savings to achieve your goals for FAIS.
• • Key Performance Metrics for Festive Alternative Income Sources
Those who will be setting a project to create a FAIS, they need to plan some metrics to track it. They can use financial metrics, like return on investment. They can as well refer to operational metrics (such as budget adherence) to assess the efficiency of their operations during the busy festive season. They can further utilise brand metrics which qualitatively measure the long-term impact and success of their project beyond the immediate income created.
In short, they need to track their project metrics to ensure their alternative income is a true success.
• • Monitoring and Evaluating your project to create an alternative income source
Anyone who is planning to set a personal or micro-project to create a FAIS is required to also plan the monitoring and evaluation of this project. Monitoring and evaluation in this context will be a continuous process that measures the performance against pre-established goals. The monitoring and evaluation plan will track if the project is making a difference for those who set it.
It means they need to design a monitoring and evaluation framework for an alternative income project; framework which will build around a logical model that links project inputs, activities and outputs to the intended outcomes, and overall impact. A useful tool for this is the theory of change, which maps out the ‘how and why’ the project is expected to lead to its results.
For those members of the CENFACS Community who would like to set a project to create a FAIS or simply an alternative income and who need help, they can contact CENFACS.
• • Resources and Services to Help People Find Alternative Income Sources
• • • Resources to Help People Find Alternative Income Sources
They include
√ Helping our members to create measurable and deadline-driven goals for FAIS
√ Supporting those who want with need assessment about setting a project to create a FAIS
√ Making our members to understand that the ability to create a FAIS can be a life-saving skill
√ Working with the community on the key strategies to set goal to create a FAIS
√ Bridging Financial Information Gap (which is a service we offer)
√ Summer Financial Updates (which is one of our financial resources)
√ Signposting beneficiaries to low-cost and free income advice services
√ Zero Income Deficit Campaign (which is one of our financial campaigns)
√ Financial data and insight advocacy (which is one of financial advocacies)
√ Financial advice on how to create a FAIS, to set realistic alternative income goals and targets and so on
√ Working with our members to reinforce decision-making capacity relating to alternative income goal setting
√ Help and support in terms of skills to create a FAI goal
Etc.
• • • Services to Help People Find Alternative Income Sources
There are services that have been provided by organisations that deal with income sources. These often fall into distinct categories, each offering different services and support. In the context of these notes, we are only mentioning services for individuals seeking alternative income. Those who need other services (like for self-employed or small business owners), they need to contact CENFACS.
Under the category of services for individuals seeking alternative income , one can find or seek the services mentioned below.
# Financial advice and guidance
Organisations like Money Advice Trust (UK) and Citizens Advice (UK) offer free, confidential and independent financial advice. This helps individuals with budgeting and dealing wit debt, which can involve exploring income-generating options.
# Grant finders and assistance
Charities like ‘Turn2us’ help people in financial insecurity find grants and other forms of support. They offer grants and forms of support. They provide a grants search to connect people to charities and trust funds that can help.
# Emergency funding
Organisations like Step Change (UK) gives advice and help for those needing urgent funds for basic necessities. They may offer alternatives to high-cost loans, including links to credit unions and government schemes.
The above-named services can help individuals to access alternative income opportunities.
• • What Other Highlights the 2025 FIB Resource Covers
The resource covers some ways of dealing with the following:
√ Casual job interview questions (online, video calls and distance job interviews)
√ Seasonal job search techniques (for both online and offline searches)
√ Job search engines and leads
√ Guidance on AI-powered job applications and CV
√ Reference building techniques
√ How to highlight your skills in your job application and or CV
√ Job adverts and alerts
√ Credit history or score
√ Diary of online job fairs and events
√ Job matching to person specification and profile
√ Online job fraud and employment agency scams
√ Details can potential employers ask and not ask as well as how they can ask them
√ What details to provide and not to provide in your job enquiries and when filling job applications
Etc.
It goes further in exploring e-skills and AI skills, as well as stages and steps that poor families can take to skill up themselves.
In addition, the resource covers security and protection matter when trying to create a FAIS or generate a little extra income to make ends meet. In this respect, it deals again with the general data protection regulations, child protection and safeguarding issues as well as health and safety restrictions for jobs where these requirements apply.
The resource does not stop there as it includes online employment agency scams and job advert scams which sometimes has dramatically increased in today’s world and employment market as there are always unscrupulous players (scammers, spammers, hackers and fraudsters) on the market who try to take advantage of the poor and vulnerable people like MIPCYPFs.
The resource also contains some highlights about new technologies (such as Chat Generative Pre-trained Transformer or ChatGPT) and how they provide additional streams of income for those using them.
• • What’s More?
The resource is packed with insights such as income statement, balance sheet, net worth asset value, etc. It finally reminds us of the areas of law or legal requirements in terms of whatever we do to try to create a FAIS or raise additional household income to reduce poverty. We should always try to lawfully act and live within our means.
• • How to Access This Resource
The resource will be available as a booklet from CENFACS e-Store. It is normally free of charge, but we will appreciate a donation of £5 to help us help reduce poverty and the cost of renewing and producing this resource on an annual basis. As the side effects of cost-of-living continues and the resilience of voluntary sector is fading, we need financial help like many voluntary and charitable organisations do.
The 2025 FIB resource is a great way to start and set up yourself into 2026.
To order and or find out more about the Autumn ICDP resource, please contact CENFACS with your contact details.
_________
• References
(1) https://www.lawinsider.com/dictionary/alternative-source-of-income#:~:text (accessed in November 2025)
(2) https://www.uncclearn.org/climate-classroom-at-cop30-green-skills-for-a-just-transition-with-giz/ (accessed in November 2025)
(3) https://www.humanitaariancoalition.ca/protracted-crises (accessed in November 2025),
(4) https://www.coursera.org/articles/market-analysis?msockid=11c873b61920692b07ff667d18185681d (accessed in November 2025)
(5) https://thisvsthat.io/project-execution-vs-project-implementation (accessed in November 2025)
(6) https://marketbusinessnews.com/financial-glossaire/economic-analysis/ (accessed in November 2025)
(7) https://www.rosenbergresearch.com/2025/02/20/how-macroeconomic-analysis-interpret-economic-indicators/ (accessed in November 2025)
(8) https://marketbusinessnews.com/financial-glossary/income-definition-meaning/ accessed in November 2024)
(9) https://britwealth.com/uk/finance/finance-insights-uk/is-the-9-to-5-grind-dead-alternative-income-streams-for-uk-residents/ (accessed in November 2025)
_________
• Appendix
Women and Children FIRST Development Day (WCFDD) Timeline: 2010 to 2023
Since its inception in 2010, the WCFDD provides an opportunity and scope to communicate CENFACS’ anti-poverty work/message and the need to develop new ideas and proposals and improve practices to enable us to enhance the quality of life of multidimensionally-deprived women/mothers and children. The following are the milestones so far for WCFDD.
In 2010, the WCFDD was devoted to AWARENESS on SUSTAINABLE ACCESS TO & PROTECTION OF ENVIRONMENTAL RESOURCES AND ENERGIES
In 2011, CENFACS’ WCFDD tackled the challenging issue of BARRIERS TO POVERTY REDUCTION, with a special emphasis on one particular way of overcoming them, which is participation. Women & Children’s Participation was looked at within the context of Race in the Road to Poverty Reduction.
In 2012, our Development Day in Putting Women and Children FIRST went further with the sub-theme of participation as it was organised around the theme of IMPROVING WOMEN’S AND CHILDREN’S PARTICIPATION IN THE RACE TO REDUCE POVERTY.
In 2013, WCFDD at CENFACS extended and deepened the idea of more and better participation by focussing on Infrastructures for Women’s and Children’s contribution to poverty relief. The theme for 2013 was “INFRASTRUCTURES FOR A POSITIVE ECONOMY TO REDUCE POVERTY”.
In 2014, we guesstimated and compared the cost for acting to the cost for inaction to reduce poverty. The theme of COSTING DOING NOTHING FOR POVERTY RELIEF improves our understanding on an early prevention that helps reduce costs and avoid escalating or detrimental effects for poor Women and Children.
In 2015, WCFDD was dedicated to MAKING THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT WORK FOR WOMEN & CHILDREN (W&C). This was the local community response from the W&C of CENFACS to the 2030 Global Agenda and Goals for Sustainable Development.
In 2016, the theme for our Development Day was ENSURING HEALTHY LIVES AND PROMOTING WELL-BEING FOR WOMEN & CHILDREN. This was the continuation of 2015 Development Day. Ensure-Healthy-Lives-and-Promote-Well-being is itself Goal no.3 of the United Nations Sustainable Development Goals. One day of development thoughts does not make the 2030 Agenda works as we need more times and days. But it helped to look at Goal 3 (G3) as both global and local concept, G3 as a practical response and G3 as Protection for W&C in the CENFACS’ Year of Protections.
In 2017, ENDING POVERTY IN ALL ITS FORMS EVERYWHERE FOR WOMEN AND CHILDREN was our working theme for the WCFDD
In 2018, we thought ways of working together to come out of the linear model that consists of make, use and dispose goods and resources; to embrace the CIRCULAR ECONOMY
In 2019, we discussed and put ECONOMIC SUSTAINABILITY into practice via three specific activities which were: advice, art and design, and clothes recycling as an example to end clothing poverty.
In 2020, we formalised and structured CORONAVIRUS TALKS BUBBLE by giving it purpose and objectives so that participants to it can measure its impact or output on their lives.
In 2021, we celebrated and thought of Foresight Skills to help improve our capacity to predict and forecast future risks and crises (similar to the coronavirus) as well as plan actions based on improved knowledge, estimations and prospect.
In 2022, we thought and celebrated the wins of our Crisis Response Skills to better respond to the side effects of the current crisis (i.e., the cost-of-living crisis) and future crises and risks.
In 2023, we shared and remembered the wins in terms of self-efficacy while using the occasion to improve or develop our Self-efficacy Skills to refresh ways of tackling crises.
In 2024, we exchanged thoughts and life or work experiences about clarity, control and speed in face of volatile situation by using Transitionary Skills.
• Note: For your information,
3W (What Women Want) is a CENFACS support network scheme to enhance the lives of multi-dimensionally deprived women/mothers and families.
PPS (Peace, Protection & Sustainability) is a CENFACS child and environmental protection programme to support multi-dimensionally vulnerable children, young people and families
W&CSDP (Women & Children Sustainable Development projects) – a CENFACS amalgamation of 3W and PPS projects
_________
• Help CENFACS Keep the Poverty Relief Work Going This Year
We do our work on a very small budget and on a voluntary basis. Making a donation will show us you value our work and support CENFACS’ work, which is currently offered as a free service.
One could also consider a recurring donation to CENFACS in the future.
Additionally, we would like to inform you that planned gifting is always an option for giving at CENFACS. Likewise, CENFACS accepts matching gifts from companies running a gift-matching programme.
Donate to support CENFACS!
FOR ONLY £1, YOU CAN SUPPORT CENFACS AND CENFACS’ NOBLE AND BEAUTIFUL CAUSES OF POVERTY REDUCTION.
JUST GO TO: Support Causes – (cenfacs.org.uk)
Thank you for visiting CENFACS website and reading this post.
Thank you as well to those who made or make comments about our weekly posts.
We look forward to receiving your regular visits and continuing support until the end of 2025 and beyond.
With many thanks.
