Welcome to CENFACS’ Online Diary!

04 November 2026

Post No. 481

The Week’s Contents

• The Month of the Economics of Education and Skill Formation (Skills Development Month) 2026

• Activity/Task 11 of the Restoration (‘A’) Year and Project: Find Alternative Educational Pathways and Skills for Those in Need

• Triple Goal of the Month: Poverty Reduction from Three Critical Types of Needs (Fuel, Food and Finance)

… And much more!

Key Messages

• The Month of the Economics of Education and Skill Formation (Skills Development Month) 2026

November is the Month of the Economics of Education and Skill Formation (in short Skills Development Month) within CENFACS. It is the month that we recognise the economic value of education as well as of the non-economic benefits from education even though there could be a dispute about these values or benefits. It is also the month during which we pay a particular attention to the technology of skill formation; month during which we try to find out how skills are formed and how technologies relating to them can help us to further reduce poverty and enhance sustainable development.

So, our November work on economic issues relating to education has started. This work will first be about the link between education economics and poverty reduction, then between education economics and sustainable development. This work will include the identification of causal relationships between African organisations’ work and outcomes in educational and skills development projects in 2026 and beyond.

In this identification, we shall refer to the human capital theory, which will be the theoretical and working paradigm to be used this month. In other words, all along this month we shall work on this assumption: the importance and capacity of education and training (skills development) to help reduce poverty and enhance sustainable development.

Skills formation and development will be about forming new skills (that is, any abilities to perform an activity in a competent way or the practical application of knowledge and abilities to achieve a desired outcome) to continue to fight poverty; for example poverty induced by the cost-of-living crisis or any other crisis. This month, The Economics of Education and Skills Formation and Development will include one analysis on education and three types of skills:

a) The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty

b) Micro-economic Skills

c) Practical Household-Level AI and Data Literacy Skills

d) Alternative Skills to Use during an Economic Risk of Tightening and Persisting Poverty.

Let us briefly highlight these skills.

σ The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty

It involves weighing the expected economic returns against immediate financial constraints, risk, and structural barriers. It combines human capital theory, behavioural economics, and rational choice models. This analysis will revolve around the following key elements: cost-benefit analysis, liquidity and credit constraints, market failures and information gaps, and risk aversion and time discounting.

This analysis will cover the Economics-of-Education aspect of the Skills Development Month.

σ Micro-economic Skills

These are analytical, quantitative, and logical abilities helping to understand how individual consumers, households, and businesses make decisions about allocating scarce resources.

Core competencies and skills linked to the mastery of micro-economics include analytical thinking, quantitative and math proficiency, graphical interpretation, critical thinking and evaluation, and logical reasoning. Most of these skills would require the study of micro-economics.

Without asking our readers and stakeholders to study micro-economics, these skills will be approached in a friendly and soft way in the context of households and families.

During this Month of the Economics of Education and Skill Formation, we shall look in detail Micro-economic Skills as our core skill of the month.

σ Practical Household-Level AI and Data Literacy Skills

Practical Household-Level AI and Data Literacy Skills, which are one of CENFACS’ Autumn 2026 Starting XI Poverty Reduction Projects, are everyday skills to safely, smartly, and critically use artificial intelligence and digital data in people’s personal life, home management, and community decisions. They are foundational skill sets that allow people to understand, use, and critically evaluate artificial intelligence and the information that powers it.

Data literacy is the ability to read, work with, analyze, and communicate with data. Because AI systems run entirely on data, data literacy provides the necessary base to make sense of what AI produces.

AI literacy extends beyond working with raw numbers to understanding what artificial intelligence and machine learning can and cannot do.

Both Data and AI Literacy Skills will be made practical at household-level so that households making the CENFACS Community could be in a position to acquire or improve these skills and reduce poverty attached to the lack of these skills.

Data are deeply embedded in households. Households need data literacy skills to handle their data since public services and economic markets have – long time ago – transitioned to data-driven and ‘digital-first’ models. Households or families can face a steep poverty premium where a lack of data management skills results in higher household expenses and missed economic opportunities.

Practical Household-level AI and Data Literacy Skills can help them avoid steep poverty premium. This initiative will help those families/households lagging behind and those wanting to learn more to acquire the skills relating to Data budgeting and connectivity optimization, Micro-financial and benefit data literacy, and Sustainable resource and consumption tracking.

Households/families need these appropriate skills about data to properly manage their lives. They do not need to be data scientists.

The initiative will aim at empowering them with the above-mentioned skills to deal with data that run their life. It will help them to have control over their data and life while keeping on track with technology.

σ Alternative Skills to Use during an Economic Risk of Tightening and Persisting Poverty

This is another CENFACS’ Autumn 2026 Starting XI Poverty Reduction Project that will be delivered on our Development Day 0n 19 November 2026.

This year, our Development Day will still be about skills that can be learnt and developed in order to freshly start and manage Autumn 2026. It will be about Women, Children and Alternative Skills to Use When Signs Indicating That the Negative Effects of an Economic Crisis Are Not Easing. When signs indicate that the negative effects of a crisis are not lessening, Alternative Skills or Competencies can be employed or deployed so that when these effects ease people are ready to take on opportunities.

In the last seven years, the Development Day has been designed to resonate with the November month of Skills Development within CENFACS. This year’s Development Day will also reverberate with the Skills Development Month within CENFACS.

Alternative Skills are non-traditional or modern abilities – such as social media fluency, digital content creation, or niche technical adaptability – job seekers highlight on a CV to stand out beyond standard qualifications. The term can also refer to capabilities gained through skills via alternative routes rather than a traditional four-year degree or skills learned via alternative credentials like bootcamps. In short, they are alternative credentials (non-degree qualifications) or transferable/portable skills (soft or core abilities that apply across different jobs and industries).

During this November 2026, we shall work on these alternative skills.

This above-mentioned variety of abilities or skills will make our human capital this month.

Under the Main Development section of this post, you will find further information about this first key message.

• Activity/Task 11 of the Restoration (‘A’) Year and Project: Find Alternative Educational Pathways and Skills for Those in Need

The traditional path of a linear learning may not be possible for some educationally needy children and young people. There could a need for them to use a flexible ecosystem that is based on real-world capabilities, ensuring that the education matches the exact skills currently in demand.

• • Alternative Education Pathways and Skills for Those in Need

To help these educationally needy people, there are alternatives that can be identified according to their needs and what they want. This involves

σ Using alternative educational formats

These formats can be vocational courses for them to acquire skills. They can engage with alternative programmes to master specific modular competencies (e.g., data analytics, digital marketing, or project management) that can be applied immediately in the workforce.

σ Bridging skills gap through alternative education that provides a flexible tool for continuous learning and career pivoting.

σ Using alternative certifications to quickly update your skills, staying competitive as artificial intelligence and automated technologies change the workplace.

σ Focusing on foundational employability skills to ease the transition into workplace.

• • Working in Projects to Find Alternative Educational Pathways and Skills for Those in Need

Those of our stakeholders working in projects where there is a need to Find Alternative Educational Pathways and Skills for Those in Need, it would be great if they can help find these pathways and skills for them.

The above is our Activity/Task 11 of the Alternatives (A) Year/Project.

Those who would like to undertake this Activity/Task can go ahead.

For those who need some help before embarking on it, they can speak to CENFACS.

For any other queries and enquiries about the ‘A’ project and this year’s dedication, please contact CENFACS as well.

• Triple Goal of the Month: Poverty Reduction from Three Critical Types of Needs (Fuel, Food and Finance)

When the cold season (like Winter) approaches, individuals and households face specific forms of seasonal and situational economic hardship. To maintain stability during November, there are three critical types of modern poverty people need to actively plan for and avoid: fuel, food, and commercialized seasonal poverty.

• • Three Critical Types of Modern Poverty That Must Be Reduced: Fuel, Food, and Commercialized Seasonal Poverty

They are fuel poverty, food poverty, and commercialized seasonal poverty. Let us explain them.

σ Fuel Poverty

The definition of fuel poverty to be used here is the one found on the website of National Energy Action (1), which is

“A household is in fuel poverty if it needs to spend 10% or more of its income on energy in order to maintain a satisfactory heating regime”.

So, fuel poverty occurs when a household has to spend more than 10% of its income simply to cover energy costs.

σ Food Insecurity/Poverty

The website ‘sustainweb.org’ (2) provides/quotes three definitions of food poverty (given by The Department of Health, Professor Tim Land and Professor Elizabeth Dowler) as follows:

“a) The inability to afford, or to have access to, food to make up a healthy diet (The Department of Health);

b) Food poverty is worst diet, worse access, worse health, higher percentage of income on food and less choice from a restricted range of foods (Professor Tim Lang);

c) The inability to consume an adequate quality or sufficient quantity of food in socially acceptable ways, or the uncertainty that one will be able to do so (Professor Elizabeth Dowler)”.

In simple terms, food poverty involves cutting back on the quality or quantity of food due to a lack of money.

σ Commercialized Seasonal Poverty

Let us start with seasonal poverty.

According to R. Durai et al. (3),

“Seasonal poverty describes a condition of predictable, cyclical vulnerability where household welfare, food security, and economic security deteriorate at specific intervals during the year”.

This condition can escalate. In the opinion of ‘humanact.org’ (4), commercialization intensifies this hardship when consumer-driven events (e.g., holidays) impose additional financial and social pressures on low-income families.

As noted by the same ‘humanact.org’,

“Seasonal poverty is the moment when existing economic hardship becomes unavoidable … For families already living on edge, Christmas and New Year are not emotionally neutral events, they are pressure points … Seasonal poverty cannot be reduced to a lack of financial resources alone. It also involves the social and psychological consequences that emerge during highly visible periods of consumption. It is a reflection of permanent inequality that exists all year long”.

So, seasonal poverty during late autumn is driven by the social, psychological, and financial demands of the upcoming holiday season.

These three types of poverty need to be reduced. Their reduction is our goal for November 2026.

• • Reduction of Fuel, Food and Commercialized Seasonal Poverty

Reducing fuel poverty requires a combination of strategies like improving home energy efficiency, lowering energy costs, and boosting household incomes.

Reducing food poverty demands a mix of immediate emergency relief and long-term economic and policy change. This involves income and social security support, embedded advice and holistic care, community-led food access, and children and school-age nutrition, universal free school meals and holiday food programmes.

Reducing commercialized seasonal poverty during the festive season involves a mix of individual shifts away from hyper-consumerism, community-led support systems, and systemic economic reforms.

• • Implications for Selecting the Goal for the Month

After selecting the goal for the month, we focus our efforts and mind set on the selected goal by making sure that in our real life we apply it. We also expect our supporters to go for the goal of the month by working on the same goal and by supporting those who may be suffering from the type of poverty linked to the goal for the month we are talking about during the given month (e.g., November 2026).

For further details on the triple goal of the month, its selection procedure including its support and how one can go for it, please contact CENFACS.

Extra Messages

• Project for Making Bookkeeping and Accounting Drive Poverty Reduction

• “A la une” (Autumn Leaves of Action for the Upkeep of the Nature in Existence) Campaign and Themed Activities – In Focus from Week Beginning Monday 02/11/2026: Preserving Ethiopian Wolf (Canis simensis)

• Pre-festive Season Strategies for Shifting from Hard Economic Truths to a Sustainable Fresh Start – Pre-festive Season Strategy 3:Treating Your Household Budget Like a Lean, Resilient Business

• Project for Making Bookkeeping and Accounting Drive Poverty Reduction (MB&ADPRP)

The following highlights MB&ADPRP.

• • What Is MB&ADPRP?

Make Bookkeeping and Accounting Drive Poverty Reduction’ Project (MB&ADPRP) is a poverty-reducing initiative of transforming bookkeeping and accounting into direct drivers of poverty reduction.

It shifts financial data from passive compliance (satisfying donor checklists) into active tools for grassroots empowerment that build community assets, optimize local cooperative pricing, and secure equitable resource distribution for marginalized groups.

By teaching local groups micro-bookkeeping, cost analysis, and asset tracking, MB&ADPRP turns financial literacy into a direct catalyst for income generation and poverty alleviation.

• • Core Goals of MB&ADPRP

The core goals of this outcome-driven project are local bookkeeping and accounting capacity and capability building, asset and wealth creation, bypassing donor dependence, and democratic resource control.

• • The Main Aim of MB&ADPRP

The primary aim of MB&ADPRP is to empower African Charities, particularly the small and medium ones, and marginalized communities with financial literacy, structured data, and fiscal visibility to unlock economic growth.

By transitioning individuals and small charities from survival-mode tracking to formal financial management, these initiatives bridge the gap between systemic poverty and economic self-sufficiency.

• • MB&ADPRP Objectives

They include

~ Strengthening African Charities

~ Enhancing financial inclusion and access to capital

~ Fostering community and household resilience

~ Driving formalization and local economic growth

Etc.

• • MB&ADPRP Funding Needs

The estimated average cost of MB&ADPRP is projected to the region of £50,000 for a local pilot programme. Because these ‘bookkeeping and accounting for poverty reduction’ target capacity building for small and medium-sized charities, women’s cooperatives and youth income-generating activities, the total budget can scale based on geographic reach and the depth of technology and training to be deployed.

This cost takes into account the target funding sources, feature set, solutions to funding information gaps, the scope of the mission of these charities, etc.

To support or contribute to MB&ADPRP, please contact CENFACS.

For further details including the implementation plan of the MB&ADPRP (including actionable breakdown of estimated costs), please contact CENFACS.

• “A la une” (Autumn Leaves of Action for the Upkeep of the Nature in Existence) Campaign and Themed Activities –

In Focus from Week Beginning Monday 02/11/2026: Preserving Ethiopian Wolf (Canis simensis)

To help Preserving Ethiopian Wolf (Canis simensis), we have composed our note around the following headings:

σ What is Ethiopian Wolf (Canis simensis)?

σ The conservation status of Ethiopian Wolf (Canis simensis)

σ What can be done to Preserving Ethiopian Wolf (Canis simensis).

In addition, we have provided the themed activity we have planned for this week. This themed activity is about Conservation Education.

Let us look at each of the headings of this note.

• • What Is Ethiopian Wolf (Canis simensis)?

According to ‘allaboutethiopia.com’ (5),

“The Ethiopian Wolf (Canis simensis) is Africa’s most endangered carnivore and the rarest wild canid species in the world. Found only in the high-altitude mountain of Ethiopia, this striking red predator has adapted specifically to life above the freeline in cold, windswept Afroalpine ecosystems”.

The same website ‘allaboutethiopia.com’ adds that

“Known locally in Amharic as Ky Kebero (red jackal), the Ethiopian wolf has historically been called the Abyssinian wolf, Simien jackal, or red fox. Genetic studies confirm that Canis simensis is true wolf, closely related to the gray wolf (Canis lupus) and coyote (Canis latrans), rather than a jackal or fox”.

• • The conservation status of Ethiopian Wolf (Canis simensis)

It stated on the website ‘wildcru.org’ (6) that

“The Ethiopian Wolf (Canis simensis), also known as ky kebero or jedala farda, is Africa’s most endangered carnivore and the rarest canid on Earth, found only in the Afroalpine highlands of Ethiopia”.

Likewise, the website ‘ukwct.org.uk’ (7) indicates that
“It is ranked as one of the world’s most threatened species by the IUCN and is Africa’s most endangered carnivore”.

• • What Can Be Done to Preserve Ethiopian Wolf (Canis simensis)

Ways of preserving Ethiopian Wolf (Canis simensis) include what African Wildlife Foundation (8) suggests. Their suggestions are:

σ Advocacy or story sharing (talking about Ethiopian Wolf)

σ Financial support towards Ethiopian Wolf projects

σ Responsible tourism (linked with benefit-sharing)

σ Becoming an ambassador for species that needs the help it can get.

• • Add-on Activity of the Week’s Campaign: Conservation Education

To undertake this extra activity, one may need to know the meaning of conservation education.

Conservation education is, according to ‘sustainability-directory.com (9),

“About teaching and learning how to protect our natural world. This designation encompasses a range of activities and approaches all centered on building awareness, understanding, and responsible action towards environmental stewardship”.

Still for ‘sustainability-directory.com’,

“Conservation education, in its simplest terms, aims to educate individuals about the importance of protecting the natural world and empower them to take responsible action”.

Like in any education, there are levels in conservation education, which include beginner, intermediate and academic levels. It all depends on what people want and can do.

So, as part of this week’s “A la Une” Campaign, one can undertake conservation education or improve their level in it.

Those who may be interested in this added activity, they can go ahead. Alternatively, they can contact CENFACS for guidance.

To find out more about the entire “A la une” Campaign and Themed Activities, please communicate with CENFACS.

• Pre-festive Season Strategies for Shifting from Hard Economic Truths to a Sustainable Fresh Start –

Pre-festive Season Strategy 3: Treating Your Household Budget like a Lean, Resilient Business

To kick off this strategy, let us explain the expression ‘Treating Your Household Budget like a Lean, Resilient Business’, then highlight how it can work for households and families in terms of pre-festive tactics and reset.

• • What Is Treating Your Household Budget like a Lean, Resilient Business?

Let us start with a lean, resilient business. The website ‘ishivax.com’ (10) notes that

“A lean, resilient business is not just about cutting costs. It is about building something that can bend without breaking in a business that runs efficiently, adapts quickly, and stands strong through uncertainty”.

So, Treating Your Household Budget like a Lean, Resilient Business means shifting from emotional holiday spending to a strategic, operations-minded framework. Instead of letting seasonal pressures dictate costs, families adopt corporate principles – such as demand forecasting, strict capital allocation, supply chains management, and risk mitigation – to ensure the household remains liquid and financially sound heading into January. In other words, it means shifting from emotional, reactive spending to a structured, data-driven approach that protects your financial runway while positioning you for a sustainable fresh start in the new year.

Instead of viewing the holidays (like Christmas and New Year) as an inevitable financial hit to survive, this strategy applies corporate fiscal discipline to your personal life. It acknowledges hard economic truths – like inflation or tight cash flow – and uses corporate operational frameworks to manage them.

• • The Application of Strategy 3 (Treating Your Household Budget like a Lean, Resilient Business)

You can apply corporate operational tactics to your household budget for a pre-festive reset. You can do it as follows.

a) Reform a Fiscal Q4 (Quarter 4) Audit

Businesses do not guess their end-of-year position: they look at the hard data.

This involves

~ Conducting Zero-based Budgeting by allocating every single amount of money (£1) of incoming cash a specific job before the month begins;

~ Auditing Variable Costs by reviewing your recurring subscriptions, memberships, and automated bills;

~ Defining Your Baseline Burn Rate by calculating the exact absolute minimum amount required to keep your household running safely each month without any extra.

b) Aggressively Cut Operational Inefficiencies

A lean business eliminates waste to protect its core operations during high-expenses quarters.

This covers

~ Auditing ‘Needs vs. Wants’ by categorizing all upcoming festive expenses (like gifts, travel, food) into non-negotiable fixed costs vs. flexible variable costs;

~ Capping the Holiday Acquisition Cost by setting a hart non-negotiable ceiling on festive spending. If an expense pushes you past this ceiling, it must be vetoed or offset by a cut elsewhere;

~ Negotiating Vendor Contracts by calling your internet, insurance, or utility providers to ask for retention discounts or better rates before winter bills hit.

c) Build Supply Chain and Cash Resilience

Resilient businesses plan for volatility so that sudden shocks do not cause a restructuring or a crash.

This encompasses

~ Protecting the Emergency Runway by never dipping into your primary emergency fund to finance holiday retail or entertainment. Your safety net is for non-discretionary emergencies only.

~ Developing Sinking Funds for Festive Inventory by spreading out your holiday cash needs by building a dedicated ‘sinking fund’; breaking down your total estimated festive costs into smaller, weekly cash allocations as soon as you can.

~ Avoiding Short-term Consumer Debt by treating high-interest credit cards or ‘Buy Now. Play Later’ schemes.

d) Pivot towards a Sustainable Fresh Start

The goal of staying lean during Q4 (Quater 4) is to ensure your household enters Q1 with momentum, free from a financial hangover.

This is about

~ Defining new year KPIs (Key Performance Indicators) by setting clear KPIs for January, such as a target savings rate a debt-paydown milestone or an investment goal;

~ Automating Financial Workflows by setting up automatic transfers to your savings and investment accounts for the upcoming year so you pay yourself first without having to think about it.

~ Conducting a Post-effective Wrap-up by reviewing your actual spending against your budget in January; noting where you overspent to optimize your operational strategy for the next high-expense season.

The above-mentioned operational tactics can be applied to your household budget for a pre-festive reset.

Those who may experience some difficulties in applying them or have any issues to raise about this pre-festive season strategy 3, they are welcome to address them to CENFACS.

For any other matters linked to the entire Pre-festive Season Strategies for Shifting from Hard Economic Truths to a Sustainable Fresh Start, they can contact CENFACS as well.

Message in English-French (Message en Anglais-Français)

• CENFACS’ be.Africa Forum E-discusses the Following Question:

What Obstacles Do African Small Businesses and Charities Face When Trying to Enter Regional or International Trade Markets?

African Small and Medium Enterprises (SMEs) and Charities face deep financial regulatory and infrastructural hurdles when trying to expand beyond local borders into regional or international markets.

Key obstacles for SMEs include

~ Access to capital and high interest rates

~ Regulatory and customs barriers (African Continental Free Trade Area or AfCFTA and borders)

~ Infrastructural deficits

~ Currency and payment friction

~ Informality and lack of networks

~ Insecurity and conflicts.

Key Obstacles for charities encompass

~ Donor volatility and shrinking funding

~ Restricted civic space and legislative pressure

~ Operational and capacity gaps

~ Cross-border scaling hurdles.

There are also solutions to address these obstacles. These solutions span policy, finance, technology, and regional cooperation. Among them are the following ones:

~ Financial inclusion and capital access

~ Navigating trade policies and free trade agreements

~ Infrastructure and logistics solutions

~ Capacity building and targeted support for charities and SMEs, etc.

The above makes our e-discussion for this week while providing materials and space for reflection, expression, discussion and action.

Those who may be interested in reflection, expression, discussion and action on this question

What Obstacles Do African Small Businesses and Charities Face When Trying to Enter Regional or International Markets?

can join our poverty reduction pundits and/or contribute by contacting CENFACS’ be.Africa Forum, which is a forum or space for discussion on poverty reduction and sustainable development issues in Africa and which acts on behalf of its members by making proposals or ideas for actions for a better Africa.

To contact CENFACS about this discussion, please use our usual contact address on this website.

• Le Forum ‘Une Afrique Meilleure’ de CENFACS débat en ligne la question suivante:

À quels obstacles les petites entreprises et les organisations caritatives africaines sont-elles confrontées lorsqu’elles tentent d’accéder aux marchés commerciaux régionaux ou internationaux ?

Les petites et moyennes entreprises (PME) africaines et les organisations caritatives sont confrontées à d’importants obstacles financiers, réglementaires et infrastructurels lorsqu’elles tentent de s’étendre au-delà des frontières locales vers les marchés régionaux ou internationaux.

Les principaux obstacles pour les PME sont les suivants :

~ L’accès difficile au capital et les taux d’intérêt élevés

~ Les Barrières réglementaires et douanières (Zone de Libre-Echange Continentale Africaines ou ZLECAf et frontières)

~ Les Déficits infrastructurels

~ Les Différences liées aux devises et aux paiements

~ Le Secteur informel et le manque de réseaux

~ L’insécurité et les conflits.

Les principaux obstacles pour les organisations caritatives sont les suivants :

~ L’instabilité des donateurs et la diminution des financements

~ L’espace civique restreint et les pressions législatives

~ Les lacunes opérationnelles et de capacités

~ Les difficultés liées au développement transfrontalier.

Des solutions existent pour surmonter ces obstacles. Ces solutions concernent les politiques publiques, le financement, la technologie et la coopération régionale. Parmi ces solutions figurent les suivantes :

~ L’inclusion financière et l’accès au capital

~ La compréhension des politiques commerciales et des accords de libre-échange

~ Les solutions d’infrastructure et de logistique

~ Le renforcement des capacités et le soutien ciblé aux organisations caritatives et aux PME, etc.

Ce qui précède constitue la base de notre discussion en ligne de cette semaine, tout en offrant des ressources et un espace propices à la réflexion, à l’expression, au débat et à l’action.

Les personnes intéressées par la réflexion, l’expression, la discussion et l’action au tour du sujet sur

À quels obstacles les petites entreprises et les organisations caritatives africaines sont-elles confrontées lorsqu’elles tentent d’accéder aux marchés commerciaux régionaux ou internationaux ?

peuvent (re)joindre notre groupe d’experts sur la réduction de la pauvreté et/ou contribuer en contactant le ‘me.Afrique’ du CENFACS (ou le Forum ‘Une Afrique Meilleure’ de CENFACS), qui est un forum ou espace de discussion sur les questions de réduction de la pauvreté et de développement durable en Afrique et qui agit au nom de ses membres en faisant des propositions ou des idées d’actions pour une Afrique meilleure.

Pour contacter le CENFACS au sujet de cette discussion, veuillez utiliser nos coordonnées habituelles sur ce site Web.

Main Development

• The Month of the Economics of Education and Skill Formation (Skills Development Month) 2026

The following items make up our Skills Development 2026:

∝ Understanding Economics of Education and Skill Formation

∝ Month of November within CENFACS

∝ Poverty as a Lack of Education and Skills

∝ CENFACS Community’s Skills Data Bank

∝ CENFACS and Its Work on Economics of Education and Skills Formation and Development

∝ The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty – In Focus from Monday 02/11/2026: Cost-benefit Analysis (Human Capital Theory)

∝ Micro-economic Skills – Under Consideration from Monday 02/11/2026: Sinking Fund Allocations and Micro-budgeting

∝ Practical Household-Level AI and Data Literacy Skills – On the Agenda from Wednesday 04/11/2026: Data Awareness at Home.

Let us summarise these items.

• • Understanding Economics of Education and Skill Formation

Before explaining what is going to happen during November 2026 within and around CENFACS, it is to explain the economics of education and skill formation, since these two concepts make up the contents of November month.

• • • What is Economics of Education?

According to Babalola (11),

“Economics of Education studies human behaviour in terms of decision, actions and reactions about schooling. It analyses, how the individual learner takes his decision on the investment and expenditure of a particular level of education. In the similar way, the government has to take decisions on three central problems of education. Central problems arise because of the scarcity of resources. These are:

~ What types of education the country needs for its human capital formation?

~ How to produce educational opportunities and social set up for providing education?

~ For whom the educational facilities to be produced?

In this context, economics of education gives right path to choose the alternatives available in solving these three central problems”.

In this post, our approach will be microeconomic. The focus will be on how the individual learner takes their decision rather than how government decide on education matters. In particular, we are going to analysis learner’s decision-making process regarding educational investment and expenditure.

• • • What is Skill Formation?

On the website of ‘flyriver.com’ (12), it is stated that

“Skill formation is a multi-faceted process involving the acquisition, development, and refinement of capabilities that enable individuals to perform specific tasks effectively”.

The website ‘flyriver.com’ also adds that

“Skill is not merely theoretical knowledge; it is the practical application of knowledge and abilities to achieve a desired outcome. It encompasses cognitive, technical, interpersonal and physical skills”.

These definitions of skill and skill formation will be used to deliver the Month of the Economics of Education and Skill Formation (Skills Development Month) 2026 within CENFACS.

• • Month of November within CENFACS

November month has two features within CENFACS, which are: 1) Skills evaluation (or audit) and training implementation, and 2) Economics of education.

• • • November as a month of skills evaluation or audit and training implementation month

• • • • November as a month of skills evaluation

November at CENFACS is the month of education and training, which revolves around the development of skills for life, for work, for poverty relief and sustainable development. It is the month during which we look into ourselves and try to assess, explore and learn the skills we need in order to further help reduce poverty in a sustainable way amongst ourselves and re-engage with the business of sustainable development.

We encourage our volunteers and other supporters to evaluate their career goals and commit to their professional development. They can learn new skills and technologies, acquire knowledge, and create actionable plan for success not only for themselves but also for our noble and beautiful cause of poverty reduction.

• • • • November as a month of skill and career events

November is also the period during which we look around us if there are any educational, training and skill events that may benefit CENFACS and its community members. We assess and plan ways of participating in these events of the month. These events can be job fairs (like London Career Fair to be held on the 6th of November 2026) or specialized events (such as Skills London to be run between 24 and 25 November 2026).

• • • • November as a training implementation month

November is as well the training implementation; month during which we pay attention to the following: educationally related projects or projects that involve training, skills development and acquisition of new knowledge to help our users and Africa-based Sister Organisations (ASOs) to empower themselves with the educational tools and training resources they need to further help reduce poverty.

For example, one of the skills development projects to support ASOs is skills to hybrid work (that is, the flexibility to split time between working remotely and from the office), in particular when there is handicap for people to meet in-person and work. Similarly, AI is another area of skill and technology they can learn to advance their work and mission.

• • • November as a month of economics of education

It is the month of analyzing learners’ decision-making process regarding educational investment and expenditure, and of recognizing the value of economic thinking and economic education.

• • • • The analysis of a learner’s decision-making process regarding educational investment and expenditure as a tool reduce poverty

This analysis involves weighing the expected economic returns against immediate financial constraints, risk, and structural barriers.

Key elements of the decision-making process to considered in this analysis are

Cost-benefit Analysis (Human Capital Theory), Liquidity and Credit Constraints, Market Failures and Information Gaps, and Risk Aversion and Time Discounting.

Below we have provided the working plan about the implementation of these elements.

• • • • November as a month of recognizing the value of economic thinking

The Economic Education Month (or Month of Economics of Education) within CENFACS recognises the value of economic thinking as a core skill necessary for everyone to understand the world they live in and make better personal, family and civic decisions.

As ‘econedmonth.org’ (13) explains it,

“Economics affects all of our lives. It teaches us to think logically, use data smartly, and develop strong analytical and problem-solving skills. It helps explain choices as small as your personal day-to-day decisions and as large as foreign policy decisions”.

As part of this 2026 Economic Education Month (that is, November 2026), the core skill we are focusing on is Micro-economic Skills.

• • • • What are Micro-economic Skills?

According to ‘rolecatcher.com’ (14),

“Microeconomics, as a skill, revolves around understanding the behaviour of individuals, firms, and markets in the economy. It explores how individuals make decisions regarding resource allocation, production, consumption, and pricing”.

These are analytical, quantitative, and logical abilities helping to understand how individual consumers, households, and businesses make decisions about allocating scarce resources.

Core competencies and skills linked to the mastery of micro-economics include analytical thinking, quantitative and math proficiency, graphical interpretation, critical thinking and evaluation, and logical reasoning. Most of these skills would require the study of micro-economics, that is a good understanding of economic theory, models, and methods.

Without asking our readers and stakeholders to study micro-economics or become micro-economists, these skills will be approached in a friendly and soft way in the context of households and families.

During this Month of the Economics of Education and Skill Formation, we shall look in detail Micro-economic Skills as our core skill of the month. This skill is going to be highlighted within CENFACS, this month.

• • Poverty as a Lack of Education and Skills

Poverty as a lack of education (often framed as educational poverty) is a condition where individuals or communities are denied meaningful access to quality learning, basic literacy, and cognitive or social development. This definition highlights how the absence of knowledge and skills trap people in a continuous cycle of deprivation.

Poverty as a lack of skill means understanding economic hardship as a deficit in the education, vocational training, and functional capabilities needed to secure stable, well-paying work.

So, it is known that poverty is not only material or the lack of monetary income; it is even more the lack of knowledge, skills, knowhow and technologies than anything else. Therefore, knowing and learning a skill can help to further reduce poverty, particularly but not exclusively poverty induced by the cost-of-living crisis, and can set one on the right course of the development process. In this respect, there could be relationships between economics of education and poverty reduction, between skill formation and poverty reduction.

• • • Relationship between the economics of education and poverty reduction

The economics of education is generally defined as the study of economic issues relating to education. According to ‘oxfordbibliographies.com’ (15),

“The economics of education is a rapidly growing and evolving field that applies a diverse array of economic theories, models, and quantitative methodologies to understand, analyse, and improve the performance of education systems”.

The paradigm used in the economics of education is human capital theory. This theory suggests that investment in education and training lead people to become productive.

However, education and training do not only lead to the improvement of productivity. They can also pave the way for poverty reduction. As people get more educated and trained, these further education and training can provide them with the means to overcome poverty. As a result of this, there could be relationship between the economics of education and poverty reduction.

There could be disagreement about this link between the two. However, despite this disagreement we are working on the assumption that education and training can lead to poverty reduction.

• • • Link between skill formation and poverty reduction

Let us briefly try to understand skill formation by highlighting its definitions. One of its definitions comes from an online dictionary at the website igi—global.com (16), which explains the following:

“Skill formation is the process by which individuals achieve and develop innate or acquired skills to cope with everyday life challenges. Besides heredity, it includes formal and informal training activities and life experience”.

From this definition, it is possible to deduct that individuals who are poor can use their innate or acquired skills to cope with the challenge of poverty by developing survival and coping strategies. If they continue to use their skills and those strategies, they can navigate their way out of poverty. When they reach the point at which their skills and strategies effectively enable them to reduce poverty, then one could argue about the link between skill formation and poverty reduction.

However, Kenneth King and Robert Palmer (17) think that

“The translation of skills development into skills utilisation, and therefore poverty reduction and/or growth, is dependent on many factors, including good quality education/training and the presence of a supportive environment” (p. 71)

The Skills Development Month provides us with the opportunity to learn these factors and find ways of turning them in favour of poverty reduction.

• • CENFACS Community’s Skills Data Bank

As part of our Skills Development Month, we would like to remind every member of our community that they can register their skills to our data bank, which is repository containing information about CENFACS and the data of the CENFACS’ Community.

• • • What is CENFACS Community’s Skills Data Bank?

CENFACS Community’s Skills Data Bank is a database of members’ skills and talents, or an organized registry or database managed by CENFACS on behalf of its community to track and match members’ capabilities.

It collects information on what our members, volunteers and service users are good at – ranging from anything like IT literacy to mentoring.

It shifts community members from passive service recipients to active contributors, building local resilience and peer-to-peer support.

The register is free. Skills and information are stored on it in accordance with the latest regulations on data protection.

• • • The Usefulness of CENFACS Community’s Skills Data Bank

It allows CENFACS to mobilize talent and expertise quickly. Knowing the skills that one possesses; it makes easy when opportunity arises to match them with registered skills. It also helps to point those in need of support to the right and relevant a skillful person and direction.

For instance, if we have a project that needs someone to run a CV-writing workshop, or translate leaflets, we can search the data bank to find someone willing to volunteer or share their expertise.

To register your skills to make up the CENFACS’ Community of skilled people, please contact CENFACS.

• • CENFACS and Its Work on Economics of Education and Skills Formation and Development

As far as CENFACS is concerned, we strive to support those who want to learn a skill while we at CENFACS as an organisation plan our own training, learning and development programme from time to time when we can access both funding and training.

This month, Economics of Education and Skills Formation and Development will include one analysis on education and three types of skills:

a) The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty

b) Micro-economic Skills

c) Practical Household-Level AI and Data Literacy Skills

d) Alternative Skills to Use during an Economic Risk of Tightening and Persisting Poverty.

Let us briefly highlight these skills.

• • • Highlights of the Analysis and Skills for the Month of the Economics of Education and Skill Formation (Skills Development Month) 2026

• • • • The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty

Cost-benefit Analysis, Liquidity and Credit Constraints, Market Failures and Information Gaps, and Risk Aversion and Time Discounting.

This analysis will cover the Economics-of-Education aspect of the Skills Development Month starting on 02/11/2026, as summarized in Table 1.

• • • • • Mondays’ Education Analysis

The above table (Table 1) summarises our plan (Mondays’ Education Analysis) for working with CENFACS Community members on Economics of Education, this November 2026. It summarises the four selected topics to analyze on from each Monday of the week until the end of November 2026.

• • • • Micro-economic Skills

These are analytical, quantitative, and logical abilities helping to understand how individual consumers, households, and businesses make decisions about allocating scarce resources.

Core competencies and skills linked to the mastery of micro-economics include

analytical thinking, quantitative and math proficiency, graphical interpretation, critical thinking and evaluation, and logical reasoning.

Most of these skills would require the study of micro-economics.

Without asking our readers and stakeholders to study micro-economics, these skills will be approached in a friendly and soft way in the context of households and families.

During this Month of the Economics of Education and Skill Formation, we shall look in detail Micro-economic Skills as our core skill of the month.

Without expecting the household members of our community to be economists, they can nevertheless use the following selected 4 Micro-economic Skills making Mondays’ Skills Development starting on 02/11/2026, as illustrated in Table 2.

• • • • • Mondays’ Skills Development

The above table (Table 2) summarises our plan (Mondays’ Skills Development) for working with CENFACS Community members on Micro-economics Skills, this November 2026. It summarises the four selected skills to concentrate on from each Monday of the week until the end of November 2026.

• • • • Practical Household-Level AI and Data Literacy Skills

According to ‘ibm.com’ (18),

“Data literacy is the ability to read, understand, use and communicate with data for better decision-making”.

So, it is the ability to read, work with, analyze, and communicate with data. Because AI systems run entirely on data, data literacy provides the necessary base to make sense of what AI produces.

As to AI literacy, the website ‘ibm.com (19) states that

“AI literacy is the ability to understand, audit and thoughtfully use AI systems. Rather than a technical skill reserved for engineers, it is foundational competency for workers across every function and level of an organisation, from entry-level employees to the C-suite”.

Therefore, AI literacy extends beyond working with raw numbers to understanding what artificial intelligence and machine learning can and cannot do.

Practical Household-level AI and Data Literacy Skills can help them avoid steep poverty premium. This initiative will help those families/households lagging behind and those wanting to learn more to acquire the skills relating to Data budgeting and connectivity optimization, Micro-financial and benefit data literacy, and Sustainable resource and consumption tracking.

Households/families need these appropriate skills about data to properly manage their lives. They do not need to be data scientists.

To work with households on this initiative, we are going to do it through our Wednesdays’ Skill Practice starting on 04/11/2026, as presented in Table 3.

• • • • • Wednesdays’ Skill Practice

The above table (Table 3) summarises our plan (Wednesdays’ Skill Practice) for approaching the above-mentioned Practical Household-level AI and Data Literacy, this month. It highlights a set of AI and Data Literacy Skills to focus on from every Wednesday of each week of November 2026 starting from 04/11/2026.

• • • • Alternative Skills to Use during an Economic Risk of Tightening and Persisting Poverty

This is another CENFACS’ Autumn 2026 Starting XI Poverty Reduction Project that will be delivered on our Development Day 0n 19 November 2026.

This year, our Development Day will still be about skills that can be learnt and developed in order to freshly start Autumn 2026. It will be about Women, Children and Alternative Skills to Use When Signs Indicating That the Negative Effects of an Economic Crisis Are Not Easing. When signs indicate that the negative effects of a crisis are not lessening, alternative skills or competencies can be employed or deployed so that when these effects ease people are ready to take on opportunities.

During this November 2026, we shall work on these alternative skills.

This above-mentioned analysis and variety of abilities or skills will make our human capital this month.

• • • How we are going to apply the above-mentioned analysis and skills

The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty and Micro-economic Skills will be our focus every Monday while Practical Household-Level AI and Data Literacy Skills will be our every Wednesday’s focus, this November 2026.

Alternative Skills to Use during an Economic Risk of Tightening and Persisting Poverty will be developed on our Development Day (that is, 19 November 2026).

Let us kickstart the Skills Development Month 2026 with

~ The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty

~ Micro-economic Skills

~ Practical Household-Level AI and Data Literacy Skills.

• • The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty –

In Focus from Monday 02/11/2026: Cost-benefit Analysis (Human Capital Theory)

This first education analysis focuses on explaining education analysis, learners’ and households’ view on education, and how CENFACS can work with them and the community on this matter.

• • • Explaining education analysis

Education analysis in the specific context of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty refers to the systematic study of how learners and their families calculate the costs, benefits, and trade-off of investing in education as a deliberate strategy to escape poverty. This framework applies economic, behavioural, and sociological lenses to understand the financial decision-making process of individuals, particularly those in marginalized or low-income environments.

• • • Learners and households view on education in terms of costs and benefits

Learners and households view education as an investment in human capital. Each additional year of schooling historically increases average lifetime earnings (roughly 9% per year globally), making it a powerful pathway out of poverty.

• • • Working with the community on cost-benefit analysis (CBA) of education

CENFACS can optimize its impacts by acting as a data facilitator, behavioural guide, and resource provider to help learners navigate the complex financial choices of education.

By analyzing the decision-making process – how a student evaluates the long-term return on investment (ROI) against the immediate upfront costs – CENFACS can design highly targeted interventions.

CENFACS can translate complex economic modeling into accessible, collaborative, and student-centered framework. CENFACS can break the CBA down into co-designed, participatory workshop that capture both the financial reality and the holistic value of learning.

For those community members of our community who may have any queries or enquiries about CBA of education and The Analysis of Learner’s Decision Taking Process on the Educational Investment and Expenditure to Reduce Poverty, they can contact CENFACS.

• • Micro-economic Skills –

Under Consideration from Monday 02/11/2026: Sinking Fund Allocations and Micro-budgeting

Let us now begin with the first skill of our Mondays’ Skills Development, which is Sinking Fund Allocations and Micro-budgeting.

In the context of household microeconomics particularly during November, when families face a unique collision of seasonal shifts (such as heating cost spikes and preparing for the costly winter holiday season) – sinking funds and micro-budgeting serve as vital tactical tools. They empower households to manage localized cash flow, predict consumer vulnerabilities, and smooth consumption patterns over time.

These two micro-economic skills (sinking funds and micro-budgeting) can function at the household level as explained below.

• • • How the Two Skills Can Function at Household Level

1) Sinking Funds (Smoothing out Predictable Consumption Shocks)

A sinking fund – which should not be confused with emergency fund – is a strategy where a household sets aside a dedicated pool of money periodically (usually monthly) for a known, planned future expense.

The micro-economic purpose of this strategy is that a major challenge for families is consumption smoothing, ensuring that a sudden, massive expense in one month does not wipe out resources or force the family into high-interest debt. Sinking funds turn an economic shock into a predictable incremental line item.

So, families can use sinking funds to prevent November and December from causing financial crises.

For instance, instead of scrambling to buy holiday gifts or pay an annual winter insurance premium entirely out a single November paycheck, a family utilizing a sinking fund will have saved a fractional amount (e.g., dividing the total estimated cost by 12) each month leading up to November.

2) Micro-budgeting (Managing Micro-level Volatility)

Micro-budgeting refers to granular, high-frequency tracking and allocation of finances, often mapping expenditures week-by-week, day-by-day, or category-by-category rather than just looking at broad monthly macro-allocation.

The micro-economic purpose of micro-budgeting is it focuses on optimizing the marginal utility of every single pound. In behavioural economics, micro-budgeting combats ‘mental accounting’ traps and impulse spending by enforcing immediate boundaries on liquid cash. Common frameworks include the digital envelope system or zero-based budgeting, where every micro-unit of currency is given a strict job.

November is a highly volatile micro-economic month for households. Utility bills fluctuate sharply as weather cools, grocery spending shifts around thanksgiving/pre-festive meals, and emotional retail events (like Black Friday) create powerful psychological triggers to overspend. Micro-budgeting allows families to break their monthly income into tightly disciplined weekly or categorical boundaries, ensuring that daily variable expenses do not eat into the money reserved for core household survival needs.

Consequently, when combined as a holistic skill set, households utilise micro-budgeting to trim daily and weekly variable waste, redistributing those micro-savings directly into their sinking funds. This micro-economic discipline effectively insulates families from seasonal debt cycles, building strong baseline resilience.

• • • Working with the community on Sinking Funds and Micro-budgeting

To effectively collaborate with our community members and project beneficiaries on sinking fund allocation and micro-budgeting, CENFACS needs to focus on building localized, micro-economic skills that shift perspective from daily survival to long-term financial resilience.

By framing budgeting not just as a restriction but as a tool for personal and community agency CENFACS can foster sustainable financial behaviour.

For those community members of our community who may have any queries or enquiries about Sinking Fund Allocations and Micro-budgeting and Micro-economic Skills, they can contact CENFACS.

• • Practical Household-Level AI and Data Literacy Skills –

On the Agenda from Wednesday 04/11/2026: Data Awareness at Home.

Let us start with the first skill practice of our Wednesdays’ Skill Practice, which is Data Awareness at Home.

To build meaningful data awareness and AI literacy at the household level, it requires focusing on practical, everyday scenarios that directly impact project beneficiaries’ lives. Moving away from abstract technical jargon and focusing on lived experiences helps demystify data privacy and the role of artificial intelligence.

The following actions will help in this data awareness:

~ Demystifying everyday household AI

This action will be taken on the use of smartphones and entertainment, smart appliances and assistants, predictive text and search, social media feeds.

~ Teaching practical household data rights

It covers smart cookie management, app permission audits, Internet of the Things security basics, recognizing AI.

~ Delivering accessible training and engagement

It encompasses gamified learning, kitchen-table analogies, intergenerational workshops, and bite-sized resources.

~ Co-designing and peer-led support

It includes community data champions, lived-experience feedback and co-created guidelines.

In brief, Data Awareness at Home involves recognizing where your personal data goes – such as tracking apps, smart home devices, online shopping algorithms, and utility smart meters – and understanding how companies collect and process it.

For those community members of our community who will be interested in Data Awareness at Home, they can contact CENFACS.

Additionally, for those who would like to register their skills on CENFACS Skills Data Bank, they are welcome to do so. This registration will help in matching the support in terms of skills and the needs in the community.

To get further insight into Skills Development Month at CENFACS, please continue to read our weekly posts.

_________

• References

(1) https://www.nea.org.uk/what-we-do/policy/what-is-fuel-poverty/ (accessed in November 2026)

(2) https://www.sustainweb.org/foodpoverty/whatisfoodpoverty/ (accessed in November 2026)

(3) R. Durai, S. Gnanasaranya, V. Kaveri, Sruthi Mohan, & S. Amutha, S. Arun, S. Ramaswamy (June-2026), Seasonal Poverty: Determinants, Consequences, and Solutions. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(6), a694-a714. https://isnrd.org/papers/IJNRD.2606074.pdf (accessed in November 2026)

(4) https://humanact.org/how-christmas-worsens-seasonal-poverty-and-social-inequality (accessed in November 2026)

(5) https://www.allaboutethiopia.com/2026/ethiopian-wolf.html (accessed in November 2026)

(6) https://www.wildcru.org/species/ethiopia-wolves/ (accessed in November 2026)

(7) https://ukwct.org.uk/index.php?page=ethiopia (accessed in November 2026)

(8) https://www.awf.org/news/protecting-ethiopian-wolf-conservation-tibelu-yelem/rhat-simegn (accessed in November 2026)

(9) https://pollution.sustainability-directory.com/term/conversation-education-definition (accessed in November 2026)

(10) https://www.linkedin.com/pulse/how-lean-resilient-business-thrives-any-market-ishivax-tpiac (accessed in November 2026)

(11) duliajancollege.digitallibrary.co.in/bitstream/123456789/254/1/4thSemGE.pdf (accessed in November 2026)

(12) https://www.flyriver.com/g/skill-formation?auth=1793352228154 (accessed in November 2026)

(13) https://www.econedmonth.org (accessed in November 2025)

(14) https://rolecatcher.com/en/skills/knowledge/social-science-journalism-and-information-/social-and-behavioural-science/microeconomics (accessed in November 2026)

(15) https://www.oxfordbibliographies.com/display/document/obo-9780199756810/obo-9780195756810-0055 (accessed in October 2023)

(16) https://www.igi—global.com/dictionary/is-entrepreneurship-a-bio-social-phenomenon/92105 (accessed in November 2025)

(17) King, K. & Palmer, R. (2006), Skills Development and Poverty Reduction: The State of the Art, Post-basic Education and Training Work Paper Series – No. 9, Centre of African Studies< University of Edinburgh at https://assets.publishing.service.gov.uk/media/ (accessed in October 2023)

(18) https://www.ibm.com/think/topics/data-literacy (accessed in November 2026)

(19) https://www.ibm.com/think/insights/ai-literacy (accessed in November 2026)

_________

• 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 2026 and beyond.

With many thanks.

The Month of the Economics of Education and Skill Formation (Skills Development Month) 2026

Welcome to CENFACS’ Online Diary!

The Week’s Contents

Key Messages

Extra Messages

Message in English-French (Message en Anglais-Français)

Main Development

Post navigation