Welcome to CENFACS’ Online Diary!
09 September 2026
Post No. 473
The Week’s Contents
• Reduction of Back-to-school Poverty to Improve Quality of Life in 2026
• Coming in Autumn 2026: The 93rd Issue of FACS which Will Be Titled as African Charities and Their Poverty Reduction Efforts through Trade in Africa
• Implementing Financial Plan Updates for Your Households
… And much more!
Key Messages
• Reduction of Back-to-school Poverty to Improve Quality of Life in 2026
Back to school is a challenging time for many families and parents, especially for those on low-income brackets or those living in poverty. It is even harder for many of them as they are trying to strike a delicate balance between building forward educational life for children and still dealing with the lingering effects of the polycrises, particularly of the cost-of-living crisis. It is deeply demanding for them during this painful time of the enduring cost-of-living crisis as the expenses of sending back their children to school are fiercely competing with high living costs. Amongst these challenges, the greatest one for these families is back-to-school poverty, which has to be reduced and ended.
• • Reduction of Back-to-school Poverty
Back-to-school poverty is what we are trying to help reduce or eradicate within our back-to-poverty-relief programme and campaign this Autumn 2026, if one wants to lay down the foundations for improving the quality of life. In our latest posts, we explained what we mean by back-to-school poverty. In this post, we shall go beyond the reduction of this type of poverty.
Indeed, to reduce back-to-school poverty, one needs to define back-to-school poverty line. What is back-to-poverty school poverty line?
• • Understanding Back-to-school Poverty Line
It is the adequate minimum threshold income level (or monetary line) at which low-income families would be able to purchase essential school-related items – such as uniforms, equipment, and digital resources – which cannot prevent their children from fairly participate in school life. Their incapacity to cross this line can be rooted from historically existing inequalities and income disparities.
The above-mentioned line depends on a number of factors such as the cost of living, the cost of back-to-school preparations, the support that is available for those low-income families, etc. The knowledge of these factors and causes of back-to-school poverty can help lay the ground for tackling it.
However, the reduction of back-to-school poverty should not be the end of road or an end itself. We need to go far in our way of working with the back-to-school poor so that they can improve the quality of their life. But, what do we mean by improving the quality of life for the back-to-school poor?
• • Meaning of Improving Quality of Life
To define ‘improving quality of life’, let us first explain the term ‘quality of life’. Our explanation of ‘quality of life’ comes from the World Health Organisation (WHO) quoted by Sarah Sperber on the website ‘berkeleywellbeing.com’ (1). The WHO’s explanation is
“The quality of life refers to an individual’s perception of their position in life in the context of the culture and value systems in which they live and in relation to their goals, expectations, standards and concerns”.
As one can notice that the concept of ‘quality of life’ is a subjective measure of one’s wellbeing. But, it can also be an objective measure. It all depends on whether one sees it as an subjective or objective measure. What is mostly interesting is that ‘quality of life’ comes with factors, namely basic factors (such as being well-nourished, free of disease and having income) and complex factors (like self-respect, dignity and community engagement). These factors are the ones that need to be improved or ameliorated to produce a good quality of life for the back-to-school children and their families. So, by working to reduce back-to-school poverty we are as well trying to help improve the quality of life.
• • Improving the Back-to-school Quality of Life
It is about contributing to a more positive back-to-school experience. There are strategies that can help improve the back-to-school quality of life for children facing challenges during the back-to-school period. Key strategies could include enhancing school attendance, supporting students or pupils at risk, addressing social issues, enhancing family support, reducing back-to-school poverty, etc.
Reducing back-to-school poverty – the financial strain families face when paying for uniforms, supplies, lunches, and transport at the start of a new term – improves quality of life by easing household/family stress, removing barriers to learning, and boosting long-term health and earning potential.
However, there is no direct relationship between the reduction of back-to-school poverty and the improvement of the back-to-school quality of life, unless one shows it in the way they are tackling back-to-school poverty.
In CENFACS’ case, we are trying to help reduce back-to-school poverty while assisting in the improvement of the quality of life of the same back-to-school poor. We are doing it through the implementation of back-to-poverty-relief programme and services.
For more on the Reduction of Back-to-school Poverty to Improve the Quality of Life in 2026, please read under the Main Development section of this post.
• Coming in Autumn 2026: The 93rd Issue of FACS which Will Be Titled as African Charities and Their Poverty Reduction Efforts through Trade in Africa
African Charities (ACs) contribute to trade or trade development and poverty reduction in Africa. They help and can help reduce poverty by shifting focus from aid dependency to empowering local producers so they can participate in regional and global trade. They can do it through trade-enabling approaches, but trade alone is not a complete fix or panacea. They can support trade and self-reliance through micro-finance and loans, sourcing locally, and enterprise. However, there are limits of charity-led trade due to market disruption, infrastructure gaps, and wider economic realities in Africa. This is what the 93rd Issue of FACS is about.
The 93rd Issue of FACS continues our work on alternatives in the 2026 Year of Alternatives within CENFACS. In this Issue, it is about alternatives to international aid dependency and cuts. Indeed, trade can provide this alternative. Statistical impact of trade on African poverty reduction seems to indicate that international and regional trade are highly positive and significant compared to traditional foreign aid/charity and foreign direct investment. Trade openness shows a direct, robust correlation with poverty reduction, particularly in in low-income countries. Similarly, macroeconomic statistics show that traditional charitable aid can a substitution effect by unintentionally harming local African trade structures (e.g., donated clothing or food packages).
ACs contribute or can contribute more to poverty reduction efforts through trade. Statistics show that ACs and Non-governmental Organisations (NGOs) indirectly contribute, rather than directly, to poverty reduction through trade. They contribute by acting primarily as grass-roots enablers rather than macro-level trade operators. While macro-level integration – like the African Continental Free Trade Area is projected to lift 30 to 50 million Africans out of extreme poverty (2), empirical data shows that freer trade alone does not automatically benefit the poor without localized, structural interventions. Statistical data and economic analyses highlight the specific ways African civil society, including ACs, can bridge this gap. ACs can bridge it by enabling microfinance and small and medium enterprises, overcoming structural bottlenecks via complementary policies, and by shifting from foreign aid to wealth creation.
The main argument surrounding ACs contribution centers on a paradigm shift from dependency. The argument from critics of international aid dependency posits that rather than relying on traditional paternalistic foreign aid – which often creates cycles of dependency, damages local markets, and stifles growth – it is better to support trade-based initiatives that will allow African communities to achieve sustainable, long-term poverty reduction. This central argument is built upon several key premises or components, notably moving from ‘aid to trade’ scenario, empowering informal and micro-traders, advocating for fair and structural trade reform, and navigating the ‘policy complementary’ challenge. In this respect, the 93rd Issue of FACS will be an account on how ACs can build local infrastructure, deepen rural financial inclusion, and promote good governance in order to enable marginalized groups benefit from trade or open markets.
ACs can provide this support by acting as facilitators or intermediaries. So, the 93rd Issue of FACS will also be a story of facilitator/intermediary model chosen by ACs. They operate primarily as intermediaries and/or facilitators, rather than acting as commercial traders themselves. While a tiny of ACs may engage in direct trading, the vast majority of them focus on building systems, skills, and infrastructures so that local populations can successfully trade.
To justify poverty reduction via trade, the 93rd Issue of FACS will appeal to trade and economic theories, particularly theories that explain how ACs can facilitate trade to reduce poverty in Africa. Among these theories are classical trade facilitation theories which focus on nations and firms, while modern adaptations explain how third-party actors like charities can bridge the gap between marginalized producers and global markets. To name these theories, it is worth mentioning Vent-for-Surplus Theory, Hecksher-Ohlin (or Factor Endowment) Theory, Theory of Comparative Advantages (Ricardian Model), New Trade Theory and Institutional Economics (or Market Failures).
To provide some measurement about the contribution of ACs to poverty reduction through trade, the 93rd Issue of FACS will use a multi-tierced framework of metrics that track the impact of trade. This will involve the categorization of metrics into the following divisions: Trade Facilitation and Capacity Building Metrics, Market Integration and Economic Performance Metrics, Direct Household Socio-economic Metrics, and Multidimensional Poverty Alleviation Metrics. These metrics will enable indirectly track the impacts of trade on poverty. They will also help track everything from immediate organizational outputs to macro-economic indicators and community-level wellbeing.
Far from being a story without facts, the 93rd Issue of FACS will provide examples of African trade-focused initiatives, ACs, foundations and NGOs (like The Initiative of African Trade and Prosperity, Village Enterprise, etc.) that contribute to poverty reduction through trade, market integration, and micro-entrepreneurship in Africa. To lift populations out of poverty, these organisations typically move away from free goods distribution (which can disrupt local markets) and focus on market-driven agribusiness, micro-finance and trust group, micro-franchising, etc.
To uncover more information about the Issue No. 93 or to reserve a copy before its publication, please contact CENFACS.
• Implementing Financial Plan Updates for Your Households
After updating a household financial plan, the next step is implementation, monitoring, and adjusting for upcoming changes. But before starting Implementing Financial Plan Updates for Your Households, let us redefine financial plan updates, explain what these updates are about, highlight CENFACS Bridging Financial Information Gap project, and provide the action plan for this implementation together with the first implementation.
• • Redefining Financial Plan Updates
A financial update is, according to ‘financestrategists.com’ (3),
“A regular review of your financial strategies to keep them on track and adjust them as needed to achieve your objectives. The primary objectives of updating a financial plan are to adapt to changes in personal circumstances, respond to economic and market changes, and reassess financial goals and strategies”.
This definition will be used for this implementation and customised in the context of households.
• • About Financial Updates
The updates are about ensuring that households making the CENFACS Community have tools and resources necessary to better manage their finances. They reflect a broader effort to enhance household financial stability, support and well-being.
These updates are part and fall under the scope of CENFACS Bridging Financial Information Gap Project.
• • Highlights about CENFACS Bridging Financial Information Gap (BFIG) Project
It is one of CENFACS advocacy projects which consists of Bridging the Financial Gap with project beneficiaries through
√ Financial awareness and protection
√ Customised information on economic situation
√ Confidence building, psychological support & moral boost
√ Individual financial impact assessment
√ Signposting to financial information, counselling, emotion-control and trauma management services
√ Regular updates about the economic situation (downturn or boom) and in terms of financial skills and knowledge to enable our community members to better manage their finances
√ Money management and saving tips and hints
√ Basic advice on financial recovery leads and plans under BFIG project.
The current Implementation of Financial Plan Updates is part and parcel of this BFIG project. To proceed with this implementation, an action plan is required.
• • An Action Plan for Implementing Financial Plan Updates
Perhaps, the start point here is to briefly explain action plan.
The website ‘vennage.com’ (4) states that
“An action plan is a meticulously structured strategy that pinpoints specific steps, tasks and resources vital to turning a goal into reality… It is the strategic map that outlines every step, decision and pitstop needed to reach your ultimate decision”.
Regarding the Implementation of Financial Plan Updates, our action plan indicates the following themes that will be covered from every Wednesday starting from 09/09/2026:
09/09/2026: Executing Changes
16/09/2026: Preparing for Policy Shifts
23/09/2026: Tracking Cash Flow
30/09/2026: Planning for Season Reviews.
• • In Focus from 09/09/2026: Executing Changes
• • • What is Executing Changes?
It is about putting your updated budget and savings adjustments into action, such as setting up new direct debits or changing pension contributions.
It involves putting the updates into action by shifting assets, adjusting accounts, or modifying behaviours to match new life goals.
It is the phase where the theoretical plan becomes real-world financial movement.
There are actions executing changes.
• • • Key actions in Executing Changes
Key actions in executing changes include portfolio rebalancing, account restructuring, cash flow redirection, insurance updates, estate and legal alignments.
Executing changes can as well encompass dealing with common implementation barriers such as analysis paralysis, emotional friction, and administrative hurdles.
There are ways of working with households to execute changes in the context of Implementing Financial Plan Updates for Your Households.
• • • Working with households on Executing Changes
It covers using a co-design approach that prioritizes trust, immediate relief, and behavioural psychology. It involves relying on collaborative, highly adaptable steps that respect household lived reality rather than imposing rigid frameworks.
Those having problems or interested in Executing Changes can contact CENFACS for further details.
If you need support with your Implementing Financial Plan Updates, please do not hesitate to communicate with CENFACS.
Extra Messages
• Red Space Theme – In Focus from 09/09/2026: Turning Red Metrics into Green Solutions for Poverty Reduction
• Implementing Intergenerational Financial Planning for Families – In Focus from Week Beginning Monday 07/09/2026: Family Governance Charters
• Summer 2026 Reporting in Your Own Words, Numbers, Voices and Information Graphics
• Red Space Theme – In Focus from 09/09/2026: Turning Red Metrics into Green Solutions for Poverty Reduction
Turning red metrics into green solutions for poverty reduction means using warning data to fund targeted programmes that build long-term income and stability. It involves the following:
σ Identifying the red metrices
σ Shifting from crisis to growth
σ Implementing green solutions
σ Tracking the green progress.
Let us briefly summarizes each of these items.
• • Identifying the Red Metrics
It is about
σ Tracking real-time data: It requires looking at local job loss, food bank usage, and school dropouts.
σ Finding the root causes: It could beabout asking why a specific area has rising poverty numbers.
σ Mapping vulnerable groups: It covers finding out which families face the highest risks.
• • Shifting from Crisis Growth
It covers
σ Moving past temporary aid: It means stopping relying only on short-term food or cash handouts.
σ Building local economies: It is about creating jobs that match the skills available in the community.
σ Funding infrastructure: It encompasses improving public transport, internet access, and affordable housing.
• • Implementing green solutions
It includes
σ Launching cash transfers: It is about giving direct financial support so families can buy essentials without debt.
σ Providing job training: It involves teaching skills for growing industries like green energy or digital tech.
σ Expanding healthcare access: It encompasses lowering medical costs so illness does not push families into poverty.
• • Tracking the green progress
It involves
σ Setting clear goals: It is about measuring success by how many people find steady work or escape debt.
σ Adjusting quickly: It requires changing plans if the green metrics stop improving.
σ Involving the community: It is about asking local residents what solutions work best for them.
• • • Working with CENFACS Community Members on Turning Red Metrics into Green Solutions
This note will help us to work together with the community members so that they can be empowered on matter relating to Turning Red Metrics into Green Solutions. It is possible to work with our members to help them turn red metrics into green metrics by following the above-mentioned strategies.
We can help our members and the members of sister communities transition from red metrics (like high energy bills, energy/fuel poverty, food poverty, or poor housing conditions) to green solutions (such as energy efficiency, renewable energy, access to food, and lowered carbon footprints) by acting as trusted unbiased intermediaries.
For those of our members who would like to work with us on the above-stated matter, they are welcome to work with us.
For those members who would like to share their experience in terms of Turning Red Metrics into Green Solutions; they are also invited to share it with us.
For those who would like to further discuss with us any other matters or insights relating to the Red Space, they should not hesitate to contact CENFACS.
• Implementing Intergenerational Financial Planning for Families – In Focus from Week Beginning Monday 07/09/2026: Family Governance Charters
To kick off this implementation, let us explain family governance and family charter; then highlight how we can work with the community on them.
• • What Is Family Governance?
According to ‘globalinvestments.net’ (5),
“Family governance refers to the systems, structures, and processes a family, establishes to manage its shared interests, make collective decisions, resolve disputes, and transmit values and responsibility across generations. It encompasses both formal structures (legal entities, documented policies, board and committees) and informal practices (communication norms, family meetings, educations programmes)… Good family governance addresses two distinct but related challenges: asset governance and family governance”.
This definition will be used when working with families.
• • What Is Family Charter?
To explain family charter, we are referring to the definition provided by ‘pb.legal’ (6) which is
“A family charter is a formal document that encapsulates a family’s values, traditions, and vision for future generations. Often referred to as a family constitution or family protocol, this charter acts as both a mission statement and a governance framework for the family’s future, particularly in families with significant wealth or those managing a family office”.
The same ‘pb.legal’ adds that this document is important for family governance. It serves as a long-term roadmap for preserving and developing the family’s wealth, values, and legacy across generations. It clearly defines values, governance structures, and success plans for a family.
This concept of family charter will be used to implement Intergenerational Financial Planning for Families. Likewise, this concept will be combined with that of family governance to work with the members of CENFACS Community.
• • Working with CENFACS Community Members on the Concept of Family Governance Charters
We can work with our members on family governance charter by acting as a neutral facilitator, educator, and structure provider. We can use family governance charter as a family tool to help diverse households of our community align their shared values, manage conflict, and plan for the future. We can effectively guide them through this process by building trust and alignment, defining the scope and structure of family charter, delivering facilitated sessions, implementation and review.
Those who would like to get further information about Family Governance Charters as well as way of working with them on this matter, they can contact CENFACS.
Similarly, those who may be interested in Implementing Intergenerational Financial Planning or in discussing their Intergenerational Financial Plan, they should not hesitate to contact CENFACS. Equally, those who would like to tackle intergenerational poverty can communicate with CENFACS.
• Summer 2026 Reporting in Your Own Words, Numbers, Voices and Information Graphics
Last week, we started to unlock or unpack our Summer holiday data and to prepare to tell our Summer holiday stories. This week, we are going further in putting into practice our unlocked or unpacked data in support of Summer experiences or stories.
From this week until Wednesday the 23rd of September 2026, we are simply asking to those who can, to share with us and others their Summer experiences; experiences about what they did during the Summer break and think that it is useful for sharing. But before start reporting, let us briefly explain these words: “In your own words, numbers, voices, and infographics”.
• • Explaining the Expression “In Your Own Words, Numbers, Voices and Infographics”
• • • In Your Own Words (Narrative and Synthesis)
This is the core written commentary or summary. It requires taking complex facts, events, or observations and explaining them in a clear, straightforward, and personalized style. Instead of relying on jargon, the reporter synthesizes what happened over the summer into a compelling text-driven storyline.
• • • In Your Own Numbers (Quantitative Data and Statistics)
Numbers anchor the story in measurable reality. This includes specific metrics, comparisons, and key performance indicators (KPIs) that prove the scope of a topic. There are many examples that one can use, like quantifying percentages, trends, and growth rather than just estimating results.
• • • In Your Own Voices (Qualitative Perspective and Human Interest)
Voices bring emotion and ground-level perspective into the reporting. This is achieved through direct quotes, interviews, and community testimonies from the people who actually lived the experience. Including raw, diverse viewpoints balances rigid numbers with relatable, human empathy.
• • • In Your Own Information Graphics (Visual Storytelling)
Information graphics (infographics) present the data visually so readers can interpret it effortlessly. This uses data visualization tools like bar charts, timelines, maps, and diagrammes to highlight trends, break up dense text, and make the information highly memorable.
With the knowledge of the above-mentioned concepts in mind, one can tell and share their experience.
• • Summer 2026 Experiences Reporting as an Additional Opportunity
The 2026 Summer Experiences Reporting activity is a further opportunity for reporting, sharing, learning and development for those who have not yet informed us about the outcomes of projects; projects pending for reporting, personal experiences to be shared, lessons to learn and development trends to spot.
• • • Sharing Development Experiences, Stories, Tales and Reports about Summer 2026
As we are nearing the end of Summer 2026, we would like our users. members and supporters as well as those who sympathise with CENFACS’ beautiful and noble cause of poverty reduction to share with us and others their experiences, stories and reports about the initiatives mentioned below.
a) Run, Play and Vote projects (Triple Value Initiatives 2026)
You can feedback the outcomes or Action-Results of your Run, Play and Vote projects.
b) Volunteering and Creation Stories
You can also share your volunteering stories with us and others if you did volunteer during the Summer break.
c) Summer Programmes: Happiness, Healthiness and Wellness Projects as well as Appeal Projects
You may prefer to report on your use of Happiness, Healthiness and Wellness projects and your response to our Humanitarian Relief Appeal projects.
d) August 2026 Trend Analysis Activities
You can as well report on your experience of Trend Analysis 2026 Activities (that is, Trend Analysis for CENFACS as a Charity, User Activity Trend Analysis, Trend Analysis in Sustainable Development, and Trend Analysis of the Poverty Reduction Market by following the Direction of Poverty Reduction).
e) Alternatives Year’s Activities/Tasks
As we are in CENFACS’ Alternatives Year, we would be more than happier to hear from you any uplifting stories related to this year’s dedication.
f) Journal of Happiness, Healthiness and Wellness
You can share the contents of your all-in-one double-entry journal of happiness, healthiness and wellness relating to happy, healthy, good and trustful Summer 2026; as well as help build a better Summer holiday experience.
g) Other Experiences and Memorable Stories Reporting
You can feedback on any moving experience or restoration story you have had during Summer 2026.
You can report your experience via e-mail, over phone and through social media networks or channels of communication (e.g., Twitter).
Thank you for supporting us with your Summer 2026 experience, story and report in Your Own Words, Numbers, Voices and Information Graphics.
Message in English-French (Message en Anglais-Français)
• CENFACS’ be.Africa Forum E-discusses the Relationship between the Biodiversity Intactness Index and Poverty Reduction in Africa
The relationship between the Biodiversity Intactness Index (BII) – which measures the remaining proportion of natural ecosystems abundance – and poverty reduction in Africa is complex. While rural livelihoods depend on natural capital, data shows an inverted paradox where high-poverty regions often coincide with high biodiversity, driven by historical and institutional inequalities rather than a direct negative coupling.
The following can perhaps illustrate what precedes.
σ Direct Livelihood Dependencies
These dependencies can be highlighted via rural reliance and ecosystem services.
Concerning rural reliance, it is observed that a vast majority of people living in extreme poverty in rural Africa directly depend on natural resources such as local agriculture, fisheries, and non-timber forest products – for daily subsistence and income.
Regarding ecosystem services, it is worth noting that intact ecosystems regulate water quality, maintain fertile soils, and provide climate resilience, which directly protects vulnerable smallholders from failing deeper into poverty.
σ Drivers of Degradation and Trade-offs
They include cropland expansion and short-term extraction versus long-term loss.
In terms of cropland expansion, it is known that intensified agriculture and land conversion for food security frequently reduce the BII through habitat fragmentation.
As to short-term extraction versus long-term loss, it is suggested that impoverished communities with few economic alternatives may rely on unsustainable resource extraction, causing localized environmental degradation that eventually undermines their own long-term survival.
σ Systemic and Historical Context
They cover colonial legacy and conservation burdens.
Regarding colonial legacy, research indicates that modern associations between low BII, high biodiversity, and high poverty are heavily shaped by historical resource exploitation and export-driven economies rather than an intrinsic conflict between nature protection and human wellbeing.
With respect to conservation burdens, it should be noted that poorer, highly biodiverse nations often shoulder disproportionate local economic costs for global conservation initiatives if policies fail to integrate local community rights and economic alternatives.
Although there is no direct statistical support that country-scale biodiversity levels (such as the BII) directly influence national poverty rates positively or negatively in Africa, quantitative modelling demonstrate that modern links between low biodiversity intactness and high poverty are driven by historical factors like colonial export-oriented economies and weak institutional governance, rather than direct ecological causation.
With the knowledge from what precedes, our e-discussion will focus on macro-level data which reveal a conservation paradox where nations with high poverty rates often reside in the world’s most biodiverse regions (like Africa), pointing to shared historical and institutional roots rather than a direct functional link (7).
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 ‘the Relationship between the Biodiversity Intactness Index and Poverty Reduction in Africa’ 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 discute en ligne le Lien entre l’Indice d’Intégrité de la Biodiversité et la Réduction de la Pauvreté en Afrique
La relation entre l’indice d’intégrité de la biodiversité (IIB) — qui mesure la proportion restante de l’abondance des écosystèmes naturels — et la réduction de la pauvreté en Afrique est complexe. Si les moyens de subsistance en milieu rural dépendent du capital naturel, les données révèlent un paradoxe inversé : les régions où la pauvreté est élevée coïncident souvent avec une biodiversité importante, une situation résultant d’inégalités historiques et institutionnelles plutôt que d’un lien de causalité négatif direct.
Ce qui suit permet peut-être d’illustrer les points précédents.
σ Dépendances directes pour les moyens de subsistance
Ces dépendances peuvent être mises en évidence à travers la dépendance au milieu rural et les services écosystémiques.
S’agissant de la dépendance au milieu rural, on observe qu’une vaste majorité des personnes vivant dans l’extrême pauvreté en Afrique rurale dépendent directement des ressources naturelles — telles que l’agriculture locale, la pêche et les produits forestiers non ligneux — pour leur subsistance quotidienne et leurs revenus.
Concernant les services écosystémiques, il convient de noter que les écosystèmes intacts régulent la qualité de l’eau, préservent la fertilité des sols et renforcent la résilience climatique, protégeant ainsi directement les petits exploitants vulnérables contre une aggravation de leur pauvreté.
σ Facteurs de dégradation et arbitrages
Ils incluent l’extension des terres cultivées ainsi que l’arbitrage entre exploitation à court terme et pertes à long terme.
En ce qui concerne l’extension des terres cultivées, il est établi que l’intensification agricole et la conversion des terres à des fins de sécurité alimentaire réduisent fréquemment l’indice d’intégrité de la biodiversité (IIB) par le biais de la fragmentation des habitats.
Quant à l’arbitrage entre exploitation à court terme et pertes à long terme, il apparaît que les communautés démunies disposant de peu d’alternatives économiques peuvent recourir à une exploitation non durable des ressources, provoquant une dégradation environnementale localisée qui finit par compromettre leur propre survie à long terme.
σ Contexte systémique et historique
Ces études portent sur l’héritage colonial et les contraintes liées à la conservation.
Concernant l’héritage colonial, les recherches indiquent que les liens actuels entre un faible indice d’intégrité de la biodiversité (IIB), une forte biodiversité et une pauvreté élevée sont fortement influencés par l’exploitation historique des ressources et les économies axées sur l’exportation, plutôt que par un conflit intrinsèque entre la protection de la nature et le bien-être humain.
S’agissant des contraintes liées à la conservation, il convient de noter que les pays les plus pauvres, mais riches en biodiversité, supportent souvent des coûts économiques locaux disproportionnés pour les initiatives mondiales de conservation si les politiques n’intègrent pas les droits des communautés locales et les alternatives économiques.
Bien qu’il n’existe pas de preuves statistiques directes que les niveaux de biodiversité à l’échelle nationale (tels que l’IIB) influencent positivement ou négativement les taux de pauvreté nationaux en Afrique, la modélisation quantitative démontre que les liens actuels entre une faible intégrité de la biodiversité et une forte pauvreté sont dus à des facteurs historiques comme les économies coloniales axées sur l’exportation et une gouvernance institutionnelle faible, plutôt qu’à une causalité écologique directe.
À la lumière de ce qui précède, notre discussion en ligne portera sur des données à l’échelle macroscopique révélant un paradoxe en matière de conservation : les pays affichant des taux de pauvreté élevés se situent souvent dans les régions du monde les plus riches en biodiversité (comme l’Afrique), ce qui suggère des racines historiques et institutionnelles communes plutôt qu’un lien fonctionnel direct (7).
Ces éléments constituent la base de notre discussion en ligne pour cette semaine, tout en offrant matière et espace 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
‘le Lien entre l’Indice d’Intégrité de la Biodiversité et la Réduction de la Pauvreté en Afrique’
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
• Reduction of Back-to-school Poverty to Improve Quality of Life in 2026
In order to approach back-to-school poverty and the improvement in the quality of life, the following items will be considered:
∝ Back-to-school Challenge
∝ Back-to-school Disrupted by the Enduring Cost-of-living Crisis
∝ Back-to-school Poverty Line
∝ Back-to-school Support at CENFACS with Back-to-school Poverty Reduction Clinics
∝ Strategies for Reducing Back-to-school Poverty
∝ Back-to-school Budget Adjusted for Inflation
∝ Extra Investment Linked to Back-to-school Preparation and Children’s Education
∝ Back to School is NOT a One-day Event
∝ Go Net Zero in Your Approach to Back to school
∝ Improving Quality of Life.
Let us summarise each of these elements explaining our way of approaching back-to-school poverty reduction.
• • Back-to-school Time as a Challenging Period for a Basic Human Right and a Deserving Cause
For some, back to school/college is a normal time to prepare and do normal purchase whether it is for school uniforms or books or even any other school items. However, for those who are struggling to make ends meet, back-to-school time could be a very challenging moment as they may not always have enough financial resources or support to cope with the requirements of the start of the new school year. Yet, education is a basic human right and a deserving need for children and all society.
Back to school/college for the poor is characterized by the following:
∝ The struggle to afford the educational costs linked to school/college
∝ The inability to meet basic life-sustaining needs (including of education, food, fuel, shelter, skills development, clothes, bedding, etc.)
∝ Deprivation of cleaning and disinfecting household items
∝ The financial inability for children to access after school clubs
∝ The lack of resources to deal with hygiene poverty
∝ The lack of or poor access to internet broadband
Etc.
This year’s back to school/college is still painful as the cost-of-living crisis is posing disruptions to many low-income or poor families and households. Already, many of them have been struggling to come out of the legacies of the recent crises. Now, this struggle has increased with the enduring cost-of-living crisis, which still is complicating and disrupting the back-to-school organisation as well as the start of academic year for most of these families and households.
• • Back to School Disrupted by the Enduring Cost-of-living Crisis
The rise in the prices of food, energy, water, rent and other basic necessities of life can only bring a lot of pain for those who are already struggling to make ends meet. Back-to-school preparation and delivery are not exempted from this pain.
Back to school has been disrupted in many aspects and respects because educational life is linked to the satisfaction of other life-sustaining needs. This is because without food, energy, water, home, hygiene, transport and health; all operation of back to school and even afterwards can be jeopardised.
If there is any help to cover some of the costs of back to school, it would be great if this help could make up the difference linked to the cost-of-living crisis. Otherwise, the needs relating to back to school would not be met. Failing to meet those needs could even be worse where there is a situation of back-to-school poverty.
• • Back-to-school Poverty Line
As we defined it in our last post (8), Back-to-school poverty is the inability to afford the educational requirements of the start of the new school year. But how do we measure it?
• • • A suite of indicators for measuring back-to-school poverty
The following cases can indicate that there could be a situation of back-to-school poverty and hardships:
∝ Back-to-school income < back-to-school expenses (If parents or carers of children going back to school do not have enough money or support to cover the expenses linked to back to school)
∝ 40 to 50% Household income ≈ Back-to-school expenses (If households spend more than a certain percentage like 40 to 50 percent of their incomes in back-to-school preparation and delivery compared to other items in their budget)
∝ Debt/Back-to-school expenses ratio (If households borrow money to cover expenses relating to back-to-school preparation and delivery)
∝ Back-to-school expenses ≥ Living expenses (If back-to-school expenses fiercely competing against other living expenses in household budgets).
Not having enough money, spending more in back-to-school expenses compared to other household expenses and borrowing money to prepare back to school for children are all signs or indicators of back-to-school poverty and hardships. When this type of poverty or hardship is intense and deep, it is even a serious problem.
There are more indicators than the above mentioned. The other indicators for measuring back-to-school poverty (which are mostly used at macro- and meso-economic levels) are as follows:
∝ Workless households: Measures the percentage of households where parents are not in work, which can indicate poverty levels;
∝ Educational attainment: Statistical indicators that show the percentage of children in poverty who achieve certain educational milestones;
∝ Learning poverty: Indicators that highlight the gap between the learning outcomes of children from low-income families and those from higher-income families;
∝ Poverty-related attainment gap: Data on the differences in educational outcomes between children from low-income and high-income backgrounds.
These indicators (like household expenditure on back-to-school preparations), if they are not good, can express the inability for parents and carers to meet the basic life-sustaining needs of education for their children in terms of purchasing school items (such as uniforms, clothes, books, electronics, etc.) and providing the basic infrastructures and necessities (whether it is at home or outside) to support the education and learning of their children.
This incapacity can include other expenses that compete against or with educational materials; expenses that are school fees, living expenses to start a new school year, transport cost to travel to schools, food, a place to study at home, family relocation, adequate meal to study, a proper bed to sleep well, basic healthcare and hygiene at home, etc.
Besides these indicators, there are metrics.
• • • Metrics related to back-to-school poverty
These metrics are quantifiable measurements enabling to assess performance, track progress, and measure success of a process or initiative to deal with back-to-school poverty. Amongst these metrics, we can mention the two below:
σ Ethnic disparities: Tracks the relationship between child poverty and educational outcomes and varies by ethnicity, suggesting that different groups may experience different challenges in accessing education;
σ School-level FRPL (Free and Reduced-Price Lunch) rates: Measures the percentage of students or pupils from low-income families who are enrolled in free and reduced-price lunch programmes, which can indicate poverty levels.
These two metrics and others (which we have not mentioned here) provide a certain idea of the educational and economic challenges faced by children during back-to-school period.
• • • Back-to-school poverty line
Although there is no specific back-to-school poverty line, it is possible to determine and define it. A back-to-school poverty line refers to…
the adequate minimum threshold income level (or the monetary line) at which low-income families would be able to purchase essential school-related items, such as uniforms, equipment, and digital resources, which cannot prevent their children from fairly participate in school life.
Their incapacity to cross this line can be rooted from historically existing inequalities and income disparities.
The above-mentioned line depends on a number of factors such as the cost of living, the cost of back-to-school preparations, the support that is available for those low-income families, etc. The knowledge of these factors and causes of back-to-school poverty can help lay the ground for tackling it. The worst scenario is when back-to-school poverty becomes intergenerational.
Intergenerational back-to-school poverty is a compounding cycle where the financial hardships of returning to school – such as paying for uniforms, shoes, books, and technology – pass down across generations because low-income parents cannot afford these essential costs for their children, limiting the educational attainment and future earning potential of the next generation.
• • • Back to school for families and parents living in poverty
Families and parents living in poverty or on a tight family budget may not be able to afford these additional expenses budget. They may be forced to currently deal with two types of poverty: back-to-school poverty and hygiene poverty.
The first type of poverty is related to the start of the new school year whereas the second is caused by the lack of hygiene.
Since we have already considered back-to-school poverty, we are going to only explain hygiene poverty.
• • • • Explaining hygiene poverty
To elucidate hygiene poverty, we are referring to what ‘povertyimpactnetwork.com’ (9) argues about it, which is:
“Hygiene poverty is an inability to afford everyday hygiene products, such as shampoo, toilet paper, grooming products, dish soap, etc.”
On the website ‘povertyimpactnetwork.com’, it is further stated that
“Children who grow up in hygiene poverty households can struggle to end the cycle of poverty through successful employment after starting life on rocky ground”.
There could be support for them for some of the vital educational and hygiene needs to be met; just as there is no support for others.
• • Back-to-school Support at CENFACS with Back-to-school Poverty Reduction Clinics
Any type of poverty needs response. As far as CENFACS is concerned, we can support those falling into back-to-school poverty trap by providing advice through our advisory package under the back-to-poverty-relief programme and campaign. This package includes services such as advice, advocacy, information, guidance, signposting, referrals, etc.
Perhaps the best way helping potential beneficiaries to understand the support we provide under this programme, let us highlight the changes or improvements we made to the back-to-school support since the pandemic and post-pandemic era.
• • • Post-pandemic Changes to Back-to-school Support
During the coronavirus pandemic, we enhanced health and safety aspects in this programme as follows.
In 2022, we included in this programme the advice service for the impacted of the cost-of-living crisis.
In 2023, we set up Back-to-school Poverty Reduction Clinics. These clinics are initiatives aimed at helping children and families affected by poverty at the start of and during the school year. The clinics focus on providing support and resources to mitigate the impact of poverty.
In 2024, we added Measures of Quality of Life via ‘Surgeries for Improving Quality of Life’ to our Clinics.
In 2025, we enhanced ‘Surgeries for Improving Quality of Life’ with post-operative rehabilitation and school integration care by bridging the gap between the charitable support we provide and school support.
Although our support to fight both back-to-school poverty and the cost-of-living poverty is small and limited, it can nevertheless help beneficiaries to get something and keep moving towards of a BIG relief.
• • • Back-to-school Poverty Reduction Clinics (B2SPRC)
To get a good understanding of B2SPRC, let us state their aim, focus, activities and services, and the ways of accessing them.
• • • • The aim of B2SPRC
The aim is to assist families in overcoming hardships and ensure that their children can return to school with a better foundation and support.
• • • • B2SPRC focus
The focus is to provide support and resources to mitigate the impact of poverty, particularly when children are returning to school in September or any month of the year to start a new academic/school year.
• • • • B2SPRC activities and services
B2SPRC includes activities and services tailored to meet the needs of multidimensional poor children and families, helping children to start the school year with less hardship.
• • • • B2SPRC2 on 11/09/2026: Life-changing Guidance on Education-related Health Issues
As part of these clinics, last week (on 04/09/2026), it was about minimizing basic economic pressures relating to back-to-school poverty. This was looked at through key interventions like expanded free school meals, free breakfast clubs, uniform cost caps, etc.
This week on 11/09/2026, we will be linking education to health interventions. In practical terms, we will be providing life-changing guidance to clinic applicants/project beneficiaries by connecting the dots between financial hardship, health, and academic success.
Indeed, when families cannot afford basic resources, children can suffer from specific education-related health issues – such as malnutrition, hygiene-related anxiety, dental pain, and unmanaged chronic illnesses – which can directly cause chronic school absenteeism.
To support these children and their families, our Clinic 2 will provide some guidance around the following broad areas:
σ Nutritional health and food security
σ Hygiene bank referral and skill health
σ Chronic illness management and school recommendations
σ Mental health and poverty stigma
σ Income maximization as a health determinant.
In specific terms, guidance will cover the following matters:
~ Guiding parents for free school meals, including updates on expanded eligibility criteria
~ Directing families to schools or community hubs operating free and subsidized breakfast clubs
~ Providing maps and referral pathways to local food banks
~ Showing beneficiaries where to access free clean kits
~ Guiding families to charities that offer school uniforms and free community-based laundry services
~ Educating parents on their right to demand an Individual Healthcare Plan under school health regulations
~ Connecting families with voucher schemes or grants for prescriptions
~ Informing parents about statutory rights (like Section 19 of the Education Act for children physically or mentally unwell to attend school)
~ Equipping parents to manage poverty stigma
~ Providing referral pathways to Child and Adolescent Mental Health Services
~ Guiding families to income maximization to reduce the root cause of poverty
~ Directing parents to integrated welfare advisors within school networks or organizations.
We can deliver guidance on the above-mentioned matters.
• • • • Ways of accessing B2SPRC
Our Back-to-school Support or Poverty Relief Clinics can be accessed as follows:
√ Virtually and in-person on a one-to-one basis or as a group
√ Over phone
√ Via e-mail
√ And by filling the contact form on our website saying the type of support you need.
Where beneficiaries have access to video technology, we can arrange a meeting via a video scream.
Where in-person meeting with beneficiaries is the preferred or unavoidable option, an appointment needs to be made for this meeting to happen. Also, extra precautionary health and safety measures will be taken before the advice can happen.
Overall these clinics play a poverty-relieving role in addressing the barriers to education faced by children from low-income families.
To seek advice or support regarding your back-to-school poverty or hardships, please contact CENFACS. To enquire about Surgeries for Improving Quality of Life, please also communicate with CENFACS.
• • Strategies for Reducing Back-to-school Poverty
Both Back-to-school Support or Poverty Relief Clinics and Surgeries for Improving Quality of Life are designed to help reduce and, if possible, end back-to-school poverty. However, it will be very ambitious to pretend resolving all the outstanding problems that children from poor background face when they return to school in September only. It may not possible to do it. What is possible is to develop strategies to tackle back-to-school poverty. Such strategies will be for short-, medium- and long-term periods.
Among the immediate actions that can be incorporated in these strategies, we can mention the following ones:
σ Addressing the immediate needs of students/pupils
σ Funding student/pupil needs
σ Providing trauma-informed support to vulnerable pupils
σ Engaging the community to support students/pupils and their families
σ Reducing back-to-school anxiety and worry
σ Helping with back-to-school costs
Etc.
There are support from various bodies (including charities) that can help for back-to-school costs and other matters. During our clinics and surgeries, we shall work with users to explore and find the suitable bodies or organisations that can help them to bridge the gap or cover some of the costs in their back-to-school budget.
• • Back-to-school Budget Adjusted for Inflation
The 2026/2027 Back-to-school Budget would include the cost-of-living crisis for many parents and families as they have to cost and integrate the rise in the costs of living into the educational budget of their children. They are forced to do so since the costs of living are still higher. Their budget is also that of building forward from the lingering effects of the cost-of-living crisis.
For those parents and families who are struggling to write their back-to-school budget, we can help them to do that. We can as well advise on some of the aspects related to the back-to-school budget preparation and delivery. Furthermore, we can lead them to specific advice services related to back-to-school matters.
For those parents and families who are executing their back-to-school budget, but they are struggling in this execution; we can review their budget downwards or upwards depending on the case.
For those parents and families who have already executed their back-to-school budget, but they need monitoring and evaluation for learning and development purpose; we can as well help.
To seek advice or support regarding your back-to-school budget, please contact CENFACS.
• • Extra Investment Linked to Back-to-school Preparation and Children’s Education
There are some levels of investment that parents and families may have to do to keep the education of their children to an internationally agreed standard. They may have to proceed with the following initiatives:
∝ Invest in distance learning technologies (such as tablets, laptops, mobile phones, AI-powered tools, etc.)
∝ Improve their access to internet and broadband supplies
∝ Reorganise space at home to create an office-like desk environment for remote learning and video calling for the educational purpose of their children
∝ Find money and budget for children’s access to after school activities
∝ Improve or upgrade existing home infrastructures for e-education.
All these types of investment will create additional costs in the back-to-school plans, although some of these costs will not be at the start of the school. Unfortunately, many poor families would struggle to meet this extra investment.
• • Back to School is NOT a One-day Event
Back to school is not a one-day event of the day children going back to school. On the website ‘educationtimes.com’ (10) it is argued that
“Back-to-school events are designed to be carefully planned experiences that mark a significant transition for students and families. These events serve to create a sense of belonging, ease anxiety, and foster social connections among students. They often involve various activities and celebrations that help reintroduce routines and structure, making the return to school feel more manageable and enjoyable for students”.
Regarding back-to-school expenses and financial needs, they can last longer until parents and carers are able to complete the expenses relating to the return of their children to school and their stay at school, until children are settled in their school.
For poor families and parents, it is even more difficult for them to keep the educational level of their children to a good standard unless they get financial support to their back-to-school budget. Only a few of them are able to complete the requirements of back to school on time. Many of them would not have other choice than to spread back-to-school expenses over months in order to complete the back-to-school plan and requirements.
• • Go Net Zero in Your Back-to-school Approach
Back to school in 2026 is also subject to the requirements of greenhouse gas emissions reduction goals and targets as well as clean environment. It means that for parents and children whether well-off or less well-off, they need to make sure they take an eco-friendly path in the back-to-school preparation and delivery. This path will contribute to a better quality of life for their children and the rest of the society.
In climate terms, it connotes going net zero. What is net zero?
The Institute for Government (11) argues that
“Net zero refers to achieving a balance between the amount of greenhouse gas emissions produced and the amount removed from the atmosphere. There are two different routes to achieving net zero, which work in tandem: reducing existing emissions and actively removing greenhouse gases”.
In practical terms, it signifies that in parents’ and carers’ preparation and delivery of back to school, there should be a zero-waste consumption, recycling items, following the principles of circular economic model, avoiding depleting the environment, etc. Likewise, in their approach to reduce back-to-school poverty, it is better for them to adopt nature-based solutions to back-to-school poverty; solutions that do not adversely affect the nature and environment. These solutions will improve the quality of life and the environment.
• • Improving Quality of Life
As said in the Key Messages, the reduction of back-to-school poverty should not be the end of road or an end itself. We need to go far in way of working with the back-to-school poor so that they can improve the quality of their life.
There are many constructs relating to improving the quality of life. To work with the back-to-school poor, we shall refer to the capability approach as theorised by Armathya Sen (12). This approach is also found in the Oxford Dictionary of Sociology (13) in these terms:
“Capability approach suggests that the quality of life each person leads correspond to the freedom that he or she has to live one kind of life rather than another. This is reflected in the combination of doings and beings (‘functionings’) that are possible, ranging from elementary matters such as being properly nourished and healthy, through to much more complex functionings such as having self-respect, preserving human dignity, and taking part in the life of the wider community” (p. 619)
For example, ‘verywellmind.com’ (14) explains that
“Healthy relationships, adequate sleep, and regular physical activity can all contribute to an improved quality of life. A person can also improve life quality by finding meaning in their work, resolving energy drains, and making time for things they like to do”.
The same ‘verywellmind.com (15) adds the following in terms of building resilience and coping strategies relating to back to school:
“Transition periods can be overwhelming for parents; building resilience and adopting effective coping strategies can make a significant difference in navigating the challenges of the back-to-school period. Practising self-care can be an effective way to reduce stress and improve quality of life”.
Sarah Sperber (op. cit.) goes further by arguing that
“The US News and World Report determined their list of the quality of life for countries based on the following categories: affordable, a good job market, economically stable family friendly, income equality, politically stable, safe, well-developed public education system and well health system”.
Although US News and World Report speak about countries, countries are made and built by human beings. Therefore, all these indicators of the quality of life are related to or represent human beings. Improving the quality of life is thus enhancing these indicators for the back-to-school poor if one wants to go beyond back-to-school poverty reduction.
For example, ending the psychological toll of the financial difficulties that families of back-to-school poor children are facing can provide the signs of improving the quality of life, especially but not exclusively, for those families with children struggling with the cost of going back to school.
These approaches to improving the quality of life provides CENFACS the opportunity to develop its own approach and agenda in working with the back-to-school poor and families. We shall be working with them via Surgeries for Improving Quality of Life.
• • • Surgeries for Improving Quality of Life
To better understand these surgeries, let us define them and provide their typology.
• • • • What are S4IQoL?
S4IQoL refer to interventions that aim to improve the outcomes for children returning to school beyond purely back-to-school business. They can involve various forms of support and adjustments like social, economic and environmental support to enhance the quality of life after surgeries.
• • • • Types of S4IQoL
They include the following:
∝ Clear-cut interventions: Can transform outcomes and daily living, significantly impacting quality of life
∝ School life adjustments: Ensure to maintain quality of life post-intervention
∝ Improving quality of support: Can be carried out through reviews and changes in service delivery to enhance the overall well-being of children
∝ Social prescribing: Connects children and their families to community services and activities to address not only back-to-school issues, but also social and emotional needs, enhancing the overall well-being of families.
To be more specific, let us give an example of type of interventions that CENFACS can provide, which is Improving the Back-to-school Quality of Life. Let us look at it in details.
• • • • Improving the Back-to-school Quality of Life as a Type of S4IQoL
To understand Back-to-school Quality of Life as a Type of S4IQoL, let us briefly explain what is about and the key strategies involved in.
• • • • • What is Improving the Back-to-school Quality of Life (IB2SQoL)?
It is about contributing to a more positive back-to-school experience for children in need. To make this contribution, it requires strategies.
• • • • • IB2SQoL key strategies
There are strategies to help improve the quality of life for children facing challenges during the back-to-school time. Key strategies through IB2SQoL include the following:
∝ Reducing back-to-school poverty
∝ Providing access to education and access to quality education and support services that address their unique needs
∝ Addressing social issues by recognising socio-economic factors like the lack of resources
∝ Enhancing family support by working with families to provide the necessary resources and support for children to thrive in school and beyond
∝ Enhancing school attendance
∝ Supporting students/pupils at risk to ensure they regularly attend
∝ Improving the quality of education for these children
∝ Fostering good school-family relations, teacher-pupils relations
Etc.
Just as we are running clinics to help reduce back-to-school poverty, we are as well organizing S4IQoL. The first surgery is given below.
• • • • S4IQoL – In Focus from Wednesday 09/09/2026: Targeted Interventions
Targeted interventions designed to fundamentally upgrade children’s quality of life and long-term socio trajectory. This involves integrated health and nutrition support, targeted academic and remedial aid, expansion of safe spaces and community hubs, eliminating cost barriers to holistic development, as recommended on the website ‘educationhubblog.gov.uk’ (16)
By seamlessly combining the relief of material deprivation with targeted, supportive environment upgrades, communities successfully break the cyclical nature of multidimensional poverty.
Through the surgery on Targeted Interventions, we shall work with families whose children need targeted interventions so they can receive or access them.
To sum up, S4IQoL are a set time during which CENFACS can be consulted by its members and members of sister communities on issues relating to improving the quality of life. S4IQoL will be held during CENFACS’ Back-to-school Poverty Relief Clinics hours. S4IQoL deal with measures relating to needs and resources of the back-to-school poor and their families.
In particular, S4IQoL cover a spectrum of measures or issues relating to health and access to healthcare, employment and working conditions, education and skills development, housing, security of life and property, environment and nature, recreation and culture, economic resources (like income, wealth, property and other assets). These measures are designed to support the back-to-school poor families beyond the need of back-to-school poverty reduction.
The above is our message for reducing back-to-school poverty and hardships as well as improving quality of life.
To support CENFACS’ sustainable development initiative relating to back-to-school poverty reduction to improve quality of life, please contact CENFACS.
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• References
(1) https://www.berkeleywellbeing.com/quality-of-life.html (accessed in September 2024)
(2) https://www.worldbank.org/en/news/press-release/2022/06/30/free-trade-pact-could-help-lift-up-to-50-million-africans-from-extreme-poverty (accessed in September 2026)
(3) https://www.financestrategists.com/financial-advisor/financial-plan/ (accessed in September 2024)
(4) https://vennage.com/blog/action-plan/# (accessed in September 2024)
(5) https://www.globalinvestments.net/financial-planning/guide/family-governance-family-charter (accessed in September 2026)
(6) https://pb.legal/insights/guide-to-family-charter-for-family-office-governance/ (accessed in September 2026)
(7) https://besjournals.onlinelibrary.com/doi/10.1002/pan3.70349 (accessed in September 2026)
(8) cenfacs.org.uk/blog/September02, 2026 (accessed in September 2026)
(9) https://www.povertyimpactnetwork.com/blog/hygiene-poverty/what-is-hygiene-poverty# (accessed in September 2023)
(10) https://www.educationtimes.com/article/99739094/back-to-school-forward-with-purpose-why-the-first-day-matters-more-than-ever (accessed in September 2025)
(11) https://www.instituteforgovernment.org.uk/explainers/net-zero-target (accessed in September 2023)
(12) acobson, T. & Chang, L. (2019), Sen’s Capabilities Approach and the Measurement of Communication Outcomes in Journal of Information Policy. 9:111-131, available at https://doi.org/10.5325/jinfopoli.9.2019.0111 (accessed in August 2024)
(13) Oxford Dictionary of Sociology (2009), eds. Scott, J. & Marshall, G., Oxford University Press, Oxford & New York
(14) https://www.verywellmind.com/how-to-maintain-a-high-quality-of-life-3144723# (accessed in September 2024)
(15) https://www.verywellmind.com/getting-through-back-to-school-stress-free-8702279# (accessed in September 2024)
(16) https://educationhubblog.gov.uk/2026/03/5-things-we-are-doing-to-tackle-child-poverty/ (accessed in September 2026)
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With many thanks.
