When man came on earth he did not live in a society or hierarchy nor was he endowed with poverty. Good health, longevity, natural cheerfulness was his own even as he found himself amidst plenty. Like other species he lived or perished as the external resources permitted but he lived or perished as a group. Only when the society organized itself into a hierarchy, it was possible for one layer to exist while another persisted during times of scarcity. organized ways of living, knowledge of all descriptions, systems created for comfort etc. interfered with the natural living of MAN in hundreds of ways. With the passing of time these stratifications of society come to stay and even create a psychology by which even the victim takes his victimization for granted. No question arises in his mind. …
Had not the society organized itself in such a way that segments of it are protected and other segments were defenseless. MAN would have remained as MAN and would not have been bifurcated into poor and rich.

Recruiting 24×7 Inc will help to find the job people. First, we are launching in America and then other countries. This company will help the Foundation to raise funds.

According to the World Bank, more than one billion people today live on less than $1 per day. About 70% of those people are women, and almost half of the population of sub-Saharan Africa survives at that income level. We know that every 3.5 seconds, a child dies in the developing world from poverty-related circumstances.

We all need to take our part to make the world a better place. Economic growth and peace can be brought to every corner of the world if all of us contribute to it.
While on the surface poverty is often defined as a lack of income or assets, in the day-to-day lives of the very poor, poverty becomes a network of disadvantages, each one exacerbating the others. The result is generation after generation of people who lack access to education, health care, adequate housing, proper sanitation, and good nutrition. They are the most vulnerable to disasters, armed conflict and systems of political and economic oppression and they are powerless to improve their circumstances. These conditions often carry with them dysfunctional family and societal relationships, paralyzing low self-esteem, and spiritual darkness. Poverty is a lack of hope.
Hand-outs and traditional aid are not enough to solve the problem of poverty and its many entanglements. EndPoverty.org seeks to equip the poor to free themselves from poverty in a holistic way.

HFG works through a network of faith-based, locally led development organizations around the world. We strongly believe in developing indigenous leadership and our local partners and staff have a unique understanding of the culture of the poor communities they serve in

Poverty can be eliminated by:

    • ● Generating more employment.
    • ● Raising the level of minimum education.
    • ● Making the social elite aware of the possibility of removing it.
    • ● Presenting the government concrete programs of prosperity.
    • ● Drawing upon the resources of every social institution like Chamber of Commerce, university, research institutions, government, voluntary organization, U.N., U.N. agencies, press, etc.
    • ● Educating the public opinion that poverty is not inevitable.
    • ● Accepting the principle that the world can compel

Broad Categories of Approach to Poverty Reduction

  • ● Reducing international inequities: debt restructuring; financial transfers; renegotiating terms of trade
  • ● Boosting national economic growth, and associated production-oriented approaches institutional development (a very broad category associated with the general trend towards
  • ● Emphasizing the ‘enabling environment’, and including the recent emphasis on ‘social capital’)
  • ● Basic needs provisioning, ‘social sector’ strengthening (direct provisioning and indirect influence on public investments in food security, shelter, health, etc.)
  • ● Social security and safety-nets (public wealth transfers, social insurance) structural adjustment (with/without a human face
  • ● Human capital development (associated with Amartya Sen’s concept of ‘capabilities’ particularly as promoted by the UNDP)
  • ● Empowerment, social inclusion, participation, rights-based approaches (including those addressing gender, ethnic, and age-related inequalities)
  • ● livelihoods (cross-sectoral approaches associated particularly with the work of Robert Chambers)
  • ● Reducing inter-generational inequities (environment)
  • ● Disaster preparedness and rehabilitation (reducing vulnerability to shocks at various levels)
  • ● Peace-making and reconciliation

Programs to Eradicate Poverty


    1. 1.Appeal for the changed PERCEPTION from charity to MAN coming into his own right — a right to good living.
    2. 2.Assess the affectivity of information, ideas, opinions, statistics, studies, data, arguments, examples, etc. on the segment of population that can move to eradicate poverty and give them in that measure through appropriate media.
    3. 3.Introduce in the curriculum at the right stage a full explanation that poverty is not inevitable; it is there because it is suffered and explain how it can be eliminated.
    4. 4.Devise programs suitable to each sector that will indirectly eliminate poverty. e.g.
      • ✔ Craftsmen training schools for industry.
      • ✔ Farm schools for the government that try to raise production.
      • ✔ Adult education for voluntary organizations.
      • ✔ Development skits for media.
      • ✔ Themes for the writers that portray the psychological endeavor of individuals to escape poverty.
      • ✔ Studies for universities that will bring out case studies where segments of population have come out of poverty.
      • ✔ Success stories for journals.
      • ✔ Ideas for commerce which when implemented will remove poverty while they work for their own profit.
    5. 5.Appeal for an apex national organization in each country that will address itself to the task of creating all these programs and ideas.
    6. 6.Suggest UN should take on itself the authority of accepting the invitation of any nation to eradicate poverty or illiteracy or major diseases.
    7. 7.Suggest UN should declare that within 5 to 10 years poverty should be eradicated from the world. At the end of that period UN may take over one or more countries under its administration to eradicate it compulsorily.
    8. 8.Plead for a World Body that will embark on devising detailed programs for each country where more than 10% of the population is poor. These programs should be comprehensive and must be able to yield results within one decade.
    9. 9.Declare that NO nation has the right to keep its population POOR.

Poverty Reduction Concepts and Strategies

There is also a need to differentiate between the different meanings of ‘poverty reduction’. Although concepts of poverty reduction are necessarily even more debatable than concepts of poverty, some basic misunderstandings can be avoided by keeping in mind a threefold distinction between three categories which are worthy of analytical distinction even if in practice they overlap’

These three kinds of poverty reduction are:
1. Poverty alleviation – Alleviating the symptoms of poverty and/or reducing the severity of poverty without transforming people from ‘poor ’to ‘non-poor’.
2. Lifting people out of poverty – ‘Poverty reduction’ in the true sense; reducing the numbers of poor people and/or transforming poor people into non-poor people.
3. Poverty prevention – Enabling people to avoid falling into poverty by reducing their vulnerability.

These different meanings of poverty reduction must be considered in analytical work that links skills with poverty reduction (see Table 1 below).

Skills Development and Poverty Reduction: The Conceptual and Methodological

Having examined briefly some of the historical and conceptual issues related to TVET, poverty and poverty reduction in previous sections, this paper now turns to the need to define somewhat more clearly what we mean by ‘skills development’ and to outline some of the conceptual and methodological challenges faced when assessing the complex relationship between skills development and poverty reduction.

Skills development is not equated with formal technical, vocational and agricultural education and training alone, but is used more generally to refer also to the productive capacities acquired through all levels of education and training, occurring in formal, non-formal and on-the-job settings, which enable individuals in all areas of the economy to become fully and productively engaged in livelihoods and to have the opportunity to adapt these capacities to meet the changing demands and opportunities of the economy and labor market.

In other words, skills development does not refer to the curricular or program source of education or training itself but to the productive capacities that are acquired through these skills courses and programs. It is a paradoxical consequence of time-bound targeting that the first MDG which is about eradicating extreme poverty and hunger ends up by suggesting that such extreme poverty merely be halved. Many factors, including good quality education/training and the presence of a supportive environment. But the utilization of these capacities requires other facilitative infrastructure

Skills Development and Poverty Reduction: Analytical Considerations
Table 1 (below) outlines a typology of analytical considerations for skills development and poverty reduction. A few of these considerations are discussed briefly below.
In our definition of skills development above, we noted that this refers to ‘capacities acquired through all levels of education and training, occurring in formal, non-formal and on-the-job settings’.

Productive Skills Avoids Poverty
Productive skills at once raise the person above the future eventuality of poverty.

● Poverty is ignorance of practical skills.
● Issues are global, not national.
● Disequilibrium in welfare.
● Aid is not a solution; it can aggravate the problem.
● We cannot allow grass to grow under our feet.
● The world needs a perspective to act in anticipation and not wait till it is caught unawares.

TABLE A Typology of Analytical Considerations for Skills Development and Poverty Reduction


Analytical focus Questions and challenges
i. Dimensions of poverty and
wellbeing – biophysical/social.
• What aspects of poverty or wellbeing are said to be causally linked with skills development?
• Are policymakers paying due attention to all dimensions, or is their attention unduly biased towards specific dimensions such as income?
ii. Components and meanings of poverty reduction. • Are we linking skills development with alleviation (of aspects or symptoms), reduction (lifting people out of poverty), or prevention of poverty?
iii. Kinds of strategy or policy for poverty reduction • Are we concerned with targeted or inclusive skills development strategies?
• With practical improvements to skills systems and to poor people’s lives or with strategic efforts to change political and cultural contexts?
• With direct or indirect assistance to poor people? With interventions at micro, meso, or macro level?
iv. Types of skills and level of skills.
v. Measurement
• What types and levels of skills development are we assessing? i.e.
i] Pre-vocational and orientation skills acquired through general primary or lower/upper secondary education.
ii] Traditional forms of technical and vocational education and training (TVET): i.e. School based TVET at the lower/upper secondary level; Centre/institution-based vocational training; Formal/informal enterprise-based training (including traditional apprenticeships); Agricultural training; Public or private.
iii] General tertiary education and higher-level technical and professional skills training: i.e. general tertiary education, higher-level training at tertiary level in TVET, including training of instructors/teachers; Post-secondary agricultural education, training and research; High-level health skills; Higher-level business skills; High-level governance skills.
• How will the approach used separate out the effects of skills development with other factors? i.e.
i] Where TVET is combined with micro-finance or business development support?
ii] Where education and training pathways include both formal education and TVET?
iii] Where work experience precedes skills training?
vi. Providers and their approaches to skills provision. • Are the pathways to poverty reduction different depending on whether skills development
Is provided in public/private schools, public/private vocational training institutes/centres, by NGOs, or (formal and informal) enterprises?
vii. Kinds of people trained. • Do our claims about skills pathways to poverty reduction take adequate account of the diverse categories of people trained -poor/nonpoor; young/old; male/female; Rural/urban?
viii. Delivery context (enabling
environment for skills development processes)
• What factors enable or inhibit good skills provision, attendance, and achievements? (E.g. Infrastructure, biophysical environment, teachers/trainers, culture, family support, finance, immediate opportunity costs).
ix. Transformative context
(enabling environment for
developmental outcomes, incl.
poverty reduction)
• What factors enable or inhibit the transformation of skills development into good outcomes? (E.g. an enabling employment creation environment so that people can utilize their skills).
x. Benefit assessment • Are we assessing individual (or ‘private’) benefits to those trained or social benefits transferred (through knowledge, income, and status) to kin and community and to society in general (through productivity, social cohesion, and scientific progress)?
• Are we looking at intrinsic benefits (direct contributions of skills processes and knowledge to the quality of life) or derived benefits (capabilities to achieve or enjoy other things)?
• Are we concerned with specific technical capabilities or diffuse analytical or social capabilities that are improved through skills development?
xi. Cost and risk assessment • Are there some direct
xi. Cost and risk assessment • Are there some direct ways in which skill acquisition processes risk exacerbating poverty – e.g. putting families into unsustainable debt, training people in unmarketable skills?
• Even if all trained individuals appear to make net gains from their education and training, is it not possible that the net cost to society outweighs the values of some skills training investments (e.g. if the main outcome of extra investments is simply to ratchet up qualification levels without adding useful capabilities).
• What about the indirect costs, particularly the opportunity costs to individuals and the state of resources that could have been better deployed in other ways?

Society Supporting Individual’s Fulfilment and End of Poverty
The ability of the society to support the individual’s self-fulfillment is the measure of the society. As society overcomes its own divisions — such as war, poverty, disease, lack of conflict — it is more likely to supports the fulfilment of the individual. Society’s divisions and dualities are extensions of the divisions and dualities of creation itself. This division and duality are also ironically the cause of the greatest diversity, which enables the greatest potential for delight as the societies discover its true nature.

Peace and End to Poverty
Only in peace hunger and poverty can be abolished and full employment realized. Only in peace the whole world can live in and acquire prosperity. Only in peace the human resource can blossom and expand.

Raising the Consciousness and Capacity of the Poor
Abolishing Poverty through Higher Consciousness of the Poor

Unless the poor are determined not to be poor, poverty cannot be solved. Poverty is best abolished by the development of consciousness. Next best is to develop infrastructure, including organization and education. For each country, a unique plan of development can be created in this way. Aid to other countries is not wise; it is egotistic by the giver, and for the recipient destroys self-reliance, and creates hostility. If a country like the US wants to help end poverty it can help with infrastructure, planning, but not aid. The best approach is to overcome its own poverty, which will vibrate out as life responds to break poverty in corresponding places on earth

Keys to Moving out of Poverty
To move out of poverty one needs to — truly want more, make the effort to gain it, seek self-employment over normal employment, gain the necessary skills to accomplish it and establish personal values like organization, cleanliness, honesty, and others in one’s life. If there is a foundation of such virtues, then further opening and calling to the Force will enable a multiplier effect of great achievement. It is a process that can easily be understood, and with will and determination, brought about in the shortest period with the maximum result. It is a formula for ultimate success, prosperity, and joy.

Personal Approach to Overcoming One’s Poverty
Rid oneself of all poverty inducing attitudes, opinions, and superstitions. Aspire for more in one’s life. Think for one’s self. Become entrepreneurial. Be self-reliant. Take to common sense. Add psychological strength, knowledge, skills, and energy as needed. Applying personal values like organization, cleanliness, and honesty. Avoid waste, and energy wasting behaviors.

Harm of Charity, Aid; Need to Build Up Self-reliance
Self-Development, Not Aid
Aid in any form saps the vitality of a nation and robs its self-respect.

Why speak only of aid from another country? No government has ever succeeded in building up its own nation without the entire society rising and taking up development in its own hands.

Usually when aid comes in, self-respect goes out. Worse than that, the very capacity of self-reliance is undone essentially.

Self is the Soul of a nation. It is seen as self-respect and self-reliance. They are not worth parting with.

Development Occurs When We Take It in Our Own Hands, to Wanting It
It is a truism in the field of development that a society will really develop when its members take it into their own hands. Any work of the government or other agencies may do the initial spade work, but it is not capable of consummating the process of development – a high degree of Prosperity. It reduces to man wanting more and more as days pass by.

From Charity to New Attitude of Freeing Man from His Poverty
Man should give up the attitude of charity and move to the attitude of restoring HIM to his original status of freedom from poverty. By taking this attitude, the entire perception will change, and all the programs drawn up will be of a different character.

Key elements of the HFG:

● Achievable, sustainable, and pragmatic approach to poverty eradication.
● Eradicates socio-economic poverty at the household and community level.
● An extremely low-cost/person mechanism to eradicate poverty.
● Simultaneously addresses the interrelated aspects of human and social development involving basic health, functional education, income generation and resource development.
● Eco-intensive.
● Promotes organizing venues among indigenous people and vulnerable populations.
● Promotes inter-sectoral cooperation at the local, national, and international levels.

HFG Team will also help the World drug addict people to get rid of it any drugs they are going thru in their life. HFG will be with several NGO and Spiritual Foundations to accomplish all his Vision.

At HFG Health Centre, we believe that it is not enough simply to treat the ‘addiction’. Instead, a client’s experience with us facilitates on-going personal transformation, the goal being healthy, thoughtful men who are inspired to live with a renewed sense of vitality and purpose. Our therapy program prepares clients and their families for a deeper, more fulfilling life.

HFG Health Centre focuses on providing the most effective, evidence-based treatment, exceeding expectations by paying close attention to four key therapeutic principles:

Respect: We treat others as we would wish to be treated. This respect is the foundation of our program and pervades everything we do, how we conduct ourselves and how we interact with each other.

Gratitude: We feel privileged that clients and their families put their trust in us.

Empathy: We support our clients through the good times and the bad, free from judgment.

Humility: No matter how proficient we are at treating addiction; we know that the client is always the expert in his own recovery.