Logical Framework Slide 1 Mekong Institute & UNESCO Regional Office-Bangkok 23 February – 6 March 2009; Khon Kaen, Thailand Prepared by the Education Policy.

Logical FrameworkLogical Framework

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Mekong Institute & UNESCO Regional Office-Bangkok

23 February – 6 March 2009; Khon Kaen, Thailand

Prepared by the Education Policy and Reform UnitUNESCO Bangkok

February 2009

Training Course on “Training of Trainers from the Greater Mekong Sub-

Region on Decentralized Education Planning in the Context of Public Sector Management Reform”

Presentation Outline• Introduction• Logframe Matrix• Terminology• Application (How to use)• Things to remember• Problems to avoid

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Introduction

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Logical Framework Approach (1)A methodology for articulating

program logicEngages stakeholders and/or partners

in designing an action strategy derived from analysis

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Logical Framework Approach (2)Addresses key questions in a

methodical manner according to causal logic

A planning and management tool in the design, implementation, monitoring and evaluation of a project or a program

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Logical Framework Approach - Users• Widely used for many purposes• In development sphere, widely used by

bilateral and multilateral organizations such as Asian Development Bank (ADB), World Bank (WB), UN agencies, EU, DFID, SIDA, etc.

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Logical Framework Approach – Output/ProductLogframe matrix (4x4 matrix)

which summarizes the intervention logic (with assumptions) and M&E

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Logframe Matrix

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Logframe Matrix• Clarifies links and expected impacts• Sets out the indicators (targets) by

which the progress of an intervention is to be evaluated

• Details assumptions and risks that may impact upon progress

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Typical (simplified) Logframe Matrix

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Relationship Between Expected Impacts and Assumptions

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Questions Implicit in the Logframe Matrix

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Terminology

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Logical Framework - Terminology• No standardized use of terms such as

goal, objective, target, purpose, aim, etc. in practice and literature

• Important to agree on definitions when different designers are intervening

• For the course: use definitions in line with UNESCO Handbook for Decentralized Education Planning

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GoalGoal: The broader, ultimate, long term

objective to which the project/program (together with others) will contribute (strategic sector goal).

e.g. To ensure that all children of compulsory school age have access to, and complete good quality basic education.

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Objective (1)Objective: The desired outcome we hope

the project/program will achieve (change in behavior or improved performance of a beneficiary, system or institution).

The objective should address one or several core problems identified. Objectives present the positive aspects of the desired future situation. They can be defined as the positive mirror images of the problems.

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Objective (2)Objectives are more precise than goals.

They break a goal down by areas of action required to reach a goal.

e.g. To expand equitable access and improve quality of primary education in the six targeted provinces

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Target (Output)Target: A specific, measurable result to be

achieved in order to reach an objectivee.g. To ensure that 100% lower secondary

teachers have received a 2 week training course on active learning by 2011

In this example, general objectives are transformed into precise targets:- Quantity: 100% lower secondary teachers; 2 weeks of training

- Quality: on active learning - Time: by 2011

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Project/ ProgramProject: A coherent set of activities which

must be implemented in order to attain an objective and the precise targets that derive from it.

Program: Similar to a project, but broader in scope

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ComponentComponent: Group of key activities

required, within a project or a program, to reach a specific target. The main activity clusters that must be undertaken in order to reach precise targets (or outputs).

The difference between targets and outputs (or results) is more a question of formulation

e.g. New curriculum in place by 2011(output) = to develop new curriculum by 2011 (target)

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ActivityActivity: Action required to reach a

targete.g. Activity1: design course

programActivity2: prepare teaching

materials Activity3: draw up implementation

planEtc.

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Inputs (Means)These are human, material, financial

and other resources that are required to undertake activities.

e.g. two month experts on teaching method

one projector, one colour printer, one photocopier and two laptops

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Logical Relationship Between Goals, Objectives, Targets and Activities Impact(Why?)

Goals Broad long term, final policy aspirations

Outcomes(What we want)

ObjectivesMore precise, medium term results (outputs) expected from a plan or a program

Outputs(What we want)

Targets (Outputs)Specific, measurable results to be achieved in order to reach specific objectives

ComponentsActivity clusters to be undertaken in order to reach specific targets

(How?) ActivitiesAction to be taken in order to reach a target

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Application

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Logical Framework Approach – How? TWO PHASES

Analysis phase Designing phase

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Analysis Phase• Start with a diagnosis resulting in the

identification of key problems (problem analysis, stakeholder analysis)

• Develop objectives from the identified problems (objective analysis)

• Explore different strategies, and corresponding activities, to achieve the objectives (strategy analysis)

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Analysis - Problem TreePoor primary education system

Poor teaching learning processes

Weak management capacity

Low qualification of

teachers

Lack of textbook

Weak institutional

capacity

Too centralised

system

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Conception - Objective Tree To improve primary education

system

To improve teaching learning processes

To strengthen management capacity

Upgrading teacher

qualification

Providing textbook

Developing institutional

capacity

Decentralising the system

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“SMART” Project Objective • Specific: Clearly linked to overall

development goal (avoids tautology, only one level)

• Measurable: Unambiguous, quantifiable, qualitative

• Attributable: Valid measures of development changes that can be observed

• Realistic: Likely to be archived• Time bound

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Extending Objective Tree

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Designing Phase (1)Step 1: Determine the key development hypothesis of the proposed intervention and its contribution to the higher level of impacts, testing its internal logic and formulating measurable targets

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Designing Phase (2)Development Hypothesis (1)Hypothesis is a prediction about a cause

and effect relationship involving uncertainty.

Development results are caused by some intervention. If… then

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IF we develop the

institutional capacity

THEN the management

capacity will be strengthened

IF we upgrade the teachers’ qualification

THEN the teaching learning

processes will be improved

Development Hypothesis (2)

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Designing Phase (3)

Step 2: Develop a hierarchy of objectives showing the causal linkages

Step 3: Determine what is possible to intervene and identify the logic level. Determine the sequence and

dependency of activities (activity scheduling)

From the activity schedule, develop input schedule and the corresponding cost estimates (resource scheduling)

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Designing Phase (4)

Indicators (1) • Tell specifically what to measure to

determine whether the objectives are being achieved

• Should be SMART• Should be identified at all levels of

logic

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• Must have: - Target values to be achieved within

an explicit timeframe, against which actual results will be measured- Baseline known or determined for future comparison

Indicators (2)

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Indicators (3)

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Risk (Assumption) Analysis• Conditions required to obtain the

expected results/ to achieve the objectives

• Both internal and external factors (What are “killing” factors?)

• Risk management plan (strategy for minimizing the perceived risks)

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Things to Remember

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Things to Remember (1) The logical framework approach is not

to be seen as a “fill in boxes” approach, but as an aid to think collectively in a logical and structured way

The application of the logical framework approach is an iterative process. A change in one target or activity might require the revision of the whole design

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In principle do start from the goals and objectives and work down to targets and activities

Do not to hesitate to brainstorm about all kinds of alternatives and activities before ending up with the final program design

Things to Remember (2)

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Problems to Avoid

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Common Problems to AvoidEnsure all partners involved have a common

understanding of the key analytical principles and terminology used

Ensure it is used as a tool to promote stakeholder participation, dialogue and agreement on activity scope, rather to impose “external” concepts and priorities

Treat the matrix as a presentational summary (keep it clear and concise)

Refine and revise the matrix as new information comes

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Logical Framework Approach – Causes vs. Sequential Logic

Causal Sequential

In order to First

If…then Following

Through Before

By Ater

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Thank you for your attentionQuestions?Comments?

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