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Welcome to course “Understanding and Producing Effective Logframes”. Aims. To enable all attendees to understand the terminology used in a basic logframe. To expose each attendee to at least 3 example logframes, with an opportunity to help critique these logframes by the end of the day.
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Welcome tocourse“Understanding and Producing Effective Logframes”
Aims • To enable all attendees to understand the terminology used in a basic logframe. • To expose each attendee to at least 3 example logframes, with an opportunity to help critique these logframes by the end of the day. • To give each attendee the opportunity to input directly into developing a logframe (i.e. from problem tree analysis to final completion of a logframe) • To ensure all attendees are made aware of some of the advantages and disadvantages of the logframe approach, and show evidence of being able to apply these to their own work context.
A logframe can look something like this…. Objectives & activities Indicators Means of verification Assumptions Goal Purpose Outputs Activities Means Cost
…Or can include different terms. Don’t over-focus on the language and the variations in the various logframe models. Just use the format which the donor/NGO requires. The important lesson is to learn to think through projects using the logic model, and not to focus on the differences in terminology too much.
Background on the logframe • Also known as the ‘logical framework matrix’. • Started in 1960s by USAID. Now used by most major donors. • Whether we realise it or not, we often work and think in ‘projects’ and every project can benefit from a clear plan, goal, aim, etc. • The skeleton. The backbone. The nuts and bolts. The front page. • Presents the project information in a systematic and logical way. • Gives a clear, simple and concise summary of what the project will achieve. • Provides a basis for monitoring and evaluation, over the project lifetime. • The basic logframe contains 16 cells (4 columns and 4 rows) • People often love them or hate them – what is your experience?
Logframes should not be… • …Written by one person • …Full of jargon that no one understands • …Written just to keep the donor happy • …Covered in dust. Tip - Keep it a living document, i.e. review and amend it regularly. It is tool primarily to help the project, not to help the donor.
Logframes should be… • …Written with input from stakeholders and beneficiaries, using a lively and interesting process. • …Useful from the start to the end of the project. • …Understandable by all involved and able to incorporate the view of all stakeholders. • …Interesting to write. • …Concise. Tip – Don’t exceed 2 sides of A4. • …Easy and understandable for anyone to read, who picks it up for the first time. Simple, logical, clear, concise and free of jargon. Tip – give your final draft to a colleague/friend to read, who has not seen it previously, before sending it to the donor.
Disadvantages of the logframe • In some cultures, the logframe can be seen as too wordy, too academic, too difficult and too ‘Western’. • Risk of applying the framework too rigidly and losing creativity and innovation. • It can seem impossible to capture all things in a 4x4 table. • It can be time-consuming.
To summarise, why a training on ‘logframes’? • 9 out of 10 donors prefer them! • It is just one tool which enables good analysis of the problem, with an opportunity for all involved to agree on terminology, activities and methodology. • It is a tool which helps to organise all ideas and plans of the project, in a clear way. “Clear objectives and stakeholder commitment drive successful projects.” World Bank
What information should I include in a LF?Firstly, think of your project in terms of ... THE WIDER GOAL: Explain the bigger picture that your project will contribute towards YOUR PROJECT PURPOSE: In specific terms, explain what your project will achieve, by when, where and who will be affected. PLAN IMPLEMENT YOUR PROJECT OUTPUTS: List the impact/results which your project will have. YOUR PROJECT ACTIVITIES List the activities which your project will actually do. We only do the activities – all of the above will follow.
Completing the first column of the LF The broad development impact or ‘big picture’ to which this project will contribute, i.e. normally a national or sector level achievement. Statement Wording: “To contribute to, to reduce, to improve…” “To contribute to a reduction in the national population growth by lowering the fertility rate from 6.0 to 5.6.” The overall purpose of this project. In one sentence, state the expected impact or effect on the target group, by when and where, of this project. Statement Wording: “To increase, To improve...”To increase , from 10% to 30%, the effective use of modern contraceptive by eligible groups in village x, over the project period..” The specific and direct results/impact that the project will deliver, after activities have been done. These are under the control of the project. Statement Wording: “...delivered/produced/changed, etc.” “Primary health care clinic renovated, fully equipped and functioning. Clinic staff keeping regular records” The tasks that need to be carried out to deliver the planned results. We only ‘do’ the activities – the rest will follow if the logic is correct. Statement Wording: “Prepare, design, construct, research…, etc.” Train clinic staff in record keeping. Renovate clinic.
Test the ‘if’ logic… then the project will contribute towards the GOAL if the PROJECT PURPOSE is achieved if OUTPUTS are produced then the PROJECT PURPOSE will be achieved if ACTIVITIES are undertaken then OUTPUTS will be produced Start here
Example of Goal, Purpose, Outputs and Activities Goal Purpose Outputs Activities
In reality, it is never quite as simple as that.There are certain assumptionswe are basing our project success on (4th column)For example...
What do we mean by ‘assumptions’? • These are external conditions/factors required for the success of the project, i.e. They are beyond the control of the project. • Think about relevant and probable factors which could jeopardize the success of the project, at each level. • Assumptions are worded positively, because they describe circumstances required to achieve certain objectives, e.g. Children have time to participate in programme, HIV/AIDS is recognised as a problem that people want to address, peaceful elections. • If an assumption is essential for the success of the project but is unlikely to come to pass, it is called a ‘killer assumption’ – either redesign the project or abandon the project! • On the other hand, if an assumption is almost certain, don’t include it. • Use the next diagram to help you...
Some examples of Assumptions • Example of Assumptions for the Goal and Purpose Level • Peaceful elections (e.g. Political) • Stable economy (e.g. Economic) • Example of Assumptions for Output and Activity Level • Management will be able to recruit skilled staff (e.g. personnel issues). • Government will sign contract in a timely manner (e.g. legal or administrative issues) • Participation of stakeholders in maintaining the clinic (e.g. people issues!) • Rainy season will finish by early May (e.g. seasonal factors) • Seeds and tools will be delivered on time (e.g. export/import factors) • See example logframes for more assumptions.
Assumptions Goal Purpose Outputs Activities
How are we going to measure the success of our project? Indicators (2nd column)
Adding Indicators DEFINITIONS “an instrument which gives you information” The English Language Dictionary “A quantitative or qualitative factor or variable that provides a simple and reliable means to measure achievement, to reflect changes connected to an intervention, or to help assess the performance of a development actor” OECD/DAC (DAC Glossary of Key Terms in Evaluation, May 2002) • “a variable, which purpose it is to measure change in a phenomena or process”USAID • “a description of the project’s objectives in terms of quantity, quality, target group(s), time and place”OECD • Sometimes called Objectively Verifiable Indicators (OVIs).
Example of a Good Indicator Goal: “Conservation of the Giant Panda endangered species” Indicator: • At the end of the fifth year (when) • the population sizes (what) • of the Giant Panda (which) • within country x (where) • have increased to x number (target) • compared to x number at project-start level (baseline)
Tips on writing indicators • Indicators can also be called OVIs (Objectively Verifiable Indicators) • Normally, indicators are completed at the level of the purpose, output and goal only (however, always check donor guidelines first). • Keep it simple! Write only 1-3 indicators for each output/purpose. • Indicators should show progress towards and achievement of the output (i.e. don’t just repeat the completed activities!) • Tip: Avoid reinventing the wheel – use indicators which exist. • Participatory M and E – use indicators which can be collected by stakeholders and/or beneficiaries. • Tip: Try and relate indicators to baseline data if possible. • Indicators should be SMART (see next page...)
SMART Indicators • A good indicator should be SMART • Specific to the objective it is supposed to measure • Measurable (either quantitatively or qualitatively) • Available at an acceptable cost • Relevant to the information needs of managers • Time-bound so we know when we can expect the objective/target to be achieved
How are we going to collect the information to measure the indicators? Means of Verification
Means of Verification (MoV) Sometimes called ‘Sources of Verification’. MoVare tools or means to collect the information required by the indicators. • If the information referred to in the indicator cannot be obtained, the indicator becomes useless and a new one should be formulated. • Examples of MoVs include: • - Project documents • - Field surveys • Minutes of meetings • Records • Training reports • Annual surveys
Means of verification(MoV)- 3rd Column • Questions to consider, when thinking of how to gather the data: • Do appropriate external sources already exist (e.g. reports, stats) • Are these sources specific enough? • Are they sources reliable and accessible? • Are the costs for obtaining the information reasonable? • Should other sources be created? • Try to use existing sources as much as possible
The order for normally completing the boxes is shown below….
