LOGICAL FRAMEWORK APPROACH Gilles Ceralli RT Méthodologie 19/06/2007

1. LOGICAL FRAMEWORK APPROACH Gilles CeralliRT Méthodologie19/06/2007

2. PROGRAMME OF THE SESSION • 1. Presentation of the logical framework approach • 2. Case study: correction of a « bad » logframe • 3. Checklist of the most frequently made mistakes • 4. Logframe and writing of proposal • 5. Logframe, monitoring and reporting

3. 1.THE LOGFRAME APPROACH

4. LOGFRAME AND PROJECT CYCLE MANAGEMENT

5. PROJECT CYCLE • 1. Programme Strategic Framework 2. Identification & Development of the project Logframe 3. Drawing up applications for funding Logframe 11. Production of a document for capitalising on experience 10. Evaluation of operations Logframe 4. Fund Raising 5. Recruitment of project staff 9. Info to be communicated to the general public and donors 6. Effective launch of the project Logframe 8. Reporting Logframe 7. Implementation and monitoring of operations Logframe

6. What is a logical framework ? The Logical Framework Matrix provides a summary of : • Why a project is carried out • What the project is expected to achieve • How the project is going to achieve it • Which external factors are crucial for its success • Where to find the information required to assess the success of the project • Which means are required • How much the project will cost

7. The Logical Framework Matrix

8. Organisations using the logframe • AUSAID, Australia • DANIDA, Denmark • DFID, Great-Britain • DGCD, Belgium • DGCS - Min. of For. Aff., Italy • European Commission • FAO • FINNIDA - Min. of For. Aff., Finland • GTZ, Germany • HELLASCO, Greece • ICAX - Min. of Industry, Spain • Intercooperation, Switzerland • Int. Federation of Red Cross • Ministry of Foreign Affairs, France • Ministry of For. Aff, Luxembourg • NORAD, Norway • SIDA, Sweden • UNDP • UNIDO, Vienna • USAID, USA • WWF

9. Advantages of the logical framework • Problems are analysed systematically • The objectives are clearly formulated, logical and measurable • The risks and conditions for success of a project are taken into account • There is an objective basis for monitoring and evaluation Your project proposal will be coherent

10. Analysis of the context Problem analysis Analysis of objectives Analysis of the strategy 1. Logframe 2. Activity planning 3. Resources planning The logical framework approach Analysis phase Planning phase

11. Problem analysis • Identify the major problem faced by the beneficiaries • Identify the stakeholders affected in the proposed project • Develop a problem tree

12. Problem analysis EFFECTS Problem tree Most of the children with disability are not enrolled in primary education schools Most of the ordinary primary schools do not have the capacity and means to integrate CwD. Most of the CwD are not oriented towards school. Most of the teachers do not have the capacity to work with CwD Buildings are not accessible to CwD The educational material is not adapted to teaching some CwD Schools do not know the existence of most of CwD Parents are reluctant to enrol their CwD at school. CAUSES

13. Analysis of objectives Transforming Problems into Objectives Objectives Problems Most of the CwD are not enrolled in primary education schools Most of the CwD are enrolled in primary education schools Most of the CwD are not oriented towards school. Most of the ordinary primary schools do not have the capacity to integrate CwD. Most of the CwD are oriented towards school. Most of the OPS have the capacity to integrate CwD. Schools do not know the existence of most of CwD. Most of the teachers do not have capacity to work with CwD. Schools know the existence of most of CwD. Most of the teachers have the capacity to work with CwD. Parents are reluctant to enrol their CwD at school. Buildings are not accessible to CwD. Parents encourage their CwD to enrol school. Buildings are accessible to CwD. The educational material is not adapted to teaching some CwD. The educational material is adapted to teaching all CwD.

14. Analysis of objectives Objectives’ tree ENDS Most of the CwD are enrolled in primary education schools Most of the OPS have the capacity to integrate CwD. Most of the CwD are oriented towards school. Schools know the existence of most of CwD. Parents encourage their CwD to enrol school. Most of the teachers have the capacity to work with CwD. Buildings are accessible to CwD. The educational material is adapted to teaching all CwD. MEANS

15. Analysis of strategy OVERALL OBJECTIVE Most of the CwD are enrolled in primary education schools SPECIFIC OBJECTIVE (Project purpose) Most of the OPS have the capacity to integrate CwD. Most of the CwD are oriented towards school. EXPECTED RESULTS (Outcomes) Schools know the existence of most of CwD. Parents encourage their CwD to enrol school. Most of the teachers have the capacity to work with CwD. Buildings are accessible to CwD. The educational material is adapted CHOSEN STRATEGY

16. The logframe

17. The logframe Levels of objectives The broader impact(s) to which your project will contribute to, but will not enable to reach entirely Overall Objective(s) Project Purpose The outcome of your project, what should be achieved at the end of the project. Expected Results Specific outputs which will contribute to the realization of your project purpose Activities Concrete activities that will be undertaken during the project

19. Risk & Assumptions Intervention Logic Risks & Assumptions Overall Objectives Pre-conditions must be achieved before the start of the activities Assumptions may be : • External factors that are important for the success of the project • synergetic activities made by other actors Project Purpose + Results + Activities + Pre-condi-tions

20. The log-frame Intervention logic of project + Assumptions IN OUT Overall objective Project Purpose + Assumptions + Results Assumptions + Activities Assumptions Pre-conditions If the activities are carried out, and if assumptions are valid, then ...

22. Indicators must be « SMART»: Specific = The indicator must specifically concern the objective or the result to which it relates. Measurable = The indicator must be tangible enough to be measured and assessed. Available = Is the indicator available at an affordable price and from a technical / administrative point of view ? Realist = Is the indicator realist enough to be achieved after the project implementation ? Or (pcm handbook EU ) Time-bound = The indicator has to reached within a definite timeframe. The logframe Indicators versus criteria

23. Indicators Do not make the confusion between « criteria » and « indicators » ! Examples of good indicators: • Objective : People have access to clean water • Quality : People have access to water that does not transmit diseases • Quantity : More than 80% of people in the region will have access to water that does not transmit diseases • Delay : Within 2 years, more than 80% of people in the region will have access to water that does not transmit diseases

24. Selection of sources of verification Specialised surveys Cost Interviews of beneficiaries Adapted monitoring statistics Monitoring data Management report Administrative/ financial report Complexity

25. Activity-planning Logical framework Activities Means Costs Plan of action

26. Resource-planning Plan of action Means/Budget

27. 2.CASE STUDY Correction of a « bad » logframe

28. LOGICAL FRAMEWORK 2004 - XXX INTERVENTION LOGIC SOURCES AND MEANS OF VERIFICA- TION ASSUMPTIONS OBJECTIVELY VERIFIABLE INDICATORS OF ACHIEVEMENT OVERALL OBJECTIVES - An increasing number of handicapped people are living independently and are well integrated in their communities - Orthopaedics devices for disabled people are provided in Yaoundé. The majority of handicapped people experience improved living conditions National survey PROJECT PURPOSE Improvement of the physical rehabilitation of disabled people in the Yaoundé region (Cameroon) . To provide physiotherapy service to disabled people of Yaoundé. -Number of devices produced -Number of physiotherapy treatment provided -Large access to the Rehabilitation Centre -Statistics, -patient database, -activity reports from the PRC; -evaluation report EXPECTED RESULTS 1.1. Training of the technicians in the production of different type of orthopaedic appliances. -training of the technicians -diversity of the appliances produced -Statistics, patient database -Curriculum of the training -Production sheets The training curriculum developed is appropriate to the needs of the country. Trainers are available 2.1. Training of the physios in various type of treatment -training of the technicians -improvement in the quality of the treatments provided -Statistics - patient monitoring sheet -National patient survey

29. 3. The team of technicians and physios act in concert. -Care is systematically prescribed by a multidisciplinary team. -Good collaboration between technicians and physios. -Patient's file 4. To improve the accessibility of PRC care to the poorest patients. - A pricing system is in force; - The beneficiary's contribution is proportional to their income; - At least 25% of patients come from the most underprivileged social classes. -Statistics on visits to PRCs -Tariffs ACTIVITIES a) Personnel training Selection of technicians 10 orthopaedic workshops 10 physio workshop Project report Availability of trainers Availability of all material Involvement of partners The partner regularly pays the salaries of the technicians and physios. The poorest patients have the (material and financial) resources to travel to the centre b) production of orthopaedic appliances production of 55 major orthopaedic appliances on average (tibial and femoral prostheses, long and short ortheses) and providing 1000 physio sessions per month. Project report c) Setting up a system of tariffs administrator Project report d) work to increase awareness of multidisciplinarity and introduction of suitable procedures Awareness activities Project report e) Co-ordination and monitoring of the project and relations with partners and local authorities. Programme director and administrator Project report Prior conditions :

30. LOGICAL FRAMEWORK 2004 - XXX INTERVENTION LOGIC SOURCES AND MEANS OF VERIFICA- TION ASSUMPTIONS OBJECTIVELY VERIFIABLE INDICATORS OF ACHIEVEMENT Not SMART OVERALL OBJECTIVES - An increasing number of handicapped people are living independently and are well integrated in their communities - Orthopaedics devices for disabled people are provided in Yaoundé. The majority of handicapped people experience improved living conditions National survey Too expensive and not listed in the activities PROJECT PURPOSE Improvement of the physical rehabilitation of disabled people in the Yaoundé region (Cameroon) . Only one purpose ! To provide physiotherapy service to disabled people of Yaoundé. -Number of devices produced -Number of physiotherapy treatment provided -Large access to the Rehabilitation Centre Sounds like an objective -Statistics, -patient database, -activity reports from the PRC; -evaluation report EXPECTED RESULTS 1.1. Training of the technicians in the production of different type of orthopaedic appliances. Formulated as an activity -training of the technicians not IOV but activity -diversity of the appliances produced -Statistics, patient database -Curriculum of the training -Production sheets The training curriculum developed is appropriate to the needs of the country. Trainers are available 2.1. Training of the physios in various type of treatment -training of the technicians -improvement in the quality of the treatments provided -Statistics -patient monitoring sheet -National patient survey Too expensive and not listed in the activities

31. 3. The team of technicians and physios act in concert. -Care is systematically prescribed by a multidisciplinary team. -Good collaboration between technicians and physios. -Patient's file 4. To improve the accessibility of PRC care to the poorest patients. - A pricing system is in force; - The beneficiary's contribution is proportional to their income; - At least 25% of patients come from the most underprivileged social classes. -Statistics on visits to PRCs -Tarifs ACTIVITIES Not linked to outcomes a) Personnel training Selection of technicians 10 orthopaedic workshops 10 physio workshop Project report Inputs Availability of trainers Availability of all material Involvement of partners The partner regularly pays the salaries of the technicians and physios. The poorest patients have the (material and financial) resources to travel to the centre Costs b) production of orthopaedic appliances production of 55 major orthopaedic appliances on average (tibial and femoral prostheses, long and short ortheses) and providing 1000 physio sessions per month. Project report c) Setting up a system of tariffs administrator Project report d) work to increase awareness of multidisciplinarity and introduction of suitable procedures Awareness activities Project report e) Co-ordination and monitoring of the project and relations with partners and local authorities. Programme director and administrator Project report Prior conditions : Missing

32. 3.CHECKLIST Top 23 of the most commonly made mistakes

33. Top 23 of most frequent mistakes Intervention logic: • Have only one specific objective. • Have a coherence in the hierarchy between objectives and results. • Do not make any confusion between objectives, means and activities. • Formulate objectives and results as they were already achieved. • Limit yourselves to 6/7 results maximum. • List activities per result or according to transversal issue.

34. Top 23 of most frequent mistakes Indicators: • Define “SMART indicators” (no activity, no vague indicator like criteria). • Do not repeat indicators of results as indicators of objectives. • Do not transpose the activities as indicators of the results. • Identify indicators at the level of the overall objectives. The actors and funding bodies are more and more attached to measure the effects and the impact produced by the project • Define a reasonable number of indicators so as to be able to really follow them.

35. Top 23 of most frequent mistakes Sources of verification: 12. Do not define sources of verification that are too expensive or impossible to get. In any case, if an expensive source of verification is mentioned, be sure to integrate it in the activities and within the budget 13. Do not provide sources coming only from HI 14. Do not mention too general sources (ex: statistics”) without providing the origin (ex: …from ministry of X)

36. Top 23 of most frequent mistakes Assumptions and risks: 15. Be careful with the listing of assumptions (considering the obligation of result of some donors!) 16. Do not define assumptions endogenous to the activities you should implement 17. Assumptions of results must be different from assumptions of objectives. 18. Do not forget pre-conditions. 19. Do not confuse assumptions and pre-conditions.

37. Top 23 of most frequent mistakes Activities: 20. Next to activities, mention the means (HR and material) and the costs. 21. Costs must be shown by family of activities and not for each activity. 22. Do not add activities which do not fit with the listed expected results 23. Do not express activities using vague verbs as “support”, “help”, etc

38. 4.LOGFRAME AND WRITING OF PROJECT PROPOSALS

39. Common structure of a narrative proposal • Executive summary • Presentation of the organisation • Project background • Problem statement • Partners and Beneficiaries • Proposed solution (objectives, actions, resources) • Monitoring and evaluation • Budget • Sustainability • Annexes

40. Link between logframe and narrative proposal • It is highly recommended to start with the logframe • > so as everybody agree on the content of the project before any writing exercise • The narrative proposal enables to explain the links and coherence between the implemented activities, the expected results and the objectives. • The narrative proposal enables to further explain the activities listed in the logframe.

41. Logframe and writing of project proposals • The writing of a project is not the moment of its definition and conception! • A proposal is a crucial document: donors will decide whether or not to finance your project based on what you have written. • Necessity to well know the criteria of the donor.

42. Interlocking logframes

43. Why slicing a project proposal? • Even if it is usually more convenient to present your whole programme to a donor, such a funding strategy is less and less productive nowadays: • a too huge budget may frighten the donor; • a too large and general proposal will not be adjusted to the donor priorities. • So there is an increased interest in delimiting project proposal, because of: • the rules of co-financing and the rules as regard the variation in the funding plan • the increased competition and the necessity to present project that perfectly stick to donors ’ priorities • visibility requirements imposed by any donor that finance your project, and that are not always consistent with your real activities

44. How to slice a project ? • On a geographical basis: restrict the project proposal to one site of activities • As regards the duration of the project: present only one period of a pluri-annual project • At the level of expected results and implemented activities: method of interlocking logframes

45. Level of intervention : from project to component Programme Project Component Overall Objectives Project Purpose Overall Objectives Results Overall Objectives Project Purpose Project Purpose Activities Results Results Activities Activities

46. Example of interlocking logframe Programme Project Component OO : Most of the CwD are enrolled in primary education schools OO.Most of the OPS have the capacity to integrate CwD. PP.Most of the OPS have the capacity to integrate CwD. ER1. Most of the teachers have the capacity to work with CwD. ER.2. etc OO. Most of the teachers have the capacity to work with CwD. PP. Most of the teachers have the capacity to work with CwD. Activities ER1. 1. training sessions for deafness 2. training sessions for blindness ER 1. Teachers are trained to work with deaf children PP. Teachers are trained to work with deaf children Activities ER1. 1. Training sessions on SL 2. Training sessions on psychology for deaf child ER 1. Teachers are trained on Sign language Activities ER1. 1. Sign language course 2. Pedagogy of SL teaching

47. 5. Logframe, monitoring and reporting