Logical Framework Slide 1 Mekong Institute & UNESCO Regional Office-Bangkok 23 February – 6 March 2009; Khon Kaen, Thailand Prepared by the Education Policy and Reform Unit UNESCO 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 Slide 2

Introduction Slide 3

Logical Framework Approach (1) A methodology for articulating program logic Engages stakeholders and/or partners in designing an action strategy derived from analysis Slide 4

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 Slide 5

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. Slide 6

Logical Framework Approach – Output/Product Logframe matrix (4x4 matrix) which summarizes the intervention logic (with assumptions) and M&E Slide 7

Logframe Matrix Slide 8

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 Slide 9

Typical (simplified) Logframe Matrix Slide 10

Relationship Between Expected Impacts and Assumptions Slide 11

Questions Implicit in the Logframe Matrix Slide 12

Terminology Slide 13

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 Slide 14

Goal Goal: 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. Slide 15

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. Slide 16

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 Slide 17

Target (Output) Target: A specific, measurable result to be achieved in order to reach an objective e.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 Slide 18

Project/ Program Project: 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 Slide 19

Component Component: 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) Slide 20

Activity Activity: Action required to reach a target e.g. Activity1: design course program Activity2: prepare teaching materials Activity3: draw up implementation plan Etc. Slide 21

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 Slide 22

Logical Relationship Between Goals, Objectives, Targets and Activities Impact (Why?) Goals Broad long term, final policy aspirations Outcomes (What we want) Objectives More 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 Components Activity clusters to be undertaken in order to reach specific targets (How?) Activities Action to be taken in order to reach a target Slide 23

Application Slide 24

Logical Framework Approach – How? TWO PHASES Analysis phase Designing phase Slide 25

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) Slide 26

Analysis - Problem Tree Poor primary education system Poor teaching learning processes Weak management capacity Low qualification of teachers Lack of textbook Weak institutional capacity Too centralised system Slide 27

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 Slide 28

“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 Slide 29

Extending Objective Tree Slide 30

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 Slide 31

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 Slide 32

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) Slide 33 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) Slide 34 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 Slide 35

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) Slide 36

Indicators (3) Slide 37

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) Slide 38

Things to Remember Slide 39

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 Slide 40

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) Slide 41

Problems to Avoid Slide 42

Common Problems to Avoid Ensure 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 Slide 43

Logical Framework Approach – Causes vs. Sequential Logic CausalSequential In order toFirst If…thenFollowing ThroughBefore ByAter Slide 44

Thank you for your attention Questions? Comments? Slide 45