2. the logical framework

MINISTRY OF EDUCATION AND TRAINING TONGA

MONITORING AND EVALUATION STRATEGY

Participatory M&E

THE LOGICAL FRAMEWORK

by

Vilimaka Foliaki

Monitoring and Evaluation Advisor

Tonga Education Support Program, Phase 2

NOVEMBER 17, 2015

Table of Contents The Logical Framework Approach (LFA) ............................................................................................................ 1

LFA: The theory behind the Logframe ................................................................................................. 1

A brief history of the Logical Framework Approach (LFA) ................................................................... 1

The Logframe ....................................................................................................................................... 2

The Logframe columns ............................................................................................................................... 2

Logframe Rows: ......................................................................................................................................... 4

Summary of the Logframe ......................................................................................................................... 5

Why use a Logframe? ................................................................................................................................. 5

Log frame Sample ................................................................................................................................ 6

Testing the logic of the Logframe ........................................................................................................ 8

Vertical logic test........................................................................................................................................ 8

The zigzag logic test ................................................................................................................................... 9

................................................................................................................................................................. 10

Why is a Logframe important? .......................................................................................................... 11

Logframe Template ............................................................................................................................ 12

References ....................................................................................................................................................... 14

M&E STRATEGY: THE LOGICAL FRAMEWORK 1

The Logical Framework Approach (LFA)

LFA: The theory behind the Logframe This section suggests a structural format for Logical frameworks (LF) or Logframes for all kinds of develop-

ment activity in the Tonga Ministry of Education and Training (MET). This format follows the Logical Frame-

work Approach (LFA) developed in 1969 by the U.S. Agency for International Development (USAID)

(Practical Concepts Incorporated (PCI), 1979).

The LFA is a model or approach used in planning, implementation, and evaluation (of development initia-

tives such as projects, programs, policies, etc.). Basically, this model is grounded on the belief that success

(in development initiatives) requires that key stake-

holders (especially managers and implementers)

must first have a sound understanding of, as well as

the logical connections between, the following man-

agement questions:

1. What is it to be accomplished and why?

2. What does success look like and how can

this success be measured?

3. What is it to be done to be successful?

4. What are the external factors which could

influence progress?

A brief history of the Logical Framework Approach (LFA) In 1969, as a result of a stock-take analysis of its development programs, the USAID uncovered three (3)

problem areas that hindered success:

Problem 1: Poor design and Planning was vague

There were no clear relationships between objectives and the activities used.

Problem 2: Management responsibility was unclear

Managers felt there were too many factors outside their control. Consequently, they were reluc-

tant to be responsible for the results.

Problem 3: Evaluation was an adversary process

Due to lack of clarity in the design process, evaluators used their own strategies based on what

they believed to be ‘good’ and ‘bad’. As a result, the evaluation results became a basis for disagree-

ment and argument.

The USAID then commissioned a consulting company, the Practical Concepts Incorporate, to develop a

strategy to solve the above problems. The LFA is a product of this initiative.

The LFA has become a widely used model for development project management in reputable organizations

including AusAID, World Bank, GIZ, SIDA, NORAD, EC, UNDP, etc.

There are separate sections each on Prob-

lem analysis, Stakeholder Management,

SMART Goals and Objectives. Please refer

to these sections for further information

relevant to M&E.


The Logframe

The word logframe is a shortened form of the word Logical Framework.

It is a document showing a matrix which summarises what a development initiative intends to do and how,

what the key assumptions are, and how outputs and outcomes will be monitored and evaluated (See Table

1 – The Logframe sample).

The Logframe columns The Logframe provides a summary of the answers to the four (4) management questions posed earlier. For

example:

1st Column: Description of events

This contains a narrative description of a hierarchy of objectives, beginning at the bottom from what the

initiative will do (inputs → activities → outputs) to what it will seek to achieve at the top (purpose → goals).

Note: This column describes clearly the answer to questions 1 and 3 above:

Question 1: What are we trying to accomplish and why? → →→ Outcomes - Goals

Question 3: What are we going to do to be successful? → →→ Inputs – Activities – Outputs

2nd Column: Indicators

This column serves as basis for M&E. It out-

lines key indicators and informs how they are

going to be monitored and evaluated. Note

that this column is an attempt to answer ques-

tion 2 above:

Question 2: What does success look

like and how do we measure success?

→→ measure Indicators.

This columns lists indicators of success which

shows that we have a sound understanding of

what success looks like (our desired results).

Once the Logframe has been completed, the

Indicator column serves at the foundation of

an M&E Plan

Indicators are variables (or ‘things’) that show that a de-

velopment initiative or object of evaluation has made the

desired impact.

Note: Indicators are often confused with targets. The dif-

ference is this: while a target specifies a level or extent of

achievement (e.g. a decrease in school drop-out rate), an

indicator does not specify any level of achievement (e.g.

school drop-out rate). For example:

Drop-out rate is the indicator.

A decrease in dropout rate is a target.

A 10% increase in enrolment is a target.


3rd Column: Means of Verification (MoVs)

This column identifies the sources of information or data which we can use to assess progress. This column,

together with column 2, completely answer question 2.

Question 2: What does success look like and how do we measure success? →→ Indicators – Means

of verification.

The drop-out rate (indicator of success) can be calculated using data from the Exams Unit (Means

of Verification). We decide the success we desire (e.g. 0% drop-out rate).

4th Column: Assumptions and Risks

This columns lists the assumptions and risks which must be considered carefully. This columns describe an-

swers to question 4:

Question 4: What are the external factors which could influence the project’s progress?

Planning for M&E is one area of work

where it is absolutely important to be

aware of key assumptions and risks.

This is so because it is impossible to

control the scope of the work for which

the M&E system or process is made.

Factors which are outside the scope of

the work can affect progress.

Assumptions and risks are external fac-

tors which could influence progress:

Assumptions benefits an initia-

tive when they hold true;

Risks affects an initiative in a

negative way when they hold

true.

Managers and M&E officers must carefully monitor and manage assumptions and risks.

Example of an assumption A curriculum project can produce new curriculum materi-

als. However, these new curriculum materials will impact

children learning if the content and language are at the ap-

propriate levels and are understandable by students.

Thus an important assumption would be: The content of

the new curriculum is appropriate to the children’s maturity

and experience.

So, the project benefits if this assumption turns out to be

true. But if it turns out to be wrong (i.e. content is not ap-

propriate), the project suffers.


Logframe Rows: The rows represent three levels of results: Outputs, Outcomes, Impact.

Row 1: Goals or Impact

Goals are also referred to as Impact. This is the long term effect the work contributes. For example: In edu-

cation, improved literacy rate is an impact or goal – of the work that we do in different areas of the MET; an

improved Human Development Index is the goal for all government ministries in Tonga.

Row 2: The Outcomes

The Outcomes are also known as Purposes. These are the effects the outputs make on people and organisa-

tions. For example, consider a curriculum project.

Outputs – these are the immediate results such as ‘improved teaching and learning materials’

Outcomes – these are the effects of the above outputs of students and teachers – for example ‘im-

proved exam pass rate’.

Row 3: The Outputs

This row contains the deliverables or tangible things the development initiative produces. As shown above,

outputs are basically what an initiative puts out. The outcomes are the changes which are brought about by

the project outputs.

Row 4: The Activities

This row contains the activities that the project will undertake to produce the outputs (in Row 3).

Other rows can be added under Row 4. For example:

Row 5: Resources

Row 6: Budget


Summary of the Logframe As mentioned earlier, the logframe provides a summary of the answers to four management questions

posed earlier and are again listed below:

1. What is it to be accomplished and why?

2. What does success look like and how can this success be measured?

3. What is it to be done to be successful?

4. What are the external factors which could influence progress?

Why use a Logframe? The columns and rows of a Logframe will ensure our design is logical and feasible. The Logframe ensures

that all activities are relevant and aligned to larger goals and objectives. The Logframe, together with an

M&E Plan, ensures that our work is within scope, on time, and within budget.

Refer to the Logframe sample on the next page.


Log frame Sample

EVENT

DESCRIPTION OF EVENT (Column 1)

INDICATORS Objectively, verifiable indica-tors (OVIs) (Column 2)

MEANS OF VERIFICA-TION (MoV) (Column 3)

ASSUMPTIONS AND RISKS (Column 4)

Goal (or Impact) (Row 1)

All school-aged children (5- 18 years) in Tonga have access to quality basic educa-tion - this is inclusive of Early childhood education (ECE) and Inclusive and Special Education (ISE).

Out of school (OOS) rate – ECE age, Primary Age, Secondary age Participation in education (enrol-ment) Completion rate National literacy rate

EMIS Office data National statistics data Schools register ISE Task Force database Standardized Test of Achievement for Tonga (STAT). UNESCO Institute of Statis-tics database.

Outcomes (Row 2)

Improved enrolment ISE, ECE – Form 7 Improved teaching in ISE, ECE- Form 7 Improved educational services provided in ISE, ECE – Form 7

Enrolment number – ISE, ECE, Primary, Secondary Attendance by enrolled students Progression and promotion rate Teaching Performance Appraisal

School register EMIS Exam results Daily attendance record Course evaluation results ISE Task Force database Teaching Performance Ap-praisal results

Assumptions: EMIS has the required information or the capacity. National Statistics Office has re-quired data All children attend formal educa-tion All births are registered

Outputs (Row 3)

Five (5) New ECE classrooms constructed: 1x Central district 1x Eastern district 1 x Western district 1 x Pangai Ha’apai 1 x Neiafu Vava’u Ten (10) new ECE teachers – two for each of the above classrooms

New classrooms New relief-teacher system New teachers ISE Taskforce Unit (Staffing and housing) In-service Teachers PD pro-gramme (courses and curricu-lum)

Planning documents Photographs Physical visit Course outlines Attendance list ISE Unit workplan and re-ports Financial statements

Assumptions There are teachers with qualifica-tions in the target levels of educa-tion Teachers can teach (students can learn) Students will attend school


Established Teacher In-service Profes-sional Development Program Established ISE taskforce and Unit Established ISE Staffing System Support

ISE Unit working with commu-nity-based institutions Established SIE Support system (e.g. Funding/salary arrangement between government and com-munity)

Normal, peaceful sociopolitical en-vironment.

Activities (Row 4)

Construct five (5) New ECE classrooms: 1x Central district 1x Eastern district 1 x Western district 1 x Pangai Ha’apai 1 x Neiafu Vava’u Recruit ten (10) new ECE teachers – two for each of the above classrooms Establish a Teacher In-service Professional Development Program Establish a ISE taskforce and Unit (3-5 staff): to promote understanding of the right to education, society acceptance and positive mindset towards children with disabilities. Establish a ISE Staffing System Support to community/NGO-based Special Education institutions.

Bidding advertisements Construction Plans Advertisement for new teachers Planning meetings

Planning documents Newspapers Reports and minutes Course outlines (for pro-fessional development).

Assumptions: There are qualified construction companies – trustworthy, have the required skills and people. There are existing teachers with ex-perience outside the teaching force. Parents will bring children with dis-ability to school Timely procurement and approval Normal, peaceful sociopolitical en-vironment. Fine weather

Table 1 Logframe sample:


Testing the logic of the Logframe While developing a Logframe, it is advisable to constantly test its design logic to ensure the feasibility of the

operation. This ensures that:

Inputs (resources utilized in activities) are necessary and sufficient.

Activities are relevant and sufficient for the outputs.

Outputs are relevant and sufficient

Outputs and assumptions are sufficient to produce the desired outcomes.

The goals, outcomes, outputs and activities are clearly stated.

Vertical logic test Step 1: Begin at the bottom in the ‘Activities’ cell and move up the column to Outputs, Outcomes, and

Goals/Impact (as shown below).

Step 2: Based on your test, consider revising an activity if it does not link well with the results (output, out-

come, impact) that it is supposed to produce.

Figure 1: Vertical logic test


The zigzag logic test Begin in the Activities cell (as for the Vertical logic test), and select one activity at a time, and just follow the

arrows in the diagram below. Repeat for the next activity.

“IF these activities are implemented AND these assumptions hold true, THEN these outputs are pro-

duced. IF these outputs are produced, these …” so on until the Impact level is reached.

While carrying out the logical test, where necessary adjust the Logframe to overcome logical flaws (such as

unfeasible/unlikely relationships) amongst various levels of the framework.

Also refer to the diagram on the next page.

Figure 2: Zigzac logic test - testing both vertical and horizonal logics at the same time. START from bottom left corner and follow the arrows until you reach the top-left corner.

M&E STRATEGY: THE LOGICAL FRAMEWORK

10

Table 2: Zigzac logic test – using a more realistic Logframe example

M&E STRATEGY: THE LOGICAL FRAMEWORK

11

And again, while carrying out the logical test, where necessary adjust the Logframe to overcome logical

flaws.

Why is a Logframe important? There are two key words to focus on while considering the importance of a project Log frame: Logical and

Framework:

Logical – means clear, sensible, or sound.

Framework – refers to the basic structure (without the fine details).

A Logframe has the above two characteristics. As a document, the Logframe describes the key and basic

elements in a manner that is both clear and logical. The Logframe is ‘logical’ due to the meaningful connec-

tions between the elements in the cells of the matrix.

Compared to many other lengthy planning documents, the Logframe:

Is simple to understand and is not unwieldy to work with. For this reason, key parties such as de-

velopment partners (e.g. AusAID, NZAid), CEOs, and Ministers prefer a Logframe.

Translates the more theoretical Logical Framework Approach into actionable work-plans. For ex-

ample, the Lograme serves as the basis for data collection plans, M&E plans, and activities.

Adequately emphasizes the importance of assumptions (and risks). While many project documents

may group all assumptions together for discussion under a particular section, the Logframe aligns

assumptions to specific activities and results that they apply. The Assumptions are important as

they help to clarify the degree to which a project activities depend on external factors.


Logframe Template EVENT

DESCRIPTION OF EVENT (Column 1)

INDICATORS Objectively verifiable in-dicators (OVIs) (Column 2)

MEANS OF VERIFICATION (MoV) (Column 3)

ASSUMPTIONS AND RISKS (Column 4)

Goal (or Impact) (Row 1)

Clearly but broadly describe the desired long-term effects of the project or pol-icy or programme. Examples: Improvement in Tonga’s literacy rate. More children are attending and com-pleting school. Improved educational quality

List down what should be measured. Examples: National literacy rate. Access to education Improved educational out-comes

List the possible sources of in-formation about the indicators. For example: Tonga Government Statistics Department; EMIS SPBEA Exams Unit STAT results

Outcomes (Row 2)

Describe the project’s central purpose or outcome - which is a more specific result that the project seeks to achieve (in support of the above goal above) This statement should clarify what will be changed, and who will benefit. For example: Improved access to quality basic education.

As with the above, list down the specific out-comes that should be measured. Examples: Number of children who have access to school books Number of children who can read

List the possible sources of in-formation about the indicators. For example: School register EMIS STAT results

List the assumptions. For exam-ple: Teachers keep student record. Curriculum is available to every-one There is quality curriculum and teachers Exam results truly reflects stu-dents ability Children attend school

Outputs (Row 3)

List the ‘deliverables’- which are the ob-servable, measurable changes, and tan-gible products/services the project team should be able to guarantee deliv-ering. For example: School books A new bus A new post or unit

List the tangle products the project can produce or the observable changes that it can cause. For ex-ample: Number of school books Number of new posts cre-ated/filled.

List the possible sources of in-formation about the indicators. For example: CDU report Printing report Human Resources recruitment record EMIS

List the assumptions. For exam-ple: New curriculum are at appropri-ate level of difficulty – lan-guage/content used are appro-priate. Timely advertisement and filling of new positions.


Increase in enrolment Reduction in the proportion of children who are not attending school. Note: Outputs are delivered, usually a specific date or dates.

Schools register Staff are satisfied and are com-mitted No major disaster (fire, hurri-cane, etc) occurring.

Activities (Row 4)

Define the main tasks that need to be carried out in order to achieve the out-puts. For example: Development and production of a Pu-pils’ book for Form 4 Science. Professional Development workshops on Staff Performance Appraisal. Professional Development workshops on Planning and Management in the school. Etc., etc., etc., Note: The project utilizes its inputs (e.g. resources) in the activities.

Clearly describe the main activities that the project will carry out to achieve the outputs. For example: Develop (write, print) new curriculum Conduct a series of train-ing workshop on SPA Conduct a series of profes-sional workshop on Plan-ning and Management Create a Relief-teacher system

List the possible sources of in-formation about the indicators. For example: CDU report Meeting minutes Ministry reports Workshop notes and power-point Human Resources record

List the assumptions. For exam-ple: All curriculum writers are healthy All curriculum writers will write every day; Workshops will run smoothly Approval granted ‘Normal’ peaceful sociopolitical environment

~ 14 ~

References Catholic Relief Society (CRS). (2008). Monitoring and Evaluation Planning. Monitoring and Evaluation Short

Cuts: Guidelines on Monitoring and Evaluation Planning.

Communication for Social Change Incorportaed. (2005). Who measures change? An introduction to

participatory Monitoring and Evaluation of communication for social change. Retrieved from CFSC

Home: http://www.communicationforsocialchange.org/

Folley, E., Mishook, J., Thompson, J., Kubiak, M., Supovitz, J., & Rhude-Faust, M. K. (2008, January). Beyond

Test Scores: leading Indicators for Education. Retrieved from Annesberg Institute for School

Reform: http://annenberginstitute.org/publication/beyond-test-scores-leading-indicators-

education

Government of Tonga. (March 2015). Tonga Srategic Development Framework II: A more progressive Tonga

- enhancing our inheritance 2015 - 2025. Nuku'alofa: Government of Tonga.

Kaagan, S., & Smith, M. S. (1985). Indicators of Educational Quality. Educational Leadership.

Lewis Grant Associates. (n.d). Logical Framework Approach. Retrieved from LGA - We help you achieve your

objectives: http://lgausa.com/top_page.htm

Practical Concepts Incorporated (PCI). (1979). The Logical Framework: A manager's guide to a scientific

approach to design and evaluation. Retrieved from USAID: From the Americal People: Development

Experience Clearinghouse: https://dec.usaid.gov/dec/home/Default.aspx

Wikipedia. (2015). Project Management. Retrieved from Wikipedia:

https://en.wikipedia.org/?title=Project_management

2. the logical framework

Documents