Welcome toWelcome toa 1-day coursea 1-day course

“Understanding and “Understanding and Producing Effective Producing Effective

Logframes”Logframes”2828thth January 2011 January 2011

NIDOS Training Programme, EdinburghNIDOS Training Programme, Edinburghwww.nidos.org.uk

AgendaAgenda 9.309.30 RegistrationRegistration 10.0010.00 Introductory SessionIntroductory Session 10.2010.20 Background on logframesBackground on logframes 10.4010.40 The logframe explainedThe logframe explained 11.0011.00 BreakBreak 11.1511.15 The logframe explained (cont)The logframe explained (cont) 11.4011.40 Building a logframeBuilding a logframe 1.001.00 LunchLunch 2.002.00 Small Group workSmall Group work 3.15 3.15 BreakBreak 3.303.30 Round up and final tipsRound up and final tips 4.154.15 Final questions and evaluationFinal questions and evaluation 4.454.45 CloseClose

Aims of the dayAims of the day To enable all attendees to understand the terminology To enable all attendees to understand the terminology

used in a basic logframe.used in a basic logframe. To expose each attendee to at least 3 example To expose each attendee to at least 3 example

logframes, with an opportunity to help critique these logframes, with an opportunity to help critique these logframes by the end of the day.logframes by the end of the day.

To give each attendee the opportunity to input directly To give each attendee the opportunity to input directly into developing a logframe (i.e. from problem tree into developing a logframe (i.e. from problem tree analysis to final completion of a logframe)analysis to final completion of a logframe)

To ensure all attendees are made aware of some of the To ensure all attendees are made aware of some of the advantages and disadvantages of the logframe advantages and disadvantages of the logframe approach, and show evidence of being able to apply approach, and show evidence of being able to apply these to their own work context.these to their own work context.

Session 2Session 2

Firstly, some Firstly, some background.....background.....

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A logframe can look something like A logframe can look something like this….this….

Objectives & Objectives & activitiesactivities

PurposePurpose

Goal Goal

OutputsOutputs

ActivitiesActivities MeansMeans

IndicatorsIndicators Means of Means of verificationverification AssumptionsAssumptions

CostCost

……Or can include different Or can include different terms.terms.

Don’t over-focus on the language and the variations in the various Don’t over-focus on the language and the variations in the various logframe models. Just use the format which the donor/NGO requires. logframe models. Just use the format which the donor/NGO requires. The important lesson is to learn to think through projects using the logic 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.model, and not to focus on the differences in terminology too much.

Background on the logframeBackground on the logframe Also known as the ‘logical framework matrix’.Also known as the ‘logical framework matrix’. Started in 1960s by USAID. Now used by most major donors.Started in 1960s by USAID. Now used by most major donors. Whether we realise it or not, we often work and think in Whether we realise it or not, we often work and think in

‘projects’ and every project can benefit from a ‘projects’ and every project can benefit from a clearclear plan, plan, goal, aim, etc.goal, aim, etc.

The skeleton. The backbone. The nuts and bolts. The front The skeleton. The backbone. The nuts and bolts. The front page.page.

Presents the project information in a Presents the project information in a systematicsystematic and and logicallogical way. way. Gives a Gives a clear, simple and conciseclear, simple and concise summary of what the project will summary of what the project will

achieve. achieve. Provides a basis for monitoring and evaluation, over the project Provides a basis for monitoring and evaluation, over the project

lifetime.lifetime. The basic logframe contains 16 cells (4 columns and 4 rows)The basic logframe contains 16 cells (4 columns and 4 rows) People often love them or hate them – what is your People often love them or hate them – what is your

experience?experience?

Logframes should not be…Logframes should not be…

……Written by one personWritten by one person ……Full of jargon that no one understandsFull of jargon that no one understands ……Written just to keep the donor happyWritten just to keep the donor happy ……Covered in dust. Covered in dust. Tip - Keep it a living Tip - Keep it a living

document, i.e. review and amend it regularly. document, i.e. review and amend it regularly. It is tool primarily to help the project, not to It is tool primarily to help the project, not to help the donor.help the donor.

Logframes should be…Logframes should be…

……Written with input from stakeholders and Written with input from stakeholders and beneficiaries, using a lively and interesting beneficiaries, using a lively and interesting process.process.

……Useful from the start to the end of the project.Useful from the start to the end of the project. ……Understandable by all involved and able to Understandable by all involved and able to

incorporate the view of all stakeholders.incorporate the view of all stakeholders. ……Interesting to write.Interesting to write. ……Concise. Concise. Tip – Don’t exceed 2 sides of A4.Tip – Don’t exceed 2 sides of A4. ……Easy and understandable for anyone to read, who Easy and understandable for anyone to read, who

picks it up for the first time. Simple, logical, clear, picks it up for the first time. Simple, logical, clear, concise and free of jargon. concise and free of jargon. Tip – give your final Tip – give your final draft to a colleague/friend to read, who has not draft to a colleague/friend to read, who has not seen it previously, before sending it to the donor.seen it previously, before sending it to the donor.

Disadvantages of the Disadvantages of the logframelogframe

In some cultures, the logframe can be In some cultures, the logframe can be seen as too wordy, too academic, too seen as too wordy, too academic, too difficult and too ‘Western’.difficult and too ‘Western’.

Risk of applying the framework too rigidly Risk of applying the framework too rigidly and losing creativity and innovation.and losing creativity and innovation.

It can seem impossible to capture all It can seem impossible to capture all things in a 4x4 table.things in a 4x4 table.

It can be time-consuming.It can be time-consuming.

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To summarise, why a training To summarise, why a training on ‘logframes’?on ‘logframes’?

9 out of 10 donors prefer them!9 out of 10 donors prefer them! It is just one tool which enables good analysis It is just one tool which enables good analysis

of the problem, with an opportunity for all of the problem, with an opportunity for all involved to agree on terminology, activities involved to agree on terminology, activities and methodology.and methodology.

It is a tool which helps to organise all ideas It is a tool which helps to organise all ideas and plans of the project, in a clear way.and plans of the project, in a clear way.

““Clear objectives and stakeholder commitment Clear objectives and stakeholder commitment drive successful projects.”drive successful projects.”

World BankWorld Bank

Now it is time to write Now it is time to write your own...your own...

Session 3Session 3

The logframe The logframe explained.....explained.....

What information should I What information should I include in a LF?include in a LF?

Firstly, think of your project in terms of Firstly, think of your project in terms of ......

PLAN IMPLEMENT

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.

YOUR PROJECT ACTIVITIES List the activities which your project will actually do.

We only do the activities – all of the above will follow.

YOUR PROJECT OUTPUTS: List the impact/results which your project will have.

Completing the first column of Completing the first column of the LFthe LFProject

Description

Goal

Purpose

Outputs

Activities

The broad development impact or ‘big picture’ to which this project will The broad development impact or ‘big picture’ to which this project will contribute, i.e. normally a national or sector level achievement.contribute, i.e. normally a national or sector level achievement.

Statement Wording: “To contribute to, to reduce, to improve…” Statement Wording: “To contribute to, to reduce, to improve…” “To contribute to a “To contribute to a reduction in the national population growth by lowering the fertility rate from 6.0 to 5.6.”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 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.impact or effect on the target group, by when and where, of this project.

Statement Wording: “To increase, To improve...”Statement Wording: “To increase, To improve...”To increase , from 10% to 30%, the To increase , from 10% to 30%, the effective use of modern contraceptive by eligible groups in village x, over the project period..”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 The specific and direct results/impact that the project will deliver, after activities have been done. These are under the control of the project.activities have been done. These are under the control of the project.

Statement Wording: “...delivered/produced/changed, etc.” Statement Wording: “...delivered/produced/changed, etc.” “Primary health care clinic “Primary health care clinic renovated, fully equipped and functioning. Clinic staff keeping regular records”renovated, fully equipped and functioning. Clinic staff keeping regular records”

The tasks that need to be carried out to deliver the planned results. We 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.only ‘do’ the activities – the rest will follow if the logic is correct.

Statement Wording: “Prepare, design, construct, research…, etc.” Statement Wording: “Prepare, design, construct, research…, etc.” Train clinic staff in Train clinic staff in record keeping. Renovate clinic. record keeping. Renovate clinic.

Test the ‘if’ logic…Test the ‘if’ logic…

if ACTIVITIESif ACTIVITIESare undertakenare undertaken

then OUTPUTSthen OUTPUTSwill be producedwill be produced

if if OUTPUTSOUTPUTS

are are producedproduced

then the then the PROJECT PROJECT PURPOSEPURPOSE

will be achievedwill be achieved

if the if the PROJECT PURPOSEPROJECT PURPOSE

is achievedis achieved

then the project will then the project will contribute towards thecontribute towards the

GOALGOAL

Start hereStart here

Start to write your own Start to write your own logframe!logframe!

Example of Goal, Purpose, Example of Goal, Purpose, Outputs and ActivitiesOutputs and Activities

Project Description

Indicators

Source of Verification

Assumptions

To contribute to improved health, particularly of under 5s and the general health of the river ecosystem.

Improved quality of river water in Tabo Province, by end of 2013.

1.1 Reduced volume of toilet waste discharged into river1.2 Reduced volume of household refuse directly dumped into the river system

1.1.1 Conduct baseline survey of households1.1.2 Prepare and deliver public awareness campaign1.1.3 Prepare engineering specifications for latrines and expanded sewage network.1.2.1 Etc.1.2.1 Etc.

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In reality, it is never quite as In reality, it is never quite as simple as that.simple as that.

There are certain There are certain assumptionsassumptions

we are basing our project we are basing our project success on (4success on (4thth column) column)

For example...For example...

Test the ‘If and Then’ LogicTest the ‘If and Then’ Logic

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What do we mean by What do we mean by ‘assumptions’?‘assumptions’?

• These are external conditions/factors required for the success These are external conditions/factors required for the success of the project, i.e. They are beyond the control of the project.of the project, i.e. They are beyond the control of the project.

• Think about relevant and probable factors which could Think about relevant and probable factors which could jeopardize the success of the project, at each level.jeopardize the success of the project, at each level.

• Assumptions are worded positively, because they describe Assumptions are worded positively, because they describe circumstances required to achieve certain objectives, e.g. circumstances required to achieve certain objectives, e.g. Children have time to participate in programme, HIV/AIDS is Children have time to participate in programme, HIV/AIDS is recognised as a problem that people want to address, peaceful recognised as a problem that people want to address, peaceful elections.elections.

• If an assumption is essential for the success of the project but If an assumption is essential for the success of the project but is unlikely to come to pass, it is called a ‘killer assumption’ – is unlikely to come to pass, it is called a ‘killer assumption’ – either redesign the project or abandon the project!either redesign the project or abandon the project!

• On the other hand, if an assumption is almost certain, don’t On the other hand, if an assumption is almost certain, don’t include it.include it.

• Use the next diagram to help you...Use the next diagram to help you...

The assessment of The assessment of assumptionsassumptions

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Some examples of Some examples of AssumptionsAssumptions

Example of Assumptions for the Goal and Purpose LevelExample of Assumptions for the Goal and Purpose Level– Peaceful elections (e.g. Political)Peaceful elections (e.g. Political)– Stable economy (e.g. Economic)Stable economy (e.g. Economic)

Example of Assumptions for Output and Activity LevelExample of Assumptions for Output and Activity Level– Management will be able to recruit skilled staff (e.g. personnel Management will be able to recruit skilled staff (e.g. personnel

issues).issues).– Government will sign contract in a timely manner (e.g. legal or Government will sign contract in a timely manner (e.g. legal or

administrative issues)administrative issues)– Participation of stakeholders in maintaining the clinic (e.g. people Participation of stakeholders in maintaining the clinic (e.g. people

issues!)issues!)– Rainy season will finish by early May (e.g. seasonal factors)Rainy season will finish by early May (e.g. seasonal factors)– Seeds and tools will be delivered on time (e.g. export/import Seeds and tools will be delivered on time (e.g. export/import

factors)factors)

See example logframes for more assumptions.See example logframes for more assumptions.

AssumptionsAssumptionsProject

DescriptionIndicator

sSource of

VerificationAssumptions

To contribute to improved health, particularly of under 5s and the general health of the river ecosystem.

Improved quality of river water in Tabo Province, by end of 2013.

- The Clean River legislation is introduced by the EPA and enforced- Up river water quality remains unchanged

1.1 Reduced volume of toilet waste discharged into river1.2 Reduced volume of household refuse directly dumped into the river system

- Waste water treatment meets national standards- Fishing cooperatives meet obligations to establish waste collection systems

1.1.1 Conduct baseline survey of households1.1.2 Prepare and deliver public awareness campaign1.1.3 Prepare engineering specifications for latrines and expanded sewage network.1.1.4 Etc.1.2.1 Etc.

- Government budgets for improvements to sewage systems remain unchanged.

Go

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Continue to work on Continue to work on your own logframe!your own logframe!

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How are we going to How are we going to measure the success of our measure the success of our

project? project?

IndicatorsIndicators(2(2ndnd column) column)

Adding IndicatorsAdding Indicators

Project Description

Indicators Source of Verification

Assumptions

Goal

Purpose

Outputs

Activities

““an instrument which gives you information” an instrument which gives you information” The English Language DictionaryThe English Language Dictionary

““A quantitative or qualitative factor or variable that provides A quantitative or qualitative factor or variable that provides a simple and a simple and reliable means to measure achievement,reliable means to measure achievement, to reflect changes connected to an to reflect changes connected to an

intervention, or to help assess the performance of a development actor” intervention, or to help assess the performance of a development actor” OECD/DAC (DAC Glossary of Key Terms in Evaluation, May 2002)OECD/DAC (DAC Glossary of Key Terms in Evaluation, May 2002)

““a variable, which purpose it is to a variable, which purpose it is to measure change in a phenomena or measure change in a phenomena or

process”process” USAIDUSAID

““a description of the project’s a description of the project’s objectives in terms of quantity, objectives in terms of quantity,

quality, target group(s), time and quality, target group(s), time and place”place” OECDOECD

•Sometimes called Objectively Sometimes called Objectively Verifiable Indicators (OVIs).Verifiable Indicators (OVIs).

DEFINITIONSDEFINITIONS

Example of a Good IndicatorExample of a Good Indicator

GoalGoal::““Conservation of the Giant Panda endangered Conservation of the Giant Panda endangered species”species”

IndicatorIndicator:: At the end of the fifth year At the end of the fifth year (when)(when) the population sizes (the population sizes (whatwhat) ) of the Giant Panda of the Giant Panda (which(which)) within country x within country x ((wherewhere)) have increased to x number have increased to x number (target)(target) compared to x number at project-start level compared to x number at project-start level

(baseline)(baseline)

Tips on writing indicatorsTips on writing indicators

Indicators can also be called OVIs (Objectively Verifiable Indicators can also be called OVIs (Objectively Verifiable Indicators)Indicators)

Normally, indicators are completed at the level of the Normally, indicators are completed at the level of the purpose, output and goal only (however, always check donor purpose, output and goal only (however, always check donor guidelines first).guidelines first).

Keep it simple! Write only 1-3 indicators for each Keep it simple! Write only 1-3 indicators for each output/purpose.output/purpose.

Indicators should show progress towards Indicators should show progress towards andand achievement of achievement of the output (i.e. don’t just repeat the completed activities!) the output (i.e. don’t just repeat the completed activities!)

Tip: Avoid reinventing the wheel – use indicators which exist.Tip: Avoid reinventing the wheel – use indicators which exist. Participatory M and E – use indicators which can be collected Participatory M and E – use indicators which can be collected

by stakeholders and/or beneficiaries.by stakeholders and/or beneficiaries. Tip: Try and relate indicators to baseline data if possible.Tip: Try and relate indicators to baseline data if possible. Indicators should be SMART (see next page...)Indicators should be SMART (see next page...)

SMART IndicatorsSMART Indicators A good indicator should be SMARTA good indicator should be SMART

• SSpecific to the objective it is supposed to pecific to the objective it is supposed to measuremeasure

• MMeasurable (either quantitatively or easurable (either quantitatively or qualitatively)qualitatively)

• AAvailable at an acceptable costvailable at an acceptable cost

• RRelevant to the information needs of managerselevant to the information needs of managers

• TTime-bound so we know when we can expect ime-bound so we know when we can expect the objective/target to be achievedthe objective/target to be achieved

Output-level IndicatorsOutput-level IndicatorsProject

DescriptionIndicators

Goal

Purpose

Outputs Output-level indicators allow the project to track what is to be delivered, when, and, most importantly, to what effect.

Ask yourself; “What will life look like when the outputs have been achieved? “

Examples:•16 peer educators groups (with 10-12 people in each group) trained and active in 16 schools by month 7, working with 3 age groups.•240 posters produced (80 per age group) and distributed to 16 schools by end of Month 9

Activities

Purpose-level IndicatorsPurpose-level IndicatorsProject

DescriptionIndicators

Goal

Purpose Purpose-level indicators focus on demonstrable evidence of abehavioural change, such as adoption or uptake.Think IMPACT.Think CHANGE. Think WHAT PEOPLE WILL DO DIFFERENTLY.

Ask yourself; “What will life look like when the purpose is met?”

Examples:• 75% of school children in x town are able to name three

transmission routes of HIV• 75% of school children in x town have talked to a person with

HIV/AIDS

Outputs

Activities

Goal-level IndicatorsGoal-level IndicatorsProject

DescriptionIndicators

Goal Many organisations/donors do not expect a Project to measure impact or change at the goal level. This is because the project usually only contributes to the achievement of the goal, rather than actually achieving the goal.

However, performance indicator statements and associated data can usefully be drawn from appropriate, already-existing sources such as Amnesty International, FAO, Transparency International, World Bank, UN, national government reports, HDI Index, etc. Therefore, it is worth sourcing relevant data, to include as an indicator at goal-level, but the project shouldn’t specifically collect it.

Purpose

Outputs

Activities

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How are we going to collect How are we going to collect the information to measure the information to measure

the indicators? the indicators?

Means of Means of VerificationVerification

Means of Verification (MoV)Means of Verification (MoV)

Project Descriptio

n

Indicators Means of Verificatio

n

Assumptions

Goal

Purpose

Outputs

Activities

Sometimes called ‘Sources of Verification’. MoV Sometimes called ‘Sources of Verification’. MoV are are tools or means to collect the information required by the tools or means to collect the information required by the

indicators. indicators.

• If the information referred to in the If the information referred to in the indicator cannot be obtained, the indicator indicator cannot be obtained, the indicator becomes useless and a new one should becomes useless and a new one should

be formulated.be formulated.

Examples of MoVs include: Examples of MoVs include: - Project documents- Field surveys- Minutes of meetings- Records- Training reports- Annual surveys

Means of verificationMeans of verification (MoV)(MoV)- 3- 3rdrd Column Column

Questions to consider, when thinking of how to gather the data:Questions to consider, when thinking of how to gather the data: Do appropriate external sources already exist (e.g. reports, Do appropriate external sources already exist (e.g. reports,

stats)stats) Are these sources specific enough?Are these sources specific enough? Are they sources Are they sources reliablereliable and and accessibleaccessible?? Are the costs for obtaining the information Are the costs for obtaining the information reasonablereasonable?? Should other sources be created?Should other sources be created?

Try to use existing sources as much as possibleTry to use existing sources as much as possible

Continue to work on Continue to work on your own logframe!your own logframe!

The order for normally The order for normally completing the boxes is shown completing the boxes is shown

below….below….

It’s time to put our It’s time to put our learning into practice...learning into practice...

Session 4Session 4

Building a logframe Building a logframe from scratch.....from scratch.....

How do we start to write a LF?How do we start to write a LF?

A typical process could look like this:A typical process could look like this:

• Carry out a Situational Analysis, then...Carry out a Situational Analysis, then...

• Carry out a Stakeholder Analysis, then...Carry out a Stakeholder Analysis, then...

• Do a Problem Tree Analysis, then...Do a Problem Tree Analysis, then...

• Do a Objective Tree Analysis, then...Do a Objective Tree Analysis, then...

• Write the Logical Framework Matrix and Write the Logical Framework Matrix and then...then...

• Execute the project and...Execute the project and...

• Carry out Monitoring and EvaluationCarry out Monitoring and Evaluation

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A document is created which describes the situation surrounding A document is created which describes the situation surrounding

the problem. The source could be a feasibility study, a pre-the problem. The source could be a feasibility study, a pre-appraisal report, or be a compilation done specifically for the appraisal report, or be a compilation done specifically for the project design workshop. Typically the document describes the project design workshop. Typically the document describes the potential problem situation in detail, identifies the stakeholders potential problem situation in detail, identifies the stakeholders and describes the effects of the problems on them.and describes the effects of the problems on them.

Situational AnalysisSituational Analysis

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A stakeholder is any individual, group or organisation with an interest in the outcome of a A stakeholder is any individual, group or organisation with an interest in the outcome of a

programme/project.programme/project.

SA is an analysis of the people, groups, or organizations who may influence or be influenced by the SA is an analysis of the people, groups, or organizations who may influence or be influenced by the problem or a potential solution to the problem. This is the first step to understanding the problem. problem or a potential solution to the problem. This is the first step to understanding the problem. Without people or interest groups there would be no problem. So to understand the problem, we Without people or interest groups there would be no problem. So to understand the problem, we must first understand the stakeholders. The objectives of this step are to reveal and discuss the must first understand the stakeholders. The objectives of this step are to reveal and discuss the interest and expectations of persons and groups that are important to the success of the projectinterest and expectations of persons and groups that are important to the success of the project

(chicken and egg)(chicken and egg)

Stakeholder AnalysisStakeholder Analysis

Problem Tree Approach Problem Tree Approach

Step One: Identify a “core” or central problem. Step One: Identify a “core” or central problem. Tip: State an existing Tip: State an existing negative situation (e.g. Poor health provision), not the absence to a negative situation (e.g. Poor health provision), not the absence to a problem (e.g. No health centre)problem (e.g. No health centre)

Step Two: Participants themselves list all problems that come to mind, i.e. Step Two: Participants themselves list all problems that come to mind, i.e. those which relate to or stem from this core problem. List only actual those which relate to or stem from this core problem. List only actual problems (i.e. not future, imagined or possible problems). Use one problems (i.e. not future, imagined or possible problems). Use one card for each problem.card for each problem.

Tip: Divide into small groups of men, women, children, etc.Tip: Divide into small groups of men, women, children, etc.LET’S START TO BUILD OUR OWN PROBLEM TREELET’S START TO BUILD OUR OWN PROBLEM TREE

Step Three: Come together and determine which problems are Step Three: Come together and determine which problems are effectseffects (branches) and which are (branches) and which are causescauses (roots) of the core problem. Place on (roots) of the core problem. Place on the ‘tree’ and group together similar cards.the ‘tree’ and group together similar cards.

Step Four: Identify the root causes and main effects, by asking ‘why’ or Step Four: Identify the root causes and main effects, by asking ‘why’ or ‘what leads to...’ at least 5 times for each card, to understand fully the ‘what leads to...’ at least 5 times for each card, to understand fully the cause-effect heirarchy around the core problem. Ensure everyone cause-effect heirarchy around the core problem. Ensure everyone agrees when moving cards.agrees when moving cards.

Methods Methods and Toolsand Tools

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Problem TreeProblem Tree

CAUSECAUSE

EFFECTEFFECT

Problem Tree AnalysisProblem Tree Analysis

Relies onRelies on:: Group-based inter-action eg. Group-based inter-action eg.

Workshop formatWorkshop format Participation of key stakeholdersParticipation of key stakeholders Facilitation of the processFacilitation of the process Achieving consensus on problems, Achieving consensus on problems,

causes and effects, with active causes and effects, with active involvement and participation.involvement and participation.

Methods Methods and Toolsand Tools

From Problems to From Problems to ObjectivesObjectives

Now we have the Problem Tree, we Now we have the Problem Tree, we can do the following:can do the following:

a)a) Identify a project purpose for our Identify a project purpose for our logframe (by converting the main logframe (by converting the main problem into a specific purpose)problem into a specific purpose)

b)b) Identify the project activities and Identify the project activities and outputs (by substituting cause-effect outputs (by substituting cause-effect problem tree statements with means-problem tree statements with means-end objective tree statements)end objective tree statements)See over...See over...

Methods Methods and Toolsand Tools

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Analysis of ObjectivesAnalysis of Objectives Transform the ‘problem tree’ into an ‘objective tree’ by restating the Transform the ‘problem tree’ into an ‘objective tree’ by restating the

problems as objectives.problems as objectives. The problem statement converts into a positive statement, e.g. ‘lack of The problem statement converts into a positive statement, e.g. ‘lack of

sufficient water’ (problem) becomes ‘improve water supply’ (objective). sufficient water’ (problem) becomes ‘improve water supply’ (objective). Tip: Turn the card over and write on the back.Tip: Turn the card over and write on the back.

The top of the tree shows the end which is desired (i.e. convert effects The top of the tree shows the end which is desired (i.e. convert effects to results/outputs). For example, ‘contaminated water’ to clean water’.to results/outputs). For example, ‘contaminated water’ to clean water’.

The roots show the means to achieving the end (i.e. convert the causes The roots show the means to achieving the end (i.e. convert the causes to activities). For example, ‘lack of technical people’ becomes to activities). For example, ‘lack of technical people’ becomes ‘increase number of trained people’.‘increase number of trained people’.

Tip: The ‘problem tree’ is probably never going to be the same for Tip: The ‘problem tree’ is probably never going to be the same for different groups and at different times, so see it more as a device to different groups and at different times, so see it more as a device to broaden thinking than as a definitive project determinant. For broaden thinking than as a definitive project determinant. For example, ‘lack of sufficient water’ could either be a ‘cause’ or an example, ‘lack of sufficient water’ could either be a ‘cause’ or an ‘effect,’ depending on the situation and participating group, and the ‘effect,’ depending on the situation and participating group, and the project objectives and tasks would be different for each. project objectives and tasks would be different for each.

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The relationship between the The relationship between the problems tree and the objective problems tree and the objective

treetree

PROBLEM TREEPROBLEM TREE OBJECTIVE TREEOBJECTIVE TREE Focal problem Focal problem Project Project

PurposePurpose

EffectsEffects OutputOutput

CausesCauses ActivitiesActivities

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PROBLEM TREE: BUS EXAMPLEPROBLEM TREE: BUS EXAMPLE

Loss of Loss of confidence in bus confidence in bus

companycompanyPeople are latePeople are latePassengers hurt Passengers hurt

or killedor killed

Frequent bus Frequent bus accidentsaccidents

EffectsEffects

Core problemCore problem

Drivers not Drivers not careful enoughcareful enough

Bad conditions of Bad conditions of vehiclesvehicles

Bad road Bad road conditionsconditions

Vehicles too oldVehicles too old No ongoing No ongoing maintenancemaintenance

CausesCauses

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OBJECTIVES TREE: OBJECTIVES TREE: BUS EXAMPLEBUS EXAMPLE

Customers have a Customers have a better image of the better image of the

bus companybus company

Passengers Passengers arrive at arrive at

scheduled timescheduled time

Less Less passengers hurtpassengers hurt

Frequency of bus Frequency of bus accidents accidents

considerably considerably reducedreduced

Drivers drive Drivers drive carefully and carefully and responsiblyresponsibly

Keep vehicles in Keep vehicles in good conditiongood condition

Improve road Improve road conditionsconditions

Replace old vehiclesReplace old vehicles Regularly maintain Regularly maintain and check vehiclesand check vehicles

OutputsOutputs

ActivitiesActivities

PurposePurpose

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So, what do we include in So, what do we include in our logframe?our logframe?

As this process can result in projects which As this process can result in projects which are too ambitious, it is therefore important are too ambitious, it is therefore important to help the group to focus on what can be to help the group to focus on what can be achieved.achieved.

Participatory Ranking Participatory Ranking can help to prioritise can help to prioritise and focus project activities. and focus project activities. Tip: Use stones, Tip: Use stones, bottle tops or sticky dots. Participants are bottle tops or sticky dots. Participants are asked to place 4 stones on their top priority, asked to place 4 stones on their top priority, 3 on their 2nd priority, 2 on their 3nd 3 on their 2nd priority, 2 on their 3nd priority, etc, etc.priority, etc, etc.

What would you like to work What would you like to work on?on?

1.1. A logframe/project design you have brought with you.A logframe/project design you have brought with you.2.2. EU Boto Case Study: EU Boto Case Study: Read the one page summary of Read the one page summary of

this fictional project (ag, health, water) and design a this fictional project (ag, health, water) and design a logframe. Example logframes will be given to you after logframe. Example logframes will be given to you after the exercise.the exercise.

3.3. EU Sierra Leone Case Study. EU Sierra Leone Case Study. Read the summary at Read the summary at the start of the proposal and design a logframe. The the start of the proposal and design a logframe. The actual logframe submitted to the EU will be given to you actual logframe submitted to the EU will be given to you after the exercise.after the exercise.

4.4. Critique a logframe: Critique a logframe: Critique a fictional logframe and Critique a fictional logframe and then read the IFAD critque on the next page.then read the IFAD critque on the next page.

5.5. DFID CSCF Niger Case Study: DFID CSCF Niger Case Study: Read the one page Read the one page summary at the start of the proposal and design a summary at the start of the proposal and design a logframe. The actual logframe submitted to DFID will be logframe. The actual logframe submitted to DFID will be given to you after the exercise. This proposal was given to you after the exercise. This proposal was successfully funded by DFID in 2004.successfully funded by DFID in 2004.

Session 6Session 6

Round up and final Round up and final tips.....tips.....

Examples of Goal Examples of Goal StatementsStatements

Feedback from DFID CSCF Feedback from DFID CSCF grant submissions (2010)grant submissions (2010)

Although the project is clear on its poverty reduction and

livelihood security aims, how women will participate in

community and household decision-making processes

remains vague

Although the project is clear on its poverty reduction and

livelihood security aims, how women will participate in

community and household decision-making processes

remains vague

Feedback from DFID CSCF Feedback from DFID CSCF grant submissions (2010)grant submissions (2010)

The problem analysis is too broad identifying a range of issues leading to the exclusion and

marginalisation of target communities and of youth in

particular. It is not entirely clear how this relates to the

proposed work and how certain activities (e.g. setting up agri-

business and agroforestry projects) will contribute to

improving livelihoods.

The problem analysis is too broad identifying a range of issues leading to the exclusion and

marginalisation of target communities and of youth in

particular. It is not entirely clear how this relates to the

proposed work and how certain activities (e.g. setting up agri-

business and agroforestry projects) will contribute to

improving livelihoods.

Feedback from DFID CSCF Feedback from DFID CSCF grant submissions (2010)grant submissions (2010)

The project approach is described as a series of 16 largely unrelated activities some of which are not clearly explained (e.g. activity 4:

"awareness raising through different activities" or 13: "engagement of youth in

extracurricular activities will promote positive energies").

The project approach is described as a series of 16 largely unrelated activities some of which are not clearly explained (e.g. activity 4:

"awareness raising through different activities" or 13: "engagement of youth in

extracurricular activities will promote positive energies").

Feedback from DFID CSCF Feedback from DFID CSCF grant submissions (2010)grant submissions (2010)

Budget includes £117,600 for national, regional and

international advocacy but it is not clear from the narrative or the logframe as to what issues

will be addressed or what policies or other frameworks

will be targeted.

Budget includes £117,600 for national, regional and

international advocacy but it is not clear from the narrative or the logframe as to what issues

will be addressed or what policies or other frameworks

will be targeted.

Feedback from donors... Feedback from donors...

““The art to developing a good logframe is to make it The art to developing a good logframe is to make it specific and clear, but not too long”.specific and clear, but not too long”.

IFAD, 2002IFAD, 2002

““We look forWe look for

Clear hierarchy of and linking between goal, purpose, Clear hierarchy of and linking between goal, purpose, outputs and activitiesoutputs and activities

Clear, concise and accessible statement of all key Clear, concise and accessible statement of all key components of a projectcomponents of a project

Clarify on how the project is expected to work and what it Clarify on how the project is expected to work and what it will achieve”will achieve”

DFID , 2010DFID , 2010

Logframes: Common Logframes: Common problems from a donors problems from a donors

perspectiveperspective Confusion of goal and purposeConfusion of goal and purpose

More than one purpose statementMore than one purpose statement

No numbering No numbering

No logical hierarchy within the logframe (activities should be No logical hierarchy within the logframe (activities should be linked to outputs, outputs linked to the purpose and the purpose linked to outputs, outputs linked to the purpose and the purpose contributes to the goal)contributes to the goal)

Indicators which are not clear or SMART (specific, measurable, Indicators which are not clear or SMART (specific, measurable, achievable, realistic and time bound)achievable, realistic and time bound)  

Indicators mix indicators and activities and have no target Indicators mix indicators and activities and have no target numbers or disaggregated datanumbers or disaggregated data

Narrative and logframe don’t match upNarrative and logframe don’t match up

DFID , 2010DFID , 2010

Logframes: DFID Common Logframes: DFID Common Problems (continued)Problems (continued)

Scale of outputs makes reaching the purpose unlikely in Scale of outputs makes reaching the purpose unlikely in timeframe providedtimeframe provided

Comments at CN stage have not been taken into accountComments at CN stage have not been taken into account

Not useful as an M&E toolNot useful as an M&E tool

Confusion over indicators and means of verification: Often Confusion over indicators and means of verification: Often applicants think that the two are the same thing.applicants think that the two are the same thing.

Indicators for which verification would be extremely difficult.Indicators for which verification would be extremely difficult.

Poor analysis of risk and assumptions and the hierarchy in Poor analysis of risk and assumptions and the hierarchy in relation to the intervention logic: i.e. not discussing the relation to the intervention logic: i.e. not discussing the assumptions and how they relate to the intervention logic assumptions and how they relate to the intervention logic which should be as follows:which should be as follows:

Other donor feedback...Other donor feedback...

Activities are relatively few and do not convincingly lead to Activities are relatively few and do not convincingly lead to the outputs.the outputs.

Purpose is 3 statements; outputs with indicators not well-Purpose is 3 statements; outputs with indicators not well-defineddefined

Indicators are a mix of indicators and activities. Indicators are a mix of indicators and activities. Capacity building of partner is not addressed specifically.Capacity building of partner is not addressed specifically. There is no clear indicator for policy change.There is no clear indicator for policy change. Indicators need to be SMARTIndicators need to be SMART No disaggregation by gender or other categories.No disaggregation by gender or other categories. The purpose statement does not reflect the analysis in the The purpose statement does not reflect the analysis in the

narrative.narrative.

Typical problemsTypical problems

Beneficiaries not clearly identifiedBeneficiaries not clearly identified Problems identified as important are not Problems identified as important are not

those of the intended beneficiariesthose of the intended beneficiaries Objective structure poorly developedObjective structure poorly developed Multiple project purposesMultiple project purposes Assumptions not developedAssumptions not developed Indicators not developedIndicators not developed

Practical hintsPractical hints Use reference numbers in the tableUse reference numbers in the table Write clear statementsWrite clear statements Avoid just rephrasing statements at other Avoid just rephrasing statements at other

levelslevels Keep the statements short and conciseKeep the statements short and concise Don’t complete the LF on your ownDon’t complete the LF on your own Use post-it’s or cards, to move aroundUse post-it’s or cards, to move around Ask an outsider to test/review the logic on Ask an outsider to test/review the logic on

the final logframe (eg. Peer reviews).the final logframe (eg. Peer reviews).

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Supplement the logframe with the Supplement the logframe with the use of other tools, e.g. Project use of other tools, e.g. Project Timeline Timeline

This presentation featured in the NIDOS This presentation featured in the NIDOS training programme:training programme:

www.nidos.org.uk

Contact details:Contact details:Jill GentleJill Gentle

Independent Consultant Independent Consultant (specialising in project management, participatory (specialising in project management, participatory

tools, community development methodologies)tools, community development methodologies)writetojilluk@yahoo.co.uk

07773 01635607773 016356