An introduction to the Logical Framework Approach LFA

An introduction to the Logical Framework Approach (LFA) Evaluation Closure Identification Development Lesson Learning and Feedback Implementation Formulation and appraisal Inception Approval December 2006 NFPCSP Dhaka

Logical Framework A simple tool for: n n Organizing thinking Communicating concisely and unambiguously More specifically: n n Setting Objectives Highlighting logical relationship between program/project activities, output and objectives Risks and assumptions related to each level Establishing criteria for Monitoring and Evaluations

Project planning: The 7 Key questions Here 1. Who are “we”? – Who has an interest? Who should be involved? 2. Where are we now? – What are the problems? What are the possibilities? 3. Where do we want to be? 4. How will we get there? 5. What may stop us getting there? – And what can we do to get around these obstacles? 6. How will we know if we’ve got there? - How will we monitor and evaluate? 7. What do we need to get there? – What detailed activities and There resources are needed?

Logical frameworks – 4 by 4 matrix Hierarchy of Objectives Impact/Goal Objective(s)/ Outcome(s) Outputs Activities Indicators Means of Verification Assumptions

The Hierarchy Impact/Goal (The greater Why) Objective(s)/Outcome(s) (Why) Outputs (What) Activities (How)

The logic of the Framework Impact/Goal Then If Objective(s)/ Outcome(s) Then If Achieve Outputs Then If Contribute Deliver Activities

Example from NFPCSP’s logframe To ensure a dependable sustained food security for all people of the country at all time (Development goal) Then Contribute If To enhance Bangladesh’s capacity to implement a comprehensive, equitable, gender-sensitive and pro-poor National Food Policy and Action Plan. (Project goal) Then If Activities If If Contribute Increased capacity in the FPMU to perform its National Food Policy related functions. (Objective 1. a) Then Achieve Fully staffed and Trained policy analysts in FPMU adequately equipped and (Output 1. a. 2) FPMU (Output 1. a. 1) Deliver Then Establish /maintain adequate physical infrastructure for FMPU Establish effective internal and external food security knowledge sharing systems Train FPMU officers to Ph. D. and Masters level Train all FPMU policy analysts in food policy –related analysis through onsite and short term training abroad.

What may stop us getting from here to there? Impact/Goal Then If If What can stop us achieving this Objective? Achieve Outputs Then If Contribute Objective(s)/ Outcome(s) Then What can stop us contributing to this Impact? What can stop us delivering these Outputs? Deliver Activities What can stop us in doing these Activities?

The IF AND THEN logic again Objectives Impact/ Goal Then we should contribute to this Impact Assumptions And these conditions hold If we achieve this Objective(s)/ Outcome(s) Then we should achieve this Outcome And these conditions hold Outputs If we deliver these Outputs Then we should deliver this Outputs And these conditions hold Activities If we carry out these Activities Then we will carry out these Activities START HERE If these preconditions hold

Example from NFPCSP’s logframe Objectives Objective 1. a: Increased capacity in the FPMU to perform its National Food Policy related functions. Output 1. a. 1: Fully staffed and adequately equipped FPMU Output 1. a. 2: Trained policy analysts in FPMU • Establish /maintain adequate physical infrastructure for FMPU • Train FPMU officers to Ph. D. and Masters level • Train all FPMU policy analysts in food policy –related analysis through on-site and short term training abroad. • Establish effective internal and external food security knowledge sharing systems Assumptions • Limited turnover among FMPU core staff • Adequate incentive structures in place for retaining trained experts in FPMU • Qualified and eager to learn candidates for ST and LT training can be identified and released from duties while being trained; • Cost-effective and needs-tailored training opportunities have been identified; • Sufficient technical and financial resources available to cover completion of formal training abroad activities. n. Qualified candidates for Ph. D. , Masters and policy analysis training can be identified and released from duties while being trained; n. Sufficient technical and financial resources available to cover completion of post-graduate training abroad. n. Cost-effective training opportunities have been found; n. Training effectively tailored to trainees’ needs and expectations

Continued at outcome level Objectives • Development Goal: To ensure a dependable sustained food security for all people of the country at all time (see NFP 2006) • Project Goal: To enhance Bangladesh’s capacity to implement a comprehensive, equitable, gendersensitive and pro-poor National Food Policy and Action Plan. Objective 1. a: Increased capacity in the FPMU to perform its National Food Policy related functions. Assumptions • Government commitment on continuation of implementation of the National Food Policy, especially after the election 2007. • No major food crises due to national disasters and other shocks • Adequate level of resources to implement food security strategies as stated in NFP and under other food-security related strategic policy frameworks (NAP, PRSP etc…) • • Continued governmentamong commitment Effective coordination donorstoinimplement the area of gender-sensitive food security/poverty reduction food security policies. • Commitment of responsible actors to align with NFP objectives and coordinate actions • Continued government responsiveness to quality analysis in selecting and implementing policies and programs. • Availability of adequate financial resources and administrative capacities

How will we know if we’ve got there? – and how to verify it? Hierarchy of Objectives Indicators Means of Verification Impact/Goal Objective(s)/ Outcome(s) Outputs Activities We are here Assumptions

Indicators n n n Tell us how we will recognize success Force us to clarify what we mean by our objectives Provide a basis for Monitoring, Review and Evaluation The best indicators are: Valid Reliable Relevant Sensitive to change Specific Cost effective Timely

Identifying indicators A helpful way of setting indicators is to use the maxim QQT – Quantity, Quality and Time. Step 1: Step 2: Step 3: Step 4: Set the basic indicator Add Quantity – an amount or percentage that will be achieved Add Quality – a built-in measure to specify the indicator Add Time – When this should be accomplished by

An example of QQT Step 1: Trained FPMU officers Step 2 (Quantity): 6 FPMU officers trained Step 3 (Quality): 6 FPMU officers trained to Masters level Step 4 (Time): 6 FPMU officers trained to Masters level by the end of 2010

Means of Verification/ Data Sources Some useful questions: What evidence do we need? Where will the evidence be located? How do we get it? Ø Available from existing sources? Ø Is special data gathering required? Who is going to collect it? How often and when? etc.

Example from NFPCSP’s logframe n n Indicator: 6 FPMU officers trained to Masters level Mean of verification: University degrees and certificates

More information on logframes n As. DB (2006) Guidelines for Preparing a Design and Monitoring Framework (www. adb. org/Documents/guidelinespreparing-dmf/guidelines-preparing-dmf. pdf) n DFID (2002) Tools for Development. n Ausaid Guides n Europe Aid n (www. dfid. gov. uk/pubs/files/toolsfordevelopment. pdf) (www. ausaid. gov. au/ausguide/default. cfm) (http: //ec. europa. eu/europeaid/qsm/project_en. htm) (http: //ec. europa. eu/europeaid/qsm/documents/pcm_ma nual_2004_en. pdf) Material from NFPCSP’s training course number 4