Beginners Guide To Logical Framework Approach (BOND)

Logical Framework AnalysisWHAT IS LOGICAL FRAMEWORK ANALYSIS (LFA)?A log frame (also known as a Project Framework) is a tool for planning and managing developmentprojects. It looks like a table (or framework) and aims to present information about the keycomponents of a project in a clear, concise, logical and systematic way. The log frame model wasdeveloped in the United States and has since been adopted and adapted for use by many otherdonors, including the Department for International Development (DFID). A log frame summarises, in a standard format:• What the project is going to achieve?• What activities will be carried out to achieve its outputs and purpose?• What resources (inputs) are required?• What are the potential problems which could affect the success of the project?• How the progress and ultimate success of the project will be measured and verified?WHY USE LFA?Because most donors prefer it?The LFA is a way of describing aLFA can be a useful tool, both in the planning,project in a logical way so that it is:monitoring and evaluation management ofdevelopment projects. It is not the only planning tool,• Well designed.and should not be considered an end in itself, but• Described objectively.Guidance Notes No.4using it encourages the discipline of clear andspecific thinking about what the project aims to doand how, and highlighting those aspects upon which• Can be evaluated.success depends. • Clearly structured.LFA also provides a handy summary to informproject staff, donors, beneficiaries and other stakeholders, which can be referred tothroughout the lifecycle of the project. LFA should not be set in concrete. As the projectcircumstances change it will probably need to reflect these changes but everyone involved willhave to be kept informed.What is so intimidating about using LFA? Perhaps because we are very conscious of the complexity of development projects, we find it hardto believe that they can be reduced to one or two sides of A4. Remember that the log frame isn'tintended to show every detail of the project, nor to limit the scope of the project. It is simply aconvenient, logical summary of the key factors of the project.WHAT DOES THE JARGON MEAN?Some of the terminology involved in LFA may seem rather intimidating. Do not be put off by the language.Remember that the goal, purpose, outputs and activities are all objectives but at different levels of the projecthierarchy. Different donors use slightly different terminology, but the logical frameworks are all the same inprinciple. You will come across the following terms: TERMMEANINGEXAMPLE___________________________________________________________________________________________Narrative SummaryThe goal, purpose, outputs and activities of See below.the project as described in the left-handcolumn of the logical framework.(the Objectives column)___________________________________________________________________________________________GoalThe ultimate result to which your projectJamaica’s dominance of is contributing - the impact of the project.competitive bobsledding.___________________________________________________________________________________________PurposeThe change that occurs if the project Jamaica wins the gold medaloutputs are achieved - the effect of the for bobsledding at the 2002project.Winter Olympics.___________________________________________________________________________________________OutputsThe specifically intended results of theTeam members selected by project activities - used as milestones of(date). what has been accomplished at variousTeam at full fitness by (date) etc.stages during the life of the project.___________________________________________________________________________________________ActivitiesThe actual tasks required producing theDevelop training schedule.desired outputs.Find practice venue.Publicity campaign to recruit team member, etc.___________________________________________________________________________________________IndicatorsAlso referred to as measurable or 1. Team members capable ofobjectively verifiable indicators (OVI)running x metres in x seconds byquantitative and qualitattive ways ofx time.measuring progress and whether project2. 4 year training schedule, outputs; purpose and goal have been budget and outcomes developedachieved.and agreed by x, etc.___________________________________________________________________________________________Means of M.O.V is the information or data1. Fitness report from teamverificationrequired to assess progress againstdoctor.indicators and their sources.2. Schedule written and agreed(signed) by coach, team members and team doctor.___________________________________________________________________________________________AssumptionsFactors external to the project which areThe Jamaican team qualities forlikely to influence the work of the projectthe Games.management has little control, and whichIt snows enough for the Gamesneed to exist to permit progress to the to be held, etc.next level in the LFA.___________________________________________________________________________________________Super goalThe long-term results of continued Hot countries seen as serious achievement of the goal of the project.competitors in winter sports.___________________________________________________________________________________________InputsWhat materials, equipment, financial Funding, Coach, Bob-sled, and human resources are needed to carrySnow, Medical Advisor, etc.out the activities of the project?___________________________________________________________________________________________BOND Guidance Notes Series 2WHO SHOULD BE INVOLVED? The reality of funding proposals and completing logIf the log frame hasframes usually means a desk officer in the UK tryingto be written,to summarise a project outline for a fundingadapted or changedapplication. However, if used correctly as a planningin the UK, it istool, LFA ought to be developed first by, or workingimportant to feed theclosely with the person most closely involved indetail back toproject implementation who will most likely be yourfieldworkers,project co-ordinator or partner organisation overseas.partners and otherThe project detail can be more easily developed fromrelevantthe log frame than the other way round.stakeholdersoverseas. The inputWriting log frames in the UK is not participatory, whichto a log framehas led to criticism of the log frame as a planningshould be a team tool. Ideally it should be produced 'in country' so thateffort, as much asduring the planning stage participatory approachespossible.can be used to feed into the log frame as it isdeveloped. Whilst project beneficiaries may notidentify easily with the concept of LFA, they may beIf you are not the person closest to the project, it isable to identify the factors that are critical to projectimportant to engage that person in developing the logsuccess, as well as the most appropriate indicators offrame. progress. In this way, participatory techniques can beAlways consider:used to inform LFA. • What impact the objectives & indicators will have ontheir work.The log frame can also provide a guide as to what• What is realistically achievable? information needs to be gathered through participatory• Will they have enough time to collect the informationprocesses, and can be enhanced by combining theyou are asking for?outcomes of other planning tools, such as social• Are the assumptions are you making realistic tomapping, wealth ranking, and problem and objectivethem? Are you fully aware of their workingtrees.conditions?WHAT DO I NEED TO PRODUCE A LOGICAL FRAMEWORK?• Supply of large sheets of paper, (preferably flip chart sheets). • Pencil, eraser and 'Post-it' notes or cards, so you can adjust and amend as you go along.• Somewhere to work without distractions.• Ideally, someone to discuss and 'bounce' ideas around with.• As much information about the planned project as possible - preferably do it 'on site'. NOW, WHERE DO I NEED TO START?Many people find it useful to start by developing aAll the statements must be written in negative terms.Problem Tree. Try to identify what is the real problemThis will give you a problem tree in which a cause andthe project is to tackle and write it in the middle of aeffect relationship operates from the bottom to the top. sheet of paper. Then consider the direct causes of theYou may also find it useful to work upwards from theproblem and write them in a horizontal line below theoriginal problem, identifying its effect etc. problem. Then changing the wording of each item into positive Next, repeat the process for each of those on anotherterms will change the Problem Tree into an Objective horizontal line and continue to repeat as necessary.Tree. Next, decide whether the original problem is stillBOND Guidance Notes Series 3going to be the main focus (or goal) of the project.information generated in the Objective Tree and:This may now be higher or lower on the ObjectiveTree.• Start at the top and work down The objectives column - what is the project going Having made that decision, the purpose, outputs andto achieve?activities should be present in the next threehorizontal lines of the Objective Tree. It will probably• Then think laterally be necessary to decide what to include at this stage,How can the progress of the project be measuredas the project has to be of a manageable size. against its objectives? (See Figure 1 below: A Logical Framework -DFID model) • Then reflect back upWhat assumptions are to be included and what areThe key to completing log frames is to use the their implications?Figure 1: A Logical Framework (DFID model)Taken from DFID’s “Guidelines on Humanitarian Assistance”, May 1997Objectives Measurable Means of Important indicators verification assumptions GOAL: Quantitative ways of Cost-effective (Goal to supergoal) Wider problem the measuring or methods and External factors project will help to qualitative ways of sources to quantify necessary to sustain resolve judging timed or assess indicators objectives in the long achievement of goal run PURPOSE: Quantitative ways of Cost-effective (Purpose to Goal) The immediate impact measuring or methods and External conditions on the project area or qualitative ways of sources to quantify necessary if achieved target group i.e. the judging timed or assess indicators project purpose is to change or benefit to achievement of contribute to reaching be achieved by the purpose project goal project OUTPUTS: Quantitative ways of Cost-effective (Outputs to purpose) These are the measuring or methods and Factors out of project specifically deliverable qualitative ways of sources to quantify control which, if present, results expected from judging timed or assess indicators could restrict progress the project to attain production of outputs from outputs to the purpose achieving project purpose ACTIVITIES: INPUTS: (Activity to output) These are the tasks to Factors out of project be done to produce This is a summary of Financial out-turn control which, if present, the outputs the project budget report as agreed in could restrict progress grant agreement from activities to achieving outputs DFID describes the Logical Framework as "a tool to help designers of projects thinklogically about what the project is trying to achieve (the purpose), what things theproject needs to do to bring that about (the outputs) and what needs to be done toproduce these outputs (the activities). The purpose of the project from the DFIDviewpoint is to serve our higher level objectives (the goal)".NOTE: The two boxes in the centre of the "Activities" row are not used for MeasurableIndicators and Means Of Verification as the progress and success of the Activities aremeasured at the Outputs level. Remember, the Activities are carried out to achieve theOutputs. These "spare" boxes can therefore be used to provide any useful additionalinformation such as Inputs and Budgeting requirements.BOND Guidance Notes Series 4THREE STAGES TO SUCCESS:STAGE ONE - TOP DOWN (OBJECTIVES) STAGE TWO - WORK ACROSS (MEASURABLE INDICATORS AND MEANS OF VERIFICATION)STAGE THREE - BOTTOM UP (ASSUMPTIONS)STAGE ONE - TOP DOWN (OBJECTIVES)1. GOAL4. ACTIVITIESStarting at the top and using the information from theList the activities, which are needed to achieve theseObjective Tree consider the overall goal of theoutputs. There may be several for each output.project. What issue or problem is the project trying toStatements should be brief and with an emphasis onaddress? The goal may be beyond the reach of thisaction words.project on its own. What ultimate objective is theproject contributing to? This should be a briefExamplestatement or summary. 'Hold publicity campaign in (named region) to recruitlanguage teachers by (date)'. 'Agree and arrangeExample selection process & schedule for teacher recruitmentTo increase literacy among young people in the sub-involving existing teaching staff'. 'Hold trainingSahel region.sessions for new teachers covering aims, approach,customs, potential problems holding information2. PURPOSEsessions, record-keeping, expenses'. 'ArrangeWhat final result are you trying to achieve? This is theappropriate accommodation for teachers in eachpurpose of the project. This should be clear and brief. village at least before arrival'. 'Plan and hold meetingsin each village for families with school age children toExampledemonstrate the benefits of literacy' etc.School attendance and literary skills of 6-14 year oldsin (named region) of the sub-Sahel is increased.5. INPUTSWhen required to do so provide additional information,3. OUTPUTSsuch as the inputs which are needed to carry outWhat are the particular outputs needed to achievethese activities. Again, there may be several for eachthe Purpose of the project? There may be severalactivity and it will help to run through each individually,outputs.listing required inputs (resources, equipment, tools,people). Group the inputs and list each once ratherExample than repeatedly. This may include a summary of the'Five new language teachers recruited and trained.'project budget.'Classes running in all schools at times when children are not required to complete family duties.Example ''Information sessions for families with school ageBudget, Training space, Accommodation, Support forchildren held in each village demonstrating benefits ofexisting teaching staff, Teaching materials, Transportliteracy.'to village, Project Co-ordinator / Fieldworker etc. STAGE TWO - WORK ACROSS (MEASURABLE INDICATORS AND MEANS OFVERIFICATION)As you work down each step of your objectives, think:hierarchy of objectives, begin to work across the logframe, identifying the indicators for measuring your• How the outputs and activities can be measured. progress. Indicators need to define ‘QQT’, Quality,• What indicators can be used to measure achievementQuantity and Timing:against? • What information will be needed, and how it can beQuality - The kind (or nature) of the gathered? change.• What problems, obstacles or barriers might arise toQuantity - The scope (extent) of the prevent the project from progressing as planned? change ie. by how much, how• How can their impact be minimised?many.Timing- By when the change should 6. INDICATORShave taken place.Starting either from the top or the bottom of yourBOND Guidance Notes Series 5There are two kinds of indicators you will need to use: Using Indicators at the Outputs Level:Five language teachers recruited and trained by (date).Process indicatorsAt least two classes running in all schools at timesWhich measure the extent to which you havewhen children are not required to complete familyachieved your stated objectives.duties by (date). At least three information sessions forExamplefamilies with school-age children held in each villageHow many children attending school bydemonstrating benefits of literacy by (date).(specified)time.7. INFORMATION SOURCESImpact indicators Which help to monitor the achievement and theNext, try and work out your means of verification forimpact of your work.each indicator. What information will you need, andExamplehow and from where can it be gathered? How many children pass (specified) literacy test at(specified) time.Will project staff or others need to keep records, or canthey get the information from somewhere else?In addition, indicators can also be:Consider the cost implications, if any, and build this intothe project budget. DirectExampleDon't exclude anecdotal evidence (eg. viewsThe Number of children attending school.expressed by project beneficiaries, etc) if this is themost appropriate source of information, but rememberIndirect (also known as soft or proxy).that donors can be wary of this evidence, and it mayExamplelater be necessary to demonstrate your claims! More books borrowed from the school library -suggesting more children reading, therefore widerNote: literacy. If you are confused about indicators - don'tpanic! Identifying indicators requires someExamplespractice. Try to find a mentor with moreUsing Indicators at the Purpose level:experience who can advise you. Or move on toSchool attendance of 6-14 year olds is increased bylook at means of verification - thinking about what200 per cent within 4 years. 90 per cent 6-14 yearsinformation you need, and how to get it, may helpolds (in named region) of the sub-Sahel to haveto define what the indicator should be. If yougained (particular level) of literacy skills within 4come up with a long list of possible indicators tryyears.to narrow it down to the essential ones. STAGE THREE - BOTTOM UP (ASSUMPTIONS)8. EXTERNAL FACTORS9. DOUBLE CHECKWhat external factors (outside your control) could Following completion of your log frame, go over it,affect the success of your project or prevent work from bottom to top, to check the logic of it:from progressing? These may be climatic, political,economic, etc. but should be real (possible) • Will the inputs and activities clearly lead to therisks rather than a list of everything that could gooutputs required to achieve the purpose andwrong.contribute to the goal? Reflecting up from the bottom of your log frame,• Will the indicators and means of verificationconsider how, if each assumption holds, it will effectively measure the progress of the project? be possible to move to the next stage of the project. • Are the assumptions reasonable or do they indicatea level of risk, which suggests that the project isExampleunlikely to get off the ground or be completed? (TheThere are sufficient rains to ensure that children arekiller assumption)not required to replant crops and therefore unable toattend school.• Is the project staff committed to the objectives andAnd/or, Sufficient teachers with knowledge of localindicators identified and see them as realistic and dialect are recruited.achievable? And/or, Conflict from neighbouring region doesn'tspread into local area so that emergency needs take• Are there any changes, which could be made whichprecedence over education.will make the project it more practical and workable? BOND Guidance Notes Series 610. WRITE IT UP11. STAYING INFORMEDWhen the log frame has been checked (andAnd still you haven't finished; remember that LFA is arechecked) and it is truly logical, and representative offlexible tool for planning, managing, monitoring andthe project, type (or write) it up onto A4 sheets. reporting your project. As the project progressesand situations change, return to the log frame andAt this point all the relevant stakeholders shouldrevise it accordingly. Agree these changes with thehave had a chance to contribute to (and agree) thedonor and other stakeholders and keep everyonecompleted log frame.informed so that they are able to keep up to datewith current progress of the project and its futuredirection.WANT TO FIND OUT MORE?•Gosling L and Edwards M (1995) "Toolkits: a practical guide to assessment, monitoring,review and evaluation" Development Manual 5 pp. 178-192 Save The Children, £6.95 (Newedition due in March 2003 with updated information on Logical Frameworks)• The DFID "Guidelines on Humanitarian Assistance" published in May 1997 includes guidance onpreparing log frames, and is available on the DFID web-site at http://62.189.42.51./DFIDstage/faqs/files/guidelines_on_humanitarian_assistance_v5.0a.doc• DFID Chapter on Logical Frameworks in their Tools for Development series:http://62.189.42.51/DFIDstage/FOI/tools/chapter_05_frame.htm• The Civil Society Challenge Fund Guidelines 2002 include an Annex C on The LogicalFramework:http://62.189.42.51/DFIDstage/Pubs/files/cscf_guide.htm• Akroyd, D. (1995), 'The Logical Framework Approach and the post-evaluation of healthsector projects by the, African Development Bank', Project Appraisal, 10 (4), Pages 210-222. • Akroyd, D. (1995), 'Steps toward the adoption of Logical Framework Approach in the AfricanDevelopment Bank: some illustrations for agricultural sector projects', Project Appraisal, 10(1), 19-30. • Argeetey, E. (1998), 'Consultative processes in community development in Northern Ghana',Community Development Journal, 33 (4), 301-33. • Cordingley, D. (1995), 'Incorporating the Logical Framework into the Management oftechnical co-operation projects', Project Appraisal, 10 (2), 103-112. • Cracknell, B. (1996), 'Evaluating Development Aid', Evaluation, 2 (1) 23-33. • Eggers, H. W. (1998), 'Project Cycle Management Revisited', The Courier May/June 1998, 69-72, Brussels: European Commission • Gasper, D. (1999), 'Problems in the Logical Framework Approach and the challenges forProject Cycle Management', The Courier, Jan/Feb 1999, 173, 75-77. Brussels: EuropeanCommission • Jackson, B, Designing Projects and Project Evaluations using the Logical Framework Approach:http://iucn.org/themes/eval/english/lfa.htm• Nancholas, S. (1998), 'How to (or not to do)... A Logical Framework', Health Policy and Planning,13 (2), 189-193. BOND Guidance Notes Series 7Top Tips• Don't leave it to the last minute. Start workingon your log frame when you begin planning theproject. You may need to gather information asyou go along that will be difficult to get later (egbaseline data against which to measureABOUT BONDprogress). BOND is the network•Try and get the person planning andof over 270 UK-implementing the project to complete the logbased non-frame. If this is not possible consider thegovernmentalimplications of the objectives, indicators &organisations (NGOs) working in internationalverification on field staff and partners.development and development education. • Develop a problem tree. By turning theBOND aims to improve the extent and quality ofproblems into objectives, this should help clarifythe UK and Europe’s contribution to internationalthe goal, purpose, outputs and activities of yourdevelopment, the eradication of global povertyproject. and the upholding of human rights.• Find a mentor with experience of writing logframes who can offer you advice & assistance.The Guidance Notes Series aims to provide‘how-to’ information on a variety of topics for the• If you get stuck, don't panic - move on to thedevelopment sector. This edition also providesnext stage and come back to the tricky bit later. signposts to resources for those keen to pursuethe topic further.• Work in pencil so you can erase things andmake amendments easily, and use a large sheetof paper with plenty of room for 'thinking' thenDisclaimer: BOND’s Guidance Notes aim toreduce it down to A4 later. encourage good practice through practicaladvice, however, BOND cannot be held• It is difficult to get it right first time, keepresponsible for the outcome of any actions takenreflecting and revising until you are satisfied thatas a result of the information contained in thethe project is workable and the log frame isGuidance Notes series.clearly logical!• Use the log frame as the basis of the fundingapplication and then throughout the projectlifecycle to track progress and adapt to changingsituations. You can use the log frame to reviewassumptions and implications, and to keepdonors and other stakeholders informed ofsignificant changes. AcknowledgementsThese guidance notes are drawn from training on LFA conducted for BOND by: • Laurence Taylor (formerly Tutor Development Studies at Selly Oak Colleges), 37 Yardley Wood Road,Moseley, Birmingham B13 9JA• Neil Thin, Department of Social Anthropology, University of Edinburgh, Adam Ferguson Building,George Square, Edinburgh EH8 9LL• John Sartain, Tamarind Associates, Trebeck Hall, Bishop's Drive, Southwell, Nottinghamshire NG250JP© Copyright March 2003: BOND, Regent’s Wharf, 8 All Saints Street, London, N1 9RL Tel: 020 7837 8344 Fax: 020 7837 4220 Email: bond@bond.org.uk Website: www.bond.org.uk Charity No. 1068839